{"text": "CHEMISTRY FORM ONE NOTES"}
{"text": "Introduction to chemistry"}
{"text": "Chemistry is a branch of Science Science is basically the study of living and nonliving things The branch of science that study living things is called Biology The branch of science that study nonliving things is called Physical Science Physical Science is made up of"}
{"text": "Physics the study of matter in relation to energy"}
{"text": "Chemistry the study of the composition of matter"}
{"text": "Chemistry is thus defined as the branch of science that deals with the structure composition properties and behavior of matter"}
{"text": "Basic Chemistry involves studying"}
{"text": "Statesphases of matter"}
{"text": "Matter is anything that has weightmass and occupies spacevolume Naturally there are basically three states of matter"}
{"text": "i Solideg soil sand copper metal bucket ice"}
{"text": "iiLiquid eg water Petrol ethanolalcohol Mercury liquid metal"}
{"text": "iii gas eg Oxygen Nitrogen Water vapour"}
{"text": "A solid is made up of particles which are very closely packed It thus has a definitefixed shape and fixeddefinite volume occupies definite space It has a very high density"}
{"text": "A liquid is made up of particles which have some degree of freedom It thus has no definitefixed shape It takes the shape of the container it is put A liquid has fixeddefinite volumeoccupies definite space"}
{"text": "A gas is made up of particles free from each other It thus has no definitefixed shape It takes the shape of the container it is put It has no fixeddefinite volumeoccupies every space in a container"}
{"text": "b Separation of mixture"}
{"text": "A mixture is a combination of two or more substances that can be separated by physical means Simple methods of separating mixtures at basic chemistry level include"}
{"text": "i Sortingpickingthis involve physically picking one pure substance from a mixture with anotherother e g sorting maize from maize beans mixture"}
{"text": "ii Decantationthis involve pouring out a liquid from a solid that has settled sinking solid in it e g Decanting water forms sand"}
{"text": "iiiFiltrationthis involves sieving passing particles of a mixture through a filter containing small holes that allow smaller particle to pass through but do not allow bigger particle to pass through"}
{"text": "iv Skimmingthis involve scooping floating particles Eg cream from milk"}
{"text": "c Metals and nonmetals"}
{"text": "Metals are shiny ductileable to form wires malleableable to form sheet and coil without breaking Eg Iron gold silver copper Mercury is the only liquid metal known"}
{"text": "Nonmetals are dull not ductile do not form wires not malleable do not form sheet and break on coilingbrittle Eg Charcoal Sulphur plastics"}
{"text": "d Conductors and nonconductors"}
{"text": "A conductor is a solid that allow electric current to pass through A nonconductor is a solid that do not allow electric current to pass through"}
{"text": "All metals conduct electricity All nonmetals do not conduct electricity except carbon graphite"}
{"text": "e Drugs"}
{"text": "A drug is a natural or syntheticmanmade substance that when taken changesalter the body functioning A natural or syntheticmanmade substance that when taken changesalter the abnormal body functioning to normal is called medicine Medicines are thus drugs intended to correct abnormal body functions  Medicines should therefore be taken on prescription and dosage"}
{"text": "A prescription is a medical instruction to a patientsick on the correct type of medicine to take and periodtime between one intake to the other"}
{"text": "A dosage is the correct quantity of drug required to alter the abnormal body function back to normal This is called treatment It is the professional work of qualified doctorspharmacists to administer correct prescription and dosage of drugsmedicine to the sick Prescription and dosage of drugsmedicine to the sick use medical language"}
{"text": "Example"}
{"text": "i 2 x 4  means 2 tablets for solid drugsspoonfuls for liquid drugs taken 4 times for a duration of one day24 hours and then repeated and continued until all the drug given is finished"}
{"text": "ii 1 x 2  means 1 tablets for solid drugsspoonfuls for liquid drugs taken 2 times for a duration of one day24 hours and then repeated and continued until all the drug given is finished"}
{"text": "Some drugs need minimal prescription and thus are available without pharmacist doctors prescription They are called Over The Counter OTC drugs OTC drugs used to treat mild headaches stomach upsets common cold include"}
{"text": "i Painkillers"}
{"text": "ii Antiacids"}
{"text": "iii coldflu drugs"}
{"text": "All medicine requires correct intake dosage When a prescription dosage is not followed this is called drug misuseabuse Some drugs are used for other purposes other than that intended This is called drug abuse"}
{"text": "Drug abuse is when a drug is intentionally used to alter the normal functioning of the body The intentional abnormal function of the drug is to make the victim have false feeling of well being The victim lack both mental and physical coordination"}
{"text": "Some drugs that induce a false feeling of well being are illegal They include heroin cocaine bhang Mandrax and morphine"}
{"text": "Some abused drugs which are not illegal include Miraa alcohol tobacco sleeping pills"}
{"text": "The role of chemistry in society"}
{"text": "a Chemistry is used in the following"}
{"text": "i Washingcleaning with soap"}
{"text": "Washingcleaning is a chemical process that involves interaction of water soap and dirt so as to remove the dirt from a garment"}
{"text": "ii Understanding chemicals of life"}
{"text": "Living thing grow respire and feed The formation and growth of cells involve chemical processes in living things using carbohydrates proteins and vitamins"}
{"text": "iii Baking"}
{"text": "Adding baking powder to dough and then heating in an oven involves interactions that require understanding of chemistry"}
{"text": "iv Medicine"}
{"text": "Discovery test prescription and dosage of drugs to be used for medicinal purposes require advanced understanding of chemistry"}
{"text": "v Fractional distillation of crude oil"}
{"text": "Crude oil is fractional distilled to useful portions like petrol diesel kerosene by applying chemistry"}
{"text": "vi Manufacture of synthetic compoundssubstances"}
{"text": "Large amounts of plastics glass fertilizers insecticides soaps cements are manufactured worldwide Advanced understanding of the chemical processes involved is a requirement"}
{"text": "vii Diagnosistest for abnormal body functions"}
{"text": "If the body is not functioning normally it is said to be sickill Laboratory test are done to diagnose the illnesssickness"}
{"text": "b The following career fields require Chemistry as one of subject areas of advancedspecialized study"}
{"text": "i Chemical engineeringchemical engineer"}
{"text": "ii Veterinary medicineVeterinary doctor"}
{"text": "iii MedicineMedical doctorpharmacistnurse"}
{"text": "iv BeautyBeautician"}
{"text": "v TeachingChemistry teacher"}
{"text": "The School Chemistry Laboratory"}
{"text": "Chemistry is studied mainly in a science room called a school chemistry laboratory The room is better ventilated than normal classroom It has electricity gas and water taps A school chemistry laboratory has a qualified professional whose called Laboratory technicianassistant"}
{"text": "All students user in a school chemistry laboratory must consult the Laboratory technicianassistant for all their laboratory work A school chemistry laboratory has chemicals and apparatus"}
{"text": "A chemical is a substance whose composition is known All chemical are thus labeled as they are This is because whereas physically a substance may appear similar chemically they may be different"}
{"text": "All Chemicals which are not labeled should never be used Some chemicals are toxicpoisonous explosive corrosive caustic irritants flammable oxidizing carcinogenic or radioactive"}
{"text": "Care should always be taken when handling any chemical which have any of the above characteristic properties"}
{"text": "Common school chemistry laboratory chemicals include"}
{"text": "i Distilled water"}
{"text": "ii Concentrated mineral acid which are very corrosive on contact with skin they cause painful open wounds"}
{"text": "iii Concentrated alkalibases which are caustic on contact with skin they cause painful blisters"}
{"text": "iv Very many types of salts"}
{"text": "The following safety guideline rules should be followed by chemistry laboratory users"}
{"text": "i Enter the laboratory with permission in an orderly manner without rushingpushingscrabbling"}
{"text": "ii Do not try unauthorized experiments They may produce flammable explosive or toxic substances that affect your health"}
{"text": "iii Do not taste any chemical in the laboratory They may be poisonous"}
{"text": "iv Waft gas fumes to your nose with your palm Do not inhalesmell gases directly They may be highly poisonoustoxic"}
{"text": "v Boil substances with mouth of the test tube facing away from others and yourself Boiling liquids spurt out portions of the hot liquid Products of heating solids may be a highly poisonoustoxic gas"}
{"text": "vi Wash with lots of water any skin contact with chemicals immediately Report immediately to teacherlaboratory technician any irritation cut burn bruise or feelings arising from laboratory work"}
{"text": "vii Read and follow safety instruction All experiments that evolveproduce poisonous gases should be done in the open or in a fume chamber"}
{"text": "viii Clean your laboratory work station after use Wash your hand before leaving the chemistry laboratory"}
{"text": "ix In case of fire remain calm switch of the source of fuelgas tap Leave the laboratory through the emergency door Use fire extinguishers near the chemistry laboratory to put of medium fires Leave strong fires wholly to professional fire fighters"}
{"text": "x Do not carry unauthorized item from a chemistry laboratory"}
{"text": "An apparator apparatus are scientific toolsequipment used in performing scientific experiments The conventional apparator used in performing scientific experiments is called standard apparatorapparatus If the conventional standard apparatorapparatus is not available an improvised apparatorapparatus may be used in performing scientific experiments An improvised apparatorapparatus is one used in performing a scientific experiment for a standard apparatorapparatus Most standard apparatus in a school chemistry laboratory are made of glass because"}
{"text": "iGlass is transparent and thus reactions interactions inside are clearly visible from outside"}
{"text": "ii Glass is comparatively cheaper which reduces cost of equipping the school chemistry laboratory"}
{"text": "iii Glass is comparatively easy to cleanwash after use iv Glass is comparatively unreactive to many chemicals"}
{"text": "Apparatus are designed for the purpose they are intended in a school chemistry laboratory"}
{"text": "Apparatus for measuring volume"}
{"text": "1 Measuring cylinder"}
{"text": "Measuring cylinders are apparatus used to measure volume of liquid solutions They are calibrated graduated to measure any volume required to the maximum Measuring cylinders are named according to the maximum calibratedgraduated volume eg"}
{"text": "10ml measuring cylinder is can hold maximum calibratedgraduated volume of 10mililitres 10 cubic centimetres"}
{"text": "50ml measuring cylinder is can hold maximum calibratedgraduated volume of 50mililitres 50 cubic centimetres"}
{"text": "250ml measuring cylinder is can hold maximum calibratedgraduated volume of 250mililitres 250 cubic centimetres"}
{"text": "1000ml measuring cylinder is can hold maximum calibratedgraduated volume of 1000mililitres 1000 cubic centimetres"}
{"text": "2 Burette"}
{"text": "Burette is a long and narrowthin apparatus used to measure small accurate and exact volumes of a liquid solution It must be clamped first on a stand before being used It has a tap to run out the required amount out They are calibrated graduated to run out small volume required to the maximum 50ml50cm3"}
{"text": "The maximum 50ml50cm3 calibration graduation reading is at the bottom This ensure the amount run out from a tap below can be determined directly from burette reading before and after during volumetric analysis"}
{"text": "Burettes are expensive and care should be taken when using them"}
{"text": "3 i Pipette"}
{"text": "Pipette is a long and narrowthin apparatus that widens at the middle used to measure and transfer small very accurateexact volumes of a liquid solution"}
{"text": "It is open on either ends"}
{"text": "The maximum 25ml25cm3 calibration graduation mark is a visible ring on one thin end"}
{"text": "To fill a pipette to this mark the user must suck up a liquid solution upto a level above the mark then adjust to the mark using a finger"}
{"text": "This requires practice"}
{"text": "ii Pipette filler"}
{"text": "Pipette filler is used to suck in a liquid solution into a pipette instead of using the mouth It has a suck adjust and eject button for ensuring the exact volume is attained This requires practice"}
{"text": "4 Volumetric flask"}
{"text": "A volumetric flask is thin narrow but widens at the basebottom It is used to measure very accurateexact volumes of a liquid solution"}
{"text": "The maximum calibration  graduation mark is a visible ring"}
{"text": "Volumetric flasks are named according to the maximum calibratedgraduated volume eg"}
{"text": "250ml volumetric flask has a calibratedgraduated mark at exact volume of 250mililitres 250centimetres"}
{"text": "1l volumetric flask has a calibratedgraduated mark at exact volume of one litre 1000 cubic centimeters"}
{"text": "2l volumetric flask has a calibratedgraduated mark at exact volume of two litres 2000 cubic centimeters"}
{"text": "5 Dropperteat pipette"}
{"text": "A dropperteat pipette is a long thinnarrow glassrubber apparatus that has a flexible rubber head"}
{"text": "A dropperteat pipette is used to measure very small amount drops of liquid solution by pressing the flexible rubber head The numbers of drops needed are counted by pressing the rubber gently at a time"}
{"text": "bApparatus for measuring mass"}
{"text": "1 Beam balance"}
{"text": "A beam balance has a pan where a substance of unknown mass is placed The scales on the opposite end are adjusted to balance with the mass of the unknown substance The mass from a beam balance is in grams"}
{"text": "2 Electronicelectric balance"}
{"text": "An electronicelectric balance has a pan where a substance of unknown mass is placed The mass of the unknown substance in grams is available immediately on the screen"}
{"text": "cApparatus for measuring temperature"}
{"text": "A thermometer has alcohol or mercury trapped in a bulb with a thin enclosed outlet for the alcoholmercury in the bulb"}
{"text": "If temperature rises in the bulb the alcohol mercury expand along the thin narrow enclosed outlet"}
{"text": "The higher the temperature the more the expansion"}
{"text": "Outside a calibration graduation correspond to this expansion and thus changes in temperature"}
{"text": "A thermometer therefore determines the temperature when the bulb is fully dipped in to the substance being tested To determine the temperature of solid is thus very difficult"}
{"text": "dApparatus for measuring time"}
{"text": "The stop watchclock is the standard apparatus for measuring time Time is measured using hours minutes and second"}
{"text": "Common school stop watchclock has start stop and reset button for determining time for a chemical reaction This requires practice"}
{"text": "e Apparatus for scooping"}
{"text": "1 Spatula"}
{"text": "A spatula is used to scoop solids which do not require accurate measurement Both ends of the spatula can be used at a time"}
{"text": "A solid scooped to the brim is one spatula end full A solid scooped to half brim is half spatula end full"}
{"text": "2 Deflagrating spoon"}
{"text": "A deflagrating spoon is used to scoop solids which do not require accurate measurement mainly for heating Unlike a spatula a deflagrating spoon is longer"}
{"text": "f Apparatus for putting liquidssolid for heating"}
{"text": "1 Test tube"}
{"text": "A test tube is a narrowthin glass apparatus open on one side The end of the opening is commonly called the the mouth of the test tube"}
{"text": "2 Boilingignition tube"}
{"text": "A boilingignition tube is a wide glass apparatus than a test tube open on one side The end of the opening is commonly called the the mouth of the boilingignition tube"}
{"text": "3 Beaker"}
{"text": "Beaker is a wide calibratedgraduated lipped glassplastic apparatus used for transferring liquid solution which do not normally require very accurate measurements"}
{"text": "Beakers are named according to the maximum calibratedgraduated volume they can hold eg"}
{"text": "250ml beaker has a maximum calibratedgraduated volume of 250mililitres 250 cubic centimeters"}
{"text": "1l beaker has a maximum calibratedgraduated volume of one litre 1000 cubic centimeters"}
{"text": "5 l beaker has a maximum calibratedgraduated volume of two litres 2000 cubic centimeters"}
{"text": "4 Conical flask"}
{"text": "A conical flask is a moderately narrow glass apparatus with a wide base and no calibrationgraduation Conical flasks thus carryhold exact volumes of liquids that have been measured using other apparatus It can also be put some solids The narrow mouth ensures no spillage"}
{"text": "Conical flasks are named according to the maximum volume they can hold eg 250ml Conical flasks hold a maximum volume of 250mililitres 250 cubic centimeters"}
{"text": "500ml Conical flasks hold a maximum volume of 500ml 1000 cubic centimeters"}
{"text": "5 Round bottomed flask"}
{"text": "A round bottomed flask is a moderately narrow glass apparatus with a wide round base and no calibrationgraduation Round bottomed flask thus carryhold exact volumes of liquids that have been measured using other apparatus The narrowthin mouth prevents spillage The flask can also hold weighed solids A round bottomed flask must be held clamped when in use because of its wide narrow base"}
{"text": "6 Flat bottomed flask"}
{"text": "A flat bottomed flask is a moderately narrow glass apparatus with a wide round base with a small flat bottom It has no calibrationgraduation"}
{"text": "Flat bottomed flasks thus carryhold exact volumes of liquids that have been measured using other apparatus The narrowthin mouth prevents spirage They can also hold weighed solids A flat bottomed flask must be held clamped when in use because its flat narrow base is not stable"}
{"text": "g Apparatus for holding unstable apparatus during heating"}
{"text": "1 Tripod stand"}
{"text": "A tripod stand is a three legged metallic apparatus which unstable apparatus are placed on during heatingBeakers Conical flasks round bottomed flask and flat bottomed flasks are placed on top of tripod stand during heating"}
{"text": "2 Wire gauzemesh"}
{"text": "Wire gauzemesh is a metalliciron plate of wires crossings It is placed on top of a tripod stand"}
{"text": "i Ensure even distribution of heat to prevent cracking glass apparatus"}
{"text": "ii Hold smaller apparatus that cannot reach the edges of tripod stand"}
{"text": "3 Clamp stand"}
{"text": "A clamp stand is a metallic apparatus which tightly hold apparatus at their neck firmly"}
{"text": "A clamp stand has a wide metallic base that ensures maximum stability The height and position of clamping is variable This require practice"}
{"text": "4 Test tube holder"}
{"text": "A test tube holder is a hand held metallic apparatus which tightly hold testboilingignition tube at their neck firmly on the other end"}
{"text": "Some test tube holders have wooden handle that prevent heat conduction to the hand during heating"}
{"text": "5 Pair of tong"}
{"text": "A pair of tong is a scissorlike hand held metallic apparatus which tightly hold firmly a small solid sample on the other end"}
{"text": "6 Gas jar"}
{"text": "A gas jar is a long wide glass apparatus with a wide base"}
{"text": "It is open on one end It is used to collectput gases"}
{"text": "This requires practice"}
{"text": "h Apparatus for holdingdirecting liquid solutionsfunnels to avoid spillage"}
{"text": "1 Filter funnel"}
{"text": "A filter funnel is a wide mouthed mainly plastic apparatus that narrow drastically at the bottom to a long extension"}
{"text": "When the long extension is placed on top of another apparatus a liquid solution can safely be directed through the wide mouth of the filter funnel into the apparatus without spirage"}
{"text": "Filter funnel is also used to place a filter paper during filtration"}
{"text": "2 Thistle funnel"}
{"text": "A thistle funnel is a wide mouthed glass apparatus that narrow drastically at the bottom to a very long extension"}
{"text": "The long extension is usually drilled through a stoppercork"}
{"text": "A liquid solution can thus be directed into a stoppered container without spillage"}
{"text": "3 Dropping funnel"}
{"text": "A dropping funnel is a wide mouthed glass apparatus with a tap that narrow drastically at the bottom to a very long extension"}
{"text": "The long extension is usually drilled through a stoppercork"}
{"text": "A liquid solution can thus be directed into a stoppered container without spillage at the rate determined by adjusting the tap"}
{"text": "4 Separating funnel"}
{"text": "A separating funnel is a wide mouthed glass apparatus with a tap at the bottom narrow extension"}
{"text": "A liquid solution can thus be directed into a separating funnel without spillage It can also safely be removed from the funnel by opening the tap"}
{"text": "It is used to separate two or more liquid solution mixtures that form layersimmiscible This requires practice"}
{"text": "h Apparatus for heatingBurners"}
{"text": "1 Candle spirit burner kerosene stove charcoal burnerjiko are some apparatus that can be used for heating"}
{"text": "Any flammable fuel when put in a container and ignited can produce some heat"}
{"text": "2 Bunsen burner"}
{"text": "The Bunsen burner is the standard apparatus for heating in a Chemistry school laboratory"}
{"text": "It was discovered by the German Scientist Robert Wilhelm Bunsen in1854"}
{"text": "aDiagram of a Bunsen burner"}
{"text": "A Bunsen burner uses butanelaboratory gas as the fuel The butanelaboratory gas is highly flammable and thus usually stored safely in a secure chamber outside Chemistry school laboratory It is tapped and distributed into the laboratory through gas pipes"}
{"text": "The gas pipes end at the gas tap on a chemistry laboratory bench If opened the gas tap releases butanelaboratory gas Butanelaboratory gas has a characteristic odorsmell that alerts leakagesopen gas tap"}
{"text": "The Bunsen burner is fixed to the gas tap using a strong rubber tube"}
{"text": "The Bunsen burner is made up of the following parts"}
{"text": "i Base plate to ensure the burner can stand on its own"}
{"text": "iiJeta hole through which laboratory gas enters the burner"}
{"text": "iiiCollarsleeveadjustable circular metal attached to the main chimneyburell with a side holeentry It controls the amount of air entering used during burning"}
{"text": "ivAir hole a holeentry formed when the collar side hole is in line with chimney side hole If the collar side hole is not in line with chimney side hole the air hole is said to be closed If the collar side hole is in line with chimney side hole the air hole is said to be open"}
{"text": "vChimney tall round metallic rod attached to the base plate"}
{"text": "bProcedure for lightingigniting a Bunsen burner"}
{"text": "1 Adjust the collar to ensure the air holes are closed"}
{"text": "2 Connect the burner to the gas tap using a rubber tubing Ensure the rubber tubing has no side leaks"}
{"text": "3 Turn on the gas tap"}
{"text": "4 Ignite the top of the chimney using a lighted match stickgas lighterwooden splint"}
{"text": "5 Do not delay excessively procedure iv from iii to prevent highly flammable laboratory gas from escapingleaking"}
{"text": "cBunsen burner flames"}
{"text": "A Bunsen burner produces two types of flames depending on the amount of air entering through the air holes"}
{"text": "If the air holes are fully open a non luminous flame is produced If the air holes are fully closed a luminous flame is produced If the air holes are partially open closed a hybrid of non luminous and luminous flames is produced"}
{"text": "Characteristic differences between luminous and nonluminous flame"}
{"text": "Scientific apparatus are drawn"}
{"text": "i Using a proportional two dimension 2D crosssections Three dimensions 3D are not recommended"}
{"text": "ii Straight edges of the apparatus on a scientific diagram should be drawn using ruler"}
{"text": "iii Curved edges of the apparatus on a scientific diagram should be drawn using free hand"}
{"text": "ivThe bench tripod or clamp to support apparatus which cannot stand on their own should be shown"}
{"text": "CLASSIFICATION OF SUBSTANCES"}
{"text": "Substances are either pure or impure A pure substance is one which contains only one substance"}
{"text": "An impure substance is one which contains two or more substances A pure substance is made up of a pure solid pure liquid or pure gas"}
{"text": "A mixture is a combination of two or more pure substances which can be separated by physical means The three states of matter in nature appear mainly as mixtures of one with the other"}
{"text": "Common mixtures include"}
{"text": "aSolutionssolidliquid dissolved mixture"}
{"text": "Experiment"}
{"text": "To make a solution of copper II sulphate VIPotassium magnateVII sodium chloride"}
{"text": "Procedure"}
{"text": "Put about 100 cm3 of water in three separate beakers Separately place a half spatula end full of copper II sulphate VI Potassium manganate VII and sodium chloride crystals to each beaker Stir for about two minutes"}
{"text": "Observation"}
{"text": "Copper II sulphate VI crystals dissolve to form a blue solution"}
{"text": "Potassium manganate VII crystals dissolve to form a purple solution"}
{"text": "Sodium chloride crystals dissolve to form a colourless solution"}
{"text": "Explanation"}
{"text": "Some solids liquids and gases dissolve in some other liquids"}
{"text": "A substanceliquid in which another substance dissolves is called solvent"}
{"text": "A substance solid gas which dissolves in a solvent is called solute"}
{"text": "When a solute dissolves in a solvent it forms a uniform mixture called solution"}
{"text": "A solute dissolved in water as the solvent exists in another state of matter called aqueous state Water is referred as the universal solvent because it dissolves many solutes A solute that dissolves in a solvent is said to be soluble Soluble particles uniformly spread between the particles of watersolvent and cannot be seen"}
{"text": "Solute  Solvent  solution"}
{"text": "Solute  Water  aqueous solution of solute"}
{"text": "The solute dissolved in water gives the name of the solution e g"}
{"text": "1 Sodium chloride solution is a solution formed after dissolving sodium chloride crystalssolid in water Sodium chloride exists in aqueous state after dissolving"}
{"text": "Sodium chloride  Water  Sodium chloride solution"}
{"text": "NaCls  aq  NaClaq"}
{"text": "2 Ammonia solution is a solution formed after dissolving ammonia gas in water Ammonia exists in aqueous state after dissolving"}
{"text": "Ammonia gas  Water  aqueous ammonia"}
{"text": "NH3 g  aq  NH3 aq"}
{"text": "3 Copper II sulphate VI solution is a solution formed after dissolving Copper II sulphate VI crystalssolid in water Copper II sulphate VI exists in aqueous state after dissolving"}
{"text": "Copper II sulphate VI  Water  Copper II sulphate VI solution"}
{"text": "CuSO4s  aq  CuSO4 aq"}
{"text": "4 Potassium manganateVII solution is a solution formed after dissolving Potassium manganateVII crystalssolid in water"}
{"text": "Potassium manganateVIIexist in aqueous state after dissolving"}
{"text": "Potassium manganateVII  Water  Potassium manganateVII solution"}
{"text": "KMnO4s  aq  KMnO4 aq"}
{"text": "bSuspension precipitatessolidliquid mixture which do not dissolve"}
{"text": "Experiment To make soil flour and Lead II Iodide suspensionprecipitate"}
{"text": "Procedure"}
{"text": "Put about 100 cm3 of water in three separate beakers Separately place a half spatula end full of soil maize and lead II Iodide to each beaker Stir for about two minutes"}
{"text": "Observation"}
{"text": "Some soil maize and lead II Iodide float in the water"}
{"text": "A brown suspensionprecipitateparticles suspended in water containing soil"}
{"text": "A white suspensionprecipitateparticles suspended in water containing flour"}
{"text": "A yellow suspensionprecipitateparticles suspended in water containing Lead II iodide Some soil maize and lead II Iodide settle at the bottom after some time"}
{"text": "Explanation"}
{"text": "Some solid substances do not dissolve in a liquid They are said to be insoluble in the solvent When an insoluble solid is put in liquid"}
{"text": "i Some particles remain suspendedfloating in the liquid to form a suspension precipitate"}
{"text": "ii Some particles sinksettle to the bottom to form sediments after being allowed to stand"}
{"text": "An insoluble solid acquire the colour of the suspensionprecipitate eg"}
{"text": "1 A white suspension precipitate have some fine white particles suspended floating in the liquid Not white solution"}
{"text": "2 A blue suspension precipitate has some fine blue particles suspended floating in the liquid"}
{"text": "3 A green suspension precipitate has some fine green particles suspended floating in the liquid"}
{"text": "4 A brown suspension precipitate has some fine brown particles suspended floating in the liquid"}
{"text": "4 A yellow suspension precipitate has some fine yellow particles suspended floating in the liquid"}
{"text": "c i Miscibles Liquidliquid mixtures"}
{"text": "To form waterethanol and Keroseneturpentine miscibles"}
{"text": "Procedure"}
{"text": "iMeasure 50cm3 of ethanol into 100cm3 beaker Measure 50cm3 of water Place the water into the beaker containing ethanol Swirl for about one minute"}
{"text": "iiMeasure 50cm3 of kerosene into 100cm3 beaker Measure 50cm3 of turpentine oil Place the turpentine oil into the beaker containing kerosene Swirl for about one minute"}
{"text": "Observation"}
{"text": "Two liquids do not form layers"}
{"text": "Ethanol and water form a uniform mixture"}
{"text": "Kerosene and turpentine oil form uniform mixture"}
{"text": "Explanation"}
{"text": "Ethanol is miscible in Water Kerosene is miscible in turpentine oil Miscible mixture form uniform mixture They do not form layers The particles of one liquid are smaller than the particles of the other The smaller particles occupy the spaces between the bigger particles"}
{"text": "Immiscibles Liquidliquid mixtures"}
{"text": "To form waterturpentine oil and Kerosenewater miscibles"}
{"text": "Procedure"}
{"text": "iMeasure 50cm3 of water into 100cm3 beaker Measure 50cm3 of turpentine oil Place the oil into the beaker containing water Swirl for about one minute"}
{"text": "ii Measure 50cm3 of water into 100cm3 beaker Measure 50cm3 of kerosene Place the kerosene into the beaker containing water Swirl for about one minute"}
{"text": "Observation"}
{"text": "Two liquids form layers"}
{"text": "Turpentine and water do not form a uniform mixture"}
{"text": "Water and kerosene do not form uniform mixture"}
{"text": "Explanation"}
{"text": "Kerosene is immiscible in Water Water is immiscible in turpentine oil Immiscible mixtures do not form uniform mixtures They form layers The size of the particles of one liquid is almost equal to the particles of the other The particles of one liquid cannot occupy the spaces between the particles of the other The heavier particles settle at the bottom The less dense particles settle on top"}
{"text": "dSolidsolid mixturesAlloys"}
{"text": "Before solidifying some heated moltenliquid metals dissolve in another metal to form a uniform mixture of the two On solidifying a uniform mixture of the metals is formed A uniform mixture of two metals on solidifying is called alloy In the alloy one metallic particle occupies the spaces between the metallic particles of the other"}
{"text": "c Common alloys of metal"}
{"text": "METHODS OF SEPARATING MIXTURES"}
{"text": "Mixtures can be separated from applying the following methods"}
{"text": "a Decantation"}
{"text": "Sediments can be separated from a liquid by pouring out the liquid This process is called decantation"}
{"text": "Experiment"}
{"text": "Put some sand in a beaker Add about 200cm3 of water Allow sand to settle Pour off water carefully into another beaker"}
{"text": "Observation"}
{"text": "Sand settles at the bottom as sediments"}
{"text": "Less clean water is poured out"}
{"text": "Explanation"}
{"text": "Sand does not dissolve in water Sand is denser than water and thus settles at the bottom as sediment When poured out the less dense water flows out"}
{"text": "bFiltration"}
{"text": "Decantation leaves suspended particles in the liquid after separation Filtration is thus improved decantationFiltration is the method of separating insoluble mixturesparticlessolids from a liquid"}
{"text": "Experiment To separate soil and water using filtration"}
{"text": "Fold a filter paper to fit well into a filter funnel Place the funnel in an empty 250 cm3 beaker"}
{"text": "Put one spatula end full of soil into 50cm3 of water Stir Put the soilwater mixture into the filter funnel"}
{"text": "Observations"}
{"text": "Clean water is collected below the filter funnel"}
{"text": "Soil remains above the filter paper"}
{"text": "Explanation"}
{"text": "A filter paper is porous which act like a fine sieve with very small holes The holes allow smaller water particles to pass through but do not allow bigger soil particles The liquid which passes through is called filtrate The solid which do not pass through is called residue"}
{"text": "Set up of apparatus"}
{"text": "In industries filtration is used in engine filters to clean up air"}
{"text": "cEvaporation"}
{"text": "Evaporation is a method of separating a solutesolid from its solution This involves heating a solution solvent and soluteto vapourize the solvent out of the solution mixture leaving pure solutesolid If a mixture contain insoluble solid they are filtered out"}
{"text": "Experiment To separate a mixture of soil and salt sodium chloride"}
{"text": "Procedure"}
{"text": "Put one spatula end full of soil on a filter paper"}
{"text": "Put one spatula full of common saltsodium chloride into the same filter paper Mix well using the spatula"}
{"text": "Place about 200cm3 of water into a beaker"}
{"text": "Put the contents of the filter paper into the water Stir thoroughly using a glassstirring rod for about one minute"}
{"text": "Fold a filter paper into a filter funnel"}
{"text": "Pour half portion of the contents in the beaker into the filter funnel"}
{"text": "Put the filtrate into an evaporating dish Heat on a water bath"}
{"text": "Observation"}
{"text": "iOn mixing"}
{"text": "Colourless crystals and brown soil particles appear on the filter paper"}
{"text": "iiOn adding water"}
{"text": "Common soil dissolves in water Soil particles do not dissolve in water"}
{"text": "iiiOn filtration"}
{"text": "Colourless liquid collected as filtrate below the filter funnelpaper"}
{"text": "Brown residue collected above the filter funnelpaper"}
{"text": "ivOn evaporation"}
{"text": "Colourless crystals collected after evaporation"}
{"text": "Explanation"}
{"text": "Solid mixture of sand and common salt take the colors of the two"}
{"text": "On adding water common salt dissolves to form a solution"}
{"text": "Soil does not because it is insoluble in water and thus forms a suspension"}
{"text": "On filtration a residue of insoluble soil does not pass through the filter paper"}
{"text": "It is collected as residue"}
{"text": "Common salt solution is collected as filtrate"}
{"text": "On heating the filtrate the solventwater evaporatevaporize out of the evaporating dish leaving common salt crystals"}
{"text": "Vapourizationevaporation can take place even without heating"}
{"text": "This is the principleprocess of drying wet clothes on the hanging line"}
{"text": "Set up of apparatus"}
{"text": "d Distillation"}
{"text": "Distillation is an improved evaporation where both the solute and the solvent in the solution are separated collected Distillation therefore is the process of separating a solution into constituent solid solute and the solvent It involves heating the solution to evaporatevaporize the solvent out The solvent vapour is then condensed back to a liquid"}
{"text": "Experiment To obtain copper II sulphate VI crystals and water from copper II sulphate VI solution"}
{"text": "Procedure"}
{"text": "Put one spatula end full of copper II sulphate VI crystals into a 250cm3 beaker"}
{"text": "Place about 200cm3 of water into the beaker"}
{"text": "Stir thoroughly using a glassstirring rod for about one minute"}
{"text": "Pour half portion of the contents in the beaker into a round bottomedflatconical flask broken porcelainsandglass into the flask"}
{"text": "Put a few pieces of b Stopper the flask"}
{"text": "Connect the flask to a Liebig condenser using delivery tube"}
{"text": "Place a 200cm3 clean empty beakerconical flask as a receiver at the end of the Liebig condenser"}
{"text": "Circulate water in the Liebig condenser"}
{"text": "Heat the flask strongly on a tripod stand with wire meshgauze until there is no more visible boiling bubbles in the flask"}
{"text": "Observation"}
{"text": "Copper II sulphate VI crystals dissolve in water to form a blue solution On heating colourless liquid is collected in the receiver"}
{"text": "Blue crystals are left in the flask"}
{"text": "If gently heated further the blue crystals turn to white powder"}
{"text": "Explanation"}
{"text": "On heating blue Copper II sulphate VI solution the colourless liquid solvents evaporatevaporize"}
{"text": "The liquid vapourgas passes through the delivery tube to the Liebig condenser"}
{"text": "The Liebig condenser has a cold water inlet near the receiver and cold water out let"}
{"text": "This ensures efficient cooling If the cold water outletinlet is reversed the water circulation would be less efficient"}
{"text": "The water in the receiver would be warm In the Liebig condenser the cold water condenses the liquid vapour into liquid"}
{"text": "The condensed liquid collects in the receiver as distillate"}
{"text": "The solute of blue Copper II sulphate VI crystals is left in the flask as residue"}
{"text": "During simple distillation therefore the solution is heated to vaporize evaporate the solventone component which is condensed at a different part of the apparatus"}
{"text": "The purpose of pieces of broken porcelainporous potglasssand is to"}
{"text": "i Prevent bumping of the solution during boiling"}
{"text": "ii Ensure smooth and even boiling"}
{"text": "Salty sea water can be made pure through simple distillation"}
{"text": "Any mixture with a large difference 40oC in boiling point can be separated using simple distillation"}
{"text": "Set up of apparatus"}
{"text": "eFractional distillation"}
{"text": "Fractional distillation is an improved simple distillation used specifically to separate miscible mixtures with very close near boiling points"}
{"text": "Fractional distillation involves"}
{"text": "i Heating the mixture in a conicalround bottomed flat bottomed flask"}
{"text": "The pure substance with a lower boiling point and thus more volatile evaporatesboilsvaporize firsteg Pure ethanol has a boiling point of 78oCPure water has a boiling point of 100 oC at sea levelone atmosphere pressure"}
{"text": "When a miscible mixture of ethanol and water is heated ethanol vaporizes boils evaporates first because it is more volatile"}
{"text": "iiThe conicalround bottomed flat bottomed flask is connected to a long glass tube called fractionating column"}
{"text": "The purpose of the fractionating column is to offer areas of condensation for the less volatile pure mixture"}
{"text": "The fractionating column is packed with glass beadsbroken glass porcelain shelves to increase the surface area of condensation of the less volatile pure mixture"}
{"text": "iiiWhen the vapors rise they condense on the glass beadsbroken glass porcelain  shelves which become hot"}
{"text": "When the temperature of the glass beadsbroken glassporcelainshelves is beyond the boiling point of the less volatile pure substance the pure substance rise and condensation take place on the glass beadsbroken glassporcelainshelves at a higher level on the fractionating column"}
{"text": "The less volatile pure substance tricklesdrips back down the fractionating column or back into the conicalround bottomed flat bottomed flask to be heated again eg"}
{"text": "If the temperature on glass beadsbroken glassporcelainshelves is beyond 78oC the more volatile pure ethanol rise to condense on the glass beadsbroken glass porcelainshelves higher in the fractionating column"}
{"text": "Water condenses and then driptrickle to the glass beadsbroken glass porcelain shelves lower in the fractionating column because it is less volatile"}
{"text": "iv The fractionating column is connected to a Liebig condenser The Liebig condenser has a cold water inlet and outlet circulation"}
{"text": "The more volatile mixture that reach the top of the fractionating column is condenses by the Liebig condenser into a receiver It is collected as the first fraction"}
{"text": "vAt the top of the fractionating column a thermometer is placed to notemonitor the temperature of the boiling mixtures"}
{"text": "Pure substances have constantfixed boiling point When one mixture is completely separated the thermometer reading rises"}
{"text": "Eg the thermometer reading remains at78oC when ethanol is being separated When no more ethanol is being separated the mercuryalcohol level in the thermometer rises"}
{"text": "viThe second subsequent fractions are collected in the receiver after noting a rise the mercuryalcohol level in the thermometer"}
{"text": "Eg the thermometer reading rises to 100oC when water is being separated It is passed through the Liebig condenser with the cold water inlet and outlet circulation It is collected different receiver as the secondsubsequent fraction"}
{"text": "viiEach fraction collected should be confirmed from known physicalchemical propertiescharacteristic"}
{"text": "Example"}
{"text": "Ethanol"}
{"text": "Ethanol is a colourless liquid that has a characteristic smell When it is put in a watch glass then ignited it catches fire and burn with a blue flame"}
{"text": "Water"}
{"text": "Water is a colourless liquid that has no smellodour When it is put in a watch glass then ignited it does not catch fire"}
{"text": "Set up of apparatus"}
{"text": "Industrial application of Fractional distillation"}
{"text": "On a large scalefractional distillation is used"}
{"text": "iIn fractional distillation of crude oil in an oil refinery"}
{"text": "Crude oil is a mixture of many fractions When heated in a furnace the different fractions separate out according to their boiling point In Kenyafractional distillation takes place at Changamwe in Mombasa"}
{"text": "iiIn fractional distillation of air"}
{"text": "Air contain a mixture of three main useful gases which are condensed by cooling to very low temperature 200oC to form a liquid The liquid is then heated Nitrogen is the most volatile 196 oC and thus comes out as the first fraction Argon at 186 oC is the second fraction Oxygen  at 183 oC is the last fraction The three gases are very useful industrial gases"}
{"text": "fSeparation of immiscibles Using a separating funnel"}
{"text": "Two or more liquids that form layers on mixing are immiscible Immiscible mixture arrange themselves according to their densities"}
{"text": "ie The denser liquid sink to the bottom The less dense liquid floats on the denser one Immicible mixtures can be separated from each other by using a separating funnel"}
{"text": "Experiment To separate an immiscible mixture of paraffin and water"}
{"text": "Procedure"}
{"text": "Place about 100cm3 of water into a 250cm3 beaker Add about 100cm3 of paraffin into the beaker Stir"}
{"text": "Transfer the mixture into a separating funnel Allow to settle for about one minute Open the tap run out the lower layer out slowly into a clean beaker Close the tap when the upper layer is very close to the tap"}
{"text": "Run out the intermediate small amount of the mixture near the tap into a beaker Discard it"}
{"text": "Run out the remaining upper layer into a fresh beaker"}
{"text": "Place a portion of upper and lower layer into a watch glass separately after separating each Ignite"}
{"text": "Observation"}
{"text": "Water and paraffin are both colourless liquids"}
{"text": "Two layers are formed on mixing"}
{"text": "Colourless odorless liquid collected first It does not catch fire"}
{"text": "A colourless liquid with characteristic smell collected latersecond It catches fire and burn with a yellow smoky flame"}
{"text": "Explanation"}
{"text": "Water and paraffin are immiscible Water is denser than paraffin When put in a separating funnel paraffin float on water On opening the tap water runs out A mixture of water and paraffin at the junction of the two is discarded It is not pure"}
{"text": "Set up of apparatus"}
{"text": "gSublimationdeposition"}
{"text": "Some solids on heating do not melt to a liquid but change directly to a gas The process by which a solid changes to a gas is called sublimation The gas cools back and changes directly to a solid The process by which a gas changes to a solid is called deposition Sublimation and deposition therefore are the same but opposite processes"}
{"text": "Sublimation Deposition"}
{"text": "Some common substances that undergo sublimation deposition include"}
{"text": "iIodine iiCarbonIVoxide iiiCamphor iv ammonium chloride vIronIIIchloride viAluminumIIIchloride"}
{"text": "vii benzoic acid"}
{"text": "If a mixture has any of the above as a component then on heating it will change to a gas and be deposited away from the source of heating"}
{"text": "Procedure"}
{"text": "Place about one spatula full of ammonium chloride crystals into a clean dry 100cm3 beaker Add equal amount of sodium chloride crystals into the beaker Swirl to mix"}
{"text": "Place the beaker on a tripod stand"}
{"text": "Put about 100cm3 of water into another beaker Place carefully the beaker containing water on top of the beaker containing the solid mixture Lightignite a burner and heat the solid"}
{"text": "Set up of apparatus"}
{"text": "Observation"}
{"text": "iWith ammonium chloridecommon salt mixture"}
{"text": "White fumes produced"}
{"text": "White sublimate deposited"}
{"text": "Colourless residue left"}
{"text": "iiWith Iodinecommon salt mixture"}
{"text": "Purple fumes produced"}
{"text": "Dark grey sublimate deposited"}
{"text": "Colourless residue left"}
{"text": "Explanation"}
{"text": "iOn heating a mixture of ammonium chloride and common salt a white fume of ammonium chloride is produced The white fumes solidify as white sublimate on the cooler parts Common salt remains as residue"}
{"text": "Chemical equation"}
{"text": "Ammonium chloride solid Ammonium chloride gas"}
{"text": "NH4Cls NH4Clg"}
{"text": "iiOn heating a mixture of Iodine and common salt a purple fume of Iodine vapour is produced The purple fumes solidify as dark grey sublimate on the cooler parts Common salt remains as residue"}
{"text": "Chemical equation"}
{"text": "Iodine solid Iodine gas"}
{"text": "I2s I2 g"}
{"text": "hChromatography"}
{"text": "Chromatography is a method of separating components of a solution mixture by passing it through a medium where the different components move at different rates The medium through which the solution mixture is passed is called absorbent material"}
{"text": "Paper chromatography is a method of separating colored dyes by using paper as the absorbent material"}
{"text": "Since dyes are insolubledo not dissolve in water ethanol and propanone are used as suitable solvents for dissolving the dye"}
{"text": "Practically a simple paper chromatography involve placing a dyematerial on the absorbent material adding slowly a suitable soluble solvent on the dyematerial using a dropper the solvent spread out on the absorbent material carrying the soluble dye away from the origin"}
{"text": "The spot on which the dye is initiallyoriginally placed is called baseline The farthest point the solvent spread is called solvent front"}
{"text": "The farthest a dye can be spread by the solvent depend on"}
{"text": "i Density of the dyethe denser the dye the less it spread from the basely ne by the solvent"}
{"text": "ii Stickiness of the dyesome dyes sticks on the absorbent material more than other thus do not spread far from baseline"}
{"text": "Experiment To investigate the colors in ink"}
{"text": "Procedure"}
{"text": "Method 1"}
{"text": "Place a filter paper on an empty beaker Put a drop of blackblue ink in the centre of the filter paper Wait for about one minute for the ink drop to spread Using a clean teat pipettedropper add one drop of ethanolpropanone Wait for about one minute for the ink drop to spread further Add about twenty other drops of ethanol waiting for about one minute before each addition Allow the filter paper to dry"}
{"text": "Experiment To investigate the colors in ink"}
{"text": "Procedure"}
{"text": "Method 2"}
{"text": "Cut an 8 centimeter thin strip of a filter paper At about 3cm on the strip place a drop of ink Place the filter paper in a 10cm length boiling tube containing 5cm3 of ethanol Ensure the cut strip of the filter paper just dips into the ethanol towards the ink mark Cover the boiling tube Wait for about twenty minutes Remove the boiling tube and allow the filter paper to dry"}
{"text": "Set up of apparatus"}
{"text": "Method 1"}
{"text": "Set up of apparatus"}
{"text": "Method 2"}
{"text": "Explanation"}
{"text": "When a drop of ink is placed on an absorbent material it sticks On adding an eluting solvent it dissolves the dye spread out with it The denser and sticky pure dye move least The least densesticky pure dye move farthest A pure dye will produce the same chromatogramspot if the same eluting solvent is used on the same absorbent material Comparing the distance moved by a pure dye with a mixture the coloured dyes in a mixture can be deduced as below"}
{"text": "Example 1"}
{"text": "The chromatogram of pure dyes A B C and a dye mixture D is shown below Determine the pure dyes present in D On the diagram show"}
{"text": "ithe solvent front"}
{"text": "ii Baseline"}
{"text": "Iii the most soluble pure dye"}
{"text": "i Solvent extraction"}
{"text": "Solvent extraction is a method of separating oil from nutsseeds Most nuts contain oil First the nuts are crushed to reduce their size and increase the surface area A suitable volatile solvent is added The mixture is filtered The filtrate solvent is then allowed to crystallize leaving the oilfat If a filter paper is rubbedsmeared with the oilfat it becomes translucent This is the test for the presence of oilfat"}
{"text": "Experiment To extract oil from Macadamia nut seeds"}
{"text": "Procedure"}
{"text": "Crush Macadamia nut seeds form the hard outer cover Place the inner soft seed into a mortar Crush add a little sand to assist in crushing"}
{"text": "Add a little propanone and continue crushing Continue crushing and adding a little propanone until there is more liquid mixture than the solid Decantfilter Put the filtrate into an evaporating dish Vapourize the solvent using solar energy sunlight Smearrub a portion of the residue left after evaporation on a clean dry filter paper"}
{"text": "Observation Explanation"}
{"text": "Propanone dissolve fatoil in the macadamia nuts Propanone is more volatile lower boiling point than oilfat In sunlightsolar energy propanone evaporatevaporize leaving oilfathas a higher boiling pointAny seed like corn wheat  rice soya bean may be used instead of macadamia seed When oilfat is rubbed smeared on an opaque paper it becomes translucent"}
{"text": "j Crystallization"}
{"text": "Crystallization is the process of using solubility of a solutesolid to obtain the solutesolid crystals from a saturated solution by cooling or heating the solution"}
{"text": "A crystal is the smallest regular shaped particle of a solute Every solute has unique shape of its crystals"}
{"text": "Some solutions form crystals when heated This is because less solute dissolves at higher temperature Some other solutions form crystals when cooled This is because less solute dissolves at lower temperature"}
{"text": "Experiment To crystallize copper II sulphate VI solution"}
{"text": "Procedure"}
{"text": "Place about one spatula full of hydrated copper sulphate VI crystals into 200cm3 of distilled water in a beaker Stir Continue adding a little more of the hydrated copper sulphate VI crystals and stirring until no more dissolve Decantfilter Cover the filtrate with a filter paper Pierce and make small holes on the filter paper cover Preserve the experiment for about seven days"}
{"text": "ObservationExplanation"}
{"text": "Large blue crystals formed"}
{"text": "When hydrated copper II sulphate crystals are placed in water they dissolve to form copper II sulphate solution After some days water slowly evaporate leaving large crystals of copper II sulphate If the mixture is heated to dryness small crystals are formed"}
{"text": "PhysicalTemporary and Chemical changes"}
{"text": "A physicaltemporary change is one which no new substance is formed and is reversible back to original"}
{"text": "A chemicalpermanent change is one which a new substance is formed and is irreversible back to original"}
{"text": "The following experiments illustrates physical and chemical changes"}
{"text": "aHeating ice"}
{"text": "Place about 10g of pure ice in a beaker Determine its temperature Record it at time 00 in the table below Heat the ice on a strong Bunsen flame and determine its temperature after every 60seconds1minute to complete the table below"}
{"text": "Plot a graph of time against Temperature yaxes"}
{"text": "Explain the shape of your graph"}
{"text": "Meltingfreezingfusionsolidification and boiling vaporization evaporation are the two physical processes"}
{"text": "Melting freezing point of pure substances is fixed constant"}
{"text": "The boiling point of pure substance depends on external atmospheric pressure"}
{"text": "Meltingfusion is the physical change of a solid to liquid"}
{"text": "Freezing is the physical change of a liquid to solid"}
{"text": "Meltingfreezingfusionsolidification is therefore two opposite but same reversible physical processes ie"}
{"text": "A s A l"}
{"text": "Boilingvaporizationevaporation is the physical change of a liquid to gas"}
{"text": "Condensation liquidification is the physical change of gas to liquid"}
{"text": "Boilingvaporizationevaporation and condensation liquidification are therefore two opposite but same reversible physical processes ie"}
{"text": "B l Bg"}
{"text": "Practically"}
{"text": "i Meltingliquidificationfusion involves heating a solid to weaken the strong bonds holding the solid particles together"}
{"text": "Solids are made up of very strong bonds holding the particles very close to each other Kinetic Theory of matter"}
{"text": "On heating these particles gain energyheat from the surrounding heat source to form a liquid with weaker bonds holding the particles close together but with some degree of freedom"}
{"text": "iiFreezingfusionsolidification involves cooling a liquid to reform rejoin the very strong bonds to hold the particles very close to each other as solid and thus lose their degree of freedom Kinetic Theory of matter"}
{"text": "Freezing fusion  solidification is an exothermic H process that require particles holding the liquid together to lose energy to the surrounding"}
{"text": "iiiBoilingvaporizationevaporation involves heating a liquid to completely breakfree the bonds holding the liquid particles together"}
{"text": "Gaseous particles have high degree of freedom Kinetic Theory of matter"}
{"text": "Boiling vaporization  evaporation is an endothermic H process that requireabsorb energy from the surrounding"}
{"text": "ivCondensationliquidification is reverse process of boiling vaporization  evaporation"}
{"text": "It involves gaseous particles losing energy to the surrounding to form a liquid"}
{"text": "AIR OXYGEN AND COMBUSTION"}
{"text": "ATHE ATMOSPHERE"}
{"text": "1 The atmosphere is made up of air Air is a mixture of colourless odorless gases which is felt as wind air in motionAll living things breath in air for respiration Plants use air for respiration and photosynthesis"}
{"text": "2 The main gases present in the atmosphereair"}
{"text": "3 The following experiments below shows the presence and composition of the gases in airatmosphere"}
{"text": "aTo find the composition of air supporting combustion using a candle stick"}
{"text": "Procedure"}
{"text": "Measure the length of an empty gas jar M1 Place a candle stick on a Petri dish Float it on water in basintrough Cover it with the gas jar Mark the level of the water in the gas jar M2 Remove the gas jar Light the candle sick Carefully cover it with the gas jar Observe for two minutes Mark the new level of the water M3"}
{"text": "Set up of apparatus"}
{"text": "Sample observations"}
{"text": "Candle continues to burn then extinguishedgoes off"}
{"text": "Level of water in the gas jar rises after igniting the candle"}
{"text": "Length of empty gas jar  M1 14cm"}
{"text": "Length of gas jar without water before igniting candle  M2 10 cm"}
{"text": "Length of gas jar with water before igniting candle  M1  M2 14 10  4 cm"}
{"text": "Length of gas jar with water after igniting candle  M3  8 cm"}
{"text": "Length of gas jar without water after igniting candle  M1  M3  10 8  2 cm"}
{"text": "Explanation"}
{"text": "Candle burns in air In a closed system vessel the candle continues to burn using the part of air that support burningcombustion This is called the active part of air The candle goes offextinguished when all the active part of air is used up The level of the water rises to occupy the space volume occupied by the used active part of air"}
{"text": "The experiment is better when very dilute sodiumpotassium hydroxide is used instead of water Dilute Potassium sodium hydroxide absorb Carbon IV oxide gas that comes out from burningcombustion of candle stick"}
{"text": "From the experiment above the  composition of the"}
{"text": "i Active part of air can be calculated"}
{"text": "M2  M3 x 100  10 8 x 100  20"}
{"text": "M2 10cm"}
{"text": "ii Inactive part of air can be calculated"}
{"text": "100 20  80  M3  8 x 100  80"}
{"text": "M2 10cm"}
{"text": "bTo find the composition of active part of air using heated copper turnings"}
{"text": "Procedure"}
{"text": "Clamp a completely packedfilled open ended glass tube with copper turnings Seal the ends with glasscotton wool"}
{"text": "Label two graduated syringes as A and B Push out air from syringe A Pull in air into syringe B"}
{"text": "Attach both syringe A and B on opposite ends of the glass tube"}
{"text": "Determine and record the volume of air in syringe B V1"}
{"text": "Heat the glass tube strongly for about three minutes"}
{"text": "Push all the air slowly from syringe B to syringe A as heating continues Push all the air slowly from syringe A back to syringe B and repeatedly back and forth"}
{"text": "After about ten minutes determine the new volume of air in syringe B V2"}
{"text": "Set up of apparatus"}
{"text": "Sample observations"}
{"text": "Colour change from brown to black"}
{"text": "Volume of air in syringe B before heating V1  1580cm3"}
{"text": "Volume of air in syringe B after heating V2  1272cm3"}
{"text": "Volume of air in syringe B used by copper V1  V2  308cm3"}
{"text": "Sample questions"}
{"text": "1 What is the purpose of"}
{"text": "i glasscotton wool"}
{"text": "To preventstop copper turnings from being blown into the syringeout of the glass tube"}
{"text": "ii Passing air through the glass tube repeatedly"}
{"text": "To ensure all the active part of air is used up"}
{"text": "iii Passing air through the glass tube slowly"}
{"text": "To allow enough time of contact between the active part of and the heated copper turnings"}
{"text": "2 State and explain the observations made in the glass tube"}
{"text": "Colour change from brown to black"}
{"text": "Brown copper metal reacts with the active part of airoxygen to form black copper II oxide"}
{"text": "Chemical equation"}
{"text": "Copper  Oxygen  Copper II oxide"}
{"text": "2Cus  O2 g  2CuOs"}
{"text": "The reaction reduces the amountvolume of oxygen in syringe B leaving the inactive part of air Copper only react with oxygen when heated"}
{"text": "3 Calculate the  of"}
{"text": "i Active part of air"}
{"text": "active part of air  V1  V2 x 100  308cm3 x 100  19493"}
{"text": "V1 1580cm3"}
{"text": "ii Inactive part of air"}
{"text": "Method 1"}
{"text": "inactive part of air  V2 x 100 1272cm3 x 100  80506"}
{"text": "V1 1580cm3"}
{"text": "Method 2"}
{"text": "inactive part of air  100  active part of air"}
{"text": "100   19493   80507"}
{"text": "4 The  of active part of air is theoretically higher than the above while  of inactive part of air is theoretically lower than the above Explain"}
{"text": "Not all the active part of air reacted with copper"}
{"text": "5 State the main gases that constitute"}
{"text": "a active part of air"}
{"text": "Oxygen"}
{"text": "b Inactive part of air"}
{"text": "Nitrogen carbon IV oxide and noble gases"}
{"text": "6 If the copper turnings are replaced with magnesium shavings the  of active part of air obtained is extraordinary very high Explain"}
{"text": "Magnesium is more reactive than copper The reaction is highly exothermic It generates enough heat for magnesium to react with both oxygen and nitrogen in the air"}
{"text": "A white solidash mixture of Magnesium oxide and Magnesium nitride is formed This considerably reduces the volume of air left after the experiment"}
{"text": "Chemical equation"}
{"text": "Magnesium  Oxygen  magnesium II oxide"}
{"text": "2Mgs  O2 g  2MgOs"}
{"text": "Magnesium  Nitrogen  magnesium II nitride"}
{"text": "3Mgs  N2 g  Mg3N2 s"}
{"text": "cTo find the composition of active part of air using alkaline pyrogallol"}
{"text": "Procedure"}
{"text": "Measure about 2cm3 of dilute sodium hydroxide into a graduated gas jar Record the volume of the graduated cylinder V1"}
{"text": "Place about two spatula end full of pyrogallol1 2 3trihydroxobenzene into the gas jar Immediately place a cover slip firmly on the mouth of the gas jar Swirl thoroughly for about two minutes"}
{"text": "Invert the gas jar in a troughbasin containing water Measure the volume of air in the gas jar V2"}
{"text": "Sample observations"}
{"text": "Colour of pyrogallol1 2 3trihydroxobenzene change to brown"}
{"text": "Level of water in gas jar rises when inverted in basintrough"}
{"text": "Volume of gas jar air in gas jar V1 800cm3"}
{"text": "Volume of gas jar air in gas jar after shaking with alkaline pyrogallol1 2 3trihydroxobenzene V2 640 cm3"}
{"text": "Sample questions"}
{"text": "1 Which gas is absorbed by alkaline pyrogallol123trihydroxobenzene"}
{"text": "Oxygen"}
{"text": "2 Calculate the"}
{"text": "i  of active part of air"}
{"text": "V1V2 x 100  800cm3  640 cm3 x 100  20"}
{"text": "V1 800cm3"}
{"text": "ii  of inactive part of air"}
{"text": "V2 x 100  640 cm3 x 100  80"}
{"text": "V1 800cm3"}
{"text": "dTo establish the presence of carbon IV oxide in air using lime water"}
{"text": "Pass tap water slowly into an empty flask as in the set up below"}
{"text": "Sample observation questions"}
{"text": "What is the purpose of paper cover"}
{"text": "To ensure no air enters into the lime water"}
{"text": "What happens when water enters the flask"}
{"text": "It forces the air from the flask into the lime water"}
{"text": "3 What is observed when the air is bubbled in the lime water"}
{"text": "A white precipitate is formed The white precipitate dissolves on prolonged bubbling of air"}
{"text": "4 a Identify the compound that form"}
{"text": "ilime water"}
{"text": "Calcium hydroxide  CaOH2"}
{"text": "ii White precipitate"}
{"text": "Calcium carbonate CaCO3"}
{"text": "iii When the white precipitate dissolves"}
{"text": "Calcium hydrogen carbonate CaHCO3"}
{"text": "bWrite the chemical equation for the reaction that tale place when"}
{"text": "i White precipitate is formed"}
{"text": "Calcium hydroxide  carbon IV oxide  Calcium carbonate  water"}
{"text": "Ca OH 2aq  CO2 g  CaCO3s  H2O l"}
{"text": "ii White precipitate dissolves"}
{"text": "Calcium carbonate  water carbon IV oxide  Calcium hydrogen carbonate"}
{"text": "CaCO3s  H2O l  CO2 g  CaHCO3 aq"}
{"text": "5 State the chemical test for the presence of carbon IV oxide gas based on 4a and b above"}
{"text": "Carbon IV oxide forms a white precipitate with lime water that dissolves in excess of the gas"}
{"text": "6 State the composition of carbon IV oxide gas by volume in the air"}
{"text": "About 003 by volume"}
{"text": "BOXYGEN"}
{"text": "a Occurrence"}
{"text": "1 Fifty 50 of the earths crust consist of Oxygen combined with other elements eg oxides of metals"}
{"text": "2 About 70 of the earth is water made up of Hydrogen and Oxygen"}
{"text": "3 About 20 by volume of the atmospheric gases is Oxygen that form the active part of air"}
{"text": "b School laboratory preparation"}
{"text": "Oxygen was first prepared in 1772 by Karl Scheele and later in 1774 by Joseph Priestly It was Antony Lavoisier who gave it the name Oxygen"}
{"text": "Procedure"}
{"text": "Method 1 Using Hydrogen peroxide"}
{"text": "Half fill a troughbasin with tap water Place a bee hive shelfstand into the water"}
{"text": "Completely fill the gas jar with water and invert in onto the bee hive shelfstand"}
{"text": "Clamp a round bottomed flask and set up the apparatus as below"}
{"text": "Collect several gas jars of Oxygen covering each sample"}
{"text": "Sample observation questions"}
{"text": "1 What is observed when the hydrogen peroxide is added into the flask"}
{"text": "Rapid effervescencebubblingfizzing"}
{"text": "2 Describe the colour and smell of the gas"}
{"text": "Colourless and odorless"}
{"text": "3 aName the method of gas collection used"}
{"text": "Over water"}
{"text": "Upward delivery"}
{"text": "Down ward displacement of water"}
{"text": "bWhat property of Oxygen makes it to be collected using the method above"}
{"text": "Slightly soluble in water"}
{"text": "4 What is the purpose of manganese IV oxide"}
{"text": "Manganese IV oxide is catalyst"}
{"text": "A catalyst is a substance that speeds up the rate of a chemical reaction but remain chemically unchanged at the end of the reaction"}
{"text": "Hydrogen peroxide decomposes slowly to form water and Oxygen gas"}
{"text": "A little Manganese IV oxide speeds up the rate of decomposition by reducing the time taken for a given volume of Oxygen to be produced"}
{"text": "5 Write the equation for the reaction"}
{"text": "Hydrogen peroxide  Water  Oxygen"}
{"text": "2H2O2 aq  2H2O l  O2 g"}
{"text": "6 Lower a glowing splint slowly into a gas jar containing Oxygen gas State what is observed"}
{"text": "The glowing splint relightsrekindles"}
{"text": "Oxygen relightsrekindles a glowing splint This is the confirmatory test for the presence of Oxygen gas"}
{"text": "Method 1 Using Sodium peroxide"}
{"text": "Half fill a troughbasin with tap water Add four drops of phenolphthalein indicator"}
{"text": "Place a bee hive shelfstand into the water"}
{"text": "Completely fill a gas jar with water and invert in onto the bee hive shelfstand"}
{"text": "Clamp a round bottomed flask and set up the apparatus as below"}
{"text": "Collect several gas jars of Oxygen covering each sample"}
{"text": "Sample observation questions"}
{"text": "1 What is observed when water is added"}
{"text": "i Into the flask containing sodium peroxide"}
{"text": "Rapid effervescencebubblingfizzing"}
{"text": "ii Phenolphththalein"}
{"text": "Remains colourless Phenolphthalein indicator is colourless in neutral solution"}
{"text": "2 Describe the colour and smell of the gas"}
{"text": "Colourless and odorless"}
{"text": "3aName the method of gas collection used"}
{"text": "Over water Oxygen is slightly soluble in water"}
{"text": "4 Test the gas by lowering a glowing splint slowly into a gas jar containing the prepared sample"}
{"text": "The glowing splint relightsrekindles This confirms the presence of Oxygen gas"}
{"text": "5 Write the equation for the reaction"}
{"text": "Sodium peroxide  Water  Sodium hydroxide  Oxygen"}
{"text": "2Na2O2 aq  2H2O l  4NaOH aq  O2 g"}
{"text": "1 Test the gas by lowering a glowing splint slowly into a gas jar containing the prepared sample"}
{"text": "The glowing splint relightsrekindles"}
{"text": "This confirms the presence of Oxygen gas"}
{"text": "2 Write the equation for the reaction"}
{"text": "Potassium Chlorate V  Potassium Chloride  Oxygen"}
{"text": "2KClO3 aq  2KCl aq  3O2 g"}
{"text": "3 What is the purpose of manganese IV oxide"}
{"text": "Manganese IV oxide is catalyst"}
{"text": "A catalyst is a substance that speeds up the rate of a chemical reaction but remain chemically unchanged at the end of the reaction"}
{"text": "Potassium Chlorate V decomposes slowly to form potassium chloride and Oxygen gas"}
{"text": "A little Manganese IV oxide speeds up the rate of decomposition by reducing the time taken for a given volume of Oxygen to be produced"}
{"text": "cUses of Oxygen"}
{"text": "1 Oxygen is put in cylinders for use where natural supply is not sufficiently enough This is mainly in"}
{"text": "iMountain climbingMountaineeringat high altitudes the concentration of airoxygen is low Mountain climbers must therefore carry their own supply of oxygen for breathing"}
{"text": "ii Deep sea divingDeep sea divers carry their own supply of Oxygen"}
{"text": "iii Saving life in hospitals for patients with breathing problems and during anesthesia"}
{"text": "2 A mixture of oxygen and some other gases produces a flame that is very hot"}
{"text": "i Oxyacetyleneethyne flame is produced when Ethyneacetylene gas is burnt in pure oxygen The flame has a temperature of about 3000oCIt is used for welding cutting metals"}
{"text": "iiOxyhydrogen flame is produced when Hydrogen is burn in pure oxygen The flame has a temperature of about 2000oCIt is used also for welding cutting metals"}
{"text": "3 Oxyhydrogen mixture is used as rocket fuel"}
{"text": "4 A mixture of charcoal petrol and liquid Oxygen is an explosive"}
{"text": "d Chemical properties of Oxygen combustion"}
{"text": "Oxygen is a very reactive non metal Many elements react with oxygen through burning to form a group of compounds called Oxides"}
{"text": "Burningcombustion is the reaction of Oxygen with an elementsubstances"}
{"text": "Reaction in which a substance is added oxygen is called Oxidation reaction Burningcombustion are an example of an oxidation reaction"}
{"text": "Most non metals burn in Oxygenair to form an Oxide which in solution  dissolved in water is acidic in nature They turn blue litmus redeg Carbon IV oxideCO2 Nitrogen IV oxide NO2 Sulphur IV oxide SO2"}
{"text": "Some non metals burn in Oxygenair to form an Oxide which in solution  dissolved in water is neutral in nature They dont turn blue or red litmus Eg Carbon II oxideCO Water H2O"}
{"text": "All metals burns in Oxygenair to form an Oxide which in solutiondissolved in water is basicalkaline in nature They turn red litmus blueeg"}
{"text": "Magnesium oxideMgO Sodium Oxide Na2O Copper II oxideCuO Elementssubstances burn faster in pure Oxygen than in air"}
{"text": "Air contains the inactive part of air that slows the rate of burning of substanceselements"}
{"text": "iReaction of metals with Oxygenair"}
{"text": "The following experiments show the reaction of metals with Oxygen and air"}
{"text": "I Burning Magnesium"}
{"text": "Procedure"}
{"text": "aCut a 2cm length piece of magnesium ribbon Using a pair of tongs introduce it to a Bunsen flame Remove it when it catches fire Observe"}
{"text": "Place the products in a beaker containing about 5cm3 of water Test the solutionmixture using litmus papers"}
{"text": "bCut another 2cm length piece of magnesium ribbon Using a pair of tongs introduce it to a Bunsen flame When it catches fire lower it slowly into a gas jar containing Oxygen"}
{"text": "Place about 5cm3 of water into the gas jar Test the solutionmixture using litmus papers Test the solutionmixture using litmus papers"}
{"text": "Observations"}
{"text": "aIn air"}
{"text": "Magnesium burns with a bright blindening flame in air forming white solidash powder Effervescencebubbles fizzing Pungent smell of urine Blue litmus paper remains blue Red litmus paper turns blue"}
{"text": "b In pure Oxygen"}
{"text": "Magnesium burns faster with a very bright blindening flame pure oxygen forming white solidash powder No effervescencebubbles fizzing No pungent smell of urine Blue litmus paper remains blue Red litmus paper turns blue"}
{"text": "Explanation"}
{"text": "Magnesium burns in air producing enough heat energy to react with both Oxygen and Nitrogen to form Magnesium Oxide and Magnesium nitride Both Magnesium Oxide and Magnesium nitride are white solidash powder"}
{"text": "Chemical equations"}
{"text": "Magnesium  Oxygen  Magnesium Oxide"}
{"text": "2Mgs  O2g  2MgOs"}
{"text": "Magnesium  Nitrogen  Magnesium Nitride"}
{"text": "3Mgs  N2g  Mg3N2 s"}
{"text": "Magnesium Oxide dissolves in water to form a basicalkaline solution of Magnesium hydroxide"}
{"text": "Chemical equations"}
{"text": "Magnesium Oxide  Water  Magnesium hydroxide"}
{"text": "2Mgs  O2 l  2MgOs"}
{"text": "Magnesium Nitride dissolves in water to form a basicalkaline solution of Magnesium hydroxide and producing Ammonia gas Ammonia is also an alkalinebasic gas that has a pungent smell of urine"}
{"text": "Chemical equations"}
{"text": "Magnesium Nitride  Water  Magnesium hydroxide  Ammonia gas"}
{"text": "Mg3N2 s  6H2O l  3Mg OH2 aq  2NH3g"}
{"text": "II Burning Sodium"}
{"text": "Procedure"}
{"text": "aCarefully cut a very small piece of sodium Using a deflagrating spoon introduce it to a Bunsen flame Remove it when it catches fire Observe"}
{"text": "Place the products in a beaker containing about 20cm3 of water Test the solutionmixture using litmus papers"}
{"text": "b Carefully cut another very small piece of sodium Using a deflagrating spoon introduce it to a Bunsen flame When it catches fire lower it slowly into a gas jar containing Oxygen"}
{"text": "Place about 20 cm3 of water into the gas jar Test the solutionmixture using litmus papers Test the solutionmixture using litmus papers"}
{"text": "Observations"}
{"text": "aIn air"}
{"text": "Sodium burns with a yellow flame in air forming a black solid Blue litmus paper remains blue Red litmus paper turns blue"}
{"text": "b In pure Oxygen"}
{"text": "Sodium burns faster with a golden yellow flame in pure oxygen forming a yellow solid Effervescencebubbles fizzing Gas produced relights glowing splint Blue litmus paper remains blue Red litmus paper turns blue"}
{"text": "Explanation"}
{"text": "aSodium burns in air forming black Sodium Oxide"}
{"text": "Chemical equations"}
{"text": "Sodium  Oxygenair  Sodium Oxide"}
{"text": "4Nas  O2 g  2Na2Os"}
{"text": "Sodium Oxide dissolves in water to form a basicalkaline solution of Sodium hydroxide"}
{"text": "Chemical equations"}
{"text": "Sodium Oxide  Water  Sodium hydroxide"}
{"text": "Na2Os  H2O l  2NaOH aq"}
{"text": "bSodium burns in pure oxygen forming yellow Sodium peroxide"}
{"text": "Chemical equations"}
{"text": "Sodium  Oxygen  Sodium peroxide"}
{"text": "2Nas  O2 g  Na2O2 s"}
{"text": "Sodium peroxide dissolves in water to form a basicalkaline solution of Sodium hydroxide Oxygen is produced"}
{"text": "Chemical equations"}
{"text": "Sodium Oxide  Water  Sodium hydroxide  Oxygen"}
{"text": "2Na2O2 s  2H2O l  4NaOH aq  O2 l"}
{"text": "III Burning Calcium"}
{"text": "Procedure"}
{"text": "aUsing a pair of tongs hold the piece of calcium on a bunsen flame"}
{"text": "Observe"}
{"text": "Place the products in a beaker containing about 2cm3 of water Test the solutionmixture using litmus papers"}
{"text": "bUsing a pair of tongs hold another piece of calcium on a Bunsen flame Quickly lower it into a gas jar containing Oxygen gas Observe"}
{"text": "Place about 2cm3 of water Swirl"}
{"text": "Test the solutionmixture using litmus papers"}
{"text": "Observations"}
{"text": "aIn air"}
{"text": "Calcium burns with difficulty producing a faint red flame in air forming a white solid Blue litmus paper remains blue Red litmus paper turns blue"}
{"text": "b In pure Oxygen"}
{"text": "Calcium burns with difficulty producing a less faint red flame Oxygen forming a white solid Blue litmus paper remains blue Red litmus paper turns blue"}
{"text": "Explanation"}
{"text": "aCalcium burns in air forming white calcium Oxide Calcium Oxide coatcover the calcium preventing further burning"}
{"text": "Chemical equations"}
{"text": "Calcium  Oxygenair  calcium Oxide"}
{"text": "2Cas  O2g  2CaOs"}
{"text": "Small amount of Calcium Oxide dissolves in water to form a basicalkaline solution of Calcium hydroxide The common name of Calcium hydroxide is lime water"}
{"text": "Chemical equations"}
{"text": "Calcium Oxide  Water  Calcium hydroxide"}
{"text": "CaOs  H2O l  Ca OH 2 aq"}
{"text": "IV Burning Iron"}
{"text": "Procedure"}
{"text": "aUsing a pair of tongs hold the piece of Iron woolsteel wire on a Bunsen flame"}
{"text": "Observe"}
{"text": "Place the products in a beaker containing about 2cm3 of water Test the solutionmixture using litmus papers"}
{"text": "bUsing a pair of tongs hold another piece of Iron woolsteel wire on a Bunsen flame"}
{"text": "Quickly lower it into a gas jar containing Oxygen gas Observe"}
{"text": "Place about 2cm3 of water Swirl Test the solutionmixture using litmus papers"}
{"text": "Observations"}
{"text": "aIn air"}
{"text": "Iron woolsteel wire burns producing an Orange flame in air forming a brown solid Blue litmus paper remains blue Red litmus paper turns faint blue"}
{"text": "b In pure Oxygen"}
{"text": "Iron woolsteel wire burns producing a golden Orange flame in Oxygen forming a Brown solid Blue litmus paper remains blue Red litmus paper turns faint blue"}
{"text": "Explanation"}
{"text": "aIron burns in air forming brown Iron III Oxide"}
{"text": "Chemical equations"}
{"text": "Iron  Oxygenair  Iron III Oxide"}
{"text": "4Fes  3O2 g  2Fe2O3s"}
{"text": "Very small amount of Iron III Oxide dissolves in water to form a weakly basicalkaline brown solution of Iron III hydroxide"}
{"text": "Chemical equations"}
{"text": "Calcium Oxide  Water  Iron III hydroxide"}
{"text": "Fe2O3s  3H2O l  2Fe OH 3 s"}
{"text": "V Burning Copper"}
{"text": "Procedure"}
{"text": "aUsing a pair of tongs hold the piece of copper turningsshavings on a Bunsen flame"}
{"text": "Observe"}
{"text": "Place the products in a beaker containing about 2cm3 of water Test the solutionmixture using litmus papers"}
{"text": "bUsing a pair of tongs hold another piece of Copper turningsshavings on a Bunsen flame Quickly lower it into a gas jar containing Oxygen gas Observe"}
{"text": "Place about 2cm3 of water Swirl Test the solutionmixture using litmus papers"}
{"text": "Observations"}
{"text": "aIn air"}
{"text": "Copper turningsshavings burns with difficulty producing a green flame in air forming a black solid Blue litmus paper remains blue Red litmus paper turns faint blue"}
{"text": "b In pure Oxygen"}
{"text": "Copper turningsshavings burns less difficulty producing a green flame in Oxygen forming a Brown solid Blue litmus paper remains blue Red litmus paper turns faint blue"}
{"text": "Explanation"}
{"text": "aCopper burns in air forming black Copper II Oxide"}
{"text": "Chemical equations"}
{"text": "Copper  Oxygenair  Copper II Oxide"}
{"text": "2 Cus  O2 g  2CuOs"}
{"text": "Very small amount of Copper II Oxide dissolves in water to form a weakly basicalkaline blue solution of Copper II hydroxide"}
{"text": "Chemical equations"}
{"text": "Copper II Oxide  Water  Copper II hydroxide"}
{"text": "CuOs  H2O l  Cu OH 2 s"}
{"text": "iReaction of non metals with Oxygenair"}
{"text": "The following experiments show the reaction of non metals with Oxygen and air"}
{"text": "I Burning Carbon"}
{"text": "Procedure"}
{"text": "aUsing a pair of tongs hold a dry piece of charcoal on a Bunsen flame"}
{"text": "Observe"}
{"text": "Place the products in a beaker containing about 2cm3 of water Test the solutionmixture using litmus papers"}
{"text": "bUsing a pair of tongs hold another piece of dry charcoal on a Bunsen flame Quickly lower it into a gas jar containing Oxygen gas Observe"}
{"text": "Place about 2cm3 of water Swirl Test the solutionmixture using litmus papers"}
{"text": "Observations"}
{"text": "Carbon chars then burns with a blue flame"}
{"text": "Colourless and odorless gas produced"}
{"text": "Solution formed turn blue litmus paper faint red"}
{"text": "Red litmus paper remains red"}
{"text": "Explanation"}
{"text": "Carbon burns in air and faster in Oxygen with a blue nonsootynonsmoky flame forming Carbon IV oxide gas"}
{"text": "Carbon burns in limited supply of air with a blue nonsootynonsmoky flame forming Carbon IV oxide gas"}
{"text": "Carbon IV oxide gas dissolves in water to form weak acidic solution of Carbonic IV acid"}
{"text": "Chemical Equation"}
{"text": "Carbon  Oxygen  Carbon IV oxide"}
{"text": "excess airoxygen"}
{"text": "Cs  O2 g  CO2 g in excess air"}
{"text": "Carbon  Oxygen  Carbon II oxide"}
{"text": "limited airoxygen"}
{"text": "2Cs  O2 g  2CO g in limited air"}
{"text": "Carbon IV oxide  Water  Carbonic IV acid"}
{"text": "CO2 g  H2O l  H2CO3 aq very weak acid"}
{"text": "II Burning Sulphur"}
{"text": "Procedure"}
{"text": "aUsing a deflagrating spoon place sulphur powder on a Bunsen flame"}
{"text": "Observe"}
{"text": "Place the products in a beaker containing about 3cm3 of water Test the solutionmixture using litmus papers"}
{"text": "b Using a deflagrating spoon place sulphur powder on a Bunsen flame Slowly lower it into a gas jar containing Oxygen gas Observe"}
{"text": "Place about 5cm3 of water Swirl Test the solutionmixture using litmus papers"}
{"text": "Observations"}
{"text": "Sulphur burns with a blue flame"}
{"text": "Gas produced that has pungent choking smell"}
{"text": "Solution formed turn blue litmus paper faint red"}
{"text": "Red litmus paper remains red"}
{"text": "Explanation"}
{"text": "Sulphur burns in air and faster in Oxygen with a blue nonsootynonsmoky flame forming Sulphur IV oxide gas"}
{"text": "Sulphur IV oxide gas dissolves in water to form weak acidic solution of Sulphuric IV acid"}
{"text": "Chemical Equation"}
{"text": "Sulphur  Oxygen  Sulphur IV oxide"}
{"text": "Ss  O2 g  SO2 g in excess air"}
{"text": "Sulphur IV oxide  Water  Sulphuric IV acid"}
{"text": "SO2 g  H2O l  H2SO3 aq very weak acid"}
{"text": "III Burning Phosphorus"}
{"text": "Procedure"}
{"text": "aRemove a small piece of phosphorus from water and using a deflagrating spoon with a lid cover places it on a Bunsen flame"}
{"text": "Observe"}
{"text": "Carefully put the burning phosphorus to cover gas jar containing about 3cm3 of water Test the solutionmixture using litmus papers"}
{"text": "b Remove another small piece of phosphorus from water and using a deflagrating spoon with a lid cover place it on a Bunsen flame"}
{"text": "Slowly lower it into a gas jar containing Oxygen gas with about 5 cm3 of water Observe"}
{"text": "Swirl Test the solutionmixture using litmus papers"}
{"text": "Observations"}
{"text": "Phosphorus catches fire before heating on Bunsen flame"}
{"text": "Dense white fumes of a gas produced that has pungent choking poisonous smell"}
{"text": "Solution formed turn blue litmus paper faint red"}
{"text": "Red litmus paper remains red"}
{"text": "Explanation"}
{"text": "Phosphorus is stored in water On exposure to air it instantaneously fumes then catch fire to burn in air and faster in Oxygen with a yellow flame producing dense white acidic fumes of Phosphorus V oxide gas"}
{"text": "Phosphoric V oxide gas dissolves in water to form weak acidic solution of Phosphoric V acid"}
{"text": "Chemical Equation"}
{"text": "Phosphorus  Oxygen  Phosphorous V oxide"}
{"text": "4Ps  5O2 g  2P2O5s"}
{"text": "Phosphorous V oxide  Water  Phosphoric V acid"}
{"text": "P2O5s  3H2O l  2H3PO4 aq very weak acid"}
{"text": "e Reactivity seriescompetition for combined Oxygen"}
{"text": "The reactivity series is a list of elementsmetals according to their affinity for oxygen"}
{"text": "Some metals have higher affinity for Oxygen than others"}
{"text": "A metalelement with higher affinity for oxygen is placed higheron top of the one less affinity"}
{"text": "The complete reactivity series of metalselements"}
{"text": "Metals compete for combined Oxygen A metalelement with higher affinity for oxygen removes Oxygen from a metal lower in the reactivity seriesless affinity for Oxygen"}
{"text": "When a metalelement gainsacquire Oxygen the process is called Oxidation"}
{"text": "When metalelement donatelose Oxygen the process is called Reduction"}
{"text": "An elementmetalcompound that undergoes Oxidation is called Reducing agent"}
{"text": "An elementmetalcompound that undergoes Reduction is called Oxidizing agent"}
{"text": "A reaction in which both Oxidation and Reduction take place is called a Redox reaction"}
{"text": "Redox reaction between Magnesium and copper II Oxide"}
{"text": "Procedure"}
{"text": "Place about 2g of copper II oxide in a crucible with a lid Place another 2g of Magnesium powder into the crucible Mix thoroughly"}
{"text": "Cover the crucible with lid Heat strongly for five minutes"}
{"text": "Allow the mixture to cool Open the lid Observe"}
{"text": "Observation"}
{"text": "Colour change from black to brown White solid power formed"}
{"text": "Explanation"}
{"text": "Magnesium is higher in the reactivity series than Copper It has therefore higher affinity for Oxygen than copper"}
{"text": "When a mixture of copper II oxide and Magnesium is heated Magnesium reduces copper II oxide to brown copper metal and itself oxidized to Magnesium oxide Magnesium is the reducing agent because it undergoes oxidation process"}
{"text": "Copper II oxide is the oxidizing agent because it undergoes redox reduction process"}
{"text": "The mixture should be cooled before opening the lid to prevent hot brown copper from being reoxidized back to black copper II oxide"}
{"text": "The reaction of Magnesium and Copper II oxide is a reaction"}
{"text": "Chemical equation"}
{"text": "1 Copper II oxide  Magnesium  Magnesium oxide  Copper"}
{"text": "black white ashsolid brown"}
{"text": "CuOs  Mgs  MgOs  Cus"}
{"text": "Oxidizing Agent Reducing Agent"}
{"text": "2 Zinc II oxide  Magnesium  Magnesium oxide  Zinc"}
{"text": "yellow when hot white ashsolid grey"}
{"text": "ZnOs  Mgs  MgOs  Zns"}
{"text": "Oxidizing agent Reducing agent"}
{"text": "3 Zinc II oxide  Carbon  Carbon IV oxide gas  Zinc"}
{"text": "yellow when hot colourless gas grey"}
{"text": "ZnOs  Cs  CO2 g  Zns"}
{"text": "Oxidizing agent Reducing agent"}
{"text": "The reactivity series is used during extraction of metals from their ore An ore is a rock containing mineral element which can be extracted for commercial purposes Most metallic ores occur naturally as"}
{"text": "i oxides combined with Oxygen"}
{"text": "ii sulphides combined with Sulphur"}
{"text": "iii carbonates combined with carbon and Oxygen"}
{"text": "Metallic ores that naturally occur as metallic sulphides are first roasted in air to form the corresponding oxide Sulphur IV oxide gas is produced eg"}
{"text": "Copper I sulphide  Oxygen  Copper I Oxide  Sulphur IV oxide"}
{"text": "Cu2Ss  O2 g  2Cus  SO2 g"}
{"text": "Zinc II sulphide  Oxygen  Zinc II Oxide  Sulphur IV oxide"}
{"text": "ZnSs  O2 g  Zns  SO2 g"}
{"text": "Lead II sulphide  Oxygen  Lead II Oxide  Sulphur IV oxide"}
{"text": "PbSs  O2 g  Pbs  SO2 g"}
{"text": "Iron II sulphide  Oxygen  Iron II Oxide  Sulphur IV oxide"}
{"text": "FeSs  O2 g  Fes  SO2 g"}
{"text": "Metallic ores that naturally occur as metallic carbonates are first heated in air They decomposesplit to form the corresponding oxide and produce Carbon IV oxide gas eg"}
{"text": "Copper II carbonate  Copper II oxide  Carbon IV oxide"}
{"text": "CuCO3s  CuOs  CO2 g"}
{"text": "Zinc II carbonate  Zinc II oxide  Carbon IV oxide"}
{"text": "ZnCO3s  ZnOs  CO2 g"}
{"text": "Lead II carbonate  Lead II oxide  Carbon IV oxide"}
{"text": "PbCO3s  PbOs  CO2 g"}
{"text": "Iron II carbonate  Iron II oxide  Carbon IV oxide"}
{"text": "FeCO3s  FeOs  CO2 g"}
{"text": "Metallic ores"}
{"text": "WATER AND HYDROGEN"}
{"text": "AWATER"}
{"text": "Pure water is a colourless odorless tasteless neutral liquid Pure water does not exist in nature but naturally in varying degree of purity The main sources of water include rain springs borehole lakes seas and oceans"}
{"text": "Water is generally used for the following purposes"}
{"text": "i Drinking by animals and plants"}
{"text": "ii Washing clothes"}
{"text": "iii Bleaching and dyeing"}
{"text": "iv Generating hydroelectric power"}
{"text": "v Cooling industrial processes"}
{"text": "Water dissolves many substancessolutes"}
{"text": "It is therefore called universal solvent"}
{"text": "It contains about 35 dissolved Oxygen which support aquatic fauna and flora"}
{"text": "Water naturally exists in three phasesstates solid ice liquid water and gaseous water vapour"}
{"text": "The three states of water are naturally interconvertible"}
{"text": "The natural interconvertion of the three phasesstates of water forms the water cycle"}
{"text": "Precipitation"}
{"text": "Liquid water in land lakes seas and oceans use the solarsun energy to evaporatevapourize to form water vapourgas Solarsun energy is also used during transpiration by plants and respiration by animals"}
{"text": "During evaporation the water vapour rises up the earths surface Temperatures decrease with height above the earth surface increase Water vapour therefore cools as it rises up At a height where it is cold enough to below 373Kelvin100oC Water vapour looses enough energy to form tiny droplets of liquid"}
{"text": "The process by which a gaswater vapour changes to a liquid is called condensationliquidification"}
{"text": "On further cooling the liquid looses more energy to form icesolid The process by which a liquidwater changes to a icesolid is called freezingsolidification Minutetiny icesolid particles float in the atmosphere and coalescejoin together to form clouds When the clouds become too heavy they fall to the earths surface as rainsnow as the temperature increase with the fall"}
{"text": "Interconversion of the three phasesstates water"}
{"text": "Evaporation Liquidification"}
{"text": "boilingVapourization condensation"}
{"text": "Melting Freezing liquidification"}
{"text": "Solidification"}
{"text": "Pure water has"}
{"text": "i fixedconstantsharp freezing pointmelting point of 273K0oC"}
{"text": "ii fixedconstantsharp boiling point of 373K100oC at sea level1 atmosphere pressure"}
{"text": "iii fixed density of 1gcm3"}
{"text": "This is the criteria of identifying purepurity of water"}
{"text": "Whether a substance is water can be determined by using the following methods"}
{"text": "a To test for presence of water using anhydrous copper II suphate VI"}
{"text": "Procedure"}
{"text": "Put about 2g of anhydrous copper II sulphate VI crystals into a clean test tube Add three drops of tap water Repeat the procedure using distilled water"}
{"text": "Observation"}
{"text": "Colour changes from white to blue"}
{"text": "Explanation"}
{"text": "Anhydrous copper II sulphate VI is white On adding water anhydrous copper II sulphate VI gainsreacts with water to form hydrated copper II sulphate VI"}
{"text": "Hydrated copper II sulphate VI is blue Hydrated copper II sulphate VI contains water of crystallization"}
{"text": "The change of white anhydrous copper II sulphate VI to blue hydrated copper II sulphate VI is a confirmatory test for the presence of water"}
{"text": "Chemical equation"}
{"text": "Anhydrous Hydrated copper II sulphate VI  Water  copper II sulphate VI"}
{"text": "white blue"}
{"text": "CuSO4s  5H2O l  CuSO45H2Os"}
{"text": "b To test for presence of water using anhydrous cobalt II chloride"}
{"text": "Procedure"}
{"text": "Put about 5cm3 of water into a clean test tube"}
{"text": "Dip a dry anhydrous cobalt II chloride paper into the test tube"}
{"text": "Repeat the procedure using distilled water"}
{"text": "Observation"}
{"text": "Colour changes from blue to pink"}
{"text": "Explanation"}
{"text": "Anhydrous cobalt II chloride is blue On adding water anhydrous cobalt II chloride gainsreacts with water to form hydrated cobalt II chloride"}
{"text": "Hydrated cobalt II chloride is pink"}
{"text": "Hydrated cobalt II chloride contains water of crystallization"}
{"text": "The change of blue anhydrous cobalt II chloride to pink hydrated cobalt II chloride is a confirmatory test for the presence of water Chemical equation"}
{"text": "Anhydrous Hydrated cobalt II chloride  Water  cobalt II chloride"}
{"text": "Blue pink"}
{"text": "CoCl2 s  5H2O l  CoCl25H2Os"}
{"text": "Burning a candle in air"}
{"text": "Most organic substancesfuels burn in air to produce water Carbon IV oxide gas is also produced if the air is sufficientexcess"}
{"text": "Procedure"}
{"text": "Put about 2g of anhydrous copper II sulphate VI crystals in a boiling tube"}
{"text": "Put about 5cm3 of lime water in a boiling tube"}
{"text": "Light a small candle stick Place it below an inverted thistlefilter funnel"}
{"text": "Collect the products of the burning candle by setting the apparatus as below"}
{"text": "Set up of apparatus"}
{"text": "Observation"}
{"text": "The sanction pump pulls the products of burning into the inverted funnel Colour of anhydrous copper II sulphate VI changes from white to blue A white precipitate is formed in the lime watercalcium hydroxide"}
{"text": "Explanation"}
{"text": "When a candle burn it forms a water and carbon IV oxide"}
{"text": "Water turns anhydrous copper II sulphate VI changes from white to blue"}
{"text": "Carbon IV oxide gas forms white precipitate when bubbled in lime watercalcium hydroxide"}
{"text": "Since"}
{"text": "i hydrogen in the wax burn to form water"}
{"text": "Hydrogen  Oxygen  Water"}
{"text": "from candle from the air"}
{"text": "2H2 g  O2 g  2H2O gl"}
{"text": "ii carbon in the wax burn to form carbon IV oxide"}
{"text": "Hydrogen  Oxygen  Water"}
{"text": "from candle from the air"}
{"text": "Cs  O2g  CO2 g"}
{"text": "The candle before burning therefore contained only Carbon and Hydrogen only A compound made up of hydrogen and carbon is called Hydrocarbon"}
{"text": "A candle is a hydrocarbon"}
{"text": "Other hydrocarbons include Petrol diesel Kerosene and Laboratory gas Hydrocarbons burn in air to form water and carbon IV oxide gas"}
{"text": "Hydrocarbons  Oxygen  Water  Oxygen"}
{"text": "Water pollution"}
{"text": "Water pollution takes place when undesirable substances are added into the water Sources of water pollution include"}
{"text": "iIndustrial chemicals being disposed into water bodies like rivers lakes and oceans"}
{"text": "iiDischarging untreated raw sewage into water bodies"}
{"text": "iiiLeaching of insecticidesherbicides form agricultural activities into water bodies"}
{"text": "ivDischarging nonbiodegradable detergents after domestic and industrial use into water bodies"}
{"text": "vPetroleum oil spilling by ships and oil refineries"}
{"text": "viToxicpoisonous gases from industries dissolving in rain"}
{"text": "vii Acidic gases from industries dissolving in rain to form acid rain"}
{"text": "viiiDischarging hot water into water bodies This reduces the quantity of dissolved Oxygen in the water killing the aquatic fauna and flora"}
{"text": "Water pollution can be reduced by"}
{"text": "i Reducing the use of agricultural fertilizers and chemicals in agricultural activities"}
{"text": "ii Use of biological control method instead of insecticides and herbicides"}
{"text": "iii Using biodegradable detergents"}
{"text": "REACTION OF WATER WITH METALS"}
{"text": "Some metals react with water while others do not The reaction of metals with water depends on the reactivity series The higher the metal in the reactivity series the more reactive the metal with water The following experiments shows the reaction of metals with cold water and water vapoursteam"}
{"text": "aReaction of sodium potassium with cold water"}
{"text": "Procedure"}
{"text": "Put about 500cm3 of water in a beaker Add three drops of phenolphthalein indicatorlitmus solutionuniversal indicator solutionmethyl orange indicator into the water"}
{"text": "Cut a very small piece of sodium Using a pair of forceps put the metal into the water"}
{"text": "Observation"}
{"text": "Sodium melts to a silvery ball that floats and darts on the surface decreasing in size Effervescencefizzing bubbles of colourless gas produced"}
{"text": "Colour of phenolphthalein turns pink"}
{"text": "Colour of litmus solution turns blue"}
{"text": "Colour of methyl orange solution turns Orange"}
{"text": "Colour of universal indicator solution turns blue"}
{"text": "Explanation"}
{"text": "Sodium is less dense than water Sodium floats on water and vigorously reacts to form an alkaline solution of sodium hydroxide and producing hydrogen gas Sodium is thus stored in paraffin to prevent contact with water"}
{"text": "Chemical equation"}
{"text": "Sodium  Water  Sodium hydroxide  Hydrogen gas"}
{"text": "2Nas  2H2O l  2NaOH aq  H2g"}
{"text": "To collect hydrogen gas Sodium metal is forced to sink to the bottom of the troughbeaker by wrapping it in wire gauzemesh"}
{"text": "Potassium is more reactive than Sodium On contact with water it explodesburst into flames An alkaline solution of potassium hydroxide is formed and hydrogen gas"}
{"text": "Chemical equation"}
{"text": "Potassium  Water  Potassium hydroxide  Hydrogen gas"}
{"text": "2Ks  2H2O l  2KOH aq  H2g"}
{"text": "Caution Reaction of Potassium with water is very risky to try in a school laboratory"}
{"text": "bReaction of Lithium Calcium with cold water"}
{"text": "Procedure"}
{"text": "Put about 200cm3 of water in a beaker Add three drops of phenolphthalein indicatorlitmus solutionuniversal indicator solutionmethyl orange indicator into the water"}
{"text": "Cut a small piece of Lithium Using a pair of forceps put the metal into the water"}
{"text": "Repeat with a piece Calcium metal"}
{"text": "Observation"}
{"text": "Lithium sinks to the bottom of the water Rapid effervescencefizzing bubbles of colourless gas produced"}
{"text": "Colour of phenolphthalein turns pink"}
{"text": "Colour of litmus solution turns blue"}
{"text": "Colour of methyl orange solution turns Orange"}
{"text": "Colour of universal indicator solution turns blue"}
{"text": "Explanation"}
{"text": "Lithium and calcium are denser than water Both sink in water and vigorously react to form an alkaline solution of Lithium hydroxide  calcium hydroxide and producing hydrogen gas Lithium is more reactive than calcium It is also stored in paraffin like Sodium to prevent contact with water"}
{"text": "Chemical equation"}
{"text": "Lithium  Water  Lithium hydroxide  Hydrogen gas"}
{"text": "2Lis  2H2O l  2LiOH aq  H2 g"}
{"text": "Calcium  Water  Calcium hydroxide  Hydrogen gas"}
{"text": "Cas  2H2O l  Ca OH 2aq  H2 g"}
{"text": "c Reaction of MagnesiumZinc Iron with Steamwater vapour"}
{"text": "Procedure method1"}
{"text": "Place some wet sand or cottonglass wool soaked in water at the bottom of an ignitionhard glass boiling tube"}
{"text": "Polish magnesium ribbon using sand paper"}
{"text": "Coil it at the centre of the ignitionhard glass boiling tube"}
{"text": "Set up the apparatus as below"}
{"text": "Heat the wet sand or cottonglass wool soaked in water gently to"}
{"text": "i Drive away air in the ignitionhard glass boiling tube"}
{"text": "ii Generate steam"}
{"text": "Heat the coiled ribbon strongly using another burner Repeat the experiment using Zinc powder and fresh Iron filings"}
{"text": "Set up of apparatus"}
{"text": "Observations"}
{"text": "iWith Magnesium ribbon"}
{"text": "The Magnesium glows with a bright flame and continues to burn even if heating is stopped"}
{"text": "White solid ash formed"}
{"text": "White solid ash formed dissolve in water to form a colourless solution"}
{"text": "Colourless gas producedcollected that extinguish burning splint with pop sound"}
{"text": "ii With Zinc powder"}
{"text": "The Zinc powder turns red hot on strong heating"}
{"text": "Yellow solid formed that turn white on cooling"}
{"text": "White solid formed on cooling does not dissolve in water"}
{"text": "iiiWith Iron fillings"}
{"text": "The Iron fillings turn red hot on strong heating"}
{"text": "Dark blue solid formed"}
{"text": "Dark blue solid formed does not dissolve in water"}
{"text": "Procedure method 2"}
{"text": "Put some water in a round bottomed flask"}
{"text": "Polish magnesium ribbon using sand paper"}
{"text": "Coil it at the centre of a hard glass tube"}
{"text": "Set up the apparatus as below"}
{"text": "Heat water strongly to boil so as to"}
{"text": "i drive away air in the glass tube"}
{"text": "ii generate steam"}
{"text": "Heat the coiled ribbon strongly using another burner Repeat the experiment using Zinc powder and fresh Iron filings"}
{"text": "Observations"}
{"text": "iWith Magnesium ribbon"}
{"text": "The Magnesium glows with a bright flame and continues to burn even if heating is stopped"}
{"text": "White solid ash formed"}
{"text": "White solid ash formed dissolve in water to form a colourless solution"}
{"text": "Colourless gas producedcollected that extinguish burning splint with pop sound"}
{"text": "ii With Zinc powder"}
{"text": "The Zinc powder turns red hot on strong heating"}
{"text": "Yellow solid formed that turn white on cooling"}
{"text": "White solid formed on cooling does not dissolve in water"}
{"text": "iiiWith Iron fillings"}
{"text": "The Iron fillings turn red hot on strong heating"}
{"text": "Dark blue solid formed"}
{"text": "Dark blue solid formed does not dissolve in water"}
{"text": "Explanations"}
{"text": "aHot magnesium burn vigorously in steam The reaction is highly exothermic generating enough heatenergy to proceed without further heating"}
{"text": "White Magnesium oxide solidash is left as residue"}
{"text": "Hydrogen gas is produced It extinguishes a burning splint with a pop sound"}
{"text": "Chemical Equation"}
{"text": "Magnesium  Steam  Magnesium oxide  Hydrogen"}
{"text": "Mgs  H2Og  MgOs  H2g"}
{"text": "Magnesium oxide reacts dissolves in water to form an alkaline solution of Magnesium oxide"}
{"text": "Chemical Equation"}
{"text": "Magnesium oxide  Water  Magnesium hydroxide"}
{"text": "MgOs  H2Ol  MgOH 2 aq"}
{"text": "bHot Zinc react vigorously in steam forming yellow Zinc oxide solidash as residue which cools to white"}
{"text": "Hydrogen gas is produced It extinguishes a burning splint with a pop sound"}
{"text": "Chemical Equation"}
{"text": "Zinc  Steam  Zinc oxide  Hydrogen"}
{"text": "Zns  H2Og  ZnOs  H2g"}
{"text": "Zinc oxide does not dissolve in water"}
{"text": "cHot Iron reacts with steam forming dark blue tri iron tetra oxide solidash as residue"}
{"text": "Hydrogen gas is produced It extinguishes a burning splint with a pop sound"}
{"text": "Chemical Equation"}
{"text": "Iron  Steam  Tri iron tetra oxide  Hydrogen"}
{"text": "2Fes  4H2Og  Fe2O4s  4H2g"}
{"text": "Tri iron tetra oxide does not dissolve in water"}
{"text": "dAluminum reacts with steam forming an insoluble coatcover of impervious layer of aluminum oxide on the surface preventing further reaction"}
{"text": "e Lead Copper Mercury Silver Gold and Platinum do not react with either water or steam"}
{"text": "HYDROGEN"}
{"text": "Occurrence"}
{"text": "Hydrogen does not occur free in nature It occurs as Water and in Petroleum"}
{"text": "School laboratory Preparation"}
{"text": "Procedure"}
{"text": "Put Zinc granules in a roundflatconical flask Add dilute sulphuric VI Hydrochloric acid"}
{"text": "Add about 3cm3 of copper II sulphate VI solution"}
{"text": "Collect the gas produced over water as in the set up below"}
{"text": "Discard the first gas jar Collect several gas jars"}
{"text": "ObservationExplanation"}
{"text": "Zinc reacts with dilute sulphuric VIhydrochloric acid to form a salt and produce hydrogen gas"}
{"text": "When the acid comes into contact with the metal there is rapid effervescence bubbles fizzing are produced and a colourless gas is produced that is collected"}
{"text": "i Over water because it is insoluble in water"}
{"text": "ii Through downward displacement of airupward delivery because it is less dense than air"}
{"text": "The first gas jar is impure It contains air that was present in the apparatus"}
{"text": "Copper II sulphate VI solution act as catalyst"}
{"text": "Chemical equation"}
{"text": "a Zinc  Hydrochloric acid  Zinc chloride  Hydrogen"}
{"text": "Zns  2HCl aq  ZnCl2 aq  H2 g"}
{"text": "Ionic equation"}
{"text": "Zn s  2H aq  Zn2 aq  H2 g"}
{"text": "Zinc  Sulphuric VI acid  Zinc Sulphate VI  Hydrogen"}
{"text": "Zns  H2SO4 aq  ZnSO4 aq  H2 g"}
{"text": "Ionic equation"}
{"text": "Zn s  2H aq  Zn2 aq  H2 g"}
{"text": "b Chemical equation"}
{"text": "Magnesium  Hydrochloric acid  Magnesium chloride  Hydrogen"}
{"text": "Mgs  2HCl aq  MgCl2 aq  H2g"}
{"text": "Ionic equation"}
{"text": "Mg s  2H aq  Mg2 aq  H2 g"}
{"text": "Magnesium  Sulphuric VI acid  Magnesium SulphateVI  Hydrogen"}
{"text": "Mgs  H2SO4 aq  MgSO4 aq  H2g"}
{"text": "Ionic equation"}
{"text": "Mg s  2H aq  Mg2 aq  H2 g"}
{"text": "c Chemical equation"}
{"text": "Iron  Hydrochloric acid  Iron II chloride  Hydrogen"}
{"text": "Fes  2HCl aq  FeCl2 aq  H2 g"}
{"text": "Ionic equation"}
{"text": "Fe s  2H aq  Fe2 aq  H2 g"}
{"text": "Iron  Sulphuric VI acid  Iron II Sulphate VI  Hydrogen"}
{"text": "Fes  H2SO4 aq  FeSO4 aq  H2 g"}
{"text": "Ionic equation"}
{"text": "Fe s  2H aq  Fe2 aq  H2 g"}
{"text": "Note"}
{"text": "1 Hydrogen cannot be prepared from reaction of"}
{"text": "iNitric V acid and a metal Nitric V acid is a strong oxidizing agent It oxidizes hydrogen gas to water"}
{"text": "ii Dilute sulphuric VI acid with calciumBariumLead because Calcium sulphate VI Barium sulphate VI and Lead II sulphate VI salts formed are insoluble Once formed they covercoat the unreacted calciumBariumLead stopping further reaction and producing very small amountvolume of hydrogen gas"}
{"text": "iii Dilute acid with sodiumpotassium The reaction is explosive"}
{"text": "Properties of Hydrogen gas"}
{"text": "aPhysical properties"}
{"text": "1 Hydrogen is a neutral colourless and odorless gas When mixed with air it has a characteristic pungent choking smell"}
{"text": "2 It is insoluble in water thus can be collected over water"}
{"text": "3 It is the lightest known gas It can be transferred by inverting one gas jar over another"}
{"text": "bChemical properties"}
{"text": "iBurning"}
{"text": "I Hydrogen does not support burningcombustion When a burning splint is inserted into a gas jar containing Hydrogen the flame is extinguished put off"}
{"text": "II Pure dry hydrogen burn with a blue quiet flame to form water When a stream of pure dry hydrogen is ignited it catches fire and continues to burn with a blue flame"}
{"text": "III Impure air mixed with hydrogen burns with an explosion Small amount volume of air mixed with hydrogen in a test tube produce a small explosion as a pop sound This is the confirmatory test for the presence of Hydrogen gas A gas that burns with a pop sound is confirmed to be Hydrogen"}
{"text": "iiRedox in terms of Hydrogen transfer"}
{"text": "Redox can also be defined in terms of Hydrogen transfer"}
{"text": "iOxidation is removal of Hydrogen"}
{"text": "iiReduction is addition of Hydrogen"}
{"text": "iiiRedox is simultaneous addition and removal of Hydrogen"}
{"text": "Example"}
{"text": "When a stream of dry hydrogen gas is passed through black copper II oxide hydrogen gas gains the oxygen from copper II oxide"}
{"text": "Black copper II oxide is reduced to brown copper metal"}
{"text": "Black copper II oxide thus the Oxidizing agent"}
{"text": "Hydrogen gas is oxidized to Water Hydrogen is the Reducing agent"}
{"text": "Set up of apparatus"}
{"text": "aChemical equation"}
{"text": "i In glass tube"}
{"text": "Copper II Oxide  Hydrogen  Copper  Hydrogen gas"}
{"text": "oxidizing agent reducing agent"}
{"text": "black brown"}
{"text": "CuO s  H2g  Cus  H2Ol"}
{"text": "ii when excess Hydrogen is burning"}
{"text": "Oxygen  Hydrogen  Water"}
{"text": "O2 g  2H2 g  2H2O l"}
{"text": "bChemical equation"}
{"text": "i In glass tube"}
{"text": "Lead II Oxide  Hydrogen  Lead  Hydrogen gas"}
{"text": "oxidizing agent reducing agent"}
{"text": "brown when hot grey"}
{"text": "yellow when cool"}
{"text": "PbO s  H2 g  Pbs  H2O l"}
{"text": "ii when excess Hydrogen is burning"}
{"text": "Oxygen  Hydrogen  Water"}
{"text": "O2 g  2H2 g  2H2Ol"}
{"text": "cChemical equation"}
{"text": "i In glass tube"}
{"text": "Iron III Oxide  Hydrogen  Iron  Hydrogen gas"}
{"text": "oxidizing agent reducing agent"}
{"text": "Dark grey grey"}
{"text": "Fe2O3 s  3H2 g  Fes  3H2O l"}
{"text": "ii when excess Hydrogen is burning"}
{"text": "Oxygen  Hydrogen  Water"}
{"text": "O2 g  2H2 g  2H2O l"}
{"text": "iii Water as an Oxide as Hydrogen"}
{"text": "Burning is a reaction of an element with Oxygen The substance formed when an element burn in air is the oxide of the element When hydrogen burns it reacts combines with Oxygen to form the oxide of Hydrogen The oxide of Hydrogen is called water Hydrogen is first dried because a mixture of Hydrogen and air explode The gas is then ignited The products condense on a cold surfaceflask containing a freezing mixture A freezing mixture is a mixture of water and ice"}
{"text": "The condensed products are collected in a receiver as a colourless liquid"}
{"text": "Tests"}
{"text": "a When about 1g of white anhydrous copper II sulphate VI is added to a sample of the liquid it turns to blue This confirms the liquid formed is water"}
{"text": "b When blue anhydrous cobalt II chloride paper is dipped in a sample of the liquid it turns to pink This confirms the liquid formed is water"}
{"text": "cWhen the liquid is heated to boil its boiling point is 100oC at sea levelone atmosphere pressure This confirms the liquid is pure water"}
{"text": "Uses of Hydrogen gas"}
{"text": "1 HydrogenationHardening of unsaturated vegetable oils to saturated fatsmargarine"}
{"text": "When Hydrogen is passed through unsaturated compounds in presence of Nickel catalyst and about 150oC they become saturated Most vegetable oil is unsaturated liquids at room temperature They become saturated and hard through hydrogenation"}
{"text": "2 In weather forecast balloons"}
{"text": "Hydrogen is the lightest known gas Meteorological data is collected for analysis by sending hydrogen filled weather balloons to the atmosphere The data collected is then used to forecast weather conditions"}
{"text": "3 In the Haber process for the manufacture of Ammonia"}
{"text": "Hydrogen is mixed with Nitrogen in presence of Iron catalyst to form Ammonia gas Ammonia gas is a very important raw material for manufacture of agricultural fertilizers"}
{"text": "4 In the manufacture of Hydrochloric acid"}
{"text": "Limited volumeamount of Hydrogen is burnt in excess chlorine gas to form Hydrogen chloride gas Hydrogen chloride gas is dissolved in water to form Hydrochloric acid Hydrochloric acid is used in picklingwashing metal surfaces"}
{"text": "5 As rocket fuel"}
{"text": "Fixed proportions of Hydrogen and Oxygen when ignited explode violently producing a lot of energyheat This energy is used to powerpropel a rocket to space"}
{"text": "6 In oxyhydrogen flame for welding"}
{"text": "A cylinder containing Hydrogen when ignited in pure Oxygen from a second cylinder produces a flame that is very hot It is used to cut metals and welding"}
{"text": "Sample revision questions"}
{"text": "1 A colourless liquid was added anhydrous copper II sulphate VI which turned blue"}
{"text": "aWhy is it wrong to conclude the liquid was pure water"}
{"text": "Anhydrous copper II sulphate VI test for presence of water Purity of water is determined from freezingmeltingboiling point"}
{"text": "bWrite an equation for the reaction that takes place with anhydrous copper II sulphate VI"}
{"text": "Anhydrous copper II sulphate VI  Water  hydrated copper II sulphate VI"}
{"text": "CuSO4s  5H2O l  CuSO45H2Os"}
{"text": "ciWhich other compound would achieve the same results as anhydrous copper II sulphate VI"}
{"text": "Anhydrous cobalt II chlorideCoCl26H2O"}
{"text": "iiWrite the equation for the reaction"}
{"text": "Anhydrous cobalt II chloride  Water  hydrated cobalt II chloride"}
{"text": "CoCl2 s  6H2Ol  CoCl26H2O s"}
{"text": "dComplete the equation"}
{"text": "i Sulphur VI oxide  Water  Sulphuric VI acid"}
{"text": "ii Sulphur IV oxide  Water  Sulphuric IV acid"}
{"text": "iii Carbon IV oxide  Water  Carbonic IV acid"}
{"text": "iv Nitrogen IV oxide  Water  Nitric V acid"}
{"text": "v Phosphorus V oxide  Water  Phosphoric V acid"}
{"text": "vi Sodium oxide  Water  Sodium hydroxide"}
{"text": "vi Sodium peroxide  Water  Sodium hydroxide"}
{"text": "2 Metal B reacts with steam Metal C reacts with cold water Metal A does not react with water"}
{"text": "aArrange the metals as they should appear in the reactivity series"}
{"text": "B"}
{"text": "C"}
{"text": "A"}
{"text": "bA product residue in D which was brown when hot but turned yellow on cooling during the reaction of metal B was formed Gas E was also evolved Identify"}
{"text": "iMetal B LeadPb"}
{"text": "iiResidue D Lead II oxidePbO"}
{"text": "iiiGas E HydrogenH2"}
{"text": "cA portion of product residue in D was added dilute nitric V acid Another portion of product residue in D was added dilute sulphuric VI acid State and explain the observations made"}
{"text": "When added dilute nitric V acid D dissolves to form a colourless solution"}
{"text": "Lead II Oxide  dilute nitric V acid  Lead II nitrate V  Water"}
{"text": "PbO s  2HNO3 aq  Pb NO32 aq  H2O l"}
{"text": "When added dilute sulphuric VI acid D does not dissolve A white suspensionprecipitate was formed LeadIIOxide reacts with sulphuricVIacid to form insoluble LeadIIsulphateVI that covercoat unreacted LeadIIOxide stopping further reaction"}
{"text": "Lead II Oxide  dilute sulphuric VI acid  Lead II sulphate VI  Water"}
{"text": "PbO s  H2SO4 aq  PbSO4 s  H2O l"}
{"text": "3 a Hydrogen can reduce copper II Oxide but not alluminium oxide Explain"}
{"text": "b When water reacts with potassium metal the hydrogen produced ignites explosively on the surface of water"}
{"text": "i What causes this ignition ii Write an equation to show how this ignition occurs"}
{"text": "2 In an experiment dry hydrogen gas was passed over hot copper II oxide in a combustion tube as shown in the diagram below"}
{"text": "a Complete the diagram to show how the other product substance R could be collected in the laboratory"}
{"text": "b Describe how copper could be obtained from the mixture containing copper II oxide"}
{"text": "3 The setup below was used to investigate the reaction between metals and water"}
{"text": "a Identify solid X and state its purpose"}
{"text": "Solid X"}
{"text": "Purpose"}
{"text": "b Write a chemical equation for the reaction that produces the flame 4 Gas P was passed over heated magnesium ribbon and hydrogen gas was collected as shown in the diagram below"}
{"text": "i Name gas P"}
{"text": "ii Write an equation of the reaction that takes place in the combustion tube iii State one precaution necessary at the end of this experiment"}
{"text": "5 When hydrogen is burnt and the product cooled the following results are obtained as shown in the diagram below"}
{"text": "a Write the equation for the formation of liquid Y"}
{"text": "b Give a chemical test for liquid Y"}
{"text": "Jane setup the experiment as shown below to collect a gas The wet sand was heated before"}
{"text": "heating Zinc granules"}
{"text": "a Complete the diagram for the laboratory preparation of the gas b Why was it necessary to heat wet sand before heating Zinc granules"}
{"text": "7"}
{"text": "a Between N and M which part should be heated first Explain"}
{"text": "b Write a chemical equation for the reaction occurring in the combustion tube"}
{"text": "8 The setup below was used to investigate electrolysis of a certain molten compound"}
{"text": "a Complete the circuit by drawing the cell in the gap left in the diagram"}
{"text": "b Write halfcell equation to show what happens at the cathode"}
{"text": "c Using an arrow show the direction of electron flow in the diagram above"}
{"text": "9 Hydrogen can be prepared by reacting zinc with dilute hydrochloric acid"}
{"text": "a Write an equation for the reaction"}
{"text": "b Name an appropriate drying agent for hydrogen gas"}
{"text": "c Explain why copper metal cannot be used to prepare hydrogen gas"}
{"text": "d Hydrogen burns in oxygen to form an oxide"}
{"text": "i Write an equation for the reaction"}
{"text": "ii State two precautions that must be taken before the combustion begins and at the end of the combustion"}
{"text": "e Give two uses of hydrogen gas"}
{"text": "f When zinc is heated to redness in a current of steam hydrogen gas is obtained Write an equation for the reaction"}
{"text": "g Element Q reacts with dilute acids but not with cold water Element R does not react with dilute acids Elements S displaces element P from its oxide P reacts with cold water Arrange the four elements in order of their reactivity starting with the most reactive"}
{"text": "h Explain how hydrogen is used in the manufacture of margarine"}
{"text": "10 a The setup below is used to investigate the properties of hydrogen"}
{"text": "On the diagram indicate what should be done for the reaction to occur"}
{"text": "Hydrogen gas is allowed to pass through the tube for some time before it is lit Explain"}
{"text": "iii Write an equation for the reaction that occurs in the combustion tube iv When the reaction is complete hydrogen gas is passed through the apparatus until they cool down Explain"}
{"text": "v What property of hydrogen is being investigated"}
{"text": "vi What observation confirms the property stated in v above"}
{"text": "vii Why is zinc oxide not used to investigate this property of hydrogen gas"}
{"text": "11 The set up below was used to collect gas K produced by the reaction between water and"}
{"text": "calcium metal"}
{"text": "a Name gas K"}
{"text": "b At the end of the experiment the solution in the beaker was found to be a weak base Explain why the solution is a weak base"}
{"text": "ACIDS BASES AND INDICATORS"}
{"text": "INTRODUCTION TO ACIDS BASES AND INDICATORS"}
{"text": "1 In a school laboratory"}
{"text": "iAn acid may be defined as a substance that turns litmus red"}
{"text": "iiA base may be defined as a substance that turns litmus blue"}
{"text": "Litmus is lichen found mainly in West Africa It changes its colour depending on whether the solution it is in is basicalkaline or acidic It is thus able to identifyshow whether another substance is an acid base or neutral"}
{"text": "iiiAn indicator is a substance that shows whether another substance is a basealkalineacid or neutral"}
{"text": "2 Common naturally occurring acids include"}
{"text": "3 Most commonly used acids found in a school laboratory are not naturally occurring They are manufactured They are called mineral acids"}
{"text": "Common mineral acids include"}
{"text": "4 Mineral acids are manufactured to very high concentration They are corrosive causes painful wounds on contact with the skin and attackreacts with garmentsclothesmetals"}
{"text": "In a school laboratory they are mainly used when added a lot of water This is called diluting Diluting ensures the concentration of the acid is safely low"}
{"text": "5 Bases are opposite of acids Most bases do not dissolve in water"}
{"text": "Bases which dissolve in water are called alkalis"}
{"text": "Common alkalis include"}
{"text": "Common bases which are not alkali include"}
{"text": "6 Indicators are useful in identifying substances which lookalike"}
{"text": "An acidbase indicator is a substance used to identify whether another substance is alkaline or acidic"}
{"text": "An acidbase indicator works by changing to different colors in neutral acidic and alkaline solutionsdissolved in water"}
{"text": "Experiment To prepare simple acidbase indicator"}
{"text": "Procedure"}
{"text": "aPlace some flowers petals in a mortar Crush them using a pestle Add a little sand to assist in crushing"}
{"text": "Add about 5cm3 of propanoneethanol and carefully continue grinding"}
{"text": "Add more 5cm3 of propanoneethanol and continue until there is enough extract in the mortar"}
{"text": "Filter the extract into a clean 100cm3 beaker"}
{"text": "bPlace 5cm3 of filtered wood ash soap solution ammonia solution sodium hydroxide hydrochloric acid distilled water sulphuric VI acid sour milk sodium chloride toothpaste and calcium hydroxide into separate test tubes"}
{"text": "cPut about three drops of the extract in ato each test tube in b Record the observations made in each case"}
{"text": "Sample observations"}
{"text": "The plant extract is able to differentiate between solutions by their nature It is changing to a similar colour for similar solutions"}
{"text": "iSince lemon juice is a known acid then sulphuric VI and hydrochloric acids are similar in nature with lemon juice because the indicator shows similar colors They are acidic in nature"}
{"text": "iiSince sodium hydroxide is a known basealkali then the green colour of indicator shows an alkalinebasic solution"}
{"text": "iii Since pure water is neutral then the orange colour of indicator shows neutral solutions"}
{"text": "7 In a school laboratory commercial indicators are used A commercial indicator is cheap readily available and easy to store Common indicators include Litmus phenolphthalein methyl orange screened methyl orange bromothymol blue"}
{"text": "Experiment"}
{"text": "Using commercial indicators to determine acidic basicalkaline and neutral solutions"}
{"text": "Procedure"}
{"text": "Place 5cm3 of the solutions in the table below Add three drops of litmus solution to each solution"}
{"text": "Repeat with phenolphthalein indicator methyl orange screened methyl orange and bromothymol blue"}
{"text": "Sample results"}
{"text": "From the table above then the colour of indicators in different solution can be summarized"}
{"text": "The universal indicator"}
{"text": "The universal indicator is a mixture of other indicator dyes The indicator uses the pH scale The pH scale shows the strength of bases and acids The pH scale ranges from 114These numbers are called pH values"}
{"text": "i pH values 1 2 3 shows a substance is strongly acid"}
{"text": "ii pH values 4 5 6 shows a substance is a weakly acid"}
{"text": "iii pH value 7 shows a substance is a neutral"}
{"text": "iv pH values 8 9 10 11 shows a substance is a weak basealkali"}
{"text": "v pH values 12 13 14 shows a substance is a strong basealkali"}
{"text": "The pH values are determined from a pH chart The pH chart is a multicolored paper with each colour corresponding to a pH valueie"}
{"text": "i red correspond to pH 1 2 3 showing strongly acidic solutions"}
{"text": "iiOrange yellow correspond to pH 4 5 6 showing weakly acidic solutions"}
{"text": "iiiGreen correspond to pH 7 showing neutral solutions"}
{"text": "ivBlue correspond to pH 8 9 10 11 showing weakly alkaline solutions"}
{"text": "vPurpledark blue correspond to pH 121314 showing strong alkalis"}
{"text": "The universal indicator is available as"}
{"text": "i Universal indicator paperpH paper"}
{"text": "ii Universal indicator solution"}
{"text": "When determining the pH of a unknown solution using"}
{"text": "i pH paper then the pH paper is dipped into the unknown solution It changesturn to a certain colour The new colour is marchedcompared to its corresponding one on the pH chart to get the pH value"}
{"text": "ii universal indicator solution then about 3 drops of the universal indicator solution is added into about 5cm3 of the unknown solution in a test tube It changesturn to a certain colour The new colour is marchedcompared to its corresponding one on the pH chart to get the pH value"}
{"text": "Experiment To determine the pH value of some solutions"}
{"text": "aPlace 5cm3 of filtered wood ash soap solution ammonia solution sodium hydroxide hydrochloric acid distilled water sulphuric VI acid sour milk sodium chloride toothpaste and calcium hydroxide into separate test tubes"}
{"text": "bPut about three drops of universal indicator solution or dip a portion of a piece of pH paper into each Record the observations made in each case"}
{"text": "cCompare the colour in each solution with the colors on the pH chart provided Determine the pH value of each solution"}
{"text": "Sample observations"}
{"text": "Note"}
{"text": "1 All the mineral acids Hydrochloric sulphuric VI and nitric V acids are strong acids"}
{"text": "2 Two alkalissoluble bases sodium hydroxide and potassium hydroxide are strong basesalkali Ammonia solution is a weak basealkali All other bases are weakly alkaline"}
{"text": "3 Puredeionized water is a neutral solution"}
{"text": "4 Common saltsodium chloride is a neutral salt"}
{"text": "5 When an acid and an alkalibase are mixed the final product has pH 7 and is neutral"}
{"text": "Properties of acids"}
{"text": "aPhysical properties of acids"}
{"text": "1 Acids have a characteristic sour taste"}
{"text": "2 Most acids are colourless liquids"}
{"text": "3 Mineral acids are odorless Organic acids have characteristic smell"}
{"text": "4 All acids have pH less than 7"}
{"text": "5 All acids turn blue litmus paper red methyl orange red and phenolphthalein colourless"}
{"text": "6 All acids dissolve in water to form an acidic solution Most do not dissolve in organic solvents like propanone kerosene tetrachloromethane petrol"}
{"text": "bChemical properties of acids"}
{"text": "1 Reaction with metals"}
{"text": "All acids react with reactive metals to form a salt and produce evolve hydrogen gas"}
{"text": "Metal  Acid  Salt  Hydrogen gas"}
{"text": "Experiment reaction of metals with mineral acids"}
{"text": "aPlace 5cm3 of dilute hydrochloric acid in a small test tube Add 1cm length of polished magnesium ribbon Stopper the test tube using a thump Light a wooden splint Place the burning splint on top of the stoppered test tube Release the thump stopper Record the observations made"}
{"text": "bRepeat the procedure in a above using Zinc granules iron filings copper turnings aluminum foil in place of Magnesium ribbon"}
{"text": "cRepeat the procedure in a then b using dilute sulphuric VI acid in place of dilute hydrochloric acid"}
{"text": "Sample observations"}
{"text": "i effervescencebubbles producedfizzing in all cases except when using copper"}
{"text": "ii Colourless gas produced in all cases except when using copper"}
{"text": "iii Gas produced extinguishes a burning wooden splint with an explosionpop sound"}
{"text": "Explanation"}
{"text": "Some metals react with dilute acids while others do not Metals which react with acids produce bubbles of hydrogen gas Hydrogen gas is a colourless gas that extinguishes a burning splint with a pop sound This shows acids contain hydrogen gas"}
{"text": "This hydrogen is displacedremoved from the acids by some metals like Magnesium Zinc aluminium iron and sodium"}
{"text": "Some other metals like copper silver gold platinum and mercury are not reactive enough to displaceremove the hydrogen from dilute acids"}
{"text": "Chemical equations"}
{"text": "1 Magnesium  Hydrochloric acid  Magnesium chloride  Hydrogen"}
{"text": "Mgs  2HCl aq  MgCl2 aq  H2g"}
{"text": "2 Zinc  Hydrochloric acid  Zinc chloride  Hydrogen"}
{"text": "Zns  2HCl aq  ZnCl2 aq  H2g"}
{"text": "3 Iron  Hydrochloric acid  Iron II chloride  Hydrogen"}
{"text": "Fes  2HCl aq  FeCl2 aq  H2g"}
{"text": "4 Aluminium  Hydrochloric acid  Aluminium chloride  Hydrogen"}
{"text": "2Als  3HCl aq  AlCl3 aq  3H2g"}
{"text": "5 Magnesium  Sulphuric VI acid  Magnesium sulphate VI  Hydrogen"}
{"text": "Mgs  H2SO4 aq  MgSO4 aq  H2g"}
{"text": "6 Zinc  Sulphuric VI acid  Zinc sulphate VI  Hydrogen"}
{"text": "Zns  H2SO4 aq  ZnSO4 aq  H2 g"}
{"text": "7 Iron  Sulphuric VI acid  Iron II sulphate VI  Hydrogen Fes  H2SO4 aq  FeSO4 aq  H2g"}
{"text": "8 Aluminium  Sulphuric VI acid  Aluminium sulphate VI  Hydrogen"}
{"text": "2Als  3H2SO4 aq  Al2 SO43 aq  3H2 g"}
{"text": "2 Reaction of metal carbonates and hydrogen carbonates with mineral acids"}
{"text": "All acids react with carbonates and hydrogen carbonates to form salt water and produce evolve carbon IV oxide gas"}
{"text": "Metal carbonate  Acid  Salt  Water CarbonIVoxide gas"}
{"text": "Metal hydrogen carbonate  Acid  Salt  Water  Carbon IV oxide gas"}
{"text": "Experiment reaction of metal carbonates and hydrogen carbonates with mineral acids"}
{"text": "aPlace 5cm3 of dilute hydrochloric acid in a small test tube Add half spatula full of sodium carbonate Stopper the test tube using a cork with delivery tube directed into lime water Record the observations made Test the gas also with burning splint"}
{"text": "bRepeat the procedure in a above using Zinc carbonate Calcium carbonate copper carbonate sodium hydrogen carbonate Potassium hydrogen carbonate in place of Sodium carbonate"}
{"text": "cRepeat the procedure in a then b using dilute sulphuric VI acid in place of dilute hydrochloric acid"}
{"text": "Set up of apparatus"}
{"text": "Sample observations"}
{"text": "i effervescencebubbles producedfizzing in all cases"}
{"text": "ii Colourless gas produced in all cases"}
{"text": "iii Gas produced forms a white precipitate with lime water"}
{"text": "Explanation"}
{"text": "All metal carbonatehydrogen carbonate reacts with dilute acids to produce bubbles of carbon IV oxide gas Carbon IV oxide gas is a colourless gas that extinguishes a burning splint When carbon IV oxide gas is bubbled in lime water a white precipitate is formed"}
{"text": "Chemical equations"}
{"text": "1 Sodium carbonate Hydrochloric acid  Sodium chloride  Carbon IV Oxide Water"}
{"text": "Na2CO3s  2HCl aq  2NaCl aq  H2Og  CO2 g"}
{"text": "2 Calcium carbonate Hydrochloric acid  Calcium chloride  Carbon IV Oxide Water"}
{"text": "CaCO3s  2HCl aq  CaCl2 aq  H2Og  CO2 g"}
{"text": "3 Magnesium carbonate Hydrochloric acid Magnesium chloride  Carbon IV Oxide Water"}
{"text": "MgCO3s  2HCl aq  MgCl2 aq  H2O g  CO2 g"}
{"text": "4 Copper carbonate Hydrochloric acid Copper II chloride  Carbon IV Oxide Water"}
{"text": "CuCO3s  2HCl aq  CuCl2 aq  H2O g  CO2 g"}
{"text": "5 Copper carbonate Sulphuric VI acid Copper II sulphate VI  Carbon IV Oxide Water"}
{"text": "CuCO3s  H2SO4 aq  CuSO4 aq  H2O g  CO2 g"}
{"text": "6 Zinc carbonate Sulphuric VI acid Zinc sulphate VI  Carbon IV Oxide Water"}
{"text": "ZnCO3s  H2SO4 aq  ZnSO4 aq  H2O g  CO2 g"}
{"text": "7 Sodium hydrogen carbonate Sulphuric VI acid Sodium sulphate VI  Carbon IV Oxide Water"}
{"text": "NaHCO3s  H2SO4 aq  Na2SO4 aq  H2O g  CO2 g"}
{"text": "8 Potassium hydrogen carbonate Sulphuric VI acid Potassium sulphate VI  Carbon IV Oxide Water"}
{"text": "KHCO3s  H2SO4 aq  K2SO4 aq  H2O g  CO2 g"}
{"text": "9 Potassium hydrogen carbonate Hydrochloric acid Potassium chloride  Carbon IV Oxide Water"}
{"text": "KHCO3s  HCl aq  KCl aq  H2O g  CO2 g"}
{"text": "10 Sodium hydrogen carbonate Hydrochloric acid Sodium chloride  Carbon IV Oxide Water"}
{"text": "NaHCO3s  HCl aq  NaCl aq  H2O g  CO2 g"}
{"text": "3 Neutralization by basesalkalis"}
{"text": "All acids react with bases to form a salt and water only The reaction of an acid with metal oxideshydroxides bases to salt and water only is called neutralization reaction"}
{"text": "Since no effervescencebubblingfizzing take place during neutralization"}
{"text": "i The reaction with alkalis requires a suitable indicator The colour of the indicator changes when all the acid has reacted with the soluble solution of the alkali metal oxides hydroxides"}
{"text": "ii Excess of the base is added to ensure all the acid reacts The excess acid is then filtered off"}
{"text": "Experiment 1 reaction of alkali with mineral acids"}
{"text": "iPlace about 5cm3 of dilute hydrochloric acid in a boiling tube Add one drop of phenolphthalein indicator Using a dropperteat pipette add dilute sodium hydroxide dropwise until there is a colour change"}
{"text": "iiRepeat the procedure with dilute sulphuric VI acid instead of hydrochloric acid"}
{"text": "iiiRepeat the procedure with potassium hydroxide instead of sodium hydroxide"}
{"text": "Sample observation"}
{"text": "Colour of phenolphthalein change from colourless to pink in all cases"}
{"text": "Explanation"}
{"text": "Basesalkalis neutralize acids Acids and basesalkalis are colourless A suitable indicator like phenolphthalein change colour to pink when all the acid has been neutralized by the basesalkalis Phenolphthalein change colour from pink to colourless when all the basesalkalis has been neutralized by the acid"}
{"text": "Chemical equation"}
{"text": "Sodium oxide  Hydrochloric acid  Sodium chloride  Water"}
{"text": "Na2Os  HCl  NaClaq  H2Ol"}
{"text": "Potassium oxide  Hydrochloric acid  Potassium chloride  Water"}
{"text": "K2Os  HCl  KClaq  H2Ol"}
{"text": "Sodium hydroxide  Hydrochloric acid  Sodium chloride  Water"}
{"text": "NaOHs  HCl  NaClaq  H2Ol"}
{"text": "Ammonia solution  Hydrochloric acid  Ammonium chloride  Water"}
{"text": "NH4OHs  HCl  NH4Cl aq  H2O l"}
{"text": "Potassium hydroxide  Hydrochloric acid  Potassium chloride  Water"}
{"text": "KOHs  HCl  KClaq  H2Ol"}
{"text": "Sodium hydroxide  sulphuric VIacid  Sodium sulphateVI  Water"}
{"text": "2NaOHs  H2SO4  Na2SO4 aq  2H2O l"}
{"text": "Potassium hydroxide  sulphuric VI acid  Potassium sulphate VI  Water"}
{"text": "2KOHs  H2SO4  K2SO4 aq  2H2O l"}
{"text": "Ammonia solution  sulphuric VI acid  Ammonium sulphate VI  Water"}
{"text": "2NH4OHs  H2SO4  NH42SO4 aq  2H2O l"}
{"text": "Magnesium hydroxide  sulphuric VI acid  Magnesium sulphate VI  Water"}
{"text": "Mg OH2s  H2SO4  MgSO4 aq  2H2Ol"}
{"text": "Magnesium hydroxide  Hydrochloric acid  Magnesium chloride  Water"}
{"text": "Mg OH2s  HClaq  MgCl2 aq  2H2Ol"}
{"text": "CHEMISTRY FORM TWO NOTES"}
{"text": "INTRODUCTION TO ELECTROLYSIS ELECTROLYTIC CELL"}
{"text": "1 Electrolysis is defined simply as the decomposition of a compound by an electric currentelectricity"}
{"text": "A compound that is decomposed by an electric current is called an electrolyte Some electrolytes are weak while others are strong"}
{"text": "2 Strong electrolytes are those that are fully ionizeddissociated into many ions Common strong electrolytes include"}
{"text": "i All mineral acids"}
{"text": "ii All strong alkalissodium hydroxidepotassium hydroxide"}
{"text": "iii All soluble salts"}
{"text": "3 Weak electrolytes are those that are partiallypartly ionizeddissociated into few ions"}
{"text": "Common weak electrolytes include"}
{"text": "i All organic acids"}
{"text": "ii All bases except sodium hydroxidepotassium hydroxide"}
{"text": "iiiWater"}
{"text": "4 A compound that is not decomposed by an electric current is called nonelectrolyte"}
{"text": "Nonelectrolytes are those compounds substances that exist as molecules and thus cannot ionizedissociate into any ions"}
{"text": "Common nonelectrolytes include"}
{"text": "i Most organic solvents eg petrolparaffinbenzenemethylbenzeneethanol"}
{"text": "ii All hydrocarbons alkanes alkenesalkynes"}
{"text": "iiiChemicals of life eg proteins carbohydrates lipids starch sugar"}
{"text": "5 An electrolytes in solid state have fused joined ions and therefore do not conduct electricity but the ions cations and anions are free and mobile in molten and aqueous solution dissolved in water state"}
{"text": "6 During electrolysis the free ions are attracted to the electrodes"}
{"text": "An electrode is a rod through which current enter and leave the electrolyte during electrolysis"}
{"text": "An electrode that does not influencealter the products of electrolysis is called an inert electrode"}
{"text": "Common inert electrodes include"}
{"text": "iPlatinum"}
{"text": "iiCarbon graphite"}
{"text": "Platinum is not usually used in a school laboratory because it is very expensive Carbon graphite is easilyreadily and cheaply available from used dry cells"}
{"text": "7 The positive electrode is called Anode The anode is the electrode through which current enter the electrolyteelectrons leave the electrolyte"}
{"text": "8 The negative electrode is called Cathode The cathode is the electrode through which current leave the electrolyte  electrons enter the electrolyte"}
{"text": "9 During the electrolysis free anions are attracted to the anode where they lose donate electrons to form neutral atomsmolecules ie"}
{"text": "Ml  Ml  e for cations from molten electrolytes"}
{"text": "Ms  Maq  e for cations from electrolytes in aqueous state  solution  dissolved in water"}
{"text": "The neutral atoms molecules form the products of electrolysis at the anode This is called discharge at anode"}
{"text": "10 During electrolysis free cations are attracted to the cathode where they gain acceptacquire electrons to form neutral atomsmolecules"}
{"text": "X aq  2e  Xs for cations from electrolytes in aqueous state  solution  dissolved in water"}
{"text": "2X l  2e  X l for cations from molten electrolytes"}
{"text": "The neutral atoms molecules form the products of electrolysis at the cathode This is called discharge at cathode"}
{"text": "11 The below set up shows an electrolytic cell"}
{"text": "12 For a compound salt containing only two ionbinary salt the products of electrolysis in an electrolytic cell can be determined as in the below examples"}
{"text": "a To determine the products of electrolysis of molten Lead II chloride"}
{"text": "iDecomposition of electrolyte into free ions"}
{"text": "PbCl2 l  Pb 2 l  2Cll"}
{"text": "Compound decomposed into free cation and anion in liquid state"}
{"text": "iiAt the cathodenegative electrode"}
{"text": "Pb 2 l  2e  Pb l"}
{"text": "Cation  Pb 2 gains  accepts  acquires electrons to form free atom"}
{"text": "iiiAt the anodepositive electrode"}
{"text": "2Cll  Cl2 g  2e"}
{"text": "Anion  Cl donatelose electrons to form free atom then a gas molecule"}
{"text": "ivProducts of electrolysis therefore are"}
{"text": "I At the cathode grey beads solid lead metal"}
{"text": "IIAt the anode pale green chlorine gas"}
{"text": "b To determine the products of electrolysis of molten Zinc bromide"}
{"text": "iDecomposition of electrolyte into free ions"}
{"text": "ZnBr2 l  Zn 2 l  2Brl"}
{"text": "Compound decomposed into free cation and anion in liquid state"}
{"text": "iiAt the cathodenegative electrode"}
{"text": "Zn 2 l  2e  Zn l"}
{"text": "Cation  Zn2 gains  accepts  acquires electrons to form free atom"}
{"text": "iiiAt the anodepositive electrode"}
{"text": "2Brl  Br2 g  2e"}
{"text": "Anion  Br donatelose electrons to form free atom then a liquid molecule which change to gas on heating"}
{"text": "ivProducts of electrolysis therefore are"}
{"text": "I At the cathode grey beads solid Zinc metal"}
{"text": "IIAt the anode red bromine liquid  redbrown bromine gas"}
{"text": "c To determine the products of electrolysis of molten sodium chloride"}
{"text": "iDecomposition of electrolyte into free ions"}
{"text": "NaCl l  Na l  Cll"}
{"text": "Compound decomposed into free cation and anion in liquid state"}
{"text": "iiAt the cathodenegative electrode"}
{"text": "2Na l  2e  Na l"}
{"text": "Cation  Na gains  accepts  acquires electrons to form free atom"}
{"text": "iiiAt the anodepositive electrode"}
{"text": "2Cll  Cl2 g  2e"}
{"text": "Anion  Cl donatelose electrons to form free atom then a gas molecule"}
{"text": "ivProducts of electrolysis therefore are"}
{"text": "I At the cathode grey beads solid sodium metal"}
{"text": "IIAt the anode pale green chlorine gas"}
{"text": "d To determine the products of electrolysis of molten Aluminum III oxide"}
{"text": "iDecomposition of electrolyte into free ions"}
{"text": "Al2O3 l  2Al 3 l  3O2l"}
{"text": "Compound decomposed into free cation and anion in liquid state"}
{"text": "iiAt the cathodenegative electrode"}
{"text": "4Al 3 l  12e  4Al l"}
{"text": "Cation  Al 3 gains  accepts  acquires electrons to form free atom"}
{"text": "iiiAt the anodepositive electrode"}
{"text": "6O2l  3O2 g  12e"}
{"text": "Anion 6O2 donatelose 12 electrons to form free atom then three gas molecule"}
{"text": "ivProducts of electrolysis therefore are"}
{"text": "I At the cathode grey beads solid aluminum metal"}
{"text": "IIAt the anode colourless gas that relightsrekindles glowing splint"}
{"text": "13 In industries electrolysis has the following usesapplications"}
{"text": "aExtraction of reactive metals from their ores"}
{"text": "Potassium sodium magnesium and aluminum are extracted from their ores using electrolytic methods"}
{"text": "bPurifying copper after extraction from copper pyrites ores"}
{"text": "Copper obtained from copper pyrites ores is not pure After extraction the copper is refined by electrolyzing copper II sulphate VI solution using the impure copper as anode and a thin strip of pure copper as cathode Electrode ionization takes place there"}
{"text": "iAt the cathode Cu2 aq  2e  Cus Pure copper deposits on the strip"}
{"text": "iiAt the anode Cus Cu2 aq  2e impure copper erodesdissolves"}
{"text": "cElectroplating"}
{"text": "The label EPNS Electro Plated Nickel Silver on some steelmetallic utensils mean they are platedcoated with silver andor Nickel to improve their appearance add their aesthetic value and preventslow corrosionrusting of iron Electroplating is the process of coating a metal with another metal using an electric current During electroplating the cathode is made of the metal to be coatedimpure"}
{"text": "Example"}
{"text": "During the electroplating of a spoon with silver"}
{"text": "i The spoonimpure is placed as the cathode negative terminal of battery"}
{"text": "ii The pure silver is placed as the anode positive terminal of battery"}
{"text": "iii The pure silver erodesionizesdissociates to release electrons"}
{"text": "Ags Ag aq  e impure silver erodesdissolves"}
{"text": "iv silver Agions from electrolyte gain electrons to form pure silver deposits  coat cover the spoonimpure"}
{"text": "Ag aq  e Ags pure silver deposits coatcover on spoon"}
{"text": "CHEMICAL BONDING AND STRUCTURE"}
{"text": "CHEMICAL BONDING"}
{"text": "A chemical bond is formed when atoms of the same or different elements share gain donate or delocalize their outer energy level electrons to combine during chemical reactions in order to be stable"}
{"text": "Atoms have equal number of negatively charged electrons in the energy levels and positively charged protons in the nucleus"}
{"text": "Atoms are chemically stable if they have filled outer energy level An energy level is full if it has duplet 2 or octet 8 state in outer energy level"}
{"text": "Noble gases have duplet octet All other atoms try to be like noble gases through chemical reactions and forming molecules"}
{"text": "Only electrons in the outer energy level take part in formation of a chemical bond There are three main types of chemical bonds formed by atoms"}
{"text": "i Covalent bond"}
{"text": "ii ionicelectrovalent bond"}
{"text": "iii Metallic bond"}
{"text": "iCOVALENT BOND"}
{"text": "A covalent bond is formed when atoms of the same or different element share some or all the outer energy level electrons to combine during chemical reactions in order to attain duplet or octet"}
{"text": "A shared pair of electrons is attracted by the nucleus protons of the two atoms sharing"}
{"text": "Covalent bonds are mainly formed by nonmetals to form molecules A molecule is a group of atoms of the same or different elements held together by a covalent bond The number of atoms making a molecule is called atomicity Noble gases are monatomic because they are stable and thus do not bond with each other or other atoms Most other gases are diatomic"}
{"text": "The more the number of electrons shared the stronger the covalent bond"}
{"text": "A pair of electrons that do not take part in the formation of a covalent bond is called a lone pair of electrons"}
{"text": "Mathematically the number of electrons to be shared by an atom is equal to the number of electrons remaining for the atom to be stableattain dupletoctet have maximum electrons in outer energy level"}
{"text": "The following diagrams illustrate the formation of covalent bonds"}
{"text": "a Hydrogen molecule is made up of two hydrogen atoms in the outer energy level each requiring one electron to have a stable duplet"}
{"text": "To show the formation of covalent bonding in the molecule then the following datainformation is required"}
{"text": "Symbol of atomelement taking part in bonding H H"}
{"text": "Number of protonselectrons 1 1"}
{"text": "Electron configurationstructure 1 1"}
{"text": "Number of electron in outer energy level 1 1"}
{"text": "Number of electrons remaining to be stableshared 1 1"}
{"text": "Number of electrons not shared lone pairs 0 0"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "H H"}
{"text": "Note"}
{"text": "After bonding the following intermolecular forces exist"}
{"text": "i The attraction of the shared electrons by both nucleus protons of the atoms"}
{"text": "ii The repulsion of the nucleus of one atom on the other"}
{"text": "iii Balance of the attraction and repulsion is maintained insideintermolecularwithin the molecule as follows"}
{"text": "E1"}
{"text": "P1 P1"}
{"text": "E1"}
{"text": "ivProtons P1 from nucleus of atom 1 repel protons P2 from nucleus of atom 2"}
{"text": "vElectron E1 in the energy levels of atom 1 repel electron E2 in the energy levels of atom 2"}
{"text": "vi Protons P1 from nucleus of atom 1 attract electron E2 in the energy levels of atom 2"}
{"text": "vii protons P2 from nucleus of atom 2 attract electron E2 in the energy levels of atom 2"}
{"text": "b Fluorine chlorine bromine and iodine molecules are made up also of two atoms sharing the outer energy level electrons to have a stable octet"}
{"text": "To show the formation of covalent bonding in the molecule then the following datainformation is required"}
{"text": "i Fluorine"}
{"text": "Symbol of atomelement taking part in bonding F F"}
{"text": "Number of protonselectrons 9 9"}
{"text": "Electron configurationstructure 27 27"}
{"text": "Number of electron in outer energy level 7 7"}
{"text": "Number of electrons remaining to be stableshared 1 1"}
{"text": "Number of outer electrons not shared 3lone pairs 6 6"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "ii Chlorine"}
{"text": "Symbol of atomelement taking part in bonding Cl Cl"}
{"text": "Number of protonselectrons 17 17"}
{"text": "Electron configurationstructure 287 287"}
{"text": "Number of electron in outer energy level 7 7"}
{"text": "Number of electrons remaining to be stableshared 1 1"}
{"text": "Number of outer electrons not shared 3lone pairs 6 6"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "iii Bromine"}
{"text": "Symbol of atomelement taking part in bonding Br Br"}
{"text": "Number of protonselectrons 35 35"}
{"text": "Electron configurationstructure 28187 28187"}
{"text": "Number of electron in outer energy level 7 7"}
{"text": "Number of electrons remaining to be stableshared 1 1"}
{"text": "Number of outer electrons not shared 3lone pairs 6 6"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "iv Iodine"}
{"text": "Symbol of atomelement taking part in bonding I I"}
{"text": "Number of protonselectrons 53 53"}
{"text": "Electron configurationstructure 2818187"}
{"text": "Number of electron in outer energy level 7 7"}
{"text": "Number of electrons remaining to be stableshared 1 1"}
{"text": "Number of outer electrons not shared 3lone pairs 6 6"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "c Oxygen molecule is made up of two atoms sharing each two outer energy level electrons to have a stable octet as shown below"}
{"text": "Symbol of atomelement taking part in bonding O O"}
{"text": "Number of protonselectrons 8 8"}
{"text": "Electron configurationstructure 26 26"}
{"text": "Number of electron in outer energy level 6 6"}
{"text": "Number of electrons remaining to be stableshared 2 2"}
{"text": "Number of outer electrons not shared 2lone pairs 4 4"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "d Nitrogen and phosphorus molecule is made up of two atoms sharing each three outer energy level electrons to have a stable octet as shown below"}
{"text": "i Nitrogen"}
{"text": "Symbol of atomelement taking part in bonding N N"}
{"text": "Number of protonselectrons 7 7"}
{"text": "Electron configurationstructure 25 25"}
{"text": "Number of electron in outer energy level 5 5"}
{"text": "Number of electrons remaining to be stableshared 3 3"}
{"text": "Number of outer electrons not shared 3lone pairs 2 2"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "ii Phosphorus"}
{"text": "Symbol of atomelement taking part in bonding P P"}
{"text": "Number of protonselectrons 15 15"}
{"text": "Electron configurationstructure 285 285"}
{"text": "Number of electron in outer energy level 5 5"}
{"text": "Number of electrons remaining to be stableshared 3 3"}
{"text": "Number of outer electrons not shared 3lone pairs 2 2"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "e Water molecule is made up of hydrogen and oxygen Hydrogen requires sharing one electron with oxygen to be stableattain duplet Oxygen requires to share two electrons to be stableattain octet Two hydrogen atoms share with one oxygen atom for both to be stable as shown below"}
{"text": "Symbol of atomselements taking part in bonding O H"}
{"text": "Number of protonselectrons 8 1"}
{"text": "Electron configurationstructure 26 1"}
{"text": "Number of electron in outer energy level 6 1"}
{"text": "Number of electrons remaining to be stableshared 2 1"}
{"text": "Number of electrons not shared 2Oxygen lone pairs 4 0"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "f Ammonia molecule is made up of Hydrogen and Nitrogen Hydrogen requires sharing one electron with Nitrogen to be stableattain duplet Nitrogen requires to share three electrons to be stableattain octet Three hydrogen atoms share with one nitrogen atom for both to be stable as shown below"}
{"text": "Symbol of atomselements taking part in bonding N H"}
{"text": "Number of protonselectrons 7 1"}
{"text": "Electron configurationstructure 25 1"}
{"text": "Number of electron in outer energy level 5 1"}
{"text": "Number of electrons remaining to be stableshared 3 1"}
{"text": "Number of electrons not shared 1Nitrogen lone pairs 2 0"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "g Carbon IV oxide molecule is made up of carbon and oxygen Carbon requires to share four electrons with oxygen to be stableattain octet Oxygen requires to share two electrons to be stableattain octet Two oxygen atoms share with one carbon atom for both to be stable as shown below"}
{"text": "Symbol of atomselements taking part in bonding O C"}
{"text": "Number of protonselectrons 8 6"}
{"text": "Electron configurationstructure 26 24"}
{"text": "Number of electron in outer energy level 6 4"}
{"text": "Number of electrons remaining to be stableshared 2 4"}
{"text": "2lone pairs from each Oxygen atom 2 0"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "h Methane molecule is made up of hydrogen and carbon Hydrogen requires sharing one electron with carbon to be stableattain duplet Carbon requires sharing four electrons to be stableattain octet Four hydrogen atoms share with one carbon atom for both to be stable as shown below"}
{"text": "Symbol of atomselements taking part in bonding C H"}
{"text": "Number of protonselectrons 6 1"}
{"text": "Electron configurationstructure 24 1"}
{"text": "Number of electron in outer energy level 4 1"}
{"text": "Number of electrons remaining to be stableshared 4 1"}
{"text": "Number of electrons not shared  No lone pairs 0 0"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "i Tetrachloromethane molecule is made up of chlorine and carbon Chlorine requires sharing one electron with carbon to be stableattain octet Carbon requires sharing four electrons to be stableattain octet Four chlorine atoms share with one carbon atom for both to be stable as shown below"}
{"text": "Symbol of atomselements taking part in bonding C Cl"}
{"text": "Number of protonselectrons 6 17"}
{"text": "Electron configurationstructure 24 287"}
{"text": "Number of electron in outer energy level 4 7"}
{"text": "Number of electrons remaining to be stableshared 4 1"}
{"text": "3lone pairs from each Chlorine atom 24 electrons 0 6"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "j Ethane molecule is made up of six hydrogen and two carbon atoms Hydrogen requires to share one electron with carbon to be stableattain duplet Carbon requires to share four electrons to be stableattain octet Three hydrogen atoms share with one carbon atom while another three hydrogen atoms share with a different carbon atom The two carbon atoms bond by sharing a pair of the remaining electrons as shown below"}
{"text": "Symbol of atomselements taking part in bonding C H"}
{"text": "Number of protonselectrons 6 1"}
{"text": "Electron configurationstructure 24 1"}
{"text": "Number of electron in outer energy level 4 1"}
{"text": "Number of electrons remaining to be stableshared 4 1"}
{"text": "Number of electrons not shared No lone pairs 0 0"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "k Ethene molecule is made up of four hydrogen and two carbon atoms Hydrogen requires to share one electron with carbon to be stableattain duplet Carbon requires to share four electrons to be stableattain octet Two hydrogen atoms share with one carbon atom while another two hydrogen atoms share with a different carbon atom The two carbon atoms bond by sharing two pairs of the remaining electrons as shown below"}
{"text": "Symbol of atomselements taking part in bonding C H"}
{"text": "Number of protonselectrons 6 1"}
{"text": "Electron configurationstructure 24 1"}
{"text": "Number of electron in outer energy level 4 1"}
{"text": "Number of electrons remaining to be stableshared 4 1"}
{"text": "Number of electrons not shared No lone pairs 0 0"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "l Ethyne molecule is made up of two hydrogen and two carbon atoms Hydrogen requires to share one electron with carbon to be stableattain duplet Carbon requires to share four electrons to be stableattain octet One hydrogen atoms share with one carbon atom while another hydrogen atoms share with a different carbon atom The two carbon atoms bond by sharing three pairs of the remaining electrons as shown below"}
{"text": "Symbol of atomselements taking part in bonding C H"}
{"text": "Number of protonselectrons 6 1"}
{"text": "Electron configurationstructure 24 1"}
{"text": "Number of electron in outer energy level 4 1"}
{"text": "Number of electrons remaining to be stableshared 4 1"}
{"text": "Number of electrons not shared No lone pairs 0 0"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "j Ethanol molecule is made up of six hydrogen one Oxygen atom two carbon atoms"}
{"text": "Five Hydrogen atoms share their one electron each with carbon to be stableattain duplet One Hydrogen atoms share one electron with Oxygen for both to attain dupletoctet"}
{"text": "Each Carbon uses four electrons to share with Oand Hattains octetduplet"}
{"text": "NB Oxygen has two lone pairs"}
{"text": "j Ethanoic molecule is made up of four hydrogen two Oxygen atom two carbon atoms"}
{"text": "Three Hydrogen atoms share their one electron each with carbon to be stableattain duplet One Hydrogen atoms share one electron with Oxygen for both to attain dupletoctet"}
{"text": "Each Carbon uses four electrons to share with Oand Hattains octetduplet"}
{"text": "NB Each Oxygen atom has two lone pairs"}
{"text": "By convention as a rule a"}
{"text": "i Single covalent bond made up of two shared a pair electrons is represented by a dash"}
{"text": "ii Double covalent bond made up of four shared two pairs electrons is represented by a double dash"}
{"text": "iii Triple covalent bond made up of six shared three pairs electrons is represented by a triple dash"}
{"text": "The representation below show the molecules covered in a to k above"}
{"text": "Hydrogen moleculeH2 HH"}
{"text": "Fluorine moleculeF2 FF"}
{"text": "Chlorine moleculeCl2 ClCl"}
{"text": "Bromine moleculeBr2 BrBr"}
{"text": "Iodine moleculeI2 II"}
{"text": "Oxygen moleculeO2 OO"}
{"text": "Nitrogen moleculeN2 NN"}
{"text": "Phosphorus moleculeP2 PP"}
{"text": "Water molecule H2O HOH"}
{"text": "j Ammonia moleculeNH3 HNH"}
{"text": "H"}
{"text": "k Carbon IV oxide molecule CO2 OCO"}
{"text": "H"}
{"text": "l Methane molecule CH4 HCH"}
{"text": "H"}
{"text": "Cl"}
{"text": "m Tetrachloromethane molecule CCl4 ClCCl"}
{"text": "Cl"}
{"text": "H H"}
{"text": "n Ethane molecule C2H6 HCCH"}
{"text": "H H"}
{"text": "p Ethene molecule C2H4 HCCH"}
{"text": "H H"}
{"text": "q Ethyne molecule C2H6 HCCH"}
{"text": "Dative coordinate bond"}
{"text": "A dativecoordinate bond is a covalent bond formed when a lone pair of electrons is donated then shared to an electrondeficient speciesionatom"}
{"text": "During dativecoordinate bonding all the shared pair of electrons are donated by one of the combiningbonding species ionatom"}
{"text": "Like covalent bonding coordinate dative bond is mainly formed by nonmetals"}
{"text": "Illustration of coordinate dative bond"}
{"text": "a Ammonium ion NH4"}
{"text": "The ammonium ion is made up of ammonia NH3 molecule and hydrogen H ion H ion has no electrons NH3 is made up of covalent bonding from Nitrogen and Hydrogen One lone pair of electrons is present in Nitrogen atom after the bonding This lone pair is donated and shared with an electrondeficient H ion"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "b Phosphine ion PH4"}
{"text": "The Phosphine ion is made up of Phosphine NH3 molecule and hydrogen H ion H ion has no electrons PH3 is made up of covalent bonding from Phosphorus and Hydrogen One lone pair of electrons is present in Phosphorus atom After the bonding this lone pair is donated and shared with the electrondeficient H ion"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "c Hydroxonium H3O ion"}
{"text": "The hydroxonium ion is made up of water H2O molecule and hydrogen H ion H ion has no electrons The H2O molecule is made up of covalent bonding from Oxygen and Hydrogen One lone pair of electrons out of the two present in Oxygen atom after the bonding is donated and shared with the electrondeficient H ion"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "d Carbon II oxide CO"}
{"text": "Carbon II oxide is made up of carbon and Oxygen atoms sharing each two outer electron and not sharing each two electrons Oxygen with an extra lone pair of electrons donates and share with the carbon atom for both to be stable"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "e Aluminum III chloride AlCl3Al2Cl6"}
{"text": "Aluminum III chloride is made up of aluminum and chlorine One aluminum atom shares its outer electrons with three separate chlorine atoms All chlorine atoms attain stable octet but aluminum does not Another molecule of aluminum chloride shares its chlorine lone pair of electrons with the aluminum atom for both to be stable This type of bond exists only in vapour phase after aluminum chloride sublimes"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "A dativecoordinate bond is by convention represented by an arrow  heading from the donor of the shared pair of electrons"}
{"text": "Below is the representation of molecules in the above examples"}
{"text": "a Ammonium ion"}
{"text": "H"}
{"text": "H NH"}
{"text": "H"}
{"text": "b Phosphine ion H"}
{"text": "H PH"}
{"text": "H"}
{"text": "c Hydroxonium ion"}
{"text": "H OH"}
{"text": "H"}
{"text": "d Carbon II oxide OC"}
{"text": "d Aluminum III chloride Cl Cl Cl"}
{"text": "Al Al"}
{"text": "Cl Cl Cl"}
{"text": "iiIONICELECTROVALENT BOND"}
{"text": "An ionicelectrovalent bond is extreme of a covalent bond"}
{"text": "During ionicelectrovalent bonding there is complete transfer of valence electrons to one electronegative atom from an electropositive atom"}
{"text": "All metals are electropositive and easilyreadily donatelose their valence electrons"}
{"text": "All nonmetals are electronegative and easilyreadily gainacquire extra electrons"}
{"text": "Ionicelectrovalent bonding therefore mainly involves transfer of electrons from metalmetallic radical to nonmetallic radical"}
{"text": "When an electropositive atom donates loses the valence electrons it forms a positively charged cation to attain stable octetduplet"}
{"text": "When an electronegative atom gains acquires extra valence electrons it forms a negatively charged anion to attain stable octetduplet"}
{"text": "The electrostatic attraction force between the stable positively charged cation and the stable negatively charged anion with opposite charges constitute the ionic bond"}
{"text": "Like in covalentdativecoordinate bonding only the outer energy level electrons take part in the formation of ionicelectrovalent bond"}
{"text": "Like in covalentdativecoordinate bonding the more electrons taking part  involved in the formation of ionicelectrovalent bond the stronger the ionic electrovalent bond Illustration of ionic electrovalent bond"}
{"text": "a Sodium chloride NaCl"}
{"text": "Sodium chloride NaCl is formed when a sodium atom donates its outer valence electrons to chlorine atom for both to attain stable octet"}
{"text": "Symbol of atomselements taking part in bonding Na Cl"}
{"text": "Number of protonselectrons 11 17"}
{"text": "Electron configurationstructure 281 287"}
{"text": "Number of electron in outer energy level 11 7"}
{"text": "Number of electrons donated and gained to be stable 1 1"}
{"text": "New electron configurationstructure 28 28"}
{"text": "Symbol of cationanion after bonding Na Cl"}
{"text": "Diagram"}
{"text": "b Magnesium chloride MgCl2"}
{"text": "Magnesium chloride MgCl2 is formed when a magnesium atom donate its two outer valence electrons to chlorine atoms Two chlorine atoms are required to gain each one electron All the ions cations and anions attain stable octet"}
{"text": "Symbol of atomselements taking part in bonding Mg Cl"}
{"text": "Number of protonselectrons 11 17"}
{"text": "Electron configurationstructure 282 287"}
{"text": "Number of electron in outer energy level 2 7"}
{"text": "Number of electrons donated and gained to be stable 2 1"}
{"text": "New electron configurationstructure 28 28"}
{"text": "Symbol of cationanion after bonding Mg2 Cl"}
{"text": "Diagram"}
{"text": "c Lithium oxide Li2O"}
{"text": "Lithium oxide Li2O is formed when a Lithium atom donate its outer valence electrons to Oxygen atom Two Lithium atoms are required to donatelose each one electron and attain stable duplet Oxygen atom acquires the two electrons and attain stable octet"}
{"text": "Symbol of atomselements taking part in bonding Li O"}
{"text": "Number of protonselectrons 3 8"}
{"text": "Electron configurationstructure 21 26"}
{"text": "Number of electron in outer energy level 1 6"}
{"text": "Number of electrons donated and gained to be stable 1 2"}
{"text": "New electron configurationstructure 2 28"}
{"text": "Symbol of cationanion after bonding Li O2"}
{"text": "Diagram"}
{"text": "d Aluminum III oxide Al2O3"}
{"text": "Aluminum III oxide Al2O3 is formed when a Aluminum atom donate its three outer valence electrons to Oxygen atom Two Aluminum atoms are required to donatelose each three electron and attain stable octet Three Oxygen atoms gain acquire the six electrons and attain stable octet"}
{"text": "Symbol of atomselements taking part in bonding Al O"}
{"text": "Number of protonselectrons 13 8"}
{"text": "Electron configurationstructure 283 26"}
{"text": "Number of electron in outer energy level 3 6"}
{"text": "Number of electrons donated and gained to be stable 3 2"}
{"text": "New electron configurationstructure 28 28"}
{"text": "Symbol of cationanion after bonding Al3 O2"}
{"text": "Diagram"}
{"text": "e Calcium oxide CaO"}
{"text": "Calcium oxide CaO is formed when a Calcium atom donate its two outer valence electrons to Oxygen atom Both attain stable octet"}
{"text": "Symbol of atomselements taking part in bonding Ca O"}
{"text": "Number of protonselectrons 20 8"}
{"text": "Electron configurationstructure 2882 26"}
{"text": "Number of electron in outer energy level 2 6"}
{"text": "Number of electrons donated and gained to be stable 2 2"}
{"text": "New electron configurationstructure 288 28"}
{"text": "Symbol of cationanion after bonding Ca2 O2"}
{"text": "Diagram"}
{"text": "Some compounds can be formed from ionicelectrovalent covalent and dativecoordinate bonding within their atomsmolecules"}
{"text": "a Formation of ammonium chloride"}
{"text": "Ammonium chloride is formed from the reaction of ammonia gas and hydrogen chloride gas Both ammonia and hydrogen chloride gas are formed from covalent bonding During the reaction of ammonia and hydrogen chloride gas to form Ammonium chloride"}
{"text": "ammonia forms a dativecoordinate bond with electron deficient H ion from Hydrogen chloride to form ammonium ionNH4ion"}
{"text": "the chloride ion Cl and ammonium ionNH4ion bond through ionic  electrovalent bond from the electrostatic attraction between the oppositeunlike charges"}
{"text": "Diagram"}
{"text": "b Dissolutiondissolving of hydrogen chloride"}
{"text": "Hydrogen chloride is formed when hydrogen and chlorine atoms form a covalent bond Water is formed when hydrogen and Oxygen atoms also form a covalent bond When hydrogen chloride gas is dissolved in water"}
{"text": "water molecules forms a dativecoordinate bond with electron deficient H ion from Hydrogen chloride to form hydroxonium ionH3Oion"}
{"text": "the chloride ion Cl and hydroxonium ionH3Oion bond through ionic  electrovalent bond from the electrostatic attraction between the oppositeunlike charges"}
{"text": "Diagram"}
{"text": "c Dissolutiondissolving of ammonia gas"}
{"text": "Ammonia gas is formed when hydrogen and Nitrogen atoms form a covalent bond Water is formed when hydrogen and Oxygen atoms also form a covalent bond When Ammonia gas is dissolved in water"}
{"text": "ammonia forms a dativecoordinate bond with electron deficient H ion from a water molecule to form ammonium ionNH4ion"}
{"text": "the hydroxide ion OH and ammonium ionNH4ion bond through ionic  electrovalent bond from the electrostatic attraction between the oppositeunlike charges"}
{"text": "Diagram"}
{"text": "iiiMETALLIC BOND"}
{"text": "A metallic bond is formed when metallic atoms delocalize their outer electrons in order to be stable"}
{"text": "Metals delocalize their outer electrons to form positively charged cation"}
{"text": "The electrostatic attraction force between the metallic cation and the negatively charged electrons constitute the metallic bond"}
{"text": "The more delocalized electrons the stronger the metallic bond"}
{"text": "Illustration of ionic electrovalent bond"}
{"text": "a Sodium Na is made of one valence electron The electron is donated to form Na ion The electron is delocalized free within many sodium ions"}
{"text": "Symbol of atomselements taking part in bonding Na Na Na"}
{"text": "Number of protonselectrons 11 11 11"}
{"text": "Electron configurationstructure 281 281 281"}
{"text": "Number of electron in outer energy level 1 1 1"}
{"text": "Number of electrons delocalizedfree within 1 1 1"}
{"text": "New electron configurationstructure 28 28 28"}
{"text": "Symbol of cation after metallic bonding Na Na Na"}
{"text": "Diagram"}
{"text": "threeMetallic cations attract"}
{"text": "three freedelocalized electrons"}
{"text": "b Aluminium Al is made of three valence electron The three electrons are donated to form Al3 ion The electrons are delocalized free within many aluminium ions"}
{"text": "Symbol of atomselements taking part in bonding Al Al Al"}
{"text": "Number of protonselectrons 13 13 13"}
{"text": "Electron configurationstructure 283 283 283"}
{"text": "Number of electron in outer energy level 3 3 3"}
{"text": "Number of electrons delocalizedfree within 3 3 3"}
{"text": "New electron configurationstructure 28 28 28"}
{"text": "Symbol of cation after metallic bonding Al3 Al3 Al3"}
{"text": "Diagram"}
{"text": "threeMetallic cations attract"}
{"text": "nine freedelocalized electrons"}
{"text": "cCalcium Ca is made of two valence electronThe two electrons are donated to form Ca2 ionThe electrons are delocalized free within many Calcium ions"}
{"text": "Symbol of atomselements taking part in bonding Ca Ca Ca"}
{"text": "Number of protonselectrons 20 20 20"}
{"text": "Electron configurationstructure 2882 2882 2882"}
{"text": "Number of electron in outer energy level 2 2 2"}
{"text": "Number of electrons delocalizedfree within 2 2 2"}
{"text": "New electron configurationstructure 288 288 288"}
{"text": "Symbol of cation after metallic bonding Ca2 Ca2 Ca2"}
{"text": "Diagram"}
{"text": "threeMetallic cations attract"}
{"text": "six freedelocalized electrons"}
{"text": "d Magnesium Mg is made of two valence electron The two electrons are donated to form Mg2ionThe electrons are delocalized free within many Magnesium ions"}
{"text": "Symbol of atomselements taking part in bonding Mg Mg"}
{"text": "Number of protonselectrons 12 12"}
{"text": "Electron configurationstructure 282 282"}
{"text": "Number of electron in outer energy level 2 2"}
{"text": "Number of electrons delocalizedfree within 2 2"}
{"text": "New electron configurationstructure 28 28"}
{"text": "Symbol of cation after metallic bonding Mg2 Mg2"}
{"text": "Diagram"}
{"text": "twoMetallic cations attract"}
{"text": "four freedelocalized electrons"}
{"text": "eLithium Li is made of one valence electron The electron is donated to form Li ion The electron is delocalized free within many Lithium ionsie"}
{"text": "Symbol of atomselements taking part in bonding Li Li Li Li"}
{"text": "Number of protonselectrons 3 3 3 3"}
{"text": "Electron configurationstructure 21 21 21 21"}
{"text": "Number of electron in outer energy level 1 1 1 1"}
{"text": "Number of electrons delocalizedfree within 1 1 1 1"}
{"text": "New electron configurationstructure 21 21 21 21"}
{"text": "Symbol of cation after metallic bonding Li Li Li Li"}
{"text": "Diagram"}
{"text": "fourMetallic cations attract"}
{"text": "four freedelocalized electrons"}
{"text": "BCHEMICAL STRUCTURE"}
{"text": "Chemical structure is the patternarrangement of atoms after they have bonded There are two main types of chemical structures"}
{"text": "i Simple molecular structure"}
{"text": "ii Giant structures"}
{"text": "iSimple molecular structure"}
{"text": "Simple molecular structure is the pattern formed after atoms of nonmetals have covalently bonded to form simple molecules"}
{"text": "Molecules are made of atoms joined together by weak intermolecular forces called Vanderwaals forcesThe Vanderwaals forces hold the molecules together while the covalent bonds hold the atoms in the molecule"}
{"text": "Illustration of simple molecular structure"}
{"text": "aHydrogen moleculeH2"}
{"text": "Hydrogen gas is made up of strong covalent bondsintramolecular forces between each hydrogen atom making the molecule Each molecule is joined to another by weak Vanderwaals forces intermolecular forces"}
{"text": "Illustration of simple molecular structure"}
{"text": "aHydrogen moleculeH2"}
{"text": "Hydrogen gas is made up of strong covalent bondsintramolecular forces between each hydrogen atom making the molecule Each molecule is joined to another by weak Vanderwaals forces intermolecular forces"}
{"text": "bOxygen moleculeO2"}
{"text": "Oxygen gas is made up of strong covalent bondsintramolecular forces between each Oxygen atom making the molecule Each molecule is joined to another by weak Vanderwaals forces intermolecular forces"}
{"text": "Strong intramolecular forcescovalent bond"}
{"text": "OO OO OO OO"}
{"text": "weak intermolecular"}
{"text": "OO OO OO OO forcesvanderwaals forces"}
{"text": "c Iodine moleculeI2"}
{"text": "Iodine solid crystals are made up of strong covalent bondsintramolecular forces between each iodine atom making the molecule Each molecule is joined to another by weak Vanderwaals forces intermolecular forces"}
{"text": "Strong intramolecular forcescovalent bond"}
{"text": "I I I  I I  I I  I"}
{"text": "weak intermolecular"}
{"text": "I  I I  I I  I I  I forcesvanderwaals forces"}
{"text": "dCarbonIV oxide moleculeCO2"}
{"text": "Carbon IV oxide gas molecule is made up of strong covalent bondsintramolecular forces between each Carbon and oxygen atoms making the molecule Each molecule is joined to another by weak Vanderwaals forces intermolecular forces"}
{"text": "Strong intramolecular forcescovalent bond"}
{"text": "OCO OCO OCO"}
{"text": "weak intermolecular"}
{"text": "OCO OCO OCO forcesvanderwaals forces"}
{"text": "The following are the main characteristic properties of simple molecular structured compounds"}
{"text": "aState"}
{"text": "Most simple molecular substances are gases liquid or liquids or solid that sublimes or has low boilingmelting points at room temperature 25oC and pressure atmospheric pressure"}
{"text": "Examples of simple molecular substances include"}
{"text": "all gases eg Hydrogen oxygen nitrogen carbon IV oxide"}
{"text": "Petroleum fractions eg Petrol paraffin diesel wax"}
{"text": "Solid nonmetals eg Sulphur Iodine"}
{"text": "Water"}
{"text": "b Low meltingboiling points"}
{"text": "Melting is the process of weakening the intermolecular vanderwaal forces of attraction between the molecules that holding the substancecompound"}
{"text": "Note"}
{"text": "iMelting and boiling does not involve weakeningbreaking the strong intramolecular forcecovalent bonds holding the atoms in the molecule"}
{"text": "ii Melting and boiling points increase with increase in atomic radiussize of the atoms making the molecule as the intermolecular forces  vanderwaal forces of attraction between the molecules increase eg"}
{"text": "Iodine has a higher meltingboiling point than chlorine because it has a higher bigger atomic radiussize than chlorine making the molecule to have stronger intermolecular force vanderwaal forces of attraction between the molecules than chlorine Iodine is hence a solid and chlorine is a gas"}
{"text": "cInsoluble in watersoluble in organic solvents"}
{"text": "Polar substances dissolve in polar solvents Water is a polar solvent Molecular substances do not thus dissolve in water because they are nonpolar They dissolve in nonpolar solvents like methylbenzene benzene tetrachloromethane or propanone"}
{"text": "d Poor conductors of heat and electricity"}
{"text": "Substances with free mobile ions or free mobiledelocalized electrons conduct electricity Molecular substances are poor conductors of heatelectricity because their molecules have no free mobile ionselectrons This makes them very good insulators Hydrogen bonds"}
{"text": "A hydrogen bond is an intermolecular force of attraction in which a very electronegative atom attracts hydrogen atom of another molecule"}
{"text": "The most electronegative elements are Fluorine Oxygen and Nitrogen Molecular compounds made up of these elements usually have hydrogen bonds"}
{"text": "Hydrogen bonds are stronger than vanderwaals forces but weaker than covalent bonds Molecular compounds with hydrogen bonds thus have higher meltingboiling points than those with vanderwaals forces"}
{"text": "Illustration of Hydrogen bonding"}
{"text": "aWater molecule"}
{"text": "During formation of covalent bond the oxygen atom attractpull the shared electrons more to itself than Hydrogen creating partial negative chargesin Oxygen and partial positive chargesin Hydrogen"}
{"text": "Two molecules attract each other at the partial charges through Hydrogen bonding"}
{"text": "The hydrogen bonding in water makes it"}
{"text": "ia liquid with higher boiling and melting point than simple molecular substances with higher molecular mass eg Hydrogen sulphide as in the table below"}
{"text": "Influence of Hbond in water H2O in comparison to H2S"}
{"text": "iihave higher volume in solid ice than liquid water and thus ice is less dense than water Ice therefore floats above liquid water"}
{"text": "bEthanol molecule"}
{"text": "Like in water the oxygen atom attractspulls the shared electrons in the covalent bond more to itself than Hydrogen"}
{"text": "This creates a partial negative charge  on oxygen and partial positive charge on hydrogen"}
{"text": "Two ethanol molecules attract each other at the partial charges through Hydrogen bonding forming a dimmer"}
{"text": "A dimmer is a molecule formed when two molecules join together as below"}
{"text": "Hydrogen bonds covalent bonds"}
{"text": "R1 O H  O"}
{"text": "H  R2"}
{"text": "R1 and R2 are extensions of the molecule"}
{"text": "For ethanol it is made up of CH3CH2  to make the structure"}
{"text": "Hydrogen bonds covalent bonds"}
{"text": "CH3CH2 O H  O"}
{"text": "H  CH2CH3"}
{"text": "bEthanoic acid molecule"}
{"text": "Like in water and ethanol above the oxygen atom attractspulls the shared electrons in the covalent bond in ethanoic acid more to itself than Hydrogen"}
{"text": "This creates a partial negative charge on oxygen and partial positive charge on hydrogen"}
{"text": "Two ethanoic acid molecules attract each other at the partial charges through Hydrogenbonding forming a dimer"}
{"text": "Hydrogen bonds covalent bonds"}
{"text": "R1 C O H  O"}
{"text": "O  H O  C R2"}
{"text": "R1 and 2 are extensions of the molecule"}
{"text": "For ethanoic acid the extension is made up of CH3  to make the structure"}
{"text": "Hydrogen bonds covalent bonds"}
{"text": "CH3 C O H  O"}
{"text": "O  H O  C CH3"}
{"text": "Ethanoic acid like ethanol exists as a dimer"}
{"text": "Ethanoic acid has a higher meltingboiling point than ethanol This is because ethanoic acid has twomore hydrogen bond than ethanol"}
{"text": "d Proteins and sugars in living things also have multiplecomplex hydrogen bonds in their structures"}
{"text": "ii Giant structure"}
{"text": "This is the pattern formed after substances atoms ions bond to form a long chain network"}
{"text": "Giant structures therefore extend in all directions to form a pattern that continues repeating itself"}
{"text": "There are three main giant structures"}
{"text": "a giant covalentatomic structure bgiant ionic structure"}
{"text": "cgiant metallic structure"}
{"text": "a giant covalentatomic structure"}
{"text": "Giant covalentatomic structure is the pattern formed after atoms have covalently bonded to form long chain pattern consisting of indefinite number of atoms covalently bonded together"}
{"text": "The strong covalent bonds hold all the atoms together to form a very well packed structure Examples of substances with giant covalentatomic structure include"}
{"text": "i carbondiamond"}
{"text": "ii carbongraphite"}
{"text": "iiisilicon"}
{"text": "iv siliconIV oxidesand"}
{"text": "Carbongraphite and carbondiamond are allotropes of carbon"}
{"text": "Allotropy is the existence of an element in more than one stable physical form at the same temperature and pressure"}
{"text": "Allotropes are atoms of the same element existing in more than one stable physical form at the same temperature and pressure"}
{"text": "Other elements that exhibitshow allotropy include"}
{"text": "Sulphur as monoclinic sulphur and rhombic sulphur"}
{"text": "Phosphorus as white phosphorus and red phosphorus"}
{"text": "The structure of carbondiamond"}
{"text": "Carbon has four valence electrons The four valence electrons are used to form covalent bonds During the formation of diamond one carbon atom covalently bond with four other carbon atoms"}
{"text": "C C"}
{"text": "x x"}
{"text": "x C x  C x C x C  C C C"}
{"text": "x x"}
{"text": "C C"}
{"text": "After the bonding the atoms rearrange to form a regular tetrahedral in which one carbon is in the centre while four are at the apexcorners"}
{"text": "C"}
{"text": "C"}
{"text": "C C"}
{"text": "C"}
{"text": "This pattern repeats itself to form a long chain number of atoms covalently bonded together indefinitely The pattern is therefore called giant tetrahedral structure It extends in all directions where one atom of carbon is always a centre of four others at the apexcorner of a regular tetrahedral"}
{"text": "C"}
{"text": "C"}
{"text": "C C"}
{"text": "C C"}
{"text": "C"}
{"text": "C"}
{"text": "The giant tetrahedral structure of carbondiamond is very wellclosely packed and joinedbonded together by strong covalent bond"}
{"text": "This makes carbondiamond to have the following properties"}
{"text": "a High meltingboiling point"}
{"text": "The giant tetrahedral structure is very well packed and joined together by strong covalent bonds"}
{"text": "This requires a lot of energyheat to weaken for the element to melt and break for the element to boil"}
{"text": "b High density"}
{"text": "Carbon diamond is the hardest known natural substance"}
{"text": "This is because the giant tetrahedral structure is a very well packed patternstructure and joined together by strong covalent bonds"}
{"text": "This makes Carbon diamond be used to make drill for drilling boreholesoil wells"}
{"text": "The giant tetrahedral structure of carbon diamond is a very closely packed pattern structure such that heat transfer by conduction is possible This makes carbon diamond a good thermal conductor"}
{"text": "c Poor conductor of electricity"}
{"text": "Carbondiamond has no freedelocalized electrons within its structure and thus do not conduct electricity"}
{"text": "d Insoluble in water"}
{"text": "Carbondiamond is insoluble in water because it is nonpolar and do not bond with water molecules"}
{"text": "e Is abrasiveRough"}
{"text": "The edges of the closely well packed patternstructure of Carbondiamond make its surface roughabrasive and thus able to smoothen cut metals and glass"}
{"text": "f Have characteristic luster"}
{"text": "Carbondiamond has a high optical dispersion and thus able to disperse light to different colours This makes Carbondiamond one of the most popular gemstone for making jewellery"}
{"text": "The structure of carbongraphite"}
{"text": "During the formation of graphite one carbon atom covalently bond with three other carbon atoms leaving one freedelocalized electron"}
{"text": "C C"}
{"text": "x x"}
{"text": "x C x  C x C x  C C x freedelocalized electron"}
{"text": "x x"}
{"text": "C C"}
{"text": "After the bonding the atoms rearrange and join together to form a regular hexagon in which six carbon atoms are at the apexcorners"}
{"text": "The regular hexagon is joined to another in layers on the same surface by vanderwaals forces"}
{"text": "Each layer extends to form a plane in all directions"}
{"text": "The fourth valence electron that does not form covalent bonding is freemobile delocalized within the layers"}
{"text": "This structurepattern is called giant hexagonal planar structure"}
{"text": "The giant hexagonal planar structure of carbongraphite is closely packed and joinedbonded together by strong covalent bonds This makes carbongraphite to have the following properties"}
{"text": "a High meltingboiling point"}
{"text": "The giant hexagonal planar structure of carbongraphite is well packed and joined together by strong covalent bonds"}
{"text": "This requires a lot of energyheat to weaken for the element to melt and break for the element to boil"}
{"text": "b Good conductor of electricity"}
{"text": "Carbongraphite has freedelocalized 4th valence electrons within its structure and thus conducts electricity"}
{"text": "c Insoluble in water"}
{"text": "Carbongraphite is insoluble in water because it is nonpolar and do not bond with water molecules"}
{"text": "d Soft"}
{"text": "Layers of giant hexagonal planar structure of carbon graphite are held together by vanderwaals forces"}
{"text": "The vanderwaals forces easily break when pressed and reform back on releasingreducing pressureforce thus making graphite soft"}
{"text": "e Smooth and slippery"}
{"text": "When pressed at an angle the vanderwaals forces easily break and slide over each other making graphite soft and slippery"}
{"text": "It is thus used as a dry lubricant instead of oil"}
{"text": "fSome uses of carbongraphite"}
{"text": "1 As a dry lubricant carbon graphite is smooth and slippery and thus better lubricant than oilOil heat up when reducing friction"}
{"text": "2 Making Leadpencils When pressed at an angle on paper the vanderwaals forces easily break and slide smoothly over contrasting background producing its characteristic black background"}
{"text": "3 As moderator in nuclear reactors to reduce the rate of decaydisintegration of radioactive nuclidesatomsisotopes"}
{"text": "4 As electrode in drywet cellsbattery carbon graphite is inert and good conductor of electricity Current is thus able to move from one electrodeterminal to the other in dry and wet cellsbatteries Carbon graphite is also very cheap"}
{"text": "b giant ionic structure"}
{"text": "Giant ionic structure is the pattern formed after ions have bonded through ionicelectrovalent bonding to form a long chain consisting of indefinite number of ions"}
{"text": "The strong ionicelectrovalent bond holds all the cations and anions together to form a very well packed structure"}
{"text": "Substances with giant ionic structure are mainly crystals of salts eg sodium chloride Magnesium chloride Sodium iodide Potassium chloride copper II sulphateVI"}
{"text": "The structure of sodium chloride"}
{"text": "Sodium chloride is made up of sodium Na and chloride Clions"}
{"text": "Sodium Na ion is formed when a sodium atom donate loosedonate an electron Chloride Cl ion is formed when a chlorine atom gain acquire an extra electron from sodium atom"}
{"text": "Many Na and Cl ions then rearrange such that one Na ion is surrounded by six Cl ions and one Cl ion is surrounded by six Na ions"}
{"text": "The pattern formed is a giant cubic structure where Cl ion is sand witched between Na ions and the same to Na ions"}
{"text": "This pattern forms a crystal"}
{"text": "A crystal is a solid form of a substance in which particles are arranged in a definite pattern regularly repeated in three dimensions"}
{"text": "The structure of sodium chloride"}
{"text": "The giant cubic structurecrystal of sodium chloride is as below"}
{"text": "The giant cubic structurecrystal of sodium chloride is very well packed and joined by strong ionicelectrovalent bonds This makes sodium chloride and many ionic compounds to have the following properties"}
{"text": "a Have high melting boiling points"}
{"text": "The giant cubic lattice structure of sodium chloride is very closely packed into a crystal that requires a lot of energyheat to weaken and meltboil This applies to all crystalline ionic compounds"}
{"text": "b Are good conductors of electricity in molten and aqueous state but poor conductor of electricity in solid"}
{"text": "Ionic compounds have fused ions in solid crystalline state"}
{"text": "On heating and dissolving in water the crystal is broken into free mobile ions Na and Cl ions"}
{"text": "The free mobile ions are responsible for conducting electricity in ionic compounds in molten and aqueous states"}
{"text": "cSoluble in water"}
{"text": "Ionic compounds are polar and dissolve in polar water molecules"}
{"text": "On dissolving the crystal breaks to free the fused ions which are then surrounded by water molecules"}
{"text": "b giant metallic structure"}
{"text": "This is the pattern formed after metallic atoms have bonded through metallic bond"}
{"text": "The pattern formed is one where the metallic cations rearrange to form a cubic structure"}
{"text": "The cubic structure is bound together by the free delocalized electrons that move freely within"}
{"text": "The more delocalized electrons the stronger the metallic bond"}
{"text": "The structure of sodium and aluminium"}
{"text": "Sodium has one valence electrons"}
{"text": "Aluminium has three valence electrons"}
{"text": "After delocalizing the valence electrons the metal cations Na and Al3 rearrange to the apex corners of a regular cube that extend in all directions"}
{"text": "The delocalized electrons remain free and mobile as shown below"}
{"text": "The giant cubic structure makes metals to have the following properties"}
{"text": "a Have high meltingboiling point"}
{"text": "The giant cubic structure is very well packed and joinedbonded together by the free delocalized electrons"}
{"text": "The more delocalized electrons the higher the meltingboiling point"}
{"text": "The largerbigger the metallic cation the weaker the packing of the cations and thus the lower the meltingboiling point eg"}
{"text": "i Sodium and potassium have both one valence delocalized electron"}
{"text": "Atomic radius of potassium is largerbigger than that of sodium and hence less well packed in its metallic structure"}
{"text": "Sodium has therefore a higher meltingboiling point than potassium"}
{"text": "ii Sodium has one delocalized electron"}
{"text": "Aluminium has three delocalized electrons"}
{"text": "Atomic radius of sodium is largerbigger than that of aluminium and hence less well packed in its metallic structure"}
{"text": "Aluminium has therefore a higher meltingboiling point than sodium because of the smaller well packed metallic Al3 ions and bondedjoined by morethree delocalized electrons"}
{"text": "The table below shows the comparative meltingboiling points of some metals"}
{"text": "b Good electrical and thermal conductorelectricity"}
{"text": "All metals are good conductors of heat and electricity including Mercury which is a liquid"}
{"text": "The mobile delocalized electrons are free within the giant metallic structure to move from one end to the other transmitting heatelectric current"}
{"text": "The more delocalized electrons the better the thermalelectrical conductivity"}
{"text": "High temperaturesheating lowers the thermalelectrical conductivity of metals because the delocalized electrons vibrate and move randomly hindering transfer of heat"}
{"text": "From the table above"}
{"text": "Compare the electrical conductivity of"}
{"text": "iMagnesium and sodium"}
{"text": "Magnesium is a better conductor than sodium"}
{"text": "Magnesium has moretwo delocalized electrons than sodium The more delocalized electrons the better the electrical conductor"}
{"text": "iiPotassium and sodium"}
{"text": "Potassium is a better conductor than sodium"}
{"text": "Potassium has biggerlarger atomic radius than sodium The delocalized electrons are less attracted to the nucleus of the atom and thus more free mobile and thus better the electrical conductor"}
{"text": "c Insoluble in water"}
{"text": "All metals are insoluble in water because they are non polar and thus do not bond with water"}
{"text": "Metals higher in the reactivityelectrochemical series like Potassium sodium Lithium and Calcium reacts with cold water producing hydrogen gas and forming an alkaline solution of their hydroxidesie"}
{"text": "2Ks  2H2Ol  2KOHaq  H2g"}
{"text": "2Nas  2H2Ol  2NaOHaq  H2g"}
{"text": "2Lis  2H2Ol  2LiOHaq  H2g"}
{"text": "Cas  2H2Ol  CaOH2aq H2g"}
{"text": "Heavy metal like Magnesium Aluminium Iron Zinc and Lead react with steamwater vapour to produce hydrogen gas and form the corresponding oxide"}
{"text": "Mgs  H2Og  MgOs  H2g"}
{"text": "Fes  H2Og  FeOs  H2g"}
{"text": "Zns  H2Og  ZnOs  H2g"}
{"text": "Pbs  H2Og  PbOs  H2g"}
{"text": "2Als  3H2Og  Al2O3s  3H2g"}
{"text": "Metals lower in the reactivityelectrochemical series than hydrogen like copper Mercury Gold Silver and Platinum do not react with watervapour"}
{"text": "d Shiny metalliclustre"}
{"text": "All metals have a shiny grey metallic luster except copper which is brown"}
{"text": "When exposed to sunlight the delocalized electrons gain energy they vibrate on the metal surface scattering light to appear shiny"}
{"text": "With time most metals corrode and are covered by a layer of the metal oxide"}
{"text": "The delocalized electrons are unable to gain and scatter light and the metal surface tarnishesbecome dull"}
{"text": "e Ductile and malleable"}
{"text": "All metals are malleable can be made into thin sheet and ductile can be made into wire"}
{"text": "When beatenhitpressed lengthwise the metallic cations extend and is bound bonded by the freemobile electrons to form a sheet"}
{"text": "When beatenhitpressed lengthwise and bredthwise the metallic cations extend and is bound bonded by the freemobile electrons to form a wirethin strip"}
{"text": "f Have high tensile strength"}
{"text": "Metals are not brittle The free delocalized electrons bind the metal together when it is bent coiled at any angle"}
{"text": "The metal thus withstand stresscoiling"}
{"text": "g Form alloys"}
{"text": "An alloy is a uniform mixture of two or more metals"}
{"text": "Some metals have spaces between their metallic cations which can be occupied by another metal cation with smaller atomic radius"}
{"text": "Common alloys include"}
{"text": "BrassZinc and Copper alloy"}
{"text": "BronzeCopper and Tin alloy"}
{"text": "German silver"}
{"text": "Summary of Bonding and structure"}
{"text": "C PERIODICITY OF BONDING AND STRUCTURE"}
{"text": "The periodic table does not classify elements as metals and nonmetals The table arranges them in terms of atomic numbers"}
{"text": "However based on structure and bonding of the elements in the periodic table"}
{"text": "ithe top right hand corner of about twenty elements is nonmetals"}
{"text": "iileft of each nonmetal is an element which shows characteristics of both metal and nonmetal"}
{"text": "These elements are called semimetalsmetalloids They include Boron silicon Germanium Arsenic and Terullium"}
{"text": "iiiall other elements in the periodic table are metal"}
{"text": "ivHydrogen is a nonmetal with metallic characteristicproperty of donatinglosing outer electron to form cationH ion"}
{"text": "v bromine is the only known natural liquid nonmetal element at room temperature and pressure"}
{"text": "vi mercury is only known natural liquid metal element at room temperature and pressure"}
{"text": "vii Carbongraphite is a semi metalsmetalloids Carbondiamond is a pure nonmetal yet both are allotropes of carbon same element"}
{"text": "a Sketch of the periodic table showing metals metalloid and nonmetals"}
{"text": "Metals Metalloids Nonmetals"}
{"text": "bPeriodicity in the physical properties of elements across period 2 and 3"}
{"text": "Study table I and II below"}
{"text": "Table Iperiod 2"}
{"text": "Table II period 3"}
{"text": "From table I and II above"}
{"text": "1 Explain the trend in atomic radius along across a period in the periodic table"}
{"text": "Observation"}
{"text": "Atomic radius of elements in the same period decrease successively acrossalong a period from left to right"}
{"text": "Explanation"}
{"text": "Acrossalong the period from left to right there is an increase in nuclear charge from additional number of protons and still additional number of electrons entering the same energy level"}
{"text": "Increase in nuclear charge increases the effective nuclear attraction on the outer energy level pulling it closer to the nucleus successively across the period eg"}
{"text": "iFrom the table 1and 2 above atomic radius of Sodium 0157nM is higher than that of Magnesium0137nM This is because Magnesium has more effective nuclear attraction on the outer energy level than Sodium hence pulls outer energy level more nearer to its nucleus than sodium"}
{"text": "iiThe rate of decrease in the atomic radius become smaller as the atom become heavier eg Atomic radius of Magnesium from sodium falls by0157nM 0137nM 002"}
{"text": "Atomic radius of Chlorine from sulphur falls by0104nM 0099nM 0005"}
{"text": "This is because gainingadding one more proton to 11 already present cause greater proportional change in nuclear attraction power to magnesium than gainingadding one more proton to 16 already present in sulphur to chlorine"}
{"text": "iiiPeriod 3 elements have more energy levels than Period 2 elements They have therefore biggerlarger atomic radiussize than corresponding period 2 elements in the same group"}
{"text": "2 Explain the trend in ionic radius alongacross a period in the periodic table"}
{"text": "Observation"}
{"text": "Ionic radius of elements in the same period decrease successively acrossalong a period from left to right for the first three elements then increase drastically then slowly successively decrease"}
{"text": "Explanation"}
{"text": "Acrossalong the period from left to right elements change form electron donorslosers reducing agents to electron acceptors oxidizing agents"}
{"text": "iAn atom form stable ion by either gainingacquiring accepting extra electron or donatinglosing outer electrons"}
{"text": "iiMetals form stable ions by donatinglosing all the outer energy level electrons and thus also the outer energy level ie"}
{"text": "Sodium ion has one less energy level than sodium atom The ion is formed by sodium atom donatinglosing all the outer energy level electron and thus also the outer energy level making the ion to have smaller ionic radius than atom"}
{"text": "iiiIonic radius therefore decrease acrossalong the period from Lithium to Boron in period 2 and from Sodium to Aluminium in period 3This is because the number of electrons donatedlost causes increased effective nuclear attraction on remaining electrons energy levels"}
{"text": "iv Nonmetals form stable ion by gainingacquiringaccepting extra electron in the outer energy level The extra electrons increases the repulsion among electrons and reduces the effective nuclear attraction on outer energy level The outer energy level therefore expandenlargeincrease in order to accommodate the extra repelled electrons The more electrons gainedacceptedacquired the more repulsion and the more expansion to accommodate them and hence biggerlarger atomic radius eg"}
{"text": "Nitrogen ion has three electrons more than Nitrogen atom The outer energy level expandenlargeincrease to accommodate the extra repelled electrons Nitrogen atom thus has smaller atomic radius than the ionic radius of nitrogen ion"}
{"text": "v Ionic radius decrease from group IV onwards from left to right This because the number of electrons gained to form ion decrease acrossalong the period from left to right eg Nitrogen ion has biggerlarger ionic radius than Oxygen"}
{"text": "3 Explain the trend in melting and boiling point of elements in a period in the periodic table"}
{"text": "Observation"}
{"text": "The melting and boiling point of elements rise up to the elements in Group IVCarbonSilicon alongacross the period then continuously falls"}
{"text": "Explanation"}
{"text": "Meltingboiling points depend on the packing of the structure making the element and the strength of the bond holding the atomsmolecules together"}
{"text": "Acrossalong the period 2 and 3 the structure changes from giant metallic giant atomiccovalent to simple molecular"}
{"text": "iFor metals the number of delocalized electrons increases acrossalong the period and hence stronger metallic bondstructure thus requiring a lot of heatenergy to weaken"}
{"text": "The strength of a metallic bond also depends on the atomic radiussize The melting boiling point decrease as the atomic radiussize of metals increase due to decreased packing of larger atoms eg"}
{"text": "The melting boiling point of Lithium is lower than that of Beryllium because Beryllium has twomore delocalized electrons and hence stronger metallic structurebond"}
{"text": "The melting boiling point of Lithium is higher than that of Sodium because the atomic radiussize Lithium is smaller and hence better packed and hence forms stronger metallic structurebond"}
{"text": "iiCarbongraphitecarbondiamond in period 2 and Silicon in period 3 form very well packed giant atomiccovalent structures held together by strong covalent bonds These elements have therefore very high meltingboiling points"}
{"text": "Both Carbongraphite carbondiamond have smaller atomic radiussize than Silicon in period 3 and thus higher meltingboiling points due to bettercloser packing of smaller atoms in their well packed giant atomiccovalent structures"}
{"text": "ii Nonmetals from group V alongacross the period form simple molecules joined by weak intermolecular vanderwaals force The weak intermolecular vanderwaals force require little energyheat to weaken leading to low meltingboiling points The strength of the intermolecular vanderwaals forces decrease with decrease in atomic radius size lowering the meltingboiling points alongacross the period and raising the meltingboiling points down the groupeg"}
{"text": "The melting boiling point of Nitrogen is higher than that of Oxygen This is because the atomic radius size of Nitrogen is higher than that of Oxygen and hence stronger intermolecular vanderwaals forces between Nitrogen molecules"}
{"text": "The melting boiling point of Chlorine is higher than that of Fluorine This is because the atomic radius size of Chlorine is higher than that of Fluorine and hence stronger intermolecular vanderwaals forces between Chlorine molecules"}
{"text": "iii Rhombic sulphur exists as a puckered ring of S8atoms which are well packed Before melting the ring break and join to very long chains that entangle each other causing the unusually high meltingboiling point of Rhombic sulphur"}
{"text": "iv Both sulphur and phosphorus exists as allotropes"}
{"text": "Sulphur exists as Rhombicsulphur and monoclinicsulphur Rhombicsulphur is the stable form of sulphur at room temperature and pressure"}
{"text": "Phosphorus exists as whitephosphorus and redphosphorus"}
{"text": "Whitephosphorus is the stable form of Phosphorus at room temperature and pressure"}
{"text": "4 State and explain the trend in density of elements in a period in the periodic table"}
{"text": "Observation Density increase upto the elements in group IV then falls acrossalong the period successively"}
{"text": "Explanation"}
{"text": "Density is the mass per unit volume occupied by matterparticlesatomsmolecules of element"}
{"text": "iFor metals the stronger metallic bond and the more delocalized electrons ensure a very well packed giant metallic structure that occupy less volume and thus higher densityThe more the number of delocalized electrons alongacross the period the higher the density eg"}
{"text": "iAluminium has a higher density than sodium This is because aluminium has more three delocalized electrons than one sodium thus forms a very well packed giant metallic structure that occupy less volume per given massdensity"}
{"text": "iiCarbongraphite carbondiamond and silicon in group IV form a well packed giant atomiccovalent structure that is continuously joined by strong covalent bonds hence occupy less volume per given massdensity"}
{"text": "Carbongraphite form a less well packed giant hexagonal planar structure joined by Vanderwaals forces Its density 225gcm3 is therefore less than that of Carbondiamond353gcm3 and silicon233gcm3Both diamond and silicon have giant tetrahedral structure that is better packed Carbondiamond has smaller atomic radiussize than silicon Its density is thus higher because of better packing and subsequently higher density Carbondiamond is the hardest known natural substance by having the highest density"}
{"text": "iii For nonmetals the strength of the intermolecular vanderwaals forces decreases with decrease in atomic radiussize alongacross the period This decreases the mass occupied by given volume of atoms in a molecule from group VI onwards eg"}
{"text": "Phosphorus has a higher atomic radiussize than chlorine and Argon and thus stronger intermolecularvanderwaals forces that ensure a given mass of phosphorus occupy less volume than chlorine and neon"}
{"text": "5 State and explain the trend in thermalelectrical conductivity of elements in a period in the periodic table"}
{"text": "Observation"}
{"text": "Increase alongacross the period from group I II and III then decrease in Group IV to drastically decrease in group V to VIII O"}
{"text": "Explanation"}
{"text": "iMetals have free delocalized electrons that are responsible for thermalelectrical conductivityThermalelectrical conductivity increase with increase in number of delocalized electrons The thermal conductivity decrease with increase in temperatureheating eg Aluminium with three delocalized electrons from each atom in its metallic structure has the highest electrical thermal conductivity in period 3"}
{"text": "iiCarbongraphite has also free 4th valency electrons that are delocalized within its layers of giant hexagonal planar structure They are responsible for the electrical conductivity of graphite"}
{"text": "iiiSilicon and carbon diamond do not conduct electricity but conducts heat With each atom too close to each other in their very well packed giant tetrahedral structure heat transfer radiate between the atoms The thermal conductivity increase with increase in temperatureheating"}
{"text": "iv All other nonmetals are poor nonconductor of heat and electricity They are made of molecules with no free mobile delocalized electrons in their structure"}
{"text": "Periodicity of the oxides of elements alongacross period 3"}
{"text": "The table below summarizes some properties of the oxides of elements in period 3 of the periodic table"}
{"text": "1 All the oxides of elements in period 3 except those of sulphur and chlorine are solids at room temperature and pressure"}
{"text": "2 Acrossalong the period bonding of the oxides changes from ionic in sodium oxide magnesium oxide and aluminium oxide show both ionic and covalent properties to covalent in the rest of the oxides"}
{"text": "3 Acrossalong the period the structure of the oxides changes from giant ionic structure in sodium oxide magnesium oxide and aluminium oxide to giant atomiccovalent structure in silicon IV oxide The rest of the oxides form simple moleculesmolecular structure"}
{"text": "4 Sodium oxide and magnesium oxide are basic alkaline in nature Aluminium oxide is amphotellic in nature shows both acidic and basic characteristics The rest of the oxides are acidic in nature"}
{"text": "5 Ionic compoundsoxides have very high meltingboiling points because of the strong electrostatic attraction joining the giant ionic crystal lattice"}
{"text": "The meltingboiling points increase from sodium oxide to aluminium oxide as the number of electrons involved in bonding increase increasing the strength of the ionic bondstructure"}
{"text": "6 Silicon IV oxide is made of a well packed giant atomiccovalent structure joined by strong covalent bonds"}
{"text": "This results in a solid with very high meltingboiling point"}
{"text": "7Phosphorus V oxide sulphurIV oxide sulphur VI oxide and dichloride heptoxide exist as simple moleculesmolecular structure joined by weak vanderwaalsintermolecular forces"}
{"text": "This results in them existing as low melting boiling point solidsgases"}
{"text": "8 Ionic oxide conducts electricity in molten and aqueous states but not in solid"}
{"text": "In solid state the ions are fusedfixed but on heating to molten state and when dissolved in water the ions are free  mobile"}
{"text": "Sodium oxide magnesium oxide and aluminium oxide are therefore good conductors in molten and aqueous states"}
{"text": "9 Covalent bonded oxides do not conduct electricity in solid molten or in aqueous states"}
{"text": "This is because they do not have free  mobile ion Phosphorus V oxide sulphur IV oxide sulphur VI oxide and dichloride heptoxide are thus nonconductorsinsulators"}
{"text": "10 Silicon IV oxide is a poorweak conductor of heat in solid state This is because it has very closely packed structure for heat to radiate conduct along its structure"}
{"text": "11 Electopositivity decrease across the period while electronegativity increase across the period The oxides thus become less ionic and more covalent alongacross the period"}
{"text": "12The steady change from giant ionic structure to giant atomic covalent structure then simple molecular structure lead to profound differences in the reaction of the oxides with wateracids and alkalisbases"}
{"text": "i Reaction with water"}
{"text": "a Ionic oxides react with water to form alkaline solutions eg"}
{"text": "ISodium oxide reactsdissolves in water forming an alkaline solution of sodium hydroxide"}
{"text": "Chemical equation Na2Os  H2O l  2NaOHaq"}
{"text": "II Magnesium oxide slightly slowly reactsdissolves in water forming an alkaline solution of magnesium hydroxide"}
{"text": "Chemical equation MgOs  2H2O l  MgOH 2 aq"}
{"text": "III Aluminium oxide does reactsdissolves in water"}
{"text": "b Nonmetallic oxides are acidic They react with water to form weakly acidic solutions"}
{"text": "I Phosphorus V oxide readily reactsdissolves in water forming a weak acidic solution of phosphoric V acid"}
{"text": "Chemical equation P4O10 s  6H2O l  4H3PO4 aq"}
{"text": "Chemical equation P2O5 s  3H2O l  2H3PO4 aq"}
{"text": "II Sulphur IV oxide readily reactsdissolves in water forming a weak acidic solution of sulphuric IV acid"}
{"text": "Chemical equation SO2 g  H2O l  H2SO3 aq"}
{"text": "Sulphur VI oxide quickly fumes in water to form concentrated sulphuric VI acid which is a strong acid"}
{"text": "Chemical equation SO3 g  H2O l  H2SO4 aq"}
{"text": "III Dichlorine oxide reacts with water to form weak acidic solution of chloricI acidhypochlorous acid"}
{"text": "Chemical equation Cl2O g  H2O l  2HClO aq"}
{"text": "IV Dichlorine heptoxide reacts with water to form weak acidic solution of chloricVII acid"}
{"text": "Chemical equation Cl2O7 l  H2O l  2HClO4 aq"}
{"text": "c Silicon IV oxide does not react with water"}
{"text": "It reacts with hot concentrated alkalis forming silicate IV salts eg"}
{"text": "Silicon IV oxide react with hot concentrated sodium hydroxide to form sodium silicate IV salt"}
{"text": "Chemical equation SiO2 s  2NaOH aq  Na2SiO3 aq  H2O l"}
{"text": "ii Reaction with dilute acids"}
{"text": "a Ionic oxides react with dilute acids to form salt and water only This is a neutralization reaction eg"}
{"text": "Chemical equation Na2Os  H2SO4 aq  Na2SO4 aq  H2Ol"}
{"text": "Chemical equation MgOs  2HNO3aq  Mg NO3 2 aq  H2Ol"}
{"text": "Chemical equation Al2O3 s  6HClaq  2AlCl3 aq  3H2Ol"}
{"text": "Aluminium oxide is amphotellic and reacts with hot concentrated strong alkalis sodiumpotassium hydroxides to form complex sodium aluminateIII and potassium aluminateIII salt"}
{"text": "Chemical equation Al2O3 s  2NaOH aq  3H2Ol  2 NaAlOH4 aq"}
{"text": "Chemical equation Al2O3 s  2KOHaq  3H2Ol  2 KAlOH4 aq"}
{"text": "b Acidic oxides do not react with dilute acids"}
{"text": "c Periodicity of the Chlorides of elements alongacross period 3"}
{"text": "The table below summarizes some properties of the chlorides of elements in period 3 of the periodic table"}
{"text": "1 Sodium Chloride Magnesium chloride and aluminium chloride are solids at room temperature and pressure"}
{"text": "SiliconIV chloride phosphorusIIIchloride and disulphur dichloride are liquids PhosphorusVchloride is a solid Both chlorine and sulphur chloride are gases"}
{"text": "2 Acrossalong the period bonding changes from ionic in Sodium Chloride and Magnesium chloride to covalent in the rest of the chlorides"}
{"text": "3 Anhydrous aluminium chloride is also a molecular compound Each aluminium atom is covalently bonded to three chlorine atoms"}
{"text": "In vapourgaseous phasestate two molecules dimerizes to Al2O6 molecule through coordinatedative bonding"}
{"text": "4 Acrossalong the period the structure changes from giant ionic in Sodium Chloride and Magnesium chloride to simple moleculesmolecular structure in the rest of the chlorides"}
{"text": "5 Ionic chlorides have very high melting boiling points because of the strong ionic bondelectrostatic attraction between the ions in their crystal latticeThe rest of the chlorides have low melting boiling points because of the weak vanderwaal intermolecular forces"}
{"text": "6 Sodium Chloride and Magnesium chloride in molten and aqueous state have freemobile ions and thus good electrical conductors Aluminium chloride is a poor conductor The rest of the chlorides do not conduct because they have no freemobile ions"}
{"text": "7 Ionic chloride form neutral solutions with pH 7 These chlorides ionizedissociate completely into free cations and anionsie"}
{"text": "Sodium Chloride and Magnesium chloride have pH7 because they are fullycompletely ionizeddissociated into free ions"}
{"text": "Chemical equation NaCl s  Naaq  Claq Chemical equation MgCl2 s  Mg2aq  2Claq"}
{"text": "8 Acrossalong the period from aluminium chloride hydrolysis of the chloride takes place when reactingdissolved in water"}
{"text": "Hydrolysis is the reaction of a compound when dissolved in water"}
{"text": "a Aluminium chloride is hydrolyzed by water to form aluminium hydroxide and fumes of hydrogen chloride gas Hydrogen chloride gas dissolves in water to acidic hydrochloric acid Hydrochloric acid is a strong acid with low pH and thus the mixture is strongly acidic"}
{"text": "Chemical equation AlCl3 s  3H2Ol AlOH3s  3HClg"}
{"text": "bSiliconIV chloride is hydrolyzed by water to form siliconIVoxide and fumes of hydrogen chloride gas Hydrogen chloride gas dissolves in water to acidic hydrochloric acid Hydrochloric acid is a strong acid with low pH and thus the mixture is strongly acidic"}
{"text": "Chemical equation SiCl4 l  2H2Ol SiO2s  4HClg"}
{"text": "This reaction is highly exothermic producing evolving a lot of heat that cause a rise in the temperature of the mixture"}
{"text": "c Both phosphoric V chloride and phosphoric III chloride are hydrolyzed by water to form phosphoric V acid and phosphoric III acid respectively Fumes of hydrogen chloride gas are produced Hydrogen chloride gas dissolves in water to acidic hydrochloric acid Hydrochloric acid is a strong acid with low pH and thus the mixture is strongly acidic"}
{"text": "Chemical equation PCl5 s  4H2Ol H3PO4aq  5HClg"}
{"text": "Chemical equation PCl3 s  3H2Ol H3PO4aq  3HClg"}
{"text": "This reaction is also highly exothermic producing evolving a lot of heat that cause a rise in the temperature of the mixture"}
{"text": "d Disulphur dichloride similarly hydrolyzes in water to form yellow deposits of sulphur and produce a mixture of sulphur IV oxide and hydrogen chloride gas Hydrogen chloride gas dissolves in water to acidic hydrochloric acid Hydrochloric acid is a strong acid with low pH and thus the mixture is strongly acidic"}
{"text": "Chemical equation 2S2Cl2 l  2H2Ol 3Ss  SO2g  4HClg"}
{"text": "D COMPREHENSIVE REVISION QUESTIONS"}
{"text": "1The grid below represents periodic table Study it and answer the questions that follow The letters do not represent the actual symbols of the elements"}
{"text": "a I Indicate on the grid the position of an element represented by letter N whose electronic configuration of a divalent cation is 288   1 mark"}
{"text": "II Name the bond formed between D and H react Explain your answer2 marks"}
{"text": "Ionicelectrovalent"}
{"text": "D is electropositive thus donates two electrons to electronegative H"}
{"text": "III Write an equation for the reaction between B and water  1 mark"}
{"text": "Chemical equation 2B s  2H2Ol  2BOHaq  H2 g"}
{"text": "IV How do the atomic radii of I and L compare Explain 2 marks"}
{"text": "V In terms of structure and bonding explain why the oxide of G has lower melting point than oxide of L 2 marks"}
{"text": "b Study the information given below and answer the questions that follow"}
{"text": "IWhy is the formula of aluminium chloride given as Al2Cl6 and not AlCl3   1 mark"}
{"text": "II Give two chlorides that are liquid at room temperature Give a reason for the answer 2 marks"}
{"text": "III Give a reason why Al2Cl6 has a lower melting point than MgCl2 although both Al and Mg are metals 1 mark"}
{"text": "IV Which of the chlorides would remain in liquid state for the highest temperature range explain why 2 mark"}
{"text": "Kakamega"}
{"text": "2 a Study the information given below and answer the questions that follow"}
{"text": "i Which elements are nonmetals Give a reason 2mks"}
{"text": "ii Explain why the melting point of the oxide of R is higher than that of the oxide of S 2mks"}
{"text": "iii Give two elements that would react vigorously with each other Explain your answer 2mks"}
{"text": "b Study the information in the table below and answer the questions that follow The letters do not represent the actual symbols of the elements"}
{"text": "i What chemical family do the elements A B and C belong 1mk"}
{"text": "ii What is meant by the term ionization energy 1mk"}
{"text": "iii The 2nd ionization energy is higher that the 1st ionization energy of each Explain"}
{"text": "1mk"}
{"text": "ivWhen a piece of element C is placed in cold water it sinks to the bottom and an effervescence of a colourless gas that burns explosively is produced Use a simple diagram to illustrate how this gas can be collected during this experiment 3mks"}
{"text": "3 The grid below represents part of the periodic table The letters do not represent the actual symbols"}
{"text": "a Select the most reactive nonmetal 1mk"}
{"text": "b Write the formula of the compound consisting of"}
{"text": "ID and Z only 2mk"}
{"text": "II X and Z"}
{"text": "c Select an element that can form an ion of change 2 1mk"}
{"text": "d Which element has the least ionization energy Explain 2mks"}
{"text": "e Suggest with reasons a likely pH value of an aqueous solution of the chlorine of3mks"}
{"text": "T"}
{"text": "B"}
{"text": "X"}
{"text": "f To which chemical family do the following elements belong 2mk"}
{"text": "J"}
{"text": "V"}
{"text": "g An element K has relative atomic mass of 402It has two isotopes of masses 39 and 42 Calculate the relative abundance of each isotope 3mks"}
{"text": "4The grid below shows part of the periodic table study it and answer the questions that follow The letters do not represent the true symbols"}
{"text": "a Which element forms ions with charge of 2 Explain 2mks"}
{"text": "b What is the nature of the oxide formed by C 1mk"}
{"text": "c How does the reactivity of H compare with that of E Explain 2mks"}
{"text": "dWrite down a balanced equation between B and Chlorine 1mk"}
{"text": "e Explain how the atomic radii of F and G compare 1mk"}
{"text": "f If the oxides of F and D are separately dissolved in water state and explain the effects of their aqueous solutions on litmus 3mks"}
{"text": "5 a The grid below show part of the periodic tableThe letter do not represent the actual symbolsUse it to answer the questions that follow"}
{"text": "iSelect the most reactive nonmetal 1mk"}
{"text": "iiSelect an element that forms a divalent cation 1mk"}
{"text": "iiiElement Z has atomic number 14Show its position in the grid 1mk"}
{"text": "ivHow do the atomic radii of U and J compare 2mks"}
{"text": "vHow do electrical conductivity of A and Y compare 2mks"}
{"text": "viHow does the boiling point of elements K L and M vary Explain 2mks"}
{"text": "b The table below gives information on four elements by letters K L M and N Study it and answer the questions that follow The letters do not represent the actual symbols of the elements"}
{"text": "a Which two elements have similar properties Explain 2mks"}
{"text": "b Which element is a nonmetal Explain 1mk"}
{"text": "c Which one of the elements is the strongest reducing agent 1mk"}
{"text": "6 The grid given below represents part of the periodic table study it and answer the questions that follow The letters do not represent the actual symbols of the elements"}
{"text": "i What name is given to the group of elements to which C and F belong 1mk"}
{"text": "ii Which letter represents the element that is the least reactive 1mk"}
{"text": "iii What type of bond is formed when B and E react Explain 2mks"}
{"text": "ivWrite formula of the compound formed where elements D and oxygen gas react 1mk"}
{"text": "v On the grid indicate the a tick  the position of element G which is in the third period of the periodic table and forms G3 ions 1mk"}
{"text": "b Study the information in the table below and answer the questions that follow The letter do not represents the actual symbols of the substance"}
{"text": "Ii Which substance would dissolve in water and could be separated from the solution by fractional distillation 1mk"}
{"text": "ii Which substances is a liquid at room temperature and when mixed with water two layers would be formed 1mk"}
{"text": "II Which letter represents a substance that is a gas at room temperature and which can be collected"}
{"text": "i Over water 1mk"}
{"text": "ii By downward displacement of air Density of air at room temperature  129 x 103 gC 1mk"}
{"text": "AATOMIC STRUCTURE"}
{"text": "The atom is the smallest particle of an element that take part in a chemical reaction The atom is made up of three subatomic particles"}
{"text": "iProtons"}
{"text": "iiElectrons"}
{"text": "iiiNeutrons"}
{"text": "iProtons"}
{"text": "1 The proton is positively charged"}
{"text": "2 Is found in the centre of an atom called nucleus"}
{"text": "3 It has a relative mass 1"}
{"text": "4 The number of protons in a atom of an element is its Atomic number"}
{"text": "iiElectrons"}
{"text": "1 The Electrons is negatively charged"}
{"text": "2 Is found in fixed regions surrounding the centre of an atom called energy levelsorbitals"}
{"text": "3 It has a relative mass 11840"}
{"text": "4 The number of protons and electrons in a atom of an element is always equal"}
{"text": "iiiNeutrons"}
{"text": "1 The Neutron is neither positively nor negatively charged thus neutral"}
{"text": "2 Like protons it is found in the centre of an atom called nucleus"}
{"text": "3 It has a relative mass 1"}
{"text": "4 The number of protons and neutrons in a atom of an element is its Mass number"}
{"text": "Diagram showing the relative positions of protons electrons and neutrons in an atom of an element"}
{"text": "Diagram showing the relative positions of protons electrons and neutrons in an atom of Carbon"}
{"text": "The table below show atomic structure of the 1st twenty elements"}
{"text": "Most atoms of elements exist as isotopes"}
{"text": "Isotopes are atoms of the same element having the same number of protonsatomic number but different number of neutronsmass number"}
{"text": "By convention isotopes are written with the mass number as superscript and the atomic number as subscript to the left of the chemical symbol of the element ie"}
{"text": "mass number"}
{"text": "atomic number m n X symbol of element"}
{"text": "Below is the conventional method of writing the 1st twenty elements showing the mass numbers and atomic numbers"}
{"text": "11H 42He 73Li 94Be 115B 126C"}
{"text": "147N 168O 199F 2010Ne 2311Na 2412Mg"}
{"text": "2713Al 2814Si 3115P 3216S 3517Cl 4018Ar"}
{"text": "3919K 4020C"}
{"text": "The table below shows some common natural isotopes of some elements"}
{"text": "The mass of an average atom is very small 1022 gMasses of atoms are therefore expressed in relation to a chosen element"}
{"text": "The atom recommended is 12C isotope whose mass is arbitrarily assigned as 12000 atomic mass unitsamu"}
{"text": "All other atoms are compared to the mass of 12C isotope to give the relative at The relative atomic massRAM is therefore defined as the mass of average atom of an element compared to 112 an atom of 12C isotope whose mass is arbitrarily fixed as 12000 atomic mass unitsamu  ie"}
{"text": "RAM  mass of atom of an element"}
{"text": "112 of one atom of 12C isotope"}
{"text": "Accurate relative atomic masses RAM are got from the mass spectrometer Mass spectrometer determines the isotopes of the element and their relative abundanceavailability"}
{"text": "Using the relative abundancesavailability of the isotopes the relative atomic mass RAM can be determined calculated as in the below examples"}
{"text": "Chlorine occurs as 75 3517Cl and 25 3717Cl isotopes Calculate the relative atomic mass of Chlorine"}
{"text": "Working"}
{"text": "100 atoms of chlorine contains 75 atoms of 3517Cl isotopes"}
{"text": "100 atoms of chlorine contains 75 atoms of 3717Cl isotopes"}
{"text": "Therefore"}
{"text": "RAM of chlorine   75100 x 35  25100 x 37  355"}
{"text": "Note that"}
{"text": "Relative atomic mass has no units"}
{"text": "More atoms of chlorine exist as 3517Cl75 than as 3717Cl25 therefore RAM is nearer to the more abundant isotope"}
{"text": "Calculate the relative atomic mass of potassium given that it exist as"}
{"text": "931 3919K  001 4019K  689 4119K"}
{"text": "Working"}
{"text": "100 atoms of potassium contains 931 atoms of 3919K isotopes"}
{"text": "100 atoms of potassium contains 001 atoms of 4019K isotopes"}
{"text": "100 atoms of potassium contains 689 atoms of 4119K isotopes"}
{"text": "Therefore"}
{"text": "RAM of potassium  931100 x39  001100 x 40 689 100 x 39 Note that"}
{"text": "Relative atomic mass has no units"}
{"text": "More atoms of potassium exist as 3919K 931 therefore RAM is nearer to the more abundant 3919K isotope"}
{"text": "Calculate the relative atomic mass of Neon given that it exist as"}
{"text": "9092 2010Ne  026 2110Ne  882 2210Ne"}
{"text": "Working"}
{"text": "100 atoms of Neon contains 9092 atoms of 2010Ne isotopes"}
{"text": "100 atoms of Neon contains 026 atoms of 2110Ne isotopes"}
{"text": "100 atoms of Neon contains 882 atoms of 2210 Ne isotopes Therefore"}
{"text": "RAM of Neon  9092100 x20  026100 x 21 882 100 x 22"}
{"text": "Note that"}
{"text": "Relative atomic mass has no units"}
{"text": "More atoms of Neon exist as 2010Ne 9092 therefore RAM is nearer to the more abundant 2010Ne isotope"}
{"text": "Calculate the relative atomic mass of Argon given that it exist as"}
{"text": "9092 2010Ne  026 2110Ne  882 2210Ne"}
{"text": "NB"}
{"text": "The relative atomic mass is a measure of the masses of atoms The higher the relative atomic mass the heavier the atom"}
{"text": "Electrons are found in energy levelsorbital"}
{"text": "An energy level is a fixed region aroundsurrounding the nucleus of an atom occupied by electrons of the same potential energy"}
{"text": "By convention energy levels are named 123 outwards from the region nearest to nucleus"}
{"text": "Each energy level is occupied by a fixed number of electrons"}
{"text": "The 1st energy level is occupied by a maximum of two electrons"}
{"text": "The 2nd energy level is occupied by a maximum of eight electrons"}
{"text": "The 3rd energy level is occupied by a maximum of eight electrons or eighteen electrons if available"}
{"text": "The 4th energy level is occupied by a maximum of eight electrons or eighteen or thirty two electrons if available"}
{"text": "This arrangement of electrons in an atom is called electron configuration  structure"}
{"text": "By convention the electron configuration  structure of an atom of an element can be shown in form of a diagram using either crossx or dot to"}
{"text": "Practice examples drawing electronic configurations"}
{"text": "a11H has  in nucleus1proton and 0 neutrons"}
{"text": "1 electron in the 1st energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Hydrogen is thus 1"}
{"text": "b 42He has  in nucleus 2 proton and 2 neutrons"}
{"text": "2 electron in the 1st energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Helium is thus 2"}
{"text": "c 73Li has  in nucleus 3 proton and 4 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "1 electron in the 2nd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Lithium is thus 21"}
{"text": "d 94Be has  in nucleus 4 proton and 5 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "2 electron in the 2nd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Beryllium is thus 22"}
{"text": "e 115B has  in nucleus 5 proton and 6 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "3 electron in the 2nd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Boron is thus 23"}
{"text": "f 126C has  in nucleus 6 proton and 6 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "4 electron in the 2nd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Carbon is thus 24"}
{"text": "g 147N has  in nucleus 7 proton and 7 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "5 electron in the 2nd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Nitrogen is thus 25"}
{"text": "h 168O has  in nucleus 8 proton and 8 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "6 electron in the 2nd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Oxygen is thus 26"}
{"text": "i 199F has  in nucleus 9 proton and 10 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "7 electron in the 2nd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Fluorine is thus 27"}
{"text": "i 2010Ne has  in nucleus 10 proton and 10 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Neon is thus 28"}
{"text": "j 2311Na has  in nucleus 11 proton and 12 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "1 electron in the 3rd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Sodium is thus 281"}
{"text": "k 2412Mg has  in nucleus 12 proton and 12 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "2 electron in the 3rd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Magnesium is thus 282"}
{"text": "l 2713Al has  in nucleus 13 proton and 14 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "3 electron in the 3rd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Aluminium is thus 283"}
{"text": "m 2814Si has  in nucleus 14 proton and 14 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "4 electron in the 3rd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Silicon is thus 284"}
{"text": "n 3115P has  in nucleus 14 proton and 15 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "5 electron in the 3rd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Phosphorus is thus 285"}
{"text": "o 3216S has  in nucleus 16 proton and 16 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "6 electron in the 3rd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Sulphur is thus 286"}
{"text": "p 3517Cl has  in nucleus 18 proton and 17 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "7 electron in the 3rd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Chlorine is thus 287"}
{"text": "p 4018Ar has  in nucleus 22 proton and 18 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "8 electron in the 3rd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Argon is thus 288"}
{"text": "q 3919K has  in nucleus 20 proton and 19 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "8 electron in the 3rd energy levels"}
{"text": "1 electron in the 4th energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Potassium is thus 2881"}
{"text": "r 4020Ca has  in nucleus 20 proton and 20 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "8 electron in the 3rd energy levels"}
{"text": "2 electron in the 4th energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Calcium is thus 2882"}
{"text": "BPERIODIC TABLE"}
{"text": "There are over 100 elements so far discovered Scientists have tried to group them together in a periodic table"}
{"text": "A periodic table is a horizontal and vertical arrangement of elements according to their atomic numbers"}
{"text": "This table was successfully arranged in 1913 by the British scientist Henry Moseley from the previous work of the Russian Scientist Dmitri Mendeleev"}
{"text": "The horizontal arrangement forms period Atoms in the same period have the same the same number of energy levels in their electronic structure ie"}
{"text": "The number of energy levels in the electronic configuration of an element determine the period to which the element is in the periodic table"}
{"text": "eg"}
{"text": "Which period of the periodic table are the following isotopeselementsatoms"}
{"text": "126C"}
{"text": "Electron structure 24  2 energy levels used thus Period 2"}
{"text": "2311Na"}
{"text": "Electron structure 281  3 energy levels used thus Period 3"}
{"text": "3919K"}
{"text": "Electron structure 2881  4 energy levels used thus Period 4"}
{"text": "11H"}
{"text": "Electron structure 1  1 energy level used thus Period 1"}
{"text": "The vertical arrangement of elements forms a group Atoms in the same have the same the same group have the same number of outer energy level electrons as per their electronic structure ie"}
{"text": "The number of electrons in the outer energy level an element determine the group to which the element is in the periodic table"}
{"text": "126C"}
{"text": "Electron structure 24  4 electrons in outer energy level thus Group IV"}
{"text": "2311C"}
{"text": "Electron structure 281  1 electron in outer energy level thus Group I"}
{"text": "3919K"}
{"text": "Electron structure 28811 electron in outer energy level thus Group I"}
{"text": "11H"}
{"text": "Electron structure 1  1 electron in outer energy level thus Group I"}
{"text": "By convention"}
{"text": "iPeriods are named using English numerals 1 2 3 4"}
{"text": "iiGroups are named using Roman numerals I II III IV"}
{"text": "There are eighteen groups in a standard periodic table"}
{"text": "There are seven periods in a standard periodic table"}
{"text": "When an atom has maximum number of electrons in its outer energy level it is said to be stable"}
{"text": "When an atom has no maximum number of electrons in its outer energy level it is said to be unstable"}
{"text": "All stable atoms are in group 818 of the periodic table All other elements are unstable"}
{"text": "All unstable atomsisotopes try to be stable through chemical reactions A chemical reaction involves gaining or losing outer electrons electron transfer When electron transfer take place an ion is formed"}
{"text": "An ion is formed when an unstable atom gain or donate electrons in its outer energy level in order to be stable Whether an atom gain or donate electrons depend on the relative energy required to donate or gain extra electrons ie"}
{"text": "Examples"}
{"text": "199 F has electronic structureconfiguration 27"}
{"text": "It can donate the seven outer electrons to have stable electronic structureconfiguration 2"}
{"text": "It can gain one extra electron to have stable electronic structureconfiguration 28 Gaining requires less energy and thus Fluorine reacts by gaining one extra electrons"}
{"text": "2313 Al has electronic structureconfiguration 283"}
{"text": "It can donate the three outer electrons to have stable electronic structureconfiguration 28"}
{"text": "It can gain five extra electrons to have stable electronic structureconfiguration 288 Donating requires less energy and thus Aluminium reacts by donating its three outer electrons"}
{"text": "Elements with less than four electrons in the outer energy level donates lose the outer electrons to be stable and form a positively charged ion called cation"}
{"text": "A cation therefore has more protons positive charge than electrons negative charge"}
{"text": "Generally metals usually form cation"}
{"text": "Elements with more than four electrons in the outer energy level gain acquire extra electrons in the outer energy level to be stable and form a negatively charged ion called anion"}
{"text": "An anion therefore has fewer protons positive charge than electrons negative charge"}
{"text": "Generally non metals usually form anion Except Hydrogen"}
{"text": "The charge carried by an ion is equal to the number of electrons gainedacquired or donatedlost"}
{"text": "Examples of ion formation"}
{"text": "111H"}
{"text": "H  H  e"}
{"text": "atom monovalent cation electrons donatedlost"}
{"text": "Electronic configuration 1 No electrons remains"}
{"text": "2 2713 Al"}
{"text": "Al  Al3  3e"}
{"text": "atom trivalent cation 3 electrons donatedlost"}
{"text": "Electron 283 28"}
{"text": "structure unstable stable"}
{"text": "3 2311 Na"}
{"text": "Na  Na  e"}
{"text": "atom cation  1 electrons donatedlost"}
{"text": "Electron 281 28"}
{"text": "structure unstable stable"}
{"text": "4 2412Mg"}
{"text": "Mg  Mg2  2e"}
{"text": "atom cation  2 electrons donatedlost"}
{"text": "Electron 281 28"}
{"text": "structure unstable stable"}
{"text": "5 168O"}
{"text": "O  2e  O2"}
{"text": "atom  2 electrons gainedacquired anion"}
{"text": "Electron 26 28"}
{"text": "structure unstable stable"}
{"text": "6 147N"}
{"text": "N  3e  N3"}
{"text": "atom  3 electrons gainedacquired anion"}
{"text": "Electron 25 28"}
{"text": "structure unstable stable"}
{"text": "7 3115P"}
{"text": "P  3e  P3"}
{"text": "atom  3 electrons gainedacquired anion"}
{"text": "Electron 25 28"}
{"text": "structure unstable stable"}
{"text": "8 199F"}
{"text": "F  e  F"}
{"text": "atom  1 electrons gainedacquired anion"}
{"text": "Electron 27 28"}
{"text": "structure unstable stable"}
{"text": "9 3517Cl"}
{"text": "Cl  e  Cl"}
{"text": "atom  1 electrons gainedacquired anion"}
{"text": "Electron 287 288"}
{"text": "structure unstable stable"}
{"text": "3 3919 K"}
{"text": "K  K  e"}
{"text": "atom cation  1 electrons donatedlost"}
{"text": "Electron 2881 288"}
{"text": "structure unstable stable"}
{"text": "When an element donatesloses its outer electrons the process is called oxidation When an element acquiresgains extra electrons in its outer energy level the process is called reduction The charge carried by an atom cation or anion is its oxidation state"}
{"text": "Table showing the oxidation states of some isotopes"}
{"text": "Note"}
{"text": "Some elements can exist in more than one oxidation state They are said to have variable oxidation state"}
{"text": "Roman capital numeral is used to indicate the oxidation state of an element with a variable oxidation state in a compound"}
{"text": "Examples"}
{"text": "Copper I means Cu as in CopperIoxide"}
{"text": "Copper II means Cu2 as in CopperIIoxide"}
{"text": "Iron II means Fe2 as in IronIIsulphide"}
{"text": "iv Iron III means Fe3 as in IronIIIchloride"}
{"text": "SulphurVImean S6 as in IronIIIsulphateVI"}
{"text": "SulphurVImean S6 as in sulphurVIoxide"}
{"text": "SulphurIVmean S4 as in sulphurIVoxide"}
{"text": "SulphurIVmean S4 as in sodium sulphateIV"}
{"text": "ix CarbonIVmean C4 as in carbonIVoxide"}
{"text": "x CarbonIVmean C4 as in LeadIIcarbonateIV"}
{"text": "xi CarbonIImean C2 as in carbonIIoxide"}
{"text": "xii ManganeseIVmean Mn4 as in ManganeseIVoxide"}
{"text": "A compound is a combination of two or more elements in fixed proportions The ratio of the atoms making a compound is called the chemical formulae Elements combine together to form a compound depending on their combining power"}
{"text": "The combining power of atoms in an element is called Valency Valency of an element is equal to the number of"}
{"text": "i Hydrogen atoms that an atom of element can combine with or displace"}
{"text": "ii Electrons gained acquired in outer energy level by non metals to be stableattain dupletoctet"}
{"text": "iii Electrons donatedlost by outer energy level of metals to be stableattain octetduplet"}
{"text": "iv Charges carried by ionscationsions"}
{"text": "Group of atoms that react as a unit during chemical reactions are called radicals Elements with variable oxidation state also have more than one valency"}
{"text": "Table showing the valency of common radicals"}
{"text": "Table showing the valency of some common metal and non metals"}
{"text": "From the valency of elements the chemical formular of a compound can be derived using the following procedure"}
{"text": "iIdentify the elements and radicals making the compound"}
{"text": "iiWrite the symbolformular of the elements making the compound starting with the metallic element"}
{"text": "iiiAssign the valency of each element radical as superscript"}
{"text": "ivInterchangeexchange the valencies of each element as subscript"}
{"text": "vDivide by the smallestlowest valency to derive the smallest whole number ratios"}
{"text": "Ignore a valency of 1"}
{"text": "This is the chemical formula"}
{"text": "Practice examples"}
{"text": "Write the chemical formula of"}
{"text": "aAluminium oxide"}
{"text": "Chemical formula of Aluminium oxide is thus Al2 O3"}
{"text": "This means 2atoms of Aluminium combine with 3 atoms of Oxygen"}
{"text": "bSodium oxide"}
{"text": "Chemical formula of Sodium oxide is thus Na2 O"}
{"text": "This means 2atoms of Sodium combine with 1 atom of Oxygen"}
{"text": "cCalcium oxide"}
{"text": "Chemical formula of Calcium oxide is thus CaO"}
{"text": "This means 1 atom of calcium combine with 1 atom of Oxygen"}
{"text": "dLead IV oxide"}
{"text": "Chemical formula of Lead IV oxide is thus PbO2"}
{"text": "This means 1 atom of lead combine with 2 atoms of Oxygen"}
{"text": "eLead II oxide"}
{"text": "Chemical formula of Lead II oxide is thus PbO"}
{"text": "This means 1 atom of lead combine with 1 atom of Oxygen"}
{"text": "eIron III oxide"}
{"text": "Chemical formula of IronIII oxide is thus Fe2O3"}
{"text": "This means 2 atom of lead combine with 3 atom of Oxygen"}
{"text": "fIron II sulphate VI"}
{"text": "Chemical formula of Iron II sulphate VI is thus FeSO4"}
{"text": "This means 1 atom of Iron combine with 1 sulphate VI radical"}
{"text": "gCopper II sulphate VI"}
{"text": "Chemical formula of CuIIsulphateVI is thus CuSO4"}
{"text": "This means 1 atom of Copper combine with 1 sulphate VI radical"}
{"text": "hAluminium sulphate VI"}
{"text": "Chemical formula of Aluminium sulphate VI is thus Al2SO43"}
{"text": "This means 2 atom of Aluminium combine with 3 sulphate VI radical"}
{"text": "iAluminium nitrate V"}
{"text": "Chemical formula of Aluminium sulphate VI is thus Al NO33"}
{"text": "This means 1 atom of Aluminium combine with 3 nitrate V radical"}
{"text": "jPotassium manganate VII"}
{"text": "Chemical formula of Potassium manganate VII is thus KMnO4"}
{"text": "This means 1 atom of Potassium combine with 4 manganate VII radical"}
{"text": "kSodium dichromate VI"}
{"text": "Chemical formula of Sodium dichromate VI is thus Na2 Cr2O7"}
{"text": "This means 2 atom of Sodium combine with 1 dichromate VI radical"}
{"text": "lCalcium hydrogen carbonate"}
{"text": "Chemical formula of Calcium hydrogen carbonate is thus Ca HCO32"}
{"text": "This means 1 atom of Calcium combine with 2 hydrogen carbonate radical"}
{"text": "lMagnesium hydrogen sulphate VI"}
{"text": "Chemical formula of Magnesium hydrogen sulphate VI is thus Mg HSO42"}
{"text": "This means 1 atom of Magnesium combine with 2 hydrogen sulphate VI radical"}
{"text": "Compounds are formed from chemical reactions A chemical reaction is formed when atoms of the reactants break free to bond again and form products A chemical reaction is a statement showing the movement of reactants to form products The following procedure is used in writing chemical equations"}
{"text": "1 Write the word equation"}
{"text": "2 Write the correct chemical formula for each of the reactants and products"}
{"text": "3 Check if the number of atoms of each element on the reactant side is equal to the number of atoms of each element on the product side"}
{"text": "4 Multiply the chemical formula containing the unbalanced atoms with the lowest common multiple if the number of atoms on one side is not equal This is called balancing"}
{"text": "Do not change the chemical formula of the productsreactants"}
{"text": "5 Assign in brackets the physical statestate symbols of the reactants and products after each chemical formula as"}
{"text": "i s for solids"}
{"text": "ii l for liquids"}
{"text": "iii g for gas"}
{"text": "iv aq for aqueousdissolved in water to make a solution"}
{"text": "Practice examples"}
{"text": "Write a balanced chemical equation for the following"}
{"text": "Hydrogen gas is prepared from reacting Zinc granules with dilute hydrochloric acid"}
{"text": "Procedure"}
{"text": "1 Write the word equation"}
{"text": "Zinc  Hydrochloric acid  Zinc chloride  hydrogen gas"}
{"text": "2 Write the correct chemical formula for each of the reactants and products"}
{"text": "Zn  HCl  ZnCl2  H2"}
{"text": "3 Check if the number of atoms of each element on the reactant side is equal to the number of atoms of each element on the product side"}
{"text": "Number of atoms of Zn on the reactant side is equal to product side"}
{"text": "One atom of H in HCl on the reactant side is not equal to two atoms in H2 on product side"}
{"text": "One atom of Cl in HCl on the reactant side is not equal to two atoms in ZnCl2 on product side"}
{"text": "4 Multiply the chemical formula containing the unbalanced atoms with the lowest common multiple if the number of atoms on one side is not equal"}
{"text": "Multiply HCl by 2 to get 2 Hydrogen and 2 Chlorine on product and reactant side"}
{"text": "Zn  2 HCl  ZnCl2  H2"}
{"text": "5 Assign in brackets the physical statestate symbols"}
{"text": "Zns  2 HClaq  ZnCl2 aq  H2g"}
{"text": "Oxygen gas is prepared from decomposition of Hydrogen peroxide solution to water"}
{"text": "Procedure"}
{"text": "1 Write the word equation"}
{"text": "Hydrogen peroxide  Water  oxygen gas"}
{"text": "2 Write the correct chemical formula for each of the reactants and products"}
{"text": "H2O2  H2O  O2"}
{"text": "3 Check if the number of atoms of each element on the reactant side is equal to the number of atoms of each element on the product side"}
{"text": "Number of atoms of H on the reactant side is equal to product side"}
{"text": "Two atom of O in H2O2 on the reactant side is not equal to three atoms one in H2O and two in O2 on product side"}
{"text": "4 Multiply the chemical formula containing the unbalanced atoms with the lowest common multiple if the number of atoms on one side is not equal"}
{"text": "Multiply H2O2 by 2 to get 4 Hydrogen and 4 Oxygen on reactants"}
{"text": "Multiply H2O by 2 to get 4 Hydrogen and 2 Oxygen on product side"}
{"text": "When the 2 Oxygen in O2 and the2 in H2O are added on product side they are equal to the4 Oxygen on reactants side"}
{"text": "2H2O2  2H2O  O2"}
{"text": "5 Assign in brackets the physical statestate symbols"}
{"text": "2H2O2aq  2H2Ol  O2g"}
{"text": "Chlorine gas is prepared from Potassium manganate VII reacting with hydrochloric acid to form potassium chloride solution manganese II chloride solution water and chlorine gas"}
{"text": "Procedure"}
{"text": "1 Write the word equation"}
{"text": "Potassium manganate VII  Hydrochloric acid"}
{"text": "Potassium chloride  manganese II chloride  chlorine water"}
{"text": "2 Write the correct chemical formula for each of the reactants and products"}
{"text": "KMnO4  HCl  KCl  MnCl2 H2O  Cl2"}
{"text": "3 Check if the number of atoms of each element on the reactant side is equal to the number of atoms of each element on the product side"}
{"text": "Number of atoms of K and Mn on the reactant side is equal to product side"}
{"text": "Two atom of H in H2O on the product side is not equal to one atom on reactant side"}
{"text": "Four atom of O in KMnO4 is not equal to one in H2O"}
{"text": "One atom of Cl in HCl on reactant side is not equal to three one in H2O and two in Cl2"}
{"text": "4 Multiply the chemical formula containing the unbalanced atoms with the lowest common multiple if the number of atoms on one side is not equal"}
{"text": "Multiply HCl by 16 to get 16 Hydrogen and 16 Chlorine on reactants"}
{"text": "Multiply KMnO4 by 2 to get 2 Potassium and 2 manganese 2 x4 8 Oxygen on reactant side"}
{"text": "Balance the product side to get"}
{"text": "2 KMnO4 16 HCl  2 KCl  2 MnCl2 8 H2O  5 Cl2"}
{"text": "5 Assign in brackets the physical statestate symbols"}
{"text": "2KMnO4s 16 HClaq 2 KCl aq  2MnCl2aq8 H2Ol5 Cl2g"}
{"text": "dCarbon IV oxide gas is prepared from Calcium carbonate reacting with hydrochloric acid to form calcium chloride solution water and carbon IV oxide gas"}
{"text": "Procedure"}
{"text": "1 Write the word equation"}
{"text": "Calcium carbonate  Hydrochloric acid"}
{"text": "Calcium chloride solution water carbon IVoxide"}
{"text": "2 Write the correct chemical formula for each of the reactants and products"}
{"text": "CaCO3  HCl  CaCl2 H2O  CO2"}
{"text": "3 Check if the number of atoms of each element on the reactant side is equal to the number of atoms of each element on the product side"}
{"text": "4 Multiply the chemical formula containing the unbalanced atoms with the lowest common multiple if the number of atoms on one side is not equal"}
{"text": "5 Assign in brackets the physical statestate symbols"}
{"text": "CaCO3s  2 HClaq  CaCl2aq  H2Ol  CO2g"}
{"text": "dSodium hydroxide solution neutralizes hydrochloric acid to form salt and water"}
{"text": "NaOHaq  HClaq  NaCl aq  H2Ol"}
{"text": "eSodium reacts with water to form sodium hydroxide and hydrogen gas"}
{"text": "2Nas  2H2Ol  2NaOHaq  H2g"}
{"text": "fCalcium reacts with water to form calcium hydroxide and hydrogen gas"}
{"text": "Cas  2H2Ol  CaOH2aq  H2g"}
{"text": "gCopper II Oxide solid reacts with dilute hydrochloric acid to form copper II chloride and water"}
{"text": "CuOs  2HClaq  CuCl2aq  H2Ol"}
{"text": "hHydrogen sulphide reacts with Oxygen to form sulphur IV Oxide and water"}
{"text": "2H2Sg  3O2g  2SO2g  2H2Ol"}
{"text": "iMagnesium reacts with steam to form Magnesium Oxide and Hydrogen gas"}
{"text": "Mgs  2H2Og  MgOs  H2g"}
{"text": "jEthane C2H6 gas burns in air to form Carbon IV Oxide and water"}
{"text": "2C2H6g  7O2g  4CO2g  6H2Ol"}
{"text": "kEthene C2H4 gas burns in air to form Carbon IV Oxide and water"}
{"text": "C2H4g  3O2g  2CO2g  2H2Ol"}
{"text": "lEthyne C2H2 gas burns in air to form Carbon IV Oxide and water"}
{"text": "2C2H2g  5O2g  4CO2g  2H2Ol"}
{"text": "C PERIODICITY OF CHEMICAL FAMILESDOWN THE GROUP"}
{"text": "The number of valence electrons and the number of occupied energy levels in an atom of an element determine the position of an element in the periodic table ie"}
{"text": "The number of occupied energy levels determines the Period and the valence electrons determine the Group"}
{"text": "Elements in the same group have similar physical and chemical properties The trends in physical and chemical properties of elements in the same group vary down the group Elements in the same group thus constitute a chemical family"}
{"text": "Group I elements Alkali metals"}
{"text": "Group I elements are called Alkali metals except Hydrogen which is a non metal The alkali metals include"}
{"text": "All alkali metals atom has one electron in the outer energy level They therefore are monovalent They donate lose the outer electron to have oxidation state M"}
{"text": "The number of energy levels increases down the group from Lithium to Francium The more the number of energy levels the biggerlarger the atomic size eg"}
{"text": "The atomic size of Potassium is biggerlarger than that of sodium because Potassium has more4 energy levels than sodium 3 energy levels"}
{"text": "Atomic and ionic radius"}
{"text": "The distance between the centre of the nucleus of an atom and the outermost energy level occupied by electrons is called atomic radius Atomic radius is measured in nanometersnThe higher bigger the atomic radius the bigger larger the atomic size"}
{"text": "The distance between the centre of the nucleus of an ion and the outermost energy level occupied by electrons is called ionic radius Ionic radius is also measured in nanometers nThe higher bigger the ionic radius the bigger larger the size of the ion"}
{"text": "Atomic radius and ionic radius depend on the number of energy levels occupied by electrons The more the number of energy levels the biggerlarger the atomic ionic radius eg"}
{"text": "The atomic radius of Francium is biggerlarger than that of sodium because Francium has more7 energy levels than sodium 3 energy levels"}
{"text": "Atomic radius and ionic radius of alkali metals increase down the group as the number of energy levels increases"}
{"text": "The atomic radius of alkali metals is bigger than the ionic radius This is because alkali metals react by losingdonating the outer electron and hence lose the outer energy level"}
{"text": "Table showing the atomic and ionic radius of some alkali metals"}
{"text": "The atomic radius of sodium is 0157nM The ionic radius of Na is 0095nM This is because sodium reacts by donatinglosing the outer electrons and hence the outer energy level The remaining electronsenergy levels experience more effective  greater nuclear attractionpull towards the nucleus reducing the atomic radius"}
{"text": "Electropositivity"}
{"text": "The ease of donatinglosing electrons is called electropositivity All alkali metals are electropositive Electropositivity increase as atomic radius increase This is because the effective nuclear attraction on outer electrons decreases with increase in atomic radius The outer electrons experience less nuclear attraction and can be lost donated easilywith ease Francium is the most electropositive element in the periodic table because it has the highestbiggest atomic radius"}
{"text": "Ionization energy"}
{"text": "The minimum amount of energy required to remove an electron from an atom of element in its gaseous state is called 1st ionization energy The SI unit of ionization energy is kilojoules per molekJmole1 Ionization energy depend on atomic radius The higher the atomic radius the less effective the nuclear attraction on outer electronsenergy level and thus the lower the ionization energy For alkali metals the 1st ionization energy decrease down the group as the atomic radius increase and the effective nuclear attraction on outer energy level electrons decrease"}
{"text": "eg The 1st ionization energy of sodium is 496 kJmole1 while that of potassium is 419 kJmole1 This is because atomic radius increase and thus effective nuclear attraction on outer energy level electrons decrease down the group from sodium to Potassium It requires therefore less energy to donatelose outer electrons in Potassium than in sodium"}
{"text": "Physical properties"}
{"text": "SoftEasy to cut Alkali metals are soft and easy to cut with a knife The softness and ease of cutting increase down the group from Lithium to Francium This is because an increase in atomic radius decreases the strength of metallic bond and the packing of the metallic structure"}
{"text": "Appearance Alkali metals have a shiny grey metallic luster when freshly cut The surface rapidlyquickly tarnishes on exposure to air This is because the metal surface rapidlyquickly reacts with elements of airoxygen"}
{"text": "Melting and boiling points Alkali metals have a relatively low meltingboiling point than common metals like Iron This is because alkali metals use only one delocalized electron to form a weak metallic bondstructure"}
{"text": "Electricalthermal conductivity Alkali metals are good thermal and electrical conductors Metals conduct using the outer mobile delocalized electrons The delocalized electrons move randomly within the metallic structure"}
{"text": "Summary of some physical properties of the 1st three alkali metals"}
{"text": "Chemical properties"}
{"text": "iReaction with airoxygen"}
{"text": "On exposure to air alkali metals react with the elements in the air"}
{"text": "Example"}
{"text": "On exposure to air Sodium first reacts with Oxygen to form sodium oxide"}
{"text": "4Nas  O2g  2Na2Os"}
{"text": "The sodium oxide formed further reacts with watermoisture in the air to form sodium hydroxide solution"}
{"text": "Na2Os  H2Ol  2NaOHaq"}
{"text": "Sodium hydroxide solution reacts with carbon IV oxide in the air to form sodium carbonate"}
{"text": "2NaOH aq  CO2 g  Na2CO3 g  H2O l"}
{"text": "iiBurning in airoxygen"}
{"text": "Lithium burns in air with a crimsondeep red flame to form Lithium oxide"}
{"text": "4Li s  O2 g  2Li2Os"}
{"text": "Sodium burns in air with a yellow flame to form sodium oxide"}
{"text": "4Na s  O2 g  2Na2Os"}
{"text": "Sodium burns in oxygen with a yellow flame to form sodium peroxide"}
{"text": "2Na s  O2 g  Na2O2 s"}
{"text": "Potassium burns in air with a lilacpurple flame to form potassium oxide"}
{"text": "4K s  O2 g  2K2O s"}
{"text": "iii Reaction with water"}
{"text": "Experiment"}
{"text": "Measure 500 cm3 of water into a beaker"}
{"text": "Put three drops of phenolphthalein indicator"}
{"text": "Put about 05g of Lithium metal into the beaker"}
{"text": "Determine the pH of final product"}
{"text": "Repeat the experiment using about 01 g of Sodium and Potassium"}
{"text": "Caution Keep a distance"}
{"text": "Observations"}
{"text": "Explanation"}
{"text": "Alkali metals are less dense than water They therefore float in water They react with water to form a strongly alkaline solution of their hydroxides and producing hydrogen gas The rate of this reaction increase down the group ie Potassium is more reactive than sodium Sodium is more reactive than Lithium"}
{"text": "The reactivity increases as electropositivity increases of the alkali increases This is because as the atomic radius increases the ease of donatinglosing outer electron increases during chemical reactions"}
{"text": "Chemical equations"}
{"text": "2Lis  2H2Ol  2LiOHaq  H2g"}
{"text": "2Nas  2H2Ol  2NaOHaq  H2g"}
{"text": "2Ks  2H2Ol  2KOHaq  H2g"}
{"text": "2Rbs  2H2Ol  2RbOHaq  H2g"}
{"text": "2Css  2H2Ol  2CsOHaq  H2g"}
{"text": "2Frs  2H2Ol  2FrOHaq  H2g"}
{"text": "Reactivity increase down the group"}
{"text": "iv Reaction with chlorine"}
{"text": "Experiment"}
{"text": "Cut about 05g of sodium into a deflagrating spoon with a lid cover Introduce it on a Bunsen flame until it catches fire Quickly and carefully lower it into a gas jar containing dry chlorine to cover the gas jar"}
{"text": "Repeat with about 05g of Lithium"}
{"text": "Caution This experiment should be done in fume chamber because chlorine is poisonous toxic"}
{"text": "Observation"}
{"text": "Sodium metal continues to burn with a yellow flame forming white solidfumes"}
{"text": "Lithium metal continues to burn with a crimson flame forming white solid  fumes"}
{"text": "Alkali metals react with chlorine gas to form the corresponding metal chlorides The reactivity increase as electropositivity increase down the group from Lithium to Francium The ease of donatinglosing the outer electrons increase as the atomic radius increase and the outer electron is less attracted to the nucleus"}
{"text": "Chemical equations"}
{"text": "2Lis  Cl2g  2LiCls"}
{"text": "2Nas  Cl2g  2NaCls"}
{"text": "2Ks  Cl2g  2KCls"}
{"text": "2Rbs  Cl2g  2RbCls"}
{"text": "2Css  Cl2g  2CsCls"}
{"text": "2Frs  Cl2g  2FrCls Reactivity increase down the group"}
{"text": "The table below shows some compounds of the 1st three alkali metals"}
{"text": "Some uses of alkali metals include"}
{"text": "iSodium is used in making sodium cyanide for extracting gold from gold ore"}
{"text": "iiSodium chloride is used in seasoning food"}
{"text": "iiiMolten mixture of sodium and potassium is used as coolant in nuclear reactors"}
{"text": "ivSodium is used in making sodium hydroxide used in making soapy and soapless detergents"}
{"text": "vSodium is used as a reducing agent for the extraction of titanium from Titanium IV chloride"}
{"text": "viLithium is used in making special high strength glasses"}
{"text": "viiLithium compounds are used to make dry cells in mobile phones and computer laptops"}
{"text": "Group II elements Alkaline earth metals"}
{"text": "Group II elements are called Alkaline earth metals  The alkaline earth metals include"}
{"text": "All alkaline earth metal atoms have two electrons in the outer energy level They therefore are divalent They donate lose the two outer electrons to have oxidation state M2"}
{"text": "The number of energy levels increases down the group from Beryllium to Radium The more the number of energy levels the biggerlarger the atomic size eg"}
{"text": "The atomic sizeradius of Calcium is biggerlarger than that of Magnesium because Calcium has more4 energy levels than Magnesium 3 energy levels"}
{"text": "Atomic radius and ionic radius of alkaline earth metals increase down the group as the number of energy levels increases"}
{"text": "The atomic radius of alkaline earth metals is bigger than the ionic radius This is because they react by losingdonating the two outer electrons and hence lose the outer energy level"}
{"text": "Table showing the atomic and ionic radius of the 1st three alkaline earth metals"}
{"text": "The atomic radius of Magnesium is 0136nM The ionic radius of Mg2 is 0065nM This is because Magnesium reacts by donatinglosing the two outer electrons and hence the outer energy level The remaining electronsenergy levels experience more effective  greater nuclear attractionpull towards the nucleus reducing the atomic radius"}
{"text": "Electropositivity"}
{"text": "All alkaline earth metals are also electropositive like alkali metals The electropositivity increase with increase in atomic radiussize Calcium is more electropositive than Magnesium This is because the effective nuclear attraction on outer electrons decreases with increase in atomic radius The two outer electrons in calcium experience less nuclear attraction and can be lost donated easilywith ease because of the higherbigger atomic radius"}
{"text": "Ionization energy"}
{"text": "For alkaline earth metals the 1st ionization energy decrease down the group as the atomic radius increase and the effective nuclear attraction on outer energy level electrons decrease eg The 1st ionization energy of Magnesium is 900 kJmole1 while that of Calcium is 590 kJmole1 This is because atomic radius increase and thus effective nuclear attraction on outer energy level electrons decrease down the group from magnesium to calcium"}
{"text": "It requires therefore less energy to donatelose outer electron in calcium than in magnesium"}
{"text": "The minimum amount of energy required to remove a second electron from an ion of an element in its gaseous state is called the 2nd ionization energy"}
{"text": "The 2nd ionization energy is always higher bigger than the 1st ionization energy"}
{"text": "This is because once an electron is donated lost form an atom the overall effective nuclear attraction on the remaining electronsenergy level increase Removing a second electron from the ion require therefore more energy than the first electron"}
{"text": "The atomic radius of alkali metals is higherbigger than that of alkaline earth metals This is because acrossalong the period from left to right there is an increase in nuclear charge from additional number of protons and still additional number of electrons entering the same energy level Increase in nuclear charge increases the effective nuclear attraction on the outer energy level which pulls it closer to the nucleus eg"}
{"text": "Atomic radius of Sodium 0157nM is higher than that of Magnesium 0137nM This is because Magnesium has more effective nuclear attraction on the outer energy level than Sodium hence pulls outer energy level more nearer to its nucleus"}
{"text": "Physical properties"}
{"text": "SoftEasy to cut Alkaline earth metals are not soft and easy to cut with a knife like alkali metals This is because of the decrease in atomic radius of corresponding alkaline earth metal increases the strength of metallic bond and the packing of the metallic structure Alkaline earth metals are"}
{"text": "ductileable to form wirethin long rods"}
{"text": "malleableable to be hammered into sheetlong thin plates"}
{"text": "have high tensile strengthable to be coiled without breaking not brittlewithstand stress"}
{"text": "Appearance Alkali earth metals have a shiny grey metallic luster when their surface is freshly polished scrubbed The surface slowly tarnishes on exposure to air This is because the metal surface slowly undergoes oxidation to form an oxide This oxide layer should be removed before using the alkaline earth metals"}
{"text": "Melting and boiling points Alkaline earth metals have a relatively high melting boiling point than alkali metals This is because alkali metals use only one delocalized electron to form a weaker metallic bondstructure Alkaline earth metals use two delocalized electrons to form a stronger metallic bond structure"}
{"text": "The melting and boiling points decrease down the group as the atomic radiussize increase reducing the strength of metallic bond and packing of the metallic structure eg"}
{"text": "Beryllium has a melting point of 1280oC Magnesium has a melting point of 650oCBeryllium has a smaller atomic radiussize than magnesium The strength of metallic bond and packing of the metallic structure is thus stronger in beryllium"}
{"text": "Electricalthermal conductivity Alkaline earth metals are good thermal and electrical conductors The two delocalized valence electrons move randomly within the metallic structure"}
{"text": "Electrical conductivity increase down the group as the atomic radiussize increase making the delocalized outer electrons less attracted to nucleus Alkaline earth metals are better thermal and electrical conductors than alkali metals because they have moretwo outer delocalized electrons eg"}
{"text": "Magnesium is a better conductor than sodium because it has moretwo delocalized electrons than sodium The more delocalized electrons the better the electrical conductor"}
{"text": "Calcium is a better conductor than magnesium"}
{"text": "Calcium has biggerlarger atomic radius than magnesium because the delocalized electrons are less attracted to the nucleus of calcium and thus more free mobile and thus better the electrical conductor"}
{"text": "Summary of some physical properties of the 1st three alkaline earth metals"}
{"text": "Chemical properties"}
{"text": "Reaction with airoxygen"}
{"text": "On exposure to air the surface of alkaline earth metals is slowly oxidized to its oxide on prolonged exposure to air"}
{"text": "Example"}
{"text": "On exposure to air the surface of magnesium ribbon is oxidized to form a thin film of Magnesium oxide"}
{"text": "2Mgs  O2g  2MgOs"}
{"text": "ii Burning in airoxygen"}
{"text": "Experiment"}
{"text": "Hold a about 2cm length of Magnesium ribbon on a Bunsen flame Stop heating when it catches firestart burning"}
{"text": "Caution Do not look directly at the flame"}
{"text": "Put the products of burning into 100cm3 beaker Add about 5cm3 of distilled water Swirl Test the mixture using litmus papers Repeat with Calcium"}
{"text": "Observations"}
{"text": "Magnesium burns with a bright blindening flame"}
{"text": "White solid ash produced"}
{"text": "Solid dissolves in water to form a colourless solution"}
{"text": "Blue litmus paper remain blue"}
{"text": "Red litmus paper turns blue"}
{"text": "colourless gas with pungent smell of urine"}
{"text": "Explanation"}
{"text": "Magnesium burns in air with a bright blindening flame to form a mixture of Magnesium oxide and Magnesium nitride"}
{"text": "2Mg s  O2 g  2MgOs"}
{"text": "3Mg s  N2 g  Mg3N2 s"}
{"text": "Magnesium oxide dissolves in water to form magnesium hydroxide"}
{"text": "MgOs  H2O l  Mg OH2aq"}
{"text": "Magnesium nitride dissolves in water to form magnesium hydroxide and produce ammonia gas"}
{"text": "Mg3N2 s  6H2O l  3Mg OH2aq  2NH3 g"}
{"text": "Magnesium hydroxide and ammonia are weakly alkaline with pH 891011 and turns red litmus paper blue"}
{"text": "Calcium burns in air with faint orangered flame to form a mixture of both Calcium oxide and calcium nitride"}
{"text": "2Ca s  O2 g  2CaOs"}
{"text": "3Ca s  N2 g  Ca3N2 s"}
{"text": "Calcium oxide dissolves in water to form calcium hydroxide"}
{"text": "CaOs  H2O l  Ca OH2aq"}
{"text": "Calcium nitride dissolves in water to form calcium hydroxide and produce ammonia gas"}
{"text": "Ca3N2 s  6H2O l  3Ca OH2aq  2NH3 g"}
{"text": "Calcium hydroxide is also weakly alkaline solution with pH 891011 and turns red litmus paper blue"}
{"text": "Reaction with water"}
{"text": "Experiment"}
{"text": "Measure 50 cm3 of distilled water into a beaker"}
{"text": "Scrubpolish with sand paper 1cm length of Magnesium ribbon"}
{"text": "Place it in the water Test the productmixture with blue and red litmus papers"}
{"text": "Repeat with Calcium metal"}
{"text": "Observations"}
{"text": "Surface of magnesium covered by bubbles of colourless gas"}
{"text": "Colourless solution formed"}
{"text": "Effervescencebubblesfizzing takes place in Calcium"}
{"text": "Red litmus paper turns blue"}
{"text": "Blue litmus paper remains blue"}
{"text": "Explanations"}
{"text": "Magnesium slowly reacts with cold water to form Magnesium hydroxide and bubbles of Hydrogen gas that stick on the surface of the ribbon"}
{"text": "Mgs  2H2O l  MgOH2aq  H2 g"}
{"text": "Calcium moderately reacts with cold water to form Calcium hydroxide and produce a steady stream of Hydrogen gas"}
{"text": "Cas  2H2O l  Ca OH2aq  H2 g"}
{"text": "Reaction with water vapoursteam"}
{"text": "Experiment"}
{"text": "Put some cotton wool soaked in waterwet sand in a long boiling tube"}
{"text": "Coil a well polished magnesium ribbon into the boiling tube"}
{"text": "Ensure the coil touches the side of the boiling tube Heat the cotton woolsand slightly then strongly heat the Magnesium ribbon"}
{"text": "Set up of apparatus"}
{"text": "Observations"}
{"text": "Magnesium glows red hot then burns with a blindening flame"}
{"text": "Magnesium continues to glowburning even without more heating"}
{"text": "White solidresidue"}
{"text": "colourless gas collected over water"}
{"text": "Explanation"}
{"text": "On heating wet sand steam is generated which drives out the air that would otherwise react with oxidize the ribbon"}
{"text": "Magnesium burns in steamwater vapour generating enough heat that ensures the reaction goes to completion even without further heating White Magnesium oxide is formed and hydrogen gas is evolved"}
{"text": "To prevent suck back the delivery tube should be removed from the water before heating is stopped at the end of the experiment"}
{"text": "Mgs  H2O l  MgOs  H2 g"}
{"text": "Reaction with chlorine gas"}
{"text": "Experiment"}
{"text": "Lower slowly burning magnesium ribbonshavings into a gas jar containing Chlorine gas Repeat with a hot piece of calcium metal"}
{"text": "Observation"}
{"text": "Magnesium continues to burn in chlorine with a bright blindening flame"}
{"text": "Calcium continues to burn for a short time"}
{"text": "White solid formed"}
{"text": "Pale green colour of chlorine fades"}
{"text": "Explanation"}
{"text": "Magnesium continues to burn in chlorine gas forming white magnesium oxide solid"}
{"text": "Mgs  Cl2 g  MgCl2 s"}
{"text": "Calcium burns slightly in chlorine gas to form white calcium oxide solid Calcium oxide formed coat unreacted Calcium stopping further reaction"}
{"text": "Cas  Cl2 g  CaCl2 s"}
{"text": "Reaction with dilute acids"}
{"text": "Experiment"}
{"text": "Place about 40cm3 of 01M dilute sulphuric VI acid into a test tube Add about 10cm length of magnesium ribbon into the test tube Cover the mouth of the test tube using a thumb Release the gas and test the gas using a burning splint"}
{"text": "Repeat with about 40cm3 of 01M dilute hydrochloricnitric V acid"}
{"text": "Repeat with 01g of Calcium in a beaker with all the above acid"}
{"text": "Caution Keep distance when using calcium"}
{"text": "Observation"}
{"text": "Effervescencefizzingbubbles with dilute sulphuric VI and nitric V acids"}
{"text": "Little Effervescencefizzingbubbles with calcium and dilute sulphuric VI acid"}
{"text": "Colourless gas produced that extinguishes a burning splint with an explosion pop sound"}
{"text": "No gas is produced with Nitric V acid"}
{"text": "Colourless solution is formed"}
{"text": "Explanation"}
{"text": "Dilute acids react with alkaline earth metals to form a salt and produce hydrogen gas"}
{"text": "Nitric V acid is a strong oxidizing agent It quickly oxidizes the hydrogen produced to water"}
{"text": "Calcium is very reactive with dilute acids and thus a very small piece of very dilute acid should be used"}
{"text": "Chemical equations"}
{"text": "Mgs  H2SO4 aq  MgSO4 aq  H2 g"}
{"text": "Mgs  2HNO3 aq  MgNO32aq  H2 g"}
{"text": "Mgs  2HCl aq  MgCl2aq  H2 g"}
{"text": "Cas  H2SO4 aq  CaSO4s  H2 g"}
{"text": "insoluble CaSO4s coatcover Cas"}
{"text": "Cas  2HNO3 aq  CaNO32aq  H2 g"}
{"text": "Cas  2HCl aq  CaCl2aq  H2 g"}
{"text": "Bas  H2SO4 aq  BaSO4s  H2 g"}
{"text": "insoluble BaSO4s coatcover Bas"}
{"text": "Bas  2HNO3 aq  BaNO32aq  H2 g"}
{"text": "Bas  2HCl aq  BaCl2aq  H2 g"}
{"text": "The table below shows some compounds of some alkaline earth metals"}
{"text": "Some uses of alkaline earth metals include"}
{"text": "iMagnesium hydroxide is a nontoxicpoisonous mild base used as an anti acid medicine to relieve stomach acidity"}
{"text": "ii Making duralumin Duralumin is an alloy of Magnesium and aluminium used for making aeroplane bodies because it is light"}
{"text": "iii Making plaster of ParisCalcium sulphate VI is used in hospitals to set a fractures bone"}
{"text": "iiiMaking cementCalcium carbonate is mixed with clay and sand then heated to form cement for constructionbuilding"}
{"text": "ivRaise soil pHQuicklimecalcium oxide is added to acidic soils to neutralize and raise the soil pH in agricultural farms"}
{"text": "v As nitrogenous fertilizerCalcium nitrate V is used as an agricultural fertilizer because plants require calcium for proper growth"}
{"text": "viIn the blast furnaceLimestone is added to the blast furnace to produce more reducing agent and remove slag in the blast furnace for extraction of Iron"}
{"text": "cGroup VII elements Halogens"}
{"text": "Group VII elements are called Halogens They are all non metals They include"}
{"text": "All halogen atoms have seven electrons in the outer energy level They acquiregain one electron in the outer energy level to be stable They therefore are therefore monovalent They exist in oxidation state X"}
{"text": "The number of energy levels increases down the group from Fluorine to Astatine The more the number of energy levels the biggerlarger the atomic size eg"}
{"text": "The atomic sizeradius of Chlorine is biggerlarger than that of Fluorine because Chlorine has more3 energy levels than Fluorine 2 energy levels"}
{"text": "Atomic radius and ionic radius of Halogens increase down the group as the number of energy levels increases"}
{"text": "The atomic radius of Halogens is smaller than the ionic radius This is because they react by gainingacquiring extra one electron in the outer energy level The effective nuclear attraction on the moreextra electrons decreases The incoming extra electron is also repelled causing the outer energy level to expand to reduce the repulsion and accommodate more electrons"}
{"text": "Table showing the atomic and ionic radius of four Halogens"}
{"text": "The atomic radius of Chlorine is 0099nM The ionic radius of Cl is 0181nM This is because Chlorine atommolecule reacts by gainingacquiring extra one electron The moreextra electronsenergy level experience less effective nuclear attraction pull towards the nucleus The outer energy level expandincrease to reduce the repulsion of the existing and incoming gained acquired electrons"}
{"text": "Electronegativity"}
{"text": "The ease of gainingacquiring extra electrons is called electronegativity All halogens are electronegative Electronegativity decreases as atomic radius increase This is because the effective nuclear attraction on outer electrons decreases with increase in atomic radius"}
{"text": "The outer electrons experience less nuclear attraction and thus ease of gainingacquiring extra electrons decrease"}
{"text": "It is measured using Paulings scale"}
{"text": "Where Fluorine with Pauling scale 40 is the most electronegative element and thus the highest tendency to acquiregain extra electron"}
{"text": "Table showing the electronegativity of the halogens"}
{"text": "The electronegativity of the halogens decrease down the group from fluorine to Astatine This is because atomic radius increases down the group and thus decrease electron  attracting power down the group from fluorine to astatine"}
{"text": "Fluorine is the most electronegative element in the periodic table because it has the small atomic radius"}
{"text": "Electron affinity"}
{"text": "The minimum amount of energy required to gainacquire an extra electron by an atom of element in its gaseous state is called 1st electron affinity The SI unit of electron affinity is kilojoules per molekJmole1 Electron affinity depends on atomic radius The higher the atomic radius the less effective the nuclear attraction on outer energy level electrons and thus the lower the electron affinity For halogens the 1st electron affinity decrease down the group as the atomic radius increase and the effective nuclear attraction on outer energy level electrons decrease Due to its small sizeatomic radius Fluorine shows exceptionally low electron affinity This is because a lot of energy is required to overcome the high repulsion of the existing and incoming electrons"}
{"text": "Table showing the election affinity of halogens for the process"}
{"text": "X  e  X"}
{"text": "The higher the electron affinity the more stable theionie"}
{"text": "Cl is a more stable ion than Br because it has a more negative  exothermic electron affinity than Br"}
{"text": "Electron affinity is different from"}
{"text": "i Ionization energy"}
{"text": "Ionization energy is the energy required to losedonate an electron in an atom of an element in its gaseous state while electron affinity is the energy required to gainacquire extra electron by an atom of an element in its gaseous state"}
{"text": "ii Electronegativity"}
{"text": "Electron affinity is the energy required to gain an electron in an atom of an element in gaseous state It involves the process"}
{"text": "Xg  e  Xg"}
{"text": "Electronegativity is the easetendency of gaining acquiring electrons by an element during chemical reactions"}
{"text": "It does not involve use of energy but theoretical arbitrary Pauling scale of measurements"}
{"text": "Physical properties"}
{"text": "State at room temperature"}
{"text": "Fluorine and Chlorine are gases Bromine is a liquid and Iodine is a solid Astatine is radioactive"}
{"text": "All halogens exist as diatomic molecules bonded by strong covalent bond Each molecule is joined to the other by weak intermolecular forces Vanderwaals forces"}
{"text": "MeltingBoiling point"}
{"text": "The strength of intermolecularVanderwaals forces of attraction increase with increase in molecular sizeatomic radius"}
{"text": "Iodine has therefore the largest atomic radius and thus strongest intermolecular forces to make it a solid"}
{"text": "Iodine sublimes when heated to form caution highly toxicpoisonous purple vapour"}
{"text": "This is because Iodine molecules are held together by weak vanderwaalsintermolecular forces which require little heat energy to break"}
{"text": "Electrical conductivity"}
{"text": "All Halogens are poor conductors of electricity because they have no free delocalized electrons"}
{"text": "Solubility in polar and nonpolar solvents"}
{"text": "All halogens are soluble in water polar solvent"}
{"text": "When a boiling tube containing either chlorine gas or bromine vapour is separately inverted in a beaker containing distilled water and tetrachloromethane nonpolar solvent the level of solution in boiling tube rises in both water and tetrachloromethane"}
{"text": "This is because halogen are soluble in both polar and nonpolar solvents Solubility of halogens in waterpolar solvents decrease down the group Solubility of halogens in nonpolar solvent increases down the group"}
{"text": "The level of water in chlorine is higher than in bromine and the level of tetrachloromethane in chlorine is lower than in bromine"}
{"text": "Caution Tetrachloromethane  Bromine vapour and Chlorine gas are all highly toxicpoisonous"}
{"text": "Table showing the physical properties of Halogens"}
{"text": "Chemical properties"}
{"text": "iDisplacement"}
{"text": "Experiment"}
{"text": "Place separately in test tubes about 5cm3 of sodium chloride Sodium bromide and Sodium iodide solutions"}
{"text": "Add 5 drops of chlorine water to each test tube"}
{"text": "Repeat with 5 drops of bromine water instead of chlorine water"}
{"text": "Observation"}
{"text": "Using Chlorine water"}
{"text": "Yellow colour of chlorine water fades in all test tubes except with sodium chloride"}
{"text": "Coloured Solution formed"}
{"text": "Using Bromine water"}
{"text": "Yellow colour of bromine water fades in test tubes containing sodium iodide"}
{"text": "Coloured Solution formed"}
{"text": "Explanation"}
{"text": "The halogens displace each other from their solution The more electronegative displace the less electronegative from their solution"}
{"text": "Chlorine is more electronegative than bromine and iodine"}
{"text": "On adding chlorine water bromine and Iodine are displaced from their solutions by chlorine"}
{"text": "Bromine is more electronegative than iodide but less 6than chlorine"}
{"text": "On adding Bromine water iodine is displaced from its solution but not chlorine"}
{"text": "Table showing the displacement of the halogens"}
{"text": "V means there is displacement x  means there is no displacement"}
{"text": "Chemical ionic equations"}
{"text": "With Fluorine"}
{"text": "F2g  2NaClaq  2NaFaq  Cl2aq"}
{"text": "F2g  2Claq  2Faq  Cl2aq"}
{"text": "F2g  2NaBraq  2NaFaq  Br2aq"}
{"text": "F2g  2Braq  2Faq  Br2aq"}
{"text": "F2g  2NaIaq  2NaFaq  I2aq"}
{"text": "F2g  2Iaq  2Faq  I2aq"}
{"text": "With chlorine"}
{"text": "Cl2g  2NaClaq  2NaClaq  Br2aq"}
{"text": "Cl2g  2Braq  2Claq  Br2aq"}
{"text": "Cl2g  2NaIaq  2NaClaq  I2aq"}
{"text": "Cl2g  2Iaq  2Claq  I2aq"}
{"text": "With Bromine"}
{"text": "Br2g  2NaIaq  2NaBraq  I2aq"}
{"text": "Br2g  2Iaq  2Braq  I2aq"}
{"text": "Uses of halogens"}
{"text": "Florine  manufacture of PTFE Poly tetra fluoroethene synthetic fiber"}
{"text": "Reduce tooth decay when added in small amountsquantities in tooth paste"}
{"text": "NB large small quantities of fluorine fluoride ions in water cause browning of teethflourosis"}
{"text": "Hydrogen fluoride is used to engrave words pictures in glass"}
{"text": "Bromine  Silver bromide is used to make light sensitive photographic paperfilms"}
{"text": "Iodide  Iodine dissolved in alcohol is used as medicine to kill bacteria in skin cuts It is called tincture of iodine"}
{"text": "The table below to show some compounds of halogens"}
{"text": "Below is the table showing the bond energy of four halogens"}
{"text": "Bond Bond energy k J mole1"}
{"text": "ClCl 242"}
{"text": "BrBr 193"}
{"text": "II 151"}
{"text": "What do you understand by the term bond energy"}
{"text": "Bond energy is the energy required to break form one mole of chemical bond"}
{"text": "Explain the trend in bond Energy of the halogens above"}
{"text": "Decrease down the group from chlorine to Iodine"}
{"text": "Atomic radius increase down the group decreasing the energy required to break the covalent bonds between the larger atom with reduced effective nuclear  charge an outer energy level that take part in bonding"}
{"text": "cGroup VIII elements Noble gases"}
{"text": "Group VIII elements are called Noble gases They are all non metals Noble gases occupy about 10 of the atmosphere as colourless gaseous mixture Argon is the most abundant with 09"}
{"text": "They exist as monatomic molecules with very weak vanderwaals intermolecular forces holding the molecules"}
{"text": "They include"}
{"text": "All noble gas atoms have a stable duplettwo electrons in the 1st energy level or octeteight electrons in other outer energy levelin the outer energy level They therefore do not acquiregain extra electron in the outer energy level or donatelose They therefore are therefore zerovalent"}
{"text": "The number of energy levels increases down the group from Helium to Randon The more the number of energy levels the biggerlarger the atomic sizeradius eg"}
{"text": "The atomic sizeradius of Argon is biggerlarger than that of Neon because Argon has more3 energy levels than Neon 2 energy levels"}
{"text": "Atomic radius noble gases increase down the group as the number of energy levels increases"}
{"text": "The effective nuclear attraction on the outer electrons thus decrease down the group"}
{"text": "The noble gases are generally unreactive because the outer energy level has the stable octetduplet The stable octetduplet in noble gas atoms lead to comparatively very high 1st ionization energy This is because losing donating an electron from the stable atom require a lot of energy to losedonate and make it unstable"}
{"text": "As atomic radius increase down the group and the 1st ionization energy decrease very electronegative elements like Oxygen and Fluorine are able to react and bond with lower members of the noble gaseseg"}
{"text": "Xenon reacts with Fluorine to form a covalent compound XeF6This is because the outer electronsenergy level if Xenon is far from the nucleus and thus experience less effective nuclear attraction"}
{"text": "Noble gases have low melting and boiling points This is because they exist as monatomic molecules joined by very weak intermolecularvanderwaals forces that require very little energy to weaken and form liquid and break to form a gas"}
{"text": "The intermolecularvanderwaals forces increase down the group as the atomic radiussize increase from Helium to Radon The melting and boiling points thus increase also down the group"}
{"text": "Noble gases are insoluble in water and are poor conductors of electricity"}
{"text": "Uses of noble gases"}
{"text": "Argon is used in light bulbs to provide an inert environment to prevent oxidation of the bulb filament"}
{"text": "Argon is used in arch welding as an insulator"}
{"text": "Neon is used in street and advertisement light"}
{"text": "Helium is mixed with Oxygen during deep sea diving and mountaineering"}
{"text": "Helium is used in weather balloon for meteorological research instead of Hydrogen because it is unreactiveinertHydrogen when impure can ignite with an explosion"}
{"text": "Helium is used in making thermometers for measuring very low temperatures"}
{"text": "CHEMISTRY OF CARBON A CARBON"}
{"text": "Carbon is an element in Group IVGroup 4of the Periodic table It has atomic number 6 and electronic configuration 24 and thus has four valence electronstetravalentIt does not easily ionize but forms strong covalent bonds with other elements including itself"}
{"text": "aOccurrence"}
{"text": "Carbon mainly naturally occurs as"}
{"text": "iallotropes of carbon ie graphite diamond and fullerenes"}
{"text": "iiamorphous carbon in coal peat charcoal and coke"}
{"text": "iiicarbonIVoxide gas accounting 003 by volume of normal air in the atmosphere"}
{"text": "bAllotropes of Carbon"}
{"text": "Carbon naturally occur in two main crystalline allotropic forms carbongraphite and carbondiamond"}
{"text": "c Properties of Carbon"}
{"text": "iPhysical properties of carbon"}
{"text": "Carbon occur widely and naturally as a black solid"}
{"text": "It is insoluble in water but soluble in carbon disulphide and organic solvents"}
{"text": "It is a poor electrical and thermal conductor"}
{"text": "iiChemical properties of carbon"}
{"text": "I Burning"}
{"text": "Experiment"}
{"text": "Introduce a small piece of charcoal on a Bunsen flame then lower it into a gas jar containing Oxygen gas Put three drops of water Swirl Test the solution with blue and red litmus papers"}
{"text": "Observation"}
{"text": "Carbon chars then burns with a blue flame"}
{"text": "Colourless and odourless gas produced"}
{"text": "Solution formed turn blue litmus paper faint red Red litmus paper remains red"}
{"text": "Explanation"}
{"text": "Carbon burns in air and faster in Oxygen with a blue nonsootynonsmoky flame forming Carbon IV oxide gas Carbon burns in limited supply of air with a blue nonsootynonsmoky flame forming Carbon IV oxide gas Carbon IV oxide gas dissolve in water to form weak acidic solution of Carbonic IVacid"}
{"text": "Chemical Equation"}
{"text": "Cs  O2g  CO2g in excess air"}
{"text": "2Cs  O2g  2COg in limited air"}
{"text": "CO2g  H2O l  H2CO3 aq very weak acid"}
{"text": "II Reducing agent"}
{"text": "Experiment"}
{"text": "Mix thoroughly equal amounts of powdered charcoal and copper IIoxide into a crucible Heat strongly"}
{"text": "Observation"}
{"text": "Colour change from black to brown"}
{"text": "Explanation"}
{"text": "Carbon is a reducing agent For ages it has been used to reducing metal oxide ores to metal itself oxidized to carbon IV oxide gas Carbon reduces black copper II oxide to brown copper metal"}
{"text": "Chemical Equation"}
{"text": "2CuOs  Cs  2Cus  CO2g"}
{"text": "black brown"}
{"text": "2PbOs  Cs  2Pbs  CO2g"}
{"text": "brown when hot grey"}
{"text": "yellow when cool"}
{"text": "2ZnOs  Cs  2Zns  CO2g"}
{"text": "yellow when hot grey"}
{"text": "white when cool"}
{"text": "Fe2O3s  3Cs  2Fes  3CO2g"}
{"text": "brown when hotcool grey"}
{"text": "Fe3O4 s  4Cs  3Fes  4CO2g"}
{"text": "brown when hotcool grey"}
{"text": "B COMPOUNDS OF CARBON"}
{"text": "The following are the main compounds of Carbon"}
{"text": "iCarbonIVOxideCO2"}
{"text": "iiCarbonIIOxideCO"}
{"text": "iiiCarbonateIV CO32and hydrogen carbonateIVHCO3"}
{"text": "ivSodium carbonateNa2CO3"}
{"text": "i CarbonIVOxide CO2"}
{"text": "aOccurrence"}
{"text": "CarbonIVoxide is found"}
{"text": "in the air atmosphere as 003 by volume"}
{"text": "a solid carbonIVoxide mineral in Esageri near Eldame Ravine and Kerita near Limuru in Kenya"}
{"text": "bSchool Laboratory preparation"}
{"text": "In the school laboratory carbonIVoxide can be prepared in the school laboratory from the reaction of marble chipsCaCO3or sodium hydrogen carbonateNaHCO3 with dilute hydrochloric acid"}
{"text": "cProperties of carbonIVoxide gasQuestions"}
{"text": "1Write the equation for the reaction for the school laboratory preparation of carbon IVoxide gas"}
{"text": "Any carbonate reacted with dilute hydrochloric acid should be able to generate carbon IVoxide gas"}
{"text": "Chemical equations"}
{"text": "CaCO3s  2HClaq  CaCO3 aq  H2Ol  CO2 g"}
{"text": "ZnCO3s  2HClaq  ZnCO3 aq  H2Ol  CO2 g"}
{"text": "MgCO3s  2HClaq  MgCO3 aq  H2Ol  CO2 g"}
{"text": "CuCO3s  2HClaq  CuCO3 aq  H2Ol  CO2 g"}
{"text": "NaHCO3s  HClaq  Na2CO3 aq  H2Ol  CO2 g"}
{"text": "KHCO3s  HClaq  K2CO3 aq  H2Ol  CO2 g"}
{"text": "2What method of gas collection is used in preparation of CarbonIVoxide gas Explain"}
{"text": "Downward delivery upward displacement of airover mercury"}
{"text": "CarbonIVoxide gas is about 1 times denser than air"}
{"text": "3What is the purpose of"}
{"text": "awater"}
{"text": "To absorb the more volatile hydrogen chloride fumes produced during the vigorous reaction"}
{"text": "bsodium hydrogen carbonate"}
{"text": "To absorb the more volatile hydrogen chloride fumes produced during the vigorous reaction and by reacting with the acid to produce more carbon IVoxide gas"}
{"text": "Chemical equation"}
{"text": "NaHCO3s  HClaq  Na2CO3 aq  H2Ol  CO2 g"}
{"text": "cconcentrated sulphuricVIacid"}
{"text": "To dry the gasas a drying agent"}
{"text": "4Describe the smell of carbonIVoxide gas"}
{"text": "Colourless and odourless"}
{"text": "5 Effect on lime water"}
{"text": "Experiment"}
{"text": "Bubbled carbonIVoxide gas into a test tube containing lime water for about three minutes"}
{"text": "Observation"}
{"text": "White precipitate is formed"}
{"text": "White precipitate dissolved when excess carbonIVoxide gas is bubbled"}
{"text": "Explanation"}
{"text": "CarbonIVoxide gas reacts with lime waterCaOH2 to form an insoluble white precipitate of calcium carbonate Calcium carbonate reacts with more CarbonIV oxide gas to form soluble Calcium hydrogen carbonate"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "CaCO3 aq  H2Ol  CO2 g  CaHCO3 2 aq"}
{"text": "6 Effects on burning Magnesium ribbon"}
{"text": "Experiment"}
{"text": "Lower a piece of burning magnesium ribbon into a gas jar containing carbon IVoxide gas"}
{"text": "Observation"}
{"text": "The ribbon continues to burn with difficulty"}
{"text": "White ashsolid is formed"}
{"text": "Black specksolidparticles formed on the side of gas jar"}
{"text": "Explanation"}
{"text": "Carbon IV oxide gas does not support combustionburningMagnesium burn to producerelease enough heat energy to decompose Carbon IV oxide gas to carbon and oxygenMagnesium continues to burn in Oxygen forming white Magnesium Oxide solidashBlack speckparticle of carboncharcoal residue forms on the sides of reaction flask During the reaction Carbon IV oxide is reduced Oxidizing agentto carbon while Magnesium is Oxidized to Magnesium Oxide"}
{"text": "Chemical equation"}
{"text": "2Mgs  CO2 g  C s  2MgOl"}
{"text": "7 Dry and wet litmus papers were separately put in a gas jar containing dry carbon IV oxide gas State and explain the observations made"}
{"text": "Observation"}
{"text": "Blue dry litmus paper remain blue"}
{"text": "Red dry litmus paper remain Red"}
{"text": "Blue wetdampmoist litmus paper turns red"}
{"text": "Red wetdampmoist litmus paper remain red"}
{"text": "Explanation"}
{"text": "Dry Carbon IV oxide gas is a molecular compound that does not dissociateionize to release H and thus has no effect on litmus papers"}
{"text": "Wetdampmoist litmus paper contains water that dissolvesreact with dry carbon IV oxide gas to form the weak solution of carbonic IV acid H2CO3"}
{"text": "Carbonic IV acid dissociateionizes to a few little free H and CO32"}
{"text": "The few H aq ions are responsible for turning blue litmus paper to faint red showing the gas is very weakly acidic"}
{"text": "Chemical equation"}
{"text": "H2CO3aq  2H aq  CO32aq"}
{"text": "8 Explain why Carbon IV oxide cannot be prepared from the reaction of"}
{"text": "i Marble chips with dilute sulphuric VI acid"}
{"text": "Explanation"}
{"text": "Reaction forms insoluble calcium sulphate VI that covercoat unreacted marble chips stopping further reaction"}
{"text": "Chemical equation"}
{"text": "CaCO3s  H2SO4 aq  CaSO4 s  H2Ol  CO2 g"}
{"text": "PbCO3s  H2SO4 aq  PbSO4 s  H2Ol  CO2 g"}
{"text": "BaCO3s  H2SO4 aq  BaSO4 s  H2Ol  CO2 g"}
{"text": "ii Lead II carbonate with dilute Hydrochloric acid"}
{"text": "Reaction forms insoluble Lead IIChloride that covercoat unreacted LeadII carbonate stopping further reaction unless the reaction mixture is heated Lead II Chloride is soluble in hot water"}
{"text": "Chemical equation"}
{"text": "PbCO3s  2HCl aq  PbCl2 s  H2Ol  CO2 g"}
{"text": "9 Describe the test for the presence of Carbon IV oxide"}
{"text": "Using burning splint"}
{"text": "Lower a burning splint into a gas jar suspected to contain Carbon IV oxide gas The burning splint is extinguished"}
{"text": "Using Lime water"}
{"text": "Bubble the gas suspected to be Carbon IV oxide gas A white precipitate that dissolves in excess bubbling is formed"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "CaCO3 aq  H2Ol  CO2 g  CaHCO3 2 aq"}
{"text": "10State three main uses of Carbon IVoxide gas"}
{"text": "iIn the Solvay process for the manufacture of soda ashsodium carbonate"}
{"text": "iiIn preservation of aerated drinks"}
{"text": "iiiAs fire extinguisher because it does not support combustion and is denser than air"}
{"text": "ivIn manufacture of Baking powder"}
{"text": "ii Carbon II Oxide CO"}
{"text": "aOccurrence"}
{"text": "Carbon II oxide is found is found from incomplete combustion of fuels like petrol charcoal liquefied Petroleum GasLPG"}
{"text": "bSchool Laboratory preparation"}
{"text": "In the school laboratory carbonIIoxide can be prepared from dehydration of methanoic acidFormic acidHCOOH or Ethan12dioic acidOxalic acidHOOCCOOH using concentrated sulphuricVI acid Heating is necessary"}
{"text": "cProperties of Carbon II OxideQuestions"}
{"text": "1 Write the equation for the reaction for the preparation of carbonIIoxide using"}
{"text": "iMethod 1"}
{"text": "Chemical equation"}
{"text": "HOOCCOOHs ConcH2SO4 COg  CO2 g  H2Ol"}
{"text": "H2C2O4s ConcH2SO4 COg  CO2 g  H2Ol"}
{"text": "iiMethod 2"}
{"text": "Chemical equation"}
{"text": "HCOOHs ConcH2SO4 COg  H2Ol"}
{"text": "H2CO2s ConcH2SO4 COg  H2Ol"}
{"text": "2 What method of gas collection is used during the preparation of carbon II oxide"}
{"text": "Over water because the gas is insoluble in water"}
{"text": "Downward delivery because the gas is 1  times denser than air"}
{"text": "3 What is the purpose of"}
{"text": "i Potassium hydroxidesodium hydroxide in Method 1"}
{"text": "To absorb remove carbon II oxide produced during the reaction"}
{"text": "2KOH aq  CO2 g  K2CO3 s  H2Ol"}
{"text": "2NaOH aq  CO2 g  Na2CO3 s  H2Ol"}
{"text": "ii Concentrated sulphuricVIacid in Method 1 and 2"}
{"text": "Dehydrating agent removes the element of water Hydrogen and Oxygen in ratio 21 present in both methanoic and ethan12dioic acid"}
{"text": "4 Describe the smell of carbon II oxide"}
{"text": "Colourless and odourless"}
{"text": "5 State and explain the observation made when carbonIVoxide is bubbled in lime water for a long time"}
{"text": "No white precipitate is formed"}
{"text": "6 Dry and wetmoistdamp litmus papers were separately put in a gas jar containing dry carbon IV oxide gas State and explain the observations made"}
{"text": "Observation"}
{"text": "blue dry litmus paper remains blue"}
{"text": "red dry litmus paper remains red"}
{"text": "wetmoistdamp blue litmus paper remains blue"}
{"text": "wetmoistdamp red litmus paper remains red"}
{"text": "Explanation"}
{"text": "CarbonIIoxide gas is a molecular compound that does not dissociate ionize to release H ions and thus has no effect on litmus papers CarbonIIoxide gas is therefore a neutral gas"}
{"text": "7 Carbon II oxide gas was ignited at the end of a generator as below"}
{"text": "iState the observations made in flame K"}
{"text": "Gas burns with a blue flame"}
{"text": "iiWrite the equation for the reaction taking place at flame K"}
{"text": "2COg  O2 g  2CO2 g"}
{"text": "8 Carbon II oxide is a reducing agent Explain"}
{"text": "Experiment"}
{"text": "Pass carbon II oxide through glass tube containing copper II oxide Ignite any excess poisonous carbon II oxide"}
{"text": "Observation"}
{"text": "Colour change from black to brown Excess carbon II oxide burn with a blue flame"}
{"text": "Explanation"}
{"text": "Carbon is a reducing agent It is used to reduce metal oxide ores to metal itself oxidized to carbon IV oxide gas Carbon II Oxide reduces black copper II oxide to brown copper metal"}
{"text": "Chemical Equation"}
{"text": "CuOs  COg  Cus  CO2g"}
{"text": "black brown"}
{"text": "PbOs  COg  Pbs  CO2g"}
{"text": "brown when hot grey"}
{"text": "yellow when cool"}
{"text": "ZnOs  COg  Zns  CO2g"}
{"text": "yellow when hot grey"}
{"text": "white when cool"}
{"text": "Fe2O3s  3COs  2Fes  3CO2g"}
{"text": "brown when hotcool grey"}
{"text": "Fe3O4 s  4COg  3Fes  4CO2g"}
{"text": "brown when hotcool grey"}
{"text": "These reactions are used during the extraction of many metals from their ore"}
{"text": "9 Carbon II oxide is a pollutant Explain"}
{"text": "Carbon II oxide is highly poisonoustoxicIt preferentially combine with haemoglobin to form stable carboxyhaemoglobin in the blood instead of oxyhaemoglobinThis reduces the free haemoglobin in the blood causing nausea  coma then death"}
{"text": "10 The diagram below show a burning charcoal stoveburnerjiko Use it to answer the questions that follow"}
{"text": "Explain the changes that take place in the burner"}
{"text": "Explanation"}
{"text": "Charcoal stove has air holes through which air enters Air oxidizes carbon to carbon IV oxide gas at region I This reaction is exothermic H producing more heat"}
{"text": "Chemical equation"}
{"text": "Cs  O2g  CO2g"}
{"text": "Carbon IV oxide gas formed rises up to meet more charcoal which reduces it to Carbon II oxide gas"}
{"text": "Chemical equation"}
{"text": "2CO2 g  O2g  2CO g"}
{"text": "At the top of burner in region II Carbon IIoxide gas is further oxidized to CarbonIVoxide gas if there is plenty of air but escape if the air is limited poisoning the living things around"}
{"text": "Chemical equation"}
{"text": "2CO g  O2g  2CO2 g"}
{"text": "excess air"}
{"text": "11 Describe the test for the presence of carbonIIoxide gas"}
{"text": "Experiment"}
{"text": "BurnIgnite the pure sample of the gas PassBubble the products into lime waterCalcium hydroxide"}
{"text": "Observation"}
{"text": "Colourless gas burns with a blue flame A white precipitate is formed that dissolve on further bubbling of the products"}
{"text": "Chemical equation"}
{"text": "2CO g  O2g  2CO2 g gas burns with blue flame"}
{"text": "Chemical equation"}
{"text": "CaOH 2 aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "Chemical equation"}
{"text": "CO2 g  CaCO3 s  H2Ol  CaHCO3 2 aq"}
{"text": "12 State the main uses of carbon IIoxide gas"}
{"text": "i As a fuel water gas"}
{"text": "iiAs a reducing agent in the blast furnace for extracting iron from iron oreMagnetiteHaematite"}
{"text": "iiiAs a reducing agent in extraction of Zinc from Zinc oreZinc blende"}
{"text": "iv As a reducing agent in extraction of Lead from Lead oreGalena"}
{"text": "v As a reducing agent in extraction of Copper from Copper iron sulphideCopper pyrites"}
{"text": "iiiCarbonateIV CO32and hydrogen carbonateIVHCO3"}
{"text": "1Carbonate IV CO32 are normal salts derived from carbonicIVacid H2CO3 and hydrogen carbonate IV HCO3 are acid salts derived from carbonicIVacid"}
{"text": "CarbonicIVacidH2CO3 is formed when carbonIVoxide gas is bubbled in water It is a dibasic acid with two ionizable hydrogens"}
{"text": "H2CO3aq 2Haq  CO32aq"}
{"text": "H2CO3aq  Haq  HCO3  aq"}
{"text": "2Carbonate IV CO32 are insoluble in water except Na2CO3  K2CO3 and NH42CO3"}
{"text": "3Hydrogen carbonate IV HCO3 are soluble in water Only five hydrogen carbonates exist Na HCO3  KHCO3 NH4HCO3 CaHCO32 and MgHCO32"}
{"text": "CaHCO32 and MgHCO32 exist only in aqueous solutions"}
{"text": "3The following experiments show the effect of heat on Carbonate IV CO32 and Hydrogen carbonate IV HCO3 salts"}
{"text": "Experiment"}
{"text": "In a clean dry test tube place separately about 10 of the following"}
{"text": "ZincIIcarbonateIV sodium hydrogen carbonateIV sodium carbonateIV Potassium carbonateIV ammonium carbonateIV potassium hydrogen carbonateIV LeadIIcarbonateIV IronIIcarbonateIV and copperIIcarbonateIV Heat each portion gently the strongly Test any gases produced with lime water"}
{"text": "Observation"}
{"text": "iColorless droplets form on the cooler parts of test tube in case of sodium carbonateIV and Potassium carbonateIV"}
{"text": "iiWhite residuesolid left in case of sodium hydrogen carbonateIV sodium carbonateIV Potassium carbonateIV and potassium hydrogen carbonateIV"}
{"text": "iiiColour changes from bluegreen to black in case of copperIIcarbonateIV"}
{"text": "iv Colour changes from green to brownyellow in case of Iron IIcarbonateIV"}
{"text": "v Colour changes from white when cool to yellow when hot in case of Zinc II carbonateIV"}
{"text": "vi Colour changes from yellow when cool to brown when hot in case of Lead II carbonateIV"}
{"text": "viiColourless gas produced that forms a white precipitate with lime water in all cases"}
{"text": "Explanation"}
{"text": "1 Sodium carbonateIV and Potassium carbonateIV exist as hydrated salts with 10 molecules of water of crystallization that condenses and collects on cooler parts of test tube as a colourless liquid"}
{"text": "Chemical equation"}
{"text": "Na2CO3 10H2Os  Na2CO3 s  10H2Ol"}
{"text": "K2CO3 10H2Os  K2CO3 s  10H2Ol"}
{"text": "2 Carbonate IV CO32 and Hydrogen carbonate IV HCO3 salts decompose on heating except Sodium carbonateIV and Potassium carbonateIV"}
{"text": "a Sodium hydrogen carbonateIV and Potassium hydrogen carbonateIV decompose on heating to form sodium carbonateIV and Potassium carbonateIVWater and carbonIVoxide gas are also produced"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 s  Na2CO3 s  H2Ol  CO2 g"}
{"text": "white white"}
{"text": "2KHCO3 s  K2CO3 s  H2Ol  CO2 g"}
{"text": "white white"}
{"text": "b Calcium hydrogen carbonateIV and Magnesium hydrogen carbonateIV decompose on heating to form insoluble Calcium carbonateIV and Magnesium carbonateIVWater and carbonIVoxide gas are also produced"}
{"text": "Chemical equation"}
{"text": "CaHCO32 aq  CaCO3 s  H2Ol  CO2 g"}
{"text": "Colourless solution white"}
{"text": "MgHCO32 aq  MgCO3 s  H2Ol  CO2 g"}
{"text": "Colourless solution white"}
{"text": "c Ammonium hydrogen carbonateIV decompose on heating to form ammonium carbonateIV Water and carbonIVoxide gas are also produced"}
{"text": "Chemical equation"}
{"text": "2NH4HCO3 s  NH42CO3 s  H2Ol  CO2 g"}
{"text": "white white"}
{"text": "dAll other carbonates decompose on heating to form the metal oxide and produce carbonIVoxide gas eg"}
{"text": "Chemical equation"}
{"text": "MgCO3 s  MgO s  CO2 g"}
{"text": "white solid white solid"}
{"text": "Chemical equation"}
{"text": "BaCO3 s  BaO s  CO2 g"}
{"text": "white solid white solid"}
{"text": "Chemical equation"}
{"text": "CaCO3 s  CaO s  CO2 g"}
{"text": "white solid white solid"}
{"text": "Chemical equation"}
{"text": "CuCO3 s  CuO s  CO2 g"}
{"text": "bluegreen solid black solid"}
{"text": "Chemical equation"}
{"text": "ZnCO3 s  ZnO s  CO2 g"}
{"text": "white solid white solid when cool"}
{"text": "Yellow solid when hot"}
{"text": "Chemical equation"}
{"text": "PbCO3 s  PbO s  CO2 g"}
{"text": "white solid yellow solid when cool"}
{"text": "brown solid when hot"}
{"text": "4The following experiments show the presence of Carbonate IV CO32 and Hydrogen carbonate IV HCO3 ions in sample of a salt"}
{"text": "aUsing LeadII nitrateV"}
{"text": "I Using a portion of salt solution in a test tube add four drops of LeadIInitrateVsolutionPreserve"}
{"text": "II To the preserved solution add six drops of dilutte nitricVacid Preserve"}
{"text": "II To the preserved sample that forms a precipitate heat to boil"}
{"text": "II To the preserved sample that do not form a precipitate add three drops of acidified potassium manganateVIIlime water"}
{"text": "ExperimentsObservations"}
{"text": "bUsing BariumIInitrateV BariumIIchloride"}
{"text": "I To about 5cm3 of a salt solution in a test tube add four drops of BariumII nitrate V  BariumIIchloride Preserve"}
{"text": "II To the preserved sample in I above add six drops of 2M nitricV acid  Preserve"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "IIITo the preserved sample observation 2 in II above add 4 drops of acidified potassium manganateVII dichromateVI"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "Explanations"}
{"text": "Using LeadIInitrateV"}
{"text": "iLeadIInitrateV solution reacts with chloridesCl Sulphate VI salts SO42  Sulphate IVsalts SO32 and carbonatesCO32 to form the insoluble white precipitate of LeadIIchloride LeadIIsulphateVI LeadII sulphate IV and LeadIIcarbonateIV"}
{"text": "Chemicalionic equation"}
{"text": "Pb2aq  Cl aq  PbCl2s"}
{"text": "Pb2aq  SO42 aq  PbSO4 s"}
{"text": "Pb2aq  SO32 aq  PbSO3 s"}
{"text": "Pb2aq  CO32 aq  PbCO3 s"}
{"text": "iiWhen the insoluble precipitates are acidified with nitricV acid"}
{"text": "LeadIIchloride and LeadIIsulphateVI do not react with the acid and thus their white precipitates remain persists"}
{"text": "LeadII sulphate IV and LeadIIcarbonateIV reacts with the acid to form soluble LeadII nitrate V and produceeffervescesfizzesbubbles out sulphurIVoxide and carbonIVoxide gases respectively"}
{"text": "Chemicalionic equation"}
{"text": "PbSO3 s  2Haq  H2 O l  Pb2aq  SO2 g"}
{"text": "PbCO3 s  2Haq  H2 O l  Pb2aq  CO2 g"}
{"text": "iiiWhen LeadIIchloride and LeadIIsulphateVI are heatedwarmed"}
{"text": "LeadIIchloride dissolves in hot wateron boilingrecrystallizes on cooling"}
{"text": "LeadIIsulphateVI do not dissolve in hot water thus its white precipitate persistsremains on heatingboiling"}
{"text": "ivWhen sulphurIVoxide and carbonIVoxide gases are produced"}
{"text": "sulphurIVoxide will decolorize acidified potassium manganateVII and  or Orange colour of acidified potassium dichromateVI will turns to green CarbonIVoxide will not"}
{"text": "Chemical equation"}
{"text": "5SO32aq  2MnO4 aq 6Haq  5SO42aq  2Mn2aq  3H2Ol"}
{"text": "purple colourless"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "Orange green"}
{"text": "CarbonIVoxide forms an insoluble white precipitate of calcium carbonate if three drops of lime water are added into the reaction test tube when effervescence is taking place SulphurIVoxide will not"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3s  H2Ol"}
{"text": "These tests should be done immediately after acidifying to ensure the gases produced react with the oxidizing agentslime water"}
{"text": "Using BariumIInitrateV BariumIIChloride"}
{"text": "iBariumIInitrateV and or BariumIIchloride solution reacts with Sulphate VI salts SO42  Sulphate IVsalts SO32 and carbonatesCO32 to form the insoluble white precipitate of BariumIIsulphateVI BariumII sulphate IV and BariumIIcarbonateIV"}
{"text": "Chemicalionic equation"}
{"text": "Ba2aq  SO42 aq  BaSO4 s"}
{"text": "Ba2aq  SO32 aq  BaSO3 s"}
{"text": "Ba2aq  CO32 aq  BaCO3 s"}
{"text": "iiWhen the insoluble precipitates are acidified with nitricV acid"}
{"text": "Barium IIsulphateVI do not react with the acid and thus its white precipitates remain persists"}
{"text": "BariumII sulphate IV and BariumIIcarbonateIV reacts with the acid to form soluble BariumII nitrate V and produce effervesces fizzes bubbles out sulphurIVoxide and carbonIVoxide gases respectively"}
{"text": "Chemicalionic equation"}
{"text": "BaSO3 s  2Haq  H2 O l  Ba2aq  SO2 g"}
{"text": "BaCO3 s  2Haq  H2 O l  Ba2aq  CO2 g"}
{"text": "iii When sulphurIVoxide and carbonIVoxide gases are produced"}
{"text": "sulphurIVoxide will decolorize acidified potassium manganateVII and  or Orange colour of acidified potassium dichromateVI will turns to green CarbonIVoxide will not"}
{"text": "Chemical equation"}
{"text": "5SO32aq  2MnO4 aq 6Haq  5SO42aq  2Mn2aq  3H2Ol"}
{"text": "purple colourless"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "Orange green"}
{"text": "CarbonIVoxide forms an insoluble white precipitate of calcium carbonate if three drops of lime water are added into the reaction test tube when effervescence is taking place SulphurIVoxide will not"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3s  H2Ol"}
{"text": "These tests should be done immediately after acidifying to ensure the gases produced react with the oxidizing agentslime water"}
{"text": "iii Sodium carbonateIV Na2CO3"}
{"text": "aExtraction of sodium carbonate from soda ash"}
{"text": "Sodium carbonate naturally occurs in Lake Magadi in Kenya as Tronatrona is the double salt  sodium sesquicarbonate NaHCO3 Na2CO3 H2OIt is formed from the volcanic activity that takes place in Lake Naivasha Nakuru Bogoria and Elementeita All these lakes drain into Lake Magadi through underground rivers Lake Magadi has no outlet"}
{"text": "Solubility of Trona decrease with increase in temperatureHigh temperature during the day causes trona to naturally crystallize It is mechanically scoopeddredgeddug and put in a furnace"}
{"text": "Inside the furnace trona decompose into soda ashsodium carbonate"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 Na2CO3 H2O s  3Na2CO3 s  5H2Ol  CO2 g"}
{"text": "trona soda ash"}
{"text": "Soda ash is then bagged and sold as Magadi sodaIt is mainly used"}
{"text": "iin making glass to lower the melting point of raw materials sandSiO2 from 1650oC and CaO from 2500oC to around 1500oC"}
{"text": "iiin softening hard water"}
{"text": "iiiin the manufacture of soapless detergents"}
{"text": "ivSwimming pool pH increaser"}
{"text": "Sodium chloride is also found dissolved in the lake Solubility of sodium chloride decrease with decreases in temperature sodium chloride has lower solubility at lower temperatures When temperatures decrease at night it crystallize out The crystals are then mechanically dugdredged scooped then packed for sale as animalcattle feeds and seasoning food"}
{"text": "Summary flow diagram showing the extraction of Soda ash from Trona"}
{"text": "bThe Solvay process for industrial manufacture of sodium carbonateIV"}
{"text": "iRaw materials"}
{"text": "Brine Concentrated Sodium chloride from salty seaslakes"}
{"text": "Ammonia gas from Haber"}
{"text": "Limestone Calcium carbonate from chalk limestone rich rocks"}
{"text": "Water from riverslakes"}
{"text": "iiChemical processes"}
{"text": "Ammonia gas is passed up to meet a downward flow of sodium chloride solution  brine to form ammoniated brineammoniacal brine mixture in the ammoniated brine chamber"}
{"text": "The ammoniated brine mixture is then pumped up atop the carbonator solvay tower"}
{"text": "In the carbonator solvay tower ammoniated brineammoniacal brine mixture slowly trickle down to meet an upward flow of carbonIVoxide gas"}
{"text": "The carbonator is shelved packed with quartzbroken glass to"}
{"text": "i reduce the rate of flow of ammoniated brineammoniacal brine mixture"}
{"text": "iiincrease surface area of the liquid mixture to ensure a lot of ammoniated brineammoniacal brine mixture react with carbonIVoxide gas"}
{"text": "Insoluble sodium hydrogen carbonate and soluble ammonium chloride are formed from the reaction"}
{"text": "Chemical equation"}
{"text": "CO2g  H2Ol  NaCl aq  NH3g  NaHCO3s  NH4Claq"}
{"text": "The products are then filtered Insoluble sodium hydrogen carbonate forms the residue while soluble ammonium chloride forms the filtrate"}
{"text": "Sodium hydrogen carbonate itself can be used"}
{"text": "i as baking powder and preservation of some soft drinks"}
{"text": "ii as a buffer agent and antacid in animal feeds to improve fibre digestion"}
{"text": "iii making dry chemical fire extinguishers"}
{"text": "In the Solvay process Sodium hydrogen carbonate is then heated to form Sodium carbonatesoda ash water and carbon IV oxide gas"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 s  Na2CO3s  CO2g  H2Ol"}
{"text": "Sodium carbonate is stored ready for use in"}
{"text": "i during making glasslowering the melting point of mixture of sandSiO2 from 1650oC and CaO from 2500oC to around 1500oC"}
{"text": "ii in softening hard water"}
{"text": "iii in the manufacture of soapless detergents"}
{"text": "iv swimming pool pH increaser"}
{"text": "Water and carbonIVoxide gas are recycled back to the ammoniated brineammoniacal brine chamber"}
{"text": "More carbonIVoxide is produced in the kilnfurnace Limestone is heated to decompose into Calcium oxide and carbonIVoxide"}
{"text": "Chemical equation"}
{"text": "CaCO3 s  CaOs  CO2g"}
{"text": "CarbonIVoxide is recycled to the carbonatorsolvay tower Carbon IVoxide is added water in the slaker to form Calcium hydroxide This process is called slaking"}
{"text": "Chemical equation"}
{"text": "CaOs  H2O l  CaOH2 aq"}
{"text": "Calcium hydroxide is mixed with ammonium chloride from the carbonatorsolvay tower in the ammonia regeneration chamber to form Calcium chloride water and more ammonia gas"}
{"text": "Chemical equation"}
{"text": "CaOH2 aq 2NH4Cl aq  CaCl2s  2NH3g  H2Ol"}
{"text": "NH3g and H2Ol are recycled"}
{"text": "Calcium chloride may be used"}
{"text": "ias drying agent in the school laboratory during gas preparation except ammonia gas"}
{"text": "iito lower the melting point of solid sodium chloride  rock salt salts during the Downs process for industrial extraction of sodium metal"}
{"text": "Detailed Summary flow diagram of Solvay Process"}
{"text": "Practice"}
{"text": "1 The diagram below shows part of the Solvay process used in manufacturing sodium carbonate Use it to answer the questions that follow"}
{"text": "aExplain how Sodium Chloride required for this process is obtained from the sea"}
{"text": "Sea water is pumped scooped into shallow pods Evaporation of most of the water takes place leaving a very concentrated solution"}
{"text": "bi Name process"}
{"text": "I Filtration"}
{"text": "II Decomposition"}
{"text": "ii Write the equation for the reaction in process"}
{"text": "Process I"}
{"text": "Chemical equation"}
{"text": "CO2g  H2Ol  NaCl aq  NH3g  NaHCO3s  NH4Claq"}
{"text": "Process II"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 s  Na2CO3s  CO2g  H2Ol"}
{"text": "ci Name two substances recycled in the solvay process"}
{"text": "Ammonia gas  CarbonIVOxide and Water"}
{"text": "iiWhich is the byproduct of this process"}
{"text": "CalciumIIChloride CaCl2"}
{"text": "iiiState two uses that the byproduct can be used for"}
{"text": "As a drying agent in the school laboratory preparation of gases"}
{"text": "In the Downs cellprocess for extraction of Sodium to lower the melting point of rock salt"}
{"text": "ivWrite the chemical equation for the formation of the byproducts in the Solvay process"}
{"text": "Chemical equation"}
{"text": "CaOH2 aq 2NH4Cl aq  CaCl2s  2NH3g  H2Ol"}
{"text": "dIn an experiment to determine the  purity of Sodium carbonate produced in the Solvay process 215g of the sample reacted with exactly 400cm3 of 05M Sulphuric VIacid"}
{"text": "iCalculate the number of moles of sodium carbonate that reacted"}
{"text": "Chemical equation"}
{"text": "Na2CO3 aq H2SO4 aq  Na2SO4 aq CO2g  H2Ol"}
{"text": "Mole ratio Na2CO3 H2SO4  11"}
{"text": "Moles H2SO4  Molarity x Volume  05 x 400  002 Moles"}
{"text": "1000 1000"}
{"text": "Moles of Na2CO3  002 Moles"}
{"text": "iiDetermine the  of sodium carbonate in the sample"}
{"text": "Molar mass of Na2CO3  106g"}
{"text": "Mass of Na2CO3  moles x Molar mass  002 x 106  212 g"}
{"text": "of Na2CO3   212 g x 100  986047"}
{"text": "215"}
{"text": "e State two uses of soda ash"}
{"text": "i during making glasslowering the melting point of mixture of sandSiO2 from 1650oC and CaO from 2500oC to around 1500oC"}
{"text": "ii in softening hard water"}
{"text": "iii in the manufacture of soapless detergents"}
{"text": "iv swimming pool pH increaser"}
{"text": "fThe diagram below shows a simple ammonia soda tower used in manufacturing sodium carbonate Use it to answer the questions that follow"}
{"text": "iName the raw materials needed in the above process"}
{"text": "Ammonia"}
{"text": "Water"}
{"text": "CarbonIVoxide"}
{"text": "Limestone"}
{"text": "Brine Concentrated sodium chloride"}
{"text": "iiIdentify substance A"}
{"text": "Ammonium chloride NH4Cl"}
{"text": "iii Write the equation for the reaction taking place in"}
{"text": "ITower"}
{"text": "Chemical equation"}
{"text": "CO2g  NaCl aq  H2Ol  NH3g  NaHCO3s  NH4Claq"}
{"text": "II Production of excess carbon IVoxide"}
{"text": "Chemical equation"}
{"text": "CaCO3 s  CaOs  CO2g"}
{"text": "III The regeneration of ammonia"}
{"text": "Chemical equation"}
{"text": "CaOH2 aq 2NH4Cl aq  CaCl2s  2NH3g  H2Ol"}
{"text": "ivGive a reason for having the circular metal plates in the tower"}
{"text": "To slow the downward flow of brine"}
{"text": "To increase the rate of dissolving of ammonia"}
{"text": "To increase the surface area for dissolution"}
{"text": "vName the gases recycled in the process illustrated above"}
{"text": "Ammonia gas  CarbonIVOxide and Water"}
{"text": "2 Describe how you would differentiate between carbon IVoxide and carbonIIoxide using chemical method"}
{"text": "Method I"}
{"text": "Bubble both gases in lime waterCaOH2"}
{"text": "white precipitate is formed if the gas is carbon IV oxide"}
{"text": "No white precipitate is formed if the gas is carbon II oxide"}
{"text": "Method II"}
{"text": "ignite both gases"}
{"text": "Carbon IV oxide does not burnignite"}
{"text": "Carbon II oxide burn with a blue nonsooty flame"}
{"text": "Method III"}
{"text": "Lower a burning splint into a gas containing each gas separately"}
{"text": "burning splint is extinguished if the gas is carbon IV oxide"}
{"text": "burning splint is not extinguished if the gas is carbon II oxide"}
{"text": "3Using Magnesium sulphateVIsolution describe how you can differentiate between a solution of sodium carbonate from a solution of sodium hydrogen carbonate"}
{"text": "Add Magnesium sulphateVI solution to separate portions of a solution of sodium carbonate and sodium hydrogen carbonate in separate test tubes"}
{"text": "White precipitate is formed in test tube containing sodium carbonate"}
{"text": "No white precipitate is formed in test tube containing sodium hydrogen carbonate"}
{"text": "Chemical equation"}
{"text": "Na2CO3 aq MgSO4 aq  Na2SO4 aq  MgCO3s"}
{"text": "white ppt"}
{"text": "Ionic equation"}
{"text": "CO32 aq  Mg2 aq  MgCO3s"}
{"text": "white ppt"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 aq MgSO4 aq  Na2SO4 aq  MgHCO32 aq"}
{"text": "colourless solution"}
{"text": "4 The diagram below shows a common charcoal burner Assume the burning take place in a room with sufficient supply of air"}
{"text": "aExplain what happens around"}
{"text": "iLayer A"}
{"text": "Sufficientexcess air oxygen enter through the air holes into the burner It reacts withoxidizes Carbon to carbonIVoxide"}
{"text": "Chemical equation"}
{"text": "Cs  O2g  CO2 g"}
{"text": "iiLayer B"}
{"text": "Hot carbonIVoxide rises up and is reduced by more carboncharcoal to carbon IIoxide"}
{"text": "Chemical equation"}
{"text": "Cs  CO2g  2CO g"}
{"text": "iiLayer C"}
{"text": "Hot carbonIIoxide rises up and burns with a blue flame to be oxidized by the excess air to form carbonIVoxide"}
{"text": "2CO g  O2g  2CO2g"}
{"text": "bState and explain what would happen if the burner is put in an enclosed room"}
{"text": "The hot poisonous toxic carbonIIoxide rising up will not be oxidized to CarbonIVoxide"}
{"text": "cUsing a chemical test describe how you would differentiate two unlabelled black solids suspected to be charcoal and copperIIoxide"}
{"text": "Method I"}
{"text": "BurnIgnite the two substances separately"}
{"text": "Charcoal burns with a blue flame"}
{"text": "CopperIIoxide does not burn"}
{"text": "Method II"}
{"text": "Add dilute sulphuricVIacidNitricVacidHydrochloric acid separately"}
{"text": "Charcoal does not dissolve"}
{"text": "CopperIIoxide dissolves to form a colourless solution"}
{"text": "5 Excess CarbonIIoxide was passed over heated copperIIoxide as in the set up shown below for five minutes"}
{"text": "aState and explain the observations made in the combustion tube"}
{"text": "Observation"}
{"text": "Colour change from black to brown"}
{"text": "Explanation"}
{"text": "Carbon IIoxide reduces black copperIIoxide to brown copper metal itself oxidized to CarbonIVoxide"}
{"text": "Chemical equation"}
{"text": "COg  CuO s  Cus  CO2g"}
{"text": "black brown"}
{"text": "b iName the gas producing flame A"}
{"text": "CarbonIIoxide"}
{"text": "iiWhy should the gas be burnt"}
{"text": "It is toxicpoisonous"}
{"text": "iiiWrite the chemical equation for the production of flame A"}
{"text": "2COg  O2g  2CO2g"}
{"text": "cState and explain what happens when carbonIVoxide is prepared using Barium carbonate and dilute sulphuricVIacid"}
{"text": "Reaction starts then stops after sometime producing smalllittle quantity of carbonIVoxide gas"}
{"text": "Barium carbonate react with dilute sulphuricVIacid to form insoluble Barium sulphateVI that covercoat unreacted Barium carbonate stopping further reaction to produce more CarbonIVoxide"}
{"text": "d Using dot  and crossx to represent electrons show the bonding in a molecule of"}
{"text": "i CarbonIIoxide"}
{"text": "ii CarbonIVOxide"}
{"text": "e Carbon IVoxide is an environmental pollutant of global concern Explain"}
{"text": "It is a green house gas thus causes global warming"}
{"text": "It dissolves in water to form acidic carbonic acid which causes acid rain"}
{"text": "fExplain using chemical equation why lime water is used to test for the presence of Carbon IV oxide instead of sodium hydroxide"}
{"text": "Using lime watercalcium hydroxide"}
{"text": "a visible white precipitate of calcium carbonate is formed that dissolves on bubbling excess Carbon IV oxide gas"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "white precipitate"}
{"text": "CaCO3 aq  H2Ol  CO2 g  CaHCO3 2 aq"}
{"text": "Using sodium hydroxide"}
{"text": "No precipitate of sodium carbonate is formed Both sodium carbonate and sodium hydrogen carbonate are soluble saltsdissolves"}
{"text": "Chemical equation"}
{"text": "2NaOH aq  CO2 g  Na2CO3 s  H2Ol"}
{"text": "No white precipitate"}
{"text": "Na2CO3 s  H2Ol  CO2 g  2NaHCO3 s"}
{"text": "gEthan12dioic acid and methanoic acid may be used to prepare small amount of carbonIIoxide in a school laboratory"}
{"text": "i Explain the modification in the set up when using one over the other"}
{"text": "Before carbonIIoxide is collected"}
{"text": "when using methanoic acid no concentrated sodiumpotassium hydroxide is needed to absorb CarbonIVoxide"}
{"text": "when using ethan12dioic acid concentrated sodiumpotassium hydroxide is needed to absorb CarbonIVoxide"}
{"text": "iiWrite the equation for the reaction for the formation of carbonIIoxide from"}
{"text": "IMethanoic acid"}
{"text": "Chemical equation HCOOHaq  COg  H2Ol"}
{"text": "II Ethan12dioic acid"}
{"text": "Chemical equation HOOCCOOHaq  CO2gCOgH2Ol"}
{"text": "hBoth carbonIIoxide and carbonIVoxide affect the environment Explain why carbonIIoxide is more toxicpoisonous"}
{"text": "Both gases are colourlessdenser than water and odourless"}
{"text": "CarbonIIoxide is preferentially absorbed by humanmammalian haemoglobin when inhaled forming stable carboxyhaemoglobin instead of oxyhaemoglobinThis reduces the free haemoglobin in the blood leading to suffocation and quick death CarbonIVoxide is a green house gas that increases global warming"}
{"text": "CarbonIIoxide is readily oxidized to carbonIVoxide"}
{"text": "6Study the flow chart below and use it to answer the questions that follow"}
{"text": "aName"}
{"text": "ithe white precipitate A"}
{"text": "Calcium carbonate"}
{"text": "ii solution B"}
{"text": "Calcium hydrogen carbonate"}
{"text": "iii gas C"}
{"text": "CarbonIVoxide"}
{"text": "iv white residue B"}
{"text": "Calcium oxide"}
{"text": "v solution D"}
{"text": "Calcium hydroxidelime water"}
{"text": "bWrite a balanced chemical equation for the reaction for the formation of"}
{"text": "i the white precipitate A from solution D"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "ii the white precipitate A from solution B"}
{"text": "Chemical equation"}
{"text": "CaHCO32aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "iii solution B from the white precipitate A"}
{"text": "Chemical equation"}
{"text": "CO2 g  CaCO3 s  H2Ol  CaHCO32aq"}
{"text": "iv white residue B from the white precipitate A"}
{"text": "Chemical equation"}
{"text": "CaCO3s  CO2 g  CaO s"}
{"text": "iv reaction of white residue B with water"}
{"text": "Chemical equation"}
{"text": "CaO s  H2Ol  CaOH2aq"}
{"text": "INTRODUCTION TO SALTS"}
{"text": "1a A salt is an ionic compound formed when the cation from a base combine with the anion derived from an acid"}
{"text": "A salt is therefore formed when the hydrogen ions in an acid are replaced whollyfully or partiallypartly directly or indirectly by a metal or ammonium radical"}
{"text": "b The number of ionizablereplaceable hydrogen in an acid is called basicity of an acid"}
{"text": "Some acids are therefore"}
{"text": "imonobasic acids generally denoted HX eg"}
{"text": "HCl HNO3HCOOHCH3COOH"}
{"text": "iidibasic acids  generally denoted H2X eg"}
{"text": "H2SO4 H2SO3 H2CO3HOOCOOH"}
{"text": "iiitribasic acids  generally denoted H3X eg"}
{"text": "H3PO4"}
{"text": "c Some salts are normal salts while others are acid salts"}
{"text": "iA normal salt is formed when all the ionizable replaceable hydrogen in an acid is replaced by a metal or metallic ammonium radical"}
{"text": "iiAn acid salt is formed when partportion the ionizable replaceable hydrogen in an acid is replaced by a metal or metallic ammonium radical"}
{"text": "Table showing normal and acid salts derived from common acids"}
{"text": "The table below show shows some examples of salts"}
{"text": "d Some salts undergo hygroscopy deliquescence and efflorescence"}
{"text": "i Hygroscopic salts compounds are those that absorb water from the atmosphere but do not form a solution"}
{"text": "Some salts which are hygroscopic include anhydrous copperIIsulphateVI anhydrous cobaltIIchloride potassium nitrateV common table salt"}
{"text": "iiDeliquescent salts compounds are those that absorb water from the atmosphere and form a solution"}
{"text": "Some salts which are deliquescent include Sodium nitrateVCalcium chloride Sodium hydroxide IronIIchloride Magnesium chloride"}
{"text": "iiiEfflorescent saltscompounds are those that lose their water of crystallization to the atmosphere"}
{"text": "Some salts which effloresces include sodium carbonate decahydrate IronIIsulphateVIheptahydrate sodium sulphate VIdecahydrate"}
{"text": "eSome salts contain water of crystallizationThey are hydratedOthers do not contain water of crystallization They are anhydrous"}
{"text": "Table showing some hydrated salts"}
{"text": "fSome salts exist as a simple salt while some as complex salts Below are some complex salts"}
{"text": "Table of some complex salts"}
{"text": "gSome salts exist as two salts in one They are called double salts"}
{"text": "Table of some double salts"}
{"text": "hSome salts dissolve in water to form a solution They are said to be soluble Others do not dissolve in water They form a suspensionprecipitate in water"}
{"text": "Table of solubility of salts"}
{"text": "13 Salts can be prepared in a school laboratory by a method that uses its solubility in water"}
{"text": "Soluble salts may be prepared by using any of the following methods"}
{"text": "iDirect displacementreaction of a metal with an acid"}
{"text": "By reacting a metal higher in the reactivity series than hydrogen with a dilute acida salt is formed and hydrogen gas is evolved"}
{"text": "Excess of the metal must be used to ensure all the acid has reacted"}
{"text": "When effervescencebubbling fizzing has stopped excess metal is filtered"}
{"text": "The filtrate is heated to concentrate then allowed to crystallize"}
{"text": "Washing with distilled water then drying between filter papers produces a sample crystal of the salt ie"}
{"text": "Ms  H2X  MXaq  H2g"}
{"text": "Examples"}
{"text": "Mgs  H2SO4aq  MgSO4 aq  H2g"}
{"text": "Zns  H2SO4aq  ZnSO4 aq  H2g"}
{"text": "Pbs  2HNO3aq  PbNO3 2aq  H2g"}
{"text": "Cas  2HNO3aq  CaNO3 2aq  H2g"}
{"text": "Mgs  2HNO3aq  MgNO3 2aq  H2g"}
{"text": "Mgs  2HClaq  MgCl 2aq  H2g"}
{"text": "Zns  2HClaq  ZnCl 2aq  H2g"}
{"text": "iiReaction of an insoluble base with an acid"}
{"text": "By adding an insoluble base oxidehydroxide to a dilute acid until no more dissolves in the acid a salt and water are formed Excess of the base is filtered off The filtrate is heated to concentrate allowed to crystallize then washed with distilled water before drying between filter papers eg"}
{"text": "PbOs  2HNO3aq  PbNO3 2aq  H2O l"}
{"text": "PbOH2s  2HNO3aq  PbNO3 2aq  2H2O l"}
{"text": "CaO s  2HNO3aq  CaNO3 2aq  H2O l"}
{"text": "MgO s  2HNO3aq  MgNO3 2aq  H2O l"}
{"text": "MgO s  2HClaq  MgCl 2aq  H2O l"}
{"text": "ZnO s  2HClaq  ZnCl 2aq  H2O l"}
{"text": "ZnOH2s  2HNO3aq  ZnNO3 2aq  2H2O l"}
{"text": "CuO s  2HClaq  CuCl 2aq  H2O l"}
{"text": "CuO s  H2SO4aq  CuSO4aq  H2O l"}
{"text": "Ag2Os  2HNO3aq  2AgNO3aq  H2O l"}
{"text": "Na2Os  2HNO3aq  2NaNO3aq  H2O l"}
{"text": "iii Reaction of insoluble soluble carbonate hydrogen carbonate with an acid"}
{"text": "By adding an excess of a soluble insoluble carbonate or hydrogen carbonate to a dilute acid effervescence fizzingbubbling out of carbon IV oxide gas shows the reaction is taking place When effervescence fizzingbubbling out of the gas is over excess of the insoluble carbonate is filtered off The filtrate is heated to concentrate allowed to crystallize then washed with distilled water before drying between filter paper papers eg"}
{"text": "PbCO3 s  2HNO3aq  PbNO3 2aq  H2O l CO2g"}
{"text": "ZnCO3 s  2HNO3aq  ZnNO3 2aq  H2O l CO2g"}
{"text": "CaCO3 s  2HNO3aq  CaNO3 2aq  H2O l CO2g"}
{"text": "MgCO3 s  H2SO4aq  MgSO4aq  H2O l CO2g"}
{"text": "Cu CO3 s  H2SO4aq  CuSO4aq  H2O l  CO2g"}
{"text": "Ag2CO3 s  2HNO3aq  2AgNO3aq  H2O l  CO2g"}
{"text": "Na2CO3 s  2HNO3aq  2NaNO3aq  H2O l  CO2g"}
{"text": "K2CO3 s  2HClaq  2KClaq  H2O l  CO2g"}
{"text": "NaHCO3 s  HNO3aq  NaNO3aq  H2O l  CO2g"}
{"text": "KHCO3 s  HClaq  KClaq  H2O l  CO2g"}
{"text": "iv neutralizationreaction of soluble basealkali with dilute acid"}
{"text": "By adding an acid to a burette into a known volume of an alkali with 23 drops of an indicator the colour of the indicator changes when the acid has completely reacted with an alkali at the end point The procedure is then repeated without the indicator The solution mixture is then heated to concentrate allowed to crystallize washed with distilled water before drying with filter papers eg"}
{"text": "NaOH aq  HNO3aq  NaNO3aq  H2O l"}
{"text": "KOH aq  HNO3aq  KNO3aq  H2O l"}
{"text": "KOH aq  HClaq  KClaq  H2O l"}
{"text": "2KOH aq  H2SO4aq  K2SO4aq  2H2O l"}
{"text": "2 NH4OH aq  H2SO4aq  NH42SO4aq  2H2O l"}
{"text": "NH4OH aq  HNO3aq  NH4NO3aq  H2O l"}
{"text": "iv Direct synthesiscombination"}
{"text": "When a metal burn in a gas jar containing a non metal  the two directly combine to form a salt eg"}
{"text": "2Nas  Cl2g  2NaCls"}
{"text": "2Ks  Cl2g  2KCls"}
{"text": "Mgs  Cl2g  Mg Cl2 s"}
{"text": "Cas  Cl2g  Ca Cl2 s"}
{"text": "Some salts once formed undergo sublimation and hydrolysis Care should be taken to avoid watermoisture into the reaction flask during their preparation Such salts include aluminum III chloride AlCl3 and iron III chloride FeCl3"}
{"text": "1 Heated aluminium foil reacts with chlorine to form aluminiumIIIchloride that sublimes away from the source of heating then deposited as solid again"}
{"text": "2Als  3Cl2g  2AlCl3 sg"}
{"text": "Once formed aluminiumIIIchloride hydrolysesreacts with water vapour  moisture present to form aluminium hydroxide solution and highly acidic fumes of hydrogen chloride gas"}
{"text": "AlCl3s 3H2 Og  AlOH3 aq  3HClg"}
{"text": "2 Heated iron filings reacts with chlorine to form ironIIIchloride that sublimes away from the source of heating then deposited as solid again"}
{"text": "2Fes  3Cl2g  2FeCl3 sg"}
{"text": "Once formed  aluminiumIIIchloride hydrolysesreacts with water vapour  moisture present to form aluminium hydroxide solution and highly acidic fumes of hydrogen chloride gas"}
{"text": "FeCl3s 3H2 Og  FeOH3 aq  3HClg"}
{"text": "bInsoluble salts can be prepared by reacting two suitable soluble salts to form one soluble and one insoluble This is called double decomposition or precipitation The mixture is filtered and the residue is washed with distilled water then dried"}
{"text": "CuSO4aq  Na2CO3 aq  CuCO3 s  Na2 SO4aq"}
{"text": "BaCl2aq  K2SO4 aq  BaSO4 s  2KCl aq"}
{"text": "PbNO32aq  K2SO4 aq  PbSO4 s  2KNO3 aq"}
{"text": "2AgNO3aq  MgCl2 aq  2AgCls  MgNO32 aq"}
{"text": "PbNO32aq  NH4 2SO4 aq  PbSO4 s  2NH4NO 3aq"}
{"text": "BaCl2aq  K2SO3 aq  BaSO3 s  2KCl aq"}
{"text": "14 Salts may lose their water of crystallization decompose melt or sublime on heating on a Bunsen burner flame"}
{"text": "The following shows the behavior of some salts on heating gently or strongly in a laboratory school burner"}
{"text": "aeffect of heat on chlorides"}
{"text": "All chlorides have very high melting and boiling points and therefore are not affected by laboratory heating except ammonium chloride Ammonium chloride sublimes on gentle heating It dissociate into the constituent ammonia and hydrogen chloride gases on strong heating"}
{"text": "NH4Cls NH4Clg NH3g  HClg"}
{"text": "sublimation dissociation"}
{"text": "beffect of heat on nitrateV"}
{"text": "i Potassium nitrateVKNO3 and sodium nitrateVNaNO3 decompose on heating to form Potassium nitrateIIIKNO2 and sodium nitrateIIINaNO2 and producing Oxygen gas in each case"}
{"text": "2KNO3 s  2KNO2s  O2g"}
{"text": "2NaNO3 s  2NaNO2s  O2g"}
{"text": "iiHeavy metal nitratesV salts decompose on heating to form the oxide and a mixture of brown acidic nitrogenIVoxide and oxygen gases eg"}
{"text": "2CaNO32 s  2CaOs  4NO2g  O2g"}
{"text": "2MgNO32s  2MgOs  4NO2g  O2g"}
{"text": "2ZnNO32s  2ZnOs  4NO2g  O2g"}
{"text": "2PbNO32s  2PbOs  4NO2g  O2g"}
{"text": "2CuNO32s  2CuOs  4NO2g  O2g"}
{"text": "2FeNO32s  2FeOs  4NO2g  O2g"}
{"text": "iiiSilverInitrateV and mercuryII nitrateV are lowest in the reactivity series They decompose on heating to form the metalsilver and mercuryand the NitrogenIVoxide and oxygen gas ie"}
{"text": "2AgNO3s  2Ag s  2NO2g  O2g"}
{"text": "2HgNO32 s  2Hg s  4NO2g  O2g"}
{"text": "ivAmmonium nitrateV and Ammonium nitrateIII decompose on heating to NitrogenIoxiderelightsrekindles glowing splint and nitrogen gas respectivelyWater is also formedie"}
{"text": "NH4NO3s  N2O g  H2Ol"}
{"text": "NH4NO2s  N2 g  H2Ol"}
{"text": "c effect of heat on nitrateV"}
{"text": "Only IronIIsulphateVI IronIIIsulphateVI and copperIIsulphateVI decompose on heating They form the oxide and produce highly acidic fumes of acidic sulphurIVoxide gas"}
{"text": "2FeSO4 s  Fe2O3s  SO3g  SO2g"}
{"text": "Fe2SO4 3s  Fe2O3s  SO3g"}
{"text": "CuSO4 s  CuOs  SO3g"}
{"text": "d effect of heat on carbonatesIV and hydrogen carbonateIV"}
{"text": "iSodium carbonateIVand potassium carbonateIVdo not decompose on heating"}
{"text": "iiHeavy metal nitrateIVsalts decompose on heating to form the oxide and produce carbonIVoxide gas Carbon IVoxide gas forms a white precipitate when bubbled in lime water The white precipitate dissolves if the gas is in excess eg CuCO3 s  CuOs  CO2g"}
{"text": "CaCO3 s  CaOs  CO2g"}
{"text": "PbCO3 s  PbOs  CO2g"}
{"text": "FeCO3 s  FeOs  CO2g"}
{"text": "ZnCO3 s  ZnOs  CO2g"}
{"text": "iiiSodium hydrogen carbonateIV and Potassium hydrogen carbonateIVdecompose on heating to give the corresponding carbonate IV and form water and carbonIVoxide gas ie"}
{"text": "2NaHCO 3s  Na2CO3s  CO2g  H2Ol"}
{"text": "2KHCO 3s  K2CO3s  CO2g  H2Ol"}
{"text": "iii Calcium hydrogen carbonate IV and Magnesium hydrogen carbonateIV decompose on heating to give the corresponding carbonate IV and form water and carbonIVoxide gas i e"}
{"text": "CaHCO3 2aq  CaCO3s  CO2g  H2Ol"}
{"text": "MgHCO3 2aq"}
{"text": "NameClassAdm No"}
{"text": "CHEMISTRY Practice balancing Chemical equations"}
{"text": "Date doneDate markedDate revised"}
{"text": "Balance the following chemical equations in the spaces provided on the question paper"}
{"text": "Ca OH2aq  Cl2g  CaCl2aq  CaOCl2aq  H2Ol"}
{"text": "Colddilute Calcium ChlorateI"}
{"text": "Ca OH2aq Cl2g  CaCl2aq CaClO32aq H2Ol"}
{"text": "HotConcentrated Calcium ChlorateV"}
{"text": "NaOH  Cl2g  NaClO3 aq  NaClaq  3H2Ol Sodium Chlorate V"}
{"text": "KOH  Cl2g  KClO3 aq KClaq  H2Ol Potassium Chlorate V"}
{"text": "Ca OH2aq Cl2g  CaCl2aqCaOCl2aq H2Ol"}
{"text": "Colddilute Calcium ChlorateI"}
{"text": "NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "KCls  H2SO4l  KHSO4aq  HClg"}
{"text": "CaOs  2H2Ol  CaOH2aq  H2Ol"}
{"text": "CaOH2aq  Cl2 g  CaOCl2aq  H2Ol"}
{"text": "HCls  NH3g  NH4Cls"}
{"text": "Fes  2HClaq  FeCl2aq  H2 g"}
{"text": "Zns  2HClaq  ZnCl2aq  H2 g"}
{"text": "Mgs  2HClaq  MgCl2aq  H2 g"}
{"text": "2Lis  2HClaq  2LiClaq  H2 g"}
{"text": "Ca OH2aq Cl2g  CaCl2aq CaClO32aq H2Ol"}
{"text": "HotConcentrated Calcium ChlorateV"}
{"text": "CaCO3 s  2HClaq  CaCl2aq  H2Ol  CO2g"}
{"text": "Colourless solution"}
{"text": "1Chemical equation"}
{"text": "Ionic equation"}
{"text": "CaCO3 s  2Haq  Ca2aq  H2Ol  CO2g"}
{"text": "2Chemical equation"}
{"text": "Ag2CO3 s  2HClaq  2AgCls  H2Ol  CO2g"}
{"text": "CoatsCover Ag2CO3"}
{"text": "3Chemical equation"}
{"text": "NaHCO3 s  HClaq  NaClaq H2Ol CO2g"}
{"text": "colourless solution"}
{"text": "Ionic equation"}
{"text": "NaHCO3 s  Haq  Naaq  H2Ol  CO2g"}
{"text": "4Chemical equation"}
{"text": "CuCO3 s  2HClaq  CuCl2aq H2Ol  CO2g"}
{"text": "Blue Solution"}
{"text": "Ionic equation"}
{"text": "CuCO3 s  2Haq Cu2aq  H2Ol  CO2g"}
{"text": "5Chemical equation"}
{"text": "FeCO3 s  2HClaq FeCl2aq H2Ol  CO2g"}
{"text": "green solution"}
{"text": "Ionic equation"}
{"text": "FeCO3 s  2Haq  Fe2aq  H2Ol CO2g"}
{"text": "6Chemical equation"}
{"text": "NH4 2CO3 s2HClaq 2NH4 ClaqH2Ol CO2g"}
{"text": "Ionic equation"}
{"text": "NH4 2CO3 s2H aq 2NH4  aqH2Ol CO2g"}
{"text": "Chemical equation"}
{"text": "NaOHaq  HClaq  NaClaq  H2Ol"}
{"text": "Ionic equation"}
{"text": "OHaq  Haq  H2Ol"}
{"text": "Chemical equation"}
{"text": "KOHaq  HClaq  KClaq  H2Ol"}
{"text": "Ionic equation"}
{"text": "OHaq  Haq  H2Ol"}
{"text": "Chemical equation"}
{"text": "NH4OHaq  HClaq  NH4Claq  H2Ol"}
{"text": "Ionic equation"}
{"text": "OHaq  Haq  H2Ol"}
{"text": "CuOs  2HCl aq  CaCl2aq  H2Ol"}
{"text": "Ionic equation"}
{"text": "CuO s  2Haq  Cu2aq  H2Ol"}
{"text": "Chemical equation"}
{"text": "CaOs  HCl aq  CaCl2 aq  H2O l"}
{"text": "Ionic equation"}
{"text": "CuO s  2Haq  Cu2aq  H2Ol"}
{"text": "Chemical equation"}
{"text": "PbOs  2HCl aq  PbCl2 s  H2O l"}
{"text": "No ionic equation"}
{"text": "Chemical equation"}
{"text": "ZnOs  HCl aq  ZnCl2 aq  H2O l"}
{"text": "Ionic equation"}
{"text": "ZnO s  2Haq  Zn2aq  H2Ol"}
{"text": "H2g  Cl2g  2HClg"}
{"text": "HClg  aq  HClaq"}
{"text": "NH4Cls  HClg  NH3 g"}
{"text": "Name ClassAdm No"}
{"text": "Date doneDate markedDate revised"}
{"text": "CHEMISTRY Form 2 Practice 1 Time 2 hours 80 marks"}
{"text": "1 Study the information in the table below and answer the questions that follow The letters do not represent the actual symbols of the elements"}
{"text": "i What chemical family do the elements A B and C belong 1mk"}
{"text": "iiWrite the formula and electronic structure of an ion of B2mks"}
{"text": "Formula"}
{"text": "Electronic structure"}
{"text": "iiiWhat type of bonding exist in2mks"}
{"text": "atoms of C"}
{"text": "chloride of B"}
{"text": "ivWhat is ionization energy1mk"}
{"text": "vExplain the following"}
{"text": "1The 1st ionization energy is lower that the second ionization energy2mk"}
{"text": "2The 1st ionization energy of B is lower that of C2mk"}
{"text": "viWrite a chemical equation for the reaction of element B with"}
{"text": "1Air"}
{"text": "2Chlorine gas"}
{"text": "3Steamwater vapour"}
{"text": "2Study the information in the table below and answer the questions that follow  the letters do not represent the actual symbol of the substances"}
{"text": "i Which substance would dissolve in water and could be separated from the solution by fractional distillation Give a reason 2mk"}
{"text": "ii Which substances is a liquid at room temperature and when mixed with water two layers would be formed Explain 2mk"}
{"text": "iii Which letter represents a substance that is gas at room temperature and which can be collected"}
{"text": "I Over water Explain 2mk"}
{"text": "II By downward displacement of air Density of air is 129 x 103gcm3 at room temperature"}
{"text": "Explain 2mk"}
{"text": "3 The grid below represents part of the periodic table The letters do not represent the actual symbols"}
{"text": "a Select the most reactive"}
{"text": "inonmetal 1mk"}
{"text": "iimetal 1mk"}
{"text": "b Write the formula of the compound consisting of 10mk"}
{"text": "1D and Z only"}
{"text": "2  X and Z only"}
{"text": "3 Oxide of B"}
{"text": "4 Carbonate of J"}
{"text": "5 sulphate of D"}
{"text": "6 Nitrate of B"}
{"text": "7 Chloride of X"}
{"text": "8 Sodium compound of E"}
{"text": "9 Aluminium compound of Z"}
{"text": "10 Hydrogen compound of G"}
{"text": "c Select an element that can form an ion of charge 10mk"}
{"text": "i 1"}
{"text": "ii 1"}
{"text": "iii 2"}
{"text": "iv 3"}
{"text": "v 3"}
{"text": "d Which element has the least ionization energy Explain 2mks"}
{"text": "f To which chemical family do the following elements belong 3mk"}
{"text": "J"}
{"text": "E"}
{"text": "B"}
{"text": "gWhen a piece of element G is placed in cold water it sinks to the bottom and effervescence of a colourless gas that burns explosively is produced Use a simple diagram to illustrate how this gas can be collected during this experiment 3mks"}
{"text": "h An element K has relative atomic mass of 402It has two isotopes of masses 39 and 42 Calculate the relative abundance of each isotope 3mks"}
{"text": "4 Balance the following chemical equation 6mk"}
{"text": "1Ca OH2aq  Cl2g  CaCl2aq  CaOCl2aq  H2Ol"}
{"text": "2NaOH  Cl2g  NaClO3 aq  NaClaq  3H2Ol"}
{"text": "3NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "4CaOs  H2Ol  CaOH2aq  H2Ol"}
{"text": "5Fes  HClaq  FeCl3aq  H2 g"}
{"text": "6Zns  HClaq  ZnCl2aq  H2 g"}
{"text": "5The diagram below shows a set up of apparatus for the school laboratory collection of dry chlorine gas"}
{"text": "A Name 2mk"}
{"text": "i Substance Q"}
{"text": "ii Suitable drying agent L"}
{"text": "b State a missing condition for the reaction to take place faster 1mk"}
{"text": "c Moist red and blue litmus papers were dipped into the chlorine gas from the above set up State and explain the observations made 2mk"}
{"text": "d Write the equation for the reaction taking place in the conical flask 1mk"}
{"text": "e Name two other substances that can be used in place of MnO2 2mk"}
{"text": "fState three uses of chlorine 3mk"}
{"text": "6 Study the set up below"}
{"text": "a Name salt K 1mk"}
{"text": "bWrite the equation for the reaction for the formation of salt K 1mk"}
{"text": "cWhat property of salt A is exhibited as shown in the experiment1mk"}
{"text": "dWhat is the purpose of anhydrous calcium chloride Explain 2mk"}
{"text": "eName another metal that can be used to produce similar results 1mk"}
{"text": "7 In an experiment dry hydrogen chloride gas was passed through heated zinc turnings as in the set up below The gas produced was the passed through copper II oxide"}
{"text": "Write the equation for the reaction"}
{"text": "i for the preparation of hydrogen chloride gas 1mk"}
{"text": "iiin tube S1mk"}
{"text": "bState and explain the observation made in tube V 2mk"}
{"text": "cHow would the total mass of tube S and tube V and their contents compare before and after the experiment"}
{"text": "Tube S2mk"}
{"text": "Tube V2mk"}
{"text": "dGas K was condensed to liquid K"}
{"text": "iIdentify liquid K1mk"}
{"text": "iiDescribe a simple chemical test to identify Liquid K3mk"}
{"text": "iiiA small piece of sodium metal was placed into a beaker containing liquid K"}
{"text": "I State three observations made 3mk"}
{"text": "IIWrite an equation for the reaction that take place1mk"}
{"text": "IIIWhat is the pH of the resulting solution Explain2mk"}
{"text": "8Using dot and crossx to represent electrons show the bonding in"}
{"text": "ahydroxonium ionH3O2mk"}
{"text": "bCarbonIVoxideCO22mk"}
{"text": "cCarbonIIoxideCO2mk"}
{"text": "dAmmoniaNH32mk"}
{"text": "eAmmonium ionNH42mk"}
{"text": "fMagnesium chlorideMgCl22mk"}
{"text": "gEthaneC2H62mk"}
{"text": "9Study the set up below and answer the questions that follow"}
{"text": "a Write an equation for the reaction which take place in the combustion tube"}
{"text": "b What property of gas Z allows it to be collected as shown in the diagram"}
{"text": "c State two uses of gas Z"}
{"text": "CHEMISTRY FORM THREE NOTES"}
{"text": "CHEMISTRY OF CARBON"}
{"text": "CHEMISTRY OF CARBON A CARBON"}
{"text": "Carbon is an element in Group IVGroup 4of the Periodic table It has atomic number 6 and electronic configuration 24 and thus has four valence electronstetravalentIt does not easily ionize but forms strong covalent bonds with other elements including itself"}
{"text": "aOccurrence"}
{"text": "Carbon mainly naturally occurs as"}
{"text": "iallotropes of carbon ie graphite diamond and fullerenes"}
{"text": "iiamorphous carbon in coal peat charcoal and coke"}
{"text": "iiicarbonIVoxide gas accounting 003 by volume of normal air in the atmosphere"}
{"text": "bAllotropes of Carbon"}
{"text": "Carbon naturally occur in two main crystalline allotropic forms carbongraphite and carbondiamond"}
{"text": "c Properties of Carbon"}
{"text": "iPhysical properties of carbon"}
{"text": "Carbon occur widely and naturally as a black solid"}
{"text": "It is insoluble in water but soluble in carbon disulphide and organic solvents"}
{"text": "It is a poor electrical and thermal conductor"}
{"text": "iiChemical properties of carbon"}
{"text": "I Burning"}
{"text": "Experiment"}
{"text": "Introduce a small piece of charcoal on a Bunsen flame then lower it into a gas jar containing Oxygen gas Put three drops of water Swirl Test the solution with blue and red litmus papers"}
{"text": "Observation"}
{"text": "Carbon chars then burns with a blue flame"}
{"text": "Colourless and odourless gas produced"}
{"text": "Solution formed turn blue litmus paper faint red Red litmus paper remains red"}
{"text": "Explanation"}
{"text": "Carbon burns in air and faster in Oxygen with a blue nonsootynonsmoky flame forming Carbon IV oxide gas Carbon burns in limited supply of air with a blue nonsootynonsmoky flame forming Carbon IV oxide gas Carbon IV oxide gas dissolve in water to form weak acidic solution of Carbonic IVacid"}
{"text": "Chemical Equation"}
{"text": "Cs  O2g  CO2g in excess air"}
{"text": "2Cs  O2g  2COg in limited air"}
{"text": "CO2g  H2O l  H2CO3 aq very weak acid"}
{"text": "II Reducing agent"}
{"text": "Experiment"}
{"text": "Mix thoroughly equal amounts of powdered charcoal and copper IIoxide into a crucible Heat strongly"}
{"text": "Observation"}
{"text": "Colour change from black to brown"}
{"text": "Explanation"}
{"text": "Carbon is a reducing agent For ages it has been used to reducing metal oxide ores to metal itself oxidized to carbon IV oxide gas Carbon reduces black copper II oxide to brown copper metal"}
{"text": "Chemical Equation"}
{"text": "2CuOs  Cs  2Cus  CO2g"}
{"text": "black brown"}
{"text": "2PbOs  Cs  2Pbs  CO2g"}
{"text": "brown when hot grey"}
{"text": "yellow when cool"}
{"text": "2ZnOs  Cs  2Zns  CO2g"}
{"text": "yellow when hot grey"}
{"text": "white when cool"}
{"text": "Fe2O3s  3Cs  2Fes  3CO2g"}
{"text": "brown when hotcool grey"}
{"text": "Fe3O4 s  4Cs  3Fes  4CO2g"}
{"text": "brown when hotcool grey"}
{"text": "B COMPOUNDS OF CARBON"}
{"text": "The following are the main compounds of Carbon"}
{"text": "iCarbonIVOxideCO2"}
{"text": "iiCarbonIIOxideCO"}
{"text": "iiiCarbonateIV CO32and hydrogen carbonateIVHCO3"}
{"text": "ivSodium carbonateNa2CO3"}
{"text": "i CarbonIVOxide CO2"}
{"text": "aOccurrence"}
{"text": "CarbonIVoxide is found"}
{"text": "in the air atmosphere as 003 by volume"}
{"text": "a solid carbonIVoxide mineral in Esageri near Eldame Ravine and Kerita near Limuru in Kenya"}
{"text": "bSchool Laboratory preparation"}
{"text": "In the school laboratory carbonIVoxide can be prepared in the school laboratory from the reaction of marble chipsCaCO3or sodium hydrogen carbonateNaHCO3 with dilute hydrochloric acid"}
{"text": "cProperties of carbonIVoxide gasQuestions"}
{"text": "1Write the equation for the reaction for the school laboratory preparation of carbon IVoxide gas"}
{"text": "Any carbonate reacted with dilute hydrochloric acid should be able to generate carbon IVoxide gas"}
{"text": "Chemical equations"}
{"text": "CaCO3s  2HClaq  CaCO3 aq  H2Ol  CO2 g"}
{"text": "ZnCO3s  2HClaq  ZnCO3 aq  H2Ol  CO2 g"}
{"text": "MgCO3s  2HClaq  MgCO3 aq  H2Ol  CO2 g"}
{"text": "CuCO3s  2HClaq  CuCO3 aq  H2Ol  CO2 g"}
{"text": "NaHCO3s  HClaq  Na2CO3 aq  H2Ol  CO2 g"}
{"text": "KHCO3s  HClaq  K2CO3 aq  H2Ol  CO2 g"}
{"text": "2What method of gas collection is used in preparation of CarbonIVoxide gas Explain"}
{"text": "Downward delivery upward displacement of airover mercury"}
{"text": "CarbonIVoxide gas is about 1 times denser than air"}
{"text": "3What is the purpose of"}
{"text": "awater"}
{"text": "To absorb the more volatile hydrogen chloride fumes produced during the vigorous reaction"}
{"text": "bsodium hydrogen carbonate"}
{"text": "To absorb the more volatile hydrogen chloride fumes produced during the vigorous reaction and by reacting with the acid to produce more carbon IVoxide gas"}
{"text": "Chemical equation"}
{"text": "NaHCO3s  HClaq  Na2CO3 aq  H2Ol  CO2 g"}
{"text": "cconcentrated sulphuricVIacid"}
{"text": "To dry the gasas a drying agent"}
{"text": "4Describe the smell of carbonIVoxide gas"}
{"text": "Colourless and odourless"}
{"text": "5 Effect on lime water"}
{"text": "Experiment"}
{"text": "Bubbled carbonIVoxide gas into a test tube containing lime water for about three minutes"}
{"text": "Observation"}
{"text": "White precipitate is formed"}
{"text": "White precipitate dissolved when excess carbonIVoxide gas is bubbled"}
{"text": "Explanation"}
{"text": "CarbonIVoxide gas reacts with lime waterCaOH2 to form an insoluble white precipitate of calcium carbonate Calcium carbonate reacts with more CarbonIV oxide gas to form soluble Calcium hydrogen carbonate"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "CaCO3 aq  H2Ol  CO2 g  CaHCO3 2 aq"}
{"text": "6 Effects on burning Magnesium ribbon"}
{"text": "Experiment"}
{"text": "Lower a piece of burning magnesium ribbon into a gas jar containing carbon IVoxide gas"}
{"text": "Observation"}
{"text": "The ribbon continues to burn with difficulty"}
{"text": "White ashsolid is formed"}
{"text": "Black specksolidparticles formed on the side of gas jar"}
{"text": "Explanation"}
{"text": "Carbon IV oxide gas does not support combustionburningMagnesium burn to producerelease enough heat energy to decompose Carbon IV oxide gas to carbon and oxygenMagnesium continues to burn in Oxygen forming white Magnesium Oxide solidashBlack speckparticle of carboncharcoal residue forms on the sides of reaction flask During the reaction Carbon IV oxide is reduced Oxidizing agentto carbon while Magnesium is Oxidized to Magnesium Oxide"}
{"text": "Chemical equation"}
{"text": "2Mgs  CO2 g  C s  2MgOl"}
{"text": "7 Dry and wet litmus papers were separately put in a gas jar containing dry carbon IV oxide gas State and explain the observations made"}
{"text": "Observation"}
{"text": "Blue dry litmus paper remain blue"}
{"text": "Red dry litmus paper remain Red"}
{"text": "Blue wetdampmoist litmus paper turns red"}
{"text": "Red wetdampmoist litmus paper remain red"}
{"text": "Explanation"}
{"text": "Dry Carbon IV oxide gas is a molecular compound that does not dissociateionize to release H and thus has no effect on litmus papers"}
{"text": "Wetdampmoist litmus paper contains water that dissolvesreact with dry carbon IV oxide gas to form the weak solution of carbonic IV acid H2CO3"}
{"text": "Carbonic IV acid dissociateionizes to a few little free H and CO32"}
{"text": "The few H aq ions are responsible for turning blue litmus paper to faint red showing the gas is very weakly acidic"}
{"text": "Chemical equation"}
{"text": "H2CO3aq  2H aq  CO32aq"}
{"text": "8 Explain why Carbon IV oxide cannot be prepared from the reaction of"}
{"text": "i Marble chips with dilute sulphuric VI acid"}
{"text": "Explanation"}
{"text": "Reaction forms insoluble calcium sulphate VI that covercoat unreacted marble chips stopping further reaction"}
{"text": "Chemical equation"}
{"text": "CaCO3s  H2SO4 aq  CaSO4 s  H2Ol  CO2 g"}
{"text": "PbCO3s  H2SO4 aq  PbSO4 s  H2Ol  CO2 g"}
{"text": "BaCO3s  H2SO4 aq  BaSO4 s  H2Ol  CO2 g"}
{"text": "ii Lead II carbonate with dilute Hydrochloric acid"}
{"text": "Reaction forms insoluble Lead IIChloride that covercoat unreacted LeadII carbonate stopping further reaction unless the reaction mixture is heated Lead II Chloride is soluble in hot water"}
{"text": "Chemical equation"}
{"text": "PbCO3s  2HCl aq  PbCl2 s  H2Ol  CO2 g"}
{"text": "9 Describe the test for the presence of Carbon IV oxide"}
{"text": "Using burning splint"}
{"text": "Lower a burning splint into a gas jar suspected to contain Carbon IV oxide gas The burning splint is extinguished"}
{"text": "Using Lime water"}
{"text": "Bubble the gas suspected to be Carbon IV oxide gas A white precipitate that dissolves in excess bubbling is formed"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "CaCO3 aq  H2Ol  CO2 g  CaHCO3 2 aq"}
{"text": "10State three main uses of Carbon IVoxide gas"}
{"text": "iIn the Solvay process for the manufacture of soda ashsodium carbonate"}
{"text": "iiIn preservation of aerated drinks"}
{"text": "iiiAs fire extinguisher because it does not support combustion and is denser than air"}
{"text": "ivIn manufacture of Baking powder"}
{"text": "ii Carbon II Oxide CO"}
{"text": "aOccurrence"}
{"text": "Carbon II oxide is found is found from incomplete combustion of fuels like petrol charcoal liquefied Petroleum GasLPG"}
{"text": "bSchool Laboratory preparation"}
{"text": "In the school laboratory carbonIIoxide can be prepared from dehydration of methanoic acidFormic acidHCOOH or Ethan12dioic acidOxalic acidHOOCCOOH using concentrated sulphuricVI acid Heating is necessary"}
{"text": "cProperties of Carbon II OxideQuestions"}
{"text": "1 Write the equation for the reaction for the preparation of carbonIIoxide using"}
{"text": "iMethod 1"}
{"text": "Chemical equation"}
{"text": "HOOCCOOHs ConcH2SO4 COg  CO2 g  H2Ol"}
{"text": "H2C2O4s ConcH2SO4 COg  CO2 g  H2Ol"}
{"text": "iiMethod 2"}
{"text": "Chemical equation"}
{"text": "HCOOHs ConcH2SO4 COg  H2Ol"}
{"text": "H2CO2s ConcH2SO4 COg  H2Ol"}
{"text": "2 What method of gas collection is used during the preparation of carbon II oxide"}
{"text": "Over water because the gas is insoluble in water"}
{"text": "Downward delivery because the gas is 1  times denser than air"}
{"text": "3 What is the purpose of"}
{"text": "i Potassium hydroxidesodium hydroxide in Method 1"}
{"text": "To absorb remove carbon II oxide produced during the reaction"}
{"text": "2KOH aq  CO2 g  K2CO3 s  H2Ol"}
{"text": "2NaOH aq  CO2 g  Na2CO3 s  H2Ol"}
{"text": "ii Concentrated sulphuricVIacid in Method 1 and 2"}
{"text": "Dehydrating agent removes the element of water Hydrogen and Oxygen in ratio 21 present in both methanoic and ethan12dioic acid"}
{"text": "4 Describe the smell of carbon II oxide"}
{"text": "Colourless and odourless"}
{"text": "5 State and explain the observation made when carbonIVoxide is bubbled in lime water for a long time"}
{"text": "No white precipitate is formed"}
{"text": "6 Dry and wetmoistdamp litmus papers were separately put in a gas jar containing dry carbon IV oxide gas State and explain the observations made"}
{"text": "Observation"}
{"text": "blue dry litmus paper remains blue"}
{"text": "red dry litmus paper remains red"}
{"text": "wetmoistdamp blue litmus paper remains blue"}
{"text": "wetmoistdamp red litmus paper remains red"}
{"text": "Explanation"}
{"text": "CarbonIIoxide gas is a molecular compound that does not dissociate ionize to release H ions and thus has no effect on litmus papers CarbonIIoxide gas is therefore a neutral gas"}
{"text": "7 Carbon II oxide gas was ignited at the end of a generator as below"}
{"text": "iState the observations made in flame K"}
{"text": "Gas burns with a blue flame"}
{"text": "iiWrite the equation for the reaction taking place at flame K"}
{"text": "2COg  O2 g  2CO2 g"}
{"text": "8 Carbon II oxide is a reducing agent Explain"}
{"text": "Experiment"}
{"text": "Pass carbon II oxide through glass tube containing copper II oxide Ignite any excess poisonous carbon II oxide"}
{"text": "Observation"}
{"text": "Colour change from black to brown Excess carbon II oxide burn with a blue flame"}
{"text": "Explanation"}
{"text": "Carbon is a reducing agent It is used to reduce metal oxide ores to metal itself oxidized to carbon IV oxide gas Carbon II Oxide reduces black copper II oxide to brown copper metal"}
{"text": "Chemical Equation"}
{"text": "CuOs  COg  Cus  CO2g"}
{"text": "black brown"}
{"text": "PbOs  COg  Pbs  CO2g"}
{"text": "brown when hot grey"}
{"text": "yellow when cool"}
{"text": "ZnOs  COg  Zns  CO2g"}
{"text": "yellow when hot grey"}
{"text": "white when cool"}
{"text": "Fe2O3s  3COs  2Fes  3CO2g"}
{"text": "brown when hotcool grey"}
{"text": "Fe3O4 s  4COg  3Fes  4CO2g"}
{"text": "brown when hotcool grey"}
{"text": "These reactions are used during the extraction of many metals from their ore"}
{"text": "9 Carbon II oxide is a pollutant Explain"}
{"text": "Carbon II oxide is highly poisonoustoxicIt preferentially combine with haemoglobin to form stable carboxyhaemoglobin in the blood instead of oxyhaemoglobinThis reduces the free haemoglobin in the blood causing nausea coma then death"}
{"text": "10 The diagram below show a burning charcoal stoveburnerjiko Use it to answer the questions that follow"}
{"text": "Explain the changes that take place in the burner"}
{"text": "Explanation"}
{"text": "Charcoal stove has air holes through which air enters Air oxidizes carbon to carbon IV oxide gas at region I This reaction is exothermic H producing more heat"}
{"text": "Chemical equation"}
{"text": "Cs  O2g  CO2g"}
{"text": "Carbon IV oxide gas formed rises up to meet more charcoal which reduces it to Carbon II oxide gas"}
{"text": "Chemical equation"}
{"text": "2CO2 g  O2g  2CO g"}
{"text": "At the top of burner in region II Carbon IIoxide gas is further oxidized to CarbonIVoxide gas if there is plenty of air but escape if the air is limited poisoning the living things around"}
{"text": "Chemical equation"}
{"text": "2CO g  O2g  2CO2 g"}
{"text": "excess air"}
{"text": "11 Describe the test for the presence of carbonIIoxide gas"}
{"text": "Experiment"}
{"text": "BurnIgnite the pure sample of the gas PassBubble the products into lime waterCalcium hydroxide"}
{"text": "Observation"}
{"text": "Colourless gas burns with a blue flame A white precipitate is formed that dissolve on further bubbling of the products"}
{"text": "Chemical equation"}
{"text": "2CO g  O2g  2CO2 g gas burns with blue flame"}
{"text": "Chemical equation"}
{"text": "CaOH 2 aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "Chemical equation"}
{"text": "CO2 g  CaCO3 s  H2Ol  CaHCO3 2 aq"}
{"text": "12 State the main uses of carbon IIoxide gas"}
{"text": "i As a fuel water gas"}
{"text": "iiAs a reducing agent in the blast furnace for extracting iron from iron oreMagnetiteHaematite"}
{"text": "iiiAs a reducing agent in extraction of Zinc from Zinc oreZinc blende"}
{"text": "iv As a reducing agent in extraction of Lead from Lead oreGalena"}
{"text": "v As a reducing agent in extraction of Copper from Copper iron sulphideCopper pyrites"}
{"text": "iiiCarbonateIV CO32and hydrogen carbonateIVHCO3"}
{"text": "1Carbonate IV CO32 are normal salts derived from carbonicIVacid H2CO3 and hydrogen carbonate IV HCO3 are acid salts derived from carbonicIVacid"}
{"text": "CarbonicIVacidH2CO3 is formed when carbonIVoxide gas is bubbled in water It is a dibasic acid with two ionizable hydrogens"}
{"text": "H2CO3aq 2Haq  CO32aq"}
{"text": "H2CO3aq  Haq  HCO3  aq"}
{"text": "2Carbonate IV CO32 are insoluble in water except Na2CO3  K2CO3 and NH42CO3"}
{"text": "3Hydrogen carbonate IV HCO3 are soluble in water Only five hydrogen carbonates exist Na HCO3  KHCO3 NH4HCO3 CaHCO32 and MgHCO32"}
{"text": "CaHCO32 and MgHCO32 exist only in aqueous solutions"}
{"text": "3The following experiments show the effect of heat on Carbonate IV CO32 and Hydrogen carbonate IV HCO3 salts"}
{"text": "Experiment"}
{"text": "In a clean dry test tube place separately about 10 of the following"}
{"text": "ZincIIcarbonateIV sodium hydrogen carbonateIV sodium carbonateIV Potassium carbonateIV ammonium carbonateIV potassium hydrogen carbonateIV LeadIIcarbonateIV IronIIcarbonateIV and copperIIcarbonateIV Heat each portion gently the strongly Test any gases produced with lime water"}
{"text": "Observation"}
{"text": "iColorless droplets form on the cooler parts of test tube in case of sodium carbonateIV and Potassium carbonateIV"}
{"text": "iiWhite residuesolid left in case of sodium hydrogen carbonateIV sodium carbonateIV Potassium carbonateIV and potassium hydrogen carbonateIV"}
{"text": "iiiColour changes from bluegreen to black in case of copperIIcarbonateIV"}
{"text": "iv Colour changes from green to brownyellow in case of Iron IIcarbonateIV"}
{"text": "v Colour changes from white when cool to yellow when hot in case of Zinc II carbonateIV"}
{"text": "vi Colour changes from yellow when cool to brown when hot in case of Lead II carbonateIV"}
{"text": "viiColourless gas produced that forms a white precipitate with lime water in all cases"}
{"text": "Explanation"}
{"text": "1 Sodium carbonateIV and Potassium carbonateIV exist as hydrated salts with 10 molecules of water of crystallization that condenses and collects on cooler parts of test tube as a colourless liquid"}
{"text": "Chemical equation"}
{"text": "Na2CO3 10H2Os  Na2CO3 s  10H2Ol"}
{"text": "K2CO3 10H2Os  K2CO3 s  10H2Ol"}
{"text": "2 Carbonate IV CO32 and Hydrogen carbonate IV HCO3 salts decompose on heating except Sodium carbonateIV and Potassium carbonateIV"}
{"text": "a Sodium hydrogen carbonateIV and Potassium hydrogen carbonateIV decompose on heating to form sodium carbonateIV and Potassium carbonateIVWater and carbonIVoxide gas are also produced"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 s  Na2CO3 s  H2Ol  CO2 g"}
{"text": "white white"}
{"text": "2KHCO3 s  K2CO3 s  H2Ol  CO2 g"}
{"text": "white white"}
{"text": "b Calcium hydrogen carbonateIV and Magnesium hydrogen carbonateIV decompose on heating to form insoluble Calcium carbonateIV and Magnesium carbonateIVWater and carbonIVoxide gas are also produced"}
{"text": "Chemical equation"}
{"text": "CaHCO32 aq  CaCO3 s  H2Ol  CO2 g"}
{"text": "Colourless solution white"}
{"text": "MgHCO32 aq  MgCO3 s  H2Ol  CO2 g"}
{"text": "Colourless solution white"}
{"text": "c Ammonium hydrogen carbonateIV decompose on heating to form ammonium carbonateIV Water and carbonIVoxide gas are also produced"}
{"text": "Chemical equation"}
{"text": "2NH4HCO3 s  NH42CO3 s  H2Ol  CO2 g"}
{"text": "white white"}
{"text": "dAll other carbonates decompose on heating to form the metal oxide and produce carbonIVoxide gas eg"}
{"text": "Chemical equation"}
{"text": "MgCO3 s  MgO s  CO2 g"}
{"text": "white solid white solid"}
{"text": "Chemical equation"}
{"text": "BaCO3 s  BaO s  CO2 g"}
{"text": "white solid white solid"}
{"text": "Chemical equation"}
{"text": "CaCO3 s  CaO s  CO2 g"}
{"text": "white solid white solid"}
{"text": "Chemical equation"}
{"text": "CuCO3 s  CuO s  CO2 g"}
{"text": "bluegreen solid black solid"}
{"text": "Chemical equation"}
{"text": "ZnCO3 s  ZnO s  CO2 g"}
{"text": "white solid white solid when cool"}
{"text": "Yellow solid when hot"}
{"text": "Chemical equation"}
{"text": "PbCO3 s  PbO s  CO2 g"}
{"text": "white solid yellow solid when cool"}
{"text": "brown solid when hot"}
{"text": "4The following experiments show the presence of Carbonate IV CO32 and Hydrogen carbonate IV HCO3 ions in sample of a salt"}
{"text": "aUsing LeadII nitrateV"}
{"text": "I Using a portion of salt solution in a test tube add four drops of LeadIInitrateVsolutionPreserve"}
{"text": "II To the preserved solution add six drops of dilutte nitricVacid Preserve"}
{"text": "II To the preserved sample that forms a precipitate heat to boil"}
{"text": "II To the preserved sample that do not form a precipitate add three drops of acidified potassium manganateVIIlime water"}
{"text": "ExperimentsObservations"}
{"text": "bUsing BariumIInitrateV BariumIIchloride"}
{"text": "I To about 5cm3 of a salt solution in a test tube add four drops of BariumII nitrate V  BariumIIchloride Preserve"}
{"text": "II To the preserved sample in I above add six drops of 2M nitricV acid  Preserve"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "IIITo the preserved sample observation 2 in II above add 4 drops of acidified potassium manganateVII dichromateVI"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "Explanations"}
{"text": "Using LeadIInitrateV"}
{"text": "iLeadIInitrateV solution reacts with chloridesCl Sulphate VI salts SO42  Sulphate IVsalts SO32 and carbonatesCO32 to form the insoluble white precipitate of LeadIIchloride LeadIIsulphateVI LeadII sulphate IV and LeadIIcarbonateIV"}
{"text": "Chemicalionic equation"}
{"text": "Pb2aq  Cl aq  PbCl2s"}
{"text": "Pb2aq  SO42 aq  PbSO4 s"}
{"text": "Pb2aq  SO32 aq  PbSO3 s"}
{"text": "Pb2aq  CO32 aq  PbCO3 s"}
{"text": "iiWhen the insoluble precipitates are acidified with nitricV acid"}
{"text": "LeadIIchloride and LeadIIsulphateVI do not react with the acid and thus their white precipitates remain persists"}
{"text": "LeadII sulphate IV and LeadIIcarbonateIV reacts with the acid to form soluble LeadII nitrate V and produceeffervescesfizzesbubbles out sulphurIVoxide and carbonIVoxide gases respectively"}
{"text": "Chemicalionic equation"}
{"text": "PbSO3 s  2Haq  H2 O l  Pb2aq  SO2 g"}
{"text": "PbCO3 s  2Haq  H2 O l  Pb2aq  CO2 g"}
{"text": "iiiWhen LeadIIchloride and LeadIIsulphateVI are heatedwarmed"}
{"text": "LeadIIchloride dissolves in hot wateron boilingrecrystallizes on cooling"}
{"text": "LeadIIsulphateVI do not dissolve in hot water thus its white precipitate persistsremains on heatingboiling"}
{"text": "ivWhen sulphurIVoxide and carbonIVoxide gases are produced"}
{"text": "sulphurIVoxide will decolorize acidified potassium manganateVII and  or Orange colour of acidified potassium dichromateVI will turns to green CarbonIVoxide will not"}
{"text": "Chemical equation"}
{"text": "5SO32aq  2MnO4 aq 6Haq  5SO42aq  2Mn2aq  3H2Ol"}
{"text": "purple colourless"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "Orange green"}
{"text": "CarbonIVoxide forms an insoluble white precipitate of calcium carbonate if three drops of lime water are added into the reaction test tube when effervescence is taking place SulphurIVoxide will not"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3s  H2Ol"}
{"text": "These tests should be done immediately after acidifying to ensure the gases produced react with the oxidizing agentslime water"}
{"text": "Using BariumIInitrateV BariumIIChloride"}
{"text": "iBariumIInitrateV and or BariumIIchloride solution reacts with Sulphate VI salts SO42  Sulphate IVsalts SO32 and carbonatesCO32 to form the insoluble white precipitate of BariumIIsulphateVI BariumII sulphate IV and BariumIIcarbonateIV"}
{"text": "Chemicalionic equation"}
{"text": "Ba2aq  SO42 aq  BaSO4 s"}
{"text": "Ba2aq  SO32 aq  BaSO3 s"}
{"text": "Ba2aq  CO32 aq  BaCO3 s"}
{"text": "iiWhen the insoluble precipitates are acidified with nitricV acid"}
{"text": "Barium IIsulphateVI do not react with the acid and thus its white precipitates remain persists"}
{"text": "BariumII sulphate IV and BariumIIcarbonateIV reacts with the acid to form soluble BariumII nitrate V and produce effervesces fizzes bubbles out sulphurIVoxide and carbonIVoxide gases respectively"}
{"text": "Chemicalionic equation"}
{"text": "BaSO3 s  2Haq  H2 O l  Ba2aq  SO2 g"}
{"text": "BaCO3 s  2Haq  H2 O l  Ba2aq  CO2 g"}
{"text": "iii When sulphurIVoxide and carbonIVoxide gases are produced"}
{"text": "sulphurIVoxide will decolorize acidified potassium manganateVII and  or Orange colour of acidified potassium dichromateVI will turns to green CarbonIVoxide will not"}
{"text": "Chemical equation"}
{"text": "5SO32aq  2MnO4 aq 6Haq  5SO42aq  2Mn2aq  3H2Ol"}
{"text": "purple colourless"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "Orange green"}
{"text": "CarbonIVoxide forms an insoluble white precipitate of calcium carbonate if three drops of lime water are added into the reaction test tube when effervescence is taking place SulphurIVoxide will not"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3s  H2Ol"}
{"text": "These tests should be done immediately after acidifying to ensure the gases produced react with the oxidizing agentslime water"}
{"text": "iii Sodium carbonateIV Na2CO3"}
{"text": "aExtraction of sodium carbonate from soda ash"}
{"text": "Sodium carbonate naturally occurs in Lake Magadi in Kenya as Tronatrona is the double salt  sodium sesquicarbonate NaHCO3 Na2CO3 H2OIt is formed from the volcanic activity that takes place in Lake Naivasha Nakuru Bogoria and Elementeita All these lakes drain into Lake Magadi through underground rivers Lake Magadi has no outlet"}
{"text": "Solubility of Trona decrease with increase in temperatureHigh temperature during the day causes trona to naturally crystallize It is mechanically scoopeddredgeddug and put in a furnace"}
{"text": "Inside the furnace trona decompose into soda ashsodium carbonate"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 Na2CO3 H2O s  3Na2CO3 s  5H2Ol  CO2 g"}
{"text": "trona soda ash"}
{"text": "Soda ash is then bagged and sold as Magadi sodaIt is mainly used"}
{"text": "iin making glass to lower the melting point of raw materials sandSiO2 from 1650oC and CaO from 2500oC to around 1500oC"}
{"text": "iiin softening hard water"}
{"text": "iiiin the manufacture of soapless detergents"}
{"text": "ivSwimming pool pH increaser"}
{"text": "Sodium chloride is also found dissolved in the lake Solubility of sodium chloride decrease with decreases in temperature sodium chloride has lower solubility at lower temperatures When temperatures decrease at night it crystallize out The crystals are then mechanically dugdredged scooped then packed for sale as animalcattle feeds and seasoning food"}
{"text": "Summary flow diagram showing the extraction of Soda ash from Trona"}
{"text": "bThe Solvay process for industrial manufacture of sodium carbonateIV"}
{"text": "iRaw materials"}
{"text": "Brine Concentrated Sodium chloride from salty seaslakes"}
{"text": "Ammonia gas from Haber"}
{"text": "Limestone Calcium carbonate from chalk limestone rich rocks"}
{"text": "Water from riverslakes"}
{"text": "iiChemical processes"}
{"text": "Ammonia gas is passed up to meet a downward flow of sodium chloride solution  brine to form ammoniated brineammoniacal brine mixture in the ammoniated brine chamber"}
{"text": "The ammoniated brine mixture is then pumped up atop the carbonator solvay tower"}
{"text": "In the carbonator solvay tower ammoniated brineammoniacal brine mixture slowly trickle down to meet an upward flow of carbonIVoxide gas"}
{"text": "The carbonator is shelved packed with quartzbroken glass to"}
{"text": "i reduce the rate of flow of ammoniated brineammoniacal brine mixture"}
{"text": "iiincrease surface area of the liquid mixture to ensure a lot of ammoniated brineammoniacal brine mixture react with carbonIVoxide gas"}
{"text": "Insoluble sodium hydrogen carbonate and soluble ammonium chloride are formed from the reaction"}
{"text": "Chemical equation"}
{"text": "CO2g  H2Ol  NaCl aq  NH3g  NaHCO3s  NH4Claq"}
{"text": "The products are then filtered Insoluble sodium hydrogen carbonate forms the residue while soluble ammonium chloride forms the filtrate"}
{"text": "Sodium hydrogen carbonate itself can be used"}
{"text": "i as baking powder and preservation of some soft drinks"}
{"text": "ii as a buffer agent and antacid in animal feeds to improve fibre digestion"}
{"text": "iii making dry chemical fire extinguishers"}
{"text": "In the Solvay process Sodium hydrogen carbonate is then heated to form Sodium carbonatesoda ash water and carbon IV oxide gas"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 s  Na2CO3s  CO2g  H2Ol"}
{"text": "Sodium carbonate is stored ready for use in"}
{"text": "i during making glasslowering the melting point of mixture of sandSiO2 from 1650oC and CaO from 2500oC to around 1500oC"}
{"text": "ii in softening hard water"}
{"text": "iii in the manufacture of soapless detergents"}
{"text": "iv swimming pool pH increaser"}
{"text": "Water and carbonIVoxide gas are recycled back to the ammoniated brineammoniacal brine chamber"}
{"text": "More carbonIVoxide is produced in the kilnfurnace Limestone is heated to decompose into Calcium oxide and carbonIVoxide"}
{"text": "Chemical equation"}
{"text": "CaCO3 s  CaOs  CO2g"}
{"text": "CarbonIVoxide is recycled to the carbonatorsolvay tower Carbon IVoxide is added water in the slaker to form Calcium hydroxide This process is called slaking"}
{"text": "Chemical equation"}
{"text": "CaOs  H2O l  CaOH2 aq"}
{"text": "Calcium hydroxide is mixed with ammonium chloride from the carbonatorsolvay tower in the ammonia regeneration chamber to form Calcium chloride water and more ammonia gas"}
{"text": "Chemical equation"}
{"text": "CaOH2 aq 2NH4Cl aq  CaCl2s  2NH3g  H2Ol"}
{"text": "NH3g and H2Ol are recycled"}
{"text": "Calcium chloride may be used"}
{"text": "ias drying agent in the school laboratory during gas preparation except ammonia gas"}
{"text": "iito lower the melting point of solid sodium chloride  rock salt salts during the Downs process for industrial extraction of sodium metal"}
{"text": "Detailed Summary flow diagram of Solvay Process"}
{"text": "Practice"}
{"text": "1 The diagram below shows part of the Solvay process used in manufacturing sodium carbonate Use it to answer the questions that follow"}
{"text": "aExplain how Sodium Chloride required for this process is obtained from the sea"}
{"text": "Sea water is pumped scooped into shallow pods Evaporation of most of the water takes place leaving a very concentrated solution"}
{"text": "bi Name process"}
{"text": "I Filtration"}
{"text": "II Decomposition"}
{"text": "ii Write the equation for the reaction in process"}
{"text": "Process I"}
{"text": "Chemical equation"}
{"text": "CO2g  H2Ol  NaCl aq  NH3g  NaHCO3s  NH4Claq"}
{"text": "Process II"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 s  Na2CO3s  CO2g  H2Ol"}
{"text": "ci Name two substances recycled in the solvay process"}
{"text": "Ammonia gas  CarbonIVOxide and Water"}
{"text": "iiWhich is the byproduct of this process"}
{"text": "CalciumIIChloride CaCl2"}
{"text": "iiiState two uses that the byproduct can be used for"}
{"text": "As a drying agent in the school laboratory preparation of gases"}
{"text": "In the Downs cellprocess for extraction of Sodium to lower the melting point of rock salt"}
{"text": "ivWrite the chemical equation for the formation of the byproducts in the Solvay process"}
{"text": "Chemical equation"}
{"text": "CaOH2 aq 2NH4Cl aq  CaCl2s  2NH3g  H2Ol"}
{"text": "dIn an experiment to determine the  purity of Sodium carbonate produced in the Solvay process 215g of the sample reacted with exactly 400cm3 of 05M Sulphuric VIacid"}
{"text": "iCalculate the number of moles of sodium carbonate that reacted"}
{"text": "Chemical equation"}
{"text": "Na2CO3 aq H2SO4 aq  Na2SO4 aq CO2g  H2Ol"}
{"text": "Mole ratio Na2CO3 H2SO4  11"}
{"text": "Moles H2SO4  Molarity x Volume  05 x 400  002 Moles"}
{"text": "1000 1000"}
{"text": "Moles of Na2CO3  002 Moles"}
{"text": "iiDetermine the  of sodium carbonate in the sample"}
{"text": "Molar mass of Na2CO3  106g"}
{"text": "Mass of Na2CO3  moles x Molar mass  002 x 106  212 g"}
{"text": "of Na2CO3   212 g x 100  986047"}
{"text": "215"}
{"text": "e State two uses of soda ash"}
{"text": "i during making glasslowering the melting point of mixture of sandSiO2 from 1650oC and CaO from 2500oC to around 1500oC"}
{"text": "ii in softening hard water"}
{"text": "iii in the manufacture of soapless detergents"}
{"text": "iv swimming pool pH increaser"}
{"text": "fThe diagram below shows a simple ammonia soda tower used in manufacturing sodium carbonate Use it to answer the questions that follow"}
{"text": "iName the raw materials needed in the above process"}
{"text": "Ammonia"}
{"text": "Water"}
{"text": "CarbonIVoxide"}
{"text": "Limestone"}
{"text": "Brine Concentrated sodium chloride"}
{"text": "iiIdentify substance A"}
{"text": "Ammonium chloride NH4Cl"}
{"text": "iii Write the equation for the reaction taking place in"}
{"text": "ITower"}
{"text": "Chemical equation"}
{"text": "CO2g  NaCl aq  H2Ol  NH3g  NaHCO3s  NH4Claq"}
{"text": "II Production of excess carbon IVoxide"}
{"text": "Chemical equation"}
{"text": "CaCO3 s  CaOs  CO2g"}
{"text": "III The regeneration of ammonia"}
{"text": "Chemical equation"}
{"text": "CaOH2 aq 2NH4Cl aq  CaCl2s  2NH3g  H2Ol"}
{"text": "ivGive a reason for having the circular metal plates in the tower"}
{"text": "To slow the downward flow of brine"}
{"text": "To increase the rate of dissolving of ammonia"}
{"text": "To increase the surface area for dissolution"}
{"text": "vName the gases recycled in the process illustrated above"}
{"text": "Ammonia gas  CarbonIVOxide and Water"}
{"text": "2 Describe how you would differentiate between carbon IVoxide and carbonIIoxide using chemical method"}
{"text": "Method I"}
{"text": "Bubble both gases in lime waterCaOH2"}
{"text": "white precipitate is formed if the gas is carbon IV oxide"}
{"text": "No white precipitate is formed if the gas is carbon II oxide"}
{"text": "Method II"}
{"text": "ignite both gases"}
{"text": "Carbon IV oxide does not burnignite"}
{"text": "Carbon II oxide burn with a blue nonsooty flame"}
{"text": "Method III"}
{"text": "Lower a burning splint into a gas containing each gas separately"}
{"text": "burning splint is extinguished if the gas is carbon IV oxide"}
{"text": "burning splint is not extinguished if the gas is carbon II oxide"}
{"text": "3Using Magnesium sulphateVIsolution describe how you can differentiate between a solution of sodium carbonate from a solution of sodium hydrogen carbonate"}
{"text": "Add Magnesium sulphateVI solution to separate portions of a solution of sodium carbonate and sodium hydrogen carbonate in separate test tubes"}
{"text": "White precipitate is formed in test tube containing sodium carbonate"}
{"text": "No white precipitate is formed in test tube containing sodium hydrogen carbonate"}
{"text": "Chemical equation"}
{"text": "Na2CO3 aq MgSO4 aq  Na2SO4 aq  MgCO3s"}
{"text": "white ppt"}
{"text": "Ionic equation"}
{"text": "CO32 aq  Mg2 aq  MgCO3s"}
{"text": "white ppt"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 aq MgSO4 aq  Na2SO4 aq  MgHCO32 aq"}
{"text": "colourless solution"}
{"text": "4 The diagram below shows a common charcoal burner Assume the burning take place in a room with sufficient supply of air"}
{"text": "aExplain what happens around"}
{"text": "iLayer A"}
{"text": "Sufficientexcess air oxygen enter through the air holes into the burner It reacts withoxidizes Carbon to carbonIVoxide"}
{"text": "Chemical equation"}
{"text": "Cs  O2g  CO2 g"}
{"text": "iiLayer B"}
{"text": "Hot carbonIVoxide rises up and is reduced by more carboncharcoal to carbon IIoxide"}
{"text": "Chemical equation"}
{"text": "Cs  CO2g  2CO g"}
{"text": "iiLayer C"}
{"text": "Hot carbonIIoxide rises up and burns with a blue flame to be oxidized by the excess air to form carbonIVoxide"}
{"text": "2CO g  O2g  2CO2g"}
{"text": "bState and explain what would happen if the burner is put in an enclosed room"}
{"text": "The hot poisonous toxic carbonIIoxide rising up will not be oxidized to CarbonIVoxide"}
{"text": "cUsing a chemical test describe how you would differentiate two unlabelled black solids suspected to be charcoal and copperIIoxide"}
{"text": "Method I"}
{"text": "BurnIgnite the two substances separately"}
{"text": "Charcoal burns with a blue flame"}
{"text": "CopperIIoxide does not burn"}
{"text": "Method II"}
{"text": "Add dilute sulphuricVIacidNitricVacidHydrochloric acid separately"}
{"text": "Charcoal does not dissolve"}
{"text": "CopperIIoxide dissolves to form a colourless solution"}
{"text": "5 Excess CarbonIIoxide was passed over heated copperIIoxide as in the set up shown below for five minutes"}
{"text": "aState and explain the observations made in the combustion tube"}
{"text": "Observation"}
{"text": "Colour change from black to brown"}
{"text": "Explanation"}
{"text": "Carbon IIoxide reduces black copperIIoxide to brown copper metal itself oxidized to CarbonIVoxide"}
{"text": "Chemical equation"}
{"text": "COg  CuO s  Cus  CO2g"}
{"text": "black brown"}
{"text": "b iName the gas producing flame A"}
{"text": "CarbonIIoxide"}
{"text": "iiWhy should the gas be burnt"}
{"text": "It is toxicpoisonous"}
{"text": "iiiWrite the chemical equation for the production of flame A"}
{"text": "2COg  O2g  2CO2g"}
{"text": "cState and explain what happens when carbonIVoxide is prepared using Barium carbonate and dilute sulphuricVIacid"}
{"text": "Reaction starts then stops after sometime producing smalllittle quantity of carbonIVoxide gas"}
{"text": "Barium carbonate react with dilute sulphuricVIacid to form insoluble Barium sulphateVI that covercoat unreacted Barium carbonate stopping further reaction to produce more CarbonIVoxide"}
{"text": "d Using dot  and crossx to represent electrons show the bonding in a molecule of"}
{"text": "i CarbonIIoxide"}
{"text": "ii CarbonIVOxide"}
{"text": "e Carbon IVoxide is an environmental pollutant of global concern Explain"}
{"text": "It is a green house gas thus causes global warming"}
{"text": "It dissolves in water to form acidic carbonic acid which causes acid rain"}
{"text": "fExplain using chemical equation why lime water is used to test for the presence of Carbon IV oxide instead of sodium hydroxide"}
{"text": "Using lime watercalcium hydroxide"}
{"text": "a visible white precipitate of calcium carbonate is formed that dissolves on bubbling excess Carbon IV oxide gas"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "white precipitate"}
{"text": "CaCO3 aq  H2Ol  CO2 g  CaHCO3 2 aq"}
{"text": "Using sodium hydroxide"}
{"text": "No precipitate of sodium carbonate is formed Both sodium carbonate and sodium hydrogen carbonate are soluble saltsdissolves"}
{"text": "Chemical equation"}
{"text": "2NaOH aq  CO2 g  Na2CO3 s  H2Ol"}
{"text": "No white precipitate"}
{"text": "Na2CO3 s  H2Ol  CO2 g  2NaHCO3 s"}
{"text": "gEthan12dioic acid and methanoic acid may be used to prepare small amount of carbonIIoxide in a school laboratory"}
{"text": "i Explain the modification in the set up when using one over the other"}
{"text": "Before carbonIIoxide is collected"}
{"text": "when using methanoic acid no concentrated sodiumpotassium hydroxide is needed to absorb CarbonIVoxide"}
{"text": "when using ethan12dioic acid concentrated sodiumpotassium hydroxide is needed to absorb CarbonIVoxide"}
{"text": "iiWrite the equation for the reaction for the formation of carbonIIoxide from"}
{"text": "IMethanoic acid"}
{"text": "Chemical equation HCOOHaq  COg  H2Ol"}
{"text": "II Ethan12dioic acid"}
{"text": "Chemical equation HOOCCOOHaq  CO2gCOgH2Ol"}
{"text": "hBoth carbonIIoxide and carbonIVoxide affect the environment Explain why carbonIIoxide is more toxicpoisonous"}
{"text": "Both gases are colourlessdenser than water and odourless"}
{"text": "CarbonIIoxide is preferentially absorbed by humanmammalian haemoglobin when inhaled forming stable carboxyhaemoglobin instead of oxyhaemoglobinThis reduces the free haemoglobin in the blood leading to suffocation and quick death CarbonIVoxide is a green house gas that increases global warming"}
{"text": "CarbonIIoxide is readily oxidized to carbonIVoxide"}
{"text": "6Study the flow chart below and use it to answer the questions that follow"}
{"text": "aName"}
{"text": "ithe white precipitate A"}
{"text": "Calcium carbonate"}
{"text": "ii solution B"}
{"text": "Calcium hydrogen carbonate"}
{"text": "iii gas C"}
{"text": "CarbonIVoxide"}
{"text": "iv white residue B"}
{"text": "Calcium oxide"}
{"text": "v solution D"}
{"text": "Calcium hydroxidelime water"}
{"text": "bWrite a balanced chemical equation for the reaction for the formation of"}
{"text": "i the white precipitate A from solution D"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "ii the white precipitate A from solution B"}
{"text": "Chemical equation"}
{"text": "CaHCO32aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "iii solution B from the white precipitate A"}
{"text": "Chemical equation"}
{"text": "CO2 g  CaCO3 s  H2Ol  CaHCO32aq"}
{"text": "iv white residue B from the white precipitate A"}
{"text": "Chemical equation"}
{"text": "CaCO3s  CO2 g  CaO s"}
{"text": "iv reaction of white residue B with water"}
{"text": "Chemical equation"}
{"text": "CaO s  H2Ol  CaOH2aq"}
{"text": "CHEMISTRY OF CHLORINE"}
{"text": "ACHLORINE"}
{"text": "Chlorine is a nonmetallic element in group VII Group 17 of the periodic table It has electronic configuration 287 It gains one valence election to form stable Clion it belongs to the chemical family of halogens"}
{"text": "Occurrence"}
{"text": "As Brineconcentration sodium chloride solution dissolved in salty seas water oceans and lakes eg Lake Magadi in Kenya is very salty"}
{"text": "As rocksalt solid sodium chloride crystals in the earths crust all over the world"}
{"text": "B Preparation"}
{"text": "Chlorine gas may be prepared in the school laboratory from the following"}
{"text": "aHeating solid Manganese iv Oxide and Concentrated Hydrochloric acid"}
{"text": "b Heating Lead IV Oxide and concentrated hydrochloric acid"}
{"text": "cReacting Potassium Manganate VII with concentrated Hydrochloric acid"}
{"text": "dReacting Potassium sodium Dichromate VI Acid with Concentrated Hydrochloric acid"}
{"text": "Set up of school laboratory preparation of chlorine"}
{"text": "c Properties of chlorine Questions"}
{"text": "1 What is the colour of chlorine"}
{"text": "Pale green"}
{"text": "2 Describe the smell of chlorine"}
{"text": "Pungent irritating smell"}
{"text": "3 What method is used in collection of chlorine gas explain"}
{"text": "Downward delivery"}
{"text": "Chlorine is 112 denser than air"}
{"text": "4i What is the purpose of concentrated sulphuric VI acid"}
{"text": "To dry the gas"}
{"text": "ii Name two other substances that can be used in place of concentrated sulphuric VI acid"}
{"text": "Calcium chloride"}
{"text": "Silica gel"}
{"text": "iii Name a substance that cannot be used in place of concentrated sulphuric VI acid explain"}
{"text": "Calcium oxide reacts with chlorine"}
{"text": "5aWrite three possible reactions between concentrated hydrochloric acid and the oxidizing agents"}
{"text": "2KMnO4s 16HClaq  2KClaq2MnCl2aq  8H2Ol  5Cl2g"}
{"text": "2K2Cr2O7s 14HClaq  2KClaq  2CrCl3aq  7H2Ol  3Cl2g"}
{"text": "3Na2Cr2O7s  14HClaq  2NaClaq  CrCl3aq  7H2Ol  3Cl2g"}
{"text": "4PbO2s  4HClaq  PbCl2aq  Cl2g  2H2Ol"}
{"text": "5MnO2s 4HClaq  MnCl2aq  Cl2g  2H2Ol"}
{"text": "b Why is Hydrochloric acid used in all the above cases"}
{"text": "Oxidizing agents KMnO4PbO2MnO2K2Cr2ONa2Cr2O7 readily oxidize hydrochloric acid to chlorine themselves reduced to their chlorides"}
{"text": "Generally"}
{"text": "2HCl aq  O  Cl2 g  H2O l"}
{"text": "From oxidizing agent"}
{"text": "6 State and explain the observation made when chlorine is bubbled in water"}
{"text": "Observation"}
{"text": "Pale yellow colour of chlorine fades"}
{"text": "yellow solution formed"}
{"text": "Explanation"}
{"text": "Chlorine dissolves then reacts with water to form yellow chlorine water Chlorine water is chemically a mixture of hydrochloric acid and chloricIacid hypochlorous acid"}
{"text": "A mixture of hydrochloric acid and chloricIacid hypochlorous acid is commonly called Chlorine water"}
{"text": "Chemical equation"}
{"text": "Cl2g  H2Ol  HClaq  HClOaq"}
{"text": "7 Chlorine water in a boiling tube inverted into a trough was exposed to sunlight for two hours Using a well labeled diagram show and explain the observations made"}
{"text": "Chlorine I acid is an unstable compound"}
{"text": "After two hours the chloric I acid in chlorine water decomposes to hydrochloric acid and releases oxygen gas This reaction takes place in sunlight"}
{"text": "Chemical equation"}
{"text": "2HOClaq  2HClaq  O2 g"}
{"text": "8 State and explain the observation made when chlorine gas is bubbled in gas jar containing dampwetmoist litmus papers"}
{"text": "Observation"}
{"text": "The blue litmus turns red then both the redblue litmus papers are bleacheddecolourized"}
{"text": "Explanation"}
{"text": "Chlorine reacts with water in the litmus papers to form acidic hydrochloric acid and chloric l acid that turns blue litmus papers red"}
{"text": "Chemical Equation"}
{"text": "Cl2g  H2Ol  HClaq  HClOaq"}
{"text": "Explanation"}
{"text": "Unstable chloric I acid oxidizes the dyecolured litmus paper to colourless material"}
{"text": "Chemical Equation"}
{"text": "HClOaq  dye  HClaq  dye  O"}
{"text": "coloured colourless"}
{"text": "Or"}
{"text": "HClOaq  dyeO  HClaq  dye"}
{"text": "coloured colourless"}
{"text": "NB Chlorine does not therefore bleachdecolourize dry litmus paperdye because chloricI acid cannot be formed in absence of water"}
{"text": "9 Blue litmus papers were put in a flask containing cold dilute sodium hydroxide Chlorine gas was bubbled into the solution State and explain the observations made"}
{"text": "Observation"}
{"text": "blue litmus papers were bleached decolorized"}
{"text": "Pale green colour of chlorine fades"}
{"text": "Explanation"}
{"text": "Sodium hydroxide reacts with chlorine to form sodium chloride and sodium hypochlorite Sodium hypochlorite bleaches dyes by oxidation"}
{"text": "Chemical Equation"}
{"text": "Cl2  2NaOHaq  NaClaq  NaClOaq  H2O"}
{"text": "NaClOaq  dye  NaClaq  dye  O"}
{"text": "coloured Colourless"}
{"text": "NaClOaq  dyeO  NaClaq  dye"}
{"text": "Coloured Colourless"}
{"text": "10Blue litmus papers were put in flask containing hot concentrated sodium hydroxide Chlorine gas was bubbled into the solution State and explain the observations made"}
{"text": "Observation"}
{"text": "blue litmus papers were bleached"}
{"text": "Pale green colour of chlorine fades"}
{"text": "Explanation"}
{"text": "Hot concentrated sodium hydroxide reacts with chlorine to form sodium chloride and sodium chloride VSodium chlorate V bleaches by oxidation"}
{"text": "Chemical equation"}
{"text": "2Cl2g  4NaOHaq  3NaClaq  NaClO3aq  H2Ol"}
{"text": "NaClO3aq  3dyes  NaClaq  3dye  O"}
{"text": "NaClO3aq  3dyesO  NaClaq  3 dyes"}
{"text": "NaClO3 is also a weed killer"}
{"text": "11 State three main use of chlorine gas"}
{"text": "Manufacture of polyvinyl chloride PVC  polychloroethene pipes"}
{"text": "Manufacture of hydrochloric acid used in Pickling of metals"}
{"text": "Manufacture of bleaching agents"}
{"text": "Chlorination of water to kill germs"}
{"text": "12 The diagram below shows the effect of chlorine on heated iron wool"}
{"text": "Method I"}
{"text": "Method II"}
{"text": "a Identify a suitable drying agent to dry chlorine gas"}
{"text": "Conc H2SO4  Concentrated sulphuric VI acid"}
{"text": "Anhydrous Calcium II Chloride"}
{"text": "Silica gel"}
{"text": "b State and explain the observations made in combustion tube in method I and II"}
{"text": "Observation"}
{"text": "Iron glows red hot"}
{"text": "Brown crystals are formed"}
{"text": "Explanation"}
{"text": "Iron reacts with chlorine to form dark brown crystals of iron III Chloride"}
{"text": "This reaction is exothermic and requires no farther heating once started"}
{"text": "Iron III Chloride sublimes away ensuring the unreacted Iron completely reacts with chlorine gas"}
{"text": "Chemical equation"}
{"text": "2Fes  3Cl2 g  2FeCl3g"}
{"text": "c i Why is the brown solid collected at the point as shown in method I and II"}
{"text": "Heated iron III Chloride crystals sublime to gas and solidify on the cooler parts"}
{"text": "ii Name another metal that can be used in place of iron to react with chlorine and collected at similar point on heating explain"}
{"text": "Metal Aluminum"}
{"text": "Explanation"}
{"text": "Aluminum reacts with chlorine to form a while sublimate of aluminum III chloride at the cooler parts"}
{"text": "Chemical equation"}
{"text": "2Als  3Cl2g  2AlCl3sg"}
{"text": "d What is the purpose of suction pump"}
{"text": "To pull the gaseous products into the set up"}
{"text": "e What is the function of"}
{"text": "i Sodium hydroxide in method II Explain"}
{"text": "To absorb poisonoustoxic excess unreacted chlorine gas"}
{"text": "Sodium hydroxide reacts with chlorine to form sodium chloride Sodium hypochlorite and water"}
{"text": "Chemical equation"}
{"text": "2NaOHaq  Cl2g  NaClaq  NaClOaq  H2Ol"}
{"text": "2KOHaq  Cl2g  KClaq  KClOaq  H2Ol"}
{"text": "ii Anhydrous calcium chloridecalcium oxide in method I Explain"}
{"text": "To absorb moisturewater in the set up to prevent it from hydrolyzing iron III chloridealuminium oxide"}
{"text": "Explanation"}
{"text": "Iron III chloride and Aluminium chloride fumes and reacts with small traces of water to form a solution of iron III hydroxidealuminium hydroxide and hydrogen chloride gas"}
{"text": "Chemical equation"}
{"text": "FeCl3s  3HClaq  FeOH3aq  3HClg"}
{"text": "AlCl3s  3HClaq  AlOH3aq  3HClg"}
{"text": "f Based on e i and ii above what precaution should be made in"}
{"text": "i method II to ensure correct results"}
{"text": "Tube B should be completely dry to prevent hydrolysis of iron III Chloride to iron III hydroxide"}
{"text": "ii Carrying out method I"}
{"text": "Should be done in a fume chamber or in the open because chlorine gas is poisonoustoxic"}
{"text": "g Name another substance that can be used place of Sodium hydroxide in method I"}
{"text": "Potassium hydroxide"}
{"text": "h Calcium oxide cannot be used in place of calcium chloride during preparation of chlorine Explain"}
{"text": "Calcium oxide is a base It reacts absorbs water to form calcium hydroxide solution"}
{"text": "Calcium hydroxide reacts with chlorine to form a mixture of calcium chloride and calcium hypochlorite"}
{"text": "Chemical equation"}
{"text": "2Ca OH2aq  2Cl2g  CaCl2aq  CaOCl2aq  H2Ol"}
{"text": "13 aState and explain the observation made when a piece of burning magnesium ribbon is lowered in a gas jar containing chlorine gas"}
{"text": "Magnesium ribbon continues burning with a bright flame"}
{"text": "White solid formed"}
{"text": "Pale yellow colour of chlorine fades"}
{"text": "Explanation"}
{"text": "Magnesium reacts with chlorine forming a white solid of magnesium chloride"}
{"text": "Chemical equation"}
{"text": "Mgs  Cl2g  MgCl2s"}
{"text": "b Write the equation for the reaction that takes place if zinc is used"}
{"text": "Zns  Cl2g  ZnCl2s"}
{"text": "14 Burning phosphorus was lowered in a gas jar containing chlorine gas"}
{"text": "a State the observations made"}
{"text": "Phosphorus continues to burn"}
{"text": "Dense white fumes formed"}
{"text": "Pale green colour of chlorine fades"}
{"text": "b Write two possible equations that take place"}
{"text": "P4s  6Cl2g  4 PCl3s"}
{"text": "P4s  10Cl2g  4 PCl3s"}
{"text": "c State two reasons why the deflagrating spoon with ridcover should be used"}
{"text": "Chlorine in the gas jar is poisonoustoxic"}
{"text": "Burning phosphorus produces poisonoustoxic phosphorus III chloride  phosphorus V chloride"}
{"text": "Ensure the reaction is not affected by airoxygen from the atmosphere"}
{"text": "d After the reaction is complete 2cm3 of distilled water were added The solution formed was tested with both blue and red litmus papers"}
{"text": "i State the observations made"}
{"text": "Blue litmus paper turns red"}
{"text": "Red litmus paper remain red"}
{"text": "ii Explain the observation made in di above"}
{"text": "Phosphoric V Chloride hydrolyze in water to phosphoric V acid and produce hydrogen chloride gas Both hydrogen chloride and phosphoric V acid are acidic"}
{"text": "Chemical equation"}
{"text": "PCl5 l  4H2Ol  H3PO4 aq  5HClg"}
{"text": "15 State and explain the observations made when gas jar containing chlorine is inverted over another containing hydrogen sulphide gas"}
{"text": "Observation"}
{"text": "Yellow solid formed"}
{"text": "Pale colour of chlorine fades"}
{"text": "Explanation"}
{"text": "Chlorine oxidizes hydrogen sulphide to sulphur itself reduced to hydrogen chloride gas A little water catalyzes the reaction"}
{"text": "Chemical equation"}
{"text": "H2Sg  Cl2g  Ss  HClg"}
{"text": "yellow solid White Fume"}
{"text": "16 Chlorine was bubbled in aqueous ammonia solution in a beaker state and explain the observation made"}
{"text": "Observation"}
{"text": "White fumes evolved"}
{"text": "Pale green colour of chlorine fades"}
{"text": "Explanation"}
{"text": "Chlorine reacts with ammonia gas to form a dense white fume of ammonia chloride and Nitrogen gas is produced"}
{"text": "Chemical equation"}
{"text": "8NH3g  3Cl2g  6NH4Cls  N2g"}
{"text": "17 a Dry gas was bubbled in cold dilute sodium hydroxide solution Explain the observations made"}
{"text": "Observation"}
{"text": "Pale green colour of chlorine fades"}
{"text": "Pale yellow solution is formed"}
{"text": "Explanation"}
{"text": "Chlorine reacts withhot concentrated sodiumsodium hydroxide  Potassium hydroxide solution to form pale yellow solution of metal chlorate V and chlorides of the metal"}
{"text": "Chemical equation"}
{"text": "Cl2g  2NaOH  NaClOaq  NaClaq  H2Ol"}
{"text": "sodium hydroxide Sodium Chlorate I"}
{"text": "Cl2g  2KOH  KClOaq  NaClaq  H2Ol"}
{"text": "Potassium hydroxide Potassium Chlorate I"}
{"text": "bThe experiment in 17a was repeated with hot concentrated sodium hydroxide solution Explain the observation made"}
{"text": "Observation"}
{"text": "Pale green colour of chlorine fades"}
{"text": "Pale yellow solution is formed"}
{"text": "Explanation"}
{"text": "Chlorine reacts with hot concentrated Sodium hydroxidePotassium hydroxide solution to form pale yellow solution of metal chlorate v and chlorides of metals"}
{"text": "Chemical equation"}
{"text": "3Cl2g  6NaOHaq  NaClO3 aq  5NaClaq  3H2Ol"}
{"text": "Sodium hydroxide Sodium Chlorate V"}
{"text": "3Cl2g  6KOHaq  KClO3 aq  5KClaq  3H2Ol"}
{"text": "Potassium hydroxide Potassium Chlorate V"}
{"text": "The products formed when chlorine reacts with alkalis depend thus on temperature and the concentration of alkalis"}
{"text": "c i Write the equation for the formation of calcium chlorite I and calcium chlorate V"}
{"text": "2Ca OH2aq  2Cl2g  CaCl2aq  CaOCl2aq  H2Ol"}
{"text": "Calcium hydroxide Calcium ChlorateI"}
{"text": "Colddilute"}
{"text": "Ca OH2aq  Cl2g  CaCl2aq  CaClO32aq  H2Ol"}
{"text": "Calcium ChlorateV"}
{"text": "B THE HALOGENS"}
{"text": "a What are halogens"}
{"text": "These are elements in group VII of the periodic table They include"}
{"text": "b Compare the atomic radius and ionic radius of chloride ion and chlorine Explain"}
{"text": "The radius of chlorine is smaller than the ionic radius o the chloride ion"}
{"text": "Effective nucleus attraction on outer energy level in chloride ion is less than chlorine atom because of extra gained electron gained electron that repelled thus causes the outer energy level to expandincrease"}
{"text": "c Compare the atomic radius of chlorine and fluorine Explain"}
{"text": "Atomic radius of Fluorine is smaller than that of chlorine"}
{"text": "Chlorine has more energy levels than fluorine occupied by more electrons"}
{"text": "d Chlorine is a gas Bromine is a liquid Iodine is a solid Explain the above observations"}
{"text": "Bromine Chlorine and iodine exists as diatomic molecules bonded by strong covalent bond Each molecule is joined to the other by weak intermolecular forces Vanderwaals forces"}
{"text": "The strength of intermolecularVanderwaals forces of attraction increase with increase in molecular sizeatomic radiusIodine has therefore the largest atomic radius and thus strongest intermolecular forces to make it a solid"}
{"text": "e i What is electronegativity"}
{"text": "Electronegativity is the tendencyease of acquiring gaining electrons by an element during chemical reaction"}
{"text": "It is measured using Paulings scale"}
{"text": "Fluorine with Pauling scale 40 is the most electronegative element in the periodic table and thus the highest tendency to acquiregain extra electron"}
{"text": "ii The table below shows the electronegativity of the halogens"}
{"text": "Explain the trend in electronegativity of the halogens"}
{"text": "Decrease down the group from fluorine to Astatine"}
{"text": "Atomic radius increase down the group decreasing electron  attracting power down the group from fluorine to astatine"}
{"text": "f iWhat is electron affinity"}
{"text": "Electron affinity is the energy required to gain an electron in an atom of an element in its gaseous state"}
{"text": "ii Study the table below showing the election affinity of halogens for the process x  e  x"}
{"text": "iii Explain the trend in electron affinity of the halogens"}
{"text": "Decrease down the group"}
{"text": "Atomic radius of halogens increase down the group thus incominggained electron is attracted less strongly by the progressively larger atoms with a decreasing effective nuclear charge on outer energy level"}
{"text": "iv Which is a move stable ion Cl or Br  explain"}
{"text": "Cl ion"}
{"text": "Has a more negativeexothermic electron affinity than Br"}
{"text": "v Differentiate between electron affinity and"}
{"text": "I Ionization energy"}
{"text": "Ionization energy is the energy required to lose donate an electron in an atom of an element in its gaseous state while electron affinity is the energy required to gainacquire extra electron by an atom of an element in its gaseous state"}
{"text": "Both are measured in kilojoules per mole"}
{"text": "II Electronegativity"}
{"text": "Electron affinity is the energy required to gain an electron in an atom of an element in gaseous state It involves the process"}
{"text": "Xg  e  Xg"}
{"text": "Electronegativity is the easetendency of gaining acquiring electrons by an element during chemical reactions"}
{"text": "It does not involve use of energy but theoretical arbitrary Paulings scale of measurements"}
{"text": "g i 5cm3 of sodium chloride Sodium bromide and Sodium iodide solutions were put separately in test tubes 5 drops of chlorine water was added to each test tube state and explain the observation made"}
{"text": "Observation"}
{"text": "Yellow colour of chlorine water fades in all test tubes expect with sodium chloride"}
{"text": "Coloured Solution formed"}
{"text": "Explanation"}
{"text": "Chlorine is more electronegative than bromine and iodine On adding chlorine water bromine and Iodine are displaced from their solutions by chlorine"}
{"text": "ii The experiment in g i was repeated with 5 drops of bromine water instead of chlorine water explain the observation made"}
{"text": "Observation"}
{"text": "Yellow colour of bromine water fades in test tube containing sodium iodide"}
{"text": "Brown solution formed in test tube containing sodium iodide"}
{"text": "Explanation"}
{"text": "Bromine is more electronegative than iodide but less 6than chlorine"}
{"text": "On adding Bromine water iodide displaced from its solution but not chlorine"}
{"text": "iii Using the knowledge in gi and ii above"}
{"text": "Complete the table below using X to show no reaction and  to show a reaction"}
{"text": "Write an ionic equation for the reaction where there is V"}
{"text": "F2 g 2Cl aq  2Faq  Cl2g"}
{"text": "F2 g 2Br aq  2Faq  Br2aq"}
{"text": "F2 g 2I aq  2Faq  I2aq"}
{"text": "Cl2 g  2Br aq  2Claq  Br2aq"}
{"text": "Cl2 g 2I aq  2Claq  I2aq"}
{"text": "Br2 aq 2I aq  2Braq  I2aq"}
{"text": "h State one uses of"}
{"text": "Fluorine"}
{"text": "Manufacture of PTFE Poly tetra fluoroethene synthetic fiber"}
{"text": "Reduce tooth decay when added in small amountsequations in tooth paste"}
{"text": "Note large small quantities of fluorine fluoride ions in water cause browning of teethflourosis"}
{"text": "Hydrogen fluoride is used to engrave word pictures in glass"}
{"text": "Bromine"}
{"text": "Silver bromide is used to make light sensitive photographic paperfilms"}
{"text": "Iodide"}
{"text": "Iodine dissolved in alcohol is used as medicine to kill bacteria in skin cuts It is called tincture of iodine"}
{"text": "The table below to show some compounds of halogens"}
{"text": "j i Using dot  and Cross x to represent electrons show the bonding in chlorine molecule"}
{"text": "Name the type of bond formed"}
{"text": "Covalent"}
{"text": "Below is the table showing the bond energy of four halogens"}
{"text": "Bond Bond energy k J mole1"}
{"text": "ClCl 242"}
{"text": "BrBr 193"}
{"text": "II 151"}
{"text": "What do you understand by the term bond energy"}
{"text": "Bond energy is the energy required to break form one mole of chemical bond"}
{"text": "Explain the trend in bond Energy of the halogens above"}
{"text": "Decrease down the group from chlorine to Iodine"}
{"text": "Atomic radius increase down the group decreasing the energy required to break the covalent bonds between the larger atom with reduced effective nuclear charge an outer energy level that take part in bonding"}
{"text": "k Some compounds of chlorine are in the table below the oxidation state of chlorine in each compound"}
{"text": "Compound Oxidation state Name of compound"}
{"text": "NaClO3 5 Sodium chlorate V"}
{"text": "ClO2 4 Chloric IV oxide"}
{"text": "KClO2 3 Potassium chlorate III"}
{"text": "NaClO 1 Sodium Chlorite I"}
{"text": "Cl2 0 Chlorine Molecule"}
{"text": "NaCl 1 Sodium Chloride I"}
{"text": "MgCl2 1 Magnesium Chloride I"}
{"text": "C HYDROGEN CHLORIDE"}
{"text": "Occurrence"}
{"text": "Hydrogen Chloride does not occur free in the atmosphere or in nature"}
{"text": "Preparation"}
{"text": "Hydrogen chloride may be prepared in the school laboratory by reacting solid sodiumpotassium chloride crystals with concentrated sulphuric Vi acid as in the set up below"}
{"text": "Properties of hydrogen chloride gasquestions"}
{"text": "What precautions should be taken when handling concentrated sulphuric acid Explain"}
{"text": "Wear protective clothinggloves to avoid accidental contact with skin"}
{"text": "Concentrated sulphuric VI acid is highly corrosiveit causes painful wounds when in contact with skin"}
{"text": "What method of gas collection is used Explain"}
{"text": "Downward delivery upward displacement of water"}
{"text": "Hydrogen chloride is denser than air"}
{"text": "a Write the equation for the reaction that takes place"}
{"text": "NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "KCls  H2SO4l  KHSO4aq  HClg"}
{"text": "NaCl is commonly used because it is cheaper than KCl"}
{"text": "b What property of concentrated sulphuric VI acid is used during the above reaction"}
{"text": "is the least volatile mineral acid thus displace the more volatile hydrogen chloride from its salt KClNaCl"}
{"text": "iWhat is the purpose of concentrated sulphuric VI acid"}
{"text": "Drying agent  to dry the gas"}
{"text": "ii What property of concentrated sulphuric VI acid is used during the above use"}
{"text": "Is hygroscopic  absorbs water but do not form solution"}
{"text": "iii Name another substance which can be used to dry chlorine gas"}
{"text": "anhydrous Calcium chloride"}
{"text": "silica gel"}
{"text": "ivUsing a chemical equation explain why anhydrous calcium oxide cannot be used in flask B"}
{"text": "Calcium oxide reacts with water moisture to form calcium hydroxide The calcium hydroxide formed reacts with chlorine to form calcium hypochlorite"}
{"text": "Chemical equations"}
{"text": "CaOs  2H2Ol  CaOH2aq  H2Ol"}
{"text": "CaOH2aq  Cl2 g  CaOCl2aq  H2Ol"}
{"text": "This reduces the amount of Chlorine produced"}
{"text": "dBlue and red litmus papers were dipped in the hydrogen chloride prepared above The Procedure was repeated with dampwetmoist litmus papers Explain the differences in observations made"}
{"text": "Dry blue litmus papers remain blue"}
{"text": "Dry red litmus papers remain red"}
{"text": "Dampmoistwet blue litmus papers turn red"}
{"text": "Dampmoistwet red litmus paper turns red"}
{"text": "Dry hydrogen chloride is a molecular compound that is joined by covalent bonds between the atoms The gas is polar thus dissolves in water and ionize completely to free H that are responsible to turning blue litmus paper red"}
{"text": "Dry hydrogen chloride gas was bubbled in two separately beakers containing water and in methylbenzene"}
{"text": "Classify the two solvents as either polar or nonpolar"}
{"text": "Water  polar"}
{"text": "Methylbenzene  nonpolar"}
{"text": "ii State and explain the observations made in the beaker containing"}
{"text": "iMethylbenzene"}
{"text": "Colour of litmus solution remain"}
{"text": "Hydrogen chloride is a molecular substance When dissolved in nonpolar solvent it does not dissociate  ionize to release H ions that changes the colour of litmus solution"}
{"text": "iiWater"}
{"text": "Colour of litmus solution change to red"}
{"text": "Hydrogen chloride is a molecular substance When dissolved in polar solvent like water it dissociateionize to release H ions that changes litmus solution to red"}
{"text": "iiiWhy should an inverted filter funnel be used to dissolve hydrogen chloride"}
{"text": "The filter funnel is dipped just below the water surface to increase the surface area of dissolving the gas and prevent suck back"}
{"text": "ivName the solution formed when hydrogen chloride dissolves in water"}
{"text": "Hydrochloric acid"}
{"text": "f Describe the test for presence of hydrogen chloride gas"}
{"text": "Dip a glass rod in ammonia Bring it to the mouth of a gas jar containing a gas suspected to be hydrogen chloride"}
{"text": "White fumes of ammonia chloride are formed"}
{"text": "g Place 5cm3 of dilute hydrochloric acid into a four separate test tubes To separate test tube add zinc magnesium iron and copper metals State and explain the observations made"}
{"text": "Observation"}
{"text": "Effervescencebubblesfizzing in all cases except copper"}
{"text": "Colourless solution formed with zinc and magnesium"}
{"text": "Green solution formed with ion"}
{"text": "Gas produced that extinguishes splint with explosion"}
{"text": "Explanation"}
{"text": "Metals above hydrogen in reactivity series react with hydrochloric and liberating hydrogen gas"}
{"text": "Chemical Equation"}
{"text": "Concentrated hydrochloric acid is a weak oxidizing agent than other concentrated acids ieSulphuric VI acid and nitric V acid that react with all metals even those lower in the reactivity series"}
{"text": "h Place 5cm3 of dilute hydrochloric acid into five separate test tubes To separate test tubes add calcium carbonate silver carbonate copper carbonate iron II carbonate and Sodium hydrogen carbonate Explain the observations made"}
{"text": "Observation"}
{"text": "Effervescencebubblesfizzing vigorously except in silver carbonate and lead II carbonate that stop later"}
{"text": "Colourless solution formed except with iron II carbonate and copper II carbonate"}
{"text": "Green solution formed with iron II carbonate"}
{"text": "Blue solution formed with copper II carbonate"}
{"text": "Explanation"}
{"text": "Carbonates and hydrogen carbonate react with dilute hydrochloric acid to produce carbon IV oxide water and form chlorides"}
{"text": "All chlorides formed are soluble Except Lead II Chloride soluble on heatingwarming and silver chloride"}
{"text": "Chemical equation"}
{"text": "CaCO3 s  2HClaq  CaCl2aq  H2Ol  CO2g"}
{"text": "Colourless solution"}
{"text": "Chemical equation"}
{"text": "Ag2CO3 s  2HClaq  AgCls  H2Ol  CO2g"}
{"text": "CoatsCover Ag2CO3"}
{"text": "Chemical equation"}
{"text": "CuCO3 s  2HClaq  CuCl2aq  H2Ol  CO2g"}
{"text": "Blue Solution"}
{"text": "Chemical equation"}
{"text": "FeCO3 s  2HClaq  FeCl2aq  H2Ol  CO2g"}
{"text": "Chemical equation"}
{"text": "NaHCO3 s  HClaq  NaClaq  H2Ol  CO2g"}
{"text": "Place 5cm3 of dilute sodium hydroxide Potassium hydroxide and aqueous ammonia solution into three separate test tubes Add one drop of phenolphthalein indicator drop wise add dilute hydrochloric acid Explain the observations made"}
{"text": "Observation"}
{"text": "Colour of Phenophthalein indicator change from pink to colourless"}
{"text": "Explanation"}
{"text": "Hydrochloric acid neutralizes alkalis to salt and water"}
{"text": "When all the alkali has reacted with the acid An extra slight excess acid turns the indicator used to colourless"}
{"text": "Chemical equation"}
{"text": "NaOHaq  HClaq  NaClaq  H2Ol"}
{"text": "Chemical equation"}
{"text": "KOHaq  HClaq  KClaq  H2Ol"}
{"text": "Chemical equation"}
{"text": "NH4OHaq  HClaq  NHaClaq  H2Ol"}
{"text": "j Place 5cm3 of hydrochloric acid into four separate test tube tubes Separately add about 1g of each of copper II Oxide Zinc II Oxide Lead II Oxide Calcium II Oxide What happens to each test tube Explain"}
{"text": "Observation"}
{"text": "All Solid dissolves except Lead II Oxide"}
{"text": "Colourless solution formed with zinc Oxide and calcium II Oxide blue solution formed with copper II Oxide"}
{"text": "Explanation"}
{"text": "Metal oxides dissolves in dilute hydrochloric acid to form water and chloride salt Insoluble Lead II chloride and silver chloride once formed covercoat unreacted oxides stopping further reaction"}
{"text": "Chemical equation CuOs  HCl aq  CaCl2aq  H2Ol"}
{"text": "Chemical equation CaOs  HCl aq  CaCl2 aq  H2O l"}
{"text": "Chemical equation PbOs  2HCl aq  PbCl2 aq  H2O l"}
{"text": "Chemical equation ZnOs  HCl aq  ZCl2 aq  H2O l"}
{"text": "k Manufacture of Hydrochloric acid"}
{"text": "i Raw Materials"}
{"text": "1 Hydrogen"}
{"text": "i During electrolysis of Brine from the flowing mercurycathode cell during the manufacture of sodium hydroxide solution"}
{"text": "iiFrom water gas by passing steam in heated charcoal"}
{"text": "Cs  H2O  COg  H2g"}
{"text": "iiiFrom partial oxidation of natural gasmethane"}
{"text": "CH4g  O2g  COg  3H2g"}
{"text": "2Chlorine"}
{"text": "iFrom electrolysis of fusedsolid sodium chloride in the downs process during extraction of sodium"}
{"text": "iiFrom electrolysis of brineconcentrated sodium chloride solution in the flowing mercurycathode during the manufacture of sodium hydroxide solution"}
{"text": "iiChemical processes"}
{"text": "Hydrogen and chlorine gases are separately passed through concentrated sulphuricVI acid to act as a drying agent"}
{"text": "Small amount of pure hydrogen is continuously ignited in a chamber with continous supply of pure dry chlorine"}
{"text": "Large amount of hydrogen explodes"}
{"text": "Hydrogen burns in chlorine to form hydrogen chloride gas"}
{"text": "Chemical Equation"}
{"text": "H2g  Clg  2HClg"}
{"text": "The hydrogen chloride produced is then passed up to meet a downward flow of water in the absorbtion chambers Hydrogen chloride is very soluble in water and dissolves to form 35 concentrated hydrochloric acid"}
{"text": "Chemical Equation"}
{"text": "HClg  aq  HClaq"}
{"text": "The absorption chamber is shelved and packed with broken glass beads to"}
{"text": "iSlow down the downward flow of water"}
{"text": "iiIncrease surface area over which the water dissolves"}
{"text": "The hydrochloric acid is then transported in steel tanks lined with rubber for market"}
{"text": "iiiUses of Hydrochloric Acid"}
{"text": "To standardize the pH of alcohol and wines"}
{"text": "Regenerating ionexchange resin during removal of hardness of water"}
{"text": "Pickling of metals to remove oside layers on their surfaces"}
{"text": "In the manufacture of dyes and drugs"}
{"text": "Making zinc chloride for making dry cells"}
{"text": "ivDiagram Showing Industrial manufacture"}
{"text": "iiEnvironmental effects of manufacturing HCl"}
{"text": "Hydrochloric acid is acidic Any leakage from a manufacturing plant to nearby riverslake causes exess acidity that lowers pH of water killing marine life"}
{"text": "Hydrogen chloride leakage into atmosphere dissolves to form acidic rain that accelerate corrosion in buildings Breathing problems to human beings and kill fauna and flora around the paint"}
{"text": "Chlorine leakage causes breathing and sight problems to human being It accelerates bleaching of dyed metals"}
{"text": "Hydrogen leakage can cause an explosion because impure hydrogen explodes on ignition"}
{"text": "Factors considered in setting hydrochloric acid manufacturing plant"}
{"text": "Nearness to the manufacturing of sodium hydroxide because the byproducts of electrolysis of brine are the raw materials for hydrochloric acid plant"}
{"text": "Availability of natural gas for extraction of hydrogen"}
{"text": "NearnessAvailability of water to dissolve the hydrogen chloride gas"}
{"text": "Availability of labour market capital and good means of transport"}
{"text": "D CHLORIDE Cl SALTS"}
{"text": "Occurrence"}
{"text": "Chlorides are salts derived from hydrochloric acid Hydrochloric acid is a monobasic HX salt with only one ionazablereplaceable H in its molecule All chlorides are therefore normal salts"}
{"text": "All metals exist as chloride salt except platinum and gold as below"}
{"text": "iBoth FeCl2 and FeCl3 exists but FeCl2 is readily oxidized to FeCl3 because it is more stable"}
{"text": "iiPbCl2 and PbCl4 exist but PbCl4 is only oxidized to form PbCl2 by using excess chlorine It is less stable"}
{"text": "iiiCuCl and CuCl2 exists but CuCl2 is thermodynamically more stable than CuCl CuCl disproportionate to Cu and CuCl2"}
{"text": "ivHgCl and HgCl2exists as molecular compounds"}
{"text": "All chlorides are solubledissolves in water except silver chlorideAgCl Copper I chloride CuCl Mercury I Chloride Hg2Cl2 and Lead II Chloride PbCl2 that dissolves in warm water"}
{"text": "Most chlorides are very stable compounds They do not decompose on gentle or strong bunsen burner heating in a school laboratory except Ammonium Chloride"}
{"text": "Heating ammonium chloride"}
{"text": "Place about 2g of solid ammonium chloride crystals in a clean dry boiling tubeHeat gently then strongly"}
{"text": "Observation"}
{"text": "red litmus paper turn blue"}
{"text": "blue litmus paper remains blue"}
{"text": "Then later"}
{"text": "both blue litmus papers turn red"}
{"text": "Explanation"}
{"text": "Ammonium chloride on heating decomposes through chemical sublimation to ammonia and hydrogen chloride gas Ammonia gas is less dense than hydrogen chloride It is a basic gas and diffuses out faster to turn red litmus paper to blue Hydrogen chloride is an acidic gas It is denser than ammonia gas and thus diffuses slower than ammonia gas to turn the already both blue litmus paper to red"}
{"text": "Chemical equation"}
{"text": "NH4Cls  HClg  NH3 g"}
{"text": "acidic gas basicalkaline gas"}
{"text": "Test for Cl ions"}
{"text": "The following experiment shows the test for the presence of Cl ions in solids chloride salts"}
{"text": "Procedure"}
{"text": "Place about 1g of sodium chloride Zinc chloride and copper II chloride in separate boiling tubes Place moist blue and red litmus papers on the mouth of the test tube Carefully add three drops of concentrated sulphuric VI acid"}
{"text": "Dip a glass rod in aqueous ammonia solution then bring it to the mouth of the boiling tube"}
{"text": "bExplanation"}
{"text": "Concentrated sulphuric VI acid is the less volatile mineral acid"}
{"text": "It vigorously displaces chlorine in metal chlorides to evolve acidic hydrogen chloride gas fumes"}
{"text": "Chemical equation"}
{"text": "NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "KCls  H2SO4l  KHSO4aq  HClg"}
{"text": "CuCl2s  H2SO4l  CuSO4aq  2HClg"}
{"text": "ZnCl2s  H2SO4l  ZnSO4aq  2HClg"}
{"text": "Hydrogen chloride and ammonia gases react and form white fumes of ammonium chloride that confirms presence of Cl ions in the solid substance"}
{"text": "Chemical equation"}
{"text": "NH3g  HClg  NH4Cls"}
{"text": "The following experiment shows the test for the presence of Cl ions in solution aqueous chloride salts"}
{"text": "iUsing aqueous Lead II nitrateV"}
{"text": "aProcedure"}
{"text": "IPlace about 5cm3 of sodium chloride Iron III chloride and copper II chloride in separate boiling tubes Add four drops of Lead II nitrateV solution to each Preserve"}
{"text": "IITo the preserved sample add six drops of nitric V acid Preserve"}
{"text": "III To the preserved sample heat the mixture to boil"}
{"text": "Explanation"}
{"text": "IWhen LeadII nitrateV solution is added to an unknown salt  a white precipitateppt of LeadII sulphateVI LeadII carbonateIV LeadII sulphateIV LeadII chlorideI are formed"}
{"text": "Ionic equation"}
{"text": "Pb2 aq  SO42aq  PbSO4s"}
{"text": "Pb2 aq  SO32aq  PbSO3s"}
{"text": "Pb2 aq  CO32aq  PbCO3s"}
{"text": "Pb2 aq  Claq  PbCl2s"}
{"text": "IIWhen the white precipitateppt formed is acidified with dilute nitricV acid the white precipitate of LeadII sulphateVI and LeadII chlorideI persistremain while that of LeadII carbonateIV and LeadII sulphateIV dissolves"}
{"text": "IIIOn heating warming Lead II chloride I dissolves but on cooling it recrystallizesThis shows the presence of Cl ions in aqueous solutions"}
{"text": "iiUsing aqueous silver I nitrateV"}
{"text": "Procedure"}
{"text": "I Place about 5cm3 of sodium chloride Iron III chloride and copper II chloride in separate boiling tubes Add four drops of silverI nitrateV solution to each Preserve"}
{"text": "II To the preserved sample add six drops of nitric V acid Preserve"}
{"text": "Explanation"}
{"text": "IWhen silverI nitrateV solution is added to an unknown salt  a white precipitate ppt of silverI carbonateIV and silverI chlorideI are formed"}
{"text": "Ionic equation"}
{"text": "2Ag aq  CO32aq  Ag2CO3s"}
{"text": "Ag aq  Claq  AgCls"}
{"text": "II When the white precipitateppt formed is acidified with dilute nitric V acid the white precipitate of silver I chloride I persistremain This shows the presence of Clions in aqueous solutions"}
{"text": "Silver I carbonate IV dissolves when reacted with nitric V acid"}
{"text": "COMPREHENSIVE REVISION QUESTIONS"}
{"text": "1 In an experiment dry hydrogen chloride gas was passed through heated zinc turnings as in the set up below The gas produced was the passed through copperII oxide"}
{"text": "Write the equation for the reaction"}
{"text": "iFor the school laboratory preparation of hydrogen chloride gas"}
{"text": "NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "iiin tube S"}
{"text": "Zns  2HClaq  ZnCl2aq  H2g"}
{"text": "bState and explain the observation made in tube V"}
{"text": "Observationscolour of solid changes from black to brown"}
{"text": "colourless liquid forms on the cooler parts of tube V"}
{"text": "ExplanationHydrogen produced in tube S reduces black copperII oxide to brown copper metal and the gas oxidized to water vapour that condense on cooler parts"}
{"text": "Chemical equation"}
{"text": "CuOs H2g Cus  H2Ol"}
{"text": "cHow would the total mass of tube S and tube V and their contents compare before and after the experiment"}
{"text": "Tube S Mass increaserise because Zinc combine with chlorine to form heavier Zinc Chloride"}
{"text": "Tube V Mass decreasefallslowers because copper II oxide is reduced to lighter copper and oxygen combine with hydrogen to form water vapour that escape"}
{"text": "2 Chlorine is prepared by using solid sodium chloride concentrated sulphuricVI acid and potassium manganateVII"}
{"text": "aWhat is the role of the following in the reaction"}
{"text": "i concentrated sulphuricVI"}
{"text": "To produce hydrogen chloride gas by reacting with the solid sodium chloride"}
{"text": "ii Potassium manganateVII"}
{"text": "To oxidize hydrogen chloride gas to chlorine"}
{"text": "3Use the flow chart below to answer the questions that follow"}
{"text": "ai Name"}
{"text": "gas X Hydrogen chloride"}
{"text": "solution W hydrochloric acid"}
{"text": "gas Q chlorine"}
{"text": "bleaching agent Z sodium chlorateV"}
{"text": "bWrite the chemical equation for the formation of"}
{"text": "i gas X"}
{"text": "NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "iisolution W"}
{"text": "HClg  aq  HClaq"}
{"text": "iiigas Q"}
{"text": "2KMnO4  16HClaq  2KClaq  2MnCl2aq  8H2Ol  5Cl2g"}
{"text": "ivbleaching agent Z"}
{"text": "6NaOHaq  3Cl2g NaClaq  NaClO3aq  3H2Ol"}
{"text": "cState and explain the following observations"}
{"text": "i a glass rod dipped in aqueous ammonia is brought near gas X"}
{"text": "Observation Dense white fumes"}
{"text": "ExplanationAmmonia gas reacts with hydrogen chloride gas to form dense white fumes of ammonium chloride"}
{"text": "Chemical equation NH3g HClg  NH4Cls"}
{"text": "iiWet blue and red litmus papers were dipped into gas Q"}
{"text": "Observations Blue litmus paper turned red the both are bleached"}
{"text": "decolorized"}
{"text": "Explanations chlorine reacts with water to form both acidic hydrochloric and chloric I acids that turn blue litmus paper red Unstable chloric I acid oxidizes the dye in the papers to colourless"}
{"text": "Chemical equations"}
{"text": "Cl2g  HClaq HClaq  HClOaq"}
{"text": "Coloured dye HClOaq HClaq  Colourless dye O"}
{"text": "Coloured dyeO  HClOaq HClaq  Colourless dye"}
{"text": "4Use the flow chart below to answer the questions that follow"}
{"text": "Name"}
{"text": "Liquid A Concentrated sulphuricVI acid"}
{"text": "Process Z Neutralization"}
{"text": "White solid X Ammonium chloride"}
{"text": "bWrite the equation for the formation of"}
{"text": "i Hydrogen chloride"}
{"text": "NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "ii B"}
{"text": "HClg  aq  HClaq"}
{"text": "iiiprocess Z using ionic equation"}
{"text": "H aq  OHaq  H2Ol"}
{"text": "ivC using ionic equation"}
{"text": "Ag aq  Claq  AgCls"}
{"text": "cDescribe how solution B is obtained"}
{"text": "Bubbling hydrogen chloride gas through inverted funnel into distilled water until no more dissolve"}
{"text": "5 The results obtained when halogens are bubbled into test tubes containing solutions of halide AB and C is as in the table below Tickv means a reaction took place Crossx means no reaction took place"}
{"text": "aIdentify the halide ions represented by letter"}
{"text": "A Cl"}
{"text": "B I"}
{"text": "C Br"}
{"text": "bWrite the ionic equation for the reaction that take place with halide"}
{"text": "i C"}
{"text": "Cl2g  2Braq  2Claq  Br2aq"}
{"text": "ii B"}
{"text": "Cl2g  2Braq  2Claq  Br2aq"}
{"text": "Cl2g  2Iaq  2Claq  I2aq"}
{"text": "6The diagram below shows a set up of apparatus for the school laboratory collection of dry chlorine gas"}
{"text": "aName"}
{"text": "i Substance Q"}
{"text": "Concentrated hydrochloric acid"}
{"text": "ii Suitable drying agent L"}
{"text": "Concentrated sulphuric VI acid"}
{"text": "anhydrous calcium chloride"}
{"text": "silica gel"}
{"text": "b State a missing condition for the reaction to take place faster"}
{"text": "HeatHeating"}
{"text": "c Red and blue litmus papers were dipped into the chlorine gas from the above set up State and explain the observations made"}
{"text": "Observation Blue litmus paper remains blue Red litmus paper remain red"}
{"text": "Explanation Dry chlorine has no effect on dry litmus papers"}
{"text": "d Write the equation for the reaction taking place in the conical flask"}
{"text": "MnO4 s  4HClaq  MnCl2aq  2H2Ol  Cl2g"}
{"text": "e Name two other substances that can be used in place of MnO2"}
{"text": "LeadIV oxide PbO2"}
{"text": "Potassium manganateVIKMnO4"}
{"text": "Potassium dichromateK2Cr2O4"}
{"text": "Bleaching powderCaOCl2"}
{"text": "7 The set up below shows the apparatus used to prepare and collect anhydrous ironIII chloride"}
{"text": "aName salt K"}
{"text": "IronIIIcchloride"}
{"text": "Write the equation for the reaction for the formation of salt K"}
{"text": "2Fes  3Cl2 g  2FeCl3 sg"}
{"text": "State and explain the following"}
{"text": "iSmall amount of water is added to iron II chloride in a test tube then shaken"}
{"text": "Solid dissolves to form a green solution IronII chloride is soluble in water"}
{"text": "iiIThree drops of aqueous sodium hydroxide is added to aqueous ironII chloride and then added excess of the alkali"}
{"text": "Observation"}
{"text": "Green precipitate is formed that persistremain insoluble in excess akali"}
{"text": "Explanation"}
{"text": "IronII chloride reacts with aqueous sodium hydroxide to form a green precipitate of ironII hydroxide"}
{"text": "Ionic equation"}
{"text": "Fe2aq  OHaq  FeOH2s"}
{"text": "IISix drops of hydrogen peroxide is added to the mixture in dii above"}
{"text": "Observation"}
{"text": "Effervescencebubblingfizzing take place and the green precipitate dissolve to form a yellowbrown solution"}
{"text": "Explanation"}
{"text": "hydrogen peroxide oxidizes green Fe2to yellow brown Fe3solution"}
{"text": "9Use the flow chart below to answer the questions that follow"}
{"text": "a Write the chemical equation for the formation of gas A"}
{"text": "NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "b Identify"}
{"text": "i four possible ions that can produce white precipitate B"}
{"text": "SO42SO32 CO32 Cl"}
{"text": "iitwo possible ions that can produce"}
{"text": "IWhite precipitate C"}
{"text": "SO42Cl"}
{"text": "IIcolourless solution D"}
{"text": "SO32 CO32"}
{"text": "iiipossible ions present in"}
{"text": "IWhite precipitate E"}
{"text": "SO42"}
{"text": "IIcolourless solution F"}
{"text": "Cl"}
{"text": "11 Below is a set up in the preparation of a particular salt Study it and answer the questions that follow"}
{"text": "State the observation made when aluminium wool is heated"}
{"text": "Glows red hot"}
{"text": "bi Identify salt A"}
{"text": "aluminiumIII chloride AlCl3"}
{"text": "iiWrite the equation for the formation of salt A"}
{"text": "2Als  3Cl2g  2AlCl3sg"}
{"text": "iiiWhat property of salt A is exhibited as shown in the experiment"}
{"text": "It sublimessublimation"}
{"text": "ivCalculate the minimum volume of chlorine required to form 700kg of ironIII chloride at room temperatureFe 560 Cl355 1 mole of a gas 24000cm3 1000g  1kg"}
{"text": "Mole ratio Fe  Cl2  2 3 molar mass FeCl3  1625g"}
{"text": "Method 1"}
{"text": "2 x 1625 g FeCl3  3x 22400 cm3 Cl2"}
{"text": "700 x1000 gFeCl3  700 x1000 x3 x224002 x 1625"}
{"text": "14474 x 108 cm3"}
{"text": "Method 2"}
{"text": "Moles of FeCl3 mass molar mass"}
{"text": "700 x 1000  1625  43076923 moles"}
{"text": "Moles of Cl2 32 moles of FeCl3"}
{"text": "32 x 43076923  64615385 moles"}
{"text": "Volume of chlorine moles x molar gas volume"}
{"text": "64615385 x 24000  15508 x 108 cm3"}
{"text": "c Name another metal that can produce similar results as salt K"}
{"text": "Iron"}
{"text": "di What is the purpose of anhydrous calcium chloride"}
{"text": "ensure the apparatus are water free"}
{"text": "prevent water from the atmosphere from entering and alteringhydrolysing salt A"}
{"text": "ii Write the equation for the reaction that take place if anhydrous calcium chloride is not used in the above set up"}
{"text": "AlCl3s  3H2Ol  AlOH3aq  3HClg"}
{"text": "iii Write the equation for the reaction that take place when Iron metal is reacted with dry hydrogen chloride gas"}
{"text": "Fes  2HClg  FeCl2s  H2g"}
{"text": "ivCalculate the mass of IronIIchloride formed when 60cm3 of hydrogen chloride at rtp is completely reacted 1 mole of a gas 24dm3 at rtp Fe  56O Cl 355"}
{"text": "Chemical equation Fes  2HClg  FeCl2s  Cl2g"}
{"text": "Mole ratio HCl FeCl2  11"}
{"text": "Molar mass FeCl2  127g"}
{"text": "Moles of HCl used  60cm3 24000cm3  25 x 10 3 moles"}
{"text": "Moles of FeCl2  Moles of HCl  25 x 10 3 moles"}
{"text": "Mass of FeCl2  moles x molar mass  25 x 10 3 x 127 03175g"}
{"text": "12Study the flow chart below and use it to answer the questions that follow"}
{"text": "aIdentify substance"}
{"text": "P IronII chlorideFeCl2"}
{"text": "Q Chlorine  Cl2"}
{"text": "R IronIII chlorideFeCl3"}
{"text": "bWrite the equation for the reaction for the formation of"}
{"text": "i gas Q"}
{"text": "2KMnO4 s  16HClaq  2KClaq  2MnCl2aq  8H2Ol  5Cl2g"}
{"text": "ii the green precipitate using ionic equation"}
{"text": "Ionic equation"}
{"text": "Fe2aq  2OHaq  FeOH2s"}
{"text": "ii the brown precipitate using ionic equation"}
{"text": "Ionic equation"}
{"text": "Fe3aq  3OHaq  FeOH3s"}
{"text": "cA glass rod was dipped in aqueous ammonia The rod was then brought near hydrogen chloride State and explain the observation made"}
{"text": "Observation"}
{"text": "White fumes"}
{"text": "Explanation"}
{"text": "Ammonia gas reacts with hydrogen chloride gas to form white fumes of ammonium chloride"}
{"text": "Chemical equation"}
{"text": "NH3g  HClg  NH4Cls"}
{"text": "13 Using dotand crossxto represent electronsshow the bonding in aluminium chloride in vapour phase"}
{"text": "bHow many electrons in"}
{"text": "ialuminium atoms are used in bonding"}
{"text": "Six electronsthree valence electrons in each aluminium atom"}
{"text": "iichlorine atoms atoms are used in dativebonding"}
{"text": "four electronstwo lone pairs of valence electrons in two chlorine atoms"}
{"text": "iiithe molecule are used in bonding"}
{"text": "Sixteen electrons"}
{"text": "six valence electrons from aluminium atom through covalent bond"}
{"text": "six valence electrons from chlorine atoms through covalent bond"}
{"text": "four valence electrons from chlorine atoms through dative bond"}
{"text": "cHow many lone pair of electrons do not take part in bonding within the molecule"}
{"text": "Sixteen16 lone pairs from six chlorine atoms32 electrons"}
{"text": "dAluminium chloride does not conduct electricity in molten state but Magnesium chloride conduct"}
{"text": "Aluminium chloride is a molecular compound that has no free mobile Al3 and Cl ions which are responsible for conducting electricity Magnesium chloride has free mobile Mg2 and Cl ions because it is an ionic compound"}
{"text": "8 Use the flow chart below to answer the questions that follow"}
{"text": "aWrite an equation for the school laboratory formation of hydrogen chloride gas"}
{"text": "NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "KCls  H2SO4l  KHSO4aq  HClg"}
{"text": "bName"}
{"text": "I solid Y Iron II chloride FeCl2"}
{"text": "II green precipitateIron II hydroxide Fe OH2"}
{"text": "III Gas Y Chlorine Cl2"}
{"text": "IV Bleaching agent A Sodium hypochlorite NaOCl"}
{"text": "cBlue and red litmus papers were dipped into bleaching agent A Write the equation for the reaction that takes place"}
{"text": "Coloured dye NaOClaq NaClaq  Colourless dye  O"}
{"text": "Coloured dyeO  NaOClaq NaClaq  Colourless dye"}
{"text": "dState four uses of gas Z"}
{"text": "Bleaching agent"}
{"text": "Manufacture of hydrochloric acid"}
{"text": "Chlorination of water to kill germs"}
{"text": "Manufacture of PVC pipes"}
{"text": "CHEMISTRY OF NITROGEN"}
{"text": "ANITROGEN"}
{"text": "a Occurrence"}
{"text": "Nitrogen is found in the atmosphere occupying about 78 by volume of air"}
{"text": "Proteins amino acids polypeptides in living things contain nitrogen"}
{"text": "b Isolation of nitrogen from the air"}
{"text": "Nitrogen can be isolated from other gases present in air like oxygen water vapour carbon IV oxide and noble gases as in the school laboratory as in the flow chart below"}
{"text": "Water is added slowly into an empty flask which forces the air out into another flask containing concentrated sulphuric VI acid Concentrated sulphuric VI acid is hygroscopic It therefore absorbremove water present in the air sample"}
{"text": "More water forces the air into the flask containing either concentrated sodium hydroxide or potassium hydroxide solution These alkalis react with carbon IV oxide to form the carbonates and thus absorbsremove carbon IV oxide present in the air sample"}
{"text": "Chemical equation 2NaOH aq  CO2 g  Na2CO3 aq  H2Ol"}
{"text": "Chemical equation 2KOH aq  CO2 g  K2CO3 aq  H2Ol"}
{"text": "More water forces the air through a glass tube packed with copper turnings Heated brown copper turnings react with oxygen to form black copper II oxide"}
{"text": "Chemical equation 2Cu s  O2 g  CuO s"}
{"text": "brown black"}
{"text": "The remaining gas mixture is collected by upward deliverydownward displacement of waterover water It contains about 99 nitrogen and 1 noble gases"}
{"text": "On a large scale for industrial purposes nitrogen is got from fractional distillation of air"}
{"text": "c Nitrogen from fractional distillation of air"}
{"text": "For commercial purposes nitrogen is got from the fractional of air"}
{"text": "Air is first passed through a dust precipitatorfilter to remove dust particles"}
{"text": "The air is then bubbled through either concentrated sodium hydroxide or potassium hydroxide solution to removeabsorb CarbonIV oxide gas"}
{"text": "Chemical equation 2NaOH aq  CO2 g  Na2CO3 aq  H2Ol"}
{"text": "Chemical equation 2KOH aq  CO2 g  K2CO3 aq  H2Ol"}
{"text": "Air mixture is the cooled to 25oCAt this temperature water vapour  liquidifies and then solidify to ice and thus removed"}
{"text": "The air is further cooled to 200oC during which it forms a blue liquid"}
{"text": "The liquid is then heated Nitrogen with a boiling point of 196oC distils first then Argon at186oC and then finally Oxygen at 183oC boils last"}
{"text": "c School laboratory preparation of Nitrogen"}
{"text": "The diagram below shows the set up of the school laboratory preparation of nitrogen gas"}
{"text": "dProperties of Nitrogen gasQuestions"}
{"text": "1Write the equation for the reaction for the school laboratory preparation of nitrogen gas"}
{"text": "Chemical equation NH4Cl s  NaNO2sNaCl g NH4NO2 s"}
{"text": "Chemical equation NH4NO2 s  N2 g  H2O l"}
{"text": "2 State three physical properties of nitrogen gas"}
{"text": "colourless odourless less dense than air neutral and slightly soluble in water"}
{"text": "3 State and explain the observation made when a burning magnesium ribbon is lowered in a gas jar containing nitrogen gas"}
{"text": "Observation It continues burning with a blight blindening flame forming white ash"}
{"text": "Explanation"}
{"text": "Magnesium burns to produce enough heat energy to reacts with nitrogen to form white magnesium nitride"}
{"text": "Chemical equation3Mg s  N2 g  Mg3N2 s"}
{"text": "white ashsolid"}
{"text": "4 State two main uses of nitrogen gas"}
{"text": "manufacture of ammonia from Haber process"}
{"text": "As a refrigerant in storage of semen for Artificial insemination"}
{"text": "B OXIDES OF NITROGEN"}
{"text": "Nitrogen forms three main oxides"}
{"text": "iNitrogenI oxideN2O"}
{"text": "ii NitrogenII oxide NO"}
{"text": "iii Nitrogen IV oxide NO2"}
{"text": "i Nitrogen I oxideN2O"}
{"text": "a Occurrence"}
{"text": "Nitrogen I oxide does not occur naturally but prepared in a laboratory"}
{"text": "bPreparation"}
{"text": "The set up below shows the set up of apparatus that can be used to prepare Nitrogen I oxide in a school laboratory"}
{"text": "c Properties of nitrogen I oxide Questions"}
{"text": "1 Write the equation for the reaction for the school laboratory preparation of Nitrogen I oxide"}
{"text": "Chemical equation NH4NO2s  H2O l  N2O g"}
{"text": "2a State and explain three errors made in the above set up"}
{"text": "Oxygen is being generated instead of Nitrogen I oxide"}
{"text": "Ammonium NitrateV should be used instead of potassium manganateVI and manganeseIVoxide"}
{"text": "b State three physical properties of Nitrogen I oxide"}
{"text": "slightly soluble in water"}
{"text": "colourless"}
{"text": "odourless"}
{"text": "less dense than air"}
{"text": "slightly sweet smell"}
{"text": "3 State and explain the observation made when a burning magnesium ribbon is lowered in a gas jar containing Nitrogen I oxide"}
{"text": "Observation  Continues to burn with a bright flame"}
{"text": "White solidresidue is formed"}
{"text": "ExplanationMagnesium burns in air to produce enough heatenergy splitbreak Nitrogen I oxide gas into free Nitrogen and oxygen then continues to burn in oxygen to form white solidash of Magnesium oxide"}
{"text": "Chemical equation"}
{"text": "Mgs  N2O g MgO s  N2g"}
{"text": "4 State and explain the observation made when the following non metals are burnt then lowered in a gas jar containing Nitrogen I oxide"}
{"text": "a Carboncharcoal"}
{"text": "Observation  Continues to burn with an orange glow"}
{"text": "colorless gas is formed that forms white precipitate with lime water"}
{"text": "ExplanationCarboncharcoal burns in air to produce enough heatenergy splitbreak Nitrogen I oxide gas into free Nitrogen and oxygen then continues to burn in oxygen to form carbon IV oxide gas Carbon IV oxide gas reacts to form a white precipitate with lime water"}
{"text": "Chemical equation Cs  2N2O g CO2 g  2N2g"}
{"text": "b Sulphur powder"}
{"text": "Observation  Continues to burn with a blue flame"}
{"text": "colorless gas is formed that turn orange acidified potassium dichromate VI to green"}
{"text": "ExplanationSulphur burns in air to produce enough heatenergy splitbreak Nitrogen I oxide gas into free Nitrogen and oxygen then continues to burn in oxygen to form sulphur IV oxide gas Sulphur IV oxide gas turns orange acidified potassium dichromate VI to green"}
{"text": "Chemical equation Ss  2N2O g SO2 g  2N2g"}
{"text": "5 State two uses of nitrogen I oxide"}
{"text": "As laughing gas because as anesthesia the patient regain consciousness laughing hysterically after surgery"}
{"text": "improves engine efficiency"}
{"text": "6 State three differences between nitrogen I oxide and oxygen"}
{"text": "Oxygen is odourless while nitrogen I oxide has faint sweet smell"}
{"text": "Both relightrekindle a glowing wooden splint but Oxygen can relight a feeble glowing splint while nitrogen I oxide relights well lit splint"}
{"text": "Both are slightly soluble in water but nitrogen I oxide is more soluble"}
{"text": "ii Nitrogen II oxide NO"}
{"text": "a Occurrence"}
{"text": "Nitrogen II oxide does not occur naturally but prepared in a laboratory"}
{"text": "bPreparation"}
{"text": "The set up below shows the set up of apparatus that can be used to prepare Nitrogen II oxide in a school laboratory"}
{"text": "c Properties of nitrogen II oxide Questions"}
{"text": "Write the equation for the reaction for the school laboratory preparation of Nitrogen II oxide"}
{"text": "Chemical equation 3Cus  8HNO3aq  4H2O l2NO g 2CuNO32aq"}
{"text": "Chemical equation 3Zns  8HNO3aq  4H2O l2NO g 2ZnNO32aq"}
{"text": "Chemical equation 3Mgs  8HNO3aq  4H2O l2NO g2MgNO32aq"}
{"text": "2 State three physical properties of Nitrogen II oxide"}
{"text": "insoluble in water"}
{"text": "colourless"}
{"text": "odourless"}
{"text": "denser dense than air"}
{"text": "has no effect on both blue and red litmus papers"}
{"text": "State and explain the observation made when a burning magnesium ribbon is lowered in a gas jar containing Nitrogen II oxide"}
{"text": "Observation  Continues to burn with a bright flame"}
{"text": "White solidresidue is formed"}
{"text": "ExplanationMagnesium burns in air to produce enough heatenergy splitbreak Nitrogen II oxide gas into free Nitrogen and oxygen then continues to burn in oxygen to form white solidash of Magnesium oxide"}
{"text": "Chemical equation 2Mgs  2NO g 2MgO s  N2g"}
{"text": "State and explain the observation made when the following non metals are burnt then lowered in a gas jar containing Nitrogen II oxide"}
{"text": "a Carboncharcoal"}
{"text": "Observation  Continues to burn with an orange glow"}
{"text": "colorless gas is formed that forms white precipitate with lime water"}
{"text": "ExplanationCarboncharcoal burns in air to produce enough heatenergy splitbreak Nitrogen II oxide gas into free Nitrogen and oxygen then continues to burn in oxygen to form carbon IV oxide gasCarbon IV oxide gas reacts to form a white precipitate with lime water"}
{"text": "Chemical equation Cs  2NO g CO2 g  N2g"}
{"text": "b Sulphur powder"}
{"text": "Observation  Continues to burn with a blue flame"}
{"text": "colorless gas is formed that turn orange acidified potassium dichromate VI to green"}
{"text": "ExplanationSulphur burns in air to produce enough heatenergy splitbreak Nitrogen II oxide gas into free Nitrogen and oxygen then continues to burn in oxygen to form sulphur IV oxide gasSulphur IV oxide gas turns orange acidified potassium dichromate VI to green"}
{"text": "Chemical equation Ss  N2O g SO2 g  N2g"}
{"text": "c Phosphorus"}
{"text": "Observation  Continues to produce dense white fumes"}
{"text": "ExplanationPhosphorus burns in air to produce enough heatenergy splitbreak Nitrogen II oxide gas into free Nitrogen and oxygen then continues to burn in oxygen to form dense white fumes of phosphorus V oxide gas"}
{"text": "Chemical equation 4Ps  10NO g 2P2O5g  5N2g"}
{"text": "5 State one use of nitrogen II oxide"}
{"text": "As an intermediate gas in the Ostwalds process for manufacture of nitricV gas"}
{"text": "6 State and explain the observation made when nitrogen II oxide is exposed to the atmosphere"}
{"text": "Observationbrown fumes producedevolved that turn blue litmus paper red"}
{"text": "Explanation Nitrogen II oxide gas on exposure to air is quickly oxidized by the air oxygen to brown nitrogen IV oxide gas Nitrogen IV oxide gas is an acidic gas"}
{"text": "Chemical equation 2NO g O2g 2NO2 g"}
{"text": "colorless brown"}
{"text": "ii Nitrogen IV oxide NO2"}
{"text": "a Occurrence"}
{"text": "Nitrogen IV oxide occurs naturally from active volcanic areas"}
{"text": "formed from incomplete combustion of the internal combustion engine of motor vehicle exhaust fumes"}
{"text": "from lightening"}
{"text": "bPreparation"}
{"text": "The set up below shows the set up of apparatus that can be used to prepare Nitrogen IV oxide in a school laboratory"}
{"text": "c Properties of nitrogen IVoxide Questions"}
{"text": "1 Write the equation for the reaction for the school laboratory preparation of Nitrogen II oxide"}
{"text": "Chemical equation Cus  4HNO3aq  2H2O l2NO 2g CuNO32aq"}
{"text": "Chemical equation Zns  4HNO3aq  2H2O l2NO 2g ZnNO32aq"}
{"text": "Chemical equation Fes  4HNO3aq  2H2O l2NO 2g FeNO32aq"}
{"text": "2 State three physical properties of Nitrogen IV oxide"}
{"text": "solubledissolves in water"}
{"text": "brown in colour"}
{"text": "has pungent irritating poisonous odoursmell"}
{"text": "denser dense than air"}
{"text": "turns blue litmus papers to red"}
{"text": "3 State and explain the observation made when Nitrogen IV oxidegas is bubbled in water"}
{"text": "ObservationThe gas dissolves and thus brown colour of the gas fades"}
{"text": "A colourless solution is formed"}
{"text": "solution formed turns blue litmus papers to red"}
{"text": "solution formed has no effect on red"}
{"text": "ExplanationMagnesium burns in air to produce enough heatenergy splitbreak Nitrogen IV oxide gas dissolves then react with water to form an acidic mixture of nitricV acid andnitricIII acid"}
{"text": "Chemical equationH2O l  2NO 2gHNO3aq  HNO2aq"}
{"text": "nitricV acid nitricIII acid"}
{"text": "4 State and explain the observation made when a test tube containing Nitrogen IV oxide is cooled then heated gently then strongly"}
{"text": "Observation on cooling"}
{"text": "Brown colour fades"}
{"text": "Yellow liquid formed"}
{"text": "Observation on gentle heating"}
{"text": "Brown colour reappears"}
{"text": "Yellow liquid formed changes to brown fumesgas"}
{"text": "Observation on gentle heating"}
{"text": "Brown colour fades"}
{"text": "brown fumesgas changes to a colourless gas"}
{"text": "ExplanationBrown nitrogen IV oxide gas easily liquefies to yellow dinitrogen tetraoxide liquidWhen the yellow dinitrogen tetraoxide liquid is gently heated it changes back to the brown nitrogen IV oxidegasWhen the brown nitrogen IV oxide gas is strongly heated it decomposes to colourless mixture of Nitrogen II oxide gas and Oxygen"}
{"text": "Chemical equation O2s  2NO g  2NO2 g  N2O4l"}
{"text": "colourless gases brown gas yellow liquid"}
{"text": "5 State and explain the observation made when a burning magnesium ribbon is lowered in a gas jar containing Nitrogen IV oxide"}
{"text": "Observation  Continues to burn with a bright flame"}
{"text": "White solidresidue is formed"}
{"text": "Brown fumescolour fades"}
{"text": "ExplanationMagnesium burns in air to produce enough heatenergy splitbreak brown Nitrogen IV oxide gas into free colourless Nitrogen and oxygen then continues to burn in oxygen to form white solidash of Magnesium oxide"}
{"text": "Chemical equation 4Mgs  2NO 2g 4MgO s  N2g"}
{"text": "4 State and explain the observation made when the following non metals are burnt then lowered in a gas jar containing Nitrogen IV oxide"}
{"text": "a Carboncharcoal"}
{"text": "Observation  Continues to burn with an orange glow"}
{"text": "Brown fumescolour fades"}
{"text": "colorless gas is formed that forms white precipitate with lime water"}
{"text": "ExplanationCarboncharcoal burns in air to produce enough heatenergy splitbreak brown Nitrogen IV oxide gas into free colourless Nitrogen and oxygen then continues to burn in oxygen to form carbon IV oxide gasCarbon IV oxide gas reacts to form a white precipitate with lime water"}
{"text": "Chemical equation2Cs  2NO 2g 2CO2 g  N2g"}
{"text": "b sulphur powder"}
{"text": "Observation  Continues to burn with a blue flame"}
{"text": "Brown fumescolour fades"}
{"text": "colorless gas is formed that turn orange acidified potassium dichromate VI to green"}
{"text": "ExplanationSulphur burns in air to produce enough heatenergy splitbreak brown Nitrogen IV oxide gas into free colourless Nitrogen and oxygen then continues to burn in oxygen to form sulphur IV oxide gasSulphur IV oxide gas turns orange acidified potassium dichromate VI to green"}
{"text": "Chemical equation2Ss  2NO2 g 2SO2 g  N2g"}
{"text": "c Phosphorus"}
{"text": "Observation Continues to produce dense white fumes"}
{"text": "Brown fumescolour fades"}
{"text": "ExplanationPhosphorus burns in air to produce enough heatenergy splitbreak brown Nitrogen IV oxide gas into free colourless Nitrogen and oxygen then continues to burn in oxygen to form dense white fumes of phosphorus V oxide gas"}
{"text": "Chemical equation 8Ps  10NO2 g 4P2O5g  5N2g"}
{"text": "5 State two uses of nitrogen IV oxide"}
{"text": "In theOstwald process for industrial manufacture of nitric V gas"}
{"text": "In the manufacture of TNT explosives"}
{"text": "6 State and explain the observation made when nitrogen II oxide is exposed to the atmosphere"}
{"text": "Observationbrown fumes producedevolved that turn blue litmus paper red"}
{"text": "Explanation Nitrogen II oxide gas on exposure to air is quickly oxidized by the air oxygen to brown nitrogen IV oxide gas Nitrogen IV oxide gas is an acidic gas"}
{"text": "Chemical equation 2NO g  O2g  2NO2 g"}
{"text": "colourless brown"}
{"text": "C AMMONIA NH3"}
{"text": "Ammonia is a compound of nitrogen and hydrogen only It is therefore a hydride of nitrogen"}
{"text": "a Occurrence"}
{"text": "Ammonia gas occurs naturally from urine of mammals and excretion of birds"}
{"text": "formed in the kidney of human beings"}
{"text": "bPreparation"}
{"text": "The set up below shows the set up of apparatus that can be used to prepare dry Ammonia gas in a school laboratory"}
{"text": "Set up method 1"}
{"text": "1 Write the equation for the reaction taking place in"}
{"text": "Method 1"}
{"text": "Chemical equation"}
{"text": "Ca OH2s  NH4 ClsCaCl2 aq  H2Ol  2NH3g"}
{"text": "bMethod 2"}
{"text": "Chemical equation"}
{"text": "NaOH aq  NH4 Claq  NaCl aq  H2Ol  NH3g"}
{"text": "2 State three physical properties of ammonia"}
{"text": "has a pungent choking smell of urine"}
{"text": "Colourless"}
{"text": "Less dense than air hence collected by upward delivery"}
{"text": "Turns blue litmus paper blue thus is the only naturally occurring basic gas at this level"}
{"text": "3 Calcium oxide is used as the drying agent Explain why calcium chloride and concentrated sulphuricVI acid cannot be used to dry the gas"}
{"text": "Calcium chloride reacts with ammonia forming the complex compound CaCl28H2O"}
{"text": "Chemical equation CaCl2 s  8NH3g  CaCl2 8NH3g"}
{"text": "Concentrated sulphuricVI acid reacts with ammonia forming ammonium sulphateVI salt compound"}
{"text": "Chemical equation 2NH3g H2SO4l NH42SO4aq"}
{"text": "4 Describe the test for the presence of ammonia gas"}
{"text": "Using litmus paper"}
{"text": "Dip moistdampwet blue and red litmus papers in a gas jar containing a gas suspected to be ammoniaThe blue litmus paper remain blue and the red litmus paper turns blueAmmonia is the only basic gasAt this level"}
{"text": "Using hydrogen chloride gas"}
{"text": "Dip a glass rod in concentrated hydrochloric acid Bring the glass rod near the mouth of a gas jar suspected to be ammonia White fumes of ammonium chlorideare producedevolved"}
{"text": "5 Describe the fountain experiment to show the solubility of ammonia"}
{"text": "Ammonia is very soluble in water"}
{"text": "When a drop of water is introduced into flask containing ammonia it dissolves all the ammonia in the flask If water is subsequently allowed into the flask through a small inlet atmospheric pressure forces it very fast to occupy the vacuum forming a fountain If the water contains threefew drops of litmus solution the litmus solution turns blue because ammonia is an alkalinebasic gas If the water contains threefew drops of phenolphthalein indicator the indicator turns pink because ammonia is an alkalinebasic gas SulphurIVoxide and hydrogen chloride gas are also capable of the fountain experiment  If the water contains threefew drops of phenolphthalein indicator the indicator turns colourless because both SulphurIV oxide and hydrogen chloride gas are acidic gases"}
{"text": "6 State and explain the observation made when hot platinum nichrome wire is placed over concentrated ammonia solution with Oxygen gas bubbled into the mixture"}
{"text": "Observations"}
{"text": "Hot platinum nichrome wire continues to glow red hot"}
{"text": "Brown fumes of a gas are produced"}
{"text": "Explanation"}
{"text": "Ammonia reacts with Oxygen on the surface of the wire This reaction is exothermic producing a lot of heatenergy that enables platinum wire to glow red hot Ammonia is oxidized to NitrogenIIoxide gas and water Hot platinum nichrome wire acts as catalyst to speed up the reaction NitrogenIIoxide gas is further oxidized to brown NitrogenIVoxide gas on exposure to air"}
{"text": "Chemical equation"}
{"text": "i4NH3g  5O2g Pt 4NOg  6H2Ol"}
{"text": "ii2NOg  O2g  2NO2g"}
{"text": "7 Ammonia gas was ignited in air enriched with Oxygen gas State and explain the observations made"}
{"text": "Observations"}
{"text": "Ammonia gas burns with a green flame"}
{"text": "Colourless gas produced"}
{"text": "Explanation"}
{"text": "Ammonia gas burns with a green flame in air enriched with Oxygen to from Nitrogen gas and water"}
{"text": "Chemical equation"}
{"text": "2NH3g  O2g  N2g  3H2Ol"}
{"text": "8 Dry ammonia was passed through heated copperIIOxide as in the set up below"}
{"text": "aState the observations made in tube K"}
{"text": "Colour changes from black to brown"}
{"text": "Colourless liquid droplet form on the cooler parts of tube K"}
{"text": "biIdentify liquid L"}
{"text": "Water H2Ol"}
{"text": "iiExplain a chemical and physical test that can be used to identify liquid L"}
{"text": "Chemical test"}
{"text": "i Add threefew drops of liquid L into anhydrous copperIIsulphateVI"}
{"text": "Colour changes from white to blue"}
{"text": "ExplanationWater changes white anhydrous copperIIsulphateVI to blue hydrated copperIIsulphateVI"}
{"text": "ii Add threefew drops of liquid L into anhydrous cobaltIIChloride"}
{"text": "Colour changes from blue to pink"}
{"text": "ExplanationWater changes blue anhydrous cobaltIIChloride to pink hydrated cobaltIIChloride"}
{"text": "Physical test"}
{"text": "iHeat the liquid It boils at 100oC at sea level 1atmosphere pressure760mmHg pressure 101300Pa101300Nm2"}
{"text": "iiCool the liquid It freezes at 00oC"}
{"text": "iiiDetermine the density It is 10gcm3"}
{"text": "cWrite the equation for the reaction that take place"}
{"text": "2NH3g  3CuOs  N2g  3H2Ol  3Cus"}
{"text": "black brown"}
{"text": "2NH3g  3PbOs  N2g  3H2Ol  3Pbs"}
{"text": "brown when hot grey"}
{"text": "8aWhat is aqueous ammonia"}
{"text": "Aqueous ammonia is formed when ammonia gas is dissolved in water"}
{"text": "NH3g  aq  NH3aq"}
{"text": "A little NH3aq reacts with ammonia water to form ammonia solutionNH4OH"}
{"text": "NH3 aq  H2Ol OHaq  NH4aq"}
{"text": "This makes a solution of aqueous ammonia is a weak base alkali unlike other two alkalis"}
{"text": "9Using dot and cross to represent outer electrons show the bonding in"}
{"text": "a NH3"}
{"text": "b NH4"}
{"text": "cNH4Cl"}
{"text": "10Name four uses of ammonia"}
{"text": "iIn the manufacture of nitrogenous fertilizers"}
{"text": "ii In the manufacture of nitricVacid from Ostwalds process"}
{"text": "iiiAs a refrigerant in ships and warehouses"}
{"text": "ivIn softening hard water"}
{"text": "vIn the solvay process for the manufacture of sodium carbonate"}
{"text": "viIn the removal of grease and stains"}
{"text": "11aCalculate the percentage of Nitrogen in the following fertilizers"}
{"text": "i NH42SO4"}
{"text": "Molar mass of NH42SO4  132g"}
{"text": "Mass of N in NH42SO4 28g"}
{"text": "of N  28 x 100  212121"}
{"text": "132"}
{"text": "ii NH43PO4"}
{"text": "Molar mass of NH43PO4  149g"}
{"text": "Mass of N in NH43PO4 42g"}
{"text": "of N  42 x 100  281879"}
{"text": "149"}
{"text": "bState two advantages of fertilizer a i over a ii above"}
{"text": "iHas higher  of Nitrogen"}
{"text": "iiHas phosphorus which is necessary for plant growth"}
{"text": "c Calculate the mass of Nitrogen in a 50kg bag of"}
{"text": "i NH42SO4"}
{"text": "of N in NH42SO4  212121"}
{"text": "Mass of N in 50 kg NH42SO4 212121 x 50  106 kg"}
{"text": "100"}
{"text": "ii NH4NO3"}
{"text": "Molar mass of NH4NO3  80g"}
{"text": "Mass of N in NH43PO4 28g"}
{"text": "of N  28 x 100  35"}
{"text": "80"}
{"text": "of N in NH4NO3  35"}
{"text": "Mass of N in 50 kg NH42SO4 35 x 50  175 kg"}
{"text": "100"}
{"text": "NH4NO3 therefore has a higher mass of Nitrogen than NH42SO4"}
{"text": "dManufacture of Ammonia Haber process"}
{"text": "Most of the Ammonia produced for industrial purposes uses the Haber process developed by the German Scientist Fitz Haber"}
{"text": "iRaw materials"}
{"text": "The raw materials include"}
{"text": "iNitrogen from Fractional distillation of air from the atmosphere"}
{"text": "iiHydrogen from"}
{"text": "I Water gaspassing steam through heated charcoal"}
{"text": "Cs  H2Ol  COg  H2 g"}
{"text": "II Passing natural gas methane through steam"}
{"text": "CH4g H2Ol  COg  3H2 g"}
{"text": "iiChemical process"}
{"text": "Hydrogen and Nitrogen are passed through a purifier to remove unwanted gases like CarbonIVoxideOxygensulphurIVoxide dust smoke which would poison the catalyst"}
{"text": "Hydrogen and Nitrogen are then mixed in the ratio of 31 respectively The mixture is compressed to 200250atmoshere pressure to liquidify The liquid mixture is then heated to 400 450oCThe hot compressed gases are then passed over finely divided Iron catalyst promotedimpregnated with Al2O3 K2O Promoters increase the efficiency of the catalyst"}
{"text": "Optimum conditions in Haber processs"}
{"text": "Chemical equation"}
{"text": "N2 g  3H2 g FePt 2NH3 g H  92kJ"}
{"text": "EquilibriumReaction rate considerations"}
{"text": "iRemoving ammonia gas once formed shift the equilibrium forward to the right to replace the ammonia Morehigher yield of ammonia is attained"}
{"text": "iiIncrease in pressure shift the equilibrium forward to the right where there is less volumemolecules Morehigher yield of ammonia is attained Very high pressures raise the cost of production because they are expensive to produce and maintain An optimum pressure of about 200atmospheres is normally used"}
{"text": "iiiIncrease in temperature shift the equilibrium backward to the left because the reaction is exothermic H  92kJ  Ammonia formed decomposes back to Nitrogen and Hydrogen to remove excess heat therefore a less yield of ammonia is attained Very low temperature decreases the collision frequency of Nitrogen and Hydrogen and thus the rate of reaction too slow and uneconomical"}
{"text": "An optimum temperature of about 450oC is normally used"}
{"text": "ivIron and platinum can be used as catalyst Platinum is a better catalyst but more expensive and easily poisoned by impurities than Iron Iron is promoted impregnated with AluminiumOxideAl2O3 to increase its surface areaarea of contact with reactants and thus efficiency The catalyst does not increase the yield of ammonia but it speed up its rate of formation"}
{"text": "e NitricVacid HNO3"}
{"text": "aIntroduction"}
{"text": "NitricVacid is one of the mineral acids There are three mineral acids NitricVacid sulphuricVIacid and hydrochloric acid Mineral acids do not occur naturally but are prepared in a school laboratory and manufactured at industrial level"}
{"text": "b School laboratory preparation"}
{"text": "NitricVacid is prepared in a school laboratory from the reaction of Concentrated sulphuricVIacid and potassium nitrateV below"}
{"text": "cProperties of Concentrated Nitric VacidQuestions"}
{"text": "1Write an equation for the school laboratory preparation of nitricVacid"}
{"text": "KNO3s  H2SO4l  KHSO4s  HNO3l"}
{"text": "2Sodium nitrateVcan also be used to prepare nitricVacid State two reasons why potassium nitrateV is preferred over Sodium nitrateV"}
{"text": "i Potassium nitrateV is more volatile than sodium nitrateV and therefore readily displaced from the less volatile concentrated sulphuricVIacid"}
{"text": "ii Sodium nitrateV is hygroscopic and thus absorb water  Concentrated sulphuricVIacid dissolves in water The dissolution is a highly exothermic process"}
{"text": "3 An all glass apparatus retort is used during the preparation of nitricV acid Explain"}
{"text": "Hot concentrated nitricV acid vapour is highly corrosive and attacks rubber cork apparatus if used"}
{"text": "4 Concentrated nitricV acid is colourless  Explain why the prepared sample in the school laboratory appears yellow"}
{"text": "Hot concentrated nitricV acid decomposes to brown nitrogenIVoxide and Oxygen gases"}
{"text": "4HNO3lg  4NO2g  H2O l O2g"}
{"text": "Once formed the brown nitrogenIVoxide dissolves in the acid forming a yellow solution"}
{"text": "5 State and explain the observation made when concentrated nitric V acid is heated"}
{"text": "Observation"}
{"text": "Brown fumes are produced"}
{"text": "Colourless gas that relightsrekindles glowing splint"}
{"text": "Explanation"}
{"text": "Hot concentrated nitricV acid decomposes to water brown nitrogenIVoxide and Oxygen gases Oxygen gas is not visible in the brown fumes of nitrogen IV oxide"}
{"text": "4HNO3g  4NO2g  H2O l O2g"}
{"text": "6 Explain the observations made when"}
{"text": "a About 2cm3 of IronIIsulphateVI solution is added about 5 drops of concentrated nitricV acid and the mixture then heatedwarmed in a test tube"}
{"text": "Observation"}
{"text": "iColour changes from green to brown"}
{"text": "iibrown fumes gas produced on the upper parts of the test tube"}
{"text": "Explanation"}
{"text": "Concentrated nitricV acid is a powerfulstrong oxidizing agent It oxidizes green Fe2 ions in FeSO4 to brownyellow Fe3 The acid is reduced to colourless NitrogenIIoxide"}
{"text": "Chemical equation"}
{"text": "6FeSO4aq  3H2SO4 aq  2HNO3aq  3Fe2SO4 3 aq 4H2O  2NOg"}
{"text": "Colourless NitrogenIIoxide is rapidly further oxidized to brown NitrogenIVoxide by atmospheric oxygen"}
{"text": "Chemical equation"}
{"text": "2NOg  Og  2NO2 g"}
{"text": "colourless brown"}
{"text": "b A spatula full of sulphur powder in a clean dry beaker was added to 10cm3 concentrated nitric V acid and then heated gentlywarmed"}
{"text": "Observation"}
{"text": "iYellow colour of sulphur fades"}
{"text": "ii Brown fumes gas produced"}
{"text": "Explanation"}
{"text": "Concentrated nitricV acid is a powerfulstrong oxidizing agent It oxidizes yellow sulphur to colourless concentrated sulphuricVIacid The acid is reduced to brown NitrogenIVoxide gas"}
{"text": "Chemical equation"}
{"text": "Ss  6HNO3l  4NO2g  H2O l H2SO4l"}
{"text": "c A fewabout 10g pieces of copper turningsZinc granules Magnesium ribbon are added 10cm3 of concentrated nitricV acid in a beaker"}
{"text": "Observation"}
{"text": "i Brown fumes gas produced"}
{"text": "ii Blue solution formed with copper turnings"}
{"text": "iii Colourless solution formed with Zinc granulesMagnesium ribbon"}
{"text": "Explanation"}
{"text": "Concentrated nitric V acid is a powerfulstrong oxidizing agent It oxidizes metals to their metal nitrate VI salts The acid is reduced to brown Nitrogen IV oxide gas"}
{"text": "Chemical equation"}
{"text": "Cus  4HNO3l  2NO2g  H2O l  CuNO3 2 aq"}
{"text": "Zns  4HNO3l  2NO2g  H2O l  ZnNO3 2 aq"}
{"text": "Mgs  4HNO3l  2NO2g  H2O l  MgNO3 2 aq"}
{"text": "Pbs  4HNO3l  2NO2g  H2O l  PbNO3 2 aq"}
{"text": "Ags  2HNO3l  NO2g  H2O l  AgNO3 aq"}
{"text": "dProperties of Dilute Nitric VacidQuestions"}
{"text": "iWhat is dilute nitricvacid"}
{"text": "When concentrated nitricvacid is added to over half portion of water it is relatively said to be dilute A dilute solution is one which has more solventwater than soluteacid The number of moles of the acid are present in a large amountvolume of the solventThis makes the molarity number of moles present in one cubic decimeter of the solution to be low eg 002M"}
{"text": "If more water is added to the acid until the acid is too dilute to be diluted further then an infinite dilute solution if formed"}
{"text": "ii1cm length of polished Magnesium ribbon was put is a test tube containing 02M dilute nitricvacid State and explain the observation made"}
{"text": "Observation"}
{"text": "Effervescencebubblingfizzing"}
{"text": "Colourless gas produced that extinguish burning splint with an explosionpop sound"}
{"text": "Colourless solution formed"}
{"text": "Magnesium ribbon dissolvesdecrease in size"}
{"text": "Explanation"}
{"text": "Dilute dilute nitricvacid reacts with Magnesium to form hydrogen gas"}
{"text": "Mgs  2HNO3aq  H2 g  MgNO3 2 aq"}
{"text": "With other reactive heavy metals the hydrogen gas produced is rapidly oxidized to water"}
{"text": "Chemical equation 3Pbs  8HNO3aq  4H2O l2NO g 2PbNO32aq"}
{"text": "Chemical equation 3Zns  8HNO3aq  4H2O l2NO g 2ZnNO32aq"}
{"text": "Chemical equation 3Fes  8HNO3aq  4H2O l2NO g 2FeNO32aq"}
{"text": "Hydrogen gas therefore is usually not prepared in a school laboratory using dilute nitric vacid"}
{"text": "iiiA half spatula full of sodium hydrogen carbonate and CopperII carbonate were separately to separate test tubes containing 10cm3 of 02M dilute nitric V acid"}
{"text": "Observation"}
{"text": "Effervescencebubblingfizzing"}
{"text": "Colourless gas produced that forms a white precipitate with lime water"}
{"text": "Colourless solution formed with sodium hydrogen carbonate"}
{"text": "Blue solution formed with CopperII carbonate"}
{"text": "Explanation"}
{"text": "Dilute dilute nitric vacid reacts with Carbonates and hydrogen carbonates to form CarbonIVoxide water and nitrateVsalt"}
{"text": "CuCO3 s  2HNO3aq  H2O l  CuNO3 2 aq  CO2 g"}
{"text": "ZnCO3 s  2HNO3aq  H2O l  ZnNO3 2 aq  CO2 g"}
{"text": "CaCO3 s  2HNO3aq  H2O l  CaNO3 2 aq  CO2 g"}
{"text": "PbCO3 s  2HNO3aq  H2O l  PbNO3 2 aq  CO2 g"}
{"text": "FeCO3 s  2HNO3aq  H2O l  FeNO3 2 aq  CO2 g"}
{"text": "NaHCO3 s  HNO3aq  H2O l  NaNO3 aq  CO2 g"}
{"text": "KHCO3 s  HNO3aq  H2O l  KNO3 aq  CO2 g"}
{"text": "NH4HCO3 aq  HNO3aq  H2O l  NH4NO3 aq  CO2 g"}
{"text": "CaHCO3 2 aq  2HNO3aq  2H2O l  CaNO3 2 aq  2CO2 g"}
{"text": "MgHCO3 2 aq  2HNO3aq  2H2O l  MgNO3 2 aq  2CO2 g"}
{"text": "iii 250cm3 of 01M NitricV acid was titrated with excess 02M sodium hydroxide solution using phenolphthalein indicator"}
{"text": "I State the colour change at the end point"}
{"text": "Colourless"}
{"text": "II What was the pH of the solution at the end point Explain"}
{"text": "pH 123"}
{"text": "A little of the acid when added to the base changes the colour of the indicator to show the end point The end point therefore is acidic with low pH of NitricV acid NitricV acid is a strong acid with pH 123"}
{"text": "III Calculate the number of moles of acid used"}
{"text": "Number of moles  molarity x volume  01 x 25  25 x 103moles"}
{"text": "1000 1000"}
{"text": "IV Calculate the volume of sodium hydroxide used"}
{"text": "Volume of sodium hydroxide in cm3"}
{"text": "1000 x Number of moles  1000x 25 x 103  125cm3"}
{"text": "Molarity 02"}
{"text": "eIndustrial large scale manufacture of Nitric V acid"}
{"text": "iRaw materials"}
{"text": "1 AirOxygen"}
{"text": "Oxygen is got from fractional distillation of air"}
{"text": "Ammonia from Haber process"}
{"text": "2 Chemical processes"}
{"text": "Air from the atmosphere is passes through electrostatic precipitatorsfilters to remove unwanted gases like Nitrogen Carbon IV oxide dust smoke which may poison the catalyst The ammonia air mixture is compressed to 9 atmospheres to reduce the distance between reacting gases"}
{"text": "The mixture is passed through the heat exchangers where a temperature of 850oC900oC is maintained"}
{"text": "The first reaction takes place in the catalytic chamber where Ammonia reacts with the air to form Nitrogen II Oxide and water"}
{"text": "Optimum condition in Ostwalds process"}
{"text": "Chemical equation"}
{"text": "4NH3 g  5O2 g  PtRh  4NO g  6H2O g H  950kJ"}
{"text": "The reaction is reversible and exists in dynamic equilibrium where the products reform back the reactants The following factors are used to increase the yieldamount of Nitrogen II oxide"}
{"text": "iRemoving Nitrogen II oxide gas once formed shift the equilibrium forward to the right to replace the Nitrogen II oxide"}
{"text": "Morehigher yield of Nitrogen II oxide is attained as reactants try to return the equilibrium balance"}
{"text": "iiIncrease in pressure shift the equilibrium backward to the left where there are less volumemolecules"}
{"text": "Lesslower yield of Nitrogen II oxide is attained"}
{"text": "Very low pressures increases the distance between reacting NH3 and O2 molecules"}
{"text": "An optimum pressure of about 9 atmospheres is normally used"}
{"text": "Cooling the mixture condenses the water vapour to liquid water"}
{"text": "iiiIncrease in temperature shift the equilibrium backward to the left because the reaction is exothermic H  950kJ"}
{"text": "Nitrogen II oxide and water vapour formed decomposes back to Ammonia and Oxygen to remove excess heat therefore a less yield of Nitrogen II oxide is attained"}
{"text": "Very low temperature decreases the collision frequency of Ammonia and Oxygen and thus the rate of reaction too slow and uneconomical"}
{"text": "An optimum temperature of about 900oC is normally used"}
{"text": "ivPlatinum can be used as catalyst"}
{"text": "Platinum is very expensive It is"}
{"text": "promoted with Rhodium to increase the surface areaarea of contact"}
{"text": "addedcoated on the surface of asbestos to form Platonized asbestos to reduce the amountquantity used"}
{"text": "The catalyst does not increase the yield of Nitrogen II Oxide but it speed up its rate of formation"}
{"text": "Nitrogen II oxide formed is passed through an oxidation reaction chamber where more air oxidizes the Nitrogen II Oxide to Nitrogen IV Oxide gas"}
{"text": "Chemical equation"}
{"text": "2NO g  O2 g  2NO2 g"}
{"text": "Nitrogen IV Oxide gas is passed up to meet a downward flow of water in the absorption chamber The gas reacts with water to form a mixture of Nitric V and Nitric III acids"}
{"text": "Chemical equation"}
{"text": "2NO2 g  H2O l  HNO2 as  HNO3 as"}
{"text": "Excess air is bubbled through the mixture to oxidize Nitric III HNO2 as to Nitric VHNO3 as"}
{"text": "Chemical equation"}
{"text": "O2 g  2HNO2 as  2HNO3 as"}
{"text": "Overall chemical equation in the absorption chamber"}
{"text": "O2 g  4NO2 g  2H2O l  4HNO3 as"}
{"text": "The acid is 65 concentrated It is made 100 concentrated by either"}
{"text": "i fractional distillation or"}
{"text": "ii added to concentrated sulphuric VI acid to remove the 35 of water"}
{"text": "A factory uses 630 kg of 68 pure nitric V acid per day to produce an ammonium fertilizer for an agricultural county If the density of the acid is 142 gcm3 calculate"}
{"text": "i the concentration of the acid used in moles per litre"}
{"text": "Molar mass HNO3  63"}
{"text": "Method 1"}
{"text": "Moles of HNO3 in 1cm3  Mass in 1cm3 142  142  00225 moles"}
{"text": "Molar mass HNO3 63"}
{"text": "Molarity  Moles x 100000225 moles x10000  225molesdm3M"}
{"text": "1 cm3"}
{"text": "100  225molesdm3M"}
{"text": "68  68 x 225  153M molesdm3"}
{"text": "100"}
{"text": "Method 2"}
{"text": "Moles of HNO3 in 1000cm3  Mass in 1000cm3 142 x1000"}
{"text": "Molar mass HNO3 63"}
{"text": "225397 molesdm3M"}
{"text": "100  225397 molesdm3M"}
{"text": "68  68 x 225397  15327 molesdm3"}
{"text": "100"}
{"text": "ii the volume of ammonia gas at rtp used H10 N140 O160 one mole of gas  24 dm3 at rtp"}
{"text": "Chemical equation"}
{"text": "HNO3 as  NH3 g  NH4NO3 as"}
{"text": "Mole ratio HNO3 as NH3 g  1 1"}
{"text": "1 mole HNO3 as  24dm3 NH3 g"}
{"text": "15327 mole HNO3 as 15327 mole x 24 dm3  367848dm3"}
{"text": "1dm3"}
{"text": "iii the number of crops which can be applied the fertilizer if each crop requires 40g"}
{"text": "HNO3 aq  NH3 g  NH4NO3 aq"}
{"text": "Molar mass NH4NO3 80 g"}
{"text": "Mole ratio HNO3 NH4NO3  1 1"}
{"text": "Mass of HNO3 in 630 kg  68 x 63 4284kg"}
{"text": "1 mole HNO3 aq 63g  80g NH4NO3"}
{"text": "4284x1000 g HNO3 aq  4284x1000 g x 80"}
{"text": "63"}
{"text": "54400g"}
{"text": "Mass of fertilizer  54400g  13600 crops"}
{"text": "Mass per crop 40"}
{"text": "E NITRATE V NO3 and NITRATE III NO2 Salts"}
{"text": "Nitrate V NO3 and Nitrate III NO2 are salts derived from Nitric VHNO3 and Nitric IIIHNO2 acids Both HNO3 and HNO2 are monobasic acids with only one ignitable hydrogen in a molecule"}
{"text": "Only KNO2 NaNO2 and NH4NO2 exist All metallic nitrate V salts exist"}
{"text": "All Nitrate V NO3 and Nitrate III NO2 are solubledissolve in water"}
{"text": "aEffect of heat on Nitrate V NO3 and Nitrate III NO2 salts Test for presence of Nitrate V NO3 ions in solid state"}
{"text": "1 All Nitrate III NO2 salts are not affected by gentle or strong heating except ammonium nitrate III NH4NO2"}
{"text": "Ammonium nitrate III NH4NO2 is a colourless solid that decompose to form Nitrogen gas and water"}
{"text": "Chemical equation"}
{"text": "NH4NO2 s  H2O l  N2 g"}
{"text": "This reaction is used to prepare small amounts of Nitrogen in a school laboratory"}
{"text": "2 All Nitrate V NO3 salts decompose on strong heating"}
{"text": "Experiment"}
{"text": "Put  spatula full of sodium nitrate V into a test tube Place moist bluered litmus papers on the mouth of the test tube Heat strongly when test tube is slanted"}
{"text": "Test the gases produced using glowing splint"}
{"text": "Caution i Wear safety gas mask and hand gloves"}
{"text": "iiLead II nitrate V decomposes to Lead II oxide that reacts and fuses with the test tube permanently"}
{"text": "Repeat with potassium nitrateV copperII nitrateV LeadIInitrateV silver nitrateV Zinc nitrateV Magnesium nitrateV and Ammonium nitrateV"}
{"text": "Observations"}
{"text": "Cracking sound"}
{"text": "Brown fumesgas produced except in potassium nitrate V and Sodium nitrate V"}
{"text": "Glowing splint relightsrekindles but feebly in Ammonium nitrateV"}
{"text": "Black solid residue with copperII nitrateV"}
{"text": "White residuesolid with sodium nitrateV potassium nitrateVsilver nitrateV Magnesium nitrateV"}
{"text": "Yellow residuesolid when hot but white on cooling with Zinc nitrateV"}
{"text": "Brown residuesolid when hot but yellow on cooling with LeadIInitrateV"}
{"text": "Explanation"}
{"text": "1 Potassium nitrateV and Sodium nitrateV decomposes on strong heating to form potassium nitrateIII and Sodium nitrateIII producing Oxygen gas Oxygen gas relightsrekindles a glowing splint"}
{"text": "Chemical equation"}
{"text": "2KNO3s  2KNO2s  O2 g"}
{"text": "2NaNO3s  2NaNO2s  O2 g"}
{"text": "2Heavy metal nitrateVsalts decomposes to form the oxide brown nitrogen IV oxide and Oxygen gas"}
{"text": "CopperIIoxide is blackZinc oxide is yellow when hot and white when coolcold LeadIIoxide is yellow when coldcool and brown when hotheated"}
{"text": "Hydrated copperIInitrate is blue On heating it melts and dissolves in its water of crystallization to form a green solution When all the water of crystallization has evaporatedthe nitrateVsalt decomposes to black CopperIIoxide and a mixture of brown nitrogenIVoxide gas and colourless Oxygen gas"}
{"text": "Chemical equation"}
{"text": "2CuNO32s  2CuO s  4NO2g  O2s"}
{"text": "2CaNO32s  2CaO s  4NO2g  O2s"}
{"text": "2ZnNO32s  2ZnO s  4NO2g  O2s"}
{"text": "2MgNO32s  2MgO s  4NO2g  O2s"}
{"text": "2PbNO32s  2PbO s  4NO2g  O2s"}
{"text": "2FeNO32s  2FeO s  4NO2g  O2s"}
{"text": "Silver nitrateVand MercuryIInitrate decomposes to the corresponding metal and a mixture of brown nitrogenIVoxide gas and colourless Oxygen gas"}
{"text": "Chemical equation"}
{"text": "2AgNO3 s  2Ag s  2NO2g  O2s"}
{"text": "HgNO32s  Hgl  2NO2g  O2s"}
{"text": "The productionevolution of brown fumes of NitrogenIVoxide gas on heating a salt is a confirmatory test for presence of NO3 ions of heavy metals"}
{"text": "bBrown ring test Test for presence of NitrateV NO3 ions in aqueous solution state"}
{"text": "Experiment"}
{"text": "Place 5cm3 of Potassium nitrateVsolution onto a clean test tube Add 8 drops of freshly prepared IronIIsulphateVIsolution Swirl shake"}
{"text": "Using a test tube holder to firmly slant and hold the test tube carefully add 5cm3 of Concentrated sulphuric VI acid down along the side of test tubeDo not shake the test tube contents"}
{"text": "Caution Concentrated sulphuric VI acid is highly corrosive"}
{"text": "Observation"}
{"text": "Both Potassium nitrateVand freshly prepared IronIIsulphate VIdo not form layers"}
{"text": "On adding Concentrated SulphuricVIacidtwo layers are formed"}
{"text": "A brown ring is formed between the layers"}
{"text": "Explanation"}
{"text": "All nitrateVsalts are soluble They form a miscible mixture when added freshly prepared IronIIsulphateVIsolution Concentrated sulphuricVIacid is denser than the miscible mixture thus settle at the bottom"}
{"text": "At the junction of the layers the acid reacts with nitrateVsalts to form NitricVacidHNO3 NitricVacidHNO3 is reduced to Nitrogen IIoxide by the IronIIsulphateVI salt to form the complex compound NitrosoironIIsulphateVIFeSO4NO  NitrosoironIIsulphateVI is brown in colourIt forms a thin layer at the junction between concentrated sulphuric VIacid and the miscible mixture of freshly prepared IronII sulphateVI and the nitrateVsalts as a brown ring"}
{"text": "Chemical equation"}
{"text": "FeSO4aq  NOg  FeSO4NOaq"}
{"text": "NitrosoironIIsulphateVIcomplex"}
{"text": "The brown ring disappear if shaken because concentrated sulphuric VIacid mixes with the aqueous solution generating a lot of heat which decomposes NitrosoironIIsulphateVIFeSO4NO to ironIIsulphateVI and NitrogenIIoxide"}
{"text": "Chemical equation"}
{"text": "FeSO4NOaq FeSO4aq  NOg"}
{"text": "IronIIsulphateVI solution is easilyreadily oxidized to ironIIIsulphateVI on exposure to airoxygen The brown ring test thus require freshly prepared IronII sulphateVI solution"}
{"text": "cDevardas alloy test Test for presence of NitrateV NO3 ions in aqueous solution state"}
{"text": "Experiment"}
{"text": "Place 5cm3 of Potassium nitrateVsolution onto a clean test tube Add 5 drops of sodium hydroxide solution Swirl shake Add a piece of aluminium foil to the mixtureHeatTest any gases produced using both blue and red litmus papers"}
{"text": "Observation Inference"}
{"text": "Effervescencebubblesfizzing"}
{"text": "colourless gas that has a pungent smell of urine NO3"}
{"text": "Blue limus paper remain blue"}
{"text": "Red litmus paper turn red"}
{"text": "Explanation"}
{"text": "The Devardas alloy test for NO3 ions in solution was developed by the Italian scientist Artulo Devarda18591944"}
{"text": "When a NO3salt is added sodium hydroxide and aluminium foil effervescence of ammonia gas is a confirmatory test for NO3 ions"}
{"text": "CHEMISTRY OF SULPHUR"}
{"text": "ASULPHUR S"}
{"text": "Sulphur is an element in Group VI Group 16of the Periodic table  It has atomic number 16 and electronic configuration 16 and valency 2 divalent and thus forms the ion S2"}
{"text": "A Occurrence"}
{"text": "Sulphur mainly occurs"}
{"text": "i as free element in Texas and Louisiana in USA and Sicily in Italy"}
{"text": "iiHydrogen sulphide gas in active volcanic areas eg Olkaria near Naivasha in Kenya"}
{"text": "iiias copper pyritesCuFeS2 Galena PbSZinc blendeZnSand iron pyritesFeS2 in other parts of the world"}
{"text": "B Extraction of Sulphur from Fraschs process"}
{"text": "Suphur occurs about 200 metres underground The soil structure in these areas is usually weak and can easily cave in"}
{"text": "Digging of tunnels is thus discouraged in trying to extract the mineral"}
{"text": "Sulphur is extracted by drilling three concentric round pipes of diameter of ratios 28 18 centimeters"}
{"text": "Superheated water at 170oC and 10atmosphere pressure is forced through the outermost pipe"}
{"text": "The high pressures ensure the water remains as liquid at high temperatures instead of vapour of vapour gas"}
{"text": "The superheated water melts the sulphur because the melting point of sulphur is lower at about at about 115oC"}
{"text": "A compressed air at 15 atmospheres is forced pumped through the innermost pipe"}
{"text": "The hot air forces the molten sulphur up the middle pipe where it is collected and solidifies in a large tank"}
{"text": "It is about 99 pure"}
{"text": "Diagram showing extraction of Sulphur from Fraschs Process"}
{"text": "C Allotropes of Sulphur"}
{"text": "1 Sulphur exists as two crystalline allotropic forms"}
{"text": "iRhombic sulphur"}
{"text": "iiMonoclinic sulphur"}
{"text": "Rhombic sulphur and Monoclinic sulphur have a transition temperature of 96oCThis is the temperature at which one allotrope changes to the other"}
{"text": "2 Sulphur exists in noncrystalline forms as"}
{"text": "iPlastic sulphur"}
{"text": "Plastic sulphur is prepared from heating powdered sulphur to boil then pouring a thin continuous stream in a beaker with cold water A long thin elastic yellow thread of plastic sulphur is formed If left for long it turn to bright yellow crystalline rhombic sulphur"}
{"text": "iiColloidal sulphur"}
{"text": "Colloidal sulphur is formed when sodium thiosulphate Na2S2O3 is added hydrochloric acid to form a yellow precipitate"}
{"text": "D Heating Sulphur"}
{"text": "A molecule of sulphur exists as puckered ring of eight atoms joined by covalent bonds as S8"}
{"text": "On heating the yellow sulphur powder melts at 113oC to clear amber liquid with low viscosity and thus flows easily"}
{"text": "On further heating to 160oC the molten liquid darkens to a brown very viscous liquid that does not flow easily"}
{"text": "This is because the S8 rings break into S8 chain that join together to form very long chains made of over 100000 atoms of Sulphur"}
{"text": "The long chains entangle each other reducing their mobility flow and hence increases their viscosity"}
{"text": "On continued further heating to above 160oC the viscous liquid darkens but becomes more mobileflows easily and thus less viscous"}
{"text": "This is because the long chains break to smallershorter chains"}
{"text": "At 444oC the liquid boils and forms brown vapour of a mixture of S8 S6 S2 molecules that solidifies to S8 ring of flowers of sulphur on the cooler parts"}
{"text": "Summary of changes on heating sulphur"}
{"text": "E Physical and Chemical properties of SulphurQuestions"}
{"text": "1 State three physical properties unique to Sulphur"}
{"text": "Sulphur is a yellow solid insoluble in water soluble in carbon disulphidetetrachloromethanebenzene poor conductor of heat and electricity It has a melting point of 115oC and a boiling point of 444oC"}
{"text": "2 Moistdampwet blue and red litmus papers were put in a gas jar containing airoxygen Burning sulphur was then lowered into the gas jar State and explain the observation made"}
{"text": "Observations"}
{"text": "Sulphur melts then burns with a blue flame"}
{"text": "Colourless gas produced that has a pungent smell"}
{"text": "Red litmus paper remains red Blue litmus paper turns red"}
{"text": "Explanation"}
{"text": "Sulphur burns in air and faster in Oxygen to form SulphurIVOxide gas and tracessmall amount of SulphurVIOxide gas Both oxides react with water to form the corresponding acidic solution ie"}
{"text": "i SulphurIVOxide gas reacts with water to form sulphuricIVacid"}
{"text": "ii SulphurVIOxide gas reacts with water to form sulphuricVIacid"}
{"text": "Chemical equation"}
{"text": "Ss  O2g  SO2g SulphurIVOxide gas"}
{"text": "2Ss  3O2g  2SO3g SulphurVIOxide gas traces"}
{"text": "SO2g  H2Ol  H2 SO3 aq  sulphuricIVacid SO3g  H2Ol  H2 SO4 aq  sulphuricVIacid"}
{"text": "3 Iron filings were put in a test tube containing powdered sulphur then heated on a Bunsen flame Stop heating when reaction starts State and explain the observations made Test the effects of a magnet on the mixture before and after heating Explain"}
{"text": "Observations"}
{"text": "Before heating the magnet attracts iron filings leaving sulphur"}
{"text": "After heating the magnet does not attract the mixture"}
{"text": "After heating a red glow is observed that continues even when heating is stopped"}
{"text": "Black solid is formed"}
{"text": "Explanation Iron is attracted to a magnet because it is ferromagnetic"}
{"text": "When a mixture of iron and sulphur is heated the reaction is exothermic giving out heat energy that makes the mixture to continue glowing even after stopping heating"}
{"text": "Black IronIIsulphide is formed which is a compound and thus not ferromagnetic"}
{"text": "Chemical equation Fes  Ss  FeSs Exothermic reaction H"}
{"text": "Heated powdered heavy metals combine with sulphur to form black sulphides"}
{"text": "Cus  Ss  CuSs"}
{"text": "Zns  Ss  ZnSs"}
{"text": "Pbs  Ss  PbSs"}
{"text": "4The set up below show the reaction of sulphur on heated concentrated sulphuricVIacid"}
{"text": "iState and explain the observation made"}
{"text": "Observation"}
{"text": "Yellow colour of sulphur fades"}
{"text": "Orange colour of potassium dichromateVIpaper turns to green"}
{"text": "Explanation"}
{"text": "Hot concentrated sulphuricVIacid oxidizes sulphur to sulphur IVoxide gas The oxide is also reduced to water Traces of sulphur VIoxide is formed"}
{"text": "Chemical equation"}
{"text": "Ss  3H2 SO4 l  3SO2g  3H2Ol SO3g"}
{"text": "Sulphur IVoxide gas turns Orange potassium dichromateVIpaper to green"}
{"text": "iiState and explain the observation made if concentrated sulphuric VI acid is replaced with concentrated Nitric V acid in the above set up"}
{"text": "Observation"}
{"text": "Yellow colour of sulphur fades"}
{"text": "Colurless solution formed"}
{"text": "Brown fumesgas produced"}
{"text": "Explanation"}
{"text": "Hot concentrated NitricVacid oxidizes sulphur to sulphuric VIacid The Nitric V acid is reduced to brown nitrogenIVoxide gas"}
{"text": "Chemical equation"}
{"text": "Ss  6HNO3 l  6NO2g  2H2Ol H2SO4 l"}
{"text": "NB"}
{"text": "Hydrochloric acid is a weaker oxidizing agent and thus cannot oxidize sulphur like the other mineral acids"}
{"text": "5 State three main uses of sulphur"}
{"text": "Sulphur is mainly used in"}
{"text": "iContact process for the manufactureindustriallarge scale production of concentrated sulphuricVIacid"}
{"text": "iiVulcanization of rubber to make it harder tougher stronger and more durable"}
{"text": "iiiMaking gun powder and match stick heads"}
{"text": "iv As ointments to treat fungal infections"}
{"text": "6 Revision Practice"}
{"text": "The diagram below represents the extraction of sulphur by Fraschs process Use it to answer the questions that follow"}
{"text": "aName the substances that passes through"}
{"text": "M Superheated water at 170oC and 10 atmosphere pressure"}
{"text": "L Hot compressed air"}
{"text": "N Molten sulphur"}
{"text": "bWhat is the purpose of the substance that passes through L and M"}
{"text": "M Superheated water at 170oC and 10 atmosphere pressure is used to melt the sulphur"}
{"text": "L Hot compressed air is used to force up the molten sulphur"}
{"text": "c The properties of the two main allotropes of sulphur represented by letters A and B are given in the table below Use it to answer the questions that follow"}
{"text": "IWhat are allotropes"}
{"text": "Different forms of the same element existing at the same temperature and pressure without change of state"}
{"text": "II Identify allotrope"}
{"text": "Monoclinic sulphur"}
{"text": "B  Rhombic sulphur"}
{"text": "III State two main uses of sulphur"}
{"text": "Manufacture of sulphuricVIacid"}
{"text": "as fungicide"}
{"text": "in vulcanization of rubber to make it hardertougher stronger"}
{"text": "manufacture of dyes fibres"}
{"text": "dCalculate the volume of sulphur IVoxide produced when 04 g of sulphur is completely burnt in excess airS  320 I mole of a gas occupies 24 dm3 at room temperature"}
{"text": "Chemical equation"}
{"text": "Ss  O2g  SO2g"}
{"text": "Mole ratio S SO2  11"}
{"text": "Method 1"}
{"text": "320 g of sulphur  24 dm3 of SO2g"}
{"text": "04 g of sulphur  04 g x 24 dm3  03 dm3"}
{"text": "320 g"}
{"text": "Method 2"}
{"text": "Moles of sulphur used  Mass of sulphur  04  00125 moles"}
{"text": "Molar mass of sulphur 32"}
{"text": "Moles of sulphur used  Moles of sulphurIVoxide used00125 moles"}
{"text": "Volume of sulphurIVoxide used  Moles of sulphurIVoxide x volume of one mole of gas 00125 moles x 24 dm3  03 dm3"}
{"text": "BCOMPOUNDS OF SULPHUR"}
{"text": "The following are the main compounds of sulphur"}
{"text": "i SulphurIVoxide"}
{"text": "ii SulphurVIoxide"}
{"text": "iii SulphuricVIacid"}
{"text": "iv Hydrogen Sulphide"}
{"text": "v SulphateIVSO32 and SulphateVI SO42 salts"}
{"text": "i SulphurIVoxideSO2"}
{"text": "a Occurrence"}
{"text": "Sulphur IVoxide is found in volcanic areas as a gas or dissolved in water from geysersand hot springs in active volcanic areas of the world eg Olkaria and Hells gate near Naivasha in Kenya"}
{"text": "b School laboratory preparation"}
{"text": "In a Chemistry school laboratory Sulphur IVoxide is prepared from the reaction of"}
{"text": "Method 1Using Copper and SulphuricVIacid"}
{"text": "Method 2Using Sodium SulphateIV and hydrochloric acid"}
{"text": "cProperties of SulphurIVoxideQuestions"}
{"text": "1 Write the equations for the reaction for the formation of sulphur IVoxide using"}
{"text": "iMethod 1"}
{"text": "Cus  2H2SO4l  CuSO4aq  SO2g  2H2Ol"}
{"text": "Zns  2H2SO4l  ZnSO4aq  SO2g  2H2Ol"}
{"text": "Mgs  2H2SO4l  MgSO4aq  SO2g  2H2Ol"}
{"text": "Fes  2H2SO4l  FeSO4aq  SO2g  2H2Ol"}
{"text": "Calcium Lead and Barium will form insoluble sulphateVIsalts that will cover unreacted metals stopping further reaction thus producing very small amountquantity of sulphur IVoxide gas"}
{"text": "iiMethod 2"}
{"text": "Na2SO3aq  HClaq  NaClaq   SO2g  2H2Ol"}
{"text": "K2SO3aq  HClaq  KClaq   SO2g  2H2Ol"}
{"text": "BaSO3s  2HClaq  BaCl2aq   SO2g  H2Ol"}
{"text": "CaSO3s  2HClaq  CaCl2aq   SO2g  H2Ol"}
{"text": "PbSO3s  2HClaq  PbCl2s   SO2g  H2Ol"}
{"text": "LeadIIchloride is soluble on heating thus reactants should be heated to prevent it coatingcovering unreacted PbSO3s"}
{"text": "2State the physical properties unique to sulphur IVoxide gas"}
{"text": "Sulphur IVoxide gas is a colourless gas with a pungent irritating and choking smell which liquidifies easily It is about two times denser than air"}
{"text": "3 The diagram below show the solubility of sulphur IVoxide gas Explain"}
{"text": "SulphurIV oxide is very soluble in water"}
{"text": "One drop of water dissolves all the Sulphur IV oxide in the flask leaving a vacuum"}
{"text": "If the clip is removed atmospheric pressure forces the water up through the narrow tube to form a fountain to occupy the vacuum"}
{"text": "An acidic solution of sulphuric IVacid is formed which turns litmus solution red"}
{"text": "Chemical equation"}
{"text": "SO2g  H2Ol  H2 SO3 aq  sulphuricIVacid turn litmus red"}
{"text": "4Dry litmus papers and wetdampmoist litmus papers were put in a gas jar containing sulphurIV oxide gas State and explain the observations made"}
{"text": "Observations"}
{"text": "iDry Blue litmus paper remains blue"}
{"text": "Dry red litmus paper remains red"}
{"text": "ii Wetdampmoist blue litmus paper turns red"}
{"text": "Moistdampwet red litmus paper remains red"}
{"text": "Both litmus papers are then bleached decolorized"}
{"text": "Explanation"}
{"text": "Dry sulphurIV oxide gas is a molecular compound that does not dissociateionize to release Haqions and thus has no effect on dry bluered litmus papers"}
{"text": "Wetdampmoist litmus papers contain water that dissolves react with dry sulphurIV oxide gas to form a solution of weak sulphuricIVacid H2 SO3 aq"}
{"text": "Weak sulphuricIVacidH2 SO3 aq dissociates ionizes into free Haqions"}
{"text": "H2 SO3 aq  2Haq  SO32 aq"}
{"text": "The free Haqions are responsible for turning blue litmus paper turns red showing the gas is acidic"}
{"text": "The SO32 aq ions in wetdampmoist sulphurIV oxide gas is responsible for many reactions of the gas"}
{"text": "It is easilyreadily oxidized to sulphateVI SO42 aq ions making sulphurIV oxide gas act as a reducing agent as in the following examples"}
{"text": "aBleaching agent"}
{"text": "Wetdampmoist coloured flowerslitmus papers are bleacheddecolorized when put in sulphurIV oxide gas"}
{"text": "This is because sulphurIV oxide removes atomic oxygen from the coloured dye material to form sulphuricVIacid"}
{"text": "Chemical equations"}
{"text": "iFormation of sulphuricIVacid"}
{"text": "SO2g  H2Ol  H2 SO3 aq"}
{"text": "iiDecolorizationbleaching of the dyeremoval of atomic oxygen"}
{"text": "Method I H2 SO3 aq  dye  O  H2 SO4 aq  dye"}
{"text": "coloured colourless"}
{"text": "Method II H2 SO3 aq  dye  H2 SO4 aq  dye  O"}
{"text": "coloured colourless"}
{"text": "SulphurIV oxide gas therefore bleaches by reduction removing oxygen from a dye unlike chlorine that bleaches by oxidation adding oxygen"}
{"text": "The bleaching by removing oxygen from SulphurIV oxide gas is temporary"}
{"text": "This is because the bleached dye regains the atomic oxygen from the atmosphereair in presence of sunlight as catalyst thus regainingrestoring its original colour eg"}
{"text": "Old newspapers turn brown on exposure to air on regaining the atomic oxygen"}
{"text": "The bleaching through adding oxygen by chlorine gas is permanent"}
{"text": "bTurns Orange acidified potassium dichromateVI to green"}
{"text": "Experiment"}
{"text": "iPass a stream of SulphurIV oxide gas in a test tube containing acidified potassium dichromateVI solution or"}
{"text": "iiDip a filter paper soaked in acidified potassium dichromateVI into a gas jar containing SulphurIV oxide gas"}
{"text": "Observation"}
{"text": "Orange acidified potassium dichromateVI turns to green"}
{"text": "Explanation"}
{"text": "SulphurIV oxide gas reduces acidified potassium dichromateVI from orange Cr2O72 ions to green Cr3 ions without leaving a residue itself oxidized from SO32 ions in sulphuricIV acid to SO42 ions in sulphuricVI acid"}
{"text": "Chemicalionic equation"}
{"text": "iReaction of SulphurIV oxide gas with water"}
{"text": "SO2g  H2Ol  H2 SO3 aq"}
{"text": "iiDissociation ionization of SulphuricIVacid"}
{"text": "H2 SO3 aq  2Haq  SO32 aq"}
{"text": "iiiOxidation of SO32 aqand reduction of Cr2O72aq"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "This is a confirmatory test for the presence of SulphurIV oxide gas"}
{"text": "Hydrogen sulphide also reduces acidified potassium dichromateVI from orange Cr2O72 ions to green Cr3 ions leaving a yellow residue"}
{"text": "cDecolorizes acidified potassium manganateVII"}
{"text": "Experiment"}
{"text": "iPass a stream of SulphurIV oxide gas in a test tube containing acidified potassium manganateVII solution or"}
{"text": "iiDip a filter paper soaked in acidified potassium manganateVII into a gas jar containing SulphurIV oxide gas"}
{"text": "Observation"}
{"text": "Purple acidified potassium manganateVII turns to colourless acidified potassium manganateVII is decolorized"}
{"text": "Explanation"}
{"text": "SulphurIV oxide gas reduces acidified potassium manganateVII from purple MnO4 ions to green Mn2 ions without leaving a residue itself oxidized from SO32 ions in sulphuricIV acid to SO42 ions in sulphuricVI acid"}
{"text": "Chemicalionic equation"}
{"text": "iReaction of SulphurIV oxide gas with water"}
{"text": "SO2g  H2Ol  H2 SO3 aq"}
{"text": "iiDissociation ionization of SulphuricIVacid"}
{"text": "H2 SO3 aq  2Haq  SO32 aq"}
{"text": "iiiOxidation of SO32 aqand reduction of MnO4 aq"}
{"text": "5SO32aq  2MnO4 aq 6Haq  5SO42aq  2Mn2aq  3H2Ol"}
{"text": "purple colourless"}
{"text": "This is another test for the presence of SulphurIV oxide gas"}
{"text": "Hydrogen sulphide also decolorizes acidified potassium manganateVII from purple MnO4 ions to colourless Mn2 ions leaving a yellow residue"}
{"text": "dDecolorizes bromine water"}
{"text": "Experiment"}
{"text": "iPass a stream of SulphurIV oxide gas in a test tube containing bromine water  or"}
{"text": "iiPut three drops of bromine water into a gas jar containing SulphurIV oxide gas Swirl"}
{"text": "Observation"}
{"text": "Yellow bromine water turns to colourless bromine water is decolorized"}
{"text": "Explanation"}
{"text": "SulphurIV oxide gas reduces yellow bromine water to colourless hydrobromic acid HBr without leaving a residue itself oxidized from SO32 ions in sulphuric IV acid to SO42 ions in sulphuricVI acid"}
{"text": "Chemicalionic equation"}
{"text": "iReaction of SulphurIV oxide gas with water"}
{"text": "SO2g  H2Ol  H2 SO3 aq"}
{"text": "iiDissociation ionization of SulphuricIVacid"}
{"text": "H2 SO3 aq  2Haq  SO32 aq"}
{"text": "iiiOxidation of SO32 aqand reduction of MnO4 aq"}
{"text": "SO32aq  Br2 aq  H2Ol  SO42aq  2HBraq"}
{"text": "yellow colourless"}
{"text": "This can also be used as another test for the presence of SulphurIV oxide gas"}
{"text": "Hydrogen sulphide also decolorizes yellow bromine water to colourless leaving a yellow residue"}
{"text": "eReduces IronIII Fe3 salts to IronII salts Fe2"}
{"text": "Experiment"}
{"text": "iPass a stream of SulphurIV oxide gas in a test tube containing about 3 cm3 of Iron IIIchloride solution or"}
{"text": "iiPlace about 3cm3 of Iron IIIchloride solution into a gas jar containing SulphurIV oxide gasSwirl"}
{"text": "Observation"}
{"text": "Yellowbrown Iron IIIchloride solution turns to green"}
{"text": "Explanation"}
{"text": "SulphurIV oxide gas reduces Iron IIIchloride solution from yellowbrown Fe3 ions to green Fe2 ions without leaving a residue itself oxidized from SO32 ions in sulphuricIV acid to SO42 ions in sulphuricVI acid"}
{"text": "Chemicalionic equation"}
{"text": "iReaction of SulphurIV oxide gas with water"}
{"text": "SO2g  H2Ol  H2 SO3 aq"}
{"text": "iiDissociation ionization of SulphuricIVacid"}
{"text": "H2 SO3 aq  2Haq  SO32 aq"}
{"text": "iiiOxidation of SO32 aqand reduction of Fe3 aq"}
{"text": "SO32aq  2Fe3 aq 3H2Ol  SO42aq  2Fe2aq  2Haq"}
{"text": "yellow green"}
{"text": "fReduces NitricVacid to NitrogenIVoxide gas"}
{"text": "Experiment"}
{"text": "iPass a stream of SulphurIV oxide gas in a test tube containing about 3 cm3 of concentrated nitricVacid or"}
{"text": "iiPlace about 3cm3 of concentrated nitricVacid into a gas jar containing SulphurIV oxide gas Swirl"}
{"text": "Observation"}
{"text": "Brown fumes of a gas evolvedproduced"}
{"text": "Explanation"}
{"text": "SulphurIV oxide gas reduces concentrated nitricVacid to brown nitrogenIVoxide gas itself oxidized from SO32 ions in sulphuricIV acid to SO42 ions in sulphuricVI acid"}
{"text": "Chemicalionic equation"}
{"text": "SO2g  2HNO3 l  H2 SO4 l  NO2 g"}
{"text": "brown fumesgas"}
{"text": "gReduces Hydrogen peroxide to water"}
{"text": "Experiment"}
{"text": "iPass a stream of SulphurIV oxide gas in a test tube containing about 3 cm3 of 20 volume hydrogen peroxide Add four drops of Barium nitrateVor Barium chloride followed by five drops of 2M hydrochloric acid 2M nitricV acid"}
{"text": "Observation"}
{"text": "A white precipitate is formed that persist remains on adding 2M hydrochloric acid 2M nitricV acid"}
{"text": "Explanation"}
{"text": "SulphurIV oxide gas reduces 20 volume hydrogen peroxide and itself oxidized from SO32 ions in sulphuricIV acid to SO42 ions in sulphuricVI acid"}
{"text": "When Ba2 ions in Barium NitrateV or Barium chloride solution is added a white precipitate of insoluble Barium salts is formed showing the presence of of either SO32 SO42 CO32 ions ie"}
{"text": "Chemicalionic equation"}
{"text": "SO32aq  Ba2 aq  BaSO3s"}
{"text": "white precipitate"}
{"text": "SO42aq  Ba2 aq  BaSO4s"}
{"text": "white precipitate"}
{"text": "CO32aq  Ba2 aq  BaCO3s"}
{"text": "white precipitate"}
{"text": "If nitricVhydrochloric acid is added to the three suspected insoluble white precipitates above the white precipitate"}
{"text": "i persistremains if SO42aqions BaSO4s is present"}
{"text": "iidissolves if SO32aqions BaSO3s and CO32aqions BaCO3sis present This is because"}
{"text": "I BaSO3s reacts with NitricVhydrochloric acid to produce acidic SO2 gas that turns Orange moist filter paper dipped in acidified Potassium dichromate to green"}
{"text": "Chemical equation"}
{"text": "BaSO3s 2Haq  Ba2 aq  SO2g  H2Ol"}
{"text": "I BaCO3s reacts with NitricVhydrochloric acid to produce acidic CO2 gas that forms a white precipitate when bubbled in lime water"}
{"text": "Chemical equation"}
{"text": "BaCO3s 2Haq  Ba2 aq  CO2g  H2Ol"}
{"text": "5SulphurIVoxide also act as an oxidizing agent as in the following examples"}
{"text": "aReduction by burning Magnesium"}
{"text": "Experiment"}
{"text": "Lower a burning Magnesium ribbon into agas jar containing SulphurIVoxide gas"}
{"text": "Observation"}
{"text": "Magnesium ribbon continues to burn with difficulty"}
{"text": "White ash and yellow powderspeck"}
{"text": "Explanation"}
{"text": "SulphurIVoxide does not support burningcombustion Magnesium burns to produce enough heat energy to decompose SulphurIVoxide to sulphur and oxygen"}
{"text": "The metal continues to burn on Oxygen forming white Magnesium oxide solidash"}
{"text": "Yellow specks of sulphur residue form on the sides of reaction flaskgas jar"}
{"text": "During the reaction SulphurIVoxide is reducedoxidizing agentwhile the metal is oxidized reducing agent"}
{"text": "Chemical equation"}
{"text": "SO2g  2Mgs  2MgOs  Ss"}
{"text": "white ashsolid yellow speckpowder"}
{"text": "bReduction by Hydrogen sulphide gas"}
{"text": "Experiment"}
{"text": "Put two drops of water into a gas jar containing dry SulphurIVoxide gas"}
{"text": "Bubble hydrogen sulphide gas into the gas jar containing SulphurIVoxide gas"}
{"text": "Or"}
{"text": "Put two drops of water into a gas jar containing dry SulphurIVoxide gas"}
{"text": "Invert a gas jar full of hydrogen sulphide gas over the gas jar containing SulphurIVoxide gas Swirl"}
{"text": "Observation"}
{"text": "Yellow powderspeck"}
{"text": "Explanation"}
{"text": "SulphurIVoxide oxidizes hydrogen sulphide to yellow specks of sulphur residue and itself reduced to also sulphur that form on the sides of reaction flaskgas jar"}
{"text": "A little moisturewater act as catalyst speeds up the reaction"}
{"text": "Chemical equation"}
{"text": "SO2g  2H2Sg  2H2Ol  3Ss"}
{"text": "yellow speckpowder"}
{"text": "6SulphurIVoxide has many industrial uses State three"}
{"text": "iIn the contact process for the manufacture of SulphuricVIacid"}
{"text": "iiAs a bleaching agent of pulp and paper"}
{"text": "iiiAs a fungicide to kill microbes"}
{"text": "ivAs a preservative of jam juices to prevent fermentation"}
{"text": "ii SulphurVIoxideSO3"}
{"text": "a Occurrence"}
{"text": "Sulphur VIoxide is does not occur free in natureatmosphere"}
{"text": "b Preparation"}
{"text": "In a Chemistry school laboratory Sulphur VIoxide may prepared from"}
{"text": "Method 1Catalytic oxidation of sulphurIVoxide gas"}
{"text": "SulphurIVoxide gas and oxygen mixture are first dried by being passed through Concentrated SulphuricVIacid"}
{"text": "The dry mixture is then passed through platinised asbestos to catalysespeed up the combination to form Sulphur VIoxide gas"}
{"text": "Sulphur VIoxide gas readily solidify as silky white needles if passed through a freezing mixture ice cold water"}
{"text": "The solid fumes out on heating to a highly acidic poisonous gas"}
{"text": "Chemical equation"}
{"text": "2SO2g  O2g platinised asbestos 2SO3 g"}
{"text": "Method 2 Heating IronIIsulphateVI heptahydrate"}
{"text": "When green hydrated IronIIsulphateVI heptahydrate crystals are heated in a boiling tube it loses the water of crystallization and colour changes from green to white"}
{"text": "Chemical equation"}
{"text": "FeSO47H2Os  FeSO4s  7H2Ol"}
{"text": "green solid white solid"}
{"text": "On further heating the white anhydrous IronIIsulphateVI solid decomposes to a mixture of Sulphur VIoxide and Sulphur IVoxide gas"}
{"text": "Sulphur VI oxide readily  easily solidify as white silky needles when the mixture is passed through a freezing mixtureice cold water"}
{"text": "IronIIIoxide is left as a brown residuesolid"}
{"text": "Chemical equation"}
{"text": "2FeSO4 s  Fe2O3s  SO2 g  SO3g"}
{"text": "green solid brown solid"}
{"text": "Caution"}
{"text": "On exposure to air Sulphur VIoxide gas produces highly corrosive poisonous fumes of concentrated sulphuricVIacid and thus its preparation in a school laboratory is very risky"}
{"text": "c Uses of sulphurVIoxide"}
{"text": "One of the main uses of sulphurVIoxide gas is as an intermediate product in the contact process for industrialmanufacturelarge scaleproduction of sulphuricVIacid"}
{"text": "iii SulphuricVIacidH2SO4"}
{"text": "a Occurrence"}
{"text": "Sulphuric VIacidH2SO4 is one of the three mineral acids There are three mineral acids"}
{"text": "NitricVacid"}
{"text": "SulphuricVIacid"}
{"text": "Hydrochloric acid"}
{"text": "Mineral acids do not occur naturally but are prepared in a school laboratory and manufactured at industrial level"}
{"text": "bThe Contact process for industrial manufacture of H2SO4"}
{"text": "I Raw materials"}
{"text": "The main raw materials for industrial preparation of SulphuricVIacid include"}
{"text": "iSulphur from Fraschs process or from heating metal sulphide ore like GalenaPbSZinc blendeZnS"}
{"text": "iiOxygen from fractional distillation of air"}
{"text": "iiiWater from riverslakes"}
{"text": "II Chemical processes"}
{"text": "The contact process involves four main chemical processes"}
{"text": "iProduction of Sulphur IVoxide"}
{"text": "As one of the raw materials Sulphur IVoxide gas is got from the following sources"}
{"text": "I Burningroasting sulphur in air"}
{"text": "Sulphur from Fraschs process is roastedburnt in air to form Sulphur IVoxide gas in the burners"}
{"text": "Chemical equation"}
{"text": "Ss  O2g  SO2 g"}
{"text": "II Burningroasting sulphide ores in air"}
{"text": "Sulphur IVoxide gas is produced as a by product in extraction of some metals like"}
{"text": "Lead from LeadIIsulphideGalenaPbS"}
{"text": "Zinc from zincIIsulphideZinc blende ZnS"}
{"text": "Copper from Copper iron sulphideCopper pyrites CuFeS2"}
{"text": "On roastingburning large amount quantity of sulphurIVoxide is generatedproduced"}
{"text": "Chemical equation"}
{"text": "i2PbS s  3O2 g  2PbOs  2SO2 g"}
{"text": "ii2ZnS s  3O2 g  2ZnOs  2SO2 g"}
{"text": "ii2CuFeS2 s  4O2 g  2FeOs  3SO2 g  Cu2Os"}
{"text": "SulphurIVoxide easilyreadily liquefies and thus can be transported to a far distance safely"}
{"text": "iiPurification of SulphurIVoxide"}
{"text": "SulphurIVoxide gas contain dust particles and ArsenicIVoxide as impurities These impurities poisonimpair the catalyst by adhering oncovering its surface"}
{"text": "The impurities are removed by electrostatic precipitation method"}
{"text": "In the contact process Platinum or VanadiumVoxide may be used VanadiumVoxide is preferred because it is"}
{"text": "i cheaperless expensive"}
{"text": "ii less easily poisoned by impurities"}
{"text": "iiiCatalytic conversion of SulphurIVoxide to SulphurVIoxide"}
{"text": "Pure and dry mixture of Sulphur IVoxide gas and Oxygen is heated to 450oC in a heat exchanger"}
{"text": "The heated mixture is passed through long pipes coated with pellets of Vanadium Voxide catalyst"}
{"text": "The close contact between the reacting gases and catalyst give the process its name"}
{"text": "Vanadium Voxide catalyse the conversionoxidation of SulphurIVoxide to SulphurVIoxide gas"}
{"text": "Chemical equation"}
{"text": "2SO2 g  O2g  V2O5  2SO2 g"}
{"text": "This reaction is exothermic H and the temperatures need to be maintained at around 450oC to ensure that"}
{"text": "ireaction ratetime taken for the formation of SulphurVIoxide is not too slowlong at lower temperatures below 450oC"}
{"text": "ii SulphurVIoxide gas does not decompose back to SulphurIVoxide gas and Oxygen gas at higher temperatures than 450oC"}
{"text": "ivConversion of SulphurVIoxide of SulphuricVIacid"}
{"text": "SulphurVIoxide is the acid anhydride of concentrated SulphuricVIacid SulphurVIoxide reacts with water to form thick mist of fine droplets of veryhighly corrosive concentrated SulphuricVIacid because the reaction is highly exothermic"}
{"text": "To prevent this Sulphur VIoxide is a passed up to meet downward flow of 98 SulphuricVIacid in the absorption chambertower"}
{"text": "The reaction forms a very viscous oily liquid called Oleumfuming Sulphuric VI acid pyrosulphuric VI acid"}
{"text": "Chemical equation"}
{"text": "H2SO4 aq  SO3 g  H2S2O7 l"}
{"text": "Oleumfuming Sulphuric VI acid pyrosulphuric VI acid is diluted carefully with distilled water to give concentrated sulphuric VI acid"}
{"text": "Chemical equation"}
{"text": "H2S2O7 l  H2O l  2H2SO4 l"}
{"text": "The acid is stored ready for marketsale"}
{"text": "III Environmental effects of contact process"}
{"text": "SulphurVIoxide and SulphurIVoxide gases are atmospheric pollutants that form acid rain if they escape to the atmosphere"}
{"text": "In the Contact process about 2 of these gases do not form sulphuric VI acid"}
{"text": "The following precautions preventminimize pollution from Contact process"}
{"text": "irecycling back any unreacted SulphurIVoxide gas back to the heat exchangers"}
{"text": "iidissolving SulphurVIoxide gas in concentrated sulphuric VI acid instead of water"}
{"text": "This prevents the formation of fine droplets of the corrosive toxicpoisonous fumes of concentrated sulphuric VI acid"}
{"text": "iiiscrubbingThis involves passing the exhaust gases through very tall chimneys lined with quicklimecalcium hydroxide solid"}
{"text": "This reacts with Sulphur VIoxide gas forming harmless calciumIIsulphate IV CaSO3"}
{"text": "Chemical equation"}
{"text": "CaOH2 aq  SO2g  CaSO3 aq  H2O g"}
{"text": "IV Uses of SulphuricVIacid"}
{"text": "Sulphuric VI acid is used"}
{"text": "i in making dyes and paint"}
{"text": "iias acid in Leadacid accumulatorbattery"}
{"text": "iii for making soapless detergents"}
{"text": "iv for making sulphate agricultural fertilizers"}
{"text": "VI Sketch chart diagram showing the Contact process"}
{"text": "c Properties of Concentrated sulphuric VI acid i Concentrated sulphuric VI acid is a colourless oily liquid with a density of 184gcm3It has a boiling point of 338oC"}
{"text": "ii Concentrated sulphuric VI acid is very soluble in water"}
{"text": "The solubility dissolution of the acid very highly exothermic"}
{"text": "The concentrated acid should thus be diluted slowly in excess water"}
{"text": "Water should never be added to the acid because the hot acid scatters highly corrosive fumes out of the container"}
{"text": "iii Concentrated sulphuric VIacid is a covalent compound It has no free H ions"}
{"text": "Free H ions are responsible for turning the blue litmus paper red Concentrated sulphuric VI acid thus do not change the blue litmus paper red"}
{"text": "iv Concentrated sulphuric VIacid is hygroscopic It absorbs water from the atmosphere and do not form a solution"}
{"text": "This makes concentrated sulphuric VI acid very suitable as drying agent during preparation of gases"}
{"text": "vThe following are some chemical properties of concentrated sulphuric VI acid"}
{"text": "I As a dehydrating agent"}
{"text": "Experiment I"}
{"text": "Put about four spatula end full of brown sugar and glucose in separate 10cm3 beaker"}
{"text": "Carefully add about 10cm3 of concentrated sulphuric VI acid Allow to stand for about 10 minutes"}
{"text": "Observation"}
{"text": "Colour in brown sugar change from brown to black"}
{"text": "Colour in glucose change from white to black"}
{"text": "10cm3 beaker becomes very hot"}
{"text": "Explanation"}
{"text": "Concentrated sulphuric VI acid is strong dehydrating agent"}
{"text": "It removes chemically and physically combined elements of waterHydrogen and Oxygen in ratio 21from compounds"}
{"text": "When added to sugar glucose a vigorous reaction that is highly exothermic take place"}
{"text": "The sugarglucose is charred to black mass of carbon because the acid dehydrates the sugarglucose leaving carbon"}
{"text": "Caution"}
{"text": "This reaction is highly exothermic that start slowly but produce fine particles of carbon that if inhaled cause quick suffocation by blocking the lung villi"}
{"text": "Chemical equation"}
{"text": "Glucose C6H12O6s concH2SO4 6C s  6H2Ol"}
{"text": "white black"}
{"text": "Sugar C12H22O11s concH2SO4 12C s 11H2Ol"}
{"text": "brown black"}
{"text": "Experiment II"}
{"text": "Put about two spatula end full of hydrated copperIIsulphateVIcrystals in a boiling tube Carefully add about 10cm3 of concentrated sulphuric VI acid Warm"}
{"text": "Observation"}
{"text": "Colour change from blue to white"}
{"text": "Explanation"}
{"text": "Concentrated sulphuric VI acid is strong dehydrating agentIt removes physically combined elements of waterHydrogen and Oxygen in ratio 21from hydrated compounds"}
{"text": "The acid dehydrates blue copperIIsulphate to white anhydrous copperIIsulphate"}
{"text": "Chemical equation"}
{"text": "CuSO45H2Os concH2SO4 CuSO4 s  5H2Ol"}
{"text": "blue white"}
{"text": "Experiment III"}
{"text": "Put about 4cm3 of absolute ethanol in a boiling tube Carefully add about 10cm3 of concentrated sulphuric VI acid"}
{"text": "Place moistdampwet filter paper dipped in acidified potassium dichromateVIsolution on the mouth of the boiling tube Heat strongly"}
{"text": "Caution"}
{"text": "Absolute ethanol is highly flammable"}
{"text": "Observation"}
{"text": "Colourless gas produced"}
{"text": "Orange acidified potassium dichromate VI paper turns to green"}
{"text": "Explanation"}
{"text": "Concentrated sulphuric VI acid is strong dehydrating agent"}
{"text": "It removes chemically combined elements of waterHydrogen and Oxygen in ratio 21from compounds"}
{"text": "The acid dehydrates ethanol to ethene gas at about 170oC"}
{"text": "Ethene with CC double bond turns orange acidified potassium dichromate VI paper turns to green"}
{"text": "Chemical equation"}
{"text": "C2H5OHl concH2SO4170oC  C2H4 g  H2Ol"}
{"text": "NB This reaction is used for the school laboratory preparation of ethene gas"}
{"text": "Experiment IV"}
{"text": "Put about 4cm3 of methanoic acid in a boiling tube Carefully add about 6 cm3 of concentrated sulphuric VI acid Heat gently"}
{"text": "Caution"}
{"text": "This should be done in a fume chamberopen"}
{"text": "Observation"}
{"text": "Colourless gas produced"}
{"text": "Explanation"}
{"text": "Concentrated sulphuric VI acid is strong dehydrating agent It removes chemically combined elements of water Hydrogen and Oxygen in ratio 21from compounds"}
{"text": "The acid dehydrates methanoic acid to poisonoustoxic carbonIIoxide gas"}
{"text": "Chemical equation"}
{"text": "HCOOHl concH2SO4  COg  H2Ol"}
{"text": "NB This reaction is used for the school laboratory preparation of small amount carbon IIoxide gas"}
{"text": "Experiment V"}
{"text": "Put about 4cm3 of ethan12dioicoxalic acid in a boiling tube Carefully add about 6 cm3 of concentrated sulphuric VI acid Pass any gaseous product through lime water Heat gently"}
{"text": "Caution"}
{"text": "This should be done in a fume chamberopen"}
{"text": "Observation"}
{"text": "Colourless gas produced"}
{"text": "Gas produced forms a white precipitate with lime water"}
{"text": "Explanation"}
{"text": "Concentrated sulphuric VI acid is strong dehydrating agent"}
{"text": "It removes chemically combined elements of water Hydrogen and Oxygen in ratio 21from compounds"}
{"text": "The acid dehydrates ethan12dioicoxalic acid to a mixture of poisonoustoxic carbonIIoxide and carbonIVoxide gases"}
{"text": "Chemical equation"}
{"text": "HOOCCOOHl concH2SO4  COg  CO2g  H2Ol"}
{"text": "NB This reaction is also used for the school laboratory preparation of small amount carbon II oxide gas"}
{"text": "Carbon IV oxide gas is removed by passing the mixture through concentrated sodiumpotassium hydroxide solution"}
{"text": "II As an Oxidizing agent"}
{"text": "Experiment I"}
{"text": "Put about 2cm3 of Concentrated sulphuric VI acid into three separate boiling tubes Place a thin moistdampwet filter paper dipped in acidified potassium dichromate VIsolution on the mouth of the boiling tube Put about 05g of Copper turnings Zinc granule and Iron filings to each boiling tube separately"}
{"text": "Observation"}
{"text": "Effervescencefizzingbubbles"}
{"text": "Blue solution formed with copper"}
{"text": "Green solution formed with Iron"}
{"text": "Colourless solution formed with Zinc"}
{"text": "Colourless gas produced that has a pungent irritating choking smell"}
{"text": "Gas produced turn orange moistdampwet filter paper dipped in acidified potassium dichromate VIsolution to green"}
{"text": "Explanation"}
{"text": "Concentrated sulphuric VI acid is strong oxidizing agent"}
{"text": "It oxidizes metals to metallic sulphateVI salts and itself reduced to sulphurIVoxide gas"}
{"text": "Sulphur IV oxide gas turn orange moistdampwet filter paper dipped in acidified potassium dichromate VIsolution to green"}
{"text": "CuSO4aq is a blue solution ZnSO4aq is a colourless solution FeSO4aq is a green solution"}
{"text": "Chemical equation"}
{"text": "Cus  2H2SO4aq  CuSO4aq  SO2g  2H2Ol"}
{"text": "Zns  2H2SO4aq  ZnSO4aq  SO2g  2H2Ol"}
{"text": "Fes  2H2SO4aq  FeSO4aq  SO2g  2H2Ol"}
{"text": "Experiment II"}
{"text": "Put about 2cm3 of Concentrated sulphuric VI acid into two separate boiling tubes Place a thin moistdampwet filter paper dipped in acidified potassium dichromate VIsolution on the mouth of the boiling tube"}
{"text": "Put about 05g of powdered charcoal and sulphur powder to each boiling tube separately"}
{"text": "Warm"}
{"text": "Observation"}
{"text": "Black solid charcoal dissolvesdecrease"}
{"text": "Yellow solid sulphur dissolvesdecrease"}
{"text": "Colourless gas produced that has a pungent irritating choking smell"}
{"text": "Gas produced turn orange moistdampwet filter paper dipped in acidified potassium dichromate VIsolution to green"}
{"text": "Explanation"}
{"text": "Concentrated sulphuric VI acid is strong oxidizing agent It oxidizes nonmetals to non metallic oxides and itself reduced to sulphurIVoxide gas Sulphur IV oxide gas turn orange moistdampwet filter paper dipped in acidified potassium dichromate VIsolution to green"}
{"text": "Charcoal is oxidized to carbonIVoxide Sulphur is oxidized to SulphurIVoxide"}
{"text": "Chemical equation"}
{"text": "Cs  2H2SO4aq  CO2aq  2SO2g  2H2Ol"}
{"text": "Ss  2H2SO4aq  3SO2g  2H2Ol"}
{"text": "III As the least volatile acid"}
{"text": "Study the table below showing a comparison in boiling points of the three mineral acids"}
{"text": "1Which is the least volatile acid Explain"}
{"text": "SulphuricVIacidH2SO4 because it has the largest molecule and joined by Hydrogen bonds making it to have the highest boiling pointleast volatile"}
{"text": "2 Using chemical equations explain how sulphuricVIacid displaces the less volatile mineral acids"}
{"text": "iChemical equation"}
{"text": "KNO3s  H2SO4aq  KHSO4l  HNO3g"}
{"text": "NaNO3s  H2SO4aq  NaHSO4l  HNO3g"}
{"text": "This reaction is used in the school laboratory preparation of NitricV acid HNO3"}
{"text": "iiChemical equation"}
{"text": "KCls  H2SO4aq  KHSO4s  HClg"}
{"text": "NaCls  H2SO4aq  NaHSO4s  HClg"}
{"text": "This reaction is used in the school laboratory preparation of Hydrochloric acid HCl"}
{"text": "d Properties of dilute sulphuricVIacid"}
{"text": "Dilute sulphuricVIacid is made when about 10cm3 of concentrated sulphuric"}
{"text": "VI acid is carefully added to about 90cm3 of distilled water"}
{"text": "Diluting concentrated sulphuric VI acid should be done carefully because the reaction is highly exothermic"}
{"text": "Diluting concentrated sulphuric VI acid decreases the number of moles present in a given volume of solution which makes the acid less corrosive"}
{"text": "On diluting concentrated sulphuricVI acid water ionizes dissociates the acid fullywholly into twodibasicfree Haq and SO42aqions"}
{"text": "H2SO4 aq  2Haq  SO42aq"}
{"text": "The presence of free Haqions is responsible for"}
{"text": "iturn litmus red because of the presence of free Haqions"}
{"text": "iihave pH 123 because of the presence of many free Haqions hence a strongly acidic solution"}
{"text": "iiiReaction with metals"}
{"text": "Experiment"}
{"text": "Place 5cm3 of 02M dilute sulphuricVIacid into four separate clean test tubes Add about 01g of Magnesium ribbon to one test tube Cover the mixture with a finger as stopper Introduce a burning splint on top of the finger and release the finger stopper Repeat by adding Zinc Copper and Iron instead of the Magnesium ribbon"}
{"text": "Observation"}
{"text": "No effervescence bubbles fizzing with copper"}
{"text": "Effervescence bubbles fizzing with Iron Zinc and Magnesium"}
{"text": "Colourless gas produced that extinguishes burning splint with a pop sound"}
{"text": "Colourless solution formed with Zinc and Magnesium"}
{"text": "Green solution formed with Iron"}
{"text": "Explanation"}
{"text": "When a metal higher than hydrogen in the reactivityelectrochemical series is put in a test tube containing dilute sulphuricVIacid effervescence bubbling fizzing takes place with evolution of Hydrogen gas"}
{"text": "Impure hydrogen gas extinguishes burning splint with a pop sound"}
{"text": "A sulphate VI salts is formed Iron Zinc and Magnesium are higher than hydrogen in the reactivityelectrochemical series"}
{"text": "They form Iron IIsulphateVI Magnesium sulphateVI and Zinc sulphateVI"}
{"text": "When a metal lower than hydrogen in the reactivityelectrochemical series is put in a test tube containing dilute sulphuricVIacid there is no effervescence bubbling fizzing that take place"}
{"text": "Copper thus do not react with dilute sulphuricVIacid"}
{"text": "Chemicalionic equation"}
{"text": "Mgs  H2SO4aq  MgSO4aq  H2g"}
{"text": "Mgs  2Haq  Mg2 aq  H2g"}
{"text": "Zns  H2SO4aq  ZnSO4aq  H2g"}
{"text": "Zns  2Haq  Zn2 aq  H2g"}
{"text": "Fes  H2SO4aq  FeSO4aq  H2g"}
{"text": "Fes  Haq  Fe2 aq  H2g"}
{"text": "NBi CalciumLead and Barium forms insoluble sulphateVIsalts that covercoat the unreacted metals"}
{"text": "iiSodium and Potassium react explosively with dilute sulphuricVIacid"}
{"text": "ivReaction with metal carbonates and hydrogen carbonates"}
{"text": "Experiment"}
{"text": "Place 5cm3 of 02M dilute sulphuricVIacid into four separate clean boiling tubes Add about 01g of sodium carbonate to one boiling tube Introduce a burning splint on top of the boiling tube Repeat by adding Zinc carbonate Copper IIcarbonate and IronIICarbonate in place of the sodium hydrogen carbonate"}
{"text": "Observation"}
{"text": "Effervescence bubbles fizzing"}
{"text": "Colourless gas produced that extinguishes burning splint"}
{"text": "Colourless solution formed with Zinc carbonate sodium hydrogen carbonate and sodium carbonate"}
{"text": "Green solution formed with IronIICarbonate"}
{"text": "Blue solution formed with CopperIICarbonate"}
{"text": "Explanation"}
{"text": "When a metal carbonate or a hydrogen carbonates is put in a test tube containing dilute sulphuricVIacid effervescence bubbling fizzing takes place with evolution of carbonIVoxide gas carbonIVoxide gas extinguishes a burning splint and forms a white precipitate when bubbled in lime water"}
{"text": "A sulphate VI salts is formed"}
{"text": "Chemicalionic equation"}
{"text": "ZnCO3s  H2SO4aq  ZnSO4aq  H2Ol  CO2g"}
{"text": "ZnCO3s  2Haq  Zn2 aq  H2Ol  CO2g"}
{"text": "CuCO3s  H2SO4aq  CuSO4aq  H2Ol  CO2g"}
{"text": "CuCO3s  2Haq  Cu2 aq  H2Ol  CO2g"}
{"text": "FeCO3s  H2SO4aq  FeSO4aq  H2Ol  CO2g"}
{"text": "FeCO3s  2Haq  Fe2 aq  H2Ol  CO2g"}
{"text": "2NaHCO3s  H2SO4aq  Na2SO4aq  2H2Ol  2CO2g"}
{"text": "NaHCO3s  Haq  Na aq  H2Ol  CO2g"}
{"text": "Na2CO3s  H2SO4aq  Na2SO4aq  H2Ol  CO2g"}
{"text": "NaHCO3s  Haq  Na aq  H2Ol  CO2g"}
{"text": "NH42CO3s  H2SO4aq  NH42SO4 aq  H2Ol  CO2g"}
{"text": "NH42CO3 s  Haq  NH4 aq  H2Ol  CO2g"}
{"text": "2NH4HCO3aq  H2SO4aq  NH42SO4 aq  H2Ol  CO2g"}
{"text": "NH4HCO3aq  Haq  NH4 aq  H2Ol  CO2g"}
{"text": "NB"}
{"text": "Calcium Lead and Barium carbonates forms insoluble sulphateVIsalts that covercoat the unreacted metals"}
{"text": "vNeutralizationreaction of metal oxides and alkalisbases"}
{"text": "Experiment I"}
{"text": "Place 5cm3 of 02M dilute sulphuricVIacid into four separate clean boiling tubes Add about 01g of copperIIoxide to one boiling tube Stir"}
{"text": "Repeat by adding Zinc oxide calcium carbonate and Sodium IIOxide in place of the CopperIIOxide"}
{"text": "Observation"}
{"text": "Blue solution formed with CopperIIOxide"}
{"text": "Colourless solution formed with other oxides"}
{"text": "Explanation"}
{"text": "When a metal oxide is put in a test tube containing dilute sulphuricVIacid the oxide dissolves forming a sulphate VI salt"}
{"text": "Chemicalionic equation"}
{"text": "ZnOs  H2SO4aq  ZnSO4aq  H2Ol"}
{"text": "ZnOs  2Haq  Zn2 aq  H2Ol"}
{"text": "CuOs  H2SO4aq  CuSO4aq  H2Ol"}
{"text": "CuOs  2Haq  Cu2 aq  H2Ol"}
{"text": "MgOs  H2SO4aq  MgSO4aq  H2Ol"}
{"text": "MgOs  2Haq  Mg2 aq  H2Ol"}
{"text": "Na2Os  H2SO4aq  Na2SO4aq  H2Ol"}
{"text": "Na2Os  2Haq  2Na aq  H2Ol"}
{"text": "K2CO3s  H2SO4aq  K2SO4aq  H2Ol"}
{"text": "K2Os  Haq  2K aq  H2Ol"}
{"text": "NB"}
{"text": "Calcium Lead and Barium oxides forms insoluble sulphateVIsalts that covercoat the unreacted metals oxides"}
{"text": "Experiment II"}
{"text": "Fill a burette with 01M dilute sulphuricVIacid Pipette 200cm3 of 01Msodium hydroxide solution into a 250cm3 conical flask Add three drops of phenolphthalein indicator Titrate the acid to get a permanent colour change Repeat with01M potassium hydroxide solution inplace of 01Msodium hydroxide solution"}
{"text": "Observation"}
{"text": "Colour of phenolphthalein changes from pink to colourless at the end point"}
{"text": "Explanation"}
{"text": "Like other mineral acids dilute sulphuricVIacid neutralizes basesalkalis to a sulphate salt and water only"}
{"text": "Colour of the indicator used changes when a slight excess of acid is added to the base at the end point"}
{"text": "Chemical equation"}
{"text": "2NaOHaq  H2SO4aq  Na2SO4aq  H2Ol"}
{"text": "OHs  Haq  H2Ol"}
{"text": "2KOHaq  H2SO4aq  K2SO4aq  H2Ol"}
{"text": "OHs  Haq  H2Ol"}
{"text": "2NH4OHaq  H2SO4aq  NH42SO4aq  H2Ol"}
{"text": "OHs  Haq  H2Ol"}
{"text": "iv Hydrogen sulphideH2S"}
{"text": "a Occurrence"}
{"text": "Hydrogen sulphide is found in volcanic areas as a gas or dissolved in water from geysers and hot springs in active volcanic areas of the world eg Olkaria and Hells gate near Naivasha in Kenya"}
{"text": "It is present in rotten eggs and human excreta"}
{"text": "b Preparation"}
{"text": "Hydrogen sulphide is prepared in a school laboratory by heating Iron II sulphide with dilute hydrochloric acid"}
{"text": "c Properties of Hydrogen sulphideQuestions"}
{"text": "1 Write the equation for the reaction for the school laboratory preparation of Hydrogen sulphide"}
{"text": "Chemical equation FeS s  2HCl aq  H2S g FeCl2 aq"}
{"text": "2 State three physical properties unique to Hydrogen sulphide"}
{"text": "Hydrogen sulphide is a colourless gas with characteristic pungent poisonous smell of rotten eggs It is soluble in cold water but insoluble in warm water It is denser than water and turns blue litmus paper red"}
{"text": "3 Hydrogen sulphide exist as a dibasic acid when dissolved in water Using a chemical equation show how it ionizes in aqueous state"}
{"text": "H2Saq  Haq  HSaq"}
{"text": "H2Saq  2Haq  S2 aq"}
{"text": "Hydrogen sulphide therefore can form both normal and acid salts eg"}
{"text": "Sodium hydrogen sulphide and sodium sulphide both exist"}
{"text": "4 State and explain one gaseous impurity likely to be present in the gas jar containing hydrogen sulphide above"}
{"text": "Hydrogen H2"}
{"text": "IronIIsulphide contains Iron as impurity The iron will react with dilute hydrochloric acid to form ironIIchloride and produce hydrogen gas that mixes with hydrogen sulphide gas"}
{"text": "5 State and explain the observations made when a filter paper dipped in LeadII ethanoate Lead II nitrateV solution is put in a gas jar containing hydrogen sulphide gas"}
{"text": "Observations"}
{"text": "Moist LeadII ethanoate Lead II nitrateV paper turns black"}
{"text": "Explanation"}
{"text": "When hydrogen sulphide is bubbled in a metallic salt solution a metallic sulphide is formed"}
{"text": "All sulphides are insoluble black salts except sodium sulphide potassium sulphide and ammonium sulphides"}
{"text": "Hydrogen sulphide gas blackens moist Lead II ethanoate Lead II nitrateV paper"}
{"text": "The gas reacts with Pb2 in the paper to form black LeadIIsulphide"}
{"text": "This is the chemical test for the presence of H2S other than the physical smell of rotten eggs"}
{"text": "Chemical equations"}
{"text": "Pb2aq  H2S  PbS  2Haq"}
{"text": "black"}
{"text": "Fe2aq  H2S  FeS  2Haq"}
{"text": "black"}
{"text": "Zn2aq  H2S  ZnS  2Haq"}
{"text": "black"}
{"text": "Cu2aq  H2S  CuS  2Haq"}
{"text": "black"}
{"text": "2Cuaq  H2S  Cu2S  2Haq"}
{"text": "black"}
{"text": "6 Dry hydrogen sulphide was ignited as below"}
{"text": "i State the observations made in flame A"}
{"text": "Hydrogen sulphide burns in excess air with a blue flame to form sulphurIVoxide gas and water"}
{"text": "Chemical equation 2H2Sg  3O2g  2H2Ol  2SO2g"}
{"text": "Hydrogen sulphide burns in limited air with a blue flame to form sulphur solid and water"}
{"text": "Chemical equation 2H2Sg  O2g  2H2Ol  2Ss"}
{"text": "7 Hydrogen sulphide is a strong reducing agent that is oxidized to yellow solid sulphur as precipitate The following experiments illustrate the reducing properties of Hydrogen sulphide"}
{"text": "aTurns Orange acidified potassium dichromateVI to green"}
{"text": "Experiment"}
{"text": "iPass a stream of Hydrogen sulphide gas in a test tube containing acidified potassium dichromate VI solution or"}
{"text": "iiDip a filter paper soaked in acidified potassium dichromate VI into a gas jar containing Hydrogen sulphide gas"}
{"text": "Observation"}
{"text": "Orange acidified potassium dichromate VI turns to green"}
{"text": "Yellow solid residue"}
{"text": "Explanation"}
{"text": "Hydrogen sulphide gas reduces acidified potassium dichromateVI from orange Cr2O72 ions to green Cr3 ions leaving a yellow solid residue as itself is oxidized to sulphur"}
{"text": "Chemicalionic equation"}
{"text": "4H2Saq  Cr2O72aq 6Haq  4Saq  2Cr3aq  7H2Ol"}
{"text": "This test is used for differentiating Hydrogen sulphide and sulphur IVoxide gas"}
{"text": "SulphurIVoxide also reduces acidified potassium dichromateVI from orange Cr2O72 ions to green Cr3 ions without leaving a yellow residue"}
{"text": "bDecolorizes acidified potassium manganateVII"}
{"text": "Experiment"}
{"text": "iPass a stream of SulphurIV oxide gas in a test tube containing acidified potassium manganateVII solution or"}
{"text": "iiDip a filter paper soaked in acidified potassium manganateVII into a gas jar containing Hydrogen Sulphide gas"}
{"text": "Observation"}
{"text": "Purple acidified potassium manganateVII turns to colourless acidified potassium manganateVII is decolorized"}
{"text": "Yellow solid residue"}
{"text": "Explanation"}
{"text": "Hydrogen sulphide gas reduces acidified potassium manganateVII from purple MnO4 ions to green Mn2 ions leaving a residue as the gas itself is oxidized to sulphur"}
{"text": "Chemicalionic equation"}
{"text": "5H2Sg  2MnO4 aq 6Haq  5S s  2Mn2aq  8H2Ol"}
{"text": "purple colourless"}
{"text": "This is another test for differentiating Hydrogen sulphide and SulphurIV oxide gas"}
{"text": "SulphurIV oxide also decolorizes acidified potassium manganateVII from purple MnO4 ions to colourless Mn2 ions leaving no yellow residue"}
{"text": "cDecolorizes bromine water"}
{"text": "Experiment"}
{"text": "iPass a stream of Hydrogen sulphide gas in a test tube containing bromine water  or"}
{"text": "iiPut three drops of bromine water into a gas jar containing Hydrogen sulphide gas Swirl"}
{"text": "Observation"}
{"text": "Yellow bromine water turns to colourless bromine water is decolorized"}
{"text": "Yellow solid residue"}
{"text": "Explanation"}
{"text": "Hydrogen sulphide gas reduces yellow bromine water to colourless hydrobromic acid HBr leaving a yellow residue as the gas itself is oxidized to sulphur"}
{"text": "Chemicalionic equation"}
{"text": "H2 Sg  Br2 aq  S s  2HBraq"}
{"text": "yellow solution yellow solid colourless"}
{"text": "This is another test for differentiating Hydrogen sulphide and SulphurIV oxide gas"}
{"text": "SulphurIV oxide also decolorizes acidified potassium manganateVII from purple MnO4 ions to colourless Mn2 ions leaving no yellow residue"}
{"text": "dReduces IronIII Fe3 salts to IronII salts Fe2"}
{"text": "Experiment"}
{"text": "iPass a stream of Hydrogen sulphide gas in a test tube containing about 3 cm3 of Iron IIIchloride solution or"}
{"text": "iiPlace about 3cm3 of Iron IIIchloride solution into a gas jar containing Hydrogen sulphide gas Swirl"}
{"text": "Observation"}
{"text": "Yellowbrown Iron IIIchloride solution turns to green"}
{"text": "Yellow solid"}
{"text": "Explanation"}
{"text": "Hydrogen sulphide gas reduces Iron IIIchloride solution from yellowbrown Fe3 ions to green Fe2 ions leaving a yellow residueThe gas is itself oxidized to sulphur"}
{"text": "Chemicalionic equation"}
{"text": "H2Saq  2Fe3 aq  S s  Fe2aq  2Haq"}
{"text": "yellow solution yellow residue green"}
{"text": "eReduces NitricVacid to NitrogenIVoxide gas"}
{"text": "Experiment"}
{"text": "iPass a stream of Hydrogen sulphide gas in a test tube containing about 3 cm3 of concentrated nitricVacid or"}
{"text": "iiPlace about 3cm3 of concentrated nitricVacid into a gas jar containing Hydrogen sulphide gas Swirl"}
{"text": "Observation"}
{"text": "Brown fumes of a gas evolvedproduced"}
{"text": "Yellow solid residue"}
{"text": "Explanation"}
{"text": "Hydrogen sulphide gas reduces concentrated nitricVacid to brown nitrogenIVoxide gas itself oxidized to yellow sulphur"}
{"text": "Chemicalionic equation"}
{"text": "H2Sg  2HNO3 l  2H2Ol  S s  2NO2 g"}
{"text": "yellow residue brown fumes"}
{"text": "fReduces sulphuricVIacid to Sulphur"}
{"text": "Experiment"}
{"text": "iPass a stream of Hydrogen sulphide gas in a test tube containing about 3 cm3 of concentrated sulphuricVIacid or"}
{"text": "iiPlace about 3cm3 of concentrated sulphuric VI acid into a gas jar containing Hydrogen sulphide gas Swirl"}
{"text": "Observation"}
{"text": "Yellow solid residue"}
{"text": "Explanation"}
{"text": "Hydrogen sulphide gas reduces concentrated sulphuricVIacid to yellow sulphur"}
{"text": "Chemicalionic equation"}
{"text": "3H2Sg  H2SO4 l  4H2Ol  4S s"}
{"text": "yellow residue"}
{"text": "gReduces Hydrogen peroxide to water"}
{"text": "Experiment"}
{"text": "iPass a stream of Hydrogen sulphide gas in a test tube containing about 3 cm3 of 20 volume hydrogen peroxide"}
{"text": "Observation"}
{"text": "Yellow solid residue"}
{"text": "Explanation"}
{"text": "Hydrogen sulphide gas reduces 20 volume hydrogen peroxide to water and itself oxidized to yellow sulphur"}
{"text": "Chemicalionic equation"}
{"text": "H2Sg  H2O2 l  2H2Ol  S s"}
{"text": "yellow residue"}
{"text": "8Name the salt formed when"}
{"text": "iequal volumes of equimolar hydrogen sulphide neutralizes sodium hydroxide solution"}
{"text": "Sodium hydrogen sulphide"}
{"text": "Chemicalionic equation"}
{"text": "H2Sg  NaOH l  H2Ol  NaHS aq"}
{"text": "ii hydrogen sulphide neutralizes excess concentrated sodium hydroxide solution"}
{"text": "Sodium sulphide"}
{"text": "Chemicalionic equation"}
{"text": "H2Sg  2NaOH l  2H2Ol  Na2S aq"}
{"text": "Practice"}
{"text": "Hydrogen sulphide gas was bubbled into a solution of metallic nitrateVsalts as in the flow chart below"}
{"text": "aName the black solid CopperIIsulphide"}
{"text": "bIdentify the cation responsible for the formation of"}
{"text": "I Blue solution Cu2aq"}
{"text": "II Green solution Fe2aq"}
{"text": "III Brown solution Fe3aq"}
{"text": "cUsing acidified potassium dichromateVI describe how you would differentiate between sulphurIVOxide and hydrogen sulphide"}
{"text": "Bubble the gases in separate test tubes containing acidified Potassium dichromateVI solution"}
{"text": "Both changes the Orange colour of acidified Potassium dichromateVI solution to green"}
{"text": "Yellow solid residuedeposit is formed with Hydrogen sulphide"}
{"text": "Chemicalionic equation"}
{"text": "4H2Saq  Cr2O72aq 6Haq  4Saq  2Cr3aq  7H2Ol"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "dState and explain the observations made if a burning splint is introduced at the mouth of a hydrogen sulphide generator"}
{"text": "Observation"}
{"text": "Gas continues burning with a blue flame"}
{"text": "Explanation Hydrogen sulphide burns in excess air with a blue flame to form sulphurIVoxide gas and water"}
{"text": "Chemical equation 2H2Sg 3O2g  2H2Ol  2SO2 g"}
{"text": "vSulphate VI SO42and SulphateIV SO32 salts"}
{"text": "1 Sulphate VI SO42 salts are normal and acid salts derived from Sulphuric VIacid H2SO4"}
{"text": "2 SulphateIV SO32 salts are normal and acid salts derived from Sulphuric IVacid H2SO3"}
{"text": "3 Sulphuric VIacid H2SO4 is formed when sulphurVIoxide gas is bubbled in water"}
{"text": "The acid exist as a dibasic acid with two ionisable hydrogen It forms therefore the Sulphate VI SO42 and hydrogen sulphate VI HSO4 salts"}
{"text": "ie"}
{"text": "H2SO4 aq  2Haq  SO42aq"}
{"text": "H2SO4 aq  Haq  HSO4 aq"}
{"text": "All Sulphate VI SO42 salts dissolve in waterare soluble except Calcium II sulphate VI CaSO4 Barium II sulphate VI BaSO4 and Lead II sulphate VI PbSO4"}
{"text": "All Hydrogen sulphate VI HSO3 salts exist in solutiondissolved in water Sodium I hydrogen sulphate VI NaHSO4 Potassium I hydrogen sulphate VI KHSO4 and Ammonium hydrogen sulphate VI NH4HSO4 exist also as solids"}
{"text": "Other Hydrogen sulphate VI HSO4 salts do not exist except those of Calcium II hydrogen sulphate VI Ca HSO42 and Magnesium II hydrogen sulphate VI Mg HSO42"}
{"text": "4 Sulphuric IVacid H2SO3 is formed when sulphurIVoxide gas is bubbled in water"}
{"text": "The acid exist as a dibasic acid with two ionisable hydrogen It forms therefore the Sulphate IV SO32 and hydrogen sulphate VI HSO4 salts"}
{"text": "ie"}
{"text": "H2SO3 aq  2Haq  SO32aq"}
{"text": "H2SO3 aq  Haq  HSO3 aq"}
{"text": "All Sulphate IV SO32 salts dissolve in waterare soluble except Calcium II sulphate IV CaSO3 Barium II sulphate IV BaSO3 and Lead II sulphate IV PbSO3"}
{"text": "All Hydrogen sulphate IV HSO3 salts exist in solutiondissolved in water Sodium I hydrogen sulphate IV NaHSO3 Potassium I hydrogen sulphate IV KHSO3 and Ammonium hydrogen sulphate IV NH4HSO3 exist also as solids"}
{"text": "Other Hydrogen sulphate IV HSO3 salts do not exist except those of Calcium II hydrogen sulphate IV Ca HSO32 and Magnesium II hydrogen sulphate IV Mg HSO32"}
{"text": "5The following experiments show the effect of heat on sulphateVI SO42and sulphateIV SO32 salts"}
{"text": "Experiment"}
{"text": "In a clean dry test tube place separately about 10g of"}
{"text": "ZincIIsulphate VI IronIIsulphateVI CopperIIsulphateVISodium I sulphate VI Sodium I sulphate IVHeat gently then strongly Test any gases produced using litmus papers"}
{"text": "Observations"}
{"text": "Colourless droplets of liquid forms on the cooler parts of the test tube in all cases"}
{"text": "White solid residue is left in case of Zinc IIsulphateVISodium I sulphate VI and Sodium I sulphate IV"}
{"text": "Colour changes from green to brown yellow in case of Iron IIsulphateVI"}
{"text": "Colour changes from blue to white then black in case of Copper II sulphate VI"}
{"text": "Blue litmus paper remain and blue and red litmus paper remain red in case of ZincIIsulphateVI Sodium I sulphate VI and Sodium I sulphate IV"}
{"text": "Blue litmus paper turns red and red litmus paper remain red in case of Iron IIsulphateVI and Copper II sulphate VI"}
{"text": "Explanation"}
{"text": "iAll Sulphate VI SO42 salts exist as hydrated salts with water of crystallization that condenses and collects on cooler parts of test tube as a colourless liquid on gentle heating eg"}
{"text": "K2SO410H2Os  K2SO4s  10H2Ol"}
{"text": "Na2SO410H2Os  Na2SO4s  10H2Ol"}
{"text": "MgSO47H2Os  MgSO4s  7H2Ol"}
{"text": "CaSO47H2Os  CaSO4s  7H2Ol"}
{"text": "ZnSO47H2Os  ZnSO4s  7H2Ol"}
{"text": "FeSO47H2Os  FeSO4s  7H2Ol"}
{"text": "Al2SO436H2Os  Al2SO43 s  6H2Ol"}
{"text": "CuSO45H2Os  CuSO4s  5H2Ol"}
{"text": "All Sulphate VI SO42 salts do not decompose on heating except Iron II sulphate VI and Copper II sulphate VI"}
{"text": "iIron II sulphate VI decomposes on strong heating to produce acidic sulphur IVoxide and sulphurVIoxide gases IronIIIoxide is formed as a brown yellow residue"}
{"text": "Chemical equation"}
{"text": "2FeSO4 s  Fe2O3s  SO2g  SO3g"}
{"text": "This reaction is used for the school laboratory preparation of small amount of sulphurVIoxide gas"}
{"text": "Sulphur VI oxide readily easily solidifies as white silky needles when the mixture is passed through freezing mixtureice cold water"}
{"text": "Sulphur IV oxide does not"}
{"text": "ii CopperIIsulphateVI decomposes on strong heating to black copper II oxide and Sulphur VI oxide gas"}
{"text": "Chemical equation"}
{"text": "2CuSO4 s  CuOs  SO3g"}
{"text": "This reaction is used for the school laboratory preparation of small amount of sulphurVIoxide gas"}
{"text": "6 The following experiments show the test for the presence of sulphate VI SO42and sulphateIV SO32 ions in a sample of a saltcompound"}
{"text": "ExperimentsObservations"}
{"text": "aUsing LeadIInitrateV"}
{"text": "I To about 5cm3 of a salt solution in a test tube add four drops of LeadIInitrateVsolution Preserve"}
{"text": "II To the preserved sample in I above add six drops of 2M nitricV acid  Preserve"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "IIIaTo the preserved sample observation 1 in II above Heat to boil"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "bTo the preserved sample observation 2 in II above add 4 drops of acidified potassium manganateVII dichromateVI"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "ExperimentsObservations"}
{"text": "bUsing BariumIInitrateV BariumIIchloride"}
{"text": "I To about 5cm3 of a salt solution in a test tube add four drops of BariumII nitrate V  BariumIIchloride Preserve"}
{"text": "II To the preserved sample in I above add six drops of 2M nitricV acid  Preserve"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "IIITo the preserved sample observation 2 in II above add 4 drops of acidified potassium manganateVII dichromateVI"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "Explanations"}
{"text": "Using LeadIInitrateV"}
{"text": "iLeadIInitrateV solution reacts with chloridesCl Sulphate VI salts SO42  Sulphate IVsalts SO32 and carbonatesCO32 to form the insoluble white precipitate of LeadIIchloride LeadIIsulphateVI LeadII sulphate IV and LeadIIcarbonateIV"}
{"text": "Chemicalionic equation"}
{"text": "Pb2aq  Cl aq  PbCl2s"}
{"text": "Pb2aq  SO42 aq  PbSO4 s"}
{"text": "Pb2aq  SO32 aq  PbSO3 s"}
{"text": "Pb2aq  CO32 aq  PbCO3 s"}
{"text": "iiWhen the insoluble precipitates are acidified with nitricV acid"}
{"text": "LeadIIchloride and LeadIIsulphateVI do not react with the acid and thus their white precipitates remain persists"}
{"text": "LeadII sulphate IV and LeadIIcarbonateIV reacts with the acid to form soluble LeadII nitrate V and produceeffervescesfizzesbubbles out sulphurIVoxide and carbonIVoxide gases respectively"}
{"text": "Chemicalionic equation"}
{"text": "PbSO3 s  2Haq  H2 O l  Pb2aq  SO2 g"}
{"text": "PbCO3 s  2Haq  H2 O l  Pb2aq  CO2 g"}
{"text": "iiiWhen LeadIIchloride and LeadIIsulphateVI are heatedwarmed"}
{"text": "LeadIIchloride dissolves in hot wateron boilingrecrystallizes on cooling"}
{"text": "LeadIIsulphateVI do not dissolve in hot water thus its white precipitate persistsremains on heatingboiling"}
{"text": "ivWhen sulphurIVoxide and carbonIVoxide gases are produced"}
{"text": "sulphurIVoxide will decolorize acidified potassium manganateVII and  or Orange colour of acidified potassium dichromateVI will turns to green CarbonIVoxide will not"}
{"text": "Chemical equation"}
{"text": "5SO32aq  2MnO4 aq 6Haq  5SO42aq  2Mn2aq  3H2Ol"}
{"text": "purple colourless"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "Orange green"}
{"text": "CarbonIVoxide forms an insoluble white precipitate of calcium carbonate if three drops of lime water are added into the reaction test tube when effervescence is taking place SulphurIVoxide will not"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3s  H2Ol"}
{"text": "These tests should be done immediately after acidifying to ensure the gases produced react with the oxidizing agentslime water"}
{"text": "Using BariumIInitrateV BariumIIChloride"}
{"text": "iBariumIInitrateV and or BariumIIchloride solution reacts with Sulphate VI salts SO42  Sulphate IVsalts SO32 and carbonatesCO32 to form the insoluble white precipitate of BariumIIsulphateVI BariumII sulphate IV and BariumIIcarbonateIV"}
{"text": "Chemicalionic equation"}
{"text": "Ba2aq  SO42 aq  BaSO4 s"}
{"text": "Ba2aq  SO32 aq  BaSO3 s"}
{"text": "Ba2aq  CO32 aq  BaCO3 s"}
{"text": "iiWhen the insoluble precipitates are acidified with nitricV acid"}
{"text": "Barium IIsulphateVI do not react with the acid and thus its white precipitates remain persists"}
{"text": "BariumII sulphate IV and BariumIIcarbonateIV reacts with the acid to form soluble BariumII nitrate V and produce effervesces fizzes bubbles out sulphurIVoxide and carbonIVoxide gases respectively"}
{"text": "Chemicalionic equation"}
{"text": "BaSO3 s  2Haq  H2 O l  Ba2aq  SO2 g"}
{"text": "BaCO3 s  2Haq  H2 O l  Ba2aq  CO2 g"}
{"text": "iii When sulphurIVoxide and carbonIVoxide gases are produced"}
{"text": "sulphurIVoxide will decolorize acidified potassium manganateVII and  or Orange colour of acidified potassium dichromateVI will turns to green CarbonIVoxide will not"}
{"text": "Chemical equation"}
{"text": "5SO32aq  2MnO4 aq 6Haq  5SO42aq  2Mn2aq  3H2Ol"}
{"text": "purple colourless"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "Orange green"}
{"text": "CarbonIVoxide forms an insoluble white precipitate of calcium carbonate if three drops of lime water are added into the reaction test tube when effervescence is taking place SulphurIVoxide will not"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3s  H2Ol"}
{"text": "These tests should be done immediately after acidifying to ensure the gases produced react with the oxidizing agentslime water"}
{"text": "Summary test for Sulphate VI SO42and SulphateIV SO32 salts"}
{"text": "Practice revision question"}
{"text": "1 Study the flow chart below and use it to answer the questions that follow"}
{"text": "aIdentify the"}
{"text": "I Sodium salt solution"}
{"text": "Sodium sulphateIVNa2SO3"}
{"text": "II White precipitate"}
{"text": "Barium sulphateIVBaSO3"}
{"text": "III Gas G"}
{"text": "Sulphur IVOxide SO2"}
{"text": "IV Colourless solution H"}
{"text": "Barium chloride BaCl2"}
{"text": "bWrite an ionic equation for the formation of IWhite precipitate"}
{"text": "Ionic equation Ba2aq  SO32aq  BaSO3s"}
{"text": "IIGas G"}
{"text": "Ionic equation BaSO3s 2Haq  SO2 g  H2O l  Ba2aq"}
{"text": "III Green solution from the orange solution"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "Orange green"}
{"text": "2 Study the flow chart below and answer the questions that follow"}
{"text": "iWrite equation for the reaction taking place at"}
{"text": "IThe roasting furnace 1mk"}
{"text": "2FeS2 s  5O2 g  2FeOs  4SO2 g"}
{"text": "IIThe absorption tower 1mk"}
{"text": "H2SO4 l  SO3 g  H2S2O7l"}
{"text": "IIIThe diluter 1mk"}
{"text": "H2S2O7l  H2 Ol  2H2SO4 l"}
{"text": "iiThe reaction taking place in chamber K is"}
{"text": "SO2 g  12O2 g SO3 g"}
{"text": "I Explain why it is necessary to use excess air in chamber K"}
{"text": "To ensure all the SO2 reacts"}
{"text": "IIName another substance used in chamber K"}
{"text": "VanadiumVoxide"}
{"text": "3aDescribe a chemical test that can be used to differentiate between sodium sulphate IV and sodium sulphate VI"}
{"text": "Add acidified Barium nitrateVchloride"}
{"text": "White precipitate formed with sodium sulphate VI"}
{"text": "No white precipitate formed with sodium sulphate IV"}
{"text": "bCalculate the volume of sulphur IV oxide formed when 120 kg of copper is reacted with excess concentrated sulphuricVIacidCu  635 1 mole of a gas at stp 224dm3"}
{"text": "Chemical equation"}
{"text": "Cus  2H2SO4l  CuSO4aq H2Ol  SO2 g"}
{"text": "Mole ratio Cus SO2 g  11"}
{"text": "Method 1"}
{"text": "1 Mole Cu 635 g  1 mole SO2  224dm3"}
{"text": "120 x 1000 g  120 x 1000 g x 224dm3"}
{"text": "635 g"}
{"text": "423307087"}
{"text": "Method 2"}
{"text": "Moles of Cu   120 x 1000  g 18897639 moles"}
{"text": "635"}
{"text": "Moles SO2  Moles of Cu  18897639 moles"}
{"text": "Volume of SO2  Mole x molar gas volume  18897639 moles x 224"}
{"text": "423307114"}
{"text": "aIdentify the"}
{"text": "ication responsible for the green solution T"}
{"text": "Cr3"}
{"text": "iipossible anions present in white precipitate R"}
{"text": "CO32 SO32 SO42"}
{"text": "bName gas V"}
{"text": "Sulphur IVoxide"}
{"text": "cWrite a possible ionic equation for the formation of white precipitate R"}
{"text": "Ba2 aq  CO32 aq  BaCO3s"}
{"text": "Ba2 aq  SO32 aq  BaSO3s"}
{"text": "Ba2 aq  SO42 aq  BaSO4s"}
{"text": "ORGANIC CHEMISTRY 1  2"}
{"text": "Introduction to Organic chemistry"}
{"text": "Organic chemistry is the branch of chemistry that studies carbon compounds present in living things once living things or syntheticmanmade"}
{"text": "Compounds that makes up living things whether alive or dead mainly contain carbon Carbon is tetravalent"}
{"text": "It is able to form stable covalent bonds with itself and many nonmetals like hydrogen nitrogen oxygen and halogens to form a variety of compounds This is because"}
{"text": "i carbon uses all the four valence electrons to form four strong covalent bond"}
{"text": "iicarbon can covalently bond to form a single double or triple covalent bond with itself"}
{"text": "iiicarbon atoms can covalently bond to form a very long chain or ring"}
{"text": "When carbon covalently bond with Hydrogen it forms a group of organic compounds called Hydrocarbons"}
{"text": "AHYDROCARBONS HCs"}
{"text": "Hydrocarbons are a group of organic compounds containing made up of hydrogen and carbon atoms only"}
{"text": "Depending on the type of bond that exist between the individual carbon atoms hydrocarbon are classified as"}
{"text": "i Alkanes"}
{"text": "ii Alkenes"}
{"text": "iii Alkynes"}
{"text": "i Alkanes"}
{"text": "aNomenclatureNaming"}
{"text": "These are hydrocarbons with a general formula CnH2n2 where n is the number of Carbon atoms in a molecule"}
{"text": "The carbon atoms are linked by single bond to each other and to hydrogen atoms"}
{"text": "They include"}
{"text": "Note"}
{"text": "1The general formulamolecular formular of a compound shows the number of each atoms of elements making the compound eg"}
{"text": "Decane has a generalmolecular formula C10H22 this means there are 10 carbon atoms and 22 hydrogen atoms in a molecule of decane"}
{"text": "2The structural formula shows the arrangementbonding of atoms of each element making the compound eg"}
{"text": "Decane has the structural formula as in the table above this means the 1st carbon from left to right is bonded to three hydrogen atoms and one carbon atom"}
{"text": "The 2nd carbon atom is joinedbonded to two other carbon atoms and two Hydrogen atoms"}
{"text": "3Since carbon is tetravalent each atom of carbon in the alkane MUST always be bonded using four covalent bond four shared pairs of electrons"}
{"text": "4Since Hydrogen is monovalent each atom of hydrogen in the alkane MUST always be bonded using one covalent bondone shared pair of electrons"}
{"text": "5One member of the alkane differ from the nextprevious by a CH2 group"}
{"text": "eg"}
{"text": "Propane differ from ethane by one carbon and two Hydrogen atoms form ethane Ethane differ from methane also by one carbon and two Hydrogen atoms"}
{"text": "6A group of compounds that differ by a CH2 group from the next previous consecutively is called a homologous series"}
{"text": "7A homologous series"}
{"text": "i differ by a CH2 group from the next previous consecutively"}
{"text": "iihave similar chemical properties"}
{"text": "iiihave similar chemical formula that can be represented by a general formula eg alkanes have the general formula CnH2n2"}
{"text": "ivthe physical properties egmeltingboiling pointsshow steady gradual change"}
{"text": "8The 1st four alkanes have the prefix methethprop and but to represent 123 and 4 carbons in the compound All other use the numeral prefix pentHexhept  etc to show also the number of carbon atoms"}
{"text": "9If one hydrogen atom in an alkane is removed an alkyl group is formedeg"}
{"text": "bIsomers of alkanes"}
{"text": "Isomers are compounds with the same molecular general formula but different molecular structural formula"}
{"text": "Isomerism is the existence of a compounds having the same generalmolecular formula but different structural formula"}
{"text": "The 1st three alkanes do not form isomersIsomers are named by using the IUPACInternational Union of Pure and Applied Chemistry system of nomenclaturenaming"}
{"text": "The IUPAC system of nomenclature uses the following basic rulesguidelines"}
{"text": "1Identify the longest continuous carbon chain to getdetermine the parent alkane"}
{"text": "2Number the longest chain form the end of the chain that is near the branches so as the branch get the lowest number possible"}
{"text": "3 Determine the position number and type of branches Name them as methyl ethyl propyl etc according to the number of carbon chains attached to the parent alkane Name them fluorochlorobromoiodo if they are halogens"}
{"text": "4Use prefix ditritetrapentahexa to show the number of branches attached to the parent alkane"}
{"text": "Practice on IUPAC nomenclature of alkanes"}
{"text": "aDraw the structure of"}
{"text": "i2methylpentane"}
{"text": "Procedure"}
{"text": "1 Identify the longest continuous carbon chain to getdetermine the parent alkane"}
{"text": "Butane is the parent name CH3 CH2 CH2 CH3"}
{"text": "2 Number the longest chain form the end of the chain that is near the branches so as the branch get the lowest number possible"}
{"text": "The methyl group is attached to Carbon 2"}
{"text": "3 Determine the position number and type of branches Name them as methyl ethyl propyl etc according to the number of carbon chains attached to the parent alkane ie"}
{"text": "Position of the branch at carbon 2"}
{"text": "Number of branches at carbon 1"}
{"text": "Type of the branch methyl hence"}
{"text": "Molecular formula"}
{"text": "CH3"}
{"text": "CH3 CH CH2 CH3  CH3 CH CH3  CH2CH3"}
{"text": "Structural formula"}
{"text": "H H H H"}
{"text": "H C C C C H"}
{"text": "H H H"}
{"text": "H C H"}
{"text": "H"}
{"text": "ii22dimethylpentane"}
{"text": "Procedure"}
{"text": "1 Identify the longest continuous carbon chain to getdetermine the parent alkane"}
{"text": "Butane is the parent name CH3 CH2 CH2 CH3"}
{"text": "2 Number the longest chain form the end of the chain that is near the branches so as the branch get the lowest number possible"}
{"text": "The methyl group is attached to Carbon 2"}
{"text": "3 Determine the position number and type of branches Name them as methyl ethyl propyl etc according to the number of carbon chains attached to the parent alkane ie"}
{"text": "Position of the branch at carbon 2"}
{"text": "Number of branches at carbon 2"}
{"text": "Type of the branch twomethyl hence"}
{"text": "Molecular formular"}
{"text": "CH3"}
{"text": "CH3 C CH2 CH3  CH3 C CH3 2 CH2CH3"}
{"text": "CH3"}
{"text": "Structural formula"}
{"text": "H"}
{"text": "H C H"}
{"text": "H H H"}
{"text": "H C C C C H"}
{"text": "H H H"}
{"text": "H C H"}
{"text": "H"}
{"text": "iii 223trimethylbutane"}
{"text": "Procedure"}
{"text": "1 Identify the longest continuous carbon chain to getdetermine the parent alkane"}
{"text": "Butane is the parent name CH3 CH2 CH2 CH3"}
{"text": "2 Number the longest chain form the end of the chain that is near the branches so as the branch get the lowest number possible"}
{"text": "The methyl group is attached to Carbon 2 and 3"}
{"text": "3 Determine the position number and type of branches Name them as methyl ethyl propyl etc according to the number of carbon chains attached to the parent alkane ie"}
{"text": "Position of the branch at carbon 2 and 3"}
{"text": "Number of branches at carbon 3"}
{"text": "Type of the branch three methyl hence"}
{"text": "Molecular formular"}
{"text": "CH3"}
{"text": "CH3 C CH CH3  CH3 C CH3 3 CH2CH3"}
{"text": "CH3 CH3"}
{"text": "Structural formula"}
{"text": "H"}
{"text": "H C H"}
{"text": "H H"}
{"text": "H C C C H"}
{"text": "H H"}
{"text": "H"}
{"text": "H C C H"}
{"text": "H"}
{"text": "H C H"}
{"text": "H"}
{"text": "iv 111222hexabromoethane"}
{"text": "Molecular formula"}
{"text": "CBr3 CBr3"}
{"text": "Structural formula"}
{"text": "Br Br"}
{"text": "Br C C Br"}
{"text": "Br Br"}
{"text": "v 111tetrachloro22dimethylbutane"}
{"text": "CH3"}
{"text": "CCl 3 C CH3  C Cl 3 C CH3 2 CH3"}
{"text": "CH3"}
{"text": "Structural formula"}
{"text": "Cl"}
{"text": "Cl C Cl"}
{"text": "H H"}
{"text": "H C C C H"}
{"text": "H H"}
{"text": "H C H"}
{"text": "H"}
{"text": "cOccurrence and extraction"}
{"text": "Crude oil natural gas and biogas are the main sources of alkanes"}
{"text": "iNatural gas is found on top of crude oil deposits and consists mainly of methane"}
{"text": "iiBiogas is formed from the decay of waste organic products like animal dung and cellulose When the decay takes place in absence of oxygen  6075 by volume of the gaseous mixture of methane gas is produced"}
{"text": "iiiCrude oil is a mixture of many flammable hydrocarbonssubstances Using fractional distillation each hydrocarbon fraction can be separated from the other The hydrocarbon with lower smaller number of carbon atoms in the chain have lower boiling point and thus collected first"}
{"text": "As the carbon chain increase the boiling point viscosity ease of flow and colour intensity increase as flammability decrease Hydrocarbons in crude oil are not pure They thus have no sharp fixed boiling point"}
{"text": "Uses of different crude oil fractions"}
{"text": "dSchool laboratory preparation of alkanes"}
{"text": "In a school laboratory alkanes may be prepared from the reaction of a sodium alkanoate with solid sodium hydroxidesoda lime"}
{"text": "Chemical equation"}
{"text": "Sodium alkanoate  soda lime  alkane  Sodium carbonate"}
{"text": "CnH2n1COONas  NaOHs  C n H2n2  Na2CO3s"}
{"text": "The H in NaOH is transferredmoves to the CnH2n1 in CnH2n1COONas to form C n H2n2"}
{"text": "Examples"}
{"text": "1 Methane is prepared from the heating of a mixture of sodium ethanoate and soda lime and collecting over water"}
{"text": "Sodium ethanoate  soda lime  methane  Sodium carbonate"}
{"text": "CH3COONas  NaOHs  C H4  Na2CO3s"}
{"text": "The H in NaOH is transferredmoves to the CH3 in CH3COONas to form CH4"}
{"text": "2 Ethane is prepared from the heating of a mixture of sodium propanoate and soda lime and collecting over water"}
{"text": "Sodium propanoate  soda lime  ethane  Sodium carbonate"}
{"text": "CH3 CH2COONas  NaOHs  CH3 CH3  Na2CO3s"}
{"text": "The H in NaOH is transferredmoves to the CH3 CH2 in CH3 CH2COONa s to form CH3 CH3"}
{"text": "3 Propane is prepared from the heating of a mixture of sodium butanoate and soda lime and collecting over water"}
{"text": "Sodium butanoate  soda lime  propane  Sodium carbonate"}
{"text": "CH3 CH2CH2COONas  NaOHs  CH3 CH2CH3  Na2CO3s"}
{"text": "The H in NaOH is transferredmoves to the CH3 CH2 CH2 in CH3 CH2CH2COONa s to form CH3 CH2CH3"}
{"text": "4 Butane is prepared from the heating of a mixture of sodium pentanoate and soda lime and collecting over water"}
{"text": "Sodium pentanoate  soda lime  butane  Sodium carbonate"}
{"text": "CH3 CH2 CH2CH2COONasNaOHs  CH3 CH2CH2CH3  Na2CO3s"}
{"text": "The H in NaOH is transferredmoves to the CH3CH2 CH2 CH2 in CH3 CH2CH2 CH2COONa s to form CH3 CH2 CH2CH3"}
{"text": "Laboratory set up for the preparation of alkanes"}
{"text": "dProperties of alkanes"}
{"text": "I Physical properties"}
{"text": "Alkanes are colourless gases solids and liquids that are not poisonous"}
{"text": "They are slightly soluble in water"}
{"text": "The solubility decrease as the carbon chain and thus the molar mass increase"}
{"text": "The melting and boiling point increase as the carbon chain increase"}
{"text": "This is because of the increase in vanderwaals intermolecular forces as the carbon chain increase"}
{"text": "The 1st four straight chain alkanes methaneethanepropane and butaneare therefore gases the nect sixpentane hexane heptaneoctanenonane and decane are liquids while the rest from unidecane11 carbon atoms are solids"}
{"text": "The density of straight chain alkanes increase with increasing carbon chain as the intermolecular forces increases"}
{"text": "This reduces the volume occupied by a given mass of the compound"}
{"text": "Summary of physical properties of alkanes"}
{"text": "IIChemical properties"}
{"text": "iBurning"}
{"text": "Alkanes burn with a bluenonluminous nonsootynonsmoky flame in excess air to form carbonIV oxide and water"}
{"text": "Alkane  Air  carbonIV oxide  water excess airoxygen"}
{"text": "Alkanes burn with a bluenonluminous nosootynonsmoky flame in limited air to form carbonII oxide and water"}
{"text": "Alkane  Air  carbonII oxide  water limited air"}
{"text": "Examples"}
{"text": "1a Methane when ignited burns with a blue non sooty flame in excess air to form carbonIV oxide and water"}
{"text": "Methane  Air  carbonIV oxide  water excess airoxygen"}
{"text": "CH4g  2O2g  CO2g  2H2Olg"}
{"text": "b Methane when ignited burns with a blue non sooty flame in limited air to form carbonII oxide and water"}
{"text": "Methane  Air  carbonII oxide  water excess airoxygen"}
{"text": "2CH4g  3O2g  2COg  4H2Olg"}
{"text": "2a Ethane when ignited burns with a blue non sooty flame in excess air to form carbonIV oxide and water"}
{"text": "Ethane  Air  carbonIV oxide  water excess airoxygen"}
{"text": "2C2H6g  7O2g  4CO2g  6H2Olg"}
{"text": "b Ethane when ignited burns with a blue non sooty flame in limited air to form carbonII oxide and water"}
{"text": "Ethane  Air  carbonII oxide  water excess airoxygen"}
{"text": "2C2H6g  5O2g  4COg  6H2Olg"}
{"text": "3a Propane when ignited burns with a blue non sooty flame in excess air to form carbonIV oxide and water"}
{"text": "Propane  Air  carbonIV oxide  water excess airoxygen"}
{"text": "C3H8g  5O2g  3CO2g  4H2Olg"}
{"text": "b Ethane when ignited burns with a blue non sooty flame in limited air to form carbonII oxide and water"}
{"text": "Ethane  Air  carbonII oxide  water excess airoxygen"}
{"text": "2C3H8g  7O2g  6COg  8H2Olg"}
{"text": "iiSubstitution"}
{"text": "Substitution reaction is one in which a hydrogen atom is replaced by a halogen in presence of ultraviolet light"}
{"text": "Alkanes react with halogens in presence of ultraviolet light to form halogenoalkanes"}
{"text": "During substitution"}
{"text": "ithe halogen molecule is split into free atomradicals"}
{"text": "iione free halogen radicalatoms knock remove one hydrogen from the alkane leaving an alkyl radical"}
{"text": "iii the alkyl radical combine with the other free halogen atomradical to form halogenoalkane"}
{"text": "ivthe chlorine atoms substitute repeatedly in the alkane Each substitution removes a hydrogen atom from the alkane and form hydrogen halide"}
{"text": "vsubstitution stops when all the hydrogen in alkanes are replaced with halogens"}
{"text": "Substitution reaction is a highly explosive reaction in presence of sunlight  ultraviolet light that act as catalyst"}
{"text": "Examples of substitution reactions"}
{"text": "Methane has no effect on bromine or chlorine in diffused lightdark In sunlight  a mixture of chlorine and methane explode to form colourless mixture of chloromethane and hydrogen chloride gas The pale green colour of chlorine gas fades"}
{"text": "Chemical equation"}
{"text": "1aMethane  chlorine  Chloromethane  Hydrogen chloride"}
{"text": "CH4g  Cl2g  CH3Cl g  HCl g"}
{"text": "H H"}
{"text": "H C H  Cl Cl  H C Cl  H Cl"}
{"text": "H H"}
{"text": "b Chloromethane  chlorine  dichloromethane  Hydrogen chloride"}
{"text": "CH3Cl g  Cl2g  CH2Cl2 g  HCl g"}
{"text": "H H"}
{"text": "H C Cl  Cl Cl  H C Cl  H Cl"}
{"text": "H Cl"}
{"text": "c dichloromethane  chlorine  trichloromethane  Hydrogen chloride"}
{"text": "CH2Cl2 g  Cl2g  CHCl3 g  HCl g"}
{"text": "Cl H"}
{"text": "H C Cl  Cl Cl  Cl C Cl  H Cl"}
{"text": "H Cl"}
{"text": "c trichloromethane  chlorine  tetrachloromethane  Hydrogen chloride"}
{"text": "CHCl3 g  Cl2g  CCl4 g  HCl g"}
{"text": "H Cl"}
{"text": "Cl C Cl  Cl Cl  Cl C Cl  H Cl"}
{"text": "Cl Cl"}
{"text": "Ethane has no effect on bromine or chlorine in diffused lightdark In sunlight  a mixture of bromine and ethane explode to form colourless mixture of bromoethane and hydrogen chloride gas The redbrown colour of bromine gas fades"}
{"text": "Chemical equation"}
{"text": "aEthane  chlorine  Chloroethane  Hydrogen chloride"}
{"text": "CH3CH3g  Br2g  CH3CH2Br g  HBr g"}
{"text": "H H H H"}
{"text": "H C C H  Br Br  H C C H  H Br"}
{"text": "H H H Br"}
{"text": "Bromoethane"}
{"text": "H H H Br"}
{"text": "H C C H  Br Br  H C C H  H Br"}
{"text": "H Br H Br"}
{"text": "11dibromoethane"}
{"text": "H Br H Br"}
{"text": "H C C H  Br Br  H C C Br  H Br"}
{"text": "H Br H Br"}
{"text": "111tribromoethane"}
{"text": "H Br H Br"}
{"text": "H C C Br  Br Br  H C C Br  H Br"}
{"text": "H Br Br Br"}
{"text": "1112tetrabromoethane"}
{"text": "H Br H Br"}
{"text": "H C C Br  Br Br  Br C C Br  H Br"}
{"text": "Br Br Br Br"}
{"text": "11122pentabromoethane"}
{"text": "H Br Br Br"}
{"text": "Br C C Br  Br Br  Br C C Br  H Br"}
{"text": "Br Br Br Br"}
{"text": "111222hexabromoethane"}
{"text": "Uses of alkanes"}
{"text": "1Most alkanes are used as fuel eg Methane is used as biogas in homes Butane is used as the Laboratory gas"}
{"text": "2On cracking alkanes are a major source of Hydrogen for the manufacture of ammoniaHaber process"}
{"text": "3In manufacture of Carbon black which is a component in printers ink"}
{"text": "4In manufacture of useful industrial chemicals like methanol methanol and chloromethane"}
{"text": "ii Alkenes"}
{"text": "aNomenclatureNaming"}
{"text": "These are hydrocarbons with a general formula CnH2n and C C double bond as the functional group  n is the number of Carbon atoms in the molecule"}
{"text": "The carbon atoms are linked by at least one double bond to each other and single bonds to hydrogen atoms"}
{"text": "They include"}
{"text": "Note"}
{"text": "1Since carbon is tetravalent each atom of carbon in the alkene MUST always be bonded using four covalent bond four shared pairs of electrons including at the double bond"}
{"text": "2Since Hydrogen is monovalent each atom of hydrogen in the alkene MUST always be bonded using one covalent bondone shared pair of electrons"}
{"text": "3One member of the alkene like alkanesdiffer from the nextprevious by a CH2 groupThey also form a homologous series"}
{"text": "eg"}
{"text": "Propene differ from ethene by one carbon and two Hydrogen atoms from ethene 4A homologous series of alkenes like that of alkanes"}
{"text": "i differ by a CH2 group from the next previous consecutively"}
{"text": "iihave similar chemical properties"}
{"text": "iiihave similar chemical formula represented by the general formula CnH2n"}
{"text": "ivthe physical properties also show steady gradual change"}
{"text": "5The  C C  double bond in alkene is the functional group A functional group is the reacting site of a moleculecompound"}
{"text": "6 The  C C  double bond in alkene can easily be broken to accommodate more two more monovalent atoms The  C C  double bond in alkenes make it thus unsaturated"}
{"text": "7 An unsaturated hydrocarbon is one with a double CC or triple  C C  carbon bonds in their molecular structure Unsaturated hydrocarbon easily reacts to be saturated"}
{"text": "8A saturated hydrocarbon is one without a double CC or triple  C C  carbon bonds in their molecular structure"}
{"text": "Most of the reactions of alkenes take place at the  C  C bond"}
{"text": "bIsomers of alkenes"}
{"text": "Isomers are alkenes lie alkanes have the same molecular general formula but different molecular structural formula"}
{"text": "Ethene and propene do not form isomers Isomers of alkenes are also named by using the IUPACInternational Union of Pure and Applied Chemistry system of nomenclaturenaming"}
{"text": "The IUPAC system of nomenclature of naming alkenes uses the following basic rulesguidelines"}
{"text": "1Identify the longest continuousstraight carbon chain which contains the C  C double bond getdetermine the parent alkene"}
{"text": "2Number the longest chain form the end of the chain which contains the C  C double bond so he C  C double bond lowest number possible"}
{"text": "3 Indicate the positions by splitting alkpositionsene eg but2ene pent13diene"}
{"text": "4The position indicated must be for the carbon atom at the lower position in the C  C double bondie"}
{"text": "But2ene means the double C  C is between Carbon 2and 3"}
{"text": "Pent13diene means there are two double bond one between carbon 1 and 2and another between carbon 3 and 4"}
{"text": "5 Determine the position number and type of branches Name them as methyl ethyl propyl etc according to the number of alkyl carbon chains attached to the alkene Name them fluorochlorobromoiodo if they are halogens"}
{"text": "6Use prefix ditritetrapentahexa to show the number of double C  C bonds and branches attached to the alkene"}
{"text": "7Position isomers can be formed when theC  C double bond is shifted between carbon atoms eg"}
{"text": "But2ene means the double C  C is between Carbon 2and 3"}
{"text": "But1ene means the double C  C is between Carbon 1and 2"}
{"text": "Both But1ene and But2ene are position isomers of Butene"}
{"text": "8Position isomers are moleculescompounds having the same general formular but different position of the functional groupie"}
{"text": "Butene has the moleculargeneral formular C4H8 position but can form both But1ene and But2ene as position isomers"}
{"text": "9 Like alkanes an alkyl group can be attached to the alkene Chainbranch isomers are thus formed"}
{"text": "10Chainbranch isomers are moleculescompounds having the same general formula but different structural formula eg"}
{"text": "Butene and 2methyl propene both have the same general formualr but different branching chain"}
{"text": "Practice on IUPAC nomenclature of alkenes"}
{"text": "Name the following isomers of alkene"}
{"text": "H H H H"}
{"text": "H C C C C H But1ene"}
{"text": "H H"}
{"text": "H H H H"}
{"text": "H C C C C H But2ene"}
{"text": "H H"}
{"text": "H H H H H H"}
{"text": "H C C C C C C H 4methylhex1ene"}
{"text": "H H H"}
{"text": "H C H"}
{"text": "H"}
{"text": "H"}
{"text": "H C H"}
{"text": "H H H H H"}
{"text": "H C C C C C C H 44dimethylhex1ene"}
{"text": "H H H"}
{"text": "H C H"}
{"text": "H"}
{"text": "3 H"}
{"text": "H C H"}
{"text": "H H H H"}
{"text": "H C C C C C H 44dimethylpent 1 ene"}
{"text": "H H"}
{"text": "H C H"}
{"text": "H"}
{"text": "4 H"}
{"text": "H C H"}
{"text": "H H H H"}
{"text": "H C C C C C H 55dimethylhex2 ene"}
{"text": "H C H H H"}
{"text": "H C H"}
{"text": "H"}
{"text": "H"}
{"text": "5 H"}
{"text": "H C H"}
{"text": "H H H"}
{"text": "H C C C C H 22dimethylbut 2 ene"}
{"text": "H H"}
{"text": "H C H"}
{"text": "H"}
{"text": "8H2C CHCH2 CH2 CH3 pent 1 ene"}
{"text": "9H2C CCH3CH2 CH2 CH3 2methylpent 1 ene"}
{"text": "10H2C CCH3CCH32 CH2 CH3 233trimethylpent 1 ene"}
{"text": "11H2C CCH3CCH32 CCH32 CH3 23344pentamethylpent 1 ene"}
{"text": "12H3C CCH3CCH3 CCH32 CH3 2344tetramethylpent 2 ene"}
{"text": "13 H2C CCH3CCH3 CCH3 CH3 234trimethylpent 13 diene"}
{"text": "14 H2C CBrCBr CBr CH3 234tribromopent 13 diene"}
{"text": "15 H2C CHCH CH2 But 13 diene"}
{"text": "16 Br2C CBrCBr CBr2 112344hexabromobut 13 diene"}
{"text": "17 I2C CICI CI2 112344hexaiodobut 13 diene"}
{"text": "18 H2C CCH3CCH3 CH2 23dimethylbut 13 diene"}
{"text": "cOccurrence and extraction"}
{"text": "At indusrial levelalkenes are obtained from the cracking of alkanesCracking is the process of breaking long chain alkanes to smallershorter alkanes an alkene and hydrogen gas at high temperatures"}
{"text": "Cracking is a major source of useful hydrogen gas for manufacture of ammonianitricVacidHCl ie"}
{"text": "Long chain alkane  smallershorter alkane  Alkene  Hydrogen gas"}
{"text": "Examples"}
{"text": "1When irradiated with high energy radiationPropane undergo cracking to form methane gas ethene and hydrogen gas"}
{"text": "Chemical equation"}
{"text": "CH3CH2CH3 g  CH4g  CH2CH2g  H2g"}
{"text": "2Octane undergo cracking to form hydrogen gas butene and butane gases"}
{"text": "Chemical equation"}
{"text": "CH3CH2 6 CH3 g  CH3CH2CH2CH3g  CH3 CH2CHCH2g  H2g"}
{"text": "dSchool laboratory preparation of alkenes"}
{"text": "In a school laboratory alkenes may be prepared from dehydration of alkanols using"}
{"text": "i concentrated sulphuricVIacidH2SO4"}
{"text": "a aluminiumIIIoxideAl2O3 ie"}
{"text": "Alkanol Conc H2SO4  Alkene  Water"}
{"text": "Alkanol Al2O3  Alkene  Water eg"}
{"text": "1aAt about 180oCconcentrated sulphuricVIacid dehydratesremoves water from ethanol to form ethene"}
{"text": "The gas produced contain traces of carbonIVoxide and sulphurIVoxide gas as impurities"}
{"text": "It is thus passed through concentrated sodiumpotassium hydroxide solution to remove the impurities"}
{"text": "Chemical equation"}
{"text": "CH3CH2OH l conc H2SO4180oC CH2CH2g  H2Ol"}
{"text": "bOn heating strongly aluminiumIIIoxideAl2O3it dehydratesremoves water from ethanol to form ethene"}
{"text": "Ethanol vapour passes through the hot aluminium III oxide which catalyses the dehydration"}
{"text": "Activated aluminiumIIIoxide has a very high affinity for water moleculeselements of water and thus dehydrates removes water from ethanol to form ethene"}
{"text": "Chemical equation"}
{"text": "CH3CH2OH l Al2O3strong heat CH2CH2g  H2Ol"}
{"text": "2a Propan1ol and Propan2olposition isomers of propanol are dehydrated by conc H2SO4 at about 180oC to propenepropene has no position isomers"}
{"text": "Chemical equation"}
{"text": "CH3CH2 CH2OH l  conc H2SO4180oC  CH3CH2CH2g  H2Ol"}
{"text": "Propan1ol Prop1ene"}
{"text": "CH3CHOH CH3 l  conc H2SO4180oC  CH3CH2CH2g  H2Ol"}
{"text": "Propan2ol Prop1ene"}
{"text": "b Propan1ol and Propan2olposition isomers of propanol are dehydrated by heating strongly aluminiumIIIoxideAl2O3 form propene"}
{"text": "Chemical equation"}
{"text": "CH3CH2 CH2OH l  HeatAl2O3  CH3CH2CH2g  H2Ol"}
{"text": "Propan1ol Prop1ene"}
{"text": "CH3CHOH CH3 l  HeatAl2O3  CH3CH2CH2g  H2Ol"}
{"text": "Propan2ol Prop1ene"}
{"text": "3a Butan1ol and Butan2olposition isomers of butanol are dehydrated by conc H2SO4 at about 180oC to But1ene and But2ene respectively"}
{"text": "Chemical equation"}
{"text": "CH3CH2 CH2 CH2OH l  conc H2SO4180oC CH3 CH2CH2CH2g  H2Ol"}
{"text": "Butan1ol But1ene"}
{"text": "CH3CHOH CH2CH3 l conc H2SO4180oC CH3CHCH CH2g  H2Ol"}
{"text": "Butan2ol But2ene"}
{"text": "b Butan1ol and Butan2ol are dehydrated by heating strongly aluminium III oxide Al2O3 form But1ene and But2ene respectively"}
{"text": "Chemical equation"}
{"text": "CH3CH2 CH2 CH2OH l  HeatAl2O3  CH3 CH2CH2CH2g  H2Ol"}
{"text": "Butan1ol But1ene"}
{"text": "CH3CHOH CH2CH3 l  HeatAl2O3  CH3CHCH CH2g  H2Ol"}
{"text": "Butan2ol But2ene"}
{"text": "Laboratory set up for the preparation of alkenesethene"}
{"text": "Caution"}
{"text": "iEthanol is highly inflammable"}
{"text": "iiConc H2SO4 is highly corrosive on skin contact"}
{"text": "iiiCommon school thermometer has maximum calibration of 110oC and thus cannot be used It breakscracks"}
{"text": "iUsing conentrated sulphuricVIacid"}
{"text": "Some broken porcelain or sand should be put in the flask when heating to"}
{"text": "iprevent bumping which may break the flask"}
{"text": "iiensure uniform and smooth boiling of the mixture"}
{"text": "The temperatures should be maintained at above160oC"}
{"text": "At lower temperatures another compound ether is predominantly formed instead of ethene gas"}
{"text": "iiUsing aluminiumIIIoxide"}
{"text": "eProperties of alkenes"}
{"text": "I Physical properties"}
{"text": "Like alkanes alkenes are colourles gases solids and liquids that are not poisonous"}
{"text": "They are slightly soluble in water"}
{"text": "The solubility in water decrease as the carbon chain and as the molar mass increase but very soluble in organic solvents like tetrachloromethane and methylbenzene"}
{"text": "The melting and boiling point increase as the carbon chain increase"}
{"text": "This is because of the increase in vanderwaals intermolecular forces as the carbon chain increase"}
{"text": "The 1st four straight chain alkenes ethenepropanebut1ene and pent1eneare gases at room temperature and pressure"}
{"text": "The density of straight chain alkeneslike alkanes increase with increasing carbon chain as the intermolecular forces increases reducing the volume occupied by a given mass of the alkene"}
{"text": "Summary of physical properties of the 1st five alkenes"}
{"text": "II Chemical properties"}
{"text": "aBurningcombustion"}
{"text": "Alkenes burn with a yellow luminous sooty smoky flame in excess air to form carbonIV oxide and water"}
{"text": "Alkene  Air  carbonIV oxide  water excess airoxygen"}
{"text": "Alkenes burn with a yellow luminous sooty smoky flame in limited air to form carbonII oxide and water"}
{"text": "Alkene  Air  carbonII oxide  water limited air"}
{"text": "Burning of alkenes with a yellow luminous sooty smoky flame is a confirmatory test for the presence of the CC double bond because they have higher CH ratio"}
{"text": "A homologous series with C  C double or C C triple bond is said to be unsaturated"}
{"text": "A homologous series with C C single bond is said to be saturatedMost of the reactions of the unsaturated compound involve trying to be saturated to form a"}
{"text": "C C single bond"}
{"text": "Examples of burning alkenes"}
{"text": "1a Ethene when ignited burns with a yellow sooty flame in excess air to form carbonIV oxide and water"}
{"text": "Ethene  Air  carbonIV oxide  water excess airoxygen"}
{"text": "C2H4g  3O2g  2CO2g  2H2Olg"}
{"text": "b Ethene when ignited burns with a yellow sooty flame in limited air to form carbonII oxide and water"}
{"text": "Ethene  Air  carbonII oxide  water limited air"}
{"text": "C2H4g  3O2g  2CO2g  2H2Olg"}
{"text": "2a Propene when ignited burns with a yellow sooty flame in excess air to form carbonIV oxide and water"}
{"text": "Propene  Air  carbonIV oxide  water excess airoxygen"}
{"text": "2C3H6g  9O2g  6CO2g  6H2Olg"}
{"text": "a Propene when ignited burns with a yellow sooty flame in limited air to form carbonII oxide and water"}
{"text": "Propene  Air  carbonIV oxide  water excess airoxygen"}
{"text": "C3H6g  3O2g  3COg  3H2Olg"}
{"text": "bAddition reactions"}
{"text": "An addition reaction is one which an unsaturated compound reacts to form a saturated compoundAddition reactions of alkenes are named from the reagent used to cause the addtionconvert the double CC to single CC bond"}
{"text": "iHydrogenation"}
{"text": "Hydrogenation is an addition reaction in which hydrogen in presence of PalladiumNickel catalyst at high temperatures react with alkenes to form alkanes"}
{"text": "Examples"}
{"text": "1When Hydrogen gas is passed through liquid vegetable and animal oil at about 180oC in presence of Nickel catalystsolid fat is formed"}
{"text": "Hydrogenation is thus used to harden oils to solid fat especially margarine"}
{"text": "During hydrogenation one hydrogen atom in the hydrogen molecule attach itself to one carbon and the other hydrogen to the second carbon breaking the double bond to single bond"}
{"text": "Chemical equation"}
{"text": "H2CCH2  H2 NiPa H3C  CH3"}
{"text": "H H H H"}
{"text": "C  C  H  H  NiPa  H  C  C  H"}
{"text": "H H H H"}
{"text": "2Propene undergo hydrogenation to form Propane"}
{"text": "Chemical equation"}
{"text": "H3C CHCH2  H2 NiPa H3C CH  CH3"}
{"text": "H H H H H H"}
{"text": "H C C  C  H  H  NiPa H  C  C  C H"}
{"text": "H H H H H"}
{"text": "3Both But1ene and But2ene undergo hydrogenation to form Butane"}
{"text": "Chemical equation"}
{"text": "But1ene  Hydrogen NiPa Butane"}
{"text": "H3C CH2 CHCH2  H2 NiPa H3C CH2CH  CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C  H  H  NiPa H  C C  C  C H"}
{"text": "H H H H H H H"}
{"text": "But2ene  Hydrogen NiPa Butane"}
{"text": "H3C CH2 CH CH2  H2 NiPa H3C CH2CH  CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C H  H  H  NiPa H  C C  C  C H"}
{"text": "H H H H H H"}
{"text": "4 But13diene should undergo hydrogenation to form Butane The reaction uses two moles of hydrogen moleculesfour hydrogen atoms to break the two double bonds"}
{"text": "But13diene  Hydrogen NiPa Butane"}
{"text": "H2C CH CHCH2  2H2 NiPa H3C CH2CH  CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C H  2H  H  NiPa H  C C  C  C H"}
{"text": "H H H H"}
{"text": "ii Halogenation"}
{"text": "Halogenation is an addition reaction in which a halogen Fluorine chlorine bromine iodine reacts with an alkene to form an alkane"}
{"text": "The double bond in the alkene break and form a single bond"}
{"text": "The colour of the halogen fades as the number of moles of the halogens remaining unreacted decreasesreduces"}
{"text": "One bromine atom bond at the 1st carbon in the double bond while the other goes to the 2nd carbon"}
{"text": "Examples"}
{"text": "1Ethene reacts with bromine to form 12dibromoethane"}
{"text": "Chemical equation"}
{"text": "H2CCH2  Br2 H2 Br C  CH2 Br"}
{"text": "H H H H"}
{"text": "C  C  Br  Br Br  C  C  Br"}
{"text": "H H H H"}
{"text": "Ethene  Bromine 12dibromoethane"}
{"text": "2Propene reacts with chlorine to form 12dichloropropane"}
{"text": "Chemical equation"}
{"text": "H3C CHCH2  Cl2 H3C CHCl  CH2Cl"}
{"text": "Propene  Chlorine 12dichloropropane"}
{"text": "H H H H H H"}
{"text": "H C C  C  Cl  Cl H  C  C  C Cl"}
{"text": "H H H Cl H"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C  I  I H  C C  C  C I"}
{"text": "H H H H H H H H"}
{"text": "3Both But1ene and But2ene undergo halogenation with iodine to form 12diiodobutane and 23diiodobutane"}
{"text": "Chemical equation"}
{"text": "But1ene  iodine 12 diiodobutane"}
{"text": "H3C CH2 CHCH2  I2 H3C CH2CH I  CH2I"}
{"text": "But2ene  Iodine 23diiodobutane"}
{"text": "H3C CH CHCH2  F2 H3C CHICHI  CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C H  I  I H  C C  C  C H"}
{"text": "H H H I I H"}
{"text": "4 But13diene should undergo halogenation to form Butane The reaction uses two moles of iodine moleculesfour iodine atoms to break the two double bonds"}
{"text": "But13diene  iodine 1234tetraiodobutane"}
{"text": "H2C CH CHCH2  2I2 H2CI CHICHI  CHI"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C H  2I  I H  C C  C  C H"}
{"text": "I I I I"}
{"text": "iii Reaction with hydrogen halides"}
{"text": "Hydrogen halides reacts with alkene to form a halogenoalkane The double bond in the alkene break and form a single bond"}
{"text": "The main compound is one which the hydrogen atom bond at the carbon with more hydrogen"}
{"text": "Examples"}
{"text": "1 Ethene reacts with hydrogen bromide to form bromoethane"}
{"text": "Chemical equation"}
{"text": "H2CCH2  HBr H3 C  CH2 Br"}
{"text": "H H H H"}
{"text": "C  C  H  Br H  C  C  Br"}
{"text": "H H H H"}
{"text": "Ethene  Bromine bromoethane"}
{"text": "2 Propene reacts with hydrogen iodide to form 2iodopropane"}
{"text": "Chemical equation"}
{"text": "H3C CHCH2  HI H3C CHI  CH3"}
{"text": "Propene  Chlorine 2chloropropane"}
{"text": "H H H H H H"}
{"text": "H C C  C  H  Cl H  C  C  C H"}
{"text": "H H H Cl H"}
{"text": "3 Both But1ene and But2ene reacts with hydrogen bromide to form 2 bromobutane"}
{"text": "Chemical equation"}
{"text": "But1ene  hydrogen bromide 2bromobutane"}
{"text": "H3C CH2 CHCH2  HBr H3C CH2CHBr CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C  H  Br H  C C  C  C H"}
{"text": "H H H H H Br H"}
{"text": "But2ene  Hydrogen bromide 2bromobutane"}
{"text": "H3C CH CHCH2  HBr H3C CHBrCH2  CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C H  Br  H H  C C  C  C H"}
{"text": "H H H Br H H"}
{"text": "4 But13diene react with hydrogen iodide to form 23 diiodobutane The reaction uses two moles of hydrogen iodide moleculestwo iodine atoms and two hydrogen atoms to break the two double bonds"}
{"text": "But13diene  iodine 23diiodobutane"}
{"text": "H2C CH CHCH2  2HI2 H3CCHICHI  CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C H  2H  I H  C C  C  C H"}
{"text": "H I I H"}
{"text": "iv Reaction with brominechlorine water"}
{"text": "Chlorine and bromine water is formed when the halogen is dissolved in distilled waterChlorine water has the formular HOClhypochlorouschloricIacid Bromine water has the formular HOBrhydrobromicIacid"}
{"text": "During the addition reaction the halogen move to one carbon and the OH to the other carbon in the alkene at the CC double bond to form a halogenoalkanol"}
{"text": "Bromine water  Alkene  bromoalkanol"}
{"text": "Chlorine water  Alkene  bromoalkanol"}
{"text": "Examples"}
{"text": "1Ethene reacts with bromine water to form bromoethanol"}
{"text": "Chemical equation"}
{"text": "H2CCH2  HOBr H2 Br C  CH2 OH"}
{"text": "H H H H"}
{"text": "C  C  Br  OH Br  C  C  OH"}
{"text": "H H H H"}
{"text": "Ethene  Bromine water bromoethanol"}
{"text": "2Propene reacts with chlorine water to form chloropropan2ol  2chloropropan1ol"}
{"text": "Chemical equation"}
{"text": "IH3C CHCH2  HOCl H3C CHCl  CH2OH"}
{"text": "Propene  Chlorine water 2chloropropane"}
{"text": "H H H H H H"}
{"text": "H C C  C  HO  Cl H  C  C  C OH"}
{"text": "H H H Cl H"}
{"text": "IIH3C CHCH2  HOCl H3C CHOH  CH2Cl"}
{"text": "Propene  Chlorine chloropropan2ol"}
{"text": "H H H H H H"}
{"text": "H C C  C  HO  Cl H  C  C  C Cl"}
{"text": "H H H OH H"}
{"text": "3Both But1ene and But2ene react with bromine water to form 2bromobutan1ol 3bromobutan2ol respectively"}
{"text": "Chemical equation"}
{"text": "IBut1ene  bromine water 2bromobutan1ol"}
{"text": "H3C CH2 CHCH2  HOBr H3C CH2CH Br  CH2OH"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C  HO Br H  C C  C  C OH"}
{"text": "H H H H H Br H"}
{"text": "IIBut2ene  bromine water 3bromobutan2ol"}
{"text": "H3C CH CHCH3  HOBr H3C CH2OHCH Br CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C  HO Br H  C C  C  C OH"}
{"text": "H H H H H Br H"}
{"text": "4 But13diene reacts with bromine water to form Butan13diol"}
{"text": "The reaction uses two moles of bromine water molecules to break the two double bonds"}
{"text": "But13diene  bromine water 24dibromobutan13diol"}
{"text": "H2C CH CHCH2  2HOBr H2COH CHBrCHOH CHBr"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C H  2HO  Br H  C C  C  C H"}
{"text": "HO Br HO Br"}
{"text": "v Oxidation"}
{"text": "Alkenes are oxidized to alkanols with duodouble functional groups by oxidizing agents"}
{"text": "When an alkene is bubbled into orange acidified potassiumsodium dichromate VI solutionthe colour of the oxidizing agent changes to green"}
{"text": "When an alkene is bubbled into purple acidified potassiumsodium manganateVII solution the oxidizing agent is decolorized"}
{"text": "Examples"}
{"text": "1Ethene is oxidized to ethan12diol by acidified potassiumsodium manganateVII solution acidified potassiumsodium dichromateVI solution"}
{"text": "The purple acidified potassiumsodium manganateVII solution is decolorized"}
{"text": "The orange acidified potassiumsodium dichromateVI solution turns to green"}
{"text": "Chemical equation"}
{"text": "H2CCH2 O in HK2Cr2O7 HO CH2  CH2 OH"}
{"text": "H H H H"}
{"text": "C  C O in HKMnO4 H  C  C  H"}
{"text": "H H OH OH"}
{"text": "Ethene  O in HKMnO4 ethan12diol"}
{"text": "2 Propene is oxidized to propan12diol by acidified potassiumsodium manganateVII solution acidified potassiumsodium dichromateVI solution"}
{"text": "The purple acidified potassiumsodium manganateVII solution is decolorized"}
{"text": "The orange acidified potassiumsodium dichromateVI solution turns to green"}
{"text": "Chemical equation"}
{"text": "H3C CHCH2 O in HKMnO4 H3C CHOH  CH2OH"}
{"text": "Propene O in HKMnO4 propan12diol"}
{"text": "H H H H H H"}
{"text": "H C C  C O in HKMnO4 H  C  C  C OH"}
{"text": "H H H OH H"}
{"text": "3Both But1ene and But2ene react with bromine water to form butan12diol and butan23diol"}
{"text": "Chemical equation"}
{"text": "IBut1ene  O in HKMnO4 butan12diol"}
{"text": "H3C CH2 CHCH2  O H3C CH2CHOH  CH2OH"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C  O H  C C  C  C OH"}
{"text": "H H H H H OH H"}
{"text": "v Hydrolysis"}
{"text": "Hydrolysis is the reaction of a compound with wateraddition of HOH to a compound"}
{"text": "Alkenes undergo hydrolysis to form alkanols"}
{"text": "This takes place in two steps"}
{"text": "iAlkenes react with concentrated sulphuricVIacid at room temperature and pressure to form alkylhydrogen sulphateVI"}
{"text": "Alkenes  concentrated sulphuricVIacid  alkylhydrogen sulphateVI"}
{"text": "iiOn adding water to alkylhydrogen sulphateVI then warming an alkanol is formed"}
{"text": "alkylhydrogen sulphateVI  water warm Alkanol"}
{"text": "Examples"}
{"text": "iEthene reacts with cold concentrated sulphuricVIacid to form ethyl hydrogen sulphateVII"}
{"text": "Chemical equation"}
{"text": "H2CCH2  H2SO4 CH3  CH2OSO3H"}
{"text": "H H H OSO3H"}
{"text": "C  C  H2SO4 H  C  C  H"}
{"text": "H H H H"}
{"text": "Ethene  H2SO4 ethylhydrogen sulphateVI"}
{"text": "ii Ethylhydrogen sulphateVI is hydrolysed by water to ethanol"}
{"text": "Chemical equation"}
{"text": "CH3  CH2OSO3H  H2O CH3  CH2OH  H2SO4"}
{"text": "H OSO3H H OH"}
{"text": "H  C  C  H  H2O H  C  C  H  H2SO4"}
{"text": "H H H H"}
{"text": "ethylhydrogen sulphateVI  H2O Ethanol"}
{"text": "2 Propene reacts with cold concentrated sulphuricVIacid to form propyl hydrogen sulphateVII"}
{"text": "Chemical equation"}
{"text": "CH3H2CCH2  H2SO4 CH3CH2  CH2OSO3H"}
{"text": "H H H H H OSO3H"}
{"text": "C  C  C  H  H2SO4 H  C  C  C  H"}
{"text": "H H H H H H"}
{"text": "Propene  H2SO4 propylhydrogen sulphateVI"}
{"text": "ii Propylhydrogen sulphateVI is hydrolysed by water to propanol"}
{"text": "Chemical equation"}
{"text": "CH3  CH2OSO3H  H2O CH3  CH2OH  H2SO4"}
{"text": "H H OSO3H H H OH"}
{"text": "H  C  C  C  H  H2O H  C  C  C  H  H2SO4"}
{"text": "H H H H H H"}
{"text": "propylhydrogen sulphateVI  H2O propanol"}
{"text": "vi Polymerizationself addition"}
{"text": "Addition polymerization is the process where a small unsaturated monomer alkene  molecule join together to form a large saturated molecule"}
{"text": "Only alkenes undergo addition polymerization"}
{"text": "Addition polymers are named from the alkenemonomer making the polymer and adding the prefix poly before the name of monomer to form a polyalkene"}
{"text": "During addition polymerization"}
{"text": "ithe double bond in alkenes break"}
{"text": "iifree radicals are formed"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule The more collisions the larger the molecule"}
{"text": "Examples of addition polymerization"}
{"text": "1Formation of Polyethene"}
{"text": "Polyethene is an addition polymer formed when ethene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H H H"}
{"text": "Ethene  Ethene  Ethene  Ethene"}
{"text": "iithe double bond joining the ethane molecule break to free readicals"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H H H"}
{"text": "Ethene radical  Ethene radical  Ethene radical  Ethene radical"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "H H H H H H H H lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H H H"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer polyethene"}
{"text": "Polyethene molecule can be represented as"}
{"text": "H H H H H H H H extension of"}
{"text": "moleculepolymer"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H H H"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "H H"}
{"text": "C  C n"}
{"text": "H H"}
{"text": "Where n is the number of monomers in the polymer The number of monomers in the polymer can be determined from the molar mass of the polymer and monomer from the relationship"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Examples"}
{"text": "Polythene has a molar mass of 4760Calculate the number of ethene molecules in the polymerC120 H10"}
{"text": "Number of monomersrepeating units in polyomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass ethene C2H4  28 Molar mass polyethene  4760"}
{"text": "Substituting 4760  170 ethene molecules"}
{"text": "28"}
{"text": "The commercial name of polyethene is polythene"}
{"text": "It is an elastic tough transparent and durable plastic"}
{"text": "Polythene is used"}
{"text": "iin making plastic bag"}
{"text": "iibowls and plastic bags"}
{"text": "iiipackaging materials"}
{"text": "2Formation of Polychlorethene"}
{"text": "Polychloroethene is an addition polymer formed when chloroethene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H Cl H Cl H Cl H Cl"}
{"text": "chloroethene  chloroethene  chloroethene  chloroethene"}
{"text": "iithe double bond joining the chloroethene molecule break to free radicals"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H Cl H Cl H Cl H Cl"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "H H H H H H H H lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H Cl H Cl H Cl H Cl"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer polychloroethene"}
{"text": "Polychloroethene molecule can be represented as"}
{"text": "H H H H H H H H extension of"}
{"text": "moleculepolymer"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H Cl H Cl H Cl H Cl"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "H H"}
{"text": "C  C n"}
{"text": "H Cl"}
{"text": "Examples"}
{"text": "Polychlorothene has a molar mass of 4760Calculate the number of chlorethene molecules in the polymerC120 H10Cl355"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass ethene C2H3Cl  625 Molar mass polyethene  4760"}
{"text": "Substituting 4760  7716  77 polychloroethene moleculeswhole number"}
{"text": "625"}
{"text": "The commercial name of polychloroethene is polyvinylchloridePVC It is a tough nontransparent and durable plastic PVC is used"}
{"text": "iin making plastic rope"}
{"text": "iiwater pipes"}
{"text": "iiicrates and boxes"}
{"text": "3Formation of Polyphenylethene"}
{"text": "Polyphenylethene is an addition polymer formed when phenylethene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H C6H5 H C6H5 H C6H5 H C6H5"}
{"text": "phenylethene  phenylethene  phenylethene  phenylethene"}
{"text": "iithe double bond joining the phenylethene molecule break to free radicals"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H C6H5 H C6H5 H C6H5 H C6H5"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "H H H H H H H H lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H C6H5 H C6H5 H C6H5 H C6H5"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer polyphenylethene"}
{"text": "Polyphenylethene molecule can be represented as"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H C6H5 H C6H5 H C6H5 H C6H5"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "H H"}
{"text": "C  C n"}
{"text": "H C6H5"}
{"text": "Examples"}
{"text": "Polyphenylthene has a molar mass of 4760Calculate the number of phenylethene molecules in the polymerC120 H10"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass ethene C8H8  104 Molar mass polyethene  4760"}
{"text": "Substituting 4760  457692 45 polyphenylethene moleculeswhole number"}
{"text": "104"}
{"text": "The commercial name of polyphenylethene is polystyrene It is a very light durable plastic Polystyrene is used"}
{"text": "iin making packaging material for carrying delicate items like computers radioncalculators"}
{"text": "iiceiling tiles"}
{"text": "iiiclothe linings"}
{"text": "4Formation of Polypropene"}
{"text": "Polypropene is an addition polymer formed when propene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H CH3 H CH3 H CH3 H CH3"}
{"text": "propene  propene  propene  propene"}
{"text": "iithe double bond joining the phenylethene molecule break to free radicals"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H CH3 H CH3 H CH3 H CH3"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "H H H H H H H H lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H CH3 H CH3 H CH3 H CH3"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer propene"}
{"text": "propene molecule can be represented as"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H CH3 H CH3 H CH3 H CH3"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "H H"}
{"text": "C  C n"}
{"text": "H CH3"}
{"text": "Examples"}
{"text": "Polypropene has a molar mass of 4760Calculate the number of propene molecules in the polymerC120 H10"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass propene C3H8  44 Molar mass polyethene  4760"}
{"text": "Substituting 4760  1081818 108 propene moleculeswhole number"}
{"text": "44"}
{"text": "The commercial name of polyphenylethene is polystyrene It is a very light durable plastic Polystyrene is used"}
{"text": "iin making packaging material for carrying delicate items like computers radioncalculators"}
{"text": "iiceiling tiles"}
{"text": "iiiclothe linings"}
{"text": "5Formation of Polytetrafluorothene"}
{"text": "Polytetrafluorothene is an addition polymer formed when tetrafluoroethene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "F F F F F F F F"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "F F F F F F F F"}
{"text": "tetrafluoroethene  tetrafluoroethene tetrafluoroethene tetrafluoroethene"}
{"text": "iithe double bond joining the tetrafluoroethene molecule break to free radicals"}
{"text": "F F F F F F F F"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "F F F F F F F F"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "F F F F F F F F lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "F F F F F F F F"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer polytetrafluoroethene"}
{"text": "polytetrafluoroethene molecule can be represented as"}
{"text": "F F F F F F F F extension of"}
{"text": "moleculepolymer"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "F F F F F F F F"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "F F"}
{"text": "C  C n"}
{"text": "F F"}
{"text": "Examples"}
{"text": "Polytetrafluorothene has a molar mass of 4760Calculate the number of tetrafluoroethene molecules in the polymerC120 F19"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass ethene C2F4  625 Molar mass polyethene  4760"}
{"text": "Substituting 4760  7716  77 polychloroethene moleculeswhole number"}
{"text": "625"}
{"text": "The commercial name of polytetrafluorethenePTFE is TeflonPTFE It is a tough nontransparent and durable plastic PVC is used"}
{"text": "iin making plastic rope"}
{"text": "iiwater pipes"}
{"text": "iiicrates and boxes"}
{"text": "6Formation of rubber from Latex"}
{"text": "Natural rubber is obtained from rubber trees"}
{"text": "During harvesting an incision is made on the rubber tree to produce a milky white substance called latex"}
{"text": "Latex is a mixture of rubber and lots of water"}
{"text": "The latex is then added an acid to coagulate the rubber"}
{"text": "Natural rubber is a polymer of 2methylbut13diene"}
{"text": "During natural polymerization to rubber one double CC bond break to self add to another molecule The double bond remaining move to carbon 2 thus"}
{"text": "H CH3 H H H CH3 H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H"}
{"text": "Generally the structure of rubber is thus"}
{"text": "H CH3 H H"}
{"text": "C  C  C  C n"}
{"text": "H H"}
{"text": "Pure rubber is soft and stickyIt is used to make erasers car tyres Most of it is vulcanizedVulcanization is the process of heating rubber with sulphur to make it hardertougher"}
{"text": "During vulcanization the sulphur atoms form a cross link between chains of rubber moleculespolymers This decreases the number of CC double bonds in the polymer"}
{"text": "H CH3 H H H CH3 H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H S H H S H"}
{"text": "H CH3 S H H CH3 S H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H"}
{"text": "Vulcanized rubber is used to make tyres shoes and valves"}
{"text": "7Formation of synthetic rubber"}
{"text": "Synthetic rubber is able to resist action of oilabrasion and organic solvents which rubber cannot"}
{"text": "Common synthetic rubber is a polymer of 2chlorobut13diene"}
{"text": "H Cl H H"}
{"text": "CH2C Cl CH  CH2 H  C  C  C  C  H"}
{"text": "During polymerization to synthetic rubber one double CC bond is broken to self add to another molecule The double bond remaining move to carbon 2 thus"}
{"text": "H Cl H H H Cl H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H"}
{"text": "Generally the structure of rubber is thus"}
{"text": "H Cl H H"}
{"text": "C  C  C  C n"}
{"text": "H H"}
{"text": "Rubber is thus strengthened through vulcanization and manufacture of synthetic rubber"}
{"text": "cTest for the presence of  C  C  double bond"}
{"text": "iBurningcombustion"}
{"text": "All unsaturated hydrocarbons with a  C  C  or  C  C  bond burn with a yellow sooty flame"}
{"text": "Experiment"}
{"text": "Scoop a sample of the substance provided in a clean metallic spatula Introduce it on a Bunsen burner"}
{"text": "iiOxidation by acidified KMnO4K2Cr2O7"}
{"text": "Bromine water Chlorine water and Oxidizing agents acidified KMnO4K2Cr2O7 change to unique colour in presence of  C  C"}
{"text": "or  C  C  bond"}
{"text": "Experiment"}
{"text": "Scoop a sample of the substance provided into a clean test tube Add 10cm3 of distilled water Shake Take a portion of the solution mixture Add three drops of acidified KMnO4K2Cr2O7"}
{"text": "dSome uses of Alkenes"}
{"text": "1 In the manufacture of plastic"}
{"text": "2 Hydrolysis of ethene is used in industrial manufacture of ethanol"}
{"text": "3 In ripening of fruits"}
{"text": "4 In the manufacture of detergents"}
{"text": "iii Alkynes"}
{"text": "aNomenclatureNaming"}
{"text": "These are hydrocarbons with a general formula CnH2n2 and C C double bond as the functional group  n is the number of Carbon atoms in the molecule"}
{"text": "The carbon atoms are linked by at least one triple bond to each other and single bonds to hydrogen atoms"}
{"text": "They include"}
{"text": "Note"}
{"text": "1 Since carbon is tetravalent each atom of carbon in the alkyne MUST always be bonded using four covalent bond four shared pairs of electrons including at the triple bond"}
{"text": "2 Since Hydrogen is monovalent each atom of hydrogen in the alkyne MUST always be bonded using one covalent bondone shared pair of electrons"}
{"text": "3 One member of the alkyne like alkenes and alkanes differ from the nextprevious by a CH2 groupmolar mass of 14 atomic mass unitsThey thus form a homologous series"}
{"text": "eg"}
{"text": "Propyne differ from ethyne by 14 amu one carbon and two Hydrogen atoms from ethyne"}
{"text": "4A homologous series of alkenes like that of alkanes"}
{"text": "i differ by a CH2 group from the next previous consecutively"}
{"text": "ii have similar chemical properties"}
{"text": "iiihave similar chemical formula with general formula CnH2n2"}
{"text": "ivthe physical properties also show steady gradual change"}
{"text": "5The  C  C  triple bond in alkyne is the functional group The functional group is the reacting site of the alkynes"}
{"text": "6 The  C  C  triple bond in alkyne can easily be broken to accommodate more four more monovalent atoms The  C  C  triple bond in alkynes make it thus unsaturated like alkenes"}
{"text": "7 Most of the reactions of alkynes like alkenes take place at the  C  C triple bond"}
{"text": "bIsomers of alkynes"}
{"text": "Isomers of alkynes have the same molecular general formula but different molecular structural formula"}
{"text": "Isomers of alkynes are also named by using the IUPACInternational Union of Pure and Applied Chemistry system of nomenclaturenaming"}
{"text": "The IUPAC system of nomenclature of naming alkynes uses the following basic rulesguidelines"}
{"text": "1Identify the longest continuousstraight carbon chain which contains the  C  C triple bond to getdetermine the parent alkene"}
{"text": "2 Number the longest chain form the end of the chain which contains the C  C triple bond so as  C  C triple bond get lowest number possible"}
{"text": "3 Indicate the positions by splitting alkpositionsyne eg but2yne pent13diyne"}
{"text": "4The position indicated must be for the carbon atom at the lower position in the"}
{"text": "C  C triple bond ie"}
{"text": "But2yne means the triple C  C is between Carbon 2and 3"}
{"text": "Pent13diyne means there are two triple bonds one between carbon 1 and 2and another between carbon 3 and 4"}
{"text": "5 Determine the position number and type of branches Name them as methyl ethyl propyl etc according to the number of alkyl carbon chains attached to the alkyne Name them fluorochlorobromoiodo if they are halogens"}
{"text": "6Use prefix ditritetrapentahexa to show the number of triple  C  C bonds and branches attached to the alkyne"}
{"text": "7Position isomers can be formed when the  C  C triple bond is shifted between carbon atoms eg"}
{"text": "But2yne means the double  C  C is between Carbon 2and 3"}
{"text": "But1yne means the double  C  C is between Carbon 1and 2"}
{"text": "Both But1yne and But2yne are position isomers of Butyne"}
{"text": "9 Like alkanes and alkynes  an alkyl group can be attached to the alkyne Chainbranch isomers are thus formed"}
{"text": "Butyne and 2methyl propyne both have the same general formular but different branching chain"}
{"text": "cPreparation of Alkynes"}
{"text": "Ethyne is prepared from the reaction of water on calcium carbide The reaction is highly exothermic and thus a layer of sand should be put above the calcium carbide to absorb excess heat to prevent the reaction flask from breaking CopperIIsulphateVI is used to catalyze the reaction"}
{"text": "Chemical equation"}
{"text": "CaC2s  2 H2Ol  CaOH 2 aq  C2H2 g"}
{"text": "dProperties of alkynes"}
{"text": "I Physical properties"}
{"text": "Like alkanes and alkenes alkynes are colourles gases solids and liquids that are not poisonous"}
{"text": "They are slightly soluble in water The solubility in water decrease as the carbon chain and as the molar mass increase but very soluble in organic solvents like tetrachloromethane and methylbenzene Ethyne has a pleasant taste when pure"}
{"text": "The melting and boiling point increase as the carbon chain increase"}
{"text": "This is because of the increase in vanderwaals intermolecular forces as the carbon chain increase The 1st three straight chain alkynes ethynepropyne and but1yneare gases at room temperature and pressure"}
{"text": "The density of straight chain alkynes increase with increasing carbon chain as the intermolecular forces increases reducing the volume occupied by a given mass of the alkyne"}
{"text": "Summary of physical properties of the 1st five alkenes"}
{"text": "II Chemical properties"}
{"text": "aBurningcombustion"}
{"text": "Alkynes burn with a yellow luminous very sooty smoky flame in excess air to form carbonIV oxide and water"}
{"text": "Alkyne  Air  carbonIV oxide  water excess airoxygen"}
{"text": "Alkenes burn with a yellow luminous verysooty smoky flame in limited air to form carbonII oxidecarbon and water"}
{"text": "Alkyne  Air  carbonII oxide carbon  water limited air"}
{"text": "Burning of alkynes with a yellow luminous sooty smoky flame is a confirmatory test for the presence of the  C  C  triple bond because they have very high CH ratio"}
{"text": "Examples of burning alkynes"}
{"text": "1a Ethyne when ignited burns with a yellow very sooty flame in excess air to form carbonIV oxide and water"}
{"text": "Ethyne  Air  carbonIV oxide  water excess airoxygen"}
{"text": "2C2H2g  5O2g  4CO2g  2H2Olg"}
{"text": "b Ethyne when ignited burns with a yellow sooty flame in limited air to form a mixture of unburnt carbon and carbonII oxide and water"}
{"text": "Ethyne  Air  carbonII oxide  water limited air"}
{"text": "C2H2g  O2g  2CO2g  C  2H2Olg"}
{"text": "2a Propyne when ignited burns with a yellow sooty flame in excess air to form carbonIV oxide and water"}
{"text": "Propyne  Air  carbonIV oxide  water excess airoxygen"}
{"text": "C3H4g  4O2g  3CO2g  2H2Olg"}
{"text": "a Propyne when ignited burns with a yellow sooty flame in limited air to form carbonII oxide and water"}
{"text": "Propene  Air  carbonIV oxide  water excess airoxygen"}
{"text": "2C3H4g  5O2g  6COg  4H2Olg"}
{"text": "bAddition reactions"}
{"text": "An addition reaction is one which an unsaturated compound reacts to form a saturated compound Addition reactions of alkynes are also named from the reagent used to cause the additionconvert the triple  C  C to single C C bond"}
{"text": "iHydrogenation"}
{"text": "Hydrogenation is an addition reaction in which hydrogen in presence of PalladiumNickel catalyst at 150oC temperatures react with alkynes to form alkenes then alkanes"}
{"text": "Examples"}
{"text": "1During hydrogenation two hydrogen atom in the hydrogen molecule attach itself to one carbon and the other two hydrogen to the second carbon breaking the triple bond to double the single"}
{"text": "Chemical equation"}
{"text": "HC  CH  H2 NiPa  H2C  CH2  H2 NiPa  H2C  CH2"}
{"text": "H H H H H H"}
{"text": "C  C  H  H  NiPa  H  C  C  H  H  H  NiPa  H  C  C  H"}
{"text": "H H H H H H"}
{"text": "2Propyne undergo hydrogenation to form Propane"}
{"text": "Chemical equation"}
{"text": "H3C CH  CH2  2H2 NiPa H3C CH  CH3"}
{"text": "H H H H H H"}
{"text": "H C C  C  2H  H  NiPa H  C  C  C H"}
{"text": "H H H H H"}
{"text": "3a But1yne undergo hydrogenation to form Butane"}
{"text": "Chemical equation"}
{"text": "But1yne  Hydrogen NiPa Butane"}
{"text": "H3C CH2 C  CH  2H2 NiPa H3C CH2CH  CH3"}
{"text": "H H H H H H H"}
{"text": "H C C  C  C  2H  H  NiPa H  C C  C  C H"}
{"text": "H H H H H H"}
{"text": "b But2yne undergo hydrogenation to form Butane"}
{"text": "Chemical equation"}
{"text": "But2yne  Hydrogen NiPa Butane"}
{"text": "H3C C  C CH2  2H2 NiPa H3C CH2CH  CH3"}
{"text": "H H H H H H"}
{"text": "H C C  C  C H  2H  H NiPa H  C C  C  C H"}
{"text": "H H H H H H"}
{"text": "ii Halogenation"}
{"text": "Halogenation is an addition reaction in which a halogen Fluorine chlorine bromine iodine reacts with an alkyne to form an alkene then alkane"}
{"text": "The reaction of alkynes with halogens with alkynes is faster than with alkenes The triple bond in the alkyne break and form a double then single bond"}
{"text": "The colour of the halogen fades as the number of moles of the halogens remaining unreacted decreases"}
{"text": "Two bromine atoms bond at the 1st carbon in the triple bond while the other two goes to the 2nd carbon"}
{"text": "Examples"}
{"text": "1Ethyne reacts with brown bromine vapour to form 1122tetrabromoethane"}
{"text": "Chemical equation"}
{"text": "HC  CH  2Br2 H Br2 C  CH Br2"}
{"text": "H H H H"}
{"text": "C  C  2Br  Br Br  C  C  Br"}
{"text": "Br Br"}
{"text": "Ethyne  Bromine 1121tetrabromoethane"}
{"text": "2Propyne reacts with chlorine to form 1122tetrachloropropane"}
{"text": "Chemical equation"}
{"text": "H3C C  CH  2Cl2 H3C CHCl2  CHCl2"}
{"text": "Propyne  Chlorine 1122tetrachloropropane"}
{"text": "H H Cl H"}
{"text": "H C C  C  2Cl  Cl H  C  C  C Cl"}
{"text": "H H H Cl Cl"}
{"text": "Propyne  Iodine 1122tetraiodopropane"}
{"text": "H3C C  CH  2I2 H3C CHI2  CHI2"}
{"text": "H H H H H I H"}
{"text": "H C C  C  C  2I  I H  C C  C  C I"}
{"text": "H H H H I I"}
{"text": "3aBut1yne undergo halogenation to form 1122tetraiodobutane with iodine"}
{"text": "Chemical equation"}
{"text": "But1yne  iodine 1122tetrabromobutane"}
{"text": "H3C CH2 C  CH  2I2 H3C CH2C I2  CHI2"}
{"text": "H H H H I I"}
{"text": "H C C  C  C H  2I  I H  C C  C  C H"}
{"text": "H H H H H I I"}
{"text": "b But2yne undergo halogenation to form 2233tetrafluorobutane with fluorine But2yne  Fluorine 2233tetrafluorobutane"}
{"text": "H3C C  C CH2  2F2 H3C CF2CF2  CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C H  F  F H  C C  C  C H"}
{"text": "H H H H H H"}
{"text": "4 But13diyne should undergo halogenation to form 1123344 octaiodobutane The reaction uses four moles of iodine moleculeseight iodine atoms to break the two2 triple double bonds at carbon 1 and 2"}
{"text": "But13diene  iodine 1234tetraiodobutane"}
{"text": "H C  C C  C H  4I2 H C I2 C I2 C I2 C H I2"}
{"text": "I I I I"}
{"text": "H C C  C  C H  4I  I H  C C  C  C H"}
{"text": "I I I I"}
{"text": "iii Reaction with hydrogen halides"}
{"text": "Hydrogen halides reacts with alkyne to form a halogenoalkene then halogenoalkane The triple bond in the alkyne break and form a double then single bond"}
{"text": "The main compound is one which the hydrogen atom bond at the carbon with more hydrogen"}
{"text": "Examples"}
{"text": "1 Ethyne reacts with hydrogen bromide to form bromoethane"}
{"text": "Chemical equation"}
{"text": "H C  C H  2HBr H3 C  CH Br2"}
{"text": "H H H H"}
{"text": "C  C  2H  Br H  C  C  Br"}
{"text": "H Br"}
{"text": "Ethyne  Bromine 11dibromoethane"}
{"text": "2 Propyne reacts with hydrogen iodide to form 22diiodopropane as the main product"}
{"text": "Chemical equation"}
{"text": "H3C C  CH  2HI H3C CHI2  CH3"}
{"text": "Propene  Chlorine 22dichloropropane"}
{"text": "H H I H"}
{"text": "H C C  C  2H  I H  C  C  C H"}
{"text": "H H H I H"}
{"text": "3 Both But1yne and But2yne reacts with hydrogen bromide to form 22 dibromobutane"}
{"text": "Chemical equation"}
{"text": "But1ene  hydrogen bromide 22dibromobutane"}
{"text": "H3C CH2 C  CH  2HBr H3C CH2CHBr CH3"}
{"text": "H H H H Br H"}
{"text": "H C C  C  C  2H  Br H  C C  C  C H"}
{"text": "H H H H H Br H"}
{"text": "But2yne  Hydrogen bromide 22dibromobutane"}
{"text": "H3C C  C CH3  2HBr H3C CBr2CH2  CH3"}
{"text": "H H H Br H H"}
{"text": "H C C  C  C H  2Br  H H  C C  C  C H"}
{"text": "H H H Br H H"}
{"text": "4 But13diene react with hydrogen iodide to form 23 diiodobutane The reaction uses four moles of hydrogen iodide moleculesfour iodine atoms and two hydrogen atoms to break the two double bonds"}
{"text": "But13diyne  iodine 2233tetraiodobutane"}
{"text": "H C  C C  C H  4HI H3C C I2 C I2 CH3"}
{"text": "H H H I I H"}
{"text": "H C C  C  C H  4H  I H  C C  C  C H"}
{"text": "H I I H"}
{"text": "BALKANOLSAlcohols"}
{"text": "A INTRODUCTION"}
{"text": "Alkanols belong to a homologous series of organic compounds with a general formula CnH2n 1 OH and thus OH as the functional group The 1st ten alkanols include"}
{"text": "Alkanols like Hydrocarbons alkanesalkenesalkynes form a homologous series where"}
{"text": "igeneral name is derived from the alkane name then ending with ol"}
{"text": "iithe members have OH as the fuctional group"}
{"text": "iiithey have the same general formula represented by ROH where R is an alkyl group"}
{"text": "iv each member differ by CH2 group from the nextprevious"}
{"text": "vthey show a similar and gradual change in their physical properties eg boiling and melting points"}
{"text": "vithey show similar and gradual change in their chemical properties"}
{"text": "B ISOMERS OF ALKANOLS"}
{"text": "Alkanols exhibit both structural and position isomerism The isomers are named by using the following basic guidelines"}
{"text": "iLike alkanes  identify the longest carbon chain to be the parent name"}
{"text": "iiIdentify the position of the OH functional group to give it the smallest lowest position"}
{"text": "iii Identify the type and position of the side branches"}
{"text": "Practice examples of isomers of alkanols"}
{"text": "iIsomers of propanol C3H7OH"}
{"text": "CH3CH2CH2OH  Propan1ol"}
{"text": "OH"}
{"text": "CH3CHCH3  Propan2ol"}
{"text": "Propan2ol and Propan1ol are position isomers because only the position of the OH functional group changes"}
{"text": "iiIsomers of Butanol C4H9OH"}
{"text": "CH3 CH2 CH3 CH2 OH Butan1ol"}
{"text": "CH3 CH2 CH CH3"}
{"text": "OH Butan2ol"}
{"text": "CH3"}
{"text": "CH3 CH3 CH3"}
{"text": "OH 2methylpropan2ol"}
{"text": "Butan2ol and Butan1ol are position isomers because only the position of the OH functional group changes"}
{"text": "2methylpropan2ol is both a structural and position isomers because both the position of the functional group and the arrangement of the atoms in the molecule changes"}
{"text": "iiiIsomers of Pentanol C5H11OH"}
{"text": "CH3 CH2 CH2CH2CH2 OH Pentan1ol Position isomer"}
{"text": "CH3 CH2 CH CH3"}
{"text": "OH Pentan2ol Position isomer"}
{"text": "CH3 CH2 CH CH2 CH3"}
{"text": "OH Pentan3ol Position isomer"}
{"text": "CH3"}
{"text": "CH3 CH2 CH2 C CH3"}
{"text": "OH 2methylbutan2ol Position structural isomer"}
{"text": "CH3"}
{"text": "CH3 CH2 CH2 C CHOH"}
{"text": "CH3 22dimethylbutan1ol Position structural isomer"}
{"text": "CH3"}
{"text": "CH3 CH2 CH C CH3"}
{"text": "CH3 OH 23dimethylbutan1ol Position structural isomer"}
{"text": "iv12dichloropropan2ol"}
{"text": "CClH2 CCl CH3"}
{"text": "OH"}
{"text": "v12dichloropropan1ol"}
{"text": "CClH2 CHCl CH2"}
{"text": "OH"}
{"text": "vi Ethan12diol"}
{"text": "H H"}
{"text": "HOCH2CH2OH HO  C  C  OH"}
{"text": "H H"}
{"text": "vii Propan123triol H OH H"}
{"text": "HOCH2CHOHCH2OH HO  C C  C  OH"}
{"text": "H H H"}
{"text": "C LABORATORY PREPARATION OF ALKANOLS"}
{"text": "For decades the world over people have been fermenting grapes juice sugar carbohydrates and starch to produce ethanol as a social drug for relaxation"}
{"text": "In large amount drinking of ethanol by mammals human beings causes mental and physical lack of coordination"}
{"text": "Prolonged intake of ethanol causes permanent mental and physical lack of coordination because it damages vital organs like the liver"}
{"text": "Fermentation is the reaction where sugar is converted to alcoholalkanol using biological catalystenzymes in yeast"}
{"text": "It involves three processes"}
{"text": "iConversion of starch to maltose using the enzyme diastase"}
{"text": "C6H10O5n s  H2Ol diastase enzyme  C12H22O11aq"}
{"text": "Starch Maltose"}
{"text": "iiHydrolysis of Maltose to glucose using the enzyme maltase"}
{"text": "C12H22O11aq H2Ol  maltase enzyme 2 C6H12O6aq"}
{"text": "Maltose glucose"}
{"text": "iiiConversion of glucose to ethanol and carbonIVoxide gas using the enzyme zymase"}
{"text": "C6H12O6aq  zymase enzyme  2 C2H5OHaq  2CO2g"}
{"text": "glucose Ethanol"}
{"text": "At concentration greater than 15 by volume the ethanol produced kills the yeast enzyme stopping the reaction"}
{"text": "To increases the concentration fractional distillation is done to produce spirits eg Brandy40 ethanol"}
{"text": "Methanol is much more poisonous toxic than ethanol"}
{"text": "Taken large quantity in small quantity it causes instant blindness and liver killing the consumer victim within hours"}
{"text": "School laboratory preparation of ethanol from fermentation of glucose"}
{"text": "Measure 100cm3 of pure water into a conical flask"}
{"text": "Add about five spatula end full of glucose"}
{"text": "Stir the mixture to dissolve"}
{"text": "Add about one spatula end full of yeast"}
{"text": "Set up the apparatus as below"}
{"text": "Preserve the mixture for about three days"}
{"text": "DPHYSICAL AND CHEMICAL PROPERTIES OF ALKANOLS"}
{"text": "Use the prepared sample above for the following experiments that shows the characteristic properties of alkanols"}
{"text": "Role of yeast"}
{"text": "Yeast is a single cell fungus which contains the enzyme maltase and zymase that catalyse the fermentation process"}
{"text": "Observations in lime water"}
{"text": "A white precipitate is formed that dissolve to a colourless solution later Lime waterCalcium hydroxide reacts with carbonIV0xide produced during the fermentation to form insoluble calcium carbonate and water"}
{"text": "More carbon IV0xide produced during fermentation react with the insoluble calcium carbonate and water to form soluble calcium hydrogen carbonate"}
{"text": "CaOH2aq  CO2 g  CaCO3s"}
{"text": "H2Ol  CO2 g  CaCO3s  CaHCO3 2 aq"}
{"text": "cEffects on litmus paper"}
{"text": "Experiment"}
{"text": "Take the prepared sample and test with both blue and red litmus papers"}
{"text": "Repeat the same with pure ethanol and methylated spirit"}
{"text": "Sample Observation table"}
{"text": "Explanation"}
{"text": "Alkanols are neutral compoundssolution that have characteristic sweet smell and taste"}
{"text": "They have no effect on both blue and red litmus papers"}
{"text": "dSolubility in water"}
{"text": "Experiment"}
{"text": "Place about 5cm3 of prepared sample into a clean test tube Add equal amount of distilled water"}
{"text": "Repeat the same with pure ethanol and methylated spirit"}
{"text": "Observation"}
{"text": "No layers formed between the two liquids"}
{"text": "Explanation"}
{"text": "Ethanol is miscible in waterBoth ethanol and water are polar compounds"}
{"text": "The solubility of alkanols decrease with increase in the alkyl chainmolecular mass"}
{"text": "The alkyl group is insoluble in water while OH functional group is soluble in water"}
{"text": "As the molecular chain becomes longer the effect of the alkyl group increases as the effect of the functional group decreases"}
{"text": "eMeltingboiling point"}
{"text": "Experiment"}
{"text": "Place pure ethanol in a long boiling tube Determine its boiling point"}
{"text": "Observation"}
{"text": "Pure ethanol has a boiling point of 78oC at sea levelone atmosphere pressure"}
{"text": "Explanation"}
{"text": "The melting and boiling point of alkanols increase with increase in molecular chainmass"}
{"text": "This is because the intermolecularvanderwaals forces of attraction between the molecules increase"}
{"text": "More heat energy is thus required to weaken the longer chain during melting and break during boiling"}
{"text": "fDensity"}
{"text": "Density of alkanols increase with increase in the intermolecularvanderwaals forces of attraction between the molecule making it very close to each other"}
{"text": "This reduces the volume occupied by the molecule and thus increase the their mass per unit volume density"}
{"text": "Summary table showing the trend in physical properties of alkanols"}
{"text": "gBurning"}
{"text": "Experiment"}
{"text": "Place the prepared sample in a watch glass Ignite Repeat with pure ethanol and methylated spirit"}
{"text": "ObservationExplanation"}
{"text": "Fermentation produce ethanol with a lot of waterabout a ratio of 13which prevent the alcohol from igniting"}
{"text": "Pure ethanol and methylated spirit easily catch fire  highly flammable"}
{"text": "They burn with an almost colourless nonsootynonsmoky blue flame to form carbonIV oxide in excess airoxygenor carbonII oxide limited air and water"}
{"text": "Ethanol is thus a saturated compound like alkanes"}
{"text": "Chemica equation"}
{"text": "C2 H5OHl  3O2 g  3H2Ol  2CO2 g  excess air"}
{"text": "C2 H5OHl  2O2 g  3H2Ol  2CO g  limited air"}
{"text": "2CH3OHl  3O2 g  4H2Ol  2CO2 g  excess air"}
{"text": "2 CH3OHl  2O2 g  4H2Ol  2CO g  limited air"}
{"text": "2C3 H7OHl  9O2 g  8H2Ol  6CO2 g  excess air"}
{"text": "C3 H7OHl  3O2 g  4H2Ol  3CO g  limited air"}
{"text": "2C4 H9OHl  13O2 g  20H2Ol  8CO2 g  excess air"}
{"text": "C4 H9OHl  3O2 g  4H2Ol  3CO g  limited air"}
{"text": "Due to its flammability ethanol is used"}
{"text": "as a fuel in spirit lamps"}
{"text": "as gasohol when blended with gasoline"}
{"text": "hFormation of alkoxides"}
{"text": "Experiment"}
{"text": "Cut a very small piece of sodium Put it in a beaker containing about 20cm3 of the prepared sample in a beaker"}
{"text": "Test the products with litmus papers Repeat with absolute ethanol and methylated spirit"}
{"text": "Sample observations"}
{"text": "Explanations"}
{"text": "Sodiumpotassium reacts slowly with alkanols to form basic solution called alkoxides and producing hydrogen gas"}
{"text": "If the alkanol has some water the metals react faster with the water to form soluble hydroxidesalkalis ie"}
{"text": "Sodium  Alkanol  Sodium alkoxides  Hydrogen gas"}
{"text": "Potassium  Alkanol  Potassium alkoxides  Hydrogen gas"}
{"text": "Sodium  Water  Sodium hydroxides  Hydrogen gas"}
{"text": "Potassium  Water  Potassium hydroxides  Hydrogen gas"}
{"text": "Examples"}
{"text": "1Sodium metal reacts with ethanol to form sodium ethoxide"}
{"text": "Sodium metal reacts with water to form sodium Hydroxide"}
{"text": "2CH3CH2OHl  2Nas  2CH3CH2ONa aq  H2 s"}
{"text": "2H2Ol  2Nas  2NaOH aq  H2 s"}
{"text": "2Potassium metal reacts with ethanol to form Potassium ethoxide"}
{"text": "Potassium metal reacts with water to form Potassium Hydroxide"}
{"text": "2CH3CH2OHl  2Ks  2CH3CH2OK aq  H2 s"}
{"text": "2H2Ol  2Ks  2KOH aq  H2 s"}
{"text": "3Sodium metal reacts with propanol to form sodium propoxide"}
{"text": "Sodium metal reacts with water to form sodium Hydroxide"}
{"text": "2CH3CH2 CH2OHl  2Nas  2CH3CH2 CH2ONa aq  H2 s"}
{"text": "2H2Ol  2Nas  2NaOH aq  H2 s"}
{"text": "4Potassium metal reacts with propanol to form Potassium propoxide"}
{"text": "Potassium metal reacts with water to form Potassium Hydroxide"}
{"text": "2CH3CH2 CH2OHl  2Ks  2CH3CH2 CH2OK aq  H2 s"}
{"text": "2H2Ol  2Ks  2KOH aq  H2 s"}
{"text": "5Sodium metal reacts with butanol to form sodium butoxide"}
{"text": "Sodium metal reacts with water to form sodium Hydroxide"}
{"text": "2CH3CH2 CH2 CH2OHl  2Nas  2CH3CH2 CH2 CH2ONa aq  H2 s"}
{"text": "2H2Ol  2Nas  2NaOH aq  H2 s"}
{"text": "6Sodium metal reacts with pentanol to form sodium pentoxide"}
{"text": "Sodium metal reacts with water to form sodium Hydroxide"}
{"text": "2CH3CH2 CH2 CH2 CH2OHl2Nas  2CH3CH2 CH2 CH2 CH2ONa aq  H2 s"}
{"text": "2H2Ol  2Nas  2NaOH aq  H2 s"}
{"text": "iFormation of EstersEsterification"}
{"text": "Experiment"}
{"text": "Place 2cm3 of ethanol in a boiling tube"}
{"text": "Add equal amount of ethanoic acidTo the mixture add carefully 2drops of concentrated sulphuricVIacid"}
{"text": "WarmHeat gently"}
{"text": "Pour the mixture into a beaker containing about 50cm3 of cold water"}
{"text": "Smell the products"}
{"text": "Repeat with methanol"}
{"text": "Sample observations"}
{"text": "Explanation"}
{"text": "Alkanols react with alkanoic acids to form a group of homologous series of sweet smelling compounds called esters and water This reaction is catalyzed by concentrated sulphuricVIacid in the laboratory"}
{"text": "Alkanol  Alkanoic acid Conc H2SO4 Ester  water"}
{"text": "Naturally esterification is catalyzed by sunlight Each ester has a characteristic smell derived from the many possible combinations of alkanols and alkanoic acids that create a variety of known naturalmostly in fruits and syntheticmostly in juices esters"}
{"text": "Esters derive their names from the alkanol first then alkanoic acids The alkanol becomes an alkyl group and the alkanoic acid becomes alkanoate hence alkylalkanoate eg"}
{"text": "Ethanol  Ethanoic acid  Ethylethanoate  Water"}
{"text": "Ethanol  Propanoic acid  Ethylpropanoate  Water"}
{"text": "Ethanol  Methanoic acid  Ethylmethanoate  Water"}
{"text": "Ethanol  butanoic acid  Ethylbutanoate  Water"}
{"text": "Propanol  Ethanoic acid  Propylethanoate  Water"}
{"text": "Methanol  Ethanoic acid  Methyethanoate  Water"}
{"text": "Methanol  Decanoic acid  Methyldecanoate  Water"}
{"text": "Decanol  Methanoic acid  Decylmethanoate  Water"}
{"text": "During the formation of the ester the O joining the alkanol and alkanoic acid comes from the alkanol"}
{"text": "R1 COOH  R2 OH  R1 COO R2  H2O"}
{"text": "eg"}
{"text": "1 Ethanol reacts with ethanoic acid to form the ester ethyl ethanoate and water"}
{"text": "Ethanol  Ethanoic acid Conc H2SO4 Ethylethanoate  Water"}
{"text": "C2H5OH l  CH3COOHl Conc H2SO4  CH3COO C2H5aq H2Ol"}
{"text": "CH3CH2OH l CH3COOHl Conc H2SO4  CH3COOCH2CH3aq H2Ol"}
{"text": "2 Ethanol reacts with propanoic acid to form the ester ethylpropanoate and water"}
{"text": "Ethanol  Propanoic acid Conc H2SO4 Ethylethanoate  Water"}
{"text": "C2H5OH l CH3 CH2COOHl Conc H2SO4 CH3CH2COO C2H5aq H2Ol"}
{"text": "CH3CH2OH l CH3 CH2COOHl Conc H2SO4  CH3 CH2COOCH2CH3aq H2Ol"}
{"text": "3 Methanol reacts with ethanoic acid to form the ester methyl ethanoate and water"}
{"text": "Methanol  Ethanoic acid Conc H2SO4 Methylethanoate  Water"}
{"text": "CH3OH l  CH3COOHl Conc H2SO4  CH3COO CH3aq H2Ol"}
{"text": "4 Methanol reacts with propanoic acid to form the ester methyl propanoate and water"}
{"text": "Methanol  propanoic acid Conc H2SO4 Methylpropanoate  Water"}
{"text": "CH3OH l CH3 CH2COOHl Conc H2SO4  CH3 CH2COO CH3aq H2Ol"}
{"text": "5 Propanol reacts with propanoic acid to form the ester propylpropanoate and water"}
{"text": "Propanol  Propanoic acid Conc H2SO4 Ethylethanoate  Water"}
{"text": "C3H7OH l CH3 CH2COOHl Conc H2SO4 CH3CH2COO C3H7aq H2Ol"}
{"text": "CH3CH2 CH2OH l CH3 CH2COOHl Conc H2SO4  CH3 CH2COOCH2 CH2CH3aq H2Ol"}
{"text": "jOxidation"}
{"text": "Experiment"}
{"text": "Place 5cm3 of absolute ethanol in a test tubeAdd three drops of acidified potassium manganateVIIShake thoroughly for one minutewarmTest the solution mixture using pH paper Repeat by adding acidified potassium dichromateVII"}
{"text": "Sample observation table"}
{"text": "Explanation"}
{"text": "Both acidified KMnO4 and K2Cr2O7 are oxidizing agentsadd oxygen to other compounds They oxidize alkanols to a group of homologous series called alkanals then further oxidize them to alkanoic acidsThe oxidizing agents are themselves reduced hence changing their colour"}
{"text": "i Purple KMnO4 is reduced to colourless Mn2"}
{"text": "iiOrange K2Cr2O7is reduced to green Cr3"}
{"text": "The pH of alkanoic acids show they have few H because they are weak acids ie"}
{"text": "Alkanol  O  Alkanal  O  alkanoic acid"}
{"text": "NB The O comes from the oxidizing agents acidified KMnO4 or K2Cr2O7"}
{"text": "Examples"}
{"text": "1When ethanol is warmed with three drops of acidified KMnO4 there is decolorization of KMnO4"}
{"text": "Ethanol  O  Ethanal  O  Ethanoic acid"}
{"text": "CH3CH2OH  O  CH3CH2O  O  CH3COOH"}
{"text": "2When methanol is warmed with three drops of acidified K2Cr2O7 the orange colour of acidified K2Cr2O7 changes to green"}
{"text": "methanol  O  methanal  O  methanoic acid"}
{"text": "CH3OH  O  CH3O  O  HCOOH"}
{"text": "3When propanol is warmed with three drops of acidified K2Cr2O7 the orange colour of acidified K2Cr2O7 changes to green"}
{"text": "Propanol  O  Propanal  O  Propanoic acid"}
{"text": "CH3CH2 CH2OH  O  CH3CH2 CH2O  O  CH3 CH2COOH"}
{"text": "4When butanol is warmed with three drops of acidified K2Cr2O7 the orange colour of acidified K2Cr2O7 changes to green"}
{"text": "Butanol  O  Butanal  O  Butanoic acid"}
{"text": "CH3CH2 CH2 CH2OH  O CH3CH2 CH2CH2O O  CH3 CH2COOH"}
{"text": "Air slowly oxidizes ethanol to dilute ethanoic acid commonly called vinegar If beer is not tightly corked a lot of carbonIVoxide escapes and there is slow oxidation of the beer making it flat"}
{"text": "kHydrolysis Hydration and Dehydration"}
{"text": "I HydrolysisHydration is the reaction of a compoundsubstance with water"}
{"text": "Alkenes react with water vapoursteam at high temperatures and high pressures in presence of phosphoric acid catalyst to form alkanolsie"}
{"text": "Alkenes  Water  H3PO4 catalyst Alkanol"}
{"text": "Examples"}
{"text": "iEthene is mixed with steam over a phosphoric acid catalyst at 300oC temperature and 60 atmosphere pressure to form ethanol"}
{"text": "Ethene  water 60 atm300oC H3PO4  Ethanol"}
{"text": "H2C CH2 g  H2Ol 60 atm300oC H3PO4  CH3 CH2OHl"}
{"text": "This is the main method of producing large quantities of ethanol instead of fermentation"}
{"text": "ii Propene  water 60 atm300oC H3PO4  Propanol"}
{"text": "CH3C CH2 g  H2Ol 60 atm300oC H3PO4  CH3 CH2 CH2OHl"}
{"text": "iii Butene  water 60 atm300oC H3PO4  Butanol"}
{"text": "CH3 CH2 CCH2 g  H2Ol 60 atm300oC H3PO4  CH3 CH2 CH2 CH2OHl"}
{"text": "II Dehydration is the process which concentrated sulphuricVIacid dehydrating agent removes water from a compoundsubstances"}
{"text": "Concentrated sulphuricVIacid dehydrates alkanols to the corresponding alkenes at about 180oC ie"}
{"text": "Alkanol Conc H2 SO4180oC Alkene  Water"}
{"text": "Examples"}
{"text": "1 At 180oC and in presence of Concentrated sulphuricVIacid ethanol undergoes dehydration to form ethene"}
{"text": "Ethanol 180oC H2SO4  Ethene  Water"}
{"text": "CH3 CH2OHl 180oC H2SO4  H2C CH2 g  H2Ol"}
{"text": "2 Propanol undergoes dehydration to form propene"}
{"text": "Propanol 180oC H2SO4  Propene  Water"}
{"text": "CH3 CH2 CH2OHl 180oC H2SO4  CH3CH CH2 g  H2Ol"}
{"text": "3 Butanol undergoes dehydration to form Butene"}
{"text": "Butanol 180oC H2SO4  Butene  Water"}
{"text": "CH3 CH2 CH2CH2OHl 180oC H2SO4  CH3 CH2C CH2 g  H2Ol"}
{"text": "3 Pentanol undergoes dehydration to form Pentene"}
{"text": "Pentanol 180oC H2SO4  Pentene  Water"}
{"text": "CH3 CH2 CH2 CH2 CH2OHl180oC H2SO4CH3 CH2 CH2C CH2 gH2Ol"}
{"text": "lSimilarities of alkanols with Hydrocarbons"}
{"text": "I Similarity with alkanes"}
{"text": "Both alkanols and alkanes burn with a blue nonsooty flame to form carbonIVoxidein excess airoxygencarbonIIoxidein limited air and water This shows they are saturated with high CH ratio eg"}
{"text": "Both ethanol and ethane ignite and burns in air with a blue nonsooty flame to form carbonIVoxidein excess airoxygencarbonIIoxidein limited air and water"}
{"text": "CH2 CH2OHl  3O2g Excess air 2CO2 g  3H2 Ol"}
{"text": "CH2 CH2OHl  2O2g Limited air 2CO g  3H2 Ol"}
{"text": "CH3 CH3g  3O2g Excess air 2CO2 g  3H2 Ol"}
{"text": "2CH3 CH3g  5O2g Limited air 4CO g  6H2 Ol"}
{"text": "II Similarity with alkenesalkynes"}
{"text": "Both alkanolsROH and alkenesalkyneswith  C  C  double and  C  C triple  bond"}
{"text": "idecolorize acidified KMnO4"}
{"text": "iiturns Orange acidified K2Cr2O7 to green"}
{"text": "AlkanolsROH are oxidized to alkanalsRO ant then alkanoic acidsROOH"}
{"text": "Alkenes are oxidized to alkanols with duodouble functional groups"}
{"text": "Examples"}
{"text": "1When ethanol is warmed with three drops of acidified K2Cr2O7 the orange of acidified K2Cr2O7 turns to green Ethanol is oxidized to ethanol and then to ethanoic acid"}
{"text": "Ethanol  O  Ethanal  O  Ethanoic acid"}
{"text": "CH3CH2OH  O  CH3CH2O  O  CH3COOH"}
{"text": "2When ethene is bubbled in a test tube containing acidified K2Cr2O7 the orange of acidified K2Cr2O7 turns to green Ethene is oxidized to ethan12diol"}
{"text": "Ethene  O  Ethan12diol"}
{"text": "H2CCH2  O  HOCH2 CH2OH"}
{"text": "III Differences with alkenesalkynes"}
{"text": "Alkanols do not decolorize bromine and chlorine water"}
{"text": "Alkenes decolorizes bromine and chlorine water to form halogenoalkanols"}
{"text": "Example"}
{"text": "When ethene is bubbled in a test tube containing bromine waterthe bromine water is decolorized Ethene is oxidized to bromoethanol"}
{"text": "Ethene  Bromine water  Bromoethanol"}
{"text": "H2CCH2  HOBr  BrCH2 CH2OH"}
{"text": "IV Differences in melting and boiling point with Hydrocarbons"}
{"text": "Alkanos have higher melting point than the corresponding hydrocarbon alkanealkenealkyne"}
{"text": "This is because most alkanols exist as dimerA dimer is a molecule made up of two other molecules joined usually by vanderwaals forceshydrogen bond or dative bonding"}
{"text": "Two alkanol molecules form a dimer joined by hydrogen bonding"}
{"text": "Example"}
{"text": "In Ethanol the oxygen atom attractspulls the shared electrons in the covalent bond more to itself than Hydrogen"}
{"text": "This creates a partial negative charge  on oxygen and partial positive charge on hydrogen"}
{"text": "Two ethanol molecules attract each other at the partial charges through Hydrogen bonding forming a dimmer"}
{"text": "H H H"}
{"text": "H C C O H H"}
{"text": "H H H O C C H"}
{"text": "H H"}
{"text": "Dimerization of alkanols means more energy is needed to breakweaken the Hydrogen bonds before breakingweakening the intermolecular forces joining the molecules of all organic compounds during boilingmelting"}
{"text": "EUSES OF SOME ALKANOLS"}
{"text": "aMethanol is used as industrial alcohol and making methylated spirit"}
{"text": "bEthanol is used"}
{"text": "1 as alcohol in alcoholic drinks eg Beer wines and spirits"}
{"text": "2as antiseptic to wash woulds"}
{"text": "3in manufacture of vanishes ink glue and paint because it is volatile and thus easily evaporate"}
{"text": "4as a fuel when blended with petrol to make gasohol"}
{"text": "BALKANOIC ACIDS Carboxylic acids"}
{"text": "A INTRODUCTION"}
{"text": "Alkanoic acids belong to a homologous series of organic compounds with a general formula CnH2n 1 COOH and thus COOH as the functional group The 1st ten alkanoic acids include"}
{"text": "Alkanoic acids like alkanols alkanesalkenesalkynes form a homologous series where"}
{"text": "ithe general name of an alkanoic acids is derived from the alkane name then ending with oic acid as the table above shows"}
{"text": "ii the members have RCOOHR COH as the functional group"}
{"text": "O"}
{"text": "iiithey have the same general formula represented by RCOOH where R is an alkyl group"}
{"text": "iveach member differ by CH2 group from the nextprevious"}
{"text": "vthey show a similar and gradual change in their physical properties eg boiling and melting point"}
{"text": "vithey show similar and gradual change in their chemical properties"}
{"text": "vii since they are acids they show similar properties with mineral acids"}
{"text": "B ISOMERS OF ALKANOIC ACIDS"}
{"text": "lkanoic acids exhibit both structural and position isomerism The isomers are named by using the following basic guidelines"}
{"text": "iLike alkanes identify the longest carbon chain to be the parent name"}
{"text": "iiIdentify the position of the COH functional group to give it the smallest"}
{"text": "O"}
{"text": "lowest position"}
{"text": "iiiIdentify the type and position of the side group branches"}
{"text": "Practice examples on isomers of alkanoic acids"}
{"text": "1Isomers of butanoic acid C3H7COOH"}
{"text": "CH3 CH2 CH2 COOH"}
{"text": "Butan1oic acid"}
{"text": "CH3"}
{"text": "H2C C COOH 2methylpropan1oic acid"}
{"text": "2methylpropan1oic acid and Butan1oic acid are structural isomers because the position of the functional group does not change but the arrangement of the atoms in the molecule does"}
{"text": "2Isomers of pentanoic acid C4H9COOH"}
{"text": "CH3CH2CH2CH2 COOH pentan1oic acid"}
{"text": "CH3"}
{"text": "CH3CH2CH COOH 2methylbutan1oic acid"}
{"text": "CH3"}
{"text": "H3C C COOH 22dimethylpropan1oic acid"}
{"text": "CH3"}
{"text": "3Ethan12dioic acid"}
{"text": "O O"}
{"text": "HOOC COOH  H  O  C  C  O  H"}
{"text": "4Propan13dioic acid"}
{"text": "O H O"}
{"text": "HOOC CH2COOH  H  O  C  C  C  O  H"}
{"text": "H"}
{"text": "5Butan14dioic acid"}
{"text": "O H H O"}
{"text": "HOOC CH2 CH2 COOH H O  C  C  C  C O  H"}
{"text": "H H"}
{"text": "622dichloroethan12dioic acid"}
{"text": "HOOCCHCl2 Cl"}
{"text": "H  O  C  C  Cl"}
{"text": "O H"}
{"text": "C LABORATORY AND INDUSTRIAL PREPARATIONOF ALKANOIC ACIDS"}
{"text": "In a school laboratory alkanoic acids can be prepared by adding an oxidizing agent HKMnO4 or HK2Cr2O7to the corresponding alkanol then warming"}
{"text": "The oxidation converts the alkanol first to an alkanal the alkanoic acid"}
{"text": "NB Acidified KMnO4 is a stronger oxidizing agent than acidified K2Cr2O7"}
{"text": "General equation"}
{"text": "R CH2  OH  O HKMnO4 R CH O  H2Ol"}
{"text": "alkanol alkanal"}
{"text": "R CH  O  O HKMnO4 R C OOH"}
{"text": "alkanal alkanoic acid"}
{"text": "Examples"}
{"text": "1Ethanol on warming in acidified KMnO4 is oxidized to ethanal then ethanoic acid"}
{"text": "CH3 CH2  OH  O HKMnO4 CH3 CH O  H2Ol"}
{"text": "ethanol ethanal"}
{"text": "CH3 CH  O  O HKMnO4 CH3 C OOH"}
{"text": "ethanal ethanoic acid"}
{"text": "2Propanol on warming in acidified KMnO4 is oxidized to propanal then propanoic acid"}
{"text": "CH3 CH2 CH2  OH  O HKMnO4 CH3 CH2 CH O  H2Ol"}
{"text": "propanol propanal"}
{"text": "CH3 CH  O  O HKMnO4 CH3 C OOH"}
{"text": "propanal propanoic acid"}
{"text": "Industriallylarge scale manufacture of alkanoic acid like ethanoic acid is obtained from"}
{"text": "aAlkenes reacting with steam at high temperatures and pressure in presence of phosphoricVacid catalyst and undergo hydrolysis to form alkanols ie"}
{"text": "Alkenes  Steamwater  H2PO4 Catalyst Alkanol"}
{"text": "The alkanol is then oxidized by air at 5 atmosphere pressure with Manganese IIsulphateVI catalyst to form the alkanoic acid"}
{"text": "Alkanol  Air  MnSO4 Catalyst5 atm pressure Alkanoic acid"}
{"text": "Example"}
{"text": "Ethene is mixed with steam over a phosphoricVacid catalyst300oC temperature and 60 atmosphere pressure to form ethanol"}
{"text": "CH2CH2  H2O  CH3 CH2OH"}
{"text": "Ethene Ethanol"}
{"text": "This is the industrial large scale method of manufacturing ethanol"}
{"text": "Ethanol is then oxidized by air at 5 atmosphere pressure with Manganese IIsulphateVI catalyst to form the ethanoic acid"}
{"text": "CH3 CH2OH  O  MnSO4 Catalyst5 atm pressure CH3 COOH"}
{"text": "Ethanol Ethanoic acid"}
{"text": "bAlkynes react with liquid water at high temperatures and pressure in presence of MercuryIIsulphateVIcatalyst and 30 concentrated sulphuricVIacid to form alkanals"}
{"text": "Alkyne  Water  MercuryIIsulphateVIcatalyst Alkanal"}
{"text": "The alkanal is then oxidized by air at 5 atmosphere pressure with Manganese II sulphateVI catalyst to form the alkanoic acid"}
{"text": "Alkanal  airoxygen  ManganeseIIsulphateVIcatalyst Alkanoic acid"}
{"text": "Example"}
{"text": "Ethyne react with liquid water at high temperature and pressure with Mercury II sulphate VIcatalyst and 30 concentrated sulphuricVIacid to form ethanal"}
{"text": "CH  CH  H2O HgSO4 CH3 CH2O"}
{"text": "Ethyne Ethanal"}
{"text": "This is another industrial large scale method of manufacturing ethanol from large quantities of ethyne found in natural gas"}
{"text": "Ethanal is then oxidized by air at 5 atmosphere pressure with Manganese IIsulphateVI catalyst to form the ethanoic acid"}
{"text": "CH3 CH2O  O  MnSO4 Catalyst5 atm pressure CH3 COOH"}
{"text": "Ethanal Oxygen from air Ethanoic acid"}
{"text": "D PHYSICAL AND CHEMICAL PROPERTIES OF ALKANOIC ACIDS"}
{"text": "IPhysical properties of alkanoic acids"}
{"text": "The table below shows some physical properties of alkanoic acids"}
{"text": "From the table note the following"}
{"text": "Melting and boiling point decrease as the carbon chain increases due to increase in intermolecular forces of attraction between the molecules requiring more energy to separate the molecules"}
{"text": "The density decreases as the carbon chain increases as the intermolecular forces of attraction increases between the molecules making the molecule very close reducing their volume in unit mass"}
{"text": "Solubility decreases as the carbon chain increases as the soluble COOH end is shielded by increasing insoluble alkylhydrocarbon chain"}
{"text": "Like alkanols alkanoic acids exist as dimmers due to the hydrogen bonds within the molecule ie"}
{"text": "II Chemical properties of alkanoic acids"}
{"text": "The following experiments shows the main chemical properties of ethanoic alkanoic acid"}
{"text": "aEffect on litmus papers"}
{"text": "Experiment"}
{"text": "Dip both blue and red litmus papers in ethanoic acid Repeat with a solution of succinic acid citric acid oxalic acid tartaric acid and dilute nitricVacid"}
{"text": "Sample observations"}
{"text": "Explanation"}
{"text": "All acidic solutions contains HH3Oaq ions The H H3O aq ions is responsible for turning blue litmus papersolution to red"}
{"text": "bpH"}
{"text": "Experiment"}
{"text": "Place 2cm3 of ethaoic acid in a test tube Add 2 drops of universal indicator solution and determine its pH Repeat with a solution of succinic acid citric acid oxalic acid tartaric acid and dilute sulphuric VIacid"}
{"text": "Sample observations"}
{"text": "Explanations"}
{"text": "Alkanoic acids are weak acids that partiallypartly dissociate to release few H ions in solution The pH of their solution is thus 456 showing they form weakly acidic solutions when dissolved in water"}
{"text": "All alkanoic acid dissociate to releases the H at the functional group in COOH to form the alkanoate ion COO"}
{"text": "Mineral acidsSulphuricVIacid NitricVacid and Hydrochloric acid are strong acids that whollyfully dissociate to release many H ions in solution The pH of their solution is thus 123 showing they form strongly acidic solutions when dissolved in waterie"}
{"text": "Examples"}
{"text": "CH3COOHaq CH3COOaq  Haq"}
{"text": "ethanoic acid ethanoate ion few H ion"}
{"text": "CH3 CH2COOHaq CH3 CH2COOaq  Haq"}
{"text": "propanoic acid propanoate ion few H ion"}
{"text": "CH3 CH2 CH2COOHaq CH3 CH2 CH2COOaq  Haq"}
{"text": "Butanoic acid butanoate ion few H ion"}
{"text": "HOOHaq HOOaq  Haq"}
{"text": "methanoic acid methanoate ion few H ion"}
{"text": "H2 SO4 aq SO42 aq  2Haq"}
{"text": "sulphuricVI acid sulphateVI ion many H ion"}
{"text": "HNO3 aq NO3 aq  Haq"}
{"text": "nitricV acid nitrateV ion many H ion"}
{"text": "cReaction with metals"}
{"text": "Experiment"}
{"text": "Place about 4cm3 of ethanoic acid in a test tube Put about 1cm length of polished magnesium ribbon Test any gas produced using a burning splint Repeat with a solution of succinic acid citric acid oxalic acid tartaric acid and dilute sulphuric VI acid"}
{"text": "Sample observations"}
{"text": "Explanation"}
{"text": "Metals higher in the reactivity series displace the hydrogen in all acids to evolveproduce hydrogen gas and form a salt Alkanoic acids react with metals with metals to form alkanoates salt and produceevolve hydrogen gas Hydrogen extinguishes a burning splint with a pop soundexplosion Only the Hin the functional group COOH is are displaced and not in the alkyl hydrocarbon chain"}
{"text": "Alkanoic acid  Metal  Alkanoate  Hydrogen gas ie"}
{"text": "Examples"}
{"text": "1 For a monovalent metal with monobasic acid"}
{"text": "2R  COOH  2M  2R COOM  2H2g"}
{"text": "2For a divalent metal with monobasic acid"}
{"text": "2R  COOH  M  R COO 2M  H2g"}
{"text": "3For a divalent metal with dibasic acid"}
{"text": "HOOCRCOOH M  MOOCRCOOM  H2g"}
{"text": "4For a monovalent metal with dibasic acid"}
{"text": "HOOCRCOOH 2M  MOOCRCOOM  H2g"}
{"text": "5 For mineral acids"}
{"text": "iSulphuricVIacid is a dibasic acid"}
{"text": "H2 SO4 aq  2M  M2 SO4 aq  H2g"}
{"text": "H2 SO4 aq  M  MSO4 aq  H2g"}
{"text": "iiNitricV and hydrochloric acid are monobasic acid"}
{"text": "HNO3 aq  2M  2MNO3 aq  H2g"}
{"text": "HNO3 aq  M  MNO3  2 aq  H2g"}
{"text": "Examples"}
{"text": "1Sodium reacts with ethanoic acid to form sodium ethanoate and produce hydrogen gas"}
{"text": "Caution This reaction is explosive"}
{"text": "CH3COOH aq  Nas  CH3COONa aq  H2g"}
{"text": "Ethanoic acid Sodium ethanoate"}
{"text": "2Calcium reacts with ethanoic acid to form calcium ethanoate and produce hydrogen gas"}
{"text": "2CH3COOH aq  Cas  CH3COO 2Ca aq  H2g"}
{"text": "Ethanoic acid Calcium ethanoate"}
{"text": "3Sodium reacts with ethan12dioic acid to form sodium ethan12dioate and produce hydrogen gas"}
{"text": "HOOCCOOH 2Na  NaOOC  COONa  H2g"}
{"text": "ethan12dioic acid sodium ethan12dioate"}
{"text": "Commercial name of ethan12dioic acid is oxalic acid The salt is sodium oxalate"}
{"text": "4Magnesium reacts with ethan12dioic acid to form magnesium ethan12dioate and produce hydrogen gas"}
{"text": "HOOCRCOOH Mg   OOC  COO Mg  H2g"}
{"text": "ethan12dioic acid magnesium ethan12dioate"}
{"text": "5Magnesium reacts with"}
{"text": "iSulphuricVIacid to form Magnesium sulphateVI"}
{"text": "H2 SO4 aq  Mg  MgSO4 aq  H2g"}
{"text": "iiNitricV and hydrochloric acid are monobasic acid"}
{"text": "2HNO3 aq  Mg  MNO3  2 aq  H2g"}
{"text": "dReaction with hydrogen carbonates and carbonates"}
{"text": "Experiment"}
{"text": "Place about 3cm3 of ethanoic acid in a test tube Add about 05g  spatula end full of sodium hydrogen carbonatesodium carbonate Test the gas produced using lime water Repeat with a solution of succinic acid citric acid oxalic acid tartaric acid and dilute sulphuric VI acid"}
{"text": "Sample observations"}
{"text": "All acids react with hydrogen carbonatecarbonate to form salt water and evolveproduce bubbles of carbonIVoxide and water"}
{"text": "CarbonIVoxide forms a white precipitate when bubbled in lime waterextinguishes a burning splint"}
{"text": "Alkanoic acids react with hydrogen carbonatecarbonate to form alkanoates water and evolveproduce bubbles of carbonIVoxide and water"}
{"text": "Alkanoic acid  hydrogen carbonate  alkanoate  water  carbonIVoxide"}
{"text": "Alkanoic acid  carbonate  alkanoate  water  carbonIVoxide"}
{"text": "Examples"}
{"text": "Sodium hydrogen carbonate reacts with ethanoic acid to form sodium ethanoate water and carbonIVoxide gas"}
{"text": "CH3COOH aq  NaHCO3 s  CH3COONa aq  H2Ol  CO2 g"}
{"text": "Ethanoic acid Sodium ethanoate"}
{"text": "2Sodium carbonate reacts with ethanoic acid to form sodium ethanoate water and carbonIVoxide gas"}
{"text": "2CH3COOH aq  Na2CO3 s  2CH3COONa aq  H2Ol  CO2 g"}
{"text": "Ethanoic acid Sodium ethanoate"}
{"text": "3Sodium carbonate reacts with ethan12dioic acid to form sodium ethanoate water and carbonIVoxide gas"}
{"text": "HOOCCOOH Na2CO3 s  NaOOC  COONa  H2Ol  CO2 g"}
{"text": "ethan12dioic acid sodium ethan12dioate"}
{"text": "4Sodium hydrogen carbonate reacts with ethan12dioic acid to form sodium ethanoate water and carbonIVoxide gas"}
{"text": "HOOCCOOH 2NaHCO3 s  NaOOC  COONa  H2Ol  2CO2 g"}
{"text": "ethan12dioic acid sodium ethan12dioate"}
{"text": "eEsterification"}
{"text": "Experiment"}
{"text": "Place 4cm3 of ethanol acid in a boiling tube"}
{"text": "Add equal volume of ethanoic acid To the mixture add 2 drops of concentrated sulphuricVIacid carefully Warmheat gently on Bunsen flame"}
{"text": "Pour the mixture into a beaker containing 50cm3 of water Smell the products Repeat with a solution of succinic acid citric acid oxalic acid tartaric acid and dilute sulphuric VI acid"}
{"text": "Sample observations"}
{"text": "Explanation"}
{"text": "Alkanols react with alkanoic acid to form the sweet smelling homologous series of esters and waterThe reaction is catalysed by concentrated sulphuricVIacid in the laboratory but naturally by sunlight heatEach ester has a characteristic smell derived from the many possible combinations of alkanols and alkanoic acids"}
{"text": "Alkanol  Alkanoic acids  Ester  water"}
{"text": "Esters derive their names from the alkanol first then alkanoic acids The alkanol becomes an alkyl group and the alkanoic acid becomes alkanoate hence alkylalkanoate eg"}
{"text": "Ethanol  Ethanoic acid  Ethylethanoate  Water"}
{"text": "Ethanol  Propanoic acid  Ethylpropanoate  Water"}
{"text": "Ethanol  Methanoic acid  Ethylmethanoate  Water"}
{"text": "Ethanol  butanoic acid  Ethylbutanoate  Water"}
{"text": "Propanol  Ethanoic acid  Propylethanoate  Water"}
{"text": "Methanol  Ethanoic acid  Methyethanoate  Water"}
{"text": "Methanol  Decanoic acid  Methyldecanoate  Water"}
{"text": "Decanol  Methanoic acid  Decylmethanoate  Water"}
{"text": "During the formation of the ester the O joining the alkanol and alkanoic acid comes from the alkanol"}
{"text": "R1 COOH  R2 OH  R1 COO R2  H2O"}
{"text": "Examples"}
{"text": "1 Ethanol reacts with ethanoic acid to form the ester ethyl ethanoate and water"}
{"text": "Ethanol  Ethanoic acid Conc H2SO4 Ethylethanoate  Water"}
{"text": "C2H5OH l  CH3COOHl Conc H2SO4  CH3COO C2H5aq H2Ol"}
{"text": "CH3CH2OH l CH3COOHl Conc H2SO4  CH3COOCH2CH3aq H2Ol"}
{"text": "2 Ethanol reacts with propanoic acid to form the ester ethylpropanoate and water"}
{"text": "Ethanol  Propanoic acid Conc H2SO4 Ethylethanoate  Water"}
{"text": "C2H5OH l CH3 CH2COOHl Conc H2SO4 CH3CH2COO C2H5aq H2Ol"}
{"text": "CH3CH2OH l CH3 CH2COOHl Conc H2SO4"}
{"text": "CH3 CH2COOCH2CH3aq H2Ol"}
{"text": "3 Methanol reacts with ethanoic acid to form the ester methyl ethanoate and water"}
{"text": "Methanol  Ethanoic acid Conc H2SO4 Methylethanoate  Water"}
{"text": "CH3OH l  CH3COOHl Conc H2SO4  CH3COO CH3aq H2Ol"}
{"text": "4 Methanol reacts with propanoic acid to form the ester methyl propanoate and water"}
{"text": "Methanol  propanoic acid Conc H2SO4 Methylpropanoate  Water"}
{"text": "CH3OH l CH3 CH2COOHl Conc H2SO4  CH3 CH2COO CH3aq H2Ol"}
{"text": "5 Propanol reacts with propanoic acid to form the ester propylpropanoate and water"}
{"text": "Propanol  Propanoic acid Conc H2SO4 Ethylethanoate  Water"}
{"text": "C3H7OH l CH3 CH2COOHl Conc H2SO4 CH3CH2COO C3H7aq H2Ol"}
{"text": "CH3CH2 CH2OH l CH3 CH2COOHl Conc H2SO4  CH3 CH2COOCH2 CH2CH3aq H2Ol"}
{"text": "C DETERGENTS"}
{"text": "Detergents are cleaning agents that improve the cleaning power properties of waterA detergent therefore should be able to"}
{"text": "idissolve substances which water cannot eg grease oil fat"}
{"text": "iibe washed away after cleaning"}
{"text": "There are two types of detergents"}
{"text": "aSoapy detergents"}
{"text": "bSoapless detergents"}
{"text": "SOAPY DETERGENTS"}
{"text": "Soapy detergents usually called soap is long chain salt of organic alkanoic acidsCommon soap is sodium octadecanoate It is derived from reacting concentrated sodium hydroxide solution with octadecanoic acid18 carbon alkanoic acid ie"}
{"text": "Sodium hydroxide  octadecanoic acid  Sodium octadecanoate  water"}
{"text": "NaOHaq  CH3 CH2 16 COOHaq  CH3 CH2 16 COO  Na aq H2 Ol"}
{"text": "Commonly soap can thus be represented"}
{"text": "R COO  Na where"}
{"text": "R is a long chain alkyl group and COO  Na is the alkanoate ion"}
{"text": "In a school laboratory and at industrial and domestic levelsoap is made by reacting concentrated sodium hydroxide solution with esters from animal fat and oil The process of making soap is called saponification During saponification the ester is hydrolyzed by the alkali to form sodium salt soap and glycerolpropan123triol is produced"}
{"text": "Fatoilestersodiumpotassium hydroxidesodiumpotassium saltsoap glycerol"}
{"text": "FatsOils are esters with fatty acids and glycerol parts in their structure"}
{"text": "C17H35COOCH2"}
{"text": "C17H35COOCH"}
{"text": "C17H35COOCH2"}
{"text": "When boiled with concentrated sodium hydroxide solution NaOH"}
{"text": "iNaOH ionizesdissociates into Na and OH ions"}
{"text": "iifatoil split into three C17H35COO and one CH2 CH CH2"}
{"text": "iii the three Na combine with the three C17H35COO to form the salt C17H35COO Na"}
{"text": "ivthe three OHions combine with the CH2 CH CH2 to form an alkanol with three functional groups CH2 OH CH OH CH2 OHpropan123triol"}
{"text": "C17H35COOCH2 CH2OH"}
{"text": "C17H35COOCH NaOH  3 C17H35COO Na  CHOH"}
{"text": "C17H35COOCH2 CH2OH"}
{"text": "Ester Alkali Soap glycerol"}
{"text": "Generally"}
{"text": "CnH2n1COOCH2 CH2OH"}
{"text": "CnH2n1COOCH NaOH  3 CnH2n1COO Na  CHOH"}
{"text": "CnH2n1COOCH2 CH2OH"}
{"text": "Ester Alkali Soap glycerol"}
{"text": "R  COOCH2 CH2OH"}
{"text": "R  COOCH NaOH  3RCOO Na  CHOH"}
{"text": "R COOCH2 CH2OH"}
{"text": "Ester Alkali Soap glycerol"}
{"text": "During this process a little sodium chloride is added to precipitate the soap by reducing its solubility This is called salting out"}
{"text": "The soap is then added colouring agents perfumes and herbs of choice"}
{"text": "School laboratory preparation of soap"}
{"text": "Place about 40 g of fatty animal fatbeefmeat in 100cm3 beaker Add about 15cm3 of 40M sodium hydroxide solution Boil the mixture for about 15minutesStir the mixture Add about 50cm3 of distilled water as you boil to make up for evaporation Boil for about another 15minutesAdd about four spatula end full of pure sodium chloride crystals Continue stirring for another five minutes Allow to cool Filter of decant and wash off the residue with distilled water Transfer the clean residue into a dry beaker Preserve"}
{"text": "The action of soap"}
{"text": "Soapy detergents"}
{"text": "iact by reducing the surface tension of water by forming a thin layer on top of the water"}
{"text": "iiis made of a nonpolar alkyl hydrocarbon tail and a polar COONa head The nonpolar alkyl hydrocarbon tail is hydrophobic water hating and thus does not dissolve in water It dissolves in nonpolar solvent like grease oil and fat The polar COONa head is hydrophilic water lovingand thus dissolve in water When washing with soapy detergent the nonpolar tail of the soapy detergent surrounddissolve in the dirt on the garment greaseoil while the polar head dissolve in water"}
{"text": "Through mechanical agitationstirringsqeezingrubbingbeatingkneading some grease is dislodgedlifted of the surface of the garment It is immediately surrounded by more soap molecules It float and spread in the water as tiny droplets that scatter light in form of emulsion making the water cloudy and shinny It is removed from the garment by rinsing with fresh water The repulsion of the soap head prevent ensure the droplets do not mix Once removed the dirt molecules cannot be redeposited back because it is surrounded by soap molecules"}
{"text": "Advantages and disadvantages of using soapy detergents"}
{"text": "Soapy detergents are biodegradable They are acted upon by bacteria and rot They thus do not cause environmental pollution"}
{"text": "Soapy detergents have the disadvantage in that"}
{"text": "ithey are made from fat and oils which are better eaten as food than make soap"}
{"text": "iiforms an insoluble precipitate with hard water called scum Scum is insoluble calcium octadecanoate and Magnesium octadecanoate formed when soap reacts with Ca2 and Mg2 present in hard water"}
{"text": "Chemical equation"}
{"text": "2C17H35COO Na aq  Ca2aq  C17H35COO Ca2 s  2Naaq"}
{"text": "insoluble Calcium octadecanotescum"}
{"text": "2C17H35COO Na aq  Mg2aq  C17H35COO Mg2 s  2Naaq"}
{"text": "insoluble Magnesium octadecanotescum"}
{"text": "This causes wastage of soap"}
{"text": "Potassium soaps are better than Sodium soap Potassium is more expensive than sodium and thus its soap is also more expensive"}
{"text": "bSOAPLESS DETERGENTS"}
{"text": "Soapless detergent usually called detergent is a long chain salt fromed from byproducts of fractional distillation of crude oilCommonly used soaps include"}
{"text": "iwashing agents"}
{"text": "iitoothpaste"}
{"text": "iiiemulsifierswetting agentsshampoo"}
{"text": "Soapless detergents are derived from reacting"}
{"text": "iconcentrated sulphuricVIacid with a long chain alkanol eg Octadecanol18 carbon alkanol to form alkyl hydrogen sulphateVI"}
{"text": "Alkanol  Conc sulphuricVIacid  alkyl hydrogen sulphateVI  Water"}
{"text": "R OH  H2SO4  R OSO3H  H2O"}
{"text": "iithe alkyl hydrogen sulphateVI is then neutralized with sodiumpotassium hydroxide to form sodiumpotassium alkyl hydrogen sulphateVI"}
{"text": "Sodiumpotassium alkyl hydrogen sulphateVI is the soapless detergent"}
{"text": "alkyl hydrogen  Potassiumsodium  Sodiumpotassium  Water"}
{"text": "sulphateVI hydroxide alkyl hydrogen sulphateVI"}
{"text": "R OSO3H  NaOH  R OSO3 Na  H2O"}
{"text": "Example"}
{"text": "Step I  Reaction of Octadecanol with ConcH2SO4"}
{"text": "C17H35CH2OH aq  H2SO4  C17H35CH2O SO3 H aq  H2O l"}
{"text": "octadecanol  sulphuricVIacid  Octadecyl hydrogen sulphateVI  water"}
{"text": "Step II Neutralization by an alkali"}
{"text": "C17H35CH2O SO3 H aq  NaOH  C17H35CH2O SO3 Na aq  H2O l"}
{"text": "Octadecyl hydrogen  sodiumpotassium  sodiumpotassium octadecylWater"}
{"text": "sulphateVI hydroxide hydrogen sulphateVI"}
{"text": "School laboratory preparation of soapless detergent"}
{"text": "Place about 20g of olive oil in a 100cm3 beaker Put it in a trough containing ice cold water"}
{"text": "Add dropwise carefully 18M concentrated sulphuricVIacid stirring continuously into the olive oil until the oil turns brownAdd 30cm3 of 6M sodium hydroxide solutionStirThis is a soapless detergent"}
{"text": "The action of soapless detergents"}
{"text": "The action of soapless detergents is similar to that of soapy detergentsThe soapless detergents contain the hydrophilic head and a long hydrophobic tail ie"}
{"text": "vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvCOONa"}
{"text": "vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvOSO3 Na"}
{"text": "long hydrophobic nonpolar alkyl tail hydrophilicpolarionic head"}
{"text": "The tail dissolves in fatgreaseoil while the ionicpolarionic head dissolves in water"}
{"text": "The tail stick to the dirt which is removed by the attraction of water molecules and the polarionichydrophilic head by mechanical agitation squeezingkneading beatingrubbingscrubbingscatching"}
{"text": "The suspended dirt is then surrounded by detergent molecules and repulsion of the anion head preventing the dirt from sticking on the material garment"}
{"text": "The tiny droplets of dirt emulsion makes the water cloudy On rinsing the cloudy emulsion is washed away"}
{"text": "Advantages and disadvantages of using soapless detergents"}
{"text": "Soapless detergents are nonbiodegradable unlike soapy detergents"}
{"text": "They persist in water during sewage treatment by causing foaming in rivers lakes and streams leading to marine aquatic death"}
{"text": "Soapless detergents have the advantage in that they"}
{"text": "ido not form scum with hard water"}
{"text": "iiare cheap to manufacturebuying"}
{"text": "iiiare made from petroleum products but soapis made from fatsoil for human consumption"}
{"text": "Sample revision questions"}
{"text": "1 Study the scheme below"}
{"text": "aIdentify the process"}
{"text": "Saponification"}
{"text": "bFats and oils are esters Write the formula of the a common structure of ester"}
{"text": "C17H35COOCH2"}
{"text": "C17H35COOCH"}
{"text": "C17H35COOCH2"}
{"text": "cWrite a balanced equation for the reaction taking place during boiling"}
{"text": "C17H35COOCH2 CH2OH"}
{"text": "C17H35COOCH 3NaOH  3 C17H35COO Na  CHOH"}
{"text": "C17H35COOCH2 CH2OH"}
{"text": "Ester Alkali Soap glycerol"}
{"text": "dGive the IUPAC name of"}
{"text": "iResidue X"}
{"text": "Potassium octadecanoate"}
{"text": "iiFiltrate Y"}
{"text": "Propan123triol"}
{"text": "eGive one use of fitrate Y"}
{"text": "Making paint"}
{"text": "fWhat is the function of sodium chloride"}
{"text": "To reduce the solubility of the soap hence helping in precipitating it out"}
{"text": "gExplain how residue X helps in washing"}
{"text": "Has a nonpolar hydrophobic tail that dissolves in dirtgrease oilfat"}
{"text": "Has a polar ionic hydrophilic head that dissolves in water"}
{"text": "From mechanical agitationthe dirt is plucked out of the garment and surrounded by the tail end preventing it from being deposited back on the garment"}
{"text": "hState one"}
{"text": "iadvantage of continued use of residue X on the environment"}
{"text": "Is biodegradable and thus do not pollute the environment"}
{"text": "iidisadvantage of using residue X"}
{"text": "Uses fatoil during preparationmanufacture which are better used for human consumption"}
{"text": "iResidue X was added dropwise to some waterThe number of drops used before lather forms is as in the table below"}
{"text": "iState and explain which sample of water is"}
{"text": "I Soft"}
{"text": "Sample B Very little soap is used and no effect on amount of soap even on boilingheating"}
{"text": "II Permanent hard"}
{"text": "Sample C  A lot of soap is used and no effect on amount of soap even on boilingheating Boiling does not remove permanent hardness of water"}
{"text": "III Temporary hard"}
{"text": "Sample A  A lot of soap is used before boiling Very little soap is used on boilingheating Boiling remove temporary hardness of water"}
{"text": "iiWrite the equation for the reaction at water sample C"}
{"text": "Chemical equation"}
{"text": "2C17H35COO K aq  CaSO4aq  C17H35COO Ca2 s  K2SO4aq"}
{"text": "insoluble Calcium octadecanotescum"}
{"text": "Ionic equation"}
{"text": "2C17H35COO K aq  Ca2aq  C17H35COO Ca2 s  2Kaq"}
{"text": "insoluble Calcium octadecanotescum"}
{"text": "Chemical equation"}
{"text": "2C17H35COO K aq  MgSO4aq  C17H35COO Mg2 s  K2SO4aq"}
{"text": "insoluble Calcium octadecanotescum"}
{"text": "Ionic equation"}
{"text": "2C17H35COO K aq  Mg2aq  C17H35COO Mg2 s  2Kaq"}
{"text": "insoluble Magnesium octadecanotescum"}
{"text": "iiiWrite the equation for the reaction at water sample A before boiling"}
{"text": "Chemical equation"}
{"text": "2C17H35COO K aq  CaHCO3aq C17H35COO Ca2 s  2KHCO3 aq"}
{"text": "insoluble Calcium octadecanotescum"}
{"text": "Ionic equation"}
{"text": "2C17H35COO K aq  Ca2aq  C17H35COO Ca2 s  2Kaq"}
{"text": "insoluble Calcium octadecanotescum"}
{"text": "Chemical equation"}
{"text": "2C17H35COO K aq  MgHCO3aq C17H35COO Mg2 s  2KHCO3 aq"}
{"text": "insoluble Calcium octadecanotescum"}
{"text": "Ionic equation"}
{"text": "2C17H35COO K aq  Mg2aq  C17H35COO Mg2 s  2Kaq"}
{"text": "insoluble Magnesium octadecanotescum"}
{"text": "ivExplain how water becomes hard"}
{"text": "Natural or rain water flowing passing through rocks containing calcium chalk gypsum limestoneand magnesium compounds dolomitedissolve them to form soluble Ca2 and Mg2 ions that causes water hardness"}
{"text": "vState two useful benefits of hard water"}
{"text": "Used in bone and teeth formation"}
{"text": "Coral polyps use hard water to form coral reefs"}
{"text": "Snails use hard water to make their shells"}
{"text": "2Study the scheme below and use it to answer the questions that follow"}
{"text": "aIdentify"}
{"text": "ibrown solid A"}
{"text": "Alkyl hydrogen sulphateVI"}
{"text": "iisubstance B"}
{"text": "Sodium alkyl hydrogen sulphateVI"}
{"text": "bWrite a general formula of"}
{"text": "iSubstance A"}
{"text": "O"}
{"text": "ROS O3 H  R O  S  O  H"}
{"text": "O"}
{"text": "iiSubstance B O"}
{"text": "ROS O3  Na R O  S  O  Na"}
{"text": "O"}
{"text": "cState one"}
{"text": "i advantage of continued use of substance B"}
{"text": "Does not form scum with hard water"}
{"text": "Is cheap to make"}
{"text": "Does not use food for human as a raw material"}
{"text": "iidisadvantage of continued use of substance B"}
{"text": "Is nonbiodegradable therefore do not pollute the environment"}
{"text": "dExplain the action of B during washing"}
{"text": "Has a nonpolar hydrocarbon long tail that dissolves in dirtgreaseoilfat"}
{"text": "Has a polarionic hydrophilic head that dissolves in water"}
{"text": "Through mechanical agitation the dirt is plucked removed from the garment and surrounded by the tail end preventing it from being deposited back on the garment"}
{"text": "e Ethene was substituted for olive oil in the above process Write the equation and name of the new products A and B"}
{"text": "Product A"}
{"text": "Ethene  SulphuricVIacid  Ethyl hydrogen sulphateVI"}
{"text": "H2CCH2  H2SO4  H3C  CH2 OSO3H"}
{"text": "Product B"}
{"text": "Ethyl hydrogen sulphateVI  sodium hydroxide  sodium Ethyl  Water"}
{"text": "hydrogen sulphateVI"}
{"text": "H3C  CH2 OSO3H  NaOH  H3C  CH2 OSO3Na  H2O"}
{"text": "fEthanol can also undergo similar reactions forming new products A and BShow this using a chemical equation"}
{"text": "Product A"}
{"text": "Ethanol  SulphuricVIacid Ethyl hydrogen sulphateVI  water"}
{"text": "H3CCH2OH  H2SO4  H3C  CH2 OSO3H  H2O"}
{"text": "Product B"}
{"text": "Ethyl hydrogen sulphateVI  sodium hydroxide  sodium Ethyl  Water"}
{"text": "hydrogen sulphateVI"}
{"text": "H3C  CH2 OSO3H  NaOH  H3C  CH2 OSO3Na  H2O"}
{"text": "3Below is part of a detergent"}
{"text": "H3C  CH2 16  O  SO3  K"}
{"text": "aWrite the formular of the polar and nonpolar end"}
{"text": "Polar end"}
{"text": "H3C  CH2 16"}
{"text": "Nonpolar end"}
{"text": "O  SO3  K"}
{"text": "bIs the molecule a soapy or saopless detergent"}
{"text": "Soapless detergent"}
{"text": "cState one advantage of using the above detergent"}
{"text": "does not form scum with hard water"}
{"text": "is cheap to manufacture"}
{"text": "4The structure of a detergent is"}
{"text": "H H H H H H H H H H H H H"}
{"text": "H C C CC C C C C C C C C C COONa"}
{"text": "H H H H H H H H H H H H H"}
{"text": "a Write the molecular formula of the detergent 1mk"}
{"text": "CH3CH212COONa"}
{"text": "b What type of detergent is represented by the formula 1mk"}
{"text": "Soapy detergent"}
{"text": "c When this type of detergent is used to wash linen in hard water spots marks are left on the linen Write the formula of the substance responsible for the spots CH3CH212COO2Ca2  CH3CH212COO2Mg2"}
{"text": "D POLYMERS AND FIBRES"}
{"text": "Polymers and fibres are giant molecules of organic compounds Polymers and fibres are formed when small molecules called monomers join together to form large molecules called polymers at high temperatures and pressures This process is called polymerization"}
{"text": "Polymers and fibres are either"}
{"text": "aNatural polymers and fibres"}
{"text": "bSynthetic polymers and fibres"}
{"text": "Natural polymers and fibres are found in living thingsplants and animals Natural polymersfibres include"}
{"text": "proteinspolypeptides making amino acids in animals"}
{"text": "cellulose that make cottonwoolpaper and silk"}
{"text": "Starch that come from glucose"}
{"text": "Fats and oils"}
{"text": "Rubber from latex in rubber trees"}
{"text": "Synthetic polymers and fibres are manmade They include"}
{"text": "polyethene"}
{"text": "polychloroethene"}
{"text": "polyphenylethenepolystyrene"}
{"text": "TeryleneDacron"}
{"text": "Nylon66"}
{"text": "Perspexartificial glass"}
{"text": "Synthetic polymers and fibres have the following characteristic advantages over natural polymers"}
{"text": "1 They are light and portable"}
{"text": "2 They are easy to manufacture"}
{"text": "3 They can easily be molded into shape of choice"}
{"text": "4 They are resistant to corrosion water air  acids bases and salts"}
{"text": "5 They are comparatively cheap affordable colourful and aesthetic"}
{"text": "Synthetic polymers and fibres however have the following disadvantages over natural polymers"}
{"text": "They are nonbiodegradable and hence cause environmental pollution during disposal"}
{"text": "They give out highly poisonous gases when burnt like chlorinecarbonIIoxide"}
{"text": "Some on burning produce CarbonIVoxide CarbonIVoxide is a green house gas that cause global warming"}
{"text": "Compared to some metals they are poor conductors of heatelectricity and have lower tensile strength"}
{"text": "To reduce environmental pollution from synthetic polymers and fibres the followitn methods of disposal should be used"}
{"text": "1Recycling Once produced all synthetic polymers and fibres should be recycled to a new product This prevents accumulation of the synthetic polymers and fibres in the environment"}
{"text": "2Production of biodegradable synthetic polymers and fibres that rot away"}
{"text": "There are two types of polymerization"}
{"text": "aaddition polymerization"}
{"text": "bcondensation polymerization"}
{"text": "aaddition polymerization"}
{"text": "Addition polymerization is the process where a small unsaturated monomer alkene  molecule join together to form a large saturated molecule Only alkenes undergo addition polymerization"}
{"text": "Addition polymers are named from the alkenemonomer making the polymer and adding the prefix poly before the name of monomer to form a polyalkene"}
{"text": "During addition polymerization"}
{"text": "ithe double bond in alkenes break"}
{"text": "iifree radicals are formed"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule The more collisions the larger the molecule"}
{"text": "Examples of addition polymerization"}
{"text": "1Formation of Polyethene"}
{"text": "Polyethene is an addition polymer formed when ethene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting paticles"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H H H"}
{"text": "Ethene  Ethene  Ethene  Ethene"}
{"text": "iithe double bond joining the ethane molecule break to free readicals"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H H H"}
{"text": "Ethene radical  Ethene radical  Ethene radical  Ethene radical"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "H H H H H H H H lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H H H"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer polyethene"}
{"text": "Polyethene molecule can be represented as"}
{"text": "H H H H H H H H extension of"}
{"text": "moleculepolymer"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H H H"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "H H"}
{"text": "C  C n"}
{"text": "H H"}
{"text": "Where n is the number of monomers in the polymer The number of monomers in the polymer can be determined from the molar mass of the polymer and monomer from the relationship"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Examples"}
{"text": "Polythene has a molar mass of 4760Calculate the number of ethene molecules in the polymerC120 H10"}
{"text": "Number of monomersrepeating units in polyomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass ethene C2H4  28 Molar mass polyethene  4760"}
{"text": "Substituting 4760  170 ethene molecules"}
{"text": "28"}
{"text": "The commercial name of polyethene is polythene It is an elastic tough transparent and durable plastic Polythene is used"}
{"text": "iin making plastic bag"}
{"text": "iibowls and plastic bags"}
{"text": "iiipackaging materials"}
{"text": "2Formation of Polychlorethene"}
{"text": "Polychloroethene is an addition polymer formed when chloroethene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H Cl H Cl H Cl H Cl"}
{"text": "chloroethene  chloroethene  chloroethene  chloroethene"}
{"text": "iithe double bond joining the chloroethene molecule break to free radicals"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H Cl H Cl H Cl H Cl"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "H H H H H H H H lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H Cl H Cl H Cl H Cl"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer polychloroethene"}
{"text": "Polychloroethene molecule can be represented as"}
{"text": "H H H H H H H H extension of"}
{"text": "moleculepolymer"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H Cl H Cl H Cl H Cl"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "H H"}
{"text": "C  C n"}
{"text": "H Cl"}
{"text": "Examples"}
{"text": "Polychlorothene has a molar mass of 4760Calculate the number of chlorethene molecules in the polymerC120 H10Cl355"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass ethene C2H3Cl  625 Molar mass polyethene  4760"}
{"text": "Substituting 4760  7716  77 polychloroethene moleculeswhole number"}
{"text": "625"}
{"text": "The commercial name of polychloroethene is polyvinylchloridePVC It is a tough nontransparent and durable plastic PVC is used"}
{"text": "iin making plastic rope"}
{"text": "iiwater pipes"}
{"text": "iiicrates and boxes"}
{"text": "3Formation of Polyphenylethene"}
{"text": "Polyphenylethene is an addition polymer formed when phenylethene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H C6H5 H C6H5 H C6H5 H C6H5"}
{"text": "phenylethene  phenylethene  phenylethene  phenylethene"}
{"text": "iithe double bond joining the phenylethene molecule break to free radicals"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H C6H5 H C6H5 H C6H5 H C6H5"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "H H H H H H H H lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H C6H5 H C6H5 H C6H5 H C6H5"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer polyphenylethene"}
{"text": "Polyphenylethene molecule can be represented as"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H C6H5 H C6H5 H C6H5 H C6H5"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "H H"}
{"text": "C  C n"}
{"text": "H C6H5"}
{"text": "Examples"}
{"text": "Polyphenylthene has a molar mass of 4760Calculate the number of phenylethene molecules in the polymerC120 H10"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass ethene C8H8  104 Molar mass polyethene  4760"}
{"text": "Substituting 4760  457692 45 polyphenylethene moleculeswhole number"}
{"text": "104"}
{"text": "The commercial name of polyphenylethene is polystyrene It is a very light durable plastic Polystyrene is used"}
{"text": "iin making packaging material for carrying delicate items like computers radioncalculators"}
{"text": "iiceiling tiles"}
{"text": "iiiclothe linings"}
{"text": "4Formation of Polypropene"}
{"text": "Polypropene is an addition polymer formed when propene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H CH3 H CH3 H CH3 H CH3"}
{"text": "propene  propene  propene  propene"}
{"text": "iithe double bond joining the phenylethene molecule break to free radicals"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H CH3 H CH3 H CH3 H CH3"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "H H H H H H H H lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H CH3 H CH3 H CH3 H CH3"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer propene"}
{"text": "propene molecule can be represented as"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H CH3 H CH3 H CH3 H CH3"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "H H"}
{"text": "C  C n"}
{"text": "H CH3"}
{"text": "Examples"}
{"text": "Polypropene has a molar mass of 4760Calculate the number of propene molecules in the polymerC120 H10"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass propene C3H8  44 Molar mass polyethene  4760"}
{"text": "Substituting 4760  1081818 108 propene moleculeswhole number"}
{"text": "44"}
{"text": "The commercial name of polyphenylethene is polystyrene It is a very light durable plastic Polystyrene is used"}
{"text": "iin making packaging material for carrying delicate items like computers radioncalculators"}
{"text": "iiceiling tiles"}
{"text": "iiiclothe linings"}
{"text": "5Formation of Polytetrafluorothene"}
{"text": "Polytetrafluorothene is an addition polymer formed when tetrafluoroethene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "F F F F F F F F"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "F F F F F F F F"}
{"text": "tetrafluoroethene  tetrafluoroethene tetrafluoroethene tetrafluoroethene"}
{"text": "iithe double bond joining the tetrafluoroethene molecule break to free radicals"}
{"text": "F F F F F F F F"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "F F F F F F F F"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "F F F F F F F F lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "F F F F F F F F"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer polytetrafluoroethene"}
{"text": "polytetrafluoroethene molecule can be represented as"}
{"text": "F F F F F F F F extension of"}
{"text": "moleculepolymer"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "F F F F F F F F"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "F F"}
{"text": "C  C n"}
{"text": "F F"}
{"text": "Examples"}
{"text": "Polytetrafluorothene has a molar mass of 4760Calculate the number of tetrafluoroethene molecules in the polymerC120 F19"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass ethene C2F4  625 Molar mass polyethene  4760"}
{"text": "Substituting 4760  7716  77 polychloroethene moleculeswhole number"}
{"text": "625"}
{"text": "The commercial name of polytetrafluorethenePTFE is TeflonPTFE It is a tough nontransparent and durable plastic PVC is used"}
{"text": "iin making plastic rope"}
{"text": "iiwater pipes"}
{"text": "iiicrates and boxes"}
{"text": "5Formation of rubber from Latex"}
{"text": "Natural rubber is obtained from rubber trees"}
{"text": "During harvesting an incision is made on the rubber tree to produce a milky white substance called latex"}
{"text": "Latex is a mixture of rubber and lots of water"}
{"text": "The latex is then added an acid to coagulate the rubber"}
{"text": "Natural rubber is a polymer of 2methylbut13diene"}
{"text": "H CH3 H H"}
{"text": "CH2C CH3 CH  CH2 H  C  C  C  C  H"}
{"text": "During natural polymerization to rubber one double CC bond break to self add to another molecule The double bond remaining move to carbon 2 thus"}
{"text": "H CH3 H H H CH3 H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H"}
{"text": "Generally the structure of rubber is thus"}
{"text": "H CH3 H H"}
{"text": "C  C  C  C n"}
{"text": "H H"}
{"text": "Pure rubber is soft and sticky It is used to make erasers car tyres Most of it is vulcanized Vulcanization is the process of heating rubber with sulphur to make it hardertougher"}
{"text": "During vulcanization the sulphur atoms form a cross link between chains of rubber moleculespolymers This decreases the number of CC double bonds in the polymer"}
{"text": "H CH3 H H H CH3 H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H S H H S H"}
{"text": "H CH3 S H H CH3 S H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H"}
{"text": "Vulcanized rubber is used to make tyres shoes and valves"}
{"text": "6Formation of synthetic rubber"}
{"text": "Synthetic rubber is able to resist action of oilabrasion and organic solvents which rubber cannot"}
{"text": "Common synthetic rubber is a polymer of 2chlorobut13diene"}
{"text": "H Cl H H"}
{"text": "CH2C Cl CH  CH2 H  C  C  C  C  H"}
{"text": "During polymerization to synthetic rubber one double CC bond is broken to self add to another molecule The double bond remaining move to carbon 2 thus"}
{"text": "H Cl H H H Cl H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H"}
{"text": "Generally the structure of rubber is thus"}
{"text": "H Cl H H"}
{"text": "C  C  C  C n"}
{"text": "H H"}
{"text": "Rubber is thus strengthened through vulcanization and manufacture of synthetic rubber"}
{"text": "bCondensation polymerization"}
{"text": "Condensation polymerization is the process where two or more small monomers join together to form a larger molecule by eliminationremoval of a simple molecule usually water"}
{"text": "Condensation polymers acquire a different name from the monomers because the two monomers are two different compounds"}
{"text": "During condensation polymerization"}
{"text": "ithe two monomers are brought together by high pressure to reduce distance between them"}
{"text": "iimonomers realign themselves at the functional group"}
{"text": "iiifrom each functional group an element is removed so as to form simple molecule of usually H2OHCl"}
{"text": "ivthe two monomers join without the simple molecule of H2OHCl"}
{"text": "Examples of condensation polymerization"}
{"text": "1Formation of Nylon66"}
{"text": "Method 1 Nylon66 can be made from the condensation polymerization of hexan16dioic acid with hexan16diamineAmines are a group of homologous series with a general formula RNH2 and thus NH2 as the functional group"}
{"text": "During the formation of Nylon66"}
{"text": "ithe two monomers are brought together by high pressure to reduce distance between them and realign themselves at the functional groups"}
{"text": "O O H H"}
{"text": "H O  C  CH2  4  C  O  H  H N  CH2 6  N  H"}
{"text": "iiifrom each functional group an element is removed so as to form a molecule of H2O and the two monomers join at the linkage"}
{"text": "O O H H"}
{"text": "H O  C  CH2  4  C  N  CH2 6  N  H  H 2O"}
{"text": "Polymer bond linkage"}
{"text": "Nylon66 derive its name from the two monomers each with six carbon chain"}
{"text": "Method 2 Nylon66 can be made from the condensation polymerization of hexan16dioyl dichloride with hexan16diamine"}
{"text": "Hexan16dioyl dichloride belong to a group of homologous series with a general formula ROCl and thus OCl as the functional group"}
{"text": "The ROCl is formed when the OH in ROOHalkanoic acid is replaced by ClchlorineHalogen"}
{"text": "During the formation of Nylon66"}
{"text": "ithe two monomers are brought together by high pressure to reduce distance between them and realign themselves at the functional groups"}
{"text": "O O H H"}
{"text": "Cl  C  CH2  4  C  Cl  H N  CH2 6  N  H"}
{"text": "iiifrom each functional group an element is removed so as to form a molecule of HCl and the two monomers join at the linkage"}
{"text": "O O H H"}
{"text": "Cl  C  CH2  4  C  N  CH2 6  N  H  HCl"}
{"text": "Polymer bond linkage"}
{"text": "The two monomers each has six carbon chain hence the name nylon66"}
{"text": "The commercial name of Nylon66 is Nylon It is a a tough elastic and durable plastic It is used to make clothes plastic ropes and carpets"}
{"text": "2Formation of Terylene"}
{"text": "Method 1 Terylene can be made from the condensation polymerization of ethan12diol with benzene14dicarboxylic acid"}
{"text": "Benzene14dicarboxylic acid a group of homologous series with a general formula RCOOH where R is a ring of six carbon atom called Benzene ring The functional group is COOH"}
{"text": "During the formation of Terylene"}
{"text": "ithe two monomers are brought together by high pressure to reduce distance between them and realign themselves at the functional groups"}
{"text": "O O"}
{"text": "H O  C  C6H5  C  O  H  H O  CH2 CH2  O  H"}
{"text": "iiifrom each functional group an element is removed so as to form a molecule of H2O and the two monomers join at the linkage"}
{"text": "O O"}
{"text": "H O  C  C6H5  C  O  CH2 6  N  H  H 2O"}
{"text": "Polymer bond linkage of terylene"}
{"text": "Method 2 Terylene can be made from the condensation polymerization of benzene14dioyl dichloride with ethan12diol"}
{"text": "Benzene14dioyl dichloride belong to a group of homologous series with a general formula ROCl and thus OCl as the functional group and R as a benzene ring"}
{"text": "The ROCl is formed when the OH in ROOH is replaced by ClchlorineHalogen"}
{"text": "During the formation of Terylene"}
{"text": "ithe two monomers are brought together by high pressure to reduce distance between them and realign themselves at the functional groups"}
{"text": "O O"}
{"text": "Cl  C  C5H5  C  Cl  H O  CH2 CH2  O  H"}
{"text": "iiifrom each functional group an element is removed so as to form a molecule of HCl and the two monomers join at the linkage"}
{"text": "O O"}
{"text": "Cl  C  C5H5  C  O  CH2 CH2  O  H  HCl"}
{"text": "Polymer bond linkage of terylene"}
{"text": "The commercial name of terylene is Polyester polyster It is a a tough elastic and durable plastic It is used to make clothes plastic ropes and sails and plastic model kits"}
{"text": "Practice questions Organic chemistry"}
{"text": "1 A student mixed equal volumes of Ethanol and butanoic acid He added a few drops of concentrated Sulphuric VI acid and warmed the mixture"}
{"text": "i Name and write the formula of the main products Name"}
{"text": "Formula"}
{"text": "ii Which homologous series does the product named in i above belong"}
{"text": "2 The structure of the monomer phenyl ethene is given below"}
{"text": "a Give the structure of the polymer formed when four of the monomers are added together"}
{"text": "b Give the name of the polymer formed in a above"}
{"text": "3 Explain the environmental effects of burning plastics in air as a disposal method 4 Write chemical equation to represent the effect of heat on ammonium carbonate"}
{"text": "5 Sodium octadecanoate has a chemical formula CH3CH26 COONa which is used as soap"}
{"text": "Explain why a lot of soap is needed when washing with hard water"}
{"text": "6 A natural polymer is made up of the monomer"}
{"text": "a Write the structural formula of the repeat unit of the polymer b When 50 x 105 moles of the polymer were hydrolysed 0515g of the monomer were obtained"}
{"text": "Determine the number of the monomer molecules in this polymer"}
{"text": "C  12 H  1 N  14 O 16"}
{"text": "7 The formula below represents active ingredients of two cleansing agents A and B"}
{"text": "Which one of the cleansing agents would be suitable to be used in water containing magnesium hydrogen carbonate Explain"}
{"text": "8 Study the polymer below and use it to answer the questions that follow"}
{"text": "a Give the name of the monomer and draw its structures b Identify the type of polymerization that takes place c State one advantage of synthetic polymers"}
{"text": "9 Ethanol and Pentane are miscible liquids Explain how water can be used to separate a mixture of ethanol and pentane"}
{"text": "10"}
{"text": "a What is absolute ethanol"}
{"text": "i Plot a graph of volume of oxygen gas against time ii Determine the rate of reaction at time 156 seconds iii From the graph find the time taken for 18cm3 of oxygen to be produced iv Write a chemical equation to show how hydrogen peroxide decomposes in the presence of manganese IV Oxide"}
{"text": "b The diagram below shows how a Leclanche Dry cell appears"}
{"text": "i What is the function of MnO2 in the cell above"}
{"text": "ii Write the equation of a reaction that occurs at the cathode"}
{"text": "iii Calculate the mass of Zinc that is consumed when a current of 01amperes flows through the above cell for 30minutes 1F 96500c Zn 65"}
{"text": "12 a Give the IUPAC names of the following compounds"}
{"text": "i CH3COOCH2CH3"}
{"text": "ii"}
{"text": "b The structure below shows some reactions starting with ethanol Study it and answer"}
{"text": "the questions that follow"}
{"text": "i Write the formula of the organic compounds P and S"}
{"text": "ii Name the type of reaction the reagents and condition for the reactions in the following steps"}
{"text": "I Step I"}
{"text": "II Step II"}
{"text": "III Step III"}
{"text": "iii Name reagent R  iv Draw the structural formula of T and give its name"}
{"text": "v I Name compound U"}
{"text": "II If the relative molecular mass of U is 42000 determine the value of n C12 H1"}
{"text": "c State why C2H4 burns with a more smoky flame than C2H6 13 a State two factors that affect the properties of a polymer b Name the compound with the formula below  CH3CH2CH2ONa"}
{"text": "c Study the scheme below and use it to answer the questions that follow"}
{"text": "i Name the following compounds"}
{"text": "I Product T  II K  ii State one common physical property of substance G"}
{"text": "iii State the type of reaction that occurred in step J"}
{"text": "iv Give one use of substance K"}
{"text": "v Write an equation for the combustion of compound P vi Explain how compounds CH3CH2COOH and CH3CH2CH2OH can be distinguished chemically"}
{"text": "vii If a polymer K has relative molecular mass of 12600 calculate the value of n H1 C 12"}
{"text": "14 Study the scheme given below and answer the questions that follow"}
{"text": "a i Name compound P"}
{"text": "ii Write an equation for the reaction between CH3CH2COOH and Na2CO3 b State one use of polymer Q"}
{"text": "c Name one oxidising agent that can be used in step II"}
{"text": "d A sample of polymer Q is found to have a molecular mass of 4200 Determine the number of"}
{"text": "monomers in the polymer H  1 C  12"}
{"text": "e Name the type of reaction in step I"}
{"text": "f State one industrial application of step III"}
{"text": "gState how burning can be used to distinguish between propane and propyne Explain your"}
{"text": "answer"}
{"text": "h 1000cm3 of ethene C2H4 burnt in oxygen to produce Carbon II Oxide and water vapour"}
{"text": "Calculate the minimum volume of air needed for the complete combustion of ethene"}
{"text": "Air contains 20 by volume of oxygen"}
{"text": "15 a Study the schematic diagram below and answer the questions that follow"}
{"text": "i Identify the following"}
{"text": "Substance Q"}
{"text": "Substance R"}
{"text": "Gas P"}
{"text": "ii Name"}
{"text": "Step 1"}
{"text": "Step 4"}
{"text": "iii Draw the structural formula of the major product of step 5 iv State the condition and reagent in step 3 16 Study the flow chart below and answer the questions that follow"}
{"text": "a i Name the following organic compounds"}
{"text": "M"}
{"text": "L ii Name the process in step"}
{"text": "Step 2"}
{"text": "Step 4"}
{"text": "iii Identify the reagent P and Q"}
{"text": "iv Write an equation for the reaction between CH3CH2CH2OH and sodium 17 a Give the names of the following compounds"}
{"text": "i CH3CH2CH2CH2OH"}
{"text": "ii CH3CH2COOH"}
{"text": "iii CH3C  O CH2CH3"}
{"text": "18 Study the scheme given below and answer the questions that follow"}
{"text": "i Name the reagents used in"}
{"text": "Step I"}
{"text": "Step II"}
{"text": "Step III"}
{"text": "ii Write an equation to show products formed for the complete combustion of CH  CH"}
{"text": "iii Explain one disadvantage of continued use of items made from the compound formed in step III"}
{"text": "19 A hydrated salt has the following composition by mass Iron 202  oxygen 230 sulphur 115 water 453"}
{"text": "i Determine the formula of the hydrated salt Fe56 S32 O16 H11 ii 695g of the hydrated salt in ci above were dissolved in distilled water and the total volume made to 250cm3 of solution Calculate the concentration of the resulting salt solution in moles per litre Given that the molecula mass of the salt is 278"}
{"text": "20 Write an equation to show products formed for the complete combustion of CH  CH"}
{"text": "iii Explain one disadvantage of continued use of items made from the compound formed in step III"}
{"text": "21 Give the IUPAC name for each of the following organic compounds"}
{"text": "i CH3  CH  CH2  CH3"}
{"text": "OH"}
{"text": "iiCH3  CH  CH2  CH2  CH3"}
{"text": "C2H5"}
{"text": "iiiCH3COOCH2CH2CH3"}
{"text": "22 The structure below represents a cleansing agent"}
{"text": "O"}
{"text": "R  S  ONa"}
{"text": "O"}
{"text": "a State the type of cleansing agent represented above b State one advantage and one disadvantage of using the above cleansing agent"}
{"text": "23 The structure below shows part of polymer Use it to answer the questions that follow"}
{"text": "CH3 CH3 CH3"}
{"text": "CH  CH2  CH CH2  CH  CH2"}
{"text": "a Derive the structure of the monomer"}
{"text": "b Name the type of polymerization represented above"}
{"text": "24 The flow chart below represents a series of reactions starting with ethanoic acid"}
{"text": "a Identify substances A and B"}
{"text": "b Name the process I"}
{"text": "25 a Write an equation showing how ammonium nitrate may be prepared starting with ammonia gas"}
{"text": "b Calculate the maximum mass of ammonium nitrate that can be prepared using 53kg of ammonia H1 N14 O16"}
{"text": "26 a What is meant by the term esterification"}
{"text": "b Draw the structural formulae of two compounds that may be reacted to form ethylpropanoate"}
{"text": "27 a Draw the structure of pentanoic acid"}
{"text": "b Draw the structure and give the name of the organic compound formed when ethanol reacts with pentanoic acid in presence of concentrated sulphuric acid"}
{"text": "28 The scheme below shows some reactions starting with ethanol Study it and answer the questions"}
{"text": "that follow"}
{"text": "i Name and draw the structure of substance Q"}
{"text": "ii Give the names of the reactions that take place in steps 2 and 4 iii What reagent is necessary for reaction that takes place in step 3"}
{"text": "29 Substances A and B are represented by the formulae ROH and RCOOH respectively"}
{"text": "They belong to two different homologous series of organic compounds If both A and B"}
{"text": "react with potassium metal"}
{"text": "a Name the common product produced by both b State the observation made when each of the samples A and B are reacted with sodium hydrogen carbonate"}
{"text": "i A"}
{"text": "ii B"}
{"text": "30 Below are structures of particles Use it to answer questions that follow In each case only electrons in the outermost energy level are shown"}
{"text": "key"}
{"text": "P  Proton"}
{"text": "N  Neutron"}
{"text": "X  Electron"}
{"text": "a Identify the particle which is an anion"}
{"text": "31 Plastics and rubber are extensively used to cover electrical wires"}
{"text": "a What term is used to describe plastic and rubbers used in this way b Explain why plastics and rubbers are used this way"}
{"text": "32 The scheme below represents the manufacture of a cleaning agent X"}
{"text": "a Draw the structure of X and state the type of cleaning agent to which X belong b State one disadvantage of using X as a cleaning agent"}
{"text": "33 Y grams of a radioactive isotope take 120days to decay to 35grams The halflife period of the isotope is 20days"}
{"text": "a Find the initial mass of the isotope"}
{"text": "b Give one application of radioactivity in agriculture"}
{"text": "34 The structure below represents a polymer Study and answer the questions that follow"}
{"text": "i Name the polymer above ii Determine the value of n if giant molecule had relative molecular mass of 4956"}
{"text": "35 RCOONa and RCH2OSO3Na are two types of cleansing agents"}
{"text": "i Name the class of cleansing agents to which each belongs"}
{"text": "ii Which one of these agents in i above would be more suitable when washing with water from the Indian ocean Explain"}
{"text": "iii Both sulphur IV oxide and chlorine are used bleaching agents Explain the difference in their bleaching properties"}
{"text": "36 The formula given below represents a portion of a polymer"}
{"text": "a Give the name of the polymer"}
{"text": "b Draw the structure of the monomer used to manufacture the polymer"}
{"text": "THE MOLE"}
{"text": "aGas laws"}
{"text": "1 Matter is made up of small particle in accordance to Kinetic Theory of matter"}
{"text": "Naturally there are basically three states of matter Solid Liquid and gas"}
{"text": "iA solid is made up of particles which are very closely packed with a definitefixed shape and fixeddefinite volume occupies definite space It has a very high density"}
{"text": "ii A liquid is made up of particles which have some degree of freedom It thus has no definitefixed shape It takes the shape of the container it is put A liquid has fixeddefinite volumeoccupies definite space"}
{"text": "iiiA gas is made up of particles free from each other It thus has no definite fixed shape It takes the shape of the container it is put It has no fixeddefinite volumeoccupies every space in a container"}
{"text": "2Gases are affected by physical conditions There are two physical conditions"}
{"text": "iTemperature"}
{"text": "iiPressure"}
{"text": "3 The SI unit of temperature is KelvinK"}
{"text": "Degrees CelsiusCentigradeoC are also used"}
{"text": "The two units can be interconverted from the relationship"}
{"text": "oC  273 K"}
{"text": "K 273  oC"}
{"text": "Practice examples"}
{"text": "1 Convert the following into Kelvin"}
{"text": "i O oC"}
{"text": "oC  273  K substituting  O oC  273  273 K"}
{"text": "ii 273 oC"}
{"text": "oC  273  K substituting  273oC  273  0 K"}
{"text": "iii 25 oC"}
{"text": "oC  273  K substituting  25 oC  273  298 K"}
{"text": "iv 100 oC"}
{"text": "oC  273  K substituting  100 oC  273  373 K"}
{"text": "2 Convert the following into degrees CelsiusCentigradeoC"}
{"text": "i 10 K"}
{"text": "K 273  oC substituting 10  273  263 oC"}
{"text": "ii i 1 K"}
{"text": "K 273  oC substituting 1  273  272 oC"}
{"text": "iii 110 K"}
{"text": "K 273  oC substituting 110  273  163 oC"}
{"text": "iv 24 K"}
{"text": "K 273  oC substituting 24  273  297 oC"}
{"text": "The standard temperature is 273K  0 oC"}
{"text": "The room temperature is assumed to be 298K  25oC"}
{"text": "4 The SI unit of pressure is PascalPa  Newton per metre squared Nm2  Millimeters of mercurymmHg centimeters of mercurycmHg and atmospheres are also commonly used"}
{"text": "The units are not interconvertible but PascalsPa are equal to Newton per metre squaredNm2"}
{"text": "The standard pressure is the atmospheric pressure"}
{"text": "Atmospheric pressure is equal to about"}
{"text": "i101325 Pa"}
{"text": "ii101325 Nm2"}
{"text": "iii760 mmHg"}
{"text": "iv76 cmHg"}
{"text": "vone atmosphere"}
{"text": "5 Molecules of gases are always in continuous random motion at high speed This motion is affected by the physical conditions of temperature and pressure"}
{"text": "Physical conditions change the volume occupied by gases in a closed system"}
{"text": "The effect of physical conditions of temperature and pressure was investigated and expressed in both Boyles and Charles laws"}
{"text": "6 Boyles law states that"}
{"text": "the volume of a fixed mass of a gas is inversely proportional to the pressure at constantfixed temperature"}
{"text": "Mathematically"}
{"text": "Volume  1 Fixed constant Temperature"}
{"text": "Pressure"}
{"text": "V  1 Fixed constant T ie PV  Constantk"}
{"text": "P"}
{"text": "From Boyles law  an increase in pressure of a gas cause a decrease in volume ie doubling the pressure cause the volume to be halved"}
{"text": "Graphically therefore a plot of volumeV against pressure P produces a curve"}
{"text": "V"}
{"text": "P"}
{"text": "Graphically a plot of volumeV against inversereciprocal of pressure 1p produces a straight line"}
{"text": "V"}
{"text": "1P"}
{"text": "For two gases then P1 V1  P2 V2"}
{"text": "P1  Pressure of gas 1"}
{"text": "V1  Volume of gas 1"}
{"text": "P2  Pressure of gas 2"}
{"text": "V2  Volume of gas 2"}
{"text": "Practice examples"}
{"text": "1 A fixed mass of gas at 102300Pa pressure has a volume of 25cm3Calculate its volume if the pressure is doubled"}
{"text": "Working"}
{"text": "P1 V1  P2 V2 Substituting 102300 x 25  102300 x 2 x V2"}
{"text": "V2  102300 x 25  125cm3"}
{"text": "102300 x 2"}
{"text": "2 Calculate the pressure which must be applied to a fixed mass of 100cm3 of Oxygen for its volume to triple at 100000Nm2"}
{"text": "P1 V1  P2 V2 Substituting 100000 x 100  P2 x 100 x 3"}
{"text": "V2  100000 x 100  333333333 Nm2"}
{"text": "100 x 3"}
{"text": "3A 60cm3 weather ballon full of Hydrogen at atmospheric pressure of 101325Pa was released into the atmosphere Will the ballon reach stratosphere where the pressure is 90000Pa"}
{"text": "P1 V1  P2 V2 Substituting 101325 x 60  90000 x V2"}
{"text": "V2  101325 x 60  6755 cm3"}
{"text": "90000"}
{"text": "The new volume at 6755 cm3 exceed ballon capacity of 6000 cm3It will burst before reaching destination"}
{"text": "7Charles law states thatthe volume of a fixed mass of a gas is directly proportional to the absolute temperature at constantfixed pressure"}
{"text": "Mathematically"}
{"text": "Volume  Pressure Fixed constant pressure"}
{"text": "V  T Fixed constant P ie V  Constantk"}
{"text": "T"}
{"text": "From Charles law  an increase in temperature of a gas cause an increase in volume ie doubling the temperature cause the volume to be doubled"}
{"text": "Gases expandincrease by 1273 by volume on heatingGases contactdecrease by 1273 by volume on cooling at constantfixed pressure"}
{"text": "The volume of a gas continue decreasing with decrease in temperature until at 273oC 0 K the volume is zero ie there is no gas"}
{"text": "This temperature is called absolute zero It is the lowest temperature at which a gas can exist"}
{"text": "Graphically therefore a plot of volumeV against TemperatureT in"}
{"text": "ioC produces a straight line that is extrapolated to the absolute zero of 273oC"}
{"text": "V"}
{"text": "273oC 0oC"}
{"text": "ToC"}
{"text": "iiKelvinK produces a straight line from absolute zero of O Kelvin"}
{"text": "V"}
{"text": "0 TKelvin"}
{"text": "For two gases then V1  V2"}
{"text": "T1 T2"}
{"text": "T1  Temperature in Kelvin of gas 1"}
{"text": "V1  Volume of gas 1"}
{"text": "T2  Temperature in Kelvin of gas 2"}
{"text": "V2  Volume of gas 2"}
{"text": "Practice examples"}
{"text": "1 500cm3 of carbonIVoxide at 0oC was transfered into a cylinder at 4oC If the capacity of the cylinder is 450 cm3explain what happened"}
{"text": "V1  V2 substituting 500  V2"}
{"text": "T1 T2 0 273 4 273"}
{"text": "500 x 4 x 273  492674cm3"}
{"text": "0  273"}
{"text": "The capacity of cylinder 500cm3 is less than new volume492674cm3"}
{"text": "7326cm3500492674cm3of carbonIVoxide gas did not fit into the cylinder"}
{"text": "2 A mechanic was filling a deflated tyre with air in his closed garage using a hand pump The capacity of the tyre was 40000cm3 at room temperature He rolled the tyre into the car outside The temperature outside was 30oCExplain what happens"}
{"text": "V1  V2 substituting 40000  V2"}
{"text": "T1 T2 25 273 30 273"}
{"text": "40000 x 30 x 273  406711409cm3"}
{"text": "25  273"}
{"text": "The capacity of a tyre 40000cm3 is less than new volume406711409cm3"}
{"text": "The tyre thus bursts"}
{"text": "3 A hydrogen gas balloon with 80cm3 was released from a research station at room temperature If the temperature of the highest point it rose is 30oC  explain what happened"}
{"text": "V1  V2 substituting 80  V2"}
{"text": "T1 T2 25 273 30 273"}
{"text": "80 x 30 x 273  652349cm3"}
{"text": "25  273"}
{"text": "The capacity of balloon 80cm3 is more than new volume 652349cm3"}
{"text": "The balloon thus remained intact"}
{"text": "8 The continuous random motion of gases differ from gas to the otherThe movement of molecules of a gas from region of high concentration to a region of low concentration is called diffusion"}
{"text": "The rate of diffusion of a gas depends on its density ie The higher the rate of diffusion the less dense the gas"}
{"text": "The density of a gas depends on its molar massrelative molecular mass ie The higher the density the higher the molar massrelative atomic mass and thus the lower the rate of diffusion"}
{"text": "Examples"}
{"text": "1Carbon IVoxideCO2 has a molar mass of 44gNitrogenN2has a molar mass of 28g N2is thus lighterless dense than Carbon IVoxideCO2 N2 diffuses faster than CO2"}
{"text": "2AmmoniaNH3 has a molar mass of 17gNitrogenN2has a molar mass of 28g N2is thus about twice lighterless dense than AmmoniaNH3 AmmoniaNH3 diffuses twice faster than N2"}
{"text": "3 AmmoniaNH3 has a molar mass of 17gHydrogen chloride gas has a molar mass of 365gBoth gases on contact react to form white fumes of ammonium chloride When a glasscotton wool dipped in ammonia and another glasscotton wool dipped in hydrochloric acid are placed at opposite ends of a glass tube both gases diffuse towards each other A white disk appears near to glasscotton wool dipped in hydrochloric acid This is because hydrogen chloride is heavierdenser than Ammonia and thus its rate of diffusion is lower"}
{"text": "The rate of diffusion of a gas is in accordance to Grahams law of diffusion Grahams law states that"}
{"text": "the rate of diffusion of a gas is inversely proportional to the square root of its density at the sameconstantfixed temperature and pressure"}
{"text": "Mathematically"}
{"text": "R  1 and since density is proportional to mass then R  1"}
{"text": "p  m"}
{"text": "For two gases then"}
{"text": "R1  R2 where R1 and R2 is the rate of diffusion of 1st and 2nd gas"}
{"text": "M2 M1 M1 and M2 is the molar mass of 1st and 2nd gas"}
{"text": "Since rate is inverse of time ie the higher the rate the less the time"}
{"text": "For two gases then"}
{"text": "T1  T2 where T1 and T2 is the time taken for 1st and 2nd gas to diffuse"}
{"text": "M1 M2 M1 and M2 is the molar mass of 1st and 2nd gas"}
{"text": "Practice examples"}
{"text": "1 It takes 30 seconds for 100cm3 of carbonIVoxide to diffuse across a porous plate How long will it take 150cm3 of nitrogenIVoxide to diffuse across the same plate under the same conditions of temperature and pressure C120N140160"}
{"text": "Molar mass CO2440 Molar mass NO2460"}
{"text": "Method 1"}
{"text": "100cm3 CO2 takes 30seconds"}
{"text": "150cm3 takes 150 x30  45seconds"}
{"text": "100"}
{"text": "T CO2   molar mass CO2  45seconds   440"}
{"text": "T NO2  molar mass NO2 T NO2  460"}
{"text": "T NO2 45seconds x  460  460114 seconds"}
{"text": "440"}
{"text": "Method 2"}
{"text": "100cm3 CO2 takes 30seconds"}
{"text": "1cm3 takes 100 x1  33333cm3sec1"}
{"text": "30"}
{"text": "R CO2   molar mass NO2  33333cm3sec1   460"}
{"text": "R NO2  molar mass CO2 R NO2  440"}
{"text": "R NO2  33333cm3sec1 x  440  32601cm3sec1"}
{"text": "460"}
{"text": "32601cm3 takes 1seconds"}
{"text": "150cm3 take 150cm3  460109seconds"}
{"text": "32601cm3"}
{"text": "2 How long would 200cm3 of Hydrogen chloride take to diffuse through a porous plug if carbonIVoxide takes 200seconds to diffuse through"}
{"text": "Molar mass CO2  44g Molar mass HCl  365g"}
{"text": "T CO2   molar mass CO2  200 seconds   440"}
{"text": "T HCl  molar mass HCl T HCl  365"}
{"text": "T HCl  200seconds x  365  1821588 seconds"}
{"text": "440"}
{"text": "3 Oxygen gas takes 250 seconds to diffuse through a porous diaphragm Calculate the molar mass of gas Z which takes 227 second to diffuse"}
{"text": "Molar mass O2  32g Molar mass Z  x g"}
{"text": "T O2   molar mass O2  250 seconds   320"}
{"text": "T Z  molar mass Z 227seconds  x"}
{"text": "x  227seconds x  32  263828 grams"}
{"text": "250"}
{"text": "4 25cm3 of carbonIIoxide diffuses across a porous plate in 25seconds How long will it take 75cm3 of CarbonIVoxide to diffuse across the same plate under the same conditions of temperature and pressure C1200160"}
{"text": "Molar mass CO2  440 Molar mass CO  280"}
{"text": "Method 1"}
{"text": "25cm3 CO takes 25seconds"}
{"text": "75cm3 takes 75 x25  75seconds"}
{"text": "25"}
{"text": "T CO2   molar mass CO2  T CO2seconds   440"}
{"text": "T CO  molar mass CO 75  280"}
{"text": "T CO2 75seconds x  440  940175 seconds"}
{"text": "280"}
{"text": "Method 2"}
{"text": "25cm3 CO2 takes 25seconds"}
{"text": "1cm3 takes 25 x1  10cm3sec1"}
{"text": "25"}
{"text": "R CO2   molar mass CO  x cm3sec1   280"}
{"text": "R CO  molar mass CO2 10cm3sec1  440"}
{"text": "R CO2  10cm3sec1 x  280  07977cm3sec1"}
{"text": "440"}
{"text": "07977cm3 takes 1 seconds"}
{"text": "75cm3 takes 75cm3  940203seconds"}
{"text": "07977cm3"}
{"text": "bIntroduction to the mole molar masses and Relative atomic masses"}
{"text": "1 The mole is the SI unit of the amount of substance"}
{"text": "2 The number of particles eg atoms ions molecules electrons cows cars are all measured in terms of moles"}
{"text": "3 The number of particles in one mole is called the Avogadros Constant It is denoted L"}
{"text": "The Avogadros Constant contain 6023 x10 23 particles ie"}
{"text": "1mole  6023 x10 23 particles  6023 x10 23"}
{"text": "2 moles  2 x 6023 x10 23 particles  1205 x10 24"}
{"text": "02 moles  02 x 6023 x10 23 particles  1205 x10 22"}
{"text": "00065 moles  00065 x 6023 x10 23 particles  3914 x10 21"}
{"text": "3 The mass of one mole of a substance is called molar mass The molar mass of"}
{"text": "ian element has mass equal to relative atomic mass RAMin gramsof the element eg"}
{"text": "Molar mass of carbonC relative atomic mass  120g"}
{"text": "6023 x10 23 particles of carbon  1 mole 120 g"}
{"text": "Molar mass of sodiumNa  relative atomic mass  230g"}
{"text": "6023 x10 23 particles of sodium  1 mole 230 g"}
{"text": "Molar mass of Iron Fe  relative atomic mass  560g"}
{"text": "6023 x10 23 particles of iron  1 mole 560 g"}
{"text": "iia molecule has mass equal to relative molecular mass RMM in gramsof the molecule Relative molecular mass is the sum of the relative atomic masses of the elements making the molecule"}
{"text": "The number of atoms making a molecule is called atomicity Most gaseous molecules are diatomic eg O2 H2 N2 F2 Cl2 Br2 I2noble gases are monoatomiceg He Ar Ne XeOzone gasO3 is triatomic eg"}
{"text": "Molar mass Oxygen moleculeO2 relative molecular mass 160x 2g 320g"}
{"text": "6023 x10 23 particles of Oxygen molecule  1 mole  320 g"}
{"text": "Molar mass chlorine moleculeCl2 relative molecular mass 355x 2g 710g"}
{"text": "6023 x10 23 particles of chlorine molecule  1 mole  710 g"}
{"text": "Molar mass Nitrogen moleculeN2 relative molecular mass 140x 2g 280g"}
{"text": "6023 x10 23 particles of Nitrogen molecule  1 mole  280 g"}
{"text": "iia compound has mass equal to relative formular mass RFM in gramsof the molecule Relative formular mass is the sum of the relative atomic masses of the elements making the compound eg"}
{"text": "iMolar mass WaterH2O  relative formular mass 10 x 2   160g 180g"}
{"text": "6023 x10 23 particles of Water molecule  1 mole  180 g"}
{"text": "6023 x10 23 particles of Water molecule has"}
{"text": "2 x 6023 x10 23 particles of Hydrogen atoms"}
{"text": "1 x 6023 x10 23 particles of Oxygen atoms"}
{"text": "iiMolar mass sulphuricVIacidH2SO4  relative formular mass"}
{"text": "10 x 2   320  160 x 4g 980g"}
{"text": "6023 x10 23 particles of sulphuricVIacidH2SO4  1 mole  980g"}
{"text": "6023 x10 23 particles of sulphuricVIacidH2SO4 has"}
{"text": "2 x 6023 x10 23 particles of Hydrogen atoms"}
{"text": "1 x 6023 x10 23 particles of Sulphur atoms"}
{"text": "4 x 6023 x10 23 particles of Oxygen atoms"}
{"text": "iiiMolar mass sodium carbonateIVNa2CO3  relative formular mass"}
{"text": "230 x 2   120  160 x 3g 1060g"}
{"text": "6023 x10 23 particles of sodium carbonateIVNa2CO3  1 mole  1060g"}
{"text": "6023 x10 23 particles of sodium carbonateIVNa2CO3 has"}
{"text": "2 x 6023 x10 23 particles of Sodium atoms"}
{"text": "1 x 6023 x10 23 particles of Carbon atoms"}
{"text": "3 x 6023 x10 23 particles of Oxygen atoms"}
{"text": "ivMolar mass Calcium carbonateIVCaCO3  relative formular mass"}
{"text": "400 120  160 x 3g 1000g"}
{"text": "6023 x10 23 particles of Calcium carbonateIVCaCO3  1 mole  1000g"}
{"text": "6023 x10 23 particles of Calcium carbonateIVCaCO3 has"}
{"text": "1 x 6023 x10 23 particles of Calcium atoms"}
{"text": "1 x 6023 x10 23 particles of Carbon atoms"}
{"text": "3 x 6023 x10 23 particles of Oxygen atoms"}
{"text": "vMolar mass WaterH2O  relative formular mass"}
{"text": "2 x 10  160 g 180g"}
{"text": "6023 x10 23 particles of WaterH2O  1 mole  180g"}
{"text": "6023 x10 23 particles of WaterH2O has"}
{"text": "2 x 6023 x10 23 particles of Hydrogen atoms"}
{"text": "2 x 6023 x10 23 particles of Oxygen atoms"}
{"text": "Practice"}
{"text": "1 Calculate the number of moles present in"}
{"text": "i023 g of Sodium atoms"}
{"text": "Molar mass of Sodium atoms  23g"}
{"text": "Moles  mass in grams   023g  001moles"}
{"text": "Molar mass 23"}
{"text": "ii 023 g of Chlorine atoms"}
{"text": "Molar mass of Chlorine atoms  355 g"}
{"text": "Moles  mass in grams   023g  00065moles 65 x 103 moles"}
{"text": "Molar mass 355"}
{"text": "iii 023 g of Chlorine molecules"}
{"text": "Molar mass of Chlorine molecules  355 x 2  710 g"}
{"text": "Moles  mass in grams   023g  00032moles 32 x 103 moles"}
{"text": "Molar mass 71"}
{"text": "iv 023 g of dilute sulphuricVIacid"}
{"text": "Molar mass of H2SO4  2 x 1  32  4 x14  980g"}
{"text": "Moles  mass in grams   023g  00023moles 23 x 103 moles"}
{"text": "Molar mass 98"}
{"text": "2 Calculate the number of atoms present inAvogadros constant L  60 x 10 23"}
{"text": "i 023 g of dilute sulphuric VIacid"}
{"text": "Method I"}
{"text": "Molar mass of H2SO4  2 x 1  32  4 x14  980g"}
{"text": "Moles  mass in grams   023g  00023moles 23 x 103 moles"}
{"text": "Molar mass 98"}
{"text": "1 mole has 60 x 10 23 atoms"}
{"text": "23 x 103 moles has 23 x 103 x 60 x 10 23  138 x 10 21 atoms"}
{"text": "1"}
{"text": "Method II"}
{"text": "Molar mass of H2SO4  2 x 1  32  4 x14  980g"}
{"text": "980g  1 mole has 60 x 10 23 atoms"}
{"text": "023 g therefore has 023 g x 60 x 10 23   138 x 10 21 atoms"}
{"text": "98"}
{"text": "ii023 g of sodium carbonateIVdecahydrate"}
{"text": "Molar mass of Na2CO310H2 O"}
{"text": "2 x 23  12  3 x16  10 x 10  10 x 16  2760g"}
{"text": "Method I"}
{"text": "Moles  mass in grams   023g  000083moles"}
{"text": "Molar mass 276 83 x 104 moles"}
{"text": "1 mole has 60 x 10 23 atoms"}
{"text": "83 x 104 moles has 83 x 104 moles x 60 x 10 23  498 x 10 20 atoms"}
{"text": "1"}
{"text": "Method II"}
{"text": "2760g  1 mole has 60 x 10 23 atoms"}
{"text": "023 g therefore has 023 g x 60 x 10 23   498 x 10 20 atoms"}
{"text": "2760"}
{"text": "iii023 g of Oxygen gas"}
{"text": "Molar mass of O2  2 x16  320 g"}
{"text": "Method I"}
{"text": "Moles  mass in grams   023g  000718moles"}
{"text": "Molar mass 32 718 x 103 moles"}
{"text": "1 mole has 2 x 60 x 10 23 atoms in O2"}
{"text": "718 x 103moles has 718 x 103moles x 2 x 60 x 10 23 8616 x 10 21atoms"}
{"text": "1"}
{"text": "Method II"}
{"text": "320g  1 mole has 2 x 60 x 10 23 atoms in O2"}
{"text": "023 g therefore has 023 g x 2 x 60 x 10 23   8616 x 10 21atoms"}
{"text": "320"}
{"text": "iv023 g of CarbonIVoxide gas"}
{"text": "Molar mass of CO2  12  2 x16  440 g"}
{"text": "Method I"}
{"text": "Moles  mass in grams   023g  000522moles"}
{"text": "Molar mass 44 522 x 103 moles"}
{"text": "1 mole has 3 x 60 x 10 23 atoms in CO2"}
{"text": "718 x 103moles has 522 x 103moles x 3 x 60 x 10 23 9396 x 10 21atoms"}
{"text": "1"}
{"text": "Method II"}
{"text": "440g  1 mole has 3 x 60 x 10 23 atoms in CO2"}
{"text": "023 g therefore has 023 g x 3 x 60 x 10 23   9409 x 10 21atoms"}
{"text": "440"}
{"text": "cEmpirical and molecular formula"}
{"text": "1The empirical formula of a compound is its simplest formula It is the simplest whole number ratios in which atoms of elements combine to form the compound 2It is mathematically the lowest common multiple LCM of the atoms of the elements in the compound"}
{"text": "3Practically the empirical formula of a compound can be determined as in the following examples"}
{"text": "To determine the empirical formula of copper oxide"}
{"text": "aMethod 1From copper to copperIIoxide"}
{"text": "Procedure"}
{"text": "Weigh a clean dry covered crucibleM1Put two spatula full of copper powder into the crucible Weigh again M2Heat the crucible on a strong Bunsen flame for five minutes Lift the lid and swirl the crucible carefully using a pair of tong Cover the crucible and continue heating for another five minutes Remove the lid and stop heating Allow the crucible to cool When cool replace the lid and weigh the contents again M3"}
{"text": "Sample results"}
{"text": "Sample questions"}
{"text": "1 Calculate the mass of copper powder used"}
{"text": "Mass of crucible  copper before heatingM2  184"}
{"text": "Less Mass of crucibleM1   156g"}
{"text": "Mass of copper 28 g"}
{"text": "2 Calculate the mass of Oxygen used to react with copper"}
{"text": "Method I"}
{"text": "Mass of crucible  copper after heatingM3  191g"}
{"text": "Mass of crucible  copper before heatingM2   184g"}
{"text": "Mass of Oxygen  07 g"}
{"text": "Method II"}
{"text": "Mass of crucible  copper after heatingM3  191g"}
{"text": "Mass of crucible   156g"}
{"text": "Mass of copperIIOxide  35 g"}
{"text": "Mass of copperIIOxide  35 g"}
{"text": "Mass of copper   28 g"}
{"text": "Mass of Oxygen  07 g"}
{"text": "3 Calculate the number of moles of"}
{"text": "i copper used Cu  635"}
{"text": "number of moles of copper  mass used  28  00441moles"}
{"text": "Molar mass 635"}
{"text": "ii Oxygen used O  160"}
{"text": "number of moles of oxygen  mass used  07  00441moles"}
{"text": "Molar mass 160"}
{"text": "4 Determine the mole ratio of the reactants"}
{"text": "Moles of copper  00441moles  1  Mole ratio Cu O  11"}
{"text": "Moles of oxygen 00441moles 1"}
{"text": "5What is the empirical formula of copper oxide formed"}
{"text": "CuO copperIIoxide"}
{"text": "6 State and explain the observations made during the experiment"}
{"text": "Observation"}
{"text": "Colour change from brown to black"}
{"text": "Explanation"}
{"text": "Copper powder is brown On heating it reacts with oxygen from the air to form black copperIIoxide"}
{"text": "7 Explain why magnesium ribbonshavings would be unsuitable in a similar experiment as the one above"}
{"text": "Hot magnesium generates enough heat energy to react with both Oxygen and Nitrogen in the air forming a white solid mixture of Magnesium oxide and magnesium nitride This causes experimental mass errors"}
{"text": "bMethod 2From copperIIoxide to copper"}
{"text": "Procedure"}
{"text": "Weigh a clean dry porcelain boat M1 Put two spatula full of copperIIoxide powder into the crucible Reweigh the porcelain boat M2Put the porcelain boat in a glass tube and set up the apparatus as below"}
{"text": "Pass slowlyto prevent copperIIoxide from being blown awaya stream of either dry Hydrogen ammonialaboratory gas carbonIIoxide gas for about two minutes from a suitable generator"}
{"text": "When all the in the apparatus set up is driven out heat the copperIIoxide strongly for about five minutes until there is no further change Stop heating"}
{"text": "Continue passing the gases until the glass tube is cool"}
{"text": "Turn off the gas generator"}
{"text": "Carefully remove the porcelain boat form the combustion tube"}
{"text": "Reweigh M3"}
{"text": "Sample results"}
{"text": "Sample questions"}
{"text": "1 Calculate the mass of copperIIoxide used"}
{"text": "Mass of boat before heatingM2  191"}
{"text": "Mass of empty boatM1   156g"}
{"text": "Mass of copperIIOxide 35 g"}
{"text": "2 Calculate the mass of"}
{"text": "i Oxygen"}
{"text": "Mass of boat before heatingM2  191"}
{"text": "Mass of boat after heating M3   184g"}
{"text": "Mass of oxygen  07 g"}
{"text": "iiCopper"}
{"text": "Mass of copperIIOxide  35 g"}
{"text": "Mass of oxygen  07 g"}
{"text": "Mass of oxygen  28 g"}
{"text": "3 Calculate the number of moles of"}
{"text": "i Copper used Cu  635"}
{"text": "number of moles of copper  mass used  28  00441moles"}
{"text": "Molar mass 635"}
{"text": "ii Oxygen used O  160"}
{"text": "number of moles of oxygen  mass used  07  00441moles"}
{"text": "Molar mass 160"}
{"text": "4 Determine the mole ratio of the reactants"}
{"text": "Moles of copper  00441moles  1  Mole ratio Cu O  11"}
{"text": "Moles of oxygen 00441moles 1"}
{"text": "5What is the empirical formula of copper oxide formed"}
{"text": "CuO copperIIoxide"}
{"text": "6 State and explain the observations made during the experiment"}
{"text": "Observation"}
{"text": "Colour change from black to brown"}
{"text": "Explanation"}
{"text": "CopperIIoxide powder is black On heating it is reduced by a suitable reducing agent to brown copper metal"}
{"text": "7 Explain why magnesium oxide would be unsuitable in a similar experiment as the one above"}
{"text": "Magnesium is high in the reactivity series None of the above reducing agents is strong enough to reduce the oxide to the metal"}
{"text": "8 Write the equation for the reaction that would take place when the reducing agent is"}
{"text": "i Hydrogen"}
{"text": "CuOs  H2g  Cus  H2Ol"}
{"text": "Black brown colourless liquid form"}
{"text": "on cooler parts"}
{"text": "iiCarbonIIoxide"}
{"text": "CuOs  CO g  Cus  CO2g"}
{"text": "Black brown colourless gas form"}
{"text": "white ppt with lime water"}
{"text": "iiiAmmonia"}
{"text": "3CuOs  2NH3g  3Cus  N2 g  3H2Ol"}
{"text": "Black brown colourless liquid form"}
{"text": "on cooler parts"}
{"text": "9 Explain why the following is necessary during the above experiment"}
{"text": "iA stream of dry hydrogen gas should be passed before heating copper II Oxide"}
{"text": "Air combine with hydrogen in presence of heat causing an explosion"}
{"text": "iiA stream of dry hydrogen gas should be passed after heating copper II Oxide has been stopped"}
{"text": "Hot metallic copper can be reoxidized back to copperIIoxide"}
{"text": "iii A stream of excess carbon IIoxide gas should be ignited to burn"}
{"text": "Carbon IIoxide is highly poisonoustoxic On ignition it burns to form less toxic carbon IVoxide gas"}
{"text": "10 State two sources of error in this experiment"}
{"text": "iAll copperIIoxide may not be reduced to copper"}
{"text": "iiSome copperIIoxide may be blown out the boat by the reducing agent"}
{"text": "4Theoreticaly the empirical formula of a compound can be determined as in the following examples"}
{"text": "aA oxide of copper contain 80 by mass of copper Determine its empirical formula Cu  635 160"}
{"text": "of Oxygen  100   of Copper  100 80  20 of Oxygen"}
{"text": "Empirical formula is CuO"}
{"text": "b160g of an oxide of Magnesium contain 084g by mass of Magnesium Determine its empirical formulaMg  240 160"}
{"text": "Mass of Oxygen  160  084  056 g of Oxygen"}
{"text": "Empirical formula is MgO"}
{"text": "cAn oxide of Silicon contain 47 by mass of Silicon What is its empirical formulaSi  280 160"}
{"text": "Mass of Oxygen  100  47  53 of Oxygen"}
{"text": "Empirical formula is SiO2"}
{"text": "dA compound contain 70 by mass of Iron and 30 Oxygen What is its empirical formulaFe  560 160"}
{"text": "Mass of Oxygen  100  47  53 of Oxygen"}
{"text": "Empirical formula is SiO2"}
{"text": "2During heating of a hydrated copper IIsulphateVI crystals the following readings were obtained"}
{"text": "Mass of evaporating dish 3000g"}
{"text": "Mass of evaporating dish  hydrated salt  3050g"}
{"text": "Mass of evaporating dish  anhydrous salt  3032g"}
{"text": "Calculate the number of water of crystallization molecules in hydrated copper IIsulphateVI"}
{"text": "Cu 645 S  320O160 H  10"}
{"text": "Working"}
{"text": "Mass of Hydrated salt  3050g 3000g  50g"}
{"text": "Mass of anhydrous salt  3032 g 3000g  32 g"}
{"text": "Mass of water in hydrated salt  50g 32 g  18g"}
{"text": "Molar mass of waterH2O  180g"}
{"text": "Molar mass of anhydrous copper IIsulphateVI CuSO4  1605g"}
{"text": "The empirical formula of hydrated salt  CuSO45H2O"}
{"text": "Hydrated salt has five5 molecules of water of crystallizations"}
{"text": "4 The molecular formula is the actual number of each kind of atoms present in a molecule of a compound"}
{"text": "The empirical formula of an ionic compound is the same as the chemical formula but for simple molecular structured compounds the empirical formula may not be the same as the chemical formula"}
{"text": "The molecular formula is a multiple of empirical formula It is determined from the relationship"}
{"text": "i n  Relative formular mass"}
{"text": "Relative empirical formula"}
{"text": "where n is a whole number"}
{"text": "ii Relative empirical formula x n  Relative formular mass where n is a whole number"}
{"text": "Practice sample examples"}
{"text": "1 A hydrocarbon was found to contain 923 carbon and the remaining Hydrogen"}
{"text": "If the molecular mass of the compound is 78 determine the molecular formulaC120 H 10"}
{"text": "Mass of Hydrogen  100  923  77 of Oxygen"}
{"text": "Empirical formula is CH"}
{"text": "The molecular formular is thus determined"}
{"text": "n  Relative formular mass  78  6"}
{"text": "Relative empirical formula 13"}
{"text": "The molecular formula is C H  x 6  C6H6"}
{"text": "2 A compound of carbon hydrogen and oxygen contain 5455 carbon 909 and remaining 3636 oxygen"}
{"text": "If its relative molecular mass is 88 determine its molecular formulaC120 H 10 O 160"}
{"text": "Empirical formula is C2H4O"}
{"text": "The molecular formula is thus determined"}
{"text": "n  Relative formular mass  88  2"}
{"text": "Relative empirical formula 44"}
{"text": "The molecular formula is C2H4O  x 2  C4H8O2"}
{"text": "4A hydrocarbon burns completely in excess air to form 528 g of carbon IV oxide and 216g of water"}
{"text": "If the molecular mass of the hydrocarbon is 84 draw and name its molecular structure"}
{"text": "Since a hydrocarbon is a compound containing Carbon and Hydrogen only Then"}
{"text": "Mass of carbon in CO2  Mass of C in CO2 x mass of CO2"}
{"text": "Molar mass of CO2"}
{"text": "12 x 528  144g"}
{"text": "44"}
{"text": "Mass of Hydrogen in H2O  Mass of C in H2O x mass of H2O"}
{"text": "Molar mass of H2O"}
{"text": "2 x 216  024g"}
{"text": "18"}
{"text": "Empirical formula is CH2"}
{"text": "The molecular formular is thus determined"}
{"text": "n  Relative formular mass  84  6"}
{"text": "Relative empirical formula 14"}
{"text": "The molecular formula is CH2  x 6  C6H12"}
{"text": "molecular name HexeneHex1ene or any position isomer of Hexene"}
{"text": "Molecular structure"}
{"text": "H H H H H H"}
{"text": "H C C C C C C H"}
{"text": "H H H H"}
{"text": "5 Compound A contain 52 by mass of Nitrogen The other elements present are Carbon hydrogen and Oxygen On combustion of 0085g of A in excess Oxygen0224g of carbonIVoxide and 00372g of water was formed Determine the empirical formula of A N140 O160  C120  H10"}
{"text": "Mass of N in A  52 x 0085  000442 g"}
{"text": "Mass of C in A  12 x 0224  00611g"}
{"text": "44"}
{"text": "Mass of H in A  2 x 00372  00041g"}
{"text": "18"}
{"text": "Mass of O in A  0085g  0004442g  00806g Mass of CHO"}
{"text": "00611g  00041g  00652g Mass of CH"}
{"text": "00806g Mass of CHO 00652g Mass of CH  00154 g"}
{"text": "Empirical formula  C16H13NO3"}
{"text": "dMolar gas volume"}
{"text": "The volume occupied by one mole of all gases at the same temperature and pressure is a constantIt is"}
{"text": "i 24dm324litres24000cm3 at room temperature25oC298Kand pressurertp"}
{"text": "ie 1mole of all gases 24dm324litres24000cm3 at rtp"}
{"text": "Examples"}
{"text": "1mole of O2  32g 60 x1023 particles 24dm324litres24000cm3 at rtp"}
{"text": "1mole of H2  2g 60 x1023 particles 24dm324litres24000cm3 at rtp"}
{"text": "1mole of CO2  44g  60 x1023 particles 24dm324litres24000cm3 at rtp"}
{"text": "1mole of NH3  17g 60 x1023 particles  24dm324litres24000cm3 at rtp"}
{"text": "1mole of CH4  16g 60 x1023 particles 24dm324litres24000cm3 at rtp"}
{"text": "ii224dm3224litres22400cm3 at standard temperature0oC273K and pressurestp"}
{"text": "ie 1mole of all gases 224dm3224litres22400cm3 at stp"}
{"text": "Examples"}
{"text": "1mole of O2  32g 60 x1023 particles 224dm3224litres22400cm3 at stp"}
{"text": "1mole of H2  2g 60 x1023 particles  224dm3224litres22400cm3 at stp"}
{"text": "1mole of CO2  44g  60 x1023 particles  224dm3224litres22400cm3 at stp"}
{"text": "1mole of NH3  17g 60 x1023 particles 224dm3224litres22400cm3 at stp"}
{"text": "1mole of CH4  16g 60 x1023 particles  224dm3224litres22400cm3 at stp"}
{"text": "The volume occupied by one mole of a gas at rtp or stp is commonly called the molar gas volume Whether the molar gas volume is at rtp or stp must always be specified"}
{"text": "From the above therefore a less or more volume can be determined as in the examples below"}
{"text": "Practice examples"}
{"text": "1 Calculate the number of particles present in"}
{"text": "Avogadros constant 60 x1023mole1"}
{"text": "i 224dm3 of Oxygen"}
{"text": "224dm3  60 x1023"}
{"text": "224dm3  224 x 60 x1023"}
{"text": "224"}
{"text": "60 x1022 molecules  2 x 60 x1022  12 x1023 atoms"}
{"text": "ii 224dm3 of CarbonIVoxide"}
{"text": "224dm3  60 x1023"}
{"text": "224dm3  224 x 60 x1023"}
{"text": "224"}
{"text": "60 x1022 molecules  CO2  3 x 60 x1022  18 x1023 atoms"}
{"text": "2 0135 g of a gaseous hydrocarbon X on complete combustion produces 041g of carbonIVoxide and 0209g of water029g of X occupy 120cm3 at room temperature and 1 atmosphere pressure Name X and draw its molecular structureC120O 16OH101 mole of gas occupies 24dm3 at rtp"}
{"text": "Molar mass CO2 44 gmole1 Molar mass H2O  18 gmole1"}
{"text": "Molar mass X  029 x 24 x 1000cm3  58 gmole1"}
{"text": "120cm3"}
{"text": "Since a hydrocarbon is a compound containing Carbon and Hydrogen only Then"}
{"text": "Mass of carbon in CO2  Mass of C in CO2 x mass of CO2"}
{"text": "Molar mass of CO2"}
{"text": "12 x 041  01118g"}
{"text": "44"}
{"text": "Mass of Hydrogen in H2O  Mass of C in H2O x mass of H2O"}
{"text": "Molar mass of H2O"}
{"text": "2 x 0209  00232g"}
{"text": "18"}
{"text": "Empirical formula is C2H5"}
{"text": "The molecular formular is thus determined"}
{"text": "n  Relative formular mass  58  2"}
{"text": "Relative empirical formula 29"}
{"text": "The molecular formula is C2H5  x 2  C4H10"}
{"text": "Molecule name Butane"}
{"text": "Molecula structure"}
{"text": "H H H H"}
{"text": "H C C C C H"}
{"text": "H H H H"}
{"text": "eGravimetric analysis"}
{"text": "Gravimetric analysis is the relationship between reacting masses and the volumes and or masses of products All reactants are in mole ratios to their products in accordance to their stoichiometric equation Using the mole ration of reactants and products any volume andor mass can be determined as in the examples"}
{"text": "1 Calculate the volume of carbonIVoxide at rtp produced when 50 g of calcium carbonate is strongly heatedCa400 C 120O  1601 mole of gas 224 at rtp"}
{"text": "Chemical equation"}
{"text": "CaCO3s  CaOs  CO2g"}
{"text": "Mole ratios 1 1 1"}
{"text": "Molar Mass CaCO3 100g"}
{"text": "Method 1"}
{"text": "100g CaCO3s  24dm3 CO2g at rtp"}
{"text": "50 g CaCO3s  50 g x 24dm3  12dm31200cm3"}
{"text": "100g"}
{"text": "Method 2"}
{"text": "Moles of 50 g CaCO3s  50 g  005 moles"}
{"text": "100 g"}
{"text": "Mole ratio 11"}
{"text": "Moles of CO2g  005moles"}
{"text": "Volume of CO2g  005 x 24000cm3 1200cm3 12dm3"}
{"text": "2 10g of an alloy of aluminium and copper were reacted with excess hydrochloric acid If 840cm3 of hydrogen at stp was produced calculate the  of copper in the alloyAl 270one mole of a gas at stp 224dm3"}
{"text": "Chemical equation"}
{"text": "Copper does not react with hydrochloric acid"}
{"text": "2Als  6HClaq  2AlCl3aq  3H2g"}
{"text": "Method 1"}
{"text": "3H2g  3 moles x 224 x 1000cm3  2 x 27 g Al"}
{"text": "840cm3  840cm3 x 2 x 27  0675g of Aluminium"}
{"text": "3 x 224 x 1000"}
{"text": "Total mass of alloy  mass of aluminium  mass of copper"}
{"text": "10g  0675g 0325g of copper"}
{"text": "copper  mass of copper x100  325"}
{"text": "Mass of alloy"}
{"text": "Method 2"}
{"text": "Mole ratio 2Al 3H2  23"}
{"text": "Moles of Hydrogen gas  volume of gas  840cm3  00375moles"}
{"text": "Molar gas volume 22400cm3"}
{"text": "Moles of Al  23 moles of H2  23x 00375moles  0025moles"}
{"text": "Mass of Al  moles x molar mass 0025moles x 27  0675g"}
{"text": "Total mass of alloy  mass of aluminium  mass of copper"}
{"text": "10g  0675g  0325 g of copper"}
{"text": "copper  mass of copper x100  325"}
{"text": "Mass of alloy"}
{"text": "fGay Lussacs law"}
{"text": "Gay Lussacs law states that when gases combinereact they do so in simple volume ratios to each other and to their gaseous products at constantsame temperature and pressure"}
{"text": "Gay Lussacs law thus only apply to gases"}
{"text": "Given the volume of one gas reactant the other gaseous reactants can be deduced thus"}
{"text": "Examples"}
{"text": "1 Calculate the volume of Oxygen required to completely react with 50cm3 of Hydrogen"}
{"text": "Chemical equation 2H2 g  O2 g  2H2Ol"}
{"text": "Volume ratios 2  1  0"}
{"text": "Reacting volumes 50cm3  25cm3"}
{"text": "50cm3 of Oxygen is used"}
{"text": "2 Calculate the volume of air required to completely reacts with 50cm3 of Hydrogenassume Oxygen is 21 by volume of air"}
{"text": "Chemical equation 2H2 g  O2 g  2H2Ol"}
{"text": "Volume ratios 2  1  0"}
{"text": "Reacting volumes 50cm3  25cm3"}
{"text": "50cm3 of Oxygen is used"}
{"text": "21  25cm3"}
{"text": "100  100 x 25"}
{"text": "21"}
{"text": "3If 5cm3 of a hydrocarbon CxHy burn in 15cm3 of Oxygen to form 10cm3 of CarbonIVoxide and 10cm3 of water vapoursteam obtain the equation for the reaction and hence find the value of x and y in CxHy"}
{"text": "Chemical equation CxHy g  O2 g  H2Og  CO2g"}
{"text": "Volumes 5cm3  15cm3  10cm3  10cm3"}
{"text": "Volume ratios 5cm3  15cm3  10cm3  10cm3 divide by lowest volume 5 5 5 5"}
{"text": "Reacting volume ratios 1volume 3 volume 2 volume 2 volume"}
{"text": "Balanced chemical equation CxHy g  3O2 g  2H2Og  2CO2g"}
{"text": "If 4H are in 2H2Og the y4"}
{"text": "If 2C are in 2CO2 g the x2"}
{"text": "Thusi chemical formula of hydrocarbon  C2H4"}
{"text": "ii chemical name of hydrocarbon  Ethene"}
{"text": "4100cm3 of nitrogen IIoxide NO combine with 50cm3 of Oxygen to form 100cm3 of a single gaseous compound of nitrogen All volumes measured at the same temperature and pressure Obtain the equation for the reaction and name the gaseous product"}
{"text": "Chemical equation NO g  O2 g  NOx"}
{"text": "Volumes 100cm3  50cm3  100"}
{"text": "Volume ratios 100cm3  50cm3  100cm3 divide by lowest volume 50 50 50"}
{"text": "Reacting volume ratios 2volume 1 volume 2 volume"}
{"text": "Balanced chemical equation 2 NO g  O2 g  2NO xg"}
{"text": "Thusi chemical formula of the nitrogen compound  2 NO2"}
{"text": "ii chemical name of compound  NitrogenIVoxide"}
{"text": "5When 15cm3 of a gaseous hydrocarbon was burnt in 100cm3 of Oxygen the resulting gaseous mixture occupied70cm3 at room temperature and pressure When the gaseous mixture was passed through potassium hydroxide its volume decreased to 25cm3"}
{"text": "aWhat volume of Oxygen was used during the reaction1mk"}
{"text": "Volume of Oxygen used 10025 75cm3"}
{"text": "P was completely burnt"}
{"text": "bDetermine the molecular formula of the hydrocarbon2mk"}
{"text": "CxHy  O2  xCO2  yH2O"}
{"text": "15cm3  75cm3"}
{"text": "15 15"}
{"text": "1  3"}
{"text": "1 atom of C react with 6 3x2atoms of Oxygen"}
{"text": "Thus x  1 and y  2  P has molecula formula CH4"}
{"text": "g Ionic equations"}
{"text": "An ionic equation is a chemical statement showing the movement of ions cations and anions  from reactants to products"}
{"text": "Solids gases and liquids do not ionizedissociate into free ions Only ionic compounds in aqueoussolution or molten state ionizedissociate into free cations and anions ions"}
{"text": "An ionic equation is usually derived from a stoichiometric equation by using the following guidelines"}
{"text": "Guidelines for writing ionic equations"}
{"text": "1Write the balanced stoichiometric equation"}
{"text": "2Indicate the state symbols of the reactants and products"}
{"text": "3Split into cations and anions all the reactants and products that exist in aqueous state"}
{"text": "4Cancel out any cation and anion that appear on both the product and reactant side"}
{"text": "5 Rewrite the chemical equation It is an ionic equation"}
{"text": "Practice"}
{"text": "aPrecipitation of an insoluble salt"}
{"text": "All insoluble salts are prepared in the laboratory from double decomposition precipitation This involves mixing two soluble salts to form one soluble and one insoluble salt"}
{"text": "1 When silver nitrateV solution is added to sodium chloride solutionsodium nitrateV solution and a white precipitate of silver chloride are formed"}
{"text": "Balanced stoichiometric equation"}
{"text": "AgNO3aq  NaClaq  AgCl s  NaNO3 aq"}
{"text": "Split reactants product existing in aqueous state as cationanion"}
{"text": "Agaq  NO3 aq  Naaq  Claq  AgCls  Naaq NO3 aq"}
{"text": "Cancel out ions appearing on reactant and product side"}
{"text": "Agaq  NO3 aq  Naaq  Claq  AgCls  Naaq NO3 aq"}
{"text": "Rewrite the equation"}
{"text": "Agaq  Claq  AgCls ionic equation"}
{"text": "2 When barium nitrateV solution is added to copperIIsulphateVI solution copperII nitrateV solution and a white precipitate of barium sulphateVI are formed"}
{"text": "Balanced stoichiometric equation"}
{"text": "BaNO32aq  CuSO4aq  BaSO4 s  CuNO3 2 aq"}
{"text": "Split reactants product existing in aqueous state as cationanion"}
{"text": "Ba2aq  2NO3 aq  Cu2aq  SO42aq  BaSO4 s  2NO3 aq Cu2aq"}
{"text": "Cancel out ions appearing on reactant and product side"}
{"text": "Ba2aq  2NO3 aq Cu2 aq  SO42aq BaSO4s  2NO3 aq  Cu2aq"}
{"text": "Rewrite the equation"}
{"text": "Ba2aq  SO42aq  BaSO4s ionic equation"}
{"text": "3A yellow precipitate of Potassium Iodide is formed from the reaction of LeadIInitratev and potassium iodide"}
{"text": "Balanced stoichiometric equation"}
{"text": "PbNO32aq  2KI aq  PbI2 s  2KNO3 aq"}
{"text": "Split reactants product existing in aqueous state as cationanion"}
{"text": "Pb2aq  2NO3 aq  2K aq  2I  aq  PbI2 s  2NO3 aq 2K aq"}
{"text": "Cancel out ions appearing on reactant and product side"}
{"text": "Pb2aq  2NO3 aq  2K aq  2I  aq  PbI2 s  2NO3 aq 2K aq"}
{"text": "Rewrite the equation"}
{"text": "Pb2aq  2I  aq  PbI2 s ionic equation"}
{"text": "bNeutralization"}
{"text": "Neutralization is the reaction of an acid with a soluble basealkali or insoluble base"}
{"text": "iReaction of alkalis with acids"}
{"text": "1Reaction of nitricVacid with potassium hydroxide"}
{"text": "Balanced stoichiometric equation"}
{"text": "HNO3aq  KOH aq  H2O l  KNO3 aq"}
{"text": "Split reactants product existing in aqueous state as cationanion"}
{"text": "Haq  NO3 aq  K aq  OH  aq  H2O l  NO3 aq K aq"}
{"text": "Cancel out ions appearing on reactant and product side"}
{"text": "Haq  NO3 aq  K aq  OH  aq  H2O l  NO3 aq K aq"}
{"text": "Rewrite the equation"}
{"text": "H aq  OH  aq  H2O l ionic equation"}
{"text": "2Reaction of sulphuricVIacid with ammonia solution"}
{"text": "Balanced stoichiometric equation"}
{"text": "H2SO4aq  2NH4OH aq  H2O l  NH4 2SO4 aq"}
{"text": "Split reactants product existing in aqueous state as cationanion"}
{"text": "2Haq  SO42 aq  2NH4 aq 2OH  aq 2H2O l SO42 aq 2NH4  aq"}
{"text": "Cancel out ions appearing on reactant and product side"}
{"text": "2Haq  SO42 aq  2NH4 aq 2OH  aq 2H2O l SO42 aq 2NH4  aq"}
{"text": "Rewrite the equation"}
{"text": "2H aq  2OH  aq  2H2O l"}
{"text": "H aq  OH  aq  H2O l ionic equation"}
{"text": "3Reaction of hydrochloric acid with Zinc hydroxide"}
{"text": "Balanced stoichiometric equation"}
{"text": "2HClaq  ZnOH2 s  2H2O l  ZnCl 2 aq"}
{"text": "Split reactants product existing in aqueous state as cationanion"}
{"text": "2Haq  2Cl aq  ZnOH2 s 2H2O l  2Cl aq Zn 2 aq"}
{"text": "Cancel out ions appearing on reactant and product side"}
{"text": "2Haq  2Cl aq  ZnOH2 s 2H2O l  2Cl aq Zn 2 aq"}
{"text": "Rewrite the equation"}
{"text": "2Haq  ZnOH2 s 2H2O l  Zn 2 aq ionic equation"}
{"text": "hMolar solutions"}
{"text": "A molar solution is one whose concentration is known The SI unit of concentration is Molarity denoted M"}
{"text": "Molarity may be defined as the number of moles of solute present in one cubic decimeter of solution"}
{"text": "One cubic decimeter is equal to one litre and also equal to 1000cm3"}
{"text": "The higher the molarity the higher the concentration and the highermore solute has been dissolved in the solvent to make one cubic decimeter litre1000cm3 solution"}
{"text": "Examples"}
{"text": "2M sodium hydroxide means 2 moles of sodium hydroxide solute is dissolved in enough water to make one cubic decimeter litre1000cm3 uniform solution mixture of sodium hydroxide and water"}
{"text": "002M sodium hydroxide means 002 moles of sodium hydroxide solute is dissolved in enough water to make one cubic decimeter litre1000cm3 uniform solution mixture of sodium hydroxide and water"}
{"text": "2M is more concentrated than002M"}
{"text": "Preparation of molar solution"}
{"text": "Procedure"}
{"text": "Weigh accurately 40 g of sodium hydroxide pellets into a 250cm3 volumetric flask"}
{"text": "Using a wash bottle add about 200cm3 of distilled water"}
{"text": "Stopper the flask"}
{"text": "Shake vigorously for three minutes"}
{"text": "Remove the stopper for a second then continue to shake for about another two minutes until all the solid has dissolved"}
{"text": "Add more water slowly upto exactly the 250 cm3 mark"}
{"text": "Sample questions"}
{"text": "1Calculate the number of moles of sodium hydroxide pellets present in"}
{"text": "i 40 g"}
{"text": "Molar mass of NaOH  23  16  1  40g"}
{"text": "Moles  Mass  40  01  10 x 10 1 moles"}
{"text": "Molar mass 40"}
{"text": "ii 250 cm3 solution in the volumetric flask"}
{"text": "Moles in 250 cm3  01  10 x 10 1 moles"}
{"text": "iii one decimeter of solution"}
{"text": "Method 1"}
{"text": "Moles in decimeters  Molarity  Moles x 1000cm31dm3"}
{"text": "Volume of solution"}
{"text": "10 x 10 1 moles x 1000cm3"}
{"text": "250cm3"}
{"text": "04 M  04 molesdm3"}
{"text": "Method 2"}
{"text": "250cm3 solution contain 10 x 10 1 moles"}
{"text": "1000cm3 solution  Molarity contain 1000 x 10 x 10 1 moles"}
{"text": "250 cm3"}
{"text": "04 M  04 molesdm3"}
{"text": "Theoretical sample practice"}
{"text": "1 Calculate the molarity of a solution containing"}
{"text": "i 40 g sodium hydroxide dissolved in 500cm3 solution"}
{"text": "Molar mass of NaOH  23  16  1  40g"}
{"text": "Moles  Mass  40  01  10 x 10 1 moles"}
{"text": "Molar mass 40"}
{"text": "Method 1"}
{"text": "Moles in decimeters  Molarity  Moles x 1000cm31dm3"}
{"text": "Volume of solution"}
{"text": "10 x 10 1 moles x 1000cm3"}
{"text": "500cm3"}
{"text": "02 M  02 molesdm3"}
{"text": "Method 2"}
{"text": "500 cm3 solution contain 10 x 10 1 moles"}
{"text": "1000cm3 solution  Molarity contain 1000 x 10 x 10 1 moles"}
{"text": "500 cm3"}
{"text": "02 M  02 molesdm3"}
{"text": "ii 53 g anhydrous sodium carbonate dissolved in 50cm3 solution"}
{"text": "Molar mass of Na2CO3  23 x 2  12  16 x 3  106 g"}
{"text": "Moles  Mass  53  005  5 0 x 102 moles"}
{"text": "Molar mass 106"}
{"text": "Method 1"}
{"text": "Moles in decimeters  Molarity  Moles x 1000cm31dm3"}
{"text": "Volume of solution"}
{"text": "10 moles x 1000cm3"}
{"text": "50cm3"}
{"text": "10 M"}
{"text": "Method 2"}
{"text": "50 cm3 solution contain 50 x 10 2 moles"}
{"text": "1000cm3 solution  Molarity contain 1000 x 50 x 10 2 moles"}
{"text": "50 cm3"}
{"text": "10M  10 molesdm3"}
{"text": "iii 53 g hydrated sodium carbonate decahydrate dissolved in 50cm3 solution"}
{"text": "Molar mass of Na2CO310H2O  23 x 2  12  16 x 3  20 x 1  10 x 16 286g"}
{"text": "Moles  Mass  53  00185  185 x 10 2 moles"}
{"text": "Molar mass 286"}
{"text": "Method 1"}
{"text": "Moles in decimeters  Molarity  Moles x 1000cm31dm3"}
{"text": "Volume of solution"}
{"text": "185 x 10 2 moles x 1000cm3"}
{"text": "50cm3"}
{"text": "037 M037 molesdm3"}
{"text": "Method 2"}
{"text": "50 cm3 solution contain 185 x 10 2 moles"}
{"text": "1000cm3 solution  Molarity contain 1000 x 185 x 10 2 moles"}
{"text": "50 cm3"}
{"text": "37 x 101 M  37 x 101 molesdm3"}
{"text": "iv 71 g of anhydrous sodium sulphateVIwas dissolved in 200 cm3 solution Calculate the molarity of the solution"}
{"text": "Method 1"}
{"text": "200cm3 solution 71 g"}
{"text": "1000cm3 solution  1000 x 71  3550 g dm3"}
{"text": "20"}
{"text": "Molar mass Na2SO4  142 g"}
{"text": "Moles dm3  Molarity  Mass 3550  25 M molesdm3"}
{"text": "Molar mass 142"}
{"text": "Method 2"}
{"text": "Molar mass Na2SO4  142 g"}
{"text": "Moles  Mass  71  005  50 x 10 2 moles"}
{"text": "Molar mass 142"}
{"text": "Method 2a"}
{"text": "Moles in decimeters  Molarity  Moles x 1000cm31dm3"}
{"text": "Volume of solution"}
{"text": "50 x 10 2 moles x 1000cm3"}
{"text": "20cm3"}
{"text": "25 M25 molesdm3"}
{"text": "Method 2b"}
{"text": "20 cm3 solution contain 50 x 10 2 moles"}
{"text": "1000cm3 solution  Molarity contain 1000 x 50 x 10 2 moles"}
{"text": "20 cm3"}
{"text": "25 M25 molesdm3"}
{"text": "iv The density of sulphuricVI is 184gcm3 Calculate the molarity of the acid"}
{"text": "Method 1"}
{"text": "10cm3 solution 184 g"}
{"text": "1000cm3 solution  1000 x 184  1840 g dm3"}
{"text": "1"}
{"text": "Molar mass H2SO4  98 g"}
{"text": "Moles dm3  Molarity  Mass  1840"}
{"text": "Molar mass 98"}
{"text": "187755 M molesdm3"}
{"text": "Method 2"}
{"text": "Molar mass H2SO4  98 g"}
{"text": "Moles  Mass  184  00188  188 x 10 2 moles"}
{"text": "Molar mass 98"}
{"text": "Method 2a"}
{"text": "Moles in decimeters  Molarity  Moles x 1000cm31dm3"}
{"text": "Volume of solution"}
{"text": "188 x 10 2 moles x 1000cm3"}
{"text": "10cm3"}
{"text": "188M188 molesdm3"}
{"text": "Method 2b"}
{"text": "20 cm3 solution contain 188 x 10 2 moles"}
{"text": "1000cm3 solution  Molarity contain 1000 x 188 x 10 2 moles"}
{"text": "10 cm3"}
{"text": "188M188 molesdm3"}
{"text": "2 Calculate the mass of"}
{"text": "i 25 cm3 of 02M sodium hydroxide solutionNa 230O 160 H10"}
{"text": "Molar mass NaOH  40g"}
{"text": "Moles in 25 cm3  Molarity x volume  02 x 25  000550 x 103moles"}
{"text": "1000 1000"}
{"text": "Mass of NaOH Moles x molar mass  50 x 103 x 40  02 g"}
{"text": "ii 20 cm3 of 0625 M sulphuricVIacid S 320O 160 H10"}
{"text": "Molar mass H2SO4  98g"}
{"text": "Moles in 20 cm3  Molarity x volume 0625 x 20  001251250 x 103moles"}
{"text": "1000 1000"}
{"text": "Mass of H2SO4 Moles x molar mass  50 x 103 x 40  02 g"}
{"text": "iii 10 cm3 of 25 M NitricVacid N 140O 160 H10"}
{"text": "Molar mass HNO3  63 g"}
{"text": "Moles in 1 cm3  Molarity x volume  25 x 1  00025  25 x 103moles"}
{"text": "1000 1000"}
{"text": "Mass of HNO3 Moles x molar mass  25 x 103 x 40  01 g"}
{"text": "3 Calculate the volume required to dissolve"}
{"text": "ai 025moles of sodium hydroxide solution to form a 08M solution"}
{"text": "Volume in cm3  moles x 1000  025 x 1000  3125cm3"}
{"text": "Molarity 08"}
{"text": "ii 100cm3 was added to the sodium hydroxide solution above Calculate the concentration of the solution"}
{"text": "C1 x V1  C2 x V2 where"}
{"text": "C1  molarityconcentration before dilutingadding water"}
{"text": "C2  molarityconcentration after dilutingadding water"}
{"text": "V1  volume before dilutingadding water"}
{"text": "V2  volume after dilutingadding water"}
{"text": "08M x 3125cm3  C2 x 3125  100"}
{"text": "C2  08M x 3125cm3  06061M"}
{"text": "4125"}
{"text": "bii 001M solution containing 001moles of sodium hydroxide solution"}
{"text": "Volume in cm3  moles x 1000  001 x 1000  1000 cm3"}
{"text": "Molarity 001"}
{"text": "ii Determine the quantity of water which must be added to the sodium hydroxide solution above to form a 0008M solution"}
{"text": "C1 x V1  C2 x V2 where"}
{"text": "C1  molarityconcentration before dilutingadding water"}
{"text": "C2  molarityconcentration after dilutingadding water"}
{"text": "V1  volume before dilutingadding water"}
{"text": "V2  volume after dilutingadding water"}
{"text": "001M x 1000 cm3  0008 x V2"}
{"text": "V2  001M x 1000cm3  1250cm3"}
{"text": "0008"}
{"text": "Volume added  1250  1000  250cm3"}
{"text": "cVolumetric analysisTitration"}
{"text": "Volumetric analysisTitration is the process of determining unknown concentration of one reactant from a known concentration and volume of another"}
{"text": "Reactions take place in simple mole ratio of reactants and products"}
{"text": "Knowing the concentration volume of one reactant the other can be determined from the relationship"}
{"text": "M1V1  M2V2 where"}
{"text": "n1 n2"}
{"text": "M1  Molarity of 1st reactant"}
{"text": "M2  Molarity of 2nd reactant"}
{"text": "V1  Volume of 1st reactant"}
{"text": "V1  Volume of 2nd reactant"}
{"text": "n1  number of moles of 1st reactant from stoichiometric equation"}
{"text": "n2  number of moles of 2nd reactant from stoichiometric equation"}
{"text": "Examples"}
{"text": "1Calculate the molarity of MCO3 if 50cm3 of MCO3 react with 250cm3 of 05M hydrochloric acidC120 O 160"}
{"text": "Stoichiometric equation MCO3s  2HClaq  MCl2aq  CO2g  H2Ol"}
{"text": "Method 1"}
{"text": "M1V1  M2V2  M1 x 50cm3  05M x 250cm3"}
{"text": "n1 n2 1 2"}
{"text": "M1  05 x 250 x1  125M  125 moledm3"}
{"text": "50 x 2"}
{"text": "Method 2"}
{"text": "Moles of HCl used  molarity x volume"}
{"text": "1000"}
{"text": "05 x 250  00125 125 x 102moles"}
{"text": "1000"}
{"text": "Mole ratio MCO3  HCl  12"}
{"text": "Moles MCO3  00125 125 x 102moles  000625  625 x 103 moles"}
{"text": "2"}
{"text": "Molarity MCO3  moles x 1000  000625  625 x 103 x 1000"}
{"text": "Volume 5"}
{"text": "125M  125 moledm3"}
{"text": "2 20cm3 of 05M hydrochloric acid react with 01M of M2CO3 Calculate the volume of 01M M2CO3 used"}
{"text": "Stoichiometric equation M2CO3 aq  2HClaq  2MCl aq  CO2g  H2Ol"}
{"text": "Method 1"}
{"text": "M1V1  M2V2  05 x 20cm3  01M x V2 cm3"}
{"text": "n1 n2 2 1"}
{"text": "V2  05 x 20 x1  125M  125 moledm3"}
{"text": "01 x 2"}
{"text": "Method 2"}
{"text": "Moles of HCl used  molarity x volume"}
{"text": "1000"}
{"text": "05 x 20  00125 125 x 102moles"}
{"text": "1000"}
{"text": "Mole ratio M2CO3  HCl  12"}
{"text": "Moles M2CO3  00125 125 x 102moles  000625  625 x 103 moles"}
{"text": "2"}
{"text": "Molarity M2CO3  moles x 1000  000625  625 x 103 x 1000"}
{"text": "Volume 5"}
{"text": "125M  125 moledm3"}
{"text": "3 50cm3 of 01M sodium iodide react with 01M of LeadIInitrateV Calculatei the volume of LeadIInitrateV used"}
{"text": "iithe mass of LeadIIIodide formed"}
{"text": "Pb2070 I 1270"}
{"text": "Stoichiometric equation 2NaIaq  PbNO32aq  2NaNO3aq  PbI2s"}
{"text": "iVolume of LeadIInitrateV used"}
{"text": "Method 1"}
{"text": "M1V1  M2V2  5 x 01cm3  01M x V2 cm3"}
{"text": "n1 n2 2 1"}
{"text": "V2  01 x 50 x 1  125M  125 moledm3"}
{"text": "01 x 2"}
{"text": "Method 2"}
{"text": "Moles of HCl used  molarity x volume"}
{"text": "1000"}
{"text": "01 x 50  00125 125 x 102moles"}
{"text": "1000"}
{"text": "Mole ratio M2CO3  HCl  12"}
{"text": "Moles M2CO3  00125 125 x 102moles  000625  625 x 103 moles"}
{"text": "2"}
{"text": "Molarity M2CO3  moles x 1000  000625  625 x 103 x 1000"}
{"text": "Volume 5"}
{"text": "125M  125 moledm3"}
{"text": "4 0388g of a monobasic organic acid B required 465 cm3 of 0095M sodium hydroxide for complete neutralization Name and draw the structural formula of B"}
{"text": "Moles of NaOH used  molarity x volume"}
{"text": "1000"}
{"text": "0095 x 465  00044175 44175 x 103moles"}
{"text": "1000"}
{"text": "Mole ratio B  NaOH  11"}
{"text": "Moles B  00044175 44175 x 103moles"}
{"text": "Molar mass B  mass  0388"}
{"text": "moles 00044175 44175 x 103moles"}
{"text": "878324 gmole1"}
{"text": "XCOOH  878324 where X is an alkyl group"}
{"text": "X 878324 42  42832443"}
{"text": "By elimination CH3  15 CH3CH2  29 CH3CH2 CH2  43"}
{"text": "Molecula formula  CH3CH2 CH2COOH"}
{"text": "Molecule name  Butan1oic acid"}
{"text": "Molecular structure"}
{"text": "H H H O"}
{"text": "H C C C C O H"}
{"text": "H H H H"}
{"text": "5 105 g of an impure sample containing ammonium sulphate VI fertilizer was warmed with 250cm3 of o8M sodium hydroxide solutionThe excess of the alkali was neutralized by 85cm3 of 05M hydrochloric acid Calculate the  of impurities in the ammonium sulphate VIfertilizer N140S320O160 H10"}
{"text": "Equation for neutralization"}
{"text": "NaOHaq  HClaq  NaOHaq  H2Ol"}
{"text": "Mole ratio NaOHaqHClaq 11"}
{"text": "Moles of HCl  Molarity x volume  05 x 85  00425 moles"}
{"text": "1000 1000"}
{"text": "Excess moles of NaOHaq 00425 moles"}
{"text": "Equation for reaction with ammonium salt"}
{"text": "2NaOHaq  NH4 2SO4aq  Na 2SO4aq  2NH3 g 2H2Ol"}
{"text": "Mole ratio NaOHaq NH4 2SO4aq 21"}
{"text": "Total moles of NaOH  Molarity x volume  08 x 250  02 moles"}
{"text": "1000 1000"}
{"text": "Moles of NaOH that reacted withNH4 2SO4  02  00425  01575moles"}
{"text": "Moles NH4 2SO4   x 01575moles  0 07875moles"}
{"text": "Molar mass NH4 2SO4 132 gmole1"}
{"text": "Mass of in impure sample  moles x molar mass 0 07875 x 132  10395 g"}
{"text": "Mass of impurities  105 10395  0105 g"}
{"text": "impurities  0105 x 100  10"}
{"text": "105"}
{"text": "Practically volumetric analysis involves titration"}
{"text": "Titration generally involves filling a burette with knownunknown concentration of a solution then adding the solution to unknownknown concentration of another solution in a conical flask until there is complete reaction If the solutions used are both colourless an indicator is added to the conical flask When the reaction is over a slightlittle excess of burette contents change the colour of the indicator This is called the end point"}
{"text": "Set up of titration apparatus"}
{"text": "The titration process involve involves determination of titre The titre is the volume of burette contentsreading before and after the end point Burette contentsreading before titration is usually called the Initial burette reading Burette contentsreading after titration is usually called the Final burette reading The titre value is thus a sum of the Final less Initial burette readings"}
{"text": "To reduce errors titration process should be repeated at least once more"}
{"text": "The results of titration are recorded in a titration table as below"}
{"text": "Sample titration table"}
{"text": "As evidence of a titration actually done examining body requires the candidate to record their burette readings before and after the titration"}
{"text": "For KCSE candidates burette readings must be recorded in a titration table in the format provided by the Kenya National Examination Council"}
{"text": "As evidence of all titration actually done Kenya National Examination Council require the candidate to record their burette readings before and after the titration to complete the titration table in the format provided"}
{"text": "Calculate the average volume of solution used"}
{"text": "240  240  240  240 cm3"}
{"text": "3"}
{"text": "As evidence of understanding the degree of accuracy of burettes  all readings must be recorded to a decimal point"}
{"text": "As evidence of accuracy in carrying the out the titration  candidates value should be within 02 of the school value"}
{"text": "The school value is the teachers readings presented to the examining bodycouncil based on the concentrations of the solutions she presented to herhis candidates"}
{"text": "Bonus mark is awarded for averaged reading within 01 school value as Final answer"}
{"text": "Calculations involved after the titration require candidates thorough practical and theoretical practice mastery on the"}
{"text": "irelationship among the mole molar mass mole ratios concentration molarity"}
{"text": "ii mathematical application of 1st principles"}
{"text": "Very useful information which candidates forget appears usually in the beginning of the question paper as"}
{"text": "You are provided with"}
{"text": "All calculation must be to the 4th decimal point unless they divide fully to a lesser decimal point"}
{"text": "Candidates are expected to use a non programmable scientific calculator"}
{"text": "aSample Titration Practice 1 Simple Titration"}
{"text": "You are provided with"}
{"text": "01M sodium hydroxide solution A"}
{"text": "Hydrochloric acid solution B"}
{"text": "You are required to determine the concentration of solution B in moles per litre"}
{"text": "Procedure"}
{"text": "Fill the burette with solution B Pipette 250cm3 of solution A into a conical flask Titrate solution A with solution B using phenolphthalein indicator to complete the titration table 1"}
{"text": "Sample results Titration table 1"}
{"text": "Sample worked questions"}
{"text": "1 Calculate the average volume of solution B used"}
{"text": "Average titre  Titre 1  Titre 2 Titre 3   200 200 200   200cm3"}
{"text": "3 3"}
{"text": "2 How many moles of"}
{"text": "isolution A were present in 25cm3 solution"}
{"text": "Moles of solution A  Molarity x volume  01 x 25  25 x 103 moles"}
{"text": "1000 1000"}
{"text": "iisolution B were present in the average volume"}
{"text": "Chemical equation NaOHaq  HClaq  NaClaq  H2Ol"}
{"text": "Mole ratio 11  Moles of A  Moles of B  25 x 103 moles"}
{"text": "iii solution B in moles per litre"}
{"text": "Moles of B per litre  moles x 1000  25 x 103 x 1000  01M"}
{"text": "Volume 20"}
{"text": "bSample Titration Practice 2 Redox Titration"}
{"text": "You are provided with"}
{"text": "Acidified Potassium manganateVII solution A"}
{"text": "01M of an iron IIsalt solution B"}
{"text": "85g of ammonium ironIIsulphateVI crystalsNH42 SO4FeSO4xH2O solid C"}
{"text": "You are required to"}
{"text": "istandardize acidified potassium manganateVII"}
{"text": "iidetermine the value of x in the formula NH42 SO4FeSO4xH2O"}
{"text": "Procedure 1"}
{"text": "Fill the burette with solution A Pipette 250cm3 of solution B into a conical flask Titrate solution A with solution B until a pink colour just appears"}
{"text": "Record your results to complete table 1"}
{"text": "Table 1Sample results"}
{"text": "Sample worked questions"}
{"text": "1 Calculate the average volume of solution A used"}
{"text": "Average titre  Titre 1  Titre 2 Titre 3   200 200 200   200cm3"}
{"text": "3 3"}
{"text": "2 How many moles of"}
{"text": "isolution B were present in 25cm3 solution"}
{"text": "Moles of solution A  Molarity x volume  01 x 25  25 x 103 moles"}
{"text": "1000 1000"}
{"text": "iisolution A were present in the average volume Assume one mole of B react with five moles of B"}
{"text": "Mole ratio A  B  15"}
{"text": "Moles of A  Moles of B  25 x 103 moles  50 x 10 4 moles"}
{"text": "5 5"}
{"text": "iii solution B in moles per litre"}
{"text": "Moles of B per litre  moles x 1000  25 x 103 x 1000"}
{"text": "Volume 20"}
{"text": "0025 M moles per litre moles l1"}
{"text": "Procedure 2"}
{"text": "Place all the solid C into the 250cm3 volumetric flask carefully Add about 200cm3 of distilled water Shake to dissolve Make up to the 250cm3 of solution by adding more distilled water Label this solution C Pipette 25cm3 of solution C into a conical flask Titrate solution C with solution A until a permanent pink colour just appears Complete table 2"}
{"text": "Table 2Sample results"}
{"text": "Sample worked questions"}
{"text": "1 Calculate the average volume of solution A used"}
{"text": "Average titre  Titre 1  Titre 2 Titre 3   200 200 200   200cm3"}
{"text": "3 3"}
{"text": "2 How many moles of"}
{"text": "isolution A were present inin the average titre"}
{"text": "Moles of solution A  Molarity x volume  0025 x 20  50 x 104 moles"}
{"text": "1000 1000"}
{"text": "iisolution C in 25cm3 solution given the equation for the reaction"}
{"text": "MnO4 aq  8Haq  5Fe2 aq  Mn2aq  5Fe3aq  4H2Ol"}
{"text": "Mole ratio MnO4 aq 5Fe2 aq  15  Moles of 5Fe2 aq  Moles of MnO4 aq  50 x 104 moles  10 x 10 4 moles"}
{"text": "5 5"}
{"text": "iii solution B in 250cm3"}
{"text": "Moles of B per litre  moles x 250  10 x 10 4 x 250  10 x 10 3 moles Volume 25"}
{"text": "3 Calculate the molar mass of solid C and hence the value of x in the chemical formula NH42SO4FeSO4xH2O"}
{"text": "N140 S320 Fe560 H10 O160"}
{"text": "Molar mass  mass perlitre  85  8500 g"}
{"text": "Moles per litre 10 x 10 3 moles"}
{"text": "NH42SO4FeSO4xH2O  8500"}
{"text": "284  18x 8500"}
{"text": "8500  284  8216  18x  4544444"}
{"text": "18 18"}
{"text": "x  454 whole number"}
{"text": "cSample Titration Practice 3 Back titration"}
{"text": "You are provided with"}
{"text": "ian impure calcium carbonate labeled M"}
{"text": "iiHydrochloric acid labeled solution N"}
{"text": "iiisolution L containing 20g per litre sodium hydroxide"}
{"text": "You are required to determine the concentration of N in moles per litre and the  of calcium carbonate in mixture M"}
{"text": "Procedure 1"}
{"text": "Pipette 250cm3 of solution L into a conical flask Add 23 drops of phenolphthalein indicator Titrate with dilute hydrochloric acid solution N and record your results in table 14mark"}
{"text": "Sample Table 1"}
{"text": "Sample questions"}
{"text": "a Calculate the average volume of solution N used"}
{"text": "65  65  65  65 cm3"}
{"text": "3"}
{"text": "b How many moles of sodium hydroxide are contained in 25cm3of solution L"}
{"text": "Molar mass NaOH 40g"}
{"text": "Molarity of L  mass per litre  20  05M"}
{"text": "Molar mass NaOH 40"}
{"text": "Moles NaOH in 25cm3  molarity x volume  05M x 25cm3  00125 moles"}
{"text": "1000 1000"}
{"text": "cCalculate"}
{"text": "ithe number of moles of hydrochloric acidthat react with sodium hydroxide in babove"}
{"text": "Mole ratio NaOH  HCl from stoichiometric equation 11"}
{"text": "Moles HCl Moles NaOH  00125 moles"}
{"text": "iithe molarity of hydrochloric acid solution N"}
{"text": "Molarity  moles x 1000  00125 moles x 1000 19231Mmoledm3"}
{"text": "65 65"}
{"text": "Procedure 2"}
{"text": "Place the 40 g of M provided into a conical flask and add 250cm3 of the dilute hydrochloric acid to it using a clean pipette Swirl the contents of the flask vigorously until effervescence stopUsing a 100ml measuring cylinder add 175cm3 distilled waterto make up the solution up to 200cm3Label this solution KUsing a clean pipettetransfer 250cm3 of the solution into a clean conical flask and titrate with solution L from the burette using 23 drops of methyl orange indicatorRecord your observations in table 2"}
{"text": "Sample Table 2"}
{"text": "Sample calculations"}
{"text": "aCalculate the average volume of solution L used1mk"}
{"text": "245  245  245  245cm3"}
{"text": "3"}
{"text": "bHow many moles of sodium hydroxide are present in the average volume of solution L used"}
{"text": "Moles  molarity x average burette volume  05 x 245"}
{"text": "1000 1000"}
{"text": "001225 1225 x 102 moles"}
{"text": "c How many moles of hydrochloric acid are present in the original 200cm3 of solution K"}
{"text": "Mole ratio NaOH HCl  11  moles of HCl  001225 1225 x 102 moles"}
{"text": "Moles in 200cm3  200cm3 x 001225 1225 x 102moles"}
{"text": "25cm3volume pipetted"}
{"text": "049 49 x 101moles"}
{"text": "dHow many moles of hydrochloric acid were contained in original 25 cm3 solution N used"}
{"text": "Original moles  Original molarity x pipetted volume"}
{"text": "1000cm3"}
{"text": "19231Mmoledm3 x 25  0048074807 x 102 moles"}
{"text": "1000"}
{"text": "eHow many moles of hydrochloric acid were used to react with calcium carbonate present"}
{"text": "Moles that reacted  original moles moles in average titre"}
{"text": "0048074807 x 102moles  001225 1225 x 102moles"}
{"text": "0035823582 x 10 2 moles"}
{"text": "fWrite the equation for the reaction between calcium carbonate and hydrochloric acid"}
{"text": "CaCO3s  2HClaq  CaCl2aq  CO2g  H2Ol"}
{"text": "gCalculate the number of moles of calcium carbonate that reacted with hydrochloric acid"}
{"text": "From the equation CaCO3s2HClaq  12"}
{"text": "Moles CaCO3s  12moles HCl"}
{"text": "12 x 0035823582 x 10 2 moles"}
{"text": "001791 1791 x 102moles"}
{"text": "hCalculate the mass of calcium carbonate in 40g of mixture M Ca400O  160C120"}
{"text": "Molar mass CaCO3  100g"}
{"text": "Mass CaCO3  moles x molar mass  001791 1791 x 102moles x 100g"}
{"text": "1791g"}
{"text": "iDetermine the  of calcium carbonate present in the mixture"}
{"text": "CaCO3  mass of pure x 100  1791g x 100  44775"}
{"text": "Mass of impure 40"}
{"text": "dSample titration practice 4 Multiple titration"}
{"text": "You are provided with"}
{"text": "isodium L containing 50g per litre of a dibasic organic acid H2X2H2O"}
{"text": "iisolution M which is acidified potassium manganateVII"}
{"text": "iiisolution N a mixture of sodium ethanedioate and ethanedioic acid"}
{"text": "iv01M sodium hydroxide solution P"}
{"text": "v10M sulphuricVI"}
{"text": "You are required to"}
{"text": "istandardize solution M using solution L"}
{"text": "iiuse standardized solution M and solution P to determine the  of sodium ethanedioate in the mixture"}
{"text": "Procedure 1"}
{"text": "Fill the burette with solution M Pipette 250cm3 of solution L into a conical flask Heat this solution to about 70oCbut not to boilTitrate the hot solution L with solution M until a permanent pink colour just appears Shake thoroughly during the titration Repeat this procedure to complete table 1"}
{"text": "Sample Table 1"}
{"text": "Sample calculations"}
{"text": "aCalculate the average volume of solution L used 1mk"}
{"text": "240  240  240  240cm3"}
{"text": "3"}
{"text": "bGiven that the concentration of the dibasic acid is 005molesdm3determine the value of x in the formula H2X2H2O H10O160"}
{"text": "Molar mass H2X2H2O mass per litre  50glitre  100g"}
{"text": "Moleslitre 005molesdm3"}
{"text": "H2X2H2O 100"}
{"text": "X  100  2 x1  2 x 2 x1  2 x 16  100  34  66"}
{"text": "c Calculate the number of moles of the dibasic acid H2X2H2O"}
{"text": "Moles  molarity x pipette volume  05 x 25  00125125 x10 2 moles"}
{"text": "1000 1000"}
{"text": "dGiven the mole ratio manganateVIIMnO4 acid H2X is 25 calculate the number of moles of manganateVII MnO4 in the average titre"}
{"text": "Moles H2X  25 moles of MnO4"}
{"text": "25 x 00125125 x10 2 moles"}
{"text": "000550 x 10 3moles"}
{"text": "eCalculate the concentration of the manganateVIIMnO4 in moles per litre"}
{"text": "Moles per litremolarity  moles x 1000"}
{"text": "average burette volume"}
{"text": "000550 x 10 3moles x 1000  02083 molesl1M"}
{"text": "240"}
{"text": "Procedure 2"}
{"text": "With solution M still in the burette pipette 250cm3 of solution N into a conical flask Heat the conical flask containing solution N to about 70oCTitrate while hot with solution MRepeat the experiment to complete table 2"}
{"text": "Sample Table 2"}
{"text": "Sample calculations"}
{"text": "aCalculate the average volume of solution L used 1mk"}
{"text": "125  125  125 125cm3"}
{"text": "3"}
{"text": "bCalculations"}
{"text": "iHow many moles of manganateVIIions are contained in the average volume of solution M used"}
{"text": "Moles  molarity of solution M x average burette volume"}
{"text": "1000"}
{"text": "02083 molesl1 M x 125  00026  25 x 103 moles"}
{"text": "1000"}
{"text": "iiThe reaction between manganateVIIions and ethanedioate ions that reacted with is as in the equation"}
{"text": "2MnO4 aq  5C2O42 aq  16H aq  2Mn2aq  10CO2g  8H2Ol"}
{"text": "Calculate the number of moles of ethanedioate ions that reacted with manganate VII ions in the average volume of solution M"}
{"text": "From the stoichiometric equationmole ratio MnO4 aq C2O42 aq  25"}
{"text": "moles C2O42  52 moles MnO4  52 x 00026  25 x 103 moles"}
{"text": "00065 65 x103 moles"}
{"text": "iiiCalculate the number of moles of ethanedioate ions contained in 250cm3 solution N"}
{"text": "25cm3 pipette volume  00065 65 x103 moles"}
{"text": "250cm3"}
{"text": "00065 65 x103 moles x 250  0065  65 x102 moles"}
{"text": "25"}
{"text": "Procedure 3"}
{"text": "Remove solution M from the burette and rinse it with distilled water Fill the burette with sodium hydroxide solution P Pipette 25cm3 of solution N into a conical flask and add 23 drops of phenolphthalein indicator Titrate this solution N with solution P from the burette Repeat the procedure to complete table 3"}
{"text": "Sample Table 2"}
{"text": "Sample calculations"}
{"text": "aCalculate the average volume of solution L used 1mk"}
{"text": "249  249  249  249 cm3"}
{"text": "3"}
{"text": "bCalculations"}
{"text": "iHow many moles of sodium hydroxide solution P were contained in the average volume"}
{"text": "Moles  molarity of solution P x average burette volume"}
{"text": "1000"}
{"text": "01 molesl1 x 249  000249  249 x 103 moles"}
{"text": "1000"}
{"text": "iiGiven that NaOH solution P reacted with the ethanedioate ions from the acid only and the equation for the reaction is"}
{"text": "2NaOH aq  H2C2O4 aq  Na2C2O4g  2H2Ol"}
{"text": "Calculate the number of moles of ethanedioic acid that were used in the reaction"}
{"text": "From the stoichiometric equationmole ratio NaOHaq H2C2O4 aq  21"}
{"text": "moles H2C2O4  12 moles NaOH  12 x 000249  249 x 103 moles"}
{"text": "00012451245 x103 moles"}
{"text": "iiiHow many moles of ethanedioic acid were contained in 250cm3 of solution N"}
{"text": "25cm3 pipette volume  00012451245 x103 moles"}
{"text": "250cm3"}
{"text": "00012451245 x103 moles x 250  0012451245 x102 moles"}
{"text": "25"}
{"text": "iiiDetermine the  by mass of sodium ethanedioate in the micture H 10O160C120 and total mass of mixture 20 g in 250cm3 solution"}
{"text": "Molar mass H2C2O4  900g"}
{"text": "Mass of H2C2O4 in 250cm3  moles in 250cm3 x molar mass H2C2O4"}
{"text": "0012451245 x102 moles x 900"}
{"text": "11205g"}
{"text": "by mass of sodium ethanedioate"}
{"text": "Mass of mixture  mass of H2C2O4 x 100"}
{"text": "Mass of mixture"}
{"text": "20  11205 g  43975"}
{"text": "20"}
{"text": "Note"}
{"text": "i L is 005M Oxalic acid"}
{"text": "ii M is 001M KMnO4"}
{"text": "iii N is 003M oxalic acidwithout sodium oxalate"}
{"text": "Practice example 5Determining equation for a reaction"}
{"text": "You are provided with"}
{"text": "01M hydrochloric acid solution A"}
{"text": "05M sodium hydroxide solution B"}
{"text": "You are to determine the equation for thereaction between solution A and B"}
{"text": "Procedure"}
{"text": "Fill the burette with solution AUsing a pipette and pipette filler transfer 250cm3 of solution B into a conical flaskAdd 23 drops of phenolphthalein indicatorRun solution A into solution B until a permanent pink colour just appearsRecord your results in Table 1Repeat the experiment to obtain three concordant results to complete Table 1"}
{"text": "Table 1Sample results"}
{"text": "Sample questions"}
{"text": "Calculate the average volume of solution A used"}
{"text": "125125125  125cm3"}
{"text": "3"}
{"text": "Theoretical Practice examples"}
{"text": "1 10g of dibasic acid HOOCCH2xCOOH was dissolved in 250cm3 solution 250 cm3 of this solution reacted with 300cm3 of 006M sodium hydroxide solution Calculate the value of x in HOOCCH2xCOOH C120H10O16"}
{"text": "Chemical equation"}
{"text": "2NaOHaq  H2Xaq  Na2X aq  2H2Oaq"}
{"text": "Mole ratio NaOHaq H2Xaq  21"}
{"text": "Method 1"}
{"text": "Ma Va  na  Ma x 250  1  Ma 006 x 300 x1"}
{"text": "Mb Vb  nb 006 x 300 2 250 x 2"}
{"text": "Molarity of acid  0036MMole l1"}
{"text": "Mass of acid per lite  10 x1000  40 gl"}
{"text": "250"}
{"text": "0036M Mole l1  40 g l"}
{"text": "1 mole molar mass of HOOCCH2xCOOH  40 x 1  1111111 g"}
{"text": "0036"}
{"text": "Molar mass CH2x  1111111  HOOCCOOH  900  211111"}
{"text": "CH2x  14x  211111  15  1 whole number"}
{"text": "14"}
{"text": "Method 2"}
{"text": "Moles of sodium hydroxide  Molarity x volume  006 x 30  18 x 10 3moles"}
{"text": "1000"}
{"text": "Moles of Hydrochloric acid  12 x 18 x 10 3moles  90 x10 4moles"}
{"text": "Molarity of Hydrochloric acid  moles x 1000  90 x10 4moles x1000"}
{"text": "Volume 25"}
{"text": "Molarity of acid  0036MMole l1"}
{"text": "Mass of acid per lite  10 x1000  40 gl"}
{"text": "250"}
{"text": "0036M Mole l1  40 g l"}
{"text": "1 mole molar mass of HOOCCH2xCOOH  40 x 1  1111111 g"}
{"text": "0036"}
{"text": "Molar mass CH2x  1111111  HOOCCOOH  900  211111"}
{"text": "CH2x  14x  211111  15  1 whole number"}
{"text": "14"}
{"text": "2 200cm3 of 005 M acidified potassium manganateVIIsolution oxidized 250cm3 of Fe2aq ions in 400gl of impure Iron IIsulphateVI to Fe3aq ions Calculate the percentage impurities in the Iron IIsulphateVI"}
{"text": "MnO4 aq  8Haq 5Fe2aq 5Fe3aq  Mn2aq  4H2Oaq"}
{"text": "Fe560S 320 O160"}
{"text": "Moles of MnO4 aq  Molarity x volume  005 x 200  0001 Moles"}
{"text": "1000 1000"}
{"text": "Mole ratio MnO4 aq 5Fe2aq 15"}
{"text": "Moles 5Fe2aq  5 x0001  0005 Moles"}
{"text": "Moles of 5Fe2aq per litremolarity  Moles x 1000  0005 x 1000"}
{"text": "Volume 250"}
{"text": "02 M Moleslitre"}
{"text": "Molar mass FeSO4152 g"}
{"text": "Mass of in the mixture  Moles x molar mass  02 x 152  304 g"}
{"text": "Mass of impurity  400  304 96 g"}
{"text": "impurity  96 g x100  240  impurity"}
{"text": "400"}
{"text": "397 g of a mixture of Potassium hydroxide and Potassium chloride was dissolved to make one litre solution200cm3 of this solution required 250cm3 of 012M hydrochloric acid for completed neutralization Calculate the percentage by mass of Potassium chlorideK390Cl 355"}
{"text": "Chemical equation"}
{"text": "KOHaq  HClaq  KClaq  H2Ol"}
{"text": "Moles of HCl  Molarity x volume  012 x 250  000330 x 10 3 moles"}
{"text": "1000 1000"}
{"text": "Mole ratio KOHaq  HClaq  11"}
{"text": "Moles KOH 000330 x 10 3 moles"}
{"text": "Method 1"}
{"text": "Molar mass KOH 560g"}
{"text": "Mass KOH in 25cm3 000330 x 10 3 moles x560  0168g"}
{"text": "Mass KOH in 1000cm31 litre  0168 x1000 84 gl"}
{"text": "20"}
{"text": "Mass of KCl  97g  84g  13 g"}
{"text": "of KCl  13 x 100  134021"}
{"text": "97"}
{"text": "Method 2"}
{"text": "Moles KOH in 1000cm3 1 litre  Moles in 20cm3 x 1000 0003 x 1000"}
{"text": "20 20"}
{"text": "015MMoles litre"}
{"text": "Molar mass KOH 560g"}
{"text": "Mass KOH in 10001 litre  015MMoles litre x 560  84gl"}
{"text": "Mass of KCl  97g  84g  13 g"}
{"text": "of KCl  13 x 100  134021"}
{"text": "97"}
{"text": "4A certain carbonate GCO3 reacts with dilute hydrochloric acid according to the equation given below"}
{"text": "GCO3s  2HClaq  GCl2 aq  CO2 g  H2Ol"}
{"text": "If 1 g of the carbonate reacts completely with 20 cm3 of 1 M hydrochloric acid calculate the relative atomic mass of G C  120  160"}
{"text": "Moles of HCl  Molarity x volume 1 x20  002 moles"}
{"text": "1000 1000"}
{"text": "Mole ratio HCl GCO3  21"}
{"text": "Moles of GCO3 002 moles  001moles"}
{"text": "2"}
{"text": "Molar mass of GCO3  mass  1  100 g"}
{"text": "moles 001moles"}
{"text": "G GCO3  CO3 100g  12 16 x3  60  40no units"}
{"text": "5 460g of a metal carbonate MCO3 was dissolved 160cm3 of 01M excess hydrochloric acid and the resultant solution diluted to one litre250cm3 of this solution required 200cm3 of 01M sodium hydroxide solution for complete neutralization Calculate the atomic mass of M"}
{"text": "Equation"}
{"text": "Chemical equation"}
{"text": "NaOHaq  HClaq  KClaq  H2Ol"}
{"text": "Moles of NaOH  Molarity x volume 01 x20  0002 moles"}
{"text": "1000 1000"}
{"text": "Mole ratio HCl NaOH  11"}
{"text": "Excess moles of HCl  0002 moles"}
{"text": "25cm3  0002 moles"}
{"text": "1000cm3  1000 x 0002  008moles"}
{"text": "25cm3"}
{"text": "Original moles of HCl  Molarity x volume  1M x 1litre  10 moles"}
{"text": "Moles of HCl reacted with MCO3  10  008 moles  092moles"}
{"text": "Chemical equation"}
{"text": "MCO3s  2HClaq  MCl2 aq  CO2 g  H2Ol"}
{"text": "Mole ratio MCO3s  HClaq 12"}
{"text": "Moles of MCO3  092moles  046moles"}
{"text": "2"}
{"text": "Molar mass of MCO3 mass  46g  100 g"}
{"text": "moles 046moles"}
{"text": "M MCO3  CO3 100g  12 16 x3  60  40"}
{"text": "6 250cm3 of a mixture of Fe2 and Fe3 ions in an aqueous salt was acidified with sulphuricVIacid then titrated against potassium manganateVIThe salt required 15cm3 ofe002M potassium manganateVI for complete reaction"}
{"text": "A second 25cm3 portion of the Fe2 and Fe3 ion salt was reduced by Zinc then titrated against the same concentration of potassium manganateVI190cm3 of potassium manganateVIsolution was used for complete reaction Calculate the concentration of Fe2 and Fe3 ion in the solution on moles per litre"}
{"text": "Mole ratio Fe2 Mn04  51"}
{"text": "Moles Mn04 used  002 x 15  30 x 104 moles"}
{"text": "1000"}
{"text": "Moles Fe2  30 x 104 moles  60 x 105 moles"}
{"text": "5"}
{"text": "Molarity of Fe2  60 x 104 moles x 1000  24 x 103 moles l1"}
{"text": "25"}
{"text": "Since Zinc reduces Fe3 to Fe2 in the mixture"}
{"text": "Moles Mn04 that reacted with all Fe2 002 x 19  38 x 104 moles"}
{"text": "1000"}
{"text": "Moles of all Fe2  38 x 104 moles  76 x 105 moles"}
{"text": "5"}
{"text": "Moles of Fe3  38 x 104  60 x 105  16 x 105 moles"}
{"text": "Molarity of Fe3  16 x 105 moles x 1000  40 x 104 moles l1"}
{"text": "CHEMISTRY FORM FOUR NOTES"}
{"text": "ACIDS BASES AND SALTS"}
{"text": "AACIDS AND BASES"}
{"text": "At a school laboratory"}
{"text": "iAn acid may be defined as a substance that turn litmus red"}
{"text": "iiA base may be defined as a substance that turn litmus blue"}
{"text": "Litmus is a lichen found mainly in West Africa It changes its colour depending on whether the solution it is in is basicalkaline or acidicIt is thus able to identifyshow whether"}
{"text": "1 An acid is a substance that dissolves in water to form HH3O as the only positive ioncation This is called the Arrhenius definition of an acid From this definition an acid dissociateionize in water releasing H thus"}
{"text": "HClaq  H aq  Cl aq"}
{"text": "HNO3aq  H aq  NO3 aq"}
{"text": "CH3COOHaq  H aq  CH3COOaq"}
{"text": "H2SO4aq  2H aq  SO42aq"}
{"text": "H2CO3aq  2H aq  CO32aq"}
{"text": "H3PO4aq  3H aq  PO43aq"}
{"text": "2A base is a substance which dissolves in water to form OH as the only negatively charged ionanion"}
{"text": "This is called Arrhenius definition of a base"}
{"text": "From this definition a base dissociateionize in water releasing OH thus"}
{"text": "KOHaq  Kaq  OHaq"}
{"text": "NaOHaq  Naaq  OHaq"}
{"text": "NH4OHaq  NH4aq  OHaq"}
{"text": "CaOH2aq  Ca2aq  2OHaq"}
{"text": "MgOH2aq  Mg2aq  2OHaq"}
{"text": "3 An acid is a proton donor"}
{"text": "A base is a proton acceptor"}
{"text": "This is called BronstedLowry definition of acids and bases"}
{"text": "From this definition an acid donates H"}
{"text": "H has no electrons and neutrons It contains only a proton"}
{"text": "Examples"}
{"text": "I From the equation"}
{"text": "HClaq  H2Ol  H3Oaq  Cl aq"}
{"text": "aiFor the forward reaction from left to right H2O gains a proton to form H3O and thus H2O is a proton acceptor It is a BronstedLowry base"}
{"text": "ii For the backward reaction from right to left H3O donates a proton to form H2O and thus H3O is an opposite proton donor It is a BronstedLowry conjugate acid"}
{"text": "biFor the forward reaction from left to right HCl donates a proton to form Cl and thus HCl is a proton donor"}
{"text": "It is a BronstedLowry acid"}
{"text": "ii For the backward reaction from right to left Cl gains a proton to form HCl and thus Cl is an opposite proton acceptor"}
{"text": "It is a BronstedLowry conjugate base"}
{"text": "Every base acid from BronstedLowry definition thus must have a conjugate productreactant"}
{"text": "II From the equation"}
{"text": "HClaq  NH3aq  NH4aq  Cl aq"}
{"text": "aiFor the forward reaction from left to right NH3 gains a proton to form NH4 and thus NH3 is a proton acceptor"}
{"text": "It is a BronstedLowry base"}
{"text": "ii For the backward reaction from right to left NH4 donates a proton to form NH3 and thus NH4 is an opposite proton donor"}
{"text": "It is a BronstedLowry conjugate acid"}
{"text": "biFor the forward reaction from left to right HCl donates a proton to form Cl and thus HCl is a proton donor"}
{"text": "It is a BronstedLowry acid"}
{"text": "ii For the backward reaction from right to left Cl gains a proton to form HCl and thus Cl is an opposite proton acceptor"}
{"text": "It is a BronstedLowry conjugate base"}
{"text": "4 Acids and bases show acidic and alkaline propertiescharacteristics only in water but not in other solvents eg"}
{"text": "aHydrogen chloride gas dissolves in water to form hydrochloric acid Hydrochloric acid dissociatesionizes in water to free HaqH3Oaq ions The free H3Oaq  Haq ions are responsible for"}
{"text": "iturning blue litmus papersolution red"}
{"text": "iishow pH value 123456"}
{"text": "iiiare good electrolytesconductors of electricityundergo electrolysis"}
{"text": "ivreact with metals to produce evolve hydrogen gas and a salt ie"}
{"text": "Ionically"}
{"text": "For a monovalent metal 2Ms  2Haq  2Maq  H2g"}
{"text": "For a divalent metal Ms  2Haq  M2aq  H2g"}
{"text": "For a trivalent metal 2Ms  6Haq  2M3aq  3H2g"}
{"text": "Examples"}
{"text": "For a monovalent metal 2Nas  2Haq  2Naaq  H2g"}
{"text": "For a divalent metal Cas  2Haq  Ca2aq  H2g"}
{"text": "For a trivalent metal 2Als  6Haq  2Al3aq  3H2g"}
{"text": "vreact with metal carbonates and hhydrogen carbonates to produce evolve carbonIVoxide gas water and a salt ie"}
{"text": "Ionically"}
{"text": "For a monovalent metal M2CO3s 2Haq  2Maq  H2O l CO2g"}
{"text": "MHCO3s Haq  Maq  H2O l CO2g"}
{"text": "For a divalent metal MCO3s 2Haq  M2aq  H2O l CO2g"}
{"text": "MHCO3 2aq2Haq M2aq2H2Ol2CO2g"}
{"text": "Examples"}
{"text": "For a monovalent metal K2CO3s 2Haq  2Kaq  H2O l CO2g"}
{"text": "NH4HCO3s Haq  NH4aq  H2O l CO2g"}
{"text": "For a divalent metal ZnCO3s 2Haq  Zn2aq  H2O l CO2g"}
{"text": "MgHCO3 2aq2Haq Mg2aq2H2Ol2CO2g"}
{"text": "vineutralize metal oxideshydroxides to salt and water only ie"}
{"text": "Ionically"}
{"text": "For a monovalent metal M2Os  2Haq  2Maq  H2O l"}
{"text": "MOHaq  Haq  Maq  H2O l"}
{"text": "For a divalent metal MOs  2Haq  M2aq  H2O l"}
{"text": "MOH 2s  2Haq  M2aq  2H2Ol"}
{"text": "For a trivalent metal M2O3s  6Haq  2M3aq  3H2O l"}
{"text": "MOH 3s  3Haq  M3aq  3H2Ol"}
{"text": "Examples"}
{"text": "For a monovalent metal K2Os  2Haq  2Kaq  H2O l"}
{"text": "NH4OHaq  Haq  NH4aq  H2O l"}
{"text": "For a divalent metal ZnO s  2Haq  Zn2aq  H2O l"}
{"text": "PbOH 2s  2Haq  Pb2aq  2H2Ol"}
{"text": "bHydrogen chloride gas dissolves in methylbenzene benzene but does not dissociate ionize into free ions"}
{"text": "It exists in molecular state showing none of the above properties"}
{"text": "cAmmonia gas dissolves in water to form aqueous ammonia which dissociateionize to free NH4 aq and OHaq ions"}
{"text": "This dissociationionization makes aqueous ammonia to"}
{"text": "iturn litmus papersolution blue"}
{"text": "iihave pH 891011"}
{"text": "iiibe a good electrical conductor"}
{"text": "ivreact with acids to form ammonium salt and water only"}
{"text": "NH4OHaq  HClaq  NH4Claq  H2Ol"}
{"text": "dAmmonia gas dissolves in methylbenzenebenzene kerosene but does not dissociate into free ions therefore existing as molecules"}
{"text": "6 Solvents are either polar or nonpolar"}
{"text": "A polar solvent is one which dissolves ionic compounds and other polar solvents"}
{"text": "Water is polar solvent that dissolves ionic and polar substance by surrounding the free ions as below"}
{"text": "H  H  O"}
{"text": "H  H"}
{"text": "H  O  H  H"}
{"text": "H"}
{"text": "O  H O  O  Cl  O"}
{"text": "H  H"}
{"text": "H  O  H  H H"}
{"text": "H  H  O"}
{"text": "Beaker"}
{"text": "Cl"}
{"text": "Cl H water"}
{"text": "H"}
{"text": "Cl H Free ions"}
{"text": "NoteWater is polar It is made up of"}
{"text": "Oxygen atom is partially negative and two hydrogen atoms which are partially positive"}
{"text": "They surround the free H and Cl ions"}
{"text": "A non polar solvent is one which dissolved nonpolar substances and covalent compounds"}
{"text": "If a polar ionic compound is dissolved in nonpolar solvent it does not ionizedissociate into free ions as below"}
{"text": "HCl"}
{"text": "HCl methyl benzene HCl HCl Covalent bond"}
{"text": "7 Some acids and bases are strong while others are weak"}
{"text": "aA strong acidbase is one which is fullywhollycompletely dissociated  ionized into many free H OH ions ie"}
{"text": "I Strong acids exists more as free H ions than molecules eg"}
{"text": "HClaq Haq  Cl aq molecules cation anion"}
{"text": "HNO3aq Haq  NO3aq molecules cation anion"}
{"text": "H2SO4aq 2Haq  SO42aq molecules cation anion"}
{"text": "II Strong basesalkalis exists more as free OH ions than molecules eg"}
{"text": "KOHaq Kaq  OH aq molecules cation anion"}
{"text": "NaOHaq Naaq  OHaq molecules cation anion"}
{"text": "b A weak baseacid is one which is partially partly dissociated ionized in water into free OH aq and Haq ions"}
{"text": "I Weak acids exists more as molecules than as free H ions eg"}
{"text": "CH3COOHaq Haq  CH3COO aq molecules cation anion"}
{"text": "H3PO4aq 3Haq  PO43aq molecules cation anion"}
{"text": "H2CO3aq 2Haq  CO32aq molecules cation anion"}
{"text": "II Weak basesalkalis exists more as molecules than free OH ions eg"}
{"text": "NH4OHaq NH4aq  OH aq molecules cation anion CaOH2aq Ca2aq  2OHaq molecules cation anion"}
{"text": "MgOH2aq Mg2aq  2OHaq molecules cation anion"}
{"text": "8 The concentration of an acidbasealkali is based on the number of moles of acidbases dissolved in a decimeterlitreof the solution"}
{"text": "An acidbasealkali with more acidbasealkali in a decimeterlitre of solution is said to be concentrated while that with less is said to be dilute"}
{"text": "9 a istrong acids have pH 123 while weak acids have high pH 456"}
{"text": "iia neutral solution have pH 7"}
{"text": "iiistrong alkalisbases have pH 121314 while weak basesalkalis have pH 1110 9  8"}
{"text": "b pH is a measure of Haq concentration in a solution"}
{"text": "The higher the Haqions concentration"}
{"text": "the higher the acidity"}
{"text": "the lower the pH"}
{"text": "the lower the concentration of OHaq"}
{"text": "the lower the alkalinity"}
{"text": "At pH 7  a solution has equal concentration of Haq and OHaq"}
{"text": "Beyond pH 7the concentration of the OHaq increases as the Haq ions decreases"}
{"text": "10a When acids bases dissolve in water the ions present in the solution conduct electricity"}
{"text": "The more the dissociation the higher the yield of ions and the greater the electrical conductivity of the solution"}
{"text": "A compound that conducts electricity in an electrolyte and thus a compound showing high electrical conductivity is a strong electrolyte while a compound showing low electrical conductivity is a weak electrolyte"}
{"text": "b Practically a bright light on a bulb a high voltage reading from a voltmeter high ammeter reading from an ammeter a big deflection on a galvanometer is an indicator of strong electrolyteacidbase and the opposite for weak electrolytesacidsbase"}
{"text": "11 Some compounds exhibitshow both properties of acids and basesalkalis"}
{"text": "A substance that reacts with both acids and bases is said to be amphotellic"}
{"text": "The examples below show the amphotellic properties of"}
{"text": "a Zinc IIoxideZnO and Zinc hydroxideZnOH2"}
{"text": "iWhen  spatula full of ZincIIoxide is placed in a boiling tube containing 10cm3 of either 2M nitricVacid or 2M sodium hydroxide hydroxide solution it dissolves on both the acid and the alkalibase to form a colourless solution ie"}
{"text": "i when reacting with nitricVacid the oxide shows basic properties by reacting with an acid to form a simple salt and water only"}
{"text": "Basic oxide  Acid  salt  water"}
{"text": "Examples"}
{"text": "Chemical equation"}
{"text": "ZnOs  2HNO3aq  ZnNO3 2 aq  H2Ol"}
{"text": "ZnOs  2HClaq  ZnCl2 aq  H2Ol"}
{"text": "ZnOs  H2SO4aq  ZnSO4 aq  H2Ol"}
{"text": "Ionic equation"}
{"text": "ZnOs  2H aq  Zn 2 aq  H2Ol"}
{"text": "ii when reacting with sodium hydroxide the oxide shows acidic properties by reacting with a base to form a complex salt"}
{"text": "Basic oxide  Basealkali  Water  Complex salt"}
{"text": "Examples"}
{"text": "Chemical equation"}
{"text": "1When Zinc oxide is reacted with sodium hydroxide the complex salt is sodium tetrahydroxozincateII complex salt"}
{"text": "ZnOs  2NaOHaq  H2Ol  Na2ZnOH 4aq"}
{"text": "2When Zinc oxide is reacted with potassium hydroxide the complex salt is potassium tetrahydroxozincateII complex salt"}
{"text": "ZnOs  2KOHaq  H2Ol  K2ZnOH 4aq"}
{"text": "Ionic equation"}
{"text": "ZnOs  2OHaq  H2Ol  2ZnOH 42 aq"}
{"text": "iiWhen ZincIIhydroxide is placed in a boiling tube containing 10cm3 of either 2M nitricVacid or 2M sodium hydroxide hydroxide solution it dissolves on both the acid and the alkalibase to form a colourless solution ie"}
{"text": "i when reacting with nitricVacid the hydroxide shows basic properties It reacts with an acid to form a simple salt and water only"}
{"text": "Basic hydroxide  Acid  salt  water"}
{"text": "Examples"}
{"text": "Chemical equation"}
{"text": "ZnOH 2 s  2HNO3aq  ZnNO3 2 aq  2H2Ol"}
{"text": "ZnOH 2 s  2HClaq  ZnCl2 aq  2H2Ol"}
{"text": "ZnOH 2 s  H2SO4aq  ZnSO4 aq  2H2Ol"}
{"text": "Ionic equation"}
{"text": "ZnOH 2 s  2H aq  Zn 2 aq  2H2Ol"}
{"text": "ii when reacting with sodium hydroxide the hydroxide shows acidic properties by reacting with a base to form a complex salt"}
{"text": "Basic hydroxide  Basealkali  Complex salt"}
{"text": "Examples"}
{"text": "Chemical equation"}
{"text": "1When Zinc hydroxide is reacted with sodium hydroxide the complex salt is sodium tetrahydroxozincateII complex salt"}
{"text": "ZnOH 2 s  2NaOHaq  Na2ZnOH 4aq"}
{"text": "2When Zinc hydroxide is reacted with potassium hydroxide the complex salt is potassium tetrahydroxozincateII complex salt"}
{"text": "ZnOH 2 s  2KOHaq  K2ZnOH 4aq"}
{"text": "Ionic equation"}
{"text": "ZnOH 2 s  2OHaq  2ZnOH 42 aq"}
{"text": "b Lead IIoxidePbO and LeadII hydroxide PbOH2"}
{"text": "iWhen  spatula full of LeadIIoxide is placed in a boiling tube containing 10cm3 of either 2M nitricVacid or 2M sodium hydroxide hydroxide solution it dissolves on both the acid and the alkalibase to form a colourless solution ie"}
{"text": "i when reacting with nitricVacid the oxide shows basic properties by reacting with an acid to form a simple salt and water only All other Lead salts are insoluble"}
{"text": "Chemical equation"}
{"text": "PbOs  2HNO3aq  PbNO3 2 aq  H2Ol"}
{"text": "Ionic equation"}
{"text": "PbOs  2H aq  Pb 2 aq  H2Ol"}
{"text": "ii when reacting with sodium hydroxide the oxide shows acidic properties by reacting with a base to form a complex salt"}
{"text": "Chemical equation"}
{"text": "1When LeadII oxide is reacted with sodium hydroxide the complex salt is sodium tetrahydroxoplumbateII complex salt"}
{"text": "PbOs  2NaOHaq  H2Ol  Na2PbOH 4aq"}
{"text": "2When LeadII oxide is reacted with potassium hydroxide the complex salt is potassium tetrahydroxoplumbateII complex salt"}
{"text": "PbOs  2KOHaq  H2Ol  K2PbOH 4aq"}
{"text": "Ionic equation"}
{"text": "PbOs  2OHaq  H2Ol  2PbOH 42 aq"}
{"text": "iiWhen LeadIIhydroxide is placed in a boiling tube containing 10cm3 of either 2M nitricVacid or 2M sodium hydroxide hydroxide solution it dissolves on both the acid and the alkalibase to form a colourless solution ie"}
{"text": "i when reacting with nitricVacid the hydroxide shows basic properties It reacts with the acid to form a simple salt and water only"}
{"text": "Chemical equation"}
{"text": "PbOH 2 s  2HNO3aq  PbNO3 2 aq  2H2Ol"}
{"text": "Ionic equation"}
{"text": "PbOH 2 s  2H aq  Pb 2 aq  2H2Ol"}
{"text": "ii when reacting with sodium hydroxide the hydroxide shows acidic properties It reacts with a base to form a complex salt"}
{"text": "Chemical equation"}
{"text": "1When LeadII hydroxide is reacted with sodium hydroxide the complex salt is sodium tetrahydroxoplumbateII complex salt"}
{"text": "PbOH 2 s  2NaOHaq  Na2PbOH 4aq"}
{"text": "2When LeadII hydroxide is reacted with potassium hydroxide the complex salt is potassium tetrahydroxoplumbateII complex salt"}
{"text": "PbOH 2 s  2KOHaq  K2PbOH 4aq"}
{"text": "Ionic equation"}
{"text": "PbOH 2 s  2OHaq  2PbOH 42 aq"}
{"text": "cAluminiumIIIoxideAl2O3 and AluminiumIIIhydroxideAlOH3"}
{"text": "iWhen  spatula full of AluminiumIIIoxide is placed in a boiling tube containing 10cm3 of either 2M nitricVacid or 2M sodium hydroxide hydroxide solution it dissolves on both the acid and the alkalibase to form a colourless solution ie"}
{"text": "i when reacting with nitricVacid the oxide shows basic properties by reacting with an acid to form a simple salt and water only"}
{"text": "Chemical equation"}
{"text": "Al2O3 s  6HNO3aq  AlNO33 aq  3H2Ol"}
{"text": "Al2O3 s  6HClaq  AlCl3 aq  3H2Ol"}
{"text": "Al2O3 s  3H2SO4aq  Al2SO43 aq  3H2Ol"}
{"text": "Ionic equation"}
{"text": "Al2O3 s  3H aq  Al 3 aq  3H2Ol"}
{"text": "ii when reacting with sodium hydroxide the oxide shows acidic properties by reacting with a base to form a complex salt"}
{"text": "Chemical equation"}
{"text": "1When AluminiumIII oxide is reacted with sodium hydroxide the complex salt is sodium tetrahydroxoaluminateIII complex salt"}
{"text": "Al2O3 s  2NaOHaq  3H2Ol  2NaAlOH 4aq"}
{"text": "2When AluminiumIII oxide is reacted with potassium hydroxide the complex salt is potassium tetrahydroxoaluminateII complex salt"}
{"text": "Al2O3 s  2KOHaq  3H2Ol  2NaAlOH 4aq"}
{"text": "Ionic equation"}
{"text": "Al2O3 s  2OHaq  3H2Ol  2AlOH 4 aq"}
{"text": "iiWhen AluminiumIIIhydroxide is placed in a boiling tube containing 10cm3 of either 2M nitricVacid or 2M sodium hydroxide hydroxide solution it dissolves on both the acid and the alkalibase to form a colourless solution ie"}
{"text": "i when reacting with nitricVacid the hydroxide shows basic properties It reacts with the acid to form a simple salt and water only"}
{"text": "Chemical equation"}
{"text": "AlOH 3 s  3HNO3aq  AlNO33 aq  3H2Ol"}
{"text": "AlOH3 s  3HClaq  AlCl3 aq  3H2Ol"}
{"text": "2AlOH3 s  3H2SO4aq  Al2SO43 aq  3H2Ol"}
{"text": "Ionic equation"}
{"text": "AlOH3 s  3H aq  Al 3 aq  3H2Ol"}
{"text": "ii when reacting with sodium hydroxide the hydroxide shows acidic properties It reacts with a base to form a complex salt"}
{"text": "Chemical equation"}
{"text": "1When aluminiumIII hydroxide is reacted with sodium hydroxide the complex salt is sodium tetrahydroxoaluminateIII complex salt"}
{"text": "AlOH 3 s  NaOHaq  NaAlOH 4aq"}
{"text": "2When aluminiumIII hydroxide is reacted with potassium hydroxide the complex salt is potassium tetrahydroxoaluminateIII complex salt"}
{"text": "AlOH 3 s  KOHaq  KAlOH 4aq"}
{"text": "Ionic equation"}
{"text": "AlOH 3 s  OHaq  AlOH 4 aq"}
{"text": "Summary of amphotellic oxideshydroxides"}
{"text": "12a A salt is an ionic compound formed when the cation from a base combine with the anion derived from an acid"}
{"text": "A salt is therefore formed when the hydrogen ions in an acid are replaced whollyfully or partiallypartly directly or indirectly by a metal or ammonium radical b The number of ionizablereplaceable hydrogen in an acid is called basicity of an acid"}
{"text": "Some acids are therefore"}
{"text": "imonobasic acids generally denoted HX eg"}
{"text": "HCl HNO3HCOOHCH3COOH"}
{"text": "iidibasic acids  generally denoted H2X eg"}
{"text": "H2SO4 H2SO3 H2CO3HOOCOOH"}
{"text": "iiitribasic acids  generally denoted H3X eg"}
{"text": "H3PO4"}
{"text": "c Some salts are normal salts while other are acid salts"}
{"text": "iA normal salt is formed when all the ionizable replaceable hydrogen in an acid is replaced by a metal or metallic ammonium radical"}
{"text": "iiAn acid salt is formed when partportion the ionizable replaceable hydrogen in an acid is replaced by a metal or metallic ammonium radical"}
{"text": "Table showing normal and acid salts derived from common acids"}
{"text": "The table below show shows some examples of salts"}
{"text": "d Some salts undergo hygroscopy deliquescence and efflorescence"}
{"text": "i Hygroscopic salts compounds are those that absorb water from the atmosphere but do not form a solution"}
{"text": "Some salts which are hygroscopic include anhydrous copperIIsulphateVI anhydrous cobaltIIchloride potassium nitrateV common table salt"}
{"text": "iiDeliquescent salts compounds are those that absorb water from the atmosphere and form a solution"}
{"text": "Some salts which are deliquescent include Sodium nitrateVCalcium chloride Sodium hydroxide IronIIchloride Magnesium chloride"}
{"text": "iiiEfflorescent saltscompounds are those that lose their water of crystallization to the atmosphere"}
{"text": "Some salts which effloresces include sodium carbonate decahydrate IronIIsulphateVIheptahydrate sodium sulphate VIdecahydrate"}
{"text": "eSome salts contain water of crystallizationThey are hydratedOthers do not contain water of crystallization They are anhydrous"}
{"text": "Table showing some hydrated salts"}
{"text": "fSome salts exist as a simple salt while some as complex salts Below are some complex salts"}
{"text": "Table of some complex salts"}
{"text": "gSome salts exist as two salts in one They are called double salts"}
{"text": "Table of some double salts"}
{"text": "hSome salts dissolve in water to form a solution They are said to be soluble Others do not dissolve in water They form a suspensionprecipitate in water"}
{"text": "Table of solubility of salts"}
{"text": "13 Salts can be prepared in a school laboratory by a method that uses its solubility in water"}
{"text": "Soluble salts may be prepared by using any of the following methods"}
{"text": "iDirect displacementreaction of a metal with an acid"}
{"text": "By reacting a metal higher in the reactivity series than hydrogen with a dilute acida salt is formed and hydrogen gas is evolved"}
{"text": "Excess of the metal must be used to ensure all the acid has reacted"}
{"text": "When effervescencebubbling fizzing has stopped excess metal is filtered"}
{"text": "The filtrate is heated to concentrate then allowed to crystallize"}
{"text": "Washing with distilled water then drying between filter papers produces a sample crystal of the salt ie"}
{"text": "Ms  H2X  MXaq  H2g"}
{"text": "Examples"}
{"text": "Mgs  H2SO4aq  MgSO4 aq  H2g"}
{"text": "Zns  H2SO4aq  ZnSO4 aq  H2g"}
{"text": "Pbs  2HNO3aq  PbNO3 2aq  H2g"}
{"text": "Cas  2HNO3aq  CaNO3 2aq  H2g"}
{"text": "Mgs  2HNO3aq  MgNO3 2aq  H2g"}
{"text": "Mgs  2HClaq  MgCl 2aq  H2g"}
{"text": "Zns  2HClaq  ZnCl 2aq  H2g"}
{"text": "iiReaction of an insoluble base with an acid"}
{"text": "By adding an insoluble base oxidehydroxide to a dilute acid until no more dissolves in the acida salt and water are formed Excess of the base is filtered off The filtrate is heated to concentrate allowed to crystallize then washed with distilled water before drying between filter papers eg"}
{"text": "PbOs  2HNO3aq  PbNO3 2aq  H2O l"}
{"text": "PbOH2s  2HNO3aq  PbNO3 2aq  2H2O l"}
{"text": "CaO s  2HNO3aq  CaNO3 2aq  H2O l"}
{"text": "MgO s  2HNO3aq  MgNO3 2aq  H2O l"}
{"text": "MgO s  2HClaq  MgCl 2aq  H2O l"}
{"text": "ZnO s  2HClaq  ZnCl 2aq  H2O l"}
{"text": "ZnOH2s  2HNO3aq  ZnNO3 2aq  2H2O l"}
{"text": "CuO s  2HClaq  CuCl 2aq  H2O l"}
{"text": "CuO s  H2SO4aq  CuSO4aq  H2O l"}
{"text": "Ag2Os  2HNO3aq  2AgNO3aq  H2O l"}
{"text": "Na2Os  2HNO3aq  2NaNO3aq  H2O l"}
{"text": "iiireaction of insoluble soluble carbonate hydrogen carbonate with an acid"}
{"text": "By adding an excess of a soluble insoluble carbonate or hydrogen carbonate to adilute acid effervescence fizzingbubbling out of carbonIVoxide gas shows the reaction is taking place When effervescence fizzingbubbling out of the gas is over excess of the insoluble carbonate is filtered off The filtrate is heated to concentrate allowed to crystallize then washed with distilled water before drying between filter paper papers eg"}
{"text": "PbCO3 s  2HNO3aq  PbNO3 2aq  H2O l CO2g"}
{"text": "ZnCO3 s  2HNO3aq  ZnNO3 2aq  H2O l CO2g"}
{"text": "CaCO3 s  2HNO3aq  CaNO3 2aq  H2O l CO2g"}
{"text": "MgCO3 s  H2SO4aq  MgSO4aq  H2O l CO2g"}
{"text": "Cu CO3 s  H2SO4aq  CuSO4aq  H2O l  CO2g"}
{"text": "Ag2CO3 s  2HNO3aq  2AgNO3aq  H2O l  CO2g"}
{"text": "Na2CO3 s  2HNO3aq  2NaNO3aq  H2O l  CO2g"}
{"text": "K2CO3 s  2HClaq  2KClaq  H2O l  CO2g"}
{"text": "NaHCO3 s  HNO3aq  NaNO3aq  H2O l  CO2g"}
{"text": "KHCO3 s  HClaq  KClaq  H2O l  CO2g"}
{"text": "ivneutralizationreaction of soluble basealkali with dilute acid"}
{"text": "By adding an acid to a burette into a known volume of an alkali with 23 drops of an indicator the colour of the indicator changes when the acid has completely reacted with an alkali at the end point The procedure is then repeated without the indicator The solution mixture is then heated to concentrate  allowed to crystallize washed with distilled water before drying with filter papers eg"}
{"text": "NaOH aq  HNO3aq  NaNO3aq  H2O l"}
{"text": "KOH aq  HNO3aq  KNO3aq  H2O l"}
{"text": "KOH aq  HClaq  KClaq  H2O l"}
{"text": "2KOH aq  H2SO4aq  K2SO4aq  2H2O l"}
{"text": "2 NH4OH aq  H2SO4aq  NH42SO4aq  2H2O l"}
{"text": "NH4OH aq  HNO3aq  NH4NO3aq  H2O l"}
{"text": "ivdirect synthesiscombination"}
{"text": "When a metal burn in a gas jar containing a non metal  the two directly combine to form a salt eg"}
{"text": "2Nas  Cl2g  2NaCls"}
{"text": "2Ks  Cl2g  2KCls"}
{"text": "Mgs  Cl2g  Mg Cl2 s"}
{"text": "Cas  Cl2g  Ca Cl2 s"}
{"text": "Some salts once formed undergo sublimation and hydrolysis Care should be taken to avoid watermoisture into the reaction flask during their preparationSuch salts include aluminiumIIIchlorideAlCl3 and iron IIIchlorideFeCl3"}
{"text": "1 Heated aluminium foil reacts with chlorine to form aluminiumIIIchloride that sublimes away from the source of heating then deposited as solid again"}
{"text": "2Als  3Cl2g  2AlCl3 sg"}
{"text": "Once formed aluminiumIIIchloride hydrolysesreacts with water vapour  moisture present to form aluminium hydroxide solution and highly acidic fumes of hydrogen chloride gas"}
{"text": "AlCl3s 3H2 Og  AlOH3 aq  3HClg"}
{"text": "2 Heated iron filings reacts with chlorine to form ironIIIchloride that sublimes away from the source of heating then deposited as solid again"}
{"text": "2Fes  3Cl2g  2FeCl3 sg"}
{"text": "Once formed  aluminiumIIIchloride hydrolysesreacts with water vapour  moisture present to form aluminium hydroxide solution and highly acidic fumes of hydrogen chloride gas"}
{"text": "FeCl3s 3H2 Og  FeOH3 aq  3HClg"}
{"text": "bInsoluble salts can be prepared by reacting two suitable soluble salts to form one soluble and one insoluble This is called double decomposition or precipitation The mixture is filtered and the residue is washed with distilled water then dried"}
{"text": "CuSO4aq  Na2CO3 aq  CuCO3 s  Na2 SO4aq"}
{"text": "BaCl2aq  K2SO4 aq  BaSO4 s  2KCl aq"}
{"text": "PbNO32aq  K2SO4 aq  PbSO4 s  2KNO3 aq"}
{"text": "2AgNO3aq  MgCl2 aq  2AgCls  MgNO32 aq"}
{"text": "PbNO32aq  NH4 2SO4 aq  PbSO4 s  2NH4NO 3aq"}
{"text": "BaCl2aq  K2SO3 aq  BaSO3 s  2KCl aq"}
{"text": "14 Salts may lose their water of crystallization  decompose melt or sublime on heating on a Bunsen burner flame"}
{"text": "The following shows the behavior of some salts on heating gently or strongly in a laboratory school burner"}
{"text": "aeffect of heat on chlorides"}
{"text": "All chlorides have very high melting and boiling points and therefore are not affected by laboratory heating except ammonium chloride Ammonium chloride sublimes on gentle heating It dissociate into the constituent ammonia and hydrogen chloride gases on strong heating"}
{"text": "NH4Cls NH4Clg NH3g  HClg"}
{"text": "sublimation dissociation"}
{"text": "beffect of heat on nitrateV"}
{"text": "i Potassium nitrateVKNO3 and sodium nitrateVNaNO3 decompose on heating to form Potassium nitrateIIIKNO2 and sodium nitrateIIINaNO2 and producing Oxygen gas in each case"}
{"text": "2KNO3 s  2KNO2s  O2g"}
{"text": "2NaNO3 s  2NaNO2s  O2g"}
{"text": "iiHeavy metal nitratesV salts decompose on heating to form the oxide and a mixture of brown acidic nitrogenIVoxide and oxygen gases eg"}
{"text": "2CaNO32 s  2CaOs  4NO2g  O2g"}
{"text": "2MgNO32s  2MgOs  4NO2g  O2g"}
{"text": "2ZnNO32s  2ZnOs  4NO2g  O2g"}
{"text": "2PbNO32s  2PbOs  4NO2g  O2g"}
{"text": "2CuNO32s  2CuOs  4NO2g  O2g"}
{"text": "2FeNO32s  2FeOs  4NO2g  O2g"}
{"text": "iiiSilverInitrateV and mercuryII nitrateV are lowest in the reactivity series They decompose on heating to form the metalsilver and mercuryand the NitrogenIVoxide and oxygen gas ie"}
{"text": "2AgNO3s  2Ag s  2NO2g  O2g"}
{"text": "2HgNO32 s  2Hg s  4NO2g  O2g"}
{"text": "ivAmmonium nitrateV and Ammonium nitrateIII decompose on heating to NitrogenIoxiderelightsrekindles glowing splint and nitrogen gas respectivelyWater is also formedie"}
{"text": "NH4NO3s  N2O g  H2Ol"}
{"text": "NH4NO2s  N2 g  H2Ol"}
{"text": "c effect of heat on nitrateV"}
{"text": "Only IronIIsulphateVI IronIIIsulphateVI and copperIIsulphateVI decompose on heating They form the oxide and produce highly acidic fumes of acidic sulphurIVoxide gas"}
{"text": "2FeSO4 s  Fe2O3s  SO3g  SO2g"}
{"text": "Fe2SO4 3s  Fe2O3s  SO3g"}
{"text": "CuSO4 s  CuOs  SO3g"}
{"text": "d effect of heat on carbonatesIV and hydrogen carbonateIV"}
{"text": "iSodium carbonateIVand potassium carbonateIVdo not decompose on heating"}
{"text": "iiHeavy metal nitrateIVsalts decompose on heating to form the oxide and produce carbonIVoxide gas Carbon IVoxide gas forms a white precipitate when bubbled in lime water The white precipitate dissolves if the gas is in excess eg CuCO3 s  CuOs  CO2g"}
{"text": "CaCO3 s  CaOs  CO2g"}
{"text": "PbCO3 s  PbOs  CO2g"}
{"text": "FeCO3 s  FeOs  CO2g"}
{"text": "ZnCO3 s  ZnOs  CO2g"}
{"text": "iiiSodium hydrogen carbonateIV and Potassium hydrogen carbonateIVdecompose on heating to give the corresponding carbonate IV and form water and carbonIVoxide gas ie"}
{"text": "2NaHCO 3s  Na2CO3s  CO2g  H2Ol"}
{"text": "2KHCO 3s  K2CO3s  CO2g  H2Ol"}
{"text": "iii Calcium hydrogen carbonate IV and Magnesium hydrogen carbonateIV decompose on heating to give the corresponding carbonate IV and form water and carbonIVoxide gas i e"}
{"text": "CaHCO3 2aq  CaCO3s  CO2g  H2Ol"}
{"text": "MgHCO3 2aq  MgCO3s  CO2g  H2Ol"}
{"text": "15 Salts contain cationpositively charged ion and anionsnegatively charged ionWhen dissolved in polar solventswater"}
{"text": "The cation and anion in a salt is determinedknown usually by precipitation of the salt using a precipitating reagent"}
{"text": "The colour of the precipitate is a basis of qualitative analysis of a compound"}
{"text": "16Qualitative analysis is the process of identifying an unknown compound salt by identifying the unique qualities of the saltcompound"}
{"text": "It involves some of the following processes"}
{"text": "aReaction of cation with sodiumpotassium hydroxide solution"}
{"text": "Both sodiumpotassium hydroxide solutions are precipitating reagents"}
{"text": "The alkalis produce unique colour of a precipitatesuspension when a fewthree drops is added and then excess alkali is added to unknown saltcompound solution"}
{"text": "NB Potassium hydroxide is not commonly used because it is more expensive than sodium hydroxide"}
{"text": "The table below shows the observations inferences  deductions and explanations from the following test tube experiments"}
{"text": "Procedure"}
{"text": "Put about 2cm3 of MgCl2 CaCl2 AlCl3 NaCl KCl FeSO4 Fe2SO4 3 CuSO4 ZnSO4NH4NO3 PbNO3 2 BaNO3 2 each into separate test tubes Add three drops of 2M sodium hydroxide solution then excess 23 the length of a standard test tube"}
{"text": "bReaction of cation with aqueous ammonia"}
{"text": "Aqueous ammonia precipitating reagent that can be used to identify the cations present in a salt"}
{"text": "Like NaOHKOH the OH ion in NH4OH react with the cation to form a characteristic hydroxide"}
{"text": "Below are the observations inferences and explanations of the reactions of aqueous ammonia with salts from the following test tube reactions"}
{"text": "Procedure"}
{"text": "Put about 2cm3 of MgCl2 CaCl2 AlCl3 NaCl KCl FeSO4 Fe2SO4 3 CuSO4 ZnSO4NH4NO3 PbNO3 2 BaNO3 2 each into separate test tubes"}
{"text": "Add three drops of 2M aqueous ammonia then excess 23 the length of a standard test tube"}
{"text": "Note"}
{"text": "i Only Zn2 ionssalts form a white precipitate that dissolve in excess of both 2M sodium hydroxide and 2M aqueous ammonia"}
{"text": "ii Pb2 and Al3 ionssalts form a white precipitate that dissolve in excess of 2M sodium hydroxide but not in 2M aqueous ammonia"}
{"text": "iii Cu2 ionssalts form a blue precipitate that dissolve to form a deeproyal blue solution in excess of 2M aqueous ammonia but only blue insoluble precipitate in 2M sodium hydroxide"}
{"text": "cReaction of cation with Chloride Clions"}
{"text": "All chlorides are soluble in water except Silver chloride and Lead IIchloride That dissolve in hot waterWhen a soluble chloride like NaCl KCl NH4Cl is added to about 2cm3 of a salt containing Ag or Pb2ions a white precipitate of AgCl or PbCl2 is formed The following test tube reactions illustrate the above"}
{"text": "Experiment"}
{"text": "Put about 2cm3 of silver nitrateV andLeadIInitrateVsolution into separate test tubes Add five drops of NaCl KCl  NH4ClHCl Heat to boil"}
{"text": "Note"}
{"text": "Both Pb2 and Al3 ions forms an insoluble white precipitate in excess aqueous ammonia A white precipitate on adding Cl ionssalts shows Pb2"}
{"text": "No white precipitate on adding Cl ionssalts shows Al3"}
{"text": "Adding a chloride Cl ionssalts can thus be used to separate the identity of Al3 and Pb2"}
{"text": "dReaction of cation with sulphateVISO42 and sulphateIVSO32 ions"}
{"text": "All sulphateVI and sulphateIVSO32 ionssalts are solubledissolve in water except Calcium sulphateVICaSO4 Calcium sulphateIVCaSO3 Barium sulphateVIBaSO4 Barium sulphateIVBaSO3 LeadII sulphateVIPbSO4 and LeadII sulphateIVPbSO3When a soluble sulphateVISO42 salt like Na2SO4 H2SO4 NH42SO4 or Na2SO3 is added to a salt containing Ca2 Pb2 Ba2 ions a white precipitate is formed"}
{"text": "The following test tube experiments illustrate the above"}
{"text": "Procedure"}
{"text": "Place about 2cm3 of CaNO32 BaNO32 BaCl2 and PbNO32 in separate boiling tubes Add six drops of sulphuricVIacid sodium sulphateVIammonium sulphateVIsolution Repeat with six drops of sodium sulphateIV"}
{"text": "eReaction of cation with carbonateIVCO32 ions"}
{"text": "All carbonate salts are insoluble except sodiumpotassium carbonateIV and ammonium carbonateIV"}
{"text": "They dissociate ionize to release CO32 ions CO32 ions produce a white precipitate when the soluble carbonate salts is added to any metallic cation"}
{"text": "Procedure"}
{"text": "Place about 2cm3 of CaNO32 BaNO32 MgCl2 PbNO32 andZnSO4 in separate boiling tubes"}
{"text": "Add six drops of Potassium sodium carbonateIV ammonium carbonate IVsolution"}
{"text": "Note"}
{"text": "iIronIIIcarbonateIV does not exist"}
{"text": "iiCopperIICarbonateIV exist only as the basic CuCO3CuOH 2"}
{"text": "iiiBoth BaCO3 and BaSO3 are insoluble white precipitate If hydrochloric acid is added to the white precipitate"}
{"text": "I BaCO3 produces CO2 gas When bubbleddirected into lime water solutiona white precipitate is formed"}
{"text": "II I BaSO3 produces SO2 gas When bubbleddirected into orange acidified potassium dichromateVI solution it turns to greendecolorizes acidified potassium manganateVII"}
{"text": "f Reaction of cation with sulphide  S2 ions"}
{"text": "All sulphides are insoluble black solidsprecipitates except sodium sulphide Na2S potassium sulphideK2SWhen a few3drops of the soluble sulphide is added to a metal cationsalt a black precipitate is formed"}
{"text": "Procedure"}
{"text": "Place about 2cm3 of CuNO32 FeSO4 MgCl2PbNO32 and ZnSO4 in separate boiling tubes"}
{"text": "Add six drops of Potassium sodium sulphide solution"}
{"text": "Sample qualitative analysis guide"}
{"text": "You are provided with solid Yaluminium IIIsulphateVIhexahydrateCarry out the following tests and record your observations and inferences in the space provided"}
{"text": "1a Appearance"}
{"text": "Observations inference 1mark"}
{"text": "White crystalline solid Coloured ions Cu2  Fe2 Fe3 absent"}
{"text": "bPlace about a half spatula full of the solid into a clean dry boiling tube Heat gently then strongly"}
{"text": "Observations inference 1mark"}
{"text": "Colourless droplets formed on the cooler Hydrated compoundcompound"}
{"text": "part of the test tube containing water of crystallization"}
{"text": "Solid remains a white residue"}
{"text": "cPlace all the remaining portion of the solid in a test tube Add about 10cm3 of distilled water Shake thoroughly Divide the mixture into five portions"}
{"text": "Observation Inference 1mark"}
{"text": "Solid dissolves to form Polar soluble compound"}
{"text": "a colourless solution Cu2  Fe2 Fe3 absent"}
{"text": "iTo the first portion add three drops of sodium hydroxide then add excess of the alkali"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt soluble in excess Zn2  Pb2  Al3"}
{"text": "iiTo the second portion add three drops of aqueous ammonia then add excess of the alkali"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt insoluble in excess Pb2  Al3"}
{"text": "iiiTo the third portion add three drops of sodium sulphateVIsolution"}
{"text": "Observation Inference 1mark"}
{"text": "No white ppt Al3"}
{"text": "ivITo the fourth portion add three drops of LeadIInitrateIVsolution Preserve"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt CO32 SO42 SO32 Cl"}
{"text": "IITo the portion in iv I above  add five drops of dilute hydrochloric acid"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt persistremains SO42 Cl"}
{"text": "IIITo the portion in iv II above heat to boil"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt persistremains SO42"}
{"text": "Note that"}
{"text": "iFrom test above it can be deduced that solid Y is hydrated aluminiumIIIsulphateVI solid"}
{"text": "iiAny ion inferred from an observation below must be derived from previous correct observation and inferences above eg"}
{"text": "Al3 in ciii must be correctly inferred in eitheror in cii or ciabove"}
{"text": "SO42 in civIII must be correctly inferred in eitheror in civII or civI above"}
{"text": "iiiContradiction in observations and inferences should be avoidedeg"}
{"text": "White ppt soluble in excess to infer presence of Al3 Ba2 Pb3"}
{"text": "ivSymbols of elementsions should be correctly capitalized eg"}
{"text": "SO42 is wrong sO42 is wrong cu2 is wrong"}
{"text": "Sample solutions of salt were labeled as III III and IV The actual solutions not in that order are lead nitrate zinc sulphate potassium chloride and calcium chloride"}
{"text": "aWhen aqueous sodium carbonate was added to each sample separately a white precipitate was formed in I III and IV only Identify solution II"}
{"text": "bWhen excess sodium hydroxide was added to each sample separately a white precipitate was formed in solutions III and I only"}
{"text": "Identify solution I"}
{"text": "17When solidssalts solutes are added to a solvent some dissolve to form a solution"}
{"text": "Solute  Solvent  Solvent"}
{"text": "If a solution has a lot of solute dissolved in a solvent it is said to be concentrated"}
{"text": "If a solution has little solute dissolved in a solvent it is said to be dilute"}
{"text": "There is a limit to how much solute can dissolve in a given specified amount of solventwater at a given specified temperature"}
{"text": "The maximum mass of saltsolidsolute that dissolve in 100g of solventwater at a specified temperature is called solubility of a salt"}
{"text": "When no more solute can dissolve in a given amount of solvent at a specified temperature a saturated solution is formed"}
{"text": "For some salts on heating more of the saltsolidsolute dissolve in the saturated solution to form a super saturated solution"}
{"text": "The solubility of a salt is thus calculated from the formula"}
{"text": "Solubility  Mass of solutesaltsolid x 100"}
{"text": "Massvolume of watersolvent"}
{"text": "Practice examples"}
{"text": "aCalculate the solubility of potassium nitrateV if 50 g of the salt is dissolved in 500cm3 of water"}
{"text": "Solubility  Mass of solutesaltsolid x 100  50 x 100   100 g 100g H2O"}
{"text": "Massvolume of watersolvent 500"}
{"text": "bCalculate the solubility of potassium chlorateV if 500 g of the salt is dissolved in 2500cm3 of water"}
{"text": "Solubility  Mass of solutesaltsolid x 100  500 x 100   200 g 100g H2O"}
{"text": "Massvolume of watersolvent 2500"}
{"text": "cIf the solubility of potassium chlorateV is 5g100g H2O at 80oChow much can dissolve in 5cm3 of water at 80oC"}
{"text": "Mass of solutesaltsolid  Solubility x Massvolume of watersolvent"}
{"text": "100"}
{"text": "5 x 5  025g of KClO3 dissolve"}
{"text": "100"}
{"text": "dIf the solubility of potassium chlorateV is 72g100g H2O at 20oChow much can saturate 25g of water at 20oC"}
{"text": "Mass of solutesaltsolid  Solubility x Massvolume of watersolvent"}
{"text": "100"}
{"text": "72 x 25  180g of KClO3 dissolvesaturate"}
{"text": "100"}
{"text": "e 22g of potassium nitrateV was dissolved in 400g of water at 10oC Calculate the solubility of potassium nitrateV at 10oC"}
{"text": "Solubility  Mass of solutesaltsolid x 100  22 x 100   550 g 100g H2O"}
{"text": "Massvolume of watersolvent 400"}
{"text": "fWhat volume of water should be added to 220g of water at 10oC if the solubility of KNO3 at 10oC is 50g100g H2O"}
{"text": "Solubility is mass100g H2O  220g  x  100cm3100g H2O"}
{"text": "X 100  22  78 cm3 of H2O"}
{"text": "18 A graph of solubility against temperature is called solubility curve"}
{"text": "It shows the influence of temperature on solubility of different substancessolidssalts"}
{"text": "Some substances dissolve more with increase in temperature while for others dissolve less with increase in temperature"}
{"text": "Note"}
{"text": "isolubility of KNO3 and KClO3 increase with increase in temperature"}
{"text": "iisolubility of KNO3 is always higher than that of KClO3 at any specified temperature"}
{"text": "iiisolubility of NaCl decrease with increase in temperature"}
{"text": "ivNaCl has the highest solubility at low temperature while KClO3 has the lowest solubility at low temperature"}
{"text": "vAt point A both NaCl and KNO3 are equally soluble"}
{"text": "viAt point B both NaCl and KClO3 are equally soluble"}
{"text": "vii An area above the solubility curve of the salt shows a saturated supersaturated solution"}
{"text": "viii An area below the solubility curve of the salt shows an unsaturated solution"}
{"text": "19a For salts whose solubility increases with increase in temperature crystals form when the salt solution at higher temperatures is cooled to a lower temperature"}
{"text": "For salts whose solubility decreases with increase in temperature crystals form when the salt solution at lower temperatures is heated to a higher temperature"}
{"text": "The examples below shows determination of the mass of crystals deposited with changes in temperature"}
{"text": "1The solubility of KClO3 at 100oC is 60g100g water What mass of KClO3 will be deposited at"}
{"text": "i75 oC if the solubility is now 39g100g water"}
{"text": "At 100oC  600g"}
{"text": "Less at 75oC   390g"}
{"text": "Mass of crystallized out 210g"}
{"text": "i35 oC if the solubility is now 28 g100g water"}
{"text": "At 100oC  600g"}
{"text": "Less at 35oC   2800g"}
{"text": "Mass of crystallized out 320g"}
{"text": "2 KNO3 has a solubility of 42 g100g water at 20oCThe salt was heated and added 38g more of the solute which dissolved at100oC Calculate the solubility of KNO3 at 100oC"}
{"text": "Solubility of KNO3 at 100oC  solubility at 20oC  mass of KNO3 added"}
{"text": "42g  38g  80g KNO3 100g H2O"}
{"text": "3 A salt solution has a mass of 65g containing 5g of solute The solubility of this salt is 25g per 100g water at 20oC 60g of the salt are added to the solution at 20oCCalculate the mass of the solute that remain undissolved"}
{"text": "Mass of solvent at 20oC  mass of solution  mass of solute"}
{"text": "65  5  60g"}
{"text": "Solubility before adding salt  mass of solute x 100"}
{"text": "Volume of solvent"}
{"text": "5 x 100  83333g100g water"}
{"text": "60"}
{"text": "Mass of solute to equalize with solubility  25  83333g  166667g"}
{"text": "Mass of solute undissolved  600  166667g  433333 g"}
{"text": "4 Study the table below"}
{"text": "iWhat happens when the two salts are dissolved in water then cooled from 50oC to 20oC"}
{"text": "90  30  600 g of KNO3 crystals precipitate"}
{"text": "20  6  140 g of KClO3 crystals precipitate"}
{"text": "iiState the assumption made in i above"}
{"text": "Solubility of one salt has no effect on the solubility of the other"}
{"text": "5 100 g of hydrated potassium carbonate IV K2CO3xH2O on heating leave 793 of the hydrate"}
{"text": "aCalculate the mass of anhydrous salt obtained"}
{"text": "Hydrated on heating leave anhydrous  793 g"}
{"text": "bCalculate the mass of water of crystallization in the hydrated salt"}
{"text": "Mass of water of crystallization  hydrated  anhydrous"}
{"text": "100  793  207 g"}
{"text": "cHow many moles of anhydrous salt are there in 10of hydrate K 390C120O 160"}
{"text": "Molar mass K2CO3 138"}
{"text": "Moles K2CO3  mass of K2CO3  793  00515 moles"}
{"text": "Molar mass K2CO3 138"}
{"text": "dHow many moles of water are present in the hydrate for every one mole of K2CO3  H10O 160"}
{"text": "Molar mass H2O  18"}
{"text": "Moles H2O  mass of H2O  207  0115 moles"}
{"text": "Molar mass H2O 18"}
{"text": "Mole ratio H2O  K2CO3  0115 moles 2  2"}
{"text": "00515 moles 1"}
{"text": "eWhat is the formula of the hydrated salt"}
{"text": "K2CO3 2 H2O"}
{"text": "6 The table below shows the solubility of Potassium nitrateV at different temperatures"}
{"text": "aPlot a graph of mass of in 100g wateryaxis against temperature in oC"}
{"text": "bFrom the graph show and determine"}
{"text": "ithe mass of KNO3 dissolved at"}
{"text": "I 20oC"}
{"text": "From a correctly plotted graph  32g"}
{"text": "II 35oC"}
{"text": "From a correctly plotted graph  57g"}
{"text": "III 55oC"}
{"text": "From a correctly plotted graph  104g"}
{"text": "iithe temperature at which the following mass of KNO3 dissolved"}
{"text": "I 22g"}
{"text": "From a correctly plotted graph 130oC"}
{"text": "II 30g"}
{"text": "From a correctly plotted graph 175oC"}
{"text": "III100g"}
{"text": "From a correctly plotted graph 545oC"}
{"text": "cExplain the shape of your graph"}
{"text": "Solubility of KNO3 increase with increase in temperatureMore KNO3 dissolve as temperature rises"}
{"text": "dShow on the graph the supersaturated and unsaturated solutions"}
{"text": "Above the solubility curve write supersaturated"}
{"text": "Below the solubility curve write unsaturated"}
{"text": "eFrom your graph calculate the amount of crystals obtained when a saturated solution of KNO3 containing 180g of the salt is cooled from 80oC to"}
{"text": "I 20oC"}
{"text": "Solubility before heating  180 g"}
{"text": "Less Solubility after heatingfrom the graph  32 g"}
{"text": "Mass of KNO3crystals  148 g"}
{"text": "II 35oC"}
{"text": "Solubility before heating  180 g"}
{"text": "Less Solubility after heatingfrom the graph  58 g"}
{"text": "Mass of KNO3crystals  122 g"}
{"text": "III 55oC"}
{"text": "Solubility before heating  180 g"}
{"text": "Less Solubility after heatingfrom the graph  102 g"}
{"text": "Mass of KNO3crystals  78 g"}
{"text": "7 The table below shows the solubility of salts A and B at various temperatures"}
{"text": "aOn the same axis plot a graph of solubility yaxis against temperature for each salt"}
{"text": "bAt what temperature are the two salts equally soluble"}
{"text": "The point of intersection of the two curves  24oC"}
{"text": "cWhat happens when a mixture of 100g of salt B with 100g if water is heated to 80oC"}
{"text": "From the graph the solubility of B at 80oC is 169g 100g water All the 100g crystals of B dissolve"}
{"text": "dWhat happens when the mixture in c above is then cooled from 50oC to 20oC"}
{"text": "Method I"}
{"text": "Total mass before cooling at 50oC  1000 g"}
{"text": "From graph Solubilitymass after cooling at 20oC  320 g"}
{"text": "Mass of crystals deposited 680 g"}
{"text": "Method II"}
{"text": "Mass of soluble salt crystals at 50oC added  100 g"}
{"text": "From graphSolubilitymass before cooling at 50oC  850 g"}
{"text": "Mass of crystals that cannot dissolve at 50oC 150 g"}
{"text": "From graph Solubilitymass before cooling at 50oC  850 g"}
{"text": "From graph Solubilitymass after cooling at 20oC  320 g"}
{"text": "Mass of crystals deposited after cooling 530 g"}
{"text": "Total mass of crystals deposited  150  530  680 g"}
{"text": "eA mixture of 40g of A and 60g of B is added to 10g of water and heated to 70oCThe solution is then allowed to cool to 10oCDescribe clearly what happens"}
{"text": "IFor salt A"}
{"text": "Solubility of A before heating  mass of A x 100"}
{"text": "Volume of water added"}
{"text": "40 x 100  400g100g Water"}
{"text": "10"}
{"text": "TheoreticalSolubility of A before heating  400 g"}
{"text": "Less From graph  Solubility of A after heating at 70oC  48g"}
{"text": "Mass of crystals that can not dissolve at70oC  352 g"}
{"text": "From graph  Solubility of A after heating at 70oC  48g"}
{"text": "Less From graph  Solubility of A after cooling to 10oC  31g"}
{"text": "Mass of crystals that crystallize out on cooling to10oC  17 g"}
{"text": "Mass of crystals that can not dissolve at70oC  352 g"}
{"text": "Add Mass of crystals that crystallize out on cooling to10oC  17 g"}
{"text": "Total mass of A that does not dissolvecrystallizeprecipitate  369 g"}
{"text": "IFor salt B"}
{"text": "Solubility of B before heating  mass of B x 100"}
{"text": "Volume of water added"}
{"text": "60 x 100  600g100g Water"}
{"text": "10"}
{"text": "TheoreticalSolubility of B before heating  600 g"}
{"text": "Less From graph  Solubility of B after heating at 70oC  138g"}
{"text": "Mass of crystals that cannot dissolve at70oC  462 g"}
{"text": "From graph  Solubility of B after heating at 70oC  138g"}
{"text": "Less From graph  Solubility of B after cooling to 10oC  21g"}
{"text": "Mass of crystals that crystallize out on cooling to10oC  117 g"}
{"text": "Mass of crystals that cannot dissolve at70oC  462 g"}
{"text": "Add Mass of crystals that crystallize out on cooling to10oC  117 g"}
{"text": "Total mass of A that does not dissolvecrystallizeprecipitate  579 g"}
{"text": "fState the assumption made in eabove"}
{"text": "Solubility of one salt has no effect on the solubility of the other"}
{"text": "8 When 50 g of potassium chlorate V was put in 10cm3 of water and heated the solid dissolves When the solution was cooled  the temperature at which crystals reappear was noted Another 10cm3 of water was added and the mixture heated to dissolve then cooled for the crystals to reappear The table below shows the the results obtained"}
{"text": "aComplete the table to show the solubility of KclO3 at different temperatures"}
{"text": "bPlot a graph of mass of KClO3 per 100g water against temperature at which crystals form"}
{"text": "cFrom the graph show and determine"}
{"text": "ithe solubility of KClO3 at"}
{"text": "I 50oC"}
{"text": "From a well plotted graph  145 g KClO3100g water"}
{"text": "II 35oC"}
{"text": "From a well plotted graph  90 g KclO3100g water"}
{"text": "iithe temperature at which the solubility is"}
{"text": "I10g100g water"}
{"text": "From a well plotted graph  380 oC"}
{"text": "II45g100g water"}
{"text": "From a well plotted graph  775 oC"}
{"text": "dExplain the shape of the graph"}
{"text": "Solubility of KClO3 increase with increase in temperaturemore KclO3dissolve as temperature rises"}
{"text": "eWhat happens when 100g per 100g water is cooled to 350 oC"}
{"text": "Solubility before heating  1000"}
{"text": "From the graph Solubility after cooling  90"}
{"text": "Mass of salt precipitatedcrystallization  910 g"}
{"text": "9 250cm3 of water dissolved various masses of ammonium chloride crystals at different temperatures as shown in the table below"}
{"text": "aComplete the table"}
{"text": "bPlot a solubility curve"}
{"text": "cWhat happens when a saturated solution of ammonium chloride is cooled from 80oC to 40oC"}
{"text": "From the graph Solubility at 80oC  240 g"}
{"text": "Less From the graph Solubility at 40oC  168 g"}
{"text": "Mass of crystallizedprecipitated  72 g"}
{"text": "20 Solubility and solubility curves are therefore used"}
{"text": "i to know the effect of temperature on the solubility of a salt"}
{"text": "iito fractional crystallize two soluble salts by applying their differences in solubility at different temperatures"}
{"text": "iiidetermine the mass of crystal that is obtained from crystallization"}
{"text": "21Natural fractional crystallization takes place in KenyaEast Africa at"}
{"text": "i Lake Magadi during extraction of soda ashSodium carbonate from Tronasodium sesquicarbonate"}
{"text": "ii Ngomeni near Malindi at the Indian Ocean Coastline during the extraction of common saltsodium chloride"}
{"text": "22Extraction of soda ash from Lake Magadi in Kenya"}
{"text": "Rain water drains underground in the great rift valley and percolate underground where it is heated geothermically"}
{"text": "The hot water dissolves underground soluble sodium compounds and comes out on the surface as alkaline springs which are found around the edges of Lake Magadi in Kenya"}
{"text": "Temperatures around the lake are very high 3040oC during the day"}
{"text": "The solubility of trona decrease with increase in temperature therefore solid crystals of trona grows on top of the lake upto or more than 30metres thick"}
{"text": "A bucket dredger mines the trona which is then crushed mixed with lake liquor and pumped to washery plant where it is further refined to a green granular product called CRS"}
{"text": "The CRS is then heated to chemically decompose trona to soda ashSodium carbonate"}
{"text": "Chemical equation"}
{"text": "2Na2CO3NaHCO32H2Os  3Na2CO3 s  CO2g  5H2Ol"}
{"text": "Soda ashSodium carbonate is then stored It is called Magadi Soda Magadi Soda is used"}
{"text": "make glass"}
{"text": "for making soapless detergents"}
{"text": "softening hard water"}
{"text": "Common salt is colledcted at night because its solubility decreases with decrease in temperature It is used as salt lickfeed for animals"}
{"text": "Summary flow diagram showing the extraction of Soda ash from Trona"}
{"text": "23Extraction of common salt from Indian Ocean at Ngomeni in Kenya"}
{"text": "Oceans are saltyThey contain a variety of dissolved salts about 77 being sodium chloride"}
{"text": "During high tide water is collected into shallow pods and allowed to crystallize as evaporation takes placeThe pods are constructed in series to increase the rate of evaporation"}
{"text": "At the final pod the crystals are scapped togetherpiled in a heap and washed with brine concentrated sodium chloride"}
{"text": "It contains MgCl2 and CaCl2  MgCl2 and CaCl2are hygroscopic They absorb water from the atmosphere and form a solution"}
{"text": "This makes table salt dampwet on exposure to the atmosphere"}
{"text": "24Some water form lather easily with soap while others do not"}
{"text": "Water which form lather easily with soap is said to be soft"}
{"text": "Water which do not form lather easily with soap is said to be hard"}
{"text": "Hardness of water is caused by the presence of Ca2 and Mg2 ions"}
{"text": "Ca2 and Mg2 ions react with soap to form an insoluble grey white suspensionprecipitate called Scum curd Ca2 and Mg2 ions in water come from the water sources passing through rocks containing soluble salts of Ca2 and Mg2 eg Limestone or gypsum"}
{"text": "There are two types of water hardness"}
{"text": "atemporary hardness of water"}
{"text": "bpermanent hardness of water"}
{"text": "atemporary hardness of water"}
{"text": "Temporary hardness of water is caused by the presence of dissolved calcium hydrogen carbonateCaHCO32 and magnesium hydrogen carbonateMgHCO32"}
{"text": "When rain water dissolve carbonIV oxide from the air it forms waek carbonicIV acid ie"}
{"text": "CO2g  H2Ol  H2CO3aq"}
{"text": "When carbonicIV acid passes through limestonedolomite rocks it reacts to form soluble salts ie"}
{"text": "In limestone areas H2CO3aq  CaCO3s  CaHCO32 aq"}
{"text": "In dolomite areas H2CO3aq  MgCO3s  MgHCO32 aq"}
{"text": "bpermanent hardness of water"}
{"text": "Permanent hardness of water is caused by the presence of dissolved calcium sulphateVICaSO4 and magnesium sulphateVIMg SO4 Permanent hardness of water is caused by water dissolving CaSO4 and MgSO4 from ground rocks"}
{"text": "Hardness of water can be removed by the following methods"}
{"text": "aRemoving temporary hardness of water"}
{"text": "iBoilingheating"}
{"text": "Boiling decomposes insoluble calcium hydrogen carbonateCaHCO32 and magnesium hydrogen carbonateMgHCO32 to insoluble CaCO3 and MgCO3 that precipitate away ie"}
{"text": "Chemical equation"}
{"text": "CaHCO32aq  CaCO3 s  CO2g  H2Ol"}
{"text": "MgHCO32aq  MgCO3 s  CO2g  H2Ol"}
{"text": "iiAdding sodium carbonate IV Washing soda"}
{"text": "Since boiling is expensive on a large scale a calculated amount of sodium carbonate decahydrate Na2CO310H2O precipitates insoluble Ca2aq and Mg2aq ions as carbonates to remove both temporary and permanent hardness of water This a double decomposition reaction where two soluble salts form an insoluble and soluble salt ie"}
{"text": "iwith temporary hard water"}
{"text": "Chemical equation"}
{"text": "Na2CO3 aq  CaHCO3 2 aq  NaHCO3aq  CaCO3 s"}
{"text": "Na2CO3 aq  MgHCO3 2 aq  NaHCO3aq  MgCO3 s"}
{"text": "Ionic equation"}
{"text": "CO32 aq  Ca2 aq  CaCO3 s"}
{"text": "CO32 aq  Mg2 aq  MgCO3 s"}
{"text": "iiwith permanent hard water"}
{"text": "Chemical equation"}
{"text": "Na2CO3 aq  MgSO4 aq  Na2SO4 aq  MgCO3 s"}
{"text": "Na2CO3 aq  CaSO4 aq  Na2SO4 aq  MgCO3 s"}
{"text": "Ionic equation"}
{"text": "CO32 aq  Ca2 aq  CaCO3 s"}
{"text": "CO32 aq  Mg2 aq  MgCO3 s"}
{"text": "iiiAdding calcium IIhydroxideLime water"}
{"text": "Lime watercalcium hydroxide removes only temporary hardness of water from by precipitating insoluble calcium carbonateIV"}
{"text": "Chemical equation"}
{"text": "CaOH2 aq  CaHCO3 2 aq  2H2Ol  2CaCO3 s"}
{"text": "Excess of Lime watercalcium hydroxide should not be used because it dissolves again to form soluble calcium hydrogen carbonateIV causing the hardness again"}
{"text": "ivAdding aqueous ammonia"}
{"text": "Aqueous ammonia removes temporary hardness of water by precipitating insoluble calcium carbonateIV and magnesium carbonateIV"}
{"text": "Chemical equation"}
{"text": "2NH3 aq  CaHCO3 2 aq  NH4 2CO3aq  CaCO3 s"}
{"text": "2NH3 aq  MgHCO3 2 aq  NH4 2CO3aq  MgCO3 s"}
{"text": "vUse of ionexchange permutit"}
{"text": "This method involves packing a chamber with a resin made of insoluble complex of sodium salt called sodium permutit"}
{"text": "The sodium permutit releases sodium ions that are exchanged with Mg2 and Ca2 ions in hard water making the water to be soft ie"}
{"text": "Na2Xaq  Ca2 aq  Na aq  CaXs"}
{"text": "Na2Xaq  Mg2 aq  Na aq  MgXs"}
{"text": "Hard water containing Mg2 and Ca2"}
{"text": "Ion exchange resin as"}
{"text": "Sodium permutit"}
{"text": "Na ions replace Mg2"}
{"text": "and Ca2 to make the water soft"}
{"text": "When all the Na ions in the resin is fully exchanged with Ca2 and Ng2 ions in the permutit column it is said to be exhausted"}
{"text": "Brine concentrated sodium chloride solution is passed through the permutit column to regenerated recharge the column again"}
{"text": "Hard water containing Mg2 and Ca2"}
{"text": "Ion exchange resin as"}
{"text": "Sodium permutit"}
{"text": "Na ions replace Mg2"}
{"text": "and Ca2 to make the water soft"}
{"text": "viDeionization demineralization"}
{"text": "This is an advanced ion exchange method of producing deionized water Deionized water is extremely pure water made only of hydrogen and oxygen only without any dissolved substances"}
{"text": "Deionization involve using the resins that remove all the cations by using"}
{"text": "iA cation exchanger which remove absorb all the cations present in water and leave only H ions"}
{"text": "iiAn anion exchanger which remove absorb all the anions present in water and leave only OH ions"}
{"text": "The Haq and OH aq neutralize each other to form pure water"}
{"text": "Chemical equation"}
{"text": "Haq  OH aq  H2Ol"}
{"text": "When exhausted the cation exchanger is regenerated by adding Haq from sulphuricVIacidhydrochloric acid"}
{"text": "When exhausted the anion exchanger is regenerated by adding OHaq from sodium hydroxide"}
{"text": "Advantages of hard water"}
{"text": "Hard water has the following advantages"}
{"text": "iCa2aq in hard water are useful in bone and teeth formation"}
{"text": "ii is good for brewing beer"}
{"text": "iiicontains minerals that cause it to have better sweet taste"}
{"text": "ivanimals like snails and coral polyps use calcium to make their shells and coral reefs respectively"}
{"text": "vprocessing mineral water"}
{"text": "Disadvantages of hard water"}
{"text": "Hardness of water"}
{"text": "iwaste a lot of soap during washing before lather is formed"}
{"text": "iicauses stainsblemishesmarks on clothesgarments"}
{"text": "iiicauses fur on electric appliances like kettle boilers and pipes form decomposition of carbonates on heating This reduces their efficiency hence morehigher cost of powerelectricity"}
{"text": "Sample revision questions"}
{"text": "In an experiment soap solution was added to three separate samples of water The table below shows the volumes of soap solution required to form lather with 1000cm3 of each sample of water before and after boiling"}
{"text": "a Which water sample is likely to be soft Explain 2mks"}
{"text": "Sample II Uses little sample of soap"}
{"text": "c Name the change in the volume of soap solution used in sample III 1mk"}
{"text": "On heating the sample water become soft bcause it is temporary hard"}
{"text": "2Study the scheme below and use it to aanswer the questions that follow"}
{"text": "aWrite the formula of"}
{"text": "iCation in solution K"}
{"text": "Al3"}
{"text": "iiwhite ppt L"}
{"text": "AlOH3"}
{"text": "iii colourless solution M"}
{"text": "AlOH4"}
{"text": "iv colourless solution N"}
{"text": "AlCl3"}
{"text": "vwhite ppt P"}
{"text": "AlOH3"}
{"text": "bWrite the ionic equation for the reaction for the formation of"}
{"text": "iwhite ppt L"}
{"text": "Al3aq  3OH aq  AlOH3s"}
{"text": "vwhite ppt P"}
{"text": "Al3aq  3OH aq  AlOH3s"}
{"text": "cWhat property is illustrated in the formation of colourless solution M and N"}
{"text": "Amphotellic"}
{"text": "BASIC PRINCIPLES OF CHEMISTRY PRACTICALS"}
{"text": "IntroductionRationale"}
{"text": "Chemistry is a science"}
{"text": "Chemistry practical all over the world is emphasized to all candidates sitting for a Chemistry paper"}
{"text": "There are about seven main basic universal emphasis for all chemistry candidates sitting for a chemistry paper"}
{"text": "iTitration volumetric analysis"}
{"text": "iiThermochemistryenergy changes"}
{"text": "iiiChemical kineticrates of reaction"}
{"text": "ivQualitative analysisorganicinorganic"}
{"text": "vSolubility and solubility curves"}
{"text": "viFlame test"}
{"text": "viiPhysical  general chemistry"}
{"text": "Titrationvolumetric analysis"}
{"text": "Titration is determining the end point of the burette contents that react with fixed usually 250cm3 from a pipette conical flask contents"}
{"text": "As evidence of a titration actually done examining body require the candidate to record their burette readings before and after the titration"}
{"text": "For KCSE candidates burette readings must be recorded in a titration table in the format provided by the Kenya National Examination Council"}
{"text": "As evidence of all titration actually done Kenya National Examination Council require the candidate to record their burette readings before and after the titration to complete the titration table in the format provided"}
{"text": "Sample Titration table format"}
{"text": "Calculate the average volume of solution used"}
{"text": "240  240  240  240 cm3"}
{"text": "3"}
{"text": "As evidence of understanding the degree of accuracy of burettes all readings must be recorded to a decimal point"}
{"text": "As evidence of accuracy in carrying the out the titration candidates value should be within 02 of the school value"}
{"text": "The school value is the teachers readings presented to the examining bodycouncil based on the concentrations of the solutions she presented to herhis candidates"}
{"text": "Bonus mark is awarded for averaged reading within 01 school value as Final answer"}
{"text": "Calculations involved after the titration require candidates thorough practice mastery on the"}
{"text": "irelationship among the mole molar mass mole ratios concentration molarity"}
{"text": "ii mathematical application of 1st principles"}
{"text": "Very useful information which candidates forget appear usually in the beginning of the paper as"}
{"text": "You are provided with"}
{"text": "All calculation must be to the 4th decimal point unless they divide fully to a lesser decimal point"}
{"text": "Never round off answers"}
{"text": "bThermochemistryenergy changes"}
{"text": "Energy is the capacity to do work which is measured in JoulesJ orkJ"}
{"text": "Chemicalphysical changes take place with absorption Endothermic  or evolution production Exothermicof heat"}
{"text": "Practically"}
{"text": "iendothermic changes show absorption of heat by a fall  drop in temperature and has a H"}
{"text": "iiexothermic changes show evolution production of heat by a rise in temperature and has a H"}
{"text": "iiitemperature is measure using a thermometer"}
{"text": "iva school thermometer is either coloured alcohol or colourlessmercury"}
{"text": "v For accuracy candidates in the same practical session should use the same type of thermometer"}
{"text": "vi fall  drop H in temperature is movement of thermometer level downward"}
{"text": "vii rise H in temperature is movement of thermometer level upwards"}
{"text": "Physical changes changes mainly involve meltingfreezingfussion and boiling vapourization"}
{"text": "Chemical changes changes mainly involve displacement dissolving  neutralization"}
{"text": "aEnergy changes in physical processes"}
{"text": "Meltingfreezingfusionsolidification and boilingvaporizationevaporation are the two physical processes"}
{"text": "Melting freezing point of pure substances is fixed constant"}
{"text": "The boiling point of pure substance depends on external atmospheric pressure"}
{"text": "Meltingfusion is the physical change of a solid to liquid Freezingfusion is the physical change of a liquid to solid"}
{"text": "Meltingfreezingfusionsolidification are therefore two opposite but same reversible physical processes ie"}
{"text": "A s Al"}
{"text": "Boilingvaporizationevaporation is the physical change of a liquid to gasvapour Condensationliquidification is the physical change of gasvapour to liquid Boilingvaporizationevaporation and condensationliquidification are therefore two opposite but same reversible physical processes ie"}
{"text": "B l Bg"}
{"text": "Practically"}
{"text": "Meltingliquidificationfusion involves heating a solid to weaken the strong bonds holding the solid particles together"}
{"text": "Solids are made up of very strong bonds holding the particles very close to each other Kinetic Theory of matter"}
{"text": "On heating these particles gain energyheat from the surrounding heat source to form a liquid with weaker bonds holding the particles close together but with some degree of freedom"}
{"text": "Meltingfusion is an endothermic Hprocess that requireabsorb energy from the surrounding"}
{"text": "iiFreezingfusionsolidification involves cooling a a liquid to reform rejoin the very strong bonds to hold the particles very close to each other as solid and thus lose their degree of freedom Kinetic Theory of matter"}
{"text": "Freezing fusion  solidification is an exothermic Hprocess that require particles holding the liquid together to lose energy to the surrounding"}
{"text": "iiiBoilingvaporizationevaporation involves heating a liquid to completely breakfree the bonds holding the liquid particles together"}
{"text": "Gaseous particles have high degree of freedom Kinetic Theory of matter Boiling vaporization  evaporation is an endothermic H process that requireabsorb energy from the surrounding"}
{"text": "ivCondensationliquidification is reverse process of boiling vaporization  evaporation"}
{"text": "It involves gaseous particles losing energy to the surrounding to form a liquidIt is an exothermicH process"}
{"text": "The quantity of energy required to change one mole of a solid to liquid or to form one mole of a solid from liquid at constant temperature is called molar enthalpylatent heat of fusion eg"}
{"text": "H2Os  H2Ol H  60kJ mole1 endothermic process"}
{"text": "H2Ol  H2Os H  60kJ mole1 exothermic process"}
{"text": "The quantity of energy required to change one mole of a liquid to gasvapour or to form one mole of a liquid from gasvapour at constant temperature is called molar enthalpylatent heat of vapourization eg"}
{"text": "H2Ol  H2Og H  440kJ mole1 endothermic process"}
{"text": "H2Og  H2Ol H  440kJ mole1 exothermic process"}
{"text": "To determine the boiling point of water"}
{"text": "Procedure"}
{"text": "Measure 20cm3 of tap water into a 50cm3 glass beaker Determine and record its temperatureHeat the water on a strong Bunsen burner flame and record its temperature after every thirty seconds for four minute"}
{"text": "Sample results"}
{"text": "Questions"}
{"text": "1Plot a graph of temperature against timeyaxis"}
{"text": "Sketch graph of temperature against time"}
{"text": "2From the graph show and determine the boiling point of water"}
{"text": "Note"}
{"text": "Water boils at 100oC at sea levelone atmosphere pressure101300Pa but boils at below 100oC at higher altitudes"}
{"text": "The sample results above are from Kiriari Girls High SchoolEmbu County on the slopes of Mt Kenya in Kenya Water here boils at 96oC"}
{"text": "3Calculate the molar heat of vaporization of waterH 10O 16O"}
{"text": "Working"}
{"text": "Mass of water  density x volume  20 x 1 1000  002kg"}
{"text": "Quantity of heat produced"}
{"text": "mass of water x specific heat capacity of water x temperature change"}
{"text": "002kg x 42 x  96  25   5964kJ"}
{"text": "Heat of vaporization of one mole H2O"}
{"text": "Quantity of heat"}
{"text": "Molar mass of H2O"}
{"text": "5964kJ  03313 kJ mole 1"}
{"text": "18"}
{"text": "To determine the melting point of candle wax"}
{"text": "Procedure"}
{"text": "Weigh exactly 50 g of candle wax into a boiling tube Heat it on a strongly Bunsen burner flame until it completely melts"}
{"text": "Insert a thermometer and remove the boiling tube from the flame Stir continuously Determine and record the temperature after every 30seconds for four minutes"}
{"text": "Sample results"}
{"text": "Questions"}
{"text": "1Plot a graph of temperature against timeyaxis"}
{"text": "bEnergy changes in chemical processes"}
{"text": "iStandard enthalpyheat of displacement Hd"}
{"text": "iiStandard enthalpyheat of neutralization Hn"}
{"text": "iiiStandard enthalpyheat of solutiondissolution Hs"}
{"text": "Standard enthalpyheat of displacement Hd"}
{"text": "The molar standard enthalpyheat of displacement may be defined as the energyheat change when one mole of substance is displaced removed from its solution at standard conditions"}
{"text": "Some displacement reactions"}
{"text": "iZns  CuSO4aq  Cus  ZnSO4aq"}
{"text": "Ionically Zns  Cu2aq  Cus  Zn2 aq"}
{"text": "iiFes  CuSO4aq  Cus  FeSO4aq"}
{"text": "Ionically Fes  Cu2aq  Cus  Fe2 aq"}
{"text": "iiiPbs  CuSO4aq  Cus  PbSO4s"}
{"text": "This reaction stops after some time as insoluble PbSO4s coatcover unreacted lead"}
{"text": "ivCl2g  2NaBraq  Br2aq  2NaClaq"}
{"text": "Ionically"}
{"text": "Cl2g 2Br aq  Br2aq  2Cl aq"}
{"text": "To determine the molar standard enthalpyheat of displacementHd of copper"}
{"text": "Procedure"}
{"text": "Place 20cm3 of 02M copperIIsulphateVIsolution into a 50cm3 plastic beakercalorimeter"}
{"text": "Determine and record the temperature of the solution T1"}
{"text": "Put all the Zinc powder provided into the plastic beaker Stir the mixture using the thermometer"}
{"text": "Determine and record the highest temperature change to the nearest 05oC T2"}
{"text": "Repeat the experiment to complete table 1 below"}
{"text": "Sample results Table 1"}
{"text": "Questions"}
{"text": "1a Calculate"}
{"text": "iaverage T"}
{"text": "Average T  change in temperature in experiment I and II"}
{"text": "50  60  55oC"}
{"text": "2"}
{"text": "iithe number of moles of solution used"}
{"text": "Moles used  molarity x volume of solution  02 x 20  0004 moles"}
{"text": "1000 1000"}
{"text": "iii the enthalpy change H for the reaction"}
{"text": "Heat produced H  mass of solutionm x specific heat capacity cx T"}
{"text": "20 x 42 x 55  462 Joules  0462 kJ"}
{"text": "1000 1000"}
{"text": "ivState two assumptions made in the above calculations"}
{"text": "Density of solution  density of water  1gcm3"}
{"text": "Specific heat capacity of solutionSpecific heat capacity of water 42 kJ1kg1K"}
{"text": "This is because the solution is assumed to be infinite dilute"}
{"text": "2 Calculate the enthalpy change for one mole of displacement of Cu2 aq ions"}
{"text": "Molar heat of displacement Hd  Heat produced H"}
{"text": "Number of moles of fuel"}
{"text": "0462 kJ  1155 kJmole1"}
{"text": "0004"}
{"text": "3Write an ionic equation for the reaction taking place"}
{"text": "Zns  Cu2aq  Cus  Zn2aq"}
{"text": "4State the observation made during the reaction"}
{"text": "Blue colour of copperIIsulphateVI fadesbecomes less bluecolourless"}
{"text": "Brown solid deposits are formed at the bottom of reaction vessel beaker"}
{"text": "5Illustrate the above reaction using an energy level diagram"}
{"text": "8 The enthalpy of displacement Hd of copperIIsulphate VI solution is 12k6kJmole1Calculate the molarity of the solution given that 40cm3 of this solution produces 2204kJ of energy during a displacement reaction with excess iron filings"}
{"text": "Number of moles  Heat produced H"}
{"text": "Molar heat of displacement Hd"}
{"text": "2204 kJ  00206moles"}
{"text": "126 moles"}
{"text": "Molarity of the solution  moles x 1000"}
{"text": "Volume of solution used"}
{"text": "00206moles x 1000  05167 M"}
{"text": "40"}
{"text": "Graphical determination of the molar enthalpy of displacement of copper"}
{"text": "Procedure"}
{"text": "Place 20cm3 of 02M copperIIsulphate VI solution into a calorimeter50cm3 of plastic beaker wrapped in cotton wooltissue paper"}
{"text": "Record its temperature at time T 0Stir the solution with the thermometer carefully and continue recording the temperature after every 30 seconds"}
{"text": "Place all the 15g Zinc powder provided after 1  minutes"}
{"text": "Stir the solution with the thermometer carefully and continue recording the temperature after every 30 seconds for five minutes"}
{"text": "Determine the highest temperature change to the nearest 05oC"}
{"text": "Questions"}
{"text": "1Show and determine the change in temperature T"}
{"text": "From a well constructed graph T T2 T1 at 150 second by extrapolation"}
{"text": "T  365  250  115oC"}
{"text": "2Calculate the number of moles of copperII sulphateVIused given the molar heat of displacement of Cu2 aqions is 125kJmole1"}
{"text": "Heat produced H  mass of solutionm x specific heat capacity cx T"}
{"text": "20 x 42 x 115  966 Joules  0966 kJ"}
{"text": "1000"}
{"text": "Number of moles  Heat produced H Molar heat of displacement Hd"}
{"text": "0966 kJ  0007728moles"}
{"text": "125 moles 7728 x 103moles"}
{"text": "3 What was the concentration of copperIIsulphateVI in moles per litre"}
{"text": "Molarity  moles x 1000"}
{"text": "Volume used"}
{"text": "7728 x 103moles x 1000  03864M"}
{"text": "20"}
{"text": "4The actual concentration of copper"}
{"text": "II Sulphate VI solution was 04M Explain the differences between the two"}
{"text": "Practical value is lower than theoretical"}
{"text": "Heatenergy loss to the surrounding and that absorbed by the reaction vessel decreases T hence lowering the practical number of moles and molarity against the theoretical value"}
{"text": "cStandard enthalpyheat of neutralization Hn"}
{"text": "The molar standard enthalpyheat of neutralization Hn is defined as the energyheat change when one mole of a H H3Oions react completely with one mole of OH ions to form one mole of H2Owater"}
{"text": "Neutralization is thus a reaction of an acid H H3Oions with a basealkali OH ions to form salt and water only"}
{"text": "Strong acidsbasesalkalis are completelyfullywholly dissociated to many free ionsH H3O and OH ions"}
{"text": "ii for strong acidbasealkali neutralization no energy is used to dissociate ionize since molecule is whollyfully dissociatedionized into free H H3O and OH ions"}
{"text": "The overall energy evolved is comparatively higher  more than weak acidbase alkali neutralizations"}
{"text": "For strong acidbasealkali neutralization the enthalpy of neutralization is constant at about 573kJmole1 irrespective of the acidbase used"}
{"text": "This is because ionically"}
{"text": "OHaq Haq  H2Ol"}
{"text": "for all whollyfully completely dissociated acidbasealkali"}
{"text": "Weak acidsbasesalkalis are partially dissociated to few free ionsH H3O and OH ions and exist more as molecules"}
{"text": "Neutralization is an exothermicH process"}
{"text": "The energy produced during neutralization depend on the amount of free ions H H3O and OHions existing in the acidbasealkali reactant"}
{"text": "ifor weak acidbasealkali neutralizationsome of the energy is used to dissociate ionize the molecule into free H H3O and OH ions therefore the overall energy evolved is comparatively lowerlessersmaller than strong acid  base alkali neutralizations"}
{"text": "Practically Hn can be determined as in the examples below"}
{"text": "To determine the molar enthalpy of neutralization Hn of Hydrochloric acid"}
{"text": "Procedure"}
{"text": "Place 50cm3 of 2M hydrochloric acid into a calorimeter200cm3 plastic beaker wrapped in cotton wooltissue paper"}
{"text": "Record its temperature T1"}
{"text": "Using a clean measuring cylinder measure another 50cm3 of 2M sodium hydroxide"}
{"text": "Rinse the bulb of the thermometer in distilled water"}
{"text": "Determine the temperature of the sodium hydroxide T2"}
{"text": "Average T2 andT1 to get the initial temperature of the mixture T3"}
{"text": "Carefully add all the alkali into the calorimeter200cm3 plastic beaker wrapped in cotton wooltissue paper containing the acid"}
{"text": "Stir vigorously the mixture with the thermometer"}
{"text": "Determine the highest temperature change to the nearest 05oC T4 as the final temperature of the mixture"}
{"text": "Repeat the experiment to complete table 1"}
{"text": "iienthalpy change H of neutralization"}
{"text": "H  mmass of solutionacidbase x cspecific heat capacity of solution x TT6  50 50 x 42 x 135  5670Joules  567kJ"}
{"text": "iii the molar heat of neutralization the acid"}
{"text": "Hn  Enthalpy change H  567kJ  567kJ mole1"}
{"text": "Number of moles 01moles"}
{"text": "cWrite the ionic equation for the reaction that takes place"}
{"text": "OHaq Haq  H2Ol"}
{"text": "dThe theoretical enthalpy change is 574kJ Explain the difference with the results above"}
{"text": "The theoretical value is higher"}
{"text": "Heatenergy loss to the surroundingenvironment lowers TT6 and thus Hn"}
{"text": "Heatenergy is absorbed by the reaction vesselcalorimeterplastic cup lowers T and hence Hn"}
{"text": "Sample results"}
{"text": "aCalculate T6 the average temperature change T6  1325 1375  135 oC 2"}
{"text": "bWhy should the apparatus be very clean"}
{"text": "Impurities present in the apparatus reacts with acid base lowering the overall temperature change and hence Hn"}
{"text": "cCalculate the"}
{"text": "inumber of moles of the acid used"}
{"text": "number of moles  molarity x volume  2 x 50  01moles 1000 1000"}
{"text": "eCompare the Hn of the experiment above with similar experiment repeated with neutralization of a solution of"}
{"text": "i potassium hydroxide with nitricV acid"}
{"text": "The results would be the samesimilar"}
{"text": "Both are neutralization reactions of strong acids and basesalkalis that are fully wholly dissociated into many free H  H3O and OH ions"}
{"text": "ii ammonia with ethanoic acid"}
{"text": "The results would be lowerHn would be less"}
{"text": "Both are neutralization reactions of weak acids and basesalkalis that are partially partly dissociated into few free H  H3O and OH ions Some energy is used to ionize the molecule"}
{"text": "fDraw an energy level diagram to illustrate the energy changes"}
{"text": "Theoretical examples"}
{"text": "1The molar enthalpy of neutralization was experimentary shown to be 515kJ per mole of 05M hydrochloric acid and 05M sodium hydroxide If the volume of sodium hydroxide was 20cm3 what was the volume of hydrochloric acid used if the reaction produced a 50oC rise in temperature"}
{"text": "Working"}
{"text": "Moles of sodium hydroxide  molarity x volume"}
{"text": "1000"}
{"text": "05 M x 20cm3  001 moles"}
{"text": "1000"}
{"text": "Enthalpy change H  Hn  515  0515kJ"}
{"text": "Moles sodium hydroxide 001 moles"}
{"text": "Mass of base  acid  Enthalpy change H in Joules"}
{"text": "Specific heat capacity x T"}
{"text": "0515kJ x 1000  245238g"}
{"text": "42 x 5"}
{"text": "Massvolume of HCl  Total volume  volume of NaOH"}
{"text": "245238  200  45238 cm3"}
{"text": "Graphically Hn can be determined as in the example below"}
{"text": "Procedure"}
{"text": "Place 8 test tubes in a test tube rack"}
{"text": "Put 5cm3 of 2M sodium hydroxide solution into each test tube Measure 25cm3 of 1M hydrochloric acid into 100cm3 plastic beaker"}
{"text": "Record its initial temperature at volume of base 0"}
{"text": "Put one portion of the base into the beaker containing the acid"}
{"text": "Stir carefully with the thermometer and record the highest temperature change to the nearest 05oC"}
{"text": "Repeat the procedure above with other portions of the base to complete table 1 below"}
{"text": "Complete the table to determine the change in temperature"}
{"text": "Plot a graph of volume of sodium hydroxide against temperature change"}
{"text": "From the graph show and determine"}
{"text": "ithe highest temperature change T"}
{"text": "T T2T1  highest temperatureT2 from extrapolating a correctly plotted graph less lowest temperature at volume of base0T1"}
{"text": "287  220  67 0 oC"}
{"text": "ii the volume of sodium hydroxide used for complete neutralization"}
{"text": "From correctly plotted graph  1675 cm3"}
{"text": "iii Calculate the number of moles of the alkali used"}
{"text": "Moles NaOH  molarity x volume Vn"}
{"text": "1000"}
{"text": "2 x 1675  00335 moles"}
{"text": "1000"}
{"text": "ivCalculate H for the reaction"}
{"text": "H  mass of solution mixture x c x T"}
{"text": "250  1675 x 42 x 67"}
{"text": "1174845 J  1174845 kJ"}
{"text": "1000"}
{"text": "iii Calculate the molar enthalpy of the alkali"}
{"text": "Hn  Heat change  1174845 kJ"}
{"text": "number of moles 00335 moles"}
{"text": "350699kJ mole1"}
{"text": "i Standard enthalpyheat of solutiondissolution Hs"}
{"text": "The standard enthalpy of solution Hs is defined as the energy change when one mole of a substance is dissolved in excess distilled water to form an infinite dilute solution"}
{"text": "An infinite dilute solution is one which is too dilute to be diluted further"}
{"text": "Practically the heat of solution is determined by dissolving a known mass volume of a solute in known massvolume of watersolvent and determining the temperature change"}
{"text": "To determine the heat of dissolution of ammonium nitrateV"}
{"text": "Place 100cm3 of distilled water into a plastic cupbeakercalorimeter"}
{"text": "Put all the 50g of ammonium nitratevpotassium nitrateV ammonium chloride into the water"}
{"text": "Stir the mixture using the thermometer and record the temperature change after every  minute to complete table1"}
{"text": "Continue stirring throughout the experiment"}
{"text": "aFrom the graph show and determine"}
{"text": "ithe highest temperature change T"}
{"text": "T T2T1  highest temperatureT2 from extrapolating a correctly plotted graph less lowest temperature at volume of base0T1"}
{"text": "187  220  33 oC  not 33 oC"}
{"text": "b Calculate the total energy change H during the reaction"}
{"text": "H  mass of water x c x T"}
{"text": "H100 x42 x 33 oC   1386 J   1386 kJ"}
{"text": "1000"}
{"text": "c Calculate the number of moles of ammonium nitrate v used"}
{"text": "Moles  mass  50  00625 moles"}
{"text": "molar mass 80"}
{"text": "dWhat is the molar heat of dissolution of ammonium nitrateV"}
{"text": "H  Heat change   1386 kJ   22176 kJmole1"}
{"text": "Number of mole 00625 moles"}
{"text": "eWhat would happen if the distilled water is heated before experiment was performed"}
{"text": "The ammonium nitrateV would take less time to dissolve"}
{"text": "Increase in temperature reduces lattice energy causing endothermic dissollution to be faster"}
{"text": "eIllustrate the above process on an energy level diagram"}
{"text": "cChemical KineticRate of reaction"}
{"text": "The rate of a chemical reaction can be defined as the time taken for a known amount of reactants to form known amount of products"}
{"text": "Some reactions are too slow to be determined eg weathering others are instantaneous"}
{"text": "The SI unit of time is seconds Minutes and hours are also common"}
{"text": "Time is determined using a stop watchclock"}
{"text": "Candidates using stop watchclock should learn to"}
{"text": "iPress start button concurrently with starting off determination of a reaction using one hand each"}
{"text": "iiPress stop button when the reaction is over"}
{"text": "iiiRecord all times in seconds unless specified"}
{"text": "ivPress reset button to begin another timing"}
{"text": "vIgnore time beyond seconds for stop clockwatch beyond this accuracy"}
{"text": "viAvoid accidental pressing of any button before recording"}
{"text": "It can be very frustrating repeating a whole procedure"}
{"text": "The following factors theoretically and practically alterinfluenceaffectdetermine the rate of a chemical reaction"}
{"text": "aConcentration"}
{"text": "bTemperature"}
{"text": "aConcentration"}
{"text": "An increase in concentration increases the rate the rate of reaction by reducing the time taken to completion"}
{"text": "Theoretically increase in concentration is a decrease in distance between reacting particles which increases their collision frequency"}
{"text": "Practically decreasing concentration is dilutingadding water"}
{"text": "To demonstrate the effect of concentration on reaction rate"}
{"text": "You are provided with"}
{"text": "i sodium thiosulphate containing 40gdm 3 solution labeled A"}
{"text": "ii 2M hydrochloric acid labeled solution B"}
{"text": "You are required to determine the rate of reaction between solution A and B"}
{"text": "Procedure"}
{"text": "Measure 40cm3 of solution A into 100 cm3 glass beaker Place it on top of a penmark X Measure another 40cm3 of solution B Simultaneously put solution B into solution A and start off a stop watchclock Determine the time taken for the penmark X to be invisibleobscurred from above Repeat the procedure by measuring 35cm3 of solution B and adding 5cm3 of water Complete the table 1 below by using other values os solution B and water"}
{"text": "Sample questions"}
{"text": "iExplain the shape of the graph"}
{"text": "Straight line graph from the origin"}
{"text": "Decrease in concentration decreases the rate of reaction The higher the concentration of solution B the less time taken for mark x to be obscurredinvisible due to increased collision frequency between the reacting particles"}
{"text": "iiFrom the graph determine the time taken for the mark to be invisible at 37cm3"}
{"text": "At 37cm3 then 1t  1 37  0027"}
{"text": "From a well plotted graph"}
{"text": "1t  0027  162602 seconds"}
{"text": "iiFrom the graph determine the volume of solution B at 100 seconds"}
{"text": "100 seconds  1t  1  1000  001"}
{"text": "From a well plotted graph"}
{"text": "At 1t  001  the volume of B  170cm3"}
{"text": "iii State another factor that would alter the rate of the above reaction"}
{"text": "Temperature"}
{"text": "iii State another factor that would not alter the rate of the above reaction"}
{"text": "Surface area"}
{"text": "Pressure"}
{"text": "Catalyst"}
{"text": "b Temperature"}
{"text": "An increase in temperature increases the rate of reaction"}
{"text": "An increase of 10 oC10K practically doubles the rate of a chemical reactionreduces time of completion by 12"}
{"text": "An increase in temperature increase the kinetic energy of reacting particles increasing their collision frequency"}
{"text": "Practically increase in temperature involves heating the reactants"}
{"text": "The results and presentation should be as in the effect of concentration"}
{"text": "Increased temperature reverses the table I time results"}
{"text": "ie less time as temperature increases"}
{"text": "dQualitative analysis"}
{"text": "Process of identifying unknown compounds"}
{"text": "Compounds may be"}
{"text": "iInorganic"}
{"text": "iiorganic"}
{"text": "Inorganic analysis"}
{"text": "This involve mainly identification of ionic compounds containing cations and anions"}
{"text": "Cations present in an ionic compounds are identified by adding a precipitating reagent that forms a precipitate unique to the cations in the compound"}
{"text": "The main precipitating reagents used are"}
{"text": "2M NaOH andor 2M NH3aq"}
{"text": "When using 2M sodium hydroxide"}
{"text": "iNo white precipitate is formed if K  and Na  ions are present"}
{"text": "ii No white precipitate is formed if NH4 ions are present but a clourless gas with pungent smell of urine is produced which may not be recognized in a school laboratory examination setting"}
{"text": "iiiWhite precipitate that dissolves  soluble in excess if Zn2 Pb2 Al3 ions are present"}
{"text": "ivWhite precipitate that do not dissolvesinsoluble in excess if Ba2 Mg2 Ca2 ions are present"}
{"text": "vBlue precipitate that do not dissolves insoluble in excess if Cu2 ions are present"}
{"text": "viGreen precipitate that do not dissolvesinsoluble in excess if Fe2 ions are present"}
{"text": "viiBrown precipitate that do not dissolvesinsoluble in excess if Fe3 ions are present"}
{"text": "When using 2M aqueous ammonia"}
{"text": "iNo white precipitate is formed if K  NH4 Na  ions are present"}
{"text": "iiWhite precipitate that dissolves  soluble in excess if Zn2 ions are present"}
{"text": "iiiWhite precipitate that do not dissolvesinsoluble in excess if Ba2 Mg2 Ca2 Pb2 Al3 ions are present"}
{"text": "ivBlue precipitate that dissolves soluble in excess to form a deeproyal blue solution in excess if Cu2 ions are present"}
{"text": "vGreen precipitate that do not dissolvesinsoluble in excess if Fe2 ions are present"}
{"text": "viBrown precipitate that do not dissolvesinsoluble in excess if Fe3 ions are present"}
{"text": "Anions present in an ionic compounds are identified by adding a specific precipitating reagent that forms a precipitate unique to the specific anions in the compound"}
{"text": "iLeadIInitrateV solution"}
{"text": "Lead forms insoluble PbSO4 PbSO3 PbCO3 PbS PbI2PbCl2"}
{"text": "PbS is a black precipitate"}
{"text": "PbI2 is a yellow precipitate"}
{"text": "All the others are white precipitates"}
{"text": "aIf a LeadIInitrateV solution is added to a substance solution compound"}
{"text": "iA yellow ppt shows presence of I ions"}
{"text": "iiA black ppt shows presence of S2 ions"}
{"text": "iii A white ppt shows presence of SO42 SO32 CO32 Cl"}
{"text": "bIf the white precipitate is added dilute nitricV acid"}
{"text": "iIt dissolves to show presence of SO32 CO32"}
{"text": "iiIt persistremains to show presence of SO42 Cl"}
{"text": "cIf the white precipitate in bi is added acidified potassium manganateVII dichromateVI"}
{"text": "i acidified potassium manganateVII is decolorized orange colour of acidified potassium dichromateVI turns to green to show presence of SO32"}
{"text": "ii acidified potassium manganateVII is not decolorized orange colour of acidified potassium dichromateVI does not turn to greenremains orange to show absence of SO32 presence of CO32"}
{"text": "cIf the white precipitate in bii is boiled"}
{"text": "iIt dissolves to show presence of Cl"}
{"text": "iiIt persistremains to show presence of SO42"}
{"text": "iiBariumIInitrateVBarium chloride solution"}
{"text": "BariumIInitrateVBarium chloride solution precipitates BaSO4 BaSO3  BaCO3 from SO42 SO32 CO32 ions"}
{"text": "Inorganic qualitative analysis require continous practice discussion"}
{"text": "Sample presentation of results"}
{"text": "You are provided with solid Yaluminium IIIsulphateVIhexahydrateCarry out the following tests and record your observations and inferences in the space provided"}
{"text": "1a Appearance"}
{"text": "Observations inference 1mark"}
{"text": "White crystalline solid Coloured ions Cu2  Fe2 Fe3 absent"}
{"text": "bPlace about a half spatula full of the solid into a clean dry boiling tube Heat gently then strongly"}
{"text": "Observations inference 1mark"}
{"text": "Colourless droplets formed on the cooler Hydrated compoundcompound"}
{"text": "part of the test tube containing water of crystallization"}
{"text": "Solid remains a white residue"}
{"text": "cPlace all the remaining portion of the solid in a test tube Add about 10cm3 of distilled water Shake thoroughly Divide the mixture into five portions"}
{"text": "Observation Inference 1mark"}
{"text": "Solid dissolves to form Polar soluble compound"}
{"text": "a colourless solution Cu2  Fe2 Fe3 absent"}
{"text": "iTo the first portion add three drops of sodium hydroxide then add excess of the alkali"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt soluble in excess Zn2  Pb2  Al3"}
{"text": "iiTo the second portion add three drops of aqueous ammonia then add excess of the alkali"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt insoluble in excess Pb2  Al3"}
{"text": "iiiTo the third portion add three drops of sodium sulphateVIsolution"}
{"text": "Observation Inference 1mark"}
{"text": "No white ppt Al3"}
{"text": "ivITo the fourth portion add three drops of LeadIInitrateIVsolution Preserve"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt CO32 SO42 SO32 Cl"}
{"text": "IITo the portion in iv I above  add five drops of dilute hydrochloric acid"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt persistremains SO42 Cl"}
{"text": "IIITo the portion in iv II above heat to boil"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt persistremains SO42"}
{"text": "Organic analysis"}
{"text": "This involve mainly identification of the functional group"}
{"text": "i  C  C   C  C  C  C"}
{"text": "R OH"}
{"text": "iii R COOH  H"}
{"text": "These functional groups can be identified by"}
{"text": "iburninga substance which catches fire must reduce in amount"}
{"text": "Candidates should not confuse burning with flame colorationtest"}
{"text": "iiDecolorization of bromine waterchlorine wateracidified KMnO 4  to show presence of"}
{"text": "C  C    C  C  and R  OH"}
{"text": "iiiTurning orange acidified K 2 Cr 2 O 7 to green to show presence as in above"}
{"text": "iiipH 123 for strongly acidic solutions pH 456 for weakly acidic solutions"}
{"text": "ivTurning blue litmus paper red red litmus paper remaining red show presence of H ions"}
{"text": "dFlame test"}
{"text": "The colour change on a clear colourless Bunsen flame is useful in identifying some cations  metals"}
{"text": "A very clean metallic spatula is recommended since dirt obscures changes the correct coloration distinct flame coloration of some compounds"}
{"text": "ePhysical chemistry"}
{"text": "Chemistry is a science subject that incorporate many scientific techniques"}
{"text": "Examining bodycouncil require tabulated resultsdata from the candidate"}
{"text": "This tabulated results is usually then put in a graph"}
{"text": "The general philosophy of methods of presentation of chemistry practical data is therefore availability of evidence showing"}
{"text": "iPractical donecomplete table"}
{"text": "iiAccuracy of apparatus useddecimal point"}
{"text": "iiiAccuracycare in doing experiment to get collect trendagainst teachers results"}
{"text": "ivGraphical workuse of mathematical science"}
{"text": "vCalculations Scientific mathematical integration"}
{"text": "fSample practicals"}
{"text": "Name ClassIndex No"}
{"text": "Candidates signature"}
{"text": "Date doneDate marked Date revised"}
{"text": "2333"}
{"text": "CHEMISTRY Paper 3"}
{"text": "PRACTICAL"}
{"text": "PreKCSE Practice 1 2013"}
{"text": "MARKS SCHEME"}
{"text": "Instruction to Candidate"}
{"text": "Write your name and index number in the spaces provided above"}
{"text": "Sign and write the date of examination in the spaces provided above"}
{"text": "Answer all questions in the spaces provided"}
{"text": "Mathematical tables and electronic calculators may be used"}
{"text": "All working must be clearly shown where necessary"}
{"text": "This paper consist of 8 printed pages"}
{"text": "Candidates should check the question paper to ascertain that all the pages are printed and indicated and that no questions are missin"}
{"text": "For examiners use only"}
{"text": "1You are provided with"}
{"text": "isolution L containing 50g per litre of a dibasic organic acid H2X2H2O"}
{"text": "iisolution M which is acidified potassium manganateVII"}
{"text": "iiisolution N a mixture of sodium ethanedioate and ethanedioic acid"}
{"text": "iv01M sodium hydroxide solution P"}
{"text": "v10M sulphuricVI"}
{"text": "You are required to"}
{"text": "istandardize solution M using solution L"}
{"text": "iiuse standardized solution M and solution P to determine the  of sodium ethanedioate in the mixture"}
{"text": "Procedure 1"}
{"text": "Fill the burette with solution M Pipette 250cm3 of solution L into a conical flask Heat this solution to about 70oCbut not to boilTitrate the hot solution L with solution M until a permanent pink colour just appears Shake thoroughly during the titration Repeat this procedure to complete table 1"}
{"text": "Table 1"}
{"text": "2marks"}
{"text": "aCalculate the average volume of solution L used 1mk"}
{"text": "200  200 200  200cm3"}
{"text": "3"}
{"text": "bGiven that the concentration of the dibasic acid is 005molesdm3determine the value of x in the formula H2X2H2O H10O160 1mark"}
{"text": "Molar mass H2X2H2O  mass  litre"}
{"text": "moles  litre"}
{"text": "50glitre  100 g"}
{"text": "005molesdm3"}
{"text": "H2X2H2O 100"}
{"text": "X  100  2 x1  2 x 2 x1  2 x 16  100  34  62"}
{"text": "c Calculate the number of moles of the dibasic acid H2X2H2O 1mark"}
{"text": "Moles  molarity x pipette volume"}
{"text": "1000"}
{"text": "005 x 25  000125  125 x10 3 moles"}
{"text": "1000"}
{"text": "dGiven the mole ratio manganateVIIMnO4 acid H2X is 25 calculate the number of moles of manganateVII MnO4 in the average titre 1mark"}
{"text": "Moles H2X  25 moles of MnO4"}
{"text": "25 x 00125125 x10 2 moles  00005  50 x 10 4 moles"}
{"text": "eCalculate the concentration of the manganateVIIMnO4 in moles per litre"}
{"text": "1mark"}
{"text": "Moles per litremolarity  moles x 1000"}
{"text": "average burette volume"}
{"text": "0000550 x 10 4moles x 1000  002083 moles l1  M"}
{"text": "240"}
{"text": "Procedure 2"}
{"text": "With solution M still in the burette pipette 250cm3 of solution N into a conical flask Heat the conical flask containing solution N to about 70oCTitrate while hot with solution M Repeat the experiment to complete table 2"}
{"text": "Table 2 2marks"}
{"text": "aCalculate the average volume of solution L used 1mk"}
{"text": "125  125  125  125 cm3"}
{"text": "3"}
{"text": "bCalculations"}
{"text": "iHow many moles of manganateVIIions are contained in the average volume of solution M used 1mark"}
{"text": "Moles  molarity of solution M x average burette volume"}
{"text": "1000"}
{"text": "002083 molesl1 M x 125  000026  26 x 104 moles"}
{"text": "1000"}
{"text": "iiThe reaction between manganateVIIions and ethanedioate ions that reacted with is as in the equation"}
{"text": "2MnO4 aq  5C2O42 aq  16H aq  2Mn2aq  10CO2g  8H2Ol"}
{"text": "Calculate the number of moles of ethanedioate ions that reacted with manganate VII ions in the average volume of solution M 1mark"}
{"text": "From the stoichiometricionic equation"}
{"text": "mole ratio MnO4 aq C2O42 aq  25"}
{"text": "moles C2O42  52 moles MnO4"}
{"text": "52 x 000026  25 x 103 moles"}
{"text": "000065  65 x104 moles"}
{"text": "iiiCalculate the number of moles of ethanedioate ions contained in 250cm3 solution N 1mark"}
{"text": "25cm3 pipette volume  000065 65 x104 moles"}
{"text": "250cm3  00065 65 x103 moles x 250  00065  65 x103 moles"}
{"text": "25"}
{"text": "Procedure 3"}
{"text": "Remove solution M from the burette and rinse it with distilled water Fill the burette with sodium hydroxide solution P Pipette 25cm3 of solution N into a conical flask and add 23 drops of phenolphthalein indicator Titrate this solution N with solution P from the burette Repeat the procedure to complete table 3"}
{"text": "Table 3"}
{"text": "2 mark"}
{"text": "aCalculate the average volume of solution L used 1mk"}
{"text": "125  125  125  125 cm3"}
{"text": "3"}
{"text": "bCalculations"}
{"text": "iHow many moles of sodium hydroxide solution P were contained in the average volume 1mark"}
{"text": "Moles  molarity of solution P x average burette volume"}
{"text": "1000"}
{"text": "01 molesl1 x 249  000249  249 x 103 moles"}
{"text": "1000"}
{"text": "iiGiven that NaOH solution P reacted with the ethanedioate ions from the acid only and the equation for the reaction is"}
{"text": "2NaOH aq  H2C2O4 aq  Na2C2O4g  2H2Ol"}
{"text": "Calculate the number of moles of ethanedioic acid that were used in the reaction1 mk"}
{"text": "From the stoichiometric equationmole ratio"}
{"text": "NaOHaq H2C2O4 aq  21"}
{"text": "moles H2C2O4  12 moles NaOH"}
{"text": "12 x 000249  249 x 103 moles"}
{"text": "00012451245 x103 moles"}
{"text": "iiiHow many moles of ethanedioic acid were contained in 250cm3 of solution N 1mark"}
{"text": "25cm3 pipette volume  00012451245 x103"}
{"text": "250cm3  00012451245 x103 moles x 250 25"}
{"text": "0012451245 x102 moles"}
{"text": "iiiDetermine the  by mass of sodium ethanedioate in the mixture"}
{"text": "H 10O160C120 and total mass of mixture 20 g in 250cm3 solution 1mark"}
{"text": "Molar mass H2C2O4  900g"}
{"text": "Mass of H2C2O4 in 250cm3"}
{"text": "moles in 250cm3 x molar mass H2C2O4"}
{"text": "0012451245 x102 moles x 900"}
{"text": "11205g"}
{"text": "by mass of sodium ethanedioate"}
{"text": "Mass of mixture  mass of H2C2O4 x 100"}
{"text": "Mass of mixture"}
{"text": "20  11205 g  43975"}
{"text": "20"}
{"text": "2 You are provided with 50 g solid B You are to determine the molar mass of solid B"}
{"text": "Procedure"}
{"text": "Place 100cm3 of liquid L into a plastic beaker Determine its temperature and record it at time  0 in Table 2 below Stir continuously using the thermometer and record the highest temperature change to the nearest 05oC after every 30 seconds After 120 seconds add all solid B Continue stirring and recording the temperature to complete table 2"}
{"text": "Table 2"}
{"text": "2mark"}
{"text": "aPlot a graph of temperature against timexaxis3marks"}
{"text": "bFrom the graph show and determine 2 mark"}
{"text": "i the highest temperature change T"}
{"text": "T  T2 T1  134 20  66o C"}
{"text": "Note T is not  66oC"}
{"text": "ii the temperature of the mixture at 130 seconds"}
{"text": "From extrapolation at 130 seconds  192 oC"}
{"text": "iiithe time when all the solid first dissolved"}
{"text": "From extrapolation of the lowest temperature  220 Seconds"}
{"text": "d Calculate the heat change for the reactionAssume density of liquid L is 10gcm3  specific heat capacity is 42Jkg1K11mark"}
{"text": "H  mass of liquid L x c x T 100 x 42 x 66   2772 J   2772 kJ"}
{"text": "1000"}
{"text": "e Given the molar enthalpy of dissolution of Solid B in liquid L is  22176kJ mole1determine the number of moles of B used1mark"}
{"text": "Moles of B  H   2772 kJ  0125 moles"}
{"text": "Hs  22176kJ mole1"}
{"text": "fCalculate the molar mass of B 1mark"}
{"text": "Molar mass of B  Mass used  50 40 g"}
{"text": "Moles used 0125 moles"}
{"text": "3aYou are provided with solid Y Carry out the following tests and record your observations and inferences in the space provided"}
{"text": "i Appearance"}
{"text": "Observations inference 1mark"}
{"text": "White crystalline solid Coloured Fe2 Fe3  Cu2 ions absent"}
{"text": "iiPlace about a half spatula full of the solid into a clean dry boiling tube Heat gently then strongly"}
{"text": "Observations inference 1mark"}
{"text": "Colourless droplets forms on the cooler parts of Hydrated compoundsalt"}
{"text": "test tube"}
{"text": "Solid remain white"}
{"text": "iiPlace all the remaining portion of the solid in a test tube Add about 10cm3 of distilled water Shake thoroughly Divide the mixture into five portions"}
{"text": "Observation Inference 1mark"}
{"text": "Solid dissolves to form a colourless solution Coloured Fe2  Fe3  Cu2 ions absent"}
{"text": "I To the first portion add three drops of universal indicator 1mark"}
{"text": "Observation Inference"}
{"text": "pH 4 weakly acidic solution"}
{"text": "IITo the second portion add three drops of aqueous ammonia then add excess of the alkali"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt insoluble in excess Al3  Pb2"}
{"text": "IIITo the third portion add three drops of sodium sulpide solution"}
{"text": "Observation Inference 1mark"}
{"text": "No black ppt Al3"}
{"text": "IVTo the fourth portion add three drops of acidified LeadIInitrateIVsolution Heat to boil"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt  persistremains on boiling SO42"}
{"text": "bYou are provided with solid P Carry out the following tests and record your observations and inferences in the space provided"}
{"text": "iPlace a portion of solid P on a clean metallic spatula and introduce it on a Bunsen flame"}
{"text": "12 mark"}
{"text": "Solid burns with a yellow sooty flame C C  C C bonds"}
{"text": "iiAdd all the remaining solid to about 10cm3 of water in a test tube and shake well Divide the mixture into 4 portions 12 mark"}
{"text": "Solid dissolves to form a clourless solution Polar organic compound"}
{"text": "I To the 1st portion test with litmus papers 12 mark"}
{"text": "Red litmus paper remain red H ions Blue litmus paper turn blue"}
{"text": "II To the 2nd portion add a little sodium hydrogen carbonate12 mark"}
{"text": "Effervescencefizzingbubbles H ions"}
{"text": "Colourless gas produced"}
{"text": "IIITo the 3rd portion and three drops of solution M Warm12 mark"}
{"text": "Acidified KMnO4 is decolorized R OH C C  C C bonds"}
{"text": "solution M is decolorized IVTo the 4th portion add three drops of bromine water 12marks Bromine water is decolorized C C  C C bonds"}
{"text": "2333 CHEMISTRY"}
{"text": "PreKCSE 2013"}
{"text": "Practice 1"}
{"text": "Moi High SchoolMbiruri"}
{"text": "Requirements for each Candidates"}
{"text": "005 M Oxalic acid labeled Solution L"}
{"text": "001M Potassium manganate VII labeled Solution M"}
{"text": "003M oxalic acid labeled Solution N"}
{"text": "01M Sodium hydroxide labeled Solution P"}
{"text": "10M sulphuricVIacid"}
{"text": "15 0cm3 distilled water labeled Liquid L"}
{"text": "50cm3 burette"}
{"text": "25cm3 pipette"}
{"text": "Two clean conical flasks"}
{"text": "Pipette filler"}
{"text": "10 1100C Thermometer"}
{"text": "Stop watchclock"}
{"text": "200cm3 clean beaker"}
{"text": "54g ammonium chloride80g Ammonium nitrateV labeled Solid B weighed accurately"}
{"text": "About 20 g of hydrated Aluminium sulphate labeled Solid Y"}
{"text": "About 20g of Citric acid labeled Solid P"}
{"text": "One boiling tube"}
{"text": "Six clean dry test tubes"}
{"text": "Pair of litmus papersred and blue"}
{"text": "Clean metallic spatula"}
{"text": "Access to bench reagentsapparatus"}
{"text": "Means of heating"}
{"text": "2M aqueous ammonia"}
{"text": "01M acidified LeadIInitrateV"}
{"text": "Bromine water"}
{"text": "01M sodium sulphide"}
{"text": "About 01g Sodium hydrogen carbonate"}
{"text": "Universal indicator solution"}
{"text": "pH chart"}
{"text": "Name Index Number"}
{"text": "2333 Candidates signature"}
{"text": "CHEMISTRY Date"}
{"text": "Paper 3"}
{"text": "PRACTICAL"}
{"text": "Practice 2012"}
{"text": "214 hours"}
{"text": "You are provided with"}
{"text": "Solution A containing an oxidizing agent A"}
{"text": "Solution B 005M aqueous sodium thiosulphate"}
{"text": "Solution C containing a reducing agent C"}
{"text": "Aqueous Potassium iodide"}
{"text": "Solution D starch solution"}
{"text": "You are required to determined the"}
{"text": "Concentration of solution A"}
{"text": "Rate of reaction between the oxidizing agent A and the reducing agent C"}
{"text": "Procedure 1"}
{"text": "Using a pipette and pipette filter place 250cm3 of solution A into a 250ml conical flask"}
{"text": "Meassure 10cm3 of aqueous potassium iodide and add it to solution A in the conical flask"}
{"text": "Shake the mixture Add 10cm3 of 2M sulphuricVIacid to the mixture and shake"}
{"text": "Fill a burette with solution B and use it to titrate the mixture in the conical flask until it just turns orange yellowAdd 2cm3 of solution D to the mixture in the conical flask Shake thoroughly Continue titrating until the mixture just turns colourless Record your results in table 1 below"}
{"text": "Repeat the procedure and complete table 1Retain the remainder of solution A and D for use in procedure II"}
{"text": "Table I"}
{"text": "4mks"}
{"text": "aCalculate the"}
{"text": "i average volume of solution B used1mk"}
{"text": "200  200 200   200 cm3"}
{"text": "3"}
{"text": "iinumber of moles of sodium thisulphate1mk"}
{"text": "Moles  molarity x burette volume"}
{"text": "1000"}
{"text": "005 x200   0001  10 x103  moles"}
{"text": "1000"}
{"text": "bGiven that one mole of A reacts with six moles of sodium thiosulphate calculate the"}
{"text": "inumber of moles of A that were used 1mk"}
{"text": "Mole ratio AB  16"}
{"text": "Moles A  0001  10 x103 moles  00001616 x104  moles"}
{"text": "6"}
{"text": "iiconcentration of solution A in moles per litre2mk"}
{"text": "Molarity of solution A  moles x 1000"}
{"text": "Pipette volume"}
{"text": "00001616 x104 moles x1000   000880 x104 M"}
{"text": "20"}
{"text": "Procedure II"}
{"text": "Label six test tubes as 1234 5 and 6 and place them on a test tube rack"}
{"text": "Using a clean burette measure the volumes of distilled water as shown in table 2 into the labeled test tubes"}
{"text": "Using a burette measure the volumes of solution A shown in table 2 into each of the test tubes"}
{"text": "Clean the burette and rinse it with about 5cm3 of solution C"}
{"text": "Using the burette measure 5cm3 of solution C and place it into a 100ml beaker"}
{"text": "Using a 10ml measuring cylinder measure 5cm3 of solution D and add it to the beaker containing solution C Shake the mixture"}
{"text": "Pour the contents of test tube number 1 to the mixture in the beaker and immediately start off stop watchclock Swirl the contents of the beakerRecord the time taken for a blue colour to appear in table 2"}
{"text": "Repeat steps 5 to7 using the contents of testtube 2345 and 6"}
{"text": "Complete table 2 by computing Rate  1 S1"}
{"text": "Time"}
{"text": "Table 2Sample results"}
{"text": "Plot a graph of rateyaxis against volume of solution A3mk"}
{"text": "Sketch graph of rate against time"}
{"text": "bWhat time would be taken for the blue colour to appear if the experiment was repeated using 4cm3 of distilled water and 6cm3 of solution A2mk"}
{"text": "From a correctly plotted graph"}
{"text": "1t at 6cm3  00125   t  100125  80seconds"}
{"text": "2 You are provided with solid E Carry out the experiments below Write your observations and inferences in the spaces provided"}
{"text": "aPlace all solid in a boiling tube Add 20cm3 of distilled water and shakeuntil all the solid dissolvesLabel the solution as solution EUse solution E for experiment iand ii"}
{"text": "iTo 2cm3 of solution E in a test tube in each of experiment IIIIII and IV add"}
{"text": "I two drops of aqueous sodium sulphateVI"}
{"text": "Observation1mk Inferences1mk"}
{"text": "White precipitate Pb2 Ba2 Ca2"}
{"text": "IIfive drops of aqueous sodium chloride"}
{"text": "Observations 1mk Inferences1mk"}
{"text": "White ppt Ca2 Ba2"}
{"text": "IIItwo drops of barium chloride"}
{"text": "Observations1mk Inferences1mk"}
{"text": "No white ppt SO42 SO32 CO32 IV two drops of leadIInitrateV"}
{"text": "Observations1mk Inferences1mk"}
{"text": "No white ppt Cl"}
{"text": "ii To 2cm3 of solution E in a test tube add 5 drops of aqueous sodium hydroxide Add the piece of aluminium foil provided to the mixture and shake Warm the mixture and test any gas produced with both blue and red litmus papers"}
{"text": "Observations1mk Inferences1mk"}
{"text": "Blue litmus paper remain blue"}
{"text": "Red limus paper turn blue NO3"}
{"text": "Effervescence fizzing bubbles"}
{"text": "Note"}
{"text": "Solid E is Calcium nitrateV  Barium nitrateV"}
{"text": "3You are provided with solid F Carry out the following testWrite your observations and inferences in the spaces provided"}
{"text": "aPlace all of solid F in a boiling tube Add about 20cm3 of distilled water and shake until all the solid dissolves Label the solution as solution F"}
{"text": "Add about half of the solid sodium hydrogen carbonate provided to 2cm3 of solution F"}
{"text": "Observations1mk Inferences 1mk"}
{"text": "No effervescencefizzing H absent"}
{"text": "biAdd about 10cm3 of dilute hydrochloric acid to the rest of solution F in the boiling tube Filter the mixture Wash the residue with about 2cm3 of distilled waterDry the residue between filter papers Place about one third of the dry residue on a metallic spatula and burn it in a Bunsen burner flame"}
{"text": "Observations1mk Inferences1mk"}
{"text": "Solid burns with a yellow sooty flame C C  C C"}
{"text": "iiPlace all the remaining residue into a boiling tube Add about 10cm3 of distilled water and shake thoroughly Retain the mixture for the tests in c"}
{"text": "Observations 12mk Inferences12mk Solid dissolves to a colourless solution Polar compound"}
{"text": "cDivide the mixture into two portions"}
{"text": "ito the first portion add the rest of the solid sodium hydrogen carbonate"}
{"text": "Observations 1mk Inferences1mk Effervescencefizzing H"}
{"text": "iito the second portion add two drops of bromine water"}
{"text": "Observations 1mk Inferences1mk Bromine water decolorized C C  C C bonds"}
{"text": "CHEMISTRY OF METALS"}
{"text": "aIntroduction to metals"}
{"text": "The rationale of studying metals cannot be emphasizedSince ages the world over metals like gold and silver have been used for commercial purposes"}
{"text": "The periodicity of alkali and alkaline earth metals was discussed in year 2 of secondary school education This topic generally deals with"}
{"text": "aNatural occurrence of the chief ores of the most useful metals for industrial commercial purposes"}
{"text": "bExtraction of these metals from their ores for industrial commercial purposes"}
{"text": "cindustrial commercial uses of these metals"}
{"text": "dmain physical and chemical properties characteristic of the metals"}
{"text": "The metals given detailed emphasis here are Sodium Aluminium Iron Zinc Lead and Copper"}
{"text": "The main criteria used in extraction of metals is based on its position in the electrochemicalreactivity series and its occurrence on the earths crust"}
{"text": "1SODIUM"}
{"text": "Natural occurrence"}
{"text": "Sodium naturally occurs as"}
{"text": "iBrinea concentrated solution of sodium chlorideNaClaq in salty seas and oceans"}
{"text": "iiRock saltsolid sodium chlorideNaCls"}
{"text": "iiiTronasodium sesquicarbonateNaHCO3Na2CO32H2O especially in lake Magadi in Kenya"}
{"text": "ivChile saltpetersodium nitrateNaNO3"}
{"text": "bi"}
{"text": "Extraction of Sodium from brineManufacture of Sodium hydroxideThe flowing mercury cathode cell TheCasterKeller process"}
{"text": "IRaw materials"}
{"text": "i Brineconcentrated solution of sodium chloride NaCl aq from salty seas and oceans"}
{"text": "iiMercury"}
{"text": "iiiWater from riverlakes"}
{"text": "II Chemical processes"}
{"text": "Salty lakes seas and oceans contain large amount of dissolved sodium chloride NaCl aq solution"}
{"text": "This solution is concentrated to form brine which is fed into an electrolytic chamber made of suspended Carbon graphitetitanium as the anode and a continuous flow of Mercury as the cathodeNote"}
{"text": "Mercury is the only naturally occurring known liquid metal at room"}
{"text": "temperature and pressure"}
{"text": "Questions"}
{"text": "I Write the equation for the decomposition of the electrolyte during the electrolytic process"}
{"text": "H2Ol Haq  OHaq"}
{"text": "NaClaq Naaq  Claq"}
{"text": "II Name the ions present in brine that moves to the"}
{"text": "iMercury cathode Haq  Naaq"}
{"text": "iiTitaniumgraphite OHaq Claq"}
{"text": "III Write the equation for the reaction that take place during the electrolytic process at the"}
{"text": "Cathode 2Naaq  2e 2Nas"}
{"text": "Anode 2Claq Cl2g  2e"}
{"text": "Note"}
{"text": "iConcentration of 2Claq ions is higher than OH ions causing overvoltage thus blocking OH ions from being discharged at the anode"}
{"text": "iiConcentration of Naaq ions is higher than H ions causing overvoltage thus blocking H ions from being discharged at the cathode"}
{"text": "IV Name the products of electrolysis in the flowing mercurycathode cell"}
{"text": "iMercury cathode Sodium metal as grey soft metalsolid"}
{"text": "iiTitaniumgraphite Chlorine gas as a pale green gas that turns moist bluered litmus papers red then bleaches both Chlorine gas is a very useful byproduct in"}
{"text": "imaking PVCpolyvinylchloridepolychloroethene pipes"}
{"text": "iichlorinationsterilization of water to kill germs"}
{"text": "iiibleaching agent"}
{"text": "ivmanufacture of hydrochloric acid"}
{"text": "Sodium produced at the cathode immediately reacts with the mercury at the cathode forming sodium amalgamNaHg liquid that flow out of the chamber"}
{"text": "Nas  Hgl Na Hg l"}
{"text": "Sodium amalgam is added distilled water and reacts to form sodium hydroxide solution free mercury and Hydrogen gas"}
{"text": "2Na Hg l  2H2Ol 2NaOH aq  2Hgl  H2g"}
{"text": "Hydrogen gas is a very useful byproduct in"}
{"text": "imaking ammonia gas in the Haber process"}
{"text": "iimanufacture of hydrochloric acid"}
{"text": "iiiin weather balloons to forecast weather"}
{"text": "ivas rocket fuel"}
{"text": "As the electrolysis of brine continues the concentration of Clions decreases and oxygen gas start being liberated Continuous feeding of the electrolyte is therefore very necessary"}
{"text": "IIIUses of sodium hydroxide"}
{"text": "The sodium hydroxide produced is very pure and is used mainly in iMaking soapy and soapless detergents"}
{"text": "iimaking cellulose acetaterayon"}
{"text": "IV Diagram showing the Manufacture of Sodium hydroxide from the flowing Mercurycathode cell"}
{"text": "V Environmental effects of Manufacture of Sodium hydroxide from the flowing Mercurycathode cell"}
{"text": "1Most of the Mercury used at the cathode is recycled"}
{"text": "ito reduce the cost because mercury is expensive"}
{"text": "iito reduce pollution because mercury kills marine life"}
{"text": "iiibecause it causes chromosomalgenetic mutation to human beings"}
{"text": "2Chlorine produced at the anode"}
{"text": "ihas a pungent irritating smell that causes headache to human beings"}
{"text": "iibleaches any wet substance"}
{"text": "iiidissolves water to form both hydrochloric acid and chloricIacid"}
{"text": "Both cause marine pollution and stomach upsets"}
{"text": "bii"}
{"text": "Extraction of sodium from rock saltThe Downs cellprocess"}
{"text": "I Raw materials"}
{"text": "iRock saltsolid sodium chloride"}
{"text": "iicalciumIIchloride"}
{"text": "II Chemical processes"}
{"text": "Rock salt solid sodium chloride is heated to molten state in a chamber lined with fire bricks on the outside"}
{"text": "Sodium chloride has a melting point of about 800oC A little calcium II chloride is added to lower the melting point of the electrolyte to about 600oC"}
{"text": "The molten electrolyte is the electrolyzed in a carbon graphite anode suspended at the centre and surrounded by steel cathode"}
{"text": "Questions"}
{"text": "I Write the equation for the decomposition of the electrolyte during the electrolytic process"}
{"text": "NaCll Nal  Cll"}
{"text": "Note In absence of water the ions are in liquid state"}
{"text": "II Name the ions present in molten rock salt that move to the"}
{"text": "iSteel cathode Nal"}
{"text": "iiCarbon graphite anode Cll"}
{"text": "III Write the equation for the reaction that take place during the electrolytic process at the"}
{"text": "iSteel cathode"}
{"text": "2Nal  2e 2Nal"}
{"text": "iiCarbon graphite anode"}
{"text": "2Cll Cl2g  2e"}
{"text": "IV Name the products of electrolysis in the Downs cell at"}
{"text": "iCathode"}
{"text": "Grey solid Sodium metal is less dense than the molten electrolyte and therefore float on top of the cathode to be periodically tapped off"}
{"text": "iiAnode"}
{"text": "Pale green chlorine gas that turns moistdampwet bluered litmus papers red then bleachesdecolorizes both Chlorine gas is again a very useful byproduct in"}
{"text": "imaking PVCpolyvinylchloridepolychloroethene pipes"}
{"text": "iichlorinationsterilization of water to kill germs"}
{"text": "iiibleaching agent"}
{"text": "ivmanufacture of hydrochloric acid"}
{"text": "A steel diaphragmgauze is suspended between the electrodes to prevent recombination of sodium at the cathode and chlorine gas at the anode back to sodium chloride"}
{"text": "III Diagram showing the Downs cellprocess for extraction of sodium"}
{"text": "IV Uses of sodium"}
{"text": "1Sodium vapour is used as sodium lamps to give a yellow light in street lighting"}
{"text": "2Sodium is used in making very useful sodium compounds like"}
{"text": "iSodium hydroxideNaOH"}
{"text": "iiSodium cyanideNaCN"}
{"text": "iiiSodium peroxideNa2O2"}
{"text": "ivSodamideNaNH2"}
{"text": "3An alloy of Potassium and Sodium is used as coolant in nuclear reactors"}
{"text": "V Environmental effects of Downs cell"}
{"text": "1Chlorine produced at the anode"}
{"text": "ihas a pungent irritating smell that causes headache to human beings"}
{"text": "iibleaches any wet substance"}
{"text": "iiidissolves water to form both hydrochloric acid and chloricIacid"}
{"text": "Both cause marine pollution and stomach upsets"}
{"text": "2Sodium metal rapidly react with traces of water to form alkaline Sodium hydroxideNaOHaqsolution This raises the pH of riverslakes killing aquatic lifein case of leakages"}
{"text": "VI Test for presence of Na"}
{"text": "If a compound has Na ions in solidmoltenaqueous state then it changes a nonluminous clearcolourless flame to a yellow coloration but does not burn"}
{"text": "Experiment"}
{"text": "Scoop a portion of sodium chloride crystalssolution in a clean metallic spatula Introduce it to a clear colourless Bunsen flame"}
{"text": "Practice"}
{"text": "iCalculate the time taken in hours for 230kg of sodium to be produced in the Downs cell when a current of 120kA is used"}
{"text": "iiDetermine the volume of chlorine released to the atmosphere Na230Faraday constant96500CI mole of a gas 24dm3 at rtp"}
{"text": "Working"}
{"text": "Equation at the cathode"}
{"text": "2Na l  2e  2Nal"}
{"text": "2 mole of electrons  2 Faradays  2 x 96500 C deposits a mass  molar mass of Na  230g thus"}
{"text": "230 g  2 x 96500 C"}
{"text": "230 x 1000g  230 x 1000 x 2 x 96500"}
{"text": "23"}
{"text": "1930000000  193 x 10 9C"}
{"text": "Timet in seconds  Quantity of electricity CurrentI in amperes"}
{"text": "Substituting"}
{"text": "1930000000  193 x 10 9C"}
{"text": "120 x 1000A"}
{"text": "160833333seconds  2680556 minutes"}
{"text": "44676hours"}
{"text": "Volume of Chlorine"}
{"text": "Method 1"}
{"text": "Equation at the anode"}
{"text": "2 Cl l  Cl2g  2e"}
{"text": "From the equation"}
{"text": "2 moles of electrons  2 Faradays 2 x 96500C"}
{"text": "2 x 96500C  24dm3"}
{"text": "1930000000  193 x 10 9C1930000000  193x10 9C x 24"}
{"text": "2 x 96500C"}
{"text": "Volume of Chlorine  240000dm3 24 x 105dm3"}
{"text": "Method 2"}
{"text": "Equation at the anode Cl l  Cl2g  2e"}
{"text": "Mole ratio of products at Cathode anode  11"}
{"text": "Moles of sodium at cathode 230 x 1000 g 10000moles"}
{"text": "23"}
{"text": "10000moles of Na  10000moles moles of Chlorine"}
{"text": "1 moles of Chlorine gas  24000cm3"}
{"text": "10000moles of Chlorine  10000 x 24"}
{"text": "240000dm3  24x 105dm3"}
{"text": "Method 3"}
{"text": "Equation at the anode Cl l  Cl2g  2e"}
{"text": "Ratio of Faradays of products at Cathode anode  22"}
{"text": "2 x 96500C produce 24000cm3 of chlorine gas Then 1930000000  193 x 10 9C"}
{"text": "1930000000  193 x 10 9C x24  240000dm3"}
{"text": "2 x 96500"}
{"text": "iijThe sodium metal produced was reacted with water to form 25000dm3 solution in a CasterKeller tank"}
{"text": "aCalculate the concentration of the resulting solution in moles per litre"}
{"text": "bThe volume of gaseous products formed at stp1 mole of gas 224 dm3 at stp"}
{"text": "Chemical equation at CasterKeller tank"}
{"text": "2Nas  2H2Ol  2NaOHaq  H2 g"}
{"text": "Mole ratio NaNaOH  2  2  11"}
{"text": "Moles Na 10000moles10000moles of NaOH"}
{"text": "25000dm3 10000moles of NaOH"}
{"text": "1dm3  10000 x 1  04M  04 molesdm3"}
{"text": "25000"}
{"text": "Mole ratio Na H2 g  2  1"}
{"text": "Moles Na  10000moles  5000moles of H2 g"}
{"text": "Volume of H2 g  moles x molar gas volume at stp  5000moles x 224 dm3"}
{"text": "120000dm3"}
{"text": "ivThe solution formed was further diluted with water for a titration experiment 250 cm3 of the diluted solution required 200cm3 of 02M sulphuricVIacid for complete neutralization Calculate the volume of water added to the diluted solution before titration"}
{"text": "Chemical equation"}
{"text": "2NaOHaq  H2SO4aq  Na2SO4aq  H2Ol"}
{"text": "Moles ratio NaOH  H2SO4  2  1"}
{"text": "Moles ratio H2SO4  molarity x volume  02M x 20"}
{"text": "1000 1000"}
{"text": "40 x 103 moles"}
{"text": "Moles NaOH  2 x 40 x 103 moles 80 x 103 moles"}
{"text": "Molarity of NaOH Moles x 1000 80 x 103 moles x 1000"}
{"text": "volume 25"}
{"text": "016 molesdm3 M"}
{"text": "Volume used during dilution"}
{"text": "C1V1  C2V2  04M x V1  016 M x 25"}
{"text": "016 M x 25  10cm3"}
{"text": "04"}
{"text": "a Below is a simplified diagram of the Downs Cell used for the manufacture of sodium Study it and answer the questions that follow"}
{"text": "iWhat material is the anode made of Give a reason 2 mks"}
{"text": "Carbon graphiteTitanium"}
{"text": "This because they are cheap and inertdo not influenceaffect the products of electrolysis"}
{"text": "ii What precaution is taken to prevent chlorine and sodium from re combination  1 mks"}
{"text": "Using a steel gauzediaphragm separating the cathode from anode"}
{"text": "iii Write an ionic equation for the reaction in which chlorine gas is formed  1mk"}
{"text": "2Cll  Cl2g  2e"}
{"text": "b In the Downs process used for manufacture of sodium a certain salt is added to lower the melting point of sodium chloride from about 8000C to about 6000C"}
{"text": "i Name the salt that is added 1mk"}
{"text": "Calcium chloride"}
{"text": "ii State why it is necessary to lower the temperature1mk"}
{"text": "To reduce the cost of production"}
{"text": "c Explain why aqueous sodium chloride is not suitable as an electrolyte for the manufacture of sodium in the Downs process 2mk"}
{"text": "The sodium produced react explosivelyvigorously with water in the aqueous sodium chloride"}
{"text": "d Sodium metal reacts with air to form two oxide Give the formulae of two oxides  1mk"}
{"text": "Na2O Sodium oxidein limited air"}
{"text": "Na2O2 Sodium peroxidein excess air"}
{"text": "2ALUMINIUM"}
{"text": "aNatural occurrence"}
{"text": "Aluminium is the most common naturally occurring metal It makes 7 of the earths crust as"}
{"text": "iBauxite ore Hydrated aluminium oxideAl2O32H2O"}
{"text": "iiMica orePotassium aluminium silicateK2Al2Si6O16"}
{"text": "iiiChina clay ore aluminium silicate Al2Si6O16"}
{"text": "ivCorrundumAnhydrous aluminium oxideAl2O3"}
{"text": "bExtraction of aluminium from BauxiteHalls cellprocess"}
{"text": "The main ore from which aluminium is extracted is Bauxite ore hydrated aluminium oxideAl2O32H2O"}
{"text": "The ore is mined by opencaste mining methodquarrying where it is scooped together with silicasandsiliconIVoxide SiO2 and soil ironIIIoxide Fe2O3 as impurities"}
{"text": "The mixture is first dissolved in hot concentrated sodiumpotassium hydroxide solution"}
{"text": "The alkalis dissolve both bauxite and siliconIVoxide"}
{"text": "This is because bauxite is amphotellic while siliconIVoxide is acidic"}
{"text": "IronIIIoxide Fe2O3 is filtered of removed as a residue"}
{"text": "CarbonIVoxide is bubbled into the filtrate to precipitate aluminium III hydroxide AlOH3 as residue"}
{"text": "The aluminium III hydroxide AlOH3 residue is filtered off Silicon IVoxide remain in the solution as filtrate Aluminium III hydroxide AlOH3 residue is then heated to form pure aluminium IIIoxideAl2O3"}
{"text": "2AlOH3 s Al2O3 s  3H2Ol"}
{"text": "Pure aluminium IIIoxide Al2O3 has a very high melting point of 2015oC"}
{"text": "Alot of energy is required to melt the oxide"}
{"text": "It is therefore dissolved first in molten cryolite sodium hexafluoroaluminate IIINa3AlF6 to lower the melting point to about 800oC"}
{"text": "The molten electrolyte is put in the Hall cell made up of a steel tank lined with carbon graphite and an anode suspended into the electrolyte"}
{"text": "During the electrolysis"}
{"text": "iAt the cathode"}
{"text": "4Al3l  12e 4All"}
{"text": "ii At the anode"}
{"text": "6O2l 3O2g  12e"}
{"text": "Aluminium is denser than the electrolyte therefore sink to the bottom of the Hall cell"}
{"text": "At this temperature the Oxygen evolvedproduced at the anode reacts with carbon anode to form carbonIVoxide gas that escape to the atmosphere"}
{"text": "Cs  O2g CO2g"}
{"text": "The anode thus should be continuously replaced from time to time"}
{"text": "Flow chart summary of extraction of aluminium from Bauxite"}
{"text": "c Diagram showing the Hall cell  process for extraction of Bauxite"}
{"text": "dUses of aluminium"}
{"text": "i In making aeroplane parts buses tankers furniture because aluminium is very light"}
{"text": "iiMaking duraluminan alloy which is harder and has a higher tensile strength"}
{"text": "iiiMaking utensilssauce pansspoons because it is light and good conductor of electricity"}
{"text": "ivMaking overhead electric cables because it is lightductile and good conductor of electricity"}
{"text": "ivUsed in the thermite process for production of Manganese Chromium amd Titanium"}
{"text": "e Environmental effects of extracting aluminium from Bauxite"}
{"text": "CarbonIVoxide gas that escape to the atmosphere is a green house gas that causes global warming"}
{"text": "Bauxite is extracted by open caste mining that causes soilenvironmental degradation"}
{"text": "f Test for presence of Al3"}
{"text": "If an ore is suspected to contain Al3 it is"}
{"text": "iadded hot concentrated sulphuricVINitricVacid to free the ions present"}
{"text": "iithe free ions are then added a precipitating reagent like 2M sodium hydroxide 2M aqueous ammonia"}
{"text": "Practice"}
{"text": "1An unknown rock X was discovered in Ukraine Test with dilute sulphuric VIacid shows rapid effervescence with production of a colourless gas A that forms a white precipitate with lime water and colourless solution B On adding 3cm3 of 2M sodium hydroxide a white precipitate C is formed that dissolves to form a colourless solution D on adding more sodium hydroxide On adding 2M aqueous ammonia a white precipitate E is formed which persist in excess aqueous ammoniaOn which on adding 5cm3 of 1M LeadIInitrateV to F a white precipitate G is formed which remains on heating"}
{"text": "Identify"}
{"text": "A HydrogenH2"}
{"text": "B Aluminium sulphateVIAl2SO4 3"}
{"text": "C Aluminium hydroxide AlOH4 3"}
{"text": "D TetrahydroxoaluminateIII AlOH4 3"}
{"text": "E Aluminium hydroxide AlOH 3"}
{"text": "F Aluminium chloride AlCl3"}
{"text": "2Aluminium is obtained from the ore with the formula Al2O3 2H2O The ore is first heated and refined to obtain pure aluminium oxide Al2O3 The oxide is then electrolysed to get Aluminium and oxygen gas using carbon anodes and carbon as cathode Give the common name of the ore from where aluminium is extracted from  mark"}
{"text": "What would be the importance of heating the ore first before refining it1 mark"}
{"text": "To remove the water of crystallization"}
{"text": "The refined ore has to be dissolved in cryolite first before electrolysis Why is this necessary 1 mark"}
{"text": "To lower the melting point of aluminium oxide from about 2015oC to 900oC so as to lower reduce cost of production"}
{"text": "Why are the carbon anodes replaced every now and then in the cell for electrolysing aluminium oxide 1 mark"}
{"text": "Oxygen produced at anode react with carbon to form carbonIVoxide gas that escape"}
{"text": "State two uses of aluminium"}
{"text": "In making aeroplane parts buses tankers utensils sauce pansspoons"}
{"text": "Making overhead electric cables"}
{"text": "Making duralumin"}
{"text": "3 IRON"}
{"text": "aNatural occurrence"}
{"text": "Iron is the second most common naturally occurring metal It makes 4 of the earths crust as"}
{"text": "iHaematiteFe2O3"}
{"text": "iiMagnetiteFe3O4"}
{"text": "iiiSideriteFeCO3"}
{"text": "bThe blast furnace for extraction of iron from Haematite and Magnetite"}
{"text": "aRaw materials"}
{"text": "iHaematiteFe2O3"}
{"text": "iiMagnetiteFe3O4"}
{"text": "iiiSideriteFeCO3"}
{"text": "ivCokecharcoal carbon"}
{"text": "vLimestone"}
{"text": "bChemical processes"}
{"text": "Iron is usually extracted from Haematite Fe2O3 MagnetiteFe3O4 Siderite FeCO3These ores contain siliconIVoxideSiO2 and aluminiumIIIoxide Al2O3 as impurities"}
{"text": "When extracted from siderite the ore must first be roasted in air to decompose the ironIICarbonate to IronIIoxide with production of carbonIVoxide gas"}
{"text": "FeCO3s FeOs  CO2g"}
{"text": "IronIIoxide is then rapidly oxidized by air to ironIIIoxideHaematite"}
{"text": "4FeOs  O2g 2Fe2O3s"}
{"text": "Haematite Fe2O3 MagnetiteFe3O4 coke and limestone are all then fed from top into a tall about 30metres in height tapered steel chamber lined with refractory bricks called a blast furnace"}
{"text": "The furnace is covered with inverted double cap to preventreduce amount of any gases escaping"}
{"text": "Near the basebottom blast of hot air at about 1000K 827oC is drivenforced into the furnace through small holes called Tuyeres"}
{"text": "As the air enters it reacts with cokecharcoalcarbon to form carbonIVoxide gas This reaction is highly exothermic"}
{"text": "Cs O2g CO2 g H  394kJ"}
{"text": "This raises the temperature at the bottom of the furnace to about 2000K1650oCAs CarbonIVoxide gas rises up the furnace it reacts with more coke to form carbonIIoxide gasThis reaction is endothermic"}
{"text": "CO2 g  Cs 2CO g H  173kJ"}
{"text": "CarbonIIoxide gas is a strong reducing agent that reduces the ores at the upper parts of the furnace where temperatures are about 750K500oC ie"}
{"text": "For Haematite"}
{"text": "Fe2O3 s  3COg 2Fes  CO2g"}
{"text": "For Magnetite"}
{"text": "Fe3O4 s  4COg 3Fes  4CO2g"}
{"text": "Iron is denser than iron ore As it falls to the hotter base of the furnace it melts and can easily be tapped off"}
{"text": "Limestone fed into the furnace decomposes to quicklimecalcium oxide and produce more carbonIVoxide gas"}
{"text": "CaCO3s CaOs  CO2g"}
{"text": "Quicklimecalcium oxide reacts with the impurities siliconIVoxideSiO2 and aluminiumIIIoxideAl2O3in the ore to form calcium silicate and calcium aluminate"}
{"text": "CaOs  SiO2s CaSiO3 l"}
{"text": "CaOs  Al2O3s Ca Al2O4 l"}
{"text": "Calcium silicate and calcium aluminate mixture is called slagSlag is denser than iron ore but less dense than iron therefore float on the pure iron It is tapped at different levels to be tapped off for use in"}
{"text": "itarmacing roads"}
{"text": "ii cement manufacture"}
{"text": "iiias building construction material"}
{"text": "cUses of Iron"}
{"text": "Iron obtained from the blast furnace is hard and brittle It is called Pig iron It is remelted added scrap steel then cooled This iron is called cast iron"}
{"text": "Iron is mainly used to make"}
{"text": "igates pipes engine blocks rails charcoal iron boxeslamp posts because it is cheap"}
{"text": "iinails cutlery scissors sinks vats spannerssteel rods and railway points from steel"}
{"text": "Steel is an alloy of iron with carbon andor Vanadium Manganese Tungsten Nickel Chromium It does not rustcorrode like iron"}
{"text": "e Environmental effects of extracting Iron from Blast furnace"}
{"text": "iCarbonIVoxideCO2 gas is a green house gas that causesincreases global warming if allowed to escapeleak from the furnace"}
{"text": "iiCarbonIIoxideCOgas is a highly poisonoustoxic odourless gas that can kill on leakage"}
{"text": "It is preferentially absorbed by the haemoglobin in mammals instead of Oxygen to form a stable compound that reduce free hemoglobin in the blood"}
{"text": "iii Haematite Fe2O3 MagnetiteFe3O4 and Siderite FeCO3 are extracted through quarrying open cast mining that cause soil  environmental degradation"}
{"text": "f Test for the presence of Iron"}
{"text": "Iron naturally exist in its compound as Fe2 Fe3"}
{"text": "If an ore is suspected to contain Fe2 Fe3 it is"}
{"text": "iadded hot concentrated sulphuricVINitricVacid to free the ions present"}
{"text": "iithe free ions are then added a precipitating reagent like 2M sodium hydroxide 2M aqueous ammonia which forms"}
{"text": "I an insoluble green precipitate in excess of 2M sodium hydroxide 2M aqueous ammonia if Fe2 ions are present"}
{"text": "I an insoluble brown precipitate in excess of 2M sodium hydroxide 2M aqueous ammonia if Fe2 ions are present"}
{"text": "4 COPPER"}
{"text": "aNatural occurrence"}
{"text": "Copper is found as uncombined elementmetal on the earths crust in Zambia Tanzania USA and Canada The chief ores of copper are"}
{"text": "iCopper pyritesCuFeS2"}
{"text": "iiMalachiteCuCO3CuOH2"}
{"text": "iiiCupriteCu2O"}
{"text": "bExtraction of copper from copper pyrites"}
{"text": "Copper pyrites are first crushed into fine powder The powdered ore is the added water and oil The purpose of water is to dissolve hydrophilic substancesparticle The purpose of oil is to make cover copper ore particle so as to make it hydrophobic"}
{"text": "Air is blown through the mixture Air creates bubbles that stick around hydrophobic copper ore The air bubbles raise through buoyancy small hydrophobic copper ore particles to the surface A concentrated ore floats at the top as froth This is called froth flotation The concentrated ore is then skimmed offThe ore is then roasted in air to form copperIsulphide sulphurIVoxide and iron II oxide"}
{"text": "2CuFeS2s  4O2g Cu2Ss  3SO2g  2FeOs"}
{"text": "Limestone CaCO3 and siliconIVoxide SiO2 are added and the mixture heated in absence of airSiliconIVoxide SiO2 reacts with iron II oxide to form Iron silicate which constitutes the slag and is removed"}
{"text": "FeOs  SiO2s FeSiO3s"}
{"text": "The slag separates off from the copperIsulphide CopperIsulphide is then heated in a regulated supply of air where some of it is converted to copper I oxide"}
{"text": "2Cu2S s  3O2g 2Cu2Ss  2SO2g"}
{"text": "The mixture then undergo self reduction in which copperIoxide is reduced by copperIsulphide to copper metal"}
{"text": "Cu2S s  2Cu2O s 6Cu s  SO2g"}
{"text": "The copper obtained has Iron sulphur and traces of silver and gold as impuritiesIt is therefore about 975 pure It is refined by electrolysiselectrolytic method"}
{"text": "During the electrolysis of refining copper the impure copper is made the anode and a small pure strip is made the cathode"}
{"text": "Electrode ionization takes place where"}
{"text": "At the anode"}
{"text": "Cus Cu2 aq  2e"}
{"text": "Note Impure copper anode dissolveserodes into solution and decreases in size"}
{"text": "At the Cathode"}
{"text": "Cu2 aq  2e Cus"}
{"text": "Note The copper ions in the electrolyteCuSO4 are reduced and deposited as copper metal at the cathode The copper obtained is 9998 pure"}
{"text": "Valuable traces of silver and gold collect at the bottom of the electrolytic cell as sludge It is used to finance the extraction of copper pyrites"}
{"text": "cFlow chart summary of extraction of copper from Copper pyrites"}
{"text": "Electrolytic purification of impure copper"}
{"text": "d Uses of copper"}
{"text": "Copper is mainly used in"}
{"text": "imaking low voltage electric cablescontact switches cockets and plugs because it is a good conductor of electricity"}
{"text": "iiMaking solder because it is a good thermal conductor"}
{"text": "iiiMaking useful alloys eg"}
{"text": "Brass is an alloy of copper and ZincCuZn"}
{"text": "Bronze is an alloy of copper and TinCuSn"}
{"text": "German silver is an alloy of copper Zinc and NickelCuZnNi"}
{"text": "ivMaking coins and ornaments"}
{"text": "e Environmental effects of extracting copper from Copper pyrites"}
{"text": "iSulphurIVoxide is a gas that has a pungent poisonous smell that causes head ache to human in high concentration"}
{"text": "iiSulphurIVoxide gas if allowed to escape dissolves in water riversrain to form weak sulphuricIVacid lowering the pH of the water leading to marine pollution accelerated corrosionrusting of metalsroofs and breathing problems to human beings"}
{"text": "iiiCopper is extracted by open caste mining leading to land environmental soil degradation"}
{"text": "f Test for the presence of copper in an ore"}
{"text": "Copper naturally exist in its compound as Cu2 Cu"}
{"text": "Copper I  Cu is readily oxidized to copperII Cu2"}
{"text": "If an ore is suspected to contain Cu2 Cu it is"}
{"text": "iadded hot concentrated sulphuricVINitricVacid to free the ions present"}
{"text": "iithe free ions are then added a precipitating reagent 2M sodium hydroxide 2M aqueous ammonia which forms"}
{"text": "I an insoluble blue precipitate in excess of 2M sodium hydroxide if Cu2 ions are present"}
{"text": "I an insoluble blue precipitate in 2M aqueous ammonia that dissolve to royaldeep blue solution in excess if Cu2 ions are present"}
{"text": "gSample questions"}
{"text": "Copper is extracted from copper pyrites as in the flow chart outlined below Study it and answer the questions that follow"}
{"text": "5ZINC and LEAD"}
{"text": "aNatural occurrence"}
{"text": "Zinc occurs mainly as"}
{"text": "iCalamineZinc carbonateZnCO3"}
{"text": "iiZinc blendeZinc sulphideZnS"}
{"text": "Lead occurs mainly as GalenaLeadIISulphide mixed with Zinc blende"}
{"text": "bExtraction of ZincLead from Calamine Zinc blende and Galena"}
{"text": "During extraction of Zinc  the ore is first roasted in air"}
{"text": "For Calamine Zinc carbonate decompose to Zinc oxide and carbonIV oxide gas"}
{"text": "ZnCO3s ZnOs  CO2g"}
{"text": "Zinc blende does not decompose but reacts with air to form Zinc oxide and sulphurIV oxide gas"}
{"text": "Galena as a useful impurity also reacts with air to form LeadII oxide and sulphurIV oxide gas"}
{"text": "2ZnSs  3O2g 2ZnOs  2SO2g"}
{"text": "Zinc blende"}
{"text": "2PbSs  3O2g 2PbOs  2SO2g"}
{"text": "Galena"}
{"text": "The oxides are mixed with coke and limestoneIronIIoxide Aluminium III oxide and heated in a blast furnace"}
{"text": "At the furnace temperatures limestone decomposes to quicklimeCaO and produce CarbonIVoxide gas"}
{"text": "CaCO3s CaOs  CO2 g"}
{"text": "CarbonIVoxide gas reacts with more coke to form the CarbonIIoxide gas"}
{"text": "Cs  CO2 g 2CO g"}
{"text": "Both CarbonIIoxide and carboncokecarbon are reducing agents"}
{"text": "The oxides are reduced to the metals by either coke or carbon IIoxide"}
{"text": "ZnOs  Cs Zng  CO g"}
{"text": "PbOs  Cs Pbl  CO g"}
{"text": "PbOs  COs Pbl  CO2 g"}
{"text": "PbOs  COs Pbg  CO2 g"}
{"text": "At the furnace temperature"}
{"text": "iZinc is a gasvapour and is collected at the top of the furnace It is condensed in a spray of molten lead to prevent reoxidation to Zinc oxide On further cooling  Zinc collects on the surface from where it can be tapped off"}
{"text": "iiLead is a liquid and is ale to trickle to the bottom of the furnace from where it is tapped off"}
{"text": "QuicklimeCaO IronIIOxide AluminiumIIIoxide are used to remove silicasiliconIVoxide as silicates which float above Lead preventing its reoxidation back to LeadIIOxide"}
{"text": "CaOs  SiO2s CaSiO3sl"}
{"text": "SlagCalcium silicate"}
{"text": "FeOs  SiO2s FeSiO3sl"}
{"text": "SlagIron silicate"}
{"text": "Al2O3s  SiO2s Al2SiO4sl"}
{"text": "SlagAluminium silicate"}
{"text": "cFlow chart on extraction of Zinc from Calamine Zinc blende"}
{"text": "d Flow chart on extraction of Lead from Galena"}
{"text": "e Uses of Lead"}
{"text": "Lead is used in"}
{"text": "imaking gunburettes"}
{"text": "iimaking protective clothes against nuclear alpha raysparticle radiation in a nuclear reactor"}
{"text": "iiiMixed with tinSn to make solder alloy"}
{"text": "f Uses of Zinc"}
{"text": "Zinc is used in"}
{"text": "iGalvanizationwhen iron sheet is dipped in molten Zinc a thin layer of Zinc is formed on the surfaceSince Zinc is more reactive than iron it reacts with elements of airCO2 O2  H2O to form basic Zinc carbonateZnCO3ZnOH2This sacrificial method protects iron from corrosionrusting"}
{"text": "iiAs negative terminal and casing in dryLaclanche cells"}
{"text": "iiiMaking brass alloy with copperCuZn"}
{"text": "g Environmental effects of extracting Zinc and Lead"}
{"text": "i Lead and Lead salts are carcinogeniccauses cancer"}
{"text": "iiCarbonIVoxide is a green house gas that causesaccelerate global warming"}
{"text": "iiiCarbonIIoxide is a colourless odourless poisonous toxic gas that combines with haemoglobin in the blood to form stable carboxyhaemoglobin reducing free haemoglobin leading to death"}
{"text": "iv SulphurIVoxide is a gas that has a pungent poisonous smell that causes headache to human if in high concentration"}
{"text": "vAny leakages in SulphurIVoxide gas escapes to the water bodies to form weak sulphuricVIacid lowering the pH of the water This causes marine pollution death of aquatic life accelerated rustingcorrosion of metalsroofs and breathing problems to human beings"}
{"text": "h Test for presence of Zinc Lead"}
{"text": "If an ore is suspected to contain ZincLead it is"}
{"text": "Iadded hot concentrated NitricVacid to free the ions present"}
{"text": "Note"}
{"text": "Concentrated SulphuricVIacid forms insoluble PbSO4 thus cannot be used to free the ions in Lead salts"}
{"text": "IIthe free ions are then added a precipitating reagent mostly 2M sodium hydroxide or 2M aqueous ammonia with the formation of"}
{"text": "ia soluble precipitate in excess of 2M sodium hydroxide if Zn2 Pb2 Al3ions are present"}
{"text": "iia white precipitate that dissolves to form a colorless solution in excess 2M aqueous ammonia if Zn2ions are present"}
{"text": "iiian insoluble white precipitate in excess 2M aqueous ammonia if Pb2 Al3ions are present"}
{"text": "iv Pb2 ions form a white precipitate when any soluble SO42 SO32 CO32 Cl is added while Al3 ions do not form a white precipitate"}
{"text": "v Pb2 ions form a yellow precipitate when any soluble Ieg Potassiumsodium Iodide is added while Al3 ions do not form a yellow precipitate"}
{"text": "vi Pb2 ions form a black precipitate when any soluble Seg Potassiumsodium sulphide is added while Al3 ions do not form a black precipitateie"}
{"text": "6GENERAL SUMMARY OF METALS"}
{"text": "a Summary methods of extracting metal from their ore"}
{"text": "The main criteria used in extraction of metals is based on its position in the electrochemicalreactivity series and its occurrence on the earths crust"}
{"text": "b Summary of extraction of common metal"}
{"text": "of metal"}
{"text": "d Physical properties of metal"}
{"text": "Metals form giant metallic structure joined by metallic bond from electrostatic attraction between the metallic cation and free delocalized electrons"}
{"text": "This makes metals to have the following physical properties"}
{"text": "iHigh melting and boiling points"}
{"text": "The giant metallic structure has a very close packed metallic lattice joined by strong electrostatic attraction between the metallic cation and free delocalized electronsThe more delocalized electrons the higher the meltingboiling points eg"}
{"text": "Aluminium has a melting point of about 2015oC while that of sodium is about 98oCThis is mainly because aluminium has morethree delocalized electrons than sodiumhas one"}
{"text": "Aluminium has a boiling point of about 2470oC while that of sodium is about 890oCThis is mainly because aluminium has morethree delocalized electrons than sodiumhas one"}
{"text": "iiHigh thermal and electrical conductivity"}
{"text": "All metals are good thermal and electrical conductors as liquid or solids The more delocalized electrons the higher the thermal and electrical conductivity eg"}
{"text": "Aluminium has an electrical conductivity of about 382 x 199 ohms per metre Sodium has an electrical conductivity of about 218 x 199 ohms per metre"}
{"text": "iiiShinyLustrous"}
{"text": "The free delocalized electrons on the surface of the metal absorb vibrate and then scatterreemitlose light energy All metals are therefore usually shades of grey in colour except copper which is shiny browneg"}
{"text": "Zinc is bluish grey while iron is silvery grey"}
{"text": "ivHigh tensile strength"}
{"text": "The free delocalized electrons on the surface of the metal atoms binds the surface immediately when the metal is coiledfolded preventing it from breaking being brittle"}
{"text": "vMalleable"}
{"text": "Metals can be made into thin sheet The metallic crystal lattice on being beatenpressedhammered on two sides extend its length and widthbredth and is then immediately bound by the delocalized electrons preventing it from breakingbeing brittle"}
{"text": "viDuctile"}
{"text": "Metals can be made into thin wires The metallic crystal lattice on being beatenpressedhammered on all sides extend its length is then immediately bound by the delocalized electrons preventing it from breakingbeing brittle"}
{"text": "Revision questions"}
{"text": "1Given some soil  dilute sulphuricVIacidmortarpestlefilter paperfilter funnel and 2M aqueous ammoniadescribe with explanationhow you would show that the soil contain Zinc"}
{"text": "Place the soil sample in the pestle Crush using the mortar to reduce the particle sizeincrease its surface area"}
{"text": "Add dilute sulphuricVIacid to free the ions in soil sample"}
{"text": "Filter to separate insoluble residue from soluble filtrate"}
{"text": "To filtrateadd three drops of aqueous ammonia as precipitating reagent A white precipitate of ZnOH2 PbOH2 or AlOH3 is formed"}
{"text": "Add excess aqueous ammonia to the white precipitate If it dissolves the Zn2 ions are present ZnOH2 react with excess ammonia to form soluble ZnOH42 complex"}
{"text": "2In the extraction of aluminiumthe oxide is dissolved in cryolite"}
{"text": "iWhat is the chemical name of cryolite"}
{"text": "Sodium hexafloroaluminateNa3AlF6"}
{"text": "iiWhat is the purpose of cryolite"}
{"text": "To lower the melting point of the electrolyteAluminium oxide from about 2015oC to 900oC"}
{"text": "iiiName the substance used for similar purpose in the Down cell"}
{"text": "Calcium chlorideCaCl2"}
{"text": "ivAn alloy of sodium and potassium is used as coolant in nuclear reactorsExplain"}
{"text": "Nuclear reactors generate a lot of heat energy sodium and potassium alloy reducelower the high temperature in the reactors"}
{"text": "vAluminium metal is used to make cooking utensils in preference to other metalsExplain"}
{"text": "Aluminium"}
{"text": "i is a very good conductor of electricity because it has three delocalized electrons in its metallic structure"}
{"text": "iiis cheapmalleableductile and has high tensile strength"}
{"text": "iiion exposure to fireheat form an impervious layer that prevent it from rapid corrosion"}
{"text": "3Study the scheme below and use it to answer the questions that follow"}
{"text": "aIdentify"}
{"text": "isolid residue L"}
{"text": "IronIIIOxideFe2O3"}
{"text": "iiSolid N"}
{"text": "Aluminium hydroxide AlOH3"}
{"text": "iiiFiltrate M"}
{"text": "Sodium tetrahydroxoaluminate NaAlOH4 and sodium silicate NaSiO3"}
{"text": "ivSolid P"}
{"text": "Aluminium oxide Al2O3"}
{"text": "vGas Q"}
{"text": "OxygenO2"}
{"text": "viProcess K1"}
{"text": "Filtration"}
{"text": "viiProcess K2"}
{"text": "Electrolysis"}
{"text": "bWrite the equation for the reaction taking place in the formation of solid P from solid N"}
{"text": "2AlOH3  Al2O3 s  3H2Ol"}
{"text": "cName a substance added to solid N before process Process K2 take place"}
{"text": "CryoliteSodium tetrahydroxoaluminate NaAlOH4"}
{"text": "dState the effect of evolution of gas Q on"}
{"text": "iprocess K2"}
{"text": "Oxygen produced at the anode reacts with the carbon anode to form carbonIV oxide which escape The electrolytic process needs continuous replacement of the carbon anode"}
{"text": "iithe environment"}
{"text": "Oxygen produced at the anode reacts with the carbon anode to form carbonIV oxide which escape to the atmosphereCO2 is a green house gas that cause global warming"}
{"text": "eAn aluminium manufacturing factory runs for 24 hours If the total mass of aluminium produced is 27000kg"}
{"text": "iCalculate the current used Faraday constant96500Coulombs Al270"}
{"text": "iiassuming all the gas produced react with 200kg of anode calculate the loss in mass of the electrodeMolar gas volume at room temperature  24dm3C120"}
{"text": "Working"}
{"text": "Equation at Cathode Al3l  3e  All"}
{"text": "27g Al  3 Faradays  3 x 96500C"}
{"text": "27000kg x 1000 g  27000kg x 1000 g x 3 x 96500C 27g"}
{"text": "289500000000 Coulombs"}
{"text": "Current  Quantity of electricity 289500000000 Coulombs Time in seconds 24 x 60 x 60"}
{"text": "3350690Ampheres"}
{"text": "Working"}
{"text": "Equation at Anode 2O2l  4e  O2g"}
{"text": "4 Faradays  4 x 96500C24dm3 O2g"}
{"text": "289500000000 Coulombs  289500000000 Coulombs x 24dm3 4 x 96500C"}
{"text": "18000000dm3"}
{"text": "Chemical equation at anode"}
{"text": "O2g  C s  CO2g"}
{"text": "Method 1"}
{"text": "24dm3 of O2g  120g Carbon"}
{"text": "18000000dm3 of O2g  18000000dm3 x 12  9000000g  9000kg 24dm3 1000g"}
{"text": "Loss in mass of the carbon graphite anode  9000kg"}
{"text": "NBMass of the carbon graphite anode remaining 27000kg  9000kg 18000kg"}
{"text": "The flow chart below shows the extraction of iron metalUse it to answer the questions that follow"}
{"text": "aIdentify"}
{"text": "igas P"}
{"text": "CarbonIVoxideCO2"}
{"text": "iiSolid Q"}
{"text": "Carboncokecharcoal"}
{"text": "iiiSolid R"}
{"text": "Carboncokecharcoal"}
{"text": "ivSolid V"}
{"text": "Limestonecalcium carbonateCaCO3"}
{"text": "vSolid S"}
{"text": "IronFe"}
{"text": "bWrite the chemical equation for the reaction for the formation of"}
{"text": "iSolid S"}
{"text": "Fe2O3s  3COg  2Fes  3CO2g"}
{"text": "iiCarbonIIoxide"}
{"text": "Cs  CO2 g  2CO g"}
{"text": "iiiSlag"}
{"text": "SiO2s  CaOs  CaSiO3s"}
{"text": "Al2O3 s  CaOs  Ca Al2O4s"}
{"text": "ivGas P"}
{"text": "Cs  O2 g  CO2 g"}
{"text": "cState two uses of"}
{"text": "iSolid S"}
{"text": "Iron is used in making"}
{"text": "igates pipes engine blocks rails charcoal iron boxes lamp posts because it is cheap"}
{"text": "iinails cutlery scissors sinks vats spanners steel rods and railway points from steel"}
{"text": "Steel is an alloy of iron with carbon andor Vanadium Manganese Tungsten Nickel Chromium"}
{"text": "It does not rustcorrode like iron"}
{"text": "iiSlag"}
{"text": "i tarmacing roads"}
{"text": "ii cement manufacture"}
{"text": "iii as building construction material"}
{"text": "3You are provided with sulphuricVIacid 2M aqueous ammonia and two ores suspected to contain copper and iron Describe with explanation how you would differentiate the two ores"}
{"text": "Crush the two ores separately in using a mortar and pestle to reduce the particle sizeincrease the surface area"}
{"text": "Add sulphuricVIacid to separate portion of the ore Filter"}
{"text": "To a portion of the filtrateadd three drops of 2M aqueous ammonia then axcess"}
{"text": "Results"}
{"text": "A green precipitate insoluble in excess 2M aqueous ammonia confirms the ore contain Fe2 ion"}
{"text": "A brown precipitate insoluble in excess 2M aqueous ammonia confirms the ore contain Fe3 ion"}
{"text": "A blue precipitate that dissolve in excess 2M aqueous ammonia to form a deeproyal blue solution confirms the ore contain Cu2 ion"}
{"text": "4 Use the flow chart below showing the extraction of Zinc metal to answer the questions that follow"}
{"text": "aName"}
{"text": "itwo ores from which Zinc can be extracted"}
{"text": "CalamineZnCO3"}
{"text": "Zinc blendeZnS"}
{"text": "iitwo possible identity of gas P"}
{"text": "SulphurIVoxideSO2 from roasting Zinc blende"}
{"text": "CarbonIVoxideCO2 from decomposition of Calamine"}
{"text": "bWrite a possible chemical equation taking place in the roasting chamber"}
{"text": "2ZnSs  3O2 g  2ZnOs  2SO2g"}
{"text": "ZnCO3s  ZnOs  CO2g"}
{"text": "cExplain the effect of the byproduct of the roating on the environment"}
{"text": "Sulphur IVoxide from roasting Zinc blende is an acidic gas that causes acid rain on dissolving in rain water"}
{"text": "CarbonIVoxideCO2 from decomposition of Calamine is a green house gas that causes global warming"}
{"text": "diName a suitable reducing agent used in the furnace during extraction of Zinc"}
{"text": "CarbonIIoxide"}
{"text": "iiWrite a chemical equation for the reduction process"}
{"text": "ZnOs  COg  Zns  CO2g"}
{"text": "eiBefore electrolysis the products from roasting is added dilute sulphuric VIacid Write the equation for the reaction with dilute sulphuricVIacid"}
{"text": "ZnOs  H2SO4 aq  Zn SO4aq  H2g"}
{"text": "iiDuring the electrolysis for extraction of Zincstate the"}
{"text": "I Anode used"}
{"text": "Aluminium sheet"}
{"text": "II Cathode used"}
{"text": "Lead plate coated with silver"}
{"text": "iiWrite the equation for the electrolysis for extraction of Zinc at the"}
{"text": "ICathode"}
{"text": "Zn2aq  2e  Zns"}
{"text": "IIAnode"}
{"text": "4OHaq  2H2Ol  O2s  4e"}
{"text": "fiWhat is galvanization"}
{"text": "Dipping Iron in molten Zinc to form a thin layer of Zinc to prevent iron from rusting"}
{"text": "iiGalvanized iron sheet rust after some time Explain"}
{"text": "The thin layer of Zinc protect Iron from rusting through sacrificial protection When all the Zinc has reacted with elements of air Iron start rusting"}
{"text": "gState two uses of Zinc other than galvanization"}
{"text": "Making brassZinccopper alloy"}
{"text": "Making german silverZinccoppernickel alloy"}
{"text": "As casing for dry cellsbattery"}
{"text": "hCalculate the mass of Zinc that is produced from the reduction chamber if 6400kg of Calamine ore is fed into the roaster Assume the process is 80 efficient in each stageZn640C120O160"}
{"text": "Molar mass ZnCO3s 124g"}
{"text": "Molar mass Zn  64g"}
{"text": "Molar mass ZnO  80g"}
{"text": "Chemical equation"}
{"text": "ZnCO3s  ZnOs  CO2g"}
{"text": "Method 1"}
{"text": "124g ZnCO3  80g ZnO"}
{"text": "6400kg x1000g ZnCO3  6400 x1000 x 80  512000000 g of ZnO"}
{"text": "124"}
{"text": "100  512000000 g of ZnO"}
{"text": "80  80 x 512000000 g  409600000g of ZnO"}
{"text": "100"}
{"text": "Chemical equation"}
{"text": "ZnOs  COg  Zns  CO2g"}
{"text": "80g ZnOs  64g Zns"}
{"text": "409600000g of ZnO  409600000g x 64  327680000 g Zn"}
{"text": "80"}
{"text": "100  327680000 g Zn"}
{"text": "80  80 x 327680000 g Zn  262144000g of Zn"}
{"text": "100"}
{"text": "Mass of Zinc produced  262144000g of Zn"}
{"text": "5An ore is suspected to bauxite Describe the process that can be used to confirm the presence of aluminium in the ore"}
{"text": "Crush the ore to fine powder to increase surface areareduce particle size"}
{"text": "Add hot concentrated sulphuricVInitricV acid to free the ions"}
{"text": "Filter Retain the filtrate"}
{"text": "Add excess aqueous ammonia to a sample of filtrate"}
{"text": "A white precipitate confirms presence of either Al3 or Pb2"}
{"text": "Add sodium sulphatedilute sulphuricVIto another portion of filtrate"}
{"text": "No white precipitate confirms presence of Al3"}
{"text": "Or Add potassium iodide to another portion of filtrate"}
{"text": "No yellow precipitate confirms presence of Al3"}
{"text": "6The flow chart below illustrate the industrial extraction of Lead metal"}
{"text": "aiName the chief ore that is commonly used in this process"}
{"text": "GalenaPbS"}
{"text": "iiExplain what take place in the roasting furnace"}
{"text": "ELECTROCHEMISTRY"}
{"text": "Electrochemistry can be defined as the study of the effects of electricity on a substance compound and how chemical reactions produce electricity Electrochemistry therefore deals mainly with"}
{"text": "Reduction and oxidation"}
{"text": "Electrochemical voltaic cell"}
{"text": "Electrolysis electrolytic cell"}
{"text": "iREDUCTION AND OXIDATION REDOX"}
{"text": "1 In teams of oxygen transfer"}
{"text": "i Reduction is removal of oxygen"}
{"text": "ii Oxidation is addition of oxygen"}
{"text": "iii Redox is simultaneous addition and removal of oxygen"}
{"text": "iv Reducing agent is the species that undergoes oxidation therefore gains oxygen"}
{"text": "v Oxidizing agent is the species that undergoes reduction therefore loosesdonates oxygen"}
{"text": "eg When hydrogen is passed through heated copper II oxide it is oxidised to copper metal as in the equation below"}
{"text": "CuO s  H2 g  Cu s  H2O l"}
{"text": "Oxidising agent Reducing agent"}
{"text": "2 In terms of hydrogen transfer"}
{"text": "i Oxidation is the removal of hydrogen"}
{"text": "ii Reduction is the addition of hydrogen"}
{"text": "iii Redox is simultaneous addition and removal of hydrogen"}
{"text": "iv Reducing agent is the species that undergoes oxidation therefore looses donates hydrogen"}
{"text": "v Oxidizing agent is the species that undergoes reduction therefore gains hydrogen"}
{"text": "eg When hydrogen sulphide gas is bubbled into a gas jar containing chlorine gas it is oxidized loose the hydrogen to sulphur yellow solid The chlorine is reduced gain hydrogen to hydrogen chlorine gas"}
{"text": "Cl2 g  H2S g  SS  2HCl g"}
{"text": "Oxidizing agent Reducing agent"}
{"text": "3 In terms of electron transfer"}
{"text": "i Oxidation is donation loss removal of electrons"}
{"text": "ii Reduction is gain accept addition of electrons"}
{"text": "iii Redox is simultaneous gain accept addition and donation loss removal of electrons"}
{"text": "iv Reducing agent is the species that undergoes oxidation therefore looses donates electrons"}
{"text": "v Oxidizing agent is the species that undergoes reduction therefore gains accepts electrons"}
{"text": "Example"}
{"text": "Displacement of metals from their solutions"}
{"text": "Place 5cm3 each of Iron II sulphate VI solution into three different test tubes Add about 1g of copper tunings  powder into one test tube then zinc and magnesium powders separately into the other test tubes Shake thoroughly for 2 minutes each Record any colour changes in the table below"}
{"text": "Explanation"}
{"text": "When a more reactive metal is added to a solution of less reactive metal it displaces it from its solution"}
{"text": "When a less reactive metal is added to a solution of a more reactive metal it does not displace it from its solution"}
{"text": "Copper is less reactive than iron therefore cannot displace iron its solution"}
{"text": "Zinc is more reactive than iron therefore can displace iron from its solution"}
{"text": "Magnesium is more reactive than iron therefore can displace iron from its solution"}
{"text": "In terms of electron transfer"}
{"text": "the more reactive metal undergoes oxidation reducing agent by donatingloosing electrons to form ions"}
{"text": "the less reactive metal undergoes reduction oxidizing agent by its ions in solution gaining acceptingacquiring the electrons to form the metal"}
{"text": "displacement of metals involves therefore electron transfer from a more reactive metal to ions of another less reactive metal"}
{"text": "Examples"}
{"text": "Zns  Zn2aq  2e oxidationdonation of electrons"}
{"text": "Fe2aq  2e  Fes reductiongain of electrons"}
{"text": "Fe2aq  Zns  Zn2aq  Fes redoxboth donation and gain of electrons"}
{"text": "Mgs  Mg2aq  2e oxidationdonation of electrons"}
{"text": "Fe2aq  2e  Fes reductiongain of electrons"}
{"text": "Fe2aq  Mgs  Mg2aq  Fes redoxboth donation and gain of electrons"}
{"text": "Zns  Zn2aq  2e oxidationdonation of electrons"}
{"text": "Cu2aq  2e  Cus reductiongain of electrons"}
{"text": "Cu2aq  Zns  Zn2aq  Cus redoxboth donation and gain of electrons"}
{"text": "Fes  Fe2aq  2e oxidationdonation of electrons"}
{"text": "2Agaq  2e  2Ags reductiongain of electrons"}
{"text": "2Agaq  Fes  Fe2aq  2Ags redoxboth donation and gain of electrons"}
{"text": "Zns  Zn2aq  2e oxidationdonation of electrons"}
{"text": "Cl2g  2e  2Claq reductiongain of electrons"}
{"text": "Cl2g  Zns  Zn2aq  2Claq redoxboth donation and gain of electrons"}
{"text": "2Mgs  2Mg2aq  4e oxidationdonation of electrons"}
{"text": "O2g  4e  2O2aq reductiongain of electrons"}
{"text": "O2g  2Mgs  2Mg2aq  2O2aq redoxboth donation and gain of electrons"}
{"text": "Note"}
{"text": "iThe number of electrons donatedlost MUST be equal to the number of electrons gainedacquired"}
{"text": "iDuring displacement reaction the colour of ions salts fades but does not if displacement does not take place eg"}
{"text": "aGreen colour of Fe2aq fades if Fe2aq ions are displaced from their solution Green colour of Fe2aq appear if Feiron displaces another saltions from their solution"}
{"text": "bBlue colour of Cu2aq fades if Cu2aq ions are displaced from their solution and brown copper deposits appear Blue colour of Cu2aq appear if Cucopper displaces another saltions from their solution"}
{"text": "cBrown colour of Fe3aq fades if Fe3aq ions are displaced from their solution Brown colour of Fe3aq appear if Feiron displaces another saltions from their solution to form Fe3aq"}
{"text": "iiiDisplacement reactions also produce energyheat The closernearer the metals in the reactivityelectrochemical series the less energyheat of displacement"}
{"text": "ivThe higher the metal in the reactivity series therefore the easier to loosedonate electrons and thus the stronger the reducing agent"}
{"text": "4 aIn terms of oxidation number"}
{"text": "i Oxidation is increase in oxidation numbers"}
{"text": "ii Reduction is decrease in oxidation numbers"}
{"text": "iii Redox is simultaneous increase in oxidation numbers of one speciessubstance and a decrease in oxidation numbers of another speciessubstance"}
{"text": "iv Reducing agent is the species that undergoes oxidation therefore increases its oxidation number"}
{"text": "v Oxidizing agent is the species that undergoes reduction therefore increases its oxidation number"}
{"text": "bThe ideaconcept of oxidation numbers usesapplies the following simple guideline rules"}
{"text": "Guidelines rules applied in assigning oxidation number"}
{"text": "1Oxidation number of combined Oxygen is always 2 except in peroxides Na2O2H2O2 where its Oxidation number is 1"}
{"text": "2Oxidation number of combined Hydrogen is always 1except in Hydrides NaHKH where its Oxidation number is 1"}
{"text": "3All atoms and molecules of elements have oxidation number 0 zero"}
{"text": "4All combined metals and nonmetals have oxidation numbers equal to their valency oxidation state eg"}
{"text": "5Sum of oxidation numbers of atoms of elements making a compound is equal zero0 eg"}
{"text": "Using this rule an unknown oxidation number of an atom in a compound can be determined as below"}
{"text": "a CuSO4 has"}
{"text": "one atom of Cu with oxidation number 2 refer to Rule 4"}
{"text": "one atom of S with oxidation number 6  refer to Rule 4"}
{"text": "six atoms of O each with oxidation number 2 refer to Rule 4"}
{"text": "Sum of oxidation numbers of atoms in CuSO4  2  6  2 x 6  0"}
{"text": "b H2SO4 has"}
{"text": "two atom of H each with oxidation number 1 refer to Rule 2"}
{"text": "one atom of S with oxidation number 6  refer to Rule 4"}
{"text": "four atoms of O each with oxidation number 2 refer to Rule 4"}
{"text": "Sum of oxidation numbers of atoms in H2SO4  2  6  2 x 4  0"}
{"text": "c KMnO4 has"}
{"text": "one atom of K with oxidation number 1 refer to Rule 4"}
{"text": "one atom of Mn with oxidation number 7  refer to Rule 4"}
{"text": "four atoms of O each with oxidation number 2 refer to Rule 4"}
{"text": "Sum of oxidation numbers of atoms in KMnO4  1  7  2 x 4  0"}
{"text": "Determine the oxidation number of"}
{"text": "INitrogen in"}
{"text": "NO  x  2  0 thus x  0  2   2"}
{"text": "The chemical name of this compound is thus NitrogenIIoxide"}
{"text": "NO2  x  2 x2 0 thus x  0  4   4"}
{"text": "The chemical name of this compound is thus NitrogenIVoxide"}
{"text": "N2O  2x  2  0 thus 2x  0  2  22 1"}
{"text": "The chemical name of this compound is thus NitrogenIoxide"}
{"text": "II Sulphur in"}
{"text": "SO2  x  2 x2 0 thus x  0  4   4"}
{"text": "The chemical name of this compound is thus SulphurIVoxide"}
{"text": "SO3  x  2 x3 0 thus x  0  6   6"}
{"text": "The chemical name of this compound is thus SulphurVIoxide"}
{"text": "H2SO4  1 x 2  x  2 x 4 thus x 0 2 8 6"}
{"text": "The chemical name of this compound is thus SulphuricVIacid"}
{"text": "H2SO3  1 x 2  x  2 x 3 thus x 0 2 6 4"}
{"text": "The chemical name of this compound is thus SulphuricIVacid"}
{"text": "III Carbon in"}
{"text": "CO2  x  2 x2 0 thus x  0  4   4"}
{"text": "The chemical name of this compound is thus carbonIVoxide"}
{"text": "CO  x  2  0 thus x  0  2   2"}
{"text": "The chemical name of this compound is thus carbonIIoxide"}
{"text": "H2CO3  1 x 2  x  2 x 3 thus x 0 2 6 4"}
{"text": "The chemical name of this compound is thus CarbonicIVacid"}
{"text": "IVManganese in"}
{"text": "MnO2  x  2 x2 0 thus x  0  4   4"}
{"text": "The chemical name of this compound is thus ManganeseIVoxide"}
{"text": "KMnO4  1  x  2 x 4 thus x 0 1 8 7"}
{"text": "The chemical name of this compound is thus Potassium manganateVII"}
{"text": "VChromium in"}
{"text": "Cr2O3  2x  2 x 3 0 thus 2x  0  6  6  2 3"}
{"text": "The chemical name of this compound is thus ChromiumIIIoxide"}
{"text": "K2Cr2O7  1 x 2  2x  2 x7 0"}
{"text": "thus 2x  0  2 14  12  2 6"}
{"text": "The chemical name of this compound is thus Potassium dichromateVI"}
{"text": "K2CrO4  1 x 2  x  2 x4 0"}
{"text": "thus 2x  0  2 8  12  2 6"}
{"text": "The chemical name of this compound is thus Potassium chromateVI"}
{"text": "6The sum of the oxidation numbers of atoms of elements making a charged radicalcomplex ion is equal to its charge"}
{"text": "Using this rule the oxidation number of unknown atom of an element in a charged radicalcomplex ion can be determined as in the examples below"}
{"text": "a SO42 has"}
{"text": "one atom of S with oxidation number 6 refer to Rule 4"}
{"text": "four atoms of O each with oxidation number 2 refer to Rule 1"}
{"text": "Sum of oxidation numbers of atoms in SO42   6  2 x 4  2"}
{"text": "The chemical name of this radical is thus sulphateVI ion"}
{"text": "b NO3 has"}
{"text": "one atom of N with oxidation number 4 refer to Rule 4"}
{"text": "three atoms of O each with oxidation number 2 refer to Rule 1"}
{"text": "Sum of oxidation numbers of atoms in NO3   4  2 x 3  1"}
{"text": "The chemical name of this radical is thus nitrateIV ion"}
{"text": "Determine the oxidation number of"}
{"text": "INitrogen in"}
{"text": "NO2  x  2 x2 1 thus x  1  4   3"}
{"text": "The chemical name of this compoundionradical is thus NitrateIIIion"}
{"text": "II Sulphur in"}
{"text": "SO32  x  2 x3 2 thus x  2  6   4"}
{"text": "The chemical name of this compoundionradical is thus SulphateIVion"}
{"text": "III Carbon in"}
{"text": "CO32  x  2 x 3  2 thus x  2  6   4"}
{"text": "The chemical name of this compoundionradical is thus CarbonateIVion"}
{"text": "IVManganese in"}
{"text": "MnO4   x  2 x 4 1 thus x 12 8 7"}
{"text": "The chemical name of this compoundionradical is thus manganateVII ion"}
{"text": "VChromium in"}
{"text": "Cr2O72  2x  2 x7 2"}
{"text": "thus 2x  2  2 14  12  2 6"}
{"text": "The chemical name of this compoundionradical is thus dichromateVI ion"}
{"text": "CrO42  x  2 x4 2"}
{"text": "thus x  2  2 x 4  6"}
{"text": "The chemical name of this compoundionradical is thus chromateVI ion"}
{"text": "cUsing the conceptidea of oxidation numbers as increase and decrease in oxidation numbers  the oxidizing and reducing speciesagents can be determined as in the following examples"}
{"text": "i Cu2 aq  Zns  Zn2 aq  Cus"}
{"text": "Oxidation numbers  2 0 2 0"}
{"text": "Oxidizing speciesagents Cu2 its oxidation number decrease from2 to 0 in Cus"}
{"text": "Reducing speciesagents  Zn2 its oxidation number increase from 0 to 2 in Zns"}
{"text": "ii 2Br aq  Cl2g  2Cl aq  Br2 l"}
{"text": "Oxidation numbers  1 0 1 0"}
{"text": "Oxidizing agent Cl2g its oxidation number decrease from 0 to1 in 2Cl aq"}
{"text": "Reducing agents  Zn2 its oxidation number increase from 1 to 0 in Zns"}
{"text": "iii Br2 l  Zns  Zn2 aq  2Br aq"}
{"text": "Oxidation numbers  0 0 2 1"}
{"text": "Oxidizing agent  Br2 l its oxidation number decrease from 0 to1 in 2Braq"}
{"text": "Reducing agents  Zns its oxidation number increase from 0 to 2 in Zn2"}
{"text": "iv 2HCl aq  Mgs  MgCl2 aq  H2 g"}
{"text": "Oxidation numbers  2 1 1 0 2 21 0"}
{"text": "Oxidizing agent  H in HClits oxidation number decrease from 1to 0 in H2 g"}
{"text": "Reducing agents  Mgs its oxidation number increase from 0 to 2 in Mg2"}
{"text": "v 2H2O l  2Nas  2NaOH aq  H2 g"}
{"text": "Oxidation numbers  1 2 0 1 2 1 0"}
{"text": "Oxidizing agent  H in H2Oits oxidation number decrease from 1to 0 in H2 g"}
{"text": "Reducing agents  Nas its oxidation number increase from 0 to 1 in Na"}
{"text": "vi 5Fe2 aq  8H aq  MnO4  5Fe3 aq  Mn2 aq  4H2O l 2 1 7 2 3 2 1 2"}
{"text": "Oxidizing agent  Mn in MnO4 its oxidation number decrease from 7to2 in Mn2"}
{"text": "Reducing agents  Fe2 its oxidation number increase from 2 to 3 in Fe3"}
{"text": "vii 6Fe2 aq  14H aq  Cr2O72aq  6Fe3 aq  Cr3 aq  7H2O l 2 1 6 2 3 3 1 2"}
{"text": "Oxidizing agent"}
{"text": "Cr in Cr2O72 its oxidation number decrease from 6 to3 in Cr3"}
{"text": "Reducing agents  Fe2 its oxidation number increase from 2 to 3 in Fe3"}
{"text": "viii 2Fe2 aq  2H aq  H2O2aq  2Fe3 aq  2H2O l 2 1 1 1 3 1 2"}
{"text": "Oxidizing agent"}
{"text": "O in H2O2its oxidation number decrease from 1 to 2 in H2O"}
{"text": "Reducing agents  Fe2 its oxidation number increase from 2 to 3 in Fe3"}
{"text": "ix Cr2O72aq  6H aq  5H2O2aq  2Cr3 aq  2H2O l  5O2g"}
{"text": "6 2 1 1 1 3 1 2 0"}
{"text": "Oxidizing agents"}
{"text": "O in H2O2its oxidation number decrease from 1 to 2 in H2O"}
{"text": "Cr in Cr2O72 its oxidation number decrease from 6 to 3 in Cr3"}
{"text": "Reducing agents"}
{"text": "O in H2O2its oxidation number increase from 1 to O in O2g"}
{"text": "O in Cr2O72 its oxidation number increase from 2 to O in O2g"}
{"text": "x 2MnO4aq  6H aq  5H2O2aq  2Mn2 aq  8H2O l  5O2g"}
{"text": "7 2 1 1 1 2 1 2 0"}
{"text": "Oxidizing agents"}
{"text": "O in H2O2its oxidation number decrease from 1 to 2 in H2O"}
{"text": "Mn in MnO4 its oxidation number decrease from 7 to 2 in Mn2"}
{"text": "Reducing agents"}
{"text": "O in H2O2its oxidation number increase from 1 to O in O2g"}
{"text": "O in MnO4 its oxidation number increase from 2 to O in O2g"}
{"text": "iiELECTROCHEMICAL VOLTAIC CELL"}
{"text": "1 When a metal rodplate is put in a solution of its own salt some of the metal ionizes and dissolve into the solution ie"}
{"text": "Ms  Maq  e  monovalent metal"}
{"text": "Ms  M2aq  2e  divalent metal"}
{"text": "Ms  M3aq  3e  Trivalent metal"}
{"text": "The ions move into the solution leaving electrons on the surface of the metal rodplate"}
{"text": "2The metal rod becomes therefore negatively charged while its own solution positively charged As the positive charges of the solution increase some of them recombine with the electrons to form back the metal atoms"}
{"text": "Maq  e  Ms  monovalent metal"}
{"text": "M2aq  2e  Ms divalent metal"}
{"text": "M3aq  3e  Ms Trivalent metal"}
{"text": "3 When a metal rodplate is put in a solution of its own salt it constitutesforms a halfcell The tendency of metals to ionize differ from one metal to the other The difference can be measured by connecting two half cells to form an electrochemicalvoltaic cell as in the below procedure"}
{"text": "To set up an electrochemical voltaic cell"}
{"text": "To compare the relative tendency of metals to ionize"}
{"text": "Place 50cm3 of 1M ZincII sulphateVI in 100cm3 beaker Put a clean zinc rodplate into the solution Place 50cm3 of 1M CopperII sulphateVI in another 100cm3 beaker Put a clean copper rodplate of equal area length x width with Zinc into the solution Connectjoin the two metalsto a voltmeter using connecting wires Dip a folded filter paper into a solution of Potassium nitrateV or sodiumI chlorideI until it soaks Use the folded soaked filter paper to connectjoin the two solutions in the two beakers The whole set up should be as below"}
{"text": "Repeat the above procedure by replacing"}
{"text": "iZinc half cell with Magnesium rodplateribbon dipped in 50cm3 of IM magnesium II sulphateVI solution"}
{"text": "iiZinc half cell with Silver rodplatecoin dipped in 50cm3 of IM silverI nitrateV solution"}
{"text": "iiiCopper half cell with Iron rodplatespoon dipped in 50cm3 of IM Iron II sulphateVI solution"}
{"text": "Record the observations in the table below"}
{"text": "From the above observations it can be deduced that"}
{"text": "iin the ZnCu halfcell the"}
{"text": "Zinc rodplate ionizes dissolves faster than the copper rodplate to form Zn2"}
{"text": "Ionic equation Zns  Zn2aq  2e"}
{"text": "blue copper ions in the Copper IIsulphate solution gains the donated electrons to form brown copper metalatoms"}
{"text": "Ionic equation Cu2aq  2e  Cus"}
{"text": "This reaction shows imply the Zinc rod has a higher tendency to ionize than copperThe Zinc rod has a higher net accumulation of electrons and is more negative compared to the copper rod which has lower accumulation of electrons The copper rod is therefore relatively more positive with respect to Zinc rod"}
{"text": "When the two half cells are connected  electrons therefore flow from the negative Zinc rod through the external wire to be gained by copper ions This means a net accumulationincrease of Zn2 positive ions on the negative half cell and a net decrease in Cu2 positive ions on the positive half cell"}
{"text": "The purpose of the salt bridge therefore is"}
{"text": "icomplete the circuit"}
{"text": "iimaintain balance of charges ions on both half cells"}
{"text": "For the negative half cell the NO3 Cl from salt bridge decreaseneutralise the increased positiveZn2 ion"}
{"text": "For the positive half cell the Na  K from salt bridge increase the decreased positiveCu2 ion"}
{"text": "The voltmeter should theoretically registerread a 110Volts as a measure of the electromotive force emf of the cell Practically the voltage reading is lowered because the connecting wires have some resistance to be overcomed"}
{"text": "A combination of two half cells that can generate an electric current from a redox reaction is called a voltaicelectrochemical cell"}
{"text": "By convention a voltaicelectrochemical cell is represented"}
{"text": "Ms  M2aq  N2 aq  Ns"}
{"text": "metal rod of Msolution ofMsolution ofNmetal rod ofN"}
{"text": "Note"}
{"text": "aiMetal M must be the one higher in the reactivity series"}
{"text": "iiIt forms the negative terminal of the cell"}
{"text": "iiiIt must diagrammatically be drawn first on the left hand side when illustrating the voltaicelectrochemical cell"}
{"text": "biMetal N must be the one lower in the reactivity series"}
{"text": "iiIt forms the positive terminal of the cell"}
{"text": "iiiIt must diagrammatically be drawn secondafter right hand side when illustrating the voltaicelectrochemical cell"}
{"text": "Illustration of the voltaicelectrochemical cell"}
{"text": "iZnCu cell"}
{"text": "1 Zinc rod ionizes dissolves to form Zn2 ions at the negative terminal"}
{"text": "Zns  Zn2aq  2e"}
{"text": "2 Copper ions in solution gain the donated electrons to form copper atomsmetal"}
{"text": "Cu2aq  2e  Cus"}
{"text": "3Overall redox equation"}
{"text": "Cu2aq  Zns  Zn2aq  Cus"}
{"text": "4cell representation"}
{"text": "Zns  1M Zn2aq  1MCu2aq  Cus E0  110 V"}
{"text": "5cell diagram"}
{"text": "iiMgCu cell"}
{"text": "1 Magnesium rod ionizes dissolves to form Mg2 ions at the negative terminal"}
{"text": "Mgs  Mg2aq  2e"}
{"text": "2 Copper ions in solution gain the donated electrons to form copper atomsmetal"}
{"text": "Cu2aq  2e  Cus"}
{"text": "3Overall redox equation"}
{"text": "Cu2aq  Mgs  Mg2aq  Cus"}
{"text": "4cell representation"}
{"text": "Mgs  1M Mg2aq  1MCu2aq  Cus E0  204 V"}
{"text": "5cell diagram"}
{"text": "iiiFeCu cell"}
{"text": "1 Magnesium rod ionizes dissolves to form Mg2 ions at the negative terminal"}
{"text": "Fes  Fe2aq  2e"}
{"text": "2 Copper ions in solution gain the donated electrons to form copper atomsmetal"}
{"text": "Cu2aq  2e  Cus"}
{"text": "3Overall redox equation"}
{"text": "Cu2aq  Fes  Fe2aq  Cus"}
{"text": "4cell representation"}
{"text": "Fes  1M Fe2aq  1MCu2aq  Cus E0  078 V"}
{"text": "5cell diagram"}
{"text": "ivAgCu cell"}
{"text": "1 Copper rod ionizes dissolves to form Cu2 ions at the negative terminal"}
{"text": "Cus  Cu2aq  2e"}
{"text": "2 Silver ions in solution gain the donated electrons to form silver atomsmetal"}
{"text": "2Agaq  2e  2Ags"}
{"text": "3Overall redox equation"}
{"text": "2Agaq  Cus  Cu2aq  2Ags"}
{"text": "4cell representation"}
{"text": "Cus  1M Cu2aq  1M2Agaq  2Ags E0  046 V"}
{"text": "5cell diagram"}
{"text": "Standard electrode potential E"}
{"text": "The standard electrode potential E is obtained if the hydrogen half cell is used as reference The standard electrode potential E consist of inert platinum electrode immerseddipped in 1M solution of sulphuricVI acid H ions Hydrogen gas is bubbled on the platinum electrodes at"}
{"text": "ia temperature of 25oC"}
{"text": "iiatmospheric pressure of 101300Pa101300Nm21atm760mmHg76cmHg"}
{"text": "iiia concentration of 1M1moledm3 of sulphuricVI acid H ions and 1M1moledm3 of the other half cell"}
{"text": "Hydrogen is adsorbed onto the surface of the platinum An equilibriumbalance exist between the adsorbed layer of molecular hydrogen and H ions in solution to form a half cell"}
{"text": "H2 g  H aq  e"}
{"text": "The half cell representation is"}
{"text": "Pt H2 g  H aq 1M"}
{"text": "The standard electrode potential E is thus defined as the potential difference for a cell comprising of a particular element in contact with1M solution of its own ions and the standard hydrogen electrode"}
{"text": "If the other electrode has a highergreater tendency to lose electrons than the hydrogen electrode the electrode is therefore negative with respect to hydrogen electrode and its electrode potential has negative E values"}
{"text": "If the other electrode has a lowerlesser tendency to lose electrons than the hydrogen electrode the electrode is therefore positive with respect to hydrogen electrode and its electrode potential has positive E values"}
{"text": "Table showing the standard electrode potential E of some reactions"}
{"text": "Note"}
{"text": "iE values generally show the possibilityfeasibility of a reduction processoxidizing strength"}
{"text": "iiThe elementspecies in the half cell with the highest negative E value easily gain  acquire electrons"}
{"text": "It is thus the strongest oxidizing agent and its reduction process is highly possiblefeasible The elementspecies in the half cell with the lowest positive E value easily donate  lose electrons"}
{"text": "It is thus the strongest reducing agent and its reduction process is the least possiblefeasible"}
{"text": "iiiThe overall redox reaction is possiblefeasible is it has a positive  E"}
{"text": "If the overall redox reaction is not possible not feasible forced it has a negative  E"}
{"text": "Sample standard electrochemical cell"}
{"text": "Calculation examples on E"}
{"text": "Calculate the E value of a cell made of"}
{"text": "aZn and Cu"}
{"text": "From the table above"}
{"text": "Cu2 aq  2e  Cus E  034Vhigher E Right Hand Side diagram"}
{"text": "Zn2 aq  2e Zns E  077Vlower E Left Hand Side diagram"}
{"text": "Zns Zn2 aq  2e E  077reverse lower E to derive cell reaction  representation"}
{"text": "Overall E  E higher E lower  E RHS  E LHS Eoxidized E reduced"}
{"text": "Substituting"}
{"text": "Overall E  034   077  110V"}
{"text": "Overall redox equation"}
{"text": "Cu2 aq  Zns  Zn2 aq  Cus E  110V"}
{"text": "Overall conventional cell representation"}
{"text": "Zns  Zn2 aq 1M  1MCu2 aq  Cus E  110V"}
{"text": "Overall conventional cell diagram"}
{"text": "Zinc and copper reaction has a positive overall E therefore is possiblefeasible and thus Zinc can displacereduce Copper solution"}
{"text": "bMg and Cu"}
{"text": "From the table above"}
{"text": "Cu2 aq  2e  Cus E  034Vhigher E Right Hand Side diagram"}
{"text": "Mg2 aq  2e Mgs E  237Vlower E Left Hand Side diagram"}
{"text": "Mgs Mg2 aq  2e E  237reverse lower E to derive cell reaction  representation"}
{"text": "Overall E  E higher E lower  E RHS  E LHS E oxidized E reduced"}
{"text": "Substituting"}
{"text": "Overall E  034   237  271V"}
{"text": "Overall redox equation"}
{"text": "Cu2 aq  Mgs  Mg2 aq  Cus E  271V"}
{"text": "Overall conventional cell representation"}
{"text": "Mgs  Mg2 aq 1M  1MCu2 aq  Cus E  271V"}
{"text": "cAg and Pb"}
{"text": "From the table above"}
{"text": "2Ag aq  2e  2Ags E  080Vhigher E Right Hand Side diagram"}
{"text": "Pb2 aq  2e Pbs E  013Vlower E Left Hand Side diagram"}
{"text": "Pbs Pb2 aq  2e E  013reverse lower E to derive cell reaction  representation"}
{"text": "Overall E  E higher E lower  E RHS  E LHS E oxidized E reduced"}
{"text": "Substituting"}
{"text": "Overall E  080   013  093V"}
{"text": "Overall redox equation"}
{"text": "2Ag aq  Pbs  Pb2 aq  2Ags E  093V"}
{"text": "Overall conventional cell representation"}
{"text": "Pbs  Pb2 aq 1M  1M2Ag aq  Ags E  093V"}
{"text": "dChlorine and Bromine"}
{"text": "From the table above"}
{"text": "2e  Cl2g 2Cl aq E  136Vhigher E Right Hand Side diagram"}
{"text": "2e  Br2aq 2Br aq E  013Vlower E Left Hand Side diagram"}
{"text": "2Br aq  Br2aq  2e E  013reverse lower E to derive cell reaction  representation"}
{"text": "Overall E  E higher E lower  E RHS  E LHS E oxidized E reduced"}
{"text": "Substituting"}
{"text": "Overall E   013   136  123V"}
{"text": "Overall redox equation"}
{"text": "2Br aq  Cl2g  2Cl aq  Br2aq E  123V"}
{"text": "Overall conventional cell representation"}
{"text": "Cl2g  2Cl aq 1M  1M 2Br aq  Br2aq E  123V"}
{"text": "Chlorine displaces bromine from bromine water When chlorine gas is thus bubbled in bromine water the pale green colour fades as displacement takes place and a brown solution containing dissolved bromine liquid is formed This reaction is feasible possible because the overall redox reaction has a positive E value"}
{"text": "eStrongest oxidizing agent and the strongest reducing agent"}
{"text": "From the table above"}
{"text": "2e  F2g 2F aq E  287Vhighest E strongest oxidizing agent"}
{"text": "2e  2K aq 2K aq E  292Vlowest E strongest reducing agent"}
{"text": "2K aq  2K aq  2e E  292V reverse lower E to derive cell reaction  representation"}
{"text": "Overall E  E higher E lower  E RHS  E LHS E oxidized E reduced"}
{"text": "Substituting"}
{"text": "Overall E  287  292  579V"}
{"text": "Overall redox equation"}
{"text": "F2g  2Ks  2F aq  2K aq E  579V"}
{"text": "Overall conventional cell representation"}
{"text": "2Ks  2K aq1M  1M 2F aq  F2g E  579V"}
{"text": "The redox reactions in an electrochemicalvoltaic is commercially applied to make the"}
{"text": "aDry primaryLaclanche cell"}
{"text": "bWet secondary accumulators"}
{"text": "aDryprimaryLaclanche cell"}
{"text": "Examine a used dry cell"}
{"text": "Note the positive and the negative terminal of the cell Carefully using a knife cut a cross section from one terminal to the other"}
{"text": "The dry cell consist of a Zinc can containing a graphite rod at the centre surrounded by a paste of"}
{"text": "Ammonium chloride"}
{"text": "Zinc chloride"}
{"text": "powdered manganese IV oxide mixed with Carbon"}
{"text": "Zinc actsserve as the negative terminal where it ionizesdissociates"}
{"text": "Zns  Zn2aq  2e"}
{"text": "Ammonium ions in ammonium chloride serve as the positive terminal where it is converted to ammonia gas and hydrogen gas"}
{"text": "2NH4aq  2e  2NH3g  H2g"}
{"text": "Ammonia forms a complex salt  compound ZnNH3 42 aq  tetramminezincII complex with the Zinc chloride in the paste"}
{"text": "Manganese IV oxide oxidizes the hydrogen produced at the electrodes to water preventing any bubbles from coating the carbon terminal which would reduce the efficiency of the cell"}
{"text": "Ammonium chloride is used as paste because the solid does not conduct electricity because the ions are fusednot mobile"}
{"text": "Since the reactants are used up the dry primary Laclanche cell cannot provide continous supply of electricityThe process of restoring the reactants is called recharging"}
{"text": "bWetSecondaryAccumulators"}
{"text": "1 WetSecondaryAccumulators are rechargeable unlike dry primary Laclanche cellsWetSecondaryAccumulators are made up of"}
{"text": "iLead plate that forms the negative terminal"}
{"text": "iiLeadIV oxide that forms the positive terminal"}
{"text": "2The two electrodes are dipped in concentrated sulphuricVI acid of a relative density 1213"}
{"text": "3At the negative terminallead ionizes dissolves"}
{"text": "Pbs  Pb2  2e"}
{"text": "4At the positive terminal"}
{"text": "i LeadIV oxide reacts with the hydrogen ions in sulphuricVIacid to form Pb2 aq ions"}
{"text": "PbO2s  4Haq  2e  Pb2 aq  H2Ol"}
{"text": "ii Pb2 aq ions formed instantly react with sulphate VI ions SO42 aq from sulphuric VIacid to form insoluble LeadII sulphate VI"}
{"text": "Pb2 aq  SO42 aq  PbSO4s"}
{"text": "5The overall cell reaction is called discharging"}
{"text": "PbO2s Pbs  4Haq  2SO42 aq 2PbSO4s  2H2Ol E  20V"}
{"text": "6The insoluble LeadII sulphate VI formed should not be left for long since fine LeadII sulphate VI will change to a course nonreversible and inactive form making the cell less efficient"}
{"text": "As the battery discharges lead and leadIVoxide are depletedfinishedreduced and the concentration of sulphuricVIacid decreases"}
{"text": "During recharging the electrode reaction is reversed as below"}
{"text": "2PbSO4s  2H2Ol PbO2s Pbs  4Haq  2SO42 aq"}
{"text": "8 A car battery has six Leadacid cells making a total of 12 volts"}
{"text": "iiiELECTROLYSIS ELECTROLYTIC CELL"}
{"text": "1Electrolysis is defined simply as the decomposition of a compound by an electric currentelectricity"}
{"text": "A compound that is decomposed by an electric current is called an electrolyte Some electrolytes are weak while others are strong"}
{"text": "2Strong electrolytes are those that are fully ionizeddissociated into many ions Common strong electrolytes include"}
{"text": "iall mineral acids"}
{"text": "iiall strong alkalissodium hydroxidepotassium hydroxide"}
{"text": "iiiall soluble salts"}
{"text": "3Weak electrolytes are those that are partiallypartly ionizeddissociated into few ions"}
{"text": "Common weak electrolytes include"}
{"text": "iall organic acids"}
{"text": "iiall bases except sodium hydroxidepotassium hydroxide"}
{"text": "iiiWater"}
{"text": "4 A compound that is not decomposed by an electric current is called nonelectrolyte Nonelectrolytes are those compounds substances that exist as molecules and thus cannot ionizedissociate intoany ions"}
{"text": "Common nonelectrolytes include"}
{"text": "i most organic solvents eg petrolparaffinbenzenemethylbenzeneethanol"}
{"text": "iiall hydrocarbonsalkanes alkenesalkynes"}
{"text": "iiiChemicals of lifeeg proteins carbohydrates lipids starch sugar"}
{"text": "5 An electrolytes in solid state have fused joined ions and therefore do not conduct electricity but the ions cations and anions are free and mobile in molten and aqueous solution dissolved in water state"}
{"text": "6During electrolysis the free ions are attracted to the electrodes An electrode is a rod through which current enter and leave the electrolyte during electrolysis An electrode that does not influencealter the products of electrolysis is called an inert electrode"}
{"text": "Common inert electrodes include"}
{"text": "iPlatinum"}
{"text": "iiCarbon graphite"}
{"text": "Platinum is not usually used in a school laboratory because it is very expensive Carbon graphite is easilyreadily and cheaply available from used dry cells"}
{"text": "7The positive electrode is called AnodeThe anode is the electrode through which current enter the electrolyteelectrons leave the electrolyte"}
{"text": "8The negative electrode is called Cathode The cathode is the electrode through which current leave the electrolyte  electrons enter the electrolyte"}
{"text": "9 During the electrolysis free anions are attracted to the anode where they lose donate electrons to form neutral atomsmolecules ie"}
{"text": "Ml  Ml  e for cations from molten electrolytes"}
{"text": "Ms  Maq  e for cations from electrolytes in aqueous state  solution  dissolved in water"}
{"text": "The neutral atoms molecules form the products of electrolysis at the anode This is called discharge at anode"}
{"text": "10 During electrolysis free cations are attracted to the cathode where they gain acceptacquire electrons to form neutral atomsmolecules"}
{"text": "X aq  2e  Xs for cations from electrolytes in aqueous state  solution  dissolved in water"}
{"text": "2X l  2e  X l for cations from molten electrolytes"}
{"text": "The neutral atoms molecules form the products of electrolysis at the cathode This is called discharge at cathode"}
{"text": "11 The below set up shows an electrolytic cell"}
{"text": "12 For a compound salt containing only two ionbinary salt the products of electrolysis in an electrolytic cell can be determined as in the below examples"}
{"text": "aTo determine the products of electrolysis of molten LeadIIchloride"}
{"text": "iDecomposition of electrolyte into free ions"}
{"text": "PbCl2 l  Pb 2l  2Cll"}
{"text": "Compound decomposed into free cation and anion in liquid state"}
{"text": "iiAt the cathodenegative electrode"}
{"text": "Pb 2l  2e  Pb l"}
{"text": "Cation  Pb 2 gains  accepts  acquires electrons to form free atom"}
{"text": "iiiAt the anodepositive electrode"}
{"text": "2Cll  Cl2 g  2e"}
{"text": "Anion  Cl donatelose electrons to form free atom then a gas molecule"}
{"text": "ivProducts of electrolysis therefore are"}
{"text": "IAt the cathode grey beads solid lead metal"}
{"text": "IIAt the anode pale green chlorine gas"}
{"text": "bTo determine the products of electrolysis of molten Zinc bromide"}
{"text": "iDecomposition of electrolyte into free ions"}
{"text": "ZnBr2 l  Zn 2l  2Brl"}
{"text": "Compound decomposed into free cation and anion in liquid state"}
{"text": "iiAt the cathodenegative electrode"}
{"text": "Zn 2l  2e  Znl"}
{"text": "Cation  Zn2 gains  accepts  acquires electrons to form free atom"}
{"text": "iiiAt the anodepositive electrode"}
{"text": "2Brl  Br2 g  2e"}
{"text": "Anion  Br donatelose electrons to form free atom then a liquid molecule which change to gas on heating"}
{"text": "ivProducts of electrolysis therefore are"}
{"text": "IAt the cathode grey beads solid Zinc metal"}
{"text": "IIAt the anode red bromine liquid  redbrown bromine gas"}
{"text": "cTo determine the products of electrolysis of molten sodium chloride"}
{"text": "iDecomposition of electrolyte into free ions"}
{"text": "NaCl l  Na l  Cll"}
{"text": "Compound decomposed into free cation and anion in liquid state"}
{"text": "iiAt the cathodenegative electrode"}
{"text": "2Nal  2e  Na l"}
{"text": "Cation  Na gains  accepts  acquires electrons to form free atom"}
{"text": "iiiAt the anodepositive electrode"}
{"text": "2Cll  Cl2 g  2e"}
{"text": "Anion  Cl donatelose electrons to form free atom then a gas molecule"}
{"text": "ivProducts of electrolysis therefore are"}
{"text": "IAt the cathode grey beads solid sodium metal"}
{"text": "IIAt the anode pale green chlorine gas"}
{"text": "dTo determine the products of electrolysis of molten Aluminium IIIoxide"}
{"text": "iDecomposition of electrolyte into free ions"}
{"text": "Al2O3 l  2Al 3l  3O2l"}
{"text": "Compound decomposed into free cation and anion in liquid state"}
{"text": "iiAt the cathodenegative electrode"}
{"text": "4Al 3 l  12e  4Al l"}
{"text": "Cation  Al 3 gains  accepts  acquires electrons to form free atom"}
{"text": "iiiAt the anodepositive electrode"}
{"text": "6O2l  3O2 g  12e"}
{"text": "Anion 6O2 donatelose 12 electrons to form free atom then three gas molecule"}
{"text": "ivProducts of electrolysis therefore are"}
{"text": "IAt the cathode grey beads solid aluminium metal"}
{"text": "IIAt the anode colourless gas that relightsrekindles glowing splint"}
{"text": "13 For a compound salt mixture containing many ions in an electrolytic cell the discharge of ions in the cell depend on the following factors"}
{"text": "Position of cations and anions in the electrochemical series"}
{"text": "1 Most electropositive cations require more energy to reduce gain electrons and thus not readily discharged The higher elements metals in the electrochemical series the less easilyreadily it is discharged at the cathode in the electrolytic cell"}
{"text": "Table I showing the relative ease of discharge of cations in an electrolytic cell"}
{"text": "Kaq  e  Ks least readilyeasily discharged"}
{"text": "Naaq  e  Nas"}
{"text": "Ca2aq  2e  Cas"}
{"text": "Mg2aq  2e  Mgs"}
{"text": "Al3aq  3e  Als"}
{"text": "Zn2aq  2e  Zns"}
{"text": "Fe2aq  2e  Fes"}
{"text": "Pb2aq  2e  Pbs"}
{"text": "2Haq  2e  H2g hydrogen is usually metallic"}
{"text": "Cu2aq  2e  Cus"}
{"text": "Hg2aq  2e  Hgs"}
{"text": "Agaq  e  Ags most readilyeasily discharged"}
{"text": "2The OH ion is the most readilyeasily discharged anion  All the other anionic radicalsSO42 SO32 CO32 HSO4 HCO3 NO3 PO43are notnever discharged The ease of discharge of halogen ions increase down the group"}
{"text": "Table II showing the relative ease of discharge of anions in an electrolytic cell"}
{"text": "4OH aq  2H2Ol  O2 g  4e most readilyeasily discharged"}
{"text": "2 Iaq  I2aq  2e"}
{"text": "2 Braq  Br2aq  2e"}
{"text": "2 Claq  Cl2aq  2e"}
{"text": "2 Faq  F2aq  2e"}
{"text": "SO42 SO32 CO32 HSO4 HCO3 NO3 PO43 notneverrarely discharged"}
{"text": "3aWhen two or more cations are attracted to the cathode the ion lower in the electrochemical series is discharged instead of that which is higher as per the table I above This is called selectivepreferential discharge at cathode"}
{"text": "bWhen two or more anions are attracted to the anode the ion higher in the electrochemical series is discharged instead of that which is lower as per the table I above This is called selectivepreferential discharge at anode"}
{"text": "4The following experiments shows the influence effect of selectivepreferential discharge on the products of electrolysis"}
{"text": "iElectrolysis of acidified waterdilute sulphuricVI acid"}
{"text": "Fill the Hoffmann voltameter with dilute sulphuricVI acid Connect the Hoffmann voltameter to a dc electric supply Note the observations at each electrode"}
{"text": "Electrolytic cell set up during electrolysis of acidified waterdilute sulphuricVI acid"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "H2 SO4aq  SO42aq  2Haq"}
{"text": "II Name the ions in acidified water that are attractedmove to"}
{"text": "Cathode Haq from either sulphuricVI acid H2 SO4 or water H2O"}
{"text": "Anode SO42aq from sulphuric VI acid H2 SO4 and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode 4Haq  4e  2H2g"}
{"text": "Anode 4OH aq  2H2Ol  O2 g  4e"}
{"text": "4OH ions selectively discharged instead of SO42 ions at the anode"}
{"text": "IV Name the products of electrolysis of acidified water"}
{"text": "CathodeHydrogen gas colourless gas that extinguishes burning splint with explosion pop sound"}
{"text": "AnodeOxygen gas colourless gas that relights rekindles glowing splint"}
{"text": "V Explain the difference in volume of products at the cathode and anode"}
{"text": "The four4 electrons donatedlost by OH ions to form 1 molecule1volume1mole of oxygen O2gas at the anode are gainedacquiredaccepted by the four Haq ions to form 2 molecule2volume2mole of Hydrogen H2gas at the cathode"}
{"text": "The volume of Oxygen gas at the anode is thus a half the volume of Hydrogen produced at the cathode The volume of Hydrogen gas at the cathode is thus a twice the volume of Oxygen produced at the anode"}
{"text": "VI Why is electrolysis of dilute sulphuricVI acid called electrolysis of acidified water"}
{"text": "The ratio of H2 g O2 g is 21 as they are combined in water This impliesmeans that water in the electrolyte is being decomposed into hydrogen and Oxygen gases The electrolysis of dilute sulphuric acid is therefore called electrolysis of acidified water"}
{"text": "VI Explain the changes in concentration of the electrolyte during electrolysis of acidified water"}
{"text": "The concentration of dilute sulphuric VI acid increases Water in the electrolyte is decomposed into Hydrogen and Oxygen gases that escape The concentration mole of acid present in a given volume of solution thus continue increasingrising"}
{"text": "iiElectrolysis of Magnesium sulphateVI solution"}
{"text": "Fill the Hoffmann voltameter with dilute sulphuricVI acid Connect the Hoffmann voltameter to a dc electric supply Note the observations at each electrode"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "Mg SO4aq  SO42aq  Mg2aq"}
{"text": "II Name the ions in Magnesium sulphateVI solution that are attractedmove to"}
{"text": "Cathode Mg2aq from Magnesium sulphateVI solution Mg SO4 and Haq from water H2O"}
{"text": "Anode SO42aq from Magnesium sulphateVI solution Mg SO4 and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode 4Haq  4e  2H2g"}
{"text": "H ions selectively discharged instead of Mg2 ions at the cathode"}
{"text": "Anode 4OH aq  2H2Ol  O2 g  4e"}
{"text": "4OH ions selectively discharged instead of SO42 ions at the anode"}
{"text": "IV Name the products of electrolysis of Magnesium sulphateVI solution"}
{"text": "CathodeHydrogen gas colourless gas that extinguishes burning splint with explosion pop sound"}
{"text": "AnodeOxygen gas colourless gas that relights rekindles glowing splint"}
{"text": "V Explain the difference in volume of products at the cathode and anode"}
{"text": "The four4 electrons donatedlost by OH ions to form 1 molecule1volume1mole of oxygen O2gas at the anode are gainedacquiredaccepted by the four Haq ions to form 2 molecule2volume2mole of Hydrogen H2gas at the cathode"}
{"text": "The volume of Oxygen gas at the anode is thus a half the volume of Hydrogen produced at the cathode The volume of Hydrogen gas at the cathode is thus a twice the volume of Oxygen produced at the anode"}
{"text": "VI Explain the changes in concentration of the electrolyte during electrolysis of Magnesium sulphateVI solution"}
{"text": "The concentration of dilute Magnesium sulphateVI solution increases"}
{"text": "The ratio of H2 g O2 g is 21 as they are combined in water"}
{"text": "Water in the electrolyte is decomposed into Hydrogen and Oxygen gases that escape as products"}
{"text": "The concentration mole of acid present in a given volume of Magnesium sulphateVI solution thus continue increasingrising"}
{"text": "The set  up below was used during the electrolysis of aqueous magnesium sulphate using inert electrodes"}
{"text": "Name a suitable pair of electrodes for this experiment"}
{"text": "Identify the ions and cations in the solution"}
{"text": "On the diagram label the cathode"}
{"text": "Write ionic equations for the reactions that took place at the anode"}
{"text": "Explain the change that occurred to the concentration of magnesium sulphate solution during the experience"}
{"text": "During the electrolysis a current of 2 amperes was passed through the solution for 4 hours Calculate the volume of the gas produced at the anode1 faraday 96500 coulombs and volume of a gas at room temperature is 24000cm3"}
{"text": "One of the uses of electrolysis is electroplating"}
{"text": "What is meant by electroplating"}
{"text": "Give tow reasons why electroplating is necessary"}
{"text": "Concentration of the electrolytes"}
{"text": "1High concentrations of cations andor anions at the electrodes block the ions that is likely to be discharged at the electrode This is called over voltage A concentrated solution therefore produces different products of electrolysis from a dilute one"}
{"text": "2 The following experiments show the influenceeffect of concentration of electrolyte on the products of electrolysis"}
{"text": "iElectrolysis of dilute and concentratedbrinesodium chloride solution"}
{"text": "I Dissolve about 05 g of pure sodium chloride crystals in 100cm3 of water Place the solution in an electrolytic cell Note the observations at each electrode for 10 minutes Transfer the set up into a fume chamberopen and continue to make observations for a further 10 minute"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "NaClaq  Claq  Naaq"}
{"text": "II Name the ions in sodium chloride solution that are attractedmove to"}
{"text": "Cathode Naaq from Sodium chloride solution NaCl and Haq from water H2O"}
{"text": "Anode Claq from sodiumchloride solution NaCl and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode 4Haq  4e  2H2g"}
{"text": "H ions selectively discharged instead of Na ions at the cathode"}
{"text": "Anode 4OH aq  2H2Ol  O2 g  4e"}
{"text": "4OH ions selectively discharged instead of Cl ions at the anode"}
{"text": "IV Name the products of electrolysis of dilute sodium chloride solution"}
{"text": "CathodeHydrogen gas colourless gas that extinguishes burning splint with explosion pop sound"}
{"text": "AnodeOxygen gas colourless gas that relights rekindles glowing splint"}
{"text": "V Explain the difference in volume of products at the cathode and anode"}
{"text": "Four4 electrons donatedlost by OH ions to form 1 molecule1volume1mole of oxygen O2gas at the anode are gainedacquiredaccepted by four Haq ions to form 2 molecule2volume2mole of Hydrogen H2gas at the cathode"}
{"text": "The volume of Oxygen gas at the anode is half the volume of Hydrogen produced at the cathode The volume of Hydrogen gas at the cathode is twice the volume of Oxygen produced at the anode"}
{"text": "VI Explain the changes in concentration of the electrolyte during electrolysis of sodium chloride solution"}
{"text": "The concentration of dilute sodium chloride solution increases"}
{"text": "The ratio of H2 g O2 g is 21 as they are combined in water Water in the electrolyte is decomposed into Hydrogen and Oxygen gases that escape as products The concentration moles of salt present in a given volume of sodium chloride solution continue increasingrising"}
{"text": "II Dissolve about 20 g of pure sodium chloride crystals in 100cm3 of water Place the solution in an electrolytic cell Note the observations continuously at each electrode for 30 minutes in a fume chamberopen"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "NaClaq  Claq  Naaq"}
{"text": "II Name the ions in sodium chloride solution that are attractedmove to"}
{"text": "Cathode Naaq from Sodium chloride solution NaCl and Haq from water H2O"}
{"text": "Anode Claq from sodium chloride solution NaCl and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode 2Haq  2e  H2g"}
{"text": "H ions selectively discharged instead of Na ions at the cathode"}
{"text": "Anode 2Cl aq  Cl2g  4e"}
{"text": "Cl ions with a higher concentration block the discharge of OH ions at the anode"}
{"text": "IV Name the products of electrolysis of concentrated sodium chloride solutionbrine"}
{"text": "CathodeHydrogen gas colourless gas that extinguishes burning splint with explosion pop sound"}
{"text": "AnodeChlorine gaspale green gas that bleaches dampmoistwet litmus papers"}
{"text": "V Explain the difference in volume of products at the cathode and anode"}
{"text": "Two 2 electrons donatedlost by Cl ions to form 1 molecule1volume1mole of Chlorine Cl2gas at the anode are gainedacquiredaccepted by two Haq ions to form 1 molecule1volume1mole of Hydrogen H2gas at the cathode"}
{"text": "The volume of Chlorine gas at the anode is equal to the volume of Hydrogen produced at the cathode The volume of Hydrogen gas at the cathode is equal to the volume of Chlorine produced at the anode"}
{"text": "VI Explain the changes in concentration of the electrolyte during electrolysis of concentrated sodium chloride solutionbrine"}
{"text": "The concentration of concentrated sodium chloride solutionbrine increases"}
{"text": "The ratio of Cl2 g H2 g is 11 as they are combined in water"}
{"text": "Water in the electrolyte is decomposed into only Hydrogen gas that escapes as products at cathode"}
{"text": "The concentration moles of OH aq and Na ion as NaOH present in a given volume of electrolyte continue increasingrising"}
{"text": "This makes the electrolyte strongly alkaline with high pH"}
{"text": "As the electrolysis of brine continues the concentration of Cl ions decrease and oxygen gas start being liberated at anode"}
{"text": "The electrolyte pH is thus lowered and the concentration of brine starts again increasing"}
{"text": "iiElectrolysis of dilute and concentrated Hydrochloric acid solution"}
{"text": "I Prepare about 50cm3 of 005 M of dilute Hydrochloric acid in 100cm3 solution Place the solution in an electrolytic cell Note the observations at each electrode for 10 minutes"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "HClaq  Claq  Haq"}
{"text": "II Name the ions in dilute Hydrochloric acid solution that are attractedmove to"}
{"text": "Cathode Haq from dilute Hydrochloric acid HCl and Haq from water H2O"}
{"text": "Anode Claq from dilute Hydrochloric acid HCl and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode 4Haq  4e  2H2g"}
{"text": "H ions selectively discharged instead of Na ions at the cathode"}
{"text": "Anode 4OH aq  H2Ol O2 4e"}
{"text": "4OH ions selectively discharged instead of Cl ions at the anode"}
{"text": "IV Name the products of electrolysis of dilute Hydrochloric acid"}
{"text": "CathodeHydrogen gas colourless gas that extinguishes burning splint with explosion pop sound"}
{"text": "AnodeOxygen gas colourless gas that relights rekindles glowing splint"}
{"text": "V Explain the difference in volume of products at the cathode and anode"}
{"text": "Four4 electrons donatedlost by OH ions to form 1 molecule1volume1mole of oxygen O2gas at the anode are gainedacquiredaccepted by four Haq ions to form 2 molecule2volume2mole of Hydrogen H2gas at the cathode"}
{"text": "The volume of Oxygen gas at the anode is half the volume of Hydrogen produced at the cathode The volume of Hydrogen gas at the cathode is twice the volume of Oxygen produced at the anode"}
{"text": "VI Explain the changes in concentration of the electrolyte during electrolysis of dilute Hydrochloric acid"}
{"text": "The concentration of dilute Hydrochloric acid increases"}
{"text": "The ratio of H2 g O2 g is 21 as they are combined in water Water in the electrolyte is decomposed into Hydrogen and Oxygen gases that escape as products The concentration moles of HCl present in a given volume of dilute Hydrochloric acid continue increasingrising"}
{"text": "II Prepare about 50cm3 of 2M of Hydrochloric acid in 100cm3 solution Place the solution in an electrolytic cell Note the observations at each electrode for 30 minutes"}
{"text": "CautionThis experiment should be done in the openfume chamber"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "HClaq  Claq  Haq"}
{"text": "II Name the ions in 2M Hydrochloric acid solution that are attractedmove to"}
{"text": "Cathode Haq from dilute Hydrochloric acid HCl and Haq from water H2O"}
{"text": "Anode Claq from dilute Hydrochloric acid HCl and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode 4Haq  4e  2H2g"}
{"text": "H ions selectively discharged instead of Na ions at the cathode"}
{"text": "Anode 2Cl aq  Cl2 2e"}
{"text": "OH ions concentration is lowCl ions concentration is higher at the anode thus cause over voltageblock discharge of OH ions"}
{"text": "IV Name the products of electrolysis of 2M Hydrochloric acid"}
{"text": "CathodeHydrogen gas colourless gas that extinguishes burning splint with explosion pop sound"}
{"text": "AnodeChlorine gas Pale green gas that bleaches bluered moistwetdamp litmus papers"}
{"text": "V Explain the difference in volume of products at the cathode and anode"}
{"text": "Two2 electrons donatedlost by Cl ions to form 1 molecule1volume1mole of Chlorine Cl2gas at the anode are gainedacquiredaccepted by two Haq ions to form 1 molecule1volume1mole of Hydrogen H2gas at the cathode"}
{"text": "The volume of Chlorine gas at the anode is equal to the volume of Hydrogen produced at the cathode The volume of Hydrogen gas at the cathode is twice the volume of Chlorine produced at the anode"}
{"text": "VI Explain the changes in concentration of the electrolyte during electrolysis of 2M Hydrochloric acid"}
{"text": "The concentration of Hydrochloric acid decreases"}
{"text": "The ratio of H2 g Cl2 g is 11 as they are combined in Hydrochloric acid"}
{"text": "Water in the electrolyte is decomposed only into Hydrogen gas that escapes as products at the cathode"}
{"text": "There is a net accumulation of excess OH aq ions in solution"}
{"text": "This makes the electrolyte strongly alkaline with high pH"}
{"text": "Nature of electrodes used in the electrolytic cell"}
{"text": "Inert electrodes carbongraphite and platinum do not alter the expected products of electrolysis in an electrolytic cell If anotherdifferent electrode is used in the electrolytic cell it altersinfluenceschanges the expected products of electrolysis"}
{"text": "The examples below illustrate the influence of the nature of electrode on the products of electrolysis"}
{"text": "iElectrolysis of copperII sulphateVI solution"}
{"text": "I Using carbongraphite electrodes"}
{"text": "Weigh Carbon graphite electrodes Record the masses of the electrodes in table I below Place the electrodes in 1M copperII sulphateVI solution in a beaker Set up an electrolytic cell"}
{"text": "Close the switch and pass current for about 20 minutes Observe each electrode and any changes in electrolyte Remove the electrodes from the electrolyte Wash with acetonepropanone and allow them to dry Reweigh each electrode"}
{"text": "Sample results"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "CuSO4aq  SO42aq  Cu2aq"}
{"text": "II Name the ions in 1M copperII sulphateVI solution that are attractedmove to"}
{"text": "Cathode Cu2 aq from copperII sulphateVI solution and Haq from water H2O"}
{"text": "Anode SO42aq from copperII sulphateVI solution and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode 2Cu2 aq  4e  2Cug"}
{"text": "Cu2 ions are lower than H ions in the electrochemical series therefore selectively discharged at the cathode"}
{"text": "Anode 4OH aq  H2Ol  O2 4e"}
{"text": "OH ions ions are higher than SO42 ions in the electrochemical series therefore selectively discharged at the cathode"}
{"text": "IV Name the products of electrolysis of 1M copperII sulphateVI solution"}
{"text": "Cathode2 moles of copper metal as brown solid coat"}
{"text": "AnodeOxygen gas Colourless gas that relights rekindles glowing splint"}
{"text": "V Explain the changes that take place at the cathode and anode"}
{"text": "Four4 electrons donatedlost by OH ions to form 1 molecule1volume1mole of Oxygen O2gas at the anode are gainedacquiredaccepted by two Cu2aq ions to form 2 moles of brown copper solid that deposit itself at the cathode"}
{"text": "The moles of oxygen gas at the anode is equal to the moles of copper produced at the cathode"}
{"text": "VI Explain the changes in electrolyte during electrolysis of 1M copper II sulphateVI solution"}
{"text": "iThe pH of copperII sulphateVI solution lowersdecreases The salt becomes more acidic Water in the electrolyte is decomposed only into Oxygen gas from the OH ions that escapes as products at the anode There is a net accumulation of excess H aq ions in solution This makes the electrolyte strongly acidic with low pH"}
{"text": "ii Cu2 aq ions are responsible for the blue colour of the electrolyte copperII sulphate VI solution As electrolysis continues blue Cu2 aq ions gain electrons to form brown Copper The blue colour of electrolyte therefore fadesbecome less blue"}
{"text": "iiiCopper is deposited at the cathode This increases the mass of the cathodeOH ions that produce Oxygen gas at anode come from water Oxygen escapes outaway without increasing the mass of anode"}
{"text": "II Using copper electrodes"}
{"text": "Weigh clean copper plates electrodes Record the masses of the electrodes in table I below Place the electrodes in 1M copperII sulphateVI solution in a beaker Set up an electrolytic cell"}
{"text": "Close the switch and pass current for about 20 minutes Observe each electrode and any changes in electrolyte Remove the electrodes from the electrolyte Wash with acetonepropanone and allow them to dry Reweigh each electrode"}
{"text": "Sample results"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "CuSO4aq  SO42aq  Cu2aq"}
{"text": "II Name the ions in 1M copperII sulphateVI solution that are attractedmove to"}
{"text": "Cathode Cu2 aq from copperII sulphateVI solution and Haq from water H2O"}
{"text": "Anode SO42aq from copperII sulphateVI solution and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode Cu2 aq  2e  Cus"}
{"text": "Cu2 ions are lower than H ions in the electrochemical series therefore selectively discharged at the cathode"}
{"text": "Anode Cu s  Cu2aq  2e"}
{"text": "Both OH ions and SO42 ions move to the anode but none is discharged The copper anode itself ionizesdissolvesdissociate because less energy is used to remove an electronionize dissociate copper atoms than OH ions"}
{"text": "IV Name the products of electrolysis of 1M copperII sulphateVI solution using copper electrodes"}
{"text": "Cathode1 moles of copper metal as brown solid coat Cathode increasedeposits"}
{"text": "AnodeAnode erodesdecrease in size"}
{"text": "V Explain the changes that take place during the electrolytic process"}
{"text": "iCathode"}
{"text": "Cu2 ions are lower than H ions in the electrochemical series therefore selectively discharged at the cathode Cu2 ions have greater tendency to acceptgainacquire electrons to form brown copper atomssolid that deposit itself and increase the masssize of the cathodeThe copper deposited at the cathode is pure"}
{"text": "H ions accumulate around the cathode Electrolyte thus becomes strongly acidic around the cathode"}
{"text": "Cu2 ions in solution are responsible for the blue colour of electrolyte Blue colour of electrolyte fade around the cathode"}
{"text": "iiAnode"}
{"text": "Copper atom at the anode easily ionizes to release electrons The anode therefore keeps decreasing in masseroding The amount of copper that dissolveerode is equal to the mass of copper deposited This is called electrode ionization"}
{"text": "Electrode ionization is where the anode erodesdecrease and the cathode depositsincrease during electrolysis The overall concentration of the electrolyte remains constant"}
{"text": "14In industries electrolysis has the following usesapplications"}
{"text": "aExtraction of reactive metals from their ores"}
{"text": "Potassium sodium magnesium and aluminium are extracted from their ores using electrolytic methods"}
{"text": "bPurifying copper after exraction from copper pyrites ores"}
{"text": "Copper obtained from copper pyrites ores is not pure After extraction the copper is refined by electrolysing copperIIsulphateVI solution using the impure copper as anode and a thin strip of pure copper as cathode Electrode ionization take place there"}
{"text": "iAt the cathode Cu2 aq  2e  Cus Pure copper deposits on the strip"}
{"text": "iiAt the anode Cus Cu2 aq  2e impure copper erodesdissolves"}
{"text": "cElectroplating"}
{"text": "The label EPNSElectro Plated Nickel Silver on some steelmetallic utensils mean they are platedcoated with silver andor Nickel to improve their appearanceadd their aesthetic valueand preventslow corrosionrusting of iron Electroplating is the process of coating a metal with another metal using an electric current During electroplatingthe cathode is made of the metal to be coatedimpure"}
{"text": "Example"}
{"text": "During the electroplating of a spoon with silver"}
{"text": "ithe spoonimpure is placed as the cathodenegative terminal of battery"}
{"text": "iithe pure silver is placed as the anodepositive terminal of battery"}
{"text": "iiithe pure silver erodesionizesdissociates to release electrons"}
{"text": "Ags Ag aq  e impure silver erodesdissolves"}
{"text": "iv silver Agions from electrolyte gain electrons to form pure silver deposits  coat cover the spoonimpure"}
{"text": "Ag aq  e Ags pure silver deposits coatcover on spoon"}
{"text": "15The quantitative amount of products of electrolysis can be determined by applying Faradays 1st law of electrolysis"}
{"text": "Faradays 1st law of electrolysis states that the massamount of substance liberatedproducedused during electrolysis is directly proportional to the quantity of of electricity passedused"}
{"text": "aThe SI unit of quantity of electricity is the coulombC The coulomb may be defined as the quantity of electricity passedused when a current of one ampere flow for one secondie"}
{"text": "1Coulomb  1 Ampere x 1Second"}
{"text": "The Ampere is the SI unit of currentI"}
{"text": "The Second is the SI unit of timet therefore"}
{"text": "Quantity of electricityin Coulombs  CurrentI x timet"}
{"text": "Practice examples"}
{"text": "1 A current of 2 amperes was passed through an electrolytic cell for 20 minutes Calculate the quantity of electric charge produced"}
{"text": "Working"}
{"text": "Quantity of electricityin Coulombs  CurrentI x timet"}
{"text": "Substituting converting time to second  2 x 20 x 60"}
{"text": "2400 C"}
{"text": "2 A current of 2 amperes was passed through an electrolytic96500 coulombs of charge were produced Calculate the time taken"}
{"text": "Working"}
{"text": "Timet in seconds  Quantity of electricityin Coulombs"}
{"text": "CurrentI in amperes"}
{"text": "Substituting  96500"}
{"text": "2"}
{"text": "48250 seconds"}
{"text": "3 96500 coulombs of charge were produced after 10 minutes in an electrolytic cell  Calculate the amount of current used"}
{"text": "Working"}
{"text": "CurrentI in amperes  Quantity of electricityin Coulombs Timet in seconds"}
{"text": "Substitutingconverting time to second 96500"}
{"text": "10 x 60"}
{"text": "1608333 Amperes"}
{"text": "bThe quantity of electricity required for one mole of electrons at the anodecathode is called the Faraday constantF It is about 96500 Coulombsie"}
{"text": "The number of Faradays used required is equal to the number of electrons used at cathodeanode during the electrolytic process eg"}
{"text": "Cu2 require to gain 2 moles of electrons2 Faradays 2 x 96500 coulombs of electricity at the cathode"}
{"text": "Al3 require to gain 3 moles of electrons3 Faradays 3 x 96500 coulombs of electricity at the cathode"}
{"text": "Na require to gain 1 moles of electrons1 Faradays 1 x 96500 coulombs of electricity at the cathode"}
{"text": "2H require to gain 2 moles of electrons2 Faradays 2 x 96500 coulombs of electricity at the cathode to form 1molecule of hydrogen gas"}
{"text": "2O2 require to losedonate 4 moles of electrons4 Faradays 4 x 96500 coulombs of electricity at the anode to form 1molecule of Oxygen O2 gas"}
{"text": "4OH require to losedonate 4 moles of electrons4 Faradays 4 x 96500 coulombs of electricity at the anode to form 1molecule of Oxygen gas and 2 molecules of water"}
{"text": "cThe massamount of products at the cathodeanode is related to the molar mass of the substance andor the volume of gases at standardroom temperature and pressure as in the below examples"}
{"text": "Practice examples"}
{"text": "1Calculate the mass of copper deposited at the cathode when a steady current of 40 amperes is passed through copperIIsulphateVI for 30 minutes in an electrolytic cell Cu635 1F  96500C"}
{"text": "Working"}
{"text": "Quantity of electricityin Coulombs  CurrentI x timet"}
{"text": "Substituting converting time to second  4 x 30 x 60"}
{"text": "7200 C"}
{"text": "Equation at the cathode Cu2 aq  2e  Cus"}
{"text": "2 mole of electrons  2 Faradays  2 x 96500 C produce a mass molar mass of copper thus"}
{"text": "2 x 96500C  635 g"}
{"text": "72000C  7200 x 635  23689 g of copper"}
{"text": "2 x 96500"}
{"text": "2aIf 32 g of Lead were deposited when a current of 25 amperes was passed through an electrolytic cell of molten LeadIIbromide for 20 minutes determine the Faraday constantPb  207"}
{"text": "Working"}
{"text": "Quantity of electricity in Coulombs  CurrentI x timet"}
{"text": "Substituting converting time to second  25 x 20 x 60"}
{"text": "3000 C"}
{"text": "If 32g of Lead  3000C"}
{"text": "Then 207 g of Lead  207 x 3000  1940625 C"}
{"text": "32"}
{"text": "Equation at the cathode Pb2 l  2e  Pbl"}
{"text": "From the equation 2 moles of electrons  2 Faradays  1940625 C"}
{"text": "1mole of electrons  1 Faraday  1940625  9703125 C"}
{"text": "2"}
{"text": "bWhat is the volume of bromine vapour produced at the anode at room temperature1mole of gas at room temperature and pressure  24000cm3"}
{"text": "Method 1"}
{"text": "Equation at the anode Br l  Br2g  2e"}
{"text": "From the equation 2 moles of electrons  2 Faradays  1940625 C  24000cm3"}
{"text": "3000 C  3000 x 24000"}
{"text": "1940625"}
{"text": "3710145cm3"}
{"text": "Method 2"}
{"text": "Equation at the anode Br l  Br2g  2e"}
{"text": "Mole ratio of products at Cathode anode  11"}
{"text": "Moles of Lead at cathode  32  00155moles  moles of Bromine"}
{"text": "207"}
{"text": "1 moles of bromine vapour  24000cm3"}
{"text": "00155moles of Bromine  00155 x 24000  372 cm3"}
{"text": "Method 3"}
{"text": "Equation at the anode Br l  Br2g  2e"}
{"text": "Ratio of Faradays used to form products at Cathode anode  22"}
{"text": "2 x 9703125 C produce 24000cm3 of bromine vapour"}
{"text": "Then 3000 C  3000 x 24000cm3  3710145cm3"}
{"text": "2 x 9703125"}
{"text": "3What mass of copper remain from 20 at the anode if a solution of copperIIsulphateVI is electrolysed using a current of 1 ampere flowing through an electrolytic cell for 20 minutesCu 635 1Faraday  96487 coulombs"}
{"text": "Working"}
{"text": "Quantity of electricity in Coulombs  CurrentI x timet"}
{"text": "Substituting converting time to second  1 x 20 x 60"}
{"text": "1200 C"}
{"text": "Equation at the cathode Cu2 aq  2e  Cus"}
{"text": "2 mole of electrons  2 Faradays  2 x 96500 C erodedissolve a mass molar mass of copper thus"}
{"text": "2 x 96500C  635 g"}
{"text": "1200C  1200 x 635  03948g of copper deposited"}
{"text": "2 x 96500"}
{"text": "Mass of copper remaining  Original mass  mass dissolvederoded"}
{"text": "20 03948  16052 g of copper remain"}
{"text": "4 Calculate the current passed if a mass of 0234 g of copper is deposited in 4 minutes during electrolysis of a solution of copper IIsulphateVI"}
{"text": "Cu 635 1F  96500C"}
{"text": "Working"}
{"text": "Equation at the cathode Cus  Cu2 aq  2e"}
{"text": "2 mole of electrons  2 Faradays  2 x 96500 C produce a mass molar mass of copper thus"}
{"text": "635 g  2 x 96500C"}
{"text": "0234 g  0234 x 2 x 96500  7112126 C"}
{"text": "635"}
{"text": "CurrentI in amperes  Quantity of electricityin Coulombs Timet in seconds"}
{"text": "Substitutingconverting time to second 7112126 C"}
{"text": "4x 60"}
{"text": "29634 Amperes"}
{"text": "5 aWhat quantity of electricity will deposit a mass of 243 g of Zinc during electrolysis of a solution of Zinc IIsulphateVI"}
{"text": "Zn 65 1F  96500C"}
{"text": "Working"}
{"text": "Equation at the cathode Zn2 aq  2e  Zns"}
{"text": "2 mole of electrons  2 Faradays  2 x 96500 C erodedissolve a mass molar mass of Zinc thus"}
{"text": "65 g  2 x 96500"}
{"text": "243 g  243 x 2 x 96500  72152308 C"}
{"text": "65"}
{"text": "bCalculate the time in minutes it would take during electrolysis of the solution of Zinc IIsulphateVI above if a current of 40 Amperes is used"}
{"text": "Timet in seconds  Quantity of electricityin Coulombs"}
{"text": "CurrentI in amperes"}
{"text": "Substituting  72152308  18038077 seconds  300635 minutes"}
{"text": "4 60"}
{"text": "6When a current of 15 amperes was passed through a cell containing M3 ions of metal M for 15 minutes the mass at cathode increased by 026 gFaraday constant  96500C"}
{"text": "a Calculate the quantity of electricity used"}
{"text": "Quantity of electricity in Coulombs  CurrentI x timet"}
{"text": "Substituting converting time to second  15 x 15 x 60"}
{"text": "1350 C"}
{"text": "Determine the relative atomic mass of metal M"}
{"text": "Equation at the cathode M3 aq  3e  Ms"}
{"text": "1350 C of electricity  026 g of metal M"}
{"text": "3 mole of electrons  3 Faradays  3 x 96500 C produce a mass molar mass of M thus"}
{"text": "RAM of M  026 g x 3 x 96500  557556No units"}
{"text": "1350"}
{"text": "7An element P has a relative atomic mass 88When a current of 05 amperes was passed through fused chloride of P for 32 minutes and 10seconds 044 g of P was deposited at the cathode Determine the charge on an ion of PFaraday constant  96500C"}
{"text": "Working"}
{"text": "Quantity of electricity in Coulombs  CurrentI x timet"}
{"text": "Substituting converting time to second  05 x 32 x 60  10"}
{"text": "965C"}
{"text": "044 g of metal P are deposited by 965C"}
{"text": "88g of of metal P are deposited by 88 x 965 193000 C"}
{"text": "044"}
{"text": "96500 C  1 mole of electrons  1 Faradays  single charge"}
{"text": "193000 C  193000  2 molesFaradayscharges  symbol of ion  P2"}
{"text": "96500"}
{"text": "8 During purification of copper by electrolysis 148 g of copper was deposited when a current was passed through aqueous copper IIsulphateVI for 2  hours Calculate the amount of current that was passed Cu 635 1F  96500C"}
{"text": "Working"}
{"text": "Equation at the cathode Cu2 aq  2e Cus"}
{"text": "2 mole of electrons  2 Faradays  2 x 96500 C produce a mass molar mass of copper thus"}
{"text": "635 g  2 x 96500C"}
{"text": "148 g  148 x 2 x 96500  42551181 C"}
{"text": "635"}
{"text": "CurrentI in amperes  Quantity of electricityin Coulombs Timet in seconds"}
{"text": "Substitutingconverting time to second 42551181C"}
{"text": "2 x 60  30 x60"}
{"text": "04728 Amperes"}
{"text": "17 Practically Faraday 1st law of electrolysis can be verified as below"}
{"text": "Verifying Faraday 1st law of electrolysis"}
{"text": "Procedure"}
{"text": "Weigh clean copper plates electrodes Record the masses of the electrodes in table I below Place the electrodes in 1M copperII sulphateVI solution in a beaker Set up an electrolytic cell"}
{"text": "Close the switch and pass a steady current of 2 amperes by adjusting the rheostat for exactly 20 minutesRemove the electrodes from the electrolyte Wash with acetone propanone and allow them to dry Reweigh each electrode"}
{"text": "Sample results"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "CuSO4aq  SO42aq  Cu2aq"}
{"text": "II Name the ions in 1M copperII sulphateVI solution that are attractedmove to"}
{"text": "Cathode Cu2 aq from copperII sulphateVI solution and Haq from water H2O"}
{"text": "Anode SO42aq from copperII sulphateVI solution and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode Cu2 aq  2e  Cus"}
{"text": "Cu2 ions are lower than H ions in the electrochemical series therefore selectively discharged at the cathode"}
{"text": "Anode Cu s  Cu2aq  2e"}
{"text": "Both OH ions and SO42 ions move to the anode but none is discharged The copper anode itself ionizesdissolvesdissociate as less energy is used to remove an electronionize dissociate copper atoms than OH ions"}
{"text": "IV Name the products of electrolysis of 1M copperII sulphateVI solution using copper electrodes"}
{"text": "Cathode125 g of copper metal as brown solid coatdeposits"}
{"text": "Anode125 g of copper metal erodesdecrease in size"}
{"text": "V iHow many moles of electrons are used to depositerode one mole of copper metal at the cathodeanode"}
{"text": "From the equation at anodecathode 2 moles"}
{"text": "iiHow many Faradays are used to depositerode one mole of copper metal at the cathodeanode"}
{"text": "From the equation at anodecathode  2 moles  2 Faradays"}
{"text": "iiiCalculate the quantity of electric charge used"}
{"text": "Working"}
{"text": "Quantity of electricity in Coulombs  CurrentI x timet"}
{"text": "Substituting converting time to second  2 x 20 x 60"}
{"text": "2400C"}
{"text": "VI i Calculate the quantity of electricity required to depositerode one mole of copper at the cathodeanodeCu635"}
{"text": "Since 125 g of copper  2400C"}
{"text": "Then 635 g 1mole of copper  635 x 2400  121920 C"}
{"text": "125"}
{"text": "iiDetermine the Faraday constant from the results in Vi above"}
{"text": "From the equation at"}
{"text": "Cathode Cu2 aq  2e  Cus"}
{"text": "Anode Cu s  Cu2aq  2e"}
{"text": "2 moles  2 Faradays  121920 C"}
{"text": "1 moles  1 Faradays  121920  60960 C"}
{"text": "2"}
{"text": "iii The faraday constant obtained above is far lower than theoreticalExplain"}
{"text": "high resistance of the wires used"}
{"text": "temperatures at 25oC were not kept constant"}
{"text": "plateselectrodes used were not made of pure copper"}
{"text": "plateselectrodes used were not thoroughly clean copper"}
{"text": "Further practice"}
{"text": "1An element P has a relative atomic mass of 88 When a current of 05 amperes was passed through the fused chloride of P for 32 minutes and 10 seconds 044g of P were deposited at the cathode Determine the charge on an ion of P 1 faraday  96500 Coulombs"}
{"text": "2During electrolysis of aqueous copper II sulphate 144750 coulombs of electricity were used Calculate the mass of copper metal that was obtained"}
{"text": "Cu  64 1 Faraday  96500 coulombs  3 mks"}
{"text": "3A nitrate of a metal M was electrolysed 118 g of metal was deposited when a current of 4 ampheres flow for 16 minutesDetermine the formula of the sulphateVIsalt of the metal"}
{"text": "Faraday constant  96500  RAM of X  590"}
{"text": "Working"}
{"text": "Q  It  4 x 16 x 60  3840 C"}
{"text": "118 g of X  3840 C"}
{"text": "590 g  590 x 3840  192000 C"}
{"text": "118"}
{"text": "96500 C  1Faraday"}
{"text": "192000 C 192000 C x1  2F thus charge of M  M2"}
{"text": "96500 C"}
{"text": "Valency of M is 2 thus formula of sulphateVIsalt MSO4"}
{"text": "4 Below is the results obtained when a current of 20ampheres is passed through copperIIsulphateVIsolution for 15 minutes during electrolysis using copper electrode"}
{"text": "Initial mass of cathode  10 g"}
{"text": "Final mass of cathode  16 g"}
{"text": "Change in mass of cathode  060 g"}
{"text": "iDetermine the change in mass at the anode Explain your answer"}
{"text": "Mass decrease  06g"}
{"text": "Electrode ionization take place where the cathode increase in mass form the erosion of the anode"}
{"text": "iiCalculate the quantity of electricity required to deposit one mole of copperCu 635"}
{"text": "Q It  2 x 15 x 60  1800 coulombs"}
{"text": "Method 1"}
{"text": "060 g of copper 1800 coulombs"}
{"text": "635 g  635 x 1800  190500 Coulombs"}
{"text": "060"}
{"text": "Method 2"}
{"text": "Moles of Copper  Mass  060  94488 x10 3 moles"}
{"text": "Molar mass 635"}
{"text": "94488 x10 3 moles  1800 coulombs"}
{"text": "1 Mole  1 x 1800 coulombs  190500381 coulombs"}
{"text": "94488 x10 3 moles"}
{"text": "iiiDetermine the oxidation number of copper produced at the cathode and hence the formula of its nitrate Vsalt 1 Faraday  96500 Coulombs"}
{"text": "96500 Coulombs  1 Faraday"}
{"text": "190500381 coulombs  190500381 coulombs x 1"}
{"text": "96500 Coulombs"}
{"text": "19741 Faradays  2Fwhole number"}
{"text": "Charge of copper  2  Oxidation number"}
{"text": "Valency of copper  2 hence chemical formula of nitrate Vsalt  Cu NO32"}
{"text": "RADIOACTIVITY"}
{"text": "A INTRODUCTION  CAUSES OF RADIOCTIVITY"}
{"text": "Radioactivity is the spontaneous disintegrationdecay of an unstable nuclide"}
{"text": "A nuclide is an atom with defined mass number number of protons and neutrons atomic number and definite energy"}
{"text": "Radioactivity takes place in the nucleus of an atom unlike chemical reactions that take place in the energy levels involving electrons"}
{"text": "A nuclide is said to be stable if its neutron proton ratio is equal to one np  1"}
{"text": "All nuclide therefore try to attain np  1 by undergoing radioactivity"}
{"text": "Examples"}
{"text": "iOxygen nuclide with 168 O has 8 neutrons and 8 protons in the nucleus therefore an np  1 thus stable and do not decaydisintegrate"}
{"text": "iiChlorine nuclide with 3517 Cl has 18 neutrons and 17 protons in the nucleus therefore an np  10588 thus unstable and decaysdisintegrates to try to attain np  1"}
{"text": "iiUranium nuclide with 23792 U has 206 neutrons and 92 protons in the nucleus therefore an np  22391 thus more unstable than 23592 U and thus more readily decays  disintegrates to try to attain np  1"}
{"text": "iii Chlorine nuclide with 3717 Cl has 20 neutrons and 17 protons in the nucleus therefore an np  11765 thus more unstable than 3517 Cl and thus more readily decays  disintegrates to try to attain np  1"}
{"text": "ivUranium nuclide with 23592 U has 143 neutrons and 92 protons in the nucleus therefore an np  15543 thus more stable than 237 92U but also readily decays  disintegrates to try to attain np  1"}
{"text": "All unstable nuclides naturally try to attain nuclear stability with the production of"}
{"text": "ialpha particle decay"}
{"text": "The alpha  particle has the following main characteristic"}
{"text": "iis positively chargedlike protons"}
{"text": "ii has mass number 4 and atomic number 2 therefore equal to a charged Helium atom  42He2"}
{"text": "iii have very low penetrating power and thus can be stopped blockedshielded by a thin sheet of paper"}
{"text": "iv have high ionizing power thus cause a lot of damage to living cells"}
{"text": "v a nuclide undergoing decay has its mass number reduced by 4 and its atomic number reduced by 2"}
{"text": "Examples of alpha decay"}
{"text": "210 84 Pb  x 82 Pb  42He 2"}
{"text": "210 84 Pb  206 82 Pb  42He 2"}
{"text": "226 88 Ra  222 y Rn  42He 2"}
{"text": "226 88 Ra  222 86 Rn  42He 2"}
{"text": "x y U  23490 Th  42He 2"}
{"text": "238 92 U  23490 Th  42He 2"}
{"text": "x y U  23088 Ra  2 42He 2"}
{"text": "238 92 U  23088 Ra  2 42He 2"}
{"text": "210 84 U  xy W  10"}
{"text": "210 84 U  17064 W  10"}
{"text": "210 92U  xy W  6"}
{"text": "210 92U  18680W  6"}
{"text": "iiBeta  particle decay"}
{"text": "The Beta  particle has the following main characteristic"}
{"text": "iis negatively chargedlike electrons"}
{"text": "iihas no mass number and atomic number negative one1 therefore equal to a fast moving electron 0 1e"}
{"text": "iii have medium penetrating power and thus can be stopped blockedshielded by a thin sheet of aluminium foil"}
{"text": "iv have medium ionizing power thus cause less damage to living cells than the  particle"}
{"text": "v a nuclide undergoing  decay has its mass number remain the same and its atomic number increase by 1"}
{"text": "Examples of beta  decay"}
{"text": "123 x Na  2312Mg  0 1e"}
{"text": "23 11 Na  2312Mg  0 1e"}
{"text": "2 234 x Th  y91 Pa  0 1e"}
{"text": "234 90 Th  y91 Pa  0 1e"}
{"text": "3 20770Y  x y Pb  30 1e"}
{"text": "20770Y  207 73Pb  30 1e"}
{"text": "4 x y C  147N  0 1e"}
{"text": "14 6 C  147N  0 1e"}
{"text": "5 1 x n  y1H  0 1e"}
{"text": "1 0 n  11H  0 1e"}
{"text": "6 42He  411H  x 0 1e"}
{"text": "42He  411H  2 0 1e"}
{"text": "7 22888Ra  22890Th  x"}
{"text": "22888Ra  22892Th  4"}
{"text": "8 23290Th  21282Pb  2   x"}
{"text": "23290Th  21282Pb  2   5"}
{"text": "9 23892U  22688 Ra  x   3"}
{"text": "23892U  22688 Ra  2   3"}
{"text": "10 21884Po  20682Pb  x   3"}
{"text": "21884Po  20682Pb  4  3"}
{"text": "iiiGamma y particle decay"}
{"text": "The gamma y particle has the following main characteristic"}
{"text": "iis neither negatively chargedlike electronsbeta nor positively chargedlike protonsalpha therefore neutral"}
{"text": "iihas no mass number and atomic number therefore equal to electromagnetic waves"}
{"text": "iii have very high penetrating power and thus can be stopped blockedshielded by a thick block of lead"}
{"text": "iv have very low ionizing power thus cause less damage to living cells unless on prolonged exposure"}
{"text": "v a nuclide undergoing y decay has its mass number and its atomic number remain the same"}
{"text": "Examples of gamma y decay"}
{"text": "3717Cl  3717Cl  y"}
{"text": "146C  146C  y"}
{"text": "The sketch diagram below shows the penetrating power of the radiations from a radioactive nuclide"}
{"text": "radioactive nuclide sheet of paper aluminium foil thick block of lead"}
{"text": "radiation source block rays block rays block yrays"}
{"text": "rays rays yrays"}
{"text": "The sketch diagram below illustrates the effect of electric magnetic field on the three radiations from a radioactive nuclide"}
{"text": "Radioactive disintegrationdecay naturally produces the stable 20682Pb nuclide isotope of leadBelow is the 238 92 U natural decay series Identify the particle emitted in each case"}
{"text": "Write the nuclear equation for the disintegration from"}
{"text": "i238 92 U to 23490 T"}
{"text": "238 92 U  23490 T  4 2 He 2"}
{"text": "238 92 U  23490 T"}
{"text": "ii238 92 U to 222 84 Rn"}
{"text": "238 92 U  22284 Rn  4 4 2 He 2"}
{"text": "238 92 U  22284 Rn  4"}
{"text": "230 90 Th undergoes alpha decay to 222 86 Rn Find the number of  particles emitted Write the nuclear equation for the disintegration"}
{"text": "Working"}
{"text": "230 90 Th  222 86 Rn  x 4 2 He"}
{"text": "Method 1"}
{"text": "Using mass numbers"}
{"text": "230  222  4 x  4 x  230  222  8"}
{"text": "x  8  4  2"}
{"text": "Using atomic numbers"}
{"text": "90  86  2 x  2 x  90  86  4"}
{"text": "x  4  2  2"}
{"text": "Nuclear equation"}
{"text": "230 90 Th  222 86 Rn  2 4 2 He"}
{"text": "214 82 Pb undergoes beta decay to 214 84 Rn Find the number of  particles emitted Write the nuclear equation for the disintegration"}
{"text": "Working"}
{"text": "214 82 Pb  214 84 Rn  x 0 1 e"}
{"text": "Using atomic numbers only"}
{"text": "82  84  x  x  82  84  2"}
{"text": "x  2"}
{"text": "Nuclear equation"}
{"text": "214 82 Pb  214 84 Rn  2 0 1 e"}
{"text": "238 92 U undergoes beta and alpha decay to 206 82 Pb Find the number of  and  particles emitted Write the nuclear equation for the disintegration"}
{"text": "Working"}
{"text": "238 92 U  206 82 Pb  x 0 1 e  y 4 2 He"}
{"text": "Using Mass numbers only"}
{"text": "238  206  4y  4y  238  206  32"}
{"text": "y  32  8"}
{"text": "4"}
{"text": "Using atomic numbers only and substituting the 8 above"}
{"text": "238 92 U  206 82 Pb  8 4 2 He  x 0 1 e"}
{"text": "92  82  16   x"}
{"text": "92  82  16   x"}
{"text": "x  6"}
{"text": "Nuclear equation"}
{"text": "238 92 U  206 82 Pb  6 0 1 e  8 4 2 He"}
{"text": "298 92 U undergoes alpha and beta decay to 214 83 Bi Find the number of  and  particles emitted Write the nuclear equation for the disintegration"}
{"text": "Working"}
{"text": "298 92 U  210 83 Bi  x 4 2 He  y 0 1 e"}
{"text": "Using Mass numbers only"}
{"text": "298  214  4x  4x  298  214  84"}
{"text": "y  84  21"}
{"text": "4"}
{"text": "Using atomic numbers only and substituting the 21  above"}
{"text": "238 92 U  214 83Bi  21 4 2 He  y 0 1 e"}
{"text": "92  83  42   y"}
{"text": "92  83  42   x"}
{"text": "x  33"}
{"text": "Nuclear equation"}
{"text": "298 92 U  210 83 Bi  21 4 2 He  33 0 1 e"}
{"text": "BNUCLEAR FISSION AND NUCLEAR FUSION"}
{"text": "Radioactive disintegrationdecay can be initiated in an industrial laboratory through two chemical methods"}
{"text": "a nuclear fission"}
{"text": "b nuclear fusion"}
{"text": "aNuclear fission"}
{"text": "Nuclear fission is the process which a fast moving neutron bombards hits knocks a heavy unstable nuclide releasing lighter nuclide three daughter neutrons and a large quantity of energy"}
{"text": "Nuclear fission is the basic chemistry behind nuclear bombs made in the nuclear reactors"}
{"text": "The three daughter neutrons becomes again fast moving neutron bombarding  hitting knocking a heavy unstable nuclide releasing lighter nuclides three more daughter neutrons each and a larger quantity of energy setting of a chain reaction"}
{"text": "Examples of nuclear equations showing nuclear fission"}
{"text": "10 n  235 b U  9038 Sr  c 54Xe  310 n  a"}
{"text": "10 n  2713 Al  2813 Al  y  a"}
{"text": "10 n  28a Al  b11 Na  42 He"}
{"text": "a0 n  147 N  14b C  11 H"}
{"text": "10 n  11 H  21 H  a"}
{"text": "10 n  235 92 U  95 42 Mo  139 57 La  210 n  7 a"}
{"text": "b Nuclear fusion"}
{"text": "Nuclear fusion is the process which smaller nuclides join together to form larger  heavier nuclides and releasing a large quantity of energy"}
{"text": "Very high temperatures and pressure is required to overcome the repulsion between the atoms"}
{"text": "Nuclear fusion is the basic chemistry behind solarsun radiation"}
{"text": "Two daughter atomsnuclides of Hydrogen fusejoin to form Helium atomnuclide on the surface of the sun releasing large quantity of energy in form of heat and light"}
{"text": "21H  21H  abHe  10 n"}
{"text": "21H  a  32He"}
{"text": "21H  21H  a  11 H"}
{"text": "4 11H  42He  a"}
{"text": "147H  a  178O  11 H"}
{"text": "C HALF LIFE PERIOD t12"}
{"text": "The halflife period is the time taken for a radioactive nuclide to spontaneously decay disintegrate to half its original mass amount"}
{"text": "It is usually denoted t 12"}
{"text": "The rate of radioactive nuclide disintegrationdecay is constant for each nuclide"}
{"text": "The table below shows the halflife period of some elements"}
{"text": "The less the half life the more unstable the nuclide element"}
{"text": "The halflife period is determined by using a GeigerMuller counter GM tube"}
{"text": "A GM tube is connected to ratemeter that records the countrates per unit time"}
{"text": "This is the rate of decay disintegration of the nuclide"}
{"text": "If the countrates per unit time fall by half then the time taken for this fall is the halflife period"}
{"text": "Examples"}
{"text": "aA radioactive substance gave a count of 240 counts per minute but after 6 hours the count rate were 30 counts per minute Calculate the halflife period of the substance"}
{"text": "If t 12  x"}
{"text": "then 240 x120 x60 x30"}
{"text": "From 240 to 30 3x 6 hours"}
{"text": "x  t 12   6  3"}
{"text": "2 hours"}
{"text": "b The count rate of a nuclide fell from 200 counts per second to 125 counts per second in 120 minutes"}
{"text": "Calculate the halflife period of the nuclide"}
{"text": "If t 12 x"}
{"text": "then"}
{"text": "200 x100 x50 x25 x125"}
{"text": "From 200 to 125 4x 120 minutes"}
{"text": "x  t 12   120  4"}
{"text": "30 minutes"}
{"text": "c After 6 hours the count rate of a nuclide fell from 240 counts per second to 15 counts per second on the GM tube Calculate the halflife period of the nuclide"}
{"text": "If t 12  x"}
{"text": "then 240 x120 x60 x30 x15"}
{"text": "From 240 to 15 4x 6 hours"}
{"text": "x  t 12   6  4  15 hours"}
{"text": "d Calculate the mass of nitrogen13 that remain from 2 grams after 6 halflifes if the halflife period of nitrogen13 is 10 minutes"}
{"text": "If t 12  x then"}
{"text": "2 x1 2x05 3x025 4x01255x006256x003125"}
{"text": "After the 6th half life 003125 g of nitrogen13 remain"}
{"text": "e What fraction of a gas remains after 1hour if its halflife period is 20 minutes"}
{"text": "If t 12  x then"}
{"text": "then 60 20  3x"}
{"text": "1 x 12 2x 14 3x 18"}
{"text": "After the 3rd halflife 18 of the gas remain"}
{"text": "f 348 grams of a nuclide A was reduced to 435 grams after 270daysDetermine the halflife period of the nuclide"}
{"text": "If t 12  x then"}
{"text": "348 x174 2x87 3x435"}
{"text": "From 348 to 4353x 270days"}
{"text": "x  t 12   270  3"}
{"text": "90 days"}
{"text": "g How old is an Egyptian Pharaoh in a tomb with 2grams of 14C if the normal 14C in a present tomb is 16gramsThe halflife period of 14C is 5600years"}
{"text": "If t 12  x  5600 years then"}
{"text": "16 x8 2x4 3x2"}
{"text": "3x   3 x 5600"}
{"text": "16800years"}
{"text": "h 100 grams of a radioactive isotope was reduced 125 grams after 81daysDetermine the halflife period of the isotope"}
{"text": "If t 12  x then"}
{"text": "100 x50 2x25 3x125"}
{"text": "From 100 to 1253x 81days"}
{"text": "x  t 12"}
{"text": "81  3"}
{"text": "27 days"}
{"text": "A graph of activity against time is called decay curve"}
{"text": "A decay curve can be used to determine the halflife period of an isotope since activity decrease at equal time interval to half the original"}
{"text": "iFrom the graph show and determine the halflife period of the isotope"}
{"text": "From the graph t 12 changes in activity from"}
{"text": "100  50    20  0   20 minutes"}
{"text": "50  25    40  20   20 minutes"}
{"text": "Thus t   20 minutes"}
{"text": "iiWhy does the graph tend to O"}
{"text": "Smaller particles will disintegrate decay to half its original"}
{"text": "There can never be Ozero particles"}
{"text": "D CHEMICAL vs NUCLEAR REACTIONS"}
{"text": "Nuclear and chemical reaction has the following similarities"}
{"text": "iboth involve the subatomic particles electrons protons and neutrons in an atom"}
{"text": "iiboth involve the subatomic particles trying to make the atom more stable"}
{"text": "iiiSome for of energy transferreleaseabsorb fromto the environment take place"}
{"text": "Nuclear and chemical reaction has the following differences"}
{"text": "i Nuclear reactions mainly involve protons and neutrons in the nucleus of an atom"}
{"text": "Chemical reactions mainly involve outer electrons in the energy levels an atom"}
{"text": "ii Nuclear reactions form a new element"}
{"text": "Chemical reactions do not form new elements"}
{"text": "iii Nuclear reactions mainly involve evolutionproduction of large quantity of heatenergy"}
{"text": "Chemical reactions produce or absorb small quantity of heatenergy"}
{"text": "ivNuclear reactions are accompanied by a loss in massmass defectDo not obey the law of conservation of matter"}
{"text": "Chemical reactions are not accompanied by a loss in mass mass defect hence obey the law of conservation of matter"}
{"text": "vThe rate of decay disintegration of the nuclide is independent of physical conditions temperaturepressure purityparticle size"}
{"text": "The rate of a chemical reaction is dependent on physical conditions temperaturepressurepurityparticle size surface area"}
{"text": "E APPLICATION AND USES OF RADIOCTIVITY"}
{"text": "The following are some of the fields that apply and use radioisotopes"}
{"text": "aMedicine Treatment of cancer to kill malignant tumors through radiotherapy"}
{"text": "Sterilizing hospital surgical instruments equipments by exposing them to gamma radiation"}
{"text": "b Agriculture"}
{"text": "If a plant or animal is fed with radioisotope the metabolic processes of the plantanimal is better understood by tracing the route of the radioisotope"}
{"text": "c Food preservation"}
{"text": "Xrays are used to kill bacteria in tinned food to last for a long time"}
{"text": "d Chemistry"}
{"text": "To study mechanisms of a chemical reaction one reactant is replaced in its structure by a radioisotope eg"}
{"text": "During esterification the O joining the ester was discovered comes from the alkanol and not alkanoic acid"}
{"text": "During photosynthesis the O released was discovered comes from water"}
{"text": "e Dating rocksfossils"}
{"text": "The quantity of 14C in living things plantsanimals is constant"}
{"text": "When they die the fixed mass of 14C is trapped in the cells and continues to decaydisintegrate"}
{"text": "The halflife period of 14C is 5600 years"}
{"text": "Comparing the mass of 14C in living and dead cells the age of the dead can be determined"}
{"text": "F DANGERS OF RADIOCTIVITY"}
{"text": "All rays emitted by radioactive isotopes have ionizing effect of changing the genetic make up of living cells"}
{"text": "Exposure to theses radiations causes chromosomal and or genetic mutation in living cells"}
{"text": "Living things should therefore not be exposed for a long time to radioactive substances"}
{"text": "One of the main uses of radioactive isotopes is in generation of large cheap electricity in nuclear reactors"}
{"text": "Those who work in these reactors must wear protective devises made of thick glass or lead sheet"}
{"text": "Accidental leakages of radiations usually occur"}
{"text": "In 1986 the Nuclear reactor at Chernobyl in Russia had a major explosion that emitted poisonous nuclear material that caused immediate environmental disaster"}
{"text": "In 2011 an earthquake in Japan caused a nuclear reactor to leak and release poisonous radioactive waste into the Indian Ocean"}
{"text": "The immediate and long term effects of exposure to these poisonous radioactive waste on human being is of major concern to all environmentalists"}
{"text": "G SAMPLE REVISION QUESTIONS"}
{"text": "The figure below shows the behaviour of emissions by a radioactive isotope x Use it to answer the question follow"}
{"text": "a Explain why isotope X emits radiations 1mk"}
{"text": "is unstable has np ratio greaterless than one"}
{"text": "b Name the radiation labeled T 1mk"}
{"text": "alpha particle"}
{"text": "c Arrange the radiations labeled P and T in the increasing order of ability to be deflected by an electric filed 1mk"}
{"text": "T  P"}
{"text": "a Calculate the mass and atomic numbers of element B formed after 21280 X has emitted three beta particles one gamma ray and two alpha particles"}
{"text": "Mass number"}
{"text": "212  0 beta o gamma  2 x 4  alpha  204"}
{"text": "Atomic number"}
{"text": "80  1 x3 beta  0 gamma  2 x 2  alpha 79"}
{"text": "bWrite a balanced nuclear equations for the decay of 21280 X to B using the information in a above"}
{"text": "21280 X  20479B  242He  3 01 e  y"}
{"text": "Identify the type of radiation emitted from the following nuclear equations"}
{"text": "i 146 C  147N"}
{"text": "Beta"}
{"text": "11 H  10 n  21H"}
{"text": "y gamma"}
{"text": "iii 23592 U  9542Mo  13957La  10 n"}
{"text": "7   seven beta particles"}
{"text": "23892 U  23490Th"}
{"text": "alpha"}
{"text": "146 C  11 H  157N"}
{"text": "ygamma"}
{"text": "X grams of a radioactive isotope takes 100 days to disintegrate to 20 grams If the halflife period isotope is 25 days calculate the initial mass X of the radio isotope"}
{"text": "Number of halflifes   100  25   4"}
{"text": "20g  40g  80g 160g  320g"}
{"text": "Original mass X  320g"}
{"text": "Radium has a halflife of 1620 years"}
{"text": "iWhat is halflife"}
{"text": "The halflife period is the time taken for a radioactive nuclide to spontaneously decay disintegrate to half its original mass amount"}
{"text": "bIf one milligram of radium contains 268 x 10 18 atoms how many atoms disintegrate during 3240 years"}
{"text": "Number of halflifes   3240  1620   2"}
{"text": "1 mg 1620 05mg 1620 025mg"}
{"text": "If 1mg  268 x 1018 atoms"}
{"text": "Then 025 mg   025 x 268 x 1018   67 x 1017"}
{"text": "Number of atoms remaining  67 x 1017"}
{"text": "Number of atoms disintegrated"}
{"text": "268 x 1018  67 x 1017"}
{"text": "201 x 1018"}
{"text": "The graph below shows the mass of a radioactive isotope plotted against time"}
{"text": "Using the graph determine the half  life of the isotope"}
{"text": "From graph 10 g to 5 g takes 8 days"}
{"text": "From graph 5 g to 25 g takes 16  8  8 days"}
{"text": "Calculate the mass of the isotope dacayed after 32 days"}
{"text": "Number of half lifes 328  4"}
{"text": "Original mass  10g"}
{"text": "10g1st 5g2nd253rd 1254th 0625 g"}
{"text": "Mass remaining  0625 g"}
{"text": "Mass decayed after 32 days  10g  0625 g  9375g"}
{"text": "A radioactive isotope X2 decays by emitting two alpha a particles and one beta  to form 214 83Bi"}
{"text": "aWrite the nuclear equation for the radioactive decay"}
{"text": "21286 X  214 83Bi  242He  01 e"}
{"text": "bWhat is the atomic number of X2"}
{"text": "86"}
{"text": "c After 112 days 116 of the mass of X2 remained Determine the half life of X2"}
{"text": "1x 1 2 x 1 4 x 1 8x 1 16"}
{"text": "Number of t 1 2 in 112 days  4"}
{"text": "t 1 2  112  28 days"}
{"text": "4"}
{"text": "1Study the nuclear reaction given below and answer the questions that follow"}
{"text": "126 C step 1127 N step 2 1211Na"}
{"text": "a126 C and 146 C are isotopes What does the term isotope mean"}
{"text": "Atoms of the same element with different mass number number of neutrons"}
{"text": "bWrite an equation for the nuclear reaction in step II"}
{"text": "127 N  1211Na  0 1e"}
{"text": "cGive one use of 146 C"}
{"text": "Dating rocksfossils"}
{"text": "Study of metabolic pathwaysmechanisms on plantsanimals"}
{"text": "Study the graph of a radioactive decay series for isotope H below"}
{"text": "Name the type of radiation emitted when isotope"}
{"text": "i H changes to isotope J"}
{"text": "AlphaMass number decrease by 4 from 214 to 210yaxis"}
{"text": "atomic number decrease by 2 from 83 to 81xaxis"}
{"text": "ii J changes to isotope K"}
{"text": "BetaMass number remains 210yaxis"}
{"text": "atomic number increase by 1 from 81 to 82xaxis"}
{"text": "b Write an equation for the nuclear reaction that occur when isotope"}
{"text": "iJ changes to isotope L"}
{"text": "21081 J  21084L  3 0 1e"}
{"text": "iH changes to isotope M"}
{"text": "21483 H  20682M  3 0 1e  2 4 2He"}
{"text": "Identify a pair of isotope of an element in the decay series"}
{"text": "K and M"}
{"text": "Have same atomic number 82 but different mass number K210 and M206"}
{"text": "aA radioactive substance emits three different particles"}
{"text": "Identify the particle"}
{"text": "iwith the highest mass"}
{"text": "Alpha"}
{"text": "ii almost equal to an electron"}
{"text": "Beta"}
{"text": "1aState two differences between chemical and nuclear reactions2mks"}
{"text": "i Nuclear reactions mainly involve protons and neutrons in the nucleus of an atomChemical reactions mainly involve outer electrons in the energy levels an atom"}
{"text": "ii Nuclear reactions form a new element Chemical reactions do not form new elements"}
{"text": "iii Nuclear reactions mainly involve evolutionproduction of large quantity of heatenergyChemical reactions produce or absorb smaller quantity of heatenergy"}
{"text": "ivNuclear reactions are accompanied by a loss in mass mass defect"}
{"text": "Chemical reactions are not accompanied by a loss in mass"}
{"text": "vRate of decay disintegration of nuclide is independent of physical conditionsThe rate of a chemical reaction is dependent on physical conditions of temperaturepressurepurityparticle size surface area"}
{"text": "bBelow is a radioactive decay series starting from 21483 Bi and ending at 20682 Pb Study it and answer the question that follows"}
{"text": "Identify the particles emitted in steps I and III 2mks"}
{"text": "I  particle"}
{"text": "III  ray"}
{"text": "iiWrite the nuclear equation for the reaction which takes place in a step I"}
{"text": "21483Bi  21081Bi  4 2 He"}
{"text": "b step 1 to 3"}
{"text": "21483Bi  21081Bi  4 2 He  2 0 1 e"}
{"text": "c step 3 to 5"}
{"text": "21082Pb  20682Pb  4 2 He  2 0 1 e"}
{"text": "c step 1 to 5"}
{"text": "21483Bi  20682Pb  2 4 2 He  3 0 1 e"}
{"text": "The table below give the percentages of a radioactive isotope of Bismuth that remains after decaying at different times"}
{"text": "iOn the grid below  plot a graph of the percentage of Bismuth remainingVertical axis against time"}
{"text": "iiUsing the graph determine the"}
{"text": "I Half  life of the Bismuth isotope"}
{"text": "II Original mass of the Bismuth isotope given that the mass that remained after 70 minutes was 016g 2mks"}
{"text": "d Give one use of radioactive isotopes in medicine 1mk"}
{"text": "14aDistinguish between nuclear fission and nuclear fusion 2mks"}
{"text": "Describe how solid wastes containing radioactive substances should be disposed of 1mk"}
{"text": "biFind the values of Z1 and Z2 in the nuclear equation below"}
{"text": "Z1 1 94 140 1"}
{"text": "U  n  Sr  Xe  2 n"}
{"text": "92 0 38 Z2 0"}
{"text": "iiiWhat type of nuclear reaction is represented in b i above"}
{"text": "A radioactive cobalt 6128Co undergoes decay by emitting a beta particle and forming Nickel atom"}
{"text": "Write a balanced decay equation for the above change 1 mark"}
{"text": "If a sample of the cobalt has an activity of 1000 counts per minute determine the time it would take for its activity to decrease to 6250 if the halflife of the element is 30years 2 marks"}
{"text": "Define the term halflife"}
{"text": "The diagram below shows the rays emitted by a radioactive sample"}
{"text": "Identify the rays SR and Q"}
{"text": "S Beta   particleray"}
{"text": "R Alpha  particleray"}
{"text": "Q Gamma y particleray"}
{"text": "b State what would happen if an aluminium plate is placed in the path of ray RS and Q"}
{"text": "Ris blockedstoppeddo not pass through"}
{"text": "Qis not blockedpass through"}
{"text": "Sis blockedstoppeddo not pass through"}
{"text": "cThe diagram bellow is the radioactive decay series of nuclide A which is 24194PuUse it to answer the questions that follow The letters are not the actual symbols of the elements"}
{"text": "aWhich letter represent the  Explain"}
{"text": "ishortest lived nuclide"}
{"text": "Lhas the shortest half life"}
{"text": "iilongest lived nuclide"}
{"text": "PIs stable"}
{"text": "iii nuclide with highest np ratio"}
{"text": "Lhas the shortest half life thus most unstable thus easilyquickly decaydisintegrate"}
{"text": "iv nuclide with lowest np ratio"}
{"text": "Pis stable thus do not decaydisintegrate"}
{"text": "bHow long would it take for the following"}
{"text": "iNuclide A to change to B"}
{"text": "10 years half life of A"}
{"text": "ii Nuclide D to change to H"}
{"text": "27days 162000years70000years16days"}
{"text": "232000 years and 43 days"}
{"text": "iii Nuclide A to change to P"}
{"text": "27days 162000years70000years16days"}
{"text": "232000 years and 43 days"}
{"text": "Study"}
{"text": "ATHE RATE OF CHEMICAL REACTION"}
{"text": "CHEMICAL KINETICS"}
{"text": "1Introduction"}
{"text": "The rate of a chemical reaction is the time taken for a given massamount of products to be formed The rate of a chemical reaction is also the time taken for a given massamount of reactant to be consumed used up"}
{"text": "Some reactions are too slow to be determined eg rusting decomposition of hydrogen peroxide and weathering"}
{"text": "Some reactions are too fast and instantaneous eg neutralization of acid and basesalkalis in aqueous solution and double decompositionprecipitation"}
{"text": "Other reactions are explosive and very risky to carry out safely eg reaction of potassium with water and sodium with dilute acids"}
{"text": "The study of the rate of chemical reaction is useful in knowing the factors that influence the reaction so that efficiency and profitability is maximized in industries"}
{"text": "Theories of rates of reaction"}
{"text": "The rate of a chemical reaction is defined as the rate of change of concentrationamount of reactants in unit time It is also the rate of formation of given concentration of products in unit time ie"}
{"text": "Rate of reaction  Change in concentrationamount of reactants"}
{"text": "Time taken for the change to occur"}
{"text": "Rate of reaction  Change in concentrationamount of products formed"}
{"text": "Time taken for the products to form"}
{"text": "For the above therefore the rate of a chemical reaction is rate of decreasing reactants to form an increasing product"}
{"text": "The SI unit of time is seconds but minutes and hours are also used"}
{"text": "aThe collision theory"}
{"text": "The collision theory is an application of the Kinetic Theory of matter which assumes matter is made up of smalltinyminute particles like ions atoms and molecules"}
{"text": "The collision theory proposes that"}
{"text": "ifor a reaction to occur reacting particles must collide"}
{"text": "iinot all collisions between reacting particles are successful in a reaction Collisions that initiate a chemical reaction are called successful  fruitful effective collisions"}
{"text": "iiithe speed at which particles collide is called collision frequency"}
{"text": "The higher the collision frequency the higher the chances of successful  fruitful effective collisions to form products"}
{"text": "ivthe higher the chances of successful collisions the faster the reaction"}
{"text": "vthe average distance between solid particles from one another is too big for them to meet and collide successfully"}
{"text": "vidissolving substances in a solvent make the solvent a medium for the reaction to take place"}
{"text": "The solute particle distance is reduced as the particle ions are free to move in the solvent medium"}
{"text": "viisuccessful collisions take place if the particles colliding have the required energy and right orientation which increases their vibration and intensity of successful  fruitful effective collisions to form products"}
{"text": "bThe Activation EnergyEa theory"}
{"text": "The Enthalpy of activationHa Activation EnergyEa is the minimum amount of energy which the reactants must overcome before they react Activation EnergyEa is usually required needed in bond breaking of the reacting particles"}
{"text": "Bond breaking is an endothermic process that require an energy input"}
{"text": "The higher the bond energy the slower the reaction to start of"}
{"text": "Activation energy does not influence whether a reaction is exothermic or endothermic"}
{"text": "The energy level diagrams below shows the activation energy for exothermic and endothermic processesreactions"}
{"text": "Energy level diagram showing the activation energy for exothermic processes reactions"}
{"text": "Activated complex"}
{"text": "Energy level diagram showing the activation energy for endothermic processes reactions"}
{"text": "Activated complex"}
{"text": "The activated complex is a mixture of many intermediate possible products which may not exist under normal physical conditions but can theoretically exist"}
{"text": "Exothermic reaction proceeds without further heating external energy because it generates its own energyheat to overcome activation energy"}
{"text": "Endothermic reaction cannot proceed without further heating external energy because it does not generates its own energyheat to overcome activation energy It generally therefore requires continuous supply of more energyheat to sustain it to completion"}
{"text": "3 Measuring the rate of a chemical reaction"}
{"text": "The rate of a chemical reaction can be measure as"}
{"text": "iVolume of a gas in unit time"}
{"text": "if reaction is producing a gas as one of the products"}
{"text": "if reaction is using a gas as one reactants"}
{"text": "iiChange in mass of reactantsproducts for solid productsreactants in unit time"}
{"text": "iiiformation of a given mass of precipitate in unit time"}
{"text": "iva certain mass of reactants to completely form productsdiminish"}
{"text": "Reactants may be homogenous or heterogenous"}
{"text": "Homogenous reactions involve reactants in the same phasestate eg solidsolidgasgasliquidliquid"}
{"text": "Heterogenous reactions involve reactants in the different phasestate eg solidliquidgasliquidsolidgas"}
{"text": "4 Factors influencingalteringaffectingdetermining rate of reaction"}
{"text": "The following factors alterinfluenceaffectdetermine the rate of a chemical reaction"}
{"text": "aConcentration"}
{"text": "bPressure"}
{"text": "c Temperature"}
{"text": "dSurface area"}
{"text": "eCatalyst"}
{"text": "Influence of concentration on rate of reaction"}
{"text": "The higher the concentration the higher the rate of a chemical reaction An increase in concentration of the reactants reduces the distance between the reacting particles increasing their collision frequency to form products"}
{"text": "Practically an increase in concentration reduces the time taken for the reaction to take place"}
{"text": "Practical determination of effect of concentration on reaction rate"}
{"text": "Method 1a"}
{"text": "Reaction of sodium thisulphate with dilute hydrochloric acid"}
{"text": "Procedure"}
{"text": "Measure 20cm3 of 005M sodium thisulphate into a 50cm3 glass beaker Place the beaker on a white piece of filter paper with ink mark X on it Measure 20cm3 of 01M hydrochloric acid solution using a 50cm3 measuring cylinder Put the acid into the beaker containing sodium thisulphate Immediately start off the stop watchclock Determine the time taken for the ink mark X to become invisible obscured when viewed from above Repeat the procedure by measuring different volumes of the acid and adding the volumes of the distilled water to complete table 1 Sample resultsTable 1"}
{"text": "For most examining bodiescouncilsboards the above results score for"}
{"text": "a complete table as evidence for all the practical work done and completed"}
{"text": "b iConsistent use of a decimal point on time as evidence of understandingknowledge of the degree of accuracy of stop watchesclock"}
{"text": "iiConsistent use of a minimum of four decimal points on inversereciprocal of time as evidence of understandingknowledge of the degree of accuracy of scientific calculator"}
{"text": "c accuracy against a school value based on candidates teachersresults submitted"}
{"text": "d correct trend time increase as more water is addedacid is diluted in conformity with expected theoretical results"}
{"text": "Sample questions"}
{"text": "1 On separate graph papers plot a graph of"}
{"text": "ivolume of acid usedxaxis against time Label this graph I"}
{"text": "ii volume of acid usedxaxis against 1t Label this graph II"}
{"text": "2 Explain the shape of graph I"}
{"text": "Dilutingadding water is causes a decrease in concentration"}
{"text": "Decrease in concentration reduces the rate of reaction by increasing the time taken for reacting particle to collide to form products"}
{"text": "Sketch sample Graph I"}
{"text": "Sketch sample Graph II"}
{"text": "3From graph II determine the time taken for the cross to be obscuredinvisible when the volume of the acid is"}
{"text": "i 13cm3"}
{"text": "From a correctly plotted graph"}
{"text": "1t at 13cm3 on the graph  275 x 102"}
{"text": "t  1  275 x 102  363636 seconds"}
{"text": "ii 15cm3"}
{"text": "From a correctly plotted graph"}
{"text": "1t at 15cm3 on the graph  335 x 102"}
{"text": "t  1  335 x 102  298507 seconds"}
{"text": "iii 15cm3"}
{"text": "From a correctly plotted graph"}
{"text": "1t at 17cm3 on the graph  40 x 102"}
{"text": "t  1  40 x 102  250 seconds"}
{"text": "iv 19cm3"}
{"text": "From a correctly plotted graph"}
{"text": "1t at 19cm3 on the graph  465 x 102"}
{"text": "t  1  465 x 102  215054 seconds"}
{"text": "4From graph II determine the volume of the acid used if the time taken for the cross to be obscuredinvisible is"}
{"text": "i25 seconds"}
{"text": "1t  125  40 x 102"}
{"text": "Reading from a correctly plotted graph"}
{"text": "40 x 102 correspond to 170 cm3"}
{"text": "ii30 seconds"}
{"text": "1t  130  333 x 102"}
{"text": "Reading from a correctly plotted graph"}
{"text": "333 x 102 correspond to 147 cm3"}
{"text": "iii40 seconds"}
{"text": "1t  140  25 x 102"}
{"text": "Reading from a correctly plotted graph"}
{"text": "25 x 102 correspond to 123 cm3"}
{"text": "4 Write the equation for the reaction taking place"}
{"text": "Na2S2O3 aq  2HClaq  2NaCl aq SO2 g  Ss  H2Ol"}
{"text": "Ionically"}
{"text": "S2O32 aq  2H aq  SO2 g  Ss  H2Ol"}
{"text": "5Name the yellow precipitate"}
{"text": "Colloidal sulphur"}
{"text": "Method 1b"}
{"text": "Reaction of sodium thisulphate with dilute hydrochloric acid"}
{"text": "You are provided with"}
{"text": "20M Hydrochloric acid"}
{"text": "04M sodium thiosulphate solution"}
{"text": "Procedure"}
{"text": "Measure 10cm3 of sodium thisulphate into a 50cm3 glass beaker Place the beaker on a white piece of filter paper with ink mark X on it"}
{"text": "Add 50cm3 of hydrochloric acid solution using a 10cm3 measuring cylinder into the beaker containing sodium thisulphate"}
{"text": "Immediately start off the stop watchclock Determine the time taken for the ink mark X to become invisible obscured when viewed from above"}
{"text": "Repeat the procedure by measuring different volumes of the thiosulphate and adding the volumes of the distilled water to complete table 1"}
{"text": "Sample resultsTable 1"}
{"text": "Note concentration of diluted solution is got"}
{"text": "C1V1C2V2  04 x 25  C2x 25 04M"}
{"text": "C1V1C2V2  04 x 20  C2x 25 032M"}
{"text": "C1V1C2V2  04 x 15  C2x 25 024M"}
{"text": "C1V1C2V2  04 x 10  C2x 25 016M"}
{"text": "Sample questions"}
{"text": "1 On separate graph papers plot a graph of"}
{"text": "iConcentration of sodium thiosulphate against time Label this graph I"}
{"text": "iiConcentration of sodium thiosulphate against against T1Label this graph II"}
{"text": "2 Explain the shape of graph I"}
{"text": "Dilutingadding water causes a decrease in concentration"}
{"text": "Decrease in concentration reduces the rate of reaction by increasing the time taken for reacting particle to collide to form products"}
{"text": "From graph II"}
{"text": "Determine the time taken if"}
{"text": "i12cm3 of sodium thisulphate is diluted with 13cm3 of water"}
{"text": "At 12cm3 concentration of sodium thisulphate"}
{"text": "C1V1C2V2  04 x 1 2  C2x 25 0192M"}
{"text": "From correct graph at concentration 0192M  24 x102"}
{"text": "It  24 x102 t  416667seconds"}
{"text": "ii22cm3 of sodium thisulphate is diluted with 3cm3 of water"}
{"text": "At 22cm3 concentration of sodium thisulphate"}
{"text": "C1V1C2V2  04 x 22  C2x 25 0352M"}
{"text": "From correct graph at concentration 0352M  36 x102"}
{"text": "It  36 x102 t  277778seconds"}
{"text": "Determine the volume of water and sodium thiosulphate if T1 is 30 x101"}
{"text": "From correct graph at T1  30 x101  concentration  065 M"}
{"text": "C1V1C2V2  04 x 25  065 M x V2  153846cm3"}
{"text": "Volume of water  25  153846cm3  96154cm3"}
{"text": "Determine the concentration of hydrochloric acid if 12cm3 of sodium thiosulphate and 13cm3 of water was used"}
{"text": "At 12cm3 concentration of sodium thisulphate"}
{"text": "C1V1C2V2  04 x 1 2  C2x 25 0192M"}
{"text": "Mole ratio Na2S2 O3 HCl 12"}
{"text": "Moles of Na2S2 O3  0192M x 12  2304 x 103 moles"}
{"text": "1000"}
{"text": "Mole ratio HCl 2304 x 101 moles  1152 x 103 moles"}
{"text": "2"}
{"text": "Molarity o f HCl  1152 x 103 moles x 1000  02304M"}
{"text": "50"}
{"text": "Method 2"}
{"text": "Reaction of Magnesium with dilute hydrochloric acid"}
{"text": "Procedure"}
{"text": "Scub 10centimeter length of magnesium ribbon with sand papersteel wool Measure 40cm3 of 05M dilute hydrochloric acid into a flask Fill a graduated gas jar with water and invert it into a trough Stopper the flask and set up the apparatus to collect the gas produced as in the set up below"}
{"text": "Carefully remove the stopper carefully put the magnesium ribbon into the flask  cork tightly Add the acid into the flask Connect the delivery tube into the gas jar Immediately start off the stop watch and determine the volume of the gas produced after every 30 seconds to complete table II below"}
{"text": "Sample results Table II"}
{"text": "Sample practice questions"}
{"text": "1Plot a graph of volume of gas produced yaxis against time"}
{"text": "2Explain the shape of the graph"}
{"text": "The rate of reaction is faster when the concentration of the acid is high"}
{"text": "As time goes on the concentration of the acid decreases and therefore less gas is produced"}
{"text": "When all the acid has reacted no more gas is produced after 210 seconds and the graph flattens"}
{"text": "3Calculate the rate of reaction at 120 seconds"}
{"text": "From a tangent at 120 seconds rate of reaction  Change in volume of gas"}
{"text": "Change in time"}
{"text": "From the tangent at 120seconds V2  V1  9684  12  02cm3sec1"}
{"text": "T2  T1 15090 60"}
{"text": "4 Write an ionic equation for the reaction taking place"}
{"text": "Mg2s  2Haq  Mg2aq  H2 g"}
{"text": "5 On the same axis sketch then explain the curve that would be obtained if"}
{"text": "i 01 M hydrochloric acid is used Label this curve I"}
{"text": "ii10 M hydrochloric acid is used Label this curve II"}
{"text": "Observation"}
{"text": "Curve I is to the right"}
{"text": "Curve II is to the left"}
{"text": "Explanation"}
{"text": "A decrease in concentration shift the rate of reaction graph to the right as more time is taken for completion of the reaction"}
{"text": "An increase in concentration shift the rate of reaction graph to the left as less time is taken for completion of the reaction"}
{"text": "Both graphs flatten after some time indicating the completion of the reaction"}
{"text": "bInfluence of pressure on rate of reaction"}
{"text": "Pressure affects only gaseous reactants"}
{"text": "An increase in pressure reduces the volumeBoyles law in which the particles are contained"}
{"text": "Decrease in volume of the container bring the reacting particles closer to each other which increases their chances of effectivesuccessfulfruitful collision to form products"}
{"text": "An increase in pressure therefore increases the rate of reaction by reducing the time for reacting particles of gases to react"}
{"text": "At industrial level the following are some reactions that are affected by pressure"}
{"text": "aHaber process for manufacture of ammonia"}
{"text": "N2g  3H2g  2NH3g"}
{"text": "bContact process for manufacture of sulphuricVIacid"}
{"text": "2SO2g  O2g  2SO3g"}
{"text": "cOstwalds process for the manufacture of nitricVacid"}
{"text": "4NH3g  5O2g  4NO g  6H2O l"}
{"text": "The influence of pressure on reaction rate is not felt in solids and liquids"}
{"text": "This is because the solid and liquid particles have fixed positions in their strong bonds and therefore no degree of freedom Kinetic Theory of matter"}
{"text": "cInfluence of temperature on rate of reaction"}
{"text": "An increase in temperature increases the kinetic energy of the reacting particles by increasing their collision frequency"}
{"text": "Increase in temperature increases the particles which can overcome the activation energy Ea"}
{"text": "A 10oC rise in temperature doubles the rate of reaction by reducing the time taken for the reaction to complete by a half"}
{"text": "Practical determination of effect of Temperature on reaction rate"}
{"text": "Method 1"}
{"text": "Reaction of sodium thisulphate with dilute hydrochloric acid"}
{"text": "Procedure"}
{"text": "Measure 20cm3 of 005M sodium thisulphate into a 50cm3 glass beaker"}
{"text": "Place the beaker on a white piece of filter paper with ink mark X on it"}
{"text": "Determine and record its temperature as room temperature in table 2 below"}
{"text": "Measure 20cm3 of 01M hydrochloric acid solution using a 50cm3 measuring cylinder"}
{"text": "Put the acid into the beaker containing sodium thisulphate"}
{"text": "Immediately start off the stop watchclock"}
{"text": "Determine the time taken for the ink mark X to become invisible obscured when viewed from above"}
{"text": "Measure another 20cm3 separate portion of the thisulphate into a beaker heat the solution to 30oC"}
{"text": "Add the acid into the beaker and repeat the procedure above Complete table 2 below using different temperatures of the thiosulphate"}
{"text": "Sample resultsTable 2"}
{"text": "Sample practice questions"}
{"text": "Plot a graph of temperaturexaxis against 1t"}
{"text": "2aFrom your graph determine the temperature at which"}
{"text": "i1t is"}
{"text": "I 003"}
{"text": "Reading directly from a correctly plotted graph  3225 oC"}
{"text": "II 007"}
{"text": "Reading directly from a correctly plotted graph  480 oC"}
{"text": "ii t is"}
{"text": "I 30 seconds"}
{"text": "30 seconds  1t 130 0033"}
{"text": "Reading directly from a correctly plotted graph 0033  335 oC"}
{"text": "II 45 seconds"}
{"text": "45 seconds  1t 145 0022"}
{"text": "Reading directly from a correctly plotted graph 0022  290 oC"}
{"text": "III 25 seconds"}
{"text": "25 seconds  1t 125 004"}
{"text": "Reading directly from a correctly plotted graph 004  360 oC"}
{"text": "b From your graph determine the time taken for the cross to become invisible at"}
{"text": "i 575 oC"}
{"text": "Reading directly from a correctly plotted graph at 575 oC 0094"}
{"text": "1t  0094"}
{"text": "t 10094  106383 seconds"}
{"text": "ii 45 oC"}
{"text": "Reading directly from a correctly plotted graph at 45 oC  0062"}
{"text": "1t  0062"}
{"text": "t 10094  161290 seconds"}
{"text": "iii 35 oC"}
{"text": "Reading directly from a correctly plotted graph at 35 oC  0047"}
{"text": "1t  0047"}
{"text": "t 10047  212766 seconds"}
{"text": "Method 2"}
{"text": "Reaction of Magnesium with dilute hydrochloric acid"}
{"text": "Procedure"}
{"text": "Scub 5centimeter length of magnesium ribbon with sand papersteel wool"}
{"text": "Cut the piece into five equal one centimeter smaller pieces"}
{"text": "Measure 20cm3 of 10M dilute hydrochloric acid into a glass beaker"}
{"text": "Put one piece of the magnesium ribbon into the acid swirl"}
{"text": "Immediately start off the stop watchclock"}
{"text": "Determine the time taken for the effervescencefizzingbubbling to stop when viewed from above"}
{"text": "Record the time in table 2 at room temperature"}
{"text": "Measure another 20cm3 portions of 10M dilute hydrochloric acid into a clean beaker"}
{"text": "Heat separately one portion to 30oC 40oC  50oC and 60oC and adding 1cm length of the ribbon and determine the time taken for effervescence fizzing bubbling to stop when viewed from above"}
{"text": "Record each time to complete table 2 below using different temperatures of the acid"}
{"text": "Sample resultsTable 1"}
{"text": "Sample practice questions"}
{"text": "Plot a graph of temperaturexaxis against 1t"}
{"text": "2aCalculate the number of moles of magnesium used given that 1cm of magnesium has a mass of 1gMg 240"}
{"text": "Moles  Mass of magnesium  10  4167 x 10 2 moles"}
{"text": "Molar mass of Mg 24"}
{"text": "bCalculate the number of moles of hydrochloric acid used"}
{"text": "Moles of acid  molarity x volume of acid"}
{"text": "1000"}
{"text": "10 x 20  20 x 10 2 moles"}
{"text": "1000"}
{"text": "cCalculate the mass of magnesium that remain unreacted"}
{"text": "Mole ratio Mg HCl  12"}
{"text": "Moles Mg   moles HCl"}
{"text": "x 20 x 10 2 moles  10 x 10 2 moles"}
{"text": "Mass of reacted Mg  moles x molar mass"}
{"text": "10 x 10 2 moles x 24  024 g"}
{"text": "Mass of unreacted Mg  Original total mass  Mass of reacted Mg"}
{"text": "10 g  024  076 g"}
{"text": "bCalculate the total volume of hydrogen gas produced during the above reactions"}
{"text": "Mole ratio Mg  H2  11"}
{"text": "Moles of Mg that reacted per experiment  moles H2 10 x 10 2 moles"}
{"text": "Volume of Hydrogen at stp produced per experiment  moles x 24 dm3"}
{"text": "10 x 10 2 moles x 24 dm3  024dm3"}
{"text": "Volume of Hydrogen at stp produced in 5 experiments 024 dm3 x 5"}
{"text": "12 dm3"}
{"text": "3aAt what temperature was the time taken for magnesium to react equal to"}
{"text": "i70seconds"}
{"text": "70 seconds  1t 170 001429"}
{"text": "Reading directly from a correctly plotted graph 001429  280 oC"}
{"text": "ii40seconds"}
{"text": "40 seconds  1t 140 0025"}
{"text": "Reading directly from a correctly plotted graph 0025  320 oC"}
{"text": "bWhat is the time taken for magnesium to react if the reaction was done at"}
{"text": "i 550 oC"}
{"text": "Reading directly from a correctly plotted graph at 550 oC 1t  80 x 102"}
{"text": "t  180 x 102  125 seconds"}
{"text": "ii 470 oC"}
{"text": "Reading directly from a correctly plotted graph at 470 oC 1t  60 x 102"}
{"text": "t  160 x 102  166667 seconds"}
{"text": "iii 330 oC"}
{"text": "Reading directly from a correctly plotted graph at 330 oC 1t  27 x 102"}
{"text": "t  127 x 102  37037 seconds"}
{"text": "4 Explain the shape of the graph"}
{"text": "Increase in temperature increases the rate of reaction as particles gain kinetic energy increasing their frequency and intensity of collision to form products"}
{"text": "dInfluence of surface area on rate of reaction"}
{"text": "Surface area is the area of contact An increase in surface area is a decrease in particle size Practically an increase in surface area involves chopping cutting solid lumps into smaller pieceschips then crushing the chips into powder Chips thus have a higher surface area than solid lumps but powder has a highest surface area"}
{"text": "An increase in surface area of solids increases the area of contact with a liquid solution increasing the chances of successfuleffectivefruitful collision to form products The influence of surface area on rate of reaction is mainly in heterogeneous reactions"}
{"text": "Reaction of chalkcalcium carbonate on dilute hydrochloric acid"}
{"text": "Procedure"}
{"text": "Measure 20cm3 of 10 M hydrochloric acid into three separate conical flasks labeled C1 C2 and C3"}
{"text": "Using a watch glass weigh three separate 25g a piece of white chalk Place the conical flask C1 on an electronic balance"}
{"text": "Reset the balance scale to 00"}
{"text": "Put one weighed sample of the chalk into the acid in the conical flask Determine the scale reading and record it at time 00"}
{"text": "Simultaneously start of the stop watch"}
{"text": "Determine and record the scale reading after every 30 seconds to complete Table I Repeat all the above procedure separately with C2 and C3 to complete Table II and Table III by cutting the chalk into small pieceschips for C2 and crushing the chalk to powder for C3"}
{"text": "Sample resultsTable 1"}
{"text": "Sample resultsTable 1I"}
{"text": "Sample resultsTable III"}
{"text": "Sample questions"}
{"text": "1Calculate the loss in mass made at the end of each time from the original to complete table III and III"}
{"text": "2On the same axes plot a graph of total loss in mass against time xaxes and label them curve I II and III from Table I II and III"}
{"text": "3Explain why there is a loss in mass in all experiments"}
{"text": "Calcium carbonate react with the acid to form carbonIVoxide gas that escape to the atmosphere"}
{"text": "4Write an ionic equation for the reaction that take place"}
{"text": "CaCO3s  2Haq  Ca2aq  H2Ol  CO2g"}
{"text": "5SulphuricVIacid cannot be used in the above reaction On the same axes sketch the curve which would be obtained if the reaction was attempted by reacting a piece of a lump of chalk with 05M sulphuricVIacid Label it curve IV Explain the shape of curve IV"}
{"text": "Calcium carbonate would react with dilute 05M sulphuricVIacid to form insoluble calcium sulphateVI that coat cover unreacted Calcium carbonate stopping the reaction from reaching completion"}
{"text": "6Calculate the volume of carbonIVoxide evolvedmolar gas volume at room temperature  24 dm3 C 120 O 16O Ca400"}
{"text": "Method I"}
{"text": "Mole ratio CaCO3s  CO2g  11"}
{"text": "Moles CaCO3s used  Mass CaCO3s  0025 moles"}
{"text": "Molar mass CaCO3s"}
{"text": "Moles CO2g  0025 moles"}
{"text": "Volume of CO2g  moles x molar gas volume"}
{"text": "0025 moles x 24 dm3  0600 dm3600cm3"}
{"text": "Method II"}
{"text": "Molar mass of CaCO3s  100g produce 24 dm3 of CO2g"}
{"text": "Mass of CaCO3s 25 g produce 25 x 24  0600dm3"}
{"text": "100"}
{"text": "7From curve I determine the rate of reaction loss in mass per secondat time 180 seconds on the curve"}
{"text": "From tangent at 180 seconds on curve I"}
{"text": "Rate  M2M1  208  1375  0625  0006944g sec1"}
{"text": "T2 T1 222132 90"}
{"text": "8What is the effect of particle size on the rate of reaction"}
{"text": "A larger surface area is a reduction in particle size which increases the area of contact between reacting particles increasing their collision frequency"}
{"text": "Theoretical examples"}
{"text": "1 Excess marble chips were put in a beaker containing 100cm3 of 02M hydrochloric acid The beaker was then placed on a balance and total loss in mass recorded after every two minutes as in the table below"}
{"text": "aWhy was there a loss in mass"}
{"text": "Carbon IV oxide gas was produced that escape to the surrounding"}
{"text": "bCalculate the average rate of loss in mass between"}
{"text": "i 0 to 2 minutes"}
{"text": "Average rate M2M1  180  00  18  900g min1"}
{"text": "T2 T1 20  00 2"}
{"text": "i 6 to 8 minutes"}
{"text": "Average rate M2M1  320  295  025  0125g min1"}
{"text": "T2 T1 80  60 2"}
{"text": "iii Explain the difference between the average rates of reaction in i andii above"}
{"text": "Between 0 and 2 minutes  the concentration of marble chips and hydrochloric acid is high therefore there is a higher collision frequency between the reacting particles leading to high successful rate of formation of products"}
{"text": "Between 6 and 8 minutes  the concentration of marble chips and hydrochloric acid is low therefore there is low collision frequency between the reacting particles leading to less successful rate of formation of products"}
{"text": "cWrite the equation for the reaction that takes place"}
{"text": "CaCO3s  2HCl aq  CaCO3 aq  H2Ol  CO2g"}
{"text": "dState and explain three ways in which the rate of reaction could be increased"}
{"text": "iHeating the acid increasing the temperature of the reacting particles increases their kinetic energy and thus collision frequency"}
{"text": "iiIncreasing the concentration of the acidincreasing in concentration reduces the distances between the reacting particles increasing their chances of effectivefruitfulsuccessful collision to form products faster"}
{"text": "iiiCrushing the marble chips to powderthis reduces the particle sizeincrease surface area increasing the area of contact between reacting particles"}
{"text": "eIf the solution in the beaker was evaporated to dryness then left overnight in the open explain what would happen"}
{"text": "It becomes wet because calcium II chloride absorbs water from the atmosphere and form solutionis deliquescent"}
{"text": "fWhen sodium sulphate VI was added to a portion of the contents in the beaker after the reaction  a white precipitate was formed"}
{"text": "iName the white precipitate"}
{"text": "CalciumIIsulphateVI"}
{"text": "iiWrite an ionic equation for the formation of the white precipitate"}
{"text": "Ca2aq  SO42aqCaSO4s"}
{"text": "iiiState one use of the white precipitate"}
{"text": "Making plaster for building"}
{"text": "Manufacture of plaster of Paris"}
{"text": "Making sulphuricVIacid"}
{"text": "gi Plot a graph of total loss in massyaxes against time"}
{"text": "iiFrom the graph determine the rate of reaction at time 2 minutes"}
{"text": "From a tangentslope at 2 minutes"}
{"text": "Rate of reaction  Average rate M2M1  225  130  095  03958g min1"}
{"text": "T2 T1 320  08 24"}
{"text": "iiiSketch on the same axes the graph that would be obtained if 002M hydrochloric acid was used Label it curve II"}
{"text": "e Influence of catalyst on rate of reaction"}
{"text": "Catalyst is a substance that alter the rate speed of a chemical reaction but remain chemically unchanged at the end of a reaction Biological catalysts are called enzymes A catalyst does not alter the amount of products formed but itself may be altered physically eg from solid to powder to fine powder Like biological enzymes a catalyst only catalyse specific type of reactions"}
{"text": "Most industrial catalysts are transition metals or their compounds Catalyst works by lowering the Enthalpy of activationHaactivation energy Ea of the reactants The catalyst lowers the Enthalpy of activationHaactivation energy Ea by"}
{"text": "i forming short lived intermediate compounds called activated complex that break up to form the final products"}
{"text": "ii being absorbed by the reactants thus providing the surface area on which reaction occurs"}
{"text": "A catalyst has no effect on the enthalpy of reaction Hr but only lowers the Enthalpy of activationHaactivation energy EaIt thus do not affectinfluence whether the reaction is exothermic or endothermic as shown in the energy level diagrams below"}
{"text": "Energy level diagram showing the activation energy for exothermic processes reactions"}
{"text": "Activated complex"}
{"text": "Ea Catalysed"}
{"text": "Energy level diagram showing the activation energy for endothermic processes reactions"}
{"text": "Activated complex"}
{"text": "The following are some catalysed reaction processes"}
{"text": "aThe contact process"}
{"text": "VanadiumV OxideV2O5 or platinumPt catalyses the oxidation of sulphurIVoxide during the manufacture of sulphuricVI acid from contact process"}
{"text": "SO2g  O2g V2O5 SO3g"}
{"text": "To reduce industrial cost of manufacture of sulphuric VI acid from contact process VanadiumV OxideV2O5 is used because it is cheaper though it is easily poisoned by impurities"}
{"text": "bOstwalds process"}
{"text": "Platinum promoted with Rhodium catalyses the oxidation of ammonia to nitrogenIIoxide and water during the manufacture of nitricVacid"}
{"text": "4NH3g  5O2g PtRh 4NO g  6H2Ol"}
{"text": "cHaber process"}
{"text": "Platinum or iron catalyses the combination of nitrogen and hydrogen to form ammonia gas"}
{"text": "N2g  3H2g Pt or Fe 2NH3g"}
{"text": "dHydrogenationHardening of oil to fat"}
{"text": "Nickel Ni catalyses the hydrogenation of unsaturated compound containing  CC or CC to saturated compounds without double or triple bond"}
{"text": "This process is used is used in hardening oil to fat"}
{"text": "eDecomposition of hydrogen peroxide"}
{"text": "ManganeseIVoxide speeds up the rate of decomposition of hydrogen peroxide to water and oxygen gas"}
{"text": "This processreaction is used in the school laboratory preparation of Oxygen"}
{"text": "2H2O2 g MnO2 O2g  2H2Ol"}
{"text": "fReaction of metals with dilute sulphuricVIacid"}
{"text": "CopperIIsulphateVI speeds up the rate of production of hydrogen gas from the reaction of Zinc and dilute sulphuricVIacid"}
{"text": "This processreaction is used in the school laboratory preparation of Hydrogen"}
{"text": "H2 SO4 aq  Zns CuSO4 ZnSO4 aq  H2g"}
{"text": "g Substitution reactions"}
{"text": "When placed in bright sunlight or UV ultraviolet light  a mixture of a halogen and an alkane undergo substitution reactions explosively to form halogenoalkanes When paced in diffused sunlight the reaction is very slow"}
{"text": "eg CH4g  Cl2g uv light CH3Clg  HClg"}
{"text": "hPhotosynthesis"}
{"text": "Plants convert carbonIVoxide gas from the atmosphere and water from the soil to form glucose and oxygen as a byproduct using sunlight  ultraviolet light"}
{"text": "6CO2g  6H2Ol uv light C6H12O6g  O2g"}
{"text": "iPhotography"}
{"text": "Photographic film contains silver bromide emulsion which decomposes to silver and bromine on exposure to sunlight"}
{"text": "2AgBrs uvsun light 2Ags  Br2l"}
{"text": "When developed the silver deposits give the picture of the object whose photograph was taken depending on intensity of light A picture photographed in diffused light is therefore blurred"}
{"text": "Practical determination of effect of catalyst on decomposition of hydrogen peroxide"}
{"text": "Measure 5cm3 of 20 volume hydrogen peroxide and then dilute to make 40cm3 in a measuring cylinder by adding distilled water"}
{"text": "Divide it into two equal portions"}
{"text": "iTransfer one 20cm3volume hydrogen peroxide into a conicalround bottomedflat bottomed flask Cork and swirl for 2 minutes Remove the cork Test the gas produced using a glowing splint Clean the conicalround bottomedflat bottomed flask"}
{"text": "iiPut 20g of Manganese IV oxide into the clean conicalround bottomedflat bottomed flask Stopper the flask"}
{"text": "Transfer the second portion of the 20cm3volume hydrogen peroxide into a conicalround bottomedflat bottomed flask through the droppingthistle funnel Connect the delivery tube to a calibratedgraduated gas jar as in the set up below"}
{"text": "Start off the stop watch and determine the volume of gas in the calibratedgraduated gas jar after every 30 seconds to complete Table 1"}
{"text": "iiiWeigh a filter paper Use the filter paper to filter the contents of the conical conicalround bottomedflat bottomed flask Put the residue on a sand bath to dry Weigh the dry filter paper again Determine the new mass Manganese IV oxide"}
{"text": "Plot a graph of volume of gas produced against timexaxes"}
{"text": "b On the same axes plot a graph of the uncatalysed reaction"}
{"text": "c Explain the changes in mass of manganeseIVoxide before and after the reaction"}
{"text": "The mass of MnO2 before and after the reaction is the same but a more fine powder after the experiment A catalyst therefore remains unchanged chemically but may physically change"}
{"text": "BEQUILIBRIA CHEMICAL CYBERNETICS"}
{"text": "Equilibrium is a state of balance"}
{"text": "Chemical equilibrium is state of balance between the reactants and products"}
{"text": "As reactants form products some products form back the reactants"}
{"text": "Reactions in which the reactants form products to completion are said to be reversible ie"}
{"text": "A  B  C  D"}
{"text": "Reactions in which the reactants form products and the products can reform the reactants are said to be reversible"}
{"text": "A  B C  D"}
{"text": "Reversible reactions may be"}
{"text": "aReversible physical changes"}
{"text": "bReversible chemical changes"}
{"text": "cDynamic equilibrium"}
{"text": "aReversible physical changes"}
{"text": "Reversible physical change is one which involves"}
{"text": "i change of statephase from solid liquid gas or aqueous solutions States of matter are interconvertible and a reaction involving a change from one statephase can be reversed back to the original"}
{"text": "ii colour changes Some substancescompounds change their colours without change in chemical substance"}
{"text": "Examples of reversible physical changes"}
{"text": "i colour change on heating and cooling"}
{"text": "I ZincIIOxide changes from white when coolcold to yellow when hotheated and back"}
{"text": "ZnOs ZnOs"}
{"text": "white when cold yellow when hot"}
{"text": "II LeadIIOxide changes from yellow when coldcool to brown when hotheated and back"}
{"text": "PbOs PbOs"}
{"text": "brown when hot yellow when cold"}
{"text": "iiSublimation"}
{"text": "I Iodine sublimes from a grey crystalline solid on heating to purple vapour Purple vapour undergoes deposition back to the grey crystalline solid"}
{"text": "I2s I2g"}
{"text": "grey crystalline solid purple vapour"}
{"text": "undergo sublimation undergo deposition"}
{"text": "II Carbon IVoxide gas undergoes deposition from a colourless gas to a white solid at very high pressures in a cylinder It sublimes back to the colourless gas if pressure is reduced"}
{"text": "CO2s CO2g"}
{"text": "white powdery solid colourlessodourless gas"}
{"text": "undergo sublimation undergo deposition"}
{"text": "iiiMelting freezing and boilingcondensation"}
{"text": "Ice on heating undergo melting to form a liquidwater Liquidwater on further heating boilvaporizes to form gaswater vapour Gaswater vapour on cooling condensesliquidifies to waterliquid On further cooling liquid water freezes to icesolid"}
{"text": "Melting boiling"}
{"text": "Freezing condensing"}
{"text": "ivDissolving crystallizationdistillation"}
{"text": "Solid crystals of soluble substances solutes dissolve in water solvents to form a uniform mixture of the solute and solventsolution On crystallization distillation evaporation the solvent evaporate leaving a solute back eg"}
{"text": "NaCls  aq NaClaq"}
{"text": "bReversible chemical changes"}
{"text": "These are reactions that involve a chemical change of the reactants which can be reversed back by recombining the new substance formedproducts"}
{"text": "Examples of Reversible chemical changes"}
{"text": "iHeating Hydrated saltsadding water to anhydrous salts"}
{"text": "When hydrated salts are heated they lose someall their water of crystallization and become anhydrousHeating an unknown substance compound that forms a colourless liquid droplets on the cooler parts of a dry testboiling tube is in fact a confirmation inference that the substancecompound being heated is hydrated"}
{"text": "When anhydrous salts are added back some water they form hydrated compoundsalts"}
{"text": "Heating CopperIIsulphateVIpentahydrate and cobaltIIchloride hexahydrate"}
{"text": "iHeat about 50g of CopperIIsulphateVI pentahydrate in a clean dry test tube until there is no further colour change on a small Bunsen flame Observe any changes on the side of the testboiling tube Allow the boiling tube to coolAdd about 10 drops of distilled water Observe any changes"}
{"text": "iiDip a filter paper in a solution of cobaltIIchloride hexahydrate Pass one end the filter paper to a small Bunsen flame repeatedly Observe any changes on the filter paper Dip the paper in a beaker containing distilled water Observe any changes"}
{"text": "Sample observations"}
{"text": "When blue CopperIIsulphate VI pentahydrate is heated it loses the five molecules of water of crystallization to form white anhydrous CopperIIsulphate VIWater of crystallization form and condenses as colourless droplets on the cooler parts of a dry boilingtest tube"}
{"text": "This is a chemical change that produces a new substance On adding drops of water to an anhydrous white copperIIsulphateVI the hydrated compound is formed back The change from hydrated to anhydrous and back is therefore reversible chemical changeBoth anhydrous white copperIIsulphateVI and blue cobaltIIchloride hexahydrate are therefore used to test for the presence of water when they turn to blue and pink respectively"}
{"text": "CuSO4s  5H2 Ol CuSO45H2 Osaq"}
{"text": "whiteanhydrous bluehydrated"}
{"text": "CoCl2s  6H2 Ol CoCl26H2 Osaq"}
{"text": "blueanhydrous pinkhydrated"}
{"text": "iiChemical sublimation"}
{"text": "Some compounds sublime from solid to gas by dissociating into new different compounds eg"}
{"text": "Heating ammonium chloride"}
{"text": "iDip a glass rod containing concentrated hydrochloric acid Bring it near the mouth of a bottle containing concentrated ammonia solution Explain the observations made"}
{"text": "When a glass rod containing hydrogen chloride gas is placed near ammonia gas they react to form ammonium chloride solid that appear as white fumes"}
{"text": "This experiment is used interchangeably to test for the presence of hydrogen chloride gas and hence Cl ions and ammonia gas and hence NH4 ions"}
{"text": "iiPut 20 g of ammonium chloride in a long dry boiling tube Place wet  moist damp blue and red litmus papers separately on the sides of the mouth of the boiling tube Heat the boiling tube gently then strongly Explain the observations made"}
{"text": "When ammonium chloride is heated it dissociates into ammonia and hydrogen chloride gases Since ammonia is less dense it diffuses faster to turn both litmus papers blue before hydrogen chloride turn red because it is denser The heating and cooling of ammonium chloride is therefore a reversible chemical change"}
{"text": "NH3g  HClg NH4Cls"}
{"text": "Turns moist Turns moist forms white fumes"}
{"text": "litmus paper blue litmus paper red"}
{"text": "cDynamic equilibria"}
{"text": "For reversible reactions in a closed system"}
{"text": "i at the beginning"}
{"text": "the reactants are decreasing in concentration with time"}
{"text": "the products are increasing in concentration with time"}
{"text": "ii after some time a point is reached when as the reactants are forming products the products are forming reactants This is called equilibrium"}
{"text": "Sketch showing the changes in concentration of reactants and products in a closed system"}
{"text": "For a system in equilibrium"}
{"text": "i a reaction from left to right reactants to products is called forward reaction"}
{"text": "ii a reaction from right to left products to reactants is called backward reaction"}
{"text": "iiia reaction in which the rate of forward reaction is equal to the rate of backward reaction is called a dynamic equilibrium"}
{"text": "A dynamic equilibrium is therefore a balance of the rate of formation of products and reactants This balance continues until the reactants or products are disturbedchanged altered"}
{"text": "The influence of different factors on a dynamic equilibrium was first investigated from 18501936 by the French Chemist Louis Henry Le Chatellier His findings were called Le Chatelliers Principle which states that"}
{"text": "if a stresschange is applied to a system in dynamic equilibrium the system readjustshiftmovebehave so as to remove reduce counteract oppose the stresschange"}
{"text": "Le Chatelliers Principle is applied in determining the effectinfluence of several factors on systems in dynamic equilibrium The following are the main factors that influence alter affect systems in dynamic equilibrium"}
{"text": "aConcentration"}
{"text": "bPressure"}
{"text": "cTemperature"}
{"text": "dCatalyst"}
{"text": "aInfluence of concentration on dynamic equilibrium"}
{"text": "An increasedecrease in concentration of reactantsproducts at equilibrium is a stress From Le Chatelliers principle the system redjust so as to removeadd the excessreduced concentration"}
{"text": "Examples of influence of concentration on dynamic equilibrium"}
{"text": "iChromateVICrO42 ions in solution are yellow DichromateVICr2O72 ions in solution are orange The two solutions exist in equilibrium as in the equation"}
{"text": "2H aq  2CrO42 aq Cr2O72 aq  H2Ol"}
{"text": "Yellow Orange"}
{"text": "I If an acid isH aq is added to the equilibrium mixture a stress is created on the reactant side where there is already H ions The equilibrium shift forward to the right to removereduce the excess H ions added Solution mixture becomes More Cr2O72 ions formed in the solution mixture make it to be more orange in colour"}
{"text": "II If a baseOH aq is added to the equilibrium mixture a stress is created on the reactant side on the H ions H ions react with OH aq to form water"}
{"text": "H aq OH aq  H2Ol"}
{"text": "The equilibrium shift backward to the left to addreplace the H ions that have reacted with the OH aq ions  More of the CrO42 ions formed in the solution mixture makes it to be more yellow in colour"}
{"text": "2OH aq  2Cr2O72 aq CrO42 aq  H2Ol"}
{"text": "Orange Yellow"}
{"text": "I If an acid H aq is added to the equilibrium mixture a stress is created on the reactant side on the OH aq H ions react with OH aq to form water"}
{"text": "H aq OH aq  H2Ol"}
{"text": "The equilibrium shift backward to the left to addreplace the 2OH aq that have reacted with the H aq ions  More Cr2O72 aqions formed in the solution mixture makes it to be more Orange in colour"}
{"text": "II If a base OH aq is added to the equilibrium mixture a stress is created on the reactant side where there is already OH aq ions The equilibrium shift forward to the right to removereduce the excess OH aq ions added More of the Cr2O72 ions are formed in the solution mixture making it to be more orange in colour"}
{"text": "iPractical determination of the influence of alkaliacid on Cr2O72  CrO42 equilibrium mixture"}
{"text": "Measure about 2 cm3 of Potassium dichromate VI solution into a test tube"}
{"text": "Note that the solution mixture is orange"}
{"text": "Add three drops of 2M sulphuricVI acid Shake the mixture carefully"}
{"text": "Note that the solution mixture is remains orange"}
{"text": "Add about six drops of 2M sodium hydroxide solution Shake carefully"}
{"text": "Note that the solution mixture is turns yellow"}
{"text": "Explanation"}
{"text": "The above observations can be explained from the fact that both the dichromateVIand chromateVI exist in equilibrium DichromateVI ions are stable in acidic solutions while chromateVIions are stable in basic solutions An equilibrium exist thus"}
{"text": "OH"}
{"text": "H"}
{"text": "When an acid is added the equilibrium shift forward to the right and the mixture become more orange as more Cr2O72 ions exist"}
{"text": "When a base is added the equilibrium shift backward to the left and the mixture become more yellow as more CrO42 ions exist"}
{"text": "iiPractical determination of the influence of alkaliacid on bromine water in an equilibrium mixture"}
{"text": "Measure 2cm3 of bromine water into a boiling tube Note its colour"}
{"text": "Bromine water is yellow"}
{"text": "Add three drops of 2M sulphuricVIacid Note any colour change"}
{"text": "Colour becomes more yellow"}
{"text": "Add seven drops of 2M sodium hydroxide solution Note any colour change"}
{"text": "Solution mixture becomes colourlessBromine water is decolourized"}
{"text": "Explanation"}
{"text": "When added distilled wateran equilibrium exist between bromine liquid Br2aq and the bromide ionBr hydrobromite ionOBr and hydrogen ionH as in the equation"}
{"text": "H2Ol  Br2aq OBr aq  H aq  Br aq"}
{"text": "If an acid Hions is added to the equilibrium mixture it increases the concentration of the ions on the product side which shift backwards to the left to remove the excess H ions on the product side making the colour of the solution mixture more yellow"}
{"text": "If a basealkali OH is added to the equilibrium mixture it reacts with H ions on the product side to form water"}
{"text": "H aq OHaq  H2Ol"}
{"text": "This decreases the concentration of the H ions on the product side which shift the equilibrium forward to the right to replace H ions making the solution mixture colourlessless yellow Bromine water is decolorized"}
{"text": "iiiPractical determination of the influence of alkaliacid on common acidbase indicators"}
{"text": "Place 2cm3 of phenolphthalein methyl orange and litmus solutions each in three separate test tubes"}
{"text": "To each test tube add two drops of water Record your observations in Table 1 below"}
{"text": "To the same test tubes add three drops of 2M sulphuricVIacid Record your observations in Table 1 below"}
{"text": "To the same test tubes add seven drops of 2M sodium hydroxide solution Record your observations in Table 1 below"}
{"text": "Explanation"}
{"text": "An indicator is a substance which shows whether another substance is an acid  base or neutral"}
{"text": "Most indicators can be regarded as very weak acids that are partially dissociated into ionsAn equilibrium exist between the undissociated molecules and the dissociated anions Both the molecules and anions are coloured ie"}
{"text": "HInaq H aq  In aq"}
{"text": "undissociated indicator dissociated indicator"}
{"text": "moleculecoloured moleculecoloured"}
{"text": "When an acid H is added to an indicator the H ions increase and equilibrium shift backward to remove excess H ions and therefore the colour of the undissociated HIn molecule showsappears"}
{"text": "When a basealkali OH is added to the indicator the OH reacts with H ions from the dissociated indicator to form water"}
{"text": "H aq  OHaq  H2Ol"}
{"text": "from indicator from alkalibase"}
{"text": "The equilibrium shift forward to the right to replace the H ion and therefore the colour of dissociated In molecule showsappears"}
{"text": "The following examples illustrate the above"}
{"text": "iPhenolphthalein indicator exist as"}
{"text": "HPh H aq  Phaq"}
{"text": "colourless molecule Pink anion"}
{"text": "On adding an acid equilibrium shift backward to the left to remove excess H ions and the solution mixture is therefore colourless"}
{"text": "When a basealkali OH is added to the indicator the OH reacts with H ions from the dissociated indicator to form water"}
{"text": "H aq  OHaq  H2Ol"}
{"text": "from indicator from alkalibase"}
{"text": "The equilibrium shift forward to the right to replace the removedreduced H ions The pink colour of dissociated Ph molecule showsappears"}
{"text": "iiMethyl Orange indicator exists as"}
{"text": "HMe H aq  Meaq"}
{"text": "Red molecule YellowOrange anion"}
{"text": "On adding an acid equilibrium shift backward to the left to remove excess H ions and the solution mixture is therefore red"}
{"text": "When a basealkali OH is added to the indicator the OH reacts with H ions from the dissociated indicator to form water"}
{"text": "H aq  OHaq  H2Ol"}
{"text": "from indicator from alkalibase"}
{"text": "The equilibrium shift forward to the right to replace the removedreduced H ions The Orange colour of dissociated Me molecule showsappears"}
{"text": "bInfluence of Pressure on dynamic equilibrium"}
{"text": "Pressure affects gaseous reactantsproducts Increase in pressure shiftfavours the equilibrium towards the side with less volumemolecules Decrease in pressure shift the equilibrium towards the side with more volumemolecules More yield of products is obtained if high pressures produce less molecules  volume of products are formed"}
{"text": "If the products and reactants have equal volumemolecules then pressure has no effect on the position of equilibrium"}
{"text": "The following examples show the influence of pressure on dynamic equilibrium"}
{"text": "iNitrogenIVoxide Dinitrogen tetroxide mixture"}
{"text": "NitrogenIVoxide and dinitrogen tetraoxide can exist in dynamic equilibrium in a closed test tube NitrogenIVoxide is a brown gas Dinitrogen tetraoxide is a yellow gas"}
{"text": "Chemical equation  2NO2g  N2 O4 g"}
{"text": "Gay Lussacs law 2Volume 1Volume"}
{"text": "Avogadros law 2molecule 1molecule"}
{"text": "2 volumesmolecules of NitrogenIVoxide form 1 volumesmolecules of dinitrogen tetraoxide"}
{"text": "Increase in pressure shift the equilibrium forward to the left where there is less volumemoleculesThe equilibrium mixture become more yellow"}
{"text": "Decrease in pressure shift the equilibrium backward to the right where there is more volumemolecules The equilibrium mixture become more brown"}
{"text": "iiIodine vapourHydrogen gasHydrogen Iodide mixture"}
{"text": "Pure hydrogen gas reacts with Iodine vapour to form Hydrogen Iodide gas"}
{"text": "Chemical equation  I2g  H2g  2HI g"}
{"text": "Gay Lussacs law 1Volume 1Volume 2Volume"}
{"text": "Avogadros law 1molecule 1molecule 2molecule"}
{"text": "11 2 volumesmolecules of Iodine and Hydrogen gasform 2 volumesmolecules of Hydrogen Iodide gas"}
{"text": "Change in pressure thus has no effect on position of equilibrium"}
{"text": "iiiHaber process"}
{"text": "Increase in pressure of the NitrogenHydrogen mixture favours the formation of more molecules of Ammonia gas in Haber process"}
{"text": "The yield of ammonia is thus favoured by high pressures"}
{"text": "Chemical equation  N2g  3H2 g  2NH3 g"}
{"text": "Gay Lussacs law 1Volume 3Volume 2Volume"}
{"text": "Avogadros law 1molecule 3molecule 2molecule"}
{"text": "1  3 4 volumesmolecules of Nitrogen and Hydrogen react to form 2 volumesmolecules of ammonia"}
{"text": "Increase in pressure shift the equilibrium forward to the left where there is less volumemolecules"}
{"text": "The yield of ammonia increase"}
{"text": "Decrease in pressure shift the equilibrium backward to the right where there is more volumemolecules"}
{"text": "The yield of ammonia decrease"}
{"text": "ivContact process"}
{"text": "Increase in pressure of the SulphurIVoxideOxygen mixture favours the formation of more molecules of SulphurVIoxide gas in Contact process The yield of SulphurVIoxide gas is thus favoured by high pressures"}
{"text": "Chemical equation  2SO2g  O2 g  2SO3 g"}
{"text": "Gay Lussacs law 2Volume 1Volume 2Volume"}
{"text": "Avogadros law 2molecule 1molecule 2molecule"}
{"text": "2  1 3 volumesmolecules of SulphurIVoxideOxygen mixture react to form 2 volumesmolecules of SulphurVIoxide gas"}
{"text": "Increase in pressure shift the equilibrium forward to the left where there is less volumemolecules The yield of SulphurVIoxide gas increase"}
{"text": "Decrease in pressure shift the equilibrium backward to the right where there is more volumemolecules The yield of SulphurVIoxide gas decrease"}
{"text": "vOstwalds process"}
{"text": "Increase in pressure of the AmmoniaOxygen mixture favours the formation of more molecules of NitrogenIIoxide gas and water vapour in Ostwalds process The yield of NitrogenIIoxide gas and water vapour is thus favoured by low pressures"}
{"text": "Chemical equation  4NH3g  5O2 g  4NOg  6H2O g"}
{"text": "Gay Lussacs law 4Volume 5Volume 4Volume 6Volume"}
{"text": "Avogadros law 4molecule 5molecule 4molecule 6Molecule"}
{"text": "4  5 9 volumesmolecules of AmmoniaOxygen mixture react to form 10 volumesmolecules of NitrogenIIoxide gas and water vapour"}
{"text": "Increase in pressure shift the equilibrium backward to the left where there is less volumemolecules The yield of NitrogenIIoxide gas and water vapour decrease"}
{"text": "Decrease in pressure shift the equilibrium forward to the right where there is more volumemolecules The yield of NitrogenIIoxide gas and water vapour increase"}
{"text": "Note"}
{"text": "If the water vapour is condensed on cooling then"}
{"text": "Chemical equation  4NH3g  5O2 g  4NOg  6H2O l"}
{"text": "Gay Lussacs law 4Volume 5Volume 4Volume 0Volume"}
{"text": "Avogadros law 4molecule 5molecule 4molecule 0Molecule"}
{"text": "4  5 9 volumesmolecules of AmmoniaOxygen mixture react to form 4 volumesmolecules of NitrogenIIoxide gas and no vapour"}
{"text": "Increase in pressure shift the equilibrium forward to the right where there is less volumemolecules The yield of NitrogenIIoxide gas increase"}
{"text": "Decrease in pressure shift the equilibrium backward to the left where there is more volumemolecules The yield of NitrogenIIoxide gas decrease"}
{"text": "cInfluence of Temperature on dynamic equilibrium"}
{"text": "A decrease in temperature favours the reaction that liberategenerate more heat thus exothermic reactionH"}
{"text": "An increase in temperature favours the reaction that do not liberate generate more heat thus endothermic reactionH"}
{"text": "Endothermic reaction are thus favoured by high temperatureheating"}
{"text": "Exothermic reaction are favoured by low temperaturecooling"}
{"text": "If a reactionequilibrium mixture is neither exothermic or endothermic then a change in temperaturecoolingheating has no effect on the equilibrium position"}
{"text": "iNitrogenIVoxide Dinitrogen tetroxide mixture"}
{"text": "NitrogenIVoxide and dinitrogen tetraoxide can exist in dynamic equilibrium in a closed test tube NitrogenIVoxide is a brown gas Dinitrogen tetraoxide is a yellow gas"}
{"text": "Chemical equation  2NO2g  N2 O4 g"}
{"text": "On heating increasing temperature the mixture becomes more brown On cooling the mixture become more yellow"}
{"text": "This show that"}
{"text": "ithe forward reaction to the right is exothermicH"}
{"text": "On heating an exothermic process the equilibrium shifts to the side that generate liberate less heat"}
{"text": "iithe backward reaction to the right is endothermicH"}
{"text": "On cooling an endothermic process the equilibrium shifts to the side that do not generate liberate heat"}
{"text": "cInfluence of Catalyst on dynamic equilibrium"}
{"text": "A catalyst has no effect on the position of equilibrium It only speeds up the rate of attainment eg"}
{"text": "Esterification of alkanols and alkanoic acids naturally take place in fruitsIn the laboratory concentrated sulphuricVIacid catalyse the reactionThe equilibrium mixture forms the ester faster but the yield does not increase"}
{"text": "CH3CH2OHlCH3COOHl ConcH2SO4 CH3COOCH2CH3aq  H2Ol"}
{"text": "dInfluence of rate of reaction and dynamic equilibrium Optimum conditions on industrial processes"}
{"text": "Industrial processes are commercial profit oriented All industrial processes take place in closed systems and thus in dynamic equilibrium"}
{"text": "For manufacturers obtaining the highest yield at minimum cost and shortest time is paramount"}
{"text": "The conditions required to obtain the highest yield of products within the shortest time at minimum cost are called optimum conditions"}
{"text": "Optimum condition thus require understanding the effect of various factors on"}
{"text": "irate of reactionChemical kinetics"}
{"text": "iidynamic equilibriumChemical cybernetics"}
{"text": "1Optimum condition in Haber process"}
{"text": "Chemical equation"}
{"text": "N2 g  3H2 g FePt 2NH3 g H  92kJ"}
{"text": "EquilibriumReaction rate considerations"}
{"text": "iRemoving ammonia gas once formed shift the equilibrium forward to the right to replace the ammonia Morehigher yield of ammonia is attained"}
{"text": "iiIncrease in pressure shift the equilibrium forward to the right where there is less volumemolecules  Morehigher yield of ammonia is attained Very high pressures raises the cost of production because they are expensive to produce and maintain An optimum pressure of about 500atmospheres is normally used"}
{"text": "iiiIncrease in temperature shift the equilibrium backward to the left because the reaction is exothermicH  92kJ  Ammonia formed decomposes back to Nitrogen and Hydrogen to remove excess heat therefore a less yield of ammonia is attained Very low temperature decrease the collision frequency of Nitrogen and Hydrogen and thus the rate of reaction too slow and uneconomical"}
{"text": "An optimum temperature of about 450oC is normally used"}
{"text": "ivIron and platinum can be used as catalyst Platinum is a better catalyst but more expensive and easily poisoned by impurities than Iron Iron is promoted impregnated with AluminiumOxideAl2O3 to increase its surface areaarea of contact with reactants and thus efficiencyThe catalyst does not increase the yield of ammonia but it speed up its rate of formation"}
{"text": "2Optimum condition in Contact process"}
{"text": "Chemical equation"}
{"text": "2SO2 g  O2 g V2O5Pt 2SO3 g H  197kJ"}
{"text": "EquilibriumReaction rate considerations"}
{"text": "iRemoving sulphurVIoxide gas once formed shift the equilibrium forward to the right to replace the sulphurVIoxide Morehigher yield of sulphurVI oxide is attained"}
{"text": "iiIncrease in pressure shift the equilibrium forward to the right where there is less volumemolecules  Morehigher yield of sulphurVIoxide is attained Very high pressures raises the cost of production because they are expensive to produce and maintain An optimum pressure of about 12 atmospheres is normally used to attain about 96 yield of SO3"}
{"text": "iiiIncrease in temperature shift the equilibrium backward to the left because the reaction is exothermicH  197kJ  SulphurVIoxide formed decomposes back to SulphurIVoxide and Oxygen to remove excess heat therefore a less yield of SulphurVIoxide is attained Very low temperature decrease the collision frequency of SulphurIVoxide and Oxygen and thus the rate of reaction too slow and uneconomical"}
{"text": "An optimum temperature of about 450oC is normally used"}
{"text": "ivVanadiumVOxide and platinum can be used as catalyst Platinum is a better catalyst and less easily poisoned by impurities but more expensive VanadiumVOxide is very cheap even if it is easily poisoned by impurities The catalyst does not increase the yield of Sulphur VIOxide but it speed up its rate of formation"}
{"text": "3Optimum condition in Ostwalds process"}
{"text": "Chemical equation"}
{"text": "4NH3 g  5O2 g PtRh 4NO g  6H2O g H  950kJ"}
{"text": "EquilibriumReaction rate considerations"}
{"text": "iRemoving NitrogenIIoxide gas once formed shift the equilibrium forward to the right to replace the NitrogenIIoxide Morehigher yield of NitrogenII oxide is attained"}
{"text": "iiIncrease in pressure shift the equilibrium backward to the left where there is less volumemolecules  Lesslower yield of NitrogenIIoxide is attained Very low pressures increases the distance between reacting NH3and O2 molecules"}
{"text": "An optimum pressure of about 9 atmospheres is normally used"}
{"text": "iiiIncrease in temperature shift the equilibrium backward to the left because the reaction is exothermicH  950kJ  NitrogenIIoxide and water vapour formed decomposes back to Ammonia and Oxygen to remove excess heat therefore a less yield of NitrogenIIoxide is attained Very low temperature decrease the collision frequency of Ammonia and Oxygen and thus the rate of reaction too slow and uneconomical"}
{"text": "An optimum temperature of about 900oC is normally used"}
{"text": "ivPlatinum can be used as catalyst Platinum is very expensiveIt is"}
{"text": "promoted with Rhodium to increase the surface areaarea of contact"}
{"text": "addedcoated on the surface of asbestos to form platinized asbestos to reduce the amountquantity used"}
{"text": "The catalyst does not increase the yield of Nitrogen IIOxide but it speed up its rate of formation"}
{"text": "CSAMPLE REVISION QUESTIONS"}
{"text": "1State two distinctive features of a dynamic equilibrium"}
{"text": "ithe rate of forward reaction is equal to the rate of forward reaction"}
{"text": "iiat equilibrium the concentrations of reactants and products do not change"}
{"text": "2 Explain the effect of increase in pressure on the following"}
{"text": "i N2g  O2g  2NOg"}
{"text": "Gay Lussacs law 1Volume 1Volume 2 Volume"}
{"text": "Avogadros law 1 molecule 1 molecule 2 molecule"}
{"text": "2 volume on reactant side produce 2 volume on product side"}
{"text": "Increase in pressure thus have no effect on position of equilibrium"}
{"text": "ii 2H2g  COg  CH3OH g"}
{"text": "Gay Lussacs law 2Volume 1Volume 1 Volume"}
{"text": "Avogadros law 2 molecule 1 molecule 1 molecule"}
{"text": "3 volume on reactant side produce 1 volume on product side"}
{"text": "Increase in pressure shift the equilibrium forward to the left More yield of CH3OH is formed"}
{"text": "4 Explain the effect of increasing temperature on the following"}
{"text": "2SO2g  O2 g  2SO3 g H  189kJ Forward reaction is exothermic Increase in temperature shift the equilibrium backward to reduce the excess heat"}
{"text": "5120g of brass an alloy of copper and Zinc was put it a flask containing dilute hydrochloric acid The flask was placed on an electric balance The readings on the balance were recorded as in the table below"}
{"text": "aComplete the table by calculating the loss in mass"}
{"text": "bWhat does the 600 gram reading on the balance represent"}
{"text": "The initial mass of brass and the acid before any reaction take place"}
{"text": "cPlot a graph of Time xaxes against loss in mass"}
{"text": "dExplain the shape of your graph"}
{"text": "The reaction produce hydrogen gas as one of the products that escape to the atmosphere This decreases the mass of flaskAfter 120 secondsthe react is complete No more hydrogen is evolvedThe mass of flask remain constant"}
{"text": "dAt what time was the loss in mass equal to"}
{"text": "i120g"}
{"text": "Reading from a correctly plotted graph"}
{"text": "ii130g"}
{"text": "Readng from a correctly plotted graph"}
{"text": "iii140g"}
{"text": "Reading from a correctly plotted graph"}
{"text": "eWhat was the loss in mass at"}
{"text": "i50oC"}
{"text": "Reading from a correctly plotted graph"}
{"text": "ii 70oC"}
{"text": "Reading from a correctly plotted graph"}
{"text": "iii 90oC g"}
{"text": "Reading from a correctly plotted graph"}
{"text": "THERMOCHEMISTRY"}
{"text": "1Introduction to Energy changes"}
{"text": "Energy is the capacity to do work There are manyvarious forms of energy like heat electric mechanical and or chemical energyThere are two types of energy"}
{"text": "iKinetic EnergyKE the energy in motion"}
{"text": "iiPotential EnergyPE the storedinternal energy"}
{"text": "Energy like matter  is neither created nor destroyed but can be transformed changed from one form to the other is interconvertible This is the principle of conservation of energy eg Electrical energy into heat through a filament in bulb"}
{"text": "Chemical and physical processes take place with absorption or evolutionproduction of energy mainly in form of heat"}
{"text": "The study of energy changes that accompany physicalchemical reactionchanges is called Thermochemistry Physicalchemical reactionchanges that involve energy changes are called thermochemical reactions The SI unit of energy is the JouleJKilo JouleskJand megaJoulesMJ are also used The JouleJ is defined as the"}
{"text": "i quantity of energy transferred when a force of one newton acts through a distance of one metre"}
{"text": "ii quantity of energy transferred when one coulomb of electric charge is passed through a potential difference of one volt"}
{"text": "All thermochemical reactions should be carried out at standard conditions of"}
{"text": "i 298K 25oC temperature"}
{"text": "ii101300Pa101300Nm2 760mmHg1 atmosphere pressure"}
{"text": "2Exothermic and endothermic processesreactions"}
{"text": "Some reactions  processes take place with evolutionproduction of energy They are said to be exothermic while others take place with absorption of energy They are said to be endothermic"}
{"text": "Practically exothermic reactions  processes cause a rise in temperature by a rise in thermometer readingmercury or alcohol level rise"}
{"text": "Practically endothermic reactions  processes cause a fall in temperature by a fall in thermometer readingmercury or alcohol level decrease"}
{"text": "To demonstrateillustrate exothermic and endothermic processesreactions"}
{"text": "Dissolving Potassium nitrateVammonium chloride crystals"}
{"text": "Procedure"}
{"text": "Measure 20cm3 of water in a beaker Determine and record its temperature T1Put about 10g of Potassium nitrateV crystals into the beaker Stir the mixture carefully and note the highest temperature rise fall T2Repeat the whole procedure by using ammonium chloride in place of Potassium nitrate V crystals"}
{"text": "Sample results"}
{"text": "Note"}
{"text": "iInitialT1 temperature of dissolution of both potassium nitrateV crystals and ammonium chloride crystals is higher than the final temperatureT2"}
{"text": "ii Change in temperatureT2 T1 is not a mathematical 40 or 30"}
{"text": "iiiDissolution of both potassium nitrateV and ammonium chloride crystals is an endothermic process because initialT1 temperature is higher than the final temperatureT2 thus causes a falldrop in temperature"}
{"text": "Dissolving concentrated sulphuricVI acidsodium hydroxide crystals"}
{"text": "Procedure"}
{"text": "Measure 20cm3 of water in a beaker Determine and record its temperature T1Carefully put about 10gfour pellets of sodium hydroxide crystals into the beaker Stir the mixture carefully and note the highest temperature rise fall T2Repeat the whole procedure by using 2cm3 of concentrated sulphuricVI acid in place of sodium hydroxide crystals"}
{"text": "CAUTION"}
{"text": "iSodium hydroxide crystals are caustic and cause painful blisters on contact with skin"}
{"text": "ii Concentrated sulphuric VI acid is corrosive and cause painful wounds on contact with skin"}
{"text": "Sample results"}
{"text": "Note"}
{"text": "iInitial T1 temperature of dissolution of both concentrated sulphuric VI acid and sodium hydroxide pellets is lower than the final temperature T2"}
{"text": "iiDissolution of both Sodium hydroxide pellets and concentrated sulphuric VI acid is an exothermic process because final T2 temperature is higher than the initial temperature T1 thus causes a rise in temperature"}
{"text": "The above reactions show heat loss to and heat gain from the surrounding as illustrated by a rise and fall in temperaturethermometer readings"}
{"text": "Dissolving both potassium nitrateV and ammonium chloride crystals causes heat gain from the surrounding that causes fall in thermometer reading"}
{"text": "Dissolving both Sodium hydroxide pellets and concentrated sulphuric VI acid causes heat loss to the surrounding that causes rise in thermometer reading"}
{"text": "At the same temperature and pressure heat absorbed and released is called enthalpy heat content denoted H"}
{"text": "Energy change is measured from the heat contententhalpy of the final and initial products It is denoted Hdelta Hie"}
{"text": "Enthalpyenergy change in heat content H  Hfinal  Hinitial"}
{"text": "For chemical reactions"}
{"text": "H  Hproducts  Hreactants"}
{"text": "For exothermic reactions the heat contents of the reactants is more thanhigher than the heat contents of products therefore the H is negative H"}
{"text": "For endothermic reactions the heat contents of the reactants is less thanlower than the heat contents of products therefore the H is negative H"}
{"text": "Graphically in a sketch energy level diagram"}
{"text": "iFor endothermic reactions the heat content of the reactants should be relativelyslightly lower than the heat content of the products"}
{"text": "iiFor exothermic reactions the heat content of the reactants should be relativelyslightly higher than the heat content of the products"}
{"text": "Sketch energy level diagrams for endothermic dissolution"}
{"text": "Energy"}
{"text": "kJ H2 KNO3aq"}
{"text": "H  H2  H1"}
{"text": "H1 KNO3s"}
{"text": "Reaction pathcoordinateprogress"}
{"text": "Energy"}
{"text": "kJ H2 NH4Cl aq"}
{"text": "H  H2  H1"}
{"text": "H1 NH4Cl s"}
{"text": "Reaction pathcoordinateprogress"}
{"text": "Sketch energy level diagrams for exothermic dissolution"}
{"text": "H2 NaOH s"}
{"text": "EnergykJ"}
{"text": "H  H2  H1"}
{"text": "H1 NaOH aq"}
{"text": "Reaction pathcoordinateprogress"}
{"text": "H2 H2SO4 l"}
{"text": "Energy"}
{"text": "kJ"}
{"text": "H  H2  H1"}
{"text": "H1 H2SO4 aq"}
{"text": "Reaction pathcoordinateprogress"}
{"text": "3Energy changes in physical processes"}
{"text": "Meltingfreezingfusionsolidification and boilingvaporizationevaporation are the two physical processes Melting freezing point of pure substances is fixed constant The boiling point of pure substance depend on external atmospheric pressure"}
{"text": "Meltingfusion is the physical change of a solid to liquid Freezing is the physical change of a liquid to solid"}
{"text": "Meltingfreezingfusionsolidification are therefore two opposite but same reversible physical processes ie"}
{"text": "A s Al"}
{"text": "Boilingvaporizationevaporation is the physical change of a liquid to gasvapour Condensationliquidification is the physical change of gasvapour to liquid Boilingvaporizationevaporation and condensationliquidification are therefore two opposite but same reversible physical processes ie"}
{"text": "B l Bg"}
{"text": "Practically"}
{"text": "i Meltingliquidificationfusion involves heating a solid to weaken the strong bonds holding the solid particles together Solids are made up of very strong bonds holding the particles very close to each other Kinetic Theory of matterOn heating these particles gain energyheat from the surrounding heat source to form a liquid with weaker bonds holding the particles close together but with some degree of freedom Meltingfreezingfusion is an endothermic Hprocess that requireabsorb energy from the surrounding"}
{"text": "iiFreezingfusionsolidification involves cooling a a liquid to reform rejoin the very strong bonds to hold the particles very close to each other as solid and thus lose their degree of freedom Kinetic Theory of matter Freezing fusion  solidification is an exothermic Hprocess that require particles holding the liquid together to lose energy to the surrounding"}
{"text": "iiiBoilingvaporizationevaporation involves heating a liquid to completely breakfree the bonds holding the liquid particles together Gaseous particles have high degree of freedom Kinetic Theory of matter Boiling vaporization  evaporation is an endothermic H process that requireabsorb energy from the surrounding"}
{"text": "ivCondensationliquidification is reverse process of boiling vaporization  evaporationIt involves gaseous particles losing energy to the surrounding to form a liquidIt is an exothermicH process"}
{"text": "The quantity of energy required to change one mole of a solid to liquid or to form one mole of a solid from liquid at constant temperature is called molar enthalpylatent heat of fusion eg"}
{"text": "H2Os  H2Ol H  60kJ mole1 endothermic process"}
{"text": "H2Ol  H2Os H  60kJ mole1 exothermic process"}
{"text": "The quantity of energy required to change one mole of a liquid to gasvapour or to form one mole of a liquid from gasvapour at constant temperature is called molar enthalpylatent heat of vapourization eg"}
{"text": "H2Ol  H2Og H  440kJ mole1 endothermic process"}
{"text": "H2Og  H2Ol H  440kJ mole1 exothermic process"}
{"text": "The following experiments illustratedemonstrate practical determination of melting and boiling"}
{"text": "To determine the boiling point of water"}
{"text": "Procedure"}
{"text": "Measure 20cm3 of tap water into a 50cm3 glass beaker Determine and record its temperatureHeat the water on a strong Bunsen burner flame and record its temperature after every thirty seconds for four minutes"}
{"text": "Sample results"}
{"text": "Questions"}
{"text": "1Plot a graph of temperature against timeyaxis"}
{"text": "Sketch graph of temperature against time"}
{"text": "boiling point"}
{"text": "96 oC"}
{"text": "Temperature0C"}
{"text": "25oC"}
{"text": "timeseconds"}
{"text": "2From the graph show and determine the boiling point of water"}
{"text": "Note"}
{"text": "Water boils at 100oC at sea levelone atmosphere pressure101300Pa but boils at below 100oC at higher altitudes The sample results above are from Kiriari Girls High SchoolEmbu County on the slopes of Mt Kenya in Kenya Water here boils at 96oC"}
{"text": "3Calculate the molar heat of vaporization of waterH 10O 16O"}
{"text": "Working"}
{"text": "Mass of water  density x volume  20 x 1 1000  002kg"}
{"text": "Quantity of heat produced"}
{"text": "mass of water x specific heat capacity of water x temperature change"}
{"text": "002kg x 42 x  96  25   5964kJ"}
{"text": "Heat of vaporization of one mole H2O  Quantity of heat"}
{"text": "Molar mass of H2O"}
{"text": "5964kJ  03313 kJ mole 1"}
{"text": "18"}
{"text": "To determine the melting point of candle wax"}
{"text": "Procedure"}
{"text": "Weigh exactly 50 g of candle wax into a boiling tube Heat it on a strongly Bunsen burner flame until it completely melts Insert a thermometer and remove the boiling tube from the flame Stir continuously Determine and record the temperature after every 30seconds for four minutes"}
{"text": "Sample results"}
{"text": "Questions"}
{"text": "1Plot a graph of temperature against timeyaxis"}
{"text": "Sketch graph of temperature against time"}
{"text": "93 oC"}
{"text": "Temperature0C melting point"}
{"text": "69oC"}
{"text": "timeseconds"}
{"text": "2From the graph show and determine the melting point of the candle wax"}
{"text": "4Energy changes in chemical processes"}
{"text": "Thermochemical reactions measured at standard conditions of 298K25oC and 101300Pa101300Nm2 1 atmospheres760mmHg76cmHg produce standard enthalpies denoted H"}
{"text": "Thermochemical reactions are named from the type of reaction producing the energy change Below are some thermochemical reactions"}
{"text": "Standard enthalpyheat of reaction Hr"}
{"text": "Standard enthalpyheat of combustion Hc"}
{"text": "Standard enthalpyheat of displacement Hd"}
{"text": "Standard enthalpyheat of neutralization Hn"}
{"text": "Standard enthalpyheat of solutiondissolution Hs"}
{"text": "Standard enthalpyheat of formation Hf"}
{"text": "aStandard enthalpyheat of reaction Hr"}
{"text": "The molar standard enthalpyheat of reaction may be defined as the energyheat change when one mole of products is formed at standard conditions"}
{"text": "A chemical reaction involves the reactants forming products For the reaction to take place the bonds holding the reactants must be broken so that new bonds of the products are formed ie"}
{"text": "AB  CD  AC  BD"}
{"text": "Old Bonds broken AB and CD on reactants"}
{"text": "New Bonds formed AC and BD on products"}
{"text": "The energy required to break one mole of a covalent bond is called bond dissociation energy The SI unit of bond dissociation energy is kJmole1"}
{"text": "The higher the bond dissociation energy the stronger the covalentbond"}
{"text": "Bond dissociation energies of some covalentbonds"}
{"text": "The molar enthalpy of reaction can be calculated from the bond dissociation energy by"}
{"text": "iadding the total bond dissociation energy of the reactantsendothermic processH and total bond dissociation energy of the productsexothermic processH"}
{"text": "iisubtracting total bond dissociation energy of the reactants from the total bond dissociation energy of the productsexothermic processH lessminus endothermic processH"}
{"text": "Practice examplesCalculating Hr"}
{"text": "1Calculate Hr from the following reaction"}
{"text": "H2g  Cl2g  2HClg"}
{"text": "Working"}
{"text": "Old bonds broken endothermic processH"}
{"text": "HH  ClCl  431   239   670kJ"}
{"text": "New bonds broken exothermic processH"}
{"text": "2HCl    428 x 2  856kJ"}
{"text": "Hr   670kJ  856kJ  186 kJ  93kJ mole1"}
{"text": "2"}
{"text": "The above reaction has negative H enthalpy change and is therefore practically exothermic"}
{"text": "The thermochemical reaction is thus"}
{"text": "H2g   Cl2g  HClg Hr  93kJ"}
{"text": "CH4g  Cl2g  CH3Cl  HClg"}
{"text": "Working"}
{"text": "Old bonds broken endothermic processH"}
{"text": "4CH  ClCl"}
{"text": "4 x 413   239   1891kJ"}
{"text": "New bonds broken exothermic processH"}
{"text": "3CH  HCl  CCl"}
{"text": "3 x  413  428  346  2013 kJ"}
{"text": "Hr   1891kJ  2013 kJ  122 kJ mole1"}
{"text": "The above reaction has negative H enthalpy change and is therefore practically exothermic"}
{"text": "The thermochemical reaction is thus"}
{"text": "CH4g  Cl2g  CH3Clg  HClg H  122 kJ"}
{"text": "CH2CH2g  Cl2g  CH3Cl CH3Cl g"}
{"text": "Working"}
{"text": "Old bonds broken endothermic processH"}
{"text": "4CH  ClCl  CC"}
{"text": "4 x 413   239 612   2503kJ"}
{"text": "New bonds broken exothermic processH"}
{"text": "4CH  CC  2CCl"}
{"text": "3 x  413  436 2 x 346  2367 kJ"}
{"text": "Hr   2503kJ  2367 kJ  136 kJ mole1"}
{"text": "The above reaction has negative H enthalpy change and is therefore practically endothermic"}
{"text": "The thermochemical reaction is thus"}
{"text": "CH2CH2g  Cl2g  CH3Cl CH3Cl g H  136 kJ"}
{"text": "Note that"}
{"text": "ia reaction is exothermic if the bond dissociation energy of reactants is more than bond dissociation energy of products"}
{"text": "iia reaction is endothermic if the bond dissociation energy of reactants is less than bond dissociation energy of products"}
{"text": "bStandard enthalpyheat of combustion Hc"}
{"text": "The molar standard enthalpyheat of combustionHc is defined as the energyheat change when one mole of a substance is burnt in oxygenexcess air at standard conditions"}
{"text": "Burning is the reaction of a substance with oxygenair It is an exothermic process producing a lot of energy in form of heat"}
{"text": "A substance that undergoes burning is called a fuel A fuel is defined as the combustible substance which burns in air to give heat energy for domestic or industrial use A fuel may be solid eg coal wood charcoal liquid eg petrol paraffin ethanol kerosene or gas eg liquefied petroleum gasLPG Water gasCO2H2 biogasmethane Natural gasmixture of hydrocarbons"}
{"text": "To determine the molar standard enthalpyheat of combustionHc of ethanol"}
{"text": "Procedure"}
{"text": "Put 20cm3 of distilled water into a 50cm3 beaker Clamp the beaker Determine the temperature of the water T1Weigh an empty burnerempty tin with wick"}
{"text": "Record its mass M1Put some ethanol into the burner Weigh again the burner with the ethanol and record its mass M2 Ignite the burner and place it below the clamped 50cm3 beaker Heat the water in the beaker for about one minute Put off the burner Record the highest temperature rise of the water T2 Weigh the burner again and record its mass M3"}
{"text": "Sample results"}
{"text": "Sample calculations"}
{"text": "1Calculate"}
{"text": "a T the change in temperature"}
{"text": "T  T2  T1  350oC  250oC  100oC"}
{"text": "b the mass of ethanol used in burning"}
{"text": "mass of ethanol used  M2  M1  291g  287g  04g"}
{"text": "c the number of moles of ethanol used in burning"}
{"text": "moles of ethanol  mass used  04  00087 87 x 103 moles"}
{"text": "molar mass of ethanol 46"}
{"text": "2 Given that the specific heat capacity of water is 42 kJ1kg1K1determine the heat produced during the burning"}
{"text": "Heat produced H  mass of waterm x specific heat capacity cx T"}
{"text": "20 x 42 x 10  840 Joules  084 kJ"}
{"text": "1000"}
{"text": "3Calculate the molar heat of combustion of ethanol"}
{"text": "Molar heat of combustion Hc  Heat produced H"}
{"text": "Number of moles of fuel"}
{"text": "084 kJ  965517 kJmole1"}
{"text": "00087 87 x 103 moles"}
{"text": "4List two sources of error in the above experiment"}
{"text": "iHeat loss to the surrounding lowers the practical value of the molar heat of combustion of ethanol"}
{"text": "A draught shield tries to minimize the loss by protecting wind from wobbling the flame"}
{"text": "ii Heat gain by reaction vesselsbeaker lowers T and hence Hc"}
{"text": "5Calculate the heating value of the fuel"}
{"text": "Heating value  molar heat of combustion  965517 kJmole1  20989 kJg1"}
{"text": "Molar mass of fuel 46 g"}
{"text": "Heating value is the enrgy produced when a unit massgram of a fuel is completely burnt"}
{"text": "6Explain other factors used to determine the choice of fuel for domestic and industrial use"}
{"text": "i availability and affordabilitysome fuels are more available cheaply in rural than in urban areas at a lower cost"}
{"text": "iicost of storage and transmissiona fuel should be easy to transport and store safely eg LPG is very convenient to store and use Charcoal and wood are bulky"}
{"text": "iiienvironmental effects Most fuels after burning produce carbonIV oxide gas as a byproduct CarbonIV oxide gas is green house gas that causes global warming Some other fuel produce acidic gases like sulphurIV oxide and nitrogenIV oxide These gases cause acid rain Internal combustion engines exhaust produce lead vapour from leaded petrol and diesel Lead is carcinogenic"}
{"text": "ivignition pointThe temperature at which a fuel must be heated before it burns in air is the ignition point Fuels like petrol have very low ignition point making it highly flammable Charcoal and wood have very high ignition point"}
{"text": "7Explain the methods used to reduce pollution from common fuels"}
{"text": "iPlanting treesPlants absorb excess carbonIVoxide for photosynthesis and release oxygen gas to the atmosphere"}
{"text": "iiusing catalytic converters in internal combustion engines that convert harmfultoxicpoisonous gases like carbonIIoxide and nitrogenIVoxide to harmless nonpoisonous carbonIVoxide water and nitrogen gas by using platinumrhodium catalyst along the engine exhaust pipes"}
{"text": "Further practice calculations"}
{"text": "1Calculate the heating value of methanol CH3OH given that 087g of the fuel burn in air to raise the temperature of 500g of water from 20oC to 27oCC120H10 O160"}
{"text": "Moles of methanol used  Mass of methanol used  087 g  002718 moles"}
{"text": "Molar mass of methanol 32"}
{"text": "Heat produced H  mass of waterm x specific heat capacity cx T"}
{"text": "500 x 42 x 7  14700 Joules  147 kJ"}
{"text": "1000"}
{"text": "Molar heat of combustion Hc  Heat produced H"}
{"text": "Number of moles of fuel"}
{"text": "147 kJ  5408389 kJmole1"}
{"text": "002718 moles"}
{"text": "Heating value  molar heat of combustion  5408389 kJmole1  169012 kJg1"}
{"text": "Molar mass of fuel 32 g"}
{"text": "2 10 g of carbon burn in excess air to raise the temperature of 400g of water by 18oCDetermine the molar heat of combustion and hence the heating value of carbonC120"}
{"text": "Moles of carbon used  Mass of carbon used  10 g  00833 moles"}
{"text": "Molar mass of carbon 12"}
{"text": "Heat produced H  mass of waterm x specific heat capacity cx T"}
{"text": "400 x 42 x 18  30240 Joules  3024 kJ"}
{"text": "1000"}
{"text": "Molar heat of combustion Hc  Heat produced H"}
{"text": "Number of moles of fuel"}
{"text": "3024 kJ  3630252 kJmole1"}
{"text": "00833 moles"}
{"text": "Heating value  molar heat of combustion  3630252 kJmole1 302521 kJg1"}
{"text": "Molar mass of fuel 12 g"}
{"text": "cStandard enthalpyheat of displacement Hd"}
{"text": "The molar standard enthalpyheat of displacement Hd is defined as the energyheat change when one mole of a substance is displaced from its solution"}
{"text": "A displacement reaction takes place when a more reactive elementwith less electrode potential E  negative E higher in the reactivityelectrochemical series removedisplace another with less reactive elementwith higher electrode potential E  positive E lower in the reactivityelectrochemical series from its solutioneg"}
{"text": "iZns  CuSO4aq  Cus  ZnSO4aq"}
{"text": "Ionically Zns  Cu2aq  Cus  Zn2 aq"}
{"text": "iiFes  CuSO4aq  Cus  FeSO4aq"}
{"text": "Ionically Fes  Cu2aq  Cus  Fe2 aq"}
{"text": "iiiPbs  CuSO4aq  Cus  PbSO4s"}
{"text": "This reaction stops after some time as insoluble PbSO4s coatcover unreacted lead"}
{"text": "ivCl2g  2NaBraq  Br2aq  2NaClaq"}
{"text": "Ionically Cl2g 2Br aq  Br2aq  2Cl aq"}
{"text": "Practically a displacement reaction takes place when a known amount volume of a solution is added excess of a more reactive metal"}
{"text": "To determine the molar standard enthalpyheat of displacementHd of copper"}
{"text": "Procedure"}
{"text": "Place 20cm3 of 02M copperIIsulphateVIsolution into a 50cm3 plastic beakercalorimeter Determine and record the temperature of the solution T1Put all the Zinc powder provided into the plastic beaker Stir the mixture using the thermometer Determine and record the highest temperature change to the nearest 05oC T2  Repeat the experiment to complete table 1 below"}
{"text": "Table 1"}
{"text": "Questions"}
{"text": "1a Calculate"}
{"text": "iaverage T"}
{"text": "AverageT  change in temperature in experiment I and II"}
{"text": "50  60  55oC"}
{"text": "2"}
{"text": "iithe number of moles of solution used"}
{"text": "Moles used  molarity x volume of solution  02 x 20  0004 moles"}
{"text": "1000 1000"}
{"text": "iiithe enthalpy change H for the reaction"}
{"text": "Heat produced H  mass of solutionm x specific heat capacity cx T"}
{"text": "20 x 42 x 55  462 Joules  0462 kJ"}
{"text": "1000"}
{"text": "ivState two assumptions made in the above calculations"}
{"text": "Density of solution  density of water  1gcm3"}
{"text": "Specific heat capacity of solutionSpecific heat capacity of solution42 kJ1kg1K"}
{"text": "This is because the solution is assumed to be infinite dilute"}
{"text": "2 Calculate the enthalpy change for one mole of displacement of Cu2 aq ions"}
{"text": "Molar heat of displacement Hd  Heat produced H"}
{"text": "Number of moles of fuel"}
{"text": "0462 kJ  1155 kJmole1"}
{"text": "0004"}
{"text": "3Write an ionic equation for the reaction taking place"}
{"text": "Zns  Cu2aq  Cus  Zn2aq"}
{"text": "4State the observation made during the reaction"}
{"text": "Blue colour of copperIIsulphateVI fadesbecomes less bluecolourless"}
{"text": "Brown solid deposits are formed at the bottom of reaction vessel beaker"}
{"text": "5Illustrate the above reaction using an energy level diagram"}
{"text": "Zns  Cu2aq"}
{"text": "Energy H  1155 kJmole1"}
{"text": "kJ"}
{"text": "Cus  Zn2aq"}
{"text": "Reaction progresspathcoordinates"}
{"text": "6 Iron is less reactive than Zinc Explain the effect of using iron instead of Zinc on the standard molar heat of displacement Hd of copperIIsulphate VI solution"}
{"text": "No effect Cu2 aq are displaced from their solutionThe element used to displace it does not matterThe reaction however faster if a more reactive metal is used"}
{"text": "7aIf the standard molar heat of displacement Hd of copperIIsulphate VI solution is 209kJmole1 calculate the temperature change if 50cm3 of 02M solution was displaced by excess magnesium"}
{"text": "Moles used  molarity x volume of solution  02 x 50  001 moles"}
{"text": "1000 1000"}
{"text": "Heat produced H  Molar heat of displacement Hd x Number of moles"}
{"text": "209kJmole1x 001 moles  209 kJ"}
{"text": "T change in temperature  Heat produced H Molar heat of displacement Hd x Number of moles"}
{"text": "209 kJ  99524Kelvin"}
{"text": "001 moles"}
{"text": "bDraw an energy level diagram to show the above energy changes"}
{"text": "Mgs  Cu2aq"}
{"text": "Energy H  209 kJmole1"}
{"text": "kJ"}
{"text": "Cus  Mg2aq"}
{"text": "Reaction progresspathcoordinates"}
{"text": "8 The enthalpy of displacement Hd of copperIIsulphate VI solution is 12k6kJmole1Calculate the molarity of the solution given that 40cm3 of this solution produces 2204kJ of energy during a displacement reaction with excess iron filings"}
{"text": "Number of moles  Heat produced H Molar heat of displacement Hd"}
{"text": "2204 kJ  00206moles"}
{"text": "126 moles"}
{"text": "Molarity of the solution  moles x 1000 Volume of solution used"}
{"text": "00206moles x 1000  05167 M"}
{"text": "40"}
{"text": "9 If the molar heat of displacement of ZincIInitrateVby magnesium powder is 2505kJmole1 calculate the volume of solution which must be added 05 moles solution if there was a 30K rise in temperature"}
{"text": "Heat produced H  Molar heat of displacement Hd x Number of moles"}
{"text": "2508kJmole1x 05 moles  1254 kJ x 1000 1254J"}
{"text": "Mass of solution m  Heat produced H"}
{"text": "specific heat capacity cx T"}
{"text": "1254J  995238 g"}
{"text": "42 x 3"}
{"text": "Volume  mass x density  995238 g x 1  995238cm3"}
{"text": "Note The solution assumes to be too dilute infinite dilute such that the density and specific heat capacity is assumed to be that of water"}
{"text": "Graphical determination of the molar enthalpy of displacement of copper"}
{"text": "Procedure"}
{"text": "Place 20cm3 of 02M copperIIsulphate VI solution into a calorimeter50cm3 of plastic beaker wrapped in cotton wooltissue paper"}
{"text": "Record its temperature at time T 0"}
{"text": "Stir the solution with the thermometer carefully and continue recording the temperature after every 30 seconds"}
{"text": "Place all the 15g Zinc powder provided"}
{"text": "Stir the solution with the thermometer carefully and continue recording the temperature after every 30 seconds for five minutes"}
{"text": "Determine the highest temperature change to the nearest 05oC"}
{"text": "Sample results"}
{"text": "Sketch graph of temperature against time"}
{"text": "365"}
{"text": "Extrapolation"}
{"text": "Temperature point T"}
{"text": "oC"}
{"text": "130 Timeseconds"}
{"text": "Questions"}
{"text": "Show and determine the change in temperature T"}
{"text": "From a well constructed graph T T2 T1 at 150 second by extrapolation"}
{"text": "T  365  250  115oC"}
{"text": "2Calculate the number of moles of copperII sulphateVIused given the molar heat of displacement of Cu2 aqions is 125kJmole1"}
{"text": "Heat produced H  mass of solutionm x specific heat capacity cx T"}
{"text": "20 x 42 x 115  966 Joules  0966 kJ"}
{"text": "1000"}
{"text": "Number of moles  Heat produced H Molar heat of displacement Hd"}
{"text": "966 kJ  0007728moles"}
{"text": "125 moles 7728 x 103moles"}
{"text": "What was the concentration of copperIIsulphateVI in moles per litre"}
{"text": "Molarity  moles x 1000  7728 x 103moles x 1000  03864M"}
{"text": "Volume used 20"}
{"text": "4The actual concentration of copperIIsulphateVI solution was 04MExplain the differences between the two"}
{"text": "Practical value is lower than theoretical Heatenergy loss to the surrounding and that absorbed by the reaction vessel decreases T hence lowering the practical number of moles and molarity against the theoretical value"}
{"text": "5a In an experiment to determine the molar heat of reaction when magnesium displaces copper 015g of magnesium powder were added to 250cm3 of 20M copper II chloride solution The temperature of copper II chloride solution was 25oCWhile that of the mixture was 43oC"}
{"text": "iOther than increase in temperature state and explain the observations which were made during the reaction3mks"}
{"text": "iiCalculate the heat change during the reaction specific heat capacity of the solution  42jg1k1and the density of the solution  1gcm32mks"}
{"text": "iiiDetermine the molar heat of displacement of copper by magnesiumMg240"}
{"text": "ivWrite the ionic equation for the reaction1mk"}
{"text": "vSketch an energy level diagram for the reaction2mks"}
{"text": "cStandard enthalpyheat of neutralization Hn"}
{"text": "The molar standard enthalpyheat of neutralization Hn is defined as the energyheat change when one mole of a H H3Oions react completely with one mole of OH ions to form one mole of H2Owater"}
{"text": "Neutralization is thus a reaction of an acid H H3Oions with a basealkali OH ions to form salt and water only"}
{"text": "Strong acidsbasesalkalis are completely dissociated to many free ionsH H3O and OH ions"}
{"text": "Weak acidsbasesalkalis are partially dissociated to few free ionsH H3O and OH ions and exist more as molecules"}
{"text": "Neutralization is an exothermicH processThe enrgy produced during neutralization depend on the amount of free ions H H3O and OHions existing in the acidbasealkali reactant"}
{"text": "ifor weak acidbasealkali neutralizationsome of the energy is used to dissociate ionize the molecule into free H H3O and OH ions therefore the overall energy evolved is comparatively lowerlessersmaller than strong acid  base alkali neutralizations"}
{"text": "ii ifor strong acidbasealkali neutralization no energy is used to dissociate ionize since molecule is whollyfully dissociatedionized into free H H3O and OH ionsThe overall energy evolved is comparatively highermore than weak acidbase alkali neutralizations For strong acidbasealkali neutralization the enthalpy of neutralization is constant at about 573kJmole1 irrespective of the acidbase used This is because ionically"}
{"text": "OHaq Haq  H2Ol for any wholly dissociated acidbasealkali"}
{"text": "Practically Hn can be determined as in the examples below"}
{"text": "To determine the molar enthalpy of neutralization Hn of Hydrochloric acid"}
{"text": "Procedure"}
{"text": "Place 50cm3 of 2M hydrochloric acid into a calorimeter200cm3 plastic beaker wrapped in cotton wooltissue paper Record its temperature T1Using a clean measuring cylinder measure another 50cm3 of 2M sodium hydroxide Rinse the bulb of the thermometer in distilled water Determine the temperature of the sodium hydroxide T2Average T2 andT1 to get the initial temperature of the mixture T3"}
{"text": "Carefully add all the alkali into the calorimeter200cm3 plastic beaker wrapped in cotton wooltissue paper containing the acid Stir vigorously the mixture with the thermometer"}
{"text": "Determine the highest temperature change to the nearest 05oC T4 as the final temperature of the mixture Repeat the experiment to complete table 1"}
{"text": "Table I  Sample results"}
{"text": "aCalculate T6 the average temperature change T6  1325 1375  135 oC 2"}
{"text": "bWhy should the apparatus be very clean"}
{"text": "Impurities present in the apparatus reacts with acid base lowering the overall temperature change and hence Hn"}
{"text": "cCalculate the"}
{"text": "inumber of moles of the acid used"}
{"text": "number of moles  molarity x volume  2 x 50  01moles 1000 1000"}
{"text": "iienthalpy change H of neutralization"}
{"text": "H  mmass of solutionacidbase x cspecific heat capacity of solution x TT6  50 50 x 42 x 135  5670Joules  567kJ"}
{"text": "iii the molar heat of neutralization the acid"}
{"text": "Hn  Enthalpy change H  567kJ  567kJ mole1"}
{"text": "Number of moles 01moles"}
{"text": "cWrite the ionic equation for the reaction that takes place"}
{"text": "OHaq Haq  H2Ol"}
{"text": "dThe theoretical enthalpy change is 574kJ Explain the difference with the results above"}
{"text": "The theoretical value is higher"}
{"text": "Heatenergy loss to the surroundingenvironment lowers TT6 and thus Hn"}
{"text": "Heatenergy is absorbed by the reaction vesselcalorimeterplastic cup lowers T and hence Hn"}
{"text": "eCompare the Hn of the experiment above with similar experiment repeated with neutralization of a solution of"}
{"text": "i potassium hydroxide with nitricV acid"}
{"text": "The results would be the samesimilar"}
{"text": "Both are neutralization reactions of strong acids and basesalkalis that are fully wholly dissociated into many free H  H3O and OH ions"}
{"text": "ii ammonia with ethanoic acid"}
{"text": "The results would be lowerHn would be less"}
{"text": "Both are neutralization reactions of weak acids and basesalkalis that are partially partly dissociated into few free H  H3O and OH ions Some energy is used to ionize the molecule"}
{"text": "fDraw an energy level diagram to illustrate the energy changes"}
{"text": "H2 H aqOH aq"}
{"text": "Energy"}
{"text": "kJ"}
{"text": "H  567kJ"}
{"text": "H1 H2O l"}
{"text": "Reaction pathcoordinateprogress"}
{"text": "Theoretical examples"}
{"text": "1The molar enthalpy of neutralization was experimentary shown to be 515kJ per mole of 05M hydrochloric acid and 05M sodium hydroxide If the volume of sodium hydroxide was 20cm3 what was the volume of hydrochloric acid used if the reaction produced a 50oC rise in temperature"}
{"text": "Working"}
{"text": "Moles of sodium hydroxide  molarity x volume  05 M x 20cm3  001 moles"}
{"text": "1000 1000"}
{"text": "Enthalpy change H  Hn  515  0515kJ"}
{"text": "Moles sodium hydroxide 001 moles"}
{"text": "Mass of base  acid  Enthalpy change H in Joules"}
{"text": "Specific heat capacity x T"}
{"text": "0515kJ x 1000  245238g"}
{"text": "42 x 5"}
{"text": "Massvolume of HCl  Total volume  volume of NaOH"}
{"text": "245238  200  45238 cm3"}
{"text": "Hn of potassium hydroxide was practically determined to be 567kJmole1Calculate the molarity of 500 cm3 potassium hydroxide used to neutralize 250cm3 of dilute sulphuricVI acid raising the temperature of the solution from 100oC to 165oC"}
{"text": "H  mmass of solutionacidbase x cspecific heat capacity of solution x T"}
{"text": "50 25 x 42 x 65  20475Joules"}
{"text": "Moles potassium hydroxide Enthalpy change H"}
{"text": "Hn"}
{"text": "20475Joules  00361 moles"}
{"text": "56700Joules"}
{"text": "Molarity of KOH  moles x 1000  00361 moles x 1000  0722M"}
{"text": "Volume used 50cm3"}
{"text": "3Determine the specific heat capacity of a solution of a solution mixture of 500cm3 of 2M potassium hydroxide neutralizing 500cm3 of 2M nitricV acid if a 1325oC rise in temperature is recorded1mole of potassium hydroxide produce 554kJ of energy"}
{"text": "Moles of potassium hydroxide  molarity KOH x volume"}
{"text": "1000"}
{"text": "2 M x 50cm3  01 moles"}
{"text": "1000"}
{"text": "Enthalpy change H  Hn x Moles potassium hydroxide  554kJ x 01 moles  554kJ x 10005540Joules"}
{"text": "Specific heat capacity  Enthalpy change H in Joules"}
{"text": "Mass of base  acid x T"}
{"text": "5540  41811J1g1K1"}
{"text": "5050 x 1325"}
{"text": "Graphically Hn can be determined as in the example below"}
{"text": "Procedure"}
{"text": "Place 8 test tubes in a test tube rack Put 5cm3 of 2M sodium hydroxide solution into each test tube"}
{"text": "Measure 25cm3 of 1M hydrochloric acid into 100cm3 plastic beaker"}
{"text": "Record its initial temperature at volume of base 0 Put one portion of the base into the beaker containing the acid"}
{"text": "Stir carefully with the thermometer and record the highest temperature change to the nearest 05oC"}
{"text": "Repeat the procedure above with other portions of the base to complete table 1 below"}
{"text": "Table 1Sample results"}
{"text": "aComplete the table to determine the change in temperature"}
{"text": "bPlot a graph of volume of sodium hydroxide against temperature change"}
{"text": "67T2"}
{"text": "T oC"}
{"text": "From the graph show and determine"}
{"text": "ithe highest temperature change T"}
{"text": "T T2T1  highest temperatureT2 from extrapolating a correctly plotted graph less lowest temperature at volume of base0 T1"}
{"text": "T  67  00  670C"}
{"text": "iithe volume of sodium hydroxide used for complete neutralization"}
{"text": "From a correctly plotted graph  1675cm3"}
{"text": "cCalculate the number of moles of the alkali used"}
{"text": "Moles NaOH  molarity x volume 2M x 1675cm3  00335 moles"}
{"text": "1000 1000"}
{"text": "dCalculate H for the reaction"}
{"text": "H  mass of solutionacidbase x c x T"}
{"text": "250  1675 x 42 x 67  1174845 J  1174845kJ"}
{"text": "1000"}
{"text": "eCalculate the molar enthalpy of neutralization of the alkali"}
{"text": "Hn  Hn  1174845kJ  350701kJ"}
{"text": "Number of moles 00335"}
{"text": "dStandard enthalpyheat of solution Hs"}
{"text": "The standard enthalpy of solution Hsis defined as the energy change when one mole of a substance is dissolve in excess distilled water to form an infinite dilute solution An infinite dilute solution is one which is too dilute to be diluted further"}
{"text": "Dissolving a solid involves two processes"}
{"text": "i breaking the crystal of the solid into free ionscations and anionThis process is the opposite of the formation of the crystal itself The energy required to form one mole of a crystal structure from its gaseous ions is called Lattice energyheatenthalpy of lattice Hl Lattice energy heatenthalpy of lattice Hl is an endothermic process Hl"}
{"text": "The table below shows some Hl in kJ for the process MXs  M g  X g"}
{"text": "iisurrounding the free ions by polar water molecules This process is called hydration The energy produced when one mole of ions are completely hydrated is called hydration energy heatenthalpy of hydrationHhHydration energy enthalpy of hydrationHh is an exothermic processHh"}
{"text": "The table below shows some Hh in kJ for some ions"}
{"text": "The sum of the lattice energy Hl endothermic and hydration energy Hh exothermic gives the heat of solutionHs"}
{"text": "Hs  Hl Hh"}
{"text": "Note"}
{"text": "Since Hl is an endothermic process and Hh is an exothermic process then Hs is"}
{"text": "iexothermic if Hl is less than Hh and hence a solid dissolve easily in water"}
{"text": "iiendothermic if Hl is more than Hh and hence a solid does not dissolve easily in water"}
{"text": "aDissolving sodium chloride crystals"}
{"text": "i NaCl breaking the crystal into free ions Na g Clg Hl 771 kJ"}
{"text": "ii Hydrating the ions"}
{"text": "Na g  aq  Naaq Hh   406 kJ"}
{"text": "Clg  aq  Claq Hh   364 kJ"}
{"text": "Hs Hh Hs   406 kJ   364 kJ  771 kJ   10 kJmole1"}
{"text": "NaCl does not dissolve easily in water because overall Hs is endothermic"}
{"text": "Solubility of NaCl therefore increases with increase in temperature"}
{"text": "Increase in temperature increases the energy to break the crystal lattice of NaCl to free Na g Clg"}
{"text": "bDissolving magnesium chloride crystals MgCl2 s MgCl2 aq"}
{"text": "i MgCl2 breaking the crystal into free ionsMg 2g 2Clg Hl 2493 kJ"}
{"text": "ii Hydrating the ions"}
{"text": "Mg 2g  aq  Mg 2g aq Hh   1920 kJ"}
{"text": "2Clg  aq  2Claq Hh   364 x 2 kJ"}
{"text": "Hs Hh Hs   1920 kJ   364 x 2 kJ  2493 kJ  1550 kJmole1"}
{"text": "MgCl2 s dissolve easily in water because overall Hs is exothermic"}
{"text": "Solubility of MgCl2 s therefore decreases with increase in temperature"}
{"text": "cDissolving Calcium floride crystals CaF2 s  CaF2 aq"}
{"text": "i CaF2 Ca 2g 2Fg Hl 760 kJ"}
{"text": "ii Hydrating the ions"}
{"text": "Ca 2g  aq  Ca 2g aq Hh   1650 kJ"}
{"text": "2Fg  aq  2Faq Hh   506 x 2 kJ"}
{"text": "Hs Hh Hs   1650 kJ   506 x 2 kJ  760 kJ  19020 kJmole1"}
{"text": "CaF2 s dissolve easily in water because overall Hs is exothermic"}
{"text": "Solubility of CaF2 s therefore decreases with increase in temperature"}
{"text": "dDissolving magnesium bromide crystals MgBr2 s MgBr2 aq"}
{"text": "i MgCl2 breaking the crystal into free ionsMg 2g 2Brg Hl 2226 kJ"}
{"text": "ii Hydrating the ions"}
{"text": "Mg 2g  aq  Mg 2g aq Hh   1920 kJ"}
{"text": "2Brg  aq  2Braq Hh   335x 2 kJ"}
{"text": "Hs Hh Hs   1920 kJ   335 x 2 kJ  2226 kJ  3640 kJmole1"}
{"text": "MgBr2 s dissolve easily in water because overall Hs is exothermic"}
{"text": "Solubility of MgBr2s therefore decreases with increase in temperature"}
{"text": "Practically the heat of solution can be determined from dissolving known amount massvolume of solute in known mass volume of watersolvent"}
{"text": "From the temperature of solvent before and after dissolving the change in temperatureT during dissolution is determined"}
{"text": "To determine the Hs ammonium nitrate"}
{"text": "Place 100cm3 of distilled water into a plastic beakercalorimeter Determine its temperature and record it at time 0 in table I below"}
{"text": "Put all the 50g of ammonium nitrate potassium nitrateammonium chloride can also be usedprovided into the plastic beakercalorimeter stir using a thermometer and record the highest temperature change to the nearest 05oCafter every  minute to complete table I"}
{"text": "Continue stirring the mixture throughout the experiment"}
{"text": "Sample results Table I"}
{"text": "aPlot a graph of temperature against timexaxis"}
{"text": "220T1"}
{"text": "temperatureoC T"}
{"text": "bFrom the graph show and determine the highest temperature change T"}
{"text": "T T2T1  lowest temperatureT2 from extrapolating a correctly plotted graph less highest temperature at volume of base0 T1"}
{"text": "T 187  220  330C"}
{"text": "cCalculate the number of moles of ammonium nitrateV used"}
{"text": "Moles NH4NO3  mass used  50  00625 moles"}
{"text": "Molar mass 80"}
{"text": "dCalculate H for the reaction"}
{"text": "H  mass of water x c x T"}
{"text": "100 x 42 x 33  1386 J  1386kJ"}
{"text": "1000"}
{"text": "eCalculate the molar enthalpy of dissolution of ammonium nitrateV"}
{"text": "Hs  H  1386kJ   22176kJ mole1"}
{"text": "Number of moles 00625 moles"}
{"text": "fWhat would happen if the distilled water was heated before the experiment was performed"}
{"text": "The ammonium nitrateVwould take less time to dissolves Increase in temperature reduces lattice energy causing endothermic dissolution to be faster"}
{"text": "gIllustrate the process above in an energy level diagram"}
{"text": "NH4 g  NO3g"}
{"text": "H NH4 aqNO3aq EnergykJ H H  22176kJ NH4NO3s Reaction path progresscoordinate"}
{"text": "h 100cm3 of distilled water at 25oC was added carefully 3cm3 concentrated sulphuricVIacid of density 184gcm3The temperature of the mixture rose from 250C to 38oCCalculate the molar heat of solution of sulphuricVIacid S320H100160"}
{"text": "Working"}
{"text": "Molar mass of H2SO4  98g"}
{"text": "Mass of H2SO4 Density x volume  184gcm3 x 3cm3  552 g"}
{"text": "Mass of H2O  Density x volume  100gcm3 x 100cm3  100 g"}
{"text": "Moles of H2SO4 mass  552 g  00563 moles"}
{"text": "Molar mass of H2SO4 98g"}
{"text": "Enthalpy change H mass of acid  water x specific heat capacity of water x T  100 552 g x 42 x 13oC  5761392 J  5761392 kJ"}
{"text": "1000"}
{"text": "Hs of H2SO4 H  5761392 kJ  10233378kJmoles1"}
{"text": "Moles of H2SO4 00563 moles"}
{"text": "eStandard enthalpyheat of formation Hf"}
{"text": "The molar enthalpy of formation Hf is defined as the energy change when one mole of a compound is formed from its elements at 298K25oC and 101325Paone atmospherepressure Hf is practically difficult to determine in a school laboratory"}
{"text": "It is determined normally determined by applying Hess law of constant heat summation"}
{"text": "Hess law of constant heat summation states that the total enthalpyheatenergy change of a reaction is the same regardless of the route taken from reactants to products at the same temperature and pressure"}
{"text": "Hess law of constant heat summation is as a result of a series of experiments done by the German Scientist Henri Hess18021850"}
{"text": "He found that the total energy change from the reactants to products was the same irrespective of the intermediate products between ie"}
{"text": "As H1Cs  As H2BsH3Cs"}
{"text": "Applying Hess law of constant heat summation then"}
{"text": "As H2 Bs"}
{"text": "H1 H3"}
{"text": "Cs"}
{"text": "The above is called an energy cycle diagram It can be used to calculate any of the missing energy changes since"}
{"text": "i H1 H2  H3"}
{"text": "ii H2 H1  H3"}
{"text": "iii H3   H1  H2"}
{"text": "Examples of applying Hess law of constant heat summation"}
{"text": "1Calculate the molar enthalpy of formation of methane CH4 given that Hc of carbongraphite is 3935kJmole1Hydrogen is 2857 kJmole1 and that of methane is 890 kJmole1"}
{"text": "Working"}
{"text": "Carbongraphite hydrogen and oxygen can react to first form methane"}
{"text": "Methane will then burn in the oxygen present to form carbonIVoxide and water Carbongraphite can burn in the oxygen to form carbonIVoxide"}
{"text": "Hydrogen can burn in the oxygen to form water"}
{"text": "Cs 2H2 g2O2 g H1 CH4g 2O2g H2 CO2g2H2Ol"}
{"text": "Cs 2H2 g2O2 g H3 CO2g2H2Ol"}
{"text": "Energy cycle diagram"}
{"text": "Cs  2H2 g  2O2g H1Hc 8904kJ CH4g2O2g"}
{"text": "H3Hc 3935kJ H3Hc 2857kJ x 2 H2 Hf x"}
{"text": "CO2g  2H2Ol"}
{"text": "Substituting"}
{"text": "H3  H1  H2"}
{"text": "3935  2857 x 2  8904kJ  x"}
{"text": "x  745 kJ"}
{"text": "Heat of formation Hf CH4  745 kJmole1"}
{"text": "2 Calculate the molar enthalpy of formation of ethyne C2H2 given  Hc of carbongraphite  394kJmole1Hydrogen  286 kJmole1  C2H2  1300 kJmole1"}
{"text": "Working"}
{"text": "Carbongraphite hydrogen and oxygen can react to first form ethyne"}
{"text": "Ethyne will then burn in the oxygen present to form carbonIVoxide and water Carbongraphite can burn in the oxygen to form carbonIVoxide"}
{"text": "Hydrogen can burn in the oxygen to form water"}
{"text": "2Cs H2 g2  O2 g H1 C2 H2 g 2  O2g H2 CO2gH2Ol"}
{"text": "2Cs H2 g 2  O2 g H3 2CO2gH2Ol"}
{"text": "Energy cycle diagram"}
{"text": "2Cs  H2 g 2O2g H1Hf x C2 H22O2g"}
{"text": "H3Hc 394kJx 2 H3Hc 286kJ H2 Hc 1300kJ"}
{"text": "2CO2g  H2Ol"}
{"text": "Substituting"}
{"text": "H3  H1  H2"}
{"text": "394 x 2  286  1300kJ  x"}
{"text": "x  244 kJ"}
{"text": "Heat of formation Hf CH4  244 kJmole1"}
{"text": "3 Calculate the molar enthalpy of formation of carbonIIoxide CO given  Hc of carbongraphite  3935kJmole1 Hc of carbonIIoxide CO 283 kJmole1"}
{"text": "Working"}
{"text": "Carbongraphite reacts with oxygen first to form carbon IIoxide CO"}
{"text": "CarbonIIoxide CO then burn in the excess oxygen to form carbonIVoxide Carbongraphite can burn in excess oxygen to form carbon IV oxide"}
{"text": "Cs O2 g H1 CO g   O2g H2 CO2g"}
{"text": "Cs O2 g H3 CO2g"}
{"text": "Energy cycle diagram"}
{"text": "Cs  O2g H1Hf x COO2g"}
{"text": "H3Hc 3935kJ H2 Hc 283kJ"}
{"text": "CO2g"}
{"text": "Substituting"}
{"text": "H3  H1  H2"}
{"text": "3935kJ  283kJ  x"}
{"text": "x  110 kJ"}
{"text": "Heat of formation Hf CO  110 kJmole1"}
{"text": "4Study the information below"}
{"text": "H2g   O2g  H2Ol H1286 kJmole1"}
{"text": "Cs  O2g  CO2g H2393 kJmole1"}
{"text": "2Cs  H2g   O2g C2H5OHl H3277 kJmole1"}
{"text": "Use the information to calculate the molar enthalpy of combustion H4 of ethanol"}
{"text": "Energy cycle diagram"}
{"text": "2Cs  3H2 g 3O2g H3Hf 227kJ C2 H5OH 3O2g"}
{"text": "H2Hc 394kJx 2 H1Hc 286kJx 3 H4 Hc x"}
{"text": "2CO2g  3H2Ol"}
{"text": "Substituting"}
{"text": "H1  H2  H3  H4"}
{"text": "394 x 2  286 x 3  277  x"}
{"text": "H4  1369 kJ"}
{"text": "Heat of combustion Hc C2H5OH  1369 kJmole1"}
{"text": "5Given the following information below"}
{"text": "CuSO4s  aq  CuSO4aq H661 kJmole1"}
{"text": "CuSO4s  aq  5H2Ol CuSO4 5H2O aq H774 kJmole1"}
{"text": "Calculate H for the reaction"}
{"text": "CuSO4aq  5H2O CuSO4 5H2O aq H774 kJmole1"}
{"text": "Working"}
{"text": "CuSO4s  aq  5H2Ol CuSO4aq 5H2Ol CuSO4 5H2O aq"}
{"text": "CuSO4s  aq  5H2Ol CuSO4 5H2O aq"}
{"text": "Energy cycle diagram"}
{"text": "CuSO4s  aq  5H2Ol H1661kJ CuSO4aq 5H2Ol"}
{"text": "H3 774kJ H2 x"}
{"text": "CuSO4 5H2O aq"}
{"text": "Substituting"}
{"text": "H3  H2  H1"}
{"text": "774kJ  x  661kJ"}
{"text": "H4  109 kJ"}
{"text": "Heat of dissolution of CuSO4  109kJmole1"}
{"text": "Practically Hess law can be applied practically as in the following examples"}
{"text": "aPractical example 1"}
{"text": "Determination of the enthalpy of formation of CuSO45H2O"}
{"text": "Experiment I"}
{"text": "Weigh accurately 125 g of copperIIsulphateVIpentahydrate Measure 100cm3 of distilled water into a beaker Determine its temperature T1 Put all the crystals of the copperIIsulphateVIpentahydrate carefully into the beaker Stir using a thermometer and determine the highest temperature change T2 Repeat the procedure again to complete table 1"}
{"text": "Table 1Sample results"}
{"text": "Experiment II"}
{"text": "Weigh accurately 80g of anhydrous copperIIsulphateVI Measure 100cm3 of distilled water into a beaker Determine its temperature T1 Put all the crystals of the copperIIsulphateVIpentahydrate carefully into the beaker Stir using a thermometer and determine the highest temperature change T2 Repeat the procedure again to complete table II"}
{"text": "Table II Sample results"}
{"text": "Questions"}
{"text": "aCalculate the average T in"}
{"text": "iTable I"}
{"text": "T T2 T1  30 40  35 oC"}
{"text": "2"}
{"text": "iiTable II"}
{"text": "T T2 T1  10 20  15 oC"}
{"text": "2"}
{"text": "bCalculate the number of moles of solid used in"}
{"text": "iExperiment I"}
{"text": "Moles of CuSO45H2O  Mass  125  005 moles"}
{"text": "Molar mass 250"}
{"text": "iiExperiment II"}
{"text": "Moles of CuSO4  Mass  80  005 moles"}
{"text": "Molar mass 160"}
{"text": "cCalculate the enthalpy change for the reaction in"}
{"text": "iExperiment I"}
{"text": "Enthalpy change of CuSO45H2O mass of Waterm x c x T"}
{"text": "100cm3 x 42 x 35 oC  147kJ"}
{"text": "1000"}
{"text": "iiExperiment II"}
{"text": "Enthalpy change of CuSO4  mass of waterm x c x T"}
{"text": "100cm3 x 42 x 15 oC  063kJ"}
{"text": "1000"}
{"text": "cCalculate the molar enthalpy of solution CuSO4 5H2O s form the results in iexperiment I"}
{"text": "Hs  CuSO45H2O H  147kJ  294kJ"}
{"text": "Number of Moles 005 moles"}
{"text": "iiexperiment II"}
{"text": "Hs  CuSO4 H  063kJ  126kJ"}
{"text": "Number of Moles 005 moles"}
{"text": "d Using an energy level diagram calculate the molar enthalpy change for the reaction"}
{"text": "CuSO4 5H2O s  CuSO4s  5H2Ol"}
{"text": "Energy cycle diagram"}
{"text": "CuSO4s  aq  5H2Ol H1x CuSO4 5H2O s aq"}
{"text": "H3 294kJ H2 126kJ"}
{"text": "CuSO4 5H2O aq"}
{"text": "H3  H1 H2"}
{"text": "294kJ  126kJ  x"}
{"text": "294kJ  126kJ  x"}
{"text": "x  168kJ"}
{"text": "bPractical example II"}
{"text": "Determination of enthalpy of solution of ammonium chloride"}
{"text": "Theoretical information"}
{"text": "Ammonium chloride dissolves in water to form ammonium chloride solution Aqueous ammonia can react with excess dilute hydrochloric acid to form ammonium chloride solution The heat change taking place can be calculated from the heat of reactions"}
{"text": "i NH3aq  HClaq  NH4Cls"}
{"text": "ii NH4Cls  aq  NH4Claq"}
{"text": "iii NH3aq  HClaq  NH4Claq"}
{"text": "Experiment procedure I"}
{"text": "Measure 50cm3 of water into a 100cm3 beaker Record its temperature T1 as initial temperature to the nearest 05oC in table I Add exactly 50g of ammonium chloride crystals weighed carefully into the water Stir and record the highest temperature change T2 as the final temperature change Repeat the above procedure to complete table I"}
{"text": "Sample results TableI"}
{"text": "Experiment procedure II"}
{"text": "Measure 25cm3 of 2M aqueous ammonia into a 100cm3 beaker Record its temperature T1 as initial temperature to the nearest 05oC in table II Measure 25cm3 of 2M hydrochloric acid solution Add the acid into the beaker containing aqueous ammonia Stir and record the highest temperature change T2 as the final temperature change Repeat the above procedure to complete table II"}
{"text": "Sample resultsTable II"}
{"text": "Sample Calculations"}
{"text": "aCalculate the average T in"}
{"text": "iTable I"}
{"text": "T T2 T1  30 20  25 oC"}
{"text": "2"}
{"text": "iiTable II"}
{"text": "T T2 T1  70 70  70 oC"}
{"text": "2"}
{"text": "bCalculate the enthalpy change for the reaction in"}
{"text": "iExperiment I"}
{"text": "Enthalpy change H  mass of Waterm x c x T"}
{"text": "50cm3 x 42 x 25 oC  0525kJ"}
{"text": "1000"}
{"text": "iiExperiment II"}
{"text": "Enthalpy change of CuSO4  mass of waterm x c x T"}
{"text": "2525cm3 x 42 x 7 oC  147kJ"}
{"text": "1000"}
{"text": "cWrite the equation for the reaction taking place in"}
{"text": "iExperiment I"}
{"text": "NH4Cls  aq  NH4Claq"}
{"text": "iiExperiment I"}
{"text": "NH3aq  HClaq  NH4Claq"}
{"text": "dCalculate the enthalpy change H for the reaction"}
{"text": "NH3g  HClg  NH4Cls given that"}
{"text": "i NH3g  aq  NH3aq H 403kJ"}
{"text": "ii aq  HClg  HClaq H 1645kJ"}
{"text": "eApplying Hess Law of constant heat summation"}
{"text": "Energy level diagram"}
{"text": "N2g  1 H2g   Cl2 Hf NH4Cls  aq"}
{"text": "0525kJH4"}
{"text": "aq aq"}
{"text": "403kJH1 1643kJH2"}
{"text": "NH3 aq  HClaq 147kJH3 NH4Cls"}
{"text": "H1  H2  H3  H4  Hf"}
{"text": "403kJ  1643kJ  147kJ  0525kJ  Hf"}
{"text": "Hf  58865kJ"}
{"text": "Practice theoretical examples"}
{"text": "1 Using an energy level diagram calculate the Hs of ammonium chloride crystals given that"}
{"text": "Hf of NH3 aq  8054kJ mole1"}
{"text": "Hf of HCl aq  16446kJ mole1"}
{"text": "Hf of NH4Cl aq  2617483kJ mole1"}
{"text": "Hs of NH4Cl aq  168517kJ mole1"}
{"text": "N2g  1 H2g   Cl2 Hf2617483kJ NH4Cls  aq"}
{"text": "xHs"}
{"text": "aq aq"}
{"text": "8054kJH1 16446kJH2"}
{"text": "NH3 aq  HClaq 168517kJH3 NH4Cls"}
{"text": "H1  H2  H3  H4  Hf"}
{"text": "8054kJ  16446kJ  168517kJ  2617483kJ  Hf"}
{"text": "Hf  336kJmole1"}
{"text": "Study the energy cycle diagram below and use it to"}
{"text": "aIdentify the energy changes H1 H2 H3 H4 H5 H6"}
{"text": "H1  enthalpyheat of formation of sodium chloride Hf"}
{"text": "H2 enthalpyheat of atomization of sodium Hat"}
{"text": "H3 enthalpyheat of ionizationionization energy of sodium H i"}
{"text": "H4 enthalpyheat of atomization of chlorine Hat"}
{"text": "H5 enthalpyheat of electron affinity of chlorine He"}
{"text": "H6 enthalpyheat of latticeLattice energy of sodium chlorideH l"}
{"text": "b Calculate H1 given that H2 108kJ  H3500kJ H4 121kJ H5 364kJ and H6 766kJ"}
{"text": "Working"}
{"text": "H1 H2 H3 H4 H5 H6"}
{"text": "Substituting"}
{"text": "H1 108kJ  500kJ  121kJ 364kJ  766kJ"}
{"text": "H1 401kJmole1"}
{"text": "c Given the that"}
{"text": "i Ionization energy of sodium   500kJmole1"}
{"text": "iiHat of sodium   110kJmole1"}
{"text": "iii Electron affinity of chlorine   363kJmole1"}
{"text": "ivHat of chlorine   120kJmole1"}
{"text": "v Hf of sodium chloride  411kJ  calculate the lattice energy of sodium chloride using an energy cycle diagram"}
{"text": "Working"}
{"text": "Applying Hess law then"}
{"text": "Hf Ha Hi Ha He Hl"}
{"text": "Substituting"}
{"text": "411 108kJ  500kJ  121kJ 364kJ  x"}
{"text": "411  108kJ  500kJ  121kJ  364kJ  x"}
{"text": "x 776kJmole1"}
{"text": "**FORM ONE HISTORY AND GOVERNMENT**<br><br>**INTRODUCTION TO HISTORY AND GOVERNMENT** **THE MEANING OF HISTORY** History is an account of events that took place in the past. History may also be defined as a branch of knowledge which deals with past events of human beings and their response to their environment over the years.R.G Collingwood, in his book The Idea of History (OUP 1994) defined history as a science concerned with the human actions in the past, pursued by interpretation of evidence for the sake of Human self knowledge. That history is a science because it involves finding out things about the past Humankind. For example, the origin of Man, why he was a toolmaker, why he domesticated animals and plants. These are questions that provoke scientific curiosity. The three definitions of History from the above are: <br><br> History is the past of anything; of earth, man, disease or animals History is a branch of knowledge dealing with past events History is a science concerned with past Human actions <br><br>Since History at secondary level is specifically concerned with the past as it relates to humankind and his response to his environment over the years, the working definition of history is therefore; <br><br> History is the endless story of mankinds actions and events affecting him in the past. Closely related to the term history is the term**PREHISTORY**.Prehistory refers to the unrecorded history- those activities that humans engaged in before writing and drawing were invented as ways of storing information. Such information is gained from songs, myths, stories, artifacts, fossils and the language of a people. A historical event needs to have recorded evidence in order to be referred to as a historical fact **Characteristics of historical events**<br><br> They must have evidence. Historical information must be written or unwritten. Historical events only concern man. Historical events dwell mainly on the past happenings. Historical events must contain elements of truth. <br><br>The study of humankinds past can be classified systematically into three; <br><br> Social history- dealing with the traditions, values and cultural practices of a people Economic history; dealing with the means of livelihood of a people, such as hunting, <br><br>gathering, agriculture and trade. <br><br> Political history; dealing with the control system in a society, for example maintenance <br><br>of law and order, leadership and security. **THE MEANING OF GOVERNMENT** Derived from the verb govern, government means to exercise authority over. To rule or control. Or having power to direct or conduct the policies and public affairs of a country or an institution. In our study, the term government refers to a group of people within a state or a country given authority to organize, direct and control the affairs of the state or country.In Kenya, the government has three arms. **The legislature:**- Commonly referred to as parliament, this is a law making arm of government. It includes the National assembly and the president. **The executive:**- this is the arm of government which implements laws. It includes the president, the cabinet and the civil service. **The judiciary:**- this is the arm of government responsible for seeing that the laws made are constitutional, that they are followed and that those who break them are punished. It is commonly referred to as the courts.Jean Jacques Rousseau, in his book,**The Social** **Contract**, describes government as an intermediate body set up by the subjects to ensure equity (fairness) and the execution of laws while maintaining social and political liberty In this sense, government is not dictatorial since its authority is derived from the people. People must however be free to choose their leaders, even remove those in power and replace them with others, in order to ensure the existence of the principal of fairness. **FORMS OF GOVERNMENT** There are four forms of government: **Democratic government** This is a type of government in which rulers regularly seek public mandate through popular vote. Such governments are based on the principles of free and fair elections. According to Abraham Lincoln, an American statesman, they are governments of the people, for the people and by the people.In such a government, freedoms and rights are provided for in the constitution that governs the law of the nation. **Aristocratic government** **Aristos** best **Kratos**- powers An aristocracy is a form of government in which a group of people from the highest social class the royalty- in a society rule over others. Any member of the nobility can seek election or appointment to a government office while other citizens who are less privileged are there to be ruled.The King or Queen is the head of government while senior positions in the gover-nment are given to the privileged members from among the nobles. The nobles are considered superior to others human beings because of the wealthy family back-ground they are born into and their superior education. They are considered a rare breed of people. **Monarchical government** This is a form of government where democracy is practiced but aristocratical power is respected. Parliament is the supreme organ but the monarchy- the royalty that are in power be it the king or queen is retained as a tradition, and respected as head of state. Monarchical governments are classified into two;Absolute monarchy: - which refers to the unrestricted power of the Head of State. The monarchy is dictatorial. Constitutional monarchy;- The monarchical power , which is restricted is determ-ined by what is spelt out in the constitution. Such a system of government is found in Lesotho and Britain. **Dictatorial government** Dictatorship is a system of government where the ruler has total power over his subjects. Dictators are the sole authority where they rule. They make the law and execute justice and exercise their rule forcefully, suppressing their subjects at will. They curtail freedom of other subjects and impose their will over others.Examples of world dictators; Adolf Hitler of Germany who instigated the Germans into believing they were superior race and incited them against the Jews. Idi Amin of Uganda who ruled with a rod of iron NB; the most ideal form of government is where the subjects go to the ballot to elect the people to lead them. Governments play the important function of maintaining law and order. **Importance of studying history** a) History enables us to appreciate peoples evolution, origin of cultures and development and hence further good relations and remove biases and prejudices about other people. b) When we study history, we appreciate peoples contribution to national develop- pment. E.g. freedom fighters hence the importance of mutual and social responsi-bility. c) It helps us to know the origin of mankind, his development and the progress he has made to this day. d) We are able to understand our culture and appreciate the culture of other people. e) it instills a sense of patriotism and nationalism among citizens as they learn of the past political developments of their country. Its study inspires strong feelings of ones heritage and the sense of belonging to a particular country. f) It helps us understand the interdependence of mankind and hence the need for cooperation. g) It influences career choice. The study of history leads to various professions. E.g. law, diplomacy, church, politics, teaching, and administration. h) The study of history helps us comprehend the social, economic and political developments of our societies i) It gives time and space to past events. Through the study of history, we learn about the time and place where an event took place. E.g. we know when Mau Mau uprising broke out (1948) and know when Kenya gained independence. j) It helps us develop a critical mind as we try to explain historical events. Historians will ask why, when and how. k) It provides intellectual fulfillment to the learner. Through an in -depth study of history, ones mind is enriched. **Importance of studying government** a) It helps us to appreciate the importance of government. b) Helps us understand how laws are made and enforced c) Helps us understand the organs of the state and the powers vested in them d) Helps us understand how government raises and spends revenue. e) Helps us compare our government system with other systems of government in other countries. f) Understand how development policies are formulated and implemented. g) It makes us know our roles as citizens and the roles of the leaders who govern us. This makes better law-abiding citizens. h) Its study helps us understand our responsibilities as well as the limitations within which e must operate for the well-being of every member of the society. i) It helps us appreciate the constitution and the process of making and reviewing laws and statutes. j) It influences career choices. For example, those who choose to specialize in public administration will find the study of government very useful. **SOURCES OF INFORMATION ON HISTORY AND GOVERNMENT** There three main sources of information on history and government; a) Unwritten sources. b) Written sources. c) Electronic sources **Unwritten sources** This refers to historical information which is not recorded in writing.Unwritten sources of historical information include oral traditions, linguistics (languages), Anthropology (culture) archaeology, paleontology and genetics. **Oral traditions** This refers to the practice of handing down historical information by word of mouth from one Generation to the next. This forms a very important source of historical information especially where exists a non-literate society who might not be able to read. Oral traditions include folk tales, proverbs, songs and stories. Songs, proverbs folktales and stories told to a younger generation have been very instrumental in the passing of information from one generation to the other. For example, a song about our struggle for independence in Kenya passes very important information to the younger generation, who not yet had born at that time. **Advantages of oral traditions as a source of information** a. Oral traditions hands over historical facts from one generation to another in the absence of written records. b. It is the best source of historical information since even the illiterate can learn their h history using oral traditions c. It is also a form of entertainment. For example through songs, folktales stories and proverbs, people get entertained. d. It complements other sources of information. e. The source of information is captivating especially if it is narrated by a person who participated in the event himself. For example, an Ex- World War II veteran narrating about the war. **Disadvantages of oral traditions as a source of information** a. The truth and correctness of oral traditions become unreliable especially when the narrator deliberately conceals some information or lies. People tend to conceal their failures while talking so much about their success. b. Information can b exaggerated as they are transmitted by elders to successive generations. At times it is difficult to differentiate between what is real and what is imagined. c. Some information or facts may be forgotten or omitted since oral traditions depend heavily on human memory. This makes the information passed unreliable. d. Dates of information may be lacking. The source may not give correct chronology of events because it depends on human memory. It is common that people forget important dates and information about a particular past event. e. It is an expensive method. One has to pay for the informants transportation, lunch and accommodation. A historian may also need to travel to far places to find information. f. It is time consuming. One requires a lot of time to interview one individual. Where many people are to be interviewed, it may take a long time. **Linguistics** This refers to the scientific study of languages. Historical linguistics is the study of language as it changes n the course of time. It seeks to trace the principles of language change and establish the current genealogical classification of a particular language. Such a study helps in discovering language form, content, vocabulary and historical experiences of the people who speak the language. Distribution of language and relationship between languages is important to a historian. People who speak related languages may be assumed to have a common origin, be connected, or had been in close contact at sometime in the past.Variations between languages of the same family can show how long ago the break in contact occurred. **Advantages of linguistics as a source of information** a. Through linguistics, Facts can be obtained about the movement of people and their relationship. Such information helps experts to correctly group languages according to language families. b. It helps us understand communities better as people with a common language may have common origin. It is good for establishing facts on origin, migration and settlement. c. Linguistics complements other sources of historical information. For example, language as a medium of communication helps those using oral tradition to gather information from various sources. d. Language has enabled historical linguists to discover links between different people which were previously unknown. E.g. it is now known that the Bantus had a common origin and possibly spoke one language. However due to long periods of separation between various Bantu groups, through migrations, these groups may not understand each others language today. e. Linguistics helps in the dating of migration of people. Language drawn from a parent language will change in a certain way and rate through time. When comparing parent language with derived language, it is possible to know how long the derived language has independently from the parent language. E.g. Sheng language and Kiswahili (parent language). **Limitations in the use of linguistics as a source of information** a. It is time consuming/learning a language takes a long time therefore delaying acquisition of information. b. There is a danger of omitting a word when translating a language. In the process, vital information about a peoples history may be lost. c. Inaccurate information can be passed on where wrong words are borrowed from other languages. d. Some words may just be difficult to understand. e. Some languages have become archaic and irrelevant hence difficult to translate. f. Misinterpretation of words may make them difficult to understand. g. Linguistic analysis for classification purposes may fail to take into account languages with time. h. One word may have different meanings in different languages. This can easily confuse a researcher. For example, Nyoro in Kikuyu means smooth, while the same word in Luo means yesterday. i. Lack of original speakers in the language under study limits research findings. **Anthropology** This is the study of human beings, their origin, development, customs, beliefs, and social attributes like music, dance, drama, and religious beliefs and practices. Anthropologists have to live among the people under study in order to experience their way of life in order to understand and explain structures of societies, forms of social organization, institutions, descent, marriage, forms of government, systems of inheritance, religious customs and cultural values.The anthropological description of the beliefs and customs of a people will help the historian to determine the cultural past of the people **Advantages of anthropology as a source of information** a. By living among the people, anthropologists help to discover, understand and explain structures of societies, forms of social organization, cultures, etc. b. Anthropologists assist historians to determine the cultural past of the people. c. It also gives a deeper understanding of a particular aspect of a peoples culture. Limitations in the use of anthropology as a source of information a. It is an expensive method as it involves living among the people. b. It is a time-consuming method of acquiring information. c. It is difficult for a researcher to adapt to the environment since the people they are studying may be of a totally different culture. Where they succeed in adapting, they face the risk of losing their own culture. d. People under study may try to behave differently when the researcher is around. A researcher may therefore miss important details. **Genetic studies** Genetics is the scientific study of the ways in which characteristics are passed from parents to their offspring. (The study of heredity and the variation of inherited characteristics.) It deals with the ay human beings adapted to the circumstances in their environment and utilized available plants and animals to meet their needs.When used in relation to pants genetic studies helps us trace the origin of various species by identifying them with the region where large numbers of them are found today. After this, interpretation of their movement is made. The appearance of new cultivated varieties can be identified with the people whose economy they form a part. Also, common genes or characteristics among a group of people may indicate some relationships. **Archaeology and paleontology** Archaeology is the study of mans past through scientific analysis of the remains of material remains of his culture, e.g. weapons, tools, houses, clothing, utensils, paintings sculpture, pottery, coins, jewellery, cutlery, beads and work o arts.The archaeologist reconstructs the activities and way of life of people who lived in prehistoric times from various evidence remains of the material culture.Other items that can be used in archaeology include remains of charcoal and carbo-nized seeds, remains of cloth or garments, remains of dwelling laces.After studying the available artifacts, the archaeologist formulates his concept of a peoples civilization at the time the artifacts were used. The existence of artifacts in an area can enable the historian to deduce the material culture of the people who lived n the past. Palaeontology is the scientific study of the evolution and structure of extinct plants and animals (fossils) through scientific examination of fossil remains.Historians and archaeologists work with natural scientists like paleontologists, geologists and ecologists and chemistry in discovering fossils, getting information about soil structure, interpreting mans relationship to his environment and dating of fossils. **Methods used by archaeologists and paleontologists in discovering a historical site.** a) By looking at areas where tectonic forces (faulting) or erosion have occurred. In such areas, surfaces which may give important clues to the point of finding fossils and artefacts are exposed. b) Use of vision. Sometimes vision may help them find on the surface a small part of an early settlement such as a few stones in a regular pattern. c) Use of historical research. A place that may be mentioned in a historical document or in an oral narrative may give a clue to the geography of the area and open up further inquiries into the past civilization of such a clue.e.g Omo River Valley, Olduvai Gorge, Ur and Babylon. d) Use of experience. An archaeologist may also use his long experience and skill to identify a potential site for archaeological excavation. e) During cultivation and building construction, farmers and builders may accidentally expose ancient objects that could arouse the curiosity of researchers. For example Nyayo ya Mungu in Tanzania was a single footprint on a rock surface that was found in 1995 and became evidence of the existence of early human beings. **Advantages of using archaeology** a) Archaeology gives us detailed information on material culture that other sources may not have. b) Archaeology gives a sense of time, as the artifacts are dated. c) It complements other sources of information and thus ensures authenticity of the information. d) It provides information of varied nature depending on the materials found on the site. For example, if tools, weapons, coins, bones, rock paintings and other items are located, at a site, a lot of information maybe deduced. **Limitations of using archaeology** a) It is an expensive source of information. This is because one has to hire labourers to excavate the site and get artefacts and take them to laboratories for analysis. b) It is a time-consuming method. The researcher needs a lot of time to prepare for an excavation and take material for analysis in laboratories. c) It is sometime difficult for archaeologists to locate an archaeological site. d) Some artefacts and fossils are fragile and can therefore break or disintegrate during excavation. This may result in distortion of the analysis of the artefacts. e) Archaeology is only limited to the study of the ancient period and therefore cannot be used to study recent history. f) Archaeological information may sometimes be inaccurate since it is often bases on inferences (conclusions) and reconstructions. g) With archaeology, it may not be easy to accurately determine the date when events took place. It is only estimated through the method of dating fossils. h) There are very few archaeological experts and facilities for interpreting archaeological evidence in Kenya. Quite often, artefacts excavated from Kenya are taken to European countries for dating and analysis. What things do archaeologists use to construct the activities of people who lived in pre- history times? a) Looking for regions of tectonism (faulting) associated with fossils and artifacts. b) They look for unique features e.g. stone patterns. c) Remains of fossils and artifacts dug out by farmers and constructors. d) They dig, excavate for artifacts and fossils. e) They study artifacts and fossils found. f) They make research in regions associated with evolution of man e.g. rift valley. g) They classify the artifacts and fossils. h) They use chemical and scientific methods to find ages of their findings e.g. carbon 14- dating method **What problems face archaeologists in their work of re writing history using** **unwritten sources?** a) The exercise is too expensive. b) It is dangerous and tedious. Animals like wild dogs can attack scientists. c) Identification of the site is not easy because some artifacts are buried. d) Some artifacts can be destroyed in the process of digging. e) Dating of fossils is difficult. f) Personnel are few hence more work. g) Poor infrastructure in rural areas where their researches are mainly based h) Archaeologists may suffer from diseases caused by changes in climate. i) Sometimes the climate of their residence differs from that of the place they are taking **METHODS OF DATING FOSSILS** There are six methods through which scientists may use to arrive at the age of fossils. **1. Geological periods** These are periods that have been given names by paleontologists and geologists for the past ages. They are characterized by the successive type of pants and animals found, and the climatic changes.The recent period is the Holocene period which began 10,000 years ago at the end of the Pleistocene. **2. Chemical dating** They exist in two types: **(a) Radio- carbon dating** This method involves a measure of the rate of decay of carbon -14 in fossils and organic substances. Carbon -14 is a naturally existing radioactive element (isotope) of carbon of relative atomic mass fourteen and is found in the Carbon Dioxide which is present in the atmosphere.It is absorbed by plants and consequently by all living organisms during their lifetime. When plant or animal dies, absorption stops. Carbon -14 already absorbed begins to disintegrate at a fixed rate from the time of death. If the amount of carbon -14 still remaining in an organic sample can be measured and related to the content of the isotope in the modern plant or animal, the rate of decay will be known. The date at which the sample was buried will e known. The measurement tells us how long it is since the organism died.The unit of measuring is known as half-life- the number of years it takes for half the carbon -14 to decay.However the accuracy of radio-carbon dating is limited to up to 40,000 years ago. **(b) Potassium argon method** This is the method used to date volcanic ash. During volcanic eruptions, potassium is emitted. As soon as the potassium is deposited, the radio-active potassium-40 immediately begins to decay into the gas argon. It is assumed that the argon is retained in the mineral or rock unless there is earth movement.Given that the rate of decay of potassium is known, the amount of argon-40 compared with the amount of potassium, gives a direct measure of age.Because of the slower rate of decay of potassium than the decay of carbon-14, the potassium argon method is used for dates ranging from hundreds of millions of years to 30,000 years.Recently methods have been developed for measuring the potassium and argon simultaneously on the same sample using nuclear. **3. Stratigraphy** This is the study and interpretation of the layers of rock successively deposited at one place. It is useful in determining dates for areas affected by sedimentation. Through Stratigraphy, a geological time-chart is obtained showing which rock was formed earlier or later. **4. Fission-track dating** This is a method developed for dating Pleistocene samples. The ages of glass and other mineral objects estimated by observing the tracks made in them by the fission fragments of uranium nuclei they contain. It requires that Uranium must be present. The age obtained dates from the time the object solidified. This method has been proved reliable by being able to provide same reading from a sample of glass with a lump of pumice from Olduvai Gorge corresponding with the potassium argon dates from the same layer. **5. Lexico-statistics dating** Lexico-statistics is the statistical study of the vocabulary of languages with the intentions of determining their ages and their historical links with other languages.The study is based on the assumption that all languages have a basic vocabulary which will change slowly at a common rate for all languages at all times. The existence of reconstructed vocabulary of the parent language in derivative languages shows the **Relationship between the two** Glottochronology, a subdivision of Lexico-statistics, attempts to establish that languages are historically related .by this method, there is an effort to express rates of language development by formulae precise enough to enable dates when change occurred to be calculated **6. Statistical dating** Through a system of averaging, the length of a generation can be determined for a Particular society and dates estimated for events associated with certain generations. If the number and names of successive age-sets are remembered, the same system of averaging can be used. **Advantages of using unwritten sources of information on history and government** a) Information about peoples movement and relationship is given. b) It is very efficient where there still existed illiteracy and people could not write or read. c) It informs us of events in the absence of written materials. d) Data received is primary/ firsthand so accuracy is enhanced. e) Materials collected or excavated can be stored in museums for future reference. f) They create employment in museums where they are stored. g) Information not captured by written sources can be obtained from oral traditions. h) There is a sense of reality as it involves things that are seen and touched. i) Unwritten sources especially linguistics help in discovering the links between different people, which were previously unknown. j) Detailed information on material culture may be obtained. k) Dating of the migration of people is more accurate in unwritten sources e.g. In linguistics. **Written sources** These are sources in which letters or any other symbols have been put on the surface for the purpose of communication. They include books, archives, constitutions, journals, novels, plays, newspapers, magazines, documentaries, dairies, annual reports, periodical and paintings. **Written sources are classified into two;** **a) Archives and early manuscripts** Archives are a collection of historical documents or records, especially those carrying classified information of a government or an organization, which after a period of time are accessible to the public. They are also places where government, public and other historical records are kept.-they are resource centres for information.A manuscript is an authors handwritten or typed text that has not yet been published. Early manuscripts include stone tablets and scrolls. The bible and Quran are based on these two. **b) Printed sources** They include books, journals, novels, plays, newspapers, magazines, documentaries, dairies and annual reports. Photographs employ both electronic and printing processes but basically fall under printed sourcesWorks of fiction such as films plays and novels are important source of historical information. (Fiction is literature in form of prose, especially novels that describe imaginary events and people).Since work of fiction involves feelings and emotions, they can give more information about history. Also reading good historical novels arouses interest in history and gives the reader intellectual fulfillment. Newspapers convey new or fresh events, which with the passing of time becomes history. **Advantages of written records** a) Written records preserve history since events are recorded for future reference. They are a store of information. b) Written information can reach or be distributed to all literate people all over the world. c) Written sources are less costly compared to those of anthropology or archaeology. d) Unlike oral tradition sources which are largely dependent on human memory, written sources are more accurate as information is preserved exactly as it was recorded. e) Written records may be written or translated into different languages thus reaching different people all over the world. f) Written records are in most cases reliable as biases and prejudices coming from authors can be limited. This can be done by comparing written material with statistical data from other sources. **Limitations** a) Where an author omits essential information for one reason or another, a written source may be rendered quite unreliable. b) Written information may be misunderstood or misinterpreted by readers either with the intention of discrediting others or to suit ones needs. c) Writers at times are biased since the write from their particular point of view. For example, the writings of early explorers and missionaries. d) Written records are only limited to literate people within the society.  are not useful to illiterate people in the absence of literate members of the society. e) At times, depending on the society involved, acquiring written records may be very costly. f) Reading written records is often time-consuming. **Electronic sources** These include microfilms, films, videos, radio, and television **Microfilms** These are films on which extremely small photographs (microphotography) of documents and printed matter are stored. They are tinny but when magnified can be clearly read. The importance of converting documents into microfilms is for preservation purposes and saving storage spaces. **Radio** This is an authoritative source of historical information that captures words and emotions of an event as I was. For example radio news on the presidents speeches gives listeners the actual information on national matters. However, radio lacks the vividness found in television and films. **Audio- visual sources** These include television, films and videos. Films carry indisputable historical facts as action is recorded live. They also give better understanding of some aspects of the social history of a given people with regard to their music, dress and leisure activities. Videos and films make the past come alive. However, since films are acted, they can sometimes be unrealistic as they may not present facts but an exaggerated version of an event.Television on its part gives good historical information as it depicts the situation as it was. **Databanks and databases** Databanks are large stores of organized information which can be accessed in number of ways. E.g. if it is a book, information can be accessed through an index, a table of content or by browsing.Electronic databases are stored in computer and facilitate easy and faster retrieval of information. One can search for information by use of a number of search terms.Information in a database can be printed when required but can also be accessed instantly on computer. **Limitations of using electronics as a source of information in history and** **government** a) They are Subject to bias since most audio visuals contain foreign materials carrying the bias of the producer. b) Some are limited to the literate only e.g. information in data bases and microfilms can only be accessed by literate people and even computer literate people only. c) The information may be inaccurate only giving what is appealing to the public. TV crew depict only what they want to. Censorship may leave out vital information. d) Electronic sources of information are too expensive; most people cannot afford e.g. TV, Radios. e) Some acted films are unrealistic and therefore contain exaggerated information. **EARLY MAN** In the study of early man, we will seek to answer questions that human beings have always sought to answer about how they appeared on earth, whether they were created and where the universe came from. **The origin of Human Beings** A number of theories have been put forward to explain the origin of human beings. a. The creation theory. b. The mythical/ traditional theory c. The evolution theory **The Creation theory** The Jews, Christians and Muslims recognize the creation story as narrated in the first book of bible and in Quran. That the whole universe was created by god. That God also created man, woman and all living things and all non-living creatures. Man was created in Gods own image and woman created to provide man with companionship. **The Mythical Theory** Among African communities, there are myths about their origin all of them pointing to the fact that the first man was created by God. Examples: Among the Agikuyu, their God (Ngai) created the first man, Gikuyu. He the provided him with a wife, Mumbi. He gave him land at Mugurwe wa Gathanga. One of the myths among the Nandi state that the first two people, male and female came from the knees of a giant man, when the knees began swelling and later burs for the two to come out from each of the either knees. **The Evolution Theory** Charles Darwin, an English man living between 1809 and 1882 questioned the acceptance of the creation theory. Through scientific expedition to South America and the pacific islands in 1831, he developed interest in fossils (remains of plants and animals found beneath the earths surface.) in 1859; he published his ideas in a book titled**The** **Origin of Species by Means of Natural Selection.**The ideas enlisted instant battles from the Christian fraternity save for one supporter, Huxley. Clearly the theory of evolution was not accepted but it helped to make people aware of the new ideas concerning the origin of man. **What is evolution?** Evolution can be defined as the process of change in living organisms over a number of years, frequently involving the beginning of new species from earlier species. According to Charles Darwin, man transformed from simple life slowly over millions of years through environmental mutation, natural selection, isolation and adaptation. Mutation was a stage of abrupt change. Natural selection is an instinct by which the stronger species out compete the weaker <br><br>for resources. <br><br> Adaptation is where the surviving species isolate themselves from others as they adapt to new environment through body changes and technological changes e.g. ability to grow crops and make shelter. Darwins theory of natural selection comprises the following points. All organisms or creatures are uniquely different and this uniqueness is based on heredity factors which an organism has from birth. Although many young organisms are produced, few manage to develop to maturity. The organisms that manage to grow to maturity and reproduce are those that are able to constantly adapt to the existing environment.In view of the limited resources, even after mutation, Darwin argued that only the fittest organisms survive as the weak species become extinct. This theory is popularly known as survival for the fittest.According to Darwin, isolation and adaptation is the final stage in the evolution process. Having survived through mutation and natural selection, the merging species increase in number. This leads to search for basic needs and in the process a species may be isolated from the rest and then finally adapt to the new environment.The theory of evolution holds that Humans belong to the animal kingdom and that man has evolved over the years. Man is a primate just as apes like gorillas, chimpanzees and monkeys. However, man belongs to the family of hominidae, while apes belong to the family of pongidae. Man according to Darwin developed over the years from his ape-like ancestors. **Evolution and adaptation of man** The earliest Mammals lived on trees for two reasons; a) There was more supply of food o trees such as insects, leaves and birds eggs b) Security. Animals were more secure from their enemies while up on trees Man evolved from this kind of animals Archaeological evidence points at East Africa as the cradle of mankind. Reasons why East Africa is regarded as the place where man first evolved a) Evidence from archaeologists show that the earliest apes first evolved around lake and rift valley areas. And if man evolved from apes, then the first man must have appeared in east Africa. b) The savanna landscapes found in east Africa favored evolution while the conditions elsewhere (forests and deserts) Were unfavourable. c) The bones and weapons and tools which archaeologists are finding are proofs to this. These findings are widespread in Olduvai Gorge, Olorgesaillie, and Ngorongoro and around lakes of east Africa. d) The discovery of remains of early hominids and their material culture which form a pattern of human evolution prove this. E.g. we can trace the evolutionary process from Dryopithecus to Ramapithecus to Australopithecus to Homo habilis to Homo erectus to Homo sapiens. **Important archaeological sites found in East Africa** In Kenya; - Rusinga Island, Fort Ternan near Kericho, Kariandusi near Elementaita, Gambles cave, Olorgesaillie, Kobi For a near Lake Turkana, Hyrax Hill and Njoro River cave. In Tanzania; - Olduvai Gorge, Eyasi Simila, Apis Rock and Garusi In Uganda; - Nsongezi, Napak, Magosi, Paraa, Ishanga, Mweya and Nyabusora In Ethiopia; - Omo River Valley and Hadar. Over a long period of time, mans ancestors lived in thick forests. Later about 15 million years ago, the forests transformed into savanna grasslands causing mans ancestors to change both physically and mentally so as to cope with the new environment. **The changes** a) The tail which no longer had any value in the savanna disappeared. b) Man became more upright as there were no more impeding vegetation as was the case of too much foliage and intertwining vegetation in the forests and also to reduce surface area onto which solar insolation had effect. These also enabled quicker movement. c) The leg and foot formation changed to enable the weight of the body to be supported and balance to be achieved while moving or at a standstill. d) Gradual use of front limbs (hands for holding objects) enabled man to make tools which made work easier. The limbs also found another role of protection from other predators. As the forests disappeared, competition for food intensified and humans had to change their earlier eating habits. Some fossil evidence clearly give distinctive evidence of the break-off point between apes and hominids (mans ancestors.)The changes which Homo sapiens underwent as a break-off from apes to modern man. a) The skull size of the early human beings became larger indicating bigger brains. For example, Australopithecus, who lived between 5 and 1 million years ago, had a brain capacity of 530cm3. Homo erectus who lived later on had an improved brain capacity of between 775 and 1225cm3. b) Their jaws and teeth became more powerful compared to earlier forms indicating their use in tearing and cutting tough fibres and even the need for defence as a weapon. The size of the jaws and teeth became smaller. c) They developed a refined speech as compared to earlier forms. d) They were taller with less hair on their body. e) The forearms and hands underwent some changes. They developed a thumb for grasping objects. Their arms and hands became shorter, more appropriate for an upright posture. f) Their leg and foot formation also changed. Their feet and toes were smaller than earlier hominids in order to support the weight of the rest of the body while motionless or mobile. The toes were no longer in need for holding onto branches. **From apes to homo sapien sapiens** Between 40 and 25 million years ago, the first apes appeared on earth. The first man (Austropithecus) appeared around 4.5 million years ago. The following are the stages through which the evolution of man passed. **1) Aegyptopithecus - An Early African Monkey** ~ Aegyptopithecus was reconstructed from a monkey like skull found at Fayum Depression in Egypt. He forms earliest evidence of probable man's ancestors. ~ Its Teeth were those of a herbivore ~ It had a Small, about 4kg and was named Egyptian ape. ~ It was highly adapted to forest life. Had stereoscopic vision. It could jump skillfully from one tree to other using hands. It Dated 33 million years **2) Dryopithecus Africanus (proconsul**) ~ Its Remains were found at Rusinga Island within Lake Victoria by Mary and Louis Leakey in 1948. Its Skull appearance was more close to modern man than to Aegyptopithecus. ~ He had a quadrupedal movement like a chimpanzee. He had a Smooth forehead. ~ He had long teeth like other animals. The shape of his teeth and jaws indicated that He ate fruits. It is his remains that strengthen the belief that east Africa was the first homeland of mankind. **3) Kenyapithecus (Ramapithecus)** ~ He is believed to have appeared between 15 and 12 million years ago ~ First remains found Fort Ternan in Kericho District, Kenya, in 1961 by Dr. Louis Leakey and Mary. Other fossils found at Samburu Hills, near Lake Baringo as well as in the Lake Turkana basin. ~ The equivalent species found in the Siwalikis Hills in northern India near New Delhi was named Ramapithecus ~ He had small canines and could occasionally walk on twos without falling. ~ The creature was small and weighed 36kg with bigger brains than earlier hominids. **4) Australopithecus (southern ape)** ~ By 4-2m years ago a series of species known as australopithecines begin to appear. Perhaps it was the earliest homid closer to modern man. ~ The pelvis and leg were similar to that of modern humans. ~ They were bipedal and this was important in defence, grasp of objects and vision of an impending danger from a distance. ~ His Brain size was smaller than that of a human but larger than gorillas. ~ He was one of the most hairy hominid that ever existed. ~ He was Short but strong with a low forehead. Had large teeth and skulls ~ His remains were first discovered at Taung in Botswana by Raymond Dart in 1924. ~ The broken up skull found in East Africa at Olduvai Gorge in 1959 by Mary Leakey, was called Zinjanthropus- Nut-Cracker man since it had big jaws that suggest it kept on chewing. ~ Other fossils found in South Africa, Omo River Valley, Laetoli in Tanzania, near lakes Turkana and Baringo in kenya and L Natron Four types of Australopithecines that have been identified a) Australopithecus Afarensis b) Australopithecus Anamensis c) Australopithecus africanus. d) Australopithecus Robustus e) Australopithecus Anamensis ~ He is aged between 4.2 and 3.9 million years ago and is believed to be one of the oldest <br><br>**a) Australopithecines** ~ Evidence of his existence is obtained from the Reconstruction of Material consisting of 9 fossils from Kanapoi in Kenya and 12 fossils from Allia Bay in Kenya found by Dr. Meave Leakey, Dr. Allan Walker and the four fossil hunters (Kamoya Kimeu, Wambua Mangao, Nzube Mutiwa and Samuel Ngui.) ~ The fossil remains (comprising a lower jaw) were named A. Anamensis in August 1995 in a leading British Scientific journal. ~ He had relatively large canines. ~ The homid was aged between 3.9 and 3.0 million years ago. Its Name is derived from Afar Depression in Ethiopia. ~ He Had Apelike face and human-like teeth. He was small in stature and Bipedal, but Walked bent over, not fully upright. ~ They had very small brains -Brain capacity from 375 to 500 cc  (Its Brain was the size of an orange.) ~ They had a bony ridge over the eyes, a low forehead, a flat nose, and also they had no chin. ~ Remains found at Laetoli in Tanzania and Tugen Hills in Baringo District. **c) Australopithecus Africanus (A. Gracilis)** ~ A. africanus existed between 3 and 2.5 million years ago. A. africanus was slenderly built, or Gracile (Gracile means slender) with a height of 1.5m. ~ Was significantly more like modern humans than A. Afarensis, with a larger brain and more humanoid facial features. ~ Had large teeth, jaws and skull ~ A. africanus has been found at only four sites in southern Africa  Taung (1924), Sterkfontein (1935), Makapansgat (1948) and Gladysvale (1992). d) Australopithecus Robustus ~ He Lived between 1 - 2mya in South Africa. ~ He is the biggest and most recent Australopithecine. - weight 68kg. He had more robust skull, jaws, and teeth. ~ He ate fruits, nuts and raw tubers- was apparently a vegetarian. ~ His Remains were found primarily in cave deposits at Swartkrans and Kromdraai in South Africa. ~ His Average brain size was about 530 cc ~ The East African A.Robustus was named A. Boisei 5) Homo habilis (Handy Man) - man with ability. ~ He is the earliest known species of the genus Homo; that is, the first human species. He lived 2.5 -1.5 million years ago ~ He was the First Homo specie to create and use stone tools for hunting and daily life. Homo habilis depicted the ability to make better tools than his predecessors. That is why he was referred to as man with ability. ~ His Brain size was -500 -800 cc;-the Brain shape is more humanlike. ~ He was capable of rudimentary speech. ~ He was about 127 cm (5'0\") tall, and about 45 kg (100 lb) in weight, although females may have been smaller ~ His fossils were found in the Olduvai Gorge in Tanzania in 1964 by Dr. J. Leakey. ~ His Remains were also found at Hadar and Omo River Valley in Ethiopia and kobi fora along L. Turkana by Benerd Ngeneo in 1972. 6) Homo erectus (Upright Man) ~ He was BIPEDAL- standing about 4-5 feet tall with a larger brain (700-1250cc). He lived between 2 million and 200,000 years ago. ~ He was clever as illustrated by his ability to make Acheulian tools such as the hand axe which was used as an axe, knife or even as a scraper. He was the First hominid to invent and use fire. ~ Their skeletons were larger and showed that they were quite heavily muscled ~ They were omnivorous like many other early hominids. ~ Only had hair on their head and back like are men that we have today ~ Remains found in Hardar, Ethiopia where the skeleton of a female Lucy were found. ~ Other fossils were found near Nariokotone River on the north western shores of LakeTurkana by Kamoya Kimeu in 1984. ~ Also at Olorgesaillie near Magadi, Isimila near Iringa in TZ and Tenerife in Algeria. ~ The most famous Homo Erectus fossil was found in a cave in Zhoukoudian, China and became known as Peking Man/Java man **7) Homo sapiens (Wise Man thinking man)** ~ Their Main difference with their hominid ancestors is their extreme intelligencethey were the smartest hominid that ever lived with a Brain capacity of 1000-1800cc ~ They lived between 200,000 and 150,000 years ago ~ They improved their way of life by making a variety of flint, bone, wood and stone tools **(Microliths)** ~ They hunted, gathered and fished. Later on, they domesticated plants and animals ~ Their Remains were found at Eliye Springs, Kanjera and Kanam in Kenya, Bodo and Omo River Valley in Ethiopia and Ngaloba in Tanzania. Three sub-species of Homo sapiens existed; **a) Rhodesian man** ~ The sub-species Was discovered in Zambia , hence the name Rhodesian man ~ He had straight legs and walked with long strides. ~ Rhodesian mans Brains and skull were very similar to those of modern man. **b) Neanderthals** ~ His Remains were found in Neander valley, Germany (1856). They Lived in caves and valleys ~ He was 5 feet and 5 inches tall-much stronger, heavily built and more aggressive too. ~ He Had very thick eyebrow ridges like the other hominids ~ He Made clothes from animal skins. They would scrape animal fat so they can use the skin as clothing. ~ They were probably the First humans to bury their dead. He was most likely the most intelligent hominid other than modern humans. ~ He was a nomad, gathering and hunting deer, wild pigs and wild sheep. Their weapons were used to impale animals; therefore, to kill them, they had to approach the animal and get very close. This was dangerous and probably caused injuries and even fatalities. ~ Communication was key in hunting because they had to work as a team. They had the ability to use complex speech; however, their sentences were probably basic. Instead of painting on cave walls they painted their faces. ~ Other remains were found in Asia in France, Belgium, Gibraltar, Italy and former Yugoslavia. ~ They became extinct about 30,000 years ago. c) Homo sapiens Cro-Magnon ~ He was almost identical to modern humans although quite muscular and taller. Had long, low skull and a wide face, a sharp, rising forehead, bushy eyebrows and prominent chins ~ They had a big brain capacity and had very complex thinking ~ He was hunter-gatherer, painter and lived in caves ~ He knew how to make clothes ~ His Fossil remains were found in Western Europe. Their skeletons still remain in France today ~ They became extinct around 10,000years ago 8) Homo sapiens sapiens ~ Homo sapiens sapiens are modern day humans. They evolved about 50,000 years ago. ~ They have big brains and a more advanced faculty for curiosity and intelligence ~ They have a large brain capacity. They do not just think, they plan ahead, make accurate forecasts, and study the star and the galaxies ~ They have made inventions that have made life more comfortable. ~ They are Around 5 feet 6 inches tall and Walk fully upright ~ They have Minimal hair on our bodies (replaced by clothing)-We have clothes that are made from brands, factories, we also sew or knit our own clothing. The growing knowledge of genetic structure and functions has enabled human beings to clone animals using genes obtained from existing animals, thereby producing offsprings that looks exactly like the original e.g. the work of Dr. Wilmut Ian at the Roslin Institute of Edinburgh, Scotland that led to the first cloned sheep named dolly. Scientists are making attempts to even clone humans.More recent discoveries of early man include the Toumai found in Chad in 2002 dating about 6 to 7 myaIn 2000, another discovery was made in Baringo, Kenya (millennium man) and is believed todate 6mya. The discovery was made by Martin Pickford and Eustace Gitonga o the National Museums of Kenya. **Appearance of races** It has been hypothesized modern humans, using superior technology and more efficient adaption, out competed other hominid species to quickly emerge as the only surviving hominid species on the planet.Though we feature much diversity in appearance, these differences are minor compared to our biological similarities/all human beings are quite closely related.Many of our physical differences (skin, color, hair color, etc.) are relatively recent adaptations to local environment conditions. Evolutionary forces such as genetic drift have also played a role in our creating such variation as well. Biologists and anthropologists classified humans into three different groups based on physical characteristics. Modern genetics has revealed that these categories make very little sense biologically since modern races are derived from a common stock and the different races are able to interbreed. There are also no differences in intelligence among all races of mankind. The term race has traditionally been used by scientists as the equivalent of the subspecies concept when classifying humans.The Cultural and economic practices of early man **What is culture?** Culture is the way of life of a people-Customs, language and social institutions The things that early humans made and used formed their material culture. Early mans culture can be understood through study of Stone Age or Paleolithic periods **What is Stone Age?** This refers to the early period of human history when mans tools and weapons were mainly made of stone and to some extend  wood and bone There are three Stone Age periods 1) Old stone age- Paleolithic period- 4,500,000 to 50,000years 2) Middle stone age- Mesolithic period-50,000-15,000 years. 3) New Stone Age  Neolithic period- 15,000- 1,500 years **The Paleolithic Age** Paleolithic -> Old Stone Age- 4,500,000  50,000 years ago The Paleolithic is the longest of all stone ages, covering roughly 2 million years. The hominid species who lived side by side were Australopithecus, Homo habilis and Homoerectus. **EARLY STONE AGE TOOLS** The hominids Made tools from stone The Tool Traditions was called Oldowan tools / pebble tools. The tools were named after Olduvai Gorge where they were found. They were made by Australopithecus and Homo erectus. They were also known as pebble tools because they were made of stones. Among the finds at Olduvai were the chopper, fist hatchet (core tools) and several flake tools.Such tools were also found at Kobi For a near Lake Turkana, Omo River Valley in Ethiopia, and Kafu Valley in Uganda, Shaba province in Zaire and in Algeria, Tunisia and morocco.In Kenya, the tools were found at sites in kariandusi, Olorgesaillie, Kilombe, Chesowanja, Mtongwe, Isenya and Lewa DownsAustralopithecus Southern Ape They didnt have the intelligence to make sophisticated tools, so they may have made tools out of bones that they foundAustralopithecus afarensis mostly used tools that they found or that nature had created, example was a stick, which they stuck into a termite mound, then the termites clung to it letting the ape pull out the stick covered in food. He is however also credited for making Oldowan tools. **Homo habilis and the Oldowan Tradition** They made stone tools for chopping, scraping, and cutting. Making of Choppers (lower left) involved knapping a few flakes off the core. Both cores and flakes were used. The Knapper could strike a spherical piece of stone until Flake falls off opposite side. The Tool would then be flipped over and procedure repeated. Several blows would create a cutting edgeRequirements reflect Intelligence, Planning, foreknowledge of design and Knowledge of breakage pattern of rock. There must also be Hand-eye coordination The second phase of the Old Stone Age was marked by tools called Acheulian tools, named after the site of St Acheul in France. Others found in Tanzania, Uganda, Malawi, Zambia, and Zimbabwe. In Kenya, the tools were found at Kariandusi, Olorgesaillie, Kilombe, Chesowanja, Mtongwe, Isenya and Lewa DownsThey were made by Homoerectus. Homo erectus and the Acheulian tool technology. Signature tool: a well- designed hand axe and cleavers The Hand axe had multiple uses, from cutting, skinning, scraping animal skins, digging and sharpening bone and wood. **Characteristics of Acheulian hand axe** ~ It was Bifacial: both sides were knapped ~ Symmetrical in breadth ~ Shaped to a point on one end ~ The edge is thin and sharp ~ Broad end is curved, but edge is still sharp. **Process of Manufacturing Acheulian Hand axes** Dozens of flakes were removed from the core, from 25 to 75. Each flake blow must be precisely positioned. The Core must be turned over again and again to maintain symmetry and to keep edge straight. All the exterior rind (cortex) was removed. It was a demanding task-The hand axe was Symmetrical and finely shaped. **OLD STONE AGE-HUNTING AND GATHERING** The early Stone Age people lived in small groups and were able to hunt for food using sharpened rocks and sticks. They used simple hunting methods of chasing wild animals and throwing stones at them. They also made traps by digging large pits on the paths used by animals. They ate raw meat from small animals like lizards and rodents Women gathered edible fruits, eggs and roots- had a balanced diet. **THE OLD STONE AGE-SHELTER AND CLOTHING** Humans during this period found shelter in caves and tree-tops. Their bodies were hairy enough to keep them warm- lack of clothing was therefore bearable during this period. Moreover, the savannahs were also warm enough. They also preferred the grasslands because they provided them with the much needed water and foodThe Australopithecus had a very small brain and that limited the actions they could do. The Australopithecus were very hairy so they didnt need any clothes. Australopithecus diet was mostly made up of fruits and vegetables they found. If Australopithecus found a dead animal it would scavenge of it but the Australopithecus afarensis couldnt cook the meat and kill the germs. **Mesolithic age** Mesolithic middle Stone Age- 200,000 10,000 years ago. They period was characterized by superior brains and ability of Homo erectus and Homo sapiens. Great improvements were witnessed. **TOOLS** Signature tool; Sangoan tool made using Lavallois method The tool was named after Sango Bay site on L. Victoria-Tz **The Lavallois technology** It involved using cores of smaller stones to hit bigger ones. The tool maker would draw outline of flake on stone module and Strike out flakes and blades of desired shape. The rock would be prepared beforehand to control how rock breaks when struck. The flakes and blades were then trimmed into a variety of knives, scrapers, spear points, choppers and daggers.Also Mousterian tools (specialized stone tools and weapons) were made. Tang- the first tool with a handle was invented in this period- 40,000 years ago in northern Africa.Fire was also another important tool invented by Homo erectus and he used it as follows ~ For warmth at night, lighting, to cook roots and roast meat, for hunting (bushfires), tool-making to harden tips, means of communication, food preservation ~ It also enabled hominids to migrate out of savannah **MESOLITHIC  FOOD AND CLOTHES** Homo erectus was considered the first true hunters. Because of better tools (Hand axe), fire and axes, they could hunt larger game such as deer, rhinos, pigs, elephants; buffaloes etc. and cook their food.People learnt to wear animal skins and make waist-belts and necklaces. They also painted themselves with red ochre and oil. **MESOLITHIC  SHELTER.** Man used identifiable shelter. An example was found at Orangia in South Africa. Man also used rock shelter (rocks scooped out to make hollows). Later man lived in caves with entrance covered with animal skins to keep wind and rain away (e.g. Matupi Cave in Zaire and Gambles cave near Nakuru. **MESOLITHIC  LANGUAGE AND ROCK ART** Families lived in small groups for security reasons. There were distinct languages to enhance communications.Rock paintings-Pictures of animals were painted on walls and rocks. Examples of Cave paintings were left behind at Kondoa and singida areas in north Tanzania and at Apollo II cave in S.A. This pictures signified mans believe in magic (arrows piercing animals he hoped to kill) **SOCIAL ORGANIZATION** There was efficient group organization as evidenced by the ability to carry out large-scale hunting. Language invention further strengthened the social bonds and cultures of early man **The Neolithic age** Neolithic This period was marked with the Emergence of Homo sapiens and homo sapien sapiens. **THE NEOLITHIC TOOLS** Man became a Very skilled toolmaker-they made tools known as microliths- (small piece of sharp stone tool). For example, a crescent or a lunate which had a straight sharp cutting edge and a curved blunted back.Their weapons include stone axes, knives, spears, harpoons, wooden bows, and sharp, stone tipped arrows, hooks, needles, and bone fish hooks.NEANDERTHALS were the first to create the pointed tip on hunting spears and harpoons **THE NEOLITHIC SHELTER** Earlier sapiens used caves as their homes instead of building one. Later, they made permanent homes that looked like tents or tepees, out of tree branches, grass, mammoth bones, and animal skins. They used or made some sort of paint to use on their cave paintings. **FOOD AND AGRICULTURE** Man domesticated plants and animals though he continued to hunt and gather. Man changed as from Nomadic lifestyle to settled stationary lifestyle; a.k.a.sedentary Population also increased due to balanced diet and adequate food <br><br> New Stone Age- 15,000  4,000 years ago **THE NEOLITHIC GOVERNMENT** Due to settled life and improved settlement, rules and laws were set up as a basis of government. Some people also specialized in leadership, religious activities as well as making of crafts. **THE NEOLITHIC RELIGION** Mans language and religious beliefs developed as a result of depending on natural forces like rain. They began to ponder over issues like life and death.Evidence is found at Hyrax Hill and Njoro river Cave where human fossil remains were found buried with items such as tools and seeds or foodThe practice of burying someone with his possessions implied a belief in life after death.Neanderthals were the first to bury their dead. They also seemed to have a conception of an afterlife as shown by the actual burial site at La Ferrassie, France, with seven tombs including a man, a woman and several childrens graves lying side by side. **THE NEOLITHIC ART AND CRAFT** Humans specialized in crafts such as basketry, pottery and later smelting Evidenced by this horse head carving to the right. **DEVELOPMENT OF AGRICULTURE** **Definition of agriculture** It is the cultivation of crops. The modern definition of agriculture includes animal husbandry, fish farming and bee-keeping. **The beginning of Agriculture** The domestication of plants and animals began over 10,000 years ago during the Neolithic period **Why man domesticated plants and animals** a. The increase of human population needed regular food supply -natural environment could no longer provide sufficient food. b. Climatic changes-increased drought, threatened plant life and animal life making natural food scarce. c. Competition for existing food in the natural resulted in inadequate wild food/over hunting of animals. d. Hunting and gathering was increasingly becoming tiresome. e. Calamities such as forest fires or floods sometimes destroyed vegetation or drove wild animals away. f. Development of settled life. Man had to stop a life of movement in search of food and water. g. Development of tools (microliths) e.g. sickles wooden plough, etc. h. Availability of varieties of indigenous crops e.g. wheat and barley. There are two theories that explain how agriculture started; 1. The Independent theory. Agriculture developed independently in different parts of the world especially along river valleys. 2. One Place Theory/Diffusion Theory-Crop growing and animal keeping developed among people of south East Asia. Then the idea spread to the rest of the world; Middle East, India, Central America, China, Southeast Asia 8,000 BC 7,000 BC 6,500 BC 6,000 BC 5,000 BC **CROP GROWING** The transformation from hunting and gathering to growing of food crops was a gradual development. The first crops were grown by man in areas where they existed naturally. Crop growing first developed in the Fertile Crescent which is in the Middle East. Neolithic women noticed new grain plants grew when they accidentally spilled grain seeds. They tried scattering seeds on purpose  it worked! ~ Animals often find plants in places with water / good soil - Hunters saw pattern ~ People stayed at sites, animals became tamer ~ People started weeding / irrigating so plants would grow better ~ Started saving seeds of better plants to plant ~ One season, nomads liked a site so much they stuck around ~ Stayed so long they harvested a crop and then saw it grow to harvest stage again ~ Groups learned to grow a crop from seed to harvest and then move on ~ Since men did the hunting and females were responsible for the food gathering, women learned how to plant seeds, as well as process and prepare the food. The above facts point out that the beginning of crop farming was accidental and mainly through trial and errorEarliest crops to be domesticated were barley, wheat, sorghum, millet, rice, maize, yams, cassava, potatoes, bananas and grapes. Since they grew in different environments, there were many centres of agricultural revolution. For example; ~ Middle East. ~ Indus valley in India. ~ Nile valley ~ The yellow river valley in china ~ The Danube Valley in Europe. **WHEAT** Originally grown in south-west Asia Initial type was brittle wheat-then replaced by a non-brittle type in 7500BC called emmer Wheat then spread Mesopotamian plains by 6000 BC to Egypt by 3000BC, then to Mediterranean region, central Asia, India and southern Europe. **BARLEY** The first cereal to be domesticated.Initially grew wildly at Mureybat on the Euphrates in Syria between 7000 - 6000 BC Another evidence of growth found at Ali kosh (Iran) and Jericho (Jordan)Then spread to Egypt at Fayum in 4500 BC. Then spread to India and china by about 2000 BC. **SORGHUM AND MILLET** Originated from Africa at Hoggat in southern Algeria as early as 6000 BC Spread to West Africa to around Sudan area between Nile and Chad, by 1500 BC Finger millet originated in East Africa. Later the two spread to Asia and China. **RICE** Originated in Asia where currently is a stable food- in Thailand at about 3500 BC Then spread to India, Europe and Japan The African variety was grown along the upper Niger around 1500 BC **MAIZE** Origin- Central America at about 5000 BC at Tehuacan in Mexico. In Africa, was introduced by the Portuguese in 15thc. **YAMS** The first root and tuber crop to be domesticated- 9000 BC in south East Asia. The African variety, the white guinea yam was grown in Ivory Coast. **DOMESTICATION OF ANIMALS** The Dog was the first animal to be domesticated. The next animals were the sheep, Goats, cattle and camels. Animal domestication Began through establishment of ties between man and animals during hunting or when fetching water. **Dog** Assisted humans in hunting, driving away dangerous animals and herding livestock **Goats** The Goat was first domesticated in south west Asia in5000 BC.Evidence of this is found at Tell Abu Hureyra, Tepe Ali Kosh, and Deh Luren Khuzestan in south -west Iran. Also in Iraq, upper Tigris valley, turkey and south Jordan. Goat domestication was in Egypt in 5000 BC Sheep.Sheep was domesticated after the dog. Fossil evidence of sheep keeping has been found at Zawi Chemi Shanid in Iraq and dating to about 9000 BC. Sheep were also kept in Syria, Egypt and Saharan region then to West Africa. Sheep was also kept in Indus valley and yellow river valleys. **Cattle** Cattle was first domesticated in south-west Asia as early as 5800BC in turkey and then in Iran and Iraq. It then spread to Ethiopia and North Africa from Asia. The short-horned cattle originated in Mesopotamia then spread to Africa and Europe. **Camel** Though camels are associated with North Africa today, the original home has been traced to North America from where t spread to South America and Asia. The Asian and s. American species became the ancestors of the Alpaca and Illama.Two types of camels exist today- the one-humped (found in Middle East, northern china and Africa), and the two-humped camel (found in central Asia.) Camels were domesticated about 3000 BC to 2500 BC **Importance of the domestication of animals** a) Some of them like cattle, sheep and goats provided man with regular food i.e. Milk, meat. b) Animal Hides or skin were used as clothing and beddings c) The horns were used for communication. d) Hooves and bones of animals were used as containers and as drinking vessels. e) Some of the domesticated animals like the camel, donkey and horses were used for transport. f) Domestic animals like the oxen and the donkey were used to plough land for farming. g) The dog protected man against dangerous animals. h) Some of the domesticated animals produced manure which greatly improved agricultural produce. **EARLY AGRICULTURE IN MESOPOTAMIA** Mesopotamia was the land between the two rivers Tigris and Euphrates and lay in the present day irag. It was one of the centres of early civilization as early as 3000 BC. Food production in this region began as early as 8000 BC. **Reasons why early agriculture developed in Mesopotamia** a) Availability of indigenous crops and animals in the region e.g. Wheat, barley, dates and goats, sheep and cattle. b) Existence of fertile land along river valleys of Tigris and Euphrates-consisting of deposited silt. c) Availability of water from rivers Tigris and Euphrates which was used for irrigation. Heavy rains experienced in the Zaggroes Mountains contributed to floods on the river valleys. d) Invention of farming tools e.g. Hoes, ploughs, sickles and seed drill which promoted agricultural activities. e) Existence of transport system in form of donkeys, canoes, river transport etc; which was instrumental in transportation of inputs and outputs. f) Political instability that enabled people to practice agriculture. The Sumerians are credited as the first people to use irrigation in growing crops. When the river water overflowed the banks during flooding, the Sumerians had the skill of controlling it through canals into the dry lands. (Canal or bucket irrigation). They also used farm implements to improve crop growing. For example the use of ox-drawn ploughs and seed drills pulled by oxen to replace stone hoes.Most of the people during the summer civilization earned their livelihood as farmers, craftsmen, fishermen and cattle breeders.Most of the land was in form of large estates owned by the rulers or the wealthy classes. The peasants were given small plots along with seeds, farm implements and animals in exchange for labour. The Crops grown included barley, wheat, vines, date, palms, grapes, olives, onions, figs, melons and cucumbers. Milk animals kept included goats and cow. Also ducks, pigs, geese and horses were kept. **Impact of early agriculture in Mesopotamia** a) It led to settled life as people now needed to concentrate on farming. b) Food production increased. c) There was an increase in population along the river valleys due to plenty and regular food supply. d) There was emergence of city-states and urban centres. For example Ur, Uruk, Eridu, Nippur, Kish and Babylon. e) Surplus agricultural production led to development of trade between communities. f) There was increased specialization as all could not engage in farming. Some became craftsmen. g) Agriculture influenced writing and arithmetic. Management of estates required knowledge in accounts. The form of writing that was developed was known as cuneiform involving the use of stone tablets. h) The invention of the wheel by around 3000 BC. it was used in carts to transport farm produce, for making war chariots to transport soldiers and also in pottery (the potters wheel) i) The plough was also invented. The first ox-plough consisted of simply a tree trunk with one small branch protruding upwards with the other one upwards. The invention meant that only a few people were needed to cultivate land. j) There was the development of science and mathematics with the development of the first formulas for measuring time, distance and area. There was also development in the field of Astronomy. k) Religious practices also developed with the connection of most of the gods to agriculture in one way or another. For example, Ninurta was a god of floods. l) Development of law. A code of laws was compiled as a means of minimizing conflict in society- the Hammurabis code. **EARLY AGRICULTURE IN EGYPT** As early as 7000 BC, people had already settled in the Nile valley. By around 5000 BC, the Egyptians had gradually adopted agriculture, departing from a hunter-gatherer society. **Reasons that enhanced development of early Agriculture in Egypt** a) Availability of Water for irrigation and for domestic use from river Nile. b) Existence of fertile silt deposits and mud originating from the flooding of the Nile betweenJuly and October annually, which provided fertile soil for crop farming. c) Another advantage was that Egypt had a suitable warm climate for crop growing and ripening. d) The Use of shadoof Irrigation technology ensured production of food during drought seasons e) Presence of indigenous crops and animals from which domestication was made. Wheat and barley had already become indigenous to Egypt as were animals like sheep and goats. f) Foreign influence from South West Asia where farming was first practiced. The proximity of Egypt to Mesopotamia, the first centre of agricultural development ensured that she borrowed heavily from there. g) The Natural protection of the region from foreign attacks, since the Nile valley was protected by the Libyan Desert to the West, the Nubian Desert and Nile cataracts to the South and the Nile coast delta on the North. h) Political stability. i) High population created need for more food and provided farm labour. j) Availability of slave labour made crop farming a success. k) The invention and use of implements that included wooden sticks, knives and wooden hoes enabled the farmers to increase their yields. l) The existence of writing in Egypt helped the Egyptians to keep accurate records of seasons and volume of food. **The shadoof irrigation** This was the method of irrigation used in Egypt during the drought season when the river was not flooding. A shadoof is a wooden device for lifting water from a river into the canals. It consisted of a long pole swinging up and down between two supporting wooden posts One end has a weight hanging on the pole while the other end has a skin bucket. The bucket is pulled down and dipped into the water by a person. It is caused to rise by the weight, once water has been filled. The other person empties the water into the canal to be drained into the fields.The Egyptians used farm implements like sticks, knives, axes, sickles and hoesAmong the crops planted in Egypt included wheat, barley, fruits, flax, beans, vegetables, cucumbers, onions, lentils, dates, figs and grapes. They used the broadcasting method. Shifting cultivation was also practiced before human population increased.They kept animals like sheep, goat, pigs, donkey, cattle and poultry. The state directed production. It controlled distribution of harvests as well as handicrafts. Government owned huge granaries and godowns which were used to store food. The king was regarded as the guardian who presided over food supply for all. The master of largesse was responsible for all the livestock in the country. In the year when agricultural production was poor, the head of the exchequer would take care of the distribution of seeds and livestock. **Effects of early agriculture in Egypt** a) Due to improved farming, there was increased food production thus ensuring regular food supplies. b) There was Growth in population as food supply increased and became regular. c) Agriculture led to permanent settlement of people. As a result, their living standards improved dramatically as they reaped from farming. d) Agriculture promoted trade among the Egyptians. It led to production of surplus food that in turn was used to increase trading activities. e) Agriculture Led to rise of urban centres or towns in Egypt such as Memphiss akhetan, Aswan and Thebes along the Nile valley. f) Agriculture enabled some society members to specialize in other activities since a few could now produce enough food for all. Some engaged in hand crafts, geometry etc. g) Agriculture Led to emergence of government and related governing laws. h) Like the case of Mesopotamia, it led to the discovery of arithmetic, geometry, writing and calendar. These were used by the priests to keep records and make accurate prediction of annual foods. The Egyptian calendar is believed to be the earliest calendar in the world. i) It promoted social stratification or classes in Egyptian society. **Effects of early agriculture** Summarize from the effects in Egypt and Mesopotamia. **THE AGRARIAN REVOLUTION IN BRITAIN** The agrarian revolution refers to rapid changes and improvements in the field of agriculture. Between 1750 and 1850 European countries underwent changes in agriculture. The changes were marked by A new system of land ownership Use of machines and new farming methods. <br><br>The revolution took place first in Britain. **CHARACTERISTICS OF AGRICULTURE IN BRITAIN BEFORE THE** **AGRARIAN REVOLUTION** 1. Feudalism was practiced. **What is Feudalism?** Loosely organized system of government in which local lords governed their own lands but owed military service and other support to a greater lord (nobility) The feudal kings had plenty of land; but they could not control it all. So they gave land to lords (nobility) in exchange for protection, loyalty and $.Nobility then gave Part of their land to the serfs (peasants) who would work on it and give part of their crops to the local (land) lord, for letting them farm the land. 2. Farmers practiced open-field system. In this system land was divided into three portions; I. Portion one- growing corn and wheat II. Portion two- for beans, barley and oats III. Portion three- left fallow to regain fertility. Such a system did not allow effective farming since land was not fully utilized. It also discouraged livestock farming since it allowed easy spread of livestock diseases. There was uncontrolled breeding in livestock instead of selective breeding since livestock grazed together. Fallow land and existence of Cattle and footpaths that crisscrossed the farms wasted a lot of land. 3. Stripping as a method of farming was used. The existence of strips meant that Land portions were small and discouraged the use of machines. 4. Use of simple tools and implements that included sticks, hoes and later ploughs. Cultivation was therefore on small scale with crop rotation being used as a method of improving fertility. It was however not effective. 5. Use of broadcasting method. Broadcasting method of planting led to wastage of seeds as it would be eaten by birds and rodents 6. Intercropping was practiced. The growing of two or more crops on the same piece of land. 7. Mixed farming. Livestock was allowed to graze on fallow land 8. Mono-cropping-planting the same type of crop year after on the same piece of land. NB; this was an inefficient system leading to low yields **CHANGES THAT MARKED THE AGRARIAN REVOLUTION IN BRITAIN** 1. Fallows were abolished and available lands used effectively. This was influenced by population that occasioned demand for more food. The farmers could no longer afford to leave land to regain fertility. 2. Application of new methods of farming. **Introduction and use of fertilizers in farms** Lord Viscount Townsend discovered that clover added nitrogen to the soil and turnips could survive in winter and be used to feed cattle. Townsend introduced a new four- course crop rotation called the Norfolk system consisting of barley, clover, turnips and wheat on same plot for a four-year period. In 1843, John Bennet Lawes discovered the use of fertilizers and opened a superphosphate factory in London. 3. Use of farm machineries like the horse drawn drilling machine invented by Jethro Tull in 1701 which replaced the broadcasting method. Iron hoes were used instead of sticks, to prepare the ground. In 1925, the wooden plough was replaced with an iron plough. Patrick Bells invention of the mechanical reaper replaced the sickle in harvesting corn. Andrew Meikles invented a mechanical thresher in 1876 which could cut and bind corn at the same time. The use of machines changed agriculture from a small scale to a large-scale business. 4. Intercropping to retain land fertility. E.g. of maize and beans. This practice enabled farmers to realize more yields. 5. Application of scientific principles to farming. For example, Selective breeding of livestock invented by Robert Bakewell (1725-1795). He was able to develop the short horn, Devon, the Hereford, Aberdeen Angus and Ayrshire. He also improved sheep breeds such as the Leicester, Shropshire, Suffolk and the oxford. Pig varieties- the Yorkshire, Berkshire and Tamworth breeds 6. Fencing of farms/land enclosure system; the introduction of land enclosures put to an end to strip farming. This was a demand of the rich landlords that land should be enclosed by fencing. The enclosure act enabled rich people to acquire more land. As a result more land was put under production and more land could be ploughed by one farmer **Positive effects of the land enclosure system introduced in Britain** a) It created large farms which allowed use of horse drill and crop -rotation. b) The farms were easily managed and Farmers could specialize in crop or animal production. c) Farmers could use their title deeds to borrow money from financial firms for the improvement of their farms. **Effects of the land enclosure movement on the peasant farmers in Britain** a. The creation of large farms led to landlessness among the peasant farmers, b. Peasant farmers sold off their land to the rich farmers because they could not afford to cultivate the land. c. The land enclosure movement led to displacement of peasant farmers from their land and hence they migrated to towns/ caused rural -urban migration. d. The rural-urban migration of peasant farmers led to overcrowding in urban centres/ congestion in urban centres. e. The land enclosure movement caused emigrations of the peasants to other countries such as USA, Canada, Australia, new Zealand and south Africa f. The poor farmers were exploited, as they had to sell their labour to farmers and to the factories / exploitation of the poor peasants labour force. 7. The royal agricultural society. It was established in 1838. Through the journals of the society, new ideas and techniques of farming were publicized all over the country. As a result, many farmers began to adopt the modern methods of farming. **CAUSES OF AGRARIAN REVOLUTION IN BRITAIN** 1. Land consolidation; the introduction of land enclosures which put to an end to strip farming. As a result more land was under production and more land could be ploughed by one farmer. 2. Development of new methods of livestock breeding; more scientific methods of breeding livestock were developed. They involved selective breeding in which animals with suitable characteristics were maintained in the herds. 3. Development of new tools for farming which helped to increase agricultural productivity .e.g. use of seed drill, Rotterdam plough, threshing machine and tractors. 4. Development of new methods of maintaining soil fertility e.g. the new crop rotation system allowed the continued use of land without exhausting its fertility. Chemical fertilizers were also produced. 5. Development of agricultural research in universities and research institutes assisted in improvement of soils and crop yields. Newspapers and agricultural journals helped to spread the results of this research to farmers. 6. Impact of industrial revolution which provided the agricultural sector with inputs and market. 7. Population increase led to high demand for food. **EFFECTS OF THE AGRARIAN REVOLUTION IN BRITAIN** 1. Food security for the population of Britain due to improved farming methods. 2. There was Growth of population in Britain due to food security lowered mortality rates and increased life expectancy. 3. There was Growth of capital/plantation farming to replace subsistence farming. Due to the enclosure act, ownership of large farms was encouraged and subsequently mechanization/plantations were set up. 4. Poor farmers who could not afford fencing lost their land. Capital farming therefore led to emergence of landless peasants as large tracts of land were consolidated in enclosures. The poor peasants were compelled to migrate to urban areas where they were subjected to poor living conditions. 5. Trade expanded locally and internationally. When farming was commercialized, Britain expanded trade thus boosting her economy. 6. Growth of a working class. The landless peasants sought wage employment on farms or in towns in the emerging new industries. Thus a class of workers began to emerge. 7. Transport systems like roads and railways improved. They were used to transport agricultural products to the market and raw materials to industries. 8. Industries benefited from agricultural raw materials/ develop ment of industries. A number of machines produced by industries were also used in agriculture to boost production. 9. Emigration of British national to other parts of the world. Some of the landless peasants migrated to USA, Canada, Australia, New Zealand and South Africa. 10. Intensification of scientific research by the royal agricultural society to carter for the expanding agricultural sector. **THE SPREAD OF AGRARIAN REVOLUTION** From Britain the revolution spread to other parts of Europe and Americas and then the rest of the world. Ideas like crop rotation, use of machines, selective breeding of livestock and use of fertilizers spread into continental Europe from Britain. The governments encouraged agricultural science and research. The work of Louis Pasteur (1890-1960) a Frenchman discovered that disease are caused by bacteria and sterilization of food such as milk through boiling keeps it bacteria-free for long time **THE AGRARIAN REVOLUTION IN THE USA** The Americas was the origin of many crops in the world the American Indians were subsistence farmers growing crops like yams, potatoes, maize (corn), cocoa, tomatoes, cotton, tobacco, beans and cassava.Political and religious differences in Europe in the 17th c forced many Europeans to settle in America as was also the enclosure system in Britain. Craftsmen and labouerers also moved in search of better life. The immigrant settlers came with horses, sheep, cattle, pigs, fowls, seeds and plants from Europe. Some of them participated in improving the machines that were already in use in Europe. For example: a. 1837- John Deere a young blacksmith from Illinois invented a steel plough b. 1837- Cyrus McCormick established a factory in Chicago to produce reapers c. 1837- Daniel Massey produced a similar machine in Canada. d. 1792- Elly Whitney invented the cotton gin and cotton picker American scientists also developed the refrigerator. For example, John Perkins (1766- 1849) an American inventor patented the first prototype refrigerator in England in 1834. The first American patent for a refrigerator was awarded to John Gorrie (1803-1855) in 1851.1859- Ferdinand Carre, a Frenchman invented the absorption system in a refrigerator. This was a major milestone in preservation of meat and other foods in America.Several agricultural zones emerged in America due to differences in soil fertility and climate: a. North-Eastern parts- Ranching and dairying b. The south- cotton zone. c. Central region-maize. d. North-west wheat There was large scale mechanized agriculture especially after the abolition of slave trade. Most cash crops were grown to provide raw materials to European industries. Tobacco was grown in Virginia and Maryland. Rice and indigo were grown in Georgia and South Carolina. Cattles rearing was done in Texas.Transport development also enhanced agricultural development. For example, water transport using the great lakes, railway and road transport.Alexander graham bell invented the telegraph to enhance communication. USA also invested in the field of science and research which boosted agriculture with better hybrid seeds and different strains of livestock. **FACTORS THAT FACILITATED THE DEVELOPMENT OF AGRICUL-TURE** **IN AMERICA BEFORE 1800** a. The enclosure system in Britain led to the Settlement of enterprising European emigrants who wished to make a living through agriculture/Determination of European immigrants to succeed as farmers as there was no other source of livelihood. European immigration into the region also led to population increase and demand for more food. The immigrants also introduced new crops and new methods of farming leading to agricultural development b. Scientific research made it possible to improve strains of crops to resist diseases, to develop superior animal breeds and to develop new food crops e.g. Soya beans into artificial meat, etc. c. Mechanization; there was extensive use of machines to improve production e.g. steel plough, use of reapers, cotton gin etc. d. The presence of cheap means of transport e.g. Erie Canal, roads, railway, etc speeded up the transportation of goods and raw materials. e. The invention of the cotton gin in 1793 led to increased cotton acreage. f. Environmental influence on the farmers through experience leading to agricultural zoning e.g. maize in the centre, wheat in the south and beef rearing in the west/Presence of suitable soils for different types of crops such as tobacco, cotton and wheat. g. Government recognition of individual land ownership (the Homestead Act 1760) encouraged settlers to farm. **EFFECTS OF THE AGRARIAN REVOLUTION IN USA** Fuelled by peasants who emigrated after they were driven out of Europe by the land enclosure movement, USA became the worlds leading producer of agricultural products. The effects of the revolution were as follows: a) It led to diversification of agriculture through the introduction of new farm animals and crops. b) The new inventions in farm machinery enabled American farmers to bring more land under cultivation. For example the steel plough invented by John Deere and reaping machine by Cyrus McCormick. c) Food production especially of wheat and maize, increased due to the use of new farming methods like use of fertilizers and hybrid seeds. d) The agrarian revolution led to expansion of agricultural related industries. e) Mechanization of agriculture replaced slaves and other labourers at the farms. Many people went to search for employment in urban areas. f) The expansion of food production led to increase in trade between USA and Western Europe thus boosting USA economy. g) The transport system was improved to enable transportation of farm inputs to farms and agricultural produce to market. h) The revolution contributed to the enhancement of research and scientific inventions especially on the field of agriculture. **FOOD SITUATION IN AFRICA AND THE REST OF THE THIRD WORLD** Third world refers to the less developed countries in Africa, Asia and South America. Many of these third world countries have food shortages and even continue to have weak economies upto date. **Causes to food shortage in Africa** a. Rapid population growth which has put a lot of pressure on the available food resources leading to shortages b. Poor land use and agricultural practices. Many farmers still depend on traditional farming methods, for example, not applying fertilizers, pesticides or mechanization, thus producing low yields. c. Some developing countries experience adverse weather conditions such as floods and long periods of drought. Since these countries practice rain-fed agriculture, food production has been affected d. Overemphasis on cash crops at the expense of food crops has contributed to low food production. In Kenya for example, large farms concentrate on growth of flowers, tea and coffee with food crop farming being largely for subsistence. e. Rural-urban migration , especially among the young people has deprived the rural areas of the badly needed labour force for food production f. Lack of adequate capital for agricultural development. Low income/poverty. The farmers lack enough funds to purchase farm inputs. g. Political instability in some African countries undermines food production. For example in Ethiopia, Sudan, DRC, Burundi and Rwanda. This has prevented people from concentrating on food production. h. Decline in growing drought resistant crops. Crops like cassava and millet have been abandoned due to attitude thus causing artificial shortage of specific food. i. Poor and inadequate storage facilities have led to food wastage. In Kenya by 2001, the country was losing up to nine million bags of grain per year as a result of poor storage methods. j. Poor transport network leads to uneven distribution of food. It also discourages farmers from producing more. k. Over reliance on food aid and forms of aid has created a dependence attitude in many African countries. Some communities have become complacent about looking for a permanent solution to their food problems. l. Poor economic planning on the part of the government with many countries putting a lot of emphasis on other development projects at the expense of agricultural and food production. m. Poor land tenure systems resulting in low productivity. For example where a few European farmers own large tracts of land but only exploiting a small portion of the expansive farms. n. The HIV/AIDS pandemic contributed to food shortages since the scourge leads to death of many of the work force in their prime years. **Effects of food shortages** a. Loss of life. Many people have lost their lives. For example the Ethiopian famine in 1984 led to the deaths of thousands of people. b. Increased suffering among millions of people in Africa due to deficiency diseases like kwashiorkor and marasmus. c. Food shortage has created social problems in societies. For example cattle raids by the karamojong and Maasai during the periods of famine. Even other anti-social problems like stealing food in rural areas can be attributed to inadequate food supply. d. Sometimes famine and drought has forced people to flee their home countries thus causing refugee problems in the receiving countries. e. Lack of food hampers efforts towards economic development. It Affects education since famine stricken children cannot concentrate on learning. There is Use of scarce foreign exchange to import food. f. It has created dependence on food aid from rich countries. Even some of the genetically created foods are tested in third world countries. Such foods have unknown side-effects. g. It has adversely affected agricultural-based industries.e.g sugar industries.-inevitably thisleads to unemployment. h. It has led to Political instability as people lose confidence in the governments that cannot feed them. **Solutions to food shortage in Africa** a. Land reclamation thus increasing land under agriculture. This may increase food production. b. Re-formulation of agricultural policies so that there is a shift from a concentration on cash crops to paying more attention on food crops. c. Provision of extension services to farmers e.g. information on storage, preservation of farm produce and other forms of advice. d. Revision of the land tenure system- redistribution of land / land reforms as case is in china. e. Development of agro-based industries which will become market to agricultural raw materials like coffee, tea, etc. f. Creation of political stability to enable mobilization of people to self-sufficiency in food production. g. Relentless campaign against killer disease such as AIDS. h. Infrastructural development/ in transport, communication, storage and marketing. i. Environmental conservation measures which may help curb drought spread and ensure sufficient rains./ protection of catchments areas j. Family planning so that people only have children they can be able to feed, cloth and shelter. k. Demand for food to feed the growing population. **STEPS KENYA HAS TAKEN TO SOLVE FOOD SHORTAGES** a) Extensive research has been carried out in research institutions such as the Kenya Agricultural Research Institute (KARI) producing hybrid maize such as Katumani that grows in drier areas. ICIPE and ILRI researches in pests and disease that affect both livestock and crops in the country. b) Introduction of genetically engineered crops and animal s into the agricultural sector. These crops, developed mainly at JKUAT and KARI are resistant to diseases and pests. c) Agricultural training institutions have been established to train experts such as agricultural officers, veterinary doctors and horticultural experts. Agriculture is also taught in schools- to equip learners with new and better techniques of farming that could boost production. d) People are being educated about the need for family planning so that families have only number of children whom they can feed and provide for. e) The government has formulated a food security policy to enhance production of food in the country. For example a minimum amount of cereals in the government silos has been set up with urgent measures to top up outlined. **THE PEOPLE OF KENYA UP TO THE 19THCENTURY** **INTRODUCTION** There is immense evidence to confirm that east Africa was the cradle of humankind. Archaeological evidence (for example, the tools found at kobi for a, Olorgesaillie, kariandusi, Mtongwe, around Lake Victoria, lukenya hills, near lake Naivasha) show that Kenya was inhabited by Stone Age people. There is also evidence of use of iron in Kenya dating back as AD270 e.g. at Urewe near Ngiya in Siaya and in Kwale. **THE KHOISAN** According to oral traditions, the earliest people to occupy Kenya were of the Khoisan stock. They had similar features like the Khoi khoi and the san of South Africa, the Sandawe and Hadza of Tanzania. They all spoke a language with a clicking sound. **Cultural aspects of the Khoisan** a) They Spoke a language with a clicking sound like the khoi-khoi of south Africa b) They were nomadic people c) They gathered the wild fruit in the wild and dug up tubers and roots for their foods d) They used stone tools in addition to bows and arrows. e) They fished in rivers and lakes using harpoons f) They made use of rock shelters and caves. g) They buried the dead. h) Made and used pottery. NB- such evidence of the culture of the Khoisan has been found in Gambles and Njoro river caves near Nakuru.These pioneering inhabitants of Kenya disappeared maybe after being subdued and overcome by the powerful incoming Bantus and nilotes.However, there exist some remnants of these hunter-gatherer communities in the western highlands of rift valley. They speak the language of the group near them like kalenjin (okiek), Maasai (Dorobo), Onguye and Okuro in western Kenya. **THE CUSHITES** They existed in two groups: a) The southern Cushites b) The eastern Cushites. **The southern Cushites** They might have entered present day Kenya through northern Kenya and seem to have originated from the Ethiopian highlands. Since they were pastoralists, they must have been looking for better pasture for their livestock.Around 2500 and 3000 years ago, they were already occupying the grasslands of the Kenya highlands cultivating food crops like sorghum , millet and rearing long horned humpless cattle. They even extended upto Tanzania. They included the Iraqi, Boni and Burungi of Tanzania, The Dahallo or Sanye of the lower Tana (the remaining southern Cushites in Kenya). Some were later absorbed by the incoming groups. **The Eastern Cushites** They include the Borana, Somali, Oromo, Gabra, Rendille and Burji. They originated either from Ethiopia or Somalia moving and settling into Kenya around 2000 and 1000 years ago due to the following reasons; a) Escaping from clan or family feuds. b) There was population pressure in their area of origin. c) They were in search of better grazing lands. d) They were fleeing the outbreak of disease that affected both people and animals. e) They were escaping famine and drought. f) They fled constant attacks from their neighbours such as the Somali. g) The migrated to satisfy their spirit of adventure. **THE OROMO** They came in the 16thcentury from Ethiopia. Initially they settled on the eastern shores of Lake Turkana. They later moved south pushing the Mijikenda and the Pokomo out of the Shungwaya to occupy Malindi and Kilifi. Today they occupy the southern part of Tana River and are neighbours to the Pokomo. **Effects of migration and settlement of the Oromo in Kenya** a) They inter-married with the people they came into contact with e.g. Somali, Pokomo and Borana. b) Their settlement in Kenya led to expansion of trade. c) Their settlement led to increased conflict between communities over resources e.g. pasture and water. d) Displacement and redistribution of people in the area where they settled e.g. the Oromo pushed the Bantu from the Shungwaya region. e) Assimilation of some communities they came into contact with e.g. the Oromo vs. Somali. f) Cultural exchange e.g. neighbouring communities adopted Islam. g) Settlement in high agricultural potential areas e.g. river valleys encouraged some of them to practice crop farming. h) Expansion of agriculture due to demand of agricultural produce. **THE BORANA** They are also Oromo speaking people whose origin is southern Ethiopia. Their migration into Kenya was due to escaping the Menelik Wars of Conquest in 1897 and who had imposed heavy taxes on them. They represent some of the most recent migrations into Kenya end as late as 1900 when more Borana groups fled into Kenya from Somali running away from the war between the Somali Nationalists and the British. Today the Borana occupy the area north of the Tana River. **THE SOMALI** They originated from Mogadishu where they were living by 10th century A.D. They begun moving southwards into Kenya around that time maybe due to the Oromo threat or they were looking for pasture for their livestock.The Somali represent the largest single group of eastern Cushites in Kenya. **Results of Cushitic migration into Kenya** a) There was massive warfare during the migrations leading to killing of many people in the process. For example, there was constant warfare between the Somali and the Oromo. i) They displaced some of the communities which they came into contact with e.g. the Oromo pushed the Mijikenda from the Shungwaya region in AD 1500 AND 1600. b) They intermarried with those people they interacted with e.g. the some of the Pokomo intermarried with the Borana. c) Their settlement led to expansion / development of trade between them and their neighbours e.g. they traded with the Samburu and the Maasai. d) There was cultural exchange between them and the Bantu and Nilotic neighbours. E.g. the Taboo against eating Fish among the Bantu, the age set system and circumcision has origin from the Cushites. e) The migrations led to population pressure in the region. f) Adoption of some agricultural practices from the Bantu. g) There was redistribution of population in Kenya. The Mijikenda for example were scattered at Shungwaya. **THE BANTU SPEAKERS** Introduction The term Bantu refers to group of people who speak the same or similar language with common word NTU which means a person. The Bantu-speaking groups include the Luhyia, Kisii, Kuria, Kikuyu, Akamba, Meru, Aembu, Taita, Agiryama, Digo in Kenya and Pokomo, as well as many other smaller groupsTheir original homeland was somewhere between eastern Nigeria and the Cameroon (Congo Basin). They then moved southwards towards present day Democratic Republic of Congo (around 500 BC the Bantu were living in the Congo forest). This became a major dispersal point from where the Bantus moved in four major waves. Of these waves, the two waves that account for settle of the Bantu in Kenya are the ones moving south- eastwards through the area west of LakeVictoria (a 2nddispersal point for Bantus). From here they dispersed in two groups; A. some group passed through present-day Uganda , some settling there (Baganda, Banyoro, Batoro), proceeding into kenya to form the western Bantu(Luhyia, Kisii, Kuria and abasuba) B. From the west Victoria dispersal point a group moved and entered east Africa at appoint south of Lake Victoria and then proceeded eastwards across northern Tanzania to a dispersal point between Taita hills and mt. Kilimanjaro. Some settled in Tanzania (Chagga, nyamwezi, sukuma, Kuria, haya, Yao, Segeju, Zaramo).the rest of the groupproceeded northwards to the coast upto Shungwaya (another dispersal point). These were the eastern Bantus. **REASONS FOR THE BANTU MIGRATION** The reasons for the migration of the Bantu are not known but they most likely included the following; a) Drought and famine: This broke out because the climate in their cradle land had become unreliable/unpredictable. b) Population increase which resulted into population pressure, e.g. they became overpopulated in their cradle land. c) The constant attacks (external pressure) from stronger tribes in West Africa and the Nile valley; also due to the migration of the Arabs, who were believed to be more hostile, into West Africa. d) Internal conflicts from the Bantu tribes: These conflicts concerned the ownership of agriculture area, the shortage of grazing lands and watering areas. e) Epidemics and diseases/natural calamities, e.g. earthquakes, over flooding of rivers like river Niger, sickness, diseases such as Nagana caused by Tsetse flies, sleeping sickness e.t.c. f) Search for fertile land: Since they were predominantly farmers, the Bantu migrated in order to find more land which could be more fertile than the cradle land, which could no longer support them. g) Love for adventure: They moved due to their desire for adventure, i.e. they wanted to find out what was happening in other areas. h) Group influence: Some moved because they had seen their relatives and friends move. i) Need for water and pasture for their animals forced them to move. j) The Bantu migrated in order to export their iron-working culture. They had discovered the knowledge of iron working and had invented iron tools. These iron tools had transformed the agricultural sector by making the clearing of land for cultivation faster and more efficient. **The western Bantu** They include Luhyia, Kisii, Kuria and abasuba and settled in western part of kenya thus their name. **Abaluhyia** ~ The Abaluhyia community is made up of eighteen sub-groups. The sub-groups which constitute the community have a common background, common customs and speak closely related dialects of the same language. ~ According to Abaluhyia tradition, communities used to hold criminal tribunals at the junctions of footpaths. The area at the junction of footpaths was known as Uluyia or a meeting point and it is claimed that the name Abaluhyia is derived from this. Another version states that in a polygamous home the courtyard outside the main fathers house is called Luhyia. All the children are referred as children of one Luhyia and hence the name Abaluhyia. ~ Most of the Luhyia sub-groups point to mt. elgon dispersal point as their origin. The settlement of the Abaluhyia into Kenya dates back to 300 AD. By 1750 AD, many groups had settled in present day Bukhayo, Marama, Tiriki, Bunyore, Wanga and Maragoli. ~ They absorbed some groups they found in the area. Also, their interaction with the Maasai led to establishment of clans like the Abashimuli among the Idakho. The Marachi, Kisa and Samia interacted with the Luo. Abagusii ~ Abagusii traditions acknowledge a close relationship with the following people: the Abakuria, Abalogoli, Ababukusu, Abasuba, Agikuyu, Ameru, Aembu, Ambeere and the Akamba. Their tradition has it that on their way from the country which they call Msiri they were accompanied by the Baganda and the Basoga besides the above groups. ~ The Abagusii and the Abalogoli migrated southwards following the River Nzoia valley and arrived near Lake Victoria between 1490 and 1520. Following an easterly course along the lake shore, they settled at the head of Goye Bay in Yimbo location of Nyanza with their homeland spreading across present day Ulowa, Sare and Unyejra at the foot of Ramogi hill. Luo migrants in 1550 AD found them settled in this general area and pushed them from alego to Kisumu where they lived upto 1600AD. ~ Their migration from Kisumu to Kano was motivated by drought in the area.. However, their eastward migration was checked by the Maasai and the Kipsigis ~ By the 18thcentury, they had settled in the Kisii highlands positively interacting with the neighboring Luo, Maasai and Kipsigis in terms of trade. Why the Abagusii remained in the Kano plains for too long before settling in the Kisii highlands. a) They were obstructed by the Kipsigis who were migrating westwards. b) The Maasai were also quite wild/hostile. c) The plains favored their activity of livestock grazing. d) Lack of a strong warrior group to fight their expansionist wars against the warring neighbors. **Abakuria** ~ The origin of the name Kuria is a thorny point in the Abakuria history. The major Abakuria sub-tribes such as Abanyabasi, Abatimbaru, Abanyamongo, Abakira, Abairegi and Abagumbe have traditions to the effect that their ancestor was Mokuria (or Mukuria) that lived in Msiri. His descendants migrated from Msiri and after many years of wandering on the other side of Lake Victoria; they eventually reached and settled in the present Bukuria By 1800AD,) in south Nyanza.) ~ According to this tradition, the Abakuria have been divided from time immemorial into two families: the Abasai of the elder wife of Mokuria and the Abachuma of the younger wife. ~ The Abakuria are related to Abalogoli of Abaluhyia and Abagusii and trace same origin at mt. elgon dispersal point. ~ The Abakuria people appear to have sprung from too many directions to have a common historical origin, although a number of clans claim to have come from Msiri. ~ Among the Abakuria today are found people who were originally from Kalenjin, Maasai, Bantu and Luo speaking communities. The Abakuria adopted the practice of age set organization and circumcision from the southern Cushites **Abasuba** ~ The name Suba means the people who are always wandering. ~ The Suba migrated into their current locations beginning in the mid-1700s. They came from the region just west of Lake Victoria and settled on the islands. ~ The Suba migrated from Uganda and settled on the two Lake Victoria islands of Rusinga and Mfangano, and are believed to be the last tribe to have settled in Kenya. Other subgroups migrated and settled on the shores of Lake Victoria in the early 18th century. ~ The Suba are descendants of one wave of the Bantu migration from Central Africa over the last 1500 to 1800 years. In the 16th century, it appears, small family groups related to the Ganda people on the western side of the lake migrated across Lake Victoria on boats to settle on Rusinga Island and other islands near what is now Kenya and Tanzania. ~ The Suba are descendants of one wave of the Bantu migration from Central Africa over the last 1500 to 1800 years. In the 16th century, it appears, small family groups related to the Ganda people on the western side of the lake migrated across Lake Victoria on boats to settle on Rusinga Island and other islands near what is now Kenya and Tanzania. ~ Linguistically, the Suba are highly influenced by the neighbouring Luo, to the point of a language shift having taken place among large portions of the mainland Suba. ~ The remaining speakers of the Suba language are mostly elderly residents on the island of Mfangano. **The eastern Bantu** They are divided into Highland or Mt. Kenya Bantu and Coastal Bantu. **Coastal Bantu** They include the Taita, Pokomo and Mijikenda.From the west Victoria dispersal point their first movement was upto Taita hills, where the Taita remained. The Mijikenda and Pokomo proceeded northwards to the coast upto Shungwaya (another dispersal point). The main reason for the Shungwaya dispersal was the Oromo attack In AD 1600. **Pokomo** They moved from Shungwaya following river Tana interacting with the Cushites like the Oromoand Somali. **Mijikenda** The name means Nine Clans comprising of the Kauma, Giriama, Duruma, Chonyi, Jibana, Kambe, Ribe, Rabai and Digo.From the Shungwaya dispersal point,(forced out by the Oromo/Somali southwards expansionist attacks), they settled in fortified villages mainly due to security concerns. Each of the nine groups settled in their own separate ridge referred to as Kaya fortified with thorny trees.By the 19th, the Mijikenda were established as middlemen during the long distance trade between the Akamba and the coastal Waswahili. **The highland Bantu** Examples of highland Bantus include Agikuyu, Ameru, Aembu, Ambeere and the **Akamba** They are also products of the Shungwaya dispersion. **Agikuyu** ~ The largest single group of the eastern group. ~ While the Kikuyu can be found throughout Kenya, the heaviest concentration being in Central Province, known as the traditional Kikuyu homeland. The Kikuyu traditionally believe that a man, Gikuyu, was the founder of the tribe. He had a wife named Mumbi, who gave birth to nine (plus one) daughters. The daughters married and had their own families, retaining a domineering role in Kikuyu society. ~ It was in Mukurwe wa Gathanga division of Nyeri district where an identifiable beginning for the modern Kikuyu people is defined. ~ Ancestors of the Kikuyu arrived in Kenya during the Bantu migrations of 1200-1600 AD. The Agikuyu seem to have moved southwest from the coast at around 1400AD also running away from hostile Oromo. They followed Tana River with some groups falling off and settling in different places. For example the Tharaka settled in the east and the Ambeere settled in the southwest. The main group proceeded upto the confluence of rivers Tana and Thika (Mukurwe wa Gathanga. They spread and settled in Kiambu and Nyandarua from Muranga. ~ The key event in their migration and settlement was military conflict with and defeat of the Gumbapeople by the Mathira and Tetu people, allied with the Athi and the Maasai in the early 1800's. ~ They displaced or absorbed the original inhabitants-the Dorobo (Athi) and Gumba who were a hunter- gatherer community. ~ Settlement of the Nyeri plains took place after the British moved the Maasai from the area. The Kikuyu were in Kabete by around 1850, Ruiru about 1900. ~ They heavily interacted with the Maasai and Cushites in the area. **Describe the relationship between Athi and the Agikuyu** a) The Athi were the original inhabitants of the land where the Agikuyu live presently. b) The Agikuyu claim they bought the land from the Athi. c) The Agikuyu also acquired some cultural practices from the Athi e.g. circumcision, clitoridectomy and age set system. d) The Athi acted as middlemen in the trade between the Agikuyu, Maasai and the coastal people. **Akamba** ~ They point to the area around mt Kilimanjaro as their original homeland. ~ From here they moved to Taita Hills before reaching Tsavo West. They followed the Banks of Athi River in the 15thcentury one group crossing Athi into Ulu. Another group moved south to the Galana River and settled in the region around chyulu hills north of mt. Kilimanjaro ~ By around mid 16thcentury a group of the Akamba had settled in the Mbooni hills near Machakos. ~ Due to environmental influence, the Akamba near Mbooni began to practice agriculture before migrating to iveti, kilungu and masaku. Those that moved to drier Chyulu hills became hunters. The Kitui group adopted pastoralism and hunting and participated in long distance trade. **The Ameru** ~ Their original homeland is claimed to Mbwa, located somewhere at the coast on manda island. The Shungwaya dispersal might have led to the pushing of the Ameru to tigania and igembe regions at around 1400AD. They crossed the Tana River with the Tharaka sections of Agikuyu and settled to the east of tana. The Chuka section settled in the west of river tana. The mwimbi, imenti, tigania and igembe also settled west of the Tana River. ~ According to tradition, the Meru and Agikuyu were initially migrating as one group and separated at around 15thc and 16thc. **Effects of the Bantu Migration** The results of the Bantu migration were both positive and negative. **Positive results** 1. Introduction of iron working the use of iron tools in the interior of East Africa where peoplewere at first using stone tools. There was an increase in food production. 2. Introduction of new crops e.g. yams, bananas: the Bantu introduced and increased the knowledge of food and extensive crop cultivation. Earlier on, the inhabitants of East Africa were food gatherers, but with iron smelting and its results, food production seriously started. 3. The absorbed other tribes e.g. the gathers: This led to widespread Bantu languages of NTUprefix in East Africa. 4. They introduced centralized administration: They introduced a centralized system of government whereby the king acted as the overall ruler, under who were the other chiefs, down to the lay person. This was done in western Kenya by the Wanga. 5. Introduced a system of building permanent homes: They opened new land to settlement in families, clans and villages. 6. The knowledge of iron smelting which the Bantu introduced led to the making of hoes and pangas for tilling and clearing land, the bows, arrows and spears for defense and protection. 7. They introduced subsistence agriculture, whereby they grew enough food for home consumption, and the rest could be kept in case of shortages, or be exchanged in barter trade. Negative effects 1. The Bantu migration led to depopulation: This was caused by the frequent attacks made on the Bantu by Somali and Oromo, or by the Bantu against the people East Africa for land, through wars. 2. There was loss of culture due to cultural absorption: This was brought about due to Bantu intermarrying with the non- Bantu peoples, whom they came across. 3. There was transformation of languages into new ones: This led to the dying down of some of the Bantu languages, while others remained. **The Nilotic speakers** Nilotes is a term originating from the word Nile. The origin of these groups is associated with the Nile River. These are the second largest group after the Bantu. They are divided into three groups; a) River-lake nilotes- the Luo. b) Plains nilotes- the Maasai, Tunkana and Samburu. c) Highlands nilotes- kalenjin groups of the Marakwet, Tugen, Nandi, Kipsigis, Elgeyo , Pokot and Sabaot **River-lake nilotes** They are sometimes referred to as the southern Luos to differentiate them from other riverlake nilotes in Uganda and Sudan like the Dinka, Shilluk, Bor , Anwak, Alur, Acholi, Jopaluo, Padhola, Nuer and Luo of Uganda. They are believed to have originated from Bahr-el-Ghazal region of southern Sudan. They then migrated to Pubungu Pakwach in Uganda where they settled by 1450 AD. They later moved into Kenya. Their arrival caused the displacement of many Bantu- speaking peoples, notably the Gusii, Kuria and Luhya, who were forced into the highlands east and north of the lake. **Why did they leave Bahr-el-Ghazal region?** a) They might have been Escaping from clan or family feuds. b) There was population pressure in their area of origin. c) They were nomadic pastoralists in search of better grazing lands and water for their livestock d) They were fleeing the outbreak of disease that affected both people and animals. e) They were escaping famine and drought. f) They fled constant attacks from their neighbours. g) They were also looking for better fishing grounds. h) The migrated to satisfy their spirit of adventure. Their migration into Kenya began in the 15thc. they moved in four distinct groups; a) Joka-jok- people of jok. Was the first group to enter into kenya from Uganda. They first settled at Ramogi hills in Kadimo Siaya district displacing the earlier Gusii settlers. Two of Joks sons fled to south Nyanza to form the Karachuonyo and Wanjare clans. Thisgroup spread to Sakwa, Alego, Asembo and other parts of Nyanza. b) Joka-Owiny. Owiny moved from Uganda to settle in Sogoma in Alego with his group in the 17thc. he was both a great fighter and leader (Ruoth). He came to be known as Owiny Sigoma and his people Joka Ruoth. This group settled in Kisumu, Nyakach and South Nyanza. c) Joka-Omolo. They came from northern Banyoro and settled temporarily in Ibanda and Bukoli before moving to Ugenya and Gem. They displaced the Abagusii and Abalogoli out of Yimbo. They spread to Alego and then across winam gulf into south nyanza. d) The abasuba. They are Bantu in origin but are associated with the Luo. They are a mixture of Bantu refugees from Uganda who intermarried with the Luo. They settled in the Lake Victoria islands of Mfangano and Rusinga and also in gwasi area. They adopted Luo culture. **Effects of Luo Migration** a) The settlement of the Luo in Kenya led to increase in population in the area. b) Their arrival intensified conflicts between them and other communities in the area over limited resources. For example they displaced the western Bantu like the Abaluhyia, **Abakuria and Abagusii** c) There were intermarriages between the Luo and the Luyia and Maasai groups in the area. d) The Luo assimilated some Luhyia communities living in the area. e) Their settlement enhanced trade with different communities; they exchanged livestock products for grains with the Luyia. f) The Luo adopted agriculture as a result of interacting with the Bantus who were farmers. **Plain Nilotes** They include the Maasai and Samburu (Maa speakers), Iteso, Turkana and Njemps. The Plain Nilotes entered Kenya at around AD 1000 from an area north of Lake Turkana. **Why they moved into Kenya:** a) Drought and famine that broke out in their cradleland. b) Population increase which resulted into population pressure in their cradle land. c) The external pressure from stronger neighbours. d) Internal conflicts from among other Nilotic groups concerning the ownership of grazing lands and watering areas. e) Epidemics and diseases like sleeping sickness affecting both humans and animals. f) They moved due to their desire for adventure, i.e. they wanted to find out what was happening in other areas. g) Need for water and pasture for their animals forced them to move. Their first point of settlement was near Mount Moroto in eastern Uganda by AD 1000. From here, several groups like the Jie, Iteso, Turkana and karamojong emerged, with the Iteso settling in Uganda in 17thc before expanding into western Kenya by 19thc. The Turkana extended northwards to their present area. **The effects of the migration and settlement of the iteso** a) The settlement of the iteso in their present region led to increase in population in the area. b) It intensified conflicts between them and other commu nities in the area over limited resources. c) There were intermarriages between the iteso and the Luyia groups in the area. d) Cultural interaction giving rise to enriched cultures. e) Some people were displaced from the area with the arrival of the iteso. E.g. the Maasai and some kalenjin communities. f) The iteso assimilated some communities living in the area. g) Their settlement enhanced trade with different communities; they exchanged livestock products for grains with the Luyia. h) The iteso adopted agriculture as a result of interacting with the Bantus who were farmers **The Maasai** ~ Their movement from north of lake Turkana is closely associated with the original Kalenjin speakers. By AD 1500, the Maasai begun to move separately southwards between Mt,. Kenya and Mt. Elgon. By 19thc , they had settled in Uasin Gishu and even spread into Tanzania along the Rift Valley. ~ As they moved, they assimilated the Sirikwa peoples. They also waged war against the neighbouring Kalenjin, Akamba and Abagusii. ~ In the 1850s the Maasai experienced many natural disasters like drought, famine and cattle diseases leading to decline of their power. They also experienced civil wars between the Kwavi (iloikop) and the Purko (Ilmaasai) sections. When Oloibon Mbatian died, his two sons Sendeyo and Lenana became involved in a protracted succession dispute. They were also weakened by wars with the Agikuyu. Their power came to an end with the coming of British rule. **Effects of the migration and settlement of the plain nilotes into Kenya** a) The migration and settlement of the Maasai in their present region led to increase in population in the area. b) As they migrated, into Kenya, the Maasai pushed and displaced the communities they came across. For example, they subdued the Nandi in the 18thc. c) The Maasai influenced the fighting tactics of other groups in Kenya. d) The Maasai absorbed the southern Cushites such as the Dorobo. e) There were intermarriages between the Maasai and the Akamba, Agikuyu and even the kalenjin groups in the area. f) There was Cultural interaction giving rise to enriched cultures. They adopted some cultural practices from the southern Cushites for example, the age-set systems circumcision and clitoridectomy. They also adopted some Kalenjin vocabulary. g) Their settlement enhanced trade with different communities; they exchanged livestock products for grains with the Luyia. h) A section of the Maasai adopted agriculture as a result of interacting with their agricultural neighbours in the Rift Valley. The Kwavi Maasai became mixed farmers. i) They influenced Communities like the Nandi who adopted the institution of Prophet or diviner from the institution of Laibon among the Maasai. **The Highland Nilotes** They comprise the kalenjin speakers namely the Tugen, Nandi, Kipsigis, Marakwet, Keiyo, Pokot and Sabaot. They are believed to be the earliest Nilotic speakers in Kenya. This evidenced from the narratives of their neighbours like the Luo. Their traditions point their original homeland to be a place to the north-western part of Kenya, between Sudan and Ethiopia. **Why they migrated:** a) They might have been Escaping from internal enemies causing clan or family feuds. b) There was population pressure in their area of origin forcing them to look for new land for settlement. c) They were fleeing the outbreak of diseases and epidemics that affected both people and animals. d) They were escaping famine and drought. e) They fled constant attacks from their neighbours. f) They were also looking for better lands for cultivation. g) The migrated to satisfy their spirit of adventure. Key notes for the teacher and students- @Helot 2012-2013 49 They began migrating from their cradleland in around 600AD. By 700AD, some kalenjin groups like the Sirikwa were already occupying the rift valley. Some were later pushed out of the Mt. elgon region by the incoming Bantu and plain nilotes. Those that remained include the Bok, Bongomek and Kony. The Terik later migrated to western Kenya and greatly borrowed from the Bantu, adopting a new name, Tiriki. **The Nandi.** They were pushed out of the Mt. Elgon region between 1700 and 1800 by the incoming **Maasai.** The decline of the Maasai in the 19thc made them rise to become a formidable group that conducted raids against their neighbours like the Abaluhyia and Luo. Their power only declined due to colonization. **The Kipsigis** They are believed to have separated together with the Nandi from other kalenjin groups at around Mt. Elgon region around AD1600. They moved south east to Teo, near Lake Baringo. Due to the Maasai attacks, they moved westwards to Tambach where they stayed for a long period. They later moved southwards to Rongai near Nakuru. They only separated from the Nandi due to drought and the Maasai Raids on the Nandi. The Kipsigis moved further south to Kericho while the Nandi moved to Aldai during the 2nd half of 18thc. The Kipsigis settled at Kipsigis Hills forming a strong community that assimilated thelegendary Sirikwa and some Maasai and Abagusii groups. They were for a long time allies of the Nandi. **What factors contributed to the Nandi and Kipsigis split during the mid 18th** **century.** a) Maasai attacks on the two communities forcing each group to find its own means of Defence. b) Drought which caused scattering in search of food and pasture. c) Constant conflicts over the limited resources in the region leading to warfare and final split. **Results of the Highland nilotes migration** a) It increased intercommunity conflicts in the region. b) Some of the Kalenjin groups assimilated Bantu cultures while their culture was also assimilated by other groups. The Terik for example borrowed many Bantu vocabularies and customs. c) They intermarried with other groups in the region, such as the Abagusii and the Luo. d) Their migration increased trading activities in the region. e) They displaced the people they came across e.g. the Abagusii and the Kwavi**Maasai** Explain the results of the interactions between the various Kenyan communities during the pre-colonial period. a) Through the inter-tribal wars, there was loss of lives and destruction of property hence economic decline. b) Many communities were displaced as new ones arrived. E.g when the Luos arrived, Abagusii and sections of the Abaluhyia were displaced. Etc. c) The constant raids as a means of interaction led to some communities seeking for refugee in secure places. E.g the Abagusii too refugee in the present Kisii highland due to the Kipsigis, Nandi and Maasai raids in 1800AD. d) A sense of unity developed among some communities e.g. among the Luo, as a means of Defence against attacks by the Maasai, Nandi and Abaluhyia. e) Tension between various communities was reduced as they interacted through intermarriages e.g. between the Agikuyu and the Maasai. f) Some new customs found their way into various communities. E.g the Bantu and the nilotes learned of circumcision and age set system from the southern Cushites. g) New technology infused into various communities. E.g. the Bantu and the nilotes learned the art of cattle milking and bleeding, irrigation and manuring from the southern Cushites. h) Specialization emerged mainly due to inter-community trade in the region. i) There was also increased wealth in some communities. For example through the trade between the Agikuyu and the Akamba, some Agikuyu gained wealth. j) New economic activities sprung up in some communities. E.g. the Maasai adopted crop cultivation from the Agikuyu. k) The Bantu language was enriched through the borrowing of some vocabulary from the southern Cushites. l) The Abakuria were able to develop into a distinct ethnic group as a result of constant raids from the Maasai and the Luo. **SOCIO-ECONOMIC AND POLITICAL ORGANIZATION OF KENYAN** **COMMUNITIES IN THE 19THCENTURY** **THE BANTU** **Social organization** ~ Almost all the Bantu communities were organized in clans made up of people with common descent. ~ All the Bantu communities practiced circumcision. In some communities like the Akamba, Abaluhyia, only boys circumcised. Among the Abagusii and Agikuyu, both boys and girls were circumcised. The initiates were taught the values and customs of their community ~ Circumcision marked an entry into an age set whose functions included defending the community from external attacks, building huts and advising junior age-sets on how to raid. ~ All the Bantu communities believed in the existence of a supernatural power that controlled their destiny. The Abaluhyia, for example called their God Were or Nyasaye, the AgikuyuNgai etc. ~ The Bantu communities had diviners and medicineman. Among the Agikuyu community, a medicine person was called mundu mugo. ~ The Bantu celebrated life both in song and dance. There were songs for initiations, childbirth, marriage, harvest and funeral. The mood and style of their song and dances varied depending on the occasion. **Political organization of the Bantu** ~ All the Bantu communities in Kenya, except the Wanga sub-group of the Luhyia, had decentralized forms of government. ~ The clan formed the basic political unit for all the Bantu communities. Each clan was made up of related families. Leadership of the clan was in the hands of a council of elders who played a pivoted role in solving disputes, decided on inter-tribal marriages, maintaining law and order and making executive decisions affecting the community like declaring war. ~ Among the Agikuyu and Ameru, the council was known as Kiama, Kambi among Mijikenda, Njama among Ataveta and Abagata ba gesaku among the Gusii. ~ The Bantu had an age-set system that had some political significance. For example among the Agikuyu, the boys joined the age-set after initiation to provide warriors who defended the community from external attacks and raid other communities for cattle. ~ Among the centralized Wanga government, the king was known as Nabongo. His office was hereditary. He was assisted by a chief minister and other officials with a council of elders. **Economic organization of the Bantu** ~ The Bantu kept Livestock like sheep, cattle and goats for milk, meat and skin. Dowry was paid inform of livestock. Some communities used livestock as a form of currency in barter trade. ~ They traded among themselves and also with their neighbours such as the Luo, kalenjin and Maasai. They sold grains in exchange for baskets and fish from the Luo. ~ They practiced iron-smelting, making implements such as knives, hoes arrow heads and spearheads. This sometimes also became trading items. ~ The Bantu practiced crop growing. They grew grains like millet, sorghum and cassava among other crops mainly for food while the excess were sold to neighbours. ~ They practiced craft making pots and weaving baskets. ~ For the Bantu communities who lived along rivers and Lake Victoria, e.g. the Luhyia, they practiced fishing. ~ Hunting and gathering was also done by some communities to supplement their food. E.g. the Akamba. ~ Raiding other communities for cattle. **The Agikuyu.** By 19thcentury, the Agikuyu had a complex social, economic and political organization some of which were products of their interrraction with other communities. **Social organization** ~ The family was the smallest social unit among the Agikuyu. It was headed by a father. Several families that shared a common ancestry comprised a clan. ~ The Agikuyu had rites of passage which included initiation of both boys and girls through circumcision/clitoridectomy. ~ The initiated boys joined the age-set (riikaor mariika) after being educated on the values and customs of the society. It was only after initiation that boys and girls were considered mature enough to get married. ~ The Agikuyu believed in the existence of one God who controlled their destiny. They called their God Ngai. He was all powerful and as believed to dwell o mt. kirinyaga where they claim he created them. ~ They also had diviners whose main work was to interpret Gods message to the people. ~ The Agikuyu had medicineman. A medicine person was called mundu mugo. Their main work was to cure diseases. They learned their skills through apparent-iceship. ~ The Agikuyu had designated sacred places for prayers, worship and offerings (an example was the mugumo tree for offering sacrifices). ~ Marriage was an important institution among the Agikuyu. **The political organization of the Agikuyu** ~ The Agikuyu had a decentralized system of government. The basic political system was based on the family headed by a father. ~ Several families made up a clan (Mbari). Each clan was ruled by a council of elders. (kiama). A senior elder (Muramati) coordinated the activities of the clan. ~ Several elders(aramati)formed a higher council of elders (kiama kia athamaki) ~ The functions of the higher council of elders included settling disputes, deliberating on day to day activities, administering justice and handled disputes, inheritance disputes and acted as a final court of appeal. ~ They had warriors drawn from the age-set system, who defended the community from external aggression. **Economic organization of the Agikuyu** The Agikuyu engaged in various economic activities; ~ The Agikuyu kept Livestock like sheep, cattle and goats for milk, meat and skin. Dowry was paid inform of livestock. ~ They traded among themselves and with their neighbours such as the Akamba and Maasai. They sold grains and iron implements in exchange for livestock products like skins and beads (Maasai) and imported goods like clothes(Akamba). ~ They practiced iron-smelting, making implements such as knives, hoes which enhanced their farming activities and trade. They borrowed this art from the Gumba. ~ They practiced crop growing. They grew grains like millet, yams, sweet potatoes, arrowroots, sorghum and cassava among other crops mainly for food while the excess were sold to neighbours. ~ They practiced craft making pots and weaving baskets. ~ Hunting and gathering was also done by Agikuyu to supplement their food. **The Ameru** The Ameru had a system of government which ensured high standards of morality and stability. This system evolved as they migrated and interacted with other communities. **Social organization of the Ameru** The Ameru was a system characterized by the existence of various councils from the council of children to the supreme council of Njuri Ncheke. This was meant to ensure the highest moral standards in the community.The Njuri Ncheke acted as parliament and had the following functions; ~ It presided over religious ceremonies. ~ It solved disputes in the community. It also mediated in disputes involving the Meru and their neighbors ~ It ensured the custody of the communitys history, traditions and values/heritage ~ It sanctioned wars ~ Acted as ritual leaders. They provided Guidance and counseling community members. ~ It set the moral code to be adhered to by all members of the community. If one went against the moral code, he/she would be punished. A member of the Njuri Ncheke who offended another was fined a bundle of miraa. A warrior who violated the code was fined a bull, an elder who violated the code was fined a bull or a goat, a woman who broke the code was fined a big pot of cowpeas.Marriage was regarded highly among the Ameru and a married woman would be assigned to an elderly woman (midwife) whom she must give gifts like millet, peas and black beans in exchange for midwifery. Any spouse who involved in adultery or any girl who was not a virgin at the time of marriage was stoned to death by a stoning council made up of male initiates. Marriage was exogamous (no one was allowed to marry from their clan)Before a male child was considered mature, he underwent several stages including circumcision. Before circumcision of both boys and girls, two ceremonies were performed after which they became full members of the community. ~ The time of making spots where the ear-hole perforation would be done. ~ The time of actual perforation of the ears. The Ameru believed in the existence of a supreme being called Baaba Weetu who was a loving father and took care of all. He was omnipresent. The Ameru also believed in the existence of spirits which either brought happiness or tears depending on how one lived on earth. They believed in life after death with good people going where rains come from when they die.Libations were offered to ancestors to quench their thirst and relieve their hunger Building houses in the Ameru community was the work of women while men defended the community. **Economic organization of the Ameru** ~ The Ameru cultivated grain crops like millet, peas, black beans, cowpeas and miraa among other crops mainly for food while the excess were sold to neighbours. ~ The Ameru kept Livestock like sheep. Goats and cattle for dowry payment and rituals and also for milk, meat and skin. ~ They traded among themselves and with their neighbours. When the coastal traders penetrated the interior, they exchanged goods with them ~ They practiced iron-smelting, making implements such as knives, spears and hoes which enhanced their farming activities and trade. ~ They practiced craft making pots and weaving baskets. ~ Hunting and gathering was also done by Ameru to supplement their food. **Political organization of the Ameru** ~ The basic political system was based on the family headed by a father. ~ The basic political unit was the clan. Several families made up a clan headed by a clan elder. ~ The Ameru had a system of councils and age groups which oversaw the administration of the community. Every Meru belonged to the relevant council. E.g. the childrens council, council of elders council of warriors. The supreme council was known as Njuri Ncheke. ~ The functions of the supreme council of elders included settling disputes, deliberating on day to day activities, administering justice and handled disputes, inheritance disputes and acted as a final court of appeal. It also officiated over religious ceremonies ~ The age set system provided the community with warriors who defended the community from external aggression. ~ Religions leaders like prophets influenced the political administration for the Ameru. ~ Their system of government alternated between two organizations namely, Kiruga and Ntiba every fourteen years and each had its own army regiment. **The Akamba** The Akamba are of the eastern Bantus who settled in Chyulu hills, Mbooni, Kitui and Machakos. **Social organization** ~ Like other Bantus, the Akamba were organized into clans whose members claimed commondescent. ~ The Akamba practiced exogamous marriages. However their tradition allowed the adoption of an outsider into a clan ~ Wrongdoers among the Akamba were banished from the community if they refused to compensate for the wrong did. ~ There existed no institutional age sets among the Akamba though boys and girls were circumcised before reaching puberty. The initiates were then taught community secrets after two years from circumcision (at 14 years) ~ At puberty, both men and women were allowed to marry and bear children with the father of a young family automatically becoming a junior elder until his children were ready to be circumcised. ~ He then moved to the next grade only after paying a bullock and several goats. ~ The top two grades formed the administrative council of the community mainly dealing with the ritual ceremonies. ~ The Akamba believed in the existence of a creator called Ngai or Mulungu whom they prayed to through ancestral spirits. ~ The Akamba had ritual experts who included medicine people that guided them in their rituals. ~ Shrines also existed where offerings and sacrifices were made by the elders called Atumia ma ithembo. (Mostly found at a place with two large fig trees.) ~ The Akamba had many social ceremonies which were accompanied with festivity dance and music. For example, during harvest, weddings, deaths and birth. **Political organization** ~ The smallest political unit among the Akamba was the homestead, (Musyi) comprising three to four generations of extended family with a stockade round the home of each married man. Outside the entrance of the homestead, there was an open space (thome), where men would sit and discuss political and other important matters. ~ Several related families formed a wider territorial grouping or clan with its own recreational ground, elders council (made of all the male elders), war leader and palace for worship ~ The clan was the main political unit for the Akamba. ~ There was also a larger territorial grouping above the clan called Kivalo that constituted a fighting unit. There was however no single central authority that united the Akamba the Kivalo was always disbanded after war. ~ Age grades and age sets were common to all in the community and acted as a unifying factor. ~ The elders in the community were ranked according to seniority. ~ Junior elders defended their community. Medium elders (Nthele) assisted in the administration of the community. The full elders (Atumia ma Kivalo) participated in delivering judgements. The senior most elders (Atumia ma Ithembo) were involved in religious activities. ~ By 19th century, due to participation and gaining from trade, a number of people had gained prestige and followers to be regarded as Akamba chiefs or leaders. For example, chief Kivoi. **Economic organization** ~ Due to variation in the environment, the Akamba participated in varied economic activities. ~ Those who lived around the fertile Mbooni, ulu and Iveti hills practiced farming. They planted sorghum, millet, yams, potatoes, sugarcane and beans. ~ Those who lived in the drier areas like Kitui practiced livestock farming and mainly transhumance during the drier period. ~ The Akamba were also hunters hunting for elephants, leopards, antelopes and Rhinos. They were gatherers who Collected fruits, roots etc. ~ They practiced trading activities e.g. they sold Ivory, feathers, shells hides, arrows, spearheads, to neighbours and the Arabs, Swahili traders. ~ The Akamba were skilled Iron workers produced spears, arrow heads, hoes, knives. ~ The Akamba Practiced woodcarving making tools and shields. ~ They engaged in pottery, making pots, mats etc. ~ They were bee-keepers for honey which they sold. ~ The Akamba acted as middlemen during the long distance trade. **The Abagusii** They originated in the Congo Forest like other Bantus and settled in the fertile highlands of Kisii, Gucha and Nyamira Districts of Nyanza Province. **Political Organization** The clan formed the basic political unit for Gusii communities. Each clan was made up of related families. Leadership of the clan was in the hands of a council of elders who played a pivoted role in solving disputes, decided on inter-tribal marriages, maintaining law and order and making executive decisions affecting the community like declaring war. The council was known Abagata ba gesaku.The Abagusii also had chiefdoms made up of several clans, which United to counter-attacks from their neighbours. Each chiefdom was headed by a chief (Omugambi), assisted by a councilof clan elders. The elders acted as middlemen through whom people could communicate their wishes and grievances to the chief. The position of the chief was hereditary.The Omogambi presided over religious ceremonies. He led clan members in communal sacrifices and social activities such as the planting and harvesting of crops. He also performed political functions.After circumcision, the boys joined the age-set which acted as a military wing responsible for the defence of the community.The Kisii still practice most of the political features discussed above. **Social organization** The Abagusii lived in family unit, headed by a family member, called the family head. Several related families formed a clan, headed by clan elders who formed a council. The role of the council of elders was to settle disputes between families.A number of clans formed sub-communities headed by clan elders. Circumcision of boys and girls formed part of the initiation rites for the Abagusii. The initiates were taught the values and customs of the society after which they were considered adults.The initiated boys were organized into age groups and age-grades. An age-grade was made up of people who were circumcised together. Members of the same age-grade treated one another as real brothers and helped each other in times of need.They believed in the existence of a supreme god, engoro who was the creator of everything. They offered sacrifices to him during special occasions like initiation ceremonies and religions festivals and when there were problems like illness and draught. They worshipped him through their ancestral spirits.Diviners and seers among the Kisii were special people and were called Omoragori. **Economic organization** ~ The Abagusii practiced crop farming. They grew many food crops including maize, sorghum, yams, peas, beans, millet, cassava, bananas and sweet potatoes. ~ They also kept livestock, cattle, goats and sheep were kept for meat and milk. They also kept poultry. ~ Trading was also a main economic activity among the Abagusii. They traded with their neighbours especially the Luo and the Abaluhyia. The Luo supplied them with livestock, cattle, salt, hides, fish, drums, and poison for arrows, spears and potatoes. In return, the Abagusii supplied the Luo with grain, hoes, axes, spears, arrowheads, razors, soapstone, soapstone dust, baboon skins, pipes, bowls and carvings of animals and birds. ~ The Abagusii were also involved in iron-working, which they kept secret to avoid competition from their neighbours. They made iron implements such as hoes, spears, axes and arrow heads. They also made ornaments. ~ They mined soapstone on the hilltops. They used is dust to decorate their faces during ceremonies. Some was sold to the Luos who used to decorate faces of their heroes. It was used for making pots, pipes, bowls and carvings. ~ They also depended on hunting and gathering to supplement the other economies. They hunted wild game for meat and skins. They also collected wild fruit roots and vegetables. ~ The Abagusii raided their neighbours for livestock. To date, they still raid the Maasai and Kipsigis for livestock. **The Mijikenda** The Mijikenda comprise of nine groups that had similar social, economic and political structures. They are believed to have arrived in their current settlement from Shungwaya. **Social organization of the Mijikenda** The Mijikenda were organized in clans comprising of related families. ~ The Mijikenda practiced circumcision. Only boys circumcised. Circumcision marked an entry into an age set whose functions included building huts and advising junior age - sets on how to raid. ~ They believed in the existence of a supernatural power that controlled their destiny. They called their God Mulungu. ~ The Mijikenda worshipped ancestral spirits. Prophets among the Mijikenda were called wafisi. ~ Marriage among the Mijikenda was exogamous (no one was allowed to marry from their clan). They practiced polygamy ~ There was division of labour among the Mijikenda. Children looked after livestock, young men built houses, cattle sheds, hunted and cleared bushes for cultivation.. ~ The Mijikenda celebrated social ceremonies in song and dance. There were songs for initiations, childbirth, marriage, harvest and funeral.. **Political organization** ~ The Mijikenda had a strong clan system. Administration was based on a strong clan system. 4-6 clans lived in a fortified village known as kaya. ~ The existence of a council of elders(Kambi) at clan level to settle disputes and the general administration of the clan ~ An age set (riika) system formed by young men after circumcision and which provided the base from which warriors were obtained. ~ Social and political unity was strengthened through intermarriage between different clans. ~ Judicial matters were handled by the elders council which was final court of appeal. ~ The council of elders declared war on warring neighbors. **Economic organization** ~ The Mijikenda kept Livestock like sheep, cattle and goats for milk, meat and skin. Hunting and gathering was also done to supplement their food ~ They traded in the coastal trade with the Arabs and with the Akamba from interior. ~ The Mijikenda practiced salt mining which the used as a trading item. ~ The Mijikenda engaged in fishing along the coast as well as on rivers. ~ They practiced crop growing. They grew grains like millet, yams, sweet potatoes, arrowroots, sorghum, coconut and cassava among other crops mainly for food while the excess were sold to neighbours. ~ They practiced craft making pots and weaving baskets using coconut leaves. **NILOTES** The second largest group in Kenya**.** **Social organization** ~ There were slight variations in the social organizations of the various Nilotic groups in Kenya. However they shared institutions such as the clan-based organization, belief in one God, veneration of ancestral spirits, age-set system, social ceremonies and existence of religious leaders. ~ The family was the basic social unit in many communities. Several related families grouped together to form clans among the Luo, Maasai and Nandi. ~ They believed in one supernatural being. The Maasai referred to him as Engai while the Luo called Him Nyasaye. ~ The communities believed in the existence of ancestral spirits, to whom sacrifices and libations were made to ensure they remained happy. ~ There was the existence of religious leaders whose work was to lead the communitiesduring religious functions and rituals. Some of the religious leaders had assumed political power by 19th c. For example the Orkoiyot among the Nandi and Oloibon among the Maasai. ~ The Maasai and other Nilotic groups had rain makers and diviners. ~ The age-set system was another common social institution. The age sets were formed by those who were initiated at the same time. The institution created a bond among the initiates that cut across the families and clans thus uniting the whole community. ~ There were social ceremonies that accompanied the rites of passage like circumcision, marriage and death. ~ The Luo as their form of initiation extracted six lower teeth. The other groups practiced circumcision. In all the groups, the initiates were taught the community values. **The economic organization** ~ The nilotes were nomadic pastoralists who kept Livestock like sheep, cattle and goats for milk, meat and blood. ~ They traded among themselves and also with their neighbours. The kalenjin traded with the Maasai and with the Luo and neighbouring Bantu communities like the Abaluhyia. They sold animal products and red ochre in exchange for grains from the Bantu. ~ They practiced iron-smelting, making implements such as arrow heads and spearheads. This skilled was borrowed from the Bantu. ~ The Maasai also practiced mining e.g. mined iron, salt and red ochre which they used for decoration and as a commodity for trade. ~ There existed variation in the economic activities within a single community like the Maasai. Some sections of the Maasai e.g. the Kwavi practiced crop growing i.e. growing grains and vegetables. The Purko were purely pastoralists ~ They practiced craft e.g. made pots, weaved baskets and leather belts. ~ Raiding other communities for cattle was also a common economic practice. ~ The Luo who lived near Lake Victoria practiced fishing. The Turkana also engaged in fishing on Lake Turkana. **Political organization** ~ The Nilotic communities had a decentralized system of administration with all the communities organized on clan basis. ~ There existed councils of elders that administered and ensured maintenance of law and order, settled disputes between clans and other communities. ~ The nilotes had a warlike tradition. Each community had Warriors who defended the community and raided other communities. The Luo reffered to the warriors as Thuondi. The Maasai called them Moran. ~ The age-set system determined political leadership since all those initiated together formed one age-set for life. ~ The institution of religion influenced most of the political affairs of the Nilotic speakers. For example, the Orkoiyot among the Nandi and the Oloibon among the Maasai were primarily religious leaders who wielded political authority in the19th century. **The Nandi** By 1900 AD, the Nandi had already established their social, economic and political institutions. **Social organization** ~ The family was the basic social unit. Several related families grouped together to form clans among Nandi. The family institution was very important in the community. It played an important role in the Kokwet (council of elders) and in the clan activities. ~ The age-set system was an important social institution among the Nandi. Nandi boys and girls were initiated at puberty through circumcision. Circumcision marked entry into adulthood. The initiates were taught the deepest community values during the period. ~ Age sets were formed by those who were initiated at the same time irrespective of the clans they belonged to. In total, there were eight age-sets among the Nandi namely Sawe, Maina, Chuma, Korongoro, Kipkoimet, Kaplelach, Kimnyinge and Nyongi. ~ The Nandi boys became junior warriors after circumcision. They only promoted to senior warriors after the Saket apeito ceremony (slaughter of bullock) that was done after every fifteen years. ~ Marriage within the same clan was prohibited among the Nandi. This was meant to create unity by encouraging intermarriages between different clans. ~ They believed in one supernatural being whom they referred to him as Asis, who was believed to be the protector of the community. ~ The Nandi believed in the existence of ancestral spirits, to whom sacrifices and libations were made to ensure they remained happy. ~ The community also had important religious leaders whose work was to lead the community during religious functions and rituals, diviners and rain makers.The institution of Orkoiyot among the Nandi was borrowed from that of Oloibon among the Maasai. **Religious functions did the Orkoiyot of the Nandi.** ~ He Mediated between God and the people/acting as a priest. ~ He presided over Offering of sacrifices to God on behalf of the people. ~ He advised and blessed the warriors before they went to war. ~ Blessing people before they undertook special activities like planting and harvesting. ~ He foretold what was going to happen in the future. e.g. success or misfortune in the community. **Economic organization** ~ The Nandi were pastoralists who kept Livestock like sheep, cattle and goats for milk, meat, manure and blood. Cattle were a symbol of status among the Nandi and also a form of dowry settlement. ~ The Nandi cultivated crops such as Millet and sorghum due the fertile soils and favourable climate in areas like Aldai. ~ They also practiced hunting and gathering to supplement their food production. ~ The Nandi raided other communities for cattle. They acquired large herds of cattle through raiding neighbouring communities such as the Maasai. Abaluhyia and Luo. ~ They traded among themselves and also with their neighbours. The Nandi traded with the Maasai and with the Luo and neighbouring Bantu communities like the Abaluhyia. They sold animal products and red ochre in exchange for grains from the Bantu. The Nandi however were self sufficient in food. ~ They practiced craft e.g. made pots, weaved baskets and leather belts. **Political organization** The family was the basic political unit. It was headed by a father who dealt with internal matters such as discipline, allocation of crops, land and cattle. In matters affecting the neighbourhood, he was assisted by the Kokwet (council of elders) which was made up of neighbourhood heads.Above the Kokwet was the clan organization whose council of elders tackled matters to do with grazing rights.Above the clan, there was a larger socio- political unit comprising different war groups located in the same geographical zone called a pororiet. This formed the highest political unit among the Nandi. The pororiet council of elders comprised representatives from different clansIts functions included negotiating for peace and declaring war .The Nandi boys became junior warriors after circumcision. They only promoted to senior warriors after the Saket apeito ceremony (slaughter of bullock) that was done after every fifteen years. **The Maasai** **Social organization** ~ The Maasai were divided into two groups; the pastoral Maasai(Purko) and the Agricultural Maasai(Kwavi or Iloikop). ~ The Maasai were organized on clan basis with each clan associated with a particular type of cattle. In total, the Maasai had five clans spread over large areas and not necessarily staying together. ~ Maasai boys and girls were initiated at puberty through circumcision. Circumcision marked entry into adulthood. The initiates were taught the deepest community values during the period. ~ After circumcision, the boys entered an age set to which they belonged the rest of their life. ~ The age set institution created a bond among the initiates that cut across the families and clans thus uniting the whole community. ~ All the boys initiated together also formed a warrior class called Morans and lived in special homesteads called Manyattas away from the rest of the community. For about ten years. ~ They were not allowed to take milk from their mothers house and were required to adhere to ritual and dietary restrictions. ~ They believed in one supernatural being. The Maasai referred to him as Engai. Prayers and sacrifices were offered to him at the shrines. ~ There was the existence of religious leaders whose work was to lead the communities during religious functions and rituals. They called their religious leader Oloibon. **Functions of Oloibon** ~ He presided over religious ceremonies. / He was consulted on all religious matters. ~ He blessed warriors before they went to war. ~ He advised the council of elders. ~ He foretold the future events. The Maasai and other Nilotic groups had rain makers and diviners. There were several social ceremonies that accompanied the rites of passage like circumcision, marriage and death. The Eunoto ceremony marked the graduation of the Morans into junior elders. This ceremony is still practiced upto date. **Economic organization of the Maasai** ~ The Maasai were nomadic pastoralists who kept Livestock like sheep, cattle and goats formilk, meat and blood.. ~ They traded among themselves and also with their neighbours such as the Agikuyu, kalenjin and Taita. They sold animal products and red ochre in exchange for grains from the Agikuyu. ~ They practiced iron-smelting, making implements such as arrow heads and spearheads.. ~ They also practiced mining e.g. mined iron, salt and red ochre which ~ They also practiced mining e.g. mined iron, salt and red ochre which they used for decoration and as a commodity for trade. ~ Some sections of the Maasai e.g. the Kwavi practiced crop growing i.e. growing grains and vegetables. ~ They practiced craft e.g. made pots, weaved baskets and leather belts. ~ Raiding other communities for cattle. **Political organization of the Maasai** The largest political unit amongst Maasai was the tribal section, which was a geographically distinct entity which operated as a nation, especially during ceremonies. Affairs involving inter-clan cooperation were dealt within ad hoc meetings comprising age set spokesmen Before a Maasai young man became an adult, he underwent the following four stages. **Boyhood (ilaiyak)** The youths at this stage looked after family and clan livestock until they reached circumcision stage at about 15 years. **Warrior hood (Ilmuran**) The stage was joined by young men circumcised together and comprised of ages between 18 and 25 years. They defended the community and conducted raids to boost the clan and tribal flocks. They had a military leader known as Olaiguani. The stayed in isolation in manyattas undergoing military training in order to graduate into senior warriors. After that they were permitted to marry. **Junior elders** This was the political authority that evaluated the day to day issues of the community. It comprised heads of households,, aim responsibility was to maintain peace and instruct warriors on how to handle issues in the community. They were permitted to own livestock. **The senior elders** They comprise the senior most age-set. Membership was determined by age and experience. The group performed religious functions and also was responsible for and dealt with difficult judicial and political decisions.The Maasai adopted the institution of Oloibon or prophet that combined socio-religious functions and later own assumed political authority. There were several social ceremonies that accompanied the rites of passage like circumcision, marriage and death. The Eunoto ceremony marked the graduation of the Morans into junior elders. This ceremony is still practiced upto date. **The Luo** **Social organization** The family was the basic social unit among the Luo. The Luo community valued large families and therefore practiced polygamy.Marriage among the Luo was exogamous (no one was allowed to marry from their clan). Several related families grouped together to form clans among the Luo. They believed in one supernatural being whom they called Nyasaye. They prayed to Nyasaye.The communities believed in the existence of ancestral spirits, to whom sacrifices and libations were made to ensure they remained happy. Sacred shrines and trees existed. He rocks, high hills and even the lake were associated with supernatural power.There was the existence of religious leaders whose work was to lead the communities during religious functions and perform rituals. These included priests, medicine people, rain makers and diviners. For one to be a medicine person, a benevolent spirit called Juogi must possess him or her.The Luo youths as their form of initiation extracted six lower teeth. After that they were allowed to marry.The Luo had several social ceremonies that accompanied the rites of passage like marriage and death. **Economic organization** ~ The Luo were originally a pastoral and fishing community. They Practiced livestock keeping for prestige and cultural purposes e.g. dowry and for meat and milk. ~ The carried out Fishing along water courses due to their proximity to the lake. Both men and women conducted fishing, which was a source of food as well as a trade commodity. ~ The Luo Traded with their neighbors. They sold pots, baskets, cattle, fish and livestock for grains, spears, arrows and canoes from the Abaluhyia, Abagusii, Kipsigis and Nandi. ~ They also Cultivated plants like millet, sorghum, etc ~ Most of them practiced hunting and gathering to get additional meat and hides and to supplement the food they produced. ~ They practiced craft. Women specialized in production of pottery products, baskets and clothes **Political organization of the Luo** The Luo were a decentralized community. The family was the basic political unit among the Luo. The head of the family was referred to as Jaduong. Several related families made up a clan headed by a council of elders called Doho whose main responsibility was to settle inter-family disputes. Below the Doho were lineage councils called Buch Dhoot that tackled domestic issues Above the Doho was a grouping of clans called Oganda headed by a council of elders reffered to as Buch piny and headed by a chief elder called Ruoth. The Buch piny comprised representatives from each clan. It was responsible for settling inter -clan conflicts, declaring war and punishing criminals such as murderers.Religious leaders among the Luo also influenced politics. E.g rainmakers and diviners.One of the members of the council of elders was given a responsibility of advising the council on military matters and was therefore a war leader (osumba Mrwayi). Under them was a special group of warriors reffered to as Thuondi (bulls). Their work was to raided neighbouring communities like the Maasai, Nandi and Abagusii and other perceived enemies. **The Cushites** These were the smallest linguistic group in Kenya inhabiting the northern part of Kenya. They are a nomadic Sam speaking group. They comprise the Borana, Gabra, Galla (Oromo), Rendille and Burji.The communities developed complex social, economic and political institutions that were interrupted by the coming of the Muslims and Europeans. **Social organization of the Cushites** The Cushites had a patrilineal society, which means they traced their origins through the fatherThe Cushites believed in a common ancestor which makes their kinship system strong.All the Cushitic communities practiced circumcision of boys and clitoridectomy for girls as a form of initiation. This was a rite of passage into adulthood.After circumcision, the initiates were taught about their adult roles and their rights as members of the community.Circumcision marked an entry into an age set whose functions included defending the community from external attacks, building huts and advising junior age- sets on how to raid.Each age set had a leader with specific duties. They believed in the existence of a supreme god, who was the creator of everything. He was given different names. The Oromo referred to him as wak(waq).They also believed in spirits which inhabited natural objects like rocks and trees. The Cushites had shrines from which they prayed to their God. Later on, through interaction with their neighbours, all the Cushites became Muslims by the 16thc.The Cushitic speakers were polygamous and their marriage was exogamous in nature.Inheritance was from father to son among the Cushites. The elder son inherited the fathers property and shared it with his younger brothers. Girls had no right to inheritance.The Cushitic life was full of ceremonies. They celebrated life both in song and dance. There were songs for initiations, childbirth, marriage, harvest and funeral. **Economic organization** They had a diversified economic system that catered for their livelihood and supported their lifestyle.They basically practiced Pastoralism/livestock keeping in their semi-arid region  They kept cattle, goats, camel and donkeys. Camels and cattle provided milk and blood and were assigning of prestige. Goats and sheep provided meat. Some Cushites who lived along river valleys practiced substance agriculture where they grew grain crops, vegetables, dates, peas, pepper, tubers and bananas.They also practiced iron smelting and made iron tools e.g. swords, knives, bangles and arrow heads.They hunted wild game for food, ivory, skins (hides) for clothing, bedding and gathered fruits and roots and vegetables. They engaged in craft industry e.g. production of leather items such as handbags, belts etc.Some of them who lived near rivers and along the Indian Ocean practiced fishing.They traded with their neighbours e.g. the Pokomo and the Samburu. **Political organization of the Cushites** All the Cushitic communities like other groups in Kenya, had decentralized forms of government. The clan formed the basic political unit for all the Bantu communities. Each clan was made up of related families. The social and political system of the Cushites was interwoven that the social divisions, age set system were also important aspects of the political system.Leadership of the clan was in the hands of a council of elders who played a pivoted role in solving disputes, acting as ritual experts, presiding over religious ceremonies, maintaining law and order and making executive decisions affecting the community like declaring war.Among the Cushites a clan was independent of others except when the wider community faced a common enemy or problem.The Cushites developed an age-set system that had some political significance. After circumcision, the boys joined the age-set after initiation to provide warriors who defended the community from external attacks and raid other communities for cattle.The age set system was based on about ten groups each with its own leader. At the end of an age cycle, a ceremony was performed and the senior age sets retired from public life and settled in different territories. **The Somali** The social organization of the Somali.Like Somali were organized into clans each comprising of families whose members claimed common descent. They also had an age set system. Circumcision marked an entry into an age set whose functions included defending the community from external attacks, building huts and advising junior agesets on how to raid. Each age set had a leader with specific duties. They believed in the existence of a supreme god, whom they referred to as wak (waq). He was the creator of everything. They had religious leaders who mediated between God and the people Later on, through interaction with their neighbours, all the Somali became Muslims by the 16thc.The Somali valued marriage as an important institution. They were polygamous and their marriage was exogamous in nature. **Political organization of the Somali** The Somali had a decentralized political system of administration. The basic political unit was the clan made up of related families. The clan was headed by a council of elders in charge of day to day affairs of the clan e.g. making major decisions and settling disputes and presiding over religious ceremonies.The Somali had an age set system and all male members of the society belonged to an age set. Each age set performed specific roles/duties. From the age set system, there evolved a military organization for community defence. Initiates joined the age set system after circumcision. With the advent of Islamic religion political organization changed. They now had community leaders called sheikhs whose role was mainly advisory.The political system was now based on the Islamic sharia. **Economic organization** a) The Somali were hunters and gathers. They hunted wild game for food and gathered fruits and roots and vegetables. b) They basically practiced nomadic Pastoralism. They kept cattle, goats, camel and sheep.Their diet was mainly milk, meat and blood. c) They traded with their neighbours to get what they could not produce e.g. the Pokomo and the Mijikenda from whom they acquired grains. d) A section of the Somali practiced iron smelting and made iron tools e.g. swords, knives, bangles and arrow heads. They also engaged in craft industry e.g. production of leather items such as handbags, belts etc. e) Such craft activities were despised among the Somali and were associated with a group whom they referred to as Sab (outcasts). **The Borana** They are a branch of the Oromo or Galla people who came from Ethiopia. **Social organization** The Borana had a complex social organization.The society was divided into clans led by elders whose responsibility was to settle disputes and maintaining law and order. Each clan was made up of related families. The borana had a strong belief in the extended family.The Borana were nomadic. But they had a residential section called the camp that consisted of a few huts of related families. .In the camps, it was the most senior married and competent man who became the head of the camp (abba olla). He would have his wifes hut built on the extreme left.The Borana had a complex age-set structure called Gada. Each Gada was headed by the most powerful individual among the group members (Abba boku). His duty would be to preside over village meetings, proclaim laws and preside over religious ceremonies.The community had two kinship groups that practiced exogamous marriage.. A man from the Gona kinship would only marry from the Sabbo kinship. Polygamy was allowed.The family among the borana was headed by a man referred to as Abba warra with the wife as the female head of the household (Hatimana) There was division of labour in the society. The men defended the camps, wells, herds and shrines. They dug wells and organized raiding parties. The men also elected leaders of camps, age sets and Gada class. The women performed household duties, wove baskets for carrying children, prepared leather and built houses. Boys herded sheep, goats and cattle. Elders presided over the court cases.The borana worshipped a powerful God, the creator whom they called Wak (waq). He was worshipped through religious leaders They had a patrilineal society where inheritance was from the father to the son, and specifically the first son, angafa, who would then redistribute the inherited cattle to the younger brothers.Their culture was full of ceremonies. For example, there were ceremonies when a Gada class entered or left a Gada grade, there was war ceremony (butta) and a muda ceremony in honor of the kinship leader, kallu. **Economic organization** a) The borana were basically practiced nomadic Pastoralists who kept cattle, goats and sheep. Cattle was slaughtered as part of their religious rituals and also provided raw materials for houses and other local industries. b) They traded with their neighbours to get what they could not produce e.g. they exchanged their animals with the Mijikenda from whom they acquired grains. c) The Borana were hunters and gathers. They hunted wild game for food and gathered fruits and roots and vegetables. d) Those who settled in the fertile region along the tana valley grew crops like beans and pepper. e) The Borana women engaged in craft industry e.g. production of leather items such as handbags, belts etc. men also made wooden tools, weapons and utensils. f) The Borana also practiced fishing as they settled along river tana. **Political organization of the borana** Their political system was based on the kinship system where the society was divided into clans comprising related families. There were two moieties (kinships) that were further divided into sub-moieties. The sub-moieties were further divided into clans. Each moiety was headed by a hereditary leader known as kallu. The kallu of the Sabbo for example came from the dyallu clan of the karrayyu sub-moiety.The kallus camp was the spiritual and political centre of the group. His duties included leading in ritual ceremonies, providing judgment in major conflicts between clans.He was elected together with the council of the Gada leaders of each gad class when it prepared to enter a new grade.The kallu were not authorized to bear arms or defend themselves but were to move in company of other members of the society.The borana society was divided into clans led by a council of elders whose responsibility was tosettle disputes and maintaining law and order. Each clan was made up of related families who lived in a residential section called the camp that consisted of a few huts of related families. .Powers were distributed equally between the two moieties at all levels such as in the Gada class, age-set and camp councils as well as in tribal ceremonies.The complex age set system mainly provided a military base for the society. The age sets, Hariyya, were recruited from boys of the same age. Gada class (Luba) was recruited genealogically. There were eleven grades through which the Gada classes passed from birth to death, with each grade lasting eight years. While age set members were of the same age, Gada members were of varied ages. The age sets formed the age set council that recruited the warriors.Members of the Gada classes formed the Gada council (lallaba) which the responsibility of making decisions for their classes. They also resolved conflicts between non-relatives and mobilized economic activities such as digging wells, organizing societal rituals and ceremonies and directing relatives with their neighbours such as the Oromo and Somali.The councils contributed to the development of an effective political organization.The complexity of the borana institutions strengthened unity among them. However, the coming of the colonialists in the 20th century heavily impacted on these nomadic pastoral community. **CONTACTS BETWEEN EAST AFRICA AND THE OUTSIDE WORLD UP TO** **THE 19TH C.** The early contacts were initially at the coast but later spread inland. The early visitors included the Arabs, Greeks, Chinese, Persians, Portuguese, British, French and the Dutch. **The East African coast** The existing documentaries and archaeological evidence about the historical information on the east African coast include; ~ The Graeco- Roman Documentary which only makes indirect references to the east African coast. ~ The Swahili chronicles written by the people of the coast. E.g the Kilwa chronicle gives account of achievements of coastal rulers before the arrival of the Portuguese. ~ The writings of Pliny, a Roman Geographer who wrote about the high cost of trade with India in his book, The Natural History. ~ Periplus of the Erythrean Sea; by a Greek merchant in 1st C AD describes the people and places along the coast and the Indian Ocean Trade. (Erythrean Sea Trade). ~ Geopgraphia by Claudius Ptolemy makes reference to east African coast and the trade along Somalia and Kenyan coasts. ~ Christian Topography of Cosmos Indico of the 6TH C describes the trading activities on the coast of East Africa. ~ Renowned travelers like Al-Mosudi, Al Idrisi and Ibn Battuta wrote firsthand accounts about the places they visited and the people they met at the coast in the 10th C AD. ~ The existing archaeological evidence in east Africa include the remains of pottery , iron tools, beads and coins which prove the presence of international trade. **Early visitors to the east African coast upto 1500.** Due to the great accessibility of the east African coast, there was widespread interaction between it and the people from the outside world. This was also aided by the monsoon winds that blew vessels / ships to the coast between November and April and took them away between may and October. The earliest visitors were the Egyptians, Phoenicians and Indonesians.Others who came later on included the Greeks, Persians, Romans, Chinese, Arabs, Syrians, Indians and the Portuguese. **The Greeks** Their coming to east Africa is accounted for by the quarrels between the Seleucid rulers in Greece and the Ptolemaic Greeks in Egypt over control of the land route to the east through the Mediterranean lands.The rising demand for ivory made the ptolemies venture into the red sea and finally into the east African coast. Evidence of Greek existence on the coast is the Ptolemic Gold Coin found near Dar es Salam. **Romans** In AD 45, Hippalus, a Roman sailor using monsoon wind knowledge reached the red sea and entered the Indian Ocean. The Romans were keen on breaking the Arab monopoly over trade.Evidence of trade between the Romans and the coast is in the writing of a Roman Historian Pliny (23-79AD) who points out the high coast of trade between India, Arabia and china.The fall of the Roman Empire in the 5th c AD affected international trading network in the Roman Empire. **Persians** They were mainly immigrants from Shirazi on the eastern shore of the Persian Gulf. Their adventure into the east African coast happened during the reign of the Sassanid Dynasty(224-636AD), which was determined to rebuild the Persian Empire that had been destroyed by the Macedonian Greeks, through wealth amassed from international trade. By the 6th c, the Persians were trading in India and later china, controlling the red sea and parts of Egypt and Arabia.They got involved in the east African trade and even established ruling dynasties9 e.g. the (Shirazi Dynasty) at the coast. They intermarried with the locals and introduced Islamic religion.They were later overthrown by the Arabs. The succeeded in introducing Bowls of glass, swords, beakers and pots to the coast. **Chinese** They visited the coast in the middle ages. This is evidenced in the work of the Chinese authors during the Sung Dynasty (960- 1279 AD) and Ming Dynasty (1368-1644), who referred to the east African coast as Tseng- Pat or Pseng- Po.There has also been evidence of Chinese coins dating to 700 AD at the coast.The last Chinese fleet must have reached Mogadishu in 1430AD. The Chinese brought in Silk cloth, porcelain bowls and plates in exchange for Gold\\, leopard skin, Rhino Horns and tortoise shells. Porcelain remains have been found at the coast. **Arabs** The earliest Arab settlers to arrive were the Daybui from Daybul In north western India. They arrived along the east African coast by AD 650 for trade. The earliest Arab settlement was Qanbalu (Pemba). They later settled in manda, Kilwa. Lamu and Mombasa.The Arabs reffered to the Africans as the Zenj (Blacks) **Factors that facilitated the coming of Arabs to the east African coast.** ~ The Indian ocean provided the highway through which the traders traveled ~ The traders had the skills of harnessing the monsoon winds (trade winds) they knew what times of the year to come to the coast and what times to go back. ~ The traders had marine technology e.g. they had ship-building technology and knew how to use the compass for navigation of the ocean ~ They ensured the control of the red sea was in their hands to bar the enemy from attacking them ~ The ports of southern Arabia were good calling places on their journey between the east and the west. ~ The deep harbours at the coast were ideal for their ships to anchor, refuel and get supplies. **Reasons for the coming of the Arabs** ~ They wanted to trade and control the commercial activities along the east African coast. ~ Some Arabs came as refugees, fleeing from religious and political persecutions in Arabia. ~ They came to spread their religion, Islam. ~ Some came as explorers to explore the east African coast. ~ Some came to establish settlements along the east African coast. **Trade between the East African coast and the outside world** There is sufficient evidence of the existence of regular trading contacts between east African coast and the countries in the Middle East and Far East. **Development and organization of the trade** ~ The earliest foreign traders must have been the Romans who traded with the Indians in the Far East. They made stopovers at the east African coast for ivory whose demand had grown tremendously. ~ Muslim Arabs acted as intermediaries in the Indian Ocean trade between the Indians and the Romans. They also exported frankincense and myrrh among other things. ~ Traders from Persia, Arabia and Syria brought glass beakers and bowls, swords, pots, grains, sugar, cloth and beads in exchange for palm oil, tortoise shells, ivory and slaves. ~ The Greek, roman and Chinese traders brought porcelain bowls, daggers, swords, pottery, cowrie shells, glassware, beads and silk in exchange for ivory, rhinoceros horns, bee wax, tortoise shells , coconut oil and mangrove poles. Cowrie shells were obtained from Maldives islands while spices came from Spice Island. ~ East Africa also exported leopard skins, gold, ostrich feathers, copal, copper and iron. Ivory was used in Asia to make bangles, bracelets, piano keys and for decorations ~ The traders relied on the monsoon winds to blow their ships to and from the east African coast. ~ The Indian Ocean trade was conducted through the barter system but later coins were used as a medium of exchange. During barter, the foreigners bartered their goods with gold, ivory and slaves. Seyyid said later introduced copper and silver coins. ~ The middlemen in the trade included the Arabs and Swahili who organized caravans to the interior to acquire local goods which they sold to traders at the coast. ~ As there was no common language spoken, trading was conducted silently, hence the name silent trade ~ Capital for the trade was provided by the Arabs. Later the Indian banyans started giving credit facilities to the traders which increased the volume of trade. ~ The sultan of Zanzibar provided security to the Arab traders, enabling them to penetrate the interior to acquire goods. ~ The trade stimulated development of towns along the coastline. E.g Rhapta (probably located between pangani and Dar es Salam), Essina and Sarapion were the earliest towns to grow. Lamu Malindi Mombasa, pate and Brava also developed. ~ The merchants settled at various places on the coast and on the islands and interacted with the locals leading to development of the Swahili culture. Factors which promoted the Indian Ocean trade. (a) Availability of items of trade from the east African coast and foreigner countries. For example, ivory, slaves, cotton and porcelain. (b) The high demand for trade items from the coast by consumers from the outside world was also a promoting factor. This was caused by the uneven distribution of resources. Foreign items were also on demand at the coat. (c) The existence of enterprising merchants in both the foreign lands and the east African coast led to promotion of trade links. The Akamba, Mijikenda, nyamwezi and Swahili middlemen for example played a pivoted role in the trade. (d) The existence of local trade among Africans which acted as a base upon which the Indian Ocean trade was developed. (e) The accessibility of the east African coast by sea. This enabled the foreigner traders to reach the region across the Indian Ocean. (f) The existence of the monsoon winds facilitated the movement of the vessels which made it possible for the traders to travel to and from the coasty. (g) The existence of peace and political stability at the east African coast created a conducive atmosphere for business transactions. Where there was need, the traders were given security by the sultan of Zanzibar. (h) The existence of natural harbours along the coast ensured safe docking of the trade vessels for fueling and off-loading. (i) The advancement in the ship building technology in Europe gave great advantage to the traders. This made water transport reliable and regular. (j) The existence o the Indian Banyans (money lenders) who gave credit facilities enabled many more people to join the trade. **Impacts of the trade on the peoples of east Africa** (a) The trade led to intermarriage between Muslim traders with the local Bantu communities giving rise to the Swahili people with a distinct culture. (b) There was emergence of Kiswahili as a new language of the coastal people. The language is a mixture of Bantu and Arabic languages. (c) The trade led to the spread of the Islamic culture along the coastal region. Stone buildings were constructed, new dressing styles arose (women began to wear buibui while men wore kanzus), new eating habits also evolved. (d) The Islamic law, sharia was also introduced. (e) Many Africans were converted to Islam. However the religion did not spread beyond the coastal region prior to the 19th c. (f) New crops were introduced along the coast. For example, rice, wheat, millet, cloves, vegetables and fruits such as bananas and oranges. Cloth, cowrie shells and spices were also introduced. (g) Profits derived from the trade were used to develop towns like Pemba, Mombasa, Lamu, Zanzibar and Kilwa. <br><br> (h) The trade led to the rise of a class of rich merchants exhibiting a high standard of living. African merchants who rose to prominence included chief Kivoi among the Akamba, Ngonyo of the Giriama, Mwakikonga of the Digo, Nyungu ya mawe, Mirambo and Msiri of the Nyamwezi. (i) There was decline of the local industries like weaving and iron working which were affected by the influx of foreign goods like cloth fro India and iron tools from Asia and Europe. (j) There was destruction of wildlife, especially elephant and rhinoceros due to the increased demand for ivory. (k) The increased demand for slaves promoted warfare among the communities as many people were captured during slave raids. It also created fear while others lost their life during the warfare. (l) Slave trade also disrupted African economies as able bodied men were captured leaving behind the aged, weak, and children who made little contribution. Many even died of starvation since they could not participate in food production. (m) African population in the hinterland greatly reduced as many were sold into slavery. (n) Money (currency) was introduced as a means of exchange to replace the barter system of trade. (o) East African coast was exposed to the outside world through trade. This paved way for European imperialism later on. (p) Trade routes led to the establishment of trade caravan routes which later were upgraded to by the colonialists. **The coming of the Portuguese** Since the 10th century Arabian influence along the coast had been strong. Most of the port towns along the East African coast had been built by Arab Sultans, who brought the Muslim religion to the coastal people.The Portuguese explorer and soldier, Vasco da Gama, was the first European to make contact with the people of the East African Coast. He had been paid by the King of Portugal to find a sea route to India. **The Portuguese at the East African coast 1500  1700 A.D** The Portuguese were the first Europeans to have contacts with the people of the East African Coast. They invaded the east African coast in 1498 at a time when the Ottoman Empire occupied most of the Middle East thus blocking the overland route to India from Europe.They were adventurous and in search for the sea route to India. This led them to the East African Coast where they stayed for 200 years. Reasons for the coming of the Portuguese at the East African coast a) The need to establish a commercial empire in order to get the products of East Africa e.g. ivory, gold, silks and spices that were mainly controlled by the Arabs merchants. b) They wanted to obtain control of the main trading towns, e.g. Kilwa, Mombasa etc. c) They wanted to defeat the Muslim traders and rulers who had monopolized the Indian Ocean trade. d) They wanted to prevent other European rivals from gaining access to the Indian Ocean Trade e.g. the French, Dutch, and British e) Desire to get revenue for the development of their country. f) The Portuguese wished to share in the profits of the Indian Ocean Trade by imposing taxes and forcing wealthy coastal towns to pay tribute to the king of Portugal. g) The coast had natural harbors where ships could anchor on their way to and from the East for fresh food and water. The Portuguese therefore wanted to establish a calling station for resting, refresh, treating the sick, repairing wrecked ships e.t.c h) The coast was strategically located and this made it easy to control sea pirates and other rival powers. i) They wanted to revenge on the Muslim Arabs who had conquered Portugal in 711 AD by converting them to Christianity and stop the spread of Islam i.e. the Arabs had ever run the Iberian Peninsula and forced the Christians to accept Islam. j) They hoped to get assistance of King Prester John thought to be in the interior of north east Africa. They hoped the king would help them in their crusade against the Muslims. k) They had hope of stopping Egyptians and Turks from sending military aid to their fellow Moslems on the coast. l) They were interested in exploration and adventure; this was a period of Renaissance (means to be born again/change) in Europe. Hence hoped to search for the unknown, new knowledge and sailing across un mapped seas. m) Desire to acquire revenue for the development of their country. Portuguese conquest of the coast 1500-1510 (Stages of conquest) Steps taken by the Portuguese to occupy the East African coast. ~ In 1497 King John 11 sent Padro da Covillha on a land journey to India to gather information about the Eastern trades and the sea routes. ~ In 1498 Bathromew Diaz sailed around the Cape of Good Hope, thus proving that there was a way round South Africa to the Indian Ocean. ~ Between 1497- 1499 Vasco da Gama at the command of King Emmanuel the fortunate of Portugal visited Mozambique, Mombasa and Malindi on his way to India. He arrived in Malindi in March 1498 to a warm welcome by the locals. ~ He returned to Portugal in 1499 and gave a report of the flourishing Sofala trade, the Deep Harbour in Mombasa and the existing disunity of coastal people. ~ In response to Vasco da Gamas expeditions, the king of Portugal sent fleets of ships to conquer the important trading towns of the East African coast. ~ In 1500 Pedro Alvares Cabral attempted to capture Sofala with its Gold trade but he failed. ~ In 1502 Vasco da Gama came back with 19 ships aiming at capturing Kilwa because it was the most important and prosperous. He captured the palace, imprisoned the Su ltan and only released him when he accepted to pay tribute to Portugal. ~ From Kilwa he invaded Mombasa, which tried to get assistance from Malindi but since they were great rivals Malindi refused to give assistance, this disunity made the work of conquest easy. ~ In 1503 Ruy Laurence Ravasco was sent with a number of ships and forced the islands of Mafia and Zanzibar and other towns to pay tribute to Portugal. ~ In 1504, Lopez destroyed gold trade at Kilwa. Attacks were too much on the harbour that trade came to a standstill. But again the Arabs failed to unite to fight the Portuguese. ~ In 1505 Francisco DAlmeida arrived at the coast on his way to Gao where he had been appointed the first Portuguese viceroy (governor) of the Eastern Empire. With 1500 men and 20 ships, he attacked Sofala which surrendered without struggle because she was tired of Kilwas rule and therefore preferred the Portuguese to fellow Arabs. His forces continued northwards and attacked Kilwa. The Sultan and his followers took off to the bush while the Portuguese looted and burnt down the town before he departed to India. He also conquered Mombasa. ~ In 1506  1507 Tristao Da Cunha took on the Northern towns of Socotra, Oja, Brava and Lamu. Towns that submitted without struggles were only asked to pay tribute to Portugal. Malindi was even excused from paying tribute due to her friendship with the Portuguese. ~ In 1509 Alba quiqui captured the remaining towns i.e. the work of conquest was completed with taking the islands of Pemba, Mafia, and Zanzibar. Mombasa was burnt down. ~ By 1515 the Portuguese had succeeded in conquering most of the coastal towns, bring them under Portuguese rule. However towns like Gedi, Kilifi, Pate, Manda, Mombasa and Lamu continued with resistance. Mombasa was heavily attacked in 1528. ~ In 1585, a Turkish captain, Amir Ali Bey, arrived at the coast as an envoy of the sultan of turkey to free the coastal towns from the Portuguese. Rebellion then broke out between 1585 and 1588 between Ali Bey, the Portuguese, and the people of Mombasa and Zimba warriors. The towns of pate, Siyu and Pemba were attacked and forced to pay heavy fines while manda was completely destroyed. ~ Portugal finally brought all the coastal towns under her control establishing her headquarters in Mombasa that had been subdued in 1589. in 1593, the Portuguese built fort Jesus **Why the Portuguese build Fort Jesus** a) They used it as a watch tower b) To hide against attacks by the enemies c) As military base d) To offer food security and protection. e) To act as an armament. f) To act as a prison for the captives. ~ Portuguese control of the east African coast as greatly supported by the conquest of Hormuz, which made it easier for them to control sea traffic in the Persian Gulf, Gulf of Eden and Arabian Sea. **Why the Portuguese defeated the East African Coastal towns/Why the Portuguese** **were successful** a) They had superior weapons e.g. cannon guns which made terrible noise and threw people in panic as compared to the poor musket guns of the coastal Arabs. b) They had well trained soldiers with superior skills of fighting compared to the coastal people who had no permanent organized army e.g. Vasco da Gama, Francisco DAlmeida were ruthless army commanders which helped them to defeat the coastal dwellers. c) They had better and faster ships (carracks) well equipped for naval warfare. The Portuguese soldiers wore Armour on their bodies and helmets on their heads, which protected them from the weapons of the coastal people. d) The coastal towns were disunited which gave chance to the Portuguese to fight isolated enemies e.g. Malindi refused to unite with Mombasa due to local conflicts. Some cooperated with the invaders giving them food and bases e.g. Malindi and Sofala. e) Some coastal towns like Kilwa were caught unaware. The Portuguese employed cruel methods of fighting like burning down towns and surprise attacks. f) The ships acted as stages against the hostile weapons of the coastal people. g) The coast had natural harbours and was not open to attacks. h) The constant attacks on the coastal towns by the Galla, Zimba and Turkish e.t.c had weakened their defence. i) The Portuguese were financially equipped and therefore supported their soldiers because they wanted to control the East African trade. j) The coastal states had very weak economies that could not sustain prolonged fights especially against the economically strong Portuguese. **Portuguese Administration at the coast** By 1510, the conquest of the East African coast was over and administration fell into the hands of the Portuguese. For easy administration, the coast was divided into two zones; a. The area North of Cape Delgado was ruled by the Captain at Malindi. b. The area South of Cape Delgado was ruled by Captain at Mozambique. Both captains were answerable to the Portuguese viceroy at Goa on Indian coast at the General headquarters. Cape Delgado was made the midpoint of the East Africa possession. Sofala was made the regional headquarters but still under the charge of the captain who took his orders from the viceroy at Goa. Later, the Captain in the North was stationed at Mombasa after the construction of Fort Jesus in 1593 because they were rebellious. Other forts and garrisons were established at Sofala and Kilwa. The Portuguese captains were responsible for the collections of tributes from coastal rulers. They imposed the customs dues on all imports and exports. They were also responsible for the suppression of rebellions on the coast. The Portuguese had problems with administration because they could not provide enough troops to all garrisons their strongholds.The Portuguese were more interested in gold trade in Sofala. Unfortunately, they failed to develop this trade because of the following; ~ There were wars in the mining areas between the Portuguese and Coastal people. ~ As a result the Portuguese were so cruel that any sign of disobedience was punished with maximum brutality to serve as a warning to others who might choose to rebel. This partly explains the unpopularity of the Portuguese on the coast. The Portuguese also applied the policy of divide and rule by setting one town against the other. For example Malindi against Mombasa.The relationship with the subjects was not good. They lived in isolation of each other by race and religion. The Portuguese established their own settlements, built their own churches and had their own priest. This could be the reason why their religion was rejected and hatred increased.In addition, the few Portuguese officials were corrupt, plundered and ordered destruction on the coastal town. All this earned them hatred and opposition from the people and it was not a surprise that they were nicknamed \"AFRITI\" meaning Devil.The Portuguese did not mix freely with Africans because they considered themselves to be a special race.During the Portuguese reign, the glory of the coastal states was no more. The high standards of living the coastal people had enjoyed were no more. The trade that had made them rich was declining. Many buildings were in ruins and there was widespread poverty and misery. **Reasons that led to the decline of the Portuguese at the East African Coast** **(Problems/challenges they faced)** a) Portugal was a small country that could not provide enough administrators and officials for such a large coastline that extended from Sofala in the south to Mogadishu in the north.The territory was too big and long for effective control and administration. b) It had few soldiers and could not keep fortified garrison along the coast. c) Authority was left in hands of incompetent and corrupt officials who were after enriching themselves. d) The Africans hated the Portuguese due to differences in religion, that is to say, Muslims against Christians (Portuguese). e) The Portuguese were cruel, harsh and brutal, they always punished the coastal people whenever they attempted to rebel and made them to be hated. f) The Portuguese also used divide and rule policy for example, they allied with Malindi against Mombasa. g) There was decline of trade due high taxes on imports and other restrictions hence smuggling of goods, which affected the Portuguese economy. Due to decline in trade, the people became poor and dissatisfied and they continuously rebelled. h) The Portuguese failed to support their own allies at the coast, some even betrayed them. i) Portugal had been forced into a union with Spain between15801640 which weakened her control of the trading colonies as she was no longer interested in the overseas empire. j) Portugal was challenged by other European powers, which began competing with the Portuguese in the Indian Ocean Trade e.g. Dutch, English, French, Turks and others. k) The coastal people found useful allies against the Portuguese due to their bad rule e.g. Turks, Oman, and Arabs l) They were faced with constant rebellions along the coast. This greatly disrupted life at the coast e.g. Pate, Mombasa m) Tropical diseases which claimed their life like smallpox, malaria making it difficult for them to administer the coast effectively. n) The Portuguese were greatly weakened by a group of cannibals the Zimba, who attacked the East African coast. o) The unhealthy climate made the area unattractive for them to work for instance, some places where too humid and hot while others were too cold. p) The distance between Portugal and the East African coast was too far hence reinforcement delayed. q) There was a problem of communication barrier, the Portuguese refused to learn the African languages and these made their administration difficult. r) The income obtained from the gold trade was not enough to pay for administration i.e. soldiers and officials. s) The Capture of Fort Jesus their stronghold in 1698 by the Omani greatly contributed to their decline. **The collapse of Portuguese rule** ~ In 1585, a Turkish captain, Amir Ali Bey, arrived at the coast as an envoy of the sultan of turkey to free the coastal towns from the Portuguese. Rebellion then broke out between 1585 and 1588 between Ali Bey, the Portuguese, and the people of Mombasa and Zimba warriors. The towns of pate, Siyu and Pemba were attacked and forced to pay heavy fines while manda was completely destroyed ~ As a result of their ruthlessness, the coastal people became hostile to the Portuguese. ~ Mombasa for example resisted the humiliation they got from the Portuguese appointedsultan ~ The sultans heir Yusuf was treated as a servant who resented the people of Mombasa ~ On 15thaugust 1631, during the Christian feast of Assumption in Mombasa, Sultan Yusuf stabbed the captain with a knife, killing him instantly. This sparked off a rebellion where many Portuguese were killed. ~ Yusuf posed a threat to the Portuguese rule until his death in 1637. ~ The people of pate also revolted in 1666. However, their ruler was arrested and exiled to Goa where he was executed ~ In 1622, the Persians drove the Portuguese from Hormuz. In 1650, the Portuguese were expelled from their bases in Muscat by the Omani Arabs under sultan Saif ~ Britain, France and Holland also began to compete the Portuguese in trade. ~ The final blow to Portuguese rule was attack by the Omani Arabs and the seizure of fort Jesus. The coastal Arab towns had appealed to their brothers in Oman for assistance against the Portuguese brutality. ~ In 1652, an Oman fleet sailed to pate and Zanzib ar, overpowered and killed the Portuguese. ~ In 1696, Imam Saif Ibn Sultan of Oman sailed to Mombasa with a large fleet and army. The Portuguese took refuge in Fort Jesus as battle raged on (about 2500 Portuguese men, women and children) the Portuguese were unfortunate as they could not get supplies to sustain the war with 3000 plus Arab soldiers with full packing of the coastal people. ~ In 1697, the Omani forces got access to the Fort and found most Portuguese afflicted with disease. By December 1698, the Omanis penetrated the Fort only to find all except twelve Portuguese dead. This marked the end of Portuguese rule though they made a temporaryseizure of the fort in 1728 but were overpowered. ~ For the coastal people, it was however a mere change of guard from the Portuguese to the Arabs. **Results of Portuguese stay at the coast of East Africa** **Positive:** a) The Portuguese built Fort Jesus at the coast in Mombasa in1592/3 which became a fortress and later a tourist attraction for centuries. b) They enriched the Swahili language with an addition of 60 words e.g. emeza meaning table and pesa meaning money. c) They introduced new crops from South Africa of which many have become staple diet for many East Africans e.g. cassava, pawpaws, maize, oranges, sweet potatoes, guavas, pineapples and mangoes d) They made an improvement in ship building. During their stay on the coast, many architects came in from India and Europe. e) There was establishment of closer trading links between the coast and India. f) They introduced new farming methods for example they encouraged the use of cow dung as manure. g) They led to the coming of more European and Asian traders and craftsmen especially those who helped in the building of Fort Jesus. h) They broke the Muslim- Arab monopoly of the Indian Ocean Trade. **Negative:** a) Trade declined due to the constant wars and rebellions and heavy taxes imposed. b) There was decline of the coastal towns because many were burnt down and left in ruins for example Kilwa and Mombasa. c) There was widespread poverty and misery among the coastal people due to decline in trade. d) There was heavy loss of lives during the attacks. There was depopulation due to the many wars in the areas e) There was destruction of property like buildings and crops, which led to famine and starvation. f) The coastal people suffered oppression and brutality under harsh rule of the Portuguese. g) Their religion, Christianity, made no impact at the coast because they lived far from their subjects and stagnation of the Islamic faith because discouraged preaching. h) Smuggling developed because the Portuguese had failed to establish proper trading links with the Interior. i) Some towns were prevented from trading with their initial partners which led to their decay e.g. Gedi j) They led to the European interest at the coast hence leading to the colonization in the 19th Century. **THE ESTABLISHMENT AND IMPACT OF OMANI RULE AT THE EAST** **AFRICAN COAST** The Omani Arabs (Imams of Omani) replaced the Portuguese as the rulers of the East African coast after the capture of fort Jesus in 1698.The new rulers initially administered the region through some Arab families; ~ The Mazrui (Mazaria) family which ruled Mombasa ~ The Nabahan Family which ruled Lamu. The civil wars back home made it hard for the Omani Arabs to control the coast immediately. There were also threats of Persian invasion. Constant rebellion from coastal towns against Omani governors posed a serious challenge to Omani rule. Pate for example refused to pay tax and even murdered the imams messengers. Towns they were loyal to Oman were attacked.The Mazrui established themselves as independent rulers of Mombasa and ordered towns like pate, Pemba and Malindi to pay allegiance to them. Their greatest allies were the Mijikenda who promised them support in case of Omani attack.The struggle between the Mazrui and the Imams of Oman (1741-1840) The coastal towns led by Mombasa resisted Omans conquest due to the following reasons. a) The Omani wanted the revenue from the taxes levied on trade. b) The towns also wished to maintain their independence as they were during the Portuguese rule. c) The towns were also encouraged by the prevailing weaknesses in Oman due to civil wars and the Persian threat. d) The harsh and ruthless rule and manner in which the Oman rulers collected taxes. e) Mombasa had fought against the Portuguese and did not wish to be under control of another foreign power. **The struggle** The appointment of Mohammed Ibn Azthman al Mazrui as the new governor of Mombasa coincided with the death of the Oman Imam Saif Ibn- Sultan of the Yorubi and his replacement with Ahmed Bin Said al-Busaidi.The new Mombasa governor refused to recognize the new imam and declared the independence of Mombasa from Oman. The sultan had him murdered and fort Jesus seized. A year later, the brother of the murdered governor recaptured the town and the fort. This became the century long struggle between the al-busaidi and al-Mazrui families.Taking advantage of the problems in Oman, Mombasa expanded her power and control over the coastal towns (she took over pate in 1807 and attacked Lamu in 1810). Lamu appealed to Oman for assistance. **Seyyid Said and the struggle** Further political changes happened in Oman. Seyyid said rose to power as the imam (Seyyid) of Oman. His father, the ruler of Oman had died in a sea battle in 1804 when he was only 13 years. His cousin Badr Ibn saif took over. In 1806, Said stabbed Badr to death fearing domination. With the assistance of the British he had entrenched his position as the Seyyid of Oman at the age of 15 years. The British even promised him support in claiming the east African coast.He then sent a governor to build a fortress in Mombasa and to order all towns to recognize the power of Oman. Mombasas new governor Abdullah Ibn Ahmed defied the order and even continued to attack Brava. By 1817, Seyyid said had succeeded in freeing Pate from Mazrui rule. In 1822, with the help of Zanzibar, an Oman ally, he liberated Pemba and Brava from Mombasa. In 1823, he gained control of the Bajun Islands. He ordered that no town should trade with Mombasa.In 1824, the sultan of Mombasa offered Mombasa to become a British protectorate to protect him from the Oman rule. The new powerful position of Mombasa was however short-lived upto 1826 due to the terms of the Moresby anti-slavery treaty between Seyyid said and the British.The animosity between Mombasa and Oman continued. In 1837, there was a dispute in Mombasa over the succession to the vacant office of the Liwali. This became an opportune chance for Seyyid said to lure the members of the Mazrui family into fort Jesus where he killed them. **Seyyid Said; Sultan of Zanzibar 91840-1856)** After that Seyyid said consolidated his power and control over the coast as well as the interior of east Africa. He then transferred his capital from Muscat to Oman. The transfer of the capital to Zanzibar from Muscat was due to the following reasons: a) Seyyid said desired to effectively control the coastal towns through the centrally located Zanzibar. b) Zanzibar had a pleasant climate compared to Muscat which was hot and dry. It also had fresh water, adequate rainfall and fertile soils that favoured clove growing. c) Zanzibar was easily defensible as an island. It was easy to sea the enemy from far and launch an attack from the island. d) The good deep harbours of Zanzibar I which ships could anchor were attractive. Zanzibars central position also favoured development of long distance trade. e) The town had a long history of loyalty to Oman throughout the Mazrui- busaidi struggles. Seyyid said appointed Liwalis to rule important towns. They were give the responsibility of collecting custom dues levied at each port. The Arabs in the local towns were allowed to rule themselves. Seyyid said was keener on the commercial empire than p olitical leadership. He stated I am nothing but just a merchant. Seyyid said developed an economic programme based on agriculture and international trade. **The development of plantation Agriculture** Seyyid sad encouraged settlers from Oman and Zanzibar to take advantage of the fertile sols and good climate at the coast to settle in Mombasa. Malindi, Lamu and Pemba venture into agriculture.Plantation agriculture largely depended on slave labour.The people of Mombasa extended plantation agriculture into the mainland, acquiring land from the Mijikenda in exchange for gifts. They planted rice, maize, millet, beans, sesame and sorghum. Along the island, large plantations of coconut mango trees, cashew nuts and citrus fruits were developed. Grain plantations were developed around Malindi and Takaungu whose land was largely unoccupied and the orma were no longer a threat. By 1870, about 1400 to 1500 slaves worked on plantation farms in Malindi which had become the granary of Africa producing all kinds of grains, mangoes, coconut, mangoes and oranges.Seyyid said also established a clove plantation in Zanzibar. He also encouraged people to grow coconut trees by putting in place a policy that for eve coconut tree cut, three were to be planted. Plantation agriculture intensified slave trade. **The Slave Trade in East Africa** Slave trade: The buying and selling of human beings Slavery: The state of being enslaved: Its a system where by some people are owned by others and are forced to work for others without being paid for the work they have done. It involves capturing, transporting of human beings who become the property of the buyer. The slave trade was one of the worst crimes against humanity. The trade was started by Arabs who wanted labour for domestic use and for their plantations. However, they were later joined by Europeans.. **Reasons for the rise of slave trade** ~ During the second half of the 18th century, France opened up larger sugar plantations on the islands of Reunion, Mauritius and in the Indian Ocean. African slaves were thus recruited from East Africa to go and work in those plantations. ~ Africans were considered physically fit to work in harsh climatic conditions compared to the native red Indians and Europeans. This greatly increased the demand for the indigenous people (slaves). ~ The increased demand for sugar and cotton in Europe led to their increase in price and therefore more labour (slaves) was needed in the British colonies of West Indies and America. ~ Strong desire for European goods by African chiefs like Mirambo and Nyungu ya Mawe forced them to acquire slaves in exchange for manufactured goods such as brass, metal ware, cotton cloth, beads, spirits such as whisky, guns and gun powder. ~ The existence and recognition of slavery in East Africa societies. Domestic and child slavery already existed therefore Africans were willing to exchange slaves for European goods. ~ The huge profits enjoyed by middlemen like Arab Swahili traders encouraged the traders to get deeply involved in the trade. ~ The suitable winds and currents (monsoon winds) which eased transportation for slave traders greatly contributed to the rise of slave trade. ~ The Legalization of slave trade in 1802 by Napoleon 1 of France increased the demand for slaves in all French Colonies. ~ The increased number of criminals, war captives, destitute forced African chiefs to sell them off as slaves. ~ The Oman Arabs contributed to the rise in the demand for slaves. This is because they acted as middlemen between the African Swahili people, the Portuguese and French traders. They therefore worked very hard to get slaves in order to obtain revenue from them. ~ The invention of Spanish mines in West indices increased slave demands to work in the mines. ~ The exodus of slaves from East Africa to Northeast Africa, Arabia and Persia contributed to the increase in the demand for slaves. It led to an enormous number of slaves obtained from East Africa being transported to other countries. ~ The movement of Seyyid Saids capital to Zanzibar led to an increase in slave trade. This is because when Seyyid said settled in Zanzibar in 1840, he embarked on strong plans to open up slave trade routes to the interior of East Africa. This boosted slave trade, whereby the number of slaves being sold at the slave market in Zanzibar annually by that time, reached between 40000 and 45000 thousand slaves. ~ The outbreak of diseases like Nagana led to an increase in slave trade. This is because the beasts of burden (i.e. camels, donkeys, etc) could not be taken on many of the caravan routes. It therefore necessitated people themselves to be involved in the transportation of the trade goods and ivory. Such people included porters who were regarded as slaves, or free Africans who could sell their services in return for cloth and other trade goods. ~ Development of long distance trade that needed slaves to transport goods from the interior of East Africa. ~ Plantation farming increased in some areas, especially the clove plantations were slaves worked. **Organization of slave trade in E. Africa** The middlemen involved were; <br><br> Arab Swahili traders African chiefs. <br><br>**Ways of obtaining slaves**<br><br> Selling of domestic slaves in exchange for goods like beads, guns, glass etc Selling of criminals, debtors and social misfits in society by the local chiefs to the <br><br>Arab slave traders. <br><br> Prisoners of war could be sold off. Porters were sometimes kidnapped, transported and sold off to the Arab traders. Raiding villages, this would begin at night with gun shoots and people would scatter <br><br>consequently leading to their capture. <br><br> Through inter tribal wars many Africans become destitutes and these would be <br><br>captured by the slave traders. <br><br> Tax offenders were sold off by the African chiefs. They were also captured through ambushes during hunting, travelling and gardening. Slaves would be acquired from the main slave trade market in Zanzibar. Other Africans are also said to have gone voluntarily in anticipation of great wonders <br><br>and benefits from the Arab Swahili traders. Slave journey: - difficult one. They moved long distances on foot. <br><br> Slaves journey was a <br><br> Chained, whipped and sometimes killed on the way. Had little food and water and experienced extreme suffering. This is illustrated by a Quotation from Dr. David Livingstones Last Journal. London 1878:We passed a woman tied by the neck to a tree and dead we saw others tied up in a similar manner, and one lying in the path shot or stabbed for she was in a pool of blood. The explanation we got invariably was that the Arab who owned these victims was enraged at losing the money by the slaves becoming unable to march. ~ The main slave market where slaves were auctioned was at Zanzibar. ~ The journey across the India Ocean was horrible. ~ Crowded in ships with hardly any space to breath. Ships carried anything from 250 to 600 slaves. They were very overcrowded and packed like spoons with no room even to turn. ~ Whenever they saw anti-slave trade people, slaves would be thrown in the ocean ~ As a result many died in the process. **Effects/Impact of slave trade on people of E. Africa** **Positive effects** a) New foods were introduced through trade routes like maize, pawpaws, rice, groundnuts both at the coast and in the interior. b) Plantation farming increased in some areas, especially the clove plantations were slaves worked. c) The interior was opened to the outside world this later encouraged the coming of European missionaries. Many European Christian missionaries came to East Africa to preach against slave trade and to campaign for its abolition. d) The trade routes became permanent routes and inland roads which led to growth of communication networks. e) Swahili was introduced in land and is now being widely spoken in Tanzania, Kenya, Uganda and Eastern Congo. f) Islam as a religion was introduced by Arabs and it spread, especially in Yao land and in Buganda land. g) A new race called Swahili was formed through intermarriages between Arabs and some Africans. h) There was growth of Arab towns such as Tabora and Ujiji inland. i) There was emergence of dynamic leaders such as Mirambo and Nyungu ya Mawe in the latter half of the nineteenth century. j) Slave trade strengthened the large and powerful states, which could easily get access to guns at the expense of small ones. k) Slave trade led to a situation whereby power became centralized and no longer with the small, local authority (segimentary societies) mainly to enable African chiefs directly control slave trade. l) Slave trade encouraged large-scale trade whereby contact was established between the trade masters and indigenous/local population. m) Africans were dispersed to other parts of the world e.g Arabia, America and West Indies. In Africa, Sierra-Leone and Liberia were founded to accommodate former slaves from Europe and America. **Negative effects** a) African population was reduced; people who would have been great leaders and empire builders were killed. It is estimated that over 15 to 30 million people were sold in to slavery while other millions died in the process being transported. b) Slave trade brought misery, suffering and lowered the quality of people in East Africa this is because they were reduced to commodities which could be bought and sold on land. c) Villages and families were destroyed and broken up by slave raiders and never to be reunited this later resulted in to loss of identity. d) Diseases broke out among the overcrowded slaves for example the Spaniards introduced Syphilis and soon it spread to other traders. e) Slave trade led to displacement of people and many became homeless and destitute many and stayed in Europe with no identity. f) Economic activities such as farming were disrupted. This is because the young and able craftsmen, traders and farmers were carried off, causing economic stagnation as the economic workforce depleted. g) Progress slowed down, which resulted in famine, poverty and destitution and helplessness. h) There was a decline in production of traditional goods such as coffee, beans, bark cloth and iron which greatly hindered the cash economy. i) There was a decline in African industries which also faced a lot of competition from imported manufactured goods for example the Bark cloth and iron working industries. j) Guns were introduced into the interior which caused a lot of insecurity and increased incidences of wars for territorial expansion. k) Clans and tribal units, languages were broken and inter-tribal peace was disturbed for example Swahili language replaced the traditional languages in the interior. **Abolition of slave trade** **Reasons why it was difficult to stop slave trade** ~ Slavery existed before in Africa societies that is to say, domestic slavery and internal slave trade, which provided a favourable situation for continuation of the lucrative slave trade. ~ The Abolition movement which had begun in Britain and her overseas territory first took effect in West Africa. The decline in West African trade encouraged the expansion of trade in East Africa especially with America and West Indies. ~ Slave trade was difficult to stop because of division of African tribes against each other .This meant that African tribes would find it difficult to unite together and resist the slave traders, who raided their societies using organized bands of men. ~ Disregard of human life, many African rulers tended to put less value for the lives of their subjects whom they ruled for example quite often, a ruler of a tribe would easily order his warriors to attack the villages of his subjects and seize their property, kill some of them. ~ Active participation and willing cooperation of African chiefs and coastal traders who were making a lot of profits made the slave trade last for so long. ~ Many European countries depended on the products of slave labour in West Indies and America for example, British industries depended on raw sugar, raw cotton and unprocessed minerals from America which she was not willing to lose. ~ European slave merchants and Africans involved in the trade were blinded by the huge profits made from the trade. ~ There was smuggling of slaves outside the forbidden areas. Slave traders would pretend to sail northwards when sighted by British patrol ships but would change course after British navy ships had disappeared. ~ Other European countries refused to co-operate with Britain to end slave trade because they had not yet become industrialized, and therefore they still benefited from it for example Portugal and Spain. ~ The only economic alternative of slave trade was Agriculture which was not reliable compared to the booming slave trade. ~ The anti slavery campaign was too expensive for Britain alone to compensate slave owners. ~ Stopping slave trade in the interior was difficult because Arabs were in control of large areas. ~ The East African coastline was long which delayed the anti-slavery group penetration in the interior. ~ Due to the tropical climate, most British personnel were affected by malaria which hindered the stopping of Slave trade. ~ Seyyid Said and Barghash were always unwilling to end slave trade at once due to fear of losing revenue and risk of rebellion by Arabs who found it profitable. ~ The anti-slavery group was small compared to the East African Coast. ~ European powers continued with slave trade, they shipped the slave cargos in to ships bearing American Flags. **Factors that led to the abolition of slave trade** It was the British government that began the abolition of the slave trade during the years,1822 - 1826 . This was because of the pressure by various groups based on different factors; a) Rise of humanitarians in Europe such as Christians and scholars condemned it on moral grounds. The missionaries wanted it to be stopped because they wanted good conditions for the spread of Christianity. The formation of the humanitarian movements in England aimed at stopping all kinds of cruelty including slave trade, flogging of soldiers and child labour. b) Industrialization in Britain was one of the main forces behind the abolition .E.g. Britain industrialists urged its abolition because they wanted Afr icans to be left in Africa so that Africa can be a source of raw materials for their industries, market for European manufactured goods and a place for new investment of surplus capital. c) Formation of Anti-slavery movement and the abolitionist movement in 1787. Its chairman was Granville Sharp and others like Thomas Clarkson, William Wilberforce who gathered facts and stories about the brutality of slave trade and slavery to arouse public opinion in Britain. d) Religious revival in Europe, Anglicans preached and condemned slave trade as being opposed to laws of God and humanity. Catholic popes also protested against the trade and prohibited it. In 1774, many religious leaders served as examples when they liberated their slaves in England. e) The French revolution of 1789 and the American revolution of 1776 emphasized liberty, equality and fraternity (brotherhood) of all human beings. As a result, people began to question whether anyone had a right to deprive fellow man of his liberty when he had done wrong. f) The British desire to protect their national interests, British planters wanted slave trade stopped to avoid competition with other European planters .This is because other planters were producing cheaper sugar, British sugar accumulated hence the need to stop over production. g) The rise of men with new ideas e.g. Prof. Adam Smith(challenged the economic arguments which were the basis of slave trade when he argued convincingly that hired labour is cheaper and more productive than slave labour, Rou sseau spread the idea of personal liberty and equality of all men. h) Slaves had become less profitable and yet had led to over population in Europe. i) Influential abolitionists like William Wilberforce ( a British member of parliament ) urged the British government to legislate against the slave trade in her colonies. j) The ship owners stopped transporting slaves from Africa and began transporting raw materials directly from Africa and America to Europe, which led to a decline in slave trade. **Steps in the abolition of slave trade** The movement to abolish slave trade started in Britain with the formation of Antislavery movement. The British government abolished the slave trade through anti slave laws (Legislation), treaties and use of force. The Anti  slavery movement was led by Granville sharp, other members were Thomas Clarkson, William Wilberforce and others. ~ The first step was taken in 1772 when slavery was declared illegal and abolished in Britain. The humanitarians secured judgment against slavery from the British court. ~ In 1807, British parliament outlawed slave trade for British subjects. ~ 1817 British negotiated the reciprocal search treaties with Spain and Portugal. ~ Equipment treaties signed with Spain 1835 Portugal 1842 and America 1862. ~ In E. Africa in 1822 Moresby treaty was signed between Captain Moresby and Sultan Seyyid Said it forbade the shipping of slaves outside the sultans territories. British ships were authorized to stop and search suspected Arab slave-carrying dhows. ~ In 1845, Hamerton treaty was signed between Colonel Hamerton and Sultan Seyyid Said. It forbade the shipping of slaves outside the Sultans East African possessions, i.e., beyond Brava to the north. ~ In 1871 the British set up a parliamentary commission of inquiry to investigate and report on slave trade in E. Africa. ~ In 1872 Sir Bartle Frere persuaded Sultan Barghash to stop slave trade but not much was achieved. On 5th March 1873, the Sultan passed a decree prohibiting the export of slaves from main land and closing of slave market at Zanzibar. Zanzibar slave market was to be closed within 24 hours. ~ 1876 the Sultan decreed that no slaves were to be transported overland. ~ 1897 decree left slaves to claim their freedom themselves ~ 1907, slavery was abolished entirely in Zanzibar and Pemba. ~ In 1927, slavery ended in Tanganyika when Britain took over from Germany after the 2nd world war. **Effects of abolition of slave trade** a) The suppression of slave trade led to loss of independence that is to say, it confirmed among the Arabs and Swahilis that the Sultan had lost independence over the East African coast, and that he was now a British puppet . b) The suppression of slave trade led to development and growth of legitimate trade which provided equally profitable business to both Europeans and African traders. Many ship owners diverted their ships from transporting slaves to transporting raw cotton and raw sugar from Brazil and America. c) It accelerated the coming of European missionaries to East Af rica who emphasized peace and obedience thus the later European colonization of East Africa. d) Disintegration of the sultan Empire. This is because it loosened the economic and political control which the sultan had over the East African nations .His empire in E.A. therefore began to crumble .This gave opportunity to other ambitious leaders like Tippu- Tip to create an independent state in Manyema ,where he began selling his ivory and slaves to the Belgians in Zaire. e) The abolition of slave trade was a catalyst to the partition of East Africa where by Britain took over Kenya, Zanzibar and Uganda and Germany took over Tanganyika. f) Slave trade markets were also closed for example Zanzibar in 1873 following the frre treaty signed between Sultan Barghash and Bantle Frere. g) Islam became unpopular as many converted to Christianity. h) African societies regained their respect and strength as they were no longer sold off as commodities. **Development and organization of long distance trade** Local trade refers to the exchange of goods among members of a community. Regional trade involves exchange of goods between a community and her neigbouring communities.Long distance trade was the exchange of trade goods between communities over long distance, for example between the east African interior and the east African coast. **The organization of long distance trade** ~ The communities that participated in the long distance trade were the Akamba, Swahili, Arabs, Yao, nyamwezi, Mijikenda and Baganda. ~ The trade developed because of the demand for ivory in Europe and the United States of America, slaves for plantation agriculture at the coast and in Mauritius and reunion sugar plantations ~ Ivory and slaves from the interior were exchanged for cloth. Utensils, ironware, zinc and beads at the coast.The system of trade were barter. ~ The middlemen included the Mijikenda and the Akamba who obtained slaves and ivory from the interior. The Akamba adopted the long distance trade after the outbreak of famine in 1836 and due to the central location of their country. ~ The Akamba organized caravans that left for the coast on weekly basis to sell ivory, gum copra, honey, bees wax, rhinoceros horns and skins. They had prosperous traders like chief Kivoi who is remembered for organizing the trade. ~ They set up markets and routes in the interior. ~ The source of slaves and ivory extended as far as Mt. Kenya region, Baringo and the shores of Lake Victoria. ~ The trade led to the development of Mombasa and Lamu as important market points. ~ The Waswahili and Mijikenda traders were also used in the trading caravans to the interior. ~ By 1860s, Arabs and Swahili traders started penetrating to the interior of Kenya as far as Uganda. ~ In Kenya, the main trading centres were taveta, Mbooni hills, elureko in Wanga and Miazini near Ngong and along Lake Baringo. ~ By 1870, the Akamba dominance in the trade declined as a result of competition from the Arab and Waswahili traders who began penetrating into the interior to get goods from the source. ~ Movement between the interior and the coast was carried out in caravans along well defined routes. ~ The trade routes became insecure due to the Oromo and Maasai raids. ~ The abolition of slave trade also affected the long distance trade. ~ In Tanganyika, the Yao, nyamwezi, Arabs and Waswahili were great traders. The Yaoexchanged tobacco, hoes, and animal skins at Kilwa with imported goods like cloth and beads. They were also the principal suppliers of ivory and slaves to Kilwa. The Yao were the most active long distance traders in east Africa. ~ The Arabs and Waswahili traders organized caravans into the interior and set up markets and trade routes. They were given security by Seyyid said who signed treaties with Chief Fundikira of the Nyamwezi to allow the Arab traders to pass through his territory. ~ They established interior Arab settlements at Tabora which became the centre of Arab culture. ~ The nyamwezi organized trading expeditions under their chiefs upto the coast with ivory, copper, slaves, wax hoes, salt and copra. They returned with cloths, beads and mirrors. They established trade routes such as the route from Ujiji via Tabora to Bagamoyo. They travelled to Katanga in DRC for iron, salt and copper. By 1850 nyamwezi merchants such as Msiri , and leaders like Nyungu ya Mawe and Mirambo played a key role in the trade development. ~ When the Arab and Waswahili traders arrived in Buganda, the kabaka welcomed them because he needed their goods such as beads, cloths, guns etc. He also wanted assistance in aiding his neighbours. E.g the invasion of Busoga in 1848 was assisted by the Arab traders. From the raids to Bunyoro, Toro, and ankole and Buvuma and Ukerewe islands, the Baganda acquired cattle, ivory, slaves and grains which the sold to the Arabs. ~ The Khartoumers also practiced long distance trade. They raided the northern part of Uganda for ivory and slaves. ~ Arab and Waswahili traders ventured into the Bunyoro kingdom by 1877 for ivory. ~ There were three main trade routes that linked east African coast and the interior; a) From Mombasa through the Mijikenda area onto Taita-taveta then branching into two. One leading to Kilimanjaro onto the Lake Victoria region the diversion was to evade the hostile Maasai. . The other branch proceeded northwards from taveta across Galan River into Ukambani then to mt Kenya region and further west. Taveta became an important point on these routes. b) The route from Kilwa to Yao then branching southwards to Cewa in Zimbabwe. c) From Bagamoyo to Tabora where it branched northwards to Buganda and another branch to Ujiji then to Zaire. **MAP OF EAST AFRICA SHOWING TRADE ROUTES** **Effects of the Long distance trade on the people of East Africa** a) The trade led to Development of towns e.g. Mombasa, Lamu, Kilwa, Pemba and Zanzibar. b) It increased the volume of local and regional trade as varieties of new goods were introduced. c) There was the Emergence of a class of wealthy Africans along the coast and the interior as Arab, African and Waswahili merchants acquired a lot of wealth. E.g. Kivoi of Ukambani, Ngonyo of Mijikenda, Tippu tip, Msiri, Nyungu ya mawe of nyamwezi, Mwakikonga of the Digo etc. d) There was Introduction of foreign goods such as beads, cloth and plates to the peoples of East Africa. e) The trade led to Introduction of new crops to the coast e.g. bananas, rice sugarcane and mangoes. f) Arab and Waswahili traders introduced Islam to the East African Coast. They also introduced Islamic culture along the coast. g) Development of plantation agriculture in Malindi and Mombasa due increased slave trade. h) It led to the development of trade routes and market centres in the region. Such routes later became important highways during the colonial rule and upto today. i) Traders gave reports about the coast, its strategic and commercial stability leading to the colonization of East Africa. j) It led to the development of a money economy that replaced barter trade k) The trade facilitated the colonization of east Africa as the interior was exposed to the outside world. **Development and organization of international trade** The east African coast also participated in international trade during the 19 Th century with traders from different countries such as USA, Britain and France. **Factors that facilitated the development of international trade** a) The existing earlier trade links between east Africa and the Far East before this period. b) The existence of regional trade which became a means through which goods such as ivory were acquired from the interior to be used in the international trade. c) The role played by Seyyid said through encouraging the foreign traders to come to the coast. He even signed treaties with them. He also gave letters of introduction to the Arab caravans leading into the interior. d) The improvement of the monetary system by Seyyid said facilitated the trade. He introduced the small copper coins from India to supplement the silver currency (Maria Theresa dollars and the Spanish Crown). He also employed the services of the Indian Banyans or Baluchis (Money Lenders) who organized credit facilities for the caravans going into the interior. e) There was a high demand for goods from the coast and the international community. Trade goods on demand were also readily available. E.g Gold ivory slaves cloths, beads, and guns. f) The existence of deep natural harbours and the attractive beaches lured many foreigners to the region. g) The existence of a class of wealthy merchants facilitated the trade. h) The establishment of specific trade routes and markets such as Zanzibar, Kilwa and Mombasa facilitated the movement and exchange of goods. i) The sultans identification of Britain as the sole trading agents in the interior overcame any rivalries which could have led to competition and decline of regional trade which would have in turn affected the international trade. j) The development of a sound trading policy by Seyyid said to ensure international market for his grains, coconuts and ivory. He developed trade links with Europe and America by signing treaties with USA in 1833 that opened a consulate in Zanzibar in 1837. He signed a similar treaty with Britain in 1839 that opened a consulate in Zanzibar in 1941. With France in 1844 and Germany in 1871.The arrival of IBEACo with William McKinnon further strengthened international trade links and increased the volume trade. **Consequences of international trade** a) Through the trade, the east African coast was exposed to the outside world. b) Some of the European traders later spread their faith thus leading o the spread of Christianity in east Africa. c) The international trade fostered good relations between the east African coast and European nations and USA. d) The contacts between the coast and European powers later contributed to the colonization o east Africa by Britain and Germany. e) New trade goods and crops were introduced to the coast. f) Participants in the trade grew richer and exhibited high standards of living. g) The slave trade led to sufferings, killings and increased warfare. **CHRISTIAN MISSIONARIES IN EAST AFRICA** **Introduction** Christian missions were organized efforts to spread the Christian faith for the purpose of extending religious teaching at home or abroad. Their coming of Christian missionaries to East Africa and Africa in general was based on a number of motives which were humanitarian, economic, political and social in nature. The Portuguese were the first to introduce Christianity to the east African coast in the 15th c.This attempt however had little success. By the 19th century, a number of missionary groups worked in East Africa and these included; 1. The Church Missionary Society 2. The Holy Ghost Fathers 3. The University Missionary Society to Central Africa 4. The White Fathers 5. The Methodist Fathers 6. The Mill Hill Fathers 7. The London Missionary Society Reasons for the coming of Christian missionaries in East Africa a) The missionaries had the ambition to spread Christianity to the people of East Africa. This would be through preaching and teaching the holy gospel so that many would get converted to Christianity. b) They wanted to fight against slave trade in East Africa. Earlier travelers like John Speke and James Grant, H.M. Stanley, Dr. David Livingstone and others had reported about the evils of slave trade in East Africa. c) They wanted to check on the spread of Islam in East Africa from the coast with intentions of converting many to Christianity. d) Some missionaries came because they had been invited by certain African chiefs, For example, Mutesa I of Buganda wrote a letter through H.M Stanley inviting missionaries to Buganda. e) They came to establish legitimate trade in East Africa. They, for instance wanted to trade in items like glass, cloths, etc. as Dr. Livingstone told Cambridge University students, I go back to Africa to make an open pass for commerce and Christianity.. Similarly, his speech in 1857 emphasized the unity between Christianity and Commerce. f) The missionaries also loved to adventure and explore the interior of East Africa. For example Dr. John Ludwig Kraft of CMS is said to have been the first European to see Mt. Kenya while Johann Redman was the first to see Mt. Kilimanjaro. g) They had a mission to clear the way for the colonization of East Africa. The missionaries were tasked by their home governments to preach ideas of love, respect, brotherhood, forgiveness, tolerance and non violence so that when the colonialists come, they would meet less resistance from the East Africans. h) Its also argued that missionaries wanted to civilize East Africans. They argued that they came to stop some of the barbaric acts and customs e.g. Female Genital Mutilation among the Kikuyu in Kenya, human sacrifices and the practice of killing twins. i) The information they gave about important places like the source of the Nile, fertile soils, river falls and the climate all attracted the missionaries into East Africa. Early contacts by travelers like Stanley, Speke and Grant, among others encouraged missionaries to come. j) The expulsion of some of the missionaries from other parts of Africa led them into East Africa. For example Johann Ludwig Kraft and Johann Redman are said to have been expelled from Ethiopia around 1842 before they chose to relocate to East Africa. **Missionary Activities in East Africa** The pioneer missionaries in East Africa were the Church Missionary Society led by the Germans John Krapt and Johann Rebmann who arrived in East Africa around 1844 and 1846 respectively. Krapt arrived and established a mission station at Rabai. When they realized they were not making any great impact at the coast, the two moved into the interior visiting the Akamba and Taita. The CMS set up stations in Taita and taveta.They were the first Europeans to see Mount Kilimanjaro in 1847. Krapt discovered the source of River Tana and was the first European to see Mount Kenya in 1849. In 1949, Jacob Erhardt, a Germany explorer joined them and became the first European to draw a crude map of east Africa fro then stories he heard from traders. In 1862, the united Methodist Church led by Thomas Wakefield arrived from Britain and settled at the coast. They established a station at Rabai. They also set up mission stations at Jomvu and Lamu. They were able to convert some people among the Mijikenda. In 1863, the University Mission Society to Central Africa moved to Zanzibar where a mission was started from Re-union and later to Bagamoyo. Cardinal Lavigeries formation of the White Fathers Mission in Algeria (1863) extended to other parts of Africa. In 1875, Freetown Mission a centre for freed slaves was established. By 1889, about 1400 slaves had settled in Freetown. In 1877, the Church Missionary Society mission arrived in Buganda while the white fathers arrived in 1879. In 1891, the Presbyterian Church of Scotland arrived in Kenya and began their work at Kibwezi in Machakos. In 1898, the Church of Scotland Mission arrived at Kikuyu and set up a mission station at Thogoto. Members of the African Inland Church from the United States of America established their station at Nzaui in Machakos. They then spread to Kijabe, Nandi, Kabarnet and Nyakach in Nyanza. The catholic missionary societies, like the Holy Ghost Fathers and the Consolata Fathers arrived in Zanzibar but later moved to Mombasa in 1890 . They advanced interior and founded stations among the Akamba and among the Agikuyu towards the end of the Century. The Holy Ghost fathers established a station at St Austins near Nairobi in 1899 while the Consolata fathers from Italy opened a station in Nyeri in 1907The Mill Hill Fathers reached Kenya from Uganda.In 1902, the Friends Missions arrived at Kaimosi. By 1914 there were many missionary societies working in western Kenya. For example, the Seventh Day Adventists, the Quakers (Friends Mission) and the Church of God Mission. The roles of these missionaries varied enormously depending on the colonial context and their relations with the colonial authorities. **Missionaries in Tanganyika** The missionaries here enjoyed the support of the sultan of Zanzibar, Seyyid Said. At Zanzibar, the Roman Catholic missionaries began to follow the lead of CMS in taking interest in East Africa. The CMS began a freed slave centre at Freetown in 1875 where the freed slaves were taught Christianity and formal education. The slave villages later became Christian outposts. The CMS finally reached Uganda in 1879 where they were later joined by the White Fathers from Tabora and Ujiji.In 1863, a group of missionaries from the Holy Ghost Fathers arrived from Reunion where they had been working among freed slaves and began their work in Zanzibar. They also began a freed slave settlement at Bagamoyo. By 1885, they had set up five villages that were to act as Christian outposts Missionary work in Tanganyika was motivated by the reports given by Dr, David Livingstone on the horrors of slave trade.In 1863, the University Mission Society to Central Africa under Bishop Tozer moved to Zanzibar where a mission was started from Re-union and later to Bagamoyo. Dr.Livingstone of UMCA also worked I Ujiji in 1871 where he met with Henry Morton Stanley, a journalist who had been sent to look for him. In 1875, the London Missionary Society set up a mission post around Lake Tanganyika. **Missionaries in Uganda** The pioneer missionaries were the members of the CMS based in Tabora, Tanganyika. The first protestant missionaries were sent from England in 1876 after a letter that was sent by Henry Morton Stanley confirming Kabaka Mutesa Is invitation. They came in through Tabora and Usukuma and reached Rubaga, mutesas capital in 1877 where they set up a church. In 1879, the Roman Catholic Missionaries and White Fathers followed also from Tabora and Kibanga.The Protestants and Catholics were supported by Kabaka Mwanga though he did not want them to work outside the capital and beyond the royal family. This arrangement did not favour Missionary work in Uganda.Soon there ensued rivalry between the Catholics and protestants. The kabaka had also embraced Muslims and African traditionalists to the level of generating the infamous religious and political conflicts that rocked the kingdom eventually leading to its colonization.Missionary work expanded upto lake Nyasa. For example the Scottish Mission of the Livingstone Mission and the church of Scotland Mission set upstatations around lake Nyasa in 1876. **Activities of Christian missionaries in East Africa** The following were the activities carried out by the Christian missionaries in East Africa. a) Missionaries carried out evangelization. They tried to convert and baptize many people into Christianity from their paganism and Islam. b) Christian missionaries carried out linguistic research and came up with new developments in language. Dr Kraft for example translated the Bible into Swahili and wrote a Swahili dictionary and grammar hence making it easy for people to understand the Bible more. c) The Christian missionaries built many churches in East Africa many of which are still in existence. They for example set up a church at Zanzibar, Rubaga and Rabai missionary station near Mombasa. This enhanced evangelization into the local population. d) They carried out exploration work into the discovery of various East African physical features. For example, Kraft was the first European to see Mt. Kenya in 1849 while Rebmann was the first to European see Kilimanjaro in 1848. e) Christian missionaries set up stations for free rehabilitation services for example in 1868 the Holy Ghost Fathers set up a home for the free slaves at Zanzibar. f) Christian missionaries participated in skill development in East Africa. They for example participated in modernizing Agriculture and carpentry by setting up agricultural institutionsand carpentry workshops for training. g) Christian missionaries were also influential in establishing educational institutions and training efficient class of African clergy (catechists) who were close and more understandable to the local communities. This helped and enhanced the propagation of faith. h) Christian missionaries were at times involved in political processes that were beyond spiritual jurisdiction. They for example participated in the overthrow of Kabaka Mwanga of Buganda. They also acted as front runners in the colonization process. **Reasons for the success of missionary work in East Africa** a) The missionaries faced no strong opposition from any religion. Islam was only greatly dominant at the coast. b) The evils of slave trade made East Africans welcome missionaries as liberators. Their campaign against slave trade won them much support from different tribes in East Africa. c) The support they got from some of the local chiefs and kings led to their success. For instance, the sultan of Zanzibar gave them immense support. Mutesa I of Buganda and Mirambo of Nyamwezi all gave them protection as well as rights to do their work in their territories. d) The earlier explores helped to map out potential areas of East Africa for smooth missionary work. For instance, H.M Stanley had identified Buganda as a hospitable community for the missionaries and they were later welcomed by the Kabaka of Buganda in 1877. e) The support missionaries got from their home governments led them to success. This was inform of finance and physical manpower for instance colonial governments gave protection to the missionaries whenever they were challenged by local chiefs or other threats. For instance Captain Lugard supported the Prot estants in the religious wars in Buganda. f) Some missionary groups sought for alliances with African chiefs. Such treaties of friendship made their work easy since the chiefs would call on their subjects to take on the missionary teachings. g) The missionaries efforts to translate the bible into several local languages helped them succeed for example Kraft translated the New Testament of the Bible into Swahili and wrote a Swahili dictionary and a Grammar book. h) The missionaries also received the support of African converts in spreading the Gospel. Converts could now teach in their mother tongue and therefore overcame the language barrier. i) The industrial revolution had provided such technology like the printing press which made printing of bibles and other academic work easy. j) Their efforts in life saving services like medical care (Quinine) won them great admiration among the people of East Africa that few were ready to oppose them. The discovery of quinine also facilitated their work as it cured tropical diseases. k) The missionaries practical skills enabled them to survive even when their supplies from home delayed. They for instance adopted agriculture as soon as they settled anywhere. This ensured steady supply of food. l) The building of the Kenya Uganda railway greatly encouraged missionary work in the interior. The missionaries could now travel between the coast and the interior. m) Political stability in East Africa favoured missionary work because missionaries could settle. n) The emergence of the African independent church movement boosted the spread of Christianity. African initiatives to Africanize Christianity encouraged its growth in East Africa.. o) The death of Dr. David Livingstone in 1873 and other earlier missionaries increased the determination by many groups to see missionary work succeed in Africa, and East Africa in particular. E.g. the London news paper wrote after his death, the work for Africa must hence forth begin in earnest where Livingstone left it off. p) Establishment of resettlement centers for freed slaves e.g. at Bagamoyo and Frere town near Mombasa where skills like carpentry, and agriculture were taught. Such communities thus looked at missionary work as a life- saving mission **Problems faced by missionaries in East Africa** Christian missionaries in East Africa were faced with various problems which clipped their activities at times. These include: a) They faced the problem of language barrier. This was because East Africa had a multiplicity of languages hence rendering communication between the missionaries and the local people very difficult. b) There was a problem of the influence of Islam. Arabs being the first group of people to arrive at the coast and interior had deep rooted Islam into the people thus making it difficult for the people to easily adopt Christianity. For example, by the time Sir Edward Frere arrived in East Africa (1873) Rebmann had only 6 converts. c) Existence of tropical diseases was yet another problem faced by the Christian missionaries. Tropical diseases like malaria, small pox, claimed many missionary lives thus making progress in their activities very difficult since they could be left very few in numbers. d) Another hardship was caused by geographical barriers. These included hilly areas, rivers, lakes and forests. These hindered their free movement to various places thus a threat to their activities. e) Divisions and quarrels between various missionary groups for example Catholics versus Protestants was a hindrance to their activities. This could create divisions and biases among the believers thus weakening their capacity to convert more converts. f) Poor transport was a hindrance to the missionary activities in East Africa. This was due to undeveloped roads at the time to help in the movement of missionaries from one place to another. g) Presence of hostile tribes in East Africa was also a problem that faced Christian missionaries. The Nandi and Maasai who believed that strangers were not supposed to pass via their land could attack and kill many missionaries thereby reducing their numbers compared to the increasing number of converts. h) The presence of wild animals was also a threat to the missionary activities in East Africa. Man enters in Tsavo National Park consumed and threatened many whites. This clipped their activities at times. i) The missionaries faced the problem of lack of supplies. They for example lacked enough money, accommodation and drugs. This was because they originated from very far (Europe) thus making it difficult for them to have full time and constant supplies. Such put their lives at risk and could sometimes lead to death. j) The Christian missionaries faced the problem of stiff contradiction and rivals between European missionaries and traditional Africans. Customs like polygamy, satanic worship, etc were deep rooted into African communities which proved a threat for the missionaries to successfully uproot them. k) The missionaries made their work difficult by involving in politics and judicial systems which were beyond spiritual jurisdiction. Local leaders could misinterpret them as political rivals and organize their masses for resistance against missionary activities. **Effects of missionaries in East Africa** (a) They spread Christianity and baptized many converts. Catechists were also trained who helped in the spread of Christianity for example, in Kenya by 1911 many people had been converted and many cathedrals and churches were built like the Kikuyu churches (Charismatic Arathi or spirit churches.) (b) African religious beliefs, culture and traditions were despised and demoralized for example the birth and murder of twins, human sacrifice. (c) They established hospitals and clinics which offered modern medicine plus research in tropical diseases like malaria, small pox, yellow fever and sleeping sickness which had claimed many lives. For example, the Mission Hospitals at Rabai, Thogoto, Kaimosi e.t.c. Dr Albert Cook built Mengo hospital. (d) They introduced the European system of management and styles of dress and architecture which have been adopted by many people in East Africa today. (e) They put to an end the inter-tribal or inter-village wars and established a stable and peaceful society under one faithful leader (centralization). (f) They studied African languages and translated the Bible into various languages. For example Kraft translated the New Testament of the Bible into Swahili, Bishop Edward Steere based inZanzibar learnt and studied Swahili and translated books from English to Swahili, published the New Testament and the entire Bible in 1891. (g) They established printing presses like Marianum press and published newspapers. (h) They opened up primary and secondary schools as well as training collages for teachers and trade schools for craftsmen e.g. Alliance High School, Kisubi Vocational School. In the technical schools, carpentry and brick laying skills were obtained. (i) A new class of elite emerged. Africans educated mainly in English and French emerged, these later served as doctors, lawyers, clerks, teachers, catechists, agriculturalists and priests who played a great role of spreading Christianity. For example, in 1890, Africans were ordained as priests of the University Mission to Central Africa in Tanganyika. (j) They paved way for the improvement of agriculture through establishing experimental farms and plantations where new crops, better methods of farming and equipment were introduced for example cotton was introduced by Kenneth Boroup in 1903 and Africans were taught how to use a plough and how to grow coffee. (k) Missionaries improved communication and transport which in turn led to the opening up of the hinterland of Africa. The building of strong boats and ships gave Europeans courage to travel far from home. (l) Missionaries destroyed local industries like craft industry e.g. blacksmiths, pottery work were all destroyed and replaced with European products e.g. manufactured items like cups, saucepans, etc. (m) They contributed to the rise of nationalism. This was made possible through education where the African elite emerged and started demanding for independence e.g. Tom Mboya, Obote, Nyerere, and Kenyatta. (n) They fought slave trade which was later abolished and equality and liberty for all was encouraged in East Africa. (o) Mission stations were developed in towns like Rabai missionary station near Mombasa. **Role of Christian missionaries in the colonization of East Africa** a) Missionaries signed treaties which were later used by colonialists to take over colonies e.g. Tucker, a British Missionary interpreted the 1900 Buganda Agreement to the regents of Kabaka Daudi Chwa II. This led to loss of political, economic and social powers to the British protectorate government. Sir Harry John stone who signed on behalf of the British government confessed that; b) Missionaries supplied information to the colonialists which they utilized to plan how to effectively impose their colonial rule on how to crash the African resistance. In the religious wars in Buganda, the British fought behind the Protestants. c) In fact there was a reciprocal relationship between missionaries and the colonialists that is why missionaries laid the ground work before the partitioners offered missionaries protection for the success of their evangelization mission. d) The Church missionary society managed to raise enough funds for Imperial British East African Company for its staying in Uganda for at least 2 or more years. The church missionary society and Captain Lugard viewed that the companys withdraw would live theBritish and the protestant party in a dangerous position versus Moslems. e) Missionaries enhanced the growth of tropical raw materials like coffee, cotton to satisfy the British industrialists urge but disguising everything in Christianity. Bishop K. Boroup for example introduced cotton in Uganda. f) They appealed to their home governments for protection in case of attack. It is in this light that Britain came to Uganda during the religious wars of 1884-1892 and later occupied Uganda. g) They created a collaborating class by luring it religiously and materially. This class helped colonialists to fight resistors despite the fact that they were all Africans. h) In their evangelization role, they brain washed Africans with biblical teachings as love your neighbor as you love yourself, blessed are the humble for the kingdom of God is theirs, etc. With these preachings they made potential resistance important. i) Religion was a mechanism of divide and rule. The converts and the non-converts hated each other which caused division to the advantage of the Europeans. j) Collaboration with chattered companies, European Christian missionaries and their converts worked hand in hand with the Imperial British East African Company to defeat Kabalegas resistance. k) Missionary stations served as military bases from where the European colonial forces launched attacks on the resisting Africans. African Lugard used old Kampala hill as a military base against Kabalega. l) Mission stations served as colonial government headquarters. The established mission infrastructure was used to help in the establishment and sustenance of European colonial rule. m) Colonialists lacked skilled manpower, so the missionaries by design or accident were very faithful servants of the colonial government i.e. they were Colonial government servants. n) They created a peaceful atmosphere for the germination of colonialism in areas of hostility. This is because they emphasized the centralized leadership where peace and obedience were expected. o) Missionaries also trained manpower through introduction of education which was used by colonialists. This was done through teaching those academic subjects and manual skills like use of a plough and how to grow coffee. p) They acted as interpreters e.g. Tucker in the 1900 Buganda agreement. q) Through conversion of the Buganda chiefs and pages before Buganda commoners it meant that each party i.e. the Church Missionary Society and France had gained converts. This was a political security of sympathy to the Christian missionaries as against the Kabaka in Bugandas leadership. This indirectly undermined the Kabakas authority and respect i.e. his traditional power base was being eroded. **CITIZENSHIP** **What is citizenship?** This refers to the legal right of a person to belong to a particular country. A Kenyan citizen is a person who has the legal right to belong, live and do freely all that has to do with their life in Kenya. **BECOMING A KENYAN CITIZEN** Ways in which Kenyan citizenship can be acquired. a) By birth. b) By registration. **Citizenship by birth** The following are the Ways through which citizenship by birth is acquired in Kenya. a) A person is a citizen by birth if on the day of the persons birth, whether or not the person is born in Kenya, either the mother or father of the person is a citizen. b) A child found in Kenya who is, or appears to be, less than eight years of age, and whose nationality and parents are not known, is presumed to be a citizen by birth. c) A person who is a Kenyan citizen by birth and who has ceased to be a Kenyan citizen because the person acquired citizenship of another country, is entitled on application to regain Kenyan citizenship. **Citizenship by registration** Conditions for qualification to apply for Citizenship by registration are as follows: a) If a person has been married to a Kenyan citizen for a period of at least seven years. b) If A person who has been lawfully resident in Kenya for a continuous period of at least seven years applies to be registered. c) If a child who is not a citizen, is adopted by a citizen and applies to be registered. d) Citizenship may be granted to individuals who are citizens of other countries that allow Kenyans citizenship in their countries. **Revocation of citizenship** The revocation of citizenship by registration may happen under the following circumstances. a) If a person acquired citizenship by fraud, false representation or concealment of any material fact. b) If the person has, during any war in which Kenya was engaged, unlawfully traded or communicated with an enemy or been engaged in or associated with any business that was knowingly carried on in such a manner as to assist an enemy in that war. c) If the person has, within five years after registration, been convicted of an offence and sentenced to imprisonment for a term of three years or longer. d) If a person has, at any time after registration, been convicted of treason, or of an offence for which a penalty of at least seven years imprisonment may be imposed. Citizenship by birth may be revoked under the following circumstance a) If the citizenship was acquired by fraud, false representation or concealment of any material fact by any person. b) If the nationality or parentage of the person becomes known, and reveals that the person was a citizen of another country. c) If the age of the person becomes known, and reveals that the person was older than eight years when found in Kenya.The concept of Dual citizenship. a citizen by birth does not lose citizenship by acquiring the citizenship of another <br><br>country. **Rights and responsibilities of a Kenyan citizen** **Human rights** Human rights refers to the accepted principles of fairness and justice- or the universal moral rights that belong equally to all people in their capacity as human beings. **Components of human rights** Every human right must fulfill these three fundamental conditions; a) Condition of life, which is necessary for development of human personality b) A Social character (since it presupposes existence of other members of the society) c) It must be enjoyed equally by all members of the society. The constitution of Kenya contains the rights of the individuals and special groups such as children, the youth and people with disabilities. It gives the state the responsibility of guaranteeing these rights. The rights are contained in chapter 4 of the current constitution under the bill of rights. This chapter is not merely an integral part of the constitution of Kenya; it is the fundamental basis for the establishment of the state.Human rights and fundamental freedoms are recognized and protected in the constitution because they preserve the dignity of individuals and communities, and promote social justice **The rights and freedoms protected in the Bill of Rights** **1. Right to life** Life begins at conception and no child should be deprived of life deliberately. Abortion is not therefore permitted unless occasioned by the need for emergency treatment or life of the mother is in danger. People who attempt to commit suicide are also punishable on the strength of their right **Limitations of the right to life**<br><br> A court of law can sentence one to death if found guilty of an offence punishable by <br><br>death **Instances when the right to life may be taken away:**<br><br> When one is defending ones life or country as is the case during war. When defending ones property against violent attack. When a law enforcement officers life is endangered, for example when apprehending armed criminals. **2. Equality and freedom from discrimination** Every person is equal before the law and has the right to equal protection and equal benefit of the law. This means that both men and women are equal before the law. Any form of discrimination is illegal and is prohibited in the constitution. **3. Human dignity** Every persons dignity should be respected and protected. One must not ridicule or embarrass other members of society. **4. Freedom and security of a person** This right protects a person from being detained without a good reason and without trial. No person will be subjected to physical or psychological torture, corporal punishment or cruel and inhuman treatment. Each citizen must also protect the freedom and security of others. It is unlawful for one to subject his or her spouse to either psychological or physical abuse. **5. Freedom from slavery, servitude and forced labour** No one should be held in servitude or slavery or perform forced labour. Every employer should treat his or her employees with dignity and not to force them to work. **6. Right to privacy** Every person has a right NOT to have him or herself, his or her property searched, or his or her possessions seized. Not revealing a persons family or private affairs unnecessarily or private communications interfered with. **Exceptions to this right:** The law allows police officers, tax inspectors and other government agents to search private homes or business premises for purpose of health inspection, tax collection or any other officially sanctioned reason. **7. Right to assembly, demonstration, picketing and petition** Every citizen has a right to assemble and participate in peaceful demonstrations and even present petitions to public authorities **Responsibility:** Those demonstrating must not interfere with peace of others for example through harassment of motorists and property destruction. **8. Political rights** Every citizen is free to make political choices, which includes the right to form, or participate in forming, a political party and to participate in the activities of, a political party.Every citizen has the right to free, fair and regular elections based on universal suffrage and the free` expression of the will of the electors for any elective public body or office. Every adult citizen has the right, without unreasonable restrictions, to be registered as a voter; to vote by secret ballot in any election or referendum and to be a candidate for public office, or office within a political party and, if elected, to hold officer responsibility.It is illegal to prevent other people from participating in elections, buy votes etc. **9. Freedom of movement and residence** Citizens have a right to free movement and ownership of property in any part of the country. **Responsibility:** Citizens should not obstruct efforts of any citizen to move freely and reside and own property in any part of the country. **10. Economic and social rights** Every person has the right to the highest attainable standard of health, which includes the right to health care services, including reproductive health care. Every person has the right to accessible and adequate housing, and to reasonable standards of sanitation.Every person has the right to be free from hunger, and to have adequate food of acceptable quality.Every person has the right to clean and safe water in adequate quantities.Every person has the right to social securityEvery person has the right to education.A person shall not be denied emergency medical treatment.The State must provide appropriate social security to persons who are unable to support themselves and their dependants.Nb-it is on the strength of this right that the government is providing free primary education. **Responsibility** Every citizen must pay tax. **11. Consumer rights** Consumers have the right to goods and services of reasonable quality. Consumers have the right to the information necessary for them to gain full benefit from goods and services.Consumers have the right to the protection of their health, safety, and economic interests.Consumers have the right to compensation for loss or injury arising from defects in goods or services. **Responsibility** It is ones responsibility to question the quality of goods and services being offered, to enable one get value for money. The traders and other service providers have a responsibility to provide quality goods and services to fellow citizens. They should give truthful information when advertising their products. **12. Right to fair labour practices** Every worker has a right to fair labour practices like fair remuneration, reasonable working conditions, the right to join or practice in trade union activities and the right to go on strike .Every employer has a right to join an employers association and participate in its programmes and activities **Responsibility** One must respect the right to fair labour practices of ones employees. Employees on the other hand must conduct themselves responsibly, even during strikes, to avoid causing physical injury to innocent people, or destroying property. **13. Right to clean and healthy environment** Every person has the right to a clean and healthy environment. It is our duty to ensure that the environment is protected for the benefit of present and future generations. The following are the obligations set by the government in order to achieve a clean and healthy environment: a) Ensure sustainable exploitation, utilization, management and conservation of the environment b) Work to achieve and maintain a tree cover of at least ten percent of the land area of Kenya. c) Encourage public participation in management, protection and conservation of the environment. d) Establish systems of environmental impact assessment, environmental audit and monitoring of the environment. e) Eliminate processes and activities that are likely to endanger the environment. f) Utilize the environment and natural resources for the benefit of the people of Kenya. g) Protect and enhance intellectual property and indigenous knowledge of biodiversity and the genetic resources of the communities. **Responsibility** Every person has a responsibility to protect and conserve the environment and ensure ecologically sustainable development, and use of natural resources. **14. Freedom of conscience, religion, belief and opinion** Every person, whether individually or as a group, has freedom to manifest any religion or belief through worship, practice, teaching or observance, including observance of day of worship.One cannot be denied employment or educational opportunity because of belonging to a particular religion or because of ones belief or religion.A person cannot be forced to engage in any act that goes against his or her belief or religion. **Responsibility** Every citizen must be careful not to infringe upon this freedom **15. Freedom of expression** This guarantees all Kenyans the freedom to seek, receive or impart ideas or information. It also guarantees freedom of artistic creativity, academic freedom, and freedom to conduct scientific research **Responsibility** In the exercise of this freedom, everyone is called upon to respect the rights and reputation of others. He/she should not spread propaganda with the intention t provoke others to war or to violence. It is unlawful to engage in hate speech. **16. Freedom of media** The freedom and independence of the media is guaranteed. The state should not interfere with the media. **Responsibility** The media industry should report impartially and avoid inciting members of the public. The media should provide fair opportunity for the presentation of divergent views and dissenting opinions **17. Access to information** Every person has a right to access information held by the state, or by others, which may be required for the protection of any right or fundamental freedom. The state is expected to make public any important information affecting the nation.Every person has a right to the correction or deletion of untrue or misleading information that affects the person. **Responsibility** A person should not misrepresent the information accessed, or misuse it for selfish gain. It is also illegal to sell public information for monetary gain. **18. Freedom of association** Every person has the right to form, join and participate in the activities of an association of any kind, provided that the association is not engaged in illegal activities, such as stealing or killing. **19. Protection of the right to property** Every person is entitled to own property either individually or as a group, in any part of the country. However the property has to be legally acquired. This right provides all Kenyans a fair opportunity to invest in property and thus, prosper. **Responsibility** All citizens must respect this right. It is unlawful for one to deprive a person of his or her property without good reason.The state, in acquiring privately owned property must ensure adequate compensation granted promptly and in full The state has an obligation to respect the intellectual property rights of the people of Kenya. **20. Right to language and cultur** Every person has the right to use a language, and embrace the culture of the persons choice.Every person has the right to form or join cultural groups. Every person is also protected from being forced to join any such group.Each linguistic group is free to use their language, practice their culture, and form associations and other organs of the civil society.It is unacceptable to force another person to perform, observe or undergo any cultural practice or rite. **Responsibility** This right should not be used to undermine national unity. Other citizens should be allowed the freedom to enjoy diverse culture, including members of ones own family. **21. Right to family** An adult has the right to marry a person of the opposite sex, based on the free consent of the parties. Parties to such a union enjoy equal rights. Both parties have a responsibility to respect the rights of their spouses during marriage and even in the event of its dissolution.It is wrong to deny ones spouse access to marital property after separation or divorce.The constitution also recognizes marriages conducted under traditional, religious, personal or family law. Marrying of underage persons and forced marriages are outlawed in the constitution. **22. Fair administrative action** Every person should be subjected to an efficient, lawful, reasonable and procedurally fair administrative action. This promotes efficient administration in public offices **Responsibility** The officers of the state have a responsibility to accord every person fair administrative action.The right requires that a person be given written reasons for any administrative action that will adversely affect a right or freedom of the person. **23. Access to justice** Everybody should access justice and a reasonable fee will be charged to enhance this, if required. If this is not free, many people will not access justice which will continue to be a preserve of the rich people. **Responsibility** Everybody has a responsibility to facilitate fair play and access to justice for all. Any action aimed at blocking justice is unlawful and invites punishment. For example, shielding criminals or attempting to bribe law enforcement officers to prevent them from arresting a criminal. Aiding a criminal to evade arrest, concealing criminal acts; and lying to help culprits evade punishment. **24. Right of arrested persons** An arrested person has; a) The right to be informed promptly in a language that the person understands of the reason for arrest, the right to remain silent and he consequences of not remaining silent. b) The right to remain silent.  The right of a person to choose to talk or to remain silent. c) The right to communicate with an advocate and other persons whose assistance is necessary (freedom of speech with all those who will assist him or her in the case.) d) The right of not being compelled to make any confession or admission that could be used in evidence against the person. e) The right t be held separately from persons serving a sentence ( should not be held in prisons alongside those already convicted) f) To be brought to court as soon as reasonably possible, as but not later than twenty four hours after being arrested. g) To be charged or be informed of the reason for the extension of detention or release, at the first court appearance. h) To be released on bond or bail, on reasonable conditions, pending a charge or trial, unless there are compelling reasons as to why one cannot be released. **25. Fair hearing** Every person has the right to have any dispute that can be resolved through a court hearing be resolved in such a manner that will accord him or her fair and public hearing. An accused person has the following rights; a) To be presumed innocent until proven otherwise. b) To be informed of the charges. c) To have adequate time and facilities to prepare a defence. d) To a public trial before a court. e) To have the trial begin and be concluded with few delays. f) To be present when being tried. g) To be represented by an advocate and be informed of this right immediately. Depending on the circumstances, the accused may be assigned an advocate by the state and at the states expense. h) To remain silent and not testify during the proceedings. i) To be informed in advance, of the evidence the prosecution intends to present, and to have reasonable access to that evidence. j) To challenge the evidence. k) To refuse to give self-incriminating evidence. l) To have the assistance of an interpreter if the accused person cannot understand the language used in the trial. m) If convicted, to appeal, or apply for review by a higher court. **Responsibility** a. The accused person has the responsibility of obeying instructions of the court. b. They must behave well in court and outside the court c. They should respect the rights of the accusers as well as their advocates. d. Accused persons should behave as the law spells out while awaiting the verdict of the court. Whatever the verdict, they should abide by the law. 26. Rights of persons detained, held in custody or imprisoned. A person, who is detained, held in custody or imprisoned under the law, retains all rights and fundamental freedoms in the bill of rights. Except those that are impractical and inapplicable under the circumstances.A person who is detained or held in custody is entitled for an order Habeas Corpus- This is a law that states that a person who has been arrested should not be kept in prison longer than a particular period of time unless a judge in a court has decided that it is right. It is the right of the person who is detained, held in custody or imprisoned to be treated in a humane manner. **Responsibility** All citizens have a responsibility to ensure that the rights of those detained, held in custody or imprisoned are respected. For example the judicial staff , prison staff and the police should respect the constitutional rights of all persons without discrimination. **Fundamental rights that might not be limited:** a. Freedom from torture and cruel, inhuman or degrading treatment or punishment. b. Freedom from slavery or servitude. c. The right to a fair trial. d. The right to an order of habeas corpus **Rights enjoyed by Children in Kenya** a) Every child has the right to a name and nationality from birth b) Every child has the right to free and compulsory basic education. c) Every child has the right to basic nutrition, shelter and health care. d) Every child has the right to be protected from abuse, neglect, harmful cultural practices, all forms of violence, inhuman treatment and punishment, and hazardous or exploitative labour. e) Every child has the right to parental care and protection, which includes equal responsibility of the mother and father to provide for the child, whether they are married to each other or not. f) Every child has the right not to be detained, except as a measure of last resort, and when detained, to be held for the shortest appropriate period of time. g) Every child has the right to separate from adults and in conditions that take account of the childs sex and age. h) Every child has the right to a childs best interests are of paramount importance in every matter concerning the child. **Rights enjoyed by Persons with disabilities in Kenya** (a) A person with any disability is entitled to be treated with dignity and respect and to be addressed and referred to in a manner that is not demeaning. A person with any disability is entitled (b) A person with any disability is entitled to access educational institutions and facilities for persons with disabilities that are integrated into society to the extent compatible with the interests of the person. (c) A person with any disability is entitled to reasonable access to all places, public transport and information. (d) A person with any disability is entitled to use Sign language, Braille or other appropriate means of communication. (e) A person with any disability is entitled to access materials and devices to overcome constraints arising from the persons disability. **Rights of the Youth in Kenya** (a) Right to access relevant education and training. (b) Right to have opportunities to associate, be represented and participate in political, social, economic and other spheres of life. (c) Right to access employment. (d) Youths are protected from harmful cultural practices and exploitation. **Rights of Minorities and marginalized groups in Kenya** a) Minorities and marginalized groups have the right to participate and are represented in governance and other spheres of life. b) Minorities and marginalized groups have the right to be provided special opportunities in educational and economic fields. c) Minorities and marginalized groups have the right to be provided special opportunities for access to employment. d) Minorities and marginalized groups have the right to develop their cultural values, languages and practices. e) Minorities and marginalized groups have the right to reasonable access to water, health services and infrastructure. **Rights of older members of society in Kenya** a) Right to fully participate in the affairs of society. b) Right to pursue their personal development. c) Right to live in dignity and respect and be free from abuse. d) Right to receive reasonable care and assistance from their family and the State. Circumstances, which may force the Kenya government to limit the freedoms and rights of an individual. a) Conviction of murder by a court of law limits the right to life b) When planning for a criminal activity one loses the freedom of movement/liberty c) When government develops a place one loses the freedom to own property d) Freedom of worship is denied if one uses it to undermine the government /create disunity e) Freedom of assembly can be limited if internal security is threatened f) Personal liberty can be denied if one has an infectious disease e.g. rift valley fever **Other responsibilities of a citizen** a) Every person has a responsibility to contribute to positive development in the country by working hard and honestly, irrespective of the type of work or profession one is in. b) Every citizen is expected to participate in the democratic process. One has the moral responsibility to vote and even present him/herself to be voted for provided he/she fulfils all the requirements of the position. c) A responsible citizen should actively contribute views on matters affecting the community. This includes taking Part in national debates. d) A responsible citizen must be mindful of other peoples welfare. For example guiding visitors, assisting the disabled, the aged, children, as well as the less fortunate members of the society in ways in which they need the assistance. e) A good citizen should report law breakers, and even those suspected of having intentions to break the law to the relevant authorities. f) A responsible citizen should ensure proper utilization of public and private facilities including toilets, water points, post offices, public telephone Booths etc. g) A responsible citizen must maintain high moral and ethical standards. One must refrain from telling lies. **Values of good citizenship** **Values and principles of governance in Kenya** a) Patriotism, national unity, sharing and devolution of power, the rule of law, democracy and participation of the people. b) Human dignity, equity, social justice, inclusiveness, equality, human rights, nondiscrimination and protection of the marginalized. c) Good governance, integrity, transparency and accountability. d) Sustainable development. **Values of good citizenship** a) A good citizen has a duty to be patriotic to the country. He/she should be ready to place the interests of the country above ones own selfish interests. One sh ould volunteer for a national cause, for example engaging in freedom from hunger walk, helping victims of disasters, volunteering to help the country in times of war and using talents such a sports and music achieve personal goals and to promote the country. b) A good citizen must take part in activities that foster national unity including economic activities such as agriculture and trade which boost the economy. c) A good citizen participates in democratic process either by volunteering themselves to be elected, or by taking part in electing of leaders at national or county levels. d) A good citizen maintains and protects human dignity. He/she has an obligation to dissuade people from engaging in acts that deprive others of their human dignity such as mob justice. e) A good citizen observes equity by respecting the interests of every citizen, regardless of race, ethnicity or age) A good citizen respects social justice. A person who protests against the grabbing of public land and destruction of the environment such as Wangari Maathai demonstrates good citizenship. g) A good citizen respects inclusiveness in society. He/she does not ignore any member of society in making of decisions on matters affecting all citizens h) A good citizen respects equality of all citizens i) A good citizen respects human rights. He/she not only respects his /her right but also the rights of others in society j) A good citizen is expected to ensure that there is no discrimination against any member or section of the population to ensure the protection of the marginalized in the society. k) Good citizenship entails support for good governance. He/she has a duty to pay taxes to the government so that it can generate the revenue required to finance activities for the benefit of all. l) A good citizen has an obligation to maintain a high level of integrity in society. H/she should desist from corrupt practices and even report such acts to relevant authorities. m) A good citizen has a duty to maintain transparency and accountability. Public servants should be accountable for their actions and maintain high level of transparency. n) A good citizen supports government by taking part in projects that ensure sustainable development in the country- through participation in environment friendly projects. **Importance of being a good citizen** a) Being a good citizen promotes peace and stability hence development. b) A good citizen promotes law and order hence enjoyment of rights and freedoms. c) Good citizenship promotes cordial relationship and social peace. d) It reduces government expenditure on security organs necessary for maintaining law and order. e) It promotes the good name of a country hence encourages tourism which is important for our development. f) It curbs against social vises like corruption, nepotism or tribalism since a good citizen can not indulge in such activities. g) It promotes good relationship with neighbors. **NATIONAL INTEGRATION** **What is National Integration?** Integration means unification into a whole. - The act of combining or bring together various parts in a way that makes them one.National integration refers to the process by which various components of a nation are brought together into a whole leading to national unity. **Importance of National Integration** Why is National Integration a priority in Kenya? (a) National integration Helps in social and economic development through enhanced national unity. (b) It develops a sense of national direction, facilitating unified goals and co-operation. (c) It enhances political stability and security by eliminating suspicion. (d) Promotes peaceful c-existence of different tribes and races hence leading to peace and harmony. (e) Promotes collective responsibility due to easier, more efficient and accurate communication. (f) It enables a country to develop a sense of direction as national goals are communicated to the people in the spirit of national integration. (g) It leads to achievement of easier, more accurate communication as the nation increases efforts of national integration. **Factors that promote national unity in Kenya** a) The constitution. This is a set of rules agreed upon by a group of people who have chosen to live together. It provides for equality of all Kenyans before the law. It Guarantees equal opportunities to all Kenyans. It Provides protection to individuals against any form of discrimination/bill of rights. It provides for a unitary government b) Education. The curriculum aims at ensuring that pupils and students focus on issues that unite them. The integrated education system encourages the children to accept one another as Kenyans. Teaching of history in schools encourages unity. Religious studies taught in schools promote respect for the Supreme Being and fellow human beings. Music and drama festivals in schools promote unity among students. c) One government. Our one government, with the three arms is recognized by each Kenyans a body that runs the affairs of the nation. d) The presidency. Kenya has one president despite the diversity in parties and tribes. The presidency unites Kenyans. e) National language. The use of Kiswahili as the official language enables Kenyans to interact freely. Kiswahili became a national language in 1975. It helps overcome communication barriers and gives Kenyans a sense of belonging and identity f) Economic growth. The government attempts to provide social amenities to Kenyans without bias. It has tried to achieve equitable distribution of economic resources. Urbanization promotes socialization and co-existence among Kenyans. There also the use of a common currency giving Kenyans a sense of nationhood. The policy of offering equal employment opportunities to all Kenyans has enabled Kenyans to work in various parts of the country where they interact freely. g) National activities. National holidays remind Kenyans of their history. Agricultural shows enables different economic sectors display and advertize their goods. Games and sports promote unity as they bring together people of different communities for a common cause. h) Mass media. The mass media in Kenya is instrumental in ensuring that information is disseminated to all at the same time. It enables Kenyans from all pats to contribute to national debates. i) Symbols of National unity. National anthem promotes a sense of belonging among Kenyans and gives them an identity. Existence of the national flag symbolizes national unity. j) The government encourages social, economic interaction among Kenyans e.g. through marriages, worship etc. **Factors that undermine national unity in Kenya** a) Tribalism  this is the practice of favouring people who are from ones own ethnic group in employment, admission to schools and allocation of resources. Others end up being discriminated against thus leading to hatred and enmity. b) Nepotism this is the practice of people favouring their relatives. This vice is similar to tribalism c) The unequal distribution of resources causes animosity between those who are favoured and those who are not. d) Political wrangles / Ethnic conflicts / clashes discourage co-operation among the citizens. e) Corruption  asking for and offering of bribes to obtain and give services violates peoples rights to equal treatment. Corruption creates suspicion and hatred among people since those who cannot afford to bribe feel cheated and frustrated. f) Discrimination on the basis of gender denies people the right to participate equally in national development. g) Racism. This is discrimination on the basis of colour/ race. This creates hatred and suspicious among people. This was a common cause of disunity during the colonial days. h) Religious conflicts. In Kenya, conflicts between the Muslims and Catholics in 2000 led to destruction of a catholic church in Nairobi. Intolerance of other peoples religions creates disunity. i) Party membership. Multipartism in Kenya has to some extend become a cause of disunity. The country regularly becomes polarized on party lines especially when we near general elections. Sometimes members of parties such as TNA, ODM, UDF, URP etc dont see eye to eye during campaigns. There has also been discrimination on the basis of party membership. j) Poverty. When people lack basic needs such as food, education, health, shelter and clothing, anti-social behaviour arise. For example, stealing and violence. Criminal activities create fear and suspicion and therefore discourage national unity. k) Ignorance. Lack of knowledge creates intolerance of other peoples views and lack of appreciation of the development taking place around. This may create unnecessary division. Steps have been taken by the Kenyan government to promote national integration since independence. a) The government has developed national symbols like the flag, anthem, and the court of arms. These symbols have helped to identify us as one nation. b) Immediately after independence the then only major opposition party, KADU was disbanded to have a single party system. However this did not work for long as Multipartism was inevitably reintroduced. c) The government also set up a national curriculum in our educational institutions. This creates a sense of oneness despite the diversity. d) Declaring Kiswahili a national language. In 1975, Kiswahili was made a national language of communication as a step towards curbing rampant tribalism. This has greatly assisted as Kenyans of different diversity can communicate. e) Promotion and fostering Harambee spirit. This has led to Collective participation in development programmes by people from different groups which have promoted national unity. f) During the reign of president Moi the Nyayo philosophy of peace love and unity was introduced. It stressed the concept of being mindful of other peoples welfare. It is closely related to the principal of mutual social responsibility as embodied in African socialism. g) A new constitution in Kenya was promulgated in august 2010. This constitution promises a lot of hope in terms of unity as it may be an important tool of fighting all vices that have discouraged unity. It also stresses equal rights for all. h) The government has tried to bridge the gap between the rich and the poor through the creation of an equalization fund under the new constitution. Through this fund, development easily trickles down to reach the disadvantaged. i) Abolition of racial schools hence enrolling students of different backgrounds in the same schools. /Ethnic balance in public institutions. j) The teaching of history in schools has helped to create a sense of oneness as Kenyans realize that they share a common history. k) Promotion of games, sports, drama and cultural activities. National games at school and college level have been a source of interaction. This is a way of developing a common culture in the country l) The government has made use of media to propagate unity. m) Abolition of ethnic organizations and groupings. n) Promotion of national public service i.e. civil servants can serve anywhere in the country.. **Conflict resolution** Conflict refers to a situation in which people or groups are involved in serious disagreements, or disputes.Conflict resolution refers to the process of settling a dispute when it occurs **Levels of conflicts found in Kenya** a) Individual versus individual. This is where two people disagree for political, economic or social reasons. b) Group versus group. This type of conflict involves one group against another also due to political, social and economic reasons. c) Individual versus state. Such a conflict of an individual against the state may be political especially one feels his/her rights are being violated by the state. d) State versus state. This is a case where a state is in disagreement with another state maybe over boundary like was the case between Kenya and Uganda during the reign if Idi Amin dada e) Group versus state. This may be caused by for example a trade union demanding the improvement of the terms and conditions of service of its members. For example the standoff between KNUT and KUPPET on one hand and the government over harmonization of the salaries of teachers with those of civil servants in 2012 leading to a countrywide strike in September 2012. **The factors that cause conflict** (h) Difference in views arising from background beliefs, social and political standing and values. (i) Economic differences. E.g. when consumers feel exploited by businessmen, when employees feel exploited by employers. Etc. (j) Political differences based on ideological orientation i.e. capitalism versus socialism. (k) Social differences, for example tribal clashes, religious conflicts, racial discrimination, age/sex differences. (l) Limited land/economic resources-unfair distribution of land, mineral resources, water resources, etc. **Peaceful methods of conflict resolution** a) Diplomacy/negotiation. This is a dialogue between two warring parties in order to reach an agreement over a dispute. The following steps are followed in negotiation; a. Fact finding- negotiation starts with finding out all the facts about the conflict that is to be solved. At this stage, the laws or guidelines to be followed are also looked at. b. Discussion. During this stage, a friendly environment is cultivated to enable discussion of workable solutions. This is usually a give and take situation. c. Reaching an agreement. The points of agreement reached should be fair to both parties with both feeling they have benefited. Each party should be willing to comprise for negotiation to succeed. b) Arbitration this is like an informal court where a neutral person (arbitrator) is chosen to resolve the dispute by listening to both sides and help them reach an acceptable decision. **Arbitration procedure:** a. Both sides involved in conflict presents their case as they know it to the arbitrator. b. After listening to the complainants story, the arbitrator makes questions to clarify some aspects of the story. The other group may also seek clarification. c. The second group then responds to the story by the first group by a representative. The arbitrator again asks questions for clarification. d. On grounds of applicable rules, the arbitrator should consider the facts and then make a decision. c) Mediation  a person who is not involved in the conflict tries to help the warring parties reach an amicable agreement. The parties involved must be willing to listen and come up with good ideas that can help them solve the disagreement. **Steps followed in mediation:** ~ Step 1. The mediator explains the rules as a means of helping the two parties reach an agreement and not imposing a decision on them. ~ Step 2. Giving the two parties involved in the conflict chance to explain in their own words what the problem is. The Complainant explains first and then the defendant. ~ Step 3. The mediator, after listening, summarizes the stories from each party and also identifies the facts. ~ Step 4. The Mediator suggests the solutions and invites the two parties to give their opinions of the solutions proposed. ~ Step 5. Depending on the two parties reaction, the solution is looked at afresh and then an acceptable solution identified. ~ Step 6. The acceptable agreement reached is then written down and each party has to be committed to it. d) Litigation. This is where one party takes the other to court and the court makes judgments that are bidding on both sides. e) Legislation  where the parliament passes laws to control conflict. f) Workshops  this is where conflicting parties talk in the presence of facilitators and tries to work out a resolution to the problem. g) Arms inspection  the government in order to build confidence and prevent misunderstanding between warring parties carries it out. **Negative methods of conflict resolution** a. Subjugation (use of war) b. Avoiding responsibility and refusing to accept defeat <br><br>c. Appeasement/compromise. **Under what circumstances violent method may be used in resolving conflict**? a. When law and order is broken and the alternative is the use of force b. In case of serious social unrest c. Striking students or workers, street mobs and bandits **HISTORY FORM TWO NOTES**<br><br>**TRADE** **Definition of trade** Trade refers to the exchange of goods and services between people or countries. Man must have started trading soon after the evolution of the homo sapien sapiens. Trade was occasioned by the existence of varying environmental and climatic conditions. Trade arises from the basic human needs such as satisfying food requirements **Methods of trade** There are two main methods of trade; 1. Barter trade 2. Currency trade. a) Barter trade This is the exchange of gods for gods. It is one of the earliest forms of trade that was even taking place during the reign of King Solomon of the Bible.Barter trade emerged from the natural needs of the people. For example, among the Kenyan pre-colonial communities such as the Maasai who kept livestock but did not have grains which the neighbouring kikuyu possessed. Barter trade sometimes even took place within the same community where some people had some special talents that others did not possess. E.g ironsmiths.A form of barter trade known as silent trade was practiced in some areas where the two involved communities could not speak the same language. For example, it existed between Morocco and Carthage in 400 BC.Barter trade can still be witnessed in the modern society. For example, Kenya exchanges tea and coffee with petroleum, chemicals and machinery from other countries. Barter trade however has the following disadvantages; a) It may involve bulky goods in the transaction. b) There may lack double coincidence. It is difficult always to get the goods one wants. c) Lack of standards of deferred payment; if a good was borrowed, it would be difficult to decide whether the same value was returned later or not. d) Some goods cannot be sub-divided into smaller units. If one wanted cloth equal to a half a sheep, then he could not divide the sheep into two parts. e) Lack of store of value for some goods which cannot be stored for a long time since they are perishable. E.g. milk, vegetables. f) Lack of measures of value; a specific quantity of goods cannot be measured vis--vis other goods. **Advantages of barter system** a) Poor countries without adequate foreign currencies benefit from it by being able to exchange goods they have for what they do not have. b) It benefits where money is non-existent. c) It avoids wastage as demand and supply tend to equate. d) It promotes interaction hence good relationship, peace and stability especially among traditional African societies. **b) Currency trade** This is a type of trade that involves the use of money. Money is an item that is mutually recognized as a medium of exchange or a measure of value. In the pre-colonial times items like Gold dust, cloth, copper rods, and iron and cowrie shells were used as a form of currency. **Advantages of the use of money in trade** a) Money is a medium of exchange- it is needed to obtain goods or services. b) Money as a measure of value enables units of goods to be bought. A specific quantity of goods can be measured Visa- Vis other goods. c) Money is a standard of deferred (future) payments which allows borrowing and lending to take place. d) It is a store of value- one is able to defer satisfaction of a want to future times or make provision for ones want at a future date. e) It is a means through which immovable property can be transferred. For example when one sells a house in one city to go and dwell in another. f) Money as a unit of account is used as a calculating medium and assigning prices of goods and services. g) Money is easily divisible into smaller units. For example, if a product is valued at a lower price, the buyer only pays the agreed cost. h) The qualities of money and its functions overcome the difficulties of barter. Money however becomes valuable only when those using it have confidence that it will continue to retain its value during the period it is in possession.Technology today has made the use of currency easier. There is the use of Visa Card and Mobile money services like Mpesa and Airtel Money to carry out transactions.Difference between barter trade and trade in which currency is used as a medium of exchange. a) In barter trade goods are exchanged for goods/in currency trade, there is use of money as a measure of value. b) In barter trade depends on the existence of a double coincidence of needs but in currency method one meets his needs by the use of money. c) Items used for barter trade are bulky (some) and inconvenient to handle -and others perishable. Money is not bulky. **Local trade** This refers to the exchange of goods between people within the same geographical area such as a village or town. **Origin of local trade** This form of trade took place between groups of people who produced different goods mainly because of varying ecological conditions. It was motivated by the following factors; a) Existence of surplus production e.g. where some communitys harvest was excess; they could sell the excess commodity to carter for shortages elsewhere and to avoid wastage. b) Differences in climate and environmental conditions which affected the type of natural resources available in various places/ not all needs of a particular community can be satisfied by the resources available hence trade. The kikuyu of Nyeri had to go to Mathira for their foodstuff requirements during drought periods. c) Specialization and improved technology which always creates a need to exchange skills and goods with those who do not have. E.g trade between Mathira kikuyu cultivators and the Mukurwe-ini kikuyu ironmongers and weavers. Some even exchanged skills for money. d) Population increase making man to begin to supplement his needs by trading with his neighbors.Sometimes, this trade extended even beyond the local community to the neighbouring community. The Abagusii, for example, acquired hides, milk, snake poison, and pottery items from their Luo Neighbours. Some seasonal markets emerged which enabled traders to meet and exchange goods on particular days of the week. **Factors that facilitated development of local trade** a) Availability of capital for investments in trade  to generate more wealth. b) Specialization and improved technology, e.g. specialization in production, in technology and in marketing. Sometimes people even exchanged their skills for money. c) Demand and supply; the growing demand for goods and services was met by increase in supply. d) Enterprise; many people began to take greater risk and invested more in trade. e) Peace and stability. This enabled people to interact more and hence the growth and expansion of trade. **Impact of local trade** a) There was development of market places which specialized in certain items like pottery, iron tools and baskets. Others specialized in livestock b) Local trade helped to strengthen bonds between people in the same locality. It even enhanced intermarriages and other social functions. c) Local trade satisfied the requirements of the communities in terms of tools, foodstuff s, medicinal herbs etc. d) Local trade enhanced acquisition of new products that a particular community did not produce. e) There was an improvement of transport routes. Some markets were strategically located along transport routes. f) In centralized governments like Buganda, Bunyoro-Kitara, Mali, Ghana and Wanga, the local markets that developed due to the trade became important sources of revenue for the kingdoms. In Bunyoro-Kitara for example, the Omukama had officers whose duty was to collect taxes from the market places. g) Many people were brought together through trade. In BunyoroKitara, communities like the Alur, Acholi, Langi, Basoga, Baganda, Kumani, Iteso and Banyankole interacted through trade. NB; the greatest danger to the local traders was that they risked being attacked by hostile communities and wild animals. **Regional trade** This refers to a type of trade between two distinct geographical regions **Characteristics of regional trade** ~ It Takes place within a bigger geographical area. ~ It Involves intermediaries or middlemen between producers and the buyers. ~ The trade often covers long distances to and from the market. ~ It involves people who specialize mainly in trade as their means of livelihood. ~ Larger Varieties of goods are involved. In regional trade there existed established markets but goods did not have to be sold on a particular market days like the case of local trade. It also involved large volumes of trade as compared to local trade **Examples of regional trade included**: a) The Trans-Saharan trade b) The long-distance trade. **The trans-Saharan trade** Trans means across. This was therefore the exchange of goods across the Sahara between the peoples of North Africa (Berbers and Tuaregs) and the people of western Sudan (the darkskinned people who occupy the region south of the Sahara) The West African kingdoms of Mali, Ghana and Songhai were involved in this trade.Development of the trans-Saharan trade. (8th-16thc AD) **Factors that led to the development of the trans-Saharan trade** a) Demand for West African good such as gold, slaves and kola nuts by the North Africans and for North African goods like horses, cotton cloth and weapons by the west Sudan people. b) Existence of rich merchants in the region, such as the Berbers and Tuaregs, who provided capital for investment in the trade/ availability of capital. c) Existence of Local trade in the western Sudan belt and among the barbers and Tuaregs provided a base for the regional trade. d) Existence of the Tuaregs, who provided security to traders, guided them through the deserts and maintained some water points like the oases where the Berber merchants watered their camels and rested before continuing with their journey to and from western Sudan. e) Availability of well established trade routes across the desert which made it easy for the traders to travel. f) Existence of Kings in western Sudan like Mansa Musa of Mali and Askia Muhamed of Songhai who provided protection to traders, ensured peace and political stability. g) Availability of pack animals like the camel and the horse which enabled easy movement through the desert. The camel could carry heavy loads and travel long distances without water. h) Existence of oases which became a source of water during the travels, for the camels and the traders. i) Invasion of North Africa by the Arabs and their eventual settlement led to increase in the volume of trade. j) There were also vast trade goods like gold, palm oil and ivory. This stimulated the development of trans-Saharan trade. **The trade goods in the trans-Saharan trade** **From western Sudan;** a) Gold- this was by far the most important commodity that originated from the wangara region, Bornu, Upper Senegal and upper Niger. b) Slaves- they were forcefully captured and later used as soldiers and labourers in the Arab world. c) Kola nuts and feathers. Monopoly of the Hausa traders from Kano region. d) Hides and skins- from Hausa land for making leather clothing and shoes. e) Ivory- originated from western belt mainly from cote divore. f) Gum- from Mauritania and Senegal g) Dyed cloth and pepper **From the north** a) Salt- from Taghaza, Taodeni, Bilma and Ghadames. b) Horses- from Tripoli were on demand among the political leaders and their soldiers. c) Glassware, beads, mirrors, perfumes, spices, dried fruits, needles, firearms, daggers and cowrie shells. **Organization of the trans-Saharan trade** Beginning of Trans-Saharan Trade was due to the fact that North Africa was rich in the salt that West Africa lacked while West Africa was rich in gold. The Trans-Saharan trade led to an exchange of salt for gold.The trade was between people of the western Sudan and Arabs from North Africa.Because of the long distance involved, the traders had to organize themselves very well. Traders travelled in large caravans of camels and traders to enhance their security.The rich traders from North Africa initiated the trade. They provided trade goods, camels and horses to middlemen who coordinated the trade. The middlemen would contact desert guides known as takshifs who also acted as desert guards.They protected the traders and guarded the oases in the Sahara .The Tuaregs also provided the traders with security and acted as interpreters.The caravans usually departed from the north after the rainy season when sandstorms would subside for smooth travel. The traders made stops at the oases to refresh themselves and let their camels drink water. They carried gifts for leaders of the communities along the route to appease them and as reciprocation for security while traveling through their kingdoms. Rulers of western Sudan offered service to the traders while they were in the territory.The trade was conducted in barter/ exchanging one good for another/ silent trade. Some of the caravan traders used agents who sold goods on their behalf in the interim period between their departure back to the north until the time they came back to western Sudan. The rulers of western Sudan controlled trade/regulated amount of gold to be sold . The traders paid taxes to the kings of western Sudan.The main items of trade were gold and salt i.e. from the west came gold, ivory, slaves, ostrich feathers, leather, kola nuts and pepper. From the north came salt, horses, weapons, iron implements, clothes, silk and beads. Arabs and Berbers financed the trade.The traders followed fairly defined route. The most important routes were as follows; a) A route Starting at Sijilmasa (an oasis) in Morocco through Taghaza (a desert town with a lot of salt) and ended at Andaghost in western Sudan. b) A route starting in Tunis and passing through Ghadames, Ghat, Agades and Gao. Then it passed through Hausaland, Gonja and eventually ended at Yorubaland in modern Nigeria. c) A route beginning at Sijilmasa and passing through Timbuktu before proceeding to Gao. d) A route beginning at Tripoli passing through Fezzan and eventually ending at Bornu in the Sudan Belt. **Challenges faced by the trans-Saharan traders** a) There was Communication barrier due to lack of a common language for transactions. This was a challenge during the pioneer years. b) Traveling long distances for many months, usually up to three months, across the desert was tedious and stressful. c) Traveling under extreme weather conditions; too hot during the day and too cold at night. d) Scarcity of water and food during the journeys. The traders suffered serious sickness due to such extreme weather variations. e) There were constant Attacks by hostile communities who sometimes robbed them of their merchandize. f) Traders were sometimes attacked by insects like scorpions and wild animals. g) The traders sometimes suffered from Loss of direction due to the vastness of the desert. h) Exposure to frequent sandstorms which killed many traders. i) Sometimes wars between kingdoms disrupted trade. **Impact of the trans-Saharan trade** **Positive impact;** a) The trade stimulated the emergence of urban centres along the trade routes. Towns like Taghaza and Timbuktu developed due to the production of trade commodities like salt and gold respectively. b) Profits from the trade stimulated the growth of strong empires as the kings levied taxes on the caravan traders. Examples of such empires include Mali, Ghana and Songhai. c) Introduction of horses in the western Sudan belt led to strengthening of the state armies as horses were used by the armies to boost security in the region. d) A class of wealthy traders emerged in western Sudan. These were mainly the local merchants who interacted with the merchants from North Africa. e) The trade stimulated the emergence and growth of smithing technology and industry. f) The trade led to the introduction of iron tools in wider areas of western Sudan. This boosted agricultural production in western Sudan and ensured food security in the area. g) There was population increase in western Sudan due to increased food production as a result of better farming tools. h) It also enhanced contacts between North Africa and the Suda n belt. This facilitated the spread of European goods and ideas between the peoples of the two regions. i) The trade facilitated the spread of Islamic religion in the Sudan belt. For example, the Hausa traders were converted to Islam. j) There was introduction of the Islamic system of education in the Sudan belt. The University of Timbuktu for example, teaching mainly Islamic syllabus, was one of the institutions that emerged as a result of the trade. k) Sharia law was introduced in the states that accepted Islam in western Sudan. l) The trade led to the introduction of the Arabic architectural designs in West Africa. m) The Islamic and Arabic culture-language, mode of dressing and eating mannerisms also spread to western Sudan. n) The mode of transport in the region was remarkably revolutionized by theintroduction of camels and horses making transport efficient. **Negative impacts:** a) The trade increased warfare in the region as communities gained access to firearms and horses. Thousands of people lost their lives. b) Many people in the western Sudan belt were captured and taken into slavery to meet the demands of the trans-Saharan traders. c) The demand for ivory also led to the destruction of wildlife in western Sudan. Decline of the trans-Saharan trade. The trade reached its climax at around AD 8th c. by 15th c, the trade had declined due to the following reasons; a) Exhaustion of the salt and gold minefields as well as other like ivory. This discouraged traders from coming to West Africa. b) Increased political instability in the region due to so many wars of conquest created insecurity to the traders. c) The desert conditions e.g. harsh weather, dangerous insects, snakes and robbers discouraged many traders from the activity. d) Invasion of the region by the almorarids and the Tuaregs increased insecurity even more along the trade routes. Hence traders discontinued their involvement. e) Moroccan invasion of western Sudan in the 16th century undermined the trade. f) The growth of the trans-Atlantic trade attracted some of the trans-Saharan traders thus reducing the volume of commodities that were sold. g) Colonization of west and North Africa by Europeans who took over the resources hence African activities were undermined. h) Invasion of North Africa by the ottoman Turks created insecurity along the caravan routes leading to decline of the trade. i) Anti-slave trade pressure from the British and eventual abolition of slave trade reduced trade profits. j) The establishment of commercial ports on the western African coast and the use of navigable rivers by the 16th century AD rendered caravan trade unpopular as it was slow, cumbersome and risky. **International trade** This is a type of trade that involves the exchange of goods between different countries in one continent or beyond the continent. **Examples of international trade include** a) The Indian Ocean trade b) The trans-Atlantic trade. **The trans-Atlantic trade** The trans-Atlantic trade involved Europe, Africa and the Americas thus earning it the name Triangular trade. It was also called the trans-Atlantic slave trade because it involved crossing the Atlantic and the main commodity was slaves.The trade was fueled by the technological innovations especially in Spain and Portugal which facilitated sea transport.The trade happened at a time when the Europeans were keen on expanding overseas (15th and 16th c AD) for the following reasons; a. They were searching for the sea route to India and Far East to get the spices and other commodities. The Turks had blocked the land route. b. The Europeans wanted to acquire gold and other precious items that believed to be in existence in Africa. c. The Europeans wanted to revenge against the Muslims who had colonized the Iberian Peninsula between 8th c and 1491 AD. d. They were motivated by the desire to spread their civilization to the backward areas of the world. e. European countries such as Portugal and Spain also wanted to increase their geographical knowledge. **Origin of the trans-Atlantic trade** The exact date when the first slave was captured and sold was 1441 AD. Young Portuguese sailor named Ahtam Goncalvez captured a man and a woman on the Western Sahara coast whom he presented to Prince Henry the Navigator, the Portuguese king, thus setting off a chain of reaction in the trade. The Portuguese built a fort on the Arguin Island on the coast of Mauritania in 1445 which was used as a base for buying slaves and Gold. The suppliers of the slaves at the fort were the Moors.The Portuguese ventured into the gold coast in search of gold in 1471. They built a fort at Elmina in 1482.The Portuguese then established trading contacts with the king of Congo who even accepted Christianity and Portuguese culture. (He baptized his son Afonso Bemba Nzinga) By 1500AD, the Portuguese established sugar plantations in the island of Sao Tome near modern Gambia. They relied on slave labour from Gambia. **Development and organization of trans-Atlantic slaves.** The demand for labor in the western hemisphere stimulated a profitable three-legged trading pattern. European manufactured goods, namely cloth and metal wares, especially firearms, went to Africa where they were exchanged for slaves. The slaves were then shipped to the Caribbean and Americas from 1532 AD, where they were sold for cash or sometimes bartered for sugar or molasses. Then the ships returned to Europe loaded with American products.European ports of Bristol, Liverpool and Glasgow in Britain, Bordeaux and Nantes in France, and Amsterdam in Holland were crucial in this trade. The forts that developed in West Africa due to this trade were Elmina, Lagos, Whydah, Accra, Badagri, Sekondi, Winneba, Goree and Dakar. In the 16th c, the Portuguese emerged as the main suppliers of slaves to Spanish colonies, having been granted special licenses, asientos, by the Spanish monarchy.African slaves were more preferred by Europeans because; a. They were available in large numbers. b. They were found to be cheaper to use than European labouerers and American Indians. c. They were thought to be immune to both European and tropical diseases. d. They appeared stronger and therefore suitable for manual labour. The Dutch were among the first European nations to compete the Portuguese in slave trade. For example in 1630, they wrestled the Elmina Fort from the Portuguese and captured Luanda in 1641. They were supplying slaves to new sugar plantations in the British Colony of Barbados and the French Caribbean colonies of Martinique of Guadalupe. The British and the French used merchant companies to conduct the slave trade having been motivated by the fortunes the Dutch were making. e.g, the Royal African Company was granted charter in 1672 and began taking colonies to the British colony in Jamaica. The original capture of slaves was almost always violent. As European demand grew, African chieftains organized raiding parties to seize individuals from neighboring societies. Others launched wars specifically for the purpose of capturing slaves **Factors that facilitated the acquisition of slaves** a. Existence of the institution of slavery in West Africa where the war captives, adulters, witches, the weak, debtors and murderers were enslaved b. Availability of firearms to precipitate warfare and capture of the conquered as slaves. c. Existence of well defined trade routes easily used by the slave merchants to access the interior slave markets. d. The great demand for slaves in the New World (Latin America) and North America. **Ways of obtaining slaves** a) Selling of domestic slaves in exchange for goods like beads, guns, glass etc b) Selling of criminals, debtors and social misfits in society by the local chiefs to the Arab slave traders. c) Prisoners of war could be sold off. d) Porters were sometimes kidnapped, transported and sold off to the Arab traders. e) Raiding villages, this would begin at night with gun shots and people would scatter consequently leading to their capture. f) Through inter tribal wars many Africans become destitutes and these would be captured by the slave traders. g) Tax offenders were sold off by the African chiefs. h) They were also captured through ambushes during hunting, travelling and gardening. i) Slaves would be acquired from the main slave trade market in Zanzibar. j) Other Africans are also said to have gone voluntarily in anticipation of great wonders and benefits from the new world.Following capture, slaves were force- marched to the coast to holding pens where they were oiled and fed ready for inspection, before being loaded on ships. Prices of slaves depended on sex, age and size.The slaves were bartered for guns, alcohol, gun-powder, cloth and different metals. **Two trading systems were used:** a) Factory system where political authorities allowed Europeans to establish permanent coastal baracoons or fortresses where slaves were kept in bulk as they awaited shipment. This method was only used by chartered companies as t was expensive. It was also only viable in Dahomey where slaves were in large numbers. b) Private trading. Sailing with vessels down the coast, and then stopping at different points to purchase slaves until there was enough cargo.The slaves were branded before loading them into the ships ready for the trans-Atlantic journey which was called the Middle Passage. The ships were filthy, hot, and crowded. By 1654, some 8,000-10,000 Africans each year were undergoing the Middle Passage. The moment of sailing is described as the most traumatic. Many Africans revolted during the middle passage in a bid to escape. For some jumping overboard was more preferable than their blood being turned into red wine, bones into gunpowder, skins, into black leather shoes and flesh -the Whitemans meat as they believed. **Factors which led to the development of the trans-Atlantic slave trade** a) Increased demand for slave labour by European countries led them to West Africa where they were available in large numbers. **Dangers of Middle Passage** Suicide Disease The mortality rate averaged between 13 and 33 percent of the slaves and the crew. If the Atlantic were to dry up it would reveal a scattered pathway of human bones marking the various routes of the Middle Passage.. b) Greater preference for African slaves by the slave traders since they were thought to be more strong and resistant to tropical disease and could cope with stress easily. c) West Africa had well defined interior routes which enabled establishment of earlier strong trade links by the Europeans. There were also vast trade goods like gold, palm oil and ivory. This stimulated the development of trans-Atlantic trade. d) African chiefs had developed a taste for European goods like cloths, firearms and glass enabling exchange for slaves, gold ivory and palm oil. There was also existence of the institution of slavery in West African communities. e) The introduction of firearms facilitated the capture of slaves and hence their increased supply. f) The exploitation of minerals and establishment of plantations in the Americas pushed demand for slaves to higher levels hence trade with the region expanded. g) The increased demand for raw materials to feed the growing industries in Europe led to increased demand for slaves in cotton farms in the Americas. h) The rivalry between the Portuguese and the Spaniards and with the Britons over the control of slave trade pushed the trade to a higher new level. i) The fact the trade was very lucrative led to its further expansion. j) Improved technology which meant ability to construct greater capacity ships. Th is enhanced transportation of more slaves from West Africa and thus development of the trade . **Impact of trans-Atlantic trade on the people of West Africa** a) It caused immense suffering to many people. b) It led to forced emigration of about 10 million people to the Americas between 1500 and 1888. c) Many slaves died between capture and arrival to their destinations. d) Depopulation occurred in areas where slaves were taken from. This led to underdevelopment since the young and productive people were taken away. e) African traditional industries were destroyed by the sale of cheap manufactured goods from Europe. f) There was increased conflict between communities especially where the gun was used. This led to destruction of property during the inter-community wars. g) Many African communities were weakened and were left unprepared for the scramble and partition of Africa which soon followed. h) It led to rise and growth of states e.g. Asante, Dahomey. i) It led to founding of Liberia and Sierra Leone as settlements for slaves who were freed. j) It led to changes to social roles; women became the heads of their families due to the enslavement of men. k) Some African cultures spread to the Americas e.g Jazz Music and samba dancing styles of Brazil and even witchcraft. l) The trade led to the rise of the mullato population. E.g in Senegal, where they are mainly found in Goree and Dakar, as a result of the intermingling between the European traders and the African women. m) It contributed to the decline of the trans-Saharan trade and the colonization of West Africa. **Economic impacts of slave trade** a) It led to introduction of new (manufactured) goods in West Africa which undermined many indigenous technologies like smithing and medicine. b) Africa was depleted of her vital manpower that was greatly needed in agriculture and defence. This led to economic retardation. c) Destruction of African property during the slave raids. d) Led to the eventual decline of the Trans Atlantic trade at its abolition. e) Stimulated development of ports in West Africa and in Europe. f) African leaders accumulated a lot of wealth e.g Dahomey, jaja, Asantehene. g) It led to development of European economies. A number of large cities grew along the coastal ports. For example Glasgow, Bordeaux Liverpool and Nantes. h) Growth of industrialization in Europe as the slave labour ensured constant flow of raw materials into the industries. i) Some of the slave dealers accumulated enormous wealth. For example, the merchants like Barclays Brothers and sailing companies like Lloyds. j) The trade led to the expansion of plantation farming in USA (cotton and sugar plantations) which relied on slave labour. **Decline of the trans-Atlantic slave trade** In 1807, the British government made a decision to abolish slave trade. Factors that led to the abolition of slave trade; a) Rise of humanitarians in Europe such as Christians and scholars condemned it on moral grounds. The missionaries wanted it to be stopped because they wanted good conditions for the spread of Christianity. The formation of the humanitarian movements in Engl and aimed at stopping all kinds of cruelty including slave trade, flogging of soldiers and child labour. b) Industrialization in Britain was one of the main forces behind the abolition .E.g. Britain industrialists urged its abolition because they wanted Afri cans to be left in Africa so that Africa can be a source of raw materials for their industries, market for European manufactured goods and a place for new investment of surplus capital. c) Formation of Anti-slavery movement and the abolitionist movement in 1787. Its chairman was Granville Sharp and others like Thomas Clarkson, William Wilberforce who gathered facts and stories about the brutality of slave trade and slavery to arouse public opinion in Britain. d) The attainment of independence by USA in 1776 left Britain in a dilemma since she had no colonies where she would take the slaves to work. e) The French revolution of 1789 and the American revolution of 1776 emphasized liberty, equality and fraternity (brotherhood) of all human beings. As a result, people began to question whether anyone had a right to deprive fellow man of his liberty when he had done wrong. f) The British desire to protect their national interests, British planters wanted slave trade stopped to avoid competition with other European planters .This is because other planters were producing cheaper sugar, British sugar accumulated hence the need to stop over production. g) The closure of the American slave market after the defeat of the South American states in the American civil war of 1865 left the slave dealers with no market for their slaves. h) The rise of leading London economists with new ideas e.g. Prof. Adam Smith(challenged the economic arguments which were the basis of slave trade when he argued convincingly that hired labour is cheaper and more productive than slave labour, Rousseau spread the idea of personal liberty and equality of all men. i) Influential abolitionists like William Wilberforce (a British member of parliament) urged the British government to legislate against the slave trade in her colonies. They in turn influenced public opinion against slave trade. j) The ship owners stopped transporting slaves from Africa and began transporting raw materials directly from Africa and America to Europe, which led to a decline in slave trade. **TRANSPORT** **Definition of Transport** Transport is the movement of people and from one place to another.Transportation is usually classified by the medium in which the movement occurs. For example, land, air and water transport.Transport can be categorized into traditional and modern means. a) Traditional means of transport. The means of transport at this category were land and water evolved. **Land transport** People move on land either by walking or by using other human powered transport. People also use domestic animals as a means of transportation **Human transport** Human powered transportation included carrying goods on their backs, heads and shoulders. Africans were used as porters during the slave trade. Human porterage still goes on in the modern society. **Limitation of human porterage**<br><br> Human porterage was cumbersome, slow and tiresome. Humans Carry limited amount of goods at particular time. It is not convenient over long distances. <br><br>**Animal transport** Early human beings used the domesticated animals to carry loads on their backs or pull carts. Such animals are referred to as pack animals.In 500 AD a paddled collar was devised that rested on the animals shoulders. In 200 AD saddles were introduced in Egypt. Horse shoes were introduced in 700 AD ***Donkey\\Ass*** The first animals to be used as pack animals; they were used in Egypt as early as 3400bc to carry weight upto 80kg. They were commonly used in the trade between Nubia and South Sudan. In Ukambani today, donkeys are used to fetch water. ***Oxen*** Referred to as draught animals used for ploughing and pulling carts and also transportation of goods and people. ***Horses*** They were first rode but were later trained to pull wagons, chariots and passenger coaches. In the Roman Empire, they carried soldiers during war. (Soldiers on horseback are referred to as cavalry. **Disadvantages of horses** a) It is highly susceptible to diseases. b) It cannot survive in tsetse fly infected areas. c) The weight limit of the load it can carry is 120kg d) They are not suitable in arid and semi-arid areas because they need a lot of water. NB; - horses are mainly reared by the rich as a symbol of high social status. Mules.A crossbreed of a horse and a donkey, they are sterile and carry loads upto 110kg.they are mostly used in mountainous areas in central and southern Europe and in Mexico. **Camels** It is referred to as the ship of the desert. What makes a camel ideal in desert transport? a) It has a unique ability to survive for long without food and water. b) They have an incredible water storage capacity, they do not sweat lose much moisture. c) They have broad padded, two toed feet ideal for walking on desert sand. d) The nostrils have flaps which keep away sand during sandstorms. e) Its fur is thick enough to protect it from the sweltering desert heat by day and ext reme cold conditions at night. f) The hump contains a lot of fat which the camel uses when it goes without eating Camels were commonly used during the trans-Saharan trade. They are in use in Kenya today among the Galla and Somali carrying weight upto 200kg. Llamas and alpaca. Members of the camel family found in central and south America. They carry load upto 40 kg. **Elephants** They are used in Asia to carry people and heavy loads upto 250kg. In India, they were used to transport people and goods during war in 2500BC. In Africa they were used in warfare in 270BC. **Water Buffalo**. A member of the cattle family and the only type of buffalo that has been domesticated. The cape buffalo of Africa and the Pygmy buffalo of Philippines have not been domesticated. It isused to pull ploughs and do other heavy work in India and south East Asia. **Reindeer** A long-horned deer family breed used in the cold parts of Canada, Sweden and Norway for riding and transportation. It also provides milk, meat, hides and horns. ***Dogs*** Dog types like Bouriers were used to pull small carts and sledges, especially in the Arctic thus making transportation of gods and people easy. Dogs are also used in guiding blind people in sports and as pets at home. **Advantages of animal transport** a) Pack animals can be used in largely inaccessible areas. The Llama, for example is used in the mountainous areas with narrow and meandering paths and steep cliffs. The camel is well adapted for deserts. b) Animals are cheap to maintain. They attract very little maintenance costs, since only feeding costs are incurred. c) Pack animals are safe as accidents are rare probably because they do not speed.. d) Animals help to maintain the ecological balance since they do not interfere with the environment. e) Pack animals are capable of sensing danger. For example, horses and dogs can sniff out an enemy from a distance. This enhances security as dangerous confrontations with an enemy can easily be avoided. **Disadvantages of animal transport** a) Animal transport is slow and tedious. The animals need to feed and drink along the way. b) Pack animals may be attacked by wild animals, disease- causing insects such as tsetse- flies and disease. a. Their movement is limited to the day only and cannot travel at night. b. They can only carry small loads as compared to vehicles. c. Some pack animals such as donkey are stubborn when tired and heavily loaded. The camel is only suited for the desert. d. Pack animals use is limited to short distances as they fatigue when they travel for long. **The wheel** The wheel was invented in sumeria at about 3000bc. By 2500BC, they had invented the spoked wheel used on horse drawn chariots. The chariot was used in Mesopotamia at around 2000BC and later spread to Egypt, Persia, Rome, china, Africa and Europe. The cart or wagon pulled by humans or animals was the first wheeled vehicle. The wheeled wagons and carts created the need for roads Today many types of wheels are in use. For example, the steering wheel for cars, turbines for jet engines and gyroscopes used in the automobile pilot technology. Ways in which invention of the wheel impacted on road transport a) More roads were constructed to use wheel vehicles for transport b) Road transport became faster and efficient c) Bigger loads could be carried hence was cost effective  profitable d) It made the use of motor engine driven vehicles possible e) It enabled man to move over long distance to disseminated ideas and interact. **Water transport** Water transport has progressed from early rafts and canoes to the modern large passenger and freight ships. **Rafts** A raft is a simple floating structure, usually made by tying together floating material like animal skin, papyrus stalks or logs. The earliest people to make rafts were the Australians. They made rafts called catamaran by tying logs together. Long poles were then used to drive the raft.Rafts however sank easily and required a lot of manpower upstream. A canoe was a narrow boat that was propelled by one or more paddles. The oldest canoe was made by stripping the bark from trees (bark canoes). Later a new canoe was made from a hollow on a log (dug-out canoe).In Kenya, canoes are used for transporting people and goods and for fishing in inland lakes and rivers. **Oar-driven boats** Boats are small vessels for travelling on water and are powered by oars, sails or motor. The Egyptians pioneered in the building of boats that used oars (a short wooden pole with a flat end) instead of paddles in 3000BC. The Phoenicians, Greeks and the Romans developed oardriven trading vessels and warships. **Sailing ships.** Humankind learned that the wind could move a boat more easily than human beings if the ship had a piece of cloth fixed on poles (sail). The Egyptians used the sailing ships by 3000BC on the Mediterranean and Red seas. The Greeks made sailing ships known as galleys which were used for trade and war. They used war galley known as triremes to defeat the Persians and Phoenicians.Sailing ships were depending on monsoon winds discovered by Hippalus. The Arabs and Persians relied on the monsoon winds to reach the east African coast.The Portuguese invented a three-masted ship called a caravel as the one used by Christopher Columbus and other explorers to sail to America and the Far East. The Carrack used by Vasco da Gama was five-masted to sail to east Africa. Ferdinand Magellan became the first person to sail around the world using a Sailing ship Fast sailing ships called clippers were made in 1840s in America. It was a long and narrow ship with sharp bows and almost straight sides.However, sailing ships could not sail on windy days and seasons. Some communities however still use sailing ships upto today for sports, fishing and leisure.By the 12th c AD, the magnetic compass was being used in navigation aid **Factors that led to the development of various forms of transport** a) Technological development during the scientific age which enabled man to invent machines which could be used to manufacture various parts of cars , rails, airplanes, ships and motor boats. b) Expansion of geographical knowledge encouraged the development of transport so as to enable man to search new places faster and more safely. c) Introduction of specialization as a means of production which necessitated exchange o goods and services which could only be made possible through development of transport and communication. d) Population increase hence demands for more food and goods hence the need for essential transport system. e) In order to satisfy the desires of man there was need to develop a system of transport that would enable man to get the goods and services he needed so much. **Modern means of transport** **Road transport** The invention of the wheel stimulated the construction of roads. The Roman soldiers built hard and straight roads all over Europe and North Africa by around 300 BC. The roads were built by digging a trench, 1.5metres deep which then would be packed with heavy stones or rocks. Rough and fine concrete was added to the foundation, then layers of gravel, chalk and cement. The road surface was slightly convex with deep trenches on the sides. Roman roads declined with the fall of the Roman Empire.Attempts to built better roads in Europe in the 18th c were made by George Wade (1673- 1748) built 400km of roads and John Metcalfe (17171-1810) built 290km of roads.However modern road construction is attributed to John McAdam (1756-1836). McAdam laid three layers of small broken stones packed tightly together. He then placed a layer of gravel which was bound together by the weight of a vehicle. These roads were called the flexible road or macadamized road. These roads were straight and had a smooth surface. They were widelyused all over the world. They have curved surfaces and had a Good drainage system. They are cheap and durable.The roads were later improved by adding tar to produce a water proof surface called tarmac. By 1820, Britain had built 200,000km of road. **Advantages of macadamized roads** a) They were durable with three layers of small broken stores b) They were cheap to construct using stones as the basic material for construction c) They had a smooth motoring surface since the gravel layer was bound together by the weight of vehicles d) They were straight hence reduced occurrence of accidents e) They were easily drained due to their smooth surface and being raised. **The bicycle** In 1790, a Frenchman, de Divrac made the first bicycle which was pushed with the feet thus called a walkalong. A german named Baron Karl Drais invented a walkalong called draisine which had a steering bar connected to the front wheel.In 1860, Ernes Michaux, a French locksmith, invented a bicycle with two wheels and pedals attached to the front wheel.In 1866, Piere Allement a Frenchman, was given the first patent on a bicycle, boneshaker. It had iron wheels fixed to wooden spokes. In 1873, a bicycle named a high- wheeler was introduced in England. The firs bicycle in England was made by Kirk Patrick Macmillan of Scotland.James Starley is referred to as the father of the cycle industry. In 1870, he invented the tension spoked wheel in which the rim and the hub were connected by wire spokes.John Dunlop invented the tyre filled with compressed air in 1888 which replaced the iron tyres and solid rubber tyres.In 1893, a bicycle with a diamond shaped frame with a roller-chain-drive and a compressed air wheel was invented.The bicycle is today used all over the world not only for transport, but also for sporting and leisure activities. The advantage of a bicycle is that it easily used on narrow paths and on a fairly level surface. It is also cheap and convenient. **Motor vehicles** These are self-propelled power-driven land transportation devices used to transport people or goods, especially on land. The device converts fuel into energy to provide the power for the vehicle to move.The first attempt to power drive devices was the suggestion by a Swiss clergyman J.H Genevoisin 1760 that wind springs be used to move wheels on roads.However the making of an engine that could drive a vehicle is attributed to a French engineer, Nicholas Joseph Cugnot (1725- 1804). He built a three wheeled steam-driven vehicle in 1769, though he abandoned his experiment prematurely. In 1883, a German, Gottlieb Daimler (1834-1900) produced a high speed petrol engine which he fitted on a wooden cycle in 1885. Karl Benz (1844-1929) fitted the same engine on a w tricycle in the same year.In 1886, Daimler made the first petrol driven car with four wheels. Benz built the first four wheeled Benz car in 1893. In the same year, an American, Charles Duryea (1862-1938) built the first gasoline powered automobile. The tyres made by Dunlop were fitted on these cars to make them more comfortable.The first car in the motor industry, Panhard-Hevassor, was made by a French company which had bought the rights to use Daimlers engine.In 1903 in USA Henry Ford founded the Ford Motor Company in Detroit leading to mass production of cars in the world. For example the model TFord was developed in 1909.Students read more on the motor vehicle inventions. **Impact of road transport** a) Roads have promoted trade within and between countries since goods are transported by road to various markets. This case is true in east Africa. b) Road transport has stimulated industrial development as raw materials to factories and manufactured goods to the market are easily transported. c) Development of towns and urban centres along roads has been as a result of improved road transport. d) Many countries earn a lot of foreign exchange from the sale of motor vehicles. For example Japan, Germany and USA. e) Employment opportunities are created as many people work in the motor vehicle industry while others are employed to construct and maintain roads. **Advantages of road transport** a) Since it is the commonest mode of transport, it reduces the cost of movement of goods and people as well as promoting social interaction. b) It is cheaper compared to other forms of transport. Roads are easier to construct and maintain when compared to railway transport. c) It is faster when compared to water and railway transport unless in the case of electric trains. d) Roads are flexible and link with other forms of transport such as water, railway and air. **Disadvantages of road transport** a) The high number of accidents on roads leads to loss of lives. b) Road transport is responsible for pollution which causes environmental degradation. Key notes for the teacher and students- @Cheloti 2012-2013 20 c) Due to an increased number of vehicles on roads, traffic congestion is a major concern in most urban cities and towns. d) Roads may sometimes inconvenience the users when they become impassable. e) The quantity of goods carried is limited as roads cannot carry bulky goods compared to the railway. f) The use of roads is limited to specific areas. It cannot go beyond land e.g across the sea or lake. g) Construction of all-weather roads is expensive. Developing countries find themselves constrained by limited resources that are needed to construct all-weather roads. **Rail transport** Railway lines are paths of parallel metal rails that allow a wheeled vehicle to move easily by reducing friction. Initially, they were used in 1800s to guide horse drawn wagons. Later the steam engine replaced horses as the means of transport.The development of modern railway was a gradual process that started in Britain and Germany with the use of wooden rails.A British engineer, Richard Trevithick (1771-1833) designed a steam engine that was small enough to be put on a truck. This he fitted on a railway locomotive which he had bought in 1804 to pull a cargo and passenger train in south Wales. Fenton, Murray and Wood of Leeds built the John Blenkinsopp locomotive in 1812. William Hedley built the puffing Billy in 1813.George Stephenson (1781-1845) a coal miner in Newcastle, England invented a locomotive engine called the Blucher which pulled eight laden wagons in 1814. He also built the worlds first public railway between Stockton and Darlington near Durham in 1825. In 1829, Stephenson and his son, Robert, built the most improved engine, the rocket, which had a speed of 48 km per hour. In 1830, he built the Northumbrian and the planet.In 1825, in the United States, Colonel John Stevens built a tiny experimental locomotive. In 1929, a major railway was built by the Delaware and Hudson Canal Company to serve a coal mine.Germany and Belgium had railroads by 1835, Russia by 1837, Spain by 1848 and Sweden by 1856.In 1892, a Germany Rudolf Diesel designed a heavy oil-driven-engine which replaced the steam engine. It was cheaper and efficient.The first diesel railcar was used in 1913 in Sweden. Later diesel engines were replaced with electric engines which was an invention of the Siemens Brothers and John Hopkinson in Britain in 1883. The electric train from Paris to Lyon covers a distance of 212 km in one hour.Railway transport has remained a major mode of passenger travel. In Europe and Japan, major cities are connected by high speed passenger trains such as the French TGV (Train a Grange Vitesse) and the Japanese Shinkansen trains travelling at a speed of 300km/h. **Results of railway transport.** a) It has promoted the movement of people thus leading to increased social and cultural interaction. People can migrate easily in Europe thanks to the faster electric trains. b) It has promoted trade as goods, light, heavy or bulky, are transported efficiently to the markets. It also supplements the use of other forms of transport. Key notes for the teacher and students- @Cheloti 2012-2013 21 c) It has stimulated industrial development since in dustrial products and raw materials can now be transported faster and in large quantities. d) Railway transport has stimulated the growth of urban centers. In Kenya for example, urban centres like Nairobi, Kisumu, Mombasa and voi either developed along the railway line or at the terminus. e) It has facilitated the spread of religious faiths and political ideas. This was the case in Kenya during the period of missionary work and colonization. In a way railway transport therefore facilitated European occupation of overseas colonies. f) There has been a significant improvement in agriculture since agricultural goods are transported more easily and faster using the railway. g) It has been a source of employment for many people I maintenance, engine driving etc. h) It has facilitated the exploitation of natural resources like mining, fisheries and forestry. The raw materials from these resources are transported faster using the railway. i) Railway transport has stimulated economic growth since it is a source of revenue for many governments. **Disadvantages of railway transport** a) It is expensive to construct. The wagons are also expensive to buy and maintain. b) Railway transport lacks in flexibility. It can only pass through certain landscapes. c) Smoke emitted from the trains lead to environmental pollution. d) Railway accidents might be rare but when they happen, they are fatal. This was the case in Kenya in 1998 when 200 people lost their lives. e) Railway transport is not self sufficient. T has to be supplemented with road transport. **Water transport** **Canal vessels** A canal is an artificial river that is used to transport people and goods. It may be built to link a ricer and a lake, sea or a sea with a sea. Apart from transportation, their water may be used in irrigation like in the case of River Nile.Canals have been used for centuries for transportation. The earliest canal was built by the Europeans nearly 4000 years ago to link the river Nile and the Red sea.The longest canal, the Grand Canal in china is bout 1900km long and it links the Yangtze and Yellow Rivers.Canal building in Europe was pioneered by the Romans who built them for transportation, irrigation and drainage. The Dutch, British and the French also constructed elaborate canals.Canal building in the US began in 1817 and ended in 1825 with the construction of the Erie Canal which is 845 km long connecting Hudson River with Lake Erie. It is now known as the New York State Barge. Up to 1840, 4,800 km of canals had been constructed in USA.Another type of canals is the ship canals, for example the Suez Canal, Panama Canal and Kiel Canal, which are deeper. The Suez Canal in Egypt is 195 km long and links the Mediterranean Sea with the red sea. It was constructed between 1859 and 1869 by a French company under. Ferdinand Lesseps. The Kiel Canal links the North Sea and the Baltic Sea. The Panama Canal was built by the USA Government between 1904 and 1914 linking the pacific and Atlantic oceans. It is the most important canal as it shortened the long and dangerous trip around the southern tip of south Africa. The St. Lawrence Seaway is the longest and most important inland waterway system in North America. It is 3,800 km long and was completed in 1855 in USA and 1895 in Canada. **Steamships** Steamships were made after the invention of the steam driven engine. The first attempt to make a steamship was made by Dr. Denis Papin of France when he fitted a steam engine to a boat and sailed along river Fulda in Hanover. In 1736, Jonathan Holls of Gloucestershire patented a steam tugboat but it was nev er tried.In 1774, Comte J B dAuxiron of France experimented with a steamboat but also failed like Papin as it broke down.In 1775, C Perier became the first person to move a small boat powered by steam engine o river Seine in Paris.The first successful steamboat was built and tried out in1783 by a Frenchman called Marquis de Jouffrey on River Saone near Lyons in France. In America, John Fitch built a steamboat in 1787. It was used on river Delaware between Philadelphia and Trenton. In 1809, William Symington and Miller Pat succeeded in constructing a wooden steamship that was used on the Forh-Clyde Canal in southern Scotland.In 1807, in America, Robert Fulton had invented a double paddle-wheeled steamboat known as Clermont which began operating on the Hudson River. In1807, the phoenix became the first steamship that made regular voyage from Philadelphia to New York.In 1819, the savannah became the first ship equipped with a steam engine to cross the Atlantic Ocean.In 1853, the peninsular and oriental Line built the iron-screw steamer, Himalaya, the biggest vessel as at that time.John Elder invented a compound engine with two cylinders which reduced fuel consumption in steamships. In 1838, Sirius sailed from London to New York, the Great Western, without using sails crossed the Atlantic in 15 days from Bristol.In 1839, the Archimedes and the Robert F Stockton were built using Smiths and Ericcsons patent.The most important ship to cross the Atlantic was the Great Britain built by the Islamabad Kingdom of Brunei in 1843. The first USA trans-Atlantic steamers were the Herman and Washington.The first merchant ship to be all-welded without any rivets in its hull was the MS Fullagar in 1920. **Importance of the discovery and use of the steamship** a) Man could no longer depend on nature wind for power. This made travel by sea easier and more comfortable. b) It led to expansion of international trade since transportation became cheap. c) Bigger volumes and varieties of goods could be carried including those that required special handling like petrol. d) It formed the basis for colonization as colonizers could move to other continents easily. e) It increased international migrations and spread of races, cultures, diseases, intermarriages, languages and religion f) It led to greater expansion of geographical knowledge. It gave access to countries bordered by sea. g) It led to expansion of world economies, industries, trade and commerce. h) Spread of plants and animals internationally. **Motor- Driven ships** With the invention of the internal combustion engine, oil replaced coal. The Caspian Steamer Wanal was built in 1903 was the first sizeable ship with an internal combustion engine.In the 20th c, the use of atomic energy (nuclear power) was developed. The first ship to use atomic power was the Nautilus in 1956. In 1961, an American merchant ship, MV Savannah, propelled by nuclear power was launched.There are two types of ships based on the service offered; a) The Liners operate regular scheduled services on defined trade routes charging advertised rates. b) The Tramp ships carry any suitable cargo between any two points based on a negotiated contract. They have no regular route or timetable. **Modern passenger Liners** The cruise ship, the most important passenger liner, is a specially designed vessel providing luxurious surroundings and entertainment to passengers. It is about 270 m and carries 2000 passengers. New passenger Liners were developed after World War II for example the American United States of 1952 and the British Queen Elizabeth 2 of 1969. The liners were overtaken by the development of the aeroplane and airline transport and only a few remain today. **Freight Vessels** These are Special Ocean going ships designed for carrying large amounts of cargo. Containerships transport large metal containers that have been pre-loaded with cargo. Some container ships carry over 6,800 containers. **Military Vessels** In 1859, the French launched Gloire, the first iron-plated ship. During the American civil war (1861-1865), two iron-plated ships were used. In world war II, battleships, Aircraft carriers (can carry 85 aircrafts) , cruisers, destroyers, destroyer escorts(frigates), minesweepers, torpedo boats, landing craft and other support vessels were developed. **Hydrofoils and hovercraft** These are specialized water vessels (a hydrofoil has small wing-like surfaces called foils attached to the bottom of its hull that lifts the hull out of water when the hydrofoil accelerates. A hovercraft is lifted entirely off the water surface by a cushion of air and are propelled by giant air propellers or by water jets) **Ferries** These are vessels used to transport people, animals and vehicles over water in places where bridges would be inconvenient or impossible to build. **Motorboats and personal craft** These are small boats that are used for recreational purposes with either out boat motors or in boat motors. **Pipeline transport** This is a form of transport used to move liquids, gases or solid liquid mixtures over long distances. The most common liquid that is transported by pipeline in many countries is water. Others are oil and gas. Pipelines are also used to transport solids suspended in liquids such as coal slurry which consists of powdered coal suspended in water. **Air Transport** This is the fastest form of transport over long distances and continents. Different types of Aircraft exist. **Aeroplane** An airplane is an aircraft heavier than air that uses wings to obtain lift in order to fly thus transporting people, mail and cargo from place to place. They are also use in warfare. The development of an aeroplane started in 1783 when a successful manned flight was made in France by two brothers, Jacques and Joseph Montgolfier using a hot air balloon. Sir George Cayley, an English scholar and inventor, built model Gliders that could sail in the air in the 19th c. Later, Pilcher added wheels to the gliders in order for them to be towed into the air. By 1850, power driven planes were built. An English engineer, John String built and designed power-driven planes. In December 1903, An American astronomer, Samuel Langleys almost won the honour of perfecting the power driven airplanes, by making a full size airplane called the aerodrome. The plane unfortunately crashed in Potomac River before being launched. On 17th December 1903, two weeks after Langleys failure, the Wright brothers, Orville and Wilbur Wright, produced the first manned power driven aeroplane at Kitty Hawk, North Carolina USA. Their machine was a wooden glider fitted with a petrol engine and two propellers. In 1906, a Brazilian- born aviation pioneer made the first officially observed European flight in a powered bi- plane.In 1909, Louis Bleriot of France became the first person to fly a plane across the English Channel in 35.5 minutes. In 1915, the Germans used the first mono-plane during the First World War. In 1919, John N. Alcock and Arthur W Brown flew non-stop across the Atlantic from New Foundland to Ireland.Later improvements in the plane were replacement of wood and cloth with aluminum and stainless steel, invention of a retractable gear that improved streamlining in planesBy 1920, plane speed had gone up to 303 km /h. in 1940; it was 755 km/h.The best known aviator in 1920s was Charles Linburgh who accompanied a non-stop flight from New York to Paris in 1927 in his single monoplane called the spirit of Saint Louis in 33 hours.In 1920, the first scheduled passenger service was made between Amsterdam and England by KLM Dutch Airlines.In 1930, the first pressurized plane was launched. The most popular passenger plane at that time was the DC-3 built by Douglas Aircraft Company. It had a capacity of 30 people and moved at a speed of 320 km. **The jet engine** The jet engine was invented by German engineers in 1939.the first jet powered airplane was the german Heinkel HE -178. The first practical jet fighter was the Lockheed P-8 developed in 1944.During the post war period, the jet engines were put to commercial use.. For example, the Boeing 707 flight which was launched in 1958 in USA. The Boeing 747 Jumbo Jet which entered the market in 1970 can carry 375 passengers, 20 tonnes of freight and move at a speed of 900 km/h.The Supersonic Loans Port (SST) is designed to fly at speeds of over 1180 km/h. the Russian TU-144 and the French  British Concorde are both SSTs and entered passenger market in 1972. **Helicopters** It is a type of airplane which obtains its lift from a set of rotor blades rather than fixed wings. The first successful helicopter was made in 1907 when a French helicopter left the ground for a few seconds.Germany made the first practical helicopter in 1936 while the United States Army unveiled its wartime helicopter in 1942. **Uses of helicopters** **Lighter- than-air-vehicles** These include balloons relying on hot air and lighter than air gases like helium and hydrogen for lift.Airships that combine lighter than air gas bags with propellers navigation were initially used for passenger traffic but their usage declined due to several fatal accidents. For example the disaster that befell the German airship, Hindenburg, in New Jersey in 1937. **The rocket engine** Rocket engines use fuel. They carry chemicals which enable them to burn their fuel without air supply. The first rocket engine to be used was by a German manufacturer, Fritz von Opel in 1930. An American, R H Goddard also developed a modern rocket in Massachusetts in the USA. Factors which encouraged the development of air transport. a) The effect of the First World War- it increased demand of war planes-jet fighters and fighter planes flying over 600kph were manufactured. b) The arms race and the cold war which also made many countries to acquire many planes.-fear, jealousy and competition based on ideological differences. c) Desire for comfort among passengers and the need to transport perishables quickly. d) Expansion of international trade and desire for more wealth. e) Colonization and international migrations. f) The expansion of the tourist industry. g) Vast improvement in science and technology and growth of industries. **Results of air transport** 1) Air transport is a major global employer. The air transport industry directly generates 5.5 million jobs globally and contributes USD 408 billion to global GDP. It directly contributed USD 1,830 billion to world GDP in 2007 and generated 79 million direct jobs globally  2.8% of total employment. 2) Air transport is an important facilitator of international trade, thereby promoting economic growth and development. Forecasts suggest that the global economy will become even more dependent on trade over the next decade. World trade is expected to nearly double, rising at more than twice the rate of global GDP growth, with China, India and emerging markets leading the way. 3) Air transport stimulates Tourism which makes a major contribution to the global economy.The air transport industry plays a major role in supporting tourism. Over 40% of international tourists now travel by air, up from 35% in 1990. At the same time, the WTTC estimates that foreign visitors account for just fewer than 25% of overall tourism spending around the world. This includes spending by business travelers, as well as those on leisure trips or visiting friends and relatives. 4) Air transport is a significant tax payer. Unlike other transport modes, the air transport industry directly pays for its own infrastructure costs. The user charges collected by airport operators pay both for the day-to-day services they provide to airlines and their customers, and also for the massive investment in runways, terminals and other infrastructure required for a modern, efficient air transport service. In addition, companies in the air transport industry make significant tax payments to national treasuries. 5) Air transport expands the range of consumer choices and opportunities to visit other countries and to experience new cultures. 6) Air transport delivers humanitarian aid. Air services play an essential role in humanitarian assistance to countries facing natural disasters, famine and war  through cargo deliveries, refugee transfers or the evacuation of people trapped by natural disasters. They are particularly important in situations where access is a problem  for example, air drops are among the first response of aid agencies to stem a humanitarian crisis. 7) Air transport also plays a vital role in the rapid delivery of Medical supplies and organs for transplantation worldwide. 8) Air transport provides access to remote areas. Air transport provides access to remote areas where other transport modes are limited. Many essential services, such as food deliveries, hospitals, education and post, would not be available for people in such locations without air services. And residents would be isolated from family, friends and business contacts. 9) Air transport has improved security as soldiers can be flown to troubled areas. Aeroplanes are also used in espionage 10) Air transport has led to improvement f space exploration. Satellites are used to study objects in space such as stars and planets. 11) Air transport has promoted international cooperation and understanding. People from different countries can exchange ideas.. 12) It has provides the fastest means of transport for passengers and goods thus increasing cultural and social exchange. 13) Aeroplanes are used to break hail in order to cause rain. 14) Plans and other aircraft have added to variety to sporting and entertainment. E.g the staging of fighter plane shows in public holiday celebration. 15) Aircraft has revolutionized warfare especially during the Second World War when countries began using panes in warfare. 16) International terrorism has been facilitated in the recent past by aeroplanes. Incidents of planes being hijacked are becoming common in the world today. 17) Air transport contributes to environmental pollution due to waste discharged by the burning fuel. Jets cause noise pollution. 18) Air transport has enhanced agriculture as planes are used to spray and dust insecticides on crops in the case of large scale farming. They are also used in quick delivery of perishable farm produce from horticultural farms. 19) Planes assist in fire fighting, inspecting fence lines and power cables and border patrol. 20) Aeroplanes are used in making aerial survey in cartography thus improving map making. 21) Air transport enhances wildlife management and conservation. Counting of animals by wildlife officers is one used planes. 22) In meteorology, air transport has enhanced weather survey. 23) Air transport sometimes leads to deaths of many people when fatal accidents occur. For example, the mid-air blow-up of the trans World Airline plane over the Atlantic ocean in July 1996, the 5th may 2007 crashing of a Nairobi bound KQ 507 moments after leaving Duala international Airport in Cameroon killing 114 passengers. **Space exploration** This is the attempt by scientists to reach the heavenly bodies namely the stars and moon to learn more about them and their importance to man as a whole. Space age refers to the period in which the exploration of space became possible. It began with the launch of the first artificial satellite in October 1957 by the soviet union - Sputnik.The first human to go to space was a Russian Major Yuri Gagarin using Vostok I in April 1961. Inthe same year an American, John Glenn also went to space.Neil Armstrong, an American Became the first man to land on the moon in July 1969 in his space craft, Apollo II. He was accompanied by Edwin E Aldrin Jr and Michael Collins. Many other have toured the moon since then.Later on a space shuttle was built. The first space shuttle, Columbia, launched in 1981, carried two American astronauts, John W. Young and Robert L Crpens. In 1983, the space shuttle, challenger released a satellite into space. One of the crew members, Sally K Ride became the first woman astronaut to go to space.In 1984, Kathryn D Sullivan became the first American woman to walk in space .By 1988, there were 300 operating satellites in space while 1200 were not functioning. **Challenges facing space exploration** a) Deadly hazards like cosmetics and solar radiation and micro meteorites dangerous to spacecraft. b) Hostile natural environment which is unsuitable for human life making it very expensive. c) Extreme temperatures and light intensities. Extreme darkness and brightness. Such difficulties have been overcome through development of new tools and techniques for space navigation. **Importance of space exploration to man** a) Spacecrafts continue to provide information about conditions in space in particular about the weather. b) Reports derived from weather satellite can act as warning systems about impending storm. c) It helps us to gain more knowledge about our planet earth. e.g. a scientific satellite known as Vanguard 1 sent back pictures, which showed that the earth was slightly pear- shaped. d) Communication satellites like the Telstra and Relay have made it possible to send television programmes and telephone calls over much longer distances. e) In 1965, the US achieved another momentous feat in space communication. The mariner4 in a deep space probe sent back pictures of mars that were taken as it passed the planet. f) Some space exploration offers possibilities without limit. Planets themselves may have metals and other resources that men on earth need. g) Information about outer space may make it possible to make rain and make long- range weather forecast more accurately than before. h) Some scientists are optimistic that space research might make it possible for human beings to settle on some planets; so far, we are not very definite about this. i) Humankind can benefit from medicine prepared under ideal conditions on the planet namely dust free and germ free medicine. j) Space exploration enhances technological development. k) It facilitates own understanding of the universe. l) It leads to improved manufacture of aircrafts, telescope and related machines. m) Contributed to development of advanced air force weapons. **Advances in transportation** Africas first high speed train system, the Gautrain, was officially lanced in Johannesburg on 8th June 2010 to connect the cities of Johannesburg and Pretoria with a 160 km/h rail service. **Effects of modern forms of transport** a) It has made local and international trade more efficient. Trade in perishable goods such as flowers and vegetables have been expanded thanks to air transport. b) Population migration and settlement all over the world has been encouraged using the means of transport. c) It has facilitated the quick transfer of technology and ideas as people interact d) It has made industries more efficient. Raw materials, industrial workers, and manufacturedgoods are transported to their destinations cheaply and quickly. e) It has promoted tourist industry which is a major foreign exchange earner in many countries. Accessibility to tourist attraction sites has greatly improved. f) It has generated employment opportunities to many as road constructers, drivers, pilots and mechanics. g) It contributes additional revenue to the government. Countries charge toll fee, license fee and fuel levy. h) Air transport enhances space exploration. i) Has contributed to the growth of the service sector like banking and insurance. j) Transport has promoted humanitarian assistance particularly in disaster situations, e.g distribution of relief food, medical services and evacuations during catastrophes and wars. k) It has led to growth of schools and hospitals and social amenities. In Kenya most schools and hospitals are located along transport routes. l) It has led to agricultural development. Farmers have been able to increase food production since they can transport farm produce and inputs more efficiently and effectively. m) It has stimulated the growth of urban centres. Towns such as London, Nairobi and Harare started off due to their location along transport rous. The towns have also grown due to their transport function. n) Transport has enhanced political control in countries. National security has been enhanced due to accessibility of many areas of a nation. o) Transport facilitated colonization of Africa and Asian countries. Railway systems helped them to conquer and suppress local resistances to facilitate easy administration. **Negative effects of transport.** a) Transport systems are responsible for many accidents in world leading to loss of lives. The Mtongwe ferry accident in Kenya claimed 257 lives in 1994; a plane crash in Ngong in 2012 killed the minister for internal security professor George Saitoti and six others. b) Transport is responsible for environmental pollution. Different forms of transport emit poisonous gases to the atmosphere. Oil tankers cause oil spills in the sea s leading to marine pollution. c) Unless they complement each other, different forms of transport are unreliable. For example, water and railway transport have to be complemented by road transport. d) The growth of international terrorism has been attributed to transport network. Communication **Definition** This is a Two-way process of reaching mutual understanding, in which participants not only exchange information but also create and share ideas and messages.Communication includes writing, talking and Non-verbal communication (facial expressions, body posture, or gestures. **Traditional forms of communication.** The methods of communication that were used in the traditional society included; **Gestures** These are signals or body movements intended to pass a message. The person to whom the gesture is directed must know the meaning of the gesture. It is sometimes referred to as sign language.(a combination of gestures that simulate actions or a sound) **Body language** Sometimes gestures are used to enhance and emphasize speech. They are used where silence is required yet communication is vital like in operating theatres, and in traffic control. **Verbal communication-language** This is the commonest form of communication among human beings involving the use of sound (spoken language) in combination with some gestures or alone, to express messages.There are over 6000 distinct languages world today. **Signals** The use plants on the roadsides, the shaving of hair, physical marks on ones body or property are means through which communication is passed to others. **Fire and smoke signals** Fire and smoke signals were used to send quick and urgent messages. Fire and smoke signals were coded such that strangers could not interpret the message correctly. They were commonly used in warning people of an impending danger.The Jews used fire signals (torch light) to proclaim their feast days on mount Olives.Fire and smoke signals were always sent at night. **Advantages of using fire and smoke signals** a) Fire and smoke signals Conveyed messages faster than a messenger. b) Confidentiality of messages was upheld since the messages were coded and could not be interpreted by strangers. c) It was a cheap method of passing a message. **Disadvantages of fire and smoke signals** a) Messages could not be sent over long distances. b) Ranges of messages passed were limited. c) It was restricted by weather conditions/smoke is useless in cloudy and misty days. It is difficult to set fire in wet conditions. Smoke could be blown by wind. d) It was of little use if no one was on the look out to see and interpret. **Drumbeats** In drumbeating as a means of communication, each beat was coded for relaying different messages. For example there were different beats for ceremonies, announcing funerals, meetings, declaration of war, arrival of strangers and impending attack.Once the initial beat was heard, the other drummers could pick up the beat in different areas thus spreading the message very quickly. **Advantages of drumbeating** a) Drumbeats could relay a wide range of messages-different beats could convey different messages. E.g. death, danger, festivities. b) In most cases drum beating could be used at any time both day and night whereas smoke signals could only be used during the day. c) Drum beats relayed specific messages whereas smoke relayed general messages. d) Drum beats could be used all seasons whereas smoke signals could not be used during certain seasons e.g. when it is raining.`` e) Drumbeats could convey messages over wide areas. f) Messages by drumbeat were conveyed faster compared to smoke signals. The major disadvantage of drumbeats was that at times it was difficult to differentiate the beats and therefore, the message could not be clearly interpreted thus leading to confusion. **Horn blowing** They were used to make public announcements, summon warriors or invite people to an important meeting. This was done by specialists with different tones that passed different messages thus passing a wide range of massages. **Screams and cries** Screaming was effective mostly on hill or mountain tops because of echoing. There were different ways of screaming in different situations.. Ululations signified feasting or good news like child birth. **Running messengers** Sometimes there was use of trust worthy runners for very personal and urgent messages. However the accuracy of the message delivered depended on the memory of the messenger. An Athenian soldier, Phidippides, is remembered in history as a great messenger for covering great distance from Marathon to Athens. Unfortunately, he dropped dead shortly after arrival. The Marathon race is named in his honour. Messengers are still used to deliver messages today although there has been tremendous improvement after invention of writing. **Disadvantages of using messengers** a) Messages could not reach recipients on time since the messengers walked on foot to their destinations. b) Messengers sometimes forgot the message they were to deliver thus leading to inaccurate messages being passed. c) Information could be distorted in the process. Sometimes wrong messages were delivered. d) Messengers could be attacked on the way by wild animals. e) The distance to be covered by messengers was limited since they walked on foot. However this problem was overcome with improvements in forms of transport. **Written messages** The oldest record of writing date back to about 5000years. Different communities use different symbols and alphabets to write messages. The messages were recorded on scrolls, stone tablets parchment (dried animal skin) or paper.The earliest forms of wring were pictographic and ideographic. Examples of these were the cuneiform of Sumerians and Hieroglyphics of the Egyptians. **Cuneiform Writing** Wedge-Shaped Writing **Scrolls** Scrolls are rolls of paper which were rolled around rods of wood or ivory for writing on. They were commonly used among the Egyptians, Romans, Asians, Jews, Greek, Hebrews, Chinese and Japanese. Papyrus Reeds along the Nile were used for making writing material. Pens and brushes were also made from the reeds and the hard part of a feather.The Hebrews used scrolls for their sacred writings. **Stone Tablets.** The Sumerians wrote on clay tablets. Writing was done on wet clay which, after drying, hardened like a stone and left a permanent impression.. for example, Hammurabi the law giver wrote his laws on stone pillars for all to read and obey. The Ten Commandments were also written on stone tablets.On the left is a stela, which has all 282 of Hammurabis laws engraved on it. This stela is located in the Louvre Museum in Paris, France. These tablets have been discovered by archaeologists and looked at by historians. **Advantages of written messages** a) They provided reliable information that was not easily forgotten. b) Information was stored in that form for future reference. c) Information could be interpreted into different languages so that it could be accessible to many. d) The message in most cases was accurate. **Limitations** a) They were only limited to literate people. b) At times the information could be biased depending on the writers orientation. c) Written messages were open to misinterpretation. **Modern means of communication** Numerous modes of communication have been evolved over time since the time primitive speech was the main means of communication. The modern means of communication include telephone, radio, television, video, cinema, telegraph, telex, electronic mail. Pager etc.The methods are categorized into telecommunications and print media. **Telecommunications** This is a term that describes the technology of receiving and sending messages by telephone, radio, television, telegraph, telex, facsimile or e-mail. The message can be verbal, written or pictorial.There are a wide range of devices in telecommunication through which messages can be sent in a variety of ways. For example, Telephone. This a communication device which is used to relay sound waves by converting them into electrical signals and then reconverting them into sound waves. Telephones carry sound over a distance using electric current. The history of the invention of telephones starts with the success of a Scottish-born American inventor, teaching speech to deaf children in Boston Massachusetts, Alexander Graham Bell, who built an experimental telegraph which broke down after one day. Bell constructed a transmitter and a receiver for which he received a patent on March 7, 1876. Assisted by Thomas Watson, he discovered that voice can be sent using wires.Later, Almon Brown Strowger of Kansas City, Missouri, invented the first automatic telephone exchange using electromagnetic switchboard (Strowger Switches) in 1897. By 1900, long distance service was possible through the use of repeaters (electromagnetic devices placed along the route of the call) which amplified and repeated conversations into the long distance instrument. Radio transmission later replaced underground and submarine cables for long distance transmission.In 1877, Graham Bell opened the Bell Telephone Company. In 1900, it was sold t o the American Telephone and Telegraph Company (AT&T) In Kenya, telephone communication was introduced in 1908 and has grown tremendously **Cell phones** A cellular telephony is a type of wireless communication which uses many base stations to divide a service area into multiple cells.The concept of cellular phones began in 1947 when researchers looked at the crude mobile car phones and realized that by using small cells with frequency reuse, they could increase the traffic capacity of mobile phones Dr Martin Cooper, a former general manager of the systems division at Motorola is considered the inventor of the first modern portable handset. Which he used for the first time in April 1973.The development of mobile telephony technology was slow in the earlier periods due to the hindrance by the strict federal regulations in USA and Europe. In 1921, the USA mobile Radio began to operate.In June 1946, the first American Commercial mobile radio telephone service was introduced in Saint Louis, Missouri.By 1950s, the first telephone equipped cars took to the roads in Stockholm.In 1964, the Bell system introduced the mobile telephone service. By 1982, commercial cellular phones were being used in the USA and Tokyo in Japan. By 1987, USA had over 1million cellular telephone subscribers.Currently, there are many mobile manufacturing companies are now in operation. For example, Nokia, Motorola Inc., Sony, Alcatel, Samsung, Sagem, Siemens, AG, and Sony Ericsson.There are also a number of mobile phone service providers. In Kenya, the main ones are Safaricom, Airtel, Orange and Yu **Standard Features of cellphones** a) They are used for making and receiving calls. b) All have a personal phone book. c) They all have the ability to send and receive SMS. d) They have the ability to store messages and display and record the telephone number of a caller. The following features are not standard and vary from phone to phone. a) Calculator, clock and calendar. b) Access to the internet c) Digital camera capability d) A variety of ringtones **Limitations of cell phones** a) They may be prone to poor reception especially where they are reliant on internal antennas. b) Their use is dependent on the availability of electricity. The phone must be recharged after a number of days. In areas where accessibility to electricity is a problem, mobile phones may not be so much in use. c) The continuous use of mobile phones has raised fears of possible side effects of radioactive rays on human beings. d) Handsets are easily stolen due to their small size. **Television** The a public broadcasting medium that uses a point to multipoint technology to broadcast to any use within the range of the transmitter. In 1855, the idea of a television was perceived but only came into use in 1922 when a Scot, Loggie Baird, showed how moving images could be transmitted by electromagnetic waves.In 1931, the cathode ray tube (CRT) was invented in USA. The CRT transforms beams of electrons into visible images on the screen. This led to development of modern television.The first television broadcasting service was launched in 1936 by BBC.I 1942, Baird invented the colour transmission.In Kenya, broadcast television began after a television station was opened in 1970. This was the Voice of Kenya. Kenya was connected to worldwide television via Longonont Satellite Station in1972. In 1990, KTN, the second channel was introduced in Kenya **Cable Television** Cable television, a commercial service that links televisions to a source of many different types of video programming using Coaxial cables, was introduced in Kenya in 1994. The television users with personal satellite dishes can access satellite programming directly without a cable installation.Recently, the digital television (DTV) was invented. This is the transmission of audio and video of digital signals, in contrast to analog signals Television is an important means of communication since it is an audio-visual device. **Its importance can be summarized as follows;** a) It conveys news and information from all over the world more vividly than other means of communication such as radio. b) It is a source of entertainment as it shows music and drama programmes. c) It is a device that may be used in educational broadcasting. Some educational programmes are broadcast on television. For example, programmes that sensitize people on HIV and AIDS pandemic. d) It is used in commercial advertisement by manufacturers and companies thus enabling them to sell their products. e) It is the best means of transmitting ideas since it commands attention. f) It is a source of employment in the television stations. g) Television has enabled humankind to bridge the gap of real-time communication between different time zones in the world. **Disadvantages.** a) TV can only be viewed where there is electricity. It is expensive to install solar panels in areas where there is no electricity. The car batteries that may be used require constant charging. b) Pornographic programmes have eroded cultural values, especially among the youth. Such programmes originate in the west and the youth want to imitate what they see. c) Watching violent programmes has created the culture of violence among the youth. For example, watching of wrestling and violent movies. d) Some advertisements encourage deviant behavior. For example, advertisements of alcohol and cigarettes. e) Watching television can sometimes become addictive in some homes thus limiting the time to participate in other activities. **Radio.** The invention of the radio was a significant development in the electronics industry. In 1864, an English mathematical physicist, clerk Maxwell (1831-1879) suggested that there was the existence of waves.In 1888, a German, Heinrich Rudolph Hertz, (1857-94) demonstrated the existence of electromagnetic waves (vibrations) that travel through space, which were named after him. These waves could be used in wireless communications. In 1901, an Italian, Guglielmo Marconi (1874-1937) invented the radio and sent a radio transmission across the Atlantic from poldhu in Cornwall to Saint John, Newfoundland, Canada.The radio gained prominence during the World War I as it was used to communicate.The Marconi Company made the first radio broadcast in Britain in 1920.The British Broadcasting Company (BBC) was set up in London in 1922.Kenyas Radio Broadcasts before independence depended on the BBC. The VOK began to air programmes after independence. In 1990, VOK changed its name o KBC. In 1995, the FM meter Band was launched thus leading to an increase in radio stations **Importance of radio** a) Radio is easy to access since people can afford to buy the device. b) News and information from the radio is quickly received throughout the country c) It can also be accessed by the illiterate people who can listen and understand the radio news if broadcast in the language they can understand. d) Radio is used to enhance communication in transport systems like motor vehicles, railway, ships and airplanes. e) Radios are sometimes used to broadcast educational programmes and important government communications on issues like health, agriculture and family planning. f) The radio is a source of entertainment. E.g through Music and drama programmes. g) Radio can be used by manufacturers and companies to advertise their products thus stimulating business. h) Radio communication has enhanced space exploration. Radio signals are used to communicate with space vehicles. **Telegraph** This is a device or process by which messages are passed over a distance, especially using radio signals or coded electrical signals.Telegraph messages are sent by a code in which numbers, letters and punctuation marks are represented by a combination of dashes and dots.The earliest code to be used was the Morse code which evolved into the international Morsecode.A message sent by a telegraph was called a telegram. Radio invention made it possible for wireless telegraphy.Samuel Morse (1791-1892) is credited for the invention of the electric telegraph. In 1837, Morse made the first crude telegraph and by 1844, he successfully sent a telegraph over line.By 1845, the first public telegraph was operating between Washington and Baltimore.In 1851, the first telegraph cable was laid under the English Channel between London and Paris.In 1866, the Trans- Atlantic cable was established.In 1872, most cities in the world were linked by telegraph. **Disadvantage.** ~ Communication through the telegraph could be rendered unreliable where accidents and poor weather could cut telegraph cables. **Internet.** This is a computer-based global communication network system that links thousands of computers using telephone lines. Currently Mobile phones are also used in internet communication.Internet forms one of the inexpensive and fastest communication means in the world today which has gained popularity..Internet was introduced in the 1970s. Currently there are over 4000 million users of internet in the world today with its popularity being manifested in the social media networks like facebook, Twitter. **Results of internet.** a) Education has been developed since research can be done on the internet. b) E-commerce can be done on the internet hence enhancing the sale of goods and services. c) The running of government operations can be done on the internet since the government may use it for internal communication, distribution of information and automated tax processing. d) Internet has led to expansion of Business as people use it to interact with other business people. e) Individuals use the internet to communicate through e-mail or other social network platforms such as facebook, Twitter, Skype, etc.Electronic Mail. (E-mail)This kind of communication is also reliant on internet. The communication is done using either computer or mobile phones with the help of a modem. E-mails first came into widespread use in 1990s and has today become a major contributor to business development. It has taken the lead ahead of telephone, fax, radio and television in communication. **Facsimile transreceiver (fax)** This is a method of transmitting text over telephone network. A written, printed or pictorial document is scanned then sent and reproduced photographically at the destination. The message /picture is transmitted within 30 seconds. The Fax machine was developed by a german named Arthur Korn in 1902 and was commercialized in 1926. **Telex** This is system of direct dial teleprinter which uses a keyboard to transmit typed text over telephone lines to similar terminals **Satellites** A Satellite is a spacecraft or an artificial device orbiting the earth, moon or another planet, transmitting back to earth scientific information. It is launched at a velocity of at least 28,960 km per hour (escape velocity) to enable it overcome gravitational pull of the earth and thus remain in space.In 1680, a British Scientist, Isaac Newton, introduced the idea of artificial satellites.The first message to be transmitted by satellite was the Christmas greeting by President Dwight D Eisenhower of the USA in 1958.In 1969, the first television pictures were relayed around the earth by satellites from Apollo II astronauts. In October 1957, USSR sent sputnik I, the first satellite into the orbit. In the same year, the first living passenger, a little dog called Laika, was carried into space by a satellite.In 1961, a Russian Yuri Gagarin went into space on board of a satellite.In 1969, an American, Neil Armstrong, in his spacecraft Apollo I, landed on the moon.In 1981, the US released the first space shuttle which is manned, airplane like craft which orbits the earth.In 1983, Challenger, the space shuttle, released a satellite into space. In 1986, an accident occurred on the space shuttle, Challenger, killing seven Astronauts **Pagers/beepers** These are portable communication message devices. In using it, the person sending the message uses a phone and calls a pager number. The impact of telecommunications today. a) Telecommunication has revolutionized communication through enabling faster and easier communication between individuals. This has increased interaction and therefore international understanding. b) Telecommunication has enhanced information management e.g the use of computers for information storage and processing and the internet in communication. c) Telecommunication devices are also sources of entertainment. Radios and television broadcast music and movies to entertain people. d) Telecommunication systems like television bring reality to the viewers by transmitting live pictures. e) Telecommunication devices enhance cultural exchange and understanding through showing programmes from other countries. This helps people to appreciate other peoples culture and even enrich their own. f) Telecommunication systems have promoted water and air transport. Ships at sea and airplanes use these devices to send signals to guide captains and pilots. g) Telecommunication systems have made world trade and businesses more effective and efficient. People can quickly place orders for goods and get news of world markets and commodity prices. h) Telecommunications has enabled organizations, government institutions and individuals to access information and programmes at their convenience. This has led to effective management and good governance. i) Countries have also improved their security systems by using radio and radio calls and mobile tracking systems to combat crimes. j) Modern war fare has been revolutionized. Modern weapons depend on telecommunication services that provide accurate and reliable information. For example, satellites are used to guide missiles. k) Remote areas are no longer inaccessible thanks to telecommunications. People can communicate using cell phones even from the most remote areas of a country. l) Telecommunication systems have promoted space exploration. Man has been able to send spacecraft to the moon, mars and Venus using communication satellites. m) Telecommunication is a source of employment in many countries. Many people offer services, operate systems and maintain them. n) Governments earn revenue from telecommunication systems. This revenue promotes economic development. For example taxes collected from licensing of service operators, manufacturers of telecommunication systems etc. **Negative attributes to telecommunication**. a) Telecommunication has promoted international social crimes such as fraud, drug trafficking and terrorism. b) Some forms of telecommunication promote immorality among children and the youth in the world through watching of pornographic materials. c) Some telecommunication devices cannot be accessed by many people due to the expense of acquisition and installation. d) Telecommunication devices have an addictive effect for many users. This affects speed of development in developing countries AS people sit for long hours watching television instead of engaging in productive activities. e) Mobile phone users risk suffering from effects of the constant exposure to radioactive rays which may cause certain types of cancer. **Print media** This refers to all that is printed or written down and published. For example, journals, books, newspapers, magazines etc. **Newspapers** It is an unbound publication produced at regular intervals and devoted primarily to current events and advertisements. Before printing was invented, the oldest newspaper, The Siloam Inscription,(a stone on which news were recorded) was in circulation among the people of Mesopotamia at around 700 BC.The Chinese court journal, Tsing Pao, published in Peking in AD 500 was another early form of newspaper.The Roman Bulletin, Acta Diurna, used by Emperor Julius Ceaser from 60BC to post government daily announcements was also an early form of newspaper.Printing was invented by a german, Johannes Gutenberg, in the 15th century. The first publication, Strasbourg Relations, was published in 1609The London Daily Post also known as the Public Advertiser was published by Henry Woodfall and his son Sampson Woodfall in 18th c. The London Times was first published as the Daily Universal Register by John Walter in 1785. It changed its name to Times in 1788.In 1900, C Arthur founded the Daily Express. The first newspaper in Kenya was the African Standard founded by Alibhai Mullas Jeevanjee, in Mombasa in 1902. It later changed its name to the east African standard in 1905. And moved its operations from Mombasa to Nairobi in 1910.in 1928, Jomo Kenyatta published a local newspaper in Kikuyu, Muigwithania aimed at spreading the views of the Kikuyu central Association and promote kikuyu culture.The Daily Nation was established by the Aga Khan in 1960In 1983, the Kenya Times was founded by Hilary Ngweno and later bought by KANU and owned jointly with a Briton Robert Maxwel **Types of Newspapers**. ***Daily Newspapers*** These print atleast one edition every weekday. Some print morning and evening edition when necessary. Examples of daily newspapers include the Daily Nation, The standard, the Toronto Star and The Los Angeles Times. ***Weekly Newspapers*** These are published once a week. They contain news of interest to people in a smaller area, maybe a city or a neighborhood. For example the east African in Kenya and the weekly Telegraph in Britain. ***Special interest Newspapers*** They concentrate on news of special interest to a particular group for example an ethnic community, a corporation or a trade organization. They can be daily, weekly or monthly. ***Periodicals*** These are publications released at regular intervals and containing news, feature articles, poems, fictional stories etc. they also contain photographs and drawings. Periodicals aimed at general audience are called magazines.Periodicals differ from newspapers in that whereas newspapers deal with sometimes daily news and are unbound, periodicals like magazines and journals focus on more specialized material and deal with news in form of summaries or commentaries. They are printer on finer paper with smaller bound pages and issued at a longer interval than a day when compared to newspapers. ***Magazines*** These are periodical publications with specialized information on particular issues. They are published fortnightly, weekly or monthly.The oldest magazine is Eileens Oxford Gazette published in 1665, later became the London Gazette.The first periodical to use the word magazine in its Title was the Gentleman Magazine published in 1731 in Britain. The oldest magazine in Kenya is the Kenya Official Gazette (1900-1963), renamed the Kenya Gazette after independence. Other were the Leader of the British East African Company, Wathiomo Mukinyu by Consolata Catholic Missionaries in Nyeri, Tangaza by Harry Thuku, the East African Chronicles and the Colonial times by the Asian Journals These are periodicals with a narrower target audience such as scholarly publication. They specialize in particular themes or professions. For example the Review of Political Economy, Canadian Journal of African Affairs, the East African Journal of Social Sciences and the East African Medical Journal. **DEVELOPMENT OF INDUSTRIES** Industry is defined as the skill of making other products from raw materials. It involves extraction and processing into finished products of raw materials **Early Sources of Energy.** Energy is the ability to do work. The following are the early sources of energy that can be identified. **Wood.** Wood developed as a source of energy after the discovery of fire. It was used as follows; a) Making fire which provides heat to warm people during cold seasons lighting, to cook roots and roast meat, for hunting(bushfires), tool-making to harden tips, means of communication, food preservation b) Charcoal made from wood fuel provided heat that was used for steaming water to provide steam power for steam engines during the industrial revolution. This is a form of energy still in use today since it is cheaper and easily available. **Wind**. Wind was used to drive sailing ships during the trade between East African Coast and the Far East.Windmills were used in China to grind grain and process foods They were also used to pump water from polders in Netherlands.Windmills are also used to generate electricity. Windmills are mainly used in areas with fewer trees like in Isiolo, Garissa, Wajir and Mandera.However the use of wind as a source of energy is disadvantaged by its being irregular and inconsistent in direction and strength. **Water.** Water has been harnessed to produce HEP. Water was used to turn wooden propellers (water wheels) which in turn turned grindstones to grind grains into flour.In England, it was used in the Textile and paper industry to turn spinning machines.In Italy water- powered machines were used to make copper pots, weapons of war, to spin silk and to sharpen various tools. Water also is not reliable as a source of energy since the levels may be too low during dry weather for HEP production. **Uses of metals in Africa** The age of metals in Africa is divided into the Bronze and Iron Age. Man moved from the Stone Age to the age of metals because metals had the following advantages; a) Metallic tools were more durable. They could not break easily. b) Cutting edges of metals could be sharpened. c) Malleable Metals could be heated and reworked into deferent usable designs when need arose d) Metals are not prone to waste. Broken pieces can be smelted and reworked into useful items. For example a broken spear into an arrow. The following are examples of metals that were used in Africa. **Gold** This was the first metal to be used by humankind. It was used in Meroe, Egypt, Wangara in Ghana and in Central Africa. Gold is malleable and therefore it could be easily moulded into the desired shape without smelting it. Its softness however implied that tools made from gold could bend easily. It was also heavy and could not be found everywhere. **Uses of Gold** a) It was used to make ornaments and decorations. In Egypt, it was used to make jewellery like rings, bangles and bracelets. b) It was used to make utensils, such as plates, vases and drinking vessels. c) It was used to make swords and flint knife handles among the rich in Egypt. d) It was used to make coins in Egypt. e) It was used as a trade item in East, central and West Africa f) It was used to make weapons such as sword and knife blades. g) Gold was also a measure of wealth in Egypt. **Copper** Though quite soft, copper as harder than Gold and could make better tools. The Egyptians were the earliest people to use copper by 3000 BC.The metal could further be hardened by mixing it with other metals to form alloys during smelting. **Uses of copper** a) Making utensils and containers such as pots and pans. b) The Egyptians used copper to make axes, tools, Chisels, Pins and fish hooks. c) It was used to make ornamental bangles, rings, helmets, needles, wire chains and statues. d) It was used as a medium of exchange in the form of copper bars. e) It was used to make daggers (weapons). f) It was used as a trade commodity. Those with copper exchanged it with other goods that they did not have. g) It was used to make alloys like Bronze and Brass. ***Bronze.*** Bronze is a mixture of copper and tin which makes it harder than copper. It was used during the Bronze Age. In Africa Bronze was used among the Yoruba, Dahomey and Asante in Nigeria and in Benin. And also in Egypt. Benin was the centre of Bronze. **Uses of Bronze.** a) Making stronger weapons such as shields, spears, arrowheads, swords and daggers. b) Making sculptures and decorations. For example, in Benin it was used to make objects for religious ceremonies, masks and decorating the kings palace. It decorated temples, palaces and pyramids in Egypt. c) Making knives, containers, pans and vases. d) It was a store of wealth. e) It was used to make tools, shields and chariots. **Disadvantages of Bronze.** a) The tools lost their sharpness and became blunt quickly since the metal was relatively soft. They required constant sharpening. b) Bronze was not cheap. The mixture of copper and yin had to be acquired through trade thus making bronze expensive. c) It was difficult to get an appropriate proportion of each of the two metals. Iron. **Two theories that explain the origin and spread of iron working in Africa are**; 1) It was first introduced in North Africa from the Middle East by the Phoenicians and the Assyrians, and then spread to west, East Central and South Africa. 2) The art of iron working probably developed independently in Africa as evidenced by the Archaeological evidence in Buhaya (the oldest Iron Age site that existed between 5th and 6th C AD ) , North West of Tanzania. The Buhaya iron is associated with the pottery style known as Urewe-ware. The Hittites were the first people to smelt and use iron in around 1500BC. The skill then spread to the Assyrians. The idea then spread to Africa between 400 and 500 BC and became widespread in the Nile Valley.By 5th c it had spread upto Meroe (the Birmingham of Africa) then to Ethiopia. From Carthage and Tunisia, it spread to West Africa, at Taruga in Nigerias Jos plateau at around 580BC, then to Lake Chad by 500 AD **Ways in which the iron culture spread in Africa**. 1) Through wars of conquest e.g. Egypt versus Assyrians where the Assyrians forced the Egyptians to learn to use iron from Meroe to make strong weapons. 2) Trade e.g. the Mesopotamians traded with Africans. The North African then traded with the West Africans, thus spreading the iron smelting technology across the Sahara. 3) Intermarriages e.g. Arabs and Africans intermarried and hence a new iron culture and technology developed. 4) Through learning and acquiring the technology from neighbors. 5) Increased demand for iron tools for agriculture, weapons and iron products increased trade in iron. 6) Migrations. E.g in east Africa where the Bantus and nilotes arrived from West African region with the iron culture which they introduced to east Africa. 7) Travelers and messengers who gave out and received the gifts of iron **Uses of Iron** a) It was used as medium of exchange. Iron bars were used as currency. b) To make agricultural tools such as hoes and pangas this increased food production. c) Weapons such as spears and arrows were made of iron, which strengthened some communities while others who lacked the same were easily defeated. d) Iron was used as a trade item where those who did not have it acquired it through barter trade. e) It was used for storing wealth. Smithers used iron bars as a measure of value. **Effects of iron working** a) It promoted empire building. Many kingdoms and empires relied on strong iron, weapons to fight expansionist wars e.g. Egypt, Benin and Mwene Mutapa empires. b) It led to migrations especially of the Bantus who war able to protect themselves during the journeys using iron weapons. c) It promoted agriculture since large tracts of land could now be used to produce more food using stronger tools. d) Adequate food resulted in population increase and later migration to areas with sparse population. e) It resulted in specialization and division of labour as some people became iron smelters while others engaged in other activities like trade. f) It stimulated construction and building works using stronger metals like iron. Better houses, temples and bridges were built. g) Metal technology also had an impact on religion in that metals began to be used when performing religious rites and in royal palaces e.g. the golden stool among the Asante. h) Trading and industrial towns developed within and around the major mining centres like Meroe Axum, in Ghana, in Zimbabwe and in Benin. i) Trade was promoted in that sometimes iron was used as currency and others became important items of long distance and regional trade. **INDUSTRIAL REVOLUTION IN EUROPE**. The Industrial Revolution was a period from 1750 to 1850 where changes in agriculture, manufacturing, mining, transportation, and technology had a profound effect on the social, economic and cultural conditions of the times. It began in the United Kingdom, and then subsequently spread throughout Western Europe, Northern America, Japan, and eventually the rest of the world.The industrial revolution in Europe occurred in two phases;The old phase was from 175-1850 and began in Britain and spread to other European countries like France (1825), Germany (1840), Belgium (1870) and Russia (1890). In USA, it began after the American civil war of 1861 to 1865. In Japan it began in 1900. In Kenya, it is hoped to be done by 2030. **Characteristics of industrial revolution in Europe** a) The use of machines to replace human and animal labour. b) The use of steam power as a new source of energy to replace water, wind and animal power. c) Increased exploitation and use of coal, iron and steel. d) The rise of the factory system in owns instead of the cottage industries in homes. e) The development of better forms of transport including the use of railways, roads and water. f) Improved living standards and an increase in the human population who required more manufactured goods. g) The production of goods on large scale. Machines worked faster than human labour. h) The development of science and the application of scientific knowledge in production. i) There was development of trade as manufactured goods were sold locally and abroad. j) The rise of modern capitalism that provided enough wealth which was then invested back into industry. k) The growth of trade Union Movements to carter for the rights of industrial workers. **Uses of Various Sources of Energy** **Coal** This is a compact black or dark brown, carbonaceous rock which is a fuel and source of coke, coal gas and coal tar.Abraham Darby invented the process by which coal was turned into coke in 1709 thus discovered that coal produced immense heat. Coke was used to smelt iron. **Uses of coal** a) To heat water to high temperatures so as to produce steam. b) To provide lighting. c) To drive steam engines in factories. Some generators depended on coal heat to produce steam. d) To drive locomotives. This promoted transport. e) It was a raw material in the manufacturing of dye and pharmaceutical products. **Disadvantages of Coal** a) It is bulky and transporting it is difficult. b) It produced too much smoke when used in locomotives. Also gases released during the burning of coal e.g sulphur dioxide polluted the air and caused acid rain. c) Coal was expensive to mine and to transport to the required destination. d) Coal mining was risky to miners who often lost their lives when mines collapsed and buried them. **Petroleum.(often referred to as oil)** Before 1850, oil was known to American farmers as a substance that affected food production in farms. It was an American Don, Bissel who carried out an analysis of oil samples at a university lab and established that oil was both a fuel and lubricant. The use of oil became widespread with the invention of the internal combustion engine by Gotlieb Daimler. **Uses of oil.** a) To power vehicles, aeroplanes and ships b) To generate electricity used in lighting and cooking. c) To run engines in industries d) Tar (Bitumen), a by-product of petroleum is used to tarmac roads. e) Greasing of metals in industries was also done by petroleum by-products such as grease. f) Certain petroleum chemicals are used in making of drugs, fertilizers, synthetic fibre and plastics. **Disadvantages of oil** a) For countries importing oil, it is expensive to transport. b) Prospecting for oil is quite expensive. c) Oil may also affect the environment, since extracting large quantities of petroleum may cause land to sink. **Steam.** Steam is boiling water turned into gas. It was used for first time around 100 AD in a steampowered engine developed by a Greek scientist called Hero.In the 16th century, Thomas Savery, a Briton, built a steam engine which could pump water out of a coal mine.In 1712, Thomas Newcomen improved Saverys design, though he design was still ineffective.In 1764, James Watt improved on Newcomens engine to make it more effective and by 1800, 320 of Watts engines were in use in Britain.In 1801, Richard Trevithick installed one of Watts engines in a road vehicle. Three years later, he produced a steam-driven locomotive that ran on rails.In 1830, George Stephenson improved on Trevithicks work and invented the first steam locomotive, the rocket. In all these engines, coal was used to produce steam. **Uses of steam** a) It was used to drive heavy machinery in factories and to turn turbines that generated power for industrial use, e.g driving, spinning and weaving machines. b) It was used for pumping water out of coal mines. c) It was used in steam powered locomotives and ships. d) The massive temple doors in Egypt were only opened using steam. **Electricity** Electricity was discovered by an English Scientist called Michael Faraday (1791-1861) in 1831 when he invented the electric Dynamo.His principal of electromagnetic induction was the beginning of both the dynamo and the electric Motor. The energy used energy from coal, oil, steam or water to produce electricity. The use of electricity became widespread from 1900. **Uses of electricity** a) Lighting. b) Heating and cooking. c) Powering machines in factories. d) Communication. Electric signals are used in communication gadgets. e) Powering transport vehicles such as electric trains and electric cars. **Disadvantages of electricity** a) It can be dangerous if not properly installed or used. b) The generation and distribution of electricity is very expensive thus making its use limited to fewer people in developing countries. **Other sources of energy** **Atomic energy** In 1896, A French physicist, Antoine Henri Beckquerel (1852 -1903), discovered that uranium produces radiation or energy in waves. (Radioactivity). This was the birth of the development of Atomic energy.In 1938, Hahn and Stressman discovered the process of Atomic fusion which leads to production of Atomic energy.In 1942, a group of scientists led by Enrico-Fermi at the university of Chicago, USA, built the first Nuclear research Station which resulted in the invention of the nuclear reactor and later the discovery of an Atomic Bomb like one which was used Hiroshima and Nagasaki in 1945.In Belgium and France, 60% of the electricity is produced from atomic power. However, atomic energy when used in war can be very fatal.Radioactivity also endangers both animal and plant life.Polluted air, where radioactivity has taken place causes fever, diarrhea and death. For example the radioaction accident in 1985 at Three Mile Island in the USA and at Chernobyl near Kiev in Ukraine in 1986 had fatal consequences. **Solar Energy.** It is obtained directly from the sun and is used to dry firewood, clothes and to cook food. In 1714, Antoine Lavoisier made a solar furnace which could melt metals.An engine using solar power was used to run a printing press in Paris in 1880.The use of solar water heaters was widespread in USA by 1900.In 1954, the first solar cell which turned sunlight into electricity was made. The energy was then used to heat water and generate electricity. **Uses of Solar energy.** a) Drying agricultural products. b) Distilling of salty water to get salt crystals. c) Heating water in homes and industry d) Heating and lighting buildings e) Cooking using solar cookers f) Irrigating using solar water pumps, g) Powering satellites in space. **Advantages of solar energy** a) It is clean and is available in places where sunlight is readily available. b) It is natural and therefore free, non-pollutant and inexhaustible source of energy. **Iron and steel** Iron was not really a source of energy but the industrial revolution was dependant on the availability of iron **Uses of iron** a) Production of machines for textile industry. Water pipes and ploughs were made of iron. b) Production of steam engines. c) Building of trains, railway lines ships, wheels, bridges and coach frames.In an attempt to overcome the disadvantages of iron (it was too heavy and could rust easily), in 1856, an Englishman, Henry Bessemer produced steel out of Iron and Carbon. (Steel is an alloy of iron and Carbon and is lighter, flexible, stronger and harder than iron).Stainless steel, commonly used in cutlery is an alloy of Steel and Chromium. **Uses of steel** a) The construction of rail lines, bridges, cars and ships. b) The manufacturing of machinery especially in the agricultural and industrial sector. c) Reinforcement of concrete in buildings and roofing houses. d) Making of containers and utensils. **INDUSTRIALIZATION IN BRITAIN** This change, which occurred between 1750 and 1830, happened because conditions were perfect in Britain for the Industrial Revolution. The transformation was facilitated by the following factors; a) Availability of coal and iron ore which served as a basis for heavy industries. Coal was a source of energy for use in the industries. Iron was used in the manufacture of machinery. b) The agrarian revolution ensured that important raw materials were available for the industries and also made food more available for the many factory centres c) Existence of a large population which provided steady internal market for the manufactured goods/domestic local markets. There was also Availability of external markets in her colonies for the industrial produce. d) Existence of cottage industries which acted as a base for industrial take-off in Britain. It was easier to turn to mass production of goods on the basis of the small scale production in cottage industries. e) Due to the enclosure act, many peasants became available to offer unskilled labour especially following their displacement from the rural areas. f) Political stability and strong leadership that existed at the time created a condusive environment for investments when compared to other European countries. g) Well developed transport and communication network e.g railway, canals, bridges, harbours and roads which promoted industrialization. h) Existence of good banking and insurance systems which gave financial help and security to the industries. i) Britain had a strong navy that guarded her trade routes thus protecting her merchants from foreign competition. j) Policy of free trade encouraged industrialization/ existence of the merchant and middle class who formed pressure groups that forced the government to adopt measures favoring their industries.britain had no internal customs barrier to hurt her industrial growth. k) Availability of wealth/capital that stimulated industrial revolution. Britain had accumulated a lot of wealth from her trade with other countries and her colonies in America and Africa.e.g. The steam engine was made in Britain by a wealth Briton. l) Availability of industrial raw materials in her vast colonies. **INDUSTRIALIZATION IN CONTINENTAL EUROPE.** The Industrial Revolution on Continental Europe came a little later than in Great Britain. **Reasons why other European countries delayed in the industrialization process.** a) The political upheavals in France, Germany and Italy were responsible for the delay in the take- off of industrialization. b) The existence of a feudal economy in which the peasant farmers could not afford to buy industrial goods nor raise capital to invest in industry. c) The system of farming implied that inadequate raw materials came from the farms thus making it difficult for industrial development. d) Their system of transport was not developed. e) Unlike Britain, these countries did not have an enterprising class of people and scientists ready to take up the task of industrial investment and invention. **Factors that led to industrial development in continental Europe** a) Political stability and strong leadership that followed the unification of Italy and Germany and end of Napoleonic rule in France created a contusive environment for investments when compared to other European countries. Feudalism was also abolished. b) The agrarian revolution that had taken place in continental Europe ensured that the countries had raw materials for their industries. Other strategic raw materials like coal and iron were readily available. c) There was adequate capital from the rich traders who willingly invested in industry. Britain also gave loans to the European countries to industrialize. d) Existence of good banking and insurance systems which gave financial help and security to the industries. e) Existence of a large population which provided both skilled and unskilled labour required by the industries. f) The European governments supported the industrial ventures that were aimed at enhancing economic development. French and Germany governments gave tax concessions and subsidies to encourage industrialization. g) Existence of a steady internal and external market for the manufactured goods/there was a high European population that consumed most goods locally. h) Well developed transport and communication network e.g. better roads, railway and water transport which meant that industrial workers, raw materials and finished goods could be transported easily. i) Countries in continental Europe had vast sources of energy such as coal, steam power and electricity which enhanced industrial development. j) The development of new skills in science and technology facilitated industrial growth. Some European countries like France and Germany sent their people to Britain to acquire skills and ideas in science and also invited English technicians to their countries. **Effects of the industrial revolution in Europe** a) Creation of employment opportunities. Ordinary working people found increased opportunities for employment in the new mills and factories. b) Emergence of Factories and urbanization. Industrialization led to the creation of the factory system was largely responsible for the rise of the modern city, as large numbers of workers migrated into the cities in search of employment in the factories. c) Improved Standards of living. Living conditions and health care improved during the 19th century. The famines that troubled rural areas did not happen in industrial areas. d) Population increase. As living conditions and health care improved during the 19th century, Europes population doubled every 50 years. Infant mortality reduced. e) Local and international trade developed. Manufactured goods were sold locally while others were exported to America. The industries also created market for raw materials from Africa and Asia. f) European economies became diversified as a result of industrial growth. This led to specialization e.g. traders, bankers, mechanics and agriculturalists. g) Development and use of machinery in agriculture led to increased production h) Improvement in Transportation and technology. The expansion of business and factories expanded Canals, highways and railways were expanded. i) Large scale production of a wide range of goods. new methods of farming , such as the use of fertilizers and new crop breeds were developed j) The industrial revolution promoted development of science and technology. There was increased utilization of knowledge in production of goods as well as scientific inventions such as invention of electricity. k) The emergence of trade union movement. The Industrial Revolution concentrated labour into mills, factories and mines, thus facilitating the organization of combinations or trade unions to help advance the interests of working people. l) Eventually effective political organization for working people was achieved through the trades unions who began to support socialist political parties that later merged to become the British Labour Party. m) It led to Political corruption - the amount of money generated by the Industrial Revolution created a class of super rich who could buy any politician or process. n) Environmental damage - there were few if any rules regarding how resources could be removed and used. The air was horribly polluted from factories, as was the soil and rivers. o) There was increased exploitation of natural resources in Europe during the revolution. Iron, coal and steel production increased. p) Industrial revolution was accompanied with economic Exploitation of people. While jobs were created, sometimes the jobs were dangerous and people died. Harsh working conditions, Child labour, dirty living conditions, and long working hours were prevalent. q) Rise of unemployment. The rapid industrialization cost many craft workers their jobs. Many weavers found themselves suddenly unemployed since they could no longer compete with machines to produce cloth. r) The industrial revolution was responsible for the scramble and partition of Africa. The colonies produced raw materials for industries in Europe and also acted as markets for goods processed in Europe. For this reason, many European nations sought to have as many colonies as possible. **The scientific Revolution** Science is the systematic study of the nature and behaviour of the material and physical universe based on observation. The scientific revolution refers to the history of science in the early modern period, where sudden development in mathematics, physics, astronomy, biology, medicine and chemistry transformed views of society and nature. **Causes of scientific revolution** a) Discovery of the New World. Exploration/conquest leading to discovery of new plant/animal life. Traditional link between navigation and astronomy + great advances made by Portuguese navigators fueled an interest in learning more about the stars b) Invention of the Printing Press, allowed for rapid dissemination of scientific knowledge. Numerous books and newsletters were in circulation keeping people informed of science c) Rivalry among Nation-States. Constant warfare among nation-states pushed for scientific development by placing an importance on technology, or applied science. Powerful leaders of nation-states funded scientific development. d) Renaissance / birth of knowledge. During this period, Human interest in the classical world increased. Renaissance time made people to develop interest in research/ learning. e) The need to solve their daily life problems like shortages, disease etc. necessity is the mother of all inventions. f) Financial support for governments and individuals. Governments and individuals financed scientific research. g) Religion failed to answer all questions. This sometimes betrayed mans belief in supernatural power thus emphasizing research. **Scientific inventions**. Scientific inventions have roots in the ancient civilization in Egypt, Mesopotamia, Greece, China and India. Early inventions were witnessed in the field of medicine, astronomy, agriculture, medicine and mathematics as follows; a) The Egyptians discovered geometry which they used on farms. They discovered dead body preservation method (mummification). Build pyramids for their pharaohs using knowledge in mathematics. b) Greeks like Pythagoras contributed to mathematics, especially the right angled triangle as early as 200BC, Euclid did some work in geometry. Archimedes discovered how the lever works. Ptolemy is remembered for geographical work especially production of the Atlas. c) The Chinese made cloth from silk and developed acupuncture skills. They invented paper making in 70 AD. They made gunpowder and the calendar. d) The Indians invented the decimal system in mathematics. e) The Muslim Arabs developed the art of architecture as evidenced by the construction of unique mosques. **Period Inventor and invention** 1473-1543 Nicolas Copernicus a polish astronomer. He discovered that Celestial bodies possess uniform, circular motion around a central point. 1564 - 1642 Galileo Galilei. In 1609 the Italian mathematician invented the telescope and observed the universe. He accepted Copernican astronomy and the implicit necessity of a 'new' physics to replace Aristotelian mechanics. 1571 - 1630 Johannes Kepler. Used Brahe's data to confirm that the sun was the center of the universe and the earth and other planets revolved around it.1642 - 1727 Sir Isaac Newton). He explained theories of motion and inertia with the force of gravity. Newton also described the composition of light. 1743-1794 Antoine Lavoisier, a Frenchman. He showed that air was made of hydrogen and oxygen elements. He stated that chemical substances comprised different elements. 1766-1844 John Dalton, an English Teacher was the founder of modern chemistry and is famous for the atomic theory all matter is made up of tiny particles called atoms. 1706-1790 Benjamin Franklin (USA) he stated that lightning was a form of electricity. He came up with the theory of electricity and invented the lightning rod. 1791 - 1867 Michael Faraday creates the electric motor, and develops an understanding of electromagnetic induction, which provides evidence that electricity and magnetism are related. In 1831, he invented the electric dynamo, a machine which produced electricity from a magnet. 1799 - 1878 Joseph Henry's research on electromagnetic induction is performed at the same time as Faraday's. He constructs the first motor; his work with electromagnets leads directly to the development of the telegraph. **Impact of scientific inventions** **Impact of scientific inventions on agriculture** a) Food production has been increased thanks to the use of farm machinery, fertilizers, pest 1831-1979 James Clerk Maxwell pointed out that acceleration of electric charges emitted electromagnetic radiation. The ideas underlying Maxwells theories of electromagnetism describe the propagation of light waves in a vacuum. 1787-1854 . In 1827, George Simon Ohm determined that the current that flows through a wire is proportional to its cross sectional area and inversely proportional to its length or Ohm's law. 1876 Nicolaus Otto, A German traveling salesman named constructed the first practical internal combustion engine; it used a four stroke cycle of a piston to draw a fuel-air mixture into a cylinder, compress it, mechanically capture energy after ignition, and expel the exhaust before beginning the cycle anew. 1847-1869 Alexander Graham Bell, In 1876, at the age of 29, invented his telephone. 1701 Tull, Jethro invented a horse-drawn seed drill. 1764 Water frame invented by Richard Arkwright - the first powered textile machine. 1888-1946 John Logie Baird is remembered as the inventor of mechanical television (an earlier version of television). Baird also patented inventions related to radar and fiber optics. 1755 Robert Bakewell produces Leicester sheep through selective breeding methods. In 1769, Bakewell breeds Longhorn cattle through selective breeding 1786 Andrew Meikle, a Scottish engineer, develops threshing machine 1831 Cyrus McCormick invents the first commercially successful horse-drawn reaper for harvesting wheat 1837 John Deere develops and manufactures the first commercially successful cast -steel plough 1831  1860s John Fowler pioneers the use of engines for ploughing and drainage channels 1879 Anna Baldwin patents a milking machinea vacuum device connected to a hand pumpto replace hand milking. Invention receives a patent but not commercially successful. 1842 The first grain elevator is built by Joseph Dart in the U.S. 1850 Edward Quincy invents the corn picker 1764 Spinning jenny invented by James Hargreaves - the first machine to improve upon the spinning wheel. 1733 Flying shuttle invented by John Kay - an improvement to looms that enabled weavers to weave faster. 1779 Crompton invented the spinning mule that allowed for greater control over the weaving process. 1785 Cartwright patented the power loom. It was improved upon by William Horrocks, known for his invention of the variable speed batton in 1813. 1847 -1931 Thomas Alva Edison is Most famous for his invention of the electric incandescent light bulb. 1853 - 1937 Elihu Thomson. His experiments eventually led to the adoption of alternating current technology. 1913 Robert Adler. He is Most famous for his invention of the wireless TV remote control. 1856 -1943 Nikola Tesla is Recognized as one of the outstanding pioneers in the electric power field 1765-1825 Eli Whitney invented the cotton gin in 1794. The cotton gin is a machine that separates seeds, hulls and other unwanted materials from cotton after it has been picked. 1895 Wilhelm Rntgen discovers x rays. 1898 Marie and Pierre Curie separate radioactive elements. 1898 Joseph Thompson measures the electron, and puts forth his \"plum-pudding\" model of the atom -- that the atom is a slightly positive sphere with small, raisin -like negative electrons inside. and control methods and scientific breeding. Hybrid seeds have been developed together with new animal breeds. b) Scientific inventions have stimulated scientific research in the field of agriculture. This is done in schools, agricultural institutes and colleges. c) Farming of perishable foods has been made possible due to invention of preservation methods for foods like canning and refrigeration. d) Increased food production has led to increase in population. There is increased food security. There is also increased trade. e) Biotechnology has contributed to diversification of agriculture leading to greater crop and animal production. f) Farming has been revolutionized from small-scale subsistence farming to large scale economic activity due to mechanization on farms **Negative impacts of scientific inventions on agriculture**. a) The consumption of chemically treated and stored food has raised concern for food related disease such as cancer and heart diseases b) Use of pesticides and fertilizers sometimes poses the challenges of cost. Some pesticides are toxic and therefore harmful to humans and animals. c) Consistence use of fertilizers impoverishes the soil fertility. The more the fertilizer is used the more the soil becomes infertile. d) Traditional crops are being threatened by biotechnology and development of hybrids. **Impact of scientific inventions on industry**. a) Large quantities of goods can be produced due to scientific inventions. This has led to enjoyment of economies of scale. b) Efficient sources of energy necessary for industrial production have been developed. New forms of energy such as nuclear, solar and electricity have been invented. c) Improvements in transport and communication have stimulated industrial development. Movement of labour, raw materials and manufactured goods is efficient. d) There has been increased exploitation of resources like factories, fisheries, minerals etc as factories yearn for raw materials due to increased production. e) The large scale manufacture of goods has led to growth of trade. This in turn has created wealth for industrialized nations. f) Space exploration has been enhanced through science. Satellites are used in photographing of the earths surface and in weather research. g) Science has revolutionized military technology. Dangerous weapons have been manufactured. h) There is faster dissemination and spread of ideas or knowledge and skills due to development of printing press, and internet development. i) Industries have created job opportunities. Exploitation of mineral deposits has created employment. **Negative impact of scientific inventions on industry** a) Scientific inventions in industry have led to industrial wastes and pollutants that contribute to environmental pollution. Smoke pollutes the air, machines cause noise pollution etc. b) Human life has suffered unnecessarily due to development of war weapons and accidents on roads and aeroplanes. c) Many people have been rendered unemployed due to development of machines. Impact of scientific inventions on medicine a) Discovery of various medicines to treat both animals and human diseases has boosted both curative and preventive measures in promoting health. b) Improved nutrition has reduced the number of disease that kills man. Population has there increased as a result of reduced death rate. c) Proper diagnosis of disease is now possible with the use of x-rays and other modern scientific methods. With accurate diagnosis, proper treatment can be given. d) The manufacture of various drugs has been facilitated by scientific discoveries. Many companies produce drugs that prevent and cure diseases. **Factors undermining scientific revolution in third world countries** a) Lack of enough funds for scientific research. b) High level of ignorance and illiteracy. c) The educational systems do not allow for development of inquisitive mind and development of interest in science. The system is not science oriented. d) The brain drain; the few specialized scientists have migrated to areas with greener pastures like Europe and America. e) There is too much dependence on developed countries for nearly everything manufactured or scientifically produced. f) Lack of adequate support from the government. This is clear in the type of budgetary allocations to scientific research. **Measures that can be undertaken to promote scientific research in third world** **countries.** a) Putting emphasis on the teaching of sciences in schools. b) Making available financial resources for scientific research. c) Emphasizing on competitions and congresses in schools and colleges. d) The government of Kenya has set up research institutions and centres of science and technology. e) Scientists have been trained locally and abroad on new knowledge in science and technology. f) International cooperation conferences in science, which bring scientists together, are organized and attended by Kenyan scientists. **Emergence of selected world industrial powers** **United States of America.** This is the third largest nation in the world after Canada and China Industrialization of the USA began in the mid 19th c and she had emerged as a major industrial power by mid 20th c. USA remains the only superpower in the world after collapse of USSR in 1990. **Factors influencing the industrialization of USA**. a) Abundance of natural resources like iron ore, oil from the oilfields of Texas, copper and coal. There were also agricultural raw materials like cotton, corn, wheat and Tobacco plus forest resources which boosted industrial development. b) Good transport and communication. The USA government developed transport systems in the country. For example railway (opened in 1869), roads, and water transport. Electronic communication was also developed. c) Availability of both skilled and unskilled labour some of which came from the immigrant population. The American system of education gave room for acquisition of necessary skills. d) There were scientific and technological advances to support the industrial process especially by the Europeans who moved to USA. The education system also promoted research which further boosted industrialization. e) Foreign investments in the 19th c from countries like Britain led to industrial development. f) The high American population was a source of domestic market for her industrial products. Her high quality products were also on high demand outside America. g) Enterprising citizens. The Americans were ready to venture into business. Some had good managerial skills. For example John Rockfeller ventured in the petroleum sector, Andrew Carnegie and James Hill in the steel and iron industry. Henry Ford in the mass production of cars. h) Long periods of political stability since her independence assured investors of security and thus paving way for industrialization. i) Availability of sources of energy like coal, petroleum, gas and HEP and later Atomic energy. j) The capitalism policy encouraged both local and external investors since it allowed private ownership of property. k) Government support. President Franklin Delano Roosevelt (1933-1945) and Woodrow Wilson (1913-1921) provided capital to develop transport systems. l) The 1st and 2nd World wars. During the war period, European nations were unable to produce goods since they were busy fighting. This enabled USA to expand her market as she initially kept away from the war. **Germany** The unification of Germany took place in 1871 after which she began to emerge as an industrial power. **Emergence of Germany as an industrial power was aided as by the following** **factors.** a) Establishment of the customs union, Zollverein. This linked the german states and removed trade barriers hence leading to free trade and economic growth in Germany. Transportation of goods and communication was eased by the customs union. b) Germany was rich in coal which was an important source of energy for the industries. HEP and Atomic energy was also produced o boost industrialization. c) Abundance of natural resources like water and minerals like iron ore from Alsace and Lorraine, coal, oil and copper which were vital industrial raw materials. d) The large Germany population was a source of both skilled and unskilled labour. The system of education also ensured availability of skilled labourers. e) There was also a large domestic market from the large population. Her products were also on high demand from the rest of Europe. For example, her vehicles (Volkswagen, BMW and Mercedes Benz) f) Existence of good transport and communication networks of roads, railway and waterways. This ensured easy transportation of raw materials to factories and finished goods from industries to the market. g) Existence of long periods of political instability in Germany after unification in 1871 under the leadership of Otto Von Bismarck which ensured investor security. h) The availability of finance for industrial growth from the rich german citizens and from loans granted by USA in 1924. The Marshal Plan after 1945 was another source of finance. i) The existence of a hard working and enterprising people in Germany. For example, Krupp Meyer Thyssen who promoted the development of industries in steel. Egells and Harkoft Borsig made great contributions in the field of machinery. Germans industrialization was however interrupted during the two world war periods. At the end of world war Germany was able to recover and progress in industrial development. **Factors which enabled Germany to recover after world war two.** a) West Germany still had a high population which was an important resource in terms of labour. There were also a high number of immigrants from European countries like Turkey and Italy. b) The USA marshal Plan ensured that the required finance was available to assist her industries. c) Germany industries were not totally destroyed by the two wars. d) Industrial \\unrests was not very common in Germany, and therefore, industrialization was not interrupted. e) Good leadership accelerated the industrialization process. Between 1949 and 1955, Germany chancellor Konrad Adenaur proved to be an able leader who encouraged industrial growth. **Japan.** Japan is a nation that has achieved a great deal in industrialization. In the 18c, Japan was faced with civil wars. Later she made contacts with the west, through which her leaders realized that industrialization could strengthen Japan as a nation. Great strides towards industrialization were made during the reign of Emperor Meiji from 1896. **Factors that enabled Japan to emerge as an industrial power** 1. She had enterprising citizens who were hard working and determined. They are always ready to undertake risks in business. The national motto just in time confirms their efficiency. 2. The Long period of political stability especially after World War II has promoted industrialization. 3. The role played by America in financing the industrialization process in Japan as a means of preventing her from falling under the influence of communists after world war II. This enabled Japan to build many industries in the post war period. 4. Japan is a country whose industrial growth has never been slowed down by industrial disputes. The Japanese work for life. When one is employed in Japan, they put the interest of the employer first. This therefore reduces industrial disputes. 5. The Japanese goods are always of high quality and affordable. For example the vehicles, thus ensuring a steady market both local and international. 6. The Japanese education system is technically oriented ensuring production of skilled. Unskilled manpower has been made availability thanks to the abolition of the policy of feudalism that enabled labourers to move from the farms to the industries. 7. Japan has a well developed transport and communication network of railway, roads, water transport, large airports and electric trains. This has enabled improved transportation of raw materials to factories and manufactured goods to markets 8. Existence of an industrial base. Before World War II, Japan had already attained a certain level of industrial development. Many industries were not completely destroyed during the war period. The industries were repaired after the war. 9. Japan has a highly developed renewable hydro-electric power given the existence of large and fast flowing rivers. 10. The government invited expatriates and deployed them to local industries. In 1870, a group of 100 Japanese were sent out to western European factories to learn. 11. Geographical factors. The countrys terrain did not favour agriculture thus making industrialization the best option to improve her economy. 12. The open investment policy encouraged the west to invest in her industrialization. The government encouraged foreign industrialists to plough back their capital and resources into the Japanese economy. **Industrialization in the third world countries.** The term Third world refers to developing nations of Africa, Asia and South America. Most of them are former colonies of European powers and there resources were used to develop the mother countries during the colonial period. **Reasons why many developing countries have lagged behind in industrialization**. a) Long periods of colonization relegated them to the role of suppliers of raw materials and as markets for industrial goods from developed nations at the expense of their own industries. b) Poor transport and communication systems has undermined industrialization since raw materials and manufactured goods cannot be transported to their various destinations. c) Inadequate capital. Most of the third world countries have poor agricultural-based economies which cannot support meaningful industrialization. d) Poor technology. The use of appropriate technology in third world countries is lagging behind and this hampers exploitation of natural resources and manufacturing of goods. e) Many developing countries face stiff completion from the industrialized nations that produce high quality products and have an advanced marketing system for their goods. f) High levels of illiteracy among majority of the population in developing countries leads to lack of technical and scientific skills necessary for industrial take off. g) The protectionist policies adopted by developing countries have discouraged private enterprises and foreign investment. Policies like nationalization and imposition of import duties discourage investors in many countries. h) High levels of poverty in third world countries mean low domestic market. Governments also spent most of their resources to provide for the basic needs of their citizens at the expense of industrialization. i) Many third world countries have been faced with political instability problem. This has hampered industrialization. There are numerous civil wars or cross-border conflicts in many countries. j) Third world countries often poor disaster management strategies. The devastating effects of natural disasters affect industrialization. k) Lack of skilled personnel. Many well trained people migrate to the developed nations in search of well paying jobs. Since independence however, some have made tremendous effort to industrialize. For example, South Africa, Brazil and India. **Brazil** The fourth largest nation in the world after Canada, China and USA, she was colonized by Portugal and attained her independence in 1882. In the last 25 years, she has been able to expand and diversify production of manufactured goods. **Her industrialization has been in four main sectors namely;** 1.***Petroleum and petrochemical industries***. She has petrochemical complexes based in the states of Balica, Rio Grande, Dosul and Sao Paulo. 2.***Motor vehicle industry***. The country has earned a lot of forex through the massive manufacture and sale of motor vehicles since 1997. 3.***Aircraft and aerospace industry***. The Brazilian Space Agency (AEB) and the National Institute of Space Research (NPE) have been involved in the Brazilian space programme which comprises the construction of satellites and launching of space craft. 4.***Electricity generation industry***. The main source of Brazilian electric energy is water. In 1996, 92 % of all her electricity power generation was HEP. **Factors that have facilitated industrialization in Brazil** a) Availability of Cheap and both skilled and unskilled labour from the countrys large population especially after the abolition of slave trade. b) Plentiful natural resources. For example mineral supplies like gold, coal, iron ore, uranium, and manganese etc, agricultural raw materials like coffee, sugarcane, cocoa and maize and forest resources are a great boost to industrialization c) Availability of hydro-electricity as early as 1905 to boost industrialization. Coal is also available. d) Foreign capital. There was heavy influx of foreign capital from countries such as the USA,Canada, Britain, Portugal and France which led to establishment of industries in the country. e) Improved transport and communication. Railway lines were constructed in most parts of Brazil thus opening the interior areas for the exploitation of natural resources and transportation of manufactured goods. f) Good economic policies adopted by President Getulio Vargas (1930-1945) have contributed to industrialization in Brazil. He encouraged the development of transport and communication. He encouraged the harnessing of HEP. He Provided loans and subsidies to certain industries. Adopted protectionist policies of imposing heavy duties on imports. He encouraged exploitation of oil. g) Development of banking in major Brazilian cities such as Manaus, Salvador, Brasilia and Sao Paulo facilitated provision of loans to individuals who wanted to venture in business. h) Large Internal and external markets. Increased Trade between Brazil and other countries has led to growth of external market to supplement the available market locally. i) The World War II which made it hard for her to import goods from Europe thus compelling her to manufacture her own goods. **Obstacles to industrialization in Brazil.** a) High levels of poverty (more than 40% of the population is poor) meaning low purchasing power. Governments also spent most of their resources to subsidize the basic needs of their citizens at the expense of industrialization. b) Inability to fully exploit her natural resources especially those found in low population zones like the south where labour for exploitation is lacking. c) Huge foreign debt. A lot of money is being used to service these debts at the expense of industrialization. d) Poor technology. The use of appropriate technology for exploitation of natural resources and manufacturing of goods is still lagging behind in Brazil. e) Stiff completion from the industrialized nations like USA and Western Europe that produce high quality products and have an advanced marketing system for their goods. f) The resources of Brazil are monopolized by the multinational companies that are based there. The government therefore has no freedom to exploit them for use in industries. **SOUTH AFRICA** She attained majority rule in 1994 after a long struggle against the apartheid regime. The country has achieved great strides in industrialization with many industries including iron and steel industries, engineering, locomotive, chemical, textile, cement, light industries and tourism **Factors influencing industrialization in South Africa** a) The country is endowed with mineral resources such as gold, diamonds, Iron etc. b) Availability of Cheap and both skilled and unskilled labour from the countrys large population. c) Availability of natural resources. For example mineral supplies like gold, lead, iron ore, uranium, manganese, Zinc, Bauxite, Tin, Chromium, Tungsten, Phosphate etc. some of these resources are in plenty and are exported to earn forex. d) Development of hydro-electricity has boosted industrialization. Coal is also available from the Witwatersrand. e) Development of transport and communication. Railway lines, water and road network have been improved thus opening the resources for the exploitation and for transportation of manufactured goods. Air transport is also well developed thus enhancing business operations. f) Availability of capital from her trade in other materials. g) Government support. The government has adopted sound economic policies that promote industrialization. For example imposing heavy tariffs on the imported commodities as a means of protecting local industries, encouraging foreign entrepreneurs to invest in the country and encouraging local investors. h) South Africa is endowed with a variety of tourist attractions like wildlife which boost the tourism industry. i) Large Internal and external markets. Increased Trade between South Africa and other countries especially after end of the apartheid rule has led to growth of external market to supplement the available market locally. **Challenges facing industrialization in South Africa.** a) Long periods of apartheid rule was accompanied with sometimes violent resistance and struggle for majority rule which created an atmosphere not conducive for investment b) The country suffered long periods of economic sanctions imposed by the United Nations between 1948 and 1994 which affected her manufactured goods that could not access external markets. c) There were rampant industrial strikes in the country, during the apartheid regime which affected industrialization. d) The HIV and AIDS scourge has ravaged the countrys labour force thus seriously undermining the industrial efforts. e) There is stiff completion from the industrialized nations in Western Europe that produce high quality products and have an advanced marketing system for their goods. f) High levels of insecurity which, at times, discourages would-be foreign investors. g) High levels of poverty in South Africa mean low purchasing power. Manufactured goods perform poorly locally. **India.** Since Indias independence from Britain in 1947, the country has continued to experience extensive industrialization **Factors that facilitated Indias industrialization**. a) Existence of good industrial base from the textile and leather industries. The British governor Lord Dalhousie also laid a good foundation for industrialization by promoting road construction and cotton growing. b) Also cottage industries like smithing and textiles existed in India long before colonialism. This formed the basis for modern industries c) Availability of Cheap and both skilled and unskilled labour from the countrys large population which is almost at a billion mark d) Existence of raw materials. For example mineral supplies like iron ore, manganese and coal allowed development of heavy industries. Cotton was also available as a textile industry raw material e) Development of energy sources like coal and hydro-electricity has boosted industrialization. Other sources of energy include oil, natural gas and nuclear energy.. f) Development of transport and communication. The great trunk road from Calcutta to Punjab and sea transport development has led to resource exploitation and transportation of manufactured goods. Communication services have also been greatly improved. g) Good technical and scientific education available in India has produced experts who are in great demand in industry and agriculture. h) Availability of capital from her trading contacts with European countries like Portugal, Britain, France and Holland. i) Good national development plans. In the first five-year development plan of 1951, the government adopted sound economic policies that prioritized agriculture especially modern farming. The second phase emphasized industrialization, especially decentralization if industries to high population areas where labour and market existed. j) The government has imposed protective tariffs on the imported commodities as a means of protecting local industries. k) Political stability. India has enjoyed a long period of political stability since her independence thus giving investors confidence. l) Development of banking in India has enabled farmers and industrialists to access credit facilities. **Challenges facing industrialization in India** a) Competition from goods manufactured in the developed countries; the developed nations produce goods of high quality than those manufactured by the Indian industries. b) High population in India requires that the government spare enough capital to feed the people. The government spends a lot of revenue in developing agriculture to feed her people. c) High poverty levels i.e. majority of the Indian population is poor and do not have adequate purchasing power for her manufactured goods/ the local market is therefore limited. d) Lack of efficient communication and transportation infrastructure hence poor movement of goods and labour. e) Natural calamities e.g. drought and floods that destroy raw materials for industries. f) Political conflicts e.g. with neighboring Pakistan, and the civil unrest hinders industrial development. **URBANIZATION** This is the process by which people are attracted to live in towns or large settlements. An urban centre is any area with a human population of 20,000 people or more. **Early Urbanization.** Some of the early urban centres in Africa included Cairo, Meroe/Merowe and Kilwa. Factors that influenced development of urban centres in Africa. a) Existence of transport routes-Meroe/Merowe located at an intersection of transport routes. b) Availability of water for irrigation which increased food production and influenced growth of towns e.g. Cairo. c) Industrial development areas of industries grew up as towns since they attracted laborers e.g. Cairo. d) Commercial activities like trade-location along trade routes. e) Strategic location which ensured security and thus ample growth e.g. Kilwa. f) Growth of religion some grew rapidly because they were religious centres. g) Mining led to development of towns e.g. Meroe, Johannesburg. **Cairo.** This is the capital city of Egypt. The city was founded in 969 AD when the conquerors from Tunisia, The Fatimid Dynasty invaded and conquered Egypt **Factors for the growth of Cairo** a) The Nile River provided water for domestic use and was also a means of transport. This enabled Cairo to grow. b) Availability of water for irrigation which increased food production and influenced growth of Cairo. c) Industrial development various industries developed in Cairo. Food processing industries and construction works. The industries attracted migrants from rural areas. d) Fertile Nile Valley. the Valley had adequate rainfall and the river always carried silt which it deposited downstream to provide e) The Suez Canal which was opened in 1869 opened a new trade route which encouraged the arrival of thousands of Europeans. Commercial, administrative and public buildings were constructed during this time. f) Commercial activities like trade-location along trade routes. The Strategic location along the Nile attracted caravans which would pass through Cairo from North, west and Central Africa g) The opening of the Aswan High Dam in 1902 enhanced food production through irrigation thus influencing Cairos growth. h) The effects of the two world wars which disrupted Egypts trade with other countries thus compelling her to find ways of substituting imports. This boosted industrialization i) Cairo is a cultural centre being home to treasures preserved from the early Egyptian civilization and Islamic culture in their museums. The city of a thousand Minarets. j) Cairo also grew as a centre of education and medicine. Several institutions of higher learning such as the University of Cairo, American University and Azar University contributed to this. **Functions of Cairo** a) It was a national capital and a political centre of the Arab world. b) It serves as the transport and commercial centre of North Africa and the Middle East. c) It is a recreational centre housing many recreational facilities like stadiums and entertainment halls d) Cairo has been a historical centre being the house to the Egyptian civilization for over 5000 years e) Cairo serves as an industrial centre. Many of these developed during the industrialization process. For example, textile, vehicle and communication equipment assembly plants. Cairo faces the following problems today; a) High population. Cairo is the largest city in Africa and the Middle East. One fifth of Egypts population stays in Cairo. In 1988, her population was 11 million. b) Scarcity of food. The high population in the city has caused food shortage. c) Unemployment. The number of unemployed people in Cairo is increasing every year mainly due to the high rate of migration to the city and the natural population increase. d) Housing problems. Between the Nile and the main airport, between 250,000 to 900,000 poor people have put up shanties. This area is commonly reffered to as the city of Death. e) Traffic jams. f) Pollution from the industries, vehicle exhaust, desert storms and garbage burning. g) High crime rate. This is mostly due to the high unemployment level Solutions to the problems facing Cairo. a) The food shortage problem is being tackled through reclaiming land for agriculture. The Aswan high Dam provides water for irrigation. b) The housing problem is being addressed by constructing industries in the suburbs to reduce the population in the city. c) Traffic jams have been eased through the launching of the Cairo Metro in 1987, which was Africas first subway system, which serves the Ramses station to the north and Helwan area to the south. It conveys 60,000 passengers per hour. **Meroe/Merowe.** This was the second capital of the kingdom of Kush and emerged as a city in 650 BC. It rose to become an important industrial centre and specifically iron working producing weapons, hunting and farming tools. **Factors for growth of Meroe.** a) Existence of transport routes-Meroe/Merowe was located at an intersection of transport routes (from east via the red sea and from north via Egypt). This promoted trade with other parts of the world. b) Abundance of wood fuel, from the heavily forested Blue Nile / white Nile intersection area, which was a key to the prosperity of the iron-working industry. c) Mining Merowe was located in a region endowed with a lot of iron. **Social effects of the growth of Merowe** a) The Merotic language developed to replace the Egyptian language previously used by the Nubian founders of Merowe. b) New architectural developments took place in the region. These were characterized by tombs where rulers were buried after death, ruins of temples, palaces and homes. c) Other industries developed besides the iron working industry. For example, weaving of cotton, cloth and pottery **Functions of Meroe during the colonial period** a) Meroe was a centre of iron working hence an early industrial centre. b) A mining centre since Meroe had iron ore, which it mined. c) A religious function since it had many temples where people worshipped their gods. The priests who headed the Meroe church had their headquarters in Meroe. d) It was a centre of trade. e) It was an administrative and political centre. f) Transport centre-major trade routes converged and radiated from Meroe. **Factors that led to decline of Merowe** a) The rise of Axum kingdom of Ethiopia which denied her access to the red sea. b) The increasing desertification of the region, perhaps due to the rapid deforestation. The city began declining in 350 BC. **Kilwa** The town is among the city states that developed along the east African coast. Her greatness was due to the Persian influence. One of its Shirazi rulers from Banadir Coast in Persia, Ali Ibn Hassan, transformed the town into a large city.The sultan erected a stone citadel to protect the island from external enemies. He also forced other conquered city-states to pay tribute to Kilwa.Later on Sultan al-Hassan Ibn Sulaiman I built the Great mosque of Kilwa in 1270 AD and a luxurious palace referred to by historians as Husuni Kubwa. **Factors influencing the growth of Kilwa** a) Exemplary leadership provided by the Shirazi Leaders who kept enemies off and forced the neighbouring city-states to pay tribute to Kilwa. b) The strategic location of Kilwa enabled her to attract merchants as it was a convenient stopping place. c) Monopoly of the sofala Gold Trade. The control of the Sofala Gold trade had fallen in the hands of Kilwa by 1300 AD d) The gleaming buildings of Kilwa such as the great Mosque and palace made her the Jewel of the Zenj Coast, minting her own coins to add to her prosperity.. the mosque became a tourist attraction later own **Functions of Kilwa.** a) It was a major trading centre flourishing mainly due to the gold trade. b) It was a major defence centre since it was heavily fortified against external aggression by a stone citadel. c) It was a religious centre. Mosques for Islamic worship were located at Kilwa e.g the great mosque. d) It was an administrative centre which housed palaces for the rulers and other rich people.However 14th C AD, Kilwas prosperity began to decline due to the following reasons. **Factors that led to the decline of Kilwa.** a) Disruption of the Gold trade/ civil wars among communities. b) Dynastic rivalries/ family feuds. c) Series of rebellions among some of the towns. d) Conquest by the Portuguese who even burnt the towns. **Factors that led to the collapse of early urban centres in pre-colonial Africa** a) Collapse of state system and kingdoms for example Kush collapse and the coastal city states. b) Collapse of trade and their economic systems e.g. the trans-Saharan trade and long distance trade. c) Collapse of Arab influence I east Africa and east Africa. d) Impact of Portuguese conquest leading to destruction of towns like manda and decline of others. e) Introduction of new types of trade e.g. legitimate trade which replaced slave trade. f) European colonization brought in a new social political and economic order. g) Exhaustion of mineral resources e.g. gold as in case of sofala and Kilwa as well as Meroe. Some minerals lost value. h) Changes in transport routes as new roads by-passed some towns thus diverting trade to other centres e.g. Timbuktu i) As a result of stiff competition, some towns dwindled as others expanded. **Early urban centres in Europe** **Athens** This is one of the early states in ancient Greece that flourished after the Persian wars of between 490-480 BC.Athens developed from a farming settlement situated in a defensive site. It had many beautiful buildings such as the Parthenon (a large temple built between 460 and 430 BC in honour of Athena, the goddess of Athens). The acropolis was the highest part of the town.Athens had narrow streets and some of its houses were made of unbaked bricks or mud and thatched roofs.There were frequent outbreaks of diseases due to poor sanitation.The concept of democracy first developed in Athens. At the centre of the city was a market, Agora, which was used as an assembly hall for debates.Athenians were divided into four classes. a) First class the richest that were the most heavily taxed. b) Second class- provided the cavalry for the army. c) Third class- provided the soldiers for the infantry. d) The fourth class- the poorest and who paid no taxes. Athens began to decline due to the Peloponnesian wars (431-404 BC). It was finally crushed in 338 BC by Phillip of Macedonia.Currently Athens is the capital of Greece with a population of 4 million. **Factors that led to growth of Athens.** a) Trade and commerce. Their soils of the surrounding areas were infertile and, therefore could not support agriculture. The Athenians therefore resorted to trade to obtain foods in exchange for wine, wool and olive oil. b) Security. Athens was located in an easily defensible place. The town was surrounded by water, valleys and highlands making it difficult for an external enemy to attack. c) Religious activities. The area was a worship centre. People coming to the Parthenon temple contributed to the growth of the town. d) Accessibility and communication network. The port of Athens was located about six kilometres from the city thus making Athens a transport centre. e) Availability of water. **Functions of Athens.** a) It was a cultural centre. The Greeks loved to watch play. In Athens, there was the great theatre of Epidaurus. b) An educational centre. In Athens, every person was taught how to read and write. Athens became a centre of scholarly work producing great thinkers like Socrates, Plato, Pythagoras, Archimedes and Aristotle. c) Athens was a sports centre. There were Gymnasiums where boys were taught games which were developed into what came to be known as Olympics. d) Religious centre. The Parthenon temple was a great manifestation of this function. People coming to the Parthenon temple contributed to the growth of the town. **London.** The capital city of England, it is situated on the estuary of the river Thames. Its name is derived from the name Llyn Dun which means Celtic Lake Fort. The town developed during the Roman rule in Britain in A.D 43.By 314 AD London had become an early centre of Christianity.In 1381, the city was adversely affected by a serious peasant, revolt that led to massive destruction of property.By 18th c, London had emerged as an elegant city though however also with numerous urban related problems. In 1890, it hosted the worlds first electric train. **Factors influencing growth of London** a) Trade-money obtained from trading was used to build the city. b) Industrialization-industry such as textile, ship building, metal works, etc led to the growth of London. c) Improved transport London is well served by a network of railway and roads. This facilitated the movement of goods and people. d) Shipping activities-there are many harbours in London enabling expanded loading and unloading activities e) Population growth. f) London was the seat of government for a very long time. **Functions of London** a) It was a transport and communication centre. The city was inter-connected with roads which served various parts of Britain. The city houses the main international airports on UK. E.g. Heathrow- the busiest airport in the world. b) It is a political and administrative capital with offices for the Prime Minister and cabinet. The Monarchical offices are also located here. c) It is a commercial centre. Many financial institutions such as banks and other commercial and trading activities attract a lot of traders. d) An industrial centre. London was an early centre of the textile industry. There are light service industries in the city. e) It is an educational centre, housing institutions like the oxford university, the University of London, founded in 1836, etc. f) London is a historical centre. The city has theatres for the performance of cultural activities and museums which display artefacts of Historical importance. **Problems of London** Like many large cities worldwide, London has its share of problems: a) Overcrowding, b) Unemployment has continued to increase with the growing population. In 1988, for example, nearly 1 in 8 people were unemployed throughout London and the situation in the inner city was worst c) Poor housing and homelessness. This has led to development of slums. d) Transportation is another problem. However, an excellent public system has helped to alleviate this. e) Air pollution continues to be a major challenge. f) Rural-urban migration by the job seekers causing overcrowding in the city. g) Poverty. This was a greater problem in London in the initial stages. **Modern cities in Africa.** **Nairobi.** Nairobi developed as a depot and camp for the railway workers during the construction of the kenya-Uganda railway **Factors influencing the growth of Nairobi** a) Excellent location in an area almost midway between Mombasa and Lake Victoria. b) There was adequate supply of water. c) The land was suitable for construction of workshops as it was flat. d) The climate was suitable for Europeans. Cool temperatures at an altitude of 1700m. e) It was surrounded by a fertile countryside producing adequate foods. f) Transfer of the seat of the colonial government in 1907. **Functions of Nairobi.** g) It was a transport and communication centre. The city is inter-connected with roads which served various parts of the country. The city houses the main international airport- JKIA. h) It is an administrative capital with offices for the head of state, cabinet, parliament and department of defence. i) It is a regional headquarter of various international bodies like UN, ILO etc. j) It is a commercial and financial centre. Many financial institutions such as banks and other commercial and trading activities attract a lot of traders. k) An industrial centre. Nairobis industrial area hosts many key industries in Kenya and east Africa. l) It is an educational centre, housing institutions like the University of Nairobi, kenya polytechnic and other key institutions m) It is a tourist centre. The town boasts of various tourist attractions such as the Nairobi National Park, National Museums etc. **Problems facing Nairobi** a) Rural-urban migration by the job seekers causing overcrowding in the city. b) Unemployment has continued to increase with the growing population. c) Poor housing. The population growth in Nairobi to 3 million has not corresponded to the development of housing. d) Inadequate social services including health services and educational facilities. e) Congestion on roads caused by an increase in the number of vehicles on the roads while the road network is not expanding. f) Poor town planning has led to poor drainage, especially during heavy rains when a lot of flooding occurs g) Pollution continues to be a major challenge in Nairobi. The factories located in the city are a cause of air and noise pollution. h) Water shortage caused by the high rate of expansion in the town and the depletion odf water reservoirs. i) The rate of HIV/AIDS infection is very high. **Solutions to these problems** a) New housing projects are being developed. For example the Mathare slums upgrading project. b) The education and other social services are being provided through a cost-sharing scheme between the government and the town dwellers. c) The government is addressing the transport/congestion problem through the upgrading of the Thika superhighway to an eight lane highway; the Nairobi Syokimau Railway service was commissioned by president Kibaki I November 2012 to de-congest jogoo road. Etc. d) The government is encouraging the expansion of the informal sector as an alternative source of employment. e) The government is rehabilitating street families by taking them to school s to acquire relevant skills to make them useful to the nation. f) New water projects have been put in place. For example, the third Nairobi water Project from River Chania. g) The government is sensitizing, through NGOs and GOs, civilians about responsible sex as a measure to curb the spread of HIV/AIDS. **Johannesburg.** The city started as a mining camp in 1886 after the discovery of gold in the Witwate- rsrand. This attracted thousands of people coming to prospect for minerals and seek for employment. By the end of 19thc, the population of Johannesburg had risen to 166,000 people. **Factors which contributed to the growth of Johannesburg** a) Existence of minerals/discovery of gold in the Witwatersrand which resulted in a rush of people to the area. b) Availability of energy i.e. coal which was an important source of energy to the mines, industries and homes. c) Excellent location in the veldt/plain making construction work easy. d) Its proximity to Vaal River which supplied plenty of water to industries and domestic use. e) Area around Johannesburg is fertile and therefore agriculturally productive ensuring steady supply of food. f) The organization of the city council which has ensured that financial control and revenue collection is effectively and the city able to manage its growth problems. g) Government policy of supporting industrial development. This has favored its growth. **Functions of Johannesburg**. a) It was a transport and communication centre. The city has a highly develope d network of transport lines since it served the mining industry. In June 2010, it became the first city in Africa to house an electric train service. b) An industrial centre. Its manufacturing functions include mining, metalwork, engineering, diamond cutting, jewellery manufacturing and food processing. c) It is a commercial and financial centre. Many financial institutions such as banks and other commercial and trading activities attract a lot of traders. It is also a major shopping centre in South Africa. d) It is an educational centre, housing institutions like the University of Witwatersrand, teacher training colleges and other key institutions. **Problems facing Johannesburg** a) The problem of racial segregation. The black Africans who work around Johannesburg were often treated almost as slaves though they were the majority in the country. b) Poor housing. Most of the workers who work in and around Johannesburg live in shanties, mainly because of underpayment c) Unemployment has continued to increase with the growing population. Though the city is an industrial town, her industries have failed to provide sufficient employment for all people in the town. d) Rural-urban migration by the job seekers causing overcrowding in the city. e) A large gap between the affluent class, especially the Europeans and the poor people who majorly are African f) Congestion on roads caused by an increase in the number of vehicles on the roads while the road network is not expanding. g) The city has the highest crime rate in the world. h) Inadequate social services including health services and educational facilities. i) Water shortage caused by the high rate of expansion in the town and the depletion ofwater reservoirs. j) The rate of HIV/AIDS infection is very high. **Solutions to the problems** a) The apartheid regime was ended in 1994 thus ending the problem of racial segregation. b) The new government of South Africa is trying to come up with better housing estates. c) Crime has been contained by creating more job opportunities. d) The government is sensitizing, through NGOs and GOs, civilians about responsible sex as a measure to curb the spread of HIV/AIDS **Impact of agrarian development on urbanization in Africa** a) The practice of agriculture forced people to adopt a sedentary lifestyle. Such settlement formed the basis of the earliest urban centres. b) Early agriculture led to specialization. The areas where the potters, iron smelters weavers and fishermen did their work grew up into urban centres c) From the agrarian revolution, there was adequate food for town dwellers. **On urbanization in Europe** a) The revolution in Europe led to a landless society who moved to urban centres seeking employment. This promoted urban growth. b) Increased agricultural production ensured steady supply of raw materials to the new industries hence further growth of the industries. c) Agricultural expansion meant the big farmers had to borrow loans hence the expansion of banking facilities in towns leading to further growth. d) Agricultural produce entering and leaving countries had to be handled in ports hence towns near coasts grew. Impacts of industrial revolution on urbanization in the world. a) The establishment of many factories drew many people to towns in search of employment, the mining industry attracted many people to work in the mines. The mining camps soon grew up into towns. b) Industrial revolution stimulated innovations in transport and communication ensuring faster movement of people to further expansion of trading towns. c) The growth of industry has led to expansion of port towns to handle increased manufactured goods for export and raw material for factories e.g. growth of London, Budapest, Marseilles, Lagos and Cairo. d) The use of machines replaced human labour and caused layoffs. Those who lost their jabs sometimes became a security risk hence an increase in crime. e) The many inefficient factories that came up after the revolution have caused massive air and water pollution. f) Rural urban migration has exerted pressure on the limited resources and services the towns can offer. **Consequences of urbanization on European communities during the 19th c.** a) Rural urban migration by Africans looking for better opportunities led to increased crime levels and insecurity for the Europeans. b) Air pollution which also affected them. c) Creation of employment for the Europeans in the developing industries. d) Creation of markets for agricultural produce due to increased urban population. e) Europeans were deprived of cheap African labour as most of them moved to urban areas. **ORGANIZATION OF AFRICAN SOCIETIES** Despite the high amount of decentralization of African communities in the 19th c , there existed a few who were centralized. For example, Buganda, Ethiopia, Buganda, Asante, Mandinka, Ndebele and shona among others. **The Baganda** These were a Bantu speaking people of the Buganda kingdom in Uganda. The Buganda Chiefdom had emerged as early as 140 AD as a subject state of Bunyoro- Kitara Kingdom **Origin of Buganda kingdom** The kingdom was crystallized around the counties of busiro, kyadondo and mawakota. Traditions also state that the first king and creator of Buganda kingdom was Kintu who came from the east around Mount Elgon region. It is believed he entered Buganda with 13 clans. Other theories attribute Bugandas origin to the Luo. That Kimera Kato, a brother of Isingoma Rukidi Mpunga the founder of the luo-babito dynasty in Bunyoro was the founder of Buganda.It is also probable that Buganda might have been one of the many kingdoms founded by the bachwezi- the demi-gods.Other clans of Buganda are believed to have come from the ssese islands. **Factors that led to the growth of a strong Buganda Kingdom** a) Good strong and able leaders like Kkyabagu, junju and Suna etc. who propelled it to prosperity by uniting the people and restructuring the existing administration system. b) Buganda Was small and a compact kingdom and therefore easy to manage. Other kingdoms like Bunyoro-Kitara were too large with a class system. c) Its strategic location in a defensible position in the lake region was of great advantage over her rivals Toro and Bunyoro. She lay next to Lake Victoria giving her defence, communication and transport advantage. On the east were small states of Toro and Ankole who posed no threat. d) Good climate and fertile soils in the region. This enabled successful growing of Bananas, their staple crop. e) The contacts with the Waswahili enabled her to gain riches and weapons/guns. f) The kingdom had a strong loyal army to defend it from her warring neighbors. The Kabaka even possessed a royal navy that kept guard over Lake Victoria. g) Existence of a centralized government making the kingdom cohesive. h) The ganda traditions allowing the kabaka to marry from every clan as means of ensuring unity. i) System of labour organization. The tradition demanded that farming be done by women while the men were involved in other activities such as politics, carpentry, war, bark cloth making and smithing j) The wars of conquest which finally led to her expansion. **How Buganda kingdom was governed**. Buganda kingdom had a highly centralized monarchy under the kabaka who enjoyed absolute powers. His position was hereditary. The Kabakas Court was the nerve centre of the Baganda community. All symbols of Royal authority were kept in the court. E.g. the throne (Namulondo), royal Drums, spears and stools. The kabaka was the political leader of the Baganda kingdom. He was the Head of the traditional religion lubale/ he was the chief priest. He was the judicial head and the final court of appeal/he was the supreme judge. The was the commander-in- -chief of the armed forces.He appointed senior government officials and dismissed them when need arose. He controlled trade. The capital of the kingdom was at Mengo, where the palace, Lubiri, was situated. The kabaka appointed senior government officials and dismissed them when need arose. Forexample, he appointed the katikiro, omulamuzi and omuwanika i.e. prime minister, chief justice and treasurer respectively who assisted him in administration. He also appointed mugema (the senior most chief among the Bataka), Musenero (the chief Butler) and Mfumbiro (the chief baker).The katikiro was in charge of organizing tax collecting and public works. He planned wars in the Kabakas name. He had to protect the kabaka during war. He was responsible of informing the kabaka of the decisions he made on court issues. Below him were omulamuzi (chief justice) and omuwanika (treasurer) who were directly responsible to the kabaka.The Bataka were minor chiefs in charge of clans, guarded land, collected taxes, carried out conscription to the army and presented the page boys to the kabaka.Peasants served under chief and were to fight in wars. Slaves (badus) served the king chiefs in their homesteads. Pages and bagalagala (sons of chiefs and other nobles) served the kabaka too.To ensure unity the kabaka married from principal clans.There was a Lukiko which advised the kabaka and was the final court. It comprised 69 members who were nominated by the kabaka (positions were not hereditary). It made laws and debated issues concerning the kingdom. It also directed tax collection and planned expenditure, it acted as the final court of appeal, and it represented the needs of the people to the kabaka. It helped the kabaka in general administration. It checked the activities of government. **Political organization** The kingdom was divided into counties (Ssaza) and sub-counties. Each county was under Ssaza chiefs whose position was hereditary initially before the kabaka began to appoint them as a means of making them accountable. Each Ssaza was divided into a gombolola headed by a gombolola chief, who maintained law and order and collected taxes. The gombololas were further divided into smaller sub-divisions called miluka each under a miluka chief. The miluka was divided into kisoko. The smallest administrative unit among the Baganda was the village council. The Abatongole appointed by the kabaka, governed the vassal states **Social organization of the Baganda** The kingdom was divided in social classes with the royal family occupying the top of the hierarchy, then ruling class, the chiefs who ruled over the peasants or commoners known as bakopi.At the bottom of the social class were the slaves (Badu) who were acquired mainly through raids on neighbouring communities such as Busoga, Toro and Bunyoro. The Baganda believed in the existence of many gods some of whom included; a) Katonda, God the creator whose home was in heaven. The prayers to him were done every morning and were conducted by the head of the homestead. b) Kibuuka, God of war and thunder. c) Mukasa, goddess of fertility who was worshipped in order to bless the nation with more children, livestock and a bumper harvest. d) Kiwanuka, god of lightning. e) Nawagenyi, goddess of Drought. The community also believed in the existence of ancestral spirits whose main responsibilitywas to maintain discipline in the clans since the spirits were believed to restrict their influence to close relatives. Balubaale were the spirits of people who had supernatural powers and were consulted through prophets or mediums. The Baganda had religious leaders, led by the kabaka, then the mediums, prophets, and medicine people.There also existed sorcerers called Balopo who were feared since they could cause harm to people.The Baganda religion however was greatly undermined by the influx of the Waswahili and ArabMuslims into the community in the 19th c. The Baganda society was polygamous. For example, the kabaka was required to marry from all clans to maintain links in the society.There was division of labour according to sex. Women tilled the land while men engaged in warfare, built houses, and made clothes from bark-cloth.As a form of rite of passage, the Baganda went through formal education that trained them in their rites. **Economic organization.** a) Bugandas economy was based on agriculture and the production of the staple food bananas (matoke). b) The baganda also kept large herds of livestock. The bahima herded Kabakas herds. From the livestock, they obtained milk and meat to supplement their diet. c) The baganda conducted raids on their neighbours like the Buddu, Busoga and Kyaggwe through which they acquired slaves, livestock and ivory. d) There was division of labour, women worked in fields while men were involved in construction of roads, bark cloth making, smithing and war. e) The kingdom was deeply involved in local, regional and international trade. They exchanged bark cloth and beans for cattle from their neighbours. She exchanged slaves and hides for guns, glassware and cotton cloth from coastal traders. f) The baganda practiced iron working, producing hoes for cultivation and weapons for defence. Some of these items formed their trade items. Rich iron deposits were also acquired by waging wars against their neighbours. g) Handcraft was an important activity and included basketry and pottery. h) The textile industry consisted of bark cloth manufacture. i) Salt mining was an important activity. j) Fishing on Lake Victoria k) The baganda also engaged in some hunting activities to acquire ivory. **SHONA** The Shona were a Bantu-speaking people who comprised the Rozwi, Kore kore, Zezuru and Manyika sub-groups. The first stone buildings in Zimbabwe are believed to have been the work of the Shona. Their capital was at Mapungubwe, south of the confluence of the Limpopo and Shashi rivers.About 1450 AD, the Rozwi Groups gained dominance and established a centralized political system. They established the Mwene Mutapa Empire which ruled until the time of the Ngoni invasion in the 1830s. **Political organization of the Mwene Mutapa Empire** The emperor was the head of the state and government. Succession of authority was hereditary. Important emperors included Chikura, Nyatsimba, Mutota and Matope. Religion played a role in government and united people. The emperor was a semi- divinereligious leader, a military leader and the chief priest. He was the only one who could communicate with the spirits of the ancestors. It was believed that when Mwene Mutapa died, he became a Mudzimu and automatically qualified to be worshipped as a national ancestral spirit.The ancestral spirits (Vadzimu) communicated peoples problems to god.Religion also influenced laws.The priests were used as spies and link between the emperor and the people. Another unifying factor in the kingdom was the royal fire. It was from the continuous fire that each vassal chief carried a flame to his chiefdom that he kept burning as a symbol of national unity.The empire was divided into provinces namely Guruhaswa, Mbire, Utere, Banua, and Manyika each headed by a lesser chief. The most important chiefs in the empire sent their sons, with tribute in form of cattle, gold, slaves and ivory, each year to pay homage to the Mwene Mutapa as goodwill ambassadors.There was a standing army of warriors which was used for defence and expansion of the kingdom. Revenue from trade was used to run the army and sustain the empire.The position of importance held by Mwene Mutapa led to the creation of a complex Style of administration around him. The government officials included the court steward, treasurer, commander-in-chief of the army and Mbokurumme (kings sister-in-law). Others were the queen mother, the emperors sister and nine principal wives, the doorkeeper and the chief cook and head drummer. At the lower level were the lesser chiefs who paid tribute to the king by providing cattle, labour and agricultural produce. **Economic organization of the Shona**. The Shona country enjoyed ample rainfall with fertile soils thus enabling them to engage in the following economic activities; a) The Shona were mixed farmers who cultivated crops and reared animals. Among the agricultural produce were corn, millet, ground nuts, beans, watermelons, tomatoes, fruits and cabbages. b) The Shona practiced trade, specifically long distance trade between them and the Arabs and Waswahili at sofala. They gave Gold and ivory for cotton cloths, glassware, copper items, guns, daggers and knives. c) They were skillful hunters. They hunted elephants for their ivory which was in great demand. They also gathered wild honey and wild fruits to supplement their diet. d) The shona were skilled craftsmen who made articles like spears, hoes and knives. Others were goldsmiths who used gold to decorate. They also practiced cloth making from wild cotton and bark fibres. **Social organization of the Shona** Among the shona, Mwene Mutapa was regarded as a divine king and was therefore venerated. When he was well, the nation was also well.The shona religion was based on the Mwari cult. They believed in the all powerful God, Mwari/Murungu. His worship was done through several priests who were mainly produced by the Rozwi clan. The priests presided over religious functions in sacred places of worship, shrines where sacrifices were offered.The shona believed in ancestral spirits. They had two kinds of spirits, Vadzimu or family spirits and Mhondoro or clan spirits. The spirits communicated though an intermediary, Svikiro, a departed family or clan spirit.The shona had a national spirit Chamiruka who settled clan disputes and also protected the people against injustice in the government.The shona had a kinship system which was patrilineal (inheritance through the father). The shona were divided into clans whose names were coined from animals like leopard, monkey, elephant etc. it was a taboo to consume meat from such animals.They were a polygamous community which was viewed as a means to enable the family to have enough members to provide labour.The shona lived in stone buildings. Their skill in masonry is associated with the ruins of Mapungubwe found in Zimbabwe. **The Asante** The Asante are one of the Akan-speaking peoples who occupy the southern part of Ghana, west Africa. By the middle 18th c, the Asante/Ashanti had established the most dominant state in modern Ghana. **Origin of the Asante Kingdom** The empire Developed in the 1670s. It was formed as a result of competition for gold fields in the Akan forestland. In the 1500s: Akan peoples came into contact with Portuguese traders. Wealthy owners of the Akan gold mines begin to trade gold for Benin slaves with the Portuguese. In the 1670s, Osei Tutu was a military leader and head of the Oyoko clan of the Akan peoplesTook control over a trade center near Kumasi and established this as his capital city. This happened after his maternal uncle Obiri Yeboa, the leader of the Oyoko clan was killed during war.A company of Akwamu troops are believed to have been instrumental in facilitating Osei Tutus rise to power. He conquered the neighboring chiefdoms and took control of their trade. He took the title of ASANTEHENE. He Collected taxes from the chiefdoms on profits from the gold mines. He built a standing army by demanding that chiefdoms provide soldiers. He sought the support of religious leaders throughout the region. For example, a priest of the shrine of the war god (Otutu0 called Anokye in Akwapim played a role in ensuring that Osei Tutu became the Asantehene.). He established the GOLDEN STOOL as a symbol of his rightful rule. **The Golden Stool** Akan peoples become Asante (Ashanti) By 1700, Osei Tutu controlled most of the gold fields of the Akan forestland.Osei Tutu was succeeded by Opoku Ware (1717-1750). During his rule, he will extend the Asante kingdom to include most of what is today present-day Ghana. The new city-states now included Kumasi, Juaben, Bekmai, Mampon, Kokofu and Nsula.Opuku Ware will participate in the slave trade with the Europeans, selling war captives and growing very wealthy. Asante were one of the last great kingdoms to fall to the Europeans in the late 19th century. **Factors that led to the rise and growth of the Asante Empire** a) The Asante had a strong economy based on agriculture. Both food and cash crops like Kola nuts were cultivated. This helped to increase the population. b) The Asante had capable political leaders they included Obiri Yeboa (1670-1678), Osei Tutu (1680-1717) who unified the people through the Golden stool that he created and Opuku Ware (1720- 1750). c) The several city-states that emerged around Kumasi supported each other. Most of them were related by the fact that they originated from the same Oyoko clan. d) The growth of the Trans- Atlantic slave trade brought a lot of wealth to the Asante people. The wealth was instrumental in the prosperity of the Kingdom. e) The centralized political system under the Asantehene provided stability. f) The Odwira festival that was held annually helped to make the state more cohesive. g) The Asante were brave and proud people, and the need to free themselves from the oppressive rule of Denkyira, their former masters, motivated them to create a strong state. **Political organization** The Asante had a centralized political system. The Nucleus of the Asante Empire was five citystates of Kumasi, Dwaben, Bekwai, Kokofu and Nsula.The empire comprised of three parts, namely Kumasi (Metropolitan Asante), Amatoo states and Provincial Asante. Each part had its own system of administration though the three cooperated in some areas. Kumasi was directly ruled by the Asantehene and was recognized as Kumasihene. **Metropolitan Asante** These were the five states that lay 35 miles around Kumasi and which recognized the Asantehene as the supreme authority. The government of the metropolitan Asante consisted the confederacy council made of the Kings (Omanhene) of the various states and presided over by the Asantehene. The Asante Union provides a good example of a federal system of government. All the states within the metropolitan Asante paid tax to the Asantehene which was used to pay for the administration and form an army.Each of the five states had its own state council that made important decisions. Each also had its own Black stool that symbolized their power over the state .The omanhenes were expected to give the right of declaring war on another Omanhene, attended the annual Odwira festival (to pay allegiance to Asantehene, settle disputes and honor the dead), grant own subjects the right to appeal to the high court set up for the union of the capital and recognize the right of Asantehene to impose national levies.Neither the Asantehene nor the Omanhene enjoyed dictatorial powers.The kingdom had an army that was divided into several wings. Though overall leadership of the army was provided by the Asantehene, each Omanhene command his own forces. The Asantehene was deputized by Mamphohene who automatically take over army leadership whenever the Asantehene was unavailable.Among the Asante, there was compulsory military service for all able- bodied men in the empire (a system borrowed from the Akwamu).The Asantehene established a national festival called the Odwira festival during which all The Omanhene assembled in Kumasi to show their loyalty to the Asantehene, to honor the deadand to solve disputes amongst themselves. It also enhanced unity amongst the Asante states. The golden stool, an idea invented by a priest called Okomfo Anokye (he claimed it came from the sky in 1695) during the reign of Osei Tutu, made the office of the Asantehene acceptable. It was a source of unity as it bound together the Asante states since they all recognized its sacredness. **Provincial Asante** It comprised all the states conquered by the Asante in the 18th century (subject states). Such people were represented in the army and paid taxes to the Asantehene. Osei Tutu appointed two consuls who resided in each subject state to supervise their affairs. An efficient bureaucracy was established in each o the provincial Asante states with the Asantehene appointing senior officials directly himself **Social organization** The Kingdom was composed of many communities who spoke the Akan language. The clans that made up the Akan speakers included the Akyem, Kwahu, the Fante, the Wassa, the Assin and the Akwapem. All these communities shared the same social institutions like the forty-day calendar, same marriage and naming rites. The basic social unit was the clan.They had a matrilineal system of inheritance. The birthright of each family passed through the mother from one generation to the other. The practiced polygamy marriage due to wealth and comfort in society and prohibited inter clan (paternal and maternal clans) marriages. The Odwira festival helped unite the society besides the golden stool. The Asante was socially stratified into social classes e.g. the rulers, rich, peasant farmers and slaves. The Asantehene and his family comprised the royal family together with the Omanhene. The saves among the Asante were majorly war captives. Some of the female slaves could be elevated to concubines and later become entitled to some rights.They believed in magic and superstition and also worshipped gods and goddesses i.e. they were polytheists. Their supreme creator was Nyame (Nyambe).They believed in their ancestors as mediators between the people and God (gods). The Odwira festival was held annually to honour ancestors and solves my disputes. They offered sacrifices to their gods/ancestors including human sacrifices.The Asante hence was considered semi-divine being and highly regarded. Creative arts like dancing music, sculpture were highly respected in society. **Economic organization of the Asante** Being located in an area rich in terms of land fertility forest resources, mineral resources and rainfall, the Asante Empire thrived economically in the following ways. a) Being located at the point of convergence of the trans-Atlantic trade routes, the Asante people participated in the trade providing gold, slaves and ivory in exchange for cotton, cloth, guns and gunpowder. They also provided middlemen and porters during the trade. b) The Asante practiced agriculture, growing crops like yams, vegetables and fruits. They also kept livestock like cattle. c) The community practiced gathering of Kola nuts and hunting for game meat from the forestto supplement their diet. d) They practiced iron working and made crafts such as baskets and pots The Asante community however became a victim of the same economic wars it waged against her neighbours especially the Fante and Denkyira. In 1873, the British came to the aid of the Fante thus greatly weakening the Asante power. **Reasons for the collapse of the Asante Empire.** a) The type of political organization in the kingdom did not encourage cohesion. Some states in the provincial Asante had no attachment to the golden stool/were semi - independent/ condition of a state within a state. b) Leadership struggle between the Asante and dwaben; a neighboring rival of Asantes state. c) Civil wars /Constant rebellions from the conquered states /wars with other tribes e.g. war with the afante. d) British interference in the Asante affairs through the 19th c. they had a burning desire to destroy the Asante empire and colonize the region.. they even supported dwaben in her war against Asantehene e) Periodic interference with trade and trade routes as a result of wars weakened the financial position of the empire i.e. Abolition of slave trade as a major source of income. f) The Anglo-Asante wars which the British won led to final destruction of the empire. **CONSTITUTIONS AND CONSTITUTION MAKING** The term constitution refers to a set of agreed principles and rules which state the structure and powers of a government.The constitution of Kenya is a supreme law that binds all people and all state organs at national and county level. It outlines the structure of government, defines the powers and prerogatives of the head of state, states the compositions, functions and powers of parliament, states the compositions of the executives and outlines the duties and rights of the citizens. Constitutions vary in various countries depending on different experiences and their form is determined by the following. a) The historical background of a country b) Geographical factors. For example the numerous islands of Japan must be catered for in their constitution c) Religious beliefs of the people. Some countries have the Islamic Sharia law in their constitution e.g Libya and Somali d) Race composition of a country. For example, in South Africa the apartheid racial policy had been included in their constitution. **Functions of a constitution** a) The constitution provides the legal ground from which the laws of the country are made. b) It spells out the powers of government and its relationship to the gove rned. c) It spells out the rights and duties of all citizens. It also provides the options a citizen has, legally, if those rights and freedoms are violated. **Types of constitutions** ***1. Written constitution***. This is a constitution in which the basic principles concerning the organization of government, powers of its various agencies and rights of the subjects are consciously written down in one document.The first country to adopt a written constitution was USA after she attained political independence from Britain on 4th July 1776. France adopted it in 1791following the French revolution of 1789. The primary objective of these adoptions was to include the rights of the citizens to avoid abuse by those in power. Other countries with written constitutions include many European, African, Latin American and Asian countries. Kenya also has a written constitution. **Characteristics of a written constitution** a) It acts as a standard of reference to which the acts of the government of the day may always be compared. b) It is a rigid document that cannot be altered easily. c) It is only amended through a clearly spelt out procedure which is followed to the letter. d) There must be a special body entrusted by the legislature with the work of drafting the constitution. e) Once drafted the constitution must get the approval of the legislature. **Advantages of a written constitution** a) Since the procedures of amending a constitution are clearly spelled out, it is not easy for politicians or other interest groups in the society to alter it. b) In case of a crisis, the constitution provides very clear guidelines on the procedures to be followed, thus restoring stability in the country. c) Since a written constitution is rigid, it therefore recognizes that there are fundamentals in a state, e.g rights of citizens, powers and duties of the president, which should never be easily changed. Change can only be done after adequate consideration. d) It is fundamental to a newly formed nation so as to take off in an orderly and organized manner. e) A written constitution is important to ensure that the identity of the various groups are preserved and maintained in a country with diverse racial groupings, religion and ethnic composition. f) Since it is arrived at after thorough and careful consideration by all, it therefore unites the people in the nation as it would have acquired recognition and acceptance from the majority of the citizens. **Disadvantages of a written constitution.** a) Due to its rigidity, it can fail to respond to changing circumstances and can therefore easily become obsolete. b) A written constitution tends to make the judiciary too powerful as it I the only body that interprets the document. Where the executive and the legislature control the judiciary, the constitution can easily be manipulated. c) Some written constitutions are too detailed and rarely understood by the ordinary citizens. d) The procedure for amending the constitution is slow and costly. This causes delays which could lead to civil disorder in a society. **2. Unwritten constitution** This is a constitution where the fundamental principles of the organization and powers of the government are not contained in one document but rather in several scattered documents to add to the customs of a country. For example, the British constitution. **Sources of British constitution** a) Statutes. This refers to an Act of Parliament. Examples of statutes that comprise the British constitution are; ~ Act of Union with Scotland of 1707 that determined the territorial boundaries within which the United Kingdoms constitution operates. ~ Parliament Act of 1911 that governs the relationship between the House of Commons and the House of Representatives ~ The Reform Acts of 1832 and 1834 which determine succession to the throne. b) Customs. This refers to ancient or traditional practices or the common law. For example, the first born inheriting the throne. c) Laws of precedents. Past accepted principles may be applied to a new set of facts in a judgment and this may eventually become part of the law of the land. d) Customs of parliament. House procedures including standing orders and other regulations are part of the British constitution. Key notes for the teacher and students- @Cheloti 2012-2013 82 e) Historical documents. The following two Important documents form part of the British constitution; ~ The Magna Carta (1215AD) that contained the promises by the England King that he would not levy taxes outside the three legal feudal taxes without the consent of the legal counsel. ~ The Petition of Right (1628) in which King Charles I agreed not to levy taxes unless through the Act of Parliament. f) The Conventions and Practices that have become respected over the years are also part of the British constitution. **Advantages of unwritten constitution** a) It is flexible and adaptable to changing circumstances in the society. This is especially valuable during periods of rapid socio-economic and political changes. b) It is indigenous and therefore suited for a state. c) It can be changed by ordinary legislative process. d) It provides continuity with the nations traditions and is therefore accepted and respected by the people. **Disadvantages of an unwritten constitution** a) It gives the courts too much work in handling matters as they search for constitutional principles not only in judicial decisions but in different statutes and customs. b) Because of the nature of the unwritten constitution, it is not easy to protect the rights of people effectively as the fundamentals of the state are not recorded in a few or a single document. c) An unwritten constitution tends to be vague and indefinite as compared to the written constitution. d) An unwritten constitution presupposes that the people are politically conscious and alert and will ensure that their rights and liberties are respected. **Features/qualities of a good constitution.** a) Definiteness; it must depict clear intelligence and one which facilitates thinking. It must define its content clearly. b) It should be comprehensive/ it must be short but inclusive of all the issues involved in government operation. c) Should be durable and elastic/ it should neither be too rigid to amend or change nor so flexible as to encourage interference of its basic principle. d) Should be able to protect fundamental rights and freedom of citizen/a bill of rights must be provided for in the constitution, showing the extent to which the government can interfere with individual rights. e) Amendment procedure must be stated clearly. f) The constitution must be representative of the diverse social and political spectrum of the people. g) It must exhibit supremacy of the people/ it must make the will of the people as the basis of government. h) It must stipulate the choice of government through free and fair elections i) Statement of national wealth. /It must have a clear statement on how resources are to be managed and how wealth created is to be distributed.Constitution making process in Kenya in pre-colonial, colonial and post colonial eras. **Pre- colonial era** The rules and regulation that formed the constitutional basis of pre-colonial communities in Kenya were mainly formulated by the councils of elders and then handed down from generation to generation.The constitution was unwritten constitution guiding only the political, economic and socio cultural activities **Colonial Era (1885- 1960)** Kenya was under the British colonial rule after the Berlin Conference upto 1963. The constitutional developments in the country were greatly influenced by the settlement of immigrant communities like the white settlers, the Asians and Christian missionaries. These communities competed with the Africans for control of economic resources and political power.The turning point in Kenyas pre-colonial constitutional developments was the outbreak of Mau Mau war and subsequent declaration of a State Of Emergency on 20th October 1952 by Sir Evelyn Barring. When the colonial secretary Oliver Lyttelton visited Kenya in 1954, he proposed the following constitutional reforms. ~ Establishment of a multi-racial council of ministers representing the three races setting ground for two Indian and one African minister (B. A Ohanga became the first African Minister) ~ It Proposed direct representation of Africans in the LEGCO ~ Lifting the ban on African political parties/district associations. In 1958, a new constitution was proposed by Lennox Boyd. The constitution led to increased number of elected Africans in the legislative council (from 8 to 14). It led to introduction of multi-racial representation in the legislative council. It led to the increase of the number of African ministers to two. The African elected members demanded for a constitutional conference culminating into the independence constitution. The independence constitution (1960-1962) The first Lancaster House Conference (1960) Attended by all members of Legco and two nominated members, the conference received the following demands; a) Africans demanded for true democracy, where one man would have one vote. b) The Arabs wanted to retain the ten-mile coastal strip, while Somalis wanted reunification with Somalia. c) Michael Blundell, representing a section of Europeans demanded for a multi-racial government while Captain Briggs representing the white extremists demanded for creation of provinces along racial lines. All these proposal were moderated by the British government The period after the first Lancaster House conference witnessed a lot of differences among Africans and among other races. Among the Africans, the differences culminated into the formation of KANU in March 1960 at Kiambu with James Gichuru as president and KADU in Ngong Town with Ronald Ngala as the president.The main difference between KADU and KANU was that while KANU was advocating gor a unitary government, KADU wanted a federal system.The second Lancaster House conference (1962).When KANU refused to form government despite winning the elections, demanding for the release of Jomo Kenyatta, KADU formed a rather minority government that was heavily dominated by the colonial officials. Such a government was rejected by most people thus creating instability that led to the British Authorities calling for the second Lancaster House Conference. **The following important issues were discussed**; a) The future of the coastal strip that belonged to the sultan prior to colonialism. b) The future of North Eastern Province(North Frontier District) c) Security of the minority. The participants in the formulation of the independence constitution were representatives of various political parties: - Paul Ngei (APP), KADU and KANU. Others were representatives of the Asian and European communities.The 1962 conference settled for a federal structure with a strong central government.A coalition government was formed briefly but when the 1962 constitution was promulgated, it was followed by a general election in May 1963.The third and final conference in 1963 resulted in the drafting and adoption of Kenya's first independent Constitution by the British Parliament The 1963 constitution established a parliamentary system with executive powers vested in a cabinet headed by a Prime Minister, The Queen of England remained Head of State. **Independence (1963)** Kanu won the May elections and Kenya Attained internal self-government with Jomo Kenyatta as the first Prime Minister on 1st June 1963. Kenya attained full independence on 12th December 1963 when the Queen ceased to be the head of state.Kenya has been using the Independence Constitution upto August 2010 though with so many amendments. **Main provisions of the independence constitution of Kenya** a) The independence constitution provided for a regional/majimbo government with each of the seven regions having a regional assembly and president. The boundaries of the regions were given protection in the constitution. b) It also provided for a bicameral parliament consisting of the senate and the house of representatives/upper house and lower house. The lower house comprised 117 elected members and 12 special members. The senate comprised 41 members representing the 41 administrative districts and one representing Nairobi city.Though the senate was subordinate to the House of Representatives, it had powers to authorize declaration of a state of emergence, 65% of the senators were required to approve the amendment of constitution. Also all Bills required approval of both houses. c) The constitution stipulated that the Prime Minister (appointed by the governor) was to be head of Government and Queen the Head of State, represented by the Governor General. The powers of the governor were defence of the country, foreign affairs, internal security and approval of legislation. d) The constitution recommended a multiparty system of government and the party with the majority of seats forming the government. e) It contained the Bill of Rights, which protected the individuals rights. The Bill of rights was modeled on the European convention on Human Rights and Fundamental freedoms. f) The constitution provided for an elaborate scheme to protect the minority rights. The minorities in this case were the Europeans, Asians and some indigenous communities. g) Independent Electoral commission was set up consisting of the speakers of the two houses and a nominee of the Prime Minister. Also it comprised nominees representing the regions. This was to ensure impartiality and honesty in elections. h) The constitution provided for an independent and impartial judiciary to ensure justice and prevent corruption. Judges were accorded security of tenure which was extended to the Attorney General, the governments principal legal advisor. i) It provided for public service commission. The aim was insulate the civil service recruitment and promotions from abuse and corruption. j) An independent land board. **Post colonial Era (1963-2010).** From independence to Mult-party democracy period (1963-1991) Like many former British colonies, Kenya started off with a west Minister system of government.The first Constitutional amendment in independent Kenya was in 1964. Kenya became a republic and the executive became presidential. The senate and regions were also abolished.A Constitutional review in June 1982 officially transformed Kenya into a one-party state.A parliamentary act in December 1991 repealed the one-party system provisions of the constitution and effectively established a multiparty system. The period after 1992 was influenced by Global issues like the decline of the cold war, collapse of the Soviet Union in 1989 and the intensified struggle for democracy all over the world.In 1997, the Inter Party Parliamentary Group (IPPG) was formed with membership from the Opposition and KANU mps. The aim was to come up with minimal constitutional reforms to level the ground before the 1997 general elections **The following reforms were approved**; a) The KBC shall observe fairness in providing balanced all-inclusive political views in the news coverage. b) Membership of the Electoral Commission to be reviewed to accommodate the interest of the opposition. c) Registration of Parties would be done without unnecessary delay. d) The powers of the chiefs that would likely interfere with political activity at local level be contained. e) The police Act be amended to provide for politically impartial police force f) To repeal a number of laws restricting civil and political rights, ad abolition of the offence of sedition In 1997, a constitutional review commission, called the Constitution of Kenya Review Commission (CKRC), was established to provide civic education, seek public input and prepare a  constitution. In October 2000, parliament passed a Bill entrenching the CKRC into the independence constitution. It was now headed by Professor Yash Pal Ghai and comprised 15 commissioners. In June 2001, the CKRC was expanded to include other groups like the Peoples commission following the amendment of the 1997 Constitution of Kenya Review Act.The CKRC act specified a 2 year time frame for completion of the review process.However, its activities were marred by controversy in 2002 and the ultimate dissolving of parliament in October 2002 by president Moi. He even attempted to dissolve the commission, thanks to its being entrenched in the independence constitution.When the NARC government took over power in 2003, the review exercise was reviewed. The National Constitutional Conference was convened at Bomas of Kenya and came up with what came to known as the Bomas  constitution. However the political elite did not support the Bomas .In 2005, Parliament amended the constitution of Kenya Review Act to allow the Attorney General to come up with the Proposed New Constitution, popularly known as the Wako . The  constitution was ultimately rejected by Kenyans at the constitutional referendum in 2005 because of disagreements amongst various stakeholders.In December 2007, Kenyans participated in the general elections that were followed by Post Election Violence caused by the controversy that surrounded the results of the elections. **Steps towards realization of a new constitution in Kenya from 2008**. a) On 28 February 2008 The National Accord and Reconciliation Act (NARA) was signed by President Kibaki and Prime Minister Raila Odinga .Agenda No 4 of this arrangement was a new process to finalize the long awaited constitution of Kenya The main provisions of the National Accord were: ~ Establishment of a grand coalition government with two parties; PNU and ODM sharing power. ~ Raila Odinga was to become Kenyas second Prime minister after the position was created in the accord arrangement ~ Two deputy Prime Minister Positions would be filled by the PNU and ODM parties respectively. ~ Provision for An expanded cabinet with the two parties being accorded slots as per their proportion in the house. b) In 2008 the Constitution of Kenya Review Act 2008 was passed and a Committee of Experts (CoE) was established as the main technical constitutional review organ to drive the process. c) The CoE was chaired by Nzamba Kitonga, the deputy chair was Ms Atsango Chesoni, other members were Ms Njoki Ndung'u, Mr Otiende Amolo,Mr Abdirashid Hussein, Mr Bobby Mkangi, Professor Christina Murray (South Africa), Dr Chaloka Beyani (Zambia) and Dr Frederick Ssempebwav (Uganda). d) 23 February 2009 Members of the CoE were appointed by the President were later on sworn in, e) On 17 November 2009 CoE released the  to the public and invited views and comments on the  constitution, f) By 23rdFebruary 2010. CoE had submitted the final  of constitution to the Parliamentary Select Committee. g) On 4thaugust 2010 Kenya held a Constitutional Referendum where the new constitution was overwhelmingly endorsed. h) On 28th august 2010, the new constitution was promulgated and became operational making Kenya the first independent African state to depart from the independence constitutions. **Stages in the constitution making process in Kenya since independence** 1) Debate over contentious issues. Issues like the entrenchment of section 2A in the independence constitution in 1981 raised concerns among various stake holders and groups. The issue of whether to include the position of Prime Minister or not has also been debated for many years. 2) Collection of public views. The Saitoti commission (the Constitution review commission established by Moi in 1990) had the objective of collecting views of Kenyans concerning how KANU was to operate in the best way possible. In June 2001, the CKRC, chaired by Yash Pal Ghai was mandated to collect views as part of the constitution review process. 3) Civic education. In 2001, the Ghai Commission was mandated and funded to provide civic education. 4) Convening of constitutional conferences. For example, The 2002 National Constitution Conference at Bomas of Kenya and other similar conferences. 5) Drafting of the constitution. This involved both local and international experts who drafted the constitution between 2000 and 2010. This was mainly the work of the Ghai led CKRC and the Committee of experts led by Nzamba Gitonga. 6) The referendum. During the 2005 referendum, the Wako  constitution was rejected. In August 2010, another referendum was held and the 2010 proposed New Constitution was approved. 7) Promulgation of the constitution. On 27th of August 2010, President Mwai Kibaki presided over the promulgation of the new constitution of Kenya. **Constitutional Changes in Kenya since independence upto 2010** 1) The 1963 independence constitution marked the end of colonial rule and transformed the colony into a dominion. It established a parliamentary system with executive powers vested in a cabinet headed by a Prime Minister, who is appointed by the Queen of England from the majority party in Parliament. The Queen of England remained Head of State as represented by the Governor General who was also the Commander-in-Chief 2) By the 1stamendment Act 28 of 1964, published in November 1964, Kenya became a republic and the executive became presidential. The amendment outlined the criteria to be met by a presidential candidate. It made provision of a Vice President who would be appointed by the president from among the members of parliament. Jaramogi Oginga Odinga became the first occupant of that office. 3) By The 2nd amendment Act 38 of 1964 published on 17th December 1964, the senate and regions were also abolished. 4) 3rd amendment Act 14 of 1965, published on 8th June 1965, altered parliamentary Majorityrequired for approval of a state of emergency to only a simple majority from the previous 65%. The term region was replaced with province. The amendment altered the title of Supreme Court. 5) By the 4th amendment Act 16 of 1966, published on 12th April 1966, commonwealth citizens became eligible for Kenyan citizenship. Also any legislator jailed for six months or more or missed to attend eight consecutive parliamentary seatings without the speakers permission had to forfeit his/her parliamentary seat. 6) On 28th April 1966, an amendment was passed, published on 30th April, to compel MPs who defected from sponsoring party, to resign from parliament and seek re-election. This amendment targeted Kenya Peoples Union (KPU) of Jaramogi Odinga that had been formed that year. The amendment was published, tabled, debated, passed and received presidential assent within 48 hours. (it was nicknamed the KPU amendment). 7) In May 1966, the Public Security Act was passed, published on 7thJune 1966, empowering the president to detain a citizen without trial on grounds of being a threat to state security. The president also acquired power to control freedom of the press. 8) In 1966, a constitutional amendment abolished the Bicameral Legislature and replaced it with a Unicameral Legislature, chosen directly by the electorate. The Act was published on 4th January 1967. The voting majority to change the Constitution was lowered to two-thirds of the MPs. 9) In 1968, by the 9th amendment, published on 12th April 1968, the president was empowered to alter provincial and district boundaries. The act abolished the provincial councils and all representatives to the provincial and district boundaries. This marked the end of regionalism. 10) In 1968, by the 10th amendment, Act 45 published on 12th July 1968, the procedure for presidential elections and succession in the event of his death was laid down. Also, that all candidates for a general election should be nominated by a political party. The act also gave the president power to nominate 13 MPs to replace the 12 specially elected members of the House of Representatives. 11) In 1974, the age qualification for presidential candidates was also lowered to 35 from 40 years. The minimum voting age was altered from 21 to 18 years. 12) In 1975, an amendment of the constitution empowered the president to pardon any election offender at his own discretion. This was done to favour Paul Ngei who been found guilty of an election offence. It was named the Ngei Amendment. The bill went through all the stages in one afternoon and received presidential assent the following day. 13) In 1975, Kiswahili was declared the national language of the national assembly. 14) In 1977, the Kenya court of appeal was established after the breakup of the East African Community. 15) The 18th amendment Act passed in 1979 was the first one under president Moi. It provided that public officers had to resign six months in advance in order to qualify as candidates for parliamentary elections. 16) In 1979, both Kiswahili and English were declared languages of the national assemb ly. 17) By The 19th amendment Act of 1981 published in 1982, Kenya became a de jure one party state. KANU became the only lawful party in Kenya. The infamous section 2A was introduced in the constitution. (Kenya had been a de facto one party state between 1969and 1982). The post of Chief Secretary was created to head the public service. The first occupant being Jeremiah Kiereini. 18) By the 1985 20th amendment Act, the High Court began acting as a Court of Appeal. 19) The 21st amendment Act passed in 1985 repealed Section 89 of the constitution which provided for the acquisition of Citizenship for anyone born in Kenya after December 11th 1963. 20) In 1987, the security of tenure of the Attorney General, Chief Secretary, The Comptroller and AuditorGeneral was removed. The president could now dismiss them at will. Office of chief secretary was abolished. 21) In 1988, the security of tenure of Puisine Judges and Chairman of Public Service Commission was removed. The removal of security of tenure of the above officers sparked a lot of condemnation from LSK and main stream churches. 22) In 1988, an amendment was pass that provided the police with powers to hold a suspect in custody for upto fourteen days before taking him/ her to court if the crime constituted a capital offence. This is what led to detaining of persons suspected of opposing the government in the dingy basement of Nyayo House where some were tortured to death. 23) 1990- Security of tenure of the offices of AG and Controller and Auditor General was reinstated. 24) A parliamentary act in December 1991 repealed the one-party system provisions (section 2A) of the constitution and effectively established a multiparty system. Multiparty elections were held the following year in December. 25) In 1991, an amendment that was passed limited the tenure of the president to a maximum of two-five year terms. 26) After 1997 elections, Parliament, on the initiative of the government, passed the Constitution of Kenya Review Act that set the pace for comprehensive constitutional reforms. 27) A constitutional review commission, called the Constitution of Kenya Review Commission (CKRC), was established to provide civic education, seek public input and prepare a  constitution. 28) In October 2000, parliament passed a Bill entrenching the Constitution of Ken ya Review Commission (CKRC) headed by Professor Yash Pal Ghai into the independence constitution. 29) In 2005, Parliament amended the constitution of Kenya Review Act to allow the Attorney General to come up with the Proposed New Constitution, popularly known as the Wako  30) The  constitution was ultimately rejected by Kenyans at the constitutional referendum in 2005 because of disagreements amongst various stakeholders . 31) The rejection of the  constitution by Kenyans in the referendum of 2005 meant that the 1963 constitution (as amended) remained the basic law of Kenya. . 32) 28 February 2008The National Accord and Reconciliation Act (NARA) was signed by President Kibaki and Prime Minister Raila Odinga to end violence that erupted after the December 2007 presidential elections. Agenda No 4 of this arrangement calls for a new process to finalize the long awaited constitution of Kenya 33) In 2008 the Constitution of Kenya Review Act 2008 was passed and a Committee of Experts (CoE) was established as the main technical constitutional review organ to drive the process. The CoE was chaired by Nzamba Kitonga; the deputy chair was Ms Atsango Chesoni, other members were Ms Njoki Ndung'u, Mr Otiende Amolo,Mr Abdirashid Hussein Mr Bobby Mkangi Professor Christina Murray (South Africa) Dr Chaloka Beyani (Zambia) and Dr Frederick Ssempebwav (Uganda.) 34) On 28thaugust 2010, the new constitution was promulgated and became operational making Kenya the first independent African state to depart from the independence constitution. **Key changes in the New Constitution.** a) Reduction of presidents executive powers. b) Devolution of power to regions (creation of county and national governments.) c) Creation of the senate and national assembly to constitute parliament. d) On Citizenship, Birth and registration are the only recognize ways of attaining Kenyan citizenship. Dual citizenship is now recognized by the constitution. e) Recognition of the Kadhis courts as subordinate courts in the judicial court system. f) Expansion of the citizens Bill of Rights to guarantee equal representation for either gender in all governance structures. **FEATURES OF THE NEW CONSTITUTION.** Why there was need to have a new constitution in Kenya. The rise of gender sensitivity in Kenya/The need to address the rights of women <br><br>which had not been adequately addressed in the outgoing constitution. <br><br> The constant misuse of executive authority by the Moi and Kenyatta regime/ the need <br><br>to give less or more power to the executive. <br><br> The need to depart from the colonial policies that found their way into the outgoing <br><br>constitution. The need to safeguard against social vices like corruption and land grabbing. The need to enhance unity and realize a liberal society due to political maturity. **Problems that Kenya faced in realization of a new constitutional dispensation.** a) Party differences have been transferred to the constitution making process e.g. the NARC fallout, the ODM wrangles between Raila and Ruto. Etc. b) Sectarian interests based on tribe, religion, age, sex which is hard to satisfy. E.g in relation to creation of counties, Kadhis court and land laws. c) Attempts to project personality, individual or group interests rather than national interest into the process. d) Direct misinformation of the public and propaganda by politicians and other groups with selfish interests. e) Illiteracy and ignorance of the electorate and therefore easily misled. f) Tension and sometimes violence marred the whole review process. g) Limited financial resources and personnel h) Lack of unity of purpose and co-operation among existing political parties hence difficulty in hammering out compromise.. i) Inadequate civic education/wrong civic education. j) Lack of consultation with all the interested stake holders. k) An attempt to tie the constitutional review process with election time-table, political programmes and interests. **Why Kenyas new constitution is regarded as supreme.** a) The Constitution is the supreme law of the Republic and binds all persons and all State organs at both levels of government. b) No person may claim or exercise State authority except as authorized under the Constitution. c) The validity or legality of the Constitution is not subject to challenge by or before any court or other State organ. d) Any law, including customary law that is inconsistent with the Constitution is void to the extent of the inconsistency, and any act or omission in contravention of the Constitution is invalid. e) The general rules of international law shall form part of the law of Kenya. f) Any treaty or convention ratified by Kenya shall form part of the law of Kenya under this Constitution. **Functions of the Kenyan constitution** a) It is the fundamental law of Kenya. b) It has helped in establishing the philosophy, character and structure of the Kenyan government. c) It has laid down principles which determine government power and duties. d) It r regulates, distributes and limits the functions of different institutions of the state. e) It spells out the basis of relationship between the Ke nyans and the government and what rights should be in that relationship. **Role played by the Kenyan constitution in governing the country** a) It protects the interests of the weak in the society from those who would want to dominate them. b) It checks the powers of the dictatorial rulers. c) It defines how to rise to power hence preventing unnecessary power struggles. d) It provides for the separation of powers between the three arms of government. e) It defines the powers of those in authority hence preventing misuse of power. f) It defines relations with other countries g) It specifies on how a government is to be formed. **DEMOCRACY AND HUMAN RIGHTS** **What is democracy?** The is derived from the Greek word Democratia (Demos meaning people and Kratas meaning rule or power). It is a form of government where political decisions are directly in the hands of the citizens. **Key aspects of a real democracy.** a) Political aspect. The consent of the governed (expressed directly or indirectly through their elected representatives) must be sought when making political decisions. Public opinion must be given priority in governance. b) Social aspect. Human dignity must be valued at all times. Every individual should be free to organize his own lifestyle, hold and express opinions, enjoy company of others and join associations. c) Economic aspect. All citizens must be provided with equal opportunities. Exploitation of humans by fellow humans should be eliminated. Means of production should be nationalized to reduce inequalities between the rich and the poor. **Types of democracy** 1) Pure or direct democracy. This is where the people are directly involved and participate in decision-making. Such a democracy has an advantage in that the laws made are easily accepted by all the people since they feel they own the laws. This is common form of democracy in smaller organizations and was also used in ancient Greece. 2) Indirect democracy. This is a type of democracy where citizens exercise their right in decision making not directly as individuals, but through their agreed representatives, elected by the citizens. Parliament acts as the basic institution in this type of democracy. The elected may make Appointments of persons to fill other positions like the Cabinet or carry out Nomination (hand-picking of additional representatives to join the elected ones. 3) Constitutional Democracy. This is where democracy is exercised but within the limits of the constitution. The minority rights are guaranteed (freedom of expression, association and worship).It is also referred to as Liberal democracy and is a form of representative democracy. **Merits of democracy** a) It is founded on the concept of the people and therefore leaders cannot ignore the people from whom they get authority to rule. It is most popular form of government. b) It recognizes equality among all the people without discrimination. It advocates equality before the law and anyone can rise to power regardless of ones background or environment. c) It promotes patriotism or national pride as it urges people to participate in their governance. This reduces chances of a revolution d) It promotes liberty and peace as it advocates for peaceful coexistence. People develop a sense of cooperation. It can also promote international cooperation when extended beyond the borders. e) Since it is based on moral and educative values, democracy helps individuals to develop their personality. It develops initiative of the people and their sense of responsibility. f) Democracy balances the liberty of the individual with the power of the state.**Demerits** **of democracy** a) Democracy promotes dictatorship by the majority. The majority government by fulfilling the election pledges to please the supporting electorate ends up neglecting the political, social and economic interests of the minority who did not vote for it. b) Democracy encourages class struggle and corruption as only those that possess money can engage in intensive campaigns and get elected due to their influence. Then once elected, they pass laws that protect their interests. c) A democratic government is usually slow and wasteful since consultations have to be made when making a decision. Time and public resources are used in the process of seeking the views of the majority. d) The ethical value of democracy is questionable. It is not easy to find an honest, sincere man of good moral character being elected. e) Democracy may perpetuate incompetence since it is numbers which matter when choosing a leader not the leadership qualities. Where a majority of the electorate is ignorant, they may make poor decision during elections thus promoting incompetence. f) Although democracy is regarded as the rule of the majority, in essence, it is the elected minority who rule. Democracy is therefore as a form of dictatorship by the informed or elected minority. **Principles of democracy.** ***Principle-basic truth or general law***. a) Freedom of speech, debate and enquiry. The basic healthy political culture among a group of people is based on open debate among citizens where they can express their views without fear. b) Peoples participation as a whole in government. Through free, fair and regular elections, the government should remain a servant of the people and not master. Democracy is based on consent which can be withdrawn if the government fails to satisfy peoples expectations. c) Open and accountable media. The media must be open in their agenda and be held accountable to the public. Media monopolies should not be allowed to develop. d) Economic democracy. This implies the decentralization of economic power so that individuals and communities can be economically empowered to create and control their own wealth. e) Equality before the law. Judgment should be made in accordance with a written law, rather than in an arbitrary manner. Each citizen also has an equal ability to seek and receive justice. ***Human rights*** Human rights refers to the accepted principles of fairness and justice- or the universal moral rights that belong equally to all people in their capacity as human beings regardless of sex, race, and tribe, and language, place of origin, age or political beliefs. Why human rights are important. a) Rights are necessary for human beings to achieve a dignified life, fulfill their potential and to satisfy both their physical and spiritual needs. b) Rights are inherent to human beings. One has rights purely because they are human. They are not granted by the state. c) Rights empower citizens and residents by giving them control in decision making organs of the state. d) Rights justify special treatment of minorities and other special or disadvantaged groups or communities. e) Rights provide guidance to organs of state regarding the exercise of state power. f) Rights such as the right to vote, freedom of expression and of the press ensure the public access the necessary information necessary for the protection of democracy and ensure accountability of public authorities. g) Respect for human rights limits internal and external conflicts and strengthens national unity. **Classification of Human rights** a) Social economic and cultural rights. On the basis of these rights, the state is expected to pursue policies that enable individual, families or groups to earn a living and provide basic needs including education and medical care for themselves. b) Solidarity rights. These are rights that focus on the whole community. They require that the state to pursue policies which do not destroy natural resource or waste financial resources but instead create conditions for peaceful co-existence.***These rights include*** ***the right to***clean, healthy and sustainable environment, peace, and development. c) Civil and political rights. The rights include the right o vote, right to think and to have access to information. These rights ensure a secure space for the individual to pursue their values and interests. **Groups that monitor human rights in Kenya** a) Lawyers and Judges and other professionals including teachers. b) Religious groups c) Journalists (The media-print and electronic). d) The police force e) Association and special commissions, e.g business associations, women groups, the Kenya National Human Rights and Equality Commission (KNHREC), among others. f) pressure groups **Characteristics of human rights**. a) They are universal. Human rights apply equally to everyone by virtue of being a human being. b) They are indivisible. One right cannot be applied if the other does not exist. They are inherent. c) Incase circumstance demand they can be suspended. For example during war, or during disease outbreak like Ebola or other contagious diseases, one may be denied the right to freedom of movement. d) Human rights have limitations. As people enjoy their rights, they should respect the rights of others. **United Nations Charter on human rights.** This is a document that contains the basic human rights to which every person by virtue of being a human being is entitled to. It also reaffirms the equality of the rights of all men and women. The Universal Declaration if Human Rights was adopted by the United Nations General Assembly on 10th December 1948.. Member states that signed the document are supposed to publicize the declaration in their countries The basic human rights contained in the Charter include; 1. All human beings are born free and equal. 2. Everyone is entitled to all rights and freedoms set forth in the declaration without discrimination on basis of sex, race, colour, sex, language, religion, political or other opinion, racial origin birth or any other status. 3. Everyone has a right to life, liberty and security. 4. No one should be held in servitude or slavery or perform forced labour. 5. Everyone has a right to recognition as a person before the law. 6. Every person is equal before the law and has the right to equal protection and equal benefit of the law. 7. Every persons dignity should be respected and protected. 8. Everyone has a right to nationality. One is free to change nationality. 9. No person will be subjected to physical or psychological torture, corporal punishment or cruel and inhuman treatment. 10. Everyone has a right to free movement and residence within the borders of each state. 11. Everyone has a right to ownership of property alone as well as in association with others. State cannot take away ones property without proper compensation. 12. Every citizen has a right to peaceful assembly and association. 13. Every citizen is free to make political choices, which includes the right to form, or participate in forming, a political party and to participate in the governing process of the country. 14. Every person has the right to the highest attainable standard of health, which includes the right to health care services, including reproductive health care. 15. Every person has the right to accessible and adequate housing, and to reasonable standards of sanitation. 16. Every person has the right to be free from hunger, and to have adequate food of acceptable quality. 17. Every person has the right to clean and safe water in adequate quantities. 18. Every person has the right to social security 19. Every person has the right to education. Elementary education shall be compulsory while technical and professional education should be made generally available. 20. Every person has the right to a clean and healthy environment. It is our duty to ensure that the environment is protected for the benefit of present and future generations. 21. Every person, whether individually or as a group, has freedom to manifest any religion or belief through worship. 22. An adult has the right to marry a person of the opposite sex, based on the free consent of the parties. Parties to such a union enjoy equal rights. 23. Every person should be subjected to an efficient, lawful, reasonable and procedurally fair administrative action. 24. Everyone has freedom of opinion and expression. 25. Everyone has a right to seek and enjoy, in other countries, asylum from persecution. The right is however enjoyed only for political reasons. 26. Everyone has a right to a fair and public hearing by an independent and impartial tribunal in the determination of ones rights and obligations. 27. Everyone has a right to protection of the law against interference or attacks against ones property, home or correspondence. 28. Everyone has a right to work, to free choice of employment, to just and favourable conditions of work and protection against unemployment. 29. Everyone has a right to leisure, which includes reasonable working hours and periodic holidays with pay.ght to freely participate in the cultural life of the community, to enjoy the arts e.g drama, music, dance etc. 30. However every person has various duties to the community in which they live. 31. Freedom from torture and cruel, inhuman or degrading treatment or punishment. **Importance of the UN Charter on human rights.** a) Protection of human rights, which is the core thing in the UN Charter, is important for the Establishment and maintenance of peace and security. Where there is violation of human rights, it becomes difficult to prevent conflict and maintain peace. b) Respect for human rights is an important requirement for efficiency and effectiveness in governance. The principle of non-discrimination, principle of international human rights law, enables one to strive for more equitable societies even within the level of resources available. c) Respect for human rights promotes development. National development strategies can only lead to tangible improvement in the lives of people if they have as their key objectives realization of economic, social and political rights. d) The UN Declaration provides a guideline for collective action towards eradication of poverty. e) The UN human rights mechanisms have given utmost attention to countering of terrorism as a way of protecting human rights. f) A SOCIETY that observes respect for human rights reduces the chance of conflict outbreak. g) The UN Charter on human rights is the foundation on which peace-making (peace- building and peace-keeping) is built. Any strategy to achieve peace anywhere is accompanied by strategies to uphold human rights like was the case in Yugoslavia. h) In recognition of human rights, the UN has played a key role in giving humanitarian assistance to the people of different countries suffering from effects of natural disasters and other emergencies. i) The UN Charter on Human rights promotes the rights of women and their empowerment by affirming the equal rights for women and fighting discrimination based on gender j) The UN Charter champions the rights of vulnerable groups like the minority migrant workers, abused children, indigenous people and persons with disabilities. **The Kenyan Bill of Rights** This is a statement of human or civil rights in the constitution of Kenya. The Bill of Rights is covered in chapter four of the constitution of Kenya (2010). **Importance of the Kenyan Bill Of Rights** a) States that every individual has the right to life b) It guarantees liberty to all citizens by forbidding enslavement, detention without trial etc. c) It protects the individual from all forms of torture and inhuman treatment d) It guarantees the protection of private property and allows Kenyans to own property anywhere in the country. e) It protects individuals freedom of conscience and religion. f) It guarantees the protection of the freedom of speech and expression g) It gives Kenyans the right to move freely throughout the country and to reside in any part of the country. h) It guarantees individuals against any form of discrimination on the basis of colour, creed, and gender. i) It protects individual against arbitrary search, arrest and entry into ones property without his/her consent **Rights and fundamental freedoms contained in the Kenyan Bill of Rights.** ***1. Right to life.*** Life begins at conception and no child should be deprived of life deliberately. Abortion is not therefore permitted unless occasioned by the need for emergency treatment or life of the mother is in danger. People who attempt to commit suicide are also punishable on the strength of their right ***2. Equality and freedom from discrimination*** Every person is equal before the law and has the right to equal protection and equal benefit of the law. This means that both men and women are equal before the law. Any form of discrimination is illegal and is prohibited in the constitution. ***3. Human dignity*** Every persons dignity should be respected and protected. One must not ridicule or embarrass other members of society. ***4. Freedom and security of a person.*** This right protects a person from being detained without a good reason and without trial. No person will be subjected to physical or psychological torture, corporal punishment or cruel and inhuman treatment. ***5. Freedom from slavery, servitude and forced labour.*** No one should be held in servitude or slavery or perform forced labour. Every employer should treat his or her employees with dignity and not to force them to work. ***6. Right to privacy.*** Every person has a right NOT to have him or herself, his or her property searched, or his or her possessions seized. Not revealing a persons family or private affairs unnecessarily or private communications interfered with. ***7. Right to assembly, demonstration, picketing and petition.*** Every citizen has a right to assemble and participate in peaceful demonstrations and even present petitions to public authorities. **8. Political rights** Every citizen is free to make political choices, which includes the right to form, or participate in forming, a political party and to participate in the activities of, a political party.Every citizen has the right to free, fair and regular elections based on universal suffrage and the free` expression of the will of the electors for any elective public body or office Every adult citizen has the right, without unreasonable restrictions, to be registered as a voter; to vote by secret ballot in any election or referendum and to be a candidate for public office, or office within a political party and, if elected, to hold office. ***9. Freedom of movement and residence*** Citizens have a right to free movement and ownership of property in any part of the country. Anyone is also free to leave the country or enter and remain in the country ***10. Economic and social rights*** Every person has the right to the highest attainable standard of health, which includes the right to health care services, including reproductive health care.Every person has the right to accessible and adequate housing, and to reasonable standards of sanitation.Every person has the right to be free from hunger, and to have adequate food of acceptable quality.Every person has the right to clean and safe water in adequate quantities.Every person has the right to social security. Every person has the right to education.A person shall not be denied emergency medical treatment.The State must provide appropriate social security to persons who are unable to support themselves and their dependants. ***11. Consumer rights*** Consumers have the right to goods and services of reasonable quality.Consumers have the right to the information necessary for them to gain full benefit from goods and services.Consumers have the right to the protection of their health, safety, and economic interests.Consumers have the right to compensation for loss or injury arising from defects in goods or services. ***12. Right to fair labour practices*** Every worker has a right to fair labour practices like fair remuneration, reasonable working conditions, the right to join or practice in trade union activities and the right to go on strike .Every employer has a right to join an employers association and participate in its programmes and activities **Responsibility.** One must respect the right to fair labour practices of ones employees. Employees on the other hand must conduct themselves responsibly, even during strikes, to avoid causing physical injury to innocent people, or destroying property. ***13. Right to clean and healthy environment.*** Every person has the right to a clean and healthy environment. It is our duty to ensure that the environment is protected for the benefit of present and future generations. ***14. Freedom of conscience, religion, belief and opinion.*** Every person, whether individually or as a group, has freedom to manifest any religion or belief through worship, practice, teaching or observance, including observance of day of worship.One cannot be denied employment or educational opportunity because of belonging to a particular religion or because of ones belief or religion.A person cannot be forced to engage in any act that goes against his or her belief or religion. ***15. Freedom of expression.*** This guarantees all Kenyans the freedom to seek, receive or impart ideas or information. It also guarantees freedom of artistic creativity, academic freedom, and freedom to conduct scientific research. ***16. Freedom of media.*** The freedom and independence of the media is guaranteed. The state should not interfere with the media. ***17. Access to information*** Every person has a right to access information held by the state, or by others, which may be required for the protection of any right or fundamental freedom. The state is expected to make public any important information affecting the nation.Every person has a right to the correction or deletion of untrue or misleading information that affects the person. ***18. Freedom of association*** Every person has the right to form, join and participate in the activities of an association of any kind, provided that the association is not engaged in illegal activities, such as stealing or killing. ***19. Protection of the right to property*** Every person is entitled to own property either individually or as a group, in any part of the country. However the property has to be legally acquired.This right provides all Kenyans a fair opportunity to invest in property and thus, prosper. ***20. Right to language and culture*** Every person has the right to use a language, and embrace the culture of the persons choice.Every person has the right to form or join cultural groups. Every person is also protected from being forced to join any such group.Each linguistic group is free to use their language, practice their culture, and form associations and other organs of the civil society.It is unacceptable to force another person to perform, observe or undergo any cultural practice or rite. ***21. Right to family*** An adult has the right to marry a person of the opposite sex, based on the free consent of the parties. Parties to such a union enjoy equal rights. Both parties have a responsibility to respect the rights of their spouses during marriage and even in the event of its dissolution.It is wrong to deny ones spouse access to marital property after separation or divorce. The constitution also recognizes marriages conducted under traditional, religious, personal or family law. Marrying of underage persons and forced marriages are outlawed in the constitution. ***22. Fair administrative action*** Every person should be subjected to an efficient, lawful, reasonable and procedurally fair administrative action. This promotes efficient administration in public offices. ***23. Access to justice.*** Everybody should access justice and a reasonable fee will be charged to enhance this, if required. If this is not free, many people will not access justice which will continue to be a preserve of the rich people. ***24. Right of arrested persons.*** An arrested person has; a) The right to be informed promptly in a language that the person understands of the reason for arrest, the right to remain silent and he consequences of not remaining si lent. b) The right to remain silent.  The right of a person to choose to talk or to remain silent. c) The right to communicate with an advocate and other persons whose assistance is necessary (freedom of speech with all those who will assist him or her in the case.) d) The right of not being compelled to make any confession or admission that could be used in evidence against the person. e) The right t be held separately from persons serving a sentence ( should not be held in prisons alongside those already convicted) f) To be brought to court as soon as reasonably possible, as but not later than twenty four hours after being arrested. g) To be charged or be informed of the reason for the extension of detention or release, at the first court appearance. h) To be released on bond or bail, on reasonable conditions, pending a charge or trial, unless there are compelling reasons as to why one cannot be released. ***25. Fair hearing.*** Every person has the right to have any dispute that can be resolved through a court hearing be resolved in such a manner that will accord him or her fair and public hearing. An accused person has the following rights; a) To be presumed innocent until proven otherwise. b) To be informed of the charges. c) To have adequate time and facilities to prepare a defence. d) To a public trial before a court. e) To have the trial begin and be concluded with few delays. f) To be present when being tried. g) To be represented by an advocate and be informed of this right immediately. Depending on the circumstances, the accused may be assigned an advocate by the state and at the states expense. h) To remain silent and not testify during the proceedings. i) To be informed in advance, of the evidence the prosecution intends to present, and to have reasonable access to that evidence. j) To challenge the evidence. k) To refuse to give self-incriminating evidence. l) To have the assistance of an interpreter if the accused person cannot understand the language used in the trial. m) If convicted, to appeal, or apply for review by a higher court. ***26. Rights of persons detained, held in custody or imprisoned.*** A person, who is detained, held in custody or imprisoned under the law, retains all rights and fundamental freedoms in the bill of rights. Except those that are impractical and inapplicable under the circumstances.A person who is detained or held in custody is entitled for an order Habeas Corpus- This is a law that states that a person who has been arrested should not be kept in prison longer than a particular period of time unless a judge in a court has decided that it is right. It is the right of the person who is detained, held in custody or imprisoned to be treated in a humane manner. **Application of the Kenyan bill of rights to specific groups of people in Kenya** **Rights enjoyed by Children in Kenya** A child refers to a young person from birth to full physical development. The term also refers to a person who has not attained the age of eighteen. The rights of children are contained in the United Nations Convention on the Rights of the Child, and International Agreement on the Rights of the Child put in place in 1990. The rights include; **a) Survival rights** ~ Every child has the right to a name and nationality from birth. ~ Every child has the right to basic nutrition, shelter and health care. **b) Development rights** ~ Every child has the right to free and compulsory basic education. ~ Every child has the right to parental care and protection, which includes equal responsibility of the mother and father to provide for the child, whether they are married to each other or not. c) Right of protection ~ Every child has the right to be protected from abuse, neglect, harmful cultural practices, all forms of violence, inhuman treatment and punishment, and hazardous or exploitative labour. ~ Every child has the right not to be detained, except as a measure of last resort, and when detained, to be held for the shortest appropriate period of time. ~ Every child has the right to separate from adults and in conditions that take account of the childs sex and age. ~ Every child has the right to a childs best interests are of paramount importance in every matter concerning the child. ~ Children should be protected from exploitation such as child labour. Rights enjoyed by Persons with disabilities in Kenya. (a) A person with any disability is entitled to be treated with dignity and respect and to beaddressed and referred to in a manner that is not demeaning. A person with any disability is entitled (b) A person with any disability is entitled to access educational institutions and facilities forpersons with disabilities that are integrated into society to the extent compatible with the interests of the person. (c) A person with any disability is entitled to reasonable access to all places, public transport and information. (d) A person with any disability is entitled to use Sign language, Braille or other appropriate means of communication. (e) A person with any disability is entitled to access materials and devices to overcome constraints arising from the persons disability. **Rights of the Youth in Kenya.** (a) Right to access relevant education and training. (b) Right to have opportunities to associate, be represented and participate in political, social, economic and other spheres of life. (c) Right to access employment. (d) Youths are protected from harmful cultural practices and exploitation. **Rights of Minorities and marginalized groups in Kenya** The constitution specifies a marginalized community as; ~ A community that because of its relatively small population has been unable to fully participate in the integrated social and economic life of Kenya as a whole. ~ A traditional community that, out of need or desire to preserve its unique culture and identity from assimilation, has remained outside the integrated social and economic life of Kenya. ~ An indigenous community that has retained maintained a traditional lifestyle and livelihood based on a hunter or gatherer economy. ~ Pastoral persons and communities, whether nomadic or settled and because of their relative geographical location, have experienced only marginal participation in the integrated social and economic life of kenya as a whole. **Rights of Minorities and marginalized groups** a) Minorities and marginalized groups have the right to participate and are represented in governance and other spheres of life. b) Minorities and marginalized groups have the right to be provided special opportunities in educational and economic fields. c) Minorities and marginalized groups have the right to be provided special opportunities for access to employment. d) Minorities and marginalized groups have the right to develop their cultural values, languages and practices. e) Minorities and marginalized groups have the right to reasonable access to water, health services and infrastructure. **Rights of older members of society in Kenya** a) Right to fully participate in the affairs of society. b) Right to pursue their personal development. c) Right to live in dignity and respect and be free from abuse. d) Right to receive reasonable care and assistance from their family and the State. **The Kenya National Human Rights and Equality Commission** This commission was entrenched in the Constitution of Kenya (2010) to replace the KNHRC. The commission constitutes atleast three but not more than nine members appointed by the president with the approval of the national assembly. ***Objectives;*** a) To protect the sovereignty of the people. b) To ensure secure observance by all state organs of democratic values and principles c) To promote constitutionalism **Functions of the Kenya National Human Rights and Equality Commission.** a) It has a duty to promote respect for human rights an d develop a culture of human rights in the republic. b) A duty to promote protection and observance of human rights in public and private institutions. c) It monitors, investigates and reports on the observance of human rights in all spheres of life in the republic, including observance by the national security organs. d) It receives and investigates complaints about alleged abuses of human rights and takes steps to secure appropriate redress where human rights have been violated. e) It acts as the principal organ of the state in ensuring compliance with obligations under treaties and conventions relating o human rights. f) It investigates any conduct in state affairs, or any act or omission in pu blic administration in any sphere of government, which is alleged or suspected to be prejudicial or improper, or to result in any impropriety, or prejudice. g) It investigates complaints about abuse of power, unfair treatment, manifest injustice or unlawful, oppressive, unfair or unresponsive official conduct. **HISTORY FORM THREE NOTES**<br><br>1**. EUROPEAN INVASION AND THE PROCESS OF COLONIZATION OF** **AFRICA** ***Introduction*** In the last Quarter of the 19th century, Britain, Germany, France, Italy, Belgium and Portugal were in Africa, competing for colonies to boost their social, economic and political standing.They convened the Berlin conference of 1884-1885 (convened by Otto Von Bismarck, the Germany Chancellor) where they shared Africa in Europe without regard to the inhabitants. This is what is termed the invasion of Africa.By 1914, apart from Liberia and Ethiopia, the rest of Africa had been colonized **The scramble and partition of Africa** **Scramble** It refers to the rushing for something.In the African situation, it meant the rush for and struggle by European powers to acquire various parts of Africa during the 19th century. **Partition** It refers to the sharing of something. In the African situation, it referred to the actual division of Africa by European powers during the Berlin conference of 1884 - 1885Methods used by Europeans to acquire colonies in Africa. **1) Signing of treaties**; a) Treaty signing with African leaders. ~ The British signed the Maasai Agreements (1904 and 1911), Buganda Agreement of 1900 and the Lewanika-Lochner treaty with Lozi. The royal Niger Company had by 1884, signed 37 treaties through George Goldie, with African leaders in Niger delta, Yorubaland and Gambia. ~ Carl peters signed treaties on behalf of Germany with the chiefs of Uzigua, Ukami, Usagara and ungulu. These treaties facilitated the acquisition of those areas for colonization. b) Treaties signed amongst European powers. These were known as Partition Agreements. For example; ~ The Anglo-Germany Agreements of 1886 and 1890 and Heligoland between the British and the Germans over the sharing of East Africa. ~ The Anglo Italian treaty signed in 1891 between the Italians and the British over possession of Eritrea and the Somali coast. ~ The treaty between the British and Portugal and France in 1890 on the sharing of Madagascar (France) Mozambique and Angola (Portugal). **2) Military conquest/ Use of force**. Europeans employed outright war against those societies that resisted their invasion. E.g a) The French war against the Mandinka of Samori Toure (1870-1899) and their conquest of western Sudan from Senegal to Chad specifically in the Tukolor Empire, Segu and Masina by 1898. Tunisia, morocco and Algeria were acquired forcefully. b) The British used military force in the Nandi resistance from 1895-1905, the Chimurenga wars involving the Shona/Ndebele against the British, forced acquisition of Egypt and Sudan c) The Germans fought the Maji Maji wars from 1905- 1907. d) The Italians were defeated during their Ethiopian campaign, by Menelik II in the battle of Adowa in 1896. e) The Portuguese forcefully established their rule over Angola, Guinea Bissau and Mozambique. **3) Use of missionaries as frontrunners.**The Europeans used missionaries, carrying a bible in one hand and a gun in the other, who tried to convince the Africans to support the European goals. ~ Missionaries manipulated local quarrels and took sides in a view to promote European occupation. For example, in the case of Buganda where we had religious conflicts between Protestants, Muslims, Catholics and Traditionalists. ~ Sometimes the missionaries went to war against each other and against Africans. E.g the Franza-Ingeleza war of 1892 that pitted the Protestants (British) against the Catholics (French). Fredrick Lugards intervention on the side of Protestants set stage for the acquisition of Uganda by the British. ~ In Bulozi, Father Francois Coillard convinced Lewanika of the benefits of British protection. ~ In Nyasaland (Malawi) which was depicted as Livingstones country, missionaries (read role of Scottish missionaries) shaped public opinion in favour of imperial control. **4) Treachery and Divide and rule policy** ~ The Europeans instigated inter-tribal wars causing some Africans to support them against warring communities. E.g. use of the Wanga against the Luo and the Luhya in Kenya, the Ndebele/shona against the Lozi in Rhodesia. ~ The Italians lied to Menelik II by signing a treaty of friendship but which was published in Italian version indicating that Ethiopia had agreed becoming an Italian protectorate. ~ The Maasai agreement was written in a language that the Lenana never understood. 5) Use of company rule. The British and the Germans used chartered companies to acquire and rule their colonies. For example, the role played by the British South African Company of Cecil Rhodes, Imperial British East African Company of Sir William Mackinnon and the German East Africa Company of Carl Peters. 6) Luring/enticements. The Europeans gave gifts like cloth, weapons tools, drinks etc to African chiefs like Lewanika of the Lozi and Mwanga of Buganda thus luring them into collaboration. 7) Diplomatic skills. This involved building relations with African leaders, which were later, used to acquire the areas. The British employed this method in Maasailand and Yorubaland. 8) A blend of diplomacy and force. The British for example initially signed treaties with the Ndebele (Moffat and Rudd treaties), but they fought them during the Ndebele war of 1897. **FACTORS THAT LED TO THE SCRAMBLE FOR COLONIES IN AFRICA** **Economic factors** ***1. The industrial revolution in Europe.*** a) The revolution led to search for markets for European manufactured goods in Africa resulting in scramble for and partition. b) The need for raw materials. The machines invented processed goods faster than use of hand. The Europeans came to Africa in search of raw materials like cotton, palm oil, copper and iron ore. c) Cheap labour was also readily available in Africa after the abolition of slave trade. d) There was desire by the entrepreneurs to invest excess capital gained from accumulation of profits from industrial investment. Africa provided an avenue for investment. e) Industrial revolution led to improved transport system, which was necessary for effective colonization. f) The military hardware manufactured during the revolution enabled Europeans to conquer African territories. g) The discovery of medicine enabled the Europeans to survive the African conditions and protect themselves from diseases such as malaria, yellow fever etc. h) Those who were rendered unemployed in Europe due to invention of machines had to move to Africa to assist in harnessing raw materials. i) Industrial revolution led to intense rivalry in trade, which was projected, into Africa. ***2. Speculation about the availability of deep pockets of minerals in Africa***. Gold and Bronze had been items of trade in Africa for centuries. The discovery of Diamond at Kimberly in the 1860s and Gold in the 1870s precipitated their appetite for Africa more. **Political reasons**. ***1. Unification of Germany after under Otto Von Bismarck after the Franco-***<br><br>***Prussian***war of 1870-71. The rise of Germany upset the balance of power in Europe and there was need to rebalance out through acquisition of colonies in Africa. France for example had to redeem her lost glory (especially after the loss of mineral rich Alsace and Lorraine provinces) by acquiring eight colonies in Africa. <br><br>***2. The rise of Public opinion in Europe**.*There was growth of public support towards the acquisition of colonies. With the rise of democracy in European states in the 19th c, it was fatal for any government to ignore public opinion. a) For example in 1882, due to public demand, the French assembly was compelled to ratify De Brazzas treaty with Chief Makoko thus creating a French colony in Congo. b) German took over South-West Africa (Namibia), Togo and Cameroon due to what Bismarck termed as public demand. c) In Britain, the public demanded that Britain must maintain her position as the leading colonizing power by taking her share in Africa. ***3. Militarism***. Army officers in Europe favoured colonial expansionist wars to give them greater opportunities for glory or promotion. a) For example, in Sudan, it was the military offers, in search of glory, and not the French government who directed the extent of French colonization. b) British soldiers like Wolseley Kitchener supported the expansion of the British Empire in Africa. ***4. The rise of Nationalism***. In Europe, there was the rise of a general feeling of civilians that their nations should acquire overseas colonies for national prestige. The Germans began feeling they belonged to a superior race that must be shown by acquiring colonies in Africa. **Strategic reasons** ***1. Construction of the Suez Canal***. (The Egyptian question). ~ The construction of the Suez Canal, opened in 1869, promoted a link between Europe and Asia/ shortened the routes to Far East. It also promoted international trade. It also made Egypt gain some strategic importance to Europeans. ~ The inability of Khedive Ishmael (1863-1879) to pay for the cost of the construction of the canal (due to his extravagancy) led to British full occupation of Egypt in 1882, being a major shareholder in the Anglo-Suez Company that owned the canal. ~ The dismayed French planned diversions of the Nile waters, and make Egypt a desert, after occupying territories to the south of Egypt. ~ It was against the backdrop that Britain claimed Uganda (source of the Nile) in 1894, Kenya (the gateway to Uganda) in 1895 and Sudan (where the Nile passes) in 1898. ***2. French activities in West Africa and the Congo*** The activities of France in Congo and West Africa, after loss of Egypt, through their Italian agent Savorgnan de Brazza in connection to acquisition of colonies alarmed other powers. This encouraged powers like Germany to join in the scramble and acquire Togo, Cameroon, Namibia and Tanganyika. ***3. The personal activities of King Leopold II of Belgium.*** ~ He endeavored to create a personal empire. In 1876, Leopold convened the Brussels Geographical Conference where he formed a business company, the International African Association comprising explorers and traders with a mission to civilize Africa, abolish slave trade and establish free trade. ~ As a result of the activities of his agent, Henry Morton Stanley who created the Congo Free State, Leopold had established a personal empire in 1884 . ~ It was the activities of king Leopold leading to intense rivalry amongst European nations over Congo that led to the convening of the Berlin Conference in 1884. **Social reasons** ***1. The work of Christian missionaries*** ~ They created an atmosphere of friendship with Africans by giving those gifts like cloths and beer, introducing economic activities like farming, carpentry, clerical work, among Africans, that were important virtues in the process of colonization. ~ Where they were in danger, they pressurized their home governments to protect them. ~ The missionaries had direct contact with the people of the interior of Africa and they were front-runners who paved way for the colonialists through their works. ~ They preached peace, love and hard work and hence calmed down the emotions of Africans towards the Europeans. ~ Some of them wrote exaggerated reports about Africa to convince Europeans to take interest in Africa. ***2. The growth of European population.***The growth of European population steadily to about 420 million in the 19th century led to the quest for new outlets to resettle the population.E.g Britain settled some of her people in Australia, New Zealand, USA, Canada and South Africa. German, Portugal and Dutch also had to find places in Africa to settle some of their people. ***3. Anti-slave trade campaigns- Humanitarian factor***. The humanitarians in Europe like William Wilberforce and Granville Sharp, and the missionaries who led the crusade against slave trade advocated for colonization of Africa in order to stop it and introduce Legitimate Trade.When slave trade was abolished, many European nations used it as an excuse to remain in some parts of Africa, control the region, enforce the anti-slavery treaties, and promote legitimate trade. **The pull factors** a) Existence of Vast natural resources in Africa. There were pockets of minerals in various parts of Africa and ivory awaiting exploitation. This attracted the Europeans. b) Well developed trade/trade routes in the interior. Imperialists used these routes as transport routes to penetrate the interior. c) Existence of Navigable Rivers. For example, rivers like Congo and Niger made transportation easy d) Existence of weak Decentralized local communities. Most African communities were decentralized with no military structures therefore offering little resistance to European invasion. e) Frequent wars / inter community wars. These wars weakened African communities and were left ill prepared for any resistance. Some readily collaborated with the Europeans. **THE PROCESS OF PARTITION** The fore runners to the process of partitioning Africa were the early explorers, missionaries and traders. Their activities were succeeded by the making of treaties and agreements in various parts of Africa between trading companies and the locals. . For example, the Buganda Agreement, the Heligoland Treaty and the Berlin act of 1884- 1885.In places where the Europeans employed diplomacy, they won the support of many Africans who collaborated with the intruders. The Europeans sometimes blended diplomacy with wars of conquest or use of force especially against the resisting communities.The partitioning boundaries were drawn along physical features like rivers, mountains, etc.The Berlin conference On 15th November 1884, Britain, Germany, France, Belgium, the USA, Portugal and Italy convened in Berlin to lay down the rules for the partition and eliminate conflicts amongst European nations. Africans, whose continent was being shared, were not represented in the conference The Berlin Conference of 1884-85, partitioned Africa into different spheres of influence without recourse to war. **Terms of the Berlin act of 1884-1885.** a) That all signatories must declare their sphere of influence an area under each nations occupation b) That once an area is declared a sphere of influence, effective occupation must be established in the area through establishment of firm colonial infrastructures to be followed by colonial administration. c) That any state, laying claim to any part of Africa must inform other interested parties in order to avoid future rivalry. d) That any power acquiring territory in Africa must undertake to stamp out slave trade in favour of legitimate trade and safeguard African interests. e) That if a European power claims a certain part of the African coast, the land in the interior next to the coast became hers. f) That the Congo River and the Niger River basins were to be left free for any interested power to navigate. g) The European powers vowed to protect and safeguard European interests in Africa irrespective of their nationality. **Impacts of the Partition** **Political effects** a) Introduction of European administration minimized intertribal wars and civil strife. b) It led to development of strong African leadership and beginning of state formation. c) Colonial government structures inherited by most independent African states have continued to be models of governments in African countries. d) Rise of African nationalism to fight colonialism led to the development of African political awareness. e) The Europeans gained fame, prestige and national glory by having colonial possessions. f) Negatively, it led to collapse of African traditional political systems and leadership. g) Use of divide and rule promoted ethnic disunity that continues to trouble Africa many years after independence. h) Boundary creation split apart many African communities. For example, the Somali are found both in Kenya and in Somalia, the Maasai in Kenya and Tanzania and the Ewe in Ghana and Togo. i) In some cases some communities whose cultures were incompatible found themselves bunched together. **Social impacts** a) Through the protection offered to missionaries, it stimulated the spread of Christianity to various parts of Africa. b) It led to development of urban centres. Some towns grew as centres of administration e.g. Nairobi and Machakos. Others grew as railway terminus e.g. Kisumu. c) African welfare was boosted. Some African benefited from western education and health facilities introduced by the Europeans. d) European languages were introduced in Africa. e) Negatively, it created landlessness as European settlers appropriated African land. f) The Africans adopted some negative aspects of western culture. g) Many Africans lost their lives through resistance. **Economic effects** a) There was construction of roads, railway and other forms of infrastructure, which helped to open up the interior. b) Imperialization helped to widen market for African produce especially with the establishment of local industries. c) Africans were exposed to European manufactured goods/ increase in essential commodities. d) Partition speeded up the economic growth of European nations. e) Negatively, forced labour and exploitation of African resources left many parts of Africa impoverished and underdeveloped. f) Africans were exposed to heavy taxation and denial to participate in economic activities like farming, trade etc. **AFRICAN REACTION TO EUROPEAN COLONIZATION.** **RESISTANCE** Some communities were keen on defending their age-old and ancient political, social and economic institutions and viewed the arrival of the Whiteman with suspicion. Their leaders did not want to lose their power, wealth and sources of prestige. Others were militarily prepared for the Europeans. E.g the Mandinka, Nandi, Ndebele and Ethiopia. Some resisters were centralized states enjoying immense unity making it easy to mobilize people for a war. **The Maji Maji Rebellion (1905- 1907).** The Maji Maji Uprising in Tanganyika was the most significant African challenge to German colonial rule in its African colonies. The Uprising lasted two years c over 10,000 square miles. Tanzania had been acquired largely by Dr. Karl Peters, who signed treaties with the Chiefs of Usagara, Ungula, Uzigua and Ukami, in 1885. The Rebellion involved the Zaramo, Matumbi, Bena, Ngindo, Pogoro, Bunga, Ngoni, Luguru, Wamwera and Ndendeule **Causes of the maji maji rebellion.** 1. When Germany established its control over Tanganyika by 1898, it imposed a violent regime in order to control the population. Kings who resisted German occupation were killed. Africans resented the cruel, brutal, harsh and ruthless rule of the Germans. 2. Africans resented the Creation of new system of administration using Akidas and Jumbeswho terrorized the people and misused their positions. 3. The African population was also subjected to high taxation by the Germany East Africa Company to raise revenue for administration. The Matumbi on their part felt that the Germans should instead have paid the Africans for using their land. 4. The Africans resented a system of forced labour, whereby they were required to grow cotton and build roads for their European occupiers. The Africans were treated inhumanely while at work by the Akidas. 5. The Germans had no respect for African culture in that they misbehaved with Ngindo women. Crimes like rape, fornication and adultery, committed by the Germans were punishable by death among the Ngindo. 6. Christian missionaries discredited traditional belief and practices e.g. condemning sacred places as places of witchcraft. This greatly offended the Africans. 7. Germans had alienated land from Africans as a way of making the railway pay for the cost of its construction. The arrival of German settlers in U sambara area in 1898, Meru in 1905 and Kilimanjaro area in 1907 led to massive loss of African land. 8. Africans were forced to grow cotton in the communal cotton growing scheme, where they got very little payments. In 1902, Peters also ordered villages to grow cotton as a cash crop (for export) with each village, charged with producing a quota of cotton. This policy annoyed Africans who could no longer effectively work on their on farms to produce food. 9. The Ngoni were seeking revenge for the Boma Massacre of 1897 during which their soldiers were killed in large numbers. 10. The role of Kinjeketile Ngwale in instilling confidence in the Africans to unite and rise up against the Germans 11. The 1905, a drought that threatened the region making Africans incur heavy losses on a crop that was not even edible, combined with opposition to the government's agricultural and labor policies, became the immediate cause of the rebellion against the Germans in July, 1905. **Course of the maji maji war.** The oppressive regime bred discontent among the Africans, and resentment reached a fever pitch in 1905 when drought hit the region. A Ngarambe prophet, Kinjikitile Ngwale emerged, who claimed to know the secret to a sacred liquid which could repel German bullets called \"Maji Maji,\" which means \"sacred water.\" Ngwale claimed to be possessed by a snake spirit called Hongo.Thus, armed with arrows, spears, and doused with Maji Maji water, the first warriors of the rebellion began what would become known as the Maji Maji Rebellion. The rebellion was led by Kinjeketile Ngwale, Abdalla Mpanda and Ngamea. On July 31, 1905, Matumbi tribesmen marched on to Samanga and destroyed the cotton crop as well as a trading post. Kinjikitile was arrested and hanged for treason. However, Kinjekitiles ideas were spread widely through a whispering campaign called Njwiywia or Jujila by the Matumbi. Matumbi warriors uprooted cotton from an Akidas farm at Nandete to provoke the chiefs to fight. On August 14, 1905, Ngindo tribesmen attacked a small party of missionaries on a safari; all five, including Bishop Spiss (the Roman Catholic Bishop of Dar es Salaam) were speared to death. The Ngindo drove their hated Akidas from their area. They boycotted cotton picking.By August 1905, Germans were restricted to four military stations i.e. Wahenga, Kilosa, Iringa and Songea. The apex of the rebellion came at Mahenge in August 1905 where several thousand Maji Maji warriors attacked but failed to overrun a German stronghold. On October 21, 1905 the Germans retaliated with an attack on the camp of the unsuspecting Ngoni people who had joined the rebellion killing hundreds of men, women, and children. This attack marked the beginning of a brutal counteroffensive that left an estimated 75,000 Maji Maji warriors dead by 1907. Forces from Iringa under Captain Migmann assisted in the recapture of Kabata by Major Johannes.Reinforcement arrived from Germany and in 1907 warriors were defeated by Governor Graf Von Gotzen. The Germans employed the scorched earth policy which destroyed all property on sight. The Africans lost faith in the magic water. Some surrendered while others fled to Mozambique. **Consequences of the maji maji uprising** a) There was massive loss of lives. In its wake, the Maji-Maji rebellion left 15 Europeans and 389 African soldiers and between 75,000 and 100,000 insurgents dead. b) There was massive destruction of property, as villages and crops were burnt when Germans applied the scorched earth policy. c) Southern Tanganyika experienced severe famine as farms and granaries were destroyed. This disrupted economic activities such as agriculture and trade. d) Thousands of families were displaced during the war. This was because of the fear that gripped the land, forcing people to flee in different direction. e) The war undermined the German economy in Tanganyika, as numerous economic activities came to a standstill. f) There was loss of leadership in African communities which created disorganization and demoralized the African people. Most captured leaders were hanged or imprisoned. A total of 47 Ngoni chiefs were hanged. g) Africans resigned to colonial authority. The revolt broke the spirit of the people to resist and the colony remained calm, realizing they did not have better weapons to fight with. h) The uprising undermined the Africans confidence in their traditional religion. The magic water failed to protect them against the German bullets. i) The uprising laid the foundation to Tanganyikas Nationalism. The uprising would become an inspiration for later 20th Century freedom fighters who called for similar interethnic unity as they struggled against European colonial rule. j) Although the Maji Maji Uprising was ultimately unsuccessful, it forced Kaiser Wilhelm's government in Berlin to institute reforms in their Tanganyika administration as they realized the potential cost of their brutality. **Reforms introduced by the German administration after the maji maji uprising.** a) Corporal punishment was abolished by the German administration. Those settlers who mistreated their workers were punished. b) Forced labour for settler farms was abolished. c) Communal cotton growing was stopped and Africans were to plant their own cotton and get profit from it. d) Better educational and medical services for the Africans were introduced. e) Africans were involved in administration of the region as Akidas and Jumbes. f) Newspapers that incited settlers against Africans were censured. g) Kiswahili became an official language. h) A colonial department of the German government was set up in 1907 to investigate and monitor the affairs of the German East Africa. i) The new governor rejected extra taxation of Africans. j) Colonial administration in Tanganyika was now tailored to suit the Africans. **Role of religion in the Maji Maji rebellion.** a) It gave people courage, loyalty and confidence to fight the Germans. b) It gave spiritual strength to fight a superior force. c) Through religion, suspicions among communities were wiped out. d) Religion stood above tribal loyalty/all followed it regardless of tribe. e) Religious cults like bolero/kolelo promised people the destruction of the white man. f) It provided the ideology, which guided the war efforts. g) It sustained the morale of the warriors. h) It provided a common plan of action based on mass action i) It provided leadership during the war e.g. the prophetic leaders. j) It was used, to address the so many African grievances emanating from the harsh German rule. **The Mandinka Resistance.** **Samori Toure (c. 1830-1900)** One of the great kings and fighters of African freedom was the great Samori Toure. Born about 1830 in Sanankaro, SE of Kankan in present-day Guinea, Samori Toure chose the path of confrontation, using warfare and diplomacy, to deal with the French colonial incursion. His father was a Dyula trader, leading Toure to follow his familys occupation. In the 1850s, he enrolled in the military forces at Madina (present-day Mali) to liberate his mother, captured during a slave raid by king Sori Birama of Bisandugu. Displaying extraordinary military skill and prowess, he and his mother were subsequently released in 1858. Coupled with his experience as a Dyula trader, he built his army. Samori employed the triple thrust of persuasion, threat and war, in the same way as Sundiata did in Mali, to organized Malink chiefdoms and expand the Mandinka state. Between 1852 and 1882, Samori Toure had created the Mandinka Empire with the capital at Bisandugu, in present day Gambia.Samoris army was powerful, disciplined, professional, and trained in modern day warfare. They were equipped with European guns. The army was divided into two flanks, the infantry or sofa, with 30,000 to 35,000 men, and the cavalry or sere of 3,000 men. There was a third wing of 500 men forming specially trained bodyguards. In 1881, Samori extended the empire to the east as far as Sikasso (in Mali) to the west, up to the Futa Djallon Empire. Meanwhile, the French were extending eastwards from Futa Djalon while the Mandinka were extending westwards towards Kenyeran trading centre, Next to the rich Bure Gold fields.In 1882, at the height of the Mandinka empire, the Frenc h accused Samori Tour of refusing to withdraw from an important market center, Kenyeran (his army had blockaded the market). They thus started war on him. His bid to obtain assistance from the British to deal with the French failed as the later were not willing to enter into conflict with the French. From 1882 to 1885, Samori fought the French and had to sign infamous Bisandugu treaty on 28th march 1886 and then 1887. **Significance of the Bisandugu treaties (1886-1887**) a) To Toure, these were acts of delay the real confrontation that with the French that would come at an opportune time. b) He hoped that by this treaty, he would reach out at the British for a friendship treaty to enable him secure trade routes from the north under Tieba of Sikasso. c) The French on their part hoped to use the treaty to enable them to arrange the conquest of the Tukolor Empire. d) The treaties put the Mandinka under brief French protection. In 1888, he took up arms again when the French reneged on the treaty by attempting to foster rebellion within his empire. In 1890, he reorganized the army and concluded a treaty with the British in Sierra Leone, where he obtained modern weapons. He now stressed defense and employed guerilla tactics. **The Franco- Mandinka war (1891-1898)** **Causes of the Franco-Mandinka war (1891-1898)** a) Samori wanted to safeguard the independence and religion of his empire. Being a staunch Muslim, he could not tolerate non-Muslims on his land. b) He was not ready willing to lose the rich Bure Mines to the French whether through diplomacy or warfare. c) His empire was at that time enjoying military and economic superiority. The French incursion was merely a threat to his territorial expansion that was to be fought at all costs. d) His participation in trade had enabled him to acquire modern arms thus enabling him to build an equipped and well trained army which did not fear the encounter French. He even had facilities for arms repair. e) His scheme to play off the British against the French, between 1882 and 1889, had failed. This upset him and therefore left him only with the fighting option. f) The activities of the French of selling arms to his enemies such as Tieba of Sikasso were viewed by Samori as an act to weaken the Mandinka dominance. **Course of the franco-mandinka war.** Samori waged a seven year war against France whose army was led by Major Archinard. In 1891, with his improved weaponry and reorganized army, he defeated the French. In 1892, French forces overran the major centers of the Mandinka Empire, leaving death and destruction in their wake. In 1894, the French assembled all their troops in western Sudan (Senegal, Mali, Niger, etc) to fight Samori.Between 1893 and 1898, Samoris army retreated eastward, toward the Bandama and Como, resorted to the scorched earth tactic, destroying every piece of land he evacuated. He moved his capital east from Bisandugu to Dabakala, thus creating a second empire in 1893. This enabled him to delay the French. He formed a second empire, and moved his capital to Kong, in upper Cote dIvoire. **Disadvantages of Samoris second empire** a) He was cut off from Freetown where he used to buy firearms. b) He was at war with the communities, which he had attacked in his expansionist wars. c) His southern frontier was open to French attacks from the Ivory Coast. d) At his new empire, Samore was cut off from his gold mines at Bure thus; he had no wealth to keep his army running. e) The occupation of the Asante Empire by the British in 1896 meant that enemies from all corners surrounded Samori Toure. In 1898, Samori, forced to fight a total war against innumerable odds like famine and desertion that weakened his forces, was captured on September 29, 1898, in his camp in Gu (l) mou at the town of Sikasso in present-day Cte dIvoire and exiled to Ndjol, Gabon, where he died of pneumonia on June 2, 1900. **Factors that aided Samori Toure in offering a protracted resistance to the** **Europeans** a) He had established military workshops with a trained cadre of artisans whom he used to repair and manufacture his own weapons. This guaranteed regular supply of weapons during the resistance. b) He himself was a courageous fighter, a greater organizer and a military tactician and he personally commanded his army on the battlefield. c) His adoption of the Scorched Earth Policy as he mobilized the entire population to retreat left the French to starve and delay their advance. d) The success witnessed in trade enabled him to acquire guns and horses from the north, which were important in the resistance. e) Through trade and subsequent tribute collection, he obtained adequate wealth, which he used to maintain a large army. f) He had a large strong and well-organized army of 35,000 men, which was a formidable force for the French. g) He used diplomacy in dealing with the French to buy time to reorganize and strengthen his army, and to negotiate with the British in Sierra Leone to guarantee regular supply of guns. h) French soldiers were ignorant of the strange land they were fighting in and were faced with further problem of tropical disease. i) Some of his soldiers had served in the French colonial army and were thus familiar with the French tactics. j) He used Mandinka nationalism and Islam to unify the army. Many of Samoris soldiers believed that they were fighting a Jihad (holy war) and therefore fought with determination. **Why samori was finally defeated.** a) Since his army and community were constantly on the move, they could not engage in any gainful economic activity to replenish their supplies. b) The abandoning of the rich Bure Gold reserves as Samori retreated meant he had lost an important source of revenue that was initially used to sustain the army. c) When he moved to his second empire, He was cut off from Freetown where he used to buy firearms. d) Samori failed to get any support from other African societies due to lack of unity. Ahmed Seku of Tukolor and Tieba of Sikasso chose to rather assist the French than support Samori. e) His second empire was open to attack from all sides by either the British or the French, making it difficult to defend. f) The French had superior weapons and better means to re-equip their stores. They were also determined to defeat samori to set up an overseas colonial empire. g) The use of the scorched earth policy was resented by the civilians since it left them with nothing after destruction. It thus starred up local resistance. h) Even within his own empire, there was no total unity. The non-Mandinka communities and non-Muslims in the empire who had felt mistreated during his reign supported the French. i) The refusal by the British to assist Samori dented his hopes of getting a European ally against the French. j) Samoris retreat to Liberia was blocked and his capital besieged. He had to surrender to the French. **The Ndebele Resistance** **Background** The Ndebele were descendants of Nguni conquerors from South Africa (fleeing from the mfecane wars) who occupied what is now Matabeleland. Mzilikazi (Ndebele King) opened the door for the London Missionary Society led by Robert Moffat, who settled in Matabeleland in 1859. They assisted him in repairing his guns, inoculating cattle, writing and interpreting letters and providing medical care to the sick. Hehowever had little interest in Foreigners and even had those whose who accepted missionary influence killed. Mzilikazi died in 1868 and his son Lobengula took over.Lobengula was the Ndebele king at the outbreak of the Anglo-Ndebele war of 1893. He went to great lengths to appease the increasingly aggressive British imperialists from the South, Portuguese invasion from Angola and Mozambique and Germans from the south west. He used his diplomatic skills to buy time before engaging in war with the British. He even tried to pit one European nation against the other (the Boers and the British). He in 1870 had granted a mining concession to Thomas Baines of Durban Gold Mining Co. in order to diffuse white intervention. In 1888, Lobengula signed the Moffat treat y which stated that he was not to sign any other treaty with other European groups without British permission. Rhodes sent his partner and agent Charles Rudd to compel Lobengula to acquiesce to the Rudd (mining) Concession- a verbal agreement between Lobengula and BSA Co granting the company a mining monopoly in Matabeleland. In return, he was to get a gunboat on River Zambezi or 500 sterling ponds, a monthly salary of 100 sterling pounds, 1000 rifles and 100,000 cartridges. Lobengulas conditions for concession were not incorporated in the final text. When the terms of the treaty were interpreted to him, he learned that he had been tricked into surrendering his kingdom to Europeans.In 1889, he repudiated the treaty and sent a fruitless delegation of Indunas (Motshede and Babiyance) to London to meet Queen Victoria. Despite the Ndebele king's repeal of the concession, Rhodes, supported by the British crown, enacted a charter of the newly created British South Africa Company investing it with an array of rights: the right to ma.ke treaties, to pass laws and to subject the natives to its police force, as well as to make grants of minerals and land to white settlers. Lobengula was thus pushed into reluctant resistance by white greedy rapacity. **Causes of the 1893 Ndebele war.** 1. The Ndebele detested the treachery used by the British in compelling Lobengula to sign the Rudd Concession 2. British occupation of Matabeleland had ended Ndebele powers over the shona whom they always raided for cattle and women. 3. The British acts of provocation (inciting the Shona to raid the Ndebele for cattle). When the Ndebele chose to attack the shona, the British would then fight them under the pretext of protecting their interests in Mashonaland. 4. The attempt by the Ndebele indunas to punish some shona who disobeyed King Lobengula became the immediate cause. **Course of the war.** The war broke out in October 1893. The British army was led by Dr.Starr Jameson and comprised the shona police and other mercenaries from South Africa. At that time, the Ndebele had been weakened by smallpox and inferior weapons leading to little confrontation between them and the British. Lobengula chose to evacuate his people towards Northern Rhodesia. Atthe two battles of Shangani River and Mbembezi. The Ndebele were defeated by superior European gun-fire. Lobengula finally fled to Bulawayo where he died in 1894. The conquerors took advantage of the natives' inner divisions, with people of the low castes remaining passive and even some traitors helping the invaders. The aftermath of the British conquest in Zimbabwe was that cattle were seized from the natives and their land taken. Even the for the small plots that were left to them, Africans were often forcibly prevented from ploughing and sowing, since they were subjected to tax-collection and coerced labour in whiteowned farms. The Ndebele were pushed to the reserves of Gwaai and Shangani. **Second Matabele War (the Chimurenga war 1896-1897)** The war of liberation which was dubbed Chimurenga, or the Second Matabele War was a fulfillment of prophesy of a great Shona spirit, Mbuya Nehanda, sister of the great Shona prophet Chaminuka. Mlimo, the Ndebele spiritual leader is in fact credited with fomenting the Second Ndebele War. He convinced the Ndebele that the White settlers were responsible for the drought, locust plagues and the cattle disease rinderpest ravaging the country at the time. **Causes of the Chimurenga war** a) The war broke out because the Shona and the Ndebele feared disruption of their age- old and valued trade and trade routes. b) They fought for economic and trade independence. The company had stopped shona Gold and ivory trade with the Portuguese and forced them to trade only with the company only and at low exchange rates. c) They were fighting against land alienation. The BSA Company had alienated the Ndebele land and pushed them to the Gwaai and Shangani reserves that had no water and were infested with tsetseflies. d) The war eroded the Ndebele traditional authority. When Lobengulas sons were sent to South Africa by Rhodes for education, they were denied chance of succeeding their father. e) They detested the removal of the rights of chiefs to allocate land. The British ruined the regimental system and refused to recognize the power of the indunas and Ndebele laws. f) The British began to assume the rights to punish the subjects on behalf of the chiefs. Sometimes even the chiefs were also punished. E.g, Chief Moghabis village was burnt. g) They revolted against taxation which was an interference with their economic independence. The hut tax, introduced in 1894 was collected with much brutality. h) The Ndebele were not pleased with the recruitment of the shona in the police force. They felt humiliated as the shona took the chance to revenge for the many years of oppression. i) They resented the general brutality of the whites when dealing with the Africans, like threatening the black people with punishment just before pay, to cause them to run away. j) They wanted the removal of the policy of forced labour on European mines and farmswhere workers operated under deplorable conditions, often whipped with syambok (whip) and worked for long hours without chance to engage in activities of their choice. k) The company disregarded the Ndebele customs especially the class system. They treated everybody equally, including the Holi  who were traditionally slaves to the Ndebele aristocrats. The traditional leaders were sometimes flogged before their subjects. l) The confiscation, by the company, of 250,000 head of cattle in 1893 from the Ndebele. Leaving them with only 50,000 affected by cattle disease. The rights to raid the shona for cattle was also denied. m) The people were resented more by the Natural calamities that continued to afflict them and which religious mediums like Mlimo blamed on the presence of the whites. n) The influence of the Mwari cult leaders who urged people to resist with an assurance of victory against the British and immunity against the European bullets. **Course of the war**. Mlimo's call to battle happened at a time when the BSA Co's Administrator General Matabeleland, Leander Starr Jameson, had sent most of his troops to fight the Transvaal Republic in the ill-fated Jameson Raid in Dec. 1995 leaving the country's defenses in disarray. War in Matabeleland.On 29th March 1896, the Ndebele High Priest Umlugulu, with senior indunas, organized a ceremony to install Umfezela as Lobengulas successor. On that day, The Ndebele rebels killed the whites on their farms as they found them by surprise. They also killed African policemen in the British force. The European settlers took refuge in fortified camps in Bulawayo, Gwelo, Belingwe and Mangwe.The British immediately sent troops to suppress the Ndebele and the Shona, but it cost the lives of many settlers, Ndebele, and Shona alike. The Matabele military defiance ended only when Burnham found and assassinated Mlimo, thanks to a Zulu informant. The Ndebele finally agreed to peace talks with Rhodes during which Rhodes agreed to disband the shona police and give the Ndebele headmen some powers as indunas. **The War in Mashonaland** On 17 June 1896, the Hwata dynasty at Mazowe attacked the Alice Mine. They succeeded in driving away the British settlers from their lands on 20 June 1896. In the same month, Mashaykuma, working with the local spiritual leader Kagubi, the Zezuru Shona people in killing a British farmer Norton and his wife at Porta Farm in Norton. With the war in Matabeleland ending in October 1897, Gen. Carrington was able to concentrate his forces on Mashonaland. Nehanda Nyakasikana and Kagubi Gumbo- reshumba were captured and executed in 1898, but Mkwati, a priest of the Mwari shrine, was never captured and died in Mutoko. Traditional leaders played a major role in the rebellion, notably Chief Mashayamombe, who led resistance in Mhondoro, Gwabayana, Makoni, Mapondera, Mangwende and Seke. **Role of religion in the organization of the S hona Ndebele resistance** a) Religion united the Shona and Ndebele who had hitherto been bitter rivals. / The two communities entered a common plan of action. b) It boosted and sustained the morale of the masses and gave them spiritual strength to fight a might force. c) Religion was used as a base of mass action. It provided the resistance with a common ideology. Much of the ideology used was derived from Umlugulu, the chief priest of the Ndebele Nyamanda, Lobengulas eldest son and Mlimo, the medium of Mwari Cult d) Religious leaders provided leadership to the war against white aggressors who were considered immoral and brutal. e) The Mwari Cult provided an important organization link between the Ndebele and shona since it was widespread. f) The most important representatives of the Mwari Cult were Mkwati and Singinyamatse who were the backbone of the spiritual unity of the Ndebele. **Why the Ndebele and shona were defeated** a) Disunity among Africans and between Shona and Ndebele. They fought on different fronts. Even some African communities supported the British against the shona and Ndebele. b) The Ndebele social class lacked unity of purpose. The former aristocrats fought on their own while the former slave classes chose to even cooperate with the British. c) British soldiers were well trained as compared to African soldiers. They also got reinforcement from Botswana and South Africa. d) The arrest and execution of African leaders like Nehanda, Kagubi and Singinyamatse demoralized the people. e) The British had superior weapons as compared to African inferior weapons. f) The magic failed to protect them against the enemy bullets. Many people were killed by the British including the leaders of the Mwari cult. g) The determination of Cecil Rhodes, who negotiated for peace with Ndebele thus ending the war. This made the suppression of the Shona by the British easy. **Results of the war.** a) The Africans lost their independence as the British established their authority over them. b) There was an enormous loss of life and property. c) The African land was alienated and they confined to reserves d) Africans in reserves were be subjected to forced labour. e) The war led to rapid spread of Christianity as the local people lost faith in their religion. f) The Ndebele indunas gained recognition as headmen. g) The Africans were exposed to severe famine, as the war hindered farming. h) The colonial office in London lost confidence in company rule due to its poor administration. **COLLABORATION** ***What is collaboration?*** This was a style in which Africans responded to European intrusion through diplomacy, adaptation or allying with the Europeans for military support and for material gains **Reasons for collaboration by some African communities.** a) Some African kings needed to safe guard themselves against internal and external enemies. e.g. Lewanika of Lozi who was facing threat from the Ndebele and the Ngoni. b) Others wanted to promote trade with the imperialists so that they can gain material wealth. For example, the Wanga and the Shona. c) Influence of the missionaries who convinced some African leaders to collaborate in order to get western education and civilization. E.g, Franois Coillard encouraged Lewanika to collaborate with the British. d) In some communities, there was need for protection against other European powers e.g. the Lozi against the Portuguese. e) Others were merely in need for assistance to gain regional supremacy. E.g the Maasai who were on downward trend as the Nandi were raising. f) To some it was a means of showing courtesy visitors assuming that they would leave soon and being ignorant of European intentions. For example, Kabaka Mwanga of Buganda. g) Other African leaders influenced some communities. For example, Chief Khama influenced Lewanika of the Lozi to resist. h) Having witnessed the European military might against the resisting neighbours some communities saw it futile to resist stronger force **The Lozi Collaboration** **Factors, which influenced Lewanika of the Lozi to collaborate with the British** a) Lewanika was encouraged to collaborate with the British by King Khama of Botswana who had already benefited from British protection against the Dutch in South Africa. b) The European missionaries who had visited him earlier influenced Lewanika. For example, Franois Coillard who convinced Lewanika to ally with the British to gain western education. c) Lewanika needed support against Portuguese and Germans who were approaching his territory. d) Lewanika wanted the British to protect his kingdom from attacks by other African communities such as the Ndebele and Shona-protection against African enemies. e) Lewanika also wanted the British to protect him against internal enemies e.g. in 1884, Lewanika faced an internal rebellion-to safeguard his position. f) Lewanika desired western education especially for his sons and civilization in his country. g) Desire for promotion of trade between Britain and his people. He was keen on acquiring European goods such as firearms for territorial defence. h) He was fearful and considered it futile to resist a strong military force like Britain. **How Lewanika collaborated with the British.** Signing of treaties e.g. he first signed a treaty with Harry Ware in 1889 before signing the Lochner Treaty of 1890 and the Corydon Treaty of 1898. These treaties put Bulozi under British protectorate.Lewanika became friendly to British agents like Frank Lochner and the missionary, Franois Coillard, whom he allowed to establish a permanent mission station within his territory. He sent his sons to the Coillard mission school as a show of acceptance of westernization. **Lochner Treaty of 1890.** It was British missionary Francois Coillard who negotiated for the meeting between Frank Lochner, acting on behalf of Rhodes, and Lewanika in 1890. The treaty put Lewanikas Kingdom under the protection of the British South African Company. **Terms of the treaty.** a) Lewanika gave the BSA Company mining rights in Bulozi except in certain farming and iron mining areas. b) The company promised to protect the kingdom from outside attacks. c) The British company promised to pay the king 2000 sterling pounds a year and 4% royalties of all minerals mined in the area. d) A promise was made to develop trade, build schools and develop telegraphy in the kingdom. e) Lewanika would still be a king but just a constitutional monarch, not an absolute ruler as before. f) That a British resident would be posted in Lealui, the capital of the Kingdom, to monitor company activities and advise Lewanika on foreign affairs. The treaty consequently implied that Lewanika had given up his kingdom to the British company.In 1897, Robert T. Coryndon a former police officer was sent as a British resident in Bulozi. Upon his arrival, he made arrangements for the signing of the Lawley treaty of 1898 which further reduced the size of the area governed by Lewanika. In October 1900, he signed another treaty, the Coryndon Treaty with Lewanika. The Coryndon Treaty (1900) ***It had the following terms;*** a) The British government would be responsible for administration of Bulozi. The company administrator would answer to the High Commissioner at the cape. b) The company would appoint officials and pay for the administration of the area. c) The company would provide schools, industries, postal services, transport and telegraphic facilities. d) Lewanika would receive only 850 sterling pounds a year as his stipend. e) The company was allowed to acquire land on the Batoka plateau. f) The company maintained its rights to prospect for mineral in Bulozi. g) Lewanika was to stop slavery and witchcraft in his area. h) Lewanika was made paramount chief of Barotse. His powers were reduced more when more white settlers arrived in 1905 ready to participate in government. NB; the Coryndon treaty made Lewanika a mere employee of the company, receiving only a stipend. He lost control of the former vassal states that no longer would pay tribute to him since they were now under the British.In the final run, Lewanika lost his independence just like any other collaborator or resistor. **Results of Lewanika collaboration** a) Schools and health centres were put up in his kingdom. b) He got British protection from Ndebele attacks. c) It marked the beginning of the erosion of the independence and traditional authority of his empire. Lewanika lost his authority as the administration was taken over by the British South Africa Company d) The British recognized Lewanika as a paramount chief of Barotse and gave him necessary protection. e) Lewanika received payment of  2000 yearly f) The British South Africa Company took over the control of the minerals g) The Lozi land was alienated and given to British settlers h) The Lozi were later forced to pay taxes in order to maintain the administration. i) The Lozi were forced to work as labourers on settlers farms j) The Lozi were employed in the civil service k) The British South Africa Company developed infrastructure in Barotseland l) The British used Barotseland as a base to conquer the neighbouring communities. **The Buganda collaboration.** By the mid 19th century, Buganda had become the most powerful state in the interior of East Africa. However despite this might, the Kabakas (Mutesa I and Mwanga) chose the path of collaboration instead of resisting the European intrusion. **Why kabaka Mutesa I (1856-1884) collaborated with the Europeans.** a) His kingdom was under threat form Khedive Ishmael of Egypt. He therefore wanted British assistance against the Egyptian threat. b) There was threat from his traditional enemy, Omukama Kabalega of Bunyoro Kingdom. c) Mutesa wanted to establish a centralized religious authority over Buganda to counter there power wielded by the traditional priest of the Lubaale Cult and the Muslim power and influence. d) He wanted modernization and to gain Prestige from association with the Europeans. For example, western education, medicine and other material benefits. e) He had the desire to trade with Europeans to get their goods especially firearms. **Kabaka Mwanga (1884-1898)** Mwangas main problem when he took over power was religious indecision which eventually generated political instability. In January 1885, he executed three C.M.S converts. In October 1885, he had Bishop Hannington killed. In May 1886, 30 young converts were burnt to death at Namugongo for refusing to denounce their Christian faith. In 1888, under the urge of the traditionalists, he unsuccessfully attempted to expel all foreigners whom he blamed for causing chaos in his kingdom. He instead was disposed by a combined force of Muslims, Catholics and Protestants and replaced by his brother Kiwewa, sharing authority with foreigners.In 1890, Mwanga recaptured the throne assisted by the Christians and Kabalega of Bunyoro kingdom. He signed a protectorate treaty with Carl peters for the Germans and rejected a treaty offer by Fredrick Jackson of IBEACO. IN 1891, Mwanga signed a treaty of collaboration with Fredrick Lugard, the First British administrator sent to Uganda. This was after the Heligoland Treaty of 1890 had put Uganda a British sphere of influence. **Why Mwanga collaborated** a) He wanted to acquire protection from internal and external enemies e.g religious groups and Banyoro. b) He wanted to secure his position and safeguard the Baganda from interference. c) He wanted the British to help him Gain regional supremacy over the surrounding kingdoms of Bunyoro, Ankole and Toro.However, throughout all the religious conflicts that continued in Uganda between the Protestants and the Catholics, Kabaka Mwanga always supported the Catholics to the Chagrin of the British administrators. He was disposed by Lugard in 1894 after the capture of his palace at Mengo.Under Kabaka Mwanga II, Buganda became a protectorate in 1894. This did not last and the Kabaka declared war on Britain in on July 6, 1897. He was defeated at the battle of Buddu on July 20 of the same year. He fled to German East Africa where he was arrested and interned at Bukoba. The Kabaka later escaped and led a rebel army to retake the kingdom before being defeated once again in 1898 and being exiled to the Seychelles.While in exile, Mwanga II was received into the Anglican Church, was baptized with the name of Danieri (Daniel). He spent the rest of his life in exile. He died in 1903, aged 35 years. In 1910 his remains were repatriated and buried at Kasubi.The war against Kabaka Mwanga II had been expensive, and the new commissioner of Uganda in 1900, Sir Harry H. Johnston, had orders to establish an efficient administration and to levy taxes as quickly as possible. This he did through the Buganda Agreement of 1900 **The Buganda agreement** The Buganda agreement was signed in 1900 between Sir Harry Johnstone, British Official, and Apollo Kagwa, representing the Baganda **Reasons for signing of the Buganda agreement** a) The treaty was to define the position of Buganda in the country. b) To introduce law and order in the country. c) To reduce the cost of British administration since Buganda was to meet the cost of administration. d) To define the relationship between Buganda and the British government. **Terms of the Buganda agreement** a) The Buganda laws were to remain in effect as much as they did not interfere with protectorate laws that were to be applicable to Buganda Kingdom as well. Bugandakingdom was to be ruled by the Kabaka with the assistance of Katikiro. The Lukiko was to be the legitimate body making laws of Buganda and it was to compose 89 members. b) Buganda people were to pay poll and hut tax. However, No tax was to be levied on Buganda unless approved by the Lukiko (parliament). Revenue from Buganda was to be merged with all the revenue from other provinces. c) The kabaka, ministers and Chiefs to be paid since they were now employees of the British government. d) Buganda boundaries were defined to include parts of Bunyoro (the ten sazas she had acquired from Bunyoro). The kingdom was therefore expanded to twenty counties. To ease administration, each county was placed under a Saza Chief. e) Land tenure system was changed to include land on freehold basis (Mailo land) and crown land. The crown land was for protectorate government while the Mailo land was particularly for the kabaka, his ministers and his chiefs. f) Though Buganda became a province within the protectorate, Ganda system of government was recognized and modified. It was to have three ministers (katikiro, treasurer and chief justice.). The Lukiko had fixed number- 20-saza chiefs, 60 notables and 6 Kabakasappointees. **Results of the Buganda agreement.** a) British overlord ship was confirmed over Buganda. b) Buganda was reduced to a status of a mere province. c) The position of the king was reduced  he lost his power to give or withhold land as well as the power to appoint or transfer chiefs. d) The 1900 Agreement led to the birth of early nationalistic movements. For example, the Bataka Opposition Movement in the 1920s by the landless class people rising up against the land-owning group. e) Modern economy and western education were introduced with Buganda taking the lead. f) Buganda formed the basis for the British administration as baganda were appointed as British administrators. g) It strengthened the special position of Buganda in relation to other communities in Uganda. h) Sazas were increased from 10 to 20 and saza chiefs got land and right to impose land rent. i) It led expansion of Christianity and decline of Islamic influence. j) Bunyoro kingdom became aggrieved as results of loss of part their territory that was transferred to Buganda by the British. This caused friction later. **Results of African collaboration** a) Just like resistors, the collaborating communities also lost their independence and were eventually colonized. Bulozi and Buganda finally became British Protectorates. b) The collaborating community leaders gained some recognition, though with reduced powers. Lewanika foe example became the paramount Chief of Barotseland while Kabaka gained the title, His Highness. c) The collaborators were able to secure some amount of protection from their traditional enemies. The Lozi were protected from the Ndebele while the Baganda were protected from the Banyoro. d) The collaborators were used by the Europeans to exert their authority over other African societies. The baganda on their part were used to administer Busoga. e) The collaborating Africans gained from missionary work. Lewanikas sons for example gained western education. Hospitals and schools were also built in the kingdoms. f) There was increased trade between the collaborating communities and the Europeans. The communities gained European goods such as glassware, clothes, guns and ammunition. g) The collaborators just like resistors were later subjected to economic exploitation such as land alienation, mining, taxation and forced labour. **ESTABLISHMENT OF COLONIAL RULE IN KENYA** **CAUSES OF THE SCRAMBLE FOR EAST AFRICA** **Factors that contributed to the scramble and partition of East Africa** ***1. The rise of Nationalism in Europe. The Unification of Germany, after the***Franco- Prussian war (1870-71) upset the balance of power in Europe and there was need to rebalance out through acquisition of colonies in Africa including east Africa. The Germans also felt that the only way their nation could gain recognition among other European powers was through securing colonial possession. ***2. Strategic location of East Africa in relation to Egypt. Europeans were concerned*** with the source of the river Nile in East Africa and control of the Suez Canal. Therefore, the ownership of East Africa was crucial to the Egyptian affairs. East Africa, had, from the days of the Portuguese conquest in the 15th century, proved to be a strategic location for fresh supplies. That is why the Germans and the British competed for possessions in the region. ***3. The need to speed up economic development of the European countries. The*** industrializednations were rushing for colonies to tap raw materials to keep their factories running. There was also a popular believe that East Africa contained pockets of precious metals awaiting exploitation. They were also driven by the search for market for European produced goods. The Europeans were also looking for places to invest their capital. ***4. The rise of Public opinion in Europe. There was growth of public support***towards the acquisition of colonies. E.g., the Daily Press in London spoke well about acquiring colonies. ***5. Social factors.*** ~ East Africa was to be occupied as a means of stamping out slave trade and replacing it with legitimate trade. ~ The Europeans were keen on spreading their culture to east Africa. ~ They wanted to protect their missionaries who were already operating in east Africa **The process of Partition** The Berlin conference failed to fully resolve the rivalry between the Germans and the British in East Africa. The activities of Karl Peters and Harry Johnstone for the Germans and the British respectively in the Mount Kilimanjaro region depicted intense rivalry which almost led to war.The two signed treaties with local chiefs as a way of legalizing their arbitrary declaration of their spheres of influence. Karl peters even declared german protectorate over Ungulu, Uzigua, Usagara and Ukami.These activities together with those of Sir William Mackinnon of the Imperial British East Africa Company became the immediate cause of the partition of east Africa.The partition of East Africa was sealed through the following two treaties. **The Anglo-German Agreement of 1886** The agreement facilitated peaceful settlement of the german and British claims on east Africa as follows; a) The Sultan was given the 16 KM (10mile) coastal strip from Vanga to Lamu. He also acquired islands of Zanzibar, Pemba, mafia, Lamu, pate and Towns like Lamu, Kisimayu, Mogadishu, Merca, and Brava. b) Germany acquired the coastline of Witu the region between river Umba in the North and river Ruvuma in the south. c) The British got the territory north of river Umba up to river Juba in the north. However, the treaty failed to determine the western boundary, thus leaving Uganda up for grab to any power that got there first. Uganda therefore became a theatre of intense rivalry between Karl Peters who even secured a treaty with Kabaka Mwanga in 1890 and Fredrick Lugard who tried in vain to sign a treaty with Kabaka Mwanga. This tension is what led to the Heligoland Treaty of 1890. **Terms of the Heligoland Treaty of 1890** a) Germany officially recognized Uganda as a British sphere of influence/protectorate. b) Germany abandoned her claim over the territory of Witu for British in exchange for Heligoland island in the North sea c) Germany accepted British protectorate over Zanzibar and Pemba. d) Germany acquired a strip of land on Lake Tanganyika from Britain and the Coastal region of Tanganyika from the Sultan of Zanzibar. e) The Sultan of Zanzibar retained a 16km (10 miles) Coastal strip. This treaty thus ended the scramble for and partition of East Africa. **BRITISH OCCUPATION OF KENYA** **Methods used by the British to occupy Kenya.** a) Signing of treaties. The following treaties were signed either by the British or on behalf of the British to facilitate their occupation of Kenya; ~ A treaty by Sir William Mackinnon and the Sultan of Zanzibar Barghash in 1887 which effectively put Zanzibar under the British for 50 years. ~ The Maasai Agreements of 1904 and 1911 between Oloibon Lenana and the British ~ The Anglo-Germany Treaties of 1886 and 1890. b) Collaboration. The British collaborated with communities like the Wanga and Maasai who were later used as bases to extend British Authority over other areas. c) Establishing operational bases. The British built Forts like Fort Smith (Kabete) and Fort Hall (Muranga) to enhance their political control. d) Use of company Rule. In the initial stages, due to the fear of the enormous costs of effective occupation and administration, the British mandated the IBEA. Company to administer the Kenyan protectorate.The Imperial British East Africa Company of Sir William Mackinnon was given the royal charter in 1888 and thus had the following new powers; a) Levying and collecting taxes and institute custom duties in the area. b) Establishing political authority and Maintain of law and order in the British East Africa. c) Promoting legitimate trade and Eradicate slave trade d) Developing and civilizing the indigenous peoples with the assistance of the imperial consul based in Zanzibar. **Achievements of the IBEAC.** a) The company succeeded in quelling local aggression in the British spheres of influence from communities such as the Nandi, Maasai and Akamba. b) The company established a series of Forts at Kibwezi, Machakos, Smith and Dagoretti, which laid the basis for colonial administration in Kenya. c) The company improved transport and communication in the protectorate by pioneering road construction in Kenya. For example the Sclaters Road between Kibwezi and Busia in 1894 which assisted in transportation of railway building materials. d) The company succeeded in eradicating slavery to some extend and securing freedom for many slaves. e) The company also developed a rubber industry along the coast and the interior. **Reasons why Britain used the IBEA Company to administer her possession** a) Absence of a clear policy on the administration of colonial possessions. This gave room to the use of the company to administer the colony. b) The company could provide cheap administrative capital that Britain had failed to raise for colonial governance. The colonies were not yet economically viable c) There was a problem of inadequate personnel to be used in the administration of the colonies. d) I.B.E.A.Cos long experience in the region. The company had invested heavily in east Africa, hence making its participation in the administration of the colony inevitable. **Why company rule had failed by 1895.** a) The region lacked strategic natural resources for export thus making the IBEACO, a trading company, to operate at a loss and narrow its revenue base. Minerals like Gold, copper and Diamond were not existent. b) The company lacked sufficient capital to carry out the day- to- day administrative operations. The company had spent the little funds available in the construction of fortified trading stations, with little reward. c) Transportation of goods in the region proved expensive and slow as the region did not have any navigable rivers d) The company faced the problem of poor coordination of its activities caused by lack of proper channels of communication between the head office in Europe and the offices in the colony. e) Some of the company officials were corrupt and therefore misappropriated funds. f) The company faced numerous resistances especially in the Nandi country thus disrupting their operation. At one time, Fort Smith was set on fire by African resisters. g) Some of the company officials lacked experience in administrative matters since most of them came merely as traders. h) The company officials also were affected by the harsh tropical climate and diseases like malaria and sleeping sickness that killed many. The company thus surrendered the Charter in 1895 to the British government for a compensation of 250,000 dollars **Factors facilitated the establishment of the British control over Kenya during the** **19th century?** a) The Christian missionary factor. They created an atmosphere of friendship with Africans, which was important for colonization. They also occasionally called home for protection against hostile communities. b) Presence of trading company (IBEACO. The companies through their agents signed treaties with African rulers and among themselves as a means of initiating effective occupation of Kenya. c) Superior military power/good army. The European armies were more efficient than he African ones. This was witnessed in the ability to quell the numerous wars of resistance like the Nandi resistance. d) Disunity among African communities. By the time the British came to East Africa, the Wanga were up against the neighboring communities in western Kenya, the Nandi and the Maasaiwere at war and the Mijikenda against the coastal Arabs over land. This was of advantage to the British. e) Signing of treaties. There was Collaboration of some communities with the British. The Maasai signed the Maasai Agreement of 1900. The Wanga also signed various treaties with the British. f) The British policy of indirect rule was readily acceptable, thus reducing the chances of resistance. g) Financial support from the home government. **KENYA PEOPLES RESPONSES BRITISH INVASION OF KENYA** Africans in Kenya offered varied responses to the British intrusion into their country. Some resisted while other collaborated.The communities that resisted actively included the Nandi, Agiryama, Bukusu, Somali and sections of the Agikuyu **The Nandi Resistance (1895-1906)** **Reasons why the Nandi resisted British occupation of their land** a) The Nandi had gained a lot of pride, having subdued their neighbours E.g the Luo, Maasai, Abagusii and Abaluhyia. At that time, they were enjoying a sense of superiority that gave them confidence to take the British Intruders head-on. b) The Nandi military superiority made them feel equal if not superior to the whites. Their warriors were well- trained and equipped and had gained a lot of experience through the numerous cattle raids the conducted against their neighbours. c) The Nandi detested the physical appearance of the white people which they considered as evil and must be expelled from their community. d) The Nandi were opposed to Land alienation by the British. They disliked the grabbing of their land for railway construction/white settlement. e) Kimnyoles prophecy that foreigners would dominate the Nandi motivated them to fight against the Europeans. f) The Nandi had a long history of resisting and fighting intruders. They had successfully warded off the Arab and Swahili traders in the 1850s. g) The Nandi resisted as a means of safeguarding their independence which they had enjoyed for a long time. h) The Nandi also enjoyed unity under the leadership of Koitalel Arap Samoei between 1895 and 1905. This had helped them to register numerous victories against neighbouring communities. They therefore felt strong enough to resist the British. **Course of the Nandi rebellion** The Nandi wars of resistance began in 1895. The Nandi mainly employed guerilla warfare ambushing the caravan traders and mail carriers who passed in their territory. When two Nandi warriors strayed into the Guasa Mesa administrative camp headed by Andrew Dick in 1895, he murdered them as a response to the attacks by the Nandi on foreigners passing in their territory.The Nandi retaliated through the murder of a British trader, Peter West and thirty of his workers. This sparked off British punitive expeditions against the Nandi with the first in 1897 which however failed to stop the Nandi raids. When the railway reached the Nandi territory, they refused to cooperate with the railway builders and even kept stealing building materials to make weapons and ornaments. They even ambushed and murdered railway builders.In 1900, the British sent three punitive expeditions under Colonel Evatt, the commander of the Uganda Rifles reinforced by the Maasai, Baganda, Swahili and Indian mercenaries.The Nandi were supported by the Kipsigis enabling them to resist for so long causing high death toll on the British and the Nandi as well.The year 1901 witnessed a temporary truce worked out by the British administrator, Walter Mayes (1901-1905), after realizing the heavy causalities both sides were experiencing. The war was re-ignited when the Nandi realized that the British had started settling and farming on their land. They destroyed the railway in protest. The British reacted by destroying crops and villages and stealing cattle for the next three years. The Nandi war of resistance only ended when the British officer in Nandi, Captain Meinertzhagen, hatched a plan to have Koitalel, the chief coordinator of the rsistance, killed. He and his advisers were killed in October 1905, during a peace meeting convened by Meinertzhagen. The Nandi finally sought for peace in December 1905 ending the ten year long resistance. **Why the Nandi offered the longest and strongest ever resistance to the British** **intrusion in Kenya.** a) The British intrusion into their territory happened when the Nandi were at the best of their power and superiority. b) Existence of a superior military organization based on the age set system. The Nandi army was strong and could match any foreign force. The regimental age-set system supplied the Nandi with young men who were experienced in battle, disciplined, organized and were effective. c) The Nandi also possessed knowledge of weapon manufacture and repair through their local ironsmiths and using stolen railway material. d) The Nandi enjoyed regular supply of food and war equipment which sustained the fighters for a long period. This was mainly aided by the Nandi mixed economy enabling them to turn livestock for food when the British destroyed crops. e) The Nandi had good knowledge of the terrain in which they were fighting the intruders thus having an advantage over the British who were not familiar with the terrain. The difficulties faced by the British as posed by the terrain disadvantaged them durin g the resistance f) The Nandi knowledge of Guerilla tactics. This enabled them to organize many surprise attacks while vandalizing key British installations like the telegraph lines. g) The existence of strong leadership. The Nandi leadership was religiously inspired and therefore very strong. The Orkoiyot was their symbol of unity and strength and was believed to possess some supernatural powers that gave courage to the fighters. h) Their enemies, the British troops, were slowed down in their advance by problems like respiratory disease due to the wet and cold climate. The Nandi were accustomed to these conditions i) The Nandi received assistance from the Kipsigis fighters  the Elgeyo, Lembus and Nyangori which enabled them to hold off the British for Six weeks in 1900. **Why the Nandi were defeated in the hands of the British** a) The British obtained support, against the Nandi, from the collaborating communities like the Somali and the Maasai. b) The British military strength remained superior to that of the Nandi especially in terms of the weapons. Their guns were superior to the Nandi spears. c) There was an outbreak of smallpox in the Nandi country 1890. This weakened them by killing many and rendering others unable to fight on. d) They Nandi failed to get support from the neighboring Kenyan communities like the Luo and the Abaluhyia who were not friendly to them. e) The treachery employed by Captain Meinertzhagen, the British commander who lured Nandi Orkoiyot Koitalel Arap Samoei to a meeting where he was killed. f) The death of Koitalel Arap Samoei demoralized the Nandi into even signing for peace. g) The British used Scorched Earth Policy, which seemed more punitive to the Nandi since their houses were burnt and livestock confiscated. **Results of the Nandi resistance.** a) The Nandi country was colonized by the British after 1906. The Nandi lost their independence. b) There was massive loss of life. Koitalel Arap Samoei, his entire council of elders and over 1000 warriors were killed. The British also experienced casualties on the part of their forces. c) There was destruction of property through burning and looting. E.g the British confiscated at least 5000 herds of cattle and burnt more than 5000 huts and grain stores. d) There was massive land alienation. The Nandi were pushed into reserves where they experienced impoverishment due to drought and cattle diseases. The Nandi lot their territory and traditional salt licks at Kapchekendi and Kamelilo that were now inhabited by the whites. e) The Nandi military organization disintegrated thus making them lose their dignity and authority in the region. f) The Nandi were separated from their close cousins and allies the Kipsigis through the creation of the Nandi Reserves where they were confined. Their economic lifestyle of grazing animals freely was also disrupted. g) Many Nandi warriors were recruited into the colonial police. **Agiriama resistance.** A Bantu speaking group inhabiting the coastal region, their reaction to the British invasion was motivated by the reaction of the Mazrui Arabs and the Swahili who rose up against the British in 1895.The Agiriama reaction began as an offer of support to the Mazrui Arabs, with whom they had long trading links, during their conflict with the British over succession to the TakaunguSheikhdom. The Agiriama was also hitting back against the Busaidi Arabs who were encroaching on their territory. The British had supported the Al Busaidi collaborators throughout succession conflict.The British reacted by bombarding Rashids Headquarters at Mweli forcing the Agiriama and the Mazrui to resort to guerilla warfare. While the Mazrui Arabs later surrendered, the Agiriama now resorted to full scale rsistance against the British encroachment in 1914. **Causes of the Agiriama resistance** a) They did not want to pay taxes, especially hut tax that was hurting to traditionally polygamous group, to the British. The British also were forcing them to pay it in terms of labour instead of allowing them to sell their grains and livestock to pay. b) They had lost their independence/the British replaced the Agiriama traditional rulers with their own appointees c) They were opposed to forced labour on British plantations for little or no pay especially on land that had been snatched from them. d) The British did not respect their culture. The British policemen at Kitengani insulted the Agiriama culture by raping their women. e) The Agiriama were reacting against forced conscription into the Kings African Rifles. They were forced to produce 1000 able-bodied men within a month, join the British army f) They lost their land to the British due to the massive land alienation for settler farming. They were forced to offer paid labour on their own former land to the chagrin of the elders. g) The British, who were seeking to take over the Agiriama role as middlemen, disrupted their trade in ivory and food stuffs h) They disliked the British-appointed headmen whose duties included collection of taxes and recruitment of labour. **Course of the resistance** The Agiriama resistance was inspired by a Giriama prophetess, Mekatilili WA Menza. She was joined by an Elder, Wanje wa Madorika in mobilizing people to a mass resistance against the British rule.The immediate course of their reaction was the forced military recruitment into the KAR. To provoke the British to war, they barred their young men from moving outside their villages to work.Mekatilili and Wanje called on the people to return to their ancestral shrine at Kaya Fungo and offer sacrifices and denounced all appointed puppet rulers in favour of the traditional council of elders. The two administered traditional oaths to unite and inspire the people to war. I.e. the Mukushekushe oath for women and the Fisi oat for men.When a state of emergency was declared by the British over the Agiriama, they resorted to Hitand-run warfare. They attacked the homes of loyalists, Europeans and collaborators forcing the missionaries to seeker refuge at Rabai. The British countered the hit-and-run warfare with burning villages and crops and driving away livestockThe resistance only subsided when Mekatilili and Wanje were arrested and deported to Kisii.The Arabs, under Fadhili bin Omari, mediated between the Agiriama and the British, marking the end of the war under the following terms; a) The Agiriama to offer a specific number of labourers for European settlers and public works. b) They would also offer a certain number of able-bodied men to serve in the Kings African Rifles. c) The British would occupy all the land to the north of River Sabaki. **Role of Mekatilili in the Agiriama resistance**. a) She encouraged the Agiriama to face the British by administering the Mukushekushe and Fisi oaths to unite the people to war. b) She presented the grievances of the Agiriama, some of which the British later addressed. c) She rallied the people together against a common enemy thus laying the basis for nationalistic struggles for independence. **Results of the Agiriama resistance to the British** a) Many people lost their lives some as fighters while others were caught in the crossfire. b) The Agiriama lost their independence to the British c) There was Rampant destruction of property i.e. food stores at home, food crops in the fields and cattle. Some property was lost through confiscation. d) The communitys economic activities were disrupted, especially the lucrative trade at Takaungu, where they had been acting as middlemen. e) The Agiriama were prohibited from brewing traditional liquor. f) The British withdrew their order demanding Agiriama to move out of their homes. g) For the first time women took up the leadership of the rebellion e.g. Mekatilili **Bukusu resistance** **Reasons why the Bukusu resisted the British rule** a) They wanted to safeguard their independence and culture i.e. circumcision. b) They were being compelled to recognize Nabongo Mumia as the overall leader of Abaluhyia. c) The Bukusu did not like the idea of paying taxes to the British through force. d) They resented the British demand in 1894, that the Bukusu warriors surrender guns they possessed. e) The British invasion had happened when the Bukusu were enjoying immense military power. **Course of the resistance** The Bukusu resistance began with the ambush of a trade caravan heading to Ravine through bukusuland. The Bukusu stole all the rifles. When they were commanded to surrender all the guns in 1894 and declined, the British sent a punitive expedition which however was defeated. The British administrator at Elureko, Charles Hobley sought for reinforcement from Major William Grant of the Ugandan protectorate. In 1895, at the battles of Lumboka and Chetambe, the Bukusu were summarily defeated. **Methods used by the Bukusu to resist the British.** a) Use of Warfare. They directly fought the British troops led by Major William Grant, at Lumboka and Chetambe hills. b) Ambushes. The Bukusu ambushed a caravan of traders, sent by the commanding officer at Kavirondo to the Ravine Station. c) Revolting against rule by Wanga agents. The Bukusu Murdered a Wanga agent, Hamisi, who had been sent, to administer the area. ` **Effects of the Bukusu resistance** a) The Bukusu lost most of their land through massive land alienation b) They lost their independence as bukusuland was declared part of the British East Africa **Protectorate** c) There was massive loss of life within the Bukusu and the British forces. d) There was loss f property and disruption of Bukusu economy. The Bukusu lost their cattle and sheep. e) Bukusu women and children were taken prisoners by the British. **The Somali resistance.** The Somali resistance was a reaction to the British declaration that Jubaland was a British protectorate. They were led by their leader Ahmad bin Murgan. **causes of Somali resistance.** a) The Somali were opposed to the division of Somaliland into the British and Italian spheres of influence, which separated the clans. b) They were opposed to punitive expedition sent against them by the British. c) The Somali people being Muslims were opposed to being controlled by the British who were Christians. d) The British attempted to stop the Somali raiding activities against their neighbors. e) The Somali were against British control of their pastureland and watering points. f) The British wanted the Somali to drop their nomadic way of life. **Course of the resistance.** The British initially reacted minimally to the Somali aggression on their Kisimayu neighbourhood in 1898 due to the following reasons; a) They viewed such an undertaking as to expensive in terms of the arms and military personnel that would have been involved. b) The Somali were a nomadic group therefore it was very hard and time consuming to suppress them. c) There was no economic justification for waging such a war on a highly unproductive territory. However, when the Somali murdered the British sub-commissioner for Jubaland, Mr Jenner, in 1900, the British dispatched a punitive expedition of Indian regiments against them.The Somali rose up again in 1905 against the British after they had procured Firearms. The Somali skirmishes continued into 1914 with the change of boundaries and finally ended in 1925 when Jubaland was put under the Italian Somaliland. **Results of the Somali resistance** a) There was massive loss of life, as many Somalis were killed. Sub-commissioner Jenner was also killed. b) The British divide the Darod and Hawiye clans through the boundary changes of 1914. c) The Somali cattle were confiscated. d) Somali lost their independence through the declaration of the protectorate status. e) The process of colonization by Europeans was delayed considerably. f) There was favorable boundary change that saw Ogaden being placed under Italian Somaliland. **Collaboration** In Kenya, the Maasai, Wanga and a section of the Agikuyu, Akamba, and Luo collabo rated. **The Maasai collaboration** In the 19th century, the Maasai community changed from a once feared community to one marred by succession disputes and natural calamities. The Disputes between Lenana and Sendeyo over succession of Mbatian after he died weakened the Maasai community to the level of merely collaborating with the British intruders. Sendeyo moved with his followers to northern Tanzania leaving behind Lenanas group who chose the path of collaboration. **Reasons for the Maasai collaboration with the British** a) Losses of the Maasai military supremacy. At the time the British came to Kenya, the Nandi had overtaken the Maasai in terms of military superiority. They therefore sought for foreignsupport against their aggressors. b) Internal feuds. There were a series of succession disputes in the period between 1850 and 1890 caused by differences in economic activities. In one of the disputes, when Lenana seemed to be losing to Sendeyo, he appealed to the British for support. c) Natural calamities/disasters. The Maasai country witnessed severe hunger, livestock and human diseases in the 1850s. These weakened them more making them unable to resist. d) Threat and wars from the Agikuyu. When the Maasai went to reclaim their women and children at the end of the hunger period, they were met with outright threat of attacks from the Agikuyu. They therefore sought British support. e) Prophecy of Mbatian. He prophesized the coming of a white man who was more powerful and that the Maasai should not bother to resist him. f) Lenana personally chose the path of collaboration because he wanted to consolidate his position and that of his kingdom. He was looking for the much needed military support to overcome his sibling, Sendeyo of the Loita Maasai. **The process of Maasai collaboration.** The attempt by Lenana to secure assistance against Sendeyo was the beginning of his collaboration with the British.The Kedong massacre incident (Maasai warriors attacked a caravan of Swahili and Agikuyu traders travelling from Ravine) and the resultant death of 100 Maasai at the hands of three white men (Andrew Dick and two French companions) made the Maasai the immediately seek for collaboration with the British.They cooperated with the British in establishment of colonial administration. The provided mercenaries in the British punitive expedition against the Nandi, Kipsigis and Kikuyu. Maasai were rewarded with cattle acquired from uncooperative peoples e.g. The Nandi and Agikuyu They exchanged gifts and used British manufactured goods. Lenana was made a paramount chief. Between 1904 and 1923, a fair proportion of the Maasai agreed to be moved from one grazing land to another to pave way for British settlement.They signed the first Maasai agreement in 1904 by which they moved into two reserves, one to the south of Ngong and the railway and the other up on the Laikipia plateau. A corridor of five kilometres was set aside in Kinangop for the Eunoto ceremony that accompanied circumcision. The second Maasai agreement of 1911 implied the Maasai abandon the Laikipia plateau to rejoin others in the enlarged southern reserve. **Results of the Maasai collaboration** a) Lenana was made a paramount chief of the Maasai in 1901. b) The collaboration led to the separation of the Maasai related clans. The Purko Maasai were divided into the Loita and Ngong Maasai. c) There was massive land alienation with the Maasai being moved to the Ngong and Laikipia reserves and later the southern reserve. d) Maasai freedom in conducting rituals was curtailed with their confinement to a five  square-mile reserve for initiation rites. e) The Maasai lost their independence. Just like any other part of kenya, Maasailand became part of the British protectorate. f) There was total disruption of their territorial integrity. Even their cattle economy was disrupted as the number of livestock was reduced. There was an attempt to cause them to abandon their nomadic habit. g) The Maasai gained material reward in form of cattle and grains looted from resisting communities like the Nandi and Luo of Ugenya. h) Their age old custom of livestock cross- breeding with their Samburu neighbours was disrupted with the curtailing of their migratory behaviour. Their stock was therefore weakened. i) Some Maasai were hired as mercenaries against the resisting communities such as the Nandi and Agikuyu. **Wanga Collaboration** Nabongo Mumia, the Wanga leader from 1880, was an ambitious and shrewd leader who had the desire to expand his Kingdom through collaboration with British intruders and soliciting their military assistance. **Reasons for Wanga Collaboration** a) Nabongo Mumia hoped that by collaborating, he would be made a paramount Chief of the entire western region. b) There was family rivalry over leadership. This compelled Mumia to seek help against his brother Sakwa. He wanted to safeguard his position at home. Key notes for the teacher and students- @Cheloti 2013  c) He wanted British protection against the Nandi, who were by then enjoying military superiority, the Bukusu and the Luo of Ugenya d) He wanted to revive a disintegrating kingdom. e) He wanted to take advantage of the British western civilization particularly education and religion. He also wanted material gains from the British. f) He aimed at achieving territorial expansion. Mumia aimed at ruling up to Kabras, Kimilili, Marama, Butsotso, Ugenya and Samia. g) He realized that his community was very small and it was futile to resist the militarily superior Europeans. h) Having realized that the British declaration of western Kenya as their sphere of influence was inevitable, he chose to become their ally at the earliest opportunity ever. **Process of Wanga Collaboration.** Mumias contact with the outside world began when he befriended the Swahili and Arabcaravan traders and later the IBEA Company merchants when they visited wangaland.They built a fort and a trading station at Elureko, his capital, which was to remain the headquarters of the British administration in western Kenya until 1920. **Ways in which Nabongo of Wanga collaborate with the British.** a) He offered his seat-elureko to become an operational base of the British expeditions. b) He offered his men to fight alongside the British in their expeditions against other communities. c) He provided Wanga agents to aid the British in administering the conquered areas. d) The Wanga provided food, water and shelter to the British invading forces. e) They gave the British free passage through their territory and offered them hiding places during the battles. f) Mumia signed treaties of friendship with the British. **Results of the Wanga collaboration with the British.** a) Wanga kingdom was strengthened using military support from the British. Wanga kingdom was expanded. Nabongo gained more territories e.g. Samia, Bunyala and Busoko b) Their king Mumia was declared a paramount Chief thus raising his prestige. He ruled as a British paramount chief ruling as far as Bunyala, Gem , Ugenya and Alego, upto 1926, when he officially retired c) Mumia warriors became agents of the British colonialism. The warriors were used to subdue the Luo, Bukusu and Nandi. d) The Wanga Princes became agents of British rule over western Kenya. For example, Mumias half-brother Murunga was appointed chief of the Isukha and Idakho. e) Mumias headquarters at Elureko became the seat of British administration in western Kenya upto 1920 when it was moved to Kakamega. f) Mumia and his people gained material benefits from the British through trade, western education and religion. g) Nabongo Mumia became an important ally of the British administration in western ken\\ya, providing them with vital information over the appointment of chiefs and Headmen in western Kenya. h) Due to the Wanga Collaboration, there was intensified enmity and hostility between the Wanga people and other Abaluhyia subsections who viewed the Wanga as traitors. i) However, The Wanga, just like any other collaborator or resister lost their independence when Kenya was declared a British Colony in 1920. **Mixed reactions** The communities that exhibited mixed reaction were the Akamba, Agikuyu and Luo. **The Akamba Reaction** The arrival of the British traders threatened to destabilize the prominence enjoyed by the Akamba as middlemen during the long distance trade. The British even tried to stop the Akamba from organizing raids on their Oromo, Agikuyu and Maasai neighbours. ***Why did the Akamba decide to resist British administration***? a) The British failed to respect Akamba traditions and customs. For example, the cutting down of the ithembo (shrine) tree for a flag post at Mutituni in 1891. b) When the Akamba attacked the Agikuyu, The British intervened against them. This was not taken kindly. c) The Akamba were protesting the misconduct of Company officials based at Machakos who stole from the local people and raped Akamba women. d) The establishment of colonial administration disrupted the long distance trade, which was the Akamba lifeline. e) The establishment of British rule meant loss of independence for the Akamba. f) The establishment of military posts in Ukambani without their consent. The British built a fort at Masaku in 1890. g) The British kept on disrupting their peace by sending military expeditions that resulted in death and massive destruction of property. h) The Akamba were also resisting forced labour. **Course of the Akamba resistance.** In 1890, Nzibu Mweu led he Akamba in boycotting to sell goods to the company agents. Prophetess Syonguu also ordered the Iveti Warriors to attack the Masaku fort in the same year as a reaction to the cutting down of the ithembo tree for a flagpole.The British agents were defeated during this surprise attack.When the British tried to stop the Akamba raids on their neighbours in 1894, a Warrior, Mwatu wa Ngoma ordered the Akamba warriors, who had been inspired by medicinemen, to attack the British. The British responded with devastating consequences on the side of the Akamba forcing them into collaboration with the British District Commissioner, John Ainsworth. Mwatu wa Ngoma became a collaborator.Later, another gallant fighter, Mwanamuka, led the Kangundo people to attack the colonial police at Mukuyuni and Mwala, killing six. With the assistance of Maasai mercenaries, the British sent a punitive expedition against the Akamba and even confiscated their livestock.When Mwanamuka tried to blockade the Lukenya area to cut off communication between Fort Smith and Masaku, he was met with devastating consequences that forced him to also petition for peace. **Why a section of the Akamba collaborated with the British**. a) They had lost heavily during the Akamba-British war of 1894 causing them to fear the British. b) The ruthlessness with which the British attacked the Akamba scared many warriors into collaborating. For example, the Machakos station superintendent, Leith dispatched troops to deal with Syonguus forces in 1891, causing merciless killings and looting of property. c) Some especially the trades collaborated expecting material gains. d) Collaborators wanted to gain prestige. e) They wanted to get guns to be used in robbing for wealth. f) The Akamba had been weakened by the 1899 famine and were therefore unable to effectively tackle the British. **Reasons for the Akamba defeat** a) Some of the Akamba were not patriotic to the resistance course. Some self-serving opportunists allied with the colonial agents with the aim of enriching themselves thereby resulting in the Akamba defeat. b) Internally, the Akamba lacked territorial cohesion. It was therefore very difficult to coordinate a strong resistance to British rule among a highly segmented society lacking in a centralized system of government. c) Sections of The Akamba community experienced severe famine in 1899. They were weakened to the level of being unable to stage a gainful resistance to the British. d) The role of missionaries who pacified some sections to the level of collaborating with the intruders. The missionaries actively undermined their religious practices and traditional beliefs. e) When the Akamba caravan trade and raiding activities were disrupted, they had lost a significant source of livelihood and thus became weakened more. **Consequences of the Akamba reaction** a) The Akamba lost their independence as their territory was declared a British protectorate. b) There was massive alienation of Kamba land to pave way for white settlement. c) Many people, especially the Akamba warriors lost their lives during the confrontations with the British soldiers. d) The British interfered with the Akamba culture by cutting down the Ithembo tree and raping their women. e) The Akamba were subjected to heavy taxation in order to raise revenue for the colonial administration. f) Many of the Akamba men were forcefully conscripted into the Kings African Rifles to fight in World War I. **The Agikuyu reaction** The Agikuyu was also a highly segmented nature lacking in territorial unity. This explains why they had mixed reaction against the British. Explain the causes of Agikuyu resistance. a) The British failed to respect Agikuyu traditions and customs. The missionaries campaignedagainst female circumcision and Kikuyu forms of worship. b) Misconduct of company officials. They stole from the local people, killing some of them, and raped Agikuyu women. c) The Agikuyu were revolting against the forced supply of grains and water, by their women, to the British soldiers. d) There was massive land alienation, which had left many landless or pushed to unproductive land. e) Harassment of the Agikuyu, by British punitive expeditions. To enforce their policies, the British usually applied excessive force. f) The British had begun meddling in the Agikuyu internal affairs making them suspicious of their intentions. g) Fear of Loss of independence by some leaders like Waiyaki wa Hinga. h) The Agikuyu were reacting against the punishment meted on them by the British for raiding Fort Smith in 1892. **Reasons why some Agikuyu collaborated**. a) Agikuyu leaders like Kinyanjui wa Gathirimu and Karuri wa Gakure wanted to derive personal wealth and prestige through collaboration. b) Kinyanjui wa Gathirimu and Karuri wa Gakure hoped that by collaborating, they would be made paramount Chiefs among the Agikuyu. c) The collaborators wanted British protection against their enemies amongst the Agikuyu and other neighbouring communities. d) They wanted to take advantage of the British western civilization particularly education and religion. e) They also wanted material gains from the British through trading with them. f) The Agikuyu of Nyeri realized that it was futile to resist the militarily superior Europeans.They therefore chose to collaborate. **Organization of the Agikuyu reaction** When captain Lugard established a fort at Dagoretti in 1890, he began relating with Waiyaki WA Hinga who was in charge of the area. Wayakis people supplied Lugards men with food.However, when Wilson took over from Lugard who had left for Uganda, his soldiers began looting food and livestock from the Agikuyu. The Agikuyu reacted by setting the Dagoretti fort on fire. Waiyaki was arrested by the forces sent by Sub- commissioner Ainsworth, and died enroute to Mombasa. It is alleged that he was buried alive at Kibwezi after provoking his captors.Kinyanjui WA Gathirimu, a collaborator, succeeded Waiyaki at Dagoretti. In 1899, Fort Dagoretti was closed down due to a series of raids. Francis Hall opened another Fort at Muranga (renamed Fort Hall after his death in 1901) after the locals were subdued and forced to accept the British Colonial rule. British trader John Boyes forged an alliance with Karuri WA Gakure, the Agikuyu leader at Fort Hall, which enabled him to subdue the resisting Agikuyu groups. He also made contacts with Wangombe of Gaki (Nyeri) who together with Gakure supplied the British with mercenaries in exchange for confiscated loots from resisting groups.Meinertzhagen, who succeeded Francis Hall in 1902, subdued the Muruku and Tetu section (led by Chief Gakere) of the Agikuyu. Chief Gakere was murdered and his associates deported to the coast after they wiped out the entire Asian caravan on the slopes of the Aberdares.The Agikuyu of Iriani (Nyeri) were defeated in 1904 and their Aembu and Ameru allies sought for peace in 1906, having seen the effects of resisting.By 1910, British rule had been established in the entire Mount Kenya region. With the Agikuyu settling peacefully in the reserves upto 1920s when they began to agitate again. **Results of the Agikuyu mixed reaction.** a) The reactions fuelled mistrust, hatred and animosity in most of Kikuyuland. Such feelings of mistrust continue among the Agikuyu of Muranga, Kiambu and Nyeri up-to- date. b) There was massive alienation of Agikuyu land by the British with the help of the collaborators like Wangombe WA Ihura and Gathirimu who gave land to the British for construction. c) Some Agikuyu leaders amassed a lot of wealth and rose to prominence. For example, Karuri wa Gakure and Wangombe of Nyeri, d) The collaborators like Kinyanjui wa Gathirimu and his people received western education and were converted to Christianity. e) There was massive loss of lives for the resisters. For example Waiyaki wa Hinga and many Agikuyu fighters were killed. f) The Agikuyu, both collaborators and Resisters lost their independence when their territory was declared a British protectorate. g) The Agikuyu wars of resistance forced the British to shift their administrative base from Fort Dagoretti to Fort Hall. h) There was massive destruction of property. The Agikuyu razed down Fort Dagoretti. The Agikuyu villages were burnt by the British. **The Luo reaction.** The resisters were the Luo of Sakwa, seme, Uyoma, Ugenya and Kisumu. The collaborators were the Luo of Gem and Asembo, led by Chief (Ruoth) Odera Akango. **Reasons for the resistance against the British by the Luo of Ugenya.** a) To protect their land and national heritage. b) To protect their freedom and independence c) Protect their livestock, grains and fish from being taken by the British soldiers who were undisciplined d) The Luo had become a formidable nation in the area and did not entertain any intruder. e) They were also provoked by the punitive expedition sent against them by Mumia and the British. **Why the Gem and Asembo Luos collaborated.** a) Their chief, Odera Akango had been influenced by the Wanga Neighbours who had gained materially from their collaboration. b) Odera also needed British assistance to subdue the Luo of Seme, Uyoma, Sakwa and Ugenya, and the Nandi, who were a threat to his people. c) He realized the futility of resisting the British through the experience of his neighbours. **Course of the Luo resistance.** The Luo of Ugenya set off the resistance by attacking the Wanga in an attempt to expand. They vandalized British key installations like the telegraph wires and administrative stations.In 1896, the British sent an expedition against them and 200 people were killed. When the British attacked the Seme Luo for cattle and Grains, they were provoked into revolting. They attacked the Asembo Luo who had collaborated with the British. The British invaded them in 1898 with devastating effects in terms of property and life loss. The Luo of Kisumu rose up in 1898 attacking a British Canoe party on Winam Gulf for taking their fish without paying. They were however overcome.The Gem and Asembo Luos led by Ruoth Odera Akango supported the British throughout all these confrontations. **Results of the Luo reaction** a) Both collaborators and resisters lost their independence to the British. b) The Luo lost their property through burning and looting. c) There was massive loss of lives, especially among the Ugenya Luo. d) It Bred hatred between the collaborators and resisters e) The collaborating communities were able to gain western education and religion as the British established schools and missions in their areas. f) The African leadership was replaced with the British administration, thereby undermining traditional political systems. g) The Luo were alienated from their land to pave way for the British occupation and settlement. **Colonial system of administration in Kenya** In their administration of Kenya, the British employed both central government and local government as the basic administrative framework. **Central Government** The protectorate was divided into provinces headed by Provincial commissioners, who acted as representatives of the Governor. The governor was answerable to the colonial s ecretary in Britain. **Hierarchy of colonial administration in Kenya** 1. Colonial secretary. Based in London, he was the political head of the British colonial administration and overall coordinator of the colonial policies as passed by the British parliament. 2. Governor. Reporting to the colonial secretary, he was the representative of the British government in the Kenyan colony. He headed the executive council which effected colonial policies and programmee he gave assent to laws from the LEGCO before they were implemented. 3. Provincial Commissioners. They represented the governor at provincial level and implemented the policies and laws that were enacted by the legislative council that was established in 1907. They supervised the work of DCs, Dos and the entire provincial administration on behalf of the governor. 4. District commissioners. They implemented policies and maintained law and order and security in their districts. They headed the District Advisory Committees. They coordinated the work of Dos and Chiefs. 5. District Officers. They implemented orders from the DCs and coordinated the work of the chiefs. They maintained law and order in their divisions. 6. Chiefs. They acted as a link between the people and the Governor at local levels. They maintained law and order at the locations and coordinated the work of headmen. 7. Headmen. They were a link between the government and the people at the grassroots level. They mobilized people for development within their villages. ***NB.**The principal function of Chiefs and Headmen under the Headmans Ordinance and* *Chiefs Authority Act was tax Collection and labour recruitment for public works and* *European settlers. Their duties were confined in the African reserves.* The advisory and Executive Councils guide the governor and effected the colonial policies. **Local Government**. The British introduced the Local Government in colonial Kenya because; a) They wanted to involve the local communities in administration of the region. This would reduce the costs of administration. b) They wanted to mobilize local people in resources exploitation in order to stir up development c) Local Government was a means of providing a legal forum for the local people to make decisions about their day to day affairs d) The Local Government would provide an important link between the Central government and the locals. e) The Local Government would provide a means through which the government would understand Africans better. f) It also originated from the desire by European settlers to safeguard a number of privileges for themselves by getting directly involved in local administrative units **Local Native Councils** They were established in 1922 after the passing of the Native Authority Ordinance. In 1924, the District Advisory Councils (DACs) were renamed Local Native Councils (LNCs) **Objectives of the LNCs** a) To encourage and develop a sense of responsibility and duty among the Africans. b) To provide a mechanism through which educated Africans could articulate their grievances at District level. c) To ensure proper restriction of the Africans in their reserves. d) To provide a means through which the government would understand the Africans better so that to contain them. **Achievements of the Local Native councils** a) The councils succeeded in restriction African political Agitations and other activities to their reserves. b) The LNCs provided basic social needs like water, cattle Dips, Public Health, Education and Markets. c) They succeeded in maintaining basic infrastructure in their areas of jurisdiction. d) They succeeded in collecting taxes to finance their operations. NB; in 1948, the LNCs were renamed African Native Councils. Pascal Nabwane became the first African chairmen of the ADCs in 1958. The ADCs operated as local authorities for Africans until 1963. **Impact of Local government** a) It exploited local resources and initiated development. b) It created a link between the central government and the local people. c) It helped maintain law and order using the small police force set up in 1896. d) It promoted infrastructural development and general welfare of Africans. It used the levied taxes to improve social services such as schools and hospitals. e) It helped in the arbitration of African disputes through the District African Courts. E.g, Land disputes were settled by the LNCs. **Factors that undermined the local Government** a) Shortage of trained personnel to work in the LNCs and ADCs. b) Poor transport and communication leading to poor coordination of their activities. c) Lack of adequate revenue to finance their operations as the colony lacked strategic mineral resources. d) There was a lot of rivalry between the settlers and the locals, later becoming the freedom struggles. This hampered the operations of the councils. e) Racial discrimination was so pronounced that basic services were absent in African areas. Many Africans survived through self-help schemes. **COLONIAL ADMINISTRATION** The methods mainly used by the British to administer their colonies were ***1. Direct rule.*** ***2. Indirect rile***. **Difference between direct rule and indirect rule.** Indirect rule was a system under which the British recognized the existing African political system and used it to rule over the colonies.Direct rule was a system where the Europeans/the British entrenched themselves in the direct administration of their colonies. Indigenous political and administrative institutions and leaders are replaced with European systems. **Indirect rule** This was a policy advanced by Fredrick Lugard, the British High Commissioner in the protectorate of Northern Nigeria from 1900 to 1906.To Lugard, as summed up in his book, The Dual Mandate in the Tropical Africa (1922),the resident acts as a sympathetic adviser to the native chief, on matters of general policy. But the native ruler issues his instructions to the subordinate chiefs and district heads, not as orders of the resident but as his own.Such a system was applied in Kenya and in West Africa. **Why Britain used indirect rule in Kenya and Nigeria** a) Britain lacked enough manpower to handle all the administrative responsibilities in the colonies. For example, in the Nigerian protectorate, there were only 42 British officials by 1900. b) Lack of adequate funds for colonial administration from the parent government made her use the existing traditional political system as a means of cutting down the administrative costs. c) The use of indirect rule was a means of diffusing the expected stiff resistance from the Africans. The traditional rulers were to be made to feel that they had lost no power. d) The policy of administration had succeeded in India and Uganda, thus motivating them to apply it in Kenya and Nigeria. **British rule in Kenya** In Kenya, the British lacked both funds and experienced personnel to facilitate their administration. Kenya also did not have a reference model of an administrative system  like that in Buganda Kingdom. It was only among the Wanga section of the Abaluhyia and the Maasai where traditional chiefs that were recognized by the British existed. Where the institution of chieftainship did not exist as the case of the Agikuyu, the British appointed chiefs (men with ability to communicate in Kiswahili and organize porters) like Kinyanjui WA Gathirimu in Kiambu, Karuri wa Gakure in Muranga and Wangombe wa Ihura in Nyeri. The passing of the Village Headman Act in 1902 gave the chiefs the responsibilities of maintaining public order, hearing of petty cases and clearing of roads and footpaths.The 1912 0rdinance increased the powers of the chiefs and their assistants (headmen); they were now allowed to employ other persons to assist them, such as messengers and retainers. They were to assist the District officers in Tax collection and control brewing of illegal liquor and cultivation of poisonous plants like Cannabis sativa. They were to control carrying of weapons and mobilize African labour for public works. ***The selected colonial chiefs however faced two problems;*** a) Most of them lacked legitimacy and were therefore rejected not only by the African elders who regarded them as nonentities, but also by the young generation who saw them as tools of colonial oppression and exploitation. b) Many of the colonial chiefs were young and inexperienced. c) Many of the chiefs also became unpopular since they used their positions to amass riches in terms of large tracts of land, livestock and wives. E.g Chief Musau wa Mwanza and Nthiwa wa Tama acquired 8000 herds of cattle and 15 wives respectively in kambaland.The structure of administration was as discussed earlier with governor being answerable to the colonial secretary in London. Below him were provincial commissioners, district commissioners, district Officers and Chiefs.All the administrative positions above that of the chief were occupied by European personnel. **The British in Nigeria.** Nigeria comprised the Lagos colony and protectorate, the Southern Nigeria Protectorate and the Northern Nigeria Protectorate. These regions were later amalgamated into the Nigerian protectorate in 1914.In Northern Nigeria, Fredrick Lugard employed indirect rule. **Reasons for the use of indirect rule by the British in northern Nigeria.** a) The system was cost-effective. There was need to reduce the administrative cost by using the local chiefs in administration while employing very few British officials. b) Northern Nigeria had communities with a well-organized centralized system of government complete with Islamic sharia whose use provided a base to govern the protectorate. i.e. The Sokoto Caliphate c) The vastness of the region coupled with the inadequate British administrative work force and Poor transport and communication network made it difficult for the British officials to effectively administer some parts of the region. d) The system would help dilute African resistances since governance was by local rulers. TheBritish were keen on guarding against the local resistance to their administration. e) The method ensured smooth transition from African to British dominion. It was a way of deliberately preparing Africans for self-government. f) Indirect rule had been tried successfully in Uganda and India. **Indirect administration as applied in northern Nigeria** In Northern Nigeria, the existing emirates with centralized system of administration formed thebasis of local governance. The Emirs were retained and were to rule under supervision of the British resident officials.The British administration was based on the local customs and laws. Chiefs chosen by the British were to be acceptable by the local people. Local chiefs collected taxes and a portion of it was given to the Central Government.Local Native Courts operated as per the laws of the land. The Emirs were allowed to try cases in their own Muslim courts.The Emirs were mandated to maintain law and order. They possessed firearms.In 1914, Northern and Southern Nigeria were Brought under one syatem of administration. However Lugard found it hard to apply indirect rule in Southern Nigeria. **Why indirect rule was not successful applied in southern Nigeria** a) Southern Nigeria lacked a centralized indigenous system of administration, which would have been vital in the application of indirect rule. b) The south had many ethnic groups, many languages and many disparities in customs, whichdenied it the homogeneity necessary for the application of indirect rule. c) The southern people were infuriated by the British introduction of new concepts like forced labour and direct taxes. d) The British did not give themselves time to understand the operation of the social, political and economic systems of the people of southern Nigeria. e) The educated elites in the south felt left out of the administration of their own country in favour of the illiterate appointees of the British. f) There existed communication barrier between the British supervisors, the warrant chiefs and the people, which sometimes led to misinterpretation and misunderstanding. g) The warrant chiefs sometimes misused their powers in tax collection and molesting women sexually. h) The brutish had used excessive force in dealing with any form of resistance and this made them unpopular **Problems associated with indirect rule as a system of government.** a) Indirect rule could only e applied where centralized government was present. Its application in stateless societies often faced difficulties. b) Where chiefs were imposed, especially in the stateless societies, their authority lacked legitimacy and only resulted in suspicion and lack of confidence. This would lead to constant riots when they tried to exert their authority. c) Local people even in the highly centralized states looked at indirect rule as curtailing the authority of their local rulers and hence resented it. E.g the Yoruba state in Nigeria. d) Some inexperienced British officials tended to interfere too much with the vital African customs and practices e.g. among the Asante thus bringing further problems. e) Different administrations had different views on the degree of indirect rule to be applied hence confusion was created. It was difficult to draw a boundary between the advisory and supervisory roles of colonial powers. f) Language was a problem and there was need for interpreters. Communication was poor and made adaptation difficult. g) Education of chiefs was necessary but even this took a long time and needed patience and skillful knowledge which the British did not have. **Effects of indirect rule.** a) The system led to transformation of the role of traditional African chiefs. they now began to recruit fellow Africans to provide labour to the colonial government and even fight in world war I. the chiefs thus became unpopular. b) The indigenous system of administration was modernized by the British especially in northern Nigeria. c) Many African chiefs used their positions to accumulate a lot of wealth at the expense of their people. Chiefs like Wangombe and Gakure in central Kenya acquired large tracts of land. d) Indirect rule created suspicion and mistrust between the educated elites and the traditional chiefs who were given power ib southern Nigeria. The elite reacted by forming political movements thus leading to growth of nationalism in Nigeria. e) Indirect rule helped preserve African cultures, unlike assimilation which sought to replace them. **DIRECT RULE** This system was mainly used in regions with large white settler population such as Algeria, south Nigeria and Zimbabwe. **Direct rule in Zimbabwe** Zimbabwe was colonized by the British South African Company under John Cecil Rhodes. Rhodes used his resources to sponsor a group of South African Europeans who set out to establish in Southern Rhodesia, a satellite of South African System. They began off by engaging the Ndebele in a series of wars from 1893 before finally occupying the fertile land in Mashonaland and Matabeleland. **Characteristics of direct rule in Zimbabwe** a) Zimbabwe had a large number of European settlers with their population rising to 50,000 by 1931. The whites therefore maintained an advantaged position throughout their administration of Zimbabwe. b) Many of the British settlers developed the attitude and consequently the belief that the territory was pre-ordained to be a white settler colony. c) The territory was administered by a commercial company (B.S.A.C) for a long period (1890-1923) d) An administrator below who was a long chain of European civil servants performing simple administrative duties headed BSAC. e) Direct method of administration was applied to the Africans who had initially resisted the intrusion. New chiefs were appointed to dethrone the traditional leaders. f) The Legislative Council that was begun in 1898 gave the European settlers political Rights to the extent that by 1923, they had attained some self-governance. g) The system was characterized by massive alienation of African Land compelling Africans to provide labour to the new European settlers. h) There was racial segregation which was effected through the Legislative Council. African communities suffered greatly in the hands of the settler regime. **Reasons for use of direct rule by the British in Zimbabwe** a) The British desired to fully control the economy of Zimbabwe and maximize on profit generation through direct involvement in administration. b) The Shona and Ndebele resistance against British intrusion made the them not to trust the Matabele chiefs nor use them as British agents c) There was lack of reliable political system to be used in indirect administration of the region. The local political institutions based on the Induna system had been destroyed when the British conquered and occupied Zimbabwe. d) Existence of enough B.S.A Co personnel on the spot who were familiar with the area as well as the British system of government. e) Favourable climatic conditions and the expected rich mineral deposits attracted many settlers who later provided the necessary personnel. f) There was a strong desire by the Europeans to be able to direct their own affairs and destiny without interference from within or without/The spirit nationalism **The BSAC administrative structure in Southern Rhodesia (1905-1923)** The government was headed by a resident Commissioner who was appointed by the Company stationed at Salisbury. Below him were various commissioners in charge of the Districts (all Europeans). Below them were African Chiefs whose duty included collecting tax, recruiting labour and maintaining law and order.In 1898, a LEGCO was established heavily dominated by the European settlers. An Executive Council, consisting of the Resident Commissioner and 4 nominees of BSA.Co was also established. In 1902, a Native Affairs Department, headed by a European Native Commissioner was created thus entrenching the dominance of Europeans in Zimbabwe. The duty of the commissioner was to allocate land to Africans, collect taxes and recruit labour.For lack of enough valuable minerals in Zimbabwe as expected, the Europeans compensated by acquiring large tracts of land from African communities with some having grants of upto 3000 acre pieces of land.( Europeans occupied 21 million acres while Africans despite their majority were confined to 24 million acre reserves.) The Company relinquished control in 1923 to for Zimbabwe to become a crown colony. **Crown colony Rule (1923-1953)** Why the settlers favoured crown colony over merger with South Africa. a) The merger would have led to domination by Afrikaners in their political matters. b) Their economic interests would have been neglected in favour of those of Afrikaners. As a crown colony, a Governor was appointed in 1923 to represent the Queen of England. British government was empowered by the constitution to veto any legislation that would discriminate against Africans. This however never happened practically. For example, the government formulated the Two-Pyramids Policy or parallel development policy characterized by discrimination against Africans. At the base of the pyramid was the majority Africans relegated to offering cheap labour for the white settlers. At the apex were the minority whites who took the highest positions in the economic and political system.To legitimize the two pyramids policy were two Acts that were passed in 1930 and 1934. **a) Land Apportionment Act of 1930** The Act introduced rigid territorial segregation with land being divided into whites and Africans portions. No African was allowed to acquire land outside their segregated portion.The minority whites acquired over half of the best arable land. Africans were given the semi arid areas infested by mosquitoes. Land was categorized into four; 1) Native Reserve Area- for Africans population. The Land was characterized with congestion since it was inadequate. 2) Native Purchase Area- for Africans to buy. Such areas had harsh climatic conditions. 3) European Area- For Whites only. 4) Unassigned Area- For government expansion of buildings and other uses. **Effects of the Land Apportionment Act on Africans** a) Many Africans became migrant labourers, moving to mines, towns and European farms to provide cheap labour since their land was unproductive. b) Large tracts of African land were alienated and they were confined to only 29 million acres while only 50,000 whites occupied 49 million acres of land. c) This exposed Africans to problems like overgrazing that further deteriorated their land. d) There was widespread poverty among Africans. For those on the reserves, they faced starvation, those in towns faced slum life. e) Africans suffered racial segregation in provision of social services in urban areas. f) There was disruption of social roles as African men moved to towns and settler farms. Women took over mens jobs in the reserves. g) Land apportionment became the seedbed for the rise of African nationalism in Zimbabwe. h) Africans were exposed to over taxation to compel them to provide labour to the Europeans. **b) The Industrial Conciliation Act of 1934.** The prime objective of the Act was to protect white workers from African competition. The government through the act prohibited Africans from setting up a trade union. Africans from beyond southern Rhodesia were imported to provide labour to the whites at low wages.The act resulted in relegation of Africans to the lowest level while skilled jobs were set aside for the Europeans. The two acts resulted in the humiliating conditions for the Africans which resulted in the rise of African Nationalism that continued more after the Second World War.As an answer to African agitation, the government invited more white settlers giving them more large tracts of land. The settlers also began to agitate for the formation of a federation of the three central African territories (southern Rhodesia, Northern Rhodesia and Nyasaland).In 1953, the British government gave approval for the formation of the federation of central African countries. **The Central African Federation.** The federation was organized as follows; 1) Each territory had its own government responsible for local administration. 2) Each territorial government was responsible for all aspects of native affairs within its boundaries. 3) The British government was directly involved in the administration of the two northern protectorates. 4) An African Board was established to ensure that no racist legislation against the Africans was passed in the federation parliament. 5) The Federal Parliament was given powers to deal with all matters involving more than one territory and foreign affairs.The first Prime Minister of the Federation, Garfield Todd, being sympathetic to African protests over formation of the federation, legalized the formation of trade Unions and funded African education and Agriculture. Unfortunately when Todd was replaced in 1958, all his programmees were abandoned. In 1963, the federation was dissolved and shortly afterwards Malawi and Zambia became independent as southern Rhodesia remained a self -governing colony. **The reign of Ian Smith** Ian Smiths Rhodesian Front Party, controlled by the white extremists with no regards for Africans, won the 1962 elections.On 15th October 1965, Smith led the settlers to announce a Unilateral Declaration of Independence (UDI), from Britain implying that political leadership was now fully in the hands of the white rebel settlers. This declaration provoked instant protest not only within Africa but also from the international community. UN declared sanctions against South Rhodesia though countries like South Africa and Portugal unfortunately continued to trade with her making the sanctions ineffective.In 1970, UDI declared itself a republic under a new constitution that entrenched whites position in Zimbabwe by spelling the following; a) Voting qualifications for Africans were revised and were now based on income. This automatically disenfranchised the majority of Africans. b) The land tenure system was revised to enable the Europeans to purchase land from the government.Meanwhile the war of independence had began in 1966, provoked by the 1965 UDI declaration, with a patriotic front formed by Zimbabwe African National Union(ZANU) of Mugabe Robert and Zimbabwe African Peoples Union(ZAPU) of Joshua Nkomo waging a guerilla warfare.Zimbabwe became independent in 1980, with Robert Mugabe as the fits Prime Minister. **Effects of British rule in Zimbabwe.** a) It led to African land alienation by white settlers/ Africans were displaced from their ancestral lands. b) The establishment of white settlement subjected Africans to abject poverty and suffering.Africans were subjected to intense economic exploitation through taxation and forced labour. c) African traditional economy was undermined as many of the Africans were forced to work for the Europeans. d) African interests were ignored in the day-to-day running of the colony. e) African traditional rulers lost their autonomy and became mere puppets of British administration. f) African cultures were undermined, for example through the separation of families as people sought alternative livelihood. g) The white settlers were to enhance the production of cash crops as transport, trade and industry were developed. h) Africans were denied freedom of movement and confined I reserves. i) Positively, it led to development of transport network the region. j) It led to introduction of new crops in the region k) It led to rise of nationalism as many Africans could no longer bear the burden of suffering in the hands of the whites. **ASSIMILATION** **Definition.** This was a system of administration in which French colonies were given a culture and civilization similar to that of France. This system was influenced by the French revolution of 1789, which emphasized the equality of all men.In Africa, it was perfected by Lewis Faidherbe in Senegal when he was governor from 1854 to 1865.To many historians Assimilation was a deliberate French policy to help them destroy African Chieftaincies and Kingdoms that were thriving at the time of their arrival. Under the system, Africans had to; ~ Learn the French language. ~ Practice the French legal system. ~ Apply the French civil and political system. ~ Convert to Christianity and learn French mannerism including eating and dressing habits.Later on assimilation evolved into association which had been first applied in Africa in central Africa by Savorgnan de Brazza.Association involved letting the subjects develop independently due to the belief that nonwesterners were racially inferior and would therefore never be accepted as equal to Europeans even when assimilated. **French administration in West Africa** The French system of administration was highly centralized.The eight French colonies were grouped into the confederation of French West Africa. They were governed from one capital, Dakar, Senegal.The federation was headed by a Governor-General answerable to the French Minister for colonies in Paris. Each colony was headed by a lieutenant- Governor answerable to the Governor-General in Dakar.Each colony was divided into cercles (provinces), each headed by a commandant de cercle. Each cercle was further divided into small districts each headed by a chef de sub-division below whom were African chiefs (chefs de cantons in charge of locations). At the base were chefs de village in charge of the sub-locations.All the French overseas colonies were seen as overseas provinces and each elected a deputy to the French Chamber of Deputies in Paris (lower House). However the French administrators appointed lacked high standards of education and some were military officers simply rewarded with senior administrative positions. This led to inefficiency. **French administration in Senegal** In Senegal, the policy of assimilation was only applied in the four communes of St.Louis, Goree, Rufisque and Dakar. In the rest of the country, African chiefs who ruled were put I three grades namely; a) Chefs de province: - equivalent of the paramount chiefs, they were usually successors of the pre-colonial chiefs. b) Chefs de Canton: - these were ordinary people appointed by the French officials due to their ability, to be charge of locations. They kept register of taxpayers the location, helped the government in conscription of Africans into the army and assisted in mobilizing forced labour for road construction and other public works. c) Chefs de village:- these were usually traditional heads of the community(village) who were given the responsibility of collecting taxes, maintenance of law and order, organizing relief during floods and locust invasion and maintaining roads I their areas. The privileges which were enjoyed by assimilated Africans in the four communes of Senegal included; ***Economic privileges*** ~ They were exempted from forced labour. ~ They were allowed to work in France. ~ They were exempted from paying taxes. ~ They were allowed trading rights like the French people. ***Political privileges*** ~ They were allowed to send representatives to the French Chamber of Deputies. ~ They were enfranchised like the French people in France (right to vote) ~ They enjoyed the rights of the French Judicial System like the French. ~ They were allowed to operate Local Authority structures which were similar to those in France. ~ They were allowed to retain Muslim law. ~ They were exempted from arbitrary arrest/through the Indigenization policy. **Characteristics of assimilation.** a) Administrative assimilation. There was an administrative relationship between the French colonies and their mother country. Colonies were regarded as overseas provinces. b) Political assimilation. The colonies were represented in the French chamber of deputies thus maintaining a close political identity. c) Economic assimilation. The French currency was used in the colonies to enhance the economic relationship. d) Personal assimilation. Africans in the Quatre communes were given French citizenship and other privileges enjoyed by French citizens. **Reasons why assimilation was successful in the four communes** a) There was a high percentage of Mullato population within the communes, who readily accepted the French culture making it easy for the French to apply assimilation. b) Africans were familiar with Europeans and their culture due to long interaction with them through trade. c) Many people had converted to Christianity and this made it possible for the French to apply their policy. **Factors that undermined the application of the French policy of assimilation in West** **Africa** a) There was opposition by local people who did not want the French to interfere with their culture. b) The Traditional African rulers resisted the policy since they did not want to lose their authority and influence over the assimilated people. c) The French traders in West Africa also opposed the system they viewed assimilated Africans as a potential threat to their commercial monopoly in the region. d) The policy of assimilation ran the risk of undermining the very foundation of French colonialism, as it was not possible to exploit Africans who had attained the assimile status. e) Missionary school system of education undermined the French policy of assimilation since there was segregation in provision of mission education. f) Nationalism conflicted with the policy of assimilation. g) Assimilation was becoming too expensive to the French government especially because West African colonies were not self-supporting yet. h) The vastness of the French colonies made it difficult to supervise the implementation of the policy. i) Muslims resisted fiercely the French attempt to convert them to Christianity. j) Racial discrimination against the indigenous people also contributed to the failure of the system. This is because many Frenchmen never accepted assimilated Africans as their equals. k) The French citizens in the motherland opposed the policy as they feared being outnumbered in the chamber of deputies. **Ways in which Nationalism undermined the policy of Assimilation in French West** **Africa.** a) It emphasized loyalty or devotion to ones country and national independence or separatism, which were against the policy of assimilation. b) Nationalists agitated for boycott of anything of French origin. c) The nationalists created awareness on the value of African culture and systems; this encouraged Africans to condemn assimilation. d) The nationalists created awareness on the importance of African unity which exposed the hypocrisy of assimilation **Consequences of assimilation in Senegal.** a) The policy of assimilation undermined African cultures, as many Africans embraced the French culture. For instance, the French language became the official language in the colony. b) The authority of traditional African leaders was eroded and even many were replaced by the assimilated Africans. c) The colony was incorporated into the French republic and regarded as an overseas province of France. d) Africans from Senegal were allowed to participate in the political matters of France. Some Senegalese like Blaise Diagne were elected as deputies in the French parliament. e) The spread of Islam was greatly frustrated, especially in the four communes where Africanswere converted to Christianity. f) A great rift emerged between the assimilated Africans , who were regarded as French citizens and the rest of African communities , who were subjected to taxation and forced labour **The policy of association.** Under this system, the French colonial government was to respect the cultures of her colonial peoples and allow them to develop independently rather than force them to adopt French civilization and culture.Unlike the assimilated Africans, subjects retained their cultural practices e.g polygamy and Islam. The subject came under a system of law known as indigenat where the subject could suffer arbitrary arrest or be forced to serve a longer period in the army than assimilated citizens **Why the French government replaced the policy of assimilation with that of** **association in 1945** a) The French had realized that assimilation would lead to equality between them and the colonized people. b) Assimilation was too expensive especially because West African colonies were not selfsupporting yet. c) The method clashed with the commercial interests. The French businesspersons and their friends in the colonial administration saw Africans as source of cheap labour. They therefore disapproved the idea of uplifting them. d) The French had realized that not all the colonial people could be assimilated. Only the elite ones among them could. Association aimed at transforming the Native elites into Frenchmen while allowing the other masses to learn enough French for communication purposes. e) They had realized that there was need to allow the colonies to enjoy the freedom of developing according to existing traditional political and social structure. / respect for the culture of her colonies. **The similarities between the French and the British colonial administrations** a) Both methods emphasized the superiority of the colonial master and his overlord ship in Africa. The Europeans were in charge and took all senior positions. b) The administrative systems applied in both were meant to assist the colonial masters in controlling their territories in Africa. c) Both systems led to massive economic exploitation of resources in Africa. E.g. minerals, labour, and market land etc. d) In both Africans reacted to the systems in a hostile manner. e) Both methods led to loss of independence and freedom for the African. f) In both, every power trained a local army to maintain law and order. g) In both, Africans were oppressed through taxation and forced labour. h) In both, the position of chief was created where there was none. I.e. in Kenya, Southern Nigeria, and Somali. **Main differences** a) The British were keen to appoint traditional rulers as chiefs. The French on the other hand were not keen to appoint traditional rulers but simply handpicked individuals who met their qualifications (those who embraced French culture and civilization). b) The British gave the traditional rulers a lot of power, unlike the French  who undermined African chieftaincies. c) The British colonies were administered separately by a governor accountable to Britain, unlike the French colonies which were governed as federations equated to provinces of France. d) Most of the French administrators were military officers. The British used a mixture of amateurs and professionals. e) Whereas the British applied mainly the policy of indirect rule, the French applied the policy of assimilation and later, association. f) The French colonies elected their representatives to the Chamber of Deputies in France, while British colonies had legislative councils where policies were debated in the colonies. g) Laws applied in the French colonies were legislated in France while in British colonies laws were enacted by the respective legislative assemblies. h) In French colonies, assimilated Africans became French citizens with full rights, while the elite in the British colonies remained colonial subjects. i) Indirect rule preserved African cultures while assimilation undermined them. **SOCIAL AND ECONOMIC DEVELOPMENTS DURING THE COLONIAL** **PERIOD IN KENYA.** **The Uganda Railway** The railway was built between 1896 and 1901 with George Whitehouse as the Engineer. Work was mainly done by 32,000 Indian coolies and 5,000 clerks and craftsmen. The locals could not provide skilled labour. It costed the British taxpayers about 6 million sterling pounds. Reasons for the construction of the Uganda railway line. a) To promote trade with the outside world by encouraging the exploitation of available resources and enable the colony sustain itself b) To link Uganda with the Coast so that the British can achieve their strategic interests. c) To enable missionaries to go the interior to spread Christianity. d) To help stop slave trade since slaves would no longer be needed to ferry goods to and from the coast. e) To provide quick, safe and convenient means of transport for government administrators/troops f) Open up Kenya for economic development/to stop slave trade/promote legitimate trade g) To maintain law and order so that economic development could be achieved. h) To make Africans more productive and able to generate revenue in form of tax to the colonial government. i) To activate interior trade to enable transportation of imported goods to the interior of the colony. **The construction** The railway construction works commenced in Mombasa in 1896. By 1901, the railway had reached Kisumu (then Port Florence) passing through Nairobi in 1899. Numerous feeder lines were later laid down as follows; The Nairobi Thika Branch(1914), Konza  Magadi (1915), Voi- Moshi(1918), Rongai- Solai (1925), Eldoret-Kitale(1926), Eldoret- Jinja (1927), Gilgil-Nyahururu(1929), Thika- Nanyuki(1930)and Kisumu  Butere(1930) In 1948, the Kenya Uganda Railway had been linked with the Tanganyika network to become the East African Railways. **Problems experienced during the construction of the Uganda railway.** a) There was insufficient labour since African labour force was not forthcoming. In the case of the Akamba and the Maasai, they were forcefully recruited. b) The climate of the interior was not suitable for the European labour force. The Europeans constantly fell ill, thus interfering with construction progress. c) The Arab rebellion under Mbaruk Rashid between 1895 96 at the coast delayed the railway construction. d) There was an additional expense of constructing special jetties since Mombasa port was not large enough. e) The Man-eaters of Tsavo created danger and havoc to the construction works. f) The rift valley terrain was difficult. It was rugged with many hills and escarpments thus causing difficulties in construction. g) Hostility of some Kenyan communities to intruders e.g. the Nandi who vandalized the railway and telegraph lines. h) Insufficient building material since most of them came from Europe and their delivery often delayed, **The effects of railway construction.** a) It led to development of European settler farming in order to make the railway pay for its construction. b) There was rampant land alienation. The colonial government alienated African land for railway construction forcing communities like the Maasai and Nandi to move into reserves. c) There was rise of wage labour for the railway and later for the settler farmers. d) It led to growth of urban centres along the railway line e.g. Nairobi. e) Railway construction promoted economic growth of the East African region. This is because farm produce and other commercial products could easily reach market. f) It led to rise of large Asian settlement since many Indians were employed as railway workers. This Asians boosted trade in east Africa. g) It led to development of other forms of infrastructure like the roads and telecommunication lines. This stimulated trade development. h) It led to transfer of the administrative capital from Mombasa in 1905 to Nairobi. i) When the railway reached Kisumu in 1902, it led to major changes to the ad ministrative boundaries within East African region. Initially, the western region up to Naivasha was part of Uganda. j) The railway became a major revenue source for the colonial authorities. k) It facilitated the establishment of colonial rule in Kenya since it was possible for rapid movement of troops. l) It facilitated the cultural and social interaction among the different races. m) The railway made rural-urban migration and the resultant enterprises such as hawking and charcoal selling possible. n) Other forms of transport and communication developed and expanded along the ralwayline. For example: roads and telecommunications. o) Christian missionaries were able to move into the interior, where they established missionschools. **SETTLER FARMING AND COLONIAL LAND POLICIES** As a means of raising revenue to meet the cost of administering the Kenya colony and maintain the Uganda railway, the colonial government encouraged the influx of white settlers to the white Highlands. The administration did this by; a) Providing efficient railway transport connecting the coast and the interior b) Alienating of the white highlands for European settlement. c) Advertising the availability of free land in foreign newspapers d) Giving loan incentives e) Providing security The settlers however faced the initial challenges of crop and animal diseases, labour shortage, lack of inputs and African aggression. **Why the colonial government encouraged white settlement in Kenya.** ***The reasons why the colonial administration led by Sir Charles Eliot (1900- 1904) and*** ***later Sir Edward Northey encouraged settler farming in the white highlands were;*** a) They hoped that settler farming would meet the cost of administration and railway maintenance. b) The British industries were also in need of cheaper raw Materials in an increasingly competitive European Market. These raw materials would be cheaply produced by the settlers. c) The settlers would also help control the prevailing Asian immigration and influence in Kenya. d) The colonial government wanted to make Kenya a white mans country by encouraging white settlers to form the backbone of the economy. e) Kenya Highlands had cool wet climate and fertile volcanic soils suitable for Europeansettlement and agriculture. f) There was need to get rid of social misfits in Europe and the landless who would be offered avenues in the Kenya colony. g) Existence of already willing entrepreneurs lake Lord Delamere and Captain Grogan who were ready to come to Kenya and engage in profitable agriculture. **Factors which promoted settler farming** a) The land policies availed cheap African labour to settler farmers. The alienation of African land and Creation of African reserves forced Africans to work in the settler farms. b) Africans in Kenya were not allowed to grow some cash crops in order to enable Europeans continue getting cheap African labour for their farms. c) The government built and maintained various forms of transport. For example the railway, Bridges and roads which facilitated faster movement of produce and inputs. d) The government Reduced freight charges in the importation and exportation of agricultural inputs and products. e) The government encouraged formation of cooperatives to help in the processing and marketing of produce. f) The establishment of financial institutions such as Agricultural Finance Corporation and Banks provided the settlers with credit facilities. g) The government availed extension services for crops and animal farming through the establishment of the Department of Agriculture and research stations to improve the quality of crops and animals. h) Trade tariffs were also removed and settlers were granted concessions. **Problems experienced by settlers.** a) Inadequate labour as Africans refused to work. Bush clearance and preparation of land for cultivation was therefore a problem. b) Constant raids by the local inhabitants such as the Nandi, Maasai and Agikuyu threatened their peace and security. Some communities even raided their dairy farms for cattle. c) Some of the settlers lacked faring experience. Some of the settlers had not engaged in farming before and therefore lacked basic agricultural knowledge. d) Inadequate capital often hindered procurement of farm inputs. Machinery, labour. Some settlers became bankrupt and could not meet the day to day operational costs on the farms. e) Lack of proper knowledge on farming seasons hence crop failure. The climate and soils in the colony were alien to the settlers. f) There was the problem of poor transport and communication as it had become difficult for the government to network all areas occupied by settlers with roads and communication lines. g) Inadequate and unreliable market for their produce. They mainly relied on foreign market which could not serve in the case of perishable commodities. h) Pests and diseases were prevalent in the white highlands. The settlers were assailed by various human, animal and crop disease. **Settler Crop cultivation** The main crops cultivated were coffee, wheat, tea and sisal. ***1) Coffee***. Coffee was first introduced by the Roman Catholic Fathers of St. Austins Mission near Nairobi in 1889. It required plenty of farm inputs in terms of chemicals and labour. Therefore was a preserve of wealthy European settlers.Coffee Planters Corporation was founded in 1908 by Lord Delameres Efforts, and led to the spread in the growing of coffee. By 1913, coffee had become the leading cash crop in Kenya grown mainly in Muranga, Thika and Kiambu.Africans were unfortunately not allowed to grow coffee until 1937 **Reasons why Africans in Kenya were not allowed to grow coffee before 1937** a) Europeans wanted to continue getting cheap African labour for their farms. This could not be available if Africans were allowed to earn some money through growing of coffee. b) European settlers did not want to compete with Africans in coffee growing. They feared that it would limit market for their produce. c) The settlers claimed that Africans did not have knowledge of growing coffee. They claimed that African participation in cash crop growing would lead to low quality products. d) They feared that diseases would spread from African farms to settler plantations. e) European settlers claimed that African farmers would produce low quality coffee due to inadequate resources. ***2) Wheat.*** It was introduced in Kenya in 1903 by Lord Delamere who experimented on his Njoro farm. It was however until 1912, when a more resistant variety was developed, that wheat growing took root in Kenya.In 1908, Lord Delamere set up Unga Ltd which boosted wheat farming in Kenya. It was grown in the Nakuru and Uasin Gishu areas. Like coffee, wheat farming was the preserve of wealthy European settlers from Australia, Canada, Britain and South Africa. Africans began to grow wheat only after independence. ***3) Sisal.*** It was introduced in Kenya from Tanganyika in 1893 by Richard Hindorf, a german Doctor. Initially, it was cultivated around Thika in 1904. By 1920, it had become the second largest income-earning crop after coffee.The main sisal growing areas included Baringo, Koibatek, Ol Donyo Sabuk, Ruiru, Thika, Voi, Taita and Taveta.Africans began growing coffee in 1964 though its growth declined due to the completion it faced from synthetic fibre. ***4) Tea.*** Tea was introduced in Kenya in 1903 around Limuru by Messrs Caine Brothers. It was until 1925 when tea began being grown successful with large tea estates being established by tea companies like Brooke Bond and Africa Highland from India.The main tea growing areas were Nandi, Kericho, Sotik, Nakuru, Muranga and Kiambu. **Stock rearing.** Lord Delamere carried out many experiments in sheep and cattle rearing at his Equator Ranch in Njoro though the Maasai raids in his farm and cattle diseases frustrated his efforts.After cross-breeding exotic types with local stock, he came up with more resistant variety. The government also set up an experimental livestock farm in Naivasha. In 1925, the Kenya Cooperative Creameries was established due to Delameres efforts. Later, the Uplands Bacon Factory was established near Limuru to promote pig rearing. In 1930, the Kenya Farmers Association (KFA) was established Colonial land policies in Kenya.To empower the settlers to take up more arable land in Kenya, the Legislative council passed the following Land Acts or Ordinances; 1) The Indian Acquisition Act (1896). it empowered the authorities to take over land for the railway, government construction and public utilities. 2) The Land Regulations Act (1897). It allowed the government to offer a certificate of occupation and a lease of 99 years. This Act encouraged settlers to take up land left vacant by the Agikuyu due to drought and famine. 3) The East African Land Order in Council (1901). It defined crown land as all public land which was not private. The government could take up any land at will, sell it or lease it for use by settlers. 4) The Crown Land Ordinance (1902). It allowed the government to sell or lease crown land to Europeans at 2 rupees per 100 acres or rent at 15 rupees per 100 acres annually. 5) The Maasai Agreement (1904). It led to creation of the Ngong and Laikipia reserves while the settlers took up Maasai land for livestock farming. For example Lord Delamere in Nakuru. 6) The Elgin Pledge of 1906. The government through the British Secretary of State, Lord Elgin confirmed that the Highlands were reserved for settlers. This barred the Asian attempts to buy land in the highlands. 7) The second Maasai Agreement of 1911. The Maasai were pushed out of the fertile Laikipia reserve to pave way for more European settlement and large scale farming. 8) The Crown Land Ordinance (1915). This provided for land registration scheme for settlers. It defined crown land as land occupied by and reserved for Africans who could be evicted any time. Farm sizes wee increased from 5,000 to 7,500 acres. 9) The Kenya Annexation Order in Council (1920). It announced that Africans were tenants of the crown even in the reserves. 10) The Land Commission (1924). It fixed boundaries of the reserves, which were later legalized in 1926. 11) The Native Trust Ordinance (1930). It stated that African reserves belonged t the Africans permanently. 12) The Carter Commission (1932). It fixed the boundaries of the white highlands, leading to population pressure in the African reserves. All Africans were removed from the highlands into the reserves. 13) The Kenya Highlands Order in Council (1939). It fixed boundaries of the white highlands and reserved them permanently and exclusively for Europeans. **Effects of the colonial land policies** a) The displaced Africans were confined to native reserves thus leading to congestion/overuse of land. By 1914, settlers like Lord Delamere and Captain Crogan owned 100,000 and 220,000 acres of land, respectively, at the expense of African congestion in the reserves. b) Africans who lost their land became poor. Many Africans became squatters and lived in misery and hopelessness. c) The situation in the reserves and the landlessness forced to supply labour in settler farms for wages in order to pay taxes. d) The displaced Africans moved to towns looking for employment. Their movement to towns led to growth of urban centres. e) The traditional socio-economic set-up of the Africans was disrupted. Communities could no longer migrate in search of better lands and pasture. Family roles changed as women increasingly took over headship of families while men sought for paid employment. f) The large European farms suffered acute shortage of labour as many Africans were unwilling to work on them. g) It led to the introduction of the Kipande System enforced by the Native Registration Ordinances of 1915 and 1920, to prevent the African labourers from deserting their duties on European farms. h) Taxes were imposed on Africans and were to be paid only in monetary form. This was meant to compel Africans seek for wage employment. i) The reserving of the highlands for the whites only denied Indians access to agricultural land, compelling them to resort to businesses and residences in urban areas. j) Loss of land led to bitterness and made Africans later to form political organizations to demand for their land/spread of nation **THE DEVONSHIRE WHITE PAPER.** The Mandate of the League of Nations compelled Britain, just like any other colonial authority to institute reforms that would involve addressing African grievances. Governor Edward Northey who had given many concessions to the settlers was recalled to Britain in 1922. **Other reforms that were instituted were;** a) Abandonment of Racial segregation policy in Kenya except in the highlands. b) Allowing Asians to elect four members to the Legco, which was initially settlerdominated. This however was not done until 1933.In March 1923, settlers in a form of protest to these reforms sent a delegation to London to try to settle scores with the Secretary for Colonies, the Duke of Devonshire. The fundamental set of principles that were issued in this meeting are what came to be known as the Devonshire White Paper. **Factors that led to the issuing of the Devonshire white paper.** a) The influence of The Dual Mandate. This was a book of the League of Nations that had regulations concerning colonial mandates. Britain was committed to the principle of trusteeship whereby she was interested on its African population than European settlement b) The rise of race conflicts i.e. Africans versus European dominion and European versus Asian conflicts. The Indians were opposed to the privileged position of European settlers. c) The banning of racial segregation .The decision by the colonial government to ban racial segregation apart from the white highlands only, disappointed the settlers who wanted the ban lifted hence they sent a delegation to London to see the colonial secretary. d) The African general resentment. Their resentment was on land alienation, forced labour, taxation system, kipande system, low wages and no political representation. **Terms of the Devonshire White Paper** a) White highlands were reserved for European settlement only b) Indians would be allowed to elect five members to LEGCO not on a common roll, but on a communal roll. c) Racial segregation was abolished in all residential areas. d) Restriction on Indian immigration was lifted e) A nominated missionary was to represent African interests in the LEGCO. f) The European Settlers demand for self government in Kenya was rejected. g) African interests were declared paramount before those of immigrant races if there was a conflict. h) The settlers were to maintain their representation in the LEGCO. i) The Colonial Secretary was given mandate to exercise strict control over the affairs of the colony. **Implications of the Devonshire white paper.** The issuance of the paper left the Settlers, Asians and Africans more dissatisfied than ever before as follows; On the part of the settlers; a) The Indian call for equality, to them, was unrealistic since they could not stomach the mixing of Oriental and Western cultures in Kenya. b) Since European culture was superior, they felt that racial segregation was justified in all spheres. c) To the settlers, instead of giving in the Indians grievances, they would rather give in to African demands since they had moral rights to protect African interests. d) To them, the white highlands were primarily theirs and they had a legal claim over them. ***On the Asian part;*** a) They wanted equality of all races instead of settler dominance in Kenya especially pertaining to settlement in the white highlands. b) They opposed policies on residential segregation and restriction on their immigration. The government was inviting more settlers to check Indian immigration into Kenya by this time. c) They wanted direct and adequate representation in the Legco based on a common roll free election (not communal roll). d) They objected separate taxation for Europeans and Indians and segregated education. The Devonshire White paper was therefore viewed as the product of the struggle between the Asians and the Europeans. The paper made the Asians join their African comrades in the struggle for freedom, especially in the trade Union Movement.Settler dominance In Kenyan affairs continued upto 1963 despite recommendations done in the white paper. **Results of the Devonshire white paper** a) The Devonshire white paper saved Kenya from becoming another Rhodesia or South Africa.The European demand for self-government was rejected. b) In theory, settlers dominance was weakened but in practice, the white paper upheld the dominance of the settlers more than that of the Africans e.g. segregation in residential areas in towns continued, they dominated the economy because they retained the white highlands. c) The paper did not satisfy the Asians since they did not gain access to the white highlands. d) Although many Asians came to Kenya, the Asians did not achieve equality with Europeans through a Common Roll. The Indian congress refused to cooperate with the government; they declined to hold elections for the Legislative Council seats offered to them. No Asian seats, five in all were occupied until 1933. e) Africans were to be represented by a nominated missionary, John Arthur, instead of representation by an African. For the first time, Africans were represented in the Legco. f) The Devonshire White Paper Benefited the Africans by declaring/recognizing Kenya as an African country where African interests should be paramount g) It failed to resolve African land and labour grievances. h) It sensitized the Africans on their plight leading to formation of politi cal parties. **URBANIZATION** Towns that were already in existence before the advent of colonialism include Mombasa, Lamu and Malindi. Many other towns in the interior grew during the colonial period. **Factors which led to the establishment of urban centres in Kenya during the** **colonial period** a) Development of transport network. Construction of roads and the Uganda railway led to growth of some towns as transport terminus or along the transport lines e.g. Nairobi, Voi, Nakuru and Kisumu. b) Growth of trade in the interior of Kenya. Most towns began as trading centres for Indian commercial entrepreneurs. E.g Machakos, Nakuru, Kisumu, Nairobi and Voi. c) Development of administrative posts. The colonial government established administrative posts in various parts of the country. These posts later grew into urban centres. E.g Fort Hall, Embu, Kapsabet, Meru and Garissa. d) Rural-urban migration. The movement to urban areas by African labourers from various parts of the country led to further growth of urban centres. e) Development of agriculture. Settler farming led to growth of towns like Eldoret which began as agricultural collection centres f) Development of Agro-based industries like flour mills, meat-processing plants and sawmills which attracted labourers from all parts of the country to be transformed into urban centres. g) Development of mining activities. This stimulated development of industries in the mining areas leading to urban growth. E.g. Kakamega, Athi River and Magadi. **Why Africans moved to urban areas in colonial Kenya.** a) The Urban centres had recreational facilities and social amenities which attracted the Africans, fed up with hardship conditions in the reserves. b) The Africans expected Job opportunities with better wages in the towns where there were industries as compared to the rural areas. c) Some Africans were escaping from forced labour and taxation. d) The African entrepreneurs wanted to take advantage of the wider markets in the towns to escape poverty in the crowded reserves. **Ways through which the colonial government controlled Africans migration to** **urban centers.** a) Taking headcount of those who were supposed to live in urban centres b) Enacting strict rules about migration into urban centre c) Creation of African reserves d) Ensuring that only those who had specific activities to undertake in the urban centres lived there e) Introduction of kipande system. **Positive effects of urbanization during the colonial period.** a) It promoted interaction between people of diverse ethnic and racial backgrounds, who exchanged ideas and experiences. The centres became seedbeds of political activities that eventually culminated into the struggle for independence. b) Urbanization promoted national integration and instilled a sense of nationhood among Kenyans as it watered down the differences and prejudices between communities. c) The welfare associations formed by Africans in urban areas, like the Bara Association in Mombasa for all hinterland people, united them for a common cause by lessening ethnic hostilities. d) Through sporting and cultural activities that took place in towns, relationships between different ethnic groups and races were cemented. e) Many Africans benefitted from the numerous employment opportunities as shoe shiners and repairers, charcoal sellers, hawking in industries and in European homes. f) Due to the Abundance of labour and raw materials, industries in urban areas expanded further. **Negative effects of urbanization during the colonial period in Kenya** a) There were inadequate housing facilities to meet the demands of the people. This led to overcrowding especially in slums/shanties led to the outbreak of diseases. Lack of planning of housing led to poor drainage and sanitation facilities. b) Africans in urban areas were subjected to racial discrimination. The social services provided to the Africans were inadequate and of poor quality. Even houses in towns were occupied according to the various racial groups, with Europeans enjoying the best facilities. c) Increased population in urban centres led to serious water shortages. d) Establishment of industries in urban centres led to pollution of the environment, whichaffected the health of the inhabitants. e) There was rampant unemployment as urban centres could not cope with the large influx of labourers and increased competition for the available jobs f) Many unemployed people in urban areas got involved in social vices / crimes such as drug abuse, alcoholism and promiscuity, due to desperation and poverty. g) Africans working in urban centres received low wages with employers taking advantage of the high supply of labour, which affected their standards of living. h) The mass rural-urban migration brought about intensification of migration regulations to control the numbers of African migrants. The Kipande system became stricter. i) Economic activities in the rural areas were disrupted by the absence of men who had moved to urban areas. Women took up mens roles. **EDUCATION AND HEALTH** **Education.** Formal education in colonial Kenya was provided by four groups; ~ The Christian Missionaries. ~ The Colonial government through local councils. ~ The Africans themselves. ~ Community organizations(Asians) Major milestones in the development of education in Kenya during the colonial period. Initially, the provision of education was the preserve of the missionaries. For example, the Church Missionary Society (CMS) pioneered by setting up a school at Rabai in 1844 and another in Mombasa in 1873. **Features of Missionary education** a) It was elementary. The subjects taught included religion, writing, reading, reading, hygiene and arithmetic. b) It was industrial and technical in approach, aiming at training Africans to be carpenters, masons, agricultural assistants and shoe repairers. c) It was denominational and aimed at inculcating doctrines of a particular church in the learners. **Objectives of Missionary education.** a) To impart in the Africans Agricultural Skills in order to promote settler farming. b) To give the Africans basic technical skills to improve their industrial knowledge. c) To train some Africans as Catechists to enhance the spread of Christianity. d) To offer Africans basic literacy and numeracy to read the bible and do simple arithmetic.Education development in Kenya in the period between 1904 and 1963 was facilitated by the following factors; 1) The WWI ex-soldiers experiences which convinced them of the advantage of higher education. 2) Increase in African nationalism that demanded for better education for Africans. 3) The need to produce better and more skilled manpower for the future independent Kenya. 4) Primary education had produced qualified children who needed higher education. In 1911, the colonial government agreed to share the burden of providing education to Africans with the missionaries. In 1913, the first Government African School was started at Machakos. It became a centre for Technical and Teacher training. In 1918, the education commission made the following far-reaching recommendations to the government in line with the Fraser Commission report of 1908 which had recommended a racially segregated system of education; a) Provision of technical education to Africans. b) Maintenance of racially segregated Schools. c) More cooperation between the colonial government and the missionaries. d) Appeals for grants-in-aid for mission schools. In 1924, a commission came to Kenya (the Phelps Stokes Commission) to look into the education situation. It recommended that Africans should receive Practical AgriculturalOriented Education suitable for rural areas. Other recommendations included; a) That there should be a uniform system of education in all government and missionary schools. b) That sufficient training for teachers and related personnel should be enhanced by establishing colleges. c) That schools should be built in the rural areas. This was done through the education ordinance of 1924. Due to its recommendations, the Native Industrial Training Centre was built at Kabete in 1924 and Jeanes School, Kabete (1925) for offering technical and industrial education. Other schools were started later at Kapsabet, Kajiado, Tambach, Kitui, Kwale, Kabianga and Kapenguria.The 1924 Education Ordinance created an advisory committee on African education. The representation to the committee was missionaries, colonial officials and settlers. The same year, more schools were built with the assistance of the newly formed Local Native Councils. In 1931, another Education Ordinance helped in the establishment of Kakamega GAS In 1932, Kisii GAS in 1934, and Kabianga. Finance for African education was to come from the colonial government.From 1925, the missionaries began providing advanced level education to Africans. Initially secondary education was the preserve of the Europeans. In 1926, the Alliance of protestant missionaries set up Alliance High School. Catholics established Kabaa in 1927 and Mangu School in Thika in 1930 for Africans. In 1938 and 1939, Maseno and St. Marys Yala were started as secondary schools. **Achievements of missionaries in provision of education.** a) They designed a curriculum with emphasis on agriculture, tailoring, masonry and carpentry. b) They established the first secondary schools for Africans such as Alliance (1926), Kabaa (1927), Maseno (1938 and Yala (1939). c) They trained African teachers to man the Bush Schools (schools found in remote areas consisting of mud huts with grass-thatched roofs) and teach in independent schools. d) They offered the necessary financial and material support to make these schools operational. Secondary schools for whites included Prince of Wales (Nairobi School), and Duke of York (Lenana School) for European boys, Kenya Girls High School (Kenya High) and Limuru Girls for European Girls.Schools for Indians include the Asian Railway School (1904) and other schools developed by the government in Mombasa and Nairobi. Also community-based schools like Allidina Visram and the Arya Samaj Foundation.Hospital School became the first multi-racial school in 1953.In 1934, a District Education Board was created to plan education in districts, establish primaryschools and manage the schools.In 1949, the Beecher Committee was instituted to look into African education From 1961, Asian and African pupils begun to join European schools.Provision of elementary education by Africans was pioneered by John Owalo of the Nomiya Luo Mission in 1910. **University Education.** Africans in Kenya got opportunity for university education at Makerere which was established in 1922 initially as a technical college and became an affiliate of the University of London on 1949. In 1954, the Royal Technical College, Nairobi began to offer higher education and became an affiliate of the university of London in 1959 to offer the first degree courses in 1961 when it became known as the royal college. **Community based education** This was done mainly by Asian families of Ismaili and Arya Samaj for the Indian traders in urban areas. Allidina Visram, A wealthy man, also established centres of higher education. **African Role in educational provision** Africans began their own schools for the following reasons; a) They wanted to protect certain cultural practices like feral circumcision and polygamy. b) They wanted to access higher education, since the government and missionaries were only offering them technical and industrial education, so that to be able to compete for the white-collar jobs with other races. c) They would also use the schools as a forum to air their grievances and to create political awareness in their community. The Nomiya Luo Mission built several schools in Nyanza between 1908 and 1910. Other schools were built in Gem-Luanda region between 1913 and 1918 and in central Kenya in 1923 in Kiambu. In 1934, the Kikuyu Independent Schools Association (KISA) and the Kikuyu Karinga Education Association founded more schools. In 1938, Githunguri Teacher Training College had been established under Mbiyu Koinange. **Health.** **Developments in provision of health services in colonial Kenya** Initially, just like in the case of education, the Christian missionaries were concerned with provision of health services in colonial Kenya. The colonial government was majorly concerned with eradication of plague, malaria and sleeping disease which the Pioneer European settlers suffered from. Preventive medicine was later introduced to help stop various infections of killer diseases.The Church of Scotland Mission and the Church Missionary Society soon opened medical facilities in Kikuyu (1902), Kaimosi (1903), Kaloleni (1904) and Maseno (1905). Dr, Arthur, a missionary and pioneer doctor, put up the Thogoto Mission Hospital in 1907 and the facility exists prominently upto today as the Kikuyu Eye Unit Hospital and Kikuyu Rehabilitation Centre. **Objectives of the Health centres.** a) To eradicate diseases such as smallpox, malaria and sleeping sickness. b) To train medical personnel to handle western medicine. c) To improve health and hygiene for Africans and Asians in towns where they lived in overcrowded areas lacking in sanitary facilities. Africans began being trained in the provision of emergence health services during the first war. (The East African Medical Corps was formed). Between 1919 1922, missionaries began to train Africans as Medical Dressers and Dispensers. After the opening of the Alliance medical college in 1920 and the establishment of a Medical training centre under the Nurses and Midwives Ordinance many African school leavers trained as laboratory and pharmacy assistants.A Public Health Ordinance was passed in 1921 giving the Medical Department powers to institute measures for the control of malaria and prevent communicable diseases. As a follow up to the 1921 Ordinance, new health units were established in the four different African reserves. The Rural Dispensary System was established to supplement the missionary efforts in provision of health care. Health centres were built in rural areas as part of the colonial government efforts to improve health facilities.After 1945, the Development and Research Authority (DARA) gave 47,000 sterling pounds for health care and improvement of health services. In 1949, the Bureau of Medical Research was set up as an agency of the East African High Commission.In 1950 King George IV hospital (today the Kenyatta National Hospital) was started as a hospital for Africans and in 1951, it started training female nurses.By 1962, there were over 100 rural health centres in the country. **Role of Africans in Health Provision** Africans were more pre-occupied with superstitions and over-reliance on traditional medicine which negated their participation in provision healthcare..The traditional medicinemen were dismissed by missionaries despite their wealthy knowledge on herbal Medicine. Today, many people rely on traditional herbalists to compliment healthcare provision. **POLITICAL DEVELOPMENTS AND STRUGGLE FOR INDEPENDENCE IN** **KENYA (1919-1963)** **Early Political Organizations In Kenya Upto 1939** African participation in the First World War contributed to rapid political developments in Kenya in the following ways; a) When many African from different communities and countries met, they realized that they shared numerous interests and problems which necessitated political unity. b) The Africans disapproval of the Whitemans immortality during the war, as he could also get wounded, die and suffer like them. This motivated them to strive for equal rights when they came back. c) The introduction of many unfair measures after the war made their lives difficult. For example, governor Northey introduced the Soldier settlement scheme in 1919 to settle British ex-soldiers while African ex-soldiers got a raw deal. **Other factors for the rise of early political organizations included;** a) The introduction of the Kipande system in 1920 which was used to force Africans to provide labour for the European settlers. b) The replacement of the Indian Rupee with the shilling in 1921 meant that those in possession of the rupee had valueless money at a short notice. c) The reduction of African wages and the increase in hut tax and poll tax in 1920 from 10 to 16 shillings. d) The change of status of Kenya from a protectorate to a colony in 1920 which d awned on the Africans that the Whiteman was here to stay unless this move was fought. **Kikuyu Association** This was the first political organization in Kenya. It was founded in 1920 by Loyalist Kikuyu chiefs, concerned about the continued grabbing of African land for European settlement.They also complained about the planned reduction of African wages after the replacement of the rupee with the shilling, the kipande system which they equated to slavery.The patron was Paramount Chief Kinyanjui wa Gathirimu and Chief Koinange wa Mbiyu was the president. The secretary was I.M.Ishmael. Other members were Josiah Njonjo, Philip Karanja, Mathew Njoroge and Waweru wa Mahui. The Association, being made of loyalist chiefs, was never aggressive in its demands. The members therefore failed to get any meaningful concessions from the government.Later, Harry Thuku and Abdalla Tairara joined the association together with other Christian converts who were labourers, colonial house servants and clerks in Nairobi and central Kenya.When Thuku tried to introduce radicalism in the Association, he was forced to decamp on 7th June 1921 and founded the Young Kikuyu Association. **The East African Association.** It began off as Young Kikuyu Association (YKA) in 1921 having been inspired by the Young Buganda Association in Uganda. Its founders included Harry Thuku, Abdalla Tairara, Mwalimu Hamisi and Muhamed Sheikh.Harry Thuku, the leading founder of this association was a mission educated elite who was working as a telephone operator in Nairobi. He became dissatisfied with the nonaggressiveness of the Kikuyu Association which was dominated by loyalist chiefs, in pressing the colonial government for Africans demands.YKA being very aggressive demanded; ~ The return of African land. ~ Better working conditions for Africans. ~ Reduction of taxes. ~ Withdrawal of Kipande system which had been introduced in 1920. ~ Increase in wages. YKA incorporated other ethnic community members thus necessitating it to change the name to the East African Association in July 1921. The officials included Harry Thuku (Chairman) George Samuel Okoth, Abdalla Tairara, Kibwana Kambo, Jesse Kangethe, Z. K. Sentongo from Uganda, Maitei ole Mootian, Molanket ole Sempele from Tanzania, James Mwanthi and Muhamed Sheikh. EAA became a very popular association in the 1920s attracting huge crowd in its meetings. **Grievances of the East African Association** ~ They were demanding for the removal of the status of Kenya as a colonial territory. ~ They were demanding for a common roll for all in the legislative council elections. ~ They wanted the return of the alienated land, back to African owners. ~ They were opposed to forced labour. ~ They wanted more educational facilities and opportunities for Africans. ~ They were demanding that all labour in urban areas be paid fair wages. ~ They wanted the compulsory selling of cattle be stopped. ~ Removal of Kipande System. ~ Protested European domination of government. ~ Wanted hut tax that was exclusively paid by Africans abolished. Due to the radical approach that was adopted by Harry Thuku, the colonial Governor had him arrested on 15th March 1922 and detained at the Kingsway Police Station (now Nairobi Central Police Station). On 16th March 1922, a Kikuyu Woman, Muthoni Nyanjiru, challenged the African men to violence demanding the release of Thuku. More than 21 people including Muthoni Nyanjiru, were killed when the police opened fire on the over 1000 people who were surging forward.Harry Thuku was deported to Kisimayu. His colleagues Waiganjo and Mugekenji were banished to Lamu as EAA was banned. **Consequences of Harry Thukus arrest** a) The political parties that succeeded the EAA continued using even more radical approach when they realized that the colonial government was determined to continue using Iron Rule in Kenya. b) Governor Edward Northey was recalled to London by the then Colonial Secretary, Sir Winston Churchill due to the way he mishandled the Thuku affair. c) The colonial government did not allow formation of any other countrywide political Associations among Africans until 1945. d) Thuku became the undisputed flag-bearer of Kenyan Nationalism prior to formation of later political parties. **The kikuyu central association.** When EAA was banned, its former officials Joseph Kangethe and Jesse Kariuki founded the Kikuyu central Association. It was formed in 1924 at Kahuhia, Fort Hall with Kangethe becoming the president and Henry Gichuru, secretary. Job Muchuchu (Treasurer), James Beauttah (secretary-general) and Jesse Kariuki (vice-president). All these were extremist politicians whose activities were closely monitored by the government. **Grievances of the Kikuyu Central Association.** ~ They were demanding for the removal of the 1915 Crown Land Ordinance that made Africans mere tenants and not real owners of their land. ~ They were demanding for African representation in the Legislative Council. ~ They were opposed to forced labour. ~ They wanted free primary education as opposed to the colonial education system. ~ Establishment of a secondary school, training facility for hospital workers and a school for girls. ~ Removal of kipande system. ~ They demanded that all colonial laws be translated into Gikuyu Language so that all members of the community could understand them. ~ They demanded for the appointment of a well-educated Paramount Chief elected by the majority of the Agikuyu. ~ Wanted hut tax abolished and other taxes reduced ~ They advocated for the growing of coffee and other cash crops by Africans. ~ To work towards the restoration of alienated African land. ~ To pressurize the colonial government to abolish racial segregation. ~ Respect of African culture & customs e.g. Circumcision/polygamy ~ Agitating release of political prisoners e.g. Harry Thuku. By 1925, KCA had attracted membership from all large urban centres in Kenya and the Kikuyu squatters in the Rift Valley. They presented their demands to Governor Grigg when he visited Fort Hall in 1925.In 1927, KCA relocated its headquarters from Muranga to Nairobi in order to link up with other Kenyan elites. In 1928, Jomo Kenyatta became its Secretary- General, taking over from James Beauttah who had been transferred from Nairobi in an act of sabotage by the government. Kenyatta started the Association newspaper, Muigwithania which was instrumental in reviving the cultural values of the Agikuyu.When the Hilton Young Commission was formed in 1927 to look into the question of the federation of Kenya, Uganda and Tanganyika, KCA through Jomo Kenyatta presented the following demands to it; ~ Introduction of free primary education for Africans. ~ Provision of secondary and higher education for Africans. ~ Abolition of kipande system ~ Appointment of Africans to LEGCO ~ Release of Harry Thuku ~ Giving of Title Deeds to Africans as a guarantee against any further land alienation. ~ Rejection of the proposed East Africa Federation KCA championed female circumcision arguing that it was a beautiful cultural practice which eradicated prostitution in the community. When the Church of Scotland Mission, African inland Mission and CMS expelled all sympathizers with the practice from their missions, KCA responded by leading the pack in the beginning of independent schools and churches.KCA sent Jomo Kenyatta, accompanied by Parmenas Mukiri, to present Agikuyu grievances in 1929 to the colonial office in London. It also helped kikuyu elders in preparing evidence to the Kenya Land Commission in 1931.Rivalry for power within the KCA between 1931 and 1938 nearly rocked the association.The Association was banned in 1940 alongside others. **Kavirondo Tax Payers and Welfare Association** It started as Young Kavirondo Association (YKA) in December 1921 at a Baraza held in Ludha, central Nyanza, by mission educated Luo and Luhyia men. The meeting was meant to discuss issues affecting African communities.The official of the Association were Jonathan Okwiri (chairman), Simon Nyende (Treasurer), Benjamin Owuor (secretary), Rueben Omulo, Ezekiel Apindi, George Samuel Okoth, Mathayo Otieno, Joel Omino and Jolmeo Okaka. The demands of the YKA included; ~ They were demanding for addressing of the problem of change of the status of Kenya from a protectorate to colonial territory. ~ Demanded for a government school to be built in central Nyanza. ~ Demanded for a self- government for nyanza province with a separate legislative council and an elected African president. ~ They were opposed to forced labour and labour camps. ~ An end to land alienation. ~ Creation of the position of paramount chief for central and southern Nyanza, just like Mumias was for northern Nyanza. ~ Removal of Kipande System. ~ Demanded to be given title deeds for their land. ~ Wanted hut tax removed. ~ The advocated for better wages. The members presented their demands to the Nyanza PC in May 1922 and met governor Northey in Kisumu in July 1922 at Nyahera in Kisumu. The governor agreed to authorize the closing down of labour camps and reduce taxation. However, the revocation of the Crown Colony Status was out of question.In 1923, however, government, alarmed by the mobilization level of YKA in Nyanza, compromised its leadership and Jonathan Okwiri handed over chairmanship to Archdeacon Owen fearing the banning of the association the way EAA had been.Under Owen YKA changed its name to KTWA with its emphasis shifting from political grievances to social grievances focusing on killing rats, digging latrines and keeping compounds clean. It also adopted the use of written memoranda in expressing their grievances. All Nyanza chiefs became Vice-presidents of the association under its new constitution.In 1931, the association split up into Luo and Luyia Factions due to disagreements. The Abaluhyia faction formed the North Kavirondo Central Association that had close links with the KCA. It was formed with the objective of stopping any further land alienation for European use without compensation, especially after the 1930s Kakamega Gold rush.By 1944, many of the top leaders of the KTWA had been co-opted into the colonial administration with Okwiri becoming a chief. Benjamin Owuor, Nyende and Okwiri were made members of the LNC in central Nyanza. KWTA was therefore weakened and became extinct in 1944. **Ukamba Members Association** UMA was formed in 1938 by Samuel Muindi Mbingu (Chairman), Elijah Kavula (Vice- chairman), Isaac Mwalozi (secretary) and Simon Kioko (treasurer) as an association of the Akamba of the eastern part of Kenya.The leaders who founded this association were closely associated with East African Association of Harry Thuku. For example, James Mwanthi, Ali Kilonzi and Muhamed Sheikh. **Reasons for the formation of Ukamba Members Association** a) The Akamba wanted to fight against land alienation for European ranchers causing shortage of land for grazing. b) To oppose the colonial policy of de-stocking who argued that overstocking was responsible for soil erosion in Kitui and Machakos regions. In 1936, the Liebigs Group established a meat processing plant to effect the de-stocking policy. c) To oppose heavy taxation. d) To represent the Akamba peoples interests. e) To fight for the Akamba rights and freedoms They wrote memorandum to the colonial government with the assistance of Asian lawyers. It mobilized people to fight for their rights through meetings and signing of petitions. They got support from KCA and the Asian representative to the Legco, Isher Das.The association used Muigwithania journal of KCA to advance their cause. On 28th July 1938, UMA members including women and children demonstrated and marched to Nairobi with their cattle to seek audience with the governor over destocking and grazing policies. They staged a sit in Nairobi for 6 weeks led by Muindi Mbingu until the governor conceded to their demands at a meeting in Machakos. However, their leader, Muindi Mbingu was arrested in September 1938 and deported to Lamu until 1946. The Association was banned at the beginning of World War II. **Problems that faced UMA in its operations** a) The colonial government had a negative attitude towards the activities of the association. This discouraged open participation. b) Arrest of their leader Muindi Mbingu and his deportation to Lamu demoralized the movement. c) The Association alongside others was banned, with the World War II looming. **Coast Africa Association** The Association was formed in 1943 with Noah Mwana Sele as president, Muhamed bin Mwichande as vice president, E.W. Timothy as secretary General and H.G.Banks as honorary treasurer. Other officials were Muhamed bin Omar, Enoch Benjamin and H. Harrison. b) The elevation of Shimo la Tewa to a high school. c) The establishment of evening classes in the region so as to give African adults a chance to pursue basic western education. d) to protest inadequate healthcare services for the Africans. e) They were demanding for appointment of Africans as administrators. f) They demanded that tax collected from African drinks be used to develop African rural areas. g) They demanded for the revocation of allocation of Mijikenda land to Asians and Arabs. h) They demanded for African representation of Coast region in the LEGCO in 1947. Unlike other Associations CAA did not present their grievances in political meetings bur instead used written memoranda and also their newspaper, the Coast African Express whose editor wads Elkana Young. This explains why the association existed while others had been banned. ***In 1955 however, the association began to disintegrate due to the following reasons;*** a) The departure of their leaders Francis Khamisi and Ronald Ngala who joined the Mombasa African democratic union and the LEGCO. b) Leadership wrangles based on ethnic consideration. c) Shortage of funds to run the activities of the association. It succeeded in achieving elevation of Shimo la Tewa school into a high school and a Legco position for the Mijikenda. **Taita hills Association** It was formed on 22nd June 1939, being modeled on the KCA and UMA styles. Its objectives were; ~ To achieve equal political status with whites and Asians. ~ To help the Taita community to advance. ~ To protest the destocking policy. Most of the fertile land of the community had been occupied by European settlers who were growing coffee on it. ~ Oppose the plan to relocate the Wada Wida people from Taita hills to Samburu to create room for settlers. ~ They were opposed to the kipande system and forced labour. The Europeans forced the Wataita to work on coffee plantations and ferry the coffee over long distances for low wages.The pioneer founder of the Association was Daniel Mapinga, a young catechist, who began mobilizing the Wataita against oppressive measures used by the colonial government. Unfortunately he died in 1837.In 1939, Woresho Kolandi Mengo, Jimmy Mwambichi and Paul Chumbo took over his course and established THA with the help of KCA leadership. **Achievements** a) The association succeeded in stopping the governments plan to relocate the Wada Wida people from Taita hills to Samburu to create room for settlers. b) The colonial government stopped the de-stocking plan among the Wataita. c) The government revised the Taita reserve boundaries and reduced the land initially carved for European settlers. **Problems experienced** a) It failed to attract prominent personalities I Tata. b) It lacked support of all the African groups in the region. For example the Wataveta and Wagisiga were reluctant to join THA. c) The association was banned alongside others in May 1940. d) Their leader Mwambichi was deported after being arrested. **Problems faced by early political organizations.** a) Their members were subjected to harassment by the colonial government, especially arresting and dispersing demonstrators. b) The organizations were demoralized through the deportation of the leaders like Thuku (EAA). Muindi Mbingu (UMA) and Mwambichi (THA). c) The associations experienced political wrangles between members as witnessed in KCA between 1931 1nd 1839 and CAA upon departure of its tow key leaders. d) Many of the leaders of the organizations had little experience in running political parties and therefore mismanaged their offices. e) The organizations were faced with financial inadequacy. Many Africans were experiencing financial problems due to land alienation, taxation and poor working conditions and therefore could not adequately contribute to the associations. f) There was a lot of disunity since most organizations were ethnic-based **Features of the political associations formed in Kenya before 1939** a) They lacked a national outlook since they were ethnic (tribal based/oriented/urban based). Most of them were confined to one or two ethnic communities except EAA. b) Most of them received material and moral support from the Asians c) Mission-Educated African young men led them. For example, Harry Thuku, Okwiri and Mwambichi. d) They were formed in response to socio-economic and land problems of various ethnic groups. e) They all agitated for an end to European exploitation and oppression rather than demand for political independence. f) Most of them did not attract large membership due to their ethnic tendency. g) They were non-militant and tended to be moderate and their demanded. h) They were characterized by squabbles over leadership. **Achievements of early political parties.** a) They provided political education to the African communities through their political rallies. b) They communicated the communities feelings to the colonial government through publications, memoranda or speeches. c) They defended the African cultures against further erosion by the European missionaries. For example KCA defended female circumcision among agikuyu. d) They re-awakened the masses by making them conscious of the political situation in the country. d) Some succeeded in to stop further land alienation by restraining the Europeans from displacing the Africans to the reserves. For example THA succeeded in stopping the governments plan to relocate the Wada Wida people from Taita hills to Samburu to create room for settlers. e) The played the role of trade Unionism by fighting for the welfare of the workers in the absence of formal trade unions. f) They publicized Africans grievances to the international community. For Example, the role played by Jomo Kenyatta on behalf of KCA. g) They pioneered in the growth of nationalism by forging inter-community relations in the struggle for independence. **EMERGENCE OF INDEPENDENT CHURCHES AND SCHOOLS MOVEMENT** **IN KENYA** This was an expression of African protest against European interference with traditional African economic and political organization. **Reasons why independent churches and schools emerged in Kenya** a) The desire by majority of Africans to retain their cultural values while at the same time converting to Christianity. Many were unhappy with the western influence of Christian missionaries who taught against traditional customs. b) Africans were unhappy with the 3Rs style of education in mission schools which only prepared them for low positions in government or employment on European farms and homes. They desired to be equal to Europeans and Asians. c) Independent schools emerged as a reaction against colonial domination and exploitation in terms of taxation, kipande, forced labour and racial discrimination. d) Africans desired leadership in their own churches instead of being led by European missionaries whom they viewed as agents of colonialism. e) The role played by Africans like John Owalo and Elijah Masinde who claimed to have received divine calls to begin independent churches. f) Some Africans felt dissatisfied with the interpretation of the scriptures. The Holy Spirit Church, for example, broke away on this account. g) Some churches were formed to allow Africans to express their Christianity freely through dancing, singing and drum beating which many mission churches did not accommodate. h) Characteristics of independent churches and schools. **Characteristics of independent churches and schools.** a) All of them accommodated African cultural values. b) Both churches and schools valued Christianity and western education but were against the westernizing influence by missionaries. c) Africans held positions of leadership in the churches and schools. d) Most Churches and schools worked closely with the African political association. **The independent churches movement in Nyanza.** John Owalo is credited for leading in the establishment of independent churches in nyanza. He stared as a Roman Catholic, then joined the Church of Scotland mission (CSM) at Kikuyu before moving to the CMS first in Nairobi, then defected to Maseno. The reason why Owalo suffered from denominational defection is because he was seeking for a mission church that accommodated African cultural values and where Africans could be given a say I terms of leadership and worship. In 1907, Owalo claimed to have received a direct call from God with instructions to begin his own church. Though CMS at Maseno dismissed him as a lunatic, the colonial authority (Nyanza PC John Ainsworth) granted Owalo permission to start his own mission. In 1910, he founded the Nomiya Luo Church, which became the first independent church in Kenya. Owalo proclaimed himself as a prophet equating similar to Jesus. Other independent churches in Nyanza included; 1) Dini ya Roho (Holy Spirit Church) founded among the Luhyia in 1927 as a breakaway from the Friends African Mission. The members claimed to speak in tongues and believed in baptism by the holy spirit, 2) Joroho church founded by Alfayo Odongo Mango in 1932 among the Luo. It was similar to Dini ya Roho. 3) The Christian Universal Evangelical Union founded in 1938 In Siaya by Ismael Noo, a school teacher linked to the Anglican Church at Maseno. He began off as one of the leaders of the revival movement at Maseno, which emphasized salvation by the blood of Jesus and public confession of sin. His movement insisted that men and women should have sexual intercourse since they were saved. His church attracted many women and soon he was accused of infidelity with peoples wives.He officially broke away from the Anglican Church at a convention at Nyabondo in Nyakach to establish the Christian Evangelical Union. The church is currently known as the Christian Evangelical Church, having changed its name in 1965. **The independent churches and schools movement in central Kenya** Due to its proximity to Nairobi, the seat of colonial administration, central Kenya experienced the presence of white settlers more than any other region in Kenya. The schools established by the so many missionary groups in the region only aimed at imparting basic literacy and numeracy skills to African converts. As the evangelized, the \\missionary groups condemned many traditional African practices and values like polygamy, consumption of traditional brews and female circumcision. It is behind this backdrop that independent churches and schools emerged in central Kenya. **Kikuyu Independent schools** Kikuyu elders out of the desire for western education for their children, without necessarily being Europeanized, set up independent schools. In 1913, a Kikuyu elder, Mukunga wa Njehu, donated land at Gaithieko, Kiambu where the first independent school In central kenya was built.In 1925, another school had been built and registered at Githunguri.The independent Schools Movement emerged in the 1920s as a result of the expulsion from mission schools of the children of the supporters of female circumcision. The two bodies that emerged as a consequence were***Kikuyu Independent Schools*** ***Association (KISA) and the Kikuyu Karinga Educational Association (KKEA)*** **The Kikuyu Independent Schools Association** The Body was closely associated with the Independent Pentecostal Church and was predominantly in Muranga, Nyeri and Embu. Following a showdown over female circumcision, the kikuyu elders got permission from the DC to build a prayer House around Gituamba on land donated by two elders, Kagere Gatundu and Gathai Gachohi of Thiru sub-location. Between 1929 and 1932, a school was set up at the church. This success inspired the emergence of similar churches and schools in Mariira, Kahiti and Gakarara in Kandara, Muranga.In 1934, KISA was established to coordinate the efficient running of these schools with its leaders including Daudi Maina Kiragu, Musa Muriithi, Hezekiah Gachui, Peter Gathecha and Johana Njoroge.The Association had the responsibility of establishing more schools and maintaining them as well as mobilizing funds for teacher training programmes. Their activities got the support of the colonial authorities which even permitted establishment of more schools that must be registered at the DOs office.By 1935, KISA had established 34 independent schools with an enrolment of 2,518 pupils. Similar schools emerged in the Rift Valley among the kikuyu squatters. **Challenges encountered by KISA.** a) There were inadequate funds to support the large number of pupils and schools. b) Many teachers were untrained. c) Many of the KISA leaders lacked proper management skills. d) Mission schools fought the efforts of KISA leaders. e) There were disagreements among KISA leaders where some demanded for money for the land they had donated for the schools.The independent churches also suffered from lack of ordained ministers. This problem was solved when KCA invited the Most Reverend William Alexander, the Archbishop of the African Orthodox Church in South Africa in 1935, who established a seminary at Gituamba and ordained Daudi Maina Kiragu, Philip Kiande and Harrison Gachukia Kimanga as Ministers.In 1937 after Archbishop Alexander had left, Daudi Maina Kiragu and Harrison Gachukia Kimanga broke away and formed the African Independent Pentecostal Church which they claimed was independent from external influence.In 1938, KISA named their church the Independent Pentecostal Church. By 1952, at the time of its banning, KISA had 168 schools with an enrolment of 60,000 pupils in central Kenya and rift valley. **Kikuyu Karinga Educational Association** The association emerged out of a split at the Gituamba between the Muranga group and the -Kiambu members who were radical and were more closely associated with KCA. The term Karinga means pure implying unpolluted kikuyu customs and values. KKEA was opposed to all forms of cooperation with either the missionaries or the colonial authority.By 1940, it had established 12 schools in Kiambu and 11 in the rift valley. By 1952, it had established schools at Moshi and Arusha in Tanganyika. It established its own church in 1952(the African Orthodox Church of Kenya), relying on church ministers trained at Gituamba seminary. It was led by Arthur Gathuna and Philip KiandeThe Association was banned in 1952 after declaration of a State of Emergency.In 1939, the Kenya Teachers Training College was established at Githunguri, Kiambu, to train teachers for the independent schools. Mbiyu Koinange was the first principal. It was closed in 1952 alongside other independent schools. **Problems faced by independent churches and schools** a) Poor leadership as many churches and schools were led by people without any management experience. Many of them lacked trained personnel who could run them efficiently. b) They faced a lot of hostility from the colonial government and missionaries who constantly harassed them. c) Ideological differences among their leaders on which name to adopt. There were also many leadership squabbles as all founders wanted to be recognized. d) The schools were forced to follow the official syllabus and become members of the District Education Board. e) The independent churches and schools competed with mission churches and schools for followers with the later declaring war on certain African practices **POLITICAL ORGANIZATIONS AND MOVEMENTS AFTER 1945.** ***Factors that hastened political development in Kenya after 1945.*** a) The Acquisition of western education by many Africans by 1945 which enabled them to articulate their grievances more forcefully and to understand political developments outside Kenya. b) The return of the ex-servicemen after the second world war which exposed the myth of the white supremacy making Africans ready to fight them. Moreover, the colonial government failed to reward African ex-soldiers to embitter them more. c) The change of government from Conservative to Labour Party in Britain in 1946 stimulated a new attitude in Britain towards decolonization. Africans in Kenya took advantage of this attitude. d) The granting of independence to India and Pakistan in 1947 aroused great confidence among Africans in Kenya to also clamour for their own independence. e) The rise of Pan-Africanism in Africa after the 1945 Manchester conference contributed to the new demands for political independence in Kenya. f) The formation of the UNO and the pressure it exerted on the European powers to decolonize helped the Kenyans in their course. g) The emergence of United States and the Soviet Union as super powers in the world contributed to the decolonization process. USA was keen to see Britain and France grant independence to their subjects in the world in order to secure new markets. h) The signing of the Atlantic Charter in 1941 by Winston Churchill and Franklin Roosevelt which demanded that when the WWII ended, all subject peoples should enjoy the right to self-determination. i) The costs incurred by the European nations during WW2 made their taxpayers become reluctant to raise any more funds for colonial expenditures. **Characteristics of political parties formed after 1945.** a) They had a national outlook as members were drawn from different ethnic groups b) Their main objectives was to fight for independence c) Educated elites led them d) They had a large membership. e) They demanded for fair taxation for Africans. f) They all demanded for improved conditions for African workers. g) They all demanded for the return of alienated land. **Kenya African Study Union** When Eliud Mathu was nominated to the Legco on 10th October 1944, a number of well educated Africans led by Francis Khamisi agreed to form Kenya African Union (KAU) with the following objectives;. a) To assist Mathu in his new task as the first African nominated to the LEGCO. b) To create a Multi-ethnic political grouping representing the interests and constitutional rights of all Africans effectively. c) To advocate for more constitutional reforms for Africans. d) To demand for better living and working conditions. The interim officials were Harry Thuku (chairman), Francis Khamisi (Secretary) and Albert Owino (treasurer). Other officials were James Gichuru, John Kebaso, Simeon Mulandi, Harry ole Nangurai, S.0. Josiah, F.M. Nganga, Jimmy Jeremiah, J.D. Otiende and S.D. Jakay.Two weeks after its formation, the governor ordered its officials to change its name to the Kenya African Study Union as it was meant to help Mathu in studying African problems.In January 1945, James Gichuru became the president of KASU after Harry Thuku resigned, being unable to cope with radicalism in the union. Under Gichuru, KASU published a newspaper - Sauti ya Mwafrika that concentrated on African grievances and the proposed East African Federation which they opposed. The organization rejected proposals to give more powers to European members in the Executive council. They refused to accept a European dominated government of the East African Federation. Later in 1946 on KASU changed its name to KAU feeling that the former name was inappropriate. **Kenya African Union** Formed in February 1946, the main demands of KAU were; ~ They protested against inadequate African representation in the LEGCO. ~ They protested against the lack of Participation of Africans in the governance of Kenya. They even demanded for Self-government for Africans. ~ They were against the continued existence of the Kipande System and forced labour. ~ They demanded improvement of the African working conditions with better wages equal to what was paid to other races. ~ They demanded an end to Land alienation and racial discrimination. ~ They demanded an end to Imposition of taxes. ~ They demanded compensation of ex-servicemen. ~ They were protesting against Lack of education opportunities for Africans. The return to Kenya by Kenyatta in 1946 marked the beginning of mass nationalism. On 1st June 1947, Kenyatta became president of KAU after Gichuru stepped down for him. W.W.W. Awori was elected vice-president and Ambrose Ofafa and Muchohi Gikonyo were elected treasurer and secretary respectively.Kenyatta travelled widely in Kenya where he urged people to join KAU. After 1947 KAU began to face the problem of a standoff between Radicals like Fred Kubai and Paul Ngei who wanted to use force to acquire independence, and moderates like Kenyatta himself. Radicals who included Bildad Kaggia took over the Nairobi branch of KAU.When the national delegates conference was held in 1951, Jomo Kenyatta retained presidency, J.D. Otiende became secretary General, PAUL Ngei assistant SG and Ole Nangurai Treasurer. Between 1948 and 1950, KAU faced serious financial problems even failing to pay rent for its offices at the IBEA building. **Other problems that faced KAU** a) Kenyatta also appeared too busy to run the affairs of the party as he doubled up as the Principal of Githunguri TTC. b) The party also faced a lot of hostility from the colonial government and the white settlers. c) There were rampant ethnic divisions within the membership of KAU being complicated by the fact that the party appeared to be dominated by one ethnic group, the kikuyu. d) Majority of the African population, who were illiterate, lacked political awareness under could not understand the political efforts required of them. When the Mau Mau movement began, the Nairobi office of Kubai, J.M.Mungai and Kaggia worked closely with it. KAU continued to expand its membership in Kenya with Ramogi Achieng Oneko opening a branch in Kisumu in 1951, Johana Adala and Boaz Muha opened a branch in Maragoli and Muinga Chokwe opened one in Mombasa.In 1952, KAU rallies were banned outside Nairobi after a political meeting in Nyeri, attended by the leader of Mau Mau, Dedan Kimathi, which attracted over 25,000 people thus startling the government. When a state of emergency was declared in 1952, KAU leaders were arrested for being behind Mau Mau. Walter Odede became the acting president, Joseph Murumbi acting secretary and W.W.W.Awori-acting treasurer.The acting official presented a 24-point memoranda to Oliver Lyttelton , secretary of state for colonies when he came to kenya during the emergency period, demanding the release of the Kapenguria six (Jomo Kenyatta, Paul Ngei, Kungu Karumba, Bildad Kaggia, Achieng Oneko and Fred Kubai) Walter Odede, the acting president was late arrested on 9th march 1953 while Murumbi escaped to Bombay, India as KAU was banned on 8th June 1953. **Achievements if KAU** a) Party members especially from the Nairobi branch gave moral and material support to the Mau Mau freedom fighters. b) The party provided guidance and political support to Eliud Mathu, the first African representative to the Legco. c) The party laid the foundation for the growth of the Kenya African National Union that ushered in independence in Kenya. d) Some of the members of the party were active members of Mau Mau. For example, Fred Kubai and Bildad Kaggia. **THE MAU-MAU REBELLION 1951 - 60** Mau-Mau is an abbreviation which stands for Mzungu Arudi Ulaya, Mwafrika Apate Uhuru (meaning let the white man go back to Europe and the Africans regain Independence).Sometimes the movement was referred to as the Land and Freedom Army and the Anake-aForty.Sometime in the late 1940s the General Council of the banned Kikuyu Central Association (KCA) began to make preparations for a campaign of civil disobedience involving all of the Kikuyu in order to protest the land issue. The members of this initiative were bound together through oath. The rituals obliged the oath taker to fight and defend themselves from Europeans.In These oath rituals, There were rumors about cannibalism, ritual zoophilia with goats, sexual orgies, ritual places decorated with intestines and goat eyes, and that oaths included promises to kill, dismember and burn settlers. The oaths were a cultural symbol of the solidarity that bound Kikuyu men, women and children in loyalty together in their opposition to the colonial government. It also instilled courage and unity among people,Nonetheless, the British were scared by the oath, made taking the Mau Mau oath a capital offence. The British also screened Mau Mau suspects and forced them to take a 'cleansing oath', a strange instance of colonialism 'gone native'. **CAUSES OF THE MAU-MAU REBELLION** a) The unemployment of the ex-soldiers who had been promised jobs after the World War II, but instead were made porters on European-estates. Similarly, people were retrenched, traders pushed out to business by Asian retail trade monopoly and European settlers. b) Africans, especially the Kikuyu, wanted their land returned. By 1948, 1.25 million Kikuyu were restricted to 2000 square miles (5,200 km), while 30,000 settlers occupied 12,000 square miles (31,000 km) fertile land. In the reserves Africans suffered from congestion, starvation and diseases like typhoid, cholera. c) It was a reaction against the Kipande system. This was a method of identity cards imposed on Africans to restrict them from unnecessary movements. d) The introduction of racial discrimination in Kenya. The Europeans equated the black colour with low intelligence, uncivilized, barbaric and a backward race. All the best hotels, restaurants, schools, recreational centres and most fertile soils in Kenya were reserved for the whites only. e) Africans were fed up of heavy and harsh taxation by the Europeans. Failure to pay tax was punishable by taking away the land or even imprisonment. So the Africans were forced to go and work under harsh condition and for long hours, yet poorly paid. f) The dominance of the economy by the Asian and white settlers. The Africans were not allowed to take part in meaningful business, were not given positive consideration in awarding jobs. g) They also wanted to be exposed to the social services e.g. education. The white settlers frustrated the African efforts to set up schools even the few educated Africans were not employed in the civil service. h) Africans feared a gradual destruction of their culture by the whites e.g. the missionaries were totally against the circumcision of women among the Kikuyu and the traditional view of twins. i) Africans wanted a fair share in the administration of their country (Parliament). For a long time many Kenyans were excluded from decision making and political participation the whites and Asians in the Legislative Council did not represent their interests. j) The return of Jomo Kenyatta in the 1950s after his studies in Europe, he came back with a wider vision to convince the Kenyans about their rights and they therefore united and rebelled. k) The role of educated Kenyans who aware of their rights as citizens and in turn educated the rest about their place in society. This prompted them to rebel against the whites. l) The colonial policy discouraged Africans from growing cash crops like coffee, tea, cotton, pyrethrum for fear of competition with the Africans who would grow rich and challenge the colonial administration. m) Forced labour. Africans were obliged by colonial law to offer labour on the plantation this was to be done forcefully without offering any payments. This kind of new slavery inspired the occurrence of the Mau Mau rebellion. n) Influence of the Second World War. Many Kenyans who participated in this war discovered the weakness of the white man and the loopholes in their systems of administration. These included General China, Dedan Kimathi among others who also acquired good military skills. o) The move was a quest for constitutional reforms in Kenya. African political parties had been banned with impunity and their leaders like Harry Thuku, Muindi Mbingu and Mwambichi detained p) They were protesting colonial brutality especially the mistreatment of Africans on the white farms. Many Africans were killed at the slightest excuse like in the case of the upland Bacon **Factory Massacre in September 1947.** **The course of the uprising.** On May 1, 1949, six trade unions formed the East African Trades Union Congress (EATUC). The union leaders joined with the \"Forty Group,\" which was a roughly cohesive group mostly composed of African ex-servicemen conscripted in 1940 when attempts for a union members strike failed on May 16th 1950. In June 1951, the urban KAU radicals (Mutonyi, Isaac Gathanga, Bildad Kaggia, Paul Ngei and Fred Kubai) created a secret Central Committee (Muhimu) to coordinate the oath campaign throughout Nairobi and outside Nairobi. It also formed armed squads to enforce its policies, protect members from the police, and kill informers and collaborators. Different leaders led the Land and Freedom Armies. Three of the dominant Active Wing leaders were Stanley Mathenge; Waruhiu Itote (known as General China), leader of Mount Kenya wing; and Dedan Kimathi, leader of Aberdare forest wing. Others were General Ndungu Gicheru, General Mwariama and General Matenjagwo (one who never shaves). Other armies were in Nairobi, Kiambu, Fort Hall and Rift Valley. They were mostly equipped with spears, simis (short swords), kibokos (rhino hide whips) and pangas (machete). Some made their own gunswhile others employed armed robberies on police stations and isolated settler homes. African and Asian merchants funded the movement by paying protection fees.On 1st of October 1952, Mau Mau assassinated a Nairobi councillor, Tom Mbotela, who was a government loyalist. On 3 October, Mau Mau claimed their first European victim when they stabbed a woman to death near her home in Thika. A week later, on 9 October, Senior Chief Waruhiu, a strong supporter of the British presence in Kenya, had been shot to death in broad daylight in his car. His assassination gave Governor Baring the final impetus to declare a State of Emergency on 20 October 1952. Early the next morning, the British carried out a mass-arrest of 180 alleged Mau Mau leaders and subjected six of them to a trial (the Kapenguria Six); the real militants, such as Dedan Kimathi and Stanley Mathenge, fled to the forests. While much of the senior leadership of the Nairobi Central Committee was arrested, Local rebel committees took uncoordinated decisions to strike attack settlers and there was an abrupt rise in the destruction of European property and attacks on African loyalists. On January 24, 1953, Mau Mau, possibly former servants, killed settlers Mr. and Mrs. Ruck, as well as their six-year-old son, on their farm with pangas. White settlers reacted by dismissing all of their Kikuyu servants because of the fear that they could be Mau Mau sympathizers. Naivasha Police Station was raided in March 1953.Over 1800 loyalist Kikuyu were killed. Operating from the safety of the forests, the Mau Mau mainly attacked isolated farms at night, but occasionally also households in suburbs of Nairobi.In May 1953, the Kikuyu Home Guard became an official part of the security forces. It became the significant part of the anti-Mau Mau effort. On March25March 26, 1953, nearly 1000 rebels attacked the loyalist village of Lari, where about 170 non- combatants were hacked or burnt to death. Most of them were the wives and children of Kikuyu Home Guards serving elsewhere. In the weeks that followed, some suspected rebels were summarily executed by police and loyalist Home Guards.In June 1953 General Sir George Erskine arrived and took up the p ost of Director of Operations. A military  brought in 20,000 troops who were used aggressively. The Kikuyu reserves were designated \"Special Areas,\" where anyone failing to halt when challenged could be shot. The colonial government created so-called pseudo-gangs composed of de-oathed and turned ex-Mau Mau and allied Africans, sometimes headed by white officers. They infiltrated Mau Mau ranks and made search and destroy missions. By September 1953, the British knew the leading personalities in Mau Mau, the capture of General China in January the following year provided a massive intelligence boost on the forest fighters. On April 24, 1954, the Army launched \"Operation Anvil\" in Nairobi, the forest fighters' source of supplies, money and recruits, and the city was put under military control. By the end of 1954 there were 77,000 Kikuyu in concentration camps mainly deported from Nairobi. In June 1954, a policy of compulsory villagization was started in the reserves to allow more effective control and surveillance of civilians and to better protect pro- government collaborators. When the program reached completion in October 1955, 1,077,500 Kikuyu had been concentrated into 854 \"villages.\"The last Mau Mau leader, Dedan Kimathi, was captured by Kikuyu Tribal Police on 21 October 1956 in Nyeri with 13 remaining guerrillas, and was subsequently hanged in early 1957. His capture marked the effective end of the Uprising, though some Mau Mau remained in the forests until 1963 and the Emergency remained in effect until January 1960. **Mau war by other communities** ~ In April 1953, a Kamba Central Committee was formed by Kamba rebels who were all railway men and effectively controlled the railway workforce. They organized acts of sabotage against the railway lines during the emergency. ~ Rebel Maasai bands became active in Narok district before being crushed by soldiers and police who were tasked with preventing a further spread of the rebellion. ~ In Maragoli, Chief Mukudi of Bunyore was associated with the movement. ~ Other communities involved were the Kipsigis section of kalenjin, Luo etc. **Factors, which facilitated the MAU MAU uprising.** a) Oathing, which united the people and gave them the courage, determination and momentum for the rebellion course. b) The use of guerilla tactics ensured less loss of life and prolonged war. It made it difficult for the British to suppress the rebellion. c) The support to the fighters from the civilians who supplied food, water, spying etc. d) Strong leadership for the movement by people like Dedan Kimathi, Waruhiu Itote (General China), Stanley Mathenge and General Matenjagwo. e) The deep resentment of the people against the Europeans gave them the reason to continue fighting. f) The natural forests of Mount Kenya and Aberdere ranges provided good hideouts for the fighters. g) The fighters had enough weapons. They accessed weapons like the homemade guns, swords and Machette to add to what they were able to seize from the settlers. **Problems that faced Mau Mau Rebellion** a) The fighters lacked transport and communication facilities. b) They were faced with adverse weather conditions, operating in the Aberdere and MountKenya Forests that were extremely cold. c) In the Wild environment, they were frequently attacked by wild animals. d) They lacked proper fighting equipment when compared to the weaponry of the Europeans. e) They faced brutality from the British forces when they were retaliating. f) There were constant divisions and disagreements among the fighters. g) The movement suffered from the infiltration of spies in form of pseudo-gangs who exposed their military strategies. h) The movement suffered from lack of proper coordination due to the use of forest hideouts and mountain terrain by the guerrillas which prevented them from developing a wellcoordinated strategy. i) The arrest of the movements key leaders General China and Dedan Kimathi dealt in a devastating blow. j) The movement suffered from a disjointed recruitment process with some fighters being coerced into membership which put their loyalty to doubt. **Results of the Mau Mau uprising** a) Many people died as a result of the war. The official number of Kenyans killed was estimated at 11,503 by British sources. More than 1,800 Kenyan civilians and 32 British civilians were killed by Mau Mau militants. b) The war attracted the attention of British citizens and international community to the crimes committed by the colonial administration. British forces committed widespread human rights abuses, including rape, torture and castration. c) Many Africans were arrested and detained while thousands were seriously injured during the interrogations. For example, 11 of the 88 detainees at Hola Camp lost their lives as the rest were seriously injured in brutality incident. d) The war speeded up the march to independence especially when the realty of the inability of the colonial administration to govern kenya dawned on the British government e) The uprising led to destruction of property. Villages, houses and crops were burned down. f) The war led to the relocation of the Agikuyu, Ameru and Aembu communities from Nairobi region as their jobs were taken by people from western and rift valley who did not participate in the rebellion. g) The uprising led to the reduction of the influence of the settlers in Kenya as it was realized that it was the enormous settler influence that was responsible for the insurgence. h) The war forced the colonial authority to apply tough measures to restrict the activities of African political parties such as KAU that was banned in 1952. i) The war led to the beginning of a program of villagization and land reform consolidated the land holdings of the Kikuyu, thereby creating emergency kikuyu villages in various parts of the country. j) It led to the declaration of a state of emergence in Kenya on 20th October 1952. k) The war bred bitterness among members of Agikuyu Aembu and Ameru where some were government loyalists while others were Mau Mau supporters. l) The war resulted into the land reform measures that came to be known as the SwynnertonPlan of 1954 that sparked off the resettlement of Africans in the countryside. **Swynnerton Plan** Refusing to give more land to the Kikuyu in the reserves, which could have been seen as a concession to Mau Mau, Baring turned instead in 1953 to Roger Swynnerton, Kenya's assistant director of agriculture. The primary goal of the Swynnerton Plan was the creation of family holdings large enough to keep families self-sufficient in food and to enable them to practice alternate husbandry, which would generate a cash income. **Recommendations of the Swynnerton Plan of 1954** a) The survey and enclosure of African land in high potential areas. b) The processing of title deeds and giving out title deeds to the owners. Only progressive African farmers would get title deeds and benefit from the land reforms. c) A few Africans were allowed to practice new agricultural methods and obtain credit as well as title deeds. d) A few African s were allowed to practice individual land ownership. e) A few progressive African farmers were allowed to grow cash crops. Kenya African National Union During the emergency period, (From October 1952 to December 1959) African participation in the political process increased rapidly. The Kenya African National Union (KANU) was formed after the First Lancaster House Conference of January 1960 resolved that nationwide political parties be formed in Kenya as a step towards decolonization.On 27th march 1960, at a meeting at Kirigiti, Kiambu convened by ex- KAU strongmen, James Gichuru and Oginga Odinga, KAU merged with Kenya Independent Movement and the People's Congress Party to form KANU. The colonial government declined to register KANU with Kenyatta as president since he was still in detention.In May 1960 James Gichuru took the presidency with Odinga as his deputy. Tom Mboya became the secretary General and Arthur Ochwada his assistant. Ronald Ngala and Daniel Moi were elected treasurer and assistant treasurer respectively in absentia as they were attending a commonwealth parliamentary Association meeting in London.In the partys constitution, drafted by Mwai Kibaki and Tom Mboya, the following were the objectives; a) To attain political independence for Africans inn Kenya. b) To achieve national unity through a unitary national constitution under one central government. c) To create a society based on African socialism. d) To eradicate poverty, ignorance and disease. e) To get back African land. f) To have all political detainees released. g) To unite with liberation movements in other countries in a Africa in order to end imperialism and colonialism in the continent. h) To encourage good neighbourliness in the East African Region. When Kenyata was released, he took over leadership of the party. During the independence elections in may 1963, KANU won 73 seats against KADUs 31 and African Peoples Partys 8 . Jomo Kenyatta became the Prime Minister on 1st June 1963. **Achievements of KANU in the struggle for independence.** a) KANU mobilized Africans in Kenya and united them in the struggle for independence. b) Through its numerous nationwide meetings, it provided political education to the Africans in Kenya. c) It participated in the independence constitution making process by being part of the Lancaster House conference of 1962. **Challenges faced by KANU in the struggle for independence.** a) There was disunity among its members with some suspicious of the big communities who had taken up key leadership positions b) The party faced the problem of lacking adequate funds to carry out its countrywide campaigns for Independence. c) The KANU leaders suffered from ideological differences with some opposing the unitary system of government as advocated by the partys constitution. d) Some members were dissatisfied with the way party affairs were being run especially the elections which they felt were not fair. **Kenya African Democratic Union (KADU)** KADU was formed in 1960 as an alliance of minority ethnic political groups to protect the rights /interests of the minority groups against possible domination of KANU /majority groups.Its senior leaders included Ronald Ngala (president), Masinde Muliro (Vice president), Daniel Arap Moi (chairman), Martin Shikuku (secretary General) and Justus ole Tipis (treasurer).KADU leaders advocated for a federal system while KANU group were advocating for a unitary system of government.When KANU refused to form government while Kenyatta was still in detention, KADU formed the first coalition government with the Europeans and Asians who belonged to Michael Blundells New Kenya Party after garnering 11 seats in the May 1961 elections.In 1962, KADU and KANU formed a coalition government while awaiting the 1963 elections.Following the defeat by KANU in the May 1963 elections, it became the major opposition party until 1964 when it was disbanded after persuasions from Jomo Kenyatta. **Roles played by the Kenya African Democratic Union in the struggle for** **independence.** a) It united the smaller communities in Kenya. E.g the Kalenjin, Luhyia, Maasai and coastal communities. b) It educated/ mobilized Africans against the colonial domination. c) It pressed for the release of Jomo Kenyatta while hopping that he would eventually join on their side. d) It participated in drawing up the independence constitution in the second Lancaster House conference. e) As an opposition party though for a short time, it helped to provide checks on the KANU government. **Challenges faced by KADU** a) There were suspicions of dominance of the party by some communities. b) The party faced the problem of lacking adequate funds to carry out its countrywide campaigns for Independence. c) Wrangles between senior officials of the party often undermined the partys operations. d) Illiteracy among the majority of the members left the top leaders with too much responsibility over party affairs. e) The party was prone to manipulations by the colonial authority in its operations. f) The party members were faced with a lot of pressure from KANU to decamp.**African** **Peoples Party** The party also emerged after the 1962 Lancaster House conference, founded by Paul Ngei, one of the radical members of KAUs Nairobi branch. Paul Ngei had similar fears just like the founders of KADU that the Akamba interests would not be catered for in the proposed government arrangement that favoured KANU as well as KADU.The party was formed in February 1962. After Kenya became a republic in 1964, APP decamped from the opposition to join KANU. **The trade-union movement.** The early trade Unions in Kenya were formed along racial lines though all form them aimed at addressing labour problems that faced workers. The first trade union in Kenya was the Indian Trade Union formed in 1914 in mombasa. Upto 1914, there existed no African trade union in Kenya because of the following reasons; a) Artisans and farm labourers were not allowed to join or form associations since it was feared they would organize sudden and unofficial strikes. b) Majority of the Kenyans were illiterate and lacked the knowledge to run workers unions. c) The migrant labour system militated against the establishment of such unions. d) The colonial government fought attempts by Africans to form workers organizations. For this reason, in the 1920s, African political organizations doubled up as also defenders of workers welfare.In 1922, Asian workers in the railway department formed the Railway Artisans Union but its officials were sacked by the government causing it to wind up in 1923.in 1930s, a Trade Union Committee was formed in Mombasa by Masons and labourers with R.M. S hah as its president.In 1934, the Indian Trade Union became the Kenya Indian Labour Trade Union (KLTU ) whose membership was from other towns in Kenya.By 1935, the union began admitting members from other races necessitating it to change its name to Labour Trade Union of Kenya (LTUK). When it expanded its membership to the rest of East Africa in 1939, it became known as the Labour Trade Union of East Africa (LTUEA) on 14thJanuary 1947, over 15,000 striking African workers of Mombasa formed the African Workers Union (AWU). Muhamed Kibwana was elected president, Mwangi Macharia-secretary, Mbaruk Kenze-treasurer and Chege Kibachia executive officer. **The Unions demands included;** a) A salary increase due to the high cost of living. b) Implementation of the policy of equal pay for equal work regardless of race. c) Respect for African workers wherever they were employed. d) Payment of sufficient allowances to cater for African wives and children. e) Elimination of the deliberate strategies applied by employers to keep Africans in their places of work all the time.The Union changed its name to African Workers Federation on 24th January 1947 at the advice of Eliud Mathu who also convinced them to end the strike. Meanwhile a trade dispute tribunal led by Mr. Justice Thacker was set up to look into the workers grievances.The AWF became very popular to all workers in Kenya due to the success of the strike. However its leaders were either repatriated from Mombasa to their reserve areas or as was the case of Kibachia, arrested and detained in Baringo district.Achievements of AWF. a) It mobilized workers from different communities to come together and fight for better wages. b) It provided education to the workers about their rights. c) It introduced the concept of collective bargaining among workers in Kenya. d) It fought for better living and working conditions for workers. e) It advocated for better allowances for African workers wives and children, a factor which resulted in better wages and salaries for workers. f) Its activities made the colonial government change its attitude towards labour unions and start to give attention to workers grievances. g) It succeeded in exposing the Kenyan workers grievances to the international community as its strike was internationally publicized. **Kenya Federation of Labour** Following the enactment of the Trade Unions Ordinance in 1952, various small African trade unions (Kenya Local Government Workers Union, Domestic and Hotel Workers Union and East AFRICAN Federation of Building and Construction) united to form the Kenya Federation of Registered Trade Unions (KFRTU). Its officials included Mwichigi Karanja (president), Aggrey Mwinya(secretary general), S. Ondiege, Elikana Okusimba, Silas Okeya, David Jomo, S. Osore, James Wainaina and Dishon Sambili. Among the demands of KFRTU were the following; ~ Increase in African wages. ~ Improvement of the living conditions and poor housing for its workers ~ Protest against the arrest and detention of union officials. ~ Protest against forceful evacuation of the Aembu, Ameru and Agikuyu from Nairobi In 1953. ~ Protest against increase in the price of tea and bread in 1955 ~ Protest against the continuity of the state of emergency. In 1953, Tom Mboyas Kenya Local Government workers Union (KLGWU) joined KFRTU. The following were elected officials in the 1953 elections. David Njomo- prrsident, Stephen Obwaka- vice president, Tom Mboya- general secretary, G.W.Owuor- assistant SG, Daniel Ngethetreasurer and John Opiyo- ass treasurer. In 1955, it changed its name to the Kenya Federation of Labour (KFL) representing 35,000 members. Due to Tom Mboyas efforts KFL was affiliated to the International Confederation of Free Trade Unions (ICFTU). **Achievements of KFL.** a) It kept the spirit of African nationalism alive during the emergency period when political associations had been banned. b) It secured international support through its affiliation to ICFTU for the cause of African nationalism. c) It educated Africans on their rights as workers. d) It helped to improve the living conditions of African workers securing for them a major salary increment in 1956 e) It prepared some African nationalists for leadership roles in the struggle for independence. For example, martin Shikuku and Tom Mboya. **Role of trade union movement in the struggle for independence in Kenya** a) Trade Unions mobilized workers to strike against colonial government. b) They Motivated workers to sustain the struggle for their political rights/self governance c) They provided national political parties with funds required for their operation. d) Trade union leaders became prominent leaders of political associations that fought for independence. e) They introduced the concept of collective bargaining for workers in Kenya. f) The unions promoted regional cooperation in east Africa. g) They improved working conditions of the Africans through their welfare duties. h) They intensified the spirit of nationalism after ban on political parties. i) They provided a training ground for nationalist leaders e.g. Thomas Mboya j) Educated Africans on their rights **Problems faced by trade unions during the colonial period** a) There was fear of victimization and harassment from the colonial authorities especially in the pioneer years. b) The migrant nature of African workforce paused a challenge to their membership. c) Ignorance of the African people about trade unionism and its role. d) Poor leadership which affected the running of pioneer trade unions. e) Shortage of funds since they relied on meager contributions from the poorly paid workers. f) Mismanagement of funds by the officials due to inexperience or corruption. g) Ethnicity, which had a hand in the choice of leaders for the unions. h) Constant wrangles among the leaders of the unions. **ROLE OF WOMEN IN THE STRUGGLE FOR INDEPENDENCE** Key women contributors in the struggle for independence.. 1. Mekatilili WA Menza of Giriama who mobilized and administered oaths to the kaya elders to cause the Agiriama resistance 2. Moraa, a Kitutu, prophetess of Gusii who was instrumental in the Gusii resistance. 3. Mary Muthoni Nyanjiru, famously remembered for inciting men to riot when Harry Thuku had been arrested in Nairobi in March 1922 4. Syotune wa Kithuke, a Kamba prophetess who used the kilumi dance in 1911 to mobilize the Akamba to protest against British colonialism. role played by women in the struggle for independence. a) The women acted as spies to the Mau Mau fighters in Nairobi and other urban centres. They supplied arms to fighters. b) They contributed to the establishment of independent churches and schools. For example, Legio Maria was co-founded by a Woman, Aoko, in western Kenya. c) They provided food to the fighters in the bushes. d) In central Kenya, they composed songs and dances, which ridiculed colonial chiefs and other agents of the colonial system. E.g Muthirigu. e) They, looked after families, as the men were busy fighting in bushes. f) In the 1930s, some section of the agikuyu women formed the Mumbi Central Association, feeling that KCA was not recognizing their contribution. g) The hid the fighters in houses. h) They participated in the oathing ceremonies, some acting as chief oathing administrators. i) Some participated actively in the freedom wars and were even killed e.g. Marshal Muthoni, Elizabeth Gachika etc. j) They participated in demonstrations and meetings to fight colonialists. k) They joined the MAU MAU fighters in the forest, with the main role of organizing and coordinating the rural network. They Supplied information to their husbands in the bush. l) They smuggled arms from the whites to the fighters. m) They led and inspired the resistance through their prophecy and encouragement e.g. Moraa and Mekatilili. n) In 1960, a woman, Priscilla Abwao, took part in the Lancaster House Conference. London, to prepare the independence constitution. **Role of women in the Mau Mau movement.** a) Some women were fully-fledged warriors fighting alongside men. 'Field Marshall' Muthoni went to fight alongside famous warriors of the forest like Dedan Kimathi Waciuri. b) The women in the camps made sure that the family continued intact through all of the while their men were out fighting. They would weed and grow food for family use. c) While men were in the forests, Mau Mau women continued to educate their children to be the future leaders of their government. Women would collect money and smuggle the brightest children out of Kenya to study overseas through Sudan, Ethiopia and Egypt. d) Many women sought support for Mau Mau internationally. E.g, Mama Sarah Sarai, an ally of Kenyattas, when out of the country would get people to write in support of Mau Mau. e) Some women offered their property for use by mau mau. In Nairobi, Mama Josephine Muthoni offered her cars to be used for Mau Mau activities. Mama Elizabeth Waruirus house in Pangani which became a Mau Mau meeting place. f) Women were first class spies and informers. They supplied information to the forest forces. g) Women supplied guns, would do anything to get them. Sometimes they killed for them. h) Women had primary responsibility for the organization and maintenance of the supply lines. Operating from villages, thousands of women acted as go -betweens and carriers of food and firearms, and generally provided a system of intelligence. i) Women composed songs like the Kanyegenuri, to commemorate their deeds, like the bravery of Mary Nyanjiru. Years later the song became the Mau Mau anthem of resistance j) They also recruited for Mau Mau fighters. k) They officiated at and participated in oathing ceremonies. Some like Waithera allowed themselves to be subjected to unnatural sexual acts for the sake of the movement. l) In forest camps, women would serve male leaders as Kabatuni (a small platoon to be commanded by the man), doing minor military duties like cleaning guns as well as seeing to the other needs like meeting his sexual needs. m) Some women were co-opted in the political Arena in the mau mau duo-sex councils. For example Muthoni Ngatha - even rose to the senior position of Field Marshal. In June 1953 Wagiri Njoroge was crowned as the Queen of Mau Mau and ruled for 7 months. n) Women also contributed the services of their children who served as errand boys and girls and informers. o) Women were allowed to flirt with \"enemies\" to gather vital information, weapons and other resources. For example, in Gakenia's village in Nanyuki, four girls lured four loyalist African soldiers to Kaarage Forest where the soldiers were killed and their rifles taken. p) Some women like Wanjiru were appointed judges in Nakuru's Mau Mau Courts which passed sentences on anti-Mau Mau crimes. These illustrated by the emergence of a small number of women who acted as executioners. **Problems caused by presence of women in forests during mau mau wars** a) Some women could not withstand the harsh forest conditions of torrential rains and bitter cold and constantly fell sick b) Many women could not defend themselves against enemies and were therefore a burden to men. c) Women would be extra mouths to feed, but would do very little useful things in return. d) Occasionally, women could cause tension and conflict among male guerillas as the men competed for sexual favours from the small number of women. **CONSTITUTIONAL CHANGES LEADING TO INDEPENDENCE.** **African representation to the Legco.** In 1944, Eliud Mathu, a former teacher at Alliance School, the first African was appointed to the LegCo. KAUs demand for more representation in 1946 caused the appointment of Benaiah Ohanga as the second African to the LegCo. By 1948, there were four Africans in the LegCo compared to 11 Europeans, 5 Asians and 2 Arabs. Various commission reports made significant pointers to the fact that the British government had realized the need to involve Africans in the administration and need to reduce settler influence. For example; ***1) The Report of the East African Royal Commission of 1955 proposed;*** ~ An end of racial segregation. ~ Increased involvement of Africans in the colonial administration ~ Opening of the Kenya Highlands to all races. ***2) The Swynnerton Plan of 1954 proposed the consolidation and registration of*** African land with a view to having better land management. ***3) The report on African wages and the Lidbury Commission on Civil Service*** recommended better pay for African workers. **The Lyttelton Constitution** In 1954, the British secretary for colonies visited Kenya in the wake of the Mau Mau Uprising and made the following constitutional proposals; a) A multi- racial Council of Ministers to replace the executive council, which would include one African (B.A. Ohanga, minister for community development and African affairs), two Asians and three Europeans. For the first time, Africans were represented with members with executive powers. b) Lifting the ban on African political Associations. This was done in 1955 though only Africans were allowed to form local (district based) political organizations. Tom Mboya formed the Nairobi Peoples convention Party while D. Mwanyumba formed the Taita African Democratic Union. John Kebaso formed the Abagusii Association, Argwings Kodhek formed the Kenya National Congress and John Keen the Maasai Front. c) Africans were able to take part in elections of 1957. /it proposed multi-racial elections. However, other than race-pegged rules for participation in the  elections, voting qualification for Africans were based on income, property and education d) Proposed direct representation of Africans in the LEGCO. In march 1957, the African elections to the Legco were held and Tom Mboya(Nairobi), Masinde Muliro( Northern Nyanza), Oginga Odinga(Central Nyanza), Lawrence Ogunda(south Nyanza), Ronald Ngala( Coast ), Daniel Arap Moi( Rift Valley), James Miumi(Ukambani) and Bernard Mate (central)were elected. The elected Africans formed the African Elected Members Organization (AEMO) with Odinga as chairman and Mboya as secretary. **Demands of AEMO after formation** a) They contested the fewer African positions in the LegCo by condemning the Lyttelton constitution. While elected members were 29, nominated members were 30, majority of who were Europeans. b) They protested the rigid voter qualification requirements imposed on Africans and demanded that every African of 21 years and above be allowed to vote, regardless of education or income. c) They demanded that registration of voters be done on a common roll. d) They called for the end of a State of Emergency. **Role played by AEMO in the struggle for independence up to 1963.** a) They formed pressure groups to demand for greater political rights for Africans. e.g., formation of AEMO. b) They formed the core team, which pressurized for independence. c) They made known the grievances of Africans in International Fora. d) They networked with other African nationalists elsewhere e.g. in Ghana and Nigeria to hasten achievement of independence in Kenya. e) They fought for the release of detained nationalists e.g. Kenyatta. f) They formed he national political parties e.g. KANU and KADU, which led the country to independence. g) They educated and created awareness among the masses about the nationalists struggle. h) They took part in the formulation of the independence constitution. **The Lennox-Boyd Constitution.** In 1958, Sir Allan Lennox- Boyd, who had succeeded Oliver Lyttelton as secretary State for Colonies visited Kenya and made the following constitutional proposals; a) An increase by six LegCo Seats for Africans to bring their total representation to 14 seats. b) A special membership in the LegCo, with four members from each race, who were to elected by other members of the LegCo. c) An increase of the number of African ministers to two. AEMO members rejected the Lennox-Boyd proposals saying they still favoured white monopoly in the colony especially the specially elected membership to LegCo. AEMO also called for the unconditional release of Jomo Kenyatta. They even boycotted the Legco from 1958 to 1959 when a new constitutional conference was promised. Acted of Betrayal became evident among Africans when Musa Amalemba and Wanyutu Waweru accepted the special seats appointment and even Amalemba went ahead to appointed the second African Minister for Housing in 1958.Other developments in 1959 included; ~ The White moderates led by Michael Blundell (who resigned as minister of agriculture) formed the New Party of Kenya (NPK). He was backed by 46 non -African members of the LegCo for his ideas of multi-racialism. ~ The white extremists led by Captain Briggs formed the United Party (UP) demanding for the abolishing of the LegCo and replacing it with regional assemblies. This was aimed at preserving the white highlands as one regional assembly for European benefits. ~ Increased divisions on AEMO between radicals and moderates .Ngala, Moi, Mate, Towett and Nyagah resigned from AEMO to form the Kenya National Party (KNP) advocating multi-racialism. This party was interestingly joined by all Arab and Asian members. ~ The radicals led by Mboya, Odinga and Gikonyo Kiano formed the Kenya Independent Movement (KIM) that was exclusively for African membership. They demanded convening of a full constitutional conference to discuss Kenyas future and release of Jomo Kenyatta. **The Lancaster House Conferences** The Conferences were called to iron out the differences that arose out of the fact that both radical Europeans and AEMO members opposed multi-racialism. **The First Lancaster House Conference (1960**) The conference was convened by Ian MacLeod, the secretary of state for colonies. it was attended by all members of the LegCo.. The African team was led by Ronald Ngala and Tom Mboya was the secretary. The conference came up with the following compromise decisions; a) The 12 elective seats In the LegCo would remain intact. b) There were to 33 open seats in the LegCo, which were to be vied for on a common roll. c) Another 20 seats would be reserved  10 of these for Europeans, 8 for Asians and 2 for Arabs. d) The composition of the Council of Ministers was to be altered to incorporate 4 Africans, 3 Europeans and 1 Asian. e) The conference authorized the formation of countrywide political parties for Africans. KANU and KANU were formed.The Lancaster conference however failed to entirely please both Africans and the settlers. Some settlers, finding the new turn events so tough began to sell their property and leave Kenya. Africans though feeling that they had not been given a responsive government, accepted ministerial positions as follows; a) Ronald Ngala- Minister for Labour, Social Security and Adult Education. b) Julius Gikonyo Kiano- Minister for Commerce and Industry. c) Musa Amalemba- Minister for Housing, Common Services, Probation and Approved Schools. d) James Nzaui Miumi- Minister for Health and Welfare. Out of fear of political domination by the big tribes the following new alliances were formed; a) The Kalenjin Political Alliance of Taita Towett. b) The Coast African Political Union of Ronald Ngala. c) The Kenya African Peoples Party of Masinde Muliro. In the 1961 elections KANU won but refused to form government demanding release of Kenyatta. KADU was invited by the governor, Patrick Renson to form a coalition government with Europeans and Asians. When Kenyatta came on 21st August 1961, Kariuki Njiiri offered his Muranga seat to Kenyatta to enable him join LegCo. **The second Lancaster conference (1962)** The main aim of this conference, called by the then secretary for colonies, Reginald Maulding was to  the independence constitution acceptable to the two main parties KADU and KANU. It also aimed at reconciling the differences between the two parties. KANU delegation was led by Jomo Kenyatta while Ngala led the KADU group. KANU conceded many KADU grounds to enable success of the negotiations. **Main provisions of the independence constitution of Kenya** a) The independence constitution provided for a regional/majimbo government with each region having a regional assembly and p resident. b) It also provided for a bicameral parliament consisting of the senate and the house of representatives/upper house and lower house. c) The constitution stipulated that the Prime Minister was to be head of Government and Queen the Head of State, represented by the Governor General. d) The constitution recommended a multiparty system of government and the party with the majority of seats forming the government. e) It contained the Bill of Rights, which protected the individuals rights. In the elections of 1963, KANU won with 73 seats against KADUs 31, APPs 8. Jomo Kenyatta became the first Prime Minister on 1st June 1963.On 12 December, Kenya attained full independence. On 12th December 1964, Kenya became a republic with Kenyatta becoming an executive president. **EMERGENCE AND GROWTH OF NATIONALISM IN AFRICA** **Factors for the rise of nationalism in Africa** a) The exposure of Africans to severe economic exploitation during the colonial period. For example land alienation in the Kenya Highlands, in southern Rhodesian, Algeria and South Africa which was accompanied with forced labour where the labourers faced mistreatment. b) Africans were fed up of heavy and harsh taxation by the Europeans. They were exposed to heavy taxation, ranging from hut tax to breast tax in Belgian Congo. c) Africans were fed up with the gradual destruction of their culture by the whites. Missionaries totally dismissed the age-old African traditions as being barbaric. This explains why independent schools and churches sprung up in central Kenya. d) The introduction of racial discrimination to go hand in hand with colonialism. All the best social amenities in South Africa, Zimbabwe and Kenya were reserved for the whites. The Europeans equated the black colour with low intelligence, uncivilized and a backward race. e) Africans resented colonialism because it interfered with their political institutions. The colonial rulers disregarded traditional rulers, appointing their own puppets in their place. f) The Acquisition of western education by many Africans by 1945 enabled them to articulate their grievances more forcefully and to understand political developments outside Africa. g) The return of the ex-servicemen after the second world war which exposed the myth of the white supremacy making Africans ready to fight them. Moreover, the colonial government failed to reward African ex-soldiers to embitter them more. h) The change of government from Conservative to Labour Party in Britain in 1946 stimulated a new attitude in Britain towards decolonization. This motivated African nationalists. i) The rise of nationalism in Asia, culminating into the granting of independence to India and Pakistan in 1947 aroused great confidence among Africans who worked closely with Asian nationalists like Jawaharlal Nehru, the India Prime Minister. j) The rise of Pan-Africanism in Africa after the 1945 Manchester conference contributed to the new demands for political independence in Africa Many African lites attended the conference which served as a source of awakening. k) The formation of the UNO and the pressure it exerted on the European powers to decolonize helped the Africans in their course. l) The emergence of United States and the Soviet Union as super powers in the world contributed to the decolonization process. USA was keen to see Britain and France grant independence to their subjects in the world in order to secure new markets. m) The signing of the Atlantic Charter in 1941 by Winston Churchill and Franklin Roosevelt which demanded that when the WWII ended, all subject peoples should enjoy the right to self-determination. **NATIONALISM IN GHANA** The British annexed Gold Coast in 1874 after quelling a stiff resistance by the Asante. In response to the British imperialism, the Fonte Confederation was initiated in 1868, marking the birth of African Nationalism in Ghana. In 1897, the Aborigines Rights Protection Society was formed to guard against the alienation of African land.In the 1930s, African elites like J.B. Danquah launched the Gold Coast Youth Conference in order to awaken the youth to the economic and social needs of the country.Their efforts bore fruits because in 1946, governor Burns embarked on constitutional reforms leading to increased African representation in the LegCo. (Of the 18 slots given to Africans in the LegCo, 13 were to drawn from among the chiefs while 5 were to be popularly elected). The elites formed the United Gold Coast Convention (UGCC) and invited Kwame Nkrumah, a graduate of the University of Pennsylvania in Philadelphia, to come and lead it since most of them were professionals lacking time for political commitment. Nkrumah appeared to have more political experience having participated in the 1945 Manchester conference. **Factors for the growth of nationalism in Ghana** a) The early Introduction of cocoa growing led to adoption of money economy in Ghana ahead of other countries. This enabled faster social and economic transformation of the people. b) The colonial governments attempt to tamper with cocoa growing by ordering cutting of coca trees hurt people to the level of developing nationalistic feelings against the British. c) Ghana was one of the first countries in Africa to receive western education from the missionaries. There was a large class of elites with western university education accompanied with leadership skills to spearhead nationalism their country. d) The existence of ex-servicemen in Ghana also played an important role in the campaign for independence. e) The granting of trading licences by the government selectively to European traders while deliberately denying then Africans. f) Ghana had comparatively better developed transport and communication system. Also being a small country, movement of information, ideas and people was easy, quick and efficient. This facilitated nationalist activities. g) The charismatic and strong leadership provided by Kwame Nkrumah brought cohesiveness among people of Ghana. He formed the CPP party, which became the symbol of struggle for the oppressed people of Ghana. h) The participation of Kwame Nkrumah in the Pan-African Manchester conference in 1945, which championed the right of countries to self-determination, made the country take the lead in Africa in championing this right. i) The people of Ghana were more exposed to international affairs than other countries in Africa due to its location in a region, which had the earliest contacts with European traders and colonizers. The peak of nationalism in Ghana.On 28th February 1948, the ex-soldiers led the Accra riots, protesting to Governor Gerald Creasy the failed fulfillment of the government pledges while in service during the World WarII. Two rioters were killed. The shooting incident sparked of chaos in the town leading to another 29 Africans being killed. Nkrumah was arrested together with his colleagues popularly known as the Big Six. (Nkrumah, Danquah, William Ofori, Addo, Adjei and Obetsebi Lamptey). This arrest popularized Nkrumah among the Africans. The 1948 Alken Watson commission blamed the social-economic oppression for the riots. The governor ordered for constitutional reforms led by J.H Coussey.On 12th June 1949, Nkrumah broke ranks with the conservative UGCC senior members and formed the Convention Peoples Party (CPP). His party gained support mainly from among the primary school leavers, store- keepers, artisans, peasants and cocoa farmers. Nkrumah advocated positive action through legitimate political action, newspaper and political campaigns and constitutional application of boycotts, strikes and non-cooperation based on the policy of absolute non- violence on the basis of Mahatma Gandhi teachings. He started a newspaper, The Accra Evening News to expound CPP views. He was arrested, but secured landslide victory in the February 1951 elections while in jail. He was released to become the leader of government business in the new cabinet. CPP also won in the 1954 elections in which a new party, the National Liberation Movement (NLM) had emerged to compete CPP. NLM membership mainly from the Ashanti, were uncomfortable with Nkrumah because; ~ He came from a small ethnic group little known in southern Ghana. ~ His radicalism did not please the conservative Ashanti leaders. Again elections were called in July 1956 and CPP trounced NLM. This time, the British accepted the results and on 6th March 1957, the country attained political independence under Kwame Nkrumah **Achievements of CPP under Kwame Nkrumah** a) CPP under Nkrumah united Africans of all ranks in Ghana in the struggle for national liberation. b) The party introduced the concept of positive action to pressurize the government to liberate Africans. c) CPP formed the first African government in Africa in 1951 after winning the elections. Under Nkrumahs leadership, Ghana began attaining economic development. d) CPP, under Nkrumah, advocated for unity of all Africans in the country us other parties like NLM advocated for regionalism, a factor that enhanced progress towards political libration.How Kwame Nkrumah contributed to the liberation struggle in Africa. a) He funded nationalists in other countries e.g. Guinea and Algeria. b) He supported other African leaders who faced political threats from their former colonial masters. c) When some countries were faced with threats from their former colonial masters after independence like in the case of Patrice Lumumba in DRC, Nkrumah provided them with his support. d) He championed trade unionism in Africa. e) He attended pan-African congress in 1945 which was key to defining the liberation struggles in Africa. f) He initiated the formation of the Ghana- Guinea Union in 1958 as a practical step towards building African unity. g) He convened two pan-African conferences in April 1958 and the all African Peoples conference in December 1958 that led to the formation of O.A.U in 1963. **NATIONALISM IN MOZAMBIQUE** Mozambique was among the last countries in Africa to attain independence from the Portuguese. Even before the Berlin conference, Mozambique and Angola were considered Portuguese colonies owing to the laters interests in the region dating back to the pioneer years. **Reasons for slow process in decolonization process of Mozambique.** a) Mozambique was colonized by a colonial power that was very poor and backward and which needed to keep its hold on her to enable her economy grow. She was an important source of revenue for the Lisbon government. b) Mozambique housed many settlers who had invested heavily in farming, mining, building, construction and in other sectors. They were therefore reluctant to leave. c) Mozambique was an important market for Portuguese products. Portugal was not willing to let go easily. d) The support, which the colonial government got from South Africa, enabled them to get uranium, which they used, for making bombs used to suppress African independence riots. They also got electricity and assistance to built caborra bassa dam on Zambezi. e) Mozambique was big geographically with very poor infrastructure i.e. roads and communication facilities. This hampered fast movement of people and ideas. f) Unlike other colonized countries, Mozambique suffered the worst kind of exploitation and repression/ rigorous censorship and surveillance by security forces, which discouraged emergence of nationalism. g) The Portuguese practiced racism out of fear that if they educated Africans and gave them equal status, the Africans would outnumber them and throw them out. **Factors for the growth of nationalism in Mozambique.** a) The arbitrary replacement of the traditional rulers by the Portuguese administrators whenever they felt they were not performing. b) The massive alienation of African land by the Portuguese who pushed Africans to regions of unfavourable conditions. c) The exposure of Africans to severe economic exploitation like forced labour where the labourers faced mistreatment. d) The rampant racial discrimination through which Africans continued to lose agricultural land to the Europeans. Being from a poor country, the Europeans competed with Africans for simple jobs like taxi driving and often gaining advantage on racial lines. e) The Portuguese imposed many restrictions on Africans, limiting their freedom of expression and intellectual advancement. For example, General Salazar, who rose to power in the 1920s, ensured strict censorship of the press. f) The security police treated Africans with great cruelty. Any political unrest was crushed ruthlessly. **The peak of nationalism in Mozambique**. In early 1960, the Makonde people of Cabo Delgado province formed the MozambicanMakonde Union (MANU).In June 1960 MANU organized a peaceful protest but in which over 600 Africans perished in police firepower. The government outlawed all African organizations with membership of over thirty people. African political activities went underground. Mwalimu Julius Nyerere inviting some of the liberation groups to relocate to Tanzania in 1962. The political groups united to form the Liberation Front of Mozambique (FRELIMO) with Eduardo Mondlane Chirambo, formerly a lecturer at Syracuse University in USA, as its first president.From 1962 to 1964, FRELIMO undertook guerilla training in Bagamoyo and at the Mozambique institute in Dar es Salam in preparation for war. From September 1964, they began a full-scale war against the Portuguese along river Ruvuma and extending their attacks on the Cabo Delgado province. By 1967, the Portuguese forces numbered 65,000 soldiers.Mondlane Eduardo was assassinated in 1969. Samora Machel was elected to become the FRELIMO army commander in 1970.The coup detat in Lisbon in 1974 was a blessing to FRELIMO movement since soldiers who did not favour colonial wars by Marcello Caetano carried it out. The new military junta finally signed an agreement with FRELIMO the enabled the setting up of a transitional gover nment in September 1974. He handed over power to the Africans in 1975 with Samora Machel becoming the first president. Machel died in 1986 in a plane crash blamed on the South African Apartheid regime, unhappy with his support for African nationalists in South Africa.Samora Machels widow, Graca Machel, married South African President Nelson Mandela in 1994. **Reasons why the struggle for independence in Mozambique was violent** a) The depth of suffering by ordinary people in Mozambique was unbearable. b) The harshness of the Portuguese administration could only be matched with similar violence. c) The unwillingness of Portugal to ease her colonial hold and begin the process of decolonization. (they were deeply entrenched in Mozambique) d) Extreme exploitation of Mozambique resources e.g. land, labour, minerals. e) Widespread land alienation left many landless. f) To uproot the Portuguese from Mozambique, they had to use full-scale military operation by the liberators because the masters did not see any sense of granting Mozambique independence peacefully. **Factors that facilitated the defeat of the Portuguese colonial armies by FRELIMO in** **Mozambique.** a) A few Africans were privileged to acquire university education in Portugal and came to form the bulk of FRELIMO leadership. b) The overwhelming support Mozambique fighters received from other African states e.g. Tanzania, Zimbabwe and DRC. From these countries, they gained moral and military support. c) FRELIMO was a formidable, well-organized force, which witnessed rapid expansion from a mere 250 in 1964 to 35000 in 1967. d) The forested environment favoured guerilla warfare. Moreover, the soldiers knew the topography of the country. e) The local population gave their logistic support to the fighters, having become tired of the extreme suppression by the Portuguese administration. f) The movement fighters had their own supply of food. g) African countries through OAU were united against the Portuguese in Mozambique. h) The communist countries notably USSR and china gave FRELIMO military aid. i) FRELIMO adopted the right strategy; liberating the country bit by bit and systematically. This approach won the local peoples support for the movement. j) The FRELIMO Army consisted of all tribes, all sexes and all ages. The women played a very important role in the success of the war. I.e. spies, some fought, hiding the fighters and cooking for them. **Problems that faced FRELIMO in the war against Portuguese** a) Africans experienced severe shortage of basic needs while in the forests. The government forces ensured that food and other supplies did not reach the fighters. b) The attitude of the church in Mozambique made many African faithful reluctant to support the liberation war. The church termed FRELIMO a terrorist organization. c) FRELIMO suffered internal divisions due to ideological differences and selfish ambitions among some of the nationalists. African elites like Reverend Uria Simango and Lazaro Kavandame saw FRELIMO as an instrument of acquiring assets for their own selfish benefits. d) Competition from rival guerilla movements like Revolutionary Committee of Mozambique (COREMO) which broke away from FRELIMO in 1965 due to the laters lean towards socialism. e) The assassination of FRELIMO leader Eduardo Mondlane in Da es Salaam on 3rd February 1969 was a great blow to the nationalists. f) The brutality employed by the Portuguese in dealing with FRELIMO sympathizers. For example at Wiriyamu, in December 1972, 400 civilians, protesting against the Portuguese administration, were massacred. g) The apartheid regime in South Africa and the Unilateral Declaration of Independence regime in south Rhodesia combined forces to fight the nationalists in Mozambique since they were a threat to their countries. **SOUTH AFRICA.** The complex nature of nationalism in South Africa was due to the following reasons; a) The country was not colonized by one specific European power. b) The existence of valuable mineral deposits made the Europeans more aggressive in their efforts to control the wealth in South Africa. There existed different types of nationalism in South Africa namely; ~ The British nationalism ~ Afrikaner nationalism ~ African nationalism. **Afrikaner nationalism** Afrikaners were the Dutch speaking  speaking settlers. The Afrikaner nationalism emerged in the 19th century reaching its peak in 1948 when their Nationalist Party under Daniel F. Malanwon the lections introducing the Apartheid policy. **Reasons for the birth of Afrikaner Nationalism in South Africa.** a) The desire to regain the culture against Anglicization, which they considered, was alien. (Anglicization of power, language and cultures) b) The Boers hated the British rule, which they considered as alien. c) The British were dominant in many spheres of life yet they could neither speak nor understand Afrikaners language. d) The Boers wanted to rule South Africa and restore Boer culture, language, education and literature. e) They favoured republican states and complete independence for South Africa and noncooperation with British to fulfill their divine mission of bringing civilization to the heathen. f) The Jameson raid flared up Boer sentiments. Jameson, a Briton led a force of 500 soldiers to invade Transvaal, a Boer territory. g) Formation of union of South Africa under British terms. **African Nationalism** Its roots are traced in the 17th century with the first Boer occupation of South Africa. Africans resisted strongly against the interference with their political freedom and economic resources. This was in form of the Xhosa and Ndebele wars of the 17th c and the Zulu wars of 1870s led by Cetewayo.In 1906, a Zulu chief named Bambata staged another African uprising this time against the British who had annexed the Zululand in 1887.From 1910, when the union of South Africa was created and the Afrikaners gained political control of South Africa, Africans lost all the political privileges they previously enjoyed like ability to vote and contest parliamentary seats.Africans founded independent churches and formed organizations like the Orange River Organization. **Factors for the growth of African nationalism in South Africa** a) The role of the Christian religion whose ideals encouraged Africans to fight for equality, as all people were equal before God. The Boers however treated Africans with contempt. b) The exposure of Africans to severe economic exploitation like land alienation and causing them to be subjected to forced labour on Afrikaner farms. Even the native Land Act of 1913 denied Africans the right to purchase land outside the areas set aside for Africans. c) The influence of Pan-Africanism in South Africa as early as the 19th century when people like Rev. Dube founded the Ohlange Institute to educate fellow Africans in South Africa. d) The introduction of racial discrimination enshrined in the apartheid law of 1948 convinced Africans that only freedom could save them. All the best hotels, restaurants, schools, recreational centres and most fertile soils were reserved for the whites only. e) The Acquisition of western education by many Africans like Rev. Dube, Walter Sisulu and Nelson Mandela enabled them to articulate their grievances more forcefully. They became pioneers of early African political parties. f) The return of the ex-servicemen after the second world war which exposed the myth of the white supremacy making Africans ready to fight them. The war also exposed them to democratic ideals elsewhere. g) The great exploitation of African labour through Labour regulations and laws. For example, the Mines and Works Act of 1911 effectively excluded Africans from all skilled occupations confining them to manual occupations in Mines and farms. h) The development of large urban centres created an enabling environment for Africans to forge close inter-ethnic relations that enabled them to counter the Afrikaner racist policies. **Formation of the African National Congress, 1912** Opposition to the Natives Land Act led to the formation of the South African Native NationalCongress (renamed the African National Congress [ANC] in 1923) by South Africa's educated African elite in a meeting at Bloemfontein on January 8, 1912. ~ The founding president was John L. Dube, a minister and schoolteacher. ~ Pixley Ka Isaka Seme, a lawyer, was appointed treasurer. ~ Solomon T. Plaatye, a court translator, became secretary general. ~ Other members were Thomas Mapikela, Walter Robusana, Solomon Plaatye and Sam Makgatho.The congress was moderate in composition, tone, and practice. However, In 1940s, a militant form of nationalism emerged under the ANC Youth League formed in 1943 led by Nelson Mandela, Walter Sisulu and Oliver Tambo, emphasizing the inalienable right of the Africans to the African continent. As a result of the Leagues activities, violent confrontations between ANC and the government broke out in 1952 in Witwatersrand, Kimberley and Eastern Cape.The Congress of the People and the Freedom CharterIn 1952, Albert Sisulu became the president of the organization and presided over the congress of the people which adopted the Freedom Charter on June 25 and June 26 1955.The congress drew 3,000 delegates from; ~ The black (the ANC). ~ White (the Congress of Democrats). ~ Indian and coloured (the the SA Coloured People's Congress) political organizations ~ The multiracial South African Congress of Trade Unions (SACTU). The Freedom Charter emphasized that South Africa should be a non-racial society with no particular group assumed to have special rights or privileges. After adoption of the charter, in 1956 the police arrested 156 leaders, including Luthuli, Mandela, Tambo, Sisulu, and others, and put them on trial for treason in a court case that dragged on for five years. The Pan-Africanist Congress and Sharpeville. The Africanists, led by Robert Sobukwe, criticized the ANC for allowing itself to be dominated by 'liberal-left-multi- racialists. They formed their own organization, the Pan-Africanist Congress (PAC) in 1959. In March 1960, the PAC began a national campaign against the pass laws. One such demonstration outside the police station at Sharpeville, the police fired on the demonstrators, killing at least 76 of them and wounding 186. Approximately 18,000 demonstrators were arrested, including the leaders of the ANC and the PAC, and both organizations outlawed. **The ANC and the PAC Turn to Violence** Prohibited from operating, both the ANC and the PAC established underground organizations in 1961. The militant wing of the ANC, Umkhonto we Sizwe (Spear of the Nation), targeted strategic places such as police stations and power plants. Poqo (Blacks Only), the militant wing of the PAC, engaged in a campaign of terror, targeting in particular African chiefs and headmen believed to be collaborators with the government and killing them. 17 Umkhonto leaders, including Walter Sisulu were arrested at Rivonia farm house. Along with Nelson Mandela, they were tried for treason. Albert Luthuli was confined by government to his rural home in Zululand until his death in 1967. Tambo escaped from South Africa and became president of the ANC in exile. Robert Sobukwe of Poqo was jailed on Robben Island until 1969 and then placed under house arrest in Kimberley until his death in 1978. The Johannesburg railway station bomber, John Harris, was hanged. **The Black conscious movement - Soweto, 1976** In the absence of other forms of political expression, young people sought alternative means to express their political aspirations. African university students, disappointed with the multiracial National Union of South African Students (NUSAS), decided to establish the South African Students' Organization (SASO) in 1969 with Steve Biko, an African medical student at the University of Natal, as president.In 1972, a Black allied workers union and the Black Peoples' Convention (BPC) was set up to act as a political umbrella organization for the adherents of black consciousness. In 1972, SASO organized strikes on university campuses resulting in the arrest of more than 600 students. On June 16, 1976, hundreds of high-school students in Soweto marched in protest against use of Afrikaans as a Language of instruction. Over 360 African school children were killed.On 12th September 1977, Steve Biko, who had been held in indefinite detention, died from massive head injuries sustained during police interrogation. In October 1977, SASO, the BPC and all black consciousness organizations were banned. **The peak of African nationalism in South Africa** In 1983, P.W. Botha's government proposed establishment of separate houses of parliament for each racial group. In place of the single House of Parliament were; ~ A 50-member (all-white) House of Assembly. ~ A 25-member (coloured) House of Representatives. ~ A 13 member (Indian) House of Delegates. **Implications and results** ~ Whites thus retained a majority in any joint session. ~ Liberal government opponents denounced Botha's plans arguing it would permanentlyexclude Africans from any political role in South Africa. ~ Most blacks strongly condemned the new constitution as it reinforced the apartheid notion. ~ Indians and coloureds also condemned the constitution feeling it weakened their participation in the political process ~ Radical Afrikaners, led by Eugene Terry Blanche, vowed to use all means, including violence, to make sure that apartheid was not weakened.The United Democratic Front (UDF), which was formed in late 1983 and the National Front (NF) aimed to use nonviolent means to persuade the government to withdraw its constitutional proposals and do away with apartheid. The UDF membership included, Bishop Desmond Tutu and the Reverend Allan Boesak, who emerged as its prime spokesmen.Black trade unions meanwhile resorted to economic and political protests. For example, TheNational Union of Mineworkers (NUM), formed in 1983 by Cyril Ramaphosa, successfully brought work in mines to a stop in a dispute over wage increases. By end of 1985, 879, fatalities and 8000 arrests were linked to political unrest. ANC and UDF were banned.Meanwhile, Supporters of the Zulu-dominated Inkatha Freedom Party (IFP) and the banned ANC clashed in an upsurge of \"black-on-black\" violence that would cause as many as 10,000 deaths by 1994.President Botha resigned under pressure on August 14, 1989, the Electoral College named de Klerk to succeed him in a five-year term as president. In October 1989, De Klerk released Walter Sisulu and others except Mandela. He announced on February 2, 1990, the impending release of Mandela and unbanning of the ANC, the PAC, and the SACP, and the removal of restrictions on the UDF and other legal political organizations. Mandela was released on February 11, 1990, at age 71 after 27 years in prison. ANC officials elected Mandela deputy president in March 1990, under ailing president, Oliver Tambo.Between June 5, 1991 and June 17, 1991, the government repealed the pillars of apartheid, the Land Act of 1913, the Group Areas Act of 1950 and Population Registration Act of 1950, (the most infamous, which had authorized the registration by race of newborn babies and immigrants). Most international sanctions were lifted soon after the Population Registration Act, Group Areas Act, and Land Acts were repealed. In mid-1992 due to escalating violence, by IFP supporters on ANC sympathizers in Boipatong delayed the process of negotiation for elections. On March 5, 1993, Chris Hani, the popular general secretary of the South African Communist Party (SACP), was murdered threatening the process again.On April 12, 1994, a team headed by former British foreign secretary Lord Carrington and former United States secretary of state Henry Kissinger attempted in vain to break the logjam that was keeping the IFP out of the elections. However, on April 19, Buthelezi --under intense pressure from trusted local and international figuresincluding a Kenyan diplomat professor Washington Okumu, relented and agreed to allow the IFP to be placed on the ballot.When the elections finally took place on schedule, beginning on April 26, 1994, ANC won 62.6 percent of the vote; the NP, 20.4 percent; and the IFP, 10.5 percent. Mandela was unanimously elected president by the National Assembly on May 9, 1994, in Cape Town. He was inaugurated on May 10 at ceremonies in Pretoria. **Key South African Nationalists** ***Nelson Mandela*** Nelson Mandela was born on 18 July 1918 in Umtata, to a Thembu royal family of Transkei. His forename Rolihlahla, means \"troublemaker\". Later he was given a clans name, Mandiba. His father, Gadla Henry Mphakanyiswa, was a local chief and councillor to the monarch. In 1926, Gadla was sacked for corruption. Nelson's mother was Gadla's third wife, Nosekeni Fanny, a member of the amaMpemvu clan of Xhosa. At a local Methodist school when he was about seven, he was baptised and given the English forename of \"Nelson\". His father died of an undiagnosed ailment when he was nine. Aged 16, he underwent the circumcision. Mandela joined Clarkebury Boarding Institute in Engcobo, the best secondary school for black Africans in Thembuland. In 1937, he moved to Healdtown, the Wesleyan college in Fort Beaufort where he took an interest in boxing and running. Mandela joined Fort Hare University, where he met Oliver Tambo, a long time friend. He was studying Bachelor of Arts but was expelled in his first year for being involved in a Students' Representative Council boycott against university policies. Mandela relocated to Johannesburg, fearing early forced marriage, where met with his friend and mentor, Walter Sisulu. After 1948 Mandela began actively participating in politics. He led in the ANC's 1952 Defiance Campaign as secretary General of the youth league. Mandela and 150 other participants in the freedom charter adoption were arrested on 5 December 1956 and charged with treason. In 1961 Mandela became leader of the ANC's armed wing, Umkhonto we Sizwe (Spear of the Nation). He coordinated sabotage campaigns against military and government targets.On 5 August 1962 Mandela was arrested and was imprisoned in the Johannesburg Fort. On 11 July 1963 police arrested other prominent ANC leaders at Rivonia, north of Johannesburg. Together with Mandela, they were charged with capital crimes of sabotage at the Rivonia Trial. All were sentenced to life imprisonment on 12 June 1964 on Robben Island. Mandela remained there for the next 18 of his 27 years in prison. In March 1982 Mandela was transferred to Pollsmoor Prison, along with other senior ANC leaders. In 1988 Mandela was moved to Victor Verster Prison where he remained until his release on 11 February 1990. Mandela returned to the leadership of the ANC led the party in the multi-party negotiations that led to the country's first multi-racial elections in 1994. Mandela and President F. W. de Klerk were jointly awarded the Nobel Peace Prize in 1993. Mandela, as leader of the ANC, was inaugurated on 10 May 1994 as the country's first black President after the 27th May 1994 Elections.As President from May 1994 until June 1999, Mandela presided over the transition from minority rule and apartheid. He helped to resolve the long-running dispute between Libya on one hand, and the US and Britain, over bringing to trial the two Libyans indicted of the Lockerbie bombing on 21 December 1988. Mandela decided not to stand for a second term and retired in 1999, to be succeeded by Thabo Mbeki. In July 2001 Mandela was diagnosed and treated for prostate cancer. In June 2004, at age 85, Mandela announced that he would be retiring from public life.On 8th December 2012; Mandela was hospitalized at a Military Hospital near Pretoria suffering from a recurring lung infection. On 15 December, Mandela had surgery to have gallstones removed. He was released from the hospital on 26 December 2012.Until July 2008 Mandela and ANC party members were barred from entering the United Statesexcept to visit the United Nations headquarters in Manhattanwithout a special waiver from the US Secretary of State, because of their South African apartheid-era designation as terrorists. ***Robert Mangaliso Sobukwe*** Sobukwe was born in Graaff-Reinet in the Cape Province on the 5 December 1924. He attended a Methodist college at Healdtown and later Fort Hare University where he joined the African National Congress Youth League (ANCYL) in 1948. In 1949 Sobukwe was elected as president of the Fort Hare Students' Representative Council. In 1950 Sobukwe was appointed as a teacher at a high school in Standerton. In 1954 Sobukwe became a lecturer of African Studies at the University of the Witwatersrand. He identified with the Africanists within the African National Congress. He edited The Africanist Newspaper in 1957, criticizing the ANC for allowing itself to be dominated by 'liberal-left-multi-racialists. He later left ANC to form the Pan Africanist Congress (PAC). He became its first President in 1959.On 21 March 1960, Sobukwe led a march of PAC supporters to the local police station at Orlando, Soweto in order to openly defy the Pass laws. In a similar protest in Sharpeville, police opened fire on a crowd, killing 69 in the Sharpeville Massacre. Sobukwe was arrested, convictedof incitement, sentenced to three years in prison and later interned on Robben Island. Sobukwe was released in 1969 and allowed to live in Kimberley with his family under house arrest. He died on 27 Feb. 1978 Due to lung cancer and was buried in Graaf-Reinet on 11 March 1978. **Albert Luthuli** Albert Luthuli was born near Bulawayo, Rhodesia, around 1898 to a Seventh-day Adventist missionary John Bunyan Luthuli and Mtonya Gumede. When His father died, his mother returned to her ancestral home, Groutville in Stanger, Natal, South Africa to stay with his uncle, Martin Luthuli. On completing a teaching course at Edendale, Luthuli became principal and only teacher at a primary school in rural Blaauwbosch, Natal. Here he also became a lay preacher. In 1920 he declined a scholarship to University of Fort Hare to provide financial support for his mother. In1928 he became secretary of the African Teacher's Association and in 1933 its president. He was also active in missionary work. He became chief in1936, until removed from this office by the government in 1952 due to what colonial authority called conflict of interest.In 1944 Luthuli joined the African National Congress (ANC). In 1945 he was elected to the Committee of the KwaZulu Province Provincial Division of ANC. A month later Luthuli was elected president-general of ANC. In 1955, he attended an ANC conference only to be arrested and charged with treason a few months later, along with 155 others. In December 1957, Luthuli was released and the charges against him dropped. Luthulis leadership of the ANC covered the period of violent disputes between the party's \"Africanist\" and \"Charterist\" wings. In 1962 he was elected Rector of the University of Glasgow by the students, serving until 1965. In 1962 he published an autobiography titled: LET MY PEOPLE GOIn July 1967, at the age of 69, he was fatally injured in an accident near his home in Stanger. **Methods used by nationalists in South Africa in their struggle for liberation from** **white minority rule** a) They used force to fight for their independence. b) Africans used mass media to articulate their grievances, spread propaganda and mobilize the masses. c) Riots e.g. the Soweto riots of 1976 against the proposal to make Afrikaner (Boer language) the medium of instruction in all schools. d) There were demonstrations against Press Laws in 1960 at Sharpeville leading to massacres. e) Guerilla fighters trained in Algeria, Ghana etc carried out acts of sabotage like bombing strategic installations and power plants. f) The role of the clergy .e.g. Desmond Tutu who bitterly campaigned worldwide against apartheid. g) Use of diplomacy and negotiations to convince the whites about the futility of apartheid policy. h) Use of slogans such as Freedom Charter (1955) which proclaimed south Africa belonged to all races and called for political, social and economic equality i) They sent petitions, delegations to international forum. j) They formed political parties e.g. ANC, PAC, UDF and trade union activism to pressurize the government to change. k) They used job boycotts and strikes. l) They organized defiance campaigns and demonstrations in the streets to provoke the police to arrest them. m) They formed underground movements after the Umkhonto we Sizwe. n) Pressure from youth groups e.g. Steve Biko formed the Black Consciousness Movement as a weapon to counter oppression through organized strikes. o) Africans serving jail terms organized hunger strikes. **Problems encountered by African nationalists in South Africa** a) The colonial government employed the method of Banning of political organizations as a means of frustrating the struggle for independence. .g ANC, PAC, and CP which restricted their activities b) The Nationalists were harassed, arrested and detained or jailed by the authorities e.g. Mandela, Oliver Tambo Sisulu, Sobukwe e.t.c c) Many were forced into exile or flee the country in search of political asylum and restriction. d) A lot of violence was unleashed on them/ Killing of many nationalists and Africans such as Steve Biko and the 1960 Sharpeville massacre of school children spreading fear. e) Deliberate policy of divide and rule was employed to weaken African unity e.g. establishment of black homelands or Bantustans which eventually brewed the conflict between ANC and IFP of Buthelezi. f) The racist regime used emergency powers to harass and frustrate Nationalist leaders. g) The nationalists faced the problem of lack of money and other resources which slackened the struggle. h) Nationalists were denied access to state owned radio and other media outlets. Those media were instead used as a means of propaganda against the nationalists. i) Banning of trade unions also frustrated the activities of nationalists. Where they were allowed to exist, they were monitored by the police. j) The nationalists faced the challenge of movement restrictions through the pass laws that were introduced. k) African Journalists were harasses and their newspapers proscribed by the government. **LIVES AND CONTRIBUTIONS OF KENYAN LEADERS** **Jomo Kenyatta.** ***Early life*** Jomo Kenyatta was born Kamau wa Ngengi to Ngengi wa Muigai and Wambui in Gatundu, Kiambu on 20th October 1891. His father died while Kamau was very young was adopted by his uncle Ngengi, who inherited his mother. When his mother died during childbirth, young Kamau moved from Ng'enda to Muthiga to live with his medicine man grandfather Kng wa Magana.He joined the Church of Scotland Mission (CSM) at Thogoto, as a resident pupil. In 1912, having completed his mission school education, he became an apprentice carpenter. In 1914, he converted to Christianity, assuming the name Johnstone Kamau. He left the mission later that year to seek employment as an apprentice carpenter on a sisal farm in Thika.To avoid forced recruitment as WWI soldier, he lived with Maasai relatives in Narok, where he worked as a clerk for an Asian contractor. He took to wearing a traditional beaded belt known as a 'Kenyatta', a Swahili word which means 'light of Kenya'.In 1922 Kamau adopted the name Jomo Kenyatta, and began working for the Nairobi Municipal Council Public Works Department as a store clerk and water-meter reader. **Marriage and family.** In 1919 he married Grace Wahu. On 20 November 1920 Kamau's first son Peter Muigai was born. Grace Wahu lived in the Dagoretti home until her death in April 2007 at the age of around 100.In 1942, he married Edna Clarke and Peter Magana was born in 1943. In 1951 Kenyatta married Ngina Muhoho, daughter of Chief Muhoho and was independent Kenya's First Lady, when Kenyatta was elected President. **Kenyatta and politics** Kenyatta joined the EAA in 1922 which disbanded in 1925.Kenyatta worked as editor of the KCA's journal between 1924 and 1929, and by 1928 he had become the KCA's general secretary. In May 1928 Kenyatta launched a monthly Kikuyu-language newspaper called Mwgwithaniawhich was intended to draw all sections of the Kikuyu together. He also made a presentation on Kikuyu land problems before the Hilton Young Commission in Nairobi in the same year.In February 1929 Kenyatta was dispatched to London to represent the KCA in discussions with the Colonial Office. He wrote several letters and in the letter published in The Times in March 1930 set out five points: ~ The security of land tenure and the return of the land taken by European settlers. ~ Improved educational opportunities for Black Africans. ~ The repeal of Hut and poll taxes. ~ Representation for Black Africans in the Legislative Council. ~ Freedom to pursue traditional customs (such as female genital mutilation) He returned to Kenya on 24 September 1930. He returned to London in 1931. In 1932 to 1933, he briefly studied economics in Moscow. at University College London from 1935 studied social anthropology. Kenyatta published his own book, Facing Mount Kenya in 1938. **Kenyatta and pan-Africanism.** In 1945, with other prominent African nationalist figures, such as Kwame Nkrumah of Ghana, Kenyatta helped organize the fifth Pan-African Congress held in Britain. Kenyatta and the struggle for independence.On arrival into Kenya in 1947, he became principal of Kenya Teachers College Githunguri.In 1947, he was elected president of the Kenya African Union (KAU) after James Gichuru stepped down.From 1948 to 1951 he toured and lectured around the country. He also published My People of Kikuyu and The Life of Chief Wang'ombe, a history shading into legend.The Mau Mau Rebellion began in 1951 and KAU was banned, and a state of emergency was declared on 20 October 1952. Kenyatta was arrested in October 1952 and indicted with five others (Bildad Kaggia, Fred Kubai, Paul Ngei, Achieng Oneko and Kungu Karumba).At Kapenguria trials lasting 5 years, Rawson Macharia who was the main prosecution witness later confessed that he had been bribed to give false information about Kenyatta. The defense was led by British barrister D.N. Pritt. The court led by Judge R.S. Thacker, sentenced Kenyatta and his team on 8 April 1953 to seven years imprisonment with hard labour and indefinite restriction thereafter.Kenyatta remained in prison at Lokitaung in north western Kenya until April 1959, after which he was detained in Lodwar.On 14 May 1960, he was elected KANU President in absentia. In 1960, Ambu Patel, a follower of Mahatma Gandhi formed the Release Jomo Kenyatta Committee. On 23rd march 1961, Kenyan leaders visited him in Lodwar. On 11 April 1961, he was moved to Maralal with daughter Margaret. On 14 August 1961, he was released. **Leadership** Kenyatta was admitted into the LegCo after his release in 1961, after Kariuki Njiiri gave up his Kigumo seat for him. In 1961 and 1962, he led the KANU delegation to first and second Lancaster Conference in London to negotiate Kenya's independence constitution. Elections were then held in May 1963 and KANU beat KADU by winning 83 seats out of 124. On 1 June 1963, Kenyatta became prime minister of the autonomous Kenyan government. On 1 June 1964, Kenyatta became an executive President following amendment of the Constitution to make Kenya a republic. **Commentary** Historians have questioned Kenyattas alleged leadership of the radical Mau Mau movement. Kenyatta was in truth a political moderate. It is even alleged that the colonial administration deliberately arrested him to protect him from the radical KAU members who accused him of betraying their course. (There were three attempts to assassinate him before he was arrested). His marriage of Colonial Chief's daughters, his post independ- ence Kikuyu allies mainly being former colonial collaborators, and his short shrift treatment of former Mau Mau fight ers after he came to power, all strongly suggest he had scant regard for the Mau Mau **Kenyatta and nation building** On 10 November 1964, KADU officially dissolved and its representatives joined KANU, forming a single party. Kenyatta was re-elected un-opposed in 1966, and the next year had the Constitution amended to expand his powers. In the 1969 elections, Kenyatta banned the only other party, KPU led by Jaramogi Oginga Odinga, detained its leaders, and called elections in which only KANU was allowed to participate. Kenyatta made use of detention, ethnic loyalties, and careful appointment of government jobs to maintain his commanding position in Kenyas political system.Kenyatta was again re-elected unopposed as President in 1974He remained president until his death four years later in 1978. **Sickness and Death** President Kenyatta had suffered a heart attack in 1966. In April 1977, then well into his 80s, he suffered a massive heart attack.On 14 August 1978, he hosted his entire family, including his son Peter Magana who flew in from Britain with his family, to a reunion in Mombasa. On 22 August 1978, he died in Mombasa due to old age. He was buried on 31 August 1978 at a mausoleum on Parliament grounds.Kenyattas tenure as president featured the following problems. a) There was a great split within KANU due to his land policy. Kenyatta compromised with the whites over their property. The Land-buying companies formed to buy European farms favoured one community. b) From the onset of independence, KADU advocated for Majimboism and therefore opposing national unity. c) The 1966 term featured border conflicts with Somalia, and more political opposition. He made the Kikuyu-led KANU practically the only political party of Kenya. He placed several of his Kikuyu tribesmen in most of the powerful state and security offices and posts. d) Increasing loss of confidence in his government suspected of complicity in murders of Pio Gama Pinto, Tom Mboya and J.M. Kariuki. MP and Lawyer C.M.G. Argwings- Kodhek and former Kadu Leader and Minister Ronald Ngala. e) Poverty, ignorance and disease were serious problems in Kenya in the early years of independence. f) There was shortage of manpower since the inherited educational policy left Africans illequipped for skilled employment. g) Kenya did not have adequate funds to provide for is development needs. h) There was a serious problem of poor transport and communication. i) The existence of Banditry (Shifta Menace) in north-eastern kenya also shifted attention from economic development. **Achievements.** a) Mzee Jomo Kenyatta is credited with leading Kenya to independence and setting up the country as a relatively prosperous capitalist state. b) He oversaw a peaceful land reform process, oversaw the setting up of the institutions of independent Kenya, and also oversaw Kenya's admission into the United Nations. c) During his reign, the country was reasonably well governed, peaceful and stable, the economy developed and grew rapidly and attracted high levels of foreign investment, and a black Kenyan professional and business middle class was established. **Failures** a) Kenyatta failed to mould Kenya, being its founding father, into a homogeneous multi- ethnic state. The country remains a de facto confederation of competing tribes. b) His resettlement of many Kikuyu tribesmen in the country's Rift Valley province is widely considered to have been done unfairly. c) His authoritarian style, with elements of patronage, favouritism, tribalism and/or nepotism drew criticism and dissent, and set a bad example followed by his successors. d) He had the Constitution radically amended to expand his powers, consolidating executive power. e) He was also been criticized for ruling through a post colonial clique of his relatives, mainly African Kikuyu colonial collaborators from Kiambu, while giving scant reward to the real fighters for Kenya's independence. f) Kenyatta has further been criticized for encouraging the culture of wealth accumulation by public officials their office influence, thereby deeply entrenching corruption in Kenya. g) His policies are also criticized for leading to a large income and development inequality gap in the country favouring mainly Nairobi and the Country's Central Highlands, over others. **Tom Mboya** Thomas Odhiambo Mboya was born on August 15, 1930 in Kilimambogo, near Thika town.In 1942, he joined St. Mary's School Yala. In 1946, he went to the Holy Ghost College (later Mang'u High School), where he passed well enough to proceed to do his Cambridge School Certificate. In 1948, Mboya joined the Royal Sanitary Institute's Medical Training School at Nairobi, qualifying as an inspector in 1950 and employed by the Nairobi City Council.In 1955, he attended Ruskin College, Oxford, where he studied industrial management. In 1956, he returned to Kenya and joined politics at the height of Mau Mau uprising. **Political life** A year after joining African Staff Association, he was elected its president. He molded it into a trade union named the Kenya Local Government Workers' Union. Upon returning from Britain, he contested and won a seat against incumbent C.M.G. Argwings-Kodhek. In 1957, he formedhis own party, the People's Congress Party. In 1958, during the All- African Peoples' Conference in Ghana, convened by Kwame Nkrumah, Mboya was elected as the Conference Chairman at the age of 28.In 1960, Mboya together with others formed KANU. As Secretary General of KANU, Mboya headed the Kenyan Lancaster House delegation.After Kenya's independence on 1 June 1963, Mboya was elected as an MP for Nairobi Central Constituency (today: Kamukunji Constituency) and became Minister of Justice and Constitutional Affairs.As Minister for Economic Planning and Development, he wrote \"Sessional Paper 10\" (adopted by Parliament in 1964), which provided a model of government based on African values.He was gunned down on July 5, 1969 on Moi Avenue, aged 38 years.Mboya left a wife and five children. He is buried in a mausoleum located in Rusinga Island which was built in 1970. **Ronald Ngala** **Early career** Ngala was born in 1922 at Gotani in Giriama country. In 1929 the family moved to Vishakani near Kaloleni, which was to be Ngala's home for the rest of his life. Ngala attended Alliance High School and Makerere University College where he gained a teaching diploma. He worked as a teacher and later became headmaster of Mbale Secondary School in Taita-Taveta. In 1952 he was transferred to Buxton School in Mombasa where he served as the principal. **Political career** Ngala was elected to the Legislative Council in 1957 to represent the Coast Rural constituency.He formed the African Elected Members Organization (AEMO) together with other elected African MPs.at a meeting held on May 14, 1960 in Kiambu he was elected as the KANU's treasurer, a position he declined to take. At a meeting held in Ngong on June 25, 1960, the Kenya African Democratic Union (KADU) was formed with Ngala as its leader, in opposition to KANU.At the 1961 legislative council elections Ngala formed the first African government. Ngala became Leader of Government Business and later Prime Minister.On 12 November 1964 the leaders of KADU, including Ronald Ngala, Masinde Muliro and Daniel arap Moi decided to dissolve KADU and join KANU. Ngala in the post independence periodRonald Ngala was made Minister of Cooperatives and Social Services in the Kenyatta government. He went on to become one of KANUs vice-presidents at the 1966 Limuru Conference. Ngala remained active in the government until he died in a road accident in 1972. The circumstances of Ngala's death in 1972 were suspicious. **Daniel Arap Moi** **Early life and entry into politics** Daniel Arap Moi was born on 2nd September, 1924 in Kurieng'wo in Sacho Location of Baringo County, raised by his mother Kimoi Chebii following the early death of his father. His elder brother Tuitoek played a guardian role, influencing him to go to school at an early age. In 1934, Moi joined African Inland Mission School, Kabartonjo. On October 20th 1936 he was baptised Daniel. In 1938, he transferred to African Inland Mission, Kapsabet and later to Government African School, Kapsabet where he was a school captain and a captain of the football team. He attended Tambach Teachers Training College. He worked as a teacher from 1946 until 1955. He was posted as a Head teacher at Kabarnet where he studied privately and passed London Matriculation Examinations. He was promoted in 1949 to the rank of P2 and transferred to Tambach Government African School as a Teacher Trainer. President Moi married Helena (Lena) Bommet in 1950 and they were blessed with 8 children; 3 daughters and five sons, (Jennifer, Doris and adopted daughter June; Jonathan, Raymond, John Mark, Philip and Gideon). But they separated in 1974, before his presidency.. Lena died in 2004. **Mois long political career.** In October 1955 the Electoral College selected Moi from a list of eight nominated candidates to fill a vacancy left by Joseph ole Tameno who resigned from the unofficial benches of the legislative council. In 1957, when elections were held, for LEGCO, Moi won with a landslide against Justus Ole Tipis and later joined AEMO. In 1959, he led AEMO members to visit Jomo Kenyatta in detention in Lodwar. In 1960 he founded the Kenya African Democratic Union (KADU) with Ronald Ngala to challenge the Kenya African National Union (KANU) led by Jomo Kenyatta.Moi was among the Kenyan delegation under the auspices of KADU who went to the London Constitutional talks of June 1960. Moi was elected to the Kenyan parliament in 1963 from Baringo North. Since 1966 until his retirement in 2002 he served as the Baringo Central MP and only served as a vice -president from 1967 until 1978 when he became the president.In 1976, the Kiambu Mafia, tried to infamously change the constitution to prevent the vicepresident automatically assuming power in the event of the president's death. However, Kenyatta withstood the political pressure and safeguarded Moi's position. **Presidency** When Jomo Kenyatta died on 22 August 1978, Moi became president. Political realities dictated that he would continue to beholden to the Kenyatta system which he had inherited. On 1 August 1982, fate played into Moi's hands when forces loyal to his government defeated an attempted coup d'tat by Air Force officers led by Hezekiah Ochuka. Moi took the opportunity to dismiss political opponents and consolidate his power reducing the influence of Kenyatta's men in the cabinet. He appointed supporters to key roles and changed the constitution to establish a de jure single-party state. Moi, his regime now faced an economy stagnating under rising oil prices and falling prices for agricultural commodities, singlehandedly convinced the KANU delegates at a conference at Kasarani in December, 1991 over the restoration of a multi-party systemin 1992 and 1997, marred by political violence and absence of an effective and organized opposition, Moi had no difficulty in winning, skillfully exploited Kenya's mix of ethnic tensions. Mwai Kibaki was elected President on 29 December 2002 and Moi handed over power to him. **Moi After retirement**. After leaving office in December 2002, Moi lived in retirement but still retained some popularity with the masses. He spoke out against a proposal for a new constitution in 2005. On 25 July 2007, Kibaki appointed Moi as special peace envoy to Sudan. On 28 August 2007, Moi announced his support for Kibaki's re-election. Moi owns the Kiptagich Tea Factory, established in 1979, which in 2009 the factory was under threat of being closed down by the government during the Mau Forest evictions. **Challenges and achievements** The major test to His leadership was in August 1982 when a detachment of Airforce soldiers attempted to overthrow his government but they were crushed. **Achievements** ~ Moi served as Chairman of the Organization of African Unity (OAU) for two consecutive terms - 1981 and 1982. ~ He has also been involved in mediation between various conflicting sides in Uganda, Congo, Somalia, Chad, Sudan, Mozambique, Eritrea/Ethiopia, Rwanda, and Burundi etc. ~ He served as Chairman of Preferential Trade Area (1989-1990), COMESA (1999- 2000), E.A. Co-operation (1996- 2002) and Inter-Governmental Authority on Development IGAD (1993 -1998). ~ He has travelled widely, being called upon as a president to provide peace keeping forces in troubled parts of the world like Chad, Uganda, Namibia, Mozambique, Iran/Iraq, Kuwait, Yugoslavia, Liberia, Morocco, Angola, Serbia/ Croatia, D.R. Congo, Sierra Leone and East Timor. ~ Moi has supported the formation of regional economic bodies to increase trade and as a means for the developing countries to have a united voice in the global economy. ~ On 30th December 2002, Moi handed over power to Mwai Kibaki in a peaceful transition that followed the Narc victory over Kanu in the December 2002 General Elections. ~ Currently, Moi is setting up a foundation through which he hopes to participate in solving conflicts in the horn of African and the Great Lakes Region as well as help rehabilitate street children and those orphaned by HIV/aids. **Jaramogi Ajuma Oginga Odinga (Oct.1911  Jan 20, 1994).** **Early years and career** Oginga Odinga was born at Nyamira Kango, in Sakwa location in Bondo, in October, 1911. Christened Obadiah Adonijah, he later renounced his Christian names and became known as Ajuma Oginga Odinga.Young Odinga began his formal education in 1926, at Maranda. He sat for his common entrance examination in 1929. He Attended Maseno School where he sat his STD 8 exams in 1934. He enrolled at Alliance High School in 1935 upto, finishing his formal education with a diploma in education from Makerere University College in 1939. From 1940 to 1942 Odinga taught mathematics at the Church Missionary Society school, Maseno. From 1943 to 1946 he was headmaster of the Maseno Veterinary School. Odinga and Economic and social independence In 1944, he quit teaching and formed the Bondo Thrift Association in 1945.In 1947, he founded the Luo Thrift and Trading Corporation for commercial and political purposes, serving as its managing director until 1962. LUTATCO build their first shop, MasenoStore, posho mills at Ngiya, Bondo and Dudi. The company owned Ramogi Press in Nairobi in 1947, publishing a Dholuo newspaper, Ramogi, edited by Achieng Oneko, Odingas student in Maseno School. They also published Nyanza Times, Radioposta, Sauti ya Mwafrika and Mumenyereri. Between 1956 and 1957, they built Ramogi House and Africa House Kisumu. He helped to form the Luo Union, which brought together all the Luo people. His efforts earned him admiration and recognition among the Luo, who revered him as Ker  a title previously held by the fabled classical Luo king, Ramogi Ajwang, who reigned 400 years before him. Odinga became known as Jaramogi (man of the people of Ramogi). Odinga travelled across the major towns in East Africa raising funds that resulted in the building of the Ofafa Memorial Hall in Kisumu in 1957 which became the headquarters of the Luo Union. **Odingas political contributions (1948-1963)** In 1947, he won the central Nyanza African District Council elections. In 1948 he joined Kenya African Union (KAU) having been influenced by a Luo Union and KAU leader, Ambrose Ofafa. In 1957 and became the political spokesman of the Luo. The same year, he was elected member of the Legislative Council for the Central Nyanza constituency. He became the chairperson of AEMO formed by the eight African elected Members of the LEGCO. He with Mboya and Kiano formed the Kenya Independence Movement after AEMO began to disintegrate. After the 1960 Lancaster House Conference, attended by a unified African delegation, Odinga emerging as one of the radical group leader, dissatisfied Africans with the conference decisions.Odinga and other members of the legislative council formed the Kenya African National Union (KANU). Odinga's KANU used its strong showing in the 1961 general elections to help gain Kenyatta's release. **Odinga after independence** Kenya gained independence in Dec 1963, and Odinga was appointed minister for home affairs.When Kenya became a Republic in 1964, he was its first Vice-President. As VicePresident he did not agree with Jomo Kenyatta's government, and he resigned his post and quit KANU in 1966 to form the Kenya People's Union (KPU). He openly challenged the government's use of private and foreign investment capital and its close ties with the West.Within KANU, a coalition formed against Odinga and in 1966 a KANU reorganization conference abolished his post of party vice-president. In October 1969, Odinga together with Achieng Oneko and other KPU members were jailed by the government. The KPU was banned, and he stayed in prison for 15 months. Odinga remained an opposition leader throughout the1970s. After Kenyatta's death in 1978, the new president, Daniel Arap Moi, tried to bring Odinga back into KANU. Moi, appointed Odinga as chairman of the Cotton Lint and Seed Marketing Boardwhere he did not last long, because he was still outspoken against Kenyatta's policies. When Odinga was reinstated into the party in 1980, he attacked Moi and Kenyatta as corrupt and protested U.S. military presence in Kenya.Odinga attempted to register a political party in 1982, but his plans were foiled when Kenyawas made a de jure single-party state in 1982, KANU party again banished Odinga.Throughout the 1980s, Odinga remained vocal in calling for democracy. In 1984, he tried to launch and register the Ramogi Development Trust (RADET) but the government denied it registration. **Odinga and the Struggle for multi-parytism in the 1990s** In 1991, Odinga founded the National Democratic Party, but the government refused to recognize it and briefly jailed Odinga. Later that year Odinga and five other opposition leaders formed the Forum for the Restoration of Democracy (FORD). But FORD split in 1992, and Jaramogi formed FORD-K finishing fourth behind Moi, Matiba and Kibaki. In 1993, Odinga's reputation suffered when he admitted taking a campaign contribution from a bank accused of bribing government officials. In the months before his death in January 1994, Odinga tried to reconcile his branch of FORD with KANU, but without success. **Wangari Maathai** **Early life of Wangari Maathai.** Maathai was born on April 1, 1940 in the Ihithe village, Nyeri County, in the central region to Muta Njugi, a farm labourer on a white owned farm in the rift valley. In 1950, she joined Ihithe Primary School for primary education in 1951, Maathai moved to St. Cecilia's Intermediate Primary School at the Mathari Catholic Mission in Nyeri where she studied for four years.During this time, she converted to Catholicism, taking the Christian name Mary Josephine. In 1956 she joined Loreto High School Limuru. She was chosen to study at American universities in September 1960 under the Kennedy Airlift or Airlift Africa. In 1964, she joined the University of Pittsburgh to study for a master's degree in biology.In January 1966, upon her return to Kenya, Maathai dropped her Christian name, preferring to be known by her birth name, Wangari Muta. In April 1966, she met Mwangi Mathai, whom she later married in 1969 and had three children with him.In 1971, she became the first Eastern African woman to receive a Ph.D., (in Anatomy) from the University of Nairobi. She was a member of the Nairobi branch of the Kenya Red Cross Society, becoming its director in 1973. In 1979, her husband, Mwangi Mathai divorced her, saying she was too strong-minded for a woman and wife and accusing her of adultery with another Member of Parliament. **Wangari Maathai as political activist.** In 1979, Maathai ran for the position of ch airman of the National Council of Women of Kenya (NCWK). She lost, but was chosen to be the vice-chairman of the organization. In 1980, Maathai was elected chairman of the NCWK unopposed. However NCWK was left virtually bankrupt, as Future funding by government was channeled to Maendeleo Ya Wanawake a progovernment splinter group.In 1982, she resigned from the University of Nairobi to campaign for a Parliamentary seat in her home region of Nyeri. However, she was disqualified from vying.On February 28, 1992, Maathai and others took part in a hunger strike in Uhuru Park, to pressure the government to release political prisoners. The protest continued until early 1993, when the prisoners were finally released. After the first multi-party election of Kenya, in 1992, Maathai traveled with friends and the press to areas of violence in order to encourage them to cease fighting. After her friend and supporter Dr. Mukanga was kidnapped, Maathai chose to go into hiding.During the elections of 1997, Maathai ran for parliament and for president as a candidate of the Liberal Party. She lost the election.On July 7, 2001, shortly after planting trees at Freedom Corner in Uhuru Park in Nairobi to commemorate Saba Saba Day, Maathai was again arrested. Later that evening, she was again released without being charged.Maathai again campaigned for parliament in the 2002 elections, this time as a candidate of the National Rainbow Coalition; she won with an overwhelming 98% of the vote. In January 2003, she was appointed Assistant Minister in the Ministry for Environment and Natural Resources and served in that capacity until November 2005. In December 2007, choosing to run as the candidate of a smaller party Maathai was, defeated in the parliamentary election. The life of Wangari Maathai as an environmental conservationist.Following the establishment of the Environment Liaison Centre in 1974, Maathai became the chair of the board. In 1974, with her husband as the MP for Langata constituency, Maathai founded the Envirocare Ltd., a business that involved the planting of trees to conserve the environment. This led to the planting of her first tree nursery, in a government tree nursery in Karura Forest. On June 5, 1977, marking World Environment Day, Maathai led the NCWK in a procession from Kenyatta International Conference Centre to Kamukunji Park where they planted seven trees in honor of historical community leaders. This was the first \"Green Belt\" planted by what became the Green Belt Movement. In 1982, she was approached by Wilhelm Elsrud, executive director of the Norwegian Forestry Society. Who partnered with the Green Belt Movement and offered her the position of coordinator. In 1987, Maathai stepped down as chairman of the NCWK and focused her attention on the newly separate nongovernmental organization.In October 1989, Maathai learned of a plan to construct the 60 -story Kenya Times Media Trust Complex in Uhuru Park. Her protests, some leading to her being harassed, led to the foreigninvestors to cancel the project in January 1990. In June 1992, both Maathai and President Arap Moi traveled to Rio de Janeiro for the UN Conference on Environment and Development (Earth Summit) where she became a chief spokesperson despite government protest. In 1998, Maathai protested against the privatization of large areas of pu blic land in the Karura Forest. In August 16, 1999, when the president announced that he was banning all allocation of public land.On October 8, 2004, Maathai became the first African woman, and the first environmentalist, to win the Nobel Peace Prize for her contribution to sustainable development, democracy and peace.On March 28, 2005, she was elected the first president of the African Union's Economic, Social and Cultural Council and was appointed a goodwill ambassador for an initiative aimed at protecting the Congo Basin Forest Ecosystem. **Achievements of Wangari Maathai** a) As a member of the Kenya Association of University Women, she was on the forefront in campaigning for equal benefits for the women while at the university and also as a member National Council of Women of Kenya (NCWK). b) She succeeded in stopping the government from encroaching on a public utility at Uhuru park to construct the 60-story Kenya Times Media Trust Complex. c) She succeeded in pressurizing the government to release political prisoners through painful hunger protests at Uhuru Park. The prisoners were released in early 1993. d) Maathai was the first African woman, and the first environmentalist, to win the Nobel Peace Prize for her contribution to sustainable development, democracy and peace. e) Maathai has been very instrumental in environmental protection through the Green Belt Movement. **THE FORMATION, STRUCTURE AND FUNCTIONS OF THE GOVERNMENT** **OF KENYA.** **THE ELECTORAL PROCESS**. **Role of the Independent Electoral and Boundaries Commission in Kenya.** a) The Commission is responsible for conducting or supervising referenda and elections to any elective body or office. b) It is responsible for continuous registration of citizens as voters and regular revision of the voters roll. c) It Prescribes and reviews electoral boundaries in constituencies and wards at intervals of not less than eight years, and not more than twelve years. The constitution provides for 290 constituencies established under the following considerations; ~ Community of interest, historical, economic and cultural ties ~ Geographical features and urban centres ~ Means of communication d) It is responsible for regulation of the process by which parties nominate candidates for elections. e) The commission is responsible for settlement of electoral disputes, including disputes relating to or arising from nominations. However it does not handle election petitions and disputes subsequent to the declaration of election results. f) The registration of candidates for election. g) Educate/informs the public on the requirements for voters and contestants h) Facilitation of the observation, monitoring and evaluation of elections. i) It is responsible for regulation of the amount of money that may be spent by or on behalf of a candidate or party in respect of any election. j) Identifies, appoints and trains election officials. k) Verifies and announces election results l) Prepares ballot papers and other election materials. m) Identifies and recommends polling stations. **Types of elections.** There are three types of elections in Kenya; ***a) General elections***. These are elections held after every five years. Initially they were meant to be held on the second Tuesday in August on the fifth year. But this has since been altered due to the delay in new constitution implementation process ***b) By elections.***These are elections of new leaders to fill vacant seats left following deaths of occupants, resignation or annulment of their election through successful petition in court. ***c) Re run elections***- this are elections held exactly one month after the general elections involving only two presidential candidates in case of no clear winner in the general election. **Why Kenyans elect their representatives to parliament every five years.** a) It is a constitutional requirement that Kenyans elect MPs after every five years. b) The elections give Kenyans a chance to practice their democratic right of choosing their representatives. c) It enables Kenyans control their elected representatives i.e. the fear of losing election ensures that elected representative serve the electorate well. d) It enables Kenyans choose between representatives and between parties that express the policies that they agree with. e) Through periodic elections, Kenyans are able to participate in activities of their government The following methods have been used in elections in Kenya. a) Mololongo (queuing) b) Acclamation c) Secret ballot. **THE 2007 ELECTIONS IN KENYA** The electoral process that was adopted by the ECK under the stewardship of Samuel Kivuitu in the 2007 election was very unfair and yielded false results. This caused the outbreak of violence, bloodshed, destruction and loss of property.The Kreigler commission that was formed to look into the causes of the 2008 violence reported the following weaknesses. a) Irregularities in the voter register which excluded 30% of the potential voters the register contained names of deceased persons. Women who had attained the voting age were found to be under represented. b) Imbalanced distribution of registered voters among constituencies. Some constituencies like Embakasi had over 200, 000 registered voters while others like Mandera East had less than 20,000 registered voters. c) Rampant cheating where in some cases the votes cast were more than 100% of the registered voters. d) Existence of exclusive strongholds with some electoral areas being out of bounds for some political parties. e) There was a defective system of voter tallying and relaying of information. Some of those declared winners finally lost their seats through election petitions. f) Incompetence of the ECK officials with even the chairmen stating clearly that it was impossible to establish who won the elections. g) The results relayed sometimes faced integrity queries. Some officials relayed cooked results. h) The composition of the ECK raised suspicion especially among the opposition. **The principles that govern the electoral process in Kenya.** a) All citizens have the freedom to exercise their political rights b) Not more than two-thirds of the members of elective public bodies shall be of the same gender. c) Persons with disabilities must receive fair representation. d) There must be universal suffrage based on the aspiration for fair representation and equality of vote. e) The elections should be free and fair and will be by secret ballot, free from violence, intimidation, improper influence or corruption. f) The elections will be conducted by an independent body, transparent; and administered in an impartial, neutral, efficient, accurate and accountable manner. **Legislation on Elections.** The following legislations govern the electoral process in Kenya. **a) The constitution of Kenya**-that is a sovereign state and republic with the people owning all sovereign power directly or through democratically elected leaders. ***b) The national assembly and presidential elections Act-***it outlines the steps to be followed in the registration of voters, nomination of candidates, polling and counting of votes and other related processes. ***c) The local government act***- it gives the procedure and rules for conducting elections for county, municipal and town councils. ***d) The electoral offences Act***.  it lays out the election offences like bribing of voters, threatening voters, voting more than once or causing violence on polling day or during campaigns. **Voter registration.** ***Qualifications of a voter in an electoral process in Kenya.*** a) One must be an adult citizen at least 18 years old. b) He/she must be a Kenyan citizen in possession of an identity card or passport. c) He/she must be a registered voter. d) He/she must been registered at only one registration centre e) One must not be an insane person. f) He/she must have been convicted of an election offence during the Preceding five years. **Voter and civic education.** Voter education refers to the provision of information, materials and programmes to voters with the intention of informing them about the specifics of voting process for a particular election. For example, information on who is eligible to vote, where and how to register.Civic education is aimed at conveying knowledge to the citizens about the countrys politica l system and context. For example, information about the system of government, the nature and powers of the elective offices, to be filled in an election. Nomination of candidates. There are two categories of Nominations a) Party nominations b) IEBC nominations **Party nominations** This refers to the selection of political party candidates to contest in an election. It is done through queuing, acclamation or secret ballot. It may involve nomination for county, parliamentary or presidential elections. **IEBC nominations** Once the political parties have nominated their candidates, they are presented to the IEBC for formal nomination to contest the presidential, parliamentary or county/civic elections. **Independent candidates** A person is eligible to stand as an independent candidate under the following conditions; a) The person should not be a member of a registered political party and should not have been a member for atleast three months immediately before the date of elections b) He/she must be a registered voter. c) He/ she must satisfy the educational, moral and ethical requirements as per the constitution or act of parliament. d) In case of national assembly elections, he/she must attract the support of atleast 1000 registered voters in the constituency. e) In case of the senate, one must attract the support of atleast 2000 registered voters in the county. **Conditions that must be met by one wishing to be elected Member of Parliament**. a) A person is eligible for election as a Member of Parliament if the person is registered as a voter. b) If the person satisfies any educational, moral and ethical requirements prescribed by the Constitution or by an Act of Parliament. c) if he is nominated by a political party, or is an independent candidate who is supported in the case of election to the National Assembly, by at least one thousand Registered voters in the constituency; or in the case of election to the Senate, by at least two thousand registered voters in the county. **Disqualifications for one from being elected a Member the National Assembly.** a) If the person is a State officer or other public officer, other than a Member of Parliament. b) If a person has, at any time within the five years immediately preceding the date of election, held office as a member of the Independent Electoral and Boundaries Commission. c) If a person has not been a citizen of Kenya for at least the ten years immediately preceding the date of election. d) If a person is a member of a county assembly. e) If one is of unsound mind. f) If one is declared bankrupt. g) Is subject to a sentence of imprisonment of at least six months, as at the date of registration as a candidate, or at the date of election. h) If one is found, in accordance with any law, to have misused or abused a State office or public office. **An elected MP may lose his/her seat in parliament under the following** **circumstances.** a) When he/she ceases to be a Kenyan citizen. b) He /she receive a jail sentence exceeding 6 months or death penalty from a court of law. c) When he/she resign, through writing to the speaker, from the national assembly. d) When he/she is declared bankrupt by a court of law. e) When he/she is found to be of unsound mind. f) When he/she resigns from the sponsoring political party or as an MP. g) When he/she fails to attend 8 consecutive sessions during the life of a particular parliament without permission from the speaker. h) When he/she defects from one party to another. i) When he/she having been elected to parliament as an independent candidate, decides to join a political party. **Campaigns.** The campaign periods starts immediately after IEBC nomination of candidates and ends 12 hours before the polling day. The main purpose of campaigns is to give the voters chance to assess aspiring candidates and their party policies and strategies and then decide the right candidate. **Polling** Voting is done in the polling station. It takes place from 6.00am to 6.00 pm on the Election Day.Counting of votes begins after the closure of the exercise. The presiding officer then announces the number of votes garnered by each candidate. The returning officer, the election officer in the constituency then tallies the total votes from all the polling stations and announces per candidate in the constituency. He/she declares the elected mp for the constituency and councilors of each ward. He announces the number of votes per candidate for the presidential elections. The IEBC then declares the validly elected candidates for the presidential, National Assembly and Senate. Factors likely to interfere with free and fair elections in Kenya. a) Ethnic loyalties/polarization/Party loyalties. People may be compelled to vote along tribal lines, in total disregard of the leadership records or accomplishment of those they elect. b) Illiteracy of some voters. This curtails their ability to mark the ballot papers correctly. c) Inadequate civic education. The lack of adequate sensitization of the voters can lead to ineffective election process. d) Violence. Harassment of voters by rival groups/ Insecurity/fear instilled in candidates. All forms of chaos makes accessibility to voting stations by voters difficult. e) Corruption of candidates and their supporters. This is through bribing of voters to vote for certain candidates. f) Incompetent election officials. Some election officials are partisan and therefore unable to preside over elections competently. g) Rigging. On many occasions aspiring candidates or their agents have complained of rigging. h) Transport difficulties. The electoral process in Kenya has been faced with the problem of Inaccessibility of some polling stations i) Communication problems. During the voting day, some remote areas experience communication problems between the headquarters and the polling stations. j) Extreme weather conditions. Delivery of polling materials has sometimes been affected by bad weather. k) Gender insensitivity. For a long time, women have not been given a fair share in the electoral process in Kenya. l) Use and misuse of mass media. Some politicians own some media houses, sometimes they have subjected them to misuse. There has been also the problem of imbalance when it comes to media coverage of elections. Electoral guidelines and regulations that may help minimizeirregularities. a) Whatever voting method is used, the system must be simple, accurate, verifiable, secure, accountable and transparent. b) The votes cast must be counted, tabulated and the results announced promptly by the presiding officer at each polling station. c) The results from the polling stations must be openly and accurately collated and promptly announced by the returning officer. d) Appropriate structures and mechanisms to eliminate electoral malpractices must be in place, including the safekeeping of electoral materials. **Electoral disputes** **The following must be observed as pertains to election disputes**: a) Electoral petitions, other than in a presidential election, must be filed within 28 days after the declaration of the election results by the IEBC. b) Service of a petition may be direct or by advertisement in a newspaper with national circulation. **ELECTION OFFICIALS** The following are the officers appointed by the IEBC to assist in administering elections. ***1. District election coordinators.***- Officials responsible for all electoral matters at district level. They act as a link between people at the grassroots level and the IEBC headquarters. ***2. Registration officers***. they register voters in each constituency and issue them with voters card. ***3. Returning officers.*** are in charge of elections in a constituency which has several polling stations. They perform the following functions: a) They set up polling booths in each polling station. b) They receive nomination papers from prospective candidates c) They distribute ballot papers and boxes to polling stations. d) They supervise the voting and counting of votes in the constituency. e) They appoint the presiding officers in each polling station. f) Announcing the results of the elections. ***4. Presiding officers.***in charge of polling stations. And perform the following duties; a) They conduct the polls in an orderly, free and fair manner at the polling station. b) They ensure that every eligible voter votes only once. c) They help illiterate voters mark ballot papers. d) They seal the ballot boxes and transfer them to a central point in the polling station where the votes will be counted. e) They maintain law and order at polling stations and report any irregularities to the returning officer. f) They ensure that there is impartiality in conducting. ***5. Polling clerks***. On the polling day, they assist and guide voters, particularly those who are illiterate. ***6. Security personnel***. police officers maintain law and order during the polling and counting of votes. ***7. Counting clerks***. they sort out ballots and then count the ballots per candidate. ***8. Party agents***.  they represent candidates or political parties in a polling station or counting hall to ensure that the polling and counting procedures are transparent , orderly , free and fair. ***9. Observers***. these are neutral persons who make observations and write reports on the polling and counting exercise to indicate if the elections were free and fair or not. **FORMATION OF GOVERNMENT** **NATIONAL GOVERNMENT** Kenyans directly or indirectly exercise their sovereign or absolute power through their democratically elected representatives. This power is delegated to the state organs or arms of government namely; a) The parliament and the legislative assemblies in the county assemblies. b) The national executive and the executive structures in the county government. c) The judiciary and independent tribunals. **The process of National government formation.** After every election, the party with the majority of seats in the house forms the government by appointing cabinet secretaries from among professionals (not among elected MPs) with the approval of the National Assembly. The president then appoints the judiciary with the a dvice of the JSC. The president-elect is sworn in by the chief Justice and the members of the three arms of government also take oath.The three arms of government operate independently and work on checks and balances The executive is responsible for running the country by developing and implementing policies that lead to national development.Even after dissolution of parliament after its expiry, the cabinet exists until a new one is appointed. This is to ensure that there is no power vacuum and that government operations continue. **Role of government in Kenya** a) Government ensures that social and economic development is undertaken  by putting in place policies to improve schools, hospitals, agriculture, trade, housing and industry. b) It upholds human rights and freedoms and ensures that all citizens live in peace and harmony through the administration of justice and maintaining law and order. c) Government organizes an effective defence force to protect the country from internal and external aggression. d) It also has a duty to establish sound foreign policies to promote international cooperation with other countries by setting up foreign embassies and high commissions. e) It has a duty to foster national unity by recognizing diversity and ensuring equitable sharing of national and local resources. f) Government protects and promotes the interests and rights of the minorities and marginalized communities. **COUNTY GOVERNMENT** The county government is composed of County assemblies, county executive committees and county public service and exist in each of the 47 counties throughout Kenya. A county government consists of; a) Members (one member per ward) elected by the registered voters of the wards in a general election in Kenya. b) The Speaker, who is an ex officio member. c) Members appointed by the county governor, with the approval of the county assembly, from among persons who are not members of the assembly. **The structure of the executive arm of the county government**. The executive authority of the county is vested in the county executive committee. The committee consists of; a) The county Governor and the Deputy County Governor who are the chief executive and deputy chief executive of the county respectively. b) Members who are not members of the assembly and appointed by the County Governor, with the approval of the assembly. They should be not more than ten other. If the assembly has less than thirty members, the members should be One-third of the number of members of the county assembly. NB; ~ Members of a county executive committee are accountable to the county governor for the performance of their functions and exercise of their powers. ~ The appointed members of the county executive committee cease to hold office once the office of the county governor falls vacant. **The election of a county governor.** The county governor is directly elected by the voters registered in the county at a general election for a term of 5 years. To be eligible for election as county governor, a person must be eligible for election as a member of the county assembly. If re-elected, can serve for another final term of 5 years. Each candidate for election as county governor nominates a person as his/her running mate to be the deputy governor. **Removal of a County Governor from office.** A governor may be removed from office under the following grounds; a) Gross violation of the Constitution or any other law. b) When the county governor commits a crime under national or international law. c) When the governor abuses office or is accused of gross misconduct. d) When he/she suffers from Physical or mental incapacity that hinders performance of the functions of office. ***The office of the county governor falls vacant when the holder of office;*** a) Dies. b) Resigns, in writing, addressed to the speaker of the county assembly. c) Is convicted of an offence punishable by imprisonment for atleast twelve months. d) Ceases to be eligible to be elected as a county governor. e) Is removed from office under the constitution. The deputy county governor assumes office as a county governor for the remainder of the term of the county governor when a vacancy arises. Where the deputy governor is unable to act or his office is also vacant, the speaker acts as governor and elections must be held within sixty days after the speaker assumes office. **THE COUNTY ASSEMBLY** The composition of a County Assembly in Kenya is as follows; A county assembly consists of <br><br> Members (one member per ward) elected by the registered voters of the wards in a <br><br>general election. <br><br> Members of special seats (no more than two-thirds of the membership of the assembly <br><br>is of the same gender.) <br><br> Members of marginalized groups, including persons with disabilities and the youth. The Speaker, who is an ex officio member. Nb-The members for special seats and marginalized communities are nominated by political parties in proportion to the seats received in the election in a particular county. **The functions of a county assembly** a) County assemblies make laws for the effective performance of the county government. b) It acts as a watch dog over the county executive committee. c) It receives and approves plans and policies for managing and exploiting the countys resources, and, developing and managing the infrastructure and institutions. **Conditions that must be met by a person seeking for election to a County Assembly** a) The person must be a registered as a voter in his/her county. b) The person must have been a Kenyan citizen for atleast ten years before the elections. c) The person must be able to read and write in English and Kiswahili. d) He or she must be of sound mind. e) The person must be of unquestionable morals and ethics f) If a public officer, he/she must relinquish his/her public work. g) The person must be nominated by a political party h) If he/she is an independent candidate, must be supported by at least five hundred registered voters in the Ward concerned. i) The person must not have been declared bankrupt. j) The person must not have served a sentence of imprisonment of more than six months. k) The person must not have misused or abused a State or public office. **Vacancy in the office of member of county assembly may happen if the member;** a) Dies. b) Is absent from eight sittings of the assembly without permission, in writing, of the speaker of the assembly and is unable to offer satisfactory explanation for the absence. c) Resigns, in writing, addressed to the speaker of the county assembly. d) After being elected to the assembly as a member of a political party, he/she resigns from the party, or is deemed to have resigned from the party, or after being an independent candidate, the member joins a political party. e) Gets to the end of the term of the assembly f) Becomes disqualified for election after the court rules in favour of an election petition made against him/her. **Speaker of County Assembly** The speaker is elected by the county assembly from among persons who are not members of the county assembly. The speaker presides over the county assembly. Another member of the assembly may be elected to play the role of a speaker in case of the absence of the speaker. **STRUCTURE AND FUNCTIONS OF THE NATIONAL GOVERNMENT.** **The three arms of government are:** ***a) Judiciary*** ***b) Executive*** ***c) Legislature*** **LEGISLATURE.** The two components of the Kenyan Parliament/legislature are; 1. The National Assembly. 2. The Senate. **The Composition and membership of the National Assembly.** The National Assembly consists of; a) Two hundred and ninety members, each elected by the registered voters of single member constituencies. b) Forty-seven women, each elected by the registered voters of the counties, each county constituting a single member constituency. c) Twelve members nominated by parliamentary political parties according to their proportion of members of the National Assembly to represent special interests including the youth, persons with disabilities and workers. d) The Speaker, who is an ex officio member. **Membership of the Senate** The Senate consists of; a) forty-seven members each elected by the registered voters of the counties, each county constituting a single member constituency b) Sixteen women members nominated by political parties according to their proportion ofmembers of the Senate elected. c) Two members, being one man and one woman, representing the youth. d) Two members, being one man and one woman, representing persons with disabilities. e) The Speaker, who shall be an ex officio member. The official languages of parliament are English, Kiswahili and Kenyan sign language. Parliament quorum is 50 members for the national assembly and 15 members for the senate. **Office of parliament** The following are the officers of parliament; ~ Speakers and deputy speakers. Two Speakers, ex-officio member, one for each of the two houses. Each is elected by members of the respective house from among persons who are qualified to be elected as members of parliament but are not MPs. A deputy speaker is elected from among members of each of the houses by the mps. Their offices become vacant when; ~ A new house of parliament first meets after an election. ~ When he/she resigns, dies. ~ When a house resolution of two-thirds removes him/her from office. The speakers Preside at any sitting of the house. In a joint meeting of the two houses, the speaker of the national assembly assisted by that of the senate presides over. The speaker has no vote in parliament and in case of a tie, The question is lost. The six speakers in Kenya since independence include; *1. 2008-upto date- Kenneth Marende.* *2. 1993-2007- Francis Ole Kaparo* *3. 1991- 1992-Professor Jonathan Ngeno* *4. 1988- 1990-Moses Arap Keino* *5. 1970  1987-Fredrick Mbiti Mati.* *6. 1964-1969-Humphrey Slade became the first speaker of the single house.* *7. 1963- Muinga Chokwe (speaker of the upper house)* *8. 1963- Humphrey slade (speaker of the lower house).* **Role of the speaker.** a) He/she presides over the proceedings of the house and ensures that they are conducted in accordance with the rules of procedure. He enforces standing orders in the house. b) The speaker disciplines members of the house who violate standing orders by ordering such them to leave the house or be barred from attending three house consecutive sittings. c) Maintains order during debates and enforces rules which govern conduct of the house. The speaker interprets the rules of the house. d) He/she gives the MPs chance to contribute towards house debates to ensure that the minority are given a fair hearing before the will of the majority prevails. e) He/she represents and protects the authority of the house. f) He/she organizes and determines the business to be conducted in the house by receiving Bills, motions and questions for discussion in the house, and then prepares an order paper. g) He/she adjourns sittings if the house lacks a quorum. h) He/she keeps and maintains the attendance register and grants permission to MPs to be absent from sessions. MPs going out of the country must inform the speaker of their absence from Kenya. i) He/she heads the National Assembly department and takes charge of its general administration and welfare. He/she is responsible for preserving dignity and order and for the comfort and convenience of the members and staff within parliament buildings. j) He/she chairs the speakers committee, the committee of powers and Privileges and the Order Committee. k) The speaker issues orders and makes rules for the regulation of visitors to parliament and represent parliament in its relations with foreign countries. l) The speaker chairs the branches of the commonwealth Parliamentary Association, InterParliamentary Union and the Union of African Parliaments. He/she represents Parliament at the commonwealth speakers conference. m) He/she declares parliamentary seats vacant and issues writs for general elections and byelections. n) He/she receives and accepts letters of resignation from members of parliament. o) He/she swears in members of parliament before participating in the House deliberations. p) He, summons parliament to a new when parliamentarians are on recess. **~ Party leaders** As part of parliament officers, there is the leader of the majority party and leader of minority party. The majority party leader is the person who is the leader in the national assembly of the largest party or coalition of parties. The minority party leader is the person who is the leader in the national assembly of the second largest party or coalition of parties. **Role of party leaders.** a) They promote and uphold national unity through party activities. b) They enforce adherence to principles of good governance, democracy and upholding human rights and fundamental freedoms and gender equality and equity. c) The leaders work to advance the goals of the party and ensure their programme is carried out to the satisfaction of the party. d) The leader of the majority party has to ensure and maintain support for legislation. e) The leader of the minority party has to protect the rights of the minority. f) The leader of the majority party has to ensure accountability and transparency in the party. And the government. **Functions of parliament in Kenya.** a) The elected members of parliament Represents the will of the people, and exercises their sovereignty. b) Parliament considers and passes amendments to the Constitution c) It has powers to alter county boundaries as provided for in the Constitution. d) Parliament has the duty to protect the Constitution and promote the democratic governance of the Republic. e) Parliament is the sole body that has the power to make provision having the force of law in Kenya **Functions of the National Assembly in Kenya.** a) The national assembly represents the will of the people and expresses their sovereignty since it represents people from the 290 constituencies and special interest groups. b) The National Assembly deliberates on and resolves issues of concern to the people in the Constituencies and special interest groups. c) The National Assembly enacts legislation that affect the nation-not the county government. For example the money bill may be introduced only in the national assembly. d) The National Assembly determines the allocation of national revenue between the levels of government/it controls revenue and expenditure in the republic. e) It appropriates funds for expenditure by the national government and other national State organs/ it exercises oversight over national revenue and its expenditure. f) The National Assembly reviews the conduct in office of the President, the Deputy President and other State officers/It may initiate the process of removing them from office. g) The National Assembly approves declarations of war and extensions of states of emergency. **Functions of the Senate in Kenya.** a) The Senate represents the counties, and serves to protect the interests of the counties and their governments. b) The Senate participates in the law-making function of Parliament by considering, debating and approving Bills concerning counties. c) The Senate determines the allocation of national revenue among counties/It exercisesoversight over national revenue allocated to the county governments. d) The Senate participates in the oversight of State officers by considering and determining any resolution to remove the President or Deputy President from office. **The process of law making in Kenya.** **What is law making?** This is the process of enacting new laws or amending the existing ones. The two conditions for the start of a law making process are a) The presence of a speaker or his deputy. b) A quorum of fifty members of the national assembly. c) A quorum of 15 members of the senate. **What is a bill?** A bill is a proposed piece of legislation (law). Bills originate in the National Assembly. A Bill not concerning county government is considered only in the National Assembly, and passed in accordance with the Standing Orders of the Assembly. A Bill concerning county government may originate in the National Assembly or the Senate, and is passed in accordance with the Standing Orders of the Houses. Bills are classified into two; ***a) Public Bill***- these deal with matters of public policy that affect all citizens of Kenya. They are also categorized into two; a. Government Bill-introduced by cabinet secretaries. b. Private members Bill.-introduced by back-benchers in the national assembly a) Private Bill.-this is a bill that affects a particular person, associations or people living in a small part of the country. Money Bill This a bill that has provisions dealing with taxes, payment of charges by public, appropriation , receipt ,custody or issue of public money, raising or guaranteeing of any loan, its repayment or other matters relating to such monies. **The process** ~ The government departments and public offices to be affected by a bill consult first before it is drafted. A bill is then drafted by the government draftsman (the parliamentary counsel)in the attorney generals chambers. ~ When the cabinet is satisfied with the , it is published in the Kenya gazette at least fourteen days before it is introduced to parliament. The main purpose of this is to give the public chance to view and criticize the Bill. The  proposal is also presented to parliament to give members chance to research on it on preparation for a debate in thefuture. ~ A Bill is first introduced by any member or committee of the relevant House of Parliament, but a money Bill may be introduced only in the National Assembly. ~ Before either House considers a Bill, the Speakers of the National Assembly and Senate jointly resolve any question as to whether it is a Bill concerning counties and, if it is, whether it is a special or an ordinary Bill. ~ When any Bill concerning county government has been passed by one House of Parliament, the Speaker of that House refers it to the Speaker of the other House. ~ If both Houses pass the Bill in the same form, the Speaker of the House in which the Bill originated shall, within seven days, refer the Bill to the President for assent. ~ The National Assembly may amend or veto a special Bill that has been passed by the Senate only by a resolution supported by at least two-thirds of the members of the Assembly. ~ Within fourteen days after receipt of a Bill, the President assents to the Bill; or refer the Bill back to Parliament for reconsideration by Parliament, noting any reservations that the President has concerning the Bill. When a bill is referred back to parliament, the following procedure is followed; a) Parliament may amend the bill in light of the presidents reservations or pass the bill a second time without amendments. b) If parliament amends the Bill after consideration of the presidents reservations, the speaker must resubmit the bill to the president for assent. c) Parliament could pass the bill without amendments or with amendments that do not fully accommodate the presidents reservations if supported by; ~ Two-thirds of the members of the national assembly, and ~ Two-thirds of the delegations in the senate, if the bill requires approval of the senate. ~ The bill then has to be submitted by the appropriate speaker to the president for assent within seven days. ~ If the president fails to assent the bill within seven days, the bill will be considered acted upon and therefore considered null and void. **The process of the bill coming into force as a law.** After presidential assent, a Bill becomes a law or an act of parliament. It is then published in the official gazette, the Kenya gazette, within seven days after assent.Sections of it may also be published in the local dailies so as to publicize the law t o all residents in the country.The Act of parliament then comes into force as a law on the fourteenth day after its publication in the Kenya Gazette unless the Act specifies a different date or time when it will come into force. The law then binds everybody in the country. **Special Bills concerning county governments.** Such Bills, when passed by senate, can only be amended or vetoed by National Assembly by a resolution of  of the members. When the veto or amend fails to pass, the speaker of the National Assembly must within seven days refer the Bill in the form adopted by the senate to the president for assent. **Ordinary Bills concerning counties.** If one house passes an ordinary bill concerning counties and the second house rejects it , the Bill must be referred to the mediation committee.A mediation committee refers to a committee comprising equal number of members from both houses appointed by the speaker with the task of formulating a version of the Bill that both Houses could pass. Both houses will then vote to pass or reject the formulated version. The Bill is considered rejected if the committee fails to reach an agreed version within 30 days.If the second House passes it in an amended form, the bill must be taken back to the orig inating house for consideration. If the originating house passes it as amended; it is referred to the president for assent within seven days. If it rejects it, it is referred to the mediation committee. **Parliamentary supremacy** **Meaning of parliamentary supremacy** This refers to the sovereign power exercised by parliament which makes law for the country.Parliament is supreme because, through elections, it has the peoples mandate to legislate and govern on their behalf and is the only means through which people control government. **How parliamentary supremacy is upheld in Kenya.** a) It is the only Body that makes and repeals laws. Technically, a constitutional court can overrule an act of parliament, but parliament can change the law to prevent that from happening. b) Parliament can remove the president from office by impeachment. A member of the national assembly, with the support of at least a third of all the members, may move an impeachment motion. c) Parliament through an amendment of the constitution, can limit the powers of the executive. It can also pass a vote of no confidence in the government, compelling the president and his/her cabinet secretaries to resign. d) Cabinet secretaries are accountable to the parliament for their activities in the ministries under their control. They have to answer questions in parliament about their ministries. e) Bills prepared by the cabinet have to be legislated by parliament, which is a law making body. f) Parliament has to approve government expenditure. The Cabinet secretary in charge of Finance annually presents the budget to parliament for approval by MPs. - the public accounts committee scrutinizes government expenditure. The Auditor and controllerGeneral check the expenditure of all ministries and reports to parliament. ***NB; - The upholding of parliamentary supremacy however depends largely on the*** ***integrity and maturity of members of the national assembly***. **Ways in which parliamentary supremacy in Kenya is limited.** a) Parliament cannot make laws that contradict traditional customs and practices of the people, unless people want change. b) Parliament cannot pass a law that contradicts the constitution. /the supremacy of the constitution is upheld. c) Increased power of the cabinet can reduce parliaments authority. If the cabinet is too powerful, it may influence parliamentary decisions. d) The president can limit the supremacy by making independent decisions. For example, the president has emergency powers which sidestep parliamentary supremacy. State of Emergency does not follow parliamentary directions. e) Parliament supremacy can be limited by the application of international laws. Parliament may be forced to ratify a law out of necessity; failure to ratify an international law may invite punitive actions on the country. f) Delegated legislation may also limit its powers, i.e. the operation of the county government by-laws may limit parliamentary supremacy although national legislation prevails over county legislation. g) Referendum may be used to decide important issues as opposed to parliamentary decisions. **Merits of parliamentary supremacy/parliamentary system.** a) It increases harmony, since the legislature and the executive work together. This is realized when MPs, who represent the electorate, bring their views to the executive (cabinet secretaries) in the legislature. b) This system allows ordinary citizens to participate in the governing process by electing their representatives to articulate their views on issues of national interest. c) It ensures a responsible and responsive government since the cabinet is controlled by parliament in its actions. Cabinet cannot ignore public opinion, since people choose the MPs. Such could risk a vote of no confidence. d) It instills a sense of responsibility in the executive since cabinet secretaries have to sit and answer questions in the house. e) The system legitimizes actions taken by the government, particularly when such actions originate from recommendations passed by the MPs- the peoples representatives. f) A parliamentary system gives citizens a chance to participate in national political leadership through presenting themselves for election as members of parliament or county assemblies. g) It provides for regular elections, giving the electorate the chance to reject non performing MPs and elect others who can perform. h) Parliament is a training ground for effective leaders; the system enables Kenyans of ability and experience to prove their worth in parliamentary debates. **Demerits of parliamentary supremacy.** a) It only works well where there are two parties; with one ruling while the other in opposition. In a case where there are more than two parties. A coalition government may be formed and this form of government is sometimes weak and unstable. Also where the legislature is dominated by one party, the cabinet tends to be dictatorial. b) Such government may not be effective in times of emergencies. The head of government has to consult with the cabinet and the legislature before acting. c) It weakens the executive. It compels the cabinet secretaries to spend most of their time in parliament instead of dealing with matters of their ministries. **Terminative Role of Parliament in Kenya.** This means that parliament has the power to impeach a president or pass a vote of no confidence in the government by a two-thirds vote majority of the national assembly, forcing the government to resign. **Functions of the Parliamentary Service Commission** a) The Commission is responsible for providing services and facilities to ensure the efficient and effective functioning of Parliament b) It is responsible for constituting offices in the house. c) It prepares annual estimates of expenditure of the parliamentary service and submitting them to the National Assembly for approval, and exercising budgetary control over the service. d) It is responsible for undertaking, singly or jointly with other releva nt organizations, programmes to promote the ideals of parliamentary democracy. e) It performs other functions necessary for the well-being of the members and staff of Parliament; or prescribed by national legislation. **THE EXECUTIVE** **Meaning of the executive.** This is the arm of government which deals with the implementation of laws made by parliament. It is charged with the administration of affairs of a country as well as affairs which affect the country from outside. **The National executive comprises;** *a) The president.* *b) The deputy president.* *c) The cabinet.* *d) The attorney general.* *e) The director of public prosecutions* *f) The public service.* **The president.** He is the Chief Executive Officer of the republic of Kenya. He is the head of state and government in Kenya. He is the commander-in-chief of the Kenya Defence Forces. He is a symbol of national unity.He holds office for a five year term from the date of being sworn in to office and the term expires when the next candidate elected as president is sworn in. the constitution gives a twofive year term as the maximum period for the presidents position. **Qualifications for election as President in Kenya.** a) A person qualifies for nomination as a presidential candidate if the person is a citizen by birth b) The person must be qualified to stand for election as a Member of Parliament. c) He or she must be nominated by a political party, or is an independent candidate and is nominated by not fewer than 2000 voters from each of a majority of counties. NB;- A presidential candidate, whether affiliated to a political party or independent, must garner 50% plus one of all the votes cast in the election.A candidate must also attract 25% of the votes cast in more than half of the counties in kenya in order to qualify to be a president. **Disqualifications one from vying for election as a president in Kenya** a) If the person owes allegiance to a foreign state. b) If he is a public officer, or is acting in any State or other public office. **Assumption of office of the president.** ***The president-elect assumes office by taking two oaths namely;*** ~ The oath of affirmation of allegiance ~ The oath of affirmation for execution of the functions of office. If the president-elect dies before assumption of office, the deputy president-elect is sworn in as acting president. A new fresh election to the office of president must be held within sixty days after death of the president-elect.The president must be sworn in public before the Chief Justice. **Importance of a presidential election.** a) The citizens get a chance to exercise their democratic right. It is the essence of democracy in a government. The people have a choice to elect a president directly, freely, and fairly. b) It is a means through which the people of Kenya give the president the mandate to rule the country and act on their behalf. c) It helps to check dictatorship. The president becomes responsible and accountable to the electorate. He cannot go against public opinion. d) The president enjoys legitimacy of power because it is derived from the people **Powers and functions of the president of Kenya as derived from the constitution of** **Kenya.** a) As the Head of State, he performs the following functions; ~ He represents the government and the people of Kenya both locally and internationally. ~ He receives foreign diplomatic and consular reprentatives. b) He is the head of Government. ~ He nominates a deputy president to deputize him. ~ He nominates and, with the approval of the national assembly, appoints or dismisses cabinet secretaries, the attorney general, the Director of Public Prosecutions, the secretary to the cabinet, Principal secretaries, High Commissioners, Ambassadors, and diplomatic and consular representatives, the chief justice and the deputy and all the judges in line with the recommendations of the Judicial Service Commission c) He is the Commander-in-Chief of the Kenya Defence Forces ~ He has powers to declare a state of emergency, declare war with the approval of parliament. ~ He is the chairperson of the National Security Council of Kenya. d) The President has the duty to safeguard the Constitution, ensure the protection of human rights and fundamental freedoms and the rule of law, safeguard the sovereignty of the republic, promote and enhance unity of the nation and promote respect for diversity. e) The President has legislative powers to address the opening of each newly elected Parliament. He also addresses a special sitting of parliament once every year and any other time. f) The President chairs Cabinet meetings and assigns responsibility for the implementation and administration of any Act of Parliament to a Cabinet Secretary. g) He presides over national holidays during which he expounds on government policy. h) He confers honours in the name of people and republic on men and women of Kenya for outstanding achievements. E.g. OGH, OBS, DSM, HSC and EBS. i) He may, on petition of any person, exercise mercy powers in accordance with the advice of the advisory committee. E.g.; ~ Grant a free or conditional pardon to a person convicted of an offence. ~ Postpone execution of any punishment for an offender , for a specified period, or indefinitely ~ Substitute a less severe form of punishment. ~ Remit all or part of a punishment. j) The President ensures that the international obligations of the Republic are fulfilled through the actions of the relevant Cabinet Secretaries. NB-the constitution provides the president with immunity from criminal proceedings during the tenure of office in respect of anything done or not done in exercise of the powers granted by the constitution. But this immunity does not extend to a crime for which the president may be prosecuted under any treaty to which Kenya is part to, and which prohibits such immunity. **The process of Removal of President by impeachment.** A member of the National Assembly moves a motion for the impeachment of the President on the following grounds; a) A gross violation of a provision of the Constitution. b) President commits a crime under national or international law. c) For gross misconduct. If a motion is supported by at least two-thirds of all the members of the National Assembly, the Speaker informs the Speaker of the Senate of that resolution within two days.The President continues to perform the functions of the office pending the outcome of the proceedings.Within seven days, the Speaker of the Senate convenes a meeting of the Senate to hear charges against the President.A special committee appointed by the senate investigates the matter; and report to the Senate within ten days.If the special committee reports that the particulars of any allegation against the President have not been substantiated, further proceedings shall not be taken. If any of allegations against the President have been substantiated, the Senate, after according the President an opportunity to be heard, votes on the impeachment charges.If at least two-thirds of all the members of the Senate vote to uphold any impeachment charge, the President shall cease to hold office. **Reasons that may lead to a presidential by-election in Kenya.** a) The presidents election may be nullified by court due to election offences. b) The serving president may die while in power. c) The president may resign. d) If the president becomes physically /mentally incapacitated. e) Parliament may pass a vote of no confidence in the president /government. f) If the serving president deserts/defects from the party that sponsored him to parliament. g) If the serving president ceases to be a Kenyan citizen. **THE DEPUTY PRESIDENT** The deputy president is nominated by the presidential candidate during a general election. The process of Electing and swearing in of a Deputy President in Kenya. a) A candidate, (qualified for nomination for election as President) is nominated by each candidate in a presidential election. b) The Independent Electoral and Boundaries Commission then declare the candidate nominated by the person who is elected as the President as the Deputy President. c) The swearing in of the Deputy President-elect is before the Chief Justice or, in the absence of the Chief Justice, the Deputy Chief Justice and in public. d) The Deputy President-elect assumes office by taking and subscribing; a) The oath or affirmation of allegiance. b) The oath or affirmation for the execution of the functions of office. **Under the following circumstances, one can cease to hold the office of the Deputy** **President** a) At the end of term of office when the person next elected President at an election is sworn in. b) When the Deputy President assumes the office of President. c) On resignation, death or removal from office of the Deputy President **Functions of the Deputy President in Kenya.** a) The Deputy President is the principal assistant of the President and shall deputize for the President in the execution of the Presidents functions. b) The Deputy President performs the functions conferred by the Constitution and any other functions of the President as the President may assign. c) When the President is absent or is temporarily incapacitated, and during any other period that the President decides, the Deputy President shall act as the President. ***NB-The Deputy President is not permitted to hold any other State or public office.*** **The cabinet.** **The composition of The Cabinet in Kenya.** The Cabinet consists of a) the President; b) the Deputy President; c) the Attorney-General; and d) Not fewer than fourteen and not more than twenty-two Cabinet Secretaries. The President nominates and, with the approval of the National Assembly, appoints **Cabinet Secretaries.** A Cabinet Secretary should not be a Member of Parliament. Secretary to the cabinet.This office is an office in the public service.The office holder is nominated and appointed by the president, with the approval of the national assembly**.** **He/she has the following responsibilities;** a) Taking charge of the cabinet office. b) Arranging the business of the cabinet subject to its directions. c) Keeping minutes of the cabinet. d) Conveying decisions of the cabinet to the appropriate persons or authorities. e) Serving other functions as directed by the cabinet. **Principal Secretaries.** Each state department is under the administration of a principal secretary. He/she is nominated and appointed by the president from among persons recommended by the public service commission and approved by the national assembly. This office is an office in the public service. **General Functions of the cabinet.** a) The cabinet Advises and assists the president in governing the country. b) The cabinet Discusses matters of national and international concern with the president. c) The cabinet Formulates government policies and programmes. During parliamentary debates, the secretaries defend the same policies, interpret them to the people and ensure their implementation. d) The cabinet initiates new bills and table government bills in the National assembly. e) Cabinet secretaries on their individual capacity give direction to operations within their ministries. f) The secretary for finance formulates and prepares the national budget which he/she then presents to the National Assembly. **The principle of collective responsibility of the cabinet.** a) The cabinet does not work in the light of day. Cabinet must abide by oath of secrecy. b) It requires that the cabinet must act together as a team. The cabinet must speak together with one voice on all matters of government policy. c) All cabinet members are collectively responsible to parliament and to the people through parliament. One act of a cabinet secretary is taken to be an act of all the members of the cabinet. d) A minister would resign if in his conscience he cannot abide by the principle of collective responsibility. **The functions of the Attorney-General in Kenya.** a) The Attorney-General is the principal legal adviser to the Government. b) He represents the national government in court or in any other legal proceedings to which the national government is a party, other than criminal proceedings. c) He performs any other functions conferred on the office by an Act of Parliament or by the President. d) The Attorney-General has authority, to appear as a friend of the court in any civilproceedings to which the Government is not a party. e) The Attorney-General has duty to promote, protect and uphold the rule of law and defend the public interest. **The Director of public prosecutions.** The DPP is nominated and with the approval of the National Assembly is appointed by the president to hold office for a term of eight years and cant be re-appointed. He/she does not require the consent of any person or authority for the commencement of criminal proceedings. His/her powers may be exercised in person or by subordinate officers acting under general or special instructions.A person qualified to be appointed a DPP should have the qualifications to be appointed a judge of the High Court. **The functions of the Director of Public Prosecutions.** a) The Director of Public Prosecutions has power to direct the Inspector-General of the National Police Service to investigate any information or allegation of criminal conduct. b) The Director of Public Prosecutions exercises State powers of prosecution and may institute and undertake criminal proceedings against any person before any court (other than a court martial) in respect of any offence alleged to have been committed. c) He has powers to take over and continue any criminal proceedings commenced in any court (other than a court martial) that have been instituted or undertaken by another person orauthority, with the permission of the person or authority. d) He has powers to discontinue at any stage, before judgment is delivered, any criminal proceedings instituted by the Director of Public Prosecutions or taken over by the Director of Public Prosecutions. **THE PUBLIC SERVICE** The public service includes all state organs in both levels of government and all state corporations. **Values and principles of public service** a) High standards of professional ethics. b) Efficient, effective and economic use of resources. c) Responsive, prompt, effective, impartial and equitable provision of services. d) Involvement of the people in the process of policy making. e) Accountability of administrative acts. f) Transparency and provision to the public, of timely, accurate information. g) Fair competition and merit as the basis of appointments and promotions h) Representation of Kenyas diverse communities. i) Providing adequate and equal opportunities for appointment, training and advancement at all levels of the public service, for women and men, members of all ethnic groups and persons with disability. **The Public Service Commission.** This is the body charged with the responsibility of recruiting, promoting and managing the affairs of the public servants in Kenya in order to make it a motivated and an efficient workforce.The commission consists of a chairperson, a vice chair person and seven other members appointed by the president with the approval of the National Assembly. The commission has a secretary who is the CEO and is appointed by the commission for a term of five years and is eligible for re-appointment. **The following persons do not qualify for appointment to the commission;** A person who in the proceeding five years, held office, or stood for elections as; i. A member of parliament or the county assembly. ii. A member of the governing body of a political party. iii. If the person holds any state office. iv. A holder of an office in a political organization that sponsors or supports a candidate for election as Member of Parliament or county assembly. **Functions and powers of the Public Service Commission.** a) The Commission is responsible for establishment and abolishment of offices in the public service. b) It appoints persons to hold or act in Offices in the public service and confirm appointments. c) It exercises disciplinary control over and removes persons holding or acting in public offices. d) It promotes the values and principles throughout the public service. e) It investigates monitors and evaluates the organization, administration and personnelpractices of the public service. f) It has the duty to ensure that the public service is efficient and effective. g) It develops human resources in the public service. h) It reviews and makes recommendations to the national government in respect of conditions of service, code of conduct and qualifications of officers in the public service. i) It evaluates and reports to the President and Parliament on the extent to which the values and principles that govern public service are complied with in the public service. j) It hears and determines appeals in respect of county governments public service. Offices in the public service that are exempted from the regulation and control of the public service commission; a) State offices. b) An office of high commissioner, ambassador or other diplomatic or consular representative of the republic. c) An office or position subject to: ~ The Parliamentary Service Commission. ~ The Judicial Service Commission. ~ The Teachers Service Commission ~ The National Police Service Commission. d) An office in the service of a county government, with the exception of powers to create and establish offices. The commission can not appoint a person to hold office or act in any office on the personal staff of the president or retired president, except with the consent of the president or retired president. **Ways in which a public officer is protected by law while in service.** a) A public officer shall not be victimized or discriminated against for having performed the functions of office in accordance with the Constitution. b) He/she shall not be dismissed, removed from office, demoted in rank or otherwise subjected to disciplinary action without due process of law. **Organs of national security.** National security is the protection against internal and external threats to Kenyas territorial integrity and sovereignty, its people, their rights, freedoms, property, peace, stability and prosperity. **Principles that promote and guarantee national security in Kenya.** a) National security is subject to the authority of the constitution and parliament. b) Operations of national security must be consistent with the law and must respect the rule of law, democracy, human rights and fundamental freedoms. c) In performing their functions and exercising their powers, national security organs must respect cultural diversity of the communities within Kenya. d) Recruitment by the national security organs must reflect the diversity of the Kenyan people in equitable proportions. **National security organs in Kenya.** The national security organs are; a) The Kenya Defence Forces. b) The National Intelligence Service. c) The National Police Service. **National Security Council** This is a body whose main responsibility is to exercise supervisory control over national security organs **Composition of the National Security Council** The Council consists of a. The President. b. The Deputy President. c. The Cabinet Secretary responsible for Defence. d. The Cabinet Secretary responsible for foreign affairs. e. The Cabinet Secretary responsible for internal security. f. The Attorney-General. g. The Chief of Kenya Defence Forces. h. The Director-General of the National Intelligence Service. i. The Inspector-General of the National Police Service. **Functions of the National Security Council in Kenya.** a) It exercises supervisory control over national security organs. b) It has duty to integrate the domestic, foreign and military policies relating to national security in order to enable the national security organs to co-operate and functioneffectively. c) It makes assessment and appraisal, the objectives, commitments and risks to the Republic in respect of actual and potential national security capabilities. d) The Council reports annually to Parliament on the state of the security of Kenya e) With the approval of Parliament, The Council is responsible for deploying national forces outside Kenya for regional or international peace support operations; or other support operations. f) It approves the deployment of foreign forces in Kenya. **The Kenya Defence Forces.** The Kenya defence Forces comprises; a) The Kenya Army, established in 1963 and which protects the country against external land-based aggression. b) The Kenya Air force, established in 1963, disbanded in 1982 and renamed 82 Air force. It helps in the control of locust invasion. c) The Kenya Navy, based in Mombasa and created in 1964, patrols Kenyas territorial waters and is always on the alert for sea-borne invasions, and for illegal landings and departure, and unauthorized fishing by foreign vessels in Kenyan waters. **Functions of the Kenya Defence forces.** a) The Defence Forces are responsible for the Defence and protection of the sovereignty and territorial integrity of the Republic. b) They assist and cooperate with other authorities in situations of emergency or disaster. c) They may be deployed to restore peace in any part of Kenya affected by unrest or instability only with the approval of the National Assembly. d) The forces also assist in the preservation of internal security. For example the handling of the attempted coup by the Kenya Army in 1982. e) They participate in nation building activities such as road and bridge construction. f) The military also assists the public during emergencies and calamities such as floods, famine, fire outbreaks, landslides and other disasters. For example during the E l Nino rains-construction of mobile bridge on Mombasa-Nairobi highway. g) The Navy specializes in detecting and fighting off criminals who use water masses like the Indian Ocean to commit crimes within the Kenyan territory. E.g. Somali Pirates. h) The Kenya Army takes part in peacekeeping Missions, such as the United Nations peace keeping operations in different parts of the world and also the African Union and Commonwealth. **The Kenya Defence Council.** Its composition is as follows; a) The cabinet secretary responsible for defence is the chairperson. b) The Chief of the Kenya Defence Forces. c) The Three Commanders of the defence forces. d) The Principal Secretary in the ministry responsible for defence. **Functions.** It is responsible for the overall policy, control and supervision of the Kenya Defence Forces. **Challenges facing the Kenya Defence Forces.** a) There has being cases of indiscipline, such as the abortive coup attempt in 1982. b) There have been rampant cases of corruption facing some members of the Kenya Defence Forces, especially on matters of recruitment of new members into the defence forces, purchase of military and police equipment and deployment of officers on specialized duties. c) Tribalism, regionalism and nepotism have also been experienced in the Kenya Defence Forces, thereby demoralizing hardworking officers who are left out unfairly during promotions. d) Sometimes the Kenya Defence Forces faces the problem of lack of adequate funds to equip the forces with good equipment to facilitate their work. e) The majority of the military personnel are not provided with opportunities to acquire further education. f) Piracy and militia attacks and raids at the Kenyan Borders also present a major security challenge to the Defence Forces. g) Invasion of Kenyas territorial waters by foreign fishermen and foreign fishing vessels from the big nations challenges the ability of the Kenya Navy to curb illegal fishing. h) The location of Moi Airbase at Eastleigh presents a big challenge to the air force. The Airbase was built by Britain in 1964 when the population in the area was scarce. Today the area has human congestion i) The defence forces also face challenges related to allegations on violations of human rights. After the 2008 elections violence, the Kenya Army was deployed to restore peace in Mt. Elgon, where they were accused of violating human rights by killing people, destroying property, and sexually assaulting women. **The National Intelligence Service.** Initially called the Special Branch, This is an independent civilian government agency dedicated to protecting the national security interests of Kenya and safeguarding its citizens from threats such as terrorism and corruption. **Function of the National Intelligence Service** a) It is responsible for security intelligence and counter intelligence to enhance national security. b) It liaises with the National police CID to investigate some of the threats that have criminal implications e.g. terrorism. And lay the appropriate charges. c) Information gathered by the NIS assists the government in decision making and planning. d) The NIS in its operations protects human rights issues and the individual freedoms. **Challenges facing the National Intelligence Service.** a) Lack of trust from Kenyan citizens. The citizens are reluctant to provide information to NIS as they view it not to be any different from the former Special Branch which was known to be a tool of oppression and torture. b) The body lacks financial credibility and political independence. The extent to which NIS is Neutral in its handling of sensitive affairs is questionable. c) Lack of a clear distinction between accountability and necessary secrecy has sometimes brewed tension. It is difficult to audit the activities of the Body just like any other government organization, due to the nature of its tasks. d) The growing volumes and complexity of communications presents a significant security challenge for national intelligence and government agencies that seek to intercept, process monitor and analyze it. e) External and internal threats for example Al-shabaab militia from Somalia, Merille Warriors from Ethiopia and Al-Qaeda attacks. Internally, the refugees hosted in Kenya and the illegal migrants from Somali and Sudan are also a threat. The problem of drug trafficking is also a threat. f) Continuous capacity building training is a necessity, given the complexity of the task. However this remains a challenge. g) Limited financial and human resources since inadequate funds are allocated to the service. This limits its operations. Sometimes even the staff employed is incompetent. h) Political interference- with the aim of using the service to gain political mileage. i) Ignorance of the Kenyan people on the kind of tasks the service undertakes and the advice it gives to the government. For example, anytime the country has been faced with tension or violence as was the case in 2008, the public seem not to understand the role of NIS. j) The organ does not have implementation powers and is limited in terms of the ability to follow up an implementation of the advice given to the government. **The National Police Service.** The East African Protectorate Police was first created in the 1890s. In 1920, it was renamed the Kenya Police. In 1953, control of the entire police force was placed under the Commissioner of Police. The National Police service was established in 2010 with a mandate to function throughout Kenya. It is headed by the Inspector-General who appointed by the president with the approval of the parliament.He / She exercises independent command over the national police service **The National polices Service Consists of;** a) The Kenya Police Service, headed by a deputy inspector general also appointed by the president in accordance with the police service commission recommendations. b) The Administration Police Service, headed by a deputy inspector general also appointed by the president in accordance with the police service commission recommendations. **Functions of the National Police Service** a) The National Police Service is responsible for the operations of the Kenya police service and the Administration police service in Kenya. b) It has the duty of ensuring the highest standards of professionalism and discipline among its members. c) It has the duty to prevent corruption and promote and practice transparency and accountability. d) It has the duty to ensure that organs operating under it comply with constitutional standards of human rights and fundamental freedoms. e) It ensures that the staff is trained to the highest possible standards of competence and integrity and to respect human rights and fundamental freedoms and dignity. f) It fosters and promotes relationships with the broader society. **Functions of the police service (Kenya police service and administration police** **service).** a) The police maintain law and order to ensure that those who break the law are arrested. b) The police protect the law in order to safeguard both life and property. c) It investigates crime and prosecutes offenders in the court. d) The police confines suspected criminals in remand as they await the hearing and judgment of their cases in the court. e) The police regulate traffic and arrests traffic offenders. They also check for defective or unroadworthy vehicles on the road in order to safeguard life. f) Provides assistance and relief services to victims of natural calamities such as floods, fire outbreaks and other emergencies. g) Takes part in national projects such as road construction, bridges, hospitals and other national facilities. h) The police take a leading role during public holidays. They control the crowd and entertain people. i) They liaise closely with international police (Interpol), in order to investigate and arrest international criminals such as terrorists and notor ious Somali pirates. **Challenges facing the National Police Service** a) The police lack adequate transport and communication equipment necessary to discharge their duties. Lack of facilities such as radios, motor vehicles etc. b) Frequent road accident and congestion on roads add pressure to police work. c) Many members of the public in Kenya have Negative attitude towards the police making it difficult for them to discharge duties. d) Poor conditions of work and remuneration demotivates the police force. e) The police force has been accused of Corruption, sometimes demanding for money from the public. This undermines the maintenance of law and order. f) Easy access to dangerous and sophisticated weapon by criminals makes police work more difficult. g) Terrorism is a serious challenge to the police in Kenya. Some of the terrorists have targeted members of the police force. h) Political interference in the work of the police compromises the integrity of the police force. i) Modernization and advancements in ICT also some with major challenges for the police. Incidents of cyber crimes have escalated in the world, including kenya. j) Lack of regular  in service training for police officers to cope with emerging challenges. This challenge is even compounded by the problem of recruiting of people with low academic qualifications into the force and who cant deal with sophisticated cases. **The National Police Service Commission.** **The structure of the National Police Service Commission.** The Commission consists of the following persons, each appointed by the President; a) A person who is qualified to be appointed as a High Court Judge, and who is appointed by the president. b) Two retired senior police officers, each of whom is appointed by the president. c) Three persons of integrity who have served the public with distinction, each of whom is appointed by the president. d) The Inspector-General of the National Police Service. e) Both Deputy Inspectors-General of the National Police Service. **Functions of the National Police Service Commission** a) The Commission recruits and appoints persons to hold or act in offices in the service. b) The commission confirms appointments, and determines promotions and transfers within the National Police Service c) It observes due process, exercises disciplinary control over and removes persons holding or acting in offices within the Service. **Possible solutions to challenges facing the national security organs.** a) The security organs have acquired modern telecommunication equipment and vehicles to improve transport and communication in the security force. b) Introduction of the post of public Relations Officer/ Spokesman in the organs to coordinate and disseminate information. c) Raising of qualification requirements for anybody aspiring to join the security organs. This has paved way for employment of university graduates in the forces. d) Introduction of professional training programmes for officers with the aim of improving the effectiveness of the organs of national security. e) The terms and conditions of service for the members of the security organs have been improved f) Community policing has-been introduced to help the security forces to get information from the public through hotlines and suggestion boxes. g) There is increased patrolling by the Kenya navy as far north as Somali border to address maritime defence more seriously. h) The aviation experts have recommended the relocation of Moi Airbase from its current location which id congested. **Correctional services.** The Correctional service Department in Kenya has its origins in the adoption of the India Prisons Act in Kenya in 1894 by the colonial government. Initially, prisons were under the supervision of the provincial Administration.In 1963 the Prisons Act was enacted to harmonize the treatment and conditions of offenders in Kenyas penal institutions. The Acts milestone provisions were; a) Youth corrective training centres b) Extra-mural and penal employment c) Provision for organization, discipline, power and duties of prisons officers. Correctional services in Kenya are provided by the former Kenya Prisons Service. The Kenya Prisons Reform Programmee in 2001 adopted The Open Door Policy under which the following reforms were initiated. a) Interactive collaboration with all stakeholders in the administration of criminal justice such as courts of law and members of the National Police Service. b) Improvement in the management and conditions of the prisons, including rehabilitation programmes, with a view to empower prisoners with knowledge and skill, hasten their reintegration into society and empower them to be law abiding citizens upon release. **The functions of Correctional Services in Kenya.** a) They Rehabilitate/correct criminals through counseling. b) They deter known criminals from committing other crimes. c) They administer Punishment to sentenced criminals as prescribed by the court rulingsimplement the decisions of the courts regarding treatment of prisoners. d) They confine prisoners convicted by the courts of law to ensure that the rights and freedoms of the public are protected. e) They provide vocational training for prisoners in fields that they make them productive citizens of the country at the end of their jail term. f) They keep watch over he behaviors of suspected criminals whose cases are still pending in the law courts. g) They take care of the welfare of prisoners by providing them with the necessary medical attention. h) They confine suspected dissidents who are a threat to state security. **Challenges facing correctional services in Kenya** a) The challenge of overcrowding in prisoners on the rise, overcrowding in correctional facilities has been inevitable. This results in poor living and sanitation conditions for inmates. b) Disease outbreak is a very common problem in our prisons mainly caused by inadequate and congested facilities. HIV and AIDS is rampant in prisons c) Mistreatment of inmates by warders. This has once happened at Kingongo when some inmates were allegedly tortured and killed by warders when they attempted to escape. d) Food shortage, inadequate medical facilities and poor clothing further compound the situation in prisons. The following reforms have been undertaken to improve the conditions of correctional services in Kenya. a) Improvement in the quality of food, medical services and living conditions for prisoners. b) Provision of sufficient beddings and clothing. c) Introduction of extra-mural Penal employment for petty offenders to ease congestion in the prisons. d) There has been supply of new and comfortable motor vehicles for efficient transport in the correctional services department. e) Petty offenders have been constantly released to ease congestion in prisons. For example the release of a record 11,500 prisoners in December 2003. Death row inmates who have also been in jail for over ten years have been released. f) Easing of access to prisons/visits by members of the public/relatives. g) Introduction of public Relations office to disseminate information. h) Streamlining the hearing of cases with a view of keeping prisoners in remand for a short period before sentencing them. i) The national government has also become directly involved the affairs of those receiving correction services. **THE JUDICIARY.** Judicial authority and legal system. Judicial Authority is derived from the people and is vested in courts and tribunals established by the constitution. **Principles that guide Judicial Authority in Courts and Tribunals in Kenya.** a) Justice must be done to all, irrespective of status. b) Justice shall not be delayed. c) Alternative forms of dispute resolution must be pursued including reconciliation, mediation, arbitration and even traditional dispute resolution mechanism. d) Justice shall be administered without undue regard to procedural technicalities. e) The purposes and principles of the constitution must be protected and promoted. **Ways in which the traditional Dispute resolution is limited in Kenya.** a) The mechanisms used in traditional dispute resolution should not contravene the Bill of RIGHTS. b) The traditional court should not operate in a way that is repugnant to justice and morality or results in outcomes that are regnant to justice or morality. c) The operations of the traditional courts should not be inconsistent with the constitution. **The structure of the judicial system in Kenya.** The Hierarchy of the court system in the Kenyan judiciary is in accordance with; a) The seriousness of the cases the courts handle. b) The punishment they give out c) The geographical area of operation. The courts have either original or appellate jurisdiction. **Difference between original and appellate jurisdictions.** ~ Original jurisdiction refers to the ability of a court to hear cases brought to a court for the first time. ~ Appellate jurisdiction is the powers of a court to hear appeals brought in from a lower court.The Judiciary consists of the judges of the superior courts, magistrates, other judicial officers and staff. The Head of the Judiciary is the Chief Justice with the Deputy Chief Justice as the Deputy Head of the Judiciary.Chief Registrar of the Judiciary is the chief administrator and accounting officer of the Judiciary. **The System of courts is as follows** ***1. Superior Courts*** Supreme Court consisting of the Chief Justice who is the president of the court, the Deputy Chief Justice-the vice-president of the court; and five other judges. **Appointment to the Supreme Court requires the following qualifications;** a. Degree in law from a recognized university or an advocate of the high Court of Kenya. b. Atleast fifteen years experience as a superior court judge or a distinguished academic, judicial officer, legal practioner and or other relevant legal field. c. High moral character, integrity and impartiality. Supreme Court Judges retire at the age of seventy Five Years. **Functions of the Supreme Court of Kenya.** a) The Supreme Court has exclusive original jurisdiction to hear and determine disputes relating to the elections to the office of President. b) It has appellate jurisdiction to hear and determine appeals from the Court of Appeal; and any other court or tribunal. c) The Supreme Court gives an advisory opinion at the request of the national government, any State organ, or any county government with respect to any matter concerning county government. d) It has of right in any case involving the interpretation or application of the Constitution. e) All courts, other than the Supreme Court, are bound by the decisions of the Supreme Court ***2. Court of Appeal***consisting of judges, not fewer than twelve, a president of the Court of Appeal elected by the judges of the Court of Appeal from among themselves. (The court of Appeal has membership of 30 Judges currently). Each judge to be appointed to the court of Appeal should have ten years experience as a superior court judge or atleast ten years as a distinguished academic or legal practioner.The court of appeal does not have original jurisdiction except on an application for a stay of execution pending appeal to it on contempt proceedings. **Function of the Court of Appeal in Kenya.** The Court of Appeal has jurisdiction to hear appeals from the High Court; and any other court or tribunal as prescribed by an Act of Parliament. ***3. High Court***headed by a Principal Judge of the High Court, who shall be elected by the judges of the High Court from among themselves. **Functions of the high court of Kenya.** a) The High Court has unlimited original jurisdiction in criminal and civil Matters. b) It has jurisdiction to determine the question whether a right or fundamental freedom in the Bill of Rights has been denied, violated, infringed or threatened. c) It has jurisdiction to hear an appeal from a decision of a tribunal appointed to consider the removal of a person from office. For example, appeals from the courts martial, Business and rental Tribunals on matters related to the constitution. d) It has jurisdiction to hear any question respecting the interpretation of the Constitution including the determination of the question whether any law is inconsistent with or in contravention of this Constitution; e) It determines any matter relating to constitutional powers of State organs in respect of county governments and any matter relating to the constitutional relationship between the levels of government. f) The High Court has supervisory jurisdiction over the subordinate courts and over any person, body or authority exercising a judicial or quasi-judicial function, but not over a superior court g) It listens to appeals from the lower courts when the parties involved are not satisfied. h) It deals with disputes that take place outside Kenya's territorial wate rs/maritime. i) It hears appeals from decisions made by professional disciplinary tribunals involving advocates of the high court and other members of the profession. j) It acts as a constitution court by determining whether a case brought before it is constitutional or unconstitutional. k) It listens to appeals from special courts when the parties are not satisfied with the decision made. l) It corrects/amends the irregularities in decisions made by lower courts. m) It hears cases that carry death sentences / involve large sums of money. n) It deals with cases that concern land/succession disputes. o) It hears election petitions. p) It exercises divorce jurisdictions in matrimonial matters, q) It hears appeals from tribunals E.g. Rent Restrictions, Business Premises Rent Tribunal. **Termination of the services of a judge from office.** ***A judge can be dismissed from service on the following grounds.*** a) Inability to perform the functions of the office arising from mental or physical incapacity. b) A breach of a code of conduct prescribed for judges or superior courts by an act of parliament. c) Bankruptcy. d) Incompetence. e) Gross misconduct or misbehavior. **The process of removal of a judge from office.** Such a process is initiated by the Judicial Service Commission on its own initiative or on petition of any person to it based on any of the dismissal grounds.The commission, if satisfied with the petition or initiative, forwards the matter to the president, who will suspend the said Judge, within Fourteen Days after receiving the petition and on advice of the Judicial Service Commission.A tribunal is then appointed to determine the case. If the Judge is aggrieved by the decision of the Tribunal, he/she may appeal to the Supreme Court within ten days after the tribunal has made its recommendation. The president will finally act in accordance with the recommendation of the tribunal. ***4. Subordinate courts***. **a) The Magistrates courts**. Its jurisdiction in both Civil and criminal cases is limited to geographical areas. However the courts have unlimited Jurisdiction in proceedings concerning claims under customary law such as dowry, divorce, legitimacy, inheritance and the administration of estates of the deceased person.They have unlimited jurisdiction in dealing with matters related to land, adultery and inheritance. These are the courts responsible for sentencing persons who have broken law of the land. **Reasons why a person who has broken the law should be sentenced by a court.** i. To deter the criminal from future crimes. ii. To deter others from committing similar offences since they would have known the punishment for breaking the law. iii. To secure for the public a period o protection from the offender who is in prison. iv. To reform the criminal through counseling and corrective training v. To satisfy the demands of the people for retribution through punitive justice. **b) The Kadhis courts.** The courts are headed by a Chief Kadhi and not fewer than three Kadhis Qualifications for appointment as a Kadhi. a. One must profess the Muslim religion. b. One must possess such knowledge of the Muslim law applicable to any sects of Muslims. The jurisdiction of the Kadhis Court is limited to the determination of questions of Muslim Law relating to personal status, marriage, divorce or inheritance in proceedings in which all concerned parties profess to the Muslim religion. **c) The Courts Martial.** This is a subordinate court that was established under the Armed Forces Act after the abortive 82 Air force coup. It has penal or disciplinary powers to ensure discipline within the armed forces. they try cases involving assisting an enemy, cowardice, desertion, insubordination, neglect of duty, drunkenness, malingering and absence without leave. There is no right to appeal to the high court against the decisions of the courts martial unless they involve constitutional cases. **Industrial Court** **Juvenile Court** **The Judicial Service Commission.** Membership of the JSC is as follows. a) The Chief Justice who is the Chairperson of the Commission. b) One Supreme Court judge elected by the judges of the Supreme Court. c) One court of appeal judge elected by the judges of the court of appeal. d) One High Court Judge and one magistrate, of whom one must be a woman and one a man elected by members of the association of judges and magistrates. e) The attorney General. f) Two advocates , one woman and one man each with atleast fifteen years of experience, elected by members of the statutory body responsible for the professional regulation of advocates (LSK) g) One person nominated by the public Service Commission. h) One woman and one man to represent the public, not being a lawyer, appointed by the president with the approval of the national assembly. i) The chief registrar of the Judiciary, who will be secretary to the commission. Members, except the AG and Chief Justice hold office for a term of 5 years and can be reappointed for one further term **Functions of the Judicial Service Commission** a) The Judicial Service Commission promotes and facilitates the independence and accountability of the judiciary and the efficient, effective and transparent administration of justice. b) It recommends to the President persons for appointment as judges. c) It reviews and makes recommendations on the conditions of service of judges and judicial officers, other than their remuneration; and the staff of the Judiciary. d) It appoints, receives complaints against, investigates and removes from office or otherwisediscipline registrars, magistrates, other judicial officers and other staff of the Judiciary. e) It prepares and implements programmes for the continuing education and training of judges and judicial officers. f) It advises the national government on improving the efficiency of the administration of justice. **The concept of Independence of the Judiciary in Kenya.** a) In the exercise of judicial authority, the Judiciary is subject only to the Constitution and the law and not to the control or direction of any person or authority. b) The office of a judge of a superior court cannot be abolished while there is a substantive holder of the office. c) A member of the Judiciary is not liable in an action or suit in respect of anything done or omitted to be done in good faith in the lawful performance of a judicial function. The Judicial Act protects Judges and Magistrates against any form of victimization and molestation. d) There is a separate system of command for the judiciary unlike other government departments. e) Appointment of the magistrates is done independently by JSC, which is independent of PSC. The president in consultation with the Judicial Service Commission appoints the Judges. f) The judges are bound by the Oath of Allegiance to perform their duties without fear or favour. g) Judges enjoy security of tenure. h) Statutes fix salaries and allowances of Judges. **Challenges facing the judiciary in Kenya.** a) There is constant Conflict between the three arms of government. This hinders the just operation of the judiciary. Too much interference from the Executive has undermined the independence of the Judiciary. b) The long court processes have always delayed dispensation of justice in Kenya. c) Corruption. This is common among the Judges who sometimes compromise their integrity due to greed/ Public doubts of its impartiality due to rampant corruption d) Inadequate personnel. There are few qualified judges. For example in 2002, there were 47 judges serving a population of 30 million people. This causes delay in hearing of cases. e) There is constant termination of cases by the Attorney General thereby denying justice to some genuine cases. f) Poor co-ordination within the court system g) Incompetence of some judicial officers. E.g. poor and inconsistent judgments. This has been attributed to flawed appointments and promotion procedures. h) Lack of adequate funds to cater for the needs of the judiciary. This has led to inadequate court structures and facilities such as equipment, chairs, libraries etc. i) Lack of continuous legal education to keep them a breast of the latest legal development and skills in information technology. j) There is a lot of ignorance among the public in Kenya on judicial affairs and their legal rights/ignorance on the legal rights. Members of the public fear the courts and the court language. k) Information on the judiciary has not been made available to the public and it appears to be a preserve of a few. l) Litigation fees are high limits publics access to the courts. **Solutions to the problems facing Kenyas Judiciary.** a) There has been increased legal education given to officers and members of the public by the judiciary and other bodies like Kituo Cha Sheria, which releases information booklets and offers free legal advice to people. b) The terms and conditions of service for judges and other officers were improved in 2002 in order to make them work better. c) The government also set up a committee led by Justice Aaron Ringera in what was famously referred to as Judicial Surgery, to investigate the conduct of judges. Those who were adversely mentioned in the report were suspended. d) The government has recruited more legal officers to reduce the backlog of cases in courts. e) The passing of the Vetting of Judges and Magistrates Act, 2011 (VJM Act) In March 2011, established the Judges and Magistrates Vetting Board, chaired by Sharad Rao ,which is carrying out the vetting exercise to restore public confidence in the Judiciary. **Some of the mile stone decisions undertaken to restore public confidence in the** **judiciary include;** ~ The suspension of Deputy CJ Nancy Baraza and her final resignation for harrassing an innocent security guard. ~ Dropping of President of the Kenyan Appellate Court Justice Riaga Omollo for political bias and authoritarian demeanor while carrying out his activities on the bench. ~ Dropping Judge Samuel Bosire for condoning torture of suspects during Coup trial in 1982. ~ Dropping of Court of Appeal Judge Emmanuel Okubasu for being unsuitable to continue holding office. Joseph Nyamu ~ Justice Mohammed Ibrahim, though Praised as impartial and immune to corruption, was dropped for having an overflowing in-tray of cases ~ Appellate judge Roselyn Nambuye was kicked out due to delays in delivering more than 270 judgements and being too wordy in her ruling. However Nambuye and Mohammed Ibrahim successfully appealed against the decision which once more saw their reinstatement on 21at September 2012 pending further investigations. **The Rule of Law.** **Meaning of the Rule of Law.** This is the absolute supremacy or predominance of regular law as opposed to arbitrary power.The concept is associated with the view of Albert Venn Dicey who published a book, The Law of the Constitution in 1895, in which he presupposes the supremacy of the law. That all persons whether individual or in government, are subject to the law. In Kenya, all citizens and residents are subject to and governed by the same law irrespective of their status, race and religion **Elements of the rule of law.** a) The principle of legality. The state can only exercise those powers granted to it by the law. It should be a government of laws and not of men. b) Separation of powers of the three arms of government. This refers to the practice of dividing the powers of government into the executive, legislature and judicial functions equally and putting in place a system of checks and balances to ensure they control each other. The three functions are to be independent of each other. c) Equality before the law. Everyone should be treated equally under the law. d) The judiciary must work without favour or the fear of intimidation in the administration of justice. **The principles of the Rule of Law.** Joseph Raz in an article titled, The Rule of Law and its Virtues outlines the following eight principles of the rule of law. a) All laws should be prospective and open. A new law should only apply in future. b) Laws should be durable and not changing every other day. c) No centre of power, and specifically parliament, should enjoy monopoly right in making laws for citizens of a country, the judiciary should scrutinize parliament. d) The independence of the judiciary should be protected. e) The principal of natural justice should form an important element in the judicial system of a country. f) There must be easy accessibility to the courts of law. They should neither be expensive nor intimidating. g) The security forces should not use force in contravention of the law. Meaning of the concept of Natural Justice. it refers to the requirement that the bodies that resolve disputes adhere to at least minimum standard of fair decision making **Two principles govern the Concept of Natural Justice.** 1. The person affected by an impending decision must have the right to a fair hearing prior to the decision being made. 2. The person or body hearing the case should act in good faith and without Bias. The right to fair hearing a) The accused must be given prior notice of the case against him and given a chance to respond. b) The accused must be given chance of knowing the case against him and stating his own case. c) The person charged should have opportunity to consider, challenge and contradict any evidence, being fully aware of the allegations leveled against him. d) The person has a right to legal representation by a legally qualified person. e) All legal decisions should have reasons within the law.. **The rule against Bias.** Full inquiry must be conducted into the circumstances involved before the Arbitrator makes a decision. The decision made should be impartial with the adjudicator lacking interest in the outcome.A person is presumed innocent until proven otherwise and the police have no right to beat up suspects. **HISTORY FORM FOUR NOTES**<br><br>**World War** World War I or the First World War was a war fought by many countries, which is why it is called a \"world\" war. It started in 1914 and ended in 1918. 135 countries took part in World War I, and more than 15,000,000 people died in the war. **World War One - Causes** The First World War, which began in August 1914, was directly triggered by the assassination of the Austrian archduke, Franz Ferdinand and his wife, on 28 June 1914 by Bosnian revolutionary, Gavrilo Princip. This event was, however, simply the trigger that set off declarations of war. **The actual causes of the war were;** **1) The system of Alliances** An alliance is an agreement made between two or more countries to give each other help if it is needed. A number of alliances had been signed by countries between the years 1879 and 1914. For example, the Dual Alliance signed by Germany with Austria Hungary in 1879 and later joined by Italy in 1882 to become the triple Alliance. This system led to the division of Europe into two antagonistic power blocs. It led to fear and suspicion between nations. It transformed local disputes into a general conflict. The Triple Alliance of Germany, Austria-Hungary and Italy were directly opposed by the Entente powers of France and Russia and later included Great Britain to form the Triple Entente in 1907. **2) Imperialism** Imperialism is when a country takes over new lands or countries and makes them subject to their rule. By 1900, the British Empire extended over five continents and France had control of large areas of Africa. With the rise of industrialism, countr- ies needed new markets. The amount of lands 'owned' by Britain and France increased their rivalry with Germany who had entered the scramble to acquire colonies late and only had small areas of Africa. **3) Economic rivalry.** According to Marxism, the highest form of capitalism would ultimately lead to an inevitable war through economic rivalry. In the late 19th century, all European powers had industrialized or had started. Therefore, to match the needs of economy and industry, nations sought to expand their territory through imperialism in order to gain raw mater- ials and markets. This then led to the clash of imperial interest between nations and ultimately led to conflict and war. **4) Militarism** Militarism means that the army and military forces are given a high profile by the government. The growing European divide had led to an arms race between the main countries. The armies of both France and Germany had more than doubled between 1870 and 1914 and there was fierce competition between Britain and Germany for mastery of the seas. The British had introduced the 'Dreadnought', an effective battleship, in 1906. The Germans soon followed suit introducing their own battle- ships. The German, Von Schlieffen also drew up a plan of action that involved attacking France through Belgium if Russia made an attack on Germany. **5) Nationalism** Nationalism means being a strong supporter of the rights and interests of one's country. The Congress of Vienna, held after Napoleon's exile to Elba, aimed to sort out problems in Europe. Delegates from Britain, Austria, Prussia and Russia decided upon a new Europe that left both Germany and Italy as divided states. Strong nationalist elements led to the re-unification of Italy in 1861 and Germany in 1871. The settlement at the end of the Franco-Prussian war left France angry at the loss of Alsace-Lorraine to Germany and keen to regain their lost territory. Large areas of both Austria-Hungary and Serbia were home to differing nationalist groups, all of whom wanted freedom from the states in which they lived. **6) Moroccan Crisis** In 1904 Morocco had been given to France by Britain, but the Moroccans wanted their independence. In 1905, Germany announced her support for Moroccan indepe- ndence. War was narrowly avoided by a conference which allowed France to retain possession of Morocco. However, in 1911, the Germans were again protesting against French possession of Morocco. Britain supported France and Germany was persuaded to back down for part of French Congo. **7) Bosnian Crisis** In 1908, Austria-Hungary took over the former Turkish province of Bosnia. This angered Serbians who felt the province should be theirs. Serbia threatened Austria Hungary with war. Russia, allied to Serbia, mobilized its forces. Germany, allied to Austria-Hungary mobilized its forces and prepared to threaten Russia. War was avoided when Russia backed down. There was, however, war in the Balkans between **SPECIAL COVERAGE** **The First Moroccan Crisis** The First Moroccan Crisis clearly indicated that Germanys relation with France was at best fragile. In 1905 Morocco was one of the few African states not occupied by a European power. In May 1905 it was agreed that an international conference should be held on Morocco in Algeciras. **The Algeciras Conference of 1906** The main aim was to decide what was to be done with regards to Morocco. The two main protagonists at Algeciras were France and Germany. However, it soon became very clear to Germany that other European powers had sided with France  Britain, Spain and Italy. The Algeciras Conference ended on April 7th 1906.The Germans got very little out of the conference. The plan to create a triple alliance or even a quadruple alliance to isolate Great Britain failed. Arguably, by the end of the conference, Britain and France had even closer ties to one another. A German presence in North Africa had also failed to materialize. The French media portrayed Germany as an inferior nation, much to the concern of the more experienced politicians in Paris. The Algeciras Conference may have resolved the crisis in Morocco but the outcome clearly defined Europe into certain camps. At this conference Germany publicly lost out . **The Agadir Crisis of 1911 (the Second Moroccan Crisis.)** The Agadir Crisis occurred in 1911 just four years after the First Moroccan Crisis. Germanys attention was diverted after the 1905-06 crises by other issues, mainly building up her navy so that it rivaled the Royal Navy. As a result France spent five years having far more influence in Morocco than Germany. They backed the corrupt Sultan, Abdul Aziz, who was accused by some of his countrymen of selling out Morocco to the French. The half-brother of Aziz, Mulay Hafid, took a stand on behalf of the Moroccan people who proclaimed him Sultan in January 1908. Fez also came under attack. In April 1911 a decision was made in Germany to send troops to Fez to support the foreign contingent living there. The plan was to send German warships to Agadir and Mogador ostensibly to defend German citizens in Morocco. A gunboat, the Panther, was sent to Agadir on July 1st 1911. **What part did the Agadir Crisis play in the outbreak of World War One?** The episode proved that Germany was hell-bent on trying to dominate Europe as a whole. Winston Churchill and David Lloyd George were among those who believed this. 1911 and 1912 when the Balkan states drove Turkey out of the area. The states then fought each other over which area should belong to which state. Austria -Hungary then intervened and forced Serbia to give up some of its acquisitions. Tension between Serbia and Austria-Hungary was high. **8) The Assassination of Archduke Franz Ferdinand** A secret society called Ujedinjenje Ili Smrt, ('Union or Death') or Black Hand was founded in Belgrade, an outgrowth of an older Serb nationalist group: Narodna Odbrana. When it was learned that the Heir-Apparent to the Austrian throne, Franz Ferdinand, was scheduled to visit Sarajevo in June of 1914, the Black Hand decided to assassinate him. Three young Bosnians were recruited, trained and equipped: Gavrilo Princip, Nedjelko Cabrinovic and Trifko Grabez. The murders of Franz Ferdinand and Sophie brought Austro-Serbian tensions to a head. As Vienna took a hard line against Serbia, the other powers in Europe took sides. The wheels of war gained speed. The Crisis of July turned into world war, just over thirty days after Franz Ferdinand and his wife Sophie were shot. **System of Alliances.** By 1914, Europe had divided into two camps. 1) The Triple Alliance was Germany, Italy and Austria-Hungary. 2) The Triple Entente was Britain, France and Russia. **1) The Triple Alliance** The alliance between Germany and Austria was natural. Both spoke the same language - German - and had a similar culture. Austria was in political trouble in the south-east of Europe - the Balkans. She needed the might of Germany to back her up if trouble got worse. Italy had joined these countries as she feared their power on her northern border. Each member of the Triple Alliance (Germany, Austria and Italy) promised to help the others if they were attacked by another country. By the close of the war the Central Powers had been extended to incorporate Bulgaria and Turkey **2) The Triple Entente** The Entente Powers comprised a military alliance - driven by a variety of inter-related treaties - of France, Great Britain and Russia.The Entente alliance sprang from the military concerns of Germany's neighbours to east and west. Russia and France; accordingly in 1894 they signed an alliance based upon fears of growing German power. Britain subsequently forged alliances with both Russia and France once it became clear that Germany intended to construct a navy to match the Royal Navy in the late 1890s. Thus the Entente Alliance was not a formal alliance. The term was later replaced by the more general 'Allies' to include other nations including Italy and Japan. **THE COURSE OF THE WAR.** The war was fought in three continents; Europe, Africa and Asia and both on land and on the sea. In Europe, the war was fought in two fronts 1. The Western Front was where most of the fighting between Germany and the Allies happened. The war in western front was fought in Belgium and France as per the Schlieffen plan. Count Alfred von Schlieffen, mastermind of the Schlieffen Plan, served as Germany's Chief of the Imperial General Staff from 1891 to 1905. It was Schlieffen's plan, long after he retired fro army (1906) that was used for the August 1914 attack on France that was to trigger World War One. The Schlieffen Plan entailed an attack on France (while Russia mobilised her army) followed by an attack on Russia. The plan meant that Germany could place the bulk of her military might on one frontier and then move it to another. **The basic mechanics of Von Schlieffens plan were;** a) A devastating attack on France via neutral Belgium as soon as Russia had announced her intention to mobilise, which would take six weeks. b) A holding operation on the Russian/German border to be carried out if necessary and if required. c) Germany was to use 6 weeks to defeat France. a massive and successful surprise attack against France would be enough to put off Britain becoming involved in a continental war d) Germany would then use her modernised rail system to move troops quickly from the French operation to the Russian front. Russia would then be attacked and defeated. **The Schlieffen Plan was daring but it had a number of glaring weaknesses:** a) The actions of Russia determined when Germany would have to start her attack on France even if she was ready or not. b) It assumed that Russia would need six weeks to mobilise. But she mobilized faster than it was assumed. c) It assumed that Germany would defeat France in less than six weeks. Early on July 31, Russia began a full mobilization of its forces in preparation for war with Austria-Hungary. On August 1, Germany declared war on Russia and German troops began moving into Luxembourg in preparation for invading Belgium and France. On August 2, Germany contacted the Belgian government requesting free passage through Belgium for its troops. This was refused by King Albert and Germany declared war on both Belgium and France on August 3.The German Army went into Belgium on the 4 August. On the same day, Great Britain started a war on Germany, because Britain was a friend of Belgium. When the Germans got to the Belgian city of Lige, they did finally push the Belgians out of the city, but it had taken longer than the German generals had planned.On December 24-25, 1914, there was a temporary halt to the fighting on parts of the Western Front. This was the Christmas truce.The initial force behind the Christmas Truce came from the Germans. Christmas was celebrated in full, with men visiting across the lines and gifts of food and tobacco being exchanged. As Christmas ended, both sides reluctantly returned to war, the bonds forged at Christmas slowly eroded as units rotated out and the fighting became more ferocious.By 1915, the Western Front had become a stalemate as both sides engaged in trench warfare.The men on both sides took spades and dug lines of trenches went all the way from Switzerland to the North Sea, because they did not want to be killed. In front of the trenches, there was barbed wire that cut anyone who tried to climb over it, and mines that blew up anyone who tried to run across the \"no man's land\" that was in between the trenches. Gas was also an important weapon used.The war in the west was static in the next three years and attempts by the military commanders on both sides to break the stalemate led to deaths of many soldiers. At the battle of the Somme in 1916 60,000 British men died in a single day. It was one of the bloodiest days in the history of the British army. Seeking to shatter the Anglo-French lines, the German Chief of Staff, Erich von Falkenhayn, began planning a massive assault on the French city of Verdun. The Battle of Verdun lasted from February 21, 1916 until December 18, 1916 and was one of the longest and bloodiest battles of World War I. A brutal battle of attrition, Verdun cost the French an estimated 161,000 dead, 101,000 missing and 216,000 wounded. German losses were approximately 142,000 killed and 187,000 wounded. 2. The Eastern Front was fought in Central and Eastern Europe and was one of the main places where World War I took place. The start of the war on the eastern front involved an attack on Russia on 1st of august 1914. On August 6, Austria-Hungary declared war on Russia and six days later entered into hostilities with France and Britain. The Russians were decisively defeated by allied forces of Austria and Germany at the battle of Tanneberg in august 1914 and at the battle of Missourian Lakes in September 1914. **War in the seas** Some of the fiercest battles between the Allies and the central powers took place in the sea.By May 1916, Germanys main fleet was stationed in the North Sea to attack Britains fleet. However, the British intelligence decoded the German wireless code and was able to prepare the royal navy to fully counter Germanys challenge. Both sides suffered causalities in the war that followed. 11 german ships and 14 British ships were lost. **Importance of Britains supremacy at sea** a) The British naval forces assisted in blocking the central powers particularly the Germans from accessing food and raw materials from other parts of the world. This derailed their war plans. b) Her naval supremacy enabled the allies to capture colonies of the central powers. c) The sea blockade enabled the allies to maintain uninterrupted communication with other allied forces, as well as safeguard the british food and raw material supplies from other parts of the world. **The final phase of World War 1** The final phase of the war was a second Germany onslaught on France in 1918 where the Germans were decisively defeated in the hands of USA soldiers. **End of World War I.** ***Two events that led to the end of World War I were:*** 1) Russias withdrawal from the war after the Great Russian revolution. 2) The declaration of war by the United States of America against the central powers. **The First Russian Revolution** In 1917, there was a revolution in Russia. The Russian people didn't want to fight anymore, because the war had been putting burdens on them, and many of them were poor and hungry. **The Second Russian Revolution** Two factions fought to rule over Russia. The passive Mensheviks lost against radical Bolsheviks. The leader of the Bolsheviks was Vladimir Lenin (1870-1924) which was Communist who followed the ideas of Karl Marx. The new government sued the Germans for peace, and signed a peace treaty called Brest-Litvosk with the Central Powers in March 1918 at the city of Brest Litovsk. The Germans and Russians stopped fighting. This gave Germany lots of land in Eastern Europe and the Baltic Sea **USA entry into the war.** The German generals using submarines named U-boats (underwater boats) attacked American ships (Lusitania) that were carrying food and weapons to Great Britain. Some Americans were killed by the submarines.Germany also wrote a secret telegram note to Mexico suggesting that the two countries work together to attack the United States (the Zimmerman Telegram- because the person who sent it was named Arthur Zimmerman- the german foreign minister). **Other reasons why USA entered the war on the side of the Allies were;** a) America was concerned with safeguarding her trade with Britain. (US Anglo relationship was strong). USA was fully aware that the a defeat of Allied powers would cost her financial and industrial institutions b) The USA and British intelligence were able to link some Germany sympathizers with the industrial sabotage in factories and trade unions in the USA. c) Cruelty of the Germans led to the growth of anti-Germany feelings in the United States. Many of the Allies sympathizers had relatives in either France or Britain. American people decided that they wanted their country to enter the war to punish Germany. On April 6, 1917 the United States declared war against Germany and became part of the Allies.The socialist politicians declared Germany a republic and met with the Supreme Commander of the allied forces on 7th November 1918, Ferdinand Foch, to negotiate for end of the war with very stiff terms to the Germans. **The stiff terms given to the Germans included;** a) Germany to withdraw from all occupied territories, including overseas colonies. b) All German forces west of the Rhine to be withdrawn. c) All German warships to surrender to the Allies. d) Occupation of some parts of Germany by the Allies. e) All Allied prisoners of war to be released. The Germans were given 72 hours to either accept or reject these stiff conditions. Protesting bitterly, they signed an armistice on 9th November 1918. At 11:00 AM on 9th November 1918, the war ended. **Reasons why the allies won World War I.** a) Allied powers had many supporters drawn from 25 states some of which were Britain, France, Belgium, Russia, Italy, USA, Japan and Portugal. They had more manpower than the central powers. b) Germany failure to effectively control her expensive colonies and others turned against her. c) USA entry into war on the side of the allies accelerated the defeat of the central powers. The industrial might of USA and her economic wealth helped the Allies to force the central powers to their knees. d) The Allies had able and focussed political leaders like Lloyd George-the British Premier and Georges Clemenceau, the French Premier. e) Germans/axis powers made serious technical mistakes like invasion of the neutral Belgium by Germany which turned the world opinion against the central powers. f) Superior naval power of the Allies. The superiority of the British Royal Navy enabled the Allies to enforce a naval Blockade that caused severe food shortages among the central powers. g) Germany fought the war on many fronts. h) Germany was badly led down by her colleagues like Italy who decamped and Bulgaria and Austria-Hungary who had to be assisted all the time. Turkey on her part easily accepted defeat. i) The Allies had financial and industrial resources in Europe and in their colonies which were used to great advantage during the war. j) The Allies had powerful weapons e.g. they used Tankers, Aircraft and Battleships. k) The allies were united under the Command of General Foch which disadvantaged the central powers. German also used young and inexperienced soldiers after 1918 due to heavy causalities. l) The central powers were surrounded by the Allies as they lay in the centre of Europe. They also lacked an extensive coastline and thus were easily blockaded. **The Peace Treaties.** In January 1918, Woodrow Wilson, President of the USA, outlined, in his speech to the congress, the fourteen points that were essential in maintenance of world peace. **Among these were three great principles that formed the basis of world peace** **namely;** 1. Self-determination of all peoples, i.e, the right of peoples all over the world to determine their own fate. 2. The need to make public all diplomatic and international agreements. 3. The need to establish a League of Nations which would provide an avenue for discussing all international problems, protect small states from aggression by large ones.In January 1919, statesmen from the 27 Allied powers converged at Paris, France to determine the fate of the defeated central powers. The central powers were not party to the discussions but were required to sign on the final . The Key personalities at the conference were; *a) Lloyd George( PM of Britain)* *b) George Clemenceau (PM of France)* *c) Woodrow Wilson (President of USA)* *d) Vittorio Orlando (PM of Italy)* Five treaties were signed with each of the central powers separately as follows; *a) The Treaty of Versailles with Germany (28th June 1919)* *b) Treaty of St. Germaine with Austria (10th September 1919)* *c) Treaty of Neuilly with Bulgaria (27th November 1919)* *d) Treaty of Trianon with Hungary (4th June 1920)* *e) Treaty of Sevres in 1920 and Lausanne in 1923 with Turkey.* **The Treaty of Versailles.** It should be noted that all the above treaties were generally referred to as the Treaty of Versailles. **Terms of the Versailles Treaty of 1919.** a) The treaty declared Germany an aggressor who was supposed to pay reparations and whose military capability was to be reduced. b) She lost all her colonial passions with the African colonies being taken from her and put under supervision of the League of Nations. c) The treaty of St. Germaine provided for the creation of Yugoslavia, Bosnia, Herzegovina and Malta as mandated territories. d) Germany was totally disarmed and only allowed to retain a force of 100,000 soldiers and her navy was disbanded. Military conscription was banned in Germany. e) Germanys population and size was reduced as Austria, with a large German population was allowed to remain independent. Italy acquired Stria, the Italianspeaking region of Austria. f) Rhineland was to be permanently demilitarized. Germany troops were not allowed in the region. h) By the treaty of Versailles, Germany lost the provinces of Alsace and Lorraine to France. i) The treaty established the League of Nation. **Failures of the treaty of Versailles.** a) The treaty handed Germany a heavy punishment as if she was the only one to blame for World War 1. This provoked deep resentment and bitterness among the German nationals. b) The treaty ignored the interests of the colonial people. The former colonial possessions of Germany and turkey were handed over to France and Britain in total disregard to the African grievances during the Versailles conference c) The treaty failed to carter for the interests of the minority in Europe. The new republic of Austria was forbidden from merging with Germany though a national vote was for the merger. d) Italy was given a raw deal in the settlement. She was only given Stria, an Italian speaking region formerly belonging to Austria. e) Though the treaty proposal for the formation of the League of Nations came from the USA president Wilson, the US constitution prohibited commitment to such an organization, whose membership required a nation to help a future victim of aggression. **RESULTS OF WORLD WAR I** a) Nationalist movements in Asia and Africa grew in strength and number after the war and a sense of patriotism arose. b) USA gained an upper hand in the post war European affairs. She emerged as a leading world power. c) German military capability was reduced on land and sea and heavy indemnity imposed on her. She lost all her colonies, which were made mandated territ ories of the League of Nations. d) The end of the war marked the beginning of the decline of western imperialism. As early as 1920, there was a possibility of independence for colonial countries. The war encouraged imperial powers to give more freedom to their subjects. e) The end of the war witnessed the creation of new states e.g. Yugoslavia, Czechoslovakia, Poland and Finland. f) Germany and Italy fell in the hands of dictators e.g. Mussolini and Hitler. g) The war Created bitter feelings and mistrust among the countries that fought in the war. This continued until the outbreak of the Second World War. h) It led to the Bolshevik Revolution of 1917 in Russia as radicals took over government there. i) It led to a change of government in Britain. j) There was greater use of motor vehicles and aircraft, which facilitated transport. k) The art of surgery improved. l) Between 1914 and 1918, European factories were destroyed and business brought down hence heavy losses. m) There was massive destruction of property and infrastructure. n) It led to the great depression 1920 to 1921, which affected economies worldwide. o) It led to increased taxation by he colonial authorities to meet war and post -war demands. **THE LEAGUE OF NATIONS** **Origin and organization of the League of Nations.** The League of Nations was established by the victors of the First World War in 1920 at the treaty of Versailles with the main aim of preventing the occurrence of another war. The idea of its formation was mooted by Woodrow Wilson, the US president who was supported by Lord Robert Cecil of Britain, Jan Smuts of South Africa and Leon Bourgeois of France.The League of Nation came into force during the first meeting in London Britain,on 10th January 1920. **Reasons for the formation of the League of Nations in 1920.** a) It was formed for the Maintenance of world peace / It was specifically created to prevent the outbreak of another world war b) The League of Nations was meant to foster international cooperation in solving problems as they arise. c) It was formed to jointly take instant action against an agreed aggressor by economic and possibly by military means. d) Members were to secure and maintain fair and humane conditions of labour as one way of maintaining peace in the world. e) It was formed to oversee development of territories lost to central powers during the First World War. E.g. Tanganyika, Togo, South West Africa etc. **The main organs of the League of Nations were;** ***The Council.*** It was made up of permanent and Non-permanent members. The permanent members were France, Britain, Italy and Japan. Non permanent members were four, elected by the general assembly.The main role of the council which sat in Geneva was to appoint committees and secretary General with the approval of the majority of the Assembly. It also dealt with disputes amongst member states, reduction of armament, execution of arbitral awards and admittance and expulsion of members. ***The Assembly.*** It met once a year at Geneva and was comprised of three delegates from each member state. It elected non-permanent members to the council. The functions of the Assembly included; a) Control of the Budget of the organization (including contributions and expenditure). b) Admission of new members after approval of a two-thirds majority. c) Appointment of non-permanent members of the League of Nations Council. d) Consideration of treaties. e) Supervision of the work of the League of Nations council. f) Appointment of the 15 judges of the permanent Court of International Justice. g) Giving approval to the appointment of Secretary-General. ***The Secretariat.*** The Secretariat, based in Geneva, consisted of the secretary general and his staff. It was the administrative body of the League of Nations. It kept records of the organization and conducted correspondences including treaties by member states. It implemented the decisions of the League of Nations. It provided continuity between one meeting of the council or the assembly and the next, ***The International Court of Justice.*** Set up between 1920 and 1922, it comprised of eleven judges and four deputy judges elected for nine years by the assembly and the council. It was based at the HagueHolland. Decisions made by the court were binding on all parties in dispute. International Labour Organization.It consisted of 4 delegates- two for member states and two for workers from each member state. Its main aim was to maintain good working conditions for men, women and children. ***The Mandates Commission.*** It had then responsibility of supervising the administration of the trustee colonies. The League of Nations also had several specialized agencies. **Achievements of the League of Nations.** a) The League of Nations, through the Permanent Court of International Justice, maintained international peace and security. E.g. in the city of Danzig in spite of the hostility between the poles and the Germans. b) The League of Nations achieved its objective of treating the minority with humane. The International Office for Refugees, for example, assisted refugees. Victims of the Nazi persecutions were also assisted. c) The league assisted in the administration of the trust territories, through the Mandates Commission. E.g. in Togo, Tanganyika Cameroon and Rwanda-urundi. In addition, the territories acquired from turkey. E.g. Iraq and Palestine. d) The league was able to solve several interstate disputes in a peaceful manner. E.g the frontier dispute between turkey and Iraq over the Mosul province (1924 -1926), the dispute between Poland and Germany over northern Silesia. e) The league successfully restored financial stability in Austria following the economic slump in the country after the World War 1. f) It successfully enforced control over the manufacture and sale of arms. It also held disarmament meetings. g) The league ensured signing of peace treaties to promote security in the world. For example, the Locarno treaties of 1925 that settled boundary disputes between Germany and France. **Failures of the League of Nations.** The League of Nations failed its Prime objective of maintaining world peace in the following ways; a) It failed to solve the Sino-Japanese dispute after Japan invaded Manchuria in China in 1931. Japan after refusing to abide by the Leagues demands that it withdraws from the Chinese territory, even pulled out of the league in 1933. b) The Italian invasion of Ethiopia in 1935. Benito Mussolini, rather than accept the Leagues verdict that he withdraws Italian troops from Ethiopia, pulled out of the League. c) The League failed to stop German Violation of the terms of the Versailles Treaty. She embarked on a remilitarization programme and established a navy and an airbase. d) Nations continued to make many defensive pacts in total disregard of the Treaty of Versailles. e) Germany invaded other regions such as Poland and Austria between 1936 and 1939, while Russia invaded Finland in 1939 in violation of the League of Nations. **Factors that undermined the effectiveness of the League of Nations.** a) Member countries were not willing to take disputes to the international court of justice. b) German was still determined to increase its military strength and continue with its aggression policy. c) Individual nations were more pre-occupied with national interests and pride, at the expense of the organizations interests. d) The Versailles peace settlement resolutions were too harsh to Germany thus leaving the Germans aggrieved and refuse to cooperate with the League of Nations. e) The League of Nations lacked the executive authority to implement its resolutions. f) USA congress refused to ratify the treaty of the League of Nations. This denied the organization diplomatic and economic strength. g) There was shortage of funds to implement the functions of the League of Nations. h) The Appeasement Policy of Britain and France forced them to stand aside and avoid taking a firm action against Japan when she invaded china, Germany when she invaded and occupied Rhineland, and Italy when she attacked Ethiopia. **The Second World War.** The 1930s witnessed the rise of dictators in Europe like Adolf Hitler of Germany, Benito Mussolini of Italy and General Francisco Franco of Spain who intentionally defied international opinion and disregarded the Versailles Treaty and League of Nations. Their activities and those of Japan began to interfere with prevailing peace in the world. This happened at the time when USA had retreated into isolation leaving the task of maintaining world peace only to Britain and France.The Second World War involved most countries in the world with millions of people conscripted for service in both the military and war related industries. **Causes of the Second World War.** ***a) Germanys dissatisfaction based on territorial grievances.*** The Versailles treaty of 1919 imposed harsh and humiliating conditions on Germany, which aggrieved the Germans to the level of being ready to go to war again. ***b) The rise of nationalism in Europe.*** In Germany, the chancellor, Adolf Hitler who had the desire to dominate the whole world, fuelled it. For example, he encouraged German speakers in Sudetenland, Czechoslovakia to demand independence from Czechoslovakia. Italy under Mussolini invaded Ethiopia, in 1939 to regain her lost glory and national pride after the Adowa defeat I 1896. Syria rose up against France. ***c) Political developments in Europe.*** In Italy in 1922, the fascist government under Benito Mussolini came to power. In Germany, Hitlers Nazi government assumed power in 1933. The Fascist government in Italy emphasized on the regaining of lost glory. The Nazi government began a fresh new policy of aggression. ***d) The economic problems caused by the great depression of 1929 to 1931.*** The great slump led to widespread unemployment, declining wages, poverty etc. these led to social discontent and political unrest in many countries of the world. ***e) The failure of Germany to pay reparations.*** This was followed by the French invasion of the Ruhr industrial region- a German territory. This led to increased tension. ***f) Weakening of the League of Nations.*** Japan left the League of Nations after protest over Manchuria, which she had grabbed, from china. Italy left the League of Nations after Mussolini had grabbed Abyssinia and annexed it against the will of the allies and Ethiopians. Russia invaded Finland in 1939 and the league was unable to intervene. There were many secret treaties among members of the league. ***g) The Spanish civil war (1936-1939).*** The republican revolution of 1931 ended the Spanish monarchy. The struggle between the royalists and socialists, however, continued. The European powers took sides in the civil war. France, Britain and Russia supported the royalists. Germany and Italy supported General Franco who was fighting from exile in Morocco. ***h) Growth of military alliances.*** Hitler and Mussolini established a military pact in 1936 (The Berlin-Rome Axis). it became the Berlin-Rome-Tokyo Axis with the joining of Italy. The alliance between Russia and German to divide Poland widened the gap between them and the allied forces. It created fear and suspicion. ***i) The invasion of Poland by Germany.*** This happened in September 1939 was the immediate cause of the war. This upset Britain and France, who stated their intensions of assisting Poland. They declared war on Germany in October 1939. ***COURSE OF WORLD WAR 2*** The invasion of Poland by German forces on 1St of September 1939 and the subsequent declaration of war against Germany by Britain and France on 3rd of September 1939 marked the beginning of the Second World War. Meanwhile on 17 th September 1939, the USSR attacked Poland from the East, as per the secret clause in the Nazi -Soviet act of August 1939. Poland had been overrun by German and Russian forces by 27 th September 1939. The country was divided between Russia and Germany. **The phoney war.** This was a period during world war two when no major military operations were undertaken on the western front although war had been declared on Germany by France and Britain. The period lasted eight months from 3rd of September 1939. It was used by the Allied countries to fully mobilise their forces for an attack on Germany since they had not initially been prepared. Hitler on his part did not want to be involved in war in the west since his armies had not fully recovered from the consequents in the east. During this period, two unsuccessful attempts were made to bring peace; a) On 6th October 1939, Hitler and Stalin of Russia made an attempt to convince the to accept the Nazi Occupation of Poland and make peace. b) On 7th October, King Leopold of Belgium and Queen Wilhelmina of Netherlands appealed to the Axis powers and the Western Allies to make peace. War in Western Europe.On 9th April 1940, Hitler launched a sea-borne invasion against Norway after attacking Denmark via land. They were assisted by a Norwegian Nazi sympathiser Vidkund Quisling. The prime minister of Norway and his Ministers fled to London and Hitler established a puppet government in the country. The defeat of British and French forces in Norway sparked off a parliamentary revolution in Britain forcing the PM Neville Chamberlain to resign to be replaced by Sir Winston Churchill. Germany extended their attack on Luxembourg, Netherlands and Belgium. The Allies were unable to contain the German advance and even retreated to the French port of Dunkirk, marking a major defeat of the allies in Europe.On 14th June 1940, the Germans captured Paris forcing the new Prime Minister Paul Reynaud to sue for peace with Hitler on 22nd June 1940. Under the peace agreement, The Germans took over Alsace  Lorraine, Northern France and the Atlantic coastline. the French government fled to Vichy, southern France. **Why the French were defeated so quickly.** a) The French forces were not psychologically prepared for the war and thus were found divided. b) The French forces were not as well organized as the Germans thus exposing various military weaknesses. For example, the Germans were supported by combat planes which the French did not use. c) Poor communication between the army and the airforce. The French generals failed to coordinate the war properly to the extend of ignoring the fact that the Airforce could have been used to drive German Bombers off. Having succeeded in their Paris onslaught, the Germans attacked Britain in July 1940. However, Winston Churchill, the British Premier, had mobilized forces to resist this attack successfully he even obtained reinforcement from USA. The battle of Britain determined the future of World War II. It forced Hitler to delay his attacks. **War in North Africa.** WWII in Africa was marked by the Italian successful attack on French and British Somaliland. Under Marshal Graziani, the Italian forces advanced to Egypt though unsuccessful. In June1942, German forces moved to North Africa to reinforce the Italians.However, British forces led by General Bernard Montgomery moved quickly and captured Malta which would have been used as a base for attack by the Germans. General Montgomery attacked the Germans at El Alamein in Egypt, forcing them to move to west. On 8thNovember 1942, British and American forces invaded Morocco and Algeria.Although the Germans continued fighting in Tunisia, by May 1943, their Army under General Rommel had surrendered. **War in the Balkans.** In August 1940, Hitler Attacked and captured Romania and Bulgaria. In April 1941, Yugoslavia and Greece were taken. Crete was taken in May 1941.On 22nd June 1941, Hitler attacked USSR forcing the Russian troops to retreat. However, he failed to capture Moscow before the onset of winter. In June 1942, the Germans resumed their offensive. They were finally defeated at the battle of Stalingrad on 31st January 1943 by the Russian Red Army led by Marshal Zhukov. The Germans lost 300,000 men while 100,000 survivors surrendered. By May 1944, the Russians had pushed the Germans from their territory and were approaching Germany itself. **Why the Germans were defeated during the Russian Invasion.** a) The Germany army was fighting in several fronts at the same time as compared to the allies. This lack of concentration in one area allowed the other Russian army to defeat them. b) The soviet forces employed the scorched earth policy which left very little for the German forces. c) The Germans ill-treated the soviet people and exploited their economic resources causing resentment and unity to fight with determination. d) Weak leadership by the German military leaders contributed to their defeat. **USA entry into World War I.** The Japanese attack on the American great Naval Base at Pearl Harbour on the Hawaiian island is the one incident that dragged USA into WWII.On 8th December 1941, the USA, Britain and the Netherlands declared war on Japan. The Germans and Italians also declared war on the USA. Russia kept off the war in Asia having signed a treaty with Japan.Japan resisted fiercely. Her airforce sank two British battleships on 10th December 1941.She captured Hong Kong, Malaya in Malaysia and took over the great naval base at Singapore. She also occupied Burma, Dutch East Indies, the Philippines and parts of the western pacific islands.The Japanese forces were repulsed while on their way to Port Moresby, New Guinea in may 1942.In 1942, Britain used her bases in India to attack Japan. Japan attacked India in 1944, but the strong and large allied forces defeated the Japanese at the battle of Kohima. **The defeat of Germany.** After 1942, the tide of success began to turn against Hitler. German forces were defeated by the allies in North Africa and France. By March 1945, the Allies had crossed the Rhine, pushed the Germans out of France in June 1944.The Germans were meanwhile facing the Russian attack from the East. Hitler accepted defeated and handed over power to one of the Military Generals to retreat to an underground Bunker in Berlin.On 29th April 1945, Hitler married his long term Mistress Eva Braun. On the following day, he committed suicide by shooting himself while Eva Braun took Poison. On 7th May 1945, the Germans surrendered unconditionally **Why the Germans were defeated.** a) Germany had acquired far too many territories and she was unable to effectively control them. b) The USSR recovered from her losses and began to rearm in a bid to fight against Germany. c) The USA entry into the war in 1941 on the side of the allies contributed to the eventual defeat of the Germans. d) Germanys Axis powers were only four, fighting against more than 27 allies. Even among the Germany collaborators, Italy surrendered while Bulgaria and Romania also were a burden to the Germans. **The defeat of Japan.** After Germany surrender, Japan continued with fierce fighting sometimes employing the services of suicide bombers known as Kamikaze. The allies were able to liberate the territories captured by Japan After the defeat at Okinawa, Japan was certain of defeat, but her PM , Admiral Suzuki Kantaro, did not believe in unconditional defeat. On 6th August 1945, a bomber Aeroplane, Enola Gay, commanded by Colonel Paul Tibbets, flew over Hiroshima dropping a 4535.15kg atomic bomb. About 78,000 people died. On 8th August 1945, Russia attacked Japan. On 9th August 1945, an even larger Bomb was dropped on Nagasaki killing more than 40,000 people. Japan surrendered unconditionally on 15th August 1945 bringing WWII to an end. **Factors that enabled the allied powers to win the Second World War.** a) Allies had more wealth in terms of food, raw materials and equipments. b) Allies controlled the North Sea, which ensured safe transportation of troops and equipment. They were also able to block the central powers in the sea. c) Entry of USA in the war led to defeat of Germany. America had strong American air force and war resources, d) Germanys inability to control her expansive territories and some turned against her and in favour of the allied powers. e) The unity, morale and determination of the allied leaders and fighters. f) Popular sentiment was for allied victory and Hitlers defeat. g) Hitler's over-confidence and craziness did not allow him to comprehend the enormity of opposition up against him and the axis forces. h) External support especially from the colonial people in Africa, Asia and elsewhere. i) Axis powers dropped out of war one by one. j) Allies had better industries and financial resources/ superior economy, war tactics and superior diplomacy by all the allied powers. k) The axis powers made serious tactical mistakes e.g. Hitler failed to prepare for a winter campaign in Russia and was obsessed with the idea that Germans must not retreat. l) When the USSR recovered from her losses, she rearmed her self and attacked Germany. **Social results of Second World War** a) Depopulation and great suffering as Millions of people perished either in war or due to famine and diseases. b) People suffered psychologically and emotionally from the loss of loved ones and torture of the war. c) The end of the war witnessed change in the status of women. Women started doing work, which was initially monopolized by men. E.g. military and management. d) There was permanent ill health and shortening of life for millions of peoples because of years of under- nourishment or captivity. e) There was massive Destruction of property such as homes, houses, buildings, roads and bridges. f) A large number of people were displaced as people moved to look for peaceful areas and this led to great suffering. The new refugees included the Jews, Slavs and the poles. g) The war fomented bitter feelings and mistrust among the countries that fought h) The war helped to shade off the myth popularized by Europeans that they were a superior race to Africans as European causalities in the war proved that they were mortals **Identify the political effects of the World War II.** a) Defeat of axis powers led to government changes in Germany, Italy and Japan. b) The division of Europe into two opposing blocks led to the cold war, which was followed by an arms race between USA and USSR. c) Germany was divided into two. The communist East and the capitalist West. The city of Berlin was also divided between the east and the west. d) Germany and Italy were weakened especially with the loss of their colonies. e) U.S.A & U.S.S.R emerged as superpowers. The pre-war balance of power was destroyed and the power vacuum was filled by two new superpowers, the USA and USSR f) A weakness of the League of Nations to prevent the outbreak of war was demonstrated. This Led to UNO formation. g) There was rise of nationalism in Asia and Africa. It led to Africans struggle for independence because they were confident knowing that Europeans were no superior to them. Nationalists among the Asians leading to attainment of independence in Pakistan and India in 1947, in Burma (Myanmar) in 1948, and in Ceylon (Sri Lanka.) in 1949. h) The Japanese destroyed the myth of European military superiority due to the defeat of British and American forces in the Far East. i) New states were created. In 1948, the state of Israel was established in the Middle East, to settle the Jews who were displaced during the war. **Economic effects of World War 2.** a) Agriculture and industries were disrupted due to lack of equipment, raw materials and human resources. b) External trade almost came to a standstill because of fear and insecurity. c) It led to increased dependency on colonies by European powers. There was need of raw materials to reconstruct the destroyed industries. d) Some Industries were established in the colonies to manufacture goods because of the difficulties faced in running them during the war. e) It led to the rise of European economic cooperation. The post war economic destructions led to the need for cooperation. This paved way for formation of the European Economic Community in 1957. **INTERNATIONAL RELATIONS** International Relations refers to the cooperation or interaction between individuals or groups of nations of the world **Benefits of international relations.** a) Enhance peace and security in the world the diplomatic policies of nations call for peaceful settlement of disputes, thus reducing war incidences. b) Promote understanding and unity. This done through Encouraging cultural exchange between nations. c) Help in getting collectives solutions to world problems. Problems of global concern like desertification, global warming, armament and environmental pol lution, are dealt with collectively. d) Promote economic growth through trade. Due to good relations , there is expanded international trade which enables countries to acquire goods they dont produce e) Developing countries get financial assistance. Developed nations have continued to provide financial and technical assistance to developing nations **Ways in which nations relate internationally.** a) Economic relations. This is through trade and commercial activities among nations. For example, developed nations giving loans and grants to developing nations. b) Diplomatic relations. This is a peaceful means of relationship between nations in which there is exchange of Ambassadors or High Commissioners. c) Political relations. This involves cooperation between countries with similar political systems or ideologies. E.g. USA and Western Europe, in 1964, Tanganyika united with the island of Zanzibar to form the United Republic of Tanzania. d) Socio-cultural relations. This takes place in form of exchange and competition between dance troops, musicians, acrobats, sports teams, theatre groups etc, e.g. participation in Commonwealth Games. **International Organizations** There are two types of international organizations; 1. International Governmental Organizations (IGOs) for example UN, Commonwealth, NAM and African Union.( formed by two or more sovereign states). 2. International Non-Governmental Organizations (NGOs) created by individuals or private organizations. E.g. International Red cross, Amnesty International and Transparency International. **Role played by International Governmental Organizations.** a) The provide member states with a forum to consult and tackle problems of concern. b) They act as regulators in their fields to ensure the welfare of Humankind e.g World Health Organization (WHO) regulates health sector through immunization, vaccination and other prevention campaigns. c) They enhance peace and security through peace-keeping missions and response to disasters. d) They contribute to charity and facilitate equitable distribution of resources in the world. For example, the International Monetary Fund (IMF) and World Bank advance loans to developing nations. **THE UNITED NATIONS.** The UN was founded after world war Two as an organization of independent states with the following objectives; a) To promote and maintain international peace and security and prevent the occurrence of another world war. b) To foster friendly relations among nations of the world. c) To promote respect for fundamental human rights and freedoms. d) To promote social progress and better living standards of the people. e) To protect the interests of minority groups such as women and children. f) To promote economic growth among member states who are working towards reconstructing the world economy that was destroyed by the World War 2. g) To replace the league of nations which had collapsed before the outbreak of world war 2 **Formation of the United Nations.** The signing of the Allied declaration in London on 12th June 1941 marked the first step in the formation of the UN. On 14th August 1941, Franklin Delano Roosevelt of USA and Winston Churchill of Britain, meeting in USA, proposed a set of principles for international collaboration in maintaining peace and security. This was the Atlantic Charter. The charter pledged respect for human Freedom, Allowed all nations the freedom to choose the form of government they preferred and provided that no territory should change hands after war without consent of its people.On 1st January 1942, representatives of Allied nations meeting in Washington signed the Declaration by United Nations and proclaimed support for the Atlantic Charter. This marked the first official use of the term United Nations as suggested by President Roosevelt in reference to the 26 nations. The first Blueprint of the UN was prepared at a conference held at Dumbarton Oaks Estate, Washington from 21st September to 7th October 1944. Representatives of USSR, USA, UK and China agreed on the aims, structure and functions of a world organization.On 11th February 1945, the Yalta Conference held by US president Roosevelt, UK PM Churchill and Russian PM Stalin declared the resolve to establish an international organization to maintain peace and security.On 25th April 1945, the United Nations Conference on International Organization began in San Francisco, USA attended by delegates from 50 nations. It drew a 111 Article Charter which was adopted on 25th June 1945.The UN began its official functions on 24th October 1945 after ratification of the charter by USSR, USA, Britain, China and France. **Organization of the UNO.** Membership to the UN is open to all peace-loving nations that accept the obligations of the charter. By 1945, only 51 states had signed the charter. Kenya Joined on 16th December 1963By April 2003 membership had grown to 191 states. **To achieve its aims, the UN spelt out in its charter the following principles;** a) It is based on the sovereign equality of all its members. b) All member states must fulfil, in good faith, their charter obligations. c) All member states must settle international disputes by peaceful means and without endangering peace, security and justice. d) They must refrain, in their international relations, from the threat or use of force against others. e) They must give the United Nations every assistance to any action it takes in accordance with the charte`r, and shall not assist states against which the United Nations is taking preventive or enforcement action. f) The United Nations must ensure that states which are not members act in accordance with these principles insofar as necessary for maintenance of international peace and security. The UNO structure comprises six principal organs as follows; **THE GENERAL ASSEMBLY** This is the main deliberative organ of the UNO, but which cannot enforce action on members. It comprises all member states. **Functions of the UN General Assembly.** To help in its operation, the general assembly has the following committees; The political and security committee, the special political committee, the economic and financial committee, the committee on social ,humanitarian and cultural issues, the trusteeship committee , the administration/budget committee and the legal affairs committee. **THE SECURITY COUNCIL** It has 15 members from 15 countries. Ten of these are non -permanent. It also has five permanent members namely china, France, USA, Russia and UK.Its main function is to maintain world peace and security. **ECONOMIC AND SOCIAL COUNCIL** Its membership is 54. 18 are elected each year for a term of three years.Its function is to coordinate the economic and social work of UN and its specialized agencies. E.g. in trade, status of women. Population, science and technology. **TRUSTEESHIP COUNCIL.** It inherited the work of the Mandates Commission of the former League of Nations. It had responsibility over the territories under colonial rule-. - To promote social, economic, political and educational advancement of the inhabitants of the trust territories.Consists of five permanent members and six additional ones appointed by the General Assembly. **THE SECRETARIAT.** The head of the secretariat is the secretary general. It has its headquarters in New York. Its staff members come from 139 countries. Its work covers all areas outlined in the UN Charter. **THE INTERNATIONAL COURT OF JUSTICE.** It has its headquarters at Hague. It is the principal judicial body of the UN. It gives advisory opinions on legal questions. It has 15 judges. **SPECIALIZED AGENCIES.** These are separate specialized agencies which are autonomous organizations related to the UN by special agreements. (REF TO PAGE 49 OF EVOLVING WORLD) Past Secretary Generals of the United Nations Organization since its inception. a) Trygve lie of Norway (1946-1953). b) Dag Hammarskjld of Sweden (1953-1961) c) U Thant of Burma (1961-1971) d) Kurt Waldheim of Austria (1972-1982) e) Javier Perez de Cueller of Peru (1982-1991) f) Boutros Ghali Boutros. Of Egypt (1992-1996) g) Kofi Annan of Ghana (1997-2000) h) Ban Ki Moon.(2000 up to present) **Achievements of the United Nations Organization.** a) The organization has succeeded in keeping peace amid the threats of nuclear war and seemingly endless regional conflicts in the world. UNO has developed more than 35 peacekeeping missions and observer nations. b) The UN specialized agencies are engaged in a vast array of social work, affecting positively, every aspect of peoples lives around the world. E.g., child survival and development, environmental protection, medical research, agricultural development, education etc. c) The organization has helped in promoting democracy around the world. It has enabled people in more than 45 countries to participate in free and fair elections, e.g. in Namibia, Cambodia, El Salvador, Eritrea, Mozambique, South Africa etc. d) The UNO has promoted development of skills and potentials vital for all aspects of development. The UNDP, in close co-operation with over 170 member states and the UN agencies designs and implements projects for agriculture, industry, education and environment. e) It has helped in promotion of Human Rights. Since the adoption of the u niversal declaration of human rights in 1948, the UN has helped to enact more than 80 agreements on political, civil, economic, social and cultural rights. f) It has played a vital role in environmental protection. The Earth Summit, the UN Conference On Environment and Development held in Rio De Janeiro in 1992, resulted in treaties on biodiversity and climate change g) Promoting self-determination and independence. The organization has brought about independence of 80 countries that are now among its member states. h) Providing humanitarian aid to victims of conflicts. More than 30 million refugees fleeing war, famine or persecution have received aid from the UN high commission for refugees since 1951. **Problems facing the United Nations Organization in its operation.** a) National sovereignty. Many countries disregard the UNO resolutions in favour of their sovereignty. b) It is unable to stop aggressions and conflicts between individual countries when super powers are involved. c) Lacks sufficient funds to carry out its work efficiently. E.g it has not always been able to send enough peacekeeping forces due to lack of sufficient funds. d) It lacks an effective machinery to affect its decisions. It also lacks a standing army to implement and effect its resolutions. e) The permanent members with veto powers often adopt policies that promote their own national interests at the expense of the collective interests of most countries in the world. f) Loyalty to other organizations. UNO members are also members of other organizations; the interests of these organizations are not in accord with those of the UNO. g) Ideological disputes among member states have hampered the work of UNO in promoting world peace. This was manifested in the cold war period. h) The arms race. The UNO has found it difficult to achieve world peace because of the arms race in different parts of the world. The arms race generates and sustains conflict rather than peace. i) Differences in economic development levels of member states militate against cooperation. j) The increased occurrence of natural disasters such as famine, floods and epidemics has created an unexpected demand for economic resources. This automatically the UNs resources. **THE COMMONWEALTH.** Origin and structure of Commonwealth of Nations. It is a voluntary association of 54 sovereign countries around the world, which were initially part of the British Empire.The commonwealth origin is the British Empire comprising the British protectorates, colonies and dominions, which included Australia, New Zealand, Canada, Newfoundland, Irish Free State and South Africa. The idea to launch the association is traced back to 1839, with the publication of the Durham report.The modern commonwealth began in 1947 with the end of the British rule in India. In 1949, India and Pakistan joined the commonwealth.The commonwealth secretariat is based in London. It deals with day to day running of the organization and organizes meetings. The head of the commonwealth is the Queen/King of England. The Commonwealth has the Heads of State Summit which meets for a week every two years to discuss political and economic issues.There are also the Ministerial meetings once after every three years to deal with different issues. The commonwealth has specialized agencies dealing with various areas of concern. **Membership to commonwealth.** It comprised 54 developed and developing nations. The members are categorized as follows; 1. Britain and her Dominions of Canada, Australia and New Zealand. 2. African Nations. 3. Asian nations. 4. Islands from the Caribbean, Pacific and Mediterranean. **Characteristics of commonwealth states.** a) Members of the commonwealth use English as a common language. b) Members maintain cultural ties. For instance, they participate in the commonwealth games every four years. c) Members co-operate in the field of education. d) Members recognize the queen of England as the head of commonwealth. e) Members have a common military tradition based on the British military system. They also promote military exchange programmes. f) Members share common democratic institutions from Britain such as parliamentary system of government. g) Members have adopted constitutions that are almost similar. **Objectives that led to the formation of the commonwealth nations.** a) To promote world peace and international understanding. Members are expected to abide by the UN Peace programmes. b) To promote development of poor member states. c) To intensify co-operation between member states, in matters of education, sport and economic development. d) To ensure personal liberty and equality of rights to all citizens regardless of race, colour, creed or political beliefs. e) To oppose all forms of colonial dominion by being committed to the principles of human dignity and equality, self-determination and non-racism. f) To promote the exchange of knowledge, professionalism and cultural, economic, legal and political issues. g) T fights poverty, ignorance and disease to remove wealth disparities and raise the living standards, and achieve a more equitable international soci ety. h) To enhance free international trade by removing trade barriers, bur tat the same time, giving due consideration to the special requirements of the developing countries. **Organization of the Commonwealth.** The structure of the commonwealth comprises of three organs; **1. The Head of state Summit**. It meets once in every two years for a week for extensive decisions and consultations. Decisions are reached by consensus. **2. Ministerial Meetings**. The commonwealth ministers of Finance, Foreign Affairs and defence hold regular meetings once every year. Ministers of Health, Education and Law hold meetings once every three years **3. The Commonwealth Secretariat**: headed by the secretary general and with a staff of 350 drawn from member countries. It co-ordinates co-operation among members. The first secretary General was Arnold Smith of Canada. In 1990, Chief Emeka Anyaoku of Nigeria became the first African Secretary General. **4. Specialized Agencies**. a) The Commonwealth Fund for Technical Co-Operation; supplies funds, finance, experts and advisers for projects carried out in member states. b) The Commonwealth Agricultural Bureau; it provides co-operation in the field of agriculture. c) The Commonwealth Parliamentary Association; helps to improve relations between parliamentarians of member states. d) The Commonwealth Regional Health Secretariat for East, Central and Southern Africa; promotes co-operation in health. benefits of membership to Commonwealth. a) Member states have received technical expertise through the provision of experts and advisers in various fields e.g. agriculture. b) The developing member states of the organization have acquired skilled manpower through the provision of scholarship and setting up of training programmes by nations like Britain and Canada. c) Member states have been able to interact with one another through activities such as the commonwealth games and cultural exchange programmes. d) Member states have conducted trade among themselves with relative ease and this has helped them to develop their economies. e) The organization has promoted friendship and understanding among member states through conferences such as The Heads of Government meetings. f) It has enhanced democratization process in developing member states of the organization Functions of commonwealth (REF to evolving world page 60) **Problems facing Commonwealth of Nations.** a) Differences in economic development levels of member states militate against cooperation. Members coming from developing world have very different outlook from those coming from the developed world. b) Ideological disputes among member states have hampered the operations of the Commonwealth of Nations. c) Lacks sufficient funds to carry out its work efficiently. Poor members normally owe many debts to their foreign masters and would therefore toe to their demands. d) The problem of sovereignty. Many countries disregard the commonwealth resolutions in favour of their sovereignty. e) It lacks an effective machinery to affect its decisions. It also lacks a standing army to implement and effect its resolutions. f) Loyalty to other organizations. commonwealth members are also members of other organizations; the interests of these organizations are not in accord with those of the commonwealth g) The colonial legacy. Many problems arising from past colonial policies have rocked the organization. E.g. the land issue in Zimbabwe. h) The influence of other organizations like NATO who weaken the commonwealth by wooing members to their regions. i) Race and colour problem. The conflict between white and black people or other color has become another setback. j) Dominance by the big powers. This has caused dismay to the organization. Serious inner tension still undermines the commonwealth activities. **THE NON-ALIGNED MOVEMENT** **NAM STRUCTURE AND ORGANIZATION** NAM was an organization that did not have formal structures like UNO and Commonwealth. It did not have a secretariat or a constitution. The movement had a unique administrative style as follows. **Coordination** The administration is non-hierarchical, rotational and inclusive, providing all member states, regardless of size and importance with an opportunity to participate in global decision making and world politics.The country that hosts the summit holds office until the next summit. Non-aligned countries place the onus of an administrative structure on the country assuming the chair. The country is required to create or designate an entire section of the ministry of foreign affairs to deal specifically with the Non-Aligned Movement. The chairs ambassador in the United Nations essentially functions as the minister of Non-Aligned Affairs.NAM has also created contact groups, task forces and committees to facilitate the chairs responsibility as follows; **The Coordinating Bureau.** This is the focal point for coordination. It reviews and facilitates the harmonization of the NAM working groups, contact groups, task forces and committees. Working Groups, Contact Groups, Task Forces and Committees.They include NAM High-level working group for the restructuring of the United Nations, NAM working group on Human Rights, Disarmament, Committee on Palestine, Contact Groups on Cyprus, and Task Force on Somalia etc. these groupings meet often. **Non-Aligned security Caucus.** The countries that make up the NAM council caucus are expected to constantly strive to adopt unified positions so that the decisions and positions of NAM are reflected in the Security Council decisions without prejudice to their sovereignty. **Joint coordinating committee** This is a coordinating committee established in 1994 and sitting in New York, whose main mandate is to promote cooperation and coordination between the NAM and the Group of 77 in promoting the interests of developing countries in international fora. **Coordination of non-aligned countries in the UN centres.** This is aimed at facilitating coordination and cooperation with the coordinating bureau and enhances the role of NAM in the international Fora. **The Troika.** The concept of Troika emerged on 6th April 1997 in New Delhi, India, during the meeting of foreign ministers of NAM representing past, present and future chairs. The concept simply implies a meeting of past, present and future chairs who began to meet in September 1997 as a discussion forum. **Panel of economists** This is an ad hoc panel of economists formed from Non-Aligned countries to assess the current international economic situation from the perspective of developing countries and to identify and analyze their major issues of concern. **Documentation.** This is the responsibility of the host country but after wide consultation. The host country must circulate the First  not later than one month before the meeting. **Decision making.** The movement makes all its decisions by consensus. This concept presupposes understanding of and respect for different points of view, including disagreement and mutual accommodation. This promotes solidarity and unity of the movement. **NAM Meetings** **They include the following** a) Conference of Heads of State and Government. This is NAMs highest decisionmaking authority and meets once every three years. It has two committees, one on political issues and another on economic and social issues. The summit is held atleast one month before the regular session of the UN General Assembly. During the summit, there is a formal ceremony for handing over the chair. b) Ministerial conference. Its task is to review developments and implement decisions of the preceding summit and also discuss matters of urgency. The conference meets 18 months after the summit. c) Ministerial meeting in New York during a session of the UN General Assembly. This is a meeting of foreign ministers annually in New York at the beginning of the regular session of the UN Assembly. The purpose of the meeting is to deliberate on the items of the Agenda of the General Assembly that are of major importance to the movement. d) Ministerial Meeting of the Coordinating Bureau. The main task is to prepare for the summits, and where necessary, to consider issues of major importance to the movement. e) Meeting of the Ministerial Committee on Methodology. The attendance is by all NAM members and its meetings are held by the decision of the summit or the ministerial conference. The meetings are chaired by the chair of NAM. f) Meeting of the standing ministerial committee on economic cooperation. These meetings are meant to strengthen south-south cooperation, reactivate the dialogue between the developing and developed countries and enhance the role of the UN General Assembly, in international cooperation for development. The meetings are held frequently upon recommendation of the coordinating Bureau. g) Ministerial Meetings in various fields of international cooperation. They discuss issues like agriculture, information and external debt. h) Extraordinary Meetings of the Coordinating Bureau. They address exceptional cases that call for urgent consideration. i) Meetings of the Working Groups, Task Forces, Contact Groups and Committees. The meetings are held as often as necessary. **The growth of NAM.** After the Bandung Conference of 1955 which established the movement, NAM has attracted many developing counties. . A number of conferences have been held since then; a) The first summit, Belgrade, 1961. The attendance was by 25 non-aligned countries who met at a time when world peace was threatened seriously by the looming nuclear war. The meetings objective was to prevent the outbreak of a nuclear war in the world. b) The second summit, Cairo, 1964. The summit of October 1964 was attended by 47 Nations and 10 observers. There were 28 representatives from Africa. The conference mainly focused on problems facing NAM countries due to colonial inheritance, policies of former colonial powers and the rivalry between the great powers.. c) The third summit, Lusaka, 1970. The attendance was by 53 members the meeting resolved that time was ripe for declaration on peace, independence, cooperation and democratization. The members were out to fight colonialism and racism. The main resolution was the members determination to achieve economic emancipation. d) The Fourth Summit, Algiers, 1973. It was attended by 75 members, eight observers, three guest nations and 15 liberation movements. The meeting was an attempt to transform the existing system of economic and financial relations in a manner that would liberate developing countries from a subordinate role into an equal position with industrialized countries. The members developed an action programme in the interest of economic cooperation. e) The fifth Summit, Colombo, 1976. It was attended by 86 members, who focused on the liberation of Zimbabwe and Namibia, the abolition of apartheid in South Africa as a way of promoting world peace. f) The sixth Summit, Havana, 1979. The conference was attended by 93 members, 12 observers, 8 guest nations and seven new members. The meeting declared that imperialism, colonialism, neo-colonialism, apartheid, racism, foreign aggression, expansion, occupation, domination, interference or hegemony, Great power bloc, Subjugation, dependency and pressures in international relations as enemies of nonalignment. The chairman of the summit was Fidel Castro who put forth his ideas that the socialist bloc is a natural ally of the movement. g) The seventh summit, New Delhi, 1983. It was attended by 96 members, 16 observers and 20 guest nations. The summit took place at a time when there was intense confrontation as the great powers continued to amass nuclear weapons. . Indra Gandhi appeared to be the moderate leader to host the conference and soften the impact of Cuban radicalism. The conference discussed peace, nuclear disarmament, development strategies for north-south Dialogue on a new world economic order, and the south-south cooperation for collective self-reliance. h) The eighth summit, Harare, 1986. It marked NAMs silver Jubilee. The main concern was Namibias independence and apartheid in south Africa.. NAM emphasized its sanctions against the Pretoria (South Africa) regime. It drew an action plan to deal with the threat posed by South Africa. The summit came up with a special solidarity fund to help the frontline states. i) The Ninth summit, Belgrade, 1989. j) The tenth Summit, Jakarta, 1992. k) The eleventh Summit, Cartagena de Indias, 1995. l) The twelfth Summit, Durban 1998. m) The thirteenth Summit, Kuala Lumpar, 2003. **Performance of the Non-Aligned Movement.** Though critics have questioned the relevance of NAM after dismantling apartheid and achieving independence, and after end of cold war, there still exist situations that require NAMs participation. **Reasons why NAM is still relevant.** a) NAM is the only forum that can articulate the voice of justice and sanity in the world in view of the unending Arms Race. b) NAM is the only forum through which the demand for a less unjust world economic order can be raised given the kind of hold the developed nations still have on developing nations. c) NAM remains the third worlds shield against the pressures of the superpower elephants that can easily trample on the grass of the lesser animals even after end of cold war. d) NAM can still play a role in addressing emerging world issues such as terrorism, environmental degradation, HIV/AIDS and racism. **Achievements of NAM.** a) It has helped speed up the attainment of freedom in states that were under colonial bondage. b) NAM has assisted its members in safeguarding their national security and territorial integrity. c) Nan-aligned nations also worked to eliminate conflict between the superpowers. This helped in the promotion of peace and security for the non-aligned world. India for example played a role in solving the Korean War, the Suez crisis and IndoChinese conflict. d) NAM created a conducive environment for peace, justice, equality and international cooperation by contributing to the relaxation of international tension by keeping clear of the two military blocs, USA and USSR. e) The movement has strengthened African and Asian Countries diplomatically at a time when they lacked necessary physical strength. They were able to exert their voting power as Afro-Asian bloc to influence world affairs. f) NAM provided an international forum where members voices could be heard. It was able to work to dismantle apartheid by its two-third world community membership despite the Reagan administrations opposition to sanctions against South Africa. g) The movement has given members freedom to put their national interests before those of the great power blocs. h) The NAM through the Cairo and Colombo Summits termed as World Disarmament conferences, played a key role in the disarmament process. The 1967 Treaty of Tlatelolco, signed by 22 states, set up a weapon Free Zone in Latin America. i) The Non-aligned states have helped in international crisis management since they are not committed to any course of military action. For example during the 1961 Berlin crisis, Nehru of India and Kwame Nkrumah of Ghana went to Moscow for a peace mission, while Achmad Sukarno of Indonesia and Modibo Keita of Mali went to Washington DC to try and create a conducive atmosphere for managing the crisis. j) NAM has worked towards creation of new international economic order. Members of the movement are able to trade with both the great power blocs. Membership to the Group of 77 in the United Nations Conference on Trade and Development (UNCTAD) is drawn from the non-aligned nations. The non-aligned nations were open to aid from both blocs and also ready to expand their trade with both sides of the ideological divide. k) The Solidarity fund established during the Harare Summit of 1986 cushioned the frontline states against the economic sanctions imposed on apartheid South Africa. l) NAM has worked to create the new scientific and technological order. The members have demanded a new scientific and technological order by favouring access to the most advanced technology and scientific research available as a means of bridging the technological gap between the developed countries and developing ones. **Factors which have undermined the activities of the Non-Aligned Movement.** a) Political instability is frequently experienced by some member states. For example, civil wars and military coups in DRC, the Sudan, Rwanda, Burundi, interstate wars like in the case of Iran and Irag. This has undermined their contribution to the movement. b) Economic ties between the third world countries and their colonial masters had made it difficult for the member states to pursue an independent line. c) Border disputes between neighboring member countries has weakened the course of the movement. E.g. between morocco and Algeria, North Korea and South Korea, Vietnam and Cambodia, Ethiopia and Somalia, Uganda and Tanzania etc. d) Economic backwardness of some of the member states has made it difficult for them to meet their obligation in the movement as national needs come first in view of the meager resources of some of the nations. e) Ideological differences between member states have undermined their co operation. Its large size of 116 members by 2004 has frustrated its ideological coherence and organizational solidarity. Whereas some countries are inclined towards the west, others are inclined to the east. f) Membership to other organizations like AU, commonwealth and the French community, has made it difficult for some states to participate actively in the affairs of the movement. g) Breakup of the Soviet Union and the end of the Cold War has destabilized the movement. As power bloc rivalry subsided, NAM appeared to become irrelevant. h) Conflicting national interests. Individual national interests have failed to agree with the objectives of the movement. i) Personality differences between leaders of member states have undermined the . For example, several leaders rejected the radical views of Fidel Catron of Cuba. j) Differences unrelated to the principles of NAM have developed among members. For example at the Colombo Summit of 1978, several Arab states were keen to see Egypt expelled from the movement on grounds that she had signed a separate peace treaty with Israel. This was not an agreement with a superpower and therefore had nothing to do with NAM. k) NAM lacks a permanent Army or a permanent institutional framework or machinery that can enable it carry out its activities effectively. For example, it fai led to persuade irag and Iran to end the 8 year long war from 1980. **THE COLD WAR.** The Cold War refers to the strained relations that existed between the western world led principally by the United States and the communist East led by the USSR, after the Second World War. It was so called because it was fought not with weapons, but with words, propaganda, military and financial aid to enemies of the opposing sides. Although there was no actual physical confrontation, Cold War was characterized by a conflict of the most serious and deadly kind. **Causes of the Cold War.** a) Ideological differences. There was deep-seated fear and mutual suspicion between USA and USSR over the spread of their ideologiescapitalism and communism. E.g The establishment of the Soviet Union through acquisition of satellite states was a measure to contain capitalism. b) Disagreement over the issue of disarmament. The use of atomic bomb on Japan by USA towards the end of World War II alarmed USSR. The two sides failed to agree on an arms reduction plan and continued to stockpile atomic bombs. c) Economic rivalry. In 1947, the USA President Harry S. Truman introduced the Marshal Plan, a scheme to assist western European countries that had been devastated by war. The USSR in turn formed Council for Mutual Economic Assistance (COMECON), an economic cooperative plan for Eastern Europe. This further heightened the hostility between the west and the east. d) Formation of military alliances. In April 1949, the USA, western European countries and Canada formed a military alliance through the signing of the North Atlantic Treaty in Washington D.C. (NATO). The formation of NATO ended USAs isolationist policy. Russians responded by signing the Warsaw Pact, in May 1955, a military alliance of communist countries. These alliances fostered hostility between countries. e) The use of Russian veto powers in the UN. Russia used her veto powers to defeat UN proposals, which she accused of being pro-USA. The struggle by the two powers to dominate the UN increased tension between them. f) Disagreement over the future of Germany as a whole. Western allies wanted a strong Germany to assist in the economic prosperity of other nations. Russia was keen on a politically and economically weak Germany to safeguard against another invasion. NB- in 1961, the USSR built the Berlin Wall, thus dividing East Berlin from West Berlin. g) USAs military advancement. By 1945, the USA was the only country that possessed atomic weapons. This created fear. **COURSE OF THE COLD WAR.** The cold war was fought in Europe Asia, Latin America and Africa, **The course of the Cold War in Europe** The cold war in Europe involved a conflict between the West and the East. The highlights of this conflict included Russias overwhelming encroachment and dominance of Eastern Europe. Russia used her military might to impose communist governments on many states like Poland and Romania. They also fanned civil wars. E.g the Greek civil war of 1946. There were widespread outbreaks of violence and demands of freedoms in Poland and Romania, based on western ideologies, in politics and economy.In Czechoslovakia, communist Russia orchestrated protests against reforms based on western ideologies, by the Dubcek Government, which was supported by the west. Dubcek was arrested and flown to Moscow. Dr. Husak, a Russian ally was installed. **The following are the major developments that characterized cold war in Europe.** a) In March 1947, the US president Harry Truman, through The Truman Doctrine declared that the USA would support free people resisting subjugation by armed minorities. In 1947, USA took over Britains commitment in Greece and turkey to support the anti-communist regimes. b) In 1947, the US Secretary of state, George Marshall came up with a proposal which was to become the Marshall Plan. This was a plan through which the US would make a major contribution to the economic recovery of Europe. The plan was rejected by USSR terming it an American interference in the internal affairs of other nations. c) Stalin set up the Communist Information Bureau (COMINFORM) to coordinate the work of communist parties in Europe and the Council for Mutual Economic Assistance (COMECON) to counter the US Marshal Plan. d) The NATO and Warsaw Pact. By the treaty of Brussels in March 1948, Britain, France, Belgium, Netherlands and Luxembourg formed a defensive alliance against any form of aggression (It became the North Atlantic Treaty Organization-NATO, in April 1949 when other European Nations joined it. In response to NATO, the Soviet Union signed the Warsaw Pact in Poland on 14th May 1955 with East \\Germany and six Eastern European countries. The existence of NATO and Warsaw Pact only intensified the hostilities. e) The Berlin Blockade. Germany was divided into two zones, East and West. Russia treated East Germany as a satellite state thus curtailing trade between east and west. This move almost led to starvation in the west as East Germany was the main producer. In May 1948, all roads and rail routes into West Berlin were sealed off by Russian troops. For over two years, food, coal medical supplies and other necessities to the 2 million people in West Berlin were airlifted since there was no land linkage. The blockade ended in may 1949 with diverstating consequences. f) Partition of Germany. The west was prepared to give freedom to the Germans as a whole to decide their own fate. Russia was determined to ensure that East Germany remained dominated by communism under Russian control. On 23rd may 1949, the western occupation zone in Germany became the Federal Republic of Germany with Konrad Adenauer as the chancellor in September elections. On 7th October 1949, the soviet zone formed the Germany Democratic Republic.In August 1961, the East Germans built the Berlin Wall, curtailing communication and flow of refugees from the west. **The cold war was fought in Asia.** In Asia, China was the first front of Cold War. She embraced communism, following the successful takeover of the country by the forces of Mao Tse-tung in October 1949, assisted by the Russians. The Sino-Soviet Treaty of friendship was signed in 1950. Korea, formerly controlled by Japan, was another front for cold war in Asia. When Japan was defeated in 1945, Korea was occupied from the south by American forces, from the north by Russians, placing the country under joint control. The occupying powers failed to unite the two Korea sections when she became independent.In 1948, the USA announced the formation of the Independent Democratic Republic of Korea in the South. The Russians formed the Peoples Republic of Korea in the north.On 25th June 1950, North Korea Forces invaded South Korea in an attempt to unite. UN condemned this and An American General, Douglas MacArthur led the UN forced that repulsed the invaders. The cold war spread to Vietnam, with USSR and USA clashing over Vietnam, formerly a colony of France that had been seized by Japan. The two super powers supported different nationalist leaders in the struggle for independence from France.The Russians supported Ho Chi-Minh who led a revolt by the Vietnamese, against the French. USA supported Ngo Dinh Diem. The Vietnam War erupted as a resultThe Vietnam War was the heaviest cost of containing communism by Americans in a distant country. Americans were humiliatingly defeated in 1975 with a causality of 53,000, despite employing over 400,000 troops. The communist guerillas, the Viet Cong, established a communist government in South Vietnam. The war strengthened American hostility towards Russia There was an armed conflict between the super powers in Afghanistan from 1978. The height of the conflict in Afghanistan was the Boycott of the Moscow Olympic Games in 1980 as a protest against USSRs involvement in Afghanistan. The conflict took the form of a civil war which was only eased in 1989 when the USSR began to withdraw its troops. **The cold war in Latin America (the Cuban Missile Crisis)** Cuba became the theatre of cold war when USA unsuccessfully supported the Cuban dictator, General Fulgencio Batista against Fidel Castro who was fighting to end Batistas regime. Fidel Castro overthrew the Batista regime in 1958. The new government immediately gained recognition from many world nations including USA and USSR In 1960, Fidel began a communist nationalization programme of American oil refineries and sugar plantations. This strained relations between him and the US who attempted unsuccessfully to invade Cuba in 1961 at Bay of Pigs. In January 1962, Cuba was expelled from the Organization of American States.In May 1962, USSR leader Nikita Khrushchev secretly built missile installations in Cuba as a means of countering any future American invasion, in exchange for sugar. The discovery, by American president J. F. Kennedy in October 1962, of the Russian missile installations in Cuba was the beginning of the most serious cold war crisis. He declared that any nuclear missile attack from Cuba would be taken to be an attack by the USSR and USA would respond accordingly.USA declared a Naval Quarantine on Cuba to blockade any Russian Vessels This most serious cold war crisis was only ended when the Russian leader Khrushchev removed the missiles from Cuba and dismantled Russias bases in Cuba. **The Cold War in Africa.** The cold war in Africa was majorly witnessed in Ethiopia and Angola. In Ethiopia, Mengistu Haile  Mariam, overthrew Emperor Haile Selassie in 1974, with the assistance of USSR. Haile Mariam introduced socialist programmes, However, they were short-lived up to the end of his rule in May 1991, when Russians withdrew their assistance.In Angola, on 11th November 1975, Angola attained her independence from Portugal, with the assistance of the Soviet Union and Cuba.Soon after, a bruising civil war broke out. USA supported the rebels, led by Jonas Savimbi and his UNITA movement based in Ovimbudu. Cuba and Russia supported the MPLA government based in Luanda. Democratic elections were held in Angola in 1989, when USSR eased their aid to MPLA. **FACTORS that led to the Cold War dtente by world powers.** a) The death of Stalin and the flexibility of Stalins successor, Nikita Khrushchev. The successor of Joseph Stalin, after his death in 1953, Nikita Khrushchev, was more flexible and willing to relax both cold war abroad and Authoritarianism at home. He announced the policy of peaceful coexistence in 1956. b) The willingness of David Dwight Eisenhower, Trumans successor, to reach compromise with the Soviet Union over a number of issues. For example he convened the Camp David Summit in 1959, with Khrushchev in which a cooperative spirit emerged between the east and the west. However this happened against the backdrop of the Cuban missile crisis. c) The signing of the Strategic Arms Limitation Treaty (The SALT Treaty) in 1972. The treaty, signed between USA and Russia limited strategic arms to certain quantities. This was followed by the Improvement of the Chinese American relations in 1972 and American relations with Russia. In 1972. President Nixon visited Beijing and Moscow d) The introduction of reforms in Russia by Mikhail Gorbachev. In 1985, Gorbachev introduced the Glasnost (openness policy) and the perestroika reforms (economic restructuring that appealed favourably to the west) which won him the Nobel peace Prize in 1990. e) The adoption of President Reagans Strategic Defence Initiative (SDI) in 1983. This initiative led to setting up of space stations that would destroy every missile in the sky. This was Star Wars. f) The collapse of the Communist rule in Europe. Russias president recognized the independence of other republics of USSR in 1989 thus weakening Russias position. Western democracy was introduced in Romania, Bulgaria, Czechoslovakia and Poland. g) The successful re-unification of Germany under Helmut Kohl in 1990. The nations united to form the republic of Germany. This was a clear indicator of the joint commitment of the superpowers in maintaining their spheres of influence had been weakened. h) The dissolution of the Warsaw Pact. With the fall of communism in Eastern Europe, the Warsaw pact started to fall apart. In November 1990, the Paris Charter was signed, effectively dissolving the Warsaw Pact. i) The collapse of the Soviet Union in 1990. Several of its states seceded. Russia officially became an aid receiver instead of an aid donor. j) The signing of the START Treaty in 1991 by Gorbachev and George Bush, after the Strategic Arms Reduction Talks. The treaty officially ended the cold war. Destruction of weapons of mass destruction commenced. **Effects of the cold war** a. It brought immense divisions and conflict to people of the same continent, region and countries based on pro-west or pro-east ideologies. E.g. in Angola b. Oppressive regimes found their way to power, supported by either the west or the east. c. There was untold suffering to the people. Disease, poverty and refugee camps became common sights. d. There was destruction of the economy as infrastructure was destroyed by war. As communist systems failed to produce wealth, unemployment and poverty set in. e. It created mistrust and suspicion amongst nations. f. It led to arms race. It led to militarization of regions and countries. g. It led to political crises and actual war e.g. civil wars in Korea and Vietnam, the Suez Canal crisis of 1956 and the Hungarian Revolution of 1956. h. It threatened international peace and security. Insecurity in the world increased. i. Led to formation of Non-Aligned Movement by third world countries. j. Led to formation of economic alliances and military alliances like NATO (1949) and the Warsaw pact (1955). COMECON (1949) and the European Economic Union (1957. k. The cold war led to development in science and technology. The war Stimulated space science/space race. **Effects of the end of Cold War on Africa.** a) Some African countries that were formerly socialist are in problems following collapse of USSR in 1990. E.g. Somalia, Ethiopia, Angola and Mozambique. b) The end of the cold war has led to the removal of financial aid and military support for some African countries. Military or food aid is no longer rushed to countries experiencing problems because there is no more superpower competition. E.g failure to prevent the Rwanda genocide and failure to assist in the Somali crisis and the current Al- shabaab crisis. c) There was emergence of new world political and economic order. The end of war has led to emergence of USA as a world policeman over developing nations. The countries must act according to USA wishes or suffer lack of aid and receive harassment from superpowers. d) It has led to marginalization of Africa in international affairs. e) There are conditionalties for getting aid from the western powers. Besides, Africa no longer has a choice of donors who comprise mainly of western world countries. COOPERATION IN AFRICA Cooperation in Africa refers to the way African countries relate to each other. It is stimulated by the economic exploitation and political domination by Western Eu rope. The cooperation has been in form of; a) Pan-African Movement b) Organization of African Unity (African Union) c) The East African Community d) Economic Community of Western African States. e) Common Markets for Eastern and Southern Africa. **PAN-AFRICANISM.** **Meaning of Pan-Africanism.** Pan means all and Africa refers to the continent. Africanism refers to those of African Origin.Pan-Africanism is a belief in the uniqueness and spiritual Unity of Black people acknowledging their right to self determination.It is a movement aimed at unifying all the people of African descent in the world. It stands for economic, political and social advancement for all peoples of African descent throughout the world. **Origin and Development of pan-Africanism.** The movement has roots in the trans-Atlantic slave trade that took place between 15th and 19th c. the trade was responsible for the dispersal of black people all over the world. The suffering the slaves underwent made them become conscious of their colour and origin. The Africans viewed themselves as having a common destiny. Even those who remained in Africa were later subjected to the colonial experience including forced labour, land alienation, taxation, poor wages, discrimination corporal punishment rape and murder.The movement first started as the Pan Black Movement for the American and Caribbean black only. Several African Americans wanted to uplift the lives of fellow Africans in USA and in Africa. They included Martin Delaney, Alexander Cromwell, Bishop James Johnson, Wilmot Blyden and Bishop Turner. The leading pan -Africanists in America were Booker T Washington, Marcus Moziah Garvey, Dr. William Edward Burghardt Du Bois and George Padmore.The pioneer African pan-Africanists included Kwegyir Aggrey from Gold Coast, Wilmot Blyden from Liberia, Kwame Nkrumah from Ghana and Leopold Sedar Senghor.The Pan Black Movements enlisted all blacks worldwide. It sometimes was called Pan Negro Movement and was pitted against the evils of racism.Pan Black Movement gave birth to Pan-African Movement, which had its first meeting in London in 1900 attended by 32 delegates, drawn from USA, Africa, Canada, West Indies and Britain.Sylvester Williams, a lawyer from Trinidad, coined the term Pan-Africanism. By 1920, an all-African idea had been developed.The first pan- African congress for Africans was held in Manchester England in 1945, also attended by Jomo Kenyatta. **Causes of pan-Africanism.** **a) The Trans-Atlantic slave trade.**It took place between 15th and 18th centuries. Africans who were forced into slavery in America during this period suffered a lot under the white people. The Africans in Diaspora, through humiliation and sadness realized they had a common destiny. **b) Colonization of Africa**. The division of Africa into 50 colonies separated some communities. It also put together various people of different history and culture. The divide and rule tactics of colonialists brought deep divisions among same communities. The Africans realized later on that there was need to find a common ground to bring about change. **c) The need to correct the negative ideas about Africa and Africans held by** **Europeans.** The whites held a popular belief that Africans belonged to an inferior race without ability to run their own affairs. **d**) Pan-Africanism was a fight against Racism-Africans were despised and ridiculed on the ground of colour and hair texture. e) The evolution of leadership cadre of educated class of Africans- leaders like Kwame Nkrumah, Sedar Senghor, Jomo Kenyatta and Blyden wanted to prove that Africans were a civilized people with a rich history and culture. f) European missionaries had discriminated against the Africans /Africans formed independent churches contributing to the rise of Pan -Africanism**.** **Objectives of the Pan-African movement** a) To unite all the peoples of African origin in the struggle for emancipation from social discrimination and colonial rule. b) To challenge the ideology of white supremacy on which European colonization was based. c) To improve the African living conditions in the Diaspora and in the African continent. d) To secure democratic rights for all African peoples e.g. right to vote. Form political associations etc. e) To restore the dignity of the black people and liberate them from the bondage of slavery. f) To create a forum through which protests against European colonization and racial discrimination could be channeled. g) To find better ways of establishing better relations between the Europeans and Africans on the one hand and among Africans on the other hand. h) To appeal to missions and humanitarians to protect Africans against colonial aggression and exploitation as well as land alienation. i) To fight neo-colonialism **LEADING PAN-AFRICANISTS.** **1. Marcus Garvey (1887-1940)** He was born on 17th August 1887 in the West Indies island of Jamaica to a family offreed slaves. The fact that Marcus was very dark is what shaped his philosophy of Pan Africanism. While a young man, he witnessed great European and Mullato discrimination on account of his complexion.He arrived in USA in 1916 after widely travelling in south and Central America and Britain. While in England, he was greatly encouraged by Mohammed Duse to lead the peoples of African descent all over the world in the struggle for liberation.He developed the Pan-African philosophy in USA through which he sought to make Africans take pride in their blackness and cultural heritage. He founded the Negro Empire in New York in 1920. He organized a black convention in 1924 in New York during which he launched the Universal Negro Improvement Association (UNIA) whose HQs were to be at Harlem, New York. UNIA had the following objectives; ~ To create universal fraternity among the Black Race. ~ To assist uplift the civilization of African communities. ~ To establish a central nation for the black race. ~ To establish academies for African children. ~ To promote African cultures. Garvey founded a Journal The Negro World and the African Orthodox Church under a black Patriarch or chief Bishop and a Black Madonna as the symbol of his church. He advocated for the return to Africa by the Africans. To Garvey, freedom was to be gained through economic empowerment of Africans. To this end, he mobilized African Americans to contribute funds to establish black businesses like the Black Starline Shopping Company. The project however collapsed due to mismanagement. He was arrested, tried and convicted of fraud (collecting funds unlawfully) and imprisoned for five years. He was deported to his home country Jamaica after two years in Jail where he died in 1940.He is credited for succeeding in mobilizing Africans to take pride in their cultures and complexion. **2. Booker T. Washington.(1856-1915)** He was born in 1856 in USA to a poor slave family. He acquired a university degree in Agriculture at Hampton Institute.He is credited for promoting African Education. He started a model institute for training blacks in agricultural and industrial skills (the Tuskegee Institute in Alabama).Unfortunately, Washington adopted a policy of cooperation with the government as a means of winning acceptance by the European community. To him, Africans ought to gain wealth in order to attain equal status with Europeans and end racial discrimination.He began the National Negro Business League with the help of a European Andrew Carnegie.He died in 1915. **3. Dr. William Edward Burghardt Du Bois.** He was born in great Barrington, Massachusetts, USA on 23rd February 1868. He was the first black to receive a PHD Degree and become a professor of History, Economics and Sociology. He was also a renowned journalist.He greatly disagreed with Booker T. Washingtons policy of accommodation and cooperation. In 1905, he established the Niagara Movement to protest against racial discrimination. In 1900, he was one of the founder members of the National Association for the advancement of Coloured Peoples (NAACP) an association that championed for the struggle for Negroes civil rights in America.He prepared the pan-African conferences that were held between 1900 and 1945 to fight against slavery, colonial exploitation and repression of Af rican peoples. He was the chairman of the Manchester Conference of 1945..In 1961, he relocated to Ghana where he became a citizen, on invitation of Nkrumah. He died in 1963 in Ghana. **THE PAN-AFRICAN CONGRESSES (1900-1945)** a) The 1st pan-African conference, London, 1900. It was held at the Westminster Townhall from 23rd to 25th July with 32 participants from Africa, USA, Canada and West Indies. The conference was sponsored by a Trinidad lawyer Henry Sylvester Williams who coined the term Pan-Africanism. The conference marked the entry of Du Bois into Pan Africanism where he made his famous statement The problem of the 20th c is the problem of colourline. **Objectives of the conference.** ~ To unite people of African origin in all parts of the world. ~ To appeal for the end of European colonization and exploitation of Africa. ~ To look for ways of establishing better relations between the Caucasian and African races. ~ To initiate a movement for securing the full rights for all Africans in and outside Africa and promote the economic rights. ~ To appeal to missionaries and philanthropists in Britain to protect Africans against aggression by colonizers. **Conference Agenda** ~ Human Rights Violation against blacks in South Africa. ~ Living conditions of blacks in different parts of the world. ~ Racial discrimination against Africans all over the world. The conference sent a Memorandum to the Queen of England demanding respect for the rights of Black People especially in the British Empire. b) The 2nd Pan-African Conference, Paris, 1919. The conference coincided with the Paris Peace conference. The conference was convened by William Du bois who had been sent to Paris by NAACP to investigate the allegations that African American troops stationed in France during world war I experienced racial discrimination and to represent the interest of the black peoples at the Paris peace conference. The conference made the following recommendations; ~ The need for international laws to protect Black people. ~ African land to be held in trust for Africans. ~ The prevention of exploitation of African nations by foreign companies. ~ The rights of Africans to be educated. ~ That slavery and capital punishment were to be abolished. ~ The right of Africans to participate in their government as fast as their development permitted. c) The 3rd Pan-African Conference 1921. The conference was held in three sessions in London, Brussels and Paris. The London session was attended by 41 Africans, 35 American coloureds, 7 West Indies and 24 Africans living in Europe at that time. It was patronaged by Du Bois. The conference demanded for the establishment of political organizations among the suppressed blacks. It emphasized international and interracial harmony and democracy. d) The 4th mPan-African congress (London and Lisbon 1923.) it reiterated earlier resolutions and also demanded that black people be treated like human beings. e) The 5th Pan-African Conference, New York 1927. It was mainly attended by African Americans and was partly sponsored by European Philanthropists. It discussed the attitude of the communists towards pan-Africanism. f) The 6th Pan African conference, Manchester 1945.it coincided with the end of the World War II. It was convened by the Pan African Federation which had been formed in 1944 by 13 organizations representing students welfare and political groupings. Leaders of the federation were George Padmore, Ras Makonnen (Ethiopia). C.L.R Wallace Johnson and Jomo Kenyatta. The conference was greatly inspired by the liberation of Ethiopia in 1941 and Clause three of the Atla ntic Charter (1941) (that USA and British governments would respect the right of all people to choose the form of government under which to live) which Winston Churchill claimed was not applicable to the Africans.The conference was convened on 15th oct. 1945 and was attended by 90 delegates who included Du Bois(West Indies), Nkrumah(Ghana), Kenyatta(kenya), Padmore(Trinidad), peter Abrahams(south Africa), Ras Makonnen(Ethiopia) , Magnus Williams representing Azikiwa Nnamdi (Nigeria), Obafemi Owolowo(Nigeria) and Kamuzu Banda (Malawi) and 11 observer nations Du bois chaired the conference while Nkrumah and Padmore were joint secretaries. **Uniqueness of the conference.** a) The conference was mainly organized by Africans from the continent unlike earlier ones which were organized by the Africans in Diaspora. The only exceptions were W.E.B Du Bois and Padmore. b) Representatives of white philanthropists were absent. Neither did they finance the conference. c) Many African trade unions were represented. These included the trade Unions from Sierra Leone, Nigeria, Ghana and Gambia. Most of West Indies was also represented. **Key Resolution of the Manchester Conference** a. Africans should concentrate on winning political power through non-violent means e.g strikes and boycotts. b. African intellectuals should play an important role in mobilizing the masses to fight for political liberation. Pursuant to the conference resolutions, Kwame Nkrumah established the West African National Secretariat (WANS) on 15th December 1945 in England to act as a regional body for Pan African Federation, promote unity in West Africa. WANS published a newsletter, The New African, whose main aim was to inspire the youth in Africa to resist imperialism. **Why the 1945 Manchester (Pan-African) Congress was a landmark in the history of** **Africa.** a) For the first time leading African representatives in the continent attended e.g. Jomo Kenyatta, Kwame Nkrumah, Kamuzu Banda, Haile Sellasie etc. on coming back , they all adopted radical nationalistic demands for independen ce of their states. b) It was the first congress that strongly condemned European colonization of Africa and demanded the autonomy and liberty of African states. c) The congress was instrumental in granting of independence to Ghana in 1957 and to Egypt soon after. d) It set the pace for organization of similar conferences in the African continent like; the 1958 All African Congress and the 1960 Tunis-Pan African Peoples Conference. e) During the conference, the solidarity and unity among Africans began to develop and paved way to the formation of Organization of African Unity. f) It marked the establishment of the movements activities in Africa. Why pan-African movement was not active in Africa before 1945 a) There was lack of adequate African representation in the movement before 1945. Africans in the movement were few and were staying outside Africa as political exiles or students. b) Colonial authorities could not allow Africans to organize a movement that was against their policies. Such movements were outlawed. c) The divide and rule policy used by the Europeans made it impossible for Africans to communicate and cooperate. d) Africans in each colony were mainly concerned with issues that affected them directly e.g. Land alienation, forced labour and taxation. e) The only Countries that were independent (Liberia and Ethiopia) could not champion pan-Africanism since they had their own internal problems and paid little attention to international matters e.g. Ethiopia and Liberia. f) Lack of venue to hold meetings on the African soil since the colonial government would not have allowed such meetings. g) Poor state of transport and communication at the time did not permit fast spread of Pan-Africanism. h) Few people were educated and only a minority in Africa had higher education hence there was widespread illiteracy and ignorance. i) Africans were too poor to contribute to pan-African efforts. **The role of Kwame Nkrumah in Pan-Africanism.** a) He participated in the 1945 Manchester Conference as the secretary during which he proposed that delegates go back to their countries and spearhead the nationaliststruggle for political independence. b) He established the West African National Secretariat (WANS) in England to coordinated pan African federation activities in West Africa and promote pan Africanism. c) He founded the Convention Peoples Party (CPP) in 1949which led Ghana to Independence in 1957. d) As president of Ghana, Nkrumah inspired many African countries to struggle for political independence, and the black civil rights movement in the USA to fight for their rights. e) In 1958, he hosted the first pan-African conference of independent states in Accra which pledged to assist fellow Africans to fight for political independence. f) He funded nationalists in other countries e.g. Ghana and Algeria. g) He supported other African leaders who faced political threats from their former colonial masters. For example he assisted the Guinean leader, Sekou Toure , with Loans following the withdrawal of French support to the country after independence h) He championed trade unionism in Africa as a means of promoting pan-Africanism. During the Manchester conference as a joint secretary with George Padmore, he allowed participation of trade Unions from Sierra Leone, Nigeria, Ghana and Gambia. i) He participated in convening various pan-African conferences that led to the formation of O.A.U, an association of independent African states. NB- it is most probably because of his fight against western domination that Nkrumah was eventually overthrown in 1966 in a military coup that forced him into exile. He died on 27th April 1972 in Bucharest, Romania, where he had gone to seek treatment for cancer. **Reasons why the pan-African movement became active in Africa after 1945.** a) World War II strengthened nationalism in the continent. The Africans quest for political independence received a boost with support from UNO, USA and USSR. b) The 1945 Pan-African Conference in Manchester, brought many African elites together. They later inspired their colleagues back home to join the movement. c) The attainment of political independence in India in 1947 and Burma (now Myanmar) in 1948 encouraged many nationalists in Africa. d) The slowing down of the pan0africanism activities in America during the cold war period activated the same in Africa. USA tried to control activities of people like Padmore who had links with USSR. e) The attainment of independence by Ghana in 1957 inspired other African nations to focus on the liberation of their respective countries rather than fight for the betterment of fellow Africans outside the continent. **Performance of the Pan-African Movement..** **Achievements of Pan-Africanism.** a) The movement created political awareness among people of African origin and a sense of deep concern for suffering of blacks all over the world. b) It put in place Steps towards the restoration of status and dignity to the African people, which had been eroded by slave trade, colonialism and racism. c) The movement provided an important forum where the people of African origin could discuss their problems. It promoted brotherhood among Africans. d) The movement led to the Development of the spirit of solidarity among the African people when dealing with issues that concern the continent. e) It laid the basis for the Formation of OAU, which later became the African Union (AU). f) The movement enabled African leaders to be more committed to African issues. For example the black caucus in the USA played an important role in pressurizing the US congress to take drastic measures against the Apartheid regime in South Africa. g) The movement laid the foundation for the interest in research on African culture, history, literature, music, religion, medicine, art, etc. this empowered Africans by enabling them to understand the status quo. h) The movement played an important role in the advancement of African nationalism by encouraging peoples of African origin to take pride in their ancestry and demand their rights. i) The movement condemned Mussolinis attempt to colonize Ethiopia in 1935 by organizing protests in major towns like New York, London, Brussels and Paris. **Challenges encountered by the pan African movement.** a) Many European groups fought the activities of the pan Africanists. The fact that Marcus Garvey was arrested, tried and convicted of fraud (collecting funds unlawfully) and imprisoned for five years is a clear manifestation of this. b) It was difficult for the Africans to participate in African affairs since majority of Africans were still under colonialism. c) Due to lack of economic empowerment and lack of education, many of the pan African projects did not succeed. The Marcus Garvey project for instance collapsed due to mismanagement. d) Illiteracy and ignorance amongst some people of African origin hindered them from offering constructive support. e) The movement was restricted to the African continent after independence in 1960s. ***The absence of African-Americans in the continents affairs dealt a big to its progress.*** f) Division among Africans after independence e.g. Radical and the conservative leaders and between the francophone and the Anglophone countries. g) The European powers domination of the international media was used to water down the importance of pan-Africans by spreading negative propaganda. h) Some of the pan-African leaders could not agree on the best strategy of uplifting the welfare of the African origin peoples. i) The deep economic connection between colonies and the mother countries hindered any meaningful cooperation. j) Lack of venues to hold conferences in Africa especially before 1957 meant that the movement could not take root in Africa quickly. The far-away venues were inconveniencing. The Pan-African movement activities after 1950. Despite the challenges mentioned, the movement was still active in Africa after 1950 as manifested in the political developments that took place in the 1950s and 1960s. **The following conferences were convened during that period.** 1) The 1st Conference of Independent African States, Accra, Ghana April 1958. In attendance were the eight independent African states of Ghana, Egypt, Morocco, Ethiopia, Liberia, Tunisia Sudan and Libya. the delegates pledged to assist fellow African countries who were fighting for political independence.. 2) The All-African Peoples conference, (Accra De. 1958) the conference was attended by freedom fighters and trade unionists from all over Africa. It was chaired by Tom Mboya of Kenya The conferences main resolution was to use all means to acquire political independence and to encourage unity between the African leaders. 3) The All-African Peoples Conference, Tunis, January 1960. It strengthened the desire for unity among African states. 4) The 2nd Conference of Independent African States, Addis Ababa, Ethiopia, June 1960. The conference was the forerunner to the formation of a continental Body, OAU. The conference exposed sharp division among African states over the situation in Congo, where Patrice Lumumba was facing problems with his former colonial masters. 5) The Brazzaville Conference December 1960 Attended exclusively by the 12 francophone conservative African states, the conference emphasized the need to respect international Frontiers and noninterference in the internal affairs of any African state. They promised political support for Mauritania in her boundary disputes with morocco. 6) The Casablanca conference, January 1961. It was a reaction to the resolutions of the Brazzaville conference by the radicals who supported Morocco in her dispute with Mauritania. They advocated for the removal of foreign troops in Congo. 7) The Monrovia conference, May 1961. It attracted both moderates and conservatives and aimed at uniting the antagonistic groups. The conference emphasized the absolute equality of all states. The conference succeeded in uniting the hostile groups through the undertaking of two crucial events; ~ The Algerian Referendum of 1961, which passed that the Algerians wanted political independence from France. ~ The situation in Congo stabilized after 1961. **ORGANIZATION OF AFRICAN UNITY (OAU)** **What was the OAU?** It was an association of independent African states that existed between 1963 and 2002, when it was renamed the African Union (AU) **Origin and development of OAU.** It was formed as a climax of a series of pan- Africanism congresses up to 1963. In January 1961, several African independent states, i.e. Egypt, Ghana, morocco, Libya and Algeria, met in Casablanca and pledged to help Patrice Lumumba of Congo against the secessionist Tsombe. In May 1961, another group of African states, i.e. Liberia, Tunisia and Togo met in Monrovia and agreed to work in unity to solve the Congo crisis. In august 1961, a bigger group made up of former French colonies met in Brazzaville to find a solution to the Congo crisis.In 1963, the regional groupings compromised and joined with others to form one organization. In May 1963, foreign ministers of 32 independent African states met in Addis Ababa, Ethiopia, to prepare the agenda for the heads of state meeting.The heads of states met under chair of Emperor Haile Selassie and gave birth to OAU, with Selassie as its first chairperson. Its membership grew from 32 at the time of its inception to 54 ***NB; when the Saharan Arab Democratic Republic was admitted to the OAU in 1984,*** ***Morocco withdrew since she claimed that SADR was part of her territory.*** **The Charter of OAU.** **Objectives of the OAU.** a) To provide African countries it a permanent organization through which they could discuss issues affecting them and lay strategies for solving them. b) To provide identity for the newly independent countries of Africa in a world dominated and controlled by the white race. c) To co-ordinate and assist in the speedy decolonization of the rest of Africa. d) To improve the living standards and conditions of African people as a group and as individual states. e) To help in the Defence of the independence of African states and maintenance of the sovereignty of these countries. f) To promote cooperation among the African states in economic, social and political fields so as to improve living standards. g) To promote and enhance African solidarity and unity. h) To support world, peace organizations like the UN and the Non-Aligned Movement. i) To promote peaceful settlement of disputes. j) To promote non-interference in the internal matters of member states. **The fundamental principles of OAU as outlined in the charter.** a) Recognition of the sovereign equality of member states. b) Non-interference in the internal affairs of member countries. c) Respect for the sovereign and territorial integrity of each country and its inalienable right to independent existence. d) Peaceful settlement of disputes. e) Condemnation of political assassination or any form of subversion by one country in another member country. f) Dedication to the emancipation of territories under colonial rule. g) Adherence to the principle of non-alignment. **The structure of the former OAU.** The OAU charter borrowed heavily from that of the United Nations Organization. The only difference is that no member of OAU enjoys veto powers. All members have equal privileges and vote. The charter outlined the structure of OAU as follows;The Assembly of Heads of State and Government. This was the supreme organ of OAU meeting once a year to discuss specific urgent matters and electing a chairperson every year. A two-third majority vote was used to decide critical issues.The Council of Ministers. It was made up of all foreign ministers of OAU member states and met twice a year to prepare agenda for the meeting of heads of state and government. It implemented decisions passed by heads and prepared the OAU budget.The General Secretariat. Headed by the secretary general elected by the Assembly of Heads of state, it offered the administrative services to the organization on daily basis. The past secretaries were Kifle Wodajo of Ethiopia (1963- 1964), Diallo Telli Boubaker of Guinea (1964-1972), Nzo Ekangaki of Cameroon (1972- 1974), Eteki Mboumoua of Cameroon (1974-1978), Edem Kodjo of Togo (1978-1983), Peter Onu of Nigeria (1983-1985), Ide Oumarou of Niger(1985-1989). The last was Salim Ahmed Salim from Tanzania.The Commission of Mediation, Conciliation and Arbitration. It was charged with the task of settling disputes involving members. It had membership of 21 states and served for a term of five years.Specialized Agencies. The OAU also comprised specialized agencies and committees that handled the technical business of the organization. E.g. the OAU Liberation Committee-to co-ordinate activities of liberation movements. The Economic and Social Commission, the Commission on Education, Science and Culture, the Defence Commission, the Supreme Council of Sports Etc. **Achievements of OAU.** a) It offered solution to border disputes between member states like Kenya vs. Somalia, Ethiopia vs. Somalia, Libya vs. Chad, morocco vs. Algeria, Chad vs. Nigeria and the Rwanda Burundi conflict. b) The OAU achieved total liberation of African countries, with South Africa being the last one. It offered military support to the nationalistic struggles in Mozambique, Angola, Rhodesia, Namibia and South Africa. c) It condemned human rights violation in countries like Namibia and South Africa. It encouraged economic sanctions against the apartheid regime of South Africa. d) Through the OAU, African governments were able to speak with one voice on matters affecting Africa and they even attempted to formulate a common foreign policy. e) It provided a forum for discussing Africas common problems like desertific ation, foreign interference, and dependency and at the same time sought for solutions to the problems. f) The organization embarked on common economic ventures for Africa. For example creation of the African Development Bank (ADB) which represented the collective contribution by all Africans towards emancipation of Africans from economic backwardness. g) It encouraged construction of roads and railways to link different regions. E.g. Tanzam, the Great North Road and the Trans-African Highway. This improved economic co-operation between member states. h) It created a cultural identity for African countries sports and the All -African Games, which provided Africans with the opportunity to meet and socialize. i) Through its refugee agency, it addressed itself to the refugee problem in the continent. E.g. refugees from countries like Rwanda, Burundi, Chad, Gambia, Ethiopia, Sudan and Somalia have been assisted. j) It was instrumental in the formation of regional organizations like ECOWAS, SADDC and COMESA. **Problems that faced OAU during its operation.** a) Differences in economic development levels and in history of member states militated against co-operation. b) Ideological differences among member states, especially during the Cold war period, hampered the operations of the OAU. c) It lacked sufficient funds to carry out its work efficiently. The members were poor given that all of them were third world countries. d) The problem of sovereignty. Many countries disregarded the OAU resolutions in favour of their sovereignty and national interests. e) It lacked an effective machinery to effect its decisions. It also lacked a standing army to implement and effect its resolutions hence the term Toothless Bulldog coined by Gadaffi to refer to it. f) Loyalty to other organizations. OAU members also belonged to other organizations like ECOWAS, COMESA, The Arab League etc; the interests of these organizations were not always in accord with those of the OAU. g) The colonial legacy. Many problems arising from past colonial policies have rocked the organization. E.g. The land issue in Zimbabwe. There is also the problem of NeoColonialism in trade. h) Interference by the big powers. This has caused dismay to the organization. i) Emergence of dictators like Amin Dada of Uganda, Bakassa Jean Bedel of Central African Republic, And Mobutu of Congo. j) Civil strife in various countries remained unresolved for a long time. E.g in Sudan, Rwanda, Ethiopia, Nigeria. This made cooperation difficult. **THE AFRICAN UNION** **Origin of the African Union.** On 9th September 1999, the Heads of State and Government met in Libya and made the Sirte Declaration calling for the establishment of an African Union and a pan-African parliament.On 29th may 2000, the document for the formation of African Union and Pan- African Parliament was adopted by the joint sitting of legal experts and parliamentarians. On 2nd June 2000, heads of state and government meeting in Lome, Togo adopted the Constitutive Act of the African Union drafted by the council of ministers. The AU was born in 2002, at a Summit held in Durban, South Africa, where the first Assembly of Heads of State of African Union was convened. **Differences between the former Organization of African Unity and the present** **African Union.** a) Unlike the O.A.U, the A.U challenges the principle of non-interference in the internal affairs of member states. It allows for intervention whenever a member state experiences conflict or widespread human rights violation. b) O.A.U was like an Association of African Heads of State, but A.U is like a Union of African Peoples. Increased participation of all African people is manifested in the proposed Pan-African Parliament and an economic, social and cultural council. c) Unlike the O.A.U the African Union has an accountability mechanism. An African Peer Review Mechanism (APRM) has been developed as a means through which countries can be held accountable on matters of security, development, stability and cooperation. d) Unlike the O.A.U, the A.U has a broader development plan for Africa e.g. through the New Partnership for Africas Development-NEPAD whose main objectives include to promote accelerated growth and sustainable development, to eradicate the widespread poverty in the continent and to halt the marginalization of Africa in the globalization process. e) Unlike OAU, AU presupposes the establishment of a security council and the African Court of Justice with law enforcement powers(A standing military) **The AU Charter.** **Objectives of AU.** a) To accelerate the political, social and economic integration of the continent. b) To promote and defend the African common positions on issues of interest. c) To defend the independence and territorial integrity of African states and maintain the sovereignty of these countries. d) To promote democratic principles and institutions, popular participation and good governance. e) To establish the necessary conditions which enable the continent to play its rightful role in the global economy and in international negotiations. f) To promote cooperation among the African states in economic, social and political fields so as to improve living standards. g) To achieve and enhance greater African solidarity and unity. h) To promote peace, security and stability in the continent through peaceful settlement of disputes. i) To advance the development of the continent by promoting research in all fields, particularly in science and technology. j) To encourage international cooperation, taking into account the Charter of the United Nations and the Universal Declaration of Human Rights. k) To work with relevant international partners in the eradication of preventable diseases and promotion o good health on the continent. **The structure of African Union** The AU charter outlined the structure of AU as follows; ***1. The Assembly***. This is the supreme organ of AU meeting once a year to elect a chairperson and determine the common policies of the union, consider requests for admission, monitor implementation of policies and decisions, appoint and terminate the judges of the court of Justice among other functions.(students to make additions) Decisions are either by consensus or by two-thirds majority vote. ***2. The Executive Council.***It is made up of Foreign Ministers or the authorities designated by the member states. Its core function is to co-ordinate union policies ion areas of common interest like foreign trade, ener gy, industry, water resources and environmental protection. Such functions can be delegated to specialized technical committees. ***3. The Commission/Secretariat***. Comprises a chairperson, deputy chairperson and eight commissioners and staff members. It deals with the administrative issues and implements decisions of the Union. ***4. The Permanent Representatives Committee***. It comprises the Ambassadors to the AU. Its main responsibility to prepare for the executive council and run the association daily. It seats permanently in Addis Ababa. ***5. Specialized committees and Agencies.***The AU also comprised specialized agencies and committees that handled the technical business of the organization. E.g the Committee on Rural Economy and Agricultural Matters, the Committee on Monetary and Financial Affairs, the Committee on Trade, Customs and Immigrations Matters, the Committee on Transport and Communication, the Committee on Education, Human Resource and Culture, the Committee on Health, Labour, and Social Affairs. ***6. The economic and social council.***It performs advisory functions ***7. Specialized technical committees.***E.g the Committee on Rural Economy and Agricultural matters, the Committee on Trade , Customs and Immigration Matters, The Committee on Industry, Science and Technology, the Committee on Transport, Communication and Tourism, the Committee on Health, Labour and Social Affairs, the Committee on Education, Culture and Human Resources. **They perform the following roles;** a) Prepare projects and programmes of the Union and submit them to the executive council. b) Ensure supervision, follow-up and evaluation of the implementation of decisions taken by the organs of the Union. c) Ensure co-ordination and harmonization of projects and programmes of the Union. d) Submit to the Executive council, their reports and recommendations on implementation of the African Unions Act. ***8. Other proposed structures though not yet in place are;*** ~ The peace and Security Council to comprise 15 members to monitor and intervene in conflicts. ~ The Pan-African Parliament responsible for ensuring civil society participation in AU matters. ~ The Court of Justice to deal with human rights abuses in Africa. ~ Financial Institutions like The African Central Bank, the African Monetary Fund and the African Investment Bank. **THE EAST AFRICAN COMMUNITY** Founded on 6th June 1967, it comprises Kenya Uganda and Tanzania. **Origin of the East African Community.** Its origin can be traced back to 1902- the efforts of the British and German colonial governments to establish a unified administration over the East African territories.For example, the East African Court of Appeal was established in 1902, The East African Postal Union in 1911, East African Customs Union in 1917, East African Currency Board in 1920 And East African High Commission in 1948.On 9th December 1961, the East African High Commission was replaced with the East African Common Services Organization with the headquarters in Nairobi.The treaty to establish the East African Community was signed on 6th June 1967. The organization came into force on 1st December 1967. **Objectives of the East African Community.** a) To maintain a common markets for the member states and promote balanced economic cooperation. b) To provide common services to the three member states especially in the areas of transport and communication. c) To promote political co-operation between the three countries and hence peace and security. d) To facilitate the movement of the people within the region to foster greater cooperation and understanding among them. e) To expand the market in a region where population and incomes are low. **Challenges that faced the East African Community up to 1977.** a) Suspicion over perceived dominance among members. Tanzania and Uganda accused Kenya of acquiring the lions share of benefits from the community. Kenyan industries for example were protected more by the common external tariffs. b) Personality differences. This was between individual leaders of the three countries, making it more difficult for them to hold meetings. c) Ideological differences. Each of the three countries pursued different economies. Kenya followed capitalism and Tanzania socialism. Uganda had a mixed economy. d) Political instability in Uganda. The coup dtat, which overthrew Milton Obote, undermined the unity that was desired for the organization. Nyerere for example refused to recognize Amin as the president of Uganda. e) National pride and interests. National interests were given more priority than the regional interests were. E.g Tanzania favoured railway transport while Kenya favoured road transport. f) Boundary closures .Tanzania closed its common border with Kenya in 1977, thereby halting the community activities. There was also boundary closure between Tanzania and Uganda during the war between the two in 1978. g) Financial constraints resulting from failure by member states to remit funds to meet the organizations needs. h) The use of different currencies by the three nations made transaction difficult. **The Rebirth of the East African Community-2001** **Reasons that led to the rebirth of the East African Community in 1996.** a) There was need to maintain a common market for the member states in order to promote balanced economic cooperation. b) There was increasing need to provide common services to the three Member states especially in the areas of transport and communication as well as research. c) There was a strong desire to promote political cooperation between the three countries in a world that was becoming a global village. d) There was need to facilitate free movement of people in the region. e) A greater lesson had been learnt following the great losses and costs incurred by the East African countries following the collapse of the Community in 1977. **Milestones in the Formation of the East African Community-2001.** a) The full East African cooperation was started on March 14, 1996, when the Secretariat of the Permanent Tripartite Commission was launched at the headquarters of EAC in Arusha, Tanzania. Ambassador Francis Muthaura was appointed the first secretary general. b) On 19th November 1996, the agreement for the establishment of the East African Business Council was signed in Nairobi. f) On 29th April 1997, the second summit of heads of state was held in Arusha. It launched the first East African Cooperation development strategy (1997 -2000). g) On 30th April 1998, the ninth meeting of the Permanent Tripartite Commission in Arusha launched the treaty for the establishment of the East African Community. h) On 24th November 1998, the first East African Ministerial meeting on the Lake Victoria hyacinth was held in Arusha. A regional strategy was developed for control of the lake hyacinth. i) On 22nd January 1999, the third summit met in Arusha and directed the Permanent Tripartite Commission to complete the treaty making process by 30th July 1999. j) The treaty establishing the East African Community-2001 was signed on 30th November 1999 in Arusha by the three heads of state. **The structure of the New East African Community.** In the november30, 1999 treaty, the following organs were established to coordinate the activities and the direction of the community. 1. The Summit of Heads of State. It had the responsibility of giving direction towards realization of the goals and objectives of the community. It was the communitys supreme organ, consisting of the three heads of state with the chair being rotational. 2. The Council of Ministers. The main decision making organ of the heads of governments of the member states. It comprised the designated ministers from member states. 3. The Coordinating Committee. Made up of permanent secretaries. It reports to the council of ministers. It coordinates the activities of the sectoral committees. 4. The Sectoral Committees. These are committees created by the council on recommendation of the respective coordinating committee. 5. The East African Legislative Assembly. It provides a democratic forum for debate. It is also a watchdog of the activities of the community. It is a 30 -member assembly whose members are drawn from the member state. 6. The Secretariat. Based in Arusha, it carried out the day-to-day administrative duties of the community. 7. The Court of justice of East Africa. This was the highest appellate court in the region. **Other autonomous institutions established by the Council include;** ~ The East African Development Bank (EADB). ~ Lake Victoria Fisheries Organization (LVFO) ~ Inter-University Council for East Africa (IUCEA) **Challenges that have faced the EAC-2001.** a) Suspicion still exists over perceived dominance of Kenya in the community affairs. b) Despite signing the treaty in 1999, Tanzania customs are still taxing Kenyan products. c) Increased cross-border smuggling. The freedom of movement within the region sometimes results in smuggling of illegal arms and spread of crime and insecurity. E.g. the smuggling of a vehicle belonging to Kenyas Chief of Staff, General Joseph Kibwana to Tanzania in 2004. d) Cattle rustling across the borders. This is common on the Kenya Uganda border with the Pokot and Karamojong attacking each other e) Arrest of Kenyan fishermen on Lake Victoria by either Tanzania or Ugandan policemen/navy accusing them of fishing in their waters. f) Membership to other regional bodies e.g. COMESA, SADDC. This complicates the work of the EAC. g) The recent wrangles between Kenya and Uganda over ownership of Migingo Island. Although this problem was resolved by Uganda conceding Kenyas ownership of the Island, it raised tension between the two countries. h) The use of different currencies by the three nations has made transaction difficult. i) Political squabbles in the individual countries slow down the progress of the community j) Individual national interests have slowed down the implementation of the activities of the community the deep-seated differences between the member states over the proposed taxes on imports from countries outside the region. **Achievements of the East African Community-2001.** a) It has boosted movement of citizens within the three member states of East Africa. An East African passport has been introduced. b) It has provided a forum for the East African Leaders to discuss issues harmoniously. c) It has facilitated the improvement and expansion of transport and communication networks between the three East African countries. d) Tariffs for industrial goods produced in East Africa have been reduced. e) Investment procedures have been eased to enable all citizens to invest more easily within the community. f) It has enhanced cooperation of the civil society leading to formation of the Law Society of East Africa and the Business Council of East Africa. g) The community has promoted trade among member states by encouraging citizensto conduct trade in all the countries. **THE ECONOMIC COMMUNITY OF WEST AFRICAN STATES.** **Formation of ECOWAS.** This is a regional group comprising of 15 West African countries.The treaty establishing ECOWAS was signed in Lagos, Nigeria on 28thmay 1975 by Gambia, Mali, Cape Verde, Burkina Faso, Niger, Benin, Togo, Cote dIvoire, Sierra Leone, Ghana, Senegal, Guinea Bissau, Nigeria and Guinea. **Objectives of ECOWAS.** a) To provide economic co-operation among West African states in specialized fields such as transport, communication, agriculture, trade industry etc. b) To liberalize trade between member states. c) To improve relations between the member states. d) To improve living standards of people in the member states. e) To create a customs union in the region. f) To promote industrial development among member states. g) To promote cultural interaction among the member states. **Organization of ECOWAS.** The following are organs that were established to coordinate the activities and the direction of ECOWAS. 1. The Authority of Heads of State and government. The authority meets once a year, with the chair being rotational. 2. The Council of Ministers. It comprises the designated ministers from member states. It meets twice a year. It manages the affairs of the community. 3. The Tribunal. Acting as the industrial court, it was established for settling disputes arising from the community. 4. The Executive Secretariat. Based in Lagos, Nigeria, it carries out the day-to-day administrative duties of the community. 5. Specialized commissions and Agencies. E.g the Committee on industry, natural resources and Agricultural Matters, the Committee on Trade, Customs and Immigrations Matters, the Committee on Transport and Communication, the Committee on Culture and Social Affairs. **Achievements of ECOWAS.** a) The defence Act adopted by ECOWAS in 1981 provided military support to any Member state attacked by outsiders. Their defence force known as ECOMOG was instrumental in quelling civil wars in Liberia and Sierra Leone. b) Economically, Member states benefit from ECOWAS. For example, Nigeria provides her oil to member states at a reduced price. c) The community has enabled regular meeting of the Heads of State to tackle problems facing the region. d) Socio-cultural exchanges within the West African region have promoted good relations among the people. e) Improvement has been realized in transport, trade, agriculture and communication. f) The organization has resolved political problems facing member states. g) ECOWAS has enabled citizens of member states to move freely from one country to another through waiver of visa requirements. h) There has been progress in education through the establishment of a Joint examination Syllabus for West African States. Challenges that ECOWAS has faced in its operation. a) Political instability in member states. Countries like Nigeria and Ghana have witnessed Military coups. Civil wars have been fought in Sierra Leone, Liberia and Ivory Coast. These have been a hindrance to cooperation. b) Nationalistic issues. Most member states give priority to their own domestic issues at the expense of the organization. c) Language barrier. Countries in West Africa inherited the languages of their former colonial masters. The problem in communication has hindered the efficient operation of the organization. d) Infrastructural problems. The state of roads, railway and communication linkages are poor. This has hampered economic progress of member states. e) Ideological differences. The leaders of the member states view each other with suspicion and mistrust due to differences in ideologies. f) Lack of uniform currency. Each country has its own currency. This creates a problem of rates of exchange thus hindering trade. g) Foreign interference. The presence of Israeli and French soldiers in Cote DIvoire was viewed suspiciously by guinea. h) Border closures. For example between Ghana and Togo and between Burkina Faso and Mali. **THE COMMON MARKETS FOR EASTERN AND SOUTHERN AFRICA** It is an economic organization comprising 19 states and which was established on 8th December 1994 to replace the Preferential Trade Area. **Aims and objectives of COMESA.** a) To attain sustainable growth and development of the member states by promoting a more balanced and harmonious development of its production and marketing. b) To promote cooperation in all fields of economic activity and joint adoption of macro-economic policies and programmes. c) To cooperate in the promotion of peace, security and stability among member states in order to enhance economic development in the region. d) To cooperate in the creation of an enabling environment for foreign, cross-border and domestic investment. e) To cooperate in strengthening the relations between the common market and the rest of the world. f) To contribute towards the establishment, progress and realization of the objectives of the African Economic Community. **Principles that govern the operation of COMESA.** a) Equality and interdependence of member states. b) Solidarity and collective self-reliance among member states. c) Inter-state cooperation, harmonization of policies and integration of programmes. d) Non-aggression. e) Recognition , promotion and protection of human and peoples rights in accordance with the provisions of the African Charter on human and peoples rights. f) Accountability, economic justice and popular participation in development. g) The recognition and observance of the rule of law. h) The promotion and sustenance of a democratic system of governance in each member state. i) The maintenance of regional peace and stability through the promotion and strengthening of good neighbourliness. j) The peaceful settlement of disputes among member states and active cooperation between neighbouring countries **Organization of COMESA.** COMESA is made up of the following organs; 1. The Authority of Heads of State and government. It is the supreme-policy making organ of COMESA. The authority meets once a year, but may hold an extra-ordinary meeting on request of any member of the authority. 2. The Council of Ministers. It comprises the designated ministers from member states. It meets once a year. It manages the affairs of the community. It monitors and ensures the proper functioning and development of COMESA. 3. The Court of Justice. It ensures proper interpretation and application of the provisions of the treaty. it was established for settling disputes arising from the community. E.g between Kenya and Egypt over export of cement in 2004 4. The committee of Governors of Central Banks. Governors of banks of member states form a committee to manage COMESA clearing house and ensure implementation of the monetary and financial co -operation programmes. 5. The Inter-Governmental Committee. A committee of permanent secretaries from member states which develops and manages programmes and action plans in all areas of cooperation except in the financial sector. 6. The Secretariat. Based in Lusaka, Zambia, it provides technical support and advisory services to the member states and coordinates the activities of COMESA. The current secretary general is Erastus Mwencha since 1997 7. The Technical Committees. E.g the Committee on natural resources and Environment, the Committee on Agricultural Matters, the Committee on Trade, Customs and Immigrations Matters, the Committee on Transport and Communication, the Committee on Labour, Culture and Social Affairs. 8. The consultative committee. This comprises the business community and other stakeholders. It provides a link between the business community and other COMESA stakeholders, monitors implementation of the necessary provisions of the treaty, consults and receives reports from other interested groups and Participates in the technical committees and makes recommendation. 9. Specialized independent institutions. The Eastern and Southern African Trade and Development Bank (PTA Bank) based in Nairobi, Kenya, the PTA reinsurance company, Nairobi, Kenya, The COMESA clearing house, Harare, Zimbabwe, COMESA association of Commercial Banks, Harare, Zimbabwe, COMESA leather institute, Addis Ababa, Ethiopia. **Achievements of COMESA.** a) It provides its members a wide, harmonized and more competitive market for internal and external trading. b) It provides member states with a rational way of exploiting natural resources for their welfare. c) COMESA has established harmonized monetary, banking and financial policies in the region. d) It has improved the administration of transport and communicat ion to ease movement of goods, services and people. e) It has ensured cooperation in the promotion of peace, security and stability among member states in order to enhance economic development in the region. f) COMESA has strengthened relations between the Common Market and the rest of the world while ensuring that the members adopt a common position in international fora. g) Through the Authority of Heads of State and Government, COMESA directs and controls the affairs of the common market. h) Customs cooperation has been achieved through a unified computerized customs network that operates across the region. The harmonization of macro-economic and monetary policies throughout the region has been achieved. i) It has provided room for greater industrial productivity and competitiveness due to its large market. j) It has encouraged member states to practice good governance, accountability and respect for human rights. Burundi and Rwanda were subjected to these demands before they were admitted to COMESA. k) It has contributed to employment of many people in the region. l) COMESA has promoted increased agricultural production and exploitation of natural resources. m) The organization has ensured a more efficient and reliable transport and communication infrastructure. **Challenges that face COMESA in its operations.** a) Membership to other bodies. Members of COMESA are also members of EAC and SADC. This leads to divided loyalty. b) Personality differences. For example, presidents Museveni of Uganda and El Bashir of Sudan were involved in disagreements in 2004 over rebel activities. c) Boundary conflicts. This has been witnessed between Ethiopia and Eritrea. d) Civil wars. Wars have been witnessed in DRC, Uganda, Sudan, Rwanda and Burundi. Such inevitable wars undermine the operations of the common markets. e) Constant quarrels among member states over trading rights. For example Kenya and Egypt quarreled over duty-free cement dumped in Kenya by Egypt, on which Kenya wanted to charge duty. f) Poor transport between member states. This hampers movement of goods in the region. g) Pulling out of Tanzania and Namibia. The two founder members have opted for the South African Development Cooperation (SADC). This has undermined COMESA. h) Some members undermine their neighbours. For example Uganda and Rwanda have been accused of participating in the civil wars in the DRC. **Reasons why Africa has been unable to achieve full economic integration.** a) The problem of poor transport and communication has impeded flow of trade. This has affected all previous and existing economic groupings. b) There is uneven distribution of resources in Africa. Some countries are endowed with strategic natural resources like oil and fertile soils while others are impoverished with no resources. This hinders integration. c) All member states of economic co-operations suffer from budgetary deficit and balance of payment problems. They therefore lack adequate foreign exchange required for international trade. d) There is constant political interference by unenlightened leaders e) There has been rivalry among member states of trading co-operations. f) Africa has had a poor share from world trade as prices on world market are dictated by industrialized countries. g) The advent of multi-partism after the end of the cold war and the subsequent introduction of Structural Adjustment Programmes has crippled the performance of economic integration in Africa. h) Inability of member states to interfere in the internal affairs of other states even where there is need. i) Failure by member states to contribute fully to the organizations. j) The colonial legacy. Many member states still depend heavily on the West for manufactured goods, machinery, technology, donations and ideas. **NATIONAL PHILOSPHIES (KENYA)** **AFRICAN SOCIALISM** **Meaning and origin of African Socialism.** The Sessional paper No.10 of 1965 defines African socialism as an African political, economic system that is positively African, and capable of incorporating useful and compatible techniques from whatever source. African socialism was born out of the desire by our leaders to create a new society, different from the colonial society and which embraced equity devoid of racism, oppression and other social injustices. Main features that characterized African socialism in Kenya. a) Political Democracy where all people are politically free and equal b) Various forms of ownership of wealth. E.g. free enterprise allowing private ownership of property, nationalization policy for key industries, partnership with private sector c) Mutual social responsibility. That the spirit of service and not greed for personal gain motivate Kenyans. d) A range of control to ensure that property is used in mutual interests of society and its members. e) Progressive taxation to ensure an equitable distribution of wealth and income. f) Diffusion of ownership to avoid concentration of economic power on a few people in the society. **Achievements of African socialism as a National Philosophy.** a) It has led to promotion of democratic process in governance. Multi-partism has been established in Kenya due to African socialism policies. Kenya has also witnessed the growth of the civil society. b) Since the philosophy is built on African traditions, it has promoted African cultures Kenya pursued African values consistent with her traditions. c) The philosophy has promoted national unity and coexistence among Kenyan communities. d) There has been a greater effort to achieve fairness and justice through progressive taxation and a range of other controls. The government has tried to achieve fair distribution of resources through the activities of the District Focus for Rural Development. e) The philosophy led to establishment of cooperative societies in Kenya. This has promoted social and economic development in Kenya. f) African socialism has promoted agricultural development through the land tenure system that was undertaken to ensure settlement of the landless in settlement schemes like Bura. g) Social development in education and health has been achieved. Discrimination in schools, hospitals and residential areas stopped. Uniform systems were adopted. h) The philosophy gave Africans the right to participate in their economy. This was through the policy of Africanization in which industrial enterprises hitherto owned by Asians and Europeans, changed ownership. i) African socialism has encouraged rapid development in Kenya. The policy of mutual social responsibility through self-help promotes a sense of patriotism and service to the nation as Kenyans work together to build the nation. **Problems that faced African socialism.** a) Progressive taxation has put an additional burden of taxation on the poor thus discouraging development. b) Political interference in public projects and wrangles among leaders retards development. c) The spirit of unity and co-operation and self-help has been discouraged by misappropriation of funds. d) Corruption leads to negative attitude from people towards contributing to national development. **HARAMBEE PHILOSOPHY** Meaning and origin of Harambee philosophy. Harambee is a Kiswahili slogan, which means pulling together or working together. It was a development strategy in which, people supplemented government efforts through voluntary contribution.Mzee Jomo Kenyatta made it a national Motto in 1963 when he aptly advanced it as unity in all causes of national integrity and human progress. The Harambee spirit embodies ideals of assistance, joint effort, mutual social responsibility and community self-reliance. **Harambee projects are categorized as;** 1. Social Projects. Educational institutions and facilities, medical centres, recreational facilities and religious institutions. 2. Economic projects. Construction of rural access roads, bridges and culverts, agricultural and livestock activities. **Principles that guide the Harambee spirit.** a) It is a development strategy that is aimed at mobilizing the people at local level to participate in their development b) Participation is guided by the principles of collective good as opposed to individual gain. Harambee efforts should be directed towards community projects rather than individual projects. c) The choice of project is supposed to be guided by the felt needs of the majority. Participants should be involved in decision making. d) In the implementation of projects, there should be maximum utilization of the local resources such as labour, materials and money. **Contribution of Harambee movement to the development of Kenya.** a) Harambee movement has led to development of education in Kenya through Harambee fundraising to construct schools and colleges. b) Funds have been collected through Harambee to improve infrastructural facilities such as roads, rural electrification and provision of water. c) Collective participation in development programmes by people from different groups has promoted national unity. d) It has helped inculcate hard work in the people of Kenya. This has in turn encouraged various ethnic groups to develop their respective areas. e) Harambee projects especially in rural areas have attracted foreign donors especially the NGOS f) Has led to re-distribution of resources as people with more funds have participated in the development projects in the less developed areas. g) Funds have been raised through Harambee to help the less fortunate members of the society. For example, President Moi 8th April 1989 held a Mammoth Rally where KSH 70Million was raised to help the disabled. h) Harambee movement has promoted agricultural development e.g., through construction of cattle dips and purchase of farms through Harambee. i) Funds raised through Harambee have been used to purchase buses and Matatus to provide transport. Ways in which the Harambee philosophy has promoted the development of education in Kenya. a) Many education institutions have been constructed using funds raised through Harambee effort. Thus enabling many children to attend school. b) Many students have been assisted to pay school fees/thus it enables the needy to go on learning. c) Physical facilities have been constructed/improved through Harambee. This enables learning in a conducive environment. d) Teaching/learning materials have been purchased/ donated to schools to improve the quality of education. e) Additional staff/workers in schools have been paid through Harambee contributions by the parents to offset inadequacy. f) Through Harambee spirit, well-wishers, thus helping the learners to exploit their talents, have supported co-curricular activities. g) Scholl furniture has been bought through Harambee effort thus making learning /teaching comfortable. h) Parents have contributed funds to supplement the governments school feeding programmes thus improving enrolment. **problems that face Harambee movement in Kenya.** a) Misuse of Harambee funds/diverting its use and lack of commitment by leaders. b) It puts an additional burden of taxation on the poor. c) Embezzlement of public funds. d) Political interference and wrangles among leaders. e) The spirit of unity and co-operation and self-help may be killed by misappropriation of funds. f) Poor co-ordination and supervision of Harambee projects. g) Use of force or extortion of Harambee funds from the people/dictatorial tendencies. h) Corruption and negative attitude from people. i) Use of Harambee for political gains. **NYAYOISM**. **Meaning and origin of Nyayoism.** Nyayoism originally meant footsteps i.e. following the footsteps of Mzee Jomo Kenyatta. This was a phrase coined by the former president of Kenya Daniel Arap Moi, in reference to his Endeavour to follow the foot steps of his predecessor.Today, Nyayoism means peace, love and unity that form the pillars of the development philosophy.It stresses the concept of being mindful of other peoples welfare.It is closely related to the principal of mutual social responsibility as embodied in African socialism. **Sources of Nyayoism.** 1) Sessional Paper No. 10 of 1965 that articulated African socialism, which is based on collective responsibility and on being mindful of other peoples welfare. 2) The Biblical teaching of the Ten Commandments, summarized as Love for God, fellow man and oneself. 3) Mois long political career inspired him to develop the philosophy when he realized that national building required love. **Pillars of Nyayoism** ***1) Peace***: - the state of being free from war and disorder. Peace is the beginning of sustainable and cumulative progress. Peace promotes development. According to Nyayoism, peace discourages political stability. ***2) Love:***- Love brings about trust and readiness to cooperate by working together tofoster national development. Lack of love disturbs peace, creates disorder and destroys progress. Love encourages the African culture of sharing through the extended family (communalism). ***3) Unity***: - the state of being one, being in harmony or in agreement in objectives and feelings. The diversity of Kenyas culture, religion, races and language requires that there must be unity for nation-building. **Role played by Nyayoism in national development.** a) The philosophy formed the basis for solving national development problems. The philosophy perpetuated the Harambee spirit. b) The philosophy helped in unifying different communities. The philosophy enhanced cooperation and unity of all. c) Nyayoism was used as the rallying spirit for the collective contribution and approach to national development. d) Nyayoism discouraged societal evils since it preached love, unity and peace. Corruption was discouraged through the philosophy. e) It discouraged all forms of discrimination based on religion, tribe, race, and social status. f) The philosophy created respect for public property and functions. g) It enabled the creation of a welfare state since everyone became mindful of others welfare. h) It created a sense of nationalism and patriotism necessary for national development. **Impact of National Philosophies** **Social Impact of National Philosophies.** a) Education has been promoted through philosophies like the Harambee that have assisted in construction of schools, laboratories and libraries. b) Medical services have been improved c) Cooperation, understanding and unity have been encouraged since the philosophies emphasized togetherness for nation-building. d) The philosophies have promoted the spiritual and social welfare of people by raising their living standards. African socialism encourages people to assist others are share with others. e) Through the Harambee spirit, the plight of persons with disabilities and other disadvantaged groups has been looked into. f) The philosophies have promoted African cultures, since they are drawn from African traditions. **Economic impacts.** a) Self-reliance and The Africanization process through which the people of Kenya were able to take over from foreigners was made possible by the philosophies. b) Due to the policy of pooling together resources and the spirit of cooperation derived from African socialism, cooperative societies have been formed in agriculture and other sectors, thus contributing to the countrys development. c) Transport and communication has been improved through African socialism and Harambee spirit. Rural access roads have been constructed; Nyayo buses were bought though the scheme failed due to mismanagement. d) The agricultural sector has been boosted by the philosophies. Kenyans are encouraged to work hard to increase food production. e) The pillars of Nyayoism have created a conducive atmosphere for growth of tourism and foreign investment in the country. **Political impacts.** a) The philosophies have promoted nationalism and patriotism in the country. b) African socialism has encouraged the democratization process as it champions for political equality. c) It has promoted international cooperation and understanding **SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENTS AND** **CHALLENGES IN KENYA SINCE INDEPENDENCE POLITICAL** **DEVELOPMENT AND CHALLENGES** It must be noted that Kenya inherited a number of political problems from the colonial government. For example; a) Lack of African technocrats who could give political direction to the country. b) Suspicion and jealousy between different communities due to the divide-andrule tactic employed by the colonial administration for many years. c) An illiterate population, ignorant of its political obligations **Political developments in Kenya between 1963 and 1991** On 12th December 1963, Kenya became independent under KANU led by Jomo Kenyatta.In 1964, there was voluntary disbanding of KADU and APP making Kenya a de facto one party state. There was abolition of Federal Constitution in favour of a Unitary or Republican Constitution. The post of an executive president was created to replace the post of Prime Minister.In 1966, the Limuru conference presided over replacement of the Vice -President of KANU With seven Provincial Vice Presidents and one for Nairobi Area. On 14th April 1966, Oginga Odinga resigned from KANU and Government and formed Kenya Peoples Union (KPU) where Bildad Kaggia, Achieng Oneko and Tom Odongo joined him.In 1966, the bicameral legislature (the senate and the House of Representatives) was disbanded. A single chamber parliament was established. In 1966, Joseph Murumbi was appointed the countrys vice-president to replace Oginga. He resigned in 1967to pave way for Mois appointment.1969 witnessed the political assassination of the flamboyant Tom Mboya in the hands of one, Nahashon Njenga on 5th July on Nairobis Moi Avenue.1n 1969, KPU was banned following riots in Kisumu. In 1975, Josiah Mwangi Kariuki. MP for Kinangop was found brutally murdered in Ngong Forest.In October 1975 martin Shikuku and the deputy speaker, Jean Marie Seroney, were arrested and detained for making claims in the house that KANU and parliament were dead. In 1976, Chelagat Mutai, MP for Eldoret North was arrested and jailed for 2 years for inciting his constituents to violence. In 1977, George Anyona, MP for Kitutu was also arrested after he accused the government of corruption.In 1976, the change the constitution campaign was began by Kihika Kimani, Dr. Njoroge Mungai, Jackson Angaine, Paul Ngei and Njenga Karume with the objective of making sure that the then vice president, Daniel Arap Moi would not succeeded the president.On 22nd august 1978, Jomo Kenyatta died and Moi assumed presidency for 90 days and was finally elected as second president of Kenya.In July 1980, Moi banned all tribal organizations, the Kenya Civil Servants Union and the Nairobi University Staff Union. In June 1982, after an attempt by Anyona to form a political party, section 2A was introduced in the Kenyan constitution makin g it a de jure one party state.On 2nd august 982, Kenya experienced a coup detat by some air force servicemen. Charles Njonjo, the Constitutional Affairs Minister was accused of masterminding the coup. In 1988, KANU introduced the infamous Queue voting method (mlolongo) that was open to abuse.In February 1990, Dr, Robert Ouko, minister of foreign affairs and international cooperation was murdered. The better part of 1991 witnessed a series of tribal clashes involving Kalenjin and Kikuyu, Kalenjin and Luhyia and Luos. **Kenyas political developments from 1991 up to 2011.** In December 1991, a parliamentary act repealed the one-party system provisions of the constitution and effectively established a multiparty system. The first political party to be formed under the repealed act was Forum for the Restoration of Democracy (FORD) In august 1992, one of the leaders of FORD Masind e Muliro died mysteriously. The first multiparty elections were held in 1992 in December.KANU won against a disjointed opposition.In 1994, the official leader of the opposition and MP of Bondo, Jaramogi Oginga Odinga died.After 1997 elections, the Inter-Parliamentary Parties Group ((IPPG) passed the reforms that marked the genesis of the constitutional review process.In 2002, several opposition parties formed a coalition that overwhelmingly defeated KANU in the general elections. In January 2003, the National Rainbow Coalition formed the new government with Mwai Kibaki as the president.In august 2003, Wamalwa Kijana, the vice president of the coalition government died after a short illness. Mood Awori was appointed the next Vice president.In 2005, a new political movement, the Orange Democratic Movement (ODM) was formed as a campaign tool against the proposed new constitution. Raila Odinga was its leader.The general Elections of 2007 resulted in a political crisis that provoked an unprecedented wave of political violence and killing across Kenya.On 28th February 2008 the former UN Secretary-General Kofi Annan succeeded in brokering a power sharing deal between the incumbent President, Mwai Kibaki, and the opposition leader, Raila Odinga thus bringing to end the political violence. On April 17, 2008, Raila Odinga, from Orange Democratic Movement, was sworn as Prime Minister of Kenya, after more than forty years of the abolition of office.On 28th august 2010 Kenya promulgated a new constitution thus making it the first independent African state to depart from the independence constitution.In 2011, the International Criminal Court seating at the Hague, begun criminal proceedings against Uhuru Kenyatta, William Ruto, former police Commissioner Hussein Ali, Henry Kosgei, the head of public service Francis Muthaura and a journalist Joshua Arap Sang over their involvement in the 2008 post-Election Violence.In June 2011, Dr. Willy Mutunga became the first Kenyas Chief Justice and Nancy Makokha Barasa, his deputy under the new constitution.The Electoral Commission of Kenya (ECK) was also replaced with the Independent Elections and Boundaries Commission (IEBC). The constitutional changes in Kenya in the period between 1963 and 1991.The first meeting in Lancaster in 1960 resulted in an interim constitution that failed to grant any substantial autonomy to Kenya. The second Lancaster conference in 1962 negotiated a framework for self government. The third and final conference in 1963 resulted in the drafting and adoption of Kenya's first independent Constitution by the British Parliament. The 1963 constitution marked the end of colonial rule and transformed the colony into a dominion.It established a parliamentary system with executive powers vested in a cabinet headed by a Prime Minister.The Constitution was changed in 1964 and Kenya became a republic and the executive becamepresidential. The senate and regions were also abolished.In 1966, the voting majority to change the Constitution was lowered to two -thirds of the MPs. The term region was replaced with province.In 1966, a constitutional amendment abolished the Bicameral Legislature and replaced it with a Unicameral Legislature, chosen directly by the electorate.On 28th April 1966, an amendment was passed to compel MPs who defected from sponsoring party, to resign from parliament and seek re-election.In May 1966, the Public Security Act was passed empowering the president to detain a citizen without trial on grounds of being a threat to state security.In 1968, the president was empowered to alter provincial and district boundaries.In 1968, the procedure for presidential elections and succession in the event of his death was laid down. The age qualification for presidential candidates was also lowered to 35 from 40 years.In 1974, an amendment of the constitution empowered the president to pardon any election offender at his own discretion. This was done to favour Paul Ngei. In 1975, Kiswahili was declared the national language of the national assembl y.In 1977, the Kenya court of appeal was established after the breakup of the East African Community. Voting age was lowered from 21 to 18. In 1979, both Kiswahili and English were declared languages of the national assembly.In 1982, Kenya became a de jure one party state. KANU became the only lawful party in Kenya.In 1987, the security of tenure of the Attorney General, Chief Secretary, The Comptroller and AuditorGeneral was removed. Office of chief secretary was abolished.In 1988, the security of tenure of Puisine Judges and Chairman of Public Service Commission was removed.A parliamentary act in December 1991 repealed the one-party system provisions of the constitution and effectively established a multiparty system. Multiparty elections were held the following year in December. **Steps towards realization of a new constitution in Kenya since 1997**<br><br> In 1997, Parliament passed the Constitution of Kenya Review Act that set the <br><br>pace for comprehensive constitutional reforms. The Constitution of Kenya Review Commission (CKRC) was established to provide civic education, seek public input and prepare a  constitution). In 2005, after many years of struggle, the  constitution was ultimately rejected by Kenyans at the constitutional referendum because of disagreements amongst various stakeholders. <br><br> 28 February 2008The National Accord and Reconciliation Act (NARA) signed by <br><br>President Kibaki and Prime Minister Raila Odinga put in place arrangement for a new process to finalize the long awaited constitution of Kenya <br><br> In 2008 the Constitution of Kenya Review Act 2008 was passed and a Committee of Experts (CoE) was established as the main technical constitutional review organ to drive the process. The CoE was chaired by Nzamba Kitonga, the deputy chair was Ms Atsango Chesoni, other members were Ms Njoki Ndung'u, Mr Otiende Amolo,Mr Abdirashid Hussein Mr Bobby Mkangi Professor Christina Murray (South Africa) Dr Chaloka Beyani (Zambia) and Dr Frederick Ssempebwav (Uganda. <br><br> 23 February 2009 Members of the CoE were appointed by the President were <br><br>later on sworn in <br><br> On 17 November 2009 CoE released the  to the public and invited views and comments on the  constitution, <br><br> By 23rd February 2010. CoE had submitted the final  of constitution to the <br><br>Parliamentary Select Committee. <br><br> On 4th august 2010 Kenya held a Constitutional Referendum where the new <br><br>constitution was overwhelmingly endorsed. <br><br> On 28th august 2010, the new constitution was promulgated and became operational making Kenya the first independent African state to depart from the independence constitution. **MULTI-PARTY DEMOCRACY IN KENYA SINCE 1991.** **Factors that led to the development of multi-party democracy in Kenya after 1991** a) International pressure from multilateral and bilateral donors. The western donors took advantage of the collapse of the Soviet Union to set the stringiest conditionalties for aid on the government, for democratic reforms. b) Disunity in KANU. There was pressure from individuals who had been expelled from KANU without political alternatives. c) Existence of people who were ready to push democratic agenda ahead. This included the civil society, the lawyers and intellectuals. E.g the Law Society of Kenya led by Paul Muite and Gitobu Imanyara put pressure on the government for reforms. d) Success of multi-party in other African countries. In Zambia for example, Chilubas Movement for Multiparty Democracy defeated Kaundas United National Independence Party. e) Pressure from the church. Several church leaders, among them Alexander Muge, Bishop Henry Okullu and Rev. Timothy Njoya called upon the government to create an en environment in which Kenyans could participate in governance. f) Massive rigging of the elections. The most notorious of all was the 1988 general elections, which were marred with widespread rigging. g) The developments in Eastern Europe. Due to Gorbachevs liberal reforms, one party dictatorship in Eastern Europe was replaced by regimes that were more liberal. h) Rampant corruption in particular, embezzlement and misappropriation of public funds and grabbing of public assets. Those who criticized were punished through detention, arbitrary arrests and other forms of intimidation. i) Repeal of section 2A of the constitution in December 1991 Role played by political parties in government and national building in Kenya. a) The party that gunners majority of seats and votes forms the government either alone or in coalition with other parties. b) Political parties influence government affairs and development through participation in legislation process. c) Political parties through the elected members of parliament decide on national development policies and development projects. d) Political parties provide exemplary leadership founded on freedom , justice, fair play and African socialism. e) Opposition parties provide a system of scrutinizing government expenditure through public accounts committee and public investment committee. f) Opposition parties make the government more accountable to the people through constant criticism. g) Opposition parties provide checks and balances to abuse and misuse of powers and privileges by those in the government. **Challenges of multi-party democracy in Kenya.** a) Since many politicians and senior government officials were not ready for Multipartism, they often incited their supporters to kick out opposition supporters from certain regions. This has been common in the Rift Valley region. b) The executive arm and the ruling party have many a times misused the members of the civil service to frustrate the opposition. In case of flawed elections, the provincial administration has always been used in rigging. c) Many of the parties formed failed to attain a national outlook. They mainly were tribal based. d) The multi party democracy has been hampered with defection of greedy politicians who become preys to bribes. This has weakened some parties. e) The former KANU for a long time retained control of the government machinery,,(the police force, the radio and television.) these were utilized for the advantage of KANU for al long time. f) There has been a problem of lack of funding from the government. Most of the political parties have been unable to sustain competition for political power due to inadequate funds. g) Interference by the international community in the running of the country. Some members of the diplomatic community openly side with certain political parties. h) Many political parties have been embroiled in wrangles. For example the Orange Democratic Movement has been bedevilled with a number of desertions due to wrangles between Ruto and his supporters and Raila Odinga. Ford Kenya has split into New Ford Kenya and Ford Kenya due to wrangles between Eugene Wamalwa and Moses Wetangula. **Identify the disadvantages of multiparty system.** a) Multipartism tends to divide the people on tribal, regional and sectarian line. b) It tends to sharpen the struggle for personality and group dominance rather than policy implementation. c) Multipartism is a foreign system, which does not conform to the aspirations of independent Africa. d) It encourages the politics of destabilization. e) Political statements deadlocks on debates and tensions become too common. f) Decisions take too long to be made and implemented. g) Encourages use of violence in a state since opposition party members will be regarded as traitors by the government. The government will be regarded as oppressors by the opposition. **ECONOMIC DEVELOPMENTS AND CHALLENGES** **Economic challenges that have faced Kenya since independence.** a) Stagnation of investment in the first years of independence due to massive transfer of capita from the country by the white settlers. The government faced the challenge of cultivating investor confidence. b) The problem of landlessness among many Africans whose arable land had been alienated. There was an urgent need for redistribution. c) Serious economic disparity in the country with the former white highlands having adequate provision of water, electricity and roads while the rest lacked enough of the same. d) Overpopulation in urban areas as result of rural-urban migration, putting facilities under pressure and creating unemployment. e) Problem of control of economy by the Europeans prior to independence and after independence. E.g. farm ownership and key industries. f) Lack of qualified manpower to run the technical sectors of the economy. These were issues that were addressed by session paper number 10 of 1965. **Types of landholding in Kenya.** Land tenure refers to the terms and conditions under which land is acquired, used or transferred At independence the type of landholding in Kenya was mainly communal, where land belonged to the whole community. Access to land was open every member of a social group. Community elders, clan heads or kings were empowered to control and give advice on land use.Land alienation during the colonial period transformed land into a commodity th at could be disinherited from an individual.***Such colonial land policies*** ***leading to alienation of African land resulted in the following;*** a) Widespread landlessness as Africans lost ancestral lands. b) Reduction in land available to Africans leading to land pressure as population increased. c) Deterioration of the quality of land due to fragmentation. d) Overstocking because of limited land, leading to soil erosion. e) Displacement of pastoral and agricultural communities, leading to problems such as famine and livestock diseases. f) Disintegration of social and cultural institutions in the reserves due to ethnic boundaries being fixed, thus separating African communities. The Mau Mau wars which were a consequent of the bitterness arising from land alienation resulted in a number of land reforms under the Swynnerton Plan of 1954. The plan put in place a programmee for land consolidation, adjudication and registration. This was whet the Kenya government inherited at independence. Land Adjudication: - verification of individual or group rights to land within a given area. Land consolidation: - merging of fragmented land into single economic units. Land registration: - recording of rights to land and the consequent issuance of a title deed.The post-colonial land holding system in Kenya.The land tenure system in Kenya after independence was categorized as private or modern, communal or customary, public or state and open accessPrivate land; comprised of 6% of the total land areaGovernment- owned; former crown land, comprised 20% of the land area. It included the national parks, government or public forests, alienated (land acquired from customary land owners by government for own use or private development) and unlalienated land (land that has not been leased or allocated by the government).Trust land comprised 64% of the total land area as at 1990. This comprised the former native areas and was awaiting small holder registration to transform it into private tenure system.Land ownership in Kenya has been a source of bitter conflict as manifested in the post election violence after the 2007 elections. The historical injustices in Kenya have always been related to land. In 2010, land ownership in Kenya was classified as follows under the new constitution. a) Public land b) Community land c) Private land a) Public land Public land is the land held by the central or local government. It consists of; ~ Land not set aside for any purpose (unlalienated land). ~ Land set aside for public utility use or land that is occupied by the State organ as lessee. ~ land transferred to the State by way of sale, reversion or surrender; ~ Land to which no individual or community ownership is traceable. ~ Land which no heir can be identified. ~ All minerals and mineral ores. ~ government forests, game reserves, water catchment areas, national parks, government animal sanctuaries, and specially protected areas; ~ All roads and thoroughfares. ~ All rivers, lakes and other water bodies. ~ The territorial sea, the exclusive economic zone and the sea bed. ~ The continental shelf. ~ All land between the high and low water marks. ~ Any other land declared to be public land by an Act of Parliament. **Community land** Community land is land which is implied as owned by a group of people on the basis of customary norms, not through formal registration. It consists of: ~ Land registered in the name of group representatives. ~ Land transferred to a specific community through a legal process. ~ Any other land declared to be community land by an Act of Parliament. ~ land that is held, managed or used by specific communities as community forests, grazing areas or shrines; ~ Ancestral lands and lands traditionally occupied by hunter gatherer communities; ~ Land held as trust land by the county governments, but not including any public land held in trust by the county government. **Private land** Private land is land (and houses and buildings) held under registered entitlement (freehold or leasehold). It consists of: ~ Registered land held by any person under freehold tenure. ~ Land held by any person under leasehold tenure. ~ Any other land declared private land under an Act of Parliament. Note: ~ Landholding by non-citizens is allowed only through lease for a period not exceeding ninety-nine years. ~ A corporate body, for the purpose of land ownership can only be recognized as a citizen if it is wholly owned by one or more citizens. ~ Property held in trust will only be recognized as being held by a citizen if all the beneficial interest of the trust is held by the persons who are citizens. **Land policies since independence.** **Two type of programme that characterized land reforms exercise that commenced** **in 1963 in Kenya were;** 1) Transfer of land from European large scale farmers to Africans. 2) Land consolidation and registration in which the government purchased several farms from the Europeans and sub-divided them among African holders. **In the former European farms, the government established settlement schemes as** **follows;** 1) The Million Acre Scheme which was began in 1963 and involved settling African families on 13.5 hectares each. 2) The Harambee Scheme started in 1969, involved settling families on 16.25 hectares each. 3) The Haraka Scheme where squatters were settled in small plots of land in Central, Coast, Eastern and Rift Valley Provinces. 4) Shirika Scheme started in 1971 to settle the landless and unemployed on the former European lands. Under this scheme, the individual farmers would own a small plot each while the rest of the farm would be managed by a cooperative. This scheme did not succeed since people wished to have their own pieces of land.However, these schemes failed to adequately solve the problems of landlessness in the country. A few politically- connected people acquired large tracts of land, most of which remained underutilized. Some of the schemes are located in areas of harsh climatic conditions and are unviable without irrigation.Several commissions have addressed land issues in Kenya. For example, in 2001, President Moi appointed the Njonjo Commission to investigate the main problems of land ownership and distribution in Kenya. In 2003, the NARC government set up the Ndungu Commission on land. Its Recommendations are yet to be implemented.By 1983, 29 districts in Kenya had benefitted from Land adjudication and registration, a process which began in the 1950s in Central Kenya then spread to other parts of the country after 1963. **Benefits of the land reforms in Kenya.** a) Farmers could use their land title deeds to get loans from banks in order to expand farming on their land. b) Land titles enabled people to purchase land with confidence. No one would alienate them from their land. c) The reforms enabled thousands of landless people to own land. d) Dairy and cash crop production increased. **Land ownership by non-citizens.** A non-citizen can only own land in the country on the basis of leasehold tenure not exceeding 99 years. **Principles that govern utilization of land in Kenya.** a) Equitable access to land. All members of the society must have equal access to land since it is an important resource. b) Transparent and cost effective administration of land. State institutions should be given powers and responsibilities of ensuring transparent and accountable administration of land. c) Elimination of gender discrimination. in line with protection of human rights, for all, discrimination against women on issues of land ownership and access to land need be eliminated. d) Sustainable and productive management of land resources. Since land is an economic resource, it should be managed well to ensure maximum productivity. e) Sound conservation and protection of ecologically sensitive areas. Conservation measures like prohibiting settlement and agricultural activities in water catchment areas and zoning of forest lands to protect them from further degradation. f) Encouragement of communities to settle land disputes. This should happen as long as they are consistent with the constitution. Ways in which the Kenya government has solved land related problems since independence. a) The problems related to Communal Land ownership have been solved through land demarcation and adjudication by the government. This saw the conversion from traditional system of land ownership to modern freeload tenure. b) Landlessness was solved through creation of resettlement schemes. Large-scale farms and former European farms were divided into smaller ones and given to the landless. E.g Mwea Tebere, Bura, Shirika etc. c) The government has put marginal lands to more productive use through establishment of irrigation schemes and drainage schemes. d) The government removed restriction of movements from the reserves that were created by the colonial government. This decongested the reserves and gave chance to arable farming. e) At independence, the t government embarked on land consolidation policy through which scattered plots were put into one holding. f) The government also embarked on land reclamation measure to bring previously unused land to productive use. g) The Government has established the National Land Commission which manages public land **The National Land Commission.** **Functions of the National Land Commission.** a) It manages public land on behalf of the national and county governments. b) It advises the national government on a comprehensive programme for land registration throughout the country. c) It investigates present and past historical injustices, as a result of a complaint or on its on initiative, and recommends appropriate action. d) It has a duty to encourage the use of traditional methods of dispute resolution in land conflicts. e) It recommends the national land policy to the national government. f) It assesses tax on land and premiums on immovable property in any area designated by law. g) It monitors land use planning throughout the country. **Development in agriculture since independence.** After independence, the government encouraged small scale farming of coffee and tea as opposed to large scale farming that existed during the colonial period. The Agricultural development corporation (ADC) was set up to manage large scale farms that were established by the government in western, Rift Valley and Coast provinces. Such farms specialize in production of seeds to be used by farmers for planting. They also specialize in production of high quality dairy and beef cattle in Kenya.The government also established the Kenya Agricultural Research Institute (KARI) in Muguga near Kikuyu to assist in identifying good crop breeds for different types of soils. Irrigation Schemes were expanded in the marginal areas. For example. Mea (central), Bura (coast), Ahero (Nyanza) and Perkerra (central).The government created development authorities to effectively manage water catchment areas. For example, TARDA, KVDA and LBDA. **Challenges facing Kenyas agricultural sector.** a) The 1984 drought and famine in various parts of the country occasioning supply of relief food to the affected regions. b) Rapid increase in population which is not at pace with the rate of increase in agricultural production. c) From the late 1970s, the world market prices of agricultural commodities fell drastically yet the inputs remained expensive. d) Corruption and mismanagement of the cooperatives leading to meager earnings for key cash crops in Kenya. e) Grabbing of research land by corrupt government officials has affected the operations of the research institutes. f) The problem of poor infrastructure in the country sometimes discourages farmers especially during the rainy season. g) Ethnic clashes in Molo in 1991-1992, Likoni in 1997 and Mahi Mahiu in 2005 plus the post election violence in 2008 discouraged farmers from intense farming due to insecurity. h) Poor technology hassled to low yields. People in Kenya still rely on natural rains for agriculture instead of using irrigation. Others use primitive traditional tools in cultivation. i) The problem of pests that destroy the farm yields before reaching the factory. j) Competition from COMESA member states and from the more industrialized powers such as the European Union and USA often frustrate Kenyan farmers. **Industrial developments in Kenya since independence.** Kenyas industrial sector was shaped by the long period of colonization. At independence, industry was characterized by dominance of foreign capital and dominance of the agricultural sector. **Factors that facilitated industrial development in Kenya since the colonial era.** a) The existence of raw materials, such as trona (soda ash) at lake Magadi, fluorspar at Kerio Valley and lime in several parts of the country. b) Existence of fish resource from numerous water bodies has promoted the fishprocessing industry. c) Existence of expansive forests which provide timber needed in the furniture industry. d) The rich scenary, e.g Mt. Kenya, Mt. Elgon, the Aberdares and rich wildlife have promoted the tourism industry. e) Kenyas rivers have enough water for production of HEP. f) Increase in population since the colonial period ensured supply of labour and the market required for industries to flourish. g) The transport and communication infrastructure have provided the necessary link between the material producing zones , industries and markets.. h) Existence of rich agricultural lands producing raw materials such as coffee, tea, sugarcane, sisal and fruits **Measures taken by the Kenyan government to promote industrial development since** **independence.** a) The government engaged on decentralization programmes to spur development in new areas. Industries were established in rural areas. b) The government has embarked on the programmes of funding new markets for industrial products. c) Infrastructure was improved through establishment of more roads, railways and improvement of water transport, to-transport raw materials labour and goods. d) Power concerns were addressed through construction of the Seven Forks Dam to supplement power from neighboring Uganda. e) Favourable government policies have been put in place to attract investors. f) The government has put in place measures to reduce imports in order to protect local infant industries. E.g discriminative tariffs were introduced. g) The government encouraged and assisted in giving capital for industrial development through development of the co-operative movement, funding through Industrial and Commercial Development Corporation(ICDC) , the Development Finance Company of Kenya.(DFCK) and the Industrial Development Bank. h) The government has ensured political stability in the country, which is an important factor in industrial development. **Factors that have hindered industrial development in Kenya.** a) The problem of multi nationals whose interests do not favour Kenyas progress. Multi-national co-operation repatriate capital to their own home countries b) There is shortage of strategic raw materials e.g. petroleum, diamond. Cotton for textile industries. Many industrial companies use imported raw materials. c) Foreigners, who pass policies not friendly to the country, hold managerial positions in industries. d) Mismanagement of major industries and lack of transparency I parastatals. e) Over concentration of industries in few areas leading to negligence of other areas. It also has led to related problems of industrial concentration like the social ills. f) Competition from the industrialized nations who dominate the market and produce high quality goods. g) Poverty limits industrialization. A poor population means a small domestic market thus hindering industrial development. h) Products are produced with low technology hence small quantities. Further reading on industrial development should be done with reference to evolving world book 4 pages 162-164 **Social Development and challenges since independence.** **Education.** To solve the problems inherited at independence in the education sector (poor quality education and poor facilities available the Kenya children), the government undertook the following measures; a) Constitutional amendments were made in 1975 to give Kiswahili a respectable position in the country. b) Several educational Commissions were set up to streamline education. c) The Harambee strategy was employed to expand educational facilities. Education Commissions. a) The Kenya Education Commission (1964) (The Ominde commission) that recommended overhaul of curriculum to make it relevant. b) The National Committee on Education Objectives and policies- Gachathi commission(1976) that looked into he possibility of setting up a second university. c) Presidential Working Party on the Second University- The Mackey commission (1982) that established the 8-4-4 system and proposed emphasis of vocational subjects such as art and craft, music, agriculture and Home science. d) The Kamunge commission (1988) which recommended cost-sharing in education e) The Koech commission (1999) which recommended reintroduction of A-level system in form of Totally Integrated Quality Edu cation and Training. **Main developments in education in Kenya since independence.** In 1975, Kiswahili was made the official languages of parliament and learning in schools. The ministry of education established structures right from the district level to national level to help in fulfilling the national objectives of education.Several education commissions were set up to streamline education. The harambee strategy was employed to expand education facilities. Many schools were built.In 1980, the government took over the responsibility of providing pre-primary education.In the 1990s, the government in collaboration with UNICEF launched a programme to promote early childhood education.By 1998, the total number of students in the various universities was over 40,000.In 1969, the ministry of education took over the administration of primary education from local government, this witnessed increased enrolment.In 1978, the government introduced the school milk programme to encourage children especially in drought prone areas to go to school.The programme stalled in 1990 but had achieved higher enrolment in schools.The Ministry of education launched school feeding programme, targeting dry areas.In 2002, the NARC government introduced the Free Primary Education  policy.Further reading be done from evolving world on Elementary education and Tertiary education in Kenya. **Health.** Measures taken to improve the health sector in postcolonial Kenya. a) The ministry of health was created to oversee health matters. b) Expansion of health facilities through harambee and donor funds e.g. Nyanza Provincial hospital (Russian Hospital) c) Many health training institutions were started e.g. Medical training colleges d) Improvement in hygiene through provision of piped water. e) Establishment of several research institutions on human diseases e.g. KEMRI f) Provision of more basic education in order to uplift hygiene standards in the society. g) Provision of free anti-retroviral and anti-malaria drugs. **Major challenges facing the Health sector in Kenya.** a) Increase in population has posed major challenges to the government in the provision of healthcare services to its citizens. There has been a challenge of inadequate doctors and medical facilities. b) The cost- sharing policy introduced in the 1980s to help buy medicine and other equipment has prevented the poor from going to the hospitals. c) The spread of HIV and AIDS and other diseases such as Diabetes and Heart diseases has worsened the situation. d) Cultural practices like Female mutilation have made provision of medical services more challenging. e) Pollution of the environment has increased allergy-related ailments, many of which have no cure. f) Poverty and malnutrition render many people vulnerable to diseases. g) Illegal abortion and early pregnancies endanger the lives of mothers. h) High rate of accidents and injuries , especially on roads. **ways through which the government has encouraged the preservation of African** **culture since independence.** a) Creation of the ministry of culture and social services. The ministry promotes cultural and social values. b) The syllabus has been tailored to include cultural studies. c) Inclusion of music as a subject in the national curriculum. d) The government has encouraged music/drama festivals on an annual basis as way of promoting cultural exchange. e) The government has encouraged intermarriage between different ethnic groups. f) The government has developed cultural heritage centre at the Bomas of Kenya, National Archives and Museums. g) Schools have been encouraged to admit people from different communities. h) Allowing the media houses to play traditional music/dance.. Students Read on sports, literature, theatre, music and dance from evolving world page 174. **SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENT AND** **CHALLENGES IN** **AFRICA SINCE INDEPENDENCE.** **THE DEMOCRATIC REPUBLIC OF CONGO.** Political developments in Democratic Republic of Congo since independence The Belgians relinquished their political dominion of Congo by granting them autonomy on 30th June 1960. Patrice Lumumba (Prime Minister) of Congolese National Movement Party and Joseph Kasavubu of Abako Party (Head of State) formed a fragile coalition government. The two leaders differed ideologically.The period between 1960 and 196 witnessed power struggle between Kasavubu and Lumumba on one side and Secessionist Moise Tsombe of Katanga and Albert Kalonji of Kasai on the other side. In 1961, Patrice Lumumba was assassinated. This led to withdrawal of his supporters from government. In 1961, the UN Secretary General Dag Hammarskjld perished in a plane crash in the Congo while attempting to bring a peaceful political solution to the Congo crisis.In 1964, a new constitution was formulated as a way of solving the political problems that plagued Zaire soon after independence. Zaire became a federal state with a federal president and separate assemblies for each state.On 23rd November 1965, Joseph Desire Mobutu organized a bloodless military coup, which removed the civilian government of president Kasavubu and Prime Minister Sylvester Kimba.In November 1965, Mobutu took over power after a bloodless coup.In the same year, , Mobutu banned all political parties. He suspended the constitution and parliament. He abolished the federal system and local assemblies and reduced the number of provinces to eight.In 1967, He formed the Peoples Revolution Movement (MPR), which became theonly legal party in Congo. He in effect-replaced democracy with one-party dictatorship leaned to the west during the cold war.1n 1970, Mobutu declared himself the life president of Congo, after winning the presidential election.In 1971, he outlawed the use of European names for people, places and physical features as a way of removing colonial legacy. The country was renamed Zaire. His own name changed to Mobutu Sese Seko. Leopoldville was renamed Kinshasa.In 1973, Mobutu announced the nationalization of all foreign enterprises. In 1977-1978, the Shaba Rebellion broke out mainly after an attack by the Congolese National Liberation Front from their base in Angola. The Belgian troops were called to silence the rebels.In 1990 and 1991, multiparty activists stepped up pressure for change. In September 1991, dissatisfied soldiers and civilians held demonstrations, which led to death of 117 people. In 1997, Laurent Kabila successfully ousted Mobutu, assisted by Rwanda and Uganda. Mobutu fled to exile in Morocco where he died. In January 2001, Laurent Kabila was assassinated in mysterious circumstances. His son took over power.In April 2002, through a powersharing agreement presided over by Thabo Mbeki and a UN envoy, Mustapha Niasse, a government of national unity was formed. **Economic developments in DRC since independence.** The political chaos inn DRC up to 1965 did not favour any economic progress. During the reign of the Belgians in Congo, no viable economic development was initiated. Little development was done in infrastructure in order to facilitate transportation of raw materials to the ports of Matadi etc.At independence, the country was faced with the problems of shortage of manpower, skills and entrepreneurship.When Mobutu took over, there was some slight economic progress. Transport and communication improved as more roads and railway were constructed to link major towns of Matadi, Kinshasa, Lubumbashi and Kisangani. Navigation on the river Congo was improved, which led go expansion of mining and agricultural sectors.Mining of diamonds resumed after the turbulent years and resulted in reduced inflation.Mobutu encouraged foreign investment in the mining sector.However, the fall of world copper prices in 1970s again began to derail the economic growth in DRC.In the 70s, the government nationalized foreign firms employed inexperienced people to control them.In 197, Mobutu enacted a law that placed state finances and expenditure under him, thus reducing the flow of capital to the provinces.In 1976, he encouraged mutual cooperation between private firms and the government in the extraction of minerals such as copper, oil, diamond, cobalt and manganese in a bid to create employment opportunities.He also emphasized on diversification of the economy which greatly boosted food production.The entertainment industry has also grown to become an invisible export through repatriation of profits back home by the foreign based musicians. Energy supply has been increased through the construction of the Luga hydro-electric power station. **Social developments and challenges in DRC since independence.** Between 1961 and 1965, there was little improvement in the field of health and education in DRC due to constant power struggles and civil strife.When Mobutu took over in 1965, he strived to expand schools and universities. For example, by 1970, he had established three universities. He also improved on the provision of health facilities. He banned religious education in schools. In 1971, attempted to revive indigenous culture through the Authenticity programme that involved renaming places that had foreign names.In the 1970s, in an effort to improve the welfare of citizens, a national insurance programme was established. Mobutu also gave prominence to music as part of the Congolese curriculum.The independent government supported sporting activities through construction of stadium and other sporting facilities.However, living standards in Zaire continued to fall as health services, water and sanitation continued to be inadequate. The steady rise in population was without a commensurate growth of social services. In summary, the common challenges socially were illiteracy, extreme poverty, famine and diseases caused by civil strife, massive unemployment, refugee problem and religious persecutions by Mobutu. **Political challenges that the democratic republic of Congo has faced since** **independence.** a) There was general lack of preparedness of the people for independence. Foreigners controlled even the army and the police. b) The assassination of Patrice Lumumba in 1961, which plunged the country into the Congo crisis. c) Political instability/military coup dtat. In November 1965, Mobutu organized a military coup. In 1997, Kabila ousted Mobutu d) Ethnic differences/tribal clashes/civil wars, which split the country into two parts at independence. One controlled by Lumumba and another controlled by Kasavubu. e) The problem of Secession. Secessionist movement of the Katanga region (Shaba) led by Tsombe and Kasai under Kilonji seceded. f) Foreign interference/intrigues. Belgium constantly interfered and intervened in Zaires internal matters. France and Britain also began to interfere from 1977 during the cold war period. g) Mutinies in the army were common. **Economic challenges that Democratic Republic Of Congo (D.R.C) faced in 1970s.** a) Corruption and mismanagement of the economy. Mobutu was the richest president in the world while Zairians became the poorest people in the world. b) Inflation due to power struggle and corruption. By 1980, the countrys currency was not worthy the paper on which it was printed. c) There was also a problem of heavy foreign debt. The country was unable to service her debts. By 1980, Zaire had become the worlds third biggest debtor nation. d) There was a standstill in the economic activities and disruption of railway transport due to civil wars in the country and neighbouring Angola. e) The period also witnessed fall in world copper prices and increase in oil prices f) Lack of a sound economic policy **TANZANIA.** Political developments in Tanzania since independence.At the time of independence, Tanzania comprised of two countries. I.e. Tanganyika and Zanzibar. Tanzania became independent in 1961 under Julius Nyerere while Zanzibar became independent in 1963 under the Sultan Seyyid Abdullah.In 1962, Tanzania became a one-party state with a republican constitution and an executive president. Tanganyika African National Union (TANU) became the sole political party.On 22ndApril 1964, Julius Nyerere and Sheikh Abeid Karume signed a union document. Nyerere became the executive head of state and government while Karume as the first vice-president.In 1967, president Nyerere adopted the ideology of African Socialism through the Arusha Declaration In 1972, the first Vice- president, Sheikh Abeid Karume, was assassinated. Aboud Jumbe succeeded him as Zanzibars president and the vice-president of Tanzania.In 1973, the capital of Tanzania was transferred from Dar-es-Salam to Dodoma.In 1967, the ruling party in the Mainland Tanganyika-TANU and Afro-Shirazi Party in Zanzibar merged to form Chama cha Mapinduzi (CCM). Nyerere became the party chairman.In 1978-1979, president Idi Amin invaded Tanzania to annex the Kagera Province, which he claimed, was a Ugandan territory. Nyerere swiftly repulsed Ugandan soldiers.In 1985, Nyerere retired as president and was replaced by Ali Hassan Mwinyi who had succeeded Jumbe as head of Zanzibar and Tanzanias first vice president.In May 1992, Tanzania adopted multi-partism after the 8th constitutional Amendment Act.In 1995, Tanzania conducted the first multi-party election, where Benjamin Mkapa was elected president. **Social developments in Tanzania since independence.** The major highlight in the social development of an independent Tanzania was an attempt to create a classless society with e reduced gap, between the rich and the poor. Through the Ujamaa policy, president Nyerere tried to turn Tanzania into a country that had political and economic policies based on African traditions and aspirations. Under the policy, communal farms were created.Primary education was made free in 1977 and became compulsory in 1978.At present, Tanzania boasts of the highest number of literate persons in eastern Africa.Upto late 1980s, government provided free health services, until the introduction of the Structural Adjustment Programmes by the Donor community.Kiswahili was adopted as a national language and a major medium of instruction in schools. **Economic developments in Tanzania since independence.** The main landmark in Tanzanias economic the launch of Ujamaa as a development policy in 1967 during the Arusha declaration..Ujamaa was meant to transform production in rural areas and to increase labour productivity and even allow specialization introduction.The government nationalized all the major means of production and essential services in order to empower people economically.The Tanzam railway was constructed with the help of china and was completed in 1975.In 1976, cooperative societies were abolished and replaced with centralized corporations owned by the government.The period between 1979 and 1985 witnessed economic stagnation in Tanzania as investors pulled out of the country.The collapse of the East African Community also affected the economy of the country.After 1985, Nyereres economic policies began to be challenged openly by scholars and economistsWhen president Mwinyi took over, he undertook to reform the economy of Tanzania. **Political challenges that Tanzania has faced since independence.** a) There was an Army mutiny in Tanzania 1964, which threatened her political stability. b) The socialism policy (The Arusha Declaration) received stiff opposition from many both internally and externally. People favoured capitalism. c) The assassination of Abeid Karume in 1972 and the resignation of Aboud Jumbe in 1984 appeared to threaten the unity of the two members of the Union Declaration. d) The invasion of Tanzania by Uganda in 1978.and the consequent war with Uganda was costly to the country. It also threatened her cooperation with neighbours. e) There was an escalation of corruption among leading members of Tanzanias political elite, including claims that President Hassan Mwinyi and his family capitalized on liberalization to amass a lot of wealth. f) the re-introduction of multiparty democracy tended to awaken tribalism and regionalism although this problem was contained. **Social problems, which Tanzania faced since independence.** a) Famine and shortage of health services as the government adopted the Structural Adjustment Policies of IMF. b) Poverty and a general drop in living standards as production dropped due to socialism. c) Lack of social amenities, like clean water in rural areas. d) High illiteracy level. e) Unemployment. In Tanzania, industries closed after the Arusha declaration. f) Population explosion which outstripped the countrys resources g) Terrorism. Tanzania was under terrorist attacks in 1997 targeting the American embassy. h) Environmental pollution. i) Over-crowding in urban areas. **Economic challenges.** a) In the early years of independence, the proliferation of African enterprises led to the widening of the gap between the rich and the poor. b) Under the ujamaa policy, the forced villagization programme did not satisfy communities in areas with favourable climate. They therefore strongly resisted it. c) There was rampant rural-urban migration affecting mainly able-bodied men who felt exploited by the new system of production. d) The abolition of cooperatives was met with stiff resistance with many farmers cutting down heir production. Other producers reverted to the black market. e) The Tanzanian shilling became unstable due to price fluctuations of some commodities. f) There was shortage of donor funds caused by the nationalization programme that was opposed by many donor countries. g) The collapse of the East African Community in 1977 denied Tanzania a large common market for her goods **SOCIAL, ECONOMIC AND POLITICAL CHALLENGES IN AFRICA IN** **GENERAL.** **Political challenges that have faced African countries since independence** a) The political systems that were inherited from the colonial governments seemed to be unworkable in many independent African states. b) Sharp ideological difference arose among the pioneer leaders of African states. Such differences internally exploded into civil strife in countries like Mozambique, Angola and DRC. c) The cold war had diverstating effects on Africa. it left many African nations divided and locked in border conflicts that continue up to date. d) Political instability was quite common in African states. Coups dtat and military takeover was witnessed in Somalia, Zaire, Nigeria, Chad etc Human rights were violated with the rise of dictatorship. e) There were strained relations between African leaders caused by personal and ideological differences. Some ended in border closure, which greatly undermined international cooperation. f) Many national interests in Africa countries have been in conflict with global and continental interests. Nigeria and Zimbabwe, for example had to be expelled from the Commonwealth of Nations for alleged disregard of human rights and personal property. g) Neo-colonialism. Most countries retain the colonial structures of parliament although they have difficulties in sustaining them. Multinational peacekeeping forces are still common in Africa, many African leaders inherited the divide and rule colonial strategy that precipitates anarchy. h) The existence of different ethnic groups has contributed to ethnic wars as witnessed in Rwanda, Burundi, Sudan, Nigeria and Kenya. i) Most African government seemed ill prepared and in experienced in administration. This resulted in rise of rebel movements, as was the case of Mozambique and Angola. **economic challenges facing independent African states today.** a) Unemployment and socio-economic inequalities both among individuals and between regions are common in may African nations. b) Overdependence on primary exports. The African economy is an extractive one rather than a manufacturing economy. Many countries depend on agriculture and foreign nations for manufactured goods. c) World trade terms are not fair for African nations. Africa countries find themselves trading with former colonial powers that give low prices fort raw material from Africa and charge high process for the manufactured goods. d) There has been the problem of unfavourable climatic conditions. This has curtailed food production, particularly among agricultural communities. e) Population pressure has led to overstretching of social services. There is a high dependency ratio since the population is largely youthful and unemployed. f) Poor economic planning. Some economic policies have destabilized the economies. For the Ujamaa policy in Tanzania, the expelling of foreign investors in Uganda and the massive printing of money in Zaire. g) The tough conditions given by donor agencies have sometimes led to deterioration of social welfare. Retrenchment for example was a key prescription of the Structural Adjustment Programme. h) Corruption and embezzlement of public funds is common in African countries. There is also general lack of transparency among many leaders. Social challenges that have faced African states since independence. a) Inaccessibility to clean water by majority of the people. Most African peoples rely on water fetched from sometimes contaminated streams across long distances. b) The challenge of HIV/AIDS pandemic. This has had a toll on productive members of the society. c) Poor housing facilities.. in urban areas, majority of the population live in slums without sanitation facilities. d) The challenge of high population growth rate. This affects the quality of the services provided by governments. e) Language problem. Language development and use has been a challenge in Africa. In many countries, conflict tends to arise over the language to adopt- local or the inherited one. f) Religious differences. This challenge has been the main cause of the splitting of the once largest country in Africa-Sudan in 2011. The predominantly Christian southern Sudan has become the youngest African state thanks to religious differences. g) Absence of practical systems of education. Many countries rely on theoretical education with little emphasis in technical skills. **DEVOLVED GOVERNMENT.** Devolution This refers to the granting of power from the central government to a lower level such as a region or a local level.A Devolved Government is a system of government where there is a transfer or allocation of authority from a central government to a regional government. In a devolved government, power and resources are decentralized with part of the political and economic decision making transferred to the people through the locally established assemblies. **Origin of devolution in Kenya.** The Lancaster House Conference of 1962 forms the basis of devolution in Kenya. When the independent constitution was drawn during the conference, a federal system of government as proposed by the KADU delegates was adopted in Kenya. It made provisions for six regions. The legislature was to comprise two chambers (the Senate or upper House and the Lower House. However after independence in 1963, the Kenyatta Government began plans to scuttle the system of government. By December 1964, KANU and KADU merged to form a unitary government of the republic of Kenya. The enactment of the new constitution on 27th August 2010 reintroduced the concept of devolution in Kenya.Kenya is divided into 47 Counties each governed by A County Governor with theassistance of the County Executive Assembly. The National Government seats in Nairobi. To change County Boundaries, the Following must be considered; a) Population density and demographic trends. b) Physical and Human infrastructure. c) Historical and Cultural Ties. d) The cost of administration. e) The Views of the communities affected. f) The objectives of devolution of government. g) Geographical features. **Reasons why devolved governments were established in Kenya.** a) They were established as a means of promoting democratic and accountable exercise of power. b) To Foster national unity by recognizing diversity. c) To give powers of self-governance to the people and enhance the participation of the people in the exercise of the powers of the State and in making decisions affecting them. d) To recognize the right of communities to manage their own affairs and to further their development. e) To protect and promote the interests and rights of minorities and marginalized communities. f) To promote social and economic development and the provision of services throughout Kenya. g) To ensure equitable sharing of national and local resources throughout Kenya. h) To facilitate the decentralization of State organs, their functions and services, from the capital of Kenya; i) To enhance checks, balances and the separation of powers. **Principles of devolution of government in Kenya.** a) County governments shall be based on the democratic principles and separation of power. b) County governments shall have reliable sources of revenue to enable them to govern and deliver services effectively. c) No more than two-thirds of the members of representative bodies in each county government shall be of the same gender. **Structure and Functions of a county government in Kenya.** The county government is composed of County assemblies, county executive committees and county public service. **County Assembly in Kenya.** A county assembly consists of Members (one member per ward) elected by the registered voters of the wards in a general election.Members of special seats (no more than two-thirds of the membership of the assembly is of the same gender.)Members of marginalized groups, including persons with disabilities and the youth.The Speaker, who is an ex officio member. Nb-The members for special seats and marginalized communities are nominated by political parties in proportion to the seats received in the election in a particular county. **Conditions for seeking election to a County Assembly.** a) The person must be a registered as a voter in his/her county. b) The person must have been a Kenyan citizen for atleast ten years before the elections. c) The person must be able to read and write in English and Kiswahili. d) He or she must be of sound mind. e) The person must be of unquestionable morals and ethics f) If a public officer, he/she must relinquish his/her public work. g) The person must be nominated by a political party h) If he/she is an independent candidate, must b e supported by at least five hundred registered voters in the Ward concerned. i) The person must not have been declared bankrupt. j) The person must not have served a sentence of imprisonment of more than six months. k) Must not have been a member of IBEC within five years before the date of election. l) The person must not have misused or abused a State or public office. **Functions of a county assembly.** a) County assemblies make laws for the effective performance of the county government. b) It acts as a watch dog over the county executive committee. c) It receives and approves plans and policies for managing and exploiting the countys resources, d) It approves policies for developing and managing the infrastructure and institutions in the county. e) It enhances legislation that may set out the structure and framework for the better administration and management of county governments. f) It approves oversight budgets and development projects within the county. g) It approves investment decisions and loans. h) It supervises other units within the county through political authority, guidance and direction. i) Monitors the execution of projects under approved development plans, and assesses and evaluates their impact on development in the county. **The process of law making in a county government.** It is the duty of the County Executive committee, comprising of the governor, the deputy governor and ten other members to  the details of the proposed legislation with no bias.The public servants in the county governors office participate in preparation of the proposed law.The county executive committee then presents the proposed legislation to the county assembly.The members of the county assembly are then free to make their contributions to the bill during the discussion and debate that follows. Amendments and improvements may be proposed to the bill at this stage.The recommendations are incorporatedIf the members are in favour of the bill, and if it is in conformity with the National Government legislation, then it is approved to become a by- law of the county government **The structure of The County Executive Committee.** The executive authority of the county is vested in the county executive committee. The committee consists of The county Governor and the Deputy County Governor. Not more than ten other Members appointed by the County Governor, with the approval of the assembly, who are not members of the assembly.If the assembly has less than thirty members, the members should be One-third of the number of members of the county assembly.The county governor and the deputy county governor are the chief executive and deputy chief executive of the county respectively.Members of a county executive committee are accountable to the county governor for the performance of their functions and exercise of their powers.The members of the county executive committee cease to hold office once the office of the county governor falls vacant. **Functions of a County Executive Committee.** a) It implements county legislation. b) It implements, within the county, national legislation. c) It manages and coordinates the functions of the county administration and its departments. d) It prepares proposed legislation for consideration by the county assembly. e) It provides the county assembly with full and regular reports on matters relating to the county. **Powers and functions of a governor in a county government.** a) The Governor is the chief executive officer of the county. The Executive Branch of government, headed by the Governor, includes executive departments and advisory boards. b) The Governor is the Chairman of county executive committee. c) he/ she is in charge of implementing , within the county, national legislation to the extent that the legislation so requires; d) He ensures, through the county executive committee, the implementation of county legislation. e) He manages and coordinates the functions of the county administration and its departments. f) He provides the county assembly with full and regular reports on matters relating to the county. g) He appoints with the approval of the assembly members, members to the county executive committee. h) He ensures that Members of a county executive committee perform their functions and exercise of their powers fully. i) He handles on behalf of the county, all external affairs with other counties in consultation with the central government. (Excluding any which have been delegated to cabinet secretaries.). j) The Governor prepares and submits a budget of the county for the following fiscal year. k) He sets the terms and conditions of service of persons holding or acting in public offices in the county. l) By virtue of his office, the Governor serves on certain boards and special commissions in the county. The Governor chairs the Board of Public Works. **Election of a county governor.** The county governor is directly elected by the voters registered in the county at a general election for a term of 5 years.To be eligible for election as county governor, a person must be eligible for election as a member of the county assembly.Each candidate for election as county governor nominates a person as his/her running mate to be the deputy governor.If re-elected, can serve for another final term of 5 years. Each candidate for election as county governor nominates a person as his/her running mate to be the deputy governor. A County Governor can be removed from office under the following circumstances. a) Gross violation of the Constitution or any other law. b) When the county governor commits a crime under national or international law. c) When the governor abuses office or is accused of gross misconduct. d) When he/she suffers from Physical or mental incapacity that hinders performance of the functions of office. **Functions of a deputy governor.** a) As the deputy chief executive of the county, he or she assists the governor in the management and coordination of the functions of the county administration. b) He or she acts as the governor of the county when the governor is absent. c) The deputy assists the governor in the supervision of work of the county executive committee. d) Since he/she is a member of the county executive committee, he participates in legislation by also preparing proposals for county legislation. e) He assumes governorship of the county incase the governor is incapacitated or is removed from authority for various reasons. **Functions and powers of a county government.** a) County governments have the duty to assist in promotion of agriculture by initiating development in specific areas like crop and animal husbandry, livestock sale yards, slaughterhouses control of plant and animal diseases and development of fisheries. b) It provides and supervises county health services, both public health and personal health of county members. c) It assists in control of environmental pollution by putting in place legislation to regulate and control air pollution, noise pollution and outdoor advertising. d) It promotes cultural activities, public entertainment and public amenities ion the county by putting in place structures such as libraries, museums, sporting facilities, casinos, beaches and county parks. e) It has a duty to promote and regulate education at the pre-primary, polytechnic, craft and childcare levels. f) It has a duty to develop transport facilities in the county through road construction, street lighting, developing ferries and harbours and parking areas. g) The county government regulates county planning and development through land survey and mapping, boundaries, housing, electricity, gas and energy regulation. h) It implements specific national government policies on natural resources and environmental conservation. i) It also puts in place measures to control drug abuse and access to pornography. Relationship between national and county government. a) Governments at either level must exercise their powers and functions in a manner that respects the functional and institutional integrity of government at the other level. b) Each of the two governments must assist, support, consult and implement the legislation of the other level of government. c) Either of the two governments must liaise with government at the other level for the purpose of exchanging information, coordinating policies and administration and enhancing capacity. d) Governments at each level or different level should co-operate in the performance of functions and exercise of powers. e) In any dispute between governments, reasonable efforts to settle dispute should be made. f) County governments rely on Procedures provided under national legislation in settling intergovernmental disputes between them. g) Parliament at national level has the role of ensuring that county governments have adequate support to enable them to perform their functions. h) County governments must operate financial management systems that comply with any requirements prescribed by national legislation. i) National government is permitted to take any measure on county government provided that Notice must be given to county government. j) Where a county government is unable to perform its functions, or does not operate a financial management system that complies with national legislation requirements, the national government may intervene. **Challenges facing county governments in Kenya.** a) County governments have inadequate funds. Some are located in areas of limited resources. This impedes provision of essential services. Some are too small to operate efficiently. b) Corruption and misappropriation of funds is common in most counties. This is because those vested with the management powers do not have experience since the appointment of governors is through popular vote. c) Rural urban migration is likely to generate population pressure in urban based counties like Nairobi city and Mombasa. urban problems like mushrooming of slums, poor garbage disposal and insufficient sanitary facilities arise. d) There is likely to be national government interference in the affairs and management of county legislation. This hinders free decision-making. e) Election of ward members to manage ward affairs may hamper operations of the counties especially in legislation. **Possible solutions to the challenges that may face county governments in Kenya.** a) The National governments through the Equalization Fund should be able to provide adequate financial support to County governments located in areas of limited resources. This will assist in provision of essential services. b) Those counties that are too small to operate efficiently should be merged with others in terms of social service delivery. c) There should be stricter vetting of candidates to vie for positions of county Governors and deputy county Governors in order the possible challenge of financial management and corruption. d) Urban-based counties should be given more funding by the National Government to enable them solve urban related problems. e) The National government should come up with means on how to curb Rural urban migration. This may be done through creation of employment generating opportunities in rural counties. f) The county governments, especially those that are in economically viable areas should be given financial autonomy and a free-hand in decision making, by the national government. **PUBLIC REVENUE AND EXPENDITURE IN KENYA.** **SOURCES OF PUBLIC REVENUE.** Public finance refers to revenue and expenditure of the national and county government. **Principles that govern the use of public finance in Kenya.** a) The principle of openness and accountability. There shall be public participation in financial matters. b) The public finance system should promote an equitable society, and in particular the burden of taxation should be shared fairly. c) Revenue raised nationally should be shared equitably among national and county governments. d) Expenditure of public finance should promote the equitable development of the country, including making special provision for marginalized groups and areas. e) The burdens and benefits of the use of resources and public borrowing should be shared equitably between present and future generations. f) Public money should be used in a prudent and responsible way. g) There should be responsible financial management accompanied by clear fiscal reporting to ensure effective use of public funds. **NATIONAL BUDGET.** The national budget is a comprehensive statement that gives an estimate of public revenue, expenditure and financial plans for a given financial year for a government. **Components of the national and county governments budgets in Kenya.** a) Estimates of revenue and expenditure, differentiating between recurrent and development expenditure. b) Proposals for financing any anticipated deficit for the period to which they apply. c) Proposals regarding borrowing and other forms of public liability that will increase public debt during the following year. **The process of Budget preparation and implementation in Kenya.** Three months before the end of each financial year, the head of each department or State organ submits estimates of revenues and expenditures for the following year to the secretary for finance. Two months before the end of each financial year, the Cabinet Secretary for finance submits to the National Assembly estimates of the revenue and expenditure of the national government for the following financial year.He also submits a detailed national fiscal, monetary and development plan for a period of three years prepared by him in collaboration with the Secretary responsible for planning and national development.The estimates include estimates for expenditure from the Equalization Fund.The National Assembly then considers the estimates submitted together with the estimates submitted by the Parliamentary Service Commission and the Chief Registrar of the Judiciary.Before the National Assembly considers the estimates of revenue and expenditure, a committee of the Assembly will discuss and review the estimates and make recommendations to the Assembly.Committee makes its recommendations to the National Assembly. When the estimates have been approved by the National Assembly, there will be an Appropriation Bill, introduced into the National Assembly to authorize the withdrawal from the Consolidated Fund of the money needed for the expenditure. The Appropriation Bill will not include expenditures that are charged on the Consolidated Fund.The process of Budget preparation and implementation in a county government.Further reading about this is encouraged. **Sources of public revenue for national government in Kenya.** **Domestic Revenue Sources.** These are the taxes levied on citizens, private and public organizations, foreign investors and business people. There are two main groups of taxes; 1. Direct taxes. 2. Indirect taxes. **1. Direct taxes. (Income tax)** These are taxes derived from peoples salaries in form of income tax. **2. Indirect taxes.** These are taxes levied on goods and services but with parliamentary approval. They include; a) Value-added tax; an indirect sales tax paid on specific goods such as sugar, bread, petroleum products, clothes, electronic equipment and motor vehicles. b) Customs duties:- there are duties on imported goods such as motor vehicles, machinery, fertilizer, sugar, wheat, electronics, luxury goods, etc. c) Excise tax; this is charged on locally produced goods that are sold within the country . d) Export Duty; the duty charged on locally produced goods such as textiles, coffee, tea, soda ash and pyrethrum which are exported. e) Trading Licenses; f) Sales Stamp Duty; on entertainment services, betting, casino and premium bonds. g) Traffic Revenue tax; levied on various categories of traffic services. E.g., the Road Maintenance Levy, the drivers licence, Airport tax by air passengers. h) Investment Revenue; earned from parastatal and other profit making bodies that remit profits through the treasury. i) Loan interest receipts. Collection of taxes from parastatals like AFC, KTDA, KPC, NCPB and KCB. j) Land Rates. k) House rates. l) Fees; paid in terms of timber levies, CO2 levies and mining fees. m) Court Fines n) Borrowing (under laid down law or procedure). o) Tourism fess External Revenue Sources **There are two main sources of external assistance;** ***1. Bilateral Aid;***where two friendly nations assist each other. E.g. Kenya and Japan ***2. Multilateral Aid***; many countries form trading blocs or global institutions like World Bank, IMF, European Union and commonwealth for this purpose. **Sources of finance for county governments.** a) The main source of funding for many counties is their equitable share from 15% of the national budget. b) Conditional and unconditional grants. Unconditional Grants are funds allocated by the national government without conditions regarding their use. Conditional grantsare the funds allocated by the national government for funding of specific projects and programmes. They include; ~ The Equalization Fund for provision of basic services like water, health services, electricity and roads in marginalized areas. ~ The Contingencies Fund to carter for urgent and unforeseen circumstances c) Counties own revenues. Counties have the power to collect property rates, impose taxes on entertainment, and impose fees and charges for services they render to people and any other tax that Parliament permits them to impose. d) Borrowing, where the national government guarantees the loan or with the approval of the county assembly. e) Grants and donations **Factors that determine equitable sharing of public finance.** a) The national interest. b) Any provision that must be made in respect of the public debt and other national obligations. c) The needs of the national government, determined by objective criteria. d) The need to ensure that county governments are able to perform the functions allocated to them. e) The fiscal capacity and efficiency of county governments. f) Developmental and other needs of counties. g) Economic disparities within and among counties and the need to remedy them. h) The need for affirmative action in respect of disadvantaged areas and groups. i) The need for economic optimization of each county and to provide incentives for each county to optimize its capacity to raise revenue. j) The desirability of stable and predictable allocations of revenue. k) The need for flexibility in responding to emergencies and other temporary needs. **Regulations that govern imposition of taxes and charges in Kenya.** a) Only the national government may impose Income tax, Value-added tax, Customs duties and other duties on import and export goods; and excise tax. b) An Act of Parliament may authorize the national government to impose any other tax or duty. c) A county may impose property rates, entertainment taxes, and any other tax that it is authorized to impose by an Act of Parliament. d) The national and county governments may impose charges for services. e) The taxation and other revenue-raising powers of a county should not be exercised in a way that prejudices national economic policies, economic activities across county boundaries or the national mobility of goods, services, capital or labour. f) No tax or licensing fee may be imposed, waived or varied except as provided by legislation. g) If permitted, a public record of each waiver shall be maintained together with the reason for the waiver; and each waiver, and the reason for it, should be reported to the Auditor-General. h) No law may exclude or authorize the exclusion of a State officer from payment of tax. **The revenue collected by the government is deposited into the following funds;** ***1. Equalization Fund;***This is a Fund specially established by the National government, to provide basic services including water, roads, health facilities and electricity to marginalized areas to the extent necessary to bring the quality of those services in those areas to the level generally enjoyed by the rest of the nation. ***2. Consolidated Fund;***this is the fund into which all the money raised or received by the national government is paid. Money set aside by parliament for specific purpose and money set aside by state organs to take care of their expenses is however not deposited in this fund. ***3. Contingencies Fund;***this is a fund from which advances will be made if the secretary for finance is convinced that there is an urgent matter that needs funding and for which there is no other provisions. ***4. Revenue Funds;***this is a fund for each county into which all the money raised or received by the county government is paid. **Expenditure of Public Revenue.** There are two ways in which the national government spends its revenue. ***1. Capital expenditure*.** The money set aside in the national budget for development projects. ***2. Recurrent expenditure.*** The money used by the government to sustain and maintain the existing facilities. **How the national government spends its money under recurrent expenditure.** a) The government remunerates its employees through regular payment of salaries and wages. b) The expenditure is also used to maintain public property throughout the country by allocating necessary funds to roads, airports, colleges, school text book provision and bridge maintenance. c) The money is also used to service debts from international donor agencies and local financial institutions. d) The money is also used to contribute to regional and international organizations like COMESA, AU, UN and Commonwealth. e) It is used to provide grants to counties and parastatals, and bursaries to schools and colleges. f) The money is also used to maintain Kenyan embassies abroad. **County government expenditure.** County governments spend their monies in the following ways; a) Provision of basic social services like water, health facilities, electricity and cemeteries. b) The money from its recurrent expenditure is used to pay wages and salaries to its employees. c) The counties spend their money to some extend to control air and noise pollution, and also on refuse removal and solid waste disposal. d) Money is used to finance development of roads, parking facilities, ferries and street lighting, develop entertainment, sporting, trading and cultural facilities. e) In repair maintenance and improvement of public facilities like roads, health facilities, markets, libraries, housing etc. f) Some money is set aside as emergency utility for fire fighting services and disaster management. g) The counties use their money to service the borrowed funds plus the interest accrued. h) They also use money to provide early childhood education through development of nursery schools. They also develop village polytechnics and home craft training centres. **Ways through which proper management of public finances by national** **government is ensured in Kenya.** a) Any national governments expenditure by state departments or state organs must be approved by parliament which acts as the public watchdog. b) The controller of budget oversees the implementation of the national budget by authorizing legal withdrawals from public funds such as the equalization fund, consolidated fund and contingencies fund c) The controller of budget submits to each house of parliament report on the implantation of the budget of the nationa l government. d) Where a state organ or any other public body fails to adhere to the laid down procedures of expenditure, the cabinet secretary for finance, with the approval of parliament, may stop the transfer of funds to the body. e) There is constant auditing of accounts and financial records of all government and other public bodies. f) Every public body has a n accounting officer who is accountable to the national assembly for the financial management of the public body. g) The auditor general audits all accounts of all government and state organs. h) The government has put up policies related to procurement which is supposed to be fair, transparent, competitive and cost effective. to regulate public procurement, various bodies have been set up. e.g the public procurement oversight authority (PPOA), the public procurement administrative review board (PPARB) i) The government has also imposed sanctions against contractors who fail to fulfil their contractual agreements either by failing to complete jobs or by doing sh oddy work. j) Sanctions are to be imposed against those persons who fail to pay their taxes, or engage in corrupt practices. k) All government contracts are publicly advertised for awarding of tenders and awards. l) The government established the Kenya Anti-Corruption Commission (KACC) in 2004 which has the function of investigating corrupt cases in a non-partisan manner. Management and expenditure of public finances in county governments. a) In every county, there is established a revenue fund where all funds, (includ ing the countys own revenues, transfers from national revenues, grants and borrowed funds) are consolidated. b) Money from this fund is only withdrawn following specific procedures authorized by parliament or by county laws. c) County governments must operate financial management systems that comply with all requirements of national legislation. d) The county assembly must vote on the budget and approve expenditure by various departments of the county. e) The county treasury must seek quarterly approvals from the controller of budget for withdrawal from the revenue fund based on the needs of the county. f) The accounting officer of a county organ or public body is accountable to the county assembly for the financial management of the public body. g) Each county has a county accountant general who maintains financial records of all the funds withdrawn from the revenue fund, and expenditure incurred. h) Apart from the internal audits in every county, the auditor general audits the accounts of the county governments and submits reports to the relevant county assembly. **The controller of Budget.** ***Role of the controller of budget.*** a) He or she oversees the implementation of the budgets of the national and county governments. b) He or she authorizes withdrawals from the public funds such as the Equalization, Consolidated and Revenue Funds. c) he or she submits to each house of parliament, every four months, a report on the implementation of the budgets of both national and county government **Auditor General.** Read on this **The Commission on Revenue Allocation.** The Commission consists of; a) A chairperson. b) One nominee of each regional assembly. c) Two persons to represent county governments. d) Two persons nominated by the National Assembly. e) The Principal Secretary in the Ministry responsible for finance. f) The Controller of Budget. Functions of the commission of Revenue Allocation. a) He is responsible for determining the basis for the equitable sharing of revenue from national resources between the national government and the various levels of devolved government. b) It makes recommendations on matters concerning the financing, and financial management by county governments c) It determines and regularly reviews a policy that set out the criteria by which to identify the marginalized areas. d) It defines and enhances the revenue sources of the national and county governments. e) It submits its recommendations to the senate, national assembly, the national executive, county assemblies and county executives. f) It mediates in and determines disputes relating to financial arrangem ents between the national government and devolved governments. **Functions of Central Bank.** a) Promote and maintain the stability of the value of the currency of the Republic. b) Issue notes and coins. c) Act as banker and financial adviser of the Government. d) Conduct the monetary policy of the Government in a manner consistent with the relevant provisions of the law in the interest of the balanced and sustainable economic growth of the Republic. e) Encourage and promote economic development and the efficient utilization of the resources of the Republic, through effective and efficient operation of a banking and credit system. **Why the Economic and Social Council established in Kenya.** a) To advise the national government and Parliament on matters of economic and social concern to the people of the Republic. b) To advise the national government on the formulation, implementation, monitoring and evaluation of strategic economic and social policies. c) To consider and report to Parliament on the economic and social implications of all Bills and budgetary proposals introduced in Parliament. d) To monitor progress in the improvement of the living standards of the people of Kenya, particularly those of the poor and the disadvantaged. **THE ELECTORAL PROCESS, FUNCTIONS OF GOVERNMENTS IN OTHER** **PARTS OF THE WORLD.** **BRITAIN** Britain comprises England, Wales, Scotland and Northern Ireland. The country has evolved a parliamentary system of government over the years.The Saxon Kings who invaded Britain in the 5th Century AD had absolute powers- ruling without consulting the citizens, and there positions were hereditary.However, in the 12th century AD, they introduced the parliamentary system. They agreed that the kings/queens could only rule according to the laws of the land that should be made by the representatives of the people. This was what came to known as a constitutional monarchy. **The electoral process in Britain** The British government is based on the party system. Elections for party leaders are held separately before the general elections. The three main parties are the Conservative Party, **Liberal Party and Labour Party.** Unlike USA and other major democratic states outside commonwealth, there is no fixed date for British parliamentary elections. The date of a general election is decided upon by the prime Minister. The Choice of a date of elections is influenced by the following factors; 1. The economic situation that is the availability of funds. 2. The state of the governments legislative programme in the House of Commons. 3. The desire to increase government support in parliament. The electoral system for the House of Commons is based on the principal of one person, one vote There are two types of elections for the House of Commons. ~ General elections where members of the House of Commons are elected for a 5-year term. ~ By elections in the event of resignation, death or resignation of a member of parliament. There are also local elections in which representatives of local authorities (councillors) are voted for are held every 4 years. The local authorities include the District Councils, London Boroughs, Metropolitan districts and Regional and island councils. In Britain, there are also euro-elections, first introduced in 1979, in which representatives to the European Union parliament are chosen.81 MPs were elected in 1979. **Voter Registration.** It is the local authorities that hold the responsibility of registering voters. Since 1948, a postal vote is possible for citizens who are away from their constituencies during the voting period, either on business or other reasons. **The following categories of people qualify to vote in Britain;** a) British Citizens over the age of 18 years. b) Citizens from commonwealth countries who have resided in Britain for periods stipulated by law. c) Citizens of the republic of Ireland who have been residents for periods stipulated by law. **The following are ineligible to vote in Britain.** a) Persons of unsound mind. b) Convicts detained in a prison. c) Persons convicted of corrupt or illegal practices in connection with elections cannot vote for five years from the date of conviction. d) Adults whose names do not appear on the register of voters. e) Peers or members of the House of Lords A candidate who wishes to contest for a parliamentary seat in Britain must fulfil the following conditions; a) He/she must be a British citizen or a common subject or a citizen of the republic of Ireland. b) He/she must be of a minimum age of 21 years. c) He/ she must be nominated by a political party or be an independent candidate. **The following are disqualified from vying for a parliamentary seat in Britain.** a) English/Scottish peers who have the right to sit in the House of Lords. b) Clergy of the Church of England, or the Church of Ireland, Ministers of the church of Scotland, and Roman Catholic priests. c) Aliens. d) Certified Lunatics. e) Undisputed bankrupts. f) Convicted persons. g) Persons who have committed illegal practices during elections like corruption. h) Members of the armed forces. **Candidates vie for 650 parliamentary seats.** The candidates are either nominated by respective parties or stand as independent candidates and need not reside in the constituencies as long as they register as voters in that constituency. Once nomination of candidates has taken place, campaigns are allowed for two weeks before voting. Each candidate appoints an election agent to manage the finances and protect the interests of the candidate during he campaign. The agent also explains the candidates party policies and identifies party supporters within the constituency. He/she familiarizes the candidates name toprospective voters.Election officials work hand in hand with party agents during Election Day.Each candidate must deposit 500 sterling pounds with the registrar, which is returned in the event that the candidate garners over 5% of the total vote in the constituency.Elections in Britain are by plurality. Candidates who get the highest of votes win the elections.The party that secures most parliamentary seats is declared winner and is asked to form the next government. Emphasis is on number of seats not votes cast.The House of Lords members are drawn from people with high offices. E.g. bishops, distinguished scientists and artists, great sportsmen, retired judges etc **Functions of Government in Britain.** The British government operates around four basic institutions; a) The Monarchy. b) The Legislature. c) The Executive. d) The Judiciary. **The Monarchy.** In Britain, the Monarchy is represented by the queen. The Monarch assent to all legislations.The Monarch appoints the PM and approves the cabinet **Other Functions of the Monarchy.** a) The monarch as head of state advises government b) The monarch summons, prorogues and dissolve parliament in consultation with the Prime Minister. c) The Monarch gives royal assent to bills passed by parliament to become law. d) Management of the countrys foreign policy including enactment of treaties. e) It confers honours to persons who have rendered distinguished services. For example, the peerages to become Lords or knights and will be referred to as LADY OR Sir f) The Monarch approves appointment s to important state offices such as judges, senior members of the armed forces and civil service. g) The monarch pardons and gives reprieve to people who have been accused of committing various offences. h) The Monarch appoints Bishops and Archbishops of the Anglican Church. NB; At the beginning of each new session of parliament, the monarch addresses both Houses together in the House of Lords to mark the formal opening of parliament. In the address, the monarch outlines government proposed legislations for the coming session. **Importance of the monarchy to the British people.** a) The presence of the monarchy helps to give some continuity to executive policy. b) It inspires the head of government with a sense of responsibility and dignity. c) It acts as a useful counsellor to the head of government. d) It is the symbol of commonwealth unity. e) It sets standards for social life. The presence of members of the royalty at the inauguration of scientific, artistic and charitable works ensures nationwide support. f) The royal family pays state visits to foreign government and undertakes tours in other countries of the commonwealth, hence contributing to better understanding between Britain and other nations. **The Legislature/parliament.** It is made up of the monarchy, House of Lords and House of commons. The following are ways through which one can gain membership to parliament in Britain; a) Elections. b) Nominations c) Inheritance. d) By Virtue of office. E.g. members of the House of Lords maintain their parliamentary seat whenever a new parliament is constituted.Parliament is a supreme institution in Britain. It passes changes or repeals laws without being vetoed by the courts of law. How parliamentary supremacy is demonstrated in Britain. a) Parliament makes amends and abolishes laws. No other institution can do that. b) Branches of government operate under the laws passed by parliament. /parliament is the supreme institution in Britain and all other institutions derive their power from it. c) Parliament can pass a vote of no confidence in the executive. / has powers to remove any unpopular government from office. d) It approves government revenue and expenditure. / It is the only institution empowered to approve government budget. e) Decisions of parliament are binding to all. They cannot be overruled or nullified by a court of law. **The House of Lords.** Membership to The House of Lords is based on nomination by the monarch or by hereditary principle. Some membership is through holding senior positions within the Church of England Consists of 1200 members 800 of whom are heredity peers, 26 are Bishops and 21 are Lords of Appeal One can become a member of the House of Lords in the following ways; 1. Through nomination by the monarch. 2. When one holds hereditary parentage position. Normally the eldest male member of the family inherits the position. 3. Through holding some senior position in the society e.g. within the Church of England -Archbishop of Canterbury. Members of the House of Lords only receive sitting allowances. Only the Lords of Appeal receive annual salaries. **Role played by the House of Lords in the British parliamentary system.** a) The house of lords checks the powers of the House of Commons and therefore prevents nasty legislation. Bills from the House of Commons have to go to the House of Lords for debate and approval. b) It addresses non-controversial bills that the lower house has no time to address. c) The house of lords holds bills from the lower hose long enough to seek public approval d) The House of Lords questions ministers about the activities of government and stages debates on general issues of national policy. e) It seats as a court of appeal for criminal cases. on such occasions , the court is presided over by the lord chancellor (speaker of the house) f) It provides a forum for utilization of the talents of people who coul d not win a general election. These people are created peers by the queen and become members of the House of Lords. g) It enhances unity in the country as newcomers are created lords by the queen and then become members of the House of Lords. h) It provides continuity in operation of parliament. Old experienced peers retain their seats in the House of Lords until they die, so provide guidance to new and young politicians. **House of Commons.** It is the major legislative arm of the government. It comprises 650 elected members representing constituencies. The leader of the House is the P.M. The chief officer is the speaker who is elected at the start of a new parliamentary session. **Functions of the House of Commons.** a) Discusses makes and amends laws. However, the monarchy and the house of Lords have powers to veto such laws. b) Approves government revenue and expenditure. It controls finances. No taxes can be imposed without the consent of the House of Commons. c) It has powers to pass a vote of No confidence in the executive (Check the powers of the executive to ensure that the rule of law is maintained. d) Debates on matters of national interest. e) It directs government policy and keeps development programmes on track. f) It is a training ground for future leaders. **Factors which influence the activities of Parliament in Britain.** a) Members of the House of Commons must consider the moral values of the British society before making any decision. b) Parliamentarians are always sensitive to public opinion because any unpopular government or party risks not being re-elected. c) Local authorities are empowered to make by-laws even without consulting parliament. d) Interests of the institutions under the spotlight are always taken into account before legislation is done in parliament. E.g. the Church, Un iversities, Farmers, trade Unions etc. e) Legislation passed by one parliament can be changed by another future one. f) International law is also taken into account when laws are made. ***NB; these are the factors that limit the parliamentary supremacy in Britain.*** **The executive.** The executive is made up of the Prime Minister, the cabinet and the civil service. **The Prime Minister.** Appointed by the monarch, being the leader of the political party that controls an absolute majority, He/she is the Chief executive of the country. **He performs the following functions;** a) Appoints and dismisses Cabinet ministers with the consent of the monarch. b) He/she recommends to the sovereign the appointment of senior civil servants such as the chief Justice, High Commissioners. c) He/she represents Britain in international fora. d) He/she controls the cabinet secretariat and oversees the execution of cabinet decisions by various departments. e) He/she is the leader of the party that nominates him/her. f) He/she settles disputes between various departments. g) He/she is the leader of the House of Commons. h) He/she initiates both domestic and foreign policies. **The Cabinet.** The cabinet is made of the ministers appointed by the P.M with the approval of the monarch and nominated from the party with the majority of seats. The cabinet performs the following functions; a) The cabinet ministers institute policies that guide the operations in the various departments of the ministry. b) Cabinet determines the policy to present to parliament for consideration. c) Cabinet is responsible for the coordination of government activity. E.g. all ministers must implement cabinet decisions with regard to their department. **The following conventions provide guidance on the operation of the cabinet;** a) Once a government is defeated, on a major issue or on a vote of no confidence, it is expected to resign. A government whose party is defeated in General elections is expected to resign. b) The cabinet is drawn from the House of Commons and the House of Lords. c) The entire cabinet comes from the same political party of majority seats except during a crisis like war. Since 1945, Britain has never embraced a coalition. d) The advice offered by the cabinet must be accepted by the monarch, failure to which a crisis can occur. e) All members of the cabinet take the Oath of the Privy councillors and are bound to Secrecy by this oath and the official secrets Act. f) Members of the cabinet are collectively responsible for all decisions and actions as well as individually responsible of the departments they head. **The Civil Service** The British law stipulates the civil servants are servants of the crown. A civil servant is expected to non-partisan and to serve the government of the day without favour. Civil service staff does not change with change of government. Recruitment In the civil service is based on merit. **Functions of the civil Service in Britain.** a) It implements ministerial policies as agreed by parliament. b) It assists in formulation of policies and generation of policy proposals. c) It manages government administrative machinery. d) It carries out normal duties that public administration demands. **Principles that characterize the British civil service.** a) The tradition of anonymity. Civil servants are taken to be carrying out the instructions of minister. Ministers get all the credit for all good, as well as censure for all that is criticized. b) The principal of civil service impartiality. Those civil services are expected to serve whichever minister is in office without partiality. Senior civil servants are not permitted to take part in national politics except voting. c) Ministers make policies and civil servants execute the policies. d) The tradition of assumption that it is not the task of the civil service to initiate change or take responsibility for planning future lines of social an d economic development. **The Judiciary.** The judiciary in Britain is based on the supremacy of the law. To safeguard the rule of law, the British Judiciary has an independent court system. How judicial independence is ensured in Britain. a) The salaries of judges are not open to discussion by parliament. b) Since 1701, judges have always bee appointed on good behaviour until retirement. c) A Judge can only be dismissed by a resolution from both houses. **The structure of the British Court System.** (Further reading encouraged) **components of the British constitution.** e) Statutes or acts of parliament e.g. act of union with Scotland of 1707. f) Customs-the accepted traditions e.g. the first-born of the sovereign succeeds the king /queen. g) Law of precedence-judges applies accepted principles to new set of facts. h) Custom of parliament e.g. the procedures of the two houses. i) Historical documents e.g. the Magna Carta. **THE USA** The origin of USA dates back to 1776, when the thirteen British Colonies declared their independence from Britain. USA is a federal government, a form of representative democracy comprising a union of 50 states The adopted a new constitution in 1787 and has the following features. a) It is Federal in nature. b) A written constitution. c) Bill of rights is contained in it. d) The Supreme Court can only interpret it. e) Legislature is Bi-cameral i.e. the senate & the House of Representatives forming the congress/two houses. f) It caters for the separation of powers. g) Does not provide for secession of a member state. h) Federal government and individual states share power through their senators in congress i.e. in making laws. i) The president is the head of the federal government and governors are heads of state. j) It is the supreme law of the land. k) Amendment can only be done through a clearly laid down procedure. **The electoral process in USA.** **There are three types of election held in USA.** ***a) The election of the president.*** ***b) Congressional elections*** ***c) The state election involving election of state governors and state legislatures.*** All candidates vying for various seats must be American citizens and must be residents in the area they aspire to represent. Age limit is 25 years for the representatives and 35 years for the president.During the lection year party primaries are held between March and May to choose presidential candidates.Party conventions are held in July to confirm winners of the primary elections.Each presidential candidate picks a running mate who becomes the vice president if the presidential candidate wins.Presidential elections are held after every 4 years (on 2nd November).The election of the president is determined indirectly by the Electoral College that comprises electors appointed by each state. When a presidential candidate wins the popular vote in a state, he automatically wins all the states electors.Direct elections are done through popular vote of one man one vote. Senators and members of the House of Representatives are elected after every two years. Senators serve for a period of six years with a third of them elected after every 2 years. Members of the House of Representatives serve for four years and are elected on party basis.Each state elects 2 representatives to the senate making a total of 100 senators for the 50 states.Election of House of Representatives is on the basis of state population. For example, the largest state, California has 52 representatives while Wyoming, the smallest has only one representative.State governors and legislators are elected after every 4 years. **Features of the US system of government.** a) The federal government is made up of the legislature, executive and the judiciary. b) Each state within the federal government functions as a republic and enjoys equal status. c) The federal government and independent states share the power of formulating and enforcing laws. d) All states have their constitutions but they should not be contradicting to the Federal Constitution. e) The Supreme Court interprets the constitution. f) The congress (Senate and the House of Representatives) is the body entrusted with legislative powers. g) Senate membership is through popular vote of two members from each state for a period of six years. h) The House of Representatives members are elected for a period of two years based on the size of the population. However, each state has to have at least one representative. i) All treaties and appointments by the president have to be ratified by the senate. j) Presidential vote must be supported by two thirds of the votes of the house. k) The Supreme Court made up of the chief justice and eight associate judges heads federal judiciary. l) The president appoints federal judges with the approval of the senate. m) Courts in the judiciary include the court of appeal, the district courts and other special courts, all formed by the congress. n) All criminal cases are handled in the courts except the cases of impeachment, which are voted by the house with the approval of the senate. o) Foreign policy and Defence is the preserve of the Federal Government. features of the state governments of U.S.A. a) Each state has a governor. b) Each state has a law court those carters for internal affairs. c) Each state provides educational, health facilities and public amenities for the welfare of the residents. d) Each state is responsible for its own development. e) Each state generates its own revenue necessary for discharging its responsibility. f) Each state has a bicameral legislature. g) Each state has a state police that maintains law and order. **Limitations of state governments in USA.** a) No state is permitted to enter any treaty, alliance or confederation with other states or countries. b) No state may make her own currency. c) States are forbidden, unless congress approves, to levy duties on imports or exports. d) States are prohibited from maintaining armed forces. e) States are prohibited from entering into any agreement with foreign powers or engaging in war. **how the conduct of USA president is checked** a) The senate approves presidential appointees to executive positions. b) Congress can refuse to approve the use of government funds for a foreign policy it disagrees with. E.g. war. c) The congress can impeach a sitting president if his conduct while in office is wanting. d) The Supreme Court has powers to declare that the president has acted unconstitutionally, a verdict which can damage his status. e) Any president is limited by the constitution to two four-year terms in office. f) Opinion polls normally reflect the wishes and feelings of the American people, which the sitting president cannot ignore. g) The mass media monitors and reports to the general public every action or speech of the president. **functions of the political parties in USA** a) Make electoral policies coherent. b) The party level helps voters to sort out through the candidates as parties usually stand for different policies. c) Parties help to put the desire of the people on the government policy agenda. d) Parties provide outlets for citizens to express their sentiments about nominees. e) Political party system provides accountability when the policies of the party fails/ voters hold candidates accountable. differences existing between the House of Representatives and the senate in terms of membership. a) The house of representatives is larger with more than 436 members whereas the senate has only 100 members. b) The house of representatives has short period of office (2 years) but the senate is on for a long period of office (6 years) c) Members of the House of Representatives arte elected by constituencies whereas the senate is elected by the state. d) Easier qualification for candidates for membership to the House of Representatives. The senate demands stricter qualifications. e) The house of representatives is less prestigious than the senate. f) Rules of the House of Representatives are more rigid than the rules governing the senate. **functions of the USA president.** a) He is the head of state. b) He appoints cabinet ministers and senior civil servants with approval of the congress. c) He is the commander-in-chief of the armed forces. d) He is the head of the federal government of USA and the defender of of its constitution. e) The president formulates the public policy. f) He can veto or override bills passed by the congress. g) As a head of the party in power, the president influences public opinion and thereby guides the course of the congress. h) He guides and controls foreign affairs and makes treaties. **India.** **Describe the Indian electoral process.** a) Indias parliament is composed of the Lower Chamber or House of The People (lok Sabha) and the Upper House or the Council of States (Rajya Sabha). b) The term of lok sabha is five years while that of rajya sabha is six years. c) Lok sabha consists of 545 elected members, 543 elected from each constituency created based on population size. The president nominates two. d) Political parties field candidates in each constituency. e) Indias universal adult suffrage is 18 years. Qualification age for vying is 25 years and above. f) The election commission, a constitution arm of the Indian electoral process oversees the elections. g) Candidates are required to declare their assets, age, educational qualifications and criminal history before being cleared to vie. h) Campaigning ends a day before the voting day. Government schools and colleges are chosen to be polling stations. Government servants are employed to man the polling stations. i) There is the use of electronic voting machines instead of ballot boxes. j) The candidate who gunners the most number of votes is declared the winner of the constituency. k) The party or coalition that has won the most number of seats is invited by the president to form the new government. The leader of the party becomes the prime minister. l) Rayja sabha consists of 250 members; the electoral college of India elects 248. The president nominates twelve members from among distinguished people. m) Every state is allotted a certain number of members. n) Candidate age limit is 30 years and above. **functions of a prime minister in India.** a) He is the head of the federal government b) He is the leader of the house to which he belongs. (he can be either a member of the rajya sabha (upper house) or lok sabha. c) As head of the council of ministers, the prime minister oversees the work o all the ministries. d) Chairs cabinet meetings, which are normally held in the cabinet room of the prime ministers office. e) Guides the president on appointment to the cabinet. f) Participates in the law-making process as a member of the lok sabha. g) The prime minister has traditionally been the minister-in-charge of the department of space, atomic energy and the ministry of personnel, public governance and pensions h) Recommends persons for presidential awards. **functions of the Electoral Commission of India.** a) Prepares electoral registers b) Setting dates for polling. c) Establishing and operating polling station. d) Allocation party symbols. e) Publishing electoral report. f) Accepting or rejecting nominations as per the law. g) Counting the votes. h) Drawing constituency boundary. What conditions must one fulfill to be elected president in India a) He/she must be a citizen of India. b) He/she must have attained the age of 35 and above. c) He/she should not hold any office. d) He/she should be qualified to be elected as a member of the house of the people. (the lok sabha) **functions of the cabinet in the government of India.** a) Formulation of policy issues affecting the management of the government of India. b) Defends the government policy. c) Ensures that the civil servants implement government policy. d) Advises the president. e) Gives approval to the budget and estimates of the expenditure. f) The cabinet exercises general direction and control of government departments."}
{"text": "1 ### **FORM ONE HISTORY AND GOVERNMENT ** **INTRODUCTION TO HISTORY AND GOVERNMENT ** **THE MEANING OF HISTORY ** History is an account of events that took place in the past. History may also be defined as a branch of knowledge which deals with past events of human beings and their response to their environment over the years.R.G Collingwood, in his book The Idea of History (OUP 1994) defined history as a science concerned with the human actions in the past, pursued by interpretation of evidence for the sake of Human self knowledge. That history is a science because it involves finding out things about the past Humankind. For example, the origin of Man, why he was a toolmaker, why he domesticated animals and plants. These are questions that provoke scientific curiosity. The three definitions of History from the above are:  History is the past of anything; of earth, man, disease or animals  History is a branch of knowledge dealing with past events  History is a science concerned with past Human actions Since History at secondary level is specifically concerned with the past as it relates to humankind and his response to his environment over the years, the working definition of history is therefore;  History is the endless story of mankinds actions and events affecting him in the past. Closely related to the term history is the term PREHISTORY .Prehistory refers to the unrecorded history- those activities that humans engaged in before writing and drawing were invented as ways of storing information. Such information is gained from songs, myths, stories, artifacts, fossils and the language of a people. A historical event needs to have recorded evidence in order to be referred to as a historical fact Characteristics of historical events  They must have evidence.  Historical information must be written or unwritten.  Historical events only concern man.  Historical events dwell mainly on the past happenings.  Historical events must contain elements of truth. The study of humankinds past can be classified systematically into three;  Social history- dealing with the traditions, values and cultural practices of a people  Economic history; dealing with the means of livelihood of a people, such as hunting, gathering, agriculture and trade.  Political history; dealing with the control system in a society, for example maintenance of law and order, leadership and security. ----- 2 ### **THE MEANING OF GOVERNMENT ** Derived from the verb govern, government means to exercise authority over. To rule or control. Or having power to direct or conduct the policies and public affairs of a country or an institution. In our study, the term government refers to a group of people within a state or a country given authority to organize, direct and control the affairs of the state or country.In Kenya, the government has three arms. The legislature: - Commonly referred to as parliament, this is a law making arm of government. It includes the National assembly and the president. The executive: - this is the arm of government which implements laws. It includes the president, the cabinet and the civil service. The judiciary: - this is the arm of government responsible for seeing that the laws made are constitutional, that they are followed and that those who break them are punished. It is commonly referred to as the courts.Jean Jacques Rousseau, in his book, The Social Contract, describes government as an intermediate body set up by the subjects to ensure equity (fairness) and the execution of laws while maintaining social and political liberty In this sense, government is not dictatorial since its authority is derived from the people. People must however be free to choose their leaders, even remove those in power and replace them with others, in order to ensure the existence of the principal of fairness. **FORMS OF GOVERNMENT ** There are four forms of government: **Democratic government ** This is a type of government in which rulers regularly seek public mandate through popular vote. Such governments are based on the principles of free and fair elections. According to Abraham Lincoln, an American statesman, they are governments of the people, for the people and by the people.In such a government, freedoms and rights are provided for in the constitution that governs the law of the nation. **Aristocratic government ** Aristos  best **Kratos** - powers An aristocracy is a form of government in which a group of people from the highest social class the royalty- in a society rule over others. Any member of the nobility can seek election or appointment to a government office while other citizens who are less privileged are there to be ruled.The King or Queen is the head of government while senior positions in the gover-nment are given to the privileged members from among the nobles. The nobles are considered superior to others human beings because of the wealthy family back-ground they are born into and their superior education. They are considered a rare breed of people. ----- 3 ### **Monarchical government ** This is a form of government where democracy is practiced but aristocratical power is respected. Parliament is the supreme organ but the monarchy- the royalty that are in power be it the king or queen is retained as a tradition, and respected as head of state. Monarchical governments are classified into two;Absolute monarchy: - which refers to the unrestricted power of the Head of State. The monarchy is dictatorial. Constitutional monarchy;- The monarchical power, which is restricted is determ-ined by what is spelt out in the constitution. Such a system of government is found in Lesotho and Britain. **Dictatorial government ** Dictatorship is a system of government where the ruler has total power over his subjects. Dictators are the sole authority where they rule. They make the law and execute justice and exercise their rule forcefully, suppressing their subjects at will. They curtail freedom of other subjects and impose their will over others.Examples of world dictators; Adolf Hitler of Germany who instigated the Germans into believing they were superior race and incited them against the Jews. Idi Amin of Uganda who ruled with a rod of iron NB; the most ideal form of government is where the subjects go to the ballot to elect the people to lead them. Governments play the important function of maintaining law and order. **Importance of studying history ** a) History enables us to appreciate peoples evolution, origin of cultures and development and hence further good relations and remove biases and prejudices about other people. b) When we study history, we appreciate peoples contribution to national develop- pment. E.g. freedom fighters hence the importance of mutual and social responsi-bility. c) It helps us to know the origin of mankind, his development and the progress he has made to this day. d) We are able to understand our culture and appreciate the culture of other people. e) it instills a sense of patriotism and nationalism among citizens as they learn of the past political developments of their country. Its study inspires strong feelings of ones heritage and the sense of belonging to a particular country. f) It helps us understand the interdependence of mankind and hence the need for cooperation. g) It influences career choice. The study of history leads to various professions. E.g. law, diplomacy, church, politics, teaching, and administration. h) The study of history helps us comprehend the social, economic and political developments of our societies i) It gives time and space to past events. Through the study of history, we learn about the time and place where an event took place. E.g. we know when Mau Mau uprising broke out (1948) and know when Kenya gained independence. ----- 4 ### j) It helps us develop a critical mind as we try to explain historical events. Historians will ask why, when and how. k) It provides intellectual fulfillment to the learner. Through an in -depth study of history, ones mind is enriched. **Importance of studying government ** a) It helps us to appreciate the importance of government. b) Helps us understand how laws are made and enforced c) Helps us understand the organs of the state and the powers vested in them d) Helps us understand how government raises and spends revenue. e) Helps us compare our government system with other systems of government in other countries. f) Understand how development policies are formulated and implemented. g) It makes us know our roles as citizens and the roles of the leaders who govern us. This makes better law-abiding citizens. h) Its study helps us understand our responsibilities as well as the limitations within which e must operate for the well-being of every member of the society. i) It helps us appreciate the constitution and the process of making and reviewing laws and statutes. j) It influences career choices. For example, those who choose to specialize in public administration will find the study of government very useful. **SOURCES OF INFORMATION ON HISTORY AND GOVERNMENT ** There three main sources of information on history and government; a) Unwritten sources. b) Written sources. c) Electronic sources ** Unwritten sources ** This refers to historical information which is not recorded in writing.Unwritten sources of historical information include oral traditions, linguistics (languages), Anthropology (culture) archaeology, paleontology and genetics. **Oral traditions ** This refers to the practice of handing down historical information by word of mouth from one Generation to the next. This forms a very important source of historical information especially where exists a non-literate society who might not be able to read. Oral traditions include folk tales, proverbs, songs and stories. Songs, proverbs folktales and stories told to a younger generation have been very instrumental in the passing of information from one generation to the other. For example, a song about our struggle for independence in Kenya passes very important information to the younger generation, who not yet had born at that time. ----- 5 ### **Advantages of oral traditions as a source of information ** a. Oral traditions hands over historical facts from one generation to another in the absence of written records. b. It is the best source of historical information since even the illiterate can learn their h history using oral traditions c. It is also a form of entertainment. For example through songs, folktales stories and proverbs, people get entertained. d. It complements other sources of information. e. The source of information is captivating especially if it is narrated by a person who participated in the event himself. For example, an Ex- World War II veteran narrating about the war. **Disadvantages of oral traditions as a source of information ** a. The truth and correctness of oral traditions become unreliable especially when the narrator deliberately conceals some information or lies. People tend to conceal their failures while talking so much about their success. b. Information can b exaggerated as they are transmitted by elders to successive generations. At times it is difficult to differentiate between what is real and what is imagined. c. Some information or facts may be forgotten or omitted since oral traditions depend heavily on human memory. This makes the information passed unreliable. d. Dates of information may be lacking. The source may not give correct chronology of events because it depends on human memory. It is common that people forget important dates and information about a particular past event. e. It is an expensive method. One has to pay for the informants transportation, lunch and accommodation. A historian may also need to travel to far places to find information. f. It is time consuming. One requires a lot of time to interview one individual. Where many people are to be interviewed, it may take a long time. **Linguistics ** This refers to the scientific study of languages. Historical linguistics is the study of language as it changes n the course of time. It seeks to trace the principles of language change and establish the current genealogical classification of a particular language. Such a study helps in discovering language form, content, vocabulary and historical experiences of the people who speak the language. Distribution of language and relationship between languages is important to a historian. People who speak related languages may be assumed to have a common origin, be connected, or had been in close contact at sometime in the past.Variations between languages of the same family can show how long ago the break in contact occurred. ----- 6 ### **Advantages of linguistics as a source of information ** a. Through linguistics, Facts can be obtained about the movement of people and their relationship. Such information helps experts to correctly group languages according to language families. b. It helps us understand communities better as people with a common language may have common origin. It is good for establishing facts on origin, migration and settlement. c. Linguistics complements other sources of historical information. For example, language as a medium of communication helps those using oral tradition to gather information from various sources. d. Language has enabled historical linguists to discover links between different people which were previously unknown. E.g. it is now known that the Bantus had a common origin and possibly spoke one language. However due to long periods of separation between various Bantu groups, through migrations, these groups may not understand each others language today. e. Linguistics helps in the dating of migration of people. Language drawn from a parent language will change in a certain way and rate through time. When comparing parent language with derived language, it is possible to know how long the derived language has independently from the parent language. E.g. Sheng language and Kiswahili (parent language). **Limitations in the use of linguistics as a source of information ** a. It is time consuming/learning a language takes a long time therefore delaying acquisition of information. b. There is a danger of omitting a word when translating a language. In the process, vital information about a peoples history may be lost. c. Inaccurate information can be passed on where wrong words are borrowed from other languages. d. Some words may just be difficult to understand. e. Some languages have become archaic and irrelevant hence difficult to translate. f. Misinterpretation of words may make them difficult to understand. g. Linguistic analysis for classification purposes may fail to take into account languages with time. h. One word may have different meanings in different languages. This can easily confuse a researcher. For example, Nyoro in Kikuyu means smooth, while the same word in Luo means yesterday. i. Lack of original speakers in the language under study limits research findings. **Anthropology ** This is the study of human beings, their origin, development, customs, beliefs, and social attributes like music, dance, drama, and religious beliefs and practices. ----- 7 ### Anthropologists have to live among the people under study in order to experience their way of life in order to understand and explain structures of societies, forms of social organization, institutions, descent, marriage, forms of government, systems of inheritance, religious customs and cultural values.The anthropological description of the beliefs and customs of a people will help the historian to determine the cultural past of the people **Advantages of anthropology as a source of information ** a. By living among the people, anthropologists help to discover, understand and explain structures of societies, forms of social organization, cultures, etc. b. Anthropologists assist historians to determine the cultural past of the people. c. It also gives a deeper understanding of a particular aspect of a peoples culture. Limitations in the use of anthropology as a source of information a. It is an expensive method as it involves living among the people. b. It is a time-consuming method of acquiring information. c. It is difficult for a researcher to adapt to the environment since the people they are studying may be of a totally different culture. Where they succeed in adapting, they face the risk of losing their own culture. d. People under study may try to behave differently when the researcher is around. A researcher may therefore miss important details. **Genetic studies ** Genetics is the scientific study of the ways in which characteristics are passed from parents to their offspring. (The study of heredity and the variation of inherited characteristics.) It deals with the ay human beings adapted to the circumstances in their environment and utilized available plants and animals to meet their needs.When used in relation to pants genetic studies helps us trace the origin of various species by identifying them with the region where large numbers of them are found today. After this, interpretation of their movement is made. The appearance of new cultivated varieties can be identified with the people whose economy they form a part. Also, common genes or characteristics among a group of people may indicate some relationships. **Archaeology and paleontology ** Archaeology is the study of mans past through scientific analysis of the remains of material remains of his culture, e.g. weapons, tools, houses, clothing, utensils, paintings sculpture, pottery, coins, jewellery, cutlery, beads and work o arts.The archaeologist reconstructs the activities and way of life of people who lived in prehistoric times from various evidence remains of the material culture.Other items that can be used in archaeology include remains of charcoal and carbo-nized seeds, remains of cloth or garments, remains of dwelling laces.After studying the available artifacts, the archaeologist formulates his concept of a peoples civilization at the time the artifacts were used. The existence of artifacts in an area can enable the historian to deduce the material culture of the people who lived n the past. ----- 8 ### Palaeontology is the scientific study of the evolution and structure of extinct plants and animals (fossils) through scientific examination of fossil remains.Historians and archaeologists work with natural scientists like paleontologists, geologists and ecologists and chemistry in discovering fossils, getting information about soil structure, interpreting mans relationship to his environment and dating of fossils. **Methods used by archaeologists and paleontologists in discovering a historical site. ** a) By looking at areas where tectonic forces (faulting) or erosion have occurred. In such areas, surfaces which may give important clues to the point of finding fossils and artefacts are exposed. b) Use of vision. Sometimes vision may help them find on the surface a small part of an early settlement such as a few stones in a regular pattern. c) Use of historical research. A place that may be mentioned in a historical document or in an oral narrative may give a clue to the geography of the area and open up further inquiries into the past civilization of such a clue.e.g Omo River Valley, Olduvai Gorge, Ur and Babylon. d) Use of experience. An archaeologist may also use his long experience and skill to identify a potential site for archaeological excavation. e) During cultivation and building construction, farmers and builders may accidentally expose ancient objects that could arouse the curiosity of researchers. For example Nyayo ya Mungu in Tanzania was a single footprint on a rock surface that was found in 1995 and became evidence of the existence of early human beings. **Advantages of using archaeology ** a) Archaeology gives us detailed information on material culture that other sources may not have. b) Archaeology gives a sense of time, as the artifacts are dated. c) It complements other sources of information and thus ensures authenticity of the information. d) It provides information of varied nature depending on the materials found on the site. For example, if tools, weapons, coins, bones, rock paintings and other items are located, at a site, a lot of information maybe deduced. **Limitations of using archaeology ** a) It is an expensive source of information. This is because one has to hire labourers to excavate the site and get artefacts and take them to laboratories for analysis. b) It is a time-consuming method. The researcher needs a lot of time to prepare for an excavation and take material for analysis in laboratories. c) It is sometime difficult for archaeologists to locate an archaeological site. d) Some artefacts and fossils are fragile and can therefore break or disintegrate during excavation. This may result in distortion of the analysis of the artefacts. e) Archaeology is only limited to the study of the ancient period and therefore cannot be used to study recent history. ----- 9 ### f) Archaeological information may sometimes be inaccurate since it is often bases on inferences (conclusions) and reconstructions. g) With archaeology, it may not be easy to accurately determine the date when events took place. It is only estimated through the method of dating fossils. h) There are very few archaeological experts and facilities for interpreting archaeological evidence in Kenya. Quite often, artefacts excavated from Kenya are taken to European countries for dating and analysis. What things do archaeologists use to construct the activities of people who lived in pre- history times? a) Looking for regions of tectonism (faulting) associated with fossils and artifacts. b) They look for unique features e.g. stone patterns. c) Remains of fossils and artifacts dug out by farmers and constructors. d) They dig, excavate for artifacts and fossils. e) They study artifacts and fossils found. f) They make research in regions associated with evolution of man e.g. rift valley. g) They classify the artifacts and fossils. h) They use chemical and scientific methods to find ages of their findings e.g. carbon 14- dating method **What problems face archaeologists in their work of re writing history using ** **unwritten sources? ** a) The exercise is too expensive. b) It is dangerous and tedious. Animals like wild dogs can attack scientists. c) Identification of the site is not easy because some artifacts are buried. d) Some artifacts can be destroyed in the process of digging. e) Dating of fossils is difficult. f) Personnel are few hence more work. g) Poor infrastructure in rural areas where their researches are mainly based h) Archaeologists may suffer from diseases caused by changes in climate. i) Sometimes the climate of their residence differs from that of the place they are taking **METHODS OF DATING FOSSILS ** There are six methods through which scientists may use to arrive at the age of fossils. **1. Geological periods ** These are periods that have been given names by paleontologists and geologists for the past ages. They are characterized by the successive type of pants and animals found, and the climatic changes.The recent period is the Holocene period which began 10,000 years ago at the end of the Pleistocene. **2. Chemical dating ** They exist in two types: **(a) Radio- carbon dating ** ----- 10 ### This method involves a measure of the rate of decay of carbon -14 in fossils and organic substances. Carbon -14 is a naturally existing radioactive element (isotope) of carbon of relative atomic mass fourteen and is found in the Carbon Dioxide which is present in the atmosphere.It is absorbed by plants and consequently by all living organisms during their lifetime. When plant or animal dies, absorption stops. Carbon -14 already absorbed begins to disintegrate at a fixed rate from the time of death. If the amount of carbon -14 still remaining in an organic sample can be measured and related to the content of the isotope in the modern plant or animal, the rate of decay will be known. The date at which the sample was buried will e known. The measurement tells us how long it is since the organism died.The unit of measuring is known as half-life- the number of years it takes for half the carbon -14 to decay.However the accuracy of radio-carbon dating is limited to up to 40,000 years ago. **(b) Potassium argon method ** This is the method used to date volcanic ash. During volcanic eruptions, potassium is emitted. As soon as the potassium is deposited, the radio-active potassium-40 immediately begins to decay into the gas argon. It is assumed that the argon is retained in the mineral or rock unless there is earth movement.Given that the rate of decay of potassium is known, the amount of argon-40 compared with the amount of potassium, gives a direct measure of age.Because of the slower rate of decay of potassium than the decay of carbon-14, the potassium argon method is used for dates ranging from hundreds of millions of years to 30,000 years.Recently methods have been developed for measuring the potassium and argon simultaneously on the same sample using nuclear. **3. Stratigraphy ** This is the study and interpretation of the layers of rock successively deposited at one place. It is useful in determining dates for areas affected by sedimentation. Through Stratigraphy, a geological time-chart is obtained showing which rock was formed earlier or later. **4. Fission-track dating ** This is a method developed for dating Pleistocene samples. The ages of glass and other mineral objects estimated by observing the tracks made in them by the fission fragments of uranium nuclei they contain. It requires that Uranium must be present. The age obtained dates from the time the object solidified. This method has been proved reliable by being able to provide same reading from a sample of glass with a lump of pumice from Olduvai Gorge corresponding with the potassium argon dates from the same layer. **5. Lexico-statistics dating ** Lexico-statistics is the statistical study of the vocabulary of languages with the intentions of determining their ages and their historical links with other languages.The study is based on the assumption that all languages have a basic vocabulary which will change slowly at a common rate for all languages at all times. The existence of reconstructed vocabulary of the parent language in derivative languages shows the ----- 11 ### **Relationship between the two ** Glottochronology, a subdivision of Lexico-statistics, attempts to establish that languages are historically related .by this method, there is an effort to express rates of language development by formulae precise enough to enable dates when change occurred to be calculated **6. Statistical dating ** Through a system of averaging, the length of a generation can be determined for a Particular society and dates estimated for events associated with certain generations. If the number and names of successive age-sets are remembered, the same system of averaging can be used. **Advantages of using unwritten sources of information on history and government** a) Information about peoples movement and relationship is given. b) It is very efficient where there still existed illiteracy and people could not write or read. c) It informs us of events in the absence of written materials. d) Data received is primary/ firsthand so accuracy is enhanced. e) Materials collected or excavated can be stored in museums for future reference. f) They create employment in museums where they are stored. g) Information not captured by written sources can be obtained from oral traditions. h) There is a sense of reality as it involves things that are seen and touched. i) Unwritten sources especially linguistics help in discovering the links between different people, which were previously unknown. j) Detailed information on material culture may be obtained. k) Dating of the migration of people is more accurate in unwritten sources e.g. In linguistics. **Written sources ** These are sources in which letters or any other symbols have been put on the surface for the purpose of communication. They include books, archives, constitutions, journals, novels, plays, newspapers, magazines, documentaries, dairies, annual reports, periodical and paintings. **Written sources are classified into two; ** **a) Archives and early manuscripts ** Archives are a collection of historical documents or records, especially those carrying classified information of a government or an organization, which after a period of time are accessible to the public. They are also places where government, public and other historical records are kept.-they are resource centres for information.A manuscript is an authors handwritten or typed text that has not yet been published. Early manuscripts include stone tablets and scrolls. The bible and Quran are based on these two. ----- 12 ### **b) Printed sources ** They include books, journals, novels, plays, newspapers, magazines, documentaries, dairies and annual reports. Photographs employ both electronic and printing processes but basically fall under printed sourcesWorks of fiction such as films plays and novels are important source of historical information. (Fiction is literature in form of prose, especially novels that describe imaginary events and people).Since work of fiction involves feelings and emotions, they can give more information about history. Also reading good historical novels arouses interest in history and gives the reader intellectual fulfillment. Newspapers convey new or fresh events, which with the passing of time becomes history. **Advantages of written records ** a) Written records preserve history since events are recorded for future reference. They are a store of information. b) Written information can reach or be distributed to all literate people all over the world. c) Written sources are less costly compared to those of anthropology or archaeology. d) Unlike oral tradition sources which are largely dependent on human memory, written sources are more accurate as information is preserved exactly as it was recorded. e) Written records may be written or translated into different languages thus reaching different people all over the world. f) Written records are in most cases reliable as biases and prejudices coming from authors can be limited. This can be done by comparing written material with statistical data from other sources. **Limitations ** a) Where an author omits essential information for one reason or another, a written source may be rendered quite unreliable. b) Written information may be misunderstood or misinterpreted by readers either with the intention of discrediting others or to suit ones needs. c) Writers at times are biased since the write from their particular point of view. For example, the writings of early explorers and missionaries. d) Written records are only limited to literate people within the society.  are not useful to illiterate people in the absence of literate members of the society. e) At times, depending on the society involved, acquiring written records may be very costly. f) Reading written records is often time-consuming. **Electronic sources ** These include microfilms, films, videos, radio, and television **Microfilms ** These are films on which extremely small photographs (microphotography) of documents and printed matter are stored. They are tinny but when magnified can be clearly read. ----- 13 ### The importance of converting documents into microfilms is for preservation purposes and saving storage spaces. **Radio ** This is an authoritative source of historical information that captures words and emotions of an event as I was. For example radio news on the presidents speeches gives listeners the actual information on national matters. However, radio lacks the vividness found in television and films. **Audio- visual sources ** These include television, films and videos. Films carry indisputable historical facts as action is recorded live. They also give better understanding of some aspects of the social history of a given people with regard to their music, dress and leisure activities. Videos and films make the past come alive. However, since films are acted, they can sometimes be unrealistic as they may not present facts but an exaggerated version of an event.Television on its part gives good historical information as it depicts the situation as it was. **Databanks and databases ** Databanks are large stores of organized information which can be accessed in number of ways. E.g. if it is a book, information can be accessed through an index, a table of content or by browsing.Electronic databases are stored in computer and facilitate easy and faster retrieval of information. One can search for information by use of a number of search terms.Information in a database can be printed when required but can also be accessed instantly on computer. **Limitations of using electronics as a source of information in history and** **government** a) They are Subject to bias since most audio visuals contain foreign materials carrying the bias of the producer. b) Some are limited to the literate only e.g. information in data bases and microfilms can only be accessed by literate people and even computer literate people only. c) The information may be inaccurate only giving what is appealing to the public. TV crew depict only what they want to. Censorship may leave out vital information. d) Electronic sources of information are too expensive; most people cannot afford e.g. TV, Radios. e) Some acted films are unrealistic and therefore contain exaggerated information. **EARLY MAN ** In the study of early man, we will seek to answer questions that human beings have always sought to answer about how they appeared on earth, whether they were created and where the universe came from. **The origin of Human Beings ** A number of theories have been put forward to explain the origin of human beings. a. The creation theory. ----- 14 ### b. The mythical/ traditional theory c. The evolution theory **The Creation theory ** The Jews, Christians and Muslims recognize the creation story as narrated in the first book of bible and in Quran. That the whole universe was created by god. That God also created man, woman and all living things and all non-living creatures. Man was created in Gods own image and woman created to provide man with companionship. **The Mythical Theory ** Among African communities, there are myths about their origin all of them pointing to the fact that the first man was created by God. Examples: Among the Agikuyu, their God (Ngai) created the first man, Gikuyu. He the provided him with a wife, Mumbi. He gave him land at Mugurwe wa Gathanga. One of the myths among the Nandi state that the first two people, male and female came from the knees of a giant man, when the knees began swelling and later burs for the two to come out from each of the either knees. **The Evolution Theory ** Charles Darwin, an English man living between 1809 and 1882 questioned the acceptance of the creation theory. Through scientific expedition to South America and the pacific islands in 1831, he developed interest in fossils (remains of plants and animals found beneath the earths surface.) in 1859; he published his ideas in a book titled The Origin of Species by Means of Natural Selection. The ideas enlisted instant battles from the Christian fraternity save for one supporter, Huxley. Clearly the theory of evolution was not accepted but it helped to make people aware of the new ideas concerning the origin of man. **What is evolution? ** Evolution can be defined as the process of change in living organisms over a number of years, frequently involving the beginning of new species from earlier species. According to Charles Darwin, man transformed from simple life slowly over millions of years through environmental mutation, natural selection, isolation and adaptation.  Mutation was a stage of abrupt change.  Natural selection is an instinct by which the stronger species out compete the weaker for resources.  Adaptation is where the surviving species isolate themselves from others as they adapt to new environment through body changes and technological changes e.g. ability to grow crops and make shelter. Darwins theory of natural selection comprises the following points. All organisms or creatures are uniquely different and this uniqueness is based on heredity factors which an organism has from birth. Although many young organisms are produced, few manage to develop to maturity. ----- 15 ### The organisms that manage to grow to maturity and reproduce are those that are able to constantly adapt to the existing environment.In view of the limited resources, even after mutation, Darwin argued that only the fittest organisms survive as the weak species become extinct. This theory is popularly known as survival for the fittest.According to Darwin, isolation and adaptation is the final stage in the evolution process. Having survived through mutation and natural selection, the merging species increase in number. This leads to search for basic needs and in the process a species may be isolated from the rest and then finally adapt to the new environment.The theory of evolution holds that Humans belong to the animal kingdom and that man has evolved over the years. Man is a primate just as apes like gorillas, chimpanzees and monkeys. However, man belongs to the family of hominidae, while apes belong to the family of pongidae. Man according to Darwin developed over the years from his ape-like ancestors. **Evolution and adaptation of man ** The earliest Mammals lived on trees for two reasons; a) There was more supply of food o trees such as insects, leaves and birds eggs b) Security. Animals were more secure from their enemies while up on trees Man evolved from this kind of animals Archaeological evidence points at East Africa as the cradle of mankind. Reasons why East Africa is regarded as the place where man first evolved a) Evidence from archaeologists show that the earliest apes first evolved around lake and rift valley areas. And if man evolved from apes, then the first man must have appeared in east Africa. b) The savanna landscapes found in east Africa favored evolution while the conditions elsewhere (forests and deserts) Were unfavourable. c) The bones and weapons and tools which archaeologists are finding are proofs to this. These findings are widespread in Olduvai Gorge, Olorgesaillie, and Ngorongoro and around lakes of east Africa. d) The discovery of remains of early hominids and their material culture which form a pattern of human evolution prove this. E.g. we can trace the evolutionary process from Dryopithecus to Ramapithecus to Australopithecus to Homo habilis to Homo erectus to Homo sapiens. **Important archaeological sites found in East Africa ** In Kenya; - Rusinga Island, Fort Ternan near Kericho, Kariandusi near Elementaita, Gambles cave, Olorgesaillie, Kobi For a near Lake Turkana, Hyrax Hill and Njoro River cave. In Tanzania; - Olduvai Gorge, Eyasi Simila, Apis Rock and Garusi In Uganda; - Nsongezi, Napak, Magosi, Paraa, Ishanga, Mweya and Nyabusora In Ethiopia; - Omo River Valley and Hadar. ----- 16 ### Over a long period of time, mans ancestors lived in thick forests. Later about 15 million years ago, the forests transformed into savanna grasslands causing mans ancestors to change both physically and mentally so as to cope with the new environment. **The changes ** a) The tail which no longer had any value in the savanna disappeared. b) Man became more upright as there were no more impeding vegetation as was the case of too much foliage and intertwining vegetation in the forests and also to reduce surface area onto which solar insolation had effect. These also enabled quicker movement. c) The leg and foot formation changed to enable the weight of the body to be supported and balance to be achieved while moving or at a standstill. d) Gradual use of front limbs (hands for holding objects) enabled man to make tools which made work easier. The limbs also found another role of protection from other predators. As the forests disappeared, competition for food intensified and humans had to change their earlier eating habits. Some fossil evidence clearly give distinctive evidence of the break-off point between apes and hominids (mans ancestors.)The changes which Homo sapiens underwent as a break-off from apes to modern man. a) The skull size of the early human beings became larger indicating bigger brains. For example, Australopithecus, who lived between 5 and 1 million years ago, had a brain capacity of 530cm3. Homo erectus who lived later on had an improved brain capacity of between 775 and 1225cm3. b) Their jaws and teeth became more powerful compared to earlier forms indicating their use in tearing and cutting tough fibres and even the need for defence as a weapon. The size of the jaws and teeth became smaller. c) They developed a refined speech as compared to earlier forms. d) They were taller with less hair on their body. e) The forearms and hands underwent some changes. They developed a thumb for grasping objects. Their arms and hands became shorter, more appropriate for an upright posture. f) Their leg and foot formation also changed. Their feet and toes were smaller than earlier hominids in order to support the weight of the rest of the body while motionless or mobile. The toes were no longer in need for holding onto branches. **From apes to homo sapien sapiens ** Between 40 and 25 million years ago, the first apes appeared on earth. The first man (Austropithecus) appeared around 4.5 million years ago. The following are the stages through which the evolution of man passed. **1) Aegyptopithecus - An Early African Monkey ** ~ Aegyptopithecus was reconstructed from a monkey like skull found at Fayum Depression in Egypt. He forms earliest evidence of probable man's ancestors. ----- 17 ### ~ Its Teeth were those of a herbivore ~ It had a Small, about 4kg and was named Egyptian ape. ~ It was highly adapted to forest life. Had stereoscopic vision. It could jump skillfully from one tree to other using hands. It Dated 33 million years 2) Dryopithecus Africanus (proconsul ) ~ Its Remains were found at Rusinga Island within Lake Victoria by Mary and Louis Leakey in 1948. Its Skull appearance was more close to modern man than to Aegyptopithecus. ~ He had a quadrupedal movement like a chimpanzee. He had a Smooth forehead. ~ He had long teeth like other animals. The shape of his teeth and jaws indicated that He ate fruits. It is his remains that strengthen the belief that east Africa was the first homeland of mankind. **3) Kenyapithecus (Ramapithecus) ** ~ He is believed to have appeared between 15 and 12 million years ago ~ First remains found Fort Ternan in Kericho District, Kenya, in 1961 by Dr. Louis Leakey and Mary. Other fossils found at Samburu Hills, near Lake Baringo as well as in the Lake Turkana basin. ~ The equivalent species found in the Siwalikis Hills in northern India near New Delhi was named Ramapithecus ~ He had small canines and could occasionally walk on twos without falling. ~ The creature was small and weighed 36kg with bigger brains than earlier hominids. **4) Australopithecus (southern ape) ** ~ By 4-2m years ago a series of species known as australopithecines begin to appear. Perhaps it was the earliest homid closer to modern man. ~ The pelvis and leg were similar to that of modern humans. ~ They were bipedal and this was important in defence, grasp of objects and vision of an impending danger from a distance. ~ His Brain size was smaller than that of a human but larger than gorillas. ~ He was one of the most hairy hominid that ever existed. ~ He was Short but strong with a low forehead. Had large teeth and skulls ~ His remains were first discovered at Taung in Botswana by Raymond Dart in 1924. ~ The broken up skull found in East Africa at Olduvai Gorge in 1959 by Mary Leakey, was called Zinjanthropus- Nut-Cracker man since it had big jaws that suggest it kept on chewing. ~ Other fossils found in South Africa, Omo River Valley, Laetoli in Tanzania, near lakes Turkana and Baringo in kenya and L Natron Four types of Australopithecines that have been identified a) Australopithecus Afarensis b) Australopithecus Anamensis c) Australopithecus africanus. ----- 18 ### d) Australopithecus Robustus e) Australopithecus Anamensis ~ He is aged between 4.2 and 3.9 million years ago and is believed to be one of the oldest **a) Australopithecines ** ~ Evidence of his existence is obtained from the Reconstruction of Material consisting of 9 fossils from Kanapoi in Kenya and 12 fossils from Allia Bay in Kenya found by Dr. Meave Leakey, Dr. Allan Walker and the four fossil hunters (Kamoya Kimeu, Wambua Mangao, Nzube Mutiwa and Samuel Ngui.) ~ The fossil remains (comprising a lower jaw) were named A. Anamensis in August 1995 in a leading British Scientific journal. ~ He had relatively large canines. ~ The homid was aged between 3.9 and 3.0 million years ago. Its Name is derived from Afar Depression in Ethiopia. ~ He Had Apelike face and human-like teeth. He was small in stature and Bipedal, but Walked bent over, not fully upright. ~ They had very small brains -Brain capacity from 375 to 500 cc  (Its Brain was the size of an orange.) ~ They had a bony ridge over the eyes, a low forehead, a flat nose, and also they had no chin. ~ Remains found at Laetoli in Tanzania and Tugen Hills in Baringo District. **c) Australopithecus Africanus (A. Gracilis) ** ~ A. africanus existed between 3 and 2.5 million years ago. A. africanus was slenderly built, or Gracile (Gracile means slender) with a height of 1.5m. ~ Was significantly more like modern humans than A. Afarensis, with a larger brain and more humanoid facial features. ~ Had large teeth, jaws and skull ~ A. africanus has been found at only four sites in southern Africa  Taung (1924), Sterkfontein (1935), Makapansgat (1948) and Gladysvale (1992). d) Australopithecus Robustus ~ He Lived between 1 - 2mya in South Africa. ~ He is the biggest and most recent Australopithecine. - weight 68kg. He had more robust skull, jaws, and teeth. ~ He ate fruits, nuts and raw tubers- was apparently a vegetarian. ~ His Remains were found primarily in cave deposits at Swartkrans and Kromdraai in South Africa. ~ His Average brain size was about 530 cc ~ The East African A.Robustus was named A. Boisei 5) Homo habilis (Handy Man) - man with ability. ----- 19 ### ~ He is the earliest known species of the genus Homo; that is, the first human species. He lived 2.5 -1.5 million years ago ~ He was the First Homo specie to create and use stone tools for hunting and daily life. Homo habilis depicted the ability to make better tools than his predecessors. That is why he was referred to as man with ability. ~ His Brain size was -500 -800 cc;-the Brain shape is more humanlike. ~ He was capable of rudimentary speech. ~ He was about 127 cm (5'0\") tall, and about 45 kg (100 lb) in weight, although females may have been smaller ~ His fossils were found in the Olduvai Gorge in Tanzania in 1964 by Dr. J. Leakey. ~ His Remains were also found at Hadar and Omo River Valley in Ethiopia and kobi fora along L. Turkana by Benerd Ngeneo in 1972. 6) Homo erectus (Upright Man) ~ He was BIPEDAL- standing about 4-5 feet tall with a larger brain (700-1250cc). He lived between 2 million and 200,000 years ago. ~ He was clever as illustrated by his ability to make Acheulian tools such as the hand axe which was used as an axe, knife or even as a scraper. He was the First hominid to invent and use fire. ~ Their skeletons were larger and showed that they were quite heavily muscled ~ They were omnivorous like many other early hominids. ~ Only had hair on their head and back like are men that we have today ~ Remains found in Hardar, Ethiopia where the skeleton of a female Lucy were found. ~ Other fossils were found near Nariokotone River on the north western shores of LakeTurkana by Kamoya Kimeu in 1984. ~ Also at Olorgesaillie near Magadi, Isimila near Iringa in TZ and Tenerife in Algeria. ~ The most famous Homo Erectus fossil was found in a cave in Zhoukoudian, China and became known as Peking Man/Java man **7) Homo sapiens (Wise Man thinking man) ** ~ Their Main difference with their hominid ancestors is their extreme intelligencethey were the smartest hominid that ever lived with a Brain capacity of 1000-1800cc ~ They lived between 200,000 and 150,000 years ago ~ They improved their way of life by making a variety of flint, bone, wood and stone tools **(Microliths) ** ~ They hunted, gathered and fished. Later on, they domesticated plants and animals ~ Their Remains were found at Eliye Springs, Kanjera and Kanam in Kenya, Bodo and Omo River Valley in Ethiopia and Ngaloba in Tanzania. Three sub-species of Homo sapiens existed; **a) Rhodesian man ** ~ The sub-species Was discovered in Zambia, hence the name Rhodesian man ----- 20 ### ~ He had straight legs and walked with long strides. ~ Rhodesian mans Brains and skull were very similar to those of modern man. **b) Neanderthals ** ~ His Remains were found in Neander valley, Germany (1856). They Lived in caves and valleys ~ He was 5 feet and 5 inches tall-much stronger, heavily built and more aggressive too. ~ He Had very thick eyebrow ridges like the other hominids ~ He Made clothes from animal skins. They would scrape animal fat so they can use the skin as clothing. ~ They were probably the First humans to bury their dead. He was most likely the most intelligent hominid other than modern humans. ~ He was a nomad, gathering and hunting deer, wild pigs and wild sheep. Their weapons were used to impale animals; therefore, to kill them, they had to approach the animal and get very close. This was dangerous and probably caused injuries and even fatalities. ~ Communication was key in hunting because they had to work as a team. They had the ability to use complex speech; however, their sentences were probably basic. Instead of painting on cave walls they painted their faces. ~ Other remains were found in Asia in France, Belgium, Gibraltar, Italy and former Yugoslavia. ~ They became extinct about 30,000 years ago. c) Homo sapiens Cro-Magnon ~ He was almost identical to modern humans although quite muscular and taller. Had long, low skull and a wide face, a sharp, rising forehead, bushy eyebrows and prominent chins ~ They had a big brain capacity and had very complex thinking ~ He was hunter-gatherer, painter and lived in caves ~ He knew how to make clothes ~ His Fossil remains were found in Western Europe. Their skeletons still remain in France today ~ They became extinct around 10,000years ago 8) Homo sapiens sapiens ~ Homo sapiens sapiens are modern day humans. They evolved about 50,000 years ago. ~ They have big brains and a more advanced faculty for curiosity and intelligence ~ They have a large brain capacity. They do not just think, they plan ahead, make accurate forecasts, and study the star and the galaxies ~ They have made inventions that have made life more comfortable. ~ They are Around 5 feet 6 inches tall and Walk fully upright ~ They have Minimal hair on our bodies (replaced by clothing)-We have clothes that are made from brands, factories, we also sew or knit our own clothing. ----- 21 ### The growing knowledge of genetic structure and functions has enabled human beings to clone animals using genes obtained from existing animals, thereby producing offsprings that looks exactly like the original e.g. the work of Dr. Wilmut Ian at the Roslin Institute of Edinburgh, Scotland that led to the first cloned sheep named dolly. Scientists are making attempts to even clone humans.More recent discoveries of early man include the Toumai found in Chad in 2002 dating about 6 to 7 myaIn 2000, another discovery was made in Baringo, Kenya (millennium man) and is believed todate 6mya. The discovery was made by Martin Pickford and Eustace Gitonga o the National Museums of Kenya. **Appearance of races ** It has been hypothesized modern humans, using superior technology and more efficient adaption, out competed other hominid species to quickly emerge as the only surviving hominid species on the planet.Though we feature much diversity in appearance, these differences are minor compared to our biological similarities/all human beings are quite closely related.Many of our physical differences (skin, color, hair color, etc.) are relatively recent adaptations to local environment conditions. Evolutionary forces such as genetic drift have also played a role in our creating such variation as well. Biologists and anthropologists classified humans into three different groups based on physical characteristics.  Negroids, found in Africa.  Caucasians found in Europe  Mongoloids found in Asia, Modern genetics has revealed that these categories make very little sense biologically since modern races are derived from a common stock and the different races are able to interbreed. There are also no differences in intelligence among all races of mankind. The term race has traditionally been used by scientists as the equivalent of the subspecies concept when classifying humans.The Cultural and economic practices of early man **What is culture? ** Culture is the way of life of a people-Customs, language and social institutions The things that early humans made and used formed their material culture. Early mans culture can be understood through study of Stone Age or Paleolithic periods **What is Stone Age? ** This refers to the early period of human history when mans tools and weapons were mainly made of stone and to some extend  wood and bone There are three Stone Age periods 1) Old stone age- Paleolithic period- 4,500,000 to 50,000years 2) Middle stone age- Mesolithic period-50,000-15,000 years. 3) New Stone Age  Neolithic period- 15,000- 1,500 years **The Paleolithic Age ** Paleolithic -> Old Stone Age- 4,500,000  50,000 years ago ----- 22 ### The Paleolithic is the longest of all stone ages, covering roughly 2 million years. The hominid species who lived side by side were Australopithecus, Homo habilis and Homoerectus. **EARLY STONE AGE TOOLS ** The hominids Made tools from stone The Tool Traditions was called Oldowan tools / pebble tools. The tools were named after Olduvai Gorge where they were found. They were made by Australopithecus and Homo erectus. They were also known as pebble tools because they were made of stones. Among the finds at Olduvai were the chopper, fist hatchet (core tools) and several flake tools.Such tools were also found at Kobi For a near Lake Turkana, Omo River Valley in Ethiopia, and Kafu Valley in Uganda, Shaba province in Zaire and in Algeria, Tunisia and morocco.In Kenya, the tools were found at sites in kariandusi, Olorgesaillie, Kilombe, Chesowanja, Mtongwe, Isenya and Lewa DownsAustralopithecus Southern Ape They didnt have the intelligence to make sophisticated tools, so they may have made tools out of bones that they foundAustralopithecus afarensis mostly used tools that they found or that nature had created, example was a stick, which they stuck into a termite mound, then the termites clung to it letting the ape pull out the stick covered in food. He is however also credited for making Oldowan tools. **Homo habilis and the Oldowan Tradition** They made stone tools for chopping, scraping, and cutting. Making of Choppers (lower left) involved knapping a few flakes off the core. Both cores and flakes were used. The Knapper could strike a spherical piece of stone until Flake falls off opposite side. The Tool would then be flipped over and procedure repeated. Several blows would create a cutting edgeRequirements reflect Intelligence, Planning, foreknowledge of design and Knowledge of breakage pattern of rock. There must also be Hand-eye coordination The second phase of the Old Stone Age was marked by tools called Acheulian tools, named after the site of St Acheul in France. Others found in Tanzania, Uganda, Malawi, Zambia, and Zimbabwe. In Kenya, the tools were found at Kariandusi, Olorgesaillie, Kilombe, Chesowanja, Mtongwe, Isenya and Lewa DownsThey were made by Homoerectus. Homo erectus and the Acheulian tool technology. Signature tool: a well- designed hand axe and cleavers The Hand axe had multiple uses, from cutting, skinning, scraping animal skins, digging and sharpening bone and wood. **Characteristics of Acheulian hand axe ** ~ It was Bifacial: both sides were knapped ~ Symmetrical in breadth ~ Shaped to a point on one end ~ The edge is thin and sharp ~ Broad end is curved, but edge is still sharp. **Process of Manufacturing Acheulian Hand axes ** ----- 23 ### Dozens of flakes were removed from the core, from 25 to 75. Each flake blow must be precisely positioned. The Core must be turned over again and again to maintain symmetry and to keep edge straight. All the exterior rind (cortex) was removed. It was a demanding task-The hand axe was Symmetrical and finely shaped. **OLD STONE AGE-HUNTING AND GATHERING ** The early Stone Age people lived in small groups and were able to hunt for food using sharpened rocks and sticks. They used simple hunting methods of chasing wild animals and throwing stones at them. They also made traps by digging large pits on the paths used by animals. They ate raw meat from small animals like lizards and rodents Women gathered edible fruits, eggs and roots- had a balanced diet. **THE OLD STONE AGE-SHELTER AND CLOTHING ** Humans during this period found shelter in caves and tree-tops. Their bodies were hairy enough to keep them warm- lack of clothing was therefore bearable during this period. Moreover, the savannahs were also warm enough. They also preferred the grasslands because they provided them with the much needed water and foodThe Australopithecus had a very small brain and that limited the actions they could do. The Australopithecus were very hairy so they didnt need any clothes. Australopithecus diet was mostly made up of fruits and vegetables they found. If Australopithecus found a dead animal it would scavenge of it but the Australopithecus afarensis couldnt cook the meat and kill the germs. **Mesolithic age ** Mesolithicmiddle Stone Age- 200,000 10,000 years ago. They period was characterized by superior brains and ability of Homo erectus and Homo sapiens. Great improvements were witnessed. **TOOLS ** Signature tool; Sangoan tool made using Lavallois method The tool was named after Sango Bay site on L. Victoria-Tz **The Lavallois technology ** It involved using cores of smaller stones to hit bigger ones. The tool maker would draw outline of flake on stone module and Strike out flakes and blades of desired shape. The rock would be prepared beforehand to control how rock breaks when struck. The flakes and blades were then trimmed into a variety of knives, scrapers, spear points, choppers and daggers.Also Mousterian tools (specialized stone tools and weapons) were made. Tang- the first tool with a handle was invented in this period- 40,000 years ago in northern Africa.Fire was also another important tool invented by Homo erectus and he used it as follows ~ For warmth at night, lighting, to cook roots and roast meat, for hunting (bushfires), tool-making to harden tips, means of communication, food preservation ~ It also enabled hominids to migrate out of savannah **MESOLITHIC  FOOD AND CLOTHES ** ----- 24 ### Homo erectus was considered the first true hunters. Because of better tools (Hand axe), fire and axes, they could hunt larger game such as deer, rhinos, pigs, elephants; buffaloes etc. and cook their food.People learnt to wear animal skins and make waist-belts and necklaces. They also painted themselves with red ochre and oil. **MESOLITHIC  SHELTER. ** Man used identifiable shelter. An example was found at Orangia in South Africa. Man also used rock shelter (rocks scooped out to make hollows). Later man lived in caves with entrance covered with animal skins to keep wind and rain away (e.g. Matupi Cave in Zaire and Gambles cave near Nakuru. **MESOLITHIC  LANGUAGE AND ROCK ART ** Families lived in small groups for security reasons. There were distinct languages to enhance communications.Rock paintings-Pictures of animals were painted on walls and rocks. Examples of Cave paintings were left behind at Kondoa and singida areas in north Tanzania and at Apollo II cave in S.A. This pictures signified mans believe in magic (arrows piercing animals he hoped to kill) **SOCIAL ORGANIZATION ** There was efficient group organization as evidenced by the ability to carry out large-scale hunting. Language invention further strengthened the social bonds and cultures of early man **The Neolithic age ** Neolithic  New Stone Age- 15,000  4,000 years ago This period was marked with the Emergence of Homo sapiens and homo sapien sapiens. **THE NEOLITHIC TOOLS ** Man became a Very skilled toolmaker-they made tools known as microliths- (small piece of sharp stone tool). For example, a crescent or a lunate which had a straight sharp cutting edge and a curved blunted back.Their weapons include stone axes, knives, spears, harpoons, wooden bows, and sharp, stone tipped arrows, hooks, needles, and bone fish hooks.NEANDERTHALS were the first to create the pointed tip on hunting spears and harpoons **THE NEOLITHIC SHELTER ** Earlier sapiens used caves as their homes instead of building one. Later, they made permanent homes that looked like tents or tepees, out of tree branches, grass, mammoth bones, and animal skins. They used or made some sort of paint to use on their cave paintings. **FOOD AND AGRICULTURE ** Man domesticated plants and animals though he continued to hunt and gather. Man changed as from Nomadic lifestyle to settled stationary lifestyle; a.k.a.sedentary Population also increased due to balanced diet and adequate food ----- 25 ### **THE NEOLITHIC GOVERNMENT ** Due to settled life and improved settlement, rules and laws were set up as a basis of government. Some people also specialized in leadership, religious activities as well as making of crafts. **THE NEOLITHIC RELIGION ** Mans language and religious beliefs developed as a result of depending on natural forces like rain. They began to ponder over issues like life and death.Evidence is found at Hyrax Hill and Njoro river Cave where human fossil remains were found buried with items such as tools and seeds or foodThe practice of burying someone with his possessions implied a belief in life after death.Neanderthals were the first to bury their dead. They also seemed to have a conception of an afterlife as shown by the actual burial site at La Ferrassie, France, with seven tombs including a man, a woman and several childrens graves lying side by side. **THE NEOLITHIC ART AND CRAFT ** Humans specialized in crafts such as basketry, pottery and later smelting Evidenced by this horse head carving to the right. **DEVELOPMENT OF AGRICULTURE ** **Definition of agriculture ** It is the cultivation of crops. The modern definition of agriculture includes animal husbandry, fish farming and bee-keeping. **The beginning of Agriculture ** The domestication of plants and animals began over 10,000 years ago during the Neolithic period **Why man domesticated plants and animals ** a. The increase of human population needed regular food supply -natural environment could no longer provide sufficient food. b. Climatic changes-increased drought, threatened plant life and animal life making natural food scarce. c. Competition for existing food in the natural resulted in inadequate wild food/over hunting of animals. d. Hunting and gathering was increasingly becoming tiresome. e. Calamities such as forest fires or floods sometimes destroyed vegetation or drove wild animals away. f. Development of settled life. Man had to stop a life of movement in search of food and water. g. Development of tools (microliths) e.g. sickles wooden plough, etc. h. Availability of varieties of indigenous crops e.g. wheat and barley. There are two theories that explain how agriculture started; 1. The Independent theory. Agriculture developed independently in different parts of the world especially along river valleys. ----- 26 ### 2. One Place Theory/Diffusion Theory-Crop growing and animal keeping developed among people of south East Asia. Then the idea spread to the rest of the world; Middle East, India, Central America, China, Southeast Asia 8,000 BC 7,000 BC 6,500 BC 6,000 BC 5,000 BC **CROP GROWING ** The transformation from hunting and gathering to growing of food crops was a gradual development. The first crops were grown by man in areas where they existed naturally. Crop growing first developed in the Fertile Crescent which is in the Middle East. Neolithic women noticed new grain plants grew when they accidentally spilled grain seeds. They tried scattering seeds on purpose  it worked! ~ Animals often find plants in places with water / good soil - Hunters saw pattern ~ People stayed at sites, animals became tamer ~ People started weeding / irrigating so plants would grow better ~ Started saving seeds of better plants to plant ~ One season, nomads liked a site so much they stuck around ~ Stayed so long they harvested a crop and then saw it grow to harvest stage again ~ Groups learned to grow a crop from seed to harvest and then move on ~ Since men did the hunting and females were responsible for the food gathering, women learned how to plant seeds, as well as process and prepare the food. The above facts point out that the beginning of crop farming was accidental and mainly through trial and errorEarliest crops to be domesticated were barley, wheat, sorghum, millet, rice, maize, yams, cassava, potatoes, bananas and grapes. Since they grew in different environments, there were many centres of agricultural revolution. For example; ~ Middle East. ~ Indus valley in India. ~ Nile valley ~ The yellow river valley in china ~ The Danube Valley in Europe. **WHEAT ** Originally grown in south-west Asia Initial type was brittle wheat-then replaced by a non-brittle type in 7500BC called emmer Wheat then spread Mesopotamian plains by 6000 BC to Egypt by 3000BC, then to Mediterranean region, central Asia, India and southern Europe. **BARLEY ** The first cereal to be domesticated.Initially grew wildly at Mureybat on the Euphrates in Syria between 7000 - 6000 BC Another evidence of growth found at Ali kosh (Iran) and Jericho (Jordan)Then spread to Egypt at Fayum in 4500 BC. Then spread to India and china by about 2000 BC. **SORGHUM AND MILLET ** Originated from Africa at Hoggat in southern Algeria as early as 6000 BC ----- 27 ### Spread to West Africa to around Sudan area between Nile and Chad, by 1500 BC Finger millet originated in East Africa. Later the two spread to Asia and China. **RICE ** Originated in Asia where currently is a stable food- in Thailand at about 3500 BC Then spread to India, Europe and Japan The African variety was grown along the upper Niger around 1500 BC **MAIZE ** Origin- Central America at about 5000 BC at Tehuacan in Mexico. In Africa, was introduced by the Portuguese in 15thc. **YAMS ** The first root and tuber crop to be domesticated- 9000 BC in south East Asia. The African variety, the white guinea yam was grown in Ivory Coast. **DOMESTICATION OF ANIMALS ** The Dog was the first animal to be domesticated. The next animals were the sheep, Goats, cattle and camels. Animal domestication Began through establishment of ties between man and animals during hunting or when fetching water. **Dog ** Assisted humans in hunting, driving away dangerous animals and herding livestock **Goats ** The Goat was first domesticated in south west Asia in5000 BC.Evidence of this is found at Tell Abu Hureyra, Tepe Ali Kosh, and Deh Luren Khuzestan in south -west Iran. Also in Iraq, upper Tigris valley, turkey and south Jordan. Goat domestication was in Egypt in 5000 BC Sheep.Sheep was domesticated after the dog. Fossil evidence of sheep keeping has been found at Zawi Chemi Shanid in Iraq and dating to about 9000 BC. Sheep were also kept in Syria, Egypt and Saharan region then to West Africa. Sheep was also kept in Indus valley and yellow river valleys. **Cattle ** Cattle was first domesticated in south-west Asia as early as 5800BC in turkey and then in Iran and Iraq. It then spread to Ethiopia and North Africa from Asia. The short-horned cattle originated in Mesopotamia then spread to Africa and Europe. **Camel ** Though camels are associated with North Africa today, the original home has been traced to North America from where t spread to South America and Asia. The Asian and s. American species became the ancestors of the Alpaca and Illama.Two types of camels exist today- the one-humped (found in Middle East, northern china and Africa), and the two-humped camel (found in central Asia.) Camels were domesticated about 3000 BC to 2500 BC ----- 28 ### **Importance of the domestication of animals ** a) Some of them like cattle, sheep and goats provided man with regular food i.e. Milk, b) Animal Hides or skin were used as clothing and beddings c) The horns were used for communication. d) Hooves and bones of animals were used as containers and as drinking vessels. e) Some of the domesticated animals like the camel, donkey and horses were used for transport. f) Domestic animals like the oxen and the donkey were used to plough land for farming. g) The dog protected man against dangerous animals. h) Some of the domesticated animals produced manure which greatly improved agricultural produce. **EARLY AGRICULTURE IN MESOPOTAMIA** Mesopotamia was the land between the two rivers Tigris and Euphrates and lay in the present day irag. It was one of the centres of early civilization as early as 3000 BC. Food production in this region began as early as 8000 BC. **Reasons why early agriculture developed in Mesopotamia ** a) Availability of indigenous crops and animals in the region e.g. Wheat, barley, dates and goats, sheep and cattle. b) Existence of fertile land along river valleys of Tigris and Euphrates-consisting of deposited silt. c) Availability of water from rivers Tigris and Euphrates which was used for irrigation. Heavy rains experienced in the Zaggroes Mountains contributed to floods on the river valleys. d) Invention of farming tools e.g. Hoes, ploughs, sickles and seed drill which promoted agricultural activities. e) Existence of transport system in form of donkeys, canoes, river transport etc; which was instrumental in transportation of inputs and outputs. f) Political instability that enabled people to practice agriculture. The Sumerians are credited as the first people to use irrigation in growing crops. When the river water overflowed the banks during flooding, the Sumerians had the skill of controlling it through canals into the dry lands. (Canal or bucket irrigation). They also used farm implements to improve crop growing. For example the use of ox-drawn ploughs and seed drills pulled by oxen to replace stone hoes.Most of the people during the summer civilization earned their livelihood as farmers, craftsmen, fishermen and cattle breeders.Most of the land was in form of large estates owned by the rulers or the wealthy classes. The peasants were given small plots along with seeds, farm implements and animals in exchange for labour. ----- 29 ### The Crops grown included barley, wheat, vines, date, palms, grapes, olives, onions, figs, melons and cucumbers. Milk animals kept included goats and cow. Also ducks, pigs, geese and horses were kept. **Impact of early agriculture in Mesopotamia ** a) It led to settled life as people now needed to concentrate on farming. b) Food production increased. c) There was an increase in population along the river valleys due to plenty and regular food supply. d) There was emergence of city-states and urban centres. For example Ur, Uruk, Eridu, Nippur, Kish and Babylon. e) Surplus agricultural production led to development of trade between communities. f) There was increased specialization as all could not engage in farming. Some became craftsmen. g) Agriculture influenced writing and arithmetic. Management of estates required knowledge in accounts. The form of writing that was developed was known as cuneiform involving the use of stone tablets. h) The invention of the wheel by around 3000 BC. it was used in carts to transport farm produce, for making war chariots to transport soldiers and also in pottery (the potters wheel) i) The plough was also invented. The first ox-plough consisted of simply a tree trunk with one small branch protruding upwards with the other one upwards. The invention meant that only a few people were needed to cultivate land. j) There was the development of science and mathematics with the development of the first formulas for measuring time, distance and area. There was also development in the field of Astronomy. k) Religious practices also developed with the connection of most of the gods to agriculture in one way or another. For example, Ninurta was a god of floods. l) Development of law. A code of laws was compiled as a means of minimizing conflict in society- the Hammurabis code. **EARLY AGRICULTURE IN EGYPT ** As early as 7000 BC, people had already settled in the Nile valley. By around 5000 BC, the Egyptians had gradually adopted agriculture, departing from a hunter-gatherer society. **Reasons that enhanced development of early Agriculture in Egypt ** a) Availability of Water for irrigation and for domestic use from river Nile. b) Existence of fertile silt deposits and mud originating from the flooding of the Nile betweenJuly and October annually, which provided fertile soil for crop farming. c) Another advantage was that Egypt had a suitable warm climate for crop growing and ripening. ----- 30 ### d) The Use of shadoof Irrigation technology ensured production of food during drought seasons e) Presence of indigenous crops and animals from which domestication was made. Wheat and barley had already become indigenous to Egypt as were animals like sheep and goats. f) Foreign influence from South West Asia where farming was first practiced. The proximity of Egypt to Mesopotamia, the first centre of agricultural development ensured that she borrowed heavily from there. g) The Natural protection of the region from foreign attacks, since the Nile valley was protected by the Libyan Desert to the West, the Nubian Desert and Nile cataracts to the South and the Nile coast delta on the North. h) Political stability. i) High population created need for more food and provided farm labour. j) Availability of slave labour made crop farming a success. k) The invention and use of implements that included wooden sticks, knives and wooden hoes enabled the farmers to increase their yields. l) The existence of writing in Egypt helped the Egyptians to keep accurate records of seasons and volume of food. **The shadoof irrigation ** This was the method of irrigation used in Egypt during the drought season when the river was not flooding. A shadoof is a wooden device for lifting water from a river into the canals. It consisted of a long pole swinging up and down between two supporting wooden posts One end has a weight hanging on the pole while the other end has a skin bucket. The bucket is pulled down and dipped into the water by a person. It is caused to rise by the weight, once water has been filled. The other person empties the water into the canal to be drained into the fields.The Egyptians used farm implements like sticks, knives, axes, sickles and hoesAmong the crops planted in Egypt included wheat, barley, fruits, flax, beans, vegetables, cucumbers, onions, lentils, dates, figs and grapes. They used the broadcasting method. Shifting cultivation was also practiced before human population increased.They kept animals like sheep, goat, pigs, donkey, cattle and poultry. The state directed production. It controlled distribution of harvests as well as handicrafts. Government owned huge granaries and godowns which were used to store food. The king was regarded as the guardian who presided over food supply for all. The master of largesse was responsible for all the livestock in the country. In the year when agricultural production was poor, the head of the exchequer would take care of the distribution of seeds and livestock. **Effects of early agriculture in Egypt ** a) Due to improved farming, there was increased food production thus ensuring regular food supplies. b) There was Growth in population as food supply increased and became regular. ----- 31 ### c) Agriculture led to permanent settlement of people. As a result, their living standards improved dramatically as they reaped from farming. d) Agriculture promoted trade among the Egyptians. It led to production of surplus food that in turn was used to increase trading activities. e) Agriculture Led to rise of urban centres or towns in Egypt such as Memphiss akhetan, Aswan and Thebes along the Nile valley. f) Agriculture enabled some society members to specialize in other activities since a few could now produce enough food for all. Some engaged in hand crafts, geometry etc. g) Agriculture Led to emergence of government and related governing laws. h) Like the case of Mesopotamia, it led to the discovery of arithmetic, geometry, writing and calendar. These were used by the priests to keep records and make accurate prediction of annual foods. The Egyptian calendar is believed to be the earliest calendar in the world. i) It promoted social stratification or classes in Egyptian society. **Effects of early agriculture ** Summarize from the effects in Egypt and Mesopotamia. **THE AGRARIAN REVOLUTION IN BRITAIN ** The agrarian revolution refers to rapid changes and improvements in the field of agriculture. Between 1750 and 1850 European countries underwent changes in agriculture. The changes were marked by  A new system of land ownership  Use of machines and new farming methods. The revolution took place first in Britain. **CHARACTERISTICS OF AGRICULTURE IN BRITAIN BEFORE THE ** **AGRARIAN REVOLUTION ** 1. Feudalism was practiced. **What is Feudalism? ** Loosely organized system of government in which local lords governed their own lands but owed military service and other support to a greater lord (nobility) The feudal kings had plenty of land; but they could not control it all. So they gave land to lords (nobility) in exchange for protection, loyalty and $.Nobility then gave Part of their land to the serfs (peasants) who would work on it and give part of their crops to the local (land) lord, for letting them farm the land. 2. Farmers practiced open-field system. In this system land was divided into three portions; I. Portion one- growing corn and wheat II. Portion two- for beans, barley and oats III. Portion three- left fallow to regain fertility. Such a system did not allow effective farming since land was not fully utilized. ----- 32 ### It also discouraged livestock farming since it allowed easy spread of livestock diseases. There was uncontrolled breeding in livestock instead of selective breeding since livestock grazed together. Fallow land and existence of Cattle and footpaths that crisscrossed the farms wasted a lot of land. 3. Stripping as a method of farming was used. The existence of strips meant that Land portions were small and discouraged the use of machines. 4. Use of simple tools and implements that included sticks, hoes and later ploughs. Cultivation was therefore on small scale with crop rotation being used as a method of improving fertility. It was however not effective. 5. Use of broadcasting method. Broadcasting method of planting led to wastage of seeds as it would be eaten by birds and rodents 6. Intercropping was practiced. The growing of two or more crops on the same piece of land. 7. Mixed farming. Livestock was allowed to graze on fallow land 8. Mono-cropping-planting the same type of crop year after on the same piece of land. NB; this was an inefficient system leading to low yields **CHANGES THAT MARKED THE AGRARIAN REVOLUTION IN BRITAIN ** 1. Fallows were abolished and available lands used effectively. This was influenced by population that occasioned demand for more food. The farmers could no longer afford to leave land to regain fertility. 2. Application of new methods of farming. **Introduction and use of fertilizers in farms ** Lord Viscount Townsend discovered that clover added nitrogen to the soil and turnips could survive in winter and be used to feed cattle. Townsend introduced a new four- course crop rotation called the Norfolk system consisting of barley, clover, turnips and wheat on same plot for a four-year period. In 1843, John Bennet Lawes discovered the use of fertilizers and opened a superphosphate factory in London. 3. Use of farm machineries like the horse drawn drilling machine invented by Jethro Tull in 1701 which replaced the broadcasting method. Iron hoes were used instead of sticks, to prepare the ground. In 1925, the wooden plough was replaced with an iron plough. Patrick Bells invention of the mechanical reaper replaced the sickle in harvesting corn. Andrew Meikles invented a mechanical thresher in 1876 which could cut and bind corn at the same time. The use of machines changed agriculture from a small scale to a large-scale business. 4. Intercropping to retain land fertility. E.g. of maize and beans. This practice enabled farmers to realize more yields. 5. Application of scientific principles to farming. For example, Selective breeding of livestock invented by Robert Bakewell (1725-1795). He was able to develop the short ----- 33 ### horn, Devon, the Hereford, Aberdeen Angus and Ayrshire. He also improved sheep breeds such as the Leicester, Shropshire, Suffolk and the oxford. Pig varieties- the Yorkshire, Berkshire and Tamworth breeds 6. Fencing of farms/land enclosure system; the introduction of land enclosures put to an end to strip farming. This was a demand of the rich landlords that land should be enclosed by fencing. The enclosure act enabled rich people to acquire more land. As a result more land was put under production and more land could be ploughed by one farmer **Positive effects of the land enclosure system introduced in Britain ** a) It created large farms which allowed use of horse drill and crop -rotation. b) The farms were easily managed and Farmers could specialize in crop or animal production. c) Farmers could use their title deeds to borrow money from financial firms for the improvement of their farms. **Effects of the land enclosure movement on the peasant farmers in Britain ** a. The creation of large farms led to landlessness among the peasant farmers, b. Peasant farmers sold off their land to the rich farmers because they could not afford to cultivate the land. c. The land enclosure movement led to displacement of peasant farmers from their land and hence they migrated to towns/ caused rural -urban migration. d. The rural-urban migration of peasant farmers led to overcrowding in urban centres/ congestion in urban centres. e. The land enclosure movement caused emigrations of the peasants to other countries such as USA, Canada, Australia, new Zealand and south Africa f. The poor farmers were exploited, as they had to sell their labour to farmers and to the factories / exploitation of the poor peasants labour force. 7. The royal agricultural society. It was established in 1838. Through the journals of the society, new ideas and techniques of farming were publicized all over the country. As a result, many farmers began to adopt the modern methods of farming. **CAUSES OF AGRARIAN REVOLUTION IN BRITAIN ** 1. Land consolidation; the introduction of land enclosures which put to an end to strip farming. As a result more land was under production and more land could be ploughed by one farmer. 2. Development of new methods of livestock breeding; more scientific methods of breeding livestock were developed. They involved selective breeding in which animals with suitable characteristics were maintained in the herds. 3. Development of new tools for farming which helped to increase agricultural productivity .e.g. use of seed drill, Rotterdam plough, threshing machine and tractors. ----- 34 ### 4. Development of new methods of maintaining soil fertility e.g. the new crop rotation system allowed the continued use of land without exhausting its fertility. Chemical fertilizers were also produced. 5. Development of agricultural research in universities and research institutes assisted in improvement of soils and crop yields. Newspapers and agricultural journals helped to spread the results of this research to farmers. 6. Impact of industrial revolution which provided the agricultural sector with inputs and market. 7. Population increase led to high demand for food. **EFFECTS OF THE AGRARIAN REVOLUTION IN BRITAIN ** 1. Food security for the population of Britain due to improved farming methods. 2. There was Growth of population in Britain due to food security lowered mortality rates and increased life expectancy. 3. There was Growth of capital/plantation farming to replace subsistence farming. Due to the enclosure act, ownership of large farms was encouraged and subsequently mechanization/plantations were set up. 4. Poor farmers who could not afford fencing lost their land. Capital farming therefore led to emergence of landless peasants as large tracts of land were consolidated in enclosures. The poor peasants were compelled to migrate to urban areas where they were subjected to poor living conditions. 5. Trade expanded locally and internationally. When farming was commercialized, Britain expanded trade thus boosting her economy. 6. Growth of a working class. The landless peasants sought wage employment on farms or in towns in the emerging new industries. Thus a class of workers began to emerge. 7. Transport systems like roads and railways improved. They were used to transport agricultural products to the market and raw materials to industries. 8. Industries benefited from agricultural raw materials/ develop ment of industries. A number of machines produced by industries were also used in agriculture to boost production. 9. Emigration of British national to other parts of the world. Some of the landless peasants migrated to USA, Canada, Australia, New Zealand and South Africa. 10. Intensification of scientific research by the royal agricultural society to carter for the expanding agricultural sector. **THE SPREAD OF AGRARIAN REVOLUTION ** From Britain the revolution spread to other parts of Europe and Americas and then the rest of the world. Ideas like crop rotation, use of machines, selective breeding of livestock and use of fertilizers spread into continental Europe from Britain. The governments encouraged agricultural science and research. ----- 35 ### The work of Louis Pasteur (1890-1960) a Frenchman discovered that disease are caused by bacteria and sterilization of food such as milk through boiling keeps it bacteria-free for long time **THE AGRARIAN REVOLUTION IN THE USA ** The Americas was the origin of many crops in the world the American Indians were subsistence farmers growing crops like yams, potatoes, maize (corn), cocoa, tomatoes, cotton, tobacco, beans and cassava.Political and religious differences in Europe in the 17 [th] c forced many Europeans to settle in America as was also the enclosure system in Britain. Craftsmen and labouerers also moved in search of better life. The immigrant settlers came with horses, sheep, cattle, pigs, fowls, seeds and plants from Europe. Some of them participated in improving the machines that were already in use in Europe. For example: a. 1837- John Deere a young blacksmith from Illinois invented a steel plough b. 1837- Cyrus McCormick established a factory in Chicago to produce reapers c. 1837- Daniel Massey produced a similar machine in Canada. d. 1792- Elly Whitney invented the cotton gin and cotton picker American scientists also developed the refrigerator. For example, John Perkins (1766- 1849) an American inventor patented the first prototype refrigerator in England in 1834. The first American patent for a refrigerator was awarded to John Gorrie (1803-1855) in 1851.1859- Ferdinand Carre, a Frenchman invented the absorption system in a refrigerator. This was a major milestone in preservation of meat and other foods in America.Several agricultural zones emerged in America due to differences in soil fertility and climate: a. North-Eastern parts- Ranching and dairying b. The south- cotton zone. c. Central region-maize. d. North-west wheat There was large scale mechanized agriculture especially after the abolition of slave trade. Most cash crops were grown to provide raw materials to European industries. Tobacco was grown in Virginia and Maryland. Rice and indigo were grown in Georgia and South Carolina. Cattles rearing was done in Texas.Transport development also enhanced agricultural development. For example, water transport using the great lakes, railway and road transport.Alexander graham bell invented the telegraph to enhance communication. USA also invested in the field of science and research which boosted agriculture with better hybrid seeds and different strains of livestock. **FACTORS THAT FACILITATED THE DEVELOPMENT OF AGRICUL-TURE ** **IN AMERICA BEFORE 1800 ** a. The enclosure system in Britain led to the Settlement of enterprising European emigrants who wished to make a living through agriculture/Determination of European immigrants to succeed as farmers as there was no other source of livelihood. European ----- 36 ### immigration into the region also led to population increase and demand for more food. The immigrants also introduced new crops and new methods of farming leading to agricultural development b. Scientific research made it possible to improve strains of crops to resist diseases, to develop superior animal breeds and to develop new food crops e.g. Soya beans into artificial meat, etc. c. Mechanization; there was extensive use of machines to improve production e.g. steel plough, use of reapers, cotton gin etc. d. The presence of cheap means of transport e.g. Erie Canal, roads, railway, etc speeded up the transportation of goods and raw materials. e. The invention of the cotton gin in 1793 led to increased cotton acreage. f. Environmental influence on the farmers through experience leading to agricultural zoning e.g. maize in the centre, wheat in the south and beef rearing in the west/Presence of suitable soils for different types of crops such as tobacco, cotton and wheat. g. Government recognition of individual land ownership (the Homestead Act 1760) encouraged settlers to farm. **EFFECTS OF THE AGRARIAN REVOLUTION IN USA ** Fuelled by peasants who emigrated after they were driven out of Europe by the land enclosure movement, USA became the worlds leading producer of agricultural products. The effects of the revolution were as follows: a) It led to diversification of agriculture through the introduction of new farm animals and crops. b) The new inventions in farm machinery enabled American farmers to bring more land under cultivation. For example the steel plough invented by John Deere and reaping machine by Cyrus McCormick. c) Food production especially of wheat and maize, increased due to the use of new farming methods like use of fertilizers and hybrid seeds. d) The agrarian revolution led to expansion of agricultural related industries. e) Mechanization of agriculture replaced slaves and other labourers at the farms. Many people went to search for employment in urban areas. f) The expansion of food production led to increase in trade between USA and Western Europe thus boosting USA economy. g) The transport system was improved to enable transportation of farm inputs to farms and agricultural produce to market. h) The revolution contributed to the enhancement of research and scientific inventions especially on the field of agriculture. **FOOD SITUATION IN AFRICA AND THE REST OF THE THIRD WORLD ** Third world refers to the less developed countries in Africa, Asia and South America. Many of these third world countries have food shortages and even continue to have weak economies upto date. ----- 37 ### **Causes to food shortage in Africa ** a. Rapid population growth which has put a lot of pressure on the available food resources leading to shortages b. Poor land use and agricultural practices. Many farmers still depend on traditional farming methods, for example, not applying fertilizers, pesticides or mechanization, thus producing low yields. c. Some developing countries experience adverse weather conditions such as floods and long periods of drought. Since these countries practice rain-fed agriculture, food production has been affected d. Overemphasis on cash crops at the expense of food crops has contributed to low food production. In Kenya for example, large farms concentrate on growth of flowers, tea and coffee with food crop farming being largely for subsistence. e. Rural-urban migration, especially among the young people has deprived the rural areas of the badly needed labour force for food production f. Lack of adequate capital for agricultural development. Low income/poverty. The farmers lack enough funds to purchase farm inputs. g. Political instability in some African countries undermines food production. For example in Ethiopia, Sudan, DRC, Burundi and Rwanda. This has prevented people from concentrating on food production. h. Decline in growing drought resistant crops. Crops like cassava and millet have been abandoned due to attitude thus causing artificial shortage of specific food. i. Poor and inadequate storage facilities have led to food wastage. In Kenya by 2001, the country was losing up to nine million bags of grain per year as a result of poor storage methods. j. Poor transport network leads to uneven distribution of food. It also discourages farmers from producing more. k. Over reliance on food aid and forms of aid has created a dependence attitude in many African countries. Some communities have become complacent about looking for a permanent solution to their food problems. l. Poor economic planning on the part of the government with many countries putting a lot of emphasis on other development projects at the expense of agricultural and food production. m. Poor land tenure systems resulting in low productivity. For example where a few European farmers own large tracts of land but only exploiting a small portion of the expansive farms. n. The HIV/AIDS pandemic contributed to food shortages since the scourge leads to death of many of the work force in their prime years. **Effects of food shortages ** a. Loss of life. Many people have lost their lives. For example the Ethiopian famine in 1984 led to the deaths of thousands of people. ----- 38 ### b. Increased suffering among millions of people in Africa due to deficiency diseases like kwashiorkor and marasmus. c. Food shortage has created social problems in societies. For example cattle raids by the karamojong and Maasai during the periods of famine. Even other anti-social problems like stealing food in rural areas can be attributed to inadequate food supply. d. Sometimes famine and drought has forced people to flee their home countries thus causing refugee problems in the receiving countries. e. Lack of food hampers efforts towards economic development. It Affects education since famine stricken children cannot concentrate on learning. There is Use of scarce foreign exchange to import food. f. It has created dependence on food aid from rich countries. Even some of the genetically created foods are tested in third world countries. Such foods have unknown side-effects. g. It has adversely affected agricultural-based industries.e.g sugar industries.-inevitably thisleads to unemployment. h. It has led to Political instability as people lose confidence in the governments that cannot feed them. **Solutions to food shortage in Africa ** a. Land reclamation thus increasing land under agriculture. This may increase food production. b. Re-formulation of agricultural policies so that there is a shift from a concentration on cash crops to paying more attention on food crops. c. Provision of extension services to farmers e.g. information on storage, preservation of farm produce and other forms of advice. d. Revision of the land tenure system- redistribution of land / land reforms as case is in china. e. Development of agro-based industries which will become market to agricultural raw materials like coffee, tea, etc. f. Creation of political stability to enable mobilization of people to self-sufficiency in food production. g. Relentless campaign against killer disease such as AIDS. h. Infrastructural development/ in transport, communication, storage and marketing. i. Environmental conservation measures which may help curb drought spread and ensure sufficient rains./ protection of catchments areas j. Family planning so that people only have children they can be able to feed, cloth and shelter. k. Demand for food to feed the growing population. **STEPS KENYA HAS TAKEN TO SOLVE FOOD SHORTAGES ** a) Extensive research has been carried out in research institutions such as the Kenya Agricultural Research Institute (KARI) producing hybrid maize such as Katumani that ----- 39 ### grows in drier areas. ICIPE and ILRI researches in pests and disease that affect both livestock and crops in the country. b) Introduction of genetically engineered crops and animal s into the agricultural sector. These crops, developed mainly at JKUAT and KARI are resistant to diseases and pests. c) Agricultural training institutions have been established to train experts such as agricultural officers, veterinary doctors and horticultural experts. Agriculture is also taught in schools- to equip learners with new and better techniques of farming that could boost production. d) People are being educated about the need for family planning so that families have only number of children whom they can feed and provide for. e) The government has formulated a food security policy to enhance production of food in the country. For example a minimum amount of cereals in the government silos has been set up with urgent measures to top up outlined. **THE PEOPLE OF KENYA UP TO THE 19THCENTURY ** **INTRODUCTION ** There is immense evidence to confirm that east Africa was the cradle of humankind. Archaeological evidence (for example, the tools found at kobi for a, Olorgesaillie, kariandusi, Mtongwe, around Lake Victoria, lukenya hills, near lake Naivasha) show that Kenya was inhabited by Stone Age people. There is also evidence of use of iron in Kenya dating back as AD270 e.g. at Urewe near Ngiya in Siaya and in Kwale. **THE KHOISAN ** According to oral traditions, the earliest people to occupy Kenya were of the Khoisan stock. They had similar features like the Khoi khoi and the san of South Africa, the Sandawe and Hadza of Tanzania. They all spoke a language with a clicking sound. **Cultural aspects of the Khoisan ** a) They Spoke a language with a clicking sound like the khoi-khoi of south Africa b) They were nomadic people c) They gathered the wild fruit in the wild and dug up tubers and roots for their foods d) They used stone tools in addition to bows and arrows. e) They fished in rivers and lakes using harpoons f) They made use of rock shelters and caves. g) They buried the dead. h) Made and used pottery. NB- such evidence of the culture of the Khoisan has been found in Gambles and Njoro river caves near Nakuru.These pioneering inhabitants of Kenya disappeared maybe after being subdued and overcome by the powerful incoming Bantus and nilotes.However, there exist some remnants of these hunter-gatherer communities in the western highlands of rift valley. They speak the language of the group near them like kalenjin (okiek), Maasai (Dorobo), Onguye and Okuro in western Kenya. ----- 40 ### **THE CUSHITES ** They existed in two groups: a) The southern Cushites b) The eastern Cushites. **The southern Cushites ** They might have entered present day Kenya through northern Kenya and seem to have originated from the Ethiopian highlands. Since they were pastoralists, they must have been looking for better pasture for their livestock.Around 2500 and 3000 years ago, they were already occupying the grasslands of the Kenya highlands cultivating food crops like sorghum, millet and rearing long horned humpless cattle. They even extended upto Tanzania. They included the Iraqi, Boni and Burungi of Tanzania, The Dahallo or Sanye of the lower Tana (the remaining southern Cushites in Kenya). Some were later absorbed by the incoming groups. **The Eastern Cushites ** They include the Borana, Somali, Oromo, Gabra, Rendille and Burji. They originated either from Ethiopia or Somalia moving and settling into Kenya around 2000 and 1000 years ago due to the following reasons; a) Escaping from clan or family feuds. b) There was population pressure in their area of origin. c) They were in search of better grazing lands. d) They were fleeing the outbreak of disease that affected both people and animals. e) They were escaping famine and drought. f) They fled constant attacks from their neighbours such as the Somali. g) The migrated to satisfy their spirit of adventure. **THE OROMO ** They came in the 16thcentury from Ethiopia. Initially they settled on the eastern shores of Lake Turkana. They later moved south pushing the Mijikenda and the Pokomo out of the Shungwaya to occupy Malindi and Kilifi. Today they occupy the southern part of Tana River and are neighbours to the Pokomo. **Effects of migration and settlement of the Oromo in Kenya** a) They inter-married with the people they came into contact with e.g. Somali, Pokomo and Borana. b) Their settlement in Kenya led to expansion of trade. c) Their settlement led to increased conflict between communities over resources e.g. pasture and water. d) Displacement and redistribution of people in the area where they settled e.g. the Oromo pushed the Bantu from the Shungwaya region. e) Assimilation of some communities they came into contact with e.g. the Oromo vs. Somali. f) Cultural exchange e.g. neighbouring communities adopted Islam. ----- 41 ### g) Settlement in high agricultural potential areas e.g. river valleys encouraged some of them to practice crop farming. h) Expansion of agriculture due to demand of agricultural produce. **THE BORANA ** They are also Oromo speaking people whose origin is southern Ethiopia. Their migration into Kenya was due to escaping the Menelik Wars of Conquest in 1897 and who had imposed heavy taxes on them. They represent some of the most recent migrations into Kenya end as late as 1900 when more Borana groups fled into Kenya from Somali running away from the war between the Somali Nationalists and the British. Today the Borana occupy the area north of the Tana River. **THE SOMALI ** They originated from Mogadishu where they were living by 10th century A.D. They begun moving southwards into Kenya around that time maybe due to the Oromo threat or they were looking for pasture for their livestock.The Somali represent the largest single group of eastern Cushites in Kenya. **Results of Cushitic migration into Kenya ** a) There was massive warfare during the migrations leading to killing of many people in the process. For example, there was constant warfare between the Somali and the Oromo. i) They displaced some of the communities which they came into contact with e.g. the Oromo pushed the Mijikenda from the Shungwaya region in AD 1500 AND 1600. b) They intermarried with those people they interacted with e.g. the some of the Pokomo intermarried with the Borana. c) Their settlement led to expansion / development of trade between them and their neighbours e.g. they traded with the Samburu and the Maasai. d) There was cultural exchange between them and the Bantu and Nilotic neighbours. E.g. the Taboo against eating Fish among the Bantu, the age set system and circumcision has origin from the Cushites. e) The migrations led to population pressure in the region. f) Adoption of some agricultural practices from the Bantu. g) There was redistribution of population in Kenya. The Mijikenda for example were scattered at Shungwaya. **THE BANTU SPEAKERS ** Introduction The term Bantu refers to group of people who speak the same or similar language with common word NTU which means a person. The Bantu-speaking groups include the Luhyia, Kisii, Kuria, Kikuyu, Akamba, Meru, Aembu, Taita, Agiryama, Digo in Kenya and Pokomo, as well as many other smaller groupsTheir original homeland was somewhere between eastern Nigeria and the Cameroon (Congo Basin). ----- 42 ### They then moved southwards towards present day Democratic Republic of Congo (around 500 BC the Bantu were living in the Congo forest). This became a major dispersal point from where the Bantus moved in four major waves. Of these waves, the two waves that account for settle of the Bantu in Kenya are the ones moving south- eastwards through the area west of LakeVictoria (a 2nddispersal point for Bantus). From here they dispersed in two groups; A. some group passed through present-day Uganda, some settling there (Baganda, Banyoro, Batoro), proceeding into kenya to form the western Bantu(Luhyia, Kisii, Kuria and abasuba) B. From the west Victoria dispersal point a group moved and entered east Africa at appoint south of Lake Victoria and then proceeded eastwards across northern Tanzania to a dispersal point between Taita hills and mt. Kilimanjaro. Some settled in Tanzania (Chagga, nyamwezi, sukuma, Kuria, haya, Yao, Segeju, Zaramo).the rest of the groupproceeded northwards to the coast upto Shungwaya (another dispersal point). These were the eastern Bantus. **REASONS FOR THE BANTU MIGRATION ** The reasons for the migration of the Bantu are not known but they most likely included the following; a) Drought and famine: This broke out because the climate in their cradle land had become unreliable/unpredictable. b) Population increase which resulted into population pressure, e.g. they became overpopulated in their cradle land. c) The constant attacks (external pressure) from stronger tribes in West Africa and the Nile valley; also due to the migration of the Arabs, who were believed to be more hostile, into West Africa. d) Internal conflicts from the Bantu tribes: These conflicts concerned the ownership of agriculture area, the shortage of grazing lands and watering areas. e) Epidemics and diseases/natural calamities, e.g. earthquakes, over flooding of rivers like river Niger, sickness, diseases such as Nagana caused by Tsetse flies, sleeping sickness e.t.c. f) Search for fertile land: Since they were predominantly farmers, the Bantu migrated in order to find more land which could be more fertile than the cradle land, which could no longer support them. g) Love for adventure: They moved due to their desire for adventure, i.e. they wanted to find out what was happening in other areas. h) Group influence: Some moved because they had seen their relatives and friends move. i) Need for water and pasture for their animals forced them to move. j) The Bantu migrated in order to export their iron-working culture. They had discovered the knowledge of iron working and had invented iron tools. These iron tools had ----- 43 ### transformed the agricultural sector by making the clearing of land for cultivation faster and more efficient. **The western Bantu ** They include Luhyia, Kisii, Kuria and abasuba and settled in western part of kenya thus their name. **Abaluhyia ** ~ The Abaluhyia community is made up of eighteen sub-groups. The sub-groups which constitute the community have a common background, common customs and speak closely related dialects of the same language. ~ According to Abaluhyia tradition, communities used to hold criminal tribunals at the junctions of footpaths. The area at the junction of footpaths was known as Uluyia or a meeting point and it is claimed that the name Abaluhyia is derived from this. Another version states that in a polygamous home the courtyard outside the main fathers house is called Luhyia. All the children are referred as children of one Luhyia and hence the name Abaluhyia. ~ Most of the Luhyia sub-groups point to mt. elgon dispersal point as their origin. The settlement of the Abaluhyia into Kenya dates back to 300 AD. By 1750 AD, many groups had settled in present day Bukhayo, Marama, Tiriki, Bunyore, Wanga and Maragoli. ~ They absorbed some groups they found in the area. Also, their interaction with the Maasai led to establishment of clans like the Abashimuli among the Idakho. The Marachi, Kisa and Samia interacted with the Luo. Abagusii ~ Abagusii traditions acknowledge a close relationship with the following people: the Abakuria, Abalogoli, Ababukusu, Abasuba, Agikuyu, Ameru, Aembu, Ambeere and the Akamba. Their tradition has it that on their way from the country which they call Msiri they were accompanied by the Baganda and the Basoga besides the above groups. ~ The Abagusii and the Abalogoli migrated southwards following the River Nzoia valley and arrived near Lake Victoria between 1490 and 1520. Following an easterly course along the lake shore, they settled at the head of Goye Bay in Yimbo location of Nyanza with their homeland spreading across present day Ulowa, Sare and Unyejra at the foot of Ramogi hill. Luo migrants in 1550 AD found them settled in this general area and pushed them from alego to Kisumu where they lived upto 1600AD. ~ Their migration from Kisumu to Kano was motivated by drought in the area.. However, their eastward migration was checked by the Maasai and the Kipsigis ~ By the 18thcentury, they had settled in the Kisii highlands positively interacting with the neighboring Luo, Maasai and Kipsigis in terms of trade. Why the Abagusii remained in the Kano plains for too long before settling in the Kisii highlands. a) They were obstructed by the Kipsigis who were migrating westwards. b) The Maasai were also quite wild/hostile. ----- 44 ### c) The plains favored their activity of livestock grazing. d) Lack of a strong warrior group to fight their expansionist wars against the warring neighbors. **Abakuria ** ~ The origin of the name Kuria is a thorny point in the Abakuria history. The major Abakuria sub-tribes such as Abanyabasi, Abatimbaru, Abanyamongo, Abakira, Abairegi and Abagumbe have traditions to the effect that their ancestor was Mokuria (or Mukuria) that lived in Msiri. His descendants migrated from Msiri and after many years of wandering on the other side of Lake Victoria; they eventually reached and settled in the present Bukuria By 1800AD,) in south Nyanza.) ~ According to this tradition, the Abakuria have been divided from time immemorial into two families: the Abasai of the elder wife of Mokuria and the Abachuma of the younger wife. ~ The Abakuria are related to Abalogoli of Abaluhyia and Abagusii and trace same origin at mt. elgon dispersal point. ~ The Abakuria people appear to have sprung from too many directions to have a common historical origin, although a number of clans claim to have come from Msiri. ~ Among the Abakuria today are found people who were originally from Kalenjin, Maasai, Bantu and Luo speaking communities. The Abakuria adopted the practice of age set organization and circumcision from the southern Cushites **Abasuba ** ~ The name Suba means the people who are always wandering. ~ The Suba migrated into their current locations beginning in the mid-1700s. They came from the region just west of Lake Victoria and settled on the islands. ~ The Suba migrated from Uganda and settled on the two Lake Victoria islands of Rusinga and Mfangano, and are believed to be the last tribe to have settled in Kenya. Other subgroups migrated and settled on the shores of Lake Victoria in the early 18th century. ~ The Suba are descendants of one wave of the Bantu migration from Central Africa over the last 1500 to 1800 years. In the 16th century, it appears, small family groups related to the Ganda people on the western side of the lake migrated across Lake Victoria on boats to settle on Rusinga Island and other islands near what is now Kenya and Tanzania. ~ The Suba are descendants of one wave of the Bantu migration from Central Africa over the last 1500 to 1800 years. In the 16th century, it appears, small family groups related to the Ganda people on the western side of the lake migrated across Lake Victoria on boats to settle on Rusinga Island and other islands near what is now Kenya and Tanzania. ~ Linguistically, the Suba are highly influenced by the neighbouring Luo, to the point of a language shift having taken place among large portions of the mainland Suba. ----- 45 ### ~ The remaining speakers of the Suba language are mostly elderly residents on the island of Mfangano. **The eastern Bantu ** They are divided into Highland or Mt. Kenya Bantu and Coastal Bantu. **Coastal Bantu ** They include the Taita, Pokomo and Mijikenda.From the west Victoria dispersal point their first movement was upto Taita hills, where the Taita remained. The Mijikenda and Pokomo proceeded northwards to the coast upto Shungwaya (another dispersal point). The main reason for the Shungwaya dispersal was the Oromo attack In AD 1600. **Pokomo ** They moved from Shungwaya following river Tana interacting with the Cushites like the Oromoand Somali. **Mijikenda ** The name means Nine Clans comprising of the Kauma, Giriama, Duruma, Chonyi, Jibana, Kambe, Ribe, Rabai and Digo.From the Shungwaya dispersal point,(forced out by the Oromo/Somali southwards expansionist attacks), they settled in fortified villages mainly due to security concerns. Each of the nine groups settled in their own separate ridge referred to as Kaya fortified with thorny trees.By the 19th, the Mijikenda were established as middlemen during the long distance trade between the Akamba and the coastal Waswahili. **The highland Bantu ** Examples of highland Bantus include Agikuyu, Ameru, Aembu, Ambeere and the **Akamba** They are also products of the Shungwaya dispersion. **Agikuyu** ~ The largest single group of the eastern group. ~ While the Kikuyu can be found throughout Kenya, the heaviest concentration being in Central Province, known as the traditional Kikuyu homeland. The Kikuyu traditionally believe that a man, Gikuyu, was the founder of the tribe. He had a wife named Mumbi, who gave birth to nine (plus one) daughters. The daughters married and had their own families, retaining a domineering role in Kikuyu society. ~ It was in Mukurwe wa Gathanga division of Nyeri district where an identifiable beginning for the modern Kikuyu people is defined. ~ Ancestors of the Kikuyu arrived in Kenya during the Bantu migrations of 1200-1600 AD. The Agikuyu seem to have moved southwest from the coast at around 1400AD also running away from hostile Oromo. They followed Tana River with some groups falling off and settling in different places. For example the Tharaka settled in the east and the Ambeere settled in the southwest. The main group proceeded upto the confluence of rivers Tana and Thika (Mukurwe wa Gathanga. They spread and settled in Kiambu and Nyandarua from Muranga. ----- 46 ### ~ The key event in their migration and settlement was military conflict with and defeat of the Gumbapeople by the Mathira and Tetu people, allied with the Athi and the Maasai in the early 1800's. ~ They displaced or absorbed the original inhabitants-the Dorobo (Athi) and Gumba who were a hunter- gatherer community. ~ Settlement of the Nyeri plains took place after the British moved the Maasai from the area. The Kikuyu were in Kabete by around 1850, Ruiru about 1900. ~ They heavily interacted with the Maasai and Cushites in the area. **Describe the relationship between Athi and the Agikuyu ** a) The Athi were the original inhabitants of the land where the Agikuyu live presently. b) The Agikuyu claim they bought the land from the Athi. c) The Agikuyu also acquired some cultural practices from the Athi e.g. circumcision, clitoridectomy and age set system. d) The Athi acted as middlemen in the trade between the Agikuyu, Maasai and the coastal people. **Akamba ** ~ They point to the area around mt Kilimanjaro as their original homeland. ~ From here they moved to Taita Hills before reaching Tsavo West. They followed the Banks of Athi River in the 15thcentury one group crossing Athi into Ulu. Another group moved south to the Galana River and settled in the region around chyulu hills north of mt. Kilimanjaro ~ By around mid 16thcentury a group of the Akamba had settled in the Mbooni hills near Machakos. ~ Due to environmental influence, the Akamba near Mbooni began to practice agriculture before migrating to iveti, kilungu and masaku. Those that moved to drier Chyulu hills became hunters. The Kitui group adopted pastoralism and hunting and participated in long distance trade. **The Ameru ** ~ Their original homeland is claimed to Mbwa, located somewhere at the coast on manda island. The Shungwaya dispersal might have led to the pushing of the Ameru to tigania and igembe regions at around 1400AD. They crossed the Tana River with the Tharaka sections of Agikuyu and settled to the east of tana. The Chuka section settled in the west of river tana. The mwimbi, imenti, tigania and igembe also settled west of the Tana River. ~ According to tradition, the Meru and Agikuyu were initially migrating as one group and separated at around 15thc and 16thc. **Effects of the Bantu Migration ** The results of the Bantu migration were both positive and negative. ----- 47 ### **Positive results ** 1. Introduction of iron working the use of iron tools in the interior of East Africa where peoplewere at first using stone tools. There was an increase in food production. 2. Introduction of new crops e.g. yams, bananas: the Bantu introduced and increased the knowledge of food and extensive crop cultivation. Earlier on, the inhabitants of East Africa were food gatherers, but with iron smelting and its results, food production seriously started. 3. The absorbed other tribes e.g. the gathers: This led to widespread Bantu languages of NTUprefix in East Africa. 4. They introduced centralized administration: They introduced a centralized system of government whereby the king acted as the overall ruler, under who were the other chiefs, down to the lay person. This was done in western Kenya by the Wanga. 5. Introduced a system of building permanent homes: They opened new land to settlement in families, clans and villages. 6. The knowledge of iron smelting which the Bantu introduced led to the making of hoes and pangas for tilling and clearing land, the bows, arrows and spears for defense and protection. 7. They introduced subsistence agriculture, whereby they grew enough food for home consumption, and the rest could be kept in case of shortages, or be exchanged in barter trade. Negative effects 1. The Bantu migration led to depopulation: This was caused by the frequent attacks made on the Bantu by Somali and Oromo, or by the Bantu against the people East Africa for land, through wars. 2. There was loss of culture due to cultural absorption: This was brought about due to Bantu intermarrying with the non- Bantu peoples, whom they came across. 3. There was transformation of languages into new ones: This led to the dying down of some of the Bantu languages, while others remained. **The Nilotic speakers ** Nilotes is a term originating from the word Nile. The origin of these groups is associated with the Nile River. These are the second largest group after the Bantu. They are divided into three groups; a) River-lake nilotes- the Luo. b) Plains nilotes- the Maasai, Tunkana and Samburu. c) Highlands nilotes- kalenjin groups of the Marakwet, Tugen, Nandi, Kipsigis, Elgeyo, Pokot and Sabaot **River-lake nilotes ** They are sometimes referred to as the southern Luos to differentiate them from other riverlake nilotes in Uganda and Sudan like the Dinka, Shilluk, Bor, Anwak, Alur, Acholi, Jopaluo, Padhola, Nuer and Luo of Uganda. ----- 48 ### They are believed to have originated from Bahr-el-Ghazal region of southern Sudan. They then migrated to Pubungu Pakwach in Uganda where they settled by 1450 AD. They later moved into Kenya. Their arrival caused the displacement of many Bantu- speaking peoples, notably the Gusii, Kuria and Luhya, who were forced into the highlands east and north of the lake. **Why did they leave Bahr-el-Ghazal region? ** a) They might have been Escaping from clan or family feuds. b) There was population pressure in their area of origin. c) They were nomadic pastoralists in search of better grazing lands and water for their livestock d) They were fleeing the outbreak of disease that affected both people and animals. e) They were escaping famine and drought. f) They fled constant attacks from their neighbours. g) They were also looking for better fishing grounds. h) The migrated to satisfy their spirit of adventure. Their migration into Kenya began in the 15thc. they moved in four distinct groups; a) Joka-jok- people of jok. Was the first group to enter into kenya from Uganda. They first settled at Ramogi hills in Kadimo Siaya district displacing the earlier Gusii settlers. Two of Joks sons fled to south Nyanza to form the Karachuonyo and Wanjare clans. Thisgroup spread to Sakwa, Alego, Asembo and other parts of Nyanza. b) Joka-Owiny. Owiny moved from Uganda to settle in Sogoma in Alego with his group in the 17thc. he was both a great fighter and leader (Ruoth). He came to be known as Owiny Sigoma and his people Joka Ruoth. This group settled in Kisumu, Nyakach and South Nyanza. c) Joka-Omolo. They came from northern Banyoro and settled temporarily in Ibanda and Bukoli before moving to Ugenya and Gem. They displaced the Abagusii and Abalogoli out of Yimbo. They spread to Alego and then across winam gulf into south nyanza. d) The abasuba. They are Bantu in origin but are associated with the Luo. They are a mixture of Bantu refugees from Uganda who intermarried with the Luo. They settled in the Lake Victoria islands of Mfangano and Rusinga and also in gwasi area. They adopted Luo culture. **Effects of Luo Migration ** a) The settlement of the Luo in Kenya led to increase in population in the area. b) Their arrival intensified conflicts between them and other communities in the area over limited resources. For example they displaced the western Bantu like the Abaluhyia, **Abakuria and Abagusii ** c) There were intermarriages between the Luo and the Luyia and Maasai groups in the area. d) The Luo assimilated some Luhyia communities living in the area. ----- 49 ### e) Their settlement enhanced trade with different communities; they exchanged livestock products for grains with the Luyia. f) The Luo adopted agriculture as a result of interacting with the Bantus who were farmers. **Plain Nilotes ** They include the Maasai and Samburu (Maa speakers), Iteso, Turkana and Njemps. The Plain Nilotes entered Kenya at around AD 1000 from an area north of Lake Turkana. **Why they moved into Kenya: ** a) Drought and famine that broke out in their cradleland. b) Population increase which resulted into population pressure in their cradle land. c) The external pressure from stronger neighbours. d) Internal conflicts from among other Nilotic groups concerning the ownership of grazing lands and watering areas. e) Epidemics and diseases like sleeping sickness affecting both humans and animals. f) They moved due to their desire for adventure, i.e. they wanted to find out what was happening in other areas. g) Need for water and pasture for their animals forced them to move. Their first point of settlement was near Mount Moroto in eastern Uganda by AD 1000. From here, several groups like the Jie, Iteso, Turkana and karamojong emerged, with the Iteso settling in Uganda in 17thc before expanding into western Kenya by 19thc. The Turkana extended northwards to their present area. **The effects of the migration and settlement of the iteso ** a) The settlement of the iteso in their present region led to increase in population in the area. b) It intensified conflicts between them and other commu nities in the area over limited resources. c) There were intermarriages between the iteso and the Luyia groups in the area. d) Cultural interaction giving rise to enriched cultures. e) Some people were displaced from the area with the arrival of the iteso. E.g. the Maasai and some kalenjin communities. f) The iteso assimilated some communities living in the area. g) Their settlement enhanced trade with different communities; they exchanged livestock products for grains with the Luyia. h) The iteso adopted agriculture as a result of interacting with the Bantus who were farmers **The Maasai ** ~ Their movement from north of lake Turkana is closely associated with the original Kalenjin speakers. By AD 1500, the Maasai begun to move separately southwards between Mt,. Kenya and Mt. Elgon. By 19thc, they had settled in Uasin Gishu and even spread into Tanzania along the Rift Valley. ----- 50 ### ~ As they moved, they assimilated the Sirikwa peoples. They also waged war against the neighbouring Kalenjin, Akamba and Abagusii. ~ In the 1850s the Maasai experienced many natural disasters like drought, famine and cattle diseases leading to decline of their power. They also experienced civil wars between the Kwavi (iloikop) and the Purko (Ilmaasai) sections. When Oloibon Mbatian died, his two sons Sendeyo and Lenana became involved in a protracted succession dispute. They were also weakened by wars with the Agikuyu. Their power came to an end with the coming of British rule. **Effects of the migration and settlement of the plain nilotes into Kenya ** a) The migration and settlement of the Maasai in their present region led to increase in population in the area. b) As they migrated, into Kenya, the Maasai pushed and displaced the communities they came across. For example, they subdued the Nandi in the 18thc. c) The Maasai influenced the fighting tactics of other groups in Kenya. d) The Maasai absorbed the southern Cushites such as the Dorobo. e) There were intermarriages between the Maasai and the Akamba, Agikuyu and even the kalenjin groups in the area. f) There was Cultural interaction giving rise to enriched cultures. They adopted some cultural practices from the southern Cushites for example, the age-set systems circumcision and clitoridectomy. They also adopted some Kalenjin vocabulary. g) Their settlement enhanced trade with different communities; they exchanged livestock products for grains with the Luyia. h) A section of the Maasai adopted agriculture as a result of interacting with their agricultural neighbours in the Rift Valley. The Kwavi Maasai became mixed farmers. i) They influenced Communities like the Nandi who adopted the institution of Prophet or diviner from the institution of Laibon among the Maasai. **The Highland Nilotes ** They comprise the kalenjin speakers namely the Tugen, Nandi, Kipsigis, Marakwet, Keiyo, Pokot and Sabaot. They are believed to be the earliest Nilotic speakers in Kenya. This evidenced from the narratives of their neighbours like the Luo. Their traditions point their original homeland to be a place to the north-western part of Kenya, between Sudan and Ethiopia. **Why they migrated:** a) They might have been Escaping from internal enemies causing clan or family feuds. b) There was population pressure in their area of origin forcing them to look for new land for settlement. c) They were fleeing the outbreak of diseases and epidemics that affected both people and animals. d) They were escaping famine and drought. e) They fled constant attacks from their neighbours. ----- 51 ### f) They were also looking for better lands for cultivation. g) The migrated to satisfy their spirit of adventure. Key notes for the teacher and students- @Helot 2012-2013 49 They began migrating from their cradleland in around 600AD. By 700AD, some kalenjin groups like the Sirikwa were already occupying the rift valley. Some were later pushed out of the Mt. elgon region by the incoming Bantu and plain nilotes. Those that remained include the Bok, Bongomek and Kony. The Terik later migrated to western Kenya and greatly borrowed from the Bantu, adopting a new name, Tiriki. **The Nandi. ** They were pushed out of the Mt. Elgon region between 1700 and 1800 by the incoming **Maasai. ** The decline of the Maasai in the 19thc made them rise to become a formidable group that conducted raids against their neighbours like the Abaluhyia and Luo. Their power only declined due to colonization. **The Kipsigis ** They are believed to have separated together with the Nandi from other kalenjin groups at around Mt. Elgon region around AD1600. They moved south east to Teo, near Lake Baringo. Due to the Maasai attacks, they moved westwards to Tambach where they stayed for a long period. They later moved southwards to Rongai near Nakuru. They only separated from the Nandi due to drought and the Maasai Raids on the Nandi. The Kipsigis moved further south to Kericho while the Nandi moved to Aldai during the 2nd half of 18thc. The Kipsigis settled at Kipsigis Hills forming a strong community that assimilated thelegendary Sirikwa and some Maasai and Abagusii groups. They were for a long time allies of the Nandi. **What factors contributed to the Nandi and Kipsigis split during the mid 18 [th]** **century. ** a) Maasai attacks on the two communities forcing each group to find its own means of Defence. b) Drought which caused scattering in search of food and pasture. c) Constant conflicts over the limited resources in the region leading to warfare and final split. **Results of the Highland nilotes migration ** a) It increased intercommunity conflicts in the region. b) Some of the Kalenjin groups assimilated Bantu cultures while their culture was also assimilated by other groups. The Terik for example borrowed many Bantu vocabularies and customs. c) They intermarried with other groups in the region, such as the Abagusii and the Luo. d) Their migration increased trading activities in the region. e) They displaced the people they came across e.g. the Abagusii and the Kwavi Maasai ----- 52 ### Explain the results of the interactions between the various Kenyan communities during the pre-colonial period. a) Through the inter-tribal wars, there was loss of lives and destruction of property hence economic decline. b) Many communities were displaced as new ones arrived. E.g when the Luos arrived, Abagusii and sections of the Abaluhyia were displaced. Etc. c) The constant raids as a means of interaction led to some communities seeking for refugee in secure places. E.g the Abagusii too refugee in the present Kisii highland due to the Kipsigis, Nandi and Maasai raids in 1800AD. d) A sense of unity developed among some communities e.g. among the Luo, as a means of Defence against attacks by the Maasai, Nandi and Abaluhyia. e) Tension between various communities was reduced as they interacted through intermarriages e.g. between the Agikuyu and the Maasai. f) Some new customs found their way into various communities. E.g the Bantu and the nilotes learned of circumcision and age set system from the southern Cushites. g) New technology infused into various communities. E.g. the Bantu and the nilotes learned the art of cattle milking and bleeding, irrigation and manuring from the southern Cushites. h) Specialization emerged mainly due to inter-community trade in the region. i) There was also increased wealth in some communities. For example through the trade between the Agikuyu and the Akamba, some Agikuyu gained wealth. j) New economic activities sprung up in some communities. E.g. the Maasai adopted crop cultivation from the Agikuyu. k) The Bantu language was enriched through the borrowing of some vocabulary from the southern Cushites. l) The Abakuria were able to develop into a distinct ethnic group as a result of constant raids from the Maasai and the Luo. **SOCIO-ECONOMIC AND POLITICAL ORGANIZATION OF KENYAN ** **COMMUNITIES IN THE 19THCENTURY ** **THE BANTU ** **Social organization ** ~ Almost all the Bantu communities were organized in clans made up of people with common descent. ~ All the Bantu communities practiced circumcision. In some communities like the Akamba, Abaluhyia, only boys circumcised. Among the Abagusii and Agikuyu, both boys and girls were circumcised. The initiates were taught the values and customs of their community ~ Circumcision marked an entry into an age set whose functions included defending the community from external attacks, building huts and advising junior age-sets on how to raid. ----- 53 ### ~ All the Bantu communities believed in the existence of a supernatural power that controlled their destiny. The Abaluhyia, for example called their God Were or Nyasaye, the AgikuyuNgai etc. ~ The Bantu communities had diviners and medicineman. Among the Agikuyu community, a medicine person was called mundu mugo. ~ The Bantu celebrated life both in song and dance. There were songs for initiations, childbirth, marriage, harvest and funeral. The mood and style of their song and dances varied depending on the occasion. **Political organization of the Bantu** ~ All the Bantu communities in Kenya, except the Wanga sub-group of the Luhyia, had decentralized forms of government. ~ The clan formed the basic political unit for all the Bantu communities. Each clan was made up of related families. Leadership of the clan was in the hands of a council of elders who played a pivoted role in solving disputes, decided on inter-tribal marriages, maintaining law and order and making executive decisions affecting the community like declaring war. ~ Among the Agikuyu and Ameru, the council was known as Kiama, Kambi among Mijikenda, Njama among Ataveta and Abagata ba gesaku among the Gusii. ~ The Bantu had an age-set system that had some political significance. For example among the Agikuyu, the boys joined the age-set after initiation to provide warriors who defended the community from external attacks and raid other communities for cattle. ~ Among the centralized Wanga government, the king was known as Nabongo. His office was hereditary. He was assisted by a chief minister and other officials with a council of elders. **Economic organization of the Bantu ** ~ The Bantu kept Livestock like sheep, cattle and goats for milk, meat and skin. Dowry was paid inform of livestock. Some communities used livestock as a form of currency in barter trade. ~ They traded among themselves and also with their neighbours such as the Luo, kalenjin and Maasai. They sold grains in exchange for baskets and fish from the Luo. ~ They practiced iron-smelting, making implements such as knives, hoes arrow heads and spearheads. This sometimes also became trading items. ~ The Bantu practiced crop growing. They grew grains like millet, sorghum and cassava among other crops mainly for food while the excess were sold to neighbours. ~ They practiced craft making pots and weaving baskets. ~ For the Bantu communities who lived along rivers and Lake Victoria, e.g. the Luhyia, they practiced fishing. ~ Hunting and gathering was also done by some communities to supplement their food. E.g. the Akamba. ~ Raiding other communities for cattle. ----- 54 ### **The Agikuyu. ** By 19thcentury, the Agikuyu had a complex social, economic and political organization some of which were products of their interrraction with other communities. **Social organization ** ~ The family was the smallest social unit among the Agikuyu. It was headed by a father. Several families that shared a common ancestry comprised a clan. ~ The Agikuyu had rites of passage which included initiation of both boys and girls through circumcision/clitoridectomy. ~ The initiated boys joined the age-set (riikaor mariika) after being educated on the values and customs of the society. It was only after initiation that boys and girls were considered mature enough to get married. ~ The Agikuyu believed in the existence of one God who controlled their destiny. They called their God Ngai. He was all powerful and as believed to dwell o mt. kirinyaga where they claim he created them. ~ They also had diviners whose main work was to interpret Gods message to the people. ~ The Agikuyu had medicineman. A medicine person was called mundu mugo. Their main work was to cure diseases. They learned their skills through apparent-iceship. ~ The Agikuyu had designated sacred places for prayers, worship and offerings (an example was the mugumo tree for offering sacrifices). ~ Marriage was an important institution among the Agikuyu. **The political organization of the Agikuyu ** ~ The Agikuyu had a decentralized system of government. The basic political system was based on the family headed by a father. ~ Several families made up a clan (Mbari). Each clan was ruled by a council of elders. (kiama). A senior elder (Muramati) coordinated the activities of the clan. ~ Several elders(aramati)formed a higher council of elders (kiama kia athamaki) ~ The functions of the higher council of elders included settling disputes, deliberating on day to day activities, administering justice and handled disputes, inheritance disputes and acted as a final court of appeal. ~ They had warriors drawn from the age-set system, who defended the community from external aggression. **Economic organization of the Agikuyu** The Agikuyu engaged in various economic activities; ~ The Agikuyu kept Livestock like sheep, cattle and goats for milk, meat and skin. Dowry was paid inform of livestock. ~ They traded among themselves and with their neighbours such as the Akamba and Maasai. They sold grains and iron implements in exchange for livestock products like skins and beads (Maasai) and imported goods like clothes(Akamba). ----- 55 ### ~ They practiced iron-smelting, making implements such as knives, hoes which enhanced their farming activities and trade. They borrowed this art from the Gumba. ~ They practiced crop growing. They grew grains like millet, yams, sweet potatoes, arrowroots, sorghum and cassava among other crops mainly for food while the excess were sold to neighbours. ~ They practiced craft making pots and weaving baskets. ~ Hunting and gathering was also done by Agikuyu to supplement their food. **The Ameru ** The Ameru had a system of government which ensured high standards of morality and stability. This system evolved as they migrated and interacted with other communities. **Social organization of the Ameru ** The Ameru was a system characterized by the existence of various councils from the council of children to the supreme council of Njuri Ncheke. This was meant to ensure the highest moral standards in the community.The Njuri Ncheke acted as parliament and had the following functions; ~ It presided over religious ceremonies. ~ It solved disputes in the community. It also mediated in disputes involving the Meru and their neighbors ~ It ensured the custody of the communitys history, traditions and values/heritage ~ It sanctioned wars ~ Acted as ritual leaders. They provided Guidance and counseling community members. ~ It set the moral code to be adhered to by all members of the community. If one went against the moral code, he/she would be punished. A member of the Njuri Ncheke who offended another was fined a bundle of miraa. A warrior who violated the code was fined a bull, an elder who violated the code was fined a bull or a goat, a woman who broke the code was fined a big pot of cowpeas.Marriage was regarded highly among the Ameru and a married woman would be assigned to an elderly woman (midwife) whom she must give gifts like millet, peas and black beans in exchange for midwifery. Any spouse who involved in adultery or any girl who was not a virgin at the time of marriage was stoned to death by a stoning council made up of male initiates. Marriage was exogamous (no one was allowed to marry from their clan)Before a male child was considered mature, he underwent several stages including circumcision. Before circumcision of both boys and girls, two ceremonies were performed after which they became full members of the community. ~ The time of making spots where the ear-hole perforation would be done. ~ The time of actual perforation of the ears. The Ameru believed in the existence of a supreme being called Baaba Weetu who was a loving father and took care of all. He was omnipresent. The Ameru also believed in the existence of spirits which either brought happiness or tears depending on how one lived on earth. ----- 56 ### They believed in life after death with good people going where rains come from when they die.Libations were offered to ancestors to quench their thirst and relieve their hunger Building houses in the Ameru community was the work of women while men defended the community. **Economic organization of the Ameru ** ~ The Ameru cultivated grain crops like millet, peas, black beans, cowpeas and miraa among other crops mainly for food while the excess were sold to neighbours. ~ The Ameru kept Livestock like sheep. Goats and cattle for dowry payment and rituals and also for milk, meat and skin. ~ They traded among themselves and with their neighbours. When the coastal traders penetrated the interior, they exchanged goods with them ~ They practiced iron-smelting, making implements such as knives, spears and hoes which enhanced their farming activities and trade. ~ They practiced craft making pots and weaving baskets. ~ Hunting and gathering was also done by Ameru to supplement their food. **Political organization of the Ameru ** ~ The basic political system was based on the family headed by a father. ~ The basic political unit was the clan. Several families made up a clan headed by a clan elder. ~ The Ameru had a system of councils and age groups which oversaw the administration of the community. Every Meru belonged to the relevant council. E.g. the childrens council, council of elders council of warriors. The supreme council was known as Njuri Ncheke. ~ The functions of the supreme council of elders included settling disputes, deliberating on day to day activities, administering justice and handled disputes, inheritance disputes and acted as a final court of appeal. It also officiated over religious ceremonies ~ The age set system provided the community with warriors who defended the community from external aggression. ~ Religions leaders like prophets influenced the political administration for the Ameru. ~ Their system of government alternated between two organizations namely, Kiruga and Ntiba every fourteen years and each had its own army regiment. **The Akamba ** The Akamba are of the eastern Bantus who settled in Chyulu hills, Mbooni, Kitui and Machakos. **Social organization ** ~ Like other Bantus, the Akamba were organized into clans whose members claimed commondescent. ~ The Akamba practiced exogamous marriages. However their tradition allowed the adoption of an outsider into a clan ----- 57 ### ~ Wrongdoers among the Akamba were banished from the community if they refused to compensate for the wrong did. ~ There existed no institutional age sets among the Akamba though boys and girls were circumcised before reaching puberty. The initiates were then taught community secrets after two years from circumcision (at 14 years) ~ At puberty, both men and women were allowed to marry and bear children with the father of a young family automatically becoming a junior elder until his children were ready to be circumcised. ~ He then moved to the next grade only after paying a bullock and several goats. ~ The top two grades formed the administrative council of the community mainly dealing with the ritual ceremonies. ~ The Akamba believed in the existence of a creator called Ngai or Mulungu whom they prayed to through ancestral spirits. ~ The Akamba had ritual experts who included medicine people that guided them in their rituals. ~ Shrines also existed where offerings and sacrifices were made by the elders called Atumia ma ithembo. (Mostly found at a place with two large fig trees.) ~ The Akamba had many social ceremonies which were accompanied with festivity dance and music. For example, during harvest, weddings, deaths and birth. **Political organization ** ~ The smallest political unit among the Akamba was the homestead, (Musyi) comprising three to four generations of extended family with a stockade round the home of each married man. Outside the entrance of the homestead, there was an open space (thome), where men would sit and discuss political and other important matters. ~ Several related families formed a wider territorial grouping or clan with its own recreational ground, elders council (made of all the male elders), war leader and palace for worship ~ The clan was the main political unit for the Akamba. ~ There was also a larger territorial grouping above the clan called Kivalo that constituted a fighting unit. There was however no single central authority that united the Akamba the Kivalo was always disbanded after war. ~ Age grades and age sets were common to all in the community and acted as a unifying factor. ~ The elders in the community were ranked according to seniority. ~ Junior elders defended their community. Medium elders (Nthele) assisted in the administration of the community. The full elders (Atumia ma Kivalo) participated in delivering judgements. The senior most elders (Atumia ma Ithembo) were involved in religious activities. ----- 58 ### ~ By 19 [th] century, due to participation and gaining from trade, a number of people had gained prestige and followers to be regarded as Akamba chiefs or leaders. For example, chief Kivoi. **Economic organization ** ~ Due to variation in the environment, the Akamba participated in varied economic activities. ~ Those who lived around the fertile Mbooni, ulu and Iveti hills practiced farming. They planted sorghum, millet, yams, potatoes, sugarcane and beans. ~ Those who lived in the drier areas like Kitui practiced livestock farming and mainly transhumance during the drier period. ~ The Akamba were also hunters hunting for elephants, leopards, antelopes and Rhinos. They were gatherers who Collected fruits, roots etc. ~ They practiced trading activities e.g. they sold Ivory, feathers, shells hides, arrows, spearheads, to neighbours and the Arabs, Swahili traders. ~ The Akamba were skilled Iron workers produced spears, arrow heads, hoes, knives. ~ The Akamba Practiced woodcarving making tools and shields. ~ They engaged in pottery, making pots, mats etc. ~ They were bee-keepers for honey which they sold. ~ The Akamba acted as middlemen during the long distance trade. **The Abagusii ** They originated in the Congo Forest like other Bantus and settled in the fertile highlands of Kisii, Gucha and Nyamira Districts of Nyanza Province. **Political Organization ** The clan formed the basic political unit for Gusii communities. Each clan was made up of related families. Leadership of the clan was in the hands of a council of elders who played a pivoted role in solving disputes, decided on inter-tribal marriages, maintaining law and order and making executive decisions affecting the community like declaring war. The council was known Abagata ba gesaku.The Abagusii also had chiefdoms made up of several clans, which United to counter-attacks from their neighbours. Each chiefdom was headed by a chief (Omugambi), assisted by a councilof clan elders. The elders acted as middlemen through whom people could communicate their wishes and grievances to the chief. The position of the chief was hereditary.The Omogambi presided over religious ceremonies. He led clan members in communal sacrifices and social activities such as the planting and harvesting of crops. He also performed political functions.After circumcision, the boys joined the age-set which acted as a military wing responsible for the defence of the community.The Kisii still practice most of the political features discussed above. ----- 59 ### **Social organization ** The Abagusii lived in family unit, headed by a family member, called the family head. Several related families formed a clan, headed by clan elders who formed a council. The role of the council of elders was to settle disputes between families.A number of clans formed sub-communities headed by clan elders. Circumcision of boys and girls formed part of the initiation rites for the Abagusii. The initiates were taught the values and customs of the society after which they were considered adults.The initiated boys were organized into age groups and age-grades. An age-grade was made up of people who were circumcised together. Members of the same age-grade treated one another as real brothers and helped each other in times of need.They believed in the existence of a supreme god, engoro who was the creator of everything. They offered sacrifices to him during special occasions like initiation ceremonies and religions festivals and when there were problems like illness and draught. They worshipped him through their ancestral spirits.Diviners and seers among the Kisii were special people and were called Omoragori. **Economic organization ** ~ The Abagusii practiced crop farming. They grew many food crops including maize, sorghum, yams, peas, beans, millet, cassava, bananas and sweet potatoes. ~ They also kept livestock, cattle, goats and sheep were kept for meat and milk. They also kept poultry. ~ Trading was also a main economic activity among the Abagusii. They traded with their neighbours especially the Luo and the Abaluhyia. The Luo supplied them with livestock, cattle, salt, hides, fish, drums, and poison for arrows, spears and potatoes. In return, the Abagusii supplied the Luo with grain, hoes, axes, spears, arrowheads, razors, soapstone, soapstone dust, baboon skins, pipes, bowls and carvings of animals and birds. ~ The Abagusii were also involved in iron-working, which they kept secret to avoid competition from their neighbours. They made iron implements such as hoes, spears, axes and arrow heads. They also made ornaments. ~ They mined soapstone on the hilltops. They used is dust to decorate their faces during ceremonies. Some was sold to the Luos who used to decorate faces of their heroes. It was used for making pots, pipes, bowls and carvings. ~ They also depended on hunting and gathering to supplement the other economies. They hunted wild game for meat and skins. They also collected wild fruit roots and vegetables. ~ The Abagusii raided their neighbours for livestock. To date, they still raid the Maasai and Kipsigis for livestock. **The Mijikenda ** The Mijikenda comprise of nine groups that had similar social, economic and political structures. They are believed to have arrived in their current settlement from Shungwaya. ----- 60 ### **Social organization of the Mijikenda** The Mijikenda were organized in clans comprising of related families. ~ The Mijikenda practiced circumcision. Only boys circumcised. Circumcision marked an entry into an age set whose functions included building huts and advising junior age - sets on how to raid. ~ They believed in the existence of a supernatural power that controlled their destiny. They called their God Mulungu. ~ The Mijikenda worshipped ancestral spirits. Prophets among the Mijikenda were called wafisi. ~ Marriage among the Mijikenda was exogamous (no one was allowed to marry from their clan). They practiced polygamy ~ There was division of labour among the Mijikenda. Children looked after livestock, young men built houses, cattle sheds, hunted and cleared bushes for cultivation.. ~ The Mijikenda celebrated social ceremonies in song and dance. There were songs for initiations, childbirth, marriage, harvest and funeral.. **Political organization ** ~ The Mijikenda had a strong clan system. Administration was based on a strong clan system. 4-6 clans lived in a fortified village known as kaya. ~ The existence of a council of elders(Kambi) at clan level to settle disputes and the general administration of the clan ~ An age set (riika) system formed by young men after circumcision and which provided the base from which warriors were obtained. ~ Social and political unity was strengthened through intermarriage between different clans. ~ Judicial matters were handled by the elders council which was final court of appeal. ~ The council of elders declared war on warring neighbors. **Economic organization ** ~ The Mijikenda kept Livestock like sheep, cattle and goats for milk, meat and skin. Hunting and gathering was also done to supplement their food ~ They traded in the coastal trade with the Arabs and with the Akamba from interior. ~ The Mijikenda practiced salt mining which the used as a trading item. ~ The Mijikenda engaged in fishing along the coast as well as on rivers. ~ They practiced crop growing. They grew grains like millet, yams, sweet potatoes, arrowroots, sorghum, coconut and cassava among other crops mainly for food while the excess were sold to neighbours. ~ They practiced craft making pots and weaving baskets using coconut leaves. **NILOTES ** **. ** The second largest group in Kenya ----- 61 ### **Social organization ** ~ There were slight variations in the social organizations of the various Nilotic groups in Kenya. However they shared institutions such as the clan-based organization, belief in one God, veneration of ancestral spirits, age-set system, social ceremonies and existence of religious leaders. ~ The family was the basic social unit in many communities. Several related families grouped together to form clans among the Luo, Maasai and Nandi. ~ They believed in one supernatural being. The Maasai referred to him as Engai while the Luo called Him Nyasaye. ~ The communities believed in the existence of ancestral spirits, to whom sacrifices and libations were made to ensure they remained happy. ~ There was the existence of religious leaders whose work was to lead the communitiesduring religious functions and rituals. Some of the religious leaders had assumed political power by 19 [th] c. For example the Orkoiyot among the Nandi and Oloibon among the Maasai. ~ The Maasai and other Nilotic groups had rain makers and diviners. ~ The age-set system was another common social institution. The age sets were formed by those who were initiated at the same time. The institution created a bond among the initiates that cut across the families and clans thus uniting the whole community. ~ There were social ceremonies that accompanied the rites of passage like circumcision, marriage and death. ~ The Luo as their form of initiation extracted six lower teeth. The other groups practiced circumcision. In all the groups, the initiates were taught the community values. **The economic organization ** ~ The nilotes were nomadic pastoralists who kept Livestock like sheep, cattle and goats for milk, meat and blood. ~ They traded among themselves and also with their neighbours. The kalenjin traded with the Maasai and with the Luo and neighbouring Bantu communities like the Abaluhyia. They sold animal products and red ochre in exchange for grains from the Bantu. ~ They practiced iron-smelting, making implements such as arrow heads and spearheads. This skilled was borrowed from the Bantu. ~ The Maasai also practiced mining e.g. mined iron, salt and red ochre which they used for decoration and as a commodity for trade. ~ There existed variation in the economic activities within a single community like the Maasai. Some sections of the Maasai e.g. the Kwavi practiced crop growing i.e. growing grains and vegetables. The Purko were purely pastoralists ~ They practiced craft e.g. made pots, weaved baskets and leather belts. ~ Raiding other communities for cattle was also a common economic practice. ----- 62 ### ~ The Luo who lived near Lake Victoria practiced fishing. The Turkana also engaged in fishing on Lake Turkana. **Political organization** ~ The Nilotic communities had a decentralized system of administration with all the communities organized on clan basis. ~ There existed councils of elders that administered and ensured maintenance of law and order, settled disputes between clans and other communities. ~ The nilotes had a warlike tradition. Each community had Warriors who defended the community and raided other communities. The Luo reffered to the warriors as Thuondi. The Maasai called them Moran. ~ The age-set system determined political leadership since all those initiated together formed one age-set for life. ~ The institution of religion influenced most of the political affairs of the Nilotic speakers. For example, the Orkoiyot among the Nandi and the Oloibon among the Maasai were primarily religious leaders who wielded political authority in the19th century. **The Nandi** By 1900 AD, the Nandi had already established their social, economic and political institutions. **Social organization ** ~ The family was the basic social unit. Several related families grouped together to form clans among Nandi. The family institution was very important in the community. It played an important role in the Kokwet (council of elders) and in the clan activities. ~ The age-set system was an important social institution among the Nandi. Nandi boys and girls were initiated at puberty through circumcision. Circumcision marked entry into adulthood. The initiates were taught the deepest community values during the period. ~ Age sets were formed by those who were initiated at the same time irrespective of the clans they belonged to. In total, there were eight age-sets among the Nandi namely Sawe, Maina, Chuma, Korongoro, Kipkoimet, Kaplelach, Kimnyinge and Nyongi. ~ The Nandi boys became junior warriors after circumcision. They only promoted to senior warriors after the Saket apeito ceremony (slaughter of bullock) that was done after every fifteen years. ~ Marriage within the same clan was prohibited among the Nandi. This was meant to create unity by encouraging intermarriages between different clans. ~ They believed in one supernatural being whom they referred to him as Asis, who was believed to be the protector of the community. ~ The Nandi believed in the existence of ancestral spirits, to whom sacrifices and libations were made to ensure they remained happy. ~ The community also had important religious leaders whose work was to lead the ----- 63 ### community during religious functions and rituals, diviners and rain makers.The institution of Orkoiyot among the Nandi was borrowed from that of Oloibon among the Maasai. **Religious functions did the Orkoiyot of the Nandi. ** ~ He Mediated between God and the people/acting as a priest. ~ He presided over Offering of sacrifices to God on behalf of the people. ~ He advised and blessed the warriors before they went to war. ~ Blessing people before they undertook special activities like planting and harvesting. ~ He foretold what was going to happen in the future. e.g. success or misfortune in the community. **Economic organization ** ~ The Nandi were pastoralists who kept Livestock like sheep, cattle and goats for milk, meat, manure and blood. Cattle were a symbol of status among the Nandi and also a form of dowry settlement. ~ The Nandi cultivated crops such as Millet and sorghum due the fertile soils and favourable climate in areas like Aldai. ~ They also practiced hunting and gathering to supplement their food production. ~ The Nandi raided other communities for cattle. They acquired large herds of cattle through raiding neighbouring communities such as the Maasai. Abaluhyia and Luo. ~ They traded among themselves and also with their neighbours. The Nandi traded with the Maasai and with the Luo and neighbouring Bantu communities like the Abaluhyia. They sold animal products and red ochre in exchange for grains from the Bantu. The Nandi however were self sufficient in food. ~ They practiced craft e.g. made pots, weaved baskets and leather belts. **Political organization ** The family was the basic political unit. It was headed by a father who dealt with internal matters such as discipline, allocation of crops, land and cattle. In matters affecting the neighbourhood, he was assisted by the Kokwet (council of elders) which was made up of neighbourhood heads.Above the Kokwet was the clan organization whose council of elders tackled matters to do with grazing rights.Above the clan, there was a larger socio- political unit comprising different war groups located in the same geographical zone called a pororiet. This formed the highest political unit among the Nandi. The pororiet council of elders comprised representatives from different clansIts functions included negotiating for peace and declaring war .The Nandi boys became junior warriors after circumcision. They only promoted to senior warriors after the Saket apeito ceremony (slaughter of bullock) that was done after every fifteen years. ----- 64 ### **The Maasai ** **Social organization ** ~ The Maasai were divided into two groups; the pastoral Maasai(Purko) and the Agricultural Maasai(Kwavi or Iloikop). ~ The Maasai were organized on clan basis with each clan associated with a particular type of cattle. In total, the Maasai had five clans spread over large areas and not necessarily staying together. ~ Maasai boys and girls were initiated at puberty through circumcision. Circumcision marked entry into adulthood. The initiates were taught the deepest community values during the period. ~ After circumcision, the boys entered an age set to which they belonged the rest of their life. ~ The age set institution created a bond among the initiates that cut across the families and clans thus uniting the whole community. ~ All the boys initiated together also formed a warrior class called Morans and lived in special homesteads called Manyattas away from the rest of the community. For about ten years. ~ They were not allowed to take milk from their mothers house and were required to adhere to ritual and dietary restrictions. ~ They believed in one supernatural being. The Maasai referred to him as Engai. Prayers and sacrifices were offered to him at the shrines. ~ There was the existence of religious leaders whose work was to lead the communities during religious functions and rituals. They called their religious leader Oloibon. **Functions of Oloibon ** ~ He presided over religious ceremonies. / He was consulted on all religious matters. ~ He blessed warriors before they went to war. ~ He advised the council of elders. ~ He foretold the future events. The Maasai and other Nilotic groups had rain makers and diviners. There were several social ceremonies that accompanied the rites of passage like circumcision, marriage and death. The Eunoto ceremony marked the graduation of the Morans into junior elders. This ceremony is still practiced upto date. **Economic organization of the Maasai ** ~ The Maasai were nomadic pastoralists who kept Livestock like sheep, cattle and goats formilk, meat and blood.. ~ They traded among themselves and also with their neighbours such as the Agikuyu, kalenjin and Taita. They sold animal products and red ochre in exchange for grains from the Agikuyu. ~ They practiced iron-smelting, making implements such as arrow heads and spearheads.. ----- 65 ### ~ They also practiced mining e.g. mined iron, salt and red ochre which ~ They also practiced mining e.g. mined iron, salt and red ochre which they used for decoration and as a commodity for trade. ~ Some sections of the Maasai e.g. the Kwavi practiced crop growing i.e. growing grains and vegetables. ~ They practiced craft e.g. made pots, weaved baskets and leather belts. ~ Raiding other communities for cattle. **Political organization of the Maasai ** The largest political unit amongst Maasai was the tribal section, which was a geographically distinct entity which operated as a nation, especially during ceremonies. Affairs involving inter-clan cooperation were dealt within ad hoc meetings comprising age set spokesmen Before a Maasai young man became an adult, he underwent the following four stages. **Boyhood (ilaiyak) ** The youths at this stage looked after family and clan livestock until they reached circumcision stage at about 15 years. Warrior hood (Ilmuran ) The stage was joined by young men circumcised together and comprised of ages between 18 and 25 years. They defended the community and conducted raids to boost the clan and tribal flocks. They had a military leader known as Olaiguani. The stayed in isolation in manyattas undergoing military training in order to graduate into senior warriors. After that they were permitted to marry. **Junior elders ** This was the political authority that evaluated the day to day issues of the community. It comprised heads of households,, aim responsibility was to maintain peace and instruct warriors on how to handle issues in the community. They were permitted to own livestock. **The senior elders ** They comprise the senior most age-set. Membership was determined by age and experience. The group performed religious functions and also was responsible for and dealt with difficult judicial and political decisions.The Maasai adopted the institution of Oloibon or prophet that combined socio-religious functions and later own assumed political authority. There were several social ceremonies that accompanied the rites of passage like circumcision, marriage and death. The Eunoto ceremony marked the graduation of the Morans into junior elders. This ceremony is still practiced upto date. **The Luo ** **Social organization ** The family was the basic social unit among the Luo. The Luo community valued large families and therefore practiced polygamy.Marriage among the Luo was exogamous (no one was allowed to marry from their clan). ----- 66 ### Several related families grouped together to form clans among the Luo. They believed in one supernatural being whom they called Nyasaye. They prayed to Nyasaye.The communities believed in the existence of ancestral spirits, to whom sacrifices and libations were made to ensure they remained happy. Sacred shrines and trees existed. He rocks, high hills and even the lake were associated with supernatural power.There was the existence of religious leaders whose work was to lead the communities during religious functions and perform rituals. These included priests, medicine people, rain makers and diviners. For one to be a medicine person, a benevolent spirit called Juogi must possess him or her.The Luo youths as their form of initiation extracted six lower teeth. After that they were allowed to marry.The Luo had several social ceremonies that accompanied the rites of passage like marriage and death. **Economic organization** ~ The Luo were originally a pastoral and fishing community. They Practiced livestock keeping for prestige and cultural purposes e.g. dowry and for meat and milk. ~ The carried out Fishing along water courses due to their proximity to the lake. Both men and women conducted fishing, which was a source of food as well as a trade commodity. ~ The Luo Traded with their neighbors. They sold pots, baskets, cattle, fish and livestock for grains, spears, arrows and canoes from the Abaluhyia, Abagusii, Kipsigis and Nandi. ~ They also Cultivated plants like millet, sorghum, etc ~ Most of them practiced hunting and gathering to get additional meat and hides and to supplement the food they produced. ~ They practiced craft. Women specialized in production of pottery products, baskets and clothes **Political organization of the Luo ** The Luo were a decentralized community. The family was the basic political unit among the Luo. The head of the family was referred to as Jaduong. Several related families made up a clan headed by a council of elders called Doho whose main responsibility was to settle inter-family disputes. Below the Doho were lineage councils called Buch Dhoot that tackled domestic issues Above the Doho was a grouping of clans called Oganda headed by a council of elders reffered to as Buch piny and headed by a chief elder called Ruoth. The Buch piny comprised representatives from each clan. It was responsible for settling inter -clan conflicts, declaring war and punishing criminals such as murderers.Religious leaders among the Luo also influenced politics. E.g rainmakers and diviners.One of the members of the council of elders was given a responsibility of advising the council on military matters and was therefore a war leader (osumba Mrwayi). Under them was a special group of warriors reffered to as Thuondi (bulls). Their work was to raided neighbouring communities like the Maasai, Nandi and Abagusii and other perceived enemies. ----- 67 ### **The Cushites** These were the smallest linguistic group in Kenya inhabiting the northern part of Kenya. They are a nomadic Sam speaking group. They comprise the Borana, Gabra, Galla (Oromo), Rendille and Burji.The communities developed complex social, economic and political institutions that were interrupted by the coming of the Muslims and Europeans. **Social organization of the Cushites ** The Cushites had a patrilineal society, which means they traced their origins through the fatherThe Cushites believed in a common ancestor which makes their kinship system strong.All the Cushitic communities practiced circumcision of boys and clitoridectomy for girls as a form of initiation. This was a rite of passage into adulthood.After circumcision, the initiates were taught about their adult roles and their rights as members of the community.Circumcision marked an entry into an age set whose functions included defending the community from external attacks, building huts and advising junior age- sets on how to raid.Each age set had a leader with specific duties. They believed in the existence of a supreme god, who was the creator of everything. He was given different names. The Oromo referred to him as wak(waq).They also believed in spirits which inhabited natural objects like rocks and trees. The Cushites had shrines from which they prayed to their God. Later on, through interaction with their neighbours, all the Cushites became Muslims by the 16thc.The Cushitic speakers were polygamous and their marriage was exogamous in nature.Inheritance was from father to son among the Cushites. The elder son inherited the fathers property and shared it with his younger brothers. Girls had no right to inheritance.The Cushitic life was full of ceremonies. They celebrated life both in song and dance. There were songs for initiations, childbirth, marriage, harvest and funeral. **Economic organization** They had a diversified economic system that catered for their livelihood and supported their lifestyle.They basically practiced Pastoralism/livestock keeping in their semi-arid region  They kept cattle, goats, camel and donkeys. Camels and cattle provided milk and blood and were assigning of prestige. Goats and sheep provided meat. Some Cushites who lived along river valleys practiced substance agriculture where they grew grain crops, vegetables, dates, peas, pepper, tubers and bananas.They also practiced iron smelting and made iron tools e.g. swords, knives, bangles and arrow heads.They hunted wild game for food, ivory, skins (hides) for clothing, bedding and gathered fruits and roots and vegetables. They engaged in craft industry e.g. production of leather items such as handbags, belts etc.Some of them who lived near rivers and along the Indian Ocean practiced fishing.They traded with their neighbours e.g. the Pokomo and the Samburu. **Political organization of the Cushites ** All the Cushitic communities like other groups in Kenya, had decentralized forms of government. The clan formed the basic political unit for all the Bantu communities. Each clan was made up of related families. ----- 68 ### The social and political system of the Cushites was interwoven that the social divisions, age set system were also important aspects of the political system.Leadership of the clan was in the hands of a council of elders who played a pivoted role in solving disputes, acting as ritual experts, presiding over religious ceremonies, maintaining law and order and making executive decisions affecting the community like declaring war.Among the Cushites a clan was independent of others except when the wider community faced a common enemy or problem.The Cushites developed an age-set system that had some political significance. After circumcision, the boys joined the age-set after initiation to provide warriors who defended the community from external attacks and raid other communities for cattle.The age set system was based on about ten groups each with its own leader. At the end of an age cycle, a ceremony was performed and the senior age sets retired from public life and settled in different territories. **The Somali ** The social organization of the Somali.Like Somali were organized into clans each comprising of families whose members claimed common descent. They also had an age set system. Circumcision marked an entry into an age set whose functions included defending the community from external attacks, building huts and advising junior agesets on how to raid. Each age set had a leader with specific duties. They believed in the existence of a supreme god, whom they referred to as wak (waq). He was the creator of everything. They had religious leaders who mediated between God and the people Later on, through interaction with their neighbours, all the Somali became Muslims by the 16thc.The Somali valued marriage as an important institution. They were polygamous and their marriage was exogamous in nature. **Political organization of the Somali ** The Somali had a decentralized political system of administration. The basic political unit was the clan made up of related families. The clan was headed by a council of elders in charge of day to day affairs of the clan e.g. making major decisions and settling disputes and presiding over religious ceremonies.The Somali had an age set system and all male members of the society belonged to an age set. Each age set performed specific roles/duties. From the age set system, there evolved a military organization for community defence. Initiates joined the age set system after circumcision. With the advent of Islamic religion political organization changed. They now had community leaders called sheikhs whose role was mainly advisory.The political system was now based on the Islamic sharia. **Economic organization** a) The Somali were hunters and gathers. They hunted wild game for food and gathered fruits and roots and vegetables. b) They basically practiced nomadic Pastoralism. They kept cattle, goats, camel and sheep.Their diet was mainly milk, meat and blood. ----- 69 ### c) They traded with their neighbours to get what they could not produce e.g. the Pokomo and the Mijikenda from whom they acquired grains. d) A section of the Somali practiced iron smelting and made iron tools e.g. swords, knives, bangles and arrow heads. They also engaged in craft industry e.g. production of leather items such as handbags, belts etc. e) Such craft activities were despised among the Somali and were associated with a group whom they referred to as Sab (outcasts). **The Borana ** They are a branch of the Oromo or Galla people who came from Ethiopia. **Social organization ** The Borana had a complex social organization.The society was divided into clans led by elders whose responsibility was to settle disputes and maintaining law and order. Each clan was made up of related families. The borana had a strong belief in the extended family.The Borana were nomadic. But they had a residential section called the camp that consisted of a few huts of related families. .In the camps, it was the most senior married and competent man who became the head of the camp (abba olla). He would have his wifes hut built on the extreme left.The Borana had a complex age-set structure called Gada. Each Gada was headed by the most powerful individual among the group members (Abba boku). His duty would be to preside over village meetings, proclaim laws and preside over religious ceremonies.The community had two kinship groups that practiced exogamous marriage.. A man from the Gona kinship would only marry from the Sabbo kinship. Polygamy was allowed.The family among the borana was headed by a man referred to as Abba warra with the wife as the female head of the household (Hatimana) There was division of labour in the society. The men defended the camps, wells, herds and shrines. They dug wells and organized raiding parties. The men also elected leaders of camps, age sets and Gada class. The women performed household duties, wove baskets for carrying children, prepared leather and built houses. Boys herded sheep, goats and cattle. Elders presided over the court cases.The borana worshipped a powerful God, the creator whom they called Wak (waq). He was worshipped through religious leaders They had a patrilineal society where inheritance was from the father to the son, and specifically the first son, angafa, who would then redistribute the inherited cattle to the younger brothers.Their culture was full of ceremonies. For example, there were ceremonies when a Gada class entered or left a Gada grade, there was war ceremony (butta) and a muda ceremony in honor of the kinship leader, kallu. **Economic organization ** a) The borana were basically practiced nomadic Pastoralists who kept cattle, goats and sheep. Cattle was slaughtered as part of their religious rituals and also provided raw materials for houses and other local industries. b) They traded with their neighbours to get what they could not produce e.g. they exchanged their animals with the Mijikenda from whom they acquired grains. ----- 70 ### c) The Borana were hunters and gathers. They hunted wild game for food and gathered fruits and roots and vegetables. d) Those who settled in the fertile region along the tana valley grew crops like beans and pepper. e) The Borana women engaged in craft industry e.g. production of leather items such as handbags, belts etc. men also made wooden tools, weapons and utensils. f) The Borana also practiced fishing as they settled along river tana. **Political organization of the borana** Their political system was based on the kinship system where the society was divided into clans comprising related families. There were two moieties (kinships) that were further divided into sub-moieties. The sub-moieties were further divided into clans. Each moiety was headed by a hereditary leader known as kallu. The kallu of the Sabbo for example came from the dyallu clan of the karrayyu sub-moiety.The kallus camp was the spiritual and political centre of the group. His duties included leading in ritual ceremonies, providing judgment in major conflicts between clans.He was elected together with the council of the Gada leaders of each gad class when it prepared to enter a new grade.The kallu were not authorized to bear arms or defend themselves but were to move in company of other members of the society.The borana society was divided into clans led by a council of elders whose responsibility was tosettle disputes and maintaining law and order. Each clan was made up of related families who lived in a residential section called the camp that consisted of a few huts of related families. .Powers were distributed equally between the two moieties at all levels such as in the Gada class, age-set and camp councils as well as in tribal ceremonies.The complex age set system mainly provided a military base for the society. The age sets, Hariyya, were recruited from boys of the same age. Gada class (Luba) was recruited genealogically. There were eleven grades through which the Gada classes passed from birth to death, with each grade lasting eight years. While age set members were of the same age, Gada members were of varied ages. The age sets formed the age set council that recruited the warriors.Members of the Gada classes formed the Gada council (lallaba) which the responsibility of making decisions for their classes. They also resolved conflicts between non-relatives and mobilized economic activities such as digging wells, organizing societal rituals and ceremonies and directing relatives with their neighbours such as the Oromo and Somali.The councils contributed to the development of an effective political organization.The complexity of the borana institutions strengthened unity among them. However, the coming of the colonialists in the 20 [th] century heavily impacted on these nomadic pastoral community. **CONTACTS BETWEEN EAST AFRICA AND THE OUTSIDE WORLD UP TO ** **THE 19 [TH] C. ** The early contacts were initially at the coast but later spread inland. The early visitors included the Arabs, Greeks, Chinese, Persians, Portuguese, British, French and the Dutch. ----- 71 ### **The East African coast ** The existing documentaries and archaeological evidence about the historical information on the east African coast include; ~ The Graeco- Roman Documentary which only makes indirect references to the east African coast. ~ The Swahili chronicles written by the people of the coast. E.g the Kilwa chronicle gives account of achievements of coastal rulers before the arrival of the Portuguese. ~ The writings of Pliny, a Roman Geographer who wrote about the high cost of trade with India in his book, The Natural History. ~ Periplus of the Erythrean Sea; by a Greek merchant in 1 [st] C AD describes the people and places along the coast and the Indian Ocean Trade. (Erythrean Sea Trade). ~ Geopgraphia by Claudius Ptolemy makes reference to east African coast and the trade along Somalia and Kenyan coasts. ~ Christian Topography of Cosmos Indico of the 6 [TH] C describes the trading activities on the coast of East Africa. ~ Renowned travelers like Al-Mosudi, Al Idrisi and Ibn Battuta wrote firsthand accounts about the places they visited and the people they met at the coast in the 10 [th] C AD. ~ The existing archaeological evidence in east Africa include the remains of pottery, iron tools, beads and coins which prove the presence of international trade. **Early visitors to the east African coast upto 1500. ** Due to the great accessibility of the east African coast, there was widespread interaction between it and the people from the outside world. This was also aided by the monsoon winds that blew vessels / ships to the coast between November and April and took them away between may and October. The earliest visitors were the Egyptians, Phoenicians and Indonesians.Others who came later on included the Greeks, Persians, Romans, Chinese, Arabs, Syrians, Indians and the Portuguese. **The Greeks ** Their coming to east Africa is accounted for by the quarrels between the Seleucid rulers in Greece and the Ptolemaic Greeks in Egypt over control of the land route to the east through the Mediterranean lands.The rising demand for ivory made the ptolemies venture into the red sea and finally into the east African coast. Evidence of Greek existence on the coast is the Ptolemic Gold Coin found near Dar es Salam. **Romans ** In AD 45, Hippalus, a Roman sailor using monsoon wind knowledge reached the red sea and entered the Indian Ocean. The Romans were keen on breaking the Arab monopoly over trade.Evidence of trade between the Romans and the coast is in the writing of a Roman Historian Pliny (23-79AD) who points out the high coast of trade between India, Arabia and china.The fall of the Roman Empire in the 5 [th] c AD affected international trading network in the Roman Empire. ----- 72 ### **Persians ** They were mainly immigrants from Shirazi on the eastern shore of the Persian Gulf. Their adventure into the east African coast happened during the reign of the Sassanid Dynasty(224-636AD), which was determined to rebuild the Persian Empire that had been destroyed by the Macedonian Greeks, through wealth amassed from international trade. By the 6 [th] c, the Persians were trading in India and later china, controlling the red sea and parts of Egypt and Arabia.They got involved in the east African trade and even established ruling dynasties9 e.g. the (Shirazi Dynasty) at the coast. They intermarried with the locals and introduced Islamic religion.They were later overthrown by the Arabs. The succeeded in introducing Bowls of glass, swords, beakers and pots to the coast. **Chinese ** They visited the coast in the middle ages. This is evidenced in the work of the Chinese authors during the Sung Dynasty (960- 1279 AD) and Ming Dynasty (1368-1644), who referred to the east African coast as Tseng- Pat or Pseng- Po.There has also been evidence of Chinese coins dating to 700 AD at the coast.The last Chinese fleet must have reached Mogadishu in 1430AD. The Chinese brought in Silk cloth, porcelain bowls and plates in exchange for Gold\\, leopard skin, Rhino Horns and tortoise shells. Porcelain remains have been found at the coast. **Arabs ** The earliest Arab settlers to arrive were the Daybui from Daybul In north western India. They arrived along the east African coast by AD 650 for trade. The earliest Arab settlement was Qanbalu (Pemba). They later settled in manda, Kilwa. Lamu and Mombasa.The Arabs reffered to the Africans as the Zenj (Blacks) **Factors that facilitated the coming of Arabs to the east African coast. ** ~ The Indian ocean provided the highway through which the traders traveled ~ The traders had the skills of harnessing the monsoon winds (trade winds) they knew what times of the year to come to the coast and what times to go back. ~ The traders had marine technology e.g. they had ship-building technology and knew how to use the compass for navigation of the ocean ~ They ensured the control of the red sea was in their hands to bar the enemy from attacking them ~ The ports of southern Arabia were good calling places on their journey between the east and the west. ~ The deep harbours at the coast were ideal for their ships to anchor, refuel and get supplies. **Reasons for the coming of the Arabs ** ~ They wanted to trade and control the commercial activities along the east African coast. ~ Some Arabs came as refugees, fleeing from religious and political persecutions in Arabia. ----- 73 ### ~ They came to spread their religion, Islam. ~ Some came as explorers to explore the east African coast. ~ Some came to establish settlements along the east African coast. **Trade between the East African coast and the outside world ** There is sufficient evidence of the existence of regular trading contacts between east African coast and the countries in the Middle East and Far East. **Development and organization of the trade ** ~ The earliest foreign traders must have been the Romans who traded with the Indians in the Far East. They made stopovers at the east African coast for ivory whose demand had grown tremendously. ~ Muslim Arabs acted as intermediaries in the Indian Ocean trade between the Indians and the Romans. They also exported frankincense and myrrh among other things. ~ Traders from Persia, Arabia and Syria brought glass beakers and bowls, swords, pots, grains, sugar, cloth and beads in exchange for palm oil, tortoise shells, ivory and slaves. ~ The Greek, roman and Chinese traders brought porcelain bowls, daggers, swords, pottery, cowrie shells, glassware, beads and silk in exchange for ivory, rhinoceros horns, bee wax, tortoise shells, coconut oil and mangrove poles. Cowrie shells were obtained from Maldives islands while spices came from Spice Island. ~ East Africa also exported leopard skins, gold, ostrich feathers, copal, copper and iron. Ivory was used in Asia to make bangles, bracelets, piano keys and for decorations ~ The traders relied on the monsoon winds to blow their ships to and from the east African coast. ~ The Indian Ocean trade was conducted through the barter system but later coins were used as a medium of exchange. During barter, the foreigners bartered their goods with gold, ivory and slaves. Seyyid said later introduced copper and silver coins. ~ The middlemen in the trade included the Arabs and Swahili who organized caravans to the interior to acquire local goods which they sold to traders at the coast. ~ As there was no common language spoken, trading was conducted silently, hence the name silent trade ~ Capital for the trade was provided by the Arabs. Later the Indian banyans started giving credit facilities to the traders which increased the volume of trade. ~ The sultan of Zanzibar provided security to the Arab traders, enabling them to penetrate the interior to acquire goods. ~ The trade stimulated development of towns along the coastline. E.g Rhapta (probably located between pangani and Dar es Salam), Essina and Sarapion were the earliest towns to grow. Lamu Malindi Mombasa, pate and Brava also developed. ~ The merchants settled at various places on the coast and on the islands and interacted with the locals leading to development of the Swahili culture. Factors which promoted the Indian Ocean trade. ----- 74 ### (a) Availability of items of trade from the east African coast and foreigner countries. For example, ivory, slaves, cotton and porcelain. (b) The high demand for trade items from the coast by consumers from the outside world was also a promoting factor. This was caused by the uneven distribution of resources. Foreign items were also on demand at the coat. (c) The existence of enterprising merchants in both the foreign lands and the east African coast led to promotion of trade links. The Akamba, Mijikenda, nyamwezi and Swahili middlemen for example played a pivoted role in the trade. (d) The existence of local trade among Africans which acted as a base upon which the Indian Ocean trade was developed. (e) The accessibility of the east African coast by sea. This enabled the foreigner traders to reach the region across the Indian Ocean. (f) The existence of the monsoon winds facilitated the movement of the vessels which made it possible for the traders to travel to and from the coasty. (g) The existence of peace and political stability at the east African coast created a conducive atmosphere for business transactions. Where there was need, the traders were given security by the sultan of Zanzibar. (h) The existence of natural harbours along the coast ensured safe docking of the trade vessels for fueling and off-loading. (i) The advancement in the ship building technology in Europe gave great advantage to the traders. This made water transport reliable and regular. (j) The existence o the Indian Banyans (money lenders) who gave credit facilities enabled many more people to join the trade. **Impacts of the trade on the peoples of east Africa ** (a) The trade led to intermarriage between Muslim traders with the local Bantu communities giving rise to the Swahili people with a distinct culture. (b) There was emergence of Kiswahili as a new language of the coastal people. The language is a mixture of Bantu and Arabic languages. (c) The trade led to the spread of the Islamic culture along the coastal region. Stone buildings were constructed, new dressing styles arose (women began to wear buibui while men wore kanzus), new eating habits also evolved. (d) The Islamic law, sharia was also introduced. (e) Many Africans were converted to Islam. However the religion did not spread beyond c. the coastal region prior to the 19 [th] (f) New crops were introduced along the coast. For example, rice, wheat, millet, cloves, vegetables and fruits such as bananas and oranges. Cloth, cowrie shells and spices were also introduced. (g) Profits derived from the trade were used to develop towns like Pemba, Mombasa, Lamu, Zanzibar and Kilwa. ----- 75 ### (h) The trade led to the rise of a class of rich merchants exhibiting a high standard of living. African merchants who rose to prominence included chief Kivoi among the Akamba, Ngonyo of the Giriama, Mwakikonga of the Digo, Nyungu ya mawe, Mirambo and Msiri of the Nyamwezi. (i) There was decline of the local industries like weaving and iron working which were affected by the influx of foreign goods like cloth fro India and iron tools from Asia and Europe. (j) There was destruction of wildlife, especially elephant and rhinoceros due to the increased demand for ivory. (k) The increased demand for slaves promoted warfare among the communities as many people were captured during slave raids. It also created fear while others lost their life during the warfare. (l) Slave trade also disrupted African economies as able bodied men were captured leaving behind the aged, weak, and children who made little contribution. Many even died of starvation since they could not participate in food production. (m) African population in the hinterland greatly reduced as many were sold into slavery. (n) Money (currency) was introduced as a means of exchange to replace the barter system of trade. (o) East African coast was exposed to the outside world through trade. This paved way for European imperialism later on. (p) Trade routes led to the establishment of trade caravan routes which later were upgraded to by the colonialists. **The coming of the Portuguese ** Since the 10th century Arabian influence along the coast had been strong. Most of the port towns along the East African coast had been built by Arab Sultans, who brought the Muslim religion to the coastal people.The Portuguese explorer and soldier, Vasco da Gama, was the first European to make contact with the people of the East African Coast. He had been paid by the King of Portugal to find a sea route to India. **The Portuguese at the East African coast 1500  1700 A.D ** The Portuguese were the first Europeans to have contacts with the people of the East African Coast. They invaded the east African coast in 1498 at a time when the Ottoman Empire occupied most of the Middle East thus blocking the overland route to India from Europe.They were adventurous and in search for the sea route to India. This led them to the East African Coast where they stayed for 200 years. Reasons for the coming of the Portuguese at the East African coast a) The need to establish a commercial empire in order to get the products of East Africa e.g. ivory, gold, silks and spices that were mainly controlled by the Arabs merchants. b) They wanted to obtain control of the main trading towns, e.g. Kilwa, Mombasa etc. c) They wanted to defeat the Muslim traders and rulers who had monopolized the Indian Ocean trade. ----- 76 ### d) They wanted to prevent other European rivals from gaining access to the Indian Ocean Trade e.g. the French, Dutch, and British e) Desire to get revenue for the development of their country. f) The Portuguese wished to share in the profits of the Indian Ocean Trade by imposing taxes and forcing wealthy coastal towns to pay tribute to the king of Portugal. g) The coast had natural harbors where ships could anchor on their way to and from the East for fresh food and water. The Portuguese therefore wanted to establish a calling station for resting, refresh, treating the sick, repairing wrecked ships e.t.c h) The coast was strategically located and this made it easy to control sea pirates and other rival powers. i) They wanted to revenge on the Muslim Arabs who had conquered Portugal in 711 AD by converting them to Christianity and stop the spread of Islam i.e. the Arabs had ever run the Iberian Peninsula and forced the Christians to accept Islam. j) They hoped to get assistance of King Prester John thought to be in the interior of north east Africa. They hoped the king would help them in their crusade against the Muslims. k) They had hope of stopping Egyptians and Turks from sending military aid to their fellow Moslems on the coast. l) They were interested in exploration and adventure; this was a period of Renaissance (means to be born again/change) in Europe. Hence hoped to search for the unknown, new knowledge and sailing across un mapped seas. m) Desire to acquire revenue for the development of their country. Portuguese conquest of the coast 1500-1510 (Stages of conquest) Steps taken by the Portuguese to occupy the East African coast. ~ In 1497 King John 11 sent Padro da Covillha on a land journey to India to gather information about the Eastern trades and the sea routes. ~ In 1498 Bathromew Diaz sailed around the Cape of Good Hope, thus proving that there was a way round South Africa to the Indian Ocean. ~ Between 1497- 1499 Vasco da Gama at the command of King Emmanuel the fortunate of Portugal visited Mozambique, Mombasa and Malindi on his way to India. He arrived in Malindi in March 1498 to a warm welcome by the locals. ~ He returned to Portugal in 1499 and gave a report of the flourishing Sofala trade, the Deep Harbour in Mombasa and the existing disunity of coastal people. ~ In response to Vasco da Gamas expeditions, the king of Portugal sent fleets of ships to conquer the important trading towns of the East African coast. ~ In 1500 Pedro Alvares Cabral attempted to capture Sofala with its Gold trade but he failed. ~ In 1502 Vasco da Gama came back with 19 ships aiming at capturing Kilwa because it was the most important and prosperous. He captured the palace, imprisoned the Su ltan and only released him when he accepted to pay tribute to Portugal. ----- 77 ### ~ From Kilwa he invaded Mombasa, which tried to get assistance from Malindi but since they were great rivals Malindi refused to give assistance, this disunity made the work of conquest easy. ~ In 1503 Ruy Laurence Ravasco was sent with a number of ships and forced the islands of Mafia and Zanzibar and other towns to pay tribute to Portugal. ~ In 1504, Lopez destroyed gold trade at Kilwa. Attacks were too much on the harbour that trade came to a standstill. But again the Arabs failed to unite to fight the Portuguese. ~ In 1505 Francisco DAlmeida arrived at the coast on his way to Gao where he had been appointed the first Portuguese viceroy (governor) of the Eastern Empire. With 1500 men and 20 ships, he attacked Sofala which surrendered without struggle because she was tired of Kilwas rule and therefore preferred the Portuguese to fellow Arabs. His forces continued northwards and attacked Kilwa. The Sultan and his followers took off to the bush while the Portuguese looted and burnt down the town before he departed to India. He also conquered Mombasa. ~ In 1506  1507 Tristao Da Cunha took on the Northern towns of Socotra, Oja, Brava and Lamu. Towns that submitted without struggles were only asked to pay tribute to Portugal. Malindi was even excused from paying tribute due to her friendship with the Portuguese. ~ In 1509 Alba quiqui captured the remaining towns i.e. the work of conquest was completed with taking the islands of Pemba, Mafia, and Zanzibar. Mombasa was burnt down. ~ By 1515 the Portuguese had succeeded in conquering most of the coastal towns, bring them under Portuguese rule. However towns like Gedi, Kilifi, Pate, Manda, Mombasa and Lamu continued with resistance. Mombasa was heavily attacked in 1528. ~ In 1585, a Turkish captain, Amir Ali Bey, arrived at the coast as an envoy of the sultan of turkey to free the coastal towns from the Portuguese. Rebellion then broke out between 1585 and 1588 between Ali Bey, the Portuguese, and the people of Mombasa and Zimba warriors. The towns of pate, Siyu and Pemba were attacked and forced to pay heavy fines while manda was completely destroyed. ~ Portugal finally brought all the coastal towns under her control establishing her headquarters in Mombasa that had been subdued in 1589. in 1593, the Portuguese built fort Jesus **Why the Portuguese build Fort Jesus ** a) They used it as a watch tower b) To hide against attacks by the enemies c) As military base d) To offer food security and protection. e) To act as an armament. f) To act as a prison for the captives. ----- 78 ### ~ Portuguese control of the east African coast as greatly supported by the conquest of Hormuz, which made it easier for them to control sea traffic in the Persian Gulf, Gulf of Eden and Arabian Sea. **Why the Portuguese defeated the East African Coastal towns/Why the Portuguese ** **were successful ** a) They had superior weapons e.g. cannon guns which made terrible noise and threw people in panic as compared to the poor musket guns of the coastal Arabs. b) They had well trained soldiers with superior skills of fighting compared to the coastal people who had no permanent organized army e.g. Vasco da Gama, Francisco DAlmeida were ruthless army commanders which helped them to defeat the coastal dwellers. c) They had better and faster ships (carracks) well equipped for naval warfare. The Portuguese soldiers wore Armour on their bodies and helmets on their heads, which protected them from the weapons of the coastal people. d) The coastal towns were disunited which gave chance to the Portuguese to fight isolated enemies e.g. Malindi refused to unite with Mombasa due to local conflicts. Some cooperated with the invaders giving them food and bases e.g. Malindi and Sofala. e) Some coastal towns like Kilwa were caught unaware. The Portuguese employed cruel methods of fighting like burning down towns and surprise attacks. f) The ships acted as stages against the hostile weapons of the coastal people. g) The coast had natural harbours and was not open to attacks. h) The constant attacks on the coastal towns by the Galla, Zimba and Turkish e.t.c had weakened their defence. i) The Portuguese were financially equipped and therefore supported their soldiers because they wanted to control the East African trade. j) The coastal states had very weak economies that could not sustain prolonged fights especially against the economically strong Portuguese. **Portuguese Administration at the coast ** By 1510, the conquest of the East African coast was over and administration fell into the hands of the Portuguese. For easy administration, the coast was divided into two zones; a. The area North of Cape Delgado was ruled by the Captain at Malindi. b. The area South of Cape Delgado was ruled by Captain at Mozambique. Both captains were answerable to the Portuguese viceroy at Goa on Indian coast at the General headquarters. Cape Delgado was made the midpoint of the East Africa possession. Sofala was made the regional headquarters but still under the charge of the captain who took his orders from the viceroy at Goa. Later, the Captain in the North was stationed at Mombasa after the construction of Fort Jesus in 1593 because they were rebellious. Other forts and garrisons were established at Sofala and Kilwa. The Portuguese captains were responsible for the collections of tributes from coastal rulers. ----- 79 ### They imposed the customs dues on all imports and exports. They were also responsible for the suppression of rebellions on the coast. The Portuguese had problems with administration because they could not provide enough troops to all garrisons their strongholds.The Portuguese were more interested in gold trade in Sofala. Unfortunately, they failed to develop this trade because of the following; ~ There were wars in the mining areas between the Portuguese and Coastal people. ~ As a result the Portuguese were so cruel that any sign of disobedience was punished with maximum brutality to serve as a warning to others who might choose to rebel. This partly explains the unpopularity of the Portuguese on the coast. The Portuguese also applied the policy of divide and rule by setting one town against the other. For example Malindi against Mombasa.The relationship with the subjects was not good. They lived in isolation of each other by race and religion. The Portuguese established their own settlements, built their own churches and had their own priest. This could be the reason why their religion was rejected and hatred increased.In addition, the few Portuguese officials were corrupt, plundered and ordered destruction on the coastal town. All this earned them hatred and opposition from the people and it was not a surprise that they were nicknamed \"AFRITI\" meaning Devil.The Portuguese did not mix freely with Africans because they considered themselves to be a special race.During the Portuguese reign, the glory of the coastal states was no more. The high standards of living the coastal people had enjoyed were no more. The trade that had made them rich was declining. Many buildings were in ruins and there was widespread poverty and misery. **Reasons that led to the decline of the Portuguese at the East African Coast ** **(Problems/challenges they faced) ** a) Portugal was a small country that could not provide enough administrators and officials for such a large coastline that extended from Sofala in the south to Mogadishu in the north.The territory was too big and long for effective control and administration. b) It had few soldiers and could not keep fortified garrison along the coast. c) Authority was left in hands of incompetent and corrupt officials who were after enriching themselves. d) The Africans hated the Portuguese due to differences in religion, that is to say, Muslims against Christians (Portuguese). e) The Portuguese were cruel, harsh and brutal, they always punished the coastal people whenever they attempted to rebel and made them to be hated. f) The Portuguese also used divide and rule policy for example, they allied with Malindi against Mombasa. g) There was decline of trade due high taxes on imports and other restrictions hence smuggling of goods, which affected the Portuguese economy. Due to decline in trade, the people became poor and dissatisfied and they continuously rebelled. h) The Portuguese failed to support their own allies at the coast, some even betrayed them. ----- 80 ### i) Portugal had been forced into a union with Spain between15801640 which weakened her control of the trading colonies as she was no longer interested in the overseas empire. j) Portugal was challenged by other European powers, which began competing with the Portuguese in the Indian Ocean Trade e.g. Dutch, English, French, Turks and others. k) The coastal people found useful allies against the Portuguese due to their bad rule e.g. Turks, Oman, and Arabs l) They were faced with constant rebellions along the coast. This greatly disrupted life at the coast e.g. Pate, Mombasa m) Tropical diseases which claimed their life like smallpox, malaria making it difficult for them to administer the coast effectively. n) The Portuguese were greatly weakened by a group of cannibals the Zimba, who attacked the East African coast. o) The unhealthy climate made the area unattractive for them to work for instance, some places where too humid and hot while others were too cold. p) The distance between Portugal and the East African coast was too far hence reinforcement delayed. q) There was a problem of communication barrier, the Portuguese refused to learn the African languages and these made their administration difficult. r) The income obtained from the gold trade was not enough to pay for administration i.e. soldiers and officials. s) The Capture of Fort Jesus their stronghold in 1698 by the Omani greatly contributed to their decline. **The collapse of Portuguese rule ** ~ In 1585, a Turkish captain, Amir Ali Bey, arrived at the coast as an envoy of the sultan of turkey to free the coastal towns from the Portuguese. Rebellion then broke out between 1585 and 1588 between Ali Bey, the Portuguese, and the people of Mombasa and Zimba warriors. The towns of pate, Siyu and Pemba were attacked and forced to pay heavy fines while manda was completely destroyed ~ As a result of their ruthlessness, the coastal people became hostile to the Portuguese. ~ Mombasa for example resisted the humiliation they got from the Portuguese appointedsultan ~ The sultans heir Yusuf was treated as a servant who resented the people of Mombasa ~ On 15thaugust 1631, during the Christian feast of Assumption in Mombasa, Sultan Yusuf stabbed the captain with a knife, killing him instantly. This sparked off a rebellion where many Portuguese were killed. ~ Yusuf posed a threat to the Portuguese rule until his death in 1637. ~ The people of pate also revolted in 1666. However, their ruler was arrested and exiled to Goa where he was executed ~ In 1622, the Persians drove the Portuguese from Hormuz. In 1650, the Portuguese were expelled from their bases in Muscat by the Omani Arabs under sultan Saif ----- 81 ### ~ Britain, France and Holland also began to compete the Portuguese in trade. ~ The final blow to Portuguese rule was attack by the Omani Arabs and the seizure of fort Jesus. The coastal Arab towns had appealed to their brothers in Oman for assistance against the Portuguese brutality. ~ In 1652, an Oman fleet sailed to pate and Zanzib ar, overpowered and killed the Portuguese. ~ In 1696, Imam Saif Ibn Sultan of Oman sailed to Mombasa with a large fleet and army. The Portuguese took refuge in Fort Jesus as battle raged on (about 2500 Portuguese men, women and children) the Portuguese were unfortunate as they could not get supplies to sustain the war with 3000 plus Arab soldiers with full packing of the coastal people. ~ In 1697, the Omani forces got access to the Fort and found most Portuguese afflicted with disease. By December 1698, the Omanis penetrated the Fort only to find all except twelve Portuguese dead. This marked the end of Portuguese rule though they made a temporaryseizure of the fort in 1728 but were overpowered. ~ For the coastal people, it was however a mere change of guard from the Portuguese to the Arabs. **Results of Portuguese stay at the coast of East Africa ** **Positive: ** a) The Portuguese built Fort Jesus at the coast in Mombasa in1592/3 which became a fortress and later a tourist attraction for centuries. b) They enriched the Swahili language with an addition of 60 words e.g. emeza meaning table and pesa meaning money. c) They introduced new crops from South Africa of which many have become staple diet for many East Africans e.g. cassava, pawpaws, maize, oranges, sweet potatoes, guavas, pineapples and mangoes d) They made an improvement in ship building. During their stay on the coast, many architects came in from India and Europe. e) There was establishment of closer trading links between the coast and India. f) They introduced new farming methods for example they encouraged the use of cow dung as manure. g) They led to the coming of more European and Asian traders and craftsmen especially those who helped in the building of Fort Jesus. h) They broke the Muslim- Arab monopoly of the Indian Ocean Trade. **Negative: ** a) Trade declined due to the constant wars and rebellions and heavy taxes imposed. b) There was decline of the coastal towns because many were burnt down and left in ruins for example Kilwa and Mombasa. c) There was widespread poverty and misery among the coastal people due to decline in trade. ----- 82 ### d) There was heavy loss of lives during the attacks. There was depopulation due to the many wars in the areas e) There was destruction of property like buildings and crops, which led to famine and starvation. f) The coastal people suffered oppression and brutality under harsh rule of the Portuguese. g) Their religion, Christianity, made no impact at the coast because they lived far from their subjects and stagnation of the Islamic faith because discouraged preaching. h) Smuggling developed because the Portuguese had failed to establish proper trading links with the Interior. i) Some towns were prevented from trading with their initial partners which led to their decay e.g. Gedi j) They led to the European interest at the coast hence leading to the colonization in the 19th Century. **THE ESTABLISHMENT AND IMPACT OF OMANI RULE AT THE EAST ** **AFRICAN COAST ** The Omani Arabs (Imams of Omani) replaced the Portuguese as the rulers of the East African coast after the capture of fort Jesus in 1698.The new rulers initially administered the region through some Arab families; ~ The Mazrui (Mazaria) family which ruled Mombasa ~ The Nabahan Family which ruled Lamu. The civil wars back home made it hard for the Omani Arabs to control the coast immediately. There were also threats of Persian invasion. Constant rebellion from coastal towns against Omani governors posed a serious challenge to Omani rule. Pate for example refused to pay tax and even murdered the imams messengers. Towns they were loyal to Oman were attacked.The Mazrui established themselves as independent rulers of Mombasa and ordered towns like pate, Pemba and Malindi to pay allegiance to them. Their greatest allies were the Mijikenda who promised them support in case of Omani attack.The struggle between the Mazrui and the Imams of Oman (1741-1840) The coastal towns led by Mombasa resisted Omans conquest due to the following reasons. a) The Omani wanted the revenue from the taxes levied on trade. b) The towns also wished to maintain their independence as they were during the Portuguese rule. c) The towns were also encouraged by the prevailing weaknesses in Oman due to civil wars and the Persian threat. d) The harsh and ruthless rule and manner in which the Oman rulers collected taxes. e) Mombasa had fought against the Portuguese and did not wish to be under control of another foreign power. ----- 83 ### **The struggle ** The appointment of Mohammed Ibn Azthman al Mazrui as the new governor of Mombasa coincided with the death of the Oman Imam Saif Ibn- Sultan of the Yorubi and his replacement with Ahmed Bin Said al-Busaidi.The new Mombasa governor refused to recognize the new imam and declared the independence of Mombasa from Oman. The sultan had him murdered and fort Jesus seized. A year later, the brother of the murdered governor recaptured the town and the fort. This became the century long struggle between the al-busaidi and al-Mazrui families.Taking advantage of the problems in Oman, Mombasa expanded her power and control over the coastal towns (she took over pate in 1807 and attacked Lamu in 1810). Lamu appealed to Oman for assistance. **Seyyid Said and the struggle ** Further political changes happened in Oman. Seyyid said rose to power as the imam (Seyyid) of Oman. His father, the ruler of Oman had died in a sea battle in 1804 when he was only 13 years. His cousin Badr Ibn saif took over. In 1806, Said stabbed Badr to death fearing domination. With the assistance of the British he had entrenched his position as the Seyyid of Oman at the age of 15 years. The British even promised him support in claiming the east African coast.He then sent a governor to build a fortress in Mombasa and to order all towns to recognize the power of Oman. Mombasas new governor Abdullah Ibn Ahmed defied the order and even continued to attack Brava. By 1817, Seyyid said had succeeded in freeing Pate from Mazrui rule. In 1822, with the help of Zanzibar, an Oman ally, he liberated Pemba and Brava from Mombasa. In 1823, he gained control of the Bajun Islands. He ordered that no town should trade with Mombasa.In 1824, the sultan of Mombasa offered Mombasa to become a British protectorate to protect him from the Oman rule. The new powerful position of Mombasa was however short-lived upto 1826 due to the terms of the Moresby anti-slavery treaty between Seyyid said and the British.The animosity between Mombasa and Oman continued. In 1837, there was a dispute in Mombasa over the succession to the vacant office of the Liwali. This became an opportune chance for Seyyid said to lure the members of the Mazrui family into fort Jesus where he killed them. **Seyyid Said; Sultan of Zanzibar 91840-1856) ** After that Seyyid said consolidated his power and control over the coast as well as the interior of east Africa. He then transferred his capital from Muscat to Oman. The transfer of the capital to Zanzibar from Muscat was due to the following reasons: a) Seyyid said desired to effectively control the coastal towns through the centrally located Zanzibar. b) Zanzibar had a pleasant climate compared to Muscat which was hot and dry. It also had fresh water, adequate rainfall and fertile soils that favoured clove growing. c) Zanzibar was easily defensible as an island. It was easy to sea the enemy from far and launch an attack from the island. ----- 84 ### d) The good deep harbours of Zanzibar I which ships could anchor were attractive. Zanzibars central position also favoured development of long distance trade. e) The town had a long history of loyalty to Oman throughout the Mazrui- busaidi struggles. Seyyid said appointed Liwalis to rule important towns. They were give the responsibility of collecting custom dues levied at each port. The Arabs in the local towns were allowed to rule themselves. Seyyid said was keener on the commercial empire than p olitical leadership. He stated I am nothing but just a merchant. Seyyid said developed an economic programme based on agriculture and international trade. **The development of plantation Agriculture ** Seyyid sad encouraged settlers from Oman and Zanzibar to take advantage of the fertile sols and good climate at the coast to settle in Mombasa. Malindi, Lamu and Pemba venture into agriculture.Plantation agriculture largely depended on slave labour.The people of Mombasa extended plantation agriculture into the mainland, acquiring land from the Mijikenda in exchange for gifts. They planted rice, maize, millet, beans, sesame and sorghum. Along the island, large plantations of coconut mango trees, cashew nuts and citrus fruits were developed. Grain plantations were developed around Malindi and Takaungu whose land was largely unoccupied and the orma were no longer a threat. By 1870, about 1400 to 1500 slaves worked on plantation farms in Malindi which had become the granary of Africa producing all kinds of grains, mangoes, coconut, mangoes and oranges.Seyyid said also established a clove plantation in Zanzibar. He also encouraged people to grow coconut trees by putting in place a policy that for eve coconut tree cut, three were to be planted. Plantation agriculture intensified slave trade. **The Slave Trade in East Africa ** Slave trade: The buying and selling of human beings Slavery: The state of being enslaved: Its a system where by some people are owned by others and are forced to work for others without being paid for the work they have done. It involves capturing, transporting of human beings who become the property of the buyer. The slave trade was one of the worst crimes against humanity. The trade was started by Arabs who wanted labour for domestic use and for their plantations. However, they were later joined by Europeans.. **Reasons for the rise of slave trade ** ~ During the second half of the 18th century, France opened up larger sugar plantations on the islands of Reunion, Mauritius and in the Indian Ocean. African slaves were thus recruited from East Africa to go and work in those plantations. ~ Africans were considered physically fit to work in harsh climatic conditions compared to the native red Indians and Europeans. This greatly increased the demand for the indigenous people (slaves). ----- 85 ### ~ The increased demand for sugar and cotton in Europe led to their increase in price and therefore more labour (slaves) was needed in the British colonies of West Indies and America. ~ Strong desire for European goods by African chiefs like Mirambo and Nyungu ya Mawe forced them to acquire slaves in exchange for manufactured goods such as brass, metal ware, cotton cloth, beads, spirits such as whisky, guns and gun powder. ~ The existence and recognition of slavery in East Africa societies. Domestic and child slavery already existed therefore Africans were willing to exchange slaves for European goods. ~ The huge profits enjoyed by middlemen like Arab Swahili traders encouraged the traders to get deeply involved in the trade. ~ The suitable winds and currents (monsoon winds) which eased transportation for slave traders greatly contributed to the rise of slave trade. ~ The Legalization of slave trade in 1802 by Napoleon 1 of France increased the demand for slaves in all French Colonies. ~ The increased number of criminals, war captives, destitute forced African chiefs to sell them off as slaves. ~ The Oman Arabs contributed to the rise in the demand for slaves. This is because they acted as middlemen between the African Swahili people, the Portuguese and French traders. They therefore worked very hard to get slaves in order to obtain revenue from them. ~ The invention of Spanish mines in West indices increased slave demands to work in the mines. ~ The exodus of slaves from East Africa to Northeast Africa, Arabia and Persia contributed to the increase in the demand for slaves. It led to an enormous number of slaves obtained from East Africa being transported to other countries. ~ The movement of Seyyid Saids capital to Zanzibar led to an increase in slave trade. This is because when Seyyid said settled in Zanzibar in 1840, he embarked on strong plans to open up slave trade routes to the interior of East Africa. This boosted slave trade, whereby the number of slaves being sold at the slave market in Zanzibar annually by that time, reached between 40000 and 45000 thousand slaves. ~ The outbreak of diseases like Nagana led to an increase in slave trade. This is because the beasts of burden (i.e. camels, donkeys, etc) could not be taken on many of the caravan routes. It therefore necessitated people themselves to be involved in the transportation of the trade goods and ivory. Such people included porters who were regarded as slaves, or free Africans who could sell their services in return for cloth and other trade goods. ~ Development of long distance trade that needed slaves to transport goods from the interior of East Africa. ~ Plantation farming increased in some areas, especially the clove plantations were slaves worked. ----- 86 ### **Organization of slave trade in E. Africa ** The middlemen involved were;  Arab Swahili traders  African chiefs. **Ways of obtaining slaves ** Selling of domestic slaves in exchange for goods like beads, guns, glass etc  Selling of criminals, debtors and social misfits in society by the local chiefs to the Arab slave traders.  Prisoners of war could be sold off.  Porters were sometimes kidnapped, transported and sold off to the Arab traders.  Raiding villages, this would begin at night with gun shoots and people would scatter consequently leading to their capture.  ### Through inter tribal wars many Africans become destitutes and these would be captured by the slave traders.  Tax offenders were sold off by the African chiefs.  They were also captured through ambushes during hunting, travelling and gardening.  Slaves would be acquired from the main slave trade market in Zanzibar.  Other Africans are also said to have gone voluntarily in anticipation of great wonders and benefits from the Arab Swahili traders. Slave journey: - Slaves journey was a difficult one. They moved long distances on foot.  Chained, whipped and sometimes killed on the way.  Had little food and water and experienced extreme suffering. This is illustrated by a Quotation from Dr. David Livingstones Last Journal. London 1878:We passed a woman tied by the neck to a tree and dead we saw others tied up in a similar manner, and one lying in the path shot or stabbed for she was in a pool of blood. The explanation we got invariably was that the Arab who owned these victims was enraged at losing the money by the slaves becoming unable to march. ~ The main slave market where slaves were auctioned was at Zanzibar. ~ The journey across the India Ocean was horrible. ~ Crowded in ships with hardly any space to breath. Ships carried anything from 250 to 600 slaves. They were very overcrowded and packed like spoons with no room even to turn. ~ Whenever they saw anti-slave trade people, slaves would be thrown in the ocean ~ As a result many died in the process. **Effects/Impact of slave trade on people of E. Africa ** **Positive effects ** a) New foods were introduced through trade routes like maize, pawpaws, rice, groundnuts both at the coast and in the interior. b) Plantation farming increased in some areas, especially the clove plantations were slaves worked. ----- 87 ### c) The interior was opened to the outside world this later encouraged the coming of European missionaries. Many European Christian missionaries came to East Africa to preach against slave trade and to campaign for its abolition. d) The trade routes became permanent routes and inland roads which led to growth of communication networks. e) Swahili was introduced in land and is now being widely spoken in Tanzania, Kenya, Uganda and Eastern Congo. f) Islam as a religion was introduced by Arabs and it spread, especially in Yao land and in Buganda land. g) A new race called Swahili was formed through intermarriages between Arabs and some Africans. h) There was growth of Arab towns such as Tabora and Ujiji inland. i) There was emergence of dynamic leaders such as Mirambo and Nyungu ya Mawe in the latter half of the nineteenth century. j) Slave trade strengthened the large and powerful states, which could easily get access to guns at the expense of small ones. k) Slave trade led to a situation whereby power became centralized and no longer with the small, local authority (segimentary societies) mainly to enable African chiefs directly control slave trade. l) Slave trade encouraged large-scale trade whereby contact was established between the trade masters and indigenous/local population. m) Africans were dispersed to other parts of the world e.g Arabia, America and West Indies. In Africa, Sierra-Leone and Liberia were founded to accommodate former slaves from Europe and America. **Negative effects ** a) African population was reduced; people who would have been great leaders and empire builders were killed. It is estimated that over 15 to 30 million people were sold in to slavery while other millions died in the process being transported. b) Slave trade brought misery, suffering and lowered the quality of people in East Africa this is because they were reduced to commodities which could be bought and sold on land. c) Villages and families were destroyed and broken up by slave raiders and never to be reunited this later resulted in to loss of identity. d) Diseases broke out among the overcrowded slaves for example the Spaniards introduced Syphilis and soon it spread to other traders. e) Slave trade led to displacement of people and many became homeless and destitute many and stayed in Europe with no identity. f) Economic activities such as farming were disrupted. This is because the young and able craftsmen, traders and farmers were carried off, causing economic stagnation as the economic workforce depleted. ----- 88 ### g) Progress slowed down, which resulted in famine, poverty and destitution and helplessness. h) There was a decline in production of traditional goods such as coffee, beans, bark cloth and iron which greatly hindered the cash economy. i) There was a decline in African industries which also faced a lot of competition from imported manufactured goods for example the Bark cloth and iron working industries. j) Guns were introduced into the interior which caused a lot of insecurity and increased incidences of wars for territorial expansion. k) Clans and tribal units, languages were broken and inter-tribal peace was disturbed for example Swahili language replaced the traditional languages in the interior. **Abolition of slave trade ** **Reasons why it was difficult to stop slave trade ** ~ Slavery existed before in Africa societies that is to say, domestic slavery and internal slave trade, which provided a favourable situation for continuation of the lucrative slave trade. ~ The Abolition movement which had begun in Britain and her overseas territory first took effect in West Africa. The decline in West African trade encouraged the expansion of trade in East Africa especially with America and West Indies. ~ Slave trade was difficult to stop because of division of African tribes against each other .This meant that African tribes would find it difficult to unite together and resist the slave traders, who raided their societies using organized bands of men. ~ Disregard of human life, many African rulers tended to put less value for the lives of their subjects whom they ruled for example quite often, a ruler of a tribe would easily order his warriors to attack the villages of his subjects and seize their property, kill some of them. ~ Active participation and willing cooperation of African chiefs and coastal traders who were making a lot of profits made the slave trade last for so long. ~ Many European countries depended on the products of slave labour in West Indies and America for example, British industries depended on raw sugar, raw cotton and unprocessed minerals from America which she was not willing to lose. ~ European slave merchants and Africans involved in the trade were blinded by the huge profits made from the trade. ~ There was smuggling of slaves outside the forbidden areas. Slave traders would pretend to sail northwards when sighted by British patrol ships but would change course after British navy ships had disappeared. ~ Other European countries refused to co-operate with Britain to end slave trade because they had not yet become industrialized, and therefore they still benefited from it for example Portugal and Spain. ----- 89 ### ~ The only economic alternative of slave trade was Agriculture which was not reliable compared to the booming slave trade. ~ The anti slavery campaign was too expensive for Britain alone to compensate slave owners. ~ Stopping slave trade in the interior was difficult because Arabs were in control of large areas. ~ The East African coastline was long which delayed the anti-slavery group penetration in the interior. ~ Due to the tropical climate, most British personnel were affected by malaria which hindered the stopping of Slave trade. ~ Seyyid Said and Barghash were always unwilling to end slave trade at once due to fear of losing revenue and risk of rebellion by Arabs who found it profitable. ~ The anti-slavery group was small compared to the East African Coast. ~ European powers continued with slave trade, they shipped the slave cargos in to ships bearing American Flags. **Factors that led to the abolition of slave trade ** It was the British government that began the abolition of the slave trade during the years,1822 - 1826 . This was because of the pressure by various groups based on different factors; a) Rise of humanitarians in Europe such as Christians and scholars condemned it on moral grounds. The missionaries wanted it to be stopped because they wanted good conditions for the spread of Christianity. The formation of the humanitarian movements in England aimed at stopping all kinds of cruelty including slave trade, flogging of soldiers and child labour. b) Industrialization in Britain was one of the main forces behind the abolition .E.g. Britain industrialists urged its abolition because they wanted Afr icans to be left in Africa so that Africa can be a source of raw materials for their industries, market for European manufactured goods and a place for new investment of surplus capital. c) Formation of Anti-slavery movement and the abolitionist movement in 1787. Its chairman was Granville Sharp and others like Thomas Clarkson, William Wilberforce who gathered facts and stories about the brutality of slave trade and slavery to arouse public opinion in Britain. d) Religious revival in Europe, Anglicans preached and condemned slave trade as being opposed to laws of God and humanity. Catholic popes also protested against the trade and prohibited it. In 1774, many religious leaders served as examples when they liberated their slaves in England. e) The French revolution of 1789 and the American revolution of 1776 emphasized liberty, equality and fraternity (brotherhood) of all human beings. As a result, people began to question whether anyone had a right to deprive fellow man of his liberty when he had done wrong. ----- 90 ### f) The British desire to protect their national interests, British planters wanted slave trade stopped to avoid competition with other European planters .This is because other planters were producing cheaper sugar, British sugar accumulated hence the need to stop over production. g) The rise of men with new ideas e.g. Prof. Adam Smith(challenged the economic arguments which were the basis of slave trade when he argued convincingly that hired labour is cheaper and more productive than slave labour, Rou sseau spread the idea of personal liberty and equality of all men. h) Slaves had become less profitable and yet had led to over population in Europe. i) Influential abolitionists like William Wilberforce ( a British member of parliament ) urged the British government to legislate against the slave trade in her colonies. j) The ship owners stopped transporting slaves from Africa and began transporting raw materials directly from Africa and America to Europe, which led to a decline in slave trade. **Steps in the abolition of slave trade ** The movement to abolish slave trade started in Britain with the formation of Antislavery movement. The British government abolished the slave trade through anti slave laws (Legislation), treaties and use of force. The Anti  slavery movement was led by Granville sharp, other members were Thomas Clarkson, William Wilberforce and others. ~ The first step was taken in 1772 when slavery was declared illegal and abolished in Britain. The humanitarians secured judgment against slavery from the British court. ~ In 1807, British parliament outlawed slave trade for British subjects. ~ 1817 British negotiated the reciprocal search treaties with Spain and Portugal. ~ Equipment treaties signed with Spain 1835 Portugal 1842 and America 1862. ~ In E. Africa in 1822 Moresby treaty was signed between Captain Moresby and Sultan Seyyid Said it forbade the shipping of slaves outside the sultans territories. British ships were authorized to stop and search suspected Arab slave-carrying dhows. ~ In 1845, Hamerton treaty was signed between Colonel Hamerton and Sultan Seyyid Said. It forbade the shipping of slaves outside the Sultans East African possessions, i.e., beyond Brava to the north. ~ In 1871 the British set up a parliamentary commission of inquiry to investigate and report on slave trade in E. Africa. ~ In 1872 Sir Bartle Frere persuaded Sultan Barghash to stop slave trade but not much was achieved. On 5th March 1873, the Sultan passed a decree prohibiting the export of slaves from main land and closing of slave market at Zanzibar. Zanzibar slave market was to be closed within 24 hours. ~ 1876 the Sultan decreed that no slaves were to be transported overland. ~ 1897 decree left slaves to claim their freedom themselves ~ 1907, slavery was abolished entirely in Zanzibar and Pemba. ----- 91 ### ~ In 1927, slavery ended in Tanganyika when Britain took over from Germany after the 2nd world war. **Effects of abolition of slave trade ** a) The suppression of slave trade led to loss of independence that is to say, it confirmed among the Arabs and Swahilis that the Sultan had lost independence over the East African coast, and that he was now a British puppet . b) The suppression of slave trade led to development and growth of legitimate trade which provided equally profitable business to both Europeans and African traders. Many ship owners diverted their ships from transporting slaves to transporting raw cotton and raw sugar from Brazil and America. c) It accelerated the coming of European missionaries to East Af rica who emphasized peace and obedience thus the later European colonization of East Africa. d) Disintegration of the sultan Empire. This is because it loosened the economic and political control which the sultan had over the East African nations .His empire in E.A. therefore began to crumble .This gave opportunity to other ambitious leaders like Tippu- Tip to create an independent state in Manyema,where he began selling his ivory and slaves to the Belgians in Zaire. e) The abolition of slave trade was a catalyst to the partition of East Africa where by Britain took over Kenya, Zanzibar and Uganda and Germany took over Tanganyika. f) Slave trade markets were also closed for example Zanzibar in 1873 following the frre treaty signed between Sultan Barghash and Bantle Frere. g) Islam became unpopular as many converted to Christianity. h) African societies regained their respect and strength as they were no longer sold off as commodities. **Development and organization of long distance trade** Local trade refers to the exchange of goods among members of a community. Regional trade involves exchange of goods between a community and her neigbouring communities.Long distance trade was the exchange of trade goods between communities over long distance, for example between the east African interior and the east African coast. **The organization of long distance trade ** ~ The communities that participated in the long distance trade were the Akamba, Swahili, Arabs, Yao, nyamwezi, Mijikenda and Baganda. ~ The trade developed because of the demand for ivory in Europe and the United States of America, slaves for plantation agriculture at the coast and in Mauritius and reunion sugar plantations ~ Ivory and slaves from the interior were exchanged for cloth. Utensils, ironware, zinc and beads at the coast.The system of trade were barter. ----- 92 ### ~ The middlemen included the Mijikenda and the Akamba who obtained slaves and ivory from the interior. The Akamba adopted the long distance trade after the outbreak of famine in 1836 and due to the central location of their country. ~ The Akamba organized caravans that left for the coast on weekly basis to sell ivory, gum copra, honey, bees wax, rhinoceros horns and skins. They had prosperous traders like chief Kivoi who is remembered for organizing the trade. ~ They set up markets and routes in the interior. ~ The source of slaves and ivory extended as far as Mt. Kenya region, Baringo and the shores of Lake Victoria. ~ The trade led to the development of Mombasa and Lamu as important market points. ~ The Waswahili and Mijikenda traders were also used in the trading caravans to the interior. ~ By 1860s, Arabs and Swahili traders started penetrating to the interior of Kenya as far as Uganda. ~ In Kenya, the main trading centres were taveta, Mbooni hills, elureko in Wanga and Miazini near Ngong and along Lake Baringo. ~ By 1870, the Akamba dominance in the trade declined as a result of competition from the Arab and Waswahili traders who began penetrating into the interior to get goods from the source. ~ Movement between the interior and the coast was carried out in caravans along well defined routes. ~ The trade routes became insecure due to the Oromo and Maasai raids. ~ The abolition of slave trade also affected the long distance trade. ~ In Tanganyika, the Yao, nyamwezi, Arabs and Waswahili were great traders. The Yaoexchanged tobacco, hoes, and animal skins at Kilwa with imported goods like cloth and beads. They were also the principal suppliers of ivory and slaves to Kilwa. The Yao were the most active long distance traders in east Africa. ~ The Arabs and Waswahili traders organized caravans into the interior and set up markets and trade routes. They were given security by Seyyid said who signed treaties with Chief Fundikira of the Nyamwezi to allow the Arab traders to pass through his territory. ~ They established interior Arab settlements at Tabora which became the centre of Arab culture. ~ The nyamwezi organized trading expeditions under their chiefs upto the coast with ivory, copper, slaves, wax hoes, salt and copra. They returned with cloths, beads and mirrors. They established trade routes such as the route from Ujiji via Tabora to Bagamoyo. They travelled to Katanga in DRC for iron, salt and copper. By 1850 nyamwezi merchants such as Msiri, and leaders like Nyungu ya Mawe and Mirambo played a key role in the trade development. ----- 93 ### ~ When the Arab and Waswahili traders arrived in Buganda, the kabaka welcomed them because he needed their goods such as beads, cloths, guns etc. He also wanted assistance in aiding his neighbours. E.g the invasion of Busoga in 1848 was assisted by the Arab traders. From the raids to Bunyoro, Toro, and ankole and Buvuma and Ukerewe islands, the Baganda acquired cattle, ivory, slaves and grains which the sold to the Arabs. ~ The Khartoumers also practiced long distance trade. They raided the northern part of Uganda for ivory and slaves. ~ Arab and Waswahili traders ventured into the Bunyoro kingdom by 1877 for ivory. ~ There were three main trade routes that linked east African coast and the interior; a) From Mombasa through the Mijikenda area onto Taita-taveta then branching into two. One leading to Kilimanjaro onto the Lake Victoria region the diversion was to evade the hostile Maasai. . The other branch proceeded northwards from taveta across Galan River into Ukambani then to mt Kenya region and further west. Taveta became an important point on these routes. b) The route from Kilwa to Yao then branching southwards to Cewa in Zimbabwe. c) From Bagamoyo to Tabora where it branched northwards to Buganda and another branch to Ujiji then to Zaire. **MAP OF EAST AFRICA SHOWING TRADE ROUTES ** **Effects of the Long distance trade on the people of East Africa** a) The trade led to Development of towns e.g. Mombasa, Lamu, Kilwa, Pemba and Zanzibar. b) It increased the volume of local and regional trade as varieties of new goods were introduced. c) There was the Emergence of a class of wealthy Africans along the coast and the interior as Arab, African and Waswahili merchants acquired a lot of wealth. E.g. Kivoi of Ukambani, Ngonyo of Mijikenda, Tippu tip, Msiri, Nyungu ya mawe of nyamwezi, Mwakikonga of the Digo etc. d) There was Introduction of foreign goods such as beads, cloth and plates to the peoples of East Africa. e) The trade led to Introduction of new crops to the coast e.g. bananas, rice sugarcane and mangoes. f) Arab and Waswahili traders introduced Islam to the East African Coast. They also introduced Islamic culture along the coast. g) Development of plantation agriculture in Malindi and Mombasa due increased slave trade. h) It led to the development of trade routes and market centres in the region. Such routes later became important highways during the colonial rule and upto today. i) Traders gave reports about the coast, its strategic and commercial stability leading to the colonization of East Africa. j) It led to the development of a money economy that replaced barter trade ----- 94 ### k) The trade facilitated the colonization of east Africa as the interior was exposed to the outside world. **Development and organization of international trade** The east African coast also participated in international trade during the 19 Th century with traders from different countries such as USA, Britain and France. **Factors that facilitated the development of international trade** a) The existing earlier trade links between east Africa and the Far East before this period. b) The existence of regional trade which became a means through which goods such as ivory were acquired from the interior to be used in the international trade. c) The role played by Seyyid said through encouraging the foreign traders to come to the coast. He even signed treaties with them. He also gave letters of introduction to the Arab caravans leading into the interior. d) The improvement of the monetary system by Seyyid said facilitated the trade. He introduced the small copper coins from India to supplement the silver currency (Maria Theresa dollars and the Spanish Crown). He also employed the services of the Indian Banyans or Baluchis (Money Lenders) who organized credit facilities for the caravans going into the interior. e) There was a high demand for goods from the coast and the international community. Trade goods on demand were also readily available. E.g Gold ivory slaves cloths, beads, and guns. f) The existence of deep natural harbours and the attractive beaches lured many foreigners to the region. g) The existence of a class of wealthy merchants facilitated the trade. h) The establishment of specific trade routes and markets such as Zanzibar, Kilwa and Mombasa facilitated the movement and exchange of goods. i) The sultans identification of Britain as the sole trading agents in the interior overcame any rivalries which could have led to competition and decline of regional trade which would have in turn affected the international trade. j) The development of a sound trading policy by Seyyid said to ensure international market for his grains, coconuts and ivory. He developed trade links with Europe and America by signing treaties with USA in 1833 that opened a consulate in Zanzibar in 1837. He signed a similar treaty with Britain in 1839 that opened a consulate in Zanzibar in 1941. With France in 1844 and Germany in 1871.The arrival of IBEACo with William McKinnon further strengthened international trade links and increased the volume trade. **Consequences of international trade ** a) Through the trade, the east African coast was exposed to the outside world. b) Some of the European traders later spread their faith thus leading o the spread of Christianity in east Africa. c) The international trade fostered good relations between the east African coast and European nations and USA. ----- 95 ### d) The contacts between the coast and European powers later contributed to the colonization o east Africa by Britain and Germany. e) New trade goods and crops were introduced to the coast. f) Participants in the trade grew richer and exhibited high standards of living. g) The slave trade led to sufferings, killings and increased warfare. **CHRISTIAN MISSIONARIES IN EAST AFRICA ** **Introduction ** Christian missions were organized efforts to spread the Christian faith for the purpose of extending religious teaching at home or abroad. Their coming of Christian missionaries to East Africa and Africa in general was based on a number of motives which were humanitarian, economic, political and social in nature. The Portuguese were the first to introduce Christianity to the east African coast in the 15 [th] c.This attempt however had little success. By the 19th century, a number of missionary groups worked in East Africa and these included; 1. The Church Missionary Society 2. The Holy Ghost Fathers 3. The University Missionary Society to Central Africa 4. The White Fathers 5. The Methodist Fathers 6. The Mill Hill Fathers 7. The London Missionary Society Reasons for the coming of Christian missionaries in East Africa a) The missionaries had the ambition to spread Christianity to the people of East Africa. This would be through preaching and teaching the holy gospel so that many would get converted to Christianity. b) They wanted to fight against slave trade in East Africa. Earlier travelers like John Speke and James Grant, H.M. Stanley, Dr. David Livingstone and others had reported about the evils of slave trade in East Africa. c) They wanted to check on the spread of Islam in East Africa from the coast with intentions of converting many to Christianity. d) Some missionaries came because they had been invited by certain African chiefs, For example, Mutesa I of Buganda wrote a letter through H.M Stanley inviting missionaries to Buganda. e) They came to establish legitimate trade in East Africa. They, for instance wanted to trade in items like glass, cloths, etc. as Dr. Livingstone told Cambridge University students, I go back to Africa to make an open pass for commerce and Christianity.. Similarly, his speech in 1857 emphasized the unity between Christianity and Commerce. f) The missionaries also loved to adventure and explore the interior of East Africa. For example Dr. John Ludwig Kraft of CMS is said to have been the first European to see Mt. Kenya while Johann Redman was the first to see Mt. Kilimanjaro. ----- 96 ### g) They had a mission to clear the way for the colonization of East Africa. The missionaries were tasked by their home governments to preach ideas of love, respect, brotherhood, forgiveness, tolerance and non violence so that when the colonialists come, they would meet less resistance from the East Africans. h) Its also argued that missionaries wanted to civilize East Africans. They argued that they came to stop some of the barbaric acts and customs e.g. Female Genital Mutilation among the Kikuyu in Kenya, human sacrifices and the practice of killing twins. i) The information they gave about important places like the source of the Nile, fertile soils, river falls and the climate all attracted the missionaries into East Africa. Early contacts by travelers like Stanley, Speke and Grant, among others encouraged missionaries to come. j) The expulsion of some of the missionaries from other parts of Africa led them into East Africa. For example Johann Ludwig Kraft and Johann Redman are said to have been expelled from Ethiopia around 1842 before they chose to relocate to East Africa. **Missionary Activities in East Africa ** The pioneer missionaries in East Africa were the Church Missionary Society led by the Germans John Krapt and Johann Rebmann who arrived in East Africa around 1844 and 1846 respectively. Krapt arrived and established a mission station at Rabai. When they realized they were not making any great impact at the coast, the two moved into the interior visiting the Akamba and Taita. The CMS set up stations in Taita and taveta.They were the first Europeans to see Mount Kilimanjaro in 1847. Krapt discovered the source of River Tana and was the first European to see Mount Kenya in 1849. In 1949, Jacob Erhardt, a Germany explorer joined them and became the first European to draw a crude map of east Africa fro then stories he heard from traders. In 1862, the united Methodist Church led by Thomas Wakefield arrived from Britain and settled at the coast. They established a station at Rabai. They also set up mission stations at Jomvu and Lamu. They were able to convert some people among the Mijikenda. In 1863, the University Mission Society to Central Africa moved to Zanzibar where a mission was started from Re-union and later to Bagamoyo. Cardinal Lavigeries formation of the White Fathers Mission in Algeria (1863) extended to other parts of Africa. In 1875, Freetown Mission a centre for freed slaves was established. By 1889, about 1400 slaves had settled in Freetown. In 1877, the Church Missionary Society mission arrived in Buganda while the white fathers arrived in 1879. In 1891, the Presbyterian Church of Scotland arrived in Kenya and began their work at Kibwezi in Machakos. In 1898, the Church of Scotland Mission arrived at Kikuyu and set up a mission station at Thogoto. Members of the African Inland Church from the United States of America established their station at Nzaui in Machakos. They then spread to Kijabe, Nandi, Kabarnet and Nyakach in Nyanza. The catholic missionary societies, like the Holy Ghost Fathers and the Consolata Fathers arrived in Zanzibar but later moved to Mombasa in 1890 . They advanced interior and founded stations among the Akamba and ----- 97 ### among the Agikuyu towards the end of the Century. The Holy Ghost fathers established a station at St Austins near Nairobi in 1899 while the Consolata fathers from Italy opened a station in Nyeri in 1907The Mill Hill Fathers reached Kenya from Uganda.In 1902, the Friends Missions arrived at Kaimosi. By 1914 there were many missionary societies working in western Kenya. For example, the Seventh Day Adventists, the Quakers (Friends Mission) and the Church of God Mission. The roles of these missionaries varied enormously depending on the colonial context and their relations with the colonial authorities. **Missionaries in Tanganyika ** The missionaries here enjoyed the support of the sultan of Zanzibar, Seyyid Said. At Zanzibar, the Roman Catholic missionaries began to follow the lead of CMS in taking interest in East Africa. The CMS began a freed slave centre at Freetown in 1875 where the freed slaves were taught Christianity and formal education. The slave villages later became Christian outposts. The CMS finally reached Uganda in 1879 where they were later joined by the White Fathers from Tabora and Ujiji.In 1863, a group of missionaries from the Holy Ghost Fathers arrived from Reunion where they had been working among freed slaves and began their work in Zanzibar. They also began a freed slave settlement at Bagamoyo. By 1885, they had set up five villages that were to act as Christian outposts Missionary work in Tanganyika was motivated by the reports given by Dr, David Livingstone on the horrors of slave trade.In 1863, the University Mission Society to Central Africa under Bishop Tozer moved to Zanzibar where a mission was started from Re-union and later to Bagamoyo. Dr.Livingstone of UMCA also worked I Ujiji in 1871 where he met with Henry Morton Stanley, a journalist who had been sent to look for him. In 1875, the London Missionary Society set up a mission post around Lake Tanganyika. **Missionaries in Uganda ** The pioneer missionaries were the members of the CMS based in Tabora, Tanganyika. The first protestant missionaries were sent from England in 1876 after a letter that was sent by Henry Morton Stanley confirming Kabaka Mutesa Is invitation. They came in through Tabora and Usukuma and reached Rubaga, mutesas capital in 1877 where they set up a church. In 1879, the Roman Catholic Missionaries and White Fathers followed also from Tabora and Kibanga.The Protestants and Catholics were supported by Kabaka Mwanga though he did not want them to work outside the capital and beyond the royal family. This arrangement did not favour Missionary work in Uganda.Soon there ensued rivalry between the Catholics and protestants. The kabaka had also embraced Muslims and African traditionalists to the level of generating the infamous religious and political conflicts that rocked the kingdom eventually leading to its colonization.Missionary work expanded upto lake Nyasa. For example the Scottish Mission of the Livingstone Mission and the church of Scotland Mission set upstatations around lake Nyasa in 1876. **Activities of Christian missionaries in East Africa ** The following were the activities carried out by the Christian missionaries in East Africa. ----- 98 ### a) Missionaries carried out evangelization. They tried to convert and baptize many people into Christianity from their paganism and Islam. b) Christian missionaries carried out linguistic research and came up with new developments in language. Dr Kraft for example translated the Bible into Swahili and wrote a Swahili dictionary and grammar hence making it easy for people to understand the Bible more. c) The Christian missionaries built many churches in East Africa many of which are still in existence. They for example set up a church at Zanzibar, Rubaga and Rabai missionary station near Mombasa. This enhanced evangelization into the local population. d) They carried out exploration work into the discovery of various East African physical features. For example, Kraft was the first European to see Mt. Kenya in 1849 while Rebmann was the first to European see Kilimanjaro in 1848. e) Christian missionaries set up stations for free rehabilitation services for example in 1868 the Holy Ghost Fathers set up a home for the free slaves at Zanzibar. f) Christian missionaries participated in skill development in East Africa. They for example participated in modernizing Agriculture and carpentry by setting up agricultural institutionsand carpentry workshops for training. g) Christian missionaries were also influential in establishing educational institutions and training efficient class of African clergy (catechists) who were close and more understandable to the local communities. This helped and enhanced the propagation of faith. h) Christian missionaries were at times involved in political processes that were beyond spiritual jurisdiction. They for example participated in the overthrow of Kabaka Mwanga of Buganda. They also acted as front runners in the colonization process. **Reasons for the success of missionary work in East Africa ** a) The missionaries faced no strong opposition from any religion. Islam was only greatly dominant at the coast. b) The evils of slave trade made East Africans welcome missionaries as liberators. Their campaign against slave trade won them much support from different tribes in East Africa. c) The support they got from some of the local chiefs and kings led to their success. For instance, the sultan of Zanzibar gave them immense support. Mutesa I of Buganda and Mirambo of Nyamwezi all gave them protection as well as rights to do their work in their territories. d) The earlier explores helped to map out potential areas of East Africa for smooth missionary work. For instance, H.M Stanley had identified Buganda as a hospitable community for the missionaries and they were later welcomed by the Kabaka of Buganda in 1877. e) The support missionaries got from their home governments led them to success. This was inform of finance and physical manpower for instance colonial governments gave protection to the missionaries whenever they were challenged by local chiefs or other ----- 99 ### threats. For instance Captain Lugard supported the Prot estants in the religious wars in Buganda. f) Some missionary groups sought for alliances with African chiefs. Such treaties of friendship made their work easy since the chiefs would call on their subjects to take on the missionary teachings. g) The missionaries efforts to translate the bible into several local languages helped them succeed for example Kraft translated the New Testament of the Bible into Swahili and wrote a Swahili dictionary and a Grammar book. h) The missionaries also received the support of African converts in spreading the Gospel. Converts could now teach in their mother tongue and therefore overcame the language barrier. i) The industrial revolution had provided such technology like the printing press which made printing of bibles and other academic work easy. j) Their efforts in life saving services like medical care (Quinine) won them great admiration among the people of East Africa that few were ready to oppose them. The discovery of quinine also facilitated their work as it cured tropical diseases. k) The missionaries practical skills enabled them to survive even when their supplies from home delayed. They for instance adopted agriculture as soon as they settled anywhere. This ensured steady supply of food. l) The building of the Kenya Uganda railway greatly encouraged missionary work in the interior. The missionaries could now travel between the coast and the interior. m) Political stability in East Africa favoured missionary work because missionaries could settle. n) The emergence of the African independent church movement boosted the spread of Christianity. African initiatives to Africanize Christianity encouraged its growth in East Africa.. o) The death of Dr. David Livingstone in 1873 and other earlier missionaries increased the determination by many groups to see missionary work succeed in Africa, and East Africa in particular. E.g. the London news paper wrote after his death, the work for Africa must hence forth begin in earnest where Livingstone left it off. p) Establishment of resettlement centers for freed slaves e.g. at Bagamoyo and Frere town near Mombasa where skills like carpentry, and agriculture were taught. Such communities thus looked at missionary work as a life- saving mission **Problems faced by missionaries in East Africa ** Christian missionaries in East Africa were faced with various problems which clipped their activities at times. These include: ----- 100 ### a) They faced the problem of language barrier. This was because East Africa had a multiplicity of languages hence rendering communication between the missionaries and the local people very difficult. b) There was a problem of the influence of Islam. Arabs being the first group of people to arrive at the coast and interior had deep rooted Islam into the people thus making it difficult for the people to easily adopt Christianity. For example, by the time Sir Edward Frere arrived in East Africa (1873) Rebmann had only 6 converts. c) Existence of tropical diseases was yet another problem faced by the Christian missionaries. Tropical diseases like malaria, small pox, claimed many missionary lives thus making progress in their activities very difficult since they could be left very few in numbers. d) Another hardship was caused by geographical barriers. These included hilly areas, rivers, lakes and forests. These hindered their free movement to various places thus a threat to their activities. e) Divisions and quarrels between various missionary groups for example Catholics versus Protestants was a hindrance to their activities. This could create divisions and biases among the believers thus weakening their capacity to convert more converts. f) Poor transport was a hindrance to the missionary activities in East Africa. This was due to undeveloped roads at the time to help in the movement of missionaries from one place to another. g) Presence of hostile tribes in East Africa was also a problem that faced Christian missionaries. The Nandi and Maasai who believed that strangers were not supposed to pass via their land could attack and kill many missionaries thereby reducing their numbers compared to the increasing number of converts. h) The presence of wild animals was also a threat to the missionary activities in East Africa. Man enters in Tsavo National Park consumed and threatened many whites. This clipped their activities at times. i) The missionaries faced the problem of lack of supplies. They for example lacked enough money, accommodation and drugs. This was because they originated from very far (Europe) thus making it difficult for them to have full time and constant supplies. Such put their lives at risk and could sometimes lead to death. j) The Christian missionaries faced the problem of stiff contradiction and rivals between European missionaries and traditional Africans. Customs like polygamy, satanic worship, etc were deep rooted into African communities which proved a threat for the missionaries to successfully uproot them. k) The missionaries made their work difficult by involving in politics and judicial systems which were beyond spiritual jurisdiction. Local leaders could misinterpret them as political rivals and organize their masses for resistance against missionary activities. ----- 101 ### **Effects of missionaries in East Africa ** (a) They spread Christianity and baptized many converts. Catechists were also trained who helped in the spread of Christianity for example, in Kenya by 1911 many people had been converted and many cathedrals and churches were built like the Kikuyu churches (Charismatic Arathi or spirit churches.) (b) African religious beliefs, culture and traditions were despised and demoralized for example the birth and murder of twins, human sacrifice. (c) They established hospitals and clinics which offered modern medicine plus research in tropical diseases like malaria, small pox, yellow fever and sleeping sickness which had claimed many lives. For example, the Mission Hospitals at Rabai, Thogoto, Kaimosi e.t.c. Dr Albert Cook built Mengo hospital. (d) They introduced the European system of management and styles of dress and architecture which have been adopted by many people in East Africa today. (e) They put to an end the inter-tribal or inter-village wars and established a stable and peaceful society under one faithful leader (centralization). (f) They studied African languages and translated the Bible into various languages. For example Kraft translated the New Testament of the Bible into Swahili, Bishop Edward Steere based inZanzibar learnt and studied Swahili and translated books from English to Swahili, published the New Testament and the entire Bible in 1891. (g) They established printing presses like Marianum press and published newspapers. (h) They opened up primary and secondary schools as well as training collages for teachers and trade schools for craftsmen e.g. Alliance High School, Kisubi Vocational School. In the technical schools, carpentry and brick laying skills were obtained. (i) A new class of elite emerged. Africans educated mainly in English and French emerged, these later served as doctors, lawyers, clerks, teachers, catechists, agriculturalists and priests who played a great role of spreading Christianity. For example, in 1890, Africans were ordained as priests of the University Mission to Central Africa in Tanganyika. (j) They paved way for the improvement of agriculture through establishing experimental farms and plantations where new crops, better methods of farming and equipment were introduced for example cotton was introduced by Kenneth Boroup in 1903 and Africans were taught how to use a plough and how to grow coffee. (k) Missionaries improved communication and transport which in turn led to the opening up of the hinterland of Africa. The building of strong boats and ships gave Europeans courage to travel far from home. (l) Missionaries destroyed local industries like craft industry e.g. blacksmiths, pottery work were all destroyed and replaced with European products e.g. manufactured items like cups, saucepans, etc. ----- 102 ### (m) They contributed to the rise of nationalism. This was made possible through education where the African elite emerged and started demanding for independence e.g. Tom Mboya, Obote, Nyerere, and Kenyatta. (n) They fought slave trade which was later abolished and equality and liberty for all was encouraged in East Africa. (o) Mission stations were developed in towns like Rabai missionary station near Mombasa. **Role of Christian missionaries in the colonization of East Africa ** a) Missionaries signed treaties which were later used by colonialists to take over colonies e.g. Tucker, a British Missionary interpreted the 1900 Buganda Agreement to the regents of Kabaka Daudi Chwa II. This led to loss of political, economic and social powers to the British protectorate government. Sir Harry John stone who signed on behalf of the British government confessed that; b) Missionaries supplied information to the colonialists which they utilized to plan how to effectively impose their colonial rule on how to crash the African resistance. In the religious wars in Buganda, the British fought behind the Protestants. c) In fact there was a reciprocal relationship between missionaries and the colonialists that is why missionaries laid the ground work before the partitioners offered missionaries protection for the success of their evangelization mission. d) The Church missionary society managed to raise enough funds for Imperial British East African Company for its staying in Uganda for at least 2 or more years. The church missionary society and Captain Lugard viewed that the companys withdraw would live theBritish and the protestant party in a dangerous position versus Moslems. e) Missionaries enhanced the growth of tropical raw materials like coffee, cotton to satisfy the British industrialists urge but disguising everything in Christianity. Bishop K. Boroup for example introduced cotton in Uganda. f) They appealed to their home governments for protection in case of attack. It is in this light that Britain came to Uganda during the religious wars of 1884-1892 and later occupied Uganda. g) They created a collaborating class by luring it religiously and materially. This class helped colonialists to fight resistors despite the fact that they were all Africans. h) In their evangelization role, they brain washed Africans with biblical teachings as love your neighbor as you love yourself, blessed are the humble for the kingdom of God is theirs, etc. With these preachings they made potential resistance important. i) Religion was a mechanism of divide and rule. The converts and the non-converts hated each other which caused division to the advantage of the Europeans. j) Collaboration with chattered companies, European Christian missionaries and their converts worked hand in hand with the Imperial British East African Company to defeat Kabalegas resistance. k) Missionary stations served as military bases from where the European colonial forces ----- 103 ### launched attacks on the resisting Africans. African Lugard used old Kampala hill as a military base against Kabalega. l) Mission stations served as colonial government headquarters. The established mission infrastructure was used to help in the establishment and sustenance of European colonial m) Colonialists lacked skilled manpower, so the missionaries by design or accident were very faithful servants of the colonial government i.e. they were Colonial government servants. n) They created a peaceful atmosphere for the germination of colonialism in areas of hostility. This is because they emphasized the centralized leadership where peace and obedience were expected. o) Missionaries also trained manpower through introduction of education which was used by colonialists. This was done through teaching those academic subjects and manual skills like use of a plough and how to grow coffee. p) They acted as interpreters e.g. Tucker in the 1900 Buganda agreement. q) Through conversion of the Buganda chiefs and pages before Buganda commoners it meant that each party i.e. the Church Missionary Society and France had gained converts. This was a political security of sympathy to the Christian missionaries as against the Kabaka in Bugandas leadership. This indirectly undermined the Kabakas authority and respect i.e. his traditional power base was being eroded. **CITIZENSHIP ** **What is citizenship? ** This refers to the legal right of a person to belong to a particular country. A Kenyan citizen is a person who has the legal right to belong, live and do freely all that has to do with their life in Kenya. **BECOMING A KENYAN CITIZEN ** Ways in which Kenyan citizenship can be acquired. a) By birth. b) By registration. **Citizenship by birth** The following are the Ways through which citizenship by birth is acquired in Kenya. a) A person is a citizen by birth if on the day of the persons birth, whether or not the person is born in Kenya, either the mother or father of the person is a citizen. b) A child found in Kenya who is, or appears to be, less than eight years of age, and whose nationality and parents are not known, is presumed to be a citizen by birth. c) A person who is a Kenyan citizen by birth and who has ceased to be a Kenyan citizen because the person acquired citizenship of another country, is entitled on application to regain Kenyan citizenship. **Citizenship by registration ** Conditions for qualification to apply for Citizenship by registration are as follows: ----- 104 ### a) If a person has been married to a Kenyan citizen for a period of at least seven years. b) If A person who has been lawfully resident in Kenya for a continuous period of at least seven years applies to be registered. c) If a child who is not a citizen, is adopted by a citizen and applies to be registered. d) Citizenship may be granted to individuals who are citizens of other countries that allow Kenyans citizenship in their countries. **Revocation of citizenship ** The revocation of citizenship by registration may happen under the following circumstances. a) If a person acquired citizenship by fraud, false representation or concealment of any material fact. b) If the person has, during any war in which Kenya was engaged, unlawfully traded or communicated with an enemy or been engaged in or associated with any business that was knowingly carried on in such a manner as to assist an enemy in that war. c) If the person has, within five years after registration, been convicted of an offence and sentenced to imprisonment for a term of three years or longer. d) If a person has, at any time after registration, been convicted of treason, or of an offence for which a penalty of at least seven years imprisonment may be imposed. Citizenship by birth may be revoked under the following circumstance a) If the citizenship was acquired by fraud, false representation or concealment of any material fact by any person. b) If the nationality or parentage of the person becomes known, and reveals that the person was a citizen of another country. c) If the age of the person becomes known, and reveals that the person was older than eight years when found in Kenya.The concept of Dual citizenship.  a citizen by birth does not lose citizenship by acquiring the citizenship of another country. **Rights and responsibilities of a Kenyan citizen** **Human rights ** Human rights refers to the accepted principles of fairness and justice- or the universal moral rights that belong equally to all people in their capacity as human beings. **Components of human rights** Every human right must fulfill these three fundamental conditions; a) Condition of life, which is necessary for development of human personality b) A Social character (since it presupposes existence of other members of the society) c) It must be enjoyed equally by all members of the society. The constitution of Kenya contains the rights of the individuals and special groups such as children, the youth and people with disabilities. It gives the state the responsibility of guaranteeing these rights. The rights are contained in chapter 4 of the current constitution under the bill of rights. This chapter is not merely an integral part of the constitution of ----- 105 ### Kenya; it is the fundamental basis for the establishment of the state.Human rights and fundamental freedoms are recognized and protected in the constitution because they preserve the dignity of individuals and communities, and promote social justice **The rights and freedoms protected in the Bill of Rights ** **1. Right to life ** Life begins at conception and no child should be deprived of life deliberately. Abortion is not therefore permitted unless occasioned by the need for emergency treatment or life of the mother is in danger. People who attempt to commit suicide are also punishable on the strength of their right **Limitations of the right to life ** A court of law can sentence one to death if found guilty of an offence punishable by death **Instances when the right to life may be taken away: ** When one is defending ones life or country as is the case during war.  When defending ones property against violent attack.  When a law enforcement officers life is endangered, for example when apprehending armed criminals. **2. Equality and freedom from discrimination ** Every person is equal before the law and has the right to equal protection and equal benefit of the law. This means that both men and women are equal before the law. Any form of discrimination is illegal and is prohibited in the constitution. **3. Human dignity ** Every persons dignity should be respected and protected. One must not ridicule or embarrass other members of society. **4. Freedom and security of a person ** This right protects a person from being detained without a good reason and without trial. No person will be subjected to physical or psychological torture, corporal punishment or cruel and inhuman treatment. Each citizen must also protect the freedom and security of others. It is unlawful for one to subject his or her spouse to either psychological or physical abuse. **5. Freedom from slavery, servitude and forced labour ** No one should be held in servitude or slavery or perform forced labour. Every employer should treat his or her employees with dignity and not to force them to work. **6. Right to privacy ** Every person has a right NOT to have him or herself, his or her property searched, or his or her possessions seized. Not revealing a persons family or private affairs unnecessarily or private communications interfered with. ----- 106 ### **Exceptions to this right: ** The law allows police officers, tax inspectors and other government agents to search private homes or business premises for purpose of health inspection, tax collection or any other officially sanctioned reason. **7. Right to assembly, demonstration, picketing and petition ** Every citizen has a right to assemble and participate in peaceful demonstrations and even present petitions to public authorities **Responsibility: ** Those demonstrating must not interfere with peace of others for example through harassment of motorists and property destruction. **8. Political rights ** Every citizen is free to make political choices, which includes the right to form, or participate in forming, a political party and to participate in the activities of, a political party.Every citizen has the right to free, fair and regular elections based on universal suffrage and the free` expression of the will of the electors for any elective public body or office. Every adult citizen has the right, without unreasonable restrictions, to be registered as a voter; to vote by secret ballot in any election or referendum and to be a candidate for public office, or office within a political party and, if elected, to hold officer responsibility.It is illegal to prevent other people from participating in elections, buy votes etc. **9. Freedom of movement and residence ** Citizens have a right to free movement and ownership of property in any part of the country. **Responsibility: ** Citizens should not obstruct efforts of any citizen to move freely and reside and own property in any part of the country. **10. Economic and social rights ** Every person has the right to the highest attainable standard of health, which includes the right to health care services, including reproductive health care. Every person has the right to accessible and adequate housing, and to reasonable standards of sanitation.Every person has the right to be free from hunger, and to have adequate food of acceptable quality.Every person has the right to clean and safe water in adequate quantities.Every person has the right to social securityEvery person has the right to education.A person shall not be denied emergency medical treatment.The State must provide appropriate social security to persons who are unable to support themselves and their dependants.Nb-it is on the strength of this right that the government is providing free primary education. **Responsibility ** Every citizen must pay tax. **11. Consumer rights ** ----- 107 ### Consumers have the right to goods and services of reasonable quality. Consumers have the right to the information necessary for them to gain full benefit from goods and services.Consumers have the right to the protection of their health, safety, and economic interests.Consumers have the right to compensation for loss or injury arising from defects in goods or services. **Responsibility ** It is ones responsibility to question the quality of goods and services being offered, to enable one get value for money. The traders and other service providers have a responsibility to provide quality goods and services to fellow citizens. They should give truthful information when advertising their products. **12. Right to fair labour practices ** Every worker has a right to fair labour practices like fair remuneration, reasonable working conditions, the right to join or practice in trade union activities and the right to go on strike .Every employer has a right to join an employers association and participate in its programmes and activities **Responsibility ** One must respect the right to fair labour practices of ones employees. Employees on the other hand must conduct themselves responsibly, even during strikes, to avoid causing physical injury to innocent people, or destroying property. **13. Right to clean and healthy environment ** Every person has the right to a clean and healthy environment. It is our duty to ensure that the environment is protected for the benefit of present and future generations. The following are the obligations set by the government in order to achieve a clean and healthy environment: a) Ensure sustainable exploitation, utilization, management and conservation of the environment b) Work to achieve and maintain a tree cover of at least ten percent of the land area of Kenya. c) Encourage public participation in management, protection and conservation of the environment. d) Establish systems of environmental impact assessment, environmental audit and monitoring of the environment. e) Eliminate processes and activities that are likely to endanger the environment. f) Utilize the environment and natural resources for the benefit of the people of Kenya. g) Protect and enhance intellectual property and indigenous knowledge of biodiversity and the genetic resources of the communities. **Responsibility ** Every person has a responsibility to protect and conserve the environment and ensure ecologically sustainable development, and use of natural resources. ----- 108 ### **14. Freedom of conscience, religion, belief and opinion ** Every person, whether individually or as a group, has freedom to manifest any religion or belief through worship, practice, teaching or observance, including observance of day of worship.One cannot be denied employment or educational opportunity because of belonging to a particular religion or because of ones belief or religion.A person cannot be forced to engage in any act that goes against his or her belief or religion. **Responsibility ** Every citizen must be careful not to infringe upon this freedom **15. Freedom of expression ** This guarantees all Kenyans the freedom to seek, receive or impart ideas or information. It also guarantees freedom of artistic creativity, academic freedom, and freedom to conduct scientific research **Responsibility ** In the exercise of this freedom, everyone is called upon to respect the rights and reputation of others. He/she should not spread propaganda with the intention t provoke others to war or to violence. It is unlawful to engage in hate speech. **16. Freedom of media ** The freedom and independence of the media is guaranteed. The state should not interfere with the media. **Responsibility ** The media industry should report impartially and avoid inciting members of the public. The media should provide fair opportunity for the presentation of divergent views and dissenting opinions **17. Access to information ** Every person has a right to access information held by the state, or by others, which may be required for the protection of any right or fundamental freedom. The state is expected to make public any important information affecting the nation.Every person has a right to the correction or deletion of untrue or misleading information that affects the person. **Responsibility ** A person should not misrepresent the information accessed, or misuse it for selfish gain. It is also illegal to sell public information for monetary gain. **18. Freedom of association ** Every person has the right to form, join and participate in the activities of an association of any kind, provided that the association is not engaged in illegal activities, such as stealing or killing. ----- 109 ### **19. Protection of the right to property ** Every person is entitled to own property either individually or as a group, in any part of the country. However the property has to be legally acquired. This right provides all Kenyans a fair opportunity to invest in property and thus, prosper. **Responsibility ** All citizens must respect this right. It is unlawful for one to deprive a person of his or her property without good reason.The state, in acquiring privately owned property must ensure adequate compensation granted promptly and in full The state has an obligation to respect the intellectual property rights of the people of Kenya. **20. Right to language and cultur ** Every person has the right to use a language, and embrace the culture of the persons choice.Every person has the right to form or join cultural groups. Every person is also protected from being forced to join any such group.Each linguistic group is free to use their language, practice their culture, and form associations and other organs of the civil society.It is unacceptable to force another person to perform, observe or undergo any cultural practice or rite. **Responsibility** This right should not be used to undermine national unity. Other citizens should be allowed the freedom to enjoy diverse culture, including members of ones own family. **21. Right to family ** An adult has the right to marry a person of the opposite sex, based on the free consent of the parties. Parties to such a union enjoy equal rights. Both parties have a responsibility to respect the rights of their spouses during marriage and even in the event of its dissolution.It is wrong to deny ones spouse access to marital property after separation or divorce.The constitution also recognizes marriages conducted under traditional, religious, personal or family law. Marrying of underage persons and forced marriages are outlawed in the constitution. **22. Fair administrative action ** Every person should be subjected to an efficient, lawful, reasonable and procedurally fair administrative action. This promotes efficient administration in public offices **Responsibility ** The officers of the state have a responsibility to accord every person fair administrative action.The right requires that a person be given written reasons for any administrative action that will adversely affect a right or freedom of the person. **23. Access to justice ** Everybody should access justice and a reasonable fee will be charged to enhance this, if required. If this is not free, many people will not access justice which will continue to be a preserve of the rich people. ----- 110 ### **Responsibility ** Everybody has a responsibility to facilitate fair play and access to justice for all. Any action aimed at blocking justice is unlawful and invites punishment. For example, shielding criminals or attempting to bribe law enforcement officers to prevent them from arresting a criminal. Aiding a criminal to evade arrest, concealing criminal acts; and lying to help culprits evade punishment. **24. Right of arrested persons ** An arrested person has; a) The right to be informed promptly in a language that the person understands of the reason for arrest, the right to remain silent and he consequences of not remaining silent. b) The right to remain silent.  The right of a person to choose to talk or to remain silent. c) The right to communicate with an advocate and other persons whose assistance is necessary (freedom of speech with all those who will assist him or her in the case.) d) The right of not being compelled to make any confession or admission that could be used in evidence against the person. e) The right t be held separately from persons serving a sentence ( should not be held in prisons alongside those already convicted) f) To be brought to court as soon as reasonably possible, as but not later than twenty four hours after being arrested. g) To be charged or be informed of the reason for the extension of detention or release, at the first court appearance. h) To be released on bond or bail, on reasonable conditions, pending a charge or trial, unless there are compelling reasons as to why one cannot be released. **25. Fair hearing ** Every person has the right to have any dispute that can be resolved through a court hearing be resolved in such a manner that will accord him or her fair and public hearing. An accused person has the following rights; a) To be presumed innocent until proven otherwise. b) To be informed of the charges. c) To have adequate time and facilities to prepare a defence. d) To a public trial before a court. e) To have the trial begin and be concluded with few delays. f) To be present when being tried. g) To be represented by an advocate and be informed of this right immediately. Depending on the circumstances, the accused may be assigned an advocate by the state and at the states expense. h) To remain silent and not testify during the proceedings. i) To be informed in advance, of the evidence the prosecution intends to present, and to have reasonable access to that evidence. j) To challenge the evidence. ----- 111 ### k) To refuse to give self-incriminating evidence. l) To have the assistance of an interpreter if the accused person cannot understand the language used in the trial. m) If convicted, to appeal, or apply for review by a higher court. **Responsibility ** a. The accused person has the responsibility of obeying instructions of the court. b. They must behave well in court and outside the court c. They should respect the rights of the accusers as well as their advocates. d. Accused persons should behave as the law spells out while awaiting the verdict of the court. Whatever the verdict, they should abide by the law. 26. Rights of persons detained, held in custody or imprisoned. A person, who is detained, held in custody or imprisoned under the law, retains all rights and fundamental freedoms in the bill of rights. Except those that are impractical and inapplicable under the circumstances.A person who is detained or held in custody is entitled for an order Habeas Corpus- This is a law that states that a person who has been arrested should not be kept in prison longer than a particular period of time unless a judge in a court has decided that it is right. It is the right of the person who is detained, held in custody or imprisoned to be treated in a humane manner. **Responsibility ** All citizens have a responsibility to ensure that the rights of those detained, held in custody or imprisoned are respected. For example the judicial staff, prison staff and the police should respect the constitutional rights of all persons without discrimination. **Fundamental rights that might not be limited: ** a. Freedom from torture and cruel, inhuman or degrading treatment or punishment. b. Freedom from slavery or servitude. c. The right to a fair trial. d. The right to an order of habeas corpus **Rights enjoyed by Children in Kenya ** a) Every child has the right to a name and nationality from birth b) Every child has the right to free and compulsory basic education. c) Every child has the right to basic nutrition, shelter and health care. d) Every child has the right to be protected from abuse, neglect, harmful cultural practices, all forms of violence, inhuman treatment and punishment, and hazardous or exploitative labour. e) Every child has the right to parental care and protection, which includes equal responsibility of the mother and father to provide for the child, whether they are married to each other or not. f) Every child has the right not to be detained, except as a measure of last resort, and when detained, to be held for the shortest appropriate period of time. ----- 112 ### g) Every child has the right to separate from adults and in conditions that take account of the childs sex and age. h) Every child has the right to a childs best interests are of paramount importance in every matter concerning the child. **Rights enjoyed by Persons with disabilities in Kenya ** (a) A person with any disability is entitled to be treated with dignity and respect and to be addressed and referred to in a manner that is not demeaning. A person with any disability is entitled (b) A person with any disability is entitled to access educational institutions and facilities for persons with disabilities that are integrated into society to the extent compatible with the interests of the person. (c) A person with any disability is entitled to reasonable access to all places, public transport and information. (d) A person with any disability is entitled to use Sign language, Braille or other appropriate means of communication. (e) A person with any disability is entitled to access materials and devices to overcome constraints arising from the persons disability. **Rights of the Youth in Kenya** (a) Right to access relevant education and training. (b) Right to have opportunities to associate, be represented and participate in political, social, economic and other spheres of life. (c) Right to access employment. (d) Youths are protected from harmful cultural practices and exploitation. **Rights of Minorities and marginalized groups in Kenya** a) Minorities and marginalized groups have the right to participate and are represented in governance and other spheres of life. b) Minorities and marginalized groups have the right to be provided special opportunities in educational and economic fields. c) Minorities and marginalized groups have the right to be provided special opportunities for access to employment. d) Minorities and marginalized groups have the right to develop their cultural values, languages and practices. e) Minorities and marginalized groups have the right to reasonable access to water, health services and infrastructure. **Rights of older members of society in Kenya** a) Right to fully participate in the affairs of society. b) Right to pursue their personal development. c) Right to live in dignity and respect and be free from abuse. d) Right to receive reasonable care and assistance from their family and the State. ----- 113 ### Circumstances, which may force the Kenya government to limit the freedoms and rights of an individual. a) Conviction of murder by a court of law limits the right to life b) When planning for a criminal activity one loses the freedom of movement/liberty c) When government develops a place one loses the freedom to own property d) Freedom of worship is denied if one uses it to undermine the government /create disunity e) Freedom of assembly can be limited if internal security is threatened f) Personal liberty can be denied if one has an infectious disease e.g. rift valley fever **Other responsibilities of a citizen ** a) Every person has a responsibility to contribute to positive development in the country by working hard and honestly, irrespective of the type of work or profession one is in. b) Every citizen is expected to participate in the democratic process. One has the moral responsibility to vote and even present him/herself to be voted for provided he/she fulfils all the requirements of the position. c) A responsible citizen should actively contribute views on matters affecting the community. This includes taking Part in national debates. d) A responsible citizen must be mindful of other peoples welfare. For example guiding visitors, assisting the disabled, the aged, children, as well as the less fortunate members of the society in ways in which they need the assistance. e) A good citizen should report law breakers, and even those suspected of having intentions to break the law to the relevant authorities. f) A responsible citizen should ensure proper utilization of public and private facilities including toilets, water points, post offices, public telephone Booths etc. g) A responsible citizen must maintain high moral and ethical standards. One must refrain from telling lies. **Values of good citizenship ** **Values and principles of governance in Kenya** a) Patriotism, national unity, sharing and devolution of power, the rule of law, democracy and participation of the people. b) Human dignity, equity, social justice, inclusiveness, equality, human rights, nondiscrimination and protection of the marginalized. c) Good governance, integrity, transparency and accountability. d) Sustainable development. **Values of good citizenship ** a) A good citizen has a duty to be patriotic to the country. He/she should be ready to place the interests of the country above ones own selfish interests. One sh ould volunteer for a national cause, for example engaging in freedom from hunger walk, helping victims of disasters, volunteering to help the country in times of war and using talents such a sports and music achieve personal goals and to promote the country. ----- 114 ### b) A good citizen must take part in activities that foster national unity including economic activities such as agriculture and trade which boost the economy. c) A good citizen participates in democratic process either by volunteering themselves to be elected, or by taking part in electing of leaders at national or county levels. d) A good citizen maintains and protects human dignity. He/she has an obligation to dissuade people from engaging in acts that deprive others of their human dignity such as mob justice. e) A good citizen observes equity by respecting the interests of every citizen, regardless of race, ethnicity or age) A good citizen respects social justice. A person who protests against the grabbing of public land and destruction of the environment such as Wangari Maathai demonstrates good citizenship. g) A good citizen respects inclusiveness in society. He/she does not ignore any member of society in making of decisions on matters affecting all citizens h) A good citizen respects equality of all citizens i) A good citizen respects human rights. He/she not only respects his /her right but also the rights of others in society j) A good citizen is expected to ensure that there is no discrimination against any member or section of the population to ensure the protection of the marginalized in the society. k) Good citizenship entails support for good governance. He/she has a duty to pay taxes to the government so that it can generate the revenue required to finance activities for the benefit of all. l) A good citizen has an obligation to maintain a high level of integrity in society. H/she should desist from corrupt practices and even report such acts to relevant authorities. m) A good citizen has a duty to maintain transparency and accountability. Public servants should be accountable for their actions and maintain high level of transparency. n) A good citizen supports government by taking part in projects that ensure sustainable development in the country- through participation in environment friendly projects. **Importance of being a good citizen ** a) Being a good citizen promotes peace and stability hence development. b) A good citizen promotes law and order hence enjoyment of rights and freedoms. c) Good citizenship promotes cordial relationship and social peace. d) It reduces government expenditure on security organs necessary for maintaining law and order. e) It promotes the good name of a country hence encourages tourism which is important for our development. f) It curbs against social vises like corruption, nepotism or tribalism since a good citizen can not indulge in such activities. g) It promotes good relationship with neighbors. ----- 115 ### **NATIONAL INTEGRATION ** **What is National Integration? ** Integration means unification into a whole. - The act of combining or bring together various parts in a way that makes them one.National integration refers to the process by which various components of a nation are brought together into a whole leading to national unity. **Importance of National Integration ** Why is National Integration a priority in Kenya? (a) National integration Helps in social and economic development through enhanced national unity. (b) It develops a sense of national direction, facilitating unified goals and co-operation. (c) It enhances political stability and security by eliminating suspicion. (d) Promotes peaceful c-existence of different tribes and races hence leading to peace and harmony. (e) Promotes collective responsibility due to easier, more efficient and accurate communication. (f) It enables a country to develop a sense of direction as national goals are communicated to the people in the spirit of national integration. (g) It leads to achievement of easier, more accurate communication as the nation increases efforts of national integration. **Factors that promote national unity in Kenya ** a) The constitution. This is a set of rules agreed upon by a group of people who have chosen to live together. It provides for equality of all Kenyans before the law. It Guarantees equal opportunities to all Kenyans. It Provides protection to individuals against any form of discrimination/bill of rights. It provides for a unitary government b) Education. The curriculum aims at ensuring that pupils and students focus on issues that unite them. The integrated education system encourages the children to accept one another as Kenyans. Teaching of history in schools encourages unity. Religious studies taught in schools promote respect for the Supreme Being and fellow human beings. Music and drama festivals in schools promote unity among students. c) One government. Our one government, with the three arms is recognized by each Kenyans a body that runs the affairs of the nation. d) The presidency. Kenya has one president despite the diversity in parties and tribes. The presidency unites Kenyans. e) National language. The use of Kiswahili as the official language enables Kenyans to interact freely. Kiswahili became a national language in 1975. It helps overcome communication barriers and gives Kenyans a sense of belonging and identity f) Economic growth. The government attempts to provide social amenities to Kenyans without bias. It has tried to achieve equitable distribution of economic resources. Urbanization promotes socialization and co-existence among Kenyans. ----- 116 ### There also the use of a common currency giving Kenyans a sense of nationhood. The policy of offering equal employment opportunities to all Kenyans has enabled Kenyans to work in various parts of the country where they interact freely. g) National activities. National holidays remind Kenyans of their history. Agricultural shows enables different economic sectors display and advertize their goods. Games and sports promote unity as they bring together people of different communities for a common cause. h) Mass media. The mass media in Kenya is instrumental in ensuring that information is disseminated to all at the same time. It enables Kenyans from all pats to contribute to national debates. i) Symbols of National unity. National anthem promotes a sense of belonging among Kenyans and gives them an identity. Existence of the national flag symbolizes national unity. j) The government encourages social, economic interaction among Kenyans e.g. through marriages, worship etc. **Factors that undermine national unity in Kenya ** a) Tribalism  this is the practice of favouring people who are from ones own ethnic group in employment, admission to schools and allocation of resources. Others end up being discriminated against thus leading to hatred and enmity. b) Nepotism this is the practice of people favouring their relatives. This vice is similar to tribalism c) The unequal distribution of resources causes animosity between those who are favoured and those who are not. d) Political wrangles / Ethnic conflicts / clashes discourage co-operation among the citizens. e) Corruption  asking for and offering of bribes to obtain and give services violates peoples rights to equal treatment. Corruption creates suspicion and hatred among people since those who cannot afford to bribe feel cheated and frustrated. f) Discrimination on the basis of gender denies people the right to participate equally in national development. g) Racism. This is discrimination on the basis of colour/ race. This creates hatred and suspicious among people. This was a common cause of disunity during the colonial days. h) Religious conflicts. In Kenya, conflicts between the Muslims and Catholics in 2000 led to destruction of a catholic church in Nairobi. Intolerance of other peoples religions creates disunity. i) Party membership. Multipartism in Kenya has to some extend become a cause of disunity. The country regularly becomes polarized on party lines especially when we near general elections. Sometimes members of parties such as TNA, ODM, UDF, URP etc dont see ----- 117 ### eye to eye during campaigns. There has also been discrimination on the basis of party membership. j) Poverty. When people lack basic needs such as food, education, health, shelter and clothing, anti-social behaviour arise. For example, stealing and violence. Criminal activities create fear and suspicion and therefore discourage national unity. k) Ignorance. Lack of knowledge creates intolerance of other peoples views and lack of appreciation of the development taking place around. This may create unnecessary division. Steps have been taken by the Kenyan government to promote national integration since independence. a) The government has developed national symbols like the flag, anthem, and the court of arms. These symbols have helped to identify us as one nation. b) Immediately after independence the then only major opposition party, KADU was disbanded to have a single party system. However this did not work for long as Multipartism was inevitably reintroduced. c) The government also set up a national curriculum in our educational institutions. This creates a sense of oneness despite the diversity. d) Declaring Kiswahili a national language. In 1975, Kiswahili was made a national language of communication as a step towards curbing rampant tribalism. This has greatly assisted as Kenyans of different diversity can communicate. e) Promotion and fostering Harambee spirit. This has led to Collective participation in development programmes by people from different groups which have promoted national unity. f) During the reign of president Moi the Nyayo philosophy of peace love and unity was introduced. It stressed the concept of being mindful of other peoples welfare. It is closely related to the principal of mutual social responsibility as embodied in African socialism. g) A new constitution in Kenya was promulgated in august 2010. This constitution promises a lot of hope in terms of unity as it may be an important tool of fighting all vices that have discouraged unity. It also stresses equal rights for all. h) The government has tried to bridge the gap between the rich and the poor through the creation of an equalization fund under the new constitution. Through this fund, development easily trickles down to reach the disadvantaged. i) Abolition of racial schools hence enrolling students of different backgrounds in the same schools. /Ethnic balance in public institutions. j) The teaching of history in schools has helped to create a sense of oneness as Kenyans realize that they share a common history. k) Promotion of games, sports, drama and cultural activities. National games at school and college level have been a source of interaction. This is a way of developing a common culture in the country l) The government has made use of media to propagate unity. ----- 118 ### m) Abolition of ethnic organizations and groupings. n) Promotion of national public service i.e. civil servants can serve anywhere in the country.. **Conflict resolution ** Conflict refers to a situation in which people or groups are involved in serious disagreements, or disputes.Conflict resolution refers to the process of settling a dispute when it occurs **Levels of conflicts found in Kenya** a) Individual versus individual. This is where two people disagree for political, economic or social reasons. b) Group versus group. This type of conflict involves one group against another also due to political, social and economic reasons. c) Individual versus state. Such a conflict of an individual against the state may be political especially one feels his/her rights are being violated by the state. d) State versus state. This is a case where a state is in disagreement with another state maybe over boundary like was the case between Kenya and Uganda during the reign if Idi Amin dada e) Group versus state. This may be caused by for example a trade union demanding the improvement of the terms and conditions of service of its members. For example the standoff between KNUT and KUPPET on one hand and the government over harmonization of the salaries of teachers with those of civil servants in 2012 leading to a countrywide strike in September 2012. **The factors that cause conflict** (h) Difference in views arising from background beliefs, social and political standing and values. (i) Economic differences. E.g. when consumers feel exploited by businessmen, when employees feel exploited by employers. Etc. (j) Political differences based on ideological orientation i.e. capitalism versus socialism. (k) Social differences, for example tribal clashes, religious conflicts, racial discrimination, age/sex differences. (l) Limited land/economic resources-unfair distribution of land, mineral resources, water resources, etc. **Peaceful methods of conflict resolution** a) Diplomacy/negotiation. This is a dialogue between two warring parties in order to reach an agreement over a dispute. The following steps are followed in negotiation; a. Fact finding- negotiation starts with finding out all the facts about the conflict that is to be solved. At this stage, the laws or guidelines to be followed are also looked at. b. Discussion. During this stage, a friendly environment is cultivated to enable discussion of workable solutions. This is usually a give and take situation. ----- 119 ### c. Reaching an agreement. The points of agreement reached should be fair to both parties with both feeling they have benefited. Each party should be willing to comprise for negotiation to succeed. b) Arbitration this is like an informal court where a neutral person (arbitrator) is chosen to resolve the dispute by listening to both sides and help them reach an acceptable decision. **Arbitration procedure: ** a. Both sides involved in conflict presents their case as they know it to the arbitrator. b. After listening to the complainants story, the arbitrator makes questions to clarify some aspects of the story. The other group may also seek clarification. c. The second group then responds to the story by the first group by a representative. The arbitrator again asks questions for clarification. d. On grounds of applicable rules, the arbitrator should consider the facts and then make a decision. c) Mediation  a person who is not involved in the conflict tries to help the warring parties reach an amicable agreement. The parties involved must be willing to listen and come up with good ideas that can help them solve the disagreement. **Steps followed in mediation: ** ~ Step 1. The mediator explains the rules as a means of helping the two parties reach an agreement and not imposing a decision on them. ~ Step 2. Giving the two parties involved in the conflict chance to explain in their own words what the problem is. The Complainant explains first and then the defendant. ~ Step 3. The mediator, after listening, summarizes the stories from each party and also identifies the facts. ~ Step 4. The Mediator suggests the solutions and invites the two parties to give their opinions of the solutions proposed. ~ Step 5. Depending on the two parties reaction, the solution is looked at afresh and then an acceptable solution identified. ~ Step 6. The acceptable agreement reached is then written down and each party has to be committed to it. d) Litigation. This is where one party takes the other to court and the court makes judgments that are bidding on both sides. e) Legislation  where the parliament passes laws to control conflict. f) Workshops  this is where conflicting parties talk in the presence of facilitators and tries to work out a resolution to the problem. g) Arms inspection  the government in order to build confidence and prevent misunderstanding between warring parties carries it out. **Negative methods of conflict resolution** a. Subjugation (use of war) b. Avoiding responsibility and refusing to accept defeat ----- 120 ### c. Appeasement/compromise. Under what circumstances violent method may be used in resolving conflict ? a. When law and order is broken and the alternative is the use of force b. In case of serious social unrest c. Striking students or workers, street mobs and bandits ## **HISTORY FORM TWO NOTES ** ### **TRADE ** **Definition of trade ** Trade refers to the exchange of goods and services between people or countries. Man must have started trading soon after the evolution of the homo sapien sapiens. Trade was occasioned by the existence of varying environmental and climatic conditions. Trade arises from the basic human needs such as satisfying food requirements **Methods of trade** There are two main methods of trade; 1. Barter trade 2. Currency trade. a) Barter trade This is the exchange of gods for gods. It is one of the earliest forms of trade that was even taking place during the reign of King Solomon of the Bible.Barter trade emerged from the natural needs of the people. For example, among the Kenyan pre-colonial communities such as the Maasai who kept livestock but did not have grains which the neighbouring kikuyu possessed. Barter trade sometimes even took place within the same community where some people had some special talents that others did not possess. E.g ironsmiths.A form of barter trade known as silent trade was practiced in some areas where the two involved communities could not speak the same language. For example, it existed between Morocco and Carthage in 400 BC.Barter trade can still be witnessed in the modern society. For example, Kenya exchanges tea and coffee with petroleum, chemicals and machinery from other countries. Barter trade however has the following disadvantages; a) It may involve bulky goods in the transaction. b) There may lack double coincidence. It is difficult always to get the goods one wants. c) Lack of standards of deferred payment; if a good was borrowed, it would be difficult to decide whether the same value was returned later or not. d) Some goods cannot be sub-divided into smaller units. If one wanted cloth equal to a half a sheep, then he could not divide the sheep into two parts. e) Lack of store of value for some goods which cannot be stored for a long time since they are perishable. E.g. milk, vegetables. ----- 121 ### f) Lack of measures of value; a specific quantity of goods cannot be measured vis--vis other goods. **Advantages of barter system ** a) Poor countries without adequate foreign currencies benefit from it by being able to exchange goods they have for what they do not have. b) It benefits where money is non-existent. c) It avoids wastage as demand and supply tend to equate. d) It promotes interaction hence good relationship, peace and stability especially among traditional African societies. **b) Currency trade** This is a type of trade that involves the use of money. Money is an item that is mutually recognized as a medium of exchange or a measure of value. In the pre-colonial times items like Gold dust, cloth, copper rods, and iron and cowrie shells were used as a form of currency. **Advantages of the use of money in trade** a) Money is a medium of exchange- it is needed to obtain goods or services. b) Money as a measure of value enables units of goods to be bought. A specific quantity of goods can be measured Visa- Vis other goods. c) Money is a standard of deferred (future) payments which allows borrowing and lending to take place. d) It is a store of value- one is able to defer satisfaction of a want to future times or make provision for ones want at a future date. e) It is a means through which immovable property can be transferred. For example when one sells a house in one city to go and dwell in another. f) Money as a unit of account is used as a calculating medium and assigning prices of goods and services. g) Money is easily divisible into smaller units. For example, if a product is valued at a lower price, the buyer only pays the agreed cost. h) The qualities of money and its functions overcome the difficulties of barter. Money however becomes valuable only when those using it have confidence that it will continue to retain its value during the period it is in possession.Technology today has made the use of currency easier. There is the use of Visa Card and Mobile money services like Mpesa and Airtel Money to carry out transactions.Difference between barter trade and trade in which currency is used as a medium of exchange. a) In barter trade goods are exchanged for goods/in currency trade, there is use of money as a measure of value. b) In barter trade depends on the existence of a double coincidence of needs but in currency method one meets his needs by the use of money. c) Items used for barter trade are bulky (some) and inconvenient to handle -and others perishable. Money is not bulky. ----- 122 ### **Local trade ** This refers to the exchange of goods between people within the same geographical area such as a village or town. **Origin of local trade ** This form of trade took place between groups of people who produced different goods mainly because of varying ecological conditions. It was motivated by the following factors; a) Existence of surplus production e.g. where some communitys harvest was excess; they could sell the excess commodity to carter for shortages elsewhere and to avoid wastage. b) Differences in climate and environmental conditions which affected the type of natural resources available in various places/ not all needs of a particular community can be satisfied by the resources available hence trade. The kikuyu of Nyeri had to go to Mathira for their foodstuff requirements during drought periods. c) Specialization and improved technology which always creates a need to exchange skills and goods with those who do not have. E.g trade between Mathira kikuyu cultivators and the Mukurwe-ini kikuyu ironmongers and weavers. Some even exchanged skills for money. d) Population increase making man to begin to supplement his needs by trading with his neighbors.Sometimes, this trade extended even beyond the local community to the neighbouring community. The Abagusii, for example, acquired hides, milk, snake poison, and pottery items from their Luo Neighbours. Some seasonal markets emerged which enabled traders to meet and exchange goods on particular days of the week. **Factors that facilitated development of local trade** a) Availability of capital for investments in trade  to generate more wealth. b) Specialization and improved technology, e.g. specialization in production, in technology and in marketing. Sometimes people even exchanged their skills for money. c) Demand and supply; the growing demand for goods and services was met by increase in supply. d) Enterprise; many people began to take greater risk and invested more in trade. e) Peace and stability. This enabled people to interact more and hence the growth and expansion of trade. **Impact of local trade ** a) There was development of market places which specialized in certain items like pottery, iron tools and baskets. Others specialized in livestock b) Local trade helped to strengthen bonds between people in the same locality. It even enhanced intermarriages and other social functions. c) Local trade satisfied the requirements of the communities in terms of tools, foodstuff s, medicinal herbs etc. ----- 123 ### d) Local trade enhanced acquisition of new products that a particular community did not produce. e) There was an improvement of transport routes. Some markets were strategically located along transport routes. f) In centralized governments like Buganda, Bunyoro-Kitara, Mali, Ghana and Wanga, the local markets that developed due to the trade became important sources of revenue for the kingdoms. In Bunyoro-Kitara for example, the Omukama had officers whose duty was to collect taxes from the market places. g) Many people were brought together through trade. In BunyoroKitara, communities like the Alur, Acholi, Langi, Basoga, Baganda, Kumani, Iteso and Banyankole interacted through trade. NB; the greatest danger to the local traders was that they risked being attacked by hostile communities and wild animals. **Regional trade** This refers to a type of trade between two distinct geographical regions **Characteristics of regional trade** ~ It Takes place within a bigger geographical area. ~ It Involves intermediaries or middlemen between producers and the buyers. ~ The trade often covers long distances to and from the market. ~ It involves people who specialize mainly in trade as their means of livelihood. ~ Larger Varieties of goods are involved. In regional trade there existed established markets but goods did not have to be sold on a particular market days like the case of local trade. It also involved large volumes of trade as compared to local trade Examples of regional trade included : a) The Trans-Saharan trade b) The long-distance trade. **The trans-Saharan trade ** Trans means across. This was therefore the exchange of goods across the Sahara between the peoples of North Africa (Berbers and Tuaregs) and the people of western Sudan (the darkskinned people who occupy the region south of the Sahara) The West African kingdoms of Mali, Ghana and Songhai were involved in this trade.Development of the trans-Saharan trade. (8th-16thc AD) **Factors that led to the development of the trans-Saharan trade ** a) Demand for West African good such as gold, slaves and kola nuts by the North Africans and for North African goods like horses, cotton cloth and weapons by the west Sudan people. b) Existence of rich merchants in the region, such as the Berbers and Tuaregs, who provided capital for investment in the trade/ availability of capital. ----- 124 ### c) Existence of Local trade in the western Sudan belt and among the barbers and Tuaregs provided a base for the regional trade. d) Existence of the Tuaregs, who provided security to traders, guided them through the deserts and maintained some water points like the oases where the Berber merchants watered their camels and rested before continuing with their journey to and from western Sudan. e) Availability of well established trade routes across the desert which made it easy for the traders to travel. f) Existence of Kings in western Sudan like Mansa Musa of Mali and Askia Muhamed of Songhai who provided protection to traders, ensured peace and political stability. g) Availability of pack animals like the camel and the horse which enabled easy movement through the desert. The camel could carry heavy loads and travel long distances without water. h) Existence of oases which became a source of water during the travels, for the camels and the traders. i) Invasion of North Africa by the Arabs and their eventual settlement led to increase in the volume of trade. j) There were also vast trade goods like gold, palm oil and ivory. This stimulated the development of trans-Saharan trade. **The trade goods in the trans-Saharan trade** **From western Sudan; ** a) Gold- this was by far the most important commodity that originated from the wangara region, Bornu, Upper Senegal and upper Niger. b) Slaves- they were forcefully captured and later used as soldiers and labourers in the Arab world. c) Kola nuts and feathers. Monopoly of the Hausa traders from Kano region. d) Hides and skins- from Hausa land for making leather clothing and shoes. e) Ivory- originated from western belt mainly from cote divore. f) Gum- from Mauritania and Senegal g) Dyed cloth and pepper **From the north** a) Salt- from Taghaza, Taodeni, Bilma and Ghadames. b) Horses- from Tripoli were on demand among the political leaders and their soldiers. c) Glassware, beads, mirrors, perfumes, spices, dried fruits, needles, firearms, daggers and cowrie shells. **Organization of the trans-Saharan trade** Beginning of Trans-Saharan Trade was due to the fact that North Africa was rich in the salt that West Africa lacked while West Africa was rich in gold. The Trans-Saharan trade led to an exchange of salt for gold.The trade was between people of the western Sudan and Arabs from North Africa.Because of the long distance involved, the traders had to ----- 125 ### organize themselves very well. Traders travelled in large caravans of camels and traders to enhance their security.The rich traders from North Africa initiated the trade. They provided trade goods, camels and horses to middlemen who coordinated the trade. The middlemen would contact desert guides known as takshifs who also acted as desert guards.They protected the traders and guarded the oases in the Sahara .The Tuaregs also provided the traders with security and acted as interpreters.The caravans usually departed from the north after the rainy season when sandstorms would subside for smooth travel. The traders made stops at the oases to refresh themselves and let their camels drink water. They carried gifts for leaders of the communities along the route to appease them and as reciprocation for security while traveling through their kingdoms. Rulers of western Sudan offered service to the traders while they were in the territory.The trade was conducted in barter/ exchanging one good for another/ silent trade. Some of the caravan traders used agents who sold goods on their behalf in the interim period between their departure back to the north until the time they came back to western Sudan. The rulers of western Sudan controlled trade/regulated amount of gold to be sold . The traders paid taxes to the kings of western Sudan.The main items of trade were gold and salt i.e. from the west came gold, ivory, slaves, ostrich feathers, leather, kola nuts and pepper. From the north came salt, horses, weapons, iron implements, clothes, silk and beads. Arabs and Berbers financed the trade.The traders followed fairly defined route. The most important routes were as follows; a) A route Starting at Sijilmasa (an oasis) in Morocco through Taghaza (a desert town with a lot of salt) and ended at Andaghost in western Sudan. b) A route starting in Tunis and passing through Ghadames, Ghat, Agades and Gao. Then it passed through Hausaland, Gonja and eventually ended at Yorubaland in modern Nigeria. c) A route beginning at Sijilmasa and passing through Timbuktu before proceeding to Gao. d) A route beginning at Tripoli passing through Fezzan and eventually ending at Bornu in the Sudan Belt. **Challenges faced by the trans-Saharan traders ** a) There was Communication barrier due to lack of a common language for transactions. This was a challenge during the pioneer years. b) Traveling long distances for many months, usually up to three months, across the desert was tedious and stressful. c) Traveling under extreme weather conditions; too hot during the day and too cold at night. d) Scarcity of water and food during the journeys. The traders suffered serious sickness due to such extreme weather variations. e) There were constant Attacks by hostile communities who sometimes robbed them of their merchandize. ----- 126 ### f) Traders were sometimes attacked by insects like scorpions and wild animals. g) The traders sometimes suffered from Loss of direction due to the vastness of the desert. h) Exposure to frequent sandstorms which killed many traders. i) Sometimes wars between kingdoms disrupted trade. **Impact of the trans-Saharan trade ** **Positive impact; ** a) The trade stimulated the emergence of urban centres along the trade routes. Towns like Taghaza and Timbuktu developed due to the production of trade commodities like salt and gold respectively. b) Profits from the trade stimulated the growth of strong empires as the kings levied taxes on the caravan traders. Examples of such empires include Mali, Ghana and Songhai. c) Introduction of horses in the western Sudan belt led to strengthening of the state armies as horses were used by the armies to boost security in the region. d) A class of wealthy traders emerged in western Sudan. These were mainly the local merchants who interacted with the merchants from North Africa. e) The trade stimulated the emergence and growth of smithing technology and industry. f) The trade led to the introduction of iron tools in wider areas of western Sudan. This boosted agricultural production in western Sudan and ensured food security in the area. g) There was population increase in western Sudan due to increased food production as a result of better farming tools. h) It also enhanced contacts between North Africa and the Suda n belt. This facilitated the spread of European goods and ideas between the peoples of the two regions. i) The trade facilitated the spread of Islamic religion in the Sudan belt. For example, the Hausa traders were converted to Islam. j) There was introduction of the Islamic system of education in the Sudan belt. The University of Timbuktu for example, teaching mainly Islamic syllabus, was one of the institutions that emerged as a result of the trade. k) Sharia law was introduced in the states that accepted Islam in western Sudan. l) The trade led to the introduction of the Arabic architectural designs in West Africa. m) The Islamic and Arabic culture-language, mode of dressing and eating mannerisms also spread to western Sudan. n) The mode of transport in the region was remarkably revolutionized by theintroduction of camels and horses making transport efficient. **Negative impacts: ** a) The trade increased warfare in the region as communities gained access to firearms and horses. Thousands of people lost their lives. b) Many people in the western Sudan belt were captured and taken into slavery to meet the demands of the trans-Saharan traders. ----- 127 ### c) The demand for ivory also led to the destruction of wildlife in western Sudan. Decline of the trans-Saharan trade. The trade reached its climax at around AD 8 [th] c. by 15 [th] c, the trade had declined due to the following reasons; a) Exhaustion of the salt and gold minefields as well as other like ivory. This discouraged traders from coming to West Africa. b) Increased political instability in the region due to so many wars of conquest created insecurity to the traders. c) The desert conditions e.g. harsh weather, dangerous insects, snakes and robbers discouraged many traders from the activity. d) Invasion of the region by the almorarids and the Tuaregs increased insecurity even more along the trade routes. Hence traders discontinued their involvement. e) Moroccan invasion of western Sudan in the 16 [th] century undermined the trade. f) The growth of the trans-Atlantic trade attracted some of the trans-Saharan traders thus reducing the volume of commodities that were sold. g) Colonization of west and North Africa by Europeans who took over the resources hence African activities were undermined. h) Invasion of North Africa by the ottoman Turks created insecurity along the caravan routes leading to decline of the trade. i) Anti-slave trade pressure from the British and eventual abolition of slave trade reduced trade profits. j) The establishment of commercial ports on the western African coast and the use of navigable rivers by the 16 [th] century AD rendered caravan trade unpopular as it was slow, cumbersome and risky. **International trade ** This is a type of trade that involves the exchange of goods between different countries in one continent or beyond the continent. **Examples of international trade include ** a) The Indian Ocean trade b) The trans-Atlantic trade. **The trans-Atlantic trade ** The trans-Atlantic trade involved Europe, Africa and the Americas thus earning it the name Triangular trade. It was also called the trans-Atlantic slave trade because it involved crossing the Atlantic and the main commodity was slaves.The trade was fueled by the technological innovations especially in Spain and Portugal which facilitated sea transport.The trade happened at a time when the Europeans were keen on expanding overseas (15 [th] and 16 [th] c AD) for the following reasons; a. They were searching for the sea route to India and Far East to get the spices and other commodities. The Turks had blocked the land route. b. The Europeans wanted to acquire gold and other precious items that believed to be in ----- 128 ### existence in Africa. c. The Europeans wanted to revenge against the Muslims who had colonized the Iberian Peninsula between 8 [th] c and 1491 AD. d. They were motivated by the desire to spread their civilization to the backward areas of the world. e. European countries such as Portugal and Spain also wanted to increase their geographical knowledge. **Origin of the trans-Atlantic trade ** The exact date when the first slave was captured and sold was 1441 AD. Young Portuguese sailor named Ahtam Goncalvez captured a man and a woman on the Western Sahara coast whom he presented to Prince Henry the Navigator, the Portuguese king, thus setting off a chain of reaction in the trade. The Portuguese built a fort on the Arguin Island on the coast of Mauritania in 1445 which was used as a base for buying slaves and Gold. The suppliers of the slaves at the fort were the Moors.The Portuguese ventured into the gold coast in search of gold in 1471. They built a fort at Elmina in 1482.The Portuguese then established trading contacts with the king of Congo who even accepted Christianity and Portuguese culture. (He baptized his son Afonso Bemba Nzinga) By 1500AD, the Portuguese established sugar plantations in the island of Sao Tome near modern Gambia. They relied on slave labour from Gambia. **Development and organization of trans-Atlantic slaves. ** The demand for labor in the western hemisphere stimulated a profitable three-legged trading pattern. European manufactured goods, namely cloth and metal wares, especially firearms, went to Africa where they were exchanged for slaves. The slaves were then shipped to the Caribbean and Americas from 1532 AD, where they were sold for cash or sometimes bartered for sugar or molasses. Then the ships returned to Europe loaded with American products.European ports of Bristol, Liverpool and Glasgow in Britain, Bordeaux and Nantes in France, and Amsterdam in Holland were crucial in this trade. The forts that developed in West Africa due to this trade were Elmina, Lagos, Whydah, Accra, Badagri, Sekondi, Winneba, Goree and Dakar. In the 16 [th] c, the Portuguese emerged as the main suppliers of slaves to Spanish colonies, having been granted special licenses, asientos, by the Spanish monarchy.African slaves were more preferred by Europeans because; a. They were available in large numbers. b. They were found to be cheaper to use than European labouerers and American Indians. c. They were thought to be immune to both European and tropical diseases. d. They appeared stronger and therefore suitable for manual labour. The Dutch were among the first European nations to compete the Portuguese in slave trade. ----- 129 ### For example in 1630, they wrestled the Elmina Fort from the Portuguese and captured Luanda in 1641. They were supplying slaves to new sugar plantations in the British Colony of Barbados and the French Caribbean colonies of Martinique of Guadalupe. The British and the French used merchant companies to conduct the slave trade having been motivated by the fortunes the Dutch were making. e.g, the Royal African Company was granted charter in 1672 and began taking colonies to the British colony in Jamaica. The original capture of slaves was almost always violent. As European demand grew, African chieftains organized raiding parties to seize individuals from neighboring societies. Others launched wars specifically for the purpose of capturing slaves **Factors that facilitated the acquisition of slaves** a. Existence of the institution of slavery in West Africa where the war captives, adulters, witches, the weak, debtors and murderers were enslaved b. Availability of firearms to precipitate warfare and capture of the conquered as slaves. c. Existence of well defined trade routes easily used by the slave merchants to access the interior slave markets. d. The great demand for slaves in the New World (Latin America) and North America. **Ways of obtaining slaves ** a) Selling of domestic slaves in exchange for goods like beads, guns, glass etc b) Selling of criminals, debtors and social misfits in society by the local chiefs to the Arab slave traders. c) Prisoners of war could be sold off. d) Porters were sometimes kidnapped, transported and sold off to the Arab traders. e) Raiding villages, this would begin at night with gun shots and people would scatter consequently leading to their capture. f) Through inter tribal wars many Africans become destitutes and these would be captured by the slave traders. g) Tax offenders were sold off by the African chiefs. h) They were also captured through ambushes during hunting, travelling and gardening. i) Slaves would be acquired from the main slave trade market in Zanzibar. j) Other Africans are also said to have gone voluntarily in anticipation of great wonders and benefits from the new world.Following capture, slaves were force- marched to the coast to holding pens where they were oiled and fed ready for inspection, before being loaded on ships. Prices of slaves depended on sex, age and size.The slaves were bartered for guns, alcohol, gun-powder, cloth and different metals. **Two trading systems were used: ** a) Factory system where political authorities allowed Europeans to establish permanent coastal baracoons or fortresses where slaves were kept in bulk as they awaited shipment. This method was only used by chartered companies as t was expensive. It was also only viable in Dahomey where slaves were in large numbers. ----- 130 ### b) Private trading. Sailing with vessels down the coast, and then stopping at different points to purchase slaves until there was enough cargo.The slaves were branded before loading them into the ships ready for the trans-Atlantic journey which was called the Middle Passage. The ships were filthy, hot, and crowded. By 1654, some 8,000-10,000 Africans each year were undergoing the Middle Passage. The moment of sailing is described as the most traumatic. Many Africans revolted during the middle passage in a bid to escape. For some jumping overboard was more preferable than their blood being turned into red wine, bones into gunpowder, skins, into black leather shoes and flesh -the Whitemans meat as they believed. **Factors which led to the development of the trans-Atlantic slave trade** a) Increased demand for slave labour by European countries led them to West Africa where they were available in large numbers. **Dangers of Middle Passage ** Suicide Disease The mortality rate averaged between 13 and 33 percent of the slaves and the crew. If the Atlantic were to dry up it would reveal a scattered pathway of human bones marking the various routes of the Middle Passage.. b) Greater preference for African slaves by the slave traders since they were thought to be more strong and resistant to tropical disease and could cope with stress easily. c) West Africa had well defined interior routes which enabled establishment of earlier strong trade links by the Europeans. There were also vast trade goods like gold, palm oil and ivory. This stimulated the development of trans-Atlantic trade. d) African chiefs had developed a taste for European goods like cloths, firearms and glass enabling exchange for slaves, gold ivory and palm oil. There was also existence of the institution of slavery in West African communities. e) The introduction of firearms facilitated the capture of slaves and hence their increased supply. f) The exploitation of minerals and establishment of plantations in the Americas pushed demand for slaves to higher levels hence trade with the region expanded. g) The increased demand for raw materials to feed the growing industries in Europe led to increased demand for slaves in cotton farms in the Americas. h) The rivalry between the Portuguese and the Spaniards and with the Britons over the control of slave trade pushed the trade to a higher new level. i) The fact the trade was very lucrative led to its further expansion. j) Improved technology which meant ability to construct greater capacity ships. Th is enhanced transportation of more slaves from West Africa and thus development of the trade . ----- 131 ### **Impact of trans-Atlantic trade on the people of West Africa ** a) It caused immense suffering to many people. b) It led to forced emigration of about 10 million people to the Americas between 1500 and 1888. c) Many slaves died between capture and arrival to their destinations. d) Depopulation occurred in areas where slaves were taken from. This led to underdevelopment since the young and productive people were taken away. e) African traditional industries were destroyed by the sale of cheap manufactured goods from Europe. f) There was increased conflict between communities especially where the gun was used. This led to destruction of property during the inter-community wars. g) Many African communities were weakened and were left unprepared for the scramble and partition of Africa which soon followed. h) It led to rise and growth of states e.g. Asante, Dahomey. i) It led to founding of Liberia and Sierra Leone as settlements for slaves who were freed. j) It led to changes to social roles; women became the heads of their families due to the enslavement of men. k) Some African cultures spread to the Americas e.g Jazz Music and samba dancing styles of Brazil and even witchcraft. l) The trade led to the rise of the mullato population. E.g in Senegal, where they are mainly found in Goree and Dakar, as a result of the intermingling between the European traders and the African women. m) It contributed to the decline of the trans-Saharan trade and the colonization of West Africa. **Economic impacts of slave trade** a) It led to introduction of new (manufactured) goods in West Africa which undermined many indigenous technologies like smithing and medicine. b) Africa was depleted of her vital manpower that was greatly needed in agriculture and defence. This led to economic retardation. c) Destruction of African property during the slave raids. d) Led to the eventual decline of the Trans Atlantic trade at its abolition. e) Stimulated development of ports in West Africa and in Europe. f) African leaders accumulated a lot of wealth e.g Dahomey, jaja, Asantehene. g) It led to development of European economies. A number of large cities grew along the coastal ports. For example Glasgow, Bordeaux Liverpool and Nantes. h) Growth of industrialization in Europe as the slave labour ensured constant flow of raw materials into the industries. i) Some of the slave dealers accumulated enormous wealth. For example, the merchants like Barclays Brothers and sailing companies like Lloyds. ----- 132 ### j) The trade led to the expansion of plantation farming in USA (cotton and sugar plantations) which relied on slave labour. **Decline of the trans-Atlantic slave trade** In 1807, the British government made a decision to abolish slave trade. Factors that led to the abolition of slave trade; a) Rise of humanitarians in Europe such as Christians and scholars condemned it on moral grounds. The missionaries wanted it to be stopped because they wanted good conditions for the spread of Christianity. The formation of the humanitarian movements in Engl and aimed at stopping all kinds of cruelty including slave trade, flogging of soldiers and child labour. b) Industrialization in Britain was one of the main forces behind the abolition .E.g. Britain industrialists urged its abolition because they wanted Afri cans to be left in Africa so that Africa can be a source of raw materials for their industries, market for European manufactured goods and a place for new investment of surplus capital. c) Formation of Anti-slavery movement and the abolitionist movement in 1787. Its chairman was Granville Sharp and others like Thomas Clarkson, William Wilberforce who gathered facts and stories about the brutality of slave trade and slavery to arouse public opinion in Britain. d) The attainment of independence by USA in 1776 left Britain in a dilemma since she had no colonies where she would take the slaves to work. e) The French revolution of 1789 and the American revolution of 1776 emphasized liberty, equality and fraternity (brotherhood) of all human beings. As a result, people began to question whether anyone had a right to deprive fellow man of his liberty when he had done wrong. f) The British desire to protect their national interests, British planters wanted slave trade stopped to avoid competition with other European planters .This is because other planters were producing cheaper sugar, British sugar accumulated hence the need to stop over production. g) The closure of the American slave market after the defeat of the South American states in the American civil war of 1865 left the slave dealers with no market for their slaves. h) The rise of leading London economists with new ideas e.g. Prof. Adam Smith(challenged the economic arguments which were the basis of slave trade when he argued convincingly that hired labour is cheaper and more productive than slave labour, Rousseau spread the idea of personal liberty and equality of all men. i) Influential abolitionists like William Wilberforce (a British member of parliament) urged the British government to legislate against the slave trade in her colonies. They in turn influenced public opinion against slave trade. ----- 133 ### j) The ship owners stopped transporting slaves from Africa and began transporting raw materials directly from Africa and America to Europe, which led to a decline in slave **TRANSPORT ** **Definition of Transport ** Transport is the movement of people and from one place to another.Transportation is usually classified by the medium in which the movement occurs. For example, land, air and water transport.Transport can be categorized into traditional and modern means. a) Traditional means of transport. The means of transport at this category were land and water evolved. **Land transport** People move on land either by walking or by using other human powered transport. People also use domestic animals as a means of transportation **Human transport** Human powered transportation included carrying goods on their backs, heads and shoulders. Africans were used as porters during the slave trade. Human porterage still goes on in the modern society. Limitation of human porterage  Human porterage was cumbersome, slow and tiresome.  Humans Carry limited amount of goods at particular time.  It is not convenient over long distances. **Animal transport** Early human beings used the domesticated animals to carry loads on their backs or pull carts. Such animals are referred to as pack animals.In 500 AD a paddled collar was devised that rested on the animals shoulders. In 200 AD saddles were introduced in Egypt. Horse shoes were introduced in 700 AD ***Donkey\\Ass*** The first animals to be used as pack animals; they were used in Egypt as early as 3400bc to carry weight upto 80kg. They were commonly used in the trade between Nubia and South Sudan. In Ukambani today, donkeys are used to fetch water. ***Oxen*** Referred to as draught animals used for ploughing and pulling carts and also transportation of goods and people. ***Horses*** They were first rode but were later trained to pull wagons, chariots and passenger coaches. In the Roman Empire, they carried soldiers during war. (Soldiers on horseback are referred to as cavalry. **Disadvantages of horses** a) It is highly susceptible to diseases. b) It cannot survive in tsetse fly infected areas. ----- 134 ### c) The weight limit of the load it can carry is 120kg d) They are not suitable in arid and semi-arid areas because they need a lot of water. NB; - horses are mainly reared by the rich as a symbol of high social status. Mules.A crossbreed of a horse and a donkey, they are sterile and carry loads upto 110kg.they are mostly used in mountainous areas in central and southern Europe and in Mexico. **Camels ** It is referred to as the ship of the desert. What makes a camel ideal in desert transport? a) It has a unique ability to survive for long without food and water. b) They have an incredible water storage capacity, they do not sweat lose much moisture. c) They have broad padded, two toed feet ideal for walking on desert sand. d) The nostrils have flaps which keep away sand during sandstorms. e) Its fur is thick enough to protect it from the sweltering desert heat by day and ext reme cold conditions at night. f) The hump contains a lot of fat which the camel uses when it goes without eating Camels were commonly used during the trans-Saharan trade. They are in use in Kenya today among the Galla and Somali carrying weight upto 200kg. Llamas and alpaca. Members of the camel family found in central and south America. They carry load upto 40 kg. **Elephants ** They are used in Asia to carry people and heavy loads upto 250kg. In India, they were used to transport people and goods during war in 2500BC. In Africa they were used in warfare in 270BC. Water Buffalo . A member of the cattle family and the only type of buffalo that has been domesticated. The cape buffalo of Africa and the Pygmy buffalo of Philippines have not been domesticated. It isused to pull ploughs and do other heavy work in India and south East Asia. **Reindeer ** A long-horned deer family breed used in the cold parts of Canada, Sweden and Norway for riding and transportation. It also provides milk, meat, hides and horns. ***Dogs*** Dog types like Bouriers were used to pull small carts and sledges, especially in the Arctic thus making transportation of gods and people easy. Dogs are also used in guiding blind people in sports and as pets at home. ----- 135 ### **Advantages of animal transport** a) Pack animals can be used in largely inaccessible areas. The Llama, for example is used in the mountainous areas with narrow and meandering paths and steep cliffs. The camel is well adapted for deserts. b) Animals are cheap to maintain. They attract very little maintenance costs, since only feeding costs are incurred. c) Pack animals are safe as accidents are rare probably because they do not speed.. d) Animals help to maintain the ecological balance since they do not interfere with the environment. e) Pack animals are capable of sensing danger. For example, horses and dogs can sniff out an enemy from a distance. This enhances security as dangerous confrontations with an enemy can easily be avoided. **Disadvantages of animal transport** a) Animal transport is slow and tedious. The animals need to feed and drink along the way. b) Pack animals may be attacked by wild animals, disease- causing insects such as tsetse- flies and disease. a. Their movement is limited to the day only and cannot travel at night. b. They can only carry small loads as compared to vehicles. c. Some pack animals such as donkey are stubborn when tired and heavily loaded. The camel is only suited for the desert. d. Pack animals use is limited to short distances as they fatigue when they travel for long. **The wheel ** The wheel was invented in sumeria at about 3000bc. By 2500BC, they had invented the spoked wheel used on horse drawn chariots. The chariot was used in Mesopotamia at around 2000BC and later spread to Egypt, Persia, Rome, china, Africa and Europe. The cart or wagon pulled by humans or animals was the first wheeled vehicle. The wheeled wagons and carts created the need for roads Today many types of wheels are in use. For example, the steering wheel for cars, turbines for jet engines and gyroscopes used in the automobile pilot technology. Ways in which invention of the wheel impacted on road transport a) More roads were constructed to use wheel vehicles for transport b) Road transport became faster and efficient c) Bigger loads could be carried hence was cost effective  profitable d) It made the use of motor engine driven vehicles possible e) It enabled man to move over long distance to disseminated ideas and interact. **Water transport ** Water transport has progressed from early rafts and canoes to the modern large passenger and freight ships. ----- 136 ### A raft is a simple floating structure, usually made by tying together floating material like animal skin, papyrus stalks or logs. The earliest people to make rafts were the Australians. They made rafts called catamaran by tying logs together. Long poles were then used to drive the raft.Rafts however sank easily and required a lot of manpower upstream. A canoe was a narrow boat that was propelled by one or more paddles. The oldest canoe was made by stripping the bark from trees (bark canoes). Later a new canoe was made from a hollow on a log (dug-out canoe).In Kenya, canoes are used for transporting people and goods and for fishing in inland lakes and rivers. **Oar-driven boats ** Boats are small vessels for travelling on water and are powered by oars, sails or motor. The Egyptians pioneered in the building of boats that used oars (a short wooden pole with a flat end) instead of paddles in 3000BC. The Phoenicians, Greeks and the Romans developed oardriven trading vessels and warships. **Sailing ships. ** Humankind learned that the wind could move a boat more easily than human beings if the ship had a piece of cloth fixed on poles (sail). The Egyptians used the sailing ships by 3000BC on the Mediterranean and Red seas. The Greeks made sailing ships known as galleys which were used for trade and war. They used war galley known as triremes to defeat the Persians and Phoenicians.Sailing ships were depending on monsoon winds discovered by Hippalus. The Arabs and Persians relied on the monsoon winds to reach the east African coast.The Portuguese invented a three-masted ship called a caravel as the one used by Christopher Columbus and other explorers to sail to America and the Far East. The Carrack used by Vasco da Gama was five-masted to sail to east Africa. Ferdinand Magellan became the first person to sail around the world using a Sailing ship Fast sailing ships called clippers were made in 1840s in America. It was a long and narrow ship with sharp bows and almost straight sides.However, sailing ships could not sail on windy days and seasons. Some communities however still use sailing ships upto today for sports, fishing and leisure.By the 12 [th] c AD, the magnetic compass was being used in navigation aid **Factors that led to the development of various forms of transport ** a) Technological development during the scientific age which enabled man to invent machines which could be used to manufacture various parts of cars, rails, airplanes, ships and motor boats. b) Expansion of geographical knowledge encouraged the development of transport so as to enable man to search new places faster and more safely. c) Introduction of specialization as a means of production which necessitated exchange o goods and services which could only be made possible through development of transport and communication. ----- 137 ### d) Population increase hence demands for more food and goods hence the need for essential transport system. e) In order to satisfy the desires of man there was need to develop a system of transport that would enable man to get the goods and services he needed so much. **Modern means of transport** **Road transport** The invention of the wheel stimulated the construction of roads. The Roman soldiers built hard and straight roads all over Europe and North Africa by around 300 BC. The roads were built by digging a trench, 1.5metres deep which then would be packed with heavy stones or rocks. Rough and fine concrete was added to the foundation, then layers of gravel, chalk and cement. The road surface was slightly convex with deep trenches on the sides. Roman roads declined with the fall of the Roman Empire.Attempts to built better roads in Europe in the 18 [th] c were made by George Wade (1673- 1748) built 400km of roads and John Metcalfe (17171-1810) built 290km of roads.However modern road construction is attributed to John McAdam (1756-1836). McAdam laid three layers of small broken stones packed tightly together. He then placed a layer of gravel which was bound together by the weight of a vehicle. These roads were called the flexible road or macadamized road. These roads were straight and had a smooth surface. They were widelyused all over the world. They have curved surfaces and had a Good drainage system. They are cheap and durable.The roads were later improved by adding tar to produce a water proof surface called tarmac. By 1820, Britain had built 200,000km of road. **Advantages of macadamized roads** a) They were durable with three layers of small broken stores b) They were cheap to construct using stones as the basic material for construction c) They had a smooth motoring surface since the gravel layer was bound together by the weight of vehicles d) They were straight hence reduced occurrence of accidents e) They were easily drained due to their smooth surface and being raised. **The bicycle ** In 1790, a Frenchman, de Divrac made the first bicycle which was pushed with the feet thus called a walkalong. A german named Baron Karl Drais invented a walkalong called draisine which had a steering bar connected to the front wheel.In 1860, Ernes Michaux, a French locksmith, invented a bicycle with two wheels and pedals attached to the front wheel.In 1866, Piere Allement a Frenchman, was given the first patent on a bicycle, boneshaker. It had iron wheels fixed to wooden spokes. In 1873, a bicycle named a high- wheeler was introduced in England. The firs bicycle in England was made by Kirk Patrick Macmillan of Scotland.James Starley is referred to as the father of the cycle industry. In 1870, he invented the tension spoked wheel in which the rim and the hub were connected by wire spokes.John Dunlop invented the tyre filled with compressed air ----- 138 ### in 1888 which replaced the iron tyres and solid rubber tyres.In 1893, a bicycle with a diamond shaped frame with a roller-chain-drive and a compressed air wheel was invented.The bicycle is today used all over the world not only for transport, but also for sporting and leisure activities. The advantage of a bicycle is that it easily used on narrow paths and on a fairly level surface. It is also cheap and convenient. **Motor vehicles** These are self-propelled power-driven land transportation devices used to transport people or goods, especially on land. The device converts fuel into energy to provide the power for the vehicle to move.The first attempt to power drive devices was the suggestion by a Swiss clergyman J.H Genevoisin 1760 that wind springs be used to move wheels on roads.However the making of an engine that could drive a vehicle is attributed to a French engineer, Nicholas Joseph Cugnot (1725- 1804). He built a three wheeled steam-driven vehicle in 1769, though he abandoned his experiment prematurely. In 1883, a German, Gottlieb Daimler (1834-1900) produced a high speed petrol engine which he fitted on a wooden cycle in 1885. Karl Benz (1844-1929) fitted the same engine on a w tricycle in the same year.In 1886, Daimler made the first petrol driven car with four wheels. Benz built the first four wheeled Benz car in 1893. In the same year, an American, Charles Duryea (1862-1938) built the first gasoline powered automobile. The tyres made by Dunlop were fitted on these cars to make them more comfortable.The first car in the motor industry, Panhard-Hevassor, was made by a French company which had bought the rights to use Daimlers engine.In 1903 in USA Henry Ford founded the Ford Motor Company in Detroit leading to mass production of cars in the world. For example the model TFord was developed in 1909.Students read more on the motor vehicle inventions. **Impact of road transport ** a) Roads have promoted trade within and between countries since goods are transported by road to various markets. This case is true in east Africa. b) Road transport has stimulated industrial development as raw materials to factories and manufactured goods to the market are easily transported. c) Development of towns and urban centres along roads has been as a result of improved road transport. d) Many countries earn a lot of foreign exchange from the sale of motor vehicles. For example Japan, Germany and USA. e) Employment opportunities are created as many people work in the motor vehicle industry while others are employed to construct and maintain roads. **Advantages of road transport ** a) Since it is the commonest mode of transport, it reduces the cost of movement of goods and people as well as promoting social interaction. b) It is cheaper compared to other forms of transport. Roads are easier to construct and maintain when compared to railway transport. ----- 139 ### c) It is faster when compared to water and railway transport unless in the case of electric trains. d) Roads are flexible and link with other forms of transport such as water, railway and **Disadvantages of road transport ** a) The high number of accidents on roads leads to loss of lives. b) Road transport is responsible for pollution which causes environmental degradation. Key notes for the teacher and students- @Cheloti 2012-2013 20 c) Due to an increased number of vehicles on roads, traffic congestion is a major concern in most urban cities and towns. d) Roads may sometimes inconvenience the users when they become impassable. e) The quantity of goods carried is limited as roads cannot carry bulky goods compared to the railway. f) The use of roads is limited to specific areas. It cannot go beyond land e.g across the sea or lake. g) Construction of all-weather roads is expensive. Developing countries find themselves constrained by limited resources that are needed to construct all-weather roads. **Rail transport** Railway lines are paths of parallel metal rails that allow a wheeled vehicle to move easily by reducing friction. Initially, they were used in 1800s to guide horse drawn wagons. Later the steam engine replaced horses as the means of transport.The development of modern railway was a gradual process that started in Britain and Germany with the use of wooden rails.A British engineer, Richard Trevithick (1771-1833) designed a steam engine that was small enough to be put on a truck. This he fitted on a railway locomotive which he had bought in 1804 to pull a cargo and passenger train in south Wales. Fenton, Murray and Wood of Leeds built the John Blenkinsopp locomotive in 1812. William Hedley built the puffing Billy in 1813.George Stephenson (1781-1845) a coal miner in Newcastle, England invented a locomotive engine called the Blucher which pulled eight laden wagons in 1814. He also built the worlds first public railway between Stockton and Darlington near Durham in 1825. In 1829, Stephenson and his son, Robert, built the most improved engine, the rocket, which had a speed of 48 km per hour. In 1830, he built the Northumbrian and the planet.In 1825, in the United States, Colonel John Stevens built a tiny experimental locomotive. In 1929, a major railway was built by the Delaware and Hudson Canal Company to serve a coal mine.Germany and Belgium had railroads by 1835, Russia by 1837, Spain by 1848 and Sweden by 1856.In 1892, a Germany Rudolf Diesel designed a heavy oil-driven-engine which replaced the steam engine. It was cheaper and efficient.The first diesel railcar was used in 1913 in Sweden. Later diesel engines were replaced with electric engines which was an invention of the Siemens Brothers and John Hopkinson in Britain in 1883. The electric train from Paris to Lyon covers a distance of 212 km in one hour.Railway transport has remained a major ----- 140 ### mode of passenger travel. In Europe and Japan, major cities are connected by high speed passenger trains such as the French TGV (Train a Grange Vitesse) and the Japanese Shinkansen trains travelling at a speed of 300km/h. **Results of railway transport. ** a) It has promoted the movement of people thus leading to increased social and cultural interaction. People can migrate easily in Europe thanks to the faster electric trains. b) It has promoted trade as goods, light, heavy or bulky, are transported efficiently to the markets. It also supplements the use of other forms of transport. Key notes for the teacher and students- @Cheloti 2012-2013 21 c) It has stimulated industrial development since in dustrial products and raw materials can now be transported faster and in large quantities. d) Railway transport has stimulated the growth of urban centers. In Kenya for example, urban centres like Nairobi, Kisumu, Mombasa and voi either developed along the railway line or at the terminus. e) It has facilitated the spread of religious faiths and political ideas. This was the case in Kenya during the period of missionary work and colonization. In a way railway transport therefore facilitated European occupation of overseas colonies. f) There has been a significant improvement in agriculture since agricultural goods are transported more easily and faster using the railway. g) It has been a source of employment for many people I maintenance, engine driving etc. h) It has facilitated the exploitation of natural resources like mining, fisheries and forestry. The raw materials from these resources are transported faster using the railway. i) Railway transport has stimulated economic growth since it is a source of revenue for many governments. **Disadvantages of railway transport ** a) It is expensive to construct. The wagons are also expensive to buy and maintain. b) Railway transport lacks in flexibility. It can only pass through certain landscapes. c) Smoke emitted from the trains lead to environmental pollution. d) Railway accidents might be rare but when they happen, they are fatal. This was the case in Kenya in 1998 when 200 people lost their lives. e) Railway transport is not self sufficient. T has to be supplemented with road transport. **Water transport** **Canal vessels** A canal is an artificial river that is used to transport people and goods. It may be built to link a ricer and a lake, sea or a sea with a sea. Apart from transportation, their water may be used in irrigation like in the case of River Nile.Canals have been used for centuries for transportation. The earliest canal was built by the Europeans nearly 4000 years ago to link the river Nile and the Red sea.The longest canal, the Grand Canal in china is bout 1900km long and it links the Yangtze and Yellow Rivers.Canal building in Europe was ----- 141 ### pioneered by the Romans who built them for transportation, irrigation and drainage. The Dutch, British and the French also constructed elaborate canals.Canal building in the US began in 1817 and ended in 1825 with the construction of the Erie Canal which is 845 km long connecting Hudson River with Lake Erie. It is now known as the New York State Barge. Up to 1840, 4,800 km of canals had been constructed in USA.Another type of canals is the ship canals, for example the Suez Canal, Panama Canal and Kiel Canal, which are deeper. The Suez Canal in Egypt is 195 km long and links the Mediterranean Sea with the red sea. It was constructed between 1859 and 1869 by a French company under. Ferdinand Lesseps. The Kiel Canal links the North Sea and the Baltic Sea. The Panama Canal was built by the USA Government between 1904 and 1914 linking the pacific and Atlantic oceans. It is the most important canal as it shortened the long and dangerous trip around the southern tip of south Africa. The St. Lawrence Seaway is the longest and most important inland waterway system in North America. It is 3,800 km long and was completed in 1855 in USA and 1895 in Canada. **Steamships** Steamships were made after the invention of the steam driven engine. The first attempt to make a steamship was made by Dr. Denis Papin of France when he fitted a steam engine to a boat and sailed along river Fulda in Hanover. In 1736, Jonathan Holls of Gloucestershire patented a steam tugboat but it was nev er tried.In 1774, Comte J B dAuxiron of France experimented with a steamboat but also failed like Papin as it broke down.In 1775, C Perier became the first person to move a small boat powered by steam engine o river Seine in Paris.The first successful steamboat was built and tried out in1783 by a Frenchman called Marquis de Jouffrey on River Saone near Lyons in France. In America, John Fitch built a steamboat in 1787. It was used on river Delaware between Philadelphia and Trenton. In 1809, William Symington and Miller Pat succeeded in constructing a wooden steamship that was used on the Forh-Clyde Canal in southern Scotland.In 1807, in America, Robert Fulton had invented a double paddle-wheeled steamboat known as Clermont which began operating on the Hudson River. In1807, the phoenix became the first steamship that made regular voyage from Philadelphia to New York.In 1819, the savannah became the first ship equipped with a steam engine to cross the Atlantic Ocean.In 1853, the peninsular and oriental Line built the iron-screw steamer, Himalaya, the biggest vessel as at that time.John Elder invented a compound engine with two cylinders which reduced fuel consumption in steamships. In 1838, Sirius sailed from London to New York, the Great Western, without using sails crossed the Atlantic in 15 days from Bristol.In 1839, the Archimedes and the Robert F Stockton were built using Smiths and Ericcsons patent.The most important ship to cross the Atlantic was the Great Britain built by the Islamabad Kingdom of Brunei in 1843. The first USA trans-Atlantic steamers were the Herman and Washington.The first merchant ship to be all-welded without any rivets in its hull was the MS Fullagar in 1920. ----- 142 ### **Importance of the discovery and use of the steamship** a) Man could no longer depend on nature wind for power. This made travel by sea easier and more comfortable. b) It led to expansion of international trade since transportation became cheap. c) Bigger volumes and varieties of goods could be carried including those that required special handling like petrol. d) It formed the basis for colonization as colonizers could move to other continents easily. e) It increased international migrations and spread of races, cultures, diseases, intermarriages, languages and religion f) It led to greater expansion of geographical knowledge. It gave access to countries bordered by sea. g) It led to expansion of world economies, industries, trade and commerce. h) Spread of plants and animals internationally. **Motor- Driven ships** With the invention of the internal combustion engine, oil replaced coal. The Caspian Steamer Wanal was built in 1903 was the first sizeable ship with an internal combustion engine.In the 20 [th] c, the use of atomic energy (nuclear power) was developed. The first ship to use atomic power was the Nautilus in 1956. In 1961, an American merchant ship, MV Savannah, propelled by nuclear power was launched.There are two types of ships based on the service offered; a) The Liners operate regular scheduled services on defined trade routes charging advertised rates. b) The Tramp ships carry any suitable cargo between any two points based on a negotiated contract. They have no regular route or timetable. **Modern passenger Liners** The cruise ship, the most important passenger liner, is a specially designed vessel providing luxurious surroundings and entertainment to passengers. It is about 270 m and carries 2000 passengers. New passenger Liners were developed after World War II for example the American United States of 1952 and the British Queen Elizabeth 2 of 1969. The liners were overtaken by the development of the aeroplane and airline transport and only a few remain today. **Freight Vessels ** These are Special Ocean going ships designed for carrying large amounts of cargo. Containerships transport large metal containers that have been pre-loaded with cargo. Some container ships carry over 6,800 containers. **Military Vessels ** In 1859, the French launched Gloire, the first iron-plated ship. During the American civil war (1861-1865), two iron-plated ships were used. ----- 143 ### In world war II, battleships, Aircraft carriers (can carry 85 aircrafts), cruisers, destroyers, destroyer escorts(frigates), minesweepers, torpedo boats, landing craft and other support vessels were developed. **Hydrofoils and hovercraft ** These are specialized water vessels (a hydrofoil has small wing-like surfaces called foils attached to the bottom of its hull that lifts the hull out of water when the hydrofoil accelerates. A hovercraft is lifted entirely off the water surface by a cushion of air and are propelled by giant air propellers or by water jets) **Ferries ** These are vessels used to transport people, animals and vehicles over water in places where bridges would be inconvenient or impossible to build. **Motorboats and personal craft ** These are small boats that are used for recreational purposes with either out boat motors or in boat motors. **Pipeline transport ** This is a form of transport used to move liquids, gases or solid liquid mixtures over long distances. The most common liquid that is transported by pipeline in many countries is water. Others are oil and gas. Pipelines are also used to transport solids suspended in liquids such as coal slurry which consists of powdered coal suspended in water. **Air Transport ** This is the fastest form of transport over long distances and continents. Different types of Aircraft exist. **Aeroplane** An airplane is an aircraft heavier than air that uses wings to obtain lift in order to fly thus transporting people, mail and cargo from place to place. They are also use in warfare. The development of an aeroplane started in 1783 when a successful manned flight was made in France by two brothers, Jacques and Joseph Montgolfier using a hot air balloon. Sir George Cayley, an English scholar and inventor, built model Gliders that could sail in the air in the 19 [th] c. Later, Pilcher added wheels to the gliders in order for them to be towed into the air. By 1850, power driven planes were built. An English engineer, John String built and designed power-driven planes. In December 1903, An American astronomer, Samuel Langleys almost won the honour of perfecting the power driven airplanes, by making a full size airplane called the aerodrome. The plane unfortunately crashed in Potomac River before being launched. On 17 [th] December 1903, two weeks after Langleys failure, the Wright brothers, Orville and Wilbur Wright, produced the first manned power driven aeroplane at Kitty Hawk, North Carolina USA. Their machine was a wooden glider fitted with a petrol engine and two propellers. In 1906, a Brazilian- born aviation pioneer made the first officially observed European flight in a powered bi- plane.In 1909, Louis Bleriot of France became the first person to fly a plane across the English Channel in 35.5 minutes. ----- 144 ### In 1915, the Germans used the first mono-plane during the First World War. In 1919, John N. Alcock and Arthur W Brown flew non-stop across the Atlantic from New Foundland to Ireland.Later improvements in the plane were replacement of wood and cloth with aluminum and stainless steel, invention of a retractable gear that improved streamlining in planesBy 1920, plane speed had gone up to 303 km /h. in 1940; it was 755 km/h.The best known aviator in 1920s was Charles Linburgh who accompanied a non-stop flight from New York to Paris in 1927 in his single monoplane called the spirit of Saint Louis in 33 hours.In 1920, the first scheduled passenger service was made between Amsterdam and England by KLM Dutch Airlines.In 1930, the first pressurized plane was launched. The most popular passenger plane at that time was the DC-3 built by Douglas Aircraft Company. It had a capacity of 30 people and moved at a speed of 320 km. **The jet engine ** The jet engine was invented by German engineers in 1939.the first jet powered airplane was the german Heinkel HE -178. The first practical jet fighter was the Lockheed P-8 developed in 1944.During the post war period, the jet engines were put to commercial use.. For example, the Boeing 707 flight which was launched in 1958 in USA. The Boeing 747 Jumbo Jet which entered the market in 1970 can carry 375 passengers, 20 tonnes of freight and move at a speed of 900 km/h.The Supersonic Loans Port (SST) is designed to fly at speeds of over 1180 km/h. the Russian TU-144 and the French  British Concorde are both SSTs and entered passenger market in 1972. **Helicopters ** It is a type of airplane which obtains its lift from a set of rotor blades rather than fixed wings. The first successful helicopter was made in 1907 when a French helicopter left the ground for a few seconds.Germany made the first practical helicopter in 1936 while the United States Army unveiled its wartime helicopter in 1942. **Uses of helicopters ** **Lighter- than-air-vehicles ** These include balloons relying on hot air and lighter than air gases like helium and hydrogen for lift.Airships that combine lighter than air gas bags with propellers navigation were initially used for passenger traffic but their usage declined due to several fatal accidents. For example the disaster that befell the German airship, Hindenburg, in New Jersey in 1937. **The rocket engine** Rocket engines use fuel. They carry chemicals which enable them to burn their fuel without air supply. The first rocket engine to be used was by a German manufacturer, Fritz von Opel in 1930. An American, R H Goddard also developed a modern rocket in Massachusetts in the USA. Factors which encouraged the development of air transport. a) The effect of the First World War- it increased demand of war planes-jet fighters and fighter planes flying over 600kph were manufactured. ----- 145 ### b) The arms race and the cold war which also made many countries to acquire many planes.-fear, jealousy and competition based on ideological differences. c) Desire for comfort among passengers and the need to transport perishables quickly. d) Expansion of international trade and desire for more wealth. e) Colonization and international migrations. f) The expansion of the tourist industry. g) Vast improvement in science and technology and growth of industries. **Results of air transport ** 1) Air transport is a major global employer. The air transport industry directly generates 5.5 million jobs globally and contributes USD 408 billion to global GDP. It directly contributed USD 1,830 billion to world GDP in 2007 and generated 79 million direct jobs globally  2.8% of total employment. 2) Air transport is an important facilitator of international trade, thereby promoting economic growth and development. Forecasts suggest that the global economy will become even more dependent on trade over the next decade. World trade is expected to nearly double, rising at more than twice the rate of global GDP growth, with China, India and emerging markets leading the way. 3) Air transport stimulates Tourism which makes a major contribution to the global economy.The air transport industry plays a major role in supporting tourism. Over 40% of international tourists now travel by air, up from 35% in 1990. At the same time, the WTTC estimates that foreign visitors account for just fewer than 25% of overall tourism spending around the world. This includes spending by business travelers, as well as those on leisure trips or visiting friends and relatives. 4) Air transport is a significant tax payer. Unlike other transport modes, the air transport industry directly pays for its own infrastructure costs. The user charges collected by airport operators pay both for the day-to-day services they provide to airlines and their customers, and also for the massive investment in runways, terminals and other infrastructure required for a modern, efficient air transport service. In addition, companies in the air transport industry make significant tax payments to national treasuries. 5) Air transport expands the range of consumer choices and opportunities to visit other countries and to experience new cultures. 6) Air transport delivers humanitarian aid. Air services play an essential role in humanitarian assistance to countries facing natural disasters, famine and war  through cargo deliveries, refugee transfers or the evacuation of people trapped by natural disasters. They are particularly important in situations where access is a problem  for example, air drops are among the first response of aid agencies to stem a humanitarian crisis. 7) Air transport also plays a vital role in the rapid delivery of Medical supplies and organs for transplantation worldwide. ----- 146 ### 8) Air transport provides access to remote areas. Air transport provides access to remote areas where other transport modes are limited. Many essential services, such as food deliveries, hospitals, education and post, would not be available for people in such locations without air services. And residents would be isolated from family, friends and business contacts. 9) Air transport has improved security as soldiers can be flown to troubled areas. Aeroplanes are also used in espionage 10) Air transport has led to improvement f space exploration. Satellites are used to study objects in space such as stars and planets. 11) Air transport has promoted international cooperation and understanding. People from different countries can exchange ideas.. 12) It has provides the fastest means of transport for passengers and goods thus increasing cultural and social exchange. 13) Aeroplanes are used to break hail in order to cause rain. 14) Plans and other aircraft have added to variety to sporting and entertainment. E.g the staging of fighter plane shows in public holiday celebration. 15) Aircraft has revolutionized warfare especially during the Second World War when countries began using panes in warfare. 16) International terrorism has been facilitated in the recent past by aeroplanes. Incidents of planes being hijacked are becoming common in the world today. 17) Air transport contributes to environmental pollution due to waste discharged by the burning fuel. Jets cause noise pollution. 18) Air transport has enhanced agriculture as planes are used to spray and dust insecticides on crops in the case of large scale farming. They are also used in quick delivery of perishable farm produce from horticultural farms. 19) Planes assist in fire fighting, inspecting fence lines and power cables and border patrol. 20) Aeroplanes are used in making aerial survey in cartography thus improving map making. 21) Air transport enhances wildlife management and conservation. Counting of animals by wildlife officers is one used planes. 22) In meteorology, air transport has enhanced weather survey. 23) Air transport sometimes leads to deaths of many people when fatal accidents occur. For example, the mid-air blow-up of the trans World Airline plane over the Atlantic ocean in July 1996, the 5 [th] may 2007 crashing of a Nairobi bound KQ 507 moments after leaving Duala international Airport in Cameroon killing 114 passengers. **Space exploration ** This is the attempt by scientists to reach the heavenly bodies namely the stars and moon to learn more about them and their importance to man as a whole. ----- 147 ### Space age refers to the period in which the exploration of space became possible. It began with the launch of the first artificial satellite in October 1957 by the soviet union - Sputnik.The first human to go to space was a Russian Major Yuri Gagarin using Vostok I in April 1961. Inthe same year an American, John Glenn also went to space.Neil Armstrong, an American Became the first man to land on the moon in July 1969 in his space craft, Apollo II. He was accompanied by Edwin E Aldrin Jr and Michael Collins. Many other have toured the moon since then.Later on a space shuttle was built. The first space shuttle, Columbia, launched in 1981, carried two American astronauts, John W. Young and Robert L Crpens. In 1983, the space shuttle, challenger released a satellite into space. One of the crew members, Sally K Ride became the first woman astronaut to go to space.In 1984, Kathryn D Sullivan became the first American woman to walk in space .By 1988, there were 300 operating satellites in space while 1200 were not functioning. **Challenges facing space exploration** a) Deadly hazards like cosmetics and solar radiation and micro meteorites dangerous to spacecraft. b) Hostile natural environment which is unsuitable for human life making it very expensive. c) Extreme temperatures and light intensities. Extreme darkness and brightness. Such difficulties have been overcome through development of new tools and techniques for space navigation. **Importance of space exploration to man ** a) Spacecrafts continue to provide information about conditions in space in particular about the weather. b) Reports derived from weather satellite can act as warning systems about impending storm. c) It helps us to gain more knowledge about our planet earth. e.g. a scientific satellite known as Vanguard 1 sent back pictures, which showed that the earth was slightly pear- shaped. d) Communication satellites like the Telstra and Relay have made it possible to send television programmes and telephone calls over much longer distances. e) In 1965, the US achieved another momentous feat in space communication. The mariner4 in a deep space probe sent back pictures of mars that were taken as it passed the planet. f) Some space exploration offers possibilities without limit. Planets themselves may have metals and other resources that men on earth need. g) Information about outer space may make it possible to make rain and make long- range weather forecast more accurately than before. h) Some scientists are optimistic that space research might make it possible for human beings to settle on some planets; so far, we are not very definite about this. ----- 148 ### i) Humankind can benefit from medicine prepared under ideal conditions on the planet namely dust free and germ free medicine. j) Space exploration enhances technological development. k) It facilitates own understanding of the universe. l) It leads to improved manufacture of aircrafts, telescope and related machines. m) Contributed to development of advanced air force weapons. **Advances in transportation ** Africas first high speed train system, the Gautrain, was officially lanced in Johannesburg on 8 [th] June 2010 to connect the cities of Johannesburg and Pretoria with a 160 km/h rail service. **Effects of modern forms of transport** a) It has made local and international trade more efficient. Trade in perishable goods such as flowers and vegetables have been expanded thanks to air transport. b) Population migration and settlement all over the world has been encouraged using the means of transport. c) It has facilitated the quick transfer of technology and ideas as people interact d) It has made industries more efficient. Raw materials, industrial workers, and manufacturedgoods are transported to their destinations cheaply and quickly. e) It has promoted tourist industry which is a major foreign exchange earner in many countries. Accessibility to tourist attraction sites has greatly improved. f) It has generated employment opportunities to many as road constructers, drivers, pilots and mechanics. g) It contributes additional revenue to the government. Countries charge toll fee, license fee and fuel levy. h) Air transport enhances space exploration. i) Has contributed to the growth of the service sector like banking and insurance. j) Transport has promoted humanitarian assistance particularly in disaster situations, e.g distribution of relief food, medical services and evacuations during catastrophes and wars. k) It has led to growth of schools and hospitals and social amenities. In Kenya most schools and hospitals are located along transport routes. l) It has led to agricultural development. Farmers have been able to increase food production since they can transport farm produce and inputs more efficiently and effectively. m) It has stimulated the growth of urban centres. Towns such as London, Nairobi and Harare started off due to their location along transport rous. The towns have also grown due to their transport function. n) Transport has enhanced political control in countries. National security has been enhanced due to accessibility of many areas of a nation. ----- 149 ### o) Transport facilitated colonization of Africa and Asian countries. Railway systems helped them to conquer and suppress local resistances to facilitate easy administration. **Negative effects of transport. ** a) Transport systems are responsible for many accidents in world leading to loss of lives. The Mtongwe ferry accident in Kenya claimed 257 lives in 1994; a plane crash in Ngong in 2012 killed the minister for internal security professor George Saitoti and six others. b) Transport is responsible for environmental pollution. Different forms of transport emit poisonous gases to the atmosphere. Oil tankers cause oil spills in the sea s leading to marine pollution. c) Unless they complement each other, different forms of transport are unreliable. For example, water and railway transport have to be complemented by road transport. d) The growth of international terrorism has been attributed to transport network. Communication **Definition ** This is a Two-way process of reaching mutual understanding, in which participants not only exchange information but also create and share ideas and messages.Communication includes writing, talking and Non-verbal communication (facial expressions, body posture, or gestures. **Traditional forms of communication. ** The methods of communication that were used in the traditional society included; **Gestures ** These are signals or body movements intended to pass a message. The person to whom the gesture is directed must know the meaning of the gesture. It is sometimes referred to as sign language.(a combination of gestures that simulate actions or a sound) **Body language** Sometimes gestures are used to enhance and emphasize speech. They are used where silence is required yet communication is vital like in operating theatres, and in traffic control. **Verbal communication-language** This is the commonest form of communication among human beings involving the use of sound (spoken language) in combination with some gestures or alone, to express messages.There are over 6000 distinct languages world today. **Signals ** The use plants on the roadsides, the shaving of hair, physical marks on ones body or property are means through which communication is passed to others. **Fire and smoke signals** Fire and smoke signals were used to send quick and urgent messages. Fire and smoke signals were coded such that strangers could not interpret the message correctly. They were commonly used in warning people of an impending danger.The Jews used fire ----- 150 ### signals (torch light) to proclaim their feast days on mount Olives.Fire and smoke signals were always sent at night. **Advantages of using fire and smoke signals ** a) Fire and smoke signals Conveyed messages faster than a messenger. b) Confidentiality of messages was upheld since the messages were coded and could not be interpreted by strangers. c) It was a cheap method of passing a message. **Disadvantages of fire and smoke signals ** a) Messages could not be sent over long distances. b) Ranges of messages passed were limited. c) It was restricted by weather conditions/smoke is useless in cloudy and misty days. It is difficult to set fire in wet conditions. Smoke could be blown by wind. d) It was of little use if no one was on the look out to see and interpret. **Drumbeats ** In drumbeating as a means of communication, each beat was coded for relaying different messages. For example there were different beats for ceremonies, announcing funerals, meetings, declaration of war, arrival of strangers and impending attack.Once the initial beat was heard, the other drummers could pick up the beat in different areas thus spreading the message very quickly. **Advantages of drumbeating ** a) Drumbeats could relay a wide range of messages-different beats could convey different messages. E.g. death, danger, festivities. b) In most cases drum beating could be used at any time both day and night whereas smoke signals could only be used during the day. c) Drum beats relayed specific messages whereas smoke relayed general messages. d) Drum beats could be used all seasons whereas smoke signals could not be used during certain seasons e.g. when it is raining.`` e) Drumbeats could convey messages over wide areas. f) Messages by drumbeat were conveyed faster compared to smoke signals. The major disadvantage of drumbeats was that at times it was difficult to differentiate the beats and therefore, the message could not be clearly interpreted thus leading to confusion. **Horn blowing ** They were used to make public announcements, summon warriors or invite people to an important meeting. This was done by specialists with different tones that passed different messages thus passing a wide range of massages. **Screams and cries ** Screaming was effective mostly on hill or mountain tops because of echoing. There were different ways of screaming in different situations.. Ululations signified feasting or good news like child birth. ----- 151 ### **Running messengers** Sometimes there was use of trust worthy runners for very personal and urgent messages. However the accuracy of the message delivered depended on the memory of the messenger. An Athenian soldier, Phidippides, is remembered in history as a great messenger for covering great distance from Marathon to Athens. Unfortunately, he dropped dead shortly after arrival. The Marathon race is named in his honour. Messengers are still used to deliver messages today although there has been tremendous improvement after invention of writing. **Disadvantages of using messengers ** a) Messages could not reach recipients on time since the messengers walked on foot to their destinations. b) Messengers sometimes forgot the message they were to deliver thus leading to inaccurate messages being passed. c) Information could be distorted in the process. Sometimes wrong messages were delivered. d) Messengers could be attacked on the way by wild animals. e) The distance to be covered by messengers was limited since they walked on foot. However this problem was overcome with improvements in forms of transport. **Written messages** The oldest record of writing date back to about 5000years. Different communities use different symbols and alphabets to write messages. The messages were recorded on scrolls, stone tablets parchment (dried animal skin) or paper.The earliest forms of wring were pictographic and ideographic. Examples of these were the cuneiform of Sumerians and Hieroglyphics of the Egyptians. **Cuneiform Writing ** Wedge-Shaped Writing **Scrolls ** Scrolls are rolls of paper which were rolled around rods of wood or ivory for writing on. They were commonly used among the Egyptians, Romans, Asians, Jews, Greek, Hebrews, Chinese and Japanese. Papyrus Reeds along the Nile were used for making writing material. Pens and brushes were also made from the reeds and the hard part of a feather.The Hebrews used scrolls for their sacred writings. **Stone Tablets. ** The Sumerians wrote on clay tablets. Writing was done on wet clay which, after drying, hardened like a stone and left a permanent impression.. for example, Hammurabi the law giver wrote his laws on stone pillars for all to read and obey. The Ten Commandments were also written on stone tablets.On the left is a stela, which has all 282 of Hammurabis laws engraved on it. This stela is located in the Louvre Museum in Paris, France. These tablets have been discovered by archaeologists and looked at by historians. ----- 152 ### **Advantages of written messages** a) They provided reliable information that was not easily forgotten. b) Information was stored in that form for future reference. c) Information could be interpreted into different languages so that it could be accessible to many. d) The message in most cases was accurate. **Limitations ** a) They were only limited to literate people. b) At times the information could be biased depending on the writers orientation. c) Written messages were open to misinterpretation. **Modern means of communication** Numerous modes of communication have been evolved over time since the time primitive speech was the main means of communication. The modern means of communication include telephone, radio, television, video, cinema, telegraph, telex, electronic mail. Pager etc.The methods are categorized into telecommunications and print media. **Telecommunications ** This is a term that describes the technology of receiving and sending messages by telephone, radio, television, telegraph, telex, facsimile or e-mail. The message can be verbal, written or pictorial.There are a wide range of devices in telecommunication through which messages can be sent in a variety of ways. For example, Telephone. This a communication device which is used to relay sound waves by converting them into electrical signals and then reconverting them into sound waves. Telephones carry sound over a distance using electric current. The history of the invention of telephones starts with the success of a Scottish-born American inventor, teaching speech to deaf children in Boston Massachusetts, Alexander Graham Bell, who built an experimental telegraph which broke down after one day. Bell constructed a transmitter and a receiver for which he received a patent on March 7, 1876. Assisted by Thomas Watson, he discovered that voice can be sent using wires.Later, Almon Brown Strowger of Kansas City, Missouri, invented the first automatic telephone exchange using electromagnetic switchboard (Strowger Switches) in 1897. By 1900, long distance service was possible through the use of repeaters (electromagnetic devices placed along the route of the call) which amplified and repeated conversations into the long distance instrument. Radio transmission later replaced underground and submarine cables for long distance transmission.In 1877, Graham Bell opened the Bell Telephone Company. In 1900, it was sold t o the American Telephone and Telegraph Company (AT&T) In Kenya, telephone communication was introduced in 1908 and has grown tremendously **Cell phones ** A cellular telephony is a type of wireless communication which uses many base stations to divide a service area into multiple cells.The concept of cellular phones began in 1947 ----- 153 ### when researchers looked at the crude mobile car phones and realized that by using small cells with frequency reuse, they could increase the traffic capacity of mobile phones Dr Martin Cooper, a former general manager of the systems division at Motorola is considered the inventor of the first modern portable handset. Which he used for the first time in April 1973.The development of mobile telephony technology was slow in the earlier periods due to the hindrance by the strict federal regulations in USA and Europe. In 1921, the USA mobile Radio began to operate.In June 1946, the first American Commercial mobile radio telephone service was introduced in Saint Louis, Missouri.By 1950s, the first telephone equipped cars took to the roads in Stockholm.In 1964, the Bell system introduced the mobile telephone service. By 1982, commercial cellular phones were being used in the USA and Tokyo in Japan. By 1987, USA had over 1million cellular telephone subscribers.Currently, there are many mobile manufacturing companies are now in operation. For example, Nokia, Motorola Inc., Sony, Alcatel, Samsung, Sagem, Siemens, AG, and Sony Ericsson.There are also a number of mobile phone service providers. In Kenya, the main ones are Safaricom, Airtel, Orange and Yu **Standard Features of cellphones ** a) They are used for making and receiving calls. b) All have a personal phone book. c) They all have the ability to send and receive SMS. d) They have the ability to store messages and display and record the telephone number of a caller. The following features are not standard and vary from phone to phone. a) Calculator, clock and calendar. b) Access to the internet c) Digital camera capability d) A variety of ringtones **Limitations of cell phones** a) They may be prone to poor reception especially where they are reliant on internal antennas. b) Their use is dependent on the availability of electricity. The phone must be recharged after a number of days. In areas where accessibility to electricity is a problem, mobile phones may not be so much in use. c) The continuous use of mobile phones has raised fears of possible side effects of radioactive rays on human beings. d) Handsets are easily stolen due to their small size. **Television ** The a public broadcasting medium that uses a point to multipoint technology to broadcast to any use within the range of the transmitter. In 1855, the idea of a television was perceived but only came into use in 1922 when a Scot, Loggie Baird, showed how moving images could be transmitted by electromagnetic waves.In 1931, the cathode ray ----- 154 ### tube (CRT) was invented in USA. The CRT transforms beams of electrons into visible images on the screen. This led to development of modern television.The first television broadcasting service was launched in 1936 by BBC.I 1942, Baird invented the colour transmission.In Kenya, broadcast television began after a television station was opened in 1970. This was the Voice of Kenya. Kenya was connected to worldwide television via Longonont Satellite Station in1972. In 1990, KTN, the second channel was introduced in Kenya **Cable Television ** Cable television, a commercial service that links televisions to a source of many different types of video programming using Coaxial cables, was introduced in Kenya in 1994. The television users with personal satellite dishes can access satellite programming directly without a cable installation.Recently, the digital television (DTV) was invented. This is the transmission of audio and video of digital signals, in contrast to analog signals Television is an important means of communication since it is an audio-visual device. **Its importance can be summarized as follows; ** a) It conveys news and information from all over the world more vividly than other means of communication such as radio. b) It is a source of entertainment as it shows music and drama programmes. c) It is a device that may be used in educational broadcasting. Some educational programmes are broadcast on television. For example, programmes that sensitize people on HIV and AIDS pandemic. d) It is used in commercial advertisement by manufacturers and companies thus enabling them to sell their products. e) It is the best means of transmitting ideas since it commands attention. f) It is a source of employment in the television stations. g) Television has enabled humankind to bridge the gap of real-time communication between different time zones in the world. **Disadvantages. ** a) TV can only be viewed where there is electricity. It is expensive to install solar panels in areas where there is no electricity. The car batteries that may be used require constant charging. b) Pornographic programmes have eroded cultural values, especially among the youth. Such programmes originate in the west and the youth want to imitate what they see. c) Watching violent programmes has created the culture of violence among the youth. For example, watching of wrestling and violent movies. d) Some advertisements encourage deviant behavior. For example, advertisements of alcohol and cigarettes. e) Watching television can sometimes become addictive in some homes thus limiting the time to participate in other activities. ----- 155 ### **Radio. ** The invention of the radio was a significant development in the electronics industry. In 1864, an English mathematical physicist, clerk Maxwell (1831-1879) suggested that there was the existence of waves.In 1888, a German, Heinrich Rudolph Hertz, (1857-94) demonstrated the existence of electromagnetic waves (vibrations) that travel through space, which were named after him. These waves could be used in wireless communications. In 1901, an Italian, Guglielmo Marconi (1874-1937) invented the radio and sent a radio transmission across the Atlantic from poldhu in Cornwall to Saint John, Newfoundland, Canada.The radio gained prominence during the World War I as it was used to communicate.The Marconi Company made the first radio broadcast in Britain in 1920.The British Broadcasting Company (BBC) was set up in London in 1922.Kenyas Radio Broadcasts before independence depended on the BBC. The VOK began to air programmes after independence. In 1990, VOK changed its name o KBC. In 1995, the FM meter Band was launched thus leading to an increase in radio stations **Importance of radio** a) Radio is easy to access since people can afford to buy the device. b) News and information from the radio is quickly received throughout the country c) It can also be accessed by the illiterate people who can listen and understand the radio news if broadcast in the language they can understand. d) Radio is used to enhance communication in transport systems like motor vehicles, railway, ships and airplanes. e) Radios are sometimes used to broadcast educational programmes and important government communications on issues like health, agriculture and family planning. f) The radio is a source of entertainment. E.g through Music and drama programmes. g) Radio can be used by manufacturers and companies to advertise their products thus stimulating business. h) Radio communication has enhanced space exploration. Radio signals are used to communicate with space vehicles. **Telegraph ** This is a device or process by which messages are passed over a distance, especially using radio signals or coded electrical signals.Telegraph messages are sent by a code in which numbers, letters and punctuation marks are represented by a combination of dashes and dots.The earliest code to be used was the Morse code which evolved into the international Morsecode.A message sent by a telegraph was called a telegram. Radio invention made it possible for wireless telegraphy.Samuel Morse (1791-1892) is credited for the invention of the electric telegraph. In 1837, Morse made the first crude telegraph and by 1844, he successfully sent a telegraph over line.By 1845, the first public telegraph was operating between Washington and Baltimore.In 1851, the first telegraph cable was laid under the English Channel between London and Paris.In 1866, the Trans- Atlantic cable was established.In 1872, most cities in the world were linked by telegraph. ----- 156 ### **Disadvantage. ** ~ Communication through the telegraph could be rendered unreliable where accidents and poor weather could cut telegraph cables. **Internet. ** This is a computer-based global communication network system that links thousands of computers using telephone lines. Currently Mobile phones are also used in internet communication.Internet forms one of the inexpensive and fastest communication means in the world today which has gained popularity..Internet was introduced in the 1970s. Currently there are over 4000 million users of internet in the world today with its popularity being manifested in the social media networks like facebook, Twitter. **Results of internet. ** a) Education has been developed since research can be done on the internet. b) E-commerce can be done on the internet hence enhancing the sale of goods and services. c) The running of government operations can be done on the internet since the government may use it for internal communication, distribution of information and automated tax processing. d) Internet has led to expansion of Business as people use it to interact with other business people. e) Individuals use the internet to communicate through e-mail or other social network platforms such as facebook, Twitter, Skype, etc.Electronic Mail. (E-mail)This kind of communication is also reliant on internet. The communication is done using either computer or mobile phones with the help of a modem. E-mails first came into widespread use in 1990s and has today become a major contributor to business development. It has taken the lead ahead of telephone, fax, radio and television in communication. **Facsimile transreceiver (fax) ** This is a method of transmitting text over telephone network. A written, printed or pictorial document is scanned then sent and reproduced photographically at the destination. The message /picture is transmitted within 30 seconds. The Fax machine was developed by a german named Arthur Korn in 1902 and was commercialized in 1926. **Telex ** This is system of direct dial teleprinter which uses a keyboard to transmit typed text over telephone lines to similar terminals **Satellites** A Satellite is a spacecraft or an artificial device orbiting the earth, moon or another planet, transmitting back to earth scientific information. It is launched at a velocity of at least 28,960 km per hour (escape velocity) to enable it overcome gravitational pull of the earth and thus remain in space.In 1680, a British Scientist, Isaac Newton, introduced the idea of artificial satellites.The first message to be transmitted by satellite was the ----- 157 ### Christmas greeting by President Dwight D Eisenhower of the USA in 1958.In 1969, the first television pictures were relayed around the earth by satellites from Apollo II astronauts. In October 1957, USSR sent sputnik I, the first satellite into the orbit. In the same year, the first living passenger, a little dog called Laika, was carried into space by a satellite.In 1961, a Russian Yuri Gagarin went into space on board of a satellite.In 1969, an American, Neil Armstrong, in his spacecraft Apollo I, landed on the moon.In 1981, the US released the first space shuttle which is manned, airplane like craft which orbits the earth.In 1983, Challenger, the space shuttle, released a satellite into space. In 1986, an accident occurred on the space shuttle, Challenger, killing seven Astronauts **Pagers/beepers ** These are portable communication message devices. In using it, the person sending the message uses a phone and calls a pager number. The impact of telecommunications today. a) Telecommunication has revolutionized communication through enabling faster and easier communication between individuals. This has increased interaction and therefore international understanding. b) Telecommunication has enhanced information management e.g the use of computers for information storage and processing and the internet in communication. c) Telecommunication devices are also sources of entertainment. Radios and television broadcast music and movies to entertain people. d) Telecommunication systems like television bring reality to the viewers by transmitting live pictures. e) Telecommunication devices enhance cultural exchange and understanding through showing programmes from other countries. This helps people to appreciate other peoples culture and even enrich their own. f) Telecommunication systems have promoted water and air transport. Ships at sea and airplanes use these devices to send signals to guide captains and pilots. g) Telecommunication systems have made world trade and businesses more effective and efficient. People can quickly place orders for goods and get news of world markets and commodity prices. h) Telecommunications has enabled organizations, government institutions and individuals to access information and programmes at their convenience. This has led to effective management and good governance. i) Countries have also improved their security systems by using radio and radio calls and mobile tracking systems to combat crimes. j) Modern war fare has been revolutionized. Modern weapons depend on telecommunication services that provide accurate and reliable information. For example, satellites are used to guide missiles. k) Remote areas are no longer inaccessible thanks to telecommunications. People can communicate using cell phones even from the most remote areas of a country. ----- 158 ### l) Telecommunication systems have promoted space exploration. Man has been able to send spacecraft to the moon, mars and Venus using communication satellites. m) Telecommunication is a source of employment in many countries. Many people offer services, operate systems and maintain them. n) Governments earn revenue from telecommunication systems. This revenue promotes economic development. For example taxes collected from licensing of service operators, manufacturers of telecommunication systems etc. Negative attributes to telecommunication . a) Telecommunication has promoted international social crimes such as fraud, drug trafficking and terrorism. b) Some forms of telecommunication promote immorality among children and the youth in the world through watching of pornographic materials. c) Some telecommunication devices cannot be accessed by many people due to the expense of acquisition and installation. d) Telecommunication devices have an addictive effect for many users. This affects speed of development in developing countries AS people sit for long hours watching television instead of engaging in productive activities. e) Mobile phone users risk suffering from effects of the constant exposure to radioactive rays which may cause certain types of cancer. **Print media ** This refers to all that is printed or written down and published. For example, journals, books, newspapers, magazines etc. **Newspapers** It is an unbound publication produced at regular intervals and devoted primarily to current events and advertisements. Before printing was invented, the oldest newspaper, The Siloam Inscription,(a stone on which news were recorded) was in circulation among the people of Mesopotamia at around 700 BC.The Chinese court journal, Tsing Pao, published in Peking in AD 500 was another early form of newspaper.The Roman Bulletin, Acta Diurna, used by Emperor Julius Ceaser from 60BC to post government daily announcements was also an early form of newspaper.Printing was invented by a german, Johannes Gutenberg, in the 15 [th] century. The first publication, Strasbourg Relations, was published in 1609The London Daily Post also known as the Public c. Advertiser was published by Henry Woodfall and his son Sampson Woodfall in 18 [th] The London Times was first published as the Daily Universal Register by John Walter in 1785. It changed its name to Times in 1788.In 1900, C Arthur founded the Daily Express. The first newspaper in Kenya was the African Standard founded by Alibhai Mullas Jeevanjee, in Mombasa in 1902. It later changed its name to the east African standard in 1905. And moved its operations from Mombasa to Nairobi in 1910.in 1928, Jomo Kenyatta published a local newspaper in Kikuyu, Muigwithania aimed at spreading the views of the Kikuyu central Association and promote kikuyu culture.The Daily Nation ----- 159 ### was established by the Aga Khan in 1960In 1983, the Kenya Times was founded by Hilary Ngweno and later bought by KANU and owned jointly with a Briton Robert Maxwel Types of Newspapers . ***Daily Newspapers *** These print atleast one edition every weekday. Some print morning and evening edition when necessary. Examples of daily newspapers include the Daily Nation, The standard, the Toronto Star and The Los Angeles Times. ***Weekly Newspapers*** These are published once a week. They contain news of interest to people in a smaller area, maybe a city or a neighborhood. For example the east African in Kenya and the weekly Telegraph in Britain. ***Special interest Newspapers*** They concentrate on news of special interest to a particular group for example an ethnic community, a corporation or a trade organization. They can be daily, weekly or monthly. ***Periodicals*** These are publications released at regular intervals and containing news, feature articles, poems, fictional stories etc. they also contain photographs and drawings. Periodicals aimed at general audience are called magazines.Periodicals differ from newspapers in that whereas newspapers deal with sometimes daily news and are unbound, periodicals like magazines and journals focus on more specialized material and deal with news in form of summaries or commentaries. They are printer on finer paper with smaller bound pages and issued at a longer interval than a day when compared to newspapers. ***Magazines *** These are periodical publications with specialized information on particular issues. They are published fortnightly, weekly or monthly.The oldest magazine is Eileens Oxford Gazette published in 1665, later became the London Gazette.The first periodical to use the word magazine in its Title was the Gentleman Magazine published in 1731 in Britain. The oldest magazine in Kenya is the Kenya Official Gazette (1900-1963), renamed the Kenya Gazette after independence. Other were the Leader of the British East African Company, Wathiomo Mukinyu by Consolata Catholic Missionaries in Nyeri, Tangaza by Harry Thuku, the East African Chronicles and the Colonial times by the Asian Journals These are periodicals with a narrower target audience such as scholarly publication. They specialize in particular themes or professions. For example the Review of Political Economy, Canadian Journal of African Affairs, the East African Journal of Social Sciences and the East African Medical Journal. **DEVELOPMENT OF INDUSTRIES ** Industry is defined as the skill of making other products from raw materials. It involves extraction and processing into finished products of raw materials ----- 160 ### **Early Sources of Energy. ** Energy is the ability to do work. The following are the early sources of energy that can be identified. **Wood. ** Wood developed as a source of energy after the discovery of fire. It was used as follows; a) Making fire which provides heat to warm people during cold seasons lighting, to cook roots and roast meat, for hunting(bushfires), tool-making to harden tips, means of communication, food preservation b) Charcoal made from wood fuel provided heat that was used for steaming water to provide steam power for steam engines during the industrial revolution. This is a form of energy still in use today since it is cheaper and easily available. Wind . Wind was used to drive sailing ships during the trade between East African Coast and the Far East.Windmills were used in China to grind grain and process foods They were also used to pump water from polders in Netherlands.Windmills are also used to generate electricity. Windmills are mainly used in areas with fewer trees like in Isiolo, Garissa, Wajir and Mandera.However the use of wind as a source of energy is disadvantaged by its being irregular and inconsistent in direction and strength. **Water. ** Water has been harnessed to produce HEP. Water was used to turn wooden propellers (water wheels) which in turn turned grindstones to grind grains into flour.In England, it was used in the Textile and paper industry to turn spinning machines.In Italy water- powered machines were used to make copper pots, weapons of war, to spin silk and to sharpen various tools. Water also is not reliable as a source of energy since the levels may be too low during dry weather for HEP production. **Uses of metals in Africa ** The age of metals in Africa is divided into the Bronze and Iron Age. Man moved from the Stone Age to the age of metals because metals had the following advantages; a) Metallic tools were more durable. They could not break easily. b) Cutting edges of metals could be sharpened. c) Malleable Metals could be heated and reworked into deferent usable designs when need arose d) Metals are not prone to waste. Broken pieces can be smelted and reworked into useful items. For example a broken spear into an arrow. The following are examples of metals that were used in Africa. **Gold** This was the first metal to be used by humankind. It was used in Meroe, Egypt, Wangara in Ghana and in Central Africa. ----- 161 ### Gold is malleable and therefore it could be easily moulded into the desired shape without smelting it. Its softness however implied that tools made from gold could bend easily. It was also heavy and could not be found everywhere. **Uses of Gold** a) It was used to make ornaments and decorations. In Egypt, it was used to make jewellery like rings, bangles and bracelets. b) It was used to make utensils, such as plates, vases and drinking vessels. c) It was used to make swords and flint knife handles among the rich in Egypt. d) It was used to make coins in Egypt. e) It was used as a trade item in East, central and West Africa f) It was used to make weapons such as sword and knife blades. g) Gold was also a measure of wealth in Egypt. **Copper** Though quite soft, copper as harder than Gold and could make better tools. The Egyptians were the earliest people to use copper by 3000 BC.The metal could further be hardened by mixing it with other metals to form alloys during smelting. **Uses of copper** a) Making utensils and containers such as pots and pans. b) The Egyptians used copper to make axes, tools, Chisels, Pins and fish hooks. c) It was used to make ornamental bangles, rings, helmets, needles, wire chains and statues. d) It was used as a medium of exchange in the form of copper bars. e) It was used to make daggers (weapons). f) It was used as a trade commodity. Those with copper exchanged it with other goods that they did not have. g) It was used to make alloys like Bronze and Brass. ***Bronze. *** Bronze is a mixture of copper and tin which makes it harder than copper. It was used during the Bronze Age. In Africa Bronze was used among the Yoruba, Dahomey and Asante in Nigeria and in Benin. And also in Egypt. Benin was the centre of Bronze. **Uses of Bronze. ** a) Making stronger weapons such as shields, spears, arrowheads, swords and daggers. b) Making sculptures and decorations. For example, in Benin it was used to make objects for religious ceremonies, masks and decorating the kings palace. It decorated temples, palaces and pyramids in Egypt. c) Making knives, containers, pans and vases. d) It was a store of wealth. e) It was used to make tools, shields and chariots. ----- 162 ### **Disadvantages of Bronze. ** a) The tools lost their sharpness and became blunt quickly since the metal was relatively They required constant sharpening. b) Bronze was not cheap. The mixture of copper and yin had to be acquired through trade thus making bronze expensive. c) It was difficult to get an appropriate proportion of each of the two metals. Iron. Two theories that explain the origin and spread of iron working in Africa are ; 1) It was first introduced in North Africa from the Middle East by the Phoenicians and the Assyrians, and then spread to west, East Central and South Africa. 2) The art of iron working probably developed independently in Africa as evidenced by the Archaeological evidence in Buhaya (the oldest Iron Age site that existed between 5 [th] and 6 [th] C AD ), North West of Tanzania. The Buhaya iron is associated with the pottery style known as Urewe-ware. The Hittites were the first people to smelt and use iron in around 1500BC. The skill then spread to the Assyrians. The idea then spread to Africa between 400 and 500 BC and became widespread in the Nile Valley.By 5 [th] c it had spread upto Meroe (the Birmingham of Africa) then to Ethiopia. From Carthage and Tunisia, it spread to West Africa, at Taruga in Nigerias Jos plateau at around 580BC, then to Lake Chad by 500 AD Ways in which the iron culture spread in Africa . 1) Through wars of conquest e.g. Egypt versus Assyrians where the Assyrians forced the Egyptians to learn to use iron from Meroe to make strong weapons. 2) Trade e.g. the Mesopotamians traded with Africans. The North African then traded with the West Africans, thus spreading the iron smelting technology across the Sahara. 3) Intermarriages e.g. Arabs and Africans intermarried and hence a new iron culture and technology developed. 4) Through learning and acquiring the technology from neighbors. 5) Increased demand for iron tools for agriculture, weapons and iron products increased trade in iron. 6) Migrations. E.g in east Africa where the Bantus and nilotes arrived from West African region with the iron culture which they introduced to east Africa. 7) Travelers and messengers who gave out and received the gifts of iron **Uses of Iron ** a) It was used as medium of exchange. Iron bars were used as currency. b) To make agricultural tools such as hoes and pangas this increased food production. c) Weapons such as spears and arrows were made of iron, which strengthened some communities while others who lacked the same were easily defeated. d) Iron was used as a trade item where those who did not have it acquired it through barter trade. ----- 163 ### e) It was used for storing wealth. Smithers used iron bars as a measure of value. **Effects of iron working** a) It promoted empire building. Many kingdoms and empires relied on strong iron, weapons to fight expansionist wars e.g. Egypt, Benin and Mwene Mutapa empires. b) It led to migrations especially of the Bantus who war able to protect themselves during the journeys using iron weapons. c) It promoted agriculture since large tracts of land could now be used to produce more food using stronger tools. d) Adequate food resulted in population increase and later migration to areas with sparse population. e) It resulted in specialization and division of labour as some people became iron smelters while others engaged in other activities like trade. f) It stimulated construction and building works using stronger metals like iron. Better houses, temples and bridges were built. g) Metal technology also had an impact on religion in that metals began to be used when performing religious rites and in royal palaces e.g. the golden stool among the Asante. h) Trading and industrial towns developed within and around the major mining centres like Meroe Axum, in Ghana, in Zimbabwe and in Benin. i) Trade was promoted in that sometimes iron was used as currency and others became important items of long distance and regional trade. INDUSTRIAL REVOLUTION IN EUROPE . The Industrial Revolution was a period from 1750 to 1850 where changes in agriculture, manufacturing, mining, transportation, and technology had a profound effect on the social, economic and cultural conditions of the times. It began in the United Kingdom, and then subsequently spread throughout Western Europe, Northern America, Japan, and eventually the rest of the world.The industrial revolution in Europe occurred in two phases;The old phase was from 175-1850 and began in Britain and spread to other European countries like France (1825), Germany (1840), Belgium (1870) and Russia (1890). In USA, it began after the American civil war of 1861 to 1865. In Japan it began in 1900. In Kenya, it is hoped to be done by 2030. **Characteristics of industrial revolution in Europe ** a) The use of machines to replace human and animal labour. b) The use of steam power as a new source of energy to replace water, wind and animal power. c) Increased exploitation and use of coal, iron and steel. d) The rise of the factory system in owns instead of the cottage industries in homes. e) The development of better forms of transport including the use of railways, roads and water. ----- 164 ### f) Improved living standards and an increase in the human population who required more manufactured goods. g) The production of goods on large scale. Machines worked faster than human labour. h) The development of science and the application of scientific knowledge in production. i) There was development of trade as manufactured goods were sold locally and abroad. j) The rise of modern capitalism that provided enough wealth which was then invested back into industry. k) The growth of trade Union Movements to carter for the rights of industrial workers. **Uses of Various Sources of Energy** **Coal ** This is a compact black or dark brown, carbonaceous rock which is a fuel and source of coke, coal gas and coal tar.Abraham Darby invented the process by which coal was turned into coke in 1709 thus discovered that coal produced immense heat. Coke was used to smelt iron. **Uses of coal** a) To heat water to high temperatures so as to produce steam. b) To provide lighting. c) To drive steam engines in factories. Some generators depended on coal heat to produce steam. d) To drive locomotives. This promoted transport. e) It was a raw material in the manufacturing of dye and pharmaceutical products. **Disadvantages of Coal** a) It is bulky and transporting it is difficult. b) It produced too much smoke when used in locomotives. Also gases released during the burning of coal e.g sulphur dioxide polluted the air and caused acid rain. c) Coal was expensive to mine and to transport to the required destination. d) Coal mining was risky to miners who often lost their lives when mines collapsed and buried them. **Petroleum.(often referred to as oil) ** Before 1850, oil was known to American farmers as a substance that affected food production in farms. It was an American Don, Bissel who carried out an analysis of oil samples at a university lab and established that oil was both a fuel and lubricant. The use of oil became widespread with the invention of the internal combustion engine by Gotlieb Daimler. **Uses of oil. ** a) To power vehicles, aeroplanes and ships b) To generate electricity used in lighting and cooking. c) To run engines in industries d) Tar (Bitumen), a by-product of petroleum is used to tarmac roads. ----- 165 ### e) Greasing of metals in industries was also done by petroleum by-products such as grease. f) Certain petroleum chemicals are used in making of drugs, fertilizers, synthetic fibre and plastics. **Disadvantages of oil ** a) For countries importing oil, it is expensive to transport. b) Prospecting for oil is quite expensive. c) Oil may also affect the environment, since extracting large quantities of petroleum may cause land to sink. **Steam. ** Steam is boiling water turned into gas. It was used for first time around 100 AD in a steampowered engine developed by a Greek scientist called Hero.In the 16 [th] century, Thomas Savery, a Briton, built a steam engine which could pump water out of a coal mine.In 1712, Thomas Newcomen improved Saverys design, though he design was still ineffective.In 1764, James Watt improved on Newcomens engine to make it more effective and by 1800, 320 of Watts engines were in use in Britain.In 1801, Richard Trevithick installed one of Watts engines in a road vehicle. Three years later, he produced a steam-driven locomotive that ran on rails.In 1830, George Stephenson improved on Trevithicks work and invented the first steam locomotive, the rocket. In all these engines, coal was used to produce steam. **Uses of steam** a) It was used to drive heavy machinery in factories and to turn turbines that generated power for industrial use, e.g driving, spinning and weaving machines. b) It was used for pumping water out of coal mines. c) It was used in steam powered locomotives and ships. d) The massive temple doors in Egypt were only opened using steam. **Electricity ** Electricity was discovered by an English Scientist called Michael Faraday (1791-1861) in 1831 when he invented the electric Dynamo.His principal of electromagnetic induction was the beginning of both the dynamo and the electric Motor. The energy used energy from coal, oil, steam or water to produce electricity. The use of electricity became widespread from 1900. **Uses of electricity** a) Lighting. b) Heating and cooking. c) Powering machines in factories. d) Communication. Electric signals are used in communication gadgets. e) Powering transport vehicles such as electric trains and electric cars. **Disadvantages of electricity ** a) It can be dangerous if not properly installed or used. ----- 166 ### b) The generation and distribution of electricity is very expensive thus making its use limited to fewer people in developing countries. **Other sources of energy ** **Atomic energy ** In 1896, A French physicist, Antoine Henri Beckquerel (1852 -1903), discovered that uranium produces radiation or energy in waves. (Radioactivity). This was the birth of the development of Atomic energy.In 1938, Hahn and Stressman discovered the process of Atomic fusion which leads to production of Atomic energy.In 1942, a group of scientists led by Enrico-Fermi at the university of Chicago, USA, built the first Nuclear research Station which resulted in the invention of the nuclear reactor and later the discovery of an Atomic Bomb like one which was used Hiroshima and Nagasaki in 1945.In Belgium and France, 60% of the electricity is produced from atomic power. However, atomic energy when used in war can be very fatal.Radioactivity also endangers both animal and plant life.Polluted air, where radioactivity has taken place causes fever, diarrhea and death. For example the radioaction accident in 1985 at Three Mile Island in the USA and at Chernobyl near Kiev in Ukraine in 1986 had fatal consequences. **Solar Energy. ** It is obtained directly from the sun and is used to dry firewood, clothes and to cook food. In 1714, Antoine Lavoisier made a solar furnace which could melt metals.An engine using solar power was used to run a printing press in Paris in 1880.The use of solar water heaters was widespread in USA by 1900.In 1954, the first solar cell which turned sunlight into electricity was made. The energy was then used to heat water and generate electricity. **Uses of Solar energy. ** a) Drying agricultural products. b) Distilling of salty water to get salt crystals. c) Heating water in homes and industry d) Heating and lighting buildings e) Cooking using solar cookers f) Irrigating using solar water pumps, g) Powering satellites in space. **Advantages of solar energy** a) It is clean and is available in places where sunlight is readily available. b) It is natural and therefore free, non-pollutant and inexhaustible source of energy. **Iron and steel ** Iron was not really a source of energy but the industrial revolution was dependant on the availability of iron **Uses of iron** a) Production of machines for textile industry. Water pipes and ploughs were made of iron. ----- 167 ### b) Production of steam engines. c) Building of trains, railway lines ships, wheels, bridges and coach frames.In an attempt to overcome the disadvantages of iron (it was too heavy and could rust easily), in 1856, an Englishman, Henry Bessemer produced steel out of Iron and Carbon. (Steel is an alloy of iron and Carbon and is lighter, flexible, stronger and harder than iron).Stainless steel, commonly used in cutlery is an alloy of Steel and Chromium. **Uses of steel** a) The construction of rail lines, bridges, cars and ships. b) The manufacturing of machinery especially in the agricultural and industrial sector. c) Reinforcement of concrete in buildings and roofing houses. d) Making of containers and utensils. **INDUSTRIALIZATION IN BRITAIN** This change, which occurred between 1750 and 1830, happened because conditions were perfect in Britain for the Industrial Revolution. The transformation was facilitated by the following factors; a) Availability of coal and iron ore which served as a basis for heavy industries. Coal was a source of energy for use in the industries. Iron was used in the manufacture of machinery. b) The agrarian revolution ensured that important raw materials were available for the industries and also made food more available for the many factory centres c) Existence of a large population which provided steady internal market for the manufactured goods/domestic local markets. There was also Availability of external markets in her colonies for the industrial produce. d) Existence of cottage industries which acted as a base for industrial take-off in Britain. It was easier to turn to mass production of goods on the basis of the small scale production in cottage industries. e) Due to the enclosure act, many peasants became available to offer unskilled labour especially following their displacement from the rural areas. f) Political stability and strong leadership that existed at the time created a condusive environment for investments when compared to other European countries. g) Well developed transport and communication network e.g railway, canals, bridges, harbours and roads which promoted industrialization. h) Existence of good banking and insurance systems which gave financial help and security to the industries. i) Britain had a strong navy that guarded her trade routes thus protecting her merchants from foreign competition. j) Policy of free trade encouraged industrialization/ existence of the merchant and middle class who formed pressure groups that forced the government to adopt measures favoring their industries.britain had no internal customs barrier to hurt her industrial growth. ----- 168 ### k) Availability of wealth/capital that stimulated industrial revolution. Britain had accumulated a lot of wealth from her trade with other countries and her colonies in America and Africa.e.g. The steam engine was made in Britain by a wealth Briton. l) Availability of industrial raw materials in her vast colonies. **INDUSTRIALIZATION IN CONTINENTAL EUROPE. ** The Industrial Revolution on Continental Europe came a little later than in Great Britain. **Reasons why other European countries delayed in the industrialization process. ** a) The political upheavals in France, Germany and Italy were responsible for the delay in the take- off of industrialization. b) The existence of a feudal economy in which the peasant farmers could not afford to buy industrial goods nor raise capital to invest in industry. c) The system of farming implied that inadequate raw materials came from the farms thus making it difficult for industrial development. d) Their system of transport was not developed. e) Unlike Britain, these countries did not have an enterprising class of people and scientists ready to take up the task of industrial investment and invention. **Factors that led to industrial development in continental Europe ** a) Political stability and strong leadership that followed the unification of Italy and Germany and end of Napoleonic rule in France created a contusive environment for investments when compared to other European countries. Feudalism was also abolished. b) The agrarian revolution that had taken place in continental Europe ensured that the countries had raw materials for their industries. Other strategic raw materials like coal and iron were readily available. c) There was adequate capital from the rich traders who willingly invested in industry. Britain also gave loans to the European countries to industrialize. d) Existence of good banking and insurance systems which gave financial help and security to the industries. e) Existence of a large population which provided both skilled and unskilled labour required by the industries. f) The European governments supported the industrial ventures that were aimed at enhancing economic development. French and Germany governments gave tax concessions and subsidies to encourage industrialization. g) Existence of a steady internal and external market for the manufactured goods/there was a high European population that consumed most goods locally. h) Well developed transport and communication network e.g. better roads, railway and water transport which meant that industrial workers, raw materials and finished goods could be transported easily. i) Countries in continental Europe had vast sources of energy such as coal, steam power and electricity which enhanced industrial development. ----- 169 ### j) The development of new skills in science and technology facilitated industrial growth. Some European countries like France and Germany sent their people to Britain to acquire skills and ideas in science and also invited English technicians to their countries. **Effects of the industrial revolution in Europe ** a) Creation of employment opportunities. Ordinary working people found increased opportunities for employment in the new mills and factories. b) Emergence of Factories and urbanization. Industrialization led to the creation of the factory system was largely responsible for the rise of the modern city, as large numbers of workers migrated into the cities in search of employment in the factories. c) Improved Standards of living. Living conditions and health care improved during the 19 [th] century. The famines that troubled rural areas did not happen in industrial areas. d) Population increase. As living conditions and health care improved during the 19th century, Europes population doubled every 50 years. Infant mortality reduced. e) Local and international trade developed. Manufactured goods were sold locally while others were exported to America. The industries also created market for raw materials from Africa and Asia. f) European economies became diversified as a result of industrial growth. This led to specialization e.g. traders, bankers, mechanics and agriculturalists. g) Development and use of machinery in agriculture led to increased production h) Improvement in Transportation and technology. The expansion of business and factories expanded Canals, highways and railways were expanded. i) Large scale production of a wide range of goods. new methods of farming, such as the use of fertilizers and new crop breeds were developed j) The industrial revolution promoted development of science and technology. There was increased utilization of knowledge in production of goods as well as scientific inventions such as invention of electricity. k) The emergence of trade union movement. The Industrial Revolution concentrated labour into mills, factories and mines, thus facilitating the organization of combinations or trade unions to help advance the interests of working people. l) Eventually effective political organization for working people was achieved through the trades unions who began to support socialist political parties that later merged to become the British Labour Party. m) It led to Political corruption - the amount of money generated by the Industrial Revolution created a class of super rich who could buy any politician or process. n) Environmental damage - there were few if any rules regarding how resources could be removed and used. The air was horribly polluted from factories, as was the soil and rivers. o) There was increased exploitation of natural resources in Europe during the revolution. Iron, coal and steel production increased. ----- 170 ### p) Industrial revolution was accompanied with economic Exploitation of people. While jobs were created, sometimes the jobs were dangerous and people died. Harsh working conditions, Child labour, dirty living conditions, and long working hours were prevalent. q) Rise of unemployment. The rapid industrialization cost many craft workers their jobs. Many weavers found themselves suddenly unemployed since they could no longer compete with machines to produce cloth. r) The industrial revolution was responsible for the scramble and partition of Africa. The colonies produced raw materials for industries in Europe and also acted as markets for goods processed in Europe. For this reason, many European nations sought to have as many colonies as possible. **The scientific Revolution ** Science is the systematic study of the nature and behaviour of the material and physical universe based on observation. The scientific revolution refers to the history of science in the early modern period, where sudden development in mathematics, physics, astronomy, biology, medicine and chemistry transformed views of society and nature. **Causes of scientific revolution ** a) Discovery of the New World. Exploration/conquest leading to discovery of new plant/animal life. Traditional link between navigation and astronomy + great advances made by Portuguese navigators fueled an interest in learning more about the stars b) Invention of the Printing Press, allowed for rapid dissemination of scientific knowledge. Numerous books and newsletters were in circulation keeping people informed of science c) Rivalry among Nation-States. Constant warfare among nation-states pushed for scientific development by placing an importance on technology, or applied science. Powerful leaders of nation-states funded scientific development. d) Renaissance / birth of knowledge. During this period, Human interest in the classical world increased. Renaissance time made people to develop interest in research/ learning. e) The need to solve their daily life problems like shortages, disease etc. necessity is the mother of all inventions. f) Financial support for governments and individuals. Governments and individuals financed scientific research. g) Religion failed to answer all questions. This sometimes betrayed mans belief in supernatural power thus emphasizing research. Scientific inventions . Scientific inventions have roots in the ancient civilization in Egypt, Mesopotamia, Greece, China and India. Early inventions were witnessed in the field of medicine, astronomy, agriculture, medicine and mathematics as follows; a) The Egyptians discovered geometry which they used on farms. They discovered dead body preservation method (mummification). Build pyramids for their pharaohs using knowledge in mathematics. ----- 171 ### b) Greeks like Pythagoras contributed to mathematics, especially the right angled triangle as early as 200BC, Euclid did some work in geometry. Archimedes discovered how the lever works. Ptolemy is remembered for geographical work especially production of the Atlas. c) The Chinese made cloth from silk and developed acupuncture skills. They invented paper making in 70 AD. They made gunpowder and the calendar. d) The Indians invented the decimal system in mathematics. e) The Muslim Arabs developed the art of architecture as evidenced by the construction of unique mosques. **Period Inventor and invention ** 1473-1543 Nicolas Copernicus a polish astronomer. He discovered that Celestial bodies possess uniform, circular motion around a central point. 1564 - 1642 Galileo Galilei. In 1609 the Italian mathematician invented the telescope and observed the universe. He accepted Copernican astronomy and the implicit necessity of a 'new' physics to replace Aristotelian mechanics. 1571 - 1630 Johannes Kepler. Used Brahe's data to confirm that the sun was the center of the universe and the earth and other planets revolved around it.1642 - 1727 Sir Isaac Newton). He explained theories of motion and inertia with the force of gravity. Newton also described the composition of light. 1743-1794 Antoine Lavoisier, a Frenchman. He showed that air was made of hydrogen and oxygen elements. He stated that chemical substances comprised different elements. 1766-1844 John Dalton, an English Teacher was the founder of modern chemistry and is famous for the atomic theory all matter is made up of tiny particles called atoms. 1706-1790 Benjamin Franklin (USA) he stated that lightning was a form of electricity. He came up with the theory of electricity and invented the lightning rod. 1791 - 1867 Michael Faraday creates the electric motor, and develops an understanding of electromagnetic induction, which provides evidence that electricity and magnetism are related. In 1831, he invented the electric dynamo, a machine which produced electricity from a magnet. 1799 - 1878 Joseph Henry's research on electromagnetic induction is performed at the same time as Faraday's. He constructs the first motor; his work with electromagnets leads directly to the development of the telegraph. **Impact of scientific inventions ** **Impact of scientific inventions on agriculture ** a) Food production has been increased thanks to the use of farm machinery, fertilizers, pest 1831-1979 James Clerk Maxwell pointed out that acceleration of electric charges emitted electromagnetic radiation. The ideas underlying Maxwells theories of electromagnetism describe the propagation of light waves in a vacuum. ----- 172 ### 1787-1854 . In 1827, George Simon Ohm determined that the current that flows through a wire is proportional to its cross sectional area and inversely proportional to its length or Ohm's law. 1876 Nicolaus Otto, A German traveling salesman named constructed the first practical internal combustion engine; it used a four stroke cycle of a piston to draw a fuel-air mixture into a cylinder, compress it, mechanically capture energy after ignition, and expel the exhaust before beginning the cycle anew. 1847-1869 Alexander Graham Bell, In 1876, at the age of 29, invented his telephone. 1701 Tull, Jethro invented a horse-drawn seed drill. 1764 Water frame invented by Richard Arkwright - the first powered textile machine. 1888-1946 John Logie Baird is remembered as the inventor of mechanical television (an earlier version of television). Baird also patented inventions related to radar and fiber optics. 1755 Robert Bakewell produces Leicester sheep through selective breeding methods. In 1769, Bakewell breeds Longhorn cattle through selective breeding 1786 Andrew Meikle, a Scottish engineer, develops threshing machine 1831 Cyrus McCormick invents the first commercially successful horse-drawn reaper for harvesting wheat 1837 John Deere develops and manufactures the first commercially successful cast -steel plough 1831  1860s John Fowler pioneers the use of engines for ploughing and drainage channels 1879 Anna Baldwin patents a milking machinea vacuum device connected to a hand pumpto replace hand milking. Invention receives a patent but not commercially successful. 1842 The first grain elevator is built by Joseph Dart in the U.S. 1850 Edward Quincy invents the corn picker 1764 Spinning jenny invented by James Hargreaves - the first machine to improve upon the spinning wheel. 1733 Flying shuttle invented by John Kay - an improvement to looms that enabled weavers to weave faster. 1779 Crompton invented the spinning mule that allowed for greater control over the weaving process. 1785 Cartwright patented the power loom. It was improved upon by William Horrocks, known for his invention of the variable speed batton in 1813. 1847 -1931 Thomas Alva Edison is Most famous for his invention of the electric incandescent light bulb. ----- 173 ### 1853 - 1937 Elihu Thomson. His experiments eventually led to the adoption of alternating current technology. 1913 Robert Adler. He is Most famous for his invention of the wireless TV remote control. 1856 -1943 Nikola Tesla is Recognized as one of the outstanding pioneers in the electric power field 1765-1825 Eli Whitney invented the cotton gin in 1794. The cotton gin is a machine that separates seeds, hulls and other unwanted materials from cotton after it has been picked. 1895 Wilhelm Rntgen discovers x rays. 1898 Marie and Pierre Curie separate radioactive elements. 1898 Joseph Thompson measures the electron, and puts forth his \"plum-pudding\" model of the atom -- that the atom is a slightly positive sphere with small, raisin -like negative electrons inside. and control methods and scientific breeding. Hybrid seeds have been developed together with new animal breeds. b) Scientific inventions have stimulated scientific research in the field of agriculture. This is done in schools, agricultural institutes and colleges. c) Farming of perishable foods has been made possible due to invention of preservation methods for foods like canning and refrigeration. d) Increased food production has led to increase in population. There is increased food security. There is also increased trade. e) Biotechnology has contributed to diversification of agriculture leading to greater crop and animal production. f) Farming has been revolutionized from small-scale subsistence farming to large scale economic activity due to mechanization on farms Negative impacts of scientific inventions on agriculture . a) The consumption of chemically treated and stored food has raised concern for food related disease such as cancer and heart diseases b) Use of pesticides and fertilizers sometimes poses the challenges of cost. Some pesticides are toxic and therefore harmful to humans and animals. c) Consistence use of fertilizers impoverishes the soil fertility. The more the fertilizer is used the more the soil becomes infertile. d) Traditional crops are being threatened by biotechnology and development of hybrids. Impact of scientific inventions on industry . a) Large quantities of goods can be produced due to scientific inventions. This has led to enjoyment of economies of scale. b) Efficient sources of energy necessary for industrial production have been developed. New forms of energy such as nuclear, solar and electricity have been invented. c) Improvements in transport and communication have stimulated industrial development. ----- 174 ### Movement of labour, raw materials and manufactured goods is efficient. d) There has been increased exploitation of resources like factories, fisheries, minerals etc as factories yearn for raw materials due to increased production. e) The large scale manufacture of goods has led to growth of trade. This in turn has created wealth for industrialized nations. f) Space exploration has been enhanced through science. Satellites are used in photographing of the earths surface and in weather research. g) Science has revolutionized military technology. Dangerous weapons have been manufactured. h) There is faster dissemination and spread of ideas or knowledge and skills due to development of printing press, and internet development. i) Industries have created job opportunities. Exploitation of mineral deposits has created employment. **Negative impact of scientific inventions on industry** a) Scientific inventions in industry have led to industrial wastes and pollutants that contribute to environmental pollution. Smoke pollutes the air, machines cause noise pollution etc. b) Human life has suffered unnecessarily due to development of war weapons and accidents on roads and aeroplanes. c) Many people have been rendered unemployed due to development of machines. Impact of scientific inventions on medicine a) Discovery of various medicines to treat both animals and human diseases has boosted both curative and preventive measures in promoting health. b) Improved nutrition has reduced the number of disease that kills man. Population has there increased as a result of reduced death rate. c) Proper diagnosis of disease is now possible with the use of x-rays and other modern scientific methods. With accurate diagnosis, proper treatment can be given. d) The manufacture of various drugs has been facilitated by scientific discoveries. Many companies produce drugs that prevent and cure diseases. **Factors undermining scientific revolution in third world countries ** a) Lack of enough funds for scientific research. b) High level of ignorance and illiteracy. c) The educational systems do not allow for development of inquisitive mind and development of interest in science. The system is not science oriented. d) The brain drain; the few specialized scientists have migrated to areas with greener pastures like Europe and America. e) There is too much dependence on developed countries for nearly everything manufactured or scientifically produced. f) Lack of adequate support from the government. This is clear in the type of budgetary allocations to scientific research. ----- 175 ### **Measures that can be undertaken to promote scientific research in third world ** **countries. ** a) Putting emphasis on the teaching of sciences in schools. b) Making available financial resources for scientific research. c) Emphasizing on competitions and congresses in schools and colleges. d) The government of Kenya has set up research institutions and centres of science and technology. e) Scientists have been trained locally and abroad on new knowledge in science and technology. f) International cooperation conferences in science, which bring scientists together, are organized and attended by Kenyan scientists. **Emergence of selected world industrial powers ** **United States of America. ** This is the third largest nation in the world after Canada and China Industrialization of the USA began in the mid 19 [th] c and she had emerged as a major industrial power by mid 20 [th] c. USA remains the only superpower in the world after collapse of USSR in 1990. Factors influencing the industrialization of USA . a) Abundance of natural resources like iron ore, oil from the oilfields of Texas, copper and coal. There were also agricultural raw materials like cotton, corn, wheat and Tobacco plus forest resources which boosted industrial development. b) Good transport and communication. The USA government developed transport systems in the country. For example railway (opened in 1869), roads, and water transport. Electronic communication was also developed. c) Availability of both skilled and unskilled labour some of which came from the immigrant population. The American system of education gave room for acquisition of necessary skills. d) There were scientific and technological advances to support the industrial process especially by the Europeans who moved to USA. The education system also promoted research which further boosted industrialization. e) Foreign investments in the 19 [th] c from countries like Britain led to industrial development. f) The high American population was a source of domestic market for her industrial products. Her high quality products were also on high demand outside America. g) Enterprising citizens. The Americans were ready to venture into business. Some had good managerial skills. For example John Rockfeller ventured in the petroleum sector, Andrew Carnegie and James Hill in the steel and iron industry. Henry Ford in the mass production of cars. ----- 176 ### h) Long periods of political stability since her independence assured investors of security and thus paving way for industrialization. i) Availability of sources of energy like coal, petroleum, gas and HEP and later Atomic energy. j) The capitalism policy encouraged both local and external investors since it allowed private ownership of property. k) Government support. President Franklin Delano Roosevelt (1933-1945) and Woodrow Wilson (1913-1921) provided capital to develop transport systems. l) The 1 [st] and 2 [nd] World wars. During the war period, European nations were unable to produce goods since they were busy fighting. This enabled USA to expand her market as she initially kept away from the war. **Germany ** The unification of Germany took place in 1871 after which she began to emerge as an industrial power. **Emergence of Germany as an industrial power was aided as by the following ** **factors. ** a) Establishment of the customs union, Zollverein. This linked the german states and removed trade barriers hence leading to free trade and economic growth in Germany. Transportation of goods and communication was eased by the customs union. b) Germany was rich in coal which was an important source of energy for the industries. HEP and Atomic energy was also produced o boost industrialization. c) Abundance of natural resources like water and minerals like iron ore from Alsace and Lorraine, coal, oil and copper which were vital industrial raw materials. d) The large Germany population was a source of both skilled and unskilled labour. The system of education also ensured availability of skilled labourers. e) There was also a large domestic market from the large population. Her products were also on high demand from the rest of Europe. For example, her vehicles (Volkswagen, BMW and Mercedes Benz) f) Existence of good transport and communication networks of roads, railway and waterways. This ensured easy transportation of raw materials to factories and finished goods from industries to the market. g) Existence of long periods of political instability in Germany after unification in 1871 under the leadership of Otto Von Bismarck which ensured investor security. h) The availability of finance for industrial growth from the rich german citizens and from loans granted by USA in 1924. The Marshal Plan after 1945 was another source of finance. i) The existence of a hard working and enterprising people in Germany. For example, Krupp Meyer Thyssen who promoted the development of industries in steel. Egells and Harkoft Borsig made great contributions in the field of machinery. ----- 177 ### Germans industrialization was however interrupted during the two world war periods. At the end of world war Germany was able to recover and progress in industrial development. **Factors which enabled Germany to recover after world war two. ** a) West Germany still had a high population which was an important resource in terms of labour. There were also a high number of immigrants from European countries like Turkey and Italy. b) The USA marshal Plan ensured that the required finance was available to assist her industries. c) Germany industries were not totally destroyed by the two wars. d) Industrial \\unrests was not very common in Germany, and therefore, industrialization was not interrupted. e) Good leadership accelerated the industrialization process. Between 1949 and 1955, Germany chancellor Konrad Adenaur proved to be an able leader who encouraged industrial growth. **Japan. ** Japan is a nation that has achieved a great deal in industrialization. In the 18c, Japan was faced with civil wars. Later she made contacts with the west, through which her leaders realized that industrialization could strengthen Japan as a nation. Great strides towards industrialization were made during the reign of Emperor Meiji from 1896. **Factors that enabled Japan to emerge as an industrial power** 1. She had enterprising citizens who were hard working and determined. They are always ready to undertake risks in business. The national motto just in time confirms their efficiency. 2. The Long period of political stability especially after World War II has promoted industrialization. 3. The role played by America in financing the industrialization process in Japan as a means of preventing her from falling under the influence of communists after world war II. This enabled Japan to build many industries in the post war period. 4. Japan is a country whose industrial growth has never been slowed down by industrial disputes. The Japanese work for life. When one is employed in Japan, they put the interest of the employer first. This therefore reduces industrial disputes. 5. The Japanese goods are always of high quality and affordable. For example the vehicles, thus ensuring a steady market both local and international. 6. The Japanese education system is technically oriented ensuring production of skilled. Unskilled manpower has been made availability thanks to the abolition of the policy of feudalism that enabled labourers to move from the farms to the industries. 7. Japan has a well developed transport and communication network of railway, roads, water transport, large airports and electric trains. This has enabled improved transportation of raw materials to factories and manufactured goods to markets ----- 178 ### 8. Existence of an industrial base. Before World War II, Japan had already attained a certain level of industrial development. Many industries were not completely destroyed during the war period. The industries were repaired after the war. 9. Japan has a highly developed renewable hydro-electric power given the existence of large and fast flowing rivers. 10. The government invited expatriates and deployed them to local industries. In 1870, a group of 100 Japanese were sent out to western European factories to learn. 11. Geographical factors. The countrys terrain did not favour agriculture thus making industrialization the best option to improve her economy. 12. The open investment policy encouraged the west to invest in her industrialization. The government encouraged foreign industrialists to plough back their capital and resources into the Japanese economy. **Industrialization in the third world countries. ** The term Third world refers to developing nations of Africa, Asia and South America. Most of them are former colonies of European powers and there resources were used to develop the mother countries during the colonial period. Reasons why many developing countries have lagged behind in industrialization . a) Long periods of colonization relegated them to the role of suppliers of raw materials and as markets for industrial goods from developed nations at the expense of their own industries. b) Poor transport and communication systems has undermined industrialization since raw materials and manufactured goods cannot be transported to their various destinations. c) Inadequate capital. Most of the third world countries have poor agricultural-based economies which cannot support meaningful industrialization. d) Poor technology. The use of appropriate technology in third world countries is lagging behind and this hampers exploitation of natural resources and manufacturing of goods. e) Many developing countries face stiff completion from the industrialized nations that produce high quality products and have an advanced marketing system for their goods. f) High levels of illiteracy among majority of the population in developing countries leads to lack of technical and scientific skills necessary for industrial take off. g) The protectionist policies adopted by developing countries have discouraged private enterprises and foreign investment. Policies like nationalization and imposition of import duties discourage investors in many countries. h) High levels of poverty in third world countries mean low domestic market. Governments also spent most of their resources to provide for the basic needs of their citizens at the expense of industrialization. i) Many third world countries have been faced with political instability problem. This has hampered industrialization. There are numerous civil wars or cross-border conflicts in many countries. ----- 179 ### j) Third world countries often poor disaster management strategies. The devastating effects of natural disasters affect industrialization. k) Lack of skilled personnel. Many well trained people migrate to the developed nations in search of well paying jobs. Since independence however, some have made tremendous effort to industrialize. For example, South Africa, Brazil and India. **Brazil** The fourth largest nation in the world after Canada, China and USA, she was colonized by Portugal and attained her independence in 1882. In the last 25 years, she has been able to expand and diversify production of manufactured goods. **Her industrialization has been in four main sectors namely; ** 1. Petroleum and petrochemical industries . She has petrochemical complexes based in the states of Balica, Rio Grande, Dosul and Sao Paulo. 2. Motor vehicle industry . The country has earned a lot of forex through the massive manufacture and sale of motor vehicles since 1997. 3. Aircraft and aerospace industry . The Brazilian Space Agency (AEB) and the National Institute of Space Research (NPE) have been involved in the Brazilian space programme which comprises the construction of satellites and launching of space craft. 4. Electricity generation industry . The main source of Brazilian electric energy is water. In 1996, 92 % of all her electricity power generation was HEP. **Factors that have facilitated industrialization in Brazil** a) Availability of Cheap and both skilled and unskilled labour from the countrys large population especially after the abolition of slave trade. b) Plentiful natural resources. For example mineral supplies like gold, coal, iron ore, uranium, and manganese etc, agricultural raw materials like coffee, sugarcane, cocoa and maize and forest resources are a great boost to industrialization c) Availability of hydro-electricity as early as 1905 to boost industrialization. Coal is also available. d) Foreign capital. There was heavy influx of foreign capital from countries such as the USA,Canada, Britain, Portugal and France which led to establishment of industries in the country. e) Improved transport and communication. Railway lines were constructed in most parts of Brazil thus opening the interior areas for the exploitation of natural resources and transportation of manufactured goods. f) Good economic policies adopted by President Getulio Vargas (1930-1945) have contributed to industrialization in Brazil. He encouraged the development of transport and communication. He encouraged the harnessing of HEP. He Provided loans and subsidies to certain industries. Adopted protectionist policies of imposing heavy duties on imports. He encouraged exploitation of oil. ----- 180 ### g) Development of banking in major Brazilian cities such as Manaus, Salvador, Brasilia and Sao Paulo facilitated provision of loans to individuals who wanted to venture in business. h) Large Internal and external markets. Increased Trade between Brazil and other countries has led to growth of external market to supplement the available market locally. i) The World War II which made it hard for her to import goods from Europe thus compelling her to manufacture her own goods. **Obstacles to industrialization in Brazil. ** a) High levels of poverty (more than 40% of the population is poor) meaning low purchasing power. Governments also spent most of their resources to subsidize the basic needs of their citizens at the expense of industrialization. b) Inability to fully exploit her natural resources especially those found in low population zones like the south where labour for exploitation is lacking. c) Huge foreign debt. A lot of money is being used to service these debts at the expense of industrialization. d) Poor technology. The use of appropriate technology for exploitation of natural resources and manufacturing of goods is still lagging behind in Brazil. e) Stiff completion from the industrialized nations like USA and Western Europe that produce high quality products and have an advanced marketing system for their goods. f) The resources of Brazil are monopolized by the multinational companies that are based there. The government therefore has no freedom to exploit them for use in industries. **SOUTH AFRICA ** She attained majority rule in 1994 after a long struggle against the apartheid regime. The country has achieved great strides in industrialization with many industries including iron and steel industries, engineering, locomotive, chemical, textile, cement, light industries and tourism **Factors influencing industrialization in South Africa ** a) The country is endowed with mineral resources such as gold, diamonds, Iron etc. b) Availability of Cheap and both skilled and unskilled labour from the countrys large population. c) Availability of natural resources. For example mineral supplies like gold, lead, iron ore, uranium, manganese, Zinc, Bauxite, Tin, Chromium, Tungsten, Phosphate etc. some of these resources are in plenty and are exported to earn forex. d) Development of hydro-electricity has boosted industrialization. Coal is also available from the Witwatersrand. e) Development of transport and communication. Railway lines, water and road network have been improved thus opening the resources for the exploitation and for transportation of manufactured goods. Air transport is also well developed thus enhancing business operations. ----- 181 ### f) Availability of capital from her trade in other materials. g) Government support. The government has adopted sound economic policies that promote industrialization. For example imposing heavy tariffs on the imported commodities as a means of protecting local industries, encouraging foreign entrepreneurs to invest in the country and encouraging local investors. h) South Africa is endowed with a variety of tourist attractions like wildlife which boost the tourism industry. i) Large Internal and external markets. Increased Trade between South Africa and other countries especially after end of the apartheid rule has led to growth of external market to supplement the available market locally. **Challenges facing industrialization in South Africa. ** a) Long periods of apartheid rule was accompanied with sometimes violent resistance and struggle for majority rule which created an atmosphere not conducive for investment b) The country suffered long periods of economic sanctions imposed by the United Nations between 1948 and 1994 which affected her manufactured goods that could not access external markets. c) There were rampant industrial strikes in the country, during the apartheid regime which affected industrialization. d) The HIV and AIDS scourge has ravaged the countrys labour force thus seriously undermining the industrial efforts. e) There is stiff completion from the industrialized nations in Western Europe that produce high quality products and have an advanced marketing system for their goods. f) High levels of insecurity which, at times, discourages would-be foreign investors. g) High levels of poverty in South Africa mean low purchasing power. Manufactured goods perform poorly locally. **India. ** Since Indias independence from Britain in 1947, the country has continued to experience extensive industrialization Factors that facilitated Indias industrialization . a) Existence of good industrial base from the textile and leather industries. The British governor Lord Dalhousie also laid a good foundation for industrialization by promoting road construction and cotton growing. b) Also cottage industries like smithing and textiles existed in India long before colonialism. This formed the basis for modern industries c) Availability of Cheap and both skilled and unskilled labour from the countrys large population which is almost at a billion mark d) Existence of raw materials. For example mineral supplies like iron ore, manganese and coal allowed development of heavy industries. Cotton was also available as a textile industry raw material ----- 182 ### e) Development of energy sources like coal and hydro-electricity has boosted industrialization. Other sources of energy include oil, natural gas and nuclear energy.. f) Development of transport and communication. The great trunk road from Calcutta to Punjab and sea transport development has led to resource exploitation and transportation of manufactured goods. Communication services have also been greatly improved. g) Good technical and scientific education available in India has produced experts who are in great demand in industry and agriculture. h) Availability of capital from her trading contacts with European countries like Portugal, Britain, France and Holland. i) Good national development plans. In the first five-year development plan of 1951, the government adopted sound economic policies that prioritized agriculture especially modern farming. The second phase emphasized industrialization, especially decentralization if industries to high population areas where labour and market existed. j) The government has imposed protective tariffs on the imported commodities as a means of protecting local industries. k) Political stability. India has enjoyed a long period of political stability since her independence thus giving investors confidence. l) Development of banking in India has enabled farmers and industrialists to access credit facilities. **Challenges facing industrialization in India** a) Competition from goods manufactured in the developed countries; the developed nations produce goods of high quality than those manufactured by the Indian industries. b) High population in India requires that the government spare enough capital to feed the people. The government spends a lot of revenue in developing agriculture to feed her people. c) High poverty levels i.e. majority of the Indian population is poor and do not have adequate purchasing power for her manufactured goods/ the local market is therefore limited. d) Lack of efficient communication and transportation infrastructure hence poor movement of goods and labour. e) Natural calamities e.g. drought and floods that destroy raw materials for industries. f) Political conflicts e.g. with neighboring Pakistan, and the civil unrest hinders industrial development. **URBANIZATION ** This is the process by which people are attracted to live in towns or large settlements. An urban centre is any area with a human population of 20,000 people or more. **Early Urbanization. ** Some of the early urban centres in Africa included Cairo, Meroe/Merowe and Kilwa. Factors that influenced development of urban centres in Africa. ----- 183 ### a) Existence of transport routes-Meroe/Merowe located at an intersection of transport routes. b) Availability of water for irrigation which increased food production and influenced growth of towns e.g. Cairo. c) Industrial development areas of industries grew up as towns since they attracted laborers e.g. Cairo. d) Commercial activities like trade-location along trade routes. e) Strategic location which ensured security and thus ample growth e.g. Kilwa. f) Growth of religion some grew rapidly because they were religious centres. g) Mining led to development of towns e.g. Meroe, Johannesburg. **Cairo. ** This is the capital city of Egypt. The city was founded in 969 AD when the conquerors from Tunisia, The Fatimid Dynasty invaded and conquered Egypt **Factors for the growth of Cairo** a) The Nile River provided water for domestic use and was also a means of transport. This enabled Cairo to grow. b) Availability of water for irrigation which increased food production and influenced growth of Cairo. c) Industrial development various industries developed in Cairo. Food processing industries and construction works. The industries attracted migrants from rural areas. d) Fertile Nile Valley. the Valley had adequate rainfall and the river always carried silt which it deposited downstream to provide e) The Suez Canal which was opened in 1869 opened a new trade route which encouraged the arrival of thousands of Europeans. Commercial, administrative and public buildings were constructed during this time. f) Commercial activities like trade-location along trade routes. The Strategic location along the Nile attracted caravans which would pass through Cairo from North, west and Central Africa g) The opening of the Aswan High Dam in 1902 enhanced food production through irrigation thus influencing Cairos growth. h) The effects of the two world wars which disrupted Egypts trade with other countries thus compelling her to find ways of substituting imports. This boosted industrialization i) Cairo is a cultural centre being home to treasures preserved from the early Egyptian civilization and Islamic culture in their museums. The city of a thousand Minarets. j) Cairo also grew as a centre of education and medicine. Several institutions of higher learning such as the University of Cairo, American University and Azar University contributed to this. **Functions of Cairo ** a) It was a national capital and a political centre of the Arab world. b) It serves as the transport and commercial centre of North Africa and the Middle East. ----- 184 ### c) It is a recreational centre housing many recreational facilities like stadiums and entertainment halls d) Cairo has been a historical centre being the house to the Egyptian civilization for over 5000 years e) Cairo serves as an industrial centre. Many of these developed during the industrialization process. For example, textile, vehicle and communication equipment assembly plants. Cairo faces the following problems today; a) High population. Cairo is the largest city in Africa and the Middle East. One fifth of Egypts population stays in Cairo. In 1988, her population was 11 million. b) Scarcity of food. The high population in the city has caused food shortage. c) Unemployment. The number of unemployed people in Cairo is increasing every year mainly due to the high rate of migration to the city and the natural population increase. d) Housing problems. Between the Nile and the main airport, between 250,000 to 900,000 poor people have put up shanties. This area is commonly reffered to as the city of Death. e) Traffic jams. f) Pollution from the industries, vehicle exhaust, desert storms and garbage burning. g) High crime rate. This is mostly due to the high unemployment level Solutions to the problems facing Cairo. a) The food shortage problem is being tackled through reclaiming land for agriculture. The Aswan high Dam provides water for irrigation. b) The housing problem is being addressed by constructing industries in the suburbs to reduce the population in the city. c) Traffic jams have been eased through the launching of the Cairo Metro in 1987, which was Africas first subway system, which serves the Ramses station to the north and Helwan area to the south. It conveys 60,000 passengers per hour. **Meroe/Merowe. ** This was the second capital of the kingdom of Kush and emerged as a city in 650 BC. It rose to become an important industrial centre and specifically iron working producing weapons, hunting and farming tools. **Factors for growth of Meroe. ** a) Existence of transport routes-Meroe/Merowe was located at an intersection of transport routes (from east via the red sea and from north via Egypt). This promoted trade with other parts of the world. b) Abundance of wood fuel, from the heavily forested Blue Nile / white Nile intersection area, which was a key to the prosperity of the iron-working industry. c) Mining Merowe was located in a region endowed with a lot of iron. **Social effects of the growth of Merowe** ----- 185 ### a) The Merotic language developed to replace the Egyptian language previously used by the Nubian founders of Merowe. b) New architectural developments took place in the region. These were characterized by tombs where rulers were buried after death, ruins of temples, palaces and homes. c) Other industries developed besides the iron working industry. For example, weaving of cotton, cloth and pottery **Functions of Meroe during the colonial period ** a) Meroe was a centre of iron working hence an early industrial centre. b) A mining centre since Meroe had iron ore, which it mined. c) A religious function since it had many temples where people worshipped their gods. The priests who headed the Meroe church had their headquarters in Meroe. d) It was a centre of trade. e) It was an administrative and political centre. f) Transport centre-major trade routes converged and radiated from Meroe. **Factors that led to decline of Merowe ** a) The rise of Axum kingdom of Ethiopia which denied her access to the red sea. b) The increasing desertification of the region, perhaps due to the rapid deforestation. The city began declining in 350 BC. **Kilwa ** The town is among the city states that developed along the east African coast. Her greatness was due to the Persian influence. One of its Shirazi rulers from Banadir Coast in Persia, Ali Ibn Hassan, transformed the town into a large city.The sultan erected a stone citadel to protect the island from external enemies. He also forced other conquered city-states to pay tribute to Kilwa.Later on Sultan al-Hassan Ibn Sulaiman I built the Great mosque of Kilwa in 1270 AD and a luxurious palace referred to by historians as Husuni Kubwa. **Factors influencing the growth of Kilwa ** a) Exemplary leadership provided by the Shirazi Leaders who kept enemies off and forced the neighbouring city-states to pay tribute to Kilwa. b) The strategic location of Kilwa enabled her to attract merchants as it was a convenient stopping place. c) Monopoly of the sofala Gold Trade. The control of the Sofala Gold trade had fallen in the hands of Kilwa by 1300 AD d) The gleaming buildings of Kilwa such as the great Mosque and palace made her the Jewel of the Zenj Coast, minting her own coins to add to her prosperity.. the mosque became a tourist attraction later own **Functions of Kilwa. ** a) It was a major trading centre flourishing mainly due to the gold trade. b) It was a major defence centre since it was heavily fortified against external aggression by a stone citadel. ----- 186 ### c) It was a religious centre. Mosques for Islamic worship were located at Kilwa e.g the great mosque. d) It was an administrative centre which housed palaces for the rulers and other rich people.However 14 [th] C AD, Kilwas prosperity began to decline due to the following reasons. **Factors that led to the decline of Kilwa. ** a) Disruption of the Gold trade/ civil wars among communities. b) Dynastic rivalries/ family feuds. c) Series of rebellions among some of the towns. d) Conquest by the Portuguese who even burnt the towns. **Factors that led to the collapse of early urban centres in pre-colonial Africa ** a) Collapse of state system and kingdoms for example Kush collapse and the coastal city states. b) Collapse of trade and their economic systems e.g. the trans-Saharan trade and long distance trade. c) Collapse of Arab influence I east Africa and east Africa. d) Impact of Portuguese conquest leading to destruction of towns like manda and decline of others. e) Introduction of new types of trade e.g. legitimate trade which replaced slave trade. f) European colonization brought in a new social political and economic order. g) Exhaustion of mineral resources e.g. gold as in case of sofala and Kilwa as well as Meroe. Some minerals lost value. h) Changes in transport routes as new roads by-passed some towns thus diverting trade to other centres e.g. Timbuktu i) As a result of stiff competition, some towns dwindled as others expanded. **Early urban centres in Europe ** **Athens** This is one of the early states in ancient Greece that flourished after the Persian wars of between 490-480 BC.Athens developed from a farming settlement situated in a defensive site. It had many beautiful buildings such as the Parthenon (a large temple built between 460 and 430 BC in honour of Athena, the goddess of Athens). The acropolis was the highest part of the town.Athens had narrow streets and some of its houses were made of unbaked bricks or mud and thatched roofs.There were frequent outbreaks of diseases due to poor sanitation.The concept of democracy first developed in Athens. At the centre of the city was a market, Agora, which was used as an assembly hall for debates.Athenians were divided into four classes. a) First class the richest that were the most heavily taxed. b) Second class- provided the cavalry for the army. c) Third class- provided the soldiers for the infantry. d) The fourth class- the poorest and who paid no taxes. ----- 187 ### Athens began to decline due to the Peloponnesian wars (431-404 BC). It was finally crushed in 338 BC by Phillip of Macedonia.Currently Athens is the capital of Greece with a population of 4 million. **Factors that led to growth of Athens. ** a) Trade and commerce. Their soils of the surrounding areas were infertile and, therefore could not support agriculture. The Athenians therefore resorted to trade to obtain foods in exchange for wine, wool and olive oil. b) Security. Athens was located in an easily defensible place. The town was surrounded by water, valleys and highlands making it difficult for an external enemy to attack. c) Religious activities. The area was a worship centre. People coming to the Parthenon temple contributed to the growth of the town. d) Accessibility and communication network. The port of Athens was located about six kilometres from the city thus making Athens a transport centre. e) Availability of water. **Functions of Athens. ** a) It was a cultural centre. The Greeks loved to watch play. In Athens, there was the great theatre of Epidaurus. b) An educational centre. In Athens, every person was taught how to read and write. Athens became a centre of scholarly work producing great thinkers like Socrates, Plato, Pythagoras, Archimedes and Aristotle. c) Athens was a sports centre. There were Gymnasiums where boys were taught games which were developed into what came to be known as Olympics. d) Religious centre. The Parthenon temple was a great manifestation of this function. People coming to the Parthenon temple contributed to the growth of the town. **London. ** The capital city of England, it is situated on the estuary of the river Thames. Its name is derived from the name Llyn Dun which means Celtic Lake Fort. The town developed during the Roman rule in Britain in A.D 43.By 314 AD London had become an early centre of Christianity.In 1381, the city was adversely affected by a serious peasant, revolt that led to massive destruction of property.By 18 [th] c, London had emerged as an elegant city though however also with numerous urban related problems. In 1890, it hosted the worlds first electric train. **Factors influencing growth of London** a) Trade-money obtained from trading was used to build the city. b) Industrialization-industry such as textile, ship building, metal works, etc led to the growth of London. c) Improved transport London is well served by a network of railway and roads. This facilitated the movement of goods and people. d) Shipping activities-there are many harbours in London enabling expanded loading and unloading activities ----- 188 ### e) Population growth. f) London was the seat of government for a very long time. **Functions of London** a) It was a transport and communication centre. The city was inter-connected with roads which served various parts of Britain. The city houses the main international airports on UK. E.g. Heathrow- the busiest airport in the world. b) It is a political and administrative capital with offices for the Prime Minister and cabinet. The Monarchical offices are also located here. c) It is a commercial centre. Many financial institutions such as banks and other commercial and trading activities attract a lot of traders. d) An industrial centre. London was an early centre of the textile industry. There are light service industries in the city. e) It is an educational centre, housing institutions like the oxford university, the University of London, founded in 1836, etc. f) London is a historical centre. The city has theatres for the performance of cultural activities and museums which display artefacts of Historical importance. **Problems of London** Like many large cities worldwide, London has its share of problems: a) Overcrowding, b) Unemployment has continued to increase with the growing population. In 1988, for example, nearly 1 in 8 people were unemployed throughout London and the situation in the inner city was worst c) Poor housing and homelessness. This has led to development of slums. d) Transportation is another problem. However, an excellent public system has helped to alleviate this. e) Air pollution continues to be a major challenge. f) Rural-urban migration by the job seekers causing overcrowding in the city. g) Poverty. This was a greater problem in London in the initial stages. **Modern cities in Africa. ** **Nairobi. ** Nairobi developed as a depot and camp for the railway workers during the construction of the kenya-Uganda railway **Factors influencing the growth of Nairobi ** a) Excellent location in an area almost midway between Mombasa and Lake Victoria. b) There was adequate supply of water. c) The land was suitable for construction of workshops as it was flat. d) The climate was suitable for Europeans. Cool temperatures at an altitude of 1700m. e) It was surrounded by a fertile countryside producing adequate foods. f) Transfer of the seat of the colonial government in 1907. **Functions of Nairobi. ** ----- 189 ### g) It was a transport and communication centre. The city is inter-connected with roads which served various parts of the country. The city houses the main international airport- JKIA. h) It is an administrative capital with offices for the head of state, cabinet, parliament and department of defence. i) It is a regional headquarter of various international bodies like UN, ILO etc. j) It is a commercial and financial centre. Many financial institutions such as banks and other commercial and trading activities attract a lot of traders. k) An industrial centre. Nairobis industrial area hosts many key industries in Kenya and east Africa. l) It is an educational centre, housing institutions like the University of Nairobi, kenya polytechnic and other key institutions m) It is a tourist centre. The town boasts of various tourist attractions such as the Nairobi National Park, National Museums etc. **Problems facing Nairobi ** a) Rural-urban migration by the job seekers causing overcrowding in the city. b) Unemployment has continued to increase with the growing population. c) Poor housing. The population growth in Nairobi to 3 million has not corresponded to the development of housing. d) Inadequate social services including health services and educational facilities. e) Congestion on roads caused by an increase in the number of vehicles on the roads while the road network is not expanding. f) Poor town planning has led to poor drainage, especially during heavy rains when a lot of flooding occurs g) Pollution continues to be a major challenge in Nairobi. The factories located in the city are a cause of air and noise pollution. h) Water shortage caused by the high rate of expansion in the town and the depletion odf water reservoirs. i) The rate of HIV/AIDS infection is very high. **Solutions to these problems** a) New housing projects are being developed. For example the Mathare slums upgrading project. b) The education and other social services are being provided through a cost-sharing scheme between the government and the town dwellers. c) The government is addressing the transport/congestion problem through the upgrading of the Thika superhighway to an eight lane highway; the Nairobi Syokimau Railway service was commissioned by president Kibaki I November 2012 to de-congest jogoo road. Etc. d) The government is encouraging the expansion of the informal sector as an alternative source of employment. ----- 190 ### e) The government is rehabilitating street families by taking them to school s to acquire relevant skills to make them useful to the nation. f) New water projects have been put in place. For example, the third Nairobi water Project from River Chania. g) The government is sensitizing, through NGOs and GOs, civilians about responsible sex as a measure to curb the spread of HIV/AIDS. **Johannesburg. ** The city started as a mining camp in 1886 after the discovery of gold in the Witwate- rsrand. This attracted thousands of people coming to prospect for minerals and seek for employment. By the end of 19thc, the population of Johannesburg had risen to 166,000 people. **Factors which contributed to the growth of Johannesburg ** a) Existence of minerals/discovery of gold in the Witwatersrand which resulted in a rush of people to the area. b) Availability of energy i.e. coal which was an important source of energy to the mines, industries and homes. c) Excellent location in the veldt/plain making construction work easy. d) Its proximity to Vaal River which supplied plenty of water to industries and domestic use. e) Area around Johannesburg is fertile and therefore agriculturally productive ensuring steady supply of food. f) The organization of the city council which has ensured that financial control and revenue collection is effectively and the city able to manage its growth problems. g) Government policy of supporting industrial development. This has favored its growth. Functions of Johannesburg . a) It was a transport and communication centre. The city has a highly develope d network of transport lines since it served the mining industry. In June 2010, it became the first city in Africa to house an electric train service. b) An industrial centre. Its manufacturing functions include mining, metalwork, engineering, diamond cutting, jewellery manufacturing and food processing. c) It is a commercial and financial centre. Many financial institutions such as banks and other commercial and trading activities attract a lot of traders. It is also a major shopping centre in South Africa. d) It is an educational centre, housing institutions like the University of Witwatersrand, teacher training colleges and other key institutions. **Problems facing Johannesburg** a) The problem of racial segregation. The black Africans who work around Johannesburg were often treated almost as slaves though they were the majority in the country. ----- 191 ### b) Poor housing. Most of the workers who work in and around Johannesburg live in shanties, mainly because of underpayment c) Unemployment has continued to increase with the growing population. Though the city is an industrial town, her industries have failed to provide sufficient employment for all people in the town. d) Rural-urban migration by the job seekers causing overcrowding in the city. e) A large gap between the affluent class, especially the Europeans and the poor people who majorly are African f) Congestion on roads caused by an increase in the number of vehicles on the roads while the road network is not expanding. g) The city has the highest crime rate in the world. h) Inadequate social services including health services and educational facilities. i) Water shortage caused by the high rate of expansion in the town and the depletion ofwater reservoirs. j) The rate of HIV/AIDS infection is very high. **Solutions to the problems ** a) The apartheid regime was ended in 1994 thus ending the problem of racial segregation. b) The new government of South Africa is trying to come up with better housing estates. c) Crime has been contained by creating more job opportunities. d) The government is sensitizing, through NGOs and GOs, civilians about responsible sex as a measure to curb the spread of HIV/AIDS **Impact of agrarian development on urbanization in Africa** a) The practice of agriculture forced people to adopt a sedentary lifestyle. Such settlement formed the basis of the earliest urban centres. b) Early agriculture led to specialization. The areas where the potters, iron smelters weavers and fishermen did their work grew up into urban centres c) From the agrarian revolution, there was adequate food for town dwellers. **On urbanization in Europe ** a) The revolution in Europe led to a landless society who moved to urban centres seeking employment. This promoted urban growth. b) Increased agricultural production ensured steady supply of raw materials to the new industries hence further growth of the industries. c) Agricultural expansion meant the big farmers had to borrow loans hence the expansion of banking facilities in towns leading to further growth. d) Agricultural produce entering and leaving countries had to be handled in ports hence towns near coasts grew. Impacts of industrial revolution on urbanization in the world. ----- 192 ### a) The establishment of many factories drew many people to towns in search of employment, the mining industry attracted many people to work in the mines. The mining camps soon grew up into towns. b) Industrial revolution stimulated innovations in transport and communication ensuring faster movement of people to further expansion of trading towns. c) The growth of industry has led to expansion of port towns to handle increased manufactured goods for export and raw material for factories e.g. growth of London, Budapest, Marseilles, Lagos and Cairo. d) The use of machines replaced human labour and caused layoffs. Those who lost their jabs sometimes became a security risk hence an increase in crime. e) The many inefficient factories that came up after the revolution have caused massive air and water pollution. f) Rural urban migration has exerted pressure on the limited resources and services the towns can offer. **Consequences of urbanization on European communities during the 19 [th] c. ** a) Rural urban migration by Africans looking for better opportunities led to increased crime levels and insecurity for the Europeans. b) Air pollution which also affected them. c) Creation of employment for the Europeans in the developing industries. d) Creation of markets for agricultural produce due to increased urban population. e) Europeans were deprived of cheap African labour as most of them moved to urban areas. **ORGANIZATION OF AFRICAN SOCIETIES ** Despite the high amount of decentralization of African communities in the 19 [th] c, there existed a few who were centralized. For example, Buganda, Ethiopia, Buganda, Asante, Mandinka, Ndebele and shona among others. **The Baganda** These were a Bantu speaking people of the Buganda kingdom in Uganda. The Buganda Chiefdom had emerged as early as 140 AD as a subject state of Bunyoro- Kitara Kingdom **Origin of Buganda kingdom ** The kingdom was crystallized around the counties of busiro, kyadondo and mawakota. Traditions also state that the first king and creator of Buganda kingdom was Kintu who came from the east around Mount Elgon region. It is believed he entered Buganda with 13 clans. Other theories attribute Bugandas origin to the Luo. That Kimera Kato, a brother of Isingoma Rukidi Mpunga the founder of the luo-babito dynasty in Bunyoro was the founder of Buganda.It is also probable that Buganda might have been one of the many kingdoms founded by the bachwezi- the demi-gods.Other clans of Buganda are believed to have come from the ssese islands. **Factors that led to the growth of a strong Buganda Kingdom ** ----- 193 ### a) Good strong and able leaders like Kkyabagu, junju and Suna etc. who propelled it to prosperity by uniting the people and restructuring the existing administration system. b) Buganda Was small and a compact kingdom and therefore easy to manage. Other kingdoms like Bunyoro-Kitara were too large with a class system. c) Its strategic location in a defensible position in the lake region was of great advantage over her rivals Toro and Bunyoro. She lay next to Lake Victoria giving her defence, communication and transport advantage. On the east were small states of Toro and Ankole who posed no threat. d) Good climate and fertile soils in the region. This enabled successful growing of Bananas, their staple crop. e) The contacts with the Waswahili enabled her to gain riches and weapons/guns. f) The kingdom had a strong loyal army to defend it from her warring neighbors. The Kabaka even possessed a royal navy that kept guard over Lake Victoria. g) Existence of a centralized government making the kingdom cohesive. h) The ganda traditions allowing the kabaka to marry from every clan as means of ensuring unity. i) System of labour organization. The tradition demanded that farming be done by women while the men were involved in other activities such as politics, carpentry, war, bark cloth making and smithing j) The wars of conquest which finally led to her expansion. How Buganda kingdom was governed . Buganda kingdom had a highly centralized monarchy under the kabaka who enjoyed absolute powers. His position was hereditary. The Kabakas Court was the nerve centre of the Baganda community. All symbols of Royal authority were kept in the court. E.g. the throne (Namulondo), royal Drums, spears and stools. The kabaka was the political leader of the Baganda kingdom. He was the Head of the traditional religion lubale/ he was the chief priest. He was the judicial head and the final court of appeal/he was the supreme judge. The was the commander-in- -chief of the armed forces.He appointed senior government officials and dismissed them when need arose. He controlled trade. The capital of the kingdom was at Mengo, where the palace, Lubiri, was situated. The kabaka appointed senior government officials and dismissed them when need arose. Forexample, he appointed the katikiro, omulamuzi and omuwanika i.e. prime minister, chief justice and treasurer respectively who assisted him in administration. He also appointed mugema (the senior most chief among the Bataka), Musenero (the chief Butler) and Mfumbiro (the chief baker).The katikiro was in charge of organizing tax collecting and public works. He planned wars in the Kabakas name. He had to protect the kabaka during war. He was responsible of informing the kabaka of the decisions he made on court issues. Below him were omulamuzi (chief justice) and omuwanika (treasurer) who were directly responsible to the kabaka.The Bataka were minor chiefs in charge of clans, guarded land, collected taxes, carried out conscription to the army and ----- 194 ### presented the page boys to the kabaka.Peasants served under chief and were to fight in wars. Slaves (badus) served the king chiefs in their homesteads. Pages and bagalagala (sons of chiefs and other nobles) served the kabaka too.To ensure unity the kabaka married from principal clans.There was a Lukiko which advised the kabaka and was the final court. It comprised 69 members who were nominated by the kabaka (positions were not hereditary). It made laws and debated issues concerning the kingdom. It also directed tax collection and planned expenditure, it acted as the final court of appeal, and it represented the needs of the people to the kabaka. It helped the kabaka in general administration. It checked the activities of government. **Political organization ** The kingdom was divided into counties (Ssaza) and sub-counties. Each county was under Ssaza chiefs whose position was hereditary initially before the kabaka began to appoint them as a means of making them accountable. Each Ssaza was divided into a gombolola headed by a gombolola chief, who maintained law and order and collected taxes. The gombololas were further divided into smaller sub-divisions called miluka each under a miluka chief. The miluka was divided into kisoko. The smallest administrative unit among the Baganda was the village council. The Abatongole appointed by the kabaka, governed the vassal states **Social organization of the Baganda** The kingdom was divided in social classes with the royal family occupying the top of the hierarchy, then ruling class, the chiefs who ruled over the peasants or commoners known as bakopi.At the bottom of the social class were the slaves (Badu) who were acquired mainly through raids on neighbouring communities such as Busoga, Toro and Bunyoro. The Baganda believed in the existence of many gods some of whom included; a) Katonda, God the creator whose home was in heaven. The prayers to him were done every morning and were conducted by the head of the homestead. b) Kibuuka, God of war and thunder. c) Mukasa, goddess of fertility who was worshipped in order to bless the nation with more children, livestock and a bumper harvest. d) Kiwanuka, god of lightning. e) Nawagenyi, goddess of Drought. The community also believed in the existence of ancestral spirits whose main responsibilitywas to maintain discipline in the clans since the spirits were believed to restrict their influence to close relatives. Balubaale were the spirits of people who had supernatural powers and were consulted through prophets or mediums. The Baganda had religious leaders, led by the kabaka, then the mediums, prophets, and medicine people.There also existed sorcerers called Balopo who were feared since they could cause harm to people.The Baganda religion however was greatly undermined by c. the influx of the Waswahili and ArabMuslims into the community in the 19 [th] ----- 195 ### The Baganda society was polygamous. For example, the kabaka was required to marry from all clans to maintain links in the society.There was division of labour according to sex. Women tilled the land while men engaged in warfare, built houses, and made clothes from bark-cloth.As a form of rite of passage, the Baganda went through formal education that trained them in their rites. **Economic organization. ** a) Bugandas economy was based on agriculture and the production of the staple food bananas (matoke). b) The baganda also kept large herds of livestock. The bahima herded Kabakas herds. From the livestock, they obtained milk and meat to supplement their diet. c) The baganda conducted raids on their neighbours like the Buddu, Busoga and Kyaggwe through which they acquired slaves, livestock and ivory. d) There was division of labour, women worked in fields while men were involved in construction of roads, bark cloth making, smithing and war. e) The kingdom was deeply involved in local, regional and international trade. They exchanged bark cloth and beans for cattle from their neighbours. She exchanged slaves and hides for guns, glassware and cotton cloth from coastal traders. f) The baganda practiced iron working, producing hoes for cultivation and weapons for defence. Some of these items formed their trade items. Rich iron deposits were also acquired by waging wars against their neighbours. g) Handcraft was an important activity and included basketry and pottery. h) The textile industry consisted of bark cloth manufacture. i) Salt mining was an important activity. j) Fishing on Lake Victoria k) The baganda also engaged in some hunting activities to acquire ivory. **SHONA ** The Shona were a Bantu-speaking people who comprised the Rozwi, Kore kore, Zezuru and Manyika sub-groups. The first stone buildings in Zimbabwe are believed to have been the work of the Shona. Their capital was at Mapungubwe, south of the confluence of the Limpopo and Shashi rivers.About 1450 AD, the Rozwi Groups gained dominance and established a centralized political system. They established the Mwene Mutapa Empire which ruled until the time of the Ngoni invasion in the 1830s. **Political organization of the Mwene Mutapa Empire ** The emperor was the head of the state and government. Succession of authority was hereditary. Important emperors included Chikura, Nyatsimba, Mutota and Matope. Religion played a role in government and united people. The emperor was a semi- divinereligious leader, a military leader and the chief priest. He was the only one who could communicate with the spirits of the ancestors. It was believed that when Mwene Mutapa died, he became a Mudzimu and automatically qualified to be worshipped as a national ancestral spirit.The ancestral spirits (Vadzimu) communicated peoples problems ----- 196 ### to god.Religion also influenced laws.The priests were used as spies and link between the emperor and the people. Another unifying factor in the kingdom was the royal fire. It was from the continuous fire that each vassal chief carried a flame to his chiefdom that he kept burning as a symbol of national unity.The empire was divided into provinces namely Guruhaswa, Mbire, Utere, Banua, and Manyika each headed by a lesser chief. The most important chiefs in the empire sent their sons, with tribute in form of cattle, gold, slaves and ivory, each year to pay homage to the Mwene Mutapa as goodwill ambassadors.There was a standing army of warriors which was used for defence and expansion of the kingdom. Revenue from trade was used to run the army and sustain the empire.The position of importance held by Mwene Mutapa led to the creation of a complex Style of administration around him. The government officials included the court steward, treasurer, commander-in-chief of the army and Mbokurumme (kings sister-in-law). Others were the queen mother, the emperors sister and nine principal wives, the doorkeeper and the chief cook and head drummer. At the lower level were the lesser chiefs who paid tribute to the king by providing cattle, labour and agricultural produce. Economic organization of the Shona . The Shona country enjoyed ample rainfall with fertile soils thus enabling them to engage in the following economic activities; a) The Shona were mixed farmers who cultivated crops and reared animals. Among the agricultural produce were corn, millet, ground nuts, beans, watermelons, tomatoes, fruits and cabbages. b) The Shona practiced trade, specifically long distance trade between them and the Arabs and Waswahili at sofala. They gave Gold and ivory for cotton cloths, glassware, copper items, guns, daggers and knives. c) They were skillful hunters. They hunted elephants for their ivory which was in great demand. They also gathered wild honey and wild fruits to supplement their diet. d) The shona were skilled craftsmen who made articles like spears, hoes and knives. Others were goldsmiths who used gold to decorate. They also practiced cloth making from wild cotton and bark fibres. **Social organization of the Shona ** Among the shona, Mwene Mutapa was regarded as a divine king and was therefore venerated. When he was well, the nation was also well.The shona religion was based on the Mwari cult. They believed in the all powerful God, Mwari/Murungu. His worship was done through several priests who were mainly produced by the Rozwi clan. The priests presided over religious functions in sacred places of worship, shrines where sacrifices were offered.The shona believed in ancestral spirits. They had two kinds of spirits, Vadzimu or family spirits and Mhondoro or clan spirits. The spirits communicated though an intermediary, Svikiro, a departed family or clan spirit.The shona had a national spirit Chamiruka who settled clan disputes and also protected the people against injustice ----- 197 ### in the government.The shona had a kinship system which was patrilineal (inheritance through the father). The shona were divided into clans whose names were coined from animals like leopard, monkey, elephant etc. it was a taboo to consume meat from such animals.They were a polygamous community which was viewed as a means to enable the family to have enough members to provide labour.The shona lived in stone buildings. Their skill in masonry is associated with the ruins of Mapungubwe found in Zimbabwe. **The Asante ** The Asante are one of the Akan-speaking peoples who occupy the southern part of Ghana, west Africa. By the middle 18 [th] c, the Asante/Ashanti had established the most dominant state in modern Ghana. **Origin of the Asante Kingdom ** The empire Developed in the 1670s. It was formed as a result of competition for gold fields in the Akan forestland. In the 1500s: Akan peoples came into contact with Portuguese traders. Wealthy owners of the Akan gold mines begin to trade gold for Benin slaves with the Portuguese. In the 1670s, Osei Tutu was a military leader and head of the Oyoko clan of the Akan peoplesTook control over a trade center near Kumasi and established this as his capital city. This happened after his maternal uncle Obiri Yeboa, the leader of the Oyoko clan was killed during war.A company of Akwamu troops are believed to have been instrumental in facilitating Osei Tutus rise to power. He conquered the neighboring chiefdoms and took control of their trade. He took the title of ASANTEHENE. He Collected taxes from the chiefdoms on profits from the gold mines. He built a standing army by demanding that chiefdoms provide soldiers. He sought the support of religious leaders throughout the region. For example, a priest of the shrine of the war god (Otutu0 called Anokye in Akwapim played a role in ensuring that Osei Tutu became the Asantehene.). He established the GOLDEN STOOL as a symbol of his rightful rule. **The Golden Stool ** Akan peoples become Asante (Ashanti) By 1700, Osei Tutu controlled most of the gold fields of the Akan forestland.Osei Tutu was succeeded by Opoku Ware (1717-1750). During his rule, he will extend the Asante kingdom to include most of what is today present-day Ghana. The new city-states now included Kumasi, Juaben, Bekmai, Mampon, Kokofu and Nsula.Opuku Ware will participate in the slave trade with the Europeans, selling war captives and growing very wealthy. Asante were one of the last great kingdoms to fall to the Europeans in the late 19 [th] century. **Factors that led to the rise and growth of the Asante Empire ** a) The Asante had a strong economy based on agriculture. Both food and cash crops like Kola nuts were cultivated. This helped to increase the population. ----- 198 ### b) The Asante had capable political leaders they included Obiri Yeboa (1670-1678), Osei Tutu (1680-1717) who unified the people through the Golden stool that he created and Opuku Ware (1720- 1750). c) The several city-states that emerged around Kumasi supported each other. Most of them were related by the fact that they originated from the same Oyoko clan. d) The growth of the Trans- Atlantic slave trade brought a lot of wealth to the Asante people. The wealth was instrumental in the prosperity of the Kingdom. e) The centralized political system under the Asantehene provided stability. f) The Odwira festival that was held annually helped to make the state more cohesive. g) The Asante were brave and proud people, and the need to free themselves from the oppressive rule of Denkyira, their former masters, motivated them to create a strong state. **Political organization ** The Asante had a centralized political system. The Nucleus of the Asante Empire was five citystates of Kumasi, Dwaben, Bekwai, Kokofu and Nsula.The empire comprised of three parts, namely Kumasi (Metropolitan Asante), Amatoo states and Provincial Asante. Each part had its own system of administration though the three cooperated in some areas. Kumasi was directly ruled by the Asantehene and was recognized as Kumasihene. **Metropolitan Asante ** These were the five states that lay 35 miles around Kumasi and which recognized the Asantehene as the supreme authority. The government of the metropolitan Asante consisted the confederacy council made of the Kings (Omanhene) of the various states and presided over by the Asantehene. The Asante Union provides a good example of a federal system of government. All the states within the metropolitan Asante paid tax to the Asantehene which was used to pay for the administration and form an army.Each of the five states had its own state council that made important decisions. Each also had its own Black stool that symbolized their power over the state .The omanhenes were expected to give the right of declaring war on another Omanhene, attended the annual Odwira festival (to pay allegiance to Asantehene, settle disputes and honor the dead), grant own subjects the right to appeal to the high court set up for the union of the capital and recognize the right of Asantehene to impose national levies.Neither the Asantehene nor the Omanhene enjoyed dictatorial powers.The kingdom had an army that was divided into several wings. Though overall leadership of the army was provided by the Asantehene, each Omanhene command his own forces. The Asantehene was deputized by Mamphohene who automatically take over army leadership whenever the Asantehene was unavailable.Among the Asante, there was compulsory military service for all able- bodied men in the empire (a system borrowed from the Akwamu).The Asantehene established a national festival called the Odwira festival during which all The Omanhene assembled in Kumasi to show their loyalty to the Asantehene, to honor the deadand to solve disputes amongst themselves. It also enhanced unity amongst the Asante states. ----- 199 ### The golden stool, an idea invented by a priest called Okomfo Anokye (he claimed it came from the sky in 1695) during the reign of Osei Tutu, made the office of the Asantehene acceptable. It was a source of unity as it bound together the Asante states since they all recognized its sacredness. **Provincial Asante ** It comprised all the states conquered by the Asante in the 18 [th] century (subject states). Such people were represented in the army and paid taxes to the Asantehene. Osei Tutu appointed two consuls who resided in each subject state to supervise their affairs. An efficient bureaucracy was established in each o the provincial Asante states with the Asantehene appointing senior officials directly himself **Social organization ** The Kingdom was composed of many communities who spoke the Akan language. The clans that made up the Akan speakers included the Akyem, Kwahu, the Fante, the Wassa, the Assin and the Akwapem. All these communities shared the same social institutions like the forty-day calendar, same marriage and naming rites. The basic social unit was the clan.They had a matrilineal system of inheritance. The birthright of each family passed through the mother from one generation to the other. The practiced polygamy marriage due to wealth and comfort in society and prohibited inter clan (paternal and maternal clans) marriages. The Odwira festival helped unite the society besides the golden stool. The Asante was socially stratified into social classes e.g. the rulers, rich, peasant farmers and slaves. The Asantehene and his family comprised the royal family together with the Omanhene. The saves among the Asante were majorly war captives. Some of the female slaves could be elevated to concubines and later become entitled to some rights.They believed in magic and superstition and also worshipped gods and goddesses i.e. they were polytheists. Their supreme creator was Nyame (Nyambe).They believed in their ancestors as mediators between the people and God (gods). The Odwira festival was held annually to honour ancestors and solves my disputes. They offered sacrifices to their gods/ancestors including human sacrifices.The Asante hence was considered semi-divine being and highly regarded. Creative arts like dancing music, sculpture were highly respected in society. **Economic organization of the Asante ** Being located in an area rich in terms of land fertility forest resources, mineral resources and rainfall, the Asante Empire thrived economically in the following ways. a) Being located at the point of convergence of the trans-Atlantic trade routes, the Asante people participated in the trade providing gold, slaves and ivory in exchange for cotton, cloth, guns and gunpowder. They also provided middlemen and porters during the trade. b) The Asante practiced agriculture, growing crops like yams, vegetables and fruits. They also kept livestock like cattle. c) The community practiced gathering of Kola nuts and hunting for game meat from the forestto supplement their diet. ----- 200 ### d) They practiced iron working and made crafts such as baskets and pots The Asante community however became a victim of the same economic wars it waged against her neighbours especially the Fante and Denkyira. In 1873, the British came to the aid of the Fante thus greatly weakening the Asante power. **Reasons for the collapse of the Asante Empire. ** a) The type of political organization in the kingdom did not encourage cohesion. Some states in the provincial Asante had no attachment to the golden stool/were semi - independent/ condition of a state within a state. b) Leadership struggle between the Asante and dwaben; a neighboring rival of Asantes state. c) Civil wars /Constant rebellions from the conquered states /wars with other tribes e.g. war with the afante. d) British interference in the Asante affairs through the 19 [th] c. they had a burning desire to destroy the Asante empire and colonize the region.. they even supported dwaben in her war against Asantehene e) Periodic interference with trade and trade routes as a result of wars weakened the financial position of the empire i.e. Abolition of slave trade as a major source of income. f) The Anglo-Asante wars which the British won led to final destruction of the empire. **CONSTITUTIONS AND CONSTITUTION MAKING ** The term constitution refers to a set of agreed principles and rules which state the structure and powers of a government.The constitution of Kenya is a supreme law that binds all people and all state organs at national and county level. It outlines the structure of government, defines the powers and prerogatives of the head of state, states the compositions, functions and powers of parliament, states the compositions of the executives and outlines the duties and rights of the citizens. Constitutions vary in various countries depending on different experiences and their form is determined by the following. a) The historical background of a country b) Geographical factors. For example the numerous islands of Japan must be catered for in their constitution c) Religious beliefs of the people. Some countries have the Islamic Sharia law in their constitution e.g Libya and Somali d) Race composition of a country. For example, in South Africa the apartheid racial policy had been included in their constitution. **Functions of a constitution ** a) The constitution provides the legal ground from which the laws of the country are made. b) It spells out the powers of government and its relationship to the gove rned. c) It spells out the rights and duties of all citizens. It also provides the options a citizen has, legally, if those rights and freedoms are violated. ----- 201 ### **Types of constitutions ** 1. Written constitution . This is a constitution in which the basic principles concerning the organization of government, powers of its various agencies and rights of the subjects are consciously written down in one document.The first country to adopt a written constitution was USA after she attained political independence from Britain on 4 [th] July 1776. France adopted it in 1791following the French revolution of 1789. The primary objective of these adoptions was to include the rights of the citizens to avoid abuse by those in power. Other countries with written constitutions include many European, African, Latin American and Asian countries. Kenya also has a written constitution. **Characteristics of a written constitution ** a) It acts as a standard of reference to which the acts of the government of the day may always be compared. b) It is a rigid document that cannot be altered easily. c) It is only amended through a clearly spelt out procedure which is followed to the letter. d) There must be a special body entrusted by the legislature with the work of drafting the constitution. e) Once drafted the constitution must get the approval of the legislature. **Advantages of a written constitution** a) Since the procedures of amending a constitution are clearly spelled out, it is not easy for politicians or other interest groups in the society to alter it. b) In case of a crisis, the constitution provides very clear guidelines on the procedures to be followed, thus restoring stability in the country. c) Since a written constitution is rigid, it therefore recognizes that there are fundamentals in a state, e.g rights of citizens, powers and duties of the president, which should never be easily changed. Change can only be done after adequate consideration. d) It is fundamental to a newly formed nation so as to take off in an orderly and organized manner. e) A written constitution is important to ensure that the identity of the various groups are preserved and maintained in a country with diverse racial groupings, religion and ethnic composition. f) Since it is arrived at after thorough and careful consideration by all, it therefore unites the people in the nation as it would have acquired recognition and acceptance from the majority of the citizens. **Disadvantages of a written constitution. ** a) Due to its rigidity, it can fail to respond to changing circumstances and can therefore easily become obsolete. ----- 202 ### b) A written constitution tends to make the judiciary too powerful as it I the only body that interprets the document. Where the executive and the legislature control the judiciary, the constitution can easily be manipulated. c) Some written constitutions are too detailed and rarely understood by the ordinary citizens. d) The procedure for amending the constitution is slow and costly. This causes delays which could lead to civil disorder in a society. **2. Unwritten constitution ** This is a constitution where the fundamental principles of the organization and powers of the government are not contained in one document but rather in several scattered documents to add to the customs of a country. For example, the British constitution. **Sources of British constitution ** a) Statutes. This refers to an Act of Parliament. Examples of statutes that comprise the British constitution are; ~ Act of Union with Scotland of 1707 that determined the territorial boundaries within which the United Kingdoms constitution operates. ~ Parliament Act of 1911 that governs the relationship between the House of Commons and the House of Representatives ~ The Reform Acts of 1832 and 1834 which determine succession to the throne. b) Customs. This refers to ancient or traditional practices or the common law. For example, the first born inheriting the throne. c) Laws of precedents. Past accepted principles may be applied to a new set of facts in a judgment and this may eventually become part of the law of the land. d) Customs of parliament. House procedures including standing orders and other regulations are part of the British constitution. Key notes for the teacher and students- @Cheloti 2012-2013 82 e) Historical documents. The following two Important documents form part of the British constitution; ~ The Magna Carta (1215AD) that contained the promises by the England King that he would not levy taxes outside the three legal feudal taxes without the consent of the legal counsel. ~ The Petition of Right (1628) in which King Charles I agreed not to levy taxes unless through the Act of Parliament. f) The Conventions and Practices that have become respected over the years are also part of the British constitution. **Advantages of unwritten constitution ** a) It is flexible and adaptable to changing circumstances in the society. This is especially valuable during periods of rapid socio-economic and political changes. b) It is indigenous and therefore suited for a state. c) It can be changed by ordinary legislative process. ----- 203 ### d) It provides continuity with the nations traditions and is therefore accepted and respected by the people. **Disadvantages of an unwritten constitution** a) It gives the courts too much work in handling matters as they search for constitutional principles not only in judicial decisions but in different statutes and customs. b) Because of the nature of the unwritten constitution, it is not easy to protect the rights of people effectively as the fundamentals of the state are not recorded in a few or a single document. c) An unwritten constitution tends to be vague and indefinite as compared to the written constitution. d) An unwritten constitution presupposes that the people are politically conscious and alert and will ensure that their rights and liberties are respected. **Features/qualities of a good constitution. ** a) Definiteness; it must depict clear intelligence and one which facilitates thinking. It must define its content clearly. b) It should be comprehensive/ it must be short but inclusive of all the issues involved in government operation. c) Should be durable and elastic/ it should neither be too rigid to amend or change nor so flexible as to encourage interference of its basic principle. d) Should be able to protect fundamental rights and freedom of citizen/a bill of rights must be provided for in the constitution, showing the extent to which the government can interfere with individual rights. e) Amendment procedure must be stated clearly. f) The constitution must be representative of the diverse social and political spectrum of the people. g) It must exhibit supremacy of the people/ it must make the will of the people as the basis of government. h) It must stipulate the choice of government through free and fair elections i) Statement of national wealth. /It must have a clear statement on how resources are to be managed and how wealth created is to be distributed.Constitution making process in Kenya in pre-colonial, colonial and post colonial eras. **Pre- colonial era** The rules and regulation that formed the constitutional basis of pre-colonial communities in Kenya were mainly formulated by the councils of elders and then handed down from generation to generation.The constitution was unwritten constitution guiding only the political, economic and socio cultural activities **Colonial Era (1885- 1960) ** Kenya was under the British colonial rule after the Berlin Conference upto 1963. The constitutional developments in the country were greatly influenced by the settlement of immigrant communities like the white settlers, the Asians and Christian missionaries. ----- 204 ### These communities competed with the Africans for control of economic resources and political power.The turning point in Kenyas pre-colonial constitutional developments was the outbreak of Mau Mau war and subsequent declaration of a State Of Emergency on 20 [th] October 1952 by Sir Evelyn Barring. When the colonial secretary Oliver Lyttelton visited Kenya in 1954, he proposed the following constitutional reforms. ~ Establishment of a multi-racial council of ministers representing the three races setting ground for two Indian and one African minister (B. A Ohanga became the first African Minister) ~ It Proposed direct representation of Africans in the LEGCO ~ Lifting the ban on African political parties/district associations. In 1958, a new constitution was proposed by Lennox Boyd. The constitution led to increased number of elected Africans in the legislative council (from 8 to 14). It led to introduction of multi-racial representation in the legislative council. It led to the increase of the number of African ministers to two. The African elected members demanded for a constitutional conference culminating into the independence constitution. The independence constitution (1960-1962) The first Lancaster House Conference (1960) Attended by all members of Legco and two nominated members, the conference received the following demands; a) Africans demanded for true democracy, where one man would have one vote. b) The Arabs wanted to retain the ten-mile coastal strip, while Somalis wanted reunification with Somalia. c) Michael Blundell, representing a section of Europeans demanded for a multi-racial government while Captain Briggs representing the white extremists demanded for creation of provinces along racial lines. All these proposal were moderated by the British government The period after the first Lancaster House conference witnessed a lot of differences among Africans and among other races. Among the Africans, the differences culminated into the formation of KANU in March 1960 at Kiambu with James Gichuru as president and KADU in Ngong Town with Ronald Ngala as the president.The main difference between KADU and KANU was that while KANU was advocating gor a unitary government, KADU wanted a federal system.The second Lancaster House conference (1962).When KANU refused to form government despite winning the elections, demanding for the release of Jomo Kenyatta, KADU formed a rather minority government that was heavily dominated by the colonial officials. Such a government was rejected by most people thus creating instability that led to the British Authorities calling for the second Lancaster House Conference. The following important issues were discussed ; a) The future of the coastal strip that belonged to the sultan prior to colonialism. ----- 205 ### b) The future of North Eastern Province(North Frontier District) c) Security of the minority. The participants in the formulation of the independence constitution were representatives of various political parties: - Paul Ngei (APP), KADU and KANU. Others were representatives of the Asian and European communities.The 1962 conference settled for a federal structure with a strong central government.A coalition government was formed briefly but when the 1962 constitution was promulgated, it was followed by a general election in May 1963.The third and final conference in 1963 resulted in the drafting and adoption of Kenya's first independent Constitution by the British Parliament The 1963 constitution established a parliamentary system with executive powers vested in a cabinet headed by a Prime Minister, The Queen of England remained Head of State. **Independence (1963) ** Kanu won the May elections and Kenya Attained internal self-government with Jomo Kenyatta as the first Prime Minister on 1 [st] June 1963. Kenya attained full independence on 12 [th] December 1963 when the Queen ceased to be the head of state.Kenya has been using the Independence Constitution upto August 2010 though with so many amendments. **Main provisions of the independence constitution of Kenya ** a) The independence constitution provided for a regional/majimbo government with each of the seven regions having a regional assembly and president. The boundaries of the regions were given protection in the constitution. b) It also provided for a bicameral parliament consisting of the senate and the house of representatives/upper house and lower house. The lower house comprised 117 elected members and 12 special members. The senate comprised 41 members representing the 41 administrative districts and one representing Nairobi city.Though the senate was subordinate to the House of Representatives, it had powers to authorize declaration of a state of emergence, 65% of the senators were required to approve the amendment of constitution. Also all Bills required approval of both houses. c) The constitution stipulated that the Prime Minister (appointed by the governor) was to be head of Government and Queen the Head of State, represented by the Governor General. The powers of the governor were defence of the country, foreign affairs, internal security and approval of legislation. d) The constitution recommended a multiparty system of government and the party with the majority of seats forming the government. e) It contained the Bill of Rights, which protected the individuals rights. The Bill of rights was modeled on the European convention on Human Rights and Fundamental freedoms. f) The constitution provided for an elaborate scheme to protect the minority rights. The minorities in this case were the Europeans, Asians and some indigenous communities. ----- 206 ### g) Independent Electoral commission was set up consisting of the speakers of the two houses and a nominee of the Prime Minister. Also it comprised nominees representing the regions. This was to ensure impartiality and honesty in elections. h) The constitution provided for an independent and impartial judiciary to ensure justice and prevent corruption. Judges were accorded security of tenure which was extended to the Attorney General, the governments principal legal advisor. i) It provided for public service commission. The aim was insulate the civil service recruitment and promotions from abuse and corruption. j) An independent land board. **Post colonial Era (1963-2010). ** From independence to Mult-party democracy period (1963-1991) Like many former British colonies, Kenya started off with a west Minister system of government.The first Constitutional amendment in independent Kenya was in 1964. Kenya became a republic and the executive became presidential. The senate and regions were also abolished.A Constitutional review in June 1982 officially transformed Kenya into a one-party state.A parliamentary act in December 1991 repealed the one-party system provisions of the constitution and effectively established a multiparty system. The period after 1992 was influenced by Global issues like the decline of the cold war, collapse of the Soviet Union in 1989 and the intensified struggle for democracy all over the world.In 1997, the Inter Party Parliamentary Group (IPPG) was formed with membership from the Opposition and KANU mps. The aim was to come up with minimal constitutional reforms to level the ground before the 1997 general elections The following reforms were approved ; a) The KBC shall observe fairness in providing balanced all-inclusive political views in the news coverage. b) Membership of the Electoral Commission to be reviewed to accommodate the interest of the opposition. c) Registration of Parties would be done without unnecessary delay. d) The powers of the chiefs that would likely interfere with political activity at local level be contained. e) The police Act be amended to provide for politically impartial police force f) To repeal a number of laws restricting civil and political rights, ad abolition of the offence of sedition In 1997, a constitutional review commission, called the Constitution of Kenya Review Commission (CKRC), was established to provide civic education, seek public input and prepare a  constitution. In October 2000, parliament passed a Bill entrenching the CKRC into the independence constitution. It was now headed by Professor Yash Pal Ghai and comprised 15 commissioners. In June 2001, the CKRC was expanded to include other groups like the Peoples commission following the amendment of the 1997 Constitution of Kenya Review Act.The CKRC act specified a 2 year time frame for ----- 207 ### completion of the review process.However, its activities were marred by controversy in 2002 and the ultimate dissolving of parliament in October 2002 by president Moi. He even attempted to dissolve the commission, thanks to its being entrenched in the independence constitution.When the NARC government took over power in 2003, the review exercise was reviewed. The National Constitutional Conference was convened at Bomas of Kenya and came up with what came to known as the Bomas  constitution. However the political elite did not support the Bomas .In 2005, Parliament amended the constitution of Kenya Review Act to allow the Attorney General to come up with the Proposed New Constitution, popularly known as the Wako . The  constitution was ultimately rejected by Kenyans at the constitutional referendum in 2005 because of disagreements amongst various stakeholders.In December 2007, Kenyans participated in the general elections that were followed by Post Election Violence caused by the controversy that surrounded the results of the elections. Steps towards realization of a new constitution in Kenya from 2008 . a) On 28 February 2008 The National Accord and Reconciliation Act (NARA) was signed by President Kibaki and Prime Minister Raila Odinga .Agenda No 4 of this arrangement was a new process to finalize the long awaited constitution of Kenya The main provisions of the National Accord were: ~ Establishment of a grand coalition government with two parties; PNU and ODM sharing power. ~ Raila Odinga was to become Kenyas second Prime minister after the position was created in the accord arrangement ~ Two deputy Prime Minister Positions would be filled by the PNU and ODM parties respectively. ~ Provision for An expanded cabinet with the two parties being accorded slots as per their proportion in the house. b) In 2008 the Constitution of Kenya Review Act 2008 was passed and a Committee of Experts (CoE) was established as the main technical constitutional review organ to drive the process. c) The CoE was chaired by Nzamba Kitonga, the deputy chair was Ms Atsango Chesoni, other members were Ms Njoki Ndung'u, Mr Otiende Amolo,Mr Abdirashid Hussein, Mr Bobby Mkangi, Professor Christina Murray (South Africa), Dr Chaloka Beyani (Zambia) and Dr Frederick Ssempebwav (Uganda). d) 23 February 2009 Members of the CoE were appointed by the President were later on sworn in, e) On 17 November 2009 CoE released the  to the public and invited views and comments on the  constitution, ----- 208 ### f) By 23rdFebruary 2010. CoE had submitted the final  of constitution to the Parliamentary Select Committee. g) On 4thaugust 2010 Kenya held a Constitutional Referendum where the new constitution was overwhelmingly endorsed. h) On 28 [th] august 2010, the new constitution was promulgated and became operational making Kenya the first independent African state to depart from the independence constitutions. **Stages in the constitution making process in Kenya since independence ** 1) Debate over contentious issues. Issues like the entrenchment of section 2A in the independence constitution in 1981 raised concerns among various stake holders and groups. The issue of whether to include the position of Prime Minister or not has also been debated for many years. 2) Collection of public views. The Saitoti commission (the Constitution review commission established by Moi in 1990) had the objective of collecting views of Kenyans concerning how KANU was to operate in the best way possible. In June 2001, the CKRC, chaired by Yash Pal Ghai was mandated to collect views as part of the constitution review process. 3) Civic education. In 2001, the Ghai Commission was mandated and funded to provide civic education. 4) Convening of constitutional conferences. For example, The 2002 National Constitution Conference at Bomas of Kenya and other similar conferences. 5) Drafting of the constitution. This involved both local and international experts who drafted the constitution between 2000 and 2010. This was mainly the work of the Ghai led CKRC and the Committee of experts led by Nzamba Gitonga. 6) The referendum. During the 2005 referendum, the Wako  constitution was rejected. In August 2010, another referendum was held and the 2010 proposed New Constitution was approved. 7) Promulgation of the constitution. On 27 [th] of August 2010, President Mwai Kibaki presided over the promulgation of the new constitution of Kenya. **Constitutional Changes in Kenya since independence upto 2010 ** 1) The 1963 independence constitution marked the end of colonial rule and transformed the colony into a dominion. It established a parliamentary system with executive powers vested in a cabinet headed by a Prime Minister, who is appointed by the Queen of England from the majority party in Parliament. The Queen of England remained Head of State as represented by the Governor General who was also the Commander-in-Chief 2) By the 1stamendment Act 28 of 1964, published in November 1964, Kenya became a republic and the executive became presidential. The amendment outlined the criteria to be met by a presidential candidate. It made provision of a Vice President who would be appointed by the president from among the members of parliament. Jaramogi Oginga Odinga became the first occupant of that office. ----- 209 ### 3) By The 2 [nd] amendment Act 38 of 1964 published on 17 [th] December 1964, the senate and regions were also abolished. 4) 3 [rd] amendment Act 14 of 1965, published on 8 [th] June 1965, altered parliamentary Majorityrequired for approval of a state of emergency to only a simple majority from the previous 65%. The term region was replaced with province. The amendment altered the title of Supreme Court. 5) By the 4 [th] amendment Act 16 of 1966, published on 12 [th] April 1966, commonwealth citizens became eligible for Kenyan citizenship. Also any legislator jailed for six months or more or missed to attend eight consecutive parliamentary seatings without the speakers permission had to forfeit his/her parliamentary seat. 6) On 28 [th] April 1966, an amendment was passed, published on 30 [th] April, to compel MPs who defected from sponsoring party, to resign from parliament and seek re-election. This amendment targeted Kenya Peoples Union (KPU) of Jaramogi Odinga that had been formed that year. The amendment was published, tabled, debated, passed and received presidential assent within 48 hours. (it was nicknamed the KPU amendment). 7) In May 1966, the Public Security Act was passed, published on 7thJune 1966, empowering the president to detain a citizen without trial on grounds of being a threat to state security. The president also acquired power to control freedom of the press. 8) In 1966, a constitutional amendment abolished the Bicameral Legislature and replaced it with a Unicameral Legislature, chosen directly by the electorate. The Act was published on 4 [th] January 1967. The voting majority to change the Constitution was lowered to two-thirds of the MPs. 9) In 1968, by the 9 [th] amendment, published on 12 [th] April 1968, the president was empowered to alter provincial and district boundaries. The act abolished the provincial councils and all representatives to the provincial and district boundaries. This marked the end of regionalism. 10) In 1968, by the 10 [th] amendment, Act 45 published on 12 [th] July 1968, the procedure for presidential elections and succession in the event of his death was laid down. Also, that all candidates for a general election should be nominated by a political party. The act also gave the president power to nominate 13 MPs to replace the 12 specially elected members of the House of Representatives. 11) In 1974, the age qualification for presidential candidates was also lowered to 35 from 40 years. The minimum voting age was altered from 21 to 18 years. 12) In 1975, an amendment of the constitution empowered the president to pardon any election offender at his own discretion. This was done to favour Paul Ngei who been found guilty of an election offence. It was named the Ngei Amendment. The bill went through all the stages in one afternoon and received presidential assent the following day. 13) In 1975, Kiswahili was declared the national language of the national assembly. ----- 210 ### 14) In 1977, the Kenya court of appeal was established after the breakup of the East African Community. 15) The 18 [th] amendment Act passed in 1979 was the first one under president Moi. It provided that public officers had to resign six months in advance in order to qualify as candidates for parliamentary elections. 16) In 1979, both Kiswahili and English were declared languages of the national assemb ly. 17) By The 19 [th] amendment Act of 1981 published in 1982, Kenya became a de jure one party state. KANU became the only lawful party in Kenya. The infamous section 2A was introduced in the constitution. (Kenya had been a de facto one party state between 1969and 1982). The post of Chief Secretary was created to head the public service. The first occupant being Jeremiah Kiereini. 18) By the 1985 20 [th] amendment Act, the High Court began acting as a Court of Appeal. 19) The 21 [st] amendment Act passed in 1985 repealed Section 89 of the constitution which provided for the acquisition of Citizenship for anyone born in Kenya after December 11 [th] 1963. 20) In 1987, the security of tenure of the Attorney General, Chief Secretary, The Comptroller and AuditorGeneral was removed. The president could now dismiss them at will. Office of chief secretary was abolished. 21) In 1988, the security of tenure of Puisine Judges and Chairman of Public Service Commission was removed. The removal of security of tenure of the above officers sparked a lot of condemnation from LSK and main stream churches. 22) In 1988, an amendment was pass that provided the police with powers to hold a suspect in custody for upto fourteen days before taking him/ her to court if the crime constituted a capital offence. This is what led to detaining of persons suspected of opposing the government in the dingy basement of Nyayo House where some were tortured to death. 23) 1990- Security of tenure of the offices of AG and Controller and Auditor General was reinstated. 24) A parliamentary act in December 1991 repealed the one-party system provisions (section 2A) of the constitution and effectively established a multiparty system. Multiparty elections were held the following year in December. 25) In 1991, an amendment that was passed limited the tenure of the president to a maximum of two-five year terms. 26) After 1997 elections, Parliament, on the initiative of the government, passed the Constitution of Kenya Review Act that set the pace for comprehensive constitutional reforms. ----- 211 ### 27) A constitutional review commission, called the Constitution of Kenya Review Commission (CKRC), was established to provide civic education, seek public input and prepare a  constitution. 28) In October 2000, parliament passed a Bill entrenching the Constitution of Ken ya Review Commission (CKRC) headed by Professor Yash Pal Ghai into the independence constitution. 29) In 2005, Parliament amended the constitution of Kenya Review Act to allow the Attorney General to come up with the Proposed New Constitution, popularly known as the Wako  30) The  constitution was ultimately rejected by Kenyans at the constitutional referendum in 2005 because of disagreements amongst various stakeholders . 31) The rejection of the  constitution by Kenyans in the referendum of 2005 meant that the 1963 constitution (as amended) remained the basic law of Kenya. . 32) 28 February 2008The National Accord and Reconciliation Act (NARA) was signed by President Kibaki and Prime Minister Raila Odinga to end violence that erupted after the December 2007 presidential elections. Agenda No 4 of this arrangement calls for a new process to finalize the long awaited constitution of Kenya 33) In 2008 the Constitution of Kenya Review Act 2008 was passed and a Committee of Experts (CoE) was established as the main technical constitutional review organ to drive the process. The CoE was chaired by Nzamba Kitonga; the deputy chair was Ms Atsango Chesoni, other members were Ms Njoki Ndung'u, Mr Otiende Amolo,Mr Abdirashid Hussein Mr Bobby Mkangi Professor Christina Murray (South Africa) Dr Chaloka Beyani (Zambia) and Dr Frederick Ssempebwav (Uganda.) 34) On 28thaugust 2010, the new constitution was promulgated and became operational making Kenya the first independent African state to depart from the independence constitution. **Key changes in the New Constitution. ** a) Reduction of presidents executive powers. b) Devolution of power to regions (creation of county and national governments.) c) Creation of the senate and national assembly to constitute parliament. d) On Citizenship, Birth and registration are the only recognize ways of attaining Kenyan citizenship. Dual citizenship is now recognized by the constitution. e) Recognition of the Kadhis courts as subordinate courts in the judicial court system. f) Expansion of the citizens Bill of Rights to guarantee equal representation for either gender in all governance structures. **FEATURES OF THE NEW CONSTITUTION. ** Why there was need to have a new constitution in Kenya.  The need to meet the changing needs of the Kenyan society, e.g. due to population growth. ----- 212 ### The rise of gender sensitivity in Kenya/The need to address the rights of women which had not been adequately addressed in the outgoing constitution.  ### The constant misuse of executive authority by the Moi and Kenyatta regime/ the need to give less or more power to the executive.  The need to depart from the colonial policies that found their way into the outgoing constitution.  The need to safeguard against social vices like corruption and land grabbing.  The need to enhance unity and realize a liberal society due to political maturity. **Problems that Kenya faced in realization of a new constitutional dispensation. ** a) Party differences have been transferred to the constitution making process e.g. the NARC fallout, the ODM wrangles between Raila and Ruto. Etc. b) Sectarian interests based on tribe, religion, age, sex which is hard to satisfy. E.g in relation to creation of counties, Kadhis court and land laws. c) Attempts to project personality, individual or group interests rather than national interest into the process. d) Direct misinformation of the public and propaganda by politicians and other groups with selfish interests. e) Illiteracy and ignorance of the electorate and therefore easily misled. f) Tension and sometimes violence marred the whole review process. g) Limited financial resources and personnel h) Lack of unity of purpose and co-operation among existing political parties hence difficulty in hammering out compromise.. i) Inadequate civic education/wrong civic education. j) Lack of consultation with all the interested stake holders. k) An attempt to tie the constitutional review process with election time-table, political programmes and interests. **Why Kenyas new constitution is regarded as supreme. ** a) The Constitution is the supreme law of the Republic and binds all persons and all State organs at both levels of government. b) No person may claim or exercise State authority except as authorized under the Constitution. c) The validity or legality of the Constitution is not subject to challenge by or before any court or other State organ. d) Any law, including customary law that is inconsistent with the Constitution is void to the extent of the inconsistency, and any act or omission in contravention of the Constitution is invalid. e) The general rules of international law shall form part of the law of Kenya. f) Any treaty or convention ratified by Kenya shall form part of the law of Kenya under this Constitution. **Functions of the Kenyan constitution ** ----- 213 ### a) It is the fundamental law of Kenya. b) It has helped in establishing the philosophy, character and structure of the Kenyan government. c) It has laid down principles which determine government power and duties. d) It r regulates, distributes and limits the functions of different institutions of the state. e) It spells out the basis of relationship between the Ke nyans and the government and what rights should be in that relationship. **Role played by the Kenyan constitution in governing the country** a) It protects the interests of the weak in the society from those who would want to dominate them. b) It checks the powers of the dictatorial rulers. c) It defines how to rise to power hence preventing unnecessary power struggles. d) It provides for the separation of powers between the three arms of government. e) It defines the powers of those in authority hence preventing misuse of power. f) It defines relations with other countries g) It specifies on how a government is to be formed. **DEMOCRACY AND HUMAN RIGHTS ** **What is democracy? ** The is derived from the Greek word Democratia (Demos meaning people and Kratas meaning rule or power). It is a form of government where political decisions are directly in the hands of the citizens. **Key aspects of a real democracy. ** a) Political aspect. The consent of the governed (expressed directly or indirectly through their elected representatives) must be sought when making political decisions. Public opinion must be given priority in governance. b) Social aspect. Human dignity must be valued at all times. Every individual should be free to organize his own lifestyle, hold and express opinions, enjoy company of others and join associations. c) Economic aspect. All citizens must be provided with equal opportunities. Exploitation of humans by fellow humans should be eliminated. Means of production should be nationalized to reduce inequalities between the rich and the poor. **Types of democracy ** 1) Pure or direct democracy. This is where the people are directly involved and participate in decision-making. Such a democracy has an advantage in that the laws made are easily accepted by all the people since they feel they own the laws. This is common form of democracy in smaller organizations and was also used in ancient Greece. 2) Indirect democracy. This is a type of democracy where citizens exercise their right in decision making not directly as individuals, but through their agreed representatives, elected by the citizens. Parliament acts as the basic institution in this type of democracy. ----- 214 ### The elected may make Appointments of persons to fill other positions like the Cabinet or carry out Nomination (hand-picking of additional representatives to join the elected ones. 3) Constitutional Democracy. This is where democracy is exercised but within the limits of the constitution. The minority rights are guaranteed (freedom of expression, association and worship).It is also referred to as Liberal democracy and is a form of representative democracy. **Merits of democracy ** a) It is founded on the concept of the people and therefore leaders cannot ignore the people from whom they get authority to rule. It is most popular form of government. b) It recognizes equality among all the people without discrimination. It advocates equality before the law and anyone can rise to power regardless of ones background or environment. c) It promotes patriotism or national pride as it urges people to participate in their governance. This reduces chances of a revolution d) It promotes liberty and peace as it advocates for peaceful coexistence. People develop a sense of cooperation. It can also promote international cooperation when extended beyond the borders. e) Since it is based on moral and educative values, democracy helps individuals to develop their personality. It develops initiative of the people and their sense of responsibility. f) Democracy balances the liberty of the individual with the power of the state. Demerits **of democracy** a) Democracy promotes dictatorship by the majority. The majority government by fulfilling the election pledges to please the supporting electorate ends up neglecting the political, social and economic interests of the minority who did not vote for it. b) Democracy encourages class struggle and corruption as only those that possess money can engage in intensive campaigns and get elected due to their influence. Then once elected, they pass laws that protect their interests. c) A democratic government is usually slow and wasteful since consultations have to be made when making a decision. Time and public resources are used in the process of seeking the views of the majority. d) The ethical value of democracy is questionable. It is not easy to find an honest, sincere man of good moral character being elected. e) Democracy may perpetuate incompetence since it is numbers which matter when choosing a leader not the leadership qualities. Where a majority of the electorate is ignorant, they may make poor decision during elections thus promoting incompetence. f) Although democracy is regarded as the rule of the majority, in essence, it is the elected minority who rule. Democracy is therefore as a form of dictatorship by the informed or elected minority. ----- 215 ### **Principles of democracy. ** Principle-basic truth or general law . a) Freedom of speech, debate and enquiry. The basic healthy political culture among a group of people is based on open debate among citizens where they can express their views without fear. b) Peoples participation as a whole in government. Through free, fair and regular elections, the government should remain a servant of the people and not master. Democracy is based on consent which can be withdrawn if the government fails to satisfy peoples expectations. c) Open and accountable media. The media must be open in their agenda and be held accountable to the public. Media monopolies should not be allowed to develop. d) Economic democracy. This implies the decentralization of economic power so that individuals and communities can be economically empowered to create and control their own wealth. e) Equality before the law. Judgment should be made in accordance with a written law, rather than in an arbitrary manner. Each citizen also has an equal ability to seek and receive justice. ***Human rights *** Human rights refers to the accepted principles of fairness and justice- or the universal moral rights that belong equally to all people in their capacity as human beings regardless of sex, race, and tribe, and language, place of origin, age or political beliefs. Why human rights are important. a) Rights are necessary for human beings to achieve a dignified life, fulfill their potential and to satisfy both their physical and spiritual needs. b) Rights are inherent to human beings. One has rights purely because they are human. They are not granted by the state. c) Rights empower citizens and residents by giving them control in decision making organs of the state. d) Rights justify special treatment of minorities and other special or disadvantaged groups or communities. e) Rights provide guidance to organs of state regarding the exercise of state power. f) Rights such as the right to vote, freedom of expression and of the press ensure the public access the necessary information necessary for the protection of democracy and ensure accountability of public authorities. g) Respect for human rights limits internal and external conflicts and strengthens national unity. **Classification of Human rights** a) Social economic and cultural rights. On the basis of these rights, the state is expected to pursue policies that enable individual, families or groups to earn a living and provide basic needs including education and medical care for themselves. ----- 216 ### b) Solidarity rights. These are rights that focus on the whole community. They require that the state to pursue policies which do not destroy natural resource or waste financial resources but instead create conditions for peaceful co-existence. These rights include the right to clean, healthy and sustainable environment, peace, and development. c) Civil and political rights. The rights include the right o vote, right to think and to have access to information. These rights ensure a secure space for the individual to pursue their values and interests. **Groups that monitor human rights in Kenya ** a) Lawyers and Judges and other professionals including teachers. b) Religious groups c) Journalists (The media-print and electronic). d) The police force e) Association and special commissions, e.g business associations, women groups, the Kenya National Human Rights and Equality Commission (KNHREC), among others. f) pressure groups Characteristics of human rights . a) They are universal. Human rights apply equally to everyone by virtue of being a human being. b) They are indivisible. One right cannot be applied if the other does not exist. They are inherent. c) Incase circumstance demand they can be suspended. For example during war, or during disease outbreak like Ebola or other contagious diseases, one may be denied the right to freedom of movement. d) Human rights have limitations. As people enjoy their rights, they should respect the rights of others. **United Nations Charter on human rights. ** This is a document that contains the basic human rights to which every person by virtue of being a human being is entitled to. It also reaffirms the equality of the rights of all men and women. The Universal Declaration if Human Rights was adopted by the United Nations General Assembly on 10 [th] December 1948.. Member states that signed the document are supposed to publicize the declaration in their countries The basic human rights contained in the Charter include; 1. All human beings are born free and equal. 2. Everyone is entitled to all rights and freedoms set forth in the declaration without discrimination on basis of sex, race, colour, sex, language, religion, political or other opinion, racial origin birth or any other status. 3. Everyone has a right to life, liberty and security. 4. No one should be held in servitude or slavery or perform forced labour. 5. Everyone has a right to recognition as a person before the law. ----- 217 ### 6. Every person is equal before the law and has the right to equal protection and equal benefit of the law. 7. Every persons dignity should be respected and protected. 8. Everyone has a right to nationality. One is free to change nationality. 9. No person will be subjected to physical or psychological torture, corporal punishment or cruel and inhuman treatment. 10. Everyone has a right to free movement and residence within the borders of each state. 11. Everyone has a right to ownership of property alone as well as in association with others. State cannot take away ones property without proper compensation. 12. Every citizen has a right to peaceful assembly and association. 13. Every citizen is free to make political choices, which includes the right to form, or participate in forming, a political party and to participate in the governing process of the country. 14. Every person has the right to the highest attainable standard of health, which includes the right to health care services, including reproductive health care. 15. Every person has the right to accessible and adequate housing, and to reasonable standards of sanitation. 16. Every person has the right to be free from hunger, and to have adequate food of acceptable quality. 17. Every person has the right to clean and safe water in adequate quantities. 18. Every person has the right to social security 19. Every person has the right to education. Elementary education shall be compulsory while technical and professional education should be made generally available. 20. Every person has the right to a clean and healthy environment. It is our duty to ensure that the environment is protected for the benefit of present and future generations. 21. Every person, whether individually or as a group, has freedom to manifest any religion or belief through worship. 22. An adult has the right to marry a person of the opposite sex, based on the free consent of the parties. Parties to such a union enjoy equal rights. 23. Every person should be subjected to an efficient, lawful, reasonable and procedurally fair administrative action. 24. Everyone has freedom of opinion and expression. 25. Everyone has a right to seek and enjoy, in other countries, asylum from persecution. The right is however enjoyed only for political reasons. 26. Everyone has a right to a fair and public hearing by an independent and impartial tribunal in the determination of ones rights and obligations. 27. Everyone has a right to protection of the law against interference or attacks against ones property, home or correspondence. ----- 218 ### 28. Everyone has a right to work, to free choice of employment, to just and favourable conditions of work and protection against unemployment. 29. Everyone has a right to leisure, which includes reasonable working hours and periodic holidays with pay.ght to freely participate in the cultural life of the community, to enjoy the arts e.g drama, music, dance etc. 30. However every person has various duties to the community in which they live. 31. Freedom from torture and cruel, inhuman or degrading treatment or punishment. **Importance of the UN Charter on human rights. ** a) Protection of human rights, which is the core thing in the UN Charter, is important for the Establishment and maintenance of peace and security. Where there is violation of human rights, it becomes difficult to prevent conflict and maintain peace. b) Respect for human rights is an important requirement for efficiency and effectiveness in governance. The principle of non-discrimination, principle of international human rights law, enables one to strive for more equitable societies even within the level of resources available. c) Respect for human rights promotes development. National development strategies can only lead to tangible improvement in the lives of people if they have as their key objectives realization of economic, social and political rights. d) The UN Declaration provides a guideline for collective action towards eradication of poverty. e) The UN human rights mechanisms have given utmost attention to countering of terrorism as a way of protecting human rights. f) A SOCIETY that observes respect for human rights reduces the chance of conflict outbreak. g) The UN Charter on human rights is the foundation on which peace-making (peace- building and peace-keeping) is built. Any strategy to achieve peace anywhere is accompanied by strategies to uphold human rights like was the case in Yugoslavia. h) In recognition of human rights, the UN has played a key role in giving humanitarian assistance to the people of different countries suffering from effects of natural disasters and other emergencies. i) The UN Charter on Human rights promotes the rights of women and their empowerment by affirming the equal rights for women and fighting discrimination based on gender j) The UN Charter champions the rights of vulnerable groups like the minority migrant workers, abused children, indigenous people and persons with disabilities. **The Kenyan Bill of Rights ** This is a statement of human or civil rights in the constitution of Kenya. The Bill of Rights is covered in chapter four of the constitution of Kenya (2010). ----- 219 ### **Importance of the Kenyan Bill Of Rights** a) States that every individual has the right to life b) It guarantees liberty to all citizens by forbidding enslavement, detention without trial c) It protects the individual from all forms of torture and inhuman treatment d) It guarantees the protection of private property and allows Kenyans to own property anywhere in the country. e) It protects individuals freedom of conscience and religion. f) It guarantees the protection of the freedom of speech and expression g) It gives Kenyans the right to move freely throughout the country and to reside in any part of the country. h) It guarantees individuals against any form of discrimination on the basis of colour, creed, and gender. i) It protects individual against arbitrary search, arrest and entry into ones property without his/her consent **Rights and fundamental freedoms contained in the Kenyan Bill of Rights. ** ***1. Right to life. *** Life begins at conception and no child should be deprived of life deliberately. Abortion is not therefore permitted unless occasioned by the need for emergency treatment or life of the mother is in danger. People who attempt to commit suicide are also punishable on the strength of their right ***2. Equality and freedom from discrimination *** Every person is equal before the law and has the right to equal protection and equal benefit of the law. This means that both men and women are equal before the law. Any form of discrimination is illegal and is prohibited in the constitution. ***3. Human dignity *** Every persons dignity should be respected and protected. One must not ridicule or embarrass other members of society. ***4. Freedom and security of a person. *** This right protects a person from being detained without a good reason and without trial. No person will be subjected to physical or psychological torture, corporal punishment or cruel and inhuman treatment. ***5. Freedom from slavery, servitude and forced labour. *** No one should be held in servitude or slavery or perform forced labour. Every employer should treat his or her employees with dignity and not to force them to work. ***6. Right to privacy. *** Every person has a right NOT to have him or herself, his or her property searched, or his or her possessions seized. Not revealing a persons family or private affairs unnecessarily or private communications interfered with. ***7. Right to assembly, demonstration, picketing and petition. *** ----- 220 ### Every citizen has a right to assemble and participate in peaceful demonstrations and even present petitions to public authorities. **8. Political rights ** Every citizen is free to make political choices, which includes the right to form, or participate in forming, a political party and to participate in the activities of, a political party.Every citizen has the right to free, fair and regular elections based on universal suffrage and the free` expression of the will of the electors for any elective public body or office Every adult citizen has the right, without unreasonable restrictions, to be registered as a voter; to vote by secret ballot in any election or referendum and to be a candidate for public office, or office within a political party and, if elected, to hold office. ***9. Freedom of movement and residence *** Citizens have a right to free movement and ownership of property in any part of the country. Anyone is also free to leave the country or enter and remain in the country ***10. Economic and social rights *** Every person has the right to the highest attainable standard of health, which includes the right to health care services, including reproductive health care.Every person has the right to accessible and adequate housing, and to reasonable standards of sanitation.Every person has the right to be free from hunger, and to have adequate food of acceptable quality.Every person has the right to clean and safe water in adequate quantities.Every person has the right to social security. Every person has the right to education.A person shall not be denied emergency medical treatment.The State must provide appropriate social security to persons who are unable to support themselves and their dependants. ***11. Consumer rights *** Consumers have the right to goods and services of reasonable quality.Consumers have the right to the information necessary for them to gain full benefit from goods and services.Consumers have the right to the protection of their health, safety, and economic interests.Consumers have the right to compensation for loss or injury arising from defects in goods or services. ***12. Right to fair labour practices*** Every worker has a right to fair labour practices like fair remuneration, reasonable working conditions, the right to join or practice in trade union activities and the right to go on strike .Every employer has a right to join an employers association and participate in its programmes and activities **Responsibility. ** One must respect the right to fair labour practices of ones employees. Employees on the other hand must conduct themselves responsibly, even during strikes, to avoid causing physical injury to innocent people, or destroying property. ----- 221 ### ***13. Right to clean and healthy environment. *** Every person has the right to a clean and healthy environment. It is our duty to ensure that the environment is protected for the benefit of present and future generations. ***14. Freedom of conscience, religion, belief and opinion. *** Every person, whether individually or as a group, has freedom to manifest any religion or belief through worship, practice, teaching or observance, including observance of day of worship.One cannot be denied employment or educational opportunity because of belonging to a particular religion or because of ones belief or religion.A person cannot be forced to engage in any act that goes against his or her belief or religion. ***15. Freedom of expression. *** This guarantees all Kenyans the freedom to seek, receive or impart ideas or information. It also guarantees freedom of artistic creativity, academic freedom, and freedom to conduct scientific research. ***16. Freedom of media. *** The freedom and independence of the media is guaranteed. The state should not interfere with the media. ***17. Access to information *** Every person has a right to access information held by the state, or by others, which may be required for the protection of any right or fundamental freedom. The state is expected to make public any important information affecting the nation.Every person has a right to the correction or deletion of untrue or misleading information that affects the person. ***18. Freedom of association *** Every person has the right to form, join and participate in the activities of an association of any kind, provided that the association is not engaged in illegal activities, such as stealing or killing. ***19. Protection of the right to property*** Every person is entitled to own property either individually or as a group, in any part of the country. However the property has to be legally acquired.This right provides all Kenyans a fair opportunity to invest in property and thus, prosper. ***20. Right to language and culture *** Every person has the right to use a language, and embrace the culture of the persons choice.Every person has the right to form or join cultural groups. Every person is also protected from being forced to join any such group.Each linguistic group is free to use their language, practice their culture, and form associations and other organs of the civil society.It is unacceptable to force another person to perform, observe or undergo any cultural practice or rite. ***21. Right to family *** An adult has the right to marry a person of the opposite sex, based on the free consent of the parties. Parties to such a union enjoy equal rights. Both parties have a responsibility ----- 222 ### to respect the rights of their spouses during marriage and even in the event of its dissolution.It is wrong to deny ones spouse access to marital property after separation or divorce. The constitution also recognizes marriages conducted under traditional, religious, personal or family law. Marrying of underage persons and forced marriages are outlawed in the constitution. ***22. Fair administrative action*** Every person should be subjected to an efficient, lawful, reasonable and procedurally fair administrative action. This promotes efficient administration in public offices. ***23. Access to justice. *** Everybody should access justice and a reasonable fee will be charged to enhance this, if required. If this is not free, many people will not access justice which will continue to be a preserve of the rich people. ***24. Right of arrested persons. *** An arrested person has; a) The right to be informed promptly in a language that the person understands of the reason for arrest, the right to remain silent and he consequences of not remaining si lent. b) The right to remain silent.  The right of a person to choose to talk or to remain silent. c) The right to communicate with an advocate and other persons whose assistance is necessary (freedom of speech with all those who will assist him or her in the case.) d) The right of not being compelled to make any confession or admission that could be used in evidence against the person. e) The right t be held separately from persons serving a sentence ( should not be held in prisons alongside those already convicted) f) To be brought to court as soon as reasonably possible, as but not later than twenty four hours after being arrested. g) To be charged or be informed of the reason for the extension of detention or release, at the first court appearance. h) To be released on bond or bail, on reasonable conditions, pending a charge or trial, unless there are compelling reasons as to why one cannot be released. ***25. Fair hearing. *** Every person has the right to have any dispute that can be resolved through a court hearing be resolved in such a manner that will accord him or her fair and public hearing. An accused person has the following rights; a) To be presumed innocent until proven otherwise. b) To be informed of the charges. c) To have adequate time and facilities to prepare a defence. d) To a public trial before a court. e) To have the trial begin and be concluded with few delays. f) To be present when being tried. ----- 223 ### g) To be represented by an advocate and be informed of this right immediately. Depending on the circumstances, the accused may be assigned an advocate by the state and at the states expense. h) To remain silent and not testify during the proceedings. i) To be informed in advance, of the evidence the prosecution intends to present, and to have reasonable access to that evidence. j) To challenge the evidence. k) To refuse to give self-incriminating evidence. l) To have the assistance of an interpreter if the accused person cannot understand the language used in the trial. m) If convicted, to appeal, or apply for review by a higher court. ***26. Rights of persons detained, held in custody or imprisoned. *** A person, who is detained, held in custody or imprisoned under the law, retains all rights and fundamental freedoms in the bill of rights. Except those that are impractical and inapplicable under the circumstances.A person who is detained or held in custody is entitled for an order Habeas Corpus- This is a law that states that a person who has been arrested should not be kept in prison longer than a particular period of time unless a judge in a court has decided that it is right. It is the right of the person who is detained, held in custody or imprisoned to be treated in a humane manner. **Application of the Kenyan bill of rights to specific groups of people in Kenya** **Rights enjoyed by Children in Kenya ** A child refers to a young person from birth to full physical development. The term also refers to a person who has not attained the age of eighteen. The rights of children are contained in the United Nations Convention on the Rights of the Child, and International Agreement on the Rights of the Child put in place in 1990. The rights include; **a) Survival rights ** ~ Every child has the right to a name and nationality from birth. ~ Every child has the right to basic nutrition, shelter and health care. **b) Development rights ** ~ Every child has the right to free and compulsory basic education. ~ Every child has the right to parental care and protection, which includes equal responsibility of the mother and father to provide for the child, whether they are married to each other or not. c) Right of protection ~ Every child has the right to be protected from abuse, neglect, harmful cultural practices, all forms of violence, inhuman treatment and punishment, and hazardous or exploitative labour. ~ Every child has the right not to be detained, except as a measure of last resort, and when detained, to be held for the shortest appropriate period of time. ----- 224 ### ~ Every child has the right to separate from adults and in conditions that take account of the childs sex and age. ~ Every child has the right to a childs best interests are of paramount importance in every matter concerning the child. ~ Children should be protected from exploitation such as child labour. Rights enjoyed by Persons with disabilities in Kenya. (a) A person with any disability is entitled to be treated with dignity and respect and to beaddressed and referred to in a manner that is not demeaning. A person with any disability is entitled (b) A person with any disability is entitled to access educational institutions and facilities forpersons with disabilities that are integrated into society to the extent compatible with the interests of the person. (c) A person with any disability is entitled to reasonable access to all places, public transport and information. (d) A person with any disability is entitled to use Sign language, Braille or other appropriate means of communication. (e) A person with any disability is entitled to access materials and devices to overcome constraints arising from the persons disability. **Rights of the Youth in Kenya. ** (a) Right to access relevant education and training. (b) Right to have opportunities to associate, be represented and participate in political, social, economic and other spheres of life. (c) Right to access employment. (d) Youths are protected from harmful cultural practices and exploitation. **Rights of Minorities and marginalized groups in Kenya** The constitution specifies a marginalized community as; ~ A community that because of its relatively small population has been unable to fully participate in the integrated social and economic life of Kenya as a whole. ~ A traditional community that, out of need or desire to preserve its unique culture and identity from assimilation, has remained outside the integrated social and economic life of Kenya. ~ An indigenous community that has retained maintained a traditional lifestyle and livelihood based on a hunter or gatherer economy. ~ Pastoral persons and communities, whether nomadic or settled and because of their relative geographical location, have experienced only marginal participation in the integrated social and economic life of kenya as a whole. **Rights of Minorities and marginalized groups ** a) Minorities and marginalized groups have the right to participate and are represented in governance and other spheres of life. ----- 225 ### b) Minorities and marginalized groups have the right to be provided special opportunities in educational and economic fields. c) Minorities and marginalized groups have the right to be provided special opportunities for access to employment. d) Minorities and marginalized groups have the right to develop their cultural values, languages and practices. e) Minorities and marginalized groups have the right to reasonable access to water, health services and infrastructure. **Rights of older members of society in Kenya** a) Right to fully participate in the affairs of society. b) Right to pursue their personal development. c) Right to live in dignity and respect and be free from abuse. d) Right to receive reasonable care and assistance from their family and the State. **The Kenya National Human Rights and Equality Commission** This commission was entrenched in the Constitution of Kenya (2010) to replace the KNHRC. The commission constitutes atleast three but not more than nine members appointed by the president with the approval of the national assembly. ***Objectives; *** a) To protect the sovereignty of the people. b) To ensure secure observance by all state organs of democratic values and principles c) To promote constitutionalism **Functions of the Kenya National Human Rights and Equality Commission. ** a) It has a duty to promote respect for human rights an d develop a culture of human rights in the republic. b) A duty to promote protection and observance of human rights in public and private institutions. c) It monitors, investigates and reports on the observance of human rights in all spheres of life in the republic, including observance by the national security organs. d) It receives and investigates complaints about alleged abuses of human rights and takes steps to secure appropriate redress where human rights have been violated. e) It acts as the principal organ of the state in ensuring compliance with obligations under treaties and conventions relating o human rights. f) It investigates any conduct in state affairs, or any act or omission in pu blic administration in any sphere of government, which is alleged or suspected to be prejudicial or improper, or to result in any impropriety, or prejudice. g) It investigates complaints about abuse of power, unfair treatment, manifest injustice or unlawful, oppressive, unfair or unresponsive official conduct. ----- 226 # **HISTORY FORM THREE NOTES ** ### 1 . EUROPEAN INVASION AND THE PROCESS OF COLONIZATION OF **AFRICA ** ***Introduction *** In the last Quarter of the 19 [th] century, Britain, Germany, France, Italy, Belgium and Portugal were in Africa, competing for colonies to boost their social, economic and political standing.They convened the Berlin conference of 1884-1885 (convened by Otto Von Bismarck, the Germany Chancellor) where they shared Africa in Europe without regard to the inhabitants. This is what is termed the invasion of Africa.By 1914, apart from Liberia and Ethiopia, the rest of Africa had been colonized **The scramble and partition of Africa** **Scramble ** It refers to the rushing for something.In the African situation, it meant the rush for and struggle by European powers to acquire various parts of Africa during the 19th century. **Partition ** It refers to the sharing of something. In the African situation, it referred to the actual division of Africa by European powers during the Berlin conference of 1884 - 1885Methods used by Europeans to acquire colonies in Africa. 1) Signing of treaties ; a) Treaty signing with African leaders. ~ The British signed the Maasai Agreements (1904 and 1911), Buganda Agreement of 1900 and the Lewanika-Lochner treaty with Lozi. The royal Niger Company had by 1884, signed 37 treaties through George Goldie, with African leaders in Niger delta, Yorubaland and Gambia. ~ Carl peters signed treaties on behalf of Germany with the chiefs of Uzigua, Ukami, Usagara and ungulu. These treaties facilitated the acquisition of those areas for colonization. b) Treaties signed amongst European powers. These were known as Partition Agreements. For example; ~ The Anglo-Germany Agreements of 1886 and 1890 and Heligoland between the British and the Germans over the sharing of East Africa. ~ The Anglo Italian treaty signed in 1891 between the Italians and the British over possession of Eritrea and the Somali coast. ~ The treaty between the British and Portugal and France in 1890 on the sharing of Madagascar (France) Mozambique and Angola (Portugal). 2) Military conquest/ Use of force . Europeans employed outright war against those societies that resisted their invasion. E.g ----- 227 ### a) The French war against the Mandinka of Samori Toure (1870-1899) and their conquest of western Sudan from Senegal to Chad specifically in the Tukolor Empire, Segu and Masina by 1898. Tunisia, morocco and Algeria were acquired forcefully. b) The British used military force in the Nandi resistance from 1895-1905, the Chimurenga wars involving the Shona/Ndebele against the British, forced acquisition of Egypt and Sudan c) The Germans fought the Maji Maji wars from 1905- 1907. d) The Italians were defeated during their Ethiopian campaign, by Menelik II in the battle of Adowa in 1896. e) The Portuguese forcefully established their rule over Angola, Guinea Bissau and Mozambique. 3) Use of missionaries as frontrunners. The Europeans used missionaries, carrying a bible in one hand and a gun in the other, who tried to convince the Africans to support the European goals. ~ Missionaries manipulated local quarrels and took sides in a view to promote European occupation. For example, in the case of Buganda where we had religious conflicts between Protestants, Muslims, Catholics and Traditionalists. ~ Sometimes the missionaries went to war against each other and against Africans. E.g the Franza-Ingeleza war of 1892 that pitted the Protestants (British) against the Catholics (French). Fredrick Lugards intervention on the side of Protestants set stage for the acquisition of Uganda by the British. ~ In Bulozi, Father Francois Coillard convinced Lewanika of the benefits of British protection. ~ In Nyasaland (Malawi) which was depicted as Livingstones country, missionaries (read role of Scottish missionaries) shaped public opinion in favour of imperial control. **4) Treachery and Divide and rule policy ** ~ The Europeans instigated inter-tribal wars causing some Africans to support them against warring communities. E.g. use of the Wanga against the Luo and the Luhya in Kenya, the Ndebele/shona against the Lozi in Rhodesia. ~ The Italians lied to Menelik II by signing a treaty of friendship but which was published in Italian version indicating that Ethiopia had agreed becoming an Italian protectorate. ~ The Maasai agreement was written in a language that the Lenana never understood. 5) Use of company rule. The British and the Germans used chartered companies to acquire and rule their colonies. For example, the role played by the British South African Company of Cecil Rhodes, Imperial British East African Company of Sir William Mackinnon and the German East Africa Company of Carl Peters. 6) Luring/enticements. The Europeans gave gifts like cloth, weapons tools, drinks etc to African chiefs like Lewanika of the Lozi and Mwanga of Buganda thus luring them into collaboration. ----- 228 ### 7) Diplomatic skills. This involved building relations with African leaders, which were later, used to acquire the areas. The British employed this method in Maasailand and Yorubaland. 8) A blend of diplomacy and force. The British for example initially signed treaties with the Ndebele (Moffat and Rudd treaties), but they fought them during the Ndebele war of 1897. **FACTORS THAT LED TO THE SCRAMBLE FOR COLONIES IN AFRICA** **Economic factors ** ***1. The industrial revolution in Europe. *** a) The revolution led to search for markets for European manufactured goods in Africa resulting in scramble for and partition. b) The need for raw materials. The machines invented processed goods faster than use of hand. The Europeans came to Africa in search of raw materials like cotton, palm oil, copper and iron ore. c) Cheap labour was also readily available in Africa after the abolition of slave trade. d) There was desire by the entrepreneurs to invest excess capital gained from accumulation of profits from industrial investment. Africa provided an avenue for investment. e) Industrial revolution led to improved transport system, which was necessary for effective colonization. f) The military hardware manufactured during the revolution enabled Europeans to conquer African territories. g) The discovery of medicine enabled the Europeans to survive the African conditions and protect themselves from diseases such as malaria, yellow fever etc. h) Those who were rendered unemployed in Europe due to invention of machines had to move to Africa to assist in harnessing raw materials. i) Industrial revolution led to intense rivalry in trade, which was projected, into Africa. 2. Speculation about the availability of deep pockets of minerals in Africa . Gold and Bronze had been items of trade in Africa for centuries. The discovery of Diamond at Kimberly in the 1860s and Gold in the 1870s precipitated their appetite for Africa more. Political reasons . ***1. Unification of Germany after under Otto Von Bismarck after the Franco-*** Prussian war of 1870-71. The rise of Germany upset the balance of power in Europe and there was need to rebalance out through acquisition of colonies in Africa. France for example had to redeem her lost glory (especially after the loss of mineral rich Alsace and Lorraine provinces) by acquiring eight colonies in Africa. 2. The rise of Public opinion in Europe . There was growth of public support towards the acquisition of colonies. With the rise of democracy in European states in the 19 [th] c, it was fatal for any government to ignore public opinion. ----- 229 ### a) For example in 1882, due to public demand, the French assembly was compelled to ratify De Brazzas treaty with Chief Makoko thus creating a French colony in Congo. b) German took over South-West Africa (Namibia), Togo and Cameroon due to what Bismarck termed as public demand. c) In Britain, the public demanded that Britain must maintain her position as the leading colonizing power by taking her share in Africa. 3. Militarism . Army officers in Europe favoured colonial expansionist wars to give them greater opportunities for glory or promotion. a) For example, in Sudan, it was the military offers, in search of glory, and not the French government who directed the extent of French colonization. b) British soldiers like Wolseley Kitchener supported the expansion of the British Empire in Africa. 4. The rise of Nationalism . In Europe, there was the rise of a general feeling of civilians that their nations should acquire overseas colonies for national prestige. The Germans began feeling they belonged to a superior race that must be shown by acquiring colonies in Africa. **Strategic reasons ** 1. Construction of the Suez Canal . (The Egyptian question). ~ The construction of the Suez Canal, opened in 1869, promoted a link between Europe and Asia/ shortened the routes to Far East. It also promoted international trade. It also made Egypt gain some strategic importance to Europeans. ~ The inability of Khedive Ishmael (1863-1879) to pay for the cost of the construction of the canal (due to his extravagancy) led to British full occupation of Egypt in 1882, being a major shareholder in the Anglo-Suez Company that owned the canal. ~ The dismayed French planned diversions of the Nile waters, and make Egypt a desert, after occupying territories to the south of Egypt. ~ It was against the backdrop that Britain claimed Uganda (source of the Nile) in 1894, Kenya (the gateway to Uganda) in 1895 and Sudan (where the Nile passes) in 1898. ***2. French activities in West Africa and the Congo *** The activities of France in Congo and West Africa, after loss of Egypt, through their Italian agent Savorgnan de Brazza in connection to acquisition of colonies alarmed other powers. This encouraged powers like Germany to join in the scramble and acquire Togo, Cameroon, Namibia and Tanganyika. ***3. The personal activities of King Leopold II of Belgium. *** ~ He endeavored to create a personal empire. In 1876, Leopold convened the Brussels Geographical Conference where he formed a business company, the International African Association comprising explorers and traders with a mission to civilize Africa, abolish slave trade and establish free trade. ~ As a result of the activities of his agent, Henry Morton Stanley who created the Congo Free State, Leopold had established a personal empire in 1884 . ----- 230 ### ~ It was the activities of king Leopold leading to intense rivalry amongst European nations over Congo that led to the convening of the Berlin Conference in 1884. **Social reasons ** ***1. The work of Christian missionaries *** ~ They created an atmosphere of friendship with Africans by giving those gifts like cloths and beer, introducing economic activities like farming, carpentry, clerical work, among Africans, that were important virtues in the process of colonization. ~ Where they were in danger, they pressurized their home governments to protect them. ~ The missionaries had direct contact with the people of the interior of Africa and they were front-runners who paved way for the colonialists through their works. ~ They preached peace, love and hard work and hence calmed down the emotions of Africans towards the Europeans. ~ Some of them wrote exaggerated reports about Africa to convince Europeans to take interest in Africa. 2. The growth of European population. The growth of European population steadily to about 420 million in the 19th century led to the quest for new outlets to resettle the population.E.g Britain settled some of her people in Australia, New Zealand, USA, Canada and South Africa. German, Portugal and Dutch also had to find places in Africa to settle some of their people. 3. Anti-slave trade campaigns- Humanitarian factor . The humanitarians in Europe like William Wilberforce and Granville Sharp, and the missionaries who led the crusade against slave trade advocated for colonization of Africa in order to stop it and introduce Legitimate Trade.When slave trade was abolished, many European nations used it as an excuse to remain in some parts of Africa, control the region, enforce the anti-slavery treaties, and promote legitimate trade. **The pull factors ** a) Existence of Vast natural resources in Africa. There were pockets of minerals in various parts of Africa and ivory awaiting exploitation. This attracted the Europeans. b) Well developed trade/trade routes in the interior. Imperialists used these routes as transport routes to penetrate the interior. c) Existence of Navigable Rivers. For example, rivers like Congo and Niger made transportation easy d) Existence of weak Decentralized local communities. Most African communities were decentralized with no military structures therefore offering little resistance to European invasion. e) Frequent wars / inter community wars. These wars weakened African communities and were left ill prepared for any resistance. Some readily collaborated with the Europeans. ----- 231 ### **THE PROCESS OF PARTITION ** The fore runners to the process of partitioning Africa were the early explorers, missionaries and traders. Their activities were succeeded by the making of treaties and agreements in various parts of Africa between trading companies and the locals. . For example, the Buganda Agreement, the Heligoland Treaty and the Berlin act of 1884- 1885.In places where the Europeans employed diplomacy, they won the support of many Africans who collaborated with the intruders. The Europeans sometimes blended diplomacy with wars of conquest or use of force especially against the resisting communities.The partitioning boundaries were drawn along physical features like rivers, mountains, etc.The Berlin conference On 15 [th] November 1884, Britain, Germany, France, Belgium, the USA, Portugal and Italy convened in Berlin to lay down the rules for the partition and eliminate conflicts amongst European nations. Africans, whose continent was being shared, were not represented in the conference The Berlin Conference of 1884-85, partitioned Africa into different spheres of influence without recourse to war. **Terms of the Berlin act of 1884-1885. ** a) That all signatories must declare their sphere of influence an area under each nations occupation b) That once an area is declared a sphere of influence, effective occupation must be established in the area through establishment of firm colonial infrastructures to be followed by colonial administration. c) That any state, laying claim to any part of Africa must inform other interested parties in order to avoid future rivalry. d) That any power acquiring territory in Africa must undertake to stamp out slave trade in favour of legitimate trade and safeguard African interests. e) That if a European power claims a certain part of the African coast, the land in the interior next to the coast became hers. f) That the Congo River and the Niger River basins were to be left free for any interested power to navigate. g) The European powers vowed to protect and safeguard European interests in Africa irrespective of their nationality. **Impacts of the Partition** **Political effects ** a) Introduction of European administration minimized intertribal wars and civil strife. b) It led to development of strong African leadership and beginning of state formation. c) Colonial government structures inherited by most independent African states have continued to be models of governments in African countries. d) Rise of African nationalism to fight colonialism led to the development of African political awareness. ----- 232 ### e) The Europeans gained fame, prestige and national glory by having colonial possessions. f) Negatively, it led to collapse of African traditional political systems and leadership. g) Use of divide and rule promoted ethnic disunity that continues to trouble Africa many years after independence. h) Boundary creation split apart many African communities. For example, the Somali are found both in Kenya and in Somalia, the Maasai in Kenya and Tanzania and the Ewe in Ghana and Togo. i) In some cases some communities whose cultures were incompatible found themselves bunched together. **Social impacts ** a) Through the protection offered to missionaries, it stimulated the spread of Christianity to various parts of Africa. b) It led to development of urban centres. Some towns grew as centres of administration e.g. Nairobi and Machakos. Others grew as railway terminus e.g. Kisumu. c) African welfare was boosted. Some African benefited from western education and health facilities introduced by the Europeans. d) European languages were introduced in Africa. e) Negatively, it created landlessness as European settlers appropriated African land. f) The Africans adopted some negative aspects of western culture. g) Many Africans lost their lives through resistance. **Economic effects ** a) There was construction of roads, railway and other forms of infrastructure, which helped to open up the interior. b) Imperialization helped to widen market for African produce especially with the establishment of local industries. c) Africans were exposed to European manufactured goods/ increase in essential commodities. d) Partition speeded up the economic growth of European nations. e) Negatively, forced labour and exploitation of African resources left many parts of Africa impoverished and underdeveloped. f) Africans were exposed to heavy taxation and denial to participate in economic activities like farming, trade etc. **AFRICAN REACTION TO EUROPEAN COLONIZATION. ** **RESISTANCE ** Some communities were keen on defending their age-old and ancient political, social and economic institutions and viewed the arrival of the Whiteman with suspicion. Their leaders did not want to lose their power, wealth and sources of prestige. Others were militarily prepared for the Europeans. E.g the Mandinka, Nandi, Ndebele and Ethiopia. ----- 233 ### Some resisters were centralized states enjoying immense unity making it easy to mobilize people for a war. **The Maji Maji Rebellion (1905- 1907). ** The Maji Maji Uprising in Tanganyika was the most significant African challenge to German colonial rule in its African colonies. The Uprising lasted two years c over 10,000 square miles. Tanzania had been acquired largely by Dr. Karl Peters, who signed treaties with the Chiefs of Usagara, Ungula, Uzigua and Ukami, in 1885. The Rebellion involved the Zaramo, Matumbi, Bena, Ngindo, Pogoro, Bunga, Ngoni, Luguru, Wamwera and Ndendeule **Causes of the maji maji rebellion. ** 1. When Germany established its control over Tanganyika by 1898, it imposed a violent regime in order to control the population. Kings who resisted German occupation were killed. Africans resented the cruel, brutal, harsh and ruthless rule of the Germans. 2. Africans resented the Creation of new system of administration using Akidas and Jumbeswho terrorized the people and misused their positions. 3. The African population was also subjected to high taxation by the Germany East Africa Company to raise revenue for administration. The Matumbi on their part felt that the Germans should instead have paid the Africans for using their land. 4. The Africans resented a system of forced labour, whereby they were required to grow cotton and build roads for their European occupiers. The Africans were treated inhumanely while at work by the Akidas. 5. The Germans had no respect for African culture in that they misbehaved with Ngindo women. Crimes like rape, fornication and adultery, committed by the Germans were punishable by death among the Ngindo. 6. Christian missionaries discredited traditional belief and practices e.g. condemning sacred places as places of witchcraft. This greatly offended the Africans. 7. Germans had alienated land from Africans as a way of making the railway pay for the cost of its construction. The arrival of German settlers in U sambara area in 1898, Meru in 1905 and Kilimanjaro area in 1907 led to massive loss of African land. 8. Africans were forced to grow cotton in the communal cotton growing scheme, where they got very little payments. In 1902, Peters also ordered villages to grow cotton as a cash crop (for export) with each village, charged with producing a quota of cotton. This policy annoyed Africans who could no longer effectively work on their on farms to produce food. 9. The Ngoni were seeking revenge for the Boma Massacre of 1897 during which their soldiers were killed in large numbers. 10. The role of Kinjeketile Ngwale in instilling confidence in the Africans to unite and rise up against the Germans 11. The 1905, a drought that threatened the region making Africans incur heavy losses on a crop that was not even edible, combined with opposition to the government's ----- 234 ### agricultural and labor policies, became the immediate cause of the rebellion against the Germans in July, 1905. **Course of the maji maji war. ** The oppressive regime bred discontent among the Africans, and resentment reached a fever pitch in 1905 when drought hit the region. A Ngarambe prophet, Kinjikitile Ngwale emerged, who claimed to know the secret to a sacred liquid which could repel German bullets called \"Maji Maji,\" which means \"sacred water.\" Ngwale claimed to be possessed by a snake spirit called Hongo.Thus, armed with arrows, spears, and doused with Maji Maji water, the first warriors of the rebellion began what would become known as the Maji Maji Rebellion. The rebellion was led by Kinjeketile Ngwale, Abdalla Mpanda and Ngamea. On July 31, 1905, Matumbi tribesmen marched on to Samanga and destroyed the cotton crop as well as a trading post. Kinjikitile was arrested and hanged for treason. However, Kinjekitiles ideas were spread widely through a whispering campaign called Njwiywia or Jujila by the Matumbi. Matumbi warriors uprooted cotton from an Akidas farm at Nandete to provoke the chiefs to fight. On August 14, 1905, Ngindo tribesmen attacked a small party of missionaries on a safari; all five, including Bishop Spiss (the Roman Catholic Bishop of Dar es Salaam) were speared to death. The Ngindo drove their hated Akidas from their area. They boycotted cotton picking.By August 1905, Germans were restricted to four military stations i.e. Wahenga, Kilosa, Iringa and Songea. The apex of the rebellion came at Mahenge in August 1905 where several thousand Maji Maji warriors attacked but failed to overrun a German stronghold. On October 21, 1905 the Germans retaliated with an attack on the camp of the unsuspecting Ngoni people who had joined the rebellion killing hundreds of men, women, and children. This attack marked the beginning of a brutal counteroffensive that left an estimated 75,000 Maji Maji warriors dead by 1907. Forces from Iringa under Captain Migmann assisted in the recapture of Kabata by Major Johannes.Reinforcement arrived from Germany and in 1907 warriors were defeated by Governor Graf Von Gotzen. The Germans employed the scorched earth policy which destroyed all property on sight. The Africans lost faith in the magic water. Some surrendered while others fled to Mozambique. **Consequences of the maji maji uprising** a) There was massive loss of lives. In its wake, the Maji-Maji rebellion left 15 Europeans and 389 African soldiers and between 75,000 and 100,000 insurgents dead. b) There was massive destruction of property, as villages and crops were burnt when Germans applied the scorched earth policy. c) Southern Tanganyika experienced severe famine as farms and granaries were destroyed. This disrupted economic activities such as agriculture and trade. d) Thousands of families were displaced during the war. This was because of the fear that gripped the land, forcing people to flee in different direction. ----- 235 ### e) The war undermined the German economy in Tanganyika, as numerous economic activities came to a standstill. f) There was loss of leadership in African communities which created disorganization and demoralized the African people. Most captured leaders were hanged or imprisoned. A total of 47 Ngoni chiefs were hanged. g) Africans resigned to colonial authority. The revolt broke the spirit of the people to resist and the colony remained calm, realizing they did not have better weapons to fight with. h) The uprising undermined the Africans confidence in their traditional religion. The magic water failed to protect them against the German bullets. i) The uprising laid the foundation to Tanganyikas Nationalism. The uprising would become an inspiration for later 20th Century freedom fighters who called for similar interethnic unity as they struggled against European colonial rule. j) Although the Maji Maji Uprising was ultimately unsuccessful, it forced Kaiser Wilhelm's government in Berlin to institute reforms in their Tanganyika administration as they realized the potential cost of their brutality. **Reforms introduced by the German administration after the maji maji uprising. ** a) Corporal punishment was abolished by the German administration. Those settlers who mistreated their workers were punished. b) Forced labour for settler farms was abolished. c) Communal cotton growing was stopped and Africans were to plant their own cotton and get profit from it. d) Better educational and medical services for the Africans were introduced. e) Africans were involved in administration of the region as Akidas and Jumbes. f) Newspapers that incited settlers against Africans were censured. g) Kiswahili became an official language. h) A colonial department of the German government was set up in 1907 to investigate and monitor the affairs of the German East Africa. i) The new governor rejected extra taxation of Africans. j) Colonial administration in Tanganyika was now tailored to suit the Africans. **Role of religion in the Maji Maji rebellion. ** a) It gave people courage, loyalty and confidence to fight the Germans. b) It gave spiritual strength to fight a superior force. c) Through religion, suspicions among communities were wiped out. d) Religion stood above tribal loyalty/all followed it regardless of tribe. e) Religious cults like bolero/kolelo promised people the destruction of the white man. f) It provided the ideology, which guided the war efforts. g) It sustained the morale of the warriors. h) It provided a common plan of action based on mass action i) It provided leadership during the war e.g. the prophetic leaders. ----- 236 ### j) It was used, to address the so many African grievances emanating from the harsh German rule. **The Mandinka Resistance. ** **Samori Toure (c. 1830-1900) ** One of the great kings and fighters of African freedom was the great Samori Toure. Born about 1830 in Sanankaro, SE of Kankan in present-day Guinea, Samori Toure chose the path of confrontation, using warfare and diplomacy, to deal with the French colonial incursion. His father was a Dyula trader, leading Toure to follow his familys occupation. In the 1850s, he enrolled in the military forces at Madina (present-day Mali) to liberate his mother, captured during a slave raid by king Sori Birama of Bisandugu. Displaying extraordinary military skill and prowess, he and his mother were subsequently released in 1858. Coupled with his experience as a Dyula trader, he built his army. Samori employed the triple thrust of persuasion, threat and war, in the same way as Sundiata did in Mali, to organized Malink chiefdoms and expand the Mandinka state. Between 1852 and 1882, Samori Toure had created the Mandinka Empire with the capital at Bisandugu, in present day Gambia.Samoris army was powerful, disciplined, professional, and trained in modern day warfare. They were equipped with European guns. The army was divided into two flanks, the infantry or sofa, with 30,000 to 35,000 men, and the cavalry or sere of 3,000 men. There was a third wing of 500 men forming specially trained bodyguards. In 1881, Samori extended the empire to the east as far as Sikasso (in Mali) to the west, up to the Futa Djallon Empire. Meanwhile, the French were extending eastwards from Futa Djalon while the Mandinka were extending westwards towards Kenyeran trading centre, Next to the rich Bure Gold fields.In 1882, at the height of the Mandinka empire, the Frenc h accused Samori Tour of refusing to withdraw from an important market center, Kenyeran (his army had blockaded the market). They thus started war on him. His bid to obtain assistance from the British to deal with the French failed as the later were not willing to enter into conflict with the French. From 1882 to 1885, Samori fought the French and had to sign infamous Bisandugu treaty on 28 [th] march 1886 and then 1887. Significance of the Bisandugu treaties (1886-1887 ) a) To Toure, these were acts of delay the real confrontation that with the French that would come at an opportune time. b) He hoped that by this treaty, he would reach out at the British for a friendship treaty to enable him secure trade routes from the north under Tieba of Sikasso. c) The French on their part hoped to use the treaty to enable them to arrange the conquest of the Tukolor Empire. d) The treaties put the Mandinka under brief French protection. In 1888, he took up arms again when the French reneged on the treaty by attempting to foster rebellion within his empire. ----- 237 ### In 1890, he reorganized the army and concluded a treaty with the British in Sierra Leone, where he obtained modern weapons. He now stressed defense and employed guerilla tactics. **The Franco- Mandinka war (1891-1898) ** **Causes of the Franco-Mandinka war (1891-1898) ** a) Samori wanted to safeguard the independence and religion of his empire. Being a staunch Muslim, he could not tolerate non-Muslims on his land. b) He was not ready willing to lose the rich Bure Mines to the French whether through diplomacy or warfare. c) His empire was at that time enjoying military and economic superiority. The French incursion was merely a threat to his territorial expansion that was to be fought at all costs. d) His participation in trade had enabled him to acquire modern arms thus enabling him to build an equipped and well trained army which did not fear the encounter French. He even had facilities for arms repair. e) His scheme to play off the British against the French, between 1882 and 1889, had failed. This upset him and therefore left him only with the fighting option. f) The activities of the French of selling arms to his enemies such as Tieba of Sikasso were viewed by Samori as an act to weaken the Mandinka dominance. **Course of the franco-mandinka war. ** Samori waged a seven year war against France whose army was led by Major Archinard. In 1891, with his improved weaponry and reorganized army, he defeated the French. In 1892, French forces overran the major centers of the Mandinka Empire, leaving death and destruction in their wake. In 1894, the French assembled all their troops in western Sudan (Senegal, Mali, Niger, etc) to fight Samori.Between 1893 and 1898, Samoris army retreated eastward, toward the Bandama and Como, resorted to the scorched earth tactic, destroying every piece of land he evacuated. He moved his capital east from Bisandugu to Dabakala, thus creating a second empire in 1893. This enabled him to delay the French. He formed a second empire, and moved his capital to Kong, in upper Cote dIvoire. **Disadvantages of Samoris second empire** a) He was cut off from Freetown where he used to buy firearms. b) He was at war with the communities, which he had attacked in his expansionist wars. c) His southern frontier was open to French attacks from the Ivory Coast. d) At his new empire, Samore was cut off from his gold mines at Bure thus; he had no wealth to keep his army running. e) The occupation of the Asante Empire by the British in 1896 meant that enemies from all corners surrounded Samori Toure. In 1898, Samori, forced to fight a total war against innumerable odds like famine and desertion that weakened his forces, was captured on September 29, 1898, in his camp in ----- 238 ### Gu (l) mou at the town of Sikasso in present-day Cte dIvoire and exiled to Ndjol, Gabon, where he died of pneumonia on June 2, 1900. **Factors that aided Samori Toure in offering a protracted resistance to the ** **Europeans ** a) He had established military workshops with a trained cadre of artisans whom he used to repair and manufacture his own weapons. This guaranteed regular supply of weapons during the resistance. b) He himself was a courageous fighter, a greater organizer and a military tactician and he personally commanded his army on the battlefield. c) His adoption of the Scorched Earth Policy as he mobilized the entire population to retreat left the French to starve and delay their advance. d) The success witnessed in trade enabled him to acquire guns and horses from the north, which were important in the resistance. e) Through trade and subsequent tribute collection, he obtained adequate wealth, which he used to maintain a large army. f) He had a large strong and well-organized army of 35,000 men, which was a formidable force for the French. g) He used diplomacy in dealing with the French to buy time to reorganize and strengthen his army, and to negotiate with the British in Sierra Leone to guarantee regular supply of guns. h) French soldiers were ignorant of the strange land they were fighting in and were faced with further problem of tropical disease. i) Some of his soldiers had served in the French colonial army and were thus familiar with the French tactics. j) He used Mandinka nationalism and Islam to unify the army. Many of Samoris soldiers believed that they were fighting a Jihad (holy war) and therefore fought with determination. **Why samori was finally defeated. ** a) Since his army and community were constantly on the move, they could not engage in any gainful economic activity to replenish their supplies. b) The abandoning of the rich Bure Gold reserves as Samori retreated meant he had lost an important source of revenue that was initially used to sustain the army. c) When he moved to his second empire, He was cut off from Freetown where he used to buy firearms. d) Samori failed to get any support from other African societies due to lack of unity. Ahmed Seku of Tukolor and Tieba of Sikasso chose to rather assist the French than support Samori. ----- 239 ### e) His second empire was open to attack from all sides by either the British or the French, making it difficult to defend. f) The French had superior weapons and better means to re-equip their stores. They were also determined to defeat samori to set up an overseas colonial empire. g) The use of the scorched earth policy was resented by the civilians since it left them with nothing after destruction. It thus starred up local resistance. h) Even within his own empire, there was no total unity. The non-Mandinka communities and non-Muslims in the empire who had felt mistreated during his reign supported the French. i) The refusal by the British to assist Samori dented his hopes of getting a European ally against the French. j) Samoris retreat to Liberia was blocked and his capital besieged. He had to surrender to the French. **The Ndebele Resistance ** **Background** The Ndebele were descendants of Nguni conquerors from South Africa (fleeing from the mfecane wars) who occupied what is now Matabeleland. Mzilikazi (Ndebele King) opened the door for the London Missionary Society led by Robert Moffat, who settled in Matabeleland in 1859. They assisted him in repairing his guns, inoculating cattle, writing and interpreting letters and providing medical care to the sick. Hehowever had little interest in Foreigners and even had those whose who accepted missionary influence killed. Mzilikazi died in 1868 and his son Lobengula took over.Lobengula was the Ndebele king at the outbreak of the Anglo-Ndebele war of 1893. He went to great lengths to appease the increasingly aggressive British imperialists from the South, Portuguese invasion from Angola and Mozambique and Germans from the south west. He used his diplomatic skills to buy time before engaging in war with the British. He even tried to pit one European nation against the other (the Boers and the British). He in 1870 had granted a mining concession to Thomas Baines of Durban Gold Mining Co. in order to diffuse white intervention. In 1888, Lobengula signed the Moffat treat y which stated that he was not to sign any other treaty with other European groups without British permission. Rhodes sent his partner and agent Charles Rudd to compel Lobengula to acquiesce to the Rudd (mining) Concession- a verbal agreement between Lobengula and BSA Co granting the company a mining monopoly in Matabeleland. In return, he was to get a gunboat on River Zambezi or 500 sterling ponds, a monthly salary of 100 sterling pounds, 1000 rifles and 100,000 cartridges. Lobengulas conditions for concession were not incorporated in the final text. When the terms of the treaty were interpreted to him, he learned that he had been tricked into surrendering his kingdom to Europeans.In 1889, he repudiated the treaty and sent a fruitless delegation of Indunas (Motshede and Babiyance) to London to meet Queen Victoria. Despite the Ndebele king's repeal of the concession, Rhodes, supported by the British crown, enacted a charter of the newly created British South Africa ----- 240 ### Company investing it with an array of rights: the right to ma.ke treaties, to pass laws and to subject the natives to its police force, as well as to make grants of minerals and land to white settlers. Lobengula was thus pushed into reluctant resistance by white greedy rapacity. **Causes of the 1893 Ndebele war. ** 1. The Ndebele detested the treachery used by the British in compelling Lobengula to sign the Rudd Concession 2. British occupation of Matabeleland had ended Ndebele powers over the shona whom they always raided for cattle and women. 3. The British acts of provocation (inciting the Shona to raid the Ndebele for cattle). When the Ndebele chose to attack the shona, the British would then fight them under the pretext of protecting their interests in Mashonaland. 4. The attempt by the Ndebele indunas to punish some shona who disobeyed King Lobengula became the immediate cause. **Course of the war. ** The war broke out in October 1893. The British army was led by Dr.Starr Jameson and comprised the shona police and other mercenaries from South Africa. At that time, the Ndebele had been weakened by smallpox and inferior weapons leading to little confrontation between them and the British. Lobengula chose to evacuate his people towards Northern Rhodesia. Atthe two battles of Shangani River and Mbembezi. The Ndebele were defeated by superior European gun-fire. Lobengula finally fled to Bulawayo where he died in 1894. The conquerors took advantage of the natives' inner divisions, with people of the low castes remaining passive and even some traitors helping the invaders. The aftermath of the British conquest in Zimbabwe was that cattle were seized from the natives and their land taken. Even the for the small plots that were left to them, Africans were often forcibly prevented from ploughing and sowing, since they were subjected to tax-collection and coerced labour in whiteowned farms. The Ndebele were pushed to the reserves of Gwaai and Shangani. **Second Matabele War (the Chimurenga war 1896-1897) ** The war of liberation which was dubbed Chimurenga, or the Second Matabele War was a fulfillment of prophesy of a great Shona spirit, Mbuya Nehanda, sister of the great Shona prophet Chaminuka. Mlimo, the Ndebele spiritual leader is in fact credited with fomenting the Second Ndebele War. He convinced the Ndebele that the White settlers were responsible for the drought, locust plagues and the cattle disease rinderpest ravaging the country at the time. **Causes of the Chimurenga war** a) The war broke out because the Shona and the Ndebele feared disruption of their age- old and valued trade and trade routes. ----- 241 ### b) They fought for economic and trade independence. The company had stopped shona Gold and ivory trade with the Portuguese and forced them to trade only with the company only and at low exchange rates. c) They were fighting against land alienation. The BSA Company had alienated the Ndebele land and pushed them to the Gwaai and Shangani reserves that had no water and were infested with tsetseflies. d) The war eroded the Ndebele traditional authority. When Lobengulas sons were sent to South Africa by Rhodes for education, they were denied chance of succeeding their father. e) They detested the removal of the rights of chiefs to allocate land. The British ruined the regimental system and refused to recognize the power of the indunas and Ndebele laws. f) The British began to assume the rights to punish the subjects on behalf of the chiefs. Sometimes even the chiefs were also punished. E.g, Chief Moghabis village was burnt. g) They revolted against taxation which was an interference with their economic independence. The hut tax, introduced in 1894 was collected with much brutality. h) The Ndebele were not pleased with the recruitment of the shona in the police force. They felt humiliated as the shona took the chance to revenge for the many years of oppression. i) They resented the general brutality of the whites when dealing with the Africans, like threatening the black people with punishment just before pay, to cause them to run away. j) They wanted the removal of the policy of forced labour on European mines and farmswhere workers operated under deplorable conditions, often whipped with syambok (whip) and worked for long hours without chance to engage in activities of their choice. k) The company disregarded the Ndebele customs especially the class system. They treated everybody equally, including the Holi  who were traditionally slaves to the Ndebele aristocrats. The traditional leaders were sometimes flogged before their subjects. l) The confiscation, by the company, of 250,000 head of cattle in 1893 from the Ndebele. Leaving them with only 50,000 affected by cattle disease. The rights to raid the shona for cattle was also denied. m) The people were resented more by the Natural calamities that continued to afflict them and which religious mediums like Mlimo blamed on the presence of the whites. n) The influence of the Mwari cult leaders who urged people to resist with an assurance of victory against the British and immunity against the European bullets. Course of the war . Mlimo's call to battle happened at a time when the BSA Co's Administrator General Matabeleland, Leander Starr Jameson, had sent most of his troops to fight the Transvaal Republic in the ill-fated Jameson Raid in Dec. 1995 leaving the country's defenses in disarray. ----- 242 ### War in Matabeleland.On 29 [th] March 1896, the Ndebele High Priest Umlugulu, with senior indunas, organized a ceremony to install Umfezela as Lobengulas successor. On that day, The Ndebele rebels killed the whites on their farms as they found them by surprise. They also killed African policemen in the British force. The European settlers took refuge in fortified camps in Bulawayo, Gwelo, Belingwe and Mangwe.The British immediately sent troops to suppress the Ndebele and the Shona, but it cost the lives of many settlers, Ndebele, and Shona alike. The Matabele military defiance ended only when Burnham found and assassinated Mlimo, thanks to a Zulu informant. The Ndebele finally agreed to peace talks with Rhodes during which Rhodes agreed to disband the shona police and give the Ndebele headmen some powers as indunas. **The War in Mashonaland ** On 17 June 1896, the Hwata dynasty at Mazowe attacked the Alice Mine. They succeeded in driving away the British settlers from their lands on 20 June 1896. In the same month, Mashaykuma, working with the local spiritual leader Kagubi, the Zezuru Shona people in killing a British farmer Norton and his wife at Porta Farm in Norton. With the war in Matabeleland ending in October 1897, Gen. Carrington was able to concentrate his forces on Mashonaland. Nehanda Nyakasikana and Kagubi Gumbo- reshumba were captured and executed in 1898, but Mkwati, a priest of the Mwari shrine, was never captured and died in Mutoko. Traditional leaders played a major role in the rebellion, notably Chief Mashayamombe, who led resistance in Mhondoro, Gwabayana, Makoni, Mapondera, Mangwende and Seke. **Role of religion in the organization of the S hona Ndebele resistance ** a) Religion united the Shona and Ndebele who had hitherto been bitter rivals. / The two communities entered a common plan of action. b) It boosted and sustained the morale of the masses and gave them spiritual strength to fight a might force. c) Religion was used as a base of mass action. It provided the resistance with a common ideology. Much of the ideology used was derived from Umlugulu, the chief priest of the Ndebele Nyamanda, Lobengulas eldest son and Mlimo, the medium of Mwari Cult d) Religious leaders provided leadership to the war against white aggressors who were considered immoral and brutal. e) The Mwari Cult provided an important organization link between the Ndebele and shona since it was widespread. f) The most important representatives of the Mwari Cult were Mkwati and Singinyamatse who were the backbone of the spiritual unity of the Ndebele. **Why the Ndebele and shona were defeated ** a) Disunity among Africans and between Shona and Ndebele. They fought on different fronts. Even some African communities supported the British against the shona and Ndebele. ----- 243 ### b) The Ndebele social class lacked unity of purpose. The former aristocrats fought on their own while the former slave classes chose to even cooperate with the British. c) British soldiers were well trained as compared to African soldiers. They also got reinforcement from Botswana and South Africa. d) The arrest and execution of African leaders like Nehanda, Kagubi and Singinyamatse demoralized the people. e) The British had superior weapons as compared to African inferior weapons. f) The magic failed to protect them against the enemy bullets. Many people were killed by the British including the leaders of the Mwari cult. g) The determination of Cecil Rhodes, who negotiated for peace with Ndebele thus ending the war. This made the suppression of the Shona by the British easy. **Results of the war. ** a) The Africans lost their independence as the British established their authority over them. b) There was an enormous loss of life and property. c) The African land was alienated and they confined to reserves d) Africans in reserves were be subjected to forced labour. e) The war led to rapid spread of Christianity as the local people lost faith in their religion. f) The Ndebele indunas gained recognition as headmen. g) The Africans were exposed to severe famine, as the war hindered farming. h) The colonial office in London lost confidence in company rule due to its poor administration. **COLLABORATION ** ***What is collaboration? *** This was a style in which Africans responded to European intrusion through diplomacy, adaptation or allying with the Europeans for military support and for material gains **Reasons for collaboration by some African communities. ** a) Some African kings needed to safe guard themselves against internal and external enemies. e.g. Lewanika of Lozi who was facing threat from the Ndebele and the Ngoni. b) Others wanted to promote trade with the imperialists so that they can gain material wealth. For example, the Wanga and the Shona. c) Influence of the missionaries who convinced some African leaders to collaborate in order to get western education and civilization. E.g, Franois Coillard encouraged Lewanika to collaborate with the British. d) In some communities, there was need for protection against other European powers e.g. the Lozi against the Portuguese. e) Others were merely in need for assistance to gain regional supremacy. E.g the Maasai who were on downward trend as the Nandi were raising. ----- 244 ### f) To some it was a means of showing courtesy visitors assuming that they would leave soon and being ignorant of European intentions. For example, Kabaka Mwanga of Buganda. g) Other African leaders influenced some communities. For example, Chief Khama influenced Lewanika of the Lozi to resist. h) Having witnessed the European military might against the resisting neighbours some communities saw it futile to resist stronger force **The Lozi Collaboration** **Factors, which influenced Lewanika of the Lozi to collaborate with the British ** a) Lewanika was encouraged to collaborate with the British by King Khama of Botswana who had already benefited from British protection against the Dutch in South Africa. b) The European missionaries who had visited him earlier influenced Lewanika. For example, Franois Coillard who convinced Lewanika to ally with the British to gain western education. c) Lewanika needed support against Portuguese and Germans who were approaching his territory. d) Lewanika wanted the British to protect his kingdom from attacks by other African communities such as the Ndebele and Shona-protection against African enemies. e) Lewanika also wanted the British to protect him against internal enemies e.g. in 1884, Lewanika faced an internal rebellion-to safeguard his position. f) Lewanika desired western education especially for his sons and civilization in his country. g) Desire for promotion of trade between Britain and his people. He was keen on acquiring European goods such as firearms for territorial defence. h) He was fearful and considered it futile to resist a strong military force like Britain. **How Lewanika collaborated with the British. ** Signing of treaties e.g. he first signed a treaty with Harry Ware in 1889 before signing the Lochner Treaty of 1890 and the Corydon Treaty of 1898. These treaties put Bulozi under British protectorate.Lewanika became friendly to British agents like Frank Lochner and the missionary, Franois Coillard, whom he allowed to establish a permanent mission station within his territory. He sent his sons to the Coillard mission school as a show of acceptance of westernization. **Lochner Treaty of 1890. ** It was British missionary Francois Coillard who negotiated for the meeting between Frank Lochner, acting on behalf of Rhodes, and Lewanika in 1890. The treaty put Lewanikas Kingdom under the protection of the British South African Company. **Terms of the treaty. ** a) Lewanika gave the BSA Company mining rights in Bulozi except in certain farming and iron mining areas. b) The company promised to protect the kingdom from outside attacks. ----- 245 ### c) The British company promised to pay the king 2000 sterling pounds a year and 4% royalties of all minerals mined in the area. d) A promise was made to develop trade, build schools and develop telegraphy in the kingdom. e) Lewanika would still be a king but just a constitutional monarch, not an absolute ruler as before. f) That a British resident would be posted in Lealui, the capital of the Kingdom, to monitor company activities and advise Lewanika on foreign affairs. The treaty consequently implied that Lewanika had given up his kingdom to the British company.In 1897, Robert T. Coryndon a former police officer was sent as a British resident in Bulozi. Upon his arrival, he made arrangements for the signing of the Lawley treaty of 1898 which further reduced the size of the area governed by Lewanika. In October 1900, he signed another treaty, the Coryndon Treaty with Lewanika. The Coryndon Treaty (1900) ***It had the following terms; *** a) The British government would be responsible for administration of Bulozi. The company administrator would answer to the High Commissioner at the cape. b) The company would appoint officials and pay for the administration of the area. c) The company would provide schools, industries, postal services, transport and telegraphic facilities. d) Lewanika would receive only 850 sterling pounds a year as his stipend. e) The company was allowed to acquire land on the Batoka plateau. f) The company maintained its rights to prospect for mineral in Bulozi. g) Lewanika was to stop slavery and witchcraft in his area. h) Lewanika was made paramount chief of Barotse. His powers were reduced more when more white settlers arrived in 1905 ready to participate in government. NB; the Coryndon treaty made Lewanika a mere employee of the company, receiving only a stipend. He lost control of the former vassal states that no longer would pay tribute to him since they were now under the British.In the final run, Lewanika lost his independence just like any other collaborator or resistor. **Results of Lewanika collaboration** a) Schools and health centres were put up in his kingdom. b) He got British protection from Ndebele attacks. c) It marked the beginning of the erosion of the independence and traditional authority of his empire. Lewanika lost his authority as the administration was taken over by the British South Africa Company d) The British recognized Lewanika as a paramount chief of Barotse and gave him necessary protection. e) Lewanika received payment of  2000 yearly f) The British South Africa Company took over the control of the minerals ----- 246 ### g) The Lozi land was alienated and given to British settlers h) The Lozi were later forced to pay taxes in order to maintain the administration. i) The Lozi were forced to work as labourers on settlers farms j) The Lozi were employed in the civil service k) The British South Africa Company developed infrastructure in Barotseland l) The British used Barotseland as a base to conquer the neighbouring communities. **The Buganda collaboration. ** By the mid 19 [th] century, Buganda had become the most powerful state in the interior of East Africa. However despite this might, the Kabakas (Mutesa I and Mwanga) chose the path of collaboration instead of resisting the European intrusion. **Why kabaka Mutesa I (1856-1884) collaborated with the Europeans. ** a) His kingdom was under threat form Khedive Ishmael of Egypt. He therefore wanted British assistance against the Egyptian threat. b) There was threat from his traditional enemy, Omukama Kabalega of Bunyoro Kingdom. c) Mutesa wanted to establish a centralized religious authority over Buganda to counter there power wielded by the traditional priest of the Lubaale Cult and the Muslim power and influence. d) He wanted modernization and to gain Prestige from association with the Europeans. For example, western education, medicine and other material benefits. e) He had the desire to trade with Europeans to get their goods especially firearms. **Kabaka Mwanga (1884-1898) ** Mwangas main problem when he took over power was religious indecision which eventually generated political instability. In January 1885, he executed three C.M.S converts. In October 1885, he had Bishop Hannington killed. In May 1886, 30 young converts were burnt to death at Namugongo for refusing to denounce their Christian faith. In 1888, under the urge of the traditionalists, he unsuccessfully attempted to expel all foreigners whom he blamed for causing chaos in his kingdom. He instead was disposed by a combined force of Muslims, Catholics and Protestants and replaced by his brother Kiwewa, sharing authority with foreigners.In 1890, Mwanga recaptured the throne assisted by the Christians and Kabalega of Bunyoro kingdom. He signed a protectorate treaty with Carl peters for the Germans and rejected a treaty offer by Fredrick Jackson of IBEACO. IN 1891, Mwanga signed a treaty of collaboration with Fredrick Lugard, the First British administrator sent to Uganda. This was after the Heligoland Treaty of 1890 had put Uganda a British sphere of influence. **Why Mwanga collaborated** a) He wanted to acquire protection from internal and external enemies e.g religious groups and Banyoro. b) He wanted to secure his position and safeguard the Baganda from interference. ----- 247 ### c) He wanted the British to help him Gain regional supremacy over the surrounding kingdoms of Bunyoro, Ankole and Toro.However, throughout all the religious conflicts that continued in Uganda between the Protestants and the Catholics, Kabaka Mwanga always supported the Catholics to the Chagrin of the British administrators. He was disposed by Lugard in 1894 after the capture of his palace at Mengo.Under Kabaka Mwanga II, Buganda became a protectorate in 1894. This did not last and the Kabaka declared war on Britain in on July 6, 1897. He was defeated at the battle of Buddu on July 20 of the same year. He fled to German East Africa where he was arrested and interned at Bukoba. The Kabaka later escaped and led a rebel army to retake the kingdom before being defeated once again in 1898 and being exiled to the Seychelles.While in exile, Mwanga II was received into the Anglican Church, was baptized with the name of Danieri (Daniel). He spent the rest of his life in exile. He died in 1903, aged 35 years. In 1910 his remains were repatriated and buried at Kasubi.The war against Kabaka Mwanga II had been expensive, and the new commissioner of Uganda in 1900, Sir Harry H. Johnston, had orders to establish an efficient administration and to levy taxes as quickly as possible. This he did through the Buganda Agreement of 1900 **The Buganda agreement** The Buganda agreement was signed in 1900 between Sir Harry Johnstone, British Official, and Apollo Kagwa, representing the Baganda **Reasons for signing of the Buganda agreement** a) The treaty was to define the position of Buganda in the country. b) To introduce law and order in the country. c) To reduce the cost of British administration since Buganda was to meet the cost of administration. d) To define the relationship between Buganda and the British government. **Terms of the Buganda agreement ** a) The Buganda laws were to remain in effect as much as they did not interfere with protectorate laws that were to be applicable to Buganda Kingdom as well. Bugandakingdom was to be ruled by the Kabaka with the assistance of Katikiro. The Lukiko was to be the legitimate body making laws of Buganda and it was to compose 89 members. b) Buganda people were to pay poll and hut tax. However, No tax was to be levied on Buganda unless approved by the Lukiko (parliament). Revenue from Buganda was to be merged with all the revenue from other provinces. c) The kabaka, ministers and Chiefs to be paid since they were now employees of the British government. d) Buganda boundaries were defined to include parts of Bunyoro (the ten sazas she had acquired from Bunyoro). The kingdom was therefore expanded to twenty counties. To ease administration, each county was placed under a Saza Chief. ----- 248 ### e) Land tenure system was changed to include land on freehold basis (Mailo land) and crown land. The crown land was for protectorate government while the Mailo land was particularly for the kabaka, his ministers and his chiefs. f) Though Buganda became a province within the protectorate, Ganda system of government was recognized and modified. It was to have three ministers (katikiro, treasurer and chief justice.). The Lukiko had fixed number- 20-saza chiefs, 60 notables and 6 Kabakasappointees. **Results of the Buganda agreement. ** a) British overlord ship was confirmed over Buganda. b) Buganda was reduced to a status of a mere province. c) The position of the king was reduced  he lost his power to give or withhold land as well as the power to appoint or transfer chiefs. d) The 1900 Agreement led to the birth of early nationalistic movements. For example, the Bataka Opposition Movement in the 1920s by the landless class people rising up against the land-owning group. e) Modern economy and western education were introduced with Buganda taking the lead. f) Buganda formed the basis for the British administration as baganda were appointed as British administrators. g) It strengthened the special position of Buganda in relation to other communities in Uganda. h) Sazas were increased from 10 to 20 and saza chiefs got land and right to impose land rent. i) It led expansion of Christianity and decline of Islamic influence. j) Bunyoro kingdom became aggrieved as results of loss of part their territory that was transferred to Buganda by the British. This caused friction later. **Results of African collaboration** a) Just like resistors, the collaborating communities also lost their independence and were eventually colonized. Bulozi and Buganda finally became British Protectorates. b) The collaborating community leaders gained some recognition, though with reduced powers. Lewanika foe example became the paramount Chief of Barotseland while Kabaka gained the title, His Highness. c) The collaborators were able to secure some amount of protection from their traditional enemies. The Lozi were protected from the Ndebele while the Baganda were protected from the Banyoro. d) The collaborators were used by the Europeans to exert their authority over other African societies. The baganda on their part were used to administer Busoga. e) The collaborating Africans gained from missionary work. Lewanikas sons for example gained western education. Hospitals and schools were also built in the kingdoms. ----- 249 ### f) There was increased trade between the collaborating communities and the Europeans. The communities gained European goods such as glassware, clothes, guns and ammunition. g) The collaborators just like resistors were later subjected to economic exploitation such as land alienation, mining, taxation and forced labour. **ESTABLISHMENT OF COLONIAL RULE IN KENYA ** **CAUSES OF THE SCRAMBLE FOR EAST AFRICA ** **Factors that contributed to the scramble and partition of East Africa ** 1. The rise of Nationalism in Europe. The Unification of Germany, after the Franco- Prussian war (1870-71) upset the balance of power in Europe and there was need to rebalance out through acquisition of colonies in Africa including east Africa. The Germans also felt that the only way their nation could gain recognition among other European powers was through securing colonial possession. ***2. Strategic location of East Africa in relation to Egypt. Europeans were concerned*** with the source of the river Nile in East Africa and control of the Suez Canal. Therefore, the ownership of East Africa was crucial to the Egyptian affairs. East Africa, had, from the days of the Portuguese conquest in the 15 [th] century, proved to be a strategic location for fresh supplies. That is why the Germans and the British competed for possessions in the region. ***3. The need to speed up economic development of the European countries. The*** industrializednations were rushing for colonies to tap raw materials to keep their factories running. There was also a popular believe that East Africa contained pockets of precious metals awaiting exploitation. They were also driven by the search for market for European produced goods. The Europeans were also looking for places to invest their capital. 4. The rise of Public opinion in Europe. There was growth of public support towards the acquisition of colonies. E.g., the Daily Press in London spoke well about acquiring colonies. ***5. Social factors. *** ~ East Africa was to be occupied as a means of stamping out slave trade and replacing it with legitimate trade. ~ The Europeans were keen on spreading their culture to east Africa. ~ They wanted to protect their missionaries who were already operating in east Africa **The process of Partition** The Berlin conference failed to fully resolve the rivalry between the Germans and the British in East Africa. The activities of Karl Peters and Harry Johnstone for the Germans and the British respectively in the Mount Kilimanjaro region depicted intense rivalry which almost led to war.The two signed treaties with local chiefs as a way of legalizing their arbitrary declaration of their spheres of influence. Karl peters even declared german protectorate over Ungulu, Uzigua, Usagara and Ukami.These activities together with ----- 250 ### those of Sir William Mackinnon of the Imperial British East Africa Company became the immediate cause of the partition of east Africa.The partition of East Africa was sealed through the following two treaties. **The Anglo-German Agreement of 1886** The agreement facilitated peaceful settlement of the german and British claims on east Africa as follows; a) The Sultan was given the 16 KM (10mile) coastal strip from Vanga to Lamu. He also acquired islands of Zanzibar, Pemba, mafia, Lamu, pate and Towns like Lamu, Kisimayu, Mogadishu, Merca, and Brava. b) Germany acquired the coastline of Witu the region between river Umba in the North and river Ruvuma in the south. c) The British got the territory north of river Umba up to river Juba in the north. However, the treaty failed to determine the western boundary, thus leaving Uganda up for grab to any power that got there first. Uganda therefore became a theatre of intense rivalry between Karl Peters who even secured a treaty with Kabaka Mwanga in 1890 and Fredrick Lugard who tried in vain to sign a treaty with Kabaka Mwanga. This tension is what led to the Heligoland Treaty of 1890. **Terms of the Heligoland Treaty of 1890** a) Germany officially recognized Uganda as a British sphere of influence/protectorate. b) Germany abandoned her claim over the territory of Witu for British in exchange for Heligoland island in the North sea c) Germany accepted British protectorate over Zanzibar and Pemba. d) Germany acquired a strip of land on Lake Tanganyika from Britain and the Coastal region of Tanganyika from the Sultan of Zanzibar. e) The Sultan of Zanzibar retained a 16km (10 miles) Coastal strip. This treaty thus ended the scramble for and partition of East Africa. **BRITISH OCCUPATION OF KENYA ** **Methods used by the British to occupy Kenya. ** a) Signing of treaties. The following treaties were signed either by the British or on behalf of the British to facilitate their occupation of Kenya; ~ A treaty by Sir William Mackinnon and the Sultan of Zanzibar Barghash in 1887 which effectively put Zanzibar under the British for 50 years. ~ The Maasai Agreements of 1904 and 1911 between Oloibon Lenana and the British ~ The Anglo-Germany Treaties of 1886 and 1890. b) Collaboration. The British collaborated with communities like the Wanga and Maasai who were later used as bases to extend British Authority over other areas. c) Establishing operational bases. The British built Forts like Fort Smith (Kabete) and Fort Hall (Muranga) to enhance their political control. d) Use of company Rule. In the initial stages, due to the fear of the enormous costs of effective occupation and administration, the British mandated the IBEA. Company to ----- 251 ### administer the Kenyan protectorate.The Imperial British East Africa Company of Sir William Mackinnon was given the royal charter in 1888 and thus had the following new powers; a) Levying and collecting taxes and institute custom duties in the area. b) Establishing political authority and Maintain of law and order in the British East Africa. c) Promoting legitimate trade and Eradicate slave trade d) Developing and civilizing the indigenous peoples with the assistance of the imperial consul based in Zanzibar. **Achievements of the IBEAC. ** a) The company succeeded in quelling local aggression in the British spheres of influence from communities such as the Nandi, Maasai and Akamba. b) The company established a series of Forts at Kibwezi, Machakos, Smith and Dagoretti, which laid the basis for colonial administration in Kenya. c) The company improved transport and communication in the protectorate by pioneering road construction in Kenya. For example the Sclaters Road between Kibwezi and Busia in 1894 which assisted in transportation of railway building materials. d) The company succeeded in eradicating slavery to some extend and securing freedom for many slaves. e) The company also developed a rubber industry along the coast and the interior. **Reasons why Britain used the IBEA Company to administer her possession ** a) Absence of a clear policy on the administration of colonial possessions. This gave room to the use of the company to administer the colony. b) The company could provide cheap administrative capital that Britain had failed to raise for colonial governance. The colonies were not yet economically viable c) There was a problem of inadequate personnel to be used in the administration of the colonies. d) I.B.E.A.Cos long experience in the region. The company had invested heavily in east Africa, hence making its participation in the administration of the colony inevitable. **Why company rule had failed by 1895. ** a) The region lacked strategic natural resources for export thus making the IBEACO, a trading company, to operate at a loss and narrow its revenue base. Minerals like Gold, copper and Diamond were not existent. b) The company lacked sufficient capital to carry out the day- to- day administrative operations. The company had spent the little funds available in the construction of fortified trading stations, with little reward. c) Transportation of goods in the region proved expensive and slow as the region did not have any navigable rivers ----- 252 ### d) The company faced the problem of poor coordination of its activities caused by lack of proper channels of communication between the head office in Europe and the offices in the colony. e) Some of the company officials were corrupt and therefore misappropriated funds. f) The company faced numerous resistances especially in the Nandi country thus disrupting their operation. At one time, Fort Smith was set on fire by African resisters. g) Some of the company officials lacked experience in administrative matters since most of them came merely as traders. h) The company officials also were affected by the harsh tropical climate and diseases like malaria and sleeping sickness that killed many. The company thus surrendered the Charter in 1895 to the British government for a compensation of 250,000 dollars **Factors facilitated the establishment of the British control over Kenya during the ** **19th century? ** a) The Christian missionary factor. They created an atmosphere of friendship with Africans, which was important for colonization. They also occasionally called home for protection against hostile communities. b) Presence of trading company (IBEACO. The companies through their agents signed treaties with African rulers and among themselves as a means of initiating effective occupation of Kenya. c) Superior military power/good army. The European armies were more efficient than he African ones. This was witnessed in the ability to quell the numerous wars of resistance like the Nandi resistance. d) Disunity among African communities. By the time the British came to East Africa, the Wanga were up against the neighboring communities in western Kenya, the Nandi and the Maasaiwere at war and the Mijikenda against the coastal Arabs over land. This was of advantage to the British. e) Signing of treaties. There was Collaboration of some communities with the British. The Maasai signed the Maasai Agreement of 1900. The Wanga also signed various treaties with the British. f) The British policy of indirect rule was readily acceptable, thus reducing the chances of resistance. g) Financial support from the home government. **KENYA PEOPLES RESPONSES BRITISH INVASION OF KENYA ** Africans in Kenya offered varied responses to the British intrusion into their country. Some resisted while other collaborated.The communities that resisted actively included the Nandi, Agiryama, Bukusu, Somali and sections of the Agikuyu ----- 253 ### **The Nandi Resistance (1895-1906) ** **Reasons why the Nandi resisted British occupation of their land** a) The Nandi had gained a lot of pride, having subdued their neighbours E.g the Luo, Maasai, Abagusii and Abaluhyia. At that time, they were enjoying a sense of superiority that gave them confidence to take the British Intruders head-on. b) The Nandi military superiority made them feel equal if not superior to the whites. Their warriors were well- trained and equipped and had gained a lot of experience through the numerous cattle raids the conducted against their neighbours. c) The Nandi detested the physical appearance of the white people which they considered as evil and must be expelled from their community. d) The Nandi were opposed to Land alienation by the British. They disliked the grabbing of their land for railway construction/white settlement. e) Kimnyoles prophecy that foreigners would dominate the Nandi motivated them to fight against the Europeans. f) The Nandi had a long history of resisting and fighting intruders. They had successfully warded off the Arab and Swahili traders in the 1850s. g) The Nandi resisted as a means of safeguarding their independence which they had enjoyed for a long time. h) The Nandi also enjoyed unity under the leadership of Koitalel Arap Samoei between 1895 and 1905. This had helped them to register numerous victories against neighbouring communities. They therefore felt strong enough to resist the British. **Course of the Nandi rebellion** The Nandi wars of resistance began in 1895. The Nandi mainly employed guerilla warfare ambushing the caravan traders and mail carriers who passed in their territory. When two Nandi warriors strayed into the Guasa Mesa administrative camp headed by Andrew Dick in 1895, he murdered them as a response to the attacks by the Nandi on foreigners passing in their territory.The Nandi retaliated through the murder of a British trader, Peter West and thirty of his workers. This sparked off British punitive expeditions against the Nandi with the first in 1897 which however failed to stop the Nandi raids. When the railway reached the Nandi territory, they refused to cooperate with the railway builders and even kept stealing building materials to make weapons and ornaments. They even ambushed and murdered railway builders.In 1900, the British sent three punitive expeditions under Colonel Evatt, the commander of the Uganda Rifles reinforced by the Maasai, Baganda, Swahili and Indian mercenaries.The Nandi were supported by the Kipsigis enabling them to resist for so long causing high death toll on the British and the Nandi as well.The year 1901 witnessed a temporary truce worked out by the British administrator, Walter Mayes (1901-1905), after realizing the heavy causalities both sides were experiencing. ----- 254 ### The war was re-ignited when the Nandi realized that the British had started settling and farming on their land. They destroyed the railway in protest. The British reacted by destroying crops and villages and stealing cattle for the next three years. The Nandi war of resistance only ended when the British officer in Nandi, Captain Meinertzhagen, hatched a plan to have Koitalel, the chief coordinator of the rsistance, killed. He and his advisers were killed in October 1905, during a peace meeting convened by Meinertzhagen. The Nandi finally sought for peace in December 1905 ending the ten year long resistance. **Why the Nandi offered the longest and strongest ever resistance to the British ** **intrusion in Kenya. ** a) The British intrusion into their territory happened when the Nandi were at the best of their power and superiority. b) Existence of a superior military organization based on the age set system. The Nandi army was strong and could match any foreign force. The regimental age-set system supplied the Nandi with young men who were experienced in battle, disciplined, organized and were effective. c) The Nandi also possessed knowledge of weapon manufacture and repair through their local ironsmiths and using stolen railway material. d) The Nandi enjoyed regular supply of food and war equipment which sustained the fighters for a long period. This was mainly aided by the Nandi mixed economy enabling them to turn livestock for food when the British destroyed crops. e) The Nandi had good knowledge of the terrain in which they were fighting the intruders thus having an advantage over the British who were not familiar with the terrain. The difficulties faced by the British as posed by the terrain disadvantaged them durin g the resistance f) The Nandi knowledge of Guerilla tactics. This enabled them to organize many surprise attacks while vandalizing key British installations like the telegraph lines. g) The existence of strong leadership. The Nandi leadership was religiously inspired and therefore very strong. The Orkoiyot was their symbol of unity and strength and was believed to possess some supernatural powers that gave courage to the fighters. h) Their enemies, the British troops, were slowed down in their advance by problems like respiratory disease due to the wet and cold climate. The Nandi were accustomed to these conditions i) The Nandi received assistance from the Kipsigis fighters  the Elgeyo, Lembus and Nyangori which enabled them to hold off the British for Six weeks in 1900. **Why the Nandi were defeated in the hands of the British** a) The British obtained support, against the Nandi, from the collaborating communities like the Somali and the Maasai. b) The British military strength remained superior to that of the Nandi especially in terms of the weapons. Their guns were superior to the Nandi spears. ----- 255 ### c) There was an outbreak of smallpox in the Nandi country 1890. This weakened them by killing many and rendering others unable to fight on. d) They Nandi failed to get support from the neighboring Kenyan communities like the Luo and the Abaluhyia who were not friendly to them. e) The treachery employed by Captain Meinertzhagen, the British commander who lured Nandi Orkoiyot Koitalel Arap Samoei to a meeting where he was killed. f) The death of Koitalel Arap Samoei demoralized the Nandi into even signing for peace. g) The British used Scorched Earth Policy, which seemed more punitive to the Nandi since their houses were burnt and livestock confiscated. **Results of the Nandi resistance. ** a) The Nandi country was colonized by the British after 1906. The Nandi lost their independence. b) There was massive loss of life. Koitalel Arap Samoei, his entire council of elders and over 1000 warriors were killed. The British also experienced casualties on the part of their forces. c) There was destruction of property through burning and looting. E.g the British confiscated at least 5000 herds of cattle and burnt more than 5000 huts and grain stores. d) There was massive land alienation. The Nandi were pushed into reserves where they experienced impoverishment due to drought and cattle diseases. The Nandi lot their territory and traditional salt licks at Kapchekendi and Kamelilo that were now inhabited by the whites. e) The Nandi military organization disintegrated thus making them lose their dignity and authority in the region. f) The Nandi were separated from their close cousins and allies the Kipsigis through the creation of the Nandi Reserves where they were confined. Their economic lifestyle of grazing animals freely was also disrupted. g) Many Nandi warriors were recruited into the colonial police. **Agiriama resistance. ** A Bantu speaking group inhabiting the coastal region, their reaction to the British invasion was motivated by the reaction of the Mazrui Arabs and the Swahili who rose up against the British in 1895.The Agiriama reaction began as an offer of support to the Mazrui Arabs, with whom they had long trading links, during their conflict with the British over succession to the TakaunguSheikhdom. The Agiriama was also hitting back against the Busaidi Arabs who were encroaching on their territory. The British had supported the Al Busaidi collaborators throughout succession conflict.The British reacted by bombarding Rashids Headquarters at Mweli forcing the Agiriama and the Mazrui to resort to guerilla warfare. While the Mazrui Arabs later surrendered, the Agiriama now resorted to full scale rsistance against the British encroachment in 1914. ----- 256 ### **Causes of the Agiriama resistance** a) They did not want to pay taxes, especially hut tax that was hurting to traditionally polygamous group, to the British. The British also were forcing them to pay it in terms of labour instead of allowing them to sell their grains and livestock to pay. b) They had lost their independence/the British replaced the Agiriama traditional rulers with their own appointees c) They were opposed to forced labour on British plantations for little or no pay especially on land that had been snatched from them. d) The British did not respect their culture. The British policemen at Kitengani insulted the Agiriama culture by raping their women. e) The Agiriama were reacting against forced conscription into the Kings African Rifles. They were forced to produce 1000 able-bodied men within a month, join the British army f) They lost their land to the British due to the massive land alienation for settler farming. They were forced to offer paid labour on their own former land to the chagrin of the elders. g) The British, who were seeking to take over the Agiriama role as middlemen, disrupted their trade in ivory and food stuffs h) They disliked the British-appointed headmen whose duties included collection of taxes and recruitment of labour. **Course of the resistance** The Agiriama resistance was inspired by a Giriama prophetess, Mekatilili WA Menza. She was joined by an Elder, Wanje wa Madorika in mobilizing people to a mass resistance against the British rule.The immediate course of their reaction was the forced military recruitment into the KAR. To provoke the British to war, they barred their young men from moving outside their villages to work.Mekatilili and Wanje called on the people to return to their ancestral shrine at Kaya Fungo and offer sacrifices and denounced all appointed puppet rulers in favour of the traditional council of elders. The two administered traditional oaths to unite and inspire the people to war. I.e. the Mukushekushe oath for women and the Fisi oat for men.When a state of emergency was declared by the British over the Agiriama, they resorted to Hitand-run warfare. They attacked the homes of loyalists, Europeans and collaborators forcing the missionaries to seeker refuge at Rabai. The British countered the hit-and-run warfare with burning villages and crops and driving away livestockThe resistance only subsided when Mekatilili and Wanje were arrested and deported to Kisii.The Arabs, under Fadhili bin Omari, mediated between the Agiriama and the British, marking the end of the war under the following terms; a) The Agiriama to offer a specific number of labourers for European settlers and public works. ----- 257 ### b) They would also offer a certain number of able-bodied men to serve in the Kings African Rifles. c) The British would occupy all the land to the north of River Sabaki. Role of Mekatilili in the Agiriama resistance . a) She encouraged the Agiriama to face the British by administering the Mukushekushe and Fisi oaths to unite the people to war. b) She presented the grievances of the Agiriama, some of which the British later addressed. c) She rallied the people together against a common enemy thus laying the basis for nationalistic struggles for independence. **Results of the Agiriama resistance to the British ** a) Many people lost their lives some as fighters while others were caught in the crossfire. b) The Agiriama lost their independence to the British c) There was Rampant destruction of property i.e. food stores at home, food crops in the fields and cattle. Some property was lost through confiscation. d) The communitys economic activities were disrupted, especially the lucrative trade at Takaungu, where they had been acting as middlemen. e) The Agiriama were prohibited from brewing traditional liquor. f) The British withdrew their order demanding Agiriama to move out of their homes. g) For the first time women took up the leadership of the rebellion e.g. Mekatilili **Bukusu resistance** **Reasons why the Bukusu resisted the British rule** a) They wanted to safeguard their independence and culture i.e. circumcision. b) They were being compelled to recognize Nabongo Mumia as the overall leader of Abaluhyia. c) The Bukusu did not like the idea of paying taxes to the British through force. d) They resented the British demand in 1894, that the Bukusu warriors surrender guns they possessed. e) The British invasion had happened when the Bukusu were enjoying immense military power. **Course of the resistance** The Bukusu resistance began with the ambush of a trade caravan heading to Ravine through bukusuland. The Bukusu stole all the rifles. When they were commanded to surrender all the guns in 1894 and declined, the British sent a punitive expedition which however was defeated. The British administrator at Elureko, Charles Hobley sought for reinforcement from Major William Grant of the Ugandan protectorate. In 1895, at the battles of Lumboka and Chetambe, the Bukusu were summarily defeated. **Methods used by the Bukusu to resist the British. ** a) Use of Warfare. They directly fought the British troops led by Major William Grant, at Lumboka and Chetambe hills. ----- 258 ### b) Ambushes. The Bukusu ambushed a caravan of traders, sent by the commanding officer at Kavirondo to the Ravine Station. c) Revolting against rule by Wanga agents. The Bukusu Murdered a Wanga agent, Hamisi, who had been sent, to administer the area. ` **Effects of the Bukusu resistance** a) The Bukusu lost most of their land through massive land alienation b) They lost their independence as bukusuland was declared part of the British East Africa **Protectorate** c) There was massive loss of life within the Bukusu and the British forces. d) There was loss f property and disruption of Bukusu economy. The Bukusu lost their cattle and sheep. e) Bukusu women and children were taken prisoners by the British. **The Somali resistance. ** The Somali resistance was a reaction to the British declaration that Jubaland was a British protectorate. They were led by their leader Ahmad bin Murgan. **causes of Somali resistance. ** a) The Somali were opposed to the division of Somaliland into the British and Italian spheres of influence, which separated the clans. b) They were opposed to punitive expedition sent against them by the British. c) The Somali people being Muslims were opposed to being controlled by the British who were Christians. d) The British attempted to stop the Somali raiding activities against their neighbors. e) The Somali were against British control of their pastureland and watering points. f) The British wanted the Somali to drop their nomadic way of life. **Course of the resistance. ** The British initially reacted minimally to the Somali aggression on their Kisimayu neighbourhood in 1898 due to the following reasons; a) They viewed such an undertaking as to expensive in terms of the arms and military personnel that would have been involved. b) The Somali were a nomadic group therefore it was very hard and time consuming to suppress them. c) There was no economic justification for waging such a war on a highly unproductive territory. However, when the Somali murdered the British sub-commissioner for Jubaland, Mr Jenner, in 1900, the British dispatched a punitive expedition of Indian regiments against them.The Somali rose up again in 1905 against the British after they had procured Firearms. The Somali skirmishes continued into 1914 with the change of boundaries and finally ended in 1925 when Jubaland was put under the Italian Somaliland. ----- 259 ### **Results of the Somali resistance** a) There was massive loss of life, as many Somalis were killed. Sub-commissioner Jenner was also killed. b) The British divide the Darod and Hawiye clans through the boundary changes of c) The Somali cattle were confiscated. d) Somali lost their independence through the declaration of the protectorate status. e) The process of colonization by Europeans was delayed considerably. f) There was favorable boundary change that saw Ogaden being placed under Italian Somaliland. **Collaboration ** In Kenya, the Maasai, Wanga and a section of the Agikuyu, Akamba, and Luo collabo rated. **The Maasai collaboration** In the 19 [th] century, the Maasai community changed from a once feared community to one marred by succession disputes and natural calamities. The Disputes between Lenana and Sendeyo over succession of Mbatian after he died weakened the Maasai community to the level of merely collaborating with the British intruders. Sendeyo moved with his followers to northern Tanzania leaving behind Lenanas group who chose the path of collaboration. **Reasons for the Maasai collaboration with the British** a) Losses of the Maasai military supremacy. At the time the British came to Kenya, the Nandi had overtaken the Maasai in terms of military superiority. They therefore sought for foreignsupport against their aggressors. b) Internal feuds. There were a series of succession disputes in the period between 1850 and 1890 caused by differences in economic activities. In one of the disputes, when Lenana seemed to be losing to Sendeyo, he appealed to the British for support. c) Natural calamities/disasters. The Maasai country witnessed severe hunger, livestock and human diseases in the 1850s. These weakened them more making them unable to resist. d) Threat and wars from the Agikuyu. When the Maasai went to reclaim their women and children at the end of the hunger period, they were met with outright threat of attacks from the Agikuyu. They therefore sought British support. e) Prophecy of Mbatian. He prophesized the coming of a white man who was more powerful and that the Maasai should not bother to resist him. f) Lenana personally chose the path of collaboration because he wanted to consolidate his position and that of his kingdom. He was looking for the much needed military support to overcome his sibling, Sendeyo of the Loita Maasai. ----- 260 ### **The process of Maasai collaboration. ** The attempt by Lenana to secure assistance against Sendeyo was the beginning of his collaboration with the British.The Kedong massacre incident (Maasai warriors attacked a caravan of Swahili and Agikuyu traders travelling from Ravine) and the resultant death of 100 Maasai at the hands of three white men (Andrew Dick and two French companions) made the Maasai the immediately seek for collaboration with the British.They cooperated with the British in establishment of colonial administration. The provided mercenaries in the British punitive expedition against the Nandi, Kipsigis and Kikuyu. Maasai were rewarded with cattle acquired from uncooperative peoples e.g. The Nandi and Agikuyu They exchanged gifts and used British manufactured goods. Lenana was made a paramount chief. Between 1904 and 1923, a fair proportion of the Maasai agreed to be moved from one grazing land to another to pave way for British settlement.They signed the first Maasai agreement in 1904 by which they moved into two reserves, one to the south of Ngong and the railway and the other up on the Laikipia plateau. A corridor of five kilometres was set aside in Kinangop for the Eunoto ceremony that accompanied circumcision. The second Maasai agreement of 1911 implied the Maasai abandon the Laikipia plateau to rejoin others in the enlarged southern reserve. **Results of the Maasai collaboration** a) Lenana was made a paramount chief of the Maasai in 1901. b) The collaboration led to the separation of the Maasai related clans. The Purko Maasai were divided into the Loita and Ngong Maasai. c) There was massive land alienation with the Maasai being moved to the Ngong and Laikipia reserves and later the southern reserve. d) Maasai freedom in conducting rituals was curtailed with their confinement to a five  square-mile reserve for initiation rites. e) The Maasai lost their independence. Just like any other part of kenya, Maasailand became part of the British protectorate. f) There was total disruption of their territorial integrity. Even their cattle economy was disrupted as the number of livestock was reduced. There was an attempt to cause them to abandon their nomadic habit. g) The Maasai gained material reward in form of cattle and grains looted from resisting communities like the Nandi and Luo of Ugenya. h) Their age old custom of livestock cross- breeding with their Samburu neighbours was disrupted with the curtailing of their migratory behaviour. Their stock was therefore weakened. i) Some Maasai were hired as mercenaries against the resisting communities such as the Nandi and Agikuyu. ----- 261 ### **Wanga Collaboration** Nabongo Mumia, the Wanga leader from 1880, was an ambitious and shrewd leader who had the desire to expand his Kingdom through collaboration with British intruders and soliciting their military assistance. **Reasons for Wanga Collaboration** a) Nabongo Mumia hoped that by collaborating, he would be made a paramount Chief of the entire western region. b) There was family rivalry over leadership. This compelled Mumia to seek help against his brother Sakwa. He wanted to safeguard his position at home. Key notes for the teacher and students- @Cheloti 2013  c) He wanted British protection against the Nandi, who were by then enjoying military superiority, the Bukusu and the Luo of Ugenya d) He wanted to revive a disintegrating kingdom. e) He wanted to take advantage of the British western civilization particularly education and religion. He also wanted material gains from the British. f) He aimed at achieving territorial expansion. Mumia aimed at ruling up to Kabras, Kimilili, Marama, Butsotso, Ugenya and Samia. g) He realized that his community was very small and it was futile to resist the militarily superior Europeans. h) Having realized that the British declaration of western Kenya as their sphere of influence was inevitable, he chose to become their ally at the earliest opportunity ever. **Process of Wanga Collaboration. ** Mumias contact with the outside world began when he befriended the Swahili and Arabcaravan traders and later the IBEA Company merchants when they visited wangaland.They built a fort and a trading station at Elureko, his capital, which was to remain the headquarters of the British administration in western Kenya until 1920. **Ways in which Nabongo of Wanga collaborate with the British. ** a) He offered his seat-elureko to become an operational base of the British expeditions. b) He offered his men to fight alongside the British in their expeditions against other communities. c) He provided Wanga agents to aid the British in administering the conquered areas. d) The Wanga provided food, water and shelter to the British invading forces. e) They gave the British free passage through their territory and offered them hiding places during the battles. f) Mumia signed treaties of friendship with the British. **Results of the Wanga collaboration with the British. ** a) Wanga kingdom was strengthened using military support from the British. Wanga kingdom was expanded. Nabongo gained more territories e.g. Samia, Bunyala and Busoko ----- 262 ### b) Their king Mumia was declared a paramount Chief thus raising his prestige. He ruled as a British paramount chief ruling as far as Bunyala, Gem, Ugenya and Alego, upto 1926, when he officially retired c) Mumia warriors became agents of the British colonialism. The warriors were used to subdue the Luo, Bukusu and Nandi. d) The Wanga Princes became agents of British rule over western Kenya. For example, Mumias half-brother Murunga was appointed chief of the Isukha and Idakho. e) Mumias headquarters at Elureko became the seat of British administration in western Kenya upto 1920 when it was moved to Kakamega. f) Mumia and his people gained material benefits from the British through trade, western education and religion. g) Nabongo Mumia became an important ally of the British administration in western ken\\ya, providing them with vital information over the appointment of chiefs and Headmen in western Kenya. h) Due to the Wanga Collaboration, there was intensified enmity and hostility between the Wanga people and other Abaluhyia subsections who viewed the Wanga as traitors. i) However, The Wanga, just like any other collaborator or resister lost their independence when Kenya was declared a British Colony in 1920. **Mixed reactions ** The communities that exhibited mixed reaction were the Akamba, Agikuyu and Luo. **The Akamba Reaction** The arrival of the British traders threatened to destabilize the prominence enjoyed by the Akamba as middlemen during the long distance trade. The British even tried to stop the Akamba from organizing raids on their Oromo, Agikuyu and Maasai neighbours. Why did the Akamba decide to resist British administration ? a) The British failed to respect Akamba traditions and customs. For example, the cutting down of the ithembo (shrine) tree for a flag post at Mutituni in 1891. b) When the Akamba attacked the Agikuyu, The British intervened against them. This was not taken kindly. c) The Akamba were protesting the misconduct of Company officials based at Machakos who stole from the local people and raped Akamba women. d) The establishment of colonial administration disrupted the long distance trade, which was the Akamba lifeline. e) The establishment of British rule meant loss of independence for the Akamba. f) The establishment of military posts in Ukambani without their consent. The British built a fort at Masaku in 1890. g) The British kept on disrupting their peace by sending military expeditions that resulted in death and massive destruction of property. h) The Akamba were also resisting forced labour. ----- 263 ### **Course of the Akamba resistance. ** In 1890, Nzibu Mweu led he Akamba in boycotting to sell goods to the company agents. Prophetess Syonguu also ordered the Iveti Warriors to attack the Masaku fort in the same year as a reaction to the cutting down of the ithembo tree for a flagpole.The British agents were defeated during this surprise attack.When the British tried to stop the Akamba raids on their neighbours in 1894, a Warrior, Mwatu wa Ngoma ordered the Akamba warriors, who had been inspired by medicinemen, to attack the British. The British responded with devastating consequences on the side of the Akamba forcing them into collaboration with the British District Commissioner, John Ainsworth. Mwatu wa Ngoma became a collaborator.Later, another gallant fighter, Mwanamuka, led the Kangundo people to attack the colonial police at Mukuyuni and Mwala, killing six. With the assistance of Maasai mercenaries, the British sent a punitive expedition against the Akamba and even confiscated their livestock.When Mwanamuka tried to blockade the Lukenya area to cut off communication between Fort Smith and Masaku, he was met with devastating consequences that forced him to also petition for peace. Why a section of the Akamba collaborated with the British . a) They had lost heavily during the Akamba-British war of 1894 causing them to fear the British. b) The ruthlessness with which the British attacked the Akamba scared many warriors into collaborating. For example, the Machakos station superintendent, Leith dispatched troops to deal with Syonguus forces in 1891, causing merciless killings and looting of property. c) Some especially the trades collaborated expecting material gains. d) Collaborators wanted to gain prestige. e) They wanted to get guns to be used in robbing for wealth. f) The Akamba had been weakened by the 1899 famine and were therefore unable to effectively tackle the British. **Reasons for the Akamba defeat** a) Some of the Akamba were not patriotic to the resistance course. Some self-serving opportunists allied with the colonial agents with the aim of enriching themselves thereby resulting in the Akamba defeat. b) Internally, the Akamba lacked territorial cohesion. It was therefore very difficult to coordinate a strong resistance to British rule among a highly segmented society lacking in a centralized system of government. c) Sections of The Akamba community experienced severe famine in 1899. They were weakened to the level of being unable to stage a gainful resistance to the British. d) The role of missionaries who pacified some sections to the level of collaborating with the intruders. The missionaries actively undermined their religious practices and traditional beliefs. ----- 264 ### e) When the Akamba caravan trade and raiding activities were disrupted, they had lost a significant source of livelihood and thus became weakened more. **Consequences of the Akamba reaction** a) The Akamba lost their independence as their territory was declared a British protectorate. b) There was massive alienation of Kamba land to pave way for white settlement. c) Many people, especially the Akamba warriors lost their lives during the confrontations with the British soldiers. d) The British interfered with the Akamba culture by cutting down the Ithembo tree and raping their women. e) The Akamba were subjected to heavy taxation in order to raise revenue for the colonial administration. f) Many of the Akamba men were forcefully conscripted into the Kings African Rifles to fight in World War I. **The Agikuyu reaction** The Agikuyu was also a highly segmented nature lacking in territorial unity. This explains why they had mixed reaction against the British. Explain the causes of Agikuyu resistance. a) The British failed to respect Agikuyu traditions and customs. The missionaries campaignedagainst female circumcision and Kikuyu forms of worship. b) Misconduct of company officials. They stole from the local people, killing some of them, and raped Agikuyu women. c) The Agikuyu were revolting against the forced supply of grains and water, by their women, to the British soldiers. d) There was massive land alienation, which had left many landless or pushed to unproductive land. e) Harassment of the Agikuyu, by British punitive expeditions. To enforce their policies, the British usually applied excessive force. f) The British had begun meddling in the Agikuyu internal affairs making them suspicious of their intentions. g) Fear of Loss of independence by some leaders like Waiyaki wa Hinga. h) The Agikuyu were reacting against the punishment meted on them by the British for raiding Fort Smith in 1892. Reasons why some Agikuyu collaborated . a) Agikuyu leaders like Kinyanjui wa Gathirimu and Karuri wa Gakure wanted to derive personal wealth and prestige through collaboration. b) Kinyanjui wa Gathirimu and Karuri wa Gakure hoped that by collaborating, they would be made paramount Chiefs among the Agikuyu. c) The collaborators wanted British protection against their enemies amongst the Agikuyu and other neighbouring communities. ----- 265 ### d) They wanted to take advantage of the British western civilization particularly education and religion. e) They also wanted material gains from the British through trading with them. f) The Agikuyu of Nyeri realized that it was futile to resist the militarily superior Europeans.They therefore chose to collaborate. **Organization of the Agikuyu reaction ** When captain Lugard established a fort at Dagoretti in 1890, he began relating with Waiyaki WA Hinga who was in charge of the area. Wayakis people supplied Lugards men with food.However, when Wilson took over from Lugard who had left for Uganda, his soldiers began looting food and livestock from the Agikuyu. The Agikuyu reacted by setting the Dagoretti fort on fire. Waiyaki was arrested by the forces sent by Sub- commissioner Ainsworth, and died enroute to Mombasa. It is alleged that he was buried alive at Kibwezi after provoking his captors.Kinyanjui WA Gathirimu, a collaborator, succeeded Waiyaki at Dagoretti. In 1899, Fort Dagoretti was closed down due to a series of raids. Francis Hall opened another Fort at Muranga (renamed Fort Hall after his death in 1901) after the locals were subdued and forced to accept the British Colonial rule. British trader John Boyes forged an alliance with Karuri WA Gakure, the Agikuyu leader at Fort Hall, which enabled him to subdue the resisting Agikuyu groups. He also made contacts with Wangombe of Gaki (Nyeri) who together with Gakure supplied the British with mercenaries in exchange for confiscated loots from resisting groups.Meinertzhagen, who succeeded Francis Hall in 1902, subdued the Muruku and Tetu section (led by Chief Gakere) of the Agikuyu. Chief Gakere was murdered and his associates deported to the coast after they wiped out the entire Asian caravan on the slopes of the Aberdares.The Agikuyu of Iriani (Nyeri) were defeated in 1904 and their Aembu and Ameru allies sought for peace in 1906, having seen the effects of resisting.By 1910, British rule had been established in the entire Mount Kenya region. With the Agikuyu settling peacefully in the reserves upto 1920s when they began to agitate again. **Results of the Agikuyu mixed reaction. ** a) The reactions fuelled mistrust, hatred and animosity in most of Kikuyuland. Such feelings of mistrust continue among the Agikuyu of Muranga, Kiambu and Nyeri up-to- date. b) There was massive alienation of Agikuyu land by the British with the help of the collaborators like Wangombe WA Ihura and Gathirimu who gave land to the British for construction. c) Some Agikuyu leaders amassed a lot of wealth and rose to prominence. For example, Karuri wa Gakure and Wangombe of Nyeri, d) The collaborators like Kinyanjui wa Gathirimu and his people received western education and were converted to Christianity. e) There was massive loss of lives for the resisters. For example Waiyaki wa Hinga and many Agikuyu fighters were killed. ----- 266 ### f) The Agikuyu, both collaborators and Resisters lost their independence when their territory was declared a British protectorate. g) The Agikuyu wars of resistance forced the British to shift their administrative base from Fort Dagoretti to Fort Hall. h) There was massive destruction of property. The Agikuyu razed down Fort Dagoretti. The Agikuyu villages were burnt by the British. **The Luo reaction. ** The resisters were the Luo of Sakwa, seme, Uyoma, Ugenya and Kisumu. The collaborators were the Luo of Gem and Asembo, led by Chief (Ruoth) Odera Akango. **Reasons for the resistance against the British by the Luo of Ugenya. ** a) To protect their land and national heritage. b) To protect their freedom and independence c) Protect their livestock, grains and fish from being taken by the British soldiers who were undisciplined d) The Luo had become a formidable nation in the area and did not entertain any intruder. e) They were also provoked by the punitive expedition sent against them by Mumia and the British. **Why the Gem and Asembo Luos collaborated. ** a) Their chief, Odera Akango had been influenced by the Wanga Neighbours who had gained materially from their collaboration. b) Odera also needed British assistance to subdue the Luo of Seme, Uyoma, Sakwa and Ugenya, and the Nandi, who were a threat to his people. c) He realized the futility of resisting the British through the experience of his neighbours. **Course of the Luo resistance. ** The Luo of Ugenya set off the resistance by attacking the Wanga in an attempt to expand. They vandalized British key installations like the telegraph wires and administrative stations.In 1896, the British sent an expedition against them and 200 people were killed. When the British attacked the Seme Luo for cattle and Grains, they were provoked into revolting. They attacked the Asembo Luo who had collaborated with the British. The British invaded them in 1898 with devastating effects in terms of property and life loss. The Luo of Kisumu rose up in 1898 attacking a British Canoe party on Winam Gulf for taking their fish without paying. They were however overcome.The Gem and Asembo Luos led by Ruoth Odera Akango supported the British throughout all these confrontations. **Results of the Luo reaction** a) Both collaborators and resisters lost their independence to the British. b) The Luo lost their property through burning and looting. c) There was massive loss of lives, especially among the Ugenya Luo. ----- 267 ### d) It Bred hatred between the collaborators and resisters e) The collaborating communities were able to gain western education and religion as the British established schools and missions in their areas. f) The African leadership was replaced with the British administration, thereby undermining traditional political systems. g) The Luo were alienated from their land to pave way for the British occupation and settlement. **Colonial system of administration in Kenya** In their administration of Kenya, the British employed both central government and local government as the basic administrative framework. **Central Government** The protectorate was divided into provinces headed by Provincial commissioners, who acted as representatives of the Governor. The governor was answerable to the colonial s ecretary in Britain. **Hierarchy of colonial administration in Kenya** 1. Colonial secretary. Based in London, he was the political head of the British colonial administration and overall coordinator of the colonial policies as passed by the British parliament. 2. Governor. Reporting to the colonial secretary, he was the representative of the British government in the Kenyan colony. He headed the executive council which effected colonial policies and programmee he gave assent to laws from the LEGCO before they were implemented. 3. Provincial Commissioners. They represented the governor at provincial level and implemented the policies and laws that were enacted by the legislative council that was established in 1907. They supervised the work of DCs, Dos and the entire provincial administration on behalf of the governor. 4. District commissioners. They implemented policies and maintained law and order and security in their districts. They headed the District Advisory Committees. They coordinated the work of Dos and Chiefs. 5. District Officers. They implemented orders from the DCs and coordinated the work of the chiefs. They maintained law and order in their divisions. 6. Chiefs. They acted as a link between the people and the Governor at local levels. They maintained law and order at the locations and coordinated the work of headmen. 7. Headmen. They were a link between the government and the people at the grassroots level. They mobilized people for development within their villages. *NB. The principal function of Chiefs and Headmen under the Headmans Ordinance and * *Chiefs Authority Act was tax Collection and labour recruitment for public works and * *European settlers. Their duties were confined in the African reserves. * The advisory and Executive Councils guide the governor and effected the colonial policies. ----- 268 ### Local Government . The British introduced the Local Government in colonial Kenya because; a) They wanted to involve the local communities in administration of the region. This would reduce the costs of administration. b) They wanted to mobilize local people in resources exploitation in order to stir up development c) Local Government was a means of providing a legal forum for the local people to make decisions about their day to day affairs d) The Local Government would provide an important link between the Central government and the locals. e) The Local Government would provide a means through which the government would understand Africans better. f) It also originated from the desire by European settlers to safeguard a number of privileges for themselves by getting directly involved in local administrative units **Local Native Councils ** They were established in 1922 after the passing of the Native Authority Ordinance. In 1924, the District Advisory Councils (DACs) were renamed Local Native Councils (LNCs) **Objectives of the LNCs** a) To encourage and develop a sense of responsibility and duty among the Africans. b) To provide a mechanism through which educated Africans could articulate their grievances at District level. c) To ensure proper restriction of the Africans in their reserves. d) To provide a means through which the government would understand the Africans better so that to contain them. **Achievements of the Local Native councils ** a) The councils succeeded in restriction African political Agitations and other activities to their reserves. b) The LNCs provided basic social needs like water, cattle Dips, Public Health, Education and Markets. c) They succeeded in maintaining basic infrastructure in their areas of jurisdiction. d) They succeeded in collecting taxes to finance their operations. NB; in 1948, the LNCs were renamed African Native Councils. Pascal Nabwane became the first African chairmen of the ADCs in 1958. The ADCs operated as local authorities for Africans until 1963. **Impact of Local government ** a) It exploited local resources and initiated development. b) It created a link between the central government and the local people. c) It helped maintain law and order using the small police force set up in 1896. ----- 269 ### d) It promoted infrastructural development and general welfare of Africans. It used the levied taxes to improve social services such as schools and hospitals. e) It helped in the arbitration of African disputes through the District African Courts. E.g, Land disputes were settled by the LNCs. **Factors that undermined the local Government ** a) Shortage of trained personnel to work in the LNCs and ADCs. b) Poor transport and communication leading to poor coordination of their activities. c) Lack of adequate revenue to finance their operations as the colony lacked strategic mineral resources. d) There was a lot of rivalry between the settlers and the locals, later becoming the freedom struggles. This hampered the operations of the councils. e) Racial discrimination was so pronounced that basic services were absent in African areas. Many Africans survived through self-help schemes. **COLONIAL ADMINISTRATION ** The methods mainly used by the British to administer their colonies were ***1. Direct rule. *** 2. Indirect rile . **Difference between direct rule and indirect rule. ** Indirect rule was a system under which the British recognized the existing African political system and used it to rule over the colonies.Direct rule was a system where the Europeans/the British entrenched themselves in the direct administration of their colonies. Indigenous political and administrative institutions and leaders are replaced with European systems. **Indirect rule ** This was a policy advanced by Fredrick Lugard, the British High Commissioner in the protectorate of Northern Nigeria from 1900 to 1906.To Lugard, as summed up in his book, The Dual Mandate in the Tropical Africa (1922),the resident acts as a sympathetic adviser to the native chief, on matters of general policy. But the native ruler issues his instructions to the subordinate chiefs and district heads, not as orders of the resident but as his own.Such a system was applied in Kenya and in West Africa. **Why Britain used indirect rule in Kenya and Nigeria** a) Britain lacked enough manpower to handle all the administrative responsibilities in the colonies. For example, in the Nigerian protectorate, there were only 42 British officials by 1900. b) Lack of adequate funds for colonial administration from the parent government made her use the existing traditional political system as a means of cutting down the administrative costs. c) The use of indirect rule was a means of diffusing the expected stiff resistance from the Africans. The traditional rulers were to be made to feel that they had lost no power. ----- 270 ### d) The policy of administration had succeeded in India and Uganda, thus motivating them to apply it in Kenya and Nigeria. **British rule in Kenya** In Kenya, the British lacked both funds and experienced personnel to facilitate their administration. Kenya also did not have a reference model of an administrative system  like that in Buganda Kingdom. It was only among the Wanga section of the Abaluhyia and the Maasai where traditional chiefs that were recognized by the British existed. Where the institution of chieftainship did not exist as the case of the Agikuyu, the British appointed chiefs (men with ability to communicate in Kiswahili and organize porters) like Kinyanjui WA Gathirimu in Kiambu, Karuri wa Gakure in Muranga and Wangombe wa Ihura in Nyeri. The passing of the Village Headman Act in 1902 gave the chiefs the responsibilities of maintaining public order, hearing of petty cases and clearing of roads and footpaths.The 1912 0rdinance increased the powers of the chiefs and their assistants (headmen); they were now allowed to employ other persons to assist them, such as messengers and retainers. They were to assist the District officers in Tax collection and control brewing of illegal liquor and cultivation of poisonous plants like Cannabis sativa. They were to control carrying of weapons and mobilize African labour for public works. ***The selected colonial chiefs however faced two problems; *** a) Most of them lacked legitimacy and were therefore rejected not only by the African elders who regarded them as nonentities, but also by the young generation who saw them as tools of colonial oppression and exploitation. b) Many of the colonial chiefs were young and inexperienced. c) Many of the chiefs also became unpopular since they used their positions to amass riches in terms of large tracts of land, livestock and wives. E.g Chief Musau wa Mwanza and Nthiwa wa Tama acquired 8000 herds of cattle and 15 wives respectively in kambaland.The structure of administration was as discussed earlier with governor being answerable to the colonial secretary in London. Below him were provincial commissioners, district commissioners, district Officers and Chiefs.All the administrative positions above that of the chief were occupied by European personnel. **The British in Nigeria. ** Nigeria comprised the Lagos colony and protectorate, the Southern Nigeria Protectorate and the Northern Nigeria Protectorate. These regions were later amalgamated into the Nigerian protectorate in 1914.In Northern Nigeria, Fredrick Lugard employed indirect rule. **Reasons for the use of indirect rule by the British in northern Nigeria. ** a) The system was cost-effective. There was need to reduce the administrative cost by using the local chiefs in administration while employing very few British officials. ----- 271 ### b) Northern Nigeria had communities with a well-organized centralized system of government complete with Islamic sharia whose use provided a base to govern the protectorate. i.e. The Sokoto Caliphate c) The vastness of the region coupled with the inadequate British administrative work force and Poor transport and communication network made it difficult for the British officials to effectively administer some parts of the region. d) The system would help dilute African resistances since governance was by local rulers. TheBritish were keen on guarding against the local resistance to their administration. e) The method ensured smooth transition from African to British dominion. It was a way of deliberately preparing Africans for self-government. f) Indirect rule had been tried successfully in Uganda and India. **Indirect administration as applied in northern Nigeria** In Northern Nigeria, the existing emirates with centralized system of administration formed thebasis of local governance. The Emirs were retained and were to rule under supervision of the British resident officials.The British administration was based on the local customs and laws. Chiefs chosen by the British were to be acceptable by the local people. Local chiefs collected taxes and a portion of it was given to the Central Government.Local Native Courts operated as per the laws of the land. The Emirs were allowed to try cases in their own Muslim courts.The Emirs were mandated to maintain law and order. They possessed firearms.In 1914, Northern and Southern Nigeria were Brought under one syatem of administration. However Lugard found it hard to apply indirect rule in Southern Nigeria. **Why indirect rule was not successful applied in southern Nigeria** a) Southern Nigeria lacked a centralized indigenous system of administration, which would have been vital in the application of indirect rule. b) The south had many ethnic groups, many languages and many disparities in customs, whichdenied it the homogeneity necessary for the application of indirect rule. c) The southern people were infuriated by the British introduction of new concepts like forced labour and direct taxes. d) The British did not give themselves time to understand the operation of the social, political and economic systems of the people of southern Nigeria. e) The educated elites in the south felt left out of the administration of their own country in favour of the illiterate appointees of the British. f) There existed communication barrier between the British supervisors, the warrant chiefs and the people, which sometimes led to misinterpretation and misunderstanding. g) The warrant chiefs sometimes misused their powers in tax collection and molesting women sexually. h) The brutish had used excessive force in dealing with any form of resistance and this made them unpopular ----- 272 ### **Problems associated with indirect rule as a system of government. ** a) Indirect rule could only e applied where centralized government was present. Its application in stateless societies often faced difficulties. b) Where chiefs were imposed, especially in the stateless societies, their authority lacked legitimacy and only resulted in suspicion and lack of confidence. This would lead to constant riots when they tried to exert their authority. c) Local people even in the highly centralized states looked at indirect rule as curtailing the authority of their local rulers and hence resented it. E.g the Yoruba state in Nigeria. d) Some inexperienced British officials tended to interfere too much with the vital African customs and practices e.g. among the Asante thus bringing further problems. e) Different administrations had different views on the degree of indirect rule to be applied hence confusion was created. It was difficult to draw a boundary between the advisory and supervisory roles of colonial powers. f) Language was a problem and there was need for interpreters. Communication was poor and made adaptation difficult. g) Education of chiefs was necessary but even this took a long time and needed patience and skillful knowledge which the British did not have. **Effects of indirect rule. ** a) The system led to transformation of the role of traditional African chiefs. they now began to recruit fellow Africans to provide labour to the colonial government and even fight in world war I. the chiefs thus became unpopular. b) The indigenous system of administration was modernized by the British especially in northern Nigeria. c) Many African chiefs used their positions to accumulate a lot of wealth at the expense of their people. Chiefs like Wangombe and Gakure in central Kenya acquired large tracts of land. d) Indirect rule created suspicion and mistrust between the educated elites and the traditional chiefs who were given power ib southern Nigeria. The elite reacted by forming political movements thus leading to growth of nationalism in Nigeria. e) Indirect rule helped preserve African cultures, unlike assimilation which sought to replace them. **DIRECT RULE ** This system was mainly used in regions with large white settler population such as Algeria, south Nigeria and Zimbabwe. **Direct rule in Zimbabwe ** Zimbabwe was colonized by the British South African Company under John Cecil Rhodes. Rhodes used his resources to sponsor a group of South African Europeans who set out to establish in Southern Rhodesia, a satellite of South African System. They began off by engaging the Ndebele in a series of wars from 1893 before finally occupying the fertile land in Mashonaland and Matabeleland. ----- 273 ### **Characteristics of direct rule in Zimbabwe** a) Zimbabwe had a large number of European settlers with their population rising to 50,000 by 1931. The whites therefore maintained an advantaged position throughout their administration of Zimbabwe. b) Many of the British settlers developed the attitude and consequently the belief that the territory was pre-ordained to be a white settler colony. c) The territory was administered by a commercial company (B.S.A.C) for a long period (1890-1923) d) An administrator below who was a long chain of European civil servants performing simple administrative duties headed BSAC. e) Direct method of administration was applied to the Africans who had initially resisted the intrusion. New chiefs were appointed to dethrone the traditional leaders. f) The Legislative Council that was begun in 1898 gave the European settlers political Rights to the extent that by 1923, they had attained some self-governance. g) The system was characterized by massive alienation of African Land compelling Africans to provide labour to the new European settlers. h) There was racial segregation which was effected through the Legislative Council. African communities suffered greatly in the hands of the settler regime. **Reasons for use of direct rule by the British in Zimbabwe** a) The British desired to fully control the economy of Zimbabwe and maximize on profit generation through direct involvement in administration. b) The Shona and Ndebele resistance against British intrusion made the them not to trust the Matabele chiefs nor use them as British agents c) There was lack of reliable political system to be used in indirect administration of the region. The local political institutions based on the Induna system had been destroyed when the British conquered and occupied Zimbabwe. d) Existence of enough B.S.A Co personnel on the spot who were familiar with the area as well as the British system of government. e) Favourable climatic conditions and the expected rich mineral deposits attracted many settlers who later provided the necessary personnel. f) There was a strong desire by the Europeans to be able to direct their own affairs and destiny without interference from within or without/The spirit nationalism **The BSAC administrative structure in Southern Rhodesia (1905-1923) ** The government was headed by a resident Commissioner who was appointed by the Company stationed at Salisbury. Below him were various commissioners in charge of the Districts (all Europeans). Below them were African Chiefs whose duty included collecting tax, recruiting labour and maintaining law and order.In 1898, a LEGCO was established heavily dominated by the European settlers. An Executive Council, consisting of the Resident Commissioner and 4 nominees of BSA.Co was also established. In 1902, a Native Affairs Department, headed by a European Native ----- 274 ### Commissioner was created thus entrenching the dominance of Europeans in Zimbabwe. The duty of the commissioner was to allocate land to Africans, collect taxes and recruit labour.For lack of enough valuable minerals in Zimbabwe as expected, the Europeans compensated by acquiring large tracts of land from African communities with some having grants of upto 3000 acre pieces of land.( Europeans occupied 21 million acres while Africans despite their majority were confined to 24 million acre reserves.) The Company relinquished control in 1923 to for Zimbabwe to become a crown colony. **Crown colony Rule (1923-1953) ** Why the settlers favoured crown colony over merger with South Africa. a) The merger would have led to domination by Afrikaners in their political matters. b) Their economic interests would have been neglected in favour of those of Afrikaners. As a crown colony, a Governor was appointed in 1923 to represent the Queen of England. British government was empowered by the constitution to veto any legislation that would discriminate against Africans. This however never happened practically. For example, the government formulated the Two-Pyramids Policy or parallel development policy characterized by discrimination against Africans. At the base of the pyramid was the majority Africans relegated to offering cheap labour for the white settlers. At the apex were the minority whites who took the highest positions in the economic and political system.To legitimize the two pyramids policy were two Acts that were passed in 1930 and 1934. **a) Land Apportionment Act of 1930** The Act introduced rigid territorial segregation with land being divided into whites and Africans portions. No African was allowed to acquire land outside their segregated portion.The minority whites acquired over half of the best arable land. Africans were given the semi arid areas infested by mosquitoes. Land was categorized into four; 1) Native Reserve Area- for Africans population. The Land was characterized with congestion since it was inadequate. 2) Native Purchase Area- for Africans to buy. Such areas had harsh climatic conditions. 3) European Area- For Whites only. 4) Unassigned Area- For government expansion of buildings and other uses. **Effects of the Land Apportionment Act on Africans** a) Many Africans became migrant labourers, moving to mines, towns and European farms to provide cheap labour since their land was unproductive. b) Large tracts of African land were alienated and they were confined to only 29 million acres while only 50,000 whites occupied 49 million acres of land. c) This exposed Africans to problems like overgrazing that further deteriorated their land. d) There was widespread poverty among Africans. For those on the reserves, they faced starvation, those in towns faced slum life. ----- 275 ### e) Africans suffered racial segregation in provision of social services in urban areas. f) There was disruption of social roles as African men moved to towns and settler farms. Women took over mens jobs in the reserves. g) Land apportionment became the seedbed for the rise of African nationalism in Zimbabwe. h) Africans were exposed to over taxation to compel them to provide labour to the Europeans. **b) The Industrial Conciliation Act of 1934. ** The prime objective of the Act was to protect white workers from African competition. The government through the act prohibited Africans from setting up a trade union. Africans from beyond southern Rhodesia were imported to provide labour to the whites at low wages.The act resulted in relegation of Africans to the lowest level while skilled jobs were set aside for the Europeans. The two acts resulted in the humiliating conditions for the Africans which resulted in the rise of African Nationalism that continued more after the Second World War.As an answer to African agitation, the government invited more white settlers giving them more large tracts of land. The settlers also began to agitate for the formation of a federation of the three central African territories (southern Rhodesia, Northern Rhodesia and Nyasaland).In 1953, the British government gave approval for the formation of the federation of central African countries. **The Central African Federation. ** The federation was organized as follows; 1) Each territory had its own government responsible for local administration. 2) Each territorial government was responsible for all aspects of native affairs within its boundaries. 3) The British government was directly involved in the administration of the two northern protectorates. 4) An African Board was established to ensure that no racist legislation against the Africans was passed in the federation parliament. 5) The Federal Parliament was given powers to deal with all matters involving more than one territory and foreign affairs.The first Prime Minister of the Federation, Garfield Todd, being sympathetic to African protests over formation of the federation, legalized the formation of trade Unions and funded African education and Agriculture. Unfortunately when Todd was replaced in 1958, all his programmees were abandoned. In 1963, the federation was dissolved and shortly afterwards Malawi and Zambia became independent as southern Rhodesia remained a self -governing colony. **The reign of Ian Smith** Ian Smiths Rhodesian Front Party, controlled by the white extremists with no regards for Africans, won the 1962 elections.On 15 [th] October 1965, Smith led the settlers to announce a Unilateral Declaration of Independence (UDI), from Britain implying that political leadership was now fully in the hands of the white rebel settlers. ----- 276 ### This declaration provoked instant protest not only within Africa but also from the international community. UN declared sanctions against South Rhodesia though countries like South Africa and Portugal unfortunately continued to trade with her making the sanctions ineffective.In 1970, UDI declared itself a republic under a new constitution that entrenched whites position in Zimbabwe by spelling the following; a) Voting qualifications for Africans were revised and were now based on income. This automatically disenfranchised the majority of Africans. b) The land tenure system was revised to enable the Europeans to purchase land from the government.Meanwhile the war of independence had began in 1966, provoked by the 1965 UDI declaration, with a patriotic front formed by Zimbabwe African National Union(ZANU) of Mugabe Robert and Zimbabwe African Peoples Union(ZAPU) of Joshua Nkomo waging a guerilla warfare.Zimbabwe became independent in 1980, with Robert Mugabe as the fits Prime Minister. **Effects of British rule in Zimbabwe. ** a) It led to African land alienation by white settlers/ Africans were displaced from their ancestral lands. b) The establishment of white settlement subjected Africans to abject poverty and suffering.Africans were subjected to intense economic exploitation through taxation and forced labour. c) African traditional economy was undermined as many of the Africans were forced to work for the Europeans. d) African interests were ignored in the day-to-day running of the colony. e) African traditional rulers lost their autonomy and became mere puppets of British administration. f) African cultures were undermined, for example through the separation of families as people sought alternative livelihood. g) The white settlers were to enhance the production of cash crops as transport, trade and industry were developed. h) Africans were denied freedom of movement and confined I reserves. i) Positively, it led to development of transport network the region. j) It led to introduction of new crops in the region k) It led to rise of nationalism as many Africans could no longer bear the burden of suffering in the hands of the whites. **ASSIMILATION ** **Definition. ** This was a system of administration in which French colonies were given a culture and civilization similar to that of France. This system was influenced by the French revolution of 1789, which emphasized the equality of all men.In Africa, it was perfected by Lewis Faidherbe in Senegal when he was governor from 1854 to 1865.To many historians Assimilation was a deliberate French policy to help them destroy African ----- 277 ### Chieftaincies and Kingdoms that were thriving at the time of their arrival. Under the system, Africans had to; ~ Learn the French language. ~ Practice the French legal system. ~ Apply the French civil and political system. ~ Convert to Christianity and learn French mannerism including eating and dressing habits.Later on assimilation evolved into association which had been first applied in Africa in central Africa by Savorgnan de Brazza.Association involved letting the subjects develop independently due to the belief that nonwesterners were racially inferior and would therefore never be accepted as equal to Europeans even when assimilated. **French administration in West Africa** The French system of administration was highly centralized.The eight French colonies were grouped into the confederation of French West Africa. They were governed from one capital, Dakar, Senegal.The federation was headed by a Governor-General answerable to the French Minister for colonies in Paris. Each colony was headed by a lieutenant- Governor answerable to the Governor-General in Dakar.Each colony was divided into cercles (provinces), each headed by a commandant de cercle. Each cercle was further divided into small districts each headed by a chef de sub-division below whom were African chiefs (chefs de cantons in charge of locations). At the base were chefs de village in charge of the sub-locations.All the French overseas colonies were seen as overseas provinces and each elected a deputy to the French Chamber of Deputies in Paris (lower House). However the French administrators appointed lacked high standards of education and some were military officers simply rewarded with senior administrative positions. This led to inefficiency. **French administration in Senegal** In Senegal, the policy of assimilation was only applied in the four communes of St.Louis, Goree, Rufisque and Dakar. In the rest of the country, African chiefs who ruled were put I three grades namely; a) Chefs de province: - equivalent of the paramount chiefs, they were usually successors of the pre-colonial chiefs. b) Chefs de Canton: - these were ordinary people appointed by the French officials due to their ability, to be charge of locations. They kept register of taxpayers the location, helped the government in conscription of Africans into the army and assisted in mobilizing forced labour for road construction and other public works. c) Chefs de village:- these were usually traditional heads of the community(village) who were given the responsibility of collecting taxes, maintenance of law and order, organizing relief during floods and locust invasion and maintaining roads I their areas. The privileges which were enjoyed by assimilated Africans in the four communes of Senegal included; ----- 278 ### ***Economic privileges *** ~ They were exempted from forced labour. ~ They were allowed to work in France. ~ They were exempted from paying taxes. ~ They were allowed trading rights like the French people. ***Political privileges *** ~ They were allowed to send representatives to the French Chamber of Deputies. ~ They were enfranchised like the French people in France (right to vote) ~ They enjoyed the rights of the French Judicial System like the French. ~ They were allowed to operate Local Authority structures which were similar to those in France. ~ They were allowed to retain Muslim law. ~ They were exempted from arbitrary arrest/through the Indigenization policy. **Characteristics of assimilation. ** a) Administrative assimilation. There was an administrative relationship between the French colonies and their mother country. Colonies were regarded as overseas provinces. b) Political assimilation. The colonies were represented in the French chamber of deputies thus maintaining a close political identity. c) Economic assimilation. The French currency was used in the colonies to enhance the economic relationship. d) Personal assimilation. Africans in the Quatre communes were given French citizenship and other privileges enjoyed by French citizens. **Reasons why assimilation was successful in the four communes** a) There was a high percentage of Mullato population within the communes, who readily accepted the French culture making it easy for the French to apply assimilation. b) Africans were familiar with Europeans and their culture due to long interaction with them through trade. c) Many people had converted to Christianity and this made it possible for the French to apply their policy. **Factors that undermined the application of the French policy of assimilation in West ** **Africa ** a) There was opposition by local people who did not want the French to interfere with their culture. b) The Traditional African rulers resisted the policy since they did not want to lose their authority and influence over the assimilated people. c) The French traders in West Africa also opposed the system they viewed assimilated Africans as a potential threat to their commercial monopoly in the region. d) The policy of assimilation ran the risk of undermining the very foundation of French colonialism, as it was not possible to exploit Africans who had attained the assimile status. ----- 279 ### e) Missionary school system of education undermined the French policy of assimilation since there was segregation in provision of mission education. f) Nationalism conflicted with the policy of assimilation. g) Assimilation was becoming too expensive to the French government especially because West African colonies were not self-supporting yet. h) The vastness of the French colonies made it difficult to supervise the implementation of the policy. i) Muslims resisted fiercely the French attempt to convert them to Christianity. j) Racial discrimination against the indigenous people also contributed to the failure of the system. This is because many Frenchmen never accepted assimilated Africans as their equals. k) The French citizens in the motherland opposed the policy as they feared being outnumbered in the chamber of deputies. **Ways in which Nationalism undermined the policy of Assimilation in French West ** **Africa. ** a) It emphasized loyalty or devotion to ones country and national independence or separatism, which were against the policy of assimilation. b) Nationalists agitated for boycott of anything of French origin. c) The nationalists created awareness on the value of African culture and systems; this encouraged Africans to condemn assimilation. d) The nationalists created awareness on the importance of African unity which exposed the hypocrisy of assimilation **Consequences of assimilation in Senegal. ** a) The policy of assimilation undermined African cultures, as many Africans embraced the French culture. For instance, the French language became the official language in the colony. b) The authority of traditional African leaders was eroded and even many were replaced by the assimilated Africans. c) The colony was incorporated into the French republic and regarded as an overseas province of France. d) Africans from Senegal were allowed to participate in the political matters of France. Some Senegalese like Blaise Diagne were elected as deputies in the French parliament. e) The spread of Islam was greatly frustrated, especially in the four communes where Africanswere converted to Christianity. f) A great rift emerged between the assimilated Africans, who were regarded as French citizens and the rest of African communities, who were subjected to taxation and forced labour ----- 280 ### **The policy of association. ** Under this system, the French colonial government was to respect the cultures of her colonial peoples and allow them to develop independently rather than force them to adopt French civilization and culture.Unlike the assimilated Africans, subjects retained their cultural practices e.g polygamy and Islam. The subject came under a system of law known as indigenat where the subject could suffer arbitrary arrest or be forced to serve a longer period in the army than assimilated citizens **Why the French government replaced the policy of assimilation with that of ** **association in 1945 ** a) The French had realized that assimilation would lead to equality between them and the colonized people. b) Assimilation was too expensive especially because West African colonies were not selfsupporting yet. c) The method clashed with the commercial interests. The French businesspersons and their friends in the colonial administration saw Africans as source of cheap labour. They therefore disapproved the idea of uplifting them. d) The French had realized that not all the colonial people could be assimilated. Only the elite ones among them could. Association aimed at transforming the Native elites into Frenchmen while allowing the other masses to learn enough French for communication purposes. e) They had realized that there was need to allow the colonies to enjoy the freedom of developing according to existing traditional political and social structure. / respect for the culture of her colonies. **The similarities between the French and the British colonial administrations ** a) Both methods emphasized the superiority of the colonial master and his overlord ship in Africa. The Europeans were in charge and took all senior positions. b) The administrative systems applied in both were meant to assist the colonial masters in controlling their territories in Africa. c) Both systems led to massive economic exploitation of resources in Africa. E.g. minerals, labour, and market land etc. d) In both Africans reacted to the systems in a hostile manner. e) Both methods led to loss of independence and freedom for the African. f) In both, every power trained a local army to maintain law and order. g) In both, Africans were oppressed through taxation and forced labour. h) In both, the position of chief was created where there was none. I.e. in Kenya, Southern Nigeria, and Somali. **Main differences** a) The British were keen to appoint traditional rulers as chiefs. The French on the other hand were not keen to appoint traditional rulers but simply handpicked individuals who met their qualifications (those who embraced French culture and civilization). ----- 281 ### b) The British gave the traditional rulers a lot of power, unlike the French  who undermined African chieftaincies. c) The British colonies were administered separately by a governor accountable to Britain, unlike the French colonies which were governed as federations equated to provinces of France. d) Most of the French administrators were military officers. The British used a mixture of amateurs and professionals. e) Whereas the British applied mainly the policy of indirect rule, the French applied the policy of assimilation and later, association. f) The French colonies elected their representatives to the Chamber of Deputies in France, while British colonies had legislative councils where policies were debated in the colonies. g) Laws applied in the French colonies were legislated in France while in British colonies laws were enacted by the respective legislative assemblies. h) In French colonies, assimilated Africans became French citizens with full rights, while the elite in the British colonies remained colonial subjects. i) Indirect rule preserved African cultures while assimilation undermined them. **SOCIAL AND ECONOMIC DEVELOPMENTS DURING THE COLONIAL ** **PERIOD IN KENYA. ** **The Uganda Railway ** The railway was built between 1896 and 1901 with George Whitehouse as the Engineer. Work was mainly done by 32,000 Indian coolies and 5,000 clerks and craftsmen. The locals could not provide skilled labour. It costed the British taxpayers about 6 million sterling pounds. Reasons for the construction of the Uganda railway line. a) To promote trade with the outside world by encouraging the exploitation of available resources and enable the colony sustain itself b) To link Uganda with the Coast so that the British can achieve their strategic interests. c) To enable missionaries to go the interior to spread Christianity. d) To help stop slave trade since slaves would no longer be needed to ferry goods to and from the coast. e) To provide quick, safe and convenient means of transport for government administrators/troops f) Open up Kenya for economic development/to stop slave trade/promote legitimate trade g) To maintain law and order so that economic development could be achieved. h) To make Africans more productive and able to generate revenue in form of tax to the colonial government. i) To activate interior trade to enable transportation of imported goods to the interior of the colony. ----- 282 ### **The construction** The railway construction works commenced in Mombasa in 1896. By 1901, the railway had reached Kisumu (then Port Florence) passing through Nairobi in 1899. Numerous feeder lines were later laid down as follows; The Nairobi Thika Branch(1914), Konza  Magadi (1915), Voi- Moshi(1918), Rongai- Solai (1925), Eldoret-Kitale(1926), Eldoret- Jinja (1927), Gilgil-Nyahururu(1929), Thika- Nanyuki(1930)and Kisumu  Butere(1930) In 1948, the Kenya Uganda Railway had been linked with the Tanganyika network to become the East African Railways. **Problems experienced during the construction of the Uganda railway. ** a) There was insufficient labour since African labour force was not forthcoming. In the case of the Akamba and the Maasai, they were forcefully recruited. b) The climate of the interior was not suitable for the European labour force. The Europeans constantly fell ill, thus interfering with construction progress. c) The Arab rebellion under Mbaruk Rashid between 1895 96 at the coast delayed the railway construction. d) There was an additional expense of constructing special jetties since Mombasa port was not large enough. e) The Man-eaters of Tsavo created danger and havoc to the construction works. f) The rift valley terrain was difficult. It was rugged with many hills and escarpments thus causing difficulties in construction. g) Hostility of some Kenyan communities to intruders e.g. the Nandi who vandalized the railway and telegraph lines. h) Insufficient building material since most of them came from Europe and their delivery often delayed, **The effects of railway construction. ** a) It led to development of European settler farming in order to make the railway pay for its construction. b) There was rampant land alienation. The colonial government alienated African land for railway construction forcing communities like the Maasai and Nandi to move into reserves. c) There was rise of wage labour for the railway and later for the settler farmers. d) It led to growth of urban centres along the railway line e.g. Nairobi. e) Railway construction promoted economic growth of the East African region. This is because farm produce and other commercial products could easily reach market. f) It led to rise of large Asian settlement since many Indians were employed as railway workers. This Asians boosted trade in east Africa. g) It led to development of other forms of infrastructure like the roads and telecommunication lines. This stimulated trade development. h) It led to transfer of the administrative capital from Mombasa in 1905 to Nairobi. ----- 283 ### i) When the railway reached Kisumu in 1902, it led to major changes to the ad ministrative boundaries within East African region. Initially, the western region up to Naivasha was part of Uganda. j) The railway became a major revenue source for the colonial authorities. k) It facilitated the establishment of colonial rule in Kenya since it was possible for rapid movement of troops. l) It facilitated the cultural and social interaction among the different races. m) The railway made rural-urban migration and the resultant enterprises such as hawking and charcoal selling possible. n) Other forms of transport and communication developed and expanded along the ralwayline. For example: roads and telecommunications. o) Christian missionaries were able to move into the interior, where they established missionschools. **SETTLER FARMING AND COLONIAL LAND POLICIES** As a means of raising revenue to meet the cost of administering the Kenya colony and maintain the Uganda railway, the colonial government encouraged the influx of white settlers to the white Highlands. The administration did this by; a) Providing efficient railway transport connecting the coast and the interior b) Alienating of the white highlands for European settlement. c) Advertising the availability of free land in foreign newspapers d) Giving loan incentives e) Providing security The settlers however faced the initial challenges of crop and animal diseases, labour shortage, lack of inputs and African aggression. **Why the colonial government encouraged white settlement in Kenya. ** ***The reasons why the colonial administration led by Sir Charles Eliot (1900- 1904) and *** ***later Sir Edward Northey encouraged settler farming in the white highlands were; *** a) They hoped that settler farming would meet the cost of administration and railway maintenance. b) The British industries were also in need of cheaper raw Materials in an increasingly competitive European Market. These raw materials would be cheaply produced by the settlers. c) The settlers would also help control the prevailing Asian immigration and influence in Kenya. d) The colonial government wanted to make Kenya a white mans country by encouraging white settlers to form the backbone of the economy. e) Kenya Highlands had cool wet climate and fertile volcanic soils suitable for Europeansettlement and agriculture. ----- 284 ### f) There was need to get rid of social misfits in Europe and the landless who would be offered avenues in the Kenya colony. g) Existence of already willing entrepreneurs lake Lord Delamere and Captain Grogan who were ready to come to Kenya and engage in profitable agriculture. **Factors which promoted settler farming** a) The land policies availed cheap African labour to settler farmers. The alienation of African land and Creation of African reserves forced Africans to work in the settler farms. b) Africans in Kenya were not allowed to grow some cash crops in order to enable Europeans continue getting cheap African labour for their farms. c) The government built and maintained various forms of transport. For example the railway, Bridges and roads which facilitated faster movement of produce and inputs. d) The government Reduced freight charges in the importation and exportation of agricultural inputs and products. e) The government encouraged formation of cooperatives to help in the processing and marketing of produce. f) The establishment of financial institutions such as Agricultural Finance Corporation and Banks provided the settlers with credit facilities. g) The government availed extension services for crops and animal farming through the establishment of the Department of Agriculture and research stations to improve the quality of crops and animals. h) Trade tariffs were also removed and settlers were granted concessions. **Problems experienced by settlers. ** a) Inadequate labour as Africans refused to work. Bush clearance and preparation of land for cultivation was therefore a problem. b) Constant raids by the local inhabitants such as the Nandi, Maasai and Agikuyu threatened their peace and security. Some communities even raided their dairy farms for cattle. c) Some of the settlers lacked faring experience. Some of the settlers had not engaged in farming before and therefore lacked basic agricultural knowledge. d) Inadequate capital often hindered procurement of farm inputs. Machinery, labour. Some settlers became bankrupt and could not meet the day to day operational costs on the farms. e) Lack of proper knowledge on farming seasons hence crop failure. The climate and soils in the colony were alien to the settlers. f) There was the problem of poor transport and communication as it had become difficult for the government to network all areas occupied by settlers with roads and communication lines. g) Inadequate and unreliable market for their produce. They mainly relied on foreign market which could not serve in the case of perishable commodities. ----- 285 ### h) Pests and diseases were prevalent in the white highlands. The settlers were assailed by various human, animal and crop disease. **Settler Crop cultivation ** The main crops cultivated were coffee, wheat, tea and sisal. 1) Coffee . Coffee was first introduced by the Roman Catholic Fathers of St. Austins Mission near Nairobi in 1889. It required plenty of farm inputs in terms of chemicals and labour. Therefore was a preserve of wealthy European settlers.Coffee Planters Corporation was founded in 1908 by Lord Delameres Efforts, and led to the spread in the growing of coffee. By 1913, coffee had become the leading cash crop in Kenya grown mainly in Muranga, Thika and Kiambu.Africans were unfortunately not allowed to grow coffee until 1937 **Reasons why Africans in Kenya were not allowed to grow coffee before 1937** a) Europeans wanted to continue getting cheap African labour for their farms. This could not be available if Africans were allowed to earn some money through growing of coffee. b) European settlers did not want to compete with Africans in coffee growing. They feared that it would limit market for their produce. c) The settlers claimed that Africans did not have knowledge of growing coffee. They claimed that African participation in cash crop growing would lead to low quality products. d) They feared that diseases would spread from African farms to settler plantations. e) European settlers claimed that African farmers would produce low quality coffee due to inadequate resources. ***2) Wheat. *** It was introduced in Kenya in 1903 by Lord Delamere who experimented on his Njoro farm. It was however until 1912, when a more resistant variety was developed, that wheat growing took root in Kenya.In 1908, Lord Delamere set up Unga Ltd which boosted wheat farming in Kenya. It was grown in the Nakuru and Uasin Gishu areas. Like coffee, wheat farming was the preserve of wealthy European settlers from Australia, Canada, Britain and South Africa. Africans began to grow wheat only after independence. ***3) Sisal. *** It was introduced in Kenya from Tanganyika in 1893 by Richard Hindorf, a german Doctor. Initially, it was cultivated around Thika in 1904. By 1920, it had become the second largest income-earning crop after coffee.The main sisal growing areas included Baringo, Koibatek, Ol Donyo Sabuk, Ruiru, Thika, Voi, Taita and Taveta.Africans began growing coffee in 1964 though its growth declined due to the completion it faced from synthetic fibre. ***4) Tea. *** ----- 286 ### Tea was introduced in Kenya in 1903 around Limuru by Messrs Caine Brothers. It was until 1925 when tea began being grown successful with large tea estates being established by tea companies like Brooke Bond and Africa Highland from India.The main tea growing areas were Nandi, Kericho, Sotik, Nakuru, Muranga and Kiambu. **Stock rearing. ** Lord Delamere carried out many experiments in sheep and cattle rearing at his Equator Ranch in Njoro though the Maasai raids in his farm and cattle diseases frustrated his efforts.After cross-breeding exotic types with local stock, he came up with more resistant variety. The government also set up an experimental livestock farm in Naivasha. In 1925, the Kenya Cooperative Creameries was established due to Delameres efforts. Later, the Uplands Bacon Factory was established near Limuru to promote pig rearing. In 1930, the Kenya Farmers Association (KFA) was established Colonial land policies in Kenya.To empower the settlers to take up more arable land in Kenya, the Legislative council passed the following Land Acts or Ordinances; 1) The Indian Acquisition Act (1896). it empowered the authorities to take over land for the railway, government construction and public utilities. 2) The Land Regulations Act (1897). It allowed the government to offer a certificate of occupation and a lease of 99 years. This Act encouraged settlers to take up land left vacant by the Agikuyu due to drought and famine. 3) The East African Land Order in Council (1901). It defined crown land as all public land which was not private. The government could take up any land at will, sell it or lease it for use by settlers. 4) The Crown Land Ordinance (1902). It allowed the government to sell or lease crown land to Europeans at 2 rupees per 100 acres or rent at 15 rupees per 100 acres annually. 5) The Maasai Agreement (1904). It led to creation of the Ngong and Laikipia reserves while the settlers took up Maasai land for livestock farming. For example Lord Delamere in Nakuru. 6) The Elgin Pledge of 1906. The government through the British Secretary of State, Lord Elgin confirmed that the Highlands were reserved for settlers. This barred the Asian attempts to buy land in the highlands. 7) The second Maasai Agreement of 1911. The Maasai were pushed out of the fertile Laikipia reserve to pave way for more European settlement and large scale farming. 8) The Crown Land Ordinance (1915). This provided for land registration scheme for settlers. It defined crown land as land occupied by and reserved for Africans who could be evicted any time. Farm sizes wee increased from 5,000 to 7,500 acres. 9) The Kenya Annexation Order in Council (1920). It announced that Africans were tenants of the crown even in the reserves. 10) The Land Commission (1924). It fixed boundaries of the reserves, which were later legalized in 1926. ----- 287 ### 11) The Native Trust Ordinance (1930). It stated that African reserves belonged t the Africans permanently. 12) The Carter Commission (1932). It fixed the boundaries of the white highlands, leading to population pressure in the African reserves. All Africans were removed from the highlands into the reserves. 13) The Kenya Highlands Order in Council (1939). It fixed boundaries of the white highlands and reserved them permanently and exclusively for Europeans. **Effects of the colonial land policies ** a) The displaced Africans were confined to native reserves thus leading to congestion/overuse of land. By 1914, settlers like Lord Delamere and Captain Crogan owned 100,000 and 220,000 acres of land, respectively, at the expense of African congestion in the reserves. b) Africans who lost their land became poor. Many Africans became squatters and lived in misery and hopelessness. c) The situation in the reserves and the landlessness forced to supply labour in settler farms for wages in order to pay taxes. d) The displaced Africans moved to towns looking for employment. Their movement to towns led to growth of urban centres. e) The traditional socio-economic set-up of the Africans was disrupted. Communities could no longer migrate in search of better lands and pasture. Family roles changed as women increasingly took over headship of families while men sought for paid employment. f) The large European farms suffered acute shortage of labour as many Africans were unwilling to work on them. g) It led to the introduction of the Kipande System enforced by the Native Registration Ordinances of 1915 and 1920, to prevent the African labourers from deserting their duties on European farms. h) Taxes were imposed on Africans and were to be paid only in monetary form. This was meant to compel Africans seek for wage employment. i) The reserving of the highlands for the whites only denied Indians access to agricultural land, compelling them to resort to businesses and residences in urban areas. j) Loss of land led to bitterness and made Africans later to form political organizations to demand for their land/spread of nation **THE DEVONSHIRE WHITE PAPER. ** The Mandate of the League of Nations compelled Britain, just like any other colonial authority to institute reforms that would involve addressing African grievances. Governor Edward Northey who had given many concessions to the settlers was recalled to Britain in 1922. **Other reforms that were instituted were; ** a) Abandonment of Racial segregation policy in Kenya except in the highlands. ----- 288 ### b) Allowing Asians to elect four members to the Legco, which was initially settlerdominated. This however was not done until 1933.In March 1923, settlers in a form of protest to these reforms sent a delegation to London to try to settle scores with the Secretary for Colonies, the Duke of Devonshire. The fundamental set of principles that were issued in this meeting are what came to be known as the Devonshire White Paper. **Factors that led to the issuing of the Devonshire white paper. ** a) The influence of The Dual Mandate. This was a book of the League of Nations that had regulations concerning colonial mandates. Britain was committed to the principle of trusteeship whereby she was interested on its African population than European settlement b) The rise of race conflicts i.e. Africans versus European dominion and European versus Asian conflicts. The Indians were opposed to the privileged position of European settlers. c) The banning of racial segregation .The decision by the colonial government to ban racial segregation apart from the white highlands only, disappointed the settlers who wanted the ban lifted hence they sent a delegation to London to see the colonial secretary. d) The African general resentment. Their resentment was on land alienation, forced labour, taxation system, kipande system, low wages and no political representation. **Terms of the Devonshire White Paper** a) White highlands were reserved for European settlement only b) Indians would be allowed to elect five members to LEGCO not on a common roll, but on a communal roll. c) Racial segregation was abolished in all residential areas. d) Restriction on Indian immigration was lifted e) A nominated missionary was to represent African interests in the LEGCO. f) The European Settlers demand for self government in Kenya was rejected. g) African interests were declared paramount before those of immigrant races if there was a conflict. h) The settlers were to maintain their representation in the LEGCO. i) The Colonial Secretary was given mandate to exercise strict control over the affairs of the colony. **Implications of the Devonshire white paper. ** The issuance of the paper left the Settlers, Asians and Africans more dissatisfied than ever before as follows; On the part of the settlers; a) The Indian call for equality, to them, was unrealistic since they could not stomach the mixing of Oriental and Western cultures in Kenya. b) Since European culture was superior, they felt that racial segregation was justified in all spheres. c) To the settlers, instead of giving in the Indians grievances, they would rather give in to African demands since they had moral rights to protect African interests. ----- 289 ### d) To them, the white highlands were primarily theirs and they had a legal claim over ***On the Asian part; *** a) They wanted equality of all races instead of settler dominance in Kenya especially pertaining to settlement in the white highlands. b) They opposed policies on residential segregation and restriction on their immigration. The government was inviting more settlers to check Indian immigration into Kenya by this time. c) They wanted direct and adequate representation in the Legco based on a common roll free election (not communal roll). d) They objected separate taxation for Europeans and Indians and segregated education. The Devonshire White paper was therefore viewed as the product of the struggle between the Asians and the Europeans. The paper made the Asians join their African comrades in the struggle for freedom, especially in the trade Union Movement.Settler dominance In Kenyan affairs continued upto 1963 despite recommendations done in the white paper. **Results of the Devonshire white paper** a) The Devonshire white paper saved Kenya from becoming another Rhodesia or South Africa.The European demand for self-government was rejected. b) In theory, settlers dominance was weakened but in practice, the white paper upheld the dominance of the settlers more than that of the Africans e.g. segregation in residential areas in towns continued, they dominated the economy because they retained the white highlands. c) The paper did not satisfy the Asians since they did not gain access to the white highlands. d) Although many Asians came to Kenya, the Asians did not achieve equality with Europeans through a Common Roll. The Indian congress refused to cooperate with the government; they declined to hold elections for the Legislative Council seats offered to them. No Asian seats, five in all were occupied until 1933. e) Africans were to be represented by a nominated missionary, John Arthur, instead of representation by an African. For the first time, Africans were represented in the Legco. f) The Devonshire White Paper Benefited the Africans by declaring/recognizing Kenya as an African country where African interests should be paramount g) It failed to resolve African land and labour grievances. h) It sensitized the Africans on their plight leading to formation of politi cal parties. **URBANIZATION ** Towns that were already in existence before the advent of colonialism include Mombasa, Lamu and Malindi. Many other towns in the interior grew during the colonial period. **Factors which led to the establishment of urban centres in Kenya during the ** **colonial period ** ----- 290 ### a) Development of transport network. Construction of roads and the Uganda railway led to growth of some towns as transport terminus or along the transport lines e.g. Nairobi, Voi, Nakuru and Kisumu. b) Growth of trade in the interior of Kenya. Most towns began as trading centres for Indian commercial entrepreneurs. E.g Machakos, Nakuru, Kisumu, Nairobi and Voi. c) Development of administrative posts. The colonial government established administrative posts in various parts of the country. These posts later grew into urban centres. E.g Fort Hall, Embu, Kapsabet, Meru and Garissa. d) Rural-urban migration. The movement to urban areas by African labourers from various parts of the country led to further growth of urban centres. e) Development of agriculture. Settler farming led to growth of towns like Eldoret which began as agricultural collection centres f) Development of Agro-based industries like flour mills, meat-processing plants and sawmills which attracted labourers from all parts of the country to be transformed into urban centres. g) Development of mining activities. This stimulated development of industries in the mining areas leading to urban growth. E.g. Kakamega, Athi River and Magadi. **Why Africans moved to urban areas in colonial Kenya. ** a) The Urban centres had recreational facilities and social amenities which attracted the Africans, fed up with hardship conditions in the reserves. b) The Africans expected Job opportunities with better wages in the towns where there were industries as compared to the rural areas. c) Some Africans were escaping from forced labour and taxation. d) The African entrepreneurs wanted to take advantage of the wider markets in the towns to escape poverty in the crowded reserves. **Ways through which the colonial government controlled Africans migration to ** **urban centers. ** a) Taking headcount of those who were supposed to live in urban centres b) Enacting strict rules about migration into urban centre c) Creation of African reserves d) Ensuring that only those who had specific activities to undertake in the urban centres lived there e) Introduction of kipande system. **Positive effects of urbanization during the colonial period. ** a) It promoted interaction between people of diverse ethnic and racial backgrounds, who exchanged ideas and experiences. The centres became seedbeds of political activities that eventually culminated into the struggle for independence. b) Urbanization promoted national integration and instilled a sense of nationhood among Kenyans as it watered down the differences and prejudices between communities. ----- 291 ### c) The welfare associations formed by Africans in urban areas, like the Bara Association in Mombasa for all hinterland people, united them for a common cause by lessening ethnic hostilities. d) Through sporting and cultural activities that took place in towns, relationships between different ethnic groups and races were cemented. e) Many Africans benefitted from the numerous employment opportunities as shoe shiners and repairers, charcoal sellers, hawking in industries and in European homes. f) Due to the Abundance of labour and raw materials, industries in urban areas expanded further. **Negative effects of urbanization during the colonial period in Kenya ** a) There were inadequate housing facilities to meet the demands of the people. This led to overcrowding especially in slums/shanties led to the outbreak of diseases. Lack of planning of housing led to poor drainage and sanitation facilities. b) Africans in urban areas were subjected to racial discrimination. The social services provided to the Africans were inadequate and of poor quality. Even houses in towns were occupied according to the various racial groups, with Europeans enjoying the best facilities. c) Increased population in urban centres led to serious water shortages. d) Establishment of industries in urban centres led to pollution of the environment, whichaffected the health of the inhabitants. e) There was rampant unemployment as urban centres could not cope with the large influx of labourers and increased competition for the available jobs f) Many unemployed people in urban areas got involved in social vices / crimes such as drug abuse, alcoholism and promiscuity, due to desperation and poverty. g) Africans working in urban centres received low wages with employers taking advantage of the high supply of labour, which affected their standards of living. h) The mass rural-urban migration brought about intensification of migration regulations to control the numbers of African migrants. The Kipande system became stricter. i) Economic activities in the rural areas were disrupted by the absence of men who had moved to urban areas. Women took up mens roles. **EDUCATION AND HEALTH ** **Education. ** Formal education in colonial Kenya was provided by four groups; ~ The Christian Missionaries. ~ The Colonial government through local councils. ~ The Africans themselves. ~ Community organizations(Asians) Major milestones in the development of education in Kenya during the colonial period. ----- 292 ### Initially, the provision of education was the preserve of the missionaries. For example, the Church Missionary Society (CMS) pioneered by setting up a school at Rabai in 1844 and another in Mombasa in 1873. **Features of Missionary education ** a) It was elementary. The subjects taught included religion, writing, reading, reading, hygiene and arithmetic. b) It was industrial and technical in approach, aiming at training Africans to be carpenters, masons, agricultural assistants and shoe repairers. c) It was denominational and aimed at inculcating doctrines of a particular church in the learners. **Objectives of Missionary education. ** a) To impart in the Africans Agricultural Skills in order to promote settler farming. b) To give the Africans basic technical skills to improve their industrial knowledge. c) To train some Africans as Catechists to enhance the spread of Christianity. d) To offer Africans basic literacy and numeracy to read the bible and do simple arithmetic.Education development in Kenya in the period between 1904 and 1963 was facilitated by the following factors; 1) The WWI ex-soldiers experiences which convinced them of the advantage of higher education. 2) Increase in African nationalism that demanded for better education for Africans. 3) The need to produce better and more skilled manpower for the future independent Kenya. 4) Primary education had produced qualified children who needed higher education. In 1911, the colonial government agreed to share the burden of providing education to Africans with the missionaries. In 1913, the first Government African School was started at Machakos. It became a centre for Technical and Teacher training. In 1918, the education commission made the following far-reaching recommendations to the government in line with the Fraser Commission report of 1908 which had recommended a racially segregated system of education; a) Provision of technical education to Africans. b) Maintenance of racially segregated Schools. c) More cooperation between the colonial government and the missionaries. d) Appeals for grants-in-aid for mission schools. In 1924, a commission came to Kenya (the Phelps Stokes Commission) to look into the education situation. It recommended that Africans should receive Practical AgriculturalOriented Education suitable for rural areas. Other recommendations included; a) That there should be a uniform system of education in all government and missionary schools. ----- 293 ### b) That sufficient training for teachers and related personnel should be enhanced by establishing colleges. c) That schools should be built in the rural areas. This was done through the education ordinance of 1924. Due to its recommendations, the Native Industrial Training Centre was built at Kabete in 1924 and Jeanes School, Kabete (1925) for offering technical and industrial education. Other schools were started later at Kapsabet, Kajiado, Tambach, Kitui, Kwale, Kabianga and Kapenguria.The 1924 Education Ordinance created an advisory committee on African education. The representation to the committee was missionaries, colonial officials and settlers. The same year, more schools were built with the assistance of the newly formed Local Native Councils. In 1931, another Education Ordinance helped in the establishment of Kakamega GAS In 1932, Kisii GAS in 1934, and Kabianga. Finance for African education was to come from the colonial government.From 1925, the missionaries began providing advanced level education to Africans. Initially secondary education was the preserve of the Europeans. In 1926, the Alliance of protestant missionaries set up Alliance High School. Catholics established Kabaa in 1927 and Mangu School in Thika in 1930 for Africans. In 1938 and 1939, Maseno and St. Marys Yala were started as secondary schools. **Achievements of missionaries in provision of education. ** a) They designed a curriculum with emphasis on agriculture, tailoring, masonry and carpentry. b) They established the first secondary schools for Africans such as Alliance (1926), Kabaa (1927), Maseno (1938 and Yala (1939). c) They trained African teachers to man the Bush Schools (schools found in remote areas consisting of mud huts with grass-thatched roofs) and teach in independent schools. d) They offered the necessary financial and material support to make these schools operational. Secondary schools for whites included Prince of Wales (Nairobi School), and Duke of York (Lenana School) for European boys, Kenya Girls High School (Kenya High) and Limuru Girls for European Girls.Schools for Indians include the Asian Railway School (1904) and other schools developed by the government in Mombasa and Nairobi. Also community-based schools like Allidina Visram and the Arya Samaj Foundation.Hospital School became the first multi-racial school in 1953.In 1934, a District Education Board was created to plan education in districts, establish primaryschools and manage the schools.In 1949, the Beecher Committee was instituted to look into African education From 1961, Asian and African pupils begun to join European schools.Provision of elementary education by Africans was pioneered by John Owalo of the Nomiya Luo Mission in 1910. ----- 294 ### **University Education. ** Africans in Kenya got opportunity for university education at Makerere which was established in 1922 initially as a technical college and became an affiliate of the University of London on 1949. In 1954, the Royal Technical College, Nairobi began to offer higher education and became an affiliate of the university of London in 1959 to offer the first degree courses in 1961 when it became known as the royal college. **Community based education** This was done mainly by Asian families of Ismaili and Arya Samaj for the Indian traders in urban areas. Allidina Visram, A wealthy man, also established centres of higher education. **African Role in educational provision** Africans began their own schools for the following reasons; a) They wanted to protect certain cultural practices like feral circumcision and polygamy. b) They wanted to access higher education, since the government and missionaries were only offering them technical and industrial education, so that to be able to compete for the white-collar jobs with other races. c) They would also use the schools as a forum to air their grievances and to create political awareness in their community. The Nomiya Luo Mission built several schools in Nyanza between 1908 and 1910. Other schools were built in Gem-Luanda region between 1913 and 1918 and in central Kenya in 1923 in Kiambu. In 1934, the Kikuyu Independent Schools Association (KISA) and the Kikuyu Karinga Education Association founded more schools. In 1938, Githunguri Teacher Training College had been established under Mbiyu Koinange. **Health. ** **Developments in provision of health services in colonial Kenya** Initially, just like in the case of education, the Christian missionaries were concerned with provision of health services in colonial Kenya. The colonial government was majorly concerned with eradication of plague, malaria and sleeping disease which the Pioneer European settlers suffered from. Preventive medicine was later introduced to help stop various infections of killer diseases.The Church of Scotland Mission and the Church Missionary Society soon opened medical facilities in Kikuyu (1902), Kaimosi (1903), Kaloleni (1904) and Maseno (1905). Dr, Arthur, a missionary and pioneer doctor, put up the Thogoto Mission Hospital in 1907 and the facility exists prominently upto today as the Kikuyu Eye Unit Hospital and Kikuyu Rehabilitation Centre. **Objectives of the Health centres. ** a) To eradicate diseases such as smallpox, malaria and sleeping sickness. b) To train medical personnel to handle western medicine. c) To improve health and hygiene for Africans and Asians in towns where they lived in overcrowded areas lacking in sanitary facilities. ----- 295 ### Africans began being trained in the provision of emergence health services during the first war. (The East African Medical Corps was formed). Between 1919 1922, missionaries began to train Africans as Medical Dressers and Dispensers. After the opening of the Alliance medical college in 1920 and the establishment of a Medical training centre under the Nurses and Midwives Ordinance many African school leavers trained as laboratory and pharmacy assistants.A Public Health Ordinance was passed in 1921 giving the Medical Department powers to institute measures for the control of malaria and prevent communicable diseases. As a follow up to the 1921 Ordinance, new health units were established in the four different African reserves. The Rural Dispensary System was established to supplement the missionary efforts in provision of health care. Health centres were built in rural areas as part of the colonial government efforts to improve health facilities.After 1945, the Development and Research Authority (DARA) gave 47,000 sterling pounds for health care and improvement of health services. In 1949, the Bureau of Medical Research was set up as an agency of the East African High Commission.In 1950 King George IV hospital (today the Kenyatta National Hospital) was started as a hospital for Africans and in 1951, it started training female nurses.By 1962, there were over 100 rural health centres in the country. **Role of Africans in Health Provision** Africans were more pre-occupied with superstitions and over-reliance on traditional medicine which negated their participation in provision healthcare..The traditional medicinemen were dismissed by missionaries despite their wealthy knowledge on herbal Medicine. Today, many people rely on traditional herbalists to compliment healthcare provision. **POLITICAL DEVELOPMENTS AND STRUGGLE FOR INDEPENDENCE IN ** **KENYA (1919-1963) ** **Early Political Organizations In Kenya Upto 1939** African participation in the First World War contributed to rapid political developments in Kenya in the following ways; a) When many African from different communities and countries met, they realized that they shared numerous interests and problems which necessitated political unity. b) The Africans disapproval of the Whitemans immortality during the war, as he could also get wounded, die and suffer like them. This motivated them to strive for equal rights when they came back. c) The introduction of many unfair measures after the war made their lives difficult. For example, governor Northey introduced the Soldier settlement scheme in 1919 to settle British ex-soldiers while African ex-soldiers got a raw deal. **Other factors for the rise of early political organizations included; ** a) The introduction of the Kipande system in 1920 which was used to force Africans to provide labour for the European settlers. ----- 296 ### b) The replacement of the Indian Rupee with the shilling in 1921 meant that those in possession of the rupee had valueless money at a short notice. c) The reduction of African wages and the increase in hut tax and poll tax in 1920 from 10 to 16 shillings. d) The change of status of Kenya from a protectorate to a colony in 1920 which d awned on the Africans that the Whiteman was here to stay unless this move was fought. **Kikuyu Association ** This was the first political organization in Kenya. It was founded in 1920 by Loyalist Kikuyu chiefs, concerned about the continued grabbing of African land for European settlement.They also complained about the planned reduction of African wages after the replacement of the rupee with the shilling, the kipande system which they equated to slavery.The patron was Paramount Chief Kinyanjui wa Gathirimu and Chief Koinange wa Mbiyu was the president. The secretary was I.M.Ishmael. Other members were Josiah Njonjo, Philip Karanja, Mathew Njoroge and Waweru wa Mahui. The Association, being made of loyalist chiefs, was never aggressive in its demands. The members therefore failed to get any meaningful concessions from the government.Later, Harry Thuku and Abdalla Tairara joined the association together with other Christian converts who were labourers, colonial house servants and clerks in Nairobi and central Kenya.When Thuku tried to introduce radicalism in the Association, he was forced to decamp on 7 [th] June 1921 and founded the Young Kikuyu Association. **The East African Association. ** It began off as Young Kikuyu Association (YKA) in 1921 having been inspired by the Young Buganda Association in Uganda. Its founders included Harry Thuku, Abdalla Tairara, Mwalimu Hamisi and Muhamed Sheikh.Harry Thuku, the leading founder of this association was a mission educated elite who was working as a telephone operator in Nairobi. He became dissatisfied with the nonaggressiveness of the Kikuyu Association which was dominated by loyalist chiefs, in pressing the colonial government for Africans demands.YKA being very aggressive demanded; ~ The return of African land. ~ Better working conditions for Africans. ~ Reduction of taxes. ~ Withdrawal of Kipande system which had been introduced in 1920. ~ Increase in wages. YKA incorporated other ethnic community members thus necessitating it to change the name to the East African Association in July 1921. The officials included Harry Thuku (Chairman) George Samuel Okoth, Abdalla Tairara, Kibwana Kambo, Jesse Kangethe, Z. K. Sentongo from Uganda, Maitei ole Mootian, Molanket ole Sempele from Tanzania, James Mwanthi and Muhamed Sheikh. EAA became a very popular association in the 1920s attracting huge crowd in its meetings. ----- 297 ### **Grievances of the East African Association ** ~ They were demanding for the removal of the status of Kenya as a colonial territory. ~ They were demanding for a common roll for all in the legislative council elections. ~ They wanted the return of the alienated land, back to African owners. ~ They were opposed to forced labour. ~ They wanted more educational facilities and opportunities for Africans. ~ They were demanding that all labour in urban areas be paid fair wages. ~ They wanted the compulsory selling of cattle be stopped. ~ Removal of Kipande System. ~ Protested European domination of government. ~ Wanted hut tax that was exclusively paid by Africans abolished. Due to the radical approach that was adopted by Harry Thuku, the colonial Governor had him arrested on 15 [th] March 1922 and detained at the Kingsway Police Station (now Nairobi Central Police Station). On 16 [th] March 1922, a Kikuyu Woman, Muthoni Nyanjiru, challenged the African men to violence demanding the release of Thuku. More than 21 people including Muthoni Nyanjiru, were killed when the police opened fire on the over 1000 people who were surging forward.Harry Thuku was deported to Kisimayu. His colleagues Waiganjo and Mugekenji were banished to Lamu as EAA was banned. **Consequences of Harry Thukus arrest** a) The political parties that succeeded the EAA continued using even more radical approach when they realized that the colonial government was determined to continue using Iron Rule in Kenya. b) Governor Edward Northey was recalled to London by the then Colonial Secretary, Sir Winston Churchill due to the way he mishandled the Thuku affair. c) The colonial government did not allow formation of any other countrywide political Associations among Africans until 1945. d) Thuku became the undisputed flag-bearer of Kenyan Nationalism prior to formation of later political parties. **The kikuyu central association. ** When EAA was banned, its former officials Joseph Kangethe and Jesse Kariuki founded the Kikuyu central Association. It was formed in 1924 at Kahuhia, Fort Hall with Kangethe becoming the president and Henry Gichuru, secretary. Job Muchuchu (Treasurer), James Beauttah (secretary-general) and Jesse Kariuki (vice-president). All these were extremist politicians whose activities were closely monitored by the government. **Grievances of the Kikuyu Central Association. ** ~ They were demanding for the removal of the 1915 Crown Land Ordinance that made Africans mere tenants and not real owners of their land. ~ They were demanding for African representation in the Legislative Council. ~ They were opposed to forced labour. ----- 298 ### ~ They wanted free primary education as opposed to the colonial education system. ~ Establishment of a secondary school, training facility for hospital workers and a school for girls. ~ Removal of kipande system. ~ They demanded that all colonial laws be translated into Gikuyu Language so that all members of the community could understand them. ~ They demanded for the appointment of a well-educated Paramount Chief elected by the majority of the Agikuyu. ~ Wanted hut tax abolished and other taxes reduced ~ They advocated for the growing of coffee and other cash crops by Africans. ~ To work towards the restoration of alienated African land. ~ To pressurize the colonial government to abolish racial segregation. ~ Respect of African culture & customs e.g. Circumcision/polygamy ~ Agitating release of political prisoners e.g. Harry Thuku. By 1925, KCA had attracted membership from all large urban centres in Kenya and the Kikuyu squatters in the Rift Valley. They presented their demands to Governor Grigg when he visited Fort Hall in 1925.In 1927, KCA relocated its headquarters from Muranga to Nairobi in order to link up with other Kenyan elites. In 1928, Jomo Kenyatta became its Secretary- General, taking over from James Beauttah who had been transferred from Nairobi in an act of sabotage by the government. Kenyatta started the Association newspaper, Muigwithania which was instrumental in reviving the cultural values of the Agikuyu.When the Hilton Young Commission was formed in 1927 to look into the question of the federation of Kenya, Uganda and Tanganyika, KCA through Jomo Kenyatta presented the following demands to it; ~ Introduction of free primary education for Africans. ~ Provision of secondary and higher education for Africans. ~ Abolition of kipande system ~ Appointment of Africans to LEGCO ~ Release of Harry Thuku ~ Giving of Title Deeds to Africans as a guarantee against any further land alienation. ~ Rejection of the proposed East Africa Federation KCA championed female circumcision arguing that it was a beautiful cultural practice which eradicated prostitution in the community. When the Church of Scotland Mission, African inland Mission and CMS expelled all sympathizers with the practice from their missions, KCA responded by leading the pack in the beginning of independent schools and churches.KCA sent Jomo Kenyatta, accompanied by Parmenas Mukiri, to present Agikuyu grievances in 1929 to the colonial office in London. It also helped kikuyu elders in preparing evidence to the Kenya Land Commission in 1931.Rivalry for power within the KCA between 1931 and 1938 nearly rocked the association.The Association was banned in 1940 alongside others. ----- 299 ### **Kavirondo Tax Payers and Welfare Association ** It started as Young Kavirondo Association (YKA) in December 1921 at a Baraza held in Ludha, central Nyanza, by mission educated Luo and Luhyia men. The meeting was meant to discuss issues affecting African communities.The official of the Association were Jonathan Okwiri (chairman), Simon Nyende (Treasurer), Benjamin Owuor (secretary), Rueben Omulo, Ezekiel Apindi, George Samuel Okoth, Mathayo Otieno, Joel Omino and Jolmeo Okaka. The demands of the YKA included; ~ They were demanding for addressing of the problem of change of the status of Kenya from a protectorate to colonial territory. ~ Demanded for a government school to be built in central Nyanza. ~ Demanded for a self- government for nyanza province with a separate legislative council and an elected African president. ~ They were opposed to forced labour and labour camps. ~ An end to land alienation. ~ Creation of the position of paramount chief for central and southern Nyanza, just like Mumias was for northern Nyanza. ~ Removal of Kipande System. ~ Demanded to be given title deeds for their land. ~ Wanted hut tax removed. ~ The advocated for better wages. The members presented their demands to the Nyanza PC in May 1922 and met governor Northey in Kisumu in July 1922 at Nyahera in Kisumu. The governor agreed to authorize the closing down of labour camps and reduce taxation. However, the revocation of the Crown Colony Status was out of question.In 1923, however, government, alarmed by the mobilization level of YKA in Nyanza, compromised its leadership and Jonathan Okwiri handed over chairmanship to Archdeacon Owen fearing the banning of the association the way EAA had been.Under Owen YKA changed its name to KTWA with its emphasis shifting from political grievances to social grievances focusing on killing rats, digging latrines and keeping compounds clean. It also adopted the use of written memoranda in expressing their grievances. All Nyanza chiefs became Vice-presidents of the association under its new constitution.In 1931, the association split up into Luo and Luyia Factions due to disagreements. The Abaluhyia faction formed the North Kavirondo Central Association that had close links with the KCA. It was formed with the objective of stopping any further land alienation for European use without compensation, especially after the 1930s Kakamega Gold rush.By 1944, many of the top leaders of the KTWA had been co-opted into the colonial administration with Okwiri becoming a chief. Benjamin Owuor, Nyende and Okwiri were made members of the LNC in central Nyanza. KWTA was therefore weakened and became extinct in 1944. ----- 300 ### **Ukamba Members Association ** UMA was formed in 1938 by Samuel Muindi Mbingu (Chairman), Elijah Kavula (Vice- chairman), Isaac Mwalozi (secretary) and Simon Kioko (treasurer) as an association of the Akamba of the eastern part of Kenya.The leaders who founded this association were closely associated with East African Association of Harry Thuku. For example, James Mwanthi, Ali Kilonzi and Muhamed Sheikh. **Reasons for the formation of Ukamba Members Association ** a) The Akamba wanted to fight against land alienation for European ranchers causing shortage of land for grazing. b) To oppose the colonial policy of de-stocking who argued that overstocking was responsible for soil erosion in Kitui and Machakos regions. In 1936, the Liebigs Group established a meat processing plant to effect the de-stocking policy. c) To oppose heavy taxation. d) To represent the Akamba peoples interests. e) To fight for the Akamba rights and freedoms They wrote memorandum to the colonial government with the assistance of Asian lawyers. It mobilized people to fight for their rights through meetings and signing of petitions. They got support from KCA and the Asian representative to the Legco, Isher Das.The association used Muigwithania journal of KCA to advance their cause. On 28 [th] July 1938, UMA members including women and children demonstrated and marched to Nairobi with their cattle to seek audience with the governor over destocking and grazing policies. They staged a sit in Nairobi for 6 weeks led by Muindi Mbingu until the governor conceded to their demands at a meeting in Machakos. However, their leader, Muindi Mbingu was arrested in September 1938 and deported to Lamu until 1946. The Association was banned at the beginning of World War II. **Problems that faced UMA in its operations** a) The colonial government had a negative attitude towards the activities of the association. This discouraged open participation. b) Arrest of their leader Muindi Mbingu and his deportation to Lamu demoralized the movement. c) The Association alongside others was banned, with the World War II looming. **Coast Africa Association ** The Association was formed in 1943 with Noah Mwana Sele as president, Muhamed bin Mwichande as vice president, E.W. Timothy as secretary General and H.G.Banks as honorary treasurer. Other officials were Muhamed bin Omar, Enoch Benjamin and H. Harrison. **Demands of Coast Africa Association. ** a) The demanded for improved education and the general welfare of Africans in the coastal region ----- 301 ### b) The elevation of Shimo la Tewa to a high school. c) The establishment of evening classes in the region so as to give African adults a chance to pursue basic western education. d) to protest inadequate healthcare services for the Africans. e) They were demanding for appointment of Africans as administrators. f) They demanded that tax collected from African drinks be used to develop African rural areas. g) They demanded for the revocation of allocation of Mijikenda land to Asians and Arabs. h) They demanded for African representation of Coast region in the LEGCO in 1947. Unlike other Associations CAA did not present their grievances in political meetings bur instead used written memoranda and also their newspaper, the Coast African Express whose editor wads Elkana Young. This explains why the association existed while others had been banned. ***In 1955 however, the association began to disintegrate due to the following reasons; *** a) The departure of their leaders Francis Khamisi and Ronald Ngala who joined the Mombasa African democratic union and the LEGCO. b) Leadership wrangles based on ethnic consideration. c) Shortage of funds to run the activities of the association. It succeeded in achieving elevation of Shimo la Tewa school into a high school and a Legco position for the Mijikenda. **Taita hills Association ** It was formed on 22nd June 1939, being modeled on the KCA and UMA styles. Its objectives were; ~ To achieve equal political status with whites and Asians. ~ To help the Taita community to advance. ~ To protest the destocking policy. Most of the fertile land of the community had been occupied by European settlers who were growing coffee on it. ~ Oppose the plan to relocate the Wada Wida people from Taita hills to Samburu to create room for settlers. ~ They were opposed to the kipande system and forced labour. The Europeans forced the Wataita to work on coffee plantations and ferry the coffee over long distances for low wages.The pioneer founder of the Association was Daniel Mapinga, a young catechist, who began mobilizing the Wataita against oppressive measures used by the colonial government. Unfortunately he died in 1837.In 1939, Woresho Kolandi Mengo, Jimmy Mwambichi and Paul Chumbo took over his course and established THA with the help of KCA leadership. **Achievements** a) The association succeeded in stopping the governments plan to relocate the Wada Wida people from Taita hills to Samburu to create room for settlers. ----- 302 ### b) The colonial government stopped the de-stocking plan among the Wataita. c) The government revised the Taita reserve boundaries and reduced the land initially carved for European settlers. **Problems experienced ** a) It failed to attract prominent personalities I Tata. b) It lacked support of all the African groups in the region. For example the Wataveta and Wagisiga were reluctant to join THA. c) The association was banned alongside others in May 1940. d) Their leader Mwambichi was deported after being arrested. **Problems faced by early political organizations. ** a) Their members were subjected to harassment by the colonial government, especially arresting and dispersing demonstrators. b) The organizations were demoralized through the deportation of the leaders like Thuku (EAA). Muindi Mbingu (UMA) and Mwambichi (THA). c) The associations experienced political wrangles between members as witnessed in KCA between 1931 1nd 1839 and CAA upon departure of its tow key leaders. d) Many of the leaders of the organizations had little experience in running political parties and therefore mismanaged their offices. e) The organizations were faced with financial inadequacy. Many Africans were experiencing financial problems due to land alienation, taxation and poor working conditions and therefore could not adequately contribute to the associations. f) There was a lot of disunity since most organizations were ethnic-based **Features of the political associations formed in Kenya before 1939 ** a) They lacked a national outlook since they were ethnic (tribal based/oriented/urban based). Most of them were confined to one or two ethnic communities except EAA. b) Most of them received material and moral support from the Asians c) Mission-Educated African young men led them. For example, Harry Thuku, Okwiri and Mwambichi. d) They were formed in response to socio-economic and land problems of various ethnic groups. e) They all agitated for an end to European exploitation and oppression rather than demand for political independence. f) Most of them did not attract large membership due to their ethnic tendency. g) They were non-militant and tended to be moderate and their demanded. h) They were characterized by squabbles over leadership. **Achievements of early political parties. ** a) They provided political education to the African communities through their political rallies. ----- 303 ### b) They communicated the communities feelings to the colonial government through publications, memoranda or speeches. c) They defended the African cultures against further erosion by the European missionaries. For example KCA defended female circumcision among agikuyu. d) They re-awakened the masses by making them conscious of the political situation in the country. d) Some succeeded in to stop further land alienation by restraining the Europeans from displacing the Africans to the reserves. For example THA succeeded in stopping the governments plan to relocate the Wada Wida people from Taita hills to Samburu to create room for settlers. e) The played the role of trade Unionism by fighting for the welfare of the workers in the absence of formal trade unions. f) They publicized Africans grievances to the international community. For Example, the role played by Jomo Kenyatta on behalf of KCA. g) They pioneered in the growth of nationalism by forging inter-community relations in the struggle for independence. **EMERGENCE OF INDEPENDENT CHURCHES AND SCHOOLS MOVEMENT ** **IN KENYA ** This was an expression of African protest against European interference with traditional African economic and political organization. **Reasons why independent churches and schools emerged in Kenya** a) The desire by majority of Africans to retain their cultural values while at the same time converting to Christianity. Many were unhappy with the western influence of Christian missionaries who taught against traditional customs. b) Africans were unhappy with the 3Rs style of education in mission schools which only prepared them for low positions in government or employment on European farms and homes. They desired to be equal to Europeans and Asians. c) Independent schools emerged as a reaction against colonial domination and exploitation in terms of taxation, kipande, forced labour and racial discrimination. d) Africans desired leadership in their own churches instead of being led by European missionaries whom they viewed as agents of colonialism. e) The role played by Africans like John Owalo and Elijah Masinde who claimed to have received divine calls to begin independent churches. f) Some Africans felt dissatisfied with the interpretation of the scriptures. The Holy Spirit Church, for example, broke away on this account. g) Some churches were formed to allow Africans to express their Christianity freely through dancing, singing and drum beating which many mission churches did not accommodate. h) Characteristics of independent churches and schools. **Characteristics of independent churches and schools. ** ----- 304 ### a) All of them accommodated African cultural values. b) Both churches and schools valued Christianity and western education but were against the westernizing influence by missionaries. c) Africans held positions of leadership in the churches and schools. d) Most Churches and schools worked closely with the African political association. **The independent churches movement in Nyanza. ** John Owalo is credited for leading in the establishment of independent churches in nyanza. He stared as a Roman Catholic, then joined the Church of Scotland mission (CSM) at Kikuyu before moving to the CMS first in Nairobi, then defected to Maseno. The reason why Owalo suffered from denominational defection is because he was seeking for a mission church that accommodated African cultural values and where Africans could be given a say I terms of leadership and worship. In 1907, Owalo claimed to have received a direct call from God with instructions to begin his own church. Though CMS at Maseno dismissed him as a lunatic, the colonial authority (Nyanza PC John Ainsworth) granted Owalo permission to start his own mission. In 1910, he founded the Nomiya Luo Church, which became the first independent church in Kenya. Owalo proclaimed himself as a prophet equating similar to Jesus. Other independent churches in Nyanza included; 1) Dini ya Roho (Holy Spirit Church) founded among the Luhyia in 1927 as a breakaway from the Friends African Mission. The members claimed to speak in tongues and believed in baptism by the holy spirit, 2) Joroho church founded by Alfayo Odongo Mango in 1932 among the Luo. It was similar to Dini ya Roho. 3) The Christian Universal Evangelical Union founded in 1938 In Siaya by Ismael Noo, a school teacher linked to the Anglican Church at Maseno. He began off as one of the leaders of the revival movement at Maseno, which emphasized salvation by the blood of Jesus and public confession of sin. His movement insisted that men and women should have sexual intercourse since they were saved. His church attracted many women and soon he was accused of infidelity with peoples wives.He officially broke away from the Anglican Church at a convention at Nyabondo in Nyakach to establish the Christian Evangelical Union. The church is currently known as the Christian Evangelical Church, having changed its name in 1965. **The independent churches and schools movement in central Kenya ** Due to its proximity to Nairobi, the seat of colonial administration, central Kenya experienced the presence of white settlers more than any other region in Kenya. The schools established by the so many missionary groups in the region only aimed at imparting basic literacy and numeracy skills to African converts. As the evangelized, the \\missionary groups condemned many traditional African practices and values like polygamy, consumption of traditional brews and female circumcision. It is behind this backdrop that independent churches and schools emerged in central Kenya. ----- 305 ### **Kikuyu Independent schools** Kikuyu elders out of the desire for western education for their children, without necessarily being Europeanized, set up independent schools. In 1913, a Kikuyu elder, Mukunga wa Njehu, donated land at Gaithieko, Kiambu where the first independent school In central kenya was built.In 1925, another school had been built and registered at Githunguri.The independent Schools Movement emerged in the 1920s as a result of the expulsion from mission schools of the children of the supporters of female circumcision. The two bodies that emerged as a consequence were Kikuyu Independent Schools ***Association (KISA) and the Kikuyu Karinga Educational Association (KKEA) *** **The Kikuyu Independent Schools Association** The Body was closely associated with the Independent Pentecostal Church and was predominantly in Muranga, Nyeri and Embu. Following a showdown over female circumcision, the kikuyu elders got permission from the DC to build a prayer House around Gituamba on land donated by two elders, Kagere Gatundu and Gathai Gachohi of Thiru sub-location. Between 1929 and 1932, a school was set up at the church. This success inspired the emergence of similar churches and schools in Mariira, Kahiti and Gakarara in Kandara, Muranga.In 1934, KISA was established to coordinate the efficient running of these schools with its leaders including Daudi Maina Kiragu, Musa Muriithi, Hezekiah Gachui, Peter Gathecha and Johana Njoroge.The Association had the responsibility of establishing more schools and maintaining them as well as mobilizing funds for teacher training programmes. Their activities got the support of the colonial authorities which even permitted establishment of more schools that must be registered at the DOs office.By 1935, KISA had established 34 independent schools with an enrolment of 2,518 pupils. Similar schools emerged in the Rift Valley among the kikuyu squatters. **Challenges encountered by KISA. ** a) There were inadequate funds to support the large number of pupils and schools. b) Many teachers were untrained. c) Many of the KISA leaders lacked proper management skills. d) Mission schools fought the efforts of KISA leaders. e) There were disagreements among KISA leaders where some demanded for money for the land they had donated for the schools.The independent churches also suffered from lack of ordained ministers. This problem was solved when KCA invited the Most Reverend William Alexander, the Archbishop of the African Orthodox Church in South Africa in 1935, who established a seminary at Gituamba and ordained Daudi Maina Kiragu, Philip Kiande and Harrison Gachukia Kimanga as Ministers.In 1937 after Archbishop Alexander had left, Daudi Maina Kiragu and Harrison Gachukia Kimanga broke away and formed the African Independent Pentecostal Church which they claimed was independent from external influence.In 1938, KISA named their church the Independent Pentecostal Church. ----- 306 ### By 1952, at the time of its banning, KISA had 168 schools with an enrolment of 60,000 pupils in central Kenya and rift valley. **Kikuyu Karinga Educational Association** The association emerged out of a split at the Gituamba between the Muranga group and the -Kiambu members who were radical and were more closely associated with KCA. The term Karinga means pure implying unpolluted kikuyu customs and values. KKEA was opposed to all forms of cooperation with either the missionaries or the colonial authority.By 1940, it had established 12 schools in Kiambu and 11 in the rift valley. By 1952, it had established schools at Moshi and Arusha in Tanganyika. It established its own church in 1952(the African Orthodox Church of Kenya), relying on church ministers trained at Gituamba seminary. It was led by Arthur Gathuna and Philip KiandeThe Association was banned in 1952 after declaration of a State of Emergency.In 1939, the Kenya Teachers Training College was established at Githunguri, Kiambu, to train teachers for the independent schools. Mbiyu Koinange was the first principal. It was closed in 1952 alongside other independent schools. **Problems faced by independent churches and schools** a) Poor leadership as many churches and schools were led by people without any management experience. Many of them lacked trained personnel who could run them efficiently. b) They faced a lot of hostility from the colonial government and missionaries who constantly harassed them. c) Ideological differences among their leaders on which name to adopt. There were also many leadership squabbles as all founders wanted to be recognized. d) The schools were forced to follow the official syllabus and become members of the District Education Board. e) The independent churches and schools competed with mission churches and schools for followers with the later declaring war on certain African practices **POLITICAL ORGANIZATIONS AND MOVEMENTS AFTER 1945. ** ***Factors that hastened political development in Kenya after 1945. *** a) The Acquisition of western education by many Africans by 1945 which enabled them to articulate their grievances more forcefully and to understand political developments outside Kenya. b) The return of the ex-servicemen after the second world war which exposed the myth of the white supremacy making Africans ready to fight them. Moreover, the colonial government failed to reward African ex-soldiers to embitter them more. c) The change of government from Conservative to Labour Party in Britain in 1946 stimulated a new attitude in Britain towards decolonization. Africans in Kenya took advantage of this attitude. d) The granting of independence to India and Pakistan in 1947 aroused great confidence among Africans in Kenya to also clamour for their own independence. ----- 307 ### e) The rise of Pan-Africanism in Africa after the 1945 Manchester conference contributed to the new demands for political independence in Kenya. f) The formation of the UNO and the pressure it exerted on the European powers to decolonize helped the Kenyans in their course. g) The emergence of United States and the Soviet Union as super powers in the world contributed to the decolonization process. USA was keen to see Britain and France grant independence to their subjects in the world in order to secure new markets. h) The signing of the Atlantic Charter in 1941 by Winston Churchill and Franklin Roosevelt which demanded that when the WWII ended, all subject peoples should enjoy the right to self-determination. i) The costs incurred by the European nations during WW2 made their taxpayers become reluctant to raise any more funds for colonial expenditures. **Characteristics of political parties formed after 1945. ** a) They had a national outlook as members were drawn from different ethnic groups b) Their main objectives was to fight for independence c) Educated elites led them d) They had a large membership. e) They demanded for fair taxation for Africans. f) They all demanded for improved conditions for African workers. g) They all demanded for the return of alienated land. **Kenya African Study Union ** When Eliud Mathu was nominated to the Legco on 10 [th] October 1944, a number of well educated Africans led by Francis Khamisi agreed to form Kenya African Union (KAU) with the following objectives;. a) To assist Mathu in his new task as the first African nominated to the LEGCO. b) To create a Multi-ethnic political grouping representing the interests and constitutional rights of all Africans effectively. c) To advocate for more constitutional reforms for Africans. d) To demand for better living and working conditions. The interim officials were Harry Thuku (chairman), Francis Khamisi (Secretary) and Albert Owino (treasurer). Other officials were James Gichuru, John Kebaso, Simeon Mulandi, Harry ole Nangurai, S.0. Josiah, F.M. Nganga, Jimmy Jeremiah, J.D. Otiende and S.D. Jakay.Two weeks after its formation, the governor ordered its officials to change its name to the Kenya African Study Union as it was meant to help Mathu in studying African problems.In January 1945, James Gichuru became the president of KASU after Harry Thuku resigned, being unable to cope with radicalism in the union. Under Gichuru, KASU published a newspaper - Sauti ya Mwafrika that concentrated on African grievances and the proposed East African Federation which they opposed. The organization rejected proposals to give more powers to European members in the Executive council. They refused to accept a European dominated government of the East ----- 308 ### African Federation. Later in 1946 on KASU changed its name to KAU feeling that the former name was inappropriate. **Kenya African Union ** Formed in February 1946, the main demands of KAU were; ~ They protested against inadequate African representation in the LEGCO. ~ They protested against the lack of Participation of Africans in the governance of Kenya. They even demanded for Self-government for Africans. ~ They were against the continued existence of the Kipande System and forced labour. ~ They demanded improvement of the African working conditions with better wages equal to what was paid to other races. ~ They demanded an end to Land alienation and racial discrimination. ~ They demanded an end to Imposition of taxes. ~ They demanded compensation of ex-servicemen. ~ They were protesting against Lack of education opportunities for Africans. The return to Kenya by Kenyatta in 1946 marked the beginning of mass nationalism. On 1 [st] June 1947, Kenyatta became president of KAU after Gichuru stepped down for him. W.W.W. Awori was elected vice-president and Ambrose Ofafa and Muchohi Gikonyo were elected treasurer and secretary respectively.Kenyatta travelled widely in Kenya where he urged people to join KAU. After 1947 KAU began to face the problem of a standoff between Radicals like Fred Kubai and Paul Ngei who wanted to use force to acquire independence, and moderates like Kenyatta himself. Radicals who included Bildad Kaggia took over the Nairobi branch of KAU.When the national delegates conference was held in 1951, Jomo Kenyatta retained presidency, J.D. Otiende became secretary General, PAUL Ngei assistant SG and Ole Nangurai Treasurer. Between 1948 and 1950, KAU faced serious financial problems even failing to pay rent for its offices at the IBEA building. **Other problems that faced KAU ** a) Kenyatta also appeared too busy to run the affairs of the party as he doubled up as the Principal of Githunguri TTC. b) The party also faced a lot of hostility from the colonial government and the white settlers. c) There were rampant ethnic divisions within the membership of KAU being complicated by the fact that the party appeared to be dominated by one ethnic group, the kikuyu. d) Majority of the African population, who were illiterate, lacked political awareness under could not understand the political efforts required of them. When the Mau Mau movement began, the Nairobi office of Kubai, J.M.Mungai and Kaggia worked closely with it. KAU continued to expand its membership in Kenya with Ramogi Achieng Oneko opening a branch in Kisumu in 1951, Johana Adala and Boaz Muha opened a branch in ----- 309 ### Maragoli and Muinga Chokwe opened one in Mombasa.In 1952, KAU rallies were banned outside Nairobi after a political meeting in Nyeri, attended by the leader of Mau Mau, Dedan Kimathi, which attracted over 25,000 people thus startling the government. When a state of emergency was declared in 1952, KAU leaders were arrested for being behind Mau Mau. Walter Odede became the acting president, Joseph Murumbi acting secretary and W.W.W.Awori-acting treasurer.The acting official presented a 24-point memoranda to Oliver Lyttelton, secretary of state for colonies when he came to kenya during the emergency period, demanding the release of the Kapenguria six (Jomo Kenyatta, Paul Ngei, Kungu Karumba, Bildad Kaggia, Achieng Oneko and Fred Kubai) Walter Odede, the acting president was late arrested on 9 [th] march 1953 while Murumbi escaped to Bombay, India as KAU was banned on 8 [th] June 1953. **Achievements if KAU ** a) Party members especially from the Nairobi branch gave moral and material support to the Mau Mau freedom fighters. b) The party provided guidance and political support to Eliud Mathu, the first African representative to the Legco. c) The party laid the foundation for the growth of the Kenya African National Union that ushered in independence in Kenya. d) Some of the members of the party were active members of Mau Mau. For example, Fred Kubai and Bildad Kaggia. **THE MAU-MAU REBELLION 1951 - 60 ** Mau-Mau is an abbreviation which stands for Mzungu Arudi Ulaya, Mwafrika Apate Uhuru (meaning let the white man go back to Europe and the Africans regain Independence).Sometimes the movement was referred to as the Land and Freedom Army and the Anake-aForty.Sometime in the late 1940s the General Council of the banned Kikuyu Central Association (KCA) began to make preparations for a campaign of civil disobedience involving all of the Kikuyu in order to protest the land issue. The members of this initiative were bound together through oath. The rituals obliged the oath taker to fight and defend themselves from Europeans.In These oath rituals, There were rumors about cannibalism, ritual zoophilia with goats, sexual orgies, ritual places decorated with intestines and goat eyes, and that oaths included promises to kill, dismember and burn settlers. The oaths were a cultural symbol of the solidarity that bound Kikuyu men, women and children in loyalty together in their opposition to the colonial government. It also instilled courage and unity among people,Nonetheless, the British were scared by the oath, made taking the Mau Mau oath a capital offence. The British also screened Mau Mau suspects and forced them to take a 'cleansing oath', a strange instance of colonialism 'gone native'. **CAUSES OF THE MAU-MAU REBELLION ** a) The unemployment of the ex-soldiers who had been promised jobs after the World War II, but instead were made porters on European-estates. Similarly, people were ----- 310 ### retrenched, traders pushed out to business by Asian retail trade monopoly and European settlers. b) Africans, especially the Kikuyu, wanted their land returned. By 1948, 1.25 million Kikuyu were restricted to 2000 square miles (5,200 km), while 30,000 settlers occupied 12,000 square miles (31,000 km) fertile land. In the reserves Africans suffered from congestion, starvation and diseases like typhoid, cholera. c) It was a reaction against the Kipande system. This was a method of identity cards imposed on Africans to restrict them from unnecessary movements. d) The introduction of racial discrimination in Kenya. The Europeans equated the black colour with low intelligence, uncivilized, barbaric and a backward race. All the best hotels, restaurants, schools, recreational centres and most fertile soils in Kenya were reserved for the whites only. e) Africans were fed up of heavy and harsh taxation by the Europeans. Failure to pay tax was punishable by taking away the land or even imprisonment. So the Africans were forced to go and work under harsh condition and for long hours, yet poorly paid. f) The dominance of the economy by the Asian and white settlers. The Africans were not allowed to take part in meaningful business, were not given positive consideration in awarding jobs. g) They also wanted to be exposed to the social services e.g. education. The white settlers frustrated the African efforts to set up schools even the few educated Africans were not employed in the civil service. h) Africans feared a gradual destruction of their culture by the whites e.g. the missionaries were totally against the circumcision of women among the Kikuyu and the traditional view of twins. i) Africans wanted a fair share in the administration of their country (Parliament). For a long time many Kenyans were excluded from decision making and political participation the whites and Asians in the Legislative Council did not represent their interests. j) The return of Jomo Kenyatta in the 1950s after his studies in Europe, he came back with a wider vision to convince the Kenyans about their rights and they therefore united and rebelled. k) The role of educated Kenyans who aware of their rights as citizens and in turn educated the rest about their place in society. This prompted them to rebel against the whites. l) The colonial policy discouraged Africans from growing cash crops like coffee, tea, cotton, pyrethrum for fear of competition with the Africans who would grow rich and challenge the colonial administration. m) Forced labour. Africans were obliged by colonial law to offer labour on the plantation this was to be done forcefully without offering any payments. This kind of new slavery inspired the occurrence of the Mau Mau rebellion. ----- 311 ### n) Influence of the Second World War. Many Kenyans who participated in this war discovered the weakness of the white man and the loopholes in their systems of administration. These included General China, Dedan Kimathi among others who also acquired good military skills. o) The move was a quest for constitutional reforms in Kenya. African political parties had been banned with impunity and their leaders like Harry Thuku, Muindi Mbingu and Mwambichi detained p) They were protesting colonial brutality especially the mistreatment of Africans on the white farms. Many Africans were killed at the slightest excuse like in the case of the upland Bacon **Factory Massacre in September 1947. ** **The course of the uprising. ** On May 1, 1949, six trade unions formed the East African Trades Union Congress (EATUC). The union leaders joined with the \"Forty Group,\" which was a roughly cohesive group mostly composed of African ex-servicemen conscripted in 1940 when attempts for a union members strike failed on May 16 [th] 1950. In June 1951, the urban KAU radicals (Mutonyi, Isaac Gathanga, Bildad Kaggia, Paul Ngei and Fred Kubai) created a secret Central Committee (Muhimu) to coordinate the oath campaign throughout Nairobi and outside Nairobi. It also formed armed squads to enforce its policies, protect members from the police, and kill informers and collaborators. Different leaders led the Land and Freedom Armies. Three of the dominant Active Wing leaders were Stanley Mathenge; Waruhiu Itote (known as General China), leader of Mount Kenya wing; and Dedan Kimathi, leader of Aberdare forest wing. Others were General Ndungu Gicheru, General Mwariama and General Matenjagwo (one who never shaves). Other armies were in Nairobi, Kiambu, Fort Hall and Rift Valley. They were mostly equipped with spears, simis (short swords), kibokos (rhino hide whips) and pangas (machete). Some made their own gunswhile others employed armed robberies on police stations and isolated settler homes. African and Asian merchants funded the movement by paying protection fees.On 1 [st] of October 1952, Mau Mau assassinated a Nairobi councillor, Tom Mbotela, who was a government loyalist. On 3 October, Mau Mau claimed their first European victim when they stabbed a woman to death near her home in Thika. A week later, on 9 October, Senior Chief Waruhiu, a strong supporter of the British presence in Kenya, had been shot to death in broad daylight in his car. His assassination gave Governor Baring the final impetus to declare a State of Emergency on 20 October 1952. Early the next morning, the British carried out a mass-arrest of 180 alleged Mau Mau leaders and subjected six of them to a trial (the Kapenguria Six); the real militants, such as Dedan Kimathi and Stanley Mathenge, fled to the forests. While much of the senior leadership of the Nairobi Central Committee was arrested, Local rebel committees took uncoordinated decisions to strike attack settlers and there was an abrupt rise in the destruction of European property and attacks on African ----- 312 ### loyalists. On January 24, 1953, Mau Mau, possibly former servants, killed settlers Mr. and Mrs. Ruck, as well as their six-year-old son, on their farm with pangas. White settlers reacted by dismissing all of their Kikuyu servants because of the fear that they could be Mau Mau sympathizers. Naivasha Police Station was raided in March 1953.Over 1800 loyalist Kikuyu were killed. Operating from the safety of the forests, the Mau Mau mainly attacked isolated farms at night, but occasionally also households in suburbs of Nairobi.In May 1953, the Kikuyu Home Guard became an official part of the security forces. It became the significant part of the anti-Mau Mau effort. On March25March 26, 1953, nearly 1000 rebels attacked the loyalist village of Lari, where about 170 non- combatants were hacked or burnt to death. Most of them were the wives and children of Kikuyu Home Guards serving elsewhere. In the weeks that followed, some suspected rebels were summarily executed by police and loyalist Home Guards.In June 1953 General Sir George Erskine arrived and took up the p ost of Director of Operations. A military  brought in 20,000 troops who were used aggressively. The Kikuyu reserves were designated \"Special Areas,\" where anyone failing to halt when challenged could be shot. The colonial government created so-called pseudo-gangs composed of de-oathed and turned ex-Mau Mau and allied Africans, sometimes headed by white officers. They infiltrated Mau Mau ranks and made search and destroy missions. By September 1953, the British knew the leading personalities in Mau Mau, the capture of General China in January the following year provided a massive intelligence boost on the forest fighters. On April 24, 1954, the Army launched \"Operation Anvil\" in Nairobi, the forest fighters' source of supplies, money and recruits, and the city was put under military control. By the end of 1954 there were 77,000 Kikuyu in concentration camps mainly deported from Nairobi. In June 1954, a policy of compulsory villagization was started in the reserves to allow more effective control and surveillance of civilians and to better protect pro- government collaborators. When the program reached completion in October 1955, 1,077,500 Kikuyu had been concentrated into 854 \"villages.\"The last Mau Mau leader, Dedan Kimathi, was captured by Kikuyu Tribal Police on 21 October 1956 in Nyeri with 13 remaining guerrillas, and was subsequently hanged in early 1957. His capture marked the effective end of the Uprising, though some Mau Mau remained in the forests until 1963 and the Emergency remained in effect until January 1960. **Mau war by other communities ** ~ In April 1953, a Kamba Central Committee was formed by Kamba rebels who were all railway men and effectively controlled the railway workforce. They organized acts of sabotage against the railway lines during the emergency. ~ Rebel Maasai bands became active in Narok district before being crushed by soldiers and police who were tasked with preventing a further spread of the rebellion. ~ In Maragoli, Chief Mukudi of Bunyore was associated with the movement. ~ Other communities involved were the Kipsigis section of kalenjin, Luo etc. ----- 313 ### **Factors, which facilitated the MAU MAU uprising. ** a) Oathing, which united the people and gave them the courage, determination and momentum for the rebellion course. b) The use of guerilla tactics ensured less loss of life and prolonged war. It made it difficult for the British to suppress the rebellion. c) The support to the fighters from the civilians who supplied food, water, spying etc. d) Strong leadership for the movement by people like Dedan Kimathi, Waruhiu Itote (General China), Stanley Mathenge and General Matenjagwo. e) The deep resentment of the people against the Europeans gave them the reason to continue fighting. f) The natural forests of Mount Kenya and Aberdere ranges provided good hideouts for the fighters. g) The fighters had enough weapons. They accessed weapons like the homemade guns, swords and Machette to add to what they were able to seize from the settlers. **Problems that faced Mau Mau Rebellion ** a) The fighters lacked transport and communication facilities. b) They were faced with adverse weather conditions, operating in the Aberdere and MountKenya Forests that were extremely cold. c) In the Wild environment, they were frequently attacked by wild animals. d) They lacked proper fighting equipment when compared to the weaponry of the Europeans. e) They faced brutality from the British forces when they were retaliating. f) There were constant divisions and disagreements among the fighters. g) The movement suffered from the infiltration of spies in form of pseudo-gangs who exposed their military strategies. h) The movement suffered from lack of proper coordination due to the use of forest hideouts and mountain terrain by the guerrillas which prevented them from developing a wellcoordinated strategy. i) The arrest of the movements key leaders General China and Dedan Kimathi dealt in a devastating blow. j) The movement suffered from a disjointed recruitment process with some fighters being coerced into membership which put their loyalty to doubt. **Results of the Mau Mau uprising** a) Many people died as a result of the war. The official number of Kenyans killed was estimated at 11,503 by British sources. More than 1,800 Kenyan civilians and 32 British civilians were killed by Mau Mau militants. b) The war attracted the attention of British citizens and international community to the crimes committed by the colonial administration. British forces committed widespread human rights abuses, including rape, torture and castration. ----- 314 ### c) Many Africans were arrested and detained while thousands were seriously injured during the interrogations. For example, 11 of the 88 detainees at Hola Camp lost their lives as the rest were seriously injured in brutality incident. d) The war speeded up the march to independence especially when the realty of the inability of the colonial administration to govern kenya dawned on the British government e) The uprising led to destruction of property. Villages, houses and crops were burned down. f) The war led to the relocation of the Agikuyu, Ameru and Aembu communities from Nairobi region as their jobs were taken by people from western and rift valley who did not participate in the rebellion. g) The uprising led to the reduction of the influence of the settlers in Kenya as it was realized that it was the enormous settler influence that was responsible for the insurgence. h) The war forced the colonial authority to apply tough measures to restrict the activities of African political parties such as KAU that was banned in 1952. i) The war led to the beginning of a program of villagization and land reform consolidated the land holdings of the Kikuyu, thereby creating emergency kikuyu villages in various parts of the country. j) It led to the declaration of a state of emergence in Kenya on 20 [th] October 1952. k) The war bred bitterness among members of Agikuyu Aembu and Ameru where some were government loyalists while others were Mau Mau supporters. l) The war resulted into the land reform measures that came to be known as the SwynnertonPlan of 1954 that sparked off the resettlement of Africans in the countryside. **Swynnerton Plan ** Refusing to give more land to the Kikuyu in the reserves, which could have been seen as a concession to Mau Mau, Baring turned instead in 1953 to Roger Swynnerton, Kenya's assistant director of agriculture. The primary goal of the Swynnerton Plan was the creation of family holdings large enough to keep families self-sufficient in food and to enable them to practice alternate husbandry, which would generate a cash income. **Recommendations of the Swynnerton Plan of 1954** a) The survey and enclosure of African land in high potential areas. b) The processing of title deeds and giving out title deeds to the owners. Only progressive African farmers would get title deeds and benefit from the land reforms. c) A few Africans were allowed to practice new agricultural methods and obtain credit as well as title deeds. d) A few African s were allowed to practice individual land ownership. e) A few progressive African farmers were allowed to grow cash crops. Kenya African National Union During the emergency period, (From October 1952 to December 1959) African participation in the political process increased rapidly. The Kenya African National ----- 315 ### Union (KANU) was formed after the First Lancaster House Conference of January 1960 resolved that nationwide political parties be formed in Kenya as a step towards decolonization.On 27 [th] march 1960, at a meeting at Kirigiti, Kiambu convened by ex- KAU strongmen, James Gichuru and Oginga Odinga, KAU merged with Kenya Independent Movement and the People's Congress Party to form KANU. The colonial government declined to register KANU with Kenyatta as president since he was still in detention.In May 1960 James Gichuru took the presidency with Odinga as his deputy. Tom Mboya became the secretary General and Arthur Ochwada his assistant. Ronald Ngala and Daniel Moi were elected treasurer and assistant treasurer respectively in absentia as they were attending a commonwealth parliamentary Association meeting in London.In the partys constitution, drafted by Mwai Kibaki and Tom Mboya, the following were the objectives; a) To attain political independence for Africans inn Kenya. b) To achieve national unity through a unitary national constitution under one central government. c) To create a society based on African socialism. d) To eradicate poverty, ignorance and disease. e) To get back African land. f) To have all political detainees released. g) To unite with liberation movements in other countries in a Africa in order to end imperialism and colonialism in the continent. h) To encourage good neighbourliness in the East African Region. When Kenyata was released, he took over leadership of the party. During the independence elections in may 1963, KANU won 73 seats against KADUs 31 and African Peoples Partys 8 . Jomo Kenyatta became the Prime Minister on 1 [st] June 1963. **Achievements of KANU in the struggle for independence. ** a) KANU mobilized Africans in Kenya and united them in the struggle for independence. b) Through its numerous nationwide meetings, it provided political education to the Africans in Kenya. c) It participated in the independence constitution making process by being part of the Lancaster House conference of 1962. **Challenges faced by KANU in the struggle for independence. ** a) There was disunity among its members with some suspicious of the big communities who had taken up key leadership positions b) The party faced the problem of lacking adequate funds to carry out its countrywide campaigns for Independence. c) The KANU leaders suffered from ideological differences with some opposing the unitary system of government as advocated by the partys constitution. ----- 316 ### d) Some members were dissatisfied with the way party affairs were being run especially the elections which they felt were not fair. **Kenya African Democratic Union (KADU) ** KADU was formed in 1960 as an alliance of minority ethnic political groups to protect the rights /interests of the minority groups against possible domination of KANU /majority groups.Its senior leaders included Ronald Ngala (president), Masinde Muliro (Vice president), Daniel Arap Moi (chairman), Martin Shikuku (secretary General) and Justus ole Tipis (treasurer).KADU leaders advocated for a federal system while KANU group were advocating for a unitary system of government.When KANU refused to form government while Kenyatta was still in detention, KADU formed the first coalition government with the Europeans and Asians who belonged to Michael Blundells New Kenya Party after garnering 11 seats in the May 1961 elections.In 1962, KADU and KANU formed a coalition government while awaiting the 1963 elections.Following the defeat by KANU in the May 1963 elections, it became the major opposition party until 1964 when it was disbanded after persuasions from Jomo Kenyatta. **Roles played by the Kenya African Democratic Union in the struggle for ** **independence. ** a) It united the smaller communities in Kenya. E.g the Kalenjin, Luhyia, Maasai and coastal communities. b) It educated/ mobilized Africans against the colonial domination. c) It pressed for the release of Jomo Kenyatta while hopping that he would eventually join on their side. d) It participated in drawing up the independence constitution in the second Lancaster House conference. e) As an opposition party though for a short time, it helped to provide checks on the KANU government. **Challenges faced by KADU** a) There were suspicions of dominance of the party by some communities. b) The party faced the problem of lacking adequate funds to carry out its countrywide campaigns for Independence. c) Wrangles between senior officials of the party often undermined the partys operations. d) Illiteracy among the majority of the members left the top leaders with too much responsibility over party affairs. e) The party was prone to manipulations by the colonial authority in its operations. f) The party members were faced with a lot of pressure from KANU to decamp. African **Peoples Party** The party also emerged after the 1962 Lancaster House conference, founded by Paul Ngei, one of the radical members of KAUs Nairobi branch. ----- 317 ### Paul Ngei had similar fears just like the founders of KADU that the Akamba interests would not be catered for in the proposed government arrangement that favoured KANU as well as KADU.The party was formed in February 1962. After Kenya became a republic in 1964, APP decamped from the opposition to join KANU. **The trade-union movement. ** The early trade Unions in Kenya were formed along racial lines though all form them aimed at addressing labour problems that faced workers. The first trade union in Kenya was the Indian Trade Union formed in 1914 in mombasa. Upto 1914, there existed no African trade union in Kenya because of the following reasons; a) Artisans and farm labourers were not allowed to join or form associations since it was feared they would organize sudden and unofficial strikes. b) Majority of the Kenyans were illiterate and lacked the knowledge to run workers unions. c) The migrant labour system militated against the establishment of such unions. d) The colonial government fought attempts by Africans to form workers organizations. For this reason, in the 1920s, African political organizations doubled up as also defenders of workers welfare.In 1922, Asian workers in the railway department formed the Railway Artisans Union but its officials were sacked by the government causing it to wind up in 1923.in 1930s, a Trade Union Committee was formed in Mombasa by Masons and labourers with R.M. S hah as its president.In 1934, the Indian Trade Union became the Kenya Indian Labour Trade Union (KLTU ) whose membership was from other towns in Kenya.By 1935, the union began admitting members from other races necessitating it to change its name to Labour Trade Union of Kenya (LTUK). When it expanded its membership to the rest of East Africa in 1939, it became known as the Labour Trade Union of East Africa (LTUEA) on 14thJanuary 1947, over 15,000 striking African workers of Mombasa formed the African Workers Union (AWU). Muhamed Kibwana was elected president, Mwangi Macharia-secretary, Mbaruk Kenze-treasurer and Chege Kibachia executive officer. **The Unions demands included; ** a) A salary increase due to the high cost of living. b) Implementation of the policy of equal pay for equal work regardless of race. c) Respect for African workers wherever they were employed. d) Payment of sufficient allowances to cater for African wives and children. e) Elimination of the deliberate strategies applied by employers to keep Africans in their places of work all the time.The Union changed its name to African Workers Federation on 24 [th] January 1947 at the advice of Eliud Mathu who also convinced them to end the strike. Meanwhile a trade dispute tribunal led by Mr. Justice Thacker was set up to look into the workers grievances.The AWF became very popular to all workers in Kenya due to the success of the strike. However its leaders were either repatriated from Mombasa to ----- 318 ### their reserve areas or as was the case of Kibachia, arrested and detained in Baringo district.Achievements of AWF. a) It mobilized workers from different communities to come together and fight for better wages. b) It provided education to the workers about their rights. c) It introduced the concept of collective bargaining among workers in Kenya. d) It fought for better living and working conditions for workers. e) It advocated for better allowances for African workers wives and children, a factor which resulted in better wages and salaries for workers. f) Its activities made the colonial government change its attitude towards labour unions and start to give attention to workers grievances. g) It succeeded in exposing the Kenyan workers grievances to the international community as its strike was internationally publicized. **Kenya Federation of Labour** Following the enactment of the Trade Unions Ordinance in 1952, various small African trade unions (Kenya Local Government Workers Union, Domestic and Hotel Workers Union and East AFRICAN Federation of Building and Construction) united to form the Kenya Federation of Registered Trade Unions (KFRTU). Its officials included Mwichigi Karanja (president), Aggrey Mwinya(secretary general), S. Ondiege, Elikana Okusimba, Silas Okeya, David Jomo, S. Osore, James Wainaina and Dishon Sambili. Among the demands of KFRTU were the following; ~ Increase in African wages. ~ Improvement of the living conditions and poor housing for its workers ~ Protest against the arrest and detention of union officials. ~ Protest against forceful evacuation of the Aembu, Ameru and Agikuyu from Nairobi In 1953. ~ Protest against increase in the price of tea and bread in 1955 ~ Protest against the continuity of the state of emergency. In 1953, Tom Mboyas Kenya Local Government workers Union (KLGWU) joined KFRTU. The following were elected officials in the 1953 elections. David Njomo- prrsident, Stephen Obwaka- vice president, Tom Mboya- general secretary, G.W.Owuor- assistant SG, Daniel Ngethetreasurer and John Opiyo- ass treasurer. In 1955, it changed its name to the Kenya Federation of Labour (KFL) representing 35,000 members. Due to Tom Mboyas efforts KFL was affiliated to the International Confederation of Free Trade Unions (ICFTU). **Achievements of KFL. ** a) It kept the spirit of African nationalism alive during the emergency period when political associations had been banned. ----- 319 ### b) It secured international support through its affiliation to ICFTU for the cause of African nationalism. c) It educated Africans on their rights as workers. d) It helped to improve the living conditions of African workers securing for them a major salary increment in 1956 e) It prepared some African nationalists for leadership roles in the struggle for independence. For example, martin Shikuku and Tom Mboya. **Role of trade union movement in the struggle for independence in Kenya ** a) Trade Unions mobilized workers to strike against colonial government. b) They Motivated workers to sustain the struggle for their political rights/self governance c) They provided national political parties with funds required for their operation. d) Trade union leaders became prominent leaders of political associations that fought for independence. e) They introduced the concept of collective bargaining for workers in Kenya. f) The unions promoted regional cooperation in east Africa. g) They improved working conditions of the Africans through their welfare duties. h) They intensified the spirit of nationalism after ban on political parties. i) They provided a training ground for nationalist leaders e.g. Thomas Mboya j) Educated Africans on their rights **Problems faced by trade unions during the colonial period ** a) There was fear of victimization and harassment from the colonial authorities especially in the pioneer years. b) The migrant nature of African workforce paused a challenge to their membership. c) Ignorance of the African people about trade unionism and its role. d) Poor leadership which affected the running of pioneer trade unions. e) Shortage of funds since they relied on meager contributions from the poorly paid workers. f) Mismanagement of funds by the officials due to inexperience or corruption. g) Ethnicity, which had a hand in the choice of leaders for the unions. h) Constant wrangles among the leaders of the unions. **ROLE OF WOMEN IN THE STRUGGLE FOR INDEPENDENCE ** Key women contributors in the struggle for independence.. 1. Mekatilili WA Menza of Giriama who mobilized and administered oaths to the kaya elders to cause the Agiriama resistance 2. Moraa, a Kitutu, prophetess of Gusii who was instrumental in the Gusii resistance. 3. Mary Muthoni Nyanjiru, famously remembered for inciting men to riot when Harry Thuku had been arrested in Nairobi in March 1922 4. Syotune wa Kithuke, a Kamba prophetess who used the kilumi dance in 1911 to mobilize the Akamba to protest against British colonialism. ----- 320 ### role played by women in the struggle for independence. a) The women acted as spies to the Mau Mau fighters in Nairobi and other urban centres. They supplied arms to fighters. b) They contributed to the establishment of independent churches and schools. For example, Legio Maria was co-founded by a Woman, Aoko, in western Kenya. c) They provided food to the fighters in the bushes. d) In central Kenya, they composed songs and dances, which ridiculed colonial chiefs and other agents of the colonial system. E.g Muthirigu. e) They, looked after families, as the men were busy fighting in bushes. f) In the 1930s, some section of the agikuyu women formed the Mumbi Central Association, feeling that KCA was not recognizing their contribution. g) The hid the fighters in houses. h) They participated in the oathing ceremonies, some acting as chief oathing administrators. i) Some participated actively in the freedom wars and were even killed e.g. Marshal Muthoni, Elizabeth Gachika etc. j) They participated in demonstrations and meetings to fight colonialists. k) They joined the MAU MAU fighters in the forest, with the main role of organizing and coordinating the rural network. They Supplied information to their husbands in the bush. l) They smuggled arms from the whites to the fighters. m) They led and inspired the resistance through their prophecy and encouragement e.g. Moraa and Mekatilili. n) In 1960, a woman, Priscilla Abwao, took part in the Lancaster House Conference. London, to prepare the independence constitution. **Role of women in the Mau Mau movement. ** a) Some women were fully-fledged warriors fighting alongside men. 'Field Marshall' Muthoni went to fight alongside famous warriors of the forest like Dedan Kimathi Waciuri. b) The women in the camps made sure that the family continued intact through all of the while their men were out fighting. They would weed and grow food for family use. c) While men were in the forests, Mau Mau women continued to educate their children to be the future leaders of their government. Women would collect money and smuggle the brightest children out of Kenya to study overseas through Sudan, Ethiopia and Egypt. d) Many women sought support for Mau Mau internationally. E.g, Mama Sarah Sarai, an ally of Kenyattas, when out of the country would get people to write in support of Mau Mau. e) Some women offered their property for use by mau mau. In Nairobi, Mama Josephine Muthoni offered her cars to be used for Mau Mau activities. Mama Elizabeth Waruirus house in Pangani which became a Mau Mau meeting place. ----- 321 ### f) Women were first class spies and informers. They supplied information to the forest forces. g) Women supplied guns, would do anything to get them. Sometimes they killed for them. h) Women had primary responsibility for the organization and maintenance of the supply lines. Operating from villages, thousands of women acted as go -betweens and carriers of food and firearms, and generally provided a system of intelligence. i) Women composed songs like the Kanyegenuri, to commemorate their deeds, like the bravery of Mary Nyanjiru. Years later the song became the Mau Mau anthem of resistance j) They also recruited for Mau Mau fighters. k) They officiated at and participated in oathing ceremonies. Some like Waithera allowed themselves to be subjected to unnatural sexual acts for the sake of the movement. l) In forest camps, women would serve male leaders as Kabatuni (a small platoon to be commanded by the man), doing minor military duties like cleaning guns as well as seeing to the other needs like meeting his sexual needs. m) Some women were co-opted in the political Arena in the mau mau duo-sex councils. For example Muthoni Ngatha - even rose to the senior position of Field Marshal. In June 1953 Wagiri Njoroge was crowned as the Queen of Mau Mau and ruled for 7 months. n) Women also contributed the services of their children who served as errand boys and girls and informers. o) Women were allowed to flirt with \"enemies\" to gather vital information, weapons and other resources. For example, in Gakenia's village in Nanyuki, four girls lured four loyalist African soldiers to Kaarage Forest where the soldiers were killed and their rifles taken. p) Some women like Wanjiru were appointed judges in Nakuru's Mau Mau Courts which passed sentences on anti-Mau Mau crimes. These illustrated by the emergence of a small number of women who acted as executioners. **Problems caused by presence of women in forests during mau mau wars ** a) Some women could not withstand the harsh forest conditions of torrential rains and bitter cold and constantly fell sick b) Many women could not defend themselves against enemies and were therefore a burden to men. c) Women would be extra mouths to feed, but would do very little useful things in return. d) Occasionally, women could cause tension and conflict among male guerillas as the men competed for sexual favours from the small number of women. **CONSTITUTIONAL CHANGES LEADING TO INDEPENDENCE. ** **African representation to the Legco. ** ----- 322 ### In 1944, Eliud Mathu, a former teacher at Alliance School, the first African was appointed to the LegCo. KAUs demand for more representation in 1946 caused the appointment of Benaiah Ohanga as the second African to the LegCo. By 1948, there were four Africans in the LegCo compared to 11 Europeans, 5 Asians and 2 Arabs. Various commission reports made significant pointers to the fact that the British government had realized the need to involve Africans in the administration and need to reduce settler influence. For example; ***1) The Report of the East African Royal Commission of 1955 proposed; *** ~ An end of racial segregation. ~ Increased involvement of Africans in the colonial administration ~ Opening of the Kenya Highlands to all races. ***2) The Swynnerton Plan of 1954 proposed the consolidation and registration of*** African land with a view to having better land management. ***3) The report on African wages and the Lidbury Commission on Civil Service*** recommended better pay for African workers. **The Lyttelton Constitution** In 1954, the British secretary for colonies visited Kenya in the wake of the Mau Mau Uprising and made the following constitutional proposals; a) A multi- racial Council of Ministers to replace the executive council, which would include one African (B.A. Ohanga, minister for community development and African affairs), two Asians and three Europeans. For the first time, Africans were represented with members with executive powers. b) Lifting the ban on African political Associations. This was done in 1955 though only Africans were allowed to form local (district based) political organizations. Tom Mboya formed the Nairobi Peoples convention Party while D. Mwanyumba formed the Taita African Democratic Union. John Kebaso formed the Abagusii Association, Argwings Kodhek formed the Kenya National Congress and John Keen the Maasai Front. c) Africans were able to take part in elections of 1957. /it proposed multi-racial elections. However, other than race-pegged rules for participation in the  elections, voting qualification for Africans were based on income, property and education d) Proposed direct representation of Africans in the LEGCO. In march 1957, the African elections to the Legco were held and Tom Mboya(Nairobi), Masinde Muliro( Northern Nyanza), Oginga Odinga(Central Nyanza), Lawrence Ogunda(south Nyanza), Ronald Ngala( Coast ), Daniel Arap Moi( Rift Valley), James Miumi(Ukambani) and Bernard Mate (central)were elected. The elected Africans formed the African Elected Members Organization (AEMO) with Odinga as chairman and Mboya as secretary. ----- 323 ### **Demands of AEMO after formation** a) They contested the fewer African positions in the LegCo by condemning the Lyttelton constitution. While elected members were 29, nominated members were 30, majority of who were Europeans. b) They protested the rigid voter qualification requirements imposed on Africans and demanded that every African of 21 years and above be allowed to vote, regardless of education or income. c) They demanded that registration of voters be done on a common roll. d) They called for the end of a State of Emergency. **Role played by AEMO in the struggle for independence up to 1963. ** a) They formed pressure groups to demand for greater political rights for Africans. e.g., formation of AEMO. b) They formed the core team, which pressurized for independence. c) They made known the grievances of Africans in International Fora. d) They networked with other African nationalists elsewhere e.g. in Ghana and Nigeria to hasten achievement of independence in Kenya. e) They fought for the release of detained nationalists e.g. Kenyatta. f) They formed he national political parties e.g. KANU and KADU, which led the country to independence. g) They educated and created awareness among the masses about the nationalists struggle. h) They took part in the formulation of the independence constitution. **The Lennox-Boyd Constitution. ** In 1958, Sir Allan Lennox- Boyd, who had succeeded Oliver Lyttelton as secretary State for Colonies visited Kenya and made the following constitutional proposals; a) An increase by six LegCo Seats for Africans to bring their total representation to 14 seats. b) A special membership in the LegCo, with four members from each race, who were to elected by other members of the LegCo. c) An increase of the number of African ministers to two. AEMO members rejected the Lennox-Boyd proposals saying they still favoured white monopoly in the colony especially the specially elected membership to LegCo. AEMO also called for the unconditional release of Jomo Kenyatta. They even boycotted the Legco from 1958 to 1959 when a new constitutional conference was promised. Acted of Betrayal became evident among Africans when Musa Amalemba and Wanyutu Waweru accepted the special seats appointment and even Amalemba went ahead to appointed the second African Minister for Housing in 1958.Other developments in 1959 included; ----- 324 ### ~ The White moderates led by Michael Blundell (who resigned as minister of agriculture) formed the New Party of Kenya (NPK). He was backed by 46 non -African members of the LegCo for his ideas of multi-racialism. ~ The white extremists led by Captain Briggs formed the United Party (UP) demanding for the abolishing of the LegCo and replacing it with regional assemblies. This was aimed at preserving the white highlands as one regional assembly for European benefits. ~ Increased divisions on AEMO between radicals and moderates .Ngala, Moi, Mate, Towett and Nyagah resigned from AEMO to form the Kenya National Party (KNP) advocating multi-racialism. This party was interestingly joined by all Arab and Asian members. ~ The radicals led by Mboya, Odinga and Gikonyo Kiano formed the Kenya Independent Movement (KIM) that was exclusively for African membership. They demanded convening of a full constitutional conference to discuss Kenyas future and release of Jomo Kenyatta. **The Lancaster House Conferences ** The Conferences were called to iron out the differences that arose out of the fact that both radical Europeans and AEMO members opposed multi-racialism. The First Lancaster House Conference (1960 ) The conference was convened by Ian MacLeod, the secretary of state for colonies. it was attended by all members of the LegCo.. The African team was led by Ronald Ngala and Tom Mboya was the secretary. The conference came up with the following compromise decisions; a) The 12 elective seats In the LegCo would remain intact. b) There were to 33 open seats in the LegCo, which were to be vied for on a common roll. c) Another 20 seats would be reserved  10 of these for Europeans, 8 for Asians and 2 for Arabs. d) The composition of the Council of Ministers was to be altered to incorporate 4 Africans, 3 Europeans and 1 Asian. e) The conference authorized the formation of countrywide political parties for Africans. KANU and KANU were formed.The Lancaster conference however failed to entirely please both Africans and the settlers. Some settlers, finding the new turn events so tough began to sell their property and leave Kenya. Africans though feeling that they had not been given a responsive government, accepted ministerial positions as follows; a) Ronald Ngala- Minister for Labour, Social Security and Adult Education. b) Julius Gikonyo Kiano- Minister for Commerce and Industry. c) Musa Amalemba- Minister for Housing, Common Services, Probation and Approved Schools. d) James Nzaui Miumi- Minister for Health and Welfare. ----- 325 ### Out of fear of political domination by the big tribes the following new alliances were formed; a) The Kalenjin Political Alliance of Taita Towett. b) The Coast African Political Union of Ronald Ngala. c) The Kenya African Peoples Party of Masinde Muliro. In the 1961 elections KANU won but refused to form government demanding release of Kenyatta. KADU was invited by the governor, Patrick Renson to form a coalition government with Europeans and Asians. When Kenyatta came on 21 [st] August 1961, Kariuki Njiiri offered his Muranga seat to Kenyatta to enable him join LegCo. **The second Lancaster conference (1962) ** The main aim of this conference, called by the then secretary for colonies, Reginald Maulding was to  the independence constitution acceptable to the two main parties KADU and KANU. It also aimed at reconciling the differences between the two parties. KANU delegation was led by Jomo Kenyatta while Ngala led the KADU group. KANU conceded many KADU grounds to enable success of the negotiations. **Main provisions of the independence constitution of Kenya ** a) The independence constitution provided for a regional/majimbo government with each region having a regional assembly and p resident. b) It also provided for a bicameral parliament consisting of the senate and the house of representatives/upper house and lower house. c) The constitution stipulated that the Prime Minister was to be head of Government and Queen the Head of State, represented by the Governor General. d) The constitution recommended a multiparty system of government and the party with the majority of seats forming the government. e) It contained the Bill of Rights, which protected the individuals rights. In the elections of 1963, KANU won with 73 seats against KADUs 31, APPs 8. Jomo Kenyatta became the first Prime Minister on 1 [st] June 1963.On 12 December, Kenya attained full independence. On 12 [th] December 1964, Kenya became a republic with Kenyatta becoming an executive president. **EMERGENCE AND GROWTH OF NATIONALISM IN AFRICA ** **Factors for the rise of nationalism in Africa ** a) The exposure of Africans to severe economic exploitation during the colonial period. For example land alienation in the Kenya Highlands, in southern Rhodesian, Algeria and South Africa which was accompanied with forced labour where the labourers faced mistreatment. b) Africans were fed up of heavy and harsh taxation by the Europeans. They were exposed to heavy taxation, ranging from hut tax to breast tax in Belgian Congo. c) Africans were fed up with the gradual destruction of their culture by the whites. ----- 326 ### Missionaries totally dismissed the age-old African traditions as being barbaric. This explains why independent schools and churches sprung up in central Kenya. d) The introduction of racial discrimination to go hand in hand with colonialism. All the best social amenities in South Africa, Zimbabwe and Kenya were reserved for the whites. The Europeans equated the black colour with low intelligence, uncivilized and a backward race. e) Africans resented colonialism because it interfered with their political institutions. The colonial rulers disregarded traditional rulers, appointing their own puppets in their place. f) The Acquisition of western education by many Africans by 1945 enabled them to articulate their grievances more forcefully and to understand political developments outside Africa. g) The return of the ex-servicemen after the second world war which exposed the myth of the white supremacy making Africans ready to fight them. Moreover, the colonial government failed to reward African ex-soldiers to embitter them more. h) The change of government from Conservative to Labour Party in Britain in 1946 stimulated a new attitude in Britain towards decolonization. This motivated African nationalists. i) The rise of nationalism in Asia, culminating into the granting of independence to India and Pakistan in 1947 aroused great confidence among Africans who worked closely with Asian nationalists like Jawaharlal Nehru, the India Prime Minister. j) The rise of Pan-Africanism in Africa after the 1945 Manchester conference contributed to the new demands for political independence in Africa Many African lites attended the conference which served as a source of awakening. k) The formation of the UNO and the pressure it exerted on the European powers to decolonize helped the Africans in their course. l) The emergence of United States and the Soviet Union as super powers in the world contributed to the decolonization process. USA was keen to see Britain and France grant independence to their subjects in the world in order to secure new markets. m) The signing of the Atlantic Charter in 1941 by Winston Churchill and Franklin Roosevelt which demanded that when the WWII ended, all subject peoples should enjoy the right to self-determination. **NATIONALISM IN GHANA ** The British annexed Gold Coast in 1874 after quelling a stiff resistance by the Asante. In response to the British imperialism, the Fonte Confederation was initiated in 1868, marking the birth of African Nationalism in Ghana. In 1897, the Aborigines Rights Protection Society was formed to guard against the alienation of African land.In the 1930s, African elites like J.B. Danquah launched the Gold Coast Youth Conference in order to awaken the youth to the economic and social needs of the country.Their efforts bore fruits because in 1946, governor Burns embarked on constitutional reforms leading ----- 327 ### to increased African representation in the LegCo. (Of the 18 slots given to Africans in the LegCo, 13 were to drawn from among the chiefs while 5 were to be popularly elected). The elites formed the United Gold Coast Convention (UGCC) and invited Kwame Nkrumah, a graduate of the University of Pennsylvania in Philadelphia, to come and lead it since most of them were professionals lacking time for political commitment. Nkrumah appeared to have more political experience having participated in the 1945 Manchester conference. **Factors for the growth of nationalism in Ghana ** a) The early Introduction of cocoa growing led to adoption of money economy in Ghana ahead of other countries. This enabled faster social and economic transformation of the people. b) The colonial governments attempt to tamper with cocoa growing by ordering cutting of coca trees hurt people to the level of developing nationalistic feelings against the British. c) Ghana was one of the first countries in Africa to receive western education from the missionaries. There was a large class of elites with western university education accompanied with leadership skills to spearhead nationalism their country. d) The existence of ex-servicemen in Ghana also played an important role in the campaign for independence. e) The granting of trading licences by the government selectively to European traders while deliberately denying then Africans. f) Ghana had comparatively better developed transport and communication system. Also being a small country, movement of information, ideas and people was easy, quick and efficient. This facilitated nationalist activities. g) The charismatic and strong leadership provided by Kwame Nkrumah brought cohesiveness among people of Ghana. He formed the CPP party, which became the symbol of struggle for the oppressed people of Ghana. h) The participation of Kwame Nkrumah in the Pan-African Manchester conference in 1945, which championed the right of countries to self-determination, made the country take the lead in Africa in championing this right. i) The people of Ghana were more exposed to international affairs than other countries in Africa due to its location in a region, which had the earliest contacts with European traders and colonizers. The peak of nationalism in Ghana.On 28 [th] February 1948, the ex-soldiers led the Accra riots, protesting to Governor Gerald Creasy the failed fulfillment of the government pledges while in service during the World WarII. Two rioters were killed. The shooting incident sparked of chaos in the town leading to another 29 Africans being killed. Nkrumah was arrested together with his colleagues popularly known as the Big Six. (Nkrumah, Danquah, William Ofori, Addo, Adjei and Obetsebi Lamptey). ----- 328 ### This arrest popularized Nkrumah among the Africans. The 1948 Alken Watson commission blamed the social-economic oppression for the riots. The governor ordered for constitutional reforms led by J.H Coussey.On 12 [th] June 1949, Nkrumah broke ranks with the conservative UGCC senior members and formed the Convention Peoples Party (CPP). His party gained support mainly from among the primary school leavers, store- keepers, artisans, peasants and cocoa farmers. Nkrumah advocated positive action through legitimate political action, newspaper and political campaigns and constitutional application of boycotts, strikes and non-cooperation based on the policy of absolute non- violence on the basis of Mahatma Gandhi teachings. He started a newspaper, The Accra Evening News to expound CPP views. He was arrested, but secured landslide victory in the February 1951 elections while in jail. He was released to become the leader of government business in the new cabinet. CPP also won in the 1954 elections in which a new party, the National Liberation Movement (NLM) had emerged to compete CPP. NLM membership mainly from the Ashanti, were uncomfortable with Nkrumah because; ~ He came from a small ethnic group little known in southern Ghana. ~ His radicalism did not please the conservative Ashanti leaders. Again elections were called in July 1956 and CPP trounced NLM. This time, the British accepted the results and on 6 [th] March 1957, the country attained political independence under Kwame Nkrumah **Achievements of CPP under Kwame Nkrumah** a) CPP under Nkrumah united Africans of all ranks in Ghana in the struggle for national liberation. b) The party introduced the concept of positive action to pressurize the government to liberate Africans. c) CPP formed the first African government in Africa in 1951 after winning the elections. Under Nkrumahs leadership, Ghana began attaining economic development. d) CPP, under Nkrumah, advocated for unity of all Africans in the country us other parties like NLM advocated for regionalism, a factor that enhanced progress towards political libration.How Kwame Nkrumah contributed to the liberation struggle in Africa. a) He funded nationalists in other countries e.g. Guinea and Algeria. b) He supported other African leaders who faced political threats from their former colonial masters. c) When some countries were faced with threats from their former colonial masters after independence like in the case of Patrice Lumumba in DRC, Nkrumah provided them with his support. d) He championed trade unionism in Africa. e) He attended pan-African congress in 1945 which was key to defining the liberation struggles in Africa. f) He initiated the formation of the Ghana- Guinea Union in 1958 as a practical step towards building African unity. ----- 329 ### g) He convened two pan-African conferences in April 1958 and the all African Peoples conference in December 1958 that led to the formation of O.A.U in 1963. **NATIONALISM IN MOZAMBIQUE ** Mozambique was among the last countries in Africa to attain independence from the Portuguese. Even before the Berlin conference, Mozambique and Angola were considered Portuguese colonies owing to the laters interests in the region dating back to the pioneer years. **Reasons for slow process in decolonization process of Mozambique. ** a) Mozambique was colonized by a colonial power that was very poor and backward and which needed to keep its hold on her to enable her economy grow. She was an important source of revenue for the Lisbon government. b) Mozambique housed many settlers who had invested heavily in farming, mining, building, construction and in other sectors. They were therefore reluctant to leave. c) Mozambique was an important market for Portuguese products. Portugal was not willing to let go easily. d) The support, which the colonial government got from South Africa, enabled them to get uranium, which they used, for making bombs used to suppress African independence riots. They also got electricity and assistance to built caborra bassa dam on Zambezi. e) Mozambique was big geographically with very poor infrastructure i.e. roads and communication facilities. This hampered fast movement of people and ideas. f) Unlike other colonized countries, Mozambique suffered the worst kind of exploitation and repression/ rigorous censorship and surveillance by security forces, which discouraged emergence of nationalism. g) The Portuguese practiced racism out of fear that if they educated Africans and gave them equal status, the Africans would outnumber them and throw them out. **Factors for the growth of nationalism in Mozambique. ** a) The arbitrary replacement of the traditional rulers by the Portuguese administrators whenever they felt they were not performing. b) The massive alienation of African land by the Portuguese who pushed Africans to regions of unfavourable conditions. c) The exposure of Africans to severe economic exploitation like forced labour where the labourers faced mistreatment. d) The rampant racial discrimination through which Africans continued to lose agricultural land to the Europeans. Being from a poor country, the Europeans competed with Africans for simple jobs like taxi driving and often gaining advantage on racial lines. e) The Portuguese imposed many restrictions on Africans, limiting their freedom of expression and intellectual advancement. For example, General Salazar, who rose to power in the 1920s, ensured strict censorship of the press. ----- 330 ### f) The security police treated Africans with great cruelty. Any political unrest was crushed ruthlessly. The peak of nationalism in Mozambique . In early 1960, the Makonde people of Cabo Delgado province formed the MozambicanMakonde Union (MANU).In June 1960 MANU organized a peaceful protest but in which over 600 Africans perished in police firepower. The government outlawed all African organizations with membership of over thirty people. African political activities went underground. Mwalimu Julius Nyerere inviting some of the liberation groups to relocate to Tanzania in 1962. The political groups united to form the Liberation Front of Mozambique (FRELIMO) with Eduardo Mondlane Chirambo, formerly a lecturer at Syracuse University in USA, as its first president.From 1962 to 1964, FRELIMO undertook guerilla training in Bagamoyo and at the Mozambique institute in Dar es Salam in preparation for war. From September 1964, they began a full-scale war against the Portuguese along river Ruvuma and extending their attacks on the Cabo Delgado province. By 1967, the Portuguese forces numbered 65,000 soldiers.Mondlane Eduardo was assassinated in 1969. Samora Machel was elected to become the FRELIMO army commander in 1970.The coup detat in Lisbon in 1974 was a blessing to FRELIMO movement since soldiers who did not favour colonial wars by Marcello Caetano carried it out. The new military junta finally signed an agreement with FRELIMO the enabled the setting up of a transitional gover nment in September 1974. He handed over power to the Africans in 1975 with Samora Machel becoming the first president. Machel died in 1986 in a plane crash blamed on the South African Apartheid regime, unhappy with his support for African nationalists in South Africa.Samora Machels widow, Graca Machel, married South African President Nelson Mandela in 1994. **Reasons why the struggle for independence in Mozambique was violent** a) The depth of suffering by ordinary people in Mozambique was unbearable. b) The harshness of the Portuguese administration could only be matched with similar violence. c) The unwillingness of Portugal to ease her colonial hold and begin the process of decolonization. (they were deeply entrenched in Mozambique) d) Extreme exploitation of Mozambique resources e.g. land, labour, minerals. e) Widespread land alienation left many landless. f) To uproot the Portuguese from Mozambique, they had to use full-scale military operation by the liberators because the masters did not see any sense of granting Mozambique independence peacefully. **Factors that facilitated the defeat of the Portuguese colonial armies by FRELIMO in ** **Mozambique. ** a) A few Africans were privileged to acquire university education in Portugal and came to form the bulk of FRELIMO leadership. ----- 331 ### b) The overwhelming support Mozambique fighters received from other African states e.g. Tanzania, Zimbabwe and DRC. From these countries, they gained moral and military support. c) FRELIMO was a formidable, well-organized force, which witnessed rapid expansion from a mere 250 in 1964 to 35000 in 1967. d) The forested environment favoured guerilla warfare. Moreover, the soldiers knew the topography of the country. e) The local population gave their logistic support to the fighters, having become tired of the extreme suppression by the Portuguese administration. f) The movement fighters had their own supply of food. g) African countries through OAU were united against the Portuguese in Mozambique. h) The communist countries notably USSR and china gave FRELIMO military aid. i) FRELIMO adopted the right strategy; liberating the country bit by bit and systematically. This approach won the local peoples support for the movement. j) The FRELIMO Army consisted of all tribes, all sexes and all ages. The women played a very important role in the success of the war. I.e. spies, some fought, hiding the fighters and cooking for them. **Problems that faced FRELIMO in the war against Portuguese** a) Africans experienced severe shortage of basic needs while in the forests. The government forces ensured that food and other supplies did not reach the fighters. b) The attitude of the church in Mozambique made many African faithful reluctant to support the liberation war. The church termed FRELIMO a terrorist organization. c) FRELIMO suffered internal divisions due to ideological differences and selfish ambitions among some of the nationalists. African elites like Reverend Uria Simango and Lazaro Kavandame saw FRELIMO as an instrument of acquiring assets for their own selfish benefits. d) Competition from rival guerilla movements like Revolutionary Committee of Mozambique (COREMO) which broke away from FRELIMO in 1965 due to the laters lean towards socialism. e) The assassination of FRELIMO leader Eduardo Mondlane in Da es Salaam on 3 [rd] February 1969 was a great blow to the nationalists. f) The brutality employed by the Portuguese in dealing with FRELIMO sympathizers. For example at Wiriyamu, in December 1972, 400 civilians, protesting against the Portuguese administration, were massacred. g) The apartheid regime in South Africa and the Unilateral Declaration of Independence regime in south Rhodesia combined forces to fight the nationalists in Mozambique since they were a threat to their countries. **SOUTH AFRICA. ** The complex nature of nationalism in South Africa was due to the following reasons; a) The country was not colonized by one specific European power. ----- 332 ### b) The existence of valuable mineral deposits made the Europeans more aggressive in their efforts to control the wealth in South Africa. There existed different types of nationalism in South Africa namely; ~ The British nationalism ~ Afrikaner nationalism ~ African nationalism. **Afrikaner nationalism ** Afrikaners were the Dutch speaking  speaking settlers. The Afrikaner nationalism emerged in the 19 [th] century reaching its peak in 1948 when their Nationalist Party under Daniel F. Malanwon the lections introducing the Apartheid policy. **Reasons for the birth of Afrikaner Nationalism in South Africa. ** a) The desire to regain the culture against Anglicization, which they considered, was alien. (Anglicization of power, language and cultures) b) The Boers hated the British rule, which they considered as alien. c) The British were dominant in many spheres of life yet they could neither speak nor understand Afrikaners language. d) The Boers wanted to rule South Africa and restore Boer culture, language, education and literature. e) They favoured republican states and complete independence for South Africa and noncooperation with British to fulfill their divine mission of bringing civilization to the heathen. f) The Jameson raid flared up Boer sentiments. Jameson, a Briton led a force of 500 soldiers to invade Transvaal, a Boer territory. g) Formation of union of South Africa under British terms. **African Nationalism ** Its roots are traced in the 17 [th] century with the first Boer occupation of South Africa. Africans resisted strongly against the interference with their political freedom and economic resources. This was in form of the Xhosa and Ndebele wars of the 17 [th] c and the Zulu wars of 1870s led by Cetewayo.In 1906, a Zulu chief named Bambata staged another African uprising this time against the British who had annexed the Zululand in 1887.From 1910, when the union of South Africa was created and the Afrikaners gained political control of South Africa, Africans lost all the political privileges they previously enjoyed like ability to vote and contest parliamentary seats.Africans founded independent churches and formed organizations like the Orange River Organization. **Factors for the growth of African nationalism in South Africa** a) The role of the Christian religion whose ideals encouraged Africans to fight for equality, as all people were equal before God. The Boers however treated Africans with contempt. b) The exposure of Africans to severe economic exploitation like land alienation and causing them to be subjected to forced labour on Afrikaner farms. Even the native Land ----- 333 ### Act of 1913 denied Africans the right to purchase land outside the areas set aside for Africans. c) The influence of Pan-Africanism in South Africa as early as the 19 [th] century when people like Rev. Dube founded the Ohlange Institute to educate fellow Africans in South Africa. d) The introduction of racial discrimination enshrined in the apartheid law of 1948 convinced Africans that only freedom could save them. All the best hotels, restaurants, schools, recreational centres and most fertile soils were reserved for the whites only. e) The Acquisition of western education by many Africans like Rev. Dube, Walter Sisulu and Nelson Mandela enabled them to articulate their grievances more forcefully. They became pioneers of early African political parties. f) The return of the ex-servicemen after the second world war which exposed the myth of the white supremacy making Africans ready to fight them. The war also exposed them to democratic ideals elsewhere. g) The great exploitation of African labour through Labour regulations and laws. For example, the Mines and Works Act of 1911 effectively excluded Africans from all skilled occupations confining them to manual occupations in Mines and farms. h) The development of large urban centres created an enabling environment for Africans to forge close inter-ethnic relations that enabled them to counter the Afrikaner racist policies. **Formation of the African National Congress, 1912 ** Opposition to the Natives Land Act led to the formation of the South African Native NationalCongress (renamed the African National Congress [ANC] in 1923) by South Africa's educated African elite in a meeting at Bloemfontein on January 8, 1912. ~ The founding president was John L. Dube, a minister and schoolteacher. ~ Pixley Ka Isaka Seme, a lawyer, was appointed treasurer. ~ Solomon T. Plaatye, a court translator, became secretary general. ~ Other members were Thomas Mapikela, Walter Robusana, Solomon Plaatye and Sam Makgatho.The congress was moderate in composition, tone, and practice. However, In 1940s, a militant form of nationalism emerged under the ANC Youth League formed in 1943 led by Nelson Mandela, Walter Sisulu and Oliver Tambo, emphasizing the inalienable right of the Africans to the African continent. As a result of the Leagues activities, violent confrontations between ANC and the government broke out in 1952 in Witwatersrand, Kimberley and Eastern Cape.The Congress of the People and the Freedom CharterIn 1952, Albert Sisulu became the president of the organization and presided over the congress of the people which adopted the Freedom Charter on June 25 and June 26 1955.The congress drew 3,000 delegates from; ~ The black (the ANC). ~ White (the Congress of Democrats). ~ Indian and coloured (the the SA Coloured People's Congress) political organizations ----- 334 ### ~ The multiracial South African Congress of Trade Unions (SACTU). The Freedom Charter emphasized that South Africa should be a non-racial society with no particular group assumed to have special rights or privileges. After adoption of the charter, in 1956 the police arrested 156 leaders, including Luthuli, Mandela, Tambo, Sisulu, and others, and put them on trial for treason in a court case that dragged on for five years. The Pan-Africanist Congress and Sharpeville. The Africanists, led by Robert Sobukwe, criticized the ANC for allowing itself to be dominated by 'liberal-left-multi- racialists. They formed their own organization, the Pan-Africanist Congress (PAC) in 1959. In March 1960, the PAC began a national campaign against the pass laws. One such demonstration outside the police station at Sharpeville, the police fired on the demonstrators, killing at least 76 of them and wounding 186. Approximately 18,000 demonstrators were arrested, including the leaders of the ANC and the PAC, and both organizations outlawed. **The ANC and the PAC Turn to Violence ** Prohibited from operating, both the ANC and the PAC established underground organizations in 1961. The militant wing of the ANC, Umkhonto we Sizwe (Spear of the Nation), targeted strategic places such as police stations and power plants. Poqo (Blacks Only), the militant wing of the PAC, engaged in a campaign of terror, targeting in particular African chiefs and headmen believed to be collaborators with the government and killing them. 17 Umkhonto leaders, including Walter Sisulu were arrested at Rivonia farm house. Along with Nelson Mandela, they were tried for treason. Albert Luthuli was confined by government to his rural home in Zululand until his death in 1967. Tambo escaped from South Africa and became president of the ANC in exile. Robert Sobukwe of Poqo was jailed on Robben Island until 1969 and then placed under house arrest in Kimberley until his death in 1978. The Johannesburg railway station bomber, John Harris, was hanged. **The Black conscious movement - Soweto, 1976 ** In the absence of other forms of political expression, young people sought alternative means to express their political aspirations. African university students, disappointed with the multiracial National Union of South African Students (NUSAS), decided to establish the South African Students' Organization (SASO) in 1969 with Steve Biko, an African medical student at the University of Natal, as president.In 1972, a Black allied workers union and the Black Peoples' Convention (BPC) was set up to act as a political umbrella organization for the adherents of black consciousness. In 1972, SASO organized strikes on university campuses resulting in the arrest of more than 600 students. On June 16, 1976, hundreds of high-school students in Soweto marched in protest against use of Afrikaans as a Language of instruction. Over 360 African school children were killed.On 12 [th] September 1977, Steve Biko, who had been held in indefinite detention, died from massive head injuries sustained during police interrogation. In October 1977, SASO, the BPC and all black consciousness organizations were banned. ----- 335 ### **The peak of African nationalism in South Africa ** In 1983, P.W. Botha's government proposed establishment of separate houses of parliament for each racial group. In place of the single House of Parliament were; ~ A 50-member (all-white) House of Assembly. ~ A 25-member (coloured) House of Representatives. ~ A 13 member (Indian) House of Delegates. **Implications and results ** ~ Whites thus retained a majority in any joint session. ~ Liberal government opponents denounced Botha's plans arguing it would permanentlyexclude Africans from any political role in South Africa. ~ Most blacks strongly condemned the new constitution as it reinforced the apartheid notion. ~ Indians and coloureds also condemned the constitution feeling it weakened their participation in the political process ~ Radical Afrikaners, led by Eugene Terry Blanche, vowed to use all means, including violence, to make sure that apartheid was not weakened.The United Democratic Front (UDF), which was formed in late 1983 and the National Front (NF) aimed to use nonviolent means to persuade the government to withdraw its constitutional proposals and do away with apartheid. The UDF membership included, Bishop Desmond Tutu and the Reverend Allan Boesak, who emerged as its prime spokesmen.Black trade unions meanwhile resorted to economic and political protests. For example, TheNational Union of Mineworkers (NUM), formed in 1983 by Cyril Ramaphosa, successfully brought work in mines to a stop in a dispute over wage increases. By end of 1985, 879, fatalities and 8000 arrests were linked to political unrest. ANC and UDF were banned.Meanwhile, Supporters of the Zulu-dominated Inkatha Freedom Party (IFP) and the banned ANC clashed in an upsurge of \"black-on-black\" violence that would cause as many as 10,000 deaths by 1994.President Botha resigned under pressure on August 14, 1989, the Electoral College named de Klerk to succeed him in a five-year term as president. In October 1989, De Klerk released Walter Sisulu and others except Mandela. He announced on February 2, 1990, the impending release of Mandela and unbanning of the ANC, the PAC, and the SACP, and the removal of restrictions on the UDF and other legal political organizations. Mandela was released on February 11, 1990, at age 71 after 27 years in prison. ANC officials elected Mandela deputy president in March 1990, under ailing president, Oliver Tambo.Between June 5, 1991 and June 17, 1991, the government repealed the pillars of apartheid, the Land Act of 1913, the Group Areas Act of 1950 and Population Registration Act of 1950, (the most infamous, which had authorized the registration by race of newborn babies and immigrants). Most international sanctions were lifted soon after the Population Registration Act, Group Areas Act, and Land Acts were repealed. ----- 336 ### In mid-1992 due to escalating violence, by IFP supporters on ANC sympathizers in Boipatong delayed the process of negotiation for elections. On March 5, 1993, Chris Hani, the popular general secretary of the South African Communist Party (SACP), was murdered threatening the process again.On April 12, 1994, a team headed by former British foreign secretary Lord Carrington and former United States secretary of state Henry Kissinger attempted in vain to break the logjam that was keeping the IFP out of the elections. However, on April 19, Buthelezi --under intense pressure from trusted local and international figuresincluding a Kenyan diplomat professor Washington Okumu, relented and agreed to allow the IFP to be placed on the ballot.When the elections finally took place on schedule, beginning on April 26, 1994, ANC won 62.6 percent of the vote; the NP, 20.4 percent; and the IFP, 10.5 percent. Mandela was unanimously elected president by the National Assembly on May 9, 1994, in Cape Town. He was inaugurated on May 10 at ceremonies in Pretoria. **Key South African Nationalists** ***Nelson Mandela *** Nelson Mandela was born on 18 July 1918 in Umtata, to a Thembu royal family of Transkei. His forename Rolihlahla, means \"troublemaker\". Later he was given a clans name, Mandiba. His father, Gadla Henry Mphakanyiswa, was a local chief and councillor to the monarch. In 1926, Gadla was sacked for corruption. Nelson's mother was Gadla's third wife, Nosekeni Fanny, a member of the amaMpemvu clan of Xhosa. At a local Methodist school when he was about seven, he was baptised and given the English forename of \"Nelson\". His father died of an undiagnosed ailment when he was nine. Aged 16, he underwent the circumcision. Mandela joined Clarkebury Boarding Institute in Engcobo, the best secondary school for black Africans in Thembuland. In 1937, he moved to Healdtown, the Wesleyan college in Fort Beaufort where he took an interest in boxing and running. Mandela joined Fort Hare University, where he met Oliver Tambo, a long time friend. He was studying Bachelor of Arts but was expelled in his first year for being involved in a Students' Representative Council boycott against university policies. Mandela relocated to Johannesburg, fearing early forced marriage, where met with his friend and mentor, Walter Sisulu. After 1948 Mandela began actively participating in politics. He led in the ANC's 1952 Defiance Campaign as secretary General of the youth league. Mandela and 150 other participants in the freedom charter adoption were arrested on 5 December 1956 and charged with treason. In 1961 Mandela became leader of the ANC's armed wing, Umkhonto we Sizwe (Spear of the Nation). He coordinated sabotage campaigns against military and government targets.On 5 August 1962 Mandela was arrested and was imprisoned in the Johannesburg Fort. On 11 July 1963 police arrested other prominent ANC leaders at Rivonia, north of Johannesburg. Together with Mandela, they were charged with capital crimes of sabotage at the Rivonia Trial. All were sentenced to life imprisonment on 12 June 1964 on Robben Island. Mandela remained there for the next ----- 337 ### 18 of his 27 years in prison. In March 1982 Mandela was transferred to Pollsmoor Prison, along with other senior ANC leaders. In 1988 Mandela was moved to Victor Verster Prison where he remained until his release on 11 February 1990. Mandela returned to the leadership of the ANC led the party in the multi-party negotiations that led to the country's first multi-racial elections in 1994. Mandela and President F. W. de Klerk were jointly awarded the Nobel Peace Prize in 1993. Mandela, as leader of the ANC, was inaugurated on 10 May 1994 as the country's first black President after the 27 [th] May 1994 Elections.As President from May 1994 until June 1999, Mandela presided over the transition from minority rule and apartheid. He helped to resolve the long-running dispute between Libya on one hand, and the US and Britain, over bringing to trial the two Libyans indicted of the Lockerbie bombing on 21 December 1988. Mandela decided not to stand for a second term and retired in 1999, to be succeeded by Thabo Mbeki. In July 2001 Mandela was diagnosed and treated for prostate cancer. In June 2004, at age 85, Mandela announced that he would be retiring from public life.On 8 [th] December 2012; Mandela was hospitalized at a Military Hospital near Pretoria suffering from a recurring lung infection. On 15 December, Mandela had surgery to have gallstones removed. He was released from the hospital on 26 December 2012.Until July 2008 Mandela and ANC party members were barred from entering the United Statesexcept to visit the United Nations headquarters in Manhattanwithout a special waiver from the US Secretary of State, because of their South African apartheid-era designation as terrorists. ***Robert Mangaliso Sobukwe *** Sobukwe was born in Graaff-Reinet in the Cape Province on the 5 December 1924. He attended a Methodist college at Healdtown and later Fort Hare University where he joined the African National Congress Youth League (ANCYL) in 1948. In 1949 Sobukwe was elected as president of the Fort Hare Students' Representative Council. In 1950 Sobukwe was appointed as a teacher at a high school in Standerton. In 1954 Sobukwe became a lecturer of African Studies at the University of the Witwatersrand. He identified with the Africanists within the African National Congress. He edited The Africanist Newspaper in 1957, criticizing the ANC for allowing itself to be dominated by 'liberal-left-multi-racialists. He later left ANC to form the Pan Africanist Congress (PAC). He became its first President in 1959.On 21 March 1960, Sobukwe led a march of PAC supporters to the local police station at Orlando, Soweto in order to openly defy the Pass laws. In a similar protest in Sharpeville, police opened fire on a crowd, killing 69 in the Sharpeville Massacre. Sobukwe was arrested, convictedof incitement, sentenced to three years in prison and later interned on Robben Island. Sobukwe was released in 1969 and allowed to live in Kimberley with his family under house arrest. He died on 27 Feb. 1978 Due to lung cancer and was buried in Graaf-Reinet on 11 March 1978. **Albert Luthuli ** Albert Luthuli was born near Bulawayo, Rhodesia, around 1898 to a Seventh-day Adventist missionary John Bunyan Luthuli and Mtonya Gumede. When His father died, ----- 338 ### his mother returned to her ancestral home, Groutville in Stanger, Natal, South Africa to stay with his uncle, Martin Luthuli. On completing a teaching course at Edendale, Luthuli became principal and only teacher at a primary school in rural Blaauwbosch, Natal. Here he also became a lay preacher. In 1920 he declined a scholarship to University of Fort Hare to provide financial support for his mother. In1928 he became secretary of the African Teacher's Association and in 1933 its president. He was also active in missionary work. He became chief in1936, until removed from this office by the government in 1952 due to what colonial authority called conflict of interest.In 1944 Luthuli joined the African National Congress (ANC). In 1945 he was elected to the Committee of the KwaZulu Province Provincial Division of ANC. A month later Luthuli was elected president-general of ANC. In 1955, he attended an ANC conference only to be arrested and charged with treason a few months later, along with 155 others. In December 1957, Luthuli was released and the charges against him dropped. Luthulis leadership of the ANC covered the period of violent disputes between the party's \"Africanist\" and \"Charterist\" wings. In 1962 he was elected Rector of the University of Glasgow by the students, serving until 1965. In 1962 he published an autobiography titled: LET MY PEOPLE GOIn July 1967, at the age of 69, he was fatally injured in an accident near his home in Stanger. **Methods used by nationalists in South Africa in their struggle for liberation from ** **white minority rule ** a) They used force to fight for their independence. b) Africans used mass media to articulate their grievances, spread propaganda and mobilize the masses. c) Riots e.g. the Soweto riots of 1976 against the proposal to make Afrikaner (Boer language) the medium of instruction in all schools. d) There were demonstrations against Press Laws in 1960 at Sharpeville leading to massacres. e) Guerilla fighters trained in Algeria, Ghana etc carried out acts of sabotage like bombing strategic installations and power plants. f) The role of the clergy .e.g. Desmond Tutu who bitterly campaigned worldwide against apartheid. g) Use of diplomacy and negotiations to convince the whites about the futility of apartheid policy. h) Use of slogans such as Freedom Charter (1955) which proclaimed south Africa belonged to all races and called for political, social and economic equality i) They sent petitions, delegations to international forum. j) They formed political parties e.g. ANC, PAC, UDF and trade union activism to pressurize the government to change. k) They used job boycotts and strikes. ----- 339 ### l) They organized defiance campaigns and demonstrations in the streets to provoke the police to arrest them. m) They formed underground movements after the Umkhonto we Sizwe. n) Pressure from youth groups e.g. Steve Biko formed the Black Consciousness Movement as a weapon to counter oppression through organized strikes. o) Africans serving jail terms organized hunger strikes. **Problems encountered by African nationalists in South Africa ** a) The colonial government employed the method of Banning of political organizations as a means of frustrating the struggle for independence. .g ANC, PAC, and CP which restricted their activities b) The Nationalists were harassed, arrested and detained or jailed by the authorities e.g. Mandela, Oliver Tambo Sisulu, Sobukwe e.t.c c) Many were forced into exile or flee the country in search of political asylum and restriction. d) A lot of violence was unleashed on them/ Killing of many nationalists and Africans such as Steve Biko and the 1960 Sharpeville massacre of school children spreading fear. e) Deliberate policy of divide and rule was employed to weaken African unity e.g. establishment of black homelands or Bantustans which eventually brewed the conflict between ANC and IFP of Buthelezi. f) The racist regime used emergency powers to harass and frustrate Nationalist leaders. g) The nationalists faced the problem of lack of money and other resources which slackened the struggle. h) Nationalists were denied access to state owned radio and other media outlets. Those media were instead used as a means of propaganda against the nationalists. i) Banning of trade unions also frustrated the activities of nationalists. Where they were allowed to exist, they were monitored by the police. j) The nationalists faced the challenge of movement restrictions through the pass laws that were introduced. k) African Journalists were harasses and their newspapers proscribed by the government. **LIVES AND CONTRIBUTIONS OF KENYAN LEADERS ** **Jomo Kenyatta. ** ***Early life *** Jomo Kenyatta was born Kamau wa Ngengi to Ngengi wa Muigai and Wambui in Gatundu, Kiambu on 20 [th] October 1891. His father died while Kamau was very young was adopted by his uncle Ngengi, who inherited his mother. When his mother died during childbirth, young Kamau moved from Ng'enda to Muthiga to live with his medicine man grandfather Kng wa Magana.He joined the Church of Scotland Mission (CSM) at Thogoto, as a resident pupil. In 1912, having completed his mission school education, he became an apprentice carpenter. In 1914, he converted to Christianity, assuming the name Johnstone Kamau. He left the mission later that year to seek employment as an ----- 340 ### apprentice carpenter on a sisal farm in Thika.To avoid forced recruitment as WWI soldier, he lived with Maasai relatives in Narok, where he worked as a clerk for an Asian contractor. He took to wearing a traditional beaded belt known as a 'Kenyatta', a Swahili word which means 'light of Kenya'.In 1922 Kamau adopted the name Jomo Kenyatta, and began working for the Nairobi Municipal Council Public Works Department as a store clerk and water-meter reader. **Marriage and family. ** In 1919 he married Grace Wahu. On 20 November 1920 Kamau's first son Peter Muigai was born. Grace Wahu lived in the Dagoretti home until her death in April 2007 at the age of around 100.In 1942, he married Edna Clarke and Peter Magana was born in 1943. In 1951 Kenyatta married Ngina Muhoho, daughter of Chief Muhoho and was independent Kenya's First Lady, when Kenyatta was elected President. **Kenyatta and politics** Kenyatta joined the EAA in 1922 which disbanded in 1925.Kenyatta worked as editor of the KCA's journal between 1924 and 1929, and by 1928 he had become the KCA's general secretary. In May 1928 Kenyatta launched a monthly Kikuyu-language newspaper called Mwgwithaniawhich was intended to draw all sections of the Kikuyu together. He also made a presentation on Kikuyu land problems before the Hilton Young Commission in Nairobi in the same year.In February 1929 Kenyatta was dispatched to London to represent the KCA in discussions with the Colonial Office. He wrote several letters and in the letter published in The Times in March 1930 set out five points: ~ The security of land tenure and the return of the land taken by European settlers. ~ Improved educational opportunities for Black Africans. ~ The repeal of Hut and poll taxes. ~ Representation for Black Africans in the Legislative Council. ~ Freedom to pursue traditional customs (such as female genital mutilation) He returned to Kenya on 24 September 1930. He returned to London in 1931. In 1932 to 1933, he briefly studied economics in Moscow. at University College London from 1935 studied social anthropology. Kenyatta published his own book, Facing Mount Kenya in 1938. **Kenyatta and pan-Africanism. ** In 1945, with other prominent African nationalist figures, such as Kwame Nkrumah of Ghana, Kenyatta helped organize the fifth Pan-African Congress held in Britain. Kenyatta and the struggle for independence.On arrival into Kenya in 1947, he became principal of Kenya Teachers College Githunguri.In 1947, he was elected president of the Kenya African Union (KAU) after James Gichuru stepped down.From 1948 to 1951 he toured and lectured around the country. He also published My People of Kikuyu and The Life of Chief Wang'ombe, a history shading into legend.The Mau Mau Rebellion began in 1951 and KAU was banned, and a state of emergency was declared on 20 October 1952. Kenyatta was arrested in October 1952 and indicted with five others (Bildad ----- 341 ### Kaggia, Fred Kubai, Paul Ngei, Achieng Oneko and Kungu Karumba).At Kapenguria trials lasting 5 years, Rawson Macharia who was the main prosecution witness later confessed that he had been bribed to give false information about Kenyatta. The defense was led by British barrister D.N. Pritt. The court led by Judge R.S. Thacker, sentenced Kenyatta and his team on 8 April 1953 to seven years imprisonment with hard labour and indefinite restriction thereafter.Kenyatta remained in prison at Lokitaung in north western Kenya until April 1959, after which he was detained in Lodwar.On 14 May 1960, he was elected KANU President in absentia. In 1960, Ambu Patel, a follower of Mahatma Gandhi formed the Release Jomo Kenyatta Committee. On 23 [rd] march 1961, Kenyan leaders visited him in Lodwar. On 11 April 1961, he was moved to Maralal with daughter Margaret. On 14 August 1961, he was released. **Leadership ** Kenyatta was admitted into the LegCo after his release in 1961, after Kariuki Njiiri gave up his Kigumo seat for him. In 1961 and 1962, he led the KANU delegation to first and second Lancaster Conference in London to negotiate Kenya's independence constitution. Elections were then held in May 1963 and KANU beat KADU by winning 83 seats out of 124. On 1 June 1963, Kenyatta became prime minister of the autonomous Kenyan government. On 1 June 1964, Kenyatta became an executive President following amendment of the Constitution to make Kenya a republic. **Commentary ** Historians have questioned Kenyattas alleged leadership of the radical Mau Mau movement. Kenyatta was in truth a political moderate. It is even alleged that the colonial administration deliberately arrested him to protect him from the radical KAU members who accused him of betraying their course. (There were three attempts to assassinate him before he was arrested). His marriage of Colonial Chief's daughters, his post independ- ence Kikuyu allies mainly being former colonial collaborators, and his short shrift treatment of former Mau Mau fight ers after he came to power, all strongly suggest he had scant regard for the Mau Mau **Kenyatta and nation building ** On 10 November 1964, KADU officially dissolved and its representatives joined KANU, forming a single party. Kenyatta was re-elected un-opposed in 1966, and the next year had the Constitution amended to expand his powers. In the 1969 elections, Kenyatta banned the only other party, KPU led by Jaramogi Oginga Odinga, detained its leaders, and called elections in which only KANU was allowed to participate. Kenyatta made use of detention, ethnic loyalties, and careful appointment of government jobs to maintain his commanding position in Kenyas political system.Kenyatta was again re-elected unopposed as President in 1974He remained president until his death four years later in 1978. ----- 342 ### **Sickness and Death ** President Kenyatta had suffered a heart attack in 1966. In April 1977, then well into his 80s, he suffered a massive heart attack.On 14 August 1978, he hosted his entire family, including his son Peter Magana who flew in from Britain with his family, to a reunion in Mombasa. On 22 August 1978, he died in Mombasa due to old age. He was buried on 31 August 1978 at a mausoleum on Parliament grounds.Kenyattas tenure as president featured the following problems. a) There was a great split within KANU due to his land policy. Kenyatta compromised with the whites over their property. The Land-buying companies formed to buy European farms favoured one community. b) From the onset of independence, KADU advocated for Majimboism and therefore opposing national unity. c) The 1966 term featured border conflicts with Somalia, and more political opposition. He made the Kikuyu-led KANU practically the only political party of Kenya. He placed several of his Kikuyu tribesmen in most of the powerful state and security offices and posts. d) Increasing loss of confidence in his government suspected of complicity in murders of Pio Gama Pinto, Tom Mboya and J.M. Kariuki. MP and Lawyer C.M.G. Argwings- Kodhek and former Kadu Leader and Minister Ronald Ngala. e) Poverty, ignorance and disease were serious problems in Kenya in the early years of independence. f) There was shortage of manpower since the inherited educational policy left Africans illequipped for skilled employment. g) Kenya did not have adequate funds to provide for is development needs. h) There was a serious problem of poor transport and communication. i) The existence of Banditry (Shifta Menace) in north-eastern kenya also shifted attention from economic development. **Achievements. ** a) Mzee Jomo Kenyatta is credited with leading Kenya to independence and setting up the country as a relatively prosperous capitalist state. b) He oversaw a peaceful land reform process, oversaw the setting up of the institutions of independent Kenya, and also oversaw Kenya's admission into the United Nations. c) During his reign, the country was reasonably well governed, peaceful and stable, the economy developed and grew rapidly and attracted high levels of foreign investment, and a black Kenyan professional and business middle class was established. **Failures ** a) Kenyatta failed to mould Kenya, being its founding father, into a homogeneous multi- ethnic state. The country remains a de facto confederation of competing tribes. b) His resettlement of many Kikuyu tribesmen in the country's Rift Valley province is widely considered to have been done unfairly. ----- 343 ### c) His authoritarian style, with elements of patronage, favouritism, tribalism and/or nepotism drew criticism and dissent, and set a bad example followed by his successors. d) He had the Constitution radically amended to expand his powers, consolidating executive power. e) He was also been criticized for ruling through a post colonial clique of his relatives, mainly African Kikuyu colonial collaborators from Kiambu, while giving scant reward to the real fighters for Kenya's independence. f) Kenyatta has further been criticized for encouraging the culture of wealth accumulation by public officials their office influence, thereby deeply entrenching corruption in Kenya. g) His policies are also criticized for leading to a large income and development inequality gap in the country favouring mainly Nairobi and the Country's Central Highlands, over others. **Tom Mboya ** Thomas Odhiambo Mboya was born on August 15, 1930 in Kilimambogo, near Thika town.In 1942, he joined St. Mary's School Yala. In 1946, he went to the Holy Ghost College (later Mang'u High School), where he passed well enough to proceed to do his Cambridge School Certificate. In 1948, Mboya joined the Royal Sanitary Institute's Medical Training School at Nairobi, qualifying as an inspector in 1950 and employed by the Nairobi City Council.In 1955, he attended Ruskin College, Oxford, where he studied industrial management. In 1956, he returned to Kenya and joined politics at the height of Mau Mau uprising. **Political life ** A year after joining African Staff Association, he was elected its president. He molded it into a trade union named the Kenya Local Government Workers' Union. Upon returning from Britain, he contested and won a seat against incumbent C.M.G. Argwings-Kodhek. In 1957, he formedhis own party, the People's Congress Party. In 1958, during the All- African Peoples' Conference in Ghana, convened by Kwame Nkrumah, Mboya was elected as the Conference Chairman at the age of 28.In 1960, Mboya together with others formed KANU. As Secretary General of KANU, Mboya headed the Kenyan Lancaster House delegation.After Kenya's independence on 1 June 1963, Mboya was elected as an MP for Nairobi Central Constituency (today: Kamukunji Constituency) and became Minister of Justice and Constitutional Affairs.As Minister for Economic Planning and Development, he wrote \"Sessional Paper 10\" (adopted by Parliament in 1964), which provided a model of government based on African values.He was gunned down on July 5, 1969 on Moi Avenue, aged 38 years.Mboya left a wife and five children. He is buried in a mausoleum located in Rusinga Island which was built in 1970. ----- 344 ### **Ronald Ngala ** **Early career ** Ngala was born in 1922 at Gotani in Giriama country. In 1929 the family moved to Vishakani near Kaloleni, which was to be Ngala's home for the rest of his life. Ngala attended Alliance High School and Makerere University College where he gained a teaching diploma. He worked as a teacher and later became headmaster of Mbale Secondary School in Taita-Taveta. In 1952 he was transferred to Buxton School in Mombasa where he served as the principal. **Political career ** Ngala was elected to the Legislative Council in 1957 to represent the Coast Rural constituency.He formed the African Elected Members Organization (AEMO) together with other elected African MPs.at a meeting held on May 14, 1960 in Kiambu he was elected as the KANU's treasurer, a position he declined to take. At a meeting held in Ngong on June 25, 1960, the Kenya African Democratic Union (KADU) was formed with Ngala as its leader, in opposition to KANU.At the 1961 legislative council elections Ngala formed the first African government. Ngala became Leader of Government Business and later Prime Minister.On 12 November 1964 the leaders of KADU, including Ronald Ngala, Masinde Muliro and Daniel arap Moi decided to dissolve KADU and join KANU. Ngala in the post independence periodRonald Ngala was made Minister of Cooperatives and Social Services in the Kenyatta government. He went on to become one of KANUs vice-presidents at the 1966 Limuru Conference. Ngala remained active in the government until he died in a road accident in 1972. The circumstances of Ngala's death in 1972 were suspicious. **Daniel Arap Moi ** **Early life and entry into politics ** Daniel Arap Moi was born on 2nd September, 1924 in Kurieng'wo in Sacho Location of Baringo County, raised by his mother Kimoi Chebii following the early death of his father. His elder brother Tuitoek played a guardian role, influencing him to go to school at an early age. In 1934, Moi joined African Inland Mission School, Kabartonjo. On October 20th 1936 he was baptised Daniel. In 1938, he transferred to African Inland Mission, Kapsabet and later to Government African School, Kapsabet where he was a school captain and a captain of the football team. He attended Tambach Teachers Training College. He worked as a teacher from 1946 until 1955. He was posted as a Head teacher at Kabarnet where he studied privately and passed London Matriculation Examinations. He was promoted in 1949 to the rank of P2 and transferred to Tambach Government African School as a Teacher Trainer. President Moi married Helena (Lena) Bommet in 1950 and they were blessed with 8 children; 3 daughters and five sons, (Jennifer, Doris and adopted daughter June; Jonathan, Raymond, John Mark, Philip and Gideon). But they separated in 1974, before his presidency.. Lena died in 2004. ----- 345 ### **Mois long political career. ** In October 1955 the Electoral College selected Moi from a list of eight nominated candidates to fill a vacancy left by Joseph ole Tameno who resigned from the unofficial benches of the legislative council. In 1957, when elections were held, for LEGCO, Moi won with a landslide against Justus Ole Tipis and later joined AEMO. In 1959, he led AEMO members to visit Jomo Kenyatta in detention in Lodwar. In 1960 he founded the Kenya African Democratic Union (KADU) with Ronald Ngala to challenge the Kenya African National Union (KANU) led by Jomo Kenyatta.Moi was among the Kenyan delegation under the auspices of KADU who went to the London Constitutional talks of June 1960. Moi was elected to the Kenyan parliament in 1963 from Baringo North. Since 1966 until his retirement in 2002 he served as the Baringo Central MP and only served as a vice -president from 1967 until 1978 when he became the president.In 1976, the Kiambu Mafia, tried to infamously change the constitution to prevent the vicepresident automatically assuming power in the event of the president's death. However, Kenyatta withstood the political pressure and safeguarded Moi's position. **Presidency ** When Jomo Kenyatta died on 22 August 1978, Moi became president. Political realities dictated that he would continue to beholden to the Kenyatta system which he had inherited. On 1 August 1982, fate played into Moi's hands when forces loyal to his government defeated an attempted coup d'tat by Air Force officers led by Hezekiah Ochuka. Moi took the opportunity to dismiss political opponents and consolidate his power reducing the influence of Kenyatta's men in the cabinet. He appointed supporters to key roles and changed the constitution to establish a de jure single-party state. Moi, his regime now faced an economy stagnating under rising oil prices and falling prices for agricultural commodities, singlehandedly convinced the KANU delegates at a conference at Kasarani in December, 1991 over the restoration of a multi-party systemin 1992 and 1997, marred by political violence and absence of an effective and organized opposition, Moi had no difficulty in winning, skillfully exploited Kenya's mix of ethnic tensions. Mwai Kibaki was elected President on 29 December 2002 and Moi handed over power to him. Moi After retirement . After leaving office in December 2002, Moi lived in retirement but still retained some popularity with the masses. He spoke out against a proposal for a new constitution in 2005. On 25 July 2007, Kibaki appointed Moi as special peace envoy to Sudan. On 28 August 2007, Moi announced his support for Kibaki's re-election. Moi owns the Kiptagich Tea Factory, established in 1979, which in 2009 the factory was under threat of being closed down by the government during the Mau Forest evictions. **Challenges and achievements ** The major test to His leadership was in August 1982 when a detachment of Airforce soldiers attempted to overthrow his government but they were crushed. ----- 346 ### **Achievements** ~ Moi served as Chairman of the Organization of African Unity (OAU) for two consecutive terms - 1981 and 1982. ~ He has also been involved in mediation between various conflicting sides in Uganda, Congo, Somalia, Chad, Sudan, Mozambique, Eritrea/Ethiopia, Rwanda, and Burundi etc. ~ He served as Chairman of Preferential Trade Area (1989-1990), COMESA (1999- 2000), E.A. Co-operation (1996- 2002) and Inter-Governmental Authority on Development IGAD (1993 -1998). ~ He has travelled widely, being called upon as a president to provide peace keeping forces in troubled parts of the world like Chad, Uganda, Namibia, Mozambique, Iran/Iraq, Kuwait, Yugoslavia, Liberia, Morocco, Angola, Serbia/ Croatia, D.R. Congo, Sierra Leone and East Timor. ~ Moi has supported the formation of regional economic bodies to increase trade and as a means for the developing countries to have a united voice in the global economy. ~ On 30th December 2002, Moi handed over power to Mwai Kibaki in a peaceful transition that followed the Narc victory over Kanu in the December 2002 General Elections. ~ Currently, Moi is setting up a foundation through which he hopes to participate in solving conflicts in the horn of African and the Great Lakes Region as well as help rehabilitate street children and those orphaned by HIV/aids. **Jaramogi Ajuma Oginga Odinga (Oct.1911  Jan 20, 1994). ** **Early years and career ** Oginga Odinga was born at Nyamira Kango, in Sakwa location in Bondo, in October, 1911. Christened Obadiah Adonijah, he later renounced his Christian names and became known as Ajuma Oginga Odinga.Young Odinga began his formal education in 1926, at Maranda. He sat for his common entrance examination in 1929. He Attended Maseno School where he sat his STD 8 exams in 1934. He enrolled at Alliance High School in 1935 upto, finishing his formal education with a diploma in education from Makerere University College in 1939. From 1940 to 1942 Odinga taught mathematics at the Church Missionary Society school, Maseno. From 1943 to 1946 he was headmaster of the Maseno Veterinary School. Odinga and Economic and social independence In 1944, he quit teaching and formed the Bondo Thrift Association in 1945.In 1947, he founded the Luo Thrift and Trading Corporation for commercial and political purposes, serving as its managing director until 1962. LUTATCO build their first shop, MasenoStore, posho mills at Ngiya, Bondo and Dudi. The company owned Ramogi Press in Nairobi in 1947, publishing a Dholuo newspaper, Ramogi, edited by Achieng Oneko, Odingas student in Maseno School. They also published Nyanza Times, Radioposta, Sauti ya Mwafrika and Mumenyereri. Between 1956 and 1957, they built Ramogi House and Africa House Kisumu. ----- 347 ### He helped to form the Luo Union, which brought together all the Luo people. His efforts earned him admiration and recognition among the Luo, who revered him as Ker  a title previously held by the fabled classical Luo king, Ramogi Ajwang, who reigned 400 years before him. Odinga became known as Jaramogi (man of the people of Ramogi). Odinga travelled across the major towns in East Africa raising funds that resulted in the building of the Ofafa Memorial Hall in Kisumu in 1957 which became the headquarters of the Luo Union. **Odingas political contributions (1948-1963) ** In 1947, he won the central Nyanza African District Council elections. In 1948 he joined Kenya African Union (KAU) having been influenced by a Luo Union and KAU leader, Ambrose Ofafa. In 1957 and became the political spokesman of the Luo. The same year, he was elected member of the Legislative Council for the Central Nyanza constituency. He became the chairperson of AEMO formed by the eight African elected Members of the LEGCO. He with Mboya and Kiano formed the Kenya Independence Movement after AEMO began to disintegrate. After the 1960 Lancaster House Conference, attended by a unified African delegation, Odinga emerging as one of the radical group leader, dissatisfied Africans with the conference decisions.Odinga and other members of the legislative council formed the Kenya African National Union (KANU). Odinga's KANU used its strong showing in the 1961 general elections to help gain Kenyatta's release. **Odinga after independence ** Kenya gained independence in Dec 1963, and Odinga was appointed minister for home affairs.When Kenya became a Republic in 1964, he was its first Vice-President. As VicePresident he did not agree with Jomo Kenyatta's government, and he resigned his post and quit KANU in 1966 to form the Kenya People's Union (KPU). He openly challenged the government's use of private and foreign investment capital and its close ties with the West.Within KANU, a coalition formed against Odinga and in 1966 a KANU reorganization conference abolished his post of party vice-president. In October 1969, Odinga together with Achieng Oneko and other KPU members were jailed by the government. The KPU was banned, and he stayed in prison for 15 months. Odinga remained an opposition leader throughout the1970s. After Kenyatta's death in 1978, the new president, Daniel Arap Moi, tried to bring Odinga back into KANU. Moi, appointed Odinga as chairman of the Cotton Lint and Seed Marketing Boardwhere he did not last long, because he was still outspoken against Kenyatta's policies. When Odinga was reinstated into the party in 1980, he attacked Moi and Kenyatta as corrupt and protested U.S. military presence in Kenya.Odinga attempted to register a political party in 1982, but his plans were foiled when Kenyawas made a de jure single-party state in 1982, KANU party again banished Odinga.Throughout the 1980s, Odinga remained vocal in calling for democracy. In 1984, he tried to launch and register the Ramogi Development Trust (RADET) but the government denied it registration. ----- 348 ### **Odinga and the Struggle for multi-parytism in the 1990s ** In 1991, Odinga founded the National Democratic Party, but the government refused to recognize it and briefly jailed Odinga. Later that year Odinga and five other opposition leaders formed the Forum for the Restoration of Democracy (FORD). But FORD split in 1992, and Jaramogi formed FORD-K finishing fourth behind Moi, Matiba and Kibaki. In 1993, Odinga's reputation suffered when he admitted taking a campaign contribution from a bank accused of bribing government officials. In the months before his death in January 1994, Odinga tried to reconcile his branch of FORD with KANU, but without success. **Wangari Maathai ** **Early life of Wangari Maathai. ** Maathai was born on April 1, 1940 in the Ihithe village, Nyeri County, in the central region to Muta Njugi, a farm labourer on a white owned farm in the rift valley. In 1950, she joined Ihithe Primary School for primary education in 1951, Maathai moved to St. Cecilia's Intermediate Primary School at the Mathari Catholic Mission in Nyeri where she studied for four years.During this time, she converted to Catholicism, taking the Christian name Mary Josephine. In 1956 she joined Loreto High School Limuru. She was chosen to study at American universities in September 1960 under the Kennedy Airlift or Airlift Africa. In 1964, she joined the University of Pittsburgh to study for a master's degree in biology.In January 1966, upon her return to Kenya, Maathai dropped her Christian name, preferring to be known by her birth name, Wangari Muta. In April 1966, she met Mwangi Mathai, whom she later married in 1969 and had three children with him.In 1971, she became the first Eastern African woman to receive a Ph.D., (in Anatomy) from the University of Nairobi. She was a member of the Nairobi branch of the Kenya Red Cross Society, becoming its director in 1973. In 1979, her husband, Mwangi Mathai divorced her, saying she was too strong-minded for a woman and wife and accusing her of adultery with another Member of Parliament. **Wangari Maathai as political activist. ** In 1979, Maathai ran for the position of ch airman of the National Council of Women of Kenya (NCWK). She lost, but was chosen to be the vice-chairman of the organization. In 1980, Maathai was elected chairman of the NCWK unopposed. However NCWK was left virtually bankrupt, as Future funding by government was channeled to Maendeleo Ya Wanawake a progovernment splinter group.In 1982, she resigned from the University of Nairobi to campaign for a Parliamentary seat in her home region of Nyeri. However, she was disqualified from vying.On February 28, 1992, Maathai and others took part in a hunger strike in Uhuru Park, to pressure the government to release political prisoners. The protest continued until early 1993, when the prisoners were finally released. After the first multi-party election of Kenya, in 1992, Maathai traveled with friends and the press to areas of violence in order to encourage them to cease fighting. After her friend and supporter Dr. Mukanga was kidnapped, Maathai chose to go into hiding.During the ----- 349 ### elections of 1997, Maathai ran for parliament and for president as a candidate of the Liberal Party. She lost the election.On July 7, 2001, shortly after planting trees at Freedom Corner in Uhuru Park in Nairobi to commemorate Saba Saba Day, Maathai was again arrested. Later that evening, she was again released without being charged.Maathai again campaigned for parliament in the 2002 elections, this time as a candidate of the National Rainbow Coalition; she won with an overwhelming 98% of the vote. In January 2003, she was appointed Assistant Minister in the Ministry for Environment and Natural Resources and served in that capacity until November 2005. In December 2007, choosing to run as the candidate of a smaller party Maathai was, defeated in the parliamentary election. The life of Wangari Maathai as an environmental conservationist.Following the establishment of the Environment Liaison Centre in 1974, Maathai became the chair of the board. In 1974, with her husband as the MP for Langata constituency, Maathai founded the Envirocare Ltd., a business that involved the planting of trees to conserve the environment. This led to the planting of her first tree nursery, in a government tree nursery in Karura Forest. On June 5, 1977, marking World Environment Day, Maathai led the NCWK in a procession from Kenyatta International Conference Centre to Kamukunji Park where they planted seven trees in honor of historical community leaders. This was the first \"Green Belt\" planted by what became the Green Belt Movement. In 1982, she was approached by Wilhelm Elsrud, executive director of the Norwegian Forestry Society. Who partnered with the Green Belt Movement and offered her the position of coordinator. In 1987, Maathai stepped down as chairman of the NCWK and focused her attention on the newly separate nongovernmental organization.In October 1989, Maathai learned of a plan to construct the 60 -story Kenya Times Media Trust Complex in Uhuru Park. Her protests, some leading to her being harassed, led to the foreigninvestors to cancel the project in January 1990. In June 1992, both Maathai and President Arap Moi traveled to Rio de Janeiro for the UN Conference on Environment and Development (Earth Summit) where she became a chief spokesperson despite government protest. In 1998, Maathai protested against the privatization of large areas of pu blic land in the Karura Forest. In August 16, 1999, when the president announced that he was banning all allocation of public land.On October 8, 2004, Maathai became the first African woman, and the first environmentalist, to win the Nobel Peace Prize for her contribution to sustainable development, democracy and peace.On March 28, 2005, she was elected the first president of the African Union's Economic, Social and Cultural Council and was appointed a goodwill ambassador for an initiative aimed at protecting the Congo Basin Forest Ecosystem. **Achievements of Wangari Maathai ** a) As a member of the Kenya Association of University Women, she was on the forefront in campaigning for equal benefits for the women while at the university and also as a member National Council of Women of Kenya (NCWK). ----- 350 ### b) She succeeded in stopping the government from encroaching on a public utility at Uhuru park to construct the 60-story Kenya Times Media Trust Complex. c) She succeeded in pressurizing the government to release political prisoners through painful hunger protests at Uhuru Park. The prisoners were released in early 1993. d) Maathai was the first African woman, and the first environmentalist, to win the Nobel Peace Prize for her contribution to sustainable development, democracy and peace. e) Maathai has been very instrumental in environmental protection through the Green Belt Movement. **THE FORMATION, STRUCTURE AND FUNCTIONS OF THE GOVERNMENT ** **OF KENYA. ** THE ELECTORAL PROCESS . **Role of the Independent Electoral and Boundaries Commission in Kenya. ** a) The Commission is responsible for conducting or supervising referenda and elections to any elective body or office. b) It is responsible for continuous registration of citizens as voters and regular revision of the voters roll. c) It Prescribes and reviews electoral boundaries in constituencies and wards at intervals of not less than eight years, and not more than twelve years. The constitution provides for 290 constituencies established under the following considerations; ~ Community of interest, historical, economic and cultural ties ~ Geographical features and urban centres ~ Means of communication d) It is responsible for regulation of the process by which parties nominate candidates for elections. e) The commission is responsible for settlement of electoral disputes, including disputes relating to or arising from nominations. However it does not handle election petitions and disputes subsequent to the declaration of election results. f) The registration of candidates for election. g) Educate/informs the public on the requirements for voters and contestants h) Facilitation of the observation, monitoring and evaluation of elections. i) It is responsible for regulation of the amount of money that may be spent by or on behalf of a candidate or party in respect of any election. j) Identifies, appoints and trains election officials. k) Verifies and announces election results l) Prepares ballot papers and other election materials. m) Identifies and recommends polling stations. **Types of elections. ** There are three types of elections in Kenya; ----- 351 ### a) General elections . These are elections held after every five years. Initially they were meant to be held on the second Tuesday in August on the fifth year. But this has since been altered due to the delay in new constitution implementation process b) By elections. These are elections of new leaders to fill vacant seats left following deaths of occupants, resignation or annulment of their election through successful petition in court. c) Re run elections - this are elections held exactly one month after the general elections involving only two presidential candidates in case of no clear winner in the general election. **Why Kenyans elect their representatives to parliament every five years. ** a) It is a constitutional requirement that Kenyans elect MPs after every five years. b) The elections give Kenyans a chance to practice their democratic right of choosing their representatives. c) It enables Kenyans control their elected representatives i.e. the fear of losing election ensures that elected representative serve the electorate well. d) It enables Kenyans choose between representatives and between parties that express the policies that they agree with. e) Through periodic elections, Kenyans are able to participate in activities of their government The following methods have been used in elections in Kenya. a) Mololongo (queuing) b) Acclamation c) Secret ballot. **THE 2007 ELECTIONS IN KENYA ** The electoral process that was adopted by the ECK under the stewardship of Samuel Kivuitu in the 2007 election was very unfair and yielded false results. This caused the outbreak of violence, bloodshed, destruction and loss of property.The Kreigler commission that was formed to look into the causes of the 2008 violence reported the following weaknesses. a) Irregularities in the voter register which excluded 30% of the potential voters the register contained names of deceased persons. Women who had attained the voting age were found to be under represented. b) Imbalanced distribution of registered voters among constituencies. Some constituencies like Embakasi had over 200, 000 registered voters while others like Mandera East had less than 20,000 registered voters. c) Rampant cheating where in some cases the votes cast were more than 100% of the registered voters. d) Existence of exclusive strongholds with some electoral areas being out of bounds for some political parties. ----- 352 ### e) There was a defective system of voter tallying and relaying of information. Some of those declared winners finally lost their seats through election petitions. f) Incompetence of the ECK officials with even the chairmen stating clearly that it was impossible to establish who won the elections. g) The results relayed sometimes faced integrity queries. Some officials relayed cooked results. h) The composition of the ECK raised suspicion especially among the opposition. **The principles that govern the electoral process in Kenya. ** a) All citizens have the freedom to exercise their political rights b) Not more than two-thirds of the members of elective public bodies shall be of the same gender. c) Persons with disabilities must receive fair representation. d) There must be universal suffrage based on the aspiration for fair representation and equality of vote. e) The elections should be free and fair and will be by secret ballot, free from violence, intimidation, improper influence or corruption. f) The elections will be conducted by an independent body, transparent; and administered in an impartial, neutral, efficient, accurate and accountable manner. **Legislation on Elections. ** The following legislations govern the electoral process in Kenya. a) The constitution of Kenya -that is a sovereign state and republic with the people owning all sovereign power directly or through democratically elected leaders. b) The national assembly and presidential elections Act- it outlines the steps to be followed in the registration of voters, nomination of candidates, polling and counting of votes and other related processes. c) The local government act - it gives the procedure and rules for conducting elections for county, municipal and town councils. d) The electoral offences Act .  it lays out the election offences like bribing of voters, threatening voters, voting more than once or causing violence on polling day or during campaigns. **Voter registration. ** ***Qualifications of a voter in an electoral process in Kenya. *** a) One must be an adult citizen at least 18 years old. b) He/she must be a Kenyan citizen in possession of an identity card or passport. c) He/she must be a registered voter. d) He/she must been registered at only one registration centre e) One must not be an insane person. f) He/she must have been convicted of an election offence during the Preceding five years. ----- 353 ### **Voter and civic education. ** Voter education refers to the provision of information, materials and programmes to voters with the intention of informing them about the specifics of voting process for a particular election. For example, information on who is eligible to vote, where and how to register.Civic education is aimed at conveying knowledge to the citizens about the countrys politica l system and context. For example, information about the system of government, the nature and powers of the elective offices, to be filled in an election. Nomination of candidates. There are two categories of Nominations a) Party nominations b) IEBC nominations **Party nominations ** This refers to the selection of political party candidates to contest in an election. It is done through queuing, acclamation or secret ballot. It may involve nomination for county, parliamentary or presidential elections. **IEBC nominations ** Once the political parties have nominated their candidates, they are presented to the IEBC for formal nomination to contest the presidential, parliamentary or county/civic elections. **Independent candidates ** A person is eligible to stand as an independent candidate under the following conditions; a) The person should not be a member of a registered political party and should not have been a member for atleast three months immediately before the date of elections b) He/she must be a registered voter. c) He/ she must satisfy the educational, moral and ethical requirements as per the constitution or act of parliament. d) In case of national assembly elections, he/she must attract the support of atleast 1000 registered voters in the constituency. e) In case of the senate, one must attract the support of atleast 2000 registered voters in the county. Conditions that must be met by one wishing to be elected Member of Parliament . a) A person is eligible for election as a Member of Parliament if the person is registered as a voter. b) If the person satisfies any educational, moral and ethical requirements prescribed by the Constitution or by an Act of Parliament. c) if he is nominated by a political party, or is an independent candidate who is supported in the case of election to the National Assembly, by at least one thousand Registered voters in the constituency; or in the case of election to the Senate, by at least two thousand registered voters in the county. **Disqualifications for one from being elected a Member the National Assembly. ** a) If the person is a State officer or other public officer, other than a Member of Parliament. ----- 354 ### b) If a person has, at any time within the five years immediately preceding the date of election, held office as a member of the Independent Electoral and Boundaries Commission. c) If a person has not been a citizen of Kenya for at least the ten years immediately preceding the date of election. d) If a person is a member of a county assembly. e) If one is of unsound mind. f) If one is declared bankrupt. g) Is subject to a sentence of imprisonment of at least six months, as at the date of registration as a candidate, or at the date of election. h) If one is found, in accordance with any law, to have misused or abused a State office or public office. **An elected MP may lose his/her seat in parliament under the following ** **circumstances. ** a) When he/she ceases to be a Kenyan citizen. b) He /she receive a jail sentence exceeding 6 months or death penalty from a court of law. c) When he/she resign, through writing to the speaker, from the national assembly. d) When he/she is declared bankrupt by a court of law. e) When he/she is found to be of unsound mind. f) When he/she resigns from the sponsoring political party or as an MP. g) When he/she fails to attend 8 consecutive sessions during the life of a particular parliament without permission from the speaker. h) When he/she defects from one party to another. i) When he/she having been elected to parliament as an independent candidate, decides to join a political party. **Campaigns. ** The campaign periods starts immediately after IEBC nomination of candidates and ends 12 hours before the polling day. The main purpose of campaigns is to give the voters chance to assess aspiring candidates and their party policies and strategies and then decide the right candidate. **Polling ** Voting is done in the polling station. It takes place from 6.00am to 6.00 pm on the Election Day.Counting of votes begins after the closure of the exercise. The presiding officer then announces the number of votes garnered by each candidate. The returning officer, the election officer in the constituency then tallies the total votes from all the polling stations and announces per candidate in the constituency. He/she declares the elected mp for the constituency and councilors of each ward. He announces the number of votes per candidate for the presidential elections. ----- 355 ### The IEBC then declares the validly elected candidates for the presidential, National Assembly and Senate. Factors likely to interfere with free and fair elections in Kenya. a) Ethnic loyalties/polarization/Party loyalties. People may be compelled to vote along tribal lines, in total disregard of the leadership records or accomplishment of those they elect. b) Illiteracy of some voters. This curtails their ability to mark the ballot papers correctly. c) Inadequate civic education. The lack of adequate sensitization of the voters can lead to ineffective election process. d) Violence. Harassment of voters by rival groups/ Insecurity/fear instilled in candidates. All forms of chaos makes accessibility to voting stations by voters difficult. e) Corruption of candidates and their supporters. This is through bribing of voters to vote for certain candidates. f) Incompetent election officials. Some election officials are partisan and therefore unable to preside over elections competently. g) Rigging. On many occasions aspiring candidates or their agents have complained of rigging. h) Transport difficulties. The electoral process in Kenya has been faced with the problem of Inaccessibility of some polling stations i) Communication problems. During the voting day, some remote areas experience communication problems between the headquarters and the polling stations. j) Extreme weather conditions. Delivery of polling materials has sometimes been affected by bad weather. k) Gender insensitivity. For a long time, women have not been given a fair share in the electoral process in Kenya. l) Use and misuse of mass media. Some politicians own some media houses, sometimes they have subjected them to misuse. There has been also the problem of imbalance when it comes to media coverage of elections. Electoral guidelines and regulations that may help minimizeirregularities. a) Whatever voting method is used, the system must be simple, accurate, verifiable, secure, accountable and transparent. b) The votes cast must be counted, tabulated and the results announced promptly by the presiding officer at each polling station. c) The results from the polling stations must be openly and accurately collated and promptly announced by the returning officer. d) Appropriate structures and mechanisms to eliminate electoral malpractices must be in place, including the safekeeping of electoral materials. ----- 356 ### **Electoral disputes ** The following must be observed as pertains to election disputes : a) Electoral petitions, other than in a presidential election, must be filed within 28 days after the declaration of the election results by the IEBC. b) Service of a petition may be direct or by advertisement in a newspaper with national circulation. **ELECTION OFFICIALS ** The following are the officers appointed by the IEBC to assist in administering elections. 1. District election coordinators. - Officials responsible for all electoral matters at district level. They act as a link between people at the grassroots level and the IEBC headquarters. 2. Registration officers . they register voters in each constituency and issue them with voters card. 3. Returning officers.  are in charge of elections in a constituency which has several polling stations. They perform the following functions: a) They set up polling booths in each polling station. b) They receive nomination papers from prospective candidates c) They distribute ballot papers and boxes to polling stations. d) They supervise the voting and counting of votes in the constituency. e) They appoint the presiding officers in each polling station. f) Announcing the results of the elections. 4. Presiding officers. in charge of polling stations. And perform the following duties; a) They conduct the polls in an orderly, free and fair manner at the polling station. b) They ensure that every eligible voter votes only once. c) They help illiterate voters mark ballot papers. d) They seal the ballot boxes and transfer them to a central point in the polling station where the votes will be counted. e) They maintain law and order at polling stations and report any irregularities to the returning officer. f) They ensure that there is impartiality in conducting. 5. Polling clerks . On the polling day, they assist and guide voters, particularly those who are illiterate. 6. Security personnel . police officers maintain law and order during the polling and counting of votes. 7. Counting clerks . they sort out ballots and then count the ballots per candidate. 8. Party agents .  they represent candidates or political parties in a polling station or counting hall to ensure that the polling and counting procedures are transparent, orderly, free and fair. 9. Observers . these are neutral persons who make observations and write reports on the polling and counting exercise to indicate if the elections were free and fair or not. ----- 357 ### **FORMATION OF GOVERNMENT ** **NATIONAL GOVERNMENT ** Kenyans directly or indirectly exercise their sovereign or absolute power through their democratically elected representatives. This power is delegated to the state organs or arms of government namely; a) The parliament and the legislative assemblies in the county assemblies. b) The national executive and the executive structures in the county government. c) The judiciary and independent tribunals. **The process of National government formation. ** After every election, the party with the majority of seats in the house forms the government by appointing cabinet secretaries from among professionals (not among elected MPs) with the approval of the National Assembly. The president then appoints the judiciary with the a dvice of the JSC. The president-elect is sworn in by the chief Justice and the members of the three arms of government also take oath.The three arms of government operate independently and work on checks and balances The executive is responsible for running the country by developing and implementing policies that lead to national development.Even after dissolution of parliament after its expiry, the cabinet exists until a new one is appointed. This is to ensure that there is no power vacuum and that government operations continue. **Role of government in Kenya ** a) Government ensures that social and economic development is undertaken  by putting in place policies to improve schools, hospitals, agriculture, trade, housing and industry. b) It upholds human rights and freedoms and ensures that all citizens live in peace and harmony through the administration of justice and maintaining law and order. c) Government organizes an effective defence force to protect the country from internal and external aggression. d) It also has a duty to establish sound foreign policies to promote international cooperation with other countries by setting up foreign embassies and high commissions. e) It has a duty to foster national unity by recognizing diversity and ensuring equitable sharing of national and local resources. f) Government protects and promotes the interests and rights of the minorities and marginalized communities. **COUNTY GOVERNMENT ** The county government is composed of County assemblies, county executive committees and county public service and exist in each of the 47 counties throughout Kenya. A county government consists of; a) Members (one member per ward) elected by the registered voters of the wards in a general election in Kenya. b) The Speaker, who is an ex officio member. ----- 358 ### c) Members appointed by the county governor, with the approval of the county assembly, from among persons who are not members of the assembly. The structure of the executive arm of the county government . The executive authority of the county is vested in the county executive committee. The committee consists of; a) The county Governor and the Deputy County Governor who are the chief executive and deputy chief executive of the county respectively. b) Members who are not members of the assembly and appointed by the County Governor, with the approval of the assembly. They should be not more than ten other. If the assembly has less than thirty members, the members should be One-third of the number of members of the county assembly. NB; ~ Members of a county executive committee are accountable to the county governor for the performance of their functions and exercise of their powers. ~ The appointed members of the county executive committee cease to hold office once the office of the county governor falls vacant. **The election of a county governor. ** The county governor is directly elected by the voters registered in the county at a general election for a term of 5 years. To be eligible for election as county governor, a person must be eligible for election as a member of the county assembly. If re-elected, can serve for another final term of 5 years. Each candidate for election as county governor nominates a person as his/her running mate to be the deputy governor. **Removal of a County Governor from office. ** A governor may be removed from office under the following grounds; a) Gross violation of the Constitution or any other law. b) When the county governor commits a crime under national or international law. c) When the governor abuses office or is accused of gross misconduct. d) When he/she suffers from Physical or mental incapacity that hinders performance of the functions of office. ***The office of the county governor falls vacant when the holder of office; *** a) Dies. b) Resigns, in writing, addressed to the speaker of the county assembly. c) Is convicted of an offence punishable by imprisonment for atleast twelve months. d) Ceases to be eligible to be elected as a county governor. e) Is removed from office under the constitution. The deputy county governor assumes office as a county governor for the remainder of the term of the county governor when a vacancy arises. Where the deputy governor is unable to act or his office is also vacant, the speaker acts as governor and elections must be held within sixty days after the speaker assumes office. ----- 359 ### **THE COUNTY ASSEMBLY ** The composition of a County Assembly in Kenya is as follows; A county assembly consists of  Members (one member per ward) elected by the registered voters of the wards in a general election.  ### Members of special seats (no more than two-thirds of the membership of the assembly is of the same gender.)  Members of marginalized groups, including persons with disabilities and the youth.  The Speaker, who is an ex officio member. Nb-The members for special seats and marginalized communities are nominated by political parties in proportion to the seats received in the election in a particular county. **The functions of a county assembly** a) County assemblies make laws for the effective performance of the county government. b) It acts as a watch dog over the county executive committee. c) It receives and approves plans and policies for managing and exploiting the countys resources, and, developing and managing the infrastructure and institutions. **Conditions that must be met by a person seeking for election to a County Assembly ** a) The person must be a registered as a voter in his/her county. b) The person must have been a Kenyan citizen for atleast ten years before the elections. c) The person must be able to read and write in English and Kiswahili. d) He or she must be of sound mind. e) The person must be of unquestionable morals and ethics f) If a public officer, he/she must relinquish his/her public work. g) The person must be nominated by a political party h) If he/she is an independent candidate, must be supported by at least five hundred registered voters in the Ward concerned. i) The person must not have been declared bankrupt. j) The person must not have served a sentence of imprisonment of more than six months. k) The person must not have misused or abused a State or public office. **Vacancy in the office of member of county assembly may happen if the member; ** a) Dies. b) Is absent from eight sittings of the assembly without permission, in writing, of the speaker of the assembly and is unable to offer satisfactory explanation for the absence. c) Resigns, in writing, addressed to the speaker of the county assembly. d) After being elected to the assembly as a member of a political party, he/she resigns from the party, or is deemed to have resigned from the party, or after being an independent candidate, the member joins a political party. ----- 360 ### e) Gets to the end of the term of the assembly f) Becomes disqualified for election after the court rules in favour of an election petition made against him/her. **Speaker of County Assembly ** The speaker is elected by the county assembly from among persons who are not members of the county assembly. The speaker presides over the county assembly. Another member of the assembly may be elected to play the role of a speaker in case of the absence of the speaker. **STRUCTURE AND FUNCTIONS OF THE NATIONAL GOVERNMENT. ** **The three arms of government are: ** ***a) Judiciary *** ***b) Executive *** ***c) Legislature *** **LEGISLATURE. ** The two components of the Kenyan Parliament/legislature are; 1. The National Assembly. 2. The Senate. **The Composition and membership of the National Assembly. ** The National Assembly consists of; a) Two hundred and ninety members, each elected by the registered voters of single member constituencies. b) Forty-seven women, each elected by the registered voters of the counties, each county constituting a single member constituency. c) Twelve members nominated by parliamentary political parties according to their proportion of members of the National Assembly to represent special interests including the youth, persons with disabilities and workers. d) The Speaker, who is an ex officio member. **Membership of the Senate ** The Senate consists of; a) forty-seven members each elected by the registered voters of the counties, each county constituting a single member constituency b) Sixteen women members nominated by political parties according to their proportion ofmembers of the Senate elected. c) Two members, being one man and one woman, representing the youth. d) Two members, being one man and one woman, representing persons with disabilities. e) The Speaker, who shall be an ex officio member. The official languages of parliament are English, Kiswahili and Kenyan sign language. Parliament quorum is 50 members for the national assembly and 15 members for the senate. ----- 361 ### **Office of parliament ** The following are the officers of parliament; ~ Speakers and deputy speakers. Two Speakers, ex-officio member, one for each of the two houses. Each is elected by members of the respective house from among persons who are qualified to be elected as members of parliament but are not MPs. A deputy speaker is elected from among members of each of the houses by the mps. Their offices become vacant when; ~ A new house of parliament first meets after an election. ~ When he/she resigns, dies. ~ When a house resolution of two-thirds removes him/her from office. The speakers Preside at any sitting of the house. In a joint meeting of the two houses, the speaker of the national assembly assisted by that of the senate presides over. The speaker has no vote in parliament and in case of a tie, The question is lost. The six speakers in Kenya since independence include; *1. 2008-upto date- Kenneth Marende. * *2. 1993-2007- Francis Ole Kaparo * *3. 1991- 1992-Professor Jonathan Ngeno * *4. 1988- 1990-Moses Arap Keino * *5. 1970  1987-Fredrick Mbiti Mati. * *6. 1964-1969-Humphrey Slade became the first speaker of the single house. * *7. 1963- Muinga Chokwe (speaker of the upper house) * *8. 1963- Humphrey slade (speaker of the lower house). * **Role of the speaker. ** a) He/she presides over the proceedings of the house and ensures that they are conducted in accordance with the rules of procedure. He enforces standing orders in the house. b) The speaker disciplines members of the house who violate standing orders by ordering such them to leave the house or be barred from attending three house consecutive sittings. c) Maintains order during debates and enforces rules which govern conduct of the house. The speaker interprets the rules of the house. d) He/she gives the MPs chance to contribute towards house debates to ensure that the minority are given a fair hearing before the will of the majority prevails. e) He/she represents and protects the authority of the house. f) He/she organizes and determines the business to be conducted in the house by receiving Bills, motions and questions for discussion in the house, and then prepares an order paper. g) He/she adjourns sittings if the house lacks a quorum. ----- 362 ### h) He/she keeps and maintains the attendance register and grants permission to MPs to be absent from sessions. MPs going out of the country must inform the speaker of their absence from Kenya. i) He/she heads the National Assembly department and takes charge of its general administration and welfare. He/she is responsible for preserving dignity and order and for the comfort and convenience of the members and staff within parliament buildings. j) He/she chairs the speakers committee, the committee of powers and Privileges and the Order Committee. k) The speaker issues orders and makes rules for the regulation of visitors to parliament and represent parliament in its relations with foreign countries. l) The speaker chairs the branches of the commonwealth Parliamentary Association, InterParliamentary Union and the Union of African Parliaments. He/she represents Parliament at the commonwealth speakers conference. m) He/she declares parliamentary seats vacant and issues writs for general elections and byelections. n) He/she receives and accepts letters of resignation from members of parliament. o) He/she swears in members of parliament before participating in the House deliberations. p) He, summons parliament to a new when parliamentarians are on recess. **~ Party leaders ** As part of parliament officers, there is the leader of the majority party and leader of minority party. The majority party leader is the person who is the leader in the national assembly of the largest party or coalition of parties. The minority party leader is the person who is the leader in the national assembly of the second largest party or coalition of parties. **Role of party leaders. ** a) They promote and uphold national unity through party activities. b) They enforce adherence to principles of good governance, democracy and upholding human rights and fundamental freedoms and gender equality and equity. c) The leaders work to advance the goals of the party and ensure their programme is carried out to the satisfaction of the party. d) The leader of the majority party has to ensure and maintain support for legislation. e) The leader of the minority party has to protect the rights of the minority. f) The leader of the majority party has to ensure accountability and transparency in the party. And the government. **Functions of parliament in Kenya. ** a) The elected members of parliament Represents the will of the people, and exercises their sovereignty. ----- 363 ### b) Parliament considers and passes amendments to the Constitution c) It has powers to alter county boundaries as provided for in the Constitution. d) Parliament has the duty to protect the Constitution and promote the democratic governance of the Republic. e) Parliament is the sole body that has the power to make provision having the force of law in Kenya **Functions of the National Assembly in Kenya. ** a) The national assembly represents the will of the people and expresses their sovereignty since it represents people from the 290 constituencies and special interest groups. b) The National Assembly deliberates on and resolves issues of concern to the people in the Constituencies and special interest groups. c) The National Assembly enacts legislation that affect the nation-not the county government. For example the money bill may be introduced only in the national assembly. d) The National Assembly determines the allocation of national revenue between the levels of government/it controls revenue and expenditure in the republic. e) It appropriates funds for expenditure by the national government and other national State organs/ it exercises oversight over national revenue and its expenditure. f) The National Assembly reviews the conduct in office of the President, the Deputy President and other State officers/It may initiate the process of removing them from office. g) The National Assembly approves declarations of war and extensions of states of emergency. **Functions of the Senate in Kenya. ** a) The Senate represents the counties, and serves to protect the interests of the counties and their governments. b) The Senate participates in the law-making function of Parliament by considering, debating and approving Bills concerning counties. c) The Senate determines the allocation of national revenue among counties/It exercisesoversight over national revenue allocated to the county governments. d) The Senate participates in the oversight of State officers by considering and determining any resolution to remove the President or Deputy President from office. **The process of law making in Kenya. ** **What is law making? ** This is the process of enacting new laws or amending the existing ones. The two conditions for the start of a law making process are a) The presence of a speaker or his deputy. b) A quorum of fifty members of the national assembly. c) A quorum of 15 members of the senate. ----- 364 ### **What is a bill? ** A bill is a proposed piece of legislation (law). Bills originate in the National Assembly. A Bill not concerning county government is considered only in the National Assembly, and passed in accordance with the Standing Orders of the Assembly. A Bill concerning county government may originate in the National Assembly or the Senate, and is passed in accordance with the Standing Orders of the Houses. Bills are classified into two; a) Public Bill - these deal with matters of public policy that affect all citizens of Kenya. They are also categorized into two; a. Government Bill-introduced by cabinet secretaries. b. Private members Bill.-introduced by back-benchers in the national assembly a) Private Bill.-this is a bill that affects a particular person, associations or people living in a small part of the country. Money Bill This a bill that has provisions dealing with taxes, payment of charges by public, appropriation, receipt,custody or issue of public money, raising or guaranteeing of any loan, its repayment or other matters relating to such monies. **The process ** ~ The government departments and public offices to be affected by a bill consult first before it is drafted. A bill is then drafted by the government draftsman (the parliamentary counsel)in the attorney generals chambers. ~ When the cabinet is satisfied with the , it is published in the Kenya gazette at least fourteen days before it is introduced to parliament. The main purpose of this is to give the public chance to view and criticize the Bill. The  proposal is also presented to parliament to give members chance to research on it on preparation for a debate in thefuture. ~ A Bill is first introduced by any member or committee of the relevant House of Parliament, but a money Bill may be introduced only in the National Assembly. ~ Before either House considers a Bill, the Speakers of the National Assembly and Senate jointly resolve any question as to whether it is a Bill concerning counties and, if it is, whether it is a special or an ordinary Bill. ~ When any Bill concerning county government has been passed by one House of Parliament, the Speaker of that House refers it to the Speaker of the other House. ~ If both Houses pass the Bill in the same form, the Speaker of the House in which the Bill originated shall, within seven days, refer the Bill to the President for assent. ~ The National Assembly may amend or veto a special Bill that has been passed by the Senate only by a resolution supported by at least two-thirds of the members of the Assembly. ----- 365 ### ~ Within fourteen days after receipt of a Bill, the President assents to the Bill; or refer the Bill back to Parliament for reconsideration by Parliament, noting any reservations that the President has concerning the Bill. When a bill is referred back to parliament, the following procedure is followed; a) Parliament may amend the bill in light of the presidents reservations or pass the bill a second time without amendments. b) If parliament amends the Bill after consideration of the presidents reservations, the speaker must resubmit the bill to the president for assent. c) Parliament could pass the bill without amendments or with amendments that do not fully accommodate the presidents reservations if supported by; ~ Two-thirds of the members of the national assembly, and ~ Two-thirds of the delegations in the senate, if the bill requires approval of the senate. ~ The bill then has to be submitted by the appropriate speaker to the president for assent within seven days. ~ If the president fails to assent the bill within seven days, the bill will be considered acted upon and therefore considered null and void. **The process of the bill coming into force as a law. ** After presidential assent, a Bill becomes a law or an act of parliament. It is then published in the official gazette, the Kenya gazette, within seven days after assent.Sections of it may also be published in the local dailies so as to publicize the law t o all residents in the country.The Act of parliament then comes into force as a law on the fourteenth day after its publication in the Kenya Gazette unless the Act specifies a different date or time when it will come into force. The law then binds everybody in the country. **Special Bills concerning county governments. ** Such Bills, when passed by senate, can only be amended or vetoed by National Assembly by a resolution of  of the members. When the veto or amend fails to pass, the speaker of the National Assembly must within seven days refer the Bill in the form adopted by the senate to the president for assent. **Ordinary Bills concerning counties. ** If one house passes an ordinary bill concerning counties and the second house rejects it, the Bill must be referred to the mediation committee.A mediation committee refers to a committee comprising equal number of members from both houses appointed by the speaker with the task of formulating a version of the Bill that both Houses could pass. Both houses will then vote to pass or reject the formulated version. The Bill is considered rejected if the committee fails to reach an agreed version within 30 days.If the second House passes it in an amended form, the bill must be taken back to the orig inating house for consideration. If the originating house passes it as amended; it is referred to the president for assent within seven days. If it rejects it, it is referred to the mediation committee. ----- 366 ### **Parliamentary supremacy ** **Meaning of parliamentary supremacy ** This refers to the sovereign power exercised by parliament which makes law for the country.Parliament is supreme because, through elections, it has the peoples mandate to legislate and govern on their behalf and is the only means through which people control government. **How parliamentary supremacy is upheld in Kenya. ** a) It is the only Body that makes and repeals laws. Technically, a constitutional court can overrule an act of parliament, but parliament can change the law to prevent that from happening. b) Parliament can remove the president from office by impeachment. A member of the national assembly, with the support of at least a third of all the members, may move an impeachment motion. c) Parliament through an amendment of the constitution, can limit the powers of the executive. It can also pass a vote of no confidence in the government, compelling the president and his/her cabinet secretaries to resign. d) Cabinet secretaries are accountable to the parliament for their activities in the ministries under their control. They have to answer questions in parliament about their ministries. e) Bills prepared by the cabinet have to be legislated by parliament, which is a law making body. f) Parliament has to approve government expenditure. The Cabinet secretary in charge of Finance annually presents the budget to parliament for approval by MPs. - the public accounts committee scrutinizes government expenditure. The Auditor and controllerGeneral check the expenditure of all ministries and reports to parliament. ***NB; - The upholding of parliamentary supremacy however depends largely on the *** integrity and maturity of members of the national assembly . **Ways in which parliamentary supremacy in Kenya is limited. ** a) Parliament cannot make laws that contradict traditional customs and practices of the people, unless people want change. b) Parliament cannot pass a law that contradicts the constitution. /the supremacy of the constitution is upheld. c) Increased power of the cabinet can reduce parliaments authority. If the cabinet is too powerful, it may influence parliamentary decisions. d) The president can limit the supremacy by making independent decisions. For example, the president has emergency powers which sidestep parliamentary supremacy. State of Emergency does not follow parliamentary directions. e) Parliament supremacy can be limited by the application of international laws. Parliament may be forced to ratify a law out of necessity; failure to ratify an international law may invite punitive actions on the country. ----- 367 ### f) Delegated legislation may also limit its powers, i.e. the operation of the county government by-laws may limit parliamentary supremacy although national legislation prevails over county legislation. g) Referendum may be used to decide important issues as opposed to parliamentary decisions. **Merits of parliamentary supremacy/parliamentary system. ** a) It increases harmony, since the legislature and the executive work together. This is realized when MPs, who represent the electorate, bring their views to the executive (cabinet secretaries) in the legislature. b) This system allows ordinary citizens to participate in the governing process by electing their representatives to articulate their views on issues of national interest. c) It ensures a responsible and responsive government since the cabinet is controlled by parliament in its actions. Cabinet cannot ignore public opinion, since people choose the MPs. Such could risk a vote of no confidence. d) It instills a sense of responsibility in the executive since cabinet secretaries have to sit and answer questions in the house. e) The system legitimizes actions taken by the government, particularly when such actions originate from recommendations passed by the MPs- the peoples representatives. f) A parliamentary system gives citizens a chance to participate in national political leadership through presenting themselves for election as members of parliament or county assemblies. g) It provides for regular elections, giving the electorate the chance to reject non performing MPs and elect others who can perform. h) Parliament is a training ground for effective leaders; the system enables Kenyans of ability and experience to prove their worth in parliamentary debates. **Demerits of parliamentary supremacy. ** a) It only works well where there are two parties; with one ruling while the other in opposition. In a case where there are more than two parties. A coalition government may be formed and this form of government is sometimes weak and unstable. Also where the legislature is dominated by one party, the cabinet tends to be dictatorial. b) Such government may not be effective in times of emergencies. The head of government has to consult with the cabinet and the legislature before acting. c) It weakens the executive. It compels the cabinet secretaries to spend most of their time in parliament instead of dealing with matters of their ministries. **Terminative Role of Parliament in Kenya. ** This means that parliament has the power to impeach a president or pass a vote of no confidence in the government by a two-thirds vote majority of the national assembly, forcing the government to resign. ----- 368 ### **Functions of the Parliamentary Service Commission ** a) The Commission is responsible for providing services and facilities to ensure the efficient and effective functioning of Parliament b) It is responsible for constituting offices in the house. c) It prepares annual estimates of expenditure of the parliamentary service and submitting them to the National Assembly for approval, and exercising budgetary control over the service. d) It is responsible for undertaking, singly or jointly with other releva nt organizations, programmes to promote the ideals of parliamentary democracy. e) It performs other functions necessary for the well-being of the members and staff of Parliament; or prescribed by national legislation. **THE EXECUTIVE ** **Meaning of the executive. ** This is the arm of government which deals with the implementation of laws made by parliament. It is charged with the administration of affairs of a country as well as affairs which affect the country from outside. **The National executive comprises; ** *a) The president. * *b) The deputy president. * *c) The cabinet. * *d) The attorney general. * *e) The director of public prosecutions * *f) The public service. * **The president. ** He is the Chief Executive Officer of the republic of Kenya. He is the head of state and government in Kenya. He is the commander-in-chief of the Kenya Defence Forces. He is a symbol of national unity.He holds office for a five year term from the date of being sworn in to office and the term expires when the next candidate elected as president is sworn in. the constitution gives a twofive year term as the maximum period for the presidents position. **Qualifications for election as President in Kenya. ** a) A person qualifies for nomination as a presidential candidate if the person is a citizen by birth b) The person must be qualified to stand for election as a Member of Parliament. c) He or she must be nominated by a political party, or is an independent candidate and is nominated by not fewer than 2000 voters from each of a majority of counties. NB;- A presidential candidate, whether affiliated to a political party or independent, must garner 50% plus one of all the votes cast in the election.A candidate must also attract 25% of the votes cast in more than half of the counties in kenya in order to qualify to be a president. ----- 369 ### **Disqualifications one from vying for election as a president in Kenya ** a) If the person owes allegiance to a foreign state. b) If he is a public officer, or is acting in any State or other public office. **Assumption of office of the president. ** ***The president-elect assumes office by taking two oaths namely; *** ~ The oath of affirmation of allegiance ~ The oath of affirmation for execution of the functions of office. If the president-elect dies before assumption of office, the deputy president-elect is sworn in as acting president. A new fresh election to the office of president must be held within sixty days after death of the president-elect.The president must be sworn in public before the Chief Justice. **Importance of a presidential election. ** a) The citizens get a chance to exercise their democratic right. It is the essence of democracy in a government. The people have a choice to elect a president directly, freely, and fairly. b) It is a means through which the people of Kenya give the president the mandate to rule the country and act on their behalf. c) It helps to check dictatorship. The president becomes responsible and accountable to the electorate. He cannot go against public opinion. d) The president enjoys legitimacy of power because it is derived from the people **Powers and functions of the president of Kenya as derived from the constitution of ** **Kenya. ** a) As the Head of State, he performs the following functions; ~ He represents the government and the people of Kenya both locally and internationally. ~ He receives foreign diplomatic and consular reprentatives. b) He is the head of Government. ~ He nominates a deputy president to deputize him. ~ He nominates and, with the approval of the national assembly, appoints or dismisses cabinet secretaries, the attorney general, the Director of Public Prosecutions, the secretary to the cabinet, Principal secretaries, High Commissioners, Ambassadors, and diplomatic and consular representatives, the chief justice and the deputy and all the judges in line with the recommendations of the Judicial Service Commission c) He is the Commander-in-Chief of the Kenya Defence Forces ~ He has powers to declare a state of emergency, declare war with the approval of parliament. ~ He is the chairperson of the National Security Council of Kenya. d) The President has the duty to safeguard the Constitution, ensure the protection of human rights and fundamental freedoms and the rule of law, safeguard the sovereignty of the republic, promote and enhance unity of the nation and promote respect for diversity. ----- 370 ### e) The President has legislative powers to address the opening of each newly elected Parliament. He also addresses a special sitting of parliament once every year and any other time. f) The President chairs Cabinet meetings and assigns responsibility for the implementation and administration of any Act of Parliament to a Cabinet Secretary. g) He presides over national holidays during which he expounds on government policy. h) He confers honours in the name of people and republic on men and women of Kenya for outstanding achievements. E.g. OGH, OBS, DSM, HSC and EBS. i) He may, on petition of any person, exercise mercy powers in accordance with the advice of the advisory committee. E.g.; ~ Grant a free or conditional pardon to a person convicted of an offence. ~ Postpone execution of any punishment for an offender, for a specified period, or indefinitely ~ Substitute a less severe form of punishment. ~ Remit all or part of a punishment. j) The President ensures that the international obligations of the Republic are fulfilled through the actions of the relevant Cabinet Secretaries. NB-the constitution provides the president with immunity from criminal proceedings during the tenure of office in respect of anything done or not done in exercise of the powers granted by the constitution. But this immunity does not extend to a crime for which the president may be prosecuted under any treaty to which Kenya is part to, and which prohibits such immunity. **The process of Removal of President by impeachment. ** A member of the National Assembly moves a motion for the impeachment of the President on the following grounds; a) A gross violation of a provision of the Constitution. b) President commits a crime under national or international law. c) For gross misconduct. If a motion is supported by at least two-thirds of all the members of the National Assembly, the Speaker informs the Speaker of the Senate of that resolution within two days.The President continues to perform the functions of the office pending the outcome of the proceedings.Within seven days, the Speaker of the Senate convenes a meeting of the Senate to hear charges against the President.A special committee appointed by the senate investigates the matter; and report to the Senate within ten days.If the special committee reports that the particulars of any allegation against the President have not been substantiated, further proceedings shall not be taken. If any of allegations against the President have been substantiated, the Senate, after according the President an opportunity to be heard, votes on the impeachment charges.If at least two-thirds of all the members of the Senate vote to uphold any impeachment charge, the President shall cease to hold office. ----- 371 ### **Reasons that may lead to a presidential by-election in Kenya. ** a) The presidents election may be nullified by court due to election offences. b) The serving president may die while in power. c) The president may resign. d) If the president becomes physically /mentally incapacitated. e) Parliament may pass a vote of no confidence in the president /government. f) If the serving president deserts/defects from the party that sponsored him to parliament. g) If the serving president ceases to be a Kenyan citizen. **THE DEPUTY PRESIDENT ** The deputy president is nominated by the presidential candidate during a general election. The process of Electing and swearing in of a Deputy President in Kenya. a) A candidate, (qualified for nomination for election as President) is nominated by each candidate in a presidential election. b) The Independent Electoral and Boundaries Commission then declare the candidate nominated by the person who is elected as the President as the Deputy President. c) The swearing in of the Deputy President-elect is before the Chief Justice or, in the absence of the Chief Justice, the Deputy Chief Justice and in public. d) The Deputy President-elect assumes office by taking and subscribing; a) The oath or affirmation of allegiance. b) The oath or affirmation for the execution of the functions of office. **Under the following circumstances, one can cease to hold the office of the Deputy ** **President ** a) At the end of term of office when the person next elected President at an election is sworn in. b) When the Deputy President assumes the office of President. c) On resignation, death or removal from office of the Deputy President **Functions of the Deputy President in Kenya. ** a) The Deputy President is the principal assistant of the President and shall deputize for the President in the execution of the Presidents functions. b) The Deputy President performs the functions conferred by the Constitution and any other functions of the President as the President may assign. c) When the President is absent or is temporarily incapacitated, and during any other period that the President decides, the Deputy President shall act as the President. ***NB-The Deputy President is not permitted to hold any other State or public office. *** **The cabinet. ** **The composition of The Cabinet in Kenya. ** The Cabinet consists of a) the President; b) the Deputy President; ----- 372 ### c) the Attorney-General; and d) Not fewer than fourteen and not more than twenty-two Cabinet Secretaries. The President nominates and, with the approval of the National Assembly, appoints **Cabinet Secretaries.** A Cabinet Secretary should not be a Member of Parliament. Secretary to the cabinet.This office is an office in the public service.The office holder is **. ** nominated and appointed by the president, with the approval of the national assembly **He/she has the following responsibilities;** a) Taking charge of the cabinet office. b) Arranging the business of the cabinet subject to its directions. c) Keeping minutes of the cabinet. d) Conveying decisions of the cabinet to the appropriate persons or authorities. e) Serving other functions as directed by the cabinet. **Principal Secretaries. ** Each state department is under the administration of a principal secretary. He/she is nominated and appointed by the president from among persons recommended by the public service commission and approved by the national assembly. This office is an office in the public service. **General Functions of the cabinet. ** a) The cabinet Advises and assists the president in governing the country. b) The cabinet Discusses matters of national and international concern with the president. c) The cabinet Formulates government policies and programmes. During parliamentary debates, the secretaries defend the same policies, interpret them to the people and ensure their implementation. d) The cabinet initiates new bills and table government bills in the National assembly. e) Cabinet secretaries on their individual capacity give direction to operations within their ministries. f) The secretary for finance formulates and prepares the national budget which he/she then presents to the National Assembly. **The principle of collective responsibility of the cabinet. ** a) The cabinet does not work in the light of day. Cabinet must abide by oath of secrecy. b) It requires that the cabinet must act together as a team. The cabinet must speak together with one voice on all matters of government policy. c) All cabinet members are collectively responsible to parliament and to the people through parliament. One act of a cabinet secretary is taken to be an act of all the members of the cabinet. d) A minister would resign if in his conscience he cannot abide by the principle of collective responsibility. ----- 373 ### **The functions of the Attorney-General in Kenya. ** a) The Attorney-General is the principal legal adviser to the Government. b) He represents the national government in court or in any other legal proceedings to which the national government is a party, other than criminal proceedings. c) He performs any other functions conferred on the office by an Act of Parliament or by the President. d) The Attorney-General has authority, to appear as a friend of the court in any civilproceedings to which the Government is not a party. e) The Attorney-General has duty to promote, protect and uphold the rule of law and defend the public interest. **The Director of public prosecutions. ** The DPP is nominated and with the approval of the National Assembly is appointed by the president to hold office for a term of eight years and cant be re-appointed. He/she does not require the consent of any person or authority for the commencement of criminal proceedings. His/her powers may be exercised in person or by subordinate officers acting under general or special instructions.A person qualified to be appointed a DPP should have the qualifications to be appointed a judge of the High Court. **The functions of the Director of Public Prosecutions. ** a) The Director of Public Prosecutions has power to direct the Inspector-General of the National Police Service to investigate any information or allegation of criminal conduct. b) The Director of Public Prosecutions exercises State powers of prosecution and may institute and undertake criminal proceedings against any person before any court (other than a court martial) in respect of any offence alleged to have been committed. c) He has powers to take over and continue any criminal proceedings commenced in any court (other than a court martial) that have been instituted or undertaken by another person orauthority, with the permission of the person or authority. d) He has powers to discontinue at any stage, before judgment is delivered, any criminal proceedings instituted by the Director of Public Prosecutions or taken over by the Director of Public Prosecutions. **THE PUBLIC SERVICE ** The public service includes all state organs in both levels of government and all state corporations. **Values and principles of public service ** a) High standards of professional ethics. b) Efficient, effective and economic use of resources. c) Responsive, prompt, effective, impartial and equitable provision of services. d) Involvement of the people in the process of policy making. e) Accountability of administrative acts. f) Transparency and provision to the public, of timely, accurate information. g) Fair competition and merit as the basis of appointments and promotions ----- 374 ### h) Representation of Kenyas diverse communities. i) Providing adequate and equal opportunities for appointment, training and advancement at all levels of the public service, for women and men, members of all ethnic groups and persons with disability. **The Public Service Commission. ** This is the body charged with the responsibility of recruiting, promoting and managing the affairs of the public servants in Kenya in order to make it a motivated and an efficient workforce.The commission consists of a chairperson, a vice chair person and seven other members appointed by the president with the approval of the National Assembly. The commission has a secretary who is the CEO and is appointed by the commission for a term of five years and is eligible for re-appointment. **The following persons do not qualify for appointment to the commission; ** A person who in the proceeding five years, held office, or stood for elections as; i. A member of parliament or the county assembly. ii. A member of the governing body of a political party. iii. If the person holds any state office. iv. A holder of an office in a political organization that sponsors or supports a candidate for election as Member of Parliament or county assembly. **Functions and powers of the Public Service Commission. ** a) The Commission is responsible for establishment and abolishment of offices in the public service. b) It appoints persons to hold or act in Offices in the public service and confirm appointments. c) It exercises disciplinary control over and removes persons holding or acting in public offices. d) It promotes the values and principles throughout the public service. e) It investigates monitors and evaluates the organization, administration and personnelpractices of the public service. f) It has the duty to ensure that the public service is efficient and effective. g) It develops human resources in the public service. h) It reviews and makes recommendations to the national government in respect of conditions of service, code of conduct and qualifications of officers in the public service. i) It evaluates and reports to the President and Parliament on the extent to which the values and principles that govern public service are complied with in the public service. j) It hears and determines appeals in respect of county governments public service. Offices in the public service that are exempted from the regulation and control of the public service commission; a) State offices. b) An office of high commissioner, ambassador or other diplomatic or consular representative of the republic. ----- 375 ### c) An office or position subject to: ~ The Parliamentary Service Commission. ~ The Judicial Service Commission. ~ The Teachers Service Commission ~ The National Police Service Commission. d) An office in the service of a county government, with the exception of powers to create and establish offices. The commission can not appoint a person to hold office or act in any office on the personal staff of the president or retired president, except with the consent of the president or retired president. **Ways in which a public officer is protected by law while in service. ** a) A public officer shall not be victimized or discriminated against for having performed the functions of office in accordance with the Constitution. b) He/she shall not be dismissed, removed from office, demoted in rank or otherwise subjected to disciplinary action without due process of law. **Organs of national security. ** National security is the protection against internal and external threats to Kenyas territorial integrity and sovereignty, its people, their rights, freedoms, property, peace, stability and prosperity. **Principles that promote and guarantee national security in Kenya. ** a) National security is subject to the authority of the constitution and parliament. b) Operations of national security must be consistent with the law and must respect the rule of law, democracy, human rights and fundamental freedoms. c) In performing their functions and exercising their powers, national security organs must respect cultural diversity of the communities within Kenya. d) Recruitment by the national security organs must reflect the diversity of the Kenyan people in equitable proportions. **National security organs in Kenya. ** The national security organs are; a) The Kenya Defence Forces. b) The National Intelligence Service. c) The National Police Service. **National Security Council ** This is a body whose main responsibility is to exercise supervisory control over national security organs **Composition of the National Security Council ** The Council consists of a. The President. b. The Deputy President. c. The Cabinet Secretary responsible for Defence. ----- 376 ### d. The Cabinet Secretary responsible for foreign affairs. e. The Cabinet Secretary responsible for internal security. f. The Attorney-General. g. The Chief of Kenya Defence Forces. h. The Director-General of the National Intelligence Service. i. The Inspector-General of the National Police Service. **Functions of the National Security Council in Kenya. ** a) It exercises supervisory control over national security organs. b) It has duty to integrate the domestic, foreign and military policies relating to national security in order to enable the national security organs to co-operate and functioneffectively. c) It makes assessment and appraisal, the objectives, commitments and risks to the Republic in respect of actual and potential national security capabilities. d) The Council reports annually to Parliament on the state of the security of Kenya e) With the approval of Parliament, The Council is responsible for deploying national forces outside Kenya for regional or international peace support operations; or other support operations. f) It approves the deployment of foreign forces in Kenya. **The Kenya Defence Forces. ** The Kenya defence Forces comprises; a) The Kenya Army, established in 1963 and which protects the country against external land-based aggression. b) The Kenya Air force, established in 1963, disbanded in 1982 and renamed 82 Air force. It helps in the control of locust invasion. c) The Kenya Navy, based in Mombasa and created in 1964, patrols Kenyas territorial waters and is always on the alert for sea-borne invasions, and for illegal landings and departure, and unauthorized fishing by foreign vessels in Kenyan waters. **Functions of the Kenya Defence forces. ** a) The Defence Forces are responsible for the Defence and protection of the sovereignty and territorial integrity of the Republic. b) They assist and cooperate with other authorities in situations of emergency or disaster. c) They may be deployed to restore peace in any part of Kenya affected by unrest or instability only with the approval of the National Assembly. d) The forces also assist in the preservation of internal security. For example the handling of the attempted coup by the Kenya Army in 1982. e) They participate in nation building activities such as road and bridge construction. f) The military also assists the public during emergencies and calamities such as floods, famine, fire outbreaks, landslides and other disasters. For example during the E l Nino rains-construction of mobile bridge on Mombasa-Nairobi highway. ----- 377 ### g) The Navy specializes in detecting and fighting off criminals who use water masses like the Indian Ocean to commit crimes within the Kenyan territory. E.g. Somali Pirates. h) The Kenya Army takes part in peacekeeping Missions, such as the United Nations peace keeping operations in different parts of the world and also the African Union and Commonwealth. **The Kenya Defence Council. ** Its composition is as follows; a) The cabinet secretary responsible for defence is the chairperson. b) The Chief of the Kenya Defence Forces. c) The Three Commanders of the defence forces. d) The Principal Secretary in the ministry responsible for defence. **Functions. ** It is responsible for the overall policy, control and supervision of the Kenya Defence Forces. **Challenges facing the Kenya Defence Forces. ** a) There has being cases of indiscipline, such as the abortive coup attempt in 1982. b) There have been rampant cases of corruption facing some members of the Kenya Defence Forces, especially on matters of recruitment of new members into the defence forces, purchase of military and police equipment and deployment of officers on specialized duties. c) Tribalism, regionalism and nepotism have also been experienced in the Kenya Defence Forces, thereby demoralizing hardworking officers who are left out unfairly during promotions. d) Sometimes the Kenya Defence Forces faces the problem of lack of adequate funds to equip the forces with good equipment to facilitate their work. e) The majority of the military personnel are not provided with opportunities to acquire further education. f) Piracy and militia attacks and raids at the Kenyan Borders also present a major security challenge to the Defence Forces. g) Invasion of Kenyas territorial waters by foreign fishermen and foreign fishing vessels from the big nations challenges the ability of the Kenya Navy to curb illegal fishing. h) The location of Moi Airbase at Eastleigh presents a big challenge to the air force. The Airbase was built by Britain in 1964 when the population in the area was scarce. Today the area has human congestion i) The defence forces also face challenges related to allegations on violations of human rights. After the 2008 elections violence, the Kenya Army was deployed to restore peace in Mt. Elgon, where they were accused of violating human rights by killing people, destroying property, and sexually assaulting women. ----- 378 ### **The National Intelligence Service. ** Initially called the Special Branch, This is an independent civilian government agency dedicated to protecting the national security interests of Kenya and safeguarding its citizens from threats such as terrorism and corruption. **Function of the National Intelligence Service ** a) It is responsible for security intelligence and counter intelligence to enhance national security. b) It liaises with the National police CID to investigate some of the threats that have criminal implications e.g. terrorism. And lay the appropriate charges. c) Information gathered by the NIS assists the government in decision making and planning. d) The NIS in its operations protects human rights issues and the individual freedoms. **Challenges facing the National Intelligence Service. ** a) Lack of trust from Kenyan citizens. The citizens are reluctant to provide information to NIS as they view it not to be any different from the former Special Branch which was known to be a tool of oppression and torture. b) The body lacks financial credibility and political independence. The extent to which NIS is Neutral in its handling of sensitive affairs is questionable. c) Lack of a clear distinction between accountability and necessary secrecy has sometimes brewed tension. It is difficult to audit the activities of the Body just like any other government organization, due to the nature of its tasks. d) The growing volumes and complexity of communications presents a significant security challenge for national intelligence and government agencies that seek to intercept, process monitor and analyze it. e) External and internal threats for example Al-shabaab militia from Somalia, Merille Warriors from Ethiopia and Al-Qaeda attacks. Internally, the refugees hosted in Kenya and the illegal migrants from Somali and Sudan are also a threat. The problem of drug trafficking is also a threat. f) Continuous capacity building training is a necessity, given the complexity of the task. However this remains a challenge. g) Limited financial and human resources since inadequate funds are allocated to the service. This limits its operations. Sometimes even the staff employed is incompetent. h) Political interference- with the aim of using the service to gain political mileage. i) Ignorance of the Kenyan people on the kind of tasks the service undertakes and the advice it gives to the government. For example, anytime the country has been faced with tension or violence as was the case in 2008, the public seem not to understand the role of NIS. j) The organ does not have implementation powers and is limited in terms of the ability to follow up an implementation of the advice given to the government. ----- 379 ### **The National Police Service. ** The East African Protectorate Police was first created in the 1890s. In 1920, it was renamed the Kenya Police. In 1953, control of the entire police force was placed under the Commissioner of Police. The National Police service was established in 2010 with a mandate to function throughout Kenya. It is headed by the Inspector-General who appointed by the president with the approval of the parliament.He / She exercises independent command over the national police service **The National polices Service Consists of; ** a) The Kenya Police Service, headed by a deputy inspector general also appointed by the president in accordance with the police service commission recommendations. b) The Administration Police Service, headed by a deputy inspector general also appointed by the president in accordance with the police service commission recommendations. **Functions of the National Police Service ** a) The National Police Service is responsible for the operations of the Kenya police service and the Administration police service in Kenya. b) It has the duty of ensuring the highest standards of professionalism and discipline among its members. c) It has the duty to prevent corruption and promote and practice transparency and accountability. d) It has the duty to ensure that organs operating under it comply with constitutional standards of human rights and fundamental freedoms. e) It ensures that the staff is trained to the highest possible standards of competence and integrity and to respect human rights and fundamental freedoms and dignity. f) It fosters and promotes relationships with the broader society. **Functions of the police service (Kenya police service and administration police ** **service). ** a) The police maintain law and order to ensure that those who break the law are arrested. b) The police protect the law in order to safeguard both life and property. c) It investigates crime and prosecutes offenders in the court. d) The police confines suspected criminals in remand as they await the hearing and judgment of their cases in the court. e) The police regulate traffic and arrests traffic offenders. They also check for defective or unroadworthy vehicles on the road in order to safeguard life. f) Provides assistance and relief services to victims of natural calamities such as floods, fire outbreaks and other emergencies. g) Takes part in national projects such as road construction, bridges, hospitals and other national facilities. h) The police take a leading role during public holidays. They control the crowd and entertain people. ----- 380 ### i) They liaise closely with international police (Interpol), in order to investigate and arrest international criminals such as terrorists and notor ious Somali pirates. **Challenges facing the National Police Service ** a) The police lack adequate transport and communication equipment necessary to discharge their duties. Lack of facilities such as radios, motor vehicles etc. b) Frequent road accident and congestion on roads add pressure to police work. c) Many members of the public in Kenya have Negative attitude towards the police making it difficult for them to discharge duties. d) Poor conditions of work and remuneration demotivates the police force. e) The police force has been accused of Corruption, sometimes demanding for money from the public. This undermines the maintenance of law and order. f) Easy access to dangerous and sophisticated weapon by criminals makes police work more difficult. g) Terrorism is a serious challenge to the police in Kenya. Some of the terrorists have targeted members of the police force. h) Political interference in the work of the police compromises the integrity of the police force. i) Modernization and advancements in ICT also some with major challenges for the police. Incidents of cyber crimes have escalated in the world, including kenya. j) Lack of regular  in service training for police officers to cope with emerging challenges. This challenge is even compounded by the problem of recruiting of people with low academic qualifications into the force and who cant deal with sophisticated cases. **The National Police Service Commission. ** **The structure of the National Police Service Commission. ** The Commission consists of the following persons, each appointed by the President; a) A person who is qualified to be appointed as a High Court Judge, and who is appointed by the president. b) Two retired senior police officers, each of whom is appointed by the president. c) Three persons of integrity who have served the public with distinction, each of whom is appointed by the president. d) The Inspector-General of the National Police Service. e) Both Deputy Inspectors-General of the National Police Service. **Functions of the National Police Service Commission ** a) The Commission recruits and appoints persons to hold or act in offices in the service. b) The commission confirms appointments, and determines promotions and transfers within the National Police Service c) It observes due process, exercises disciplinary control over and removes persons holding or acting in offices within the Service. ----- 381 ### **Possible solutions to challenges facing the national security organs. ** a) The security organs have acquired modern telecommunication equipment and vehicles to improve transport and communication in the security force. b) Introduction of the post of public Relations Officer/ Spokesman in the organs to coordinate and disseminate information. c) Raising of qualification requirements for anybody aspiring to join the security organs. This has paved way for employment of university graduates in the forces. d) Introduction of professional training programmes for officers with the aim of improving the effectiveness of the organs of national security. e) The terms and conditions of service for the members of the security organs have been improved f) Community policing has-been introduced to help the security forces to get information from the public through hotlines and suggestion boxes. g) There is increased patrolling by the Kenya navy as far north as Somali border to address maritime defence more seriously. h) The aviation experts have recommended the relocation of Moi Airbase from its current location which id congested. **Correctional services. ** The Correctional service Department in Kenya has its origins in the adoption of the India Prisons Act in Kenya in 1894 by the colonial government. Initially, prisons were under the supervision of the provincial Administration.In 1963 the Prisons Act was enacted to harmonize the treatment and conditions of offenders in Kenyas penal institutions. The Acts milestone provisions were; a) Youth corrective training centres b) Extra-mural and penal employment c) Provision for organization, discipline, power and duties of prisons officers. Correctional services in Kenya are provided by the former Kenya Prisons Service. The Kenya Prisons Reform Programmee in 2001 adopted The Open Door Policy under which the following reforms were initiated. a) Interactive collaboration with all stakeholders in the administration of criminal justice such as courts of law and members of the National Police Service. b) Improvement in the management and conditions of the prisons, including rehabilitation programmes, with a view to empower prisoners with knowledge and skill, hasten their reintegration into society and empower them to be law abiding citizens upon release. **The functions of Correctional Services in Kenya. ** a) They Rehabilitate/correct criminals through counseling. b) They deter known criminals from committing other crimes. c) They administer Punishment to sentenced criminals as prescribed by the court rulingsimplement the decisions of the courts regarding treatment of prisoners. ----- 382 ### d) They confine prisoners convicted by the courts of law to ensure that the rights and freedoms of the public are protected. e) They provide vocational training for prisoners in fields that they make them productive citizens of the country at the end of their jail term. f) They keep watch over he behaviors of suspected criminals whose cases are still pending in the law courts. g) They take care of the welfare of prisoners by providing them with the necessary medical attention. h) They confine suspected dissidents who are a threat to state security. **Challenges facing correctional services in Kenya ** a) The challenge of overcrowding in prisoners on the rise, overcrowding in correctional facilities has been inevitable. This results in poor living and sanitation conditions for inmates. b) Disease outbreak is a very common problem in our prisons mainly caused by inadequate and congested facilities. HIV and AIDS is rampant in prisons c) Mistreatment of inmates by warders. This has once happened at Kingongo when some inmates were allegedly tortured and killed by warders when they attempted to escape. d) Food shortage, inadequate medical facilities and poor clothing further compound the situation in prisons. The following reforms have been undertaken to improve the conditions of correctional services in Kenya. a) Improvement in the quality of food, medical services and living conditions for prisoners. b) Provision of sufficient beddings and clothing. c) Introduction of extra-mural Penal employment for petty offenders to ease congestion in the prisons. d) There has been supply of new and comfortable motor vehicles for efficient transport in the correctional services department. e) Petty offenders have been constantly released to ease congestion in prisons. For example the release of a record 11,500 prisoners in December 2003. Death row inmates who have also been in jail for over ten years have been released. f) Easing of access to prisons/visits by members of the public/relatives. g) Introduction of public Relations office to disseminate information. h) Streamlining the hearing of cases with a view of keeping prisoners in remand for a short period before sentencing them. i) The national government has also become directly involved the affairs of those receiving correction services. **THE JUDICIARY. ** Judicial authority and legal system. ----- 383 ### Judicial Authority is derived from the people and is vested in courts and tribunals established by the constitution. **Principles that guide Judicial Authority in Courts and Tribunals in Kenya. ** a) Justice must be done to all, irrespective of status. b) Justice shall not be delayed. c) Alternative forms of dispute resolution must be pursued including reconciliation, mediation, arbitration and even traditional dispute resolution mechanism. d) Justice shall be administered without undue regard to procedural technicalities. e) The purposes and principles of the constitution must be protected and promoted. **Ways in which the traditional Dispute resolution is limited in Kenya. ** a) The mechanisms used in traditional dispute resolution should not contravene the Bill of RIGHTS. b) The traditional court should not operate in a way that is repugnant to justice and morality or results in outcomes that are regnant to justice or morality. c) The operations of the traditional courts should not be inconsistent with the constitution. **The structure of the judicial system in Kenya. ** The Hierarchy of the court system in the Kenyan judiciary is in accordance with; a) The seriousness of the cases the courts handle. b) The punishment they give out c) The geographical area of operation. The courts have either original or appellate jurisdiction. **Difference between original and appellate jurisdictions. ** ~ Original jurisdiction refers to the ability of a court to hear cases brought to a court for the first time. ~ Appellate jurisdiction is the powers of a court to hear appeals brought in from a lower court.The Judiciary consists of the judges of the superior courts, magistrates, other judicial officers and staff. The Head of the Judiciary is the Chief Justice with the Deputy Chief Justice as the Deputy Head of the Judiciary.Chief Registrar of the Judiciary is the chief administrator and accounting officer of the Judiciary. **The System of courts is as follows ** ***1. Superior Courts *** Supreme Court consisting of the Chief Justice who is the president of the court, the Deputy Chief Justice-the vice-president of the court; and five other judges. **Appointment to the Supreme Court requires the following qualifications; ** a. Degree in law from a recognized university or an advocate of the high Court of Kenya. b. Atleast fifteen years experience as a superior court judge or a distinguished academic, judicial officer, legal practioner and or other relevant legal field. c. High moral character, integrity and impartiality. ----- 384 ### Supreme Court Judges retire at the age of seventy Five Years. **Functions of the Supreme Court of Kenya. ** a) The Supreme Court has exclusive original jurisdiction to hear and determine disputes relating to the elections to the office of President. b) It has appellate jurisdiction to hear and determine appeals from the Court of Appeal; and any other court or tribunal. c) The Supreme Court gives an advisory opinion at the request of the national government, any State organ, or any county government with respect to any matter concerning county government. d) It has of right in any case involving the interpretation or application of the Constitution. e) All courts, other than the Supreme Court, are bound by the decisions of the Supreme Court 2. Court of Appeal consisting of judges, not fewer than twelve, a president of the Court of Appeal elected by the judges of the Court of Appeal from among themselves. (The court of Appeal has membership of 30 Judges currently). Each judge to be appointed to the court of Appeal should have ten years experience as a superior court judge or atleast ten years as a distinguished academic or legal practioner.The court of appeal does not have original jurisdiction except on an application for a stay of execution pending appeal to it on contempt proceedings. **Function of the Court of Appeal in Kenya. ** The Court of Appeal has jurisdiction to hear appeals from the High Court; and any other court or tribunal as prescribed by an Act of Parliament. 3. High Court headed by a Principal Judge of the High Court, who shall be elected by the judges of the High Court from among themselves. **Functions of the high court of Kenya. ** a) The High Court has unlimited original jurisdiction in criminal and civil Matters. b) It has jurisdiction to determine the question whether a right or fundamental freedom in the Bill of Rights has been denied, violated, infringed or threatened. c) It has jurisdiction to hear an appeal from a decision of a tribunal appointed to consider the removal of a person from office. For example, appeals from the courts martial, Business and rental Tribunals on matters related to the constitution. d) It has jurisdiction to hear any question respecting the interpretation of the Constitution including the determination of the question whether any law is inconsistent with or in contravention of this Constitution; e) It determines any matter relating to constitutional powers of State organs in respect of county governments and any matter relating to the constitutional relationship between the levels of government. ----- 385 ### f) The High Court has supervisory jurisdiction over the subordinate courts and over any person, body or authority exercising a judicial or quasi-judicial function, but not over a superior court g) It listens to appeals from the lower courts when the parties involved are not satisfied. h) It deals with disputes that take place outside Kenya's territorial wate rs/maritime. i) It hears appeals from decisions made by professional disciplinary tribunals involving advocates of the high court and other members of the profession. j) It acts as a constitution court by determining whether a case brought before it is constitutional or unconstitutional. k) It listens to appeals from special courts when the parties are not satisfied with the decision made. l) It corrects/amends the irregularities in decisions made by lower courts. m) It hears cases that carry death sentences / involve large sums of money. n) It deals with cases that concern land/succession disputes. o) It hears election petitions. p) It exercises divorce jurisdictions in matrimonial matters, q) It hears appeals from tribunals E.g. Rent Restrictions, Business Premises Rent Tribunal. **Termination of the services of a judge from office. ** ***A judge can be dismissed from service on the following grounds. *** a) Inability to perform the functions of the office arising from mental or physical incapacity. b) A breach of a code of conduct prescribed for judges or superior courts by an act of parliament. c) Bankruptcy. d) Incompetence. e) Gross misconduct or misbehavior. **The process of removal of a judge from office. ** Such a process is initiated by the Judicial Service Commission on its own initiative or on petition of any person to it based on any of the dismissal grounds.The commission, if satisfied with the petition or initiative, forwards the matter to the president, who will suspend the said Judge, within Fourteen Days after receiving the petition and on advice of the Judicial Service Commission.A tribunal is then appointed to determine the case. If the Judge is aggrieved by the decision of the Tribunal, he/she may appeal to the Supreme Court within ten days after the tribunal has made its recommendation. The president will finally act in accordance with the recommendation of the tribunal. 4. Subordinate courts . a) The Magistrates courts . Its jurisdiction in both Civil and criminal cases is limited to geographical areas. ----- 386 ### However the courts have unlimited Jurisdiction in proceedings concerning claims under customary law such as dowry, divorce, legitimacy, inheritance and the administration of estates of the deceased person.They have unlimited jurisdiction in dealing with matters related to land, adultery and inheritance. These are the courts responsible for sentencing persons who have broken law of the land. **Reasons why a person who has broken the law should be sentenced by a court. ** i. To deter the criminal from future crimes. ii. To deter others from committing similar offences since they would have known the punishment for breaking the law. iii. To secure for the public a period o protection from the offender who is in prison. iv. To reform the criminal through counseling and corrective training v. To satisfy the demands of the people for retribution through punitive justice. **b) The Kadhis courts. ** The courts are headed by a Chief Kadhi and not fewer than three Kadhis Qualifications for appointment as a Kadhi. a. One must profess the Muslim religion. b. One must possess such knowledge of the Muslim law applicable to any sects of Muslims. The jurisdiction of the Kadhis Court is limited to the determination of questions of Muslim Law relating to personal status, marriage, divorce or inheritance in proceedings in which all concerned parties profess to the Muslim religion. **c) The Courts Martial. ** This is a subordinate court that was established under the Armed Forces Act after the abortive 82 Air force coup. It has penal or disciplinary powers to ensure discipline within the armed forces. they try cases involving assisting an enemy, cowardice, desertion, insubordination, neglect of duty, drunkenness, malingering and absence without leave. There is no right to appeal to the high court against the decisions of the courts martial unless they involve constitutional cases. **Industrial Court ** **Juvenile Court ** **The Judicial Service Commission. ** Membership of the JSC is as follows. a) The Chief Justice who is the Chairperson of the Commission. b) One Supreme Court judge elected by the judges of the Supreme Court. c) One court of appeal judge elected by the judges of the court of appeal. d) One High Court Judge and one magistrate, of whom one must be a woman and one a man elected by members of the association of judges and magistrates. e) The attorney General. ----- 387 ### f) Two advocates, one woman and one man each with atleast fifteen years of experience, elected by members of the statutory body responsible for the professional regulation of advocates (LSK) g) One person nominated by the public Service Commission. h) One woman and one man to represent the public, not being a lawyer, appointed by the president with the approval of the national assembly. i) The chief registrar of the Judiciary, who will be secretary to the commission. Members, except the AG and Chief Justice hold office for a term of 5 years and can be reappointed for one further term **Functions of the Judicial Service Commission ** a) The Judicial Service Commission promotes and facilitates the independence and accountability of the judiciary and the efficient, effective and transparent administration of justice. b) It recommends to the President persons for appointment as judges. c) It reviews and makes recommendations on the conditions of service of judges and judicial officers, other than their remuneration; and the staff of the Judiciary. d) It appoints, receives complaints against, investigates and removes from office or otherwisediscipline registrars, magistrates, other judicial officers and other staff of the Judiciary. e) It prepares and implements programmes for the continuing education and training of judges and judicial officers. f) It advises the national government on improving the efficiency of the administration of justice. **The concept of Independence of the Judiciary in Kenya. ** a) In the exercise of judicial authority, the Judiciary is subject only to the Constitution and the law and not to the control or direction of any person or authority. b) The office of a judge of a superior court cannot be abolished while there is a substantive holder of the office. c) A member of the Judiciary is not liable in an action or suit in respect of anything done or omitted to be done in good faith in the lawful performance of a judicial function. The Judicial Act protects Judges and Magistrates against any form of victimization and molestation. d) There is a separate system of command for the judiciary unlike other government departments. e) Appointment of the magistrates is done independently by JSC, which is independent of PSC. The president in consultation with the Judicial Service Commission appoints the Judges. f) The judges are bound by the Oath of Allegiance to perform their duties without fear or favour. g) Judges enjoy security of tenure. ----- 388 ### h) Statutes fix salaries and allowances of Judges. **Challenges facing the judiciary in Kenya. ** a) There is constant Conflict between the three arms of government. This hinders the just operation of the judiciary. Too much interference from the Executive has undermined the independence of the Judiciary. b) The long court processes have always delayed dispensation of justice in Kenya. c) Corruption. This is common among the Judges who sometimes compromise their integrity due to greed/ Public doubts of its impartiality due to rampant corruption d) Inadequate personnel. There are few qualified judges. For example in 2002, there were 47 judges serving a population of 30 million people. This causes delay in hearing of cases. e) There is constant termination of cases by the Attorney General thereby denying justice to some genuine cases. f) Poor co-ordination within the court system g) Incompetence of some judicial officers. E.g. poor and inconsistent judgments. This has been attributed to flawed appointments and promotion procedures. h) Lack of adequate funds to cater for the needs of the judiciary. This has led to inadequate court structures and facilities such as equipment, chairs, libraries etc. i) Lack of continuous legal education to keep them a breast of the latest legal development and skills in information technology. j) There is a lot of ignorance among the public in Kenya on judicial affairs and their legal rights/ignorance on the legal rights. Members of the public fear the courts and the court language. k) Information on the judiciary has not been made available to the public and it appears to be a preserve of a few. l) Litigation fees are high limits publics access to the courts. **Solutions to the problems facing Kenyas Judiciary. ** a) There has been increased legal education given to officers and members of the public by the judiciary and other bodies like Kituo Cha Sheria, which releases information booklets and offers free legal advice to people. b) The terms and conditions of service for judges and other officers were improved in 2002 in order to make them work better. c) The government also set up a committee led by Justice Aaron Ringera in what was famously referred to as Judicial Surgery, to investigate the conduct of judges. Those who were adversely mentioned in the report were suspended. d) The government has recruited more legal officers to reduce the backlog of cases in courts. e) The passing of the Vetting of Judges and Magistrates Act, 2011 (VJM Act) In March 2011, established the Judges and Magistrates Vetting Board, chaired by Sharad Rao,which is carrying out the vetting exercise to restore public confidence in the Judiciary. ----- 389 ### **Some of the mile stone decisions undertaken to restore public confidence in the ** **judiciary include; ** ~ The suspension of Deputy CJ Nancy Baraza and her final resignation for harrassing an innocent security guard. ~ Dropping of President of the Kenyan Appellate Court Justice Riaga Omollo for political bias and authoritarian demeanor while carrying out his activities on the bench. ~ Dropping Judge Samuel Bosire for condoning torture of suspects during Coup trial in 1982. ~ Dropping of Court of Appeal Judge Emmanuel Okubasu for being unsuitable to continue holding office. Joseph Nyamu ~ Justice Mohammed Ibrahim, though Praised as impartial and immune to corruption, was dropped for having an overflowing in-tray of cases ~ Appellate judge Roselyn Nambuye was kicked out due to delays in delivering more than 270 judgements and being too wordy in her ruling. However Nambuye and Mohammed Ibrahim successfully appealed against the decision which once more saw their reinstatement on 21at September 2012 pending further investigations. **The Rule of Law. ** **Meaning of the Rule of Law. ** This is the absolute supremacy or predominance of regular law as opposed to arbitrary power.The concept is associated with the view of Albert Venn Dicey who published a book, The Law of the Constitution in 1895, in which he presupposes the supremacy of the law. That all persons whether individual or in government, are subject to the law. In Kenya, all citizens and residents are subject to and governed by the same law irrespective of their status, race and religion **Elements of the rule of law. ** a) The principle of legality. The state can only exercise those powers granted to it by the law. It should be a government of laws and not of men. b) Separation of powers of the three arms of government. This refers to the practice of dividing the powers of government into the executive, legislature and judicial functions equally and putting in place a system of checks and balances to ensure they control each other. The three functions are to be independent of each other. c) Equality before the law. Everyone should be treated equally under the law. d) The judiciary must work without favour or the fear of intimidation in the administration of justice. **The principles of the Rule of Law. ** Joseph Raz in an article titled, The Rule of Law and its Virtues outlines the following eight principles of the rule of law. a) All laws should be prospective and open. A new law should only apply in future. b) Laws should be durable and not changing every other day. ----- 390 ### c) No centre of power, and specifically parliament, should enjoy monopoly right in making laws for citizens of a country, the judiciary should scrutinize parliament. d) The independence of the judiciary should be protected. e) The principal of natural justice should form an important element in the judicial system of a country. f) There must be easy accessibility to the courts of law. They should neither be expensive nor intimidating. g) The security forces should not use force in contravention of the law. Meaning of the concept of Natural Justice. it refers to the requirement that the bodies that resolve disputes adhere to at least minimum standard of fair decision making **Two principles govern the Concept of Natural Justice. ** 1. The person affected by an impending decision must have the right to a fair hearing prior to the decision being made. 2. The person or body hearing the case should act in good faith and without Bias. The right to fair hearing a) The accused must be given prior notice of the case against him and given a chance to respond. b) The accused must be given chance of knowing the case against him and stating his own case. c) The person charged should have opportunity to consider, challenge and contradict any evidence, being fully aware of the allegations leveled against him. d) The person has a right to legal representation by a legally qualified person. e) All legal decisions should have reasons within the law.. **The rule against Bias. ** Full inquiry must be conducted into the circumstances involved before the Arbitrator makes a decision. The decision made should be impartial with the adjudicator lacking interest in the outcome.A person is presumed innocent until proven otherwise and the police have no right to beat up suspects. ----- 391 # **HISTORY FORM FOUR NOTES ** ### **World War ** World War I or the First World War was a war fought by many countries, which is why it is called a \"world\" war. It started in 1914 and ended in 1918. 135 countries took part in World War I, and more than 15,000,000 people died in the war. **World War One - Causes ** The First World War, which began in August 1914, was directly triggered by the assassination of the Austrian archduke, Franz Ferdinand and his wife, on 28 June 1914 by Bosnian revolutionary, Gavrilo Princip. This event was, however, simply the trigger that set off declarations of war. **The actual causes of the war were; ** **1) The system of Alliances ** An alliance is an agreement made between two or more countries to give each other help if it is needed. A number of alliances had been signed by countries between the years 1879 and 1914. For example, the Dual Alliance signed by Germany with Austria Hungary in 1879 and later joined by Italy in 1882 to become the triple Alliance. This system led to the division of Europe into two antagonistic power blocs. It led to fear and suspicion between nations. It transformed local disputes into a general conflict. The Triple Alliance of Germany, Austria-Hungary and Italy were directly opposed by the Entente powers of France and Russia and later included Great Britain to form the Triple Entente in 1907. **2) Imperialism ** Imperialism is when a country takes over new lands or countries and makes them subject to their rule. By 1900, the British Empire extended over five continents and France had control of large areas of Africa. With the rise of industrialism, countr- ies needed new markets. The amount of lands 'owned' by Britain and France increased their rivalry with Germany who had entered the scramble to acquire colonies late and only had small areas of Africa. **3) Economic rivalry. ** According to Marxism, the highest form of capitalism would ultimately lead to an inevitable war through economic rivalry. In the late 19th century, all European powers had industrialized or had started. Therefore, to match the needs of economy and industry, nations sought to expand their territory through imperialism in order to gain raw mater- ials and markets. This then led to the clash of imperial interest between nations and ultimately led to conflict and war. **4) Militarism ** Militarism means that the army and military forces are given a high profile by the government. The growing European divide had led to an arms race between the main ----- 392 ### countries. The armies of both France and Germany had more than doubled between 1870 and 1914 and there was fierce competition between Britain and Germany for mastery of the seas. The British had introduced the 'Dreadnought', an effective battleship, in 1906. The Germans soon followed suit introducing their own battle- ships. The German, Von Schlieffen also drew up a plan of action that involved attacking France through Belgium if Russia made an attack on Germany. **5) Nationalism ** Nationalism means being a strong supporter of the rights and interests of one's country. The Congress of Vienna, held after Napoleon's exile to Elba, aimed to sort out problems in Europe. Delegates from Britain, Austria, Prussia and Russia decided upon a new Europe that left both Germany and Italy as divided states. Strong nationalist elements led to the re-unification of Italy in 1861 and Germany in 1871. The settlement at the end of the Franco-Prussian war left France angry at the loss of Alsace-Lorraine to Germany and keen to regain their lost territory. Large areas of both Austria-Hungary and Serbia were home to differing nationalist groups, all of whom wanted freedom from the states in which they lived. **6) Moroccan Crisis ** In 1904 Morocco had been given to France by Britain, but the Moroccans wanted their independence. In 1905, Germany announced her support for Moroccan indepe- ndence. War was narrowly avoided by a conference which allowed France to retain possession of Morocco. However, in 1911, the Germans were again protesting against French possession of Morocco. Britain supported France and Germany was persuaded to back down for part of French Congo. **7) Bosnian Crisis ** In 1908, Austria-Hungary took over the former Turkish province of Bosnia. This angered Serbians who felt the province should be theirs. Serbia threatened Austria Hungary with war. Russia, allied to Serbia, mobilized its forces. Germany, allied to Austria-Hungary mobilized its forces and prepared to threaten Russia. War was avoided when Russia backed down. There was, however, war in the Balkans between **SPECIAL COVERAGE ** **The First Moroccan Crisis ** The First Moroccan Crisis clearly indicated that Germanys relation with France was at best fragile. In 1905 Morocco was one of the few African states not occupied by a European power. In May 1905 it was agreed that an international conference should be held on Morocco in Algeciras. **The Algeciras Conference of 1906 ** The main aim was to decide what was to be done with regards to Morocco. The two main protagonists at Algeciras were France and Germany. However, it soon became very clear to Germany that other European powers had sided with France  Britain, Spain and Italy. The Algeciras Conference ended on April 7 [th] ----- 393 ### 1906.The Germans got very little out of the conference. The plan to create a triple alliance or even a quadruple alliance to isolate Great Britain failed. Arguably, by the end of the conference, Britain and France had even closer ties to one another. A German presence in North Africa had also failed to materialize. The French media portrayed Germany as an inferior nation, much to the concern of the more experienced politicians in Paris. The Algeciras Conference may have resolved the crisis in Morocco but the outcome clearly defined Europe into certain camps. At this conference Germany publicly lost out . **The Agadir Crisis of 1911 (the Second Moroccan Crisis.) ** The Agadir Crisis occurred in 1911 just four years after the First Moroccan Crisis. Germanys attention was diverted after the 1905-06 crises by other issues, mainly building up her navy so that it rivaled the Royal Navy. As a result France spent five years having far more influence in Morocco than Germany. They backed the corrupt Sultan, Abdul Aziz, who was accused by some of his countrymen of selling out Morocco to the French. The half-brother of Aziz, Mulay Hafid, took a stand on behalf of the Moroccan people who proclaimed him Sultan in January 1908. Fez also came under attack. In April 1911 a decision was made in Germany to send troops to Fez to support the foreign contingent living there. The plan was to send German warships to Agadir and Mogador ostensibly to defend German citizens in Morocco. A gunboat, the Panther, was sent to Agadir on July 1 [st] 1911. **What part did the Agadir Crisis play in the outbreak of World War One? ** The episode proved that Germany was hell-bent on trying to dominate Europe as a whole. Winston Churchill and David Lloyd George were among those who believed this. 1911 and 1912 when the Balkan states drove Turkey out of the area. The states then fought each other over which area should belong to which state. Austria -Hungary then intervened and forced Serbia to give up some of its acquisitions. Tension between Serbia and Austria-Hungary was high. **8) The Assassination of Archduke Franz Ferdinand ** A secret society called Ujedinjenje Ili Smrt, ('Union or Death') or Black Hand was founded in Belgrade, an outgrowth of an older Serb nationalist group: Narodna Odbrana. When it was learned that the Heir-Apparent to the Austrian throne, Franz Ferdinand, was scheduled to visit Sarajevo in June of 1914, the Black Hand decided to assassinate him. Three young Bosnians were recruited, trained and equipped: Gavrilo Princip, Nedjelko Cabrinovic and Trifko Grabez. The murders of Franz Ferdinand and Sophie brought Austro-Serbian tensions to a head. As Vienna took a hard line against Serbia, the other powers in Europe took sides. The wheels of war gained speed. The Crisis of July turned into world war, just over thirty days after Franz Ferdinand and his wife Sophie were shot. **System of Alliances. ** By 1914, Europe had divided into two camps. 1) The Triple Alliance was Germany, Italy and Austria-Hungary. ----- 394 ### 2) The Triple Entente was Britain, France and Russia. **1) The Triple Alliance ** The alliance between Germany and Austria was natural. Both spoke the same language - German - and had a similar culture. Austria was in political trouble in the south-east of Europe - the Balkans. She needed the might of Germany to back her up if trouble got worse. Italy had joined these countries as she feared their power on her northern border. Each member of the Triple Alliance (Germany, Austria and Italy) promised to help the others if they were attacked by another country. By the close of the war the Central Powers had been extended to incorporate Bulgaria and Turkey **2) The Triple Entente ** The Entente Powers comprised a military alliance - driven by a variety of inter-related treaties - of France, Great Britain and Russia.The Entente alliance sprang from the military concerns of Germany's neighbours to east and west. Russia and France; accordingly in 1894 they signed an alliance based upon fears of growing German power. Britain subsequently forged alliances with both Russia and France once it became clear that Germany intended to construct a navy to match the Royal Navy in the late 1890s. Thus the Entente Alliance was not a formal alliance. The term was later replaced by the more general 'Allies' to include other nations including Italy and Japan. **THE COURSE OF THE WAR. ** The war was fought in three continents; Europe, Africa and Asia and both on land and on the sea. In Europe, the war was fought in two fronts 1. The Western Front was where most of the fighting between Germany and the Allies happened. The war in western front was fought in Belgium and France as per the Schlieffen plan. Count Alfred von Schlieffen, mastermind of the Schlieffen Plan, served as Germany's Chief of the Imperial General Staff from 1891 to 1905. It was Schlieffen's plan, long after he retired fro army (1906) that was used for the August 1914 attack on France that was to trigger World War One. The Schlieffen Plan entailed an attack on France (while Russia mobilised her army) followed by an attack on Russia. The plan meant that Germany could place the bulk of her military might on one frontier and then move it to another. **The basic mechanics of Von Schlieffens plan were; ** a) A devastating attack on France via neutral Belgium as soon as Russia had announced her intention to mobilise, which would take six weeks. b) A holding operation on the Russian/German border to be carried out if necessary and if required. c) Germany was to use 6 weeks to defeat France. a massive and successful surprise attack against France would be enough to put off Britain becoming involved in a continental war ----- 395 ### d) Germany would then use her modernised rail system to move troops quickly from the French operation to the Russian front. Russia would then be attacked and defeated. **The Schlieffen Plan was daring but it had a number of glaring weaknesses: ** a) The actions of Russia determined when Germany would have to start her attack on France even if she was ready or not. b) It assumed that Russia would need six weeks to mobilise. But she mobilized faster than it was assumed. c) It assumed that Germany would defeat France in less than six weeks. Early on July 31, Russia began a full mobilization of its forces in preparation for war with Austria-Hungary. On August 1, Germany declared war on Russia and German troops began moving into Luxembourg in preparation for invading Belgium and France. On August 2, Germany contacted the Belgian government requesting free passage through Belgium for its troops. This was refused by King Albert and Germany declared war on both Belgium and France on August 3.The German Army went into Belgium on the 4 August. On the same day, Great Britain started a war on Germany, because Britain was a friend of Belgium. When the Germans got to the Belgian city of Lige, they did finally push the Belgians out of the city, but it had taken longer than the German generals had planned.On December 24-25, 1914, there was a temporary halt to the fighting on parts of the Western Front. This was the Christmas truce.The initial force behind the Christmas Truce came from the Germans. Christmas was celebrated in full, with men visiting across the lines and gifts of food and tobacco being exchanged. As Christmas ended, both sides reluctantly returned to war, the bonds forged at Christmas slowly eroded as units rotated out and the fighting became more ferocious.By 1915, the Western Front had become a stalemate as both sides engaged in trench warfare.The men on both sides took spades and dug lines of trenches went all the way from Switzerland to the North Sea, because they did not want to be killed. In front of the trenches, there was barbed wire that cut anyone who tried to climb over it, and mines that blew up anyone who tried to run across the \"no man's land\" that was in between the trenches. Gas was also an important weapon used.The war in the west was static in the next three years and attempts by the military commanders on both sides to break the stalemate led to deaths of many soldiers. At the battle of the Somme in 1916 60,000 British men died in a single day. It was one of the bloodiest days in the history of the British army. Seeking to shatter the Anglo-French lines, the German Chief of Staff, Erich von Falkenhayn, began planning a massive assault on the French city of Verdun. The Battle of Verdun lasted from February 21, 1916 until December 18, 1916 and was one of the longest and bloodiest battles of World War I. A brutal battle of attrition, Verdun cost the French an estimated 161,000 dead, 101,000 missing and 216,000 wounded. German losses were approximately 142,000 killed and 187,000 wounded. 2. The Eastern Front was fought in Central and Eastern Europe and was one of the ----- 396 ### main places where World War I took place. The start of the war on the eastern front involved an attack on Russia on 1 [st] of august 1914. On August 6, Austria-Hungary declared war on Russia and six days later entered into hostilities with France and Britain. The Russians were decisively defeated by allied forces of Austria and Germany at the battle of Tanneberg in august 1914 and at the battle of Missourian Lakes in September 1914. **War in the seas ** Some of the fiercest battles between the Allies and the central powers took place in the sea.By May 1916, Germanys main fleet was stationed in the North Sea to attack Britains fleet. However, the British intelligence decoded the German wireless code and was able to prepare the royal navy to fully counter Germanys challenge. Both sides suffered causalities in the war that followed. 11 german ships and 14 British ships were lost. **Importance of Britains supremacy at sea ** a) The British naval forces assisted in blocking the central powers particularly the Germans from accessing food and raw materials from other parts of the world. This derailed their war plans. b) Her naval supremacy enabled the allies to capture colonies of the central powers. c) The sea blockade enabled the allies to maintain uninterrupted communication with other allied forces, as well as safeguard the british food and raw material supplies from other parts of the world. **The final phase of World War 1 ** The final phase of the war was a second Germany onslaught on France in 1918 where the Germans were decisively defeated in the hands of USA soldiers. **End of World War I. ** ***Two events that led to the end of World War I were: *** 1) Russias withdrawal from the war after the Great Russian revolution. 2) The declaration of war by the United States of America against the central powers. **The First Russian Revolution ** In 1917, there was a revolution in Russia. The Russian people didn't want to fight anymore, because the war had been putting burdens on them, and many of them were poor and hungry. **The Second Russian Revolution ** Two factions fought to rule over Russia. The passive Mensheviks lost against radical Bolsheviks. The leader of the Bolsheviks was Vladimir Lenin (1870-1924) which was Communist who followed the ideas of Karl Marx. The new government sued the Germans for peace, and signed a peace treaty called Brest-Litvosk with the Central Powers in March 1918 at the city of Brest Litovsk. ----- 397 ### The Germans and Russians stopped fighting. This gave Germany lots of land in Eastern Europe and the Baltic Sea **USA entry into the war. ** The German generals using submarines named U-boats (underwater boats) attacked American ships (Lusitania) that were carrying food and weapons to Great Britain. Some Americans were killed by the submarines.Germany also wrote a secret telegram note to Mexico suggesting that the two countries work together to attack the United States (the Zimmerman Telegram- because the person who sent it was named Arthur Zimmerman- the german foreign minister). **Other reasons why USA entered the war on the side of the Allies were; ** a) America was concerned with safeguarding her trade with Britain. (US Anglo relationship was strong). USA was fully aware that the a defeat of Allied powers would cost her financial and industrial institutions b) The USA and British intelligence were able to link some Germany sympathizers with the industrial sabotage in factories and trade unions in the USA. c) Cruelty of the Germans led to the growth of anti-Germany feelings in the United States. Many of the Allies sympathizers had relatives in either France or Britain. American people decided that they wanted their country to enter the war to punish Germany. On April 6, 1917 the United States declared war against Germany and became part of the Allies.The socialist politicians declared Germany a republic and met with the Supreme Commander of the allied forces on 7 [th] November 1918, Ferdinand Foch, to negotiate for end of the war with very stiff terms to the Germans. **The stiff terms given to the Germans included; ** a) Germany to withdraw from all occupied territories, including overseas colonies. b) All German forces west of the Rhine to be withdrawn. c) All German warships to surrender to the Allies. d) Occupation of some parts of Germany by the Allies. e) All Allied prisoners of war to be released. The Germans were given 72 hours to either accept or reject these stiff conditions. Protesting bitterly, they signed an armistice on 9 [th] November 1918. At 11:00 AM on 9 [th] November 1918, the war ended. **Reasons why the allies won World War I. ** a) Allied powers had many supporters drawn from 25 states some of which were Britain, France, Belgium, Russia, Italy, USA, Japan and Portugal. They had more manpower than the central powers. b) Germany failure to effectively control her expensive colonies and others turned against her. c) USA entry into war on the side of the allies accelerated the defeat of the central powers. The industrial might of USA and her economic wealth helped the Allies to force the central powers to their knees. ----- 398 ### d) The Allies had able and focussed political leaders like Lloyd George-the British Premier and Georges Clemenceau, the French Premier. e) Germans/axis powers made serious technical mistakes like invasion of the neutral Belgium by Germany which turned the world opinion against the central powers. f) Superior naval power of the Allies. The superiority of the British Royal Navy enabled the Allies to enforce a naval Blockade that caused severe food shortages among the central powers. g) Germany fought the war on many fronts. h) Germany was badly led down by her colleagues like Italy who decamped and Bulgaria and Austria-Hungary who had to be assisted all the time. Turkey on her part easily accepted defeat. i) The Allies had financial and industrial resources in Europe and in their colonies which were used to great advantage during the war. j) The Allies had powerful weapons e.g. they used Tankers, Aircraft and Battleships. k) The allies were united under the Command of General Foch which disadvantaged the central powers. German also used young and inexperienced soldiers after 1918 due to heavy causalities. l) The central powers were surrounded by the Allies as they lay in the centre of Europe. They also lacked an extensive coastline and thus were easily blockaded. **The Peace Treaties. ** In January 1918, Woodrow Wilson, President of the USA, outlined, in his speech to the congress, the fourteen points that were essential in maintenance of world peace. **Among these were three great principles that formed the basis of world peace ** **namely; ** 1. Self-determination of all peoples, i.e, the right of peoples all over the world to determine their own fate. 2. The need to make public all diplomatic and international agreements. 3. The need to establish a League of Nations which would provide an avenue for discussing all international problems, protect small states from aggression by large ones.In January 1919, statesmen from the 27 Allied powers converged at Paris, France to determine the fate of the defeated central powers. The central powers were not party to the discussions but were required to sign on the final . The Key personalities at the conference were; *a) Lloyd George( PM of Britain) * *b) George Clemenceau (PM of France) * *c) Woodrow Wilson (President of USA) * *d) Vittorio Orlando (PM of Italy) * Five treaties were signed with each of the central powers separately as follows; *a) The Treaty of Versailles with Germany (28 [th] June 1919) * *b) Treaty of St. Germaine with Austria (10 [th] September 1919) * ----- 399 ### *c) Treaty of Neuilly with Bulgaria (27 [th] November 1919) * *d) Treaty of Trianon with Hungary (4 [th] June 1920) * *e) Treaty of Sevres in 1920 and Lausanne in 1923 with Turkey. * **The Treaty of Versailles. ** It should be noted that all the above treaties were generally referred to as the Treaty of Versailles. **Terms of the Versailles Treaty of 1919. ** a) The treaty declared Germany an aggressor who was supposed to pay reparations and whose military capability was to be reduced. b) She lost all her colonial passions with the African colonies being taken from her and put under supervision of the League of Nations. c) The treaty of St. Germaine provided for the creation of Yugoslavia, Bosnia, Herzegovina and Malta as mandated territories. d) Germany was totally disarmed and only allowed to retain a force of 100,000 soldiers and her navy was disbanded. Military conscription was banned in Germany. e) Germanys population and size was reduced as Austria, with a large German population was allowed to remain independent. Italy acquired Stria, the Italianspeaking region of Austria. f) Rhineland was to be permanently demilitarized. Germany troops were not allowed in the region. h) By the treaty of Versailles, Germany lost the provinces of Alsace and Lorraine to France. i) The treaty established the League of Nation. **Failures of the treaty of Versailles. ** a) The treaty handed Germany a heavy punishment as if she was the only one to blame for World War 1. This provoked deep resentment and bitterness among the German nationals. b) The treaty ignored the interests of the colonial people. The former colonial possessions of Germany and turkey were handed over to France and Britain in total disregard to the African grievances during the Versailles conference c) The treaty failed to carter for the interests of the minority in Europe. The new republic of Austria was forbidden from merging with Germany though a national vote was for the merger. d) Italy was given a raw deal in the settlement. She was only given Stria, an Italian speaking region formerly belonging to Austria. e) Though the treaty proposal for the formation of the League of Nations came from the USA president Wilson, the US constitution prohibited commitment to such an organization, whose membership required a nation to help a future victim of aggression. ----- 400 ### **RESULTS OF WORLD WAR I ** a) Nationalist movements in Asia and Africa grew in strength and number after the war and a sense of patriotism arose. b) USA gained an upper hand in the post war European affairs. She emerged as a leading world power. c) German military capability was reduced on land and sea and heavy indemnity imposed on her. She lost all her colonies, which were made mandated territ ories of the League of Nations. d) The end of the war marked the beginning of the decline of western imperialism. As early as 1920, there was a possibility of independence for colonial countries. The war encouraged imperial powers to give more freedom to their subjects. e) The end of the war witnessed the creation of new states e.g. Yugoslavia, Czechoslovakia, Poland and Finland. f) Germany and Italy fell in the hands of dictators e.g. Mussolini and Hitler. g) The war Created bitter feelings and mistrust among the countries that fought in the war. This continued until the outbreak of the Second World War. h) It led to the Bolshevik Revolution of 1917 in Russia as radicals took over government there. i) It led to a change of government in Britain. j) There was greater use of motor vehicles and aircraft, which facilitated transport. k) The art of surgery improved. l) Between 1914 and 1918, European factories were destroyed and business brought down hence heavy losses. m) There was massive destruction of property and infrastructure. n) It led to the great depression 1920 to 1921, which affected economies worldwide. o) It led to increased taxation by he colonial authorities to meet war and post -war demands. **THE LEAGUE OF NATIONS ** **Origin and organization of the League of Nations. ** The League of Nations was established by the victors of the First World War in 1920 at the treaty of Versailles with the main aim of preventing the occurrence of another war. The idea of its formation was mooted by Woodrow Wilson, the US president who was supported by Lord Robert Cecil of Britain, Jan Smuts of South Africa and Leon Bourgeois of France.The League of Nation came into force during the first meeting in London Britain,on 10 [th] January 1920. **Reasons for the formation of the League of Nations in 1920. ** a) It was formed for the Maintenance of world peace / It was specifically created to prevent the outbreak of another world war b) The League of Nations was meant to foster international cooperation in solving problems as they arise. ----- 401 ### c) It was formed to jointly take instant action against an agreed aggressor by economic and possibly by military means. d) Members were to secure and maintain fair and humane conditions of labour as one way of maintaining peace in the world. e) It was formed to oversee development of territories lost to central powers during the First World War. E.g. Tanganyika, Togo, South West Africa etc. **The main organs of the League of Nations were; ** ***The Council. *** It was made up of permanent and Non-permanent members. The permanent members were France, Britain, Italy and Japan. Non permanent members were four, elected by the general assembly.The main role of the council which sat in Geneva was to appoint committees and secretary General with the approval of the majority of the Assembly. It also dealt with disputes amongst member states, reduction of armament, execution of arbitral awards and admittance and expulsion of members. ***The Assembly. *** It met once a year at Geneva and was comprised of three delegates from each member state. It elected non-permanent members to the council. The functions of the Assembly included; a) Control of the Budget of the organization (including contributions and expenditure). b) Admission of new members after approval of a two-thirds majority. c) Appointment of non-permanent members of the League of Nations Council. d) Consideration of treaties. e) Supervision of the work of the League of Nations council. f) Appointment of the 15 judges of the permanent Court of International Justice. g) Giving approval to the appointment of Secretary-General. ***The Secretariat. *** The Secretariat, based in Geneva, consisted of the secretary general and his staff. It was the administrative body of the League of Nations. It kept records of the organization and conducted correspondences including treaties by member states. It implemented the decisions of the League of Nations. It provided continuity between one meeting of the council or the assembly and the next, ***The International Court of Justice. *** Set up between 1920 and 1922, it comprised of eleven judges and four deputy judges elected for nine years by the assembly and the council. It was based at the HagueHolland. Decisions made by the court were binding on all parties in dispute. ----- 402 ### International Labour Organization.It consisted of 4 delegates- two for member states and two for workers from each member state. Its main aim was to maintain good working conditions for men, women and children. ***The Mandates Commission. *** It had then responsibility of supervising the administration of the trustee colonies. The League of Nations also had several specialized agencies. **Achievements of the League of Nations. ** a) The League of Nations, through the Permanent Court of International Justice, maintained international peace and security. E.g. in the city of Danzig in spite of the hostility between the poles and the Germans. b) The League of Nations achieved its objective of treating the minority with humane. The International Office for Refugees, for example, assisted refugees. Victims of the Nazi persecutions were also assisted. c) The league assisted in the administration of the trust territories, through the Mandates Commission. E.g. in Togo, Tanganyika Cameroon and Rwanda-urundi. In addition, the territories acquired from turkey. E.g. Iraq and Palestine. d) The league was able to solve several interstate disputes in a peaceful manner. E.g the frontier dispute between turkey and Iraq over the Mosul province (1924 -1926), the dispute between Poland and Germany over northern Silesia. e) The league successfully restored financial stability in Austria following the economic slump in the country after the World War 1. f) It successfully enforced control over the manufacture and sale of arms. It also held disarmament meetings. g) The league ensured signing of peace treaties to promote security in the world. For example, the Locarno treaties of 1925 that settled boundary disputes between Germany and France. **Failures of the League of Nations. ** The League of Nations failed its Prime objective of maintaining world peace in the following ways; a) It failed to solve the Sino-Japanese dispute after Japan invaded Manchuria in China in 1931. Japan after refusing to abide by the Leagues demands that it withdraws from the Chinese territory, even pulled out of the league in 1933. b) The Italian invasion of Ethiopia in 1935. Benito Mussolini, rather than accept the Leagues verdict that he withdraws Italian troops from Ethiopia, pulled out of the League. c) The League failed to stop German Violation of the terms of the Versailles Treaty. She embarked on a remilitarization programme and established a navy and an airbase. d) Nations continued to make many defensive pacts in total disregard of the Treaty of Versailles. e) Germany invaded other regions such as Poland and Austria between 1936 and ----- 403 ### 1939, while Russia invaded Finland in 1939 in violation of the League of Nations. **Factors that undermined the effectiveness of the League of Nations. ** a) Member countries were not willing to take disputes to the international court of justice. b) German was still determined to increase its military strength and continue with its aggression policy. c) Individual nations were more pre-occupied with national interests and pride, at the expense of the organizations interests. d) The Versailles peace settlement resolutions were too harsh to Germany thus leaving the Germans aggrieved and refuse to cooperate with the League of Nations. e) The League of Nations lacked the executive authority to implement its resolutions. f) USA congress refused to ratify the treaty of the League of Nations. This denied the organization diplomatic and economic strength. g) There was shortage of funds to implement the functions of the League of Nations. h) The Appeasement Policy of Britain and France forced them to stand aside and avoid taking a firm action against Japan when she invaded china, Germany when she invaded and occupied Rhineland, and Italy when she attacked Ethiopia. **The Second World War. ** The 1930s witnessed the rise of dictators in Europe like Adolf Hitler of Germany, Benito Mussolini of Italy and General Francisco Franco of Spain who intentionally defied international opinion and disregarded the Versailles Treaty and League of Nations. Their activities and those of Japan began to interfere with prevailing peace in the world. This happened at the time when USA had retreated into isolation leaving the task of maintaining world peace only to Britain and France.The Second World War involved most countries in the world with millions of people conscripted for service in both the military and war related industries. **Causes of the Second World War. ** ***a) Germanys dissatisfaction based on territorial grievances. *** The Versailles treaty of 1919 imposed harsh and humiliating conditions on Germany, which aggrieved the Germans to the level of being ready to go to war again. ***b) The rise of nationalism in Europe. *** In Germany, the chancellor, Adolf Hitler who had the desire to dominate the whole world, fuelled it. For example, he encouraged German speakers in Sudetenland, Czechoslovakia to demand independence from Czechoslovakia. Italy under Mussolini invaded Ethiopia, in 1939 to regain her lost glory and national pride after the Adowa defeat I 1896. Syria rose up against France. ***c) Political developments in Europe. *** In Italy in 1922, the fascist government under Benito Mussolini came to power. In ----- 404 ### Germany, Hitlers Nazi government assumed power in 1933. The Fascist government in Italy emphasized on the regaining of lost glory. The Nazi government began a fresh new policy of aggression. ***d) The economic problems caused by the great depression of 1929 to 1931. *** The great slump led to widespread unemployment, declining wages, poverty etc. these led to social discontent and political unrest in many countries of the world. ***e) The failure of Germany to pay reparations. *** This was followed by the French invasion of the Ruhr industrial region- a German territory. This led to increased tension. ***f) Weakening of the League of Nations. *** Japan left the League of Nations after protest over Manchuria, which she had grabbed, from china. Italy left the League of Nations after Mussolini had grabbed Abyssinia and annexed it against the will of the allies and Ethiopians. Russia invaded Finland in 1939 and the league was unable to intervene. There were many secret treaties among members of the league. ***g) The Spanish civil war (1936-1939). *** The republican revolution of 1931 ended the Spanish monarchy. The struggle between the royalists and socialists, however, continued. The European powers took sides in the civil war. France, Britain and Russia supported the royalists. Germany and Italy supported General Franco who was fighting from exile in Morocco. ***h) Growth of military alliances. *** Hitler and Mussolini established a military pact in 1936 (The Berlin-Rome Axis). it became the Berlin-Rome-Tokyo Axis with the joining of Italy. The alliance between Russia and German to divide Poland widened the gap between them and the allied forces. It created fear and suspicion. ***i) The invasion of Poland by Germany. *** This happened in September 1939 was the immediate cause of the war. This upset Britain and France, who stated their intensions of assisting Poland. They declared war on Germany in October 1939. ***COURSE OF WORLD WAR 2 *** The invasion of Poland by German forces on 1 [St] of September 1939 and the subsequent declaration of war against Germany by Britain and France on 3 [rd] of September 1939 marked the beginning of the Second World War. Meanwhile on 17 th September 1939, the USSR attacked Poland from the East, as per the secret clause in the Nazi -Soviet act of August 1939. Poland had been overrun by German and Russian forces by 27 th September 1939. The country was divided between Russia and Germany. **The phoney war. ** This was a period during world war two when no major military operations were undertaken on the western front although war had been declared on Germany by ----- 405 ### France and Britain. The period lasted eight months from 3 [rd] of September 1939. It was used by the Allied countries to fully mobilise their forces for an attack on Germany since they had not initially been prepared. Hitler on his part did not want to be involved in war in the west since his armies had not fully recovered from the consequents in the east. During this period, two unsuccessful attempts were made to bring peace; a) On 6 [th] October 1939, Hitler and Stalin of Russia made an attempt to convince the to accept the Nazi Occupation of Poland and make peace. b) On 7 [th] October, King Leopold of Belgium and Queen Wilhelmina of Netherlands appealed to the Axis powers and the Western Allies to make peace. War in Western Europe.On 9 [th] April 1940, Hitler launched a sea-borne invasion against Norway after attacking Denmark via land. They were assisted by a Norwegian Nazi sympathiser Vidkund Quisling. The prime minister of Norway and his Ministers fled to London and Hitler established a puppet government in the country. The defeat of British and French forces in Norway sparked off a parliamentary revolution in Britain forcing the PM Neville Chamberlain to resign to be replaced by Sir Winston Churchill. Germany extended their attack on Luxembourg, Netherlands and Belgium. The Allies were unable to contain the German advance and even retreated to the French port of Dunkirk, marking a major defeat of the allies in Europe.On 14 [th] June 1940, the Germans captured Paris forcing the new Prime Minister Paul Reynaud to sue for peace with Hitler on 22 [nd] June 1940. Under the peace agreement, The Germans took over Alsace  Lorraine, Northern France and the Atlantic coastline. the French government fled to Vichy, southern France. **Why the French were defeated so quickly. ** a) The French forces were not psychologically prepared for the war and thus were found divided. b) The French forces were not as well organized as the Germans thus exposing various military weaknesses. For example, the Germans were supported by combat planes which the French did not use. c) Poor communication between the army and the airforce. The French generals failed to coordinate the war properly to the extend of ignoring the fact that the Airforce could have been used to drive German Bombers off. Having succeeded in their Paris onslaught, the Germans attacked Britain in July 1940. However, Winston Churchill, the British Premier, had mobilized forces to resist this attack successfully he even obtained reinforcement from USA. The battle of Britain determined the future of World War II. It forced Hitler to delay his attacks. **War in North Africa. ** WWII in Africa was marked by the Italian successful attack on French and British Somaliland. Under Marshal Graziani, the Italian forces advanced to Egypt though unsuccessful. In June1942, German forces moved to North Africa to reinforce the ----- 406 ### Italians.However, British forces led by General Bernard Montgomery moved quickly and captured Malta which would have been used as a base for attack by the Germans. General Montgomery attacked the Germans at El Alamein in Egypt, forcing them to move to west. On 8thNovember 1942, British and American forces invaded Morocco and Algeria.Although the Germans continued fighting in Tunisia, by May 1943, their Army under General Rommel had surrendered. **War in the Balkans. ** In August 1940, Hitler Attacked and captured Romania and Bulgaria. In April 1941, Yugoslavia and Greece were taken. Crete was taken in May 1941.On 22 [nd] June 1941, Hitler attacked USSR forcing the Russian troops to retreat. However, he failed to capture Moscow before the onset of winter. In June 1942, the Germans resumed their offensive. They were finally defeated at the battle of Stalingrad on 31 [st] January 1943 by the Russian Red Army led by Marshal Zhukov. The Germans lost 300,000 men while 100,000 survivors surrendered. By May 1944, the Russians had pushed the Germans from their territory and were approaching Germany itself. **Why the Germans were defeated during the Russian Invasion. ** a) The Germany army was fighting in several fronts at the same time as compared to the allies. This lack of concentration in one area allowed the other Russian army to defeat them. b) The soviet forces employed the scorched earth policy which left very little for the German forces. c) The Germans ill-treated the soviet people and exploited their economic resources causing resentment and unity to fight with determination. d) Weak leadership by the German military leaders contributed to their defeat. **USA entry into World War I. ** The Japanese attack on the American great Naval Base at Pearl Harbour on the Hawaiian island is the one incident that dragged USA into WWII.On 8 [th] December 1941, the USA, Britain and the Netherlands declared war on Japan. The Germans and Italians also declared war on the USA. Russia kept off the war in Asia having signed a treaty with Japan.Japan resisted fiercely. Her airforce sank two British battleships on 10 [th] December 1941.She captured Hong Kong, Malaya in Malaysia and took over the great naval base at Singapore. She also occupied Burma, Dutch East Indies, the Philippines and parts of the western pacific islands.The Japanese forces were repulsed while on their way to Port Moresby, New Guinea in may 1942.In 1942, Britain used her bases in India to attack Japan. Japan attacked India in 1944, but the strong and large allied forces defeated the Japanese at the battle of Kohima. **The defeat of Germany. ** After 1942, the tide of success began to turn against Hitler. German forces were defeated by the allies in North Africa and France. By March 1945, the Allies had crossed the Rhine, pushed the Germans out of France in June 1944.The Germans were meanwhile ----- 407 ### facing the Russian attack from the East. Hitler accepted defeated and handed over power to one of the Military Generals to retreat to an underground Bunker in Berlin.On 29 [th] April 1945, Hitler married his long term Mistress Eva Braun. On the following day, he committed suicide by shooting himself while Eva Braun took Poison. On 7 [th] May 1945, the Germans surrendered unconditionally **Why the Germans were defeated. ** a) Germany had acquired far too many territories and she was unable to effectively control them. b) The USSR recovered from her losses and began to rearm in a bid to fight against Germany. c) The USA entry into the war in 1941 on the side of the allies contributed to the eventual defeat of the Germans. d) Germanys Axis powers were only four, fighting against more than 27 allies. Even among the Germany collaborators, Italy surrendered while Bulgaria and Romania also were a burden to the Germans. **The defeat of Japan. ** After Germany surrender, Japan continued with fierce fighting sometimes employing the services of suicide bombers known as Kamikaze. The allies were able to liberate the territories captured by Japan After the defeat at Okinawa, Japan was certain of defeat, but her PM, Admiral Suzuki Kantaro, did not believe in unconditional defeat. On 6 [th] August 1945, a bomber Aeroplane, Enola Gay, commanded by Colonel Paul Tibbets, flew over Hiroshima dropping a 4535.15kg atomic bomb. About 78,000 people died. On 8 [th] August 1945, Russia attacked Japan. On 9 [th] August 1945, an even larger Bomb was dropped on Nagasaki killing more than 40,000 people. Japan surrendered unconditionally on 15 [th] August 1945 bringing WWII to an end. **Factors that enabled the allied powers to win the Second World War. ** a) Allies had more wealth in terms of food, raw materials and equipments. b) Allies controlled the North Sea, which ensured safe transportation of troops and equipment. They were also able to block the central powers in the sea. c) Entry of USA in the war led to defeat of Germany. America had strong American air force and war resources, d) Germanys inability to control her expansive territories and some turned against her and in favour of the allied powers. e) The unity, morale and determination of the allied leaders and fighters. f) Popular sentiment was for allied victory and Hitlers defeat. g) Hitler's over-confidence and craziness did not allow him to comprehend the enormity of opposition up against him and the axis forces. h) External support especially from the colonial people in Africa, Asia and elsewhere. i) Axis powers dropped out of war one by one. ----- 408 ### j) Allies had better industries and financial resources/ superior economy, war tactics and superior diplomacy by all the allied powers. k) The axis powers made serious tactical mistakes e.g. Hitler failed to prepare for a winter campaign in Russia and was obsessed with the idea that Germans must not retreat. l) When the USSR recovered from her losses, she rearmed her self and attacked Germany. **Social results of Second World War ** a) Depopulation and great suffering as Millions of people perished either in war or due to famine and diseases. b) People suffered psychologically and emotionally from the loss of loved ones and torture of the war. c) The end of the war witnessed change in the status of women. Women started doing work, which was initially monopolized by men. E.g. military and management. d) There was permanent ill health and shortening of life for millions of peoples because of years of under- nourishment or captivity. e) There was massive Destruction of property such as homes, houses, buildings, roads and bridges. f) A large number of people were displaced as people moved to look for peaceful areas and this led to great suffering. The new refugees included the Jews, Slavs and the poles. g) The war fomented bitter feelings and mistrust among the countries that fought h) The war helped to shade off the myth popularized by Europeans that they were a superior race to Africans as European causalities in the war proved that they were mortals **Identify the political effects of the World War II. ** a) Defeat of axis powers led to government changes in Germany, Italy and Japan. b) The division of Europe into two opposing blocks led to the cold war, which was followed by an arms race between USA and USSR. c) Germany was divided into two. The communist East and the capitalist West. The city of Berlin was also divided between the east and the west. d) Germany and Italy were weakened especially with the loss of their colonies. e) U.S.A & U.S.S.R emerged as superpowers. The pre-war balance of power was destroyed and the power vacuum was filled by two new superpowers, the USA and USSR f) A weakness of the League of Nations to prevent the outbreak of war was demonstrated. This Led to UNO formation. g) There was rise of nationalism in Asia and Africa. It led to Africans struggle for independence because they were confident knowing that Europeans were no superior to them. Nationalists among the Asians leading to attainment of independence in Pakistan and India in 1947, in Burma (Myanmar) in 1948, and in ----- 409 ### Ceylon (Sri Lanka.) in 1949. h) The Japanese destroyed the myth of European military superiority due to the defeat of British and American forces in the Far East. i) New states were created. In 1948, the state of Israel was established in the Middle East, to settle the Jews who were displaced during the war. **Economic effects of World War 2. ** a) Agriculture and industries were disrupted due to lack of equipment, raw materials and human resources. b) External trade almost came to a standstill because of fear and insecurity. c) It led to increased dependency on colonies by European powers. There was need of raw materials to reconstruct the destroyed industries. d) Some Industries were established in the colonies to manufacture goods because of the difficulties faced in running them during the war. e) It led to the rise of European economic cooperation. The post war economic destructions led to the need for cooperation. This paved way for formation of the European Economic Community in 1957. **INTERNATIONAL RELATIONS ** International Relations refers to the cooperation or interaction between individuals or groups of nations of the world **Benefits of international relations. ** a) Enhance peace and security in the world the diplomatic policies of nations call for peaceful settlement of disputes, thus reducing war incidences. b) Promote understanding and unity. This done through Encouraging cultural exchange between nations. c) Help in getting collectives solutions to world problems. Problems of global concern like desertification, global warming, armament and environmental pol lution, are dealt with collectively. d) Promote economic growth through trade. Due to good relations, there is expanded international trade which enables countries to acquire goods they dont produce e) Developing countries get financial assistance. Developed nations have continued to provide financial and technical assistance to developing nations **Ways in which nations relate internationally. ** a) Economic relations. This is through trade and commercial activities among nations. For example, developed nations giving loans and grants to developing nations. b) Diplomatic relations. This is a peaceful means of relationship between nations in which there is exchange of Ambassadors or High Commissioners. c) Political relations. This involves cooperation between countries with similar political systems or ideologies. E.g. USA and Western Europe, in 1964, Tanganyika united with the island of Zanzibar to form the United Republic of Tanzania. d) Socio-cultural relations. This takes place in form of exchange and competition ----- 410 ### between dance troops, musicians, acrobats, sports teams, theatre groups etc, e.g. participation in Commonwealth Games. **International Organizations ** There are two types of international organizations; 1. International Governmental Organizations (IGOs) for example UN, Commonwealth, NAM and African Union.( formed by two or more sovereign states). 2. International Non-Governmental Organizations (NGOs) created by individuals or private organizations. E.g. International Red cross, Amnesty International and Transparency International. **Role played by International Governmental Organizations. ** a) The provide member states with a forum to consult and tackle problems of concern. b) They act as regulators in their fields to ensure the welfare of Humankind e.g World Health Organization (WHO) regulates health sector through immunization, vaccination and other prevention campaigns. c) They enhance peace and security through peace-keeping missions and response to disasters. d) They contribute to charity and facilitate equitable distribution of resources in the world. For example, the International Monetary Fund (IMF) and World Bank advance loans to developing nations. **THE UNITED NATIONS. ** The UN was founded after world war Two as an organization of independent states with the following objectives; a) To promote and maintain international peace and security and prevent the occurrence of another world war. b) To foster friendly relations among nations of the world. c) To promote respect for fundamental human rights and freedoms. d) To promote social progress and better living standards of the people. e) To protect the interests of minority groups such as women and children. f) To promote economic growth among member states who are working towards reconstructing the world economy that was destroyed by the World War 2. g) To replace the league of nations which had collapsed before the outbreak of world war 2 **Formation of the United Nations. ** The signing of the Allied declaration in London on 12 [th] June 1941 marked the first step in the formation of the UN. On 14 [th] August 1941, Franklin Delano Roosevelt of USA and Winston Churchill of Britain, meeting in USA, proposed a set of principles for international collaboration in maintaining peace and security. This was the Atlantic Charter. The charter pledged respect for human Freedom, Allowed all nations the ----- 411 ### freedom to choose the form of government they preferred and provided that no territory should change hands after war without consent of its people.On 1 [st] January 1942, representatives of Allied nations meeting in Washington signed the Declaration by United Nations and proclaimed support for the Atlantic Charter. This marked the first official use of the term United Nations as suggested by President Roosevelt in reference to the 26 nations. The first Blueprint of the UN was prepared at a conference held at Dumbarton Oaks Estate, Washington from 21 [st] September to 7 [th] October 1944. Representatives of USSR, USA, UK and China agreed on the aims, structure and functions of a world organization.On 11 [th] February 1945, the Yalta Conference held by US president Roosevelt, UK PM Churchill and Russian PM Stalin declared the resolve to establish an international organization to maintain peace and security.On 25 [th] April 1945, the United Nations Conference on International Organization began in San Francisco, USA attended by delegates from 50 nations. It drew a 111 Article Charter which was adopted on 25 [th] June 1945.The UN began its official functions on 24 [th] October 1945 after ratification of the charter by USSR, USA, Britain, China and France. **Organization of the UNO. ** Membership to the UN is open to all peace-loving nations that accept the obligations of the charter. By 1945, only 51 states had signed the charter. Kenya Joined on 16 [th] December 1963By April 2003 membership had grown to 191 states. **To achieve its aims, the UN spelt out in its charter the following principles; ** a) It is based on the sovereign equality of all its members. b) All member states must fulfil, in good faith, their charter obligations. c) All member states must settle international disputes by peaceful means and without endangering peace, security and justice. d) They must refrain, in their international relations, from the threat or use of force against others. e) They must give the United Nations every assistance to any action it takes in accordance with the charte`r, and shall not assist states against which the United Nations is taking preventive or enforcement action. f) The United Nations must ensure that states which are not members act in accordance with these principles insofar as necessary for maintenance of international peace and security. The UNO structure comprises six principal organs as follows; **THE GENERAL ASSEMBLY ** This is the main deliberative organ of the UNO, but which cannot enforce action on members. It comprises all member states. **Functions of the UN General Assembly. ** To help in its operation, the general assembly has the following committees; The political and security committee, the special political committee, the economic and financial committee, the committee on social,humanitarian and cultural issues, the ----- 412 ### trusteeship committee, the administration/budget committee and the legal affairs committee. **THE SECURITY COUNCIL ** It has 15 members from 15 countries. Ten of these are non -permanent. It also has five permanent members namely china, France, USA, Russia and UK.Its main function is to maintain world peace and security. **ECONOMIC AND SOCIAL COUNCIL ** Its membership is 54. 18 are elected each year for a term of three years.Its function is to coordinate the economic and social work of UN and its specialized agencies. E.g. in trade, status of women. Population, science and technology. **TRUSTEESHIP COUNCIL. ** It inherited the work of the Mandates Commission of the former League of Nations. It had responsibility over the territories under colonial rule-. - To promote social, economic, political and educational advancement of the inhabitants of the trust territories.Consists of five permanent members and six additional ones appointed by the General Assembly. **THE SECRETARIAT. ** The head of the secretariat is the secretary general. It has its headquarters in New York. Its staff members come from 139 countries. Its work covers all areas outlined in the UN Charter. **THE INTERNATIONAL COURT OF JUSTICE. ** It has its headquarters at Hague. It is the principal judicial body of the UN. It gives advisory opinions on legal questions. It has 15 judges. **SPECIALIZED AGENCIES. ** These are separate specialized agencies which are autonomous organizations related to the UN by special agreements. (REF TO PAGE 49 OF EVOLVING WORLD) Past Secretary Generals of the United Nations Organization since its inception. a) Trygve lie of Norway (1946-1953). b) Dag Hammarskjld of Sweden (1953-1961) c) U Thant of Burma (1961-1971) d) Kurt Waldheim of Austria (1972-1982) e) Javier Perez de Cueller of Peru (1982-1991) f) Boutros Ghali Boutros. Of Egypt (1992-1996) g) Kofi Annan of Ghana (1997-2000) h) Ban Ki Moon.(2000 up to present) **Achievements of the United Nations Organization. ** a) The organization has succeeded in keeping peace amid the threats of nuclear war and seemingly endless regional conflicts in the world. UNO has developed more than 35 peacekeeping missions and observer nations. ----- 413 ### b) The UN specialized agencies are engaged in a vast array of social work, affecting positively, every aspect of peoples lives around the world. E.g., child survival and development, environmental protection, medical research, agricultural development, education etc. c) The organization has helped in promoting democracy around the world. It has enabled people in more than 45 countries to participate in free and fair elections, e.g. in Namibia, Cambodia, El Salvador, Eritrea, Mozambique, South Africa etc. d) The UNO has promoted development of skills and potentials vital for all aspects of development. The UNDP, in close co-operation with over 170 member states and the UN agencies designs and implements projects for agriculture, industry, education and environment. e) It has helped in promotion of Human Rights. Since the adoption of the u niversal declaration of human rights in 1948, the UN has helped to enact more than 80 agreements on political, civil, economic, social and cultural rights. f) It has played a vital role in environmental protection. The Earth Summit, the UN Conference On Environment and Development held in Rio De Janeiro in 1992, resulted in treaties on biodiversity and climate change g) Promoting self-determination and independence. The organization has brought about independence of 80 countries that are now among its member states. h) Providing humanitarian aid to victims of conflicts. More than 30 million refugees fleeing war, famine or persecution have received aid from the UN high commission for refugees since 1951. **Problems facing the United Nations Organization in its operation. ** a) National sovereignty. Many countries disregard the UNO resolutions in favour of their sovereignty. b) It is unable to stop aggressions and conflicts between individual countries when super powers are involved. c) Lacks sufficient funds to carry out its work efficiently. E.g it has not always been able to send enough peacekeeping forces due to lack of sufficient funds. d) It lacks an effective machinery to affect its decisions. It also lacks a standing army to implement and effect its resolutions. e) The permanent members with veto powers often adopt policies that promote their own national interests at the expense of the collective interests of most countries in the world. f) Loyalty to other organizations. UNO members are also members of other organizations; the interests of these organizations are not in accord with those of the UNO. g) Ideological disputes among member states have hampered the work of UNO in promoting world peace. This was manifested in the cold war period. ----- 414 ### h) The arms race. The UNO has found it difficult to achieve world peace because of the arms race in different parts of the world. The arms race generates and sustains conflict rather than peace. i) Differences in economic development levels of member states militate against cooperation. j) The increased occurrence of natural disasters such as famine, floods and epidemics has created an unexpected demand for economic resources. This automatically the UNs resources. **THE COMMONWEALTH. ** Origin and structure of Commonwealth of Nations. It is a voluntary association of 54 sovereign countries around the world, which were initially part of the British Empire.The commonwealth origin is the British Empire comprising the British protectorates, colonies and dominions, which included Australia, New Zealand, Canada, Newfoundland, Irish Free State and South Africa. The idea to launch the association is traced back to 1839, with the publication of the Durham report.The modern commonwealth began in 1947 with the end of the British rule in India. In 1949, India and Pakistan joined the commonwealth.The commonwealth secretariat is based in London. It deals with day to day running of the organization and organizes meetings. The head of the commonwealth is the Queen/King of England. The Commonwealth has the Heads of State Summit which meets for a week every two years to discuss political and economic issues.There are also the Ministerial meetings once after every three years to deal with different issues. The commonwealth has specialized agencies dealing with various areas of concern. **Membership to commonwealth. ** It comprised 54 developed and developing nations. The members are categorized as follows; 1. Britain and her Dominions of Canada, Australia and New Zealand. 2. African Nations. 3. Asian nations. 4. Islands from the Caribbean, Pacific and Mediterranean. **Characteristics of commonwealth states. ** a) Members of the commonwealth use English as a common language. b) Members maintain cultural ties. For instance, they participate in the commonwealth games every four years. c) Members co-operate in the field of education. d) Members recognize the queen of England as the head of commonwealth. e) Members have a common military tradition based on the British military system. They also promote military exchange programmes. f) Members share common democratic institutions from Britain such as parliamentary system of government. ----- 415 ### g) Members have adopted constitutions that are almost similar. **Objectives that led to the formation of the commonwealth nations. ** a) To promote world peace and international understanding. Members are expected to abide by the UN Peace programmes. b) To promote development of poor member states. c) To intensify co-operation between member states, in matters of education, sport and economic development. d) To ensure personal liberty and equality of rights to all citizens regardless of race, colour, creed or political beliefs. e) To oppose all forms of colonial dominion by being committed to the principles of human dignity and equality, self-determination and non-racism. f) To promote the exchange of knowledge, professionalism and cultural, economic, legal and political issues. g) T fights poverty, ignorance and disease to remove wealth disparities and raise the living standards, and achieve a more equitable international soci ety. h) To enhance free international trade by removing trade barriers, bur tat the same time, giving due consideration to the special requirements of the developing countries. **Organization of the Commonwealth. ** The structure of the commonwealth comprises of three organs; 1. The Head of state Summit . It meets once in every two years for a week for extensive decisions and consultations. Decisions are reached by consensus. 2. Ministerial Meetings . The commonwealth ministers of Finance, Foreign Affairs and defence hold regular meetings once every year. Ministers of Health, Education and Law hold meetings once every three years 3. The Commonwealth Secretariat : headed by the secretary general and with a staff of 350 drawn from member countries. It co-ordinates co-operation among members. The first secretary General was Arnold Smith of Canada. In 1990, Chief Emeka Anyaoku of Nigeria became the first African Secretary General. 4. Specialized Agencies . a) The Commonwealth Fund for Technical Co-Operation; supplies funds, finance, experts and advisers for projects carried out in member states. b) The Commonwealth Agricultural Bureau; it provides co-operation in the field of agriculture. c) The Commonwealth Parliamentary Association; helps to improve relations between parliamentarians of member states. d) The Commonwealth Regional Health Secretariat for East, Central and Southern Africa; promotes co-operation in health. benefits of membership to Commonwealth. a) Member states have received technical expertise through the provision of experts ----- 416 ### and advisers in various fields e.g. agriculture. b) The developing member states of the organization have acquired skilled manpower through the provision of scholarship and setting up of training programmes by nations like Britain and Canada. c) Member states have been able to interact with one another through activities such as the commonwealth games and cultural exchange programmes. d) Member states have conducted trade among themselves with relative ease and this has helped them to develop their economies. e) The organization has promoted friendship and understanding among member states through conferences such as The Heads of Government meetings. f) It has enhanced democratization process in developing member states of the organization Functions of commonwealth (REF to evolving world page 60) **Problems facing Commonwealth of Nations. ** a) Differences in economic development levels of member states militate against cooperation. Members coming from developing world have very different outlook from those coming from the developed world. b) Ideological disputes among member states have hampered the operations of the Commonwealth of Nations. c) Lacks sufficient funds to carry out its work efficiently. Poor members normally owe many debts to their foreign masters and would therefore toe to their demands. d) The problem of sovereignty. Many countries disregard the commonwealth resolutions in favour of their sovereignty. e) It lacks an effective machinery to affect its decisions. It also lacks a standing army to implement and effect its resolutions. f) Loyalty to other organizations. commonwealth members are also members of other organizations; the interests of these organizations are not in accord with those of the commonwealth g) The colonial legacy. Many problems arising from past colonial policies have rocked the organization. E.g. the land issue in Zimbabwe. h) The influence of other organizations like NATO who weaken the commonwealth by wooing members to their regions. i) Race and colour problem. The conflict between white and black people or other color has become another setback. j) Dominance by the big powers. This has caused dismay to the organization. Serious inner tension still undermines the commonwealth activities. **THE NON-ALIGNED MOVEMENT ** **NAM STRUCTURE AND ORGANIZATION ** NAM was an organization that did not have formal structures like UNO and Commonwealth. It did not have a secretariat or a constitution. The movement had a ----- 417 ### unique administrative style as follows. **Coordination ** The administration is non-hierarchical, rotational and inclusive, providing all member states, regardless of size and importance with an opportunity to participate in global decision making and world politics.The country that hosts the summit holds office until the next summit. Non-aligned countries place the onus of an administrative structure on the country assuming the chair. The country is required to create or designate an entire section of the ministry of foreign affairs to deal specifically with the Non-Aligned Movement. The chairs ambassador in the United Nations essentially functions as the minister of Non-Aligned Affairs.NAM has also created contact groups, task forces and committees to facilitate the chairs responsibility as follows; **The Coordinating Bureau. ** This is the focal point for coordination. It reviews and facilitates the harmonization of the NAM working groups, contact groups, task forces and committees. Working Groups, Contact Groups, Task Forces and Committees.They include NAM High-level working group for the restructuring of the United Nations, NAM working group on Human Rights, Disarmament, Committee on Palestine, Contact Groups on Cyprus, and Task Force on Somalia etc. these groupings meet often. **Non-Aligned security Caucus. ** The countries that make up the NAM council caucus are expected to constantly strive to adopt unified positions so that the decisions and positions of NAM are reflected in the Security Council decisions without prejudice to their sovereignty. **Joint coordinating committee ** This is a coordinating committee established in 1994 and sitting in New York, whose main mandate is to promote cooperation and coordination between the NAM and the Group of 77 in promoting the interests of developing countries in international fora. **Coordination of non-aligned countries in the UN centres. ** This is aimed at facilitating coordination and cooperation with the coordinating bureau and enhances the role of NAM in the international Fora. **The Troika. ** The concept of Troika emerged on 6 [th] April 1997 in New Delhi, India, during the meeting of foreign ministers of NAM representing past, present and future chairs. The concept simply implies a meeting of past, present and future chairs who began to meet in September 1997 as a discussion forum. **Panel of economists ** This is an ad hoc panel of economists formed from Non-Aligned countries to assess the current international economic situation from the perspective of developing countries and to identify and analyze their major issues of concern. **Documentation. ** This is the responsibility of the host country but after wide consultation. The host ----- 418 ### country must circulate the First  not later than one month before the meeting. **Decision making. ** The movement makes all its decisions by consensus. This concept presupposes understanding of and respect for different points of view, including disagreement and mutual accommodation. This promotes solidarity and unity of the movement. **NAM Meetings ** **They include the following ** a) Conference of Heads of State and Government. This is NAMs highest decisionmaking authority and meets once every three years. It has two committees, one on political issues and another on economic and social issues. The summit is held atleast one month before the regular session of the UN General Assembly. During the summit, there is a formal ceremony for handing over the chair. b) Ministerial conference. Its task is to review developments and implement decisions of the preceding summit and also discuss matters of urgency. The conference meets 18 months after the summit. c) Ministerial meeting in New York during a session of the UN General Assembly. This is a meeting of foreign ministers annually in New York at the beginning of the regular session of the UN Assembly. The purpose of the meeting is to deliberate on the items of the Agenda of the General Assembly that are of major importance to the movement. d) Ministerial Meeting of the Coordinating Bureau. The main task is to prepare for the summits, and where necessary, to consider issues of major importance to the movement. e) Meeting of the Ministerial Committee on Methodology. The attendance is by all NAM members and its meetings are held by the decision of the summit or the ministerial conference. The meetings are chaired by the chair of NAM. f) Meeting of the standing ministerial committee on economic cooperation. These meetings are meant to strengthen south-south cooperation, reactivate the dialogue between the developing and developed countries and enhance the role of the UN General Assembly, in international cooperation for development. The meetings are held frequently upon recommendation of the coordinating Bureau. g) Ministerial Meetings in various fields of international cooperation. They discuss issues like agriculture, information and external debt. h) Extraordinary Meetings of the Coordinating Bureau. They address exceptional cases that call for urgent consideration. i) Meetings of the Working Groups, Task Forces, Contact Groups and Committees. The meetings are held as often as necessary. **The growth of NAM. ** After the Bandung Conference of 1955 which established the movement, NAM has attracted many developing counties. . A number of conferences have been held since then; ----- 419 ### a) The first summit, Belgrade, 1961. The attendance was by 25 non-aligned countries who met at a time when world peace was threatened seriously by the looming nuclear war. The meetings objective was to prevent the outbreak of a nuclear war in the world. b) The second summit, Cairo, 1964. The summit of October 1964 was attended by 47 Nations and 10 observers. There were 28 representatives from Africa. The conference mainly focused on problems facing NAM countries due to colonial inheritance, policies of former colonial powers and the rivalry between the great powers.. c) The third summit, Lusaka, 1970. The attendance was by 53 members the meeting resolved that time was ripe for declaration on peace, independence, cooperation and democratization. The members were out to fight colonialism and racism. The main resolution was the members determination to achieve economic emancipation. d) The Fourth Summit, Algiers, 1973. It was attended by 75 members, eight observers, three guest nations and 15 liberation movements. The meeting was an attempt to transform the existing system of economic and financial relations in a manner that would liberate developing countries from a subordinate role into an equal position with industrialized countries. The members developed an action programme in the interest of economic cooperation. e) The fifth Summit, Colombo, 1976. It was attended by 86 members, who focused on the liberation of Zimbabwe and Namibia, the abolition of apartheid in South Africa as a way of promoting world peace. f) The sixth Summit, Havana, 1979. The conference was attended by 93 members, 12 observers, 8 guest nations and seven new members. The meeting declared that imperialism, colonialism, neo-colonialism, apartheid, racism, foreign aggression, expansion, occupation, domination, interference or hegemony, Great power bloc, Subjugation, dependency and pressures in international relations as enemies of nonalignment. The chairman of the summit was Fidel Castro who put forth his ideas that the socialist bloc is a natural ally of the movement. g) The seventh summit, New Delhi, 1983. It was attended by 96 members, 16 observers and 20 guest nations. The summit took place at a time when there was intense confrontation as the great powers continued to amass nuclear weapons. . Indra Gandhi appeared to be the moderate leader to host the conference and soften the impact of Cuban radicalism. The conference discussed peace, nuclear disarmament, development strategies for north-south Dialogue on a new world economic order, and the south-south cooperation for collective self-reliance. h) The eighth summit, Harare, 1986. It marked NAMs silver Jubilee. The main concern was Namibias independence and apartheid in south Africa.. NAM emphasized its sanctions against the Pretoria (South Africa) regime. It drew an action plan to deal with ----- 420 ### the threat posed by South Africa. The summit came up with a special solidarity fund to help the frontline states. i) The Ninth summit, Belgrade, 1989. j) The tenth Summit, Jakarta, 1992. k) The eleventh Summit, Cartagena de Indias, 1995. l) The twelfth Summit, Durban 1998. m) The thirteenth Summit, Kuala Lumpar, 2003. **Performance of the Non-Aligned Movement. ** Though critics have questioned the relevance of NAM after dismantling apartheid and achieving independence, and after end of cold war, there still exist situations that require NAMs participation. **Reasons why NAM is still relevant. ** a) NAM is the only forum that can articulate the voice of justice and sanity in the world in view of the unending Arms Race. b) NAM is the only forum through which the demand for a less unjust world economic order can be raised given the kind of hold the developed nations still have on developing nations. c) NAM remains the third worlds shield against the pressures of the superpower elephants that can easily trample on the grass of the lesser animals even after end of cold war. d) NAM can still play a role in addressing emerging world issues such as terrorism, environmental degradation, HIV/AIDS and racism. **Achievements of NAM. ** a) It has helped speed up the attainment of freedom in states that were under colonial bondage. b) NAM has assisted its members in safeguarding their national security and territorial integrity. c) Nan-aligned nations also worked to eliminate conflict between the superpowers. This helped in the promotion of peace and security for the non-aligned world. India for example played a role in solving the Korean War, the Suez crisis and IndoChinese conflict. d) NAM created a conducive environment for peace, justice, equality and international cooperation by contributing to the relaxation of international tension by keeping clear of the two military blocs, USA and USSR. e) The movement has strengthened African and Asian Countries diplomatically at a time when they lacked necessary physical strength. They were able to exert their voting power as Afro-Asian bloc to influence world affairs. f) NAM provided an international forum where members voices could be heard. It was able to work to dismantle apartheid by its two-third world community membership despite the Reagan administrations opposition to sanctions against South Africa. ----- 421 ### g) The movement has given members freedom to put their national interests before those of the great power blocs. h) The NAM through the Cairo and Colombo Summits termed as World Disarmament conferences, played a key role in the disarmament process. The 1967 Treaty of Tlatelolco, signed by 22 states, set up a weapon Free Zone in Latin America. i) The Non-aligned states have helped in international crisis management since they are not committed to any course of military action. For example during the 1961 Berlin crisis, Nehru of India and Kwame Nkrumah of Ghana went to Moscow for a peace mission, while Achmad Sukarno of Indonesia and Modibo Keita of Mali went to Washington DC to try and create a conducive atmosphere for managing the crisis. j) NAM has worked towards creation of new international economic order. Members of the movement are able to trade with both the great power blocs. Membership to the Group of 77 in the United Nations Conference on Trade and Development (UNCTAD) is drawn from the non-aligned nations. The non-aligned nations were open to aid from both blocs and also ready to expand their trade with both sides of the ideological divide. k) The Solidarity fund established during the Harare Summit of 1986 cushioned the frontline states against the economic sanctions imposed on apartheid South Africa. l) NAM has worked to create the new scientific and technological order. The members have demanded a new scientific and technological order by favouring access to the most advanced technology and scientific research available as a means of bridging the technological gap between the developed countries and developing ones. **Factors which have undermined the activities of the Non-Aligned Movement. ** a) Political instability is frequently experienced by some member states. For example, civil wars and military coups in DRC, the Sudan, Rwanda, Burundi, interstate wars like in the case of Iran and Irag. This has undermined their contribution to the movement. b) Economic ties between the third world countries and their colonial masters had made it difficult for the member states to pursue an independent line. c) Border disputes between neighboring member countries has weakened the course of the movement. E.g. between morocco and Algeria, North Korea and South Korea, Vietnam and Cambodia, Ethiopia and Somalia, Uganda and Tanzania etc. d) Economic backwardness of some of the member states has made it difficult for them to meet their obligation in the movement as national needs come first in view of the meager resources of some of the nations. e) Ideological differences between member states have undermined their co operation. Its large size of 116 members by 2004 has frustrated its ideological coherence and organizational solidarity. Whereas some countries are inclined towards the west, others are inclined to the east. f) Membership to other organizations like AU, commonwealth and the French ----- 422 ### community, has made it difficult for some states to participate actively in the affairs of the movement. g) Breakup of the Soviet Union and the end of the Cold War has destabilized the movement. As power bloc rivalry subsided, NAM appeared to become irrelevant. h) Conflicting national interests. Individual national interests have failed to agree with the objectives of the movement. i) Personality differences between leaders of member states have undermined the . For example, several leaders rejected the radical views of Fidel Catron of Cuba. j) Differences unrelated to the principles of NAM have developed among members. For example at the Colombo Summit of 1978, several Arab states were keen to see Egypt expelled from the movement on grounds that she had signed a separate peace treaty with Israel. This was not an agreement with a superpower and therefore had nothing to do with NAM. k) NAM lacks a permanent Army or a permanent institutional framework or machinery that can enable it carry out its activities effectively. For example, it fai led to persuade irag and Iran to end the 8 year long war from 1980. **THE COLD WAR. ** The Cold War refers to the strained relations that existed between the western world led principally by the United States and the communist East led by the USSR, after the Second World War. It was so called because it was fought not with weapons, but with words, propaganda, military and financial aid to enemies of the opposing sides. Although there was no actual physical confrontation, Cold War was characterized by a conflict of the most serious and deadly kind. **Causes of the Cold War. ** a) Ideological differences. There was deep-seated fear and mutual suspicion between USA and USSR over the spread of their ideologiescapitalism and communism. E.g The establishment of the Soviet Union through acquisition of satellite states was a measure to contain capitalism. b) Disagreement over the issue of disarmament. The use of atomic bomb on Japan by USA towards the end of World War II alarmed USSR. The two sides failed to agree on an arms reduction plan and continued to stockpile atomic bombs. c) Economic rivalry. In 1947, the USA President Harry S. Truman introduced the Marshal Plan, a scheme to assist western European countries that had been devastated by war. The USSR in turn formed Council for Mutual Economic Assistance (COMECON), an economic cooperative plan for Eastern Europe. This further heightened the hostility between the west and the east. d) Formation of military alliances. In April 1949, the USA, western European countries and Canada formed a military alliance through the signing of the North Atlantic Treaty in Washington D.C. (NATO). The formation of NATO ended USAs isolationist policy. ----- 423 ### Russians responded by signing the Warsaw Pact, in May 1955, a military alliance of communist countries. These alliances fostered hostility between countries. e) The use of Russian veto powers in the UN. Russia used her veto powers to defeat UN proposals, which she accused of being pro-USA. The struggle by the two powers to dominate the UN increased tension between them. f) Disagreement over the future of Germany as a whole. Western allies wanted a strong Germany to assist in the economic prosperity of other nations. Russia was keen on a politically and economically weak Germany to safeguard against another invasion. NB- in 1961, the USSR built the Berlin Wall, thus dividing East Berlin from West Berlin. g) USAs military advancement. By 1945, the USA was the only country that possessed atomic weapons. This created fear. **COURSE OF THE COLD WAR. ** The cold war was fought in Europe Asia, Latin America and Africa, **The course of the Cold War in Europe ** The cold war in Europe involved a conflict between the West and the East. The highlights of this conflict included Russias overwhelming encroachment and dominance of Eastern Europe. Russia used her military might to impose communist governments on many states like Poland and Romania. They also fanned civil wars. E.g the Greek civil war of 1946. There were widespread outbreaks of violence and demands of freedoms in Poland and Romania, based on western ideologies, in politics and economy.In Czechoslovakia, communist Russia orchestrated protests against reforms based on western ideologies, by the Dubcek Government, which was supported by the west. Dubcek was arrested and flown to Moscow. Dr. Husak, a Russian ally was installed. **The following are the major developments that characterized cold war in Europe. ** a) In March 1947, the US president Harry Truman, through The Truman Doctrine declared that the USA would support free people resisting subjugation by armed minorities. In 1947, USA took over Britains commitment in Greece and turkey to support the anti-communist regimes. b) In 1947, the US Secretary of state, George Marshall came up with a proposal which was to become the Marshall Plan. This was a plan through which the US would make a major contribution to the economic recovery of Europe. The plan was rejected by USSR terming it an American interference in the internal affairs of other nations. c) Stalin set up the Communist Information Bureau (COMINFORM) to coordinate the work of communist parties in Europe and the Council for Mutual Economic Assistance (COMECON) to counter the US Marshal Plan. d) The NATO and Warsaw Pact. By the treaty of Brussels in March 1948, Britain, France, Belgium, Netherlands and Luxembourg formed a defensive alliance against ----- 424 ### any form of aggression (It became the North Atlantic Treaty Organization-NATO, in April 1949 when other European Nations joined it. In response to NATO, the Soviet Union signed the Warsaw Pact in Poland on 14 [th] May 1955 with East \\Germany and six Eastern European countries. The existence of NATO and Warsaw Pact only intensified the hostilities. e) The Berlin Blockade. Germany was divided into two zones, East and West. Russia treated East Germany as a satellite state thus curtailing trade between east and west. This move almost led to starvation in the west as East Germany was the main producer. In May 1948, all roads and rail routes into West Berlin were sealed off by Russian troops. For over two years, food, coal medical supplies and other necessities to the 2 million people in West Berlin were airlifted since there was no land linkage. The blockade ended in may 1949 with diverstating consequences. f) Partition of Germany. The west was prepared to give freedom to the Germans as a whole to decide their own fate. Russia was determined to ensure that East Germany remained dominated by communism under Russian control. On 23 [rd] may 1949, the western occupation zone in Germany became the Federal Republic of Germany with Konrad Adenauer as the chancellor in September elections. On 7 [th] October 1949, the soviet zone formed the Germany Democratic Republic.In August 1961, the East Germans built the Berlin Wall, curtailing communication and flow of refugees from the west. **The cold war was fought in Asia. ** In Asia, China was the first front of Cold War. She embraced communism, following the successful takeover of the country by the forces of Mao Tse-tung in October 1949, assisted by the Russians. The Sino-Soviet Treaty of friendship was signed in 1950. Korea, formerly controlled by Japan, was another front for cold war in Asia. When Japan was defeated in 1945, Korea was occupied from the south by American forces, from the north by Russians, placing the country under joint control. The occupying powers failed to unite the two Korea sections when she became independent.In 1948, the USA announced the formation of the Independent Democratic Republic of Korea in the South. The Russians formed the Peoples Republic of Korea in the north.On 25 [th] June 1950, North Korea Forces invaded South Korea in an attempt to unite. UN condemned this and An American General, Douglas MacArthur led the UN forced that repulsed the invaders. The cold war spread to Vietnam, with USSR and USA clashing over Vietnam, formerly a colony of France that had been seized by Japan. The two super powers supported different nationalist leaders in the struggle for independence from France.The Russians supported Ho Chi-Minh who led a revolt by the Vietnamese, against the French. USA supported Ngo Dinh Diem. The Vietnam War erupted as a resultThe Vietnam War was the heaviest cost of containing communism by Americans in a distant country. Americans were humiliatingly defeated in 1975 with a causality of 53,000, despite employing over ----- 425 ### 400,000 troops. The communist guerillas, the Viet Cong, established a communist government in South Vietnam. The war strengthened American hostility towards Russia There was an armed conflict between the super powers in Afghanistan from 1978. The height of the conflict in Afghanistan was the Boycott of the Moscow Olympic Games in 1980 as a protest against USSRs involvement in Afghanistan. The conflict took the form of a civil war which was only eased in 1989 when the USSR began to withdraw its troops. **The cold war in Latin America (the Cuban Missile Crisis) ** Cuba became the theatre of cold war when USA unsuccessfully supported the Cuban dictator, General Fulgencio Batista against Fidel Castro who was fighting to end Batistas regime. Fidel Castro overthrew the Batista regime in 1958. The new government immediately gained recognition from many world nations including USA and USSR In 1960, Fidel began a communist nationalization programme of American oil refineries and sugar plantations. This strained relations between him and the US who attempted unsuccessfully to invade Cuba in 1961 at Bay of Pigs. In January 1962, Cuba was expelled from the Organization of American States.In May 1962, USSR leader Nikita Khrushchev secretly built missile installations in Cuba as a means of countering any future American invasion, in exchange for sugar. The discovery, by American president J. F. Kennedy in October 1962, of the Russian missile installations in Cuba was the beginning of the most serious cold war crisis. He declared that any nuclear missile attack from Cuba would be taken to be an attack by the USSR and USA would respond accordingly.USA declared a Naval Quarantine on Cuba to blockade any Russian Vessels This most serious cold war crisis was only ended when the Russian leader Khrushchev removed the missiles from Cuba and dismantled Russias bases in Cuba. **The Cold War in Africa. ** The cold war in Africa was majorly witnessed in Ethiopia and Angola. In Ethiopia, Mengistu Haile  Mariam, overthrew Emperor Haile Selassie in 1974, with the assistance of USSR. Haile Mariam introduced socialist programmes, However, they were short-lived up to the end of his rule in May 1991, when Russians withdrew their assistance.In Angola, on 11 [th] November 1975, Angola attained her independence from Portugal, with the assistance of the Soviet Union and Cuba.Soon after, a bruising civil war broke out. USA supported the rebels, led by Jonas Savimbi and his UNITA movement based in Ovimbudu. Cuba and Russia supported the MPLA government based in Luanda. Democratic elections were held in Angola in 1989, when USSR eased their aid to MPLA. **FACTORS that led to the Cold War dtente by world powers. ** a) The death of Stalin and the flexibility of Stalins successor, Nikita Khrushchev. The successor of Joseph Stalin, after his death in 1953, Nikita Khrushchev, was more flexible and willing to relax both cold war abroad and Authoritarianism at home. He announced the policy of peaceful coexistence in 1956. ----- 426 ### b) The willingness of David Dwight Eisenhower, Trumans successor, to reach compromise with the Soviet Union over a number of issues. For example he convened the Camp David Summit in 1959, with Khrushchev in which a cooperative spirit emerged between the east and the west. However this happened against the backdrop of the Cuban missile crisis. c) The signing of the Strategic Arms Limitation Treaty (The SALT Treaty) in 1972. The treaty, signed between USA and Russia limited strategic arms to certain quantities. This was followed by the Improvement of the Chinese American relations in 1972 and American relations with Russia. In 1972. President Nixon visited Beijing and Moscow d) The introduction of reforms in Russia by Mikhail Gorbachev. In 1985, Gorbachev introduced the Glasnost (openness policy) and the perestroika reforms (economic restructuring that appealed favourably to the west) which won him the Nobel peace Prize in 1990. e) The adoption of President Reagans Strategic Defence Initiative (SDI) in 1983. This initiative led to setting up of space stations that would destroy every missile in the sky. This was Star Wars. f) The collapse of the Communist rule in Europe. Russias president recognized the independence of other republics of USSR in 1989 thus weakening Russias position. Western democracy was introduced in Romania, Bulgaria, Czechoslovakia and Poland. g) The successful re-unification of Germany under Helmut Kohl in 1990. The nations united to form the republic of Germany. This was a clear indicator of the joint commitment of the superpowers in maintaining their spheres of influence had been weakened. h) The dissolution of the Warsaw Pact. With the fall of communism in Eastern Europe, the Warsaw pact started to fall apart. In November 1990, the Paris Charter was signed, effectively dissolving the Warsaw Pact. i) The collapse of the Soviet Union in 1990. Several of its states seceded. Russia officially became an aid receiver instead of an aid donor. j) The signing of the START Treaty in 1991 by Gorbachev and George Bush, after the Strategic Arms Reduction Talks. The treaty officially ended the cold war. Destruction of weapons of mass destruction commenced. **Effects of the cold war ** a. It brought immense divisions and conflict to people of the same continent, region and countries based on pro-west or pro-east ideologies. E.g. in Angola b. Oppressive regimes found their way to power, supported by either the west or the east. c. There was untold suffering to the people. Disease, poverty and refugee camps became common sights. ----- 427 ### d. There was destruction of the economy as infrastructure was destroyed by war. As communist systems failed to produce wealth, unemployment and poverty set in. e. It created mistrust and suspicion amongst nations. f. It led to arms race. It led to militarization of regions and countries. g. It led to political crises and actual war e.g. civil wars in Korea and Vietnam, the Suez Canal crisis of 1956 and the Hungarian Revolution of 1956. h. It threatened international peace and security. Insecurity in the world increased. i. Led to formation of Non-Aligned Movement by third world countries. j. Led to formation of economic alliances and military alliances like NATO (1949) and the Warsaw pact (1955). COMECON (1949) and the European Economic Union (1957. k. The cold war led to development in science and technology. The war Stimulated space science/space race. **Effects of the end of Cold War on Africa. ** a) Some African countries that were formerly socialist are in problems following collapse of USSR in 1990. E.g. Somalia, Ethiopia, Angola and Mozambique. b) The end of the cold war has led to the removal of financial aid and military support for some African countries. Military or food aid is no longer rushed to countries experiencing problems because there is no more superpower competition. E.g failure to prevent the Rwanda genocide and failure to assist in the Somali crisis and the current Al- shabaab crisis. c) There was emergence of new world political and economic order. The end of war has led to emergence of USA as a world policeman over developing nations. The countries must act according to USA wishes or suffer lack of aid and receive harassment from superpowers. d) It has led to marginalization of Africa in international affairs. e) There are conditionalties for getting aid from the western powers. Besides, Africa no longer has a choice of donors who comprise mainly of western world countries. COOPERATION IN AFRICA Cooperation in Africa refers to the way African countries relate to each other. It is stimulated by the economic exploitation and political domination by Western Eu rope. The cooperation has been in form of; a) Pan-African Movement b) Organization of African Unity (African Union) c) The East African Community d) Economic Community of Western African States. e) Common Markets for Eastern and Southern Africa. ----- 428 ### **PAN-AFRICANISM. ** **Meaning of Pan-Africanism. ** Pan means all and Africa refers to the continent. Africanism refers to those of African Origin.Pan-Africanism is a belief in the uniqueness and spiritual Unity of Black people acknowledging their right to self determination.It is a movement aimed at unifying all the people of African descent in the world. It stands for economic, political and social advancement for all peoples of African descent throughout the world. **Origin and Development of pan-Africanism. ** The movement has roots in the trans-Atlantic slave trade that took place between 15 [th] and 19 [th] c. the trade was responsible for the dispersal of black people all over the world. The suffering the slaves underwent made them become conscious of their colour and origin. The Africans viewed themselves as having a common destiny. Even those who remained in Africa were later subjected to the colonial experience including forced labour, land alienation, taxation, poor wages, discrimination corporal punishment rape and murder.The movement first started as the Pan Black Movement for the American and Caribbean black only. Several African Americans wanted to uplift the lives of fellow Africans in USA and in Africa. They included Martin Delaney, Alexander Cromwell, Bishop James Johnson, Wilmot Blyden and Bishop Turner. The leading pan -Africanists in America were Booker T Washington, Marcus Moziah Garvey, Dr. William Edward Burghardt Du Bois and George Padmore.The pioneer African pan-Africanists included Kwegyir Aggrey from Gold Coast, Wilmot Blyden from Liberia, Kwame Nkrumah from Ghana and Leopold Sedar Senghor.The Pan Black Movements enlisted all blacks worldwide. It sometimes was called Pan Negro Movement and was pitted against the evils of racism.Pan Black Movement gave birth to Pan-African Movement, which had its first meeting in London in 1900 attended by 32 delegates, drawn from USA, Africa, Canada, West Indies and Britain.Sylvester Williams, a lawyer from Trinidad, coined the term Pan-Africanism. By 1920, an all-African idea had been developed.The first pan- African congress for Africans was held in Manchester England in 1945, also attended by Jomo Kenyatta. **Causes of pan-Africanism. ** a) The Trans-Atlantic slave trade. It took place between 15 [th] and 18th centuries. Africans who were forced into slavery in America during this period suffered a lot under the white people. The Africans in Diaspora, through humiliation and sadness realized they had a common destiny. b) Colonization of Africa . The division of Africa into 50 colonies separated some communities. It also put together various people of different history and culture. The divide and rule tactics of colonialists brought deep divisions among same communities. The Africans realized later on that there was need to find a common ground to bring about change. ----- 429 ### **c) The need to correct the negative ideas about Africa and Africans held by ** **Europeans. ** The whites held a popular belief that Africans belonged to an inferior race without ability to run their own affairs. d ) Pan-Africanism was a fight against Racism-Africans were despised and ridiculed on the ground of colour and hair texture. e) The evolution of leadership cadre of educated class of Africans- leaders like Kwame Nkrumah, Sedar Senghor, Jomo Kenyatta and Blyden wanted to prove that Africans were a civilized people with a rich history and culture. f) European missionaries had discriminated against the Africans /Africans formed **. ** independent churches contributing to the rise of Pan -Africanism **Objectives of the Pan-African movement ** a) To unite all the peoples of African origin in the struggle for emancipation from social discrimination and colonial rule. b) To challenge the ideology of white supremacy on which European colonization was based. c) To improve the African living conditions in the Diaspora and in the African continent. d) To secure democratic rights for all African peoples e.g. right to vote. Form political associations etc. e) To restore the dignity of the black people and liberate them from the bondage of slavery. f) To create a forum through which protests against European colonization and racial discrimination could be channeled. g) To find better ways of establishing better relations between the Europeans and Africans on the one hand and among Africans on the other hand. h) To appeal to missions and humanitarians to protect Africans against colonial aggression and exploitation as well as land alienation. i) To fight neo-colonialism **LEADING PAN-AFRICANISTS. ** **1. Marcus Garvey (1887-1940) ** He was born on 17 [th] August 1887 in the West Indies island of Jamaica to a family offreed slaves. The fact that Marcus was very dark is what shaped his philosophy of Pan Africanism. While a young man, he witnessed great European and Mullato discrimination on account of his complexion.He arrived in USA in 1916 after widely travelling in south and Central America and Britain. While in England, he was greatly encouraged by Mohammed Duse to lead the peoples of African descent all over the world in the struggle for liberation.He developed the Pan-African philosophy in USA through which he sought to make Africans take pride in their blackness and cultural heritage. He founded the Negro Empire in New York in 1920. He organized a black convention in 1924 in New ----- 430 ### York during which he launched the Universal Negro Improvement Association (UNIA) whose HQs were to be at Harlem, New York. UNIA had the following objectives; ~ To create universal fraternity among the Black Race. ~ To assist uplift the civilization of African communities. ~ To establish a central nation for the black race. ~ To establish academies for African children. ~ To promote African cultures. Garvey founded a Journal The Negro World and the African Orthodox Church under a black Patriarch or chief Bishop and a Black Madonna as the symbol of his church. He advocated for the return to Africa by the Africans. To Garvey, freedom was to be gained through economic empowerment of Africans. To this end, he mobilized African Americans to contribute funds to establish black businesses like the Black Starline Shopping Company. The project however collapsed due to mismanagement. He was arrested, tried and convicted of fraud (collecting funds unlawfully) and imprisoned for five years. He was deported to his home country Jamaica after two years in Jail where he died in 1940.He is credited for succeeding in mobilizing Africans to take pride in their cultures and complexion. **2. Booker T. Washington.(1856-1915) ** He was born in 1856 in USA to a poor slave family. He acquired a university degree in Agriculture at Hampton Institute.He is credited for promoting African Education. He started a model institute for training blacks in agricultural and industrial skills (the Tuskegee Institute in Alabama).Unfortunately, Washington adopted a policy of cooperation with the government as a means of winning acceptance by the European community. To him, Africans ought to gain wealth in order to attain equal status with Europeans and end racial discrimination.He began the National Negro Business League with the help of a European Andrew Carnegie.He died in 1915. **3. Dr. William Edward Burghardt Du Bois. ** He was born in great Barrington, Massachusetts, USA on 23 [rd] February 1868. He was the first black to receive a PHD Degree and become a professor of History, Economics and Sociology. He was also a renowned journalist.He greatly disagreed with Booker T. Washingtons policy of accommodation and cooperation. In 1905, he established the Niagara Movement to protest against racial discrimination. In 1900, he was one of the founder members of the National Association for the advancement of Coloured Peoples (NAACP) an association that championed for the struggle for Negroes civil rights in America.He prepared the pan-African conferences that were held between 1900 and 1945 to fight against slavery, colonial exploitation and repression of Af rican peoples. He was the chairman of the Manchester Conference of 1945..In 1961, he relocated to Ghana where he became a citizen, on invitation of Nkrumah. He died in 1963 in Ghana. **THE PAN-AFRICAN CONGRESSES (1900-1945) ** a) The 1 [st] pan-African conference, London, 1900. It was held at the Westminster ----- 431 ### Townhall from 23 [rd] to 25 [th] July with 32 participants from Africa, USA, Canada and West Indies. The conference was sponsored by a Trinidad lawyer Henry Sylvester Williams who coined the term Pan-Africanism. The conference marked the entry of Du Bois into Pan Africanism where he made his famous statement The problem of the 20 [th] c is the problem of colourline. **Objectives of the conference. ** ~ To unite people of African origin in all parts of the world. ~ To appeal for the end of European colonization and exploitation of Africa. ~ To look for ways of establishing better relations between the Caucasian and African races. ~ To initiate a movement for securing the full rights for all Africans in and outside Africa and promote the economic rights. ~ To appeal to missionaries and philanthropists in Britain to protect Africans against aggression by colonizers. **Conference Agenda ** ~ Human Rights Violation against blacks in South Africa. ~ Living conditions of blacks in different parts of the world. ~ Racial discrimination against Africans all over the world. The conference sent a Memorandum to the Queen of England demanding respect for the rights of Black People especially in the British Empire. b) The 2 [nd] Pan-African Conference, Paris, 1919. The conference coincided with the Paris Peace conference. The conference was convened by William Du bois who had been sent to Paris by NAACP to investigate the allegations that African American troops stationed in France during world war I experienced racial discrimination and to represent the interest of the black peoples at the Paris peace conference. The conference made the following recommendations; ~ The need for international laws to protect Black people. ~ African land to be held in trust for Africans. ~ The prevention of exploitation of African nations by foreign companies. ~ The rights of Africans to be educated. ~ That slavery and capital punishment were to be abolished. ~ The right of Africans to participate in their government as fast as their development permitted. c) The 3 [rd] Pan-African Conference 1921. The conference was held in three sessions in London, Brussels and Paris. The London session was attended by 41 Africans, 35 American coloureds, 7 West Indies and 24 Africans living in Europe at that time. It was patronaged by Du Bois. The conference demanded for the establishment of political organizations among the suppressed blacks. It emphasized international and interracial harmony and democracy. d) The 4 [th] mPan-African congress (London and Lisbon 1923.) it reiterated earlier ----- 432 ### resolutions and also demanded that black people be treated like human beings. e) The 5 [th] Pan-African Conference, New York 1927. It was mainly attended by African Americans and was partly sponsored by European Philanthropists. It discussed the attitude of the communists towards pan-Africanism. f) The 6 [th] Pan African conference, Manchester 1945.it coincided with the end of the World War II. It was convened by the Pan African Federation which had been formed in 1944 by 13 organizations representing students welfare and political groupings. Leaders of the federation were George Padmore, Ras Makonnen (Ethiopia). C.L.R Wallace Johnson and Jomo Kenyatta. The conference was greatly inspired by the liberation of Ethiopia in 1941 and Clause three of the Atla ntic Charter (1941) (that USA and British governments would respect the right of all people to choose the form of government under which to live) which Winston Churchill claimed was not applicable to the Africans.The conference was convened on 15 [th] oct. 1945 and was attended by 90 delegates who included Du Bois(West Indies), Nkrumah(Ghana), Kenyatta(kenya), Padmore(Trinidad), peter Abrahams(south Africa), Ras Makonnen(Ethiopia), Magnus Williams representing Azikiwa Nnamdi (Nigeria), Obafemi Owolowo(Nigeria) and Kamuzu Banda (Malawi) and 11 observer nations Du bois chaired the conference while Nkrumah and Padmore were joint secretaries. **Uniqueness of the conference. ** a) The conference was mainly organized by Africans from the continent unlike earlier ones which were organized by the Africans in Diaspora. The only exceptions were W.E.B Du Bois and Padmore. b) Representatives of white philanthropists were absent. Neither did they finance the conference. c) Many African trade unions were represented. These included the trade Unions from Sierra Leone, Nigeria, Ghana and Gambia. Most of West Indies was also represented. **Key Resolution of the Manchester Conference ** a. Africans should concentrate on winning political power through non-violent means e.g strikes and boycotts. b. African intellectuals should play an important role in mobilizing the masses to fight for political liberation. Pursuant to the conference resolutions, Kwame Nkrumah established the West African National Secretariat (WANS) on 15 [th] December 1945 in England to act as a regional body for Pan African Federation, promote unity in West Africa. WANS published a newsletter, The New African, whose main aim was to inspire the youth in Africa to resist imperialism. **Why the 1945 Manchester (Pan-African) Congress was a landmark in the history of ** **Africa. ** a) For the first time leading African representatives in the continent attended e.g. Jomo Kenyatta, Kwame Nkrumah, Kamuzu Banda, Haile Sellasie etc. on coming back, they all adopted radical nationalistic demands for independen ce of their states. ----- 433 ### b) It was the first congress that strongly condemned European colonization of Africa and demanded the autonomy and liberty of African states. c) The congress was instrumental in granting of independence to Ghana in 1957 and to Egypt soon after. d) It set the pace for organization of similar conferences in the African continent like; the 1958 All African Congress and the 1960 Tunis-Pan African Peoples Conference. e) During the conference, the solidarity and unity among Africans began to develop and paved way to the formation of Organization of African Unity. f) It marked the establishment of the movements activities in Africa. Why pan-African movement was not active in Africa before 1945 a) There was lack of adequate African representation in the movement before 1945. Africans in the movement were few and were staying outside Africa as political exiles or students. b) Colonial authorities could not allow Africans to organize a movement that was against their policies. Such movements were outlawed. c) The divide and rule policy used by the Europeans made it impossible for Africans to communicate and cooperate. d) Africans in each colony were mainly concerned with issues that affected them directly e.g. Land alienation, forced labour and taxation. e) The only Countries that were independent (Liberia and Ethiopia) could not champion pan-Africanism since they had their own internal problems and paid little attention to international matters e.g. Ethiopia and Liberia. f) Lack of venue to hold meetings on the African soil since the colonial government would not have allowed such meetings. g) Poor state of transport and communication at the time did not permit fast spread of Pan-Africanism. h) Few people were educated and only a minority in Africa had higher education hence there was widespread illiteracy and ignorance. i) Africans were too poor to contribute to pan-African efforts. **The role of Kwame Nkrumah in Pan-Africanism. ** a) He participated in the 1945 Manchester Conference as the secretary during which he proposed that delegates go back to their countries and spearhead the nationaliststruggle for political independence. b) He established the West African National Secretariat (WANS) in England to coordinated pan African federation activities in West Africa and promote pan Africanism. c) He founded the Convention Peoples Party (CPP) in 1949which led Ghana to Independence in 1957. d) As president of Ghana, Nkrumah inspired many African countries to struggle for political independence, and the black civil rights movement in the USA to fight for their rights. ----- 434 ### e) In 1958, he hosted the first pan-African conference of independent states in Accra which pledged to assist fellow Africans to fight for political independence. f) He funded nationalists in other countries e.g. Ghana and Algeria. g) He supported other African leaders who faced political threats from their former colonial masters. For example he assisted the Guinean leader, Sekou Toure, with Loans following the withdrawal of French support to the country after independence h) He championed trade unionism in Africa as a means of promoting pan-Africanism. During the Manchester conference as a joint secretary with George Padmore, he allowed participation of trade Unions from Sierra Leone, Nigeria, Ghana and Gambia. i) He participated in convening various pan-African conferences that led to the formation of O.A.U, an association of independent African states. NB- it is most probably because of his fight against western domination that Nkrumah was eventually overthrown in 1966 in a military coup that forced him into exile. He died on 27 [th] April 1972 in Bucharest, Romania, where he had gone to seek treatment for cancer. **Reasons why the pan-African movement became active in Africa after 1945. ** a) World War II strengthened nationalism in the continent. The Africans quest for political independence received a boost with support from UNO, USA and USSR. b) The 1945 Pan-African Conference in Manchester, brought many African elites together. They later inspired their colleagues back home to join the movement. c) The attainment of political independence in India in 1947 and Burma (now Myanmar) in 1948 encouraged many nationalists in Africa. d) The slowing down of the pan0africanism activities in America during the cold war period activated the same in Africa. USA tried to control activities of people like Padmore who had links with USSR. e) The attainment of independence by Ghana in 1957 inspired other African nations to focus on the liberation of their respective countries rather than fight for the betterment of fellow Africans outside the continent. **Performance of the Pan-African Movement.. ** **Achievements of Pan-Africanism. ** a) The movement created political awareness among people of African origin and a sense of deep concern for suffering of blacks all over the world. b) It put in place Steps towards the restoration of status and dignity to the African people, which had been eroded by slave trade, colonialism and racism. c) The movement provided an important forum where the people of African origin could discuss their problems. It promoted brotherhood among Africans. d) The movement led to the Development of the spirit of solidarity among the African people when dealing with issues that concern the continent. ----- 435 ### e) It laid the basis for the Formation of OAU, which later became the African Union f) The movement enabled African leaders to be more committed to African issues. For example the black caucus in the USA played an important role in pressurizing the US congress to take drastic measures against the Apartheid regime in South Africa. g) The movement laid the foundation for the interest in research on African culture, history, literature, music, religion, medicine, art, etc. this empowered Africans by enabling them to understand the status quo. h) The movement played an important role in the advancement of African nationalism by encouraging peoples of African origin to take pride in their ancestry and demand their rights. i) The movement condemned Mussolinis attempt to colonize Ethiopia in 1935 by organizing protests in major towns like New York, London, Brussels and Paris. **Challenges encountered by the pan African movement. ** a) Many European groups fought the activities of the pan Africanists. The fact that Marcus Garvey was arrested, tried and convicted of fraud (collecting funds unlawfully) and imprisoned for five years is a clear manifestation of this. b) It was difficult for the Africans to participate in African affairs since majority of Africans were still under colonialism. c) Due to lack of economic empowerment and lack of education, many of the pan African projects did not succeed. The Marcus Garvey project for instance collapsed due to mismanagement. d) Illiteracy and ignorance amongst some people of African origin hindered them from offering constructive support. e) The movement was restricted to the African continent after independence in 1960s. ***The absence of African-Americans in the continents affairs dealt a big to its progress. *** f) Division among Africans after independence e.g. Radical and the conservative leaders and between the francophone and the Anglophone countries. g) The European powers domination of the international media was used to water down the importance of pan-Africans by spreading negative propaganda. h) Some of the pan-African leaders could not agree on the best strategy of uplifting the welfare of the African origin peoples. i) The deep economic connection between colonies and the mother countries hindered any meaningful cooperation. j) Lack of venues to hold conferences in Africa especially before 1957 meant that the movement could not take root in Africa quickly. The far-away venues were inconveniencing. The Pan-African movement activities after 1950. Despite the challenges mentioned, the movement was still active in Africa after 1950 as manifested in the political developments that took place in the 1950s and 1960s. ----- 436 ### **The following conferences were convened during that period. ** 1) The 1 [st] Conference of Independent African States, Accra, Ghana April 1958. In attendance were the eight independent African states of Ghana, Egypt, Morocco, Ethiopia, Liberia, Tunisia Sudan and Libya. the delegates pledged to assist fellow African countries who were fighting for political independence.. 2) The All-African Peoples conference, (Accra De. 1958) the conference was attended by freedom fighters and trade unionists from all over Africa. It was chaired by Tom Mboya of Kenya The conferences main resolution was to use all means to acquire political independence and to encourage unity between the African leaders. 3) The All-African Peoples Conference, Tunis, January 1960. It strengthened the desire for unity among African states. 4) The 2 [nd] Conference of Independent African States, Addis Ababa, Ethiopia, June 1960. The conference was the forerunner to the formation of a continental Body, OAU. The conference exposed sharp division among African states over the situation in Congo, where Patrice Lumumba was facing problems with his former colonial masters. 5) The Brazzaville Conference December 1960 Attended exclusively by the 12 francophone conservative African states, the conference emphasized the need to respect international Frontiers and noninterference in the internal affairs of any African state. They promised political support for Mauritania in her boundary disputes with morocco. 6) The Casablanca conference, January 1961. It was a reaction to the resolutions of the Brazzaville conference by the radicals who supported Morocco in her dispute with Mauritania. They advocated for the removal of foreign troops in Congo. 7) The Monrovia conference, May 1961. It attracted both moderates and conservatives and aimed at uniting the antagonistic groups. The conference emphasized the absolute equality of all states. The conference succeeded in uniting the hostile groups through the undertaking of two crucial events; ~ The Algerian Referendum of 1961, which passed that the Algerians wanted political independence from France. ~ The situation in Congo stabilized after 1961. **ORGANIZATION OF AFRICAN UNITY (OAU) ** **What was the OAU? ** It was an association of independent African states that existed between 1963 and 2002, when it was renamed the African Union (AU) **Origin and development of OAU. ** It was formed as a climax of a series of pan- Africanism congresses up to 1963. In January 1961, several African independent states, i.e. Egypt, Ghana, morocco, Libya and Algeria, met in Casablanca and pledged to help Patrice Lumumba of Congo against ----- 437 ### the secessionist Tsombe. In May 1961, another group of African states, i.e. Liberia, Tunisia and Togo met in Monrovia and agreed to work in unity to solve the Congo crisis. In august 1961, a bigger group made up of former French colonies met in Brazzaville to find a solution to the Congo crisis.In 1963, the regional groupings compromised and joined with others to form one organization. In May 1963, foreign ministers of 32 independent African states met in Addis Ababa, Ethiopia, to prepare the agenda for the heads of state meeting.The heads of states met under chair of Emperor Haile Selassie and gave birth to OAU, with Selassie as its first chairperson. Its membership grew from 32 at the time of its inception to 54 ***NB; when the Saharan Arab Democratic Republic was admitted to the OAU in 1984, *** ***Morocco withdrew since she claimed that SADR was part of her territory. *** **The Charter of OAU. ** **Objectives of the OAU. ** a) To provide African countries it a permanent organization through which they could discuss issues affecting them and lay strategies for solving them. b) To provide identity for the newly independent countries of Africa in a world dominated and controlled by the white race. c) To co-ordinate and assist in the speedy decolonization of the rest of Africa. d) To improve the living standards and conditions of African people as a group and as individual states. e) To help in the Defence of the independence of African states and maintenance of the sovereignty of these countries. f) To promote cooperation among the African states in economic, social and political fields so as to improve living standards. g) To promote and enhance African solidarity and unity. h) To support world, peace organizations like the UN and the Non-Aligned Movement. i) To promote peaceful settlement of disputes. j) To promote non-interference in the internal matters of member states. **The fundamental principles of OAU as outlined in the charter. ** a) Recognition of the sovereign equality of member states. b) Non-interference in the internal affairs of member countries. c) Respect for the sovereign and territorial integrity of each country and its inalienable right to independent existence. d) Peaceful settlement of disputes. e) Condemnation of political assassination or any form of subversion by one country in another member country. f) Dedication to the emancipation of territories under colonial rule. g) Adherence to the principle of non-alignment. ----- 438 ### **The structure of the former OAU. ** The OAU charter borrowed heavily from that of the United Nations Organization. The only difference is that no member of OAU enjoys veto powers. All members have equal privileges and vote. The charter outlined the structure of OAU as follows;The Assembly of Heads of State and Government. This was the supreme organ of OAU meeting once a year to discuss specific urgent matters and electing a chairperson every year. A two-third majority vote was used to decide critical issues.The Council of Ministers. It was made up of all foreign ministers of OAU member states and met twice a year to prepare agenda for the meeting of heads of state and government. It implemented decisions passed by heads and prepared the OAU budget.The General Secretariat. Headed by the secretary general elected by the Assembly of Heads of state, it offered the administrative services to the organization on daily basis. The past secretaries were Kifle Wodajo of Ethiopia (1963- 1964), Diallo Telli Boubaker of Guinea (1964-1972), Nzo Ekangaki of Cameroon (1972- 1974), Eteki Mboumoua of Cameroon (1974-1978), Edem Kodjo of Togo (1978-1983), Peter Onu of Nigeria (1983-1985), Ide Oumarou of Niger(1985-1989). The last was Salim Ahmed Salim from Tanzania.The Commission of Mediation, Conciliation and Arbitration. It was charged with the task of settling disputes involving members. It had membership of 21 states and served for a term of five years.Specialized Agencies. The OAU also comprised specialized agencies and committees that handled the technical business of the organization. E.g. the OAU Liberation Committee-to co-ordinate activities of liberation movements. The Economic and Social Commission, the Commission on Education, Science and Culture, the Defence Commission, the Supreme Council of Sports Etc. **Achievements of OAU. ** a) It offered solution to border disputes between member states like Kenya vs. Somalia, Ethiopia vs. Somalia, Libya vs. Chad, morocco vs. Algeria, Chad vs. Nigeria and the Rwanda Burundi conflict. b) The OAU achieved total liberation of African countries, with South Africa being the last one. It offered military support to the nationalistic struggles in Mozambique, Angola, Rhodesia, Namibia and South Africa. c) It condemned human rights violation in countries like Namibia and South Africa. It encouraged economic sanctions against the apartheid regime of South Africa. d) Through the OAU, African governments were able to speak with one voice on matters affecting Africa and they even attempted to formulate a common foreign policy. e) It provided a forum for discussing Africas common problems like desertific ation, foreign interference, and dependency and at the same time sought for solutions to the problems. f) The organization embarked on common economic ventures for Africa. For example creation of the African Development Bank (ADB) which represented the collective ----- 439 ### contribution by all Africans towards emancipation of Africans from economic backwardness. g) It encouraged construction of roads and railways to link different regions. E.g. Tanzam, the Great North Road and the Trans-African Highway. This improved economic co-operation between member states. h) It created a cultural identity for African countries sports and the All -African Games, which provided Africans with the opportunity to meet and socialize. i) Through its refugee agency, it addressed itself to the refugee problem in the continent. E.g. refugees from countries like Rwanda, Burundi, Chad, Gambia, Ethiopia, Sudan and Somalia have been assisted. j) It was instrumental in the formation of regional organizations like ECOWAS, SADDC and COMESA. **Problems that faced OAU during its operation. ** a) Differences in economic development levels and in history of member states militated against co-operation. b) Ideological differences among member states, especially during the Cold war period, hampered the operations of the OAU. c) It lacked sufficient funds to carry out its work efficiently. The members were poor given that all of them were third world countries. d) The problem of sovereignty. Many countries disregarded the OAU resolutions in favour of their sovereignty and national interests. e) It lacked an effective machinery to effect its decisions. It also lacked a standing army to implement and effect its resolutions hence the term Toothless Bulldog coined by Gadaffi to refer to it. f) Loyalty to other organizations. OAU members also belonged to other organizations like ECOWAS, COMESA, The Arab League etc; the interests of these organizations were not always in accord with those of the OAU. g) The colonial legacy. Many problems arising from past colonial policies have rocked the organization. E.g. The land issue in Zimbabwe. There is also the problem of NeoColonialism in trade. h) Interference by the big powers. This has caused dismay to the organization. i) Emergence of dictators like Amin Dada of Uganda, Bakassa Jean Bedel of Central African Republic, And Mobutu of Congo. j) Civil strife in various countries remained unresolved for a long time. E.g in Sudan, Rwanda, Ethiopia, Nigeria. This made cooperation difficult. **THE AFRICAN UNION ** **Origin of the African Union. ** On 9 [th] September 1999, the Heads of State and Government met in Libya and made the Sirte Declaration calling for the establishment of an African Union and a pan-African ----- 440 ### parliament.On 29 [th] may 2000, the document for the formation of African Union and Pan- African Parliament was adopted by the joint sitting of legal experts and parliamentarians. On 2 [nd] June 2000, heads of state and government meeting in Lome, Togo adopted the Constitutive Act of the African Union drafted by the council of ministers. The AU was born in 2002, at a Summit held in Durban, South Africa, where the first Assembly of Heads of State of African Union was convened. **Differences between the former Organization of African Unity and the present ** **African Union. ** a) Unlike the O.A.U, the A.U challenges the principle of non-interference in the internal affairs of member states. It allows for intervention whenever a member state experiences conflict or widespread human rights violation. b) O.A.U was like an Association of African Heads of State, but A.U is like a Union of African Peoples. Increased participation of all African people is manifested in the proposed Pan-African Parliament and an economic, social and cultural council. c) Unlike the O.A.U the African Union has an accountability mechanism. An African Peer Review Mechanism (APRM) has been developed as a means through which countries can be held accountable on matters of security, development, stability and cooperation. d) Unlike the O.A.U, the A.U has a broader development plan for Africa e.g. through the New Partnership for Africas Development-NEPAD whose main objectives include to promote accelerated growth and sustainable development, to eradicate the widespread poverty in the continent and to halt the marginalization of Africa in the globalization process. e) Unlike OAU, AU presupposes the establishment of a security council and the African Court of Justice with law enforcement powers(A standing military) **The AU Charter. ** **Objectives of AU. ** a) To accelerate the political, social and economic integration of the continent. b) To promote and defend the African common positions on issues of interest. c) To defend the independence and territorial integrity of African states and maintain the sovereignty of these countries. d) To promote democratic principles and institutions, popular participation and good governance. e) To establish the necessary conditions which enable the continent to play its rightful role in the global economy and in international negotiations. f) To promote cooperation among the African states in economic, social and political fields so as to improve living standards. g) To achieve and enhance greater African solidarity and unity. h) To promote peace, security and stability in the continent through peaceful settlement of disputes. ----- 441 ### i) To advance the development of the continent by promoting research in all fields, particularly in science and technology. j) To encourage international cooperation, taking into account the Charter of the United Nations and the Universal Declaration of Human Rights. k) To work with relevant international partners in the eradication of preventable diseases and promotion o good health on the continent. **The structure of African Union ** The AU charter outlined the structure of AU as follows; 1. The Assembly . This is the supreme organ of AU meeting once a year to elect a chairperson and determine the common policies of the union, consider requests for admission, monitor implementation of policies and decisions, appoint and terminate the judges of the court of Justice among other functions.(students to make additions) Decisions are either by consensus or by two-thirds majority vote. 2. The Executive Council. It is made up of Foreign Ministers or the authorities designated by the member states. Its core function is to co-ordinate union policies ion areas of common interest like foreign trade, ener gy, industry, water resources and environmental protection. Such functions can be delegated to specialized technical committees. 3. The Commission/Secretariat . Comprises a chairperson, deputy chairperson and eight commissioners and staff members. It deals with the administrative issues and implements decisions of the Union. 4. The Permanent Representatives Committee . It comprises the Ambassadors to the AU. Its main responsibility to prepare for the executive council and run the association daily. It seats permanently in Addis Ababa. 5. Specialized committees and Agencies. The AU also comprised specialized agencies and committees that handled the technical business of the organization. E.g the Committee on Rural Economy and Agricultural Matters, the Committee on Monetary and Financial Affairs, the Committee on Trade, Customs and Immigrations Matters, the Committee on Transport and Communication, the Committee on Education, Human Resource and Culture, the Committee on Health, Labour, and Social Affairs. 6. The economic and social council. It performs advisory functions 7. Specialized technical committees. E.g the Committee on Rural Economy and Agricultural matters, the Committee on Trade, Customs and Immigration Matters, The Committee on Industry, Science and Technology, the Committee on Transport, Communication and Tourism, the Committee on Health, Labour and Social Affairs, the Committee on Education, Culture and Human Resources. **They perform the following roles; ** a) Prepare projects and programmes of the Union and submit them to the executive council. b) Ensure supervision, follow-up and evaluation of the implementation of ----- 442 ### decisions taken by the organs of the Union. c) Ensure co-ordination and harmonization of projects and programmes of the Union. d) Submit to the Executive council, their reports and recommendations on implementation of the African Unions Act. ***8. Other proposed structures though not yet in place are; *** ~ The peace and Security Council to comprise 15 members to monitor and intervene in conflicts. ~ The Pan-African Parliament responsible for ensuring civil society participation in AU matters. ~ The Court of Justice to deal with human rights abuses in Africa. ~ Financial Institutions like The African Central Bank, the African Monetary Fund and the African Investment Bank. **THE EAST AFRICAN COMMUNITY ** Founded on 6 [th] June 1967, it comprises Kenya Uganda and Tanzania. **Origin of the East African Community. ** Its origin can be traced back to 1902- the efforts of the British and German colonial governments to establish a unified administration over the East African territories.For example, the East African Court of Appeal was established in 1902, The East African Postal Union in 1911, East African Customs Union in 1917, East African Currency Board in 1920 And East African High Commission in 1948.On 9 [th] December 1961, the East African High Commission was replaced with the East African Common Services Organization with the headquarters in Nairobi.The treaty to establish the East African Community was signed on 6 [th] June 1967. The organization came into force on 1 [st] December 1967. **Objectives of the East African Community. ** a) To maintain a common markets for the member states and promote balanced economic cooperation. b) To provide common services to the three member states especially in the areas of transport and communication. c) To promote political co-operation between the three countries and hence peace and security. d) To facilitate the movement of the people within the region to foster greater cooperation and understanding among them. e) To expand the market in a region where population and incomes are low. **Challenges that faced the East African Community up to 1977. ** a) Suspicion over perceived dominance among members. Tanzania and Uganda accused Kenya of acquiring the lions share of benefits from the community. Kenyan industries for example were protected more by the common external tariffs. ----- 443 ### b) Personality differences. This was between individual leaders of the three countries, making it more difficult for them to hold meetings. c) Ideological differences. Each of the three countries pursued different economies. Kenya followed capitalism and Tanzania socialism. Uganda had a mixed economy. d) Political instability in Uganda. The coup dtat, which overthrew Milton Obote, undermined the unity that was desired for the organization. Nyerere for example refused to recognize Amin as the president of Uganda. e) National pride and interests. National interests were given more priority than the regional interests were. E.g Tanzania favoured railway transport while Kenya favoured road transport. f) Boundary closures .Tanzania closed its common border with Kenya in 1977, thereby halting the community activities. There was also boundary closure between Tanzania and Uganda during the war between the two in 1978. g) Financial constraints resulting from failure by member states to remit funds to meet the organizations needs. h) The use of different currencies by the three nations made transaction difficult. **The Rebirth of the East African Community-2001 ** **Reasons that led to the rebirth of the East African Community in 1996. ** a) There was need to maintain a common market for the member states in order to promote balanced economic cooperation. b) There was increasing need to provide common services to the three Member states especially in the areas of transport and communication as well as research. c) There was a strong desire to promote political cooperation between the three countries in a world that was becoming a global village. d) There was need to facilitate free movement of people in the region. e) A greater lesson had been learnt following the great losses and costs incurred by the East African countries following the collapse of the Community in 1977. **Milestones in the Formation of the East African Community-2001. ** a) The full East African cooperation was started on March 14, 1996, when the Secretariat of the Permanent Tripartite Commission was launched at the headquarters of EAC in Arusha, Tanzania. Ambassador Francis Muthaura was appointed the first secretary general. b) On 19 [th] November 1996, the agreement for the establishment of the East African Business Council was signed in Nairobi. f) On 29 [th] April 1997, the second summit of heads of state was held in Arusha. It launched the first East African Cooperation development strategy (1997 -2000). g) On 30 [th] April 1998, the ninth meeting of the Permanent Tripartite Commission in Arusha launched the treaty for the establishment of the East African Community. h) On 24 [th] November 1998, the first East African Ministerial meeting on the Lake Victoria hyacinth was held in Arusha. A regional strategy was developed for control ----- 444 ### of the lake hyacinth. i) On 22 [nd] January 1999, the third summit met in Arusha and directed the Permanent Tripartite Commission to complete the treaty making process by 30 [th] July 1999. j) The treaty establishing the East African Community-2001 was signed on 30 [th] November 1999 in Arusha by the three heads of state. **The structure of the New East African Community. ** In the november30, 1999 treaty, the following organs were established to coordinate the activities and the direction of the community. 1. The Summit of Heads of State. It had the responsibility of giving direction towards realization of the goals and objectives of the community. It was the communitys supreme organ, consisting of the three heads of state with the chair being rotational. 2. The Council of Ministers. The main decision making organ of the heads of governments of the member states. It comprised the designated ministers from member states. 3. The Coordinating Committee. Made up of permanent secretaries. It reports to the council of ministers. It coordinates the activities of the sectoral committees. 4. The Sectoral Committees. These are committees created by the council on recommendation of the respective coordinating committee. 5. The East African Legislative Assembly. It provides a democratic forum for debate. It is also a watchdog of the activities of the community. It is a 30 -member assembly whose members are drawn from the member state. 6. The Secretariat. Based in Arusha, it carried out the day-to-day administrative duties of the community. 7. The Court of justice of East Africa. This was the highest appellate court in the region. **Other autonomous institutions established by the Council include; ** ~ The East African Development Bank (EADB). ~ Lake Victoria Fisheries Organization (LVFO) ~ Inter-University Council for East Africa (IUCEA) **Challenges that have faced the EAC-2001. ** a) Suspicion still exists over perceived dominance of Kenya in the community affairs. b) Despite signing the treaty in 1999, Tanzania customs are still taxing Kenyan products. c) Increased cross-border smuggling. The freedom of movement within the region sometimes results in smuggling of illegal arms and spread of crime and insecurity. E.g. the smuggling of a vehicle belonging to Kenyas Chief of Staff, General Joseph Kibwana to Tanzania in 2004. d) Cattle rustling across the borders. This is common on the Kenya Uganda border with the Pokot and Karamojong attacking each other e) Arrest of Kenyan fishermen on Lake Victoria by either Tanzania or Ugandan ----- 445 ### policemen/navy accusing them of fishing in their waters. f) Membership to other regional bodies e.g. COMESA, SADDC. This complicates the work of the EAC. g) The recent wrangles between Kenya and Uganda over ownership of Migingo Island. Although this problem was resolved by Uganda conceding Kenyas ownership of the Island, it raised tension between the two countries. h) The use of different currencies by the three nations has made transaction difficult. i) Political squabbles in the individual countries slow down the progress of the community j) Individual national interests have slowed down the implementation of the activities of the community the deep-seated differences between the member states over the proposed taxes on imports from countries outside the region. **Achievements of the East African Community-2001. ** a) It has boosted movement of citizens within the three member states of East Africa. An East African passport has been introduced. b) It has provided a forum for the East African Leaders to discuss issues harmoniously. c) It has facilitated the improvement and expansion of transport and communication networks between the three East African countries. d) Tariffs for industrial goods produced in East Africa have been reduced. e) Investment procedures have been eased to enable all citizens to invest more easily within the community. f) It has enhanced cooperation of the civil society leading to formation of the Law Society of East Africa and the Business Council of East Africa. g) The community has promoted trade among member states by encouraging citizensto conduct trade in all the countries. **THE ECONOMIC COMMUNITY OF WEST AFRICAN STATES. ** **Formation of ECOWAS. ** This is a regional group comprising of 15 West African countries.The treaty establishing ECOWAS was signed in Lagos, Nigeria on 28thmay 1975 by Gambia, Mali, Cape Verde, Burkina Faso, Niger, Benin, Togo, Cote dIvoire, Sierra Leone, Ghana, Senegal, Guinea Bissau, Nigeria and Guinea. **Objectives of ECOWAS. ** a) To provide economic co-operation among West African states in specialized fields such as transport, communication, agriculture, trade industry etc. b) To liberalize trade between member states. c) To improve relations between the member states. d) To improve living standards of people in the member states. e) To create a customs union in the region. f) To promote industrial development among member states. g) To promote cultural interaction among the member states. ----- 446 ### **Organization of ECOWAS. ** The following are organs that were established to coordinate the activities and the direction of ECOWAS. 1. The Authority of Heads of State and government. The authority meets once a year, with the chair being rotational. 2. The Council of Ministers. It comprises the designated ministers from member states. It meets twice a year. It manages the affairs of the community. 3. The Tribunal. Acting as the industrial court, it was established for settling disputes arising from the community. 4. The Executive Secretariat. Based in Lagos, Nigeria, it carries out the day-to-day administrative duties of the community. 5. Specialized commissions and Agencies. E.g the Committee on industry, natural resources and Agricultural Matters, the Committee on Trade, Customs and Immigrations Matters, the Committee on Transport and Communication, the Committee on Culture and Social Affairs. **Achievements of ECOWAS. ** a) The defence Act adopted by ECOWAS in 1981 provided military support to any Member state attacked by outsiders. Their defence force known as ECOMOG was instrumental in quelling civil wars in Liberia and Sierra Leone. b) Economically, Member states benefit from ECOWAS. For example, Nigeria provides her oil to member states at a reduced price. c) The community has enabled regular meeting of the Heads of State to tackle problems facing the region. d) Socio-cultural exchanges within the West African region have promoted good relations among the people. e) Improvement has been realized in transport, trade, agriculture and communication. f) The organization has resolved political problems facing member states. g) ECOWAS has enabled citizens of member states to move freely from one country to another through waiver of visa requirements. h) There has been progress in education through the establishment of a Joint examination Syllabus for West African States. Challenges that ECOWAS has faced in its operation. a) Political instability in member states. Countries like Nigeria and Ghana have witnessed Military coups. Civil wars have been fought in Sierra Leone, Liberia and Ivory Coast. These have been a hindrance to cooperation. b) Nationalistic issues. Most member states give priority to their own domestic issues at the expense of the organization. c) Language barrier. Countries in West Africa inherited the languages of their former colonial masters. The problem in communication has hindered the efficient operation of the organization. ----- 447 ### d) Infrastructural problems. The state of roads, railway and communication linkages are poor. This has hampered economic progress of member states. e) Ideological differences. The leaders of the member states view each other with suspicion and mistrust due to differences in ideologies. f) Lack of uniform currency. Each country has its own currency. This creates a problem of rates of exchange thus hindering trade. g) Foreign interference. The presence of Israeli and French soldiers in Cote DIvoire was viewed suspiciously by guinea. h) Border closures. For example between Ghana and Togo and between Burkina Faso and Mali. **THE COMMON MARKETS FOR EASTERN AND SOUTHERN AFRICA ** It is an economic organization comprising 19 states and which was established on 8 [th] December 1994 to replace the Preferential Trade Area. **Aims and objectives of COMESA. ** a) To attain sustainable growth and development of the member states by promoting a more balanced and harmonious development of its production and marketing. b) To promote cooperation in all fields of economic activity and joint adoption of macro-economic policies and programmes. c) To cooperate in the promotion of peace, security and stability among member states in order to enhance economic development in the region. d) To cooperate in the creation of an enabling environment for foreign, cross-border and domestic investment. e) To cooperate in strengthening the relations between the common market and the rest of the world. f) To contribute towards the establishment, progress and realization of the objectives of the African Economic Community. **Principles that govern the operation of COMESA. ** a) Equality and interdependence of member states. b) Solidarity and collective self-reliance among member states. c) Inter-state cooperation, harmonization of policies and integration of programmes. d) Non-aggression. e) Recognition, promotion and protection of human and peoples rights in accordance with the provisions of the African Charter on human and peoples rights. f) Accountability, economic justice and popular participation in development. g) The recognition and observance of the rule of law. h) The promotion and sustenance of a democratic system of governance in each member state. i) The maintenance of regional peace and stability through the promotion and strengthening of good neighbourliness. j) The peaceful settlement of disputes among member states and active cooperation ----- 448 ### between neighbouring countries **Organization of COMESA. ** COMESA is made up of the following organs; 1. The Authority of Heads of State and government. It is the supreme-policy making organ of COMESA. The authority meets once a year, but may hold an extra-ordinary meeting on request of any member of the authority. 2. The Council of Ministers. It comprises the designated ministers from member states. It meets once a year. It manages the affairs of the community. It monitors and ensures the proper functioning and development of COMESA. 3. The Court of Justice. It ensures proper interpretation and application of the provisions of the treaty. it was established for settling disputes arising from the community. E.g between Kenya and Egypt over export of cement in 2004 4. The committee of Governors of Central Banks. Governors of banks of member states form a committee to manage COMESA clearing house and ensure implementation of the monetary and financial co -operation programmes. 5. The Inter-Governmental Committee. A committee of permanent secretaries from member states which develops and manages programmes and action plans in all areas of cooperation except in the financial sector. 6. The Secretariat. Based in Lusaka, Zambia, it provides technical support and advisory services to the member states and coordinates the activities of COMESA. The current secretary general is Erastus Mwencha since 1997 7. The Technical Committees. E.g the Committee on natural resources and Environment, the Committee on Agricultural Matters, the Committee on Trade, Customs and Immigrations Matters, the Committee on Transport and Communication, the Committee on Labour, Culture and Social Affairs. 8. The consultative committee. This comprises the business community and other stakeholders. It provides a link between the business community and other COMESA stakeholders, monitors implementation of the necessary provisions of the treaty, consults and receives reports from other interested groups and Participates in the technical committees and makes recommendation. 9. Specialized independent institutions. The Eastern and Southern African Trade and Development Bank (PTA Bank) based in Nairobi, Kenya, the PTA reinsurance company, Nairobi, Kenya, The COMESA clearing house, Harare, Zimbabwe, COMESA association of Commercial Banks, Harare, Zimbabwe, COMESA leather institute, Addis Ababa, Ethiopia. **Achievements of COMESA. ** a) It provides its members a wide, harmonized and more competitive market for internal and external trading. b) It provides member states with a rational way of exploiting natural resources for their welfare. ----- 449 ### c) COMESA has established harmonized monetary, banking and financial policies in the region. d) It has improved the administration of transport and communicat ion to ease movement of goods, services and people. e) It has ensured cooperation in the promotion of peace, security and stability among member states in order to enhance economic development in the region. f) COMESA has strengthened relations between the Common Market and the rest of the world while ensuring that the members adopt a common position in international fora. g) Through the Authority of Heads of State and Government, COMESA directs and controls the affairs of the common market. h) Customs cooperation has been achieved through a unified computerized customs network that operates across the region. The harmonization of macro-economic and monetary policies throughout the region has been achieved. i) It has provided room for greater industrial productivity and competitiveness due to its large market. j) It has encouraged member states to practice good governance, accountability and respect for human rights. Burundi and Rwanda were subjected to these demands before they were admitted to COMESA. k) It has contributed to employment of many people in the region. l) COMESA has promoted increased agricultural production and exploitation of natural resources. m) The organization has ensured a more efficient and reliable transport and communication infrastructure. **Challenges that face COMESA in its operations. ** a) Membership to other bodies. Members of COMESA are also members of EAC and SADC. This leads to divided loyalty. b) Personality differences. For example, presidents Museveni of Uganda and El Bashir of Sudan were involved in disagreements in 2004 over rebel activities. c) Boundary conflicts. This has been witnessed between Ethiopia and Eritrea. d) Civil wars. Wars have been witnessed in DRC, Uganda, Sudan, Rwanda and Burundi. Such inevitable wars undermine the operations of the common markets. e) Constant quarrels among member states over trading rights. For example Kenya and Egypt quarreled over duty-free cement dumped in Kenya by Egypt, on which Kenya wanted to charge duty. f) Poor transport between member states. This hampers movement of goods in the region. g) Pulling out of Tanzania and Namibia. The two founder members have opted for the South African Development Cooperation (SADC). This has undermined COMESA. ----- 450 ### h) Some members undermine their neighbours. For example Uganda and Rwanda have been accused of participating in the civil wars in the DRC. **Reasons why Africa has been unable to achieve full economic integration. ** a) The problem of poor transport and communication has impeded flow of trade. This has affected all previous and existing economic groupings. b) There is uneven distribution of resources in Africa. Some countries are endowed with strategic natural resources like oil and fertile soils while others are impoverished with no resources. This hinders integration. c) All member states of economic co-operations suffer from budgetary deficit and balance of payment problems. They therefore lack adequate foreign exchange required for international trade. d) There is constant political interference by unenlightened leaders e) There has been rivalry among member states of trading co-operations. f) Africa has had a poor share from world trade as prices on world market are dictated by industrialized countries. g) The advent of multi-partism after the end of the cold war and the subsequent introduction of Structural Adjustment Programmes has crippled the performance of economic integration in Africa. h) Inability of member states to interfere in the internal affairs of other states even where there is need. i) Failure by member states to contribute fully to the organizations. j) The colonial legacy. Many member states still depend heavily on the West for manufactured goods, machinery, technology, donations and ideas. **NATIONAL PHILOSPHIES (KENYA) ** **AFRICAN SOCIALISM ** **Meaning and origin of African Socialism. ** The Sessional paper No.10 of 1965 defines African socialism as an African political, economic system that is positively African, and capable of incorporating useful and compatible techniques from whatever source. African socialism was born out of the desire by our leaders to create a new society, different from the colonial society and which embraced equity devoid of racism, oppression and other social injustices. Main features that characterized African socialism in Kenya. a) Political Democracy where all people are politically free and equal b) Various forms of ownership of wealth. E.g. free enterprise allowing private ownership of property, nationalization policy for key industries, partnership with private sector c) Mutual social responsibility. That the spirit of service and not greed for personal gain motivate Kenyans. d) A range of control to ensure that property is used in mutual interests of society and its members. ----- 451 ### e) Progressive taxation to ensure an equitable distribution of wealth and income. f) Diffusion of ownership to avoid concentration of economic power on a few people in the society. **Achievements of African socialism as a National Philosophy. ** a) It has led to promotion of democratic process in governance. Multi-partism has been established in Kenya due to African socialism policies. Kenya has also witnessed the growth of the civil society. b) Since the philosophy is built on African traditions, it has promoted African cultures Kenya pursued African values consistent with her traditions. c) The philosophy has promoted national unity and coexistence among Kenyan communities. d) There has been a greater effort to achieve fairness and justice through progressive taxation and a range of other controls. The government has tried to achieve fair distribution of resources through the activities of the District Focus for Rural Development. e) The philosophy led to establishment of cooperative societies in Kenya. This has promoted social and economic development in Kenya. f) African socialism has promoted agricultural development through the land tenure system that was undertaken to ensure settlement of the landless in settlement schemes like Bura. g) Social development in education and health has been achieved. Discrimination in schools, hospitals and residential areas stopped. Uniform systems were adopted. h) The philosophy gave Africans the right to participate in their economy. This was through the policy of Africanization in which industrial enterprises hitherto owned by Asians and Europeans, changed ownership. i) African socialism has encouraged rapid development in Kenya. The policy of mutual social responsibility through self-help promotes a sense of patriotism and service to the nation as Kenyans work together to build the nation. **Problems that faced African socialism. ** a) Progressive taxation has put an additional burden of taxation on the poor thus discouraging development. b) Political interference in public projects and wrangles among leaders retards development. c) The spirit of unity and co-operation and self-help has been discouraged by misappropriation of funds. d) Corruption leads to negative attitude from people towards contributing to national development. **HARAMBEE PHILOSOPHY ** Meaning and origin of Harambee philosophy. ----- 452 ### Harambee is a Kiswahili slogan, which means pulling together or working together. It was a development strategy in which, people supplemented government efforts through voluntary contribution.Mzee Jomo Kenyatta made it a national Motto in 1963 when he aptly advanced it as unity in all causes of national integrity and human progress. The Harambee spirit embodies ideals of assistance, joint effort, mutual social responsibility and community self-reliance. **Harambee projects are categorized as; ** 1. Social Projects. Educational institutions and facilities, medical centres, recreational facilities and religious institutions. 2. Economic projects. Construction of rural access roads, bridges and culverts, agricultural and livestock activities. **Principles that guide the Harambee spirit. ** a) It is a development strategy that is aimed at mobilizing the people at local level to participate in their development b) Participation is guided by the principles of collective good as opposed to individual gain. Harambee efforts should be directed towards community projects rather than individual projects. c) The choice of project is supposed to be guided by the felt needs of the majority. Participants should be involved in decision making. d) In the implementation of projects, there should be maximum utilization of the local resources such as labour, materials and money. **Contribution of Harambee movement to the development of Kenya. ** a) Harambee movement has led to development of education in Kenya through Harambee fundraising to construct schools and colleges. b) Funds have been collected through Harambee to improve infrastructural facilities such as roads, rural electrification and provision of water. c) Collective participation in development programmes by people from different groups has promoted national unity. d) It has helped inculcate hard work in the people of Kenya. This has in turn encouraged various ethnic groups to develop their respective areas. e) Harambee projects especially in rural areas have attracted foreign donors especially the NGOS f) Has led to re-distribution of resources as people with more funds have participated in the development projects in the less developed areas. g) Funds have been raised through Harambee to help the less fortunate members of the society. For example, President Moi 8 [th] April 1989 held a Mammoth Rally where KSH 70Million was raised to help the disabled. h) Harambee movement has promoted agricultural development e.g., through construction of cattle dips and purchase of farms through Harambee. ----- 453 ### i) Funds raised through Harambee have been used to purchase buses and Matatus to provide transport. Ways in which the Harambee philosophy has promoted the development of education in Kenya. a) Many education institutions have been constructed using funds raised through Harambee effort. Thus enabling many children to attend school. b) Many students have been assisted to pay school fees/thus it enables the needy to go on learning. c) Physical facilities have been constructed/improved through Harambee. This enables learning in a conducive environment. d) Teaching/learning materials have been purchased/ donated to schools to improve the quality of education. e) Additional staff/workers in schools have been paid through Harambee contributions by the parents to offset inadequacy. f) Through Harambee spirit, well-wishers, thus helping the learners to exploit their talents, have supported co-curricular activities. g) Scholl furniture has been bought through Harambee effort thus making learning /teaching comfortable. h) Parents have contributed funds to supplement the governments school feeding programmes thus improving enrolment. **problems that face Harambee movement in Kenya. ** a) Misuse of Harambee funds/diverting its use and lack of commitment by leaders. b) It puts an additional burden of taxation on the poor. c) Embezzlement of public funds. d) Political interference and wrangles among leaders. e) The spirit of unity and co-operation and self-help may be killed by misappropriation of funds. f) Poor co-ordination and supervision of Harambee projects. g) Use of force or extortion of Harambee funds from the people/dictatorial tendencies. h) Corruption and negative attitude from people. i) Use of Harambee for political gains. NYAYOISM . **Meaning and origin of Nyayoism. ** Nyayoism originally meant footsteps i.e. following the footsteps of Mzee Jomo Kenyatta. This was a phrase coined by the former president of Kenya Daniel Arap Moi, in reference to his Endeavour to follow the foot steps of his predecessor.Today, Nyayoism means peace, love and unity that form the pillars of the development philosophy.It stresses the concept of being mindful of other peoples welfare.It is closely related to the principal of mutual social responsibility as embodied in African socialism. ----- 454 ### **Sources of Nyayoism. ** 1) Sessional Paper No. 10 of 1965 that articulated African socialism, which is based on collective responsibility and on being mindful of other peoples welfare. 2) The Biblical teaching of the Ten Commandments, summarized as Love for God, fellow man and oneself. 3) Mois long political career inspired him to develop the philosophy when he realized that national building required love. **Pillars of Nyayoism ** 1) Peace : - the state of being free from war and disorder. Peace is the beginning of sustainable and cumulative progress. Peace promotes development. According to Nyayoism, peace discourages political stability. 2) Love: - Love brings about trust and readiness to cooperate by working together tofoster national development. Lack of love disturbs peace, creates disorder and destroys progress. Love encourages the African culture of sharing through the extended family (communalism). 3) Unity : - the state of being one, being in harmony or in agreement in objectives and feelings. The diversity of Kenyas culture, religion, races and language requires that there must be unity for nation-building. **Role played by Nyayoism in national development. ** a) The philosophy formed the basis for solving national development problems. The philosophy perpetuated the Harambee spirit. b) The philosophy helped in unifying different communities. The philosophy enhanced cooperation and unity of all. c) Nyayoism was used as the rallying spirit for the collective contribution and approach to national development. d) Nyayoism discouraged societal evils since it preached love, unity and peace. Corruption was discouraged through the philosophy. e) It discouraged all forms of discrimination based on religion, tribe, race, and social status. f) The philosophy created respect for public property and functions. g) It enabled the creation of a welfare state since everyone became mindful of others welfare. h) It created a sense of nationalism and patriotism necessary for national development. **Impact of National Philosophies ** **Social Impact of National Philosophies. ** a) Education has been promoted through philosophies like the Harambee that have assisted in construction of schools, laboratories and libraries. b) Medical services have been improved c) Cooperation, understanding and unity have been encouraged since the philosophies emphasized togetherness for nation-building. ----- 455 ### d) The philosophies have promoted the spiritual and social welfare of people by raising their living standards. African socialism encourages people to assist others are share with others. e) Through the Harambee spirit, the plight of persons with disabilities and other disadvantaged groups has been looked into. f) The philosophies have promoted African cultures, since they are drawn from African traditions. **Economic impacts. ** a) Self-reliance and The Africanization process through which the people of Kenya were able to take over from foreigners was made possible by the philosophies. b) Due to the policy of pooling together resources and the spirit of cooperation derived from African socialism, cooperative societies have been formed in agriculture and other sectors, thus contributing to the countrys development. c) Transport and communication has been improved through African socialism and Harambee spirit. Rural access roads have been constructed; Nyayo buses were bought though the scheme failed due to mismanagement. d) The agricultural sector has been boosted by the philosophies. Kenyans are encouraged to work hard to increase food production. e) The pillars of Nyayoism have created a conducive atmosphere for growth of tourism and foreign investment in the country. **Political impacts. ** a) The philosophies have promoted nationalism and patriotism in the country. b) African socialism has encouraged the democratization process as it champions for political equality. c) It has promoted international cooperation and understanding **SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENTS AND ** **CHALLENGES IN KENYA SINCE INDEPENDENCE POLITICAL ** **DEVELOPMENT AND CHALLENGES ** It must be noted that Kenya inherited a number of political problems from the colonial government. For example; a) Lack of African technocrats who could give political direction to the country. b) Suspicion and jealousy between different communities due to the divide-andrule tactic employed by the colonial administration for many years. c) An illiterate population, ignorant of its political obligations **Political developments in Kenya between 1963 and 1991 ** On 12 [th] December 1963, Kenya became independent under KANU led by Jomo Kenyatta.In 1964, there was voluntary disbanding of KADU and APP making Kenya a de facto one party state. There was abolition of Federal Constitution in favour of a Unitary or Republican Constitution. The post of an executive president was created to replace the post of Prime Minister.In 1966, the Limuru conference presided over replacement of the ----- 456 ### Vice -President of KANU With seven Provincial Vice Presidents and one for Nairobi Area. On 14 [th] April 1966, Oginga Odinga resigned from KANU and Government and formed Kenya Peoples Union (KPU) where Bildad Kaggia, Achieng Oneko and Tom Odongo joined him.In 1966, the bicameral legislature (the senate and the House of Representatives) was disbanded. A single chamber parliament was established. In 1966, Joseph Murumbi was appointed the countrys vice-president to replace Oginga. He resigned in 1967to pave way for Mois appointment.1969 witnessed the political assassination of the flamboyant Tom Mboya in the hands of one, Nahashon Njenga on 5 [th] July on Nairobis Moi Avenue.1n 1969, KPU was banned following riots in Kisumu. In 1975, Josiah Mwangi Kariuki. MP for Kinangop was found brutally murdered in Ngong Forest.In October 1975 martin Shikuku and the deputy speaker, Jean Marie Seroney, were arrested and detained for making claims in the house that KANU and parliament were dead. In 1976, Chelagat Mutai, MP for Eldoret North was arrested and jailed for 2 years for inciting his constituents to violence. In 1977, George Anyona, MP for Kitutu was also arrested after he accused the government of corruption.In 1976, the change the constitution campaign was began by Kihika Kimani, Dr. Njoroge Mungai, Jackson Angaine, Paul Ngei and Njenga Karume with the objective of making sure that the then vice president, Daniel Arap Moi would not succeeded the president.On 22 [nd] august 1978, Jomo Kenyatta died and Moi assumed presidency for 90 days and was finally elected as second president of Kenya.In July 1980, Moi banned all tribal organizations, the Kenya Civil Servants Union and the Nairobi University Staff Union. In June 1982, after an attempt by Anyona to form a political party, section 2A was introduced in the Kenyan constitution makin g it a de jure one party state.On 2 [nd] august 982, Kenya experienced a coup detat by some air force servicemen. Charles Njonjo, the Constitutional Affairs Minister was accused of masterminding the coup. In 1988, KANU introduced the infamous Queue voting method (mlolongo) that was open to abuse.In February 1990, Dr, Robert Ouko, minister of foreign affairs and international cooperation was murdered. The better part of 1991 witnessed a series of tribal clashes involving Kalenjin and Kikuyu, Kalenjin and Luhyia and Luos. **Kenyas political developments from 1991 up to 2011. ** In December 1991, a parliamentary act repealed the one-party system provisions of the constitution and effectively established a multiparty system. The first political party to be formed under the repealed act was Forum for the Restoration of Democracy (FORD) In august 1992, one of the leaders of FORD Masind e Muliro died mysteriously. The first multiparty elections were held in 1992 in December.KANU won against a disjointed opposition.In 1994, the official leader of the opposition and MP of Bondo, Jaramogi Oginga Odinga died.After 1997 elections, the Inter-Parliamentary Parties Group ((IPPG) passed the reforms that marked the genesis of the constitutional review process.In 2002, several opposition parties formed a coalition that overwhelmingly defeated KANU in the general elections. ----- 457 ### In January 2003, the National Rainbow Coalition formed the new government with Mwai Kibaki as the president.In august 2003, Wamalwa Kijana, the vice president of the coalition government died after a short illness. Mood Awori was appointed the next Vice president.In 2005, a new political movement, the Orange Democratic Movement (ODM) was formed as a campaign tool against the proposed new constitution. Raila Odinga was its leader.The general Elections of 2007 resulted in a political crisis that provoked an unprecedented wave of political violence and killing across Kenya.On 28 [th] February 2008 the former UN Secretary-General Kofi Annan succeeded in brokering a power sharing deal between the incumbent President, Mwai Kibaki, and the opposition leader, Raila Odinga thus bringing to end the political violence. On April 17, 2008, Raila Odinga, from Orange Democratic Movement, was sworn as Prime Minister of Kenya, after more than forty years of the abolition of office.On 28 [th] august 2010 Kenya promulgated a new constitution thus making it the first independent African state to depart from the independence constitution.In 2011, the International Criminal Court seating at the Hague, begun criminal proceedings against Uhuru Kenyatta, William Ruto, former police Commissioner Hussein Ali, Henry Kosgei, the head of public service Francis Muthaura and a journalist Joshua Arap Sang over their involvement in the 2008 post-Election Violence.In June 2011, Dr. Willy Mutunga became the first Kenyas Chief Justice and Nancy Makokha Barasa, his deputy under the new constitution.The Electoral Commission of Kenya (ECK) was also replaced with the Independent Elections and Boundaries Commission (IEBC). The constitutional changes in Kenya in the period between 1963 and 1991.The first meeting in Lancaster in 1960 resulted in an interim constitution that failed to grant any substantial autonomy to Kenya. The second Lancaster conference in 1962 negotiated a framework for self government. The third and final conference in 1963 resulted in the drafting and adoption of Kenya's first independent Constitution by the British Parliament. The 1963 constitution marked the end of colonial rule and transformed the colony into a dominion.It established a parliamentary system with executive powers vested in a cabinet headed by a Prime Minister.The Constitution was changed in 1964 and Kenya became a republic and the executive becamepresidential. The senate and regions were also abolished.In 1966, the voting majority to change the Constitution was lowered to two -thirds of the MPs. The term region was replaced with province.In 1966, a constitutional amendment abolished the Bicameral Legislature and replaced it with a Unicameral Legislature, chosen directly by the electorate.On 28 [th] April 1966, an amendment was passed to compel MPs who defected from sponsoring party, to resign from parliament and seek re-election.In May 1966, the Public Security Act was passed empowering the president to detain a citizen without trial on grounds of being a threat to state security.In 1968, the president was empowered to alter provincial and district boundaries.In 1968, the procedure for presidential elections and succession in the event of his death was laid down. The age qualification for presidential candidates was also lowered to 35 from 40 years.In 1974, an amendment of the constitution empowered ----- 458 ### the president to pardon any election offender at his own discretion. This was done to favour Paul Ngei. In 1975, Kiswahili was declared the national language of the national assembl y.In 1977, the Kenya court of appeal was established after the breakup of the East African Community. Voting age was lowered from 21 to 18. In 1979, both Kiswahili and English were declared languages of the national assembly.In 1982, Kenya became a de jure one party state. KANU became the only lawful party in Kenya.In 1987, the security of tenure of the Attorney General, Chief Secretary, The Comptroller and AuditorGeneral was removed. Office of chief secretary was abolished.In 1988, the security of tenure of Puisine Judges and Chairman of Public Service Commission was removed.A parliamentary act in December 1991 repealed the one-party system provisions of the constitution and effectively established a multiparty system. Multiparty elections were held the following year in December. **Steps towards realization of a new constitution in Kenya since 1997 ** In 1997, Parliament passed the Constitution of Kenya Review Act that set the pace for comprehensive constitutional reforms. The Constitution of Kenya Review Commission (CKRC) was established to provide civic education, seek public input and prepare a  constitution).  In 2005, after many years of struggle, the  constitution was ultimately rejected by Kenyans at the constitutional referendum because of disagreements amongst various stakeholders.  28 February 2008The National Accord and Reconciliation Act (NARA) signed by President Kibaki and Prime Minister Raila Odinga put in place arrangement for a new process to finalize the long awaited constitution of Kenya  In 2008 the Constitution of Kenya Review Act 2008 was passed and a Committee of Experts (CoE) was established as the main technical constitutional review organ to drive the process. The CoE was chaired by Nzamba Kitonga, the deputy chair was Ms Atsango Chesoni, other members were Ms Njoki Ndung'u, Mr Otiende Amolo,Mr Abdirashid Hussein Mr Bobby Mkangi Professor Christina Murray (South Africa) Dr Chaloka Beyani (Zambia) and Dr Frederick Ssempebwav (Uganda.  23 February 2009 Members of the CoE were appointed by the President were later on sworn in  On 17 November 2009 CoE released the  to the public and invited views and comments on the  constitution,  By 23 [rd] February 2010. CoE had submitted the final  of constitution to the Parliamentary Select Committee.  On 4 [th] august 2010 Kenya held a Constitutional Referendum where the new constitution was overwhelmingly endorsed.  On 28 [th] august 2010, the new constitution was promulgated and became operational making Kenya the first independent African state to depart from the independence constitution. ----- 459 ### **MULTI-PARTY DEMOCRACY IN KENYA SINCE 1991. ** **Factors that led to the development of multi-party democracy in Kenya after 1991 ** a) International pressure from multilateral and bilateral donors. The western donors took advantage of the collapse of the Soviet Union to set the stringiest conditionalties for aid on the government, for democratic reforms. b) Disunity in KANU. There was pressure from individuals who had been expelled from KANU without political alternatives. c) Existence of people who were ready to push democratic agenda ahead. This included the civil society, the lawyers and intellectuals. E.g the Law Society of Kenya led by Paul Muite and Gitobu Imanyara put pressure on the government for reforms. d) Success of multi-party in other African countries. In Zambia for example, Chilubas Movement for Multiparty Democracy defeated Kaundas United National Independence Party. e) Pressure from the church. Several church leaders, among them Alexander Muge, Bishop Henry Okullu and Rev. Timothy Njoya called upon the government to create an en environment in which Kenyans could participate in governance. f) Massive rigging of the elections. The most notorious of all was the 1988 general elections, which were marred with widespread rigging. g) The developments in Eastern Europe. Due to Gorbachevs liberal reforms, one party dictatorship in Eastern Europe was replaced by regimes that were more liberal. h) Rampant corruption in particular, embezzlement and misappropriation of public funds and grabbing of public assets. Those who criticized were punished through detention, arbitrary arrests and other forms of intimidation. i) Repeal of section 2A of the constitution in December 1991 Role played by political parties in government and national building in Kenya. a) The party that gunners majority of seats and votes forms the government either alone or in coalition with other parties. b) Political parties influence government affairs and development through participation in legislation process. c) Political parties through the elected members of parliament decide on national development policies and development projects. d) Political parties provide exemplary leadership founded on freedom, justice, fair play and African socialism. e) Opposition parties provide a system of scrutinizing government expenditure through public accounts committee and public investment committee. f) Opposition parties make the government more accountable to the people through constant criticism. g) Opposition parties provide checks and balances to abuse and misuse of powers and privileges by those in the government. ----- 460 ### **Challenges of multi-party democracy in Kenya. ** a) Since many politicians and senior government officials were not ready for Multipartism, they often incited their supporters to kick out opposition supporters from certain regions. This has been common in the Rift Valley region. b) The executive arm and the ruling party have many a times misused the members of the civil service to frustrate the opposition. In case of flawed elections, the provincial administration has always been used in rigging. c) Many of the parties formed failed to attain a national outlook. They mainly were tribal based. d) The multi party democracy has been hampered with defection of greedy politicians who become preys to bribes. This has weakened some parties. e) The former KANU for a long time retained control of the government machinery,,(the police force, the radio and television.) these were utilized for the advantage of KANU for al long time. f) There has been a problem of lack of funding from the government. Most of the political parties have been unable to sustain competition for political power due to inadequate funds. g) Interference by the international community in the running of the country. Some members of the diplomatic community openly side with certain political parties. h) Many political parties have been embroiled in wrangles. For example the Orange Democratic Movement has been bedevilled with a number of desertions due to wrangles between Ruto and his supporters and Raila Odinga. Ford Kenya has split into New Ford Kenya and Ford Kenya due to wrangles between Eugene Wamalwa and Moses Wetangula. **Identify the disadvantages of multiparty system. ** a) Multipartism tends to divide the people on tribal, regional and sectarian line. b) It tends to sharpen the struggle for personality and group dominance rather than policy implementation. c) Multipartism is a foreign system, which does not conform to the aspirations of independent Africa. d) It encourages the politics of destabilization. e) Political statements deadlocks on debates and tensions become too common. f) Decisions take too long to be made and implemented. g) Encourages use of violence in a state since opposition party members will be regarded as traitors by the government. The government will be regarded as oppressors by the opposition. **ECONOMIC DEVELOPMENTS AND CHALLENGES ** **Economic challenges that have faced Kenya since independence. ** a) Stagnation of investment in the first years of independence due to massive transfer of capita from the country by the white settlers. The government faced the ----- 461 ### challenge of cultivating investor confidence. b) The problem of landlessness among many Africans whose arable land had been alienated. There was an urgent need for redistribution. c) Serious economic disparity in the country with the former white highlands having adequate provision of water, electricity and roads while the rest lacked enough of the same. d) Overpopulation in urban areas as result of rural-urban migration, putting facilities under pressure and creating unemployment. e) Problem of control of economy by the Europeans prior to independence and after independence. E.g. farm ownership and key industries. f) Lack of qualified manpower to run the technical sectors of the economy. These were issues that were addressed by session paper number 10 of 1965. **Types of landholding in Kenya. ** Land tenure refers to the terms and conditions under which land is acquired, used or transferred At independence the type of landholding in Kenya was mainly communal, where land belonged to the whole community. Access to land was open every member of a social group. Community elders, clan heads or kings were empowered to control and give advice on land use.Land alienation during the colonial period transformed land into a commodity th at could be disinherited from an individual. Such colonial land policies ***leading to alienation of African land resulted in the following;*** a) Widespread landlessness as Africans lost ancestral lands. b) Reduction in land available to Africans leading to land pressure as population increased. c) Deterioration of the quality of land due to fragmentation. d) Overstocking because of limited land, leading to soil erosion. e) Displacement of pastoral and agricultural communities, leading to problems such as famine and livestock diseases. f) Disintegration of social and cultural institutions in the reserves due to ethnic boundaries being fixed, thus separating African communities. The Mau Mau wars which were a consequent of the bitterness arising from land alienation resulted in a number of land reforms under the Swynnerton Plan of 1954. The plan put in place a programmee for land consolidation, adjudication and registration. This was whet the Kenya government inherited at independence. Land Adjudication: - verification of individual or group rights to land within a given area. Land consolidation: - merging of fragmented land into single economic units. Land registration: - recording of rights to land and the consequent issuance of a title deed.The post-colonial land holding system in Kenya.The land tenure system in Kenya after independence was categorized as private or modern, communal or customary, public or state and open accessPrivate land; comprised of 6% of the total land areaGovernment- owned; former crown land, comprised 20% of the land area. It included the national ----- 462 ### parks, government or public forests, alienated (land acquired from customary land owners by government for own use or private development) and unlalienated land (land that has not been leased or allocated by the government).Trust land comprised 64% of the total land area as at 1990. This comprised the former native areas and was awaiting small holder registration to transform it into private tenure system.Land ownership in Kenya has been a source of bitter conflict as manifested in the post election violence after the 2007 elections. The historical injustices in Kenya have always been related to land. In 2010, land ownership in Kenya was classified as follows under the new constitution. a) Public land b) Community land c) Private land a) Public land Public land is the land held by the central or local government. It consists of; ~ Land not set aside for any purpose (unlalienated land). ~ Land set aside for public utility use or land that is occupied by the State organ as lessee. ~ land transferred to the State by way of sale, reversion or surrender; ~ Land to which no individual or community ownership is traceable. ~ Land which no heir can be identified. ~ All minerals and mineral ores. ~ government forests, game reserves, water catchment areas, national parks, government animal sanctuaries, and specially protected areas; ~ All roads and thoroughfares. ~ All rivers, lakes and other water bodies. ~ The territorial sea, the exclusive economic zone and the sea bed. ~ The continental shelf. ~ All land between the high and low water marks. ~ Any other land declared to be public land by an Act of Parliament. **Community land ** Community land is land which is implied as owned by a group of people on the basis of customary norms, not through formal registration. It consists of: ~ Land registered in the name of group representatives. ~ Land transferred to a specific community through a legal process. ~ Any other land declared to be community land by an Act of Parliament. ~ land that is held, managed or used by specific communities as community forests, grazing areas or shrines; ~ Ancestral lands and lands traditionally occupied by hunter gatherer communities; ----- 463 ### ~ Land held as trust land by the county governments, but not including any public land held in trust by the county government. **Private land ** Private land is land (and houses and buildings) held under registered entitlement (freehold or leasehold). It consists of: ~ Registered land held by any person under freehold tenure. ~ Land held by any person under leasehold tenure. ~ Any other land declared private land under an Act of Parliament. Note: ~ Landholding by non-citizens is allowed only through lease for a period not exceeding ninety-nine years. ~ A corporate body, for the purpose of land ownership can only be recognized as a citizen if it is wholly owned by one or more citizens. ~ Property held in trust will only be recognized as being held by a citizen if all the beneficial interest of the trust is held by the persons who are citizens. **Land policies since independence. ** **Two type of programme that characterized land reforms exercise that commenced ** **in 1963 in Kenya were; ** 1) Transfer of land from European large scale farmers to Africans. 2) Land consolidation and registration in which the government purchased several farms from the Europeans and sub-divided them among African holders. **In the former European farms, the government established settlement schemes as ** **follows; ** 1) The Million Acre Scheme which was began in 1963 and involved settling African families on 13.5 hectares each. 2) The Harambee Scheme started in 1969, involved settling families on 16.25 hectares each. 3) The Haraka Scheme where squatters were settled in small plots of land in Central, Coast, Eastern and Rift Valley Provinces. 4) Shirika Scheme started in 1971 to settle the landless and unemployed on the former European lands. Under this scheme, the individual farmers would own a small plot each while the rest of the farm would be managed by a cooperative. This scheme did not succeed since people wished to have their own pieces of land.However, these schemes failed to adequately solve the problems of landlessness in the country. A few politically- connected people acquired large tracts of land, most of which remained underutilized. Some of the schemes are located in areas of harsh climatic conditions and are unviable without irrigation.Several commissions have addressed land issues in Kenya. For example, in 2001, President Moi appointed the Njonjo Commission to investigate the main problems of land ownership and distribution in Kenya. In 2003, the NARC ----- 464 ### government set up the Ndungu Commission on land. Its Recommendations are yet to be implemented.By 1983, 29 districts in Kenya had benefitted from Land adjudication and registration, a process which began in the 1950s in Central Kenya then spread to other parts of the country after 1963. **Benefits of the land reforms in Kenya. ** a) Farmers could use their land title deeds to get loans from banks in order to expand farming on their land. b) Land titles enabled people to purchase land with confidence. No one would alienate them from their land. c) The reforms enabled thousands of landless people to own land. d) Dairy and cash crop production increased. **Land ownership by non-citizens. ** A non-citizen can only own land in the country on the basis of leasehold tenure not exceeding 99 years. **Principles that govern utilization of land in Kenya. ** a) Equitable access to land. All members of the society must have equal access to land since it is an important resource. b) Transparent and cost effective administration of land. State institutions should be given powers and responsibilities of ensuring transparent and accountable administration of land. c) Elimination of gender discrimination. in line with protection of human rights, for all, discrimination against women on issues of land ownership and access to land need be eliminated. d) Sustainable and productive management of land resources. Since land is an economic resource, it should be managed well to ensure maximum productivity. e) Sound conservation and protection of ecologically sensitive areas. Conservation measures like prohibiting settlement and agricultural activities in water catchment areas and zoning of forest lands to protect them from further degradation. f) Encouragement of communities to settle land disputes. This should happen as long as they are consistent with the constitution. Ways in which the Kenya government has solved land related problems since independence. a) The problems related to Communal Land ownership have been solved through land demarcation and adjudication by the government. This saw the conversion from traditional system of land ownership to modern freeload tenure. b) Landlessness was solved through creation of resettlement schemes. Large-scale farms and former European farms were divided into smaller ones and given to the landless. E.g Mwea Tebere, Bura, Shirika etc. c) The government has put marginal lands to more productive use through establishment of irrigation schemes and drainage schemes. ----- 465 ### d) The government removed restriction of movements from the reserves that were created by the colonial government. This decongested the reserves and gave chance to arable farming. e) At independence, the t government embarked on land consolidation policy through which scattered plots were put into one holding. f) The government also embarked on land reclamation measure to bring previously unused land to productive use. g) The Government has established the National Land Commission which manages public land **The National Land Commission. ** **Functions of the National Land Commission. ** a) It manages public land on behalf of the national and county governments. b) It advises the national government on a comprehensive programme for land registration throughout the country. c) It investigates present and past historical injustices, as a result of a complaint or on its on initiative, and recommends appropriate action. d) It has a duty to encourage the use of traditional methods of dispute resolution in land conflicts. e) It recommends the national land policy to the national government. f) It assesses tax on land and premiums on immovable property in any area designated by law. g) It monitors land use planning throughout the country. **Development in agriculture since independence. ** After independence, the government encouraged small scale farming of coffee and tea as opposed to large scale farming that existed during the colonial period. The Agricultural development corporation (ADC) was set up to manage large scale farms that were established by the government in western, Rift Valley and Coast provinces. Such farms specialize in production of seeds to be used by farmers for planting. They also specialize in production of high quality dairy and beef cattle in Kenya.The government also established the Kenya Agricultural Research Institute (KARI) in Muguga near Kikuyu to assist in identifying good crop breeds for different types of soils. Irrigation Schemes were expanded in the marginal areas. For example. Mea (central), Bura (coast), Ahero (Nyanza) and Perkerra (central).The government created development authorities to effectively manage water catchment areas. For example, TARDA, KVDA and LBDA. **Challenges facing Kenyas agricultural sector. ** a) The 1984 drought and famine in various parts of the country occasioning supply of relief food to the affected regions. b) Rapid increase in population which is not at pace with the rate of increase in agricultural production. ----- 466 ### c) From the late 1970s, the world market prices of agricultural commodities fell drastically yet the inputs remained expensive. d) Corruption and mismanagement of the cooperatives leading to meager earnings for key cash crops in Kenya. e) Grabbing of research land by corrupt government officials has affected the operations of the research institutes. f) The problem of poor infrastructure in the country sometimes discourages farmers especially during the rainy season. g) Ethnic clashes in Molo in 1991-1992, Likoni in 1997 and Mahi Mahiu in 2005 plus the post election violence in 2008 discouraged farmers from intense farming due to insecurity. h) Poor technology hassled to low yields. People in Kenya still rely on natural rains for agriculture instead of using irrigation. Others use primitive traditional tools in cultivation. i) The problem of pests that destroy the farm yields before reaching the factory. j) Competition from COMESA member states and from the more industrialized powers such as the European Union and USA often frustrate Kenyan farmers. **Industrial developments in Kenya since independence. ** Kenyas industrial sector was shaped by the long period of colonization. At independence, industry was characterized by dominance of foreign capital and dominance of the agricultural sector. **Factors that facilitated industrial development in Kenya since the colonial era. ** a) The existence of raw materials, such as trona (soda ash) at lake Magadi, fluorspar at Kerio Valley and lime in several parts of the country. b) Existence of fish resource from numerous water bodies has promoted the fishprocessing industry. c) Existence of expansive forests which provide timber needed in the furniture industry. d) The rich scenary, e.g Mt. Kenya, Mt. Elgon, the Aberdares and rich wildlife have promoted the tourism industry. e) Kenyas rivers have enough water for production of HEP. f) Increase in population since the colonial period ensured supply of labour and the market required for industries to flourish. g) The transport and communication infrastructure have provided the necessary link between the material producing zones, industries and markets.. h) Existence of rich agricultural lands producing raw materials such as coffee, tea, sugarcane, sisal and fruits **Measures taken by the Kenyan government to promote industrial development since ** **independence. ** a) The government engaged on decentralization programmes to spur development ----- 467 ### in new areas. Industries were established in rural areas. b) The government has embarked on the programmes of funding new markets for industrial products. c) Infrastructure was improved through establishment of more roads, railways and improvement of water transport, to-transport raw materials labour and goods. d) Power concerns were addressed through construction of the Seven Forks Dam to supplement power from neighboring Uganda. e) Favourable government policies have been put in place to attract investors. f) The government has put in place measures to reduce imports in order to protect local infant industries. E.g discriminative tariffs were introduced. g) The government encouraged and assisted in giving capital for industrial development through development of the co-operative movement, funding through Industrial and Commercial Development Corporation(ICDC), the Development Finance Company of Kenya.(DFCK) and the Industrial Development Bank. h) The government has ensured political stability in the country, which is an important factor in industrial development. **Factors that have hindered industrial development in Kenya. ** a) The problem of multi nationals whose interests do not favour Kenyas progress. Multi-national co-operation repatriate capital to their own home countries b) There is shortage of strategic raw materials e.g. petroleum, diamond. Cotton for textile industries. Many industrial companies use imported raw materials. c) Foreigners, who pass policies not friendly to the country, hold managerial positions in industries. d) Mismanagement of major industries and lack of transparency I parastatals. e) Over concentration of industries in few areas leading to negligence of other areas. It also has led to related problems of industrial concentration like the social ills. f) Competition from the industrialized nations who dominate the market and produce high quality goods. g) Poverty limits industrialization. A poor population means a small domestic market thus hindering industrial development. h) Products are produced with low technology hence small quantities. Further reading on industrial development should be done with reference to evolving world book 4 pages 162-164 **Social Development and challenges since independence. ** **Education. ** To solve the problems inherited at independence in the education sector (poor quality education and poor facilities available the Kenya children), the government undertook the following measures; a) Constitutional amendments were made in 1975 to give Kiswahili a respectable position in the country. ----- 468 ### b) Several educational Commissions were set up to streamline education. c) The Harambee strategy was employed to expand educational facilities. Education Commissions. a) The Kenya Education Commission (1964) (The Ominde commission) that recommended overhaul of curriculum to make it relevant. b) The National Committee on Education Objectives and policies- Gachathi commission(1976) that looked into he possibility of setting up a second university. c) Presidential Working Party on the Second University- The Mackey commission (1982) that established the 8-4-4 system and proposed emphasis of vocational subjects such as art and craft, music, agriculture and Home science. d) The Kamunge commission (1988) which recommended cost-sharing in education e) The Koech commission (1999) which recommended reintroduction of A-level system in form of Totally Integrated Quality Edu cation and Training. **Main developments in education in Kenya since independence. ** In 1975, Kiswahili was made the official languages of parliament and learning in schools. The ministry of education established structures right from the district level to national level to help in fulfilling the national objectives of education.Several education commissions were set up to streamline education. The harambee strategy was employed to expand education facilities. Many schools were built.In 1980, the government took over the responsibility of providing pre-primary education.In the 1990s, the government in collaboration with UNICEF launched a programme to promote early childhood education.By 1998, the total number of students in the various universities was over 40,000.In 1969, the ministry of education took over the administration of primary education from local government, this witnessed increased enrolment.In 1978, the government introduced the school milk programme to encourage children especially in drought prone areas to go to school.The programme stalled in 1990 but had achieved higher enrolment in schools.The Ministry of education launched school feeding programme, targeting dry areas.In 2002, the NARC government introduced the Free Primary Education  policy.Further reading be done from evolving world on Elementary education and Tertiary education in Kenya. **Health. ** Measures taken to improve the health sector in postcolonial Kenya. a) The ministry of health was created to oversee health matters. b) Expansion of health facilities through harambee and donor funds e.g. Nyanza Provincial hospital (Russian Hospital) c) Many health training institutions were started e.g. Medical training colleges d) Improvement in hygiene through provision of piped water. e) Establishment of several research institutions on human diseases e.g. KEMRI f) Provision of more basic education in order to uplift hygiene standards in the society. g) Provision of free anti-retroviral and anti-malaria drugs. ----- 469 ### **Major challenges facing the Health sector in Kenya. ** a) Increase in population has posed major challenges to the government in the provision of healthcare services to its citizens. There has been a challenge of inadequate doctors and medical facilities. b) The cost- sharing policy introduced in the 1980s to help buy medicine and other equipment has prevented the poor from going to the hospitals. c) The spread of HIV and AIDS and other diseases such as Diabetes and Heart diseases has worsened the situation. d) Cultural practices like Female mutilation have made provision of medical services more challenging. e) Pollution of the environment has increased allergy-related ailments, many of which have no cure. f) Poverty and malnutrition render many people vulnerable to diseases. g) Illegal abortion and early pregnancies endanger the lives of mothers. h) High rate of accidents and injuries, especially on roads. **ways through which the government has encouraged the preservation of African ** **culture since independence. ** a) Creation of the ministry of culture and social services. The ministry promotes cultural and social values. b) The syllabus has been tailored to include cultural studies. c) Inclusion of music as a subject in the national curriculum. d) The government has encouraged music/drama festivals on an annual basis as way of promoting cultural exchange. e) The government has encouraged intermarriage between different ethnic groups. f) The government has developed cultural heritage centre at the Bomas of Kenya, National Archives and Museums. g) Schools have been encouraged to admit people from different communities. h) Allowing the media houses to play traditional music/dance.. Students Read on sports, literature, theatre, music and dance from evolving world page 174. **SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENT AND ** **CHALLENGES IN ** **AFRICA SINCE INDEPENDENCE. ** **THE DEMOCRATIC REPUBLIC OF CONGO. ** Political developments in Democratic Republic of Congo since independence The Belgians relinquished their political dominion of Congo by granting them autonomy on 30 [th] June 1960. Patrice Lumumba (Prime Minister) of Congolese National Movement Party and Joseph Kasavubu of Abako Party (Head of State) formed a fragile coalition government. The two leaders differed ideologically.The period between 1960 and 196 witnessed power struggle between Kasavubu and Lumumba on one side and Secessionist ----- 470 ### Moise Tsombe of Katanga and Albert Kalonji of Kasai on the other side. In 1961, Patrice Lumumba was assassinated. This led to withdrawal of his supporters from government. In 1961, the UN Secretary General Dag Hammarskjld perished in a plane crash in the Congo while attempting to bring a peaceful political solution to the Congo crisis.In 1964, a new constitution was formulated as a way of solving the political problems that plagued Zaire soon after independence. Zaire became a federal state with a federal president and separate assemblies for each state.On 23 [rd] November 1965, Joseph Desire Mobutu organized a bloodless military coup, which removed the civilian government of president Kasavubu and Prime Minister Sylvester Kimba.In November 1965, Mobutu took over power after a bloodless coup.In the same year,, Mobutu banned all political parties. He suspended the constitution and parliament. He abolished the federal system and local assemblies and reduced the number of provinces to eight.In 1967, He formed the Peoples Revolution Movement (MPR), which became theonly legal party in Congo. He in effect-replaced democracy with one-party dictatorship leaned to the west during the cold war.1n 1970, Mobutu declared himself the life president of Congo, after winning the presidential election.In 1971, he outlawed the use of European names for people, places and physical features as a way of removing colonial legacy. The country was renamed Zaire. His own name changed to Mobutu Sese Seko. Leopoldville was renamed Kinshasa.In 1973, Mobutu announced the nationalization of all foreign enterprises. In 1977-1978, the Shaba Rebellion broke out mainly after an attack by the Congolese National Liberation Front from their base in Angola. The Belgian troops were called to silence the rebels.In 1990 and 1991, multiparty activists stepped up pressure for change. In September 1991, dissatisfied soldiers and civilians held demonstrations, which led to death of 117 people. In 1997, Laurent Kabila successfully ousted Mobutu, assisted by Rwanda and Uganda. Mobutu fled to exile in Morocco where he died. In January 2001, Laurent Kabila was assassinated in mysterious circumstances. His son took over power.In April 2002, through a powersharing agreement presided over by Thabo Mbeki and a UN envoy, Mustapha Niasse, a government of national unity was formed. **Economic developments in DRC since independence. ** The political chaos inn DRC up to 1965 did not favour any economic progress. During the reign of the Belgians in Congo, no viable economic development was initiated. Little development was done in infrastructure in order to facilitate transportation of raw materials to the ports of Matadi etc.At independence, the country was faced with the problems of shortage of manpower, skills and entrepreneurship.When Mobutu took over, there was some slight economic progress. Transport and communication improved as more roads and railway were constructed to link major towns of Matadi, Kinshasa, Lubumbashi and Kisangani. Navigation on the river Congo was improved, which led go expansion of mining and agricultural sectors.Mining of diamonds resumed after the turbulent years and resulted in reduced inflation.Mobutu encouraged foreign investment ----- 471 ### in the mining sector.However, the fall of world copper prices in 1970s again began to derail the economic growth in DRC.In the 70s, the government nationalized foreign firms employed inexperienced people to control them.In 197, Mobutu enacted a law that placed state finances and expenditure under him, thus reducing the flow of capital to the provinces.In 1976, he encouraged mutual cooperation between private firms and the government in the extraction of minerals such as copper, oil, diamond, cobalt and manganese in a bid to create employment opportunities.He also emphasized on diversification of the economy which greatly boosted food production.The entertainment industry has also grown to become an invisible export through repatriation of profits back home by the foreign based musicians. Energy supply has been increased through the construction of the Luga hydro-electric power station. **Social developments and challenges in DRC since independence. ** Between 1961 and 1965, there was little improvement in the field of health and education in DRC due to constant power struggles and civil strife.When Mobutu took over in 1965, he strived to expand schools and universities. For example, by 1970, he had established three universities. He also improved on the provision of health facilities. He banned religious education in schools. In 1971, attempted to revive indigenous culture through the Authenticity programme that involved renaming places that had foreign names.In the 1970s, in an effort to improve the welfare of citizens, a national insurance programme was established. Mobutu also gave prominence to music as part of the Congolese curriculum.The independent government supported sporting activities through construction of stadium and other sporting facilities.However, living standards in Zaire continued to fall as health services, water and sanitation continued to be inadequate. The steady rise in population was without a commensurate growth of social services. In summary, the common challenges socially were illiteracy, extreme poverty, famine and diseases caused by civil strife, massive unemployment, refugee problem and religious persecutions by Mobutu. **Political challenges that the democratic republic of Congo has faced since ** **independence. ** a) There was general lack of preparedness of the people for independence. Foreigners controlled even the army and the police. b) The assassination of Patrice Lumumba in 1961, which plunged the country into the Congo crisis. c) Political instability/military coup dtat. In November 1965, Mobutu organized a military coup. In 1997, Kabila ousted Mobutu d) Ethnic differences/tribal clashes/civil wars, which split the country into two parts at independence. One controlled by Lumumba and another controlled by Kasavubu. e) The problem of Secession. Secessionist movement of the Katanga region (Shaba) led by Tsombe and Kasai under Kilonji seceded. f) Foreign interference/intrigues. Belgium constantly interfered and intervened in ----- 472 ### Zaires internal matters. France and Britain also began to interfere from 1977 during the cold war period. g) Mutinies in the army were common. **Economic challenges that Democratic Republic Of Congo (D.R.C) faced in 1970s. ** a) Corruption and mismanagement of the economy. Mobutu was the richest president in the world while Zairians became the poorest people in the world. b) Inflation due to power struggle and corruption. By 1980, the countrys currency was not worthy the paper on which it was printed. c) There was also a problem of heavy foreign debt. The country was unable to service her debts. By 1980, Zaire had become the worlds third biggest debtor nation. d) There was a standstill in the economic activities and disruption of railway transport due to civil wars in the country and neighbouring Angola. e) The period also witnessed fall in world copper prices and increase in oil prices f) Lack of a sound economic policy **TANZANIA. ** Political developments in Tanzania since independence.At the time of independence, Tanzania comprised of two countries. I.e. Tanganyika and Zanzibar. Tanzania became independent in 1961 under Julius Nyerere while Zanzibar became independent in 1963 under the Sultan Seyyid Abdullah.In 1962, Tanzania became a one-party state with a republican constitution and an executive president. Tanganyika African National Union (TANU) became the sole political party.On 22 [nd] April 1964, Julius Nyerere and Sheikh Abeid Karume signed a union document. Nyerere became the executive head of state and government while Karume as the first vice-president.In 1967, president Nyerere adopted the ideology of African Socialism through the Arusha Declaration In 1972, the first Vice- president, Sheikh Abeid Karume, was assassinated. Aboud Jumbe succeeded him as Zanzibars president and the vice-president of Tanzania.In 1973, the capital of Tanzania was transferred from Dar-es-Salam to Dodoma.In 1967, the ruling party in the Mainland Tanganyika-TANU and Afro-Shirazi Party in Zanzibar merged to form Chama cha Mapinduzi (CCM). Nyerere became the party chairman.In 1978-1979, president Idi Amin invaded Tanzania to annex the Kagera Province, which he claimed, was a Ugandan territory. Nyerere swiftly repulsed Ugandan soldiers.In 1985, Nyerere retired as president and was replaced by Ali Hassan Mwinyi who had succeeded Jumbe as head of Zanzibar and Tanzanias first vice president.In May 1992, Tanzania adopted multi-partism after the 8 [th] constitutional Amendment Act.In 1995, Tanzania conducted the first multi-party election, where Benjamin Mkapa was elected president. **Social developments in Tanzania since independence. ** The major highlight in the social development of an independent Tanzania was an attempt to create a classless society with e reduced gap, between the rich and the poor. Through the Ujamaa policy, president Nyerere tried to turn Tanzania into a country that had political and economic policies based on African traditions and aspirations. ----- 473 ### Under the policy, communal farms were created.Primary education was made free in 1977 and became compulsory in 1978.At present, Tanzania boasts of the highest number of literate persons in eastern Africa.Upto late 1980s, government provided free health services, until the introduction of the Structural Adjustment Programmes by the Donor community.Kiswahili was adopted as a national language and a major medium of instruction in schools. **Economic developments in Tanzania since independence. ** The main landmark in Tanzanias economic the launch of Ujamaa as a development policy in 1967 during the Arusha declaration..Ujamaa was meant to transform production in rural areas and to increase labour productivity and even allow specialization introduction.The government nationalized all the major means of production and essential services in order to empower people economically.The Tanzam railway was constructed with the help of china and was completed in 1975.In 1976, cooperative societies were abolished and replaced with centralized corporations owned by the government.The period between 1979 and 1985 witnessed economic stagnation in Tanzania as investors pulled out of the country.The collapse of the East African Community also affected the economy of the country.After 1985, Nyereres economic policies began to be challenged openly by scholars and economistsWhen president Mwinyi took over, he undertook to reform the economy of Tanzania. **Political challenges that Tanzania has faced since independence. ** a) There was an Army mutiny in Tanzania 1964, which threatened her political stability. b) The socialism policy (The Arusha Declaration) received stiff opposition from many both internally and externally. People favoured capitalism. c) The assassination of Abeid Karume in 1972 and the resignation of Aboud Jumbe in 1984 appeared to threaten the unity of the two members of the Union Declaration. d) The invasion of Tanzania by Uganda in 1978.and the consequent war with Uganda was costly to the country. It also threatened her cooperation with neighbours. e) There was an escalation of corruption among leading members of Tanzanias political elite, including claims that President Hassan Mwinyi and his family capitalized on liberalization to amass a lot of wealth. f) the re-introduction of multiparty democracy tended to awaken tribalism and regionalism although this problem was contained. **Social problems, which Tanzania faced since independence. ** a) Famine and shortage of health services as the government adopted the Structural Adjustment Policies of IMF. b) Poverty and a general drop in living standards as production dropped due to socialism. c) Lack of social amenities, like clean water in rural areas. d) High illiteracy level. ----- 474 ### e) Unemployment. In Tanzania, industries closed after the Arusha declaration. f) Population explosion which outstripped the countrys resources g) Terrorism. Tanzania was under terrorist attacks in 1997 targeting the American embassy. h) Environmental pollution. i) Over-crowding in urban areas. **Economic challenges. ** a) In the early years of independence, the proliferation of African enterprises led to the widening of the gap between the rich and the poor. b) Under the ujamaa policy, the forced villagization programme did not satisfy communities in areas with favourable climate. They therefore strongly resisted it. c) There was rampant rural-urban migration affecting mainly able-bodied men who felt exploited by the new system of production. d) The abolition of cooperatives was met with stiff resistance with many farmers cutting down heir production. Other producers reverted to the black market. e) The Tanzanian shilling became unstable due to price fluctuations of some commodities. f) There was shortage of donor funds caused by the nationalization programme that was opposed by many donor countries. g) The collapse of the East African Community in 1977 denied Tanzania a large common market for her goods **SOCIAL, ECONOMIC AND POLITICAL CHALLENGES IN AFRICA IN ** **GENERAL. ** **Political challenges that have faced African countries since independence ** a) The political systems that were inherited from the colonial governments seemed to be unworkable in many independent African states. b) Sharp ideological difference arose among the pioneer leaders of African states. Such differences internally exploded into civil strife in countries like Mozambique, Angola and DRC. c) The cold war had diverstating effects on Africa. it left many African nations divided and locked in border conflicts that continue up to date. d) Political instability was quite common in African states. Coups dtat and military takeover was witnessed in Somalia, Zaire, Nigeria, Chad etc Human rights were violated with the rise of dictatorship. e) There were strained relations between African leaders caused by personal and ideological differences. Some ended in border closure, which greatly undermined international cooperation. f) Many national interests in Africa countries have been in conflict with global and continental interests. Nigeria and Zimbabwe, for example had to be expelled from the Commonwealth of Nations for alleged disregard of human rights and personal ----- 475 ### property. g) Neo-colonialism. Most countries retain the colonial structures of parliament although they have difficulties in sustaining them. Multinational peacekeeping forces are still common in Africa, many African leaders inherited the divide and rule colonial strategy that precipitates anarchy. h) The existence of different ethnic groups has contributed to ethnic wars as witnessed in Rwanda, Burundi, Sudan, Nigeria and Kenya. i) Most African government seemed ill prepared and in experienced in administration. This resulted in rise of rebel movements, as was the case of Mozambique and Angola. **economic challenges facing independent African states today. ** a) Unemployment and socio-economic inequalities both among individuals and between regions are common in may African nations. b) Overdependence on primary exports. The African economy is an extractive one rather than a manufacturing economy. Many countries depend on agriculture and foreign nations for manufactured goods. c) World trade terms are not fair for African nations. Africa countries find themselves trading with former colonial powers that give low prices fort raw material from Africa and charge high process for the manufactured goods. d) There has been the problem of unfavourable climatic conditions. This has curtailed food production, particularly among agricultural communities. e) Population pressure has led to overstretching of social services. There is a high dependency ratio since the population is largely youthful and unemployed. f) Poor economic planning. Some economic policies have destabilized the economies. For the Ujamaa policy in Tanzania, the expelling of foreign investors in Uganda and the massive printing of money in Zaire. g) The tough conditions given by donor agencies have sometimes led to deterioration of social welfare. Retrenchment for example was a key prescription of the Structural Adjustment Programme. h) Corruption and embezzlement of public funds is common in African countries. There is also general lack of transparency among many leaders. Social challenges that have faced African states since independence. a) Inaccessibility to clean water by majority of the people. Most African peoples rely on water fetched from sometimes contaminated streams across long distances. b) The challenge of HIV/AIDS pandemic. This has had a toll on productive members of the society. c) Poor housing facilities.. in urban areas, majority of the population live in slums without sanitation facilities. d) The challenge of high population growth rate. This affects the quality of the services provided by governments. ----- 476 ### e) Language problem. Language development and use has been a challenge in Africa. In many countries, conflict tends to arise over the language to adopt- local or the inherited f) Religious differences. This challenge has been the main cause of the splitting of the once largest country in Africa-Sudan in 2011. The predominantly Christian southern Sudan has become the youngest African state thanks to religious differences. g) Absence of practical systems of education. Many countries rely on theoretical education with little emphasis in technical skills. **DEVOLVED GOVERNMENT. ** Devolution This refers to the granting of power from the central government to a lower level such as a region or a local level.A Devolved Government is a system of government where there is a transfer or allocation of authority from a central government to a regional government. In a devolved government, power and resources are decentralized with part of the political and economic decision making transferred to the people through the locally established assemblies. **Origin of devolution in Kenya. ** The Lancaster House Conference of 1962 forms the basis of devolution in Kenya. When the independent constitution was drawn during the conference, a federal system of government as proposed by the KADU delegates was adopted in Kenya. It made provisions for six regions. The legislature was to comprise two chambers (the Senate or upper House and the Lower House. However after independence in 1963, the Kenyatta Government began plans to scuttle the system of government. By December 1964, KANU and KADU merged to form a unitary government of the republic of Kenya. The enactment of the new constitution on 27 [th] August 2010 reintroduced the concept of devolution in Kenya.Kenya is divided into 47 Counties each governed by A County Governor with theassistance of the County Executive Assembly. The National Government seats in Nairobi. To change County Boundaries, the Following must be considered; a) Population density and demographic trends. b) Physical and Human infrastructure. c) Historical and Cultural Ties. d) The cost of administration. e) The Views of the communities affected. f) The objectives of devolution of government. g) Geographical features. **Reasons why devolved governments were established in Kenya. ** a) They were established as a means of promoting democratic and accountable exercise of power. b) To Foster national unity by recognizing diversity. c) To give powers of self-governance to the people and enhance the participation of ----- 477 ### the people in the exercise of the powers of the State and in making decisions affecting them. d) To recognize the right of communities to manage their own affairs and to further their development. e) To protect and promote the interests and rights of minorities and marginalized communities. f) To promote social and economic development and the provision of services throughout Kenya. g) To ensure equitable sharing of national and local resources throughout Kenya. h) To facilitate the decentralization of State organs, their functions and services, from the capital of Kenya; i) To enhance checks, balances and the separation of powers. **Principles of devolution of government in Kenya. ** a) County governments shall be based on the democratic principles and separation of power. b) County governments shall have reliable sources of revenue to enable them to govern and deliver services effectively. c) No more than two-thirds of the members of representative bodies in each county government shall be of the same gender. **Structure and Functions of a county government in Kenya. ** The county government is composed of County assemblies, county executive committees and county public service. **County Assembly in Kenya. ** A county assembly consists of Members (one member per ward) elected by the registered voters of the wards in a general election.Members of special seats (no more than two-thirds of the membership of the assembly is of the same gender.)Members of marginalized groups, including persons with disabilities and the youth.The Speaker, who is an ex officio member. Nb-The members for special seats and marginalized communities are nominated by political parties in proportion to the seats received in the election in a particular county. **Conditions for seeking election to a County Assembly. ** a) The person must be a registered as a voter in his/her county. b) The person must have been a Kenyan citizen for atleast ten years before the elections. c) The person must be able to read and write in English and Kiswahili. d) He or she must be of sound mind. e) The person must be of unquestionable morals and ethics f) If a public officer, he/she must relinquish his/her public work. g) The person must be nominated by a political party ----- 478 ### h) If he/she is an independent candidate, must b e supported by at least five hundred registered voters in the Ward concerned. i) The person must not have been declared bankrupt. j) The person must not have served a sentence of imprisonment of more than six months. k) Must not have been a member of IBEC within five years before the date of election. l) The person must not have misused or abused a State or public office. **Functions of a county assembly. ** a) County assemblies make laws for the effective performance of the county government. b) It acts as a watch dog over the county executive committee. c) It receives and approves plans and policies for managing and exploiting the countys resources, d) It approves policies for developing and managing the infrastructure and institutions in the county. e) It enhances legislation that may set out the structure and framework for the better administration and management of county governments. f) It approves oversight budgets and development projects within the county. g) It approves investment decisions and loans. h) It supervises other units within the county through political authority, guidance and direction. i) Monitors the execution of projects under approved development plans, and assesses and evaluates their impact on development in the county. **The process of law making in a county government. ** It is the duty of the County Executive committee, comprising of the governor, the deputy governor and ten other members to  the details of the proposed legislation with no bias.The public servants in the county governors office participate in preparation of the proposed law.The county executive committee then presents the proposed legislation to the county assembly.The members of the county assembly are then free to make their contributions to the bill during the discussion and debate that follows. Amendments and improvements may be proposed to the bill at this stage.The recommendations are incorporatedIf the members are in favour of the bill, and if it is in conformity with the National Government legislation, then it is approved to become a by- law of the county government **The structure of The County Executive Committee. ** The executive authority of the county is vested in the county executive committee. The committee consists of The county Governor and the Deputy County Governor. Not more than ten other Members appointed by the County Governor, with the approval of the assembly, who are not members of the assembly.If the assembly has less than thirty members, the members should be One-third of the number of members of the ----- 479 ### county assembly.The county governor and the deputy county governor are the chief executive and deputy chief executive of the county respectively.Members of a county executive committee are accountable to the county governor for the performance of their functions and exercise of their powers.The members of the county executive committee cease to hold office once the office of the county governor falls vacant. **Functions of a County Executive Committee. ** a) It implements county legislation. b) It implements, within the county, national legislation. c) It manages and coordinates the functions of the county administration and its departments. d) It prepares proposed legislation for consideration by the county assembly. e) It provides the county assembly with full and regular reports on matters relating to the county. **Powers and functions of a governor in a county government. ** a) The Governor is the chief executive officer of the county. The Executive Branch of government, headed by the Governor, includes executive departments and advisory boards. b) The Governor is the Chairman of county executive committee. c) he/ she is in charge of implementing, within the county, national legislation to the extent that the legislation so requires; d) He ensures, through the county executive committee, the implementation of county legislation. e) He manages and coordinates the functions of the county administration and its departments. f) He provides the county assembly with full and regular reports on matters relating to the county. g) He appoints with the approval of the assembly members, members to the county executive committee. h) He ensures that Members of a county executive committee perform their functions and exercise of their powers fully. i) He handles on behalf of the county, all external affairs with other counties in consultation with the central government. (Excluding any which have been delegated to cabinet secretaries.). j) The Governor prepares and submits a budget of the county for the following fiscal year. k) He sets the terms and conditions of service of persons holding or acting in public offices in the county. l) By virtue of his office, the Governor serves on certain boards and special commissions in the county. The Governor chairs the Board of Public Works. ----- 480 ### **Election of a county governor. ** The county governor is directly elected by the voters registered in the county at a general election for a term of 5 years.To be eligible for election as county governor, a person must be eligible for election as a member of the county assembly.Each candidate for election as county governor nominates a person as his/her running mate to be the deputy governor.If re-elected, can serve for another final term of 5 years. Each candidate for election as county governor nominates a person as his/her running mate to be the deputy governor. A County Governor can be removed from office under the following circumstances. a) Gross violation of the Constitution or any other law. b) When the county governor commits a crime under national or international law. c) When the governor abuses office or is accused of gross misconduct. d) When he/she suffers from Physical or mental incapacity that hinders performance of the functions of office. **Functions of a deputy governor. ** a) As the deputy chief executive of the county, he or she assists the governor in the management and coordination of the functions of the county administration. b) He or she acts as the governor of the county when the governor is absent. c) The deputy assists the governor in the supervision of work of the county executive committee. d) Since he/she is a member of the county executive committee, he participates in legislation by also preparing proposals for county legislation. e) He assumes governorship of the county incase the governor is incapacitated or is removed from authority for various reasons. **Functions and powers of a county government. ** a) County governments have the duty to assist in promotion of agriculture by initiating development in specific areas like crop and animal husbandry, livestock sale yards, slaughterhouses control of plant and animal diseases and development of fisheries. b) It provides and supervises county health services, both public health and personal health of county members. c) It assists in control of environmental pollution by putting in place legislation to regulate and control air pollution, noise pollution and outdoor advertising. d) It promotes cultural activities, public entertainment and public amenities ion the county by putting in place structures such as libraries, museums, sporting facilities, casinos, beaches and county parks. e) It has a duty to promote and regulate education at the pre-primary, polytechnic, craft and childcare levels. f) It has a duty to develop transport facilities in the county through road construction, street lighting, developing ferries and harbours and parking areas. ----- 481 ### g) The county government regulates county planning and development through land survey and mapping, boundaries, housing, electricity, gas and energy regulation. h) It implements specific national government policies on natural resources and environmental conservation. i) It also puts in place measures to control drug abuse and access to pornography. Relationship between national and county government. a) Governments at either level must exercise their powers and functions in a manner that respects the functional and institutional integrity of government at the other level. b) Each of the two governments must assist, support, consult and implement the legislation of the other level of government. c) Either of the two governments must liaise with government at the other level for the purpose of exchanging information, coordinating policies and administration and enhancing capacity. d) Governments at each level or different level should co-operate in the performance of functions and exercise of powers. e) In any dispute between governments, reasonable efforts to settle dispute should be made. f) County governments rely on Procedures provided under national legislation in settling intergovernmental disputes between them. g) Parliament at national level has the role of ensuring that county governments have adequate support to enable them to perform their functions. h) County governments must operate financial management systems that comply with any requirements prescribed by national legislation. i) National government is permitted to take any measure on county government provided that Notice must be given to county government. j) Where a county government is unable to perform its functions, or does not operate a financial management system that complies with national legislation requirements, the national government may intervene. **Challenges facing county governments in Kenya. ** a) County governments have inadequate funds. Some are located in areas of limited resources. This impedes provision of essential services. Some are too small to operate efficiently. b) Corruption and misappropriation of funds is common in most counties. This is because those vested with the management powers do not have experience since the appointment of governors is through popular vote. c) Rural urban migration is likely to generate population pressure in urban based counties like Nairobi city and Mombasa. urban problems like mushrooming of slums, poor garbage disposal and insufficient sanitary facilities arise. d) There is likely to be national government interference in the affairs and management of county legislation. This hinders free decision-making. ----- 482 ### e) Election of ward members to manage ward affairs may hamper operations of the counties especially in legislation. **Possible solutions to the challenges that may face county governments in Kenya. ** a) The National governments through the Equalization Fund should be able to provide adequate financial support to County governments located in areas of limited resources. This will assist in provision of essential services. b) Those counties that are too small to operate efficiently should be merged with others in terms of social service delivery. c) There should be stricter vetting of candidates to vie for positions of county Governors and deputy county Governors in order the possible challenge of financial management and corruption. d) Urban-based counties should be given more funding by the National Government to enable them solve urban related problems. e) The National government should come up with means on how to curb Rural urban migration. This may be done through creation of employment generating opportunities in rural counties. f) The county governments, especially those that are in economically viable areas should be given financial autonomy and a free-hand in decision making, by the national government. **PUBLIC REVENUE AND EXPENDITURE IN KENYA. ** **SOURCES OF PUBLIC REVENUE. ** Public finance refers to revenue and expenditure of the national and county government. **Principles that govern the use of public finance in Kenya. ** a) The principle of openness and accountability. There shall be public participation in financial matters. b) The public finance system should promote an equitable society, and in particular the burden of taxation should be shared fairly. c) Revenue raised nationally should be shared equitably among national and county governments. d) Expenditure of public finance should promote the equitable development of the country, including making special provision for marginalized groups and areas. e) The burdens and benefits of the use of resources and public borrowing should be shared equitably between present and future generations. f) Public money should be used in a prudent and responsible way. g) There should be responsible financial management accompanied by clear fiscal reporting to ensure effective use of public funds. **NATIONAL BUDGET. ** The national budget is a comprehensive statement that gives an estimate of public revenue, expenditure and financial plans for a given financial year for a government. ----- 483 ### **Components of the national and county governments budgets in Kenya. ** a) Estimates of revenue and expenditure, differentiating between recurrent and development expenditure. b) Proposals for financing any anticipated deficit for the period to which they apply. c) Proposals regarding borrowing and other forms of public liability that will increase public debt during the following year. **The process of Budget preparation and implementation in Kenya. ** Three months before the end of each financial year, the head of each department or State organ submits estimates of revenues and expenditures for the following year to the secretary for finance. Two months before the end of each financial year, the Cabinet Secretary for finance submits to the National Assembly estimates of the revenue and expenditure of the national government for the following financial year.He also submits a detailed national fiscal, monetary and development plan for a period of three years prepared by him in collaboration with the Secretary responsible for planning and national development.The estimates include estimates for expenditure from the Equalization Fund.The National Assembly then considers the estimates submitted together with the estimates submitted by the Parliamentary Service Commission and the Chief Registrar of the Judiciary.Before the National Assembly considers the estimates of revenue and expenditure, a committee of the Assembly will discuss and review the estimates and make recommendations to the Assembly.Committee makes its recommendations to the National Assembly. When the estimates have been approved by the National Assembly, there will be an Appropriation Bill, introduced into the National Assembly to authorize the withdrawal from the Consolidated Fund of the money needed for the expenditure. The Appropriation Bill will not include expenditures that are charged on the Consolidated Fund.The process of Budget preparation and implementation in a county government.Further reading about this is encouraged. **Sources of public revenue for national government in Kenya. ** **Domestic Revenue Sources. ** These are the taxes levied on citizens, private and public organizations, foreign investors and business people. There are two main groups of taxes; 1. Direct taxes. 2. Indirect taxes. **1. Direct taxes. (Income tax) ** These are taxes derived from peoples salaries in form of income tax. **2. Indirect taxes. ** These are taxes levied on goods and services but with parliamentary approval. They include; a) Value-added tax; an indirect sales tax paid on specific goods such as sugar, bread, petroleum products, clothes, electronic equipment and motor vehicles. ----- 484 ### b) Customs duties:- there are duties on imported goods such as motor vehicles, machinery, fertilizer, sugar, wheat, electronics, luxury goods, etc. c) Excise tax; this is charged on locally produced goods that are sold within the country . d) Export Duty; the duty charged on locally produced goods such as textiles, coffee, tea, soda ash and pyrethrum which are exported. e) Trading Licenses; f) Sales Stamp Duty; on entertainment services, betting, casino and premium bonds. g) Traffic Revenue tax; levied on various categories of traffic services. E.g., the Road Maintenance Levy, the drivers licence, Airport tax by air passengers. h) Investment Revenue; earned from parastatal and other profit making bodies that remit profits through the treasury. i) Loan interest receipts. Collection of taxes from parastatals like AFC, KTDA, KPC, NCPB and KCB. j) Land Rates. k) House rates. l) Fees; paid in terms of timber levies, CO2 levies and mining fees. m) Court Fines n) Borrowing (under laid down law or procedure). o) Tourism fess External Revenue Sources **There are two main sources of external assistance; ** 1. Bilateral Aid; where two friendly nations assist each other. E.g. Kenya and Japan 2. Multilateral Aid ; many countries form trading blocs or global institutions like World Bank, IMF, European Union and commonwealth for this purpose. **Sources of finance for county governments. ** a) The main source of funding for many counties is their equitable share from 15% of the national budget. b) Conditional and unconditional grants. Unconditional Grants are funds allocated by the national government without conditions regarding their use. Conditional grantsare the funds allocated by the national government for funding of specific projects and programmes. They include; ~ The Equalization Fund for provision of basic services like water, health services, electricity and roads in marginalized areas. ~ The Contingencies Fund to carter for urgent and unforeseen circumstances c) Counties own revenues. Counties have the power to collect property rates, impose taxes on entertainment, and impose fees and charges for services they render to people and any other tax that Parliament permits them to impose. d) Borrowing, where the national government guarantees the loan or with the approval of the county assembly. e) Grants and donations ----- 485 ### **Factors that determine equitable sharing of public finance. ** a) The national interest. b) Any provision that must be made in respect of the public debt and other national obligations. c) The needs of the national government, determined by objective criteria. d) The need to ensure that county governments are able to perform the functions allocated to them. e) The fiscal capacity and efficiency of county governments. f) Developmental and other needs of counties. g) Economic disparities within and among counties and the need to remedy them. h) The need for affirmative action in respect of disadvantaged areas and groups. i) The need for economic optimization of each county and to provide incentives for each county to optimize its capacity to raise revenue. j) The desirability of stable and predictable allocations of revenue. k) The need for flexibility in responding to emergencies and other temporary needs. **Regulations that govern imposition of taxes and charges in Kenya. ** a) Only the national government may impose Income tax, Value-added tax, Customs duties and other duties on import and export goods; and excise tax. b) An Act of Parliament may authorize the national government to impose any other tax or duty. c) A county may impose property rates, entertainment taxes, and any other tax that it is authorized to impose by an Act of Parliament. d) The national and county governments may impose charges for services. e) The taxation and other revenue-raising powers of a county should not be exercised in a way that prejudices national economic policies, economic activities across county boundaries or the national mobility of goods, services, capital or labour. f) No tax or licensing fee may be imposed, waived or varied except as provided by legislation. g) If permitted, a public record of each waiver shall be maintained together with the reason for the waiver; and each waiver, and the reason for it, should be reported to the Auditor-General. h) No law may exclude or authorize the exclusion of a State officer from payment of tax. **The revenue collected by the government is deposited into the following funds; ** 1. Equalization Fund; This is a Fund specially established by the National government, to provide basic services including water, roads, health facilities and electricity to marginalized areas to the extent necessary to bring the quality of those services in those areas to the level generally enjoyed by the rest of the nation. 2. Consolidated Fund; this is the fund into which all the money raised or received by the national government is paid. Money set aside by parliament for specific ----- 486 ### purpose and money set aside by state organs to take care of their expenses is however not deposited in this fund. 3. Contingencies Fund; this is a fund from which advances will be made if the secretary for finance is convinced that there is an urgent matter that needs funding and for which there is no other provisions. 4. Revenue Funds; this is a fund for each county into which all the money raised or received by the county government is paid. **Expenditure of Public Revenue. ** There are two ways in which the national government spends its revenue. 1. Capital expenditure .  The money set aside in the national budget for development projects. 2. Recurrent expenditure.  The money used by the government to sustain and maintain the existing facilities. **How the national government spends its money under recurrent expenditure. ** a) The government remunerates its employees through regular payment of salaries and wages. b) The expenditure is also used to maintain public property throughout the country by allocating necessary funds to roads, airports, colleges, school text book provision and bridge maintenance. c) The money is also used to service debts from international donor agencies and local financial institutions. d) The money is also used to contribute to regional and international organizations like COMESA, AU, UN and Commonwealth. e) It is used to provide grants to counties and parastatals, and bursaries to schools and colleges. f) The money is also used to maintain Kenyan embassies abroad. **County government expenditure. ** County governments spend their monies in the following ways; a) Provision of basic social services like water, health facilities, electricity and cemeteries. b) The money from its recurrent expenditure is used to pay wages and salaries to its employees. c) The counties spend their money to some extend to control air and noise pollution, and also on refuse removal and solid waste disposal. d) Money is used to finance development of roads, parking facilities, ferries and street lighting, develop entertainment, sporting, trading and cultural facilities. e) In repair maintenance and improvement of public facilities like roads, health facilities, markets, libraries, housing etc. f) Some money is set aside as emergency utility for fire fighting services and disaster management. ----- 487 ### g) The counties use their money to service the borrowed funds plus the interest accrued. h) They also use money to provide early childhood education through development of nursery schools. They also develop village polytechnics and home craft training centres. **Ways through which proper management of public finances by national ** **government is ensured in Kenya. ** a) Any national governments expenditure by state departments or state organs must be approved by parliament which acts as the public watchdog. b) The controller of budget oversees the implementation of the national budget by authorizing legal withdrawals from public funds such as the equalization fund, consolidated fund and contingencies fund c) The controller of budget submits to each house of parliament report on the implantation of the budget of the nationa l government. d) Where a state organ or any other public body fails to adhere to the laid down procedures of expenditure, the cabinet secretary for finance, with the approval of parliament, may stop the transfer of funds to the body. e) There is constant auditing of accounts and financial records of all government and other public bodies. f) Every public body has a n accounting officer who is accountable to the national assembly for the financial management of the public body. g) The auditor general audits all accounts of all government and state organs. h) The government has put up policies related to procurement which is supposed to be fair, transparent, competitive and cost effective. to regulate public procurement, various bodies have been set up. e.g the public procurement oversight authority (PPOA), the public procurement administrative review board (PPARB) i) The government has also imposed sanctions against contractors who fail to fulfil their contractual agreements either by failing to complete jobs or by doing sh oddy work. j) Sanctions are to be imposed against those persons who fail to pay their taxes, or engage in corrupt practices. k) All government contracts are publicly advertised for awarding of tenders and awards. l) The government established the Kenya Anti-Corruption Commission (KACC) in 2004 which has the function of investigating corrupt cases in a non-partisan manner. Management and expenditure of public finances in county governments. a) In every county, there is established a revenue fund where all funds, (includ ing the countys own revenues, transfers from national revenues, grants and borrowed funds) are consolidated. ----- 488 ### b) Money from this fund is only withdrawn following specific procedures authorized by parliament or by county laws. c) County governments must operate financial management systems that comply with all requirements of national legislation. d) The county assembly must vote on the budget and approve expenditure by various departments of the county. e) The county treasury must seek quarterly approvals from the controller of budget for withdrawal from the revenue fund based on the needs of the county. f) The accounting officer of a county organ or public body is accountable to the county assembly for the financial management of the public body. g) Each county has a county accountant general who maintains financial records of all the funds withdrawn from the revenue fund, and expenditure incurred. h) Apart from the internal audits in every county, the auditor general audits the accounts of the county governments and submits reports to the relevant county assembly. **The controller of Budget. ** ***Role of the controller of budget. *** a) He or she oversees the implementation of the budgets of the national and county governments. b) He or she authorizes withdrawals from the public funds such as the Equalization, Consolidated and Revenue Funds. c) he or she submits to each house of parliament, every four months, a report on the implementation of the budgets of both national and county government **Auditor General. ** Read on this **The Commission on Revenue Allocation. ** The Commission consists of; a) A chairperson. b) One nominee of each regional assembly. c) Two persons to represent county governments. d) Two persons nominated by the National Assembly. e) The Principal Secretary in the Ministry responsible for finance. f) The Controller of Budget. Functions of the commission of Revenue Allocation. a) He is responsible for determining the basis for the equitable sharing of revenue from national resources between the national government and the various levels of devolved government. b) It makes recommendations on matters concerning the financing, and financial management by county governments c) It determines and regularly reviews a policy that set out the criteria by which to identify the marginalized areas. ----- 489 ### d) It defines and enhances the revenue sources of the national and county governments. e) It submits its recommendations to the senate, national assembly, the national executive, county assemblies and county executives. f) It mediates in and determines disputes relating to financial arrangem ents between the national government and devolved governments. **Functions of Central Bank. ** a) Promote and maintain the stability of the value of the currency of the Republic. b) Issue notes and coins. c) Act as banker and financial adviser of the Government. d) Conduct the monetary policy of the Government in a manner consistent with the relevant provisions of the law in the interest of the balanced and sustainable economic growth of the Republic. e) Encourage and promote economic development and the efficient utilization of the resources of the Republic, through effective and efficient operation of a banking and credit system. **Why the Economic and Social Council established in Kenya. ** a) To advise the national government and Parliament on matters of economic and social concern to the people of the Republic. b) To advise the national government on the formulation, implementation, monitoring and evaluation of strategic economic and social policies. c) To consider and report to Parliament on the economic and social implications of all Bills and budgetary proposals introduced in Parliament. d) To monitor progress in the improvement of the living standards of the people of Kenya, particularly those of the poor and the disadvantaged. **THE ELECTORAL PROCESS, FUNCTIONS OF GOVERNMENTS IN OTHER ** **PARTS OF THE WORLD. ** **BRITAIN ** Britain comprises England, Wales, Scotland and Northern Ireland. The country has evolved a parliamentary system of government over the years.The Saxon Kings who invaded Britain in the 5 [th] Century AD had absolute powers- ruling without consulting the citizens, and there positions were hereditary.However, in the 12 [th] century AD, they introduced the parliamentary system. They agreed that the kings/queens could only rule according to the laws of the land that should be made by the representatives of the people. This was what came to known as a constitutional monarchy. **The electoral process in Britain ** The British government is based on the party system. Elections for party leaders are held separately before the general elections. The three main parties are the Conservative Party, **Liberal Party and Labour Party. ** ----- 490 ### Unlike USA and other major democratic states outside commonwealth, there is no fixed date for British parliamentary elections. The date of a general election is decided upon by the prime Minister. The Choice of a date of elections is influenced by the following factors; 1. The economic situation that is the availability of funds. 2. The state of the governments legislative programme in the House of Commons. 3. The desire to increase government support in parliament. The electoral system for the House of Commons is based on the principal of one person, one vote There are two types of elections for the House of Commons. ~ General elections where members of the House of Commons are elected for a 5-year term. ~ By elections in the event of resignation, death or resignation of a member of parliament. There are also local elections in which representatives of local authorities (councillors) are voted for are held every 4 years. The local authorities include the District Councils, London Boroughs, Metropolitan districts and Regional and island councils. In Britain, there are also euro-elections, first introduced in 1979, in which representatives to the European Union parliament are chosen.81 MPs were elected in 1979. **Voter Registration. ** It is the local authorities that hold the responsibility of registering voters. Since 1948, a postal vote is possible for citizens who are away from their constituencies during the voting period, either on business or other reasons. **The following categories of people qualify to vote in Britain; ** a) British Citizens over the age of 18 years. b) Citizens from commonwealth countries who have resided in Britain for periods stipulated by law. c) Citizens of the republic of Ireland who have been residents for periods stipulated by law. **The following are ineligible to vote in Britain. ** a) Persons of unsound mind. b) Convicts detained in a prison. c) Persons convicted of corrupt or illegal practices in connection with elections cannot vote for five years from the date of conviction. d) Adults whose names do not appear on the register of voters. e) Peers or members of the House of Lords A candidate who wishes to contest for a parliamentary seat in Britain must fulfil the following conditions; ----- 491 ### a) He/she must be a British citizen or a common subject or a citizen of the republic of Ireland. b) He/she must be of a minimum age of 21 years. c) He/ she must be nominated by a political party or be an independent candidate. **The following are disqualified from vying for a parliamentary seat in Britain. ** a) English/Scottish peers who have the right to sit in the House of Lords. b) Clergy of the Church of England, or the Church of Ireland, Ministers of the church of Scotland, and Roman Catholic priests. c) Aliens. d) Certified Lunatics. e) Undisputed bankrupts. f) Convicted persons. g) Persons who have committed illegal practices during elections like corruption. h) Members of the armed forces. **Candidates vie for 650 parliamentary seats. ** The candidates are either nominated by respective parties or stand as independent candidates and need not reside in the constituencies as long as they register as voters in that constituency. Once nomination of candidates has taken place, campaigns are allowed for two weeks before voting. Each candidate appoints an election agent to manage the finances and protect the interests of the candidate during he campaign. The agent also explains the candidates party policies and identifies party supporters within the constituency. He/she familiarizes the candidates name toprospective voters.Election officials work hand in hand with party agents during Election Day.Each candidate must deposit 500 sterling pounds with the registrar, which is returned in the event that the candidate garners over 5% of the total vote in the constituency.Elections in Britain are by plurality. Candidates who get the highest of votes win the elections.The party that secures most parliamentary seats is declared winner and is asked to form the next government. Emphasis is on number of seats not votes cast.The House of Lords members are drawn from people with high offices. E.g. bishops, distinguished scientists and artists, great sportsmen, retired judges etc **Functions of Government in Britain. ** The British government operates around four basic institutions; a) The Monarchy. b) The Legislature. c) The Executive. d) The Judiciary. **The Monarchy. ** In Britain, the Monarchy is represented by the queen. The Monarch assent to all legislations.The Monarch appoints the PM and approves the cabinet ----- 492 ### **Other Functions of the Monarchy. ** a) The monarch as head of state advises government b) The monarch summons, prorogues and dissolve parliament in consultation with the Prime Minister. c) The Monarch gives royal assent to bills passed by parliament to become law. d) Management of the countrys foreign policy including enactment of treaties. e) It confers honours to persons who have rendered distinguished services. For example, the peerages to become Lords or knights and will be referred to as LADY OR Sir f) The Monarch approves appointment s to important state offices such as judges, senior members of the armed forces and civil service. g) The monarch pardons and gives reprieve to people who have been accused of committing various offences. h) The Monarch appoints Bishops and Archbishops of the Anglican Church. NB; At the beginning of each new session of parliament, the monarch addresses both Houses together in the House of Lords to mark the formal opening of parliament. In the address, the monarch outlines government proposed legislations for the coming session. **Importance of the monarchy to the British people. ** a) The presence of the monarchy helps to give some continuity to executive policy. b) It inspires the head of government with a sense of responsibility and dignity. c) It acts as a useful counsellor to the head of government. d) It is the symbol of commonwealth unity. e) It sets standards for social life. The presence of members of the royalty at the inauguration of scientific, artistic and charitable works ensures nationwide support. f) The royal family pays state visits to foreign government and undertakes tours in other countries of the commonwealth, hence contributing to better understanding between Britain and other nations. **The Legislature/parliament. ** It is made up of the monarchy, House of Lords and House of commons. The following are ways through which one can gain membership to parliament in Britain; a) Elections. b) Nominations c) Inheritance. d) By Virtue of office. E.g. members of the House of Lords maintain their parliamentary seat whenever a new parliament is constituted.Parliament is a supreme institution in Britain. It passes changes or repeals laws without being vetoed by the courts of law. How parliamentary supremacy is demonstrated in Britain. a) Parliament makes amends and abolishes laws. No other institution can do that. b) Branches of government operate under the laws passed by parliament. /parliament is the supreme institution in Britain and all other institutions derive their power from it. ----- 493 ### c) Parliament can pass a vote of no confidence in the executive. / has powers to remove any unpopular government from office. d) It approves government revenue and expenditure. / It is the only institution empowered to approve government budget. e) Decisions of parliament are binding to all. They cannot be overruled or nullified by a court of law. **The House of Lords. ** Membership to The House of Lords is based on nomination by the monarch or by hereditary principle. Some membership is through holding senior positions within the Church of England Consists of 1200 members 800 of whom are heredity peers, 26 are Bishops and 21 are Lords of Appeal One can become a member of the House of Lords in the following ways; 1. Through nomination by the monarch. 2. When one holds hereditary parentage position. Normally the eldest male member of the family inherits the position. 3. Through holding some senior position in the society e.g. within the Church of England -Archbishop of Canterbury. Members of the House of Lords only receive sitting allowances. Only the Lords of Appeal receive annual salaries. **Role played by the House of Lords in the British parliamentary system. ** a) The house of lords checks the powers of the House of Commons and therefore prevents nasty legislation. Bills from the House of Commons have to go to the House of Lords for debate and approval. b) It addresses non-controversial bills that the lower house has no time to address. c) The house of lords holds bills from the lower hose long enough to seek public approval d) The House of Lords questions ministers about the activities of government and stages debates on general issues of national policy. e) It seats as a court of appeal for criminal cases. on such occasions, the court is presided over by the lord chancellor (speaker of the house) f) It provides a forum for utilization of the talents of people who coul d not win a general election. These people are created peers by the queen and become members of the House of Lords. g) It enhances unity in the country as newcomers are created lords by the queen and then become members of the House of Lords. h) It provides continuity in operation of parliament. Old experienced peers retain their seats in the House of Lords until they die, so provide guidance to new and young politicians. **House of Commons. ** It is the major legislative arm of the government. It comprises 650 elected members ----- 494 ### representing constituencies. The leader of the House is the P.M. The chief officer is the speaker who is elected at the start of a new parliamentary session. **Functions of the House of Commons. ** a) Discusses makes and amends laws. However, the monarchy and the house of Lords have powers to veto such laws. b) Approves government revenue and expenditure. It controls finances. No taxes can be imposed without the consent of the House of Commons. c) It has powers to pass a vote of No confidence in the executive (Check the powers of the executive to ensure that the rule of law is maintained. d) Debates on matters of national interest. e) It directs government policy and keeps development programmes on track. f) It is a training ground for future leaders. **Factors which influence the activities of Parliament in Britain. ** a) Members of the House of Commons must consider the moral values of the British society before making any decision. b) Parliamentarians are always sensitive to public opinion because any unpopular government or party risks not being re-elected. c) Local authorities are empowered to make by-laws even without consulting parliament. d) Interests of the institutions under the spotlight are always taken into account before legislation is done in parliament. E.g. the Church, Un iversities, Farmers, trade Unions etc. e) Legislation passed by one parliament can be changed by another future one. f) International law is also taken into account when laws are made. ***NB; these are the factors that limit the parliamentary supremacy in Britain. *** **The executive. ** The executive is made up of the Prime Minister, the cabinet and the civil service. **The Prime Minister. ** Appointed by the monarch, being the leader of the political party that controls an absolute majority, He/she is the Chief executive of the country. **He performs the following functions; ** a) Appoints and dismisses Cabinet ministers with the consent of the monarch. b) He/she recommends to the sovereign the appointment of senior civil servants such as the chief Justice, High Commissioners. c) He/she represents Britain in international fora. d) He/she controls the cabinet secretariat and oversees the execution of cabinet decisions by various departments. e) He/she is the leader of the party that nominates him/her. f) He/she settles disputes between various departments. g) He/she is the leader of the House of Commons. h) He/she initiates both domestic and foreign policies. ----- 495 ### **The Cabinet. ** The cabinet is made of the ministers appointed by the P.M with the approval of the monarch and nominated from the party with the majority of seats. The cabinet performs the following functions; a) The cabinet ministers institute policies that guide the operations in the various departments of the ministry. b) Cabinet determines the policy to present to parliament for consideration. c) Cabinet is responsible for the coordination of government activity. E.g. all ministers must implement cabinet decisions with regard to their department. **The following conventions provide guidance on the operation of the cabinet; ** a) Once a government is defeated, on a major issue or on a vote of no confidence, it is expected to resign. A government whose party is defeated in General elections is expected to resign. b) The cabinet is drawn from the House of Commons and the House of Lords. c) The entire cabinet comes from the same political party of majority seats except during a crisis like war. Since 1945, Britain has never embraced a coalition. d) The advice offered by the cabinet must be accepted by the monarch, failure to which a crisis can occur. e) All members of the cabinet take the Oath of the Privy councillors and are bound to Secrecy by this oath and the official secrets Act. f) Members of the cabinet are collectively responsible for all decisions and actions as well as individually responsible of the departments they head. **The Civil Service ** The British law stipulates the civil servants are servants of the crown. A civil servant is expected to non-partisan and to serve the government of the day without favour. Civil service staff does not change with change of government. Recruitment In the civil service is based on merit. **Functions of the civil Service in Britain. ** a) It implements ministerial policies as agreed by parliament. b) It assists in formulation of policies and generation of policy proposals. c) It manages government administrative machinery. d) It carries out normal duties that public administration demands. **Principles that characterize the British civil service. ** a) The tradition of anonymity. Civil servants are taken to be carrying out the instructions of minister. Ministers get all the credit for all good, as well as censure for all that is criticized. b) The principal of civil service impartiality. Those civil services are expected to serve whichever minister is in office without partiality. Senior civil servants are not permitted to take part in national politics except voting. c) Ministers make policies and civil servants execute the policies. ----- 496 ### d) The tradition of assumption that it is not the task of the civil service to initiate change or take responsibility for planning future lines of social an d economic development. **The Judiciary. ** The judiciary in Britain is based on the supremacy of the law. To safeguard the rule of law, the British Judiciary has an independent court system. How judicial independence is ensured in Britain. a) The salaries of judges are not open to discussion by parliament. b) Since 1701, judges have always bee appointed on good behaviour until retirement. c) A Judge can only be dismissed by a resolution from both houses. **The structure of the British Court System. ** (Further reading encouraged) **components of the British constitution. ** e) Statutes or acts of parliament e.g. act of union with Scotland of 1707. f) Customs-the accepted traditions e.g. the first-born of the sovereign succeeds the king /queen. g) Law of precedence-judges applies accepted principles to new set of facts. h) Custom of parliament e.g. the procedures of the two houses. i) Historical documents e.g. the Magna Carta. **THE USA ** The origin of USA dates back to 1776, when the thirteen British Colonies declared their independence from Britain. USA is a federal government, a form of representative democracy comprising a union of 50 states The adopted a new constitution in 1787 and has the following features. a) It is Federal in nature. b) A written constitution. c) Bill of rights is contained in it. d) The Supreme Court can only interpret it. e) Legislature is Bi-cameral i.e. the senate & the House of Representatives forming the congress/two houses. f) It caters for the separation of powers. g) Does not provide for secession of a member state. h) Federal government and individual states share power through their senators in congress i.e. in making laws. i) The president is the head of the federal government and governors are heads of state. j) It is the supreme law of the land. k) Amendment can only be done through a clearly laid down procedure. **The electoral process in USA. ** **There are three types of election held in USA. ** ***a) The election of the president. *** ***b) Congressional elections *** ----- 497 ### ***c) The state election involving election of state governors and state legislatures. *** All candidates vying for various seats must be American citizens and must be residents in the area they aspire to represent. Age limit is 25 years for the representatives and 35 years for the president.During the lection year party primaries are held between March and May to choose presidential candidates.Party conventions are held in July to confirm winners of the primary elections.Each presidential candidate picks a running mate who becomes the vice president if the presidential candidate wins.Presidential elections are held after every 4 years (on 2 [nd] November).The election of the president is determined indirectly by the Electoral College that comprises electors appointed by each state. When a presidential candidate wins the popular vote in a state, he automatically wins all the states electors.Direct elections are done through popular vote of one man one vote. Senators and members of the House of Representatives are elected after every two years. Senators serve for a period of six years with a third of them elected after every 2 years. Members of the House of Representatives serve for four years and are elected on party basis.Each state elects 2 representatives to the senate making a total of 100 senators for the 50 states.Election of House of Representatives is on the basis of state population. For example, the largest state, California has 52 representatives while Wyoming, the smallest has only one representative.State governors and legislators are elected after every 4 years. **Features of the US system of government. ** a) The federal government is made up of the legislature, executive and the judiciary. b) Each state within the federal government functions as a republic and enjoys equal status. c) The federal government and independent states share the power of formulating and enforcing laws. d) All states have their constitutions but they should not be contradicting to the Federal Constitution. e) The Supreme Court interprets the constitution. f) The congress (Senate and the House of Representatives) is the body entrusted with legislative powers. g) Senate membership is through popular vote of two members from each state for a period of six years. h) The House of Representatives members are elected for a period of two years based on the size of the population. However, each state has to have at least one representative. i) All treaties and appointments by the president have to be ratified by the senate. j) Presidential vote must be supported by two thirds of the votes of the house. k) The Supreme Court made up of the chief justice and eight associate judges heads federal judiciary. l) The president appoints federal judges with the approval of the senate. m) Courts in the judiciary include the court of appeal, the district courts and other special courts, all formed by the congress. ----- 498 ### n) All criminal cases are handled in the courts except the cases of impeachment, which are voted by the house with the approval of the senate. o) Foreign policy and Defence is the preserve of the Federal Government. features of the state governments of U.S.A. a) Each state has a governor. b) Each state has a law court those carters for internal affairs. c) Each state provides educational, health facilities and public amenities for the welfare of the residents. d) Each state is responsible for its own development. e) Each state generates its own revenue necessary for discharging its responsibility. f) Each state has a bicameral legislature. g) Each state has a state police that maintains law and order. **Limitations of state governments in USA. ** a) No state is permitted to enter any treaty, alliance or confederation with other states or countries. b) No state may make her own currency. c) States are forbidden, unless congress approves, to levy duties on imports or exports. d) States are prohibited from maintaining armed forces. e) States are prohibited from entering into any agreement with foreign powers or engaging in war. **how the conduct of USA president is checked ** a) The senate approves presidential appointees to executive positions. b) Congress can refuse to approve the use of government funds for a foreign policy it disagrees with. E.g. war. c) The congress can impeach a sitting president if his conduct while in office is wanting. d) The Supreme Court has powers to declare that the president has acted unconstitutionally, a verdict which can damage his status. e) Any president is limited by the constitution to two four-year terms in office. f) Opinion polls normally reflect the wishes and feelings of the American people, which the sitting president cannot ignore. g) The mass media monitors and reports to the general public every action or speech of the president. **functions of the political parties in USA ** a) Make electoral policies coherent. b) The party level helps voters to sort out through the candidates as parties usually stand for different policies. c) Parties help to put the desire of the people on the government policy agenda. d) Parties provide outlets for citizens to express their sentiments about nominees. e) Political party system provides accountability when the policies of the party fails/ voters hold candidates accountable. ----- 499 ### differences existing between the House of Representatives and the senate in terms of membership. a) The house of representatives is larger with more than 436 members whereas the senate has only 100 members. b) The house of representatives has short period of office (2 years) but the senate is on for a long period of office (6 years) c) Members of the House of Representatives arte elected by constituencies whereas the senate is elected by the state. d) Easier qualification for candidates for membership to the House of Representatives. The senate demands stricter qualifications. e) The house of representatives is less prestigious than the senate. f) Rules of the House of Representatives are more rigid than the rules governing the senate. **functions of the USA president. ** a) He is the head of state. b) He appoints cabinet ministers and senior civil servants with approval of the congress. c) He is the commander-in-chief of the armed forces. d) He is the head of the federal government of USA and the defender of of its constitution. e) The president formulates the public policy. f) He can veto or override bills passed by the congress. g) As a head of the party in power, the president influences public opinion and thereby guides the course of the congress. h) He guides and controls foreign affairs and makes treaties. **India. ** **Describe the Indian electoral process. ** a) Indias parliament is composed of the Lower Chamber or House of The People (lok Sabha) and the Upper House or the Council of States (Rajya Sabha). b) The term of lok sabha is five years while that of rajya sabha is six years. c) Lok sabha consists of 545 elected members, 543 elected from each constituency created based on population size. The president nominates two. d) Political parties field candidates in each constituency. e) Indias universal adult suffrage is 18 years. Qualification age for vying is 25 years and above. f) The election commission, a constitution arm of the Indian electoral process oversees the elections. g) Candidates are required to declare their assets, age, educational qualifications and criminal history before being cleared to vie. ----- 500 ### h) Campaigning ends a day before the voting day. Government schools and colleges are chosen to be polling stations. Government servants are employed to man the polling stations. i) There is the use of electronic voting machines instead of ballot boxes. j) The candidate who gunners the most number of votes is declared the winner of the constituency. k) The party or coalition that has won the most number of seats is invited by the president to form the new government. The leader of the party becomes the prime minister. l) Rayja sabha consists of 250 members; the electoral college of India elects 248. The president nominates twelve members from among distinguished people. m) Every state is allotted a certain number of members. n) Candidate age limit is 30 years and above. **functions of a prime minister in India. ** a) He is the head of the federal government b) He is the leader of the house to which he belongs. (he can be either a member of the rajya sabha (upper house) or lok sabha. c) As head of the council of ministers, the prime minister oversees the work o all the ministries. d) Chairs cabinet meetings, which are normally held in the cabinet room of the prime ministers office. e) Guides the president on appointment to the cabinet. f) Participates in the law-making process as a member of the lok sabha. g) The prime minister has traditionally been the minister-in-charge of the department of space, atomic energy and the ministry of personnel, public governance and pensions h) Recommends persons for presidential awards. **functions of the Electoral Commission of India. ** a) Prepares electoral registers b) Setting dates for polling. c) Establishing and operating polling station. d) Allocation party symbols. e) Publishing electoral report. f) Accepting or rejecting nominations as per the law. g) Counting the votes. h) Drawing constituency boundary. What conditions must one fulfill to be elected president in India a) He/she must be a citizen of India. b) He/she must have attained the age of 35 and above. c) He/she should not hold any office. ----- 501 ### d) He/she should be qualified to be elected as a member of the house of the people. (the lok sabha) **functions of the cabinet in the government of India. ** a) Formulation of policy issues affecting the management of the government of India. b) Defends the government policy. c) Ensures that the civil servants implement government policy. d) Advises the president. e) Gives approval to the budget and estimates of the expenditure. f) The cabinet exercises general direction and control of government departments. -----"}
{"text": "PREFACE"}
{"text": "COMPETENCE IN ENGLISH GRAMMAR is a comprehensive text encompassing virtually all aspects of English Grammar"}
{"text": "This text examines the foundational principals of grammar and builds upon those principles demonstrating the close interrelationship with all the parts of speech in both verbal and written communication"}
{"text": "It also provides the reader with adequate specialized exercises for every topic at different levels of competence and integrated exercises with answers at the back for the learners selfevaluation"}
{"text": "High school teachers will find this text an indispensable grammar reference book While the book is based on guidelines of the current secondary schools syllabus intermediate colleges and junior level learners at the university may use it as a foundation for further study"}
{"text": "The writer a seasoned English teacher examiner and author of several books is greatly indebted to both professor Margaret Muthwii and Dr Kioko both of Kenyatta University who taught him advanced courses in English Grammar and to all the Lecturers at the School of Post Graduate studies who made the writing of this text a success"}
{"text": "CONTENTS"}
{"text": "NOUNS"}
{"text": "1 CATEGORIES OF NOUNS"}
{"text": "Countable nouns"}
{"text": "Concrete and abstract nouns"}
{"text": "Common and proper nouns"}
{"text": "Collective nouns"}
{"text": "Compound nouns"}
{"text": "2 NUMBER IN NOUNS"}
{"text": "3 ARTICLES IN ENGLISH"}
{"text": "Definite Article The"}
{"text": "Indefinite Articles aan"}
{"text": "4 GENITIVE CASE IN NOUNS"}
{"text": "Possessive form S"}
{"text": "Uses of the possessive"}
{"text": "of  Noun"}
{"text": "5 NOUN DERIVATION"}
{"text": "6 GENDER SENSITIVE WORDS"}
{"text": "7 FUNCTIONS OF NOUNS IN SENTENCES"}
{"text": "Noun clause  definition"}
{"text": "Noun phrase  definition"}
{"text": "As subject of a sentence"}
{"text": "As objects of a sentence"}
{"text": "Noun clauses as compliments of a sentence"}
{"text": "CHAPTER TWO PRONOUNS"}
{"text": "1 CATEGORIES"}
{"text": "Personal pronouns"}
{"text": "Possessive pronouns"}
{"text": "Reflexive pronouns"}
{"text": "Interrogative pronouns"}
{"text": "Demonstrative pronouns"}
{"text": "Relative pronouns"}
{"text": "CHAPTER THREE VERBS"}
{"text": "1 DEFINITION AND CATEGORIES"}
{"text": "Lexical verbs"}
{"text": "Auxiliary verbs"}
{"text": "2 VERB AND TENSE"}
{"text": "3 TRANSITIVE AND INTRANSITIVE VERBS"}
{"text": "4 QUESTION TAGS"}
{"text": "5 THE PARTICIPLES"}
{"text": "6 PHRASAL VERBS AND IDIOMATIC EXPRESSIONS"}
{"text": "CHAPTER FOUR ADJECTIVES"}
{"text": "1 DEFINITION AND CLASSIFICATIONS"}
{"text": "2 POSITIONS OF ADJECTIVES"}
{"text": "3 PARTICIPLES USED AS ADJECTIVES"}
{"text": "4 COMPARISONS IN ADJECTIVES"}
{"text": "5 FUNCTIONS OF ADJECTIVES"}
{"text": "6 TYPICAL ENDINGS OF ADJECTIVES"}
{"text": "CHAPTER FIVE ADVERBS"}
{"text": "1 DEFINITION AND CATEGORIES"}
{"text": "2 COMPARATIVE AND SUPERLATIVE FORMS OF ADVERBS"}
{"text": "3 POSITIONS AND FUNCTIONS OF ADVERBS"}
{"text": "4 ORDER OF ADVERBS IN A SENTENCE"}
{"text": "5 TYPICAL ENDINGS OF ADVERBS"}
{"text": "CHAPTER SIX PREPOSITIONS"}
{"text": "1 DEFINITION"}
{"text": "2 POSITION OF PREPOSITIONS"}
{"text": "3 SIMPLE PREPOSITIONS"}
{"text": "COMPLEX PREPOSITIONS"}
{"text": "CHAPTER SEVEN CONJUNCTIONS"}
{"text": "1 DEFINITION AND FUNCTIONS CORDINATING CONJUNCTIONS"}
{"text": "2 SUBORDINATING CONJUNCTIONS"}
{"text": "CHAPTER EIGHT PHRASES"}
{"text": "1 DEFINITION OF PHRASES"}
{"text": "2 TYPES OF PHRASES AND THEIR USAGE"}
{"text": "Adverb phrases"}
{"text": "Prepositional phrases"}
{"text": "Noun and adjectival phrases"}
{"text": "CHAPTER NINE SENTENCES AND CLAUSES"}
{"text": "1 DEFINITIONS"}
{"text": "2 TYPES OF SENTENCES"}
{"text": "Imperatives"}
{"text": "Interrogatives"}
{"text": "Exclamatory sentences"}
{"text": "Declarative  affirmative sentences"}
{"text": "Negative sentences"}
{"text": "3 CLAUSES"}
{"text": "Simple sentences"}
{"text": "Compound sentences"}
{"text": "Complex sentences"}
{"text": "Compound complex sentences"}
{"text": "4 ACTIVE AND PASSIVE VOICE"}
{"text": "5 CONDITIONAL CLAUSES"}
{"text": "6 DIRECT AND INDERECT SPEECH"}
{"text": "7 INVERSIONS"}
{"text": "8 SENTENCE CONNECTORS"}
{"text": "CHAPTER ONE NOUNS"}
{"text": "A noun is a naming word Nouns refer to names of things ideas or situations"}
{"text": "There are several ways of classifying nouns"}
{"text": "Countable and uncountable nouns"}
{"text": "Concrete or abstract nouns"}
{"text": "Common or proper nouns"}
{"text": "Collective nouns"}
{"text": "Compound nouns"}
{"text": "A Countable and uncountable nouns"}
{"text": "Look at the lists below"}
{"text": "List A List B"}
{"text": "Pen Water"}
{"text": "Man Ink"}
{"text": "Poem Wool"}
{"text": "Son Mud"}
{"text": "Pin Darkness"}
{"text": "The items in list A can be described using numerals eg one pen five men six poems etc"}
{"text": "List B consist of items that would be impossible to quantify numerically"}
{"text": "We cannot say one water five muds etc"}
{"text": "The items in list A are countable and those in B are uncountable"}
{"text": "Nouns for materials such as glass wood etc and those for liquids eg milk oil etc are usually uncountable Other uncountable nouns are the class called abstract nouns These include such nouns as love excitement concern etc"}
{"text": "B CONCRETE AND ABSTRACT NOUNS"}
{"text": "Concrete nouns are those that are appreciated with any of the five senses These senses are sense of touch sight smell taste and sense of hearing"}
{"text": "Below is a table of several nouns and the senses that they appeal to"}
{"text": "Nouns 16 can appeal to any of the five senses they are concrete Nouns 710 are abstract"}
{"text": "C COMMON AND PROPER NOUNS"}
{"text": "Common nouns are names that are shared by common classes of things For instance the term boy is a noun which refers to male youth All male youths share this common term"}
{"text": "Proper nouns are specific names of people things or places All abstract nouns are common nouns unless they are given names for certain stylistic purposes"}
{"text": "Proper nouns are names given to specific entities For example Peter Monday June English etc"}
{"text": "The first letter of all proper nouns is capitalized in writing Proper nouns do not have plural forms but common nouns are pluralized"}
{"text": "D COLLECTIVE NOUNS"}
{"text": "These nouns are collectively identified as a group"}
{"text": "Some collective nouns are Audience Congregation Crowd Swarm Class Group Staff School etc"}
{"text": "E COMPOUND NOUNS"}
{"text": "These are nouns which are formed by more than one word ie two or more words are compounded to form a noun"}
{"text": "Compound nouns may be formed by"}
{"text": "Noun  noun"}
{"text": "eg Kitchen table riverbank bedroom"}
{"text": "Gerund  noun"}
{"text": "eg waiting list dining room swimming pool etc"}
{"text": "Noun  Gerund"}
{"text": "eg name calling weight lifting sight seeing etc"}
{"text": "Noun  preposition  noun"}
{"text": "eg mother  in  law"}
{"text": "Sister  in  law"}
{"text": "Noun  preposition  gerund"}
{"text": "eg Doctors  in  waiting"}
{"text": "NUMBER IN NOUNS"}
{"text": "Singular and Plural"}
{"text": "In the previous topic we looked at the different ways of classifying nouns We shall now look at ways of deriving plurals from singular nouns"}
{"text": "The plural of a noun is usually made by adding S to the singular"}
{"text": "eg Book  books"}
{"text": "Cow cows"}
{"text": "Shoe  shoes"}
{"text": "Nouns ending in O ch sh ss or x form their plurals by adding es"}
{"text": "eg Singular Plural"}
{"text": "Tomato tomatoes"}
{"text": "Church churches"}
{"text": "Brush brushes"}
{"text": "Kiss kisses"}
{"text": "Box boxes"}
{"text": "iii Nouns ending in y following a consonant from their plural by dropping the y and"}
{"text": "adding ies"}
{"text": "Singular  Plural"}
{"text": "Baby Babies"}
{"text": "Country Countries"}
{"text": "Fly Flies"}
{"text": "iv Nouns ending in f or fe drop the f or fe and add ves"}
{"text": "Singular Plural"}
{"text": "Half Halves"}
{"text": "Life Lives"}
{"text": "Shelf Shelves"}
{"text": "Wife Wives"}
{"text": "v Nouns ending in y following a vowel form their plural by adding s"}
{"text": "Singular Plural"}
{"text": "Boy Boys"}
{"text": "Way Ways"}
{"text": "Donkey Donkeys"}
{"text": "vi A few nouns have irregular plural derivations"}
{"text": "a Some form their plural by a vowel change"}
{"text": "Singular Plural"}
{"text": "Foot Feet"}
{"text": "Tooth Teeth"}
{"text": "Goose Geese"}
{"text": "Mouse Mice"}
{"text": "Woman Women"}
{"text": "b Some nouns remain unchanged for both singular and plural"}
{"text": "Singular Plural"}
{"text": "Sheep Sheep"}
{"text": "Water Water"}
{"text": "Fish Fish"}
{"text": "vii Collective nouns can take a singular or plural verb"}
{"text": "Singular if we consider the word to mean single group or unit"}
{"text": "eg The audience is laughing"}
{"text": "The audience are laughing"}
{"text": "viii Certain words are always plural"}
{"text": "These include police clothes trousers pajamas scissors spectacles shears glasses"}
{"text": "etc"}
{"text": "These take a plural verb"}
{"text": "ix Some words of Greek or Latin origin make their plurals according to the rules of"}
{"text": "Greek or Latin"}
{"text": "eg Phenomenon  Phenomena"}
{"text": "Memorandum  Memoranda"}
{"text": "Oasis  Oases"}
{"text": "x Normally the last word in a compound noun is made plural"}
{"text": "eg Boy friend Boyfriends"}
{"text": "Lucky winner Lucky winners"}
{"text": "xi Where man or woman is prefixed both parts are made plural"}
{"text": "eg Man nurse Men nurses"}
{"text": "Woman driver Women drivers"}
{"text": "xii Compound nouns formed by verb  er or nouns and adverbs have their first word"}
{"text": "changed"}
{"text": "eg runners up lookers on etc"}
{"text": "xiii Compound nouns formed by a noun  preposition  noun have the first word"}
{"text": "changed for plural"}
{"text": "eg Sister  in  law  Sisters  in  law"}
{"text": "Kenyan  at  heart  Kenyans  in  heart"}
{"text": "ix Initials can be made plural"}
{"text": "eg MOD Master on Duty  MODS"}
{"text": "VIP  VIPS"}
{"text": "DC  DCS"}
{"text": "3 ARTICLES IN ENGLISH"}
{"text": "Articles come before nouns or noun clauses"}
{"text": "a The indefinite article THE"}
{"text": "USES"}
{"text": "i When the noun is known to the reader or the hearer"}
{"text": "eg The sun cast its golden rays in to the clouds"}
{"text": "I gave him a letter He tore the letter into pieces"}
{"text": "ii Before known natural physical features"}
{"text": "eg The Nile the Amazon the Indian Ocean etc"}
{"text": "iii In certain names of countries which may comprise of an adjective and a noun"}
{"text": "eg The United Kingdom"}
{"text": "The United Arab Emirates etc"}
{"text": "iv In proper nouns with a plural form"}
{"text": "eg The Chinese"}
{"text": "The Philippines"}
{"text": "v Before superlatives"}
{"text": "eg The best boy"}
{"text": "The disciplined girl"}
{"text": "vi Before an adjective used as a noun to give the meaning all the"}
{"text": "eg the youth the poor the rich etc"}
{"text": "vii Before comparatives expressing parallel increase or decrease"}
{"text": "eg the older he becomes the wealthier he gets"}
{"text": "The higher you go the cooler it becomes"}
{"text": "viii Before certain expressions of time"}
{"text": "eg the next morning"}
{"text": "The day after"}
{"text": "ix When the noun is considered unique or of its kind"}
{"text": "eg the Equator the Rift valley the Earth etc"}
{"text": "x Before proper nouns consisting of noun  of  noun"}
{"text": "eg the Cape of good hope"}
{"text": "The United States of America"}
{"text": "xi In names of people when referring to a whole family"}
{"text": "eg the Mwikalis  ie all members of her household"}
{"text": "xii Before titles containing of"}
{"text": "eg the president of Kenya"}
{"text": "the Kabaka of Uganda etc"}
{"text": "Omission of the"}
{"text": "Before names of people except No xi above"}
{"text": "After a noun in the possessive case"}
{"text": "eg we say the boys cousin NOT the cousin of the boy"}
{"text": "Before names of games"}
{"text": "eg we say soccer NOT the soccer"}
{"text": "b Definite Articles"}
{"text": "a  an"}
{"text": "Both these articles are used similarly except that a is used before nouns beginning with a consonant sound and an comes before nouns beginning with a vowel sound"}
{"text": "i The two articles are used before singular countable nouns"}
{"text": "eg a book"}
{"text": "a church"}
{"text": "an egg"}
{"text": "an hour"}
{"text": "ii They are also used in certain expressions of quantity"}
{"text": "eg a dozen"}
{"text": "a couple"}
{"text": "a glass of water etc"}
{"text": "They are used with numbers such as a hundred a thousand a million etc"}
{"text": "Before expressions of distance Time speed ratio etc"}
{"text": "eg a kilometer three times a week three kilometers an hour etc"}
{"text": "In exclamation before singular countable nouns"}
{"text": "eg such a brilliant boy"}
{"text": "such a dirty toilet"}
{"text": "Before titles Mr Mrs Miss surname"}
{"text": "eg a Miss Mutuku"}
{"text": "a Mr Ochieng"}
{"text": "This means that the person referred to is a stranger to the speaker"}
{"text": "4 GENITIVE CASE IN NOUNS"}
{"text": "POSSESSIVE"}
{"text": "s form"}
{"text": "S is used with singular nouns and plural nouns NO ending in s"}
{"text": "eg Mens wear"}
{"text": "Girls wear"}
{"text": "Teachers key"}
{"text": "A simple apostrophe  is used with plural nouns ending inS"}
{"text": "eg girls room"}
{"text": "Students records"}
{"text": "Classical names ending in s usually add only the apostrophe"}
{"text": "eg Achimedes principle Pythagoras theorem"}
{"text": "Names ending in s can take s or the apostrophe alone"}
{"text": "eg James book or Jamess book"}
{"text": "Jones job or Joness job"}
{"text": "In compound nouns the last word takes the s"}
{"text": "eg My sister  in  laws car"}
{"text": "b Uses of the possessive"}
{"text": "The possessive case is chiefly used of people countries or animals"}
{"text": "eg Mutuas Kenyas the elephants tusk etc"}
{"text": "It can also be used of planes ships trains cars and other vehicles though the of construction is safer"}
{"text": "eg the trains wagons  the wagons of the train preferable"}
{"text": "Possessive is also used in time expressions"}
{"text": "eg An hours drive"}
{"text": "Tomorrows assignment"}
{"text": "NB We can have a thirty minutes break or a thirty minute break"}
{"text": "The possessive form is also used in expressions of money  worth"}
{"text": "eg ten shillings worth of candy"}
{"text": "A few expressions such as a stones throw a journeys end etc will use the possessive"}
{"text": "Nouns in certain occupations can have the possessive without the second"}
{"text": "noun eg the chemists the bakers the butchers etc"}
{"text": "C OF  NOUN"}
{"text": "Uses"}
{"text": "When the possessor noun is followed by a phrase or a clause"}
{"text": "eg I saw the face of a man wearing glasses"}
{"text": "In inanimate possessors"}
{"text": "eg The roof of the church NOT the churchs roof"}
{"text": "NB It is possible to replace these expressions ie of  noun by having the noun possessor coming before the noun possessed"}
{"text": "eg The keys of the car  the car keys"}
{"text": "The roof of the church  the church roof"}
{"text": "5 NOUN DERIVATION"}
{"text": "In any language words are formed by morphs"}
{"text": "In English these morphs are either prefixes or suffixes"}
{"text": "For example from the bare form of the verb act we can derive the following words"}
{"text": "React v"}
{"text": "Reacted past tense"}
{"text": "Reactive adjective"}
{"text": "Reaction noun"}
{"text": "Reacting present participle etc"}
{"text": "Some of the suffixes added to words to derive nouns include  ereenessionshipence etc"}
{"text": "We may derive nouns from"}
{"text": "i Verbs  Nouns"}
{"text": "eg Worship worshiper"}
{"text": "Detain detainee"}
{"text": "Interview interviewinterviewerinterviewee"}
{"text": "Differ difference"}
{"text": "Adjective  Noun"}
{"text": "Busy business"}
{"text": "Lazy laziness"}
{"text": "Beautiful beauty"}
{"text": "Able ability"}
{"text": "Nouns  Nouns"}
{"text": "Review reviewer"}
{"text": "King kingship"}
{"text": "Kin kinship"}
{"text": "Statesman statesmanship"}
{"text": "6 GENDER SENSITIVE WORDS"}
{"text": "Gender refers to the specific roles or duties assigned to different sexes These roles are culture based and they keep changing Roles that were predominantly male dominated are now assigned to women"}
{"text": "It is important to develop a gender sensitive language"}
{"text": "Chairman Chairlady  Chairperson"}
{"text": "Headmaster Headmistress  school head"}
{"text": "History hisstory"}
{"text": "Manliness"}
{"text": "Husbandry"}
{"text": "Mankind"}
{"text": "Man made etc"}
{"text": "There is need to develop gender sensitive language"}
{"text": "7 FUNCTIONS OF NOUNS IN SENTENCES"}
{"text": "Before we examine the functions of nouns in sentences certain terms must be understood"}
{"text": "a Noun phrase"}
{"text": "This is a group of words acting as a noun but without a finite verb verb with tense"}
{"text": "Noun phrases usually consist of  an article  adjectives  noun"}
{"text": "eg The ridiculous incident"}
{"text": "article adj Noun"}
{"text": "b Noun clause"}
{"text": "This is a group of words consisting of a subject and a finite verb The noun clause acts as a noun in a sentence"}
{"text": "i NOUNSNOUN PHRASESNOUN CLAUSES AS SUBJECTS OF A SENTENCE"}
{"text": "c Subject"}
{"text": "This refers to what or whom the sentence refers to"}
{"text": "In sentences with transitive verbs the subject is the doer of the action stated by the verb"}
{"text": "Nouns noun phrases and noun clauses can act as subjects of sentence"}
{"text": "eg The boys n were called in"}
{"text": "S"}
{"text": "The most improved students were rewarded"}
{"text": "S noun phrase"}
{"text": "The students who came late were sent away"}
{"text": "S noun clause"}
{"text": "ii OBJECT"}
{"text": "NOUNSNOUN PHRASESNOUN CLAUSES AS DIRECT OBJECTS"}
{"text": "The direct object refers to the receiver of the action stated by the verb"}
{"text": "A noun noun phrase and noun clause can act as a direct object in a sentence"}
{"text": "eg He kicked the ball"}
{"text": "DO noun"}
{"text": "They received the exercise books"}
{"text": "DO noun phrase"}
{"text": "He slapped a girl who sat behind the class"}
{"text": "DO noun clause"}
{"text": "NOUNSNOUNPHRASESNOUN CLAUSES AS INDIRECT OBJECT"}
{"text": "The indirect object 10 receives the direct object"}
{"text": "eg He gave the card to Juma"}
{"text": "n"}
{"text": "He gave the card to the brightest boy in class"}
{"text": "noun phrase"}
{"text": "They gave letters to all who had shouted"}
{"text": "Noun clause 10"}
{"text": "iii NOUN CLAUSES AS COMPLIMENTS"}
{"text": "Look at the sentences below"}
{"text": "What they found were broken chairs"}
{"text": "n phrase C"}
{"text": "Mary is a bellicose student"}
{"text": "Noun phrase C"}
{"text": "The underlined phrases compliment describe modify the subject"}
{"text": "The direct object and indirect object can also be complimented by noun clauses"}
{"text": "Kioko gave it to Mary the short brown girl"}
{"text": "Compliment of object"}
{"text": "In brief nouns noun phrases and noun clauses may act as subjects objects and compliments in sentences"}
{"text": "EXERCISES ON NOUNS"}
{"text": "EXERCISE 1 A"}
{"text": "Distinguish the Common and Proper nouns in the list below"}
{"text": "EXERCISE 1B"}
{"text": "Below is a list of both concrete and abstract non  concrete nouns Distinguish them"}
{"text": "EXERCISE 1C"}
{"text": "Distinguish the countable and uncountable nouns from the list below"}
{"text": "EXERCISE 1 D"}
{"text": "The words below can be countable or uncountable depending on the contexts of their usage Briefly state the contexts"}
{"text": "eg"}
{"text": "1 dress  Countable  a frock"}
{"text": "Uncountable  clothing"}
{"text": "2 fire  countable"}
{"text": "uncountable"}
{"text": "3 glass  countable"}
{"text": "uncountable"}
{"text": "4 work  countable"}
{"text": "uncountable"}
{"text": "5 youth  countable"}
{"text": "uncountable"}
{"text": "6 room  countable"}
{"text": "uncountable"}
{"text": "7 iron  countable"}
{"text": "uncountable"}
{"text": "8 paper  countable"}
{"text": "uncountable"}
{"text": "9 fag  countable"}
{"text": "uncountable"}
{"text": "10 hair  countable"}
{"text": "uncountable"}
{"text": "11 enterprise  countable"}
{"text": "uncountable"}
{"text": "EXERCISE 1 E"}
{"text": "Place the most suitable countable nouns before the uncountable nouns below"}
{"text": "eg"}
{"text": "1 a crate of eggs"}
{"text": "2 a of furniture"}
{"text": "3 a of dust"}
{"text": "4 a of sand"}
{"text": "5 a of advice"}
{"text": "6 a of jewelry"}
{"text": "7 a of land"}
{"text": "8 a of soap"}
{"text": "9 a of bread"}
{"text": "10 a of salt"}
{"text": "11 an of news"}
{"text": "EXERCISE 1 F"}
{"text": "Provide the singular or plural forms of the nouns below"}
{"text": "EXERCISE 1G"}
{"text": "Fill in the blank spaces in the following sentences using either a an or the where necessary"}
{"text": "It was on  third of  month that he died"}
{"text": "Sahara is  biggest desert in the world"}
{"text": "He bought  pair of trousers and pressed  pair of trousers every day"}
{"text": "skirt she is wearing is made of  nylon but she prefers cotton ones"}
{"text": "He takes four glasses of water  day"}
{"text": "Mikuini School is one of  best schools in Machakos"}
{"text": "Indiscipline is  problem which is compounded by  use of drugs in schools"}
{"text": "It would be  honour to be invited to stay with such  distinguished person"}
{"text": "They were overwhelmed by  poor results that year"}
{"text": "Jane was  only girl I saw"}
{"text": "Simba  dog barked"}
{"text": "This room is very nice Has it got  fan"}
{"text": "Can you recommend  good restaurant"}
{"text": "How often do you go to  dentist"}
{"text": "She visits her parents three times  year"}
{"text": "I havent been to  cinema for weeks"}
{"text": "sun is a star"}
{"text": "Norah is  hospital chaplain of Kenyatta National hospital"}
{"text": "She says she is  Canadian but  Canadians living in Kenya have visas"}
{"text": "Computer has changed the way we live"}
{"text": "EXERCISE 1H"}
{"text": "Write the collective nouns of the following words"}
{"text": "eg"}
{"text": "A pride of lions"}
{"text": "Aof dogs"}
{"text": "Aof goats"}
{"text": "Aof locusts"}
{"text": "Aof fish"}
{"text": "Aof chicken"}
{"text": "Aof ants"}
{"text": "Aof birds"}
{"text": "Aof bees"}
{"text": "Aof cattle"}
{"text": "Aof players"}
{"text": "EXERCISE 1 I"}
{"text": "Provide the compound nouns for the following statements"}
{"text": "eg"}
{"text": "A ticket for a concert Concert ticket"}
{"text": "A chocolate made with milk"}
{"text": "Somebody whose job is to inspect factories"}
{"text": "The carpet in the dining room"}
{"text": "A question that has two parts"}
{"text": "A scandal involving a football club"}
{"text": "An accident on the road"}
{"text": "A race on a horse"}
{"text": "A card used to telephone someone"}
{"text": "A paper issued on Sundays"}
{"text": "Results of examination"}
{"text": "EXERCISE 1 J"}
{"text": "Distinguish the difference in meaning in the following compound words"}
{"text": "a bedroom"}
{"text": "b bed room"}
{"text": "a horse race"}
{"text": "race horse"}
{"text": "a card phone"}
{"text": "phone card"}
{"text": "a garden vegetables"}
{"text": "b vegetable garden"}
{"text": "a table tennis"}
{"text": "b tennis table"}
{"text": "EXERCISE 1K"}
{"text": "Use the appropriate possessive forms to join the nouns below"}
{"text": "eg"}
{"text": "The jacket  that man  than mans jacket"}
{"text": "The new principal  the school"}
{"text": "The child  the toy"}
{"text": "Jesus  cross"}
{"text": "James  books"}
{"text": "Mike  car"}
{"text": "The newspaper  yesterday"}
{"text": "boys  dormitory"}
{"text": "teachers  quarters"}
{"text": "the girls  room"}
{"text": "the girlroom"}
{"text": "sisters  in  law  houses"}
{"text": "brothers  in  law  house"}
{"text": "form ones  dormitory"}
{"text": "two hours  drive"}
{"text": "tomorrow  meeting"}
{"text": "women  dress"}
{"text": "the birds  nest"}
{"text": "a stone  throw"}
{"text": "a young man  trousers"}
{"text": "a teacher  desk"}
{"text": "EXERCISE 1M"}
{"text": "Use appropriate suffixes to derive nouns from the words below"}
{"text": "Words Noun"}
{"text": "Demonstrate demonstration"}
{"text": "liable"}
{"text": "valid"}
{"text": "humid"}
{"text": "amaze"}
{"text": "steal"}
{"text": "wide"}
{"text": "strong"}
{"text": "good"}
{"text": "trivial"}
{"text": "gullible"}
{"text": "honest"}
{"text": "easy"}
{"text": "keen"}
{"text": "kind"}
{"text": "laze"}
{"text": "active"}
{"text": "humble"}
{"text": "productive"}
{"text": "determine"}
{"text": "realize"}
{"text": "EXERCISE 1 N"}
{"text": "Identify gender sensitive terms which can be used to replace the words below"}
{"text": "1 Chairman  Chairperson"}
{"text": "2 animal husbandry"}
{"text": "house girl"}
{"text": "mankind"}
{"text": "men"}
{"text": "man made"}
{"text": "EXERCISE 1 1"}
{"text": "Underline the nouns noun phrases or clauses in the sentences below and indicate their functions"}
{"text": "eg The man was a con"}
{"text": "Subject s Compliment c"}
{"text": "The form ones saw all sorts of animals"}
{"text": "HIV is a threat to humanity"}
{"text": "Amina gave a dress to the street girl"}
{"text": "The thief got what he deserved"}
{"text": "Mikuini students are very hard working"}
{"text": "The boys ate all sorts of wild fruits"}
{"text": "Girls do not like tee shirts"}
{"text": "A mischievous brat must have started the fire"}
{"text": "The new government encourages private investors"}
{"text": "The selfish politicians awarded themselves a pay rise"}
{"text": "CHAPTER TWO PRONOUNS"}
{"text": "1 CATEGORIES"}
{"text": "These are words which substitute nouns Pronouns are useful if one wishes to avoid repetition when linking phrases clauses or sentences"}
{"text": "Pronouns may be classified as personal possessive reflexive interrogative and relative"}
{"text": "A PERSONAL PRONOUNS"}
{"text": "The first person refers to the persons speaking"}
{"text": "The second person refers to the persons being spoken to"}
{"text": "The third person refers to the persons referred to or the one spoken about"}
{"text": "B POSSESSIVE PRONOUNS"}
{"text": "NB We do not use the apostrophe for the possessive pronouns"}
{"text": "Its means it is"}
{"text": "Its means belonging to it or of it"}
{"text": "Examples"}
{"text": "That book is yours Mine is in the library"}
{"text": "Theirs is a very serious court case"}
{"text": "This is my book Yours is in the library"}
{"text": "Mine is a very serious court case"}
{"text": "C REFLEXIVE PRONOUNS"}
{"text": "Reflexive pronouns are used when the action of the verb returns to the subject"}
{"text": "eg I hurt myself"}
{"text": "S so"}
{"text": "Myself is the object of the sentence and it is actually the subject"}
{"text": "Below is a list of reflexive pronouns"}
{"text": "The reflexive pronoun oneself is indefinite"}
{"text": "As observed above"}
{"text": "Reflexive pronouns are used when the action of the verb returns to the subject"}
{"text": "eg I saw myself in the mirror"}
{"text": "I thanked myself for the victory"}
{"text": "They branded themselves rogues"}
{"text": "Mutua loved himself so much"}
{"text": "Reflexive pronouns are also used to emphasize the nouns or pronouns in the subject position"}
{"text": "eg The president himself opened parliament"}
{"text": "She supervised it herself"}
{"text": "D INTERROGATIVE PRONOUNS"}
{"text": "These are pronouns used while asking questions"}
{"text": "Below is a list of interrogative pronouns"}
{"text": "eg Who came here"}
{"text": "Whichwhat is available Etc"}
{"text": "Which is used for persons or things when the choice is restricted"}
{"text": "eg Which did you buy"}
{"text": "Who wrote the essay and which of the boys wrote the essay are different"}
{"text": "In who wrote the essay the speaker may not even know that it was a boy In the second it is specified or restricted to a particular group"}
{"text": "E DEMONTSRATIVE PRONOUNS"}
{"text": "These pronouns are used to indicate the position of a particular noun"}
{"text": "They include"}
{"text": "When these words are immediately followed by nouns they act as adjectives"}
{"text": "eg This book is mine but this is yours"}
{"text": "adj n pronoun"}
{"text": "Those in uniform were ushered in to the class"}
{"text": "Pronoun"}
{"text": "Those students in uniform"}
{"text": "Adjective"}
{"text": "F RELATIVE PRONOUNS"}
{"text": "Relative pronouns are used to introduce clauses"}
{"text": "Defining relative pronouns introduce a clause which distinguishes the noun being described from the rest of its class hence they introduce adjectival clauses"}
{"text": "eg The boys who sneaked from school were punished"}
{"text": "This sentence implies that only those boys who sneaked from school were punished Those who did not sneak from school were not punished"}
{"text": "Nondefining relative clauses simply augment or are in apposition to the noun being described"}
{"text": "eg The boys who sneaked from school were punished"}
{"text": "The second sentence implies that all the boys sneaked from school hence they were all punished"}
{"text": "Below is a list of relative pronouns used in defining relative clauses"}
{"text": "Examples of relative pronouns used in defining clauses"}
{"text": "The boys who play soccer were rewarded"}
{"text": "The dog that vomited has disappeared"}
{"text": "Men who worship Satan will regret in future"}
{"text": "The above sentences have all been used in the subject position"}
{"text": "The sentences below have relative pronouns introducing clauses in the object position"}
{"text": "He punished the boys who came late"}
{"text": "Mwikali dislikes boys who constantly ogle at her"}
{"text": "Below is a list of relative pronouns used in non defining relative clauses"}
{"text": "Examine the sentences below"}
{"text": "The doctor who welcomed us registered his appreciation"}
{"text": "The clause who welcomed us is in apposition It simply adds more information that the doctor also welcomed them"}
{"text": "Compare"}
{"text": "The doctor who welcomed us registered his appreciation"}
{"text": "The doctor who welcomed us registered his appreciation"}
{"text": "In the second sentence which has a defining clause implies that only the doctor there were other doctors who welcomed us registered his appreciation In the first sentence the relative clause is non defining It implies that there was only one doctor and he is also the one who welcomed us them"}
{"text": "Distinguish the meanings in the following pairs of sentences"}
{"text": "The girls whose books were taken are complaining"}
{"text": "The girls whose books were taken are complaining"}
{"text": "The students who excelled in last years exams were rewarded"}
{"text": "The students who excelled in last years exams were rewarded"}
{"text": "The man whom I saw was in a red jacket"}
{"text": "The man whom I saw was in a red jacket"}
{"text": "2 EXERCISES ON PRONOUNS"}
{"text": "2a Use the most appropriate pronouns from the choices given to fill in the gaps below"}
{"text": "1 Onyago and  were late I  me"}
{"text": "The essay was written by  me I"}
{"text": "all wrote essays us  we"}
{"text": "went on strike they  them"}
{"text": "The house is   theres  theirs  theys"}
{"text": "No one told   them  they"}
{"text": "told no one they  them"}
{"text": "Give it to   they  them"}
{"text": "They told  to lie down she  her"}
{"text": "are advised to maintain silence you  your"}
{"text": "is a very tiring exercise its  its it"}
{"text": "No one saw  him  his"}
{"text": "very bright in class hes  his"}
{"text": "are always late for preps they  there"}
{"text": "Nothing scares more than terror movies I  me"}
{"text": "was embarrassed by his remarks me  I"}
{"text": "His remarks embarrassed  me  I"}
{"text": "No one distrusts   I  me"}
{"text": "and  are late you  I"}
{"text": "Ten of  qualified they  them"}
{"text": "2 b Use the possessive forms of the pronouns below to fill the gaps in the following"}
{"text": "sentences"}
{"text": "eg"}
{"text": "The book is mine me yours you is in the library"}
{"text": "it tail was cut off"}
{"text": "That was  they duty"}
{"text": "I have all my texts they are all lost"}
{"text": "us is a very demanding task"}
{"text": "me is an interesting career"}
{"text": "I found my wallet she was never found"}
{"text": "I love staying at home Do you love staying at  you"}
{"text": "This book is well read All  it pages are underlined"}
{"text": "My results were encouraging How about  you"}
{"text": "you is a very enjoyable job"}
{"text": "EXERCISE 2C"}
{"text": "Tick the correct sentences below"}
{"text": "a Me myself I like watching movies"}
{"text": "b Myself I like watching movies"}
{"text": "I myself likes watching movies"}
{"text": "I like watching movies"}
{"text": "a The president himself attended the function"}
{"text": "Himself the president attended the function"}
{"text": "He the president himself attended the function"}
{"text": "The president attended the function he himself"}
{"text": "a I hurt myself on the leg"}
{"text": "I hurt me on the leg"}
{"text": "I myself hurt on the leg"}
{"text": "I hurt me myself on the leg"}
{"text": "4 a You spoil yourselves when you smoke cigarettes"}
{"text": "You yourselves you spoil when you smoke cigarettes"}
{"text": "You yourselves spoil yourselves when you smoke cigarettes"}
{"text": "You spoil yourselves when you smoke cigarettes yourselves"}
{"text": "5 a They themselves witnessed the accident"}
{"text": "Them themselves witnessed the accident"}
{"text": "They witnessed themselves the accident"}
{"text": "They witnessed the accident themselves"}
{"text": "EXERCISE 2 D"}
{"text": "Distinguish the difference in meaning in the following pairs of sentences"}
{"text": "a The boys who sneaked from school were punished"}
{"text": "The boys who sneaked from school were punished"}
{"text": "a My brother who is a lawyer is coming today"}
{"text": "my brother who is a lawyer is coming today"}
{"text": "a The girls who jeered at the new teacher were reprimanded"}
{"text": "The girls who jeered at the new teacher were reprimanded"}
{"text": "a The boy whom I saw yesterday is unwell"}
{"text": "The boy whom I saw yesterday is unwell"}
{"text": "a The Isuzu which had an extra large engine won the race"}
{"text": "The Isuzu which had an extra large engine won the race"}
{"text": "EXERCISE 2 E"}
{"text": "Use the most appropriate relative pronoun to join the sentences below"}
{"text": "I bought a car last month It has a breakdown"}
{"text": "Jane is my sister She is pursuing further studies in Britain"}
{"text": "The cook came late He was drunk"}
{"text": "The two girls disagreed over the correct answer They were doing an English exercise"}
{"text": "Many people voted They cast their ballots for president Kibaki"}
{"text": "We ate all the fruits They were kept in the cupboard"}
{"text": "The water tank was bought last year It is leaking"}
{"text": "I was using a dictionary yesterday It is lost"}
{"text": "The policemen searched the building They were looking for stolen property"}
{"text": "The girls swept the dormitory They also swept the classroom"}
{"text": "EXERCISE 2 F"}
{"text": "Distinguish the difference in meaning in the following pairs of sentence"}
{"text": "a These were bought by my parents"}
{"text": "Those were bought by my parents"}
{"text": "a This is mine"}
{"text": "That is mine"}
{"text": "a The boy that wrote this essay is very creative"}
{"text": "The boy that wrote that essay is very creative"}
{"text": "a None of these is correct"}
{"text": "None of those is correct"}
{"text": "a These are the men who shouted at me"}
{"text": "Those are the men who shouted at me"}
{"text": "EXERCISE 2G"}
{"text": "Use the correct form of interrogative pronoun to fill in the blanks below"}
{"text": "came here"}
{"text": "did you give the Atlas"}
{"text": "did you bring"}
{"text": "was bought"}
{"text": "did they appoint as head girl"}
{"text": "CHAPTER THREE VERBS"}
{"text": "1 DEFINITION AND CATEGORIES"}
{"text": "Verbs are actions in sentences"}
{"text": "A verb denotes the action or state of being of the subject in a sentence"}
{"text": "eg She dashed into class indicates action"}
{"text": "S verb v"}
{"text": "Mary is unwell"}
{"text": "S verb  indicates state of being"}
{"text": "Verbs also carry the tense or the time when a particular action took place or is to take place"}
{"text": "eg She went home yesterday"}
{"text": "She goes home this evening"}
{"text": "Verbs also carry the perfective or the progressive aspect of the action"}
{"text": "eg She had eaten the food implies that the action came to completion before another action in the past happened This verb is in the perfective aspect"}
{"text": "eg 2 She is writing an essay"}
{"text": "The verb in this sentence implies that the action of writing is in progress The verb therefore carries the progressive aspect"}
{"text": "There are two main types of verbs"}
{"text": "Lexical and auxiliary verbs"}
{"text": "A LEXICAL VERBS"}
{"text": "These are action words which occur independently and singly in clauses"}
{"text": "eg The boy kicked the ball"}
{"text": "V"}
{"text": "The verb kick is independent and may not need another verb"}
{"text": "The boy kicked threw the ball This is wrong because lexical verbs occur singly in clauses or sentences"}
{"text": "i Verbs will always agree with the subject of the sentence in relation to number ie"}
{"text": "singular or plural"}
{"text": "For example"}
{"text": "Juma goes to school"}
{"text": "S Subject V"}
{"text": "The boy goes to school"}
{"text": "S Subject V"}
{"text": "The boys go to school"}
{"text": "Pl subject V"}
{"text": "A singular subject has a corresponding singular form of a verb"}
{"text": "A plural subject will have a corresponding plural of a verb"}
{"text": "ii Verbs will change for tense"}
{"text": "eg I see him simple present"}
{"text": "I saw him simple past"}
{"text": "Below are the different tenses in English and examples of how two verbs may change in the respective tenses"}
{"text": "a Simple present tense"}
{"text": "He eats rice for supper"}
{"text": "He walks to school"}
{"text": "b Present continuous"}
{"text": "He is eating rice for supper"}
{"text": "He is walking to school"}
{"text": "c Present perfect"}
{"text": "He has eaten rice for supper"}
{"text": "He has walked to school"}
{"text": "d Present perfect continuous"}
{"text": "He has been eating rice for supper"}
{"text": "He has been walking to school"}
{"text": "e Past simple"}
{"text": "He ate rice for supper"}
{"text": "He walked to school"}
{"text": "f Past continuous"}
{"text": "He was eating rice for supper"}
{"text": "He was waking to school"}
{"text": "g Past perfect"}
{"text": "He had eaten rice for supper"}
{"text": "He had walked to school"}
{"text": "h Past perfect continuous"}
{"text": "He had been eating rice for supper"}
{"text": "He had been walking to school"}
{"text": "i Future Simple"}
{"text": "He will  shall eat rice for supper"}
{"text": "He will walk to school"}
{"text": "j Future continuous"}
{"text": "He will be eating rice for supper"}
{"text": "He will be walking to school"}
{"text": "k Future perfect"}
{"text": "He will have eaten rice for supper"}
{"text": "He will have walked to school"}
{"text": "l Future perfect continuous"}
{"text": "He will have been eating rice for supper"}
{"text": "He will have been walking to school"}
{"text": "Before looking at the way all these tenses and time aspects are derived let us first look at the other category of verbs Auxiliary verbs"}
{"text": "B AUXILIARY VERBS"}
{"text": "Auxiliary are also called helping verbs They help carry the tense the progressive or perceptive aspect and in the case of modals the mood or mode of the verb"}
{"text": "There are two types of auxiliary verbs"}
{"text": "Main auxiliary"}
{"text": "Modal auxiliary"}
{"text": "a Main Auxiliary"}
{"text": "There are three primary auxiliaries to be to have and to do"}
{"text": "The different forms of these verbs are tabled below"}
{"text": "The three primary auxiliaries can be used as ordinary verbs"}
{"text": "eg He has a book"}
{"text": "He is lazy"}
{"text": "He did the job"}
{"text": "These three auxiliaries can also unlike lexical verbs occur in the same sentence"}
{"text": "eg He has been doing the job"}
{"text": "to have to be to do"}
{"text": "have"}
{"text": "When it occurs independently in a sentence it implies possesses"}
{"text": "eg She has a car means she possesses a car"}
{"text": "When used as an helping verb it carries the perfective aspect"}
{"text": "eg I have returned the book"}
{"text": "b Modal auxiliaries"}
{"text": "These combine with infinitives to indicate permission possibility obligation deduction etc"}
{"text": "They include"}
{"text": "Unlike primary auxiliaries a single clause cannot have more than one modal auxiliary"}
{"text": "eg We must walk"}
{"text": "We could must walk"}
{"text": "We shall look at several uses of modal auxiliaries in other chapters"}
{"text": "VERB AND TENSE"}
{"text": "1 The simple present tense"}
{"text": "The Simple Present tense is used for"}
{"text": "a Facts"}
{"text": "eg The sun rises from East"}
{"text": "Dog barks"}
{"text": "b Repeated actions customs and habits"}
{"text": "People celebrate Christmas on 25th December"}
{"text": "Kenyans go for elections every five years"}
{"text": "c Abilities"}
{"text": "He balances on a rope"}
{"text": "He paints walls"}
{"text": "When asking questions in this tense the auxiliary must reflect the number"}
{"text": "eg Does he walk to school singular subject"}
{"text": "Do they walk to school plural subject"}
{"text": "B Simple past tense"}
{"text": "i This tense is used when the action referred to happened in the past"}
{"text": "eg They walked to the police station yesterday"}
{"text": "ii Verbs ending in a consonant preceded by a single stressed vowel double the"}
{"text": "consonant in the past tense"}
{"text": "eg Hop  hopped"}
{"text": "Stop  stopped"}
{"text": "Fit  fitted"}
{"text": "iii Most verbs that end in Y change the Y in to ied"}
{"text": "eg Hurry  hurried"}
{"text": "Bury  buried"}
{"text": "Reply  replied"}
{"text": "Worry  worried"}
{"text": "iv In regular verbs the past simple ends in ed"}
{"text": "eg Walk  walked"}
{"text": "Talk  talked"}
{"text": "Worship  worshiped"}
{"text": "Wash  washed"}
{"text": "v Several verbs are irregular"}
{"text": "eg Write  wrote"}
{"text": "See  saw"}
{"text": "Go  went"}
{"text": "Throw  threw"}
{"text": "Cost  cost"}
{"text": "Hit  hit"}
{"text": "C Present continuous tense"}
{"text": "This tense is used when we want to talk about an action which is still going on"}
{"text": "It talks of a continuation or progressiveness"}
{"text": "eg I am writing an essay now"}
{"text": "Constructions in this tense comprise of an auxiliary verb in the simple present and a present participle verb with ing form"}
{"text": "They are walking home"}
{"text": "be V  ing"}
{"text": "To derive the present participle from the verb"}
{"text": "a Most verbs ending in e drop the e and add ing to the stem"}
{"text": "eg Come  coming"}
{"text": "Wake  waking"}
{"text": "Type  typing"}
{"text": "b A few verbs with long vowels or diphthongs retain the e and add the ing"}
{"text": "eg Flee  fleeing"}
{"text": "Dye  dying"}
{"text": "Canoe  canoeing"}
{"text": "c Some verbs ending in ie drop the ie and replace it with y before the ing can"}
{"text": "be replaced"}
{"text": "eg Die  dying"}
{"text": "Lie  lying"}
{"text": "d A verb which ends in a consonant that is preceded by a short vowel sound doubles"}
{"text": "that consonant before adding the ing ending"}
{"text": "eg Hit  hitting"}
{"text": "Slap  slapping"}
{"text": "Sit  sitting"}
{"text": "Map  mapping"}
{"text": "iv Verbs with a long vowel or diphthong before the last consonant do not have the last"}
{"text": "consonant doubled"}
{"text": "eg Deal  dealing"}
{"text": "Steal  stealing"}
{"text": "Wail  wailing"}
{"text": "D THE PAST CONTINUOUS TENSE"}
{"text": "This tense is formed by changing into past auxiliary verb be  verb  ing"}
{"text": "She is watching a movie present continuous"}
{"text": "She was watching a movie past continuous"}
{"text": "The past continuous tense implies that the action which has already been done was happening progressively"}
{"text": "eg We are reciting a poem"}
{"text": "He was making cookies"}
{"text": "They were waiting for the teacher"}
{"text": "E THE PRESENT PERFECT"}
{"text": "This tense is formed by has  have  past participle"}
{"text": "eg She has come"}
{"text": "They have sung"}
{"text": "The past participle often ends in ed"}
{"text": "eg washed talked"}
{"text": "However several verbs are irregular"}
{"text": "eg Do  done"}
{"text": "Write  written"}
{"text": "Be  been"}
{"text": "Beat  beaten"}
{"text": "Bend  bent"}
{"text": "The past participle forms do not always directly correspond to the simple past forms"}
{"text": "For example"}
{"text": "Infinitive Past simple Past participle"}
{"text": "Be was were been"}
{"text": "Bet bet bet"}
{"text": "Catch caught caught"}
{"text": "Drink drank drunk"}
{"text": "Grow grew grown"}
{"text": "Leave left left"}
{"text": "Lie lay lain"}
{"text": "Sew sewed sewn  sewed"}
{"text": "Show showed shown  showed"}
{"text": "Write wrote written"}
{"text": "Swear swore sworn"}
{"text": "Split split split"}
{"text": "Most good dictionaries and textbooks provide lists of verbs in their past simple and past participle forms"}
{"text": "The present perfect implies that an action has just been completed We can sense the effects of the action"}
{"text": "eg Who has banged the door the noise is disturbing"}
{"text": "The bell has gone students can be seen running"}
{"text": "F PRESENT PERFECT CONTINUOUS"}
{"text": "This tense is formed by has  have  been  verb in the present participle"}
{"text": "eg She has been singing"}
{"text": "I have been reading A Man of the People"}
{"text": "This tense implies that the action has been happening progressively for its perfective completion"}
{"text": "G PAST PERFECT"}
{"text": "It is formed by had  past participle"}
{"text": "eg They had eaten the food"}
{"text": "She had seen him"}
{"text": "We had finished the examination"}
{"text": "H PAST PERFECT CONTINUOUS"}
{"text": "It is formed by had  been  present participle"}
{"text": "eg She had been washing clothes"}
{"text": "They had been swimming"}
{"text": "The tense implies that before a particular action took place something was going on continually to completion"}
{"text": "eg She had been singing when we arrived"}
{"text": "This means that when they arrived"}
{"text": "She had just stopped singing"}
{"text": "She was singing continuously"}
{"text": "All the events took place in the past"}
{"text": "i WAYS OF EXPRESSING FUTURE TIME"}
{"text": "There are several forms of expressing the future"}
{"text": "a Simple present  time aspect"}
{"text": "eg They start school on Monday"}
{"text": "We go to the museum next Tuesday"}
{"text": "b Present continuous  time aspect"}
{"text": "I am going to Nairobi next week"}
{"text": "They are opening school next Monday"}
{"text": "The simple present is more impersonal than the present continuous form"}
{"text": "I go home tomorrow"}
{"text": "I am going home tomorrow"}
{"text": "The first sentence may imply that it is not part of my decision to go home whereas the second one implies that I have actually decided"}
{"text": "The simple present form can also sound more formal than the continuous"}
{"text": "eg Learners sit for the exam next week is more formal than Learners are sitting for exams next week"}
{"text": "c Will  shall  infinitive"}
{"text": "Will  infinitive expresses intention at the moment of decision"}
{"text": "eg The bell has gone Ill dash to class"}
{"text": "d Be  going to form"}
{"text": "eg I am going to buy a dictionary"}
{"text": "This form is used to express subjects intention to perform a certain future action"}
{"text": "This intention is always premeditated"}
{"text": "It means I have decided"}
{"text": "eg I am going to draw a timetable"}
{"text": "f The future continuous"}
{"text": "This is expressed by"}
{"text": "Will  shall  present participle"}
{"text": "eg I will be singing"}
{"text": "Mutua will be running round the field"}
{"text": "g Future Perfect"}
{"text": "It is expressed by"}
{"text": "Will  have  past participle"}
{"text": "eg I will have done my exams by 2010"}
{"text": "They will have laid the trap"}
{"text": "h Future perfect continuous"}
{"text": "It is expressed by"}
{"text": "Will  shall  have  been  present participle"}
{"text": "eg I will have been doing the paper"}
{"text": "They shall have been singing"}
{"text": "3 TRANSITIVE AND INTRANSITIVE VERBS"}
{"text": "All verbs that take an object after them are called transitive verbs"}
{"text": "eg James prepared buns"}
{"text": "vt"}
{"text": "Intransitive verbs do not accept an object after them"}
{"text": "Most of the intransitive verbs are followed by adverbs adjectives or descriptive phrases"}
{"text": "eg We arrived in the morning"}
{"text": "vi"}
{"text": "He yawned twice"}
{"text": "vi"}
{"text": "He shouted"}
{"text": "vi"}
{"text": "Some verbs can be used both transitively and intransitively"}
{"text": "eg I fought him transitively"}
{"text": "vt"}
{"text": "I fought courageously intransitively"}
{"text": "vi"}
{"text": "The good dictionaries will indicate whether a verb is used transitively or not"}
{"text": "4 QUESTION TAGS"}
{"text": "A question tag is a phrase added at the end of a statement to make the statement a question"}
{"text": "Question tags may also be defined as short additions to sentences asking for agreement or confirmation"}
{"text": "Rules of forming question tags"}
{"text": "a After negative statements we use the ordinary interrogative"}
{"text": "eg You didnt see him did you"}
{"text": "He wasnt there was he"}
{"text": "b After affirmative positive statements we use the negative the negative interrogative"}
{"text": "Peter saw you didnt he"}
{"text": "Mary was there wasnt she"}
{"text": "c Neither no adj none no one nobody nothing scarcely barely hardly hardly"}
{"text": "ever and seldom are treated as negative hence the statements containing them are"}
{"text": "followed by an ordinary interrogative tag"}
{"text": "eg He hardly ever goes to school does he"}
{"text": "No one saw him did they"}
{"text": "Nothing was said was it"}
{"text": "No salt is allowed is it"}
{"text": "d When the subjects of the sentence is anyone anybody no one nobody none and"}
{"text": "neither we use the pronoun they as subject of the tag"}
{"text": "eg Neither of them complained did they"}
{"text": "Any one is welcome are they"}
{"text": "No one would object would they"}
{"text": "e If the statement does not have any auxiliary verb we use do as the auxiliary verb"}
{"text": "eg Edward lives here doesnt he"}
{"text": "She baked cakes didnt she"}
{"text": "No one came in time did they"}
{"text": "f In statements with everybody everyone somebody and someone we use they as the"}
{"text": "subject of the tag"}
{"text": "eg Everyone was excited werent they"}
{"text": "Someone made away with my book didnt they"}
{"text": "Somebody had seen him hadnt they"}
{"text": "NOTE"}
{"text": "When question tags are used the speaker doesnt normally need information but"}
{"text": "merely expects agreement"}
{"text": "Tags are therefore usually said with a falling intonation as in statements"}
{"text": "Sometimes however the speaker does want information He is not quite sure that the statement he has made is true and wants to be reassured In this case the question tag is said with a rising tone as in ordinary interrogatives and the important word in the first sentence is stressed"}
{"text": "5 THE PARTICIPLES"}
{"text": "A The present participle"}
{"text": "It is formed by the bare form of the verb infinitive  ing"}
{"text": "The present participle has several uses"}
{"text": "i To form continuous tenses"}
{"text": "eg He is singing"}
{"text": "ii As adjectives"}
{"text": "eg Leaking pipes"}
{"text": "Running water"}
{"text": "Boiling pot etc"}
{"text": "iii After have  object"}
{"text": "eg We have many people registering for this course"}
{"text": "Object"}
{"text": "We have few students coming late"}
{"text": "iv It can sometimes replace a relative pronoun  verb"}
{"text": "eg A line that cuts across two points"}
{"text": "A line cutting across two points"}
{"text": "A map that shows Lake Victoria"}
{"text": "A map showing Lake Victoria"}
{"text": "v To introduce statements in indirect speech"}
{"text": "eg He told me to avoid the route reminding me that several people had been"}
{"text": "recently mugged"}
{"text": "vi After verbs of sensation ie see hear feel smell listen to and watch"}
{"text": "eg I see him crouching under the table"}
{"text": "I heard them singing a hymn"}
{"text": "I listened to him shouting to the girl"}
{"text": "vii After catch  find  leave  object"}
{"text": "eg I caught him stealing from the school farm"}
{"text": "I left her sitting on a rock"}
{"text": "He found him reading in the library"}
{"text": "viii After go  come  spend  waste  be busy"}
{"text": "eg They came shouting"}
{"text": "They are going swimming"}
{"text": "Jane was busy reading"}
{"text": "He spend ten thousand shillings furnishing the room"}
{"text": "NB"}
{"text": "The present participle after verbs of sensation may express both complete and incomplete actions"}
{"text": "I saw him digging the grave"}
{"text": "This sentence may imply that the action is still going on"}
{"text": "It may also mean that he was found doing that digging the grave and the action is complete"}
{"text": "If these verbs are followed by a bare infinitive we may imply that the action is complete"}
{"text": "eg I saw him dig the grave"}
{"text": "Compare the meaning in the two pairs of sentences below"}
{"text": "Maria was seen running round the field"}
{"text": "Maria was seen run round the field"}
{"text": "I watched the actors performing the play"}
{"text": "I watched the actors perform the play"}
{"text": "Catch  find  object  present participle"}
{"text": "The action expressed by the participle is one that displeases the subject"}
{"text": "eg I caught him jumping over the fence"}
{"text": "She was found writing a love letter"}
{"text": "Leave"}
{"text": "This verb can be used with a participle"}
{"text": "eg I left him shouting in the dormitory"}
{"text": "A present participle replacing a main clause"}
{"text": "i When two actions by the same subject occur simultaneously it is usually possible to"}
{"text": "express one of them by a present participle"}
{"text": "The participle can be before or after the finite verb"}
{"text": "eg He ran away He shouted as he ran  He ran away shouting"}
{"text": "ii When one action is immediately followed by another of the same subject the first"}
{"text": "action can often be expressed by a present participle"}
{"text": "The participle must be placed first"}
{"text": "eg He opened the door and threw the keys inside"}
{"text": "Opening the door he threw the keys inside"}
{"text": "iii When the second action forms part of the first or is as a result of it we can express"}
{"text": "the second action by a present participle"}
{"text": "eg She went out banging the door"}
{"text": "The police fired shooting a suspect"}
{"text": "Present participle replacing a subordinate clause"}
{"text": "The present participle can replace as  since  because  subject  verb"}
{"text": "It can help to explain the action which follows"}
{"text": "eg Knowing that the examinations would be tough he studied hard"}
{"text": "Since he knew"}
{"text": "Or because  as he knew"}
{"text": "These constructions are chiefly found in written English"}
{"text": "B The perfect participle"}
{"text": "i It is formed by having  past participle"}
{"text": "It can be used in place of present participle in sentences where the action is immediately followed by another with the same object"}
{"text": "Bolting one tyre firmly in its place he threw the other in the back cabin  Having bolted one tyre firmly in its place he threw the other in the back cabin"}
{"text": "ii The perfect participle is necessary where there is an interval of time between two"}
{"text": "actions"}
{"text": "eg Having failed twice he didnt want to try again"}
{"text": "iii It is also used when the first action covered a period of time"}
{"text": "eg Having been a prefect for three years he found his stay in school as a common"}
{"text": "student difficult"}
{"text": "iv The perfect participle may be used where the present participle mighty lead to"}
{"text": "ambiguity"}
{"text": "Eating his lunch he went out of the hall"}
{"text": "This statement has two meanings"}
{"text": "It can be disambiguated by using the perfect participle having eaten his lunch he went out of the hall"}
{"text": "C Past participle passive"}
{"text": "The past participle of regular verbs is formed by adding ed or d to the infinitive"}
{"text": "These constructions are in the passive"}
{"text": "The passed participle can be used"}
{"text": "i As an adjective"}
{"text": "eg Broken glass"}
{"text": "Written report"}
{"text": "Torn dress etc"}
{"text": "ii To form the perfect tenses  infinitives  the passive voice and participles"}
{"text": "eg He has seen"}
{"text": "It was broken"}
{"text": "iii To replace a subject  passive verb"}
{"text": "eg She enters  Shes accompanied by her sister"}
{"text": "She enters accompanied by her sister"}
{"text": "The roof had been worn out over the years and was no longer useful"}
{"text": "Worn out over the years the roof was no longer useful"}
{"text": "The perfect passive"}
{"text": "It is formed by having been  past participle"}
{"text": "It is used when it is necessary to emphasize that the action expressed by the participle happened before the action expressed by the next verb"}
{"text": "eg Having been informed about him I gave him no money"}
{"text": "NB"}
{"text": "A participle is believed to belong to the noun or pronoun which precedes it"}
{"text": "eg James troubled by what he had seen went to the police station"}
{"text": "If there is no noun  pronoun in this position the participle is considered to belong to the"}
{"text": "subject of the following main verb"}
{"text": "eg Troubled by what he had seen James went to the police station"}
{"text": "If this principle is disregarded confusion results"}
{"text": "eg Waiting for a taxi at the kerb a mouse passed by"}
{"text": "This may imply that the mouse was waiting for the bus"}
{"text": "A participle linked in this way to the wrong noun or pronoun is said to be misrelated"}
{"text": "The above sentence should be rewritten"}
{"text": "I was waiting for a taxi at the kerb when a mouse passed by"}
{"text": "6 PHRASAL VERBS"}
{"text": "These are formed by verb  preposition or verb  adverb"}
{"text": "eg Look after  means to take care of"}
{"text": "Note that phrasal verbs are considered as independent and they have quite different meanings from the verbs which form them"}
{"text": "Phrasal verbs like all other verbs will change for tense and number"}
{"text": "eg He gave in Simple past"}
{"text": "He gives in Simple present"}
{"text": "He has given in present perfect etc"}
{"text": "Like lexical verbs phrasal verbs can be used transitively or intransitively"}
{"text": "eg They have to look after the babies"}
{"text": "vt"}
{"text": "They took off when the police arrived"}
{"text": "vi"}
{"text": "Below is a list of phrasal verbs"}
{"text": "Good dictionaries will provide the phrasal verbs formed from verbs"}
{"text": "Answer back vi"}
{"text": "Answer a reproof imprudently"}
{"text": "Ask after  for vt  ask for news of"}
{"text": "Ask for  vt ask to speak to"}
{"text": "request demand"}
{"text": "Back away vi move back slowly  retreat"}
{"text": "Back out vi  discontinue or refuse to provide previously promised help or support"}
{"text": "Back somebody up  support morally or verbally"}
{"text": "Close down vt vi"}
{"text": "Shut permanently eg a business"}
{"text": "Close in vi  approach from all sides  come nearer"}
{"text": "Close up vi come nearer together  of people in a line"}
{"text": "Do away with vt abolish"}
{"text": "Do up vt redecorate"}
{"text": "Do without vt manage in the absence of a person or thing"}
{"text": "Enter for vt become a competitor  candidate eg for a contest Examination"}
{"text": "Fade away vi disappear become gradually fainter usually of sounds"}
{"text": "Grow out of vt  abandon on becoming older"}
{"text": "Grow up intr become an adult"}
{"text": "Hang about  around vt  vi loiter or wait near"}
{"text": "Hang back vi show unwillingness to act"}
{"text": "Hang on to vt retain keep in ones possession"}
{"text": "Join up vi enlist eg in the army"}
{"text": "Knock off vt vi stop work for the day informal"}
{"text": "Knock out vt hit someone so hard that he falls unconscious"}
{"text": "Look for vt search for or seek"}
{"text": "Miss out vt leave out"}
{"text": "Order somebody about  give a lot of orders"}
{"text": "Point out vt indicate show"}
{"text": "Rub out vt erase pencil or ink marks"}
{"text": "Rub up vt revise ones knowledge of subject"}
{"text": "Sell of vt sell cheaply what is left as stock"}
{"text": "Sell out vi sell all that you have of a certain type of article"}
{"text": "Think over vt  consider"}
{"text": "Wipe out vt destroy completely"}
{"text": "IDIOMATIC EXPRESSIONS"}
{"text": "An idiomatic is a phrase or clause whose meaning like that of the phrasal verb is different from the words that constitute it Therefore one has to know the meaning of the idiom"}
{"text": "The more one learns the use of idioms in conversation the more he becomes proficient in their usage"}
{"text": "Idioms can be used as adjectives nouns and as verbs"}
{"text": "Below are a few idioms used as verbs"}
{"text": "Layput ones cards on the table  to be honest and open about ones resources and intentions"}
{"text": "eg The warring factions can only reach a consensus if they put their cards on the table"}
{"text": "Give somebody his cards  dismiss somebody"}
{"text": "The corrupt officials were given cards by the new government"}
{"text": "To be at sixes and sevens  to be confused"}
{"text": "I have a lot of work and I am at all sixes and sevens about what to do first"}
{"text": "Skin somebody alive said as a threat  punish somebody severely"}
{"text": "Be on the look out for somebody something  Be somebodys concern or responsibility"}
{"text": "Throwflingsling mud at somebody  try to damage somebodys reputation by slander libel etc"}
{"text": "Lay down office  resign a position of authority"}
{"text": "Come to harm usually negative be injured physically mentally or morally"}
{"text": "eg Ill escort her to the bus station to ensure that she comes to no harm"}
{"text": "Earn turn an honest penny  earn money by working hard and fairly"}
{"text": "Be in the red  get somebody in to the red  Have more liabilities than assets"}
{"text": "Get out of the red  get out of debt"}
{"text": "Careful use of idioms is important Some of them are used in formal contexts and others are used informally A good dictionary indicates the usage of common idioms in the English language"}
{"text": "Using idioms wrongly is not only a sign of ignorance but it is also irritating"}
{"text": "UNIT 3 VERBS"}
{"text": "EXERCISE 3 A"}
{"text": "Use the correct form of the verb in brackets to fill in the gaps in the sentences below"}
{"text": "He  begin writing his exams yesterday"}
{"text": "We had  begin the exercise"}
{"text": "They have choose their subjects"}
{"text": "The news  be very disturbing"}
{"text": "The police  have arrest the suspects"}
{"text": "We  go to the hostel and found that all the clothes had"}
{"text": "steal"}
{"text": "Have you ever go to the Kenya National Theatre"}
{"text": "The patient had  lie on the bed"}
{"text": "Would you mind to  lend me a thousand shillings"}
{"text": "The news was  broadcast all over the country"}
{"text": "The warders  shoot the jumbo this morning"}
{"text": "The students  shout at the teacher yesterday"}
{"text": "No one has  write a good article"}
{"text": "They  lead the police where they had hidden the stolen goods"}
{"text": "River Athi is not know to  burst its banks"}
{"text": "They  sing the song which they had just sang when the minister arrived"}
{"text": "I bought a new dress and it shrunk after one week"}
{"text": "We  seek the answer in books"}
{"text": "You have  grow very fast"}
{"text": "No one  know where it was hidden"}
{"text": "EXERCISE 3B"}
{"text": "Change the sentences below in the tenses as directed"}
{"text": "They saw the man everyday"}
{"text": "Simple present"}
{"text": "Future perfect continuous"}
{"text": "He cries like a small baby"}
{"text": "Present continuous"}
{"text": "Present perfect"}
{"text": "Present perfect continuous"}
{"text": "Past perfect continuous"}
{"text": "Past continuous tense"}
{"text": "f Past perfect tense"}
{"text": "Hard working students performed well"}
{"text": "Simple present"}
{"text": "Simple future"}
{"text": "c Present perfect"}
{"text": "No one knows him"}
{"text": "Past perfect"}
{"text": "Future perfect"}
{"text": "Simple past"}
{"text": "The prisoners were spanked"}
{"text": "Future perfect continuous"}
{"text": "Past perfect continuous"}
{"text": "Simple future"}
{"text": "Present continuous"}
{"text": "I dont entertain nonsense"}
{"text": "Simple past"}
{"text": "Future perfect"}
{"text": "Past perfect"}
{"text": "Future perfect continuous"}
{"text": "EXERCISE 3C"}
{"text": "Rewrite the following sentences according to the instructions given in brackets"}
{"text": "I am unable to speak in French use a modal auxiliary"}
{"text": "Jim can come tomorrow write two possible meaning of this sentence"}
{"text": "I looked everywhere for the book but I  find it use suitable modal"}
{"text": "That restaurant  be very good Its always empty"}
{"text": "Use either must or cant"}
{"text": "That restaurant  be very good Its always full of people"}
{"text": "Use must or cant"}
{"text": "Perhaps Jane is in her office Begin Jane"}
{"text": "a Do you think she saw you"}
{"text": "No she was too far away she"}
{"text": "Weve got a lot of money We  worry about what to eat"}
{"text": "Use an appropriate modal"}
{"text": "They could walk for ten kilometers"}
{"text": "They had to walk for ten kilometers"}
{"text": "Distinguish the difference in meaning"}
{"text": "We can fish Identify two possible meanings of this sentence"}
{"text": "EXERCISE 3 D"}
{"text": "Supply the statements below with appropriate question tag"}
{"text": "No one came"}
{"text": "They have been praying"}
{"text": "We must wait for them"}
{"text": "Lets go home"}
{"text": "Any one is allowed"}
{"text": "Edward saw her"}
{"text": "No one saw her"}
{"text": "We neednt shout"}
{"text": "They ought to be quite"}
{"text": "Someone helped her"}
{"text": "Someone hadnt recognized him"}
{"text": "They tell all sorts of lies"}
{"text": "Nothing was seen"}
{"text": "Let them in"}
{"text": "Tim hasnt been well for weeks"}
{"text": "We neednt shout"}
{"text": "No one was seen"}
{"text": "I am here"}
{"text": "They must abide by school rules"}
{"text": "She hardly ever goes to church"}
{"text": "EXERCISE 3 E"}
{"text": "Identify the transitive on intransitive verbs in the list below"}
{"text": "EXERCISE 3 F"}
{"text": "Use the verbs in brackets to form appropriate phrasal verbs to replace the underlined words"}
{"text": "The bomb exploded on the 7th August go"}
{"text": "He accepted the job offer enthusiastically jump"}
{"text": "One of the questions has been omitted left"}
{"text": "It is unlikely that Tyson will be hit so hard to become unconscious knock"}
{"text": "The escaped prisoner traveled towards the forest make"}
{"text": "He was able to recover from the illness pull"}
{"text": "I will telephone her this evening ring"}
{"text": "The principal was very annoyed with the late comers put"}
{"text": "Many job seekers have applied for this job put"}
{"text": "The staff is discussing the issue talk"}
{"text": "He abandoned the job the job suddenly throw"}
{"text": "We must find by calculation the answer to this sum work"}
{"text": "The minister has not paid all the money owed settle"}
{"text": "I have to examine the list carefully go"}
{"text": "The government abolished corporal punishment do"}
{"text": "When I redecorate this house Ill live here do"}
{"text": "This new evidence confirms my statement bear"}
{"text": "When the robber took out the gun the police retreated back"}
{"text": "She gave birth to a son bring"}
{"text": "My name is not in the list leave"}
{"text": "EXERCISE 3G"}
{"text": "Explain briefly the meaning of the idiomatic explanations in the sentences below"}
{"text": "He was recently given his cards by the management"}
{"text": "I have a lot of work I am at all sixes and sevens about what to do first"}
{"text": "He threatened to skin him alive"}
{"text": "The children are full of beans this morning"}
{"text": "All her talk was aimed at throwing mud on him"}
{"text": "She was pouring oil on the flames when she reported the case"}
{"text": "Abolition of caning in schools puts a premium on guidance and counseling"}
{"text": "They caught him red handed"}
{"text": "Are you going to sit on your hands as Maria washes the clothes"}
{"text": "He is no stranger to illness"}
{"text": "The workers have to strike a bargain with their employers"}
{"text": "Well have to dismiss him he never does a stroke of work"}
{"text": "Judith was tickled pink by his remark"}
{"text": "He doesnt care for his family and goes out painting the town red"}
{"text": "Abortion may soon be legalized perish the thought"}
{"text": "A few students have been playing truant"}
{"text": "He may not be the right man for the job He has a yellow streak"}
{"text": "I dont want to sow the wind and reap the whirlwind Let the issue of relationships wait"}
{"text": "She was a devout Christian and has now reverted to type"}
{"text": "The girl wont cry she has a hide like a rhinoceros"}
{"text": "EXERCISE 3 H"}
{"text": "Rewrite the following sentences according to the instructions given in brackets"}
{"text": "He eats use a participle to form the present continuous"}
{"text": "We saw a float wreckage at the sea"}
{"text": "Use a participle to form an objective"}
{"text": "I want a map that shows the rivers of East Africa"}
{"text": "Rewrite without using that"}
{"text": "He made me till the farm for a week"}
{"text": "Begin he had"}
{"text": "He told me to work hard He reminded me that only those who worked hard"}
{"text": "Performed well Join the two sentences using a participle"}
{"text": "She told them to run faster and added that the winner would be rewarded"}
{"text": "Join the two sentences using a participle"}
{"text": "I saw him breaking the door Give two possible meanings of this statement"}
{"text": "I saw him walk out of class Use a present participle"}
{"text": "I am going to shop this afternoon Use a participle"}
{"text": "He walked away He whistled as he went"}
{"text": "Join into one sentence without using and"}
{"text": "He closed the door and lay on the bed Begin Closing"}
{"text": "Eating his lunch he rushed out of the hall"}
{"text": "Give two possible meanings of this sentence"}
{"text": "Eating his lunch he rushed out of the hall Begin Having"}
{"text": "The police fired They shot a suspect"}
{"text": "Join into one sentence without using a coordinate conjunction"}
{"text": "Since she knew she was weak in Mathematics she did more practice"}
{"text": "Begin Knowing"}
{"text": "He had been a prefect for two years He felt humiliated after the demotion"}
{"text": "Join into one sentence using a participle"}
{"text": "a The bored learners were drowsy"}
{"text": "The boring learners were drowsy"}
{"text": "Distinguish the difference in meaning"}
{"text": "He had been advised to be cautious He survived the tragedy Begin Having"}
{"text": "Waiting for my car to be repaired a street boy came to me Correct the sentence"}
{"text": "He repairs pipes that leak Reunite to end inpipes"}
{"text": "CHAPTER 4  ADJECTIVES"}
{"text": "1 DEFINITION AND CLASSFICATION"}
{"text": "Adjectives are words which describe or modify nouns or pronouns"}
{"text": "There are six main kinds of adjectives"}
{"text": "Demonstrative  This that these those"}
{"text": "Distributive  Each every either neither"}
{"text": "Quantitative  Littlea little few a few some many much six etc"}
{"text": "Interrogative  Which what whose"}
{"text": "Possessive  My your his her its our your their"}
{"text": "Qualitative eg clever dry fat good heavy etc"}
{"text": "We shall closely look at each of these when examining the functions of adjectives"}
{"text": "2 POSITIONS OF ADJECTIVES"}
{"text": "The normal position of an adjective is directly before the noun it modifies"}
{"text": "eg The dirty worn out book was thrown out"}
{"text": "However for stylistic reasons adjectives may come after the noun they modify"}
{"text": "eg The book dirty and worn out was thrown out"}
{"text": "When an adjective comes before the subject of the sentence or immediately after the subject and before the verb we say it is attributive"}
{"text": "An attributive adjective comes at the subject position"}
{"text": "A predicative adjective is separated form the word it modifies by a verb"}
{"text": "eg The girl is fast and meticulous"}
{"text": "Adj adj"}
{"text": "Predicative adjectives occur at the predicate position"}
{"text": "As observed in chapter one nouns some words may be used as both adjectives and pronouns"}
{"text": "These include all the relative pronouns ie who that whose those which all another any both each either many more neither one other several some these this those what etc"}
{"text": "eg Which pen do you want"}
{"text": "Adj"}
{"text": "Which do you want"}
{"text": "Pronoun"}
{"text": "I want more food"}
{"text": "Adj"}
{"text": "I want more"}
{"text": "Pronoun"}
{"text": "3 PARTICIPLES USED AS ADJECTIVES"}
{"text": "Both present participle verb  ing and past participles verb  ed can be used as adjectives"}
{"text": "eg Amusing incident"}
{"text": "Tiring exercise"}
{"text": "When they are used they mean having this effect"}
{"text": "Past participle adjectives eg amused audience tired students etc are passive and means affected in this way"}
{"text": "Agreement of adjectives"}
{"text": "Adjectives in English have the same form for singular and plural masculine and feminine"}
{"text": "eg A good boy good boys"}
{"text": "A good girl good girls"}
{"text": "The only exceptions are demonstrative adjectives this and that which take these and those in plural nouns"}
{"text": "4 COMPARISON IN ADJECTIVES"}
{"text": "Adjectives in English have three degree of comparison"}
{"text": "Positive Comparative Superlative"}
{"text": "Dark darker darkest"}
{"text": "Short shorter shortest"}
{"text": "Good better best"}
{"text": "Beautiful more beautiful most beautiful"}
{"text": "Onesyllable adjectives form their comparative and superlative by adding er and est to the positive form"}
{"text": "eg Dark darker darkest"}
{"text": "One syllable adjectives ending in e add r and st to the comparative and superlative respectively Eg brave  braver  bravest"}
{"text": "Adjectives of three or more syllables put more and most before positive for comparative and superlative respectively"}
{"text": "eg Interested more interested most interested"}
{"text": "Cunning more cunning most cunning"}
{"text": "Adjectives of two syllables follow one or other of the above rules"}
{"text": "Those ending in ful or re usually take more or most"}
{"text": "eg Useful more useful most useful"}
{"text": "Obscure more obscure most obscure"}
{"text": "Those ending in er y or ly usually add er or est"}
{"text": "eg Clever cleverer cleverest"}
{"text": "Pretty prettier prettiest"}
{"text": "Some adjectives have irregular comparisons"}
{"text": "eg Bad worse worst"}
{"text": "Good better best"}
{"text": "Many more most"}
{"text": "Little less least"}
{"text": "Old elder eldest"}
{"text": "older oldest"}
{"text": "NB eldereldest implies seniority rather than age"}
{"text": "Elder is not used with than"}
{"text": "Constructions with comparisons"}
{"text": "Positive"}
{"text": "With the positive form we use as as in the affirmative and not as  not so as in the negative"}
{"text": "eg He was as gracious as Mother Teresa"}
{"text": "Coffee is not as expensive as tea"}
{"text": "Coffee is not so expensive as tea"}
{"text": "Comparative"}
{"text": "With comparative form we use than"}
{"text": "eg Kioko is faster than Kiprono affirmative"}
{"text": "Kioko is not faster than Kiprono negative"}
{"text": "Superlatives"}
{"text": "For both affirmative and negative constructions the inof is used"}
{"text": "eg Kioko is the fastest runner in the team affirmative"}
{"text": "Kioko is not the fastest runner in the team negative"}
{"text": "Jumba is the most disgusting character in the play"}
{"text": "Or of all the characters Jumba is the most disgusting"}
{"text": "Parallel increase is expressed by"}
{"text": "the  comparativethe  comparative"}
{"text": "eg The faster he ran the more tired he become"}
{"text": "The higher you go the cooler it becomes"}
{"text": "The shorter a van is the more stable it is"}
{"text": "Gradual increase or decrease is expressed by two comparatives expressed by and"}
{"text": "eg He became more and more embarrassed"}
{"text": "The audience became less and less amused"}
{"text": "The weather was getting hotter and hotter"}
{"text": "FUNCTIONS OF ADJECTIVES"}
{"text": "a Demonstrative adjectives"}
{"text": "These adjectives indicate the position of a particular noun in relation to the speaker"}
{"text": "These are the only adjectives which change for number"}
{"text": "These adjectives can also be used as pronouns if the adjective that they describe is omitted"}
{"text": "eg This car is hers adjective"}
{"text": "This is hers pronoun"}
{"text": "Demonstrative adjectives usually come before the nouns that they modify"}
{"text": "These students were all late"}
{"text": "Adj n"}
{"text": "b Distributive adjectives"}
{"text": "These include each every either neither etc"}
{"text": "They are used to indicate the distribution of the specific nouns"}
{"text": "eg Every boy came  implies that all boys came"}
{"text": "Each boy got a fruit  this implies that there were many fruits and all the boys got at"}
{"text": "least a fruit"}
{"text": "c Quantitative adjectives"}
{"text": "These adjectives specify quantities or amounts of a particular noun or nouns"}
{"text": "They include"}
{"text": "little a little few a few some many any much one three no etc"}
{"text": "i A Little  Little"}
{"text": "These are used for uncountable nouns"}
{"text": "A little implies enough"}
{"text": "eg There is a little tea in the kettle  implies that one may take it"}
{"text": "I had a little sugar so I did not buy more"}
{"text": "Little"}
{"text": "It implies hardly any"}
{"text": "eg There is little sugar so Ill buy some at the shop"}
{"text": "ii A few  few"}
{"text": "These two adjectives are used for countable nouns"}
{"text": "A few implies several or enough"}
{"text": "eg There were few good books in the library so I did not go there"}
{"text": "NB little and a little can also be used as adverbs Eg It rained a little last week"}
{"text": "We shall examine adverbs in the next unit"}
{"text": "iii Some any much many"}
{"text": "a Some"}
{"text": "i This adjective is used in affirmative sentences"}
{"text": "eg There is some water in the jug"}
{"text": "There are some girls in the dormitory"}
{"text": "ii Some is used for both countable and uncountable nouns"}
{"text": "eg Put some soil in the bag uncountable"}
{"text": "Call some boys from the hostel countable"}
{"text": "iii It is used in questions expecting the answers yes"}
{"text": "eg Would you like some coffee"}
{"text": "Did you say there are some girls in the dormitory"}
{"text": "iv It is also used to mean not all"}
{"text": "eg Some girls bought the school uniform"}
{"text": "ie Not all girls bought the school uniform"}
{"text": "b Any"}
{"text": "i It is used in negative sentences"}
{"text": "eg There arent any girls in the hostel"}
{"text": "ii It is used for both countable and uncountable nouns"}
{"text": "eg Dont carry any books out of the library"}
{"text": "iii It is used in conditional clauses"}
{"text": "eg If there had been any student in the hostel he would have been harmed"}
{"text": "iv It is used to mean no matter which"}
{"text": "You can send any student to the canteen"}
{"text": "Please bring any book from the library"}
{"text": "NB The adjective no does not precede any in statement as  there are no any boys in the"}
{"text": "hostel"}
{"text": "v In spoken language the form nt is normal after be and have forms"}
{"text": "eg There arent any keys in the room"}
{"text": "They havent any milk at the dairy"}
{"text": "c Much and many"}
{"text": "Much is used before uncountable nouns and many before countable nouns"}
{"text": "Both these words mean a lot of"}
{"text": "eg I gave him much water"}
{"text": "I gave him a lot of water"}
{"text": "There are many books in class  there are a lot of books in class"}
{"text": "These words can also be used with the words too and so to express emphasis"}
{"text": "eg I drunk too much water"}
{"text": "I have so much home work"}
{"text": "She has too many books"}
{"text": "Much and many can also be used with as for positive degree in adjectives"}
{"text": "eg She has as much work as John"}
{"text": "vi Enough"}
{"text": "a The word enough can be followed by a clause indicating possibility"}
{"text": "eg He is big enough to ride a bicycle"}
{"text": "b If enough is preceded by a negative verb then the following idea is negative"}
{"text": "eg He isnt big enough to drive"}
{"text": "Jane isnt big enough to get married"}
{"text": "c Enough usually follows the adjective or adverb that it modifies"}
{"text": "When it comes before the noun it means  satisfactory number right amount or"}
{"text": "quantity"}
{"text": "eg There are enough books in the library"}
{"text": "5 TYPICAL ENDINGS OF ADJECTIVES"}
{"text": "Like nouns adjectives have morphs that are characteristics of them Some suffixes which are used to derive adjectives from other parts of speech include"}
{"text": "ful  les  ous  ing  ly  sy  cal"}
{"text": "Below is a list of words and their corresponding adjective derivatives"}
{"text": "Noun  Adjective"}
{"text": "Man manly"}
{"text": "Beauty beautiful"}
{"text": "Ambition ambitions"}
{"text": "State stately"}
{"text": "Topic topical"}
{"text": "Verb Adjective"}
{"text": "Amaze amazing"}
{"text": "Use useful"}
{"text": "Dare daring"}
{"text": "Ease easy"}
{"text": "Most adjectives are lexical items they occur in their bare form and are therefore not derived from other words"}
{"text": "eg Humid"}
{"text": "Trivial"}
{"text": "Humble etc"}
{"text": "To have mastery of the good use of adjectives the learners will be required to practice English read widely and listen keenly to correct use of adjectives"}
{"text": "UNIT FOUR ADJECTIVES"}
{"text": "EXERCISE 4 A"}
{"text": "Fill in the blank spaces with appropriate adjectives"}
{"text": "EXERCISE 4 B"}
{"text": "Study the information given below and answer the questions that follow"}
{"text": "Onyango is 13 meters in height"}
{"text": "Mutua is 2 meters in height"}
{"text": "Jane is 15 meters in height"}
{"text": "Jane is  than Onyango"}
{"text": "Jane is not  as Onyango"}
{"text": "Mutua is  as Jane"}
{"text": "Mutua is  of them all"}
{"text": "Between Mutua and Jane Mutua is"}
{"text": "Onyango is the  them all"}
{"text": "Jane is 15 meters in height"}
{"text": "Judith is 15 meters in height"}
{"text": "Onyango is 13 meters in height"}
{"text": "Judith is  Jane"}
{"text": "None of the two girls is"}
{"text": "The two girls are not  Onyango"}
{"text": "Onyango is not  as the two girls"}
{"text": "Mondays temperature 40 0 C"}
{"text": "Tuesdays temperature 16 0 C"}
{"text": "Todays Wednesdays temperature 20 0 C"}
{"text": "The temperature is getting  and over the days"}
{"text": "Monday was  than today"}
{"text": "Today is  than yesterday"}
{"text": "The more we stay  the temperature get"}
{"text": "Juma drove at 100 kmhour"}
{"text": "Alex drove at 120 Kmhour"}
{"text": "Alex drove  than Juma"}
{"text": "EXERCISE 4C"}
{"text": "Rewrite the sentences below according to the instructions given in brackets"}
{"text": "a She found the farmer was small"}
{"text": "She found he was a small farmer"}
{"text": "Give the difference in meaning"}
{"text": "He brought a plastic yellow old big barrel Rewrite the sentence correctly"}
{"text": "It was a yellow Kenyan made large bucket Rewrite the sentence correctly"}
{"text": "a Shes is a pretty decent girl"}
{"text": "Shes a pretty decent girl"}
{"text": "Give the difference in meaning"}
{"text": "Choose the correct sentence from the choices provided in questions 5  10 below"}
{"text": "a We ate round big yellow Mombasa mangoes"}
{"text": "We ate yellow big round Mombasa mangoes"}
{"text": "We ate big Mombasa yellow round mangoes"}
{"text": "We ate big yellow round Mombasa mangoes"}
{"text": "a Odera is a tall inquisitive brown man"}
{"text": "Odera is a tall brown inquisitive man"}
{"text": "Odera is an inquisitive tall brown man"}
{"text": "Odera is a tall inquisitive brown man"}
{"text": "a She held a China made long sharp knife"}
{"text": "She held a sharp China made long knife"}
{"text": "She held a long sharp China made knife"}
{"text": "She held a China made sharp long knife"}
{"text": "8 a She brought an elegant French golden yellow clock"}
{"text": "She brought an elegant golden yellow French clock"}
{"text": "She brought a golden yellow French elegant clock"}
{"text": "She brought a French golden yellow elegant clock"}
{"text": "9 a They are required to bring big wooden brown boxes"}
{"text": "They are required to bring big brown wooden boxes"}
{"text": "They are required to bring big wooden brown boxes"}
{"text": "They are required to bring brown big wooden boxes"}
{"text": "10 a Whoever saw a little black washing machine"}
{"text": "Whoever saw a washing little black machine"}
{"text": "Whoever saw a black washing little machine"}
{"text": "Whoever saw a black little washing machine"}
{"text": "CHAPTER FIVE ADVERBS"}
{"text": "DEFINITION AND CATEGORIES OF ADVERBS"}
{"text": "Adverbs describe the action of the verb"}
{"text": "There are several kinds of adverbs"}
{"text": "i Adverbs of manner"}
{"text": "These explain how a particular action took place"}
{"text": "eg He quickly ran to class"}
{"text": "The ball slowly rolled from the roof Etc"}
{"text": "ii Adverbs of place"}
{"text": "These adverbs give information about where a particular action took place"}
{"text": "They sat here"}
{"text": "They went inside"}
{"text": "He was thrown up etc"}
{"text": "iii Adverbs of time"}
{"text": "These give information about time that a particular action took place They answer the question when"}
{"text": "eg I have seen him now"}
{"text": "He soon found out the truth"}
{"text": "iv Adverbs of frequency"}
{"text": "These adverbs explain how often a particular action took place"}
{"text": "They include such adverbs as always often seldom never ever etc"}
{"text": "eg She seldom goes to hospital"}
{"text": "Jane always shouts in class"}
{"text": "vi Adverbs of degree"}
{"text": "These adverbs explain the extend of a particular action"}
{"text": "Adverbs of degree include fairly rather too etc"}
{"text": "eg I was too exhausted to go to class"}
{"text": "2 COMPARATIVE AND SUPERLATIVE FORMS OF ADVERBS"}
{"text": "a Adverbs like adjectives have comparative and superlative forms"}
{"text": "The rules of forming these are more or less the same as those of adjectives"}
{"text": "Positive Comparative Superlative"}
{"text": "Hard harder hardest"}
{"text": "Quickly more quickly most quickly"}
{"text": "Well better best"}
{"text": "Badly worse worst"}
{"text": "Little less least"}
{"text": "Much more most"}
{"text": "b Constructions with comparisons"}
{"text": "i With positive form we use as as with an affirmative verb and asso as with a"}
{"text": "negative"}
{"text": "eg He ran as fast as a deer"}
{"text": "He doesnt sing so well as you do"}
{"text": "ii With comparative form we use than"}
{"text": "eg He washes more quickly than I do"}
{"text": "She arrived earlier than mi expected"}
{"text": "The comparative the  comparative is also possible"}
{"text": "eg The faster you run the sooner youll get there"}
{"text": "iii With superlatives we use of  noun or of  all"}
{"text": "He went the farthest of the scouts or"}
{"text": "He went the farthest of all"}
{"text": "c Positions and functions of adverbs"}
{"text": "i Adverbs of manner come after the verb"}
{"text": "eg She shouted angrily"}
{"text": "He withdrew the statement reluctantly"}
{"text": "ii When we have verb  preposition  object"}
{"text": "The adverb can be either before the preposition or after the object"}
{"text": "eg He looked at me suspiciously or"}
{"text": "He suspiciously looked at me"}
{"text": "iii If the object is short we have verb  object  adverb but if the object is long"}
{"text": "comprising of many words we usually put the adverbs before the verb"}
{"text": "eg She carefully picked all the bits of broken glass"}
{"text": "He angrily denied that he had sneaked away from school"}
{"text": "iv Adverbs concerned with character intelligence etc when placed before a verb"}
{"text": "indicate that the action was  that particular character"}
{"text": "eg They foolishly stormed into the police station"}
{"text": "We could say it was foolish of them to storm into the police station"}
{"text": "Adverbs of time are usually placed at the beginning or at the end of the clauseie"}
{"text": "In the front position or at the end position"}
{"text": "eg Then we walked home  we walked home then"}
{"text": "v Hardly ever never and rarely"}
{"text": "These adverbs can also be put at the beginning of a sentence but inversion of the"}
{"text": "following verb becomes necessary"}
{"text": "eg Never did they find the lost money"}
{"text": "vi Never  affirmative"}
{"text": "Can replace the ordinary interrogative"}
{"text": "He does not eat meat"}
{"text": "He never eats meat"}
{"text": "vii Never  interrogative can be used to express surprise"}
{"text": "eg Have they never seen a computer"}
{"text": "Has she never been to Nairobi"}
{"text": "viii Ever means at any time and is chiefly used in the interrogative"}
{"text": "eg Has she ever been to Nairobi"}
{"text": "D POSITIONS ORDER OF ADVERBS IN A SENTENCE"}
{"text": "i Expressions of manner usually come before expressions of place"}
{"text": "eg He lazily went into the room"}
{"text": "Manner Place"}
{"text": "Hed stay happily anywhere"}
{"text": "Manner Place"}
{"text": "ii The adverbs away back down forward home in off on out round and up"}
{"text": "usually precede come before adverbs of manner"}
{"text": "eg She went away disappeared"}
{"text": "Place Manner"}
{"text": "They looked back anxiously"}
{"text": "iii Time expressions can follow expressions of manner and place"}
{"text": "eg They lived here happily for six years"}
{"text": "E TYPICAL ENDINGS OF ADVERBS"}
{"text": "Common suffixes that are added to words to form adverbs include"}
{"text": "lywards and wise"}
{"text": "Adjective adverb"}
{"text": "Short shortly"}
{"text": "Quick quickly"}
{"text": "Lazy lazily"}
{"text": "Humble humbly"}
{"text": "Posthumous post humorously"}
{"text": "Kind kindly"}
{"text": "Verb Adverb"}
{"text": "Hurry hurriedly"}
{"text": "Tire tiredly"}
{"text": "Steal stealthily"}
{"text": "Noun Adverb"}
{"text": "Humour humorously"}
{"text": "Fore forwards"}
{"text": "Back back wards"}
{"text": "Clock clockwise"}
{"text": "Prepositions Adverbs"}
{"text": "In inwards"}
{"text": "Down down wards"}
{"text": "To towards"}
{"text": "UNIT 5 ADVERBS"}
{"text": "EXERCISE 5 A"}
{"text": "Rewrite the following sentences according to the instructions given in brackets"}
{"text": "a They secretly decided to leave school"}
{"text": "They decided to leave school secretly"}
{"text": "Give the difference in meaning"}
{"text": "I foolishly forgot to carry my ID card Begin It was"}
{"text": "He has never been to Nairobi Begin Never"}
{"text": "a Has he ever been to Nairobi"}
{"text": "Has he never been to Nairobi"}
{"text": "Distinguish the difference in meaning"}
{"text": "a He awkwardly climbed out of the window"}
{"text": "He climbed out of the window awkwardly"}
{"text": "He climbed out of the awkwardly window"}
{"text": "Identify the wrong sentence"}
{"text": "He scarcely doesnt smoke Rewrite the sentence correctly"}
{"text": "He ever is late Rewrite the sentence correctly"}
{"text": "Use the information given below to answer the questions that follow"}
{"text": "Bus car arrives at 600 am"}
{"text": "Kenya bus arrives at 700 am"}
{"text": "Coast bus arrives at 715 am"}
{"text": "Use a form of the adverb early or late to complete the following sentences"}
{"text": "Coast bus is the  bus of them all"}
{"text": "Kenya bus arrives  Coast bus"}
{"text": "Comparing Kenya bus and bus car the former is the  of the two"}
{"text": "EXERCISE 5B"}
{"text": "Use appropriate suffixes to derive adverbs from the words below"}
{"text": "WORD ADVERB"}
{"text": "loud"}
{"text": "quick"}
{"text": "lazy"}
{"text": "love"}
{"text": "down"}
{"text": "up"}
{"text": "clock"}
{"text": "humour"}
{"text": "quiet"}
{"text": "decent"}
{"text": "father"}
{"text": "truth"}
{"text": "man"}
{"text": "short"}
{"text": "brief"}
{"text": "CHAPTER SIX PREPOSITIONS"}
{"text": "1 DEFINITION"}
{"text": "Prepositions are words or short phrases placed before nouns or pronouns Prepositions convey a meaning of position direction or time"}
{"text": "We have simple prepositions which consist of one word and complex prepositions which comprise of two or more words"}
{"text": "2 POSITIONS OF PREPOSITIONS"}
{"text": "Before examining a few of these prepositions Let us first see the position of prepositions"}
{"text": "Prepositions normally precede nouns or pronouns"}
{"text": "eg It is under the table"}
{"text": "He had in the house"}
{"text": "She stood beside her mother"}
{"text": "In some constructions it is possible to move the preposition to the end of the sentence"}
{"text": "eg In questions beginning with a preposition  whomwhichwhatwhosewhere"}
{"text": "To whom were you talking  who were you talking to"}
{"text": "In relative clauses a preposition placed before whomwhich can be moved to the end of the clause The relative pronoun is then omitted"}
{"text": "eg The people with whom I was travelling screamed"}
{"text": "The people I was travelling with screamed"}
{"text": "3 SIMPLE PREPOSITIONS"}
{"text": "A Prepositions of time"}
{"text": "at"}
{"text": "eg at dawn"}
{"text": "at six"}
{"text": "at midnight"}
{"text": "at sixteen"}
{"text": "at is used at an exact point in time"}
{"text": "eg The bell rang at ten oclock everyday"}
{"text": "Exception at Christmas at Easter"}
{"text": "At may be used to imply the period not the day only"}
{"text": "eg My father comes at Christmas every year  ie during Christmas season"}
{"text": "Compare my father comes on Christmas"}
{"text": "on"}
{"text": "eg on Monday"}
{"text": "on 4th June"}
{"text": "on Christmas"}
{"text": "This preposition does not specify the exact time"}
{"text": "eg He came on Monday at noon"}
{"text": "By"}
{"text": "By three oclock"}
{"text": "By midnight"}
{"text": "By 27th august etc"}
{"text": "This preposition implies before the time mentioned"}
{"text": "On timein time"}
{"text": "On time implies the time arranged Not earlier not later"}
{"text": "In time means not late or in good time"}
{"text": "eg She came on time at the exact hour arranged"}
{"text": "She came in time in good time"}
{"text": "From"}
{"text": "Usually used to indicate time"}
{"text": "From is normally used with to or till until"}
{"text": "eg Most people work from dawn to dusk"}
{"text": "this means during that span of time"}
{"text": "Since"}
{"text": "This also means from that time to the time referred to"}
{"text": "eg He left in June I havent seen him since then"}
{"text": "For"}
{"text": "It is used for a period of time"}
{"text": "eg I was jobless for three years"}
{"text": "During and for"}
{"text": "These two prepositions may be used to indicate known periods of time or seasons"}
{"text": "eg I will be at home for Easter"}
{"text": "She will come during Christmas"}
{"text": "Till  until"}
{"text": "We can use from to or from till  until"}
{"text": "eg I waited for her from six until eight in the evening"}
{"text": "I waited for her from six to eight in the evening"}
{"text": "If we have from now we use till  until and not to"}
{"text": "eg Lets start from now and work till dark"}
{"text": "B Prepositions of travel and movement"}
{"text": "fromto"}
{"text": "We travel from our starting place to our destination"}
{"text": "eg We moved from Nairobi to Thika"}
{"text": "Arrive at  in"}
{"text": "We arrive in a town or country"}
{"text": "We arrive at or in a village"}
{"text": "We arrive at any other destination"}
{"text": "Get to  reach"}
{"text": "Get to can be used with any destination And so can reach"}
{"text": "eg I want to get to Nairobi by noon"}
{"text": "C Prepositions of transport"}
{"text": "Byonget inintoontooffout of"}
{"text": "We can travel by bus  car but in Janes car"}
{"text": "We can also travel by a certain route via is more usual eg I went via Thika  Nairobi highway"}
{"text": "We can walk or go on foot or on horse back"}
{"text": "We get in  into a private vehicle"}
{"text": "We go on board a plane ship etc"}
{"text": "We get on  on to a horse  camel  bicycle"}
{"text": "at in into on onto"}
{"text": "At"}
{"text": "To express place"}
{"text": "We can be at home at work at the office at school at university"}
{"text": "In"}
{"text": "We can be in a country in a town in a village in street in a room in a forest in a field in a desert or any place which has boundaries or which is enclosed"}
{"text": "We can be in a building meaning inside"}
{"text": "We could be at a place  eg cooperative housemeaning inside or in the grounds or just out side"}
{"text": "In  into"}
{"text": "In  indicates position"}
{"text": "Into  indicates movement or entrance"}
{"text": "eg They climbed into the truck"}
{"text": "They were in the truck"}
{"text": "On  onto"}
{"text": "On is used for both position and movement"}
{"text": "eg His name was on the board position"}
{"text": "The raindrops fell on the roofs"}
{"text": "Onto  It is chiefly used for people and animals when there is a movement involving"}
{"text": "change"}
{"text": "We went onto the next stage"}
{"text": "4 COMPLEX PREPOSITIONS"}
{"text": "Certain preposition will only collocate or combine with certain words"}
{"text": "We have already examined the way several verbs combine with prepositions to form phrasal verbs"}
{"text": "Below are other possible combinations"}
{"text": "a Noun  for"}
{"text": "A reason for"}
{"text": "eg No one knows the reason for his dismissal"}
{"text": "b Noun  of"}
{"text": "A cause of  an advantage of"}
{"text": "eg One advantage of boarding schools is that"}
{"text": "A map of eg a map of East Africa"}
{"text": "c Noun  in"}
{"text": "An increase in"}
{"text": "A fall in eg A fall in coffee prices"}
{"text": "d Noun  to"}
{"text": "A damage to"}
{"text": "A solution to"}
{"text": "An attitude to or towards"}
{"text": "eg He has a negative attitude to English"}
{"text": "e Noun  with"}
{"text": "A connection with"}
{"text": "A relationship with"}
{"text": "eg He has a good relationship with his parents"}
{"text": "f Adjective  of"}
{"text": "Kind of"}
{"text": "Nice of"}
{"text": "eg It was kind of you to pay my college fees"}
{"text": "g Adjective  about  with"}
{"text": "Angry with  angry about"}
{"text": "Excited about"}
{"text": "Worried about"}
{"text": "Upset about etc"}
{"text": "i Adjective  atbywith"}
{"text": "Surprised at by eg bad news"}
{"text": "Impressed with by"}
{"text": "j Adjective  about for"}
{"text": "Sorry about"}
{"text": "eg She was sorry about the printing error"}
{"text": "k Adjective  of"}
{"text": "Afraid of"}
{"text": "Frightened of"}
{"text": "Terrified of"}
{"text": "Aware  conscious of"}
{"text": "Full of"}
{"text": "Short of typical of tired of sure of etc"}
{"text": "l Adjective  at"}
{"text": "Good at bad at eg chemistry hopeless at"}
{"text": "m Adjective  to"}
{"text": "eg similar to married to engaged to etc"}
{"text": "Other possible combinations of adjectives  prepositions are"}
{"text": "Different from interested in keen on dependent on independent of crowded with famous for responsible for"}
{"text": "5 DISTNGUISHING PREPOSITIONS FROM CONNECTORS AND ADVERB"}
{"text": "PARTICLES"}
{"text": "Depending on the usage certain words which are used as prepositions are also used as"}
{"text": "Connectors or adverbs"}
{"text": "eg I saw him before going to class  I saw him and went to class"}
{"text": "Conjunction"}
{"text": "The usage of the word before here is different from He stood before everybody"}
{"text": "which is an adverb answering the question when"}
{"text": "He sat before me in front of meBefore is used as a preposition it is asking where  in relation to the subject"}
{"text": "Since"}
{"text": "Since can be used as an adverb"}
{"text": "It can also be used as a conjunction"}
{"text": "I am not going since there isnt any food remaining"}
{"text": "Conjunction  to mean because"}
{"text": "Since you are unwell you will be required to stay home Adverb of reason"}
{"text": "In conclusion it is important to learn the correct use of prepositions by reading speaking listening and writing"}
{"text": "UNIT 6 EXERCISES ON PREPOSITIONS"}
{"text": "EXERCISE 6 A"}
{"text": "Supply for since at in on by where required in the following sentences"}
{"text": "We dont work a lot  afternoon"}
{"text": "The terrorist attach was  11th September"}
{"text": "They lived in Kenya  two years"}
{"text": "She went into his house  last evening"}
{"text": "They got married  June"}
{"text": "I havent seen him  then"}
{"text": "We have been waiting  over half an hour"}
{"text": "Most animals eat  night and sleep during the day"}
{"text": "I studied  two hours last night"}
{"text": "He lives  Nairobi"}
{"text": "EXERCISE 6 B"}
{"text": "Supply the sentences below with the most appropriate prepositions"}
{"text": "He lent his power saw  a man he hardly knew"}
{"text": "That noise is preventing me  working"}
{"text": "He was knocked  as he crossed the road"}
{"text": "She brought  by her aunt"}
{"text": "She is jealous  my success"}
{"text": "Juma applied the company  a job"}
{"text": "Have you found the solution  the problem"}
{"text": "The teacher was angry  the students who came late"}
{"text": "He wrote the essay  ink"}
{"text": "Ouma is well qualified  the job"}
{"text": "I am very concerned  my unemployed brother"}
{"text": "The soldier was punished neglect of duty"}
{"text": "He dived  the river to rescue his drowning brother"}
{"text": "He was saved  the buffalo by a game warder"}
{"text": "The plane touched  at six oclock"}
{"text": "The surgeon operated  injured man"}
{"text": "We mistook him  robber"}
{"text": "They were amazed  what was happening"}
{"text": "It was very kind  you to help me"}
{"text": "The tourist was robbed  all his property"}
{"text": "EXERCISE 6C"}
{"text": "Use the most appropriate prepositions to fill the gaps in the sentences below"}
{"text": "We got  the public bus"}
{"text": "I got  the public toilet"}
{"text": "There is a bridge  river Athi"}
{"text": "She cut it  a knife"}
{"text": "I have no money  with me"}
{"text": "They were involved the robbery"}
{"text": "No one is interested  phonographs"}
{"text": "We were frightened  lions"}
{"text": "I am sorry  you"}
{"text": "I didnt believe  ghosts"}
{"text": "He deals  gold"}
{"text": "I object  her argument"}
{"text": "He dreamt  building a mansion"}
{"text": "They persisted  selling the plot of land"}
{"text": "The thief climbed  the wall"}
{"text": "The customers complained  stale food"}
{"text": "He said nothing  his parents"}
{"text": "She has served the company  1980"}
{"text": "I bought a jacket  Kioko"}
{"text": "The students climbed  the school truck"}
{"text": "EXERCISE 6D"}
{"text": "Study the table below and answer the questions that follow"}
{"text": "Kioko satJuma"}
{"text": "Juma sat Kioko and Amos"}
{"text": "Jane sat  Onyango"}
{"text": "Ruth sat away  Onyango"}
{"text": "Judith sat  the center"}
{"text": "EXERCISE 6E"}
{"text": "Write the prepositions which collocate go with the following adjectives"}
{"text": "eg nervous of"}
{"text": "bad"}
{"text": "ashamed"}
{"text": "afraid"}
{"text": "aware"}
{"text": "involved"}
{"text": "responsible"}
{"text": "proud"}
{"text": "owing"}
{"text": "keen"}
{"text": "sorry"}
{"text": "involved"}
{"text": "liable"}
{"text": "capable"}
{"text": "confident"}
{"text": "exposed"}
{"text": "good"}
{"text": "fit"}
{"text": "accused"}
{"text": "accustomed"}
{"text": "skilled"}
{"text": "EXERCISE 6 F"}
{"text": "Complete the sentences below with the most appropriate prepositions"}
{"text": "Please take a photograph  me"}
{"text": "I was delighted to receive a cheque  ten thousand shillings"}
{"text": "What was Kiokos reaction  the news"}
{"text": "No one knows the answer  question three"}
{"text": "Money isnt the panacea  every problem"}
{"text": "It was very nice  you to invite me"}
{"text": "I am worried  Tinas health"}
{"text": "Dont get annoyed  little things"}
{"text": "The essay was full  mistakes"}
{"text": "The girl said she was bored  the lesson"}
{"text": "No one has a house similar  ours"}
{"text": "Jumas problem is different  Njugunas"}
{"text": "We got to school so that we wont be dependent  anybody"}
{"text": "The family is now short  money"}
{"text": "They are incapable  acting the play"}
{"text": "The teacher got angry and started shouting  us"}
{"text": "We were a bit far so he had to shout  us"}
{"text": "Regina wasnt accustomed  the diet at school"}
{"text": "We have to rely  Land Rovers because no other vehicle can use that route"}
{"text": "Spoilt children are usually exposed  phonographs"}
{"text": "EXERCISE 6 G"}
{"text": "Distinguish the difference in meaning in the following pairs of sentences"}
{"text": "a We arrived in time"}
{"text": "We arrived on time"}
{"text": "a He shouted to us"}
{"text": "He shouted at us"}
{"text": "a He looked at me"}
{"text": "He looked after me"}
{"text": "a It was kind of you"}
{"text": "It was kind to you"}
{"text": "a They threw stones at him"}
{"text": "They threw stones to him"}
{"text": "a Would you care for a cup of coffee"}
{"text": "Would you take care of a cup of coffee"}
{"text": "a He was looking after his younger brother"}
{"text": "He was looking for his younger brother"}
{"text": "a He dreamt about building a mansion"}
{"text": "He dreamt of building a mansion"}
{"text": "a We were reminded of the meeting"}
{"text": "We were reminded about the meeting"}
{"text": "a I did not hear about him"}
{"text": "b I did not hear from him"}
{"text": "CHAPTER SEVENCONJUNCTIONS"}
{"text": "1 Coordinating conjunctions and their functions"}
{"text": "Conjunctions are words which are used to link clauses or sentences"}
{"text": "Below is a summary the common coordinating conjunctions in English and their functions"}
{"text": "a"}
{"text": "eg She went to the bar She took beer"}
{"text": "Not only did she go to the bar but she also took beer"}
{"text": "She went to the bar and took beer"}
{"text": "Jane likes football Judith likes football"}
{"text": "Jane likes football Judith as well"}
{"text": "d"}
{"text": "Other coordinating conjunctions includeBeside however nevertheless so therefore notwithstanding and still"}
{"text": "2 Subordinating conjunctions introduce subordinate adverb or noun clauses"}
{"text": "For instance conditional clauses are introduced by subordinate conjunctions"}
{"text": "They include"}
{"text": "Even if whetheror but for otherwise unless etc"}
{"text": "eg You must sit for the exams even if youve not revised for them"}
{"text": "You must go to church unless you are unwell"}
{"text": "I would have passed my exams but for the bout of malaria"}
{"text": "UNIT 7 CONJUNCTIONS"}
{"text": "EXERCISE 7 A"}
{"text": "Use the most appropriate conjunctions in the sentences below"}
{"text": "He is small  strong"}
{"text": "She can  read nor write"}
{"text": "Not only girls also boys were involved"}
{"text": "Our bags were heavy  we took a taxi"}
{"text": "He plays soccer  volleyball"}
{"text": "EXRCISE 7B"}
{"text": "Rewrite the following sentences according to the instructions given"}
{"text": "Beside Besides washing she cooks for the family"}
{"text": "Choose the correct alternative"}
{"text": "I couldnt improve  hard I tried Use an appropriate conjunction"}
{"text": "Inspite of the poor testimonials he got the job Begin Despite"}
{"text": "We ate the food it had a horrible taste Combine into one sentence using despite"}
{"text": "Although it was dangerous we walked on Rewrite using inspite of"}
{"text": "Though she is inexperienced she works very well Begin Despite"}
{"text": "She did it for she was angry Correct the sentence"}
{"text": "a Mutua hasnt eaten the fruits"}
{"text": "John hasnt eaten the fruits"}
{"text": "Combine into one sentence without using and"}
{"text": "Either Kioko or Oduor have eaten the food Rewrite the sentence correctly"}
{"text": "She is arrogant She is also lazy Begin Not only"}
{"text": "CHAPTER EIGHT"}
{"text": "PHRASES"}
{"text": "1 The term phrase refers to a meaningful segment of words which is larger than a word"}
{"text": "and smaller than a clause"}
{"text": "2 TYPES OF PHRASES"}
{"text": "Phrases are classified according to their functions within a sentence"}
{"text": "We have adverbial phrases adjectival phrases noun phrases and prepositional phrases"}
{"text": "a Adverbial phrases"}
{"text": "Like adverbs we have adverbial phrases of manner contrast condition purpose"}
{"text": "reason degree and result"}
{"text": "Below are two examples"}
{"text": "He kept the cup in the cupboard"}
{"text": "In the cupboard is an adverbial phrase of place"}
{"text": "She woke up at 8 Oclock"}
{"text": "Adverbial phrase of time"}
{"text": "He saw her running very fast"}
{"text": "Adv Manner"}
{"text": "b Prepositional phrases"}
{"text": "These phrases play the role of prepositions We have already examined various"}
{"text": "examples of these under complex prepositions"}
{"text": "eg He is good at Chemistry"}
{"text": "She is responsible for the girls dormitory"}
{"text": "c Noun phrases and adjectival phrases"}
{"text": "These consist of a group of words that function as nouns"}
{"text": "They may consist of an article and one or several adjectives and the noun that the"}
{"text": "preceding words modify"}
{"text": "eg The short young man came to class"}
{"text": "Adjective phrase noun"}
{"text": "Noun phrase"}
{"text": "A brilliantly lit lamp was in the house"}
{"text": "noun"}
{"text": "Adjectival phrase"}
{"text": "Noun phrase"}
{"text": "Functions of noun phrases"}
{"text": "As subject"}
{"text": "eg The shortest girl in the class ran out"}
{"text": "S"}
{"text": "As object"}
{"text": "He gave the books to a boy in a blue trouser"}
{"text": "O"}
{"text": "They saw the wounded stray dog"}
{"text": "O"}
{"text": "AS COMPLIMENT"}
{"text": "eg That is the girl with a tattoo on her chest"}
{"text": "C"}
{"text": "The underlined phrase acts as a compliment of the pronoun that"}
{"text": "Mutua is a hard working boy"}
{"text": "C"}
{"text": "SENTENCES AND CLAUSES"}
{"text": "1 DEFINITIONS"}
{"text": "The term sentence can be defined as a meaningful segment bigger than a phrase and smaller than a paragraph"}
{"text": "A sentence must comprise of at least one clause"}
{"text": "A sentence may consist of two main parts the subject part and the predicate"}
{"text": "eg The boy washed the dishes"}
{"text": "Subject predicate"}
{"text": "In this sentence the predicate consists of the verb and the object"}
{"text": "The subject is usually the doer of the action stated by the verb In the above sentence"}
{"text": "The boy is the subject"}
{"text": "2 TYPES OF SENTENCES"}
{"text": "Sentences may be classified as"}
{"text": "Imperatives"}
{"text": "Interrogatives"}
{"text": "Exclamatory"}
{"text": "Declarativeaffirmative and"}
{"text": "Negative"}
{"text": "a IMPERATIVES"}
{"text": "Most commands requests invitations and suggestions are expressed by the imperatives"}
{"text": "i Commands"}
{"text": "The second person imperatives has the same form as the bare infinitive"}
{"text": "eg you  hurry"}
{"text": "Wait run  etc"}
{"text": "The person addressed is often not mentioned but can be expressed by a noun at the end of the phrase"}
{"text": "eg Shut up Kioko"}
{"text": "do can be placed before the affirmative imperative"}
{"text": "eg Do shut up  shut up"}
{"text": "Do be quick  be quick"}
{"text": "The first person imperative is expressed by let us lets  bare infinitive"}
{"text": "eg Lets go home"}
{"text": "The third person imperative is expressed by let himheritthem  bare infinitive"}
{"text": "eg Let him shut up"}
{"text": "Let him go home ie He is to go home he must go home"}
{"text": "NB The negative imperative is not in common usage eg Let him not go home"}
{"text": "Instead we use must not isare not to"}
{"text": "eg He must not go home"}
{"text": "Commands are expressed by subject  shall"}
{"text": "This is often in official language and written English"}
{"text": "eg A student shall be required to speak in English whilst in school"}
{"text": "Subject  will"}
{"text": "eg She will arrive at noon The person giving this type of order or command is sure that"}
{"text": "it will be obeyed"}
{"text": "Commands are often expressed as obligations by must"}
{"text": "eg You must not smoke cigarettes within the school compound"}
{"text": "Instructions or orders can be expressed by be  infinitive"}
{"text": "eg You are to come to school on Monday"}
{"text": "Prohibitions may be expressed in written instructions by may not"}
{"text": "eg You may not keep food in the dormitory"}
{"text": "ii REQUESTS"}
{"text": "These can be expressed with can  could  may  might  might I  we  have  noun  Pronoun"}
{"text": "Can"}
{"text": "It is informal"}
{"text": "eg Can I play outside said the boy"}
{"text": "Could I  we"}
{"text": "This is the most generally used form"}
{"text": "eg could I have a cup of tea"}
{"text": "Maymight"}
{"text": "These modal auxiliaries are more informal than could"}
{"text": "They are possible with both spoken and written English"}
{"text": "eg May I have an exercise book"}
{"text": "Might I have a copy of the letter"}
{"text": "Cancouldmaymight I met  verb"}
{"text": "eg Could I speak to Mr Ouko please"}
{"text": "Modal subject V"}
{"text": "Could you"}
{"text": "This is a very common request form"}
{"text": "eg could you please close the door"}
{"text": "Couldnt"}
{"text": "This is used when the speaker hopes for a more favourable answer than has just been indicated"}
{"text": "eg Couldnt you bring me four litres of milk"}
{"text": "Will  would you"}
{"text": "Would you please has the same meaning as could you"}
{"text": "Will you is more authoritative and therefore less polite Eg will you sit down"}
{"text": "Would you mind  gerund"}
{"text": "eg would you mind washing my car"}
{"text": "Or would you mind buying a cup of tea"}
{"text": "You might"}
{"text": "This can express a very casual request"}
{"text": "eg You might throw these in the bin for me"}
{"text": "iii INVITATIONS"}
{"text": "These can be expressed in the following ways"}
{"text": "Will you have  would you like  noun"}
{"text": "eg Will you have coffee"}
{"text": "Would you like coffee"}
{"text": "Will  would  could you would you like"}
{"text": "eg Could you have lunch with me"}
{"text": "Would you like to have lunch with me"}
{"text": "When the speaker doesnt really expect his offer  invitation to be accepted he can"}
{"text": "say"}
{"text": "You wouldnt like to have lunch with me would you"}
{"text": "iv ADVICE FORMS"}
{"text": "Must ought to should"}
{"text": "These can be used for advice"}
{"text": "eg The weather is cold You should  must  ought to wear a woolen sweater"}
{"text": "You had better  bare infinitive"}
{"text": "eg You had better wear school uniform"}
{"text": "You had better be in a woolen sweater"}
{"text": "If I were you"}
{"text": "It I were you Id wear a woolen sweater"}
{"text": "Why dont"}
{"text": "eg Why dont you trim your hair  I suggest advice you to that you trim your hair"}
{"text": "Why dont you wear a woolen sweater"}
{"text": "Its time you  past tense"}
{"text": "eg Its time you wore a woolen sweater"}
{"text": "Its time you trimmed you hair"}
{"text": "e EXPRESSION SUGGESTIONS"}
{"text": "Lets or shall I  we  infinitive"}
{"text": "eg Lets do the exercise"}
{"text": "Shall we do the exercise"}
{"text": "Dont lets  lets not"}
{"text": "eg Dont lets attempt sneaking out of school"}
{"text": "Lets not attempt sneaking out of school"}
{"text": "Why dont we  you  infinitive"}
{"text": "eg Why dont we draw a timetable"}
{"text": "Why dont we go to the filed"}
{"text": "Why not  infinitive"}
{"text": "eg Why not meet for lunch at sunset"}
{"text": "What  how about  gerund  noun"}
{"text": "How about borrowing money"}
{"text": "What about meeting for lunch at sunset hotel"}
{"text": "Suppose I  we  you  present or past tense"}
{"text": "eg Suppose we borrowed money"}
{"text": "Suppose we have lunch at sunset"}
{"text": "b INTERROGATIVE SENTENCES"}
{"text": "These are question forms"}
{"text": "In English questions are introduced by"}
{"text": "a Relative pronoun"}
{"text": "eg Who came to school"}
{"text": "Whom did you see"}
{"text": "b Auxiliary verbs"}
{"text": "eg Did he come to school"}
{"text": "Have they found the bag"}
{"text": "Is she in school"}
{"text": "C EXCLAMATORY SENTENCES"}
{"text": "These may be expressed using inversion"}
{"text": "eg i I will never take beer  Never will I take beer"}
{"text": "This is a very beautiful piece of art  The speaker uses inversion and the"}
{"text": "compliment comes before the noun"}
{"text": "In the first example the subject I comes after the auxiliary will and before the main verb take"}
{"text": "D DECLERATIVE SENTENCES"}
{"text": "These are the commonest type of sentence constructions"}
{"text": "These sentences are stative and they do not carry an exclamation an interrogative a negative aspect or even an Imperative"}
{"text": "They are positive statements"}
{"text": "eg He came by bus"}
{"text": "She mopped the room"}
{"text": "E NEGATIVE SENTENCES"}
{"text": "Negative sentences can be formed in the following ways"}
{"text": "i Adjective NO"}
{"text": "We may add the adjectives no to the declarative"}
{"text": "eg There were books in the library declarative"}
{"text": "There were no books in the library negative"}
{"text": "I had money for shopping Declarative"}
{"text": "I had no money for shopping negative"}
{"text": "ii Pronoun none"}
{"text": "eg Do you have any money with you Interrogative"}
{"text": "No I have none negative"}
{"text": "All  some boys came to class affirmative"}
{"text": "None of the boys came to class negative"}
{"text": "iii Adverb Not  Any"}
{"text": "eg I got some money from him affirmative"}
{"text": "I did not get any money from him negative"}
{"text": "iv Coordinate conjunction neither nor"}
{"text": "eg Either Jane or Mary is in class affirmative"}
{"text": "Neither Jane nor Mary is in class negative"}
{"text": "NB Neither nor and Either or have a singular meaning The verb that follows them is"}
{"text": "therefore singular"}
{"text": "eg Neither Wekesa nor Onyango has arrived"}
{"text": "CLAUSES"}
{"text": "A clause is a segment of speech larger than a phrase and having a finite verb verb with tense"}
{"text": "Sentences are comprised of clauses Sentences may be classified according to the clauses that form them"}
{"text": "a Simple sentences"}
{"text": "These are sentences with only one clause"}
{"text": "eg John bought a book"}
{"text": "S V O"}
{"text": "eg Odera came"}
{"text": "S V"}
{"text": "She is here"}
{"text": "S V A"}
{"text": "The above sentences consist of only one clause"}
{"text": "b Compound sentences"}
{"text": "These sentences comprise of two independent clauses joined by a coordinating conjunction"}
{"text": "An independent clause is able to stand on its own meaningfully in a sentence"}
{"text": "eg Kioko came Kioko sat down"}
{"text": "S V S V A"}
{"text": "The above sentences can be considered to have two independent clauses"}
{"text": "We can join the two sentences using a coordinating conjunction"}
{"text": "Kioko came and sat down"}
{"text": "In the second clause the subject Kioko is not to be unnecessarily repeated"}
{"text": "c COMPLEX SENTENCES"}
{"text": "These sentences consist of a main clause and one or more dependent subordinate clauses"}
{"text": "eg Nelly sat where the books had been kept"}
{"text": "Independent subordinate c"}
{"text": "He saw the man who abducted the girl"}
{"text": "Main clause dependent clause"}
{"text": "If you work hard you will pass in exams"}
{"text": "Dependent subordinate independent"}
{"text": "The first example has the subordinate clause acting as an adverb"}
{"text": "In the second sentence the dependent clause is introduced by a relative pronoun and it is an adjectival clause"}
{"text": "In the third sentence the subordinate clause is a conditional if clause"}
{"text": "d COMPOUND  COMPLEX SENTENCES"}
{"text": "These sentences consist of two or more main independent clauses and one or more dependent clauses"}
{"text": "eg He came sat down and smiled at the girls who stared at him"}
{"text": "1 2 3 4"}
{"text": "In the above sentence clause 1 2 and 3 are independent and clause 4 is dependent subordinate"}
{"text": "4 ACTIVE AND PASSIVE VOICE"}
{"text": "In the chapter on verbs it was observed that some verbs are transitive ie They allow objects after them"}
{"text": "eg They opened the door"}
{"text": "S V O"}
{"text": "He kicked the ball"}
{"text": "S V O"}
{"text": "The above sentences are in active form Active sentences have the subject coming before the verb"}
{"text": "Sometimes however a speaker or writer may not wish to focus on the subject but on the object of the sentence"}
{"text": "eg The ball was kicked by him"}
{"text": "The door was opened by them"}
{"text": "When sentences are inverted in this manner we say they are in the passive voice"}
{"text": "There are several reasons why writers may use the passive voice as opposed to the active voice"}
{"text": "i When it is not necessary to mention who the doer of the action is"}
{"text": "eg My shoes were stolen by a thief"}
{"text": "He was arrested by the police"}
{"text": "ii When the doer of the action is not exactly known"}
{"text": "eg The house was built ten years ago"}
{"text": "Streetlights in Nairobi have been improved"}
{"text": "iii When we are more interested in the action than the one who does it"}
{"text": "eg A new hostel is being put up"}
{"text": "Students are required to buy books"}
{"text": "iv In official documents eg minutes reports official letters etc"}
{"text": "eg It was agreed that every member contributes a hundred shillings"}
{"text": "v When describing a process or procedure"}
{"text": "When the water boils four handfuls of flour are added to it The flour is stirred three times after the temperature has risen"}
{"text": "More four is added"}
{"text": "The above example could be an excerpt in the procedure for cooking porridge"}
{"text": "5 CONDITIONAL CLAUSES"}
{"text": "In the subtopic on complex sentences it was observed that conditional clauses are subordinate clauses Let us focus on conditional clauses in detail"}
{"text": "Conditional sentences have two parts"}
{"text": "The if clause and the main clause"}
{"text": "eg If it rains I shall stay indoors"}
{"text": "There are several types of conditional clauses"}
{"text": "TYPE 1 CONSTRUCTIONS IN PRESENT FORM"}
{"text": "1 The verb in the if clause is in the present tense and the verb in the main clause is in"}
{"text": "the future simple"}
{"text": "It doesnt matter which clause comes first"}
{"text": "eg If it rains I shall stay indoors"}
{"text": "This type of conditional sentence implies that the action in the if  clause is quite"}
{"text": "probable"}
{"text": "Instead of if  present  future we may have a if  present  may might"}
{"text": "This construction expresses possibility"}
{"text": "eg If my mother pays I might go for the trip"}
{"text": "b If  present  may permission"}
{"text": "eg If it rains we may go out We are allowed to go out"}
{"text": "c If  present  must  should or any other imperative expression ie To express"}
{"text": "command request or advice"}
{"text": "eg If you want to pass you must work hard"}
{"text": "d If  present  present"}
{"text": "This construction is used to express automatic or habitual results"}
{"text": "eg If you immerse litmus into acid it changes colour"}
{"text": "If you heat ice it melts into water"}
{"text": "Variation of if  clause"}
{"text": "Instead of if  present tense we can have"}
{"text": "a If  present continuous"}
{"text": "This construction is used to indicate a present action or a future arrangement"}
{"text": "If you are making noise please keep quiet"}
{"text": "If you are waiting for her youd better go home"}
{"text": "b If  present perfect"}
{"text": "eg If you have lost money check with the accounts clerk"}
{"text": "TYPE TWO CONSTRUCTIONS IN PAST FORM"}
{"text": "The verb in the if clause is in the past tense and the verb in the main clause is in the conditional tense"}
{"text": "eg If I had money I would buy a loaf of bread"}
{"text": "But I havent money The meaning here is present"}
{"text": "This type may be used when the supposition or wish is contrary to known facts"}
{"text": "If I knew French I would work with a different ministry But I dont know French"}
{"text": "If I were you Id not listen to the young man"}
{"text": "But I am not you"}
{"text": "This construction is also used when one doesnt expect the action in the if clause to take place"}
{"text": "eg If I contracted AID S I would tell everyone but I dont expect to contract AIDS"}
{"text": "Other ways of expressing conditionals"}
{"text": "The following words may be used to express conditional clauses"}
{"text": "Whether even if unless but for otherwise provided suppose even though and incase"}
{"text": "a Even if  even though"}
{"text": "You must go tomorrow even if you are not ready"}
{"text": "b Whether or  if  or"}
{"text": "You must go whether you are ready or not"}
{"text": "You must go if you are ready or not"}
{"text": "c Unless  affirmative verb  if  negative"}
{"text": "eg Unless you go to school you will not succeed in future"}
{"text": "You will not succeed in future if you wont go to school"}
{"text": "d But for  if it were not for  if it hadnt been for"}
{"text": "But for my grand father I wouldnt have gone to school"}
{"text": "If it hadnt been for my grand father I wouldnt have gone to school"}
{"text": "e Otherwise  if this doesnt happen  didnt happen  hadnt happened"}
{"text": "We must be back before midnight otherwise will be locked out"}
{"text": "f Provided that"}
{"text": "This can replace if when there is a strong idea of limitation or restriction"}
{"text": "It is chiefly used in permission"}
{"text": "You can go to class provided that you dont make noise"}
{"text": "h Suppose  supposing  What if"}
{"text": "Suppose the bus is late  What will happen if the bus is late"}
{"text": "Suppose can also introduce suggestions"}
{"text": "eg Suppose we visit him in hospital  Why dont we visit him"}
{"text": "i Incase"}
{"text": "An in case clause gives a reason for the action in the main clause"}
{"text": "eg I wrote a telegram in case my letter didnt arrive"}
{"text": "NB An in case clause can be dropped without changing the meaning of the main"}
{"text": "clause In a conditional sentence however the action of the main clause depends"}
{"text": "on the action in the if clause If the if clause is dropped the meaning of the main"}
{"text": "clause changes"}
{"text": "j If only"}
{"text": "This is used to indicate hope wish or regret"}
{"text": "If only  present tense will express hope"}
{"text": "eg If only I pass in the forthcoming exams  I hope to pass in the forthcoming exams"}
{"text": "If only  past  past perfect  this will express regret"}
{"text": "eg If only I had known I would have worked harder"}
{"text": "6 DIRECT AND INDIRECT SPEECH"}
{"text": "When one is using the direct speech"}
{"text": "a The exact words of each speaker are enclosed in inverted commas"}
{"text": "eg Father please buy me an English text book I said"}
{"text": "b A comma is placed just before the closing inverted commas"}
{"text": "eg She said come here"}
{"text": "c Every time there is a change of speaker one must begin on a new line"}
{"text": "eg  Did you write the essay the teacher asked"}
{"text": "Im sorry I was unwell I replied"}
{"text": "d Sometimes when there are only two speakers we can tell whose speech comes next"}
{"text": "so the writer does not always have to indicate the speaker by saying he said or she"}
{"text": "asked"}
{"text": "eg Are you calling your teacher a liar"}
{"text": "No sir"}
{"text": "Are you tired of working hard"}
{"text": "No sir"}
{"text": "This record shows youve no real interest in English"}
{"text": "e Speech tags may appear before in the middle or at the end of the direct speech"}
{"text": "I said  Father theres a snake in my bedroom"}
{"text": "Father  I said  theres a snake in my bedroom"}
{"text": "Father theres a snake in my bedroom I said"}
{"text": "f The speech must always start with a capital letter but when the sentences is broken by"}
{"text": "a speech tag the second half of the sentence will start with a small letter"}
{"text": "A comma must also be placed immediately after the speech tag"}
{"text": "eg  James  Jane shouted our team has won"}
{"text": "g When a speech tag comes after a complete statement a question or an exclamation"}
{"text": "mark the next word starts with a capital letter"}
{"text": "INDIRECT SPEECH"}
{"text": "The indirect speech seeks to clarify information not quite understood"}
{"text": "The indirect speech uses the speech tags used in the direct speech keeping the tense of the speech tag of the direct speech"}
{"text": "The speech tag of the indirect speech can also be suggested by the tone or intention of the indirect speech"}
{"text": "Some of the common speech tags are he said she wondered I replied they reminded she ordered he commanded she shouted they said I thought etc"}
{"text": "The pronouns usually change in indirect speech depending on who is reporting the speech and to whom he is reporting In changing pronouns the general rule in reported speech is as follows"}
{"text": "The time of the events usually changes according to the speech tag used and the time the original speech is supposed to have been made"}
{"text": "Below are some of examples"}
{"text": "The number of verbs in direct speech remains the same in reported speech This is necessary if the meaning of what is said is to be retained"}
{"text": "SPEECH AND TENSE"}
{"text": "a Single verbs in the present tense in direct speech change into single verbs in the past"}
{"text": "tense in the reported speech"}
{"text": "eg I feel sick she said"}
{"text": "She said that she felt sick"}
{"text": "b Compound verbs with two elements in the present tense change into compound verbs"}
{"text": "with two elements in the past tense"}
{"text": "eg I have been singing in the choir she said"}
{"text": "She said that she had been singing in the choir"}
{"text": "d Statements in the direct speech already in the past tense retain their form of speech"}
{"text": "eg I saw him run he said"}
{"text": "He said that he saw him run"}
{"text": "I intended to become a wrier she said"}
{"text": "She said that she intended to become a writer"}
{"text": "Reported questions"}
{"text": "When reporting questions the rule about tense harmony applies to reported questions as"}
{"text": "to direct speech statements"}
{"text": "If the introductory part he said she remarked are in the past tense then the verb in direct speech becomes a past tense verb when reported"}
{"text": "eg He asked  where is Jane"}
{"text": "He asked where Jane was"}
{"text": "Questions in direct speech become statements in reported speech therefore with a normal subject  verb relationship"}
{"text": "What is your name  She asked"}
{"text": "She asked what my name was"}
{"text": "INVERSIONS"}
{"text": "Certain verbs and adverbial phrases can for emphasis be placed first in a sentence or clause and are then followed by the inverted form of the verb"}
{"text": "Below are some of words and phrases commonly used in inversions"}
{"text": "Hardly ever"}
{"text": "This is a negative adverb of frequency ie it expresses how often in a negative sense"}
{"text": "eg He hardly ever goes to see her"}
{"text": "Hardly ever does he go to see her Inverted"}
{"text": "Hardly scarcely and barely are almost negative in meaning"}
{"text": "Hardly is mainly used with any ever at all or the modal can"}
{"text": "eg I hardly ever use my mother tongue in school"}
{"text": "Inversion hardly ever do I use mother tongue in school"}
{"text": "Other words used in inversion include"}
{"text": "Never hardlywhen in no circumstances neithernor no soonerthan not onlybut also not till nowhere on no account only by only then when scarcely ever scarcelywhen seldom so"}
{"text": "Examples"}
{"text": "She doesnt in any circumstance accept bribes"}
{"text": "In no circumstances does she accept bribes"}
{"text": "They had hardly alighted from the bus when the accident occurred"}
{"text": "Hardly had they alighted from the bus when the accident occurred"}
{"text": "He had no sooner taken the water than he began complaining of stomach pains"}
{"text": "No sooner had he taken the water than he begun complaining of stomach pains"}
{"text": "It is written nowhere in the Bible"}
{"text": "Nowhere is it written in the Bible"}
{"text": "This book must not on any account be borrowed"}
{"text": "On no account must this book be borrowed"}
{"text": "He became so furious that he begun shouting"}
{"text": "So furious did he become that he began shouting"}
{"text": "8 SENTENCE CONNECTORS"}
{"text": "Connectors are used to bring cohesion in a written text"}
{"text": "Below is a table containing the commonly used connectors"}
{"text": "CONNECTORS EXPRESSING"}
{"text": "Below are a few sentences with some of the connectors listed above"}
{"text": "1 In spite of the hot weather the scout walked twenty kilometers contrast"}
{"text": "2 I was exhausted so I sat down to rest Consequence"}
{"text": "3 Many insects for example the praying mantis can fly Illustration"}
{"text": "4 Mutua performed very well as a matter of fact he was the best in class Emphasis"}
{"text": "5 He washed the dishes then went to play Sequence"}
{"text": "Besides poor pay lack of proper training is a cause of poor job performance"}
{"text": "UNIT 8 EXERCISES ON PHRASES CLAUSES AND SENTENCES"}
{"text": "EXERCISE 8 A"}
{"text": "Mention the type of underlined phrases in the sentences below and state their functions"}
{"text": "We saw him in the morning"}
{"text": "The bright girls were all awarded"}
{"text": "No one knows where it was hidden"}
{"text": "They keep all sorts of things in the dilapidated building"}
{"text": "a b"}
{"text": "The shortest girl in class shouted"}
{"text": "The man in a brown jacket grumbled loudly"}
{"text": "They saw the wounded stray dog"}
{"text": "He admired the girl with a bracelet on her arm"}
{"text": "They went to the scene where the accident had occurred"}
{"text": "I saw her get into his house late in the evening"}
{"text": "a b"}
{"text": "EXERCISE 8 B"}
{"text": "Identify the subject s Direct object DO Indirect object IO Adverbial A or Complement C in the sentences below"}
{"text": "eg Jane gave the book to Mike"}
{"text": "S DO IO"}
{"text": "They worship in the morning"}
{"text": "I bought her a new dress"}
{"text": "Who saw him"}
{"text": "Many students join bad peer groups"}
{"text": "The boys have finally washed their blankets"}
{"text": "No one came home"}
{"text": "They found her body dumped into the river"}
{"text": "See what she has done"}
{"text": "Alex threw it under his bed"}
{"text": "She is very humble"}
{"text": "EXERCISE 8 C"}
{"text": "Rewrite the following sentences according to the instructions given after each"}
{"text": "Someone saw him Change into negative"}
{"text": "He came by bus Write the interrogative"}
{"text": "Either Sifuna or Wekesa saw the suspect change into negative"}
{"text": "They found all the books in class Change into negative"}
{"text": "Did they see her sneak Provide a negative answer"}
{"text": "EXERCISE 8 D"}
{"text": "Change the following sentences into passive"}
{"text": "The school admits all sorts of students"}
{"text": "They will have been washing our clothes"}
{"text": "He saw her"}
{"text": "We have invited her to the party"}
{"text": "The headmaster gave a present to the best student"}
{"text": "Keep it inside the box"}
{"text": "The researchers singled out indiscipline as the cause of poor academic performance in the district"}
{"text": "Maintain silence"}
{"text": "The headmistress allowed the girls to go home"}
{"text": "Someone had cleaned my shoes and ironed my shirt"}
{"text": "They were questioning her when the mother arrived"}
{"text": "I saw him shoot the animal"}
{"text": "He reminded me to wait patiently"}
{"text": "We find fish in water"}
{"text": "No one has told us to go home"}
{"text": "Who saw it"}
{"text": "The local council will tarmac all the major roads"}
{"text": "You must wash all your clothes"}
{"text": "Dont trouble me"}
{"text": "Where did they keep it"}
{"text": "EXERCISE 8 E"}
{"text": "Rewrite the sentences below according to the instructions given in brackets"}
{"text": "If he comes he will not be punished Begin Unless"}
{"text": "a If he has a bicycle hell lend us"}
{"text": "If he had a bicycle hed lend us"}
{"text": "Give the difference in meaning"}
{"text": "If it hadnt been for my sister I would have dropped out of school"}
{"text": "Begin But"}
{"text": "a Dont visit me if you need help"}
{"text": "b Dont visit me unless you need help"}
{"text": "Give the difference in meaning"}
{"text": "Unless you work hard you will be disappointed Begin If"}
{"text": "a You mustnt go home if youve completed your duty"}
{"text": "You mustnt go home even though youve completed your duty"}
{"text": "Give the difference in meaning"}
{"text": "a See the doctor if you are unwell"}
{"text": "See the doctor incase you are unwell"}
{"text": "give the difference in meaning"}
{"text": "Suppose the man doesnt come Begin What"}
{"text": "We must be back by eight otherwise the gate will be locked Begin If"}
{"text": "If it were not for the bank loan Id have run out of business Begin But for"}
{"text": "EXERCISE 8 F"}
{"text": "Rewrite the sentences below in reported speech"}
{"text": "Keep it in the box he told her"}
{"text": "I am going to buy a bicycle next week he said"}
{"text": "Lie down The robbers commanded us"}
{"text": "We have been ordered to go home now The girl said"}
{"text": "I will see you the day after tomorrow The teacher told her"}
{"text": "We must go now The policeman said"}
{"text": "This book is Kiokos I left mine in the library She said"}
{"text": "Do you know where Judith comes from He asked his mother"}
{"text": "Do you love me Romeo asked her"}
{"text": "No one will suspect us the robbers said"}
{"text": "EXERCISE 8 G"}
{"text": "Rewrite the following sentences according to the instructions given in brackets"}
{"text": "He doesnt in any circumstances accept bribes Begin In"}
{"text": "They had just walked out of the building when the bomb went off"}
{"text": "Begin No sooner"}
{"text": "We had hardly arrived when we were ordered to go back home"}
{"text": "Begin Hardly"}
{"text": "They have never seen her Begin Never"}
{"text": "Such hospitality cannot be found in any other member of the family"}
{"text": "Begin In no"}
{"text": "She seldom uses her mother tongue Begin Seldom"}
{"text": "The snail reached the ark only by perseverance Begin Only"}
{"text": "Gold cannot be found anywhere in this district Begin No where"}
{"text": "He never asked questions in class Begin Never"}
{"text": "She rarely goes to the movies Begin Rarely"}
{"text": "This book must never be borrowed on any account"}
{"text": "We must not give bribes We must not get bribes"}
{"text": "join into one sentence using neither"}
{"text": "No sooner had she walked out of the hall than someone shouted at her to go back"}
{"text": "Begin Hardly"}
{"text": "She never never listens to good advice"}
{"text": "Correct the sentence maintaining the same emphasis"}
{"text": "I him see ever never Rearrange the words to make a meaningful sentence"}
{"text": "It is not written anywhere in the Bible that God helps those who help themselves"}
{"text": "Begin No where"}
{"text": "They never go for practice Change into affirmative"}
{"text": "Hardly ever does he go to see her Begin He"}
{"text": "Do they write poems Begin Are"}
{"text": "Do they write poems Rewrite in the affirmative form"}
{"text": "EXERCISE 8 H"}
{"text": "Complete the passage below by inserting the correct word or phrase from the list given after the passage"}
{"text": "In general I do not enjoy large towns i I think that Mombasa is quite an enjoyable place ii I enjoy the warm relaxed atmosphere of the coast and the variety of cultural influences iii  there are the ancient buildings of Fort Jesus and the Old Town which are always worth a visit"}
{"text": "I never feel bored when I stay in Mombasa v  I look forward to going there as a break from the dullness of everyday life"}
{"text": "In fact furthermore to begin with however consequently"}
{"text": "PART TWO"}
{"text": "INTERGRATED GRAMMAR EXERCISES"}
{"text": "EXERCISE 1"}
{"text": "Rewrite the sentences below according to the instructions given in brackets Do not change the meaning of the original sentences"}
{"text": "Dont pretend you dont know what I need Begin It is no use"}
{"text": "Dont talk to me like that He bellowed at him Rewrite in reported speech"}
{"text": "Many countries have banned the taking of marijuana Begin The taking"}
{"text": "Johns leg had been broken by a log in his early teens Begin John had had"}
{"text": "They keep tea in a thermos flask change into passive"}
{"text": "Replace the underlined words with one word"}
{"text": "We had to call a man who repairs broken pipes"}
{"text": "Five people who travel in space perished"}
{"text": "My sister is training as a dealer in stocks and shares"}
{"text": "I have an enormous desire for food"}
{"text": "He was skilled in the game of shooting with bows and arrows"}
{"text": "Fill in the blank spaces in the sentences below with the correct form of words which have opposite meaning to the ones provided in brackets"}
{"text": "He has  properly in this town lose"}
{"text": "The demonstrators  again to hold another meeting disperse"}
{"text": "He was such a  looking man that the children avoided him harmless"}
{"text": "The police  the dead body bury"}
{"text": "Everybody is  in Gods eyes ugly"}
{"text": "Rewrite the following sentences in their inverted form"}
{"text": "You can only pass in the exams by working hard"}
{"text": "You shouldnt talk to your mother like that on any account"}
{"text": "The car was so damaged that it was beyond repair"}
{"text": "They scarcely visit her"}
{"text": "This is a beautiful watch Begin What"}
{"text": "EXERCISE 2"}
{"text": "Complete the following sentences using the correct form of the words in brackets"}
{"text": "He spoke about it to  humble  us"}
{"text": "Exposing yourself to cold is  injury to your health"}
{"text": "He had  lie on the bed"}
{"text": "The hunt for the robbers has  intense"}
{"text": "She has  him a son bear"}
{"text": "Write one word which replaces the underlined idioms"}
{"text": "1 I wish Mutuku was not so full of himself"}
{"text": "The boys were full of beans before they went into the field"}
{"text": "He entered the boxing ring his heart in his boots"}
{"text": "Mwaura was in trouble but he refused to throw in the towel"}
{"text": "5 Ouma says that most politicians are full of hot air"}
{"text": "Fill the gaps below with appropriate phrasal verbs formed from the verbs in brackets"}
{"text": "A terrible problem  crop in the boys hostel"}
{"text": "His job application was turn"}
{"text": "Hepick her  at the bus stage yesterday"}
{"text": "They  shout their class master"}
{"text": "She is very brave She hardly  give"}
{"text": "Rewrite the following sentences according to the instructions given in brackets"}
{"text": "I like Physics more than Chemistry use prefer"}
{"text": "Health is preferable to wealth Begin Id rather be"}
{"text": "The road was very slippery We couldnt reach it join the two sentences using too"}
{"text": "Neither peter nor Stanley hashave been paid use the correct verb"}
{"text": "EXERCISE 3"}
{"text": "Fill in the blank spaces with the correct alternatives provided in brackets"}
{"text": "He  Him  and I  me killed the snake"}
{"text": "It appears to be  he  him"}
{"text": "You  Me  I  and  me  I  you are good friends"}
{"text": "I  Me  went for a picnic"}
{"text": "Me  I  am available"}
{"text": "use question tags to complete the following statements"}
{"text": "No one saw her"}
{"text": "Going to school while untidy is shameful"}
{"text": "James is your friend"}
{"text": "They dont sell books"}
{"text": "You cant swim"}
{"text": "Rewrite the following sentences according to instructions given after each"}
{"text": "The sick man ate less and less He became weaker and weaker"}
{"text": "Begin The lesser"}
{"text": "They were so upset that they could hardly speak Begin So upset"}
{"text": "The people who were involved in the accident were hospitalized"}
{"text": "Replace the underlined clause with one word"}
{"text": "The refugees have been taken back to their original homeland"}
{"text": "Do go away Rewrite this command in the interogative"}
{"text": "Complete the following passage using the correct preposition for each of the blank spaces"}
{"text": "Visiting a game park is an interesting experience From the moment you arrive  i the park gate to the moment you leave you can never predict what you may see It is not always easy to spot lions or cheetahs as they can be hiddenii the tall grass  iii all animals perhaps the antelopes are most common although some species are rare Hopefully now that the sale of ivory is being restricted elephants will be saved  iv extinction However it is still very important to educate our young people  v the importance of our natural heritage"}
{"text": "EXERCISE 4"}
{"text": "REwrite the sentences below using an if construction in each case Do not change the meaning"}
{"text": "eg He eats too much thats why he is overweight If he did not eat so much he would not be overweight"}
{"text": "Juma does not read books that is why hes poor at spelling"}
{"text": "He had not paid the rent that is why he was evicted"}
{"text": "They havent any matches so they cant light a fire"}
{"text": "Our team had no time to practice thats why the lost"}
{"text": "You may get home before I do so dot wait up for me"}
{"text": "Use the correct phrasal verb forms of put in each of the sentences below"}
{"text": "He just could not  his idea to the classmates"}
{"text": "Please do not feel  if I dont invite you to my party"}
{"text": "The case was  to next week"}
{"text": "The rebellion was  by the army"}
{"text": "Of late she has  a lot of weight"}
{"text": "Rewrite the sentences below according to the instructions given"}
{"text": "There was very little water in the cars radiator Rewrite using any"}
{"text": "Children are not as polite as they used to be Rewrite using than"}
{"text": "Jerono said that Jane had stolen her bag Begin Jane"}
{"text": "He wouldnt admit that he knew she was overworked use denied"}
{"text": "I cant stand rice even if it is cooked very well Mary said"}
{"text": "Rewrite in reported speech"}
{"text": "Fill in the blank spaces using the correct form of the word in brackets"}
{"text": "We had thought that the  donations would be more generous"}
{"text": "A lot of our college buildings are being  modern"}
{"text": "Has Mutua always been  fame"}
{"text": "Although Jude was wealthy she dressed  expensive"}
{"text": "Our  mobile was greatly hindered by the bad weather"}
{"text": "EXERCISE 5"}
{"text": "Give short answers to these questions Begin with Yes or No"}
{"text": "Do you think its going to rain"}
{"text": "Must we finish this work today"}
{"text": "Did Ochieng score any goals"}
{"text": "Is this your book"}
{"text": "Have you been working hard"}
{"text": "Complete the following sentences using whichever of the following is appropriate STILL YET ANYMORE ALREADY"}
{"text": "Mambo does not live in Mombasa  He moved to Voi"}
{"text": "The children have not gone to bedThey are  watching television"}
{"text": "Is Joyce  here No she has  left"}
{"text": "Thank you for all your help I wont trouble you"}
{"text": "Have you finished your homework"}
{"text": "Fill in the blank spaces with the correct form of the word in brackets"}
{"text": "Kadilo is i  rage by the supervisor when he"}
{"text": "ii  malice accuses him of laxity How is it possible He asked himself It is true that ever since Kadilo joined the organization he has been working with a lot of iii  zealous His promotion to a senior clerk has made some of his workmates iv  envy of him He has decided to go and talk to his head of department and he is v  that the director will soon learn the truth"}
{"text": "Rewrite the following sentences according to the instructions given after each"}
{"text": "He would rather pay the fine than be imprisoned Use Prefer"}
{"text": "I will be travelling home tomorrow John told her Rewrite in indirect speech"}
{"text": "The captain deserves more praise than any other member of the team"}
{"text": "Begin No"}
{"text": "The head master did not make such a statement at any point in his speech"}
{"text": "Begin At no"}
{"text": "The speaker accepted an amendment  the motion use a preposition"}
{"text": "EXERCISE 6"}
{"text": "For each of the following sentences replace the underlined words with a phrasal verb which begins with the word in brackets"}
{"text": "When she told him the story he got more cross work"}
{"text": "It took Kitilo several hours to regain consciousness come"}
{"text": "The detective penetrated the criminals disguise see"}
{"text": "The truck stopped at the barrier pull"}
{"text": "They surrendered to the police give"}
{"text": "Add question tags to the statements below"}
{"text": "Mike left school last year"}
{"text": "I am the one who made you succeed"}
{"text": "She is one of us"}
{"text": "Help me"}
{"text": "No one is coming"}
{"text": "Rewrite each of the following sentences according to the instructions given after each"}
{"text": "a Did you make that table yourself"}
{"text": "Did you make yourself that table"}
{"text": "What is the difference in meaning"}
{"text": "It is amazing that he scored a gold medal Begin That"}
{"text": "We have never had such heavy rains at this time of the year"}
{"text": "Begin Never before"}
{"text": "Is this the only grey car you have in stock Begin Havent"}
{"text": "He is greatly admired because he is generous"}
{"text": "Use because of  In place of  Because"}
{"text": "d Use the correct form of words in brackets to fill the blanks in the sentences"}
{"text": "below"}
{"text": "I believe he  work in the office at this moment"}
{"text": "My grandfather  work as a shopkeeper when he was young"}
{"text": "I  be successful if I had taken my work seriously"}
{"text": "This years cricket competitions  hold in South Africa"}
{"text": "She  be admitted in hospital last week"}
{"text": "EXERCISE 7"}
{"text": "Use the correct alternative to fill in the blanks in the sentences below"}
{"text": "Neither  he  him nor  I  me  is  are to blame"}
{"text": "Bob is a good friend of  me  mine"}
{"text": "A friend of  our  ours  us  live  lives in Britain"}
{"text": "All the expenses must be authorized by   I  me  my"}
{"text": "Mutua and  me  I  bought shares in the bank"}
{"text": "Choose the word that best completes the sentences below"}
{"text": "The farmers were very angry  about  with the resolutions passed at the meeting"}
{"text": "We agreed  with  on the general procedure"}
{"text": "He is sitting  on  at the table for lunch"}
{"text": "They arrived  in  on time for the lesson"}
{"text": "He furiously drove  in  into the garage"}
{"text": "Choose the option which is most nearly opposite in meaning to the underlined word"}
{"text": "It was a very exciting performance"}
{"text": "Amateuristic"}
{"text": "Dreary"}
{"text": "Objectionable"}
{"text": "Degrading"}
{"text": "The criminal was apprehended by the police"}
{"text": "arrested"}
{"text": "charged"}
{"text": "released"}
{"text": "imprisoned"}
{"text": "3 It is obvious he was guilty"}
{"text": "pure"}
{"text": "innocent"}
{"text": "guideless"}
{"text": "In mistakes"}
{"text": "4 This mechanism is very simple"}
{"text": "ornate"}
{"text": "difficult"}
{"text": "hard"}
{"text": "intricate"}
{"text": "5 Every body likes to work with lazy people"}
{"text": "indolent"}
{"text": "inactive"}
{"text": "active"}
{"text": "lethargic"}
{"text": "d Rewrite the following sentences according to the instructions given after each Do not change the meaning of the original sentence"}
{"text": "I will go to Tinas party on condition that I am invited It takes place this evening"}
{"text": "Rewrite as one sentence beginning Unless"}
{"text": "Put yourselves in the place of the man whom Judith deliberated infected with HIV He told the class Rewrite in indirect speech"}
{"text": "Nganga says he prefers coffee to tea Rewrite using better"}
{"text": "After a new headmistress was appointed results began to improve"}
{"text": "Begin Subsequent"}
{"text": "They did not grant him permission to leave school earlier change into passive"}
{"text": "EXERCISE 8"}
{"text": "Fill in the blank spaces below with the correct form of words in brackets"}
{"text": "She sang beautifully to  accompany of the guitar"}
{"text": "It was  advantage to her group"}
{"text": "The girl accepted the trophy in  prefer to a cash reward"}
{"text": "Robbery has become a common  occur"}
{"text": "He is a very  humour character"}
{"text": "Without changing the word order punctuate the following verse to give it an opposite meaning"}
{"text": "To show our simple play we come"}
{"text": "In unkindness we do not come"}
{"text": "To make happy and give delight"}
{"text": "We are not here to make you sad"}
{"text": "Here are the actor"}
{"text": "Choose the correct alternative to complete each of the following sentences"}
{"text": "You must  advise  advice your friend to learn to keep time"}
{"text": "You should  devise  device new methods of revising"}
{"text": "Mary wondered on what  principal  principle his behaviour was based"}
{"text": "Maisha Mapya bookshop has been supplying the school with stationery  stationary"}
{"text": "Muthoni is pursuing a  course  coarse In Mombasa Polytechnic"}
{"text": "d Provide the most suitable prepositions for the sentences below"}
{"text": "The soldier was punished neglect of duty"}
{"text": "The thief was disguised  an official from the Ministry of Education"}
{"text": "They descended  a noble family"}
{"text": "My uncle disposed  his old car"}
{"text": "The man died  Malaria"}
{"text": "EXERCISE 9"}
{"text": "Rewrite each of the sentences below according to the instructions given Do not change the meaning of the original sentences"}
{"text": "The players played very well They were each rewarded with a trophy"}
{"text": "Begin So"}
{"text": "Catherine is brown She is a University student She is nineteen She is cheerful"}
{"text": "Rewrite as one sentence without using a conjunction or relative pronoun"}
{"text": "President Kibakis speech inspired me a lot Rewrite using the word inspiration"}
{"text": "Do you think it will rain today She asked her mother"}
{"text": "Rewrite in reported speech"}
{"text": "Video programs are preferable to radio programs Use than"}
{"text": "Use the correct form of the words in brackets to complete each of the following sentences"}
{"text": "I shall not admit any  liable whatsoever"}
{"text": "He smashed his small radio in  furiously"}
{"text": "The  broad of this road is inappropriate for large trucks"}
{"text": "Of the two actresses Carey was the  good"}
{"text": "The plane crash was very  horror"}
{"text": "State the tense into which each of the following sentences falls"}
{"text": "I have just talked to the headmaster"}
{"text": "I had talked to the headmaster"}
{"text": "We need to be wary of AID S"}
{"text": "They went away"}
{"text": "They are discussing about him"}
{"text": "Choose the best alternative to fill in the gaps in the sentences below"}
{"text": "Her eyes were  lively that her face seemed illuminated"}
{"text": "a such b rather c so d as"}
{"text": "Men given  crimes of violence and brutality must be imprisoned for life"}
{"text": "a by b to c with d at"}
{"text": "A black and  cow were grazing"}
{"text": "a the white b a white c white d any white"}
{"text": "I am  obliged to you"}
{"text": "a little b too c much d so"}
{"text": "There were  books in the library So we were required to buy our own"}
{"text": "a a few b some c few d many"}
{"text": "EXERCISE 10"}
{"text": "Rearrange the following sets of words so as to form sensible sentences"}
{"text": "There rumored it be been that will has not you"}
{"text": "a he meeting missed mystery why the is attending"}
{"text": "Had we hardly started house gone rain when into the  the"}
{"text": "Myself I playing hurt when"}
{"text": "Fail likes no one exams to  in"}
{"text": "Rewrite each of the following sentences according to the instructions given Do not change the meaning"}
{"text": "The students swept all the classrooms change into passive"}
{"text": "The man was wealthy He would not share his wealth with his children"}
{"text": "Begin Although"}
{"text": "Hassan did not complain He did not report to the police Hassan neither"}
{"text": "She never came late to school last year Begin Not once"}
{"text": "Our journey will start tomorrow  Ruth told Njeri Rewrite in reported speech"}
{"text": "Replace the underlined words in the sentences below with appropriate phrasal verbs"}
{"text": "Anyango despises her little sister"}
{"text": "I could not tolerate him because of he misconduct"}
{"text": "The little girl resembles her father"}
{"text": "Jane removed her shoes"}
{"text": "The meeting was postponed"}
{"text": "Identify the errors in each of the following sentences and rewrite the sentences correctly"}
{"text": "Me I was there"}
{"text": "He hanged his shirt on the sun"}
{"text": "John wore a black trouser"}
{"text": "The building had its roof blown off"}
{"text": "My family has stayed here from 1990"}
{"text": "EXERCISE 11"}
{"text": "Choose the correct word from the alternative given"}
{"text": "From which box did the thief steal  rob"}
{"text": "Mike prevented  avoided his class from cheating"}
{"text": "We had let him lain  lielay where he had fallen"}
{"text": "The logs had been lied  lain  laid very badly"}
{"text": "They are growing  withdrawing  getting rather tired of waiting for her"}
{"text": "Use the roots of the following verbs to form the corresponding nouns adjectives and adverbs"}
{"text": "VERB NOUN ADJECTIVE ADVERB"}
{"text": "Beautify"}
{"text": "To hope"}
{"text": "To be happy"}
{"text": "To fear"}
{"text": "To doubt"}
{"text": "Rewrite the following sentences according to the instructions given Do not change the meaning"}
{"text": "Tom cannot go and Frank cannot go either Rewrite usingnor"}
{"text": "He couldnt seem to get out of the habit Begin He seemed"}
{"text": "We have some bananas left change into negative"}
{"text": "She wanted to eat some bananas but she found  at the grocery"}
{"text": "Use an appropriate pronoun"}
{"text": "She wanted to eat some bananas but she didnt find  at the grocery"}
{"text": "Fill in with an appropriate pronoun"}
{"text": "Change the following sentences into passive voice"}
{"text": "They did it yesterday"}
{"text": "They never look at the books"}
{"text": "I lost it"}
{"text": "She asked me who I was"}
{"text": "I have kept it secretly"}
{"text": "EXERCISE 12"}
{"text": "Explain the difference in meaning between the following pairs of sentences"}
{"text": "a He was in bed"}
{"text": "b He was on the bed"}
{"text": "a I have a brother who is a doctor"}
{"text": "b I have a brother who is a doctor"}
{"text": "a He is faster than Njoroge"}
{"text": "b He is even faster than Njoroge"}
{"text": "a He was at the building"}
{"text": "b He was in the building"}
{"text": "a The amount was shared between the members of the family"}
{"text": "b the amount was shared among the members of the family"}
{"text": "Rewrite the following sentences in the tenses as directed in brackets"}
{"text": "Simple present  He sings"}
{"text": "1 Simple past"}
{"text": "2 Past perfect"}
{"text": "Present perfect"}
{"text": "Simple future"}
{"text": "Past perfect continuous"}
{"text": "Rewrite the sentences below changing the expressions in brackets into their correct Possessive form"}
{"text": "The book of Charles is lost"}
{"text": "The PTA supports the decision of the head teacher"}
{"text": "he game of the children ended in tears"}
{"text": "the farm of my father is in Naivasha"}
{"text": "The quarters for the teachers are vacated"}
{"text": "Rewrite the following sentences into passive"}
{"text": "Mutua brought the book"}
{"text": "Maina qurrelled Kimani over the lost money"}
{"text": "The headmaster promised them a reward"}
{"text": "The government is constructing several bridges over most rivers in Machakos"}
{"text": "The DEO closed the school indefinitely"}
{"text": "EXERCISE 13"}
{"text": "a Rewrite the sentences below according to the instructions givens in brackets"}
{"text": "Europeans live longer than Asians"}
{"text": "Begin with Europeans and without using the word longer"}
{"text": "The security officer didnt report the incident correctly"}
{"text": "Replace the underlined words with one word Do not use the adverb correctly"}
{"text": "A tarmac road has many benefits to the local farmers Begin A tarmac road is"}
{"text": "They continued being hostile to us Begin They went"}
{"text": "This is my brothers backpack Rewrite in plural"}
{"text": "b Change the following sentences into direct speech"}
{"text": "I told him I could not wait any longer and that I had to catch the ten oclock bus"}
{"text": "He ordered him to stand up and leave the room"}
{"text": "Mary replied that if it were not for his help she would not have managed to entertain such a large group"}
{"text": "They asked us why we hadnt visited them"}
{"text": "Tina exclaimed that she was so excited that she did not know what to do next"}
{"text": "Fill in the blank spaces with the correct form of words in brackets"}
{"text": "He waited i anxiety for the letter to arrive Everyday he walked to the post office and every day he returned empty handed Finally in ii desperate he wrote to Lillian begging her to write He couldnt believe she had iii   forget as she was always so iv"}
{"text": "rely correspondent Then he began to worry that something had happened to her An accident A sudden illness Eventually he decided to phone her He was therefore filled with v astonish to hear her cheerfully answer the phone"}
{"text": "Fill in the blank spaces with phrasal verbs which have the same meaning with the words in brackets"}
{"text": "Dont pass  the information I have given you release"}
{"text": "You will fall off that bicycle if you dont look  take care"}
{"text": "You must work hard if you want to get  in life succeed"}
{"text": "I put the meat on the table and the dog made  with it run away"}
{"text": "We fell  over a question in history quarreled"}
{"text": "EXERCISE 14"}
{"text": "Put some or any in the spaces left out"}
{"text": "Have you  bananas"}
{"text": "I havent bananas"}
{"text": "Ask my sister she usually has  bananas"}
{"text": "There is  string in the cupboard"}
{"text": "There arent  scissors in the drawer"}
{"text": "Complete each of the following sentences by using the comparative or superative form of the adjective in brackets"}
{"text": "The  of the two factory chimneys was demolishedhigh"}
{"text": "My third cup of coffee was  sweet"}
{"text": "July is the wet month of the year"}
{"text": "The second recording was  clean than the first one"}
{"text": "That is the  usual film ever to have come out of Zaire"}
{"text": "Put few a few little or a little in the spaces provided"}
{"text": "He has  in New York so he should be quite happy there"}
{"text": "He has  money He can hardly buy food"}
{"text": "people want to die"}
{"text": "kindness goes a long way"}
{"text": "people volunteered but some preferred to stay at home"}
{"text": "Change the sentences below in the tenses as directed"}
{"text": "Simple present  We go to Nairobi"}
{"text": "Future perfect continuous"}
{"text": "Past continuous tense"}
{"text": "Future perfect continuous"}
{"text": "Past perfect continuous"}
{"text": "Simple past"}
{"text": "EXERCISE 15"}
{"text": "Rewrite the following sentences according to the instructions given after each"}
{"text": "Moses finished his work early He went to bed at seven Begin Having finished"}
{"text": "If the team is late for the match it will be disqualified Begin Unless"}
{"text": "Josephine was absent from school for a whole term She passed her exams Inspite"}
{"text": "I like rice more than Ugaliuse prefer"}
{"text": "Those unkind men have messed up our lives Use the passive"}
{"text": "Fill the gaps in the sentences below with the most appropriate alternative from the choices given"}
{"text": "The streets in Nairobi are becoming more and more"}
{"text": "over loaded"}
{"text": "populous"}
{"text": "congested"}
{"text": "overburdened"}
{"text": "The announcement of his retirement was timed to  with the twentieth anniversary of the company"}
{"text": "concur"}
{"text": "coincide"}
{"text": "conform"}
{"text": "appear"}
{"text": "This fruit juice needs  before you drink it"}
{"text": "Ameliorating"}
{"text": "softening"}
{"text": "dissolving"}
{"text": "diluting"}
{"text": "I am afraid you missed the  of my argument"}
{"text": "subject"}
{"text": "topic"}
{"text": "concept"}
{"text": "point"}
{"text": "The suspects were  by court in Nairobi"}
{"text": "acquainted"}
{"text": "acquitted"}
{"text": "acquired"}
{"text": "requited"}
{"text": "For each of the following sentences choose the word which means the same as the underlined words"}
{"text": "Danja is a well known criminal"}
{"text": "famous"}
{"text": "strong"}
{"text": "notorious"}
{"text": "daring"}
{"text": "She kept company with evil men"}
{"text": "virtuous"}
{"text": "vicious"}
{"text": "wicked"}
{"text": "unkind"}
{"text": "Julias health is going from bad to worse"}
{"text": "un improving"}
{"text": "imperfect"}
{"text": "deteriorating"}
{"text": "ameliorating"}
{"text": "The teachers confiscated the stolen books"}
{"text": "auctioned"}
{"text": "locked"}
{"text": "seized"}
{"text": "carried"}
{"text": "A wise person always gives good counsel"}
{"text": "advise"}
{"text": "advice"}
{"text": "council"}
{"text": "cancel"}
{"text": "d Write two possible meanings for each of the sentences below"}
{"text": "Lucy fed her dog biscuits"}
{"text": "They gave her horse feathers"}
{"text": "He sent her love letters"}
{"text": "He fed her duck eggs"}
{"text": "I bought her fruits juice"}
{"text": "EXERCISE 16"}
{"text": "a Give the difference in meaning in the following pairs of sentences"}
{"text": "a I spoke only to Juma"}
{"text": "I only spoke to Juma"}
{"text": "a They eat both meat and fish"}
{"text": "They both eat meat and fish"}
{"text": "3 a Judith made herself a dress"}
{"text": "Judith made a dress herself"}
{"text": "4 a Mike stopped to smoke"}
{"text": "Mike stopped smoking"}
{"text": "a We hit the spoon"}
{"text": "We heat the spoon"}
{"text": "Complete the following sentences putting the correct form of the word in brackets"}
{"text": "Mike thought that it was an  to pass in Mathematics possible"}
{"text": "The old machine was no longer  rely"}
{"text": "Judges should not show  part when passing judgements"}
{"text": "Her behaviour was very   question"}
{"text": "The students made a wrong  assume about their new teacher"}
{"text": "Rewrite the following sentences according to the instructions given"}
{"text": "He increased the speed of his car He pressed the accelerator hard Combine into one sentence using by"}
{"text": "Those girls are likely to be late for school Begin Theres"}
{"text": "No body could find our books Rewrite to end in found"}
{"text": "This piece of art is quite attractive Rewrite using an"}
{"text": "His car is not as fast as hers Begin Her"}
{"text": "i Write words which have the same pronunciation as the words below"}
{"text": "Queue"}
{"text": "flower"}
{"text": "Main"}
{"text": "Dye"}
{"text": "Reed"}
{"text": "EXERCISE 17"}
{"text": "Rewrite the sentences below according to the instructions given after each"}
{"text": "She likes working I also like working Rewrite as one sentence to end in I"}
{"text": "She opened the door and greeted me with a smile Begin Opening"}
{"text": "My friend has an elegant watch Begin A friend"}
{"text": "She must go immediately Change into past tense"}
{"text": "How can he smoke cigarettes in school Use dare"}
{"text": "Explain the difference in meaning in the following sentences"}
{"text": "a He ran so fast that I could not overtake him"}
{"text": "b He ran fast so that I should not overtake him"}
{"text": "a The school has employed a librarian and storekeeper"}
{"text": "b The school has employed a librarian and a storekeeper"}
{"text": "3 a We found the empty room"}
{"text": "b We found the room empty"}
{"text": "4 a We stopped to talk"}
{"text": "b We stopped talking"}
{"text": "5 a I regret saying that he was a thief"}
{"text": "b I regret to say that he was a thief"}
{"text": "Rewrite the following sentences into reported speech"}
{"text": "I have never understood the concept of filling a whole page with just one signature The minister joked"}
{"text": "Almost five million people in the horn of Africa are facing critical food supply problems She observed"}
{"text": "Bullying has been prohibited in all schools The principal reminded the boys"}
{"text": "What must I do to be saved The jailer asked Paul"}
{"text": "We are having visitors from Uganda next week The headmistress announced"}
{"text": "Use the best alternative to fill in the gaps in the passage below"}
{"text": "Remote sensing can be defined as the science i and  or  art of obtaining information iiof  about an object area iiiand  or phenomenon through the analysis iv by  with  of data acquired v by  through a device that is not in contact with the object area or phenomenon vi on  under  about investigation"}
{"text": "Early advances vii  of  in remote sensing viii"}
{"text": "includes  include aerial photography which has overtime advanced to now encompass state ix  of  on the art space borne remote sensors or satellites Remote sensing can be broadly categorized as xeither  neither active or passive"}
{"text": "EXERCISE 18"}
{"text": "Rewrite the following sentences according to the instructions given in brackets"}
{"text": "He became so sick that he was unable to stand Use too"}
{"text": "His remarks annoy me Begin I am"}
{"text": "It is possible that he had taken cover Begin There is"}
{"text": "Her dress has been torn Begin she"}
{"text": "Unless someone pays the bill hell be arrested Begin If"}
{"text": "Use some any much or many"}
{"text": "There are boys in the old dorm  will be shifted to the new one"}
{"text": "There was hardly  water in the tap"}
{"text": "of the water sold by unlicensed peddlers is contaminated"}
{"text": "Come  time in the afternoon you will not fail to find one in office"}
{"text": "of what youve said makes no sense"}
{"text": "Add appropriate prefix to the underlined words to give the sentence an opposite meaning"}
{"text": "Kamau is a very efficient electrician"}
{"text": "The former government encouraged literacy"}
{"text": "The students in that school are disciplined"}
{"text": "Who says it is possible to get As in English"}
{"text": "She says the journalist was decent"}
{"text": "Fill in the sentences below with the correct form of verb in brackets"}
{"text": "The hen had laid  lied  lain four eggs"}
{"text": "We  lied  lain lay  laid on the sofaset"}
{"text": "She had  lay  laid  lied  lain"}
{"text": "He  lied  laid  lain to the students that the sun moves round the earth"}
{"text": "He  lied  layed  lain  lay the backpack on the floor"}
{"text": "EXERCISE 19"}
{"text": "She needs to be looked after Rewrite to end with looking after"}
{"text": "The students complained that the dorm was too hot Use complained of"}
{"text": "We are waiting for the principal to speak Use Principals"}
{"text": "That surprised us Begin That was"}
{"text": "How comes that she defeated me Correct the sentence"}
{"text": "Rewrite the following sentences correctly"}
{"text": "She bought a black and a white TV"}
{"text": "Of the two girls Agnes is least interested"}
{"text": "Its mine"}
{"text": "Please repeat it again"}
{"text": "He does it anyhowly"}
{"text": "Rewrite the following sentences in the tenses as directed in brackets"}
{"text": "Simple present  They watch television"}
{"text": "Simple past"}
{"text": "Past Perfect continuous"}
{"text": "Present perfect"}
{"text": "Present continuous"}
{"text": "Future perfect continuous"}
{"text": "Change the following sentences into passive"}
{"text": "I will have been driving the car"}
{"text": "They lay logs at the shed"}
{"text": "I compiled a report on Devil Worship in Secular Music"}
{"text": "Who wrote the book"}
{"text": "They dont recognize the effort of hard working teachers"}
{"text": "EXERCISE 20"}
{"text": "Rewrite the following sentences according to the instruction given in brackets"}
{"text": "We did not need to go Begin It"}
{"text": "The bag was too heavy to carry Use so"}
{"text": "He insists to go Rewrite the sentences correctly"}
{"text": "Muslims go on a trip to Mecca Use the correct word instead of the underlined"}
{"text": "He was the cleverest boy in school Rewrite using cleverer"}
{"text": "Distinguish the difference in meaning in the following pairs of sentences"}
{"text": "a My brother has gone to Britain"}
{"text": "b My brother has been to Britain"}
{"text": "a We gave him money to help us"}
{"text": "b We gave him money for helping us"}
{"text": "3 a He said it to annoy me"}
{"text": "b He said it to my annoyance"}
{"text": "4 a He is a just man"}
{"text": "b He is just a man"}
{"text": "5 a Jane is my elder sister"}
{"text": "b Jane is my older sister"}
{"text": "Give two possible meanings for each of the following sentences"}
{"text": "He greeted the girl with a painful hand"}
{"text": "Watching the TV a cockroach scurried across the cabinet"}
{"text": "They lay eggs on the floor"}
{"text": "Washing machines can be expensive"}
{"text": "Eating my food a rat ran out of the kitchen"}
{"text": "Complete the following statement with appropriate question tags"}
{"text": "Someone saw the need to write this book"}
{"text": "The book was recommended by our class teacher"}
{"text": "Everybody is now good in English grammar"}
{"text": "It is the best grammar book in the market"}
{"text": "No one will fail in English exams"}
{"text": "ANSWERS"}
{"text": "1 NOUNS"}
{"text": "Exercise 1 a"}
{"text": "3 common 4 proper 5 proper 6 Common 7 common"}
{"text": "8 proper 9 Common 10 Proper 11 Common 12 Proper"}
{"text": "Exercise 1 b"}
{"text": "3 concrete 4 abstract 5 concrete 6 abstract 7 concrete"}
{"text": "8 concrete 9 countable 10 concrete 11 abstract 12 Abstract"}
{"text": "Exercise 1 c"}
{"text": "3 uncountable 4 Countable 5 Countable 6 Uncountable 7 Uncountable"}
{"text": "8 countable 9 Countable 10 Countable 11 Countable 12 Countable"}
{"text": "Exercise 1 d"}
{"text": "2 fire  countable  single occurrence of fire"}
{"text": "uncountable  general word for combustion"}
{"text": "glass  countable drinking vessel made of glass"}
{"text": "uncountable  a brittle material made from soda ash"}
{"text": "Work  countable  piece of literacy artistic or music composition"}
{"text": "uncountable  effort for a purpose"}
{"text": "Youth  countable  a young man"}
{"text": "uncountable  age or period of being young"}
{"text": "Room  countable  a part of a house enclosed by walls"}
{"text": "uncountable  space"}
{"text": "7 Iron  countable  an apparatus for smoothing clothes"}
{"text": "uncountable  metal extracted from the earth"}
{"text": "8 Paper  countable  a newspaper or article"}
{"text": "uncountable  a material made from the body"}
{"text": "9 Hair  countable  one strand growing from wood"}
{"text": "uncountable  all the strands"}
{"text": "10 Fag  countable  cigarette"}
{"text": "Uncountable  tedious and tiring job"}
{"text": "Enterprise  countable  project or undertaking"}
{"text": "uncountable  participation in projects or business activity"}
{"text": "Exercise 1 e"}
{"text": "No 2 Piece 3 Speck 4 Grain 5 Piece 6 Piece 7 Plot"}
{"text": "8 bar 9 Sliceloaf 10 Pintgrain 11 Item"}
{"text": "Exercise 1 f"}
{"text": "2 ox 9 Trousers 16 Women agents"}
{"text": "Radii 10 dynamos 17 Husbandinwaiting"}
{"text": "Mobs 11 Spouses 18 fish"}
{"text": "Termini 12 Loaves 19 teeth"}
{"text": "Pliers 13 Potato 20 woman"}
{"text": "Sheep 14 Lice 21 calves"}
{"text": "brothersinlaw 15 mouse"}
{"text": "Exercise 1 g"}
{"text": "the the 6 the 11 the 16 the"}
{"text": "the the 7 a the 12 a 17 the"}
{"text": "a the 8 a a 13 a 18 a"}
{"text": "the   9 the 14 the 19 athe"}
{"text": "a 10the 15 a 20 the"}
{"text": "Exercise 1 h"}
{"text": "2 pack 3 flock 4 swarm 5 school 6 brood"}
{"text": "7 colony 8 flock 9 swarm 10 herd 11 team"}
{"text": "Exercise 1 i"}
{"text": "2 milk chocolate 6 A football club scandal 10 Sunday issue"}
{"text": "factory inspector 7 A road accident 11 Examination results"}
{"text": "the dining room carpet 8 A horse race"}
{"text": "a two part question 9 Phone card"}
{"text": "Exercise 1 j"}
{"text": "a bedroom  a room where people sleep"}
{"text": "bed room  a room where beds are stored or space occupied by a bed"}
{"text": "a horse race  a race on a horse"}
{"text": "race horse  a horse used in racing"}
{"text": "a card phone  a telephone machine which uses cards"}
{"text": "phone card  a card used to telephone someone"}
{"text": "a garden vegetables  vegetables grown on a garden"}
{"text": "vegetable garden  a plot of land where vegetables are grown"}
{"text": "a table tennis  a game of tennis on a table"}
{"text": "tennis table  the table where the game of table tennis is played"}
{"text": "Exercise 1k"}
{"text": "the schools new principal 11 sisters  in laws houses"}
{"text": "the childs toy 12 brothers in laws house"}
{"text": "Jesus cross 13 form ones dormitory"}
{"text": "James books Jamess books 14 two hours drive"}
{"text": "Mikes car 15 tomorrows meeting"}
{"text": "yesterdays newspaper 16 womens dress"}
{"text": "boys dormitory 17 a birds nest"}
{"text": "teachers quarters 18 a stones throw"}
{"text": "the girls room 19 a young mans trousers"}
{"text": "the girls room 20 a teachers desk"}
{"text": "Exercise 1l"}
{"text": "liability 12 honesty"}
{"text": "validity 13 ease"}
{"text": "humidity 14 keenness"}
{"text": "amazement 15 kindness"}
{"text": "stealth 16 laziness"}
{"text": "width 17 activity"}
{"text": "strength 18 humility"}
{"text": "goodness 19 productivity"}
{"text": "triviality 20 determination"}
{"text": "gullibility 21 Realization"}
{"text": "Exercise 1 M"}
{"text": "animal management"}
{"text": "house help"}
{"text": "people  human beings  humanity"}
{"text": "people"}
{"text": "artificial"}
{"text": "Exercise 1n"}
{"text": "the form ones  subject"}
{"text": "all sorts of animals  object"}
{"text": "HIV  subject"}
{"text": "a threat to humanity  compliment"}
{"text": "the thief  subject"}
{"text": "what he deserved  object"}
{"text": "Mikuini students  subject"}
{"text": "Amina  subject"}
{"text": "a dress  direct object"}
{"text": "the street girl  indirect object"}
{"text": "The thief  subject"}
{"text": "What he deserved  object"}
{"text": "Mikuini students  subject"}
{"text": "The boys  subject"}
{"text": "All sorts of wild fruits  object"}
{"text": "Girls  subject"}
{"text": "Tee shirts  object"}
{"text": "8 A mischievous brat  subject"}
{"text": "The fire  object"}
{"text": "The new government  subject"}
{"text": "Private investors  object"}
{"text": "The selfish politicians  subject"}
{"text": "a pay rise  object"}
{"text": "EXERCISE ON PRONOUNS"}
{"text": "Exercise 2a"}
{"text": "I 6 them 11 Its 16 I"}
{"text": "me 7 they 12 him 17 me"}
{"text": "we 8 them 13 hes 18 me"}
{"text": "they 9 her 14 they 19 you I"}
{"text": "theirs 10 you 15 me 20 Them"}
{"text": "Exercise 2b"}
{"text": "its 7 hers"}
{"text": "their 8 yours"}
{"text": "theirs 9 its"}
{"text": "ours 10 yours"}
{"text": "mine 11 Yours"}
{"text": "Exercise 2c"}
{"text": "1 d 2 a 3 a 4 a 5 D"}
{"text": "Exercise 2 d"}
{"text": "1 a All the boys sneaked from school and they were punished"}
{"text": "Some  several boys sneaked from school and were punished"}
{"text": "2 a I have many brothers and one of them is a lawyer"}
{"text": "I have one brother and he is a lawyer"}
{"text": "3 a All the girls jeered at the new teacher and they were reprimanded"}
{"text": "Some girls jeered at the new teacher and these are the ones who were reprimanded"}
{"text": "4 a I saw the boy yesterday and he is unwell He is known to the speaker"}
{"text": "The only boy that I saw yesterday is unwell I did not see other boys"}
{"text": "5 a There were many Isuzu cars and one particular one which had an extra large"}
{"text": "engine won the race"}
{"text": "There was only one Isuzu car it had an extra large engine and it won the race"}
{"text": "Exercise 2 e"}
{"text": "The car that  which I bought last month has a break down"}
{"text": "Jane is my sister who is pursuing further studies in Britain"}
{"text": "The cook who came late was drunk"}
{"text": "The two girls who disagreed over the correct answer were doing an English exercise"}
{"text": "Many people who voted cast their ballots for president Kibaki"}
{"text": "We ate all the fruits that  which were kept in the cupboard"}
{"text": "The water tank that  which was bought last year is leaking"}
{"text": "The dictionary that  which I was using yesterday is lost"}
{"text": "The policeman who searched the building were looking for stolen property"}
{"text": "The girls who swept the dormitory also swept the classroom"}
{"text": "Exercise 2f"}
{"text": "a The items represented by the pronoun these are very close to the speaker"}
{"text": "The items are farther away from the speaker"}
{"text": "2 a The speaker is either holding or very close to the item that he possesses"}
{"text": "The speaker is at a distance from the item he refers to"}
{"text": "3 a The essay is very close to the speaker"}
{"text": "The speaker is referring to an essay which is far away from him"}
{"text": "4 a The speaker is holding the papers or books with incorrect answers"}
{"text": "The speaker is farther away from the books  papers with incorrect answers"}
{"text": "5 a The speaker is very close to the men"}
{"text": "The speaker is far away from the man"}
{"text": "1 who 2 Whom 3 What 4 What 5 Whom"}
{"text": "3 VERBS"}
{"text": "Exercise 3 a"}
{"text": "Began 11 shot"}
{"text": "Begun 12 shouted"}
{"text": "Chosen 13 written"}
{"text": "was  is 14 led"}
{"text": "have  had arrested 15 burst"}
{"text": "went been stolen 16 Sang sung"}
{"text": "gone 17 shrank"}
{"text": "lain 18 sought"}
{"text": "lent 19 grown"}
{"text": "broadcast  broadcasted 20 Knew"}
{"text": "Exercise 3b"}
{"text": "a They see the man every day"}
{"text": "They will have been seeing the man every day"}
{"text": "a He is crying like a small baby"}
{"text": "He has cried like a small baby"}
{"text": "He has been crying like a small baby"}
{"text": "He had been crying like a small bay"}
{"text": "He was crying like a small baby"}
{"text": "He had cried like a small baby"}
{"text": "a Hard working students perform well"}
{"text": "Hard working students will perform well"}
{"text": "Hard working students have performed well"}
{"text": "4 a No one had known him"}
{"text": "No one will have known him"}
{"text": "No one knew him"}
{"text": "5 a The prisoners will have been being spanked"}
{"text": "The prisoners had been being spanked"}
{"text": "The prisoners shall  will be spanked"}
{"text": "The prisoners are being spanked"}
{"text": "6 a I didnt entertain nonsense"}
{"text": "I will not have to entertain nonsense"}
{"text": "I did not have to entertain nonsense"}
{"text": "I will not have to be entertaining nonsense"}
{"text": "Exercise 3 c"}
{"text": "I cannot speak French"}
{"text": "i Jim is allowed to come tomorrow"}
{"text": "Jim is capable  has time to come tomorrow"}
{"text": "couldnt"}
{"text": "cant"}
{"text": "must"}
{"text": "Jane might be in her office  Jane could be in her office"}
{"text": "Couldnt have seen me"}
{"text": "Neednt"}
{"text": "a  It was a routine to walk for ten Kilometers"}
{"text": "b  It was obligatory to walk for ten Kilometers"}
{"text": "i We put fish in cans"}
{"text": "We have the ability  or permission to fish"}
{"text": "Exercise 3d"}
{"text": "did they 11 had they"}
{"text": "havent they 12 dont they"}
{"text": "mustnt we 13 was it"}
{"text": "shall we 14 shall you"}
{"text": "arent they 15 has he"}
{"text": "didnt he 16 heed we"}
{"text": "did they 17 were they"}
{"text": "need we 18 am I not"}
{"text": "oughtnt they 19 mustnt they"}
{"text": "didnt they 20 does she"}
{"text": "Exercise 3e"}
{"text": "3 intransitive 8 transitive"}
{"text": "intransitive 9 intransitive"}
{"text": "transitive 10 transitive"}
{"text": "transitive 11 intransitive"}
{"text": "transitive 12 transitive"}
{"text": "Exercise 3 F"}
{"text": "went off 11 threw the job up"}
{"text": "jumped 12 work out"}
{"text": "left out 13 settled up"}
{"text": "knocked 14 go through"}
{"text": "made for 15 did away with"}
{"text": "pull through 16 do up"}
{"text": "ring up 17 bears out"}
{"text": "put out 18 backed away"}
{"text": "put in for 19 brought forth"}
{"text": "talking over 20 left out from"}
{"text": "Exercise 3g"}
{"text": "sacked 11 Come to an agreement"}
{"text": "confused 12 Hes idle"}
{"text": "Punish him severely 13 Amused  very pleased"}
{"text": "energetic  Vivacious 14 Enjoy boisterous time in bars night club"}
{"text": "slandering 15 May it never happen"}
{"text": "making a bad situation worse 16 Absenting themselves from school"}
{"text": "makes it more important 17 He is cowardly"}
{"text": "on the spot 18 Get into something that seems harmless but"}
{"text": "do nothing but with serious consequences in future"}
{"text": "is accustomed 19 Returned to her original conditionbackslidden"}
{"text": "20 She has a strong insensitivity to attack"}
{"text": "Exercise 3h"}
{"text": "He is eating"}
{"text": "Floating wreckage"}
{"text": "I want a map showing the rivers of East Africa"}
{"text": "He had me tilling the farm for a week"}
{"text": "He told me to work hard reminding me that only those who worked hard performed well"}
{"text": "She told them to run faster adding that winners would be rewarded"}
{"text": "i  I witnessed the action It is complete"}
{"text": "ii  I saw him just sometime ago The action may be going on"}
{"text": "I saw him walking out of class"}
{"text": "I am going shopping this afternoon"}
{"text": "He walked away whistling"}
{"text": "Closing the door he lay on the bed"}
{"text": "13 i he ate his lunch then rushed out of the hall"}
{"text": "ii he ate his lunch as he rushed out of the hall"}
{"text": "The police fired shooting a suspect"}
{"text": "Knowing she was weak in Mathematics she did more practice"}
{"text": "Having been a prefect for two years he felt humiliated after the demotion"}
{"text": "i The learners were bored perhaps by the teacher"}
{"text": "ii The learners were causing boredom"}
{"text": "Having been advised to be cautious he survived the tragedy"}
{"text": "I was waiting for my car to be repaired when a street boy came to me"}
{"text": "He repairs leaking pipes"}
{"text": "EXERCISES ON ADJECTIVES"}
{"text": "Positive Comparative Superative"}
{"text": "good better best"}
{"text": "neat neater neatest"}
{"text": "little less least"}
{"text": "small smaller smallest"}
{"text": "hospitable more hospitable most hospitable"}
{"text": "lucky luckier luckiest"}
{"text": "far farther farthest"}
{"text": "far further furthest"}
{"text": "old elder eldest"}
{"text": "old older oldest"}
{"text": "obscure more obscure most obscure"}
{"text": "pretty prettier prettiest"}
{"text": "bad worse worst"}
{"text": "sound more sound most sound"}
{"text": "lazy lazier laziest"}
{"text": "amazing more amazing most amazing"}
{"text": "holy holier holiest"}
{"text": "productive more productive most productive"}
{"text": "productive less productive least productive"}
{"text": "quick quicker quickest"}
{"text": "Exercise 4 b"}
{"text": "a taller than"}
{"text": "b as tall"}
{"text": "c not as short"}
{"text": "d  the tallest"}
{"text": "e  the taller"}
{"text": "f  the shortest of"}
{"text": "a as tall as"}
{"text": "b taller shorter than the other"}
{"text": "c as short as"}
{"text": "d as tall as"}
{"text": "a hotter and hotter  warmer and warmer"}
{"text": "b colder"}
{"text": "c hotter  warmer"}
{"text": "d the hotter  warmer"}
{"text": "faster"}
{"text": "Exercise 4 C"}
{"text": "a the farmer was small in size"}
{"text": "he was a peasant farmer  did small scale farming"}
{"text": "He bought a big old yellow plastic barrel"}
{"text": "It was a large yellow Kenyan made bucket"}
{"text": "a She is a beautiful and decent girl"}
{"text": "b She is a very decent girl"}
{"text": "5 d 6 a 7 c 8 b 9 b 10 A"}
{"text": "ADVERBS"}
{"text": "Exercise 5a"}
{"text": "a The decision to leave school was made secretly"}
{"text": "They left the school in a secretive manner"}
{"text": "it was foolish of me to forget to carry my ID"}
{"text": "Never has he been to Nairobi"}
{"text": "a Has he ever gone to Nairobi the speaker is making an inquiry"}
{"text": "The speaker is surprised that he  someone has never gone to Nairobi"}
{"text": "c"}
{"text": "He scarcely smokes"}
{"text": "It is ever late"}
{"text": "a  earliest"}
{"text": "b  later than"}
{"text": "b  later"}
{"text": "a He is very hard working"}
{"text": "He never works Hes very idle"}
{"text": "Exercise 5b"}
{"text": "Loudly 6 Upwards 11 fatherly"}
{"text": "Quickly 7 Clockwise 12 truthfully"}
{"text": "Lazily 8 Humorously 13 manly"}
{"text": "Lovely 9 Quietly 14 shortly"}
{"text": "Downwards 10 Decently 15 Briefly"}
{"text": "PREPOSITIONS"}
{"text": "In 6 since"}
{"text": "on 7 for"}
{"text": "for 8 at"}
{"text": "9 for"}
{"text": "in 10 In"}
{"text": "Exercise 6b"}
{"text": "to 6 to for 11 about 16 on"}
{"text": "from 7 to 12 for 17 for"}
{"text": "down 8 with 13 into 18 at"}
{"text": "up 9 in 14 from 19 of"}
{"text": "of 10 for 15 down 20 Of"}
{"text": "Exercise 6 c"}
{"text": "on 6 in 11 in 16 about"}
{"text": "into 7 in 12 to 17 to"}
{"text": "over 8 of  at 13 of 18 since"}
{"text": "with 9 for 14 in 19 for  from"}
{"text": "with  on 10 in 15 over 20 Into"}
{"text": "Exercise 6 d"}
{"text": "besides"}
{"text": "between"}
{"text": "behind"}
{"text": "from"}
{"text": "at"}
{"text": "Exercise 6e"}
{"text": "at 6 to  for 11 in 16 for  at"}
{"text": "of 7 of 12 to  for 17 at"}
{"text": "of 8 to 13 of 18 of"}
{"text": "of 9 on 14 of 19 to"}
{"text": "in 10 for  about 15 to 20 at"}
{"text": "Exercise 6f"}
{"text": "of 6 of 11 to 16 for at"}
{"text": "for 7 about 12 from 17 at"}
{"text": "to 8 with 13 on 18 of"}
{"text": "to 9 of 14 of 19 to"}
{"text": "to 10 with 15 of 20 to"}
{"text": "Exercise 6 g"}
{"text": "a We were not late"}
{"text": "b We arrived at the dot of the set time"}
{"text": "a He quarreled us loudly and angrily"}
{"text": "He called us from far"}
{"text": "a He cast a glance on me"}
{"text": "b He took care of me"}
{"text": "a You were kind"}
{"text": "It pronoun did something kind to you"}
{"text": "a They hurled stones to hit him"}
{"text": "They threw stones so that he could receive them"}
{"text": "a Would you wish to have a cup of coffee"}
{"text": "Would you supervising the cup of coffee eg from being spilt by a child"}
{"text": "a He was caring for his younger brother"}
{"text": "His younger brother was lost and he was searching for him"}
{"text": "a He dreamt while asleep  and in the dream he was building a mansion"}
{"text": "He planned for building a mansion in future"}
{"text": "a We had forgotten that there would be a meeting"}
{"text": "We were reminded on the deliberations of a previous meeting"}
{"text": "a I did not hear people talk about his welfare"}
{"text": "He did not communicate to me"}
{"text": "7 CONJUCTIONS"}
{"text": "Exercise 7a"}
{"text": "but"}
{"text": "neither"}
{"text": "but"}
{"text": "so  therefore"}
{"text": "and"}
{"text": "Exercise 7b"}
{"text": "Besides"}
{"text": "However"}
{"text": "Despite performing poorly he got the job"}
{"text": "We ate all the food despite its horrible taste"}
{"text": "We walked on inspite of the danger"}
{"text": "Despite her inexperience she works very well"}
{"text": "She did it because she was angry"}
{"text": "Neither Mutua nor John has eaten the fruits"}
{"text": "Either Kioko or Oduor has eaten the food"}
{"text": "Not only is she arrogant but shes also lazy"}
{"text": "PHRASES CLAUSES AND SENTENCES"}
{"text": "Exercise 8a"}
{"text": "Adverbial phrase of time"}
{"text": "Noun phrase  subject of the sentence"}
{"text": "Adverbial phrase of place"}
{"text": "a Noun phrase  object of the sentence"}
{"text": "adverbial phrase of place"}
{"text": "Noun phrase  acting as a subject"}
{"text": "Noun phrase  subject of the sentence"}
{"text": "Noun phrase  object of the sentence"}
{"text": "Noun phrase  object of the sentence"}
{"text": "Adverbial phrase of place"}
{"text": "a Adverbial phrase of place"}
{"text": "Adverbial phrase of time"}
{"text": "EXERCISE 8b"}
{"text": "They worship in the morning"}
{"text": "S A"}
{"text": "I bought her a new dress"}
{"text": "S IO DO"}
{"text": "Who saw him"}
{"text": "S DO"}
{"text": "Many students join bad peer groups"}
{"text": "S DO"}
{"text": "The boys have finally washed their blankets"}
{"text": "S DO"}
{"text": "No one came home"}
{"text": "S A"}
{"text": "They found her body dumped into the river"}
{"text": "S DO A"}
{"text": "See what she has done"}
{"text": "O"}
{"text": "Alex threw it under his bed"}
{"text": "S O A"}
{"text": "She is very humble"}
{"text": "S C"}
{"text": "Exercise 8c"}
{"text": "No one saw him"}
{"text": "Did he come by bus  what did he come by"}
{"text": "Neither Sifuna nor Wekesa saw the suspect"}
{"text": "They did not find any book in class"}
{"text": "No they didnt"}
{"text": "Exercise 8d"}
{"text": "All sorts of students are admitted by the school"}
{"text": "Our clothes will have been being washed by them"}
{"text": "She was seen by him"}
{"text": "She has been invited to the party by us"}
{"text": "A present was given to the best student by the headmaster"}
{"text": "Let it be kept inside the box"}
{"text": "Indiscipline was singled out as the cause of poor academic performance in the district"}
{"text": "Silence is to be maintained"}
{"text": "The girls were allowed to go home"}
{"text": "My shoes had been cleaned and my shirt ironed"}
{"text": "She was being questioned when the mother arrived"}
{"text": "I saw the animal shot"}
{"text": "I was reminded to wait patiently"}
{"text": "Fish is found in water"}
{"text": "We havent been told by anyone to go home"}
{"text": "By whom was it seen"}
{"text": "All the major roads will be tarmacked by the local council"}
{"text": "All your clothes must be washed"}
{"text": "I should not be troubled  let me not be troubled"}
{"text": "Where was it kept"}
{"text": "Exercise 8e"}
{"text": "Unless he comes he will be punished"}
{"text": "a We are likely to get a bicycle from him"}
{"text": "We regret that he did not have a bicycle"}
{"text": "But for my sister I would have dropped out of school"}
{"text": "a I should not be visited when there is need"}
{"text": "b I should be visited when there is need and not any other time"}
{"text": "If you dont work hard you will be disappointed"}
{"text": "a Because youve completed your duty there is no permission for going home"}
{"text": "those who complete duties dont go home"}
{"text": "Those who complete their duties go but you mustnt inspite of the fact that youve completed"}
{"text": "a The person is being advised to see the doctor because he may be unwell"}
{"text": "The person is being advised to consult the doctor incase he becomes sick in future"}
{"text": "What if the man doesnt come"}
{"text": "If we wont get back by eight the gate will be locked"}
{"text": "But for the bank loan Id have run out of business"}
{"text": "Exercise 8 f"}
{"text": "He told her to keep it in the box"}
{"text": "He said he was going to buy a bicycle the following week"}
{"text": "The robbers commanded us to lie down"}
{"text": "The girl said that they had been ordered to go home then"}
{"text": "The teacher told her that she would see her two days after"}
{"text": "The policeman said that they had to go then"}
{"text": "She said that that book was Kiokos and that she left hers in the library"}
{"text": "He asked his mother whether she knew where Judith came from"}
{"text": "Romeo asked her whether she loved him"}
{"text": "The robbers said that no one would suspect them"}
{"text": "Exercise 8g"}
{"text": "In no circumstance does he accept bribes"}
{"text": "No sooner had they walked out of the building than the bomb went off"}
{"text": "Hardly had we arrived when we were ordered to go back home"}
{"text": "Never have they seen her"}
{"text": "In no other member of the family can such hospitality be found"}
{"text": "Seldom does she use her mother tongue"}
{"text": "Only by perseverance did the snail reach the ark"}
{"text": "No where in this district can one find gold"}
{"text": "Never did he ask questions in class"}
{"text": "Rarely does she go to the movies"}
{"text": "On no account must this book be borrowed"}
{"text": "We must neither giver nor accept bribes"}
{"text": "Hardly had she walked out of the hall when someone shouted at her to go back"}
{"text": "She never ever listens to good advise"}
{"text": "I never ever see him"}
{"text": "No where in the Bible is it written that God helps those who help themselves"}
{"text": "They ever go for practice"}
{"text": "He hardly ever goes to see her"}
{"text": "Are poems written by them"}
{"text": "They write poems  they do write poems"}
{"text": "Exercise 8 h"}
{"text": "however"}
{"text": "to begin with"}
{"text": "furthermore"}
{"text": "in fact"}
{"text": "consequently"}
{"text": "PART TWO INTERGRATED EXERCISES"}
{"text": "EXERCISE 1"}
{"text": "Its no use pretending you dont know what I need"}
{"text": "He bellowed at him not to talk to him like that"}
{"text": "The taking of marijuana has been banned in many countries"}
{"text": "John had had his leg broken by a log in his early teens"}
{"text": "Tea is kept in a thermos flask by them"}
{"text": "1 Plumber"}
{"text": "2 astronauts"}
{"text": "3 broker"}
{"text": "4 appetite"}
{"text": "5 archery"}
{"text": "1 Acquired"}
{"text": "2 assembled"}
{"text": "3 harmful"}
{"text": "4 exhumed"}
{"text": "5 beautiful"}
{"text": "1 Only by working hard can you pass in the exams"}
{"text": "On no account should you talk to your mother like that"}
{"text": "So damaged the car was that it was beyond repair"}
{"text": "Scarcely do they visit her"}
{"text": "What a beautiful watch this is"}
{"text": "EXERCISE 2"}
{"text": "1 Humiliate"}
{"text": "2 injurious"}
{"text": "3 lain"}
{"text": "4 intensified"}
{"text": "5 borne"}
{"text": "1 Proud"}
{"text": "2 energetic  vivacious"}
{"text": "3 gloomy  depressed"}
{"text": "4 surrender"}
{"text": "5 boastful"}
{"text": "1 cropped up"}
{"text": "2 turned down"}
{"text": "3 picked her up"}
{"text": "4 shouted at"}
{"text": "5 Give in"}
{"text": "1 I prefer Physics to Chemistry"}
{"text": "Id rather be healthy than wealthy"}
{"text": "So slippery the road was that we couldnt get home in time"}
{"text": "He was too short to reach it"}
{"text": "Has"}
{"text": "EXERCISE 3"}
{"text": "1 He I"}
{"text": "him"}
{"text": "you I"}
{"text": "I"}
{"text": "I"}
{"text": "1 Did they"}
{"text": "Isnt it"}
{"text": "Isnt he"}
{"text": "Do they"}
{"text": "Can you"}
{"text": "1 The lesser the sick man ate the weaker he became"}
{"text": "So upset were they that they could hardly speak"}
{"text": "Victims"}
{"text": "Repatriated"}
{"text": "Will you go away"}
{"text": "i at"}
{"text": "ii in"}
{"text": "iii of"}
{"text": "ivon"}
{"text": "v on"}
{"text": "EXERCISE 4"}
{"text": "1 If Juma would read books he wouldnt be poor at spelling"}
{"text": "If he had paid the rent he would not have been evicted"}
{"text": "If they had matches they would light a fire"}
{"text": "If our team had had time to practise they wouldnt have lost"}
{"text": "If you get home before I do dont wait up for me"}
{"text": "1 Put across"}
{"text": "put off"}
{"text": "put off"}
{"text": "put down"}
{"text": "put on"}
{"text": "1 There was hardly any water in the cars radiator"}
{"text": "Children are not politer than they used to be"}
{"text": "Jane was accused of having stolen Jeronos bag"}
{"text": "He denied knowing that she was overworked"}
{"text": "Mary said that she could not stand rice even if it was cooked very well"}
{"text": "d 1 donors 2 modernized 3 Famous 4 Inexpensively 5 mobility"}
{"text": "EXERCISE 5"}
{"text": "1 Yes I do  No I dont"}
{"text": "Yes we must  No we mustnt"}
{"text": "Yes he did  No he didnt"}
{"text": "Yes it is  No it isnt"}
{"text": "Yes I have  No I havent"}
{"text": "b 1 Anymore 2 Yet still 3 Still already 4 Anymore already"}
{"text": "c i enraged ii malicious iii Zeal iv envious v hopeful"}
{"text": "1 He prefers paying the fine to being imprisoned"}
{"text": "John told her that he would be travelling the next day"}
{"text": "No other member of the team deserves more praise than the captain"}
{"text": "At no point in his speech did the headmaster make such a statement"}
{"text": "To"}
{"text": "EXERCISE SIX"}
{"text": "a 1 worked up 2 come to 3 saw through 4 pulled up 5 gave in"}
{"text": "b 1 didnt he 2 am I not 3 Isnt she 4 will you 5 are they"}
{"text": "1a Are you the one who made the table"}
{"text": "Did you make the table for your own use"}
{"text": "2 That he won a gold medal is amazing"}
{"text": "3 Never before have we had such heavy rains at this time of the year"}
{"text": "4 Havent you any other grey car in stock"}
{"text": "5He is greatly admired because of his generosity"}
{"text": "6d"}
{"text": "i is working ii worked iii would have been"}
{"text": "iv were held v was"}
{"text": "EXERCISE 7"}
{"text": "a 1 he is 2 mine 3 ours 4 me 5 I"}
{"text": "b 1 about 2 on 3at 4 in 5 Into"}
{"text": "c 1 b 2 c 3 b 4 d 5 C"}
{"text": "1 Unless I am invited I will not go to Tinas party which takes place this evening"}
{"text": "He told the class to put themselves in the place of the man whom Judith deliberately infected with HIV"}
{"text": "Nganga says coffee is better than tea"}
{"text": "Subsequent to a new headmistresss appointment results began to improve"}
{"text": "He was not granted permission to leave school earlier"}
{"text": "EXERCISE 8"}
{"text": "a 1 accompaniment 2 Advantageous 3 Preference"}
{"text": "4 occurrence 5 Humorous"}
{"text": "To show our simple play we come in unkindness"}
{"text": "We do not come to make you happy"}
{"text": "And to give delight we are not here"}
{"text": "To make you sad here are the actors"}
{"text": "c 1 advise 2 devise 3 principle 4 stationery 5 Course"}
{"text": "d 1 for 2 as 3 from 4 off 5 of"}
{"text": "EXERCISE 9"}
{"text": "1 So well did the players play that each was rewarded with a trophy"}
{"text": "Catherine is a brown cheerful nineteen year old university student"}
{"text": "President Kibakis speech was a great inspiration to me"}
{"text": "She asked her mother if she thought it would rain that day"}
{"text": "Video programs are better than radio programs"}
{"text": "b 1 Liability 2 Fury 3 Breadth 4 Better 5 Horrible"}
{"text": "1 Present perfect tense"}
{"text": "Past perfect tense"}
{"text": "Simple present tense"}
{"text": "Simple past tense"}
{"text": "Present continuous tense"}
{"text": "d 1 so 2 to 3 a white 4 much 5 Few"}
{"text": "EXERCISE 10"}
{"text": "1 It has been romoured that you will not be there"}
{"text": "Why he missed attending the meeting is a mystery"}
{"text": "Hardly had we gone into the house when the rain started"}
{"text": "I hurt myself when playing"}
{"text": "No one likes to fail in exams"}
{"text": "1 All the classrooms were swept by the students"}
{"text": "Although the man was wealthy he would not share his wealth with his children"}
{"text": "Hassan neither complained nor reported to the police"}
{"text": "Not once did she come late to school last year"}
{"text": "Ruth told Njeri that their journey would start the following day"}
{"text": "c 1 Looks down upon 2 Put up with 3 Takes after"}
{"text": "4 took off 5 Put off"}
{"text": "1 I was there"}
{"text": "He hung his shirt in the sun"}
{"text": "John wore black trousers"}
{"text": "The building had its roof blown away"}
{"text": "My family has stayed here since 1990"}
{"text": "EXERCISE 11"}
{"text": "a 1 rob 2 prevented 3 lie 4 lain 5 getting"}
{"text": "b verb Noun Adjective Adverb"}
{"text": "beautiful beauty beautiful beautifully"}
{"text": "to hope hope hopeful hopefully"}
{"text": "to be happy happiness happy happily"}
{"text": "to fear fear fearful fearfully"}
{"text": "to doubt doubt doubting doubtfully"}
{"text": "c 1 Neither Tom nor Frank can go"}
{"text": "He seemed unable to get out of the habit"}
{"text": "We havent any bananas left"}
{"text": "None"}
{"text": "Any"}
{"text": "1 It was done yesterday"}
{"text": "The books are never looked into"}
{"text": "It was lost"}
{"text": "I was asked who I was"}
{"text": "It has been kept secretly"}
{"text": "EXERCISE 12"}
{"text": "1 a He was asleep"}
{"text": "He lay on the bed"}
{"text": "a I have many brothers and one of them is a doctor"}
{"text": "I have only one brother and he is a doctor"}
{"text": "a Compared to Njoroge he is faster"}
{"text": "Compared to many other including Njoroge he is faster"}
{"text": "a He was either around or inside the building"}
{"text": "He was inside a room in the building"}
{"text": "5 a There were only two members of the family"}
{"text": "There were more than two members of the family"}
{"text": "1 He sang"}
{"text": "He had sung"}
{"text": "He has sung"}
{"text": "He will sing"}
{"text": "He had been singing"}
{"text": "1 Charless"}
{"text": "headteachers"}
{"text": "childrens game"}
{"text": "My fathers farm"}
{"text": "The teachers quarters"}
{"text": "1 The book was brought"}
{"text": "Kimani was quarreled over the lost book"}
{"text": "They were promised a reward"}
{"text": "Several bridges are being constructed over most rivers in Machakos"}
{"text": "The school was closed indefinitely"}
{"text": "EXERCISE 13"}
{"text": "1 Europeans out live Asians"}
{"text": "Misreported"}
{"text": "A tarmac road is very beneficial to the local farmers"}
{"text": "They went on with their hostility to us"}
{"text": "These are my brothers backpacks"}
{"text": "1 I cannot wait any longer I said I have to catch the ten oclock bus"}
{"text": "Stand up and leave the room He ordered"}
{"text": "If it were not for your help I wouldnt have managed to entertain such a large group Mary replied"}
{"text": "Why havent you visited us They asked us"}
{"text": "I am so excited that I dont know what to do next Tina exclaimed"}
{"text": "c 1 Anxiously 2 Desperation 3 Get on 4 Made away"}
{"text": "5 fell out"}
{"text": "EXERCISE 14"}
{"text": "a 1 any 2 any 3 some 4 some 5 any"}
{"text": "b 1 higher 2 The sweetest 3 wettest 4 cleaner 5 most unusual"}
{"text": "c 1 a few 2 little 3 few 4 a little 5 a few"}
{"text": "d1 We will have been going to Nairobi"}
{"text": "We were going to Nairobi"}
{"text": "We will have gone to Nairobi"}
{"text": "We had been going to Nairobi"}
{"text": "We went to Nairobi"}
{"text": "EXERCISE 15"}
{"text": "1 Having finished his work early Moses went to bed at seven"}
{"text": "Unless the team is in time for the match it will be disqualified"}
{"text": "Inspite of Josephines absence from school for a whole term she passed her exams"}
{"text": "I prefer rice to Ugali"}
{"text": "Our lives have been messed up by those unkind men"}
{"text": "b 1 c 2 b 3 d 4 d 5 b"}
{"text": "c 1 c 2 c 3 c 4 c 5 B"}
{"text": "1 i Lucys dog was given biscuits"}
{"text": "ii Lucy gave her dog biscuitsShe was given dog food by Lucy"}
{"text": "i She was given horse feathers"}
{"text": "iiHer horse was given feathers"}
{"text": "i He sent love letters to her"}
{"text": "He picked her love letters and sent them elsewhere"}
{"text": "i She was given duck eggs to eat"}
{"text": "iiHer duck was given eggs to feed on"}
{"text": "i I bought fruit juice and gave it to her"}
{"text": "iiI bought from her she was selling fruit juice"}
{"text": "EXERCISE 16"}
{"text": "1 a I wished to speak to many people but I spoke to only one Juma"}
{"text": "I wasnt supposed to speak to anyone but I spoke to one Juma"}
{"text": "a both meat and fish are eaten"}
{"text": "The two people eat meat and fish"}
{"text": "a Judith made a dress for her own use"}
{"text": "Judith made the dress she and not anyone else"}
{"text": "a Mike stopped doing something and smoked"}
{"text": "Mike dropped the habit of smoking"}
{"text": "a We targeted the spoon and knocked it with something"}
{"text": "We warmed the spoon"}
{"text": "b 1 Impossibility 2 Reliable 3 Impartiality 4 Questionable"}
{"text": "5 assumption"}
{"text": "c 1 He increased the speed of his car by pressing the accelerator hard"}
{"text": "Theres a likelihood of the girls being late for school"}
{"text": "Our books could not be found"}
{"text": "This is quite an attractive piece of art"}
{"text": "Her car is faster than his"}
{"text": "1 cue"}
{"text": "flour"}
{"text": "mane"}
{"text": "die"}
{"text": "read simple present"}
{"text": "EXERCISE 17"}
{"text": "1 She likes working so do I"}
{"text": "Opening the door she greeted me with a smile"}
{"text": "A friend of mine has an elegant watch"}
{"text": "She had to go immediately"}
{"text": "How dare he smoke cigarettes in school"}
{"text": "1 a He was faster than me so I could not overtake him"}
{"text": "His aim of running fast was to avoid being overtaken"}
{"text": "a Only one person was employed This person does the duties of a librarian and a store keeper"}
{"text": "The school employed two people One is a librarian and the other is a store keeper"}
{"text": "3 a We were looking for a room which is empty and we found it"}
{"text": "We expected to find something in the room but it was empty"}
{"text": "4 a We stood or stopped doing something to talk"}
{"text": "We became quite"}
{"text": "5 a I am sorry for alleging that he was a thief"}
{"text": "It is unfortunate that he was a thief"}
{"text": "1 The minister joked that he had never understood the concept of filling one"}
{"text": "page with just one signature"}
{"text": "She observed that almost five million people in the horn of Africa were facing critical food supply problems"}
{"text": "The principal reminded the boys that bullying had been prohibited in all schools"}
{"text": "The jailer asked Paul what he had to do to be saved"}
{"text": "The head mistress announced that they were having visitors from Uganda the following week"}
{"text": "d i and ii about iii or iv of v though"}
{"text": "vi under vii in viii include ix of x either"}
{"text": "EXERCISE 18"}
{"text": "1 He became too sick to stand"}
{"text": "There is a possibility that he had taken cover"}
{"text": "I am annoyed by his remarks"}
{"text": "She has torn her dress"}
{"text": "If someone doesnt pay the bill hell be arrested"}
{"text": "b 1 manysome 2 any 3 much 4 any 5 much"}
{"text": "c 1 inefficient 2 illiteracy 3 indisciplined 4 impossible 5 indecent"}
{"text": "d 1 laid 2 lay 3 lain 4 Lied 5 Lay"}
{"text": "EXERCISE 19"}
{"text": "1 She needs looking after"}
{"text": "The students complained of much heat in the dorm"}
{"text": "We are waiting for the principals speech"}
{"text": "That was a surprise to us"}
{"text": "How come that she defeated me"}
{"text": "1 She bought a black and white TV"}
{"text": "Of the two girls Agnes is less interested"}
{"text": "Its mine"}
{"text": "Please repeat it"}
{"text": "He does it anyhow"}
{"text": "1 They watched television"}
{"text": "They had been watching television"}
{"text": "They have watched television"}
{"text": "They are watching television"}
{"text": "They will have been watching television"}
{"text": "1 The car will have been being driven"}
{"text": "Logs were lain at the shed"}
{"text": "A report on Devil worship in secular music was compiled"}
{"text": "By whom was the book written"}
{"text": "The effort of hardworking teachers is not recognized"}
{"text": "EXERCISE 20"}
{"text": "1 It was unnecessary to go"}
{"text": "The bag was so heavy that it couldnt be carried"}
{"text": "He insists on going"}
{"text": "Pilgrimage"}
{"text": "He was cleverer than any other boy in school"}
{"text": "1 a My brother is already in Britain"}
{"text": "My brother at one time went to Britain"}
{"text": "a The money was given as a payment"}
{"text": "The money was given a reward after helping the speaker"}
{"text": "a He said whatever he did deliberately to annoy us"}
{"text": "What he said annoyed us but it may not have been intended to do so"}
{"text": "a He is a fair man"}
{"text": "He is a human being just a mortal"}
{"text": "a Jane is regarded more senior to me due to age"}
{"text": "b Jane is older than me in age"}
{"text": "1 i He greeted the girl who had a painful hand"}
{"text": "ii He greeted the girl by extending his painful hand to her"}
{"text": "i A cockroach was watching TV and it scurried across the cabinet"}
{"text": "ii I was watching the TV when a cockroach scurried across the cabinet"}
{"text": "i They people place eggs on the floor"}
{"text": "iiThey chicken lay eggs on the floor"}
{"text": "i The job of cleaning machines can be expensive costly"}
{"text": "ii Buying a washing machine is costly"}
{"text": "i A rat was eating my food then it ran out of the kitchen"}
{"text": "ii I was eating my food when I saw a rat running out of the kitchen"}
{"text": "1 Didnt they"}
{"text": "Wasnt it"}
{"text": "Arent they"}
{"text": "Isnt it"}
{"text": "Will they"}
{"text": "isa ~~b~~ o ~~k~~ emicah@gmail.com MATHEMATICSNOTES FORM ~~1TUTORIAL~~ ##### CHAPTERONE SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)Identify,readandwritenaturalnumbersinsymbolsandwords; b.)Roundoffnumberstothenearesttens,hundreds,thousands,millionsandbillions; c.)Classifynaturalnumbersaseven,oddorprime; d.)Solvewordproblemsinvolvingnaturalnumbers. Content a.)Placevaluesofnumbers b.)Roundingoffnumberstothenearesttens,hundreds,thousands,millionsandbillions c.)Oddnumbers d.)Evennumbers e.)Primenumbers f.) Wordproblemsinvolvingnaturalnumbers ##### Introduction Placevalue Adigithaveadifferentvalueinanumberbecauseofitspositioninanumber.Thepositionofadigitina numberiscalleditsplacevalue. ##### Totalvalue Thisistheproductofthedigitanditsplacevalue. ##### Exam p le Number Hundred 345,678,901 |Col1|Col2|Col3|Col4|Col5|Col6|Col7|Col8|Col9| |---|---|---|---|---|---|---|---|---| |||||||||| Novels, UpdatedCPA,CIFA,KASNEB,ICT,College,Hig hSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com |Col1|Col2|Col3|Col4|Col5|Col6|Col7|Col8| |---|---|---|---|---|---|---|---| ||||||||| Aplacevaluechartcanbeusedtoidentifybothplacevalueand totalvalueofadigitinanumber.Theplace valuechartisalsousedinwritingnumbersinwords. ##### Example  Threehundredandfortyfivemillion,sixhundredandseventyeightthousand,ninehundredandone.  Sevenhundredandsixtyninemillion,Threehundredandonethousand,eighthundredandfiftyfour. ##### Billions Abillionisonethousandsmillion,writtenas1,000,000,000.Therearetenplacesinabillion. ##### Example Whatistheplacevalueandtotalvalueofthedigitsbelow? a.)47,397,263,402(placevalue7and8). b.)389,410,000,245(place3and9) ##### Solution a.)Theplacevaluefor6istenthousands.Itstotalvalueis60,000. b.)Theplacevalueof3ishundredbillions.Itstotalvalueis300,000,000,000. ##### Roundingoff Whenroundingofftothenearestten,theonesdigitdeterminestheteni.e.iftheonesdigitis1,2,3,or4the nearesttenisthetennumberbeingconsidered.Iftheonesdigitis5ormorethenearesttenisthenexttenor roundedup. Thus641tothenearesttenis640,3189tothenearestis3190. Whenroundingofftothenearest100,thenthelasttwodigitsornumbersendwith1to49roundoff downwards.Numberendingwith50to99areroundedup. Thus641tothenearesthundredis600,3189is3200. ##### Example Roundingoffeachofthefollowingnumberstothenearestnumberindicatedinthebracket: a.)473,678(100) b.)524,239(1000) c.)2,499(10) ~~Novels,UpdatedCPA~~, ~~C~~ ~~IFA~~, ~~KASNEB~~, ~~ICT~~, ~~C~~ ~~oll~~ ege ~~,High~~ ~~School&P~~ rimaryNotes0714 ~~497530~~ ----- ~~isabokemicah@g~~ ma ~~il~~ .co ~~m~~ ##### Solution a.)473,678is473,700tothenearest100. b.)524,239is524,000tothenearest1000 c.)2,499is2500tothenearest10. ##### OperationsonwholeNumbers Addition Example Findout: a.)98+6734+348 b.)6349+259+7954 ##### Solution Arrangethenumbersinverticalforms 98 6734 + 348 7180 6349 259 +79542 86150 ##### Subtracting Example Find:734698971 ##### Solution 73469 - 8971 64498 ##### Multiplication Theproductistheresultoftwoormorenumbers. ~~Novels~~, ~~Upd~~ ate ~~dCPA~~, ~~CIFA~~, ~~KASNEB~~, ~~ICT~~, ~~College~~, ~~HighSchool&Primar~~ ~~y~~ ~~N~~ ~~o~~ tes ~~0714~~ ~~497530~~ ----- ~~is~~ ~~abokemic~~ ~~ah@gmail~~ . ~~com~~ ##### Example Workout:469x63 ##### Solution 469 X63 1407469x3=1407 +28140 469x60=28140 29547 ##### Division Whenanumberisdividedbytheresultiscalledthequotient.Thenumberbeingdividedisthedividedandthe numberdividingisthedivisor. ##### Example Find:649314 ##### Solution Weget463and11istheremainder ##### Note: 6493=(463x14)+11 Ingeneral,dividend=quotientxdivision+remainder. |Col1|Col2|Col3|Col4|Col5| |---|---|---|---|---| |||||| |||||| |||||| |||||| |||||| ----- isabokem ~~i~~ ca ~~h@~~ gmail.com ##### Wordproblem Inworkingthewordproblems,theinformationgivenmustbereadandunderstoodwellbeforeattemptingthe question. Theproblemshouldbebrokendownintostepsandidentifyeachotheroperationsrequired. ##### Example Otegohad3469bagsofmaize,eachweighing90kg.Hesold2654ofthem. a.)Howmanykilogramofmaizewasheleftwith? b.)Ifheadded468morebagsofmaize,howmanybagsdidheendupwith? ##### Solution a.)Onebagweighs90kg. 3469bagsweigh3469x90=312,210kg 2654bagsweigh2654x90=238,860kg Novels,U p dat edCPA,CIFA,KA SNEB,ICT, ~~Colleg~~ ~~e,Hi~~ ~~ghSchool&P~~ ~~rimaryNotes0714497530~~ ----- ~~i~~ sa ~~b~~ okemicah@gma ~~il~~ . ~~com~~ Amountofmaizeleft =312,210238,860 =73,350kg. b.)Numberofbags=815+468 =1283 ##### EvenNumber Anumberwhichcanbedividedby2withoutaremainderE.g.0,2,4,60or8 3600,7800,806,78346 ##### OddNumber Anynumberthatwhendividedby2givesaremainder.E.g.471,123,1197,7129.Thenumbersendswiththe followingdigits1,3,5,7or9. ##### PrimeNumber Aprimenumberisanumberthathasonlytwofactorsoneandthenumberitself. Forexample,2,3,5,7,11,13,17and19. ##### Note: i.) 1isnotaprimenumber. ii.) 2istheonlyevennumberwhichisaprimenumber. Endoftopic ##### PastKCSEQuestionsonthetopic 1.)Write27707807inwords 2.)Allprimenumberslessthantenarearrangedindescendingordertoformanumber a.)Writedownthenumberformed b.)Whatisthetotalvalueoftheseconddigit? c.)Writethenumberformedinwords. ##### CHAPTERTWO ~~Nove~~ ~~ls,Upda~~ ~~tedCPA,CIFA,KASNEB,ICT,~~ ~~Colle~~ ~~ge~~, ~~HighSch~~ ~~oo~~ ~~l&PrimaryN~~ ~~otes0714497530~~ ----- ~~isabokemicah@gm~~ ~~ail.com~~ SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)Expresscompositenumbersinfactorform; b.)Expresscompositenumbersasproductofprimefactors; c.)Expressfactorsinpowerform. Content a.)Factorsofcompositenumbers. b.)Primefactors. c.)Factorsinpowerform d.) ##### Introduction Definition Afactorisanumberthatdividesanothernumberwithoutaremainder. Anaturalnumberwithonlytwofactors,oneanditselfisaprimenumber.Oranynumberthatonlycanbe dividedby1anditself.Primenumbershaveexact ly2 differentfactors. ##### PrimeNumbersupto100 . |Col1|Col2|Col3|Col4| |---|---|---|---| ||||| ||||| ----- isabokemicah@gmail.com ##### Composite Anynumberthathas |Col1|Col2|Col3|Col4|Col5| |---|---|---|---|---| |||||| |||||| morefactorsthanjustitselfand1.Theycanbesaidtobenaturalnumberotherthan1whicharenotprime numbers.Theycanbeexpressedasaproductoftwoormoreprimefactors. 9=3x3 12=2x2x3 105=3x5x7 Thesamenumbercanberepeatedseveraltimesinsomesituations. 32=2x2x2x2x2=2 5 3 2 x 3 72=2x2x2x3x3=2 x 3 2 Toexpressanumberintermsofprimefactors,itisbesttotakethenumbersfrom thesmallestanddivideby eachofthemasmanytimesaspossiblebeforegoingtothenext. ##### Example Expressthefollowingnumbersintermsoftheirprimefactors a.)300 b.)196 ##### Solution a.) |Col1|Col2| |---|---| ||| ||| ||| ||| ||| 300=2x2x3x5x5 x3x 2 5 2 =2 x3x 2 b.) No v ~~els,Upda~~ ~~tedCPA~~, ~~CIFA,KA~~ ~~S~~ NEB, ~~ICT,Coll~~ ~~e~~ ~~ge,Hi~~ ghScho ol&P ri ~~maryN~~ ~~otes0714~~ ~~49753~~ 0 ----- ~~isabokemicah@gm~~ ~~ail.com~~ |Col1|Col2| |---|---| ||| ||| ||| ||| 196=2x2x7x7 2 2 x 7 =2 x 7 2 ##### Exceptions Thenumbers1and0areneitherprimenorcomposite.1cannotbeprimeorcompositebecauseitonlyhas onefactor,itself.0isneitheraprimenoracompositenumberbecauseithasinfinitefactors.Allother numbers,whetherprimeorcomposite,haveasetnumberoffactors.0doesnotfollowtherules. Endoftopic ##### PastKCSEQuestionsonthetopic 1.)Expressthenumbers1470and7056,eachasaproductofitsprimefactors. Henceevaluate: 1470 [2] Leavingtheanswerinprimefactorform 2.)Allprimenumberslessthantenarearrangedindescendingordertoformanumber (a)Writedownthenumberformed (b)Whatisthetotalvalueoftheseconddigit? ##### CHAPTERTHREE Novels,U p da tedCPA,CIFA,KASNEB,I ~~CT,College,H~~ ~~ighSchool&Primar~~ ~~yNotes07~~ ~~14497530~~ ----- isabokemicah@gma ~~il~~ .com SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: Thelearnershouldbeabletotestthedivisibilityofnumbersby2,3,4,5,6,8,9,10and11. Content Divisibilitytestofnumbersby2,3,4,5,6,8,9,10and11 ##### Introduction Divisibilitytestmakescomputationonnumberseasier.Thefollowingisatablefordivisibilitytest. |Col1|Col2| |---|---| ||| ||| ||| ||| ||| ||| ||| ~~N~~ ~~ovel~~ s,Up datedCPA,CIFA, ~~KASNEB~~, ~~ICT~~ ~~,College,Hig~~ h Sc ~~h~~ oo ~~l~~ & ~~P~~ r ~~i~~ m ~~aryNote~~ ~~s071~~ 4497530 ----- isabokemicah@gmail.com |Col1|Col2| |---|---| |st rd th intheoddpositonslike1 3 5 7 nd th th th positionlike2,4,6,8|| Endoftopic ##### PastKCSEQuestionsonthetopic CHAPTERFOUR SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)FindtheGCD/HCFofasetofnumbers. b.)ApplyGCDtoreallifesituations. Content a.)GCDofasetofnumbers b.)ApplicationofGCD/HCFtoreallifesituations ### Introduction AGreatestCommonDivisoristhelargestnumberthatisafactoroftwoormorenumbers. WhenlookingfortheGreatestCommonFactor,youareonlylookingfortheCOMMONfactorscontainedin ~~No~~ ~~vels~~, ~~Updated~~ ~~CPA~~, ~~CIFA~~, ~~KASNE~~ ~~B,ICT~~ ~~,Col~~ lege,HighSchool&Prim ~~a~~ ~~ryNotes07144975~~ ~~3~~ 0 ----- isabokemicah@gmail.com bothnumbers.TofindtheG.C.Doftwoormorenumbers,youfirstlistthefactorsofthegivennumbers, identifycommonfactorsandstatethegreatestamongthem. TheG.C.Dcanalsobeobtainedbyfirstexpressingeachnumberasaproductofitsprimefactors.Thefactors whicharecommonaredeterminedandtheirproductobtained. ##### Example FindtheGreatestCommonFactor/GCDfor36and54is18. ##### Solution Theprimefactorizationfor36is2x2x3x3. Theprimefactorizationfor54is2x3x3x3. Theybothhaveincommonthefactors2,3,3andtheirproductis18. Thatiswhythegreatestcommonfactorfor36and54is18. ##### Example FindtheG.C.Dof72,96,and300 ##### Solution |Col1|Col2|Col3| |---|---|---| |||| |||| |||| Endoftopic ##### PastKCSEQuestionsonthetopic 2 4 1.)Findthegreatestcommondivisoroftheterm.144x [3] yand81xy 2 4 b)Hencefactorizecompletelythisexpression144x [3] y-81xy (2marks) 2.)TheGCDoftwonumbersis7andtheirLCMis140.ifoneofthenumbersis20,findtheothernumber ~~Nove~~ ~~ls~~, ~~UpdatedC~~ P ~~A~~, ~~CIFA~~, ~~K~~ ~~ASNEB~~, ~~I~~ CT,College,HighSchool&P ~~rimary~~ ~~Notes0714497530~~ ----- isabokemicah@gmail.com 3.)TheLCM ofthreenumbersis7920andtheirGCDis12.Twoofthenumbersare48and264.Using factornotationfindthethirdnumberifoneofitsfactorsis9 ##### CHAPTERFIVE SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)Listmultiplesofnumbers. b.)FindtheLCMofasetofnumbers. c.)ApplyknowledgeofLCMinreallifesituations. Content a.)Multiplesofanumber b.)LCMofasetofnumbers c.)ApplicationofLCMinreallifesituations. ##### Introduction Definition LCM orLCFisthesmallestmultiplethattwoormorenumbersdivideintoevenlyi.e.withoutaremainder. A multipleofanumberistheproductoftheoriginalnumberwithanothernumber. Somemultiplesof4are4,8,12,16,20,24,28,32,36,40,44,48,52,56 Somemultiplesof7are7,14,21,28,35,42,49,56 ACommonMultipleisanumberthatisdivisiblebytwoormorenumbers.Somecommonmultiplesof4and7 are28,56,84,and112. WhenlookingfortheLeastCommonMultiple,youarelookingforthesmallestmultiplethattheybothdivide intoevenly.Theleastcommonmultipleof4and7is28. ##### Example FindtheL.C.Mof8,12,18and20. ( usingtables ) ##### Solution |Col1|Col2|Col3|Col4|Col5| |---|---|---|---|---| |||||| ----- isabokemicah@gmail.com |Col1|Col2|Col3|Col4| |---|---|---|---| ||||| ||||| ||||| ||||| ||||| TheL.C.Mistheproductofallthedivisionsused. Therefore,L.C.M.of8,12,18and20=2x2x2x3x3x5 3 2 x 3 2 =2x 3 x5 =360 ##### Note; UnliketheG.C.Dtables,ifthedivisor/factordoesnotdivideanumberexactly,thenthenumberisretained,e.g., 2doesnotdivide9exactly,therefore9isretained.Thelastrowmusthaveallvalues1. Endoftopic ##### PastKCSEQuestionsonthetopic 4.)FindtheL.C.Mofx [2] +x,x [2] 1andx [2] x. 5.)Findtheleastnumberofsweetsthatcanbepackedintopolythenebagswhichcontaineither9or15or 20or24sweetswithnoneleftover. 6.)Anumbernissuchthatwhenitisdividedby27,30,or45,theremainderisalways3.Findthesmallest valueofn. 7.)Apieceoflandistobedividedinto20acresor24acresor28acresforfarmingand Leave7acresforgrazing.Determinethesmallestsizeofsuchland. 8.)Whenacertainnumberxisdividedby30,45or54,thereisalwaysaremainderof21.Findtheleast valueofthenumberx. N ovels,Updat ~~edCPA,CIF~~ ~~A,KASNEB,ICT,College~~, ~~HighSchool&~~ ~~Primary~~ ~~Notes0714497530~~ ----- isabokemicah@gmail.com Anumberm issuchthatwhenitisdividedby30,36,and45,theremainderisalways7.Findthesmallest possiblevalueofm. ##### CHAPTERSIX SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)Defineintegers b.)Identifyintegersonanumberline c.)Performthefourbasicoperationsonintegersusingthenumberline. d.)Workoutcombinedoperationsonintegersinthecorrectorder e.)Applyknowledgeofintegerstoreallifesituations. Content a.)Integers b.)Thenumberline c.)Operationonintegers d.)Orderofoperations e.)Applicationtoreallifesituations ### Introduction ##### TheNumberLine Integersarewholenumbers,negativewholenumbersandzero.Integersarealwaysrepresentedonthenumber lineatequalintervalswhichareequaltooneunit. ##### OperationsonIntegers AdditionofIntegers Additionofintegerscanberepresentedonanumberline.Forexample,toadd +3to0,webeginat0andmove3unitstotherightasshownbelowinredtoget+3,Alsotoadd+4to+3we move4unitstotherightasshowninbluetoget+7. Novels ~~,Upd~~ ~~atedCP~~ ~~A,CI~~ FA,KAS NEB,IC T,Col ~~lege~~ ~~,HighSchool&Primar~~ ~~y~~ ~~Notes0714~~ ~~497530~~ ----- ~~isab~~ o ~~k~~ emicah@gmail.com Toadd-3tozerowemove3unitstotheleftasshowninredbelowtoget-3whiletoadd-2to-3wemove2 stepstotheleftasshowninbluetoget-5. ##### Note;  When adding positive numbers we movetotheright.  Whendealingwithnegativewemove totheleft. ##### Subtractionofintegers. ##### Example (+7)(0)=(+7) Tosubtract+7from 0,wefindanumbernwhichwhenaddedtoget0weget+7andinthiscasen=+7as shownaboveinred. ##### Example (+2)(+7)=(-5) Startat+7andmoveto+2.5stepswillbemadetowardstheleft.Theansweristherefore-5. ##### Example -3(+6)=-9 |__|__|__|__|__|__|__|__|__|__|__|__|__|__| -4-3-2 -1 0 1 2 34 5 6 7 8 9 10 Westartat+6andmovesto-3.9stepstotheleft,theansweris-9. ##### Note:  Ingeneralpositivessignscanbeignoredwhenwritingpositivenumbersi.e.+2canbewrittenas2but negativesignscannotbeignoredwhenwritingnegativenumbers-4canonlybewrittens-4. 4(+3)=4-3 =1 -3-(+6)=36 Nov els,Upda ~~tedCPA~~ ~~,~~ ~~CIFA~~ ~~,~~ ~~KASNEB~~, ~~ICT~~, ~~Colle~~ ~~ge~~, ~~H~~ ighSchoo ~~l&Prim~~ aryNotes0 ~~71449753~~ 0 ----- ~~i~~ sa ~~b~~ o ~~k~~ emicah@gmail.com =-3  Positiveintegersarealsoreferredtoasnaturalnumbers.Theresultofsubtractingthenegativeofa numberisthesameasaddingthatnumber. 2(-4)=2+4 =6 (-5)(-1)=-5+2 =-3  Inmathematicsitisassumedthatthatthenumberwithnosignbeforeithasappositivesign. ##### Multiplication Ingeneral i.) (anegativenumber)x(appositivenumber)=(anegativenumber) ii.) (apositivenumber)x(anegativenumber)=(anegativenumber) iii.) (anegativenumber)x(anegativenumber)=(apositivenumber) ##### Examples -6x5=-30 7x-4=-28 -3x-3=9 -2x-9=18 ##### Division Divisionistheinverseofmultiplication.Ingeneral  i.) (apositivenumber) (apositivenumber)=(apositivenumber)  ii.) (apositivenumber) (anegativenumber)=(anegativenumber)  iii.) (anegativenumber) (anegativenumber)=(apositivenumber)  iv.) (anegativenumber) (appositivenumber)=(anegativenumber) Note; Formultiplicationanddivisionofinteger:  Twolikesignsgivespositivesign.  Twounlikesignsgivesnegativesign  Multiplicationbyzeroisalwayszeroanddivisionbyzeroisalwayszero. N ~~ovels~~, ~~Updat~~ ~~edCPA~~, ~~CIFA~~, ~~KASNEB~~, ~~ICT,Co~~ ~~llege,H~~ ighSc ~~hool&PrimaryNotes~~ ~~071449~~ ~~7530~~ ----- ~~isab~~ ~~okemi~~ cah@gmail.com ##### Orderofoperations BODMASisalwaysusedtoshowastheorderofoperations. BBracketfirst. OOfissecond. DDivisionisthird. MMultiplicationisfourth. AAdditionisfifth. SSubtractionisconsideredlast. ##### Example 6x342+5+ ( 2-1 ) = ##### Solution UseBODMAS (21)=1wesolvebracketsfirst (42)=2wethensolvedivision (6x3)=18nextismultiplication Bringthemtogether 182+5+1=22wesolveadditionfirstandlastlysubtraction 18+62=22 Endoftopic ##### PastKCSEQuestionsonthetopic 1.)Thesum oftwonumbersexceedstheirproductbyone.Theirdifferenceisequaltotheirproductlessfive. Findthetwonumbers. (3mks) 2.) 3x1>-4 2x+17 - -  3.) Evaluate 12(3)x4 (15) -5x62+(-5) 4.)Withoutusingacalculator/mathematicaltables,evaluateleavingyouranswerasasimplefraction Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&Primar y Notes07144 97530 ----- ~~isabokemicah@gmail.com~~ ( - 4)( - 2)+( - 12)  (+3) + - 20+(+4)+ - 6) -9(15) 46-(8+2)-3 5.) Evaluat e - 8  2+12x9  4x6 56  7x2 6.)Evaluatewithoutusingmathematicaltablesorthecalculator 1.9x0.032 20x0.0038 ##### CHAPTERSEVEN SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)Identifyproperandimproperfractionsandmixednumber. b.)Convertmixednumberstoimproperfractionsandviceversa. c.)Comparefractions; d.)Performthefourbasicoperationsonfractions. e.)Carryoutcombinedoperationsonfractionsinthecorrectorder. f.)Applytheknowledgeoffractionstoreallifesituations. Content a.)Fractions b.)Proper,improperfractionsandmixednumbers. c.)Conversionofimproperfractionstomixednumbersandviceversa. d.)Comparingfractions. e.)Operationsonfractions. f.)Orderofoperationsonfractions g.)Wordproblemsinvolvingfractionsinreallifesituations. ~~Nove~~ ~~ls,UpdatedCPA~~, ~~CIFA~~, ~~KAS~~ ~~NEB~~, ~~ICT~~, ~~College~~, ~~Hi~~ g ~~hS~~ c ~~h~~ oo ~~l~~ & ~~Primary~~ ~~No~~ ~~tes0~~ 7144 97530 ----- ~~isabokemicah@gmai~~ ~~l.com~~ ### Introduction Afractioniswrittenintheform awhereaandbarenumbersandbisnotequalto0.Theuppernumberis b calledthenumeratorandthelowernumberisthedenominator. ##### anumerator bdenominator Properfraction Inproperfractionthenumeratorissmallerthanthedenominator.E.g. 2 1 3,4 ##### Improperfraction Thenumeratorisbiggerthanorequaltodenominator.E.g. ##### 15 ##### 9 2 ##### 7 15 9 3,,6 2 ##### 6 ##### Mixedfraction Animproperfractionwrittenasthesumofanintegerandaproperfraction.Forexample 7 1 =2 ~~+~~ 3 3 = ~~2~~ [1] 3 ##### ChangingaMixedNumbertoanImproperFraction Novels,U p datedCPA,CIFA, K ~~ASNEB,ICT~~, ~~College~~, ~~Hi~~ ~~g~~ ~~hSchool&~~ ~~PrimaryNot~~ ~~es0714497530~~ ----- isabokemicah@gmail.com Mixednumber 4 (containsawholenumberandafraction) Improperfraction- (numeratorislargerthandenominator) Step1Multiplythedenominatorandthewholenumber Step2Addthisanswertothenumerator;thisbecomesthenewnumerator Step3Carrytheoriginaldenominatorover ##### Example 3 = 38+1=25 = ##### Example 4 = 49+4=40 = ##### ChanginganImproperFractiontoaMixedNumber Step1Dividethenumeratorbythedenominator Step2Theanswerfromstep1becomesthewholenumber Step3Theremainderbecomesthenewnumerator Step4Theoriginaldenominatorcarriesover Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Example = 475 or 5 = 5 = 9 2 ##### Example = 2 = 2 =4  ##### ComparingFractions Whencomparingfractions,theyarefirstconvertedintotheirequivalentformsusingthesamedenominator. ##### EquivalentFractions Togettheequivalentfractions,wemultiplyordividethenumeratoranddenominatorofagivenfractionbythe samenumber.Whenthefractionhasnofactorincommonotherthan1,thefractionissaidtobeinitssimplest form. ##### Example Arrangethefollowingfractionsinascendingorder(fromthesmallesttothebiggest):   /3 Step1:Changeallthefractionstothesamedenominator. Step2:Inthiscasewewilluse12because2,4,6,and3allgointoi.e.Weget12byfindingtheL.C.M ofthe denominators.TogettheequivalentfractionsdividethedenominatorbytheL.C.M andthenmultiplyboth thenumeratoranddenominatorbytheanswer, Forwedivide122=6,thenmultiplyboththenumeratoranddenominatorby6asshownbelow. 1 [x6] 1 [x3] 5 [x2] 2 [x4] 2 x6 4 x3 6 x2 3 x4 Step3:Thefractionswillnowbe:     Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Step4:Nowputyourfractionsinorder(smallesttobiggest.)     Step5:Changeback,keepingtheminorder.     Youcanalsousepercentagestocomparefractionsasshownbelow. ##### Example Arrangethefollowingindescendingorder(fromthebiggest)     ##### Solution 5 X100=41.67% 12 7 X100=233.3% 3 11 X100=220% 5 9 X100=225% 4 ,,, OperationonFractions AdditionandSubtraction Thenumeratorsoffractionswhosedenominatorsareequalcanbeaddedorsubtracteddirectly. ##### Example += = Whenaddingorsubtractingnumberswithdifferentdenominatorslike: +=? =? Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Step1Findacommondenominator(anumberthatbothdenominatorswillgointoorL.C.M) Step2DividethedenominatorofeachfractionbythecommondenominatororL.C.M andthenmultiplythe answersbythenumeratorofeachfraction Step3Addorsubtractthenumeratorsasindicatedbytheoperationsign Step4Changetheanswertolowestterms ##### Example + = Commondenominatoris8becauseboth2and8willgointo8 ##### + = [4+7] 8 Whichsimplifiesto 1 ##### Example 4  = Commondenominatoris20becauseboth4and5willgointo20 4 = 4  = 4 Or ### 12-5 4  = 4 = 4 ### 20 ### 7 20 Mixednumberscanbeaddedorsubtractedeasilybyfirstexpressingthemasimproperfractions. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Examples 2 4 3 5 ##### Solution 2 4 2 ~~5~~ + ~~1~~ =5 ~~+~~ +1 ~~+~~ 3 5 3 4 5 4 5 2 3 = ( 5+1 ) ~~+~~ [2] ~~+~~ 3 4 5 ##### =6 + [10+12] 15 =6 + [22] 15 7 7 =6+ 1 = 7 15 15 ##### Example -2 -1 Evaluate ~~+~~ 3 ##### Solution 5 -2 -1 -16-3 ~~+~~ = ~~=~~ -16-3 -19 3 -1 5 24 24 ##### MultiplyingSimpleFractions Step1Multiplythenumerators Step2Multiplythedenominators Step3Reducetheanswertolowesttermsbydividingbycommondivisors ##### Example  = whichreducesto ##### MultiplyingMixedNumbers Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Step1Convertthemixednumberstoimproperfractionsfirst Step2Multiplythenumerators Step3Multiplythedenominators Step4Reducetheanswertolowestterms ##### Example 2 1 =  = Whichthenreducesto3 ##### Note: Whenopposingnumeratorsanddenominatorsaredivisiblebyacommonnumber,youmayreducethe numeratoranddenominatorbeforemultiplying.Intheaboveexample,afterconvertingthemixednumbersto improperfractions,youwillseethatthe3inthenumeratorandtheopposing3inthedenominatorcouldhave beenreducedbydividingbothnumbersby3,resultinginthefollowingreducedfraction:  = = 3 ##### DividingSimpleFractions Step1Changedivisionsigntomultiplication Step2Changethefractionfollowingthemultiplicationsigntoitsreciprocal(rotatethefractionaroundsothe olddenominatoristhenewnumeratorandtheoldnumeratoristhenewdenominator) Step3-Multiplythenumerators Step4Multiplythedenominators Step5simplifytheanswertolowestterms ##### Example  = becomes  whichwhensolvedis ##### DividingMixedNumbers Step1Convertthemixednumberornumberstoimproperfraction. Step2Changethedivisionsigntomultiplication. Step3Changethefractionfollowingthemultiplicationsigntoitsreciprocal(flipthefractionaroundsothe olddenominatoristhenewnumeratorandtheoldnumeratoristhenewdenominator) Step4-Multiplythenumerators. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Step5Multiplythedenominators. Step6Simplifytheanswertolowestform. ##### Example 3 2 = becomes  becomes  = Whichwhensolvedis  = whichsimplifiesto1 ##### OrderofoperationsonFractions Thesamerulesthatapplyonintegersarethesameforfractions BODMAS ##### Example 1 1 15 ~~~~ of12=15 [x12] (westartwithofthendivision) ### 4 ( 4 ) =153 =5 ##### Example 1 3 11 x ### 2 [{] 8 [+] [(] 3 [-] 4 1 = ### [-] 4 [)] [}] 1 1 3 11 ~~+~~ x = ### 6 2 [{] 8 [+] [(] 3 [-] 4 [)] [}] ##### Solution 4-1 1  ~~=~~ ~~=~~ (westartwithbracket) 12 1 12 3 1 11 ~~=~~ (Wethenworkouttheouterbracket) ### { 8 [+] 12 [}] 21 1 ### 12 [}] 11 21 1 1 11 1 11 ~~+~~ ~~x~~ ~~=~~ ~~+~~ (Wethenworkoutthemultiplication) 6 2 48 6 48 1 2 11 48 1 6 11 48 1 11 19 ~~+~~ ~~=~~ (Additioncomeslasthere) 6 48 48 11 48 19 48 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Example ## 1 1 ~~+~~ 2 3 Evaluate + ## 1 21 o f(- ) 7 56 ## 2 ~~f(-~~ 5 ## 1 6 ##### Solution Wefirstworkoutthisfirst ## 1 1 ~~+~~ 2 3 ## 1 21 o f(- ) 7 56 ## 2 ~~f(-~~ 5 ## 1 6 1 1 3+2 ~~+~~ ~~=~~ ~~=~~ 2 3 6 1 3 3+2 6 5 6 1 21 1 7 o ~~f~~ ~~=~~ ~~x~~ ~~=~~ ## 7 [(] 5 [-] 6 [)] 7 30 1 ## [-] 6 [)] 1 7 7 30 1 30 5 30=25 6 ## 1 1 ~~+~~ 2 3 Therefo re +=25+ ## 1 21 o f(- ) 7 56 ## 2 ~~f(-~~ 5 ## 1 6 ##### =25  Note: Operationsonfractionsareperformedinthefollowingorder.  Performtheoperationenclosedwithinthebracketfirst.  If(of)appears,performthatoperationbeforeanyother. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Example 13 173 1 Evaluate ~~:~~ of ~~1~~ 5= ### 2 [{] 5 [+] 4 [(] 3 [-] 7 [)] 2 [}] 173 ### 4 [(] 3 [-] 7 3 ### [-] 7 [)] 1 5= ### 2 [}] ##### Solution 13 140 1 of ~~1~~ 5 ### 2 [{] 5 [+] 4 [(] 21 [)] 2 1 ### 4 [(] 40 ### [(] 21 [)] [1] 3 1 ~~[x]~~ 40 ~~x~~ 3 5 ### 2 [{] 5 [+] 4 21 2 [}] ~~=~~ [1] 1 4 40 21 1 ~~1~~ 5 ### 2 [}] 3 5 ### 2 [}] ##### [1] 3 10 x 3 5 # 2 [(] 5 [+] 21 2 ##### = [1] ##### 10 21 ##### 3 5 # 2 [)] ##### [1] 3 # 2 [(] 5 [+] ##### = [1] ##### 5 # 35 [)] ##### 121+5 1 26 ~~= = x =~~ # 2 [(] 35 [)] 2 35 ##### 21+5 # 35 [)] ##### 21+5 ##### 1 2 ##### 26 ~~x~~ 35 ##### 13 35 ##### Example TwopipesAandBcanfillanemptytankin3hrsand5hrsrespectively.PipeCcanemptythetankin 4hrs.IfthethreepipesA,BandCareopenedatthesametimefindhowlongitwilltakeforthetank tobefull. ##### Solution +-= 20+1215 60 = =1hr 1=1x60/17 =3.5294118 =3.529hrs. Endoftopic Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### PastKCSEQuestionsonthetopic 1. Evaluatewithoutusingacalculator. 2. Atwodigitnumberissuchthatthesumoftheonesandthetensdigitisten.Ifthedigitsarereversed,the newnumberformedexceedstheoriginalnumberby54. Findthenumber. 3. Evaluate 4. Converttherecurringdecimall intofraction 5. Simplify withoutusingtablesorcalculator 6. Evaluatewithoutusingtablesorcalculators 7. Mr.Saidikeepsturkeysandchickens.Thenumberofturkeysexceedsthenumberofchickensby6. Duringanoutbreakofadisease,ofthechickenand [1] / 3 oftheturkeysdied.Ifhelosttotalof30birds, howmanybirdsdidhehavealtogether? 9. Workout 10. Evaluate -4of(-4+-5  15)+-34  2) 84  -7+3--5 11.Writetherecurringdecimal0.CanasFraction Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com 13. Withoutusingtablesorcalculatorsevaluate. 14. Withoutusingtablesorcalculator,evaluatethefollowing. - -  8+(13)x3 (5) - 1+( - 6)2x2 15. Express asasinglefraction 16. Simplify of 3+1(2- [2] / 3 ) of2   17. Evaluate: 2 / 5  of [4/] 9 1 [1] / 10 1  [1] / 8 / 6 of3/ 8 18. Withoutusingacalculatorortable,workoutthefollowingleavingtheanswerasamixednumberinits simplestform: +1 [2] / 7  [3] / 7 of2 [1] / 3 (9/ 7 - 3 / 8 )x [2] / 3 19. Workoutthefollowing,givingtheanswerasamixednumberinitssimplestform. ##### 2 / 5   of 4/ 9  1 [1] / 10 1  [1] / 8 / 16 x3/ 8 20. Evaluate; 23. Withoutusingacalculator,evaluate: Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com 1 [4] / 5 of25/ 18  1 [2] / 3 x24 2 [1] / 3 of12  [5] / 3 leavingtheanswerasafractioninitssimplestform 24. Therewasafund-raisinginMatissehighschool.Oneseventhofthemoneythatwasraisedwasusedto constructateachershouseandtwothirdsoftheremainingmoneywasusedtoconstructclassrooms.If shs.300,000remained,howmuchmoneywasraised ##### CHAPTEREIGHT SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)Convertfractionsintodecimalsandviceversa b.)Identifyrecurringdecimals c.)Convertrecurringdecimalsintofractions d.)Roundoffadecimalnumbertotherequirednumberofdecimalplaces e.)Writenumbersinstandardform f.)Performthefourbasicoperationsondecimals g.)Carryouroperationsinthecorrectorder h.)Applytheknowledgeofdecimalstoreallifesituations. Content a.)Fractionsanddecimals b.)Recurringdecimals c.)Recurringdecimalsandfractions d.)Decimalplaces e.)Standardform Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com f.) Operationsondecimals g.)Orderofoperations h.)Reallifeproblemsinvolvingdecimals. ### Introduction Afractionwhosedenominatorcanbewrittenasthepowerof10iscalledadecimalfractionoradecimal.E.g. ,,. Adecimalisalwayswrittenasfollows1/10iswrittenas0.1while5/100iswrittenas0.05.Thedotiscalledthe decimalpoint. Numbersafterthedecimalpointsarereadassingledigitse.g.5.875isreadasfivepointeightsevenfive.A decimalfractionsuch8.3means8+.Adecimalfractionwhichrepresentsthesumofawholenumberand aproperfractioniscalledamixedfraction. Placevaluechart |Col1|Col2|Col3|Col4|Col5|Col6|Col7|Col8|Col9|Col10|Col11| |---|---|---|---|---|---|---|---|---|---|---| |||||||||||| ##### DecimaltoFractions Toconvertanumberfrom fractionform todecimalform,simplydividethenumerator(thetopnumber)bythe denominator(thebottomnumber)ofthefraction. ##### Example:  Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com 8  Addasmanyzerosasneeded. 48 20 16 40 40 0 ##### Convertingadecimaltoafraction Tochangeadecimaltoafraction,determinetheplacevalueofthelastnumberinthedecimal.Thisbecomes thedenominator.Thedecimalnumberbecomesthenumerator.Thenreduceyouranswer. Example: .625-the5isinthethousandthscolumn,therefore, .625= =reducesto ##### Note: Yourdenominatorwillhavethesamenumberofzerosastherearedecimaldigitsinthedecimalnumberyou startedwith-.625hasthreedecimaldigitssothedenominatorwillhavethreezero. ##### RecurringDecimals Thesearedecimalfractionsinwhichadigitoragroupofdigitsrepeatcontinuouslywithoutending. 1 =0.333333 3 5 =0.454545454 11 Wecannotwriteallthenumbers,wethereforeplaceadotaboveadigitthatisrecurring.Ifmorethanonedigit recursinapattern,weplaceadotabovethefirstandthelastdigitinthepattern. E.g. 0.3333.iswrittenas0.3 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com 0.4545iswrittenas0.45 0.324324.iswrittenas0.324 Anydivisionwhosedivisorhasprimefactorsotherthan2or5formsarecurringdecimalornon-terminating decimal. ##### Example Expresseachasafraction a.)0.6 b.)0.73 c.)0.15 ##### Solution a.)Letr=0.66666-------(I) 10r=6.6666---------------(II) SubtractingIfromII 9r=6 r ~~=~~ [6] 9 ~~=~~ [2] 3 b.)Letr=0.73333---------(I) 10r=7.3333333---------(II) 100r=73.33333---------(III) Subtracting(II)from(III) 90r=66 r ~~=~~ [66] 90 ~~=~~ [11] 15 c.)Letr=0.151515---------(I) 100r=15.1515-----------(II) 99r=15 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com r ~~=~~ [15] 99 ~~=~~ [5] 33 ##### Decimalplaces Whentheprocessofcarryingoutdivisiongoesoverandoveragainwithoutendingwemayroundoffthedigits toanynumberofrequireddigitstotherightofdecimalpointswhicharecalleddecimalplaces. ##### Example Round2.832tothenearesthundredth. ##### Solution Step1Determinetheplacetowhichthenumberistoberoundedis. 2 .832 Step2Ifthedigittotherightofthenumbertoberoundedislessthan5,replaceitandallthedigitstothe rightofitbyzeros.Ifthedigittotherightoftheunderlinednumberis5orhigher,increasetheunderlined numberby1andreplaceallnumberstotherightbyzeros.Ifthezerosaredecimaldigits,youmayeliminate them. 2 .832 = 2.830 = 2.83 ##### Example Round43.5648tothenearestthousandth. ##### Solution 43.5 648 = 43.5650= 43.565 ##### Example Round5,897,000tothenearesthundredthousand. ##### Solution 5,89 7,000 =5,900,000 ##### StandardForm Anumberissaidtobeinstandardformifitisexpressedinform AX10 n,Where1<A<10andnisaninteger. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Example Writethefollowingnumbersinstandardform. a.)36 b.)576c.)0.052 ##### Solution a.)36/10x10=3.6x10 1 b.)576/100x100=5.76x10 2 c.)0.052=0.052x100/100 ##### OperationonDecimals 5.2 ~~~~ [1] 100 5.2 ~~(~~ [1] 2 ~~(~~ 100 [)] 5.210 -2 ##### AdditionandSubtraction Thekeypointwithadditionandsubtractionistolineupthedecimalpoints! ##### Example 2.64+11.2= 2.64 +11.20  inthiscase,ithelpstowrite11.2as11.20 13.84 ##### Example 14.7312.155= 14.730  againaddingthis0helps - 12.155 2.575 ##### Example 127.5+0.127= 327.500 + 0.127 327.627 ##### Multiplication Whenmultiplyingdecimals,dothesum asifthedecimalpointswerenotthere,andthencalculatehowmany numbersweretotherightofthedecimalpointinboththeoriginalnumbers-next,placethedecimalpointin youranswersothattherearethisnumberofdigitstotherightofyourdecimalpoint? Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Example 2.1x1.2. Calculate21x12=252.Thereisonenumbertotherightofthedecimalineachoftheoriginalnumbers, makingatotaloftwo.Wethereforeplaceourdecimalsothattherearetwodigitstotherightofthedecimal pointinouranswer. Hence2.1x1.2=2.52. Alwayslookatyouranswertoseeifitissensible.2x1=2,soouranswershouldbecloseto2ratherthan20 or0.2whichcouldbetheanswersobtainedbyputtingthedecimalinthewrongplace. ##### Example 1.4x6 Calculate14x6=84.Thereisonedigittotherightofthedecimalinouroriginalnumberssoouransweris8.4 Check1x6=6soouranswershouldbecloserto6than60or0.6 ##### Division Whendividingdecimals,thefirststepistowriteyournumbersasafraction.Notethatthesymbol/isusedto denotedivisioninthesenotes. Hence2..2= 2.14 1.2 Next,movethedecimalpointtotherightuntilbothnumbersarenolongerdecimals.Dothisthesamenumber ofplacesonthetopandbottom,puttinginzerosasrequired. ##### 2.14 Henc ~~e~~ become ~~s~~ ##### 1.2 ##### 214 120 Thiscanthenbecalculatedasanormaldivision. Alwayscheckyouranswerfrom theoriginaltomakesurethatthingshaventgonewrongalongtheway.You wouldexpect2..2tobesomewherebetween1and2.Infact,theansweris1.78. Ifthismethodseemsstrange,tryusingacalculatortocalculate2..2,21.,214/120and . Theanswershouldalwaysbethesame. ##### Example 4..14= 4.36 = 436 =31.14 1.14 14 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Example 27..2= 27.93 = 2793 =23.28 1.2 120 ##### RoundingUp Somedecimalnumbersgoonforever!Tosimplifytheiruse,wedecideonacutoffpointandroundthemupor down. Ifwewanttoround2.734216totwodecimalplaces,welookatthenumberinthethirdplaceafterthedecimal, inthiscase,4.Ifthenumberis0,1,2,3or4,weleavethelastfigurebeforethecutoffasitis.Ifthenumberis 5,6,7,8or9weroundupthelastfigurebeforethecutoffbyone.2.734216thereforebecomes2.73when roundedto2decimalplaces. Ifweareroundingto2decimalplaces,weleave2numberstotherightofthedecimal. Ifweareroundingto2significantfigures,weleavetwonumbers,whethertheyaredecimalsornot. ##### Example 243.7684=243.77(2decimalplaces) =240(2significantfigures) 1973.285=1973.29(2decimalplaces) =2000(2significantfigures) 2.4689=2.47(2decimalplaces) =2.5(2significantfigures) 0.99879=1.00(2decimalplaces) =1.0(2significantfigures) ##### Orderofoperation Thesamerulesonoperationsisalwaysthesameevenfordecimals. ##### Examples Evaluate 0.02+3.5x2.60.1(6.2-3.4) Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Solution 0.02+3.5x2.60.1x2.8=0.02+0.91-0.28 Endofto p ic ##### PastKCSEQuestionsonthetopic 1.)Withoutusinglogarithmtablesoracalculatorevaluate. 384.16x0.0625 96.04 2.)Evaluatewithoutusingmathematicaltable 3.)Expressthenumbers1470and7056,eachasaproductofitsprimefactors. Henceevaluate: 1470 [2] 7056 Leavingtheanswerinprimefactorform 4.)Withoutusingmathematicaltablesorcalculators,evaluate |Col1|Col2| |---|---| ||| 5.)Evaluatewithoutusingmathematicaltablesorthecalculator 0.0625x2.56 0.25x0.08 CHAPTERNINE Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)Findsquaresofnumbersbymultiplication b.)Findsquaresfromtables c.)Findsquarerootbyfactormethod d.)Findsquarerootfromtables. Content a.)Squaresbymultiplication b.)Squaresfromtables c.)Squarerootsbyfactorization d.)Squarerootsfromtables. ### Introduction ##### Squares Thesquareofanumberissimplytheumbermultipliedbyitselfonce.Forexamplethesquareof15is225.That is15x15=225. Squarefromtables Thesquaresofnumberscanbereaddirectlyfrom tableofsquares.Thistablesgiveonlyapproximatevalues ofthesquaresto4figures.Thesquaresofnumbersfrom1.000to9.999canbereaddirectlyfromthetables. Theuseoftablesisillustratedbelow ##### Example Findthesquareof: a.)4.25 b.)42.5 c.)0.425 ##### Tables a.)Toreadthesquareof4.25,lookfor4.2downthecolumnheadedx.Movetotherightalongthisrow,up towhereitintersectswiththecolumnheaded5.Thenumberinthispositionisthesquareof4.25 So4.2 =18.06to4figures5 2 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com 0 2 0 2 2 b.)Thesquareof4.25liesbetween4 and50 2 0 2 between1600and2500. .5 =( 2 4.25x10 1 2 42.5 =( 2 1 ) 2 2 2 x 10 =4.25 x 2 =18.06x100 2 1 2 =(4.25 ~~x~~ 10 [)] c.)0.425 =( 2 4.25 ~~x~~ 2 2 2 1 x ~~(~~ ) 10 =4.25 x ~~(~~ =18.06x1/100 =0.1806 Thesquaretableshaveextracolumnslabeled1to9totherightofthethickline.Thenumbersunderthese columnsarecalledmeandifferences.Tofind3.162,read3.16toget9.986.Thenreadthenumberinthe positionwheretherowcontaining9.986intersectswiththedifferencescolumnheaded2.Thedifferenceis13 andthisshouldbeaddedtothelastdigitsof9.986 9.986 + 13 9.999 56.129has5significantfiguresandinordertouse4figurestables,wemustfirstrounditofftofourfigures. 56.129=56.13to4figures 2 =(5.613x10 1 2 56.13 2 =(5.613x 1 ) 2 =31.50x10 2 =3150 ##### SquareRoots Squarerootsaretheoppositeofsquares.Forexample5x5=25,wesaythat5isasquarerootof25. Anypositivenumberhastwosquareroots,onepositiveandtheothernegative.Thesymbolforthesquareroot ofanumberis. Anumberwhosesquarerootisanintegeriscalledaperfectsquare.Forexample1,4,9,25and36areperfect squares. ##### SquarerootsbyFactorization. Thesquarerootofanumbercanalsobeobtainedusingfactorizationmethod. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Example Findthesquarerootof81byfactorizationmethod. ##### Solution 81=3x33x3 (Findtheprimefactorof81) =(3x3)(3x3)(Grouptheprimefactorsintotwoidenticalnumbers) =3x3 (Outofthetwoidenticalprimefactors,chooseoneandfindtheirproduct) =9 ##### Note: Pairtheprimefactorsintotwoidenticalnumbers.Foreverypair,pickonlyonenumberthenobtaintheproduct. ##### Example Find1764byfactorization. ##### Solution 1764= 2x2x3x3x7x7 =2x3x7 =42 ##### Example Find441byfactorization ##### Solution 441= 3x3x7x7 =3x7 =21 ##### SquareRootfromtables Squarerootsofnumbersfrom1.0to99.99aregiveninthetablesandcanbereaddirectly. ##### Examples Usetablestofindthesquarerootof: a.)1.86 b.)42.57 c.)359 d.)0.8236 ##### Solution a.)Toreadthesquarerootof1.86,lookfor1.8inthecolumnheadedx,movetotherightalongthisrowto whereitintersectswiththecolumnheaded6.Thenumberinthispositionisthesquarerootof 1.86.Thus1.86=1.364to4figures. b.) 42.57Lookfor42inthecolumnheadedxandmovealongtherowcontaining42towhereitintersects Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com withthecolumnheaded5.Readthenumberinthisposition,whichis6.519.Thedifferencefor7from thedifferencecolumnalongthisrowis6.Thedifferenceisaddedto6.519asshownbelow: 6.519 +0.006 Thus,42.57=6.525to4figures. Foranynumberoutsidethisrange,itisnecessarytofirstexpressitastheproductofanumberinthisrange andanevenpowerof10. c.)359=3.59x10 2 =1.895x10 =18.95(fourfigures) 359= ( 3.59x1000 ) d.)0.8236=82.36x ### ~~(~~ 1 2 ### ( 10 [)] 2 =(9.072+0.004) ~~x~~ [1] 10 =0.9076(4figures) Endoftopic ##### PastKCSEQuestionsonthetopic 1.)Evaluatewithoutusingtablesorcalculators 2.)Evaluateusingreciprocals,squareandsquareroottablesonly. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com 3.)Usingacalculator,evaluate (Showyourworkingateachstage) 4.)Usetablesofreciprocalsandsquarerootstoevaluate 5.)Usetablestofind; a)I)4.978 [2] ii)Thereciprocalof31.65 b)Henceevaluateto4.S.Fthevalueof 4.978 [2]  [1] / 31.65 6.)Usetablesofsquares,squarerootsandreciprocalstoevaluatecorrectto4S. 3 2 7. Withoutusingmathematicaltablesorcalculator,evaluate :153x1.8 givingyouranswerinstandard form 0.68x0.32 CHAPTERTEN SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)Useletterstorepresentnumbers b.)Writestatementsinalgebraicform c.)Simplifyalgebraicexpressions d.)Factorizeanalgebraicexpressionsbygrouping e.)Removebracketsfromalgebraicexpressions |Col1|Col2| |---|---| ||| f.)Evaluatealgebraicexpressionsbysubstitutingnumericalvalues g.)Applyalgebrainreallifesituations. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Content a.)Lettersfornumbers b.)Algebraicfractions c.)Simplificationofalgebraicexpressions d.)Factorizationbygrouping e.)Removalofbrackets f.) Substitutionandevaluation g.)Problemsolvinginreallifesituations. ### Introduction Analgebraicexpressionisamathematicalexpressionthatconsistsofvariables,numbersandoperations.The valueofthisexpressioncanchangeClarifythedefinitionsandhavestudentstakenotesontheirgraphic organizer. ##### Note: o AlgebraicExpressioncontainsatleastonevariable,onenumberandoneoperation. An exampleofanalgebraicexpressionisn+9. o Variablealetterthatisusedinplaceofanumber.Sometimes,thevariablewillbegivena value. Thisvaluewillreplacethevariableinordertosolvetheequation. Othertimes,the variableisnotassignedavalueandthestudentistosolvetheequationtodeterminethevalue ofthevariable. o Constantanumberthatstandsbyitself.The9inourpreviousvocabularyisanexampleofa constant. o Coefficientanumberinfrontofandattachedtoavariable.Forexample,intheexpression5x+ 3,the5isthecoefficient. o Termeachpartofanexpressionthatisseparatedbyanoperation.Forinstance,inourearlier examplen+9,thetermsarenand7. ##### Examples Writeeachphraseasanalgebraicexpression. Nineincreasedbyanumberr 9+r Fourteendecreasedbyanumberx  14-x Sixlessthananumbert t-6 Theproductof5andanumbern5Xn or5n Thirty-twodividedbyanumbery 31x or [31] x ##### Example Anelectricianchargessh450perhourandspendssh200adayongasoline.Writeanalgebraicexpressionto representhisearningsforoneday. Solution: Letxrepresentthenumberofhourstheelectricianworksinoneday.Theelectrician'searningscan Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com berepresentedbythefollowingalgebraicexpression: ##### Solution 450x-200 ##### SimplificationofAlgebraicExpressions Note: Basicstepstofollowwhensimplifyanalgebraicexpression:  Removeparenthesesbymultiplyingfactors.  Useexponentrulestoremoveparenthesesintermswithexponents.  Combineliketermsbyaddingcoefficients.  Combinetheconstants. ##### Likeandunliketerms Liketermshavethesamevariable/lettersraisedtothesamepoweri.e.3b+2b=5bora+5a=6aandthey 2 2 canbesimplifiedfurtherinto5band6arespectively( anda 3a arealsoliketerms).Whileunliketermshave 2 2 ( anda 3a 2 differentvariablesi.e.3b+2cor4b+2xandtheycannotbesimplifiedfurther. ##### Example 3a+12b+4a-2b = 7a+10b (collectthelickterms) 2x-5y+3x-7y+3w =5x-12y+3w ##### Example Simplify:2x6y4x+5zy ##### Solution 2x6y4x+5zy=2x4x6yy+5z =(2x4x)(6y+y)+5z =-2x7y+5z ##### Note: -6yy=-(6y+y) ##### Example 1 1 1 Simplify ~~:~~ a ~~-~~ b ~~+~~ a 1 a 4 2 1 3 ##### Solution TheL.C.Mof2,3and4is12. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ~~=~~ [6a+3a-4b] 12 = [9a-4b] 12 1 1 1 Therefor ~~e~~ a ~~-~~ b ~~+~~ a ~~=~~ 2 3 4 1 3 1 a 4 6a-4b+3a 12 ##### Example a+b Simplify ~~:~~ ~~-~~ 2a-b 3 2 ##### Solution Example 5x-2x=3x 4abc-2abc=2abc a+b 2a-b ~~-~~ ~~=~~ 2a-b 3 ( a+b ) -2 ( 2a-b ) 2 3 6 3a+3b-4a+2b 6 3a-4a+3b+2b 6 ~~=~~ [-a+5b] 6 ab2 c+3ab+ c=4ab c 3 b 3 b 3 b 3 3 ab2 c+3ab+ c=4ab cb 3 b 3 b 3 ##### Note: Capitalletterandsmalllettersarenotliketerms. ##### Brackets Bracketsservethesamepurposeastheydoinarithmetic. ##### Example Removethebracketsandsimplify: a.)3(a+b)2(ab) b.)1/3a+3(5a+bc) c.)2b+3(32(a5) ##### Solution a.)3(a+b)2(ab)=3a+3b2a+2b Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com =3a-2a+3b+2b =a+5b b.)1/3a+3(5a+bc)=1/3a+15a+3b3c 1 =1 ~~5~~ a+3b-3c 3 c.)2b+a{32(a5)}=2b+a{32a+10} 2 =2b+3a2 +10aa 2 =2b+3a+10a-2a 2 =2b+13a-2a Theprocessofremainingthebracketsiscalledexpansionwhilethereverseprocessofinsertingthebrackets iscalledfactorization. ##### Example Factorizethefollowing: a.)3m+3n=3(m+n) (thecommontermis3soweputitoutsidethebracket) 3 4 +ar 4 5 +ar 3 4 b.)ar+ar+ 5 2 y+20x 4 2 3 - 36x 4 2 y 3 2 4 2 3 c.)4xy+20xy- 36xy ##### Solution 3 4 +ar 5 3 ar(ar 4 5 +ar 3 3 4 5 3 b.)ar+ar+ar(ariscommon) ###### 3 ( 1+r+r 2 ar ###### 2 ) 2 y+20x 4 2 3 - 36x 4 2 y 3 2 4 2 3 c.)4xy+20xy- 36xy 4x 2 y(Iscommon) 2 y(1+5x 2 2 =4xy(1+5xy-9x ##### Factorizationbygrouping Whenthetermsofanexpressionwhichdonothaveacommonfactoraretakenpairwise,acommonfactorcan befound.Thismethodisknownasfactorizationbygrouping. ##### Example Factorize: a.)3ab+2b+3ca+2c b.)ab+bxa-x Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Solution a.)3ab+2b+3ca+2c=b(3a+2)+c(3a+2) =(3a+2)(b+c) b.)ab+bxax=b(a+x)1(a+x) =(a+x)(b1) ##### Algebraicfractions Inalgebra,fractionscanbeaddedandsubtractedbyfindingtheL.C.Mofthedenominators. ##### Examples Expresseachofthefollowingasasinglefraction: x-1 x+2 a. ~~)~~ ~~+~~ ~~+~~ x+2 x 5 2 4 a+b b. ~~)~~ ~~-~~ b-a b a 1 3 c. ~~)~~ ~~+~~ ~~+~~ 3 ( a+b ) 8 ( a+b ) 3 8 ( a+b ) 5 12a Solution #### a. ) x-1 + x+2 + x = 10 ( x-1 ) +5 ( x+2 ) +4x (10x-10+5x+10+4x) ##### x+2 ##### x 5 #### 10 ( x-1 ) +5 ( x+2 ) +4x ##### 12a ##### 2 ##### 4 ##### = [19x] 20 ##### a+b b-a b. ) - = ##### b-a #### b ( a+b ) -a ( b-a ) ##### ab ##### b ##### a 2 2 ##### a [+] b 2 ##### a b = [+] ##### ab 1 3 c. ~~)~~ ~~+~~ ~~+~~ 3 ( a+b ) 8 ( a+b ) 3 ~~+~~ 8 ( a+b ) 5 12a [(] [findtheL.C.M.of3,8and12whichis24,] [)] ( findtheL.C.M.ofaand ( a+b ) isa(a+b) ) ( TheL.C.M.of3 ( a+b ) (,8 a+b ) and12is24a(a+b) ) Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### 8a+9a+10a+10b 1 3 5 ~~+~~ ~~+~~ ~~=~~ 3 ( a+b ) 8 ( a+b ) 12a 3 8 ( a+b ) 5 12a ##### 24a(a+b) ##### Simplificationbyfactorization Factorizationisusedtosimplifyexpressions ##### Examples Simplify p [2] 2pq+q [2] 2p [2] -3pq+q [2] ##### Solution Numeratorissolvedfirst. ~~=~~ [27a+10b] 24a(a+b) p(p-q)-q(p+q) 2 2 -Pq-pq+q p-Pq-pq+ 2 (p-q) 2 Thensolvethedenominator 2p [2] -2pq-pq-q [2] (2p-q)(p-q) 2 ### - (pq) ~~=~~ ### (2p-q)(p-q) ##### Example Simplify ##### Solution Num.(4m3n)(4m+3n) ### - pq 2p-q 2 (p-q)=(p-q)(p-q)henceitcancelwiththedenominator Den.4m [2] 4mn+3mn3n [2] (4m+3n)(mn)  (4m 3n)(4m+3n) (4m+3n)(mn) Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com  4m 3n mn ##### Example Simplifytheexpression. ##### Solution Numerator 18x(yr) Denominator 9x(ry) ##### Therefore [18x] [(y] [r] [)] 9x(r-y) = [(y] [r] [)] (r-y) Example 2 2 ##### 12 +ax-6x a 2 ##### 12 +ax-6x Simplify 2 2 2 ##### 9 -4x a 2 ##### 9 -4x a ##### Solution = ##### Example Simplifytheexpressioncompletely. ##### a y -ax bx-by Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Solution ##### a (y -x ) = a (y -x ) = a = b(x-y) -b(x-y) -b ##### a (y -x ) -b(x-y) ##### a -b ##### -a b x-y=-(y-x) ##### Substitution Thisistheprocessofgivingvariablesspecificvaluesinanexpression ##### Example 2 2 x+ y y+2 2 x+ y Evaluatetheexpressio ~~n~~ ifx=2andy=1 ##### Solution 2 2 x+ y y+2 2 2+ 1 2 2 2+ 1 1+2 4+1 3 2 x+ y = 2+ 1 ~~=~~ ##### 5 2 = = 1 3 3 Endoftopic ### PastKCSEQuestionsonthetopic  1.Giventhaty= 2x z x+3z expressxintermsofyandz 2.Simplifytheexpression x  1 - 2x+1 x 3x Hencesolvetheequation x  1 - 2x+1 = 2 x 3x 3 3.Factorizea [2] b [2] Hencefindtheexactvalueof2557 [2] -2547 [2] 4.Simplify p [2]  2pq+q [2] Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com P [3] -pq [2] +p [2] qq [3] 5.Giventhaty=2xz,expressxintermsofyandz. Fourfarmerstooktheirgoatstoamarket.MohammedhadtwomoregoatsasKoechhad3timesas manygoatsasMohammed,whereasOdupoyhad10goatslessthanbothMohammedandKoech. (i) Writeasimplifiedalgebraicexpressionwithonevariable,representingthetotalnumberofgoats. (ii) Threebutchersboughtallthegoatsandsharedthem equally.Ifeachbutchergot17goats,how manydidodupoyselltothebutchers? 6.Solvetheequation 1 = 5 -7 4x 6x 7.Simplify a + b 2(a+b) 2(a-b) 8.Threeyearsago,Jumawasthreetimesasold.AsAliintwoyearstime,thesum oftheirageswillbe 62.Determinetheirages CHAPTERELEVEN Bytheendofthetopicthelearnershouldbeableto: a.)Definerates b.)Solveproblemsinvolvingrates c.)Defineratio d.)Comparetwoormorequantitiesusingratios e.)Changequantitiesinagivenratio f.) Comparetwoormoreratios g.)Representandinterpretproportionalparts h.)Recognizedirectandinverseproportions i.) Solveproblemsinvolvingdirectandinverseproportions j.) Convertfractionsanddecimalstopercentagesandvice-versa Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com k.)Calculatepercentagechangeinagivenquantity l.) Applyrates,ratios,percentagestoreallifesituationsandproportion. Content a.)Rates b.)Solvingproblemsinvolvingrates c.)Ratio d.)Comparingquantitiesusingratio e.)Increaseanddecreaseinagivenratio f.) Comparingratios g.)Proportion:directandinverse h.)Solveproblemsondirectandinverseproportions i.) Fractionsanddecimalsaspercentages j.) Percentageincreaseanddecrease k.)Applicationofrates,ratios,percentagesandproportiontoreallifesituations. ### Introduction ##### Rates Arateisameasureofquantity,andcomparingonequantitywithanotherofdifferentkind. ##### Example Ifacartakestwohourstotraveladistanceof160km.thenwewillsaythatitistravellingatanaveragerateof 80km perhour.Iftwokilogramsofmaizemealissoldforsh.38.00,thenwesaythatmaizemealissellingat therateofsh.19.00perkilogram. ##### Example Whatistherateofconsumptionperdayiftwelvebagsofbeansareconsumedin120days? ##### Solution. Rateofconsumption=numberofbags/numberofdays ~~=~~ [12] 120 =1/10bagsperday ##### Example Alaborerswageissh.240pereighthoursworkingday.Whatistherateofpaymentperhour? Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Solution Rate=amountofmoneypaid/numberofhours ~~=~~ [240] 8 =sh.30perhour ##### Ratio Aratioisawayofcomparingtwosimilarquantities.Forexample,ifaliasis10yearsoldandhisbrotherbasher is14yearsold.Thenaliasageis10/14ofBashirsage,andtheiragesaresaidtobeintheratioof10to14. Written,10:14. Aliasage:Bashirsage=10:14 Bashirsage:aliasage=14:10 Instatingaratio,theunitsmustbethesame.Ifonamap2cm rep5km ontheactualground,thentheratioof mapdistancetomapdistanceis2cm:5x100000cm,whichis2:500000. Aratioisexpressedinitssimplestforminthesamewayasafraction, E.g.=,hence10:14=5:7. Similarly,2:500000=1:250000, Aproportionisacomparisonoftwoormoreratios.If,example,a,bandcarethreenumberssuchthata:b: c=2:3:5,thena,b,caresaidtobeproportionalto2,3,5andtherelationshipshouldbeinterpretedtomeana/2 =b/3=c/5. Similarly,wecansaythata:b=2:3,b:c=3:5a:c=2:5 Example3 Ifa:b=3:4andb:c=5:7finda:c Solution a:b=3:4(i) b:c=5:7.(ii) Considertherighthandside; Multiply(i)by5and(ii)by4toget,a:b=15:20andb:c=20:28 Thus,a:b:c=15:20:28anda:c=15:28 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Increaseanddecreaseinagivenratio Toincreaseordecreaseaquantityinagivenratio,weexpresstheratioasafractionandmultiplyitbythe quantity. ##### Example Increase20intheratio4:5 ##### Solution Newvalue=5/4x20 =5x5 =25 ##### Example Decrease45intheratio7:9 ##### Solution Newvalue =7/9x45 =7x5 =35 ##### Example Thepriceofapenisadjustedintheratio6:5.Iftheoriginalpricewassh.50.Whatisthenewprice? ##### Solution Newprice:oldprice=6:5 Newprice/oldprice= Newprice =6/5x50 =sh.60 ##### Note: Whenaratioexpressesachangeinaquantityanincreaseordecrease,itisusuallyputintheform ofnew value:oldvalue ##### Comparingratios Inordertocompareratios,theyhavetobeexpressedasfractionsfirst,ie.,a:b=a/b.theresultantfractioncan thenbecompared. ##### Example Whichratioisgreater,2:3or4:5? Solution2:3=,4:5= =,==> Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Thus,4:5>2:3 ##### Distributingaquantityinagivenratio Ifaquantityistobedividedintheratioa:b:c,thefractionofthequantityrepresentedby: (i) Awillb ~~e~~ [a] a+b+c a (ii) Bwillbe a+b+c a (iii) C willbe a+b+c ##### Example A72-hactarefarm istobesharedamongthreesonsintheratio2:3:4.Whatwillbethesizesinhectaresofthe threeshares? ##### Solution Totalnumberofpartsis2+3+4=9 Theshesharesare:2/9x72ha=16ha 3/9x72ha=24ha 4/9x72ha=36ha ##### Directandinverseproportion Directproportion Thetablebelowshowsthecostofvariousnumbersofcupsatsh.20percup. |Col1|Col2|Col3|Col4|Col5|Col6| |---|---|---|---|---|---| ||||||| Theratioofthenumbersofcupsinthefourthcolumntothenumberofcupsinthesecondcolumnis4:2=2:1. Theratioofthecorrespondingcostsis80:40=2:1.Byconsideringtheratioofcostsinanytwocolumnsandthe correspondingratioandthenumberofcups,youshouldnoticethattheyarealwaysthesame. Iftwoquantitiesaresuchthatwhentheoneincreases(decreases)inparticularratio,theotheronealso increases(decreases)intheratio, ##### Example Acartravels40kmon5litresofpetrol.Howfardoesittravelon12litresofpetrol? ##### Solution Petrolisincreasedintheratio12:5 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Distance=40x12/5km ##### Example Atraintakes3hourstotravelbetweentwostationsatanaveragespeedof40km perhour.Atwhataverage speedwoulditneedtotraveltocoverthesamedistancein2hours? ##### Solution Timeisdecreasedintheratio2:3Speedmustbeincreasedintheratio3:2averagespeedis40x3/2km =60 km/h ##### Example Tenmenworkingsixhoursadaytake12daystocompleteajob.Howlongwillittakeeightmenworking12 hoursadaytocompletethesamejob? ##### Solution Numberofmendecreasesintheratio8:10 Therefore,thenumberofdaystakenincreasesintheratio10:8. Numberofhoursincreasedintheratio12:6. Therefore,numberofdaysdecreasesintheratio6:12. 10 Numberofdaystaken=12 ~~x~~ ~~x~~ 8 6 12 =7days ##### Percentages Apercentage(%)isafractionwhosedenominatoris100.Forexample,27%means27/100. ##### Convertingfractionsanddecimalsintopercentages Towriteadecimalorfractionasa%:multiplyby100.Forexample 0.125 =0.125  100=12.5% ### 2 2 2 =  100 (i.e. Of100%)=40% ### 5 5 5 ### 2  ### 5 ### 2 5 ### 2 Or =2  5  100=40% ### 5 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Example Change2/5intopercentage. ##### Solution 2 x ~~=~~ 5 100 2 x ~~=~~ x100 5 =40% ##### Example Convert0.67intoapercentage:solution 0.67 ~~=~~ [67] 100 67 Asapercentage,0.67 ~~=~~ x100 100 =67% ##### Percentageincreaseanddecrease Aquantitycanbeexpressedasapercentageofanotherbyfirstwritingitasafractionofthegivenquantity. ##### Example Afarmerharvested250bagsofmaizeinaseason.Ifhesold200bags,whatpercentageofhiscropsdoesthis represent? Letxbethepercentagesold. Then,x/100= [200] 250 200 So,x == x100 250 =80% ##### Example Amanearningsh.4800permonthwasgivena25%payrise.Whatwashisnewsalary? ##### Solution Newsalary=25/100x4800+4800 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com =1200+4800 =sh.6000 ##### Example Adresswhichwascostingsh.1200nowgoesforsh.960.Whatisthepercentagedecrease? ##### Solution Decreaseincostis1200-960=sh.240 Percentagedecrease=240/1200x100 =20% ##### Example Theratioofjohnsearningstomusesearningsis5:3.Ifjohnsearningsincreaseby12%,hisnew figure becomessh.5600.Findthecorrespondingpercentagechangeinmusesearningsifthesum oftheirnew earningsissh.9600 ##### Solution Johnsearningsbeforetheincreaseis100/112x5600=sh.5000 Johnsearnings/musesearnings= Musasearningsbeforetheincrease=3/5x5000 =sh.3000 Musasnewearnings =9600-5600 =sh.4000 Musaschangeinearnings =4000-1000 =sh.3000 Percentagechangeinmusesearnings=1000/3000x100 1 =3 ~~3~~ % 3 Endoftopic Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ### PastKCSEQuestionsonthetopic 1.Akinyiboughtandbeansfrom awholesaler.Shethenmixedthemaizeandbeansintheratio4:3she boughtthemaizeatKshs21perkgandthebeans42perkg.Ifshewastomakeaprofitof30%.What shouldbethesellingpriceof1kgofthemixture? 2.Waterflowsfrom atapattherateof27cm [3] persecondintoarectangularcontaineroflength60cm, breadth30cm andheight40cm.Ifat6.00PM thecontainerwashalffull,whatwillbetheheightof waterat6.04pm? 3.Twobusinessmenjointlyboughtaminibuswhichcouldferry25payingpassengerswhenfull.Thefare betweentwotownsAandBwasKshs80perpassengerforoneway.Theminibusmadethreeround tripsbetweenthetwotownsdaily.ThecostoffuelwasKshs1500perday.Thedriverandthe conductorwerepaiddailyallowancesofKshs200andKshs150respectively. AfurtherKshs4000perdaywassetasideformaintenance,insuranceandloanrepayment. (a) (i) Howmuchmoneywascollectedfromthepassengersthatday? (ii) Howmuchwasthenetprofit? (b) Onanotherday,theminibuswas80%fullontheaverageforthethreeroundtrips,howmuchdid eachbusinessmangetifthedaysprofitwassharedintheratio2:3? 4.Wainainahastwodairyfarms,AandB.FarmAproducesmilkwith3percentfatandfarmBproduces milkwith4percentfat. (a) Determine (i) Thetotalmassofmilkfatin50kgofmilkfromfarmAand30kgofmilkfromfarmB (ii) Thepercentageoffatinamixtureof50kgofmilkAand30kgofmilkfromB (b) Therangeofvaluesofmassofmilkfrom farm Bthatmustbeused ina50kgmixturesothat themixturemayhaveatleast4percentfat. 5.Intheyear2001,thepriceofasofasetinashopwasKshs12,000 (a) Calculatetheamountofmoneyreceivedfromthesalesof240sofasetsthatyear. (b) (i) Intheyear2002thepriceofeachsofasetincreasedby25%while thenumberofsetssolddecreasedby10%.Calculatethepercentageincreaseinthe amountreceivedfromthesales (ii) Iftheendofyear2002,thepriceofeachsofasetchangedintheratio16:15,calculate thepriceofeachsofasetintheyear2003. (c) Thenumberofsofasetssoldintheyear2003wasP%lessthanthenumbersoldintheyear 2001. CalculatethevalueofP,giventhattheamountsreceivedfromsalesifthetwoyearswereequal. 6.Asolutionwhosevolumeis80litresismadeupof40%ofwaterand60%ofalcohol.Whenxlitresof waterisadded,thepercentageofalcoholdropsto40%. (a) Findthevalueofx (b) Thirtylitresofwaterisaddedtothenewsolution.Calculatethepercentageofalcoholinthe Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com resultingsolution (c) If5litresofthesolutionin(b)aboveisaddedto2litresoftheoriginalsolution,calculateinthe simplestform,theratioofwatertothatofalcoholintheresultingsolution. 7.Threebusinesspartners,Asha,NangilaandCheropcontributedKshs60,000,Kshs85,000andKshs105, 000respectively.Theyagreedtoput25%oftheprofitbackintobusinesseachyear.Theyalsoagreedto putaside40%oftheremainingprofittocaterfortaxesandinsurance.Therestoftheprofitwouldthen besharedamongthepartnersintheratiooftheircontributions.Attheendofthefirstyear,the businessrealizedagrossprofitofKshs225,000. (a) CalculatetheamountofmoneyCheropreceivedmorethanAshaattheendofthefirstyear. (b) NangilafurtherinvestedKshs25,000intothebusinessatthebeginningofthesecondyear. Giventhatthegrossprofitattheendofthesecondyearincreasedintheratio10:9,calculate Nangilasshareoftheprofitattheendofthesecondyear. 8.Kipketercancultivateapieceoflandin7hrswhileWanjikucandothesameworkin5hours.Findthe timetheywouldtaketocultivatethepieceoflandwhenworkingtogether. 9.MogakaandOndisoworkingtogethercandoapieceofworkin6days.Mogakaworkingalone,takes5 dayslongerthanOnduso.HowmanydaysdoesittakeOndusotodotheworkalone. 10.Acertainamountofmoneywassharedamong3childrenintheratio7:5:3thelargestsharewasKshs 91.Findthe (a) Totalamountofmoney (b) Differenceinthemoneyreceivedasthelargestshareandthesmallestshare. CHAPTERTWELVE SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)Statetheunitsofmeasuringlength b.)Convertunitsoflengthfromoneformtoanother c.)Expressnumberstorequirednumberofsignificantfigures d.)Findtheperimeterofaplanefigureandcircumferenceofacircle. Content a.)Unitsoflength(mm,cm,m,km) b.)Conversionofunitsoflengthfromoneformtoanother Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com c.)Significantfigures d.)Perimeter e.)Circumference(includelengthofarcs) ### Introduction Lengthisthedistancebetweentwopoints.TheSIunitoflengthismetres.Conversionofunitsoflength. 1kilometer(km)=1000metres 1hectometer(hm)=100metres 1decameter(Dm)=10metres 1decimeter(dm)=1/10metres 1centimeter(cm)=1/100metres 1millimeter(mm)=1/1000metres Thefollowingprefixesareoftenusedwhenreferringtolength: Mega1000000 Kilo1000 Hecto100 Deca-10 Deci- Centi- Milli- Micro- ##### Significantfigures Theaccuracywithwhichwestateorwriteameasurementmaydependonitsrelativesize.Itwouldbe unrealistictostatethedistancebetweentownsAandBas158.27km.amorereasonablefigureis158 km.158.27kmisthedistanceexpressedto5significantfiguresand158kmto3significantfigures. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Example Expresseachofthefollowingnumbersto5,4,3,2,and1significantfigures: (a)906315 (b)0.08564 (c)40.0089 (d)156000 ##### Solution |Col1|Col2|Col3|Col4|Col5|Col6|Col7| |---|---|---|---|---|---|---| |||||||| |||||||| |||||||| |||||||| Theaboveexampleshowhowwewouldroundoffameasurementtoagivennumberofsignificantfigures Zeromaynotbeasignificant.Forexample: (i) 0.085 -zeroisnotsignificanttherefore,0.085isatwo-significantfigure. (ii) 2.30zeroissignificant.Therefore2.30isathree-significantfigure. (iii) 5000zeromayormaynotbesignificantfigure.Therefore,5000tothreesignificantfigureis5 00(zeroafter5issignificant).Toonesignificantfigureis5000.Zeroafter5isnotsignificant. (iv) 31.805Or305zeroissignificant,therefore31.805isfivesignificantfigure.305isthree significantfigure. ##### Perimeter Theperimeterofaplaneisthetotallengthofitsboundaries.Perimeterisalengthandisthereforeexpressed inthesameunitsaslength. ##### Squareshapes 5cm Itsperimeteris5+5+5+5=2(5+5) =2(10) Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com =20cm Hence 5x4=20 Soperimeterofasquare=Sidesx4 ##### Rectangularshapes Figure12.2isarectangleoflength5cmandbreadth3cm. 5cm 3cm Itsperimeteris5+3+5+3=2(5+3)cm =2x8 =16cm Hence perimeterofarectangle p=2(L+W) ##### Triangularshapes Tofindtheperimeterofatriangleaddallthethreesides. c a b Perimeter=(a+b+c)units,wherea,bandcarethelengthsofthesidesofthetriangle. ##### Thecircle Thecircumferenceofacircle=2rorD ##### Example (a)Findthecircumferenceofacircleofaradius7cm. (b)Thecircumferenceofabicyclewheelis140cm.finditsradius. ##### Solution (a)C=d Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com =22/7x7 (b)C=d =2x22/7xr =140 =22.27cm ##### Lengthofanarc Anarcofacircleispartofitscircumference.Figure12.10(a)showstwoarcsAMBandANB.ArcAMB,which islessthanhalfthecircumferenceofthecircle,iscalledtheminorarc,whilearcANB,whichisgreaterhalfof thecircumferenceiscalledthemajorarc.Anarcwhichishalfthecircumferenceofthecircleiscalleda semicircle. ##### Example Anarcofacirclesubtendsanangle60atthecentreofthecircle.Findthelengthofthearciftheradiusofthe circleis42cm.(=). Solution Thelength,l,ofthearcisgivenby: L=/360x2r. =60,r=42cm Therefore,l=60/360x2x22/7x42 =44cm ##### Example Thelengthofanarcofacircleis62.8cm.findtheradiusofthecircleifthearcsubtendsanangle144atthe centre,(take=3.142). Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Solution L=/360x2r=62.8and =144 144 Therefore, x2x3.142xr=62.8 360 360 R=62.8 ~~x~~ x2x3.142 144 =24.98cm ##### Example Findtheanglesubtendedatthecentreofacirclebyanarcoflength11cmiftheradiusofthecircleis21cm. ##### Solution L=/360x2xr=11cmandr=21m L=/360x2x22/7x21=11 Thus,=11x360x7/2x22x21 =30 0 Endoftopic ### PastKCSEQuestionsonthetopic 1.) Twocoilswhicharemadebywindingcopperwireofdifferentgaugesandlengthhavethesamemass. Thefirstcoilismadebywinding270metresofwirewithcrosssectionaldiameter2.8mm whilethe secondcoilismadebywindingacertainlengthofwirewithcross-sectionaldiameter2.1mm.Findthe lengthofwireinthesecondcoil. 2. ThefigurebelowrepresentsamodelofahutwithHG=GF=10cm andFB=6cm.Thefourslanting edgesoftheroofareeach12cmlong. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Calculate LengthDF. AngleVHF ThelengthoftheprojectionoflineVHontheplaneEFGH. Theheightofthemodelhut. ThelengthVH. TheangleDFmakeswiththeplaneABCD. 3. Asquarefloorisfittedwithrectangulartilesofperimeters220cm.eachrow(tilelengthwise)carries 20lesstilesthaneachcolumn(tilesbreadthwise).Ifthelengthoftheflooris9.6m. Calculate: a.Thedimensionsofthetiles b.Thenumberoftilesneeded c.Thecostoffittingthetiles,iftilesaresoldindozensatsh.1500perdozenandthelabourcost issh.3000 CHAPTERTHIRTEEN SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)Stateunitsofarea b.)Convertunitsofareafromoneformtoanother c.)Calculatetheareaofaregularplanefigureincludingcircles d.)Estimatetheareaofirregularplanefiguresbycountingsquares e.)Calculatethesurfaceareaofcubes,cuboidsandcylinders. Content a.)Unitsofarea(cm 2,m 2,km 2,Ares,ha) b.)Conversionofunitsofarea Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com c.)Areaofregularplanefigures d.)Areaofirregularplaneshapes e.)Surfaceareaofcubes,cuboidsandcylinders ##### Introduction UnitsofAreas Theareaofaplaneshapeistheamountofthesurfaceenclosedwithinitsboundaries.Itisnormallymeasured insquareunits.Forexample,asquareofsides5cmhasanareaof 5x5=25cm Asquareofsides1mhasanareaof1m,whileasquareofside1kmhasanareaof1km Conversionofunitsofarea 1m=1mx1m =100cmx100cm =10000cm 1km=1kmx1km =1000mx1000m =1000000m 1are =10m x10m =100m 1hectare(ha)=100Ares =10000m ##### Areaofaregularplanefigures Areasofrectangle 5cm 3cm Area,A=5x3cm 2 =15m Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Hence,theareaoftherectangle,A=LXWsquareunits,wherelisthelengthandbbreadth. ##### Areaofatriangle H Base Areaofatriangle A=1/2bhsquareunits ##### Areaofparallelogram Area=1/2bh+1/2bh =bhsquareunits ##### Note: Thisformulaeisalsousedforarhombus ##### Areaofatrapezium Thefigurebelowshowsatrapezium inwhichtheparallelsidesareaunitsandbunits,long.Theperpendicular distancebetweenthetwoparallelsidesishunits. AreaofatriangleABD=1/2ahsquareunits AreaoftriangleDBC=bhsquareunits ThereforeareaoftrapeziumABCD=1/2ah+1/2bh =1/2h(a+b)squareunits. Thus,theareaofatrapezium isgivenbyahalfthesum ofthelengthofparallelsidesmultipliedbythe perpendiculardistancebetweenthem. 1 Thatis,areaoftrapezium ~~=~~ h 2 [(] [a+b] [)] ##### Areaofacircle TheareaAofacircleofradiusrisgivenby:A=r 2 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Theareaofasector Asectorisaregionboundedbytworadiiandanarc. Supposewewanttofindtheareaoftheshadedpartinthefigurebelow Theareaofthewholecircleisr Thewholecirclesubtends360atthecentre. Therefore,360 correspondstor 1 correspondsto1/360xr 60 correspondsto60/360 xr Hence,theareaofasectorsubtendinganangleatthecentreofthecircleisgivenby ###  A = x 0 ### 360 2 ### xr 0 ##### Example Findtheareaofthesectorofacircleofradius3cmiftheanglesubtendedatthecentreis140(take=) ##### Solution AreaAofasectorisgivenby  A= xr 2 360 [0] Here,r=3cmand=140 0 140 22 Therefore,A ~~=~~ ~~x~~ x3x3 360 [0] 7 =11cm ##### Example Theareaofasectorofacircleis38.5cm.Findtheradiusofthecircleiftheanglesubtendedatthecentreis 90 0 (Take=) Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Solution Fromtheformulaa=/360xr,weget90/360x22/7xr=38.5 ##### = [38.5x360x7] Therefore,r ##### 90x22 Thus,r=7 ##### Example Theareaofacircleradius63cmis4158cm.Calculatetheanglesubtendedatthecentreofthecircle.(Take =) Usinga=/360xr, #####  = [4158x7x360] 22x63x63 0 =120 ##### Surfaceareaofsolids ConsideracuboidABCDEFGHshowninthefigurebelow.Ifthecuboidiscutthroughaplaneparalleltothe ends,thecutsurfacehasthesameshapeandsizeastheendfaces.PQRSisaplane.Theplaneiscalledthe cross-sectionofthecuboid Asolidwithuniform cross-sectioniscalledaprism.Thefollowingaresomeoftheprisms.Thefollowingare someoftheprisms. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Thesurfaceareaofaprismisgivenbythesumoftheareaofthesurfaces. Thefigurebelowshowsacuboidoflengthl,breathbandheighth.itsareaisgivenby; A=2lb+2bh+2hl =2(lb.+bh+hl) Foracubeoffside2cm; A=2(3x2) =24cm ##### Example Findthesurfaceareaofatriangularprismshownbelow. Areaofthetriangularsurfaces=x5x12x2cm Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com =60cm Areaoftherectangularsurfaces=20x13+5x20+12x20 =260+100+240=600cm Therefore,thetotalsurfacearea=(60+600)cm =660cm ##### Cylinder Aprismwithacircularcross-sectioniscalledacylinder,seethefigurebelow. Ifyourollapieceofpaperaroundthecurvedsurfaceofacylinderandopenitout,youwillgetarectangle whosebreathisthecircumferenceandlengthistheheightofthecylinder.Theendsaretwocircles.The surfaceareaSofacylinderwithbaseandheighthisthereforegivenby; S=2rh+2r ##### Example Findthesurfaceareaofacylinderwhoseradiusis7.7cmandheight12cm. Solution S=2(7.7)x12+2(7.7)cm =2(7.7)x12+(7.7)cm =2x7.7(12+7.7)cm =2x7.7x(19.7)cm =15.4(19.7)cm =953.48cm ##### Areaofirregularshapes Theareaofirregularshapecannotbefoundaccurately,butitcanbeestimated.Asfollows; (i) Drawagridofunitsquaresonthefigureorcopythefigureonsuchagrid,seethefigurebelow Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com (ii) Countalltheunitsquaresfullyenclosedwithinthefigure. (iii) Countallpartiallyenclosedunitsquaresanddividethetotalbytwo,i.e..,treateachoneofthem as halfofaunitsquare. (iv) Thesumofthenumbersin(ii)and(ii)givesanestimateoftheareasofthefigure. Fromthefigure,thenumberoffullsquaresis9 Numberofpartialsquares=18 Totalnumberofsquares=9+ =18 Approximatearea=18sq.units. Endoftopic ### PastKCSEQuestionsonthetopic 1.)Calculatetheareaoftheshadedregionbelow,giventhatACisanarcofacirclecentreB.AB=BC=14cm CD=8cmandangleABD=75 [0] (4mks) A 14cm B 75 [0] 14cm C B ----- isabokemicah@gmail.com 2.) Thescaleofamapis1:50000.Alakeonthemapis6.16cm [2] .findtheactualareaofthelakeinhactares. (3mks) 3.) ThefigurebelowisarhombusABCDofsides4cm.BDisanarcofcirclecentreC.Giventhat  ABC= 138 [0] .Findtheareaofshadedregion. (3mks) 4.) ThefigurebelowsowstheshapeofKamausfarmwithdimensionsshowninmeters 140 100 80m FindtheareaofKamausfarminhectares (3mks) 5.) InthefigurebelowABandACaretangentstothecirclecentreOatBandCrespectively, theangleAOC=60 [0] Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Calculate (a)ThelengthofAC 6.) Thefigurebelowshowsthefloorofahall.Apartofthisfloorisintheshapeofarectangleof length 20mandwidth16mandtherestisasegmentofacircleofradius12m.Usethefigureto find: (a)ThesizeofangleCOD (2mks) (b)TheareaoffigureDABCO (4mks) (c)AreaofsectorODC (2mks) (d)Areaofthefloorofthehouse. (2mks) 7.) Thecirclebelowwhoseareais18.05cm [2] circumscribesatriangleABCwhereAB=6.3cm,BC=5.7cm andAC=4.8cm.Findtheareaoftheshadedpart 8.) Inthefigurebelow,PQRSisarectangleinwhichPS=10kcmandPQ=6kcm.MandNaremidpointsof QRandRSrespectively Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com a) Findtheareoftheshadedregion (4marks) b) GiventhattheareaofthetriangleMNR=30cm [2] .findthedimensionsoftherectangle (2marks) c) Calculatethesizesofangles and givingyouranswerto2decimalplaces (4marks) 9.) Thefigurebelowshowstwocircleseachofradius10.5cmwithcentresAandB.thecirclestoucheach otheratT GiventhatangleXAD=angleYBC=160 [0] andlinesXY,ATBandDCareparallel,calculatetheareaof: d)TheminorsectorAXTD (2marks) e)FigureAXYBCD (6marks) f) Theshadedregion (2marks) 10.) Thefloorofaroomisintheshapeofarectangle10.5mlongby6mwide.Squaretilesof length30cmaretobefittedontothefloor. (a)Calculatethenumberoftilesneededforthefloor. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com (b)Adealerwishestobuyenoughtilesforfifteensuchrooms.Thetilesarepackedincartons eachcontaining20tiles.ThecostofeachcartonisKshs.800.Calculate (i)thetotalcostofthetiles. (ii)Ifinaddition,thedealerspendsKshs.2,000andKshs.600ontransportandsubsistence respectively,atwhatpriceshouldheselleachcartoninordertomakeaprofitof12.5% (GiveyouranswertothenearestKshs.) 11.) Thefigurebelowisacircleofradius5cm.PointsA,BandCaretheverticesofthetriangle ABCinwhich  ABC=60 [o] and  ACB=50 [o] whichisinthecircle.Calculatetheareaof  ABC) B 12.) Mr.Wanyamahasaplotthatisinatriangularform.Theplotmeasures170m,190m and210m,butthealtitudesoftheplotaswellastheanglesarenotknown.Findthearea oftheplotinhectares 13.) Threesirenswailatintervalsofthirtyminutes,fiftyminutesandthirtyfiveminutes. Iftheywailtogetherat7.18a.monMonday,whattimeanddaywilltheynextwailtogether? 14.) Afarmerdecidestoputtwo-thirdsofhisfarmundercrops.Ofthis,heputaquarterundermaizeand four-fifthsoftheremainderunderbeans.Therestisplantedwithcarrots. If0.9acresareundercarrots,findthetotalareaofthefarm Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- CHAPTERFOURTEEN SpecificObjectives isabokemicah@gmail.com Bytheendofthetopicthelearnershouldbeableto: a.)Stateunitsofvolume b.)Convertunitsofvolumefromoneformtoanother c.)Calculatevolumeofcubes,cuboidsandcylinders d.)Stateunitsofcapacity e.)Convertunitsofcapacityfromoneformtoanother f.) Relatevolumetocapacity g.)Solveproblemsinvolvingvolumeandcapacity. Content a.)Unitsofvolume b.)Conversionofunitsofvolume c.)Volumeofcubes,cuboidsandcylinders d.)Unitsofcapacity e.)Conversionofunitsofcapacity f.) Relationshipbetweenvolumeandcapacity g.)Solvingproblemsinvolvingvolumeandcapacity ### Introduction Volumeistheamountofspaceoccupiedbyasolidobject.Theunitofvolumeiscubicunits. Acubeofedge1cmhasavolumeof1cmx1cmx1cm=1cm. ##### Conversionofunitsofvolume Acubeofside1mhasavolumeof1m But1m=100cm 1mx1mx1m=100cmx100cmx100cm Thus,1m=(0.01x0.01x0.01)m =0.000001m =1x10m Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Acubeside1cmhasavolumeof1cm. But1cm=10mm 1cmx1cmx1cm=10mmx10mmx10mm Thus,1cm=1000mm ##### Volumeofcubes,cuboidsandcylinders Cube Acubeisasolidhavingsixplanesquarefacesinwhichtheanglebetweentwoadjacentfacesisaright-angle. Volumeofacube=areaofbasexheight =lxl =l ##### Cuboid Acuboidisasolidwithsixfaceswhicharenotnecessarilysquare. Volumeofacuboid=lengthxwidthxheight =asq.unitsxh =ahcubicunits. ##### Cylinder Thisisasolidwithacircularbase. Volumeofacylinder=areaofbasexheight =rxh =rhcubicunits ##### Example Findthevolumeofacuboidoflength5cm,breadth3cmandheight4cm. ##### Solution Areaofitsbase=5x4cm Volume =5x4x3cm =60cm ##### Example Findthevolumeofasolidwhosecross-sectionisaright-angledtriangleofbase4cm,height5cm andlength 12cm. ##### Solution Areaofcross-section=1/2x4x5 =10cm Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Thereforevolume =10x12 =120cm ##### Example Findthevolumeofacylinderwithradius1.4mandheight13m. ##### Solution Areaofcross-section=22/7x1.4x1.4 =6.16m Volume=6.16x13 =80.08m Ingeneral,volumevofacylinderofradiusrandlengthlgivenbyv=rl ##### Capacity Capacityistheabilityofacontainertoholdfluids.TheSIunitofcapacityislitre(l) Conversionofunitstocapacity 1centiliter(cl)=10millilitre(ml) 1decilitredl=10centilitre(cl) 1litre(l)=10decilitres(dl) 1Decalitre(Dl)=10litres(l) 1hectolitre(Hl)=10decalitre(Dl) 1kilolitre(kl)=10hectolitres(Hl) 1kilolitre(kl)=1000litres(l) 1litre(l)=1000millilitres(ml) ##### Relationshipbetweenvolumeandcapacity Acubedofanedge10cmholds1litreofliquid. 1litre=10cmx10cmx10cm =1000cm 1m=10cm 1m=10litres. Endoftopic Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ### PastKCSEQuestionsonthetopic 1. )Allthewaterispouredintoacylindricalcontainerofcircularradius12cm.Ifthecylinderhasheight45cm, calculatethesurfaceareaofthecylinderwhichisnotincontactwithwater. 2.)TheBritishgovernmenthiredtwoplanestoairliftfootballfanstoSouthAfricafortheWorldcup tournament.Eachplanetook10hourstoreachthedestination. Boeng747hascarryingcapacityof300peopleandconsumesfuelat120litresperminute.Itmakes5 tripsatfullcapacity.Boeng740hascarryingcapacityof140peopleandconsumesfuelat200litresper minute.Itmakes8tripsatfullcapacity.Ifthegovernmentsponsoredthefansonewayatthecostof 800dollarsperfan,calculate: (a)ThetotalnumberoffansairliftedtoSouthAfrica. (2mks) (b)Thetotalcostoffuelusedifonelitrecosts0.3dollars. (4mks) (c)Thetotalcollectionindollarsmadebyeachplane. (2mks) (d)Thenetprofitmadebyeachplane. (2mks) 3.)Arectangularwatertankmeasures2.6mby4.8matthebaseandhaswatertoaheight of3.2m.Findthevolumeofwaterinlitresthatisinthetank 4.)Threelitresofwater(density1g/cm [3] )isaddedtotwelvelitresofalcohol(density0.8g/cm [3] . Whatisthedensityofthemixture? 5.)Arectangulartankwhoseinternaldimensionsare2.2mby1.4mby1.7misthreefifthfull ofmilk. (a)Calculatethevolumeofmilkinlitres (b)Themilkispackedinsmallpacketsintheshapeofarightpyramidwithanequilateralbasetriangle ofsides10cm.Theverticalheightofeachpacketis13.6cm.Fullpacketsobtainedaresoldatshs.30per packet.Calculate: (i)Thevolumeincm [3] ofeachpackettothenearestwholenumber (ii)Thenumberoffullpacketsofmilk Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com (iii)Theamountofmoneyrealizedfromthesaleofmilk 6.)An890kgculvertismadeofahollowcylindricalmaterialwithouterradiusof76cmandaninnerradius of64cm.Itcrossesaroadofwidth3m,determinethedensityofthematerialssusedinitsconstruction inKg/m [3] correctto1decimalplace. CHAPTERFIFTEEN SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)Definemass b.)Stateunitsofmass c.)Convertunitsofmassfromoneformtoanother d.)Defineweight e.)Stateunitsofweight f.) Distinguishmassandweight g.)Relatevolume,massanddensity. Content a.)Massandunitsofmass b.)Weightandunitsofweight c.)Density d.)Problemsolvinginvolvingreallifeexperiencesonmass,volume,densityandweight. ### Introduction ##### Mass Themassofanobjectisthequantityofmatterinit.Massisconstantquantity,wherevertheobjectis,and matterisanythingthatoccupiesspace.Thethreestatesofmatteraresolid,liquidandgas. TheSIunitofmassisthekilogram.Othercommonunitsaretone,gramandmilligram. Thefollowingtableshowsunitsofmassandtheirequivalentinkilograms. ##### Weight Theweightofanobjectonearthisthepulloftheearthonit.Theweightofanyobjectvariesfromoneplaceon theearthssurfacetotheother.Thisisbecausetheclosuretheobjectistothecentreoftheearth,themore thegravitationalpull,hencethemoreitsweight.Forexample,anobjectweighsmoreatsealevelthenontopof Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com amountain. ##### Unitsofweight TheSIunitofweightisnewton.Thepulloftheearth,sunandthemoononanobjectiscalledtheforceof gravityduetotheearth,sunandmoonrespectively.Theforceofgravityduetotheearthonanobjectofmass 1kgisapproximatelyequalto9.8N.Thestrengthoftheearthsgravitationalpull(symbolg)onanobjecton thesurfaceoftheearthisabout9.8N/Kg. Weightofanobject=massofanobjectxgravitation WeightN=masskgxgN/kg ##### Density Thedensityofasubstanceisthemassofaunitcubeofthesubstance.Abodyofmass(m)kgandvolume(v) mhas: (i) Density(d)=mass(m)/density(d) (ii) Mass(m)=density(d)xvolume(v) (iii) Volume(v)=mass(m)/density(d) ##### Unitsofdensity TheSIunitsofdensityiskg/m.theothercommonunitisg/cm 1g/cm=1000kg/m ##### Example Findthemassofanicecubeofside6cm,ifthedensityoftheiceis0.92g/cm. ##### Solution Volumeofcube=6x6x6=216cm Mass=densityxvolume =216x0.92 =198.72g ##### Example Findthevolumeofcorkofmass48g.giventhatdensityofcorkis0.24g/cm ##### Solution Volume=mass/density =.24 =200cm ##### Example Thedensityofironis7.9g/cm.whatisthisdensityinkg/m Solution Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com 1g/cm=1000kg/m 7.9g/cm=7.9x1000/1 =7900kg/m ##### Example Arectangularslabofglassmeasures8cm by2cm by14cm andhasamassof610g.calculatethedensityof theglassinkg/m ##### Solution Volumeoftheslab=8x2x14 =224cm Massoftheslab=610g Density = =2.5x1000kg=25000kg/m Endoftopic ### PastKCSEQuestionsonthetopic 1.)Asquaredbrassplateis2mmthickandhasamassof1.05kg.Thedensityofbrassis8.4g/cm.Calculate thelengthoftheplateincentimeters. (3mks) 2.)Aspherehasasurfacearea18cm [2] .Finditsdensityifthespherehasamassof100g.(3mks) 3.)NyahururuMunicipalCouncilistoconstructafloorofanopenwholesalemarketwhoseareais800m [2] .The flooristobecoveredwithaslabofuniformthicknessof200mm.Inordertomaketheslab,sand,cementand ballastaretobemixedsuchthattheirmassesareintheratio3:2:3.The massofdryslabofvolume1m [3] is 2000kg.Calculate (a)(i)Thevolumeoftheslab (2mks) (ii)Themassofthedryslab. (2mks) (iii)Themassofcementtobeused. (2mks) (b)Ifonebagofthecementis50kg,findthenumberofbagstobepurchased. (1mk) Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com (c)Ifalorrycarries10tonnesofballast,calculatethenumberoflorriesofballasttobe purchased. (3mks) 4.)Aspherehasasurfaceareaof18.0cm [2] .Finditsdensityifthespherehasamassof100grammes. (3mks) 5.)Apieceofmetalhasavolumeof20cm [3] andamassof300g.Calculatethedensityofthemetal inkg/m [3] . 6.)2.5litresofwaterdensity1g/cm [3] isaddedto8litresofalcoholdensity0.8g/cm [3] .Calculatethedensity ofthemixture CHAPTERTEN SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)Convertunitsoftimefromoneformtoanother b.)Relatethe12hourand24hourclocksystems c.)Readandinterprettraveltime-tables d.)Solveproblemsinvolvingtraveltimetables. Content a.)Unitsoftime b.)12hourand24hourclocksystems c.)Traveltime-tables d.)Problemsinvolvingtraveltimetables Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ### Introduction ##### Unitsoftime 1week=7days 1day=24hours 1hour=60minutes 1minutes=60seconds ##### Example Howmanyhoursarethereinoneweek? ##### Solution 1week=7days 1day=24hours 1week=(7x24)hours =168hours ##### Example Covert3h45minintominutes ##### Solution 1h=60min 3h=(3x60)min 3h45min=((60x3)+45)min =(180+45)min =225min ##### Example Express4h15mininsec ##### Solution 1hour=60min 1min=60sec 4h15min=(4x60+15)min =240+15min Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com =255min =255x60sec =15300sec. ##### The12andthe24hoursystems Inthe12hoursystem,timeiscountedfrom midnight.Thetimefrom midnighttomiddayiswrittenasam . whilethatfrommiddaytomidnightiswrittenaspm. Inthe24hoursystem,timeiscountedfrommidnightandexpressedinhours. ##### Traveltimetable Traveltimetablesshowstheexpectedarrivalanddeparturetimeforvehicles.Ships,aeroplanes,trains. ##### Example ThetablebelowshowsatimetableforapublicservicevehicleplyingbetweentwotownsAandDviatownsB andC. |Col1|Col2|Col3| |---|---|---| |||| (a)WhattimedoesthevehicleleavetownA? (b)AtwhattimedoesitarriveintownD? (c)HowlongdoesittaketotravelfromtownAtoD. (d)WhattimedoesthevehicletakestotravelfromtownCtoD? ##### Solution (a)8.20A.M (b)4.00P.M (c)ArrivaltimeintownDwas4.00p.m.itdeparturefromtownAwas8.20a.m. Timetaken=(12.00-8.20+4h) =3h40min+4h =7h40min (d)ThevehiclearrivedintownDat4.00p.m.itdepartedfromtownCat2.50p.m. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Timetaken=4.00-2.50 =1h10min Endoftopic ### PastKCSEQuestionsonthetopic 1.) AvantravelledfromKitaletoKisumuadistanceof160km.Theaveragespeedofthevanforthefirst 100kmwas40km/handtheremainingpartofthejourneyitsaveragespeedwas30km/h.Calculatethe averagespeedforthewholejourney. (3mks) 2.) Awatchwhichloosesahalf-minuteeveryhourwassettoreadthecorrecttimeat0545honMonday. Determinethetime,inthe12hoursystem,thewatchwillshowonthefollowingFridayat1945h. 3.) Thetimetablebelowshowsthedepartureandarrivaltimeforabusplyingbetweentwotowns MandR, 300kmapart 0710982617 |Col1|Col2|Col3| |---|---|---| |||| |||| |||| |||| |||| (a)HowlongdoesthebustaketotravelfromtownMtoR? Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com (b)Whatistheaveragespeedforthewholejourney? CHAPTERSEVENTEEN SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)solvelinearequationsinoneunknown b.)solvesimultaneouslinearequationsbysubstitutionandelimination c.)Linearequationsinoneandtwounknown. Content a.)Linearequationsinoneunknown b.)Simultaneouslinearequations c.)Linearequationsinoneandtwounknownsfromgivenreallifesituations ### Introduction Linearequationsarestraightlineequationsinvolvingoneortwounknowns.Inthischapter,wewilldealwith theformationandsolvingofsuchequationsconsiderthefollowingcases. ##### Example Solvefortheunknownsineachofthefollowingequations 3x+4=10 ##### x 2=4 ##### 3 ##### p +5 = ##### 3 Solution 3x+4=10 3x+44=104 (tomakexthesubjectsubtract4onbothsides) 3x=6 X=2 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com 2=4 2+2=4+2 (tomakexthesubjectadd2tobothsides) ##### x =6 ##### 3 X=18 ##### p +5 = ##### 3 ##### 5 4 ##### 3x ( p +5) = 5 x3 ##### 3 ##### 5 4 ##### 5 P+5 = x3 4 5 4(p+5) = x4 4 4p+20=15 4p=-5 P ~~=~~ [-5] 4 =-1 Solvinganequationwithfractionsordecimals,thereisanoptionofclearingthefractionsordecimalsinorder tocreateasimplerequationinvolvingwholenumbers. 1. Toclearfractions,multiplybothsidesoftheequation(distributingtoallterms)bytheLCDofallthe fractions. 2. Tocleardecimals,multiplybothsidesoftheequation(distributingtoallterms)bythelowestpowerof 10thatwillmakealldecimalswholenumbers. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### StepsforSolvingaLinearEquationinOneVariable: 1. Simplifybothsidesoftheequation. 2. Usetheadditionorsubtractionpropertiesofequalitytocollectthevariabletermsononesideofthe equationandtheconstanttermsontheother. 3. Usethemultiplicationordivisionpropertiesofequalitytomakethecoefficientofthevariableterm equalto1. 4. Checkyouranswerbysubstitutingyoursolutionintotheoriginalequation. ##### Note: Allotherlinearequationswhichhaveonlyonesolutionarecalledconditional. ##### Example Solvefortheunknownineachinofthefollowingequations ##### x+1 x-1 a. ) - = ##### x-1 ##### 2 ##### 3 ##### b. ) 3 y - 14 y -3 = y ##### 14 y -3 ##### y -1 ##### 2 ##### 5 ##### 4 ##### c.) 1 - y -2 y -3 =0 ### 2 [(] 2 [)] y -3 ### 2 [)] y -3 ##### Solution ##### x+1 x-1 a.) x24 - x24 =1/8x24(multiplybothsidesbytheL.C.Mof2,3and8) # ( 2 [)] ( 3 [)] ##### x+1 x24 # 2 [)] ( ##### x+1 ##### x-1 ##### x-1 ## 3 [)] #### 12 ( x+1 ) 8(x2)=3 ##### 12x+12 8x16=3 4x=-25 ##### 4x+28=3 x= - ~~6~~ [1] 4 #### ( 14 y -3 ) ##### y -1 # 4 [)] #### b. ) 3 y x20 - ( 14 y -3 ) x20= y -1x20 (multiplybothsidesbytheL.C.Mof25and4) # ( [)] ##### y -1 ##### 2 #### y -3 ) x20= y # 5 ( 30y-4(14y-3)=5(y4) -26+12=5y-20 31y=32 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com c.) ( 1x2 ) ~~-~~ y x2-2 y -3x2=0x2 ### ( 2 [) ] [(] 2 [)] y -3 ### 2 [)] 32 1 y ~~=~~ = ~~1~~ 31 31 2-y-2 ( y-3 ) =0 2-y-2y+6=0 8-3y=0 y -3 8 2 3y ~~=~~ = ~~2~~ 3 3 ##### ProblemsleadingtoLinearequations Equationsareveryusefulinsolvingproblems.Thebasictechniqueistodeterminewhatquantityitisthatwe aretryingtofindandmakethattheunknown.Wethentranslatetheproblem intoanequationandsolveit.You shouldalwaystrytominimizethenumberofunknowns.Forexample,ifwearetoldthatapieceofrope8 metreslongiscutintwoandonepieceisxmetres,thenwecanwritetheremainingpieceas(8x)metres, ratherthanintroducingasecondunknown. ##### Wordproblems Equationsariseineverydaylife.ForexampleMaryboughtanumberoforangesfrom Anitaskiosk.Shethen wenttoMarkskioskandboughtthesamenumberoforanges.Markthem gaveherthreemoreoranges.The orangesfrom thetwokioskswerewrappedindifferentpaperbags.Onreachingherhouse,shefoundthata quarterofthefirstLotorangesandafifthofthesecondwerebad.Ifintotalsixorangeswerebad,findhow manyorangessheboughtfromAnitaskiosk. ##### Solution LetthenumberoforangesboughtatAnitaskioskbex. Then,thenumberoforangesobtainedfromMarkskioskwillbex+3. x+3 NumberofBadorangesfromMarkskioskwa ~~s~~ . 5 x TotalnumberofBadorangesisequalto ~~=~~ + 4 x+3 5 x+3 x x+3 Thus, ~~=~~ ~~+~~ =6 4 5 5 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Multiplyeachtermoftheequationby20(L.C.Mof4and5)togetridofthedenominator. x x+3 =20 ~~x~~ +20 =6x20 ## 4 ( 5 [)] x+3 ## 5 [)] x+3 5x+4(x+3)=120 5x+4x+12=120(Removingbrackets) Subtracting12frombothsides. 9x=108 X=12 Thus,thenumberoforangesboughtfromAnitaskioskwas12. ##### Note: Ifanyoperationisperformedononesideofanequation,itmustalsobeperformedontheotherside. ##### Example x+3 x-4 Solveforxintheequation ~~:~~ ~~-~~ =4 x-4 2 3 ##### Solution Eliminatethefractionsbymultiplyingeachtermby6(L.C.M,of2and3). x+3 x-4 6x ~~(~~ )-6 ~~(~~ )=4x6 x-4 2 3 3(x+3)2(x4)=24 3x+9-2x+8=24(notethechangeinsighwhenthebracketareremoved) x+17=24 x=7 ##### LinearEquationsinTwoUnknowns Manyproblemsinvolvefindingvaluesoftwoormoreunknowns.Theseareoftenlinkedviaanumberoflinear equations.Forexample,ifItellyouthatthesumoftwonumbersis89andtheirdifferenceis33,wecanletthe largernumberbexandthesmalleroneyandwritethegiveninformationasapairofequations: x+y=89(1) xY=33.(2) Thesearecalledsimultaneousequationssinceweseekvaluesofxandythatmakesbothequationstrue simultaneously.Inthiscase,ifweaddtheequationsweobtain2x=122,sox=61.Wecanthensubstitutethis valuebackintoeitherequation,saythefirst,then61+y=89givingy=28. ##### Example Thecostoftwoskirtsandthreeblousesissh600.Ifthecostofoneskirtandtwoblousesofthesamequality sh350,findthecostofeachitem. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Solution Letthecostofoneskirtbexshillingsandthatofoneblousebeyshillings.Thecostoftwoskirtsandthree blousesis2x+3yshillings. Thecostofoneskirtandtwoblousesisx+2yshillings. So,2x+3y=600..(I) X+2y=350..(II) Multiplyingequation(II)by2togetequation(III). 2x+4y=700(III). 2x+3y=600(I) Subtractingequation(I)from(II),y=100. Fromequation(II), X+2y=350buty=100 X+200=350 X=150 Thusthecostofoneskirtis150shillingsandthatofablouseis100shillings. Insolvingtheproblem above,wereducedtheequationsfrom twounknownstoasingleunknowninyby eliminating.Thisistheeliminationmethodofsolvingsimultaneousequations. ##### Examples a.)a+b=7 a-b=5 b.)3a+5b=20 6a-5b=12 c.)3x+4y=18 5x+6y=28 ##### Solutions a.) a+b=7-------(i) a-b=5-------(ii) AddingItoII 2a=12a=6 SubtractingIIfromI; 2b=2 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com b=1 b.)3a+5b=20-------(i) 6a-5b=12-------(ii) Toeliminateb,wesimplyaddthetwoequations. 9a=32 a ~~=~~ [32] 9 Findthevalueofb c.)3x+4y=18-----------(i) 5x+6y=28-----------(ii) Hereitisnoteasytoknowtheobviousunknowntobeeliminated Toeliminate(I)by5and(II)by3toget(III)and(IV)respectivelyandsubtracting(IV)from(III); d.)15x+20y=90-----------(iii) 15x+18y=84-----------(iv) 2y=6 Thereforey=3 Substitutingy=3in(I); 3x+12=18 Thereforex=2 NotethattheL.C.Mof3and5is15. Toeliminatey; Multiplying(I)by3,(II)by2toget(V)and(VI)andSubtracting(V)from(VI); 9x+12y=54-----------(v) 10x+12y=56-----------(vi) Subtractingx=2in(ii); 10+6y=28 6y=18 Thereforey=3. ##### Note;  Itisadvisabletostudytheequationanddecidewhichvariableiseasiertoeliminate. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com  Itisnecessarytocheckyoursolutionbysubstitutingintotheoriginalequations. ##### Solutionbysubstitution 2x+3y=600--------- ( i ) x+2y=350-----------(ii) Takingequation(II)alone; x+2y=350 Subtracting2yfrombothsides; x=350-2y----------(iii) Substitutingthisvalueofxinequation ; ( i ) 2(3502y)+3y=600 7004y+3y=600 Y=100 Substitutingthisvalueofyinequation ( iii ) ; x=350-2y =350-200 x=150 Thismethodofsolvingsimultaneousequationsiscalledthesubstitutionmethod Endoftopic ### PastKCSEQuestionsonthetopic 1.Aclothdealersold3shirtsand2trousersforKshs840and4shirtsand5trousersforKshs1680 findthecostof1shirtandthecostof1trouser 2.Solvethesimultaneousequations 2xy=3 x [2] xy=-4 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com 3.Thecostof5skirtsandblousesisKshs1750.Mueniboughtthreeoftheskirtsandoneofthe blousesforKshs850.Findthecostofeachitem. 4.AkinyiboughtthreecupsandfourspoonsforKshs324.WanjiruboughtfivecupsandFatuma boughttwospoonsofthesametypeasthoseboughtbyAkinyi,WanjikupaidKshs228morethan Fatuma.Findthepriceofeachcupandeachspoon. 5.Maryhas21coinswhosetotalvalueisKshs.72.Therearetwiceasmanyfiveshillingscoinsas therearetenshillingcoins.Therestoneshillingscoins.Findthenumberoftenshillingscoinsthat Maryhas. (4mks) 6.Themassof6similarartbooksand4similarbiologybooksis7.2kg.Themassof2suchartbooks and3suchbiologybooksis3.4kg.Findthemassofoneartbookandthemassofonebiology book 7.Karanibought4pencilsand6birospensforKshs66andTachorabought2pencilsand5biro pensforKshs51. (a) Findthepriceofeachitem (b) MusomaspentKshs.228tobuythesametypeofpencilsandbiropensifthenumberofbiro pensheboughtwere4morethanthenumberofpencils,findthenumberofpencilsbought. 8.Solvethesimultaneousequationsbelow 2x3y=5 -x+2y=-3 9.Thelengthofaroomis4metreslongerthanitswidth.Findthelengthoftheroomifitsareais32m [2] 10.HadijaandKagendoboughtthesametypesofpensandexercisebooksfromthesametypesof pensandexercisebooksfromthesameshop.Hadijabought2pensand3exercisebooksforKshs 78.Kagendobought3pensand4exercisebooksforKshs108. Calculatethecostofeachitem 11.Infourteenyearstime,amotherwillbetwiceasoldasherson.Fouryearsago,thesumoftheir ageswas30years.Findhowoldthemotherwas,whenthesonwasborn. 12.ThreeyearsagoJumawasthreetimesasoldasAli.Intwoyearstimethesumoftheirageswillbe 62.Determinetheirages. 13.TwopairsoftrousersandthreeshirtscostsatotalofKshs390.Fivesuchpairsoftrousersandtwo shirtscostatotalofKshs810.Findthepriceofapairoftrousersandashirt. 14.Ashopkeepersellstwo-typesofpangastypexandtypey.Twelvexpangasandfivetypeypangas costKshs1260,whileninetypexpangasandfifteentypeypangascost1620.Mugalabought eighteentypeypangas.Howmuchdidhepayforthem? CHAPTEREIGHTEEN ##### COMMERCIALARITHMETIC SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)Statethecurrenciesofdifferentcountries b.)Convertcurrencyfromoneformintoanothergiventheexchangerates c.)Calculateprofitandloss d.)Expressprofitandlossaspercentages Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com e.)Calculatediscountandcommission f.)Expressdiscountandcommissionaspercentage. Content a.)Currency b.)Currentcurrencyexchangerates c.)Currencyconversion d.)Profitandloss e.)Percentageprofitandloss f.)Discountsandcommissions g.)Percentagediscountsandcommissions ### Introduction Incommercialarithmeticwedealwithcalculationsinvolvingbusinesstransaction.Themedium ofany businesstransactionsisusuallycalledthecurrency.TheKenyacurrencyconsistofabasicunitcalleda shilling.100centsareequivalenttooneKenyanshillings,whileaKenyanpoundisequivalenttotwentyKenya shillings. ##### CurrencyExchangeRates TheKenyancurrencycannotbeusedforbusinesstransactionsinothercountries.Tofacilitateinternational trade,manycurrencieshavebeengivendifferentvaluesrelativetoanother.Theseareknownasexchange rates. Thetablebelow showstheexchangeratesofmajorinternationalcurrenciesatthecloseofbusinessona certaindayintheyear2015.Thebuyingandsellingcolumnrepresentstheratesatwhichbanksbuyandsell thesecurrencies. ##### Note Theratesarenotalwaysfixedandtheykeeponcharging.WhenchangingtheKenyancurrencytoforeign currency,thebanksellstoyou.Therefore,weusethesellingcolumnrate.Converselywhenchangingforeign currencytoKenyanCurrency,thebankbuysfromyou,soweusethebuyingcolumnrate. Currency Buying Selling DOLLAR 102.1472 102.3324 STGPOUND 154.0278 154.3617 EURO 109.6072 109.8522 SARAND 7.3332 7.3486 KES/USHS 33.0785 33.2363 KES/TSHS 20.9123 21.0481 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com KES/RWF 7.2313 7.3423 AEDIRHAM 27.8073 27.8653 CAN$ 77.6018 77.7661 JAPNESEYEN 84.0234 84.1964 SAUDIRIYAL 27.2284 27.2959 CHINESEYUAN 16.0778 16.1082 AUSTRALIAN$ 71.8606 72.0420 ##### Example Converteachofthefollowingcurrenciestoitsstatedequivalent a.)Us$305toKsh b.)530Dirhamtoeuro ##### Solution a.)ThebankbuysUs1atKsh 102.1472 ThereforeUS$305=Ksh(102.1472x305) =Ksh31,154.896 =Ksh31,154.00(Tothenearestshillings) Thebankbuys1DirhamatKsh27.8073 Therefore530Dirham=Ksh(21.8073x530) =Ksh11,557.00 (Tothenearestshillings) Thebanksells1Euroat109.8522 Therefore530Dirham=11,.8522 =105.170Euros ##### Example Duringacertainmonth,theexchangeratesinabankwereasfollows; |Col1|Col2|Col3| |---|---|---| |||| |||| Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com AtouristleftKenyatotheUnitedStateswithKsh.1000,000.Ontheairportheexchangedallthemoneyto dollarsandspent190dollarsonairticket.WhileinUShespent4500dollarsforupkeepandproceededto Europe.WhileinEuropehespentatotalof2000Euros.HowmanyEurosdidheremainwith? (3marks) ##### Solution ProfitandLoss Thedifferencebetweenthecostpriceandthesellingpriceiseitherprofitorloss.Ifthesellingpriceisgreater thanthecostprice,thedifferenceisaprofitandifthesellingpriceislessthanthetotalcostprice,the differenceisaloss. ##### Note Sellingprice-costprice=profit ##### Profit Percentageprofit = x100 Costprice Costprice-sellingprice=loss ##### Profit Percentageloss ~~=~~ x100 ##### Costprice Example Ollieboughtacowatsh18000andsolditatsh21000.Whatpercentageprofitdidhemake? ##### Solution Sellingprice=sh21000 Costprice=sh18000 Profit=sh(21000-18,000) =sh3000 ##### 3000 Percentageprofit ~~=~~ x100 ##### 18000 2 =1 6 % 3 Example Johnnyboughtadressat3500andlatersolditatsh.2800.whatpercentagelossdidheincurs? Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Costprice=sh3500 Sellingprice=sh2800 Loss=sh(3500-2800) =Sh700 ##### 700 Percentageloss= x100=20% ##### 3500 ##### Discount Ashopkeepermaydecidetosellanarticleatreducedprice.Thedifferencebetweenthemarkedpriceandthe reducedpriceisreferredtoasthediscount.Thediscountisusuallyexpressedasapercentageoftheactual price. ##### Example Thepriceofanarticleismarkedatsh120.Adiscountisallowedandthearticlesoldatsh96.Calculatethe percentagediscount. ##### Solution Actualprice=sh120.00 Reducedprice=sh96.00 Discount=sh(120.0096.00) =sh24 Percentagediscount=24/120x100 =sh20% ##### Commission Acommissionisanagreedrateofpayment,usuallyexpressedasapercentage,toanagentforhisservices. ##### Example Mr.Neasa,asalesmaninasoapindustry,sold250piecesoftoiletsoapatsh45.00and215packetsof determiningatsh75.00perpacket.Ifhegota5%commissiononthesales,howmuchmoneydidhegetas commission? ##### Solution Salesforthetoiletsoapwas250x45=sh11250 Salesforthedetergentwas215x75=sh16125 ##### Commission = [5] #### 100 [(] [11250+16125] [)] ##### 5 x27375=sh1368 100 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Example Asalesmanearnsabasicsalaryofsh.9,000permonth.Inadditionheisalsopaidacommissionof5%for salesabovesh.15,000.Inacertainmonthhesoldgoodsworthsh.120,000atadiscountof2%.Calculatehis totalearningsthatmonth. {3marks} ##### Solution salessh.120,000 97.5 netafterdiscou ~~nt~~ 120,000=17,000 100 salesabovesh.15,000=117,000-15,000 =kshs.102,000 5 commisiio ~~n~~ 102,000=5,100 100 totlearnings=9,000+5,100 =kshs14,100 Endoftopic ### PastKCSEQuestionsonthetopic 1.ThecashprizeofatelevisionsetisKshs25000.AcustomerpaidadepositofKshs3750.Herepaid theamountowingin24equalmonthlyinstallments.Ifhewaschargedsimpleinterestattherateof 40%p.ahowmuchwaseachinstallment? 2.MrNgenyborrowedKshs560,000from abanktobuyapieceofland.Hewasrequiredtorepaythe loanwithsimpleinterestforaperiodof48months.TherepaymentamountedtoKshs21,000per month. Calculate (a)Theinterestpaidtothebank Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com (b)Therateperannumofthesimpleinterest 3.Acardealercharges5%commissionforsellingacar.HereceivedacommissionofKshs17,500for sellingcar.Howmuchmoneydidtheownerreceivefromthesaleofhiscar? 4.AcompanysalesladysoldgoodsworthKshs240,000from thissalesheearneda commissionof Kshs4,000 (a)Calculatetherateofcommission (b)IfshesoldgoodwhosetotalmarkedpricewasKshs360,000andallowed adiscountof2%calculatetheamountofcommissionshereceived. 5.Abusinesswomanboughttwobagsofmaizeatthesamepriceperbag.Shediscoveredthatone bagwasofhighqualityandtheotheroflowquality.Onthehighqualitybagshemadeaprofitby sellingatKshs1,040,whereasonthelowqualitybagshemadealossbysellingatKshs880.Ifthe profitwasthreetimestheloss,calculatethebuyingpriceperbag. 6.Asalesmangetsacommissionof2.4% onsalesuptoKshs100,000.Hegetsanadditional commissionof1.5%onsalesabovethis.CalculatethecommissionhegetsonsalesworthKshs 280,000. 7.ThreepeopleKoris,WangareandHassancontributedmoneytostartabusiness.Korircontributeda quarterofthetotalamountandWangaretwofifthsoftheremainder. HassanscontributionwasoneandahalftimesthatofKoris.Theyborrowedtherestofthemoney from thebankwhichwasKshs60,000lessthanHassanscontribution.Findthetotalamount requiredtostartthebusiness. 8.AKenyantouristleftGermanyforKenyathroughSwitzerland.WhileinSwitzerlandheboughta watchworth52deutscheMarks.Findthevalueofthewatchin: (a) SwissFrancs. (b) KenyaShillings Usetheexchangertesbelow: 1SwissFranc=1.28DeutscheMarks. 1SwissFranc=45.21KenyaShillings 9. AsalesmanearnsabasicsalaryofKshs.9000permonth Inadditionheisalsopaidacommissionof5%forsalesaboveKshs15000 InacertainmonthhesoldgoodsworthKshs.120,000atadiscountof2%.Calculatehistotal earningsthatmonth 10.Inthisquestion,mathematicaltableshouldnotbeused AKenyanbankbuysandsellsforeigncurrenciesasshownbelow Buying Selling (InKenyashillings) InKenyaShillings 1HongKongdollar 9.74 9.77 1SouthAfricanrand 12.03 12.11 AtouristsarrivedinKenyawith105000HongKongdollarsandchangedthewholeamountto Kenyanshillings.WhileinKenya,shepentKshs403897andchangedthebalancetoSouthAfrican randbeforeleavingforSouthAfrica.Calculatetheamount,inSouthAfricanrandthatshereceived. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com 11.AKenyanbusinessmanboughtgoodsfrom Japanworth2,950000Japaneseyen.Onarrivalin Kenyacustomdutyof20%waschargedonthevalueofthegoods. Iftheexchangerateswereasfollows 1USdollar=118JapaneseYen 1USdollar=76Kenyashillings CalculatethedutypaidinKenyashillings 12.Twobusinessmenjointlyboughtaminibuswhichcouldferry25payingpassengerswhenfull.The farebetweentwotownsAandBwasKshs.80perpassengerforoneway.Theminibusmadethree roundtripsbetweenthetwotownsdaily.ThecostoffuelwasKshs1500perday.Thedriverand theconductorwerepaiddailyallowancesofKshs200andKshs150respectively. AfurtherKshs4000perdaywassetasideformaintenance. (a)Onedaytheminibuswasfulloneverytrip. (i) Howmuchmoneywascollectedfromthepassengersthatday? (ii) Howmuchwasthenetprofit? (b)Onanotherday,theminibuswas80%ontheaverageforthethreeround trips.Howmuchdideachbusinessgetifthedaysprofitwassharedintheratio2:3? 13.Atravelerhadsterlingpounds918withwhichheboughtKenyashillingsattherateofKshs84per sterlingpound.Hedidnotspendthemoneyasintended.Later,heusedtheKenyanshillingstobuy sterlingpoundattherateofKshs.85persterlingpound.Calculatetheamountofmoneyinsterling poundslostinthewholetransaction. 14.AcommercialbankbuysandsellsJapaneseYeninKenyashillingsattheratesshownbelow Buying 0.5024 Selling 0.5446 AJapanesetouristattheendofhistourofKenyawasleftwithKshs.30000whichheconvertedto JapaneseYenthroughthecommercialbank.HowmanyJapaneseYendidheget? 15.InthemonthofJanuary,aninsurancesalesmanearnedKshs.6750whichwascommissionof4.5% ofthepremiumspaidtothecompany. (a)Calculatethepremiumpaidtothecompany. (b)InFebruarytherateofcommissionwasreducedby66 [2] / 3 %andthe premiumsreducedby10% calculatetheamountearnedbythesalesmaninthemonthof February 16.Akinyi,Bundi,Cura and Diba invested somemoneyin a businessin theratio of7:9:10:14 respectively.ThebusinessrealizedaprofitofKshs46800.Theyshared12%oftheprofitequally Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com andtheremainderintheratiooftheircontributions.Calculatethetotalamountofmoneyreceived byDiba. 17.AtelephonebillincludesKshs4320foralocalcallsKshs3260fortrankcallsandrentalcharge Kshs2080.Avalueaddedtax(V.A.T)isthenchargedat15%,Findthetotalbill. 18.Duringacertainperiod.Theexchangerateswereasfollows 1sterlingpound=Kshs102.0 1sterlingpound=1.7usdollar 1U.Sdollar=Kshs60.6 AschoolmanagementintendedtoimporttextbooksworthKshs500,000from UK.Itchangedthe moneytosterlingpounds.Laterthemanagementfoundoutthatthebooksthesterlingpoundsto dollars.UnfortunatelyafinancialcrisisaroseandthemoneyhadtobeconvertedtoKenyashillings. Calculatethetotalamountofmoneythemanagementendedupwith. 19.Afruitererbought144pineapplesatKshs100foreverysixpineapples.Shesoldsomeofthem at Kshs72foreverythreeandtherestatKshs60foreverytwo. Ifshemadea65%profit,calculatethenumberofpineapplessoldatKshs72foreverythree. CHAPTERTEN SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)DrawandlabelthecompleteCartesianplane b.)LocateandplotpointsontheCartesianplane c.)Chooseanduseappropriatescaleforagivendata d.)Makeatableofvaluesforagivenlinearrelation e.)Usevaluestodrawalineargraph f.)Solvesimultaneouslinearequationsgraphically g.)Draw,readandinterpretgraphs. Content a.)Cartesianplane b.)Cartesianco-ordinate c.)PointsontheCartesianplane d.)Choiceofappropriatescale e.)Tableofvaluesforagivenlinearrelation Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com f.)Lineargraphs g.)Graphicalsolutionsofsimultaneouslinearequations h.)Interpretationofgraphs. ### Introduction Thepositionofapointinaplanislocatedusinganorderedpairofnumberscalledco-ordinatesandwrittenin theform (x,y).Thefirstnumberrepresentsthedistancealongthexaxisandiscalledthexco-ordinates.The secondnumberrepresentsdistancealongtheyaxisanditscalledtheycoordinates. Thexandycoordinatesintersectsat(0,0)apointcalledtheorigin.Thesystem oflocatingpointsusingtwo axesatrightanglesiscalledCartesianplansystem. TolocateapointontheCartesianplane,movealongthex-axistothenumberindicatedbythex-coordinateand thenalongthey-axistothenumberindicatedbythey-coordinate.Forexample,tolocatethepointwith coordinates(1,2),move1unittotherightoftheoriginandthen2unitsup ##### TheCartesianplan ### The Graph ofastraight line ConsidertheLinear equationy=2x+ 1.Some corresponding valuesofxand y are given in the table below.Ifwe plotthepointswe noticethattheyall lieinastraightline. ##### Solution Step1writetherule y=2x+1 Step2Drawatableandchoosesimplexvalues Step3Usetheruletofindeachyvalueandentertheninthetable. E.g.whenx=-2,y=2x-2+1=-3. whenx=-1,y=2x-1+1=-1 step4DrawaCartesianplanandplotthepoints. Step5Jointhepointstoformastraightlineandlabelthegraph Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Note:  Twopointsaresufficienttodetermineastraightline,butweusethethirdpointasacheck.  Itisadvisabletochoosepointswhichcanbeplottedeasily. ##### Graphingsolutionsofsimultaneouslinearequation Thegraphsoftheformax+by=crepresentsastraightline.Whentwolinearequationsarerepresentedonthe sameCartesianplan,theirgraphsmayormaynotintersect.Forexample,insolvingthesimultaneous equationsx+3y=5and5x+7y=9graphically,thegraphsofthetwoequationaredrawn. Thetwolinesintersectatp(-1,2).Thesolutiontothesimultaneousequationsis,therefore,x=-1andy=2. ##### Generalgraphs Graphsareappliedwidelyinscienceandmanyotherfields.Thegraphsshouldtheirfoebedrawninawaythat conveyinformationeasilyandaccurately.Themostofimportanttechniqueofdrawinggraphsisthechoiceof Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com appropriatescale. Agoodscaleisonewhichusesmostofthegraphpageandenablesustoplotpointsandreadoffvalueseasily andaccurately. Avoidscaleswhich:  Givetinygraphs.  Cannotaccommodateallthedatainthetable. Itisgoodpracticeto:  Labeltheaxesclearly.  Givethetitleofthegraph. Endoftopic ### RevisionQuestionsonthetopic 1.)Copyandcompletethetableandhencedrawthecorrespondinggraph. Y=4x+3 |Col1|Col2|Col3|Col4|Col5|Col6| |---|---|---|---|---|---| ||||||| 2.)Drawthegraphofthefollowing: a.)Y+2x=5 b.)y/2+2x=5 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- CHAPTERTWENTY SpecificObjectives isabokemicah@gmail.com Bytheendofthetopicthelearnershouldbeableto: a.)Nameandidentifytypesofangles b.)Solveproblemsinvolvinganglesonastraightline c.)Solveproblemsinvolvinganglesatapoint d.)Solveproblemsinvolvinganglesonatransversalcuttingparallellines e.)Stateanglepropertiesofpolygons f.)Solveproblemsinvolvinganglepropertiesofpolygons g.)Applytheknowledgeofanglepropertiestoreallifesituations. Content a.)Typesofangles b.)Anglesonastraightline c.)Anglesatapoint d.)Anglesonatransversal(corresponding,alternateandalliedangles) e.)Anglepropertiesofpolygons f.)Applicationtoreallifesituations. ### Introduction Aflatsurfacesuchasthetopofatableiscalledaplane.Theintersectionofanytwostraightlinesisapoint. ##### Representationofpointsandlinesonaplane Apointisrepresentedonaplanebyamarklabelledbyacapitalletter.Throughanytwogivenpointsonaplane, onlyonestraightlinecanbedrawn. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ThelinepassesthroughpointsAandBandhencecanbelabelledlineAB. ##### TypesofAngles Whentwolinesmeet,theyform anangleatapoint.Thepointwheretheangleisformediscalledthevertexof theangle.Thesymbol<isusedtodenoteanangle. Acuteangle. Reflexangle. Obtuseangle Rightangle Toobtainthesizeofareflexanglewhichcannotbereaddirectlyfrom aprotractor,thecorrespondingacuteor obtuseangleissubtractedfrom 360 0 .IfanytwoanglesXandYaresuchthat: i.) AngleX+angleY=90 0,theanglesaresaidtobecomplementaryangles.Eachangleisthensaidto bethecomplementoftheother. ii.) AngleX+angleY=180 0,theanglesaresaidtobesupplementaryangles.Eachangleisthensaidto bethesupplementoftheother. Inthefigurebelow<POQand<ROQareapairofcomplementaryangles. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Inthefigurebelow<DOFand<FOEareapairofsupplementaryangles. ##### Anglesonastraightline. Thebelowshowsanumberofangleswithacommonvertex0.AOEisastraightline. Twoanglesoneithersideofastraightlineandhavingacommonvertexarereferredtoasadjacentangles. Inthefigureabove: <AOBisadjacentto<BOC <BOCisadjacentto<COD <CODisadjacentto<DOE 0 ##### Anglesonastraightlineaddupto180. Anglesatapoint Twointersectingstraightlinesform fourangleshavingacommonvertex.Theangleswhichareonopposite sidesofthevertexarecalledverticallyoppositeangles.Considerthefollowing: Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Inthefigureabove<COBand<AOCareadjacentanglesonastraightline.Wecannowshowthata=cas follows: a+b=180 0 (Anglesonastraightline) c+d=180 0 (Anglesonastraightline) 0 0 + 180 0 0 = 360 0 0 So,a+b+c+d=180+ 180 = 0 Thisshowsthatanglesatapointaddupto360 0 ##### Anglesonatransversal Atransversalisalinethatcutsacrosstwoparallellines. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com IntheabovefigurePQandSTareparallellinesandRUcutsthroughthem.RUisatransversal. Name: i.) CorrespondinganglesareAnglesbande,candh,aandf,dandg. ii.) Alternateanglesaandc,fandh,bandd,eandg. iii.) Co-interiororalliedanglesarefandd,cande. ##### Anglepropertiesofpolygons Apolygonisaplanfigureborderedbythreeororestraightlines ##### Triangles Atriangleisathreesidedplanefigure.Thesum ofthethreeanglesofatriangleaddupto18 .trianglesare0 0 classifiedonthebasisofeitheranglessides. i.) Atriangleinwhichoneoftheanglesis90 0 iscalledarightangledtriangle. ii.) Ascalenetriangleisoneinwhichallthesidesandanglesarenotequal. iii.) Anisoscelestriangleisoneinwhichtwosidesareequalandtheequalsidesmakeequalangles withthethirdside. iv.) Anequilateraltriangleisoneinwhichallthesideareequalandalltheanglesareequal Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Exteriorpropertiesofatriangle AngleDAB=p+q. Similarly,AngleEBC=r+qandangleFCA=r+p. Butp+q+r=180 0 Butp+q+r=180 0 ThereforeangleDAB+angleEBC+angleFCA=2p+2q+2r =2(p+q+r) =2x180 0 =360 0 0 Ingeneralthesumofalltheexterioranglesofatriangleis360. ##### Quadrilaterals Aquadrilateralisafoursidedplanfigure.Theinterioranglesofaquadrilateraladdput360 0 .Quadrilaterals arealsoclassifiedintermsofsidesandangles. ##### PROPERTIESOFQUADRILATERALS PropertiesofParallelograms Inaparallelogram, 1. Theparallelsidesareparallelbydefinition. 2. Theoppositesidesarecongruent. 3. Theoppositeanglesarecongruent. 4. Thediagonalsbisecteachother. 5. Anypairofconsecutiveanglesaresupplementary. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### PropertiesofRectangles Inarectangle, 1. Allthepropertiesofaparallelogramapplybydefinition. 2. Allanglesarerightangles. 3. Thediagonalsarecongruent. ##### Propertiesofakite 1. Two disjointpairs ofconsecutive sides are congruentby definition. 2. Thediagonalsareperpendicular. 3. Onediagonalistheperpendicularbisectoroftheother. 4. Oneofthediagonalsbisectsapairofoppositeangles. 5. Onepairofoppositeanglesarecongruent. ##### PropertiesofRhombuses Inarhombus, 1. Allthepropertiesofaparallelogramapplybydefinition. 2. Twoconsecutivesidesarecongruentbydefinition. 3. Allsidesarecongruent. 4. Thediagonalsbisecttheangles. 5. Thediagonalsareperpendicularbisectorsofeachother. 6. Thediagonalsdividetherhombusintofourcongruentright triangles. ##### PropertiesofSquares Inasquare, 1. Allthepropertiesofarectangleapplybydefinition. 2. Allthepropertiesofarhombusapplybydefinition. 3. Thediagonalsformfourisoscelesrighttriangles. ##### PropertiesofIsoscelesTrapezoids Inanisoscelestrapezoid, 1. Thelegsarecongruentbydefinition. 2. Thebasesareparallelbydefinition. 3. Thelowerbaseanglesarecongruent. 4. Theupperbaseanglesarecongruent. 5. Thediagonalsarecongruent. 6. Anylowerbaseangleissupplementarytoanyupperbaseangle. ##### ProvingThataQuadrilateralisaParallelogram Anyoneofthefollowingmethodsmightbeusedtoprovethataquadrilateralisaparallelogram. 1. Ifbothpairsofoppositesidesofaquadrilateralareparallel,thenitisaparallelogram(definition). 2. Ifbothpairsofoppositesidesofaquadrilateralarecongruent,thenitisaparallelogram. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com 3. Ifonepairofoppositesidesofaquadrilateralarebothparallelandcongruent,thenitisaparallelogram. 4. Ifthediagonalsofaquadrilateralbisecteachother,thentheitisaparallelogram. 5. Ifbothpairsofoppositeanglesofaquadrilateralarecongruent,thenitisaparallelogram. ##### ProvingThataQuadrilateralisaRectangle Onecanprovethataquadrilateralisarectanglebyfirstshowingthatitisaparallelogramandthenusingeither ofthefollowingmethodstocompletetheproof. 1. Ifaparallelogramcontainsatleastonerightangle,thenitisarectangle(definition). 2. Ifthediagonalsofaparallelogramarecongruent,thenitisarectangle. Onecanalsoshowthataquadrilateralisarectanglewithoutfirstshowingthatitisaparallelogram. 3. Ifallfouranglesofaquadrilateralarerightangles,thenitisarectangle. ##### ProvingThataQuadrilateralisaKite Toprovethataquadrilateralisakite,eitherofthefollowingmethodscanbeused. 1. Iftwodisjointpairsofconsecutivesidesofaquadrilateralarecongruent,thenitisakite(definition). 2. Ifoneofthediagonalsofaquadrilateralistheperpendicularbisectoroftheotherdiagonal,thenitisa kite. ##### ProvingThataQuadrilateralisaRhombus Toprovethataquadrilateralisarhombus,onemayshowthatitisaparallelogram andthenapplyeitherofthe followingmethods. 1. Ifaparallelogram containsapairofconsecutivesidesthatarecongruent,thenitisarhombus (definition). 2. Ifeitherdiagonalofaparallelogrambisectstwoanglesoftheparallelogram,thenitisarhombus. Onecanalsoprovethataquadrilateralisarhombuswithoutfirstshowingthatitisaparallelogram. 3. Ifthediagonalsofaquadrilateralareperpendicularbisectorsofeachother,thenitisarhombus. ##### ProvingThataQuadrilateralisaSquare Thefollowingmethodcanbeusedtoprovethataquadrilateralisasquare: Ifaquadrilateralisbotharectangleandarhombus,thenitisasquare. ##### ProvingThataTrapezoidisanIsoscelesTrapezoid Anyoneofthefollowingmethodscanbeusedtoprovethatatrapezoidisisosceles. 1. Ifthenonparallelsidesofatrapezoidarecongruent,thenitisisosceles(definition). 2. Ifthelowerorupperbaseanglesofatrapezoidarecongruent,thenitisisosceles. 3. Ifthediagonalsofatrapezoidarecongruent,thenitisisosceles. ##### Note:  Ifapolygonhasnsides,thenthesumofinteriorangles(2n-4)rightangles. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com  Thesumofexterioranglesofanypolygonis360 0 .  Atriangleissaidtoberegularifallitssidesandallitsinterioranglesareequal. Thefigurebelowisahexagonwithinterioranglesg,h,I,kandIandexterioranglesa,b,c,d,e,andf. Endoftopic ### PastKCSEQuestionsonthetopic Inthefigurebelow,linesABandLMareparallel. A B Findthevaluesoftheanglesmarkedx,yandz (3mks) Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com CHAPTERONE SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)Usearulerandcompassesonlyto:  constructaperpendicularbisectorofaline  constructananglebisector  constructaperpendiculartoalinefromagivenapoint  constructaperpendiculartoalinethroughagivenpointontheline  constructangleswhosevaluesaremultiplesof7  constructparallellines  dividealineproportionally b.)Usearulerandasetsquaretoconstructparallellines,dividealineproportionally,andtoconstruct perpendicularlines c.)Constructaregularpolygonusingrulerandcompassesonly,andruler,compassesandprotractor d.)Constructirregularpolygonsusingaruler,compassesandprotractor. Content a.)Constructionoflinesandanglesusingarulerandcompassesonly b.)Constructionofperpendicularandparallellinesusingarulerandasetsquareonly c.)Proportionaldivisionofaline d.)Constructionofregularpolygons(uptoahexagon) e.)Constructionofirregularpolygons(uptoahexagon). ### Introduction ##### ConstructionInstruments Thefollowingminimumsetofinstrumentsisrequiredinordertoconstructgoodqualitydrawings: o Twosetsquares. o Aprotractor. o A 15cmor150mmruler o Compass o Protractor o Divider o Aneraser/rubber o Twopencils-a2HandanHB,togetherwithsomesharpeningdeviceRazorbladeorshaper. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### ConstructionofPerpendicularLines Perpendicularlines ThefigurebelowshowsPQasaperpendicularbisectorofagivenlineAB. ##### ToobtaintheperpendicularbisectorPQ  WithAandBascentre,andusingthesameradius,drawarcsoneithersideofAB tointersectatPand Q.  JoinPtoQ. ThefigurebelowshowsPE,aperpendicularfromapointPtoagivenlineAB. ##### Toconstructaperpendicularlinefromapoint  TodropaperpendicularlinefrompointPtoAB.  SetthecompasspointatPandstrikeanarcintersectingABatCandD.  WithCandDascentresandanyradiuslargerthanone-halfofCD, Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com  StrikearcsintersectingatE.  AlinefromPthroughEisperpendiculartoAB. ##### Toconstructaperpendicularlinefromapoint  UsingPascentreandanyconvenientradius,drawarcstointersectthelinesatAandB.  UsingAascentreandaradiuswhosemeasureisgreaterthanAP,drawanarcabovetheline.  UsingBasthecentreandthesameradius,drawanarctointeracttheonein(ii)atpointQ.  Usingaruler,drawPQ. ### FIGUR21.4 ##### Constructionofperpendicularlinesusingasetsquare. Twoedgesofasetsquareareperpendicular.Theycanbeusedtodrawperpendicularlines.Whenoneofthe edgesisputalongaline,alinedrawnalongtheotheroneisperpendiculartothegivenline. ##### Toconstructaperpendicularfromapointptoaline  Placearuleralongtheline.  Placeoneoftheedgesofasetsquarewhichformarightanglealongtheruler.  Slidethesetsquarealongtheruleruntiltheotheredgereachesp.  HoldthesetsquarefirmlyanddrawthelinethroughPtomeetthelineperpendicularly. ##### ConstructionofAnglesusingaRulerandapairofcompassonly Thebasicanglefromwhichalltheotherscanbederivedfromisthe60 0,45 0 and90 0 0,45 0 0 and90 0 0 0 ##### ConstructionofanAngleof60  LetAbetheapexoftheangle  WithcentreAdrawanarcBCusingasuitableradius.  WithbasthecentredrawanotherarctointersectarcBCatD. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com  DrawalineAEthroughD.TheangleEACis60 0 0 ##### ConstructionofanAngleof90  LetAbetheapexoftheangle.  WithcentreAdrawanarcBCoflargeradius.  DrawanarconBCusingasuitableradiusandmarkitD.  UsingthesameradiusandpointDasthecentredrawanarcE.  BDandDEareofthesameradius.  WithcentreDdrawanyarcF.  WithcentreEdrawanarcequalinradiustoDF.  JoinAFwithastraightline.AngleBAFis90 0 0 ##### ConstructionofanAngleof45 DrawABandACatrightangles45 0 toeachother.WithcentreAandwithlargeradius,drawanarctocutABat Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com D andandACatE.WithcentresEandDdrawarcsofequalradiustointersectatDrawastraightlinefrom A throughAngleBAFis45 0 0 ##### 1 0 Constructionofanglesofmultipleof 7 30 [0] 15 [0] .. 2 ##### 30 [0] 15 [0] 0 angleproduces30 0 0 andthesuccessivebisectionofthisangleproduces15 0 0 Thebisectionof 60 0 angleproduces30 0 andthesuccessivebisectionofthisangleproduces15 0 whichis 0 bisectedtoproduce ~~7~~ [1] asshownbelow. 2  DrawABandACat60 0 toeachotherasshownabove.  WithcentreA,andalargeradius,drawanarctocutABatEandACatD.  WithcentresEandDdrawarcsofequalradiustointersectatF.  DrawalinefromAthroughF. 0 half .60 0 0  AngleCAFis30 0 half .60 0 0 ##### 0 1 ~~7~~ ##### Toconstruct15 ##### 2  DrawACandAFat30 0 toeachotherasdescribedabove.  WithcentresGandDdrawarcsofequalradiustointersectatH  DrawalinefromAthroughH  AngleCAHis15 0 . Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com 0  WithcentresJandDafurtherbisectioncanbemadetogive ~~7~~ [1] 2 ### Constructionofparallellines Toconstructalinethroughagivenpointandparalleltoagivenline,wemayusearulerandapairofcompass only,orarulerandasetsquare. ##### Usingarulerandapairofcompassonly Parallelogrammethod ThelineEPparalleltoACisconstructedasfollows:  WithXasthecentreandradiusPQ,drawanarc.  WithQasthecentreandradiusPX,drawanotherarctocutthefirstarcatR.  JoinXtoR. ##### ProportionalDivisionoflines Linescanbeproportionatelydividedintoagivennumberofequalpartsbyuseofparallellines. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com TodividelineAB  DividelineABintotenequalparts.  Throughb,drawalineCBofanyconvenientlengthatasuitableanglewithAB.  Usingapairofcompasses,markoff,alongBC,tenequalintervalsasshownabove.  JoinCtoA.Byusingasetsquareandaruler,drawlinesparalleltoCA.  Thelineisthereforedividedtenequalpartsorintervals. ##### ConstructionofRegularPolygons Apolygonisregularifallitssidesandanglesareequal,otherwiseitisirregular. ##### Note: Forapolygonofnsides,thesum ofinterioranglesis(2n-4)rightangles.Thesizeofeachinteriorangleofthe 2n-4 0 regularpolygonisthereforeequalto ~~(~~ ) [90] . 0 ) n [90] Thesum ofexterioranglesofanypolygonis360 0 .Eachexteriorangleofaregularpolygonisthereforeequal 360 0 ~~to~~ . n ##### ConstructionofaregularTriangle Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### ConstructionofaregularQuadrilateral Constructionofaregularpentagon. ToconstructaregularpentagonABCDofsides4cm. ~~=~~ ( 10-4 ) Eachoftheinteriorangles rightangles= 0 rightangles=108 5  DrawalineAB=4cmlong.  DrawangleABC=108 0 andBC=4cm  UsethesamemethodtolocatepointsDand Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Note; Usethesameproceduretoconstructotherpoints. ##### Constructionofirregularpolygons Constructionoftriangles Toconstructatrianglegiventhelengthofitssides  DrawalineandmarkapointAonit.  OnthelinemarkoffwithapairofcompassapointB,3cmfromA.  WithBasthecentreandradius5cm,drawanarc  WithAasthecentreandradius7cm,drawanotherarctointersectthearcin(iii)atC.JoinAtoCandB toC. Toconstructatriangle,giventhesizoftwoanglesandlengthofoneside. 0,<ABC==50 0 0 ConstructatriangleABCinwhich<BAC=60 0,<ABC==50 0 andBC=4cm.Thesketchisshownbelow.  DrawalineandmarkapointBonit.  MarkoffapointContheline,4cmfromB. 0 and=70 0 0  Usingaprotractor,measureanangleof=50 0 and=70 0 atBandCrespectively. Toconstructatrianglegiventwosidesandoneangle. Giventhelengthsoftwosidesandthesizeoftheincludedangle.ConstructatriangleABC,inwhichAB=4 cm,BC=5cmand<ABC=60 0 .Draw asketchasshownbelow.  DrawalineBC=5cmalong  Measureanangleof=60 0 atBandmarkoffapointA,4cmfromB.  JoinAtoC. Toconstructatrapezium. TheconstructionofatrapeziumABCDwithAB=8cm,BC=5cm,CD=4cmandangleABC=60 0 andAB=8 cm Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com  DrawalineAB=8cm.  ConstructanAngleof=60 0 atB.  UsingBasthecentreandradiusof5cm,markanarctoinsectthelinein(ii)atC.  ThroughC,drawalineparalleltoAB  UsingCasthecentreandradiusof4cm,Markanarctointersectthelinein(iv)atD.  JoinDtoAtoformthetrapezium. Endofto p ic ### PastKCSEQuestionsonthetopic 1.Usingarulerandapairofcompassesonly, a) ConstructatriangleABCinwhichAB=9cm,AC=6cmandangleBAC=37 [0] a)DropaperpendicularfromCtomeetABatD.MeasureCDandhencefindtheareaofthetriangle 2. ABC b)PointEdividesBCintheratio2:3.UsingarulerandSetSquareonly,determinepointE.MeasureAE. B Onthediagram,constructacircletotouchlineABatXandpassesthroughthepointC. (3mks) 3. Usingrulerandpairofcompassesonlyforconstructionsinthisquestion. (a)ConstructtriangleABCsuchthatAB=AC=5.4cmandangleABC=30 [0] .MeasureBC (4mks) (b)Onthediagramabove,apointPisalwaysonthesamesideofBCasA.Drawthe locusofPsuchthatangleBACistwiceangleBPC (2mks) (c)DropaperpendicularfromAtomeetBCatD.MeasureAD (2mks) Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com (d)DeterminethelocusQonthesamesideofBCasAsuchthattheareaoftriangle BQC=9.4cm [2] (2mks) 4. (a)Withoutusingaprotractororsetsquare,constructatriangleABCinwhichAB=4cm, BC= 6cmand  ABC=67 [0] .TakeABasthebase. (3mks) MeasureAC. (b)DrawatriangleA [1] BC [1] whichisindirectlycongruenttotriangleABC. (3mks) 5. ConstructtriangleABCinwhichAB=4.4cm,BC=6.4cmandAC=7.4cm.Constructanescribedcircle oppositeangleACB (5mks) (a)Measuretheradiusofthecircle (1mk) (b)MeasuretheacuteanglesubtendedatthecentreofthecirclebyAB (1mk) (c)ApointPmovessuchthatitisalwaysoutsidethecirclebutwithintriangleAOB,whereOisthe centreoftheescribedcircle.ShowbyshadingtheregionwithinwhichPlies. (3mks) 6. (a)Usingarulerandapairofcompassesonly,constructaparallelogramPQRSinwhichPQ=8cm,QR =6cmand PQR=150 [0] (3mks) (b)DropaperpendicularfromStomeetPQatB.MeasureSBandhencecalculatetheareaofthe parallelogram. (5mks) (c)MarkapointAonBSproducedsuchthattheareaoftriangleAPQisequaltothreequartersthearea oftheparallelogram (1mk) (d)Determinetheheightofthetriangle. (1mk) 7. Usingarulerandapairofcompassesonly,constructtriangleABCinwhichAB=6cm,BC=8cmand angleABC=45 [o] .DropaperpendicularfromAtoBCatM.MeasureAMandAC (4mks) 8. a)UsingarulerandapairofcompassesonlytoconstructatrapeziumABCD suchthat,, and (5mks) b)FromthepointDdropaperpendiculartothelineABtomeetthelineatE.measureDEhence calculatetheareaofthetrapezium (5mks) 9. Usingapairofcompassesandruleronly; (a)ConstructtriangleABCsuchthatAB=8cm,BC=6cmandangleABC=30 [0] .(3marks) (b)MeasurethelengthofAC (1mark) (c)DrawacirclethattouchestheverticesA,BandC. (2marks) (d)Measuretheradiusofthecircle (1mark) (e)Henceorotherwise,calculatetheareaofthecircleoutsidethetriangle. (3marks) 10. Usingarulerandapairofcompassesonly,constructthelocusofapointPsuchthatangleAPB=60 [0] onthelineAB=5cm. (4mks) Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com A B 11. Usingasetsquare,rulerandpairofcompasesdividethegivenlineinto5equalportions.(3mks) 12. Usingarulerandapairofcompassesonly,drawaparallelogramABCD,suchthatangleDAB=75 [0] . LengthAB=6.0cmandBC=4.0cmfrompointD,dropaperpendiculartomeetlineABatN a)MeasurelengthDN b)Findtheareaoftheparallelogram (10mks) 13. Usingarulerandapairofcompassesonly,drawaparallelogramABCDinwhichAB=6cm,BC=4cm andangleBAD=60 [o] .Byconstruction,determinetheperpendiculardistancebetweenthelinesABandCD 14. Withoutusingaprotractor,drawatriangleABCwhere  CAB=30 [o],AC=3.5cmand AB=6cm.measureBC 15. (a)Usingarulerandapairofcompassonly,constructatriangleABCinwhich angleABC=37.5 [o],BC=7cmandBA=14cm (b)DropaperpendicularfromAtoBCproducedandmeasureitsheight (c)Useyourheightin(b)tofindtheareaofthetriangleABC (d)UseconstructiontofindtheradiusofaninscribedcircleoftriangleABC 16. Inthisquestionuseapairofcompassesandaruleronly a)ConstructtrianglePQRsuchthatPQ=6cm,QR=8cmand<PQR=135 b)ConstructtheheightoftrianglePQRin(a)above,takingQRasthebase 17. OnthelineACshownbelow,pointBliesabovethelinesuchthat  BAC=52.5 [o] and] AB=4.2cm. (Usearulerandapairofcompassesforthisquestion) C A (a)Construct  BACandmarkpointB (b)DropaperpendicularfromBtomeetthelineACatpointF.MeasureBF CHAPTERTWENTYTW0 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)Interpretagivenscale b.)Chooseanduseanappropriatescale c.)Drawsuitablesketchesfromgiveninformation d.)Statethebearingofonepointfromanother e.)Locateapointusingbearinganddistance f.) Determineanglesofelevationanddepression g.)Solveproblemsinvolvingbearingselevationsandscaledrawing h.)Applyscaledrawinginsimplesurveying. Content a.)Typesofscales b.)Choiceofscales c.)Sketchingfromgiveninformationandscaledrawing d.)Bearings e.)Bearings,distanceandlocatingpoints f.)Anglesofelevationanddepression g.)Problemsinvolvingbearings,scaledrawing,anglesofelevationanddepression h.)Simplesurveyingtechniques. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### Introduction Thescale Theratioofthedistanceonamaptotheactualdistanceonthegroundiscalledthescaleofthemap.Theratio canbeinstatementforme.g.50cmrepresents50,000cmorasarepresentative fraction(R.F),1:5,000,000is ##### 1 writtena ~~s~~ . ##### 5,000,000 Example Thescaleofamapisgiveninastatementas1cm represents4km.convertthistoarepresentativefraction (R.F). ##### Solution Onecmrepresents4x100,000cm.1cmrepresents400,000 ##### 1 Therefore,theratiois1:400,000andtheR.Fi ~~s~~ ##### 400,000 ##### Example Thescaleofamapisgivenas1:250,000.Writethisasastatement. ##### Solution 1:250,000means1cm onthemaprepresents250,000cm ontheground.Therefore,1cm represents ##### 250, 000km. 100,000 I.e.1cmrepresents2.5km. ##### ScaleDiagram Whenduringusingscale,oneshouldbecarefulinchoosingtherightscale,sothatthedrawingfitsonthe paperwithoutmuchdetailsbeingleft. ##### BearingandDistances Directionisalwaysfoundusingacompasspoint. Acompasshaseightpointsasshowabove.ThefourmainpointsofthecompassareNorth,South,East,and West.TheotherpointsaresecondarypointsandtheyincludeNorthEast(NE),SouthEast(SE),SouthWest (SW)andNorthWest(NW).Eachangleformedatthecentreofthecompassis45 0 theanglebetweenNandE 0 is90. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com ##### CompassBearing Whenthedirectionofaplacefrom anotherisgivenindegreesandintermsoffourmainpointsofacompass. E.g.N45 0 W,thenthedirectionissaidtobegivenincompassbearing.Compassbearingismeasuredeither clockwiseoranticlockwisefromNorthorsouthandtheangleisacute. ##### Truebearing NorthEastdirection,writtenasN45 0 Ecanbegiveninthreefiguresas045 0 measuredclockwisefrom True 0 Ecanbegiveninthreefiguresas045 0 0 North.Thisthree-figurebearingiscalledthetruebearing. 0 .DuesouthEastas135 0 0 anddueNorthWestas315 0 0 Thetruebearingsduenorthisgivenas000 0 .DuesouthEastas135 0 anddueNorthWestas315 . 0 ##### Example From townP,atownQis60km awayonabearingSouth80east.AthirdtownRis100km from Ponthe bearingSouth40west.Acyclisttravellingat20km/hleavesPforQ.HestaysatQforonehourand thencontinuestoR.HestaysatRfor1hrs.andthenreturnsdirectlytoP. (a) CalculatethedistanceofQfromR. P=100+60-2(100)(60)Cos120 P=1360012000Cos120 P=19600 P =140km (b) CalculatethebearingofRfromQ. M1 M1 =38.2 A1 Bearing27038.2=241.8 B1 Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com (c) Whatisthetimetakenforthewholeroundtrip? TimefromPtoR TimefromQtoR B1forallthree correct FromRtoP Takentravelling=3+7+5 M1 =15hrs ##### Example AportBisonabearing080 [o] fromaportAandadistanceof95km.ASubmarineisstationedataportD,which isonabearingof200 [o] from A,andadistanceof124km from B.AshipleavesBandmovesdirectly SouthwardstoanIslandP,whichisonabearingof140 [o] from A.TheSubmarineatDonrealizingthattheship washeadingtotheIslandP,decidestoheadstraightfortheIslandtointercepttheship.Usingascaleof1cm torepresent10km,makeascaledrawingshowingtherelativepositionsofA,B,DandP. {4marks} Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- isabokemicah@gmail.com Hencefind: b) ThedistancefromAtoD. {2marks} 4.60.110=46KM 1KM c) ThebearingotheSubmarinefromtheshipwhentheshipwassettingofffromB. {1mark} 2401ORS60W 2 d) ThebearingoftheIslandPfromD. {1mark} 122ORS58E1 e) ThedistancetheSubmarinehadtocovertoreachtheIsland P1270.110=1271 KM {2marks} ##### AngleofElevationandDepression AngleofElevation: Theangleabovethehorizontalthatanobservermustlooktoseean object thatishigherthantheobserver.Example,amanlookingatabird. Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- ~~isabokemica~~ ~~h@gmail~~ ~~.com~~ ##### AngleofDepression: Theanglebelowhorizontalthatanobservermustlooktoseean object thatislowerthantheobserver.Example,abirdlookingdownata bug. Anglesofdepressionandelevationcanbemeasuredusingan instrumentcalledclinometer Tofindtheheightsorthelengthswecanusescaledrawing. ##### Simplesurveymethods Thisinvolvestakingfieldmeasurementsoftheareasothatamapoftheareacanbedrawntoscale.Piecesof landareusuallysurveyedinorderto:  Fixboundaries  Fortownplanning  Roadconstruction  Watersupplies  Mineraldevelopment ##### Areasofirregularshapes Areasofirregularshapecanbefoundbysubdividingthem intoconvenientgeometricalshapese.g.triangles, rectanglesortrapezia. ##### Example Theareainhectaresofthefieldcanbefoundbythehelpofabaselineandoffsetsasshown. Fig22.26 XYisthebaseline360m.SM,RPandQNaretheoffsets. TakingXasthestartingpointofthesurvey,theinformationcanbeentredinafieldbookasfollows. ~~Novels~~, ~~UpdatedCPA~~, ~~CIFA~~, ~~KASN~~ ~~EB~~, ~~ICT,Colle~~ ge,HighScho ~~ol&P~~ ~~rimaryNotes071449~~ 7530 ----- isabokemica ~~h@~~ gma ~~il~~ .com Thesketchisasfollows: Usingasuitablescale. Theareaoftheseparatepartsisfoundthencombined. Areaof: 2 TriangleXPRisx180x90=8100m 2 TrianglePRYisx180x90=8100m 2 TriangleXSMisx120x60=3600m 2 TriangleQNYisx120x180=10800m 2 TrapeziumSQNM=(QN+SM)xSQm 2 (180+60)x120m 2 =14400m 2 Totalarea=8100+8100+3600+10800+14400=45000m ~~No~~ ~~vels,Up~~ d atedCPA, CIFA, KASNEB, IC T,Col ~~lege,Hig~~ ~~hScho~~ o ~~l&Prim~~ ~~aryN~~ otes0714497530 ----- ~~isabokemicah@~~ gmail.com Endofto p ic ### PastKCSEQuestionsonthetopic 1.ApointBisonabearingof080 [0] fromaportAandatadistanceof95km.Asubmarineisstationedata portD,whichisonabearingof200 [0] fromAMandadistanceof124kmfromB. AshipleavesBandmovesdirectlysouthwardstoanislandP,whichisonabearingof140fromA.The submarineatDonrealizingthattheshipwasheadingfrotheislandP,decidestoheadstraightforthe islandtointercepttheship Usingascale0f1cmtorepresent10km,makeascaledrawingshowingtherelativepositionsofA,B,D, P. Hencefind (i)ThedistancefromAtoD (ii)ThebearingofthesubmarinefromtheshipwassettingofffromB (iii)ThebearingoftheislandPfromD (iv)ThedistancethesubmarinehadtocovertoreachtheislandP 2.FourtownsR,T,KandGaresuchthatTis84km directlytothenorthR,andKisonabearingof295 [0] fromRatadistanceof60km.Gisonabearingof340 [0] fromKandadistanceof30km.Usingascaleof1 cm torepresent10km,makeanaccuratescaledrawingtoshow therelativepositionsofthetown. Find (a)ThedistanceandthebearingofTfromK (b)ThedistanceandthebearingGfromT (c)ThebearingofRfromG 3. Twoaeroplanes,SandTleaveairportsAatthesametime.Sfliesonabearingof060at750km/h whileTfliesonabearingof210 [0] at900km/h. (a) Usingasuitablescale,drawadiagramtoshowthepositionsoftheaeroplaneaftertwohours. (b) Useyourdiagramtodetermine (i)Theactualdistancebetweenthetwoaeroplanes (ii)ThebearingofTfromS (iii)ThebearingofSfromT N ~~ov~~ ~~els,UpdatedCPA,CIF~~ A,KASNEB,ICT, Colle g e,HighSchool&Pr ~~imar~~ ~~yNotes0714497530~~ ----- ~~i~~ sa ~~b~~ o ~~k~~ em ~~i~~ ca ~~h~~ @gmail.com 4. ApointAisdirectlybelowawindow.AnotherpointBis15mfromAandatthesamehorizontallevel. FromBangleofelevationofthetopofthebottomofthewindowis300andtheangleofelevationof thetopofthewindowis350.Calculatetheverticaldistance. (a) FromAtothebottomofthewindow (b) Fromthebottomtotopofthewindow 4. FindbycalculationthesumofalltheinterioranglesinthefigureABCDEFGHIbelow 6. ShoppingcentersX,YandZaresuchthatYis12kmsouthofXandZis15kmfromX.Zisona bearingof330 [0] fromY.FindthebearingofZfromX. 7. Anelectricpylonis30mhigh.ApointSonthetopofthepylonisverticallyaboveanotherpointRonthe ground.PointsAandBareonthesamehorizontalgroundasR.PointAduesouthofthepylonandthe angleofelevationofSfromAis26 [0] .PointBisduewestofthepylonandtheangleofelevationofS fromBis32 [0] Findthe (a) DistancefromAandB (b) BearingofBfromA 8. ThefigurebelowisapolygoninwhichAB=CD=FA=12cmBC=EF=4cm andBAF=-CDE=120 [0] .ADisalineofsymmetry. ~~N~~ ove ls, U p datedCPA,CIFA ~~,KASNEB,IC~~ T,Coll e g e,Hi g hSchool&Primar yNotes ~~07144~~ ~~97530~~ ----- isa bok ~~emic~~ ~~ah@gmail~~ . ~~com~~ Findtheareaofthepolygon. 9. ThefigurebelowshowsatriangleABC a) Usingarulerandapairofcompasses,determineapointDonthelineBC suchthatBD:DC=1:2. b) FindtheareaoftriangleABD,giventhatAB=AC. 10. Aboatatpointxis200mtothesouthofpointY.TheboatsailsXtoanother pointZ.PointZis200monabearingof310 [0] from X,YandZareonthesamehorizontalplane. (a)CalculatethebearingandthedistanceofZfromY (b)WisthepointonthepathoftheboatnearesttoY. CalculatethedistanceWY (c)AverticaltowerstandsatpointY.TheangleofpointXfromthetopofthetoweris6 [0] calculatethe angleofelevationofthetopofthetowerfromW. 11. ThefigurebelowshowsaquadrilateralABCDinwhichAB=8cm,DC=12cm,  BAD=45 [0],  CBD= 90 [0] andBCD=30 [0] . Novels,Update dCPA, CIFA, KASNEB,ICT,College,HighSchool&Primar y Notes0714497530 ----- isabokem ~~icah@gm~~ ai ~~l~~ .com Find: (a)ThelengthofBD (b)ThesizeoftheangleADB 12. Inthefigurebelow,ABCDEisaregularpentagonandABFisanequilateraltriangle Findthesizeof a)  ADE b)  AEF c)  DAF 13. Inthisquestionuseapairofcompassesandaruleronly (a)constructtriangleABCsuchthatAB=6cm,BC=8cmand  ABC135 [0] (2marks) (b)ConstructtheheightoftriangleABCina)abovetakingBCasthebase (1mark) 14. Thesizeofaninteriorangleofaregularpolygonis3x [0] whileitsexteriorangleis(x-20) 0 .Findthe numberofsidesofthepolygon Novels,UpdatedCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryNotes 071449753 0 ----- isabokemicah@gmail.com 15. PointsLandMareequidistantfromanotherpointK.ThebearingofLfromKis330 [0] .ThebearingofM fromKis220 [0] . CalculatethebearingofMfromL 16. FourpointsB,C,QandDlieonthesameplanepointBisthe42kmduesouth-westoftownQ.PointCis 50kmonabearingof560 [0] fromQ.PointD isequidistantfromB,QandC. (a) Usingthescale1cmrepresents10km,constructadiagramshowingthepositionofB,C,Qand D (b) Determinethe (i) DistancebetweenBandC (ii) BearingDfromB 17. TwoaeroplanesPandQ,leaveanairportatthesametimefliesonabearingof240 [0] at900km/hrwhile QfliesdueEastat750km/hr (a) Usingascaleof1vcmdrawingtoshowthepositionsoftheaeroplanesafter40minutes. (b) Usethescaledrawingtofindthedistancebetweenthetwoaeroplaneafter40minutes (c) Determinethebearingof (i) PfromQans254 [0] (ii) QfromPans74 [0] 18. AportBisnoabearingof080fromaportAandatadistanceof95km.Asubmarineisstationedport Dwhichisonabearingof200 [0] fromA,andadistanceof124kmfromB. AshipleavesBandmovesdirectlysouthwardstoanislandP,whichisonabearingof140 [0] fromA.The submarineatDonrealizingthattheshipwasheadingfortheislandPdecidestoheadstraightforthe islandtointercepttheship. Usingascaleof1cmtorepresent10km,makeascaledrawingshowingtherelativepositionofA,BD andP. Hencefind: (i) ThedistancefromAandD (ii) ThebearingofthesubmarinefromtheshipwhentheshipwassettingofffromB (iii) ThebaringoftheislandPfromD (iv) Thedistancethesubmarinehadtocovertoreachtheisland 19. FourtownsR,T,KandGaresuchthatTis84kmdirectlytothenorthRandKisonabearingof295 [0] fromRatadistanceof60km.Gisonabearingof340 [0] fromKandadistanceof30km.Usingascale of1cmtorepresent10km,makeanacutescaledrawingtoshowtherelativepositionsofthetowns. Find Nove ~~ls,UpdatedC~~ ~~PA~~, ~~CIFA~~, ~~KASNEB~~, ~~ICT~~, ~~Colle~~ ge,H ighScho ol ~~&PrimaryNot~~ ~~es07~~ 14497530 ----- isabokemicah@gma ~~il~~ .c ~~om~~ (a)ThedistanceandbearingofTfromK (b)ThebearingofRfromG 20. Inthefigurebelow,ABCDEisaregularpentagonandMisthemidpointofAB.DMintersectsEBatN. (T7) Findthesizeof (a)  BAE (b)  BED (c)  BNM 21. Usearulerandcompassesinthisquestion.DrawaparallelogramABCDinwhichAB=8cm,BC=6cm andBAD=75.Byconstruction,determinetheperpendiculardistancebetweenABandCD. 22. Theinterioranglesofthehexagonare2x [0],x [0],x+40 [0],110 [0],130 [0] and160 [0] .Findthevalueofthe smallestangle. 23. Thesizeofaninteriorangleofaregularpolygonis156 [0] .Findthenumberofsidesofthepolygon. CHAPTERTWENTYTHREE ~~Novels,Up~~ d atedCPA,CIFA,K ~~ASNEB,ICT,Colle~~ ge,Hig ~~hSch~~ ~~ool&Pri~~ m ar yN ~~otes0~~ ~~7144~~ ~~97530~~ ----- ~~isabok~~ e ~~m~~ ~~icah@gmail.com~~ SpecificObjectives Bytheendofthetopicthelearnershouldbeableto: a.)Identifyandsketchcommonsolids b.)Identifyvertices,edgesandfacesofcommonsolids c.)Statethegeometricpropertiesofcommonsolids d.)Drawnetsofsolidsaccurately e.)Makemodelsofsolidsfromnets f.)Calculatesurfaceareaofsolidsfromnets Content a.)Commonsolids(cubes,cuboids,pyramids,prisms,cones,spheres,cylindersetc) b.)Vertices,edgesandfacesofcommonsolids. c.)Geometricpropertiesofcommonsolids. d.)Netsofsolids. e.)Modelsofsolidsfromnets. f.) Surfaceareaofsolidsfromnets(includecubes,cuboids,cones,pyramidsprisms) ##### Introduction Asolidisanobjectwhichoccupiesspaceandhasadefiniteorfixedshape.Solidsareeitherregularorirregular. Nov els,UpdatedCPA,CIFA ~~,KAS~~ ~~NEB~~, ~~ICT~~, ~~C~~ o ~~ll~~ e g e, ~~Hi~~ g ~~h~~ ~~S~~ c ~~hool&PrimaryN~~ ~~otes0714497530~~ ----- isabokemicah@gmail.com ##### Note:  Intersectionsoffacesarecallededges.  Thepointwherethreeormore edges meetiscalledavertex. ##### Sketchingsolids Todrawareasonablesketchofasolidonaplanpaper,thefollowingideasarehepful: ##### Useofisometricprojections Inthismethodthefollowingpointsshouldbeobtained:  Eachedgeshouldbedrawntothecorrectlength.  Allrectangularfacesmustbedrawnasparallelograms.  Horizontalandverticaledgesmustbedrawnaccuratelytoscale. Novels, U p datedCPA, CIFA, KASNEB,ICT,College,HighSchool&PrimaryNotes0714497530 ----- ~~i~~ sa ~~b~~ o ~~k~~ em ~~i~~ ca ~~h@~~ gma ~~il~~ .com  Thebaseedgesaredrawnatanangle30 0 withthehorizontallines.  Parallellinesaredrawnparallel. ##### Examples a.) Cubenet b.) Cuboidnet |Col1|Col2|Col3|Col4|Col5|Col6|Col7|Col8|Col9|Col10|Col11|Col12|Col13|Col14|Col15|Col16|Col17|Col18|Col19|Col20|Col21|Col22|Col23|Col24|Col25|Col26| |---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---| ||||||||||||||||||||||||||| ----- isabo ~~kemicah~~ ~~@gmail~~ . ~~com~~ ##### c.) Triangularprismnet d.) Pentagonalprism ~~Novel~~ s, ~~U~~ p ~~d~~ a ~~t~~ e ~~d~~ CPA, ~~CIFA,KA~~ ~~SNEB~~ ~~,ICT,College,HighSchool&PrimaryNotes07~~ ~~14497530~~ ----- ~~isabokemicah@gmail~~ . ~~com~~ ##### e.) Squarebasepyramid f.) Cylindernet g.) Conenet ~~Novels~~, ~~UpdatedCPA~~, ~~CIFA~~, ~~KASNEB~~, ~~IC~~ T,C ollege, ~~HighSchool&PrimaryN~~ ~~otes0714497530~~ ----- ~~isabokemicah@gm~~ ~~ail.com~~ ##### Conenet h.) Hexagonalprism i.) Tetrahedron ~~Novels,Update~~ ~~dCPA,CIFA,KASNEB,ICT,College,HighSchool&PrimaryN~~ ~~ote~~ s07 14497530 ----- ~~isabokemicah@gm~~ ~~ail.com~~ ##### j.) Octahedron k.) Dodecagon Example AnantmovedfromYtoXthemidpointofRSthroughPintherightpyramidbelow Y Q R Drawthenetofthepyramidsho ~~wing~~ thepathoftheanthencefindthedistanceitmoved. ~~Novels~~, ~~UpdatedC~~ ~~PA,CIFA~~, ~~KA~~ ~~SNEB~~, ~~ICT~~, ~~Co~~ ~~llege~~, ~~Hi~~ gh ~~School~~ ~~&~~ ~~PrimaryNote~~ ~~s0714497530~~ ----- ##### Solution Distance=15+ =27.649cm ##### Example Drawthenetofthesolidbelow. ~~i~~ sa ~~b~~ o ~~k~~ em ~~icah@gm~~ ~~ail.com~~ H 1c I A E ##### Solution Novels,UpdatedCPA,CIFA,KASNEB,ICT,Colle g e,Hi g hSchool&Primar y Notes0714497530 |Col1|Col2| |---|---| ||| ----- ~~isab~~ ~~okemicah@gm~~ ~~ail.com~~ Endofto p ic ### PastKCSEQuestionsonthetopic 1.Thefigurebelowshowsanetofaprismwhosecrosssectionisanequilateraltriangle. ----- ~~i~~ sabokemica ~~h@gma~~ ~~il.com~~ a) Sketchtheprism b)Statethenumberofplanesofsymmetryoftheprism. 2.Thefigurebelowrepresentsasquarebasedsolidwithapathmarkedonit. Sketchandlabelthenetofthesolid. 3.Thefigurebelowrepresentsbelowrepresentsaprismoflength7cm AB=AE=CD=2cmandBCED=1cm ~~Novels~~, ~~UpdatedCPA~~, ~~CIFA~~, ~~KASNEB~~, ~~ICT~~,Co ~~ll~~ e ~~ge~~, ~~HighSchool&Prim~~ aryNotes ~~0714497530~~ ----- ~~isabokemicah@gmail~~ . ~~com~~ Drawthenetoftheprism (3marks) 4.Thediagrambelowrepresentsarightpyramidonasquarebaseofside3cm.Theslantofthepyramidis4 cm. (a)Drawanetofthepyramid (2marks) (b) Onthenetdrawn,measuretheheightofatriangularfacefromthetopof thePyramid (1mark) 5. (a) Drawaregularpentagonofside4cm (1mark) (b) Onthediagramdrawn,constructacirclewhichtouchesallthesidesofthepentagon (2marks) 6.Thefigurebelowshowsasolidregulartetrapackofsides6cm (a) Drawanetofthesolid (b) Findthesurfaceareaofthesolid 7.Thefigurebelowshowsasolidmadebypastingtwoequalregulartetrahedral ~~Novels~~, ~~U~~ pdatedCPA,CIFA,K ~~ASNEB,ICT,College,HighSchool&PrimaryNotes0714497530~~ ----- ~~i~~ sa ~~b~~ o ~~k~~ em ~~i~~ ca ~~h@~~ gma ~~il~~ . ~~com~~ (a) Drawanetofthesolid (b) Ifeachfaceisanequilateraltriangleofside5cm,findthesurfaceareaofthesolid. 8(a)Sketchthenetoftheprismshownbelow (b)Findthesurfaceareaofthesolid ~~Nov~~ els,Update ~~dCPA,CIFA,KA~~ SN EB,ICT,College,Hig ~~h~~ Sc ~~h~~ oo ~~l&Prim~~ ~~aryNo~~ tes 0714497530 -----"}
{"text": "INSHA"}
{"text": "Utungo unaoundwa kwa mfululizo wa sentensi zinazozungumzia jambo tukio au kitu fulani"}
{"text": "Aina"}
{"text": "INSHA ZA KAWAIDA"}
{"text": "Insha ya Picha"}
{"text": "Ambapo mwanafunzi amepewa picha kadha na kutakiwa kutunga kisa na kueleza yote yanayotokea kwenye picha hizo Chunguza vizuri ujue kinachotokea katika hizo picha"}
{"text": "Kichwa kiafikiane na picha ulizopewa Kila picha ipangwe na kuwa na aya moja"}
{"text": "Insha ya Methali"}
{"text": "Insha inayosimulia kisa kinachoonyesha ukweli au uongo wa methali Fulani"}
{"text": "Wazia methali nyingine za kutilia mkazo methali uliyopewa"}
{"text": "Muundo"}
{"text": "Kichwa"}
{"text": "methali yenyewe"}
{"text": "Utangulizi"}
{"text": "Maana ya juuwazi"}
{"text": "Maana ya ndanibatini"}
{"text": "Mwili"}
{"text": "kisa kinachofungamana na methali cha kweli au cha kubuni"}
{"text": "Hitimisho"}
{"text": "funzomaadili"}
{"text": "Insha ya Maelezo"}
{"text": "Inayohusu kutoa ufafanuzi kuhusu mahali kitu au jambo fulani kama vile ugonjwa wa ukimwi umuhimu wa maji nk"}
{"text": "Insha ya Masimulizi"}
{"text": "Ambapo unatakiwa kusimulia hadithi kisa au tukio kuhusu jinsi mambo fulani yalivyotokea Huweza kuanzia kwa Ilikuwa"}
{"text": "Insha ya Mdokezo"}
{"text": "Ambapo umepewa mdokezo wa kuanzia xxx au kumalizia xxx km tangu siku hiyo alikula yamini kutopuuza ushauri wa wazazi wake tena"}
{"text": "Insha ya Mjadala"}
{"text": "Ambapo unatakiwa kujadili suala fulani km Shule za mabweni zina manufaa au Kujiajiri ni bora kuliko kuajiriwa Jadili"}
{"text": "Unapaswa"}
{"text": "Kuunga"}
{"text": "Kupinga"}
{"text": "Kutoa uamuzi kutegemea upande ulio na hoja nyingi au nzito"}
{"text": "Insha ya Mawazo"}
{"text": "Inayohusu mambo ya kuwaza kuhusu jambo fulani km MIMI NYUKI"}
{"text": "Ni nani asiyenifahamu mimi nyuki"}
{"text": "Insha ya Mazungumzo"}
{"text": "Maongeo ya kawaida ambayo huandikwa kama tamthilia"}
{"text": "MAZUNGUMZO BAINA YA"}
{"text": "Muundo"}
{"text": "Kichwa"}
{"text": "Jina la msemaji kwa herufi kubwa likifuatwa na koloni"}
{"text": "Maneno ya msemaji"}
{"text": "maelezo ya mandhari na vitendo vya msemaji kwenye mabano"}
{"text": "Wazungumzaji wasikike kama watu wa kawaida"}
{"text": "Pawepo na sentensi ndefu na fupi"}
{"text": "Matumizi ya vihisishi"}
{"text": "Ukatizaji wa maneno"}
{"text": "TUNGO ZA KIUAMILIFU"}
{"text": "Ambazo hutekeleza kazi maalum na huwa na muundo maalum"}
{"text": "Dayalojia"}
{"text": "Mazungumzo kati ya watu wawili au zaidi kuhusu jambo au mada fulani"}
{"text": "DAYALOJIA BAINA YA"}
{"text": "Huwa na utangulizi mwili na hitimisho"}
{"text": "Mahojiano"}
{"text": "Mazungumzo yanayoendeshwa kwa muundo wa maswali na majibu"}
{"text": "MAHOJIANO BAINA YA"}
{"text": "Barua ya Kirafiki"}
{"text": "Inayoandikwa kwa ndugu jamaa na marafiki"}
{"text": "Muundo"}
{"text": "Anwani ya mwandishi wima au mshazari Jina lisiwekwe"}
{"text": "Tarehe ya kuandikwa barua 22 Februari 2011"}
{"text": "Mwanzo wa barua kwa  mpendwakwenu"}
{"text": "utangulizi salamu kumjuliana hali"}
{"text": "mwiliyaliyomo ujumbe"}
{"text": "Hitimisho Kwa leo sina mengi Wasalimie jamaa wote Ni mimi wakowenu Jina wima au mshazari"}
{"text": "Barua RasmiKwa Mhariri"}
{"text": "Barua ambazo huandikwa na kutumwa ofisini kwa kutaka kuomba kazi kuomba msaada malalamiko kutoa maoni gazetini nk"}
{"text": "Muundo"}
{"text": "Anwani ya mwandishi wima au mshazari"}
{"text": "Tarehe ya kuandikwa usiweke jina"}
{"text": "Marejeleo km REJ SUDMSS054009 nambari ya kumbukumbu faili au nambari ya barua"}
{"text": "Cheo na anwani ya mwandikiwa km Mkurugenzi Kiwanda cha majani chai cha Kangaita SLP 12000 Kerugoya au Mhariri wa Gazeti la Nation SLP 89000 Nairobi au KWA ANAYEHUSIKA"}
{"text": "Kupitia kwa MWALIMU MKUU anwani"}
{"text": "Mtajo km Kwa BwanaBibiProfesaDaktariMhubiri"}
{"text": "Kichwa cha barua km MINT OMBI LA KAZI YA UALIMUMAPENDEKEZO KUHUSU JUMA MRISHO MWALIKO WA KUHUDHURIA KONGAMANO LA KISWAHILI"}
{"text": "Utangulizi Mintaarafu ya tangazo mlilochapishanaandika kuombajinsiaahadi kufanya kazi kwa bidii"}
{"text": "Mwili matatizo madhara mapendekezo naomba paswa stahili naonelea ni bora"}
{"text": "Hitimisho Natumai NitashukuruWako mwaminifumtiifu sahihi jina cheo Chama cha Kiswahili Nakala kwa i ii wima au mshazari"}
{"text": "Barua ya Gazetini Iliyohaririwa"}
{"text": "Kichwa kwa herufi ndogo na usemi halisi"}
{"text": "mtajo Mhariri"}
{"text": "Utangulizi Naandika kueleza"}
{"text": "Mwili malalamiko maoni maombi mapendekezo"}
{"text": "Hitimisho Natumai jina na anwani ya mwandishi"}
{"text": "Tahariri"}
{"text": "Maelezo mafupi ya mhariri wa gazeti kutoa mawazo maoni au msimamo wa chombo cha habari anachowakilisha kuhusu suala maalum na muhimu"}
{"text": "Muundo"}
{"text": "GAZETI LA MZALENDO"}
{"text": "Februari 24 2011"}
{"text": "HATIMA YA WATAHINIWA"}
{"text": "Yaliyomo"}
{"text": "Imeandikwa na"}
{"text": "Hotuba"}
{"text": "Maelezo yanayotolewa mbele ya watu"}
{"text": "Hutolewa kwa usemi halisi na huanzia na kuishia kwa alama za usemi"}
{"text": "Muundo"}
{"text": "Anwani HOTUBA KUHUSU"}
{"text": "Utangulizi kutaja hadhira kuanzia walio mashuhuri kuwasalimu kujitambulisha na kuwakaribisha na kutambulisha kiini cha hotuba"}
{"text": "Yaliyomo kutaja na kufafanua hoja"}
{"text": "Hitimisho shukrani na kuwatakia mema katika shughuli zao za kila siku"}
{"text": "Ratiba"}
{"text": "Mpangilio wa jinsi shughuli fulani inavyofanyika kulingana na wakati fulani uliotengwa km sherehe ya arusi mazishi siku ya michezo kutoa zawadi nk"}
{"text": "Muundo"}
{"text": "Kichwa Ratiba ya shughuli gani ya nani mahali na tarehe mgeni wa heshima Wageni mashuhuri 123"}
{"text": "Makaribisho"}
{"text": "Maombi"}
{"text": "Kutoa tuzo"}
{"text": "Kutoa shukrani"}
{"text": "Kufungwa kwa maombi"}
{"text": "Kuondokakufumkana"}
{"text": "Shajara"}
{"text": "Daftari ambayo huhifadhiwa matukio yanayofanyika kila siku Yaweza kuwa ya siku moja wiki au mwezi mmoja"}
{"text": "Aina"}
{"text": "Ya kibinafsi"}
{"text": "JUMANNE 30810"}
{"text": "Leo tulizuru"}
{"text": "Rasmi hutumiwa katika ofisi"}
{"text": "SHAJARA"}
{"text": "JUMANNE MEI 7 2008"}
{"text": "Onyo"}
{"text": "Makatazo"}
{"text": "Tahadhari"}
{"text": "Julisho kuhusu jambo la hatari"}
{"text": "Ilani"}
{"text": "Julisho tangazo au notisi"}
{"text": "ILANI YA SERIKALI KUHUSU KUZUKA KWA UGONJWA WA KIPINDUPINDU"}
{"text": "Serikali imetoa ilani kwa wananchi kuhusu kuzuka kwa ugonjwa wa kipindupindu Kila mwananchi anatakikana kuzingatia mambo yafuatayo ili kudhibiti maambukizi"}
{"text": "Mtu asinywe maji kabla kuyachemsha"}
{"text": "Kupika chakula hadi kiive vizuri"}
{"text": "Kutoenda haja nje bali kutumia vyoo vya mashimo"}
{"text": "Mtu anawe mikono yake kwa sabuni baada ya kutoka msalani"}
{"text": "Mtu asile matunda au mboga za majani bila kuziosha kwanza"}
{"text": "Anayeonyesha dalili ya ugonjwa wa kipindupindu apelekwe katika kituo cha afya mara moja"}
{"text": "Uchuuzi wa vyakula umepigwa marufuku"}
{"text": "Ufuliaji nguo motoni pia umepigwa marufuku"}
{"text": "Watakaokaidi maagizo katika g na h watachukuliwa hatua kali za kisheria ya kutozwa faini ya shilingi elfu tano au kifungo cha miezi miwili gerezani"}
{"text": "Matangazo"}
{"text": "Majulisho kuhusu jambo fulani"}
{"text": "Arifa"}
{"text": "SHULE YA UPILI YA GATWE"}
{"text": "Anwani tarehe"}
{"text": "USAJILI WA"}
{"text": "Sahihi"}
{"text": "Jina"}
{"text": "Cheo"}
{"text": "Kibiashara"}
{"text": "Sifa"}
{"text": "Lugha kwa kifupi"}
{"text": "Chuku"}
{"text": "Takriri"}
{"text": "Alama ya  na"}
{"text": "Michoro"}
{"text": "Maonyo"}
{"text": "Maelezo kukihusu"}
{"text": "Kinavyotumika"}
{"text": "Ubora wake"}
{"text": "Watengenezaji"}
{"text": "CKifo"}
{"text": "TANGAZO LA KIFO"}
{"text": "Tunasikitika kutangaza kifo cha Alikuwa"}
{"text": "Mungu aiweke roho yake mahali pema peponi"}
{"text": "kazi"}
{"text": "SHULE YA UPILI YA GATWE"}
{"text": "Anwani tarehe"}
{"text": "NAFASI YA KAZI YA UHASIBU"}
{"text": "SIFA ZA MWOMBA KAZI"}
{"text": "JINSIA"}
{"text": "Awe wa jinsia ya kike"}
{"text": "UMRI"}
{"text": "Awe na umri wa miaka isiyopungua25 na isiyozidi 40"}
{"text": "ELIMU"}
{"text": "Awe na shahada ya uhasibu kutoka chuo kikuu au awe na shahada ya diploma ya juu ya uhasibu"}
{"text": "Awe amepata alama ya c katika kingereza"}
{"text": "KAZI"}
{"text": "Kuidhinisha hati za malipo za shirika"}
{"text": "Kusimamia shughuli za uhasibu katika idara inayohusika"}
{"text": "UZOEVUTAJRIBA"}
{"text": "Awe na uzoevu wa kazi usiopungua miaka 5 kwenye shirika au taasisi kubwa"}
{"text": "DINI"}
{"text": "Awe muumini wa dini ya kikristu na awe ameokoka"}
{"text": "MUDA WA KAZI"}
{"text": "Kuanzia saa mbili hadi saa kumi na moja jioni na masaa mengine ikibidi"}
{"text": "MSHAHARA"}
{"text": "Mshahara utategemea elimu ya anayehusika lakini utakuwa baina ya ksh 24000 na ksh 45000"}
{"text": "MAELEZO YA ZIADA"}
{"text": "Maombi yote yawe yamewasilishwa kabla ya tarehe 30 mei 2010"}
{"text": "Maombi yatumwe kwa"}
{"text": "Katibu"}
{"text": "Halmashauri ya shule ya upili ya Gatwe"}
{"text": "Anwani"}
{"text": "Maombi yatakayopelekwa baada ya muda wa mwisho hayatajibiwa"}
{"text": "Maombi yaandamane na hundi ya shilingi elfu moja ambazo hazitarejeshwa"}
{"text": "MaagizoMaelekezo"}
{"text": "Maelezo kuhusu namna ya kufika mahali kutoka kituo fulani au maelezo kuhusu njia ya kutumia kitu au huduma fulani"}
{"text": "Sifa"}
{"text": "Maelezo wazi"}
{"text": "Michoro au ramani"}
{"text": "Dira"}
{"text": "Huhusika maonyo"}
{"text": "Tarakimu km 13"}
{"text": "Matumizi ya herufi nzito"}
{"text": "Mifano"}
{"text": "Maagizo ya daktari kwa mgonjwa wa kisukari"}
{"text": "Maelekezo ya kutoka nyumbani hadi shuleni mwenu"}
{"text": "Jinsi ya kutumia dawa za wadudu"}
{"text": "Kujaza Fomu"}
{"text": "Karatasi ambayo ina nafasi ya kuandika maelezo ambayo yanatakiwa"}
{"text": "Soma fomu kwa makini kabla ya kujaza chochote"}
{"text": "Andika maelezo kwa muhtasari"}
{"text": "Usijaze kama huna hakika kwenye sehemu Fulani"}
{"text": "Usifutafute"}
{"text": "Itumie alama inayostahili wakati wa kujaza fomu"}
{"text": "MAELEZO YA KIBINAFSI"}
{"text": "TAREHE"}
{"text": "JINA"}
{"text": "JINSIA"}
{"text": "UMRI"}
{"text": "TAREHE YA KUZALIWA"}
{"text": "URAIA"}
{"text": "NAMBARI YA KITAMBULISHO"}
{"text": "KAZI"}
{"text": "MKOA"}
{"text": "WILAYA"}
{"text": "SIMU"}
{"text": "SAHIHI"}
{"text": "TAREHE"}
{"text": "Hojaji"}
{"text": "Maswali ambayo hutumiwa kama msingi wa kufanyia utafiti na huelekezwa kwa mhojiwa"}
{"text": "Aina"}
{"text": "Hojaji Wazi"}
{"text": "Hojaji yenye maswali ambayo mhojiwa anaruhusiwa kuyajibu kwa maneno yake mwenyewe"}
{"text": "UCHAGUZI NA VIONGOZI"}
{"text": "Una maoni gani kuhusu uchaguzi wa kila baada ya miaka mitatu"}
{"text": "Kwa nini una maoni hayo"}
{"text": "Wewe ungependelea utaratibu gani wa uchaguzi"}
{"text": "Je ni kweli viongozi hungangania mamlaka"}
{"text": "Je viongozi hungangania uongozi kwa sababu zipi"}
{"text": "Hojaji Funge"}
{"text": "Hojaji ambapo mhojiwa anapewa majibu kadha ambayo anatakiwa kuchagua mojawapo bila kuwa na uhuru wa kuandika atakayo"}
{"text": "MATATIZO YA KIJAMII"}
{"text": "Tia alama kwenye jibu unaloafiki"}
{"text": "Jamii yetu inawakandamiza wanawake"}
{"text": "Ndiyo   La"}
{"text": "Tatizo kubwa la jamii yetu kwa sasa ni umaskini na ugonjwa"}
{"text": "Kweli   Si kweli"}
{"text": "Mialiko"}
{"text": "Barua ambayo hupeleka taarifa kwa mtu kumuomba ahudhurie sherehe fulani"}
{"text": "Rasmi kadi au barua rasmi"}
{"text": "Muundo"}
{"text": "Jina la mwalikajiwaalikaji Bwanamabwanabibikasisidaktari"}
{"text": "Jina la mwalikwa"}
{"text": "Sherehe ndoa mchango wa pesa Kuna aina mbili za mialiko"}
{"text": "Kusherehekeakuadhimisha"}
{"text": "Kuhusu nani"}
{"text": "Mahali pa kukutanika"}
{"text": "Tarehe"}
{"text": "Wakati"}
{"text": "Anwani na nambari ya simu ya mwalikaji ambapo jibu litapelekwa kushoto chini Majibu kwawima"}
{"text": "Kirafiki barua ya kirafiki"}
{"text": "Sehemu ya mwili itoe habari zote muhimu katika mwaliko"}
{"text": "Risala"}
{"text": "Taarifa inayotoka kwa mtu au watu inayoeleza haja fulani km risaala ya rambirambi risala ya heri njema ya waajiriwa kwa mwajiri au kinyume"}
{"text": "RISALA YA RAMBIRAMBIHERI NJEMA KWAKUFUATIA"}
{"text": "Mimi wako"}
{"text": "Resipe"}
{"text": "Jumla ya hatua na kanuni ambazo hufuatiwa na mtu anayenuia kupika au kuandaa kitu fulani"}
{"text": "UPISHI WA PILAU"}
{"text": "Walengwawalaji"}
{"text": "Mipakuo mine kwa watu wanne"}
{"text": "Viambata"}
{"text": "Vikombe viwili vya mchele"}
{"text": "Gramu 25 za mafuta ya majimaji"}
{"text": "Vijiko viwili vidogo vya pilau masala"}
{"text": "Nusu kilo ya nyama"}
{"text": "Vitunguu vinne vya ukubwa wa wastani"}
{"text": "Vikombe vinne vwa maji"}
{"text": "Hatua za Upishi"}
{"text": "Kaanga vitunguu katika mafuta hadi rangi yake ikaribie rangi ya udhurungi"}
{"text": "Chemsha nyama pekee hadi ilainike"}
{"text": "Ongeza nyama kwenye sufuria yenye vitunguu na upike kwa dakika tano"}
{"text": "Ongeza mchele na uchanganye kwa mwiko"}
{"text": "Ongeza maji na uache mchanganyiko utokote kwa dakika kumi na tano"}
{"text": "Pakua pilau ikiwa tayari"}
{"text": "Orodha Ya Mambo"}
{"text": "Mlolongo wa vitu vilivyoandikwa"}
{"text": "MAHITAJI MUHIMU YA KURUDI SHULENI TAREHE 512010"}
{"text": "Sukari kilo mbili"}
{"text": "Dawa ya meno ya gramu hamsini"}
{"text": "Koko gramu 500"}
{"text": "Sabuni sita za kipande"}
{"text": "Kalamu nne za rangi"}
{"text": "Penseli moja"}
{"text": "Rangi ya viatu ya gramu 40"}
{"text": "Tahakiki"}
{"text": "Maandishi ya kuchambua maandishi ya fasihi"}
{"text": "USASA WAKUTANA NA UKALE"}
{"text": "Anwani Kitumbua Kimeingia Mchanga"}
{"text": "Mwandishi Said A Mohamed"}
{"text": "Mchapishaji Oxford University Press"}
{"text": "Mhakiki Amina Fuzo"}
{"text": "Maudhui"}
{"text": "Meme"}
{"text": "Barua ambazo huhusisha matumizi ya ya vifaa vya umeme kama talakilishi kiepesinukulishifaksi au simu ya mkononotambarukono"}
{"text": "Barua za MdahilisiPepe"}
{"text": "Ambazo hutumwa kwa tarakilishi kwa njia ya mtandao"}
{"text": "Ijumaa Machi 30 2007 saa 080919"}
{"text": "Kutoka aishayahoocom"}
{"text": "Kwa ahmedafrican onlineke"}
{"text": "Nakala kwa amina  mwananchicom"}
{"text": "MINTKUH"}
{"text": "Barua ya kawaida"}
{"text": "Hitimisho Aisha Kizito Makwere"}
{"text": "Memo"}
{"text": "Taarifa fupi ambayo huandikwa ofisini kuhusu mambo ya ndani kutoa maelekezo maelezo au kukumbusha kuhusu jambo fulani Ujumbe huwa mfupi na huhusu suala moja tu"}
{"text": "SHULE YA UPILI YA GATWE"}
{"text": "Anwani"}
{"text": "MEMO"}
{"text": "REJ km0106"}
{"text": "KUTOKA Mwalimu Mkuu"}
{"text": "KWA wafanyakazi wote"}
{"text": "MADA likizo fupi"}
{"text": "TAREHE 2822011"}
{"text": "Ujumbe"}
{"text": "Sahihi"}
{"text": "Jina"}
{"text": "Cheo mwalimu mkuu"}
{"text": "Taarifa"}
{"text": "Kuarifu kuhusu habari mpya"}
{"text": "UCHOCHEZI"}
{"text": "Hitimisho"}
{"text": "Mariga Mununga"}
{"text": "Mwanahabari"}
{"text": "Wasifu"}
{"text": "Maelezo ya mtu kuhusu mtu mwingine tangu kuzaliwa mpaka alipo au kufa kwake"}
{"text": "WASUFU WA NDUGU YANGU JUMA"}
{"text": "Tawasifu"}
{"text": "Maelezo ya mtu kujihusu"}
{"text": "TAWASIFU YANGU"}
{"text": "Vidokezo"}
{"text": "Jina lakelako"}
{"text": "Jinsia"}
{"text": "Anakotoka"}
{"text": "Umri"}
{"text": "Kuzaliwa"}
{"text": "Maumbile"}
{"text": "Elimu"}
{"text": "Kazi"}
{"text": "Hadhi ya ndoa"}
{"text": "Lugha"}
{"text": "Lakabu na sababu"}
{"text": "Umaarufu"}
{"text": "Uraibu"}
{"text": "WasifutaalaWasifu Kazi"}
{"text": "Maelezo rasmi kuhusu mtu binafsi ambayo huambatanishwa na barua ya kuomba kazi"}
{"text": "WASIFUTAALA WANGU"}
{"text": "MAELEZO BINAFSI"}
{"text": "Jina  Farida Almasi Juma"}
{"text": "Tarehe ya Kuzaliwa  761980"}
{"text": "Umri  miaka 22"}
{"text": "Mahali pa kuzaliwa  Voi"}
{"text": "Jinsia  mwanamke"}
{"text": "Hadhi ya ndoa  Nimeolewakapera"}
{"text": "Nambari ya kitambulisho  12345678"}
{"text": "Uraia  Mkenya"}
{"text": "Lugha  Kiswahili Kingereza Kikuyu"}
{"text": "Anwani ya kudumu  SLP 1600 Voi"}
{"text": "Barua pepe  Farialyahoocom"}
{"text": "Simu tamba  9876543210"}
{"text": "ELIMU"}
{"text": "Chuo Kikuu cha Maseno Shahada ya Uhasibu"}
{"text": "Shule ya upili ya Shimoni Shahada ya KCSE"}
{"text": "19781987 Shule ya Msingi ya Umazi shahada ya KCPE"}
{"text": "TAJRIBA"}
{"text": "Mpaka sasa Mhasibu katika shule chekechea ya Mtakatifu Yohana"}
{"text": "HABARI ZA ZIADA"}
{"text": "URAIBU"}
{"text": "Kusoma vitabu vya sarufi na fasihi"}
{"text": "Kutembelea wajane mayatima na wagonjwa"}
{"text": "Kuandika mashairi"}
{"text": "AZIMIO LANGU"}
{"text": "Kupaa kitaaluma kwa kuendeleza masomo yangu hadi kiwango cha uzamifu"}
{"text": "Kuwa mhasibu bora zaidi nchini kwa matendo na kuwapa wananchi huduma za kufaa"}
{"text": "WAREJELEWA"}
{"text": "Profesa Hassan Muoso"}
{"text": "Chuo Kikuu Kenyatta"}
{"text": "SLP43844"}
{"text": "Nairobi"}
{"text": "Maimuna Njavu Mukota"}
{"text": "Shule ya Upili ya Alliance"}
{"text": "SLP 1 234"}
{"text": "Nairobi"}
{"text": "Kumbukumbu"}
{"text": "Maelezo kuhusu yaliyojadiliwa na kuafikiwa katika mkutano"}
{"text": "Muundo"}
{"text": "Kichwa kumbukumbu za mkutano wa kamatijopo gani uliofanyika wapi tarehe gani saa ngapi hadi gani na majira"}
{"text": "Waliohudhuria mwenyekiti katibu mweka hazina wanakamati"}
{"text": "Waliotuma udhuru kwa kutohudhuria"}
{"text": "Waliokosa kutuma udhuru wa kutohudhuria"}
{"text": "waalikwa"}
{"text": "Ajenda"}
{"text": "Kufunguliwa kwa mkutano KUMB 32OO9"}
{"text": "Kufunguliwa kwa mkutano mwenyekiti kuwakaribisha na kuwashukuru waliohudhuruia na kumwomba  aongoze kwa maombi"}
{"text": "Kusoma na kudhibitisha kumbukumbu za mkutano uliotangulia"}
{"text": "Kusomwa na katibu aliyependekeza na aliyedhibitisha"}
{"text": "Masuala yaliyotokana na kumbukumbu hizo"}
{"text": "a KUMB 82008 ununuzi wa miti"}
{"text": "Shughuli nyinginezo"}
{"text": "Kufunga mkutano KUMB 72009"}
{"text": "Mkutano uliisha saa ngapi maombi yaliongozwa na nani na mwingine ukapangwa kuwa wa siku gani"}
{"text": "Maneo kama walikubaliana waliafikiana alipendekezwa ilisemekana waliambiwa ilionelewa ni bora walishauriwa ilidaiwa aliomba nk"}
{"text": "THIBITISHO"}
{"text": "KATIBU TAREHE SAHIHI"}
{"text": "MWENYEKITI TAREHE  SAHIHI"}
{"text": "Ripoti"}
{"text": "Maelezo kuhusu mtu kitu au tukio"}
{"text": "Ripoti ya Kawaida"}
{"text": "Swali huanzia kwa Wewe kama katibu wa chama"}
{"text": "Muundo"}
{"text": "Kichwa ripoti ya kamatijopo gani"}
{"text": "Utangulizi maelezo mafupi ya jumla kuhusu chama"}
{"text": "Shughuli za chama i ii iii"}
{"text": "Hitimisho matumaini mwito kwa wengine wajiunge wajitahidi"}
{"text": "Ripoti imeandikwa na jina cheokatibu sahihi tarehe"}
{"text": "Ripoti Maalum"}
{"text": "Kichwa ripoti ya jopo la kutathmini usalama barabarani"}
{"text": "UtanguliziHadidu za rejea ripoti ilihitajika na kamati gani uchunguzi ulifanywa kubainisha nini matokeo kuelezewa chini pamoja na mapendekezo kutolewa"}
{"text": "Jopo majina na vyeo vya wanajopo waliohusika"}
{"text": "Utaratibu hatua za utafiti wanakamati walifanya nini kamati iliwahojiilifanya ukaguzi wa magari iliwapa baadhi ya wasafiri hojaji wakajaza ilipiga picha za video mashauriano"}
{"text": "Matokeo kamati iligundua kuwa a"}
{"text": "Mapendekezo suluhisho la shida"}
{"text": "Hitimisho ripoti imeandikwa na sahihi jina cheokatibu tarehe 21 Machi 2011"}
{"text": "UTUNGAJI WAINSHA ZA KISANII"}
{"text": "michezo ya kuigiza"}
{"text": "hadithi fupi"}
{"text": "mashairi"}
{"text": "mafumbo"}
{"text": "vitanza ndimi"}
{"text": "USHAIRI"}
{"text": "Istilahi za Kishairi"}
{"text": "arudhi"}
{"text": "sheria za jadi zzinazofuatwa na watunzi wa mashairi"}
{"text": "kugawa shairi katika beti"}
{"text": "beti kugawika katika mishororo inayolingana kiidadi"}
{"text": "mishororo kugawika katika vipande"}
{"text": "mishororo kuwa na mizani zinazolingana kiidadi urari wa mizani"}
{"text": "kuwa na vina vya kati na vya mwisho vinavyotamkika kwa namna sawa urari wa vina"}
{"text": "mtoshelezo wa beti au beti kutoa wazo kamili"}
{"text": "bahari"}
{"text": "aina tofauti tofauti za mashairi km ukara"}
{"text": "ubetibeti"}
{"text": "kifungu katika shairi kinachojitosheleza kimaaa"}
{"text": "mshororo"}
{"text": "mstari katika ubeti"}
{"text": "mwanzo"}
{"text": "mshororo katika ubeti"}
{"text": "mloto"}
{"text": "mshororo wa pili katika ubeti"}
{"text": "mleo"}
{"text": "mshororo wa tatu katika ubeti"}
{"text": "kimalizio"}
{"text": "mshororo wa mwisho ambao haurudiwi katika kila ubeti"}
{"text": "kibwagizomkararakipokeokiitikio"}
{"text": "mshororo wa mwisho ambao hurudiwarudiwa katika kila ubeti na hubeba maudhui au kiini cha shairi"}
{"text": "kipandemgao"}
{"text": "sehemu katika mshororo ambayo huonyeshwa na koma na huwa na kina"}
{"text": "ukwapi"}
{"text": "kipande cha kwanza katika mshororo"}
{"text": "utao"}
{"text": "kipande cha pili katika mshororo"}
{"text": "mwandamizi"}
{"text": "kipande cha tatu katika mshororo"}
{"text": "mizani"}
{"text": "silabi zinazotamkika katika mishororo"}
{"text": "urari wa mizani"}
{"text": "kuwepo kwa idadi sawa ya mizani katika mishororo"}
{"text": "kinavina"}
{"text": "silabi zinazotamkika kwa namna sawa zinazopatikana katikati na mwishoni mwa sentensi"}
{"text": "urari wa vinavue"}
{"text": "kuwepo kwa silabi zinazotamkika kwa namna sawa"}
{"text": "Aina za Mashairi"}
{"text": "mashairi la arudhiushairi wa kijadi"}
{"text": "Ambayo huzingatia sheria za jadi za utunzi wa mashairi"}
{"text": "mashairi huru"}
{"text": "Ambayo hayazingatii sheria za jadi za utunzi wa mashairi"}
{"text": "Mashairi ya Arudhi"}
{"text": "Aina"}
{"text": "tathmina mshororo mmoja katika kila ubeti"}
{"text": "tathnia miwili"}
{"text": "tathlitha mitatu"}
{"text": "tarbia minne"}
{"text": "takhmisa mitano"}
{"text": "tasdisa sita"}
{"text": "ushuri kumi"}
{"text": "Bahari"}
{"text": "mtiririko mfanano wa vina vya kati na vya mwisho katika shairi zima"}
{"text": "ukara vina vya mwisho kufanana na vya kati kutofautiana"}
{"text": "ukaraguni vina vya kati na vya mwisho kutofautiana katika shairi zima"}
{"text": "kikwamba mishororo kuanza kwa neno fulani katika shairi zima"}
{"text": "pindu neno au maneno mawili ya mwisho ya kila mshororo kutumiwa kuanzia mshororo unaofuata km kicha changu wachezea Wachezea kichwa changu"}
{"text": "Tenzitendi mgao mmoja kina kimoja"}
{"text": "Mathnawi migao miwili vina viwili"}
{"text": "Ukawafi migao mitatu tumbuizo 888"}
{"text": "Ngonjera majibizano"}
{"text": "Malumbano kujinakikuonyesha ugwiji akimdunisha mshairi mpinzani ili kutaniana"}
{"text": "Msuko mshororo wa mwisho mfupi kuliko inayotangulia"}
{"text": "Sakarani mchanganyiko wa bahari"}
{"text": "Dura mandhuma kauliswali katika ukwapi na mjalizojibu katika utao km shida zikishinda hazishindiki Unalolipenda halipendeki Unapopaenda hapaendeki"}
{"text": "Gungu mizani 12 kina kimoja cha mwisho"}
{"text": "Upeo mishororo inayozidiana ki mizani"}
{"text": "Kikai mizani 12 48 au 84 hakuna ulinganifu wa mizani katika ukwapi na utao"}
{"text": "Zivindo hutoa maana tofauti za neno km"}
{"text": "Sumbila kila ubeti una kimalizio tofauti na beti nyingine"}
{"text": "MuundoUmboSura ya Nje"}
{"text": "Kutaja idadi ya beti"}
{"text": "Mishororo mingapi katika kila ubeti"}
{"text": "Vipande vingapi katika kila mshororoaina"}
{"text": "Mpangilio wa mizani na jumla km ukwapi 8 utao 8 jumla 16"}
{"text": "8 8"}
{"text": "8 8"}
{"text": "8 8"}
{"text": "8 8"}
{"text": "Mpangilio wa vina au kufanana kutofanana katika shairi zima au vina vya mwisho kufanana na vya kati kutofautianabahari"}
{"text": "na ma"}
{"text": "na ma"}
{"text": "na ma"}
{"text": "ka ba"}
{"text": "Vina na Mizani"}
{"text": "8a 8b"}
{"text": "8a 8b"}
{"text": "8a 8b"}
{"text": "8c 8b"}
{"text": "Kibwagizolinacho au halina Kinakili kama kipo"}
{"text": "Majibizano ngonjera"}
{"text": "Malumbano majinaki"}
{"text": "UhuruIdhini za Kishairi"}
{"text": "kibali mshairi alichonacho kukiuka sheria fulani"}
{"text": "Inkisari kufupisha ili kuwe na urari wa mizani na vina Aghalabu huonyeshwa kwa matumizi ya ritifaa km sikateusikate"}
{"text": "Mazdamazida kurefusha neno ili kuwa na urari wa mizani na vina"}
{"text": "Tabdila kubadilisha tahajia ya neno bila kuzidisha au kupunguza mizani km siachisiati"}
{"text": "Utohozi"}
{"text": "Kuborongakufinyanga sarufi kubadili mpangilio wa maneno katika sentensi km upesi jielimishe"}
{"text": "Kiswahili cha kikaleujadi mtima ngeu insi mja"}
{"text": "Lahaja km fichafita"}
{"text": "Matumizi ya ritifaa"}
{"text": "Lugha ya Nathari"}
{"text": "lugha ya kawaida na kimtiririko"}
{"text": "Kutotumia koma au vipande"}
{"text": "Kutumia maumbo ya kawaida ya maneno"}
{"text": "Ubeti kutengewa aya moja"}
{"text": "Kuondoa uhuru na kusanifisha lahaja na kikale"}
{"text": "matumizi ya lughafani"}
{"text": "matumizi ya maneno kama yalivyotumiwa"}
{"text": "ujumbe"}
{"text": "maudhui"}
{"text": "dhamira"}
{"text": "kusimanga kusuta kudharau kusifu kufunza nk"}
{"text": "Mashairi Huru"}
{"text": "SifaMbinu"}
{"text": "urudiaji"}
{"text": "wa neno takriri neno"}
{"text": "wa kifungu usambamba"}
{"text": "Umuhimu"}
{"text": "kusisitiza ujumbe"}
{"text": "kutia ridhimumapigo fulani katika usomaji"}
{"text": "mishata"}
{"text": "mishtari ambayo haikamiliki Mistari toshelezi ni mistari iliyokamilika"}
{"text": "sehemu za beti kuingizwa ndani"}
{"text": "Umuhimu"}
{"text": "ili kusisitiza"}
{"text": "kuzifanya zionekane wazi"}
{"text": "Ulinganishaji wa Shairi la Arudhi na Shairi Huru"}
{"text": "Kufananisha"}
{"text": "yote mawili ni sanaa ya ushairi"}
{"text": "mishororo kupangwa katika beti"}
{"text": "yametumia mbinu za lugha za namna moja"}
{"text": "alama za kuakifisha zinazofanana"}
{"text": "kufanana kimuundo"}
{"text": "uhuru wa kishairi"}
{"text": "Kutofautisha"}
{"text": "moja ni la arudhi jingine ni huru"}
{"text": "mishata"}
{"text": "sehemu za beti kuingizwa ndani"}
{"text": "kuwa au kutokuwa na urari wa mizani"}
{"text": "kuwa au kutokuwa na urari wa vina"}
{"text": "tofauti kimaudhui"}
{"text": "idadi ya beti"}
{"text": "idadi ya mishororo katika beti"}
{"text": "vipande"}
{"text": "kutumia alama za uakifishi tofauti"}
{"text": "uhuru wa kishairi"}
{"text": "MASUALA IBUKA"}
{"text": "Magonjwa"}
{"text": "Aina"}
{"text": "malaria"}
{"text": "mafua"}
{"text": "macho"}
{"text": "ngozi"}
{"text": "meno"}
{"text": "kifua kikuu"}
{"text": "homa ya mapafu"}
{"text": "kifaduro"}
{"text": "zinaa kaswedesyphilis"}
{"text": "kipindupindu"}
{"text": "homa ya matumbo"}
{"text": "homa ya mapafu"}
{"text": "shinikizo la damu"}
{"text": "ugonjwa wa moyo"}
{"text": "matumbwitumbwimachapwi"}
{"text": "saratani"}
{"text": "utapia mlo"}
{"text": "ukambisurua"}
{"text": "tetewanga"}
{"text": "homa"}
{"text": "malale"}
{"text": "Jinsi ya Kujikinga na Magonjwa"}
{"text": "Kula chakula chenye virutubisho vyote na madini"}
{"text": "Kutotumia chumvi sukari au mafuta mengi"}
{"text": "Kufanya mazoezi"}
{"text": "Kupimwa mara kwa mara"}
{"text": "Kupika vyakula vizuri"}
{"text": "Kunawa mikono na macho"}
{"text": "Kuchemsha maji au kuyatia dawa kabla ya kuyanywa"}
{"text": "Kutozini au kutumia kinga"}
{"text": "Chanjo kwa watoto"}
{"text": "Kutochangia vifaa kama vitana na nyembe na mavazi ili kujikinga na magonjwa ya ngozi"}
{"text": "Kulala ndani ya neti iliyotiwa dawa"}
{"text": "Kufyeka nyasi karibu na nyumba na kutupa mikebe iliyo na maji"}
{"text": "Kuweka dawa kwenye vidimbwi ili kuua mbu"}
{"text": "Kutotumia vileo kama vile pombe na sigara"}
{"text": "Kuzuia kunyeshewa na mvua na kuvaa mavazi mazito wakati wa baridi au usiku"}
{"text": "Kukohoa au kupiga chafya mtu akiwa ameziba pua na midomo na kutotema kikohozi ovyo"}
{"text": "Kutubu dhambi kujua Mungu na kuomba kwa afya ya kiroho"}
{"text": "Ukimwi"}
{"text": "Ugonjwa unaosababishwa na virusi vya HIV unaofanya mwili kupungukiwa na kinga dhidi magonjwa"}
{"text": "Njia za Maambukizi"}
{"text": "Uzinzi ubakaji au ulawiti"}
{"text": "Tohara ambapo ngariga anatumia kisu kimoja kwa watahiriwa wote"}
{"text": "Kuchangia vifaa vyenye ncha kali kv nyembe vinyoleo nk"}
{"text": "Utumiaji wa sindano moja na vifaa vya upasuati ambavyo havijatiwa dawa au kutokoswa ili kuua viini"}
{"text": "Wanawake kuambukiza watoto wakijifungua"}
{"text": "Kuongezewa damu ambayo haijapimwa au haijapimwa vizuri"}
{"text": "Utumiaji wa dawa za kulevya kwa kujidunga kwa sindano moja"}
{"text": "Ulevi kumfanya mtu kupotewa na utambuzi kisha kufanya ngono na mtu aliyeambukizwa"}
{"text": "Kubusu mtu aliye na virusi ukiwa na vidonda kinywani"}
{"text": "Wakati wa ajali watu walio na viini wanapojeruhiwa na kutokwa na damu na inafikia majeraha katika miili ya wasio na hivyo viini"}
{"text": "Dalili"}
{"text": "Kukohoa kwa muda mrefu"}
{"text": "Kuendesha kwa muda mrefu"}
{"text": "Kupoteza hamu ya kula"}
{"text": "Kukonda au kupoteza uzani wa zaidi ya kilo 10 kwa muda mfupi"}
{"text": "Mwili kudhoofikaunyonge"}
{"text": "Kunyonyoka nywele"}
{"text": "Jipu lmwilini"}
{"text": "Mwasho mkali katika ngozi"}
{"text": "Vidonda kinywani na kooni"}
{"text": "Homa na kutokwa na jasho jingi usiku"}
{"text": "Magonjwa ya kifua kikuu na homa ya mapafu"}
{"text": "Saratani ya ngozi"}
{"text": "Kuvimba shingoni"}
{"text": "Utaahira wa akili kv kusahau na kutokumbuka mambo"}
{"text": "Madhara"}
{"text": "Jamaa kuathirika kisaikolojia wakiona mtu wao akiteseka na ugonjwa"}
{"text": "Vifo kwa kuzidiwa na ugonjwa"}
{"text": "Huzuni baada ya mgonjwa kuaga dunia"}
{"text": "Watoto kuachwa wakiwa mayatima baada ya wazazi kufa"}
{"text": "Gharama kubwa ya kugharamia matibabu"}
{"text": "Unyanyapaakutengwakubaguliwa"}
{"text": "Ndoa kuvunjika kutokana na lawama"}
{"text": "Ubakaji wa watoto wa kike ili kujitakasa"}
{"text": "Kuathiri uchumi wa nchi pesa nyingi zinapotumiwa kununulia dawa za kupunguza makali hata za kifua kikuu"}
{"text": "Serikali kupoteza wataalamu iliyogharamia elimu yao kulazimika kuajiri wataalamu kutoka nje kwa gharama ya juu sana"}
{"text": "Jinsi ya Kujikinga"}
{"text": "Kutofanya zinaa kabla na nje ya ndoa"}
{"text": "Walioambukizwa kutumia dawa za kupunguza makali ARVs"}
{"text": "Aliyebakwa kupewa dawa za ARV kabla ya saa 72"}
{"text": "Kuwapa mama waja mzito wenye virusi dawa kabla ya kujifungua kukinga mtoto"}
{"text": "Ngariba kutotumia kisu kimoja kwa watahiriwa wote"}
{"text": "Kutumia sindano mpya hospitalini na matumizi ya dawa za kulevya"}
{"text": "Kupima damu vizuri kabla ya kuwaongezea wagonjwa"}
{"text": "Kupimwa kabla ya ndoa na mara kwa mara ili kujua hali ili kujikinga dhidi ya maambukizi au kujitunza kama mtu ameambukizwa"}
{"text": "Kutumia mipira"}
{"text": "Walioambukizwa kutofanya mapenzi bila kinga ili wasipate virusi aina tofauti na sugu au magonjwa mengine ya zinaa"}
{"text": "Kula chakula vinavyofaa na kufanya mazoezi"}
{"text": "Kupata matibabu wakati ufaao mtu anapougua magonjwa mengine"}
{"text": "Kumjua Mungu ili kumwamini na kumtumainia ili kuondoa uoga na mahangaiko na hivyo kumwezeha mtu kuishi siku zaidi"}
{"text": "UnyanyasajiUdunishaji wa Wanawake na UtamaduniTaasubi ya Kiume"}
{"text": "Kutorithi mali"}
{"text": "Wanawake wajane kunyanganywa mali na kufukuzwa"}
{"text": "Ndoa za wake wengi uke wenza"}
{"text": "Kupata watoto wengi"}
{"text": "Kurithi wanawake"}
{"text": "Kupashwa tohara"}
{"text": "Kutawishwa au kunyimwa uhuru wa kutoka"}
{"text": "Kutoelimishwa eti kwa akiolewa hatafaidi familia atapanda wanaume vichwa au atakuwa malaya"}
{"text": "Ndoa za mapemalazima zinazosababisha kukatiza elimu yake mahari haiwezi kurudishwa"}
{"text": "Kulazimishwa kuolewa na mtu asiyempenda"}
{"text": "Kunyimwa haki ya kusema"}
{"text": "Kupigwa na kutusiwa"}
{"text": "kubakwa"}
{"text": "Kutalikiwa"}
{"text": "Wanaume kutokuwa waminifu kwao hata kuwanyima mahitaji na kuwapa mahawara zao"}
{"text": "Wanaume kupuuza majukumu ya kukimu familia"}
{"text": "Ubadhirifu wa wanaume na hali wake zao ndio walifanya kazi za kupatia hizo pesa"}
{"text": "Kubughudhiwa"}
{"text": "Kulaumiwa mtoto akikosekana hata mke mwingine kuolewa"}
{"text": "Mahali pa mwanamke kuwa nyumbani au haruhusiwi kufanya kazi ofisini au kuongoza"}
{"text": "Kulazimishwa kuvaa mavazi aina fulani na kukatazwa kuvaa aina mengine"}
{"text": "Kufanyishwa kazi za nyumbani kama mtumwa"}
{"text": "Kudhibitiwa na wanaume zao kwa sababu ya vivu"}
{"text": "Kunyimwa ajira kwa vile akipata mimba atajikokota kazini na atahitaji likizo baada ya kujifungua"}
{"text": "Ajira ya mtoto wa kike ambapo anafanyishwa kazi ya sulubu na kupewa mshahara duni"}
{"text": "Suluhisho"}
{"text": "Hatua kali za kisheria kwa wanaowapiga wanaowabaka na wanaotekeleza mila ya tohara na ndoa za mapema"}
{"text": "Kufanya kampeni dhidi ya mila zinazochangia udunishaji wa wanawake"}
{"text": "Kuwashauri watoto wa kike badala ya kuwapasha tohara"}
{"text": "Kuanzisha makao ya watoto wa kike wanaotishiwa na mila mbaya"}
{"text": "Kumwelimisha mwanamke kuhusu haki zake"}
{"text": "Kuhimiza wanawake kupigania haki zao"}
{"text": "Serikali kutenga pesa za kuelimisha watoto wa kike ili kuwapa uwezo wa kiuchumi kwani wengi hunyanyaswa kutokana na umaskini na ujinga"}
{"text": "Mashirika ya kutetea haki za wanawake kama FIDA na Maendeleo ya Wanawake"}
{"text": "Hazina ya kutoa mikopo kwa makundi ya wanawake kv KWFT"}
{"text": "Kuwapa wanawake nafasi sawa za ajira na katika uongozi"}
{"text": "Kupunguza alama ambazo wasichana wanazopaswa kufikisha ili kujiunga na vyuo vya elimu ya juu"}
{"text": "Kubuni sheria za kuwawezesha kumiliki mali"}
{"text": "Jinsi Wanaume Wanavyodhulumiwa"}
{"text": "Kupigwa"}
{"text": "Kuchomwa kwa maji moto"}
{"text": "Kukatwa sehemu nyeti"}
{"text": "Wanawake kutokuwa waminifu kwao"}
{"text": "Kutusiwa"}
{"text": "Kutofuliwa nguo"}
{"text": "Kunyimwa chakula"}
{"text": "Kunyimwa unyumba kama njia ya kulipiza kisasi au kumwadhibu"}
{"text": "Kufanyishwa kazi fulani kv kufulishwa nguo na kupikishwa mke akiwepo hata mbele ya wageni"}
{"text": "Kuzomewa kugombezwa"}
{"text": "Kunyimwa pesa kama hana ajira"}
{"text": "Ufisadi"}
{"text": "Uovu ubaya au uharibivu"}
{"text": "Aina"}
{"text": "Wanafunzi kudanganya katika mtihani"}
{"text": "Kufanyiwa mtihani na watu wa nje"}
{"text": "Kutoza mwanafunzi wa kidato cha kwanza pesa au chakula kama nyama ili kuwalinda"}
{"text": "Kujipakulia chakula kingi"}
{"text": "Waalimu wakuu kuitisha hongo ili kuruhusu wanafunzi wajiunge na shule zao"}
{"text": "Kupita wengine katika foleni wanapokwenda kupata chakula au chai hata benki"}
{"text": "Kurudishiwa bakaachenji nyingi dukani na kutoirejesha kwa muuza duka"}
{"text": "Kuokota pesa njiani na kutoulizia ni za nani"}
{"text": "Kughushi stakabadhi za mtihani hati za umiliki shamba"}
{"text": "Kunakili kanda za muziki za wengine na kuziuza"}
{"text": "Waajiri kuajiri watu wa familia zao au makabila yao"}
{"text": "Daktari kuitisha hongo ili amhudumie mgonjwa"}
{"text": "Polisi kuitisha hongo ili aruhusu magari ya huduma kwa umma yasiyofaa kupita"}
{"text": "Kutohoa maziwa au kuyaongezea maji ili yawe mengi"}
{"text": "Wenye maduka kuuza bidhaa kwa bei ghali"}
{"text": "Kuuza bidhaa kama sukari nyama nafaka gesi na mafuta ya petroli ambazo hazijatimiza uzani unaotakikana"}
{"text": "Madereva wanaoendea mafuta ya petroli kuuza kiwango fulani cha hayo mafuta na kuongezea ya taa au diseli"}
{"text": "Kuuzia watu dawa bandia zisizotibu magonjwa"}
{"text": "Ulanguzi wa dawa za kulevya"}
{"text": "Kuiba pesa kwa kutumia risiti bandia au kufuruisha bei za bidhaa ili pesa zilizo juu wahusika wagawane"}
{"text": "Kutoa ushahidi wa uongo"}
{"text": "Kunyanganya wajane na yatima mali zao"}
{"text": "Uporaji wa mali ya umma kv nyanja za kuchezea watoto na misitu"}
{"text": "Hakimu kuchukua hongo aididimize kesi"}
{"text": "Madaktari kutoza wawele ada ya juu hata kuwafanyia upassuaji wasiouhitaji ili wapate pesa"}
{"text": "Wafanyakazi wa halmashauri za miji kujificha wanapomwona mtu akiegesha gari ili wadai anakwepa kulipa ada ya uegeshaji ili wahongwe au walikokote gari wapate pesa zaidi"}
{"text": "Sababu Ya Watu Kuushiriki Ufisadi"}
{"text": "Tamaa ya kutajirika"}
{"text": "Kutofahamu madharamatokeo yake"}
{"text": "Kukosa njia za kukimu mahitaji"}
{"text": "Mishahara au mapato duni yasiyomwezesha mtu kukimu mahitaji yake au ya familia"}
{"text": "Kutotosheka kwa kile mtu alichonacho"}
{"text": "Hofu ya kupata hasara au kukosa ajira"}
{"text": "Kutomjua mungu hivyo hawana imani"}
{"text": "Kuzugwa au kutekwa nyara kimawazo na kuwa mtumwa na shetani"}
{"text": "Wengine hulichukulia kama jambo la kawaida tu au hali ya maisha"}
{"text": "Imani kuwa siku hizi mtu hawezi kupata chochote bila kutoa hongo"}
{"text": "Madhara"}
{"text": "Vifo kutokana na aajali barabarani au kutotibiwa bila hongo"}
{"text": "Majeruhi wa ajali za ajalini wengine hulemaa wasiweze kujifanyia kazi zao"}
{"text": "Kufutiliwa kwa matokeo ya mtihani"}
{"text": "Kufukuzwa shuleni au chuoni"}
{"text": "Umaskini kutokana na utoaji hongo ya pesa nyingi kisha kutopata kazi na ununuzi wa bidhaa kwa bei ghali"}
{"text": "Kushuka kwa viwango vya elimu wasiohitimu ipasavyo wanaporuhusiwa kujiunga na shule ama vyuo fulani"}
{"text": "Kushuka kwa viwango vya huduma kwa umma kutokana na kuajiriwa kwa watu ambao hawajahitimu vizuri"}
{"text": "Afisi za serikali kuchomwa wafisadi wakijaribu kusitiri ushahidi wa ufisadi"}
{"text": "Nchi kurudishwa nyuma kiuchumi na kimaendeleo kutokana na pesa za miradi au ambazo zingewekezwa katika vitega uchumi kuporwa"}
{"text": "Kupoteza ajira baada ya kufutwa kazi kutokana na ufisadi"}
{"text": "Familia kuteseka baada ya kupoteza ajira"}
{"text": "Kufungwa jela kwa wanaopatikana na kosa la ufisadi"}
{"text": "Uharibifu wa mazingira na madhara yanayoendana nao kutokana na ufyekaji wa misitu"}
{"text": "Kudidimiza haki pale kesi inakatwa vibaya kutokana na hongo hata asiye na makosa aweza kufungwa"}
{"text": "Viongozi wafisadi katika mashirika na asasi kupoteza nyadhfa"}
{"text": "SuluhishoNjia za Kuukabili Ufisadi"}
{"text": "Hatua kali kisheria kwa wafisadi"}
{"text": "Kulipa wafanyakazi mishahara mizuri"}
{"text": "Kuelimisha kuhusu madhara ya usisadi"}
{"text": "Kufuta kazi wafisadi"}
{"text": "Kunyanganywa pesa au mali walizopata kifisadi"}
{"text": "Watu kutangaza mali zao kv kwa kujaza fomu kudhihirisha hayo"}
{"text": "Shirika la kukagua vipimo na ubora wa bidhaa"}
{"text": "Majina ya wafisadi kutangazwa hadharani"}
{"text": "Ukaguzi wa hesabu za matumizi ya pesa katika asasi za serikali"}
{"text": "Shirika la kupambana na ufisadi"}
{"text": "Kufumania wafisadi"}
{"text": "Kupiga picha kwa kamera ya video wafisadi kv polisi wakichukua hongo"}
{"text": "Kujifunza kutosheka kwa kile mtu alichonacho na kuishi maisha ya kiwango chake"}
{"text": "Kuarifu polisi au shirika la mkupambana na ufisadi kuhusu visa vya ufisadi"}
{"text": "Kumjua na kumcha Mungu"}
{"text": "Dawa za KulevyaMihandarati"}
{"text": "Dawa ambazo huathiri utendakazi wa mwili"}
{"text": "Sababu za Kutumiwa"}
{"text": "Masurufu au kuwapa vijana pesa nyingi za matumizi"}
{"text": "Kujipa burudani"}
{"text": "Shinikizo la rika kwa vijana"}
{"text": "Ukosefu wa ushaurikutojua madhara"}
{"text": "Matangazo ya biashara"}
{"text": "Shida kv ukosefu wa ajira na mahitaji ya kimsingi"}
{"text": "Marafiki wabaya"}
{"text": "Kukaa katika mazingira zinamotumiwa"}
{"text": "Malezi"}
{"text": "Kuvunjika kwa ndoa"}
{"text": "upweke"}
{"text": "Kujitoa haya km makahaba"}
{"text": "Shida kazini"}
{"text": "Kudanganywa zina manufaa km kumpa mtu nguvu ya kufanya kazi au kuerevusha"}
{"text": "Kujipa hisia za kuwa huru na ujitambuaji"}
{"text": "Madhara"}
{"text": "Magonjwa kv saratani na ya zinaa"}
{"text": "Vifo kutokana na ajali magonjwa au dawa zenyewe"}
{"text": "Kuiba ili kupata pesa za kununulia dawa za"}
{"text": "Ubakaji"}
{"text": "Hufilisi watu kwa kutumia pesa nyingi hata kuuza au kuzikodisha mali zao ili kuzigharamia"}
{"text": "Jamaa kuathirika kisaikolojia wanapoona mwenzao akiKushindwa kuendelea na masomo"}
{"text": "Visa vya ubakaji"}
{"text": "Kupotoka kimaadili km kuwa mwenye matusi kupiga wengine kuwa mgomvi hata mzinifu"}
{"text": "Kuwa mchafu kama fungo km kutooga kutofua nguo kutochanua nywele nk"}
{"text": "Kuhisi mambo yasiyokuwepo hallucination"}
{"text": "Wengine kushindwa kuolewa na kutoweza kupata watoto km watumiaji wa miraa"}
{"text": "Kuvunjika kwa ndoa kutokana na kupiga mke kutumia pesa vibaya"}
{"text": "Kufutwa kazi km kutokana na ulevi"}
{"text": "Wazimu"}
{"text": "Uhalifu"}
{"text": "Jamaa ya mtumizi kuteseka ikimwona mwenzao akiangamia kutokana na kuzitegemea dawa za kulevya"}
{"text": "Mhusika huathirika kimwili na kisaikolojia"}
{"text": "Huathiri ukuaji wa mwili na akili"}
{"text": "Wazimu"}
{"text": "Huathiri uwezo wa kufikiri kwa kuua seli za ubongo"}
{"text": "Hufanya mtu kupotoka kimaadili km upyaro vita uchoyo uzinifu"}
{"text": "Kuvunjika kwa ndoa"}
{"text": "Kufukuzwa shuleni"}
{"text": "Kufungwa jela"}
{"text": "Kuzaa watoto ambao hawajatimiza uzani wa wastani"}
{"text": "Kufa kwa neva na viungo kukatwa"}
{"text": "Suluhisho"}
{"text": "Kuelimisha watu kuhusu madhara ya dawa za kulevya"}
{"text": "Watu kumjua Mungu"}
{"text": "Matibabu ya kurekebisha watumwa wazo"}
{"text": "Kujitenga na marafiki wabaya"}
{"text": "Kutoingia katika mandhari zinamotumiwa"}
{"text": "Maelekezo kuhusu dawa za matibabu kufuatwa ipasavyo"}
{"text": "Kutotumia dawa za matibabu kwa matumizi mengine yasiyo ya kutibu"}
{"text": "Ukaguzi wa wageni na mizigo katika viwanja vya ndege"}
{"text": "Hatua za kisheria kwa walanguzi wauzaji na watumiaji"}
{"text": "Kuongeza nafasi za ajira"}
{"text": "Kukomesha matangazo ya biashara ya dawa hizo"}
{"text": "Kuandika matahadharisho katika chupa na pakiti za vileo"}
{"text": "UhalifuUtovu wa Usalama"}
{"text": "Chanzo"}
{"text": "Umaskini kusababisha wizi na uisadi"}
{"text": "Dawa za kulevya kusababisha wizi au kubaka"}
{"text": "Marafiki wabaya"}
{"text": "Malezi mabaya"}
{"text": "Malezi mabaya km mtoto akiiba na kupelekea wazazi wazazi hawamuulizi alikotoa vitu hivyo"}
{"text": "Tamaa ya mali kufanya watu kuiba kushiriki ufisadi nk"}
{"text": "Hasira au kushindwa kujidhibiti kusababisha kumpiga na kumuumiza mtu hata kumuua"}
{"text": "Tamaa kubwa au uchu kusababisha ubakaji"}
{"text": "Chuki na wivu huweza kusababisha mauaji"}
{"text": "Suluhisho"}
{"text": "Hatua kali za kisheria"}
{"text": "Kuongeza askari kwani idadi yao ni dogo ikilinganishwa na raia"}
{"text": "Kuunda vikundi vya kujilinda"}
{"text": "Vituo vya polisi kuongezwa"}
{"text": "Vitu vya thamani kuwekwa mahali salama km benki"}
{"text": "Kutotembea nyakati za usiku"}
{"text": "Kutoendea mahali kusikofaa kv vichochoroni"}
{"text": "Kuweka ua na lango"}
{"text": "Mavazi yanayofaa kuzuia ubakaji"}
{"text": "Kutoa mafunzo ya kujikinga"}
{"text": "Nambari za simu za dharura za kuripotia uhalifu"}
{"text": "Kumjua Mungu"}
{"text": "Kuongeza nafasi za ajira"}
{"text": "Haki za Binadamu"}
{"text": "Kuishi"}
{"text": "Kuingilianakutangamana"}
{"text": "Uhuru na usawa"}
{"text": "Elimu"}
{"text": "Makazi"}
{"text": "Afya"}
{"text": "Kiwango cha kurithisha cha maisha"}
{"text": "Chakula"}
{"text": "Kuabudu"}
{"text": "Ajira ya watoto"}
{"text": "Kufanya kazi"}
{"text": "Kumiliki mali"}
{"text": "Kutunzwa uzeeni hifadhi ya jamiiwasio na uwezo"}
{"text": "Kupiga kura"}
{"text": "Kutobaguliwa"}
{"text": "Kutoteswa kuminya habari"}
{"text": "Uhuru wa kuongeausemi"}
{"text": "Kutembea na kuishi popote"}
{"text": "Kesi kuendeshwa kwa haki"}
{"text": "Kujitetea"}
{"text": "Kuoa au kuolewa na unayemtaka"}
{"text": "Utulivu km mtoto au mke asipigwe ama kuteswa"}
{"text": "Huduma za matibabu"}
{"text": "Jina na utaifa wakati wa kuzaliwa"}
{"text": "Mtoto mlemavu apewe huduma maalum"}
{"text": "Alindwe kutokana na mateso kazi ya sulubu na kuhusishwa vitani"}
{"text": "Alindwe dhidi ya mila na tamaduni zisizofaa"}
{"text": "Haki ya kupata burudani"}
{"text": "Haki ya faragha kuhifadhi siri zake"}
{"text": "Asiajiriwe"}
{"text": "asiteswe"}
{"text": "Jinsi ya kuwalinda na kuwatunza watoto"}
{"text": "Sheria kubuniwa za kuwalinda"}
{"text": "Hatua kali kisheria kwa wanaodhulumu watoto"}
{"text": "Shirika la kupigania haki za watoto"}
{"text": "Makao ya watoto wanaokimbia wa dhuluma"}
{"text": "Hazina ya wizara na maeneo bunge ya kufadhili watoto maskini bursary"}
{"text": "Watoto kuelimishwa kuhusu haki zao"}
{"text": "Kuelimisha wananchi kuhusu umuhimu wa kulinda mtoto"}
{"text": "Elimu ya bure ili watoto maskini wafaidi"}
{"text": "Shule maalum kwa watoto walemavu"}
{"text": "Wananchi kuchanga kusaidia watoto maskini"}
{"text": "Makanisa kusaidia watoto yatima"}
{"text": "Shule kuwapa watoto maskini ufadhili"}
{"text": "Mazingira"}
{"text": "Hali au mambo yanayomzunguka kiumbe katika sehemu anakoishi"}
{"text": "Jinsi Yanavyoharibiwa"}
{"text": "Kufyeka misitu ili kupata mahali pa makazi ama kulima"}
{"text": "Kufuga mifugo kupita kiasi"}
{"text": "Kutupa taka ovyoovyo"}
{"text": "Moshi kutoka katika magari na viwanda huchafua hewa"}
{"text": "Dawa na mbolea za kemikali za kilimo huchafua udongo na maji"}
{"text": "Migodi kuacha mashimo ardhini ambayo hujaa maji na kuwa hatari kwa binadamu na kizalio cha mbu"}
{"text": "Kelele za vyombo vya mziki viwanda honi za magari na ndege"}
{"text": "mafuriko kuchanganya choo pamoja na maji safi"}
{"text": "Taka kutoka nyumbani na viwandani kuelekezwa mitoni"}
{"text": "Madhara"}
{"text": "Ongezeko la joto duniani"}
{"text": "Mvua za gharika"}
{"text": "Uhaba wa mvua"}
{"text": "Ukame na njaa"}
{"text": "Uhaba wa maji"}
{"text": "Kufa kwa wanyama wa majini kama samaki"}
{"text": "Magonjwa na vifo kutokana na kuathiriwa na maji machafu"}
{"text": "Magonjwa ya mapafu kutokana na hewa chafu"}
{"text": "Suluhisho"}
{"text": "Kupanda miti kusiko na miti na kule misitu imefyekwa"}
{"text": "Elimu kuhusu madhara ya kuharibu mazingira na jinsi ya kuyatunza Uhaba wa maji"}
{"text": "Kukagua viwabda na hatua za kisheria kama vinavyoachilia taka katika mazingira"}
{"text": "Kutumia samadi badala ya mbolea za kemikali na dawa za kiasili kuua wadudu katika mimea na mifugo"}
{"text": "Kutaifisha misitu"}
{"text": "Askari wa kulinda misitu"}
{"text": "Kutumia kawi mbadala na ambazo hazichafui mazingira kv kutokana na maji na jua"}
{"text": "Mashimo na mapipa ya kutupa taka"}
{"text": "Kuweka mifugo kulingana na eneo la malisho"}
{"text": "Kutolima kando ya mito"}
{"text": "Kutia choo cha binadamu dawa kabla ya kukiachilia mitoni"}
{"text": "Kutumia magari ya umma"}
{"text": "Kutumia taka kama malighafi na kutumia vile vitu vyaweza kutumika tena"}
{"text": "Usalama Barabarani"}
{"text": "Vyanzo vya ajali"}
{"text": "Madereva kutohitimu vizuri"}
{"text": "Magari mabovu"}
{"text": "Kutotii sheria za barabarani"}
{"text": "Njia mbovu"}
{"text": "Kubeba abiria na mizigo kupita kiasi"}
{"text": "Kuendesha magari kwa kasi"}
{"text": "Waabudu shetani kusababisha magari kupoteza mwelekeo"}
{"text": "Kupita magari mengine bila uangalifu"}
{"text": "Ulevi"}
{"text": "Wenda miguu kutokuwa waangalifu wanapovuka barabara"}
{"text": "Kutodhibiti usukani vizuri"}
{"text": "Uchovu kusababisha usingizi"}
{"text": "Dawa za matibabu"}
{"text": "Abiria kutolalamika au hata kumwambia dereva aendeshe kwa kasi wafike haraka"}
{"text": "Kuchanganyikiwa"}
{"text": "Suluhisho"}
{"text": "Hatua za kisheria kwa wakiukaji kanuni za barabarani"}
{"text": "Kuondoa polisi wafisadi barabarani"}
{"text": "Kukarabati barabara"}
{"text": "Ukaguzi wa magari ili kuhakikisha yafaa kuwa barabarani"}
{"text": "Kufunza madereva upya"}
{"text": "Mikanda au mishipi ya kujifunga kuzuia kujeruhiwa vibaya na vifo ajali ikitokea"}
{"text": "Kuweka vidhibiti mwendo"}
{"text": "Vifaa vya kutambulia madereva walevi na kasi ya magari"}
{"text": "Uangalifu wakati wa kupita magari mengine"}
{"text": "Kuwa mwangalifu wakati wa kuvuka barabara"}
{"text": "Sayansi na Teknolojia"}
{"text": "Uvumbuzi wa umeme unaotumiwa kuangazia na kuendesha vyombo vingi"}
{"text": "Matibabu kuwezesha watu kuishi kwa muda mrefu km dawachanjo upasuaji upachikwaji viungo miale ya kutibu saratani nk"}
{"text": "Kurahisisha na kuharakisha usafiri km magari pikipiki ndege km"}
{"text": "Kurahisisha na kuharakisha mawasiliano kunakosaidia wakati wa dharura km rununu mtandao nukulishi nk"}
{"text": "Upashaji wa habari kuwezesha kupata habari kutoka kote duniani km satalaiti mtandao redio runinga nk"}
{"text": "Utengenezaji bidhaa viwandani kuharakishwa kutokana na mitambo inazoendesha na tarakilishi"}
{"text": "Mimea na mifugo wanaokomaa haraka na walio na mazao mengi"}
{"text": "Roketi inayowezesha kwenda katika mwezi na sayari nyingine"}
{"text": "Silaha kama bunduki za kupambana na maadui na wahalifu"}
{"text": "Burudani bora km sidi video mtandao nk"}
{"text": "Madhara"}
{"text": "Uavyaji mimba"}
{"text": "Mauaji ya huruma"}
{"text": "Tishio la dunia kuangamia kutokana na silaha za nuklia na viini vinavyotengezezewa maabarani"}
{"text": "Uhalifu kuongezeka kutokana na wingi wa bunduki simu na mtandao"}
{"text": "Vyakula kutokana na mimea ina mifugo iliyokuzwa kisayanzi kudhuru afya"}
{"text": "Wizi wa viungo vya mwili hata kuhasiwa bila hiari"}
{"text": "Ajali za barabarani na za ndege zinazoua watu wengi"}
{"text": "Upotoshaji kimaadili kama vile filamu chafu katika mitandao na sidi"}
{"text": "Kutumia vijusi kutengenezea viungo"}
{"text": "Ongezeko la joto duniani kutokana na uchafuzi wa hewa"}
{"text": "Ugaidi kutokana unaotekelezwa kwa mabomu"}
{"text": "Simu za Rununu"}
{"text": "Faida"}
{"text": "Kurahisha na kuharakisha mawasilano"}
{"text": "Kupunguza gharama za usafiri"}
{"text": "Mtandao huelimisha na hufahamisha habari"}
{"text": "Kutuma pesa"}
{"text": "Kuweka pesaakiba"}
{"text": "Burudani km nyimbo michezo"}
{"text": "Kupiga nduru uhalifu unapotokeo"}
{"text": "Ajira kwa wauzaji na watengenezaji"}
{"text": "Ushuru kwa serikali"}
{"text": "Shajara kalenda kamera kikokotozi"}
{"text": "Madhara"}
{"text": "Burudani kusababisha ajizi"}
{"text": "Uhalifu"}
{"text": "Gharama kubwa hasa kuweka chaji na malipo kabla ya kutumia kuongea au mtandao"}
{"text": "Mtandao kupotosha kimaadili"}
{"text": "Hutoa miale ambayo yaweza kusababisha saratani"}
{"text": "Kudanganya katika mitihani"}
{"text": "Kufungwa jela kutokana na arafa za vitisho na matusi"}
{"text": "Runingamagazeti"}
{"text": "Burudani"}
{"text": "Habari"}
{"text": "Ajira kwa wanahabari na watangazaji"}
{"text": "Matangazo ya biashara"}
{"text": "Kufunza maadili km michezo ya kuigiza na vichekesho"}
{"text": "Kutuwezesha kufahamu sehemu nyingine za nchi na dunia"}
{"text": "Kuelimisha kv vipindi vya fasihi"}
{"text": "Utalii"}
{"text": "Kuangazia sehemu na watu wenye shida"}
{"text": "Kukuza lugha"}
{"text": "Kukuza uzaleno"}
{"text": "Madhara"}
{"text": "Ajizi"}
{"text": "Kupotosha kimaadili"}
{"text": "Filamu ziazohimiza watu kuwa wazinifu"}
{"text": "Matangazo ya vileo"}
{"text": "Kuenezea chuki na propaganda"}
{"text": "Kuiga utamaduni wa kigeni usiofaa kv mavazi talaka"}
{"text": "Gharama ya kununulia"}
{"text": "Kutopata muda wa kushauri watoto na kuomba"}
{"text": "Wanafunzi kutosoma jioni"}
{"text": "Mke na mume kutoongea kujadili mwelekeo wa familia"}
{"text": "Wanaume kuchelewa kurudi nyumbani usiku wakitazama mpira"}
{"text": "Migogoro kwa kutaka kutazama vipindi tofauti"}
{"text": "Kelele na usumbufu kwa waliolala"}
{"text": "Utalii"}
{"text": "hali ya kusafiri mbali ili kuvinjari au kufurahia mandhari"}
{"text": "Faida"}
{"text": "Fedha za kigeni"}
{"text": "Ajira katika hoteli udereva nk"}
{"text": "Uhifadhi wa mazingira"}
{"text": "Kuboreshwa kwa miundo msingi"}
{"text": "Mapato kwa serikali kutokana na ada ya kuingilia mbugani na kodi za mikahawa"}
{"text": "Amani na maelewano nchini na duniani"}
{"text": "Kuhifadhi mila na tamaduni zetu"}
{"text": "Kupa nchi umaarufu duniani"}
{"text": "Maeneneo kame kuweza kutumiwa ipasavyo kama kivutio chao"}
{"text": "Soko kwa mazao ya kilimo"}
{"text": "Kuwapa wauzaji vinyago mapato"}
{"text": "Ubaya"}
{"text": "Magonjwa kv ya zinaa"}
{"text": "Matumizi ya mihandarati"}
{"text": "Tabia zisizofaa kv Usenge zinazovunja ndoa na kueneza magonjwa kama ukimwi"}
{"text": "Upuuzaji wa miradi ya maendeleo serikali ikijengea watalii hoteli za kifahari na viwanja vya ndege ambavyo hutumika kwa nadra sana"}
{"text": "Kusababisha watoto kuacha shule ili wawe wanawaelekeza wapate pesa"}
{"text": "Kuhimiza mauaji wa wanyama kwa kununua pembe na ngozi"}
{"text": "Kelele za magari yao husumbua wanyama na kukanyaga na kuharibu lishe yao"}
{"text": "Jinsi ya kuvutia watalii zaidi"}
{"text": "Kudumisha usalama"}
{"text": "Kuimarisha miundo msingi"}
{"text": "Kutangaza nchi na vivutio nje"}
{"text": "Kupunguza malipo katika hoteli za watalii"}
{"text": "Kufahamisha wananchi kuhusu vivutio kupitia vyombo vya habari"}
{"text": "Kuongezea wafanyakazi mishahara ili kuweka akiba waweze kuzuru maeneo yenye vivutio"}
{"text": "Kuwapa wafanyakazi likizo ya kutosha"}
{"text": "Umaskini"}
{"text": "Suluhisho"}
{"text": "Kuongeza nafasi za ajira"}
{"text": "Kutoa mikopo rahisi kulipa"}
{"text": "Kupunguza bei ya pembejeo"}
{"text": "Elimu ya bure"}
{"text": "Kupigana na ufisadi"}
{"text": "Upangaji uzazi ili kupunguza idadi ya watu"}
{"text": "Bei bora ya mazao ya kilimo"}
{"text": "Kazi kwa vijana"}
{"text": "Ukeketaji"}
{"text": "Sababu"}
{"text": "Kupunguza tamaa"}
{"text": "Njia ya kukomaa"}
{"text": "Mila na tamaduni"}
{"text": "Madhara"}
{"text": "Kifo kwa kutokwa na damu sana"}
{"text": "Uenezaji wa magonjwa"}
{"text": "Shida wakati wa hedhi na kujifungua"}
{"text": "Ndoa kuvunjika"}
{"text": "Kibali cha kujiingiza katika myenendo isiyofaa"}
{"text": "Utengano kati ya waliotahiriwa na ambao hawajatahiriwa migogoro"}
{"text": "Kuzua utabaka baina ya waliopashwa na wasiopashwa tohara"}
{"text": "Suluhisho"}
{"text": "Hatua za kisheria"}
{"text": "Elimu kuhusu madhara"}
{"text": "Mawaidha kwa wasichana"}
{"text": "Makao ya watoto"}
{"text": "Njaa"}
{"text": "Kilimo cha unyunyizaji maji"}
{"text": "Kupunguza bei za pembejeo"}
{"text": "Njia bora za kuhifadhi mazao"}
{"text": "Mimea na mifugo inayokomaa haraka"}
{"text": "Utumizi wa samadi na mbolea"}
{"text": "Kuelimisha wakulima kuhusu kilimo bora"}
{"text": "Kutayarisha mashamba mapema"}
{"text": "Serikali kununua mazao ya wakulima na kuyahifadhi"}
{"text": "Dini"}
{"text": "Uzuri"}
{"text": "Kufunza maadili"}
{"text": "Kusaidia maskini"}
{"text": "Kuanzisha shule na hospitali"}
{"text": "Ajira kwa padri kasisi nk"}
{"text": "Kuandaa watu kwa maisha baada ya kifo"}
{"text": "Kufarijikuliwaza wenye dhiki"}
{"text": "Ubaya"}
{"text": "Tamaa ya pesa"}
{"text": "Biashara"}
{"text": "Ubakaji wa watoto"}
{"text": "Kuuza uponyaji"}
{"text": "Nyingine kutosaidia wenye shida"}
{"text": "Vitajihadi"}
{"text": "Kuruhusu waovu bora watoe pesa"}
{"text": "Kutoenda hospitalini"}
{"text": "Kuendeleza maovu kv uzinifu ushirikina uabudu shetani nk"}
{"text": "Maasi ya vijana"}
{"text": "dawa za kulevya"}
{"text": "shiniko la kikundi"}
{"text": "filamu mbaya"}
{"text": "kudhibitiwa kupita kiasi"}
{"text": "kukosa nidhamu"}
{"text": "malezi mabayaudekezaji"}
{"text": "kubomoka kwa msingi wa jamii"}
{"text": "Ufukara kusababisha kujiunga na makundi haramu"}
{"text": "Kukata tamaa"}
{"text": "Kutumiwa vibaya na wanasiasa"}
{"text": "Suluhisho"}
{"text": "Kujiondoa kundini"}
{"text": "Kuimarisha uchumi"}
{"text": "Kuwashauri vijana"}
{"text": "Kujenga udhabiti wa jamii"}
{"text": "Kuwaadhibu kulingana na makosa yao"}
{"text": "Vijana kujisaka na kujikosoa"}
{"text": "Vijana kumjua mungu"}
{"text": "Uhuru wa kadiri"}
{"text": "Uongozi bora"}
{"text": "Malezi bora"}
{"text": "Kuongeza nafasi za ajira"}
{"text": "Umoja na Utangamano katika Familia"}
{"text": "Kuheshimiana"}
{"text": "Utiifu na unyenyekevu"}
{"text": "Kuwa na usemi"}
{"text": "Kuvumiliana na kusameheana"}
{"text": "Uaminifu na kuaminiana"}
{"text": "Kutochagulia watoto taaluma na wachumba"}
{"text": "Wazazi kutolazimisha watoto taaluma au kozi wasizotaka"}
{"text": "Kutumia pesa vyema bila ubadhirifu"}
{"text": "Kutopendelea na kulinganisha watoto kiuwezo"}
{"text": "kutotumia dawa za kulevya"}
{"text": "Kuomba pamoja"}
{"text": "wazazi kutopendelea watoto fulani"}
{"text": "Baba kutimiza majukumu yake ya kukimu jamii"}
{"text": "Kutodhibiti mke na watoto kupita kiasi"}
{"text": "Uadilifu"}
{"text": "Kushiriki kazi"}
{"text": "Mambo yanayoathiri utaifaumoja na utangamanoamani"}
{"text": "Ufisadi kv kuajiri watu kimapendeleo"}
{"text": "Ukabila"}
{"text": "Viongozi kueneza chuki"}
{"text": "serikali kutoakisi uwakilishaji wa taifa zima"}
{"text": "Usalama kukosekana"}
{"text": "Ukosefu wa ajira"}
{"text": "Matamshi mabaya ya viongozi"}
{"text": "Kupanda kwa gharama ya maisha"}
{"text": "Majanga ya kiasili"}
{"text": "Kutojenga miundo msingi kwa usawa"}
{"text": "Kupendelea maeneo fulani katika ugawaji wa raslimali"}
{"text": "Ukimbizi wa ndani kwa ndani"}
{"text": "Ubomoaji wa nyumba"}
{"text": "Suluhisho"}
{"text": "Lugha ya taifa"}
{"text": "Kukabiliana na ufisadi"}
{"text": "Usawa katika ugawaji wa raslimali"}
{"text": "Kuelimisha kuhusu umoja wa kitaifa"}
{"text": "Tamasha za kitamaduni"}
{"text": "Kutalii sehemu nyingine za nchi"}
{"text": "Ndoa za makabila tofauti"}
{"text": "Serikali ya muungano"}
{"text": "Viongozi wachochezi kuchukuliwa hatua kisheria"}
{"text": "Matatu"}
{"text": "Faida"}
{"text": "Kurahisisha na kuharakisha usafiri"}
{"text": "Ajira"}
{"text": "Ushuru"}
{"text": "Biashara"}
{"text": "Huduma za dharura"}
{"text": "Madhara"}
{"text": "Ajali"}
{"text": "Wizi"}
{"text": "Ufisadi wa polisi kuongezeka"}
{"text": "Kuongeza nauli ghafla"}
{"text": "Ujeuri wa madereva na mataniboi"}
{"text": "Kuchelewesha watu njiani"}
{"text": "Magazeti"}
{"text": "Habari za taifa na kimataifa"}
{"text": "Kuelimisha km kuhusu afya"}
{"text": "Kuburudisha km vibonzo"}
{"text": "Matangazo ya biashara"}
{"text": "Ajira km wahariri wauzaji"}
{"text": "Mapato kwa serikali"}
{"text": "Kutangaza nafasi za ajira"}
{"text": "Elimu km uchambuzi wa vitabu vya fasihi na mashairi"}
{"text": "Hutumiwa kufungia bidhaa"}
{"text": "Ubakaji"}
{"text": "Sura mbaya"}
{"text": "ulevi"}
{"text": "Ulemavu"}
{"text": "Unyonge wa kiakili"}
{"text": "Kushindwa kudhibiti jicho na tamaa za mwili"}
{"text": "Njaa ya kimapenzi"}
{"text": "Kisasi"}
{"text": "Kujihisi duni"}
{"text": "Kisomo duni"}
{"text": "Mavazi"}
{"text": "Athari"}
{"text": "Waliobakwa huathirika kisaikolojia"}
{"text": "Kujikosea heshima na kujihisi mchafu"}
{"text": "Magonjwa ya zinaa"}
{"text": "Mimba zisizotakikana"}
{"text": "Vifo"}
{"text": "kujeruhiwa"}
{"text": "Kupoteza imani na wanaumewanawake"}
{"text": "Kutengwa"}
{"text": "Kufungwa jela"}
{"text": "3 UTUNGAJI WA KISANII"}
{"text": "Mashairi mepesi huruarudhi"}
{"text": "Hadithi fupi"}
{"text": "Vitendawili"}
{"text": "Mafumbochemshabongo"}
{"text": "Vitanza ndimi"}
{"text": "Michezo ya kuigiza"}
{"text": "Mambo ya Kuzingatia katika Uadishi wa Insha"}
{"text": "maagizo"}
{"text": "Usijibu swali usilolielewa"}
{"text": "Uandishi mzuri wa nambari ya swali unalofanya"}
{"text": "Kuandika vidokezi"}
{"text": "Kuandika kila hoja katika aya yake"}
{"text": "Kuanzia aya kwa njia tofauti"}
{"text": "Lugha sahili"}
{"text": "Miundo tofauti ya sentensi"}
{"text": "maudhui"}
{"text": "muundo"}
{"text": "Kichwa kwa herufi kubwa kipigwe mstari na kisizidishe maneni sita"}
{"text": "Upatanishouwiano za kisarufi"}
{"text": "Tahajiahijai"}
{"text": "Kuakifisha"}
{"text": "Mtiririko"}
{"text": "Uhalisi"}
{"text": "tafsiri ya moja kwa moja km kurudisha mlango mguu wa gari kutoakuweka nguo"}
{"text": "Maadili lugha na mawazo safi na mtazamo wa kusaidia taifa"}
{"text": "Urefu"}
{"text": "Uasilia utungo wako si kurejelea vitabu vya fasihi"}
{"text": "Usafi mwandiko unaosomeka na ambao haujapigwapigwa mistari na kufutwa"}
{"text": "Tamathali za usemi"}
{"text": "Msamiati na tamathali zinazokubalika wala si za kupachika Usitumie msamiati wa kishairi kv mtima ja nk"}
{"text": "Kutofupisha kv km nk Bi"}
{"text": "Kutumia kistari ikiwa neno linaendelea katika mstari wa pili na kutokata silabi"}
{"text": "Herufi f u i j m l"}
{"text": "Kutaja na kueleza kikamilifu"}
{"text": "Kukamilisha maneno"}
{"text": "Kutotenganisha sehemu za neno km walilo zungumzia walioenda"}
{"text": "Kutounganisha maneno km kwasababu ni mimi"}
{"text": "Mdokezo kuoana na maneno yako"}
{"text": "Usiongeze maneno kwenye dondoo la kumalizia"}
{"text": "Kutoweka dondoo ni kupotoka"}
{"text": "Kusoma insha baada ya kuandika"}
{"text": "4 UANDISHI WAKAWAIDA"}
{"text": "Ufahamu"}
{"text": "Kuelewa"}
{"text": "Kuandika idadi ya hoja kulingana na alama"}
{"text": "Hoja kwa muhtasari"}
{"text": "Andika hoja ulizo na uhakika nazo kwanza"}
{"text": "Kuorodhesha hoja kwa nambari wala si kistari"}
{"text": "Jibu lililokamilika"}
{"text": "Kutoa majibu kutoka katika ufahamu si fikra zako"}
{"text": "Maana za maneno kama yalivyotumiwa kwa muundo ule ule"}
{"text": "MuhtasariUfupisho"}
{"text": "Kutoa mawazo makuu huku kiini cha taarifa kikidumishwa"}
{"text": "Hatua"}
{"text": "Andika nambari za aya"}
{"text": "Soma makala"}
{"text": "Elewa swali"}
{"text": "Andika mambo muhimu ukizingatia swali ukiondoa maneno yasiyo muhimu"}
{"text": "Usibadilishe chochote hata kama unatakiwa kutumia maneno yako"}
{"text": "Andika hoja kikamilifu"}
{"text": "Andika nakala safi ukizingatia mtiririko"}
{"text": "Epuka viunganishi vingi"}
{"text": "Zingatia idadi ya maneno uliyopewa"}
{"text": "Zingatia kanuni za uandishi"}
{"text": "Piga mshazari nakala chafu"}
{"text": "Matumizi ya lugha"}
{"text": "Kuzingatia sehemu za swali"}
{"text": "Sehemu zinazobadilika"}
{"text": "Kuzingatia neno moja moja"}
{"text": "Kuzingatia hatua au mbinu"}
{"text": "Kutojibu maswali kwa pupa"}
{"text": "Kusoma jibu ili kusahihisha makosa"}
{"text": "Kuelewa swali km tunga sentensi moja eleza maana"}
{"text": "Tunga sentensi fupi"}
{"text": "Kuonyesha neno fungu la maneno au kiambishi unachotumia kutunga sentensi"}
{"text": "Kubainisha eleza kikamilifu kwa kuandika neno au maneno na jina lake"}
{"text": "Tahajia km yabwa kitendo"}
{"text": "Isimu jamii"}
{"text": "Kutaja kueleza na kutoa mifano"}
{"text": "Fasihi"}
{"text": "Kufikiri ili kuelewa swali"}
{"text": "Usijibu maswali zaidi ya manne Kama jibu halikuridhishi lipige mshazari"}
{"text": "Maagizo swali la kwanza ni la lazima usijibu maswali mawili kutoka sehemu moja"}
{"text": "Chagua maswali utakayoweza kujibu na kupata hoja nyingi"}
{"text": "Andika nambari vizuri"}
{"text": "Usiandike hoja nyingi kuliko alama"}
{"text": "Andika hoja ulizo na uhakika nazo kwanza"}
{"text": "Hoja kwa aya moja"}
{"text": "Kutaja kueleza kikamilifu na kuthibitisha kwa mifano kutoka kitabuni kutaja alama moja kueleza mbili"}
{"text": "Usirudie hoja kwa njia tofauti"}
{"text": "Kutochanganya wahusika"}
{"text": "Kusoma vitabu mara nyingi ili kujua dondoo limetolewa wapi"}
{"text": "Maswali ya dondoo msemaji anayeambiwa wapi lini"}
{"text": "Maswali ya kujadili"}
{"text": "Swali la methali"}
{"text": "kulinganisha"}
{"text": "FASIHI SIMULIZI"}
{"text": "Fasihi ni sanaa inayotumia lugha kuwasilisha ujumbe unaomhusu binadamu"}
{"text": "Sanaa ni ufundi wa kuwasilisha fikra na hisia za binadamu kama vile maneno maandishi uchoraji uchongaji ufinyanzi nk"}
{"text": "Fasihi simulizi ni sanaa kwa vile"}
{"text": "Huwasilisha ujumbe kuhusu binadamu kuhusu utamaduni na uchumi"}
{"text": "Huwa na umbo mahsusi km hadithi huwa na mwanzo kati na mwisho na mashairi huwa na beti mishororo nk"}
{"text": "Hutumia lugha kwa ufundi kv ya kitamathali"}
{"text": "Husawiri mandharimazingira mahsusi kwa ufundi mkubwa"}
{"text": "Hujenga wahusika kwa ustadi mkuu ili kusawiri tabia za watu katika jamii"}
{"text": "Tofauti Kati ya Fasihi na Sanaa Nyingine"}
{"text": "Ainamakundi ya fasihi"}
{"text": "Fasihi simulizi"}
{"text": "Fasihi inayowasiolishwa kwa njia ya mdomo"}
{"text": "Fasihi andishi"}
{"text": "Fasihi inayowasilishwa kwa njia ya maandishi"}
{"text": "Tofauti kati ya fasihi simulizi na fasihi andishisifa za fasihi simulizizinazofanya utanzu uwe wa fasihi simulizi"}
{"text": "Fasihi simulizi huwasilishwa kwa njia ya mdomo ilhali fasihi andishi huwasilishwa kwa njia ya maandishi"}
{"text": "Fasihi simulizi huhifadhiwa akilini ilhali fasihi aandishi huhifadhiwa kwa maandishi"}
{"text": "Fasihi simulizi ni mali ya jamii ilhali fasihi andishi ni mali ya mtu binafsimwandishi"}
{"text": "Fasihi simulizi ina wahusika wa kila aina kv binadamu wanyama na ndege mazimwi na majitu miungu mizimu mashetani na vitu visivyo na uhai kv mawe na miti ilhali fasihi andishi ina wahusika binadamu kwa kiasi kikubwa"}
{"text": "Fasihi simulizi ina tanzu nyingi kuliko fasihi andishi"}
{"text": "Uwasilishaji wa fasihi simulizi huweza kuandamana na utendaji kv matumizi ya ishara nyimbo makofi kuimba kubeba zana katika majigambo nk ilhali ule wa fasihi andishi hauandamani na utendaji isipokuwa inapowasilishwa mbele ya hadhira"}
{"text": "Fasihi simulizi huwasilishwa mbele ya hadhira ilhali fasihi andishi si lazima iwasilishwe mbele ya hadhira"}
{"text": "Fasihi simulizi huwasilishwa mahali maalum kv jandoni matangani arusini nk ilhali fasihi andishi haina mahali maalum"}
{"text": "Fasihi simulizi huandamana na shughuli fulani ya kitamaduni ilhali fasihi andishi haiandamani na shughuli ya kitamaduni"}
{"text": "Fasihi andishi huhitaji muda kutunga ilhali baadhi ya fasihi simulizi huzuka papo hapo km semi maigambo"}
{"text": "Fasihi simulizi ina uwezo mkubwa wa kubadilishwa na fanani anapowasilisha ufaraguzi bali fasihi andishi haibadiliki isipokuwa mwandishi aiandike upya"}
{"text": "Fasihi simulizi ina historia ndefu kuliko fasihi andishi kwa kuwepo tangu mwanzo wa maisha ya binadamu"}
{"text": "Fasihi simulizi huwasilishwa wakati maalum kv usiku kipindi fulani cha mwaka ilhali andishi haina wakati maalum"}
{"text": "Tofauti kati ya hadhira"}
{"text": "Hadhira ya fasihi simulizi huweza kuwasiliana moja kwa moja na mwasilishaji ilhali ile ya fasihi simulizi sio lazima iwasiliane na mwandishi"}
{"text": "Hadhira huchangia katika uwasilishaji wa fasihi simulizi kv kwa kuimba kupiga makofi nk hadhira tendihai ilhali hadhira ya fasihi andishi haichangii katika uandishi"}
{"text": "Hadhira ya fasihi simulizi huonana na mwasilishaji ilhali ile ya fasihi andishi si lazima ionane na mwandishi"}
{"text": "Hadhira ya fasihi simulizi ni kubwa kuliko ile ya fasihi andishi kwani huhusisha hata wasiojua kusoma na kuandika"}
{"text": "Hadhira ya fasihi simulizi ni hai yaani inajulikana na fanani ilhali ile ya fasihi simulizi si hai yaani haijulikani na mwandishi"}
{"text": "Hadhira ya fasihi simulizi hainunui kazi ilhali ile ya fasihi andishi hununua kazi"}
{"text": "Hadhira ya fasihi simulizi yaweza kumiliki kazi ya fanani lakini ile ya fasihi andishi haiwezi kumiliki kazi ya mwandishi"}
{"text": "Hadhira ya fasihi simulizi huchagua kwa kulenga watu wa rika fulani lakini ile ya fasihi andishi hailengi watu wa rika yoyote"}
{"text": "Jinsi Fasihi Simulizi na Andishi Zinavyofanana"}
{"text": "Zote mbili hushughulikia masuala yanayohusu maisha maisha ya binadamu"}
{"text": "Zote mbili Huhumia lugha kwa ubunifu kuwasilisha maudhui"}
{"text": "Zote mbili huwa na vipengele viwili vikuu maudhui na fani jumla ya mbinu msanii alizotumia kuwasilisha maudhui"}
{"text": "Zote mbili majukumu sawa kv kuburudisha kuadilisha kuhifadhi na kuendeleza utamaduni nk"}
{"text": "Zote mbili zina utendajipale tamthilia na riwaya zinapoigizwa"}
{"text": "Zote mbili huzaliwa hukua na hufa kutegemea mabadiliko ya wakati"}
{"text": "Zote mbili huwa na wawasilishajifanani km mtambajimganaji au manjuyeli katika fasihi simulizi na mwandishi upande wa fasihi andishi"}
{"text": "Fasihi simulizi imekopa tanzu za fasihi simulizi kv methali mashairi nk"}
{"text": "Majukumu ya Fasihi SimuliziUmuhimu wa Kufunza Fasihi Simulizi Katika Shule za Upili"}
{"text": "Kuburudishakustarehesha kufurahisha kuchangamsha kutuliza kusisimua na kupumbaza akili na kiwiliwili  nyimbo hadithi vitendawili"}
{"text": "Kufunza maadili kwa wanajamii kwa kuwahimiza kuiga sifa chanya na kukataa sifa hasi za wahusika"}
{"text": "Kukuza uwezo wa kufikirikudadisi km vitendawili na chemshabongo"}
{"text": "Kufariji km mbolezi na methali km Baada ya dhiki faraja"}
{"text": "Vipengele vya fasihi simulizi kv mashairi nyimbo nahau hutumiwa katika uandishi wa fasihi andishi"}
{"text": "Kuhifadhi historia ya jamii km mighani visaviini mapisi tarihi nk"}
{"text": "Kukejeli tabia zinazokiuka matarajio ya jamii kv soga methali nk"}
{"text": "Kuendeleza tamaduni za jamii kwani husawiri imani na desturi za jamii kv kitendawili Nyumbani mwetu mna papai lililoiva lakini siwezi kulichuma  Mtu hawezi kumwoa dadake"}
{"text": "Kuunganisha watu pamoja kwa kuwajumuisha pamoja wakati wa ngoma kuimba utambaji nk"}
{"text": "Kukuza lugha kv misimu inapokita kimatumizi na kujumuishwa katika lugha sanifu"}
{"text": "Kukuza uwezo wa kutumia lugha kadiri mtu anapoendelea kuwasilisha kv hotuba vitanza ndimi husaidia kuboresha matamshi na kutofautisha maana za maneno"}
{"text": "Kuza uwezo wa kubuni kv malumano ya utani vitanza ndimi ngonjera nk"}
{"text": "Kukuza uzalendo kwa kufanya wanajamii kuonea fahari jamii zao na kuiga mashujaa au watu waliotendea jamii makuu"}
{"text": "Kuonya na kutahadharisha wanajamii dhidi ya tabia hasi kv ulafi uchoyo nk"}
{"text": "Sababu za UfaraguziKubadilika kwa Fasihi Simulizi"}
{"text": "Kuwasilishwa vibaya"}
{"text": "Fanani kusahau na kubadilisha yaliyomo na mtiririko"}
{"text": "Kubadilisha ili kukidhi mahitaji ya hadhira km umri na uelewa wao kutumia lugha nyepesi kwa watoto na pevu kwa watu wazima"}
{"text": "Mabadiliko ya mandharimazingiravitu vilivyo katika mazingira halisi kukosekana katika mazingira ya usimulizi na msimulizi kutumia vitu katika mazingira yake vinavyokaribiana navyo"}
{"text": "Kutoeleweka na hivyo kuhifadhiwa vibaya"}
{"text": "Mabadiliko ya wakati km kitendawili cha wakati wa mkoloni kutumia mzungu na cha wakati wa mwarabu kutumia mwarabu na maana ni ile ileMzungumwarabu amesimama kwa mguu mmojamwavuli"}
{"text": "Mabadiliko ya falsafa ya vizazi na maingiliano katika jamii kusababisha kurithisha tu yale ambayo ni muhimu na kuacha mengine"}
{"text": "Kila fanani huwa na mtindo wake wa kuwasilishakisanii"}
{"text": "Ubunifu wa fanani ili uwasilishaji uweze kuvutia saidi na uwezo wake wa lugha"}
{"text": "Teknolojia kusababisha kuhifadhiwa na hivyo kuiua"}
{"text": "Wahusika katika Fasihi Simulizi"}
{"text": "Wahusika ni viumbe wa sanaa ambao hutumiwa katika kazi ya fasihi kuwasilisha maswala mbalimbali"}
{"text": "Fananianayetunga na kuwasilisha fasihi simulizi"}
{"text": "Hadhirakusikiliza kutazama kushiriki wa kuimba kuuliza maswali kutegua vitendawili kupiga makofi nk kuna aina mbili za hadhira i hadhira tendihai na ii hadhira tuli"}
{"text": "Wanyamawanaofanya kama binadamu na kuwakilisha sifa kama vile ujanja ulaghai tamaa na ujinga na wanaobakia wanyama tu"}
{"text": "Binadamu"}
{"text": "Mazimwi na majituviumbe vyenye matendo na maumbile ya kutisha kama vile jicho moja vichwa viwili au zaidi nusu mtu na nusu myama wenye tamaa iliyokithiri ya kuweza kumeza kila kitu kuhifadhi na kutunza binadamu ananyoyapendeza"}
{"text": "Wahusika vitu visivyo na uhai mawe miti vijaluba vibuyuhutumiwa kuibua imani za kidini"}
{"text": "Mizimuroho za waliokufahutembea hula na huathiri binadamu"}
{"text": "Miunguviumbe vyenye uwezo mkubwa dhidi ya binadamu km katika mighani na visasili"}
{"text": "Njia za Kukusanya Fasihi Simulizi"}
{"text": "Kuchunzautazamaji"}
{"text": "Kutazama kwa makini yanayotokea na kuandika"}
{"text": "Umuhimuuborauzuri"}
{"text": "Kupata habari za kutegemewa na kuaminika"}
{"text": "Ni rahisi kurekodi kv kwa vinasa sauti video nk"}
{"text": "Ni njia bora kwa wasiojua kusoma na kuandika"}
{"text": "Kuweza kupata sifa za uwasilishaji kv tonikiimbo ishara nk"}
{"text": "Kuweza kupata hisia halisi za uwasilishaji"}
{"text": "Udhaifu"}
{"text": "Shida ya mawasiliano"}
{"text": "Ugeni wa mtafiti kusababisha washiriki kumshuku na kusitisha uwasilishaji"}
{"text": "Ghali kwa kumbidi mtafiti kusafiri"}
{"text": "huhitaji muda mrefu"}
{"text": "Kusikiliza wasanii wakiwasilisha tungo zao"}
{"text": "Umuhimu"}
{"text": "Kuweza kupata sifa za uwasilishaji kv tonikiimbo ishara nk"}
{"text": "Kupata habari za kutegemewa na kuaminika"}
{"text": "Ni rahisi kurekodi kv kwa vinasa sauti video nk"}
{"text": "Kikwazo cha mawasilianoSi njia bora kwa wasiojua kusoma na kuandika"}
{"text": "Kuweza kupata hisia halisi za uwasilishaji"}
{"text": "Udhaifu"}
{"text": "Shida ya mawasilianoSi njia bora kwa wasiojua kusoma na kuandika"}
{"text": "Huhitaji muda mrefukusafiri na kusikiliza"}
{"text": "Ugeni wa mtafiti kusababisha washiriki kutowasilisha ipasavyo"}
{"text": "Ghali kwa gharama ya usafiri"}
{"text": "Mahojiano"}
{"text": "Kuhoji wanaofahamu mengi kuhusu fasihi simulizi"}
{"text": "Umuhimu"}
{"text": "Kuweza kungamua wakati mhojiwa anatoa habari zisizo za kweli"}
{"text": "Kuweza kufafanulia mhojiwa maswali ili kuweza kupata habari sahihi zaidi"}
{"text": "Kuweza kupata sifa za uwasilishaji kv tonikiimbo ishara nk"}
{"text": "Ni rahisi kurekodi kv kwa vinasa sauti video nk"}
{"text": "Kupata habari za kutegewa na kuaminika"}
{"text": "Udhaifu"}
{"text": "Huhitaji muda mrefu"}
{"text": "Mhojiwa kutotoa habari kwa kutomwamini mtafiti kwa ugeni wake"}
{"text": "Kikwazo cha mawasilianosi njia bora kwa wasiojua kusoma na kuandika"}
{"text": "Ghali kwa gharama ya usafiri"}
{"text": "Kurekodi katika kanda za sautitepurekoda"}
{"text": "Umuhimu"}
{"text": "Kuweza kudumu na kufikia vizazi vingi"}
{"text": "Sifa za uwasilishajiuhai kama vile toni na kiimbo kuhifadhiwa"}
{"text": "Mkusunyanyaji aweza kurudia uwasilishaji ikiwa hakuelewa"}
{"text": "Kupata habari za kutegewa na kuaminika"}
{"text": "Kuweza kupata hisia halisi za uwasilishaji"}
{"text": "Udhaifu"}
{"text": "Chaweza kukosa nguvu za umeme na utafiti kuathirika"}
{"text": "Hakiwezi kunasa uigizaji"}
{"text": "Fanani huenda asiwasilishe vyema akijua anarekodiwa"}
{"text": "Ghali kwa kuhitaji kununua kifaa na kumbidi mtafiti kusafiri"}
{"text": "Kurekodi kwa filamu na video"}
{"text": "Hunasa picha zenye miondoko na sauti"}
{"text": "Umuhimu"}
{"text": "Video huhifadhi uigizaji ishara na kiimbotoni"}
{"text": "Kuonyesha uhalisi wa mandhari"}
{"text": "Mkusunyanyaji aweza kurudia uwasilishaji ikiwa hakuelewa"}
{"text": "Kazi iliyokusanywa hivi hudumu kwa muda mrefu"}
{"text": "Njia bora kwa wasiojua kusoma na kuandika"}
{"text": "Kupata habari za kutegewa na kuaminika"}
{"text": "Udhaifu"}
{"text": "Chombo chaweza kukosa nguvu za umeme na utafiti kuathirika"}
{"text": "Fanani huenda asiwasilishe vyema akijua anarekodiwa"}
{"text": "Njia ghali"}
{"text": "Fanani huenda asiwasilishe vyema akijua anarekodiwa"}
{"text": "Ghali kwa gharama ya ya usafiri na kununua filamu na kamera ya video"}
{"text": "Data yaweza kufisidiwa na hivyo kutowafikia walengwa"}
{"text": "f Kupiga picha kwa kamera"}
{"text": "Hunasa picha zisizo na miondoko na sauti"}
{"text": "Umuhimu"}
{"text": "Huonyesha uhalisi wa mandhari"}
{"text": "Huweza kuhifadhi ishara"}
{"text": "Mkusunyanyaji aweza kurudia uwasilishaji ikiwa hakuelewa"}
{"text": "Kupata habari za kuaminiwa na kutegemeka"}
{"text": "Udhaifu"}
{"text": "Ghali kwa gharama ya ya usafiri na kununua kamera"}
{"text": "Sifa za uhai kama vile kiimbo haziwezi kuhifadhiwa"}
{"text": "Yaweza kukosa nguvu za umeme na utafiti kuathirika"}
{"text": "Data yaweza kufisidiwa na hivyo kutowafikia walengwa"}
{"text": "Kushiriki katika kazi ya fasihi simulizi kv ngoma soga nk"}
{"text": "Umuhimu"}
{"text": "Kuweza kupata hisia halisi za uwasilishaji"}
{"text": "Kupata habari za kutegewa na kuaminika"}
{"text": "Njia bora kwa wasiojua kusoma na kuandika"}
{"text": "Kukuza utangamano wa mtafiti na wanajamii"}
{"text": "Kuweza kunasa na kuhifadhi sifa za kiimbo toni na ishara"}
{"text": "Udhaifu"}
{"text": "Kuchukua muda mrefu"}
{"text": "Ugeni wa msanii kusababisha washiriki kuwa na wasiwasi na kutotenda kama kawaida"}
{"text": "Njia ghali kwa kuhitaji mtafiti kusafiri mbali"}
{"text": "Mtafiti aweza kusahau kwa kuhifadhi akilini"}
{"text": "Kutumia hojaji"}
{"text": "Fomu yenye maswali funge au wazi"}
{"text": "Umuhimu"}
{"text": "Gharama ya chini"}
{"text": "Yaweza kutumika katika mahojiano"}
{"text": "Huokoa muda kwani mtafiti aweza kuituma na kuachia mhojiwa kujaza"}
{"text": "Hupatia habari za kuaminika na kutegemeka"}
{"text": "Udhaifu"}
{"text": "Utata wa maswali kusababisha majibu yasiyo sahihi"}
{"text": "Si nzuri kwa wasiojua kusoma na kuandika"}
{"text": "Kutopata sifa za uwasilishaji kama vile kiimbo toni na ishara"}
{"text": "Wahojiwa kukataa kuijaza kutokana na mwelekeo hasi dhidhi ya hojaji na hivyo kukwamiza utafiti"}
{"text": "Vifaa vya Kukusanya Fasihi Simulizi na Udhaifu Wake"}
{"text": "Vinasa sautitepu rekoda"}
{"text": "Kamera"}
{"text": "Filamu na video"}
{"text": "Diski za kompyuta"}
{"text": "Kalamu na karatasi"}
{"text": "Umuhimu"}
{"text": "Kuweza kudumu na kufikia vizazi vingi"}
{"text": "Si rahisi kusahaulikahubakia vile vile"}
{"text": "Si njia ghali kama vile video"}
{"text": "Udhaifu"}
{"text": "Sifa za uwasilishaji kama vile toni kiimbotoni na ishara haziwezi kuhifadhika hivyo kupotea"}
{"text": "Hupunguza hadhira kwa kulenga tu wanaojua kusoma na kuandika na hivyo kuathiri usambazaji wake"}
{"text": "Mbinu za Kuhifadhi Fasihi Simulizi"}
{"text": "Huhifadhiwa na binadamu akilini km ngano hupokewa kutoka kizazi kimoja hadi kingine"}
{"text": "Katika maumbile au mazingira km fisi daima huchechemea  kinyonga naye hutembea pole pole"}
{"text": "Katika vifaa meme km nyimbo hadithi maigizo nk huweza kuhifadhiwa katika kanda za sauti video sidi na diski za kompyuta"}
{"text": "Katika michoro km picha huhifadhi matukio maalum kv za kabila fulani likiwinda au likisherehekea"}
{"text": "Umuhimu wa KukusanyaKuhifadhi Fasihi Simulizi"}
{"text": "Ili isipotee km kwa kusahaulika"}
{"text": "Kuirekodi ili kuiendeleza kwa kuirithisha kwa vizazi vijavyo"}
{"text": "Ili kulinganisha fasihi simulizi za jamii mbalimbali na kuonyesha tofauti zake"}
{"text": "Ili kuhakikisha mtiririko katika uwasilishaji"}
{"text": "Kutunza historia ya jamii ili vizazi vijavyo viijue"}
{"text": "Ili kuziba mapengo ya utafiti yaliyomo kwa vile kuna tungo ambazo hazijatafitiwa kwa kina"}
{"text": "Kuendeleza elimu ya jadi ya jamii"}
{"text": "Kuingiliana na jamii iliyo chanzo cha fasihi humwezesha kuelewa na utamaduni na fasihi yake kwa ujumla"}
{"text": "Humwezesha mwanafunzi kuona vipengele hai vya fasihi kv uigizaji toni na kiimbo ambavyo husaidia kuielewa kwa kina"}
{"text": "Husaidia kuhifadhi tamaduni za jamii kwa nia ya kuzipitisha kwa vizazi vijavyo"}
{"text": "Husaidia kuelewa utamaduni wa jamii nyingine"}
{"text": "Humwezesha mwanafunzi kupata maarifa ya kufanya utafiti katika taaluma nyingine kv sosholojia"}
{"text": "Kujua fasihi simulizi za jamii nyingine humfanya mtafiti kuzielewa na kuzikubali jamii hizo na hivyo kuendeleza amani katika nchi"}
{"text": "Ili kusahihisha mawazo mapotovu kuhusu baadhi ya tanzu na vipera vya fasihi simulizi"}
{"text": "Matatizo Yanayomkabili Mkusanyaji wa Fasihi Simulizi"}
{"text": "Gharama ya utafiti kuwa kubwa kiasi cha mtafiti kutoimudu kv kusafiria kununulia vifaa"}
{"text": "Kutojaziwa hojaji kutokana na mtazamo hasi wa jamii dhidi ya ujazaji wake"}
{"text": "Wanajamii kukataa kutoa habari wakishuku mtafiti anawapeleleza au kwa kuona haya"}
{"text": "Wanajamii wengine kudai walipwe kabla ya kutoa habari na hivyo kukwamiza utafiti"}
{"text": "Mbinu nyingine kv hojaji huhitaji watu wanaojua kusoma na kuandika na ikiwa mhojiwa hajui utafiti utakwamizwa"}
{"text": "Uchache wa wazee na wataalamu wa fasihi simulizi kusababisha kukosekana au kupatikana kwa data isiyo ya kutegemewa"}
{"text": "Utawala kukataa kutoa idhini ya kufanya utafiti"}
{"text": "Kukosa ufadhili na utafiti kutofanywa kwa kutomudu gharama"}
{"text": "Muda wa utafiti kutotosha na hivyo kutopata habari za kutosha kuhusiana na mada yake"}
{"text": "Kikwazo cha mawasiliano ikiwa mtafiti na mhojiwa hawatumii lugha moja na mhojiwa hajui lugha nyingine na kumbidi mtafiti kukodi mkalimani na gharama kuongezeka"}
{"text": "Ukosefu wa vyombo vya usafiri kunakochelewesha utafiti na kutomalizika katika muda uliopangwa"}
{"text": "Ukosefu wa usalama kv kuvamiwa kwa kushukiwa anapeleleza na kuibiwa vifaa"}
{"text": "Changamoto Zinazokabili Ukusanyaji wa Fasihi Simulizi"}
{"text": "Ukosefu wa utafiti wa kutosha kwani kuna vipera ambavyo bado havijaandikwa"}
{"text": "Uchache wa wataalamu wa kutafitia na kuendeleza utafiti"}
{"text": "Watu kuhamia mijini na kuingiliana na wa jamii nyingine na kufanya uhifadhi na urithishaji wa fasihi kutowezekana"}
{"text": "Mtaala wa elimu kupuuza lugha ya kiasili inayotumiwa kuhifadhia na kurithisha fasihi simulizi na hivyo kukatiza ukuaji wake"}
{"text": "Fasihi simulizi kuhusishwa na ukale na hivyo kutoona haja ya kuirithisha na kuihifadhi"}
{"text": "Kuhifadhiwa kwa fasihi simulizi akilini kusababisha kusahaulika kubadilika hata kufa kwake"}
{"text": "Jinsi Jamii ya Sasa Inavyojaribu Kuhifadhi Fasihi Simulizi"}
{"text": "Tamasha za muziziki kunakokaririwa na kuimbwa mashairi"}
{"text": "Sherehe za arusi jando mazishi mawaida"}
{"text": "Utegaji na uteguaji wa vitendawili kupitia redio na runinga"}
{"text": "Sarakasi za wasanii huhifadhi kipera cha vichekesho"}
{"text": "Ngoma za kienyeji kama isukuti katika hafla za kisiasa na harusi"}
{"text": "Utambaji wa hadithi hasa katika sehemu za mashambani"}
{"text": "Tanzu za Fasihi Simulizi"}
{"text": "Tanzu ni aina za tungo zenye muundo uliokaribia kufanana"}
{"text": "hadithi"}
{"text": "semi"}
{"text": "ushairi"}
{"text": "mazungumzo"}
{"text": "maigizo"}
{"text": "Kipera ni utungo wa fasihi simulizi unaowasilishwa mbele ya watu"}
{"text": "HADITHI"}
{"text": "Masimulizi yanayotumia lugha ya mtiririko au nathari"}
{"text": "Sifa"}
{"text": "Hutumia ya lugha ya mtiririko au natharikueleza matukio moja kwa moja"}
{"text": "Hurithishwa jamii kutoka kizazi kimoja hadi kingine"}
{"text": "Huwasilishwa mbele ya hadhira"}
{"text": "Hutambwa mahali maalum kv ndani ya nyumba chini ya mti uwanjani nk"}
{"text": "Huweza kutokana na matukio halisi kihistoria au ya kubuni"}
{"text": "Huwa na mafunzo fulani kwa jamiihadhira"}
{"text": "Hutumia wahusika wa aina tofauti kv nyumbani wanyama ndege mazimwi nk"}
{"text": "Hutumia aina nyingine za sanaa kv nyimbo methali ushairi nk"}
{"text": "Huwa na utendaji kv mtambaji kuiga fisi anavyokula"}
{"text": "Aghalabu hutambwa jioni"}
{"text": "Sababu za Ngano Kutambwa JioniUsiku"}
{"text": "Ndio wakati watu walikuwa wamejumuika nyumbani baada ya kazi"}
{"text": "Utambaji ulikuwa njia ya kupitisha wakati chakula kikingojewa"}
{"text": "Wakati huu ulihakikisha mwanajamii hapotezi wakati wa kazi"}
{"text": "Majukumu ya Hadithi"}
{"text": "Kufunza maadili yaliyo nguzo kuu kwa wanajamii"}
{"text": "Kukuza ujasiri wa kuzungumza hadharani"}
{"text": "Kuburudisha baada ya kazi ya kutwa"}
{"text": "Kukuza uwezo wa watoto wa kukumbuka ili kutamba baadaye"}
{"text": "Kueleza asili ya mambo km visaviini visasili na ngano za usuli"}
{"text": "Kutahadharisha wanajamii dhidi ya kufanya mambo yasitofaa"}
{"text": "Kuunganisha watu katika jamii wanapojumuika pamoja kusikiliza utambaji"}
{"text": "Ngano za mtanziko hukuza uwezo wa kutathmini na kutoa uamuzi ufaao"}
{"text": "Kukuza lugha hasa kwa hadhira ya watoto"}
{"text": "Kuhifadhi na kuendeleza historia ya jamii kv mighani tarihi nk"}
{"text": "Kuelimisha hadhira kuhusu utamaduni wao"}
{"text": "Njia ya kupokeza kizazi historia na utamaduni wa jamii"}
{"text": "Sifa za MtambajiMganaji Bora"}
{"text": "Asiwe mwoga ili kuweza kuzungumza hadharani"}
{"text": "Asiwe na haya ili kuweza kuzungumzia mambo ya aibu inapobidi"}
{"text": "Awe na uelewa wa mazingira na masuala ibuka katika jamii ili kuweza kuwasilisha dhana zisizopatikana katika mazingira yake km kutumia rais kuelezea dhana ya mfalme"}
{"text": "Awe na ufahamu mpana wa lugha ili aweze kuitumia kwa uhodari na kuwasilisha kwa wepesi"}
{"text": "Awe mchanganfu na mcheshi ili kunasa makini ya hadhira na kuzuia isikinai"}
{"text": "Awe na ufahamu mpana wa utamaduni husika ili kuzuia kutumia maneno na ishara zinazoweza kuwaudhi au kupingana na imani za hadhira"}
{"text": "Awe na uwezo wa kushirikisha hadhira kv kuimba maswali ya balagha ili isikinai nk"}
{"text": "Aweze kujua matarajio kiwango cha elimu na tajriba ya hadhira ili kuweza kubadilisha kwa kiwango kinachofaa"}
{"text": "Awe na uwezo wa kuingiliana vizuri na hadhira ili aivutie"}
{"text": "Awe na kumbukumbu nzuri ili usimulizi wake utiririke vizuri"}
{"text": "Awe na uwezo wa kudramatisha ili kuonyesha picha fulani kv kuiga toni sauti na kiimbo kulingana na swala analowasilisha"}
{"text": "Kubadilisha toni au kiimbo ili hadhira isikinai"}
{"text": "Awe na ujuzi wa kutumia ishara za uso mwili na miondoko kulingana na hali anayoigiza"}
{"text": "Awe na ujuzi na ufasaha wa lugha ili kuwasilisha mawazo kwa njia mwafaka na inayovutia"}
{"text": "Aweze kubadilisha toni na kiimbo kulingana na hali tofauti anazoigiza kv huzuni"}
{"text": "Awe na uwezo wa kushirikisha hadhira kwa nyimbo na maswali ya balagha ili kuondoa uchovu wa kutazama na kusikiliza"}
{"text": "Awe na uwezo wa ufaraguzi kubadilisha utambaji wake papo hapo kutegemea hadhira yake na kutoa mifano inayofahamika kutoka katika mazingira ya hadhira"}
{"text": "Awe na uwezo wa kutumia mtuo wa kidrama ili kuongeza taharuki kusisitiza ujumbe na kuteka makini ya hadhira"}
{"text": "Aina za Hadithi"}
{"text": "Hadithi za Kubuni"}
{"text": "Hazisimulii matukio ya kweli bali ya kutungwa"}
{"text": "Hadithi za KisaluaKihistoria"}
{"text": "Zinazosimulia matukio yaliyowahi kutendwa na wahusika waliowahi kuishi"}
{"text": "Huongezewa ubunifu ili kuvutia zaidi"}
{"text": "Hadithi za Kubuni"}
{"text": "Ngano"}
{"text": "Hadithi zinazosimulia kisa chenye funzo na zenye wahusika aina ya binadamu viumbe na vitu visivyo na uhai"}
{"text": "Sifa za Ngano"}
{"text": "Zina fomyula ya kuanziamwanzo maalum"}
{"text": "Zina fomyula ya kumaliziamwisho maalum"}
{"text": "Zina wahusika aina mbalimbali"}
{"text": "Zina matumizi ya nyimbo"}
{"text": "Hutumia takriri usambamba ili kusisitiza km zimwi likakimbia likakimbia"}
{"text": "Huwa na na maadilimafunzo"}
{"text": "Hutumia maswali ya balagha kuongeza taharuki"}
{"text": "Hutumia tanakali za sauti"}
{"text": "Zina matumizi ya fantasia au matukio yanayokiuka uhalisimambo ya ajabu kv binadamu kuruka kama ndege zimwi kumeza watu na baadaye kutapika wote nk"}
{"text": "Kutambua mbinu zilizotumiwa katika hadithingano"}
{"text": "Kutambua wahusika"}
{"text": "Aina za Fomyula za KuanziaMianzo Maalum"}
{"text": "Paukwa Pakawa Sahani Ya mchele Giza La mwizi Na kiboko je Cha mtoto mrorofi"}
{"text": "Hapo zamani za kaleza kongamawe"}
{"text": "Ilitokea"}
{"text": "Hadithi Hadithi Hadithi njoo"}
{"text": "Kaondokea chenjangaa kajenga nyumba kakaa mwanangu mwanasiti kijino kama chikichi cha kujengea kikuta na vilango vya kupita"}
{"text": "Hapo jadi na jadudi"}
{"text": "Umuhimu wa Fomyula ya KuanziaMwanzo maalum"}
{"text": "Kuvuta makini ya hadhira"}
{"text": "Kumtambulisha mtambaji kwa hadhira"}
{"text": "Kuashiria mwanzo wa hadithi"}
{"text": "Kutoa hadhira kutoka ulimwengu halisi hadi ule wa hadithi"}
{"text": "Aina za Fomyula za KumaliziaMiishio Maalum"}
{"text": "Hadithi inaishia hapo"}
{"text": "Tangu siku hiyo"}
{"text": "Wakaishi raha mustarehe"}
{"text": "Maadili"}
{"text": "Umuhimu wa Fomyula ya KumaliziaMwisho Maalum"}
{"text": "Kuashiria mwisho wa hadithi"}
{"text": "Kutoa hadhira katika ulimwengu wa hadithi hadi ule halisi"}
{"text": "Kumpishakumpa fursa mtambaji anayefuata"}
{"text": "Kupisha shughuli inayofuata"}
{"text": "Kutoa funzo la hadithi kwa muhtasari"}
{"text": "Kupa hadhira nafasi ya kupumzika baada ya kuwa makini kwa muda"}
{"text": "Umuhimu wa Nyimbo katika Ngano"}
{"text": "Kushirikisha hadhira"}
{"text": "Kusisimua hadhira na kuondoa ukinaifu"}
{"text": "Kuteka makini yao"}
{"text": "Kuwasilisha mafunzomaadili"}
{"text": "Kutenganisha matukio katika hadithi"}
{"text": "Kuburudisha hadhira"}
{"text": "Kupunguzia hadhira mwemeo"}
{"text": "Umuhimu wa Tanakali za SautiOnomatopeya katika Ngano"}
{"text": "Kuongeza utamu"}
{"text": "Kusaidia msomaji kupata picha kamili"}
{"text": "Kusaidia kupata hisia halisi"}
{"text": "Aina za Ngano"}
{"text": "Hurafa"}
{"text": "Hadithi zenye wahusika wanyama na ndege"}
{"text": "Hurafa za kijanja ni hadithi ambapo wanyama wadogo hutumia ujanja wa hali ya juu ili kujinasua na hali ngumu au mitego wanayotegewa"}
{"text": "Sifa"}
{"text": "Wahusika ni wanyama au na au ndege"}
{"text": "Wanyama na ndege hupewa sifa za binadamu"}
{"text": "Ni kazi ya ubunifu"}
{"text": "Hutoa mafunzo kwa njia ya kuchekesha na isiyoumiza"}
{"text": "Huwa na ucheshi mwingi"}
{"text": "Hutumia mbinu ya uhuishi"}
{"text": "Huwa na sifa zinazohimizwa na zinazoshutumiwa"}
{"text": "Ujanja au uongo hujitokeza katika hurafa za kijanja"}
{"text": "Ushindi hujitokeza katika hurafa za kijanja"}
{"text": "Umuhimu"}
{"text": "Kutahadharisha watu dhidi ya kuwa wa danganyifukudanganyika kwa urahisi"}
{"text": "Kuonyesha jinsi tabia ya udanganyifu inavyoweza kujitokeza na kuathiri watu"}
{"text": "Hurafa za kijanja hufunza jinsi ya kupampana na hali ngumu"}
{"text": "HekayaNgano za Kiayari"}
{"text": "Hadithi zinazomsawiri mhusika anayetumia ulaghai kupata matilaba yake kutoka kwa wengine Abunuwasi"}
{"text": "Sifa"}
{"text": "Wahusika wakuu ni binadamu"}
{"text": "Huwa na ubunifu mkubwa"}
{"text": "Hustaajabisha na kuchekesha"}
{"text": "Ujanja na uongo hujitokeza"}
{"text": "Ushindi hujitokeza"}
{"text": "Ni za kubuni"}
{"text": "Umuhimu"}
{"text": "Hutahadharisha watu dhidi ya kuhadaika kwa wepesi"}
{"text": "Huonya dhidi ya matokeo yanayoweza kuwapata wanaojinyakulia mali kwa udanganyifu"}
{"text": "Kuonya dhidi ya usaliti"}
{"text": "Kukashifu viongozi dhalimu na matendo maovu"}
{"text": "Kukejeli wanaotumia nguvu badala ya akilihekima"}
{"text": "Visasili"}
{"text": "Hadithi zinazoeleza asili ya matukio fulani katika jamii km kifo jua lugha zilizala nk"}
{"text": "Sifa"}
{"text": "Husimulia mambo ya kiimani na kidini"}
{"text": "Huwa na misingi ya kihistoria"}
{"text": "Hueleza asili ya matukio katika jamii"}
{"text": "Wahusika ni wanyama na binadamu"}
{"text": "Huwa na maadili"}
{"text": "Hurithishwa kizazi hadi kingine"}
{"text": "Umuhimu"}
{"text": "Kueleza asili ya mambo kama vile kifo utamaduni nk"}
{"text": "Kueleza utaratibu wa kutekeleza desturi kv mahari"}
{"text": "Kuhalalisha baadhi ya mila na desturi za jamii kv ulipaji mahari uabudu miti nk"}
{"text": "Kukitisha mizizi imani fulani ya watu"}
{"text": "Kupunguza athari za majanga kama vile kuhalalisha kifo"}
{"text": "Kutambulisha jamii kwani kila jamii ina aina yake ya visasili"}
{"text": "Kuhifadhi historia na utamaduni wa jamii"}
{"text": "Ngano za usuli"}
{"text": "Hadithi zinazoeleza asili ya hali tabia mahusiano au wasifu kv asili ya kuku kuchakura asili ya kinyonga kwenda kwa tahadhari nk"}
{"text": "Sifa"}
{"text": "Wahusika ni wanyama na binadamu"}
{"text": "Ni kazi ya kubuni"}
{"text": "Hueleza kuhusu asili ya sifa tabia au hali"}
{"text": "Hutumia mbinu ya uhuishi"}
{"text": "Huwa na maadili"}
{"text": "Umuhimu"}
{"text": "Kueleza sababu ya tabia hali au sifa Fulani"}
{"text": "Kuonya dhidi ya tabia hasi kama vile ulafi"}
{"text": "Ngano za mazimwi"}
{"text": "Hadithi ambazo wahusika ni mazimwi"}
{"text": "Sifa"}
{"text": "Wahusika ni mazimwi"}
{"text": "Mazimwi huwakilisha sifa hasi za binadamu km ulafi ukatili uovu nk"}
{"text": "Hujaa uharibifu"}
{"text": "Huwa na matumizi mengi ya fantasia"}
{"text": "Kipengele cha safari hujitokeza kv kwenda nchi za mbali kutafuta suluhisho"}
{"text": "Ushindi hujitokeza mazimwi hushindwa"}
{"text": "Ni kazi ya kubuni"}
{"text": "Huwa na maadili"}
{"text": "Mazimwi huwa na sifa zinazokiuka mipaka ya binadamu km kinywa kisogoni jicho moja kubwa nk"}
{"text": "Umuhimu"}
{"text": "Kukashifu tabia ya uovu ulafi na ukatili"}
{"text": "Kutahadharisha dhidi ya kuwa na ulafi ukatili nk"}
{"text": "Kutia moyo waliodhulumiwa kuwa waliowanyanyasa wataadhibiwa siku moja"}
{"text": "Ngano za Mashujaa"}
{"text": "Ambazo zinazohusu watu waliotenda matendo ya kishujaa katika jamii zao kama vile kuokoa jamii"}
{"text": "Sifa"}
{"text": "Kipengele cha motifu au kusafiri nchi za mbali kupigana na mazimwi kuokoa jamii"}
{"text": "Husawiri mapigano kati ya wema lila na ubaya fira"}
{"text": "Uovu huwakilishwa na mazimwi au viongozi dhalimu"}
{"text": "Hatimaye wema hushinda uovu kwa juhudi za mashujaa"}
{"text": "Ngano za mashujaa ni za kubuni ilhali katika mighani mashujaa wanaaminiwa waliishi"}
{"text": "Umuhimu"}
{"text": "Kuhimiza uzalendo na ujasiri miongoni mwa vijana"}
{"text": "Kuhimiza ujasiri miongoni mwa vijana"}
{"text": "Kusifu mashujaa katika jamii"}
{"text": "Kuelimisha jamii kwa kuwapa maarifa ya kukabiliana na changamoto inda na ila"}
{"text": "Kuhimiza uzalendo kwa kuhimiza watu kuiga mashujaa na kupigania jamii"}
{"text": "Kuonya dhidi ya matendo hasi kv ukatili"}
{"text": "Kuhimiza watu kutokata tamaa"}
{"text": "Ngano za mtanziko"}
{"text": "Hadithi ambapo mhusika hukabiliwa hali ngumu ya kuamua baina ya mambo wawili au zaidi yanayomkabili"}
{"text": "Sifa"}
{"text": "Wahusika ni wanyama au binadamu"}
{"text": "Ni kazi ya kubuni"}
{"text": "Mhusika hulazimika kufanya uteuzi mgumu"}
{"text": "Hali mbili au zaidi zinazotatanisha huwepo"}
{"text": "Umuhimu"}
{"text": "Hutuerevusha jinsi ya kupambana na hali ngumu"}
{"text": "Kuonyakutahadharisha dhidi ya kujiponza"}
{"text": "Kukuza uwezo wa kupima mambo na kuteua lililo muhimu"}
{"text": "Kuonya dhidi ya kutenda bila kuwaza kwa kina"}
{"text": "viii Ngano za Kimafumbo"}
{"text": "Ambazo huwa na maana ya ndaniiliyofichika"}
{"text": "Istiara"}
{"text": "Hadithi ambayo maana yake huwakilisha maana nyingine iliyofichika kv hurafa ambapo wanyama huwakilisha binadamu"}
{"text": "Mbazi"}
{"text": "Hadithi fupi inayotolewa inayotolewa kama mfano kumkanya au kumwelekeza mtu kv katika biblia"}
{"text": "Hadithi za KisaluaKihistoria"}
{"text": "Mighani"}
{"text": "Hadithi za mashujaamajagina wa jamii fulani km Rwanda Magere wa Waluo Fumo Liyongo wa Wapate Koome Njue wa Wameru Wangu wa Makeri wa Wakikuyu na Syokimau wa Wsakamba"}
{"text": "Sifa"}
{"text": "Huhusu mashujaa wa jamii fulani"}
{"text": "Wahusika hupambana na hali ngumu inayosababishwa na maadui"}
{"text": "Wahusika hupewa sifa na uwezo usiokuwa wa kawaida kv ukubwa wa ajabu nguvu katika kivuli nguvu katika nywele kutoulika nk"}
{"text": "Wahusika hupigania haki za wanyonge"}
{"text": "Mhusika hukomboa jamii yake dhidi ya maadui"}
{"text": "Mhusika hufa kifo cha huzuni tanzia kwa kusalitiwa na mtu wa karibu kv mwanamke au jamaa zao"}
{"text": "Mashujaa huuliwa kwa njia ya ajabu kama vile kunyolewa nywele kivuli kuchomwa mkuki kuchomwa shindano ya shaba kitovuni"}
{"text": "Mighani huzungumzia matukio ya kihistoria"}
{"text": "Kuna tabia ya kupiga chuku matukio yaliyo hadithini"}
{"text": "Mighani hurithishwa jamii kutoka kizazi kimoja hadi kingine"}
{"text": "Huchukuliwa na jamii kama hadithi zenye ukweli na jamii hujinasibisha na mighani hiyo"}
{"text": "Husimulia mambo ya kiimani na kidini"}
{"text": "Umuhimu"}
{"text": "Kutambulisha jamii kwani kila jamii ina aina yake ya mighani"}
{"text": "Kuhifadhi na kumbusha historia yajamii"}
{"text": "Kusifu mashujaa katika jamii"}
{"text": "Kuhimiza ujasiri miongoni mwa vijana"}
{"text": "Kuelimisha jamii kwa kuwapa maarifa ya kukabiliana na adui au changamoto"}
{"text": "Kukuza uzalendo kwa kuhimiza watu kuiga mashujaa na kupigania jamii"}
{"text": "Kuonya dhidi ya matendo hasi kama vile usaliti"}
{"text": "Kuhimiza watu kutokata tama"}
{"text": "Tofauti Kati ya Mighani na Visasili"}
{"text": "Visakale"}
{"text": "Masimulizi ya matukio yaliyotendeka zamani kv vita majanga kama njaa na magonjwa na hamahama za jamii kv waisraeli kutoka misri"}
{"text": "Visaviini"}
{"text": "Hadithi zinazoeleza chimbuko la jamii Fulani"}
{"text": "Mapisi"}
{"text": "Maelezo ya kihistoria yasiyo na ubunifu wowote kv chimbuko la kundi la wabantu kutoka Afrika ya Kati na kuenea sehemu mbalimbali za Afrika"}
{"text": "Tarihi"}
{"text": "Maelezo kuhusu matukio ya kihistoria kulingana na yalivyofuatana ki wakati"}
{"text": "Kumbukumbu"}
{"text": "Maelezo ya kitawasifu kuhusu mtu au jamii inayotambulika kwa kutoa mchango fulani mkubwa"}
{"text": "Vipera Vingine vya Hadithi"}
{"text": "Soga"}
{"text": "Hadithi fupi za kuchekesha zinazolenga kutania au kudhihaki"}
{"text": "Sifa"}
{"text": "Wahusika ni wa kubuni"}
{"text": "Hutaja ukweli unaoumiza"}
{"text": "Hutumia vichekesho kupunguza ukali wa dhihaka"}
{"text": "Hutumia chuku kupita kiasi"}
{"text": "Huhusu tukio moja"}
{"text": "Ni fupi"}
{"text": "Umuhimu"}
{"text": "Kukashifu matendo hasi kwa njia ya ucheshi"}
{"text": "Kuonya na kutahadharisha dhidi ya matendo hasi kv ulaghai"}
{"text": "Kufunza maadili"}
{"text": "Kuburudisha kwa kuchekesha"}
{"text": "Vigano"}
{"text": "Hadithi fupi zinazosimulia kuhusu matendo mabaya katika jamii na wakati uo huo kuonya na kuelekeza dhidi yayo"}
{"text": "Aghalabu huandamana na methali kwa lengo la kufafanua linalokusudiwa au kudhibitisha funzo la methali fulani"}
{"text": "Sifa"}
{"text": "Huwa vifupi"}
{"text": "Husimulia kisa kimoja tu"}
{"text": "Wahusika ni binadamu na wanyama"}
{"text": "Hufunza maadili kutokana na methali"}
{"text": "Kisa"}
{"text": "Masimulizi mafupi yenye tukio moja lenye funzo kwa njia ya kufurahisha"}
{"text": "Mambo ya Kuzingatia katika Uchambuzi wa HadithiNgano"}
{"text": "Kueleza aina ya ngano kwa kuzingatia wahusika na maudhui"}
{"text": "Ngano yaweza kuwa ya mazimwi na ya mashujaa kwa wakati mmoja"}
{"text": "Ngano yaweza kuwa hurafa ya usuli na ya kiayari"}
{"text": "Kutaja wahusika"}
{"text": "Kufafanua sifa za wahusika wakuu"}
{"text": "Maadilimafunzo yanayojitokeza katika hadithi"}
{"text": "Kubainisha sifa za nganohurafahekaya nk zinazojitokeza katika hadithi"}
{"text": "Kueleza umuhimu wa fomyula ya kuanziawimbo uliotumiwa katika hadithi"}
{"text": "Kubainisha tamathali za usemi zilizotumiwa katika hadithi fulani"}
{"text": "Kuonyesha jinsi ngano inavyoshughulikia maudhui fulani"}
{"text": "Kufafanua ufaafu wa methali fulani zilizotumiwa katika hadithi"}
{"text": "Katika ngano ya mtanziko ungekuwa mhusika mkuu ungefanya nini"}
{"text": "Kubainisha matumizi ya mbinu ya fantasia"}
{"text": "Kufafanua maswala ibukamaudhui yaliyoshughulikiwa km usaliti ujinga ulaghai nk"}
{"text": "Kuchanganua utungo kifaniploti wahusika mbinu za lugha fantasia nyimbo nk"}
{"text": "Kueleza majukumu ya hadithi"}
{"text": "SEMI"}
{"text": "Tungo fupi zinazowasilisha ujumbe kwa kufumba au kuchora picha"}
{"text": "Sifa"}
{"text": "Huwa fupi kwa kuwasilisha ujumbe mrefu kwa maneno machache"}
{"text": "Ni tanzu tegemezi kwa hutegemea tanzu nyingine kama vile hadithi mazungumzo nk"}
{"text": "Hazibadiliki vivi hivi"}
{"text": "Baadhi ni kielelezo cha maadili kv methali"}
{"text": "Hutumia lugha ya kimafumbo"}
{"text": "Huibua taswira"}
{"text": "Huwa na mchezo wa maneno"}
{"text": "Baadhi huwa na muundo maalum kv methali na vitendawili"}
{"text": "Nyingine ikikosa kutumika hutoweka kv misimu"}
{"text": "Umuhimu"}
{"text": "Kuonya km methali Asiyesikia la mkuu huvunjika guu"}
{"text": "Kukuza uwezo wa kufikiri km vitendawili na chemsha bongo"}
{"text": "Kutafsidi lugha au kupunguza ukali wa maneno km nahau jifungua badala ya zaa"}
{"text": "Kuburudisha km vitendawili chemsha bongo na vitanza ndimi"}
{"text": "Kuhifadhi siri km nahau misemo misimu"}
{"text": "Kuelimisha km kutofanya mambo kwa pupamla kwa pupa hadiriki kula tamu"}
{"text": "Kuongeza utamu katika lugha"}
{"text": "Kuboresha matamshi km vitanza ndimi"}
{"text": "Kukuza lugha km misimu"}
{"text": "Kukuza utangamano katika jamii kwa kuleta watu pamoja wakati zinawasilishwa"}
{"text": "Vipera vya Semi"}
{"text": "Methali"}
{"text": "Semi fupi ambazo hueleza kwa muhtasari au mafumbo ukweli fulani wa kimaisha"}
{"text": "Sifa"}
{"text": "Huwa fupi km Msafiri kafiri"}
{"text": "Hutumia tamathali za usemi"}
{"text": "Hutumkia lugha ya kimafumbo"}
{"text": "Huwa na maana ya ndani na nje"}
{"text": "Kunazo hufanana kimaana km Haraka haraka haina baraka na Polepole ndio mwendo"}
{"text": "Hupingana zenyewe km Polepole ndio mwendo na Chelewa chelewa utamkuta mwana si wako"}
{"text": "Huwa na sifa za kishairi kv ukwapi utao na vina Haba na haba hujaza kibaba"}
{"text": "Sifa za utegemezi kwa kuingiliana na tanzu nyingine za fasihi"}
{"text": "Huwa na muundo maalum wa sehemu mbili"}
{"text": "Wazokm Haba na haba"}
{"text": "Kukamilisha wazo hujaza kibaba"}
{"text": "Umuhimu"}
{"text": "Kukuza uwezo wa kufikiri kwani mpokezi hufikiri ili kupata maana ya ndani"}
{"text": "Kuonya dhidi ya matendo yasiyofaa km Mchimba kisima huingia mwenyewena Ukiambiwa jiambie usijeishia kumbe"}
{"text": "Kufariji walio katika hali ngumu Baada ya dhiki faraja Hakuna marefu yasiyo na ncha Liandikwalo ndilo liwalo Ajaliwalo ndilo apatalo"}
{"text": "Kuhimiza watu kujitahidi maishanikuonyesha jambo jema huja kwa kufanyiwa kazi km Mtaka cha mvunguni sharti ainame Chumia juani ulie kivulini"}
{"text": "Kupamba lugha iwe na mvuto kwani huwa na usanii mkubwa"}
{"text": "Kuhimiza ushirikiano Umoja ni nguvu utengano ni udhaifu Jifya moja haliijiki chungu"}
{"text": "Kuelimisha mtu ajue jambo muhimu km Usione kwenda mbele kurudi nyuma si kazi Pema usijapo pema ukipema si pema tena"}
{"text": "Kushauri km Enga kabla ya kujenga na Mchama ago hanyeli"}
{"text": "Kufupisha maadili katika ngano"}
{"text": "Kubuni lakabu km kikulacho"}
{"text": "Kufunza maadili km kuwa na subiraSubira huvuta heri"}
{"text": "Kuhimiza kutokata tama km Bandu bandu huisha gogo Papo kwa papo kamba hukata njiwe"}
{"text": "Kuonyesha umuhimu wa kuthamini jamaa zako kuliko marafiki km Damu ni nzito kuliko maji Mla nawe hafi nawe ila mzaliwa nawe"}
{"text": "Kuonyesha umuhimu wa kuthamini vitu vyakoUsiache mbachao kwa msala upitao Afadhali dooteni kama ambari kutanda"}
{"text": "Kukashifu ubinafsi km Mwamba ngoma huvutia kwake Kila mchukuzi husifu mzigo wake"}
{"text": "Kukashifu kiburi km Maskini akipata matako hulia mbwata Zingwi zingwi lipe nguo utaona mashauo"}
{"text": "Mbinu za LughaFani Tamathali za Usemi katika Fasihi"}
{"text": "Maneno au vifungu vya maneno vinavyotumiwa kutia fasihi urembo ili kufanya ujumbe ueleweke vyema zaidi"}
{"text": "Aina"}
{"text": "Tashbihi"}
{"text": "Ulinganishi kwa kutumia viunganishi kama mithili mfano na sawa"}
{"text": "Sitiari Istiara"}
{"text": "Ulinganishi usio wa moja kwa moja"}
{"text": "TashhisiUhaishaji"}
{"text": "Kukipa kitu sifa ya uhai"}
{"text": "Taashira Ishara"}
{"text": "Kitu kuwakilisha kingine"}
{"text": "Chukuudamisi"}
{"text": "Kutia chumvi au kufanya kitu kionekane kikubwa sana au kidogo sana"}
{"text": "Takriri"}
{"text": "Urudiaji wa neno au mafungu ya maneno"}
{"text": "Tanakuzi"}
{"text": "Maneno yaliyo kinyume"}
{"text": "Tabaini"}
{"text": "Msisitizo kwa njia ya kinyume kwa kutumia kikanushio si"}
{"text": "Ritifaa"}
{"text": "Kusemesha asiyekuwapo kama yupo"}
{"text": "Taharuki"}
{"text": "Kuacha msomaji akiwa na hamu ya kutaka kujua kipi kitakachojiri halafu"}
{"text": "Majazi"}
{"text": "Majina yanayooana na sifa za wahusika vitu au mahali"}
{"text": "Mbinu rejeshi"}
{"text": "Kukumbusha mambo yaliyopita"}
{"text": "Methali"}
{"text": "Semi fupi ambazo hueleza kwa muhtasari au mafumbo ukweli fulani wa kimaisha"}
{"text": "Nahau"}
{"text": "Fungu la maneno lenye maana tofauti na maana ya kawaida ya maneno hayo"}
{"text": "Misemo"}
{"text": "Semi zinazobeba ukweli wa kujumla Mifano"}
{"text": "Mdokezo"}
{"text": "Mambo kuachwa bila kumalizwa"}
{"text": "Balagha"}
{"text": "Maswali yasiyohitaji majibu"}
{"text": "Taswira"}
{"text": "Ujenzi wa picha akilini"}
{"text": "Kinaya"}
{"text": "Mhusika kutumia maneno au matendo yaliyo kinyume cha inavyotarajiwa"}
{"text": "Koja"}
{"text": "Kuorodhesha maneno na vitenzi kwa kutumia koma"}
{"text": "Kejeli"}
{"text": "Kudharau au kubeza"}
{"text": "Jazanda"}
{"text": "Kufananisha vitu kwa mafumbo km katika biblia"}
{"text": "Nidaha Siyahi"}
{"text": "Maneno ya kuonyesha hisia za moyoni"}
{"text": "Tanakalionomatopeya"}
{"text": "Miigo ya sauti zinazotokea baada ya kitendo"}
{"text": "Uzungumzi nafsia"}
{"text": "Kujisemesha mwenyewe"}
{"text": "Dayalojia"}
{"text": "Utohozi Uswahilishaji"}
{"text": "Kuchanganya ndimi"}
{"text": "Kutumia lugha ngeni"}
{"text": "Tafsidausafidi"}
{"text": "Kutumia lugha ya adabu au kupunguza ukali wa maneno"}
{"text": "Mkengeuko"}
{"text": "Kwenda kinyume na matakwa ya jamii kv usenge ndoa ya watu wasio wa rika rika moja mapenzi nje ya ndoa"}
{"text": "ulinganuzi"}
{"text": "Kuweka pamoja mambo yanayopingana ili kulinganisha"}
{"text": "Kweli kinzani"}
{"text": "Hoja mbili zinazopinganakutowezekana"}
{"text": "Matumizi ya Lugha Katika Methali"}
{"text": "Sitiari"}
{"text": "Mgeni ni kuku mweupe"}
{"text": "Ahadi ni deni"}
{"text": "Upweke ni uvundo"}
{"text": "Mgeni ni kuku mweupe"}
{"text": "Ujana ni moshi"}
{"text": "Mapenzi ni kikohozi"}
{"text": "Kukopa arusi kulipa matanga"}
{"text": "Tashbihi"}
{"text": "Kawaida ni kama sheria"}
{"text": "Riziki kama ajali ijapo huitambui"}
{"text": "Usilolijua ni kama usiku wa giza"}
{"text": "Ufalme kama mvua hupiga na kupita"}
{"text": "Tashhisi"}
{"text": "Siri ya mtungi muulize kata"}
{"text": "Paka akiondoka panya hutawala"}
{"text": "Jembe halimtupi mkulima"}
{"text": "Ukupigao ndio ukufunzao"}
{"text": "Adhabu ya kaburi aijuaye maiti"}
{"text": "Takriri"}
{"text": "Haba na haba hujaza kibaba"}
{"text": "Chovya chovya humaliza buyu la asali"}
{"text": "Hauchi hauchi unakucha"}
{"text": "Hayawi hayawi huwa"}
{"text": "Mtoto wa nyoka ni nyoka"}
{"text": "Bandu bandu huisha gogo"}
{"text": "Balagha"}
{"text": "Pilipili usiyoila yakuwashiani"}
{"text": "Angurumapo samba mcheza ni nani"}
{"text": "Wameshindwa wenye pembe seuze wewe kipara"}
{"text": "Simba mla watu akiliwa huwani"}
{"text": "Mzigo uko kichwani kwapa lakutokeani jasho"}
{"text": "Mavi usiyoyala wayawingiani kuku"}
{"text": "Mla ni mla leo mla jana kalani"}
{"text": "Taswira"}
{"text": "Mpanda farasi wawili hupasuka msamba"}
{"text": "Mti mkuu ukigwa wana wa ndege huyumba"}
{"text": "Mtupa jongoo hutupa na ungongo wake"}
{"text": "Angeenda juu kipungu hafikii mbingu"}
{"text": "Chuku"}
{"text": "Mzigo wa mwenzio ni kanda la sufi"}
{"text": "Maji ya kifuu bahari ya chungu"}
{"text": "Usipoziba ufa utajenga ukuta"}
{"text": "Tanakali za sauti"}
{"text": "Chururu si ndondondo"}
{"text": "Ndo Ndo Hujaza ndoo"}
{"text": "Kiliacho pa kijutie"}
{"text": "Kinaya"}
{"text": "Bara Hindi ndiko kwenye nguo na waendao uchi wapo"}
{"text": "Kwenye miti hakuna wajenzi"}
{"text": "Asante ya punda ni mateke"}
{"text": "Kigumba kwa nguruwe kwa binadamu ki uchungu"}
{"text": "Kikiharibika cha fundi kikiongoka cha bwana Sudi"}
{"text": "Kejelidhihakastihizai"}
{"text": "Umekuwa mungunye waharibikia ukubwani"}
{"text": "Hawi Musa kwa kubeba fimbo"}
{"text": "Ucha Mungu si kilemba cheupe"}
{"text": "Kichwa cha kuku hakistahili kilemba"}
{"text": "Kichwa cha nyoka hakibandikwi mtungi"}
{"text": "Jazanda"}
{"text": "Joka la mdimu hulinda watundao"}
{"text": "Mtu mwovu huwanyima wengine vitu asivyovihitaji"}
{"text": "Kupanda mchongoma kushuka ndio ngoma"}
{"text": "Ni rahisi kujitia katika matata kuliko kujitoa"}
{"text": "Taashira"}
{"text": "Kimya kingi kina mshindo mkubwa"}
{"text": "Kuku mgeni hakosi kamba mguuni"}
{"text": "Kweli kinzani"}
{"text": "Wagombanao ndio wapatanao"}
{"text": "Ukupigao ndio ukufunzao"}
{"text": "Kuinamako ndiko kuinukako"}
{"text": "Mwenye kelele hana neno"}
{"text": "Kimya kingi kina mshindo mkubwa"}
{"text": "Tanakuzi"}
{"text": "Tamaa mbele mauti nyuma"}
{"text": "Mpanda ngazi hushuka"}
{"text": "Usione kwenda mbele kurudi nyuma si kazi"}
{"text": "Kuainisha methali kutokana na matumizi ya lugha ni kusema mbinu ambazo imetumia"}
{"text": "Vigezo vya Kuainishia MethaliKuziweka Pamoja na kuzichambua"}
{"text": "Mandharimazingira km kilimo"}
{"text": "Ukipanda pantosha utavuna pankwisha"}
{"text": "Jembe halimtupi mkulima"}
{"text": "Maudhui km ulezi"}
{"text": "Samaki mkunje angali mbichi"}
{"text": "Mcha mwana kulia hulia yeye"}
{"text": "c fanitamathali km takriri"}
{"text": "Haba na haba hujaza kibaba"}
{"text": "Mtoto wa nyoka ni nyoka"}
{"text": "d Jukumu km kuonye"}
{"text": "Asiyesikia la mkuu huvunjika guu"}
{"text": "Ukiambiwa jiambie usijeishia kumbe"}
{"text": "Maana km sawa"}
{"text": "Haraka haraka haina baraka"}
{"text": "Polepole ndio mwendo"}
{"text": "Vigezo zaidi vya kuchambua methali"}
{"text": "Inarejelea vitu gani Km Hindi ndiko kwenye nguo na waendao uchi wapo"}
{"text": "NchiHindi"}
{"text": "Vitunguo"}
{"text": "Watuwaendao uchi"}
{"text": "Inakupa wazo gani kuhusu jamii husika"}
{"text": "Utamaduni na njia za kiuchumi"}
{"text": "Vitendawili"}
{"text": "Semi ambazo hutolewa kwa mtu kwa mfano wa swali ili azifumbue"}
{"text": "Sifa"}
{"text": "Huwa vifupi kimaelezo"}
{"text": "Hutumia lugha ya kimafumbo"}
{"text": "Hutolewa mbele ya hadhira"}
{"text": "Hutumia ufananisho wa kijazanda"}
{"text": "Kunazo huhusiana na methali km mzee amekufa vyombo vimevunjikavunjika"}
{"text": "Huwa na wakati maalum wa kutolewa yaani jioni"}
{"text": "Huwa na mchezo wa maneno km Ukiona njigi utadhani njege"}
{"text": "Maziwa na tui"}
{"text": "Hujisimamia vyenyewe"}
{"text": "Kunavyo huwa na jibu zaidi ya moja kv Gari la kila mtu"}
{"text": "miguu kifo au jeneza"}
{"text": "Hutumia tamathali za lugha kwa ufanifu mkubwa"}
{"text": "Huweza kuwa na fomyulamuundo maalum"}
{"text": "Mteguaji Kitendawili"}
{"text": "Mteguaji Tega"}
{"text": "Mteguaji Kitendawili chenyewe Popoo mbili zavuka mto"}
{"text": "Mteguaji  Mlango"}
{"text": "Mtegaji Umenoa Nipe mji"}
{"text": "Mteguaji Ninakupa Nairobi"}
{"text": "Mteguaji Nilienda Nairobi watu wa Nairobi wakaniambia nije niwasalimu Jibu ni macho"}
{"text": "Umuhimu"}
{"text": "Kuburudisha jioni baada ya kazi"}
{"text": "Kukuza ubunifu wa kuvitunga kwa kulinganisha vitu katika mazingira ili kuviunda"}
{"text": "Kuimarisha uwezo wa kukumbuka"}
{"text": "Kukuza uwezo wa kufikiri kwani mfumbiwa huhitaji kufikiri sana ili kupata jibu"}
{"text": "Kuleta umoja na ushirikiano katika jamii kwa kuleta watu pamoja wakati vinategwa"}
{"text": "Kuimarisha ujuzi wa kujieleza kwa lugha"}
{"text": "Kupanua ujuzi wa mazingira wa mtoto"}
{"text": "Kuendeleza utamaduni wa jamii km Nyumbani mwetu mna papai lililoiva lakini siwezi kulichuma"}
{"text": "Ndugu wa kiume asimuoe nduguye wa kike"}
{"text": "Kukejeli au kudharau tabia mbaya km Wazungu wawili wanachungulia dirishani"}
{"text": "makamasi"}
{"text": "Aina za vitendawili"}
{"text": "Sahili"}
{"text": "Vina muundo rahisimaneno machache km Akiona mwangaza wa jua hufasamaki"}
{"text": "Tata"}
{"text": "Vyenye majibu tofauti"}
{"text": "Kisimulizi"}
{"text": "Masimulizi km Kulikuwa na baba ngambo moja ya mto na binti zake wawili ngambo ya pili Alikuwa na maembe mawili aliyopaswa kuyavukisha pamoja apelekee binti zake Angefanya nini"}
{"text": "Vya tanakali km Parrrr Mpaka Makkautelezi"}
{"text": "Mkufu"}
{"text": "Vyenye sehemu zinazochangizana kimaana km Nikitembea yuko lakini nikiingia nyumbani hupoteakivuli"}
{"text": "Matumizi ya Lugha Katika Vitendawili"}
{"text": "Tashhisi"}
{"text": "Amefunika kote kwa blanketi lake jeusigiza"}
{"text": "Akivaa nguo hapendezi akiwa uchi hupendeza mnondizi"}
{"text": "Anakula lakini hashibikifomauti"}
{"text": "Amchukuapo hamrudishikaburi"}
{"text": "Akizungumza kila mtu hubabaikaradi"}
{"text": "Daima nasababisha mafarakanouke wenza"}
{"text": "Tashbihi"}
{"text": "Boi wangu kazama kaibuka kama mzungumwiko wa ugali"}
{"text": "Sitiari"}
{"text": "Bibi hatui mzigokonokono"}
{"text": "Mamangu hachoki kunibebakitanda"}
{"text": "Fatuma mchafuufagio"}
{"text": "Saa yetu kadiri inavyotembea ndivyo inavyopunguza nguvumoyo"}
{"text": "Mzungu kujishika kiuno kikombe"}
{"text": "Nina mapapai yangu mawili ambayo siwezi kuyala matiti ya mwanamke"}
{"text": "Ngombe wangu nisipomshika mkia hali nyasijembe"}
{"text": "Kitu changu kitumiwacho na wengine kuliko mimijina"}
{"text": "Popoo mbili zavuka mtomacho"}
{"text": "Gari la kila mtumiguu"}
{"text": "Dada ni mrembo lakini akiguzwa analiapapai"}
{"text": "Takriri"}
{"text": "Huku ngo na kule ngogiza"}
{"text": "Amezaliwa Ali amekufa Ali amerudi Alinywele"}
{"text": "Huku fungu katikati baharinazi"}
{"text": "Tanakali"}
{"text": "Parrr Mpaka Makkautelezi"}
{"text": "Huku pi kule pimkia wa kondoo atembeapo"}
{"text": "Ba funika ba funua Bak bandika bak banduanyayo"}
{"text": "Tang Yaangukasarafu"}
{"text": "Kweli kinzani"}
{"text": "Ana meno lakini hayaumikitana"}
{"text": "Ajenga ingawa hana mikonondege"}
{"text": "Hukopa lakini halipikifo"}
{"text": "Nina shamba langu kubwa lakini nikivuna halijai hata kofinywele"}
{"text": "Hufa akifufukabahari kupwa"}
{"text": "Nameza lakini sishibimate"}
{"text": "Taswira"}
{"text": "Adui tumemzingira lakini hatumwezimoto"}
{"text": "Nyama nje ngozi ndani mchanga ndanifirgisi ya kuku"}
{"text": "Wanatazamana tu lakini hawaamkianiardhi na bingu"}
{"text": "Askari wangu wote wamevaa kofia upandemahindi shambani"}
{"text": "Samaki wangu aelea kimgongomgongomerikebu"}
{"text": "Babu amebeba machicha meupe kichwani mvi"}
{"text": "Stihizaidhihakakejeli"}
{"text": "Akivaa miwani hafanyi kazi vizurimlevi"}
{"text": "Mzungu anachungulia dirishanimakamasi"}
{"text": "Uzi mwembamba umefunga dumeusingizi"}
{"text": "Mtani wangu hata akiishi majini hatakatichura"}
{"text": "Kisiki chetu hakikuimbilikimo"}
{"text": "Nimemuona bi kizee amejitwika machichamvi"}
{"text": "Jazanda"}
{"text": "Mungu alinipa shilingi mbili moja nitumie nyingine niwekeardhi na mbingu"}
{"text": "Kuchambua kitendawili kwa kueleza mbinu za lugha zilizokiunda"}
{"text": "Kulinganisha vitendawili na methali"}
{"text": "Kufanana"}
{"text": "Zote mbili ni tungo fupi"}
{"text": "Zote mbili huwa na maana fiche"}
{"text": "Zote mbili hutumia lugha inayojenga taswira"}
{"text": "Zote mbili hupata maana kulingana na jamii"}
{"text": "Zote mbili Huwa na muundo maalum"}
{"text": "Zote mbili hufumbata ukweli fulani wa kijamii"}
{"text": "Tofauti"}
{"text": "Chemsha Bongo"}
{"text": "Maswali ambayo huhitaji mtu kutumia akili na ujuzi kuyajibu"}
{"text": "Mafumbo ni kauli zenye maana iliyofichika na hujumuisha vitendawili na chemshabongo"}
{"text": "Mifano"}
{"text": "Kilo moja ya chuma na kilo moja ya nyama ipi nzito"}
{"text": "Amada ana wafanyikazi saba wanne hufanya kazi vizuri wawili ni kama wamekufa mmoja ni kama mwenda wazimu miguu pembe na mkia wa ngombe"}
{"text": "Kipungu alipita juu mama na ndege wawili wakamwangalia Je macho mangapi yalimuona kipungu manne"}
{"text": "Nina watu wangu watatu wawili ni watoto na wawili ni baba mtoto baba na babu"}
{"text": "Chura alitumbukia katika shimo la futi 30 na anaruka futi 10 Aruke mara ngapi ili atoke Hawezi"}
{"text": "Watu watatu wanavuka mto Mmoja aliyaona maji na kuyakanyaga Wapili aliyaona lakini hakuyakanyaga Watatu hakuyaona wala kuyakanyaga Watu hao ni kina nani"}
{"text": "Sifa"}
{"text": "Ni kauli fupi au ndefu"}
{"text": "Hutuia lugha ya kimafumbo"}
{"text": "Hutumia ufananisho wa kijazanda"}
{"text": "Huhitaji mtu kuwaza ili kupata jibu"}
{"text": "Hujengwa na vitu vinavyotokana na mazingira"}
{"text": "Hazina muundo maalum kama methali nahau na vitendawili"}
{"text": "Hupima uwezo wa msikilizaji wa kutambua jambo lililofichwa"}
{"text": "Umuhimu"}
{"text": "Kuimarisha stadi ya kusikiliza"}
{"text": "Kunoa uwezo wa kufahamu"}
{"text": "Kutoa mawaidha"}
{"text": "Kufunza kuhusu maumbile"}
{"text": "Kuimarisha uwezo wa kukumbuka"}
{"text": "Kufunza mambo kuhusu mazingira na maumbile"}
{"text": "Kukuza uwezo wa kutumia lugha"}
{"text": "Kukuza uwezo wa kufikiri"}
{"text": "Kuburudisha na kuchekesha"}
{"text": "Kukuza uwezo wa kubuni"}
{"text": "Vitanza Ndimi"}
{"text": "Sentensi zenye mfuatano wa sauti zinazotatanisha kimatamshi zinapotamkwa kwa haraka"}
{"text": "Mifano"}
{"text": "Wataita wataita Wataita wa Taita"}
{"text": "Waite wale wana wa liwali wale wali wa liwalii"}
{"text": "Kupa mpe akupao kumpa asokupa si kupa ni kutupa"}
{"text": "Shirika la Reli la Rwanda limefungwa"}
{"text": "Hilo lililoliwa ndilo nililolitaka"}
{"text": "Mchuuzi wa mchuzi hana ujuzi wa mjusi wa juzi"}
{"text": "Cha mkufuu mwanafuu ha akila hu cha mwanafuu mkufuu hu akila ha"}
{"text": "Pema usijapo pema ukipema si pema tena"}
{"text": "Nguo zisizotakikana zitachomwa zote"}
{"text": "Sifa"}
{"text": "Ni kauli fupi"}
{"text": "Huwa na mchezo wa maneno"}
{"text": "Huundwa kwa sauti zinazokaribiana kimatamshi"}
{"text": "Hutumia maneno yenye maana zaidi ya moja au yenye sauti sawa"}
{"text": "Hutanzahutatiza ndimi za wengi wakalemewa kutamka"}
{"text": "Hukanganya kimatamshi"}
{"text": "Umuhimu"}
{"text": "Kukuza matamshi bora mtu anapoendelea kutamka"}
{"text": "Kukuza uwezo wa kufikiri haraka ili kujua maana za maneno ili kutamka ipasavyo"}
{"text": "Kupanua ujuzi wa msamiati"}
{"text": "Kuburudisha kwa kufurahisha na kuchangamsha"}
{"text": "Husaidia kutofautisha maana za maneno"}
{"text": "Kujenga stadi ya kusikiliza"}
{"text": "Kukuza ubunifu kwa kuteua maneno yanayotatanisha kisauti na kimaana"}
{"text": "Kujenga uhusiano bora kwa ucheshi"}
{"text": "Lakabu"}
{"text": "Jina la msimbokupangaambalo mtu hupewa au hujipa kutokana na sifa zake"}
{"text": "Asili ya Lakabu"}
{"text": "Tabia"}
{"text": "Sifa za kimaumbile"}
{"text": "Matendo"}
{"text": "Nasaba atokayo mtu"}
{"text": "Tabaka"}
{"text": "Jinsi mtu anavyotamka maneno km ungenge"}
{"text": "Mifano"}
{"text": "Nyayo"}
{"text": "Moi"}
{"text": "Simba wa Yuda"}
{"text": "Haille Selassie"}
{"text": "Mkuki uwakao"}
{"text": "Kenyatta"}
{"text": "NyundoTingatinga"}
{"text": "Raila"}
{"text": "Baba wa taifa"}
{"text": "Rais"}
{"text": "Mama wa Taifa"}
{"text": "Mke wa Rais"}
{"text": "Sifa"}
{"text": "Huwa neno au fungu la maneno kadha"}
{"text": "Huwa na maana iliyofumbwa"}
{"text": "Huoana na sifa hasi au chanya za aliyepewa"}
{"text": "Huwa za kusifu au kudhihaki"}
{"text": "Huweza kudumu hata kusahaulisha jina halisi la mtu"}
{"text": "Hutumia sitiari km chui kumaanisha mkali"}
{"text": "Hutumia taswira"}
{"text": "Hushika sana kimatumizi miongoni mwa watu"}
{"text": "Umuhimu"}
{"text": "Kufahamisha sifa za mtu kwa kifupi"}
{"text": "Huwa njia ya washairi ya kujitangaza bila kujisifu moja kwa moja"}
{"text": "Hutumiwa kama ishara ya heshima kwa anayestahili heshima km kiongozi"}
{"text": "Kuficha utambulisho au jina halisi la mtu"}
{"text": "Hutumiwa katika majigambo na mhusika kuonyesha ubingwa wake"}
{"text": "Kuficha siri ili anayemrejelewa asijulikane km kikulacho"}
{"text": "Kukuza uhusiano bora miongoni mwa watani wanaporejeleana kwa lakabu"}
{"text": "Kusifu tabia njema kwa kumpa mtu lakabu nzuri"}
{"text": "Kudhihaki au kukashifu tabia mbaya kwa kumpa mtu lakabu mbaya"}
{"text": "Kutambulisha asili ya mtu"}
{"text": "Misemo"}
{"text": "Semi zinazobeba ukweli wa kijumla"}
{"text": "Mifano"}
{"text": "Binadamu ni udongo"}
{"text": "Mwili haujengwi kwa mbao"}
{"text": "Umaskini si kilema"}
{"text": "Lila na fira havitangamani"}
{"text": "Ndio kwanza mkoko ualike maua"}
{"text": "Mambo kuzidi kushika kasi"}
{"text": "Mgomba haupandwi changaraweni ukamea"}
{"text": "Jambo halifanywi mahali pasipofaa likapendeza"}
{"text": "Sifa"}
{"text": "Hutumia lugha ya muhtasari"}
{"text": "Hutoa ukweli kwa jumla"}
{"text": "Hazina muundo maalum"}
{"text": "Umuhimu"}
{"text": "Kusisitiza ujumbe"}
{"text": "Kuongeza utamu katika lugha"}
{"text": "Kusisitiza jambo fulani"}
{"text": "Kufunza maadili au kuhimiza"}
{"text": "Kuchochea hisi fulani"}
{"text": "Nahau"}
{"text": "Fungu la maneno lenye maana tofauti na maana ya kawaida ya maneno hayo"}
{"text": "Mifano"}
{"text": "Kuasi ukapera"}
{"text": "kuoa"}
{"text": "Kupiga vijembe"}
{"text": "sema kwa mafumbo"}
{"text": "Ndege mbaya"}
{"text": "bahati mbaya"}
{"text": "Kidudu mtu"}
{"text": "mfitini"}
{"text": "Paka mafuta kwa mgongo wa chupa"}
{"text": "Danganya au hadaa mtu"}
{"text": "Visha kilemba cha ukoka"}
{"text": "Mpa mtu sifa za uongo ili umpumbaze"}
{"text": "Kubali shingo upande"}
{"text": "Kuyavulia maji ngu"}
{"text": "kumaliza jambo fulani ulilolianzia"}
{"text": "Arusi ya ndovu kumla mwanawe"}
{"text": "kubwa"}
{"text": "Sifa"}
{"text": "Hutumia lugha ya kimkato"}
{"text": "Maneno huwa na maana tofauti na ya kawaida"}
{"text": "Kunazo huwa na maana zaidi ya moja kv kuja jamvikumaliza shughuli au kuondoka"}
{"text": "Huundwa kwa neno moja mawili au zaidi"}
{"text": "Huibua taswira"}
{"text": "Zina muundo maalumhuundwa kwa aina mbalimbali za maneno"}
{"text": "TT"}
{"text": "kufa kupona"}
{"text": "kufumba na kufumbua"}
{"text": "TN"}
{"text": "kupiga domo"}
{"text": "kata kamba"}
{"text": "TE"}
{"text": "Kujikaza kisabuni"}
{"text": "kufa kiofisa"}
{"text": "NN"}
{"text": "donda dugu"}
{"text": "domo kaya"}
{"text": "NV"}
{"text": "nyota njema"}
{"text": "dege mbaya"}
{"text": "NT"}
{"text": "damu kumkauka"}
{"text": "akili kumruka"}
{"text": "Umuhimu"}
{"text": "Kukuza na kuendeleza msamiati wa maneno"}
{"text": "Kupunguza ukali wa maneno tafsida"}
{"text": "Kuongeza utamuladha katika lugha"}
{"text": "Kuhifadhi siri kwani sio wote wanajua maana"}
{"text": "Kujaribu uwezo wa msikilizaji kufichua maana iliyofichika"}
{"text": "Misimusimo"}
{"text": "Semi ambazo huzuka katika mazingira na kipindi fulani"}
{"text": "Aina za Mizimu"}
{"text": "Inayotumika na kutoweka"}
{"text": "Inayokita kimatumizi kuingizwa katika Kiswahili sanifu km toa chai chokora nk"}
{"text": "Asili"}
{"text": "Ufupishaji maneno"}
{"text": "komp"}
{"text": "Utohozi"}
{"text": "Fathee"}
{"text": "hepi"}
{"text": "Sitiarijazanda"}
{"text": "nyanimlinda lango"}
{"text": "fisi mlafi"}
{"text": "Tanakali"}
{"text": "mtutu bunduki"}
{"text": "ndala malapulapu"}
{"text": "Uundaji maneno mapya"}
{"text": "hanya"}
{"text": "Kupa maneno maana mpya"}
{"text": "chumagari"}
{"text": "toboa faulu"}
{"text": "Kugeuza maneno"}
{"text": "ristostori"}
{"text": "Kuboronga lugha"}
{"text": "ashuasharakumi"}
{"text": "Mifano"}
{"text": "Jisikia sukari"}
{"text": "kuringa"}
{"text": "Kaa ngumu"}
{"text": "kutotishikakuvumilia"}
{"text": "Chongoa mtu"}
{"text": "mfanyia mzaha"}
{"text": "Kula njaro"}
{"text": "kupuuza kazi"}
{"text": "Piga nduthe"}
{"text": "kimbiatoroka"}
{"text": "Piga ngeta"}
{"text": "kukaba koo"}
{"text": "Leta diambo"}
{"text": "zozanalalamika"}
{"text": "Ingia baridi"}
{"text": "kuogopa"}
{"text": "Pewa msomo"}
{"text": "gombezwa"}
{"text": "Kusota"}
{"text": "kuishiwa na pesa"}
{"text": "Ingia mitini"}
{"text": "towekatoroka"}
{"text": "Kungara"}
{"text": "kuvaa vizuri"}
{"text": "Marehemu George"}
{"text": "nguo za mitumba"}
{"text": "Vaa chupa"}
{"text": "vaa suruari nyembamba"}
{"text": "Kujisikia poa"}
{"text": "kuwa na furaha"}
{"text": "Kula hepi"}
{"text": "kuburudika"}
{"text": "Lala kibahasha"}
{"text": "tulia tuli baada ya kushindwa katika jambo"}
{"text": "Sifa"}
{"text": "Ni kauli fupi"}
{"text": "Hutumiwa na kundi dogo la watu"}
{"text": "Huzuka katika mazingira na kipindi maalum"}
{"text": "Ni lugha ya kimafumbo"}
{"text": "Hutumiwa na kundi dogo la watu katika jamii"}
{"text": "Huzuka na kutoweka baada ya muda"}
{"text": "Kunazo hudumu na kukubaliwa kama lugha sanifu kv matatu bodaboda chai chokora daladala nk"}
{"text": "Huwa na maana nyingi km mahewa humaanisha mziki uongo au ulevi wa dawa za kulevya"}
{"text": "Maneno yana maana tofauti na ya kawaida"}
{"text": "Si lugha sanifu na hivyo haipaswi kutumiwa katika mazungumzo rasmi"}
{"text": "Hupendeza miongoni mwa watumizi"}
{"text": "Hutoweka baada ya matumizi kwa muda"}
{"text": "Hubadilika km mbuyu na buda humaanisha baba"}
{"text": "Umuhimu"}
{"text": "Kuficha siri ya wanaoitumia"}
{"text": "Kupanua lugha kimsamiati ikikubalika"}
{"text": "Kurahisisha mawasiliano kwa kuondoa uchovu wa urasmi"}
{"text": "Kuonyesha ubingwa wa lugha kwa kuhisi huonyesha umaarufu wa lugha"}
{"text": "Kutenga wasio wana kikundi"}
{"text": "Kutafsidikupunguza ukali wa maneno km Amepata bolmimba"}
{"text": "Kupamba lugha na kuifanya ivutie"}
{"text": "Kufanya wanakikundi wajihisi kuwa pamoja"}
{"text": "Kujitambulisha na watu wa kikundi fulani"}
{"text": "Shirikina"}
{"text": "Semi ambazo huonyesha imani fulani ya kundi ya watu"}
{"text": "Mifano"}
{"text": "Ukijikuna kiganja cha mikono utapata pesa"}
{"text": "Ukila chakula gizani utakula na shetani"}
{"text": "Kuzaliwa ukiwa na vidole sita ni kuwa na bahati"}
{"text": "Bundi akilia karibu na nyumba mtu mmoja wa nyumba ile atafariki"}
{"text": "Umuhimu"}
{"text": "Kukataza maovu"}
{"text": "Kuhifadhi utamaduni"}
{"text": "Kuchangia umoja wa kitaifa kwa aina moja ya itikadi kupatikana katika jamii nyingi"}
{"text": "Kutujulisha kuhusu itikadi za watu"}
{"text": "Tanakali za Sauti Onomatopeya"}
{"text": "Maneno ambayo huiga sauti ya jambo tendo au tukio fulani"}
{"text": "Mifano"}
{"text": "Boboka bobobo"}
{"text": "payuka ovyo ovyo"}
{"text": "Bwakia bwaku"}
{"text": "akia upesi upesi"}
{"text": "Bwatika bwata"}
{"text": "enda chini kwa mshindo"}
{"text": "Bweka bwebwebwe"}
{"text": "lia kama mbwa"}
{"text": "Chaga ngungundu"}
{"text": "shikilia jambo"}
{"text": "Ngo"}
{"text": "kutoambulia chochote"}
{"text": "Legalega lege"}
{"text": "kosa kuwa imara"}
{"text": "Chakua nyakunyaku"}
{"text": "tafuna kwa kutoa sauti ya kuudhi"}
{"text": "Bingirika bingiribingiri"}
{"text": "pinduka"}
{"text": "Birua biru"}
{"text": "angusha na kupindua"}
{"text": "Shindilia ndi"}
{"text": "Mianguko"}
{"text": "Pukacha"}
{"text": "tawi"}
{"text": "Pu pu pu"}
{"text": "mfululizo"}
{"text": "Pukupuku"}
{"text": "mvua"}
{"text": "Pwa"}
{"text": "kwa matope"}
{"text": "Pwata"}
{"text": "kitu kinene"}
{"text": "Tang"}
{"text": "sarafu pagumu"}
{"text": "Tapwi"}
{"text": "matopeni"}
{"text": "Tifu"}
{"text": "mchangani"}
{"text": "Tubwi chubwi"}
{"text": "majini"}
{"text": "Sifa"}
{"text": "Ni kauli fupi"}
{"text": "Ni miigo ya sauti zinazotokea baada ya tendo fulani"}
{"text": "Hazina muundo maalum"}
{"text": "Hujumuishwa katika fani nyingine"}
{"text": "Hutumia takriri"}
{"text": "Umuhimu"}
{"text": "Kuwezesha kuunda taswira ya jinsi mambo yanavyotokea"}
{"text": "Kuonyesha hisia fulani"}
{"text": "Kuongeza uzito kwa maneno"}
{"text": "Kuongeza utamu katika mazungumzo"}
{"text": "Kusisitiza jambo"}
{"text": "Kuipa lugha ladha na mvuto"}
{"text": "Kujenga tabia ya kusikiliza kwa makini ili kutambua mlio"}
{"text": "Kukuza ustadi wa kuiga na kuigiza"}
{"text": "Ni mbinu mojawapo ya mawasiliano"}
{"text": "Takriri za maana"}
{"text": "Mafungu ya maneno yanayosisitiza na kueleza maana zaidi ya kitendo"}
{"text": "Mifano"}
{"text": "Haambiliki hasemezeki"}
{"text": "Siku nenda siku rudi"}
{"text": "Tilia huku ukitolea kule"}
{"text": "Hasikii la mwadhini wala la mteka maji msikitini"}
{"text": "Umuhimu"}
{"text": "Kutia ladha katika lugha na kuifanya iwe na mnato"}
{"text": "Kusisitiza jambo"}
{"text": "Kuonyesha ukwasi wa lugha ya mnenaji"}
{"text": "Tashbihi"}
{"text": "Misemo ya ulinganisho"}
{"text": "Sifa"}
{"text": "Ni fupi"}
{"text": "Hutumia viungio kama mithili ya nk"}
{"text": "Hulinganisha"}
{"text": "Huwa na ujumbe wa kina"}
{"text": "Hutoa taswira ambayo husaidia keleza hulka kikamilifu"}
{"text": "Umuhimu"}
{"text": "Kueleza sifa za kinazozungumziwa"}
{"text": "Kuongeza lugha utamu"}
{"text": "Kuonyesha umilisi wa lugha wa mtumizi"}
{"text": "USHAIRI"}
{"text": "Utanzu wa fasihi unaotumia lugha ya mkato inayoeleza maudhui yake kwa ufupi"}
{"text": "Sifa"}
{"text": "Hutumia lugha ya kimkato"}
{"text": "Huwasilishwa mbele ya hadhira"}
{"text": "Huwasilishwa na mtu mmoja au kundi la watu"}
{"text": "Huwa na muundo maalum kv beti vipande na vina"}
{"text": "Hutegemea sauti iliyo kipengele muhimu"}
{"text": "Huandamana na ishara za mikono uso nk"}
{"text": "Una mpangilio maalum wa maneno"}
{"text": "Una uteuzi maalum wa maneno"}
{"text": "Uwasilishaji wake huandamana na vitendouigizaji"}
{"text": "Hurithishwa kutoka kizazi kimoja hadi kingine kwa mdomo"}
{"text": "Huandamana na shughuli maalum kv matanga kazi nk"}
{"text": "Huwa na mapigo ya kimziki au huweza kuimbika"}
{"text": "Huweza kuambatana na ala za mziki"}
{"text": "Hadhira hushiriki katika uwasilishaji wa ushairi simulizi"}
{"text": "Majukumu"}
{"text": "Kuburudisha watu katika sherehe au shughuli fulani ya kijamii"}
{"text": "Kutakasa hisia au kutoa hisia zinazomsumbua mtu"}
{"text": "Kufunza maadili au tabia zinazokubalika na jamii"}
{"text": "Kufariji watu kutokana na maafa kifo au kushindwa"}
{"text": "Kukuza uzalendo kwa kuhimiza watu kuiga waliotendea jamii mambo makuu kv mashujaa"}
{"text": "Kuhifadhi historia ya jamii km maghani simulizi na tenzi"}
{"text": "Kuhifadhi na kudumisha utamaduni wa jamii"}
{"text": "Kuelimisha kuhusu suala fulani"}
{"text": "Kukashifukukejeli sifa mbaya za wabaya"}
{"text": "Kukuza umoja na ushirikiano katika jamii kwa kujumuisha watu pamoja"}
{"text": "Kusifu na kutukuza mashujaa katika jamii tenzi"}
{"text": "Kukanyakutahadharisha dhidi ya matendo maovu"}
{"text": "Kukuza urembo au usanii wa lugha kwa kuwa una ufundi mkubwa wa matumizi ya lugha"}
{"text": "Kuhamasisha jamii kv kisiasa"}
{"text": "Kukuza ubunifu kwa mtunzi na mwasilishaji"}
{"text": "Kukuza ubunifu kwa kutunga kwa kuzingatia beti mizani vina na uteuzi maalum wa maneno"}
{"text": "Vipera vya Ushairi"}
{"text": "wimbo"}
{"text": "maghani"}
{"text": "mashairi mepesi utungo unaokaririwa"}
{"text": "ngojera kwa majibizano"}
{"text": "tendi au rara husimuliwa kwa mapigo ya kishairi"}
{"text": "Wimbo"}
{"text": "Uungo wenye mahadhi ya kupanda na kushuka"}
{"text": "Sifa"}
{"text": "Huwasilishwa kwa njia ya mdomo"}
{"text": "Hutolewa kwa mahadhi ya kupanda na kushuka kwa sauti"}
{"text": "Hutumia lugha ya mkato"}
{"text": "Hadhira yaweza kuwepo au isiwepo"}
{"text": "Huwa na mwimbaji au waimbaji wanaoimba"}
{"text": "Waimbaji wanaweza kujivika maleba"}
{"text": "Huweza kuambatana na ala kv ngoma zeze kayamba nk"}
{"text": "Huwa na urudiaji wa mstari au kifungu"}
{"text": "Aghalabu huimbwa na kupokezanwa baina ya kiongozi na waimbaji"}
{"text": "Huimbwa tu au huambatana na kucheza"}
{"text": "Huweza kuandamana na shughuli fulani kv arusi kazi matanga nk"}
{"text": "Huwa na muundo maalum wa beti mistari vina nk"}
{"text": "Majukumu"}
{"text": "Kuburudisha km tumbuizo"}
{"text": "Nyenzo ya kiuchumi kwa baadhi ya watu"}
{"text": "Kuliwaza km mbolezi"}
{"text": "Kuhimiza watu wakiwa kazini km hodiya"}
{"text": "Kuelimisha kuhusu suala fulani km ukimwi ufisadi nk"}
{"text": "Kuhimiza uzalendo km za siasa na taifa"}
{"text": "Kumbembeleza mtoto aache kulia au alale km bembelezi"}
{"text": "Kukashifukukejeli mwenendo mbaya kv uchoyo vivu nk"}
{"text": "Kufunza maadili au tabia inayokubaliwa na jamii kv ukarimu uaminifu nk"}
{"text": "Ubaya wa nyimbo"}
{"text": "Kutumiwa kueneza hisia za kikabila"}
{"text": "Kutia watu kasumba"}
{"text": "Hutumiwa kueneza propaganda ili kushawishi watu"}
{"text": "Kupotosha kimaadili kv kuhimiza zinaa"}
{"text": "Mtu akizizoea humlevya"}
{"text": "Aina za nyimbo"}
{"text": "Bembelezibembea"}
{"text": "Nyimbo zilizoimbwa kumbembelezakumwongoa mtoto aache kulia au alale"}
{"text": "Sifa"}
{"text": "Huimbwa na mama au walezi"}
{"text": "Aghalabu huwa fupi"}
{"text": "Huimbwa kwa sauti ya chini"}
{"text": "Huimbwa kwa sauti nyororo"}
{"text": "Zina mapigo ya polepolena taratibu"}
{"text": "Huwa na mahadhi mazuri"}
{"text": "Huimbwa aghalabu mtoto akiwa amebebwa kwa mbeleko na mwimbaji akimpapasapapasa"}
{"text": "Zina urudiaji wa maneno ya kibwagizo"}
{"text": "Huwa na lugha ya kushawishi kv kutoa ahadi ya kununulia mtoto zawadi"}
{"text": "Majukumu"}
{"text": "Kumnyamazisha mtoto anapolia"}
{"text": "Kuwaongoa watoto walale"}
{"text": "Kutumbuiza watoto"}
{"text": "Kusuta wasiowapa watoto malezi mema"}
{"text": "Kuonya mtoto dhidi ya tabia hasi kv kulia ovyo"}
{"text": "Kusifu mtoto"}
{"text": "Kuonyesha msimamo wa jamii kuhusu mtoto"}
{"text": "Kumfariji mtoto km kutokana na kuumia akicheza"}
{"text": "Nyimbo za watotochekechea"}
{"text": "Zilizoimbwa na watoto wakati wa kuchezashughuli zao"}
{"text": "Majukumu"}
{"text": "Kuburudisha watoto"}
{"text": "Kuwaelimisha watoto kuhusu jamii"}
{"text": "Kukuza umoja na ushirikiano baina ya watoto kwa kuwajumuisha pamoja na kucheza bila kujali kabila tabaka nk"}
{"text": "Kukashifu tabia hasi miongoni mwa watoto kv uchoyo"}
{"text": "Kukuza ubunifu miongoni mwa watoto wanapobuni nyimbo zinazooana na michezo yao"}
{"text": "Kuifanya michezo ya watoto ipendeze"}
{"text": "Nyimbo za sifasifo"}
{"text": "Za kujisifu au kusifu mtu kwa mchango wake katika jamii"}
{"text": "Sifa"}
{"text": "Zaweza kuwa nyiso za arusi za kutawazwa nk"}
{"text": "Huimbwa katika muktadha maalum kv arusini jandoni nk"}
{"text": "Hutumia sitiari au kufananisha na mnyama mkuki nk"}
{"text": "Hupiga chuku sifa za anayesifiwa"}
{"text": "Majukumu"}
{"text": "Kusifu mtu kutokana na matendo yake mazuri"}
{"text": "Kutangaza mchango na mafanikio ya anayesifiwa"}
{"text": "Kukuza uzalendo kwa kuhimiza watu kuiga matendo mazuri ya anayesifiwa"}
{"text": "Kuburudisha watu katika sherehe fulani"}
{"text": "Kuangazia matendo ya wahusika"}
{"text": "Hodiyayimbo za Kazi"}
{"text": "Zilizoimbwa wakati wa kazi"}
{"text": "Sifa"}
{"text": "Huimwa watu wakifanya kazi kv uwindaji ukulima uvuvi ubaharia nk"}
{"text": "Huimbwa na mfanyakazi mmoja au kundi lao"}
{"text": "Zina maneno ya kuhimiza"}
{"text": "Urefu wake hutegemea kazi"}
{"text": "Mdundo hutegemea kasi ya kazi ikama inafanywa kwa kasi mdundo ni wa kasi kama polepole mdundo ni wa polepole"}
{"text": "Majukumu"}
{"text": "Kuburudisha watu wakifanya kazi"}
{"text": "Kurahisisha kazi kwa kupunguza fikra za uchovu"}
{"text": "Kuhimiza bidii kazini"}
{"text": "Kuhimiza watu wapende kazi zao"}
{"text": "Kuondoa uchovu na ukinaifu wakati wa kazi"}
{"text": "Kuwatia moyo wafanyakazi wasikate tamaa"}
{"text": "Kutambulisha jamii kwa kuonyesha shughuli zake za kazi"}
{"text": "Kusifu kazi"}
{"text": "Kukashifu uvivu"}
{"text": "Kuonyesha matatizo na changamoto za wafanyikazi"}
{"text": "Kujenga umoja na ushirikiano baina ya wafanyakazi wanapoziimba pamoja Aina za hodiya"}
{"text": "Wawevave"}
{"text": "Zinazoimbwa wakati wa kulima"}
{"text": "Nyimbo za uwindaji"}
{"text": "Zilizoimbwa watu wakienda au kutoka katika uwindaji"}
{"text": "Majukumu"}
{"text": "Kumburudisha mwindaji"}
{"text": "Kumtoa mwindaji upweke"}
{"text": "Kusifu mnyama"}
{"text": "Kujasirisha wawindaji"}
{"text": "Kimai"}
{"text": "Zinazoimbwa katika shughuli za majini kv uvuvi na ubaharia"}
{"text": "Majukumu"}
{"text": "Kuburudisha wavuvi na mabaharia"}
{"text": "Kuwajasirisha ili kukabili adha za baharini"}
{"text": "Kuwatoa upweke"}
{"text": "Nyimbo za mapenzi"}
{"text": "Zilizoimbwa kutoa hisia za mapenzi"}
{"text": "Sifa"}
{"text": "Huwa na ujumbe wa kimapenzi"}
{"text": "Maneno matamu yenye hisia nzito"}
{"text": "Matumizi ya chuku km sili wala silali"}
{"text": "Huwa zina sifa au kashfa"}
{"text": "Mjukumu"}
{"text": "Kuburudisha anayezisikiliza"}
{"text": "Kuomba uchumba au mapenzi"}
{"text": "Kusifu tabia au uremboumbo la mpenzi"}
{"text": "Kusifu wapenzi"}
{"text": "Kukashifu mpenzi asiye na sifa nzuri"}
{"text": "Kusuta waliodhani penzi lisingefaulu"}
{"text": "Kupunguza uzito wa hisia kv huzuni au udhia baada ya kusalitiwa na mpenzi"}
{"text": "Nyimbo za arusi"}
{"text": "Zinazoimbwa wakati wa kufunga ndoa"}
{"text": "Sifa"}
{"text": "Huimbwa kuonyesha hisia za wazazi jamaa na marafiki"}
{"text": "Hushauri maharusi na waliohudhuria kuhusu majukumu ya ndoa"}
{"text": "Wakati mwingine husifia maharusi"}
{"text": "Majukumu"}
{"text": "Kutumbuiza maharusu na waliohudhuria"}
{"text": "Kusifu maharusi"}
{"text": "Kutoa pongezi kwa Bw na Bi arusi kwa kujihifadhi vyema"}
{"text": "Kufunza majukumu ya ndoa"}
{"text": "Kutoa mwongozo wa kupambana na vikwazo ndoani"}
{"text": "Kusuta mahasidi waliodhani ndoa isingefaulu"}
{"text": "Kukanya na kutahadharisha watu wanaoingilia ndoa za watu kuziharibu"}
{"text": "Nyimbo za Dini"}
{"text": "Zilizoandamana na shughuli za kidini"}
{"text": "Majukumu"}
{"text": "Kuabudu Mungu ama miungu"}
{"text": "Kusifu mungumiungu"}
{"text": "Kutoa shukrani kwa mungu"}
{"text": "Kuomba mema kutoka kwa Mungu au miungu"}
{"text": "Kutoa mafunzo ya kidini"}
{"text": "Tumbuizo"}
{"text": "Nyimbo za kujipa burudani"}
{"text": "Huimbwa wakati wa mapumziko"}
{"text": "Majukumu"}
{"text": "Kutumbuiza watu kv ngomani arusini nk"}
{"text": "Kuwapa vijana mwongozokuadilisha"}
{"text": "NyisoNyimbo za Tohara"}
{"text": "Zinazohusiana na tohara"}
{"text": "Mfano"}
{"text": "Ewe kilizi"}
{"text": "Ulozowea kujificha"}
{"text": "Nyuma ya mama kujikinga dhidi ya milio"}
{"text": "ya radi ilo juu mbinguni"}
{"text": "Jua kesho ni siku ya siku"}
{"text": "Siku ya kujua mbichi na mbivu"}
{"text": "Kutofautisha jogoo na vipora"}
{"text": "Ngariba taposhika chake kijembe"}
{"text": "Ndipo utakapojua bayani"}
{"text": "Ukoo wetu si wa kunguru"}
{"text": "Ikiwa hu tayari"}
{"text": "Kisu kukidhihaki"}
{"text": "Sithubutu kamwe wanjani kuingia"}
{"text": "sije kuniaibisha miye amiyo na akraba nzima"}
{"text": "Sifa"}
{"text": "Huambatana na shughuli za jando wavulana na unyago wasichana"}
{"text": "Huimbwa faraghani katika mazingira ya tohara pekee"}
{"text": "Huimbwa usiku wa kuamkia siku ya tohara"}
{"text": "Zilitoa sifa kwa waliotahiriwa wazazi na wasimamizi wao"}
{"text": "Ziliimbwa kuwapa wavulana ujasiri wa kukabili kisu cha ngariba"}
{"text": "Zilitoa mafunzo kuhusu majukumu mapya baada ya kutahiriwa"}
{"text": "Hujumuisha watu maalum walioteuliwa kushiriki katika sherehe"}
{"text": "Huhusisha watu wa jinsia na umri fulani"}
{"text": "Maudhui yake hutegemea jinsia"}
{"text": "Majukumu"}
{"text": "Kuonyesha vijana wamevuka kutoka utotoni hadi utu uzima"}
{"text": "Kuwaandaa vijana kwa uchungu watakaouhisi kupitia kijembe"}
{"text": "Kuhimiza ujasiri na ukejeli uoga"}
{"text": "Kusifu wahusika kwa ujasiri wa kukabili kisu na kuingia katika utu uzima"}
{"text": "Kuburudisha waliohudhuria shughuli ya jando au unyago"}
{"text": "Kuelekeza vijana kwenye matarajio mapya ya jamii"}
{"text": "Kufunza majukumu katika utu uzima"}
{"text": "Kukuza umoja na ushirikiano katika jamii kwa kuwaleta wanajamii pamoja"}
{"text": "MbolezoMbolezi"}
{"text": "Nyimbo za kuomboleza"}
{"text": "Mfano"}
{"text": "Nalitazama jua likichwa"}
{"text": "Matumaini yangu yakizama pamoja"}
{"text": "na miale miekundu"}
{"text": "Nalidhani lilikuwa jinamizi tu"}
{"text": "Kwamba ulikuwa kesha nacha"}
{"text": "Walikuwa wameisha nambia"}
{"text": "Walimwengu"}
{"text": "Ela nilikataa katakata walosema"}
{"text": "Nikajitia kuamini waloamba yalikuwa"}
{"text": "Uzushi"}
{"text": "Hadi siku hii nilopokea waraka"}
{"text": "Waraka ambao ulikuwajeneza ka kuzikia"}
{"text": "Pendo letu la miongo miwili"}
{"text": "Sifa"}
{"text": "Huimbwa wakati wa maafa kifo makumbusho ya mtu au kushindwa katika jambo kv vita"}
{"text": "Huimbwa kwa sauti ya chini"}
{"text": "Hutofautiana kutoka jamii moja hadi nyingine"}
{"text": "Huwa na mapigo ya polepole au taratibu"}
{"text": "Huimbwa kwa toni ya huzuniuchungu kuibua hisia za ndani za mwombolezaji"}
{"text": "Aghalabu haziandamani na ala"}
{"text": "Majukumu"}
{"text": "Kuwafariji au kuwasaidia waliofiwa kukabiliana na uchungu wa kupoteza mpendwa wao"}
{"text": "Kusifu aliyekufa kwa kutoa sifa zake chanya au michango yao"}
{"text": "Kubembeleza roho za wafumizimu ili kusitokee maafa mengine"}
{"text": "Kuonyesha msimamo wa jamii kuhusu matokeo ya kifo kv husababishwa na pepo maovu njia ya kuingia mbinguni"}
{"text": "Kutakaswa hisia za huzuni za aliyefiwa kumpunguzia uzito wa kumpotezea mpendwa wake"}
{"text": "Kueleza kutoepukika kwa kifo"}
{"text": "Kukejeli kifo"}
{"text": "Nyimbo za Taifa"}
{"text": "Nyimbo zinazoimbwa na watu wa taifa fulani"}
{"text": "Majukumu"}
{"text": "Kutambulisha taifa fulani"}
{"text": "Kuonyesha utaifa"}
{"text": "Kuonyesha uzalendo mapenzi kwa nchi"}
{"text": "Kuhimiza uzalendo"}
{"text": "Kukashifu wasio wazalendo"}
{"text": "Kusifu taifa fulani"}
{"text": "Nyimbo za Siasa"}
{"text": "Zinazoimbwa katika shughuli za kisiasa"}
{"text": "Mfano"}
{"text": "Ewe mainga wa Ndumi"}
{"text": "Siwe uloambia akina mama"}
{"text": "Siku tulopiga foleni"}
{"text": "Chakula cha msaada kupata"}
{"text": "Turudishe vifaranga kwenye miji"}
{"text": "Wageuke vijusi tena"}
{"text": "Njaa isiwaangamize"}
{"text": "Siwe ulopita"}
{"text": "Matusi ukitema"}
{"text": "Chumvi na sukari kuturushia ja samadi"}
{"text": "Ukatununua vihela uloturushia"}
{"text": "Ukatununua kura ukapata"}
{"text": "Sasa miaka mitano imetimia"}
{"text": "Waja tulaghai tena"}
{"text": "Huna lolote safari hii"}
{"text": "Ubunge umekudondoka ukitazama"}
{"text": "Wanyonge tumeamua"}
{"text": "Kwingine kujaribu"}
{"text": "Majukumu"}
{"text": "Kuburudisha watu katika shughuli za kisiasa"}
{"text": "Kupinga dhuluma za viongozi"}
{"text": "Kusifu viongozi na sera zao"}
{"text": "Kukashifukukejeli wanasiasa wabaya"}
{"text": "Kuonyesha matarajio ya watawaliwa kwa viongozi"}
{"text": "Kusambaza elimu ya kisiasa"}
{"text": "Kuwatia wananchi kasumba"}
{"text": "Kueneza propaganda za kisiasa"}
{"text": "Kuzindua au kuhamasisha jamii kisiasa"}
{"text": "Kuliwaza wahasiriwa wa migogoro ya kisiasa"}
{"text": "Kutia watu ari ya kufanya jambo fulani kv kupigania haki zao"}
{"text": "Nyimbo za Vita"}
{"text": "Zinazoimbwa na askari vitani au baada ya vita"}
{"text": "Majukumu"}
{"text": "Kuburudisha washiriki"}
{"text": "Kufunza namna ya kukabiliana na adui"}
{"text": "Kujasirisha washiriki"}
{"text": "Kusifu askari vitani"}
{"text": "Kukejeli uoga"}
{"text": "Kusifu mashujaa wa zamani"}
{"text": "Kukuza uzalendo kwa kuhimiza watu kuiga masujaa"}
{"text": "Kongozi"}
{"text": "Za kuaga mwaka katika jamii za waswahili"}
{"text": "Jadiiya"}
{"text": "Nyimbo za jadi ambazo hupokezwa kutoka kizazi kimoja hadi kingine"}
{"text": "Huhusu matukio ya kihistoria kv shujaa mateso njaa nk"}
{"text": "Nyimbo za Kuzaliwa kwa Mtoto"}
{"text": "Za kuonyesha au kuadhimisha kuzaliwa kwa mtoto"}
{"text": "Maghani"}
{"text": "Ushairi ambao hutolewa kwa kalima"}
{"text": "Sifa"}
{"text": "Husimulia matukio kwa kirefu hasa yanapotambwa"}
{"text": "Hutolewa kwa kalima"}
{"text": "Hutungwa papo hapo"}
{"text": "Hutongolewa mbele ya hadhira"}
{"text": "Hutungwa kwa ufundi mkubwa"}
{"text": "Hutolewa na mtu mmoja au kundi la watu"}
{"text": "Aina za Maghani"}
{"text": "Maghani ya kawaida"}
{"text": "Ambayo hugusia maswala ya kawaida kama mapenzi siasa harusi kazi maombolezo nk"}
{"text": "Husemwahuganwa tu bila kusimuliwa"}
{"text": "Maghani Simulizi"}
{"text": "Maghani ambayo husimulia hadithi kuhusu tukio la kihistoria"}
{"text": "Huhusu mtu tukio kitu mnyama nk"}
{"text": "Sifa"}
{"text": "Hutokea kama hadithi"}
{"text": "Husimulia tukio la kihistoria"}
{"text": "Ni ndefu"}
{"text": "Waimbaji wake huitwa manjuyeli"}
{"text": "Huandamana na ala kama zeze marimba nk"}
{"text": "Tofauti kati ya maghani ya kawaida na maghani simulizi"}
{"text": "Maghani ya Kawaida"}
{"text": "Vivugomajigambo"}
{"text": "Utungo wa kujisifu au kujigamba"}
{"text": "Sifa"}
{"text": "Hutungwa baada ya ushindi wa harakati ngumu kv kesi kumuua simba kuoa msichana aliyependwa na wengi nk"}
{"text": "Fanani ni mwanamme"}
{"text": "Hutungwa papo hapo"}
{"text": "Hutungwa na kughanwa na mhusika mwenyewe"}
{"text": "Hutumia chuku km kujisifu kupita kiasi"}
{"text": "Anayejigamba hujipa jina la kiistiari km mnyama"}
{"text": "Mhusika huvaa maleba yanayooana na tukio analojisifia"}
{"text": "Kuna kutaja jina na ukoo wa baba na mama"}
{"text": "Anayejisifu huahidi kutenda maajabu zaidi"}
{"text": "Pembezipembejezi"}
{"text": "Aina ya tondozi inayokusudiwa kusifu watu aina fulani katika jamii kutokana na matendo au mchango wao"}
{"text": "kv watawala walezi wazuri mashujaa wa vita waganga mashuhuri hata wapenzi waliopigania pendo lao"}
{"text": "Mfano"}
{"text": "Nani kama wewe mama"}
{"text": "Nani anokufana mwaitu"}
{"text": "Subira uliumbiwa"}
{"text": "Bidii ndo jina lako la pili"}
{"text": "Moyo wenye heba"}
{"text": "Msimamo usoyumba"}
{"text": "Anoelekeza kwa imani"}
{"text": "Anoadhibu kwa mapenzi makuu"}
{"text": "Mzazi mlezi na rafiki wa dhati"}
{"text": "Tangu siku za kusimama dede"}
{"text": "Tondozi"}
{"text": "Utungo wa kutukuza watu wanyama na vitu"}
{"text": "kv watu mashuhuri wapenzi mifugo miti mikubwa"}
{"text": "Mfano"}
{"text": "Kipungu kipungu"}
{"text": "Nani kama yeye"}
{"text": "Hashindiki kwa nia"}
{"text": "Hashindiki kwa shabaha"}
{"text": "Hulenga binguni"}
{"text": "Hutia ghera kufikiwa peo"}
{"text": "Peo zisofikika kwa wanokata tama"}
{"text": "Kipungu kipungu hachi tufani za anga"}
{"text": "Maghani Simulizi"}
{"text": "Sifo"}
{"text": "Tungo za kusifu watu kutokana na matendo yao ya kishujaa"}
{"text": "Sifa zake hukaribiana na za tenzi hasa ikiwa ni shujaa anasifiwa"}
{"text": "Tenditenzi"}
{"text": "Ushairi mrefu unaoelezea maisha ya mashujaa tangu kuzaliwa hadi kufa kwao"}
{"text": "kv Utenzi wa Fumo Liyongo Sundiata Shaka Zulu Wangombe waihura nk"}
{"text": "Mfano"}
{"text": "Asiyemjua mjua aliongwe atamjua"}
{"text": "Namjuza kwa sifa zake alizokuwa nazo"}
{"text": "Alisimika ufalme uliosifiwa"}
{"text": "Akawa shujaa asiyetishwa"}
{"text": "Utungo huu waweza kuwa wimbo wa sifa au utendi"}
{"text": "Sifa"}
{"text": "Huwa masimulizi yanayotolewa kishairi"}
{"text": "Hutoa wasifu wa shujaa"}
{"text": "Huwa na matumizi ya chuku"}
{"text": "Wahusika hupewa sifa zisizo kawaida kiungu"}
{"text": "Ni masimulizi mrefu"}
{"text": "Matumizi ya sitiari kv kulinganisha wasifiwa na wanyama wakali"}
{"text": "Huangazia matendo ya mashujaa"}
{"text": "Husimulia matukio ya kihistoria"}
{"text": "Huimbwa pamoja na ala ya kimziki"}
{"text": "Hutungwa papo kwa papo na kuhifadhiwa katika ubongo"}
{"text": "Hujumuisha mbolezi zinazoonyesha anguko la shujaa"}
{"text": "Lengo"}
{"text": "Kuburudisha wanajamii"}
{"text": "Kusifu mashujaa wa jamii"}
{"text": "Kukuza uzalendo kwa kuhimiza wengine kuwaiga mashujaa"}
{"text": "Kukuza ubunifu kwa kutunga papo hapo"}
{"text": "Kuimarisha uwezo wa kukumbuka kwa kutungwa na kuhifadhiwa akilini"}
{"text": "Kuburudisha waliohudhuria sherehe ampapo yanatolewa"}
{"text": "Kuhifadhi na kuendeleza tamaduni za jamii"}
{"text": "Kukuza ufasaha wa lugha kwa fanani"}
{"text": "Kufunza maadili"}
{"text": "Rara"}
{"text": "Hadithi fupi na nyepesi za kishairi zenye visa vya kusisimua"}
{"text": "Mfano"}
{"text": "Alichukua mkoba wake"}
{"text": "Akanipa kisogo"}
{"text": "Kana kwamba hakunijua"}
{"text": "Kana kwamba hakusema Hadi mauko"}
{"text": "Hakujali penzi letu"}
{"text": "Hakujali wana"}
{"text": "Ambao ndiye alowapa uhai"}
{"text": "Alijua nilimpenda"}
{"text": "Ila hata hilo alijipa kujipurukusha"}
{"text": "Akayoyomea"}
{"text": "Akamezwa na ulimwengu"}
{"text": "Sifa"}
{"text": "Huhusu mambo ya kubuni au ya kweli kv sherehe ya uhuru kesi ya mauaji nk"}
{"text": "Huhusu maswala ibuka na ya kawaida"}
{"text": "Hadithi huwasilishwa katika beti"}
{"text": "Huimbwa"}
{"text": "Huandamana na ala za mziki"}
{"text": "Hutolewa kwa toni ya kitanzia"}
{"text": "Huwa na visa vya kusisimua"}
{"text": "Huwa na ucheshi wenye kinaya"}
{"text": "Maswala hayatoleai kwa uwazi bali hufumbwa na kudokezwa"}
{"text": "Huwa na uigizajiutendaji"}
{"text": "Mambo yanayosimuliwa hupigwa chuku"}
{"text": "Rara nafsi"}
{"text": "Ushairi ambao hutungwa na mtu kuelezea hisia matatizo na fikra zake mwenyewe"}
{"text": "Mfano"}
{"text": "Muda umefika wa pingu kutiwa"}
{"text": "Kutiwa silisili kwani si utashi wangu"}
{"text": "Ukoo waniuza mithili ya kondoo sokoni"}
{"text": "Mwambieni shangazi kwaheri nampigia"}
{"text": "Hata angataka kuniopoa hawezi"}
{"text": "Kwani mahari imetolewa"}
{"text": "Mifugo kikwi nduguye amepokea"}
{"text": "Kwaheri mama kwaheri dada"}
{"text": "Sifa"}
{"text": "Hugusia maswala yanayoathiri hisia za mtu binafsi kama vile mapenzi usaliti talaka kifo"}
{"text": "Huwasilishwa kwa njia ya uimbaji unaoandamana na ala ya mziki"}
{"text": "Mzungumzaji huzungumza moja kwa moja na hadhira au aliyeandikiwa rara hiimkewe mpenziwe mwanawe Mungu miungu"}
{"text": "Hutolewa katika miktadha kv mazishi kusifu aliyekufa harusi na Bi Arusi kama ameshinikizwa kuolewa"}
{"text": "Ngonjera"}
{"text": "Mashairi ya kujibizanakulumbanayenye muundo wa kimazungumzo"}
{"text": "Sifa"}
{"text": "Huwa na wahusika wawili au zaidi"}
{"text": "Mhusika mmoja huuliza jambo na mwingine hujibu"}
{"text": "Huendelezwa kwa njia ya wimbo"}
{"text": "Wahusika kupingana mwanzoni"}
{"text": "Wahusika huafikiana kufikiwa mwisho"}
{"text": "Umuhimu"}
{"text": "Majibizano hukuza ubunifu kwa kila mmoja kuonyesha umaarufu"}
{"text": "Kukuza ujasiri wa kuzungumza hadharani"}
{"text": "Kuimarisha stadi ya kuongea"}
{"text": "Kuburudisha hadhira"}
{"text": "Mashairi Mepesi"}
{"text": "Mashairi ya kawaida ambayo hupatikana katika ushairi simulizi"}
{"text": "Hujumuisha mashairi mafupi ya kihisia kimapenzi kusifu na kukosoa watu"}
{"text": "Vigezo vya Uchanganuzi wa Tungo za Ushairi Simulizi"}
{"text": "Kuainisha utungo kimaudhuiaina"}
{"text": "Kuthibitisha ni aina fulani ya utungo wa kishairisifa"}
{"text": "Kutaja sifa zinazojitokeza za ushairi simuliziutungo fulani wa ushairi simulizi"}
{"text": "Muktadha ambamo unaweza kutolewa"}
{"text": "Kuandika mbinu za kifasihi zilizotumiwa katika utungo huo"}
{"text": "Kufafanua sifa za jamii zinazojitokeza katika utungo"}
{"text": "Kuandika majukumu ya aina hiyo ya utungo wa ushairi katika jamii"}
{"text": "Anayeimbanafsi imbi ni nani"}
{"text": "Kuandika maadili yanayojitokeza katika utungo"}
{"text": "Kueleza toni ya utungo huo"}
{"text": "MAZUNGUMZO"}
{"text": "Maongezi ya mdomo yenye usanii"}
{"text": "Sifa"}
{"text": "Huwa maongezi yenye usanii mkubwa"}
{"text": "Hutolewa mbele ya hadhira"}
{"text": "Hutolewa mbele ya hadhira"}
{"text": "Hutolewa kwa njia isiyokera"}
{"text": "Huambatana na sherehe fulani km taabili katika matanga"}
{"text": "Hutegemea sauti na vitendo"}
{"text": "Huhusisha matumizi ya ishara kv za uso mikono na miondoko"}
{"text": "Huhitaji ustadi wa kuzungumza ili kuteka hadhira"}
{"text": "Hutolewa na watu wenye umilisi mkubwa wa lugha"}
{"text": "Vipera vya Mazungumzo"}
{"text": "Hotuba"}
{"text": "Maelezo yanayotolewa mbele ya watu kuhusu mada fulani"}
{"text": "Huhusisha mada maalum sio suala lolote tu"}
{"text": "Umuhimu"}
{"text": "Kuelimisha kwa kupa maarifa ya kukabiliana na maisha kv jandoni na arusini"}
{"text": "Kuadilisha au kutoa nasaha hadharani"}
{"text": "Huimarisha ukakamavu wa kuzungumza kadiri watu wanavyotoa hotuba hadharani"}
{"text": "Kukuza ufasaha na umilisi wa lugha"}
{"text": "Kupalilia kipawa cha uongozi"}
{"text": "Kuelimisha kwa kupatia watu maarifa ya kukabiliana na changamoto za maisha"}
{"text": "Aina za Hotuba"}
{"text": "Risala"}
{"text": "Hotuba inayowasilishwa mbele ya watu kueleza jambo fulani km ya wafanyakazi kwa waajiri wao"}
{"text": "Mhadhara"}
{"text": "Hotuba inayotolewa kwa hadhira fulani kufafanua somo au mada fulani"}
{"text": "Kumbukizi"}
{"text": "Hotuba zinazohusu tukio fulani la kihistoria kuhusu mtu au kitu"}
{"text": "Mahubiri"}
{"text": "Hotuba zinazohusu masuala ya kidini"}
{"text": "Taabili"}
{"text": "Hotuba kuhusu aliyeaga dunia zinazohusu sifa zake nzuri"}
{"text": "Malumbano Ya Utani"}
{"text": "Mazungumzo ya kutaniana"}
{"text": "Aina"}
{"text": "Utani wa mawifi na mashemeji"}
{"text": "Utani wa marafiki"}
{"text": "Utani wa vijana"}
{"text": "Utani wa watoto"}
{"text": "Utani wa marika watu wa hirimu moja"}
{"text": "Wewe ni mweusi kiasi kwamba ukiingia chumbani taa zinazimika"}
{"text": "Utani wa mababumabibi na wajukuu"}
{"text": "Ee mume wangu mbona walala mapema hivi Utawezaje kulilinda boma letu ikiwa wewe ndiwe wa kwanza kujizika kitandani"}
{"text": "Utani wa maumbu ndugu na dada"}
{"text": "Wewe unajifanya jasiri na juzi baba alikukemea kidogo tu ukaanza kutetemeka kama kondoo aliyenyeshewa"}
{"text": "Utani wa mazishi"}
{"text": "Afadhali umekufa tukakuzika sasa maghala yetu yatasalimika"}
{"text": "Utani wa makabilaki ukoo"}
{"text": "Wakikuyu wanapenda pesa kiasi kwamba maiti ikisikia mlio wa sarafu inaweza kufufuka"}
{"text": "Wakamba wa ukoo wa Akanga wanapenda nyama kiasi cha kula kijusi cha mbuzi"}
{"text": "Sifa"}
{"text": "Huwa kati ya watu wawili au makundi mawili ya watu"}
{"text": "Hufanywa kwa kujibizana papo hapo"}
{"text": "Hufanywa kwa njia isiyo ya kuudhi"}
{"text": "Hutumia maneno ya mizaha"}
{"text": "Hutumia lugha ya ucheshi"}
{"text": "Hufanywa na watu wenye uhusiano mzuri"}
{"text": "Huchukua njia ya ushindani kila mmoja akitaka kumpiku mwenzake"}
{"text": "Watanianao huwa wamekubaliana kufanya hivyo"}
{"text": "Hufanyika katika wakati unaofaa sio baada ya kukutana tu"}
{"text": "Huhusisha masimango au kumkumbusha mtu wema uliomtendea"}
{"text": "Hutumia chuku sana kusisitiza au kukejeli sifa fulani hasi"}
{"text": "Huhusisha wakati mwingine utaniaji wa wasiokuwepo ukiambatanishwa na uigizaji wa kuchekesha"}
{"text": "Hutegemea uhusiano ulio kati ya wanajamii au makabila"}
{"text": "Huandamana na sherehe kama matanga"}
{"text": "Umuhimu"}
{"text": "Kuburudisha kutokana na ucheshi"}
{"text": "Kuimarisha urafiki wa watu walio na uhusiano mwema wanaotaniana"}
{"text": "Hustawisha ufundi wa lugha"}
{"text": "Kukashifu tabia hasi kv ulafi uchoyo wivu nk"}
{"text": "Kukosoa wanajamii kwa njia ya kejelidhihaka"}
{"text": "Kuimarisha umoja na ushirikiano kati ya wahusika"}
{"text": "Kuliwaza km unaofanywa wakati wa maombolezo"}
{"text": "Kukuza na kudumisha mila na desturi za jamii"}
{"text": "Kukuza utangamano baina ya watu na wanajamii wanapokuja pamoja na kutaniana"}
{"text": "Kuhimiza watu kujieleza kwa uwazi kwa kupunguza urasmi miongoni mwa wanajaii"}
{"text": "Hudhihirisha uhusiano mwema baina ya watu wa jamii fulani"}
{"text": "Changamoto Sasa"}
{"text": "Mabadiliko katika jamii yaliyosababisha baadhi ya wanajamii kupoteza nyenzo hii"}
{"text": "Kuingiliana kwa watu wa jamii mbalimbali"}
{"text": "Soga"}
{"text": "Mazungumzo ya kupitisha wakati yasiyozingatia mada maalum"}
{"text": "Sifa"}
{"text": "Hutokea baina ya watu wa rika moja"}
{"text": "Humithilisha uhalisia badala ya kuunakili"}
{"text": "Hutumia chuku na kufanywa ljambo lionekane kama halina uhalisia"}
{"text": "Hukejeli watu au hali fulani"}
{"text": "Wahusika ni wa kubuni"}
{"text": "Hutumia vichekesho kupunguza ukali wa ukweli uliomo"}
{"text": "Wahusika hupewa majina ya wanajamii husika"}
{"text": "Huwa na mafunzo au maadili"}
{"text": "Umuhimu"}
{"text": "Kuburudisha kwa kuchekesha"}
{"text": "Kufunza maadili"}
{"text": "Kukejeli matendo yasiyofaa katika jamii"}
{"text": "Kukuza ubunifu baina ya washiriki"}
{"text": "Kufunza kuhusu matendo na tabia za kibinadamu"}
{"text": "Huwa msingi wa utani unaokuwapo katika jamii"}
{"text": "Kuonya na kutahadharisha dhidi ya tabia siyokubalika"}
{"text": "Mawaidha"}
{"text": "Mazungumzo ya kutoa ushauri kuhusu jambo fulani"}
{"text": "Sifa"}
{"text": "Huwasilishwa mbele ya watu"}
{"text": "Hugusia takriban vipengele vyote vya maisha ya binadamu"}
{"text": "Aghalabu hutolewa na watu wenye umri mkubwa"}
{"text": "Hulenga maudhui maalum na ya aina nyingi kutegemea jinsia umri shughuli nk"}
{"text": "Hutumia lugha ya kubembeleza na isiyoonyesha ukali"}
{"text": "Hutumia lugha ya kuathiri hisia"}
{"text": "Huwa na ufasaha mkubwa wa lugha"}
{"text": "Ni mawazo mazito kuhusu maisha"}
{"text": "Hutolewa katika miktadha rasmi na isiyo rasmi"}
{"text": "Ujumbe hulenga hadhira maalum km ya kike au kiume"}
{"text": "Hutumia fani nyingine za fasihi kama methali misemo ngano nyimbo nk kupitisha mawaidha"}
{"text": "Huibua maadili yanayohitaji kuzingatiwa"}
{"text": "Muundo wa Mawaidha"}
{"text": "Utangulizi"}
{"text": "Kutoa kauli ya kuvutia makini ya hadhira kv Utu uzima huenda na uwajibikaji au kueleza kiini cha mawaidha"}
{"text": "Mwili"}
{"text": "Kutoa wosia maonyo maelekezo kutegemea suala analotolea mawaidha akitumia jazanda kupanda na kushuka kwa sauti kimya miondoko kubadilisha kasi ya kuzungumza kudondoa semi za watu maarufu nk"}
{"text": "Hitimisho"}
{"text": "Kuonyesha msimamo kuhusiana na suala analozungumzia"}
{"text": "Kushirikisha hadhira ili kujua msimamo wao kuhusu suala alilowausia"}
{"text": "Hadhira kutoa changamoto kuhusiana na mawaidha yanayotolewa"}
{"text": "Umuhimu wa mawaidha"}
{"text": "Kuelekeza jamii kimaadili"}
{"text": "Kuelekeza kuhusu jinsi ya kukabiliana na changa moto maishani"}
{"text": "Kushauri jinsi ya kutenda jambo fulani"}
{"text": "Kujasirisha waoga na kuwapa ukakamavu"}
{"text": "Kuwaondolea wanajamii ujinga"}
{"text": "Kuhifadhi na kuendeleza mila na desturi za jamii"}
{"text": "Njia ya kipato kwa baadhi ya watu"}
{"text": "Kuelimisha kuhusu maarifa ya kuendeshea maisha majukumu na matarajio ya jamii"}
{"text": "Ulumbi"}
{"text": "Uwezo na ustadi wa kuzungumza kwa uhodari mkubwa"}
{"text": "Miktadha Ambamo Ulumbi Hutumika Katika Jamii"}
{"text": "katika mijadala mbungeni"}
{"text": "katika hotuba za kisiasa"}
{"text": "katika mahubiri maabadini"}
{"text": "katika mijadala shuleni"}
{"text": "kortini"}
{"text": "katika shughuli za kijamii kv posa"}
{"text": "katika saladua"}
{"text": "katika maapizo"}
{"text": "katika malumbano ya utani"}
{"text": "katika majigambovivugo"}
{"text": "Sifa"}
{"text": "Hufanywa mbele ya hadhira"}
{"text": "Huwa na lengo maalum kv kushawishi kuelimisha kushauri nk"}
{"text": "Hutumia tamathali za usemi kwa ufanifu mkubwa kv chuku misemo methali nk"}
{"text": "Lugha huwa yenye mvuto na ufasaha"}
{"text": "Hutumia lugha yenye taharuki na ushawishi"}
{"text": "Unenaji huambatana na utumizi wa ishara viziada lugha"}
{"text": "Uwasilishaji huwa sahili na wenye ujumbe mzito"}
{"text": "Huwa na urudiaji mwingi ili kusisitiza na kuvutia usikivu"}
{"text": "Huwa na matumizi ya taharuki kv mtuo"}
{"text": "Huwa na mtiririko mzuri wa mawazo"}
{"text": "Sifa za Mlumbi"}
{"text": "Asiwe mwoga ili kuweza kuzungumza hadharani"}
{"text": "Asiwe na haya ili kuweza kuzungumzia mambo ya aibu inapobidi"}
{"text": "Awe mchanganfu na mcheshi ili kunasa makini ya hadhira na kuzuia isikinai"}
{"text": "Awe na ufahamu mpana wa utamaduni wa hadhira asitumie maneno na ishara zinazoweza kuwaudhi au kupingana na imani za hadhira"}
{"text": "Awe na uwezo wa kuingiliana vizuri na hadhira ili aivutie"}
{"text": "Awe na kumbukumbu nzuri ili ulumbi wake utiririke vizuri"}
{"text": "Awe na uwezo wa kudramatisha ili kuonyesha picha fulani kv ishara za uso mwili miondoko kuonyesha picha ya analozungumzia"}
{"text": "Awe na ujuzi na ufasaha wa lugha ili kuwasilisha mawazo kwa njia mwafaka na inayovutia"}
{"text": "Aweze kubadilisha toni na kiimbo hadhira isikinai"}
{"text": "Awe na uwezo wa kushirikisha hadhira kv kwa maswali ya balagha ili kuondoa uchovu wa kusikiliza"}
{"text": "Awe na uwezo wa kutumia mtuo wa kidrama ili kuongeza taharuki kusisitiza ujumbe na kuteka makini ya hadhira"}
{"text": "Umuhimu"}
{"text": "Hukuza uwezo wa kujieleza na kusema hadharani kwa kujiboresha kadiri anavyoendelea"}
{"text": "Kigezo cha kuteulia viongozi wa baadaye kwani ushawishi humtambulisha mlumbi kama mwenye uwezo wa kuongoza"}
{"text": "Kuelimisha jamii kwa njia isiyochosha"}
{"text": "Kudumisha umoja na ushirikiano jamii inapokusanyika pamoja kusikilizaulumbi"}
{"text": "Kuhamasisha na kuzindua jamii juu ya suala fulani"}
{"text": "Kushawishi walengwa wakubali jambo fulani"}
{"text": "Kukuza uwezo wa mwanajamii kushawishi na kupatanisha"}
{"text": "Kushawishi watu wapende jambo fulani"}
{"text": "Kuburudisha wasililizaji"}
{"text": "Maapizo"}
{"text": "Maombi maalum ya kumtaka Mungu miungu au mizimu kumwadhibu mhusika hasidi mkinzani au muovu"}
{"text": "Mfano"}
{"text": "Ikiwa kweli wewe ni mkazamwanangu"}
{"text": "Nami ndiye nilompa uhai mwana unoringia"}
{"text": "Anokufanya upite ukinitemea mate"}
{"text": "Chakula kuninyima wajukuu kunikataza ushirika"}
{"text": "Miungu nawaone chozi langu wasikie kilio changu"}
{"text": "Mizimu nawaone uchungu wangu"}
{"text": "Radhi zao wasiwahi kukupa"}
{"text": "Laana wakumiminie"}
{"text": "Uje kulizwa mara mia na wanao"}
{"text": "Usiwahi kufurahia hata siku moja pato lao"}
{"text": "Watalokupa likuletee simanzi badala ya furaha"}
{"text": "Wakazawanao wasikuuguze katika utu uzima wako"}
{"text": "Sifa"}
{"text": "Yalitolewa kwa waliokwenda kinyume na matarajio ya jamii"}
{"text": "Yalifanywa mahali maalum kv makaburini porini chini ya miti mikubwa nk"}
{"text": "Hutolewa kwa ulaji kiapo"}
{"text": "Yalitolewa na mwathiriwa au watu maalum walioteuliwa"}
{"text": "Maapizo huaminiwa yataleta maafa kwa jamii"}
{"text": "Watoaji maapizo walikuwa walumbi"}
{"text": "Maapizo hutumia lugha kali inayonuiwa kutia woga ili kutahadharisha dhidi ya maovu"}
{"text": "Umuhimu"}
{"text": "Kuonya na kutahadharisha wanajamii dhidi ya maovu"}
{"text": "Kutambulisha jamii kwani kila mojawapo ina aina yake ya kuapiza"}
{"text": "Kukuza umoja katika jamii kwani kaida na miiko hufanya wanajamii kujihisi kuwa kitu kimoja"}
{"text": "Kuadilisha wanajamii kwa kujifunza kutenda mema ili kuepuka laana"}
{"text": "MAIGIZO"}
{"text": "Utanzu wa fasihi simulizi unaoambatana na vitendo"}
{"text": "Sanaa ya mazungumzo yanayoambatana na vitendo"}
{"text": "Sifa"}
{"text": "Huwa na watendaji au waigizaji"}
{"text": "Huwasilishwa mbele ya hadhira"}
{"text": "Huwasilishwa mahali maalum kv ukumbini"}
{"text": "Huwasilishwa kwa mazungumzo na matendo"}
{"text": "Waigizaji hujivika maleba yanayooana kutia uhai maigizo"}
{"text": "Matayarisho kabambe hufanywa kabla ya maigizo"}
{"text": "Huweza kuambatana na ngoma pamoja na uimbaji"}
{"text": "Lugha ni yenye ufundi wa juu kv picha mafumbo na tamathali"}
{"text": "Huweza kuambatana na sherehe fulani ya kitamaduni kv jando matanga nk"}
{"text": "Huwasilishwa kwa lugha sahili"}
{"text": "Hujaa taswira zinazoweza kutambulika na hadhira"}
{"text": "Umuhimu"}
{"text": "Kuburudisha wahusika na hadhira"}
{"text": "Kukuza umoja na ushirikiano kwa kujumuisha watu pamoja"}
{"text": "Kuimarisha uwezo wa kuzungumza hadharanikupata ukakamavu jinsi mtu anapoendelea kuigiza"}
{"text": "Kukuza umoja na ushirikiano watu wanapojumuika pamoja kutazama maigizo"}
{"text": "Kukuza uwezo wa kukumbuka kwani mwigizaji huhitaji kukumbuka maneno halisi"}
{"text": "Kukejeli kitendo kisichofaacha kijinga alichofanya mtu"}
{"text": "Njia ya kipatokuwatafutia riziki baadhi ya watu"}
{"text": "Kutoa nafasi kwa watu kudhihirisha vipawa vyao"}
{"text": "Kuonya na kutahadharisha watu dhidi ya kufaya mambo yasiyofaa"}
{"text": "Kuelimisha watu wafahamu jambo fulani kv ukimwi ufisadi nk"}
{"text": "Kukosoa watu wanaofanya kinyume na matarajio ya jamii kv wivu uchoyo nk"}
{"text": "Kupitisha maarifa na amali za kijamii"}
{"text": "Ploti"}
{"text": "Utangulizikutambulisha mgogoro"}
{"text": "Ukuzaji wa mgogoro"}
{"text": "Kilele cha mgogoro"}
{"text": "Usuluhishaji wa mgogoro"}
{"text": "Aina za maigizo"}
{"text": "Maigizo Ya Kawaida"}
{"text": "Maonyesho ya jadi yakiwa yameondolewa kwenye mazingira yake halisi"}
{"text": "Sanaa ya Maonyesho"}
{"text": "Matendo ya kweli yanayojitokeza katika jamii kulingana na mazingira yake halisi km uganga mazishi unyago ngoma nk"}
{"text": "Tofauti"}
{"text": "Maigizo ya kawaida"}
{"text": "Michezo ya Kuigiza"}
{"text": "Maigizo ambayo huwasilishwa na watendaji jukwaani mbele ya watu"}
{"text": "Sifa za Mwigizaji bora"}
{"text": "Awe jasiri ili aweze kuigiza mbele ya watuhadharani"}
{"text": "Awe na ubunifu ili aweze kufanya uigizaji kuvutia na kuondoa ukinaifu"}
{"text": "Awe na ujuzi wa kutumia ishara za uso mwili na miondoko kuonyesha picha ya hali anayoigiza"}
{"text": "Awe na ujuzi na ufasaha wa lugha ili kuwasilisha mawazo kwa njia mwafaka na inayovutia"}
{"text": "Aweze kubadilisha toni na kiimbo kulingana na hali tofauti anazoigiza kv huzuni"}
{"text": "Awe na uwezo wa kushirikisha hadhira kwa maswali ya balagha ili kuondoa uchovu"}
{"text": "Awe na uwezo wa ufaraguzi kubadilisha uigizaji wake papo hapo kutegemea hadhira yake na kutoa mifano inayofahamika kutoka katika mazingira ya hadhira"}
{"text": "Awe anaelewa utamaduni wa hadhira yake ili asitumie maneno na ishara ambazo zinaudhi ama kukinzana na na imani zao"}
{"text": "Vichekesho"}
{"text": "Michezo ya kuigiza inayokusudiwa kuzua kicheko ili kupitisha ujumbe km vioja vitimbi nk"}
{"text": "Sifa"}
{"text": "Vichekesho huigizwa"}
{"text": "Huwasilishwa kwa lugha sahili"}
{"text": "Hujaa taswira zinazoweza kutambulika na hadhira"}
{"text": "Hutumia mbinu ya kejeli kunaya na tashtiti"}
{"text": "Vichekesho huwa vifupi"}
{"text": "Havihitaji uchambuzi wa ndani ili kuvielewa au kupata maana"}
{"text": "Jukumu"}
{"text": "Kuburudisha hadhira kwa kuchekesha"}
{"text": "Kuelimisha kwa kuonyesha jambo la kijinga alilofanya mtu"}
{"text": "Njia ya kuwapatia watu riziki"}
{"text": "Hutumika katika hadithi kuifanya ivutie"}
{"text": "Kukejeli kitendo fulani kisichofaa alichofanya mtu fulani"}
{"text": "Kukashifu matendo hasi ya kijinga"}
{"text": "Kuadilisha ama kutoa funzo fulani la tabia njema"}
{"text": "Ngonjera"}
{"text": "Ngonjera inayoambatana na uigizajiutendaji"}
{"text": "Sifa"}
{"text": "Kuweko kwa uigizajiutendaji kv ishara za uso na mikono"}
{"text": "Huwa na wahusika wawili au zaidi"}
{"text": "Huendelezwa kwa njia ya wimbo"}
{"text": "Mhusika mmoja huuliza jambo na mwingine hujibu"}
{"text": "Wahusika kupingana mwanzoni"}
{"text": "Wahusika hufikia uafikiano kufikia mwisho"}
{"text": "Michezo ya WatotoChekechea"}
{"text": "Michezo inayoigizwa na watoto katika shughuli zao"}
{"text": "Aina"}
{"text": "Mchezo wa baba na mama"}
{"text": "Kuruka kamba"}
{"text": "Kujificha na kutafutana"}
{"text": "Kukimbiza kibaramwezi dhidi ya upepo ili kizunguke"}
{"text": "Mchezo wa baba na mama"}
{"text": "Sifa"}
{"text": "Waigizaji ni watoto"}
{"text": "Huhusu shughuli za kiuchumi na kitamaduni kv arusi siasa ukulima"}
{"text": "Huandamana na nyimbo za watoto"}
{"text": "Huwa na miondoko mingi kv kujificha kuruka"}
{"text": "Huwa na matumizi mengi ya takriri"}
{"text": "Huchezwa popote"}
{"text": "Huwa na kanuni fulani"}
{"text": "Hukoma watoto wakichoka au wakikiuka kanuni"}
{"text": "Umuhimu"}
{"text": "Kufunza watoto majukumu yao ya utu uzima"}
{"text": "Kuwatanguliza watoto katika sanaa ya uigizaji"}
{"text": "Kukuza ubunifu wa watoto kadiri wanapoendelea kuigiza"}
{"text": "Kudumisha utamaduni wa jamii"}
{"text": "Kuburudisha watoto"}
{"text": "Kukuza stadi ya uigizaji miongoni mwa watoto"}
{"text": "Kukuza utangamano miongoni mwa watoto kwa kuwajumuisha pamoja"}
{"text": "Kukashifu matendo hasi ya watu wazima kwa watoto"}
{"text": "Kuwapa watoto ukakamavu na kujiamini wakiwa wachanga"}
{"text": "Majigambovivugo"}
{"text": "Uigizaji ambapo wahusika hujigamba kwa matendo ya kishujaa"}
{"text": "Mfano"}
{"text": "Ndimi Kisoi dume la ukoo mtukufu"}
{"text": "Ulojipamba kwa mabingwa"}
{"text": "Wachezaji hodari wa ngoma"}
{"text": "Ndimi dume liloingia nyanjani"}
{"text": "Makoo yakatetemeka"}
{"text": "Yakangangania ngozi kusakata nani"}
{"text": "Kijiji kizima kilinijua"}
{"text": "Wazee walilienzi"}
{"text": "Wakamiminika kiamboni"}
{"text": "Mabinti kunikabithi"}
{"text": "Sifa"}
{"text": "Aghalabu huambatana na ngoma"}
{"text": "Hujitokeza kujigamba na kisha kuendelea kucheza ngoma"}
{"text": "Anayejigamba hubeba zana zake za vita kama vile mkuki na ngao kuonyesha aliyotenda"}
{"text": "Anayejigamba huvaa maleba kuambatana na jambo analojisifia"}
{"text": "Utambaji"}
{"text": "Usimulizi wa hadithi unaoambatana na uigizaji"}
{"text": "Huwa na matumizi ya vizuizui"}
{"text": "Mazingira"}
{"text": "Uigizaji wa maumbile asilia yaliyozunguka jamii ya watu kv sauti za wanyama"}
{"text": "Kuna matumizi ya viziuzui matawi nk"}
{"text": "Sanaa ya Maonyesho"}
{"text": "Ngoma"}
{"text": "Uchezeshaji wa viungo vya mwili kuambatana na mdundo au miondoko maalum"}
{"text": "Aina"}
{"text": "Ngoma za wanawake"}
{"text": "Ngoma za tohara"}
{"text": "Ngoma za wanaume"}
{"text": "Ngoma za sherehe"}
{"text": "Ngoma za vijana"}
{"text": "Ngoma za unyago na jando"}
{"text": "Ngoma za wazee"}
{"text": "Ngoma za arusi"}
{"text": "Ngoma za kufukuza mapepo"}
{"text": "Ngoma za kuaga mwaka"}
{"text": "Sifa"}
{"text": "Huandamana na muziki na ala ya muziki kv ngoma"}
{"text": "Ngoma huchezewa mahali wazi na penye hadhira"}
{"text": "Wachezaji huvaa maleba maalum kulingana na funzo linalonuiwa"}
{"text": "Huwa na wahusika aina mbili watendaji na watazamaji kwa wakati mmoja"}
{"text": "Huweza kuandamana au kutoandamana na sherehe"}
{"text": "Hutofautiana kulingana na jamii husika"}
{"text": "Umuhimu"}
{"text": "Kuburudisha kwa ufundi wa kucheza kwa kuzingatia miondoko"}
{"text": "Kitambulisho cha jamii kwani kila moja ina aina yake ya ngoma"}
{"text": "Kuhifadhi na kuendeleza tamaduni za jamii husika"}
{"text": "Kukuza uzalendo kwa kuwafanya wanajamii kuionea fahari jamii yao"}
{"text": "Kukuza umoja na ushirikiano kwa kujumuisha watu pamoja"}
{"text": "Kuelimisha kwa kupitisha mafunzo na maarifa"}
{"text": "Matambiko"}
{"text": "Utoaji wa kafara kwa Mungu miungu pepo au mizimu ili wasaidiwe kutatua shida kutoa shukrani au kuomba radhi"}
{"text": "Sifa"}
{"text": "Hutolewa na wazee maarufu walioteuliwa"}
{"text": "Hufanywa nahali maalum kv pangoni mwituni nk"}
{"text": "Huandamana na sala"}
{"text": "Huandamana na utoaji kafara kv kuchinja mbuzi nk"}
{"text": "Huandamana na maombi"}
{"text": "Maigizo Ya Uganga wa Ramli"}
{"text": "Sifa"}
{"text": "Mganga hujitia kujua kwa hivyo vitendo vyake ni maigizo ya uganga wa madaktari"}
{"text": "Mengi katika matendo ya mganga hayana mashiko"}
{"text": "Aghalabu kafara hutolewa"}
{"text": "Waganga wanapopiga bao huvaa maleba kama ngozi vibuyu pembe nk"}
{"text": "Huweza kuwa na fimbo maalum"}
{"text": "Lugha maalum anayodai kuitumia kuwasiliana na misimu"}
{"text": "Mizimu humshauri mganga kuhusu ugonjwa na tiba inayofaa"}
{"text": "Mganga humchanja mgonjwa na kumpa dawa za miti shamba"}
{"text": "Umuhimu"}
{"text": "Wakati mwingine mizizi ya mganga huponya"}
{"text": "Huwapa watu matumaini hasa walio na magonjwa yasiyo na tiba"}
{"text": "Dawa za mganga hupunga mashetani kwa wagonjwa wake"}
{"text": "Hukutanisha ulimwengu wa mizimu na ulimwengu halisi"}
{"text": "Waganga huburudisha wanapoigiza"}
{"text": "Hasara"}
{"text": "Mgonjwa huenda asipone kwani matendo mengi ya mganga ni ya kukisia"}
{"text": "Dawa za uganga zaweza kumdhuru mtu"}
{"text": "Malipo ni ghali na mtu hata aweza kufilisika akitafuta tiba ya ugonjwa usiopona"}
{"text": "Mazingira ya uganga husheheni uchafu mwingi"}
{"text": "Mgonjwa huridhika kwa muda mfupi halafu uhalisia hudhihirika"}
{"text": "Ngomezi"}
{"text": "Uwasilishaji wa ujumbe kwa kupiga ngoma au zana nyingine ya kimziki"}
{"text": "Sifa"}
{"text": "Kuwepo kwa ngoma au ala nyingine kama panda"}
{"text": "Mapigo ya ngoma hueleweka tu na jamii husika"}
{"text": "Mapigo kufuata toni au ridhimu maalum kuwasilisha maneno fulani"}
{"text": "Kuwepo kwa hadhira au wasikilizaji"}
{"text": "Kueleweka kwa mapigo hayo na wanajamii husika pekee"}
{"text": "Makini huhitajika ili kupata midundo"}
{"text": "Aina za ngomezi"}
{"text": "a Taarifa"}
{"text": "Huarifu kuhusu jambo km msimu wa kuanza kutayarisha mashamba kuitwa katika mkutano kazi ya ujima nk"}
{"text": "b Tahadhari"}
{"text": "Hutoa tahadhari kuhusu mavamizi kama wizi wa mifugo vita majanga kama moto mafuriko nk"}
{"text": "c Uhusiano"}
{"text": "Kuita watu kwa sherehe"}
{"text": "Umuhimu wa Ngomezi"}
{"text": "Njia ya mawasiliano kwa jamii zisizojua kusoma"}
{"text": "Husaidia wanaokabiliwa na ugumu wa mawasiliano"}
{"text": "Kuharakisha mawasiliano katika masafa mafupi"}
{"text": "Kutoa taarifa kuhusu matukio fulani km ndoa kifo nk"}
{"text": "Husaidia kupitisha jumbe za dharura"}
{"text": "Kutahadharisha wanajamii kuhusu tukio la hataridharura kv vita gharika nk"}
{"text": "Kuficha siri kwa kuwasilisha ujumbe kwa njia isiyoeleweka"}
{"text": "Kuhifadhi na kudumisha utamaduni wa jamii"}
{"text": "Namna ya kudhihirisha ufundi wa kutumia zana kama ngoma"}
{"text": "Kitambulisho cha jamii kwani kila jamii hupitisha ujumbe kwa mapigo tofauti"}
{"text": "Udhaifu wa Ngomezi"}
{"text": "Si kila mtu anaweza kufasiri ujumbe unaokusudiwa"}
{"text": "Mapigo hayasikiki mbali na hivyo husikika na idadi dogo ya watu"}
{"text": "Mapigo yaweza kuhitilafiana na hivyo kufasiriwa kwa namna tofauti"}
{"text": "Ngomezi za kisasa"}
{"text": "Milio ya ambulensi magari ya polisi na zimamoto"}
{"text": "Kengele za kubisha hodi nyumbani zinazotumia umeme"}
{"text": "Kengele shuleni makanisani nk"}
{"text": "Toni za rununu zinazowakilisha aina mbalimbali za jumbe"}
{"text": "Vingora vya kuashiria moto umetokea katika majumba ya horofa benki hospitalini nk"}
{"text": "Changamoto za Ngomezi katika Jamii ya Sasa"}
{"text": "Mwingiliano wa jamii mbalimbali unaosababisha kutofasiri ujumbe kwa njia moja inayotakikana"}
{"text": "Viwanda na majumba marefu kusababisha kutosikika kwa sauti au milio ya ngoma"}
{"text": "Njia nyingine za kisasa za mawasiliano zinazotumiwa kwa wingi na kwa wepesi"}
{"text": "Uhaba wa zana kama baragumu na zumari zilizokuwa zinatumika"}
{"text": "Mabadiliko ya maisha kuleta ubinafsi na kusababisha wengi kutoitikia wito wa vyombo"}
{"text": "Mivigha"}
{"text": "Sherehe za kitamaduni ambazo hutokea katika kipindi fulani cha mwaka ambazo huonyesha mwanajamii ametoka kiwango kimoja hadi kingine"}
{"text": "Aina za Mivigha"}
{"text": "Sherehe za tohara"}
{"text": "kutoka utotoni na kuingia utu uzimani"}
{"text": "Sherehe za ndoa"}
{"text": "kutoka kapera hadi kuoa"}
{"text": "Sherehe za kutambika"}
{"text": "kutoa sadaka kwa Mungu miungu pepo au mizimu"}
{"text": "Sherehe kutawazwa kwa kiongozi"}
{"text": "kutoka uraia na kuingia katika uongoziutawala"}
{"text": "Shughuli za mazishimatanga"}
{"text": "kutoka uhai hadi ufu"}
{"text": "Sherehe za kuwapa watoto majina"}
{"text": "Sherehe za ulaji kiapo"}
{"text": "Shughuli za posa"}
{"text": "ibada"}
{"text": "Hatua"}
{"text": "Kutoa mtu rasmi kutoka kundi moja la wanajamii"}
{"text": "Kumfundisha majukumu yanayohusiana na wadhifa mpya"}
{"text": "Kumwingiza rasmi katika kundi jingine"}
{"text": "Sifa"}
{"text": "Huandamana na matendo au kanuni fulani mivigha"}
{"text": "Maleba maalum huvaliwa na wahusika kuwatofautisha na hadhira"}
{"text": "Hufanyika kwa kutumia lugha maalum au kimyakimya"}
{"text": "Kuna watu aina tatu watendaji wanaoshiriki kuimba na kucheza wale sherehe inafanyika kwa sababu yao na wanaoshuhudia tu"}
{"text": "Huhusisha vitendo maalum kama kula viapo kutoa kafara kucheza ngoma nk"}
{"text": "Huandamana na utoaji wa mawaidha"}
{"text": "Uigizaji hujitokeza pale mwanajamii anaingizwa katika kundi fulani kutoka jingine"}
{"text": "Huhusisha maombi"}
{"text": "Hufanywa mahali maalum sherehe hiyo inapofanyika km tambiko hufanywa porini au pangoni"}
{"text": "Wahusika huweka ahadi za kutenda wema"}
{"text": "Huwa na mpangilio wa shughuli kuanzia mwanzo kati hadi mwisho"}
{"text": "Umuhimu"}
{"text": "Kuburudisha kwa vile baadhi ya mivigha huhusisha nyimbo ngoma na uigizaji"}
{"text": "Kutoa mafunzo ya utu uzima na elimu ya jadi"}
{"text": "Mivigha ya mazishi huliwaza wafiwa"}
{"text": "Kukuza utangamano miongoni mwa wanajamii kwa kuwajumuisha pamoja katika mivigha yao"}
{"text": "Kuashiria mwanajamii ametoka kiwango kimoja cha maisha hadi kingine"}
{"text": "Kujenga uhusiano bora kati ya jamii na miungu au mizimu"}
{"text": "Kitambulisho cha jamii kwani kila moja ina aina yake ya mivigha"}
{"text": "Kudumisha mila za jamii"}
{"text": "Kuelimisha jinsi ya kukabiliana na changamoto maishani"}
{"text": "Kuadilisha kwa kufunza tabia zinazokubalika na jamii kv uaminifu utiifu nk"}
{"text": "Kukashifu vitendo vya uoga"}
{"text": "Kukuza uzalendo kwa kuhimiza wanajamii kuonea fahari tamaduni zao"}
{"text": "Msingi wa wanajamii kujitambulisha na kuionea fahari jamii yao"}
{"text": "Hasara"}
{"text": "Baadhi ya mivigha huhatarisha afya na maisha kv kutahiri watoto wa kike"}
{"text": "Baadhi ya sherehe hukiuka maadili kama vile kwa kuruhusu matusi hata kushiriki ngono"}
{"text": "Baadhi yaweza kusababisha hasara kama vile kueneza ukimwi kv tohara kwa kisu kimoja"}
{"text": "Huzua tofauti za kijinsia kv mwanamme kujiona bora kuliko mwanamke"}
{"text": "Kuzua utabaka baina ya waliopashwa na wasiopashwa tohara"}
{"text": "Baadhi ya mivigha hukiuka malengo ya kitaifa km ukeketaji ni ukiukaji wa haki za binadamu"}
{"text": "Kunayo hujaza watu hofu kv kufukuza mapepo kunakohitaji kafara ya binadamu"}
{"text": "Baadhi huhusisha ushirikina na hivyo kusababisha uhasama baina ya koo"}
{"text": "Baadhi hugharimu kiasi kikubwa cha pesa na kuifilisi familia"}
{"text": "FASIHI SIMULIZI ZIADA"}
{"text": "Fasihi ni Sanaa inayotumia lugha au maneno katika sura mbalimbali kuwasilisha ujumbe unaomhusu binadamu Kuna aina mbili kuu za fasihi fasihi simulizi na fasihi andishi"}
{"text": "Fasihi simulizi"}
{"text": "Huwasilishwa kwa njia ya mdomo toka kizazi kimoja hadi kingine au masimulizi"}
{"text": "Fasihi andishi huwasilishwa kwa njia ya maandishi"}
{"text": "Tofauti kati ya fasihi simulizi na fasihi andishi"}
{"text": "Fasihi simulizi"}
{"text": "Huwasilishwa na fanani au masimulizi kwa njia ya masimulizi ya mdomo"}
{"text": "Huhifadhiwa akilini na kusambazwa kwa njia ya masimulizi"}
{"text": "Ina uhuru wa kutumia wahusika mbalimbali kama vile binadamu na viumbe vinginevyo"}
{"text": "Ina tanzu nyingi kuliko fasihi andishi kama vile hadithi semi ngonjera ushairi simulizi maigizo"}
{"text": "Ni mali ya jamii nzima inayohusika"}
{"text": "Ni kongwe kuliko fasihi andishi kwani imekuwepo tangu kuwepo kwa binadamu"}
{"text": "Hadhira yake ni watu wote katika jamii watoto wazee vipofu viziwi na kadhalika"}
{"text": "Hubadilika kulingana na mfumo wa jamii"}
{"text": "Ina hadhira ya utendaji"}
{"text": "Ina hadhira hai"}
{"text": "Inaweza kubadilishwa papo kwa hapo ili kukidhi mahitaji ya hadhira"}
{"text": "Fasihi andishi"}
{"text": "Huwasilishwa na mwandishi kwa njia ya maandishi"}
{"text": "Huhifadhiwa kwa maandishi na kusambazwa kwa maandishi"}
{"text": "Ina tanzu chache kama vile riwaya tamthilia hadithi fupi na ushairi"}
{"text": "Mara nyingi wahusika ni binadamu kwani inahusu binadamu na mazingira yake"}
{"text": "Ni mali ya mwandishi aliyetunga"}
{"text": "Fafanua sifa za mtambajifanani wa fasihi simulizi"}
{"text": "Mtambaji anapaswa kuothi sifa zifuatazo ili awe mtambaji bora wa ngano au hadithi"}
{"text": "Kuelewa utamaduni lazima aelewe utamaduni wa jamii husika vizuri"}
{"text": "Uwezo wa ufaraguzi awe na uwezo wa kufaragua au kubadilisha sifa fulani za ngano kutegemea hadhira"}
{"text": "Awe mcheshi ucheshi ni mbinu ya kuvuta nadhari ya hadhira"}
{"text": "Kuifahamu lugha vizuri aelewe maana ya maneno misemo na methali"}
{"text": "Ubingwa wa kuwasilishwa kwa matendo anaweza kutumia ishara za mkono na kuiga miondoko jukwaani ili kuivutia hadhira yake"}
{"text": "Kuwa mlumbi mzuri sauti ni nyenzo kuu ya uwasilishaji wa ngano au utambaji Mtambaji awe anasikika na anaongea lugha kwa namna inayoeleweka na hadhira yake"}
{"text": "Utangulizi Wa Hadithi"}
{"text": "Kuna vitangulizi vya hadithi au fomula"}
{"text": "A Mtambaji Paukwa"}
{"text": "Hadhira Pakawa"}
{"text": "B Mtambaji Paukwa"}
{"text": "Hadhira Pakawa"}
{"text": "Mtambaji Sahani"}
{"text": "Hadhira Ya mchele"}
{"text": "Mtambaji Giza"}
{"text": "Hadhira La mwizi"}
{"text": "C Mtambaji Hadithi hadithi"}
{"text": "Hadhira Hadithi njoo"}
{"text": "D Mtambaji Kaondokea chanjagaa kajenga nyumba kakaa mwanangu mwana siti vijino kama chikichi nitamjengea nyumba na vilango vya kupitia Hapo zamani za kale"}
{"text": "Majukumu ya ufunguzi"}
{"text": "Kuvuta nadhari au makini ya hadhira"}
{"text": "Kubainisha mtambaji wa hadithi"}
{"text": "Kudhihirisha kuwa msimulizi yuko katika ulimwengu wa hadithi wala si kawaida"}
{"text": "Kuitathmini hadhira kama iko tayari kwa hadithi"}
{"text": "Kuashiria mwanzo wa hadithi"}
{"text": "Kubainisha utanzu wa fasihi simulizihadithi"}
{"text": "Kimalizio cha hadithi"}
{"text": "Katika kutamatisha hadithi ni lazima iwe na kimalizio kwa mfano"}
{"text": "Na wakaishi kwa amani milele na milele"}
{"text": "Hadithi yangu imeishia hapo"}
{"text": "Tangu siku hiyo paka na panya wakawa adui"}
{"text": "kweli damu ni nzito kuliko maji"}
{"text": "Alhamdullilahi"}
{"text": "Majukumu ya kimalizio"}
{"text": "Kuashiria mwisho wa utambaji"}
{"text": "Njia ya kupumzisha hadhira"}
{"text": "Kiashiria cha kumwonyesha mtambaji mwengine kuwa anaweza akaanza"}
{"text": "Umuhimu wa hadithi katika fasihi simulizi"}
{"text": "Hadithi hutumiwa kuipatia jamii mwelekeo kuna methali isemayo kuwa mwacha mila ni mtumwa hivyo basi jamii inayopuuza kale yake au fasihi yake hukosa mwelekeo"}
{"text": "Hadithi hutumiwa kuendeleza maadili ambayo huwa kama nguzo kuu ya wanajamii"}
{"text": "Hadithi huonya huelimisha na hushauri jamii Hadithi huwa na wahusika wenye tabia chanya na sifa hasi Wenye sifa chanya huweza kuangaliwa kama kielelezo kizuri cha jamii na wenye sifa hasi wanafaa kupuuzwa"}
{"text": "Hutumiwa kurithisha jamii elimu na thamani muhimu kutoka kizazi kimoja hadi kingine"}
{"text": "Hutumiwa kama burudani"}
{"text": "Kuendeleza uhusiano uliopo kati ya wanajamii na hasa uhusiano wa kushirikiana"}
{"text": "Kukuza uwezo wa kumbukizi"}
{"text": "Kuendeleza ufahamu"}
{"text": "HADITHINGANO"}
{"text": "Ni hadithi za kimapokeo ambazo zimerithishwa na hupokezwa kutoka kizazi kimoja hadi kingine"}
{"text": "Sifa za ngano"}
{"text": "Kuwepo kwa mianzo maalum kwa mfano hapo zamani za kale"}
{"text": "Kurithishwa kutoka kizazi kimoja hadi kingine"}
{"text": "Uwezekano wa kubadilisha kwa sehemu fulani hutegemea hadhira inayohusika"}
{"text": "Kuwepo kwa maadili au funzo ambalo liko wazi ama linaloweza kuashiriwa kwa kuwepo kwa methali misemo au kauli fulani"}
{"text": "Kuwa na matumizi ya urudiaji kama vile wimbo vifungu au maelezo"}
{"text": "VIPERA VYA HADITHI"}
{"text": "Ngano za kibunifu"}
{"text": "1 HekayaAyari"}
{"text": "Ayari ni mdanganyifu au mtu anayetumia ujanja kimsingi ngano za ayari zina uhusisha mhusika ambaye anajifanya rafiki huku akiwa na dhamira ya kujinufaisha mwenyewe"}
{"text": "Ni ngano ambapo mhusika mmoja anatumia hila au ujanja kulaghai wengine"}
{"text": "Sifa za hekaya"}
{"text": "Ni masimulizi ya moja kwa moja kwa lugha nathari"}
{"text": "Wahusika wake wakuu huwa sana sana sungura na Abunwasi"}
{"text": "Matendo yao huwa yamejaa ujanja"}
{"text": "Kisa huwa kifupi"}
{"text": "Werevu na ujanja hujitokeza bayana kisani"}
{"text": "Mara nyingi mafunzo huwa hekima maadili na mienendo ya jamii kwa kuonyesha hila na ujanja"}
{"text": "Werevu unashinda"}
{"text": "Mfano"}
{"text": "Hapo zamani za kale paliondokea sungura na jirani yake Mtajika Mtajika alikuwa na mali nyingi kama vile sufuria kubwa za kuwapikia wageni naye Sungura alikuwa na visufuria vidogo Siku baada ya siku Sungura alikuwa akiazima sufuria kwa Mtajika anaporejesha ile sufuria baada ya kukaa nayo kwa majuma kadhaa anairejesha na nyingine ndogo Mtajika akamuuliza Mbona umekawia kunilete sufuria yangu jameni Sungura akamjibu kwamba sufuria yako ilikuwa ikizaa ndio maana nimekuletea hii ndogo ambayo ni mtoto wa sufuria yako Mtajika alifurahi na kutabasabu kama kibogoyo aliyeota meno wakati wa mlo wa nyama Siku mosi Sungura alipata wageni wengi na alikuwa na mpango wa kugura eneo hilo Alimwendea Mtajika na kumwazima sufuria ile kubwa kabisa ili akawapikie wageni wake Baada ya majuma mawili Sungura alirejea kwa Mtajika huku akionyesha masikitiko usoni Sufuria yangu i wapi Mtajika aliuliza kwa ukali Sungura akamjibu Ilikufa ikiwa inajifungua kwani chochote ambacho kina uwezo wa kuzaa pia hufa"}
{"text": "Umuhimu Wa Hekaya"}
{"text": "Kutoa maadili kwa wanajamii ili waache kuwatendea wenzao ujanja na kuwalaghai"}
{"text": "Hufunza watu kuhusu matendo mema"}
{"text": "Huonya dhidi ya upumbavu"}
{"text": "Hufunza kuwa katika ulimwengu uliojaa hila na udanganyifu silaha ni maarifawema na maadilifu"}
{"text": "2 KhurafaHurafa"}
{"text": "Ni hadithi zinazohusisha wanyama kama wahusika"}
{"text": "Sifa"}
{"text": "Huwa na wahusika wanyama"}
{"text": "Wanyama hupewa sifa za binadamu"}
{"text": "Wanyama huwakilisha binadamu wa kawaida"}
{"text": "Huonyesha maadili katika jamii"}
{"text": "Mifano"}
{"text": "Kuchakulo na Nyani"}
{"text": "Hapo kale Kuchakulo alikuwa akiishi mahali palipokuwa na nyani wengi Nao hao nyani walikuwa wamezoea kumcheka Kuchakulo kila alipopita karibu nao Tabia hii ilimwudhi sana kuchakulo Kwa muda alikaa akifikiria njia ya kuwaadhibu nyani hawa Siku moja jawabu likamjia Akaenda mpaka mwituni ambako alipata zabibu tamu sana akazitia katika mfuko mmoja Katika mfuko ule ule akatia changarawe Akaenda moja kwa moja mpaka mahali nyani walipokuwa wamekaa kwa furaha Akaingiza mkono wake mfukoni na kuzitoa zabibu Akazitafuna na huku akisema Haaa Meno ya wavulana huzisaga hizi changarawe mpaka unga Angalieni"}
{"text": "Akazitoa zabibu na kuzitafuna"}
{"text": "Wale nyani kuona vile wakamwendea wakisema"}
{"text": "Hebu tupe na sisi tusisage kwa meno"}
{"text": "Kuchakulo akaingiza mkono mfukoni na badala ya kuzitoa zabibu akatoa changarawe na kuwapa Nyani kujaribu kutafuna wakaumwa na meno na kuzitema chini Kuchakulo akaendelea kuzitoa zabibu kwa akili na kuzitafuna Hao nyani waliiona hiyo ajabu wakamwuliza kile kinachomfanya yeye aweze kutafuna kwa urahisi bila kuyaharibu meno na wakati wao hawawezi"}
{"text": "Kuchakulo kwanza alicheka kisha akayatema mate chini na kuwaambia Msinichezee mimi nimetahiri na ninyi bado Meno ya mtu aliyetahiri ni magumu na anaweza kutafuna hata mawe"}
{"text": "Akatoa zabibu tena akizitafuna Baru Baru Baru Huku akiwaangalia nyani kwa dharau Lo Wale nyani wakashangaa sana Wakaanza kuangaliana kisha wakamwuliza kuchakulo Sasa twambie tutafanyaje ili tuweze kutafuna zabibu kama wewe"}
{"text": "Kuchakulo akawaambia Hakuna dawa nyingine ila kutahiri tu"}
{"text": "Nyani wakamwambia awaletee ngariba wa kuwatahiri wawe kama yeye Wakapanga siku ya kumleta huyo ngariba Kuchakulo alimwendea chui na kumwambia Bwana chui kila wakati nasikia wanitafuta uniue Nikikupatia nyani uwafanye kitoweo chako utanifaa namna gani Chui akamwambia Mimi hupenda sana nyama ya nyani na ukinipatia hata mmoja urafiki wetu utadumu"}
{"text": "Kuchakulo na chui wakapanga mahali watakapokutana akiwa na wale nyani Kuchakulo akawaendea nyani na kuwaambia Nimempata mtu hodari sana wa kutahiri na amekubali kufanya kazi hiyo bure ili awasaidie Nyani kusikia hawatalipa kitu wakafurahi sana wakawaendea wengine na kuwapasha habari Siku ile iliyopangwa na kuchakulo na chui ikaonekana inawafaa vile vile Siku ilipofika kuchakulo alimwendea Chui kumwambia Nifuate"}
{"text": "Chui alimfuata mpaka mahali palipokuwa na pango lenye giza akaachwa ndani Halafu Kuchakulo aliwaendea nyani na kuwaleta kwenye uwanja uliokuwa karibu na pango lile Walipokwisha kujipanga Kuchakulo akawaambia Mtakuwa mkija mmoja mmoja mpaka yule wa mwisho"}
{"text": "Kuchakulo kaenda tena ndani ya pango na kumwambia Chui ajiweke tayari Ikawa kazi ya Kuchakulo ni kumpelekea mmoja mmoja akiimba wimbo huu"}
{"text": "Vumilia Vumilia"}
{"text": "Huwezi kufa"}
{"text": "Vumulia vumilia"}
{"text": "Uondolewe utoto"}
{"text": "Hakuna kulia au kufanya kelele"}
{"text": "Vumulia tu ufanywe mtu mzima"}
{"text": "Kufika pangoni nyani aliingia peke yake na kuchakulo akaachwa mlangoni Nyani alipofika ndani alimkuta Chui amejiweka tayari kumvunja shingo na kumtupa ndani kabisa mvunguni"}
{"text": "Mtindo huu uliendelea mpaka karibu kumfikia nyani wa mwisho Kila wakati alipompeleka mmoja alikuwa akiimba wimbo ule wake Walipokuwa wamebaki wawili tu wakamshuku kuchakulo"}
{"text": "Mmoja akamwambia mwingine Wewe ukifika mlangoni uangalie vile wale wenzetu wanavyofanywa ili tujue yanayofanyika"}
{"text": "Kuchakulo akaja tena na kumwambia Twende unasitasita nini Je unaogopa"}
{"text": "Yule nyani hakutaka kumwonyesha anashuku kitu Kuchakulo akaanza Vumilia vumilia Huwezi kufaHeeeeeeeeeee Huuuuuuuuuuuu Haraka twende"}
{"text": "Yule nyani kufika mlangoni akasimama akainama na kuangalia ndani Kwa mwangaza kidogo akamwona Chui Mkubwa mwenye madoadoa ya manjano na meusi anamkodolea macho Kuangalia uvunguni akawaona wale wenzake wote wamelala wamekufa fo fo fo Akaondoka mbio mpaka alimpomwacha mwenzake na wote wakatimua mbio wakatokomea msituni Kuchakulo alijaribu kuwafukuza asiwapate akarudi kwa Chui Chui akamshukuru sana akimpigapiga mgongoni na kumhakikishia kuwa urafiki wao utadumu"}
{"text": "Kuchakulo akamwacha Chui na mizoga ya nyani na kurudi nyumbani"}
{"text": "Wale Nyani wawili ndio waliowazaa nyani tunaowaona siku hizi na tangu siku ile hawajadhubutu kumcheka tena kuchakulo"}
{"text": "Mfano 2"}
{"text": "Nyani na Mamba"}
{"text": "Hapo zamani paliondokea nyani na mamba amboa walikuwa marafiki wa kufa kupona wallishi katika kijiji cha mla chake Maskani ya mamba yalikuwa majini nayeo ya nyani yalikuwa mitini Siku moja mamake maba aliugua maradhi yasyokuwa na tiba alipoenda kwa mganga alielezwadawa ilikuwa figo ya nyani Aliprejea nakumsimulia nyani kuhusu masaibu ya mamake nyani alipigwa na mshangao na akajua maisha yake yamo hatarini Alipanga safari ya kwenda katika kijiji kilochokuwa upande mwingine wa mto alimjia rafikiye Mamba na kumjuza kwamba kuna figo nyingi upande ngambo ile nyingine na hivyo alimwomba mamba ambebe hadi wavuke mto ili akamchukulie figoMamba kusikia hivyo alimbeba hadi wakuvuka mto Nyani alipovuka mto aliupanda mti uliokuwa karibu na akuonekeana tena"}
{"text": "Umuhimu wa khurafa"}
{"text": "Humwezesha msimulizi na hadhira yake kusema mambo ambayo kwa kawaida ingekuwa muhali kuyatamka hadharani"}
{"text": "Huwakashifu binadamu bila kuudhi mmoja kati ya hadhira"}
{"text": "Husaidia katika kupiga chuku mambo yanayotendwa na binadamu na hivyo kuwakosoa"}
{"text": "Huwakilisha sifa za binadamu kama vile ulafi"}
{"text": "3 Ngano za mazimwi"}
{"text": "Ni hadithi ambazo huwa na mazimwi kama wahusika wakuu Zimwi ni kiumbe ambacho ni zao la akili ya binadamu Zimwi linapofananishwa na bidanadamu hupewa sifa fulani zinazojitenga na binadamu wa kawaida kama vile kuwa na jicho moja mikono mingi na miguu kubwa ajabu"}
{"text": "Sifa za mazimwi"}
{"text": "Ni ujumbe wa kuogofya"}
{"text": "Kila wanapopata nafasi huwatesa wanadamu"}
{"text": "Huwa na sifa zinazojitenga na wanadamu wa kawaida kama vile macho matatu"}
{"text": "Ni wenye uwezo kuliko binadamu"}
{"text": "Ni wajinga binadamu huweza kuwashinda kwa sababu ya ujanja wao"}
{"text": "Kiwango cha taharuki ni cha juu"}
{"text": "Hujumuika na binadamu katika ndoa densi na vita"}
{"text": "Ni wadanganyifu na huwa na akili ya binadamu"}
{"text": "Umuhimu wa ngano za mazimwi"}
{"text": "Huonyesha ubunifu wa binadamu wanabuni mazimwi kwa mawazo yao"}
{"text": "Kukemea ukatili katika jamii"}
{"text": "Kuonyesha kuwa wema hushinda uovu kila mara"}
{"text": "Kuhimiza moyo wa ushujaa"}
{"text": "Kukaza uwezo wa kufikiri miongoni mwa watoto kupitia fantansia"}
{"text": "Kuburudisha"}
{"text": "Kusifu wema"}
{"text": "Kuendeleza uhusiano katika jamii"}
{"text": "Kuboresha uwezo wa kukumbuka"}
{"text": "4 Ngano za usuli"}
{"text": "Husimulia visa vinavyoeleza asili ya vitu kimaumbile au hali fulani"}
{"text": "Aghalabu sifa fulani za ndege au wanyama huelezwa"}
{"text": "Sifa za ngano za usuli"}
{"text": "Huchukuliwa na wanajamii kuwa ukweli"}
{"text": "Ni maarufu miongoni mwa jamii nyingi"}
{"text": "Huonyesha uhusiano wa karibu sana kati ya binadamu na wanyama"}
{"text": "Huwa na mwelekeo wa kihistoria"}
{"text": "Umuhimu"}
{"text": "Kueleza dhana ambazo ni nzito kueleza kisayansi"}
{"text": "Kuelezea utamaduni wa jamii"}
{"text": "Kukuza uwezo wa kufikiria"}
{"text": "Kwa mfano kwa nini harage lina jicho moja"}
{"text": "Kwa nini fisi ana madoadoa"}
{"text": "KWA NINI KUKU HUCHAKURACHAKURA"}
{"text": "Hapo zamani palitokea kuku na mwewe Ndege hawa walikuwa masaibu wakufa kuzikana  Waliishi pamoja kwa miaka na mikakaWalishirikiana na kusaidiana kwa lolote lililotokea la majonzi na la furaha Walishirikiana katika kazi zote zilizowahusu Kila mmoja wao alikuwa na bidii ya mchwa walipofanya kazi Waligawana kazi mbalimbali na kuzifanya bega kwa bega Kazi ya mwewe ilikuwa kutafuta chakula chao cha kila siku naye kuku alikuwa na wajibu wakuwatunza watoto wao Alihitajika kuwapa chakula cha kutosha na kuhakikisha walitulia Kuku pia alihitaji kuwaamsha wengine kulipokucha Ndege hawa waliishi pamoja kwa amani utulivu na ushirikiano bila ya kukumbwa na tatizo lililowashinda kutatua waliahidiana kuwa wangekuwa marafiki hadi kifo chao Urafiki wao wa chanda na pete uliwafanya walale njaa nyakati zingine ili watoto wapate chakula cha kutosha Sikumoja kuku na mwewe walialikwa katika karamu Fulani na ndege wenzao Walitarajia kwenda karamuni pamoja na watoto wao Mwewe aliandaa wanawe na kuhakikisha kuwa walikuwa tayari kwa karamu hiyo kubwa Kuku aligundua kuwa vifaranga wake walikuwa na kucha ndefu zilizoonekana mbaya Aliamua kumwomba mwewe wembe Tafadhali nipe wembe nikatie wanangu kucha"}
{"text": "Haya chukuaHakikisha umeuregesha la sivyoAlipoupokea wembe alimshukuru rafikiye kasha akaanza kukata kucha za vifaranga wake Alikata kucha za vifaranga watatu vizuri lakini alipokuwa akimshughulikia wa nne wembe ulimponyoka ukaanguka Alijisemea kwa masikitiko Ole wangu mie wembe wa mwewe nitaupata wapi Mwewe alipomaliza kujitayarisha alimwita kuku waende karamuniKuku aliyekuwa na wasiwasi alikataa kwenda huku akisingizia maumivu mwilini Mwewe aliwachukua wanawe na kujiendea karamuniBaada ya mwewe kuondoka kuku alirudi nje na kuanza kuchakura chakura chini mahali alipokuwa akiwakatia vifaranga kucha Alitafuta hadi machweo bila kufuadafu Mwenye wembe aliporejea alimwulizaKulikoni ndugu kuku"}
{"text": "Ah eh wembe wajua wembe wako u u u"}
{"text": "Wembe umefanya nini Isijekuwa umeupoteza"}
{"text": "Kwa kweli ndio umepotea"}
{"text": "AkaHujui wewe huo wembe ni mmoja kama roho Lazima nitwae fidia"}
{"text": "Nitawala vifaranga wako mmoja hadi uniregeshee wembe wangu"}
{"text": "5 Ngano za mtanziko"}
{"text": "Hadithi ambazo wahusika au mhusika hupambana na hali ambapo analazimika kufanya uteuzi mgumu yaani kuna hali mbili au zaidi zilizo gumu Huweza pia kuhusisha kufanya uamuzi fulani aghalabu kimaadili"}
{"text": "Sifa za ngano za mtanziko"}
{"text": "Huishia kwa swali ambalo mtambaji analiachia hadhira ijibu au iliwazie na kulitafutia uvumbuzi"}
{"text": "Hukusudiwa kuipevusha jamii kwa kuikuza na kuendeleza uwezo wao wa kufanya uamuzi fulani"}
{"text": "Huweza kuzua mijadala miongoni mwa wanajamii pamoja na kuukuza uwezo wa kushiriki kwenye majadiliano au mazungumzo ya kimjadala"}
{"text": "6 Istiara"}
{"text": "Hadithi ambayo huwa na maana mbili uwazi na ufiche Ile maana wazi huificha maana ya pili ambayo kueleweka kwake huhitaji ufahamu fulani wa muktadha wa hadithi yenyewe Wahusika na matukio yaliopo huwa kama mlinganisho wa hali nyinginezo huwa kama sitiari yaani vinasimamia watu halisi"}
{"text": "7 Soga"}
{"text": "Ni hadithi ndogo ndogo zinazohusisha utani na ucheshi kwa kiasi Fulani kimsingi soga hutumiwa kwa akili ya kuchekesha kukejeli au kuumbua au kufanyia dhihaka Hata hivyo katika ucheshi huo mna mafunzo muhimu kwa binadamu"}
{"text": "Sifa za soga"}
{"text": "Wahusika huwa ni wa kubuni"}
{"text": "Wahusika hupewa majina ya watu wanaopatikana katika jamii"}
{"text": "Huwa na ukweli fulani unaowaumiza na unaowahusu wanajamii"}
{"text": "Ucheshi au vichekesho vinavyotumiwa huwa muhimu kama njia ya kupunguza ukali wa ukweli uliomo"}
{"text": "Hujengwa kwenye tukio moja"}
{"text": "Kwa mfano"}
{"text": "Katika kijiji kimoja paalishi Nafula na bintiye Esikoni Esikoni alikuwa mrembo wa kupindukia na kila mvulana alitafuta mbinu ya kumtongoza kwani ilikuwa muhali kumpata Nafula alikuwa amemwonya mara kadhaa dhidi ya kucheza na wavulana Siku ya Jumapili Adela ambaye alikuwa jirani wao aliamua kwenda kuazima kisu kwa bahati nzuri alikutana na Nafula akienda kanisani akamweleza  Nafula nimetumwa nije uniazime kisu Nafula akamweleza Nenda umwambie Esikoni akupe Adela akaenda mbio kufika tu akamweleza Esikoni Leo umeambiwa na Mamako unipe Esikoni akashangaa na kusagaa akamwuliza Adela  Nikupe nini Adela bila kupoteza wakati akamwita Nafula kwa sauti kwani hakuwa ameenda mbali  Nafula Nafulaeee amekataa naye Nafula akamjibu  Esikoni Esikoni mpeeee"}
{"text": "Umuhimu wa soga katika jamii"}
{"text": "Kukejeli matendo ya binadamu ambayo huwa na matokeo mabaya au yasiyofaa katika jamii"}
{"text": "Huwaelekeza wanajamii kwenye mambo au tabia inayofaa au inachukuliwa kama msingi mzuri kwa matendo ya binadamu"}
{"text": "Huwasilisha mafunzo fulani kuhusu matendo na tabia ya binadamu"}
{"text": "Ni msingi wa burudani hata kutokana na utani na ucheshi wake"}
{"text": "Huonyesha utani uliopo katika jamii"}
{"text": "8 Mbazivigano"}
{"text": "Ni hadithi ambazo huwa za kimafumbo na mafunzo hutolewa kwa kutumia kielelezo hasa wakati wa maongezi zina wadhifa wa kama methali"}
{"text": "Sifa za mbazi"}
{"text": "Hutolewa kama kielelezo"}
{"text": "Kusudi ni kumkanya kuwelekeza kuadhibu na hata kumfunza anayesikiliza"}
{"text": "Hadhira hujifunza kutokana na masaibu yaliyowafika wahusika wa hadithi hiyo"}
{"text": "Mifano kutoka bibiliani"}
{"text": "Kwa mfano"}
{"text": "Kulikuwa na mpanzi aliyetawanya mbegu nyingine zikaanguka miibani na nyingine kwenye mawe na nyingine kwenye udongo wenye rotuba Zilizoanguka kwenye mawe zililiwa na ndege zilizoanguka miibani zikamea lakini zikabanwa na magugu na zilizoanguka kwenye udongo wenye rotuba zikamea zikazaa"}
{"text": "9 Ngano za kichimbakazi udhubahi"}
{"text": "Ni hadithi ambazo aghalabu hujifunza kwa matendo ya mhusika ambaye hukumbana na matatizo ya kila aina ambayo uhusisha matendo ya kimaumbile lakini mwishoe huishi maisha ya raha mfano katka bibilia Yohana kisa cha Nelson Mandela"}
{"text": "Sifa"}
{"text": "Maajabu uchawi uganga itikadi huchukua sehemu kubwa sana kisa maarufu za sinderela"}
{"text": "10 Mchapo au kidahizo"}
{"text": "Huwa ni kisa kifupi kinachomhusu mtu au tukio fulani Aghalabu wahusika wanaopatikana kitaka mchapo huwa na maana ya ziada"}
{"text": "Pasta na mhumini"}
{"text": "Siku moja Mritu alimwendea pasta amwombee ili apate bwana pasta akamjuza awe akienda kanisani jioni kuomba na anapoomba asikize sauti ya mungu toka juu Siku moja pasta alijificha darini akamsikiza Mritu akiomba ndiposa pasta akamjibu akiwa amebadili sauti yake Toka nje na baada ya dakika kumi urejee utampata bwana wako ameketi humu kanisani Mritu alitoka nje naye pasta akashuka toka kwa darini na kuketi pembeni Mritu aliporejea alipigwa na butwaa kuona mungu amempa pasta"}
{"text": "B NGANO ZA KIHISTORIA"}
{"text": "1 MighaniMigani"}
{"text": "Huzungumzia watu ambao ni mashujaa katika jamiiWalitenda matendo ya kishujaa hutokana na watu waliowahi kuishi"}
{"text": "Sifa za mighani"}
{"text": "Huzungumzia matukio ya kihistoria na wahusika waliowahi kuishi au wanaoaminiwa waliishi"}
{"text": "Matendo ya wahusika hupewa sifa ambazo zinapita uwezo wa kawaida wa binadamu"}
{"text": "Chuku hutumiwa katika utambaji wake"}
{"text": "Huwa na ukweli wa kihistoria"}
{"text": "Wanajamii wanaamini matendo ya mighani ni ya kweli"}
{"text": "Kila jamii ina mighani yake"}
{"text": "Aghalabu majagina huwa na siri ya nguvu na uwezo wao"}
{"text": "Hatima ya wahusika huwa ni kifo kisicho cha kawaida"}
{"text": "Majagina mara nyingi huwindwa na maadui zao"}
{"text": "Umuhimu wa mighani"}
{"text": "Ni njia moja ya kupitisha au kuitunza historian ya jamii"}
{"text": "Ni njia ya kutukuza matendo ya kishujaa"}
{"text": "Hutumiwa kukuza ujasiri na ukakamavu wa kijamii"}
{"text": "Huburudisha"}
{"text": "Huelimisha wanajamii kuhusu maisha"}
{"text": "Hufunza utamaduni"}
{"text": "Hukuza lugha"}
{"text": "Hufunza maadili ya jamii"}
{"text": "2 Visasili"}
{"text": "Neno visasili huwa ni ufupisho wa visa vya asili Ni sawa na visa viini Hii hadithi hueleza chanzo cha mambo yaani jinsi kitu au watu walivyopata kuwepo"}
{"text": "Sifa"}
{"text": "Masimulizi ya kuelezea asili ya vitu watu au matukio mbalimbali"}
{"text": "Yaweza kuwa hadithi ya sasa au ya kale"}
{"text": "Wahusika huwa binadamu au wanyama"}
{"text": "Visa asili vinafungamana na imani ya kidini ya jamii hasa hadithi zinazohusu asili ya watu yaani jinsi kundi fulani la watu lilivyoanza"}
{"text": "Kila jamii ina kisa asili chake na inakiamini"}
{"text": "Umuhimu wa visasili"}
{"text": "Hueleza utaratibu wa kutekeleza desturi kwa mfano jinsi ya kutoa kafara"}
{"text": "Hueleza chanzo au asili ya tabia au hata watu fulani"}
{"text": "Huhalalisha baadhi ya mila kwa mfano utoaji wa mahari"}
{"text": "Husaidia katika kukitisha mizizi tabia fulani ya watu na vitu vinavyowazunguka"}
{"text": "Huhimiza maadili ya jamii na imani zake"}
{"text": "3 Shajara"}
{"text": "Hutumiwa kuelezea maelezo ya matukio au matendo ya mtu au watu fulani kwa mujibu wa kutoka kwake"}
{"text": "Shajara hueleza jinsi matukio hayo yanavyotokea kila siku"}
{"text": "Huwa ni hifadhi ya matukio kwa kutegemea siku hadi siku"}
{"text": "4 Tarihi"}
{"text": "Ni hadithi fupi zinazosimulia matukio muhimu ya kihistoria Matukio yanaweza kuwa ya huzuni au ya furaha Lengo lake ni kuikumbusha jamii mambo yaliyotukia Inawezekana matukio yanayosimuliwa yakawa ya kweli yaani yaliwahi kutokea"}
{"text": "5 Kumbukumbu"}
{"text": "Ni neno linalotumiwa kuelezea maelezo au hadithi za matukio yanayohusishwa na jamii au mtu fulani Kwa kiasi kikubwa huwa pana mwelekeo mkubwa wa kuyaangalia maisha ya mtu huo au jamii hiyo yaani wasifu"}
{"text": "UTANZU WA MAIGIZO"}
{"text": "Utangulizi"}
{"text": "Maigizodrama huwa mazungumzo yanayoambatana na matendo Wahusika huigiza maneno matendo na tabia ya watu fulani Nia huwa ni kuburudisha na kupitisha ujumbe fulani Maigizo hupatikana katika tanzu nyingine za fasihi simulizi ya kiafrika kama vile katika hadithi mtambaji huambatana na matendo Uigizaji pia hupatikana katika ushairi simulizi kama vile ngonjera majigambo tendi na mazungumzo kama vile soga ulumbi na malumbano ya utani"}
{"text": "Vipera Vya Maigizo"}
{"text": "michezo jukwaani"}
{"text": "Michezo ya watoto"}
{"text": "Vichekesho"}
{"text": "Matambiko"}
{"text": "Ngomezi"}
{"text": "Miviga"}
{"text": "Sifa za maigizo"}
{"text": "Hutolewa mbele ya hadhira"}
{"text": "Uigizaji huhitaji mandhari maalum ya utendaji"}
{"text": "Hufungamana na shughuli za jamii kama vile mtambaji wa hadithi na sherehe za miviga kama jando harusi na matanga"}
{"text": "Sharti kuwe na tendo la kuigiza ambalo lina matendo ya watu na viumbe wengine kwa nia ya kuelimisha kukashifu kusifu na kuburudisha"}
{"text": "Waigizaji wanavaa maleba yanayooana na hali wanayoigiza"}
{"text": "Maigizo huigiza hali ya maisha ya jamii kisiasa kiuchumi na kitamaduni kwa nia ya kuonyesha mafanikio udhaifu na migogoro katika nyanja za maisha"}
{"text": "Huwa na muundo mahususi na mtiririko wa matukio tangia mwanzo ukuzaji wa migogoro kilele na usuluhishaji"}
{"text": "Maigizo yaweza kuandamana na ngoma pamoja na uimbaji au ukariri wa tungo za kishairi"}
{"text": "Umuhimu wa maigizo"}
{"text": "Huburudisha watazamaji na waigizaji wenyewe Burudani hii mara nyingine hupumbaza"}
{"text": "Huhifadhi na kuendeleza utamaduni wa jamii kama vile upashaji tohara matambiko majigambo ngoma miviga na michezo ya watoto hudumishwa kupitia maigizo"}
{"text": "Ni kitambulisho cha jamii kila jamii ina Sanaa ya maigizo ya jamii husika Miviga na sherehe za arusi na mazishi hutofautiana kutoka jamii moja hadi nyingine"}
{"text": "Hukuza umoja na ushirikiano wa watu wanapojumuika kushiriki katika maigizo Hao hujitambulisha kama jamii moja"}
{"text": "Ni nyenzo za kupitisha maarifa na amali za jamii kupitia michezo ya jukwaani"}
{"text": "Husawiri mtazamo wa jamii kuhusu masuala mbalimbali kama vile woga wizi na usaliti"}
{"text": "Hukuza ubunifu madhalan watoto wanaposhiriki michezo ya watoto hujifunza kubuni michezo wakiwa wachanga na pia Sanaa ya uigizaji"}
{"text": "Hukuza kipawa cha uongozi katika michezo huweza kujifunza stadi za uongozi"}
{"text": "Ni njia ya kuimarisha urafiki Kwa vile mizaha na utani katika malumbano hukuza urafiki na uhusiano bora"}
{"text": "Huongoza jamii kupambana na na mazingira wanamojipata Kutegemea imani ya wanajamiimatambiko yanaweza kuondoa matatizo katika jamii kama vile njaa ugonjwa na ukame kwa kuomba Mungu"}
{"text": "Maigizo huelimisha kupitia maudhui na hulka za waigizaji na kushauri nafsi zao kuiga au kukashifu hulka hizo"}
{"text": "Malumbano ya utanimchongoano"}
{"text": "Ni kufanyiana dhihaka ili kuchekesha watu Wanajamii wanaweza kutaniana kwa namna ifuatayo"}
{"text": "Utani wa mababumabibi na wajukuu"}
{"text": "Utani wa marafiki"}
{"text": "Utani wa ukoo makabila"}
{"text": "Utani wa rika moja"}
{"text": "Sifa za malumbano ya utani"}
{"text": "Malumbano ya utani hufanywa na watu wawili au makundi mawili ya watu wanapokutana hata hivyo kila utani una msingi na mpaka wake"}
{"text": "Watu wenye uhusiano mzuri ndio hutaniana watani hufanya mizaha ambayo inadhibitishwa na masharti yanayotawala uhusiano wao Baadhi ya makabila hutaniana mazishini"}
{"text": "Malumbano ya utani inaweza kuwa kati ya makabila marafiki wajukuu na mababu wajukuuu na mabibi bwana na bi harusi Katika malumbano ya utani mbinu ya chuku hutumiwa kwa kiasi kikubwa mbinu hii hunuiwa kusisitiza sifa fulani au kukejeli sifa fulani wazi Malumbano ya utani yanaweza kuwa hata na masimango"}
{"text": "Huchukua njia ya ushindani kila mmoja akijaribu kumpiku mwenzakeWakati mwingine watu hutania wasiokuweko utani wa aina hii huandamana na uigizaji wa kuchekesha"}
{"text": "Umuhimu wa malumbano ya utani"}
{"text": "Hutoa maadili kwa hivyo mila na desturi za jamii huwapa baadhi ya watu katika jamii jukumu la kutaniana na wengine kwa sababu maalum"}
{"text": "Malumbano hupunguza urasmi miongoni mwa wanajamii hivyo huhimiza kujieleza kwa urasmi bila kuficha"}
{"text": "Huimarisha urafiki ni watu walio na uhusiano mwema tu wanaoweza kutaniana"}
{"text": "Hukuza utangamano miongoni mwa watu na makabila mbali mbali hasa wanapokuja pamoja kutaniana"}
{"text": "Hutambulisha jamii kwa kutaja baadhi ya sifa zake katika utani km unaweza kumtania mtu mchoyo hivyo kumtaka ajirekebishe"}
{"text": "Hukosoa na kukashifu tabia hasi baadhi ya malumbano ya utani hudhihaki ulafi uchoyo wivu na tabia nyingine mbaya"}
{"text": "Huburudisha ucheshi katika malumbano ya utani huburudisha na kuchangamsha"}
{"text": "Huelimisha kupitia malumbano ya utani watu hupata maarifa ya kukabiliana na hali mbalimbali maishani"}
{"text": "Mfano wa utani"}
{"text": "Mtu A Wasee wasee unacheki huyu msee kwao ni wengi hadi wakipika chapo wanatoa photocopy"}
{"text": "Mtu B Wasee wasee unacheki huyu msee amezeeka hadi ako na phone number ya Abraham wa bibilia"}
{"text": "2 Ulumbi"}
{"text": "Huu ni uhodari wa kutumia lugha kwa ufundi wa kipekee ni utangulizi wa lugha kwa mvuto na ufasaha Ulumbi huwezesha mtu kulieleza jambo la kawaida kwa namna ambavyo linaonekana kuwa geni kabisa na kuwashawishi watu kulikubali au kulipenda"}
{"text": "Kuna aina mbili za ulumbi"}
{"text": "Ulumbi rasmi"}
{"text": "Ulumbi usio rasmi"}
{"text": "Ulumbi rasmi unaweza patikana katika miktadha ifuatayo"}
{"text": "Kortini ambapo mawakili hutoa hoja zao kuwatetea wanaowawakilisha"}
{"text": "Kanisani au msikitini kanisani ambapo wahubiri wanatoa sala"}
{"text": "Mijadala ya kisiasa ambapo wanasiasa wenye vipawa vya ulumbi huvitumia kuwapiku wanasiasa wenzao na kuwashawishi raia kuwapigia kura"}
{"text": "Katika sherehe za arusi au mazishi km katika kutoa taabili maelezo yanayotolewa kuhusu aliyeaga"}
{"text": "Katika kuapiza na katika kufukuza pepo"}
{"text": "Katika utoaji wa risala"}
{"text": "Ulumbi usio rasmi unaweza kupatikana hali zote zisizo rasmi Km vile mazungumzo ya kupitisha wakati kuapiza kulaani kushauri baina ya wanafunzi nk"}
{"text": "Sifa za ulumbi"}
{"text": "Mlumbi hutumia lugha kwa njia ya kuvutia na kushawishi hadhira yake"}
{"text": "Ulumbi hubainika katika miktadha ya kutoa hotuba au katika hali ambapo mtu anahitajika kutetea msimamo wake katika vikao au hata katika mijadala rasmi"}
{"text": "Hukuza ukakamavu wa kuzungumza hadharani mlumbi hupenda kuzungumza na hupenda kujisikia akizungumza mbele ya watu"}
{"text": "Hutumia vipengele anuwai vya lugha kv sitiari maswali ya balagha methali nahau taswira na pia viziada lugha kama vile toni ili kuishawishi hadhira au kutilia mkazo wazo fulani na kutetea misimamo yao hutumia lugha kutegemea muktadha na hadhira yake"}
{"text": "Katika baadhi ya jamii walumbi walitumika kuzungumza kwa niaba ya viongozi kama maehifu wanaoomba posa au kwa niaba ya ukoo au mwanajamii aliyedhulumiwa Walumbi wengi aghalabu huwa na vipawa vya uongozi na huinukia kuwa viongozi wa jamii zao"}
{"text": "Ulumbi husisitizwa sana katika matabaka ya juu kama kitambulisho cha tabaka hilo baadhi ya jamii watu katika tabaka tawala walifunzwa kutumia msamiati wenye haiba matumizi ya ishara toni na sauti zifaazo hili lilinuiwa na kuimarisha stadi za ulumbi"}
{"text": "Walumbi hutumia chuku kwa kiasi kikubwa hata hivyo lazima wadumishe adabu"}
{"text": "Umuhimu Wa Ulumbi"}
{"text": "Hukuza uwezo wa kujieleza hadharani kadri mtu anavyozungumza hadharani ndivyo anavyojiboresha kama mlumbi"}
{"text": "Ni nyenzo ya kukuza ujuzi na ufasaha wa lugha jinsi mtu anavyoitumia lugha kwa ugwiji ndivyo anavyokuza umairi wake wa kuisarifu lugha"}
{"text": "Ni msingi wa kuteua viongozi uwezo wa mtu kuwashawishi wanajamii kukubaliana na mtazamo wake humfanya kutambuliwa kama mwenye uwezo wa kuongoza jamii Walumbi wana uwezo mkubwa wa kuishawishi hadhira"}
{"text": "Huhifadhi utamaduni wa jamii ulumbi ni sanaa jaadia imekuwepo katika jamii kwa muda mrefu ikipokezwa vizazi na vizazi"}
{"text": "Ni nyenzo ya kuburudisha wanajamii na kuwaelimisha bila kuwachosha walumbi huweza kupitisha maarifa mbali mbali kwa wanajamii kwa njia yenye mvuto"}
{"text": "Hukuza uzalendo vijana wanaposikiza walumbi wakitongoa lugha huionea fahari lugha yao na kujitambulisha zaidi na jamii zao"}
{"text": "Huweza kutumiwa kuwasilisha ujumbe muhimu au ulio na athari kubwa au ambao una makali na usio rahisi kueleza"}
{"text": "Ni kitambulisho cha utabaka katika baadhi ya jamiii ulumbi ulihusishwa zaidi na tabaka tawala au watu wenye vyeo vya juu na heshima katika jamii zao Katika jamii hizi ulumbi ni kigezo cha kuainisha matabaka"}
{"text": "Ulumbi ni msingi wa kuheshimiwa katika jamii walumbi huheshimiwa kwa sababu ya matumizi ya lugha yenye ubingwa na ustadi katika kuyafafanua maswala ya jamii"}
{"text": "3 Hotuba"}
{"text": "Ni maelezo au taarifa itolewayo mbele ya hadhira kuhusu mada fulani kwa kawaida hotuba ni mazungumzo rasmi kama vile"}
{"text": "Hafla za kisiasa hotuba za wanasiasa"}
{"text": "Kanisani au msikitini mahubiri"}
{"text": "Sherehe za kitamaduni kv vikao vya posa"}
{"text": "Kortini kabla jaji hajatoa hukumu anaweza kutanguliza hotuba"}
{"text": "Kwenye mazishi taabili taadhiri na risala za rambirambi"}
{"text": "Katika harusi mawaidha yanayotolewa kwa maarusi huchukua muundo wa hotuba"}
{"text": "Katika tamasha za muziki na ukariri wa mashairi au mashindano ya utoaji hotuba"}
{"text": "Sifa za hotuba"}
{"text": "Kwa kawaida hotuba hutolewa na watu maalumu au walioteuliwa kuzungumza kv viongozi au wawakilishi wao na watu wengine wenye hadhi katika jamii Hata hivyo baadhi ya hotuba hutolewa katika miktadha isiyo rasmi katika makazi ya watu hotuba za mawaidha waadhi nasaha huweza kutolewa wakati wa chajio au baada ya chajio"}
{"text": "Watu wanaoteuliwa kutoa hotuba aghalabu huwa na umilisi mkubwa wa lugha walumbi ni watoaji hotuba na wana stadi za kutoa hotuba zao hadharani"}
{"text": "Hotuba hutolewa kwa nafsi ya kwanza"}
{"text": "Mtoaji hotuba anaweza kutumia viziadalugha kama vile ishara za uso na mikono ama miondoko ili kufanya hotuba ivutie hadhira maswali ya balagha pia hutumika"}
{"text": "Hotuba huteuliwa mada mahususi wala haizungumzii jambo lolote lile"}
{"text": "Umuhimu wa hotuba"}
{"text": "Huadilisha na kuasa hotuba zinazotolewa jandoni au arusi kwa kawaida hunuiwa kutoa nasaha"}
{"text": "Huelimisha hotuba za jandoni kwa mfano huwapa vijana maarifa ya kukabiliana na maisha"}
{"text": "Huimarisha ukakamavu wa kuzungumza hadharani kadri watu wanavyotoa hotuba ndivyo wanavyoimarisha umilisi wao wa lugha na ujasiri wa kuzungumza hadharani"}
{"text": "Hukuza ufasaha na umilisi wa lugha"}
{"text": "Hupalilia kipawa cha uongozi kwa kawaida mahatibu huteuliwa kadri mtu anavyochukua jukumu la kuhutubu katika hafla mbalimbali ndivyo anavyojitayarisha kuchukua nyadhifa kubwa zaidi za viongozi"}
{"text": "4 Mawaidha"}
{"text": "Haya ni mazungumzo yanayotolewa yanayompa mtu ushauri au nasaha kuhusu jambo fulani mawaidha hutoa mwongozo na maelekezo ya kukabiliana na changamoto katika maisha na jinsi ya kuhusiana na wanajamii"}
{"text": "Sifa za mawaidha"}
{"text": "Mawaidha hutolewa katika miktadha mbalimbali rasmi kama vile jandoni katika arusi kwenye maisha darasani na kanisani Hata hivyo mawaidha yanaweza kutolewa katika miktadha isiyo rasmi kama vile mzazi anaweza kumpa mwanawe mawaidha nyumbani wakati wa chajio"}
{"text": "Katika jamii nyingi wazee na watu walio na vyeo vikubwa na waliochukuliwa kuwa na hekima ndio waliowapa vijana mawaidha Hata hivyo vijana pia wanaweza kutoa mawaidha kwa vijana wenzao wanaohitaji ushauri au pia vijana wanaweza kutoa mawaidha kwa wazee"}
{"text": "Hutolewa zaidi kwa wadogo ambao wanaaminika kuwa wanahitaji kupewa mawaidha maishani Hata hivyo yanaweza kutolewa kwa yeyote anayehitaji"}
{"text": "Mwenye kutoa mawaidha analielewa jambo analowosia kwa undani lazima awe na ujuzi wa kutosha katika mada anayozungumzia"}
{"text": "Mwenye kutoa mawaidha hutumia lugha inayoathiri hisia za wanaowosiwa inaweza kuwa na tamathali za usemi kama vile methali"}
{"text": "Mawaidha huingiliana na vipera vingine vya fasihi simulizi kama vile methali hufumbata mawaidha pia utambaji ngano miviga kama vile jando na arusi huandamana na utoaji wa mawaidha aidha yapo mashairi ya waadhi halikadhalika anayetoa mawaidha anaweza kutumia mbazivigano ili kusisitiza ushauri anaotoa"}
{"text": "Maudhui katika mawaidha ni mapana yaani huweza kugusia maswala kama dini uongozi ujasiriamali elimu na taaluma unyumba mahusiano ya kijamii malezi na afya"}
{"text": "Mawaidha yanayotolewa katika miktadha rasmi mbalimbali huwa na muundo maalum yenye sehemu tatu kuu"}
{"text": "Utangulizi katika sehemu hii anayetoa mawaidha huanza kwa kauli ya kuvuta makini ya hadhira anaweza kuanza kwa kutoa kiini cha mawaidha kwa mfano utu uzima huenda na uwajibikaji baadaye anaelezwa anayofaa kufanya"}
{"text": "Uwili mawaidha huwasilishwa na kusisitizwa kwa kutumia kauli sisitizi na tamathali za usemi kama vile methali tashbihi istiara hutumika kuwosia maonyo na maelekezo hutolewa kutegemea lengo"}
{"text": "Hitimisho mwasilishaji huonyesha msimamo wake kuhusiana na swala analowosia kwa kawaida anayetoa mawaidha huishirikisha hadhira kwa kutaka kujua msimamo au maoni yao kuhusu swala alilowawosia hadhira inaweza kutaja changamoto zinazohusiana na wosia unaotolewa"}
{"text": "Anayetoa mawaidha hutumumia mambo mengi kupitisha mawaidha hayo km miondoko ya viungo au ishara kubadilisha kasi ya kuzungumza na pia kudondoa sehemu za watu maarufu"}
{"text": "Majukumu ya mawaidha"}
{"text": "Jukumu la mawaidha ni kuelekeza mawaidha hutoa mwongozo wa jinsi ya kukabiliana na matatizo au jinsi ya kutenda jambo fulani"}
{"text": "Huelimisha mawaidha huwapa wanajamii maarifa ya kuendesha maisha huwajuza wanajamii kuhusu majukumu ya kijamii na matarajio ya jamiii zao kwao"}
{"text": "Huadilisha wanaopewa mawaidha hujifunza maadili kama vile usafi unyenyekevu utulivu na kusamehe"}
{"text": "Hutambulisha jamii kila jamii huwa na aina yake ya mawaidha kulingana na thamani zake pia mawaidha hutolewa kwa namna mbalimbali kutegemea jamii"}
{"text": "Husaidia kuondoa ujinga katika jamii huadilisha waliopotoka na kufanya mabaya"}
{"text": "Husaidia kuwapa ukakamavu wasio nao na kuwaongezea wengine ujasiri na stadi za kimaisha"}
{"text": "Huwaandaa watu kushiriki ipasavyo katika shughuli za kitamaduni kijamii na kadhalika"}
{"text": "Mfano wa mawaidha"}
{"text": "Owa  sandame hadaa moyo ukahadaiwa"}
{"text": "Owa anaye kufaa mke mwenye kusifiwa"}
{"text": "Owa upate kuzaa kama ulivyozaliwa"}
{"text": "Owa ukijaaliwa mupendane na mkeyo"}
{"text": "Owa aliye na kheri muandamane kwa dini"}
{"text": "Owa yai la johari litiye nuru nyumbani"}
{"text": "Owa mdomo mzuri ukupandie lisani"}
{"text": "Owa ungiye nyumani mupendne na mkeyo"}
{"text": "Owa moyo wa imani wazumbua majuja"}
{"text": "Owa susiowe duni anayeitwa kioja"}
{"text": "Owa mtenda ya dini ndiye mke mwenye haja"}
{"text": "Owa utungiwe koja mupendanena mkeyo"}
{"text": "Owa usiowe tambara linukiyalo vibaya"}
{"text": "Owa mwanamke jura umjunze yenye ndiya"}
{"text": "Owa usiowe sura kutakakuzangaliya"}
{"text": "Owa mzuritabiya mupendane na mkeyo"}
{"text": "5 Owa akukubaliye akuizao siowe"}
{"text": "Owa upendanenaye zamani sizo ujuwe"}
{"text": "Owa akuridhiyaye mujikubali wenyewe"}
{"text": "Owa mukae mutuwe mupendane na mkeyo"}
{"text": "6 Owa utukuze cheo na jina lipate kuwa"}
{"text": "Owa upate mkeo aambiwe meolewa"}
{"text": "Owa kama waowao moyo usiliye ngowa"}
{"text": "Owa ujue kuhuwa mupendane na mkeyo"}
{"text": "ZOEZI"}
{"text": "1a Eleza sifa za mawaidha zinazojitokeza"}
{"text": "Inaandamana na miviga arusi au ndoa"}
{"text": "Maudhui ya ndoa yanaonekana wazi"}
{"text": "Inatolewa kwa wadogo wale ambao bado hawajaoa"}
{"text": "b Utungo huu unaweza kutolewa katika muktadha upi"}
{"text": "Unaweza kutolewa kwa mtu anayetarajia kuoa"}
{"text": "cEleza mawaidha yanayotolewa kuhusiana na ndoa"}
{"text": "Mtu anafaa amwoe mke ambaye wanapendana naye"}
{"text": "Oa mwanamke ambaye anaheshimu dini"}
{"text": "Oa mwanamke mwenye tabia njema"}
{"text": "2a Taja miktadha mitano ya kutoa hotuba"}
{"text": "Katika mikutano ya kisiasa Katika sherehe za kibinafsi"}
{"text": "Katika mikutano shulenikatika kusoma bajeti"}
{"text": "Viranja wakiongea kwa wanajunzi"}
{"text": "b Eleza majukumu manne ya mawaidha"}
{"text": "Mawaidha huelimisha wanajamii"}
{"text": "Pia husaidia kuondoa ujinga katika jamii"}
{"text": "Huwaandaa watu kushiriki katika shughuli za kitamaduni"}
{"text": "Husaidia kuwapa watu ukakamavu katika wasauyayo"}
{"text": "Soga"}
{"text": "Rejelea soga katika hadithi"}
{"text": "Soga ni mazungumzo yanayonuiwa kupitisha wakati"}
{"text": "Maapizo"}
{"text": "Maapizo ni maoni maalum ya kumtaka mungu miungu na mizimu kumwadhibu mhusika hasidi mkinzani na mwovu Hivyo maapizo ni dua yaa laana au maombi mabaya kutoka kwa mtu anayehisi ametendewa wovu au amesalitiwa na mwingine"}
{"text": "Sifa za maapizo"}
{"text": "Maapizo yalitolewa na watu walioenda kinyume na matarajio ya jamii zao mifano ya watu hawa ni wabakaji wezi wauaji na waliowatusi wazazi wazee au ukooWazazi pia huweza kutoa maapizo kwa wana wao ili kuwaonya dhidi ya hulka mbaya kama vile utumiaji wa vileo"}
{"text": "Katika baadhi ya jamii za kiafrika maapizo yalitolewa kabla ya ulaji viapomlaji kiapo anaweza kusema ambaye amefanya tendo hili chuma hiki kimwingie kwenye mboni ya jichoasiuone mwangaza wa jua tena"}
{"text": "Maapizo yanaweza kutolewa moja kwa moja na yule aliyeathirika mtu anapopoteza kitu chake anaweza kuapiza ili kumtisha aliyeiba km aliyeiba mbuzi wangu apepenuke na huo mchanga zizi lake asiweze kulala mbuzi hata mmoja"}
{"text": "Kidini Mungu miungu au mizimu huweza kutoa maapizo kuhusu mustakabali wa mhusika fulani aidha maapizo ya kidini yanaweza kutolewa kama laana baada ya mhusika kukaidi amri za Mungu au miungu maapizo ya aina hii huathiri mhusika na jamii yake"}
{"text": "Maapizo huaminika kuwa yataleta maangamizi kwa jamii hivyo wanajamii hushauriwa kuyaepuka kwa kutenda mema"}
{"text": "Maapizo hutumia fasaha km ulumbi watoaji maapizo katika ulaji wa aghalabu huwa walumbi"}
{"text": "Maapizo hutumia lugha kali inayonuiwa kujaza woga ili kuonya dhidi ya uovu"}
{"text": "Umuhimu wa maapizo"}
{"text": "Kimsingi maapizo hutumiwa kama nyenzo ya kawaonya wanajamii dhidi ya matendo hasi"}
{"text": "Hutambulisha jamii kila jamii ina namna yake ya kuapiza na mitindo tofauti ya kutoa maapizo"}
{"text": "Hukuza umoja katika jamii kuweka na kaida au miiko sawa huwafanya watu kujihisi kuwa kitu kimoja"}
{"text": "Huadilisha wanajamii hujifunza kutenda mema ili kuepuka laana"}
{"text": "Mfano wa maapizo"}
{"text": "Ikiwa kweli wewe ni mkazamwanangu"}
{"text": "Nami ndiye nilompa uhai mwana unoringia"}
{"text": "Anakufanya upite ukinitemea mate"}
{"text": "Chakula kuninyima wajukuu kunikataza ushirika"}
{"text": "Mzimu na waone uchungu wangu"}
{"text": "Radhi zao wasiwahi kukupa"}
{"text": "Laana wakumiminie"}
{"text": "Uje kulizwa mara mia na wanaa"}
{"text": "Usiwahi kufurahia hata siku moja pato lao"}
{"text": "Watalokupa likuletee simanzi badala ya furaha"}
{"text": "Wakaza mwanao wakuuguze katika utu uzima wako"}
{"text": "MASWALI"}
{"text": "Msemaji ni nani katika utungo huu"}
{"text": "Mzazi mkwe"}
{"text": "2 Fafanua sifa tatu za anayeelekezewa maapizo haya"}
{"text": "Mwenye majivuno anaringa kupitia mwana wa msemaji"}
{"text": "Mchoyo anamnyima msemaji chakula hata wakati wa kuwa na wajukuu wake"}
{"text": "Mwenye dharau msemaji anasema kuwa anayerejelewa anapita akimtemea mate"}
{"text": "3 Andika mifano ya maapizo katika miktadha ifuatayo"}
{"text": "a Dini kwa dharau uliomwonyesha mtumishi wa jalali na asikujalie mema uishipo duniani humu"}
{"text": "b Familiayule atakayepuuza amri zangu kama kicwa cha familia hii asiweze kukuza familia yake mwenyewe"}
{"text": "c Kijiji aliyeiba matunda shambani mwangu na matunda hayo yawe mwisho kuyala atambae njaa mpaka atakapokabiliana na ziraili wake"}
{"text": "d Darasanialiyeniibia kalamu zangu na asipite mtihani wake wa mwisho wa mwaka"}
{"text": "4 Eleza majukumu ya maapizo yanayojitokeza katika tungo"}
{"text": "Unaadilisha msemaji anakashifu tabia hasi zilizo kwa mkazamwana wake"}
{"text": "Ngomezi"}
{"text": "Ngomezi ni fasihi ya ngoma"}
{"text": "Midundo na mapigo fulani ya ngoma ubainisha maana na ujumbe maalum kutengemea jamii"}
{"text": "Sifa za ngomezi"}
{"text": "Ujumbe huwa umefichika ile hali ya midundo na mapigo ya ngoma"}
{"text": "Mapigo na midundo hii hufuata toni na wizani ridhumu kwa mujibu wa lugha ya wahusika au jamii husika"}
{"text": "Ujumbe huweza kueleweka na kutafsiriwa na wanajamii au hadhira iliyonuiwa Hulenga hadhira teule"}
{"text": "Kila utaratibu wa ngoma hubainisha suala tofauti na ula mwingine"}
{"text": "Kutegemea mapigo huweza kutofautisha baina ya habari za kutangaza hatari ya vita harusi au kifo cha kiongozi"}
{"text": "Huweza kuwasilisha ujmbe wa dharura kwa njia ya haraka na ambayo si ghali ikilinganishwa na njia zingine"}
{"text": "Ngomezi huongozwa na watu teule katika jamii ili kuhakikisha kuwa hakuna kutuma ujumbe unapotosha au kuwasilishwa visivyo"}
{"text": "Ngomezi vilevile hutolewa wakati maalum mfano vita au vifo kitokeapo"}
{"text": "Udhaifu wa ngomezi"}
{"text": "Si kila mtu katika jamii atapata kutafsiri ujumbe vyema"}
{"text": "Ngoma pia husikika kwa idadi ndogo tu ya watu wanaoishi pengine katika kijiji kimoja"}
{"text": "Mapigo na midundo yanaweza kuhitilifiana na hivyo kuwasilisha ujumbe amboa haukukusudiwa"}
{"text": "Utanzu huu haujachunguzwa kwa kina na huenda ukapotea bila kuacha kumbukumbu ridhishi endapo utafiti hautaendelezwa"}
{"text": "Hubagua wageni wa jamii husika na vilevile wasio na uwezo wa kusikia"}
{"text": "Sio rahisi kutia mpaka baina ya habari moja na nyingine"}
{"text": "USHAIRI SIMULIZI"}
{"text": "Utangulizi"}
{"text": "Ushairi simulizi ni utanzu unaojumuisha tungo zote zenye mapigo ya kimuziki mawazo hisia na hoja katika utanzu huu huwasilishwa kwa njia ya mdomo kutumia lugha ya mkato yenye mpangilio maalumu wa maneno katika mishororo Ushairi simulizi huimbwa hughaniwa au hukaririwa ni muhimu kutaja hapa kuwa ushairi simulizi hutofautiana na mashairi ambayo huandikwa kwa lengo la kuwasilisha mbele ya hadhiri katika mashindano ya tamasha za muziki au yanayowasilishwa katika hasia maalumu"}
{"text": "Sifa Za Ushairi Simulizi"}
{"text": "Ushairi simulizi huwasilishwa kwa njia ya mdomo mbele ya hadhira kwa kukaririwa kughanwa au kuimbwa Nyimbo kwa mfano huimbiwa watu hata hivyo baadhi ya mashairi huimbwa na watu bila kuhusisha hadhira nyimbo za kazi mara nyingi hazina hadhira"}
{"text": "Hubuniwa papo hapo na kuwasilishwa kwa hadhira au tungo za awali huwasilishwa kutoka kwa kumbukumbu za mwasilishaji"}
{"text": "Tungo za mashari simulizi hutolewa zikiambatana na ala za muziki uimbaji wa nyimbo huambatana na ala kama njuga na marimba aidha anayejigamba huweza kutumia ala kama vile mkuki anapojigamba"}
{"text": "Ushairi simulizi ni sehemu ya utamaduni wa jamii na hupitishwa kutoka kizazi kimoja hadi kingine nyimbo za jandoni nyiso na tendi kwa mfano hupitishwa kutoka kizazi kimoja hadi kingine"}
{"text": "Ushairi simulizi hutumia lugha yenye mvuto mkubwa yenye mapigo yaliyopangwa kwa muwala na urari"}
{"text": "Utungo wa ushairi simulizi huweza kuwasilishwa na mtu mmoja kama ilivyo katika majigambo au kundi la watu kama vile nyimbo nyingi na ngonjera"}
{"text": "Ushairi simulizi hubadilika kulingana na anayeuwasilisha hadhira na wakatiWimbo mmoja unaweza kuimbwa kwa mahadhi mbalimbali kulingana na mwimbaji mwasilishaji anaweza kubadilisha wimbo au shairi wakati wa kuimba kukariri au kughani kutegemea hadhira yake"}
{"text": "Hadhira huweza kushiriki katika uwasilishaji wa mashairi simulizi mwimbaji kwa mfano anaweza kuishirikisha hadhira yake katika uimbaji kwa kupiga makofi"}
{"text": "Uwasilishaji wa mashairi simulizi kwa kawaida huandamana na uigizaji Mwimbaji kwa mfano huambatanisha maneno yake na vitendo kama vile ishara za uso ishara za mkono miondoko mbalimbali na upigaji makofi"}
{"text": "Ushairi simulizi hufungamana na shughuli au muktadha maalumu mathalani nyimbo hufungamana na shughuli tofauti tofauti kama vile"}
{"text": "Hodiyanyimbo za kazi"}
{"text": "Kimainyimbo za uvuvi na shuguli za majini"}
{"text": "Mbolezinyimbo za kuombolezamatanga"}
{"text": "Wawenyimbo za kilimo"}
{"text": "Ushairi simulizi una miundo mbalimbali unaweza kuwa na beti zilizo na kibwagizo kila ubeti unaweza kuwa na idadi tofauti tofauti za mishororo kama vile 234567 na zaidi"}
{"text": "Ushairi simulizi unaweza kuwa na urari wa vina na mizani au ukakosa kuwa nao kilicho muhimu zaidi ni mapigo ya muziki yanayofanya utungo huo uweze kuimbika"}
{"text": "Ushairi simulizi kama tanzu nyingine za fasihi simulizi hutumia lugha ya kitamathali kunaweza kuwa na misemo nahau methali ishara taswira jazanda na istiara"}
{"text": "Uainishaji wa ushairi simulizi"}
{"text": "Mashairi simulizi yanaweza kuainishwa kwa kutumia vigezo mbalimbali kam vile"}
{"text": "1 Maudhui"}
{"text": "a Mapenzihupitisha jumbe za mapenzi"}
{"text": "b Kutulizakuna nyimbo za bembea au bembelezi zinazowatuliza watoto"}
{"text": "c Kuombolezambolezi huimbwa wakati wa msiba"}
{"text": "d Kusifusifa huimbwa kujisifu mashujaa au waliofaidi umma na kustahili kutambuliwa"}
{"text": "e Siasanyimbo za siasa huwasilisha jumbe za kisiasa"}
{"text": "2 Muktadha au mahali pa uwasilishaji"}
{"text": "a Nyisonyimbo za jandoni"}
{"text": "b Mbolezizinazoimbwa kwenye mazishi au kwenye maombolezi"}
{"text": "c Nyimbo za harusi"}
{"text": "d Nyimbo za matambikoni ambazo hutolewa wakati wa kutoa kafara au sadaka kwa mizimu labda baada ya janga"}
{"text": "e Nyimbo za kazi"}
{"text": "3 Mtindo wa uwasilishaji"}
{"text": "a Maghani hutolewa kwa kalima bila kuimbwa"}
{"text": "b Nyimbo huwasilishwa kwa mahadhi ya kupanda na kushuka"}
{"text": "c Shairi utungo unaokaririwa"}
{"text": "d Tendi au Rara husimuliwa kwa mapigo ya kishairi"}
{"text": "e Ngonjera huwasilishwa kwa kujibizana"}
{"text": "4 Mwasilishaji"}
{"text": "a Majigambo huwasilishwa na anayejigamba"}
{"text": "b Kwaya uimbaji wa watu wengi"}
{"text": "Umuhimu Wa Ushairi Simulizi"}
{"text": "Ushairi simulizi kama kipengele cha fasihi simulizi una umuhimu wa kijumla licha ya kuwa kuna vitanzu mbalimbali vinavyotekeleza majukumu tofauti Majukumu ya ushairi simulizi hutofautiana kutoka jamii hadi jamii hata hivyo kuna majukumu ya kijumla kama vile"}
{"text": "a Ushairi simulizi hutumiwa kupitisha maarifa au mafunzo ya jamii fulani nyimbo za jandoni za harusi na dini hutumiwa kupitisha mafunzo maalumu"}
{"text": "bNi nyenzo ya kuhifadhi na kupitisha utamaduni na historia ya jamii kutoka kizazi kimoja hadi kingine kwa mfano tendi zinazosifu mashujaa huendeleza historia ya jamii hiyo kwa kuonyesha matukio kama vile nyimbo za jandoni nyiso husawiri utamaduni wa jamii kuhusu jando na kuuhifadhi"}
{"text": "c Hukashifu tabia hasi kwa nia ya kuhimiza urekebishaji wa tabia hizo nyiso kwa mfano hukashifu woga hivyo vijana waoga huhimizwa kujirekebisha Maghani na nyimbo za kisiasa hukashifu tawala dhalimu"}
{"text": "d Ni nyenzo kuu ya kukuza umoja na uzalendo miongoni mwa wanajamii kupitia kwa nyimbo zinazosifu mashujaa wa vita huhimiza vijana kuzionea fahari jamii zao na kujitoa mhanga kuzitumikia aidha wanajamii wanapojumuika pamoja kuimba au kughani katika hafla fulani hujihisi kuwa kitu kimoja hivyo uzalendo hujengeka"}
{"text": "eNi nyenzo ya kutakakasa hisia kupitia kwa mashairi au nyimbo watu hutoa hisia za moyoni na kutakaza nyoyo zao mfano mwafaka ni nyimbo na mashairi ya mapenzi ambayo kwayo mtu humtolea mpenzi wake hisia Rara pia hutumiwa kutekeleza jukumu hili"}
{"text": "f Huelimisha hukosoa na kurekebisha jamii nyimbo hutoa maadili ya kuonya na kuelimisha wanajamii nyimbo au mashairi ya sifa tendi hata mbolezi huonyesha matendo mazuri ya anayeimbiwa na kukashifu wanaoenda kinyume na matakwa ya jamii"}
{"text": "g Husawiri mfumo wa jamii fulani kisiasa kiuchumi na kijamii baadhi ya nyimbo huonyesha shughuli za kiuchumi za jamii kama vile ufugaji Hodiya nyimbo za kazi huonyesha shughuli mbalimbali kama vile uwindaji kilimona uvuvi Majigambo pia husawiri mifumo ya jamii kisiasa na kijamii"}
{"text": "h Huonyesha falsafa na imani za jamii husika kuhusu masuala fulani Mbolezi huonyesha imani za jamii kuhusiana na kifo Majigambo husawiri falsafa ya jamii kuhusu ushujaa"}
{"text": "i Ni nyenzo kuu ya kuhamasisha wanajamii Nyimbo za kisiasa na kizalendo zimetumiwa na tawala kama nyenzo ya kueneza propaganda za kisiasa"}
{"text": "j Hukuza ubunifu anayekariri huimba au kughani mashairi huhitajika kubuni mbinu zifaazo za uwasilishaji Kwa kufanya hivi uwezo wake wa kubuni hukuzwa"}
{"text": "k Hukuza usanii wa lugha wanaotunga na kuimba mashairi huhitajika kubuni mbinu zifaazo za uwasilishaji kwa kufanya hivi uwezo wake wa kubuni hukuzwa"}
{"text": "l Husaidia wanajamii kukabiliana na hali ngumu na kuwahimiza wasikate tama kwa mfano mbolezi husawiri na kusawiri kifo kama faradhi kwamba humfika yeyote hivyo hisia za mwemeo hupungua aidha nyimbo huhimiza waliokwenda vitani au wanaofanya kazi wasikate tamaa"}
{"text": "m Ushairi simulizi hustarehesha na kufurahisha wanajamii tungo za ushairi simulizi huvutia hisia huburudisha na kusisimua mwili na akili"}
{"text": "Vipera vya Ushairi Simulizi"}
{"text": "Ushairi simulizi una vipera vitatu"}
{"text": "Nyimbo"}
{"text": "Maghani"}
{"text": "Ngonjera"}
{"text": "Nyimbo ni tungo za kishairi zenye mahadhi ya kupanda na kushuka kwa sauti muwala na mapigo ya kimuziki na huwasilishwa kwa kuimbwa nyimbo hutambuliwa kwa sifa tatu"}
{"text": "Huwepo kwa hadhira inayotumbuizwa"}
{"text": "Muziki unaoimbwa kwa sauti"}
{"text": "Matumizi ya ala"}
{"text": "Sifa za nyimbo"}
{"text": "Sifa bainifu ya nyimbo ni kwamba hutolewa kwa mahadhi ya kupanda na kushuka kwa sauti"}
{"text": "Nyimbo hutumia lugha ya mkato yenye mpangilio maalumu wa silabi mishororo na beti zenye mapigo ya kimuziki"}
{"text": "Nyimbo hutumia lugha nzito yenye kuibua taswira na hisia nzito kama za mapenzi huzuni na furaha"}
{"text": "Nyimbo zinapoimbwa maana nyingi huandamana na ala za muziki kama vile ngoma baragumu msewe na zumari"}
{"text": "Katika jamii za kiafrika nyimbo hufungamana na muktadha fulani kuna nyimbo za kazi harusi jando na unyago kuzaliwa kwa mtoto kumpa mtoto jina ibada na matambiko"}
{"text": "Baadhi ya vifungu katika nyimbo hurudiwarundiwa vifungu hivi huitwa vibwagizo viitikio au mikarara ya nyimbo"}
{"text": "Nyimbo nyingi huandamana na ucheshaji wa viungo kama vile mabega kupiga makofi na mapigo ya miguu"}
{"text": "Kimsingi nyimbo ziliimbwa na makundi ya watu kwa hadhira hai Hata hivyo kuna nyimbo zinazoimbwa na mtu mmoja kwa hadhira yake au hata bila hadhira"}
{"text": "Umuhimu wa nyimbo"}
{"text": "Nyimbo hutambulisha jamii kwa kusawiri shughuli na maisha ya jamii iliyozibuni mathalan nyimbo katika jamii ya wakulima zitasheheni msamiati unaohusu shughuli za kilimo kama vile kuvuna kupanda na kupalilia"}
{"text": "Nyimbo humwezesha binadamu kutakasa hisia zake kupitia kwa nyimbo binadamu hutoa hisia za moyoni kama vile kujutia kosa alilofanya mapenzi ama huzuni Mbolezi humsaidia aliyehathiriwa kutoa hisia za huzuni Nyimbo za mapenzi kama vile chombezi humwezesha mpenzi kumfichulia mwenzake hisia za moyoni"}
{"text": "Ni mbinu mojawapo ya kuhifadhi na kuendeleza utamaduni wa jamii rekodi za matukio muhimu katika jamii huweza kuhifadhiwa kwa nyimbo na kupitishwa kwa vizazi"}
{"text": "Nyimbo hutumbuiza hutumiwa kama burudani kufurahisha kustarehesha na kusisimua"}
{"text": "Hupitisha amali na mambo ambayo jamii inayothamini amali hizo hurekodiwa katika nyimbo mbalimbali kama vile za kazi na kurithishwa vizazi vya jamii hiyo Mawaidha na thamani za jamii hukaririwa katika nyimbo kama nyenzo za kuzirithisha"}
{"text": "Nyimbo hutumiwa kuhamasisha watu na kuchochea hisia za kuchangamkia jambo fulani Nyimbo za kisiasa kwa mfano huweza kuchochea hisia za kuungana pamoja kutetea haki au kuunga mkono jambo fulani"}
{"text": "Nyimbo huakisi ukwasi wa tamaduni za jamii umbuji ufasaha wa kujieleza na ujamii mvuto na uzuri wa kazi ya sanaa wa jamii hujitokeza katika nyimbo huteuzi wa manenoishara na ujumbe katika nyimbo huonyesha ukwasi wa jamii hiyo kifani"}
{"text": "Hukuza ubunifu miongoni mwa wanajamii uimbaji ni kipawa na nyimbo hupalilia kipawa hiki"}
{"text": "Aina mbalimbali za nyimbo"}
{"text": "Bembelezi bembeabembepembezeji"}
{"text": "Hizi ni nyimbo zinazowafanya watoto walale au watulie wanapolia zinapoimbwa"}
{"text": "Sifa"}
{"text": "Bembea huimbwa kwa utaatibu kwa sauti na mahadhi ya chini"}
{"text": "Huimbwa na wazazi au walezi wa watoto kuwaliwaza na kuwabembeleza watoto walale"}
{"text": "Huwa fupi"}
{"text": "Bembea hutofautiana kutoka jamii moja hadi nyingine kutokana na thamani za jamii hiyo"}
{"text": "Huimbwa kwa kurudiarudia maneno au kibwagizo wakati mwingine hata nyimbo mzima huimbwa kwa kurudiwarudiwa"}
{"text": "Hutumia lugha shawishi na wakati mwingine hutolewa ahadi za kumnunulia mtoto zawadi"}
{"text": "Aghalabu zinapoimbwa mtoto huwa amebebwa kwa mbeleko na mwimbaji kutoa mapigo ya kumpapasa"}
{"text": "Umuhimu"}
{"text": "Hutumbuiza na kuongoa watoto bembea hupumbaza na kumfanya mtoto anyamaze au alale anapolia"}
{"text": "Hutumiwa kama sifa kumsifu mtoto mtulivu husifu pia somo ya mtoto huyo au wazazi wake"}
{"text": "Husawiri mfumo wa kiuchumi wa jamii husika ikiwa baba ni msasi mtoto atarajiwa kuwa baba ni msasi jasiri au baba yake yuko karibu kutoka usasini"}
{"text": "Huonyesha au kusawiri uhusiano katika jamii kupitia bembea mlezi huweza kuibua migogoro iliyomo kati yake na wazazi wake au wazazi wa mtoto hivyo kuonyesha uhusiano kati ya waajiri na wajiriwa"}
{"text": "Hutakasa hisia ambazo mwimbaji huweza kuwa nazo"}
{"text": "Humwelimisha mtoto hata katika umri huu mchanga kuhusu mambo na shughuli mbalimbali katika jamii na umuhimu wake au thamani yake katika jamii"}
{"text": "Husawiri falsafa au mtazamo wa jamii kuhusu jinsia na matarajio ya jamii kwa jinsia Fulani katika bembea mlezi anaweza kutaja kuwa machozi ni ya kike iwapo anamtuliza mtoto mwanaume majukumu ya mtoto wa kiume kwa jamii pia huweza kutajwa mlezi huweza kumtajia mtoto wa kike kuwa anatarajiwa kuwa mlezi mwema"}
{"text": "Huwaonya watoto dhidi ya tabia hasi watoto huonywa dhidi ya kulia onyo kwani kulia hukumbusha mtu mambo mabaya"}
{"text": "Mfano"}
{"text": "Ewe malaika wangu"}
{"text": "Uloshuka toka mbinguni"}
{"text": "Mbingu kapasua kwa hei"}
{"text": "Siku nipokukopoa"}
{"text": "Ulinitia furaha iliyopasua kifua"}
{"text": "Tabasamu kipajini pako"}
{"text": "Ilinitia tumaini ikanisahaulisha zingizi"}
{"text": "Ikayeyusha madhila ya utasa wa miaka kumi"}
{"text": "Ikapeperusha mbali cheka la ukwenza"}
{"text": "Sasa napolia wanitonesha jeraha"}
{"text": "Waniregesha misri kwa vitimbi vya firauni"}
{"text": "Kwa vitisho vya muhebi"}
{"text": "Talaka huahidiwa hadi mbingu"}
{"text": "Lipofungua milango ya heri"}
{"text": "Silie mwana silie walimwengu watakusuta"}
{"text": "Tangu hapo tanabahi"}
{"text": "Vidume humu mwenu"}
{"text": "Kulia hari kuumbiwa"}
{"text": "Machozi na kekevu ni za kike fahamu"}
{"text": "Jogoo halii daima huwika"}
{"text": "Nikikuona kigugumika hivi wanitia hangaiko"}
{"text": "Tumaini kuzima"}
{"text": "Udhaifu kiandama moyo kitia hamaniko"}
{"text": "Atanipigania nani"}
{"text": "Watesi kingangaania chake kujitwalia"}
{"text": "ZOEZI"}
{"text": "1i Je mtoto huyu ni wa kike au kiume"}
{"text": "ii Thibitisha"}
{"text": "Mwimbaji ni nani au ana uhusiano gani na anayeimbiwa"}
{"text": "ii Thibitisha"}
{"text": "Andika sifa tatu za jamii ya mwimbaji"}
{"text": "Andika mbinu za lugha zilizotumiwa"}
{"text": "Andika majukumu sita ya wimbo wa aina hii"}
{"text": "Hutumbuiza watoto na kuwaongoa"}
{"text": "Hutumika kumsifu mtoto mtulivu"}
{"text": "Husawiri mfumo wa kiuchumi wa jamii husika"}
{"text": "Husawiri uhusiano katika jamii kupitia migogoro"}
{"text": "Hutakasa hisia ambazo mwimbaji huweza kuwa nazo"}
{"text": "Huwaonya watoto dhidi ya tabia hasi"}
{"text": "Mbolezi nyimbo za matangatahalili"}
{"text": "Hizi ni nyimbo ambazo huimbwa wakati mtu amefariki au wakati wa maafa ama katika halfa za kuadhibisha makumbusho"}
{"text": "Sifa"}
{"text": "Mbolezi hutofautiana kutoka jamii moja hadi nyingine kutegemea imani ya jamii kuhusu kifo na pia kulingana na aliyekufa"}
{"text": "Huimbwa kwa njia ya kuwafariji waliofiwa"}
{"text": "Husifu aliyekufa kwa kawaida mbolezi hutoa sifa chanya au nzuri za aliyekufa watu mashuhuri katika jamii huweza kutungiwa mbolezi zao mahususi zinazowasifu na kutuja michango yao kwa jamii"}
{"text": "Hufungamana na muktadha maalum mbolezi huimbwa tu katika matanga au wakati wa kuomboleza jambo fulani"}
{"text": "Huimbwa kwa toni ya huzuni na pengine uchungu ili kuibua hisia za ndani za mwombolezaji"}
{"text": "Huimbwa kwa mwendo wa utaratibu"}
{"text": "Huonyesha imani ya jamii husika kuhusu kifo"}
{"text": "Majukumu"}
{"text": "1 Husawiri msimamo wa jamii kuhusu kifo wapo wanaoamini kuwa kifo husababishwa na maovu au pepo fulani na watakao kashifu kifo watu wengine hutambua kifo kama mlango wa kuingia katika uzima wa milele kidini"}
{"text": "2 Kuwaliwaza waliofiwa na kuwasaidia kukabiliana na uchungu au uzito wa kumpoteza mpendwa wao"}
{"text": "3 Hutoa wasifu wa aliyekufa"}
{"text": "4 Ni njia ya kutakasa moyo na hisia za aliyefiwa aliyefiwa huweza kutumia mbolezi kutoa hisia zake za huzuni kwa njia hii anaweza kupunguza uzito wa kumpoteza mwenzake"}
{"text": "Mfano"}
{"text": "Kama kesho itapambauka"}
{"text": "Jua la kinjano kuchomoza"}
{"text": "Kuangazia siku mpya"}
{"text": "Siku isio tumaini"}
{"text": "Siku bila mimi mama mtu"}
{"text": "Kumbuka ewe kipenzi"}
{"text": "Usiache chozi kufurika"}
{"text": "Kuyeyusha makini yako inuka mwanangu inuka"}
{"text": "Silie daima yote yatatengenea"}
{"text": "Mpenzi mama ulolala usingizi usio na mzindushi"}
{"text": "Nalikumbuka vyema hili ni beti uloniandikia"}
{"text": "Kitandani ukiwa ukiuguza donda"}
{"text": "Donda walokusababisha walimwengu mahasidi"}
{"text": "Ela nataka ujue kamwe yote si shwari kama uliponambia"}
{"text": "Hayawezi kuwa shwari kwa mlezi kikembe"}
{"text": "Hayawezi tengea kwa yatima alozungukwa"}
{"text": "Na waja wenye tama kila kitu kurithi"}
{"text": "Hayawezi kuwa shwari kumtazama mwezio"}
{"text": "Ulotwambia tumwite baba na kumstahi"}
{"text": "Ati ni amri ya muumba"}
{"text": "Akitoka na muhebi pumbao apata yeye"}
{"text": "Wafurahia ulochuma wewe"}
{"text": "Najitahidi mpenzi mama"}
{"text": "Ukakamavu kujipa"}
{"text": "Machozi kuyafuta"}
{"text": "Ela hino kumbuka"}
{"text": "Kuondoka kwako huko"}
{"text": "Hatukukutarajia japo hukuisha kunikumbusha"}
{"text": "Ziraili liingia ja mwewe"}
{"text": "Na kukwiba mithili ya kifaranga"}
{"text": "Mama yake akitazama"}
{"text": "MASWALI"}
{"text": "1a Andika sifa za mbolezi zinazojitokeza"}
{"text": "Huimbwa kwa toni ya huzuni na uchungu kwani anayeimba ana huzuni kwani amempoteza mama"}
{"text": "Inadhihirisha imani ya jamii inatajwa kuwa ziraili alimwiba mama"}
{"text": "B Andika mbinu zilizotumiwa"}
{"text": "Tashbihiziraili liingia ja mwewe"}
{"text": "Inksariwalokusababishia"}
{"text": "Nyiso"}
{"text": "Nyiso n nyimbo zinazoimbwa jandoniwavulana  na unyagoni kwa wasichana  kila jamii hata hivyo ina desturi zake zinazozingatiwa kama kigezo cha kuvusha vijana kutoka utotoni na kuingia utu uzima"}
{"text": "SIFA"}
{"text": "Zilitoa sifa kwa waliotiwa jandoni waliopashwa tohara wazazi na wasimamizi wao"}
{"text": "Ziliimbwa kuwapa wavulana ujasiri wa kukabili kisu cha ngariba"}
{"text": "Zinatoa mafunzo kwa wavulana kuhusu majukumu yao mapya baada ya kutiwa jandoni"}
{"text": "Katika baadhi ya jamii nyiso huimbwa usiku wa kuamkia siku ya kupasha tohara"}
{"text": "Maudhui katika nyiso hutofautiana kutoka jamii hadi nyingine"}
{"text": "Maudhui yanaweza kuwa ya kuonya dhidi ya kutoa siri kuwaandaa kwa uchungu watakaohisi au kukejeli woga"}
{"text": "Majukumu"}
{"text": "Hutumika kuwaondoa kihisia wanaotarajia wanaotahiriwa kuwapa ari ya kuwapa kisu cha ngariba"}
{"text": "Huwajuza wanaotahiriwa kuhusu majukumu mapya na matarajio ya jamii yao kwao huwafahamisha kuwa wamevuka na ni muhimu kuwaandaa kiakili kwa majukumu ya utu uzima"}
{"text": "Huonyesha furaha ya vijana wanaotoka katika utoto na kuingia utu uzima"}
{"text": "Huhimiza ujasiri na kukebehi woga"}
{"text": "Huhimiza uzalendo na kuonea fahari utamaduni wa jamii wanaohiriki jandoni hujitambulisha na jamii zao zaidi na hivyo uzalendo huimarika"}
{"text": "Nyiso hutoa nasaha kwa vijana huwafahamisha kuhusu matarajio ya uchungu matarajio ya utu uzima husa dhidi ya woga na umuhimu wa kuhifadhi siri watakazopewa"}
{"text": "Huburudisha waliohudhuria shughuli hii"}
{"text": "Huleta umoja miongoni mwa wanajamii vijana waliotahiriwa wakati mmoja hujitambulisha kama ndugu"}
{"text": "Mfano"}
{"text": "Ewe kiii"}
{"text": "Ulozowea kujificha"}
{"text": "Nyuma ya mama kujikinga dhidi ya milio"}
{"text": "Ya radii ilo juu mbinguni"}
{"text": "Jua kesho ni siku ya siku"}
{"text": "Siku ya kujua mbichi na mbivu"}
{"text": "Kutofautisha jogoo na vipora"}
{"text": "Ngaribu taposhika chake kijembe"}
{"text": "Ndipo utakapojua bayani"}
{"text": "Ukoo wetu si wa kunguru"}
{"text": "Ikiwa u tayari"}
{"text": "Kisu kukidhihaki"}
{"text": "Si thubutu kamwe wanjani kuingia"}
{"text": "Ije kuniabisha miye amiyo na akraba nzima"}
{"text": "Nyimbo za kisiasa"}
{"text": "Hizi ni nyimbo ambazo huimbwa katika shuguli au miktadha ya kisiasanyimbo za kisiasa huwa na maudhui mapana kama vile mapambano propaganda kuzindua kuhamasisha kukejeli kuburudisha kuhimiza au kutia ari"}
{"text": "Sifa"}
{"text": "Huwa na maudhui mapana kama vile mapambano propaganda nk"}
{"text": "Huimbwa katika shughuli au miktadha ya kisiasa"}
{"text": "Huonyesha hali ya mwenye nguvu kumwonea mnyonge"}
{"text": "Huburudisha hutumbuiza na kustarehesha watu katika shughuli za kisiasa au za kitaifa"}
{"text": "Hutumiwa kuwatuliza na kuliwaza wahasiriwa wa migogoro ya kisiasa"}
{"text": "Jukumu"}
{"text": "Hukuza umoja wa kisisa miongoni mwa washiriki wakati wa kupigania uhuru nyimbo hizi zilitumiwa kama nyenzo za kuwaunganisha watu"}
{"text": "Huzindua na kuhamasisha watu huwapa watu km wafanyi kazi ari ya kupigania haki zao Nyimbo za kisiasa huwatanabahisha watu kuhusu haki zao na kuwahimiza kupigana dhidi ya unyanyasaji"}
{"text": "Husawiri mfumo wa kisiasa na kijamii wa jamii husika na maoni ya wananchi kuhusu mfumo huo Je wanaupenda au wanaupinga"}
{"text": "Husawiri migogoro iliyopo katika jamii je ni ya unyanyasaji uongozi mbaya unyonyaji ubinafsi usawa na uhuru"}
{"text": "Hutumiwa kueneza propaganda za kisiasa baadhi ya nyimbo za kisiasa huimbwa ili kusawiri uzuri wa utawala fulanikm KANU yajenga nchi ni wimbo wa kisiasa ulionuia kuwavutia watu kukipenda chama hiki cha kisiasa"}
{"text": "Huimiza uzalendo na mshikamano wa kitaifa nyimbo za taifa ni mfano wa nyimbo za kisiasa zinazohimiza raia kuionea fahari nchi yake na kuishi kwa undugu"}
{"text": "Huweza kutumiwa kama rekodi ya matukio ya kihistoria katika jamii Fulani baadhi ya nyimbo za kisiasa huzungumzia mapambano dhidi ya ukoloni na historia ya mapambano hayo"}
{"text": "Hutumiwa kukashifu uongozi mbaya"}
{"text": "Hutumiwa kama sifo kuwasifia viongozi waadilifu na mashujaa wengine wa kisiasa kama vile Harry thukuDedan kimathi Arap moi Jaramogi Odinga Kenyatta wa nchini Kenya"}
{"text": "Huburudisha hutumbuiza na kustarehesha watu katika shughuli za kisiasa au za kitaifa"}
{"text": "Hutumiwa kuwaliwaza na kupoza waasiriwa wa migogoro ya kisiasa"}
{"text": "Mfano"}
{"text": "Mabeberu watu wabaya"}
{"text": "Walimfunga kombozi"}
{"text": "Nia yao ikiwa moja"}
{"text": "Kudidimiza jamii yetu"}
{"text": "Katika lindi la istiimari"}
{"text": "Ela hawakufua dafu"}
{"text": "Mabarobaro waliingia msituni"}
{"text": "Bunduki wakashika"}
{"text": "Kupigana kupigania wiyathi"}
{"text": "Beberu lipoona"}
{"text": "Vita vimechacha"}
{"text": "Tama iliwatoka"}
{"text": "Wakasalimu amri"}
{"text": "Uhuru wakatoa"}
{"text": "Hawakutoa kwa hiari"}
{"text": "Hilo usisahau"}
{"text": "Wazalendo walipigana"}
{"text": "Kwa jino au ukucha"}
{"text": "Uhuru tukapata"}
{"text": "Kombozi akashika sukani"}
{"text": "Nyimbo za sifasifo"}
{"text": "Nyimbo za sifa pia huitwa sifoni nyimbo ambazo hutoa sifa za mtu fulani sifo husifu michango na mafanikio ya watu katika jamii ni muhimu kutaja kuwa nyiso mbolezi na nyimbo za arusi hutumiwa kama sifo"}
{"text": "Sifa"}
{"text": "Sifo husifu na kutukuza watu ambao wamefanya jambo fulani km husifu maarusi waliohitimu jandoni viongozi wa kisiasa kiuchumi na kijamii mbolezi na walioshinda mashindano ya michezo au wa kumiliki kitu kipawa au hali fulani"}
{"text": "Sifo hutumia sitiari kwa usanifu mkubwa huwalinganisha wanaosifiwa na wanyama ili kuonyesha sifa fulani km kiongozi anaweza kufananishwa na simba ili kuonyesha ujasiri"}
{"text": "Sifo hutumiwa katika miktadha mbalimbali ya kijamii kama vile miviga"}
{"text": "Huimbwa kwenye jando kuwasiu mashujaa na kuwapongeza kwa kuingia katika utu uzima"}
{"text": "Huimbwa kwenye mazishi kama taabilitaabini kuwasifu na kuwakumbusha waliokufa"}
{"text": "Huimbwa kwenye arusi kuwasifu maarusi"}
{"text": "Huimbwa katika sherehe za kutawazwa kwa viongozi au wafalme"}
{"text": "Kuna sifo za kidini zinazomsifu Mungu au mitume kwa mfano kasida ya mzia zinamsifu mtume mohammed"}
{"text": "9 Sifo pia huweza kuimbwa na mtu au watu binasfi wakijisifu majigambo au vivugo"}
{"text": "10 Sifo huasi au kuonyesha thamani ya jamii zinazothamini ujasiri wa kivita nyingine nasaba tukufu ufugaji wa mifugo wengi kilimo au arusi"}
{"text": "11 Sifo hupiga chuku sifa za anayesifiwa"}
{"text": "Majukumu"}
{"text": "Sifo husifu matendo ya viongozi au watu mashujaa katika jamii"}
{"text": "Hutangaza mafanikio au mchango wa mtu au watu wanaosifiwa kwa jamii anayeimba sifo hutaja mambo ambayo anayesifiwa alitenda au ametenda"}
{"text": "Hukuza uzalendo sifo huwahimiza vijana kuiga matendo mazuri ya wanaosifiwa kwa njia hii watu hujifunza kuionea fahari jamii na kuwa tayari kuitolea mchango wao"}
{"text": "Kuweka kumbukumbu au rekodi ya matukio ya kihistoria wimbo unaomsifu shujaa wa vita km huonyesha vita alivyopigana alipigana na nani na lini na mbona"}
{"text": "Huonyesha msimamo na mitazamo ya jamii fulani kuhusu maswala mbalimbali wimbo unaosifu uzalendo wa mtu fulani vilevile unaweza kuonyesha chuki kwa usaliti"}
{"text": "Hutambua mchango wa watu mbalimbali kwa jamii sifo hutaja majina ya wanaosifiwa kwa nia ya kutambua na kutambulisha juhudi zao"}
{"text": "Huburudisha sifo nyingi hutumbuiza hutuliza na hupumbaza akili"}
{"text": "Nyimbo za kazihodiya"}
{"text": "Nyimbo za kazi pia huitwa hodiya ni nyimbo zinazoimbwa na watu wanapofanya kazi huwa kama kihamasishaji kwa wanaoifanya kazi fulani au zinaonyesha mazingira yao ya kazi hofu zao shida zao matumaini na ndoto zao"}
{"text": "Sifa"}
{"text": "Maneno ya nyimbo hizi huwa ni ya kuhimiza"}
{"text": "Urefu wake hutegemea kazi na vifungu fulani vinaweza kurudiwarudiwa"}
{"text": "Mdudo hutegemea kazi inayofanywa iwapo kazi itafanywa kwa utaratibu mdundo utafuata hali hiyo"}
{"text": "Huimbwa wakati watu wanapofanya kazi kila aina ya kazi ina hodiya yake kwa mfano wawe vave ni nyimbo za wakulima Kimai ni nyimbo zinazohusishwa na ubaharia"}
{"text": "Huimbwa na kundi la wafanyakazi au mtu mmoja wakati anapofanya kazi yake binafsi"}
{"text": "Nyimbo hazihusishi ngoma kwa kuwa watu wote walishiriki kazi"}
{"text": "Majukumu"}
{"text": "Huhimiza watu kutia bidii na kuendeleza kazi bila kufa moyo"}
{"text": "Hukashifu uvivu na utegemezi baadhi ya nyimbo za kazi hukashifu wasiopenda kazi"}
{"text": "Hurahisisha kazi kwa kupunguza fikra za uchovu watu wanapofanya kazi wakiimba kazi huonekana kuwa nyepesi na muda kupita kwa kasi"}
{"text": "Husawiri imani mitazamo na thamani za jamii husika kuhusu kazi jamii inathamini kazi gani Uzembe na bidii kazini huchukuliwaje Kazi inapewa nafasi gani"}
{"text": "Huonyesha changamoto ambayo wafanyakazi hukabiliana nayo katika kazi zao je wanahofia nini kazini Wana matumaini gani katika kazi zao"}
{"text": "Hujenga ushirikiano watu wanapoimba wanapofanya kazi pamoja hujenga ushirikiano pia huhimizwa katika baadhi ya nyimbo za kazi"}
{"text": "Mfano"}
{"text": "Viongozi walisema"}
{"text": "Turudi mashambani"}
{"text": "Makonde kushughulikia"}
{"text": "Mimea kupalilia"}
{"text": "Tutie ghera ndugu"}
{"text": "Tujifunge masembo"}
{"text": "Udongo tutifue"}
{"text": "Samadi tutie"}
{"text": "Magugu tungoe"}
{"text": "Kilimo tuimarishe"}
{"text": "Pasiwe wa kutuvuta"}
{"text": "Misri kuturudisha"}
{"text": "Kwa pato la kufutia chozi"}
{"text": "Ukame tatwandama"}
{"text": "Mashamba tukiachilia"}
{"text": "Mmomonyoko kuyatoa"}
{"text": "Tutabaki mikunguni"}
{"text": "Kutegemea wahisani"}
{"text": "Nyimbo za mapenzi"}
{"text": "Nyimbo hizi zinaimbwa kueleza hisia za mapenzi zinasimamia maoni ya jamii kuhusu mapenzi mtu anaweza kumsifu mpenzi au kusikitika kwa kuachwa na mpenzi nyimbo hizi huwa na maudhui ya mapenzi"}
{"text": "Sifa"}
{"text": "Huelezwa kwa maneno matamu yenye hisia nzito"}
{"text": "Zinaweza kuwa sifa yaani zikaimbwa kumsifu mpenzif fulani"}
{"text": "Huthibitisha mapenzi"}
{"text": "Huwa na maudhui mbalimbali kulingana na lengo la mwimbaji km"}
{"text": "Kuonyesha kusalitiwa au wivu"}
{"text": "Kuomba uchumba"}
{"text": "Kumsifu mpenzihusifu umbo au hulka yake"}
{"text": "Kutambua uhusiano mzuri na mwenziwe na kumbembeleza mpenzi"}
{"text": "Majukumu"}
{"text": "Kusifu tabia au umbo la mpenzi yaani hutaja tabia chanya na umbo zuri la mpenzi"}
{"text": "Kutakasa hisia za anayeimba mwenye mapenzi huweza kutumia nyimbo kutoa hisia zake za huzuni furaha au kupumbazika kwa kufanya hivi anaweza kupunguza uzito wa hisia alizonazo"}
{"text": "Huburudisha nyimbo za mapenzi huburudisha anayezisikiza"}
{"text": "Hukuza ubunifu nyimbo za mapenzi hubuniwa kwa ubingwa wa hali ya juu ili kuibua hisia za mapenzi huzuni au huruma"}
{"text": "Ni nyenzo ya kupitisha maarifa au elimu nyimbo za arusi hutumiwa kutoa mawaidha ya unyumba kwa maarusi wapya aidha matarajio ya jamii na majukumu yao mapya kama bibi na bwana hupitishwa kwa nyimbo"}
{"text": "Mfano"}
{"text": "Tina analia tina analia"}
{"text": "Chozi lausaliti undani wake"}
{"text": "Undani ambao ameuficha kwa miaka na mikaka"}
{"text": "Undani ambao japo anachelea kutangaza asije"}
{"text": "Akaonekana apendaye chongo"}
{"text": "Itabidi kuuto kuumwaga mtama"}
{"text": "Na kiini chozi hili ni kwamba imewadia"}
{"text": "Imewadia siku kanisani kwenda"}
{"text": "Kujitia pingu pingu za aushi"}
{"text": "MASWALI"}
{"text": "Jibu maswali yafuatayo ukirejelea wimbo huu"}
{"text": "Ainisha utungo huu kimaudhui"}
{"text": "Ukatilibibi arusi anapoenda kufanya arusi bwana arusi haonekani"}
{"text": "Mapenzimwanamke huyu anaonekana kuwa alimpenda sana mchumba wake"}
{"text": "Usalitimchumba wa mwanamke huyu tina anamsaliti kwa kukosa kuja arusini"}
{"text": "kwa mujibu wa wimbo huu jadili kwa mifano nafasi ya mwanaume katika jamii"}
{"text": "Msalitimchumba wa tina anamsaliti kwa kukosa kkufika pale katika arusi ili amwone tina"}
{"text": "Katilipia anamwacha tina pale bila yakumwambia kuwa hangependa kumwoa"}
{"text": "Toa mifano ya tamathali za usemi zilizotumika"}
{"text": "Uradiditina analia tina analia"}
{"text": "Methaliapendaye chongohuita kengeza"}
{"text": "Nahau kumwaga mtama"}
{"text": "Fafanua umuhimu wa aina ya tungo hii katika jamii yako"}
{"text": "Huthibitisha mapenzi baina ya watu Fulani"}
{"text": "Hutakaja hisia za anayeimba baadaye anapunguza uzito wa hisia hizo"}
{"text": "Huburudisha wale wanaosikiliza"}
{"text": "Hukuza ubunifu kwa wanaobuni nyimbo hizo na kuziimba"}
{"text": "Nyimbo za watotochekechea"}
{"text": "Nyimbo za watoto pia huitwa nyimbo za chekechea"}
{"text": "Sifa"}
{"text": "Huimbwa na watoto wakati wa kucheza ili kuifanya michezo ipendezeau wanapofanya shughuli zao za kitoto"}
{"text": "Huwa na matumizi ya takriri kwa kiasi kikubwa"}
{"text": "Ni maarufu katika shule za malezi kama vile chekechea"}
{"text": "Watoto hufunzwa na kuimba nyimbo hizi"}
{"text": "Maudhui yake hutegemea aina ya mchezo na jamii husika"}
{"text": "Lugha yake ni sahili au nyepesi"}
{"text": "Aghalabu huwa fupi"}
{"text": "Huandamana na miondoko kwa kiasi kikubwa"}
{"text": "Umuhimu"}
{"text": "Hutumiwa kama burudani ni nyenzo muhimu ya kujipumbaza na kupitisha wakati"}
{"text": "Hukuza ubinifu miongoni mwa watoto hujifunza nyimbo zinazooana na michezo yao"}
{"text": "Hukashifu tabia hasi watoto hutumia nyimbo hizi kuwakashifu walio na tabia hasi kv uchoyo"}
{"text": "Hukuza utangamano watoto wanapokuja pamoja kucheza na kuimba hawajali tofauti zao za kinasaba na huwa kama watu wa jamii moja"}
{"text": "Hutambulisha jamii kila jamii ina nyimbo za watoto ambazo hufungamana na utamaduni pamoja na thamani za jamii hiyo"}
{"text": "Hukuza kumbukumbu za watoto kwa sababu ya kukariri vifungu mara nyingi"}
{"text": "MFANO"}
{"text": "Kitoto kivivu aia aia"}
{"text": "Kikienda skuli aia aia"}
{"text": "Saa tatu hazijafika aia aia"}
{"text": "Ndicho hicho chalia njaa aia aia"}
{"text": "Ticha naona njaa aia aia"}
{"text": "Malimu hadiriki kuandika lolote aia aia"}
{"text": "Kitoto machozi yatoka aia aia"}
{"text": "Hadi ruhusa kipewe aia aia"}
{"text": "Kitazame kilo ndani ya chupa aia aia"}
{"text": "Ndipo kitulie aia aia"}
{"text": "MASWALI"}
{"text": "Andika maadili yanayojitokeza katika wimbo"}
{"text": "Bidii inakashifu uvivu"}
{"text": "Tabia njemma inakashifu tabia ya kulia onyo na kusumbua"}
{"text": "Masomowatto wanahimizwa kwenda shuleni"}
{"text": "Taja mbinu za lugha zilizotumiwa"}
{"text": "Uradidi aia aia"}
{"text": "Utohozi ticha"}
{"text": "Andika miktadha mitatu ambayo nyimbo za watoto hupatikana"}
{"text": "Watoto wanapocheza"}
{"text": "Watoto wanapopewa elimu"}
{"text": "Jadiyajadiia"}
{"text": "Ni nyimbo za kitamaduni ambazo huimbwa na kupokezwa kwa mdomo kutoka kizazi kimoja hadi kingine kila jamii ina jadia zipokezwazo kwa vizazi vyake kimaudhui nyimbo hizi husimulia mambo mengi hasa yaliyotukia katika historia ya jamii kama vile matendo ya shujaa fulani mateso njaa na ucheshi"}
{"text": "Kongozi"}
{"text": "Ni nyimbo za mwaka huimbwa wakati wa kukaribisha mwaka mpya"}
{"text": "Nyimbo za dini"}
{"text": "Huimbwa katika shughuli za kidini"}
{"text": "Kimai"}
{"text": "Uhusisha shughuli za kibaharini"}
{"text": "Nyimbo za vita"}
{"text": "Huimbwa na askari wakati wa vita"}
{"text": "Nyimbo za usasi"}
{"text": "Huimbwa na wasasi wanapokwenda au kutoka usasini"}
{"text": "Husifu mtu fulani kwa mchango wake katika jamii"}
{"text": "Nyimbo za kuzaliwa kwa mtoto"}
{"text": "Huonyesha au kuathimisha kuzaliwa kwa mtoto"}
{"text": "Maghani"}
{"text": "Ni ushairi ambao hutolewa kwa kalmia nusu kuimba nusu kuongea kama afanyavyo padre badala ya kuimbwa tofauti kati ya maghani na nyimbo ni kuwa maghani hayaimbwi hata hivyo kimaudhui maghani ni sawa na nyimbo kama za kazi maombolezi au siasa kama ilivyo katika nyimbo"}
{"text": "Sifa"}
{"text": "a Ni fungu za kishairi yaani yana sifa za kishairi za kuwa na mapigo ya kimuziki na maneno mateule yenye muwala mtiririko mzuri wa mawazo"}
{"text": "b Husimulia matukio kwa kirefu hasa yanayotambwa"}
{"text": "c Hutungwa papo hapo na kusemwa au kutongolewa mbele ya hadhira"}
{"text": "d Hutungwa kwa ufundi mkubwa"}
{"text": "e Hutolewa na mtu mmoja au kundi la watu"}
{"text": "Umuhimu"}
{"text": "a Kuchochea wanotaka kuwa shujaa"}
{"text": "b Kutoa sifa nzuri za kuigwa au kutumiwa kukosewa"}
{"text": "c Kuelezea usuli wa mtu asili au nasaba ya mtu kitu jambo au familia"}
{"text": "d Kudhihirisha uhodari wa kutenda"}
{"text": "Aina za maghani"}
{"text": "Aina mbili kuu"}
{"text": "a Maghani ya kawaida"}
{"text": "b Maghani simulizi"}
{"text": "1 Maghani ya kawaida"}
{"text": "Tungo za kishairi ambazo hutongolewa kuhusu maswala ya kawaida njaa mapenzi masikitiko kazi majonzi dini hughaniwa tu"}
{"text": "Rara"}
{"text": "Ni hadithi fupi nyepesi za kishairi ambazo husisimua"}
{"text": "Sifa"}
{"text": "Huweza kuandamana na ala za muziki"}
{"text": "Nyingi zilihusu koo tukufuzilizotajika"}
{"text": "Hutolea kwa ya huzuni kitanzia"}
{"text": "Masuala hufumbua na kudokezwa tu"}
{"text": "Lugha hujaa utendaji wa matukio"}
{"text": "Hushughulikia maswala ya kawaida na ibuka kwa mtindo usio rasmi"}
{"text": "Huwa na ucheshi wenye kinaya"}
{"text": "Maghani simulizi"}
{"text": "Maghani ya kihadithi yanayosimulia sifa za mtu kitu mnyama historia au tukio fulani"}
{"text": "Hutolewa na kuambatana na muziki pamoja na ala km zeze marimba njuga Mtambaji wa maghani huitwa yelimanju Kwa kawaida yeye huwa bingwa wa kupiga ala aina fulani ya muziki"}
{"text": "maghani ya kawaida"}
{"text": "Ni ya aina tatu"}
{"text": "Sifo"}
{"text": "Ni mashairi ya sifa yaghaniwayo kumsifu mtu fulani kutokana na matendo yake ya kishujaa"}
{"text": "Sifa"}
{"text": "Husifu watu wanyama mimea na hata vitu visivyo hai"}
{"text": "Hutoa sifa chanya na hasi sifa hasi hukashifu vitendo vibaya"}
{"text": "Hutegemeana na kuingiliana na tanzu nyingine za fasihi simulizi hutumiwa katika km mazishi kusifu aliyekufa kwa matendo yake ya kipekee pia huweza kutumiwa katika arusi na tohara kusifu wanaohusika katika shughuli hizo"}
{"text": "Aina za sifo"}
{"text": "Majigambo vivugo"}
{"text": "Tungo za kujisifu kujitapa au kujigamba anayejigamba huwa mwanasanaa mshairi anayeelewa kwa undani analozungumzia"}
{"text": "Sifa"}
{"text": "Hutungwa na kughanwa na mhusika mwenyewe"}
{"text": "Hutungwa kwa usanii mkubwa anayejigamba hutumia sitiari ishara takriri na tashbihi"}
{"text": "Anayejigamba hujitumia kivugo kufuatia tukio mahususi katika maisha yake anaweza kuongea kuhusu siku za jandoni ndoa au kuoa kutoka vitani michezo kesi au jambo kali"}
{"text": "Kwa kawaida hutungwa na kughanwa na wanawake"}
{"text": "Huwa na matumizi ya chuku kwa kiasi kikubwa anayejigamba hujisifu kupita kiasi kwa kutaja mafanikio au mchango wake Anaweza kuahidi kuleta mafanikio makubwa kuliko yale tayari ameletea jamii"}
{"text": "Hutolewa kwa nafsi ya kwanza maadam anayejigamba ni mshairi mwenyewe"}
{"text": "Anyejigamba huweza kubeba baadhi ya vifaa vyake vya kazi au vinavyoonyesha jambo analojisifia Aidha anaweza kuvaa maleba yanayooana na kazi au jambo ambalo anajisifia"}
{"text": "Kwa kawaida hutungwa papo hapo hata hiyo mengine huandikwa ili kughanwa baadaye katika hafla fulani kv arusi"}
{"text": "Anayejisifu hutaja usuli wake wa kinasaba katika baadhi ya jamii anayejigamba huhitajika kutaja na kusifu nasaba au ukoo wake upande wa baba na mama kwa majina yake halisi"}
{"text": "Wanaojigamba nao huwa walumbi au washauri wanaofahamu wanalolitunga"}
{"text": "Maudhui makuu ni ushujaa"}
{"text": "Umuhimu"}
{"text": "Hukuza ubunifu kadri mtu anavyotunga na kughani majigambo ndivyo anavyoimarisha uwezo wa kubuni mitindo mipya ya utunzi na uwasilishaji"}
{"text": "Hukuza ufasaha wa lugha watunzi wengine wa majigambo huwa walumbi"}
{"text": "Ni nyenzo ya burudani huangua waliohudhuria sherehe ambapo yanatolewa"}
{"text": "Hudumisha utu na utambulisha mwanamume katika familia kwa sababu ya uchokozi uliokuwa katika jamii ilikwa muhimu kwa wanaume katika familia kuwa jasiri wakakamavu na mashujaa ili kutetea jamii zao Kupitia kwa majigambo wanaume walidhihirisha nafasi zao katika jamii"}
{"text": "Nyenzo ya kufanya watu waheshimiwe hudumisha ari ya kuwafanya wanaume kutaka kuwa mashujaa mtu alipofanya kitendo cha ushujaa alijigamba na kuheshimiwa na kila mtu alitaka kufanya jambo la kishujaa ili ajigambe na kuheshimiwa"}
{"text": "Tondozi"}
{"text": "Ni tungo ambazo hughanwa kumsifu mtu mnyama au kitu km milima kijiji nchi au kitu chochote ambacho huweza kusifiwa"}
{"text": "Tondozi za watu husifu watu mashuhuri wapenzi marafki watani wake waume watoto au adui zaoWanyama na vitu ambavyo hutungiwa tondozi aghalabu ni mifugo wanyama wa porini na miti mikubwa vitu na wanyama hawa hupewa sifa kistiara zikikusudiwa binadamu"}
{"text": "Mfano"}
{"text": "Kipungu kipungu"}
{"text": "Nani kama yeye"}
{"text": "Hashindiki kwa nia"}
{"text": "Hashindiki kwa shabaha"}
{"text": "Hulenga mbinguni"}
{"text": "Hutulia gera kufikia peo"}
{"text": "Peo zisofikika kwa wanaokata tamaa"}
{"text": "Kipungu kipungu hachi tufani za sanaa"}
{"text": "Kwa kutoa mifano katika utungo huu thibitisha kuwa utungo huo ni aina ya sifo"}
{"text": "Utungo huu unasifu kipungu ambaye ni ndeg Inatoa sifa chanya kuhusu kipungu hashindiki hulenga mbinguni na kufikia peohakati tamaa"}
{"text": "Kipungu anapewa sifa gani"}
{"text": "Asiyekata tamaa"}
{"text": "Asiyeshindika"}
{"text": "Mwenye bidii"}
{"text": "c PembeziPembezeji"}
{"text": "Ni aina ya tondozi inayotolewa kusifu watu fulani pekee kwa kawaida husifu watu wenye kujipambanua kwa matendo yao ya kishujaa na kujitolea kwao hutungiwa watu kama"}
{"text": "Watawala viongozi"}
{"text": "Walezi wazuri"}
{"text": "Mashujaa wa vita"}
{"text": "Waganga mashahuri"}
{"text": "Wapenzi waliopigania pendo lao"}
{"text": "UTANZU WA SEMI"}
{"text": "Utangulizi"}
{"text": "Semi ni kauli fupi za kisanaa zenye maana na mafunzo yaliyofichika Semi hutoa mafunzo kwa njia ya kufumba mafunzo katika semi hutokana na imani ya jamii ambayo imezibuni mifano ya semi ni methali vitendawili misemo nahau misimu lakabu mafumbo chemshabongo na vitanza ndimi Semi pia huitwa tungo fupi au tungo bainifu"}
{"text": "Sifa za semi"}
{"text": "Semi hufumba ujumbe wake kwa mfano maana ya ndani ya nahau piga kalamu nifuta kazi ilhali maana ya juu ni kuchapa au kugonga kalamu methali pia huwa na maana iliyofumbwa aidha vitendawili hufumba jibu"}
{"text": "Hutumia picha taswira na ishara kupitisha ujumbe wake mtu anaposema kwetu ni jehanamu ile picha ya jehanamu inajichora akilini mwa msikilizaji jehanamu hapa inamanisha mahali pabaya penye mateso mengi"}
{"text": "Maana ya semi hupatikana katika jamii iliyozibuni methali mgaaga na upwa hali wali mkavu kwa mfano itaeleweka na jamii za pwaniVile vile katika tashbihi weupe au weusi hulinganishwa na vitu mbalimbali kutegemea jamii na mazingira yakemathalani watasema eupe kama maziwa au thelujieusi kama mpingo lami au makaa kutegemea vifaa vinavyopatikana katika jamii husika"}
{"text": "Huwasilisha ujumbe mrefu kwa maneno machache mfano ni methali juhudi si patoambayo imefupisha ujumbe mrefu kuwa mtu huweza kufanya bidii sana na akakosa kufanikiwa Semi huwasilisha ujumbe kwa njia ya mkato tofauti na hadithi ambazo ni masimulizi marefu"}
{"text": "Semi ni tanzu tegemezi hii ina maana kwamba semi hutokea kuambatana au kutegemea tanzu nyingine kwa mfano methali hutolewa katika muktadha wa mazungumzo ya kutoa mawaidha au mwishoni mwa hadithi kama funzo la hadhi lakabu misimu misemo na nahau pia hupatikana katika utanzu wa mazungumzo"}
{"text": "Umuhimu wa semi"}
{"text": "Semi huelimisha vitendawili methali mafumbo na nahau zote hutoa mafunzo ya aina Fulani methali mwenda pole hajikwai hutoa maarifa ya kufanya mambo bila pupa"}
{"text": "Hukuza uwezo wa kufikiria vitendawili methali na mafumbo humhitaji mtu kufikiria ili kupata ujumbe uliofumbwa"}
{"text": "Hutambulisha jamii na wanajamii kila jamii huwa na semi mahususi zinazohusu shughuli zake misimu kwa mfano hutumiwa na kundi fulani katika jamiiMethali mkulima ni mmoja walaji ni wengi inatambulisha jamii inayohusika katika kilimo kitendawili kimoja kinaweza kuwa na majibu tofauti kutegemea jamii na mazingira yake"}
{"text": "Hukuza utangamano wakati wa kutegeana vitendawili kwa mfano watu huja pamoja aidha misimu hujenga uhusiano wa karibu miongoni mwa watu wanaoitumia lakabu nazo hutumiwa na watu walio na uhusiano wa karibu"}
{"text": "Huburudisha baada ya shughuli za kazi watu hujumuika pamoja katika vikao vya kujiburudisha ambapo hutegeana vitendawili na hushiriki katika vitanza ndimi ili kutuliza bongo na kusisimka"}
{"text": "Huhifadhi utamaduni semi hufumbata desturi za jamii zinapopitishwa kutoka kizazi kimoja hadi kingine utamaduni huo hufunzwa na kuhifadhiwa"}
{"text": "Husawiri mitazamo ya jamii kuhusu masuala Fulani je jamii inachukia nini Inahimiza nini Kupitia kwa methali bidii ya mja haiondoi kudura tunafahamishwa kwamba jamii hii inaamini kuwa binadamu yumo chini ya uwezo wa Mungu nahau lakabu vitendawili na mafumbo pia hufumbata tajiriba ya jamii"}
{"text": "Hututasfidia lugha nahau misemo misimu na lakabu hutumiwa badala ya msamiati mkali wenye aibu badala ya kusema kuzaatunasema kujifungua"}
{"text": "Hukuza lugha semi huyapa maneno maana mpya au maana ya ziada Misimu huweza kukubaliwa na kuwa nahau rasmi za lugha kwa njia hii msamiati wa lugha hupanuliwa"}
{"text": "Vipera vya semi"}
{"text": "Methali"}
{"text": "Methali ni semi fupifupi za kimapokeo zenye kueleza fikira maarifa hekima na mafunzo yanayotokana na uzoefu wa jamii mahususi Methali hutumia taswira na mafumbo chukulia kwa mfano fimbo ya mbali haiui nyoka utungo huu ni mfupi na unatumia neno fimbo kama fumbo la suluhisho"}
{"text": "Methali ni tanzu tegemezi kama ilivyotajwa kutumika kwake hutegemea tanzu nyingine Methali hutokea katika mazungumzo mazito kama vile kutoa mawaidha au kama kielelezo na kifupisho cha hadithi si utanzu unaoweza kujisimamia kama tanzu nyingine kama vile hadhithi ushairi au mazungumzo"}
{"text": "Sifa"}
{"text": "Methali ni kauli fupi ambazo hutolewa kwa mtindo wa kishairi kinyume na jinsi kauli za kawaida zinavyowasilishwa"}
{"text": "Methali zina sifa za kishairi huwa na vipande vyenye mizani inayolingana na kwamba ni mshororo mmoja"}
{"text": "Maudhui katika methali huchotwa katika jamii zinamozaliwa maudhui hutokana na tajriba na mambo yanayoathiri jamii"}
{"text": "Huwa na muundo maalumu wenye sehemu mbili kwa mfano Aliye juu mngoje chini sehemu ya kwanza hudokeza wazo na ya pili hulikamilisha kwa kukubali au kukataa"}
{"text": "Hujengwa kwa tamathali nyingine za usemi na mbinu za lugha kama vile kinaya taswira na takriri methali kukopa arusi kulipa matanga imejengwa kwa sitiari"}
{"text": "Methali hueleweka na jamii iliyozibuni kwani hubuniwa kutokana na mazingira ya jamii husika"}
{"text": "Methali zina sifa ya utegemezi na huingiliana na tanzu nyingine za fasihi"}
{"text": "Hutumiwa mwishoni mwa ngano kufupisha maadili ya ngano hiyo"}
{"text": "Hutumiwa kubuni lakabu mtu ambaye huwasaliti marafiki anaweza kuitwa kikulacho kutokana na methali kikulacho ki nguoni mwako"}
{"text": "Hutumiwa katika tanzu za kimaandishi kama vile riwaya na tamthilia ili kuongeza ladha katika usimulizi"}
{"text": "Hutumiwa katika mazungumzo ya kawaida na ulumbi kuleta mvuto"}
{"text": "Hutumiwa katika nyimbo na mashairi"}
{"text": "Hutumika katika hotuba rasmi au hata mahakamani mshtakiwa mlalamishi na mahakimu wanaweza kutoa maoni yao kutumia methali"}
{"text": "Hutumika katika kutoa mawaidha"}
{"text": "Methali huelezea ukweli ambao unakubalika na jamii ambao imebuniwa"}
{"text": "Tofauti na vitendawili methali hazina muktadha maalumu wa kutolewa hazitengewi vikao vya kutolewa"}
{"text": "methali ni mali ya jamii kama tanzu nyingine za faihi simulizi hakuna anayeweza kudai kumiliki methali"}
{"text": "methali huambatana na mazingira ya jamii iliyozizaa hulka itikadi tamaduni na tajriba zake busara fulani huwasilishwa kutegemea mazingira ya jamii kwa mfano"}
{"text": "Ulingo wa kwake haulindi manda"}
{"text": "Kamba ya mbali haifungi kuni"}
{"text": "Fimbo ya mbali haiui nyoka"}
{"text": "methali zina matumizi mapanamethali moja huweza kuwa na majukumu mbalimbali kama vile kuonya kuelekeza na kufunza"}
{"text": "Methali huwa na maana ya ndani na nje maana ya nje hutokana na maana halisi ya maneno yaliyoiunda Vilevile methali hupewa maana ya ndani yenye fumbo lililofumbwa na maneno yanaoiunda"}
{"text": "Majukumu"}
{"text": "Huelimisha methali hutumiwa kupitisha maarifa ya kijamii kwa wanajami Abebwaye hujikaza huonyesha kuwa unapopata usaidizi nawe pia jikaze kutia bidii usingoje tu usaidizi"}
{"text": "Huadilisha methali hufunza maadili kama uvumilivu kwa mfano mstahimilivu hula mbivu"}
{"text": "Husawiri mitazamo na falsafa za jamii Fulani kuhusu masuala mbaliimbali Je jamii inapenda nini Inachukia nini Methali ucha mungu si kilemba cheupe hudhihirisha kuwa jamii huchukia unafiki"}
{"text": "Hutambulisha jamii kila jamii ina methali zake maalum zinazoitambulisha"}
{"text": "Huongeza ladha katika mazungumzo na maandili mazungumzo na maandishi yenye matumizi mazuri ya methali huvutia"}
{"text": "Hubudisha katika jamii nyingine methali hutengewa vipindi vya kutolewa na makundi yanayoshindana hii ni njia mojawapo ya kutuliza bongo"}
{"text": "Hurithisha utamaduni wa jamii methali ni zao la utamaduni husika na hupitishwa kutoka kizazi kimoja hadi kingine hivyo utamaduni huweza kurithiwa"}
{"text": "Hufariji methali huwatuliza na kuwaliwaza watu wanapokabiliana na matukio au hali zinazohuzunisha kwa mfano hakuna refu lisilo na ncha"}
{"text": "Hukuza uwezo wa kufikiri mtu huhitajika afikiri kwa makini na kuoanisha msamiati uliotumika kwa hali ya maisha ili kupata maana"}
{"text": "Hukuza ushirikiano na mshikamano wa jamii Katika jamii ambazo methali hutengewa vikao watu hujumuika pamoja hivyo kukuza ushirikiano na mshikamano"}
{"text": "Uainishaji wa methali"}
{"text": "Muktadha"}
{"text": "Ile kuelewa methali ni muhimu kujua mazingira tamaduni na hali zilizozizaa methali hizo methali ambazo zimezaliwa katika muktadha au mazingira sawa huweza kuwekwa katika kundi moja"}
{"text": "Maudhui"}
{"text": "Maudhui na fani ndiyo hutawala methali maudhui katika methali ni mengi na mapana kama zilivyo jamii na shughuli zao methali ambazo huwa na maudhui sawa huwekwa katika kundi moja baadhi ya maudhui yanayojitokeza katika methali za Kiswahili ni ya"}
{"text": "Malezi"}
{"text": "Mchelea mwana kulia hulia mwenyewe"}
{"text": "Samaki mkunje angali mbichi"}
{"text": "Asiyefunzwa na mamake hufunzwa na ulimwengu"}
{"text": "b Kazi"}
{"text": "i Kazi mbi si mchezo mwema"}
{"text": "ii Mchagua jembe si mkulima"}
{"text": "iii Kazi ya bakuli husiri"}
{"text": "Kazi isiyo faidi kutenda si ada"}
{"text": "Ushirikiano"}
{"text": "i Kidole kimoja hakivunji chawa"}
{"text": "ii Jifya moja haliinjiki chungu"}
{"text": "iii Umoja ni nguvu utengano udhaifu"}
{"text": "Mtindo au fani"}
{"text": "Mbali na maudhui methali hutawaliwa na fani pia Fani katika methali hudhihirika katika muundo tamathali za semi na taswira inayoibuliwa methali ambazo huundwa kwa kutumia fani sawa huweza kuwekwa katika kundi moja Methali zifuatazo zimeundwa kwa kutumia kweli kinzani"}
{"text": "Simba mwenda pole ndiye mla nyama"}
{"text": "Kuinamako ndiko kuinukako"}
{"text": "Jukumu"}
{"text": "Methali huweza kuanishwa kulingana na majukumu yake Je methali inasifu inakashifu inahimiza inaonya ama inafariji Methali zifuatazo hutumiwa kuonya"}
{"text": "Mwenye pupa hadiriki kula tamu"}
{"text": "Asiyeangalia huishia ningalijua"}
{"text": "Usione kwenda mbele kurudi nyuma si kazi"}
{"text": "Maana"}
{"text": "Methali zote zenye maana sawa huweza kuwekwa katika kundi moja kwa mfano"}
{"text": "Damu ni nzito kuliko maji"}
{"text": "Meno ya mbwa hayaumani"}
{"text": "Mtoto wa nyoka ni nyoka"}
{"text": "Mwana wa mhunzi asiposana huvukuta"}
{"text": "Methali zenye maana zinazokinzana pia zinaweza kuainishwa pamoja kwa mfano Mvumilivu hula mbivu Ngoja ngoja huumiza matumbo Mtu pweke ni uvundo Nahodha wengi chombo huenda mrama"}
{"text": "Fani katika methali"}
{"text": "Sitiari"}
{"text": "Sitiari ni mbinu ya kulinganisha kitu na kingine bila kutummia maneno ya kulinganisha methali zinazoundwa kwa sitiari ni pamoja na"}
{"text": "Mgeni ni kuku mweupe hapo mgeni anafananishwa moja kwa moja na kuku mweupe kuonyesha mgeni hutambulika haraka akiwa kundini"}
{"text": "Ahadi ni deni ahadi inafananishwa na deni kuonyesha kuwa ni sharti mtu kutimiza ahadi"}
{"text": "Takriri"}
{"text": "Takriri ni mbinu ya kurudiarudia maneno au sauti kwa nia ya kusisitiza methali zenye takriri ni kama vile"}
{"text": "Ngoja ngoja huumiza matumbo"}
{"text": "Haba na haba hujaza kibaba"}
{"text": "Tashbihi"}
{"text": "Tashbihi ni tamathali ya usemi na inayo linganisha vitu kwa kutumia maneno ya kulinganisha kwa mfano"}
{"text": "Kawaida ni kama sheria"}
{"text": "Jambo usilolijua ni kama usiku wa kiza"}
{"text": "Tanakali za sauti"}
{"text": "Hizi ni miigo ya sauti zinazotolewa na kitu au zinazotokea tendo linapotendeka methali zinazotumia tanakali za sauti ni kama vile"}
{"text": "Chururu si ndo ndo ndo"}
{"text": "Taswira"}
{"text": "Taswira ni picha zinazojengeka akilini mwa mtu baada ya kusoma kutazama au kusikia maelezo fulani Taswira hizi hutokana na tajriba pamoja na mazingira ya mtu ifuatayo ni mifano ya methali zinazotumia taswira"}
{"text": "Mti mkuu ukigwa wana wa ndege huyumba"}
{"text": "Mpanda farasi wawili hupasuka msamba"}
{"text": "Kweli kinzani"}
{"text": "Katika kweli kinzani maana ya maneno hukinzana kijuujuu husikika kuwa haiwezekani lakini ikichunguzwa kwa undani kuna ukweli fulani uliofichika ifuatayo ni mifano ya methali zinazotumia ukinzani"}
{"text": "Wagombanao ndio wapatanao"}
{"text": "Ukipigao ndio ukufunzao"}
{"text": "Chuku"}
{"text": "Chuku ni mbinu ya kuongezea sifa kitu zaidi ya kilivyo mifano ya methali zinazotumia mbinu hii ni"}
{"text": "Usipoziba ufa utajenga ukuta"}
{"text": "Mzigo wa mwenzio ni kanda la usufi"}
{"text": "Taashira au ishara"}
{"text": "Katika taashira kitu kimoja huashiria kingine Mifano ya methali zenye taashira"}
{"text": "Kimya kingi kina mshindo mkuu"}
{"text": "Kuku mgeni hakosi kamba mguuni"}
{"text": "Dhihaka stihizai au kejeli"}
{"text": "Hii ni mbinu ya kufanya mzaha au kudharau tabia au mienendo isiyofaa kwa mfano"}
{"text": "Hawi musa kwa kuchukua fimbo"}
{"text": "Ucha mungu si kilemba cheupe"}
{"text": "Tashihisi au uhuishaji"}
{"text": "Tashihisi ni mbinu ya kukipa kitu sifa za kibinadamu au kitu kisicho hai kupewa sifa za kitu kilicho hai"}
{"text": "mfano"}
{"text": "Adhabu ya kaburi aijuaye ni maiti"}
{"text": "Siri ya mtungi aijuaye kata"}
{"text": "Balagha"}
{"text": "Maswali yasiyo hitaji majibu maswali haya humchochea mtu kufikiri"}
{"text": "Pilipili usiyoila yakuwashiani"}
{"text": "Mavi usoyala wayaingiani kuku"}
{"text": "Methali hizi zimeundwa kwa mbinu ya swali ambalo linamhitaji mwenye kuambiwa kufikiria"}
{"text": "Tanakuzi"}
{"text": "Hii ni mbinu inayotumia maneno au kauli zinazopingana katika tanakuzi sehemu moja ya methali huwa na maana inayopingwa na sehemu ya pili"}
{"text": "Tamaa mbele mauti nyuma"}
{"text": "Mpanda ngazi hushuka"}
{"text": "Pole pole ya kobe humfikisha mbali"}
{"text": "Kinaya"}
{"text": "Kinaya ni kinyume cha matarajio au cha hali ilivyo kwa mfano"}
{"text": "Kigumba kwa nguruwe kwa mwanadamu ki uchungu"}
{"text": "Kikiharibika cha fundi kikiongoka cha bwana swedi"}
{"text": "Muundo wa methali"}
{"text": "Methali kwa kawaida huwa na muundo na wenye sehemu mbili sehemu ya kwanza hudokeza wazo nayo ya pili hulikamilisha mfano"}
{"text": "Baada ya shida mkasa"}
{"text": "Debe shinda haliachi kutika"}
{"text": "Dawa ya moto ni moto"}
{"text": "Uchambuzi wa methali"}
{"text": "Maswali yafuatayo husaidia kuchambua au kuhakiki methali"}
{"text": "Methali imerejelea vifaa gani au inahusu nini Km Wanyama binadamu ama vifaa vya nyumbani"}
{"text": "Methali imebuniwa kwa kutumia tamathali gani na mbinu gani za kifasihi km uradidi  kinaya balagha nk"}
{"text": "Methali inaibua taswira gani Methali simba mwenda pole ndiye mla nyama inaibua taswira ya utulivu makini na subira kwamba ukitaka kufanikiwa ni sharti uwe na subira"}
{"text": "Methali inakupa wazo gani kuhusu jamii Methali mtu pweke ni uvundo inaonyesha kuwa jamii husika inachukia utengano"}
{"text": "Je kuna methali nyingine inayokaribiana kimaana au inayopingana na hii"}
{"text": "Je methali imejikita katika mazingira ama muktadha gani Kwa mfano"}
{"text": "Jogoo wa shamba hawiki mjini mashambani mjini"}
{"text": "Mgaagaa na upwa hali wali mkavu pwani"}
{"text": "Ucha mungu si kilemba cheupe dini"}
{"text": "Je dhamira ya methali yenyewe ni gani Inanuia kuonya kushawishi kufahamisha au kusifu Kwa mfano mali bila daftari hupotea bila habari inaelimisha uzuri wa mkakasi ndani kipande cha mti ina kejeli ilhali hakuna refu lisilokuwa na ncha inaliwaza"}
{"text": "Vitendawili"}
{"text": "Kitendawili ni kauli yenye fumbo ambalo hutolewa kwa hadhira hai ili ilifumbue jibu la kitendawili ndilo fumbo lenyewe"}
{"text": "Sifa"}
{"text": "Kwa kawaida vitendawili ni semi fupifupi zinazotumia lugha ya mkatokwa mfano pafunika pafunika jibu nyayo wakati wa kutembea"}
{"text": "Vitendawili hutolewa kwa hadhira ili vifumbuliwe hivyo hadhira yake ni hai na tendi"}
{"text": "Hutumia lugha ya picha au taswira na vina ukwasi wa tamathali za semi"}
{"text": "Vitendawili huhitaji watu au makundi mawili ili kukamilisha uwasilishaji wavyo mtu wa kwanza hutega na mwenzake hutegua"}
{"text": "Vitendawili huwa na muundo au fumyula maalumu ya uwasilishaji kwa mfano"}
{"text": "Mtegaji kitendawili"}
{"text": "Mteguaji tega"}
{"text": "Mtegaji nyumba yangu haina mlango"}
{"text": "Mteguaji yai"}
{"text": "Vitendawili huwasilisha kwa mtindo wa majibizano kati ya mtegaji na mteguaji mteguaji akishindwa kutegua huhitajika kutoa mji ndipo kupewa jibu na mtegaji"}
{"text": "Kitendawili ni fumbo au swali liilofichika ambalo huhitaji jibu"}
{"text": "Fumbo au jibu la kitendawili hufahamika tu na jamii ambamo kitendawili hicho kimezaliwa kitendawili kinaweza kuwa na majibu mawili kutegemea mazingira ya jamii kwa mfano vitendawili vifuatavyo huweza kuwa na jibu zaidi ya moja"}
{"text": "Wanangu wawili husabihiana majibu tui na maziwa unga na majivu"}
{"text": "Mwarabu kasimama kwa mguu mmoja majibu uyoga mwavuli"}
{"text": "Vitendaili ni sanaa ambayo kwa kiasi kikubwa hutegemea uwezo wa mtu kutambua na kuhusisha au kulinganisha vitu katika mazingira yake kwa mfano ili kufumbua fumbo la kitendawili mbili mbili hadi pwani lazima mtu aweze kuhusiaha vitu viwili ambavyo daima hufanya jambo pamoja jibu macho  macho hutazama pamoja hulala pamoja na hulia pamoja"}
{"text": "Vitendawili huingiliana na tanzu na vipera vingine vya fasihi simuliza kwa mfano ngano za mtanziko hutumia vitendawili hasa katika fomyula ya ufunguzi wa ngano Aidha vitendawili hutangulia vikao vya kusimulia hadithi au hutegwa baada ya vikao hivyo"}
{"text": "Vitendawili hubadilika kutegemea wakati au kipindi cha kihistoria na maendeleo ya jamii kitendawili kimoja kinaweza kuundwa au kutolewa kwa maneno tofauti kulingana na kipindi cha wakati kinapotumiwa kwa mfano"}
{"text": "Mwarabu wangu nimemtupa biwini machicha ya nazi"}
{"text": "Mzungu katupwa jalalani machicha ya nazi maneno tofauti mwarabu na mzungu katika vitendawili hivi viwili ambavyo vina jibu moja yanaonyesha viliathiriwa na nyakati tofauti za kihistoria"}
{"text": "Vitendawili ni sanaa inayotendwa kwa hivyo hujisimamia yenyewe tofauti na methali ambazo kwa kawaida ni sanaa tegemezi Hutegewa vikao maalumu na kutolewa"}
{"text": "Kimaudhui vitendawili hushughulikia masuala katika nyanja zote za maisha ya binadamu na mzingira yake Maudhui haya hutofautiana katika jamii mbalimbali ingawa baadhi yao huingiliwa"}
{"text": "Vitendawili vinaweza kuwa sahili rahisi na vingine changamano"}
{"text": "Vitendawili ni semi maarufu sana miongoni mwa watoto katika jamii nyingine watoto na watu wazima hushirikiMiongoni mwa wakamba kwa mfano watu wazima walishindana kutegua vitendawili hata kuliko watoto"}
{"text": "Umuhimu"}
{"text": "Vitendawili huelimisha vitendawili hujumuisha masuala mengi katika mazingira ya jamii"}
{"text": "Hali hii inavifanya kuwa na uwezo mkubwa wa kuelimisha watu kuhusu mazingira yao aidha mtu akikosa jibu haadhibiwi zaidi ya kutoa mji"}
{"text": "Huburudishavitendawili huwapumbaza na kuwapumzisha wanaoshiriki katika utegaji ua utegauaji wavyo"}
{"text": "Hufundisha kaida na maadili ya jamii vitendawili huwa na utaratibu fulani unaofuatwa na ambao washiriki wanapaswa kuuheshimu na kuuzingatia hii ni njia moja ya kuadilisha kwa kuwa kila jambo maishani lina kaida zake zinazoheshimiwa"}
{"text": "Hukuza ubunifu na stadi ya kufikiri haraka mteguaji wa kitendawili sharti afikiri na kuoanisha yaliyotajwa na mazingira yake ili kupata jawabuVitendawili hukuza ari ya kufikiria na kudadisi mazingira"}
{"text": "Vitendawili hudhihaki na kukejeli watu hali au tabia hasi katika jamiihukashifu matendo hasi na kusifu yale chanya"}
{"text": "Husawiri mitazamo na itikadi ya jamii kuhusu hulka fulani kwa mfano nyumbani kwetu kuna papai lililoiva sana lakini nashindwa kulichuma jibu kaka au dada inaonyesha kuwa ndoa kati ya dada na kaka hairuhusiwi"}
{"text": "Hukuza uwezo wa kukumbuka vitendawili hutumiwa kama chemshabongo ya kujaribu uwezo wa mtu kukumbuka na kuhusisha mambo"}
{"text": "Huleta umoja na ushirikiano katika jamii watu hujumuika wakati wa kutegeana vitendawili kwa njia hiyo utangamano huimarika"}
{"text": "Hutambulisha jamii kila jamii huwa na vitendawili vinavyoonyesha mazoea hali tajriba na mazingira ya jamii husika"}
{"text": "Huchochea tabia ya udadisi uzoefu wa kutafuta kiini cha kitendawili hujenga tabia ya kutaka kufichua jambo lililofichika kwa kujaribu kupata jibu la jambo ktika kitendawili wanajamii huimarisha ari yao kutafiti mambo ili kubaini kiini chake"}
{"text": "Vitendawili hukuza na kusambaza ujuzi wa lugha vitendawili vina ukwasi mkubwa wa lugha na tamathali za semi kwa hivyo ni nyenzo kuu ya kukuza na kusambaza maswala ya lugha katika jamii"}
{"text": "Fani katika vitendawili"}
{"text": "Muundo"}
{"text": "Kama tulivyotaja awali vitendawili huwa na fomyula au muundo maalamu wa uwasilishaji"}
{"text": "Kitangulizi ambacho hutolewa na mtegaji"}
{"text": "Mtegaji kitendawili"}
{"text": "Hadhira humpa ruhusaya kutega Mteguaji tega"}
{"text": "Mtegaji hutoa kitendawili mtegaji Fatuma mchafu"}
{"text": "iv Jibu hutolewa na mteguaji Mteguaji nguruwe kosa"}
{"text": "Jibu likikosekana mtegaji huomba mji Mtegaji Umenoa"}
{"text": "Nipe mji"}
{"text": "Mteguaji hutoa mji mteguaji Ninakupa migingo"}
{"text": "Mtegaji akipewa mji hutoa jawabu sahihi Mtegaji Nilienda migingo watu wa migingo wakaniambia nikija niwasalimu"}
{"text": "Jibu lake ni ufagio"}
{"text": "Mtindo"}
{"text": "Vitendawili hutolewa kwa mtindo wa majibizano majibizano haya huwa kati ya mtegaji na mteguaji na hadhira ya wasikilizaji utaratibu ulioelezwa katika muundo huzingatiwa na mtegaji na mteguaji hadhira"}
{"text": "Lugha"}
{"text": "1 Sitiari"}
{"text": "Aghalabu vitendawili hutumia sitiari km"}
{"text": "Fatuma mchafu ufagio hapa fatuma ni sitiari ya ufagio"}
{"text": "Saa yetu kadiri inavyotembea ndivyo inavyopunguza nguvu moyo saa ni sitiari ya moyo"}
{"text": "Jani la mgomba laniambia habari zinazotoka ulimwenguni kote  gazeti jarida jani la mgomba ni sitiari ya gazeti jarida"}
{"text": "2 Tashihisi uhuishaji"}
{"text": "Wakati mwingine vitendawili hutumia mbinu inayoipa kitu kisicho hai sia za kibinadamu km"}
{"text": "Akizungumza kila mtu hubabaika radi hapa radi imepewa sifa ya kuzungumza kama binadamu sauti kali ya radi huwaogofya binadamu"}
{"text": "Amenifunika kote kwa blanketi lake jeusi giza giza limepewa sifa ya binadamu ya kumfunika mwingine"}
{"text": "Daima nasaabisha mafarakano ukewenza ukewenza umerejelewa kwa nafsi ya kwanza"}
{"text": "Taashira"}
{"text": "Faiza akiniona ajificha mzee kobe kinachoashiriwa na kujificha kwa Faiza ni kobe"}
{"text": "Chonge la nyoka huuma walio mbali ugonjwa chonge la nyoka linaashiria ugonjwa"}
{"text": "Stihizai dhihakakejeli"}
{"text": "Vitendawili vinavyobuniwa kwa dhihika hutumiwa kukashifu mienendo hasi katika jamii pia hueleza sifa ya kitu kwa njia ya dharau km"}
{"text": "Akivaa miwani hafanyi kazi vizuri mlevi kitendawili hiki kinakashifu ulevi"}
{"text": "Babangu amevaa koti la chuma mzee kobe"}
{"text": "Upara wa mwarabu unafuka moshi chai ya maziwa"}
{"text": "Uzi mwembamba umefunga dume kubwa usingizi"}
{"text": "Kweli kinzani"}
{"text": "Vitendawili vya aina hii huundwa kwa hoja mbili zinazopingana km"}
{"text": "Ajenga ingawa hana mikono ndege ndege hana mikono kama binadamu hata hivyo hujenga kiota"}
{"text": "Ana meno lakini hayaumi kichana meno ya kichana hutumiwa kuchana wala si kuuma"}
{"text": "Hufa ikifufuka bahari kupwa maji ya bahari huwa kutoka ufukwenina kurejea"}
{"text": "Takriri"}
{"text": "Kuna vitendawili vinavyoundwa kwa tanakali za sauti kwa mfano"}
{"text": "Aliwa yualaala aliwapapa"}
{"text": "Amezaliwa aliamekufa alina amerudi ali nywele"}
{"text": "Mama kazaa mtoto kazao mtoto na mtoto kazaa mtoto kuku na yai"}
{"text": "Tanakali za sauti"}
{"text": "Chubwijiwe likianguka ndani ya maji"}
{"text": "Prr mpaka makka utelezi"}
{"text": "Pafunua pafunika  nyayo wakati wa kutembea"}
{"text": "Taswira"}
{"text": "Baadhi ya vitendawili vimeundwa kwa jinsi ya kuibua taswira au picha mbalimbalikm"}
{"text": "Nimemwona bi kizee akijitwika machicha Mvi"}
{"text": "Ameingia shimoni akiwa uchi akatoka amevaa nguombegu"}
{"text": "Utata"}
{"text": "Baadhi y vitendawili huweza kufasiriwa kwa njia zaidi ya moja tunasema kitendawili cha aina hii kina utata Utata katika vitendawili husababishwa na hali kwamba jibu la kitendawili hutokana na mazingirawatu tofauti huweza kuwa na majibu tofauti kwa kitendawili hicho hicho kutegemea hali ambayo inawazunguka"}
{"text": "Kwa mfano"}
{"text": "Inachurura inaganda asali au gundi"}
{"text": "Gari la kila mtu miguu au jeneza au kifo"}
{"text": "Vitendawili vinavyohusiana na methali"}
{"text": "Ukichukua mama chukua mtoto sagio jiwe dogo la kusagia linalopitishwa juu ya jiwe kubwa  methali ukivuta sagio uchukue kabisa na jiwe dogo la kusagia"}
{"text": "Mzee amekufa na vyombo vimevunjikavunjika kifo cha kiongozi husababisha matatizo  methali mti mkuu ukigwa wana wa ndege huyumba"}
{"text": "Mfano"}
{"text": "Ndege wengi baharini nyota ngani"}
{"text": "Taswira"}
{"text": "Istiari"}
{"text": "Natembea shambani  wembe wa kunyolea ukiwa kichwani"}
{"text": "Taswira"}
{"text": "Tashihisi"}
{"text": "Pambo juu ya jiwe upara"}
{"text": "Taswira"}
{"text": "Sitiari"}
{"text": "Dhihaka stihizai"}
{"text": "Hulia huku akiunganisa cherehani"}
{"text": "Tashihisi"}
{"text": "Taswira"}
{"text": "Hukopa lakini halipikifo"}
{"text": "Ukinzani"}
{"text": "Tashihisi"}
{"text": "Kinaya"}
{"text": "Kisiki chetu hakikui mbilikimo"}
{"text": "Stihizai kejeli"}
{"text": "Sitiari"}
{"text": "Taswira"}
{"text": "Kufanana na kutofanan kwa methali na vitendawili"}
{"text": "Methali na vitendawili hufanana kwa vile"}
{"text": "Ni tungo fupi"}
{"text": "Huwa na maana fiche"}
{"text": "Hutumia lugha inayojenga taswira"}
{"text": "Huupata maana kulingana na jamii"}
{"text": "Hufumbata ukweli Fulani wa kijamii"}
{"text": "Huweza kutumiwa katika shughuli rasmi kama vile katika maamuzi ya kesi na utoaji hotuba"}
{"text": "Huweza kutekeleza majukumu sawa km kuonya kuburudisha au kunoa bongo"}
{"text": "Methali na vitendawili hutofautiana kama ifuatayo"}
{"text": "Misimu"}
{"text": "Misimu ni semi za muda ambazo hubuniwa na kutumiwa katika mazingira maalumu katika kipindi maalumu cha wakati msimu huitwa pia simo Misimu inaweza kupata mashiko katika jamii na kukubaliwa kama msamiati au semi rasmi za lugha"}
{"text": "Dhima"}
{"text": "Kutambulisha makundi mbalimbali ya watu"}
{"text": "Huhifadhi siri za watumiaji"}
{"text": "Kuibua hisia mbalimbali"}
{"text": "Hukuza lugha"}
{"text": "Huhifadhi historia ya jamii"}
{"text": "Hutasfidi lugha"}
{"text": "Hukuza uwezo wa kufikiri au kudadisi"}
{"text": "Hukuza ushirikiano na utangamano"}
{"text": "Huondoa urasmi katika mazungumzo"}
{"text": "Sifa"}
{"text": "Misimu ni semi au msamiati ambao huzuka na kutoweka baada ya muda Fulani"}
{"text": "Hutumiwa na wanajamii katika mawasiliano ya makundi fulani km kuna misimu ya vijana ya wafanyakazi katika vyombo vya usafiri na hata ya watoto"}
{"text": "Hutumiwa na wanajamii katika mawasiliano yao katika kipindi fulani cha wakati na mahali fulani"}
{"text": "Ingawa misimu huzuka na kutoweka baada ya muda baadhi ya misimu hudumu na kukubalika kama semi au msamiati sanifu wa lugha husika kwa mfano neno chai kwa maana ya hongo  lilianza kama msimu kisha likashika na kukubalika kama msemo sanifu"}
{"text": "Msimu hupata maana yake kutoka kwa watumiaji pamoja na muktadha wa mahali na wakati kwa mfano neno sare ni msimu uliopata maana katika sekta ya usafiri wa matatu likimaanisha kubebwa bila malipo"}
{"text": "Uainishaji wa misimu"}
{"text": "Misimu hutofautiana kwa kutegemea"}
{"text": "Wahusika  kuna misimu ya vijana mabaharia au wanafunzi neno beste hutumiwa na vijana kumaanisha rafiki"}
{"text": "Matilaba  kuna misimu ya kuendesha biashara neno kungara linamaanisha kuvaa nguo inayopendeza na sare lina kubebwa kwenye matatu bila kulipa nauli"}
{"text": "Vifaa kuna misimu ya vyakula pesa na vyombo vingine maneno nyaki ni nyama na ashu ni shilingi kumi"}
{"text": "Mahali kila eneo huibua misimu yakegari la uchukuzi kwa uma nchini Kenya ni matatu na nchini Tanzania ni daladala"}
{"text": "Wakati au kipindi  misimu hubadilika kulingana na wakati au kipindi kwa mfano wakati wa uchaguzi wa 2002 nchini Kenya kulizuka neon unbwogable lililomaanisha wasioshindwa na lika toweka katika muktadha baadaye"}
{"text": "Lakabu"}
{"text": "Lakabu ni jina la msimbo au jina la kupanga ambalo mtu hujibandika ama hubandikwa kutokana na sifa zake za kimaumbile kitabaka tabia au kimatendo Aghalabu lakabu huwa neno moja au fungu la maneno lililo na maana fiche au ya kisitiari sifa zinazodokezwa katika lakabu zinaweza kuwa za kusifu kudhalilisha au kukosoa"}
{"text": "Sifa"}
{"text": "Lakabu si jina la mtu ni jina tu la kupangwa"}
{"text": "Lakabu aghalau huwa neno au fugu la maneno lililo na maana iliyofumbwa"}
{"text": "Lakabu huoana na sifa za mhusika inaweza kusifu kukejeli au kufanyia tashtiti tabia hasi ya mhusika lakabu baba wa taifa moja kwa moja inaashiria sifa nzuri za mhusika na kumsifu kwa upande mwingine lakabu kama kangumu inaashiria tabia ya uchoyo"}
{"text": "Lakabu hupatikana katika tanzu na vipera vingine nya fasihi simulizi kama vile sifo malumbano ya utani na majigambo vivugo ambapo wahusika hujipa majina ya kupanga ya kujitapa"}
{"text": "Lakabu huundwa kwa lugha ya picha au taswira na sitiari kwa mfano lakabu nyayo ya Raisi mstaafu inatumia sitiari inamfananisha na nyayo za mtu hivyo kutupa taswira ya kujipata kufuata falsafa ya mtu mwingine"}
{"text": "Ingawa lakabu si jina halisi la mtu huweza kudumu na kufanya jina halisi la mtu kusahaulika kwa mfano Sonko"}
{"text": "Umuhimudhima"}
{"text": "Kusifiwa kwa matendo chanya ya mhusika"}
{"text": "Hukashifu au kukejeli matendo mabaya ya mhusika"}
{"text": "Ni kitambulisho cha mhusika husawiri tabia au hali ya mtu fulani ka maneno machache"}
{"text": "Hutumiwa kama ishara ya hesima katika jamii ambamo kumtaja mkazamwana kwa jina lake ni mwiko baba mkwe huibua lakabu ya kumrejelea mkazamwanawe"}
{"text": "Hutumiwa na baadhi ya wahusika kuficha utambulisho wao baadhi ya waandishi hujibandika majina ya uandishi ili kuficha majina yao halisi"}
{"text": "Hutumiwa na wahusika kujigamba na kujinaki katika majigambo anayejigamba hujipa lakabu ili kujinaki na kuonyesh ubingwa wake"}
{"text": "Hutumiwa kuhifadhi siri wakati mwingine watu humpa mtu fulani lakabu ili wanapomrejelea isijulikane ni nani"}
{"text": "Hukuza uhusiano bora hasa miongoni mwa watani katika kutaniana watu huweza kubandikana majina"}
{"text": "Hutumiwa kuondoa urasmi katika mahusiano ya kijamii"}
{"text": "Vitanza ndimi"}
{"text": "Vitanza ndimi ni kauli au sentensi zenye maneno ambayo yana mfuatano wa sauti zinazotatanisha kimatamshiVitanza ndimi huundwa kwa maneno yenye sauti zinazokaribiana sana kimatamshi kimsingi katika jamii nyingi za kiafrika watu hufurahia kucheza na maneno kama njia ya burudani Watoto kwa mfano wana mazoea ya kucheza na maneno na sauti katika michezo na nyimbo zao"}
{"text": "Sifa"}
{"text": "Kimsingi vitanza ndimi ni mchezo wa maneno na sauti"}
{"text": "Huundwa kwa maneno ambayo yana sauti zinazokaribiana kimatamshi maneno haya huweza kuwa na maana nyingi au yenye kukabiriana kimaana"}
{"text": "Ukinzani wa maneno kisauti na kimaana huyafanya matamshi ya maneno kuutatiza ulimi"}
{"text": "Mifano ya vitanza ndimi"}
{"text": "Wataita wataita wataita taita"}
{"text": "Waite wale wana wa liwali wale wali wa liwali"}
{"text": "Cha mkufuu mwanafuu ha akila hu cha mwanafuu hu akila ha"}
{"text": "Dhima"}
{"text": "Vitanza ndimi hukuza matamshi bora mtu anapotamka kwa haraka na kwa usahihi hutia makali stadi zake za kimatamshi Kupitia hali hii uzoefu wa kutamka vyema hujengwa"}
{"text": "Hukuza uwezo wa kufikiri kwa haraka baadhi ya vitanza ndimi hutatanisha kuwaza haraka ili kuteua neno sahihi la kutamka"}
{"text": "Kuburudisha kimsingi vitanza ndimi vilinuiwa kuibua ucheshi na kuchangamsha hadhira"}
{"text": "Hukuza ubunifu anayebuni vitanza ndimi anahitaji kuwa na ujuzi mpana wa lugha na ubunifu ili kuteua maneno yanayokaribiana kimatamshi na kimaana"}
{"text": "Hukuza lugha vitanza ndimi vilivyobuniwa katika vipindi mbalimbali huhifadhiwa na kupitishwa kwa vizazi vijavyo kama malighafi katika kipera cha vitanza ndimi"}
{"text": "Huhifadhi utamaduni na kuurithisha maarifa ya kipera cha vitanza ndimi yasingehifadhiwa na kurithishwa kama vipera vingine vya fasihi simulizi tusingevisoma leo"}
{"text": "Ni kitambulisho cha jamii vitanza ndimi huakisi mazoea ya jamii husika kila jamii ina vitanza ndimi vyake mahususi"}
{"text": "Hujenga uhusiano bora wa kirafiki ucheshi unaoibuliwa na vitanza ndimi hujenga uhusiano bora miongoni mwa washiriki"}
{"text": "Mafumbo na chemshabonga"}
{"text": "Mafumbo ni kauli zenye maana iliyojificha mafumbo hutumia lugha fiche au ya kiistiari pamoja na tamathali nyingine za usemi Humtaka anayeambiwa kudadisi mazingira yake na kufikiria ili kupata maana mafumbo huchemsha bongo za wale wanaoshiriki katika kuyafumbua ingawa vitendawili ni aina za fumbo tunadai kwamba mafumbo kwa kawaida ni semi ndefu kuliko vitendawili"}
{"text": "Kuna mafumbo yaitwayo chemshabongo chemshabongo ni maswali ambayo humtaka mtu kutumia akili na ujuzi kuyajibu Maswali mengi ya aina hii ni ya kimapokeo mengine hubuniwa na msemaji ili kukidhi mahitaji ya hadhira mahususi Baadhi ya chemshabongo kwa hakika ni hesabu tu nyingine hutolewa kwa mraba unahitaji kujazwa"}
{"text": "Mfano"}
{"text": "Nina kilo moja ya mchanga na kilo moja ya pamba kipi kizito zaidi mchanga au pamba"}
{"text": "Jibu vyote vina uzito sawa kwa vile uzito wavyo ni sawa kilo moja"}
{"text": "Sifa"}
{"text": "Ni semi zinazofumba jambo"}
{"text": "Huhitaji mtu kuwaza ili aweze kubuni fumbo lenyewe"}
{"text": "Shughuli maumbile au vitu vilivyo katika mazingira ya jamii kama vile mifugo njia za usafiri na nyenzo za biashara vinaweza kufumbiwa"}
{"text": "Baadhi ya mafumbo hufananisha kitu kilichotajwa katika fumbo na mazingira halisi"}
{"text": "Baadhi ya mafumbo huwa marefu na mengine huwa mafupi"}
{"text": "Mafumbo huhitaji mantiki ili kuyatmbua Mfano nina chui mbuzi na majani ya kuliwa na mbuzi je nitafanya aje ili nivuke ngambo ile"}
{"text": "Dhima umuhimu"}
{"text": "Hukuza uwezo na wepesi wa kufikiri ili kufumbua fumbo ni lazima mtu afikiri kwa makini na wakati mwingine kwa upesi"}
{"text": "Hustawisha ubunifu fumbo hufumbuliwa kwa kuoanisha yaliyomo katika fumbo tajiriba na mazingira hivyo mtu hutumia kiwango fulani cha ubunifu ili kupata maana aidha shughuli ya kufumbua huhitaji watu kuwa wabunifu"}
{"text": "Hukuza maarifa ya kukabiliana na changamoto na kutumia mantiki kusuluhisha mambo"}
{"text": "Nahau"}
{"text": "Nahau ni fungu la maneno ya kawaida lenye maana ambayo haitokani moja kwa moja na maana za maneno yaliyoziunda nahau piga kalamu si kuchapa kalamu bali ni kufuta mtu kazi"}
{"text": "Mifano mingine ni"}
{"text": "Piga maji Lewa"}
{"text": "Kujitia hamnazo  Kujifanya hujui"}
{"text": "Kukata kamba Kufa"}
{"text": "Kunja jamvi Maliza shughuli"}
{"text": "Kwenda nguu Kukata tama"}
{"text": "Piga vijembe Kusema kwa mafumbo"}
{"text": "Kumwaga unga Kuachishwa kazi"}
{"text": "Ndege mbaya Bahati mbaya"}
{"text": "Kupata jiko Kuoa"}
{"text": "Shingo upande Bila kutaka"}
{"text": "Sifa za nahau"}
{"text": "Nahau huundwa kwa lugha ya mkato iliyo na ujumbe mzito wa mafumbo km kidudu mtumfitini"}
{"text": "Nahau mbili au zaidi zinaweza kuwa na maana moja km jamvi la wagenibao la mkahawani kahaba"}
{"text": "Nahau moja inaweza kuwa na maana zaidi ya moja km kushika mguukuomba radhi kutoa shukrani kupiga mbio"}
{"text": "Maneno katika nahau hupoteza sifa zake za kawaida na kuchukua maana nyingine iliyo tofauti kabisa km kula chumvi kuwa mzee"}
{"text": "Nahau huundwa kwa maneno mawili au zaidi kupaka mafuta kwa mgongo wa chupadanganya"}
{"text": "Bega kwa bega pamoja"}
{"text": "Nahau huweza kuundwa kwa mitindo mbalimbali au kwa maneno ya kategoria mbambali km"}
{"text": "Kitenzi na nomino piga chuku andika meza"}
{"text": "Kitenzi na kitezikufa kuponapata shika"}
{"text": "Kitenzi na kielezi jikaza kisabuni kufa kikondoo"}
{"text": "Noino na nominoaskari kanzu domo kaya"}
{"text": "Nomino na kitenzimguu haumshiki damu kumkauka"}
{"text": "Nomino na vivumishi nyoat njema ndege mbaya"}
{"text": "Dhima ya nahahu"}
{"text": "Nahau hukuza lugha nahau huyapa maneno maana tofauti na maana ya kawaida kwa njia hii hupanua msamiati wa lugha"}
{"text": "Nahau huipa lugha badala ya kutumia maneno yaliyozoeleka nahau hutumiwa kukoleza ladha ya lugha"}
{"text": "Nahau pia hutumiwa kupunguza ukali wa jambo linalorejelewa km jicho la njeuasherati"}
{"text": "Nahau huweza kutumika pia kuhifadhi siri ili wanatengwa wasielewe si watu wote wanaoelewa maana ya nahau zote"}
{"text": "Misemo"}
{"text": "Misemo ni semi ambazo zinabeba ukweli wa kijumla hutumika kueleza mambo mbalimbali yanayokubali ukweli huo Misemo hutumiwa kutoa ujumbe kwa muhtasari mfano zaidi"}
{"text": "Binadamu ni udongo kumaanisha binadamu aliumbwa kwa udongo na hufa na kurudi udongoni"}
{"text": "Mwili haujengwi kwa mbaomtu lazima ale ili apate kujenga mwili au kunenepa hauwezi kujengwa kwa mbao"}
{"text": "Umaskini si kilemakumaanisha kuwa mambo hubadilika ukizaliwa katika umaskini si lazima uishi na ufe ukiwa maskini"}
{"text": "Lila na fila havitangamani ubaya na wema hayaendi pamoja"}
{"text": "Ndio kwanza mkoka ualike maua kumaanisha ndio mambo yamezidi kushika kasi"}
{"text": "Mgomba haupandwi changaraweni ukamea jambo njema halifanywi mahali pabaya likapendeza"}
{"text": "Baadhi ya misemo hutumiwa kama methali kwa mfano umoja ni nguvu utengano ni udhaifu"}
{"text": "UKUSANYAJI NA UHIFADHI WA FASIHI SIMULIZI"}
{"text": "Utangulizi"}
{"text": "Sifa za fasihi simulizi ni kwamba huzaliwa hukua huishi na huweza kufa Kadiri jamii inavyobadilika fasihi simulizi inabadilika na kuathiiriwa na maendeleo ya binadamu kisayansi kijamii na kiteknolojiaVipera vipya vya fasihi simulizi huzaliwa kutokana na athari za utandawazi hukuzwa na kupewa uhai katika mazingira mapya aidha vipera vya zamani km matambiko na ngomezi huweza kufa au kupewa sura mpya Hivyo kuna umuhimu wa kuhifadhi tanzu za fasihi simulizi ili zisipotee lakini kabla ya kuzihifadhi ni lazima kwanza zikusanywe ukusanyaji wa data ya fasihi simulizi hufanywa ili kuendeleza na kutekeleza malengo muhimu yanayokusudiwa na anayekusanya"}
{"text": "Mkusanyaji apaswa kufuata hatua zifuatazo"}
{"text": "Kujiadaa  hapa mtu anatakiwa kuzingatia"}
{"text": "Mada ya utafiti anatafiti kuhusu nini"}
{"text": "Mawanda ya utafiti  Kama ni kitendawili anatafiti fani Aina"}
{"text": "Walengwa  jamii ipi Wenye umri gani"}
{"text": "Kipindi cha utafiti  utaanza na kutarajia kumaliza lini"}
{"text": "Kuomba kibali cha utafiti kutoka kwa taasisi husika kv wizara ya elimu"}
{"text": "Mbinu za ukusanyaji na kuhifadhi data je atatumia Hojaji au mahojiano je vifaa hivi vi tayari"}
{"text": "Gharama ya utafiti je atatumia kiasi gani cha pesa Nani atafadhili utafiti"}
{"text": "Utafiti na ukusanyaji wa data mtafiti anaweza kukusanya data kupitia hojaji mahojiano kushiriki au kutazama"}
{"text": "Rekodi ya data kuna njia mbalimbali za kurekodi data basi vifaa hivi sharti viwen tayari kabla ya utafiti"}
{"text": "Kuchunguza upana wa datamaelezo yaliyotolewa na walengwa na kuyanakili ili kuyachunganua baadaye"}
{"text": "Uchanganuzi na kufasiri wa data huchanganuliwa kulingana na vigezo vya uchanganuzi alivyoweka na kulingana na mada yake Matokeo hutumiwa kutoa hitimisho na mapendekezo kuhusu mada ya utafiti"}
{"text": "Ukusanyaji wa kazi za fasihi simulizi"}
{"text": "Kwa vile sifa za fasihi simulizi hutegemea jamii Fulani sio vyema kulinganisha fasihi ya jamii moja na sanaa ya jamii nyingine"}
{"text": "Ni vyema mkusanyaji kuchunguza ili aelewe umbo thamani na dhima ya fasihi hiyo Njia mbalimbali za kukusanya fasihi simulizi ni"}
{"text": "Kusikiliza"}
{"text": "Mkusanyaji anaweza kusikiliza wasanii katika jamii fulani wakitamba kusimulia au kuimba tungo zao"}
{"text": "Kushiriki"}
{"text": "Mkusanyaji aweza kujiunga na jamii kwa kushiriki katika ngoma soga na masimulizi ya hadithi na tanzu nyingine hapa anayekusanya data ya fasihi simulizi haulizi bali hujirekodia anachokibaini katika ushirika huo"}
{"text": "Umuhimu wa kushiriki"}
{"text": "Mtafiti huja karibu zaidi na jamii na hupata habari za kuaminika moja kwa moja"}
{"text": "Ni njia bora ya kukusanya habari kwa watu wasiojua kusoma na kuandika ama wanaona vigumu kujieleza moja kwa moja"}
{"text": "Ni rahisi kwa mtafiti kuuliza maswali kuhusu kipera kinachowasilishwa mathalani anaweza kuuliza kuhusu kipidi ambamo wimbo fulani uliimbwa au hadhira mahususi ambayo ilitambiwa aina fulani ya ngano"}
{"text": "Mtafiti huweza kunakili anayosikia au kuona hivyo kuhifadhi sifa za kiimbo toni na ishara"}
{"text": "Mtafiti hupata taathira na hisia halisi ya yanayowasilishwa kwani anakabiliana wazi na watendaji halisi huelewa zaidi"}
{"text": "Mtafiti huweza kuthibitisha aliyokusanya kwa hojaji au mahojiano kwa kuyahakiki"}
{"text": "Kusiriki hukuza utangamano kati ya mtafiti na wanajamiini rahisi kwa mtafiti kupata majibu ya masuala anayotafiti kwa kushiriki na kutangamana na wanajamii"}
{"text": "Udhaifu wa kushiriki"}
{"text": "Huchukua muda mrefu kulingana na njia nyinginezo kama vile hojaji au mahojiano"}
{"text": "Mtafiti huweza kutekwa na yaliomo akasahau kurekodi"}
{"text": "Ugeni wa mtafiti huweza kuleta wasiwasi miongoni mwa washiriki wakakosa kufanya kama kawaida"}
{"text": "Uchanganuzi wa data ikusanywayo kwa njia hii ni ngumu lakini rahisi kwa mtafiti kuacha maswala muhimu Ni njia ghali ya utafiti kwani inamhitaji mtafiti kusafiri mbali ili kushiriki katika utendaji pia vifaa vya kuhifadhia data yenyewe kama vile kanda za video huwa ghali na nguvu za umeme huenda zikakosa"}
{"text": "Kurekodi"}
{"text": "Mkusanyaji anaweza kusikilizana na wasanii na kuwarekodi katika vinasa sauti kanda za video filamu au kuwapiga picha"}
{"text": "Kutazama"}
{"text": "Mkusanyaji anaweza kushuhudia kwa macho fasihi fulani ikiendelezwa hapo atashuhudia mwenyewe bila kushiriki baadaye anaweza kuandika ili kuhifadhiMbinu hii hutumika zaidi katika utafiti wa maigizo"}
{"text": "Umuhimu wa utazamaji"}
{"text": "Ni rahisi kwa mtafiti kurekodi kwani hashiriki utendaji"}
{"text": "Mafiti hupata habari za kutegemewa zaidi hasa anapotumia kinasasauti kurekodi moja kwa moja"}
{"text": "Mtafiti anaweza kukaa mahali asipoonekana na kushuhudia utendaji halisi hivyo utendaji hautaathiriwa km kuwa na wasiwasi kwa ugeni wa mtafiti"}
{"text": "Udhaifu wa utazamaji"}
{"text": "Wanajamii wanaweza kumshuku mtafiti kuwa anawapeleleza hivyo kusitisha uwasilishaji wao"}
{"text": "Kutumia hojaji"}
{"text": "Ni fomu yenye maswali yaliyochapishwa ili kukusanya habari fulani huandaliwa na mkusanyaji wa data na kutumwa au kupelekwa kwa mhojiwa au atakayejaza hojaji ni za aina mbili"}
{"text": "Hojaji funge"}
{"text": "Humfunga mhojiwa kwa majibu fulani tu kila swali huwa na orodha ya majibu na mhojiwa huhitajika kuweka alama tu kwa lile analoona kuwa jibu sahihi"}
{"text": "Hojaji wazihuru"}
{"text": "Aina hii ya hojaji huwa na maswali ambayo yanahitaji majibu ya maelezo mhojiwa hutoa maoni yake"}
{"text": "Sifa za hojaji"}
{"text": "Hojaji huwa na maswali yanayojibiwa na kikundi lengwa mtafiti anaweza kulenga watambaji ngano au walumbi"}
{"text": "Huweza kutumiwa moja kwa moja na mkusanyaji kwa anyehojiwa hivyo mtafiti humwelekeza mhojiwa namna ya kujibu"}
{"text": "Hojji huweza kutumwa kwa mhojiwa bila kuwepo kwa mtafiti Mhojiwa husoma na kujaza hojaji bila mwongozo wa mtafiti aina hii ndiyo iliyozoeleka zaidi"}
{"text": "Umuhimu wa hojaji"}
{"text": "Huwa na gharama ya chini zaidi"}
{"text": "Mtafiti huweza kusikia iidadi kubwa ya watoaji habarikwa kipindi kifupi kwani huweza kutumiwa kwa posta"}
{"text": "Huweza kutumika katika mahojiano kama mwongozo"}
{"text": "Humpa mhojiwa muda wa kuwaza na kuchunguza"}
{"text": "Kwa kawaida  hojaji hazina athari za mtafiti kwani aghalabu mtafiti hayupo zinapojazwa Huweza kubadilishwa kulingana na kiwango cha wajazaji au wahojiwa"}
{"text": "Udhaifu wa hojaji"}
{"text": "Maswali yenye utata husababisha fasiri mbalimbali zifanyazo mategemeo yasitegemeke"}
{"text": "Huenda watu wakakosa kuijaza hojaji kwa kikamilifu kwa sababu mbalimbali kama vile kuhofia lawama au wakakataa kujaza kabisa"}
{"text": "Hojaji ndefu huenda baadhi ya watu wakakataa kuijaza"}
{"text": "Hojaji wazi huwa ngumu sana kwa mtafiti kuchanganua data uchanganuzi huchukua muda mrefu"}
{"text": "Huenda wahojiwa wasijaze mambo ya kweli si rahisi kwa mtafiti kuthibitisha kama habari zilizojazwa ni kweli"}
{"text": "Wahojiwa wanaweza kuchelewa kutuma hojaji zao hasa zinazotumwa kwa posta"}
{"text": "Baadhi ya wazee japo wana habari za kutegemewa hawajui kusoma na kuandika hivyo hawawezi kujaza hojaji isipokuwa waanaposaidiwa na watafiti"}
{"text": "Kwa vile mtafiti hakabiliani na mhojiwa ana kwa ana hawezi kupata sifa za uwasilishaji wa vipera vya fasihi simulizi kama vile toni na kidatu"}
{"text": "Mahojiano"}
{"text": "Mkusanyaji hakabiliana ana kwa ana na watu anaonuia kupata maarifa kutoka kwao Mkusanyaji atakuwa ameandaa maswali atakayouliza katika kikao rasmi mkusanyaji pia anaweza kushiriki mahojiano yasiyo rasmi bila kunakili majibu papo hapo maelezo huweza kuhifadhiwa katika kanda ya kunasa sauti"}
{"text": "Umuhimu wa mahojiano"}
{"text": "Kwa vile mtafiti anatazama ana kwa ana na mhojiwa ni rahisi kupata habari za kina na kutegemeka"}
{"text": "Mbinu za uwasilishaji km toni ishara za uso na kiimbo hubainika kwa mtafiti hivyo kuimarisha uelewa wake"}
{"text": "Mtafiti anaweza kumfafanulia mhojiwa maswali na kumwezesha kupata data ya kuaminika zaidi"}
{"text": "Kwa vile mtafiti anamhoji mlengwa moja kwa moja anaweza kurekodi majibu ya mhojiwa moja kwa moja au kuyaandika si rahisi kupotea"}
{"text": "Mtafiti huweza kubadilisha mtindo wa kuhoji kulingana na kiwango cha elimu cha mhojiwa ili kupata majibu bora zaidi"}
{"text": "Udhaifu wa mahojiano"}
{"text": "Mahojiano yanahitaji stadi za mawasiliano za kiwango cha juu ikiwa mtafiti hana hizi stadi huenda akaathiri majibu ya mhojiwa"}
{"text": "Urasmi unaotokana na vikao vya mahojiano huenda ukatatiza mawasiliano kati ya mhoji na mhojiwa"}
{"text": "Ukosefu wa muda wa kutosha wa mahojiano mahojiano huchukua muda mrefu na huenda mtafiti akakosa kupata muda kumhoji huenda asimwamini mtafiti ahisi kuwa anapelelezwa na kukataa kutoa habari"}
{"text": "Kiwango cha elimu cha mtafiti huenda kikawahajisha na kuwatia wahojiwa hisia za unyonge na kuwafanya kutoa habari za zisizotegemewa"}
{"text": "Wahojiwa wengine huenda wakampa mtafiti habari za uongo ili kumfurahisha"}
{"text": "Matatizo ya kutafsiri ikiwa data imeandikwa kwa lugha tofauti huenda yakaathiri mahojiano"}
{"text": "Mahojiano ni njia ghali ya kutafiti kutokana na gharama ya usafiri kwenda nyanjani"}
{"text": "Vifaa vya kukusanya na kuhifadhi fasihi simulizi"}
{"text": "Ukusanyaji wa fasihi simulizi huhitaji vifaa vya kuhifadhi ujumbe vifaa hivi ni pamoja na"}
{"text": "Kalamu na karatasi maandishi"}
{"text": "Mkusanyaji wa data ya fasihi simulizi anaweza kutazama au kushiriki na baadaye akaandika aliyoyashuhudia aidha anaweza kuandika wakati maelezo masimuulizi au sanaa yenyewe inapoendelezwa iwapo anatazama Hata hivyo vifaa hivi vya kukusanya fasihi simulizi vina udhaifu"}
{"text": "Umuhimu wa maandishi"}
{"text": "Data kama vile hadithi huhifadhiwa kama ilivyotambwa hivyo si rahisi kusahauliwa mashairi na ngano nyingi zimeandikwa vitabuni"}
{"text": "Huweza kufikia vizazi vingi kwani maandishi hudumu"}
{"text": "Si ghali kama baadhi ya mbinu nyinginezo km video"}
{"text": "Si rahisi kufisidiwa au kupotea hasa zikiandikwa katika vitabu hadithi methali na vitendawili vingi vimehifadhiwa hivi"}
{"text": "Udhaifu wa maandishi"}
{"text": "Kuna mambo km kiimbo toni ishara hisia na mapigo ya mziki ambayo hayawezi kuandikwa kama yalivyowasilishwa na fanani hivyo hupotea"}
{"text": "Aidha kwa vile maandishi si hai hayawezi kutenda wala kusema ule uhai hasilia wa fasihi simulizi hufifishwa na kupotezwa na maandishi"}
{"text": "Baadhi ya watafiti huenda wakandika yale ambayo wanahitaji kwa wakati mahususi na kupuuza mengine km ikiwa mada yake ni wahusika katika ngano za kimapokeo huenda akajihusisha na wahusika na kupuuza vipengele vingine km fanani haya huipunja fasihi simulizi"}
{"text": "Kuandika fasihi simulizi huifanya kukosa ile taathira asilia kwani kunaipokonya hadhira yake ile fursa ya kushirikiana ana kwa ana na fanani mtu hawezi kuuliza jambo"}
{"text": "Kuandika fasihi simulizi huidhibiti na kupunguza hadhira yake na kuathiri vibaya usambazaji wake fasihi inapoandikwa inawafikia wale tu wanajua kusoma"}
{"text": "Vinasasauti tepurekoda"}
{"text": "Vinasasauti hupata sautitoni na mahadhi ya tungo za fashi simuliziVinaweza kutumiwa katika mahojiano au mtu anaposhiriki au kutazama fasihi simulizi ikiigizwa ingawa ni bora kuliko kalamu na karatasi pia haiwezi kurekodi matendo na miondoko ya wasanii"}
{"text": "Umuhimu wa vinasasauti"}
{"text": "Sauti ya mhojiwa fanani huweza kuhifadhiwa"}
{"text": "Sifa ya uhai wa fasihi simulizi huhifadhiwa kwani kinasasauti hunasa sifa kama vile za kidatutoni na kiimbo cha mtambaji"}
{"text": "Mkusanyaji wa fasihi simulizi anaweza kurudia kusikiliza uwasilishaji au mahojiano iwapo hakuelewa sifa hii haipatikani katika maandishi"}
{"text": "Udhaifu wa vinasasauti tepurekodi"}
{"text": "Kinasasauti huhitaji nguvu za umeme au betri hivyo hakiwezi kutumiwa katika sehemu zisizo na huduma hizi aidha nguvu za umeme zikikosekana kabla ya utafiti kukamilka utafiti utaathirika Mtafiti atalazimika kuanza utafiti wake"}
{"text": "Kinasasauti hakiwezi kumnasa mtambaji wala uigizaji wake watu wanaotumia kazi iliyorekodiwa basi hukosa ile taathira ambayo inaibuliwa na kukabiliana ana kwa ana na mtambaji"}
{"text": "Baadhi ya wahojiwa au mfanani wasitambe ikiwa wanajua kuwa wanarekodiwa mtafiti anaweza kupata data ya kutegemewa kama alivyotarajia kuipata"}
{"text": "Kamera"}
{"text": "Kamera huweza kunasa picha zinazoonyesha kipengele kimoja tu bila kuonyesha misogeo au miondoko wala sauti hata hivyo kamera huweza kuonyesha maleba"}
{"text": "Video"}
{"text": "Video zinaweza kuchukua picha na pia kunasa sauti na miondoko ni njia nzuri ya kukusanya fasihi simulizi isipokuwa ni ghali"}
{"text": "Sinema au filamu"}
{"text": "Filamu pia huonyesha picha za miondoko na sauti kama video kama ilivyo katika video filamu huwa ghali"}
{"text": "Umuhimu"}
{"text": "Filamu na video hunasa picha na sauti hivyo kuhifahi uigizaji ishara na kiimbo"}
{"text": "Uhalisi wa mandhari ambamo kazi ya kifasihi inajikita huonekana na watumizi wa kazi iliyohifadhiwa kwa filamu au video"}
{"text": "Huipa fasihi simulizi uhai na taathira zaidi kuliko kazi zilizohifadhiwa kwa maandisi kamera na kinasasauti"}
{"text": "Udhaifu wa filamu na video"}
{"text": "Ni njia ghali ya kuhifadhi data"}
{"text": "Data hii huweza kufisidiwa hivyo kutofaidi waliolegwa"}
{"text": "njia nyingine za kisasa ambazo hutumiwa kuhifadhia na kuendeleza fasihi simulizi ni"}
{"text": "Diski za kompyuta mdaki diski mweko hard disk kadi simaki memory card kadiwiamkamimoflash disk"}
{"text": "Magazeti km hadithi huandikwa mara nyingine gazetini"}
{"text": "Michezo ya kuigiza inayopeperushwa moja kwa moja kupitia runinga na redio na mashirika ya uigizaji"}
{"text": "Tamasha za muziki zinazofanywa shuleni kila mwaka"}
{"text": "Umuhimu wa kukusanya na kuhifadhi fasihi simulizi"}
{"text": "Fasihi simulizi ni hifadhi ya mitazamo ya kitamaduni ya jamii ukusanyaji utampa mwanafunzi wa fasihi simulizi fursa ya kuingiliana na jamii iliyozaa fasihi husika ili kuweza kuielewa nyema"}
{"text": "Ukusanyaji humpa mwanafunzi wa fasihi simulizi nafasi ya kushuhudia na kuathiriwa moja kwa moja na utendaji wa fasihi simulizi hivyo mwanafunzi huona vipengele hai vya fasihi simulizi km uigizaji na hivyo kuielewa kwa kina"}
{"text": "Husaidia kurekodi na kuhifadhi tamaduni za jamii na kuzipitisha kwa vizazi vijavyo"}
{"text": "Ukusanyaji huiendeleza fasihi simulizi kwa kurekodi vipera kama ngano hekiya historia na mtazamo wa kijumla wa jamii kuhusu maisha huhifadhiwa na kupitishwa"}
{"text": "Husaidia kuziba pengo la utafiti lililopo tanzu nyingi za fasihi simulizi hazijafanyiwa utafiti wa kutosha ili kuzihifadhi ukusanyaji utasaidia kuziba pengo hili"}
{"text": "Hutumika kama msingi wa uchunguzi wa kiulinganishi wa fasihi simulizi za jamii mbalimbali km muundo wa utambaji ngano katika jamii mbalimbali"}
{"text": "Ili kuelewa ni kwa nini kwa mfano utungo mmoja wa fasihi simulizi ukawasilishwa kwa njia tofauti katika muktadha tofautijambo hili huwawezesha watafiti na wasomi kuelewa sifa za tungo za fasihi"}
{"text": "Utafiti wa fasihi simulizi huwezesha mwanafunzi kupata maarifa au stadi za kufanya utafiti katika taaluma nyingine km sosholojia"}
{"text": "Husaidia kurekebisha mawazo potovu kuhusu fasihi simulizi km kujua ni tanzu gani zilizokuwa za awali kabisa Umewawezesha wasomi kutambua kuwa tungo nyingi zilizoandikwa zilitokana na simulizi za tungo za fasihi simulizi km riwaya hadithi fupi na novella"}
{"text": "Matatizo yanayomkabili mkusanyaji wa fasihi simulizi"}
{"text": "Gharama ya utafiti huenda ikawa kubwa kiasi cha mtafiti kutoimudu huenda akakosa pesa za kusafiri au kununua vifaa"}
{"text": "Mtazamo hasi wa wanajamii kuhusu ujazaji wa hojaji huenda ukawafanya wengi wao kutojaza hojaji hizo"}
{"text": "Wanajamii wengine huweza kushuku kwamba mtafiti anawapeleleza na wakakatoa kutoa habari"}
{"text": "Baadhi ya mafanani au wahojiwa huenda wakadai walipwe kabla ya kutoa habari zozote"}
{"text": "Mbinu nyingine km hojaji huhitaji watu wanaojua kusoma na kuandika ikiwa watu wanaohojiwa hawajui kusoma na kuandika matokeo ya utafiti huenda yasiwe ya kutegemewa"}
{"text": "Vizingiti vya kidini hutokea pale ambapo wahojiwa wanaamini kuwa matendo ya fasihi simulizi km matambika ni kinyume cha dini hivyo kukataa kuhojiwa"}
{"text": "Kupotea au kufisidiwa kwa vifaa vya kuhifadhia data yote yaliyohifadhiwa kwayo pia hupotea"}
{"text": "Uchache wa wazee au wataalamu wa fasihi simulizi fasihi simulizi ilikwa maarufu miongoni mwa wazee na hivyo kukosekana kwao hutatiza ukusanyaji"}
{"text": "Vikwazo kutoka kwa watawala huenda watawala wakakataa kutoa idhini ya kufanya utafiti baadhi ya taasisi fadhili pia huenda zikakataa kudhamini utafiti"}
{"text": "Wadhamini mara nyingi ndio huamua mambo yanayochunguza mahali pa kuchunguziwa na mawanda au upeo wa uchunguzi la sivyo mapendekezo hufutiliwa mbali"}
{"text": "Huenda mtafiti asiwe na muda wa kutosha kuwahoji watu wengi basi hatapata habari za kutosha kuhusu mada husika"}
{"text": "Matatizo ya mawasiliano na uchukuzi km katika kuenda katika sehemu zilizo kama bila uchukuzi au vyombo vya usafiri"}
{"text": "Matatizo ya kibinafsi mtafiti anaweza kushindwa kuidhibiti hadhira badala ya kuwauliza maswali mhojiwa ndio huweza kumuuliza mtafiti maswali pia kutojua lugha husika huwa tatizo"}
{"text": "Ukosefu wa usalama huenda mtafiti akavamiwa aidha baadhi ya watu si karimu na huenda wakamshuku mtafiti ua kumvamia"}
{"text": "Tafsiri za data pia ni tatizo fasihi simulizi huendelezwa kwa lugha za kijamii kupata msamiati unaofaa kufasiri lugha chanzi hadi lugha pokezi ni tatizo"}
{"text": "MASWALI YA UDURUSU"}
{"text": "1 Ainisha vipera vya fasihi za simulizi"}
{"text": "2 Tofautisha kati ya fasihi andishi na fasihi simulizi"}
{"text": "3 Fafanua umuhimu wa fasihi simulizi katika jamii ya sasa"}
{"text": "4 Linganisha methali na vitendawili"}
{"text": "5 Eleza namna ya kuainisha nyimbo"}
{"text": "6 Eleza umuhimu wa mawaidha miongoni mwa vijana katika jamii"}
{"text": "7 Eleza istilahi zifuatazo"}
{"text": "Ayari"}
{"text": "Simo"}
{"text": "Nyiso"}
{"text": "Mbolezi"}
{"text": "Mbazi"}
{"text": "Lakabu"}
{"text": "8 Tofautisha kati ya misemo nahau misimu huku ukitoa mifano mwafaka"}
{"text": "9 Fafanua mambo ya kuzingatia unapoainisha methali"}
{"text": "10 Maigizo ni nini"}
{"text": "20 Taja vipera vyovyote viwili vya maigizo"}
{"text": "21 Eleza dhima zozote tano za maigizo"}
{"text": "22 Jadili njia zinazotumiwa na kizazi cha sasa kuendeleza utanzu huu"}
{"text": "23 Fafanua sifa nne za maigizo"}
{"text": "24 Maghani ni nini"}
{"text": "25 Fafanua aina tano za maghani"}
{"text": "26 Eleza majukumu manne ya maghani"}
{"text": "27 Eleza vikwazo mbalimbali vya ukuaji wa fasihi simulizi"}
{"text": "28 Eleza tofauti mbili kati ya misimu na misemo katika fasihi simulizi"}
{"text": "29 Eleza maana ya ngomezi"}
{"text": "30 Fafanua sifa zozote tano za ngomezi"}
{"text": "MATUMIZI YA LUGHA"}
{"text": "Kiimbo"}
{"text": "Jinsi sauti inavyopanda na kushuka mtu anapoongea"}
{"text": "Huibua maana halisi ya maneno yanayosemwa kama ifuatavyo"}
{"text": "Sentensi za taarifa"}
{"text": "Mtoto anaandika barua"}
{"text": "Sentensi za maswali"}
{"text": "Mtoto anaandika barua"}
{"text": "Sentensi za mshangao"}
{"text": "Mtoto anaandika barua"}
{"text": "Sentensi za amri"}
{"text": "Kachezeeni nje"}
{"text": "Sentensi za raiombi"}
{"text": "Nisaidieeni"}
{"text": "Zoezi"}
{"text": "Eleza maana ya kiimbo kwa kutoa mifano"}
{"text": "Tambua sentensi zifuatazo ni za aina gani kutokana na kiimbo"}
{"text": "Watu wanakula nyoka"}
{"text": "Watu wanakula nyoka"}
{"text": "Watu wanakula nyoka"}
{"text": "Tafadhali nisaidie"}
{"text": "Silabi"}
{"text": "Tamko moja katika nenoherufi moja au zaidi ambazo hutamkwa pamoja"}
{"text": "Miundo Miwili ya Silabi za Kiswahili"}
{"text": "Silabi wazi"}
{"text": "Huishia kwa irabu km oa I iga KI mbuzi KKI na ungwa KKKI"}
{"text": "Silabi funge"}
{"text": "Huishia kwa konsonanti km mtu K"}
{"text": "Zoezi"}
{"text": "Ukitoa mifano fafanua miundo miwili ya silabi za Kiswahili"}
{"text": "Tenganisha silabi katika maneno yafuatayo"}
{"text": "inkisari"}
{"text": "baiskeli"}
{"text": "ShaddaMkazo"}
{"text": "Mkazo unaowekwa kwenye silabi fulani ya neno ikiwa imetamkwa kwa msisitizo"}
{"text": "Alama ya ritifaa hutumiwa kutambulisha shadda"}
{"text": "Huwekwa kwenye silabi ya pili kutoka ya mwisho kwenye vitenzi vishirikishi vya silabi moja au kubadilisha maana ya neno"}
{"text": "kalamu Imba thumni leta nk"}
{"text": "Kitabu ki mezani"}
{"text": "Barabara njia barabara sawasawa walakini lakini walakini kasorodosariila"}
{"text": "Zoezi"}
{"text": "Weka shada katika maneno haya"}
{"text": "imba"}
{"text": "baba"}
{"text": "Onyesha kwa kupiga mstari iliko shada katika maneno yafuatayo"}
{"text": "malaika"}
{"text": "nge"}
{"text": "Sauti za Kiswahili"}
{"text": "Kuna makundi mawili ya sauti za kiswahili"}
{"text": "Irabu"}
{"text": "Sauti ambazo hutamkwa kwa ulaini bila hewa kuzuiliwa katika ala za sauti"}
{"text": "Konsonanti"}
{"text": "Sauti ambazo wakati wa kutamkwa hewa huzuiliwa katika ala za sauti"}
{"text": "Aina za Ala za Sauti"}
{"text": "Ala tuli"}
{"text": "Ambazo hazisogei mtu akitamka km meno ufizi kaa kaa gumu kaa kaa laini na kookoromeo"}
{"text": "Ala sogezi"}
{"text": "Ambazo husogea mtu akitamka km midomo na ulimi"}
{"text": "MatamshiUainishaji wa Irabu"}
{"text": "a ni ya katikati na chini kinywani na midomo ikiwa imeviringa"}
{"text": "e ni ya mbele na kati kinywani na midomo ikiwa imetandazwa"}
{"text": "i ni ya mbele na juu kinywani na midomo ikiwa imetandazwa"}
{"text": "o ni ya nyuma na kati kinywani na midomo ikiwa imeviringa"}
{"text": "u ni ya nyuma na juu kinywani na midomo ikiwa imeviringa"}
{"text": "Zoezi"}
{"text": "Taja makundi mawili ya sauti za Kiswahili"}
{"text": "Yatofautishe makundi ya sauti za Kiswahili uliyotaja katika a"}
{"text": "Toa mifano miwili miwili ya irabu ambazo hutamkwa"}
{"text": "midomo ikiwa imeviringa"}
{"text": "midomo ikiwa imetandazwa"}
{"text": "Eleza jinsi irabu e inavyotamkwa"}
{"text": "Taja aina mbili za ala za kutamkia na utoe mfano mfano mmoja mmoja"}
{"text": "MatamshiUainishaji wa Konsonanti"}
{"text": "Huainishwa kulingana na inapotamkiwa kuwepo au kutokuwepo kwa mtetemeko katika nyuzi za sauti na jinsi hewa inavyozuiliwa katika ala km p ni ya midomo kipasuo na sighuna"}
{"text": "Vipasuo"}
{"text": "Konsonanti ambazo wakati wa kutamkwa hewa husukumwa huzuiliwa kabisa na kuachiliwa kwa ghafla na mpasuko mdogo kutokea"}
{"text": "VikwamizoVikwaruzo"}
{"text": "Konsonanti ambazo wakati wa kutamkwa hewa hupitishwa katikati ya ala kwa kukwamizwa"}
{"text": "Vipasuo kwamizokwaruzo"}
{"text": "Konsonanti ambayo wakati wa kutamkwa hewa husukumwa nje kwa nguvu huzuiliwa kabisa halafu mwanya mdogo huachwa hewa ipite kwa kukwamizwa"}
{"text": "NazaliVingongo"}
{"text": "Konsonanti ambazo wakati wa kutamkwa kuna kiasi cha hewa huachiliwa na kupitia puani"}
{"text": "Kitambaza"}
{"text": "Konsonanti ambayo wakati wa kutamkwa hewa husukumwa kwa nguvu kuzuiliwa na kuachiliwa ipite kando ya ulimi"}
{"text": "Kimadende"}
{"text": "Konsonanti ambayo wakati wa kutamkwa hewa husukumwa kuzuiliwa na kuachiliwa na kusababisha ncha ya ulimi kupigapiga ufizi mfululizo"}
{"text": "Nusu irabuViyeyusho"}
{"text": "Konsonanti ambazo wakati wa kutamkwa hewa hupitishwa katikati ya ala kwa ulaini kama katika utamkaji wa irabu"}
{"text": "Zoezi"}
{"text": "Tambua kikwamizo cha kaakaa laini na kiyeyusho cha midomo"}
{"text": "Tambua konsonanti ambazo si za orodha hii na ueleze kwa nini m n nyng f b"}
{"text": "Tofautisha konsonanti p na dh"}
{"text": "Taja konsonanti mbilimbili ambazo hujulikana kama"}
{"text": "viyeyusho"}
{"text": "vikwaruzo"}
{"text": "Aina za Maneno"}
{"text": "Nomino N"}
{"text": "Neno linalotaja kiumbe kitu hali mahali tendo dhana nk"}
{"text": "Aina"}
{"text": "Nomino za Pekee"}
{"text": "Ambazo hutaja kitu kwa kutumia jina lakeambazo hutambulisha upekee wa kitu hicho"}
{"text": "Mwanzoni huandikwa kwa herufi kubwa"}
{"text": "majina ya watu km Kamau"}
{"text": "mahali km Mombasa"}
{"text": "siku km Alhamisi"}
{"text": "miezi km Disemba"}
{"text": "miaka km 1930"}
{"text": "milima km Kilimanjaro"}
{"text": "Mito km Tana"}
{"text": "maziwa km Victoria"}
{"text": "bahari km Hindi"}
{"text": "Mabara km Africa"}
{"text": "Nomono za KawaidaJumla"}
{"text": "Majina ya jumla ya viumbevitu vinavyoonyesha umbile la jinsi moja km mtu gari kalamu nk"}
{"text": "Nomino za Jamii"}
{"text": "Majina ya makundi ya viumbe au vitu km bunge jamii halaiki bunda nk"}
{"text": "Nomino za Wingi"}
{"text": "Majina ya vitu vitokeavyo kwa wingi japo kimsingi hazina umoja au wingi km maji mate maziwa mahubiri marashi mchanga ngeu poda unga nk"}
{"text": "Nomino za Dhahania"}
{"text": "Majina ya viumbe au mambo ya kudhaniyasiyoweza kugusika km km ujinga werevu malaika shetani amani imani roho wazo dhana nk"}
{"text": "Nomino za Vitenzi Jina"}
{"text": "Vitenzi vyenye kiambishi awali ku ambavyo huweza pia kutumika kama nomino km Kucheza kwake kunaudhi"}
{"text": "Zoezi"}
{"text": "Sahihisha jedwali lifuatalo"}
{"text": "Bainisha nomino katika sentensi ifuatayo"}
{"text": "Kuendesha baiskeli kwa kasi kulimfanya Hasani aangushe bunda la noti alilokuwa anaenda kununulia mchanga"}
{"text": "Sentensi ya Kiswahili"}
{"text": "Sentensi ni fungu la maneno linalojitosheleza kimaana linalotumiwa katika mawasiliano"}
{"text": "Sifa"}
{"text": "Huwa na ujumbe uliokamilika"}
{"text": "Huwa na mpangilio maalum wa maneno"}
{"text": "Huwa na muundo wa kiima na kiarifu"}
{"text": "Aina"}
{"text": "Sentensi Sahili"}
{"text": "Sentensi rahisi au nyepesi"}
{"text": "Sifa"}
{"text": "Huwa fupi"}
{"text": "Huwa na kitenzi kimoja pekee"}
{"text": "Huwasilisha dhana moja"}
{"text": "Yaweza kuwa ya neno moja au zaidi"}
{"text": "Yaweza kuwa na kiima kilichododoshwa"}
{"text": "Wataenda"}
{"text": "Watoto wawili wanaelekea uwanjani"}
{"text": "Gachiku ni msichana mtiifu"}
{"text": "Sentensi Ambatano"}
{"text": "Inayoundwa kwa kuunganisha sentensi sahili mbili"}
{"text": "Sifa"}
{"text": "Huwa na vishazi huru viwili"}
{"text": "Huwa na kiunganishi"}
{"text": "Huwa na vitenzi viwili au zaidi"}
{"text": "Hutoa zaidi ya wazo moja"}
{"text": "Yaweza kuwa na viima vilivyododoshwa"}
{"text": "Mwanafunzi alipita mtihani ingawa hakuwa anasoma kwa bidii"}
{"text": "Maria aliendelea kupika kwa utaratibu huku akiimba wimbo"}
{"text": "Sentensi Changamano"}
{"text": "Ambayo huwa na kishazi tegemezi kilichochopekwa ndani"}
{"text": "Sifa"}
{"text": "Huwa na kishazi tegemezi chenye kitenzi kinachovumisha nomino kwa kuirejelea"}
{"text": "Huwa na kishazi huru kimoja au zaidi"}
{"text": "Huwa na virejeshi amba na O au enye"}
{"text": "Tunda alilonunua jana limeoza"}
{"text": "Mwizi aliiba pesa zilizokuwa kabatini"}
{"text": "Kundi Nomino KN na Kundi Tenzi KT"}
{"text": "Kundi Nomino ni sehemu katika sentensi inayoarifu kuhusu nomino na hutokea mwanzoni mwa sentensi"}
{"text": "Kundi tenzi ni sehemu katika sentensi inayoarifu kuhusu kitenzi na hutokea mwishoni mwa sentensi"}
{"text": "Virai"}
{"text": "Vikundi vya maneno vitumiwavyo na binadamu visivyo na maana kamili"}
{"text": "Tungo zinayoundwa kwa maneno aghalabu mawili au zaidi yanayoashiria kitu kimoja na inayojengwa juu ya neno kuu"}
{"text": "Aina"}
{"text": "Kirai Nomino Kn"}
{"text": "Kirai Kitenzi"}
{"text": "T"}
{"text": "TE"}
{"text": "TN"}
{"text": "TNT"}
{"text": "TST"}
{"text": "tN"}
{"text": "tVE"}
{"text": "Kirai KivumishiKv"}
{"text": "VE"}
{"text": "VUVE"}
{"text": "VVUVE"}
{"text": "VNVE"}
{"text": "Kirai kielezi KeChagizo"}
{"text": "E"}
{"text": "EE"}
{"text": "EEE"}
{"text": "Kirai Kihusishi Kh"}
{"text": "HN"}
{"text": "HNV"}
{"text": "HNVE"}
{"text": "Zoezi"}
{"text": "Bainisha virai katika sentensi ifuatayo"}
{"text": "Mzazi na watoto wawili werevu sana waliwasili shuleni leo asubuhi kabla ya mwalimu"}
{"text": "Vishazi"}
{"text": "Kundi la maneno lenye kiima na kiarifu likiwa ndani ya sentensi kuu"}
{"text": "Aina"}
{"text": "Vishazi Huru"}
{"text": "Vifungu vya maneno katika sentensi ambavyo hutoa maana kamili"}
{"text": "Vishazi Tegemezi"}
{"text": "Vifungu vya maneno katika sentensi ambavyo havitoi maana kamili"}
{"text": "Aina"}
{"text": "Vishazi tegemezi vya viunganishi km Alimwadhibu ingawa hakuwa na makosa"}
{"text": "Vishazi tegemezi vya virejeshi km Polisi walimpata mtoto aliyekuwa amepotea"}
{"text": "Vishazi Viambatani"}
{"text": "Vinavyoundwa kwa vishazi huru viwili vikiwa vimeunganishwa km Baba analala na mama anapika"}
{"text": "Zoezi"}
{"text": "Bainisha Vishazi Katika Sentensi Zifuatazo"}
{"text": "Mwalimu amewasili"}
{"text": "Amina ambaye ni daktari atakuja"}
{"text": "Ametajirika japo hakupata elimu"}
{"text": "Mwalimu anafundisha na wanafunzi wanaandika"}
{"text": "Tumeanzisha shirika ili tunyanyue hali zetu"}
{"text": "Unaweza kuamua kunyamaza au kujitetea"}
{"text": "ShamirishoYambwa"}
{"text": "Aina"}
{"text": "Shamirisho KipoziYambwa Tendwa"}
{"text": "Nomino inayoathiriwa na kitenzi"}
{"text": "Shamirisho KitondoYambwa Tendewa"}
{"text": "Nomino inayotendewa kitendo"}
{"text": "Shamirisho AlaYambwa Kitumizi"}
{"text": "Chombo kinatumiwa kufanyia kitendo fulani"}
{"text": "Mifano"}
{"text": "Mama alimpikia baba chakula kwa sufuria"}
{"text": "Baba alipikiwa chakula na mama kwa sufuria"}
{"text": "Sufuria ilitumiwa na mama kumpikia baba chakula"}
{"text": "Chakula Shamirisho KipoziYambwa Tendwa"}
{"text": "Baba Shamirisho KitondoYambwa atendewa"}
{"text": "Sufuria Shamirisho AlaYambwa Kitumizi"}
{"text": "Ngeli za Nomino"}
{"text": "Makundi ya nomino katika lugha ya Kiswahili yenye sifa zinazofanana kisarufi"}
{"text": "AWA"}
{"text": "Huwa na majina ya watu vilema viumbe vyeo na viumbe vya kiroho nk"}
{"text": "Huchukua miundo kama vile MWA MMI KIVI nk"}
{"text": "mtuwatu"}
{"text": "mkulimawakulima"}
{"text": "mtumemitume"}
{"text": "mkizimikizi"}
{"text": "kiweteviwete"}
{"text": "kibyongovibyongo"}
{"text": "nabiimanabii"}
{"text": "kukukuku"}
{"text": "WaziriMawaziri"}
{"text": "UI"}
{"text": "Huwa na majina ya mimea sehemu za mwili vifaa matendo maumbile nk"}
{"text": "Huchukua muundo wa MMI"}
{"text": "Mchungwamichungwa"}
{"text": "Mkokomikoko"}
{"text": "mkonomikono"}
{"text": "mfupamifupa"}
{"text": "msumarimisumari"}
{"text": "mgomomigomo"}
{"text": "mwendomyendo"}
{"text": "msukosukomisukosuko"}
{"text": "mlimamilima"}
{"text": "mwambamyamba"}
{"text": "UYA"}
{"text": "Huwa na majina ya hali matendo nk"}
{"text": "Huchukua muundo wa UMA"}
{"text": "Ugonjwamagonjwa"}
{"text": "upanamapana"}
{"text": "uasimaasi"}
{"text": "uchungumachungu"}
{"text": "ulezimalezi"}
{"text": "uovumaovu"}
{"text": "uhusianomahusiano"}
{"text": "YAYA"}
{"text": "Huchukua muundo wa MAMA"}
{"text": "Huwa na nomino zipatikanazo kwa wingi"}
{"text": "Hazibadiliki katika umoja na wingi"}
{"text": "manukato"}
{"text": "mauti"}
{"text": "maziwa"}
{"text": "marashi"}
{"text": "mahubiri"}
{"text": "majira"}
{"text": "maradhi"}
{"text": "maafa"}
{"text": "mazingira"}
{"text": "KIVI"}
{"text": "Ni majina ya vifaa sehemu za mwili vitu udogo lugha nk"}
{"text": "Huchukua miundo KIVI na CHVY"}
{"text": "kisuvisu"}
{"text": "kitabuvitabu"}
{"text": "chakulavyakula"}
{"text": "chandavyanda"}
{"text": "kijituvijitu"}
{"text": "kigombevigombe"}
{"text": "kiguuviguu"}
{"text": "kidovuvidovu"}
{"text": "LIYA"}
{"text": "Huwa na majina ya sehemu za mwili dhana vifaa ukubwa nk"}
{"text": "Huchukua muundo wa JIMA JIME JAMA JEMA nk"}
{"text": "jichomacho"}
{"text": "jinamajina"}
{"text": "jitumajitu"}
{"text": "gomamagoma"}
{"text": "jambomambo"}
{"text": "jangamajanga"}
{"text": "jembemajembe"}
{"text": "jenezamajeneza"}
{"text": "wazomawazo"}
{"text": "tundamatunda"}
{"text": "juamajua"}
{"text": "ziwamaziwa"}
{"text": "uamaua"}
{"text": "II"}
{"text": "Huwa na nomino dhahania na vitu visivyoweza kuhesabika"}
{"text": "Hazibadiliki katika umoja na wingi"}
{"text": "sukari"}
{"text": "amani"}
{"text": "chai"}
{"text": "mvua"}
{"text": "Imani"}
{"text": "chumvi"}
{"text": "subira"}
{"text": "imani"}
{"text": "amani"}
{"text": "furaha"}
{"text": "IZI"}
{"text": "Huhusisha nomino dhahania na vitu"}
{"text": "Hazibadiliki katika umoja na wingi"}
{"text": "nyumba"}
{"text": "baiskeli"}
{"text": "karatasi"}
{"text": "redio"}
{"text": "meza"}
{"text": "dini"}
{"text": "dawa"}
{"text": "ndizi"}
{"text": "jozi"}
{"text": "UZI"}
{"text": "Huchukua miundo WNY UNY UF nk"}
{"text": "wayonyayo"}
{"text": "wakatinyakati"}
{"text": "usonyuso"}
{"text": "ufanyufa"}
{"text": "ufunguofunguo"}
{"text": "ufagiofagio"}
{"text": "wembenyembe"}
{"text": "uwanjanyanja"}
{"text": "ujumbejumbe"}
{"text": "ukookoo"}
{"text": "warakanyaraka"}
{"text": "wayanyaya"}
{"text": "UU"}
{"text": "Huwa na nomino za dhahania na vitu visivyoweza kuhesabika"}
{"text": "Hazibadiliki kimaumbo"}
{"text": "Huchukua U au W"}
{"text": "Ujinga"}
{"text": "Ulafi"}
{"text": "Ulaji"}
{"text": "Werevu"}
{"text": "Unga"}
{"text": "Uji"}
{"text": "Ugali"}
{"text": "udongo"}
{"text": "KU"}
{"text": "Nomino zinazoundwa kutokana na vitenzi km kuomba kwake kumemsaidia"}
{"text": "PAKUMU"}
{"text": "Ngeli ya mahali"}
{"text": "Huwa na nomino moja mahali"}
{"text": "PA mahali karibu au panapodhihirika km Kitabu kipo pale"}
{"text": "KU mahali mbali au kusikodhihirika km Mahali kule kunafaa"}
{"text": "MU ndani ya km Mahali mle mna siafu"}
{"text": "Zoezi"}
{"text": "Tunga sentensi ukitumia nomino kutoka katika ngeli ya UZI"}
{"text": "Andika kwa wingi Makaribisho aliyopewa yalimfurahisha"}
{"text": "Andika katika ukubwa wingi Paka mweupe amenaswa mguuni"}
{"text": "Andika katika wingi wa hali ya udogo Mtu aliumwa na mbwa"}
{"text": "Huku ukitoa mifano fafanua miundo mitatu ya majina katika ngeli ya LIYA"}
{"text": "Tambua ngeliviwakilishi ngeli vya nomino zifuatazo"}
{"text": "chakula"}
{"text": "shairi"}
{"text": "mtwana"}
{"text": "Uundaji wa maneno"}
{"text": "Nomino kutokana na mzizi wa kitenzi"}
{"text": "danganyakudanganya mdanganyifuudanganyifu"}
{"text": "somakusoma masomomsomiusomaji"}
{"text": "undakuunda muundajiuundajimuundo"}
{"text": "funikakufunika kifuniko mfunikaji ufunikaji"}
{"text": "Kitenzi kutokana na mzizi wa nomino"}
{"text": "mlokula"}
{"text": "mlevikulewa kulevuka"}
{"text": "mwimbajikuimba"}
{"text": "fikrakufikiri"}
{"text": "malezikulea"}
{"text": "fumbokufumba kufumbua"}
{"text": "Nomino kutokana na mzizi wa nomino"}
{"text": "mwimbajikuimba wimbo uimbaji kiimbo"}
{"text": "mchezokucheza uchezaji mchezaji"}
{"text": "ulaghaikulaghai mlaghai"}
{"text": "hesabukuhesabuuhesabu"}
{"text": "mdhalimu kudhulumu dhuluma udhalimu"}
{"text": "Nomino kutokana na mzizi wa kivumishi"}
{"text": "refumrefu urefu urefushaji"}
{"text": "bayambaya ubaya"}
{"text": "zurimzuri uzuri"}
{"text": "kalimkali ukali"}
{"text": "eupemweupeweupe"}
{"text": "Kivumishi kutokana na mzizi wa nomino"}
{"text": "ujinga jinga"}
{"text": "werevu erevu"}
{"text": "mzuri zuri"}
{"text": "mpumbavu pumbavu"}
{"text": "mpyoro pyoro"}
{"text": "Kitenzi kutokana na mzizi wa kivumishi"}
{"text": "haramukuharamisha kuharamika"}
{"text": "halalikuhalalisha kuhalalika"}
{"text": "fupikufupisha kufupika"}
{"text": "borakuboresha kuboreka"}
{"text": "refukurefusha kurefuka"}
{"text": "sahihikusahihisha kusahihika"}
{"text": "sikivukusikia"}
{"text": "danganyifukudanganya"}
{"text": "Kivumishi kutokana na mzizi wa kitenzi"}
{"text": "dunisha  duni"}
{"text": "Haramisha  haramu"}
{"text": "fupisha fupi"}
{"text": "sahilisha sahili"}
{"text": "tukuka tukufu"}
{"text": "fahamu fahamivu"}
{"text": "teua teule"}
{"text": "nyamaza nyamavu"}
{"text": "ongoka ongofu"}
{"text": "sahihisha sahihi"}
{"text": "danganya danganyifu"}
{"text": "Kitenzi kutokana na kielezi"}
{"text": "harakaharakisha"}
{"text": "zaidizidisha"}
{"text": "bidiibidiisha"}
{"text": "himahimiza"}
{"text": "Zoezi"}
{"text": "Unda neno ulilopewa katika mabano kutokana na maneno yafuatayo"}
{"text": "zingatia kivumishi"}
{"text": "sahili kitenzi"}
{"text": "taliki nomino"}
{"text": "Unda nomino kutokana na mizizi ya maneno yafuatayo kisha utunge sentensi"}
{"text": "kali"}
{"text": "lia"}
{"text": "Vitenzi"}
{"text": "Kitenzi ni neno linaloeleza kuhusu jambo linalofanywa"}
{"text": "Aina za Vitenzi"}
{"text": "Kitenzi halisi"}
{"text": "Kinachofahamisha tendo halisi"}
{"text": "Hutokea peke yake km Boke anacheza mpira"}
{"text": "Kitenzi kikuu T"}
{"text": "Kinachoeleza tendo kuu katika sentensi"}
{"text": "Hutokea pamoja na kitenzi kisaidizi km Baba anataka kulala"}
{"text": "Kitenzi Kisaidizi Ts"}
{"text": "Kinachosaidia kitenzi kikuu"}
{"text": "Maneno yanayoweza kutumiwa kama vitenzi visaidizi"}
{"text": "ngali"}
{"text": "kuwa"}
{"text": "taka"}
{"text": "pasa"}
{"text": "bidi"}
{"text": "huenda"}
{"text": "kuja"}
{"text": "weza"}
{"text": "kwisha"}
{"text": "stahili"}
{"text": "wahi"}
{"text": "maliza"}
{"text": "Vitenzi Sambamba"}
{"text": "Vinavyofuatana moja kwa mojavinavyotokea kwa mfululizo"}
{"text": "Hutumika kutoa maelezo kuhusu tendo moja maalum kwa uwazi zaidi"}
{"text": "Wachezaji huenda wanaweza kushinda mchezo wa leo"}
{"text": "Vitenzi Vishirikishi t"}
{"text": "Vinavyoshirikisha vitu kihali kitabia au kimazingira"}
{"text": "Aina"}
{"text": "Vitenzi Vishirikishi Vikamilifu"}
{"text": "Ambavyo huchukua viambishi"}
{"text": "Mama alikuwa mgonjwajikonimuuguzi"}
{"text": "Aisha angali kitandanimkaidi mwanafunzi"}
{"text": "Vitenzi Vishirikishi Vipunguvu"}
{"text": "Ambavyo havichukui viambishi"}
{"text": "Viwakilishi W na Vivumishi V"}
{"text": "Viwakilishi ni viambishi au maneno yanayotumiwa badala ya nomino"}
{"text": "Vivumishi ni maneno yanayotoa habari zaidi kuhusu nomino"}
{"text": "Vielezi E"}
{"text": "Viambishi au maneno yanayoeleza zaidi kuhusu kivumishi kitenzi au kielezi kingine"}
{"text": "Yeye ni mweupe sanaajabukwelikwelikupindukiapepepe"}
{"text": "Alikula pole pole sana"}
{"text": "Aina"}
{"text": "Vielezi vya NamnaJinsi"}
{"text": "Ambavyo hueleza vile jambo lilifanyika"}
{"text": "Aina"}
{"text": "Vielezi namna mfanano"}
{"text": "Vinavyoeleza vile jambo lilifanyika kwa kufananisha na nomino au vivumishi"}
{"text": "Huchukua viambishi KI na VI"}
{"text": "Anakula kifisi"}
{"text": "Tulifanya kazi vizuri"}
{"text": "Vielezi namna viigizi"}
{"text": "Maneno ambayo kiasili ni vielezi km sana haraka ghafla mno kabisa pole barabara nk"}
{"text": "Mwenda pole hajikwai"}
{"text": "Vielezi namna hali"}
{"text": "Hueleza hali ya tendo"}
{"text": "Alilelewa kwa shida"}
{"text": "Alilewa chakari"}
{"text": "Vielezi namna vikariri"}
{"text": "Huelezea vile jambo lilifanyika kwa kurudiwarudiwa"}
{"text": "Alinijibu kimzahamzaha"}
{"text": "Tembea polepole"}
{"text": "Yeye hufanya kazi yake hivi hiviovyo ovyo"}
{"text": "Mbwa alibweka bwe Bwe Bwe"}
{"text": "Vielezi namna ala"}
{"text": "Walimpiga Stephano mawekwa mawe"}
{"text": "Vielezi Namna Viigizi"}
{"text": "Hueleza vile kitendo kilitendeka kwa kutumia tanakali"}
{"text": "Mbuni alianguka majini chubwi"}
{"text": "Vielezi vya IdadiKiasi"}
{"text": "Maneno ambayo hutaja kitendo kimetendeka mara ngapi"}
{"text": "Aina"}
{"text": "Vielezi vya idadi halisi"}
{"text": "Tulivamiwa mara moja"}
{"text": "Vielezi vya idadi ya jumla"}
{"text": "Alitoroka mara kadhanyingichache"}
{"text": "Vielezi vya mahali"}
{"text": "Hutaja mahali kitendo kilitendekea"}
{"text": "Aina"}
{"text": "Vielezi vya mahali vya maneno kamili"}
{"text": "Ndege ilipofika Nairobi ilitua chini"}
{"text": "Vielezi vya mahali vya aina ya viambishi"}
{"text": "Ni viambishi po ko mo na ni"}
{"text": "Alipolala palikuwa na siafu"}
{"text": "Wanacheza uwanjani"}
{"text": "Vielezi vya wakati"}
{"text": "Hutaja kitendo kililifanyika wakati gani"}
{"text": "Aina"}
{"text": "Vielezi vya wakati vya maneno kamili"}
{"text": "Rais atawasili keshomwaka ujao"}
{"text": "Kielezi cha wakati cha kiambishi po ya wakati"}
{"text": "Nililala nilipofika nyumbani"}
{"text": "Viunganishi U"}
{"text": "Neno au fungu la maneno la kuunganishia"}
{"text": "Aina"}
{"text": "Vya kujumuisha pamoja"}
{"text": "na"}
{"text": "aidha pia"}
{"text": "isitoshe"}
{"text": "kadhalika pia"}
{"text": "tena"}
{"text": "mbali na"}
{"text": "fauka ya zaidi ya"}
{"text": "Vya kukatiza ili kupambanua"}
{"text": "walakini lakini"}
{"text": "bali lakini"}
{"text": "ijapokuwa hata kama"}
{"text": "ingawa hata kama"}
{"text": "Vya kuonyesha kinyume cha mambo"}
{"text": "ilhali"}
{"text": "licha ya"}
{"text": "Kuonyesha masharti"}
{"text": "budi lazima"}
{"text": "lazima"}
{"text": "sharti"}
{"text": "ikiwa kama"}
{"text": "bidi"}
{"text": "Vya sababu"}
{"text": "kwa"}
{"text": "kwa sababu"}
{"text": "maadamu kwa kuwa"}
{"text": "madhali kwa kuwa"}
{"text": "kwa vilemaana"}
{"text": "kwa ajiliminajili ya"}
{"text": "mintaarafu kutokana na"}
{"text": "Vya kuonyesha Chaguo"}
{"text": "au"}
{"text": "ama"}
{"text": "wala"}
{"text": "Viunganishi vingine na maana zake"}
{"text": "ila isipokuwa"}
{"text": "laiti kama"}
{"text": "lau kama"}
{"text": "mradi bora"}
{"text": "angalau bora zaidi"}
{"text": "bighairi bila ya kujali kmMinghairi vitu vilivyo kwenye kabati vinginevyo unaweza kuvichukua"}
{"text": "seuzesembuse kulinganisha ili kuonyesha tofauti"}
{"text": "labda pengine"}
{"text": "Vihusishi H"}
{"text": "Maneno yanayoonyesha uhusiano"}
{"text": "Aina"}
{"text": "Mahali"}
{"text": "juu ya miongoni mwa katika mpaka hadi"}
{"text": "Wakati"}
{"text": "kabla ya baada ya tangu hadi mpaka"}
{"text": "Sababu"}
{"text": "kwa kwani kwa sababu mintaarafu ya"}
{"text": "Ala"}
{"text": "Alimkata kwa kisu"}
{"text": "Aunganifu"}
{"text": "Simu ya rununu inalia"}
{"text": "Jumba la mikutano limeandaliwa"}
{"text": "Kiatu cha ngozi hudumu"}
{"text": "Kikome cha plastiki ni duni"}
{"text": "Ulinganisho"}
{"text": "Zaidi ya kuliko kuzidi kushinda"}
{"text": "Kiwango"}
{"text": "Zaidi ya kati ya takriban karibu"}
{"text": "Vya hali"}
{"text": "Mithili ya kwa niaba ya"}
{"text": "Vihisishi I"}
{"text": "Maneno yanayotoa hisia za moyoni"}
{"text": "furaha"}
{"text": "Hoyee Haleluya Alhamdulilahi"}
{"text": "hasira"}
{"text": "Kefle Ah He"}
{"text": "majuto"}
{"text": "Kumbe Jamani Ole wangu Laiti"}
{"text": "huzunihuruma"}
{"text": "Pole Ole Maskini"}
{"text": "kuitikia"}
{"text": "Bee Labela Naam Ehee Ahaa"}
{"text": "mshangaomshtuko"}
{"text": "Eti Salaale Ajabu Msalia mtume Lahaula"}
{"text": "kubeza"}
{"text": "Mawe Ngo Mmm Mwangalie"}
{"text": "kusisitiza"}
{"text": "Hata"}
{"text": "kutakia heri"}
{"text": "inshallah"}
{"text": "Mwingiliano wa Maneno"}
{"text": "Hali ya maneno kuwa na matumizi tofauti mifano"}
{"text": "W kuwa V"}
{"text": "Huyu analia"}
{"text": "Mtoto huyu analia"}
{"text": "V kuwa W"}
{"text": "Vikombe vizuri vitavunjika"}
{"text": "Vizuri vitaliwa"}
{"text": "V kuwa N"}
{"text": "Mti mrefu haupandiki"}
{"text": "Mrefu alikufa jana jioni"}
{"text": "V kuwa E"}
{"text": "Viatu vibaya vitachomwa"}
{"text": "Uliifanya kazi vibaya"}
{"text": "Mtu mjinga ni huyu"}
{"text": "Anaongea kijinga"}
{"text": "N kuwa V"}
{"text": "Tajiri alimdharau Razaro"}
{"text": "Mtu tajiri huheshimiwa"}
{"text": "N kuwa E"}
{"text": "Nairobi ni mji mkuu"}
{"text": "Amewasili Nairobi"}
{"text": "Kitoto kinalia"}
{"text": "Unaongea kitoto"}
{"text": "Haraka haina baraka"}
{"text": "Fanya haraka tuondoke hapa"}
{"text": "Sindano ya babu imepotea"}
{"text": "Alidungwa sindanokwa sindano na daktari"}
{"text": "E kuwa N"}
{"text": "Niliwasili jana"}
{"text": "Jana yangu haikuwa nzuri"}
{"text": "T kuwa N"}
{"text": "Nataka kulala sasa"}
{"text": "Kulala kwake kunaudhi"}
{"text": "N kuwa U"}
{"text": "Ila yake imemwathiri sana"}
{"text": "Watu wote ila yeye walikwenda"}
{"text": "Kichwa changu kina walakini"}
{"text": "Nimekula walakini sijashiba"}
{"text": "E kuwa I"}
{"text": "Mwenda pole hajikwai"}
{"text": "Pole Usijali utapona"}
{"text": "Amepaka rangi sawasawa"}
{"text": "Sawasawa Siku moja tutakutana"}
{"text": "H kuwa E"}
{"text": "Paka amepanda juu ya mti"}
{"text": "Ameingia katika choo"}
{"text": "T kuwa E"}
{"text": "Mtoto akilia atatapika"}
{"text": "Aliingia akilia"}
{"text": "N kuwa I"}
{"text": "Gege anacheza ala yake ya muziki"}
{"text": "Ala Waniwekea uchafu katika chakula"}
{"text": "Mofimu"}
{"text": "Kipashio kidogo zaidi katika lugha kisichoweza kuvunjwavunjwa zaidi bila kupoteza maana yake"}
{"text": "Aina"}
{"text": "Mofimu huru"}
{"text": "Neno lisiloweza kugawanywa katika vipande mbalimbali na linalojisimamia na kuwa na maana kamili"}
{"text": "Kuku baba mama sana labda jana nk"}
{"text": "Mofimu tegemezi"}
{"text": "Isiyoweza kujisimamia na kujitosheleza kisarufi mifano"}
{"text": "Mzizi Sehemu ya neno inayobeba maana kuu na isiyoweza kubadilishwa"}
{"text": "mtu samaheka nk"}
{"text": "Nafsi"}
{"text": "Tumesahau"}
{"text": "Ngeli"}
{"text": "Lilianguka"}
{"text": "Yalianguka"}
{"text": "Kikanushi"}
{"text": "Sikumpiga"}
{"text": "Halijaoza"}
{"text": "Huli"}
{"text": "Njeowakati"}
{"text": "Liliiva"}
{"text": "Analia"}
{"text": "Tutaimba"}
{"text": "Alipoenda"}
{"text": "Hali"}
{"text": "Me nge ngali hu ki ka nk"}
{"text": "Mahali"}
{"text": "Alipoingia"}
{"text": "Alikoingia"}
{"text": "Alimoingia"}
{"text": "Virejeshi"}
{"text": "Lililonunuliwa"}
{"text": "Alijikata"}
{"text": "Mtendwawatendwakitendwavitendwashamirisho"}
{"text": "Alichikichukua"}
{"text": "Kilichowaua"}
{"text": "Mnyambulikokauli"}
{"text": "Alimpigia"}
{"text": "Alimlilia"}
{"text": "Alinikosea"}
{"text": "Alimtolea"}
{"text": "Kiishio"}
{"text": "a e i u"}
{"text": "Viambishi"}
{"text": "Viungo vyenye maana vinavyofungamanishwa na mziziwa neno ili kulipa maana mbalimbali"}
{"text": "Aina"}
{"text": "Viambishi Awali"}
{"text": "Ambavyo hutokea kabla ya mzizi"}
{"text": "Aliyekukataa"}
{"text": "Viambishi Tamati"}
{"text": "Ambavyo hutokea baada ya mzizi km kipigishwacho"}
{"text": "Mnyambuliko wa Vitenzi"}
{"text": "Kunyambua kitenzi ni kukiongeza viambishi tamati ili kukipa maana tofauti"}
{"text": "Aina za minyambulikokauli za vitenzi"}
{"text": "Kutenda"}
{"text": "Hali ya kawaida ya kitenzi"}
{"text": "Kutendatenda"}
{"text": "Hali ya kitenzi kurudiwa"}
{"text": "Kutendea"}
{"text": "Kwa niaba ya"}
{"text": "Badala ya"}
{"text": "Sababu"}
{"text": "Kuonyesha kitumizi"}
{"text": "Mwendo wa kitu kuelekea kingine"}
{"text": "Kutendwa"}
{"text": "Huonyesha nomino iliyoathiriwa na kitenzi"}
{"text": "Kutendewa"}
{"text": "Humaanisha kitendo kimetendwa na mtu badala au kwa niaba ya mtu mwingine"}
{"text": "Kutendana"}
{"text": "Unamtenda mtu jambo naye anakutenda jambo lilo hilo"}
{"text": "Kutendeana"}
{"text": "Unamtendea mtu jambo naye anakutendea jambo lilo hilo"}
{"text": "Kutendeka"}
{"text": "Uwezekano wa kitendo kufanyika"}
{"text": "Kutendesha"}
{"text": "Mtu au kitu kusababisha kufanyika kwa kitendo"}
{"text": "Kutendeshea"}
{"text": "Kusababisha kitendo kitendeke kwa niaba ya mwingine"}
{"text": "Kutendeshwa"}
{"text": "Kusababishwa kufanya jambo"}
{"text": "Kutendeshewa"}
{"text": "Mtu kusababishwa kitendo kitendeke kwa niaba yake"}
{"text": "Kutendeshana"}
{"text": "Kusababisha kitendo kitendeke kwa mtu naye anasababisha kitendo kicho hicho kitendeke kwako"}
{"text": "Kutendesheana"}
{"text": "Kusababisha kitendo kitendeke kwa niaba ya mtu naye anasababisha kitendo kicho hicho kitendeke kwa niaba yako"}
{"text": "Kutendesheka"}
{"text": "Kitendo fulani kinaweza kusaababishwa"}
{"text": "Kutendama"}
{"text": "Kuwa katika hali fulani bila ya mabadiliko"}
{"text": "lalalalama"}
{"text": "fichafichama"}
{"text": "shikashikama"}
{"text": "gandagandama"}
{"text": "chutachutama"}
{"text": "fungafungama"}
{"text": "kwaakwama"}
{"text": "ungaungama"}
{"text": "andaaandama"}
{"text": "sakisakama"}
{"text": "Kutendata"}
{"text": "Hali ya mgusano au kushikanisha vitu viwili"}
{"text": "pakapakata"}
{"text": "fumbafumbata"}
{"text": "kokoakokota"}
{"text": "okoaokota"}
{"text": "kamakamata"}
{"text": "Kutendua"}
{"text": "Hali ya kiyume"}
{"text": "chomachomoa"}
{"text": "fungafungua"}
{"text": "Kutenduka"}
{"text": "Kuweza kufanyika kwa hali ya kinyume"}
{"text": "chomoka"}
{"text": "funguka"}
{"text": "Vinyume vya vitenzi"}
{"text": "komeakomoa"}
{"text": "barikilaani"}
{"text": "patanakosana"}
{"text": "angikaangua"}
{"text": "mwagazoa"}
{"text": "zibazibua"}
{"text": "tatizatatua"}
{"text": "funikafunua"}
{"text": "tegategua"}
{"text": "tawanyakusanya"}
{"text": "uguapona"}
{"text": "nasanasua"}
{"text": "kwamizakwamua"}
{"text": "kosakosoa"}
{"text": "pakiapakua"}
{"text": "twikatua"}
{"text": "paatua"}
{"text": "chekalia"}
{"text": "anikaanua"}
{"text": "simamaketi"}
{"text": "fukiafukua"}
{"text": "inamainuka"}
{"text": "fungafungua"}
{"text": "furahihuzunika"}
{"text": "kumbukasahau"}
{"text": "oataliki"}
{"text": "chokapumzika"}
{"text": "uliza jibu"}
{"text": "jengabomoa"}
{"text": "ishikufahama"}
{"text": "kufakufufukaishi"}
{"text": "lewalevuka"}
{"text": "anzamalizaisha"}
{"text": "sazabakizamaliza"}
{"text": "mezatapikatema"}
{"text": "ingiatoka"}
{"text": "dharauheshimu"}
{"text": "kweyateremka"}
{"text": "pandashuka"}
{"text": "sifukashifu"}
{"text": "chimbafukia"}
{"text": "chafuasafisha"}
{"text": "chekalia"}
{"text": "pandashuka"}
{"text": "babaikatulia"}
{"text": "pokeaaga"}
{"text": "zamaelea"}
{"text": "vaavua"}
{"text": "Matumizi ya Maneno na Viambishi Maalum"}
{"text": "Maneno Maalum"}
{"text": "ila"}
{"text": "isipokuwa"}
{"text": "Watu wote ila yeye wameenda"}
{"text": "kasoro"}
{"text": "Hakuna kizuri kisicho na ila"}
{"text": "labda pengineshaka"}
{"text": "Haonekani siku hizi labda amepata uhamisho"}
{"text": "ikiwa"}
{"text": "kamashaka"}
{"text": "Tutamkuta nyumbani ikiwa amepewa likizo"}
{"text": "masharti"}
{"text": "Mgonjwa atapona ikiwa atakunywa dawa ipasavyo"}
{"text": "walakini"}
{"text": "dosari"}
{"text": "Ghorofa limebomolewa kwa sababu lilikuwa na walakini"}
{"text": "lakinibali"}
{"text": "Nimekula walakini sijashiba"}
{"text": "ingawaingawaje hata kama"}
{"text": "Nilijilaza kitandani ingawa sikuwa na usingizi"}
{"text": "ijapokuwajapo hata kama"}
{"text": "Usicheze na nyoka ijapokuwa ni mdogo"}
{"text": "jinsi"}
{"text": "njiautaratibu wa kufanyia jambo"}
{"text": "Sijui jinsi ugali unavyopikwa"}
{"text": "ainanamnasampuli"}
{"text": "Siwezi kula chakula jinsi hii"}
{"text": "kulingana nakama"}
{"text": "Alikuja jinsi alivyoniahidi"}
{"text": "kwa"}
{"text": "mahali"}
{"text": "Ameenda kwa Juma"}
{"text": "jinsi"}
{"text": "Alisoma kwa bidii"}
{"text": "sehemu ya kitu kisimaakisami"}
{"text": "Amepata alama moja kwa tano katika mtihani"}
{"text": "pamoja na"}
{"text": "Harusi ilihudhuliwa na wazee kwa vijana na tulikula wali kwa nyama"}
{"text": "kuonyesha kitu kilitumiwa kama kifaa"}
{"text": "Alikata mkate kwa kisu"}
{"text": "sababu"}
{"text": "Aliugua kwa kunywa maji machafu"}
{"text": "kuunganisha vipashio viwili"}
{"text": "Leo ndiwe utapika kwa hivyo tayarisha viazi"}
{"text": "mudakipindi"}
{"text": "Alilia kwa nusu sana"}
{"text": "kufanya jambo bila kupoteza wakati"}
{"text": "Baada ya kula tulienda moja kwa moja kulala"}
{"text": "kivumishi cha aunganifu cha ngeli ya KU"}
{"text": "Kucheka kwa Maria kunaudhi"}
{"text": "umiliki wa mahali"}
{"text": "Twende nyumbani kwangu"}
{"text": "na"}
{"text": "kiunganishi"}
{"text": "Mama na baba wanalima"}
{"text": "umilikaji"}
{"text": "Kamau ana kitabu kizuri"}
{"text": "wakati uliopo"}
{"text": "Anaandika barua"}
{"text": "kaulimnyambuliko"}
{"text": "Kamau na Juma wanapigana"}
{"text": "kuonyesha tofauti"}
{"text": "Kiatu hiki ni tofauti na kile"}
{"text": "mtenzi"}
{"text": "Alipigwa na mwalimu"}
{"text": "kuonyesha ufupisho wa nafsi"}
{"text": "Alisaidiwa nao"}
{"text": "Zoezi"}
{"text": "Eleza matumizi ya na katika sentensi zifuatazo"}
{"text": "Baba na mama wanapigana kwani ana tabia ya kulewa"}
{"text": "Mtoto aliteswa na mama yake kwa kuwa tofauti na wengine nami kikamkanya"}
{"text": "wala kukanusha"}
{"text": "Sikumtusi wala kumpiga"}
{"text": "Viambishi Maalum"}
{"text": "meja hali timilifukitendo kutendeka na si muda mrefu uliopia"}
{"text": "Mama amewasili"}
{"text": "Mama hajawasili"}
{"text": "hu"}
{"text": "mazoeajambo hutokea kila wakati"}
{"text": "Yeye hulala mapema"}
{"text": "kikanushi"}
{"text": "Hukutibiwa vizuri"}
{"text": "li"}
{"text": "wakati uliopita"}
{"text": "Alitupatia zawadi"}
{"text": "ngeli"}
{"text": "Tunda limeiva"}
{"text": "kitenzi kishirikishi kipungufu"}
{"text": "Jembe li ghalani"}
{"text": "ni"}
{"text": "nafsi ya kwanza umoja"}
{"text": "Niliwasili jana"}
{"text": "mahali"}
{"text": "Twende kanisani"}
{"text": "kitenzi kishirikishi kipungufu"}
{"text": "Yeye ni daktari"}
{"text": "wingi"}
{"text": "Tokeni nje"}
{"text": "ndi kitenzi kishirikishi kipungufu"}
{"text": "Yeye ndiye aliniibia pesa"}
{"text": "ji"}
{"text": "udogo"}
{"text": "Kijitu kimeanguka"}
{"text": "ukubwa"}
{"text": "Jibwa limebweka"}
{"text": "kirejeshi"}
{"text": "Alijipalia makaa"}
{"text": "nafsi ya pili"}
{"text": "Jichukulie upendacho"}
{"text": "kiambishi tamati cha kuunda nomino"}
{"text": "Mwimbaji alituzwa"}
{"text": "Ki"}
{"text": "kitendo ki katika hali ya kuendelea"}
{"text": "Tulikuwa tukila alipoingia"}
{"text": "mashartikitendo kinategemea kingine"}
{"text": "Utapita mtihani ukijitahidi"}
{"text": "udogo"}
{"text": "Kitoto kinalia"}
{"text": "ngeli"}
{"text": "Kitabu kimechukuliwa"}
{"text": "kitenzi kishirikishi kipungufu"}
{"text": "chakula ki mezani"}
{"text": "kielezi namna mfanano"}
{"text": "Yeye hula kifisi"}
{"text": "kitendo hakifanyiki kamwe"}
{"text": "Chai hii hainyweki"}
{"text": "ku"}
{"text": "kikanushi cha wakati uliopita"}
{"text": "Hakumpiga kwa jiwe"}
{"text": "nafsi ya pili umoja"}
{"text": "Alikupigia simu jana"}
{"text": "mahali"}
{"text": "Huku kumesafishwa"}
{"text": "ngeli"}
{"text": "Kuugua kumemnyenyekesha"}
{"text": "mwanzo wa kitenzi"}
{"text": "Ameenda kusafisha nyumba"}
{"text": "ka"}
{"text": "mfuatano wa matukio"}
{"text": "Tulikula chakula tukanywa chai kisha tukalala"}
{"text": "vichwa vya habari"}
{"text": "Mwizi kapigwa mawe"}
{"text": "kutoa amri"}
{"text": "Kachezeeni nje"}
{"text": "kitendo fulani ni tokeo la kingine"}
{"text": "Tulisoma kwa bidii tukapita mtihani"}
{"text": "kutoa nasahashauri"}
{"text": "Kamwombe babako msamaha"}
{"text": "a"}
{"text": "Hali isiyodhihirika ya wakati uliopo"}
{"text": "Watoto wacheza uwanjani"}
{"text": "vichwa vya habari"}
{"text": "Waziri aaibishwa na wananchi"}
{"text": "kitendo kinaendelea"}
{"text": "Twaenda sokoni"}
{"text": "nafsi ya tatu umoja"}
{"text": "Yeye aliudhika sana"}
{"text": "ngeli"}
{"text": "Mbuzi yule atachinjwa kesho"}
{"text": "kiishio"}
{"text": "Mtoto amekula vizuri"}
{"text": "ngengali masharti yanayowezekana au yasiyowezekana"}
{"text": "Ningekuwa na pesa ningenunua kiatu"}
{"text": "Laiti ningalijua nisingaliingia katika hilo basi"}
{"text": "po"}
{"text": "wakati"}
{"text": "maalum"}
{"text": "Yeye anapolala hukoroma"}
{"text": "Wowotemazoea"}
{"text": "Mwalimu aingiapo wanafunzi husimama"}
{"text": "mahali"}
{"text": "Paliposafishwa pamechafuka"}
{"text": "masharti"}
{"text": "Mtoto aamkapo mpe uji"}
{"text": "kikanushi cha ki ya masharti"}
{"text": "Akilaasipokula"}
{"text": "Viakifishi"}
{"text": "Alama za usemi"}
{"text": "Usemi halisi"}
{"text": "Njoo kesho mama akamwambia"}
{"text": "Lugha ngeni"}
{"text": "Ninunulie jarida la Parents babake akamwambia"}
{"text": "Vipindi filamu makala"}
{"text": "Vioja Mahakamani"}
{"text": "Semi"}
{"text": "kumwaga zigo"}
{"text": "Dukuduku"}
{"text": "maneno yameachwa ya kutangulia kati au ya mwisho Yaweza kuachwa kwa kuwa makali"}
{"text": "Nyani haoni"}
{"text": "kukatizwa usemikauli"}
{"text": "AMINA Mama ni"}
{"text": "MAMA Kwanza watoka wapi usiku huu"}
{"text": "maneno yanaendelea"}
{"text": "Alimwambia ajihadhari anapovuka barabara"}
{"text": "Komamkatokipumuo"}
{"text": "pumziko fupi katika senyensi"}
{"text": "Tulipofika sokoni tulinunua mboga"}
{"text": "kuorodhesha"}
{"text": "Alinunua mboga samaki nyanya na viazi"}
{"text": "kuonyesha mwanzo au mwisho wa usemi halisi"}
{"text": "Njoo keshomama akamwambia"}
{"text": "kuandika anwani"}
{"text": "Shule ya upili Gatwe SLP 160 Kerugoya"}
{"text": "baada ya kutaja jina la mtu anayepewa habari"}
{"text": "Daktari ningependa kukuona"}
{"text": "kutenganisha sentensi zenye masharti"}
{"text": "Usipofanya kazi usile"}
{"text": "kuandika tarehe"}
{"text": "Alizaliwa mwezi wa Julai tarehe 18 1999"}
{"text": "kuandika tarakimu zinazozidi elfu"}
{"text": "1000 13000 nk"}
{"text": "Ritifaakibainishi"}
{"text": "herufi imeachwa"}
{"text": "walotutuma"}
{"text": "shaddamkazo"}
{"text": "iba kalamu"}
{"text": "katika sauti ya kingongo"}
{"text": "Ngombe amekufa"}
{"text": "Kufupisha"}
{"text": "Tushasafisha nguo"}
{"text": "katika kuandika miaka yenye namba izilizoachwa"}
{"text": "7399"}
{"text": "Mshazarimkwaju"}
{"text": "Tarehe"}
{"text": "Alizaliwa tarehe 561998"}
{"text": "kuonyesha kumbukumbu"}
{"text": "KUMB 12009"}
{"text": "kuonyesha visawe"}
{"text": "Nenda katika shuleskuli"}
{"text": "Kuonyesha au"}
{"text": "Wanawakewanaume wataajiriwa"}
{"text": "Kistari kifupi"}
{"text": "kuandika tarehe"}
{"text": "562006"}
{"text": "kuonyesha silabi viambishi au mofimu"}
{"text": "salamu na imba"}
{"text": "kuonyesha neno linaendelea katika mstari unaofuata"}
{"text": "Usitenganishe sauti za silabi"}
{"text": "Kuonyesha mzizi wa neno"}
{"text": "mabwa"}
{"text": "kuonyesha kudumishwa kwa sauti"}
{"text": "Loooo"}
{"text": "Hadi kipindi cha tukio fulani"}
{"text": "19992008"}
{"text": "Kutenganisha usemi na msemaji"}
{"text": "Huo ni upumbavuKibaki"}
{"text": "Kistari kirefu"}
{"text": "kutenganisha usemi na msemaji"}
{"text": "kuonyesha mabadiliko ya ghafla"}
{"text": "Wanafaunzi ni wajingasamahani simaanishi wote"}
{"text": "kutangulia maelezo ya ziada"}
{"text": "Walisaidia nchi za Afrika Mashariki Kenya Uganda na Tanzania kwa msaada"}
{"text": "Mstari"}
{"text": "kusisitiza"}
{"text": "Jibu maswali mawili pekee"}
{"text": "kuonyesha aina za maneno"}
{"text": "Mtoto wangu analala V kimilikishi"}
{"text": "kuonyesha vitabu majarida na magazeti"}
{"text": "Chemchemi za Kiswahili True Love nk"}
{"text": "kuandika anwanikichwa"}
{"text": "Mwanafunzi AdhibiwaKaadhibiwa Vikali"}
{"text": "Kikomokitonenukta"}
{"text": "mwishoni mwa sentensi"}
{"text": "kuandika tarehe"}
{"text": "232013"}
{"text": "kuonyesha ufupisho wa maneno"}
{"text": "DktBwBiCCM"}
{"text": "kuonyesha takwimu"}
{"text": "45 8627 nk"}
{"text": "kutenga shilingi na senti"}
{"text": "650shilingi sita na senti hamsini"}
{"text": "juu ya herufi j na I"}
{"text": "Nususemi koloninukta na kituo"}
{"text": "kugawa sentensi mbili zinazoweza kujisimamia bila ya viunganishi"}
{"text": "Wasichana walifuata maagizo waliyopewa wafulana waliyagomea"}
{"text": "kama kipumziko katika sentensi ndefu"}
{"text": "Alipochunguza ile hati aliyokabidhiwa na wale wafanya biashara aliona kuwa si nzuri akaamua kujitenga nayo"}
{"text": "Vifungomabanoparadesi"}
{"text": "kuzingira nambari au herufi katika orodha"}
{"text": "ia"}
{"text": "kuonyesha maelezo ya vitendo vya msemaji katika mazungumzo mahojiano au tamthilia"}
{"text": "MAMA  Akiinama Hebu njoo haraka"}
{"text": "kutoa maelezo zaidi"}
{"text": "Ema kifungua mimba changu chaja leo kutoka marekani"}
{"text": "kuonyesha visawe"}
{"text": "Mamba ngwena huliwa"}
{"text": "Herufi kubwaH"}
{"text": "mwanzoni mwa sentensi"}
{"text": "kuandika anwani"}
{"text": "SLP 1000 Bura"}
{"text": "mwanzoni mwa usemi halisi"}
{"text": "Twendeni zetu akatwambia"}
{"text": "baada ya kiulizi  na hisi"}
{"text": "Lo Ulienda Hebu niambie yaliyojiri"}
{"text": "mwanzoni mwa nomino za pekee"}
{"text": "Musa"}
{"text": "ufupisho wa maneno"}
{"text": "CCM Chama cha Mapinduzi"}
{"text": "mwanzoni mwa majina ya vitabu majarida magazeti vipindi filamu nk"}
{"text": "kuandika sifa inayotokana na jina la pekee"}
{"text": "Kiganda Kikristu"}
{"text": "Koloni Nukta mbili"}
{"text": "kuorodhesha"}
{"text": "Ukitaka kuandaa samosa unahitaji vitu hivi unga nyama chumvi mafuta na kitunguu"}
{"text": "kutangulia usemi halisi"}
{"text": "Alimwangalia kisha akamtupia mshenzi"}
{"text": "kuandika mazungumo mahojiano au tamthilia"}
{"text": "MAMA  Akiinuka Umechelewa wapi"}
{"text": "kutenganisha dakika na sekunde"}
{"text": "92505"}
{"text": "kutangulia maelezo fulani"}
{"text": "Alipofungua mlango alishtuka mizoga ya punda ilikuwa imetapakaa nje"}
{"text": "Hisimshangao"}
{"text": "kuamrisha"}
{"text": "Kachezeeni nje"}
{"text": "Kamau Unafanya nini"}
{"text": "baada ya vihisishi"}
{"text": "Masalaale Pesa zangu zote zimeibwa"}
{"text": "baada ya sentensi iliyo mshangao"}
{"text": "Gari langu limeibwa"}
{"text": "kusisitiza"}
{"text": "Kesho msichelewe kuwasili shuleni"}
{"text": "kudharaukubeza"}
{"text": "Mwangalie Kichwa kama jiwe"}
{"text": "baada ya tanakali"}
{"text": "Mate yalimdondoka ndo Ndo Ndo"}
{"text": "Kiulizo"}
{"text": "mwishoni mwa sentensi iliyo swali"}
{"text": "mwishoni mwa methali zenye muudo wa swali"}
{"text": "Pilipili usiyoila yakuwashiani"}
{"text": "kuonyesha shaka"}
{"text": "Kenyatta alizaliwa mwaka wa 1945"}
{"text": "kuonyesha mwaka wa kuchapishwa kwa kitabu haujulikani"}
{"text": "Mlacha J  Tujijue Ipasavyo"}
{"text": "Herufi nzito h"}
{"text": "kusisitiza"}
{"text": "Jibu maswali manne pekee"}
{"text": "kuonyesha wakatinjeo au hali"}
{"text": "NilichezaNimelima"}
{"text": "kuonyesha umoja na wingi"}
{"text": "mtotowatoto"}
{"text": "kuonyesha aina ya neno katika sentensi"}
{"text": "Mtoto wake amelala kivumishi"}
{"text": "Herufi za mlazoitalikih"}
{"text": "kuonyesha aina ya kiambishi au mofimu"}
{"text": "Kilichoibwa kirejeshi"}
{"text": "kusisitiza"}
{"text": "Jibu maswali mawili"}
{"text": "kuonyesha jina la kitabu"}
{"text": "Nyota ya Rehema"}
{"text": "kuonyesha maneno ya kigeni"}
{"text": "Napenda mukimo"}
{"text": "kuonyesha maelezo ya vitendo vya mhusika katika mazungumzo mahojiano na tamthilia"}
{"text": "AMINA Akiinuka Mama ameenda kwa Farashuu"}
{"text": "Kinyota"}
{"text": "kuonyesha neno limeendelezwa vibaya"}
{"text": "kitaabu"}
{"text": "kuonyesha sentensi haina mpangilio sahihi wa maneno"}
{"text": "Kisu cha hiki ni nani"}
{"text": "kuonyesha tanbihi maelezo ya neno yanapatikana chini mwa ukurasa"}
{"text": "idhibati"}
{"text": "kuonyesha sentensi ina makosa kisarufi"}
{"text": "Kuku hii ni ya nani"}
{"text": "Usemi Halisi"}
{"text": "Maneno halisi kama yanavyotamkwa na msemaji"}
{"text": "Huandikwa bila kugeuza chochote"}
{"text": "Huanzia kwa herufi kubwa"}
{"text": "Hunukuliwa kwa alama za usemi ambazo huandikwa zikiwa mbili mbili na moja moja katika dondoo ndogo km Mwambie ugua pole ukimuona baba aliniambia"}
{"text": "Koma hutumiwa mwanzoni au mwishoni mwake"}
{"text": "Msemaji mpya anapoanza kusema unapaswa kufungua aya mpya km"}
{"text": "Alimuuliza Huendi kwa nini"}
{"text": "Sikupewa ruhusa alijibu Zahara"}
{"text": "Baada ya  na  na  maneno huanzia kwa herufi kubwa km Lo Unatoka wapi saa hii Aliniuliza"}
{"text": "Usemi wa Taarifa"}
{"text": "Ripoti kuhusu mambo yaliyosemwa na mtu mwingine"}
{"text": "Si lazima maneno yatokee yalivyosemwa Yanaweza kubadilishwa mradi ujumbe ubakie ule ule"}
{"text": "Alama za mtajo kiulizi na hisi hazitumiki"}
{"text": "Maneno kwamba na kuwa hutumiwa"}
{"text": "Baadhi ya maneno na viambishi hubadilika km"}
{"text": "VITATE TD"}
{"text": "Tata"}
{"text": "hali ya kutoeleweka"}
{"text": "sentensi hii ni tata"}
{"text": "fundo katika uzi"}
{"text": "uzi umeingia tataumetata"}
{"text": "Dada"}
{"text": "ndugu wa kike"}
{"text": "Tua"}
{"text": "shuka kutoka angani"}
{"text": "ndege ilitua uwanjani"}
{"text": "weka chini kv mzigo"}
{"text": "Dua"}
{"text": "maombi kwa Mungu"}
{"text": "omba dua"}
{"text": "piga dua apizalaani"}
{"text": "Toa"}
{"text": "ondoa kitu ndani ya kinginea"}
{"text": "kinyume cha jumlisha"}
{"text": "Doa"}
{"text": "alama yenye rangi tofauti na mwili wa kitu"}
{"text": "dosariilawalakini"}
{"text": "Ndoa"}
{"text": "arusimakubaliano rasmi ya mwanamke na mwanamume kuishi pamoja kama mke na mumechuo"}
{"text": "Tundu"}
{"text": "uwazi mdogo wa mviringo kwenye kitu kv sindano"}
{"text": "kitu maalum cha kuwekea ndege kilichotengenezwa kwa mabati matete nk"}
{"text": "Dundu"}
{"text": "mdudu anayebeba uchafu"}
{"text": "rundo la vitu mtumba"}
{"text": "Tuma"}
{"text": "peleka kitu kv barua kwa njia ya posta"}
{"text": "agiza mtu kufanya jambo"}
{"text": "Duma"}
{"text": "mnyama mkubwa mwenye umbo kama la paka"}
{"text": "kamata hasa katika vita"}
{"text": "KG"}
{"text": "Kuku"}
{"text": "aina ya ndege anayefugwa nyumbani"}
{"text": "Gugu"}
{"text": "mmea unaoota mahali usipotakiwa"}
{"text": "mmea wa mwituni mfano wa unyasi"}
{"text": "Kuni"}
{"text": "vipande vya mti vya kukokea moto"}
{"text": "Guni"}
{"text": "shairi la arudhi lililokosa kutosheleza kanuni moja au zaidi ya uandishi"}
{"text": "Kuna"}
{"text": "kwaruza kwa kucha kitu chenye menomeno"}
{"text": "Guna"}
{"text": "toa sauti ya kuonyesha kukataa kutoridhika au kuchukia jambo"}
{"text": "Kenge"}
{"text": "mnyama kama mjusi mdogo"}
{"text": "Genge"}
{"text": "kundi la watu"}
{"text": "pangoshimo"}
{"text": "Kesi"}
{"text": "daawamashtaka yanayosikilizwa mahakamani"}
{"text": "Gesi"}
{"text": "hewa inayotumiwa kupikia au kutiwa katika vinywaji"}
{"text": "hewa ambayo haigeuki na kuwa majimaji katika joto la kawaida"}
{"text": "CHJ"}
{"text": "Changa"}
{"text": "toa kitu ili kukusanya kwa kusudi fulani"}
{"text": "siokomaa"}
{"text": "chanjapasua vipande vipande vidogo vidogo kv kuni"}
{"text": "Janga"}
{"text": "hataribalaa"}
{"text": "Chema"}
{"text": "kizuri"}
{"text": "Jema"}
{"text": "zuri"}
{"text": "Chini"}
{"text": "kwenye ardhisakafu"}
{"text": "Jini"}
{"text": "shetani mtu muovu"}
{"text": "Choka"}
{"text": "pungukiwa na nguvu baada ya kufanya kazi"}
{"text": "Joka"}
{"text": "nyoka mkubwa sana"}
{"text": "Chungu"}
{"text": "chombo kinachofinyangwa cha kupikia"}
{"text": "kinyume cha tamu"}
{"text": "idadi kubwa chungu nzima"}
{"text": "mdudu mdogo wa jamii ya siafu"}
{"text": "Chambo"}
{"text": "kinachowekwa kwenye mtego kunasia wanyamasamaki nk"}
{"text": "Jambo"}
{"text": "habaritukio shughuli"}
{"text": "Kucha"}
{"text": "elekea asubuhi"}
{"text": "ogopa"}
{"text": "Kuja"}
{"text": "hali ya kusogea karibu"}
{"text": "Chuma"}
{"text": "pata mali"}
{"text": "madini magumu yanayotumiwa kujengea na kuundia vitu"}
{"text": "tungua matunda au maua kutoka mtini"}
{"text": "Juma"}
{"text": "wiki"}
{"text": "jina la mtu"}
{"text": "Chenga"}
{"text": "hepa kwa hila"}
{"text": "mchele uliovunjikavunjikamchele wa chenga"}
{"text": "Jenga"}
{"text": "aka nyumba"}
{"text": "fanya madhubutiimarisha"}
{"text": "Mchi"}
{"text": "mti wa kupondea kwenye kinu"}
{"text": "Mji"}
{"text": "makazi ya watu wengi kulikojengwa nyumba nyingi"}
{"text": "mahali kaburini anapowekwa mauti"}
{"text": "sehemu ya kati ya chupa ya mwanamke mja mzito inayounganisha mtoto na mwili wa mama"}
{"text": "Kichana"}
{"text": "kitu cha kuchania nywele"}
{"text": "Kijana"}
{"text": "mtu wa makamo mwenye nguvumtoto wa kiume kabla ya kubaleghe"}
{"text": "FV"}
{"text": "Faa"}
{"text": "kusaidia"}
{"text": "kuwa vizuri"}
{"text": "Vaa"}
{"text": "eneza kitu katika mwili ili kufunika sehemu fulani"}
{"text": "Fua"}
{"text": "safisha nguo"}
{"text": "tengeneza kitu kutokana na madini"}
{"text": "toa maji katika chombo"}
{"text": "fua maji"}
{"text": "Hakufua dafu hakufaulu"}
{"text": "Vua"}
{"text": "pata samaki kwa kutumia wavu mshipi ndoana nk"}
{"text": "ondoa nguo mwilini"}
{"text": "nusuru okoa ponya"}
{"text": "vua macho tazama"}
{"text": "Fika"}
{"text": "wasili mahali"}
{"text": "bila shakakabisa"}
{"text": "Vika"}
{"text": "valisha"}
{"text": "Fuka"}
{"text": "toa moshi bila kuwaka"}
{"text": "uji wowote mwepesi uji fuka"}
{"text": "Vuka"}
{"text": "enda upande wa pili"}
{"text": "Fuma"}
{"text": "piga kwa mkuki"}
{"text": "ona kwa ghafla bila kutazamia mtu anayetenda jambo ovu"}
{"text": "tengeneza kitu kwa kusokota nyuziukindu nk"}
{"text": "Vuma"}
{"text": "julikana kwa watu wengi kv habari mtu nk"}
{"text": "toa sauti nzito kv simbaupepo mkalingoma nk"}
{"text": "Afya"}
{"text": "hali nzuri ya mwilisiha"}
{"text": "Avya"}
{"text": "toa mamba"}
{"text": "tumia ovyoovyo mali pesa nk"}
{"text": "Fito"}
{"text": "vipande vya miti au chuma vya kujengea nyumba"}
{"text": "Vito"}
{"text": "mawe ya thamani"}
{"text": "Fuja"}
{"text": "tumia vibaya"}
{"text": "haribu mali nguo chakula nk"}
{"text": "Vuja"}
{"text": "pita kwa kitu mahali penye upenyo"}
{"text": "Gunia hili linavuja"}
{"text": "Vunja"}
{"text": "fanya kitu kigumu kuwa vipande vipande"}
{"text": "badilisha pesa ziwe ndogondogo"}
{"text": "enda kinyume na kanuni"}
{"text": "Futa"}
{"text": "pangusa"}
{"text": "chomoa kisu"}
{"text": "toa maji nje ya chombofua maji"}
{"text": "Vuta"}
{"text": "fanya kufuataburura"}
{"text": "ingiza hewa au moshi mapafuni"}
{"text": "Wafu"}
{"text": "waliokufa"}
{"text": "Wavu"}
{"text": "utando wa nyuzi wa kufulia samakikutegea wanyamakuweka golinikimiani nk"}
{"text": "CHSH"}
{"text": "Chaka"}
{"text": "mahali penye miti iliyosongamana"}
{"text": "msimu wa kaskasijoto na ukavu wa ardhi"}
{"text": "Shaka"}
{"text": "wasiwasi"}
{"text": "tuhumuma"}
{"text": "Chali"}
{"text": "lala mgongo juu kichwa chini"}
{"text": "mtu anayechekesha watu kwa kuwatolea mkasa"}
{"text": "Shali"}
{"text": "kitambaa cha begani cha shehe"}
{"text": "Shari"}
{"text": "balaa pata shari"}
{"text": "Chati"}
{"text": "mchoro unaotoa maelezo Fulani"}
{"text": "Shati"}
{"text": "vazi la juu la mwili lenye mikono"}
{"text": "Sharti"}
{"text": "lazima"}
{"text": "Choka"}
{"text": "pungukiwa na nguvu baada ya kufanya jambo kwa muda mrefu"}
{"text": "Shoka"}
{"text": "kifaa cha kukatia na kupasulia miti"}
{"text": "Chombo"}
{"text": "ala ya kufanyia kazi"}
{"text": "Shombo"}
{"text": "harufu mbaya ya samaki"}
{"text": "Chokoa"}
{"text": "tia kitu chenye ncha kwenye tundu au shimo ili kutoa kitu km chokoa meno"}
{"text": "Shokoa"}
{"text": "kazi ya kulazimishwa fanyishwa shokoa"}
{"text": "shamba lililolimwa na kuachwa kumea nyasi"}
{"text": "TH DH"}
{"text": "Thamini"}
{"text": "tia maanani heshimu"}
{"text": "Dhamini"}
{"text": "toa pesa maakamani ili mshtakiwa asitiwe korokoroni"}
{"text": "Thamani"}
{"text": "kima"}
{"text": "Dhamana"}
{"text": "malipo ya kortini"}
{"text": "Thibiti"}
{"text": "kuwa ya kwelikuaminika"}
{"text": "Habari imethibiti"}
{"text": "Dhibiti"}
{"text": "tia mkononi"}
{"text": "Nikidhibiti pesa zangu kutoka kwake nitanunua baiskeli"}
{"text": "weka chini ya mamlaka"}
{"text": "Ridhi"}
{"text": "kubali"}
{"text": "pendezwa na jambo"}
{"text": "Rithi"}
{"text": "miliki kitu kutoka kwa mtu aliyekufa ama uliye na uhusiano naye"}
{"text": "pata jambo au ujuzi kutoka kwa mtu mwingine"}
{"text": "AH"}
{"text": "Apa"}
{"text": "tamka jina aghalabu la Mungu kuthibitisha jambo Fulani"}
{"text": "Hapa"}
{"text": "mahali karibu"}
{"text": "Ama"}
{"text": "au"}
{"text": "Hama"}
{"text": "toka mahali fulani ili kwenda mahali pengine kuishi gura"}
{"text": "Adimu"}
{"text": "a shida kupatikananadra"}
{"text": "Hadimu"}
{"text": "mtumishi mahadimu"}
{"text": "Ajali"}
{"text": "jambo la madhara au hatari"}
{"text": "Hajali"}
{"text": "kinyume cha jali"}
{"text": "Auni"}
{"text": "saidia"}
{"text": "Launi"}
{"text": "rangi"}
{"text": "LR"}
{"text": "Lahani"}
{"text": "tuni"}
{"text": "Rahani"}
{"text": "chumba maalum katika nyumba au chombo cha kuwekea vitu"}
{"text": "Lea"}
{"text": "tunza mtoto"}
{"text": "Rea"}
{"text": "ghadhibika"}
{"text": "Lemba"}
{"text": "nyanganya kwa hilapunja"}
{"text": "Remba"}
{"text": "pamba rembesha"}
{"text": "Fahali"}
{"text": "ngombe dume"}
{"text": "Fahari"}
{"text": "a kujivuniwa kwa watu"}
{"text": "Mahali"}
{"text": "sehemu ambapo mtu au kitu huweza kukaa"}
{"text": "Mahari"}
{"text": "mali au fedha inayotolewa na mwanamme kupewa wazazi wa mwanamke anayetaka kumuoa"}
{"text": "S SH"}
{"text": "Saba"}
{"text": "namba inayoonyesha idadi"}
{"text": "Shaba"}
{"text": "madini yenye rangi ya manjano"}
{"text": "Saka"}
{"text": "tafutawinda"}
{"text": "Shaka"}
{"text": "wasiwasi"}
{"text": "tuhuma"}
{"text": "kutokuwa na hakika"}
{"text": "Suka"}
{"text": "tikisa kitu"}
{"text": "pitisha kitu kama nywele baina ya zenyewe kupata mfumo fulani"}
{"text": "Shuka"}
{"text": "enda chini kutoka juu ya kitu"}
{"text": "kitambaa cha kujifunga kiunoni"}
{"text": "Soga"}
{"text": "mazungumzo ya kupitisha wakati"}
{"text": "Shoga"}
{"text": "jina waitanalo wanawake marafiki"}
{"text": "msenge"}
{"text": "Sababu"}
{"text": "kinachofanya jambo kutokeachanzo"}
{"text": "Shababu"}
{"text": "kijana"}
{"text": "JNJ"}
{"text": "Jaa"}
{"text": "tosha"}
{"text": "tapakaa kila mahali"}
{"text": "mahali pa kutupia taka"}
{"text": "Njaa"}
{"text": "hali ya tumbo kutaka kupata chakula"}
{"text": "ukosefu mkubwa wa chakula"}
{"text": "Chema"}
{"text": "kizuri"}
{"text": "Jema"}
{"text": "zuri"}
{"text": "Njema"}
{"text": "nzuri"}
{"text": "Jia"}
{"text": "sogelea karibu"}
{"text": "Njia"}
{"text": "barabara"}
{"text": "namna au jinsi ya kufanya jambo"}
{"text": "Jozi"}
{"text": "vitu viwili vinavyofanana vilivyo pamoja"}
{"text": "Njozi"}
{"text": "maono yatokeayo usingiziniruia"}
{"text": "Jana"}
{"text": "siku kabla ya leomwaka kabla ya huu"}
{"text": "buu la nyukikama kiluwiwi cha nzi"}
{"text": "Njanasamaki mwenye rangi nyekundu"}
{"text": "DND"}
{"text": "Dege"}
{"text": "eropleni kubwa"}
{"text": "ndege mkubwa"}
{"text": "ugonjwa wa watoto unaosababishwa na homa kali"}
{"text": "Ndege"}
{"text": "mnyama aghalabu anayeruka kwa mabawa"}
{"text": "eropleni inayosafiri angani"}
{"text": "ndege mbayamzuri bahati nzurimbaya"}
{"text": "Duni"}
{"text": "kitu chenye thamani ya chini"}
{"text": "Nduni"}
{"text": "ajabulisilo la kawaida"}
{"text": "BMB"}
{"text": "Basi"}
{"text": "gari la abiria"}
{"text": "kisha"}
{"text": "Mbasi"}
{"text": "rafiki"}
{"text": "Buni"}
{"text": "gundua"}
{"text": "unda"}
{"text": "tunga"}
{"text": "Mbuni"}
{"text": "ndege asiyeweza kuruka lakini huenda mbio sana"}
{"text": "mkahawa au mti uzaao kahawa"}
{"text": "Bali"}
{"text": "lakini"}
{"text": "sijali wala sibali kusisitiza kutojali"}
{"text": "Mbali"}
{"text": "si karibu"}
{"text": "tofauti"}
{"text": "Mbari"}
{"text": "ukoo"}
{"text": "Bega"}
{"text": "sehemu ya mwili juu ya mkono na chini ya shingo"}
{"text": "Mbega"}
{"text": "nyani"}
{"text": "manyoya ya ndege wanayojifunga wachezaji ngoma jifunga mbega"}
{"text": "Iba"}
{"text": "chukua kitu cha mtu mwingine bila ruhusa"}
{"text": "Imba"}
{"text": "tamka maneno kwa sauti ya mziki"}
{"text": "GNG"}
{"text": "Gawa"}
{"text": "tenga katika sehemu mbalimbali"}
{"text": "aina ya ndege wa usikukirukanjia"}
{"text": "Ngawa"}
{"text": "mnyama afananaye na paka"}
{"text": "Guu"}
{"text": "mguu mkubwa sana"}
{"text": "Nguu"}
{"text": "kilele cha mlima"}
{"text": "nguruaina ya samaki"}
{"text": "Goma"}
{"text": "kataa kufanya jambo mpaka masharti fulani yatimizwe"}
{"text": "ngoma kubwa sana"}
{"text": "duwi aina ya samaki"}
{"text": "Ngoma"}
{"text": "ala ya mziki inayotengenezwa kwa kuwambwa ngozi kwenye mzinga piga ngoma"}
{"text": "mchezo wa kufuata mdundo wa ngoma cheza ngoma"}
{"text": "Koma"}
{"text": "alama ya kituo"}
{"text": "acha kufanya jambo"}
{"text": "PB"}
{"text": "Pata"}
{"text": "kuwa na jambo hali au kitu"}
{"text": "kuwa kali"}
{"text": "Kinolewacho hupata"}
{"text": "Bata"}
{"text": "ndege mwenye vidole vilivyotandwa aghalabu akaaye majini"}
{"text": "Papa"}
{"text": "samaki mkubwa"}
{"text": "Baba"}
{"text": "mzazi wa kiume"}
{"text": "Pana"}
{"text": "kinyume cha embamba"}
{"text": "Bana"}
{"text": "finya"}
{"text": "Bango"}
{"text": "uwazi ulio ardhinimtini au jabalini"}
{"text": "Bango"}
{"text": "kipande cha karatasi ngumu kama kadi"}
{"text": "bati linalozuia matope juu ya gurudumu la gari au baiskeli"}
{"text": "Pacha"}
{"text": "watoto wanaozaliwa kutokana na mamba moja"}
{"text": "Bacha"}
{"text": "tundu kwenye ukuta shubakacloset"}
{"text": "Paja"}
{"text": "sehemu ya mguu kati ya goti na nyonga"}
{"text": "Pania"}
{"text": "kazana ili kufanya jambo lililokusudiwa"}
{"text": "Bania"}
{"text": "zuia kitu bila ya kutaka kukitumia bania pesa"}
{"text": "Pima"}
{"text": "tafuta urefu uzito nk"}
{"text": "Bima"}
{"text": "mkataba na shirika wa kulipa pesa ili kupata fidia mtu anapofikwa na hasara"}
{"text": "Punda"}
{"text": "mnyama"}
{"text": "Bunda"}
{"text": "fungu la karatasinotingozi nk"}
{"text": "Panda"}
{"text": "enda juu"}
{"text": "kifaa cha kurushia vijiwe manati"}
{"text": "baragumu"}
{"text": "tia mbegu ardhini ili zimee"}
{"text": "Banda"}
{"text": "jengo kubwa la kuwekea vitu au wanyama"}
{"text": "Pasi"}
{"text": "fuzufaulu"}
{"text": "hati inayomruhusu mtu kusafiri nje ya nchipasipoti"}
{"text": "chombo cha kunyooshea nguo"}
{"text": "Basi"}
{"text": "gari kubwa la abiria"}
{"text": "Mbasi"}
{"text": "rafiki"}
{"text": "TD"}
{"text": "Tamu"}
{"text": "enye ladha ya kuridhisha mdomo"}
{"text": "Damu"}
{"text": "maji mekundu yanayozunguka mwilini"}
{"text": "ukoo"}
{"text": "Taka"}
{"text": "kuwa na haja ya jambo fulani"}
{"text": "uchafu"}
{"text": "Daka"}
{"text": "pokea kwa mikono kilichorushwa"}
{"text": "tunda bichi nazi dakadanga"}
{"text": "Tokeza"}
{"text": "fanya kuonekana"}
{"text": "Dokeza"}
{"text": "toa habari za siri kwa uchache"}
{"text": "Tai"}
{"text": "ndege mkubwa mwenye makucha marefu alaye mizoga vulture"}
{"text": "kitambaa kinachovaliwa kwenye ukosi wa shati"}
{"text": "Dai"}
{"text": "taka kupewa kilicho chako"}
{"text": "habari inayosemwa na haijathibitishwa"}
{"text": "KG"}
{"text": "Kamba"}
{"text": "uzi mnene"}
{"text": "samaki mdogo"}
{"text": "mnyama wa baharini mwenye miguu mingi ambaye huliwa"}
{"text": "kata kamba kimbia"}
{"text": "Gamba"}
{"text": "ngozi kama pembe ya kasa samaki kasa au kobescales"}
{"text": "Konga"}
{"text": "kuwa mzee"}
{"text": "kusanya vitu au watu mahali pamoja kongamano"}
{"text": "meza maji kidogo ili kupunguza kiu konga roho"}
{"text": "Gonga"}
{"text": "kutanisha kitu kimoja na kingine kwa kuvipiganisha"}
{"text": "Koti"}
{"text": "vazi zito livaliwalo juu ya nguo"}
{"text": "Korti"}
{"text": "mahakama"}
{"text": "Goti"}
{"text": "kiungo cha mguu kinachounganisha paja na muundi"}
{"text": "Mfugo"}
{"text": "mnyama anayefugwa nyumbani kwa ajili ya kuliwa au biashara"}
{"text": "Mfuko"}
{"text": "kitu cha kitambaa cha kutilia vitu"}
{"text": "Tegua"}
{"text": "fanya mtego usifanye kazi"}
{"text": "ondoa chombo kama chungu mekoni"}
{"text": "fanya kiungo cha mwili kifyatuke"}
{"text": "Tekua"}
{"text": "angusha kwa kusukuma"}
{"text": "ngoa kwa nguvu kv mmea"}
{"text": "Mkuu"}
{"text": "kiongozi"}
{"text": "wenye hadhi kubwa"}
{"text": "Mguu"}
{"text": "kiungo cha binadamu au mnyama cha kusimamia au kutembelea"}
{"text": "Oka"}
{"text": "tia ndani ya tanuu kitu ili kiive au kikauke kv unga uliokandwa au matofali"}
{"text": "Oga"}
{"text": "safisha mwili"}
{"text": "enye hofu"}
{"text": "Pika"}
{"text": "weka kitu kv chakula sufuriani juu ya moto ili kiive"}
{"text": "Piga"}
{"text": "kutanisha vitu kwa nguvu"}
{"text": "piga chafya maji hodi nk"}
{"text": "Ukali"}
{"text": "hali ya kutokuwa mpole"}
{"text": "hali ya uchungu ladha"}
{"text": "Ugali"}
{"text": "chakula kinachopikwa kwa unga wa mahindi na kusongwa na maji moto hadi yakauke"}
{"text": "DAMU NYEUSI NA HADITHI NYINGINE"}
{"text": "1 Mke Wangu"}
{"text": "Anwani inaweka msisitizo katika sifa ambazo msimulizi angetaka mke wake awe nazo na tabia za mke aliyemuoa"}
{"text": "Mkewe ana pingana naye hatimaye anaomba talaka"}
{"text": "Maudhui"}
{"text": "Migogoro"}
{"text": "Msimulizi hafanyi kazi na anawategemea wazazi Aziza haoni mtu asiyefanya kazi kama mume wake"}
{"text": "Kuhusu kutumia mswaki na burashi viatu na msimulizi kutotaka muuza madafu aingie ndani"}
{"text": "Ushamba na ujiji"}
{"text": "Aziza kutovaa viatu kutotumia burashi na dawa ya meno na badala yake mswaki na unga"}
{"text": "Utamaaduni"}
{"text": "Wazazi wa msimulizi japo ni matajiri wanashikilia utamaaduni wa kuwachagulia watoto wachumba au wake"}
{"text": "Msimulizi hataki kumwoa Salma Fadhil kwa utamaaduni wake wa kuificha sura yake kwa kuiremba marangi ya mAshavu na midomo"}
{"text": "Utamaaduni wa mume kufanya kazi aweze kukimu familia"}
{"text": "Utamaaduni wa mavazivifaaviatu mswaki unga"}
{"text": "Msimulizi na hata Fedhele wameacha mila na kugeukia uzungu Fedhele anavaa kanzu inayomfika mapajani"}
{"text": "Uigaji wa utamaaduni wa kigeni huweza kuwaathiri wanawake kwa kuwakosesha waume wa kuwaoa kama Fedhele"}
{"text": "Kuoa watu wenye uhusiano wa damu naowazee wa Seluwa mtoto wa shangazi walitarajia msimulizi amuoe"}
{"text": "Ukandamizaji wa wanawaketaasubi ya kiume"}
{"text": "Msimulizi kusema Huyu ni mwanamke na wanawake ni kama watoto wadogo hawaachi kisebusebu"}
{"text": "Msimulizi anataka kumwoa mwanamke mshamba amstaarabishe kuonyesha anachukulia mwanamke ndiye anahitaji maongozi ya mwanamme ilhali ni kinyume"}
{"text": "Kumdharau Fedhele kwa kutembea usiku wakiwa pamoja na mvulana ni kuchukulia wanawake kama vyombo visivyoweza kujidhibiti"}
{"text": "Heshima na utiifu"}
{"text": "Aziza hana heshima kwa mumewe kwani Anamkashifu anamuumbua na kumzungumzia kwa ujeuri kejeli na hata akiwa ametoa macho Anasema ni upuzi kukaa kuchana nywele na kutembea"}
{"text": "Msimulizi anamweshimu mkewe kwani licha ya kejeli na ukaidi wake anamjibu kwa upole na kumruhusu aseme Anaona kuwa kumwamrisha mkewe lazima kungemshindabusara"}
{"text": "Kazi na athari za kuikosa"}
{"text": "Msimulizi anadharau kazi za mikono kwa kusema angeonekana wazimu akichoma mihogo"}
{"text": "Kazi ni muhimu kwa kila binadamu hata awe wa tabaka gani"}
{"text": "Kukosa kazi kunamwathiri msimulizi kwa kumkosesha mkewe ambaye amchukulii kama mumewe kwa kuwa hafanyi kazi bali anaishi kwa jasho la wenginewazazi na mtumishi mapanya"}
{"text": "Utabaka"}
{"text": "Kuna matajirimakabaila wenye nacho kama vile msimulizi na wazazi wake na maskinimakabwela wasionacho kama vile wazazi wa aziza mapanya na muuza madafu"}
{"text": "Matajiri wanaishi kwa jasho la maskini wanaofanya kazi ngumu"}
{"text": "Watu wa daraja la juu wanaishi mijini na wa daraja la chini shambani"}
{"text": "Watu wa tabaka la juu wameelimika ilhali wale wa tabaka la chini hawajaelimika kama vile Aziza"}
{"text": "Watu wa tabaka la juu wanafanya kazi za ofisi na wa la chini kazi za mikono kama vile ukulima kuchoma mihogo na kuuza kukwea minazi na kuuza madafu"}
{"text": "Ustaarabu"}
{"text": "Watu wa mjini wanachukuliwa wamestaarabika na wa shambani hawajastaarabika Kinaya ni kwamba yanayodaiwa ni ustaarabu ni kupuuza utamaaduni asili na kuiga ule wa kigeni"}
{"text": "Ndoa"}
{"text": "Ndoa ya msimulizi inavunjika kwa kukosa kazi"}
{"text": "Za wengine wa mijini zinavunjika kwa wanaume kutaka kuwadhibiti wake au kuwatoa mambo ya kilimwengu"}
{"text": "Ndoa huathirika ikiwa watu hawana mtazamo na mwelekeo mmoja"}
{"text": "Ndoa za matabaka tofauti zaweza kuingia doa na kuvunjika Unaweza kumtoa mtu shambani ilhali huwezi kutoa ushamba ndani yake"}
{"text": "Elimu"}
{"text": "Humkomboa mwanamke kutokana na udhalilishaji wa mwanamume kwa vile inamwongezea mwanamke hadhi na hata kufanya mwanamume amwogope"}
{"text": "Huwafanya watu kuwa watumwa kama vile kuwafanya wadharau kazi za mikono au kujiajiri wenyewe na kutaka tu kuajiriwa ofisiniuboi wawe wakitumwa"}
{"text": "Yaweza kupotosha watu na kuwasahaulisha mila na desturi zao"}
{"text": "Ukengeushi"}
{"text": "Msimulizi ambaye amesoma kumwoa mwanamke ambaye hajasoma"}
{"text": "Ujasiri"}
{"text": "Aziza kumkabili mumewe na kumwambia ukweli bila kuogopa angepigwa au kutalikiwa"}
{"text": "Udhabiti wa msimamo"}
{"text": "Aziza kukataa kutumia burashi dawa ya meno na viatu"}
{"text": "Kutaka mume anayefanya kazi na anapotambua sivyo msimulizi alivyo anaamua kumtaliki na kufuata ndoto yake"}
{"text": "Nafasi ya mwanamke katika jamii"}
{"text": "Msomi kama vile wa mjini"}
{"text": "Ananyimwa elimu kama vile wa shambani"}
{"text": "Ana uhuru kama vile Fedhele"}
{"text": "Anathamini kazi na kuichukulia kama kipimo cha utu"}
{"text": "Ana usemi km Aziza"}
{"text": "Mtamaaduni kama vile Salma na mamake msimulizi ambaye anamyependekezea mke"}
{"text": "Mwacha mila kama vile Fedhele anayevaa kanzu hadi mapajani"}
{"text": "Hana ubaguzi kama vile Aziza hambagui muuza madafu"}
{"text": "Ubaguzi"}
{"text": "Msimulizi anakataa kuoa wanawake walioelimika kwa kuwachukulia hawana maadili na hawafuati utamaaduni Kinaya ni kwamba amuoa mke aliye mtamaaduni"}
{"text": "Hataki muuza madafu aingie nyumbani kwake kwa kuwa ni duni"}
{"text": "Ubwana"}
{"text": "Aziza hapendi ubwana"}
{"text": "Mapanya ni mtumishi na anafanya kazi ya kuosha nguo na vyombo"}
{"text": "Busarahekima"}
{"text": "Msimulizi anamjibu mkewe kwa upole na hivyo kuzuia mzozo kuwa mbaya zaidi"}
{"text": "Bidii"}
{"text": "Muuza madafu ana bidii kwa kujiajiri mwenyewe badala ya kutegemea kuajiriwa"}
{"text": "Ubahili"}
{"text": "Aziza anaonelea ni ubadhirifu mtu kutoa pesa zake nyingi anunue kiatu kisha akikanyagishe kinyaa na kinyesi majiani"}
{"text": "Ujinga"}
{"text": "Aziza hana elimu na hajui athari ya kwenda msalani bila viatu"}
{"text": "Matumizi ya lugha"}
{"text": "Nidaha"}
{"text": "Ngnhngnhmsimulizi akidharau Fedhele"}
{"text": "Barabara Si watu kama vile ninyiAziza kuudhika kwa msimulizi kudharau uchomaji na uuzaji mihogo kama kazi"}
{"text": "Lo Mimi nikachome mihogo niuzemsimulizi kushangaa kwa kupendekezewa na mkewe ajiajiri kazi kama ya uchomaji mihogo"}
{"text": "Taharuki"}
{"text": "Kwa nini Aziza anamtazama msimulizi bila kumzungumzia"}
{"text": "Msimulizi alimpa aziza talaka"}
{"text": "Msimulizi alimwoa seluwa"}
{"text": "Msimulizi alitilia maanani mafundisho ya Aziza na kuanza kufanya kazi"}
{"text": "Aziza aliolewa na muuza madafu"}
{"text": "Mbinu rejeshi"}
{"text": "Msimulizi kuwaza jinsi alivyomkuta Fedhele Salim Saateni saa mbili usiku kavaa kanzu mpaka mapajani kafuatana na shoga yake na wanamtia kijana mwanamume katikati yao"}
{"text": "Anatufahamisha kuna siku wakati wa alasiri Seluwa alienda kuwatembelea yeye msimulizi na mkewe"}
{"text": "Tashbihi"}
{"text": "Uko chini ya wazee wako kama mtoto anayenyonyaAziza kwa msimulizi"}
{"text": "Ngozi yake ilivyokacha utadhani msasangozi ya aziza kuwa ngumu kwa kazi za mikono za shambani"}
{"text": "Takriri"}
{"text": "Muuza madafu amevaa kanzu mararu mararu"}
{"text": "Hebu Hebu Aziza akimnyamazisha Seluwa ahakikishe ni sauti ya muuza madafu amesikia"}
{"text": "Dafu Dafu Sauti ya muuza madafu kama alivyoisikia msimulizi"}
{"text": "Najua wewe una fikra namna na namnaMsimulizi akimwambia Aziza"}
{"text": "Balagha"}
{"text": "Mangapi umengolewaAziza kuonyesha uduni wa mbinu za sasa za kutunzia meno anazotumia msimulizi"}
{"text": "Sijui mimi nilikuwa narudi kutoka wapi vilewakati msimulizi alimuona fedhele usiku Kinaya ni kuwa yeye pia alikuwa anatembea usiku na kachelewa kurudi nyumbani"}
{"text": "Kitu kilichokufa kina uzima gani wa kukuhami weweAziza akidharau kiatu"}
{"text": "Vipi mtu atafute kazi asipateAziza kuonyesha mtu hawezi kukosa kazi hata kama ni ya kujiajiri"}
{"text": "Basi wewe ndiye mume wa kunioa mie weAziza hamchukui msimulizi kuwa mumewe kwa kukosa kazi"}
{"text": "Methali"}
{"text": "Kwenye nchi ya vipofu mwenye jicho moja atakuwa mfalme"}
{"text": "Kila mtu na kazi yakemsimulizi kuonyesha hawezi kufanya kazi za mikono"}
{"text": "Nahau"}
{"text": "Nimvumbike mwenyewe mpaka aiveamuoe mwanamke amstaarabishe"}
{"text": "Kupatia mguuAziza hajawahi kufika mjini"}
{"text": "Tulikwenda sare kwa kupimanamsimuliz na Aziza kuwa sawa"}
{"text": "Kuwa na kidomohakumpenda salma kwa kusema maneno ya watu au kujibizanakinaya ni kuwa aliyemwoa aziza anajibizana naye"}
{"text": "Nikawaweka kandomsimulizi kukataa kuwaoa wanawake aliochaguliwa eti hawana maadili"}
{"text": "Taswira"}
{"text": "Fedhele salim kuvaa kanzu mpaka mapajanikuonyesha uigaji wa utamaaduni wa kigeni"}
{"text": "Salma Fadhil kujifunika uso na kujiremba marangi ya mAshavu na midomokuonyesha utamaaduni Kinaya ni kuwa msimulizi anakataa utamaaduni ilhali yeye anaufuata kama vile kuchaguliwa mke na anaishia kuoa Aziza aliye mtamaaduni"}
{"text": "Alinionyesha viganja vyake nikaona namna ngozi yake ilivyokacha utadhani msasa"}
{"text": "Chuku"}
{"text": "Hana kazi ya kumshughulisha labda kujikuna tu anapowashwamke wa msimulizi katu hakuwa na kazi yoyote hakuwa na kazi wala basi"}
{"text": "Chukua mwiba unishindilie nyayoni mwangu utazame kama hautavunjika kabla ya kunichomaAziza kuonyesha jinsi miguu yake ilivyo madhubuti na haihitaji ulinzi wa viatu"}
{"text": "Alinionyesha viganja vyake nikaona namna ngozi yake ilivyokacha utadhani msasa"}
{"text": "Kinaya"}
{"text": "Anwani mke wangu ni kinaya kwa vile mke aliyemtaka siye aliyempata Alipata mwenye sifa zile alizozikataa kama vile utamaaduni uhuru mwenye usemi nk"}
{"text": "Kudhani mwanamke ndiye anastahili kuelekezwa Niliona ni wakati wangu kumsoma Aziza ili nipate kumsomesha ilhali ndiye anahitaji kuelekezwa"}
{"text": "Kudhani Aziza kwa kutoka shambani lazima awe mwepesi msikivu na mwelekevu"}
{"text": "Kudhani Aziza angempenda kwa utajiri na angeridhika na maisha ya mjini ya kitajiri na starehe"}
{"text": "Kukataa salma kwa kuwa mtamaaduni na kuishia kuoa Aziza aliye mtamaaduni pia"}
{"text": "Kukataa kumwoa seluwa kwa kidomo chake na kuishia kuoa Aziza anayejibizana naye"}
{"text": "Kumkashifu Fedhele kwa kutembea usiku ilhali hata yeye alikuwa akitembea usiku"}
{"text": "Mtu ambaye amesoma na anayetoka katika familia tajiri kumwoa mwanamke ambaye hajasoma na anayetoka katika familia maskini"}
{"text": "Kuoa mwanamke wa shambani ambaye hajasoma na kutarajia asiwe mtamaaduni"}
{"text": "Tabaini"}
{"text": "Aziza alikuwa daima akinitazama kwa kunichuja tena si mara moja wala si mbili"}
{"text": "Mimi sioni raha kulishwa na mtu ajinabi si baba yangu wala si mume wanguAziza hapendi utegemezi"}
{"text": "Tashhisi"}
{"text": "Jawabu lake mtoto yule lilinizungusha kichwa darmadarumajibu ya Aziza kumshangaza msimulizi"}
{"text": "Utohozi"}
{"text": "Shilingi mbilimsimilizi alizompa Aziza akanunue madafu"}
{"text": "Burashiya kusugulia meno"}
{"text": "Plastiki iliyotengeneza kifurushi Aziza alikoweka mswaki na unga"}
{"text": "Kejeli"}
{"text": "Nitapata mume wangu au gumegume tuAziza akimdharau msimulizi kwa kuona hastahili kuwa mume wake"}
{"text": "Pesa mbili nobe zinakushinda kuzivumbua mpaka upewe"}
{"text": "Lazima tupokee kibivu maadamu mume wangu havumbui kibichi"}
{"text": "Kitu kilichokufa kina uzima gani wa kukuhami wewekiatu"}
{"text": "Kwa nini nichukue manyoya ya nguruwe nitie kinywani mwanguakidharau burashi ya kusugulia meno"}
{"text": "Tanakali"}
{"text": "Aliondoka nyatunyatu akaenda zake jijiAziza akienda kuchukua vifaa vyake vya kusugulia meno"}
{"text": "Sitiari"}
{"text": "Aziza kuita mswaki manyoya ya nguruwe"}
{"text": "Kukiita kiatu ngozi ya ngombe aliyekufa"}
{"text": "Pia kusema Kazi ndiyo maisha bora"}
{"text": "Kusema muuza madafu ni binadamu kamili"}
{"text": "2Samaki wa Nchi za Joto"}
{"text": "Anwani ni ya kiistiari"}
{"text": "Kumaanisha unyonyaji au kitu unachokitumia kujifaidi"}
{"text": "Kuna samaki halisi wa nchi za joto ambao Peter anafanya bishara ya kuwauza nje ya nchi"}
{"text": "Serikali ya kikoloni kuleta samaki wa aina ya sangara walioangamiza samaki asilia katika maziwa"}
{"text": "Christine ni samaki kwa kutumiwa na Peter kutosheleza uchu wake Pia daktari anamtoa mimba ili apate pesa"}
{"text": "Zac pia ni Samaki kwani Anamfahamu Peter kupitia Zac"}
{"text": "Wavuvi ni samaki kwa vile Peter anawanunulia samaki kwa bei ya chinikuwapunja kAsha anawauza na kupata faida kubwa"}
{"text": "Watu weusi ni samaki kwa vile wanapenda pesa na pesa ni chambo chao"}
{"text": "Jagtit na Sunja kuibia nchi ya Uganda mapato ya ubadilishaji sarafu"}
{"text": "Sunja kumlaghai Jagtit kwa kumpa noti ya dola 100 bandia"}
{"text": "Zac na wengine wanaofanya kazi katika kampuni ya Peter ni Samaki kwani wanatumiwa naye katika biashara yake na faida kubwa ni yake"}
{"text": "Deogracious pia ni samaki kwani anafanya kazi ya utumishi wa nyumbani kwa Peter"}
{"text": "Nchi ni samaki kwani Peter anaiibia raslimali ya samaki na wahindi kama vile Sunjal na Jagtit wanaiibia pesa kwa kufanya biashara ya dola ya kimagendo"}
{"text": "Makahaba wanaotafutwa na wazungu huko half London pia ni aina ya samaki kwani chambo chao ni pesa"}
{"text": "Maudhui"}
{"text": "Mapenzi nje ya ndoavyuonishuleni na athari zake"}
{"text": "Christine ni mwanafunzi wa shahada ya Sosholojia katika chuo cha Makerere Aliye na tamaaa ya mpenzi wa kiume"}
{"text": "Tamaa yake inasadifiana na kutokea mzungu Peter anayemfahamu kupitia Zac"}
{"text": "Mwandishi anataka kuonyesha jinsi wasichana vyuoni wanavyojihusisha na mapenzi na watu walio na umri unaozidi wao ili wapate pesa ushuga dadi"}
{"text": "Anaonyesha ukosefu wa uwajibikaji kwa vile Christine anapopata mimba anaamua kuitungua"}
{"text": "Anataka kuonyesha jinsi vijana wasivyochukulia maisha yao kwa umakini na tahadhari na hivyo kuishia kuyaharibu"}
{"text": "Jinsi watu wanavyojiingiza katika mapenzi ya kupitisha muda kama vile Peter na Christine hawakuwa na lengo la kuoana"}
{"text": "Uzinifu"}
{"text": "Peter na Christine ni wazinifu kwa kufanya mapenzi ilhali hawajaoana"}
{"text": "Tunafahamishwa huko half London kuna wazungu wengine wanatafuta makahaba ukahaba"}
{"text": "Uwajibikaji"}
{"text": "Peter hana uwajibikaji katika mapenzi kwani hamkingi Christine asipate mimba"}
{"text": "Hata hivyo Peter anawajibika katika kazi yake kwani halewi akiwa kazini"}
{"text": "Christine hawajibiki kwani hakubali mimba kama tokeo la vitendo vyake vya utovu wa uadilifu na kuilea bali anaamua kuiavya"}
{"text": "Zac anawajibika kwa vile anamfahamisha Christine kuwa Peter ana wasichana wengine"}
{"text": "Deogracius hawajibiki kwa vile hamfahamishi Christine kuhusu Peter ili amwambae"}
{"text": "Miriam na Margaret hawawajibiki kwani Christine alipowaeleza nia ya kutoa mimba hakuna aliyemzuia au kumshauri dhidi ya kufanya hivyo"}
{"text": "Ukoloni"}
{"text": "Mkongwe"}
{"text": "Serikali ya kikoloni kuleta samaki wa aina ya sangara walioangamiza samaki asilia"}
{"text": "Ukoloni mamboleo"}
{"text": "Peter kupunja wavuvi kwa kuwanunulia samaki kwa bei ya chiniunyonyaji"}
{"text": "Peter kuibia nchi raslimali asili ya samaki"}
{"text": "Peter kuamrisha wafanyakazi wake kama mnyapara na akipaaza sauti ya juu"}
{"text": "Huko Sailing Club kuna mahali pa wazungu na pa Waafrika"}
{"text": "Jagtit na Patel kufanya biashara ya magendo ya kuuza dola na hivyo kuibia nchi mapato ambayo ingepatika kutokana na ubadilishaji halali wa dola"}
{"text": "Huko Sailing Club ni mahali pa wazungu kwani ada ya juu ya kiingilio iliwafanya watu weusi kutopamudu"}
{"text": "Ukosefu wa ajira"}
{"text": "Christine kusema mtu angepata kazi ya kiserikali kwa kubahatika"}
{"text": "Madhila ya wafanyakazi"}
{"text": "KuamrishwaPeter Kuamrisha wafanyikazi wake kama mnyapara"}
{"text": "Kufanyia kazi katika mazingira duniofisi kuukuu za kikoloni"}
{"text": "Wavuvi wanaofanya kazi za mikono wana dhila la kupunjwa na wanaowanunulia wanaowanunulia samaki wao kwa mfano Peter"}
{"text": "Athari ya kumtelekeza mungudini"}
{"text": "Christine alikuwa mkristo aliyeokoka lakini aliasi imani yake"}
{"text": "Hata dadake Dorothy alikuwa ameokoka lakini alikuwa mnafiki kwani alikuwa anajitia uongofu au anajificha chini ya kivuli cha dini"}
{"text": "Kujitia uongofu huko kukamchochea Christine kuendelea na mapenzi na Peter"}
{"text": "Christine kwa kuacha wokovu alitumbukia katika uzinifu na matokeo ni kutunga mimba na kuitungua"}
{"text": "Kuavya mimba kunamwathiri kisaikolojia kwa kuhisi amekosea Mungu na kuishi na woga wa madhara ambayo angepata kutokana na uavyaji mimba huo"}
{"text": "Utabaka"}
{"text": "Peter ni wa tabaka la juu akiwa Uganda ilhali kwao Uingereza ni wa la chini la Cockney"}
{"text": "Deogracius Zac na wengine ni wa tabaka la chini"}
{"text": "Huko Sailing Club ni mahali pa wazungu kwani ada ya juu ya kiingilio iliwafanya watu weusi kutopamudu"}
{"text": "Watu wa tabaka la juu kama Peter wanaishi katika mitaa ya kifahari kama vile wa Tankhill"}
{"text": "Tamaa"}
{"text": "Peter kununua dola kimagendo ili aokoe pesa ambazo angalinunulia dola halali katika benki"}
{"text": "Peter kupunja wavuvi ili ajipatie faida kubwa"}
{"text": "Peter ana tamaaa ya wanawake Ana wengine mbali na Christine"}
{"text": "Peter ana tamaaa ya anasa kama vile zinaa likizo Nairobi ulevi kula nyama choma na kunywa mvinyo na kutafuta makahaba"}
{"text": "Christine ana tamaaa ya mpenzi wa kiume"}
{"text": "Zac na wafanyakazi wengine wana tamaaa ya pesa ndio maana wanamfanyi Peter Kazi licha ya kudhalilishwa naye ka kuamrishwa kama mnyapara"}
{"text": "Jagtit na Sunja wana tamaaa ya pesa na ndiyo sababu ya kuuza dola za kimagendo"}
{"text": "Madaktari wana tamaa ya pesa na wanamtoa Christine mimba ili wazipate"}
{"text": "Ami nana tamaa ya uongozi na ndiyo sababu ya kutaka kuangamiza maprofesa wanaopinga uongozi wake dhalimu"}
{"text": "Christine anasema vijana wengine wana tamaa ya kuwa watu wakubwa anayoiita ndoto za kiwenda wazimu"}
{"text": "Umaskini"}
{"text": "Zac kulazimika kufanya kazi katika kampuni ya Peter akisoma"}
{"text": "Deogracius anafanya kazi duni ya utumishi kwa Peter"}
{"text": "Uongozi mbaya"}
{"text": "Iddi Amin kufanya jaribio la kuangamiza maprofesa jambo lililosababisha wao kukimbilia uhamishoni"}
{"text": "Heshima"}
{"text": "Zac kuinuka na kumkaribisha Peter kiti alichokuwa anakalia"}
{"text": "Ushauri"}
{"text": "Zac kumshauri Christine kuwa Peter ana wasichana wengine lakini hakutilia maanani ushauri wake mapuuza"}
{"text": "Dorothy kumshauri Christine kuwa aliota wazungu wakimpa sumu lakini hakushaurika"}
{"text": "Margaret na Miriam hawamshauri Christine dhidi ya kuavya mimba na hivyo wanapuuza wajibu wao mkubwa wa kumhifadhi ndugu"}
{"text": "Uavyaji wa mimba na athari zakeukatili"}
{"text": "Athari za kisaikolojia kuhisi nafsi ikimsuta"}
{"text": "Kuwa tasa"}
{"text": "Kuwa muuaji"}
{"text": "Kumkosea Mungu"}
{"text": "Kufa"}
{"text": "Matumizi mabaya ya taaluma"}
{"text": "Daktari kumtoa Christine mimba ili apate pesa badala ya kumpa ushauri mwema"}
{"text": "Kasumba"}
{"text": "Zac kutamaani kuwa mmarekani mweusi kwa kupenda kuzungumza sana kama mmarekani mweusiHey man"}
{"text": "Kuheshimu wazungu kwa kuchukulia wazungu wote kama wa tabaka la juu ilhali kwao hawaheshimiwi kwa kuwa wa tabaka la chini"}
{"text": "Watu wa rangi moja kuaminiana kwa mfano Jagtit kumwamini Mhindi mwenzake Sunja Patel ilhali anaishia kumtapeli"}
{"text": "Umuhimu wa kuwa makini"}
{"text": "Peter ni makini kwa kuzikagua dola hadi kupata kuna noti moja bandia"}
{"text": "Jagtit hakuwa makini akipewa noti za dola na Patel ndipo akatapeliwa"}
{"text": "Bidii"}
{"text": "Zac anafanya kazi katika kampuni ya Peter akiwa angali anasoma"}
{"text": "Peter ana bidii katika kazi yake na hatumii muda wa kazi kujistarehesha"}
{"text": "Anasastarehe"}
{"text": "Ulevi km uvutaji sigara kunywa pombe uzinzi Peter kwenda likizo Nairobi kustarehe baada ya biashara kunoga Christine kujipumbaza kwa mvinyo Margaret kulewa nk"}
{"text": "Utovu wa Uaminifu"}
{"text": "Peter ana wasichana wengine mbali na Christine"}
{"text": "Christine na dadake Dorothy si waaminifu kwa Mungu"}
{"text": "Ulevi na athari zake"}
{"text": "Kusababisha Christine kuwa mzinifu"}
{"text": "Uzinifu kusababisha mimba isiyotakikana"}
{"text": "Unusu kaputi kutofanya kazi Christine akitolewa mimba"}
{"text": "Upyaro"}
{"text": "Peter kumita Jagtit mwanaharamu anapotaka kuchukua vipande vya noti bandia"}
{"text": "Unafiki"}
{"text": "Deogracius hamwambii kuwa Peter Peter ana wapenzi wengi"}
{"text": "Dorothy kuwa na wokovu bandia na anatumia dini kama kivuli ulokole"}
{"text": "Peter kuwaonyesha Zac na Christine urafiki kumbe ataka kumtumia Christine"}
{"text": "Miriam ni rafiki mnafiki kwani hamshauri Christine dhidi ya kuavya mimba"}
{"text": "Uhalifu"}
{"text": "Jagtit kumuuzia Peter dola kimagendo ilhali lilipaswa kufanywa na benki kuu"}
{"text": "Sunja kumpatia Jagtit pesa bandia"}
{"text": "Utoaji wanawake mamba"}
{"text": "Taasubi ya kiumeudunishaji wa wanawake"}
{"text": "Peter kutumia wanawake kama vyombo vya kujiburudisha"}
{"text": "Wazungu kuwatumia makahaba kujistarehesha"}
{"text": "Utamaushiujidunishaji"}
{"text": "Christine anajiingiza katika mapenzi kwa ili kujipumbaza au kujidanganya kuwa mtu mwingine au kuwa dubwAsha tu ujidunishaji"}
{"text": "Anasema akiwa na na shahada angekuwa kama ngombe wa kizungu kwa vile hakuna ajira na ikipatikana mazingira ya kazi ni mabaya na mishahara ni duni"}
{"text": "Vijana hujiingiza katika myenendo isiyofaa kwa kupoteza matumaini ya maisha ya kesho"}
{"text": "Uingiliaji wa mambo ya wengine"}
{"text": "Watu kumkodolea macho kwa kubusiwa na Peter shavuni"}
{"text": "Wakasema Hawa Malaya hawana aibu hata chembe"}
{"text": "Atakuambukiza ukimwi"}
{"text": "Ona alivyokondeana"}
{"text": "Ubwana"}
{"text": "Deogracius ni mtumishi wa Peter"}
{"text": "Wafanyakazi wa Peter anaowaamrisha kama mnyapara"}
{"text": "Ukengeushi"}
{"text": "Miriam na Christine kunywa pombe"}
{"text": "Miriam kuvuta sigara"}
{"text": "Mapenzi nje ya ndoa"}
{"text": "Kutembea kwa wanaume"}
{"text": "Uavyaji mamba"}
{"text": "Christine kuacha imani yake na Dorothy kuwa mlokole"}
{"text": "Ukweli"}
{"text": "Zac kuonya Christine Peter ana wanawake wengi"}
{"text": "Matumizi ya lugha"}
{"text": "Tashhisi"}
{"text": "Nilivaa tabasamu niliyowahifadhia wanaume tabasamu ya gereshaChristine kwa Peter"}
{"text": "Nilijaribu kumjibu lakini sauti ilinikwama kooni Ukatokea mnongono"}
{"text": "Aibu ilinivaaChristine akitoka kwa Zac baada ya kukutana na Peter kwa kushindwa kumjibu Peter au kusema haja ya moyo wake"}
{"text": "Nilikuwa nikiwangwa na kichwa changu kutokana na hedhi"}
{"text": "Springi za kitanda kulalamikia uzito wake wa ziadakutoa kelele Peter alipokalia na kuzidisha uzito"}
{"text": "Mvinyo ulikuwa umenipa ujasiri fulaniChristine kutojishughulisha na Peter"}
{"text": "Macho yake kila mara yalinihukumuya Deogracius"}
{"text": "Wacha ukimwi uwateketezeuwaangamizewakati amemsindikiza Peter akielekea Nairobi"}
{"text": "Kutokana na mpito wa wakati nywele za Peter kuwa zinabadilika rangi pengine kutokana na shinikizo la biashara ya nchi za nje ya samaki"}
{"text": "Nikaachwa nikiadhibiwa na mikondoo ya macho ya watubaada ya kubusiwa shavuni na Peter"}
{"text": "Jua liliendelea kuadhibu kila kiumbe kuwaka vikali Christine akiwa katika matatu"}
{"text": "Taswira"}
{"text": "Deogracius amepinda mgongo kwa umri na mwenye miguu ya matege"}
{"text": "Kwa Peter michoro ya kisana ilitundikwa ukutani makabati ya vioo yaliyosheheni vinywaji vya aina aina na vyombo vya kichinautajiri"}
{"text": "Chumba cha Zac kina kuta zilizobambuka rangi balbu iliyotoa mwangaza hafifu picha kubwa ya Bob Marley iliyorarukararuka vitabu vikuukuu viwili vya Penguin Classics kitanda chake kimetandikwa blanketi ya rangi ya kahawia"}
{"text": "Zac kufungua kikabati kidogo cheusi akatoa sahani mbili nyekundu za plastiki zilizoonyesha kuwa na mafutamafuta kikombe cha kijani kibichi cha plastiki na glasi iliyokuwa na mavumbi"}
{"text": "Nikatabasamu nikitaka aone meno yangu yenye weupe wa maziwa"}
{"text": "Noti za dola za kijani kibichi"}
{"text": "Wajihi wa Peter ulikuwa wa wekundu usiokoza na wala sio weupe usiotakata Nywele zake tu ndizo zilikuwa nyeupe"}
{"text": "Tankhill makasri ya mabalozi yalizungushwa kuta za mawe juu ya kuta hizo kumechomekwa vigae vya chupa Kuna mabwawa ya kuogelea na walinzi wa kulipwakuonyesha utabaka"}
{"text": "Peter akiwa na bombo kaptula aliyoipenda sana alionekana kama mvulana wa miaka 14"}
{"text": "Alikuwa na maungo mviringo ya ujana mwili laini kama wa mwanamke na miguu iliyobonyea na iliyopuuka"}
{"text": "Miriam rafiki yake Christine ni Mtutsi aliyekuwa na wembamba waliopendelea wazungu na macho ya vikombe"}
{"text": "Mdokezo"}
{"text": "Mwiba wa kujidunga chochote kingetokea akitolewa mimba na asingemlilia au kumlaumu yeyote"}
{"text": "Fikra zilinipaa kuhusu matokeo ya uovu huu kuwa tasa labda kuwa muuaji ahh kumkosea Mungu pengine hata kufamadhara ya uavyaji mimba"}
{"text": "Lakini ninina jambo nataka kukwambiaChristine Peter anapomwambia hana nafasi ya kumuona wakati wafanya kazi wanapakia mizigo"}
{"text": "Angalia hapa Peter akimwabia jagtit ahakikishe noti ni bandia"}
{"text": "Methali"}
{"text": "Mwiba wa kujidunga"}
{"text": "Palikuwa na kimya chenye mshindobaada ya Zac kuwaacha na Peterwalinyamaziana"}
{"text": "Taharuki"}
{"text": "Mwisho wa Christine na Peter ulikuwaje"}
{"text": "Baada ya kuavya mimba afya ya Christine ilikuwaje"}
{"text": "Jagtit alimchukulia hatua gani mhindi mwenzake Sunja kwa kumpa noti ya dola 100 bandia"}
{"text": "Ujinga"}
{"text": "Jagtit kutapeliwa na Sunja kwa kutokagua dola kwa kumwamini eti kwa vile ni wa asili yake hawezi kumlaghai"}
{"text": "Christine kuwa na uhusiano wa kimapenzi na mtu asiyemfahamu vyema"}
{"text": "Kufanya mapenzi bila kinga"}
{"text": "Kutofahamu tama mbele mauti nyuma"}
{"text": "Kutoshaurika"}
{"text": "Kuacha Mungu akijua amwachaye hawezi kuwa na maisha mazuri"}
{"text": "Kuavya mimba akijua madhara yake na kuua mtoto ilhali hana hata mmoja"}
{"text": "Balagha"}
{"text": "Mbona tusijipatie kinywajiZac"}
{"text": "Ningemwambiaje Peter akinipigia simuBaada ya kuavya mimba"}
{"text": "Mimi Kwa nini Christine Zac anapomwambia Peter alitaka wamtembelee Tankhillkujifanya hataki ilhali anataka"}
{"text": "Je Ni kweli Peter alinitakaChristine kujiuliza kimoyomoyo"}
{"text": "Kumbe alikuwa mzungu wa tabaka la chini"}
{"text": "Nahau"}
{"text": "Tunapiga gumzoPeter kuingia na kukuta Christine na Zac wakiongea"}
{"text": "Kufyata mkiaChristinePeter alistahili kunyamaza kwa vile alikuwa anaibia nchi samaki"}
{"text": "Sikutaka kukitia kitumbua cha uhusiano wetu na Peter mchangakuharibu mapenzi yao licha yake kuwa na wasichana wengine"}
{"text": "Kupiga funda kubwaChristine kujaza kinywaji kwa mara moja baada ya kushindwa kumjibu Peter"}
{"text": "Nimeavya mimbanimetoa kijusi tumboni"}
{"text": "Niligundua ulikuwa Mja mzitoPeter"}
{"text": "Mwili haukufa ganzihaukupoteza hisi baada ya sindano ya nusu kaputiathari ya ulevi"}
{"text": "Alimpasulia mbarikaPeter kumpa Jagtit habari mbaya kuwa noti ni bandia"}
{"text": "Kinaya"}
{"text": "Christine kujivuta kidogo mbali na Zac ilhali anamtaka"}
{"text": "Wewe lazima u msichana mwerevuPeterni kinyume"}
{"text": "Mimi Kwa nini Christine Zac anapomwambia Peter alitaka wamtembelee Tankhillkujifanya hataki ilhali anataka"}
{"text": "Zac usiwe mpumbavu Mimi sitakwendaanataka kwenda"}
{"text": "Christine kusomea sosholojia ilhali mwenendo wake ni wa kukengeuka"}
{"text": "Kunyoosha mkono wake alioulegeza kimakusudi kumsalimu Peterkama htaki ilhali anataka"}
{"text": "Sauti ya mchuuzi aliyepaaza sauti akimsihi awanunulie watoto wake peremende na kumwambia shangazi wakumbuke watoto na waonee hurumaukweli ni kuwa ametenda kitendo cha kikatili cha kuavya mimba"}
{"text": "Christine kuavya mimba ilhali hana mtoto mwingine"}
{"text": "Utohozi"}
{"text": "Ofisi ya Peter"}
{"text": "Maprofasawahadhiri wa chuo kikuu"}
{"text": "Balbutaa"}
{"text": "Jeneretakwa PeterlililojiwAsha umeme ulipopotea"}
{"text": "Wikendi"}
{"text": "Shatialiyovaa Peter akielekea Nairobi"}
{"text": "Glasi"}
{"text": "Sahani mbili nyekundu za plastiki"}
{"text": "Springi za kitanda"}
{"text": "Kozitaaluma"}
{"text": "Noti ya dola 100 yenye thamani ya shilingi 1000000"}
{"text": "Tashbihi"}
{"text": "Peter kumuuliza Christine anasomea kozi gani kama mjomba mkarimu anavyomuuliza mpwa wake"}
{"text": "Ulaini wa ngozi yake peter ulikuwa sawa na wangu"}
{"text": "Peter aliniongoza katika chumba chake cha kulala kama kwamba hilo lilikuwa jambo la kawaida"}
{"text": "Peter kuangalia noti bandia kama mwanasayansi aliyekuwa akifanya uchunguzi maabaraniumakini"}
{"text": "Uhusiano wetu niliuona kama kitendo cha watoto kwenda shulenikulazimikakutokuwa na budi"}
{"text": "Mhindi alimtumbulia macho kama kwamba alikuwa mzukaPeter akikagua noti bandia"}
{"text": "Baada ya kujihisi salama niliingiwa na wazo la kuwa debe bovukumfahamisha Peter hali yake ya hedhi"}
{"text": "Nilitembea barabarani kama mtembea usingizini hadi katika kituo cha matatuakitoka kwa Peter ofisini baada ya kumwambia aliavya mimba"}
{"text": "Nikiwa na shahada ningekuwa kama ngombe wa kizunguutamaaushihata akisoma hakuna kazi mishahara duni mazingira mabayaofisi kuukuu zilizojengwa wakati wa ukoloni"}
{"text": "Umati ulipasua kicheko nilichokisikia kama radi"}
{"text": "Mbinu rejeshi"}
{"text": "Christine alikuwa ameokoka wakati mmoja"}
{"text": "Kisa cha Jagtit alichoshuhudia Christine alipompa Peter noto ya dola banda aliyokuwa amepewa na mhindi mwenzake Sunja Patel"}
{"text": "Christine kueleza jinsi urafiki wao na Peter ulivyoanza kupitia Zac anayefanya kazi katika kampuni yake"}
{"text": "Zac kueleza Christine jinsi Peter alivyoenda Sailing Club na msichana mwingine"}
{"text": "Kufahamishwa kuwa siku nyingi za Ijumaa jioni Christine alikuwa anaondoka chuoni na kwenda kumtembelea Peter"}
{"text": "Jazanda Sitiari"}
{"text": "Anwani Samaki wan chi za Joto ni Jazanda"}
{"text": "Samaki waliowala wale asili ni ukoloni mamboleo"}
{"text": "Ndoto ya Dorothy kuhusu Christine ambapo aliota siku moja Christine alikuwa akipewa sumu na wazunguakiharibiwa maisha"}
{"text": "Huu ulikuwa msalaba wangumimba ni wajibu Christine pekee kwani hawakupanga na Peter kupata mtoto"}
{"text": "Sadfa"}
{"text": "Kukutana kwa Christine na Peter kupitia Zac wanayesoma naye Makerere na anayefanya kazi katika kampuni ya Peter"}
{"text": "Christine kuwa kwa Peter kunasadifiana na Jagtit kumtembelea Peter kumuuzia dola Uzungumzi nafsia"}
{"text": "Wewe baradhuli kwa nini hukusema jambo lolote la maana Christine akitoka kwa Zac akijisuta kwa kutochukua fursa kuanzisha urafiki na Peter"}
{"text": "Nikweli Peter alinitakaChristine kujiuliza kimoyomoyo"}
{"text": "Kwani Zac alifikiria sikumjua Peter vyemaanapoambiwa walienda sailing club na msichana mwingine"}
{"text": "Kuchanganya ndimi"}
{"text": "Penguin Classicsvitabu vilivyokuwa juu ya dawati ya Zac"}
{"text": "Hey mankasumba ya Zac kuiga Waafrika weusi"}
{"text": "Half Londonwazungu wanakotafuta makahaba"}
{"text": "Takriri"}
{"text": "Najihisi mlevi mlevi saananaMiriam"}
{"text": "Hapana hapana haiwezi kuwa bandiajagtit kwa peter kutoamini noti ni bandia"}
{"text": "Kichekotashtiti"}
{"text": "Christine kucheka akimwambia Peter kuhusu ndoto ya Dorothy"}
{"text": "Peter kucheka anapoambiwa ndoto ya Dorothy na Christine"}
{"text": "Umati ulipasua kicheko nilichokisikia kama radi"}
{"text": "Chuku"}
{"text": "Jagtit alipigwa na butwaa asiweze kuhoji kitendo cha Peterkurarua noto bandia"}
{"text": "Umati ulipasua kicheko nilichokisikia kama radibaada ya kumsikia kijana aliyempaazia Peter Sauti kuwa angeambukizwa ukimwi na Christine"}
{"text": "Kuwepo Entebbe Sailing Club kungemfanya awe mweusi zaidiwengi ni wazungu"}
{"text": "Kejeli"}
{"text": "Kicheko ni kejeli kwa mtu kwa kutenda kitendo cha kijinga"}
{"text": "Christine kusema akiwa na shahada angekuwa kama ngombe wa kizunguelimu isingeboresha maisha yake"}
{"text": "Christine anasikia sauti ya kejeli katika kicheko cha Peter anapomwambia ndoto kikisema watu weusi ni wajinga na washirikina wakubwa"}
{"text": "Kijana anayempaazia Peter sauti akimkejeli Christine akisema kuwa angemwambukiza akimwi na alivyokondeana"}
{"text": "Damu Nyeusi"}
{"text": "Maudhui"}
{"text": "Kubaguliwa kwa watu weusi katika nchi ya Marekani"}
{"text": "Kuachwa na mabasi ya abiria yanayoendeshwa na wazungu katika kituo wanapokuwa peke yao kwa kufikiriwa ni majambazi"}
{"text": "Kukamatwa kwa makosa ambayo watu weupe hawakamatiwi kama vile kuvuka barabara taa nyekundu zikiwaka"}
{"text": "Adhabu kali kwa makosa wanayofanyaalitozwa faini ya dola 200 au miezi sita gerezani kwa kosa la kutofunga zipu"}
{"text": "Mkahawani wanatazamwa kwa dharau na wateja na wahudumu"}
{"text": "Kufuatwafuatwa na walinzi madukani kwa kushukiwa wataiba"}
{"text": "Kuonewa vyuoni na wahadhiri wanaotoa alama kwa kupendelea watu weupe na kukandamiza wanafunzi weusihawapati shahada wananangania kula kalenda au wanakaa muda mrefu bila kuhitimu"}
{"text": "Huko marekani watu weusi ndio wengi magerezanijela imeundiwa mtu mweusic"}
{"text": "Kutazamwa kwa kudharauliwa na wahadhiri weupe"}
{"text": "Kuulizwa maswali ya dharau na wahadhiri wazungu na wanafunzi weupe"}
{"text": "Mikahawani kumtazamwa kwa chuki na wateja na wahudumu"}
{"text": "Kutendewa vitendo visivyo vya utu kama vile Fikirini aliposahau kufunga zipu mama mzungu alimwitia polisi ilhali angemwambia tu afunge duka"}
{"text": "Utovu wa utu wema"}
{"text": "Mama mzungu kumwitia Fikirini polisi badala ya tu kumwambia afunge zipu"}
{"text": "Nafasi ya mwanamke"}
{"text": "Ni Kitega uchumi kama vile Fiona ni kahaba na anamuuliza Fikirini kama angependa wafanye mapenzi"}
{"text": "Ni mbaguzi kwa sababu mama mkahawani anamwitia polisi kwa kutofunga zipu kwa vile ni mweusi"}
{"text": "Hawana utu kwa vile Fiona anataka apigwe risasi hata anataka kumkata uume mrija"}
{"text": "Ujinga"}
{"text": "Baada ya kubaguliwa na kudhalilishwa anaamua kujitoa ukiwa wake kwa kuwa karibu na watu weusi ndugu zake waathiriwa wenzake"}
{"text": "Fikirini kumwamini Fiona na kumfuata ilhali hamjui wala hajamchunguza"}
{"text": "Uzalendo"}
{"text": "Kwa kubaguliwa Fikirini anaanza kujithamini na kupenda asili yake"}
{"text": "Anaomba muda umalizike arudi nyumbani"}
{"text": "Tunahimizwa kuthamini utu wetubara letu"}
{"text": "Nyumbani ni nyumbani ingawa pangoni"}
{"text": "Mtu asiyependwa na wengine sharti ajipende ajienzi na ajionee fahari"}
{"text": "Ulevi"}
{"text": "Fikirini anakumbuka jinsi walilewa waragi na changaa katika vitongoji duni vya Mathare"}
{"text": "Elimu"}
{"text": "Fikirini ameenda marekani kusomea shahada ya uzamifu katika somo la kiingereza"}
{"text": "Usaliti"}
{"text": "Mama mzungu kumsaliti Fikirini anapomwitia polisi kwa kusahau kufunga zipu"}
{"text": "Wamarekani weusi kusaliti Waafrika wenzao kwa hata wao kutenda vitendo vya kuwadunisha kama vile maswali ya kejeli kama Bob kumuuliza Fikirini kwa nini hakai huko kwao kwenye uchawi na washirikina"}
{"text": "Hata hawawasalamu watu wa asili yao"}
{"text": "Waafrika wamejisaliti kwa vitendo vyao viofu kama ujambazi na ndiposa wanabaguliwa na wazungu"}
{"text": "Wazungu wamewasaliti Waafrika kwa kuwabagua"}
{"text": "Fikirini amesaliti Afrika na Nchi yake kwa kwenda kusomea Marekani akiwa ameacha Vyuo huko"}
{"text": "Huruma"}
{"text": "Bob anamkataza Fiona Kumkata Fikirini uume"}
{"text": "Hampigi risasi Fiona anapotaka afanye hivyo"}
{"text": "Anamrushia nguo ili asiende uchi"}
{"text": "Fiona ana hurumani katili"}
{"text": "Ukatili"}
{"text": "Wa Fiona"}
{"text": "Waafrika kuendelezxa utamaduni wa kukeketa wanawake ili kupunguza tama ya zinaa"}
{"text": "Matatizo yanayokumba bara la Afrikamambo yasiyo ya uaminifu yanayohalalisha kubaguliwa kwa mtu mweusi"}
{"text": "Ujambaziuporaji kama wa Bob na Fiona"}
{"text": "Kushindwa kupambana na umaskiniwanangangania mkono kufika kinywani"}
{"text": "Vita"}
{"text": "Tamaaduni mbovu kwa mfano kukeketa wasichana"}
{"text": "Uchafu"}
{"text": "Kasumba ya kudharau mtu wa ngozi yake na kuwaheshimu wazungu sana kwa kuwachukulia wote ni wa tabaka la juu"}
{"text": "Utovu wa maadili kama vile ujambazi na ukahaba unaoendelezwa na Fiona na Bob"}
{"text": "Kutojithamini kwa mfano Fikirini ameacha vyuo nchini mwao na Bob na Fiona wanaishi katika mazingira machafu"}
{"text": "Kushindwa kupambana na magonjwa"}
{"text": "Uchawiushirikina"}
{"text": "Umaskini"}
{"text": "Watu wa Afrika kupigania mkono kufika kinywani na hivyo hawana wakati wa kufikiria kuhusu rangi"}
{"text": "Kuna kitongoji duni cha mathare huko Nairobi na Kibuye huko kampala"}
{"text": "Kasumba"}
{"text": "Wamarekani weusi kukataa uAfrika"}
{"text": "Waafrika wakiwa uzunguni hawasalimu Waafrika wenzao"}
{"text": "Fikirini kutozwa faini kubwa na jaji mweusi"}
{"text": "Fikirini kuzungumza kama mmarekani mweusi  Whets up men"}
{"text": "Waafrika kuwaabudu watu weupeFikirini kusema anAshangaa vile kwao wanavyowaabudu watu hao wasiowajali"}
{"text": "Ukahaba"}
{"text": "Fiona ni kahaba na anamuuliza Fikirini Do you want a good time hapa ukumbini patatufaa"}
{"text": "Unyaganyiutapeliujambazi"}
{"text": "Fiona na Bob walimtapeli Fikirini dola 300"}
{"text": "Uongo"}
{"text": "Fiona kusema Bob ni nduguye"}
{"text": "Fiona kudai Fikirini anataka kumbaka"}
{"text": "Fiona kusema ana gariGari langu ni lile pale"}
{"text": "Waingie nyumbani achukue ufunguo"}
{"text": "Unafiki"}
{"text": "Fiona kumhakikishia Fikirini usalama wake"}
{"text": "Kumwambia ajihisi yuko kwake au kwao"}
{"text": "Kumwambia You guys are our brothers anaposikia atoka Afrika"}
{"text": "Ndoa"}
{"text": "Wamarekani hawajui kutunza ndoa"}
{"text": "Heshima"}
{"text": "Fikirini kupita bila kumgusa Fiona akiingia kwake"}
{"text": "Upyaro"}
{"text": "Bob kusema Waafrika ni wajinga na wenye ushirikina"}
{"text": "Kumwita Fikirini fala"}
{"text": "kejeli"}
{"text": "Je kule kwenu watu huvaa nguo au hutembea rabana"}
{"text": "Je mwaishi mitini kama tumbiri"}
{"text": "Mbona hambaki kwenu huko kwenye uchawi na ushirikinaBob"}
{"text": "Huu weusi wenu unaozidi kiza unatokana na kuangukiwa na lami au kupigwa na mionzi ya jua"}
{"text": "Ni upi mji mkuu wa Afrika"}
{"text": "Mtu anaugua ukimwi malaria na polio na utapia mlo huko Afrika"}
{"text": "Mbona hamwachi kupigana nchini kwenu"}
{"text": "Nani anataka kuuona uchi wako"}
{"text": "You wataka kumbaka dadangu kwa nini"}
{"text": "Nini kinawatoa Afrika kuja kutusumbua hapa marekaniBobkasumba"}
{"text": "Fala kabisa twawezaje sisi kuwa ndugu na tumbiri kama nyieBobkasumba"}
{"text": "Mbona hambaki kwenu huko kwenye uchawi na ushirikina wenuBobkasumba"}
{"text": "Balagha zaidi"}
{"text": "Mambo ya aibu kama haya unaweza kuwaelezea ndugu zako nyumbanikisa cha kutofunga zipu"}
{"text": "Sasa polisi gani angejua kiingereza kuliko mwanafunzi wa uzamifu katika somo la kiingereza katika chuo kikuu"}
{"text": "Chuku"}
{"text": "Huu weusi wenu unaozidi kiza unatokana na kuangukiwa na lami au kupigwa na mionzi ya jua"}
{"text": "Mtu sharti avae safu ya maguo pamoja na viatu viatu vizito kama vya wanajeshi wan chi kavuwingi wa baridi"}
{"text": "Hakuhisi mzizimo wa theluji iliyokuwa inaanguka kama matone ya mvua ya maweanapoambiwa atoke kwa kina Fiona na Bob Haja ni kunusuru maisha yake"}
{"text": "Jibaba la miraba mineBob"}
{"text": "Jimama lililofungAsha si habaFiona"}
{"text": "Kila kitu cheupe katika nchi hiimtu mweusi apate wapi sauti na satuakutilia mkazo ubaguzi wa Waafrika"}
{"text": "Alikuwa pandikizi la jimamaFiona"}
{"text": "Hata akilewa gongowaragi au changaa kiasi cha bahari ya hindi hawezi sema kisa cha zipu kwa aibu"}
{"text": "Huu weusi wenu unaozidi kiza unatokana na kuangukiwa na lami au kuchomwa na mionzi ya jua"}
{"text": "Kijasho chembamba kikaanza kumtoka kipajini na kwapanikusisitiza uoga Fikirini anapogusa mlango kwa Fiona na kukuta umekomelewa"}
{"text": "Akaumimina mkojo kwenye sakafu ya ukumbi kutokana na hofukwa kuonyeshwa mtutu wa bunduki na Bob"}
{"text": "Takriri"}
{"text": "Mtu sharti avae safu ya maguo pamoja na viatu viatu vizito kama vya wanajeshi wan chi kavukusisitiza jinsi baridi ilivyo nyingi"}
{"text": "Alijotosa nje tuputupu kama alivyozaliwabila nguo akitoka kwa Fiona"}
{"text": "Tabasamu ilikutana na tabasamuFikirini akichekesha Fiona"}
{"text": "Fikirini kuzoa nguo na kukimbia tuputupu kama mtu aliyepagawa pepo mbaya"}
{"text": "Theluji kufunika kila ncha na kujenga mandhari nyeupe nyeupe"}
{"text": "Tashbihi"}
{"text": "Mtu sharti avae safu ya maguo pamoja na viatu viatu vizito kama vya wanajeshi wan chi kavu"}
{"text": "Mambo mengine yanakuwa kama ndoto au jinamizikisa cha mkahawani"}
{"text": "Akitetemeka kama majani ya mgomba kwenye dhoruba"}
{"text": "Fikirini kuzoa nguo na kukimbia tuputupu kama mtu aliyepagawa pepo mbaya"}
{"text": "Ananyapia nyapunyapu na kupepesuka pepesupepesu kama mlevi chakari"}
{"text": "Ananyapia nyapunyapu na kupepesuka pepesupepesu kama mlevi chakariakielekea chuoni baada ya kuachwa na basi"}
{"text": "Fikirni alisihi akilia machozi kama mtoto mdogoFiona anaposema I say shoot him Bob"}
{"text": "Theluji kufuniaka kila kitu kama blanketi la unga"}
{"text": "Hakuhisi mzizimo wa theluji iliyokuwa inaanguka kama matone ya mvua ya mawe"}
{"text": "Taswira"}
{"text": "Mtu sharti avae safu ya maguo pamoja na viatu viatu vizito kama vya wanajeshi wa nchi kavu"}
{"text": "Mikononi kafunika vitanga na vidole kwa glavu nyeusi"}
{"text": "Theluji kufunika kila ncha na kujenga mandhari nyeupe nyeupe"}
{"text": "Jimama lililofungAsha si habaFionamnene"}
{"text": "Jibaba la miraba mine lililokuwa limevaa miwani ya juaFiona"}
{"text": "Maguo machafu yametapakaa kiholela sakafuni vumbi limetapakaa kwenye kochiuchafu kwa Fiona na Bob"}
{"text": "Utohozi"}
{"text": "Glavuza kuzuia baridi"}
{"text": "Dolaalitozwa faini ya dola 200 kwa kutofunga zipu na kuporwa dola 300"}
{"text": "Faini"}
{"text": "Hana makadi yake mbalimbalibaada ya kuporwa"}
{"text": "Kinaya"}
{"text": "Fikirini kushikwa kwa kutofunga zipu ilhali wanawake huko hawashikwi licha ya kutembea bila nguo"}
{"text": "Polisi kumuuliza kama anafahamu kiingereza ilhali anakifahamu hata kuliko wao kwani anakisomea"}
{"text": "Kusema jaji mweusi alikuwa na imani kwa kumtoza faini ya dola 200"}
{"text": "Nyani haoni kudulekasoro"}
{"text": "Kuchanganya ndimi"}
{"text": "Sarafu kadha za quarterrobo kadha za dola"}
{"text": "How you doingFiona"}
{"text": "Someone called to say you are exposing yourselfpolisi"}
{"text": "Am coolFikirinikasumba"}
{"text": "Come fast this dude wants to rape meuongo wa Fiona"}
{"text": "Do you speak Englishpolisi"}
{"text": "I say shoot him Bobukatili wa Fiona"}
{"text": "Get out of hereBob akimfukuza Fikirini baada ya kumpora"}
{"text": "Sitiari"}
{"text": "Kisiwa cheusi kwenye bahari ya weupeFikirini pekee ndiye mweusi darasani"}
{"text": "Tashhisi"}
{"text": "Rangi mbili zinazokinzana na kufarakana taswira ya Fikirini kuhusu vita vya watu weusi na weupe"}
{"text": "Wanawake wenu hawapendi nguo tena zimewachosha na kuwachusha"}
{"text": "Bado baridi inapenyeza na kuteketeza vyanda"}
{"text": "Mbinu rejeshi"}
{"text": "Anavyotukumbusha jinsi alivyoepuka jela wakati alienda mkahawani baada ya kula akaingia msalani akasahau kufunga zipu"}
{"text": "Kukumbuka maneno ya Moi"}
{"text": "Kukumbuka siku walilewa waragi katika vitongoji duniKibuyeKampala na MathareNairobi"}
{"text": "Fikirini akilia anakumbuka kifo cha mamake akiwa katika shule ya upili"}
{"text": "Tunaarifiwa Fikirini mara mbili ametozwa faini na polisi"}
{"text": "Kukumbuka mara ya kwanza alipokwenda darasani jinsi yeye pekee alikuwa mweusi"}
{"text": "Taharuki"}
{"text": "Fikirini alimaliza masomo yake au alikula kalenda"}
{"text": "Nini kinawafanya wamwangalie vibaya akitoka msalani"}
{"text": "Ilikuwaje alipofika chuoni bila vifaa hata kadivitambulisho"}
{"text": "Nahau"}
{"text": "Kutia na kutoa kidogoKusitasita na kukataa anapoambiwa aingie na Fiona"}
{"text": "Funga dukazipu"}
{"text": "Akachutama na kumwomba amwonee imaniamhurumieFiona anapopeleka kisu kwenye kinena cha Fikirini akitishia kumkata mrija"}
{"text": "Ajionee fahariajijivunie"}
{"text": "Alipopiga darubini nyuma alimwona mama mzungu kama hasidialipokumbuka"}
{"text": "Kula kalendakukaa miaka mingi bila kufuzu"}
{"text": "Fikirini amekaziwa macho vibayakuangaliwa vibaya kwa kutofunga zipu mkahawani"}
{"text": "Likija basi lingine na ambalo usukani wake umeshikwa na dereva mweupe mwenye mwoyo mweusi mwoyo mbaya yamkini mambo yatakuwa yale yale"}
{"text": "Maji yamezidi ungabaada ya kuambiwa na Fiona wawe na good timeukahaba"}
{"text": "Tanakuzi"}
{"text": "Likija basi lingine na ambalo usukani wake umeshikwa na dereva mweupe mwenye mwoyo mweusi yamkini mambo yatakuwa yale yale"}
{"text": "Anatamani arudi kwao na kufaidi utajiri wa umaskini wao ajitenge na umaskini wa utajiri wa marekani"}
{"text": "Faraja ya wazungu ni kuona ndugu zake weusi wananyanyasika katika mfumo unaomtweza mweusi na kumkweza mweupe"}
{"text": "Methali"}
{"text": "Nyumbani ni nyumbani ingawa pangoniuzalendo"}
{"text": "Simba akikosa nyama hula nyasiFikirini kutopendelea chakula cha marekani na kulazimika kukila kwa kukosa aina nyingine"}
{"text": "Usipopendwa jipendekuhimiza watu kujithamini"}
{"text": "Leo ni siku ya nyani kufa na ambapo miti yote hutelezahakuna jambo lake linalofaulu"}
{"text": "Kicheko"}
{"text": "Fikirini kucheka kauli ya Moi akidhani haina mashiko"}
{"text": "Tabaini"}
{"text": "Si kuta si majani si matawikuonyesha taswira ya theluji kufunika kila mahali"}
{"text": "Majazi"}
{"text": "Fikirinikujisaili kufikiri zaidi kabla ya kwenda ngambo"}
{"text": "Mdokezo"}
{"text": "Siku ya kufa kifo cha aibu na nguo amevuliwa"}
{"text": "I say remove your clothes or else"}
{"text": "4Glasi Ya Mwisho Makaburini"}
{"text": "Hao marafiki kunywa pombe ya mwisho huko"}
{"text": "Kutopenda kwenda tena katika baa ya makaburinimavani baada ya kuvamiwa na majambazi"}
{"text": "Maudhui"}
{"text": "Mapuuza"}
{"text": "Semkwa Asha na Josefina kupuuza ushauri wa Msoi wa kutoenda katika baa ya mavani kwa kuhisi jambo baya lingetokea"}
{"text": "Woga"}
{"text": "Baada ya kuvamiwa na majambazi katika baa Asha kutoa ukwenzi mkali ukwenzi ukafuatwa na ukwenzi na kwenzi zikawa mjumuiko wa zogo na ghasia"}
{"text": "Kuna walioshangaa na kukodoa macho na kungangania kama masanamu"}
{"text": "Msoi kukaa akiwa ameangalia mavani"}
{"text": "Itikadiushirikinautabiriuotajiubashiri"}
{"text": "Hisia zinazomfanya kutabiri maovu"}
{"text": "Msoi anatazamia balaa kubwa litatokea katika baa ya mavani"}
{"text": "Semkwa Asha na Josefina hawaamini ushirikina"}
{"text": "Ujambaziuhalifu"}
{"text": "Majambazi walijifanya vizuu na kuibia baa la makaburini na wateja wake kila kitu"}
{"text": "Anasa"}
{"text": "Semkwa Msoi Asha na Josefina wanapenda ulevi na burudani"}
{"text": "Watu wanakwenda katika baa ya mavani kustarehea maisha ya dunia"}
{"text": "Tahadhari"}
{"text": "Msoi ni mwenye tahadhari kwani siku ya mavamizi anakaa akielekea huko makaburini ili kukitokea kama alivyotabiri aweze kujinusuru"}
{"text": "Ukwasi"}
{"text": "Msoi na Semkwa wana pesa hata Semkwa ana gari"}
{"text": "Mapenzi ujanani"}
{"text": "Msoi na Semkwa wana wapenzi Asha na Josefina na wanakwenda kustarehe nao"}
{"text": "Ulevi"}
{"text": "Baa ya mavani"}
{"text": "Ushawishi upotoshwaji na marafiki"}
{"text": "Semkwa anamshawishi Msoi waende katika baa ya mavani wakati alikuwa amekataa"}
{"text": "Udhabiti wa msimamo"}
{"text": "Msoi hana udhabiti wa msimamo na ndio sababu ya kushawishiwa na Semkwa kurudi mavani"}
{"text": "Matumizi ya lugha"}
{"text": "Tashhisi"}
{"text": "Kisha hisia humwotesha ndoto"}
{"text": "Ncha za malaika yake kusimama kama kijiti"}
{"text": "Leo hisia hiyo kali ilikuwa imeumuka haraka kama hamuri lililojazwa hamira"}
{"text": "Hutaki kuiachaimani ijapokuwa unajua haina haki ya kuketi wala kusimama katika maisha yetu ya kisasa ya sisi vijana yanayoendeshwa kisayansi"}
{"text": "Vinywaji vyake ni vya kupoza joto la wiki nzima"}
{"text": "Harufu za mafuta ghali na ya fahari zilikuwa zimekazana kuzikalia juu harufu za vyakula vinywaji na za maua"}
{"text": "Harufu kali ya vundo la maiti ilivamia baa na kuzifurusha zile harufu nzuri za maua na manukato ya vyakula"}
{"text": "Vitu tawanyika glasi na sahani anguka na vunjika kuonyesha zogo na ghasia"}
{"text": "Roho yake mwaguzi inamwambia apaambae apakimbie"}
{"text": "Kinywaji kilipotua juu ya meza jamaa walinyanyua glasi zaokilipowekwa"}
{"text": "Hata mwezi na nyota zimeshuka kidogo kuja kuimarisha furaha yetu"}
{"text": "Njiani Mbingu ghafla ilikasirika ikafinga uso wake mweusi kisha ikapasua mkonyezo uliotoa ufa mwembamba wa moto mwekundu na fedha ilifanya hayo mara moja tu tena bila kutiririsha hata tone moja la chozimvuaishara mbaya kwa Msoi"}
{"text": "Ama kweli itikadi na ushirikina vimekudhibiti kwelikweli"}
{"text": "Wanapoenda wikendi ni pa wafu na wafu wakiwa mapumzikoni wamechoshwa na kukerwa na siku yoyote ile wangefanya kitu kujihamiitikadi za kishirikina"}
{"text": "Imani yako imekutawalaSemkwa kwa Msoi"}
{"text": "Taharuki"}
{"text": "Nini kinamfanya Semkwa kutumbua macho"}
{"text": "Baa iliendeleza huduma baada ya kuvamiwa na majambazi"}
{"text": "Marafiki hao walirudi tena huko"}
{"text": "Majambazi hao walijulikana"}
{"text": "Kuchanganya ndimi"}
{"text": "Exotic resortMsoi anavyopaita baa ya mavani"}
{"text": "uexotic"}
{"text": "thrillerwimbo wa Michael Jackson"}
{"text": "Mbinu rejeshi"}
{"text": "Msoi alikuwa amenasa hisia fulani ya kitisho na wasiwasi"}
{"text": "Tashbihi"}
{"text": "Na wewe sharti unigande mimi kama kupeMsoi kwa Asha anapomshinikiza ale"}
{"text": "Ukiwa umestarehe kama vile uko peponi"}
{"text": "Umebaki kulala kochini kama mgonjwa wa malaria"}
{"text": "Jozi mbilimbili minenguo mikatiko mibenuko miondoko mitetemeko kama wagonjwa wa malaria mtiririko wa jasho kama maji ya mlizamu wa mto"}
{"text": "Kuna walioshangaa na kukodoa macho na kungangania kama masanamu"}
{"text": "Utabakije juu ya kochi kama mgonjwa wa homa na leo ni jumamosi"}
{"text": "Ukiwa hapo unastarehe kama vile uko peponi mbali na adha za dunia ambako kwa tafsiri ni motonisitiariuzuri"}
{"text": "Anatutisha kaka anatutisha sisi kama watoto wadogo anatutisha kakaMsoi anapowaambia wataona"}
{"text": "Kejeli"}
{"text": "Si baa mshenzi ya pata sote"}
{"text": "Bwana huyu naye utadhani haishi karne ya ishirini na mojaJosefina"}
{"text": "Anataka kutuvunjia raha zetu kwa ndoto zake za ajabu ajabutakriri"}
{"text": "Kwani unatutabiria nini hasa bwana ndoto"}
{"text": "Utohozi"}
{"text": "bendi hai ye msegejuinayotumbuiza wateja"}
{"text": "Petrolikinywaji ni petroli ya muziki"}
{"text": "kauntaniambako wahudumu wanaenda kuchukua vinywaji"}
{"text": "glasibilauri"}
{"text": "maisha yetu ya kisasa ya sisi vijana yanayoendeshwa kisayansi"}
{"text": "wikendi"}
{"text": "televisheniwaliyofungua Asha na Msoi na kupata habarivizuu vilikuwa majambazi"}
{"text": "kochicoach"}
{"text": "swichiya gari la Semkwa"}
{"text": "baa ya mavani"}
{"text": "Sadfa"}
{"text": "Imani ya Msoi wafu wangejitokeza kusadifiana na majambazi kujifanya vizuu na kuvamia baa"}
{"text": "Usiku wa mavamizi walikuwa wametembelea ile baa"}
{"text": "wimbo taribi kuimbwa"}
{"text": "Balagha"}
{"text": "Una nini Msoi leo"}
{"text": "Radi ngapi zimepiga tokea dunia kuumbwa"}
{"text": "Mimweso mingapi imeemeta tokea mbingu kutandazwa na muumba"}
{"text": "Kipi cha ajabu kitakachomfanya mtu awe na hofu"}
{"text": "Imani yako imekutawala vile vile au siyo"}
{"text": "Leo Msoi umebadilisha makao tahadhari"}
{"text": "Umeona ukalie kiti kitakachokupa mandhari ya mavaAsha"}
{"text": "Kwani ndiko yatakakozuka mazingaombwe unayoyatabiri"}
{"text": "Hofu hiyo itoke wapi katika usiku huu mwema uliojaa furaha na utukutu wa ujanaMsoikinayausiku haukuwa mzuri"}
{"text": "Wewe utakunywa maji kama mtoto mpaka liniAsha"}
{"text": "Ishara"}
{"text": "Mamaya yangetokea"}
{"text": "Mbingu"}
{"text": "Mawingu mazito meusi"}
{"text": "Radi"}
{"text": "Msoi kuzitazama taa na kuziona zilikuwa na mwako wa huzuni"}
{"text": "Umemeishara ya mabaya"}
{"text": "Baadaye ukope wa mwezi ulistawisha uzuri wake wa fedha katikati ya vipuli vilivyokuwa vikipwitapwitaishara ya raha kutangulia balaa"}
{"text": "Takriri"}
{"text": "Duru kwa duru"}
{"text": "Utapiga tena na tena"}
{"text": "Anatutisha kaka anatutisha sisi kama watoto wadogo anatutisha kakaMsoi anapowaambia wataona"}
{"text": "Ukwenzi ukafuatwa na ukwenzi na kwenzi zikawa mjumuiko wa zogo na ghasia"}
{"text": "Mziki ulikuwa ukitumbuiza chini kwa chini"}
{"text": "Msoi na Semkwa walifika baa ya makaburini wakati mzuri wakati mambo ndio kwanza yaingie surayatengenee yawe mazuri"}
{"text": "Msoi na Semkwa walikaa na kutazamana uso kwa usoMsoi akelekea mavanitahadhari"}
{"text": "Furaha furaha furaha imechanua raha raha raha"}
{"text": "Taswira"}
{"text": "Majambazi waliojifanya vizuukundi la vizuu limejifunga kwa mtindo wa thriller wa mchael Jackson linakuja kule baa kwa kujikongoja na kujitetemesha na kutoa sauti za kiufu nyuso nyeupe kama chokaa mabufuru ya vichwa yanayoninginia hewani mabango ya nyuso yenye matundu yaliyopoteza macho na pua baadhi vimesongwa sanda vingine mwili mtupu"}
{"text": "Chakula kilikuwa ndizi za nazi pandikizi la changu wa kukaangwa pembeni na kachumbari ubavuni"}
{"text": "Chuku"}
{"text": "Upeo wa raha hausemeki umekunjuliwa wazi kwa watu hawa wao wenye pesa kuukanyaga mwanzoni bila ya kufika mwisho"}
{"text": "Kwa muda mfupi mziki ukawa juu ya kila kitu"}
{"text": "mtiririko wa jasho kama maji ya mlizamu wa mtokwa kusakata ngoma"}
{"text": "Hakucheza mpaka muziki ukamwingia damuni kama mwenyewe asemavyo kila siku"}
{"text": "Hakucheza kwa mizani ya kuchokora ndani mwili wake ili upoteze mifupa wakati wa kucheza"}
{"text": "Msoi kutumbua macho mpaka yakaonekana yanataka kudondoka chini kutoka vibakuli vyaoanapoona vizuu"}
{"text": "Msoi na Asha kukimbia bila kutazama nyuma na bila kusita pahala popote"}
{"text": "Mdokezo"}
{"text": "Yaani umegoma"}
{"text": "Si mimi wala si wewe tunaoamini kwamba watu wafu wapo ndani ya dunia hii"}
{"text": "Si mimi wala si wewe tunaoamini kwamba watu wafu wapo ndani ya dunia hii tabaini"}
{"text": "Nidaha"}
{"text": "Lo wale vizuuMsoi akitania"}
{"text": "He Saa mbili na nusu hujajitayarishaSemkwa"}
{"text": "Tanakuzi"}
{"text": "Mavani ni pahala pa wafu sisi sote tulichokuwa tukikiona ni kwamba mavani ni pahala pa watu hai"}
{"text": "Nahau"}
{"text": "Nahau"}
{"text": "Anaona kuna kitu kinaliza ndege mbayakutabiri maovu"}
{"text": "shingo upande moyo mzitoMsoi akiamka kwenda kujitayarishabila kitakakujilazimishawasiwasi"}
{"text": "Wakati tayari kungoa nangakuanza safari kuelekea baa"}
{"text": "Msoi na Semkwa walifika baa ya makaburini wakati mzuri wakati mambo ndio kwanza yaingie surayatengenee yawe mazuri"}
{"text": "Kinaya"}
{"text": "Hofu hiyo itoke wapi katika usiku huu mwema uliojaa furaha na utukutu wa ujanaMsoi akijijasirisha"}
{"text": "Mwezi na nyota zimeshuka kidogo kuja kuimarisha furaha yetu leousiku haukuisha kwa furaha"}
{"text": "Na tunywe tujikinge na vizuu na mashetani ya makaburinipombe haiwezi kuwakinga"}
{"text": "Mbinu rejeshi"}
{"text": "Miaka saba iliyopita walikuwa wamekataa kwenda baa ya mavani josefina akawAshawishi"}
{"text": "Televishenimatangazo ya yaliyotokea katika baa"}
{"text": "Semkwa kupiga simu na kueleza jinsi walivyokamatwa na majambazi na kuibiwa kila kitu pesa nguo viatu hata na chupi"}
{"text": "Kicheko"}
{"text": "Sekwa kumshika mkono Msoi anapopepesuka na kutaka kuanguka"}
{"text": "Wote wakaangua kicheko kabla ya kunywa"}
{"text": "Koja"}
{"text": "Wakala wakanywa wakamaliza"}
{"text": "Jozi mbilimbili minenguo mikatiko mibenuko miondoko mitetemeko kama wagonjwa wa malaria mtiririko wa jasho kama maji ya mlizamu wa mto"}
{"text": "5Kikaza"}
{"text": "Suruai ya ndani ya aina ya pekee"}
{"text": "Maudhui"}
{"text": "Uongozi mbaya na athari zake"}
{"text": "Bwana Mtajika ni kiongozi asiyewajibika hawezi kulinda kikaza kimepasuka"}
{"text": "Kwa mtajika mambo yalitendeka kindotokauli tupu zisizotekelezwaahadi za maneno"}
{"text": "Ni kiongozi asiyeshughulikia maslahi ya wanatekede daima yumo ndotoni chukumwenye mapuuza"}
{"text": "MadharaumapuuzaPima kusema Mimi hufanya kazi yangu kikamilifu kinaya lakini sithaminiwi Kila mara tumedharauliwa tumepuuzwa na kutothaminiwa na wengine wetu"}
{"text": "Hawaondoi shida za wananchi baada ya kuchaguliwaHali huzidi kuwa mbaya si njaa si magonjwa wala ufukara uchochole huzidiBi ChirengaCherehani"}
{"text": "Wanaacha wake wao uongozi na hawawadhibiti"}
{"text": "Husahau waliowachaguawepesi wa binadamu kusahau wema na badala yake kukumbuka mabaya"}
{"text": "Ubarakala"}
{"text": "WadanganyifuMachupa msemaji wa kijiji anabadilisha uongo kuwa ukweli na ukweli kuwa uongokutetea viongozi waovuubarakala"}
{"text": "Ubinafsi"}
{"text": "Machupa kuunga mkono hoja zinazomfaidi na nyingine kuzipinga"}
{"text": "Hata baada ya serikali kupinduliwa Machupa alijua namna ya kuishi na hivyo hakuogopa chochoteangebadili msimamo wake"}
{"text": "Uwajibikaji"}
{"text": "Wananchi hukosa uwajibikaji katika kuchagua kiongozi anayefaa"}
{"text": "Viongozi kushonewa kikaza kwa ushirikiano wa umma  Wote ni washiriki katika ushonaji wa kikaza"}
{"text": "Hawachuji wanaotaka kuwapa uongozi balala yake huwachagua kwa misingi ya ulumbiumaarufu katika usemaji"}
{"text": "Wanapaswa kuwachagua kwa uwezo wa vitendokutekeleza ahadi"}
{"text": "Wengi WA wananchi hawaelewi uzito wa ushirika wao katika kushona kikaza kuchagua kiongozi"}
{"text": "Uongozi mzuri unawategemea kwa hivyo wamchunje kiongozi vizuri"}
{"text": "Wana wajibu wa kuwaambia viongozi ukweli km Babu Cherehani na Pima"}
{"text": "Mapinduzi ukomboziUzinduziuchochezi"}
{"text": "Bi Cherehani kufafanulia wanakijiji chanzo cha tatizo la ukosefu wa mvuaujasiri"}
{"text": "Bi Cherehani kuwachochea watu waende katika ikulu wakashone kikaza kinginekungoa Bwana Mtajika na Bi Mtajika mamlakani"}
{"text": "Wanatekede kuelekea katika ikulu Bwana Mtajika alitokea mlango wa nyuma naye Bi mtajika akabebwa taratibu pamoja na kitanda chake akawekwa nje"}
{"text": "Busara"}
{"text": "Wanakijiji kwenda kwa mzee babu kupata majibu ya masuala yanayowatatiza"}
{"text": "Wakati mwingine angewarushia maneno ya hapa na pale lakini yenye wingi wa hekima"}
{"text": "Anawapa ushaurisi kila panapo mawingu meusi mvua hunyesha"}
{"text": "Uchafuzi wa mazingiramawingu mengine meusi hutokana na mmchafuko wa mazingira"}
{"text": "Ukarimu"}
{"text": "Kila aingiaye kwa mzee babu hatoki bila kunywa angalau kikombe cha maji"}
{"text": "Wanakijiji wanatoa sehemu ya mavuno yao kwa mzee babuumuhimu wa kuwatunza wazee katika jamii"}
{"text": "Babu anatumia vizuri kutunzakuhifadhi chakula anachotunukiwa na wanakijiji na wakienda kwake anawakirimu kwa chakula kicho hicho"}
{"text": "Nafasi ya mwanamke"}
{"text": "Waiga utamaaduni wa kigeni na watovu wa maadiliwasichana wa siku hizi utawakuta wamevuta kikaza juu kwa makusudi ili macho ya wanaume yalimbuke"}
{"text": "Hapewi uongozinadra sana kiongozi kuwa mwanamke katika jamii ya Wanatekede"}
{"text": "Anayemdhibiti mumewe"}
{"text": "Pumda wa hudumaBi Cherehani"}
{"text": "Waingilia uongozi Bi Mtajika kujiweka katika uongozi Hata katika sherehe rasmi husahau kuwa yeye ni mkewe Bwana Mtajika"}
{"text": "Wanaowadhibiti waume waoBi Mtajika"}
{"text": "Wanaojigamba Bi Mtajika kusema hakuna kiongozi mwingine kumshinda yeye majivuno"}
{"text": "Jasiri Bi Cherehani kunena ukweli kuhusu viongozi na kuwachochera wananchi"}
{"text": "WabinafsiBi Mtajika kuwanyima wengine nafasi ya kuongea"}
{"text": "Utovu wa maadili"}
{"text": "Wakati Bi Cherehani anatabasamu wengine mate yanawandondokakutamaani mwili wake wakatamani ya ziadatafsida"}
{"text": "Umakiniutaratibu"}
{"text": "Mzee babu kutafuna muwa polepole na kwa ufundi mkubwa hadi kumaliza kipande chake"}
{"text": "Matumizi ya lugha"}
{"text": "Taharuki"}
{"text": "Baada ya mtajika na bibiye kuondolewa madarakani nani alipewa uongozi"}
{"text": "Aliyechaguliwa aliongoza vizuri"}
{"text": "Nidaha"}
{"text": "Lo Haitanyesha"}
{"text": "Naamhaya ndivyo yalivyo mamboPima kuhusu jinsi Bw Mtajika alivyovunja masharti ya kikaza"}
{"text": "Majazi"}
{"text": "Bwana pimakupima kikaza"}
{"text": "Bi Cherehani kushona kikaza"}
{"text": "Machupakutokuwa na tabia nzuriuduma kuwili ubinafsi"}
{"text": "Bw na Bi Mtajikakufahamika sana kwa sababu ya uongozi"}
{"text": "Jazanda"}
{"text": "Kikazauongozi madaraka serikali"}
{"text": "Kikaza hakipaswi kushikwa kwa namna yoyote ile na mwenziwe kiongozi wa jinsia hiyo nyingineasiingilie uongozi kwani siye alichaguliwa"}
{"text": "Washona kikaza wananchi wanaowachagua vongozi kumuweka kiongozi madarakani ni jukumu la watu wote"}
{"text": "Mvua nzito kunyesha baada ya wanajamii kumwondoa mtajika na bibiye madarakaninchi kupata maendeleo au ufanisi"}
{"text": "Uzi na shindano za kushonea kikazakatibasheria ambayo kwayo nchi huongozwa"}
{"text": "Kukiuka maadili ya kikazakiongozi kumwacha mkewe kuwa na madaraka makubwa kama kwamba yeye ndiye kiongozi"}
{"text": "Kushona kikaza kinginekuchagua kiongozi mwingine kwa kura"}
{"text": "Mawingu bila mvuauongozi usioleta maendeleo au usiobadili hali ya wananchi"}
{"text": "Kutonyesha kwa mvuamatatizo ya wananchi kv njaa magonjwa umaskini nk"}
{"text": "Kijiji Tekedenchi za Afrikazinazoendelea"}
{"text": "Kikaza kupasukakiongozi kushindwa kutimiza majukumu yake au kutowajibika kwa kiongozi"}
{"text": "Hurafasafari ya kwenda mbinguni ya kobe na ndege"}
{"text": "Kwenda mbingunikupata ufanisi au maendeleoustawi"}
{"text": "Kobekiongozi"}
{"text": "Ndegewananchi"}
{"text": "Ndege kumpa kobe mabawawananchi kumchagua kiongozi ili awaondolee matatizo na alete maendeleo"}
{"text": "Kope kujipa jina sisi wote na kukalia vyakula vilivyoletwa na kuwakumbusha ni vya sisi wote kuonyesha ubinafsi wa viongozi au ku kujilimbikia mali wakipuuza waliowachagua"}
{"text": "Kobe kuwapa wenzake wanaomfaa chakula  kiongozi kuleta maendeleo katika maeneo waliyochaguliwamapendeleo"}
{"text": "Ndege kuchukua manyoya yao wananchi kumngoa kiongozi mamlakani"}
{"text": "Siku ya tano kiongozi kuchaguliwa kwa kipindi cha kwanza cha miaka mitano na muda huo huisha bila kuleta maendeleo yoyote"}
{"text": "Upepo kuchukua na kubeba mawingu kuelekea kila upande mbali na kijijimapuuza hata mambo nyeti na kutowajibika kwa kiongozi kukosesha nchi maendeleo"}
{"text": "Jua lililokuwa limeshika kasi kuelekea mapumzikoni kama kwamba linatoroka mvua lilipata nafasi ndogo ya kuwaaga wanakijiji kwa siku hiyokutokeza tena baada ya mawingu kupeperushwa na upeposhida kurejelea tena kwa viongozi kutowajbika"}
{"text": "Mbinu rejeshi"}
{"text": "Bw pima kukumbusha jinsi miaka miwili iliyokuwa imepita jinsi Bw Mtajika alivunja masharti ya kikaza na wao kumhurumia"}
{"text": "Msemo"}
{"text": "Walijitahidi lakini hata jitihada hufika kikomokuchoka kumsitiri Mtajika kwa aibu yake"}
{"text": "Binadamu ni mwepesi wa kusahau wemahukumbuka tu mabayakiongozi kusahau waliomchagua"}
{"text": "Bi chereani na Bwana Pima kuacha chungu kinatokota bila kuivisha chakulawatu wakiwa na hamu kubwa ya kufumbuliwa fumbo"}
{"text": "Wenye vyao na vya wengineviongozi kujilimbikia mali"}
{"text": "Pole kwa wala jasho laowanaopata riziki kutokana na kazi za mikono yao"}
{"text": "Mapenzi kikoozimapenzi mtajika aliyonayo kwa mkewe kumfanya ashindwe kumdhibiti"}
{"text": "Tashbihi"}
{"text": "Yanapozidi mapenzi huja kama nguvu za sunamikutodhibitika"}
{"text": "Machupa hutafuna na hupuliza kama panyahula kuwili"}
{"text": "Nahau"}
{"text": "Kumbe alitonesha kidondakukumbusha mambo yaliyokwisha na kusahaulika"}
{"text": "Tunaendelea kufanya kazi hii kwa nyoyo zotejinsi wananchi wanavyojitolea kabisa kuchagua viongozi"}
{"text": "Gonga ndipo usitusimulie hadithisema wazi"}
{"text": "Wamemla mbuzi mzima na mkia utawashindakukamilisha kutegua kitendawili cha mawingu bila mvua"}
{"text": "Takriri"}
{"text": "Kikaza kikaza ni cha ushirika"}
{"text": "Mambo yana mambo yake"}
{"text": "Ndio mtindo na sisi tunafuata mtindo"}
{"text": "Machupa msemaji wa kijiji anabadilidha uongo kuwa ukweli na ukweli kuwa uongo"}
{"text": "Tabaini"}
{"text": "Si njaa si magonjwa si chochote kinachoniambaamadhila ya wananchi"}
{"text": "Si salamu si chochote hakuna kilichotoka kinywanipima akijizuia kuongea ukweli"}
{"text": "Mdokezo"}
{"text": "Mwafahamu katika safari ya angani namna ndege walivyoshirikiana naye"}
{"text": "Siri ilikuwa siriiliwekwa na watu wawili ikahifadhika"}
{"text": "Kinaya"}
{"text": "Mawingu mazito mfululizo kwa siku tano hayakuleta mvua"}
{"text": "Siri ilikuwa siri iliwekwa na watu wawili ikahifadhikahakuna siri ya watu wawili"}
{"text": "Bi Cherehani mwenye wingi wa soni kuweza kuongea mbele ya watu na kuwachochea"}
{"text": "Wanakijiji kuamini waliposhiriki hapakuwa na dosari yoyote"}
{"text": "Kiongozi huyu alitafuta uongozi kwa muda mrefuKibaki"}
{"text": "Tashhisi"}
{"text": "Upepo kuchukua na kubeba mawingu kuelekea kila upande mbali na kijijimapuuza hata mambo nyeti na kutowajibika kwa kiongozi kukosesha nchi maendeleo"}
{"text": "Jua lililokuwa limeshika kasi kuelekea mapumzikoni kama kwamba linatoroka mvua lilipata nafasi ndogo ya kuwaaga wanakijiji kwa siku hiyokutokeza tena baada ya mawingu kupeperushwa na upeposhida kurejelea tena kwa viongozi kutowajbika"}
{"text": "Jibu lao kuibua maswali zaidi na kuzalisha kitendawili kingine"}
{"text": "Ukweli ulijisukuma kwa nguvu ukafungua kinywa ambacho kwa siku chache alitembea akiwa amekiziba kwa mkono wa kushotopima kutovumilia kunyamazia ukweli tena"}
{"text": "Hamjui ukaidi wa mkia wa mbuzi"}
{"text": "Ya kumsukuma Bi Cherehani kiasi hiki lazima yawe mazitoya kumlazimisha kusema lazima yawe ya muhimu sana"}
{"text": "Chuku"}
{"text": "Kila njia ilielekea kwa mzee babukuonyesha jinsi walioelekea kwake walikuwa wengi"}
{"text": "Pima akajizoazoa akapata nguvu ama ni kutokana na uzito ambao ungepasua moyo wakekutovumilika"}
{"text": "Lakini tenda lolote baya hata kama ni kuuza nzi basi litakuwa wimbokusisitiza usahaulifu wa mema binadamu anayotendwa na badala yake kukumbuka mabaya"}
{"text": "Koja"}
{"text": "Lolote baya litaimbwa litachezwa ukumbini litapandwa litamea litapaliliwa litakua na hata kuvunwa"}
{"text": "Bwana pima aligundua namna ukweli unavyoweza kuumiza kuchoma ukandamiza na hata kunyonga"}
{"text": "Bi mtajika alijulikana Hushangaza akakasirisha akaudhi"}
{"text": "Chaguo lilikuwa la kila mmoja ama kula kumeza au kubugiawanaoenda kwa babu"}
{"text": "Balagha"}
{"text": "Hamjui ukaidi wa mkia wa mbuzi"}
{"text": "Kwani sisi tulimchagua nani"}
{"text": "Amesema nini watu kuchanganyikiwa kwa kutoelewa babu aliyosema"}
{"text": "Nyote mu washiriki katika ushonaji wa kikaza itakuwaje sisi wawili tuwe na jibu la swali lenu"}
{"text": "Bwana kiongozi mbona siku hizi husemi Haongei ili kusuluhisha hata mambo nyetihatoi ufafanuzi wowote hata Bi mtajika anaposema hakuna kiongozzi mwingine kushinda yeye"}
{"text": "Wangapi walio na ujasiri wa kunena ukweli hasa unapohusu uongozi"}
{"text": "Methali"}
{"text": "Waliishi katika msemo wa nyani haoni kudulewananchi kasoro la chaguo lao la kiongozi"}
{"text": "Mapenzi ni kikohozimtajika kushindwa kudhibiti mkewe kwa ajili ya mapenzi"}
{"text": "6Maeko"}
{"text": "Mambo yanayomuweka mtu mahali"}
{"text": "Mapenzi ya dhati ya Hamduni ndiyo yanamuweka jamila kwa Hamduni kv kumpikia kumfulia nguo nk"}
{"text": "Hayo ndiyo maeko aliyowekwa huyu mwanamke Alijikuta akistahabu maisha ya ndoa yake na Duni na akichelea kuyakosa"}
{"text": "Unyanyasaji wa wanawake katika ndoa"}
{"text": "Kila aina ya matusimtukanifumatusi mabaya mabaya"}
{"text": "Makovu mwilinimgongoni na mkononi"}
{"text": "Athari za kisaikolojiajeraha baya zaidi la moyo wakemoyo ulimuuma na kuatilika"}
{"text": "Mateke na ngumikipigo"}
{"text": "Mapenzi ya dhati"}
{"text": "Ya Jamila kwa Duni"}
{"text": "Jamila kukataa vishawishi"}
{"text": "Kuvumilia ulevi kupigwank"}
{"text": "Kukataa kushawishiwaudhabiti wa msimamo"}
{"text": "kukataa kupigana na mumewe Ramla"}
{"text": "Kukataa kumtorokaSalim"}
{"text": "Kukataa kutafuta mume mwingine"}
{"text": "Kukataa kuvunja ndoashangazi"}
{"text": "Kumbembeleza mumewe akiwa mleviHai Du wajiionaje Unalia nini Dii Duni wangu Kumpunapuna nywele na kumpigapiga vikofi vya kichwa utu wema"}
{"text": "Kumsaidia kuchupisha mguu wake ndani"}
{"text": "kumsamehe Hamdai chochotehajamfanyia makosa yoyote ni wengi wenye makosa makubwa kuliko"}
{"text": "Ya Hamduni ka jamila"}
{"text": "Duni Kumwandalia chai nzito ya maziwa supu na pweza kumkaangia mayai mandazi na chapatti kuandika mezabidii mahiri"}
{"text": "Kumuinjikia maji ya kuoga"}
{"text": "Kumfulia nguo"}
{"text": "Ana utu au hisi za kibinadamu anapolevukaanaomboleza kulia kuungama na kuomba msamaha na kutaka aadhibiweanatambua makosa na kutubu"}
{"text": "Anamhurumia Jamila kwa kutambua kuwa simanzi na usingizi wa machovu na ukiwa wake ni kwa sababu ya kumstahimili"}
{"text": "kuelekea bafuni kuoga wakirushiana mapovu na kucheka na kutaniana"}
{"text": "Umakini"}
{"text": "Duni kutenganisha nguo nyeusi na nyeupe akaziweka katika mabeseni tofauti"}
{"text": "Ulevi na athari zake"}
{"text": "Kurudi usiku wa manane na hivyo kusababisha Jamila kutolala vizuri kwa kukesha akimngoja"}
{"text": "Kuathirika kiafyakovu mgongoni donda mkononi"}
{"text": "Kuathirika kisaikolojia kutokana na maneno ya watukidonda moyoni"}
{"text": "Kusumbua watumajirani kwa kelele na kuwakosesha usingizi wakati wamechoka kwa kazi za mchana"}
{"text": "Harufu mbayalile vukuto na vundo la kilevi likawa la mwanzo kuingia ndani na kuzagaa ukumbini"}
{"text": "Kumpiga mkewe kv kumrushia teke la mbavu kwa kutopeleka chakula harakaukatili"}
{"text": "Kulala bila kuvua nguo"}
{"text": "Kuwangwa na kichwa baada ya kulevuka siku inayofuata baada ya kulewa usiku"}
{"text": "Kutumia pesa nyingi"}
{"text": "Kuchukiwa na wanajamii hata wanamtusi mja wa laana mlevi mbwa mlevi kafiri firauni kudharauliwa na kupuuzwa na kutusiwa na wanajamii kwa tabia yake"}
{"text": "Kushindwa kutimiza majukumu ya ndoakulala tu"}
{"text": "Mtu hupoteza utambuzi wa jema na bayaDuni ni mzuri akiwa hajalewa lakini akilewa anageuka na kuwa mbaya duni anafahamu kwamba usiku uliopita alimtendea karaha mkewe  ukorofiusimbulizi nk"}
{"text": "Kuchelewesha mke kulala akingoja mume mlevi"}
{"text": "Mtu kuwa mpyaromwenye matusi"}
{"text": "Unafikiusalitiuchocheziushauri mbaya"}
{"text": "Ramla na Salim si rafiki wa kweli wa Jamila kwa ushauri wanaompa Jamila"}
{"text": "Salim rafiki wa chanda na pete wa duni anamshauri Jamila amuasi duni kisha yeye angeliweza kutoroka naye"}
{"text": "Salim kujifanya anamjua Mungu ilhali anampotosha jamilaBillahi shemeji Jamila amini Mungu usiniamini miyeMungu haafikiani na maovu"}
{"text": "Nakuhurumia na nakupenda shemeji kwa nini huikimbii jahanamu hii"}
{"text": "Nafasi ya mwanamke"}
{"text": "Duni mbele yamwanamume"}
{"text": "Mpotoshajimshauri mbaya"}
{"text": "Mshauri mzuri kwa upande mwingineshangazi"}
{"text": "Ugumu wa kubadili tabia"}
{"text": "Anaahidi kutorudia makosa lakini ni nadra kutimia miezi miwili mingine kabla ya kusikia Duni akiimba taarabnjia usiku wa manane"}
{"text": "Ukombozi"}
{"text": "Watu wanaomwandama Jamila eti wanamhurumiamadhali na yeye ana mdomo na mikono anayo akatate kuadhibiwa kama mwana asiye na kwao"}
{"text": "Ramla shoga yake neno kwa neno watukanane ngumi kwa ngumiwapigane"}
{"text": "Ushauri mzuri"}
{"text": "Mpapurane kwa nini mwanangushangazi anamshauri wasipigane kupapurana lakini badala yake wavunje ndoa kama haina urafikiMadhali ndoa ni mkataba ufungao urafiki wa kitambo basi na uvunjwe ikiwa huo urafiki haukupatikana na badala yake pana vita"}
{"text": "Busara"}
{"text": "Jamila anafahamu hakuna ndoa isiyo na walakiniNi kweli kwamba usilolijua ni usiku wa giza Iwapi hiyo pepo nyingine katika dunia hii"}
{"text": "Analinganisha maisha yake na ya wanawake wengineukiona kwako kwachomeka kwa mwenzio kwateketea"}
{"text": "Urembo"}
{"text": "Wengi walimtamani Jamila wamuoehata Salim"}
{"text": "Shukrani"}
{"text": "Hata hivyo baada ya yote alijiona anawajibika kumhimidi mola wake kwamba mume wake ameshafika salama nyumbani kwake"}
{"text": "Matumaini"}
{"text": "Kamwe moyo wake haukupata kujuta wala kuacha kutaraji kuna siku mume wake angetanabahika na yale yote yakafikia mwisho"}
{"text": "Ujipaji moyo"}
{"text": "Ni wanawake wangapi wa aina yake ambao wanafanyiwa anavyofanyiwa na mume wake Wengi wao hawapati starehe azipatazobusara"}
{"text": "Nyimbo"}
{"text": "Wimbo wa kwanza"}
{"text": "Unaangazia uajabu kwa wakaazi wa Sebleni wa Jamila kuendelea kukaa kwa Hamduni"}
{"text": "Anajua msimamo wa jamila Ameridhika kwa pendo lake"}
{"text": "Wimbo wa pili"}
{"text": "Amempa kibali awaeleze wanasebleni kinachomfanya aendelee kukaa na Duni ili waache kumtafuta au kuingilia mapenzi na ndoa yao"}
{"text": "Wimbo wa tatu"}
{"text": "Kiitikio cha Jamila kwa nyimbo za Duni na anauimba kimoyomoyokilichomuweka kwa duni ni mapenzi"}
{"text": "Tashhisi"}
{"text": "Sauti tu ndogo ya paka atafutaye riziki katika madebe ya taka ingeliweza kusafiri mitaa kadhaa kwa mapana na marefuunyamavu usiku duni anaporudi"}
{"text": "Paka walimuona hana thamani mbele ya yale madebe ya taka waliyokuwa wakiyasasambura"}
{"text": "Sauti ilipenya katika kila dirisha na kupanda katika kila roshani ya nyumba hizi"}
{"text": "Siku zote ghasia na zogo la ukorofi wake zilivuka paa la nyumba yao na kuteremka chinikusikika"}
{"text": "Sasa uso wake unabeba simanzi tupu kila wakati hata akiwa usingiziniDuni anavyomuona Jamila"}
{"text": "Moyo ulimwia vigumu kuusalitikutokubali ushauri"}
{"text": "Wazo lake lilivuka mipaka na kutowezekana kwa jamilala salim"}
{"text": "Lile vukuto na vundo la kilevi likawa la mwanzo kuingia ndani na kuzagaa ukumbini"}
{"text": "Teke lilimtupa jamila kwenye kochi"}
{"text": "Utohozi"}
{"text": "Ofisiniwanakofanya kazi wakazi wengi wa Sebuleni"}
{"text": "Bendejiiliyofungwa kwenye mkono wa Jamila"}
{"text": "Kochijamila alikotupwa na teke la Duni"}
{"text": "Hotelialikowahi kufanya kazi duni na kupata uzoevu wa upishi"}
{"text": "Mabeseniduni alikoweka nguo nyeusi na nyeupeumakini"}
{"text": "Kalendamwaka"}
{"text": "Kozi"}
{"text": "Methali"}
{"text": "Dua la kuku halimpati mwewematusi ya wanasebleni hayakumwathiri Duni kiasi cha kumbadilisha"}
{"text": "Tabia haigangikiugumu wa kubadilisha tabia ya Duni"}
{"text": "Ni kweli kwamba usilolijua ni usiku wa gizaunaweza kukimbia matatizo ukakabiliwa na mabaya zaidi"}
{"text": "Chuku"}
{"text": "Kwa kila baada ya adabu moja aliyopewa alizidisha vituko viwili"}
{"text": "Alimpiga mkewe kama ngoma ya kimanga popote"}
{"text": "Ambao roho zawazongozoka mbichi kwa kukutakawana wapenzi makubwa kwake"}
{"text": "Kila aina ya tusi la ndani na nje alilijua yeye ungedhani kasomea kozi maalum yamhayo"}
{"text": "Almuradi kila aina ya ukorofi alikuwa nao bwana huyu akishalewa"}
{"text": "Alimuona kazamisha kichwa chake kwenye mto uliorowa machozi duni anavyomuona jamila baada ya kuamka kabla yake"}
{"text": "Daima usingizi wake ni wa machovu na ukiwa"}
{"text": "Mapishi ya duni yalimfurahisha jamila na mara zote alikuwa anajisahau kula kiasi chake ni lazima avimbiwe tu uzuri wa mapishi"}
{"text": "Msemo"}
{"text": "Mlevi si mtusalimkejeli"}
{"text": "Taswira"}
{"text": "Sebleni nyumba nyingi ni za ghorofa"}
{"text": "Nidahasiyahi"}
{"text": "Maskini Jamila machozi yalimtokaDuni kumhurumiamsikitikia kwa madhila anayopitia"}
{"text": "Msalie mtume mwanetu wee"}
{"text": "Aste aste baba Dunikejeli"}
{"text": "Lo Hata naye mlevi anajua thamani ya kusamehewa"}
{"text": "Mwisho wa haya utakuwa lini ya Rabi"}
{"text": "Balagha"}
{"text": "Hadi liniataishi na mumewe mleviataendelea kuvumilia"}
{"text": "Hadi lini Duni ataendelea kurudi nyumbani chakari na wimbo wake huu"}
{"text": "Mwisho wa haya utakuwa lini ya Rabi"}
{"text": "Kwani duni alikuwa mwanamume pekee katika dunia hii ya Mungu"}
{"text": "Nawe uendelee kubakia matesoni"}
{"text": "Siku yenyewe ni ipi hasaambayo mumewe angetambua makosa yake na kubadilika"}
{"text": "Kwa nini akukongeshe mot0to ungali mbichi hapo ulipo Kwani kakununua shoga"}
{"text": "Nipigane"}
{"text": "Kama hii ni jahanamu iwapi hiyo pepo nyingine katika dunia hiiJamila"}
{"text": "Nini teena Kwani waadhani naataka kusaidiwahaoni lililo jema"}
{"text": "Unasema nini Duni Nani amekwambia kwamba mimi unanihusudijamila anapomwona Duni akiathirika sana kwa anayomtendea"}
{"text": "Ni wanawake wangapi wa aina yake ambao wanafanyiwa anavyofanyiwa na mume wake"}
{"text": "Sitiari"}
{"text": "Iweje hasa kinda kama jamila akubali kuendelea kusinginwa ndani na dume duni kama hilimchangakejeli"}
{"text": "Kama utaweza kumkimbia shetani huyu basi mimi niko tayari kuenda na wewe popotechuku"}
{"text": "Kwa nini huikimbii jahanamu hii"}
{"text": "Kejeli"}
{"text": "Iweje hasa kinda kama jamila akubali kuendelea kusinginwa ndani na dume duni kama hili"}
{"text": "Mlevi si mtuSalim"}
{"text": "Mbinu rejeshi"}
{"text": "Jamila alikuwa ameolewa miaka miwili iliyokuwa imepita"}
{"text": "Duni alikuwa na uzoevu wa upishi kwa kufanya kazi kama mpishi wa hotelialiwahi kufanya kazi hotelini"}
{"text": "Tashbihi"}
{"text": "Alimpiga mkewe kama ngoma ya kimanga popote apatapoinayopigwa kwa nguvu kwa vigongo"}
{"text": "Akatae kuadhibiwa kama mwana asiye na kwao"}
{"text": "Kinaya"}
{"text": "Pengine hii ndiyo sababu ya kuzuka wenye huruma tele nyoyo si huruma bali ni upotoshajiuchocheziushauri mbaya"}
{"text": "Wimbo wa taarabu wa dunikuwekewa zogoyeye ndiye anawawekea wanasebleni zogo kwa mwenendo wake"}
{"text": "Kusema jamila ameridhika"}
{"text": "Mapenzi kumweka jamila"}
{"text": "Kuahidi angeacha ulevi na ilikuwa vigumu kutimiza miezi miwili"}
{"text": "Salim kijana mtanashati ni rafiki wa chanda na pete wa duni aliye mlevi kupindukia"}
{"text": "Takriri"}
{"text": "Walifika pahala pa kumshauri asikubali Kabisa asikubali"}
{"text": "liliokuweka oo kuweka wimbo wa kwanza na wa mwisho"}
{"text": "Meridhika oo meridhika"}
{"text": "Ajibika oo ajibika"}
{"text": "neno kwa neno ngumi kwa ngumishoga Ramlawapigane na watukanane"}
{"text": "Madhali ndoa ni mkataba ufungao urafiki wa kitambo basi na uvunjwe ikiwa huo urafiki haukupatikana na badala yake pana vitashangazi"}
{"text": "uduni wa duni haukuwa katika maeneo haya ya jikoni"}
{"text": "Mdokezo"}
{"text": "Hai Du wajiionaje"}
{"text": "Kwani hata alithubutu kumgusa mkono wake mara"}
{"text": "Watu wamelalaHaya basi sikusaidii najua unaweza kila kitu"}
{"text": "Mja wa laanambwa miye mimimie"}
{"text": "Nisamehe mke wangumimi mume wako mimi  mja wa laana"}
{"text": "Imekuwa kama ni kosa kuolewa na mimi"}
{"text": "UnipigeNipige jamila uniueNilipizie halafu unisamehe"}
{"text": "Imekuwa kama ni kosa kuolewa na mimi"}
{"text": "Uwili"}
{"text": "Duni alizidisha vituko viwili"}
{"text": "Walikuwa wameoana kwa miaka miwili"}
{"text": "Mateso aliyopitia ni ya miaka miwili"}
{"text": "Jamila alipoamka na kumkuta mumewe akilia walikumbatiana na kukaa chumbani kwa muda usiopungua saa mbili"}
{"text": "Uzungumzi nafsia"}
{"text": "Hizi nitazifua jioniduni baada ya kuroweka nguo za rangi nyeupe na zile nyeusi"}
{"text": "Maskini mwangalie na umwone jamila hivi alivyomaskini mtazame sasa namna alivyobadilika wajihi wake"}
{"text": "Taharuki"}
{"text": "Hatima ya Duni ilikuwaje"}
{"text": "Jamila aliendelea kuvumilia hata baada ya kuona hakubadilika"}
{"text": "Jamila alimwambia Duni kuhusu fitina ya Salim"}
{"text": "Kama alimwambia urafiki wa Salim na Duni ulikuwaje baada ya kusikia alimsaliti"}
{"text": "Majazi"}
{"text": "Jamilawema au hisani anamtendea mumewe licha ya makosa anayomfanyia"}
{"text": "Dunikitu hafifu au cha thamani ya chinikujidunisha kwa ulevi na tabia zinazoandamana nao"}
{"text": "Seblenimahali m pa kupumzika nyumbanikupumzika usiku wakati wanasumbuliwa na Duni"}
{"text": "7Kanda la Sufi"}
{"text": "Maudhui"}
{"text": "Mimba ile kwa Masazu ilikuwa kanda la sufianachukulia kuwa hawajibiki"}
{"text": "Uaminifu katika kutimiza ahadi"}
{"text": "Uwajibikajijukumu la ulezi"}
{"text": "Babake Sela mzee Butali anadhani walimu pekee ndio wanapaswa kuwajibishwa kwa wanafunzi kupoteza mwelekeo lakini hata yeye anawajibika kwani lazima kuwe na ushirikiano wa wazazi na waalimukuwaachia walimu majukumu yote ya kutunza watoto wa kike"}
{"text": "Pia anafikiri mama ndiye aliye na wajibu mkubwa wa kumuelekeza mtoto wa kike lakini wazazi wote wawili wana jukumu sawa"}
{"text": "Mama anajua tatizo lazima liwajibikiwe na wazazi wawili"}
{"text": "Uwajibikaji katika miongoni mwa vijanawote wawili wana jukumu la kuzuia kupata mimbaChris kumlaumu na kumnyooshea Sela kidole kwa kumuuliza kwa nini hukujikinga"}
{"text": "Sela alikuwa na wajibu wa kiutu na moyo wake uliyeyushwa na huruma alipomuona mja akitesekawema uliponza"}
{"text": "Mwalimu mkuu kuwaandikia wasichana waliopata mimba barua za mapendekezo ili wapeleke katika shule za kutwa walizochagua kuhakikisha wanaendelea na masomo"}
{"text": "Mwalimu mkuu Margaret anasema kuna umuhimu wa kuwajibikia vitendo vyetu"}
{"text": "Usalitiuaminifu"}
{"text": "Rozina halati ya Kadogo si mwaminifu kwa kuwapatia Masazu na Sela Kadogo bila idhini ya wazazi wa Selawanaoshirikiana na wengine kutenda maovu"}
{"text": "Masazu kutaka kukana mimba ya Sela si yake"}
{"text": "Elimu"}
{"text": "Bi Margaret anathamini elimu kwa kuonelea Sela arudishwe katika shule ya kutwa"}
{"text": "Mapenzi shuleni huathiri elimu ya wanafunzi hususan wasichana"}
{"text": "Ujingaulimbukeni na athari zake"}
{"text": "mapenzi hupofushakuguswa sana na barua za Chriskudanganyika kwa urahisi na kukubali kufanya mapenzi bila kinga hata bila kupimwa kubainisha kama wana magonjwa ya zinaa kuamini kwa urahisi mtu kijana asiyemjua"}
{"text": "Sela alisikia wasichana wengine wakizungumzia barua walizotumiwa na wavulanashinikizo la wanarika"}
{"text": "Taasubi ya kiume"}
{"text": "Babake Sela kulaumu mama Sela anapopata mimba"}
{"text": "Kuwafukuza"}
{"text": "Masazu kutumia sera kama chombo cha kujiburudisha"}
{"text": "Umaskini"}
{"text": "Mzee Butali kusema Sikutumia hela zangu mimi katika elimu hadi nikaitwa pangu pakavu"}
{"text": "Sela alikaa nyumbani akikitunza kitoto katika ufukara wa pale nyumbani"}
{"text": "Mama Sela hangeweza kukinunulia kitoto nguo ilibidi matambara yatumiwe kukivisha"}
{"text": "Masazu kufanya kazi ya kuvuna mkonge na pesa anazopata zinatosha kulipa kodi na kununulia chakula"}
{"text": "Makao dunichumba kimoja tu"}
{"text": "Umaskini wa vijanaMasazu hangemudu utaratibu wa kimila kwenda kwa wazazi wa Sela kuasi utamaaduni"}
{"text": "Tabia ya kutojali miongoni mwa wanafunzi"}
{"text": "Hawajali umaskini wa wazazi angaa wasome wainue hali yao"}
{"text": "Hawajali maisha yao ya baadaye"}
{"text": "Hawajali afya zao"}
{"text": "Vikwazo kwa wanaotaka kufunga ndoa"}
{"text": "Urasimu wa ndoa"}
{"text": "Masazu hangemudu utaratibu wa kwenda kwa wazazi wa Sela"}
{"text": "Ndoa haramuukengeushi"}
{"text": "Sela kumfuata Masazu Dafina na kuishi kama mke na mume"}
{"text": "Wanaume kuishi na wanawake bila kuwa wameoanaCome we Stay"}
{"text": "Uasi wa Vijana"}
{"text": "Masazu na Sela kutoomba kubali wachukue mtoto"}
{"text": "Radhi za wazazi ni fimbo kubwa ukizikosa"}
{"text": "Athari ya mapenzi katika umri mdogoshuleni Mimba zisizotakikana na athari zake"}
{"text": "Mapenzi ya shuleni si mara nyingi hudumu"}
{"text": "Kusababisha uzinifu"}
{"text": "Mapenzi ni matamu lakini mtu akiyapapia huwa machungu kama shubiri"}
{"text": "Hufanya mtu kuathririka kimasomo"}
{"text": "Mgogoro baina ya Sela na Masazu"}
{"text": "Mgogoro kati ya wazazi wa SelaSela na mamake kufukuzwa nyumbani"}
{"text": "Mzee Butali kumlaumu mkewe"}
{"text": "Sela na Kadogo kufa maji dimbwini"}
{"text": "Ndoa za mapema na haramu"}
{"text": "Umuhimu wa kujitunza mtu akiwa kijana"}
{"text": "Kufukuzwa shuleni"}
{"text": "Migogoro baina ya wazazimama kulaumiwa"}
{"text": "Hofumaisha yangechukua mkondo gani"}
{"text": "Uavyaji mimba"}
{"text": "Kusumbua wazazi wanapoitwa shuleni"}
{"text": "Kupoteza muda wa masomo wakiandikiana au kusoma barua"}
{"text": "Kukosa utulivu"}
{"text": "Majutomzo wa majuto ulimwandama"}
{"text": "Kuathirika na kutoweza kutunza makini shuleniMasazu"}
{"text": "Mila na desturi"}
{"text": "Kuzuia Masazu na Sela kuoana"}
{"text": "Wanaamua kuiba mtoto kwa Masazu kushindwa kumudu utaratibu wa kawaida wa kwenda kwa wazazi wa Sela"}
{"text": "Kina mama kulaumiwa binti wakipoteza mwelekeo"}
{"text": "Nafasi ya mwanamke"}
{"text": "Amepewa jukumu la ulezimamake Sela kualaumiwa"}
{"text": "Kumlea mjukuu wake"}
{"text": "Wanaowajibikamwalimu mkuu"}
{"text": "Wenye mapuuzawasiojaliSela"}
{"text": "Vyombo vya kujiburudisha vya wanaumeSela"}
{"text": "Watetezimama kumtetea Sela"}
{"text": "Kadogo ni kielelezo cha watoto wanaoteseka kwa ajili ya makosa ya wazazi wao"}
{"text": "Ni jasiri"}
{"text": "Umuhimu wa mtoto"}
{"text": "Kiungo muhimu kati ya uhusiano kati ya mke na mume"}
{"text": "Kutoa mzazi upweke"}
{"text": "Kumpa mzazi shughuli"}
{"text": "Mapenzi"}
{"text": "Ya Masazu kwa Sela"}
{"text": "Sela kumfuata baada ya masomo waishi kama mke na mume"}
{"text": "Ya Masazu na Sela kwa binti yao Kadogokumwendea"}
{"text": "Mama Sela kumlea Kadogo kama mwanawe"}
{"text": "Mzee Butali kumwelimisha Sela japo ni maskini"}
{"text": "Wanakijiji kumwombea Sela na mamake msamaha kutoka kwa mzee Butali"}
{"text": "Butali anawapenda mkewe na Sela kwa kuwaonea huruma na kuwarejesha nyumbani"}
{"text": "Kumrudisha Sela shuleni"}
{"text": "Mwalimu mkuu kwa wanafunzi wajawazito"}
{"text": "Ulaghaiudanganyifu"}
{"text": "Masazu kudanganya Sela kuwa ni mgonjwakichwa kinamuwanga"}
{"text": "Kumwarifu Sela kuwa alihisi kichefuchefuwanapotoka katika ofosi ya sista"}
{"text": "Barua walizoandikiana ziliwasilisha ahadi za kweli na za uongo"}
{"text": "Ukiona cha mwenzio chanyolewa chako tia majitunaweza kupatwa na yanayopata wenginemzee Butali hakuwahi kufikiria hali kama ile ingetokea nyumbani mwake"}
{"text": "Ujinga"}
{"text": "Ulimbukeni katika mapenzi kusabaisha wasichana wengi kupata mimba wakiwa shuleni"}
{"text": "Kufanya mapenzi bila kinga ilhali wangeambukizana magonjwa ya zinaa"}
{"text": "Kukutana na mtu usiyemjua na kuishia kufanya mapenzi naye bila kujali maisha yake ya awali"}
{"text": "Udhabiti wa msimamo"}
{"text": "Mzee Butali hakulegeza msimamo waondoke nyumbani licha ya Sela na mamake kulia"}
{"text": "Huruma"}
{"text": "Huruma kumwingia na aliwarudisha jamaa zake nyumbani kwa majuto makuu"}
{"text": "Ushauri"}
{"text": "Wazee kumshauri Butali yakimwagika hayazoleki"}
{"text": "Afanye kama alivyoelekezwa na mwalimu mkuu"}
{"text": "Subira"}
{"text": "Ukosefu wa subira miongoni mwa vijana"}
{"text": "Subira katika mapenzingono kabla ya ndoa"}
{"text": "Kusubiri watimize taratibu kabla ya ndoa"}
{"text": "Kusubiri wamalize masomo"}
{"text": "Matatizo yanayokumba sekta ya elimu"}
{"text": "Mahusiano wa kimapenzi baina ya wavulana na wasichana"}
{"text": "Wanafunzi wasichana kupata mimba"}
{"text": "Kufukuzwa shuleni na kupoteza muda wa masomo"}
{"text": "Kuathiri wenzao na kuiga tabia kama hizo"}
{"text": "Kutojali miongoni mwa wanafunzi"}
{"text": "Ukosefu wa karo"}
{"text": "Ujasiri"}
{"text": "Mamake Sela kumtetea anapofukuzwa"}
{"text": "Busara"}
{"text": "Mamake Sela anajua maji yakimwagika hayazoleki"}
{"text": "Unafiki"}
{"text": "Chris kuketi akiwa ameshikilia kichwa kana kwamba kingemdondoka"}
{"text": "Maumizi la lugha"}
{"text": "Chuku"}
{"text": "Kanda la sufimzigo wa mwenzio ni kanda la sufi"}
{"text": "Kwake usiku ule ulikuwa mwaka"}
{"text": "Mpito wa kikonokono wa wakati"}
{"text": "Masazu kusoma barua mara ya kwanza akarudia mara ya pili na ya tatu"}
{"text": "Tashhisi"}
{"text": "Mambo haya mawili yaliendelea kuungana kuhujumu mkakati wao wakati kusonga polepole na hali ya hewa"}
{"text": "Matone ya mvua yaliyokuwa yakipenya baina ya majani ya mwembe waliojikingia mvua yalitoa sehemu yayo ya hujumakuwalowesha"}
{"text": "Mabasi yalikuwa yameanza kuingia huku yakiendelea kutapika wanafunzikuwashukisha wanapoenda katika shule ya kina Sela ya Askofu Timotheo kulikokuwa na tamaasha za muziki na drama"}
{"text": "Saa sita usiku kiza kilikuwa kimeuma kila mahaliusiku wanaoendea Kadogo"}
{"text": "Mara nyingine maji ya kutoka mitini yalianguka kwa matone mazito na kuhujumu Kadogo"}
{"text": "Akajitahidi kujiopoa lakini utelezi miguuni ukamzidi nguvu"}
{"text": "Utelezi ule ukamzoa pamoja na mtoto na kumbwaga majinikuonyesha jinsi Sela na Kadogo walivyoangamia"}
{"text": "Balagha"}
{"text": "Huoni tayari tumesimama hapa kwa muda mrefuMasazu akimwambia Sela"}
{"text": "Kwa hiyoSela"}
{"text": "Huyu si mtoto wetu sisi wawili"}
{"text": "Je ni kwa nini sisi huwaletea watoto shulenibabake Sela anamwambia mwalimu mkuu"}
{"text": "Mama gani anayemtazama mwana anageuka afriti"}
{"text": "Sikutumia hela zangu mimi katika elimu hadi nikaitwa pangu pakavukuonyesha umaskini"}
{"text": "Baba Sela nani kasema huu ni msiba wangumamake Sela"}
{"text": "Mdokezo"}
{"text": "Kwa hiyoSela Masazu anapomwambia wamekaa chini ya mwembe kwa muda mrefiu"}
{"text": "Sijambo Sijui wewesista akijibu salamu za Sela"}
{"text": "Rozina Rozina Rozinaa amkaSela akimwita Rozina baada ya kuona kuwa Masazu hakufaulu"}
{"text": "Nahau"}
{"text": "Sikutumia hela zangu mimi katika elimu hadi nikaitwa pangu pakavumaskini"}
{"text": "Moyo ulimsisimkaMasazu kumuona Sela na kuingiwa na mapenzimoyo wake kumpenda"}
{"text": "Kingewaborongea mkakatikama kadogo angeamka kilio chake kingewaharibia mpango wao wa kumchukua"}
{"text": "Ingawa sisi hufanya tuwezayo kuwalinda wanetu tabia zao hutupiga chenga hutukwepamwalimu mkuu anawaambia wazazi wa wasichana waliokuwa na mimba"}
{"text": "Kinaya"}
{"text": "Shule anayosomea Sela ni ya dini ambako wanaendeleza shughuli zao kwa utulivu na ustaarabu huku wakizingatia maadili ya hali ya juu ilhali Sela anapata mimba"}
{"text": "Shule anayosomea Masazu inaitwa lenga juu ilhali analenga mapenzi na kutia wasichana mimba"}
{"text": "Sela kupata mimba licha ya babake kuwa mkali"}
{"text": "Sela kupata mimba licha yake kuonekana kuwa msichana anayewajibika"}
{"text": "Utohozi"}
{"text": "Dramamichezo ya kuigiza"}
{"text": "Mabasi ya shule ngeni"}
{"text": "Kliniki mahali pa wanafunzi kutibiwa shuleni"}
{"text": "Sistadaktari wa kliniki aliye mtawa wa kikatoliki"}
{"text": "Ofisiniya sista daktari"}
{"text": "Glasi ya majialiyopeewa Masazu kumezea vidonge viwili"}
{"text": "Kiberiti cha gesihewa iwakayo moto cha Masazu cha kuwashia sigara anachotumia Masazu kumulikia"}
{"text": "Tashbihi"}
{"text": "Kama chui aliyelivizia windo lake na sasa limetokea akajiandaaMasazu anapomwona Sela katika pitapita zake katika shule ya kina Sela na kujiandaa kumtongoza"}
{"text": "Alitunza barua ile kama uhaiSela iliyokuwa imepuliziwa maashichuku pia"}
{"text": "Kiapo cha Masazukuchomeka kidole chake cha shahada ardhini na kumwambia mapenzi yake kwake ni ya dhati  kikalegeza kiwiliwili chake Sela mithili ya mbwa anayekabiliana na chatu macho kwa machokumfanya akubali penzi"}
{"text": "Ulimwengu ulivurugika akawa kama tiara inayopeperushwa na upepo ikaenda arijojoSela kuathirika kwa kupata mimba"}
{"text": "Nidaha"}
{"text": "Pole Chrisakimliwaza kwa maumivu"}
{"text": "Kijusi kilikuwa kimetungikaSela alikuwa na mimba"}
{"text": "Naam naam shemeji MasazuRozina akimwitika Masazu"}
{"text": "AhsanteMasazu akimshukuru Rozina"}
{"text": "Sadfa"}
{"text": "Sela anapotaka kuingia kwa sista kumwarifu kuhusu Masazu naye sista alikuwa akitoka"}
{"text": "Hapakuwa na wanafunzi wengine katika kliniki ndiposa Masazu akaweza kumtongoza Sela"}
{"text": "Kupitapita kwa Masazu katika shule ya Askofu Timotheo kusadifiana na Sela kutokea ambaye moyo wake unampenda"}
{"text": "Tanakali"}
{"text": "Alikataa katakatakurudi katika zahanati Sela anapohofu angezidiwa"}
{"text": "Kroo Kroo Kroo Za vyura usku wa kuendea Kadogo"}
{"text": "Pata pata pata Masazu na Sela wakipita kwenye maji na matope wakirudi baada ya kumchukua Kadogo"}
{"text": "Kadogo alikuwa amelala fofofo alipoendewa"}
{"text": "Sitiari"}
{"text": "Barua ile ilikuwa parafujo fulani moyoni mwa Selailimgusa sana kwa kutowahi kupokea barua nyingine kutoka kwa mvulana"}
{"text": "Boma la mzee Butali kugeuka na kuwa jahanamukuwa na zogo na fujo baada ya kutoka shuleni"}
{"text": "Methali"}
{"text": "Yajapo yapokeeChris kwa Selasi tatizo lakehalimhusu"}
{"text": "Mimba ile kwa Masazu ilikuwa kanda la sufimzigo wa mwenzio ni kanda la sufi"}
{"text": "Mpango uliokuwapo ulikuwa usiku wa gizaSela na wasichana waliokuwa na mimba kutojua hatima yao baada ya kuelekezwa wasubiri katika chumba cha mapokezi"}
{"text": "Uchungu wa mwana aujuaye ni mzazimamake Sela"}
{"text": "Maji yakimwagika hayazolekialielewa baada ya ushawishi wa wazee"}
{"text": "Kichekotashtitikejeli"}
{"text": "Vicheko vya chini kwa chini vilianguliwa na wanafunzi"}
{"text": "Ishara"}
{"text": "Giza tanzia ambayo ingetokeaSela na Kadogo kufa maji kwa kutumbukia kidimbwini"}
{"text": "Takriri"}
{"text": "Rozina Rozina Rozina Masazu akimwita halatiye Kadogo usiku ule wamemwendea Kadogona Sela"}
{"text": "Taswira"}
{"text": "Ilibidi matambara yatumiwe kukivisha kitotokuonyesha umaskini wa wazazi wa Sela"}
{"text": "Walifika mahali mti ulikuwa umeanguka na majani kukingama njiani"}
{"text": "Mara wakafika sehemu ambapo njia ilikuwa pana lakini kulikuwa na jiti lililoangushwa katikati"}
{"text": "Palikuwa na dimbwi la maji lililotuama pale"}
{"text": "Akawa tayari keshaelekea pale na kujikuta katia mguu majini yamemzagaa na kumfika magotini yanatishia kumsomba"}
{"text": "Mbinu rejeshi"}
{"text": "Tunaelezwa jinsi mapenzi kati ya Sela na Masazu yalipoanza wakati wa tamaasha za muziki na drama katika shule ya kina Sela"}
{"text": "Sadfa"}
{"text": "Sela na sista kukutana mlangoni wakati amempeleka Masazu akatibiwe"}
{"text": "Utatu"}
{"text": "Sela na mamake kukaa kwa jamaa yao kwa majuma matatu"}
{"text": "Sela kukaa nnyumbani kwao kwa muda wa miezi mitatu akitunza kitoto chake"}
{"text": "Majina ya wanafunzi watatu kuitwa na mwalimu mkuu wafike ofisini mwake"}
{"text": "Taharuki"}
{"text": "Masazu alifaulu kuwaokoa Sela na Kadogo"}
{"text": "Alipofaulu kuwaokoa walikuwa wafu au wazima"}
{"text": "Au wote watatu walikufa maji"}
{"text": "Rozina aliwaambiaje wazazi wa Sela baada ya kuamka na kukuta Kadogo hakuweko"}
{"text": "Masazu aliwafahamisha wazazi wa Sela kuhusu maafa yaliyotokea"}
{"text": "8Shaka ya mambo"}
{"text": "taharuki"}
{"text": "Kutokuwa na uhakika wa jambo au jambo la kutuhumiwa"}
{"text": "Kuna shaka ya mambo kama Esther aliendelea na masomo kwa kusomea usekretari kwani hana pesa"}
{"text": "Kama Kamata alikuwa anampenda yeye au alikuwa na mapenzi na Grace"}
{"text": "Ukaribu kati ya Kamata na Grace ulikuwa wa kutia shaka"}
{"text": "Esther alitoka kwa mzee Mwinyi na kwenda kupanga chumba chake"}
{"text": "Alihama madaraka na kupanga nyumba yao na Kamata"}
{"text": "Alibadilishiwa zamu na Grace"}
{"text": "Miadi muhimu sana aliyonayo Grace ni ya kutiliwa shaka"}
{"text": "Shaka kama Grace na Kamata walikuwa shule moja na iwapo waliishi Buruburu na wazazi wao"}
{"text": "Mtu ambaye Grace anaenda kukutana naye ni Kamata au mtu mwingine"}
{"text": "Yawezekana ndio walipanga abiria aende mkahawani wamshtue kwa tangazo aharakishe asahau pesa"}
{"text": "Shaka kama Kamata alimpata abiria aliyeacha bunda la pesa au ndege ilikuwa imeondoka"}
{"text": "Kama Grace na Kamata walimpatia mzungu pesa walizopatiwa na Esther"}
{"text": "Kama Grace alikuwa anapewa lifti tu na Kamata au walikuwa na mpango wa kwenda kustarehe pamoja kama wapenzi"}
{"text": "Kama Kamata anampenda Esther jinsi Esther anavyompenda kwa kutompitia Esther mahali pa kazi na kutopokea simu zake hata kuzikata"}
{"text": "Kuna shaka Grace anapomwita Kamata mpenzi kama ni utani tu au ni kweli Kamata anamkonyezea jicho"}
{"text": "Shaka kuwa anakataa kumbadilishia zamu ali apate muda mwingi wa kuwa na Kamata"}
{"text": "Shaka Grace anapomwomba Esther aendelee na zamu yake hadi usiku ana miadi muhimu sana Nairobini ukweli au ataka wakutane na Kamata"}
{"text": "Shaka kuwa Grace kutobmbadilishia zamu kama anapenda kufanya kazi hadi usiku ama anataka wawe pamoja na Kamata"}
{"text": "Kuna shaka kwa nini Kamata anakataa waende disko na Esther badala yake waende katika vilabu kama huko ndiko hata Grace anataka apelekwe na Kamata hataki wakutane"}
{"text": "Kuna shaka ya Kamata kukata simu ya Esther kama ni kwa kutotaka aijibu wakiwa na Grace asije akajua ana mpenzi mwingine"}
{"text": "Umaskini"}
{"text": "Familia ya Grace kushindwa kumsomesha kozi ya uhazili na kuachiwa jukumu la kujisomesha mwenyewe"}
{"text": "Heshimautu wema"}
{"text": "Mvulana kumwinukia Esther kiti na kumkaribisha akae katika matatu akielekea kazini"}
{"text": "Esther kumshukuru kwa kusema  Ahsante"}
{"text": "Balagha"}
{"text": "Ugeni au usasa ganiheshima ya kuinuka huitwa na watu wengine usasa"}
{"text": "Kwani zamani wavulana hawakuwapa heshima wasichana"}
{"text": "Hicho ndicho kitu kigeni hapa Afrika"}
{"text": "Kamata anampenda kwa dhati"}
{"text": "Kamata kweli anamjali au naye anshughulika kutafuta pesa"}
{"text": "Kweli Kamata angeinuka na kumpisha yeye Esther kiti"}
{"text": "Sasa upo ulakini hapo"}
{"text": "Kazi gani hii ya kuamka alfajiri siku sita kwa wiki na kujisukuma garini macho yamejaa usingizi"}
{"text": "Sijui amekuja kazini leo kukaribia saa sita na Kamata hajafika hajafika"}
{"text": "Anaumwa"}
{"text": "Ujinga"}
{"text": "Esther kuamini Kamata angempa abiria asiyemjua pasa ilhali hajamweleza wasifu wake"}
{"text": "Unafiki"}
{"text": "Grace kusema Kamata atampa lifti na hataki amcheleweshe"}
{"text": "Kamata kumwambia Grace atangulie kwenye gari na akishampa abiria pesa angeenda waondoke"}
{"text": "Ulaghaiudanganyifuutapeli"}
{"text": "Kamata ni tapeli wa mapenzi na pesa"}
{"text": "Kamata kusema apewe pesa ampelekee abiria na abiria wapo hapo"}
{"text": "Grace kumwambia Esther ampe Kamata pesa ampelekee"}
{"text": "Subira"}
{"text": "Anataka Kamata astahimili kidogo lakini ndio hivyo wanaume hawana subira"}
{"text": "Vijana hawana subira Esther anataka waishi pamoja na Kamata kama mke na mume kabla ya ndoa"}
{"text": "Anasastarehe"}
{"text": "Esther ana hamu ya kuenda na Kamata disko kama wafanyavyo vijana wengine"}
{"text": "Kamata anashughulika na kutafuta pesa na starehe"}
{"text": "Madhira ya abiria wa ndege"}
{"text": "Kucheleweshwa"}
{"text": "Safari kuahirishwa"}
{"text": "Kutosikia safari zao zikitangazwa na watangazaji kutisha abiria kimakusudi"}
{"text": "Kufanya kazi muda mrefusiku sita kwa wiki"}
{"text": "Tamaa"}
{"text": "Esther ana tamaa ya pesa asomee usekretari"}
{"text": "Kamata ana tamaa ya wasichana"}
{"text": "Kamata na Grace wana tamaa ya pesa ndiposa wanatumia ulaghai kupata pesa zilizoachwa na abiria"}
{"text": "Uhuru"}
{"text": "Esther anataka asomee usekretari kazi itakayokuwa na uhuru zaidi"}
{"text": "Amekuja Nairobi kutafuta uhuru lakini mzee Mwinyi anamchunga kama mtotoyeye ni amana yaokitu cha thamani mtu anachopewa na mwingine ili amtunzieudhibiti wa mwanamkekuchungwa ili wasiharibike kitabia"}
{"text": "Uaminifu"}
{"text": "Kamata si mwaminifu kwani ana mpenzi mwingine zaidi ya Esther anayeitwa Grace aliye mkuu wa Esther kazini katika mkahawa ulio katika uwanja wa ndege"}
{"text": "Grace amekosa kumtimizia Esther ahadi ya kumtoa zamu ya kuanzia asubuhi saa kumi na mbili angembadilishia zamu kila mwezi wa pili na angeingia kazini mchana saa nane na kutoka usiku"}
{"text": "Esther ni mwaminifu kwa vile mteja anaposahau pesa anazishika upesi na kutoka mkahawani kumpelekea lakini hamuoni"}
{"text": "Ni mwaminifu katika mapenzi kwa vile anampenda Kamata anamfikiria na kupanga watakavyoishi baadaye naye"}
{"text": "Ukarimu"}
{"text": "Esther kumshikia Grace zamu yake"}
{"text": "Ukengeushi"}
{"text": "Vijana kuishi pamoja kama mke bila kuwa wameoana"}
{"text": "Utamaaduni"}
{"text": "Wanawake hawaheshimiwi na kuwaheshimu ni usasa"}
{"text": "Matatizo ya wafanyakazi"}
{"text": "Kuamka alfajiri siku sita kwa wiki na kujisukuma garini macho yangali yamejaa usingizi"}
{"text": "Kutobadilishiwa zamu"}
{"text": "Hangeuliza kwani angefanya hivyo angefikiriwa kuwa mtu matata"}
{"text": "Mishahara duni"}
{"text": "Matumizi ya lugha"}
{"text": "Tashhisi"}
{"text": "Mvua ya siku iliyopita ilimbembeleza na kumlaza usingizi mtamu"}
{"text": "Kuchanganya ndimi"}
{"text": "Jommo Kenyatta international airportanakofanya kazi Esther"}
{"text": "Mombasa road barabara gari lililoingia"}
{"text": "Utohozi"}
{"text": "Usekretariuhazili ambao Esther angesomea baada ya kupata pesa za kutosha"}
{"text": "Kupiga taipu"}
{"text": "Kompyuta"}
{"text": "Dola elfukiasi cha pesa ambacho Esther alikisia abiria aliacha"}
{"text": "Huduma za kiofisi"}
{"text": "Kaunta ya mkahawa"}
{"text": "Airportuwanja wa ndege"}
{"text": "Nambariya gari"}
{"text": "Liftiambayo Grace anadai anapewa na Kamata"}
{"text": "Tiketi"}
{"text": "Diskoambako Esther ana hamu ya kwenda na Kamata"}
{"text": "Wikianafanya kazi siku sita kwa wiki"}
{"text": "Dola hamsiniambazo zilitakikana chuoni kama rubuni ili Esther aweze kusomea kozi ya uhazili"}
{"text": "Mbinu rejeshi"}
{"text": "Esthre alitoka kwao miezi mine iliyopita na kwenda Nairobi"}
{"text": "Babake Esther alikuwa akifanya kazi Nairobi miaka ya sabiniAliamua kurudi kwao baada ya mzee Jommo Kenyatta kufariki mwaka wa 1978 miaka mitano kabla ya Esther kuzaliwa"}
{"text": "Tashbihi"}
{"text": "Anachungwa kama mtoto kama alivyochungwa nyumbani"}
{"text": "Takriri"}
{"text": "Lakini pesa Kila kitu pesa"}
{"text": "Mtu hawezi kupiga hatua duniani bila pesa Kuzaliwa kunahitaji pesa Kuolewa pesa Kuzaliwa kunahitaji pesa"}
{"text": "Msemo"}
{"text": "Wanaume hawana subira"}
{"text": "Kicheko"}
{"text": "Esther kumuuliza Grace kama ana mpenzi akicheka"}
{"text": "Grace kucheka anapoulizwa hivyo"}
{"text": "Mdokezo"}
{"text": "Ndiyo nimebahatika lakiniEsther akiwazakupata usafikiri kumpeleka hadi kazini"}
{"text": "Hapana nna mengi ya kufanya kabla ya kukutana na  kabla ya miadi yanguGrace anapoambiwa na Esther itakuwa mapema"}
{"text": "Esther sina wakati Mimi lazima niondo"}
{"text": "Taswira"}
{"text": "Kamata kutokea akiwa amevaa suti ya bluu shati la manjano hafifu na tai ya kijivujivu uso wake ukingara kwa furaha na pia kwa kupakwa mafuta ya kulainisha ngozi"}
{"text": "Nidaha"}
{"text": "Kamata Hajui anamfikiriaje yeye Esther"}
{"text": "Taharuki"}
{"text": "Kamata alipokuwa hapokei simu ya Esther kwa kuikata au kuacha ikatike"}
{"text": "Alikuwa wapi"}
{"text": "Kamata alifanikiwa kumpata mteja aliyesahau fedha"}
{"text": "Esher aligundua uhusiano uliopo kati ya Kamata na Grace"}
{"text": "Kama aligundua alifanyaje"}
{"text": "Hisia zake ziliathirika kiasi gani"}
{"text": "Esther alifanikiwa kutimiza ndoto yake ya kusomea usekretari"}
{"text": "9Maskini babu yangu"}
{"text": "Maskinikihisishi cha kuonyesha huruma"}
{"text": "Kuuguakushikwa na maradhi Fulani uzeeni"}
{"text": "Kusingiziwa kuwa mwizi wa mtoto"}
{"text": "Kusingiziwa kuwa mchawi"}
{"text": "Kupigwa kuuawa na kuteketezwa na umma"}
{"text": "Utamaduni"}
{"text": "Watantele wanawake kujitandia mitandao na kuvalia mavazi marefu yaliyositiri maradufu viwiliwili"}
{"text": "Utabaka na athari zake"}
{"text": "Sakata ina makabila mawili tu maskini na matajiri"}
{"text": "Watu wa mjini na watu wa shambani"}
{"text": "Huduma bora za kijamii zinapatikana mijini kama vile hospitali bora"}
{"text": "Ubandia wa uhuru"}
{"text": "Haukuleta manufaa kwa watu wote"}
{"text": "Uozo"}
{"text": "Ukabila ufisadi na hongo babu anasema ni vipengee halisi vya maisha ya binadamu"}
{"text": "Bidii"}
{"text": "Babu kutotaka kuacha mifugo wake aende akatembee mjini Alitembea kwa kuraiwa sana"}
{"text": "Idili ya babake katika jeshi la polisi kusababisha apandishwe cheo hadi mrakibu wa polisi"}
{"text": "Ndoa"}
{"text": "Kati ya watu wenye asili mbalimbali"}
{"text": "Ndoa ya babake na mamake msimulizi kupingwa na pande zote mbili"}
{"text": "Heshima kwa wazazi"}
{"text": "Babake msimulizi anajali babake kwa kumchukua kuja kutibiwa mjini"}
{"text": "Ubaguzi"}
{"text": "Ndoa kati ya Watantele na Wamindi na makabila mengine nchini subu ni nadra"}
{"text": "Ndoa ya babake na mamake msimulizi kupingwa na pande zote mbili"}
{"text": "Babu Maende na babu Tandeka mamaZuhura Kimbaumbau"}
{"text": "Wazazi hawana ubaguzikuna maelewano kati ya mababu na bibi na babu kutembeleana"}
{"text": "Umaskini"}
{"text": "Mtaa wa Madongo eneo la Kochokocho kuwa na watu wa asili mbalimbali"}
{"text": "Hali zao za maisha ni duni"}
{"text": "Taswira ya nyumba"}
{"text": "Wanawake kukaanga samaki kandokando ya barabara na kuwauzia wapita njia"}
{"text": "Kina mama kuuza chapatti zilizokaukiana na mandazi makavu"}
{"text": "Ukatiliuchukuzi wa sheria mikononi"}
{"text": "Msimulizi ana nywele za singasingaWakitembea mitaa ya Kochokocho wanavamiwa na Watantele"}
{"text": "Walipaswa kumpeleka babu Maende kwenye vyombo vya sheria ili ibainike kama alikuwa amefanya makosa"}
{"text": "Alisingiziwa kuiba mtoto na kumlogaMtoto mtantele umemtoa wapi Wee Waacha Unawezaje kumpata mjukuu wa kitantele Mchawi huyu amemroga mtoto mpaka akamwita babu yake Mwizi wa mtoto"}
{"text": "Kumpiga kumuua na kumteketeza Mama mmoja kumnyaka kibao shavuni Mchomeni moto Mwekeni tairi"}
{"text": "Matatizo ya uzeeni"}
{"text": "Babu kushikwa na maradhi fulani ya uzeeni"}
{"text": "Ujasiri"}
{"text": "Babake na mamake msimulizi wanavunja miiko ya kutoolewa na kabila lingine"}
{"text": "Wanapinga mila potovu na kuanzisha ujenzi wa jamii mpya isiyo na ubaguzi"}
{"text": "Utamaduni"}
{"text": "Mamake kukulia Kisubu na kuimba nao nyimbo za kitamaaduni"}
{"text": "Huko madongo msimulizi aliwaona wanawake waliojitandia mitandio na kuvalia mavazi marefu"}
{"text": "Matumizi ya lugha"}
{"text": "Mbinu rejeshi"}
{"text": "Mamake msimulizi Zuhura kimbaumbau ni Mtantele kutoka Kitolo Walihamia nchi ya Sakata huko Kabucheka kituo cha biashara miaka ya sitini babake alikuwa na duka la reja rejakuonyesha msimulizi ana usuli mseto babu Maende kuumeni na babu Tandeka kuukeni"}
{"text": "Msimulizi anatukumbusha Jumamosi babu yake aliuawa wakiwa naye"}
{"text": "Katu sikutaka kukumbuka Miaka ishirini imepita tangu yalipotokea yaliyotokea"}
{"text": "Rekodi za santurialikosikia babu mtaa wa kochokocho ukiimbwa ndipo akataka wakautembelee"}
{"text": "Takriri"}
{"text": "Sikutaka kutazama nyuma kupiga darubini nyuma kukumbuka nyuma"}
{"text": "Kila siku kila siku kochokochowimbo wa rekodi"}
{"text": "Nilijiwaza kwamba hayakuwa yalikuwa yalikuwa hayakuwayalitokea au hayakutokea"}
{"text": "Yale yamesimama yamesimama wima yamesimama wima kwa rehema za Mungu"}
{"text": "Nahau"}
{"text": "Kujitonesha donda akitazama nyumakujikumbusha msiba uliokwisha na kusahauliwa"}
{"text": "Shikia shokoababake msimulizi alimlazimisha babu aingie katika gari la Toyota Corolla ampeleke mjini hospitalini"}
{"text": "Nilipiga unyendemsimulizi kupiga mayowe kwa kuona babuye akishambuliwa na umati"}
{"text": "Jamani Jijini kuna maisha ya kukatisha tamaa sanababu alipoona umaskini wa madongokupotezesha matumaini"}
{"text": "Tashhisi"}
{"text": "Donda ndugu lililokataa kusikia dawakisa cha mauaji ya babu yake kuosahaulika"}
{"text": "Shinikisho la wenzangu kutaka niandike limenisakama kupindukiakumlazimisha"}
{"text": "Nyumba yetu kutawaliwa na vicheko tabasamufuraha babu anaposema amepata nafuu kiasi"}
{"text": "Wauzaji kuwa na kazi kubwa kuliwinga wimbi kubwa la nzi waliotaka kula uhondohali ya uchafu katika soko huko madongo"}
{"text": "Mtaa wenye mabanda yaliyoinamiana na kuoneana imani"}
{"text": "Yale yamesimama yamesimama wima yamesimama wima kwa rehema za Mungu"}
{"text": "Ukata uliokuwa umewafunika na kuwafanya wa kabika moja la wachochole"}
{"text": "Kuta za mbavu za mbwamabati yaliyojifunika libasi ya kutu"}
{"text": "Majazi"}
{"text": "Kochokochomahali kuliko na vituko vingi hasa eneo la Madongoporomoka"}
{"text": "Madongoporomokakwenye nyumba za udongo ambazo hubomoka hasa wakati wa mvuamakao duniumaskini"}
{"text": "Mdokezo"}
{"text": "Donda ndugu lililokataa kusikia dawa"}
{"text": "Chuku"}
{"text": "Sakata ina makabila arobaini kama wengine waaemavyo yapo makabila mawili tu maskini na matajiri"}
{"text": "Ukata uliokuwa umewafunika na kuwafanya wa kabika moja la wachocholehali mbaya ya umaskini"}
{"text": "Meno yangu karibu kudondoka kwa hasira nilizokuwa nazo nikijaribu kumtafuna mwanamke aliyemnyaka babu kibao shavuni"}
{"text": "Mnuko ulioweza kulipua puaharufu mbaya huko madongo"}
{"text": "Kitanga changu cha mkono kilizama katika bahari ya kitanga chake babu kikubwa"}
{"text": "Mabandalabda yanaweza kuanguka kwa upepo wa mtu apigaye mbinjakuonyesha udhaifu wayo"}
{"text": "Kidimbwi cha jasho kikawa kinajisawiri kwenye ncha ya mwanzi wa pua yakebabu kuogopa"}
{"text": "Nilipiga unyende nikalia machozi mpaka yakanikauka"}
{"text": "Ndoa ya babake na mamake msimulizi ilikuwa ndoa moja katika maelfukuonyesha ubaguzi ukabila"}
{"text": "Methali"}
{"text": "Yaliyopita hupishwaanaonelea anastahili kusahau tanzia ya babuye"}
{"text": "Kinolewacho hupatamama yake kurithi mila za Wasubu"}
{"text": "Utohozi"}
{"text": "Ekari tanoshamba babu yake alilomiliki"}
{"text": "Mwekeni tairigurudumu ili achomwe"}
{"text": "Hospitalinimjini ambako babu alipelekwa akatibiwe"}
{"text": "Balagha"}
{"text": "Kwao wapibabu"}
{"text": "Kwao mashambani au vijijini"}
{"text": "Yaani mtu kwao hakuwezi kuwa jijini"}
{"text": "Mtu atasemaje haya ninayosema kuhusu mama yangu ni uongo"}
{"text": "Mama yangu hakuwa mtoto wa Kitantele aliyelelewa katika mazingira yaliyomzunguka na kunga na kaida za Wasubu"}
{"text": "Mdokezo"}
{"text": "Ingawa mimi nilifurahi hadi msimulizi kufurahi babu alipopelekwa mjini akapelekwe hospitali ya jiji"}
{"text": "Unyende wangu ulipotelea kwenye mzozo uliotokota nje"}
{"text": "Tashbihi"}
{"text": "Wamindi kuoana na makabila mengine hutokea kwa tukizi kama kupatikana kwa mwanasiasa mwadilifu uongozi mbaya"}
{"text": "Vilango vilivyosimama vizingitini kama vibua vya mtamaa vinavyosubiri kuangukamakao duni"}
{"text": "Ulimi wake ulikuwa mwepesi kusarifu kisubu kama mwenyejiwa mamake msimulizi"}
{"text": "Taswira"}
{"text": "Tope jeusi vichochoro kujaa tope fodogoo na kila aina ya uozouchafu mwingi"}
{"text": "Mabanda yaliyoinamiana na kuoneana imani"}
{"text": "Kuta za mbavu za mbwa mabati yaliyojifunika libasi ya kutu"}
{"text": "Kina mama kuuza chapatti zilizokaukiana na mandazi makavu na maembe dodo"}
{"text": "Vitoto vingi vya maji ya kunde Viwili vitatu ndivyo vilikuwa vyeusi kuliko masizi ya chungu cha nyanya wa kabucheka"}
{"text": "Nidaha"}
{"text": "Salaala Mbona wasirudi kwao wakaishi maisha ya maana kidogo"}
{"text": "Jamani Jijini kuna maisha ya kukatisha tamaa sanababu alipoona umaskini wa madongo"}
{"text": "Utohozi"}
{"text": "Rekodi za santurialikosikia babu mtaa wa kochokocho ukiimbwa ndipo akataka wakautembelee"}
{"text": "Tabaini"}
{"text": "Si siahi si mayowe si miluzi almuradi fujo moto mmoja"}
{"text": "Taharuki"}
{"text": "Kwa nini kina mama wanaofanana na msimulizi wanamtumbulia macho kama waliona kioja"}
{"text": "Nini kilifanyika baada ya babu kuuuawa"}
{"text": "Wauaji walijulikana"}
{"text": "Walichukuliwa hatua gani"}
{"text": "Hatima ya ndoa ya wazaziye msimulizi ilikuwaje baada ya kukataliwa"}
{"text": "Msimulizi alijulikana alikotoka vipi baada ya babu yake kuuawa"}
{"text": "Kinaya"}
{"text": "Baba ya msimulizi ni mrakibu wa polisi ilhali baba yake anauawa kinyama kwa kupigwa na kuchomwa moto"}
{"text": "Babu Maende japo anaugua ilhali hataki kwenda Pilka kutibiwa bali alilazimishwa"}
{"text": "Kuuawa baada ya kupona ugonjwa uliomleta siku moja tu kabla ya kurejea kwake"}
{"text": "Kuambiwa ndoa ilipingwa na pande zote mbili kisha kuna maelewano kati ya mababu na bibi na babu kutembeleana"}
{"text": "10Ndoa ya samani"}
{"text": "Ndoa kutojengwa kwa misingi ya mapenzi ya dhati bali malisamani"}
{"text": "Kuangalia mtu badala ya utu"}
{"text": "Abu anaghairi kumwoa amali na kurudi Arabuni"}
{"text": "Wazazi kuingilia ndoa za watoto na kuishia kuzivunja kwa tama zao"}
{"text": "Umaskini kuwa kikwazo cha mafanikio ya mtu"}
{"text": "Matatizo ya ndoa za matabaka tofautiutabaka kuwa kikwazo katika ndoa"}
{"text": "Utabaka"}
{"text": "Kijijini kulikuwa na watu tajiri na maskini Kina Abu ni maskini na kina Amali ni wa tabaka la katisi maskini wala tajiri"}
{"text": "Ujinga"}
{"text": "Amali kufanyiwa maamuzi na mamake yanayoishia kumponza"}
{"text": "Kumfilisi mwamamume anayekusudia kuolewa naye"}
{"text": "Kutojua tamaa mbele mauti nyuma"}
{"text": "Utunzaji"}
{"text": "Abu kutotapanya mali aliyoipata"}
{"text": "Unyenyekevu"}
{"text": "Ukwasi haukumpa takaburi"}
{"text": "Ukarimu"}
{"text": "Kuwajengea wazazi nyumba nzuri anaheshimu wazazi"}
{"text": "Kutoa mahari kabla ya kuoa"}
{"text": "Kusaidia baadhi ya jamaa kupata kazi arabuni"}
{"text": "Kuwaajiri marafiki"}
{"text": "Ubinafsi"}
{"text": "Mamake amali kutohusisha wazazi wa abu katika mipango ya arusi"}
{"text": "Kutofikiria maisha ya bintiye bali ataka ajipatie mali"}
{"text": "Bidii"}
{"text": "Abu anatufahamisha hakuwa mzembe"}
{"text": "Alifanya kila sambuli ya kazi"}
{"text": "Akajijengea chumba cha msonge kilichokandikwa kwa udongo taswira"}
{"text": "Akaweza kujipatia chakula na kujinunulia nguo"}
{"text": "Arabuni anafanya kazi ya uhamali ambayo inamtajirisha"}
{"text": "Tamaa"}
{"text": "Ya mama Zena mamake Amali"}
{"text": "Upuuzaji wa majukumu"}
{"text": "Babake Amali mzee Kadiri kutomdhibiti mkewe na kutotoa kauli yake"}
{"text": "Utamaushi"}
{"text": "Nilitamaukakukata tamaa baada ya posa yake kukataliwa"}
{"text": "Utamaaduni"}
{"text": "Mila ya mahari kuwa kikwazo cha vijana kufunga ndoa kwa sababu ya umaskini"}
{"text": "Mjomba kuhusishwa katika suala la ndoa"}
{"text": "Nyimbo za ndoa"}
{"text": "Utozaji wa bwana arusi pesa aendapo kumchukua bibi arusi"}
{"text": "Nafasi ya mwanamke katika jamii"}
{"text": "Chanzo cha matatizo ya mwanamke mwenzake au kikwazo cha mafanikio yao"}
{"text": "Wana usemisautibabake amali kushauriana na mama zena anapoelezwa na mjomba wa Abu lengo la ujumbe wao"}
{"text": "Mfanya maamuzi badala ya mwanamme au wanaodhibiti waume zao Amali hataki kuolewa tena sijui kama utaweza mahari waongo"}
{"text": "Yoyote yaliyoamriwa kwake babake Amali yalikuwa mamoja"}
{"text": "Nyenzo ya kiuchumi"}
{"text": "Wapotoshajikumpotosha amali aitishe mali"}
{"text": "Kiumbe duni kisichoweza kujidhibitibabake kutaka amali aolewe asizalie nyumbani"}
{"text": "Wananyimwa haki ya kujiamlia mambo yao"}
{"text": "Wabaguzi"}
{"text": "Wabinafsi"}
{"text": "Wana tamaa wapenda makuumama Zena"}
{"text": "Imani kwa Mungu"}
{"text": "Abu baada ya posa yake kukataliwa na kuamua kusahau mambo ya kuoa alimwomba Mungu ampe mke mwema ambaye angempenda jinsi alivyo"}
{"text": "Uadilifu"}
{"text": "Mwone mtoto amejihifadhi katulia kwao wala si kiguu na njiaAmali"}
{"text": "Ulevi"}
{"text": "Fahami na jamaa wengine walikuwa wakifaidi mairungimiraaalipomwambia waende nyumbani"}
{"text": "Umaskini"}
{"text": "Sina sinani nikiulizwa siungami"}
{"text": "Abu alisaka kibarua kwa walalaheri na walalahoi"}
{"text": "Jamaa zake wa karibu walikuwa hohehahe"}
{"text": "Kijiji kwao walikuwa maskini waliokuwa wakipigiwa mfano"}
{"text": "Amali nilikuwa fukara wa kutupwa"}
{"text": "Matumizi ya lugha"}
{"text": "Utohozi"}
{"text": "Sutialiyovaa Abu kujiandaa kwa arusi"}
{"text": "Motokaainayombeba Abu siku ya arusi"}
{"text": "Hospitaliabu alikotakiwa kufanyiwa uchunguzi Abu kabla ya kusafiri Arabuni"}
{"text": "Kampuni ya uchukuzi iliyokuwa imemwajiri huko Arabuni"}
{"text": "Pasipoticheti alichohitaji ili kwenda arabuni"}
{"text": "Mita mia mbilinyumba bi arusi alikokuwa kutoka mahali walipoegesha gari"}
{"text": "Nahau"}
{"text": "Baada ya kutajirika akaamua kujaribu bahati yake ya kuuasi ukaperakuoa"}
{"text": "Sikuwaacha mkonohakuwapuuza au kuwatenga marafiki zake wa zamanialiwaajiri"}
{"text": "Nilikata shauripale aliamua kusahau mambo ya kuoa na kuomba Mungu ampe mke mwema ambaye angempenda jinsi alivyo"}
{"text": "Walikuwa wamefurahi ghaya ya kufurahibinamu mdogo wa Abu na jamaa yake kufurahia arusi kupindukia"}
{"text": "Nimezama katika bahari ya lujamawazo mengi akiwa garini kuelekea kwa bi harusi"}
{"text": "Alitimiza mahitaji hayo yote shingo upandebila hiarikujilazimisha"}
{"text": "Mamake kungangania mtoto wake aandaliwe arusi ya ndovu kumla mwanaweya kukata na shokakubwa"}
{"text": "Sikuwa mwenye navyotajiri"}
{"text": "Ilifika mahali fulani nikaamua kupata jikokuoa"}
{"text": "Nilitamaukakukataa tamaa baada ya posa yake kukataliwa"}
{"text": "Nilikata shauri kusahau mambo ya ndoa kwa mudaniliamua"}
{"text": "Usife moyo mwanangu ndoa hupangwa binguniusikate tamamjomba baada ya posa kukataliwa"}
{"text": "Abu alisaka kibarua kwa walalaheri na walalahoimaskini na matajiri"}
{"text": "Jamaa zake wa karibu walikuwa hohehahemaskini"}
{"text": "Nilikuwa nimeshakata kauliAbu kuamua kutomwoa amali kwani hampendi ila anapenda mali yake"}
{"text": "Misemo"}
{"text": "Sina sinani nikiulizwa siungamiumaskini"}
{"text": "Chuku"}
{"text": "Bahari ya kitandakitanda kikubwa sana"}
{"text": "Mlangoni nilikaribishwa na harufu ya manukato iliyozidi kiasi cha kukera pua badala ya kunukia"}
{"text": "Nyimbo za kina mama kuhanikiza janibu zote"}
{"text": "Miteteo mitamu yenye uwezo wa kukilainisha chochote hata kiwe kigumu kama almasi"}
{"text": "Nilikuwa fukara wa kutupwa"}
{"text": "Kijiji kwao walikuwa maskini waliokuwa wakipigiwa mfano"}
{"text": "Mbinu rejeshi"}
{"text": "Jinsi alivyokuwa maskini miaka saba nyuma"}
{"text": "Alipiga darubini nyuma huko mambo yalikoanzia kiasi cha kujikuta katika hali hiyomtanzikokufikiria kwa kina jinsi alivyopelekwa na mjombake kumposa amali mamake akakataa posa yake"}
{"text": "Taharuki"}
{"text": "Nini kinasababisha wasiwasi wa msimulizi"}
{"text": "Baada ya abu kuondoka shamra shamra za ndoa ziliendelea au zilikoma"}
{"text": "Sababu ya abu kuvunja ndoa ilijulikana"}
{"text": "Amali aliolewa au aliendelea kukaa maisha ya ukapera hadi kifo chake"}
{"text": "Abu alioa mwanamke mwingine au alighairi kabisa kuoa"}
{"text": "Takriri"}
{"text": "Wimbohongera mwanangu eeh hongera a Mama uchungu mama uchungu"}
{"text": "Kula kwa taabu kuvaa kwa taabuumaskini"}
{"text": "Kupata vitu hivyo nilikuwa nimejikalifu ziada ya kujikalifuamefipata kwa shidakifurushi cha majani chai sukari na marashi"}
{"text": "Mipango ya ndoa kukamilika hadi kufikia siku ya sikusiku ya arusi"}
{"text": "Taswira"}
{"text": "Vitu vingi nyumbani alikuwa amevinunua yeye"}
{"text": "Majilisi ya kiarabu"}
{"text": "Vimeza vidigividogo vya vioo"}
{"text": "Zulia la kiajemi"}
{"text": "Zinga la jokovu"}
{"text": "Runinga kubwa ya rangi"}
{"text": "Bahari ya kitanda"}
{"text": "Godoro kubwa mito miwili mikubwa"}
{"text": "Shuka za kitanda na foronya zimepigwa darizi kwa nyuzi za rangi ya dhahabutamaa ya Zena"}
{"text": "Akajijengea chumba cha msonge kilichokandikwa kwa udongo"}
{"text": "Amali haachi ushungi na anavaa mavazi ya sitaradecent"}
{"text": "Amali kumpelekea orodha ya vitu alivyovitaka kwa ajili ya arusi Alipendekeza anunue samani kutoka Arabuni akadai mikufu pete hata herini mkoba mzima wa nguo majora na vitambaa na doto za kanga"}
{"text": "Mtoto kaumbika si haba Ukiongeza kujipondoa pamoja na michoro ya hina mikononi na miguuni"}
{"text": "Tashbihi"}
{"text": "Uzuri wa amali ulikuwa aula kama hizo pesaadimu"}
{"text": "Miteteo mitamu yenye uwezo wa kukilainisha chochote hata kiwe kigumu kama almasi"}
{"text": "Kinaya"}
{"text": "Mzee kadiri anataka amali amwondokee nyumbani asije akazalia huko ilhali hakatai msimamo wa mama ambao ulisbababisha bintiye asiolewe"}
{"text": "Kinaya abu kutoa mali nyingi amwoe amali kisha kumtelekeza siku ya ndoa"}
{"text": "Kukataa kumwoa ilhali makosa si yake bali amepotoshwa na mamake"}
{"text": "Kusifu urembo na tabia yake na anaishia kutomwoa ilhali amepotoshwa na mamake"}
{"text": "Nidaha"}
{"text": "La hashaAbu kukataa hakuwa bahili kwa kutimiza mahitaji ya mama zena shingo upande bali aliuona ni ubadhirifu"}
{"text": "Abu Changamka nawe Hii ni siku yako etibinamuye"}
{"text": "Potelea pote Liwalo na liwe"}
{"text": "Tashhisi"}
{"text": "Amali sidhani kapenda kuolewa nami sikumwoa mimi bali ameolewa na mali yangu"}
{"text": "Mlangoni nilikaribishwa na harufu ya manukato iliyozidi kiasi cha kukera pua badala ya kunukia"}
{"text": "Gari letu liliyabinginya masafa polepole"}
{"text": "Mdokezo"}
{"text": "Wimbotuhangaike naye"}
{"text": "Methali"}
{"text": "Atafutaye hachoki na akichoka keshapata"}
{"text": "Ya kesho ajua Mungu"}
{"text": "Ndoa hupangwa binguni"}
{"text": "Kejeli"}
{"text": "Nilipata tetesi alikataa posa yake kwa kuwa hakuwa na uwezo wa kujilisha mwenyewe seuze binti yake"}
{"text": "Majazi"}
{"text": "Mzee kadiriasiye na msimamo"}
{"text": "Amalikitega uchumi kama kazi"}
{"text": "Balagha"}
{"text": "Mimi si yule waliyenikataa kabla sijenda arabuni"}
{"text": "Kweli kinzani"}
{"text": "Abu kutajirishwa na kazi ya uhamali"}
{"text": "Nyimbo"}
{"text": "Wa kwanzabwana arusi ana majukumu mengi"}
{"text": "Pilikujifungua si jambo rahisi na mwanamke anapojifungua hupongezwa"}
{"text": "11Tazamana na mauti"}
{"text": "Athari na furaha kupita kiasikutojidhibiti kwa furaha kuhusu jambo kwaweza kusababisha hasarakufurahia ndoto yake kutimia"}
{"text": "Furaha kumfanya Lucy aendeshe gari bila makini kisha kupata ajali na kuaga dunia"}
{"text": "Falsafausikoke moto kabla ndege hujamtia mikononi"}
{"text": "Alitembea jiji hilo London ili kuliambia kwamba msichana mbichi na tajiri anakuja ili jiji lijitayarishe kumpokea hatimaye majivuno"}
{"text": "Bidii"}
{"text": "Ya kupata anachokitaka"}
{"text": "Upumbavu"}
{"text": "Crusoe lulaghaiwa na Lucy kwa urahisi na kuamini kuwa anampenda bila kuchunguza"}
{"text": "Tamaa"}
{"text": "Ya kwenda London"}
{"text": "Kuwa tayari kutumia ulaghai kuingia London kama vile kujifanya mtalii mwanafunzi mkimbizi nk"}
{"text": "Ya utajiri"}
{"text": "Atafanya kazi za siri kwa vile wanaolipwa mshahara hawaruhusiwi kufanya kazi"}
{"text": "Unafiki"}
{"text": "Hampendi crusoe bali anataka kuingia London na kadhalika mali yake"}
{"text": "Anataka mali anapomtunza"}
{"text": "Furaha ya Lucy hata kutokwa na machozi ya mamba si shukrani ya dhati"}
{"text": "Ana hamu ya afe haraka Hamu ya kutaka mzee yule afe ilizidi maradufu Angemuua lakini aliogopa sheria"}
{"text": "Elimu"}
{"text": "Mtazamo finyu kuhusu elimu"}
{"text": "Haiwafaidi watu sanahaimtajirishi mtu"}
{"text": "Upotoshaji kuhusu maisha ya ulaya"}
{"text": "Habari pauni 40 hazitoshi kumtunza msafisha choo kazi ni kungangania balaa"}
{"text": "Uhaba wa kazi"}
{"text": "Anajua kwamba hapa pao nchi ya firauni siku hizi hangepata hata hiyo kazi ya tonge la ugali sikwambii muluki"}
{"text": "Ukengeushi"}
{"text": "kuolewa na mzee"}
{"text": "Ubahili"}
{"text": "mtu bahili na mtunzaji kama yeye atazizalisha pauni arobaini ziwe elfu arobaini chuku"}
{"text": "Matumainikutokata tamaa"}
{"text": "Miaka mingi kupita bila kwenda uingereza lakini hajakata tamaa"}
{"text": "Alijiaminisha kuwa kila alichokitaka hukipata"}
{"text": "Yeye siku moja ataiona London"}
{"text": "Lini ataiona London hakukata tamaa japo jibu ni gumu"}
{"text": "Matumizi ya lugha"}
{"text": "Uhuishi"}
{"text": "Alitembea jiji hilo ili kuliambia kwamba msichana mbichi na tajiri anakuja ili jiji lijitayarishe kumpokea hatimaye"}
{"text": "Minyororo ya kufungika kwa hamu ya uingereza ilizidi kuufunga moyo waketamaa kuzidi"}
{"text": "Ndoto ya lucy ya miaka mingi kupevuka na kujikopoa nje ya akili yake kuiona imesimama mbele yake kwa dhahiri"}
{"text": "Jiko la chini na juu linamwambia mwenzake asogee huko"}
{"text": "Huku akiacha tabasamu yake imemganda mzungu moyoni mwake"}
{"text": "Kiu ya kuenda London ilikuja kumkaa mionikooni ikamchagiza kama vile kiu ya mtu aliyekuwa akisafiri Jangwani kwa miaka mingi bila kugundua maji"}
{"text": "Tashbihi"}
{"text": "Kiu ya kuenda London ilikuja kumkaa mionikooni ikamchagiza kama vile kiu ya mtu aliyekuwa akisafiri jangwani kwa miaka mingi bila kugundua maji"}
{"text": "Lakini wakishafanya hivyo humpita kama upepo wa kibunga na kumwacha yeye mgonjwa wa tamaa"}
{"text": "Nguo na mavazi aliyonunuliwa juzijuzi ni kama aliyonunuliwa mwaka mzima"}
{"text": "Utohozi"}
{"text": "Sinemafilamualikokuwa akiona Wingereza"}
{"text": "Pauni arobaini kwa wikimshahara wa mkimbizi uingereza wa juma"}
{"text": "Televisheni frijimiongoni mwa vifaa ambavyo lucy amesikia wakimbizi hupewa na serikali"}
{"text": "Picha zinazotembeakatika filamu"}
{"text": "Kuchanganya ndimi"}
{"text": "Squaresviwanja vya nafasi huko"}
{"text": "Love in Londonmchezo uliokuwa ukionyeshwa katika filamu"}
{"text": "Balagha"}
{"text": "Kuonyesha ulaghai watu wanaotumia kuingilia mataifa ya magharibi"}
{"text": "Ajifanye mgonjwa mahututi na maradhi yake hayatibiki hapa pao"}
{"text": "Ajifanye anakwenda kusoma"}
{"text": "Tokea lini mtalii mifuko yake iwe mitupu"}
{"text": "Huyo mwanamume kutoka uingereza atakayekuja kumwoa yeye yuko wapi"}
{"text": "Nani atakayetoka uingereza kuja kumwoa yeye"}
{"text": "Vipi Lucy ataingia uingereza"}
{"text": "Kama si peponi huko ni wapi"}
{"text": "Waliosoma anawaona nao wamepata nini"}
{"text": "Kufa kwa mzee huyo si kuko karibu tuwakati amechoshwa na siku kusonga polepole"}
{"text": "Lini angepata nafasi ya kupenya kwenye chungio na kudondokea uingereza"}
{"text": "Taswira"}
{"text": "London barabara zake pana zinazojaa magari na watu pomoni wanaokwenda na kurudi kike kwa kiume vijana na wazee wote waliovaa kifahari na kitajiri maduka mengi yaliyopachanapachana ambayo hujaa bidhaa za kila aina"}
{"text": "Mdokezo"}
{"text": "Muziki na hasa madisko na sinema"}
{"text": "Pumzi zinanisongaCrusoe ana ugonjwa"}
{"text": "Mtaji mkubwa unaohitajika mtu awe nao kama anaenda kusoma"}
{"text": "Kesho kutwawaende kwa wakili akaandikishwe utajiri wote wa Crusoe"}
{"text": "Akajionala hapanakutoamini angerithi mali yote ya Crusoe"}
{"text": "Sitiari"}
{"text": "Tama ya kwenda London kuitwa kiu"}
{"text": "Wewe umegeuka sungura aliyezikosa zabibu"}
{"text": "Ni peponiuingereza"}
{"text": "Eti wanaiita jahanamuwanaoharibia uingereza jina"}
{"text": "Mbinu rejeshi"}
{"text": "Juzi amemaliza shule ya upili ya juu yaani kidato cha sita lakini hakufaulu vizuri"}
{"text": "Hakujali kutofaulu vizuri kwa sababu hakuwa na hamu ya masomo Hataki riziki kama waliosoma ataka mulukimali nyingi"}
{"text": "Nahau"}
{"text": "Kazi yake lucy ni kumkanda na kumsinga mafuta mafuta na mafuta ya mgongo wa chupa unafiki"}
{"text": "Takriri"}
{"text": "Siku ingia siku toka miezi pita miezi rejeamuda mrefu kupita bila kufanikiwa kwenda Uingereza"}
{"text": "Chuku"}
{"text": "Lucy kumtunza Crusoe mara mbili kama si tatu ya zamaniasikose urithi maana akaribia kufa"}
{"text": "Kumwacha yeye mgonjwa wa tamaa"}
{"text": "Nguo alizonunuliwa juzijuzi tu ni kama alizonunuliwa mwaka mzima"}
{"text": "Viatu havina idadi"}
{"text": "Hawezi hata kutema mate mzee wa watu"}
{"text": "Mtu bahili na mtunzaji kama yeye atazizalisha pauni arobaini ziwe elfu arobaini"}
{"text": "Sadfa"}
{"text": "Lucy kuwa na tamaa ya kwenda Uingereza kusadifiana na Crusoe kutokea na kumsaidia kwenda hukoakipanda ngazi kuelekea sinema"}
{"text": "Akamwahidi angempa zawadi baada ya sinema kwa kumzuia asianguke anaposhikwa na ugonjwashukrani ukarimu"}
{"text": "Lucy kuahidiwa kuandikishwa mali na anapoenda mjini hakurudi tena Kupata ajali na kupoteza roho yake na maiti kuhifadhiwa katika chumba cha kuhifadhia maiti"}
{"text": "Misemo"}
{"text": "Watasema mchana na usiku watalalahawawezi kumwathiri"}
{"text": "Mafuta ya mgongo wa chupa kujifanya anampenda"}
{"text": "Mapenzi ya kurambishwa asali moja kwa moja kutoka sega la asali"}
{"text": "Kupaka rangi mbaya uingerezakuienezea sifa mbaya"}
{"text": "Tafsida"}
{"text": "Angemlazaangemuua Crusoe"}
{"text": "Hawezi kumchangamsha kwa namna yoyote"}
{"text": "Ndiyo ni mwanamume asiye na nguvu ya aina yoyote lakini ana utajiri"}
{"text": "Kinaya"}
{"text": "Crusoe kumshukuru Lucy akidai hajapata kumwona mwanamke mwenye imani kama yeye"}
{"text": "Ana bahati kuliko wazee wote wenye umri kama wake kukutana na msichana mwenye huruma kama yeye"}
{"text": "Kutamaani Crusoe afe haraka kumbe ndiye anatangulia na ndoto yake kushindikana"}
{"text": "Taharuki"}
{"text": "Baada ya Lucy kufa nani alirithi mali ya Crusoe"}
{"text": "Alizikwa wapi"}
{"text": "Siri kwmba hakumpenda Crusoe ilijulikana au alikwenda nayo kaburini"}
{"text": "12Mwana wa darubini"}
{"text": "Kananda kuomba asaidiwe na darubini kwa kutoweza kukaribia nyumba ya Mwatela amuone Mwakitawa"}
{"text": "Kujiridhisha nafsi yake kwa kumwangalia mtoto wake"}
{"text": "Kananda kumwita mwanawe mwana wa darubini"}
{"text": "Maudhui"}
{"text": "Utambuaji wa makosa na toba"}
{"text": "Mwatela kumwandikia Kananda barua ya kumwomba msamaha"}
{"text": "Nimebaini nimekosa mwisho wa kosa"}
{"text": "Katika vita baina ya ubaya na wema wema daima hushinda"}
{"text": "Angemlipa maovu aliyomfanyiafidia kwa kumpa nyumba ya kifahari"}
{"text": "Kujitolea kumwelimisha Mwakitawa mpaka afike alikotaka"}
{"text": "Wakili amtafute"}
{"text": "Atie sahihi makublianokufuata hatua za kisheria"}
{"text": "Ufarikishaji"}
{"text": "Kuzuia Mwakitawa wakutane na mamake kudai ni adui na amepanga kumteka nyara adai pesa 2000000 amwachilie"}
{"text": "Asipomlipa atamuua"}
{"text": "Achezee nyumbani"}
{"text": "Akampa silahakisu na manati"}
{"text": "Adhabukisasi kwa maovu"}
{"text": "Mwatela kufutwa kazi kwa ulevi"}
{"text": "Mtoto wake kufa"}
{"text": "Mkewe kuchomeka"}
{"text": "Kulipa fidia"}
{"text": "Kuugua"}
{"text": "kufa"}
{"text": "Ulevi na athari zake"}
{"text": "Kupiga mkewe na kusababisha nyumba yake kukosa amani"}
{"text": "Kumbaka yaya wake au kutokuwa mwaminifu katika ndoakwa mkewe"}
{"text": "Kufutwa kazi"}
{"text": "Dhuluma dhidi ya wanawake"}
{"text": "Kananda kubakwa"}
{"text": "Kulaghaiwa"}
{"text": "Kutoroshwa nchi yake"}
{"text": "Kunyanganywa mtoto"}
{"text": "Kuoza bila hiari kwa mtu asiyempenda"}
{"text": "Kuuzwa utumwani"}
{"text": "Migogoro"}
{"text": "Kupiga mkewe wakati wa ugomvi"}
{"text": "Basi mwite mwakitawa sasa hivi na umwambie ukweli kwamba alikuwa anaua mama yake mzazi"}
{"text": "Ubwana na utwana"}
{"text": "Bwana na bibi Mwatela walimwajiri Kananda kama yaya"}
{"text": "Umaskini na athari zake"}
{"text": "Wazazi wa Kananda walikuwa miongoni mwa akina pangu pakavu waliokuwwa umma mkubwa nchini"}
{"text": "Wazazi wa Kananda kushindwa kumpeleka shuleni"}
{"text": "Kusababisha kananda aendelee kufanya kazi kwa Mwatela na kumsababishia madhila"}
{"text": "Kushindwa kusaidia Kananda kudai haki kupitia vyombo vya sheria"}
{"text": "Imani kwa Mungu"}
{"text": "Kananda kuendelea kumwomba Mungu siku moja amwonee huruma amkutanishe na mwanawe"}
{"text": "Aliamini siku moja Mungu angemkutanisha na mwanawe"}
{"text": "Mapenzi ya dhati"}
{"text": "Kananda kwa mwanawe"}
{"text": "Kujitahidi kumtafuta"}
{"text": "Ami yake mbao kusaidia kananda kupata darubini"}
{"text": "Mwatela kuendelea kumpenda mkewe hata baada ya kuchomeka na kuharibika sura"}
{"text": "Upendo wa maria kwa mumewe kwa kuvumilia ulevi na uzinifu wake"}
{"text": "Kukaa naye hata baada ya kufukuzwa kazi na kuishi kwa shida"}
{"text": "Kumsamehe kwa kuzaa nje ya ndoa"}
{"text": "Ujasiri"}
{"text": "Kupigania haki ya kumuona mwanawe"}
{"text": "Subira na ustahimilivu"}
{"text": "Kuchukua muda mrefu wa kumwangalia mwanawe"}
{"text": "Uoga"}
{"text": "Kumwogopa Mwatela na kuamua kumwangalia mtoto kwa darubini"}
{"text": "Nafasi ya mwanamke katika jamii"}
{"text": "Maria ni mkombozi"}
{"text": "Ni punda wa huduma"}
{"text": "Ni jasiri"}
{"text": "Hakati tama"}
{"text": "Ni chombo cha mwanamume cha kujiburudisha"}
{"text": "Amenyimwa elimu"}
{"text": "Ana sautiusemi"}
{"text": "Mvumilivu"}
{"text": "msamehevu"}
{"text": "Ukarimu"}
{"text": "Mbao kujitolea kuuza kuku na mbuzi ili kupata pesa za kumnunulia Kananda darubinikujali maslahi ya wengine"}
{"text": "Bidii"}
{"text": "Mwatela kuanza biashara na kutajirika"}
{"text": "Ukweli"}
{"text": "Maria kumwambia Mwakitawa ukweli kuhusu mamake"}
{"text": "Ujirani mwema"}
{"text": "Jiraniye Mwatela kumshauri kupiga ripoti polisi kuhusu mama mwenye darubini"}
{"text": "Mabadiliko"}
{"text": "Mwatela kufutwa kazi"}
{"text": "Kuacha ulevi na kuanza biashara ya uvuvi na kuuza samaki"}
{"text": "Kutajirika"}
{"text": "Mkewe kuwa mwalimu"}
{"text": "Udanganyifu na athari zake"}
{"text": "Nusura Mwakitawa amuue mama yake kwa kumdanganya ni adui"}
{"text": "Mwatela kuishi kwa wasiwasi akihofia angejulikana"}
{"text": "Ugonjwa wa shinikizo la damu kwa kuwaza sana namna ya kuficha ukweli"}
{"text": "Kulazimika kulipa fidia Kananda kwa yote aliyomtendea"}
{"text": "Mwatela kumkosa mtoto wake wa pekee kwa kutotaka kuishi tena na babake kwa ulaghai aliomfanyia"}
{"text": "Mtoto kudanganywa mama yake alikufa alipozaliwa"}
{"text": "Mwatela kupeleka ujumbe kwa wazazi wa Kananda kwamba mwanao alitoweka na hakuna aliyejua alikotorokea"}
{"text": "Hakumwoa kananda kama alivyomwahidi"}
{"text": "Amwambie mama Sami mimba ni ya rafiki yake wa huko nyumbani kwao"}
{"text": "Tanzia"}
{"text": "Moto kuua watu watanowatoto wawili na watu wazima watatu"}
{"text": "Maria kuchomeka vibaya"}
{"text": "Matumizi ya Lugha"}
{"text": "Mbinu rejeshi"}
{"text": "Kananda alizaliwa wakati wa enzi ya ukoloni nchini Kenya"}
{"text": "Uhuru ukitangazwa alikuwa na umri wa miaka kumi na mine"}
{"text": "Wazazi wa kananda walikuwa maskini na hawakuweza kumsomesha alikaa nyumbani"}
{"text": "Jioni ulevi ulimtuma Mwatela kumtia doa Kananda"}
{"text": "Usiku Kananda alipata maumivu ya kujifungua uliotokea mkaza wa moto"}
{"text": "Utumwa"}
{"text": "Dereva kuishi na Kananda kwa miezi kadha kabla ya kumuuza kama mtumwa kwa mtu mwingine"}
{"text": "Nahau"}
{"text": "Alipanga njama ya kinyamakumnyanganya kananda mtoto na kupanga na dereva wa malori makubwa ya Kongo amchukue amfanye mkewe"}
{"text": "Kumtia moyokumletea habari za kumpa matumaini ya kumpata mtoto wake kuwa mwatela alihamia Mombasa na mwanao"}
{"text": "Yu hali mahututialiporudi kutoka hospitalini"}
{"text": "Nitakutoa rohoangemuua angemwambia mke wake"}
{"text": "Kumtia doa Kanandakumbaka mkewe alipotembelea wazazi wake"}
{"text": "Kichapo cha mbwakikali"}
{"text": "Jaribio la mama Sami kujiokoa liligonga mwambalilishindwa"}
{"text": "Walifurahi ghaya"}
{"text": "Hasira za mkizizinazomletea mtu hasara"}
{"text": "Wazazi wake walikuwa miongoni mwa akina pangu pakavu waliokuwwa umma mkubwa nchinimaskini hangeweza kusomeshwa kwa sababu ya uchochole wao alikaa nyumbani"}
{"text": "Bwana mwatela alipenda kuchapa mtindikunywa pombe"}
{"text": "Wazazi wa kananda walifurahi ghaya sana hadi upeo wa furaha"}
{"text": "Kuchanganya ndimi"}
{"text": "Kampuni ya simba breweriesanakofanya kazi Mwatela"}
{"text": "Oh my god Mwakitawa Mwakitawa Njoo haraka baba yu taabani"}
{"text": "Benjamin please dont die"}
{"text": "Utohozi"}
{"text": "Kampuni"}
{"text": "Misemo"}
{"text": "Kweli mungu hamtupi mja wake"}
{"text": "Hulka ya mtu haifichiki kwa muda mrefu"}
{"text": "Kumbe ile asali chungu ilizaa karahamimba"}
{"text": "Kananda alilala maskini akaamka tajiri"}
{"text": "Kumbe maisha ni fumbobarua kwa kananda"}
{"text": "Tashhisi"}
{"text": "Jioni ya siku hiyo ulevi wa mwatela ulimtuma kumtia doa kananda"}
{"text": "Ulevi huu ulimpeleka bwana Mwatela katika ngazi nyinginekumchokoza kananda kwa kumtaka mapenzi"}
{"text": "Kimya chake kikawa kinamchoma ndani kwa ndani"}
{"text": "Chuku"}
{"text": "Alilia usiku na mchana"}
{"text": "Balagha"}
{"text": "Uniulie nini na ndoa yetu na wewe inamhusu pia yeye"}
{"text": "Nilikuwa namuua mama yangu"}
{"text": "Mamangu yupi"}
{"text": "Nimuue kwa nini"}
{"text": "Ungemwambia ukweli upi isipokuwa ule niliomwambia"}
{"text": "Uzungumzi nafsia"}
{"text": "Mbona Benjamini Mwatela aliniambia mama yake Mwakitawa alifariki"}
{"text": "Sadfa"}
{"text": "Usiku mmoja wa manane kananda kupatwa na maumivu ya kujifungua na usiku uo huo moto kuzuka katika nyumba ya jirani ukaenezwa na upepo na nyumba ya mwatela na kuangamiza mtoto na kumchoma mama vibaya"}
{"text": "Mwatela kupelekwa hospitalini alikokuwa amelazwa kananda"}
{"text": "Mwakitawa kutoweka kwa siku nne"}
{"text": "Tabaini"}
{"text": "Wazazi wa kananda wakisaidiwa na mbao waliuza vitu vidogovidogo si mbuzi si kuku ili wapate pesa za kununulia darubini"}
{"text": "Taharuki"}
{"text": "Mwakitawa alipotoweka kwa siku nne alikuwa wapi"}
{"text": "Mama angepona baada ya kuchomeka vibaya"}
{"text": "Mwatela kweli angemuoa"}
{"text": "Wangefaulu kupata darubini"}
{"text": "Kananda angefaulu kumtoa mwanawe mikononi mwa Mwatela"}
{"text": "Nidaha"}
{"text": "Mariaa Kwani hungeweza kusubiri nitoke hospitalini nimwambie mimi mwenyewe"}
{"text": "Oh my god Mwakitawa Mwakitawa Njoo haraka baba yu taabani"}
{"text": "Benjamin please dont die"}
{"text": "Methali"}
{"text": "Mungu si athumani"}
{"text": "Taharuki"}
{"text": "Mwisho wa Mwatela ulikuwaje"}
{"text": "Je alipata mtoto mwingine au alikufa bila mtoto"}
{"text": "Mwatela na maria walihamia wapi baada ya kumkabidhi kananda nyumba"}
{"text": "13Mizizi na matawi"}
{"text": "Sitiarimtoto asiye na wazazi wawili hupata shida kama vile miti hupata ikikosa mizizi na matawi"}
{"text": "Watu huweza kupoteza mizizi na matawi yao lakini bado akabaki mtu"}
{"text": "Mama Sudi alikuwa ni mizizi na baba Sudi alikuwa ni matawi"}
{"text": "Maudhui"}
{"text": "Nafasi ya mwanamke"}
{"text": "Mlezi mzurimama Sudi kumpa malezi mazuri"}
{"text": "Mpatanishi"}
{"text": "Athari ya maisha yasiyo ya uadilifu ujanani"}
{"text": "Mimba nje ya ndoa"}
{"text": "Kutupa mtoto"}
{"text": "Kuteseka kwa kumkosa mtotoumaskini kwa kukosa msaidizi"}
{"text": "Athari za kisaikolojia"}
{"text": "Upatanishi"}
{"text": "Sudi mwanangu naomba usahau yote yaliyopita umpokee Bi Kudura uwe naye kwa hali na mali kuliko hata vile ulivyokaa na mimihana ubinafsi mkweli"}
{"text": "Anasastarehe na athari zake"}
{"text": "Sudi ana wapenzi kadhaWaridi na Ridhaa"}
{"text": "Mamake halisi Bi kudura alimtupa ili aendelee na anasa"}
{"text": "Udanganyifu"}
{"text": "Sudi kuitwa jina lisilo na uhusiano na la babake wala ukoo wake"}
{"text": "Kumdanganya babake ni Sudi bin Abdalla"}
{"text": "Vile walioana kwa mapenzi makubwa"}
{"text": "Vile alifariki"}
{"text": "Uongo wa mamake ulibainikanjia ya mwongo ni fupi"}
{"text": "Ukarimu"}
{"text": "Kumwokota na kumlea"}
{"text": "Kutokana na ukarimu wa sudi wa kumwajiri Bi Kudura anakuja kumpata mamake halisi"}
{"text": "Heshima"}
{"text": "Sudi hakutaka kumtuma kudura kwa kumwona amemzidi umri"}
{"text": "Umuhimu wa mtoto"}
{"text": "Ukitaka kujua hasara za kukosa mtoto tazama faida za mwenye mtoto"}
{"text": "Utambuaji wa makosa na kutubu"}
{"text": "Anamuomba Mungu amsamehe"}
{"text": "Elimu"}
{"text": "Sudi kusomea shahada ya juu ya udaktari wa sheria nchini moja ulaya"}
{"text": "Heshimamapenzi kwa wazazi"}
{"text": "Kumwajiria mtumishi"}
{"text": "Matumizi ya lugha"}
{"text": "Balagha"}
{"text": "Nanihakuna aliyekosa kujua kuhusu mapenzi yao"}
{"text": "Bila shaka ungemuita asingekataa kuitika na kwa nini akatae"}
{"text": "Mara ngapi Sudi amekuwa akimuuliza mama yake habari za baba yake"}
{"text": "Mwanangu tangu lini kipwendacho kikadumu"}
{"text": "Inakuwaje mtu akiambiwa yeye ni kiumbe wa kuokotwa"}
{"text": "Husimamaje"}
{"text": "Huendaje katika dunia ya masuto na nazaa matusi aibu na fedheha"}
{"text": "Atafayaje Sudi"}
{"text": "Furaha yangu itoke wapi tena"}
{"text": "Kwa nini mama yake amfiche"}
{"text": "Kwa nini asimwambie ukweli"}
{"text": "Au apige moyo konde afichue siriajikaze kufanya jambo gumukusema ukweli"}
{"text": "Hapa alipo mayai yamemuisha mtoto angetoka wapi"}
{"text": "Angemuambia tu mwenyewe akajua maana kama uharamu utakuwa wa mtoto kosa la nani"}
{"text": "Nahaumisemo"}
{"text": "Yaliyopita huwa yamepita nasi huwa hatuna uwezo wa kuyarejesha"}
{"text": "Dunia kuna mambo na katika hayo mambo kuna majambomaajabu"}
{"text": "Mamake alikwisha mtengenezea kiamsha kinywachakula au kinywaji cha asubuhi"}
{"text": "Hunipeleka mbali ya siku zile za asali na maziwa"}
{"text": "Ndio Kudura huja tukaondokatunazaliwa na kufa"}
{"text": "Mahali pa kuweka ubavuSudi mamake awe akimpa mtumishi mahali pa kulala"}
{"text": "Atauliza tu ajue mojambivu au mbichiukweli na uongo wa mambo"}
{"text": "Kukata tamaakupoteza matumaini ya kumjuakumwona babake"}
{"text": "Suti aliyovaa ilimtoa akatoka"}
{"text": "Mapenzi yangu kwake yakazidi mno tangu alipoingia ndaniyaani aliponioa"}
{"text": "Ndipo nami nikampenda kufa na kupona"}
{"text": "Tukapendana kwa moyo mmoja"}
{"text": "Kuna kupata na vile vile kukosa"}
{"text": "Ajue asili na fasili yakealitaka kumjua babake"}
{"text": "Kupiga deki"}
{"text": "Mdokezo"}
{"text": "Ndiyomaana hata mwenyewe hakuwa na uhakika na uhakika wa jina Lake"}
{"text": "Basi akawa akiitwa Sudi  Sudi Abdalla"}
{"text": "Methali"}
{"text": "Kipendwacho hakidumu"}
{"text": "Damu iliyo daima nzito kuliko maji"}
{"text": "Nguvu za maji ni mawe mlimwengu ni mwanawe"}
{"text": "Kuvyaa kupomamamake kukumbuka kauli ya wahenga"}
{"text": "Mungu akuwekavyo ndivyo ukaavyomajaaliwa"}
{"text": "Mungu akikupa kilema hukupa na mwendo"}
{"text": "Tashbihi"}
{"text": "Sudi alikuwa anamuona babake sawa na mhusika wa hadithinikwa mawazo tu"}
{"text": "Kila siku nna jambo nnataka nkuulize lakini ulimi mzito kama nanga"}
{"text": "Nilimlea mwenyewe naye akakua kama mgomba"}
{"text": "Wote wakalizana kama waliofiwa"}
{"text": "Kwa sudi maneno hayo yalikuwa msumeno butu unaokeketa kwa maumivu makaliyakimchoma sana"}
{"text": "Mama mtu hujaribu kumtuliza na sudi hutulia japo si kama maji ya mtungihatulii kabisa"}
{"text": "Takriri"}
{"text": "Maneno yake daima yalikuwa hayo hayo"}
{"text": "Abdalla baba yakoAbdalla bin Sudi"}
{"text": "Mbinu rejeshi"}
{"text": "Mamake hakufanikiwa kupata mtoto"}
{"text": "Mungu akampa mtoto mzuri wa kiume kwenye pipa la taka"}
{"text": "Akashukuru mungu"}
{"text": "Akamlea vizuri"}
{"text": "Akakua kama mgomba mnazi unachelewa"}
{"text": "Akamsomesha"}
{"text": "Mtumishi kusimulia kuhusu mtoto aliyemzaa nje ya ndoa"}
{"text": "Alikitumbukiza katika pipa la taka"}
{"text": "Sudi kukumbuka karamu ya siku kuu ya pasaka jinsi walivyokuwa na Waridi kutoka Afrika Kusini Gaboron"}
{"text": "Chuku"}
{"text": "Sudi alikuwa amewaniwa na kila mwanamke"}
{"text": "Dunia yote ikawa yao na kila mtu ametosheka"}
{"text": "Tokea kifaranga hadi kuku kila mtu alijua kuhusu mapenzi ya mamake na babake"}
{"text": "Baba yako alinipenda bila ya kikomo"}
{"text": "Tangu hapo nikawa mkiwa tena wa maisha"}
{"text": "Tashhisi"}
{"text": "Msiba mkubwa ukainiangukiakifo cha mmewe bandia"}
{"text": "Mkonyezo ulikoleza hamu katika noyo za vijana hata wasipate kukumbuka kilichowaleta ughaibuni"}
{"text": "vyote hivyo vikaonekana kushiriki kikamilifu katika dhifa ile"}
{"text": "Sudi alipiga gari lake moto na taratibu likatambaa na kuanza kuyabungunya masafa kuelekea lilikokusudiwa"}
{"text": "Tea breezewalevi walikuwa wakizungumza na chupa zao za pombe"}
{"text": "Mara Sudi akalipiga mkwajualielekea na gari likatimka kuelekea benki"}
{"text": "Ndipo kudura ilipomsaka na kumshika mkono na kisha kumuongoza hadi ilipo damu yake"}
{"text": "Dunia ina rai zake"}
{"text": "Kwa yule mtumishi wao yalimchoma kwa woga na wasiwasi"}
{"text": "Bado nguvu ya shetani ikimtonesha kwa kumwambia mambo yangekuwa mazuri kama angekuwa na yai lake mwenyewe"}
{"text": "Siku hazikusimamazilikutwa zikachwa na maisha yakapungua na kuyoyoma"}
{"text": "Alimkuta radhia ambaye alikuwa kachoka kugombana na wakatikumngojea"}
{"text": "Taswira"}
{"text": "Sudi alikuwa kijana mwembamba mrefu kwa kimo chake mtanashati"}
{"text": "Suti aliyovaa ilimtoa akatoka"}
{"text": "Kuchanganya ndimi"}
{"text": "wasichana kumuita handsome"}
{"text": "Easter get togetherkaramu ya siku kuu ya pasaka"}
{"text": "Karamu ilifanyika katika hoteli ya royal palm"}
{"text": "Anasastarehe"}
{"text": "Ukumbi ulivuma kwa mtu na muziki seuze machupa ya soda bia mvinyo na vinywaji vingine kemkem"}
{"text": "Watu wawili wawili mwanamume na mwanamke"}
{"text": "Utohozi"}
{"text": "BosiBi Kudura anavyomwita mama Sudi"}
{"text": "TibirinziTea Breezeanasawacheza ngoma watoto kustarehe kwa bembea treni farasi nk"}
{"text": "Walevi madensi madisco"}
{"text": "Tanakuzi"}
{"text": "Sudi na Radhia Tea Breeze Wakatazamana na kufurahi palipofurahisha wakahuzunika palipohuzunisha"}
{"text": "Mlikuwa mseto wa furaha na huzuni"}
{"text": "Koja"}
{"text": "Yeye atakuwa akikusaidia kazi zako zote za nyumbakupika kufagia kupiga deki kupangusa na kusafisha sakafu kufua na kila kitu"}
{"text": "Tanakali"}
{"text": "Kauli yake haikutoka ngomamake Sudi kwa kusikia kuhusu mtoto wa mtumishi anashindwa kusema"}
{"text": "Sadfa"}
{"text": "Sudi kumpa Kudura ajira bila kujua na kutokea kuwa ndiye mamake"}
{"text": "Tabaini"}
{"text": "Si sudi si bimkubwa na wala si Kudura"}
{"text": "Taharuki"}
{"text": "Sudi alisemaje baada ya kufahamu mamake halisi"}
{"text": "Alimkubali mamake aliyemtupa"}
{"text": "Alimkubalia mamake mlezi aondoke"}
{"text": "Takriri"}
{"text": "Basi watu walicheza mpaka wakacheza tena wakafurahi na wapenzi wao hata wakasahau matatizo yao"}
{"text": "MSTAHIKI MEYA"}
{"text": "MAUDHUI"}
{"text": "Migogoro"}
{"text": "Mgogoro wa Meya na wafanyakazi ili kuboresha mazingira ya kazi"}
{"text": "Baina ya Meya na Siki kwa kutotaka ushauri wake"}
{"text": "Baina ya Meya na Diwani III kwa kutotaka ushauri wake"}
{"text": "Baina ya Meya diwani I na II na diwani III kwa kuwa mwadilifu na wanamtenga na Bili kuingizwa"}
{"text": "Viongozi na raia kwa kukiuka majukumu kunakosababisha migomo"}
{"text": "Viongozi na wanataaluma kama vile Siki na Waridi kutokana na mazingira mabaya ya kazi"}
{"text": "Baina ya Meya na jamii yote kwa umaskini na huduma duni za kijamii"}
{"text": "Baina ya Meya na askari kwa kuchoka kutumiwa kisha kumkamata na wenzake"}
{"text": "Nafasi ya mwanamke katika jamii"}
{"text": "walezimzazimama"}
{"text": "wahudumuDida"}
{"text": "Anayekata tamakupoteza matumainiWaridi"}
{"text": "Jasirimama Dadavuo Kaole"}
{"text": "WavumilivuDida"}
{"text": "WatiifuWaridi"}
{"text": "Hapewi nafasi ya uongozi"}
{"text": "Udanganyifuuongo"}
{"text": "Meya kudanganya baraza halina raslimali za kulipa wafanyakazi ilhali madiwani wanaongezewa mishahara mara kwa mara"}
{"text": "Kudanganya shehena nyingi zipo katika bahari kuu"}
{"text": "Dawa zingewasili baada ya siku tatu na baada ya siku tatu kupokewa hospitalini"}
{"text": "Meya kudanganya dawa ziko njiani shehena nyingi kuonyesha baraza linajitahidi kuwajibika"}
{"text": "Baada ya kuiba fimbo wangedanganya raia kuwa ilipotea wakati wa rabsha"}
{"text": "Kumdanganya mhubiri kwamba ana wito wa kuacha uMeya na kumfuata"}
{"text": "Meya kumwambia Gedi awaambie wanahabari kuwa yuko mkutanoni"}
{"text": "Meyabaraza ni miongoni mwa yanayolipa waajiriwa vizuri"}
{"text": "Ukweli"}
{"text": "Diwani kutoboa siri kwamba ahadi za Meya ni za uwongo"}
{"text": "Anatengwa na Meya kwa sababu anafahamika ni mkweli"}
{"text": "Meya anakiri kuwa aliyoambiwa na diwani III ni ukweli"}
{"text": "Unafiki"}
{"text": "Meya anajifanya anafanya kazi kwa manufaa ya umma ilhali anajinufaisha na washirika wake"}
{"text": "Meya na baraza lake wanataka kuonekana wawajibikaji kwa mameya wa nje ilhali sivyo"}
{"text": "Meya anajifanya mcha Mungu mpole na mnyenyekevu na kwamba ana wito wa kumtumikia Mungu ilhali sivyo"}
{"text": "Meya kujifanya mpole kabisa anapomkaribisha mhubiri"}
{"text": "Meya anajifanya ameguswa na mhubiri na kuwa husukumwa aache uMeya awe mhubiri"}
{"text": "Bili anajifanya anamshauri Meya kumbe anakusudia kujinufaisha"}
{"text": "Diwani I na II wanajifanya wanamshauri Meya kumbe wanajali maslahi yao"}
{"text": "Mhubiri anamuunga mkono Meya ilhali akijua hali ya raia ni mbaya ili anufaike"}
{"text": "Gedi anamtii Meya kwa maslahi yake kwa vile anavujisha siri kwa Siki"}
{"text": "Baraza linataka kuonyesha picha nzuri kwa wageni ili lipewe mikopo"}
{"text": "Ukatili"}
{"text": "Askari wanaua watu katika kutuliza migomo"}
{"text": "Dida anafurahi wafanyakazi wanapofurumishwa kwa risasi"}
{"text": "Meya kutoona tatizo kwa mtoto mmoja kufa"}
{"text": "Meya hajali hali ngumu za wafanyakazi"}
{"text": "Diwani I anapendekeza nguvu zitumike kuzima mgomo"}
{"text": "Diwani I anaringia nguvu inayotumika kuwavurumisha wafanyakazi"}
{"text": "Diwani II anataka hatua kali zichukuliwe dhidi ya wachocheziwapigwe ili watulie nyumbani"}
{"text": "Meya anacheka wafanyakazi wanapotawanywa na polisi"}
{"text": "Utu"}
{"text": "Siki ana utu kwa kumhudumia mama mwenye mtoto aliyezidiwa licha ya kutokuwa na hela"}
{"text": "Kwa kuendelea kuhudumia raia licha ya mazingira mabaya ya kazi"}
{"text": "Meya hana utu kwa kuwapa wafanyakazi chakula kilichopimiwa mbwa"}
{"text": "Siki ana utu kwa kumhudumia mama"}
{"text": "Askari hawana utu kwa kuwashambulia watu kwa risasi magari ya maji na vitoa machozi hata kuwaua"}
{"text": "Usaliti"}
{"text": "Askari kumgeuka Meya na kumkamata na kumuondoa mamlakani licha ya kuwalipa vizuri"}
{"text": "Askari badala ya kulinda raia wanalinda uongozi wa Meya"}
{"text": "Meya kusaliti waliomchagua kwa kutoleta maendeleo"}
{"text": "Meya kusaliti juhudi na ndoto za kupigania uhuru kwa kurudisha unyonyaji"}
{"text": "Diwani I na II kuwasaliti wananchi kwa kutumia madaraka kujinufaisha badala ya kuwanufaisha waliowachagua"}
{"text": "Bili anamsaliti Meya baada ya mambo kuharibika"}
{"text": "Mhazili kuungana na wafanyakazi kugoma licha ya kumuajiri bila sifa za kuajiriwa"}
{"text": "Gedi kutoa siri kwa Siki kuwa Meya hataki kumuona"}
{"text": "Diwani III aliyeteuliwa na Meya katika kamati yake kupinga mipango ya kumnufaisha Meya na kuungana na wafanyakazi"}
{"text": "Siki kuungana na wafanyakazi kuhimiza harakati za ukombozi dhidi ya Meya aliye binamu yake"}
{"text": "Wafanyakazi waliopaswa kumtii Meya kumgeuka na kumgomea"}
{"text": "Meya anamsaliti diwani III kwa kumtenga katika maamuzi utengano"}
{"text": "Waridi anasaliti taaluma yake kwa kusisitiza wasio na pesa wasipate huduma na kujiuzulu kazi yake na kuwaacha wagonjwa wakiteseka"}
{"text": "Dini"}
{"text": "Viongozi hutumia dini kuficha na kuendeleza maovu yao"}
{"text": "Meya anamtumia mhubiri kuendeleza uongozi wake mbaya"}
{"text": "Viongozi wa dini huweza kurubuniwa na waumini wasio waaminifu"}
{"text": "Meya anamdanganya mhubiri kwamba ana wito wa kuacha uMeya na kumfuata jambo ambalo si kweli"}
{"text": "Kuna wahubiri wanafiki na wenye tamaa ambao huunga maovu mkono ili wanufaike"}
{"text": "Meya anaahidi kutoa mafuta ya mhubiri na sadaka kubwa kila mwezi"}
{"text": "Bili kusema angemweka mikononi mwa bwana hakuna ambalo lingemshinda"}
{"text": "Uongozi mbayautumizi mbaya wa mamlaka"}
{"text": "Kutowashirikisha watu katika maamuziSiki"}
{"text": "Meya na baraza lake wana uongozi mbaya"}
{"text": "Meya anatumia mali ya baraza vibaya"}
{"text": "Meya hajali hali ya wafanyakazi kwa kutoshughulikia madai yao"}
{"text": "Hajali elimu ya umma kwani anapeleka wanawe wakasomee nje"}
{"text": "Anapuuza ushauri wa Siki na diwani II na kuenzi ushauri mpotovu wa diwani I na II na Bili"}
{"text": "Meya anatumia vyombo vya usalama polisi kuendeleza uongozi wake mbaya"}
{"text": "Hafuati kanuni za baraza anapoongezea madiwani na askari mishahara na kandarasi kwa kutojali nakisi katika bajeti"}
{"text": "Madiwani I na II hawamshauri Meya vizuri bali wanamuunga mkono ili wanufaike"}
{"text": "Meya kutumia wahudumu wake Gedi na Dida kama watumwa"}
{"text": "Anatumia nguvu na mabavu kuzima migomo badala ya kushughulikia malalamiko ya wafanyakazi"}
{"text": "Ukomboziuhuruutetezi wa haki"}
{"text": "Wafanyakazi wa mji wanagoma na kupigania haki zao"}
{"text": "Diwani III kupinga wazo la Meya kufuta kazi wafanyakazi waliogoma"}
{"text": "Siki na Diwani III wanaungana na wafanyakazi kupigania haki zao"}
{"text": "Wafanyakazi wa sehemu nyingine kama vile mhazili wafanyakazi wa uwanja wa ndege na bohari wanaungana na wafanyakazi kupigania haki zao"}
{"text": "Askari wanachoshwa na uongozi wa Meya na Diwani I na II na kuwatia mbaroni wawapeleke makao makuu kuelezea hali ya mambo hivyo kuporomosha uongozi wa Meya"}
{"text": "Waridi kuacha kazi kwa kuzorota kwa mazingira ya kazi"}
{"text": "Wawakilishi wa wafanyakazi kupeleka malalamiko yao kwa Meya"}
{"text": "Wanaomba wawe na washiriki katika baraza watetee maslahi yao wenyewe"}
{"text": "Wafanyakazi kugoma"}
{"text": "Kufanya maandamano"}
{"text": "Ufisadi"}
{"text": "Kutibiwa mafua na kujifungulia ngambo kwa kutumia pesa za baraza"}
{"text": "Meya anatumia cheo kupata mashamba na kuwagawia marafiki pia"}
{"text": "Meya kumgawia Bili rafiki yake vipande vya ardhi"}
{"text": "Daktari katika zahanati ya mji wa Cheneo Siki ni binamu yake Meya Sosi"}
{"text": "Bili kupendekeza kesi ya mwanakandarasi iende dhidi ya baraza ili lilazimike kulipa fidia naye awatolee fungu"}
{"text": "Meya anakubali kushirikiana na mwanakandarasi ili apate gawio"}
{"text": "Kutumia gharama kubwa katika mapokezi ya MaMeya"}
{"text": "Wanakubaliana na Bili na Madiwani I na II kuiba fimbo ya Meya na kuiuza ngambo"}
{"text": "Kumlipa Bili kwa huduma za ushauri kinyume na taratibu"}
{"text": "Meya kumwajiri mhazili wake bila kuwa na sifa stahiki"}
{"text": "Umaskini"}
{"text": "WanaCheneo hawawezi kumudu mahitaji ya kimsingi kama vile"}
{"text": "Gharama za dawa"}
{"text": "Wagonjwa kukosa hela za kulipia huduma hata karatasi ya kunakilia"}
{"text": "Nchi ni maskini ombaomba kama anavyosema Waridi"}
{"text": "Gharama za elimu"}
{"text": "Kutomudu lishe bora kukosa chakula chakula hata wanakula chakula kidogo kilicholala makombo ya mbwa mizizi na matunda ya mwitu"}
{"text": "Kukosa kawimoto kwa vile makaa na mafuta ya taa yamepanda bei tangu sheria ya misitu ishike kasi utunzaji wa mazingira"}
{"text": "Mama mfanyakazi wa baraza la Cheneo anashindwa kumudu kununua mafuta ya taa wala makaa"}
{"text": "Mtoto ana kiriba kwa utapia mlo"}
{"text": "Wafanyakazi kuishi mabandani na kuenda kazini kwa miguu"}
{"text": "Baraza ni maskini"}
{"text": "Linategemea misaadamikopo kutoka ugenini kulipia mishahara ya wafanyakazi"}
{"text": "Halina fedha za kuwalipa wafanyakazi"}
{"text": "Wanashindwa kulipa wafanyakazi kwa wakati"}
{"text": "Limeshindwa kuongeza wafanyakazi mishahara kwa vile bajeti ina nakisi"}
{"text": "Huduma za elimu na matibabu zimezorota"}
{"text": "Utabaka"}
{"text": "Tabaka la juu kama vile Meya na madiwani"}
{"text": "Tabaka la kati kama vile wafanyakazi wanaolipwa mishahara duni na inayocheleweshwa"}
{"text": "Tabaka la chini kama akina Kerekecha"}
{"text": "Tabaka la juu wanatibiwa ngambo wakati wengine wanashindwa kumudu gharama za matibabu"}
{"text": "Wanapata elimu ngambo wakati wengine wanashindwa kumudu gharama ya elimu"}
{"text": "Wanakula chakula kizuri"}
{"text": "Wana nyumba zenye samani nyingi"}
{"text": "Wanatibiwa mafua na kujifungulia ngambo"}
{"text": "Wanapata fursa ya kuburudika kv kula katika mikahawa ya kifahari"}
{"text": "Diwani II anamshauri Meya kuendeleza utabaka kwa kusema wafanyakazi walifaa kusukumwa mpaka wajue kuna wenye nchi na wananchi"}
{"text": "Mapendeleo"}
{"text": "Meya anaongeza mishahara ya madiwani na askari ilhali wafanyakazi wengine hawaongezewi"}
{"text": "Anamwajiri mhazili asiye na sifa za kazi hiyo ilhali wapo vijana wengi waliomaliza chuo kikuu wasio na kazi"}
{"text": "Kujiongezea mishahara minono"}
{"text": "Nyongeza kuja baada ya muda mfupi"}
{"text": "Kupata mshahara wote ilhali wa wafanyakazi unacheleweshwa"}
{"text": "Wana bima ya matibabu ilhali wafanyakazi hawana"}
{"text": "Uoga"}
{"text": "Meya kuzirai na kuanguka kutoka kitini askari wanapoelekea kumtia pingu kwa kuogopa kwenda jela"}
{"text": "Diwani I na II wanababaika askari wanapokwenda kuwakamata baada ya mambo kuharibika"}
{"text": "DI na II kushikwa na butwaa askari wanapoenda kuwashika wachukuliwe wakaeleze hali ya mambo"}
{"text": "Anapata hofu anapoSikia Siki amemtembelea kwa kuhisi anampelekea habari mbaya"}
{"text": "Anashtushwa na sauti za wafanyakazi waliogoma"}
{"text": "Anaogopa kuongea na wanahabari"}
{"text": "Anawakwepa wafanyakazi hataki kuongea nao"}
{"text": "Ana hofu watu wanataka cheo chake"}
{"text": "Diwani III anasema Meya ana uwezo mkubwa na kushidana aye ni kama kushindana na ndovu ana uwezo mkubwa na utapasukakupata madhara"}
{"text": "Meya kushtushwa na sauti za wafanyakazi"}
{"text": "Meya kunyongonyea anapoSikia habari za mgomo"}
{"text": "Meya na mhubiri kuinua mikono juu na kushtuka askari wanapoingia wakiomba kwa kudhani ni watu wabaya wamemwingilia Meya"}
{"text": "Meya kushtuka na kushika tama tatu anaposema hawawezi kufuata sharti la kumaliza mgomo na kurejea kazini na wanapewa nguvu na uchafuuvundo"}
{"text": "Meya anapoSikia wafanyakazi wa uwanja wa ndege wamegoma ananyongonyea"}
{"text": "Ujasiriukakamavu"}
{"text": "Diwani III kumkaBili Meya na kutoa maoni kuhusu nyongeza ya mishahara ya madiwani ilhali wafanyakazi wamegoma"}
{"text": "Pia kuongoza wafanyakazi kupigania haki zao"}
{"text": "Siki kumkaBili Meya na kumkosoa bila hofu"}
{"text": "Hasiti kuendelea na harakati za mageuzi licha ya vitisho vya Meya uwezo wake na kuitwa mchochezi"}
{"text": "Mama ni jasiri kwa kumpeleka mwanawe hospitalini bila pesa Anajitoma ndani kwa daktari wakati watu wengine wanamsubiri"}
{"text": "Siki kumkaBili Meya na kumwambia ukweli Iwapo umefanya yapo mendi hayakunyoka Mnajifikiria tu Si watu waliowachagua"}
{"text": "Tatu kumkaBili Meya na kumwambia hawawezi kufuata sharti la kurudi kazini ili malalamoko yao yashughulikiwes"}
{"text": "Subirakutokata tamaa"}
{"text": "Siki haachi kazi japo mazingira ya kazi ni mabaya"}
{"text": "Aliendelea na kazi hata mishahara ilipokuwa midogo"}
{"text": "Alivumilia mishahara ilipochelewa"}
{"text": "Aliendelea na kazi hata wafanyakazi walipokuwa wanadharauliwa"}
{"text": "Anasema hali ikibadilika mshahara nao utakuja"}
{"text": "Anashauri wafanyakazi kuvuta subira badala ya kutumia migomo"}
{"text": "Diwani III anaelewa ugumu wa kufanya mapinduzi lakini hakati tamaa"}
{"text": "Waridi anakata tamaa na kuamua kuacha kazi baada ya kuona mazingira ya kazi yakiwa mabaya na mtoto wao anapokufa kwa kukosa dawa"}
{"text": "Diwani III hajafa moyo kuendelea kushauri Meya"}
{"text": "Ushaurimawaidha"}
{"text": "Mzuriwa busara"}
{"text": "Siki kumshauri tatu kuwa mgomo si njia bora ya kutatua matatizo"}
{"text": "Kumshauri asikate tamaa kutafuta nafasi ya kumwona Meya kumweleza matatizo yao"}
{"text": "Siki kumshauri Waridi asiache kazi"}
{"text": "Siki kumshauri Meya kushughulikia matatizo ya ukosefu wa dawa mishahara midogo na kuongezeka kwa gharama ya maisha"}
{"text": "Alimshauri kutofuata maagizo ya nchi za nje kwani huo ni ukoloni mamboleo Wazungu kuhimiza mfumo wa kugawana gharama nchi ni changa Kupunguza idadi ya wafanya kazi kufyonza uchumi wa nchi kupitia mikopo"}
{"text": "Alimshauri asipumbaze watu kwa kutumia nyimbo za uzalendo"}
{"text": "Alimshauri kuwaSikiliza watu badala ya kuwakwepa"}
{"text": "Alimshauri asipime mafanikio ya mji kwa kujilinganisha na miji mingine ambayo ni duni kwao"}
{"text": "Diwani III kumshauri Meya kutoongeza mishahara ya madiwani pekee kwani ingeleta mivutano zaidi"}
{"text": "Madiwani walipe kodi ili nakisi ipungue"}
{"text": "Asitumie nguvu kuzima migomo bali aSikilize"}
{"text": "Kutafuta suluhisho la kudumu"}
{"text": "Kuongeza mishahara kusitishwe mpaka uchumi utakapoimarika"}
{"text": "Meya alipuuza ushauri huu na kuwaona kama wachochezi wanaomtusi na kutaka kumpindua usugu Harekebishi makosa akisahihishwa"}
{"text": "Siki kumshauri tatu watumie kongamano la maMeya la kila mwaka wamweleleze Meya shida na asiporidhia shughuli za usafi zizidi kususiwa"}
{"text": "Ushauri mbaya"}
{"text": "Bili rafiki yake Meya na mfanyakazi wa jiji la Cheneo wanapanga na Meya kuiba fimbo"}
{"text": "Kumshauri Meya kupuuza madai ya wafanyakazi na kutumia nguvu"}
{"text": "Kushirikiana na mwanakandarasi kulifisidi baraza"}
{"text": "Kuuza fimbo ya Meya"}
{"text": "D I Meya abuni kamati za kumuunga mkonoMeya kusema walipwe vizuri"}
{"text": "Diwani II kumhimiza Meya kuendelea kumtenga diwani III"}
{"text": "Diwani I na II kumshauri Meya kutumia nguvu kuzima migomo"}
{"text": "Kuongeza mishahara ya madiwani na walinda usalama"}
{"text": "Atumie mashindano ya nyimbo za uzalendo kuwapumbaza vijana"}
{"text": "D I wafanyikazi wafutwe na kuajiriwa wengine"}
{"text": "D II walinda usalama waongezewe mishahara na marupurupu kwa 20"}
{"text": "Wasitozwe kodi"}
{"text": "Kutenga watetezi"}
{"text": "Vikwazo vya uogozisi lelemamasi rahisi"}
{"text": "Wafanyakazi wanapigwa na kuvurumishwa na askari kwa vitoa machozimabavu"}
{"text": "Waliogoma wanatishwa kufutwa kazi"}
{"text": "Gedi awaambie wafanyakazi watafutwa kazi na Meya"}
{"text": "Hongo"}
{"text": "Washauri wabaya na wenye tamaa"}
{"text": "Kamati za huduma za jamii"}
{"text": "Kutengwatenga utawaleTunatengwa na maamuzi kufanywaDiwani III"}
{"text": "Sheria za kumlinda Meya"}
{"text": "Kupumbaza watuVijana kushindania zawadi kwa kubuni kutunga na kucheza nyimbo na kupewa zawadi ndogondogo na kuonyeshwa katika vyombo vya habari"}
{"text": "Kuogofwaanawasomea acts barazani"}
{"text": "Meya kupewa uwezo mkubwanguvu nyingi katibaSheria zinazompa uwezo Mayors actinayompa uwezo wa kuchukulia mtu hatua kaliDiwani III"}
{"text": "Riot actAnaweza kuitumia kukunja aliye chini yake kama ua wakati wa alasiri"}
{"text": "Collective responsibilityKulazimisha kuwajibikia baraza badala ya wananchi"}
{"text": "Diwani III anawaambia kujitolea kwa baraza kutetea demokrasia na hasa uhuru wa kujieleza"}
{"text": "Vitisho Meya kusema atakayetaka kufanya kichwa basi na afanye"}
{"text": "Kiburimajigambomajivuno"}
{"text": "Wewe tu ndiye hujui mimi ndiye Meya wa baraza la mji wa CheneoMeya kwa Sosi"}
{"text": "Lakini mimi Meya wakokwa Sosi"}
{"text": "Ni baraza gani lenye udhabiti kama letu ambalo linaongozwa na mstahiki Meya Sosi Lipi katika ujirani wetu"}
{"text": "Meya Sosi kujigamba ana pesa nyingi sana na anaweza kuchaguliwa hata mara sita"}
{"text": "Bili kujigamba kwa starehe anazopata"}
{"text": "Diwani II kujigamba kuwa ana uwezo wa kutumikia kamati ya Meya"}
{"text": "Hata mkitaka nne tano na sita bado watanipaMeya akijigamba anaweza kuchaguliwa na watu mara zaidi"}
{"text": "Akili hii walisema ni malimajivuno ya Meya"}
{"text": "Udhibiti na ushawishi wa mambo ninaoMeya"}
{"text": "Diwani II kusema mzee alifahamu kuwa sisi ndio wenye uwezo na unamfaa"}
{"text": "Nisipokuwa nazo nani atakuwa nazoMeya"}
{"text": "DharauUjeuri"}
{"text": "Meya kufahamisha wawakilishi wa wafanyakazi hana muda wa kupoteza kwa vile baraza lilikuwa latarajia wageni siku iliyofuata"}
{"text": "Dida anatufahamisha kuwa wanatusiwa na kudhalilishwa na Meya"}
{"text": "Meya kutomSikiliza Siki"}
{"text": "Meya kudharau elimu katika shule za ummaelimu ya kawaida isiyomvaa mzazi anayeona mbali"}
{"text": "Biliya kina yakheelimu ya maSikini"}
{"text": "Bilihakuna wakunga wazuri Cheneo"}
{"text": "Madaktari wa kubabaisha"}
{"text": "Hasira"}
{"text": "Za watu dhidi ya viongozi"}
{"text": "Meya ana hasira nyingi"}
{"text": "HasiraUnaona sasa MlinidanganyaMeya anapoarifiwa vijana hawawezi kukubali kuchukua nafasi za wafanyakazi wanaogoma kwani wameshapata picha mbaya ya baraza"}
{"text": "Anawajibisha wafanyakazi kwa hasira"}
{"text": "Anamkemea Gedi"}
{"text": "Dida anamtumikia kwa kutetemeka"}
{"text": "Anapoudhiwa na Siki midomo inamcheza kwa hasira na kuita Gedi amwondoe"}
{"text": "Waridi anawakemea wagonjwamama Dadavuo Kaole"}
{"text": "Hivi uzionavyoMeya anapoulizwa na Siki habari za leo ndugu Sosi"}
{"text": "Anasa"}
{"text": "Bili anajiandaa kisha amwombe Meya aende na mkewe na watoto wakajinafasi"}
{"text": "Haki"}
{"text": "Siki ni mtetezi wa haki"}
{"text": "Anahimiza watu watibiwe hata kama hawana fedha"}
{"text": "Diwani III pia"}
{"text": "Haki za wanaCheneo zimekiukwa"}
{"text": "Haki ya elimu"}
{"text": "Haki ya kuishimtoto kufa kwa kukosa dawa"}
{"text": "Haki ya kupata chakula"}
{"text": "Haki ya kuishi katika mazingira safi"}
{"text": "Haki ya usemi"}
{"text": "Haki ya mishahara mizuri"}
{"text": "Haki ya utulivuwafanyakazi kuvurumishwa na askari"}
{"text": "Haki ya huduma za matibabu"}
{"text": "Uchochezi"}
{"text": "Siki anachochea wafanyakazi kudai haki yao"}
{"text": "Siki amewahi kuchochea mgomo na Meya anataka kujua kama amechochea mwingine"}
{"text": "Anamchochea diwani III kuendelea kumshawishi Meya"}
{"text": "Ukosefu wa huduma za kijamii kuchochea wafanyakazi kugoma"}
{"text": "Siki kuchochea madiwani kuungana kuendelea kumpinga Meya"}
{"text": "Diwani II kumchochea Meya kuchukua hatua kali dhidi ya wachochezi"}
{"text": "Wananchi wengine kama vile Siki na viongozi wa wafanyakazi kuchochea kuleta mapinduzi"}
{"text": "Tamaaurohokiukutotosheka"}
{"text": "Bili kujifanya mshauri ili afaidike"}
{"text": "Meya anakula vyakula vingi vilivyoandikwa mezani"}
{"text": "Kutamani mkewe akajifungue ngambo"}
{"text": "Kutamani watoto wakasomee nje"}
{"text": "Kutamani kuvinjari au kujiburudisha katika mahoteli ya kifahari Anamwambia Meya ampeleke akastarehe"}
{"text": "Diwani I na II wanaomba posho wakati wafanyakazi hawajalipwa mishahara yao midogo"}
{"text": "Meya ananyakua vipande vinane vya ardhi na kuuza vitatu na kubakiwa na vitano"}
{"text": "Diwani 1nguo nzuri"}
{"text": "Diwani 1 kudai marupurupuovertime"}
{"text": "Ubinafsi"}
{"text": "Meya kuagiza chupa moja ya maji ilhali wenzake hawaagizii"}
{"text": "Meya kujilimbikia mali ilhali wanaCheneo wengi ni maskini"}
{"text": "Madiwani kutotozwa kodi wakati mama muuza ndizi analipa kodi"}
{"text": "Meya Diwani I na II na Bili wanakubaliana kuuza fimbo ya Meya ili kujinufaisha"}
{"text": "Waridi anajali maslahi yake zaidikuuliza Siki kazi hii ina faida gani kwanguanapotaka kuacha kazi"}
{"text": "Maji safi yanapatikana nyumbani kwa Meya tu"}
{"text": "Meya kuagiza yeye pekee mishahara ya madiwani iongezewe bila kushauriana na mtu"}
{"text": "Kubinafsisha hazina ya baraza ili kuimarisha umashuhuri wake"}
{"text": "Madiwani wana bima ya hospitali wakati watu wengine hawana"}
{"text": "Watoto wa Meya wanapata elimu bora ngambo wakati watu wengine wanapata elimu duni"}
{"text": "Meya anakula vizuri ilhali wafanyakazi wake wanakula makombo na viporo kv mamake Dadavuo Kaole"}
{"text": "Diwani I anaamini jambo lililo muhimu ni yeye kushiba"}
{"text": "Anapendekeza waongezewe posho licha ya bajeti ya baraza kuwa na nakisi ya 120000000"}
{"text": "Diwani I anataka wanunuliwe suti nzuri sawa na madiwani wa nje"}
{"text": "Dhikishidamalalamiko"}
{"text": "Za watu wa Cheneo"}
{"text": "Kushindwa kumudu gharama za matibabu"}
{"text": "Kukosekana kwa dawaahadi nyingi dawa zingeletwa"}
{"text": "Gharama za maisha kuzidi kupanda"}
{"text": "Mahitaji yao kuzidi kuongezeka"}
{"text": "Kutopata kwa mishaharaduni"}
{"text": "Kufa kwa njaa"}
{"text": "Watu kufa kwa sababu ya kukosa dawa"}
{"text": "Kutakiwa walipie dawa ilhali hata chakula walacho ni cha kuokota"}
{"text": "Diwani IIIwatu wengi hawana ajira"}
{"text": "Walio na ajira mishahara yao haitoshiduni"}
{"text": "Mishahara kucheleweshwahata kwa miezi mitatu hailipwi kwa wakati na hulipwa nusu"}
{"text": "Ukosefu wa ajiravijana wbgi waliohitimu kutoka chuo kikuu hawana ajiraMeya"}
{"text": "Wafanyakazi wa baraza kutolipwa kwa wakatiDiwani 111"}
{"text": "Hakuna maji ya kutosha hospitaliniSiki"}
{"text": "Wafanyakazi kuosha vyoo bila glavuMedi"}
{"text": "Ahadi za uwongo"}
{"text": "Ukosefu wa maji hata hospitalini"}
{"text": "Uchafu hospitalini"}
{"text": "Kukosekana kwa dawa"}
{"text": "Kutakiwa kulipia matibabudawa ilhali madiwani wana bima"}
{"text": "Tatizo la usafiri hadi kazinikwa miguu kutoka mabandani mpaka viatu kuliwa na lami"}
{"text": "Kuosha vyoo bila glavu"}
{"text": "Kutoongezewa mishahara baraza likidai hakuna pesa ilhali lawaongezea madiwani"}
{"text": "Kukosa watetezi katika vikao vya maamuzi"}
{"text": "Ujinga"}
{"text": "Diwani I haelewi kazi ya wafanyakazi kwa kufikiri ndege zinaweza kutua bila waelekezi"}
{"text": "Dida haoni haja ya kufanya mageuzi japo hali ni mbaya"}
{"text": "Anaomba msamaha hata kwa makosa ambayo hajafanya"}
{"text": "Meya haoni mbali Hajui kuongezeka kwa shida za watu kuna kiwango kinachoweza kustahimiliwa"}
{"text": "Anatumia mali ya baraza la Cheneo kwa njia za kijinga ambazo hazileti faida"}
{"text": "Hajui mambo ananavyokwenda Cheneo Anakuja kujua hatimaye kwamba maji yanachukuliwa mtoni kwa punda"}
{"text": "Anadanganywa kwa urahisi na madiwani na rafiki yake Bili"}
{"text": "Wanamsukuma kwa njaa na tamaa yao lakini hatambui"}
{"text": "Waridi anaamini haraka anayoambiwa kama vile ahadi za Meya kuhusu dawa"}
{"text": "Mama haelewi umuhimu wa lishe bora"}
{"text": "Mama kutofahamu usafikutotokosa chakula kabla ya kumpa mwanawe Dadavuo Kaole kunakosababisha augue"}
{"text": "Ujinga wa watu ndio chanzo cha uongozi mbaya"}
{"text": "Meya kutegemea mikopo kulipia mishaharakuachia wajukuu ambao hawakufaidika na mkopo mzigo"}
{"text": "Kuendesha baraza kwa mikopo na wageni wanaowapa mikopo ni washirika katika maendeleoriba ni mzigo kwa kizazi kijachosi uzalendo"}
{"text": "Busara"}
{"text": "Diwani III anatambua sheria zinazomlinda Meya na madhara ya kushindana naye"}
{"text": "Anatambua kuwa watu wameamka na hawadanganyiki"}
{"text": "Siki anatumia busara kuwapa wagonjwa matumaini ya kuendekea kuishi"}
{"text": "Anaonelea wafanyakazi wasigome ili kuzuia kuteseka zaidimgomo una"}
{"text": "madhara yake ni kufutwa Siki kwa Tatu"}
{"text": "Anaelewa kuwa watu wenyewe ndio huchangia uongozi mbaya"}
{"text": "Diwani II anatambua kwa wepesi hali inapoharibika"}
{"text": "Anaelewa mfuata nyuki hula asali kwa kukubali kila wazo linalotolewa na Meya"}
{"text": "Ubarakala"}
{"text": "Diwani I ni mfuasi kipofu kwa kudharau na kukweza wale Meya anaowakweza"}
{"text": "Diwani I na II wanatenda mambo kumfurahisha Meya ili wafaidike kutoka kwake"}
{"text": "Kufurahisha Meya kwa kupiga vita waliotuchaguaDiwani 111"}
{"text": "Kufaa na kujifaawapaswa kujifaa kwa kufaa watu waoDiwani III"}
{"text": "Kuunga mkono hata yasiyofaaDiwani 111"}
{"text": "Huduma duni za jamii na athari zake"}
{"text": "Afyavifo vya wagonjwa"}
{"text": "Afyakukimbilia kutibiwa ngambo"}
{"text": "Elimukukimbilia shule na vyuo vya ngambo"}
{"text": "Uchafumagonjwa"}
{"text": "Migomo"}
{"text": "Wafanyakazi kuuawa"}
{"text": "Viongozi kupoteza madaraka"}
{"text": "Baraza kukosa wafadhili"}
{"text": "Mapuuza"}
{"text": "Hali ya kutojali"}
{"text": "Meya anapuuza wafanyakazi na madai yao"}
{"text": "Meya hajali wagonjwa wanakufa"}
{"text": "AnapoSikia mtoto alikufa anauliza huyo mmoja tu Unadhani wangapi wananiunga mkono"}
{"text": "Hajali baraza lina nakisi ya bajeti bali anaendelea kupanga matumizi zaidi"}
{"text": "Hajali wafanyikazi wake"}
{"text": "Hajali ushauri wa Siki na diwani III"}
{"text": "Meya hajali wafanyakazi wanapogomaWenye kugoma acha wagome Vijana ambao wangeajiriwa kwa mshahara wa chini"}
{"text": "Kupuuza Siki na wawakilishi wa wafanyakazi"}
{"text": "Kupuuza ushauri wa diiiiwani 111"}
{"text": "Uwajibikaji"}
{"text": "Diwani III anaungana na kufanya kazi na Meya na madiwani japo wamemtenga"}
{"text": "Anafanya kazi yake kwa mujibu wa kanuni na taratibu za baraza"}
{"text": "Gedi anamjulisha Meya wageni wajapo kupeleka maagizo kwa wengine na kumfahamisha Meya yanayotokea"}
{"text": "Dida anamhudumia Meya barabara"}
{"text": "Waridi anatekeleza majukumu yake ya kutibu watu"}
{"text": "Siki anapatikana kazini mara nyingi"}
{"text": "Anaulizia hali ya wagonjwa kila wakati"}
{"text": "Anawatibu na kuwapa wagonjwa matumaini japo hakuna dawa"}
{"text": "Anafanya jitihada ya kukutana na Meya kujua kuhusu kukosekana kwa dawa"}
{"text": "Utiifu"}
{"text": "Waridi kufuata maagizo ya baraza kutotibu watu wasio na pesa"}
{"text": "Gedi anatekeleza maagizo yote ya Meya"}
{"text": "Askari wanatii maagizo ya Meya ya kutumia nguvu kuzima migomo"}
{"text": "Ubadhirifu"}
{"text": "Utumiaji mbaya wa pesa au mali"}
{"text": "Meya anatumia vibaya pesa za baraza la Cheneo"}
{"text": "Kusomeshea watoto wake ngambo"}
{"text": "Kumpeleka mke wake kujifungulia ngambo"}
{"text": "Kumpeleka mke wake kutibiwa mafua ngambo"}
{"text": "Kutumia pesa nyingi kuwakaribisha maeya wageni katika mahoteli ya kifahari na vyakula kutoka kila utamaduni duniani na mvinyo ulioagizwa kutoka urusi na divai kutoka ufaransa"}
{"text": "Kupanga kutumia pesa za baraza kumfurahisha na kumvutia mhubiri"}
{"text": "Kunyakua viwanja vya baraza pamoja na wandani wake na kuuza ili apate pesa"}
{"text": "Kumpeleka Bili katika hoteli za kifahari"}
{"text": "Kumpa Bili marupurupu japo si mfanyakazi wa baraza"}
{"text": "Kuongezea madiwani mshahara kiholela ili apate umashuhuri"}
{"text": "Watoto wa madiwani kusafirishwa kwa magari ya baraza hadi shuleni"}
{"text": "Udikteta"}
{"text": "Meya anatumia mabavu kutawala"}
{"text": "Hatoi nafasi kwa wananchi kutoa maoni yao"}
{"text": "Anatoa maamuzi kinyume na kanuni za baraza kv amri ya nyongeza ya mishahara kwa madiwani sadaka kwa mhubiri kumlipa Bili na si diwani"}
{"text": "Ni mkali kwa wafanyakazi wake na wanamwogopa"}
{"text": "Kutumia nguvu kuzima mgomo wa wafanyakazi"}
{"text": "Vitisho"}
{"text": "Meya kutishia kuwafuta wafanyakazi wakiendelea na mgomo"}
{"text": "Anamtisha Siki akirudi kwake atamwadhibu"}
{"text": "Anamtisha Siki asimchezee hata kama ni binamu yake"}
{"text": "Anamtisha Siki asipinge mipango ya milenia"}
{"text": "Ulaghaiujanja"}
{"text": "Meya kushawishi wafanyikazi warudi kazini ndipo madai yao yashughulikiwe"}
{"text": "Meya madiwani na Bili kupanga kuiba fimbo ya Meya waiuze ngamboDiwani 1 atoke nayo na kudanganya iliibwa wakati wa rabsha"}
{"text": "Kudanganya umma kwamba anaujali"}
{"text": "Kudanganya dawa ziko njiani"}
{"text": "Kupora vipande vya ardhi vya Cheneo"}
{"text": "Bili kumpa Meya mbinu ya kuibia pesa kwa kushirikiana na mwanakandarasi kuvunja mkataba ashtaki atake alipwe fidia wagawane wakubaliane ampe fungu lake baada ya kulipwa"}
{"text": "Bili ni mjanja au kitatange kwa vile anawaingiza watu katika shida na kutoweka"}
{"text": "Udhabiti wa msimamo"}
{"text": "Madiwani I na II hawana misimamo dhabiti kwani wanaunga lolote mkono lisemwalo na Meya hata kama ni potovu"}
{"text": "Siki hayuko tayari kuacha kazi hata kama mazingira ya kazi ni mabaya na mishahara inachelewa"}
{"text": "Hakuyumbishwa na ushawishi wa Meya"}
{"text": "Hakushawishika na diwani III na Tatu kumwona Meya kwa kuwa ni binamu yake"}
{"text": "Wawakilishi wa wafanyakazi Tatu Medi na Beka wana msimamo imara"}
{"text": "Diwani II mwanzoni anamuunga mkono Meya kuwasukuma wafanyakazi lakini hatimaye anaona mbinu hiyo haifai"}
{"text": "Mwanzoni aliunga mkono kuwafuta kazi wafanyakazi waliogoma lakini mambo yalipobadilika anapinga hatua hiyo"}
{"text": "Uzalendo"}
{"text": "Siki hakubaliani na kuiga mambo yanayoamuliwa na nchi nyingine"}
{"text": "Anataka uongozi kuendeleza Cheneo badala ya kujiendeleza wenyewe"}
{"text": "Hakujali mahusiano ya kidugu na Meya bali maslahi ya Cheneo nzima"}
{"text": "Hafurahi kuliona jiji la Cheneo likiwa chafu"}
{"text": "Meya si mzalendo kwa kufuja pesa za baraza la Cheneo na kuiba fimbo"}
{"text": "Tatu Medi na beak ni wazalendo"}
{"text": "Diwani III kupinga mipango ya kufuja mali ya umma"}
{"text": "Siki kutoacha kazi ili awasaidie wagonjwaAfadhali kuteseka na hawa wagonjwakujali maslahi ya wenginesi mbinafsi"}
{"text": "Heshima"}
{"text": "Mama kumwambia Waridi tafadhali mwanangu nihurumie"}
{"text": "Siki ana heshima kwa Waridi"}
{"text": "Madiwani kumsimamia Meya"}
{"text": "Diwani 111 anamheshimu Meya"}
{"text": "Walio waaminifu na wasio waaminifu"}
{"text": "Diwani III kupinga mipango mipotovu na kutengwa"}
{"text": "Hana tamaa"}
{"text": "Ni mkweli"}
{"text": "Hana ubinafsi"}
{"text": "Maudhui mengine"}
{"text": "uozoukosefu wa maadilimkengeukoutovu wa maadili"}
{"text": "wizi"}
{"text": "mauaji"}
{"text": "Uadilifu"}
{"text": "Uaminifu"}
{"text": "Majuto Meya anajuta akisema heri angemSikiliza Bwana uchumi na kazi mambo yanapoharibika"}
{"text": "SifaHulka za wahusika"}
{"text": "Kunao"}
{"text": "Waadilifu na wasiowaadilifu"}
{"text": "Bidii"}
{"text": "Wanaowajibika na wasiowajibika"}
{"text": "Wenye utu na wasionao"}
{"text": "Walio na uzalendo na wasionao"}
{"text": "Wenye tamaa na wasio nayo"}
{"text": "Wanaokata tamaa na wasiokata tamaa"}
{"text": "Wavumilivu na wasio wavumilivu"}
{"text": "Wenye msimamo na wasio nao"}
{"text": "Wajasiri na waoga"}
{"text": "Wenye mapuuza"}
{"text": "Wafisadi"}
{"text": "Watetezi wa hakiwakombozi"}
{"text": "Wadanganyifu"}
{"text": "Wanafiki"}
{"text": "Wasaliti"}
{"text": "Walaghaiwajanja"}
{"text": "Wapenda anasa"}
{"text": "Wabunifu"}
{"text": "Washauri mbayampotoshaji na washauri wema"}
{"text": "Maskini"}
{"text": "WapoleWanyenyekevu"}
{"text": "Umuhimu wa Wahusika"}
{"text": "Bili ni kielelezo cha marafiki wanaoweza kupotosha viongozi"}
{"text": "Mfano wa watu wenye tamaa iliyokithiri"}
{"text": "Bili D1 na D11 ni vielelezo vya washauri wanaopotosha viongozi"}
{"text": "Vielelezo vya viongozi wasiowajibika"}
{"text": "Vielelezo vya viongozi wanaohujumu uchumi wananchi"}
{"text": "Vielelezo vya watu walio imara kuleta mageuzi"}
{"text": "Dida ni kielelezo cha wafanyakazi wanaohatarisha juhudi za ukombozi"}
{"text": "Askari ni vielelezo vya jinsi vyombo vya dola hutumiwa kuendeleza uongozi dhalimuaskari kulinda baraza"}
{"text": "Mhubiri ni kielelezo cha jinsi dini inavyoweza kutumiwa kuendeleza uongozi dhalimu"}
{"text": "Mhubiri ni kielelezo cha viongozi wa dini wanafiki na wanaotumia dini kwa manufaa yao wenyewe"}
{"text": "Mama ni kielelezo cha wananchi wanaoathirika na uongozi mbaya"}
{"text": "Diwani III ni kielelezo cha uadilifu katika mazingira ya waliopotoka"}
{"text": "Madiwani I na II ni vielelezo vya ubarakala"}
{"text": "Wanatudhihirishia maudhui gani"}
{"text": "Wanatusaidia kutambua sifa za wengine vipi"}
{"text": "MATUMIZI YA LUGHA"}
{"text": "Tashbihi"}
{"text": "Kupinga haya ni sawa na kumkama simba mwenye watotoMeya akimwonya Siki asithubutu kupinga hoja zake"}
{"text": "Watu kujifia kama nzitatu kwa Sikikutokana na magonjwa kwa kukosa dawa"}
{"text": "Juzi mtoto wa kerekecha amekufa kama nzi"}
{"text": "Inasimama bahati kama mtendeSiki anapompata D111 kwake"}
{"text": "Kushindana na Meya ni kama kushindana na ndovuDiiikuonyesha uwezo mkubwa alio nao Meya"}
{"text": "Inasimama kama ya mtendeSiki kwa D111kufanikiwa kumpata kwake"}
{"text": "Mimi na Meya ni mfano wa mafuta na majiSiki na Meya hawapatatimahasimu"}
{"text": "Kukunja walio chini yake kama ua wakati wa alasiririot act"}
{"text": "Sitiari"}
{"text": "Kueleza sifa za kitu kwa kusema ni kingine"}
{"text": "Himizeni hiyo miamba kuangalia maslahi ya watuSiki akimwambia kheri"}
{"text": "Vitu hivi viwili njaa na tamaa kwa pamoja ni ugonjwa mbaya kuliko tauniD111chanzo cha ushauri mpotovu unaoharibu mji"}
{"text": "Unakanyaga nyoka mkia"}
{"text": "Siku zote tumeshuhudia wasiotosheka wakipuliza tarumbeta zao za uzushi na sisi tukazizima kwa kukohoa"}
{"text": "Ndiyo huko kuwaua ndege watatu kwa jiwe moja"}
{"text": "Lazima kwanza mhakikishe kuwa huyo sumu hapati hata fununu ya jambo hiliMeya kurejelea D111"}
{"text": "Hii ni bomu inayoweza kutulipukia usoniMeyampango wa wizi wa fimbo kuweza kuwatia matatani ukijulikana"}
{"text": "Duniani kuna watu na viatu paka na panyaDida"}
{"text": "Bunduki inayotema risasi tatu tatu"}
{"text": "Magari yanayotapika maji"}
{"text": "Mshumaa kuwakakuendelea kuishi kuwatia matumaini hadi dawa ziwasili"}
{"text": "Wana njaa na kiu ambayo haikuzimwaSiki kwa Meyamalalamiko ambayo hayakushughulikiwa"}
{"text": "Kumtetea macho maSikio na sauti Dwani Iubarakala"}
{"text": "Matunda ya jasho letuMeya"}
{"text": "Ni kawaida ya debe tupu kupiga keleleBili udharau wafanyakaziwajinga"}
{"text": "Nina hakika sasa yuko kanisani mwake akiwahudumia kondoo wakewaumini"}
{"text": "Njaa ina nguvu imeangusha miambamalalamiko ambayo hayakushughulikiwa huangusha viongozi"}
{"text": "Siasa ni mchezo mchafuD111"}
{"text": "Siasa bwana ina vituko vyake Utapakwa tope si haba"}
{"text": "Umya hauna pato kubwa Ofisi ndiyo ina mianya mingi ya kujipatia utajirikupewa majukumu ya kuamua na hivyo kutumia fursa kujinufaisha na wenzake"}
{"text": "Viongozi ni picha ya umma uliowachaguaD111"}
{"text": "Bili kumuuliza Meya kama mkewe alishapata mgenimtoto"}
{"text": "Tumekuwa watumwa siku nyingiMedi"}
{"text": "Jazanda"}
{"text": "Uozo wa mji unamaanisha uozo wa uongozi wa Cheneo"}
{"text": "Sumu inatumika kumrejelea Siki"}
{"text": "Bomu kumrejelea Siki"}
{"text": "Harufu mbayakiwakilishi cha uozo ulio ndani"}
{"text": "Punda kumaanisha wafanyakazi"}
{"text": "Ndovu kurejelea uwezo wa Meya"}
{"text": "Ndege watatu kumaanisha mambo watatu"}
{"text": "Vyakula vya aina mbalimbali mezaniulafi"}
{"text": "Watu wenye matumbo yasoyotulia huwa akili zao nazo hazituliiwatu wenye shida ambazo hazijashughulikiwa hupigana hadi malalamiko yao yashughulikiwe"}
{"text": "Kukuna matumbo baada ya muda huanza kukuna vichwa"}
{"text": "Kutembea nyuma ya punda aliyeudhika"}
{"text": "Cheo kumlevya mtu kama mtoto na chakula Atakienzi akiwa na njaa Akishiba atakipiga teke hana habari wapo wenzake wanakihitaji wala muda ukipita atakihitaji"}
{"text": "Beka ni mgao wa wakubwa kula kwanza na sisi wengine kupigania makombo yanayoanguka chini"}
{"text": "Tashhisi"}
{"text": "Kiriba chaongoza"}
{"text": "Kauli zinazoanguliwa katika matamshi hazitekelezwi"}
{"text": "Wakisubiri ugonjwa nao utasubiri Siki"}
{"text": "Sembe na sukumawiki vinawatoa jasho kuvitia mezanikushindwa kugharamiaSosi kwa Meya"}
{"text": "Unadhani nyimbo zinawashibisha na kukata kiu ya uhitaji waokushughulikia matakwa yao"}
{"text": "Bahati haifungui milango yake zaidi ya mara mojaBili kwa Meya"}
{"text": "Usafi umetwaliwa na nziWaridi kwa hospitali kukosa maji"}
{"text": "Mlango hatimaye huenda ukasalimu amriSiki akimhimiza Tatu waendelee kushinikiza kumwona Meya huenda wakafaulu"}
{"text": "Cheo kinaweza kumlevya mtu asahau alipokuwa janaD111"}
{"text": "Viatu kuliwa na lamiTatu kueleza jinsi wafanyakazi wanavyosafiri kwa miguu hadi kazini mpaka viatu vinachakaa chini kwa kukwaruzwa na lami"}
{"text": "Mdokezo"}
{"text": "Kukatiza usemi"}
{"text": "Tatizo  utapia mlo lipo  Siki"}
{"text": "Huenda itasaidia kidogo mtoto aandaliwe mchanganyiko wa sukari na chumvi tashtitisi matibabu"}
{"text": "Meli kupambana na mawimbikuwasili"}
{"text": "Lakini daktari haWaridi kwa Sikimama hajalipahana hela"}
{"text": "Ni kama talk of the devilBili"}
{"text": "LililoandikwaD III majaaliwa kukutana kwa D111 na Siki"}
{"text": "Nashangaa hiki chaleta taabu"}
{"text": "Nimefika kukuona kama nduguSosi kwa Meya"}
{"text": "Huenda isichukue muda mrefu utabiri wa Sosi unaomtia Meya woga"}
{"text": "Hali ikibadilika mshahara nao utakuja"}
{"text": "NininiGedi akisita wakati anataka kumfahamisha Meya wafanyakazi wa uwanja wa ndege wamegoma kuwaunga mkono wenzao waliogoma"}
{"text": "Balagha"}
{"text": "Hilo pia wanatuletea sisi hapaWaridi"}
{"text": "Dawa ganiWaridi anapoulizwa na Siki kama dawa zimeigia"}
{"text": "Lakini si sasa waona matokeo yakeWaridi kwa mamamatokeo ya kumpa mtoto chakula ambacho hakikutokoswa"}
{"text": "Mpaka sasa wapo watu wasioelewa umuhimu wa lishe boraWaridi"}
{"text": "Walipie kitanda kisicho dawaSiki"}
{"text": "Tutafanya lipi jingine bora kuliko hili"}
{"text": "Kasi yote ya nini Waridi Au dawa zimeingia"}
{"text": "Kweli kilio chetu kiliSikika pale pale Nani atakuelezea"}
{"text": "Siasa gani hiyo"}
{"text": "Hilo tumefanya lakini wapi"}
{"text": "Chaguo la wananchi kwa nini basi kulalamika"}
{"text": "Au unafikiri pakawa na fursa nyingine hii leo ya kuchagua viongozi matokeo yatakuwa tofauti sana"}
{"text": "Kama wakubwa wenyewe wameisha sema sisi tutafanya ninikugawana gharama"}
{"text": "Huoni mstari ulivyo mrefu hapo njeWaridi kwa mama"}
{"text": "Au unadhani hao wengine hawajakuja kutibiwaWaridi kwa mama"}
{"text": "Wewe tu ndiye hujui mimi ndiye Meya wa baraza la mji wa CheneoMeya kwa Sosikuonyesha kiburi"}
{"text": "Ni baraza gani lenye udhabiti kama letu ambalo linaongozwa na mstahiki Meya Sosi Lipi katika ujirani wetuMeyakuonyesha kiburi"}
{"text": "Utatosheka lini weweMeya kwa Sosi"}
{"text": "Huoni Cheneo ni kisiwa cha kupigiwa mfano"}
{"text": "Iwapo mama muuza ndizi analipa kodi ili kulijenga taifa iweje kwamba madiwani wasilipe kodi"}
{"text": "Tabaini"}
{"text": "Si vyombo vya habari si wanasiasa si wasomiWaridi anapoulizwa na Siki nani alisema nchi ni maskini"}
{"text": "Kinaya"}
{"text": "Meya kuwa na wokovu ilhali anatenda matendo yasiyofaa"}
{"text": "D1kuitwa Bwana usalama ilhali anahatarisha usalama wa wafanyakazi kwa kuagiza askaris wawashambulie"}
{"text": "D11Bwana uhusiano mwema"}
{"text": "Ulimwenggu wataka watu kama weweMeya kwa Bili kwa wazo la mwanakandarasi"}
{"text": "Anwani na jina mstahiki Meyahastahili kuwa kiongozi"}
{"text": "Bili mshauri mkuu wa Meya kutopatikana mambo yanapochacha"}
{"text": "Meya kumpa mhubiri sadaka ya laki moja kila mwezi ilhali amekosa kuwapa wafanyakazi wa baraza mshahara na mji unakuwa mchafu mpaka unaanza kuvunda"}
{"text": "Ndugu SosiSiki"}
{"text": "Sasa naona mnautusi ukarimu wetuMeya kwa wawakilishi"}
{"text": "Meya kuwaambia wawakilishi wa wafanyakazi kuwa baraza lina kanuni zake ambazo lazima ziheshimiwe ilhali haziheshimu"}
{"text": "Kama hawataki kuonyesha shukrani kwa wanayofanyiwa na baraza letu tukufu nitawafuta kazi"}
{"text": "Meya kusema anapenda urasimu ilhali anaidhinisha mambo kama vile nyongeza kinyume na kanuni za baraza"}
{"text": "Nzuri tatutatu anapomuuliza daktari habari za siku nyingi"}
{"text": "Meya kushukuru madiwani kwa kufika kuhudumia baraza lao"}
{"text": "Ni baraza gani lenye udhabiti kama letu ambalo linaongozwa na mstahiki Meya Sosi Lipi katika ujirani wetuMeyakuonyesha kiburi"}
{"text": "Meya kulinganisha baraza la Cheneo na majirani dhaifu ilhali wanaweza kufanya vyema"}
{"text": "Huoni Cheneo ni kisiwa cha kupigiwa mfanoMeya kwa Sosiwakati kuna shida nyingi"}
{"text": "Miaka hamsini baada ya uhurumiaka mingi kupita na watu wana umaskiniuhuru bandia"}
{"text": "Mstahiki Meyahastahikihastahili kuwa Meya"}
{"text": "Akili hii walisema ni maliMeyahana akili"}
{"text": "Kutaka idhaa za baraza zicheze nyimbo za uzalendo kabla na baada ya vipindi maarufuMeya si mzalendo Njia za kupumbaza watu"}
{"text": "Meya kusema Gedi ni miongoni mwa watu wenye uelewa"}
{"text": "Mji una amani na utulivuMeya kwa Gedi"}
{"text": "Lengo la mji ni afya bora na ya bure ilhali watakiwa kulipia matibabu"}
{"text": "Mpango wa maendeleo wa miaka kumi Meya ana malengo ya kimaendeleo ya milenia"}
{"text": "Tumeshaingia katika kiwango cha kimataifa"}
{"text": "Utetezi kuitwa uchocheziSiki"}
{"text": "Ndugu Meyamhubiri kwa Meya"}
{"text": "Wageni wanaokuja ni washirika wetu wa kimaendeleoMeya kwa D111"}
{"text": "Di kuwaita wafanyakazi wajingamtu mjinga hahitaji kubembelezwa ilhali ndio wajinga wa"}
{"text": "Sisi na yeye nani ana akili zaidiBili akirejelea D111"}
{"text": "Meya kusema wafanyakazi hawawezi kuwakilishwa katika baraza kwani lina kanuni zake ambazo mpaka zifanyiwe mabadiliko ilhali hazifuati"}
{"text": "Kuchanganya ndimi"}
{"text": "What do you think this is Food poisoningSiki"}
{"text": "Oh yes"}
{"text": "I understand"}
{"text": "Dawa ni painkillers tu"}
{"text": "Meya kuitisha glasi ya kunywea maji"}
{"text": "Yes sirGedi kwa Meya"}
{"text": "Nina entertainment vote ya Meya yangoja ualishi tu"}
{"text": "Kuna mayers act riot act"}
{"text": "Kile kinachoitwa collective responsiBility"}
{"text": "Hii ni grand ideawazo la kusitiri wizikuzuia watu kuwashuku"}
{"text": "Bloody henskudharau kuku waliotaga mayai"}
{"text": "NonsenseMeya anapokabwa na yai kwa kulibwakia"}
{"text": "Fridgejokofufriji anakotumwa Gedi amtolee Meya chupa moja ya maji"}
{"text": "Failifile"}
{"text": "Kula sukumawiki na dona doughnut"}
{"text": "Entertainment vote ya Meya ambayo yangoja ualishiidhini ya pesa za burudani za Meyaubadhirifu"}
{"text": "Wawakilishi wa wafanyakazi wanapotaka kumwona Meya wanaambiwa diary shajara yake imejaamapuuza"}
{"text": "Collective responsiBilitykunyima uhuru wa kwenda kinyume na jambo linaloungwa mkono na wengi"}
{"text": "Ikiwa hii si insubordination ni niniMeya kwa diwani IIIkukosa utiifu"}
{"text": "Full proofdii baada ya mipango ya kuiba fimbo kumaanisha haiwezi kugundulika"}
{"text": "Utohoziuswahilishaji"}
{"text": "Daktari"}
{"text": "Nesi"}
{"text": "Meya"}
{"text": "Hospitali"}
{"text": "Sistamtawa wa kikatoliki"}
{"text": "Wadi ya watoto"}
{"text": "Ofisinioffice"}
{"text": "Takriri"}
{"text": "Wafanya kazi wa jiji jinsi hospitali yenyewe ilivyo ya jiji"}
{"text": "Njiani ni njiani na hospitalini ni hospitalini"}
{"text": "Huna habari kuwa walinichagua hao hao watuujinga wa watu ndio chanzo cha uongozi mbaya"}
{"text": "Safi Safi kabisaMeya kuonyeshwa kuridhishwa na heshima za Gedi"}
{"text": "Sauti ni sauti tuBilikumhimiza Meya apuuze sauti za wafanyakazi"}
{"text": "Udumu milele na milelemhubiri akiombea uongozi wa Meya"}
{"text": "hujui ngoja ngoja huumiza matumboNgoja ngoja hii haisaidii matumboSiki kuhusu dawa"}
{"text": "Mkumbushe tena na tena mpaka apate mwanga wa kile unachokisemaSiki kwa D111"}
{"text": "Endelea endelea TatuMedi akimhimiza aendelee kusema malamiko yao kwa Meya"}
{"text": "Misemo"}
{"text": "Akili hii walisema ni maliMeyamajivuno"}
{"text": "Fununu sio mbali na ukweliMeyakuna wachochezi katika barazaD111 kuuliza Meya kama ana hakika na anayosema"}
{"text": "Na kumbuka mtumwa hauawiBili kwa Meya hawezi kufungwa kwa sababu alichukua hatua kwa niaba ya baraza"}
{"text": "Bahati haifungui milango yake zaidi ya mara mojaBilikuhimiza asipoteze fursa ya kujipatia pesa kupitia mwanakandarasi"}
{"text": "Mtu haukati mkono unaomlishaMeyahakikisho hawezi kumsahau Bili akipewa pesa na mwanakandarasi"}
{"text": "Wasemao mchana usiku watalalaBili"}
{"text": "Kelele za chura hazimzuii ngombe kunywa majiBilisauti za wafanyakazi"}
{"text": "Kubahatisha ndiko kupataSiki anapompata D111 nyumbani kwake"}
{"text": "Lililoandikwa halifutiki kwa kweli"}
{"text": "Eti siasa ni mchezo mchafu"}
{"text": "Watu hujifunza kutokana na makosa yao"}
{"text": "Mambo haya tunayafahamu tangu utandu hadi ukoko"}
{"text": "Mambo yalikuwa yametiwa chumvi"}
{"text": "Dawa ya adui ni kummegea unachokulaBili kuhusu mwanakandarasi"}
{"text": "Jina si kitu tumbo ndilo muhimu"}
{"text": "Misimukuwa mteja siku mbiliBili kutopatikana baada ya mambo kuhariiiibika"}
{"text": "Mtu hali kanuni"}
{"text": "Methali"}
{"text": "Huenda hizi ni dalili za mvua"}
{"text": "Hujui ngojangoja huumiza matumbougonjwa hauwezi kungojea dawa"}
{"text": "Kelele za chura hazimzuii ngombe kunywa majiBiliMeya hawezi kuathirika na mgomo"}
{"text": "Haraka haraka haina barakaWaridi kwa Siki"}
{"text": "Ganga ganga za mganga humlaza mgonjwa na matumaini"}
{"text": "Wasemao mchana usiku watalala"}
{"text": "Hizi ni Mbio za sakafuniBilimgomo hautafanikiwa"}
{"text": "Heri nusu shari kuliko shari kamiliSiki kwa Tatukucheleweshwa kwa mishahara ni bora kuliko kukosa kabisa"}
{"text": "Sikio la kufa haliSikii dawaD111 kwa Siki anapomwambia anaweza kumshawishi Meyaukaidihashauriki"}
{"text": "Msiba wa kujitakia hauna kilio"}
{"text": "Asante ya punda ni tekekukosa shukrani Meya anaposema aitiwe mhazili na kuambiwa na Gedi ameshaondokaalimpa kazi licha ya kutokuwa na hitimu zinazofaa"}
{"text": "Wengi wapeMeya kwa DIII"}
{"text": "Mazoea yana taabukuacha tabia ni vigumu"}
{"text": "Lililoandikwahalifutikimajaaliwa ya mungu kuonana na D111"}
{"text": "Mtu huvuna alichopandaviongozi wabaya huchaguliwa na wananchiD111"}
{"text": "Mhitaji siku zote ni mtumwaMeya kuonyesha wafanyakazi waliogoma wangelazimishwa kurudi kazini na mahitaji yao ya kila siku"}
{"text": "Hakuna bwana hakuna mtwanaD111 Meya anaposema wafanyakazi ni watumwa kuonyesha kuwa wao na baraza wanahitajianahuhudumiana"}
{"text": "Msiba wa kujitakia kilio kamwe haunaMeya anapoSikia wafanyakazi wakivurumishwa"}
{"text": "Mpiga ngumi ukutaMeya wakivurumishwa"}
{"text": "Yaliyopita yamepita Tugange yajayoD1 kwa Meya anapojuta kutomSikiliza D111"}
{"text": "Ya mungu ni mengiaskari wanapoingia ofisini kumtia mbaroni Meya na washirika wake"}
{"text": "Majazi"}
{"text": "Sosikutokana na source kumaanisha chanzo cha matatizo au msimu uaomaanisha kula kwa kutumia cheo kujilimbikia mali"}
{"text": "Kherikutokana na uadilifu kwa vile hana tamaa kama wenzake au baraka kwa jamii kwa kupinga maovu"}
{"text": "Sikikitu kichungu kinachotumiwa kama kiungo Anasababisha machungu kwa viongozi kwa kupinga uovu wao Anaongoza maandamano na kushauri Meya kushughulikia malalamiko ya wafanyakazi"}
{"text": "Waridiaina ya ua linalovutia lakini hunyauka punde tu linapotolewa mtini Anawapa matumaini wagonjwa Ghafla anajiuzulu na kuacha wagonjwa wateseke"}
{"text": "Cheneokitu kilichoenea na kutapakaa kila mahali Kuenea kwa uozo mogomo ukatili shida nk"}
{"text": "Shuara mji ambako ndege zilielekezwa baada ya wafanyakazi wa uwanja wa ndege kugomashwari utulifu"}
{"text": "Kajifaharimkahawa ambao Meya na Bili waliuzurumaarufu"}
{"text": "Ulinganuzi"}
{"text": "Kuweka vitu viwili pamoja ili kusisitiza tofauti"}
{"text": "Meya na diwani III"}
{"text": "Diwani 111 na Diwani 1 na 11"}
{"text": "Siki na Waridi"}
{"text": "Shuara na Cheneo"}
{"text": "Tatu Beka na Medi na Gedi na Dida"}
{"text": "Uzungumzi nafsia"}
{"text": "Mhusika mmoja kuongea peke yake"}
{"text": "Hivi huyu ana nia ganiMeya Dida anapopeleka viyai vidogo"}
{"text": "Meya kuongea peke yake kuhusu dhifa murua ambayo angewapa wageni mameya"}
{"text": "Meya anapojisemea mwenyewe kuhusu viyai vidogo alivyotengenezewa"}
{"text": "Meya anapojisemea mwenyewe kuhusu mapokezi ya mameya ambao wangezuru Cheneo vile angewapokea kifahari ili watoe ufadhili"}
{"text": "Siki anapojisemea kuhusu matatizo ya Cheneovile mji umejaa njaa na kuongozwa na wenye njaa ni hatari sana"}
{"text": "Meya kujisemea diwani III anapomshauri akutane na viongozi wa wafanyakazi tu lakini si kila mtu"}
{"text": "Meya ofisini akipanga mapokezi ya mameya wageniCheneo si mji hivi hivi wauone ukarimu na maana ya undugu wetu"}
{"text": "Meya kijisemea D111 anapoondokahawa wanaotaka uwaSikilize ni mzizi wa vizazi vya kesho Nafikiri ninaweza kuzungumza na viongozi wao si kila mtutenga utawale"}
{"text": "Meya kujizungumzia akiwa ofisini kupanga mapokezi ya wageniatamfurusha mwanakandarasi hatamu mpya mipango mipya"}
{"text": "Dida katika wimbo wake jinsi wafanyakazi walivyofurushwa kwa risasi vitoa machozi na magari ya maji"}
{"text": "Nidahasiyahi"}
{"text": "PoleDida akimpa Meya pole"}
{"text": "Alaadii kushangaa anapoSikia wafanyakazi wa uwanja wa ndege wamegoma"}
{"text": "Kisha unamruhusu kunipunja kwa kuleta viyai kiasi hiki Eehhasira"}
{"text": "NaamWaridi akimwitikia Siki"}
{"text": "AlaaSiki akishangaa kwa wagonjwa kufika kwa wingi licha ya dawa kutokuweko"}
{"text": "La hashaSiki akisisitiza si habari za kugoma amepelekea Meya"}
{"text": "Sadakta Bora usinisahausawa Bilikuridhika"}
{"text": "PoleSiki kwa Waridi kwa jamaa yake kufamtoto wa mamake mdogobinamu"}
{"text": "AsanteTatu anapokaribishwa na Siki"}
{"text": "AamenMeya akiitikia maombi ya mhubiri"}
{"text": "Mbinu rejeshi"}
{"text": "Siki anarejelea amewahi kuanzisha mgomo mwingine"}
{"text": "Uongo wa dawa kuwa bahari kuu unarejelewa mara kwa mara"}
{"text": "Kitoto kufia mokononi mwa Siki kwa njaa na ugonjwa"}
{"text": "Tunafahamishwa na Meya kuwa Siki alikuwa na utundu utotoni"}
{"text": "Bili kutukumbusha yeye na Meya wamewahi kwenda katika mkahawa wa kajifahari wiki mbili zilizopita kujistarehesha"}
{"text": "Meya amewahi kumpa Meya ushauri uliomdumisha mamlakani"}
{"text": "Kuna mwanakandarasi aliyekuwa na mkataba na baraza alilomwambia"}
{"text": "D111zamani Meya alikuwa anamSikiliza na kutilia maanani"}
{"text": "Bili kutufahamisha jinsi wafanyakazi walivyovurumishwa na askari kila mtu na mguu wake kumponya wanapoongea na Meya na madiwani"}
{"text": "Dida katika shairi lake anatufahamisha jinsiwatu walivyovurumishwa wakatimua mbio sana kwa kuogopa kuuawa"}
{"text": "Beka kueleza jinsi juzi mtoto wa kerekecha alikufa kama nzi mikononi mwa kerekecha akitazama"}
{"text": "Mama akieleza Siki mtoto alianza kuendesha lini siku iliyotangulia baada ya chakula alichotoa kwa bwana kwa kutokitokosa wali na maharagwe yaliyolala"}
{"text": "Meya kutufahamisha kuhusu mwanakandarasi aliyepewa kandarasi na Meya wa zamani ya kupelekea baraza bidhaa na ana mkataba ambao haujakwisha na ungeisha miaka mitatu iliyofuata"}
{"text": "Siki kueleza jinsi mara ya mwisho alipokuwa kwa Meya jinsi aliamuru asiruhusiwe kuingia kwake nyumbani au ofisini"}
{"text": "Jinsi alivyofahamishwa hilo na mfanyakazi mmoja wa Meya aliyesoma naye shule moja"}
{"text": "Kufahamishwa na DI jinsi Bili alikuwa akipigiwa simu tangu siku kabla iliyopita na hakuwa akipatikana"}
{"text": "Taharuki"}
{"text": "Mtoto kulazwa kupewa mchanganyiko wa sukari na chumvi hatima yake gani"}
{"text": "Sauti za wafanyakazi"}
{"text": "Askari wanapoingia Meya akiombewa na mhubiriNini kimejiri"}
{"text": "Wafanyakazi wa uwanja wa ndege kugoma wageni wakitarajiwa siku hiyo nini kitajiri"}
{"text": "Mama anapoingia ghafla bila kufuata utaratibu Waridi anamkemea watakubali kumhudumia kwa dharura aliyo nayo"}
{"text": "Pale Gedi anapoingia ofisini ya Meya wakiwa na D1 na D11 akihema na akiongea kwa kusitasita kimetokea nini"}
{"text": "Wageni kukaribia kuwasili na mji ni mchafu na hakuna uwezekano wa kuajiri vijana nini kitajiri"}
{"text": "Wafanyakazi kugoma na wageni wanatarajiwa kuwasili siku hiyo saa tano unusu usiku Nini kitatokea"}
{"text": "Nahausemi"}
{"text": "Meya kumwambia Gedi amwambie Dida aende mbio"}
{"text": "Yamenifika shingoni"}
{"text": "Unamkanyaga nyoka mkiaSiki kwa Meya"}
{"text": "Watu sasa wanafahamu mbivu na mbichiD111 ukweli"}
{"text": "Ndiyo huko ndiko kuwaua ndege watatu kwa jiwe moja"}
{"text": "Mlango huenda hatimaye ukasalimu amri"}
{"text": "Wanakipeleka chombo mrama"}
{"text": "Ni kazi ya kijungu mekojikoBekaya kumpatia mtu riziki tu"}
{"text": "Tangu utandu mpaka ukokowawakilishi kusema wanaelewa vyema yanayoendelea katika baraza kutenga DIII na kufanya maamuzi na wanaomuunga mkono"}
{"text": "Kupiga hatuakupata ufanisimaendeleo mapya kila uchaoMeya"}
{"text": "Unadhani nyimbo zinawashibisha na kukata kiu ya uhitaji waokushughulikia matakwa yao"}
{"text": "Nyumba yangu aione paaMeyaGedi asimruhusu Siki asiwahi kuingia kwake"}
{"text": "Mbivu na mbichiDiwani III"}
{"text": "Kupunguza joto"}
{"text": "Biliya kina yakheelimu ya maSikini"}
{"text": "Bili kutaka kujua kama mkewe Meya ashajifunguakupata mtoto"}
{"text": "Msikate tamaaSiki kwa Tatumsipoteze matumaini"}
{"text": "Inavunja moyokuona watu wakivurumishwa na askarikuSikitisha"}
{"text": "Si wengi wanaoweza kuwakosoa jamaa zao wanapokipeleka chombo mrama"}
{"text": "Mimi niko radhi kutekeleza uyatakayo ingawa shingo upaneDIII kwa Meya anapomshinikizabila hiari"}
{"text": "Kazi ya kijungu mekobekaisiyo na akibacha kuweka"}
{"text": "Tangu utandu hadi ukokoMediwanajua yote kuanzia mwanzo mpaka mwisho yanayoendelea katika baraza"}
{"text": "Anaungana na mahasidi kunitoa rohoMeya anarejelea mhazilikuporomosha uogozi wake"}
{"text": "Yote haya yametiwa chumvi na wanahabariMeya akielekea kushikwakufanywa yaonekane makubwa"}
{"text": "Halafu nitiwe ndaniMeya kwa Bili afungwe gerezani"}
{"text": "Uma na kuvuviadhuru mtu kwa kutumia ujanja asielewe"}
{"text": "Taswira"}
{"text": "Mwandishi anapotueleza kuhusu meza ya maakuli ya Meya kwamba imejaa mayai na vyakula kutuchorea picha ya ulafi"}
{"text": "Maelezo ya Waridi huleta hali halisi ya zahanati"}
{"text": "Uvundo na maji ya taka unachora picha ya mji ilivyo"}
{"text": "Wafanyakazi wanavyokabiliwa na polisi kutembeza virungu na risasi"}
{"text": "Siki anapomwambia Meya kwamba anaingiza kidole kwenye mzinga wa nyukihatari"}
{"text": "Picha ya mtoto mgonjwa ya Waridi akimwambia Sikikitoto chenyewe kiriba chaongozakuvimba tumbo kwa utapia mlo"}
{"text": "Didapicha ya hali ya mambo wafanyakazi walivyofurushwawazee kutimua mbio bunduki magari ya maji"}
{"text": "Picha ya usafiri wa wafanyakazi na madiwani wakielekea kazinikwa kutembea kutoka mabandani jua likiwaka au kukinyesha na viatu kuharibiwa na lami na madiwani wanasafiri katika magari yenye vifaa vya kusafisha hewa"}
{"text": "Tashtitikichekovichekeshodhihaka"}
{"text": "Meya kujifanya mwokovu na kutoa matamko ya kidiniAamen Aamen"}
{"text": "Meya kutumia pesa vibaya na wagonjwa wanapewa mchaganyiko wa chumvi na sukari"}
{"text": "Pale diwani na wandani wake wananaswa na askari baada ya mambo kufikia kiwango kibaya na Bili hajulikani aliko"}
{"text": "Diwani I na II wanacheka baada ya kuambiana kwamba siku zote wanazizima tarumbeta za wasiotosheka kama kwa kukohoa tu"}
{"text": "Meya anacheka baada ya kujisemea kuhusu maandalizi ya wageni wanaokuja"}
{"text": "Diwani I na II wanacheka baada ya kuambiana kwamba siku zote wanazizima tarumbeta za wasiotosheka kama kwa kukohoa tu"}
{"text": "Meya anacheka baada ya kujisemea kuhusu maandalizi ya wageni wanaokuja"}
{"text": "Dida anacheka baada ya kuigiza matendo ya askari walivyovurumisha wagomaji"}
{"text": "Meya na mhubiri kupokezana mikono wakicheka"}
{"text": "Utatu"}
{"text": "Mtoto mgonjwa ana miaka mitatu"}
{"text": "Alikufa akiwa na miaka mitatu"}
{"text": "Kuua ndege watatu kwa jiwe moja"}
{"text": "Madiwani watatu"}
{"text": "Wawakilishi watatu wa wafanyakazi"}
{"text": "Dawa zingefika bandarini baada ya siku tatu na baada ya siku tatu zingefika hospitalini"}
{"text": "Meya na madiwani wawili wanakamatwajumla ya waliokamatwa ni watatu"}
{"text": "Bunduki inayotema risasi tatu tatuDida akieleza kuhusu kuvurumishwa kwa wafanyakazi na askari"}
{"text": "Nyimbo"}
{"text": "Sauti ya Siki anapojisemea"}
{"text": "Njaa ina nguvu imeangusha miambaviongozi"}
{"text": "Mwenye tumbo tupu anahitaji ashughulikiwe bila kucheleweshwa"}
{"text": "Sauti za wafanyakazi zinachukua muundo wa ushairi"}
{"text": "Kiliowanataka kuSikilizwa"}
{"text": "Kudai haki jasho damu"}
{"text": "Maslahi yao kuangaliwa"}
{"text": "Malipo bora"}
{"text": "Huduma za afya"}
{"text": "Kudhalilishwa"}
{"text": "Kupuuzwa daima"}
{"text": "Mshahara zaidi"}
{"text": "Dawa hospitalini"}
{"text": "Sauti ya Dida"}
{"text": "Kweli kinzani"}
{"text": "Tumetembea lakini hatuendi mbeleSiki"}
{"text": "Kwenda tunaenda lakini kinyumenyume"}
{"text": "Chuku"}
{"text": "Kufanya Cheneo kote kuwaka moto wa mafanikiomaendeleo makubwa"}
{"text": "Kupuuzwa daimasauti ya wafanyakazikukataa kabisa kusikilizwa"}
{"text": "Wanadai takriban kila kituGedi anapoulizwa na Meya wafanyakazi wanataka nini"}
{"text": "Vijana waliohitimu kushindwa kupata hata utopasikusisitiza ukosefu wa ajiraMeya"}
{"text": "Udumu milele na milelemhubiri akiombea uongozi wa Meya"}
{"text": "Kumbe wazee huwashinda mbio vijanaDidakutimua mbio sana kujinusuru"}
{"text": "Sadfa"}
{"text": "Siku wageni wanatarajiwa kuwasili kusadifiana na mgomo wa wafanyakazi wa uwanja wa ndege na wale wa bohari kuwaunga wenzao mkono"}
{"text": "Siku Siki anaenda kwa Meya na kwa DIII anawakuta wakiwemo"}
{"text": "Siku ambapo Meya na DI na II wanapokutana ndipo wanatiwa mbaroni"}
{"text": "Gedi kumpelekea Meya maji kunasadifiana na upepo kubadili mkondo wa harufu ya taka na kufanya Meya kulalamika kuhusu maji"}
{"text": "Siki ni binamu ya Meya Binamu yake Waridi kufa kwa kukosa dawa"}
{"text": "Bilikusitiri wizikukomesha malalamikokutangaza fimbo imeibwa na uchunguzi unafanywa mara moja kisha kuanzisha mazungumzo na wafanyakazi na kufanya waonekane wao ndio wasiotaka suluhu"}
{"text": "Wizi kupagwa kusadifiana na mgomo ili kusingizia rabsha"}
{"text": "Ziara ya mameya wageni inasadifiana na migogoro baina ya baraza na wafanyakazi"}
{"text": "Ule wakati Meya anasema hali yataka kutumia nguvu na angewapa askari amri kunyoosha mambo ndipo askari wanatokea si kufanya analotaka bali kumtia mbaroni"}
{"text": "Kutiwa mbaroni kwa Meya na diwani I na II kunasadifiana na wao kuwa katika mkutano wa kujaribu kutatua mambo"}
{"text": "MSTAHIKI MEYA Ziada"}
{"text": "MANDHARI"}
{"text": "Mandhari ya tamthilia ya Mstahiki Meya ni mji unaoitwa Cheneo Mji huu unatawaliwa na Baraza linaloongozwa na Mstahiki Meya pamoja na madiwani"}
{"text": "Mji wa Cheneo una zahanati ambayo inafurika wagonjwa wakitafuta matibabu ingawa hakuna dawa"}
{"text": "Mandhari ya nyumbani kwa Meya inaashiria kwamba ni nyumba ya kifahari iliyo na makochi na zulia lenye kuwaza ya kupendeza"}
{"text": "Mitaa ya Cheneo imejaa uvundo kwa sababu ya kutozolewa taka hasa baada ya mgomo wa wafanyakazi"}
{"text": "Mandhari ya Mji huu ni kielelezo cha jinsi ilivyo miji mingi humu nchini kutokana na usimamizi mbaya"}
{"text": "MUHTASARI WA MAONYESHO"}
{"text": "SEHEMU YA KWANZA"}
{"text": "ONYESHO LA KWANZA"}
{"text": "Onyesho hili linafanyika kwenye zahanati wakati wa jioni"}
{"text": "Daktari Siki anazungumza na waridi ambaye ni nesi muuguzi Daktari anaonekana mwenye wasiwasi Anauliza wagonjwa wamefika wangapi zahanatini Naye Waridi anadokeza kuwa wagonjwa waliofika ni wengi kuliko siku iliyotangulia"}
{"text": "Hata hivyo lililo wazi ni kuwa hakukuwepo na dawa hata kidogo Waridi anasema kuwa Meya aliwataka wawashauri wagonjwa wasubiri dawa kwamba walikuwa wameagiza dawa zingefika hospitalini baada ya siku sita Hata hivyo Daktari Siki hakubaliani na madai hayo Anasema Wakisubiri ugonjwa wao utasubiri Hujui ngoja ngoja huumiza matumbo ukurasa 3"}
{"text": "Waridi anamwambia Siki kuwa hata wagonjwa zaidi wakipokelewa hawataweza kusaidika Aidha wagonjwa wenyewe hawana uwezo wa kulipia huduma Hii ni kutokana na umaskini Anaongeza kusema kuwa mfumo huu wa wagonjwa kugawana gharama ya huduma unahimizwa na wazungu Maoni ya Daktari Siki ni kuwa si kweli kwamba watu ni maskini kwa sababu nchi ni maskini"}
{"text": "Mama mmoja mfanyakazi wa Baraza la Jiji anaingia alikokuwa daktari na nesi Analalamika kuwa mtoto wake wa pekee aliyembeba alikuwa mgonjwa na kwamba alikuwa anataka usaidizi kabla mtoto kufa"}
{"text": "Anapoambiwa aeleze hali ya mtoto anasema kuwa amekuwa akiendesha tangu siku iliyotangulia Hii ni baada ya kula kiporo ambacho mama mtu alitoa kwa mwajiri wake anakofanya kazi Huku ni kwa Mstahiki Meya wa jiji la Cheneo"}
{"text": "Hapo mtoto anapokelewa kwenye wodi na nesi Baadaye Waridi anasema kuwa baada ya kumchunguza mtoto huyo alibaini kuwa aliugua pia utapiamlo Hii ni kutokana na ukosefu wa lishe bora"}
{"text": "Anashauriwa na daktari ampe huduma ya kwanza ili kumpa matumaini Onyesho linapofika mwisho ni bayana kuwa nesi ana imani kuwa dawa walizoahidiwa zingefika hospitalini Hata hivyo Daktari Siki anatofautiana naye akiamini kuwa ahadi ya dawa ni siasa tu za Meya"}
{"text": "ONYESHO LA PILI"}
{"text": "Onyesho hili linafanyika nyumbani kwa Meya"}
{"text": "Hii ni siku iliyofuata ile ya onyesho la kwanza kule zahanatini Mazingira ya mahali hapa ni ya kupendeza Yanaonyesha uwezo mkubwa wa kiuchumi alio nao Meya Meya yuko peke yake akijapatia staftahi Anapiga funda zito la chai ambalo linamchoma Anamtuma Gedi mpambe wake akamwite Dida Dida ni mhudumu wa hapo nyumbani kwake Anakuja na kunyenyekea mbele ya Meya japo Meya anakashifu unyenyekevu wake Meya analalamika pia kuwa mayai aliyoletewa ni madogo Anamwamrisha kwamba aliyekuwa akiyaleta amshauri asiyalete tena"}
{"text": "Dida anapotoka anaingia daktari Siki Siki ni binamuye Mstahiki Meya Kwa sababu hii Siki anamwita jina lake ambalo ni Sosi Meya hafurahishwi na hatua hiyo ya Siki ya kutomtambua kama Meya Anamwambia Pamoja na salamu zako lazima uniite Sosi Wewe tu ndiye hujui kuwa mimi ndiye Meya wa Baraza la mji wa Cheneo Ukurasa 10"}
{"text": "Siki anasema hayo si muhimu Kilicho muhimu ni yale ambayo yalimleta hapo kwa Meya Inabainika kuwa sababu ya daktari huyu kuja hapa ni kuwasilisha matatizo ya wafanyakazi wa jiji la cheneo"}
{"text": "Katika mazungumzo yao Meya anatetea maendeleo katika jiji hili Hata hivyo Siki anapuuza maendeleo haya na kusema kuwa watu wana shida Ukurasa 11 Anaongeza kuwa wananchi wana matatizo kama vile njaa Ukurasa 12 Meya anatetea uongozi wake na kusema kama asingekuwa mzuri asingechaguliwa mara tatu Anajisifu kuwa amedumisha utulivu na imani katika eneo lake"}
{"text": "Daktari Siki anamshtumu Meya na Madiwani wenzake kwa kutofikiria watu waliowachagua Analinganisha tabia hiyo na kuwatusi wananchi Kulingana naye uongozi wa Meya ni ukoloni mamboleo Aidha anatahadharisha kuwa hatua hiyo ni hatari kama kukanyaga nyoka mkia Ukurasa 15 Kilele cha yote hayo Mstahiki Meya anamtaka Gedi amtoe Siki nje kwa nguvu Lakini Siki anasema angeombwa aondoke angeondoka tu na wala hakuna nguvu ambazo zahitajika"}
{"text": "Punde Meya anamtuma Gedi akamwambie mhazili amwandalie mkutano wa kamati ya Meya ambao ungefanyika alasiri hiyo"}
{"text": "ONYESHO LA TATU"}
{"text": "Mandhari ni ofisini mwa Meya"}
{"text": "Ni katika mkutano ambao Meya aliitisha Washauri wake Diwani III na III wanamsubiri Meya"}
{"text": "Mazungumzo ya Diwani I II na III yaonyesha kuwa raia wameanza kupinga uongozi dhalimu wa Meya Diwani II anasema kuwa Meya kuwaita yaonyesha hali si nzuri Diwani I aona hili kama dogo Anasema wameona wengi wakilalamika nao Diwani I na II wakawanyamazisha Diwani III awaambia kuwa sasa watu wamezinduka na wanataka vitendo si maneno"}
{"text": "Mazungumzo kati ya Diwani III na III yaonyesha uzalendo wa kijinga wa washauri wa Meya Diwani I anajibu kauli ya Diwani III kuwa jukumu lao ni kulitetea baraza la Mstahiki Meya Diwani I na II wanaona kama heshima kubwa waliotunukiwa kuhudumu katika kamati ya Meya Diwani III anaonya Diwani I na II dhidi ya ubinafsi uzalendo wa kijinga na ukatili Hawakuchaguliwa kupiga vita raia walichaguliwa kuleta maendeleo katika Cheneo yote"}
{"text": "Meya anaingia na kuwajuza madiwani hali si nzuri Anasema kuwa baadhi ya madiwani wamezindua raia na kuangazia udhaifu wa Baraza wa kutowajibikia majukumu yake Ni dhahiri kuwa uongozi wa Meya haujatekeleza majukumu yake Hivyo kuzorota kwa hali ya usafi mjini Meya anashindwa kunywa maji aliyoletewa na Gedi kutokana na harufu mbaya nje"}
{"text": "Ili kurekebisha hali Diwani I anasema atawaambia vijana kutumia nguvukutembeza virungu ili watu wasiandamane"}
{"text": "Vilevile Diwani I na II wanatarajia kuinua viwango vya uzalendo kwa kutumia hila zifuatazo"}
{"text": "Mashindano ya vijana ya kubuni"}
{"text": "Kutunga na kucheza nyimbo Yaonyeshwe katika vyombo vya habari"}
{"text": "Vijana kujionea fahari Diwani III anaonya wenzake dhidi ya mipango hii isiyofaidi wanyonge Analalamikia"}
{"text": "Mishahara duni ya wafanyakazi"}
{"text": "Ukosefu wa ajira"}
{"text": "Kucheleweshwa kwa mishahara"}
{"text": "Mataifa yenye uwezo mkubwa kiuchumi yanadhibiti mataifa machanga Mfano Kubuni sera za uajiri na kupunguza wafanyakazi Pia Baraza haliwezi kuongeza mishahara kwani mataifa hayo hayajatoa mikopo"}
{"text": "Diwani III apendekeza watafute mbinu za kukabiliana na hali duni ya maisha badala ya kuwadanganya watu kuwa dawa zimeagizwa na hali sivyo"}
{"text": "Asema kuwa ahadi hizi za uongo zinawashinikiza wafanyakazi kutaka kujieleza Mazungumzo kati ya Meya Diwani I II na III yamedhihirisha tamaa na ubinafsi wa uongozi wa umma"}
{"text": "Meya aidhinisha uundaji wa kamati ambazo hazina umuhimu nyongeza ya mishahara au marupurupu ya walinda usalama na kutotozwa kodi kwa madiwani Kinaya ni kuwa Baraza lina nakisideficit ya shilingi milioni mia moja na ishirini ingawaje hata mama muuza mboga analipa ushuru"}
{"text": "Diwani I na II wanadai kuwa wanahitaji kuvaa vyema katika mapokezi wasije wakajidunisha mbele ya mameya Meya anamwamuru Diwani III kukubaliana na njama zao za matumizi ya kiholela ya mali ya umma"}
{"text": "Masuala yanayoibuka katika onyesho"}
{"text": "Uongozi mbaya"}
{"text": "Meya anawateua washauri wanaoendeleza maslahi yake mfano Diwani I na II"}
{"text": "Meya aidhinisha matumizi ya kiholela ya fedha huku akijua baraza halina pesa"}
{"text": "MeyaDiwani I na II wanapinga ushauri wa Diwani III kuhusu matumizi bora ya pesa"}
{"text": "Mbinu hasi za uongozi na propaganda"}
{"text": "Jiji limekuwa chafu"}
{"text": "Kamati zisizofaidi raia ili kumuunga mkono Meya"}
{"text": "Vitisho matumizi ya virungu"}
{"text": "Meya aidhinisha kutotozwa kodi kwa madiwani"}
{"text": "Hali duni ya maishaumaskini"}
{"text": "Ukosefu wa ajira"}
{"text": "Mishahara duni"}
{"text": "Kupunguzwa kwa wafanyakazi"}
{"text": "Utetezi wa haki"}
{"text": "Diwani III atetea haki za wafanyakazi"}
{"text": "Pia apinga nyongeza ya mishahara kwa madiwani"}
{"text": "Ukoloni mamboleo"}
{"text": "Mataifa ya wafadhili yalazimisha Cheneo kupunguza wafanyakazi"}
{"text": "Ubinafsitamaa"}
{"text": "Madiwani I na II na Meya waidhinisha madiwani kuongezwa mishahara na kutolipa kodi"}
{"text": "SEHEMU YA PILI"}
{"text": "ONYESHO LA KWANZA"}
{"text": "Mandhari ni ofisini mwa Meya"}
{"text": "Meya yumo katika uandalizi wa kuwapokea mameya Katika uzungumzi nafsia apanga kuagiza divai na mvinyo kutoka ngambo Ubadhirifu"}
{"text": "Onyesho lina mazungumzo kati ya Meya na Bili aliye rafiki yake na mshauri wake Ushauri wa Bili waongozwa na ubinafsi Anamshauri Meya kuliibia baraza kupitia mwanakandarasi Meya atamhimiza mwanakandarasi kulishtaki baraza kuhusu kukatizwa kwa kandarasi kabla ya wakati kuisha baraza limfidie naye ampe Meya asilimia fulani ya fidia Bili amkumbusha Meya asimsahau kwa hili"}
{"text": "Meya ameshamgawia Bili vipande vinne vya ardhi ya umma Walitumia pesa za umma Meya alimpeleka bibi yake ngambo kuzalia huko kuwapeleka wanawe kusomea hukokujistarehesha kwenye hoteli za kifahari yeye Bili na familia yake"}
{"text": "Katika onyesho tunaona juhudi za wafanyakazi za kupigania haki zao Meya na Bili wakiwa ofisini sauti za wafanyakazi wanaolia malipo bora huduma za afya na kuthaminiwa zinasikika Meya anashtuka akimlaumu Siki kuwa ndiye anayechochea"}
{"text": "Bili anamhimiza Meya kupuuza sauti hizi anaziona kuwa kelele za chura ambazo hazipaswi kumzuia Meya kufanya analolielewa Meya anadai kuwa hajakataa kuwahudumia wafanyakazi Ukweli ni kwamba ingawa Meya anadai kushughulikia mahitaji ya wafanyakazi anapoambiwa na Gedi kwamba wafanyakazi wamegoma anatuma Gedi awaambie kuwa kama hawataki kuonyesha shukrani kwa baraza baraza litawafuta kazi Anawatisha kuwa kuna vijana waliohitimu katika vyuo vikuu na hawajapata hata kazi ya utopasi"}
{"text": "Tabia ya viongozi ya kukabiliana kikatili na wapigania haki inajitokeza katika onyesho hilo Meya anamtuma Gedi amwagize afisa mkuu wa usalama awaite polisi wawatawanye wafanyakazi waliogoma"}
{"text": "Maswala muhimu"}
{"text": "Uongozi mbaya"}
{"text": "Ubadhirifu wa mali ya umma"}
{"text": "Ufisadi  kupitia kandarasi"}
{"text": "Tamaa na ubinafsi"}
{"text": "Unafiki  ushauri mbaya wa Bili alitaka anufaike"}
{"text": "Meya amsifu ili azidi kumpa ushauri"}
{"text": "Meya na mwanakandarasi"}
{"text": "ONYESHO LA PILI"}
{"text": "Mandhari ya onyesho ni ofisini mwa Siki"}
{"text": "Siki anapokea simu kutoka kwa Tatu Tatu na Siki wanaagana kukutana ofisini mwa Siki"}
{"text": "Uzungumzi nafsia unatokea baada ya mazungumzo haya ya simu unaodhihirisha kwamba wafanyakazi hawajaridhishwa na hali ya mambo Siki asema kwamba aliwaambia viongozi kuwa watu wenye ugonjwa wa njaa ni hatari huangusha wenye nguvu"}
{"text": "Maneno ya Siki yathibitika Waridi anapoingia ofisini mwa Siki na kumwambia kwamba ajiuzulu analalamika ukosefu wa dawa ambao umesababisha kifo cha binamu yake malimbikizo ya mishahara na kudorora kwa usafi hospitalini Anamwambia Siki kuwa wafanyakazi watagoma Jambo hili litathibitika Tatu anapokuja ofisini mwa Siki"}
{"text": "Mazungumzo kati ya Siki na Tatu yatathibitisha kuwa wawakilishi wa wafanyakazi wamekuwa wakitaka kukutana na Meya kuwasilisha malalamishi yao Meya hajadiriki kukutana nao akidai kuwa shajara yake imejaa Hii ndiyo sababu Tatu anakuja amwombe Siki azungumze na Meya kwani ni mabinamu huenda akasikizwa Siki amwambia amejaribu bila mafanikio Tatu amwambia Siki kwamba ameona suluhisho ni mgomo"}
{"text": "Siki anaonyesha ukomavu na uwajibikaji kwa kumwonyesha Tatu madhara ya mgomo Anamwambia wachukue hatua polepole wasije wakateseka zaidi Amjuza Tatu kuwa mameya wanakuja kutembelea Cheneo wafanyakazi wakimsisitizia Meya umuhimu wa usafi na kutishia kususia shughuli za kusafisha huenda akawasikiliza"}
{"text": "Aidha Siki anaahidi kuwajibikia kilio cha wafanyakazi kwa kuzungumza na Diwani III"}
{"text": "Masuala ibuka"}
{"text": "Dhuluma"}
{"text": "Kiongozi hasikii vilio vya wafanyakazi"}
{"text": "Asema shajara yake imejaa hawezi kuonana na akina Tatu"}
{"text": "Malipo duni"}
{"text": "Malimbikizo ya mishahara"}
{"text": "Viongozi wanatoa ahadi za uongo kwa wafanyakazi"}
{"text": "Vifo kutokana na ukosefu wa dawa"}
{"text": "Ukosefu wa maji katika zahanati"}
{"text": "Upiganiaji haki"}
{"text": "Waridi anajiuzulu kufuatia hali duni katika mazingira ya utendakazi"}
{"text": "Wafanyakazi wamesusia kazi"}
{"text": "Tatu amekuja kumwona Siki kwa ushauri kuhusu namna ya kuwasilisha malalamishi yao"}
{"text": "Siki amezungumza na Meya na Diwani III kuhusu hali ya wafanyakazi"}
{"text": "Siki anamshauri Tatu waende hatua kwa hatua wasije wakajihasiri zaidi"}
{"text": "ONYESHO LA TATU"}
{"text": "Mandhari ni ofisini mwa Meya Unafiki wa kidini unadhihirika"}
{"text": "Mhubiri amekuja kumwombea Meya Awali Bili alimwambia Meya kuwa anahitaji maombi Meya anamshukuru mhubiri naye mhubiri kwa unafiki anasema kwamba Meya ni ndugu mpendwa na mhubiri akiitwa na ndugu sharti aitike Anadai kuwa kutotii ni kutomtii Mungu"}
{"text": "Uhusiano wa Meya na mhubiri unaongozwa na ubinafsi Meya anajidai kupendezwa na dini hata anamwambia mhubiri kwamba kila wakikutana kuna kinachomsukuma kutaka kuacha kazi ya udiwani na kumfuata mhubiri"}
{"text": "Nia ya Meya nikujipendekeza kwa mhubiri ili amwombee naye Meya ajidumishe mamlakani Mhubiri anausifu ucha Mungu wa Meya na kumwombea Meya kwa nia ya kumvuta Meya kumtolea sadaka unafiki Meya na mhubiri waingiwa na jazba na hatima yake ni Gedi kuingia kujua kinachoendelea"}
{"text": "Tendo hili la Gedi na maafisa wa usalama linaleta ucheshi unaodhamiriwa kuwasuta Meya na mhubiri kwa kutumia ofisi ya umma kwa maslahi ya kibinafsi Mhubiri anapuuza uvamizi huu na kuchukulia kama mateso yanayowapata katika harakati za kuendeleza kazi ya Bwana Kauli yake yaonyesha unafiki"}
{"text": "Ubadhirifu na ukosefu wa uwajibikaji wa Meya unajitokeza Analibebesha baraza mzigo wa kifedha kwa kumwahidi mhubiri sadaka ya shilingi laki moja kila mwezi Vilevile Meya anampa kazi ya kumwombea kila juma na kumwahidi kugharamia petroli atakayoitumia katika safari yake"}
{"text": "Masuala muhimu"}
{"text": "Unafiki"}
{"text": "Meya ajifanya mpole anapozungumza na mhubiri"}
{"text": "Meya kudai ana hamu ya kuacha umeya na kuingilia uhubiri"}
{"text": "Sadaka ya kumvutia mhubiri kwake na si sababu ya ucha Mungu"}
{"text": "Mhubiri kumsifu Meya kwa kutafuta upendo wa Mungu na kumhimiza kufuata dini Hila ya kumvuta Meya kwake"}
{"text": "Mhubiri anamwombea Meya ili apate sadaka na pesa za petroli"}
{"text": "Meya aitikia Amen kujifanya mcha Mungu"}
{"text": "Meya anamwambia mhubiri kwamba baraza limetambua mchango wa wahubiri Hii ni hila ya kujionyesha mwema"}
{"text": "b Tamaa ya ubinafsi"}
{"text": "i Mhubiri kumwombea Meya ili afaidike na sadaka inayotolewa na baraza"}
{"text": "ii Meya ataka kuombewa ili adumu uongozini"}
{"text": "ONYESHO LA NNE"}
{"text": "Mandhari ni nyumbani mwa Diwani III"}
{"text": "Siki amekuja kumwona Diwani III kama alivyomwahidi Tatu"}
{"text": "Mazungumzo ya Siki na Diwani III ni ya kuzungumza na Meya Anamwambia Siki kuwa Meya sikio la kufahalimsikilizi tena anawasikiliza washauri wake wanaompotosha Cheo kimemlevya kiasi cha kusahau alipotoka"}
{"text": "Diwani III anachukizwa na vitendo vya kikatili vya askari wa baraza kuwatawanya wafanyakazi wanapotaka kulalamikia hali zao Vilevile tamaa ya madiwani inaonekana na wana ushawishi kwa Meya Meya huwaalika tu wale ambao wanaridhia matakwa yake Diwani III hashirikishwi katika vikao vinavyohusu matumizi ya fedha lakini baadaye huaminishwa kutekelezwa yaliyoazimiwa katika vikao hivyo"}
{"text": "Onyesho ladhihirisha uwezo mkubwa alio nao Meya Kuna sheria ambayo inampa Meya mamlaka ya kukabiliana na migomo anaweza kunyamazisha yeyote"}
{"text": "Kuna sheria ambayo inampa mamlaka ya kumchukulia yeyote hatua"}
{"text": "Uwajibikaji wa pamoja wa madiwani unawanyima uhuru madiwani waadilifu kama vile Diwani III kupinga maamuzi ya wenginewengi wape"}
{"text": "Meya ndiye anayeamua kuhusu matumizi ya viwanja vya umma Jambo hili linapalilia ufisadi"}
{"text": "Siki analiona tendo la madiwani kutoshughulikia raia kama usaliti Naye Diwani III anamkumbusha wajibu wa raia hasa wanataaluma katika uteuzi wa viongozi anawashutumu wanataluuma kwa kutojiingiza katika siasa wakisema kuwa siasa ni mchezo mchafu Anamwambia Siki kwamba hata watu wakapewa fursa nyinginewatachagua viongozi hao hao tu Kwa hivyo hata raia wamechangia katika tatizo la uongozi mbaya"}
{"text": "Siki amsihi Diwani III kumhimiza Meya kushughulikia maslahi ya wanyonge Diwani III anaonyesha kuwajibika kwa kumwahidi Siki kwamba atamzungumzia Meya kuhusu hali ya wafanyakazi asema Meya apaswa kusikiliza malalamishi ya wafanyakazi na sio kujinyakulia ardhi yeye na wenzake Anamsisitizia Siki kuwa wote wapaswa kushirikiana kubadili hali kwani raia na uongozi wote wamekosa  raia wanawachagua viongozi hawa nao viongozi wanawadhulumu"}
{"text": "Masuala muhimu"}
{"text": "Meya na madiwani wenzake wanaunda sera na mbinu za uongozi mbaya wao ni zao la umma uliowachagua"}
{"text": "Raia walalamika uongozi eti ni mbaya na hawataki kujiingiza katika siasa eti ni mchezo mchafu Wanataaluma waadilifu kama Siki wameshindwa kujiunga na siasa"}
{"text": "Mgogoro unazuka kati ya wanasiasa na wanataaluma Mfano Siki na Meya ni kama maji na mafuta"}
{"text": "Onyesho pia laonyesha pingamizi ambazo zinafunga juhudi za kujikomboa kwa unyonge"}
{"text": "Mamlaka makuu ya Meya"}
{"text": "Uwajibikaji wa pamoja wa madiwani"}
{"text": "Kutengwa kwa washauri bora"}
{"text": "Matumizi ya vyombo vya dola mfano Askari kuwanyamazisha wapigania haki"}
{"text": "Tamaa na ubinafsi wa viongozi"}
{"text": "Viongozi waadilifu na raia kutojiingiza katika siasa"}
{"text": "Dhuluma  askari wanawatawanya watu wanaolalamika ukiukaji wa haki"}
{"text": "Kusingiziwa kwa washauri wapotovu kama Diwani I na II"}
{"text": "SEHEMU YA TATU"}
{"text": "ONYESHO LA KWANZA"}
{"text": "Mandhari ni ofisini mwa Meya"}
{"text": "Meya amemwita Diwani III ambaye amefika Pia mwenyewe alikuwa na nia ya kumwona Meya"}
{"text": "Mazungumzo baina ya Meya na Diwani III yadhihirisha kuwa uongozi wa Meya umekosa busara"}
{"text": "Amtaka aongeze madiwani mshahara mara moja huku ajua mwezi umebakia siku mbili na mishahara tayari imeandaliwa Diwani III anapomwambia haya Meya asema kuwa hilo si neno la muhimu ni kulipwa kwa hiyo nyongeza"}
{"text": "Mazungumzo pia yaonyesha ukiukaji wa kanuni za baraza Diwani III anamwambia Meya kuwa hashiriki katika kikao kilichoamua nyongeza hii ingawa ndiye anayehusika na fedha"}
{"text": "Vile vile wafanyakazi wamegoma kudai nyongeza ya mishahara aeleza kuwa nyongeza kwa madiwani italeta mivutano zaidi kwani uwezo wa kifedha wa baraza ni mdogo"}
{"text": "Meya aonyesha ubaguzi na mapuuza anaposema hadharani kutokuwa na mivutano kwani madiwani ni madiwani na hawawezi kunyimwa haki zao Hata hivyo Diwani III anamkumbusha kuwa wafanyakazi ndio wanaotaabika kuzalisha mali ambayo wadiwani wanaila Asema hakubaliani na Meya kuwaona madiwani kuwa wenye thamani kuliko wafanyakazi Asema kuwa hao wafanyakazi ndio waliowachagua madiwani kuwawakilisha"}
{"text": "Diwani III amwonyesha hasara ya mgomo wa wafanyakazi kwa pato la baraza Pato limepungua kwa kukosa kukusanya kodi mwezi jana Meya anadai kuwa anawafahamu wafanyakazi wangerudi baada ya siku chache kutokana na haja ya mahitaji ya kila siku Asema wafanyakazi ni wahitaji hivyo ni watumwa"}
{"text": "Diwani III amwambia Meya kuwa baraza linahitaji wafanyakazi jinsi wafanyakazi wanalihitaji baraza Anapendekeza nyongeza ilipwe kwa madiwani na wafanyakazi baada ya waliogoma kurudi kazini"}
{"text": "Kiburi na mtazamo finyu wa Meya waonekana pale anapomwambia Diwani III kuwa wafanyakazi wakigoma kuna vijana wengi wanaoweza kufanya kazi hii kwa malipo ya chini na kuwa kazi wanazofanya ni za mikono zisizohitaji mtu kufunza Diwani III anaposema kuwa hata kazi za mikono zinahitaji mikono na akili zilizozoea Meya aliona kama hujuma na anamwambia Diwani III angoje wakati wake wa kutekeleza ayatakayo Kauli hii yaonyesha kiburi na kujiamini kwa Meya"}
{"text": "Mazungumzo kati ya Meya na Diwani III pia yaonyesha hali ya utegemezi wa mataifa machanga kwa yale yenye uwezo mkubwa wa kiuchumi Meya asema kuwa wageni wanaokuja watawapa mikopo ya kulipia mishahara yao"}
{"text": "Diwani III amwonya dhidi ya utegemezi huu kwani utaachia vizazi vijavyo madeni Meya asema kuwa wao hawatakuwepo hivyo hivyo haina haja kujishughulisha Diwani III amkumbusha kuwa japo kiongozi huweza kuondoka mamlakaniathari za uongozi wake hudumu vile vile wafanyakazi wanaotaka awasikilize ni mzizi wa vizazi vya kesho Kauli hii inamchoma Meya Aamua kuwasikiliza viongozi wa wafanyakazi"}
{"text": "Masuala muhimu"}
{"text": "Onyesho laonyesha jinsi viongozi hufilisisha jamii kwa kuandama sera mbovu za uongozi"}
{"text": "Tamaa na ubinafsi wa Meya wamfanya kushinikiza Diwani III kutia nyongeza ya mishahara kwa madiwani na huku baraza halina fedha"}
{"text": "Badala ya kutafuta jinsi ya kuongeza pato la baraza anategemea mkopo kutoka kwa wageni kulipia nyongeza ya mishahara Maazimio ya Meya yanadhibitiwa na mahitaji ya sasa hawazii hali ya kesho ya raia waliomchagua Haoni ugumu wowote kulipia nyongeza ya mishahara kwa wachache huku akiviachia vizazi vya kesho mzigo wa kulipa madeni hayo"}
{"text": "Uongozi mbaya"}
{"text": "Kuamrisha nyongeza ya mishahara ya madiwani na baraza halina uwezo"}
{"text": "Kikao kinaidhinisha matumizi ya fedha pasipo Diwani III na ndiye anayehusika na fedha"}
{"text": "Meya hawazii athari za uongozi wake"}
{"text": "Meya anakosa kuafikia wazo la Diwani III kuwa wabuni mikakati ya kuimarisha pato la baraza"}
{"text": "Meya atumia hali ya uhitaji wa wafanyakazi kuwanyanyasa zaidiasema watundu tu"}
{"text": "Ubaguzi"}
{"text": "Madiwani wanaongezewa mishahara huku wafanyakazi wakabaki na mishahara yao duni"}
{"text": "Utetezi wa haki"}
{"text": "Diwani III anapinga hatua ya Meya ya kuongezea mishahara ya madiwani na hiyo wafanyakazi wanahitaji kuongezewa mishahara"}
{"text": "ONYESHO LA PILI"}
{"text": "Mandhari ni ofisini mwa Meya"}
{"text": "Onyesho linapoanza Meya yu ofisini Sauti za wafanyakazi wanaolalamikia haki zao zinasikika Kisha mlio wa risasi na wafanyakazi wanaotawanywa Kuwatawanya wafanyakazi kunamtia Meya fahari Anacheka na kuuona huu kuwa msiba wa kujitakia Bili Diwani I na II wanaungana na Meya jinsi walivyokuwa wamepanga miradi ya uzalendo ambayo kwa kweli ni mbinu ya kujidumisha mamlakani"}
{"text": "Mazungumzo kati ya Meya Diwani I na II na Bili yanaonyesha unafiki wa viongozi Bili asema kuwa matumizi ya nguvu yaweza kutoa picha mbaya kwa wageni Anataka wageni wapewe picha nzuri ili wafaidike"}
{"text": "Baada ya kikao kifupi Diwani I na II wanadai ovataimu kufidia kutopewa soda na Meya Diwani II apendekezaBili alipwe kwa kumshauri Meya Meya anapohofia kuwa Diwani III hataidhinisha malipo haya Bili anapendekeza wauze fimbo ya Meya aona hapana haja kubeba dhahabu tupu mkononi watafute soko ngambo"}
{"text": "Badala ya Meya na madiwani kulinda fimbo wanaafikiana na kauli ya Bili"}
{"text": "Bili apendekeza Diwani I atoke na fimbo na kwa kuwa ndiye anahusika na usalama hapana atakayekagua kisha atangaze kuwa fimbo imepotea baada ya wiki"}
{"text": "Meya aanzishe mikutano na wafanyakazi kuwafanya waonekane kuwa ndio wasiotaka makubaliano"}
{"text": "Baada ya Meya kukubali kauli hii anataka wote kuahidi kuhifadhi siri hii ya wizi na wasithubutu kumwambia Diwani III"}
{"text": "Masuala muhimu"}
{"text": "Pingamizi inayokabili juhudi za wanyonge kujikomboa ni viongozi kukabiliana na migomomaandamano kikatili"}
{"text": "Viongozi wanazidi kulipora baraza kupitia njama za kifisadi mfano kudai ovataimu"}
{"text": "Ubinafsi wao wajitokeza wanapokubaliana kuiuza fimbo ya Meya ili kujilipa Fimbo ni kiwakilishi cha umeya"}
{"text": "Ukosefu wa uwajibikaji wajitokeza katika kuuza fimbo"}
{"text": "Muhtasari"}
{"text": "Utetezi wa haki  wafanyakazi kupitia kwa viongozi wao wanadai maslahi bora"}
{"text": "Ukatili  askari kuwatawanya waandamanaji"}
{"text": "Ufisadi  Meya aidhinisha kuibiwa kwa fimbo"}
{"text": "Diwani I na II wanlipwa ovataimu kushiriki katika kupanga njama za kujiendeleza kama vile kuuza fimbo"}
{"text": "Bili analipwa kwa huduma ya lishe ambao ni mpango wa kuliibia baraza"}
{"text": "Tamaa ya ubinafsi  Meya anaruhusu wizi wa fimbo ya Meya ili afaidike"}
{"text": "Unafiki  bili apendekeza wasiwapige waandamanaji ili kuwapa wageni picha nzuri"}
{"text": "Uongozi mbaya  Meya anamwachia Bili kumwamulia masuala muhimu kuhusu uongozi wa Baraza Bili ndiye anayependekeza fimbo iuzwe"}
{"text": "ONYESHO LA TATU"}
{"text": "Mandhari ni nyumbani mwa Meya Onyesho zima ni uzungumzi nafsia wa Dida mfanyakazi wa Meya"}
{"text": "Kupitia mbinu rejeshi Dida anakumbuka kisa cha askari kuwatawanya wafanyakazi kwa bunduki na vitoa machozi na jinsi walivyoambiwa kujiponya"}
{"text": "Anaonyesha unafiki na uongo wa viongozi ambao hata wanyonge wanapokufa wanasema hawakufa"}
{"text": "Uigizaji na uzungumzi nafsia wa Dida pia unaonyesha ubaguzi unaoendelezwa na viongozi"}
{"text": "Asema kuwa kuna roho ya mtu na uhai wa mwenye nguvu mtuunathaminiwa kuliko wa wanyonge kiatu Amkashifu Meya kwa ubaguzi huu kwa kusema kwamba yeye na watu wake wana roho za watu ndiposa akawapeleka ngambo penye utulivu na pasipo na usumbufu kama Cheneo"}
{"text": "Vile vile Dida asema kuwa nyumba ya Meya inanadhifishwa huku mji mzima ukienea uvundo wa kutisha"}
{"text": "Masuala muhimu"}
{"text": "Ucheshi katika uzungumzi nafsia wa Dida unaonyesha viongozi wanavyotumia vyombo vya dola askari kujidumisha mamlakani"}
{"text": "Usaliti wa viongozi kwa raia unajitokeza kupitia kwa ubaguzi umeendelezwa na Meya mfano"}
{"text": "Udhalimu"}
{"text": "Waanyakazi wa nyumbani Dida hutukanwa na waajiri wao"}
{"text": "Askari wanawatawanya wafanyakazi kupitia nguvu"}
{"text": "Ubaguzi"}
{"text": "Dida asema kuna roho ya mtu na ya kiatu"}
{"text": "Ubinafsi"}
{"text": "Dida anajisuta kuwa hajali na mambo yasiyomhusu Anasema hana haja ya kushughulika"}
{"text": "SEHEMU YA NNE"}
{"text": "ONYESHO LA KWANZA"}
{"text": "Mandhari ni ofisini mwa Meya"}
{"text": "Meya anazungumza na wawakilishi wa wafanyakazi Tatu Beka na Medi Kupitia malalamishi dhiki zinazowakumba wafanyakazi zinabainika Medi anamwambia Meya japo wamepewa ajira na ujira kama anavyodai Meya ajira hii haijali maslahi wala heshima ya watu"}
{"text": "Pia maneno ya Beka yaonyesha kwamba wafanyakazi hawalipwi nusu ya mishahara tubali pia nyakati zingine mishahara ni duni na inachelewa"}
{"text": "Ajira waliyo nayo haiwafaidi hata baada ya kustaafu hawawezi kuweka akiba"}
{"text": "Wanasisitiza kuwa ajira hiyo inawaumbua Hata baada ya kufanya kazi kwa miaka hawaoni matunda Hawana akiba"}
{"text": "Kuna ubaguzi katika nyongeza kwa kuwa madiwani tu ndio hupata nyongeza Beka anasema kuwa kipindi kirefu kimepita tangu kupewa nyongeza Pia asema kuna ubaguzi katika uwanja wa matibabu wanyonge wanapaswa kulipia huku madiwani wakiwa na bima ya matibabu"}
{"text": "Jibu la Meya kuhusu malalamishi laonyesha kiburi na ukatili"}
{"text": "Tatu apinga hili akisema kuwa hawawezi kuwa sawa kwani"}
{"text": "Madiwani na watoto wao wana usaidizi wa baraza lakini wafanyakazi watembea kutoka mabandani mwao katika hali zote jua au mvua"}
{"text": "Beka asema madiwani wala vizuri huku wanyonge wakipigania makombo yaliyosazwa na wakubwa"}
{"text": "Meya aona maneno ya wawakilishi hawa kama kuliumbua baraza Ajaribu kuwalaghai kuwa wangesubiri hadi wamalize kuwapokea wageni Anawabainishia kuwa uongozi wake hautishiki kwa kelele na vitisho vyao asema sharti pawe na mwelekezi na mwelekezwa"}
{"text": "Meya hatoi utatuzi wowote kwa matatizo ya wafanyakazi Anawaambia wawakilishi kwamba hakuna pesa Anawadanganya kuwa atawasilisha kauli zao kwa madiwani kisha atawaita kuwapa kauli za madiwani"}
{"text": "Jaribio la Tatu la kuomba kushirikishwa katika kikao cha madiwani linakataliwa na Meya akidai kuwa kanuni za barazahaziruhusu na hata kama zingeruhusu hawawezi kuwa na kikao na watu waliogoma Meya ajaribu kutumia hila kuwafanya wawakilishi kufutilia mbali mgomo"}
{"text": "Kupitia Tatu kuzinduka na kukamaa kwa wanyonge kunajitokeza anapomwambia Meya kuwa hawatafuata kauli yake Mgomo utaendelea japo vyoo na majitaka yanawasubiri wafanyakazi kuyashughulikia Tatu asema hili litasababisha kipindupindu Meya astushwa na haya"}
{"text": "Tatu awashiria wenzake kuondoka Meya anamwita lakini Tatu na wenzake wanageuka na kumtazama kisha kuondoka Meya anaathirika na kubaki ameshika tama"}
{"text": "Masuala muhimu"}
{"text": "Mgogoro kati ya Meya na wafanyakazi haujatatuliwa"}
{"text": "Hali ngumu ya maisha ya wafanyakazi inajitokeza"}
{"text": "Onyesho ladhihirisha yafuatayo"}
{"text": "Ututetezi wa haki"}
{"text": "Tatu Medi na Beka wamekuja kuonana na Meya wakilia haki za wafanyakazi"}
{"text": "Dhuluma"}
{"text": "Mishahara duni"}
{"text": "Kulipwa nusu mishahara"}
{"text": "Kutotolewa kwa nyongeza za wafanyikazi"}
{"text": "Ubaguzi kimatibabu  wafanyakazi walipie lakini madiwani wakose"}
{"text": "Mazingira duni ya kazi  hamna glavuWafanyakazi wanatakiwa kurudi kazini kabla ya malalamishi yao kutatuliwa"}
{"text": "Watetezi wa wafanyakazi kutoruhusiwa karibu na kikao cha madiwani"}
{"text": "ONYESHO LA PILI"}
{"text": "Mandhari ni ofisini pa Meya"}
{"text": "Mgogoro kati ya wafanyakazi na Meya umefika upeo wa juu"}
{"text": "Mgomo wa wafanyakazi umeahirisha shughuli za usafi na wageni wanatazamiwa kuja Cheneo Hali hii imemtia Meya wasiwasi na anaitisha kikao na Diwani I naII"}
{"text": "Katika kikao Meya analalamikia Diwani I na II kwamba mambo hayakwenda kama walivyotarajia Mgomo wa wafanyakazi unaendelea licha ya Meya kujaribu kuwashawishi wawakilishi wao kuwataka wafanyakazi kurudi kazini"}
{"text": "Diwani I anadai kwamba wafanyakazi hawahitaji kubembelezwa wao ni wajinga Meya na Diwani II wasema kuwa matumizi ya nguvu yangesawiri picha mbaya katika jamii ya kimataifa Jambo hili ni hatari kwa misaada wanayotarajia"}
{"text": "Matokeo ya kiburi cha Meya ni"}
{"text": "Uchafu na uvundo kuenea mjini"}
{"text": "Diwani I apendekeza watumie vyombo vya habari na vipazasauti kutangazia ajira kwa vijana wasio na ajira Meya kwa ukosefu wa busara anakubali na kusema jambo hili lifanywe mara moja Diwani II apinga hili kwani tayari watu wana picha mbaya kuwahusu hawataitikia wito katika mazingira haya watadhani wanadanganywa"}
{"text": "Meya anazinduka na kuona kuwa madiwani walimdanganya hawakumwambia ukweli Diwani I anasema hawakumdanganya Diwani II anasema kwamba walimshauri kadri ya uwezo wao Inabainika kupitia maneno ya Diwani I kwamba walimwamini Bili sana Bili sasa amewasaliti Hajaonekana kwa siku mbili na hata wakimpigia simu hapatikani Meya ajuta kwa kutomsikiza Diwani III Hapa athari za kusikiliza washauri potoshi na kupuuza washauri wenye hekima inajitokeza"}
{"text": "Mgomo wa wafanyakazi wa uwanja wa ndege na wale wa bohari la mafuta ili kuwaunga wenzao mkono unasababisha wageni kutoweza kutua Cheneo Wameelekezwa kutua mji jirani Vile vile wageni wanahofia kipindupindu kwani hoteli hazina maji yanayoweza kufikia viwango vya kimataifa Zinanunua maji kutoka mtoni"}
{"text": "Meya na Diwani II wanahisi pana haja ya kutumia nguvu anaamua kuwaamrisha askari kuyanyoosha mambo Amtuma Gedi kuwaita askari Hata hivyo mambo yanakuwa kinyume Badala ya Meya kuwatolea amri wao ndio wanaompa maagizo Wanamwambia kuwa wametumwa kumwarifu kuhusu kuahirishwa kwa safari ya wageni Vile vile wametumwa kumchukua Meya Diwani I na II kwenda makao makuu kuzungumzia hali ya mambo"}
{"text": "Masuala muhimu"}
{"text": "Mapinduzi"}
{"text": "Askari wanawakamata Diwani I na II na Meya kwenda kueleza kuhusu hali ya mambo"}
{"text": "Badala ya Meya kutoa amri askari ndio wanaomwamrisha"}
{"text": "Upiganiaji haki"}
{"text": "Wafanyakazi wamegoma kupinga uongozi dhalimu"}
{"text": "Usaliti"}
{"text": "Bili atoroka baada ya sakata ya wizi wa fimbo ya Meya"}
{"text": "DHAMIRA"}
{"text": "Dhamira ni kiini au lengo"}
{"text": "Dhamira hujumuisha"}
{"text": "Funzo au maadili"}
{"text": "Falsafa au mtazamo wa mwandishi kuhusu suala linalozungumziwa Aweze kusifu kutukuza au kukashifu"}
{"text": "Dhamira ya tamthilia ni kufanyia tashtiti au kukashifu uongozi mbaya wa Meya wa Cheneo Ni fisadi"}
{"text": "Analifisadi baraza kwa kuidhinisha kutotozwa kodi kwa madiwani"}
{"text": "Kutumia fedha kwa burudani  entertainment vote"}
{"text": "Kujinyakulia viwanja na vingine kumpa Bili"}
{"text": "Kumzuia mwanakandarasi ili waliibie baraza"}
{"text": "Uongozi mbaya unahusisha hila propaganda na kuwategemea washauri  Diwani I na II na Bili wanaompotosha"}
{"text": "Neno  Mstahiki Meya ni kinaya kwani mwandishi analiweka uozo wake wazi Vile vile mwandishi anakejeli kutowajibika kwa viongozi hasa kuhusu masuala muhimu ya kibanadamu kwa mfano"}
{"text": "Dawa hospitalini"}
{"text": "Nyongeza ya mishahara kwa wafanyakazi"}
{"text": "Ukosefu wa vyakula"}
{"text": "Usafi wa kimazingira na kadhalika"}
{"text": "Kwa hivyo wale wenye sifa hasi wapaswa kurekebisha"}
{"text": "MAUDHUI"}
{"text": "UONGOZI MBAYA"}
{"text": "Uongozi mbaya ni ule usiowajibikia mahitaji ya umma Uongozi mbaya unaendelezwa na Meya Diwani I na II na Bili Uongozi wao unasababisha kuzorota kwa hali ya maisha mjini Cheneo"}
{"text": "Uongozi unadanganya umma eti shehena ya dawa imo njiani yaja Jambo hili linaleta maafa kutokana na ukosefu wa dawa katika zahanati Waridi asema wameambiwa wasubiri dawa"}
{"text": "Uongozi unawataka wagonjwa walipie kitanda zahanatini na ilhali hakuna dawa Hii ni dhuluma kwa wagonjwa"}
{"text": "Viongozi washinikiza kugawana gharama na raia wanyonge wasioweza kununua hata chakula"}
{"text": "Baada ya kuchaguliwa na raia viongozi wanakataa kusikia vilio vyao Siki anamkumbusha Meya kuwa watu walimchagua kwa imani kuwa ataboresha hali zao"}
{"text": "Viongozi wabaya hupuuza ushauri kutoka kwa washauri bora Meya akataa ushauri wa daktari Siki kuhusu kupanda kwa gharama ya maisha na mishahara duni wafanyakazi"}
{"text": "Viongozi hawa huwatelekeza raia katika njaa na umaskini Watu wanakufa kwa magonjwa Kitoto kinafia hospitalini kwa kula chakula chenye vijisumu utapiamlo na wengine kula mizizi na matunda mwitu"}
{"text": "Viongozi hawa hutumia ulaghaiudanganyifu kupata kura Meya amwambia daktari Siki kuwa amechaguliwa mara tatu na hata akitaka ya nne tano au sita atachaguliwa kwani ana akili na akili ni mali Meya awaambia wawakilishi wake kwamba atawaelezea madiwani malalamishi yao ilhali anajua hatafanya hivyo"}
{"text": "Viongozi wabaya hutumia mbinu hasi kutawala Propaganda vitisho na vishawishi kuwadhibiti raia mfano nyimbo za kizalendo idhaa za utangazaji vijana wavitembeze virungu na kuwaandalia hafla na mashindano ili kuwafanya kutulia"}
{"text": "Viongozi wabaya huendeleza wizi wa mali ya umma Mfano kujigawia viwanja na kuiba fimbo ya Meya na kadhalika"}
{"text": "Viongozi hawa hufanya uteuzi mbaya wa washauri Meya anateua washauri wa kumpotosha mfano Diwani I na II na Bili"}
{"text": "Viongozi wabaya huwanyanyasa wafanyakazi Hawawalipi kwa wakati kulipwa nusu mishahara mazingira mabaya ya kazi hamna glavu na dawa"}
{"text": "Viongozi wabaya huendeleza ubadhirifu wa mali ya umma Mapokezi ya kifahari ya Mameya mvinyo na divai mke wa Meya kuzalia ngambo Meya anamwalika Bili na familia yake katika hoteli ya kifahari Asema ana entertainment vote"}
{"text": "Uongozi huu huchangia uharibifu wa mazingira Viwango vya usafi vinazorota hivi kwamba wahofia kipindupindu na kuahirisha safari"}
{"text": "Uongozi mbaya hutumia vyombo vya dola vibaya Askari wanatumia virungu kuwatawanya wafanyakazi wanaolalamikia maslahi yao Pia Meya anatumia mamlaka aliyopewa kisheria kukabiliana na migomo na wanaompinga aweza kumchukulia mpinzani yeyote sheria"}
{"text": "Viongozi wa kidini wanaendeleza tamaa na unafiki Mhubiri anaenda kumwombea Meya ili kusaidika kwa sadaka atakayopewa"}
{"text": "HARAKATI ZA UKOMBOZI"}
{"text": "Wanyonge na watetezi wa haki wanatumia mbinu mbalimbali kuushinikiza uongozi wa Cheneo kushughulikia maslahi yao"}
{"text": "Mfano"}
{"text": "Siki amtaka Waridi kumlaza mtoto hospitalini japo hamna dawa ili kumpa mama mtoto matumaini"}
{"text": "Siki anakashifu hali ya wagonjwa kuhitajika kulipia kitanda bila dawa"}
{"text": "Siki anakwenda kwa Meya kupigania haki za raia"}
{"text": "Diwani III anapigania haki za wanyonge Anasisitiza kubuniwa kwa mpango wa kuwanufaisha watu kwa mahitaji kama vile ajira na mishahara bora"}
{"text": "Diwani III anapinga uundaji wa kamati za madiwani anaziona kuwa zisizo na umuhimu kwa baraza"}
{"text": "Diwani III anapinga wazo la kutowatoza kodi madiwani"}
{"text": "UONGOZI BORA"}
{"text": "Uongozi bora unadhihirika kupitia kwa mhusika Siki kwa kuwa anampa Waridi maelekezo ya kumsaidia mtoto mgonjwa hospitalini Vile vile anawakubalia wagonjwa hospitalini bila malipo ili kuwapa matumaini"}
{"text": "Vile vile Siki anamkashifu Meya kwa kudanganya kwamba dawa zimeagizwa ilhali ni uongo"}
{"text": "Anamkumbusha Meya kuhusu wajibu wake wa kuyaboresha maisha ya waliomchagua Amshauri Meya kuhusu umuhimu wa kujitahidi kujiendeleza zaidi badala ya kujilinganisha na majirani dhaifu Asema kuwa Cheneo inarudi nyuma badala ya kuendelea"}
{"text": "Viongozi bora hutoa ushauri bora bali sio kupotosha Siki amshauri Tatu kuhusu masuala ya mgomo"}
{"text": "Viongozi bora hawakati tamaa mfano hata hali inapokuwa mbaya zahanatini Siki hajiuzulu bali anasema kuwa ni afadhali kuteseka na wagonjwa ili kuwapa matumaini"}
{"text": "Pia uongozi bora unadhihirika kupitia Diwani III ambaye anapinga njama za Meya Diwani I na II za kuinua kiwango cha uzalendo kupitia kwa propaganda Anasema kwamba haoni lolote la kuwanufaisha wanyonge"}
{"text": "Anapinga pendekezo la uundaji wa kamati za madiwani kwa kusema kwamba huenda zisiwe na umuhimu kwa baraza"}
{"text": "Vile vile anapinga sera dhalimu kwa nyongeza ya mishahara kwa walinda usalama ya madiwani na kutotozwa kodi Asema kuwa baraza halina uwezo wa kumudu nyongeza hizi na kuwa kutolipa kodi kutapunguza pato la baraza"}
{"text": "Viongozi bora hupigania haki za wanyonge Diwani III anamwambia Meya Diwani I na wa II kwamba wangojee kuimarika kwa uchumi ili nyongeza ya mishahara ifikishwe hata kwa wanyonge"}
{"text": "Tatu Beka na Medi ni viongozi bora kwa kuwa wanapigania haki za wafanyakazi kwa hali na mali Hawa wana ari ya kuona kuwa wafanyakazi wamepata nyongeza ya mishahara na mazingira bora ya kazi"}
{"text": "USALITI"}
{"text": "Usaliti ni kufanya kinyume na imani na matarajio ya mtu jamii falsafa na kadhalika"}
{"text": "Uongozi wa baraza unaisaliti imani ya wanyonge na wafanyakazi wa hospitalini kwa kuwadanganya kuwa dawa zimeagizwa ilhali hazijaagizwa"}
{"text": "Meya anausaliti undugu na Siki kwa kumfukuza nyumbani kwake na kutosikiliza malalamishi yake kuhusu hali duni ya wafanyakazi"}
{"text": "Diwani I na II wanasaliti wadhifa wao wa kumshauri Meya kwa kukubaliana na maamuzi yake mabaya badala ya kumkanya"}
{"text": "Meya anayasaliti mamlaka yake kwa kupuuza malengo ya mji katika mpango wa maendeleo ya miaka kumi afya bora na ya bure akisema mipango ya miaka kumi ni upuuzi jambo ambalo linasababisha kutekelezwa kwa shughuli za kudumisha afya ya umma"}
{"text": "Meya na washauri wanaisaliti imani ya raia waliowachagua kwa kutobuni mikakati ya kuboresha hali za raia hao Hata watu wanapomlilia Meya hasikilizi"}
{"text": "Uongozi wa baraza unasaliti umma kwa kushindwa kuhakikishia raia usalama wa chakula Siki anasema kwamba watu wanakufa kwa kula mizizi na matunda mwitu"}
{"text": "Washauri wa Meya wanachukulia jukumu hilo ni kulitetea baraza badala ya kuwatetea wanyonge Diwani III anamwonya Diwani I na II kwamba hawakuchaguliwa kumfurahisha Meya kwa kuwapiga vita waliowachagua kuwa madiwani"}
{"text": "Meya analisaliti baraza kwa kulifisadi hazina yake Anataka mwanakandarasi kulishtaki baraza afidiwe naye Meya amegewe sehemu yake"}
{"text": "Nchi inawasaliti wasomi kwa kutobuni nafasi za kazi Wanaohitimu masomo ya chuo kikuu hawapati kazi Meya anasema kuwa kuna vijana wengi waliohitimu chuo kikuu na hawana kazi hata ya utopasi"}
{"text": "Meya Diwani I na II wanamsaliti Diwani III kwa kutomhusisha katika maamuzi ya nyongeza ya mishahara ya madiwani uuzaji wa fimbo ya Meya na kuidhinisha malipo ya ovataimu ya Diwani II marupurupu ya Bili na kwamba Diwani III ndiye anayehusika na masuala ya fedha"}
{"text": "Meya anausaliti wadhifa wake wa umeya kwa kuidhinisha kuuzwa kwa fimbo ya Meya ambayo ndiyo sasa kitambulisho cha umeya Vile vile kumruhusu Bili kumwendeshea shughuli za baraza na hali Bili sio mfanyakazi wa baraza"}
{"text": "Ni kutokana na usaliti wake wafanyakazi wanagoma kwa sababu ya hali yao duni katika kufanya kazi Pato la baraza linapungua kwa kutokusanya kodi Ziara ya wageni inaahirishwa kwa sababu ya viwango vya chini vya usafi"}
{"text": "Bili anamsaliti Meya Diwani I na II kwa kutoroka baada ya kuuza fimbo ya Meya ngambo"}
{"text": "Mhubiri anausaliti wajibu wake wa kidini kwa kumsifu Meya badala ya kumkosoa Anamwombea kwa kuwa atapata sadaka"}
{"text": "Katiba inatumiwa kuwakandamiza raia badala ya kuwatetea Meya ana nguvu nyingi kikatiba zinazompa mamlaka makubwa kuwanyamazisha wapinzani Vile vile Diwani II asema kwamba kuna kifungu kinachosisitiza uwajibikaji wapamoja kitumiwe kumshinikiza kila mtu kukabiliana na maamuzi ya meya Diwani I na II hata kama jambo linalopitishwa halina umuhimu wowote"}
{"text": "DHULUMA"}
{"text": "Dhuluma ni hali ya kunyima haki kuonea kunyanyasa au hata kutesa"}
{"text": "Wanyonge wananyimwa huduma bora za kimatibabu Zahanati haina dawa ila tu za kudhibiti uchungu Vile vile hakuna karatasi hata za udodosi Wagonjwa wanatarajiwa kununua"}
{"text": "Wanyonge wanahitajika kulipia gharama za matibabu licha ya kuwa hawana mapato mazuri Wanatakiwa kulipia vitanda ilhali hakuna dawa"}
{"text": "Serikali imewatelekeza wanyonge katika njaa na umaskini Wanakula chakula duni mtoto anaugua utapiamlo na Siki anasema kwamba watu wanakufa kwa kula mizizi na matunda mwitu"}
{"text": "Viongozi wanawasaliti raia waliowachagua kwa kutoziboresha hali zao na huku gharama ya maisha inazidi kupanda"}
{"text": "Wapiganiaji haki wanazuiwa kulalamikia haki zao kwa Meya Meya anamfukuza Siki kwake Anamwambia Gedi kuwa ahakikishe kwamba Siki haingii kwake tena Tena anasema shajara yake imejaa hakutani na wafanyakazi"}
{"text": "Viongozi wanakosa kushughulikia usafi wa mji Harufu ya taka kutoka barabarani inayafanya maji yaliyo kwenye chupa kutonyweka"}
{"text": "Wafanyakazi wanapewa mishahara duni wakati mwingine nusu na inayocheleweshwa Waridi asema kwamba mshahara wa mwezi uliopita wamelipwa nusu Pia Tatu analalamika malimbikizo ya mishahara Anasema kuwa malipo yao ya mishahara sasa yako nyumamiezi mitatu"}
{"text": "Wafanyakazi wanadhulumiwa kwa kufanya kazi katika mazingira duni Medi anasema kuwa wanaosha vyoo bila glavu"}
{"text": "Wafanyakazi hawapati nyongeza ya mishahara Madiwani wanaongezwa Jambo hili laonyesha ubaguzi unaowapendelea madiwani Wafanyakazi wanadhulumiwa vile vile wanakabiliwa kikatili na askari wanapogoma kudai haki zao vitoa machozi vinatumiwa"}
{"text": "Wafanyakazi wa nyumbani wanatukanwa na kudhalilishwa Dida asema kazi ya askari ni bora kuliko ya wafanyakazi wa nyumbani wanaotusiwa na kudhalilishwa na Bwana"}
{"text": "Diwani III anadhulumiwa kwa kunyimwa nafasi ya kushiriki katika maamuzi yanayohusu matumizi ya fedha licha ya kwamba ndiye anayehusika na masuala ya fedha mfano nyongeza ya madiwani"}
{"text": "Wanyonge wanaonewa kwa kubaguliwa kimatibabu Madiwani wana bima ya matibabu lakini wanyonge walipie ilhali hakuna dawa"}
{"text": "Vitisho vinavyotolewa kwa wafanyakazi ni kuwadhulumu Watafutwa wakigoma"}
{"text": "Nia ya Meya ya kuchukua mikopo ni dhuluma kwa vizazi vijavyo kwani vitaachiwa mzigo wa kulipa mikopo wasiyoelewa"}
{"text": "Meya anataka wafanyakazi kurudi kazini kabla ya malalamishi kushughulikiwa Atumia ujanja eti madiwani hawawezi kuzungumza na watu waliogoma Kwa hivyo ataka kuwashinikiza Medi Tatu na Beka kufutilia mgomo"}
{"text": "UFISADI"}
{"text": "Meya anatumia pesa za umma kumpeleka mkewe kuzalia ngambo pamoja na kumstarehesha Bili na familia yake"}
{"text": "Meya anajigawia ardhi ya umma kwa njia isiyo halali Vile vile anamgawia Bili vipande vinne vya ardhi ya umma"}
{"text": "Meya amshauri mwanakandarasi kulishtaki baraza ili apewe fidia kisha ammegee Meya kiasi fulani cha fidia ile"}
{"text": "Meya anatumia hazina ya baraza kumlipa mhubiri gharama ya usafiri na kumlipa sadaka ya laki moja kila mwezi"}
{"text": "Uongozi wa zahanati unaendeleza ufisadi kwa kuwaibia wagonjwa Wanalipa ilhali hakuna dawa"}
{"text": "Meya Diwani I naII wanapanga njama za kunufaika kutokana na hazina ya baraza Wanabuni kamati za madiwani ili kupata upenyu wa kuendelea kulifisadi baraza huku wakiungana mkono na madiwani"}
{"text": "Vile vile Meya asema kuwa Entertainment vote bado inawasubiri Atumia pesa za umma kujistarehesha ilhali umma unateseka"}
{"text": "ULAGHAIUNAFIKIUDANGANYIFU"}
{"text": "Ulaghai ni njia ya kutumia ujanja au uongo kupata unachotaka Unafiki ni kujifanya umwema ilhali u mwovu"}
{"text": "Meya adanganya kuwa shehena ya dawa imeagizwa na hali si kweli Unafiki huu unakusudiwa kuwapumbaza watu waone kuwa baraza linawajibika"}
{"text": "Meya alitumia udanganyifu ili kuchaguliwa Anamwambia siki hata yeye akitaka kuchaguliwa mara nne tano na sita watu watamchagua tu kwani yeye ana akili"}
{"text": "Meya anatumia nyimbo za kizalendo kama ujanja wa kurudisha nyoyo za raia na kuwasahaulisha dhuluma anazowafanyia"}
{"text": "Diwani II Bwana Uhusiano Mwema awaambia watu uwongo kuwa vijana hawatatumia nguvukupiga raia ilhali hilo ndilo lililokuwa kusudi la meya Diwani I na II si kwamba wanajali watu"}
{"text": "Diwani I ananuia kutangazia watu kuhusu kujitolea kwa baraza la Cheneo kuleta demokrasia na hasa uhuru wa kujieleza Huu ni unafiki ili kuwapoza raia"}
{"text": "Vilevile anampendekeza Diwani II kuandaa tamasha ya vijana kushindania zawadi kwa kubuni na kucheza nyimbo Hili ni hila inayonuiwa kuwafanya vijana kuhisi kuwa wanathaminiwa kwa kutunukiwa zawadi na kuonyeshwa kwenye vyombo vya habari lengo ni kuwapumbaza wasitambue dhuluma wanazotendewa Lengo ni kuibua hisia za kizalendo miongoni mwao"}
{"text": "Uundaji wa kamati za madiwani ni hatua ya kinafiki ya kuwateka akili madiwani wengi wamuunge mkono Meya na washauri wake"}
{"text": "Kuteuliwa kwa madiwani wenye ushawishi mkubwakuongoza kamati ni hila ya kuhakikisha kuwa kamati zimedhibitiwa kulingana na maslahi ya Meya na kufanya upinzani kupungua"}
{"text": "Bili amshauri Meya kutumia ulaghai kupata pesa kutoka kwa mwanakandarasi alishtaki baraza limlipe fidia na kisha mwanakandarasi ammegee fidia ile Amwambia meya asimsahau baada ya wizi huu"}
{"text": "Kinafiki Meya anajifanya mpole na mcha Mungu mbele ya mhubiri ili washirikiane naye Kinafiki mhubiri ashirikiana na Meya ili kupata sadaka na pesa za petroli Meya kwa unafiki asema karibu aache kazi aende kushirikiana na mhubiri"}
{"text": "Bili anawambia Meya Diwani I na II kuwa kuwapiga watu kunaweza kusawiri picha mbaya kwa wageni Ni vyema wawape sifa nzuri ndio umuhimu wa kuuma na kuvizia Huu ni unafiki kutoa picha nzuri nje na huku ndani ni uozo"}
{"text": "Bili anapendekeza njia ya ulaghai ya kuiba fimbo ya Meya kisha itangazwe iliibiwa wakati wa ghasia na uchunguzi umeanzishwa Hatimaye Bili anatoweka na fimbo"}
{"text": "Meya awadanganya wawakilishi wa wafanyakazi kuwa atawasilisha malalamishi yao katika Baraza la Mawaziri Huu ni uongo Kwa hila anawaambia kuwa hawawezi kukutana na watu waliogoma ili warudi kazini"}
{"text": "UKOLONI MAMBOLEO"}
{"text": "Ukoloni mamboleo ni hali ambayo ingawa ukoloni umeshaondoka bado mzungu anazidhibiti nchi huru kwa njia nyingine Mfano kupitia kwa elimu mifumo ya kisiasa kiuchumi na kadhalika"}
{"text": "Katika tamthilia maamuzi muhimu yanatolewa na mzungu Waridi anamwambia Siki kuwa wazungu wanahimiza mfumo wa kugawana gharama"}
{"text": "Mahusiano ya waajiri na wafanyakazi ni ya ukoloni Meya anawaamrisha Gedi na Dida Meya aitikwa Yes sir Dida analalamika kwamba bwana anawadhalilisha"}
{"text": "Viongozi wanaendeleza unyonyaji ule ule wa wakoloni Mfano wafanyakazi wanalipwa mishahara duni huku madiwani wakiendelea kuongezwa mishahara Wafanyikazi ndio wanaozalisha mali ilhali hawanufaiki"}
{"text": "Mwongozo wa mipango ya kimaendeleo unatolewa na mataifa yenye uwezo mkubwa Meya anapuuza maendeleo ya miaka kumi na kuthamini malengo ya kimaendeleo ya milenia Asema wameingia kiwango cha kimataifa"}
{"text": "Mataifa yenye nguvu yatawala mataifa machanga kupitia mikopo Vilevile mataifa haya yanapendekezwa kupunguzwa kwa wafanyakazi Meya asema mataifa hayajatoa mikopo kwa hivyo hawawezi kuongezwa mishahara"}
{"text": "Bidhaa kutoka nchi za kikoloni zinachukuliwa kuwa bora Meya asema ataagiza mvinyo kutoka Urusi na divai kutoka Ufaransa kupapia ya kigeni na kupuuza ya Kiafrika ni ukoloni mamboleo"}
{"text": "Elimu ya Mwafrika inachukuliwa kuwa duni na ndiyo sababu meya anawapeleka watoto wake kusoma ngambo Asema elimu ya hapa ni kawaida mno"}
{"text": "Vilevile utabibu wa kigeni unachukuliwa bora kuliko wa Cheneo Mkewe Meya ameenda kujifungulia ngambo Meya adai ngambo ndiko kwenye wakunga hasa kwamba madaktari wa hapa ni wa kubabisha tu"}
{"text": "Meya anathamini uraia wa ngambo Mfano asema kuwa mtoto wake akizaliwa huko atapata uraia huko huko"}
{"text": "Kuwepo kwa vikaragosi wanaoendeleza maslahi ya viongozi Gedi Diwani I na II ni vikaragosi wa Meya Wakoloni walitumia vikaragosi ili kufanikisha utawala wao"}
{"text": "TAMAA NA UBINAFSI"}
{"text": "Tamaa ni husuda au hamu kubwa na ubinafsi ni hali ya kujipendelea"}
{"text": "Meya ana tamaa ya uongozi Anawaambia Diwani I na II kwamba hataki kusikia mtu amekufa asije akapata tatizo wakati wa uchaguzi Hii ndio sababu anaunda kamati za madiwani ili aungwe mkono katika utawala wake Vilevile hawatozi kodi na kuwapa nyongeza ili naye afaidike"}
{"text": "Meya ananyakua mali ya umma kujipa yeye na rafikiye Bili Meya anajinyakulia viwanja vinane na kumpa Bili vinne"}
{"text": "Tamaa ya pesa inamfanya kukatiza kandarasi kabla yakuisha kwa mkataba na kutoa kandarasi kwa mtu mwingine kwa masharti yake akilishtaki baraza alipwe fidia ili naye apate sehemu yake"}
{"text": "Bili ana tamaa kwa kuwa anamwambia meya kuwa baada ya fidia asimsahau Vilevile anapendekeza kuuzwa kwa fimbo ya Meya ili naye anufaike"}
{"text": "Mhubiri anakwenda kumwombea Meya na kujifanya kufurahishwa na hulka ya Meya ya kutafuta upendo wa Mungu ili kufaidika Hatimaye anapata sadaka na pesa za petroli"}
{"text": "Meya na washauri wake wanajihudumu badala ya kuwahudumia raia Badala ya kusikiliza malalamishi ya wafanyakazi na kuyakubali wao wanapanga mbinu za kuinua uzalendo ili waendelee kutawala na kunufaika"}
{"text": "Meya anapanga mapokezi ya kifahari kwa mameya kwa lengo la kuwafurahisha ili watoe mikopo"}
{"text": "Ni kutokana na tamaa ya kulipwa ovataimu na marupurupu ambapo Bili na Diwani II wanapanga kuiba fimbo ya meya ili waiuze ngambo"}
{"text": "Madiwani wana tamaa na ubinafsi mkubwa kwani wanajipatia nyongeza ya mishahara kutotozwa kodi na wamejipa bima ya matibabu na huku raia wanalipa katika zahanati isiyo dawa Mkewe Meya anaenda kujifungulia ngambo"}
{"text": "Tamaa na ubinafsi wa Meya unamfanya kutosikiliza maonyo ya Diwani III kuhusu nyongeza ya mishahara kwa madiwani na ushauri wa Daktari Siki kuhusu dhiki wanazozipitia raia Anamwona Diwani III kama anayehujumu uongozi wake"}
{"text": "UWAJIBIKAJI"}
{"text": "Hii ni hali ya kutenda linalompasa mtu"}
{"text": "Siki anaonyesha kuwajibika kwa kumwambia waridi awashughulikie wagonjwa ingawa dawa zilikuwa hazipo Waambiwa wasubiri Siki asema kuwa ni heri wafe kwa ugonjwa si ukosefu wa matumaini"}
{"text": "Siki amwambia Waridi amwandalie mtoto mchanganyiko wa sukari na chumvi katika maji ili mtoto asaidike Ni wajibu wake kushughulikia wagonjwa"}
{"text": "Vilevile Siki anaona ni wajibu wake kuenda kumwona Meya kuhusu ukosefu wa dawa katika hospitali pamoja na kupanda kwa gharama ya maisha Hivyo wanyonge hawawezi kumudu kulipia matibabu"}
{"text": "Kama jamaa yake Meya Siki anaona ni wajibu wake kumkosoa meya kuhusu uongozi wake hasa kutosikiliza waliomchagua Hii ndio sababu alimshauri Meya kuwa haifai kupima ubora wa baraza kwa kigezo cha ubora wa majirani Muhimu ni kupiga hatua mbele"}
{"text": "Vilevile amwonya Meya dhidi ya kukubali waliyoamua watu wengine adiwani pasipo kushirikisha raia Haya yanahusu sera ya kugawana gharama katika kupata huduma za kimatibabu"}
{"text": "Diwani III anawajibika kwani anasisitiza kuwa lazima kuwe na mpango wa kuwanufaisha raia na kuwa uzalendo hauji kwa watu kuimbiwa nyimbo lakini kwa kutafuta suluhisho la ukosefu wa ajira kushughulikia mishahara duni na kulipwa kwa wakati"}
{"text": "Vilevile aona ni wajibu wakekupinga ubinafsi wa madiwanikutotozwa kodi nyongeza ya mishahara kwa madiwani marupurupu ya walinda usalama na kadhalika Asema baraza lina deni la millioni mia moja na ishirini"}
{"text": "Vilevile Siki anawajibikakumweleza Tatu kuhusu athari za mgomo Anamshauri kumshinikiza Meya kukutana na Tatu na wawakilishi wengine wa wafanyakazi"}
{"text": "Tatu Beka na Medi wanawajibika kama viongozi wa wafanyakazi kwa kuwa wanaendea Meya kutoa malalamishi ya wafanyakazi Pia wanatambua ulaghai wa Meya wa kutaka wafutilie mbali mgomo"}
{"text": "Gedi anawajibika kama mpambe wa Meya kwa kuwa anatumikia kwa uaminifu na heshima Anaposikia kelele za maombi ofisini mwa Meya anadhani anashambuliwa kuingia huku akiamrisha kila mmoja kulala chini"}
{"text": "Makao makuu yanawajibika kwa kuwa yanamshika Meya Diwani I na II kwa kueleza kiini cha mambo kuwa jinsi yalivyo katika mji wa Cheneo"}
{"text": "KCSE 2013"}
{"text": "Jadili mchango wa Wanacheneo katika kuivunja jamii yaoalama 20"}
{"text": "Baadhi ya viongozi wamekosa kuwajibika kwa mfano Meya mhubiri na kadhalika"}
{"text": "Wananchi hawaungani katika kupinga viongozi dhalimu mfano Diwani I na II"}
{"text": "Meya anawapuuza raia  kuporomoka kwa uongozi wake"}
{"text": "UKOSEFU WA UWAJIBIKAJIMAPUUZA"}
{"text": "Baraza lina mapuuza na kutowajibika kwa usimamizi usiofaa wa zahanati Wanadanganya kuwa dawa zimeagizwa na hali hazijaagizwa Jambo hili linasababisha vifo hasa vya watoto"}
{"text": "Badala ya Meya kubuni mikakati ya kukabiliana na hali duni ya kiuchumi adai kwamba hakuna baraza lenye udhabiti kama la Cheneo Asema Cheneo kisiwa cha kupigiwa mfano kinaya"}
{"text": "Meya kutowajibika kwake anapuuza onyo la Siki kuwa ni hatari kuongoza watu wenye njaa na kiu Anasema kuwa watu hao ndio waliomchagua tena kwani ana akili Mapuuza haya hatimaye yasababisha kuporomoka kwa uongozi wake"}
{"text": "Meya anapuuza malengo ya mji katika mpango wa maendeleo wa miaka kumi kwa kudai kuwa wana malengo ya kimaendeleo ya milenia Upuuzaji huu unamfanya kutozingatia afya ya raia ambayo ni mojawapo ya mahitaji ya kimsingi ya raia na vifo vinatokea"}
{"text": "Diwani I na II wamekosa kuwajibika kama washauri wa Meya Badala ya kumkosoa wanampotosha Wanakubaliana kuwepo na nyongeza ya marupurupu na mishahara ya walinda usalama kutotozwa kodi kwa madiwani Hawazii kuwa baraza haliwezi kutoa malipo haya kwani tayari lina nakisi"}
{"text": "Meya anakosa uwajibikaji anapounda kamati za madiwani bila kuwazia gharama yake Alijua kuwa Baraza halihitaji kamati hizi ila akaziunda ili kujifaidi"}
{"text": "Meya hawajibiki kwa kumwachia Bili amwendeshee shughuli za uongozi mfano kulifisidi baraza kwa kufidia kandarasi kuuza fimbo ya Meya na ndiyo kitambulisho cha umeya"}
{"text": "Pia kupitia unafiki na ulaghai Meya anazorotesha utoaji wa huduma za afya na kisha atumia pesa za umma kumpeleka mkewe akazalie ngambo na watoto wake wakasomee mle"}
{"text": "Kutokana na ubadhirifu wake Meya aamua kutumia pesa za baraza kumnunulia mhubiri petroli ili kuja kuliombea baraza na kumpatia sadaka ya laki moja kila mwezi ili azidi kumwombea Meya Anaagiza divai na mvinyo kutoka ngambo"}
{"text": "Raia wanakosa kuwajibika kwa kuwachagua viongozi wabaya Meya asema akitaka kuchaguliwa mara nne tano ama sita bado atachaguliwa Vile vile wanataaluma hawataki kujiingiza katika siasa kwa kuwa wanaogopa kuchafuliwa Hivyo hawawezi kuiupinga uongozi"}
{"text": "Viongozi wameshindwa kuwajibikia usafi wa mji Barabara zimejaa taka na uvundo kuhanikiza kote Ingawaje nyumba ya Meya inanadhifishwa na Dida mtumishi wa nyumbani"}
{"text": "Vile vile Meya anakataa kuwajibikia kosa lake Anapoambiwa na askari II kwamba yeye na washauri wake wanahitajika makao makuu kuelezea hali ya mambo anadai kuwa yote hayo yametiwa chumvi na wanahabari kwamba si kweli inavyodaiwa"}
{"text": "MAUDHUI MENGINE"}
{"text": "Juhudi za kupigania haki"}
{"text": "Siki"}
{"text": "Diwani III"}
{"text": "TatuBekaMedi"}
{"text": "Mwanakandarasi"}
{"text": "Wafanyakazi migomo"}
{"text": "Umaskinihali duni ya kiuchumi"}
{"text": "Zahanati haina dawa"}
{"text": "Dhiki ya njaa  utapiamlovijisumumizizi na matunda mwitu"}
{"text": "Zahanati haina karatasi za udodosi"}
{"text": "Mazingira duni ya kazi  hawana glavu"}
{"text": "Hoteli hazina maji"}
{"text": "Baraza lina nakisi"}
{"text": "Mgomo wa wafanyakazi"}
{"text": "Malimbikizo ya mishahara ya wafanyakazi"}
{"text": "WAHUSIKA"}
{"text": "MEYA Meya wa baraza la Mji wa Cheneo"}
{"text": "Mwenye majivuno  Anamwambia Siki kuwa hakuna baraza lenyeufanisi kama la Cheneo Vile vile anaona kuwa watu watamchagua hata mara sita na wagombana na Siki kwa kutomwita Mstahiki Meya"}
{"text": "Mwenye tamaa Aidhinisha nyongeza ya mishahara ya madiwani naye anufaike Anakubaliana na njama ya kuiba fimbo ya Meya amejinyakulia viwanja vinane vya umma na kadhalika"}
{"text": "Mwongo Asema wameagiza dawa ilhali ni uongo kwa hivyo watu wanazidi kuumia kwa ugonjwa"}
{"text": "Mwenye mapuuza Anapoambiwa na Siki kuwa kitoto kimemfia mkononi kwa ugonjwa  anasema kuwa huyo ni mmoja tu kwamba Cheneo ina watu wengi na kwamba anaungwa mkono na wengi"}
{"text": "Mbishi  Anabishana na daktari Siki anapomwambia kuwa watu wengi wanakufa kwa njaa kwa kutoweza kumudu kwa mahitaji ya kimsingi"}
{"text": "Mpenda kunungunika Ananungunika mambo madogo madogo kama vile udogo wa mayai aliyoletewa huku akisema anapunjwa Pia anapokabwa na yai na chai analalamika kuwa ni hujuma ya mfanyakazi wake Dida"}
{"text": "Mwenye mtazamo finyu  anapuuza mpango wa miaka kumi akitumainia malengo ya kimelenia yaliyopangwa na wageni Pia ataka mikopo ya kulipia mishahara ya madiwani badala ya kuanzisha miradi ya kukuza uchumi Hataki kufahamu kuwa anadhulumu vizazi vijavyo"}
{"text": "Ni fisadi  Ajinyakulia viwanja vinane alimpa Bili vinne na anatumia pesa Entertainment vote kujistarehesha na rafikiye Bili Pia anataka mwanakandarasi alishtaki baraza limlipe fidia naye apate sehemu yake kutoka kwa mwanakandarasi Anahusika katika njama ya kuuzwa kwa fimbo ya Meya ngambo"}
{"text": "Mjinga  Amepofuka kiasi cha kutotambua kuwa washauri wake wanampotosha haoni unafiki wa Bili wala hawazii kuhusu hasara za mgomo"}
{"text": "Mbadhirifu  Anatumia pesa za umma ovyo mfano kujistarehesha katika hoteli za kifahari kuidhinisha malipo yasiyo na halali ovataimu na marupurupu ya ushauri mkewe kwenda kuzalia ngambo utoaji wa sadaka na pesa za petroli kwa mhubiri"}
{"text": "Mwenye ulafi  Ameandikwa vyakula vingi mezani na anabwakia yai kwa ulafi linamchoma Vile vile analafia chai kisha anamlaumu mtumishi kuwa na njama"}
{"text": "Msaliti  Haoni tatizo kuwa mtoto mmoja amekufa Anawacheka wafanyakazi wanapotawanywa na askari na hajali kuwa wafanyakazi wanapitia hali ngumu ya maisha"}
{"text": "Kiongozi wa kiimladikteta  Anatawala kwa mabavu na hatoi nafasi kwa yeyote kutoa maoni yake daktari Siki na Diwani III Anatoa amri ya nyongeza ya mishahara kwa madiwani na kuwagombeza wafanyakazi DidaGedi na Askari"}
{"text": "Mwenye vitisho  Atishia kuwafuta kazi wafanyakazi wanaogoma na Diwani III atishiwa kuwa hawezi kufanya atakayo angojawe Meya"}
{"text": "Mnafiki  Mbele ya mhubiri anajifanya mcha Mungu na ajifanya mpole na mnyenyekevu na anayehitaji maombi asema aona kama ataacha umeya akafanye kazi ya Bwana Kwa unafiki anawataka viongozi wa wafanyakazi kufutilia mgomo"}
{"text": "Mbaguzi  Awaongezea madiwani mishahara na kuwahini wafanyakazi Madiwani wana bima za matibabu na huku wafanyakazi wanalipa zahanati isiyo na dawa"}
{"text": "UMUHIMU WA MEYA"}
{"text": "Ni mfano wa viongozi wanotumia madaraka yao vibaya ili kujinufaisha kuwanufaisha marafiki Bili na wanaowaunga mkono Diwani I na II"}
{"text": "Ni mfano wa viongozi wanaoendeleza ubaguzi katika jamii wanazoongoza Vile vile anaonyesha ujinga"}
{"text": "Meya ni mfano wa viongozi katili fisadi na wa kidikteta ambao hutumia vitisho kuwakomesha wapinzani Hutumia ufisadi kuungwa mkono"}
{"text": "Aonyesha unafiki wa kidini miongoni mwa watu ili kuuficha uovu wao"}
{"text": "Ametumiwa kudhihirsha ukweli wa methali Kikulacho ki nguoni mwako kwa kuwa alimwamini Bili hata kumkubalia kuiuza fimbo ya Meya hatimaye akamtoroka na kumzimia simu"}
{"text": "Ametumiwa kuonyesha viongozi wa Afrika walio na mabaki ya ukoloni Hawa wanaendeleza ukuloni mamboleo Mfano anavyomwamrisha Gedi na Dida ni jinsi ambavyo mzungu alimwamrisha Mwafrika"}
{"text": "DAKTARI SIKI"}
{"text": "Ana uwajibikaji  Anauliza hali ya wagonjwa na kuwapa matumaini hata ingawa hamna dawa zahanatini Anakutana na Meya kumwambia kuwa wagonjwa hawamudu kulipia matibabu na anamwelekeza Waridi kumfanyia mtoto mwenye utapiamlo huduma za kwanza Haachi kazi ya udaktari licha ya mazingira magumu"}
{"text": "Mtetezi wa haki  Ameenda kwa Meya kutetea hali duni ya wagonjwa Ameenda kuwatetea wafanyakazi na anataka wagonjwa walazwe hata kama hawana pesa kwa hivyo ni mwenye utu"}
{"text": "Mshauri mwema  Anamshauri Meya kushughulikia matatizo ya wanacheneo Mishahara kuchelewa duni na mazingira duni ya kazi Anamshauri na kumtahadharisha Tatu kuhusu madhara ya mgomo Amshauri Waridi asiache kazi licha ya mazingira duni na kadhalika"}
{"text": "MvumilivuMstahimilivuMwenye subira Anavumilia kazini licha ya mazingira duni na kuchelewa kwa mishahara na kadhalika"}
{"text": "Mzalendo thabiti Hakubaliani na yanayoamuliwa na nchi zingine mfano kugawana gharama na mipango ya kimaendeleo ya kimelania badala ya mipango ya maendeleo ya miaka kumi Hakuyumbishwa na uhusiano wake na kindugu na Meya bali na maslahi ya Cheneo mzima"}
{"text": "Mwadilifu  Ingawa wana uhusiano wa Kinasaba na Meya hatumii undugu huo kuuficha uovu wa Meya Badala yake anamkosoa na kumkumbusha wajibu wake kwa raia waliomchagua Vile vile hataki kujiingiza katika siasa kwani anaziona kama mchezo mchafu"}
{"text": "Mwenye mawazo mapevu  Anamwambia Meya kuwa haifai wao kujilinganisha na majirani dhaifu lakini ipo haja ya wao kupiga hatua mpya"}
{"text": "UMUHIMU WA DAKTARI SIKI"}
{"text": "Ni kielelezo cha maafisa wa umma ambao ni waadilifu hashirikiani na Meya katika uozo bali anamwonya dhidi ya kuwasaliti raia waliomchagua"}
{"text": "Ni mfano wa raia ambao wako tayari kuwakosoa viongozi wabaya Amwambia Meya kuwa mambo hayajanyooka yanamngojea yeye Meya na wenzake kuyanyoosha"}
{"text": "Siki anatuonyesha ukosefu wa uwajibikaji wa viongozi wa umma Haya yanatokea na ubinafsi wa viongozi"}
{"text": "Kupitia kwake tunaona uadilifu wa baraza la viongozi kwa mfano Diwani III Anamwambia Waridi kuwa ingekuwa Bw Uchumi na Kazi aliyekuwa amesema dawa zimeagizwa angeamini"}
{"text": "Kupitia kwake hali duni ya hospitali za umma imesawiriwa Hamna dawa na karatasi za udodosi Kitoto kidogo kinafia mikononi mwake"}
{"text": "Kielelezo cha wanamageuzi wanaotambua kuwa ili kuleta mageuzi na maendeleo urafiki na undugu unafaa kuekwa kando katika uongozi"}
{"text": "DIWANI III BW UCHUMI NA KAZI"}
{"text": "Anahusiana na masuala ya fedha"}
{"text": "Mkweli Anamwambia Meya Diwani I na II kuwa haoni mipango ya kuwanufaisha watu kwani watu wengi hawana ajira"}
{"text": "Mtetezi wa haki Asema kuwa madiwani hawakuchaguliwa kumfurahisha Meya wanahitaji kuwafaa na kuwaletea watu mafanikio Vile vile wanapaswa kusikiliza vilio vya watu Anapinga nyongeza ya mishahara kwa madiwani"}
{"text": "Ni jasiri Anapinga maamuzi ya Meya Diwani I na II ya kueneza propaganda kwamba baraza linaloendeleza demokrasia na uhuru wa kujieleza ilhali watu wanapigwa"}
{"text": "Mwenye kuwajibika Anakashifu kitendo cha viongozi kuwadanganya watu kuwa dawa zimeagizwa Anapinga nyongeza ya mishahara ya madiwani na kutotozwa kodi"}
{"text": "Mngamuzi wa mambo Anatambua kuwa kuwapa watu ahadi wasioweza kutimiza ni kuchochea ari yao ya kutaka kujieleza"}
{"text": "Mwadilifu Anakataa kushiriki katika njama ya Meya na madiwani wenzake kulifisidi baraza Anapinga uundaji wa kamati za madiwani kwani ni za kuendeleza ubadhirifu"}
{"text": "Amepevuka kimawazo Amfananisha Meya na mtoto ambaye japo alikuwa na njaa awali akishashiba chakula hukipiga teke bila kujali wanaokihitaji Meya amelewa na uongozi na cheo na kusahau alipokuwa hapo awali"}
{"text": "Mnyenyekevu  Atoa kauli kuwa japo walichaguliwa na raia si kwamba wao ndio bora kuliko wengine wasiochaguliwa kwamba wapo wengine bora"}
{"text": "Mwenye matumaini Ingawa amekuwa akimkanya Meya bila mafanikio anamwambia Siki kwamba bado hajakata tamaa kwamba atasema na Meya tena na tena hadi Meya atakapoona umuhimu wa maneno ya Diwani III"}
{"text": "Mwaminifu  Ingawa hakubaliani na vitendo viovu vya Meya bado anaenda kumwona Meya anapomwita"}
{"text": "Mwenye utu  Anajali maslahi ya wafanyakazi Anawaambia Meya kuwa wafanyakazi ndio wanaochomwa na jua kuwaletea viongozi mazao na wao wanayala kivulini"}
{"text": "Mpenda usawa Anapinga ubaguzi wa Meya kuwamadiwani hawawezi kulinganishwa na watu wengine Ataka wafanyakazi na madiwani wapate nyongeza uchumi ukiimarika"}
{"text": "Mzalendo  Asingetaka vizazi vya kesho kuachiwa jukumu la kulipia mikopo visivyoifahamu Angetaka kuitumikia nchi na watu wake Pia anapinga maamuzi yanayochangia katika kulifilisi baraza"}
{"text": "UMUHIMU WA DIWANI III"}
{"text": "Diwani II ni kielelezo cha viongozi kisasa ambao huwathamini raia waliodhulumiwa"}
{"text": "Ametumiwa kuufichua uozo wa Meya kuwa afisi ya Meya ina penyu nyingi za kujipatia utajiri mfano Meya pekee ndiye anayeamua jinsi viwanja vya umma vitakavyotumiwa"}
{"text": "Anaonyesha sera mbovu za uendeshaji wa mali za umma na usimamizi mbaya wa fedha Mfano mamlaka kuhusu matumizi mabaya ya viwanja vya umma Vile vile kulingana na yeye Meya ana mamlaka ya kuumchukulia mtu yeyote hatua"}
{"text": "Ametumiwa kuonyesha umuhimu wa kuwajibika suala la uchaguzi wa viongozi Siki kuwa raia ndio wanaowachagua viongozi wabaya Wataaluma wahitajika kuingia katika siasa"}
{"text": "Aonyesha umuhimu wa viongozi katika kushirikiana katika kuboresha uongozi na hali ya maisha Amwambia Siki kwamba ni jukumu la wote kushirikiana ili kungoa uozo ulioko"}
{"text": "Ni kielelezo cha viongozi ambao hupinga sera hasi za uongozi hata ingawa ni viongozi pia Mfano anapinga uamuzi wa Meya na Diwani I na II kuwa madiwani waongezewe mishahara uundaji wa kamati na uchukuzi wa mikopo"}
{"text": "Ametumiwa kuonyesha usaliti wa Meya Meya anamwambia Diwani III kuwa hata kama walichaguliwa na raia kuwawakilisha katika udiwani ni kazi na kwamba uwakilishi watoao si wa bure"}
{"text": "DIWANI 1BW USALAMA"}
{"text": "Ndiye diwani anayehusika na usalama"}
{"text": "Mweye mapuuza  Diwani II anapomwambia kuhusu wito anasema wameshuhudia wasiotosheka wakitangaza malalamishi yao nao wakawazima kwa kukohoa tu Anamwambia Meya kuwa awaache wanaotaka kugoma wagome watajipoza wenyewe"}
{"text": "Mwenye kiburi  Anasema waliwanyamazisha walalamishi kwa kukohoa tu Anajivuna kuteuliwa kwao kuwa macho na maskio ya Meya"}
{"text": "Mzalendo wa kijinga  Anasema kwamba jukumu lao ni kulitetea Baraza la Mstahiki Meya ili kuonyesha uaminifu wake kwa Meya bila kuona kuwa baraza ni la umma si la Meya Pia badala ya kumwonya Meya anakubaliana na mipango yake ya kifisadi"}
{"text": "Mwenye mtazamo finyu atoa tatizo la uso kamakutumia vijanakuwapiga raia ili watulie nyumbaniHaoni kwamba matumizi ya nguvu yataufanya uongozi kuchukiwa na raia"}
{"text": "Mnafiki Anatumia propaganda kuamshauzalendo wa vijana tamasha za kushindania tuzo mbalimbali zipeperushwe katika vyombo vya habari eti vijana watafurahia Anamsifu Meya kwa kuwatawanya wafanyakazi"}
{"text": "Fisadi  Amwomba Meya kutumia mamlaka aliyonayo kuunda kamati za madiwani ili madiwani wawaunge mkonoAnakubaliana na wazo la Bili na kuiba na kuuza fimbo ya Meya"}
{"text": "Mwenye ubinafsitamaa Anadai ovataimu pamoja na malipo ya Bili kwa ushauri Hatimaye anakubaliana na hoja ya kuuza fimbo ya Meya na anaridhia madiwani kutotoza kodi"}
{"text": "Mwenye mtazamo finyu  Anawaza tu kuhusu nguo na udhaifu wakati wa matembezi ya mameya badala ya shida za wananchi na nakisi inayolikumba Baraza"}
{"text": "Mpenda ubishi  Diwani III anapopinga kutotozwa kwa madiwani hadi uchumi uimarike abishana akidai kuwa uchumi tayari umeimarika na siye anayehusika na maswala ya uchumi"}
{"text": "Mpyaro Anawatusi wafanyakaziwaliogoma vinyangarika wasiokuwa na shukrani Anamtusi Diwani III akidai ni mwenye usodai anayejidai kukamilika"}
{"text": "Kikaragosi  Anakubaliana na maamuzi yote ya Meya hata yasiyo ya busara kusudi asimuudhi ili naye anufaike"}
{"text": "UMUHIMU WA DIWANI I"}
{"text": "Ametumiwa kuonyesha usaliti wa baadhi ya viongozi wa umma Anashindwa kuwahakikishia wafanyakazi usalama wanapigwa na polisi na kufanya kazi katika mazingira yasiyo salama kwa afya zao ukosefu wa glavu vilevile kufanikisha kutoweka kwa fimbo ya Meya badala ya kuilinda"}
{"text": "Ni kielelezo cha viongozi wasioajibika anaridhia sera mbovu kama marupurupu ya walinda usalama nyongeza kwa madiwani na kutotozwa kodi na kuuza fimbo ya Meya"}
{"text": "Ni kielelezo cha viongozi fisadi katika jamii Anashiriki katika njama za uundaji wa kamati za madiwani ili kulifisadi baraza Ataka kulipwa ovataimu na kadhalika"}
{"text": "Ni kikaragosi anayeridhia matumizi yote ya Meya hata yasiyo ya busara mfano kuuza kwa fimbo ya Meya"}
{"text": "Ni kielelezo cha viongozi wasiowajibika wenye tamaa na wanafiki"}
{"text": "DIWANI IIBW UHUSIANO MWEMA"}
{"text": "Ni kikaragosi  Anaafikiana na maamuzi yote ya Meyahata yasiyo na busara Meya anapomwambia lazima ulimwengu upate msimamo wa baraza Diwani II anasema hajawai kumvunja Meya kwa lolote"}
{"text": "Mnafiki  Anasema atahakikisha kwamba mashindano yamepeperushwa moja moja kupitia vyombo vya habari ilikuibia uzalendo wa raia Anapendekeza kuundwa kwa kamati za madiwani ili kuhakikisha wameungwa mkono katika njama zao kifisadi"}
{"text": "Mwenye mawazo finyu  Anajishughulisha na vile tu madiwani wanavyoonekana machoni pa wageni badala ya kuzua mikakati ya kuinua hazina ya baraza Anasema si vizuri kuonekana hivi hivi mbele ya wenzao"}
{"text": "Ni fisadi  Anakubaliana na mawazo ya Diwani I kupewa ovataimu na kuiba fimbo ya Meya iuzwe wadai ilitoweka wakati wa mgomo wa wafanyakazi"}
{"text": "Mwenye ubinafsitamaa  Ataka kulipwa ovataimunyongeza ya mishahara kutotozwa kodi na kuunda kamati ili kuungwa mkono Vile vile ashiriki katika njama ya kuuzwa kwa fimbo ya Meya ngambo"}
{"text": "Mwenye ubaguzi  Yeye ajiona bora kuliko wafanyakazi Asema kuwa wanapaswa kusukumwa kabisa ili wajue kuna wananchi na wenye nchi"}
{"text": "Mbadhirifu  Apendekeza Bili alipwe kwa huduma za ushauri na si Diwani wa Baraza Haya ni matumizi mabaya ya mali ya umma"}
{"text": "Mwepesi wa kuhadaiwa  Yeye Meya na Diwani I wanahadaiwa na Bili wanashirikiana katika kuuzwa kwa fimbo ya Meya"}
{"text": "Mshauri mpotovu  Yeye na Diwani I wanamshauri Meya visivyo kwa lengo la kujinufaisha"}
{"text": "Katili  Yeye na wenzake wafurahia wakati wafanyakazi wanatawanyishwa kikatili na askari ili kuzima mgomo"}
{"text": "UMUHIMU WA DIWANI II"}
{"text": "Ni kielelezo cha washauri wapotoshi wanaopotosha viongozi Mfano uundaji wa kamati za madiwani nyongeza ya mishara kwa madiwani na marupurupuya walinda usalama"}
{"text": "Kupitia kwake tunaona mbinu hasi za uongozi mfanoPropaganda ili kijihifadhi mamlakani tamasha kwa vijana na kadhalika"}
{"text": "Ametumiwa kuonyesha kutowajibika kwa viongozi Wanashirikisha Bili katika maamuzi muhimu na hivyo Bili anawalaghai fimbo ya Meya na kutoweka"}
{"text": "Ametumiwa kuonyesha ubinafsi na baguzi wa viongozi Wao wanufaike pasipo kujali Wanacheneo wengine"}
{"text": "BILI"}
{"text": "Rafikimsiri na mshauri wa Meya"}
{"text": "Mnafiki  Ajifanya rafikiye Meya ilhali anataka anufaike Anamwita Meya ndugu Anamshauri wasitumie nguvu ili watoe picha mzuri kwa wageni na anawakumbusha Meya Diwani I na II umuhimu wa kuuma na kuvivia"}
{"text": "Mpenda kuiga  Anasema hata naye atampeleka mke wake ngambo kama wa Meya"}
{"text": "Fisadi  Anashiriki njama za kuiba mali ya ummaMfano ana viwanja vinne kuiba fimbo ya Meya na anamshauri Meya kuibia baraza kupitia kandarasi"}
{"text": "MdanganyifuAnawadanganya Meya Diwani I na II kuwa ataitafutia fimbo soko ngambo lakini anatoweka"}
{"text": "Mwenye tamaaubinafsi  Amwambia Meya kuwa akisha pata sehemu yake kutoka kwa mwanakandarasi asimsahau Vilevile atoweka na fimbo ya Meya ili ajinufaishe yeye mwenyewe"}
{"text": "Amepotoka kimaadili  Anamibia rafikiye na msiri wake Meya baada ya Meya kumpa viwanja vinne na anapanga na Meya kuliibia baraza kipitia mwanakandarasi"}
{"text": "Ni jasiri Anamwabia Meya kama hawezi kushawishi mwanakandarasi aende mahakamani atampangia yote yaende kwa mpango Vile vile ashiriki wizi hatari wa fimbo ya Meya"}
{"text": "Mwenye mapuuza  Amwambia Meya kuwa kelele za wafanyakazi ni sauti za chura awaache waseme Auona mgomo wa wafanyakazi kama mbio za sakafuni tu"}
{"text": "Ni mwenye dharau  Anawaita wafanyakazi debe tupu na sauti zao kelele za chura"}
{"text": "Ni katili  Yeye Diwani I na II wanafurahia kutawanywa kwa wafanyakazi kikatili na askari"}
{"text": "Mshawishi Anamshawishi Meya aliibie baraza kupitia mwanakandarasi kuiba na kuuza fimbo ya Meya na kadhalika"}
{"text": "Mpenda ya kigeni Asema elimu ya humu nchini ni ya kina yakhe"}
{"text": "UMUHIMU WA BILI"}
{"text": "Ametumiwa kuonyesha ujinga wa viongozi wa umma wanaochukua ushauri wowote kipofu Hatimaye viongozi hawa huhasirika kama anavyofanya Meya"}
{"text": "Aonyesha usaliti kwa vile anamtoroka Meya wakati anapomhitaji zaidi licha ya fadhili zote alizotendewa"}
{"text": "Ni mfano wa Waafrika wanaopuuza dini za kiafrika za kupapia ya kigeni mfano elimu huduma za afya utamaduni na kadhalika"}
{"text": "Aonyesha wizi wa mali ya umma unavyotekelezwa na viongozi wakiwafaa marafiki zao"}
{"text": "WARIDI"}
{"text": "Muuguzi katika zahanati"}
{"text": "Mwepesi wa kushawishika  Anaamini vile anavyosema Meya kuwa dawa zimeagizwa"}
{"text": "Mwenye kukata tamaa  Anasema hawana cha kufanya kwani nchi ni maskini Anajiuzulu kazini kwa sababu ya mazingira magumu kazini"}
{"text": "Mwenye ubinafsi  Anaamua kujiuzulu pale tu binamu yake anapokufa kwa kukosa dawa Vile vile alitaka waliolazwa hospitalini walipe ilhali hamkuwa na dawa"}
{"text": "UMUHIMU WA WARIDI"}
{"text": "Kupitia kwake sera mbovu za usimamizi wa zahanati unaonekana Wagonjwa walipe na huku hakuna dawa"}
{"text": "Ni mfano wa viongozi wa umma ambao hufuata maagizo bila kuuliza swali watu kununua karatasi za udodosi asema ni amri ya wakubwa"}
{"text": "Kupitia kwake tunaona uvumilivu wa Siki Siki anamhudumia mtoto pamoja na kuwa Waridi alimtaka asubiri nje Asema wagonjwa wakiwaona wanapata tumaini"}
{"text": "GEDI"}
{"text": "Mpambe wa Meya"}
{"text": "Ni mzalendo wa kijinga  Anafuata yote anayoambiwa na Meya kwa Yes sir Hamshauri Meya lolote ila kufuata yote anayoambiwa"}
{"text": "Mwenye pupa  Anaposikia sauti za Meya na mhubiri wakiomba aamua moja kwa moja kuwa Meya amevamiwa Anawaita askari na kuingia humo kwa pupa wakiwaambia wainue mikono juu"}
{"text": "Ni mwaminifu katika kazi yake  Hata anapoona mambo ni mabaya haondoki kama Bili au mhazili wa Meya"}
{"text": "UMUHIMU WA GEDI"}
{"text": "Anaendeleza maudhui ya ukoloni mambo leo Mfano anampigia Meya saluti amjibu Yes sir na kutoa shukrani pasipo sababu Thank you sir"}
{"text": "Aonyesha ujinga wa watumishi wa umma Kumshukuru Meya kwa kumtolea amri"}
{"text": "Ni kielelezo cha vyombo vya dola vinavyotumiwa kukandamiza haki za umma mfano wafanyakazi wanaogoma"}
{"text": "DIDA"}
{"text": "Mhudumu wa nyumbani kwa Meya"}
{"text": "Mcheshi  Anaigiza jinsi askari wanavyopiga kwata kwa kuigiza maneno kisauti mfano let rat let rat"}
{"text": "Aonyesha kuwa na ubinafsi  Anapokashifu ukatili wa Meya anajiuliza anayataka nini haya mambo Mameya wawepo naye azidi kunadhifisha nyumba zao hata kama mji mzima unanuka kwa uvundo"}
{"text": "UMUHIMU WA DIDA"}
{"text": "Ni kielelezo cha dhuluma wanazozipitia wafanyakazi wa nyumbani Asema kazi ya nyumbani haina heshima kwani bwana anawatusi"}
{"text": "Ndiye anayeonyesha viongozi wanavyotumia bunduki na vitoa machozi kuwanyamazisha raia"}
{"text": "Anaonyesha mbinu hasi za utawala watu wanapouawa viongozi wanasema hawakufa"}
{"text": "Dida ametumiwa kuonyesha tatizo la ubaguzi katika suala la usalama Anasema kuna roho ya mtu na ya kiatu"}
{"text": "Ametumiwa kufanyia tashtiti askari kwa kuigiza vitendo vyao"}
{"text": "MHUBIRI"}
{"text": "Mnafiki Anamwita Meya ndugu mpendwa  Anaitika kwa Amen za uongo lengo likiwa kumfanya awe muumini apate sadaka"}
{"text": "Mwenye tamaaubinafsi Anamwombea Meya na baraza kwa nia ya kupata pesa"}
{"text": "Amekosa uwajibikaji Baada ya kuukosoa uongo mbaya anaendelea kuuombea udumu"}
{"text": "UMUHIMU WA MHUBIRI"}
{"text": "Ametumiwa kuonyesha jinsi watawala wanavyotumia unafiki wa kidini kwa kumwita ndugu"}
{"text": "Anamwombea Meya uongozi wake udumu milele na maombi yaliyojaa jazba"}
{"text": "Anatoa mfano wa viongozi wa kidini wanaovyeonafasi kuwapora raia  aombea Meya ili afaidike na sadaka"}
{"text": "TATU BEKA NA MEDI"}
{"text": "Wawakilishi wa wafanyakazi"}
{"text": "Ni waajibikaji Wanataka kwenda kwa Meya kuwasilisha malalamishi yao"}
{"text": "Ni jasiri Wanamwambia Meya Tatu kwamba wao hawawezi kuwa sawa na tabaka la Meya"}
{"text": "Ni wenye busara Tatu awaambia Medi na Beki kwamba haina maana ya kuvutana kwani mvutano hausaidii Anamwambia Meya kuwa nia ya wafanyakazi si kuwaitisha bali ni kupigania ubora wa maisha"}
{"text": "Wenye msimamo thabiti Meya anapowaambia kwamba hawawezi kushiriki kikao na waliogoma wanamwambia kuwa mgomo utaendelea"}
{"text": "UMUHIMU"}
{"text": "Waonyesha dhiki wanazozipitia wafanyakazi hali duni ya kikazi ukosefu wa vifaa mishahara duni kucheleweshwa kwa mishahara na kadhalika"}
{"text": "Kupitia kwao maudhui ya ubinafsi utabaka na ubaguzi yanajitokeza mfano ukosefu wa dawa lakini madiwani wana bima za matibabu kulipwa kwa na magari ya usafiri na kadhalika"}
{"text": "Wanaendeleza maudhui ya uzalendo wanakaidi rai ya Meya kwamba hawawezi kazi Hawangesaliti wenzao"}
{"text": "ASKARI I NA II"}
{"text": "Ni wazalendo wa kijinga Wanaposkia vilio vya Meya na mhubiri wanaingia kwa fujo na kuwaamuru wainue mikono juu"}
{"text": "Wenye uwajibikaji  Askari I anamwambia kwamba ni kazi yao kufika mara Meya anapowahitaji"}
{"text": "Ni jasiriAskari II anamwambia Meya kuwa wametumiwa kutoka makao makuu kuwachukua Meya Diwani I na II kwa kuelezea hali ya mambo Cheneo"}
{"text": "UMUHIMU WA ASKARI"}
{"text": "Waonyesha jinsi vyombo vya dola hutumika kwa maslahi yao mfano wafanyakazi"}
{"text": "Waonyesha ujinga wa askari ambao hufuata amri za viongozi pasipo kutumia akili"}
{"text": "Wanaendeleza ukuloni mamboleo Yes sir na kadhalika"}
{"text": "MTINDO"}
{"text": "KINAYA"}
{"text": "Kuna aina tatu za kinaya"}
{"text": "Kinaya cha kiusemi  Usemi unaotolewa huwa na maana iliyokinyume"}
{"text": "Kinaya cha kihali  Matendo ya wahusika yanakuwa kinyume cha matarajio ya msomaji"}
{"text": "Kinaya cha kidrama  Wahusika hawafahamu mambo fulani lakini msomaji anafahamu kinaya drama"}
{"text": "Mfano"}
{"text": "Meya analalamika viyai kuwa amepunjwa ilhali yeye anawapunja wafanyakazi kwa maisha duni Pia ni kinaya kwake kama kiongozi kulalamikia mambo madogo madogo"}
{"text": "Ni kinaya kuwa watu walimchagua Meya kuboresha hali za maisha lakini anawateleka katika magonjwa njaa ukosefu wa lishe bora hali duni za kikazi na kadhalika"}
{"text": "Ni kinaya kuwa wananchi wanawachagua viongozi wale wale licha ya kutoridhishwa na viongozi wale Meya amwambia Siki kuwa watu watamchagua hata mara sita akipenda"}
{"text": "Ni kinaya Meya kusema kuwa Cheneo ni kisima cha kupigiwa mfano ilhali watu wanakufa kwa kula mizizi na matunda mwitu Vile vile watoto wanakufa kwa njaa na utapiamlo"}
{"text": "Ni kinaya kwa Meya kujidai kwa Siki kuwa ana akili nyingi na hali anapumbazwa na Bili Mfano kuuzwa kwa fimbo ya Meya kuibia baraza kupitia mwanakandarasi na kadhalika"}
{"text": "Ni kinaya Diwani I kusema baraza linatetea demokrasia na uhuru wa kujieleza na huku wafanyakazi wanapogoma kudai haki zao wanatawanywa na viongozi"}
{"text": "Ni kinaya Diwani II kupendekeza kuundwa kwa kamati za madiwani na huku baraza haliwezi kumudu gharama za kamati hizo Kile anachotaka ni madiwani wawaunge mkono"}
{"text": "Ni kinaya Meya kuidhinisha nyongeza ya mishahara kwa madiwani marupurupu ya walinda usalama na kutotozwa kodi kwa madiwani na huku baraza tayari lina nakisi ya milioni 120"}
{"text": "Ni kinaya kuwa watu wa tabaka la chini wanalipa kodi licha ya mishahara duni hali madiwani wenye mishahara minono hawalipi"}
{"text": "Ni kinaya kuwa Meya ambaye anastahili kulinda mali ya umma anajigawia viwanja vinane vinne anampa Bili na kadhalika"}
{"text": "Ni kinaya wafanyakazi wanaoshiriki katika kuzalisha mali ilhali ndio wanaolipwa mishahara duni na viongozi ndio wanostarehe"}
{"text": "Ni kinaya Bili kuwaita wafanyakazi wahalifu ilhali yeye ndiye mhalifu mkuu Anampotosha Meya anashiriki ufisadi kulihujumu baraza na wizi wa fimbo ya Meya"}
{"text": "MAJAZI"}
{"text": "SikiSiki ni kinywaji kichungu sana shubiri Yaani ni mtu mwenye kupenda ukweli hata kama utakuwa mchungu kiasi gani Siki alitoa maneno machungu kwa viongozi Anamshauri Meya kwa ajili ya wafanyakazi kinyume na matarajio ya Meya"}
{"text": "KheriNi neno linalomaanisha neemabaraka afadhali au bora Huyu ni Diwani III Ni mtu ambaye ni baraka kwa wananchi kwani yeye alikuwa mtetezi wao Alimpa Meya mashauri mazuri lakini Meya aliyapuuza Yeye ni bora ukilinganisha na madiwani wengine"}
{"text": "Sosi Ni jina analoitwa Meya ambaye ni binamu yake Siki Ni jina linalotokana na neno la kiingereza source yaani chanzo cha matatizo Pia ni msimu unaomaanisha kula Meya anatumia cheo chake kwa kujitajirisha"}
{"text": "Waridi Ni aina ya ua linalovutia lakini hukauka mara linapotolewa mtini Waridi anaonyesha huruma na imani kwa wagonjwa"}
{"text": "CheneoNi kitu kilichoenea Cheneo ni mji ulio na uenezi wa uozo migomo ukatili unyanyasaji na kadhalika"}
{"text": "TASHBIHA"}
{"text": "Watu kujifia kama nzi Ukurasa 38 Tatu asisitiza jinsi watu wanavyokufa kwa ukosefu wa dawa"}
{"text": "Siki anasema Mimi na Meya ni mfano wa mafuta na maji Ukurasa 45 Hawaelewani"}
{"text": "Diwani II asemaBahati ikisimama imesimama Siki anamkatiza inasimama kama mtende Ukurasa 45"}
{"text": "Hapa Siki amempata Diwani III licha ya shughuli zake nyingi"}
{"text": "Kupinga haya ni sawa na kumkama Simba mwenye watoto Ukurasa 14  Meya akisisitiza kuwa wameingia kiwango cha kimataifa Hivyo mipango ya kimaendeleo ya kimelania"}
{"text": "Meya akitumia Riots acts inatosha kumkunja kila aliye chini yake kama ua wakati wa alasiri"}
{"text": "UHAISHAJITASHIHISI"}
{"text": "Njaa ina nguvu imeangusha mlamba Ukurasa 34"}
{"text": "Njaa imepewa uhai  kuwa na nguvu kuonyesha kuwa wanaodhulumiwa wana uwezo wa kungoa viongozi dhalimu"}
{"text": "Mlango hatimaye huenda ukasalimu amri Ukurasa 39 Mlango umepewa uwezo wa kutii inaonyesha kwamba wakiendelea kushirikiza kukutana na Meya huenda nafasi ikapatikana"}
{"text": "Kuna roho za mtu na kiatu Ukurasa 65 Kiatu kimepewa uwezo wa kuwa na roho Kiatu ni wafanyakazi na mtu ni viongozi"}
{"text": "Magari yanayotapika maji Ukurasa 65 Magari yamepewa sifa ya kutapika maji yakiwatawanya wafanyakazi"}
{"text": "Wanatawala nzi na harufu Ukurasa 73"}
{"text": "Nzi na harufu zimepewa uwezo wa kutawala Haya mambo ya uchafu mjini"}
{"text": "METHALI"}
{"text": "Ngoja ngoja huumiza matumbo Ukurasa 2"}
{"text": "Siki akamwambia Waridi kuwa wagonjwa watahasia wakingoja dawa ambazo kwa haki hazijaagizwa"}
{"text": "Haraka haraka haina barakaUkurasa 2"}
{"text": "Waridi anajua kauli ya Siki kuwa kwa vile Meya amesema ni heri wasubiri"}
{"text": "Ngoja ngoja za mganga huleta matumaini Ukurasa 6"}
{"text": "Sikiamwambia Waridi kuwa heri kumpa mtoto mchanganyiko wa chumvi na sukari ndani ya maji ili ampe mama matumaini"}
{"text": "Sikio la kufa halisikii dawa Ukurasa 46"}
{"text": "Maana ni kuwa uovu wa Meya hauwezi kutibika Umefikia kiwango cha juu"}
{"text": "Uhitaji siku zote ni mtumwa Ukurasa 54"}
{"text": "Wafanyakazi hata wakigoma watarudi kazini kwa sababu sana mahitaji ya kimsingi"}
{"text": "Heri nusu shari kuliko shari kamili Ukurasa 39"}
{"text": "Siki anamwambia Tatu ili kumwonya dhidi ya mgomo kwani huenda kukawasababisha wafanyakazi matatizo zaidi"}
{"text": "Lililoandikwa halifutiki kamweUkurasa 45"}
{"text": "Inaonyesha kuwa ni majaaliwa ya Siki na Diwani III wakutane"}
{"text": "Msiba wa kujitakia hauna kilio Ukurasa 57"}
{"text": "Meya asema methali kurejelea wafanyakazi walipokuwa wakitawanywa na askari Sauti msiba kuwa kujitakia"}
{"text": "Mpiga ngumi ukuta huumiza mkonowe"}
{"text": "Anarejelea wafanyakazi kushindana na baraza"}
{"text": "Wasemao mchana usiku watalala Ukurasa 31"}
{"text": "Bili akimwambia Meya asiogope kusemwa anaziita kelele za chura"}
{"text": "MASWALA BALAGHA"}
{"text": "Mbona nisiwe na hakika Ukurasa 2 Waridi amwuuliza daktari swali hili kuonyesha ana uhakika kuwa dawa zingefika"}
{"text": "Hujui ngoja ngoja huumiza matumboUnadhani wangapi wananiunga mkonoUkurasa 12 Meya amwonyesha Siki wapo watu wengi wanaounga mkono viongozi wake"}
{"text": "Wewe waona Meya mwenyewe mchezi Ukurasa 28 Meya amuuliza Bili kuonyesha ukweli wake"}
{"text": "Nisipokuwa nazo nani atakuwa nazo Ukurasa 28 Meya aonyesha Bili kuwa yeye ana pesa na muhimu Bili ajue hili jambo kwani li wazi"}
{"text": "Nilikusahau lini ndiyo sasa nije kukusahau Ukurasa 30 Meya anamwambia Bili kuonyesha uaminifu wake kwa Bili"}
{"text": "Sasa kazi hii ina faida gani kwanguUkurasa 36 Waridi amwuliza Siki wakati alipokuwa akitaka kujiuzulu"}
{"text": "Nani atatuchezeaUkurasa 43 Mhubiri amwuliza Meya ili kumhadaa eti ana mambo na ndio sababu askari wakaja mara moja"}
{"text": "Unafikiri hakuna watu wanaoweza kuhudumu vyema zaidi kuliko sisi kusisitiza kuwa kuna watu wanaoweza kuongoza vyema kuwaliko wao"}
{"text": "Kuna raha gani watoto wetu wanafukuzwa shule kwa sababu hatuwezi kuwalipia karo Kuna raha gani kutazama watoto wetu kufa taratibu mikononi mwetu kwa sababu hatumudu tena gharama ya matibabu Tena katika hospitali ya mwajiri wetu Hospitali hiyo imejengwa na nani kama si sisi waajiriwa wake Ukurasa 70  Tatu amuhimiza Meya kutokana na matatizo yanayowakumba wafanyakazi"}
{"text": "Tugangeje ya kesho bila kuganga ya sasa Ukurasa 70  Hapa Meya aonyesha majuto kwa kutorekebisha mambo na sasa muda wa kuyarekebisha haupo tena"}
{"text": "Mimi nisipotumia choo wataajiriwa kufanya nini Ukurasa 52  Balagha hii yaonyesha kiburi cha Meya"}
{"text": "UZUNGUMZI NAFSIA"}
{"text": "Mhusika ajizungumzia"}
{"text": "Meya anapofuzwa na Gedi kuwa Siki amekuja kumwona anajizungumzia Asema Siki alipokwenda kumwona awali alimletea bahati mbaya Ukurasa 10"}
{"text": "Ofisini pake kabla ya Bili kuingia Meya anajizungumzia Ukurasa 24 Namna anapanga kumtumia mwanakandarasi wa awali na asema hata mwanakandarasi akishtaki ni bure"}
{"text": "Baada ya Siki kuongea na simu anajizungumzia Ukurasa 34  Aonyesha msimamo wake kuhusu hali katika baraza la Cheneo Pia dhiki inayowakumba wafanyakazi mfano njaa na magonjwa"}
{"text": "Baada ya mazungumzo baina ya Meya na Diwani III Meya anajizungumzia anarudia yale maneno ambayo Diwani III alimwambia kuhusu haja ya kuwasikiliza wafanyakazi Hatimaye anaamua kukutana na uongozi wa wafanyakazi"}
{"text": "UCHESHI"}
{"text": "Unafanyia tashtiti udhalimu wa Meya na Dida anapoigiza askari Let rat Let rat Let rat Badala ya Left right Left right Haya yanamkejeli Meya"}
{"text": "KUCHANGANYA NDIMI"}
{"text": "Gedi ana mazoea ya kumjibu Meya Yes sir Hizi ni athari za kikoloni"}
{"text": "Bili anamhimiza Meya kuwa na Gentlemans Agreement na yule mwanakandarasi ili amegewe kiasi fulani cha fidia Ukurasa 29"}
{"text": "Diwani III asema kuwa kuna Mayors Act ambayo anaweza kutumia kumkandamiza kila mtu Vile vile kuna Riot Act"}
{"text": "Meya amtuma Gedi amletee soda katika fridge Ukurasa 17"}
{"text": "Meya asema kuna vijana wamehitimu vyuo vikuu fresh kabisa na hawana kazi hata ya utopasi Ukurasa 21"}
{"text": "Meya amwambia Bili kuwa ana Entertainment Vote yangoja ualishi tu Ukurasa 27"}
{"text": "Ikiwa hii si insurbodination ni nini Ukurasa 55 Meya akimtisha Diwani III kwa kutokubaliana naye"}
{"text": "Diwani II adai walipwe overtime Ukurasa 61 na pesa zinapokosekana wanapendekeza kuuzwa kwa fimbo ya Meya"}
{"text": "Katika mpango wa kuiba na kuuza fimbo ya Meya Diwani II asema kuwa mpango waliozua ni foolproof Ukurasa 62"}
{"text": "Meya asema hana pingamizi kwa kuwa ni grand idea Ukurasa 62"}
{"text": "Siki anasema Oh yes kisha kwa mama mwenye mtoto utamfuata sista hapa hadi kwenye wadi ya watoto Ukurasa 5"}
{"text": "Meya amwambia Gedi kuwa Siki alione nyumba yake paa AlrightUkurasa 15"}
{"text": "Meya asema ameuza viwanja vitatu na amebakisha vitanoIncaseUkurasa 27 Hasa ile prime plot"}
{"text": "Amen wanavyoitika Meya na mhubiri wanapoomba"}
{"text": "KUHAMISHA NDIMI"}
{"text": "Waridi anamuuliza daktari What do you think this is Food poisoning Ukurasa 5"}
{"text": "UTOHOZI"}
{"text": "Meya  mayor"}
{"text": "Daktari amwambia mama mwenye mtoto utamfuata sista sister hadi kwenye wadi ward ya watoto Ukurasa 5"}
{"text": "Milenia millenium"}
{"text": "Meya alihitajiwa aundiwe kamati committee za madiwani"}
{"text": "Meya asema uamuzi wa baraza ni demokrasia democracy Ukurasa 22"}
{"text": "Meya asema mwanakandarasi ameenda kortini court Ukurasa 28"}
{"text": "Meya asema baraza litagharamia petroli petrol ya mhubiri Ukurasa 44"}
{"text": "Medi asema wafanyakazi wanaosha vyoo bila glavu gloves Ukurasa 70"}
{"text": "Swichi switch  Diwani I asema anabofya simu tu kutoka mbali na kazi inafanyika"}
{"text": "SADFA"}
{"text": "Matukio mawili kutokea wakati mmoja bila kupangwa au kutarajwa"}
{"text": "Mfano"}
{"text": "Daktari Siki na Waridi wanaendelea na mazungumzo yao wakati uo huo mama mwenye mtoto mgonjwa anaingia hospitalini"}
{"text": "Diwani I na II na III wanaendelea na mazungumzo yao kisha kwa ghafla Meya aingia"}
{"text": "Meya na Bili wanaendelea na mazungumzo yao na wakati uo huo sauti za wafanyakazi zinaskika"}
{"text": "Meya na mhubiri wanapoomba kwa kelele na jazba askari III na Gedi wanaingia na kuwaamrisha walale chini"}
{"text": "Diwani I na II wanaendelea na mazungumzo yao na wakati uo huo Gedi anaingia ghafla na habari kuwa wanahitajika katika makao yao"}
{"text": "LAHAJA"}
{"text": "Ya mwananti kuuvunda nti Ukurasa 50  Mwananchi kuivunja nchi"}
{"text": "Diwani III asema ndiyo yale ya ngome itauumiza naswi tu mumo ngomeni inatuumiza naswi  na sisi"}
{"text": "Meya anasema ndo unamaanisha ni Ukurasa 11 Ndo ndiyo"}
{"text": "MBINU YA UTATU"}
{"text": "Mtoto mgonjwa ana miaka mitatu"}
{"text": "Mtoto alikufa akiwa na miaka mitatu"}
{"text": "Mtoto alikuja baada ya siku tatu"}
{"text": "Kuua ndege watatu kwa jiwe moja"}
{"text": "Madiwani ni watatu"}
{"text": "Kuna wawakilishi watatu wa wafanyakazi"}
{"text": "Dawa zitafika bandarini baada ya siku tatu"}
{"text": "Baada ya siku tatu kutoka bandarini dawa zitafika hospitalini"}
{"text": "Meya na madiwani wawili wanakamatwa Jumla ya waliokamatwa ni watu"}
{"text": "MASWALI YA KUDURUSU"}
{"text": "Maswali ya insha"}
{"text": "Fafanua mikakati anayotumia Mstahiki Meya ili kuweza kusalia mamlakani alama 20"}
{"text": "Eleza matumizi ya mitindo ifuatayo alama 20"}
{"text": "Kinaya"}
{"text": "Jazanda"}
{"text": "Majazi"}
{"text": "Sadfa"}
{"text": "Fafanua jinsi dhana ya ukoloni mamboleo inavyojitokeza katika tamthilia ya Mstahiki Meya alama 20"}
{"text": "Eleza changamoto zinazowakabili Wanacheneoalama 20"}
{"text": "Siku ya kufa kwa nyani miti yote hutelezaThibitisha ukweli wa kauli hii ukirejelea tamthilia ya Mstahiki Meya alama 20"}
{"text": "Dhihirisha ufaafu wa anwani Mstahiki Meya alama 20"}
{"text": "Eleza umuhimu wa wahusika wafuatao katika tamthilia ya Mstahiki Meya"}
{"text": "Waridi alama 10"}
{"text": "Siki alama 10"}
{"text": "Tamthilia ya Mstahiki Meya imesheheni utetezi wa haki kwa mapana na marefu Thibitisha alama 20"}
{"text": "b Maswali ya Muktadha"}
{"text": "1 Wewe ndiye wa kuniambia Mimi nimekuuliza wewe"}
{"text": "a Eleza muktadha wa dondoo hili alama 4"}
{"text": "b Ni mambo yepi yaliyosababisha mnenaji na mnenewa"}
{"text": "kuwa katika hali waliyoko sasaalama4"}
{"text": "c Eleza sifa za mnenaji na mnenewa alama 8"}
{"text": "d Fafanua tofauti za sifa kati ya mnenaji na mnenewa"}
{"text": "alama 4"}
{"text": "2 Kuna mji gani wenye amani na utulivu kama wetu"}
{"text": "a Yaweke maneno haya katika muktadha wakealama 4"}
{"text": "b Taja mbinu mbili zilizotumika katika dondoo hili alama"}
{"text": "4"}
{"text": "c Fafanua maudhui manne yanayoendelezwa kupitia kwa"}
{"text": "mnenaji alama 8"}
{"text": "d Taja wahusika wengine wawili walio na sifa sawa na mnenewa na utoe sababu alama 4"}
{"text": "Mashairi yanaweza kugawanywa katika aina mbalimbali kulingana na idadi ya mishororo katika kila ubeti"}
{"text": "Tanbihi Aina za Mashairi ni tofauti na Bahari za Ushairi Aina za mashairi huzingatia idadi ya mishororo katika kila ubeti ilhali Bahari za Shairi hutegemea na muundo wa shairi kwa kuzingatia vina mizani vipande na mpangilio wa maneno Shairi moja haliwezi kuwa la aina mbili kv tarbia na takhmisa lakini shairi linaweza kuwa katika bahari zaidi ya moja"}
{"text": "Zifuatazo ni aina za mashairi kulingana na idadi ya mishororo katika kila ubeti"}
{"text": "Bahari za ushairi ni nyingi sana Shairi huainishwa katika bahari fulani kulingana na mtindo wake umbo lake na matumizi ya lugha"}
{"text": "Mifano ya Bahari za Ushairi"}
{"text": "Utenzi  shairi ndefu lenye kipande kimoja katika kila mshororo"}
{"text": "Mathnawi  ni shairi la vipande viwili ukwapi na utao katika kila mshororo"}
{"text": "Ewe mtunga silabi na sauti ya kinubi Majukumu hatubebi maadamu hatushibi Mateso kwa ajinabi kwa mabwana na mabibi Ukija hayatukabi karibia karibia"}
{"text": "Ukawafi  ni shairi la vipande vitatu ukwapi utao na mwandamo katika kila mshororo"}
{"text": "Nashindwa nikupe nini nishukuru kwa malezi mapenzi na riziki Ni pendo kiasi gani lishindalo la mzazi kweli mama hulipiki Ulinilinda tumboni ukilemewa na kazi ila moyo huvunjiki Kanilisha utotoni mavazi pia malazi ukitafuta kwa dhiki"}
{"text": "Mavue  Shairi la vipande vinne ukwapi utao mwandamo na ukingo katika kila mshororo"}
{"text": "Sisi walipa ushuru wajenga taifa tena kwa bidii twahangaishwa Tumenyimwa uhuru tuna mbaya sifa hatujivunii tunapopotoshwa Kila tunapopazuru damu na maafa hatutulii hali ya kutishwa"}
{"text": "Ukaraguni  shairi ambalo vina vyake vya kati na vya mwisho hubadilika kutoka ubetio mmoja hadi mwingine"}
{"text": "Vina Ubeti 1 ni mi ubeti 2 ta lo ubeti 3 po wa"}
{"text": "Ukara  shairi ambalo vina vya kipande kimoja havibadiliki kutoka ubeti mmoja hadi mwingine lakini vina vya kipande kingine hubadilika Kwa mfano vina vya kati vinafanana kutoka ubeti wa kwanza hadi wa mwisho lakini vina vya kipande cha mwisho vinabadilika kutoka ubeti mmoja hadi mwingine"}
{"text": "vina Ubeti 1 shi ma ubeti 2 shi ko ubeti 3 shi le ubeti 4 shi pa"}
{"text": "Mtiririko  shairi ambalo vina vyake vya mwisho na vya kati havibadiliki kutoka ubeti wa kwanza hadi wa mwisho"}
{"text": "kwa mfano vina vikiwa  ni ka kutoka ubeti wa kwanza hadi wa mwisho"}
{"text": "Mkufupindu  Shairi ambalo neno la mwisho au kifungu cha mwisho cha maneno katika ubeti mmoja hutangulia katika ubeti unaofuatia"}
{"text": "Hakika tumeteleza na njia tumepoteza Nani wa kutuongoza aliyepewa uweza Filimbi akipuliza tusiyeweza kupuuza Bali twaisikiliza bila ya kuzungumza Bila ya kuzungumza wala mwendo kulegeza Tumwandame ja mwangaza kututoa palipo giza Penye dhiki ya kuliza bila sauti kupaza Pengo hili kulijaza ni nani anayeweza"}
{"text": "Kikwamba  Neno moja au kifungu cha maneno hurudiwarudiwa kutanguliza mishororo au ubeti katika shairi"}
{"text": "Jiwe hili lala nini ila moshi na majani Jiwe linalala lini litokapo vileoni Jiwe hili halineni lina macho halioni Jiwe na tulibebeni tulitupe mitaroni"}
{"text": "Kikai  Shairi lenye kipande kimoja kifupi chenye mizani chache kuliko kingine Mfano 84"}
{"text": "Nani binadamu yule adumuye Anayeishi milele maishaye Jenezani asilale aluliye Kaburi liko mbele sikimbiye"}
{"text": "Msuko  Shairi ambalo kibwagizomshororo wa mwisho ni mfupi kuliko mishororo mingineyo Kv 88 88 88 8"}
{"text": "Hawajazawa warembo usidhani umefika Ukisifiwa mapambo jinsi ulivyoumbika Akipata jipya umbo tabaki kihangaika Usidhani umefika"}
{"text": "Mandhuma  shairi ambalo kipande kimoja hutoa hoja wazo ama swali huku cha pili kikitoa jibusuluhisho"}
{"text": "Malumbano  Mashairi mawili ambapo mshairi mmoja hutunga shairi akijibu au kupinga utunzi wa mshairi mwengine"}
{"text": "Ngonjera  Shairi lenye wahusika wawili wanaojibizana Km Ubeti wa kwanza mwalimu na wa pili mwanafunzi"}
{"text": "Sakarani  Shairi lenye bahari zaidi ya moja"}
{"text": "Sabilia  Shairi lisilokuwa na kibwagizo Kituo mshororo wa mwisho hubadilika kutoka ubeti hadi ubeti"}
{"text": "Shairi huru  shairi lisilozingatia sheria za ushairi"}
{"text": "Shairi guni  shairi lenye makosa ya arudhi za shairi"}
{"text": "Fasihi ni sanaa ya lugha Fasihi hutumia lugha kutoa sanaa mbalimbali katika jamii"}
{"text": "Content"}
{"text": "Tanzu za Fasihi"}
{"text": "Fasihi Simulizi"}
{"text": "Fasihi Andishi"}
{"text": "Tofauti kati ya Fasihi Andishi na Fasihi Simulizi"}
{"text": "Umuhimu wa Fasihi Katika Jamii"}
{"text": "Tanzu za Fasihi"}
{"text": "Kuna tanzu mbili kuu za fasihi na kila utanzu una vipera vyake Fasihi Simulizi na Fasihi Andishi"}
{"text": "Fasihi Simulizi"}
{"text": "Hadithi Ngano  hekaya mighani visasili nk"}
{"text": "Nyimbo  za jandoni za ndoa za kazi nk"}
{"text": "Maigizo  michezo ya kuigiza ngomezi nk"}
{"text": "Tungo Fupi  methali vitendawili nk"}
{"text": "Fasihi Andishi"}
{"text": "Hadithi Fupi  hadithi isiyokuwa ndefu iliyochapishwa katika mkusanyiko wa hadithi nyingine"}
{"text": "Riwaya  hadithi ndefu iliyochapishwa katika kitabu chake pekee"}
{"text": "Tamthilia  mchezo wa kuigiza uliowekwa kwa maandishi"}
{"text": "Ushairi  mashairi yaliyoandikwa"}
{"text": "Tofauti kuu kati ya fasihi simulizi na fasihi andishi ni kwamba Fasihi Simulizi huwasilishwa kwa njia ya mdomo au matendo ilhali Fasihi Andishi huwasilishwa kwa njia ya maandishi"}
{"text": "TanbihiUshairi ni kipera cha nyimbo lakini pia mashairi yanaweza kuwa chini ya Fasihi Andishi ikiwa yamechapishwa"}
{"text": "Tofauti kati ya Fasihi Andishi na Fasihi Simulizi"}
{"text": "Umuhimu wa Fasihi Katika Jamii"}
{"text": "Kuburudisha jamii Takribani vipera vyote vya fasihi huwa na kusudi la kufurahisha kutumbuiza na kusisimua hadhira"}
{"text": "Kuelimisha Fasihi hukusudia kuelimisha hadhira kuhusu jamii mazingira nk"}
{"text": "Kudumisha maadili katika jamii kwa kuelekeza kuonya na kunasihi hadhira jinsi ya kufuata mwelekeo unaokubalika katika jamii"}
{"text": "Kuunganisha jamii Fasihi huleta pamoja watu katika jamii Kwa mfano katika nyimbo miviga vichekesho"}
{"text": "Kukuza lugha Aghalabu tungo zote za fasihi hutumia lugha Isitoshe fasihi hutumia mbinu nyingi za lugha Wasimulizi na waandishi wa fasihi huhitaji kuwa na ukwasi wa lugha"}
{"text": "Kuhifadhi mila tamaduni na itikadi za jamii Aghalabu kazi za fasihi hasahasa Fasihi Simulizi huambatanishwa na desturi mbalimbali za jamii husika"}
{"text": "Kukuza uwezo wa kufikiri Vipera vingi vya fasihi huwachochea hadhira kufikiri sana ili kupata suluhisho km vitendawili ngano za mtanziko nk"}
{"text": "Fasihi Andishi ni aina ya sanaa ambayo hutumia maneno yaliyoandikwa kupitisha ujumbe Ni sanaa inayopitishwa kwa njia ya maandishi"}
{"text": "Content"}
{"text": "Tanzu za Fasihi Andishi"}
{"text": "Sifa za Fasihi Andishi"}
{"text": "Umuhimu wa Fasihi Andishi"}
{"text": "Uchambuzi wa Fasihi Andishi"}
{"text": "Aina ya Kazi Andishi"}
{"text": "Wahusika"}
{"text": "Maudhui na Dhamira"}
{"text": "Mandhari"}
{"text": "Mbinu za Lugha"}
{"text": "Tanzu za Fasihi Andishi"}
{"text": "Kuna tanzu nne kuu za Fasihi Simulizi"}
{"text": "Hadithi Fupi  kazi andishi ya fasihi isiyokuwa ndefu sana"}
{"text": "Riwaya  kazi andishi ya fasihi ambayo huwa ndefu kuliko hadithi fupi"}
{"text": "Tamthilia kazi andishi ya fasihi inayowasilisha mchezo wa kuigiza"}
{"text": "Mashairi  mashairi yaliyochapishwa huwa chini ya fasihi andishi"}
{"text": "Sifa za Fasihi Andishi"}
{"text": "Hupitishwa kwa njia ya maandishi"}
{"text": "Ni mali ya mtu binafsi"}
{"text": "Haiwezi kubadilishwa"}
{"text": "Hutumia mbinu za lugha na mbinu za sanaa"}
{"text": "Umuhimu wa Fasihi Andishi"}
{"text": "Kuhifadhi kazi ya sanaa katika maandishi"}
{"text": "Kukuza lugha"}
{"text": "Kuburudisha"}
{"text": "Kuelimisha"}
{"text": "Kukashifu tabia zisizoandamana na maadili ya jamii"}
{"text": "Kuonya kuelekeza kunasihi"}
{"text": "Uchambuzi wa Fasihi Andishi"}
{"text": "Unapochambua kazi ya fasihi andishi zingatia"}
{"text": "Aina ya Kazi Andishi"}
{"text": "Tambua aina au kipera cha kazi andishi ikiwa ni riwaya hadithi fupi au tamthilia"}
{"text": "Wahusika"}
{"text": "Tambua wahusika katika kazi hiyo ya fasihi"}
{"text": "Fafanua sifa za kila mhusika kwa kutumia vivumishi au virai vivumishi vinavyolingana na hulka za mhusika huyo"}
{"text": "Aidha unapaswa kuyakinisha sifa hizo kwa kutolea mifano kutoka kwenye hadithi"}
{"text": "Taja aina ya wahusika"}
{"text": "Maudhui na Dhamira"}
{"text": "Maudhui  ni nini kinachofanyika"}
{"text": "Dhamira  lengokusudi la kazi hiyo ni nini"}
{"text": "Mandhari"}
{"text": "Hadithi inafanyika katika mazingira gani"}
{"text": "Mazingira hayo yanachangia vipi katika kisa hicho au sifa za wahusika"}
{"text": "Msanii ameunda hali gani hisia nk"}
{"text": "Mbinu za Lugha"}
{"text": "Taja kwa kutolea mifano fani za lugha zilizotumika ili kuifanya lugha iwe ya kuvutia zaidi"}
{"text": "Fafanua mbinu za sanaa zilizotumika na utaje mifano mwafaka"}
{"text": "Fasihi Simulizi ni utanzu wa fasihi ambao unawakilisha sanaa ya lugha inayopitishwa kutoka kwa kizazi hadi kizazi kwa njia ya manenomasimulizi ya mdomo"}
{"text": "Sifa za Fasihi Simulizi"}
{"text": "Hupitishwa kwa njia ya mdomo"}
{"text": "Ufanisi wa sanaa katika fasihi simulizi hutegemea uwezo wa msimulizi au wahusika"}
{"text": "Masimulizi yake yanaweza kuathiriwa na mazingira hisia na hali"}
{"text": "Ni mali ya jamii Hakuna mtu fulani anayemiliki sanaa katika fasihi simulizi"}
{"text": "Inaweza kubadilika kutoka kizazi hadi kizazi au mazingira mbalimbali kwa sababu hutegemea kumbukumbu ya msimulizi"}
{"text": "Aghalabu huwa na funzo fulani"}
{"text": "Umuhimu wa Fasihi Simulizi"}
{"text": "Kuburudisha  Hufurahisha na kuchangamsha hadhira"}
{"text": "Kunasihi kutolea mawaidha na kuonyesha mwelekeo unaotarajiwa katika jamii"}
{"text": "Kuelimisha watu kuhusu vitu mbalimbali hasa mazingira yao"}
{"text": "Kutambulisha jamii  jamii mbalimbali husifika kutokana na sanaa zao katika fasihi simulizi kama vile nyimbo"}
{"text": "Kuhifadhi na kudumisha utamaduni wa jamii"}
{"text": "Kuunganisha watu  huleta watu pamoja"}
{"text": "Kukuza lugha  fasihi huimarisha lugha kwa kuwa hutumia mbinu mbalimbali za lugha"}
{"text": "Kuliwaza  hutoa huzuni na kuleta matumaini"}
{"text": "Kupitisha muda  wakati mwingine fasihi simulizi hutumika kupitisha muda"}
{"text": "Isimu Jamii"}
{"text": "Isimu Jamii social linguistcs  ni tawi la isimu elimu ya lugha linalochunguza namna lugha inavyotumika katika jamii na uhusiano baina yake Tawi hili huzingatia matumizi ya lugha katika mazingira tofauti aina mbali mbali za lugha na mazingira yake uhusiano kati ya lugha na utamaduni wa jamii inayoitumia"}
{"text": "Istilahi za Isimu Jamii"}
{"text": "Aina za Lugha"}
{"text": "Istilahi za Isimu Jamii"}
{"text": "Isimu linguistics  ni mtalaa ambao huchunguza huchanganua na pia kuchambua na kufafanua lugha kama mfumo wa mawasiliano baina ya wanadamu"}
{"text": "Lugha  ni chombo cha mawasiliano baina ya watu Lugha huzingatia mpangilio maalum wa sauti maneno na sentensi"}
{"text": "Sajili  ni mukhtadharejista mbalimbali au mitindo maalum ya lugha katika mazingirahali mbalimbali Mifano ya sajili ni kama vile lugha ya hospitalini shuleni sajili ya dini biashara kisiasa michezo"}
{"text": "Fonolojia  ni tawi la sayansi ya isimu linaloshughulikia uchunguzi wa mfumo wa sauti katika lugha fulani kwa mfano ugawanyaji wa irabu na konsonanti Fonolojia hutumika kuunda alfabeti katika lugha fulani Aghalabu kila lugha hutumia mfumo fulani wa sauti mahususi katika lugha hiyo pekee"}
{"text": "Fonetiki  huchunguza sauti zinazotamkwa na binadamu bila kuzingatia lugha yoyote"}
{"text": "Mofolojia  au sarufi maumbo ni tawi la isimu linalochunguza maneno ya lugha fulani aina za maneno katika lugha hasa upangaji wa mofimu mbalimbali zitumikazo kwa ajili ya kuunda maneno hayo Kwa mfano lugha ya Kiswahili hutumia mbinu kadhaa kuunda maneno kulingana na mpangilio wa mofimu Kwa mfano neno lima linaweza kutumika kuunda maneno mengine katika Kiswahili km mkulima kilimo nimelima limika nk Katika kubadilisha mofimu hizi tunaweza kubadilisha neno moja kutoka aina mojakitenzi hadi nyingine nomino nk"}
{"text": "Sintaksi  au sarufi miundo ni tawi la isimu au taaluma ya sarufi inayoshughulikia jinsi vikundi vya maneno na sentensi mbalimbali zinajengwa katika lugha Sintaksia huangazia kanuni au sheria za lugha Kila lugha huwa na sheria zake za kuambatanisha maneno kama vile jinsi ya kufuatanisha vitenzi nomino na vielezi Kwa mfano Mtoto yako shiba ni sentensi isiyokuwa na sintaksi Sentensi sawa ingekuwa Mtoto wako ameshiba"}
{"text": "Semantiki  ni tawi la isimu linalochunguza maana halisia mantiki ya maneno kifungu au sentensi katika lugha Sentensi isiyokuwa na mantiki ni sentensi inayotoa maana ambayo haiwezekani katika uhalisia Sentensi inaweza kuwa sawa kisintaksia lakini iwe na makosa ya kimantiki Kwa mfano Kiatu cha mbwa kimefutwa kazi kwa sababu kumi ni kubwa kama hewa"}
{"text": "Aina za Lugha Katika Isimu Jamii"}
{"text": "Lafudhi  Ni upekee wa mtu katika matamshi accent unaoathiriwa na lugha ya mama mazingira yake ya kijiografia au kiwango ujuzi wake wa lugha"}
{"text": "Lahaja  ni vijilugha vinavyoibuka kwa lugha moja kuu kutokana na tofauti za kijiografia baina ya wazungumzaji wa lugha hiyo Kwa mfano lugha ya Kiswahili ina lahaja kadhaa kama vile Kimtangata Kilamu Kimvita nk Tofauti baina ya lufudhi ni kama msamiati muundo wa sentensi au matamshi"}
{"text": "Lugha rasmi  ni lugha inayotumika katika shughuli za kiofisi ama ya wakati wa mawasiliano rasmi katika taifa fulani Kwa mfano lugha rasmi nchini Kenya ni Kiingereza"}
{"text": "Lugha rasimi  ni mtindo wa lugha uliotumiwa na mtuwatu fulani mashuhuri zamani na ambao huonekana kuwa mtindo bora wa lugha unaofaa kuigwa na wengine Kwa mfano lugha ya Shakespeare"}
{"text": "Lugha ya taifa  ni lugha inayoteuliwa na taifa fulani kama chombo cha mawasiliano baina ya wananchi kwa maana inazungumzwa na wananchi wengi katika taifa hilo Lugha ya taifa nchini Kenya ni Kiswahili Uganda ni Kiganda"}
{"text": "Lugha Sanifu  Ni lugha iliyokarabatiwa na sheria zake kv muundo wa sentensi msamiati sarufi nk kubainishwa na kuandikwa na kwa hivyo huzingatia sarufi maalum na upatanisho sahihi wa sentensi Kwa mfano Kiswahili sanifu  ni lugha isiyokuwa na makosa ya kisarufi"}
{"text": "Lingua Franka  Ni lugha inayoteuliwa miongoni watu wenye asili tofauti wasiozungumza lugha moja ili iwe lugha ya kuwaunganisha katika shughuli rasmi au za kibiashara"}
{"text": "Pijini  ni lugha inayozaliwa kutokana na mchanganyo wa lugha zaidi ya moja Kwa mfano Sheng lugha ya vijana mitaani nchini ni lugha iliyoibuka kutoka kwa Kiswahili na Kiingereza"}
{"text": "Krioli  Ni pijini iliyokomaa na kukubalika"}
{"text": "Lugha mame  hii ni lugha isiyokua na ambayo hubaki kati umbo lake la awali Kwa mfano lugha ya Kilatini haibadiliki na hivyo hutumika katika kubuni majina ya kisayansi nk"}
{"text": "Lugha azali  ni lugha inayozaa lugha nyinginezo"}
{"text": "Misimu  ni lugha yenye maneno ya kisiri ambayo hutumiwa na kikundi fulani cha watu katika jamii inayoeleweka tu baina yao Misimu huibuka na kutoweka baada ya muda"}
{"text": "Kinyume"}
{"text": "Maneno ya kinyume ni maneno yenye maana inayopingana Inafaa ikumbukwe kwamba kuna tofauti kati ya kinyume na kukanusha Kukanusha ni kukataa ujumbe wa sentensi bila kubadilisha maneno Tunapokanusha tunabadilisha viambishi pekee ili kupinga wazo la sentensi Maneno ya kinyume huwa maneno mengine tofauti kabisa ambayo yanapingana kimaana bila kubadilisha maendelezo ya neno"}
{"text": "Kukanusha"}
{"text": "Kukanusha ni kukataa au kukana kauli"}
{"text": "Mara nyingi tunapokanusha tuanaongeza kiambishi HA mwanzoni mwa kitenzi Hata hivyo kiambishi hicho hubadilika katika nafsi ya kwanza na ya pili umoja Angalia jedwali lifuatalo"}
{"text": "Viambishi vya wakati na vya hali pia hubadilika kama ilivyoonyeshwa katika jedwali lifuatalo"}
{"text": "SARUFI Matumizi ya Lugha"}
{"text": "Sarufi ni sheria kanuni au taratibu zinazopaswa kufuatwa katika lugha fulani Kila lugha huwa na kanuni zake Katika sarufi tutazingatia sautiutamkaji aina ya maneno upatanisho wa maneno kisarufi muundo wa sentensi za Kiswahili na kadhalika"}
{"text": "Ufuatao ni mukhtasari wa baadhi ya yale tuliyokuandalia katika matumizi ya lugha Fungua kila ukrasa ili kusoma mada kwa kina"}
{"text": "Vipashio vya Lugha"}
{"text": "Vipashio vya lugha ni viungo mbalimbali vinavyowekwa pamoja katika mpangilio fulani kisarufi kuunda lugha"}
{"text": "Sauti"}
{"text": "Mofimu"}
{"text": "Neno"}
{"text": "Sentensi"}
{"text": "Kwa kuzingatia vipashio hivi vya lugha tumekuandalia vipengele vifuatavyo katika sarufi"}
{"text": "Aina za Maneno"}
{"text": "Nomino  majina aina za nomino uundaji wa nomino kutoka kwa maneno mengine wingi"}
{"text": "Vitenzi  vitendo katika sentensi aina za vitenzi mnyambuliko wa vitenzi"}
{"text": "Viwakilishi  maneno yanayowakilisha nomino aina za viwakilishi"}
{"text": "Vivumishi  aina za vivumishi kv vivumishi vya sifa nk"}
{"text": "Vielezi  vielezi halisi vielezi vya namna nk"}
{"text": "Viunganishi  aunganifu kuonyesha tofauti sababu sehemu nk"}
{"text": "Vihisishi  maneno ya kuonyesha hisia kv hasira mshangao nk"}
{"text": "Vihusishi  uhusiano wa nomino na mazingira yake"}
{"text": "Kinyume  kinyume cha maneno mbalimbali"}
{"text": "Muundo wa Maneno"}
{"text": "Sauti na Silabi  aina za sautikonsonanti vokali silabi matamshi"}
{"text": "Shadda na Kiimbo  mkazo katika maneno kiimbointonation"}
{"text": "Viambishi  maana na aina za viambishi uainishaji"}
{"text": "Mofimu  mofimo huru mofimu tegemezi"}
{"text": "Viungo  Matumizi ya viungo kv KWA KU JI MA NI NA nk"}
{"text": "Upatanisho wa Maneno"}
{"text": "Ngeli  ngeli mbalimbali za Kiswahili kv AWA KIVI nk"}
{"text": "Umoja na Wingi  wingiumoja wa nomino sentensi nk"}
{"text": "Ukubwa na Udogo  onyesha ukubwaudogo wa neno au sentensi"}
{"text": "Nyakati na Hali  nyakatiuliopita uliopo ujao nk NGE NGALI"}
{"text": "Kukanusha  kukanusha sentensi katika hali na nyakati mbalimbali"}
{"text": "Sentensi"}
{"text": "Aina za Sentensi  changamano ambatano nk"}
{"text": "Uchanganuzi wa Sentensi  kikundi nomino kikundi tenzi nk"}
{"text": "Virai na Vishazi  aina za virai kishazi huru kishazi tegemezi"}
{"text": "Shamirisho na Chagizo  shamirisho yamwa kitondo nk"}
{"text": "Uakifishaji  alama za kuakifisha kv swali kikomo nk"}
{"text": "Maghani ni tungo zinazotolewa kwa kughanwa nusu kuimbwa nusu kukaririwa Maghani yanaweza kuambatanishwa na ala za muziki au kughanwa kwa mdomo tu"}
{"text": "Aina za Maghani"}
{"text": "Zipo fani mbali mbali za maghani ambazo zimeainishwa katika tanzu mbili kuu"}
{"text": "Maghani ya Kawaida"}
{"text": "Maghani ya Masimulizi"}
{"text": "Maghani ya Masimulizi"}
{"text": "Lengo la maghani ya aina hii ni kusimulia kisa fulani historia nk"}
{"text": "Kuna fani mbili za Maghani ya Masimulizi"}
{"text": "a Tendi"}
{"text": "Tendi ni ushairi mrefu unaosimulia matukio ya kishujuaa Tendi zinaposimuliwa huandamana na ala za muziki"}
{"text": "Sifa za Tendi"}
{"text": "Ni ushairi mrefu"}
{"text": "Husimulia matendo ya kishujaa kwa njia kishairi"}
{"text": "Husimuliwa badala ya kuimbwa"}
{"text": "Huandamana na ala za muziki"}
{"text": "Husimulia visa vya kihistoria"}
{"text": "Hutungwa papo kwa hapo"}
{"text": "b Rara"}
{"text": "Hizi ni hadithi fupi za kishairi zenye visa vya kusisimua zinazosimuliwa zikiambatanishwa na ala za muziki Aghalabu hughanwa na watoto na hutumika kama michezo ya watoto"}
{"text": "Sifa za Rara"}
{"text": "Ni hadithi fupi za kishairi"}
{"text": "Husimulia visa vya kusisimua"}
{"text": "Zinaweza kuimbwa au kusimuliwa"}
{"text": "Huambatana na ala za muziki"}
{"text": "Aghalabu huwa ni visa vya kubuni"}
{"text": "Maghani ya Kawaida Sifo"}
{"text": "Maghani ya Kawaida ni maghani yanayosifia mtu kitu au hali katika jamii"}
{"text": "a Majigambo au Kivugo"}
{"text": "Haya ni maghani ambayo mtunzi hujisifia kujigamba namna alivyo hodari katika nyanja fulani Tungo hizi hutumia chuku na maneno ya kejeli kuwadunisha wapinzani wa mtunzi"}
{"text": "Sifa za Majigambo"}
{"text": "Hutumia nafsi ya kwanza"}
{"text": "Msimulizi hutumia maneno ya kujigamba"}
{"text": "Msimulizi hutumia chuku kwa wingi ili kujisifu"}
{"text": "Hutungwa kwa ubunifu mkubwa na hutumia mbinu kama sitiari vidokezi ishara nk"}
{"text": "Majigambo mengi huwa mafupi lakini baadhi yake huwa marefu"}
{"text": "Huwa na matendo matukufu ya msimulizi"}
{"text": "Huwa na ahadi za matendo kutoka kwa msimulizi"}
{"text": "b Tondozi"}
{"text": "Tondozi ni aina ya sifo ambayo husifia watu mashuhuri katika jamii kama vile viongozi"}
{"text": "Sifa za Tondozi"}
{"text": "Huwa ni ushairi wa kusimuliwa"}
{"text": "Husifia mtu mwengine mtu mashuhuri"}
{"text": "Hutumia chuku"}
{"text": "Hutumia mbinu kama sitiari vidokezi ishara nk"}
{"text": "Hutaja matendo makubwa ya kiongozi anayesifiwa"}
{"text": "Pembezi"}
{"text": "Pembezi ni maghani ya kumsifu mpenzi"}
{"text": "Sifa za Pembezi"}
{"text": "Humsifu mpenzi wa mtu"}
{"text": "Aghalabu huwa ushairi mfupi"}
{"text": "Hutumia tamathali za lugha kwa wingi kama vile ishara kusimulia umbo la mpenzi"}
{"text": "Pembezi zinaweza kuandamana na ngoma"}
{"text": "ii Pembezi  tungo za sifa Zinaweza kusifia kundi fulani la watu wanyama njaa mvua nk"}
{"text": "Maigizo ni sanaa katika fasihi simulizi ambayo watendaji huwa ndio wahusika Maigizo hayasimuliwi kama mbinu nyingine za fasihi Wahusika ndio huzungumza katika sehemu zao mbalimbali"}
{"text": "Mifano"}
{"text": "Michezo ya Kuigiza Jukwaani  Haya ni maigizo ya jukwaani ambapo watendaji huiga maneno na matendo ya wahusika mbele ya hadhira"}
{"text": "Miviga  Miviga ni sherehe mbalimbali katika jamii fulani Watu hujumukika na sherehe hizi kulingana na tamaduni zao"}
{"text": "Ngomezi  ni sanaa ya ngoma Midundo mbalimbali ya ngoma hutumika kuwasilisha ujumbe mbalimbali"}
{"text": "Malumbano ya Utani  Malumbano ya utani ni mashindano ya kuongea jukwaani baina ya watu wa makundi au jamii mbili ambayo hutumia kejeli na chuku kukejeli tabia mbaya katika jamii au kundi fulani"}
{"text": "Ulumbi  Ulumbi ni uwezo wa kipekee wa kuzungumza mbele ya hadhira Mtu mwenye uwezo huo wa kipekee wa kuzungumza jukwaani huitwa mlumbi"}
{"text": "Soga  Soga ni mazungumzo baina ya watu wawili au zaidi ambayo aghalabu huwa hayana mada maalum"}
{"text": "Vichekesho  Vichekesho ni aina ya sanaa ya fasihi simulizi ambayo watu hutoa vihadithi vifupi au sentensi zenye uwezo wa kuwafanya wasikilizaji wacheke"}
{"text": "Maonyesho ya Sanaa  Maonyesho huhusisha watu wa jamii au kundi fulani wanaoonyesha taaluma ujuzi au sanaa yao kwa watazamaji"}
{"text": "Mofimu"}
{"text": "Mofimu ni sehemu ndogo zaidi ya neno inayowakilisha maana ya neno hilo Mofimu inaweza kuwa silabi moja au zaidi Kuna aina mbili za mofimu"}
{"text": "Mofimu huru"}
{"text": "Mofimu Tegemezi"}
{"text": "1 Mofimu huru"}
{"text": "Mofimu huru ni silabi moja au zaidi yenye maana kamili ya neno na inaweza kujisimamia yenyewe bila msaada wa viambishi au silabi nyingine Aghalabu mofimu huru huwa nomino vivumishi au vielezi visivyochukua viambishi vya ngeli Kwa mfanodaktari ndoa nyumba Miranda"}
{"text": "2 Mofimu Tegemezi"}
{"text": "Mofimu tegemezi ni mofimu ambazo huhitaji viambishi au mofimu nyingine tegemezi ili kuleta maana iliyokusudiwa Mofimu hizi hujumuisha hasa mzizi wa neno au shina la kitenzi vivumishi nomino au vielezi ambavyo vinahitaji viambishi viwakilishi vya ngeli ili kutoa maana iliyokusudiwa Shina la kitenzi au mzizi wa neno au kiini cha kitendo ni sehemu ndogo zaidi inayosimamia kitenzi chenyewe bila mnyambuliko nyakati au viambishi vinginevyo Viambishi ni mofimu tegemezi ya silabi moja inayowakilisha dhana fulani kama vile hali ngeli nafsi wakati na kadhalika"}
{"text": "km"}
{"text": "mtangazaji  mtangazaji"}
{"text": "m  mofimu ya ngeli ya MWA kwa umoja tangaz  mzizi wa neno kiini cha kitendo cha kutangaza a  kiishio cha kitenzi ji  inaonyesha kazi au mazoea"}
{"text": "wametusumbua  wametusumbua"}
{"text": "wa  kiambishi kiwakilishi cha nafsi ya tatu wingi me  kiambishi cha wakati timilifu tu  kiambishi kiwakilishi cha nafsi ya kwanza wingi  kitendewamtendwa sumbu  shina la kitendo cha kusumbua a  kiishio"}
{"text": "wakulima  wakulima"}
{"text": "wa  kiambishi kiwakilishi cha ngeli ya AWA wingi ku  kiambishi cha KU ya kitenzi jina lim  mzizi wa kitendo cha kulima a  kiishio"}
{"text": "Muundo wa Sentensi"}
{"text": "Kiima Kiarifa Shamirisho na Chagizo"}
{"text": "Kikundi TenziKT na Kikundi NominoKN"}
{"text": "Kikundi Nomino Kiima KN"}
{"text": "Kikundi Tenzi Kiarifa KT"}
{"text": "Shamirisho"}
{"text": "Chagizo"}
{"text": "Kiima Kiarifa Shamirisho na Chagizo"}
{"text": "Sentensi huwa imeundwa na maneno mbalimbali Vijenzi hivi vya sentensi ni Kiima Kiarifa Shamirisho na Chagizo"}
{"text": "Angalia"}
{"text": "Aina za Sentensi  Sahili Changamano Ambatano"}
{"text": "Virai na Vishazi"}
{"text": "Uchanganuzi"}
{"text": "Kikundi TenziKT na Kikundi NominoKN"}
{"text": "Hizi ndizo sehemu mbili kuu katika sentensi Kila kundi kikundi kinaweza kuwa na maneno mbalimbali Tutayachangua haya zaidi katika uchanganuzi wa sentensi"}
{"text": "Kikundi Nomino Kiima KN"}
{"text": "Ni sehemu wa sentensi yenye nomino Pia kikundi nomino kinaweza kushirikisha kikundi kivumishi au kishazi tegemezi"}
{"text": "km"}
{"text": "Safari zawa salama bila misukosuko"}
{"text": "Wanafunzi waliokuwa wametoroka shuleni wamekamatwa na kuadhibiwa"}
{"text": "Matunda matamu huvutia sana"}
{"text": "Kikundi Tenzi Kiarifa KT"}
{"text": "Ni sehemu ya sentensi yenye kitenzi Licha ya kitenzi kikundi tenzi kinaweza kushirikisha kikundi kielezi au kikundi kivumishi Aidha kikundi tenzi kinaweza kuwa na kikundi nomino kama shamirisho kipozi au kitondo"}
{"text": "km"}
{"text": "Mvua inarutubisha vitu vyote"}
{"text": "Dunia huzunguka jua"}
{"text": "Madawati yaliyokuwa yamechafuliwa yamesafishwa"}
{"text": "Shamirisho"}
{"text": "Shamirisho ni mtendwa au mtendewa katika sentensi Ni sehemu ya sentensi inayowakilisha kitu kilichofanyiwa kitu Kuna aina tatu za shamirisho"}
{"text": "Shamirisho Kipozi  direct object"}
{"text": "Ni sehemu inayowakilisha nomino inayopokea kitendo hicho moja kwa moja Mtendwa"}
{"text": "Nyanya aliwasalimia wajukuu wake"}
{"text": "Bustani la Kuzimu linawatisha watu wengi"}
{"text": "Rita alimwandikia kakake barua kwa kalamu nyeusi"}
{"text": "Shamirisho Kitondo  indirect object"}
{"text": "Huwakilisha ambaye kitendo kinafanywa kwa ajili yake au kwa niaba yake Mtendewa"}
{"text": "Mama aliwapikia watoto ugali tamu"}
{"text": "Bibi anawasimulia wasichana wadogo hadithi za kikale"}
{"text": "Rita alimwandikia kakake barua kwa kalamu nyeusi"}
{"text": "Shamirisho ala kitumizi"}
{"text": "Hurejelea ala au kifaa kinachotumika kutekeleza kitendo hicho"}
{"text": "Wetu wengine huvuna mahindi kwa panga"}
{"text": "Mchungaji Thabiti alikufa kwa maji"}
{"text": "Rita alimwandikia kakake barua kwa kalamu nyeusi"}
{"text": "Chagizo"}
{"text": "Hutuelezea zaidi kuhusu kiima kiarifa au shamirisho Aghalabu chagizo huwa kielezi au kivumishi"}
{"text": "Mama alimvalisha bintiye mavazi ya kupendeza"}
{"text": "Mumbe ni msichana hodari sana"}
{"text": "Kinyonga hupendelea kutembea polepole"}
{"text": "Rita alimwandikia kakake barua kwa kalamu nyeusi"}
{"text": "NGE na NGALI"}
{"text": "Nge na Ngali hutumika kuonyesha uwezekano au majuto Kitendo fulani hakikutokea kwa sababu ya kitendo au hali nyingine ambayo haikutimilika Kwa kifupi kuna vitendo au hali mbili zinazotegemena kwa hivyo hali ya kwanza ikitokea kuna uwezekano wa kitendo cha pili kufanyika"}
{"text": "Ni hatia ya kisarufi kuchanganya NGA na NGALI katika sentensi moja Ikiwa kipande cha kwanza kimetumia NGE tumia NGE katika kipande cha pili nk"}
{"text": "a NGE"}
{"text": "Nge hutumika kuonyesha kwamba kitendo fulani hakijafanyika na kwa hivyo jambo fulani halijatokea lakini kuna uwezekano wa kufanya kitendo hicho na jambo hilo litokee"}
{"text": "km"}
{"text": "Ningekuwa na pesa ningenunua simu  Sina pesa wala sikununua simu lakini nikipata pesa saa hii ninaweza kununua simu"}
{"text": "Ningejua nyumbani mwake ningemtembelea  Sijui nyumbani kwao wala sijamtembelea lakini nikijua nitamtembelea"}
{"text": "b NGALI au NGELI"}
{"text": "Ngali hutumika kuonyesha kwamba kitendo fulani hakijafanyika na kwa hivyo jambo fulani halijatokea wala hakuna uwezekano wa kufanya kitendo hicho Hutumika hasa kuonyesha majuto"}
{"text": "km"}
{"text": "Ningalifika mapema ningalimpata kabla aondoke  Sikufika mapema hivyo basi sikumpata wala siwezi kumpata kwa sababu nishachelewa naye ashaondoka"}
{"text": "Ungalimsikiza mwalimu ungalipita mtihani  Hukumsikiza mwalimu na hivyo basi hukupita mtihani wala hakuna uwezekano wa kumsikiza wala kupita mtihani"}
{"text": "Kukanusha NGE na NGALI"}
{"text": "Tunapokanusha NGE na NGALI tunamaanisha kwamba kitendo cha pili kilifanyika tu kwa sababu kitendo cha kwanza kilikuwa kimefanyika Kama jambo la kwanza halikundeka jambo la pili halingetokea"}
{"text": "Tunakanusha kwa kuongeza kiungo SI"}
{"text": "NGE  SINGE NGALI  SINGALI"}
{"text": "Mifano ya Ukanushaji"}
{"text": "Maana  kitendo kilifanyika kwa sababu kingine kilifanyika"}
{"text": "Nisingekuwa na pesa nisingenunua simu  Nilinunua simu tu kwa sababu nilikuwa na pesa kuwa na pesa ndiko kulikoniwezesha kununua pesa"}
{"text": "Mvua isingalinyesha tusingalivuna  Tulivuna kwa sababu mvua ilinyesha kunyesha kwa mvua ndiko kulitufanya tuvune"}
{"text": "Ngeli za Kiswahili"}
{"text": "Ngeli ni vikundi vya majina ya Kiswahili Katika mfumo wa kisasa na unaokubalika ngeli huundwa kwa kuunganisha viambishi viwakilishi vya nomino"}
{"text": "Kwa mfano neno kitabu Tunasema Kitabu kimepotea  Vitabu vimepotea"}
{"text": "Kwa kuunganisha kiambishi KIumoja na VIwingi tunapata ngeli ya KIVI Ni muhimu kusisitiza kwamba tunazingatia viambishi wala si silabi ya kwanza"}
{"text": "Hivyo basi maneno yasioyoanza kwa KIVI kama vile chama vyama yatakuwa katika ngeli ya KIVI kwa kuwa yanachukua kiambishi KI  Chama kimevunjwa  Vyama vimevunjwa Vivyo hivyo kunayo majina yanayoanza kwa KIVI yasiyokuwa katika ngeli ya KIVI maadam yanachukua viambishi tofauti kv kijana  AWA kijana amefika vijana wamefika"}
{"text": "Tumekuandalia majedwali matatu kukupa mukhtasari wa ngeli zote za Kiswahili na jinsi baadhi ya manenoviambishi vinavyobadilika kutoka ngeli moja hadi nyingine"}
{"text": "a Jedwali la kwanza linakupatia ngeli maelezo yake na mifano ya majina"}
{"text": "b Jedwali la pili linaangazia jinsi ngeli mbalimbali zinavyotumia anganifu viashiria na viashiria visisitizi"}
{"text": "c Jedwali la pili linaangazia virejeshio amba enye enyewe ote oote ingi ingine nk kulingana na ngeli mbalimbali"}
{"text": "Nomino N"}
{"text": "Nomino ni maneno ambayo ni majinaya watu vitu hali nk Kuna nomino za kawaida na nomino za kipekee miongoni mwa aina nyingine za nomino"}
{"text": "Content"}
{"text": "Aina za Nomino"}
{"text": "Nomino za Kawaida"}
{"text": "Nomino za Kipekee"}
{"text": "Nomino za Jamii"}
{"text": "Nomino za Wingi"}
{"text": "Nomino za Vitenzi Jina"}
{"text": "Nomino za Dhahania"}
{"text": "Aina za Nomino"}
{"text": "Kunazo aina mbalimbali za nomino katika lugha ya Kiswahili"}
{"text": "Nomino za Kipekee"}
{"text": "Nomino za Kawaida"}
{"text": "Nomino za JamiiMakundi"}
{"text": "Nomino za KitenziJina"}
{"text": "Nomino za Dhahania"}
{"text": "Nomino za Wingi"}
{"text": "Nomino za Kawaida"}
{"text": "Haya ni majina ya kawaida yanayoweza kutumiwa kurejelea vitu mbalimbali watu wanyama mahali na kadhalika Nomino hizi zinaweza kuwa katika umoja au wingi kulingana na ngeli yake"}
{"text": "km nyumba mbuzi daktari soko kalamu jua"}
{"text": "Nomino za Kipekee"}
{"text": "Haya ni majina maalum ya watu mahali bidhaa kampuni na kadhalika Herufi ya kwanza ya nomino hizi huwa ni herufi kubwa Nomino za kipekee haziwezi kubadilika na hivyo basi hazina wingi"}
{"text": "km Tanzania Nairobi Anita Gafkosoft Athi Kimbo"}
{"text": "Nomino za Jamii"}
{"text": "Nomino za jamii hurejelea kundi la vitu au wanyama kwa ujumla Aghalabu vitu vinavyorejelewa hutokea kwa makundi ya vitu mbili au zaidi Nomino hizi hutumia wingi tu tunaporejelea makundi zaidi ya moja"}
{"text": "km jozi la viatu umati wa watu bustani la maua bunga la wanyama"}
{"text": "Nomino za Wingi"}
{"text": "Nomino hizi hurejelea vitu ambavyo hutokea kwa wingi na haziwezi kuhesabiwa Vitu kama hivyo hutumia aina nyingine ya vipimo ili kurejelea kiasi chake Nomino za wingi hazina umoja"}
{"text": "km maji maziwa changarawe pesa nywele"}
{"text": "Nomino za Vitenzi Jina"}
{"text": "Nomino hizi huundwa kutokana na vitenzi kwa kuongeza kiungo KU mwanzoni mwa mzizi wa kitenzi"}
{"text": "km kulima kuongoza kucheza kulala"}
{"text": "Nomino za Dhahania"}
{"text": "Haya ni majina ya hali au vitu ambavyo havionekani wale haviwezi kushikika"}
{"text": "km upendo furaha imani elimu ndoto mawazo maisha usingizi"}
{"text": "Nyakati za Kiswahili"}
{"text": "Nyimbo Katika Fasihi Simulizi"}
{"text": "Nyimbo ni aina ya sanaa katika fasihi ambayo hutumia lugha teule sauti na kiimbo maalum"}
{"text": "Aghalabu nyimbo hutumia ala za mziki kama vile ngoma Nyimbo zinaweza kuimbwa na mtu mmoja au zaidi"}
{"text": "Wimbo hugawanywa katika beti na mishororo Nyimbo nyingi huwa na kiitikio au mstari ambao hurudiwa rudiwa"}
{"text": "Content"}
{"text": "Sifa za Nyimbo"}
{"text": "Umuhimu wa Nyimbo katika Fasihi Simulizi"}
{"text": "ViperaAina za Nyimbo"}
{"text": "Kulingana na Muundo"}
{"text": "Kulingana na UjumbeMaudhui"}
{"text": "Sifa za Nyimbo"}
{"text": "Hutumia kiimbo au sauti maalum"}
{"text": "Huweza kuendamana na ala za muziki"}
{"text": "Huimbwa na mtu mmoja au watu wengi wakati mwingine nyimbo huimbwa kwa kupokezanwa"}
{"text": "Hutumia lugha ya mkato"}
{"text": "Hurudiarudia kukariri maneno ili kusisitiza ujumbe katika wimbo"}
{"text": "Umuhimu wa Nyimbo katika Fasihi Simulizi"}
{"text": "Kuburudisha"}
{"text": "Kuelimisha kufunza kuonya kuelekeza"}
{"text": "Kuliwaza"}
{"text": "Kusifia kitu au mtu katika jamii"}
{"text": "Kuunganisha jamii"}
{"text": "Kudumishakuhifadhi tamaduni za jamii"}
{"text": "Kukuza talanta na sanaa katika jamii"}
{"text": "Hutumika katika mbinu nyingine za fasihi kama vile hadithi"}
{"text": "ViperaAina za Nyimbo"}
{"text": "Kulingana na Muundo"}
{"text": "Mashairi"}
{"text": "Maghani"}
{"text": "Kulingana na UjumbeMaudhui"}
{"text": "Nyimbo za Ndoa"}
{"text": "Nyimbo za harusi huimbiwa bwana na bibi harusi kuwapongeza na kuwapa heko kwa kufunga ndoa yao Aidha nyimbo hizi huwapa wawili hao mawaidha ya kutunza familia na watoto wao ili waishi pamoja"}
{"text": "Nyimbo za JandoniTohara"}
{"text": "huimbwa na vijana wanapopashwa tohara Nyimbo hizi huonyesha ushujaa na kuashiria kutoka kwamba anayetahiriwa amekuwa mtu mzima sasa"}
{"text": "HodiyaWawe"}
{"text": "Hizi ni nyimbo ambazo huimbwa na watu wanapofanya kazi ili kuwatia bidii wafanye kazi bila kuhisi machofu"}
{"text": "Kimai"}
{"text": "Nyimbo za Mabaharia  Hizi ni nyimbo za wanabahari wanaposafiri baharini"}
{"text": "Nyimbo za MazishiHuzuniSimanzi"}
{"text": "Hizi ni nyimbo za kuliwaza na kuwapa pole walioachwa na marehemu Nyimbo hizi huwapa matumaini waombolezaji"}
{"text": "Nyimbo za Kidini"}
{"text": "Hizi ni nyimbo ambazo huimbwa kumsifia Mungu kuomba au kutoa mafunzo ya kidini"}
{"text": "Nyimbo za Kisiasa"}
{"text": "Hizi ni nyimbo za kuwasifia viongozi wa kisiasa"}
{"text": "Nyimbo za Kizalendo"}
{"text": "Nyimbo za huonyesha uzalendo kwa kusifia taifanchi"}
{"text": "Nyimbo za Mapenzi"}
{"text": "Katika nyimbo za mapenzi mwimbaji huimba kwa kumsifia mpenzi wake hasa kwa urembo na tabia zake"}
{"text": "Riwaya"}
{"text": "Riwaya ni kazi ya fasihi andishi ambayo huwa ndefu na aghalabu riwaya moja hujaza kitabu kizima Riwaya huwa na wahusika wengi na huangazia mawazo kadhaa Aidha riwaya hufanyika katika mazingira mbalimbali na aghalabu huchukua muda mrefu ikilinganishwa na hadithi fupi"}
{"text": "Content"}
{"text": "Aina za Riwaya"}
{"text": "Mifano ya Riwaya"}
{"text": "Aina za Riwaya"}
{"text": "Kunazo aina kadhaa za Riwaya katika Fasihi Andishi"}
{"text": "Riwaya sahili  visa vyake husimuliwa moja kwa moja na huwa rahisi kueleweka"}
{"text": "Riwaya changamano  hii ni riwaya ambayo huhitaji kusomwa kwa makini ili kueleweka Aghalabu huwa na maudhui mengi na wahusika wengi ambao wanachangia katika tatizo kuu katika riwaya hiyo Hujengwa kwa taharuki ili kuwavutia hadhira kutazamia jinsi tatizo kuu litakavyotatuliwa Hutumia mbinu za taharuki na visengere nyumambele"}
{"text": "Riwaya ya kibarua  hutumia muundo wa barua kuwasilisha ujumbe wake"}
{"text": "Riwaya kiambo  huhusisha maswala ya kawaida katika jamii"}
{"text": "Mifano ya Riwaya"}
{"text": "Kidagaa kimemwozea"}
{"text": "Siku Njema"}
{"text": "Mwisho wa Kosa"}
{"text": "Sajili Katika Isimu Jamii"}
{"text": "Sajili  ni mukhtadharejista mbalimbali au mitindo maalum ya lugha katika mazingirahali mbalimbali"}
{"text": "Kuna sajili anuwai za matumizi ya lugha katika jamii Hapa tutazingatia mifano michache ya sajili mbali mbaliKila sajili huwa na sifa mbalimbali zinazoitofautisha sajili hiyo na nyinginezo Ili kubaini sifa za lugha katika sajili fulani ni muhimu kuzingatia baadhi ya maswali yafuatayo"}
{"text": "ni mazungumzo baina ya nani na nani"}
{"text": "kuna uhusiano gani baina ya wanaozungumza"}
{"text": "yanapatikana wapi"}
{"text": "yanatumika katika hali gani"}
{"text": "yana umuhimu ama lengo gani"}
{"text": "ni istilahi zipi istilahi maneno maalum zinazopatikana katika mazingira hayo"}
{"text": "umaizi wa lugha baina ya wazungumzaji ni wa kiwango gani"}
{"text": "ni mtindo gani wa lugha unaotumika"}
{"text": "Sajili ya Ajali"}
{"text": "Hii ni lugha inayotumiwa katika ambalo ajali imetokea Wahusika wanaweza kuwa majeruhi polisi walioshuhudia au wananchi wengine nk"}
{"text": "Sifa za lugha inayopatikana katika sajili hii"}
{"text": "Msamiati wa kipekee unaohusiana na ajali kama vile majeruhi hudumanya kwanza damu mkasa"}
{"text": "Hutumia lugha ya kudadisi dadisi ili kubaini chanzo cha ajali"}
{"text": "Huwa na masimulizi  walio na habari kuhusu kisa hicho hueleza waliyoshuhudia"}
{"text": "Kutokana na hali ya msukosuko lugha hii haina utaratibu  watu huwa katika hali ya hofu kwa juhudi za kuwaokoa majeruhi"}
{"text": "Mfano wa Sajili ya Ajali"}
{"text": "Sajili ya Biashara"}
{"text": "Lugha ya biashara huzungumzwa na wauzaji na wanunuzi katika sehemu za kibiashara Inapaswa ikumbukwe kwamba lugha hii inaweza kubadilika kidogo kulingana na mazingira Kwa mfano katika mikutano ya kibiashara lugha rasmi hutumiwa ilihali katika soko lugha ya mitaani inaweza kutumika"}
{"text": "Sifa za Lugha ya Biashara"}
{"text": "Hutumia msamiati wa kibiashara kama vile"}
{"text": "Fedha"}
{"text": "Faida"}
{"text": "Hasara"}
{"text": "Bei"}
{"text": "Bidhaa"}
{"text": "Hutumia misimu ili kuwavutia wanunuzi"}
{"text": "Ni lugha yenye malumbano hasa watu wanapojadiliana kuhusu bei"}
{"text": "Ni lugha legevu  haizingatii kanuni za lugha"}
{"text": "Huchanganya ndimi kwa kuingiza maneno ya lugha za kigeni"}
{"text": "Ni yenye heshima na unyenyekevu kwa wanunuaji"}
{"text": "Msamiati katika lugha ya Kibiashara"}
{"text": "Mfano wa Sajili ya Biashara"}
{"text": "Sajili ya Bungeni"}
{"text": "Hii ni lugha inayozungumzwa wakati wa kikao cha bunge Sajili hii ni tofauti na na sajili ya siasa ambayo huhusisha wanasiasa wakipiga kampeni"}
{"text": "Sifa za Lugha ya Bungeni"}
{"text": "Ni lugha yenye ushawishi  wabunge hutumia vishawishi ili kuwahimiza wenzao waunge ama kupinga msalaba"}
{"text": "Ni lugha ya mjadala yenye waungao na wapingao"}
{"text": "Ni lugha yenye heshima na nidhamu Maneno ya heshima kama mheshimiwa tafadhali na samahani hutumika sana"}
{"text": "Hutumia maneno maalum yanayopatikana katika mazingira ya bunge kama vile kikao mswaada kuunga mkono kujadili kupitisha nk"}
{"text": "Lugha ya bungeni ni rasmi na sanifu"}
{"text": "Hulenga maswala mbalimbali ya kisiasa na maendeleo katika taifa"}
{"text": "Huwa na maelezo kamilifu"}
{"text": "Ni lugha yenye maswali na majibu miongoni mwa wabunge"}
{"text": "Mfano wa sajili ya Bungeni"}
{"text": "Sajili ya Hospitalini"}
{"text": "Sifa za Lugha ya Hospitalini"}
{"text": "Hutumia msamiati wa hospitalini kama vile"}
{"text": "dawa"}
{"text": "magonjwa"}
{"text": "Daktari"}
{"text": "Wadi"}
{"text": "Mgonjwa"}
{"text": "Dawa"}
{"text": "Kipimo"}
{"text": "Ni lugha yenye upole na heshima"}
{"text": "Huwa na maswali mengi hasa daktari anapotaka kutambua kiini cha ugonjwa unaomhadhiri mgonjwa wake"}
{"text": "Ni lugha yenye hofu na huzuni"}
{"text": "Mfano wa Sajili ya Hospitalini"}
{"text": "Sajili ya Kidini"}
{"text": "Katika sajili ya kidini tunaangazia lugha inayozungumzwa na wauminiwashiriki wa imani fulani wakati wa ibada sala katika nyumba takatifu au mahali popote pale ambapo wanazungumzia mambo yanayorejelea imani au Mwenyezi Mungu"}
{"text": "Sifa za Lugha ya Kidini"}
{"text": "Hutumia msamiati wa kidini kama vile"}
{"text": "Bibilia"}
{"text": "maombi"}
{"text": "mbinguni"}
{"text": "jehanamu"}
{"text": "Madhabahu"}
{"text": "Paradiso"}
{"text": "Mbinguni"}
{"text": "Mwenyezi Mungu"}
{"text": "Mwokozi"}
{"text": "Ni lugha inayonukuu sana hasa wazungumzaji wanaporejelea Kitabu kitakatifu"}
{"text": "Lugha yenye heshima upole na unyenyekevu"}
{"text": "Lugha sanifu"}
{"text": "Ni lugha iliyojaa ahadi nyingi kwa wanaoandamana na mafunzo ya kidini na vitisho kwa wanaoenda kinyume na mafundisho"}
{"text": "Huwa imejaa matumaini"}
{"text": "Ni lugha yenye kutoa maneno ya sifa kumtukuza na kumshukuru Mwenyezi Mungu"}
{"text": "Mfano wa Sajili ya Kidini"}
{"text": "Sajili ya Kisayansi"}
{"text": "Sifa za Lugha ya Kisayansi"}
{"text": "Hutumia msamiati wa kipekee unaoambatana na taaluma inayorejelewa"}
{"text": "Huwa na maelezo kwa ukamilifu"}
{"text": "Huwa na mpangilio maalum na maendelezo ya hoja na ujumbe"}
{"text": "Huchanganya ndimi na kutumia maneno ya kisayansi au lugha mbalimbali"}
{"text": "Hutumia lugha sanifu"}
{"text": "Ni lugha yenye udadisi mwingi wakati wa kufanya utafiti"}
{"text": "Mfano wa Lugha ya Kisayansi"}
{"text": "Kwa sababu zisizoweza kuepukika kikundi chetu hakitamaliza utafiti ulioratibiwa kukamilishwa mwishoni mwa mwezi ujao Hii ni kwa sababu ya changamoto kadhaa ambazo tumekutana nazo Kwanza viluwiluwi ambao ndio tunaotafiti wamekuwa haba sana wakati huu wa ukame Pili kutokana na kufungwa kwa maabara ya kisayansi katika taasisi hii ni muhali kufanya majaribio yoyote ya kazi yetu Tatu kumekuwa na pingamizi kubwa kutoka kwa baadhi ya wanakijiji kwamba kukusanya viluwiluwi kunawatia hofu Aidha tume yetu imepungukiwa na fedha baada ya serikali kusitisha kudhamini utafiti huu"}
{"text": "Baada ya kujadiliana kwa vikao tatu mfululizo tume yetu inapendekeza haya Muda wa kufanya utafiti uongezewe kwa kipindi cha miezi sita serikali kupitia kwa taasisi hii ifadhili wachunguzi Wananchi wahamasishwe kuhusu umuhimu wa kuwafanyia viwavi utafiti na maabara ya utafiti ikaraatiwe haraka iwezekanayo"}
{"text": "Sauti za Kiswahili"}
{"text": "a b ch d e f g h i k l m n o p r s t u v w y z"}
{"text": "Kuna aina mbili za Sauti katika lugha ya Kiswahili"}
{"text": "Irabu"}
{"text": "Konsonanti"}
{"text": "Irabu Vokali"}
{"text": "a e i o u"}
{"text": "Irabu zinapotamkwa hewa haizuiliwi katika ala za matamshi Jedwali lifuatalo litakuonyesha jinsi ya kubainisha vokali kulingana na sehemu ya ulimi inayoachilia hewa na jinsi midomo inavyobadilika"}
{"text": "Konsonanti"}
{"text": "b ch d f g h j k l m n p r s t vw y z"}
{"text": "Konsontanti zinapotamkwa hewa huzuiliwa katika ala za matamshi  ulimi na midomo Kuna aina mbili kuu za sauti za konsonanti"}
{"text": "Sauti Ghuna  konsonanti hizi zinapotamkwa hewa hutikisa nyuzi za sauti"}
{"text": "Sauti Sighuna  konsonanti hizi zinapotamkwa hewa haitikisi nyuzi za sauti"}
{"text": "Jedwali lifuatalo litakuonyesha aina za konsonanti kulingana na mahali zinapotamkiwa na sauti ghuna au sighuna"}
{"text": "Vipasuo  pbkgtd"}
{"text": "Hutamkwa kwa kukutanisha ala za kutamkia ili kufungilia hewa na kisha kuiachilia ghafla"}
{"text": "Vipasuo sighuna p k t   hutamkwa bila kutikisa nyuzi za sauti"}
{"text": "Vipasuo ghuna b g d   hutamkwa kwa kutikisa nyuzi za sauti"}
{"text": "p na b hutamkwa kwa kukutanisha midomo katika meno"}
{"text": "p  papa pepea pipi popo pua"}
{"text": "b  baba bebea bibi bobo bubu"}
{"text": "t na d hutamkwa kwa kukutanisha ufizi na ncha ya ulimi"}
{"text": "t  taa tetea titi toto tua"}
{"text": "d dada doa dua"}
{"text": "k na g hutamkwa kwa kukutanisha nyuma ya ulimi na kaakaa laini"}
{"text": "k  kaka koko kuku"}
{"text": "g  gae gege gogo gugu"}
{"text": "Vikwamizo  d fvdhth szshhgh"}
{"text": "Pia huitwa Vikwaruzo Hutamkwa kwa kukutanisha ala za matamshi na kisha kuachilia hewa kupitia katika mwanya mwembamba"}
{"text": "Vikwamizo sighuna fthskhhsh  hewa haitikisi nyuzi za sauti"}
{"text": "Vikwamizo ghuna v dhzgh  hewa hutikisa nyuzi za sauti"}
{"text": "f na v hutamkwa kwa kukutanisha mdomo wa chini na wa juu na kuachilia hewa kidogo kupita"}
{"text": "f  faa fee fua"}
{"text": "v  vaa vua"}
{"text": "s na z hutamkwa kwa kukutanisha sehemu ya kati ya ulimi na kaakaa gumu"}
{"text": "s  sasa sisi"}
{"text": "z  zaa zeze zizi zuzu"}
{"text": "dh na th hutamkwa kwa kukutanisha ncha ya ulimi na meno ya juu"}
{"text": "dh  dharau dhani"}
{"text": "th  thubutu"}
{"text": "gh na kh hutamkwa kwa kukutanisha kaakaa laini na kilimi"}
{"text": "dh  dharau dhani"}
{"text": "th  thubutu"}
{"text": "h hutamkwa kwa kukutanisha kilimi na koo na kuachilia hewa kwa nguvu"}
{"text": "h  haha hii huu"}
{"text": "Kipasuokwamizo  ch"}
{"text": "Pia huitwa kituokwamizo  Hutamkwa kwa kukutanisha ulimi na ufizi na kuachilia hewa"}
{"text": "ch  chacha chechea choo"}
{"text": "Vingongo  Nazali  mnngny"}
{"text": "Hutamkwa kwa kukutanisha ala za matamshi na kuzuia hewa kupitia kinywani hewa hupitia puani m hutamkwa kwa kukutanisha mdomo wa juu na wa chini ili kuzuia pumzi kupita kinywani"}
{"text": "m  mama umeme mimi"}
{"text": "n hutamkwa kwa kukutanisha ulimi na ufizi ili hewa ipitie puani"}
{"text": "n  nana nene nini nono nunua"}
{"text": "ny hutamkwa kwa kukutanisha ulimi na kaakaa gumu"}
{"text": "ny  nyanya nyenyea nyinyi nyoa nyunyu"}
{"text": "ng hutamkwa kwa kukutanisha ulimi na kaakaa laini"}
{"text": "ng  nganga ngoa"}
{"text": "Kitambaza  l"}
{"text": "Hutamkwa kwa kukutanisha ncha ya ulimi na ufizi huku hewa ikipitia kwenye pande za ulimi bila kukwaruza ufizi"}
{"text": "l  lala lea lilia lo lulu"}
{"text": "Kimadende  r"}
{"text": "Hutamkwa kwa kupigapiga na kukwaruza ufizi haraka haraka kwa ncha ya ulimi"}
{"text": "r  rai rarua"}
{"text": "Viyeyusho  yw"}
{"text": "Pia huitwa nusuirabu Hutamkwa kwa utaratibu kwa kuleta ala za matamshi karibu sana lakini kuachilia hewa bila kuikwaruza w hutamkwa midomo ikiwa wazi"}
{"text": "w  wawa wewe"}
{"text": "y hutamkiwa kwenye kaakaa gumu"}
{"text": "y  yaya yeye"}
{"text": "Ala za Kutamkia"}
{"text": "Hizi ni sehemu za mwili zinazotumika wakati wa kutamkia maneno Meno Ulimi Midomo Pua Chemba cha Pua Ufizi Kaakaa gumu Kaakaa laini Kimio  Chemba cha Kinywa Ncha ya ulimi Bapa la ulimi Shina la Ulimi Koromeo Kidakatonge Kongomeo Nyuzi za Sauti Koo Njia ya Chakula"}
{"text": "Sentensi za Kiswahili"}
{"text": "Sentensi ni kundi la neno moja au maneno zaidi yenye kiima na kiarifa na inayofuata kanuni za sarufi"}
{"text": "Content"}
{"text": "Aina za Sentensi"}
{"text": "1 Sentensi Sahili"}
{"text": "2 Sentensi Ambatano"}
{"text": "3 Sentensi Changamano"}
{"text": "Aina za Sentensi"}
{"text": "1 Sentensi Sahili"}
{"text": "Hizi ni sentensi zenye kishazi kimoja na huwakilisha wazo moja tu"}
{"text": "Sentensi sahili kutokana na kikundi tenzi pekee"}
{"text": "Ninasoma  KTT"}
{"text": "Hajakuandikia barua  KTT  N"}
{"text": "Tulimwona nyoka mkubwa KTT  N  V"}
{"text": "Alikimbia haraka sana  KTT  E  E"}
{"text": "Kikundi Nomino  Kikundi Tenzi"}
{"text": "Sakina anaimba  KNN  KTT"}
{"text": "Latifa na Kanita wamejipamba vizuri  KNN  U  N  KTT  E"}
{"text": "Jua kali liliwaka mchana kutwa  KNN  V  KTT  E  E"}
{"text": "Runinga ya Bwana Kazito imeharibika tena  KN N  V  N  N  KT T  E"}
{"text": "2 Sentensi Ambatano"}
{"text": "Sentensi ambatano ni sentensi zenye zaidi ya kishazi huru kimoja na huwakilisha mawazo mawili au zaidi Aghalabu sentensi hizi hutumia viunganishiU au alama za uakifishaji kama vile kituo na nuktanusu  ili kubainisha wazo moja toka nyingine"}
{"text": "Kuunganisha Sentensi Mbili"}
{"text": "Chesi alisoma kwa bidii Chesi alianguka mtihani Ingawa alisoma kwa bidii Chesi alianguka mtihani"}
{"text": "Dadangu amerudi nyumbani Dadangu amelala Dadangu amefika nyumbani na kulala"}
{"text": "Mifano mingine"}
{"text": "Tulifika tukaona tukapiga na tukatawala"}
{"text": "Leo inaonekana Karimi amejipamba akapambika"}
{"text": "3 Sentensi Changamano"}
{"text": "Hizi ni sentensi zinazoundwa kwa kuunganisha kishazi huru pamoja na kishazi tegemezi au sentensi mbili kwa kutumia orejeshi ili kuleta zaidi ya wazo moja"}
{"text": "Kuunganisha Sentensi"}
{"text": "Juma amenilitelea kitabu Nilikuwa nimetafuta kitabu hicho kwa muda mrefu  Juma ameniletea kitabu ambacho nilikuwa nimekitafuta kwa muda mrefu"}
{"text": "Yeye ni mwizi Alipigwa jana jioni  Yeye ndiye mwizi aliyepigwa jana jioni"}
{"text": "Mifano Zaidi"}
{"text": "Nimemuona yule ninayemtafuta na neema zake"}
{"text": "Ndoto zinazotisha ni za kishetani"}
{"text": "Tanbihi Ili kutofautisha sentensi ambatano na changamano kwa urahisi sentensi changamano hutumia orejeshi km ambacho ambaye niliye  nililo nk"}
{"text": "Shadda na Kiimbo"}
{"text": "ShadaShadda na Kiimbo ni namna ya kutamka neno au fungu la maneno kwa namna tofauti kuleta maana mbalimbali"}
{"text": "Shadda  Shada  Stress"}
{"text": "Shadda ni mkazo wa silabi Maneno ya Kiswahili huwa na silabi moja ambayo hutamkwa kwa nguvu zaidi kuliko silabi nyingine Unapotamka silabi iliyotiwa mkazo shada sauti hupandishwa juu kiasi"}
{"text": "Maneno mengi ya Kiswahili hasa yale yenye asili ya Kibantu hutia mkazo katika silabi ya pili kutoka mwisho"}
{"text": "Kwa mfanomama sanduku kitabu tulikotoka burudani barabara njia"}
{"text": "Baadhi ya maneno yenye asili ya kigeni huwa na shada katika silabi nyingine"}
{"text": "Kwa mfanobarabara sawa sawa mukhtasari"}
{"text": "Kiimbo  Intonation"}
{"text": "Kiimbo ni sauti maalum inayojitokeza unapotamka maneno fulani Kiimbo husaidia kuleta maana kamili ya sentensi iliyokusudiwa Kwa kutamka sentensi kwa sauti fulani ya kiwimbo tunaweza kubainisha kauli ya kawaida swali hisia nk"}
{"text": "Sentensi au maneno yanapotamkwa kwa viimbo mbalimbali hutoa dhana tofauti Katika uandishi Viimbo husaidiwa na alama za uakifishaji ili kumwelekeza msomaji asome kwa kiimbo kilichokusudiwa"}
{"text": "a Kuulizia Swali"}
{"text": "Tunainua sauti tunapouliza swali ili kulitofautisha na sentensi ya kawaida km Ulisoma kitabu nilichokupatia"}
{"text": "b Kuonyesha Hisia"}
{"text": "Tunapotoa hisia aghalabu kiimbo huenda juu km Ajabu"}
{"text": "c Kutoa Kauli"}
{"text": "Tunapotoa kauli sentensi ya kawaida aghalabu sauti huenda chini katika neno au silabi ya mwisho Hata hivyo sauti inaweza kubadilika kulingana na neno linalotiliwa mkazo katika sentensi"}
{"text": "Tamathali za Usemi"}
{"text": "Tamathali za Usemi ni matumizi ya maneno kwa namna fulani ili kuifanya lugha iwe ya kuvuitia na kuifanya kazi ya sanaa iwe ya kupendeza Kuna aina mbili za tamathali za usemi"}
{"text": "Mbinu au Fani za Lugha Ni uteuzi wa maneno ili kuifanya lugha iwe ya kupendeza na kuvutia Pia Mapambo ya Lugha Fani za Lugha zinaweza kutambulikana moja kwa moja bila kusoma kifungu kizima"}
{"text": "Mbinu za Sanaa Ni ubunifu wa kisanaa unaojitokeza baada ya kusoma au kusikiliza masimulizi Angalau unahitaji kusoma sentensi kadhaa au hata hadithi nzima ili kutambua mbinu ya sanaa iliyotumika"}
{"text": "Content"}
{"text": "Mbinu za Lugha"}
{"text": "Mbinu za Sanaa"}
{"text": "Mbinu za Lugha"}
{"text": "Tanakali za Sauti Ni mbinu ya kutumia maneno yanayoiga sauti au hali fulani au namna kitendo kilivyofanyika Milio"}
{"text": "Tashbihi Hii ni mbinu ya lugha inayolinganisha vitu au hali mbili tofauti kwa kutumia maneno ya kulinganisha kama mithili ya sawa na ja Tashbiha Similes"}
{"text": "Istiara Ni mbinu ya kulinganisha vitu viwili moja kwa moja kwa kutumia kiungo ni ama kuwa Istiari Sitiari Imagery"}
{"text": "Jazanda  Ni kulinganisha vitu viwili moja kwa moja bila kutumia viunganishi"}
{"text": "Taashira Ni matumizi ya lugha ya ishara kuwakilisha ujumbe fulani Jina au kitu fulani kinatumika kumaanisha kitu kingine chenye uhusiano na kile kilichotumiwa Symbolism"}
{"text": "Taswira  Ni matumizi ya lughamaneno yanayojenga picha ya hali au jambo fulani kwa msomaji"}
{"text": "Tashihisi Hii ni mbinu ya kupatia kitu kisicho hai sifa za kiumbe mwenye uhai sifa za kibinadamu Uhuishaji Personification"}
{"text": "Chuku Ni kutumia maneno yaliyotiliwa chumvi ili kusisitiza ujumbe fulani au kusifia kitu Kutilia Chumvi Hyperbole"}
{"text": "Takriri Ni mbinu ya kurudiarudia neno moja au kifungu cha maneno ili kusisitiza ujumbe fulani Repetition"}
{"text": "TanakuziTanakuzi ni mbinu ya kusisitiza ujumbe kwa kuambatanisha maneno ya kinyume au yanayokinzana Ukinzani"}
{"text": "Majazi  Majazi ni pale tabia za wahusika zinapoambatana na majina yao halisi"}
{"text": "Lakabu  Ni mbinu ya mhusika kupewakubadikwa jina na wahusika wengine ama yeye mwenyewe kujibandika jina linalooana na tabiasifa zake"}
{"text": "Semi  Ni fungu la maneno linapotumika kutoa maana nyingine badala ya ile ya maneno yaliyotumika Semi hutumika kuficha ukali wa maneno au kupamba lugha Kuna aina mbili za semi"}
{"text": "Nahau  huwa na vitenzi"}
{"text": "Misemo  haina vitenzi"}
{"text": "Methali  Methali ni misemo ya hekima yenye maana iliyofumbwa Mhusika mwandishi wa fasihi anaweza kutumia methali kupitisha ujumbe"}
{"text": "Maswali ya Balagha Tashititi au maswali ya balagha ni maswali yanayoulizwa na msimulizi au mhusika ambayo hayahitaji jibu Mubalagha Rhetorical questions"}
{"text": "Uzungumzi Nafsiya  Mhusika hujizungumzia ama kwa kuongea au kuwaza bila kukusudia kusikika na yeyote"}
{"text": "Ritifaa  Mbinu ya kuzungumza na mtu aliyekufa au asiyekuwepo kana kwamba yuko pamoja nawe"}
{"text": "Utohozi  Kutohoa ni mbinu ya kuswahilisha maneno ya lugha nyingine yatamkike kama ya Kiswahili"}
{"text": "Kuchanganya Ndimi  Kuweka maneno yasiyo ya Kiswahili katika sentensi ya Kiswahili"}
{"text": "Kuhamisha Ndimi  Ni kuingiza sentensi ya lugha nyingine katika kifungu cha lugha ya Kiswahili Kinyume na Kuchanganya ndimi ambapo mwandishi huchanganya maneno katika sentensi moja katika kuhamisha ndimi sentensi kamilifu ya lugha nyingine hutumika miongoni mwa sentensi za Kiswahili sanifu"}
{"text": "Mbinu za Sanaa"}
{"text": "Kinaya  Kinaya ni mambo katika sanaa kuwa kinyume na matarajio ya hadhira Irony"}
{"text": "Kejeli Kejeli ni mbinu ya sanaa inayotumia maneno kudharau au kukemea kitendo au mtu fulani"}
{"text": "Taharuki Taharuki ni mbinu ya kusimulia au kuandika riwayahadithi kwa kufanya hadhira naau wahusika wajawe na hamu ya kutaka kujua kitakachotokea baadaye hamu ya kutaka kuendelea kusomakusikiliza Baadhi ya hadithi huishia kwa taharuki na kuilazimisha hadhira yake ijikamilishie au ibaki ikijiuliza maswali Suspense"}
{"text": "Sadfa  Sadfa ni kugongana kwa vitendo viwili vinavyohusiana kana kwamba vilikuwa vimepangwa japo havikuwa vimepangiwa Coincidence"}
{"text": "Kisengere Nyuma  Mwandishi hurudi nyuma na kuanza kusimulia kisa kilichokuwa kimetendeka kabla ya alichokuwa akisimulia Aidha mwandishi hubadilisha wakati wa masimulizi na kuwa wakati wa kisa hicho Hutumika sana kuonyesha mhusika anapokumbuka kitu au kutupatia msingi wa jinsi mambo yalivyoanza Mbinu Rejeshi Flashback"}
{"text": "Kisengere Mbele  Mwandishi anapobadilisha wakati na kusimulia mambo yatakavyokuwa siku za usoni au kutumia lugha isiyo moja kwa moja kutabiri yatakayojiri Utabiri Foreshadow"}
{"text": "Njozi au Ndoto  Mwandishi hutumia ndoto kutabiri jambo litakalofanyika au kufumbua jambo lililokuwa limefumbwa"}
{"text": "Upeo wa Juu  Ni sehemu ya hadithi ambayo matukio yanafanyika kulingana na mapenzi ya hadhira au msomaji Climax"}
{"text": "Upeo wa Chini  Ni sehemu ya hadithi ambayo matukio yanafanyika kinyume na mapenzi ya hadhira au msomaji Aghalabu upeo wa chini hutokea baada ya upeo wa juu anticlimax"}
{"text": "Nyimbo  Nyimbo naau mashairi yanaweza kutumika katika hadithi kwa madhumuni mbalimbali"}
{"text": "Tamthilia"}
{"text": "Tamthilia au tamthiliya ni sanaa ambayo huwasilisha mchezo wa kuigiza kwa njia ya maandishi Majina ya wahusika huandikwa katika upande wa kushoto kisha koloni halafu hufuatiwa na maneno halisi yaliyotamkwa na mhusika huyo"}
{"text": "Content"}
{"text": "Aina za Tamthilia"}
{"text": "Mifano ya Tamthilia"}
{"text": "Aina za Tamthilia"}
{"text": "Kunazo aina kadhaa za tamthilia katika fasihi andishi"}
{"text": "Tamthilia CheshiKomedia  ni mchezo wa kuchekesha Maudhui yake huundwa kwa lengo la kutumbuiza hadhira"}
{"text": "Tamthilia SimanziTrejedia  ni mchezo uliojaa huzuni mikasa mikosi visa vya kutisha na aghalabu baadhi ya wahusika wakuu hufa"}
{"text": "Tamthilia SimanziCheshiTrejikomedia  ni mchezo wenye visa vya kuhuzunisha lakini pia unawasilisha kwa njia ya kuchekesha Aghalabu wahusika hutumia kejeli kuchekesha hadhira ijapokuwa kuna shida fulani inayowakabili Baadhi ya wahusika wakuu hukumbwa na mikasa Mfano Kifo Kisimani na Kithaka Wa Mberia"}
{"text": "Tamthilia Tatizo  ni mchezo wa kuigiza ambapo wahusika huwa na tatizoshida kuu wanalotaka kulitatua Tamthilia hii aghalabu hutumia mbinu ya taharuki ili kuwafanya hadhira wawe makini ili kuona jinsi tatizo hilo litakavyoishia"}
{"text": "Tamthilia ya Domestiki Drama  ni mchezo unaoangazia maisha ya kawaida ya watu kama vile familia urafiki ndoa nk"}
{"text": "Tamthilia ya Melodrama  ni mchezo ambao husisitiza sifa za wahusika kwa kuunda wahusika kuunda wahusika wenye sifa zilizopigiwa chuku na zisizobadilika Tamthilia hizi huundwa kwa namna inayowafanya hadhira wawapende wahusika fulani na wawachukie wahusika wengine Kwa mfano"}
{"text": "Shujaa ambaye hushinda kila mara"}
{"text": "Wahusika wabaya ambao hubakia wabaya kutoka mwanzo hadi mwishi"}
{"text": "Wahusika wazuri ambao hufanya vitendo vizuri kutoka mwanzo hadi mwisho"}
{"text": "Wapenzi ambao hata wakitenganishwa bado watapendana"}
{"text": "Aghalabu huishia kwa raha mustarehe"}
{"text": "Mifano ya Tamthilia"}
{"text": "Kifo Kisimani"}
{"text": "Shamba la Wanyama"}
{"text": "Mstahiki Meya"}
{"text": "Tungo Fupi"}
{"text": "Tungo Fupi ni kipera cha Fasihi Simulizi kinachojumulisha sanaa simulizi zinazoundwa kwa maneno machache sentensi moja au mbili hivi Tungo Fupi nyingi huwa na sehemu mbili na aghalabu huhitaji kujibizana ambapo mtu mmoja hutoa pendekezo au swali halafu mtu mwengine hutoa jawabu  km vitendawili na mafumbo Baadhi ya tungo fupi husemwa na mtu mmoja tu kama vile methali Aghalabu vipera vyote vya tungo fupi hutumiwa katika kazi nyingine za fasihi  na lugha kwa ujumla  kama mapambo ya lugha"}
{"text": "Vipera vya Tungo Fupi"}
{"text": "Methali Methali ni tungo fupi za sentensi moja ambazo hutoa funzo fulani kwa njia ya mafumbo Methali huwa na sehemu mbili Sehemu ya kwanza hutoa hoja nayo sehemu ya pili hutoa suluhisho Methali hutumika kwa minajili ya kutoa funzo kwa njia isiyo ya moja kwa moja Methali nyingine huhitaji hekima ili kujua maana yake"}
{"text": "Vitendawili Vitendawili ni tungo fupi ambazo huwa na swali fupi na jibu kwa makusudi ya kupima ufahamu wa hadhira kuhusu mazingira yake Anayetoa kitendawili huulizia swali lake kwa kutoa maelezo mafupi yanayorejelea umbo la kitu hicho sauti harufu au kukifananisha na kitu kingine Anayejibu huhitajika kufikiria haraka na kutoa jawabu ambalo huwa la neno moja au maneno mawili hivi Vitendawili huwa na mianzo maalum kulingana na jamii yake"}
{"text": "Mafumbo Mafumbo hutumika kuupima uwezo wa mtu kufikira na kufumbua swali ambalo huwa na maelezo marefu Majibu ya mafumbo huhitaji maelezo na aghalabu hukusudia kujua jinsi mtu anavyoweza kutatua tatizo fulani ambalo linahitaji kufikiria sana"}
{"text": "Vitanza Ndimi Vitanza ndimi huwa ni sentensi zinazotumia maneno yanayomkanganya msomaji katika matamshi Vitanza ndimi huhitaji kutamkwa haraka haraka na kurudiwa rudiwa mara kadhaa kwa kusudi la kukuza uwezo wa kutamka"}
{"text": "Vichezea Maneno Ni maneno yanayokaribiana kimatamshi au kimaana hutumika katika sentensi moja kama njia ya kuonyesha ukwasi wa lugha au kuburudisha Pia hutumika kama vitanza ndimi"}
{"text": "Misimu Misimu ni maneno ambayo huzuka miongoni mwa kundi fulani katika jamii na hueleweka tu miongoni mwa watu katika kundi hilo Misimu hukua na kutoweka baada ya muda"}
{"text": "Lakabu Lakabu ni majina yanayobandikwa watu kutokana na sifa zao maumbile hulka au mambo yanayowahusu Lakabu pia ni mbinu ya sanaa"}
{"text": "Semi Nahau na Misemo Semi ni mafungu ya maneno ambayo hutumika kuleta maana tofauti na maana halisi ya maneno yaliyotumika Semi hutumika kuficha maneno makali kwa kutumia maneno mengine Aidha semi zinaweza kutumika tu kwa minajili ya kupamba lugha Kuna aina mbili za semi Nahau na misemo"}
{"text": "Uainishaji wa Neno"}
{"text": "Kuainisha ni kugawa neno katika viambishi vyake mbalimbali Tunapoainisha neno tunaonyesha mzizi wa neno pamoja na viambishi vyote vilivyofungamanishwa kuunda neno hilo"}
{"text": "Angalia"}
{"text": "Viambishi"}
{"text": "Uchanganuzi wa Sentensi"}
{"text": "Mifano"}
{"text": "Ainisha maneno yafuatayo"}
{"text": "nitasoma  nitasoma"}
{"text": "ni  kiambishi kiwakilishi cha nafsi ya kwanza umoja ta  kiambishi kiwakilishi cha wakati ujao som  shina la kitenzi cha kusoma a  kiishio"}
{"text": "walipozipata  walipozipata"}
{"text": "wa  kiambishi kiwakilishi cha nafsi ya pili wingi li  kiambishi kiwakilishi cha wakati uliopita po  kiambishi kiwakilishi cha po ya wakati au cha ngeli ya mahali PO zi  kiambishi kiwakilishi cha kitendwa ngeli ya IZI wingi pat  shina la kitenzi cha kupata a  kiishio"}
{"text": "vimeshikamana  vimeshikamana"}
{"text": "vi  kiambishi kiwakilishi cha ngeli ya KIVI wingi me  kiambishi kiwakilishi cha wakati uliopita muda mfupi shik  shina la kitenzi cha kupata aman kiambishi kiwakilishi cha kauli ya kutendamana a  kiishio"}
{"text": "mnayemkimbilia  mnayemkimbilia"}
{"text": "m  kiambishi kiwakilishi cha nafsi ya pili wingi na  kiambishi kiwakilishi cha wakati uliopo ye  kiambishi kirejeshi cha nafsi ya tatu m kiambishi kiwakilishi cha mtendewa nafsi ya tatu umoja kimbi  mzizi wa kitenzi cha kukimbia li  kiambishi kiwakilishi cha kauli ya kutendea a  kiishio"}
{"text": "yakimwagika  yakimwagika"}
{"text": "ya  kiambishi kiwakilishi cha ngeli ya YAYA ki  kiambishi kiwakilishi cha KIya masharti au au cha KIya kuendelea mwag  mzizi wa neno mwaga ik kiambishi kiwakilishi cha kauli ya kutendeka a  kiishio"}
{"text": "hawakukushibisha  hawakukushibisha"}
{"text": "ha  kiambishi kiwakilishi cha kukanusha wa  kiambishi kiwakilishi cha nafsi ya tatu wingi ku  kiambishi kiwakilishi cha kukanusha wakati uliopita ku  kiambishi kiwakilishi cha nafsi ya pili mtendewa shib  mzizi wa kitenzi cha kushiba ish kiambishi kiwakilishi cha kauli ya kutendesha a  kiishio"}
{"text": "lililolililia  lililolililia"}
{"text": "li  kiambishi kiwakilishi cha ngeli ya LIYA umoja li  kiambishi kiwakilishi cha wakati uliopita lo  kiambishi kirejeshi cha ngeli ya LIYA umoja li kiambishi kiwakilishi cha mtendewa ngeli ya LIYA li  shina la kitenzi cha kulia li  kiambishi kiishio cha kauli ya kutendea a  kiishio"}
{"text": "Alama za Uakifishaji"}
{"text": "Kunazo alama kadhaa zinazotumika kuakifisha maneno na sentensi za Kiswahili"}
{"text": "Uchambuzi wa Mashairi"}
{"text": "Yafuatayo ni mambo muhimu unayohitajika kuzingatia kila unapochambua shairi"}
{"text": "MuundoUmbo la shairi"}
{"text": "Uhuru wa Mshairi"}
{"text": "Maudhui"}
{"text": "Dhamira"}
{"text": "Mtindo wa  Mbinu za Lugha"}
{"text": "MuundoUmbo la Ushairi"}
{"text": "Katika umbo wa shairi tunaangazia jinsi shairi lilivyoundwa kwa kuangazia mizani vina mishororo nk Aidha ni muhimu kutaja aina na bahari za shairi zinazohusiana na kila sifa uliyoitaja"}
{"text": "Idadi ya mishororo katika kila ubeti  Tumia idadi ya mishororo kubainisha aina ya shairi hilo Kwa mfano Shairi lina mishororo minne katika kile ubeti kwa hivyo ni Tarbia"}
{"text": "Idadi ya mizani katika kila mshororo na katika kila kipande cha mshororo Kwa mfano Kila mshororo una mizani kumi na sita nane katika utao na nane katika ukwapi"}
{"text": "Idadi ya vipande katika kila mshororo  Taja ikiwa shairi lina kipande kimoja viwili vitatu au vinne kisha utaje bahari yake"}
{"text": "Kituo kiishio au kibwagizo  Ikiwa mstari wa mwisho umerudiwa rudiwa basi shairi lina kibwagizo au kiitikio la sivyo lina kiishio"}
{"text": "Vina  Zingatia vina vya kati na vya mwisho kutoka ubeti mmoja hadi mwingine Kisha utaje ikiwa ni Mtiririko Ukara au Ukaraguni"}
{"text": "Uhuru wa Mshairi"}
{"text": "Mshairi hafungwi na kanuni za kisarufi za lugha katika utunzi wa shairi Anaweza kufanya makosa ya kisarufi kimakusudi ili shairi lizingatie umbo fulani Zifuatazo ni njia mbalimbali ambazo mtunzi wa shairi anaweza kutumia kuonyesha uhuru wake"}
{"text": "Inkisari  kupunguza idadi ya silabi katika neno ili kusawazisha idadi ya mizani katika mshororo mfano kubadilisha nimeona aliyenipenda kuwa meona alenipenda"}
{"text": "Mazda  kuongeza silabi katika neno ili kusawazisha idadi ya mizani katika mshororo mfano afya ukijaliwa kuwa afiya ukijaliwa"}
{"text": "Tabdila  kubadilisha silabi ya mwisho ili kustawazisha urari wa vina katika kipande bila kuathiri mizani mfano yahuzunisha dunia kuwa yahuzunisha duniya"}
{"text": "Kuboronga Sarufi ni mbinu ya kupangua mpangilio wa maneno ili kuleta urari wa vina au mdundo wa ushairi mfano siku hiyo ikifika kuwa ikifika hiyo siku"}
{"text": "Utohozi  Kuswahilisha Maneno  Wakati mwingine mshairi anaweza kubadilisha neno la lugha nyingine litamkike kwa Kiswahili ili kudumisha mdundo wa kishairi na pia kupata neno mwafaka litakalotimiza arudhi za kiushairi mfano tukapata intaneti badala ya tukapata internet ama mtandao wa tarakilishi"}
{"text": "Maudhui"}
{"text": "Maudhui ni jumla ya ujumbe na mawazo mbalimbali yanayojitokeza katika shairi fulani Haya ni mambo yanayotajwa katika hadithi na yanaweza kujumuisha mawazo zaidi ya moja Maudhui husaidia kujenga dhamira ya shairi"}
{"text": "Dhamira"}
{"text": "Dhamira ni lengo dhumuni au nia ya mtunzi wa shairi Mtunzi wa shairi anaweza kuwa na kusudi la kutuonya kututahadharisha au kutunasihi kuhusiana na jambo fulani"}
{"text": "Mtindo wa Lugha"}
{"text": "Mtindo wa lugha hurejelea namna mbalimbali ambazo mshairi anatumia mbinu za lugha Mshairi anaweza kutumia mbinu za lugha kama vile Tanakali za Sauti Istiara Takriri Semi nk"}
{"text": "Angalia Mbinu za Lugha katika Fasihi"}
{"text": "Uchanganuzi wa Sentensi"}
{"text": "Kuchanganua sentensi ni kugawa sentensi kulingana na makundi ya maneno na aina ya maneno"}
{"text": "Kuna njia tatu za kuchanganua sentensi"}
{"text": "matawi"}
{"text": "jedwali"}
{"text": "mishale"}
{"text": "Content"}
{"text": "Mifano"}
{"text": "Kuchanganua Sentensi Sahili"}
{"text": "Kuchanganua Sentensi Ambatano"}
{"text": "Kuchanganua Sentensi Changamano"}
{"text": "Mifano"}
{"text": "Kuchanganua Sentensi Sahili"}
{"text": "1 Nimefika"}
{"text": "Matawi"}
{"text": "Jedwali"}
{"text": "Mishale"}
{"text": "S  KT"}
{"text": "KT  T"}
{"text": "T  Nimefika"}
{"text": "2 Jiwe Limeanguka"}
{"text": "Matawi"}
{"text": "Jedwali"}
{"text": "Mishale"}
{"text": "S  KN  KT"}
{"text": "KN  N"}
{"text": "N  Jiwe"}
{"text": "KT  T"}
{"text": "T  limeanguka"}
{"text": "3 Mvua nyingi ilinyesha jana usiku"}
{"text": "Matawi"}
{"text": "Jedwali"}
{"text": "Mishale"}
{"text": "S  KN  KT"}
{"text": "KN  N  V"}
{"text": "N  Mvua"}
{"text": "V  nyingi"}
{"text": "KT  T  KE"}
{"text": "T  ilinyesha"}
{"text": "KE  E1  E2"}
{"text": "E1  jana"}
{"text": "E2  usiku"}
{"text": "Kuchanganua Sentensi Ambatano"}
{"text": "1 Barua ilitumwa lakini haikumfikia Shakila"}
{"text": "Matawi"}
{"text": "Jedwali"}
{"text": "Mishale"}
{"text": "S  S1  U  S2"}
{"text": "S1  KN1  KT1"}
{"text": "KN1  N1"}
{"text": "N1  Barua"}
{"text": "KT1  T1"}
{"text": "T1  ilitumwa"}
{"text": "U  lakini"}
{"text": "S2  KT2  KN2"}
{"text": "KT2  T2"}
{"text": "T2  haikumfikia"}
{"text": "KN2  N2"}
{"text": "N2  Shakila"}
{"text": "2 Mwalimu alikunja shati lake na kuwachapa wanafunzi kwa kiboko"}
{"text": "Matawi"}
{"text": "Jedwali"}
{"text": "Mishale"}
{"text": "S  S1  U  S2"}
{"text": "S1  KN1  KT1"}
{"text": "KN1  N"}
{"text": "N  mwalimu"}
{"text": "KT1  T  KN2"}
{"text": "T  alikunja"}
{"text": "KN2  N  V"}
{"text": "N  shati"}
{"text": "V  lake"}
{"text": "U  na"}
{"text": "S2  KT2  KN3  KE"}
{"text": "KT2  T"}
{"text": "T  kuwachapa"}
{"text": "KN3  N"}
{"text": "N  wanafunzi"}
{"text": "KE  U  N"}
{"text": "U  kwa"}
{"text": "N  kiboko"}
{"text": "Kuchanganua Sentensi Changamano"}
{"text": "1 Wote waliokufa watafufuka"}
{"text": "Matawi"}
{"text": "Jedwali"}
{"text": "Mishale"}
{"text": "S  KN  KT"}
{"text": "KN  N  s"}
{"text": "W  wote"}
{"text": "s  waliokufa"}
{"text": "KT  T"}
{"text": "T  watafufuka"}
{"text": "2 Wanafunzi ambao hawatasoma vizuri wataanguka mtihani"}
{"text": "Matawi"}
{"text": "Jedwali"}
{"text": "Mishale"}
{"text": "S  KN  KT"}
{"text": "KN  N  s"}
{"text": "N  wanafunzi"}
{"text": "s  V  T  E"}
{"text": "V  ambao"}
{"text": "E  hawatasoma"}
{"text": "KT  T  N"}
{"text": "T  wataanguka"}
{"text": "E  mtihani"}
{"text": "Ukubwa na Udogo"}
{"text": "Maneno huwekwa katika ukubwa au udogo yanapozidi kiasi cha wastani kinachotarajiwa Hali ya ukubwa na udogo hutumika hasa unaposifia au kudharau kitu"}
{"text": "Ukubwa"}
{"text": "Nomino zote katika hali ya ukubwa huwa katika ngeli ya LIYA Tunaweka maneno katika ukubwa kwa kuongeza kiungo JI naau kutoa kiwakilishi cha ngeli"}
{"text": "Udogo"}
{"text": "Maneno huwekwa katika udogo ili kusifia udogo wao au kudharau kiasi chake Nomino zote katika hali ya udogo huwa katika ngeli ya KIVI Maneno huwekwa katika udogo kwa kuongeza kiungo ki au kiji Katika baadhi ya maneno kiambishi kiwakilishi cha ngeli huachwa nje tunapoweka maneno katika udogo"}
{"text": "Wastani"}
{"text": "Hii ni hali ya kawaidakatikati ya nomino Si kubwa si ndogo"}
{"text": "Umoja na Wingi"}
{"text": "Sentensi za Kiswahili zinaweza kubadilishwa kutoka kwa umoja hadi wingi kulingana na ngeli yake Baadhi ya ngeli hubaki sawia katika umoja na wingi"}
{"text": "Mifano ifuatayo itakuonyesha umoja na wingi wa sentensi katika ngeli mbalimbali"}
{"text": "Ushairi"}
{"text": "Ushairi ni utungo wa kisanaa unaotumia lugha teule na mpangilio fulani wa maneno badala ya kutumia lugha nathariamflulizo"}
{"text": "Ushairi unaweza kuwa kipera cha fasihi simulizi nyimbo na pia katika fasihi andishi kwa sababu mashairi yanaweza kuwasilishwa kwa njia ya kukariri na pia kwa njia ya maandishi Mashairi yanayoghanwa badala ya kuimbwa huitwa maghani"}
{"text": "Content"}
{"text": "Uchambuzi"}
{"text": "Istilahi za Kishairi"}
{"text": "Sifa za Ushairi"}
{"text": "Umuhimu wa Mashairi"}
{"text": "Uchambuzi"}
{"text": "Katika ushairi tutaangalia"}
{"text": "Aina za Mashairi  Kuainisha mashairi kulingana na idadi ya mishororo katika kila ubeti"}
{"text": "Bahari za Ushairi  Muundo wa shairi kulingana vina idadi ya mizani vipande mpangilio wa maneno nk"}
{"text": "Uchambuzi wa Mashairi  Mambo muhimu unayohitajika kuzingatia unapochambua shairi"}
{"text": "Uhuru wa Mshairi  Ukiukaji wa kanuni za sarufi"}
{"text": "Istilahi za Kishairi  Msamiati unaotumika katika ushairi km vina mizani nk"}
{"text": "Sifa za Ushairi  Sifa zinazobainisha ushairi kutokana na aina nyingine za sanaa"}
{"text": "Umuhimu wa Ushairi  Umuhimu wa ushairi katika jamii"}
{"text": "Istilahi za Kishairi"}
{"text": "Haya ni baadhi ya maneno ambayo hautakosa kukutana nayo unapozingatia ushairi Ni muhimu mwanafunzi kuyajua vizuri"}
{"text": "Shairi  ni sanaa ya maneno utunzi maalum wa lugha ya kisanaa unaotumia mpangilio na uteuzi maalum wa maneno na sauti ili kupitisha ujumbe fulani"}
{"text": "Vina  ni silabi za mwisho katika kila kipande"}
{"text": "Mizani  ni idadi ya silabi katika kila mshororo"}
{"text": "Mshororo  ni msitari mmoja wa maneno katika shairi"}
{"text": "Ubeti  ni kifungu cha mishororo kadhaa"}
{"text": "Vipande  ni visehemu vya mshororo vilivyogawanywa kwa alama ya kituo"}
{"text": "Ukwapi  kipande cha kwanza katika mshororo"}
{"text": "Mwandamo  Kipande cha tatu katika mshororo"}
{"text": "Ukingo  kipande cha nne katika mshororo"}
{"text": "Utao  kipande cha pili katika mshororo"}
{"text": "Mwanzo  mshororo wa kwanza katika ubeti"}
{"text": "Mloto  mshororo wa pili katika ubeti"}
{"text": "KimalizioKiishio  mshororo wa mwisho katika ubeti usiorudiwarudiwa katika kila ubeti"}
{"text": "Kibwagizo  mshororo wa mwisho katika ubeti unaorudiwarudiwa kila ubeti"}
{"text": "Sifa za Ushairi"}
{"text": "Huwa na vina mizani mishororo na beti"}
{"text": "Hutumia lugha teule"}
{"text": "Hufupisha au kurefusha maneno ili kutosheleza idadi ya mizani"}
{"text": "Mashairi hayazingatii kanuni za kisarufi Angalia uhuru wa mshairi"}
{"text": "Hutumia mbinu za lugha"}
{"text": "Umuhimu wa Mashairi"}
{"text": "Kuburudisha"}
{"text": "Kuhamasisha jamii"}
{"text": "Kukuza sanaa na ukwasi wa lugha"}
{"text": "Kuliwaza"}
{"text": "Kuelimisha"}
{"text": "Kuonya kutahadharisha kunasihi na kuelekeza"}
{"text": "Kupitisha ujumbe fulani"}
{"text": "Kusifia mtu au kitu"}
{"text": "Kukejeli au kukemea mambo yanayoenda kinyume na maadili ya jamii"}
{"text": "Viambishi"}
{"text": "Kiambishi ni silabi inayofungamanishwa na mzizi wa neno ili kuleta maana iliyokusudiwa Viambishi havina maana kamilifu peke yake huhitaji kufungamanishwa na mzizi wa neno Kwa hivyo kiambishi ni mofimu tegemezi inayoongeza maana fulani katika neno kama vile ngeli wakati hali mnyambuliko wa kitendo nk"}
{"text": "Angalia Uainishaji wa Neno"}
{"text": "Kuna aina mbili kuu za viambishi"}
{"text": "Viambishi Awali"}
{"text": "Viambishi Tama"}
{"text": "Viambishi Awali"}
{"text": "Viambishi hivi hutokea kabla ya mzizi ya neno  shina la kitenzi Kuna aina kadhaa za viambishi hivi kama vile viambishi viwakilishi vya nafsi ngeli mahali wakati hali nk"}
{"text": "Viambishi Viwakilishi vya Ngeli"}
{"text": "Hizi ni silabi zinazowakilisha ngeli katika neno Mfumo wa ngeli unaokubalika hutumia viambishi hivi kubainisha ngeli mbali mbali"}
{"text": "km"}
{"text": "ameavya  kiambishi kiwakilishi cha ngeli ya AWAumoja zitapasuka  kiambishi kiwakilishi cha ngeli IZI wingi kilipotea  kiambishi kiwakilishi cha ngeli ya KIVIumoja yanaangaziwa  kiambishi kiwakilishi cha ngeli ya LIYAwingi"}
{"text": "Viambishi Viwakilishi vya Nafsi"}
{"text": "hivi ni viambishi ambavyo huonyesha nafsi katika neno Kuna aina mbili za viambishi viwakilishi vya nafsi a Viambishi Viwakilishi vya Nafsi ya MtendajiMtenda"}
{"text": "Hutumika kuonyesha aliyefanya kitendo katika neno Kama viambishi vya Ngeli ya Mtendaji viambishi hivi ndivyo vinavyotangulia viambishi vingine katika kitenzi"}
{"text": "b Viambishi Viwakilishi vya Nafsi ya MtendewaMtendwa  Hutumika kuonyesha nafsi ya aliyeathirika na kitendo katika neno Kama viambishi viwakilishi vya ngeli ya mtendewa mara nyingi viambishi hivi huwekwa punde kabla ya shina la kitenzi Viambishi viwakilishi vya mtendewa ni sawa na viambishi viwakilishi vya mtendaji isipokuwa"}
{"text": "Viambishi Viwakilishi vya Wakati Hali"}
{"text": "Hivi ni viambishi ambavyo vinapowekwa kabla ya shina la kitenzi vinatufahamisha wakati kitendo hicho kilipofanyika Viambishi hivi ni"}
{"text": "Viambishi Viwakilishi vya Kukanusha Wakati"}
{"text": "Viambishi hivi hutumika kukanusha kitenzi katika sentensi kulingana na wakati au hali"}
{"text": "Tanbihi  Tunapokanusha wakati uliopo wakati wa mazoea na wakati usiodhihirika tunatumia kiambishi kiishioI badala ya kutumia kiambishi tamati kmsikujui hapatikani"}
{"text": "Viambishi Viwakilishi vya Kukanusha Nafsi"}
{"text": "Tunapokanusha kitenzi kiambishi cha kwanzwa hubadilika kulingana na nafsi"}
{"text": "Viambishi Virejeshi vya Ngeli"}
{"text": "Hurejelea ngeli ya mtendewa au mtendwa na hutumika hasa katika vishazi tegemezi vyenye o  rejeshi km"}
{"text": "walichonitumia  kiambishi kirejeshi cha ngeli ya KIVI"}
{"text": "nitakayemsalimia  kiambishi kirejeshi cha ngeli ya AWA"}
{"text": "ulikojificha  kiambishi kirejeshi cha ngeli ya mahali KU"}
{"text": "tulipopasafisha  kiambishi kirejeshi cha ngeli ya mahali PO"}
{"text": "Viambishi Tama"}
{"text": "Viambishi tama hutokea baada ya shina la kitenzi na hutumika kutuarifu kauli au myambuliko wa kitenzi hicho"}
{"text": "Viishio"}
{"text": "Katika kauli ya kutenda vitenzi vyenye asili ya Kibantu huishia kwa sauti a Kwa mfano anaomba tulizoandika"}
{"text": "Tanbihi Tunapokanusha vitenzi hivi vyenye asili ya Kibantu katika wakati uliopo na wakati wa mazoea kiishio a hubadilika na kuwa i Kwa mfano Hapatikani Sikujui"}
{"text": "Vitenzi vyenye asili ya kigeni huchukua viishio tofauti kama vile e i na u katika kauli ya kutenda Kwa mfano hawajatujibu anatusubiri nimekusamehe"}
{"text": "Hata hivyo katika kauli nyinginezo isipokuwa kauli ya kutenda vitenzi hivi vya kigeni huchukua kiishio a km haribika tumejibiwa"}
{"text": "Viambishi Viwakilishi vya Kauli ya Kitenzi"}
{"text": "Hubadilika kulingana na mnyambuliko wa kitenzi"}
{"text": "Kwa mifano zaidi angalia mnyambuliko wa vitenzi"}
{"text": "Vielezi E"}
{"text": "Vielezi ni maneno yanayotoa habari zaidi kuhusu kitendo kilivyofanyika Pia vielezi hutoa habari zaidi kuhusu hali vivumishi au vielezi vingine"}
{"text": "Content"}
{"text": "Aina za Vielezi"}
{"text": "Vielezi vya Mahali"}
{"text": "Vielezi vya Wakati"}
{"text": "Vielezi vya Idadi"}
{"text": "VIelezi Vya Namna"}
{"text": "Aina za Vielezi"}
{"text": "Vielezi vya Mahali"}
{"text": "Vielezi vya mahali hutoa habari kuhusu mahali ambapo kitendo kilifanyika Aghalabu vielezi hivi huundwa kwa kutumia jina la mahali au kwa kuongeza kiungo NI mwishoni mwa neno linaloashiria mahali"}
{"text": "km nyumbani kazini shuleni"}
{"text": "Mtoto huyo hajatulia nyumbani tangu alipotoka Mombasa"}
{"text": "Msipitie sokoni mkienda kanisani"}
{"text": "Vielezi vya Wakati"}
{"text": "Huelezea zaidi kuhusu wakati kitendo kipofanyika"}
{"text": "km jioni jana asubuhi saa saba mwaka juzi"}
{"text": "Mzee Kasorogani amesema kwamba ataoga mwaka ujao"}
{"text": "Musa alilazimishwa kuchimba mtaro saa sita usiku"}
{"text": "Kisaka na Musa watakutana kesho"}
{"text": "Vielezi vya Idadi"}
{"text": "Vielezi vya idadi hutulezea kitendo kilifanyika mara ngapi"}
{"text": "a Idadi Kamili"}
{"text": "Vielezi vya Idadi Kamili hutaja idadi kamili ya mara ngapi kitendo kilifanyika"}
{"text": "km mara mbili siku mbili kwa juma mara kumi"}
{"text": "Gibi alimzaba kofi mara tatu na kisha akakimbia"}
{"text": "Daktari alimwagiza mama huyo achukue dawa mara tatu kwa siku na arudi hospitalini siku mbili kwa mwezi"}
{"text": "b Idadi Isiyodhihirika"}
{"text": "Vielezi vya Idadi Isiyodhirika huelezea kiasi ambacho kitendo kilifanyika bila kutaja kiasi kamili"}
{"text": "km chache nyingi kadhaa kidogo wastani"}
{"text": "Mwizi wa kuku alipigwa mara kadhaa kabla ya kuokolewa na polisi"}
{"text": "Yeye hunipigia simu mara kwa mara"}
{"text": "VIelezi Vya Namna"}
{"text": "Huelezea jinsi au namna kitendo kinavyofanyika Kitendo kinaweza kufanyika kwa namna mbalimbali Hivyo basi kuna aina mbalimbali za vielezi vya namna"}
{"text": "a Vielezi vya Namna Halisi"}
{"text": "Hutufahamisha jinsi kitendo kinavyofanyika kwa kutumia maneno halisi bila kuambatanishwa na maneno mengine au viambishi vingine"}
{"text": "km vizuri ovyo haraka"}
{"text": "Kioo cha bibi harusi kilianguka na kuharibika vibaya"}
{"text": "Mama alipika chakula upesi"}
{"text": "Amepigwa kalamu kwa kufanya kazi kiholela"}
{"text": "b Vielezi vya Namna Hali"}
{"text": "Hutufahamisha hali ambayo kitendo kilifanyika Vielezi hivi hujihusisha na tabia ya kitumtendaji wa kitendo"}
{"text": "km kwa furaha kwa makini"}
{"text": "Bibi harusi aliingia kanisani kwa madaha"}
{"text": "Mtoto alilia kwa maumivu mengi"}
{"text": "c Vielezi vya Namna KitumiziAla"}
{"text": "Hutoa habari kuhusu kifaa ala au mbinu iliyotumiwa kufanya kitendo fulani"}
{"text": "km kwa kisu kwa jembe kwa meno kwa moto kwa maji"}
{"text": "Mkulima aliangusha mti mkubwa kwa shoka"}
{"text": "Mzee huyo alimpiga mke wake kwa bakora kabla ya kuchoma nguo zake kwa makaa"}
{"text": "d Vielezi Vikariri"}
{"text": "Husisitiza kitendo kinavyofanyika kwa kutaja kielezi kinachorejelewa mara mbili mfululizo"}
{"text": "km haraka haraka ovyo ovyo juu juu"}
{"text": "Polisi walipoingia wezi walitawanyika haraka haraka"}
{"text": "Wanafunzi wengi hufanya kazi yao ovyo ovyo"}
{"text": "e Vielezi vya KiMfanano"}
{"text": "Vielezi mfanano hutumia KImfanano kuelezea kitendo kinavyofanyika kwa kulinganisha"}
{"text": "km kitoto kiungwana"}
{"text": "Babake huongea kiungwana"}
{"text": "Harida hutembea kijeshi"}
{"text": "f Vielezi Viigizi"}
{"text": "Vielezi hivi huigiza sauti au mlio wa kitu kitendo kitendo kilipofanyika kwa kutumia tanakali za sauti"}
{"text": "km tuli chubwi tifu chururu"}
{"text": "Mwanafunzi alitulia tuli mwalimu alipomzaba kofi pa"}
{"text": "Kaswimu aliangusha simu changaraweni tifu na kujitumbukiza majini chubwi"}
{"text": "g Vielezi vya Vielezi"}
{"text": "Vielezi hivi hutumika kuelezea kielezi kingine Hivyo basi hutanguliwa na kielezi badala ya kitendo"}
{"text": "km sana kabisa hasa mno"}
{"text": "Mamake Kajino alitembea polepole sana"}
{"text": "Chungu kilivunjika vibaya kabisa"}
{"text": "h Vielezi vya Vivumishi"}
{"text": "Hutoa habari zaidi kuhusu kivumishi"}
{"text": "km sana kabisa hasa mno"}
{"text": "Yeye ni mrefu sana"}
{"text": "Mtoto wake ana tabia nzuri mno"}
{"text": "Vihisishi I"}
{"text": "Vihisishi ni maneno yanayotumika kuonyesha hisia kama vile hasira furaha mshangao kusifia kushangilia nk Vihisishi hutambulishwa katika sentensi kwa kuambatanishwa na alama ya mshangao  Kihisishi kimoja kinaweza kutumika kutoa hisia tofauti kulingana na muktadha"}
{"text": "Mifano ya Vihisishi"}
{"text": "Ifuatayo ni baadhi ya mifano ya maneno yanayotumika kuonyesha hisia Hata hivyo maneno mengine yoyote yanaweza kutumika kama vihisishi kulingana na mukhtadha kv Potelea mbali"}
{"text": "Vihusishi H"}
{"text": "Vihusishi ni maneno yanayotuarifu zaidi kuhusu uhusiano wa nomino na mazingira yake"}
{"text": "Content"}
{"text": "Aina za Vihusishi"}
{"text": "Vihusishi vya Mahali"}
{"text": "Vihusishi vya Wakati"}
{"text": "Aina za Vihusishi"}
{"text": "Vihusishi vya Mahali"}
{"text": "Vihusishi vya Wakati"}
{"text": "Vitenzi T"}
{"text": "Vitenzi ni maneno yanayosimamia kitendo Kila kitenzi huwa na shina la kitenzi sehemu ndogo zaidi ya kitenzi ambayo ndiyo huwakilisha tendo hilo Shina la kitenzi huambatanishwa na viambishi ili kutoa maana iliyokusudiwa kama vile mtendaji mtendewa wakati kitendo kinafanyika na pia kauli ya kitenzi hicho"}
{"text": "Aina za Vitenzi"}
{"text": "Vitenzi Halisi"}
{"text": "Vitenzi Visaidizi  Vitenzi Vikuu"}
{"text": "Vitenzi Vishirikishi"}
{"text": "Vitenzi Sambamba"}
{"text": "Vitenzi Halisi"}
{"text": "Hivi ni vitenzi vinavyorejelea kitendo moja kwa moja Vitenzi halisi vinapoambatanishwa na vitenzi vidogo katika sentensi huitwa vitenzi vikuu"}
{"text": "km soma kula sikiza"}
{"text": "Waziri Mwasimba aliwasili jana kutoka ngambo"}
{"text": "Kawia atapikia wageni"}
{"text": "Funga mlango wa dirisha"}
{"text": "Vitenzi Visaidizi"}
{"text": "Vitenzi visaidizi hutangulia vitenzi halisi vitenzi vikuu katika sentensi ili kuleta maana inayokusudiwa kulingana na wakati au hali"}
{"text": "km kuwa ngali"}
{"text": "Jua lilikuwa limewaka sana"}
{"text": "Bi Safina angali analala"}
{"text": "Vitenzi Vishirikishi"}
{"text": "Vitenzi vishirikishi hutumika kuelezea hali iliyopo au mazingira Kuna aina mbili za vitenzi vishirikishi"}
{"text": "a Vitenzi Vishirikishi Vipungufu  havichukua viambishi vyovyote"}
{"text": "km ni si yu"}
{"text": "Kaka yako ni mjanja sana"}
{"text": "Huyo si mtoto wangu"}
{"text": "Paka wake yu hapa"}
{"text": "b Vitenzi Vishirikishi Vikamilifu  huchukua viambishi vya nafsi au ngeli Vitenzi hivi vinaweza kusimama peke yake au vinaweza kufuatiliwa na vitenzi vikuu"}
{"text": "km ndiye ndio ndipo"}
{"text": "Sanita ndiye mkurugenzi wa kampuni"}
{"text": "Huku ndiko kulikoibiwa"}
{"text": "Muundo wa Vitenzi"}
{"text": "Kwa kuzingatia muundo wa vitenzi tunaweza kuweka vitenzi katika aina zifuatazo"}
{"text": "Vitenzi vya Silabi Moja"}
{"text": "Vitenzi vya Kigeni"}
{"text": "Vitenzi vya Kibantu"}
{"text": "Vitenzi vya Silabi Moja"}
{"text": "Hivi ni vitenzi vyenye silabi moja pekee Ili kuleta maana kamili vitenzi hivi huambatanishwa na kiungo KU katika kauli ya kutenda Kama vitenzi vingine vitenzi vya silabi moja vinaweza kunyambuliwa"}
{"text": "km soma kula sikiza"}
{"text": "cha  kucha  jua linapochomoza asubuhi km kumekucha"}
{"text": "fa  kufa  kuacha kupumua kupoteza uhai km amekufa"}
{"text": "ja kuja  fika mahali hapa km nimekuja"}
{"text": "la kula  kutia chakula mdomoni km anakula"}
{"text": "nya kunya  kutoa mabaki ya chakula toka tumboni km mtoto amekunya"}
{"text": "nywa kunywa  kutia kinywaji kama vile maji au maziwa mdomoni km ninakunywa uji"}
{"text": "pa kupa  kumkabithikumpatia mtu kitu km amenipa pesa"}
{"text": "pwa kupwa  kujaa hadi pomoni  km kisima kimekupwa maji"}
{"text": "twa kutwa  jua linapozama magharibi na usiku kuingia km kumekutwa"}
{"text": "wa kuwa  kutokea katika hali au mahali fulani km alikuwa"}
{"text": "Vitenzi vya Kigeni"}
{"text": "Hivi ni vitenzi vyenye asili kutoka kwa lugha nyingine badala ya Kibantu Baadhi ya lugha hizo ni Kiarabu Kizungu Kireno Kihispania nk Vitenzi hivi havifuatilii muundo wa kawaida wa vitenzi vya Kiswahili ambavyo huishia kwa sauti a Badala yake vitenzi hivi huishia kwa sauti nyingine kama vile e i o na u"}
{"text": "km haribu tubu shukuru salimu thamini amini samehe baleghe"}
{"text": "Vitenzi vya Kibantu"}
{"text": "Hivi ni vitenzi vyenye asili ya Kibantu na ambavyo huishia kwa sauti a Kitengo hiki hujumuisha asilimia kubwa zaidi ya vitenzi vya Kiswahili"}
{"text": "km simama shika tembea beba soma lia"}
{"text": "Viunganishi U"}
{"text": "Viunganishi ni maneno yanayoutumika kuunganisha kulinganisha au kuonyesha uhusiano wa dhana mbili au zaidi"}
{"text": "Aina za Viunganishi"}
{"text": "Zifuatazo ni aina mbalimbali za viunganishi kulingana na matumizi yake"}
{"text": "Kuonyesha Umilikaji"}
{"text": "Kujumuisha"}
{"text": "Kutofautisha"}
{"text": "Kuonyesha Sababu"}
{"text": "Kuonyesha Matokeo"}
{"text": "Kulinganisha"}
{"text": "Kuonyesha Kitu kimoja kama sehemu ya kingine"}
{"text": "Kuonyesha Kitu kufanyika baada ya kingine"}
{"text": "Kuonyesha Kitu kufanyika badala ya kingine"}
{"text": "Kuonyesha Uwezekano"}
{"text": "Kuonyesha Masharti"}
{"text": "Vivumishi V"}
{"text": "Vivumishi au visifa ni maneno yanayotuelezea zaidi kuhusu nomino Aghalabu vivumishi hutanguliwa na nomino"}
{"text": "Content"}
{"text": "Aina za Vivumishi"}
{"text": "Vivumishi vya Sifa"}
{"text": "Vivumishi Vimilikishi"}
{"text": "Vivumishi vya Idadi"}
{"text": "Vivumishi Visisitizi"}
{"text": "Vivumishi Viashiria  Vionyeshi"}
{"text": "Viwakilishi Viulizi"}
{"text": "Vivumishi Virejeshi"}
{"text": "Vivumishi vya KIMfanano"}
{"text": "Vivumishi Vya AUnganifu"}
{"text": "Aina za Vivumishi"}
{"text": "Vivumishi vya Sifa"}
{"text": "Hivi ni vivumishi ambavyo hutoa sifa ya kitu mtu mahali nk"}
{"text": "km kizuri kali safi mrembo"}
{"text": "Yule mama mweusi hupika chakula kitamu"}
{"text": "Mvulana mkorofi aliadhibiwa na mwalimu kutokana na tabia zake mbaya"}
{"text": "Sauti nzuri humtoa nyoka mkali pangoni"}
{"text": "Vivumishi Vimilikishi"}
{"text": "Vivumishi hivi hutumika kuonyesha nomino inamiliki nyingine Mizizi ya vivumishi hivi huundwa kulingana na nafsi mbalimbali  angu ako ake etu enu ao"}
{"text": "km changu lako yake kwetu vyenu zao"}
{"text": "Nitatumia talanta zangu kwa manufaa ya taifa letu"}
{"text": "Aliweka kitabu chako sebuleni mwako"}
{"text": "Katosha amepata nguo yake miongoni katika sanduku lao"}
{"text": "Vivumishi vya Idadi"}
{"text": "Hutueleza zaidi kuhusu kiasi au idadi ya nomino Kuna aina mbili za vivumishi vya idadi"}
{"text": "a Idadi Kamili"}
{"text": "hutumia nambari kuelezea idadi ya nomino"}
{"text": "km tatu mbili kumi"}
{"text": "Msichana mmoja amewauwa nyoka wawili"}
{"text": "Siku kumi zimepita tangu Bi Safina alipojifungua watoto watatu"}
{"text": "b Idadi Isiyodhihirika"}
{"text": "huelezea kiasi cha nomino kwa ujumla bila kutaja idadi kamili"}
{"text": "km chache nyingi kadhaa kidogo wastani"}
{"text": "Watu wachache waliohudhuria mazishi ya Kajuta walikula chakula kingi sana"}
{"text": "Baba yao alikuwa mateka kwa miaka kadhaa"}
{"text": "Vivumishi Visisitizi"}
{"text": "Husisitiza nomino fulani kwa kurudia rudia kivumishi kiashiria"}
{"text": "km yuyu huyu wawa hawa kiki hiki papo hapo mumu humu"}
{"text": "Jahazi lili hili"}
{"text": "Wembe ule ule"}
{"text": "Ngombe wawa hawa"}
{"text": "Vivumishi Viashiria  Vionyeshi"}
{"text": "Vivumishi viashiria hutumika kuonyesha au kuashiria nomino kulingana na mahali"}
{"text": "Msichana huyu ni mkubwa kuliko yule"}
{"text": "Jani hili la mwembe limekauka"}
{"text": "Tupa mpira huo"}
{"text": "Viwakilishi Viulizi"}
{"text": "Vivumishi viulizi hutumika kuuliza swali"}
{"text": "Baadhi ya vivumishi viulizi huchukua viambishi vya ngel"}
{"text": "km ngapi pi"}
{"text": "Ni walimu wangapi wamefukuzwa  kuulizia idadi"}
{"text": "Je ni dawati lipi lenye funguo zangu"}
{"text": "Kunavyo vivumishi viulizi vingine ambavyo havichukui viambishi vyovyote"}
{"text": "km wapi gani nini vipi"}
{"text": "Unazungumza kuhusu kipindi gani"}
{"text": "Je mmefika mahali wapi  kuulizia mahali"}
{"text": "Vivumishi Virejeshi"}
{"text": "Hivi ni vivumishi ambavyo hurejelea nomino Vivumishi hivi vinaweza kuwa vivumishi vya Orejeshi au vivumishi viashiria vinapotumika kurejelea nomino"}
{"text": "km ambaye ambao ambalo ambacho"}
{"text": "Msichana ambaye alikuja ni Sheila"}
{"text": "Sauti ambayo uliisikia ilikuwa ya Mzee Kasorogan"}
{"text": "Vivumishi vya KIMfanano"}
{"text": "Vivumishi vya KI ya Mfanano hutumika kulinganisha sifa ya nomino na hali au tabia nyingine Vivumishi hivi hutanguliwa na nomino kiunganishi cha Aunganifu na huchukua kiungo KI"}
{"text": "km wa kifalme za kijeshi ya kitajiri nk"}
{"text": "Chifu wa Vikwazoni anaishi maisha ya kimasikini"}
{"text": "Chali anapenda kusikiliza mziki wa kizungu"}
{"text": "Bi Naliza huvulia mavazi ya kifalme"}
{"text": "Vivumishi Vya AUnganifu"}
{"text": "Vivumishi hivi hutuelezea zaidi kuhusu nomino kwa kuonyesha kitu kinachomiliki nomino hiyo Huundwa kwa kuambatanisha kiambishi cha nafsingeli pamoja na kiambishi a cha aunganifu kisha nomino"}
{"text": "km cha la kwa za ya"}
{"text": "Watoto wa mwalimu mkuu wana tabia nzuri"}
{"text": "Chai ya daktari imemwagika"}
{"text": "Viwakilishi W"}
{"text": "Viwakilishi vya Nomino ni maneno yanayotumika badala ya nomino Kiwakilishi hakiwezi kuambatanishwa na nomino inayorejelewa"}
{"text": "Content"}
{"text": "Aina za Viwakilishi"}
{"text": "Viwakilishi vya Nafsi"}
{"text": "Viwakilishi Viashiria"}
{"text": "Viwakilishi Visisitizi"}
{"text": "Viwakilishi vya Sifa"}
{"text": "Viwakilishi vya Idadi"}
{"text": "Viwakilishi Viulizi"}
{"text": "Viwakilishi Vimilikishi"}
{"text": "Viwakilishi Virejeshi ORejeshi"}
{"text": "Viwakilishi Vya AUnganifu"}
{"text": "Aina za Viwakilishi"}
{"text": "Viwakilishi vya Nafsi"}
{"text": "Viwakilishi hivi hutumika kwa niaba ya nafsi kwa umoja na kwa wingi"}
{"text": "km mimi wewe yeye sisi nyinyi wao"}
{"text": "Sisi tuliwatangulia nyinyi kufika hapa"}
{"text": "Mimi si mjinga kama vile yeye anavyofikiria"}
{"text": "Viwakilishi Viashiria"}
{"text": "Viwakilishi viashiria vionyeshi hutumika badala ya nomino kwa kutumia kuonyesha nomino inayorejelewa bila kuitaja"}
{"text": "km huyu yule hapa nk"}
{"text": "Hiki hakina maandishi yoyote"}
{"text": "Hao hawajui tofauti ya viwakilishi na vivumishi"}
{"text": "Tumekuja hapa ili kuwaburudisha kwa nyimbo tamu tamu"}
{"text": "Viwakilishi Visisitizi"}
{"text": "Husisitiza nomino inayowakilishwa kwa kurudiarudia kiashiria chake"}
{"text": "km yuyu huyu wawa hawa kiki hiki papo hapo mumu humu"}
{"text": "Zizi hizi ndizo zilizovunjika wiki jana"}
{"text": "Yule yule aliyekamatwa juzi ameiba tena"}
{"text": "Viwakilishi vya Sifa"}
{"text": "Husimama badala ya nomino kwa kurejelea sifa yake"}
{"text": "km eupe zuri tamu embamba rembo safi"}
{"text": "Vyekundu vimehamisha"}
{"text": "Warembo wamewasili"}
{"text": "Kitamu kitaliwa kwanza"}
{"text": "Viwakilishi vya Idadi"}
{"text": "Hutumika kusimama badala ya nomino kwa kurejelea idadi yake"}
{"text": "a Idadi Kamili hutumia nambari kuelezea idadi ya nomino"}
{"text": "km saba mmoja ishirini"}
{"text": "Wawili wamepigwa risasi polisi leo jioni"}
{"text": "Alimpatia mtoto wake hamsini kununua chakula"}
{"text": "b Idadi Isiyodhihirika huelezea kiasi cha nomino kwa ujumla bila kutaja idadi kamili"}
{"text": "km chache nyingi kadhaa kidogo wastani"}
{"text": "Tutazungumza na wachache kabla ya kuanzisha maonyesho yetu"}
{"text": "Kadhaa zimeripotiwa kupotea"}
{"text": "Viwakilishi Viulizi"}
{"text": "Viwakilishi viulizi hutumika kwa niaba ya nomino katika kuulizia swali"}
{"text": "Baadhi ya viwakilishi viulizi huchukua viambishi vya ngeli"}
{"text": "km  ngapi pi"}
{"text": "Vingapi vinahitajika  kuulizia idadi"}
{"text": "Zipi zimepotea"}
{"text": "Kunavyo viwakilishi viulizi vingine ambavyo havichukui viambishi vyovyote"}
{"text": "km wapi gani nini vipi"}
{"text": "Gani imefunga bao hilo"}
{"text": "Wapi hapana majimaji"}
{"text": "Yule mvulana alikupatia nini"}
{"text": "Uliongea naye vipi  kuulizia namna"}
{"text": "Viwakilishi Vimilikishi"}
{"text": "Viwakilishi hivi hurejelea nomino kwa kutumia vimilikishi"}
{"text": "km angu ako ake etu enu ao"}
{"text": "Kwetu hakuna stima"}
{"text": "Lake limekucha"}
{"text": "Zao zimeharibika tena"}
{"text": "Viwakilishi Virejeshi ORejeshi"}
{"text": "Hutumia Orejeshi kurejelea na kusimamia nomino"}
{"text": "km ambaye ambao ambalo ambacho huyo yule"}
{"text": "Ambalo lilipotea limepatikana"}
{"text": "Ambaye hana mwana aeleke jiwe"}
{"text": "Viwakilishi Vya AUnganifu"}
{"text": "Huwakilishi nomino kwa kutaja kinachomiliki nomino hiyo Huundwa kwa kuambatanisha kiambishi cha nafsingeli pamoja na kiambishi a cha aunganifu kisha nomino nyingine"}
{"text": "km cha la kwa za ya"}
{"text": "Cha mlevi huliwa na mgema"}
{"text": "Za watoto zitahifadhiwa"}
{"text": "Virai na Vishazi"}
{"text": "Sentensi huwa na vifungu mbalimbali Baadhi ya vifungu hivi ni vishazi na virai"}
{"text": "Content"}
{"text": "Virai phrase"}
{"text": "Kirai Nomino"}
{"text": "Kirai Kiwakilishi"}
{"text": "Kirai Kivumishi"}
{"text": "Kirai Kielezi"}
{"text": "Vishazi clause"}
{"text": "Kishazi Huru Independent Clause"}
{"text": "Kishazi Tegemezi Dependent Clause"}
{"text": "Virai phrase"}
{"text": "Kirai ni fungu la maneno lisilokuwa na kitenziPhrase"}
{"text": "Kuna aina nne za virai"}
{"text": "Kirai Nomino"}
{"text": "Kirai Nomino ni fungu la maneno katika sentensi lenye nomino Kikundi NominoKiima"}
{"text": "Redio na runinga hutumika kutupasha habari"}
{"text": "Bintiye Mchungaji Boriti anapenda kuwasaidia watu"}
{"text": "Miembe mirefu itakatwa"}
{"text": "Kirai Kiwakilishi"}
{"text": "Kirai Kiwakilishi ni fungu la maneno linalowakilisha nomino katika sentensi"}
{"text": "Zenyewe zimekwishaharibika"}
{"text": "Watakaovumilia hadi siku ya mwisho wataokolewa"}
{"text": "Yeye alijitumbukiza majini na kufariki papo hapo"}
{"text": "Kirai Kivumishi"}
{"text": "Kirai Kivumishi ni fungu la maneno katika sentensi linalotupa habari zaidi kuhusu nomino"}
{"text": "Matokeotuliyokuwa tukiyasubiri yametangazwa"}
{"text": "Duka zenye bei nafuu zimefungwa"}
{"text": "Msichana mrembo kama malaika ameolewa"}
{"text": "Kirai Kielezi"}
{"text": "Kirai Kielezi ni fungu la maneno linaloelezea zaidi kuhusu kitenzi au kivumishi"}
{"text": "Walevi wana mazoea ya kupayuka ovyo ovyo"}
{"text": "Viumbe vyote vyenye uhai vinamshangilia kwa furaha milele na milele"}
{"text": "Kwaya ya Chuo Kikuu cha Nairobi huimba kwa sauti za kimalaika"}
{"text": "Vishazi clause"}
{"text": "Kishazi ni sehemu ya sentensi yenye kitenzi Kuna aina mbili za virai"}
{"text": "Kishazi Huru Independent Clause"}
{"text": "Kishazi Huru huwa na maana kamili na kinaweza kujisimamia chenyewe kama sentensi"}
{"text": "Amina ameanza kuimba baada ya kumaliza kusali"}
{"text": "Watakaopatikana wakichekacheka ovyoovyo watangolewa meno"}
{"text": "Nitakupatia nusu ya ufalme wangu iwapo utanipigia magoti"}
{"text": "Kishazi Tegemezi Dependent Clause"}
{"text": "Kisha Tegemezi huhitaji kuunganishwa na kishazi kingine ili kuleta maana iliyokusudiwa Aghalabu huwa na kirejeshi kv amba enye nk"}
{"text": "Amina ameanza kuimba baada ya kumaliza kusali"}
{"text": "Watakaopatikana wakichekacheka ovyoovyo watangolewa meno"}
{"text": "Nitakupatia nusu ya ufalme wangu iwapo utanipigia magoti"}
{"text": "Vitate Vitawe na Visawe"}
{"text": "Baadhi ya maneno ya Kiswahili yanaweza kuwa na maana sawa maana zaidi ya moja au matamshi yanayotatiza Vikundi hivi vitatu ni"}
{"text": "Vitate  maneno yanayotatiza kimatamshi  Vitate hutatiza kimatamshi"}
{"text": "Vitawe  maneno yenye maana zaidi ya moja  Vitawe hugawanywa kwa matawi au maana zaidi"}
{"text": "Visawe  maneno tofauti yenye maana sawa  Visawe huwa na maanasawa"}
{"text": "Vitate"}
{"text": "Maneno yanayotatiza kimatamshi"}
{"text": "ndoa na doa"}
{"text": "ndoa  kuungana kwa watu wawili na kuishi pamoja kama mume na mke"}
{"text": "doa  alama ya uchafu kasoro au dosari"}
{"text": "baba na papa"}
{"text": "baba  mzazi wa kiume"}
{"text": "papa  mnyama wa baharini"}
{"text": "fua na vua"}
{"text": "fua  osha nguo tengeneza vyuma"}
{"text": "vua  shika samaki kutoka majini toa nguo"}
{"text": "faa na vaa"}
{"text": "faa  inayostahili inayopaswa"}
{"text": "vaa  weka nguo juu ya mwili"}
{"text": "ngoma na goma"}
{"text": "ngoma  ala ya muziki itoayo sauti inapopigwa"}
{"text": "goma  acha kufanya kazi"}
{"text": "shinda na shida"}
{"text": "shinda  ongoza katika makabiliano mashindano"}
{"text": "shida  taabu au matatizo"}
{"text": "shindano na sindano"}
{"text": "shindano  makabiliano baina ya watu wawili au zaidi ili kutambua atakayeongoza"}
{"text": "sindano  kifaa kinachotumika kushonea vitu"}
{"text": "pinga na piga"}
{"text": "pinga  kutokubaliana na jambo fulani"}
{"text": "piga  kugonga au kuchapa"}
{"text": "fahali na fahari"}
{"text": "fahali  ngombe wa kiume pia ndume"}
{"text": "fahari  kujivunia furaha"}
{"text": "haba na hapa"}
{"text": "haba  kisichokuwa kingi"}
{"text": "hapa  mahali karibu"}
{"text": "Vitawe"}
{"text": "Mano yenye maana zaidi ya moja"}
{"text": "paa"}
{"text": "kwea enda juu"}
{"text": "mnyama wa porini anayefanana na mbuzi"}
{"text": "sehemu ya juu ya nyumba"}
{"text": "shinda"}
{"text": "kaa au ishi mahaliwakati fulani"}
{"text": "ongoza katika shindano"}
{"text": "tupu"}
{"text": "kaa"}
{"text": "sehemu yenye moto ya kuni"}
{"text": "mnyama wa majini"}
{"text": "keti chini"}
{"text": "kuwa mahali fulani kwa muda"}
{"text": "mbuzi"}
{"text": "mnyama anayefugwa kama ngombe"}
{"text": "chombo cha kukunia nazi"}
{"text": "mlango"}
{"text": "ukoo au watu wenye asili smoja"}
{"text": "sehemu ya kuingia kwenye nyumba"}
{"text": "kitu kinachotumika kifunga nyumba"}
{"text": "fua"}
{"text": "unda vyombovifaa mbalimbali kwa kupiga chuma"}
{"text": "osha nguo"}
{"text": "vua"}
{"text": "toa nguo kutoka mwilini"}
{"text": "toa samaki kwenye maji"}
{"text": "kiboko"}
{"text": "mnyama mkubwa wa baharini"}
{"text": "silaha inayotumika kwa kuchapa au kupiga"}
{"text": "tembo"}
{"text": "aina ya ndovu"}
{"text": "aina ya pombe"}
{"text": "Visawe"}
{"text": "Maneno tofauti yenye maana sawa"}
{"text": "msichana au banati   kijana wa jinsia ya kike"}
{"text": "mvulana au ghulamu   kijana wa jinsia ya kiume"}
{"text": "huzuni au majonzi   hali ya kilio na huruma"}
{"text": "mazishi au matanga   shughuli za kumzika marehemu"}
{"text": "wakati au mwia   wakati au muda"}
{"text": "mtu au mja   mnyama atembeaye kwa miguu miwili mwenye uwezo wa kuongea na kufikiri kimantiki"}
{"text": "barua au waraka   kartasi inayoandikwa na kutumwa ili kuwasilisha ujumbe fulani"}
{"text": "siri au faragha   jambo lisilopaswa kujulikana na mtu mwengine"}
{"text": "macho au maninga   sehemu za mwili zinazotumika kuangalia na kuona"}
{"text": "mwangaza au nuru   miyale inayowezesha watu kuona vitu"}
{"text": "Mungu au Mola au Rabana au Jalali au Rabuka   Majina ya Mwenyezi Mungu"}
{"text": "Wahusika Katika Fasihi Andishi"}
{"text": "Fasihi Andishi hutumia wahusika wanadamu kinyume na Fasihi Simulizi ambayo hutumia wahusika changamano watu wanyama mazimwi nk Kunazo aina kadhaa za wahusika katika kazi ya fasihi andishi kama vile tamthilia riwaya na hadithi fupi"}
{"text": "Aina za Wahusika"}
{"text": "Wahusika Wakuu  hawa ni wahusika ambao wanahusishwa na takribani visa vyote katika riwayatamthilia Wahusika huhusishwa kutoka mwanzo hadi mwisho Aghalabu mhusika mkuu hafi isipokuwa katika trejediasimanzi au hufa kifo cha ushujaa"}
{"text": "Wahusika Wasaidizi  hawa ni wahusika wanaosaidia kujenga mhusika mkuu Hutokeza mara nyingi katika hadithi Wahusika wasaidizi wanaweza kuwa na visa vyao Kwa mfano marafiki na aila za wahusika wakuu"}
{"text": "Wahusika Wadogo  ni wahusika ambao wanafanya kazi ndogo sana katika fasihi kama vile kujenga maudhui au mandhari Wahusika hawa wakitolewa riwayatamthilia inaweza kuendela bila kubadilika sana Kwa mfano mwenye duka ambalo mhusika alinunua kitu fulani"}
{"text": "Wahusika Bapa  hawa ni wahusika wasiobadilika kutoka mwanzo hadi mwisho Kwa mfano mhusika mbaya anabakia kuwa mbaya kutoka mwanzo hadi mwisho Sifa za wahusika bapa huweza kutambulika mwanzoni mwa hadithiriwaya Wahusika bapa hawawakilishi sifa halisia za binadamu Nia yao ni kujenga tabia moja tu Kuna aina mbili za wahusika bapa"}
{"text": "Wahusika bapasugu  huoenyesha msimamo wao kulingana na masimulizi ya msanii"}
{"text": "Wahusika bapavielelezo  msimamo wao hutambulika kulingana na majina yao Msanii hutumia mbinu ya majazi au lakabu kuwapatia wahusika majina yanayolingana na sifa zao Kwa mfano Mhusika Rehema ni mwenye huruma na neema kutoka mwanzo hadi mwisho"}
{"text": "Wahusika Duara  mhusika duara hubadilika kitabia katika fasihi Hawana msimamo thabiti Hubadilika kulingana na maudhui na mazingira Kwa mfano msichana aliyeanza kama mpole na mwadilifu anapobadilika na kuwa mtovu wa nidhamu kahaba na asiyeshirikiana na mtu yeyote"}
{"text": "Wahusika Wafoili  huwa katikati ya wahusika bapa na wahusika duara Wanaweza kuchukua msimamo fulani katika maswala fulani lakini pia wanaweza kubadilisha msimamo huo wakati mwingine kulingana na hali Wahusika hawa hutegemea wahusika duara na wahusika bapa ili kutoa sifa zao Kwa mfano wakiishi na mhusika bapa wanaweza kuchukua msimamo wa mhusika huyo lakini wakikaa sana na mhusika mwengine wanabadilika Wahusika hawa aghalabu huwakilisha uhalisi wa binadamu"}
{"text": "FASIHI"}
{"text": "Fasihi Simulizi"}
{"text": "Fasihi Andishi"}
{"text": "Ushairi"}
{"text": "Tamathali za Usemi"}
{"text": "FASIHI SIMULIZI"}
{"text": "Hadithi  Ngano"}
{"text": "Nyimbo"}
{"text": "Maigizo"}
{"text": "Tungo Fupi"}
{"text": "FASIHI ANDISHI"}
{"text": "Hadithi Fupi"}
{"text": "Riwaya"}
{"text": "Tamthilia"}
{"text": "Aina za Wahusika"}
{"text": "USHAIRI"}
{"text": "Aina za Mashairi"}
{"text": "Bahari za Ushairi"}
{"text": "Uchambuzi"}
{"text": "AINA ZA MANENO"}
{"text": "Nomino N"}
{"text": "Viwakilishi W"}
{"text": "Vitenzi T"}
{"text": "Vivumishi V"}
{"text": "Vielezi E"}
{"text": "Viunganishi U"}
{"text": "Vihusishi H"}
{"text": "Vihisishi I"}
{"text": "VIJENZI VYA NENO"}
{"text": "Sauti za Kiswahili"}
{"text": "Mofimu"}
{"text": "Viambishi"}
{"text": "Uainishaji"}
{"text": "Shadda na Kiimbo"}
{"text": "UPATANISHO WA SARUFI"}
{"text": "Ngeli za Kiswahili"}
{"text": "Ukubwa na Udogo"}
{"text": "Umoja na Wingi"}
{"text": "Nyakati"}
{"text": "Kukanusha"}
{"text": "Kinyume"}
{"text": "Viungo Mbalimbali"}
{"text": "Uakifishaji"}
{"text": "NGE na NGALI"}
{"text": "SENTENSI"}
{"text": "Aina za Sentensi"}
{"text": "Muundo wa Sentensi"}
{"text": "Uchanganuzi wa Sentensi"}
{"text": "Virai na Vishazi"}
{"text": "PRACTICAL CHEMISTRY"}
{"text": "Introduction"}
{"text": "Scientific subjects are by their nature experimental It is accordingly important that an assessment of a students knowledge and understanding of Chemistry should contain a component relating to practical work and experimental skills This booklet has been produced to help students preparing for and taking practical Examinations The material contained in this booklet does not extend the curriculum specification content Rather it seeks to help the candidate succeed in practical examination by explaining in more depth what is required of him or her in carrying out the exercises making observations and measurements with appropriate precision and recording these methodically This booklet advices candidate on how he or she should interpret explain evaluate and communicate the results of the exercises clearly and logically using relevant chemical knowledge and understanding and using appropriate specialist vocabulary"}
{"text": "11APPARATUS IN A CHEMISTRY LABORATORY"}
{"text": "12 SPECIAL LABORATORY APPARATUS AND TECHNIQUES"}
{"text": "a USING THE BURETTE"}
{"text": "A burette is used to deliver solution in precisely measured variable volumes Burettes are used primarily for titration to deliver one reactant until the precise end point of the reaction is reached To fill a burette close the stopcock at the bottom and use a funnel You may need to lift up on the funnel slightly to allow the solution to flow in freely You can also fill a burette using a disposable transfer pipette This works better than a funnel for the small 10 mL burettes Be sure the transfer pipette is dry or conditioned with the titrant so the concentration of solution will not be changed"}
{"text": "Before titrating condition the burette with titrant solution and check that the burette is flowing freely To condition a piece of glassware rinse it so that all surfaces are coated with solution then drain Conditioning two or three times will insure that a stray drop of water does not change the concentration of titrant Rinse the tip of the burette with water from a wash bottle and dry it carefully After a minute check for solution on the tip to see if your burette is leaking The tip should be clean and dry before you take an initial volume reading When your burette is conditioned and filled with no air bubbles or leaks take an initial volume reading A burettereading card with a black rectangle can help you to take a more accurate reading Read the bottom of the meniscus Be sure your eye is at the level of meniscus not above or below Reading from an angle rather than straight on results in a parallax error"}
{"text": "Deliver solution to the titration flask by turning the stopcock The solution should be delivered quickly until a couple of mL from the endpoint The endpoint should be approached slowly a drop at a time Use a wash bottle to rinse the tip of the burette and the sides of the flask Your TA can show you how to deliver a partial drop of solution when near the endpoint"}
{"text": "b Volumetric measuring Flasks"}
{"text": "Erlenmeyer flasks and beakers are used for mixing transporting and reacting but not for accurate measurements The volumes stamped on the sides are approximate and accurate to within about 5"}
{"text": "c Graduated Cylinders"}
{"text": "Graduated cylinders are useful for measuring liquid volumes to within about 1 They are for generalpurpose use but not for quantitative analysis"}
{"text": "If greater accuracy is needed use a pipette or volumetric flask"}
{"text": "d Pipette"}
{"text": "A pipette is used to measure small amounts of solution very accurately A pipette bulb is used to draw solution into the pipette"}
{"text": "Start by squeezing the bulb in your preferred hand Then place the bulb on the flat end of the pipette Place the tip of the pipette in the solution and release your grip on the bulb to pull solution into the pipette Draw solution in above the mark on the neck of the pipette If the volume of the pipette is larger than the volume of the pipette bulb you may need to remove the bulb from the pipette and squeeze it and replace it on the pipette a second time to fill the pipette volume completely"}
{"text": "Quickly remove the pipette bulb and put your index finger on the end of the pipette Gently release the seal made by your finger until the level of the solution meniscus exactly lines up with the mark on the pipette Practice this with water until you are able to use the pipette and bulb consistently and accurately"}
{"text": "e Volumetric Flask"}
{"text": "A volumetric flask is used to make up a solution of fixed volume very accurately This volumetric flask measures 500 mL  02 mL This is a relative uncertainty of 4 x 104 or 400 parts per million"}
{"text": "To make up a solution first dissolve the solid material completely in less water than required to fill the flask to the mark After the solid is completely dissolved very carefully fill the flask to the 500 mL mark Move your eye to the level of the mark on the neck of the flask and line it up so that the circle around the neck looks like a line not an ellipse Then add distilled water a drop at a time until the bottom of the meniscus lines up exactly with the mark on the neck of the flask Take care that no drops of liquid are in the neck of the flask above the mark After the final dilution remember to mix your solution thoroughly by inverting the flask and shaking f Analytical Balance"}
{"text": "An analytical balance measures masses to within 00001 g Use these balances when you need this high degree of precision Turn the balance on by pressing the control bar The display lights up for several seconds then resets to 00000 Place creased small weighing paper on the balance pan Close the sliding glass doors Wait for the green dot on the left to go out This is the stability indicator light indicating that the weight is stable Press the control bar to cancel out the weight of the container or paper The display will again read 00000 Carefully add the substance to be weighed up to the desired mass Do not attempt to reach a particular mass exactly Before recording the mass close the glass doors and wait until the stability detector lamp goes out Record mass of solid"}
{"text": "Dont pick up tare containers with bare hands since your fingerprints add mass Use tongs to prevent this Dont lean on the bench while weighing Do record the mass of your container if you will need it later Do check the level indicator bubble before weighing The two rear balance feet serve as levelling screws Use the brush provided to clean spills in the weighing chamber Discard any disposable tare containers or weighing paper in the nearest wastebasket g Calorimetry"}
{"text": "Calorimetry is used to determine the heat released or absorbed in a chemical reaction The calorimeters shown here can determine the heat of a solution reaction at constant atmospheric pressure The calorimeter is a double Styrofoam cup fitted with a plastic top in which there is a hole for a thermometer"}
{"text": "Its crude but very effective Key techniques for obtaining accurate results are starting with a dry calorimeter measuring solution volumes precisely and determining change in temperature accurately"}
{"text": "h Using a Calorimeter"}
{"text": "Solutions volumes should be carefully measured with a graduated cylinder Add solution completely to a dry calorimeter Dont forget to add the spin bar each time Set up the calorimeter with the thermometer 0 to 50C graduated every 01C supported from a stand so that the bulb does not touch the bottom of the cup Note that the thermometer used for calorimetry differs from the less accurate one in your glassware drawer Clamp the calorimeter so that it rests on the stirrer Be careful not to turn on the heat or you will melt the Styrofoam"}
{"text": "The change in temperature is determined by measuring the initial temperature T1 of the reactants and the maximum temperature T2 of the contents of the calorimeter during the exothermic reaction Use a magnifying glass to measure temperature values precisely Interpolate between the divisions of the thermometer and record temperatures to  001 C See your lab manual for a discussion of how to determine accurately the change in temperature from your graph of temperature vs time i Toploading Balance"}
{"text": "Use a top loading balance to weigh solid material when a precision of 01 g is adequate For more accurate mass measurements or small amounts use an analytical balance"}
{"text": "Using a Toploading Balance"}
{"text": "Check if the balance is turned on If not press the onoff button and wait until the display reads 00 g Place a container or large creased weighing paper on the balance pan Push tare button to zero the balance Carefully add substance to the container or paper Record the mass Use the brush provided to clean any spills Discard any disposable tare containers or weighing paper in the nearest wastebasket"}
{"text": "GENERAL EXPERIMENTAL PROCESSES"}
{"text": "Quantitative Transfer"}
{"text": "Quantitative Transfer simply means that all the material to be transferred from one place to another must make the trip For example every particle of solid must be transferred from the weighing paper to the clean beaker This can be done be carefully tipping the creased weighing paper to pour the solid into the beaker Tapping the paper with a spatula will knock particles into the beaker Finally the paper should be rinsed into the beaker to remove all traces of the solid"}
{"text": "Transferring a Solution or Mixture"}
{"text": "If you are transferring a solution or heterogeneous mixture to another vessel rinse the container with solvent to be sure the transfer is quantitative The rinsing should be transferred to the second vessel along with the rest of the mixture or solution"}
{"text": "Titration"}
{"text": "A titration is a method of analysis that will allow you to determine the precise endpoint of a reaction and therefore the precise quantity of reactant in the titration flask A burette is used to deliver the second reactant to the flask and an indicator or pH Meter is used to detect the endpoint of the reaction"}
{"text": "COMMON LABORATORY EXPERIMENTAL PROCEDURES"}
{"text": "1 BUNSEN BURNER i Close the air hole and turn the gas tap full on Light the gas and hold a piece of wire in different parts of the flame moving it from the bottom to the top Note the hottest place in the flame Open the air hole Again hold the wire in the flame moving from the bottom to the top Note the hottest place in the flame Compare the two flames and note which has the hottest point ii Close the air hole Hold a testtube with its bottom end just above the flame Carbon deposits on the glass To test whether unburned carbon gives the yellow colour to the flame sprinkle powdered charcoal into the flame to see if this gives the same effect iii Open the air hole again Note whether carbon deposits on a testtube held in this flame Air mixing with the gas helps it to burn more rapidly and efficiently To test what is in the cooler inner cone hold a splint of wood in the flame so that it passes through the inner cone Note which part of the splint burns Hold a piece of glass tubing with one end in the inner cone then ignite the gas that comes out of the other end iv Investigate a candle flame and the flame of a spirit lamp in a similar way Find the hottest part of the flame Test for unburned carbon particles in the flame Look for an inner cone of unburned gases"}
{"text": "IDENTIFICATION OF PURE SUBSTANCES"}
{"text": "2 Melting points mp of naphthalene i Put a very small amount of naphthalene in a capillary tube sealed at one end You can pull out the capillary tube from heated glass tubing Use a rubber band to attach the capillary tube sealed end down to a thermometer Heat a thermometer and capillary tube in a beaker of water on a tripod Use the thermometer to stir the water but do not let water enter the capillary tube Slowly raise the temperature of the water Note the temperature of the naphthalene when it melts Let it cool and note the temperature when the naphthalene solidifies Calculate the average of these two values ii Use a clean testtube and thermometer to repeat the experiment using stearic acid mp 69o or use any other substance mp  100oC"}
{"text": "3 Impurities affect the melting point of a substance Mix stearic acid with the naphthalene thus making the naphthalene impure Look for changes in the melting point Impurities lower the melting point"}
{"text": "4 Boiling point of water We can identify a pure substance from its melting point or boiling point Put water in a testtube and hold a thermometer with the bulb just under the water Add boiling chips to prevent bumping Bring the water to the boil with a very small flame and read the thermometer Note any change in the reading if the thermometer touches the bottom of the testtube"}
{"text": "5 Boiling point of inflammable liquids i Use a different method of heating inflammable liquids eg ethanol bp 784oC and acetone bp 56oC Put 2 cm of the inflammable liquid in a testtube Put the testtube in an empty beaker Put a thermometer into the testtube with the bulb in the liquid Boil water in an electric jug or on an electrical hot plate Pour the hot water into the beaker so that the level is higher than the inflammable liquid in the testtube Stir the inflammable liquid gently with the thermometer and read the thermometer when the inflammable liquid boils ii Use a very small testtube or seal one end of a piece of glass tubing 8 cm length and 3 cm external diameter Put the inflammable liquid into this tube Put a capillary tube sealed at one end into the inflammable liquid with the sealed end up and the open end down in the inflammable liquid Use a rubber band to attach the tube containing inflammable and capillary tube to the bulb of a thermometer Hold the apparatus in a beaker of water and heat gently with a Bunsen burner flame When the temperature rises bubbles slowly come out of the capillary tube At the boiling point the bubbles suddenly come out as a steady stream Read the temperature Let the water cool and read the temperature again when the steady stream of bubbles ceases Calculate the boiling point as the average of the two readings"}
{"text": "6 Pressure affects the boiling point Put water in a sidearm testtube or in a roundbottom flask with a 2hole stopper Insert a thermometer through a hole in the stopper so that the bulb of the thermometer reaches but does not touch the bottom of the testtube or flask Add boiling chips to prevent bumping Boil the water and read the temperature on the thermometer Stop heating Connect a water pump to the sidearm or to the second hole of the 2hole stopper When the water stops boiling turn on the water pump to reduce the pressure Read the temperature heat to boiling and read the temperature again"}
{"text": "7a Solubility in water Test different salts taken to show that each has a different solubility in water Take 5 g samples and try to dissolve each in 15 mL of water in a testtube Attach the stopper then shake each testtube vigorously for the same time to show that solubility is a characteristic of a particular substance eg sugar common salt potassium nitrate calcium sulphate The solubility of a salt is usually expressed as the number of grams able to dissolve in 100 g water at 20oC eg ammonium chloride 372 g barium chloride 357 g calcium chloride 427 g copper sulphate 207 g lead nitrate 544 g magnesium sulphate 252 g potassium chloride 340 g potassium iodide 1440 g sodium bicarbonate 96 g sodium chloride 360 g sodium hydroxide 1090 g sodium nitrate 875 g"}
{"text": "b Solubility of a substance in water at a given temperature Put about 50 cm3 of water in a beaker and add baking powder sodium bicarbonate gradually while stirring Potassium sulphate is an alternative substance Make a saturated solution by stirring until no more solute will dissolve Read the temperature of the saturated solution Weigh a clean evaporating dish w1 Add some clear saturated solution and weigh again w2 Carefully evaporate the solution in the evaporating dish to dryness and weigh again w3 The mass of the sodium bicarbonate dissolved  w3  w1 The mass of water  w2  w1  w3 Calculate the solubility of the sodium bicarbonate as g per 100 g water at room temperature"}
{"text": "8a Solubility and particle size To show that small particles dissolve faster than the large particles add 4 g of coarse able salt to one testtube half filled with water and 4 g of fine table salt to a second testtube containing the same amount of water or use whole and crushed copper sulphate crystals Stir or shake both tubes equally and simultaneously Pause after every few seconds to observe the amount of undissolved salt left in each tube"}
{"text": "b Solubility and solvents i Fill two testtubes one third full with a water and b methylated spirits To each testtube add 1 g sodium chloride attach a stopper and shake Sodium chloride dissolves readily in water but not so readily in methylated spirits ii Fill two testtubes one third full with a 88g water and b a solution of 1 g potassium iodide in 5 mL water To each testtube add iodine crystals attach a stopper and shake Sodium chloride dissolves readily in water but not so readily in alcohol"}
{"text": "DETERMINATION OF DENSITY"}
{"text": "9a Density of a solid The density of a solid is the ratio of mass to volume We can find the density of a regular solid with a balance and ruler We can find the volume of an insoluble irregular solid with a measuring cylinder Half fill a graduated cylinder with water Read the volume immerse the solid in the water and read the volume again The difference in the two readings is the volume of the solid"}
{"text": "b Density of a liquid Weigh a small container fill with liquid and weigh again Transfer the liquid to a measuring cylinder Find the density by dividing the mass of the liquid by the volume Heat of fusion and vaporization"}
{"text": "10a Separate by sublimation Separate iodine from a mixture of crystals of iodine and sodium chloride Heat the mixture in an evaporating dish with a funnel placed over it The iodine sublimes on to the cool sides of the funnel"}
{"text": "SEPARATION OF MIXTURES"}
{"text": "b Separate by distillation Put 10 mL ink in a flat bottom conical flask Add boiling chips to prevent bumping Fit a stopper with a delivery tube reaching half way down a collecting testtube or an Utube in a beaker of water Heat the ink with a Bunsen burner flame Drops of a colourless liquid appear in the collecting tube Identify the liquid as water by its action of turning white anhydrous copper sulphate to blue hydrated copper sulphate Do not allow ink to froth up or splash into the delivery tube"}
{"text": "c Separate salt and sand Prepare a mixture of salt and sand Put about 2 mL of the mixture in a testtube Add 5 mL water and shake until all the salt has dissolved Pour the contents of the tube into a filter paper in a funnel over an evaporating basin Wash the testtube with water and add this to the filter paper The sand will remain on the filter paper and may be dried and collected The salt can be recovered from the filtrate by warming the evaporation basin to drive off the water"}
{"text": "d Solvent extraction of oil from nuts Put groundnuts peanuts or pieces of chopped coconut into a mortar Add 20 mL of acetone or methylated spirits Grind the nuts in the solvent as finely as possible Pour off the liquid into a testtube and filter into an evaporating basin Warm the evaporating basin for 10 minutes The solvent evaporates leaving the oil extracted from the nuts"}
{"text": "e Separate two immiscible liquids of different density Use a separating funnel or make a separating funnel with a piece of wide tubing fitted with a stopper tube and rubber tube with a clip Shake the mixture thoroughly in a closed container then run it into the separating funnel Wait until a clear boundary appears between the two liquids and then run off the denser layer into a beaker below"}
{"text": "11b HEATING AND BURNING DIFFERENT SUBSTANCES Substances that gain mass when heated"}
{"text": "Clean 25 cm of magnesium ribbon and cut into 1 cm pieces Weigh a crucible plus lid put the pieces of magnesium ribbon in the crucible and weigh again Put the crucible on a pipe clay triangle supported on a tripod Heat very gently then strongly Hold the crucible lid in a pair of tongs close to the crucible The magnesium ribbon darkens just before it begins to melt At the first sign of burning place the lid on the crucible and remove the Bunsen burner Every 4 seconds raise the lid to allow more air to enter but do not allow any white magnesium oxide smoke to escape When the magnesium stops burning on raising the lid remove the lid Heat the crucible again strongly but still hold the crucible lid in a pair of tongs close to the crucible in case the magnesium starts to burn again Leave the crucible to cool When cool weigh the crucible plus lid plus contents Calculate the increase in mass of the magnesium"}
{"text": "b Substances that lose mass when heated i Weigh a testtube containing 1 cm potassium permanganate crystals and a 1 cm plug of cotton wool at the mouth to prevent loss of any solid during heating Heat the testtube and cotton wool and weigh it again Note any change in the potassium permanganate crystals Note any loss in mass due to the loss of water of crystallization ii Weigh a testtube containing 1 cm copper carbonate and a 1 cm plug of cotton wool at the mouth to prevent loss of any solid during heating Heat the testtube and cotton wool and weigh it again Note any change in the copper carbonate Note any loss in mass"}
{"text": "b Substances that neither gain nor lose mass when heated Weigh a testtube containing 1 cm dry zinc oxide and a 1 cm plug of cotton wool at the mouth to prevent loss of any solid during heating Heat the testtube and cotton wool and weigh it again Note any change in the zinc oxide Note any loss in mass"}
{"text": "c Effect of heat on copper sulphate crystals Crush blue copper sulphate crystals and put them into a dry testtube to a depth of 4 cm Heat the tube gently Note whether vapour collects on the cooler parts change of colour from blue to white and any liquid collecting in the receiving tube Identity of the liquid by measuring the boiling point When all the copper sulphate crystals have changed to white and the tube has cooled hold the tube in your hand and pour the liquid back on to the white crystals Note whether the blue colour restored and if any heat is given back"}
{"text": "Blue copper sulphate crystals  heat  white anhydrous copper sulphate  water This is a reversible change"}
{"text": "12PREPARING COLLECTING AND TESTING GASES b Hydrogen Be careful A dangerous explosion may occur if you use any vessel bigger than a small testtube when igniting the gas particularly if it is mixed with air Never dry hydrogen gas with concentrated sulphuric acid i Place a few pieces of granulated zinc or zinc foil from the casing of an old dry cell in a boiling tube add 2 drops of copper sulphate solution An alternative to the thistle funnel at A is a syringe as shown at B Pour enough 1 M sulphuric acid down the thistle funnel on to the zinc to cover the bottom of the funnel tube Discard the first two or three test tubes of hydrogen as they will contain displaced air Collect test tubes of the gas and stopper them Test the third testtube of gas by holding a lighted taper or splint over the mouth as soon as you take out the stopper Pure hydrogen burns with a quiet pop sound ii Alternatively add sulphuric acid from a syringe Gas cannot escape through the syringe so you do not need to cover the tube of the syringe with acid iii Hydrogen burns in air to form water vapour When hydrogen ignites in a dry testtube note any vapour or mist on the sides of the testtube iv Investigate whether hydrogen is lighter than air by pouring the gas into a testtube held either above the first tube or below it Use a lighted taper to investigate where the hydrogen has gone v Blow soap bubbles by holding the delivery tube of the apparatus in detergent or soap solution The hydrogen bubbles will rise into the air showing the low density of hydrogen gas"}
{"text": "b Oxygen i Prepare oxygen safely by decomposition of hydrogen peroxide solution Put 20 mL hydrogen peroxide into a 100 mL bottle Fix a delivery tube to the bottle Add two spatulas of manganese dioxide and oxygen bubbles off for collection ii Oxygen is colourless and has no smell To test whether the testtube contains oxygen light a splint of dry wood blow out the flame leaving a glowing splint then put the glowing splint in a testtube of oxygen The glowing splint bursts into flame This experiment is called the glowing splint test iii Use an Lshape piece of nichrome wire with a shield to fit on the top to protect your hand Fix steel wool into a loop in the lower end of the Nichrome wire Heat the steel wool to red hot in a Bunsen burner flame then inserts it quickly into a testtube of oxygen iv Fix a small piece of charcoal into the loop in the lower end of the Nichrome wire Ignite the charcoal in the Bunsen burner flame and then insert it quickly into another testtube of oxygen v Dip the loop in the lower end of the Nichrome wire into sulphur powder Ignite the sulphur powder in a Bunsen burner flame and then insert it quickly into another testtube of oxygen"}
{"text": "c Hydrogen chloride Put rock salt sodium chloride into a 100 mL filtering flask Coarse rock salt causes less frothing than the fine salt Carefully add concentrated sulphuric acid down the thistle funnel You can collect hydrogen chloride gas by upward displacement of air as in the diagram i Collect four test tubes of the gas and cork them Remove the cork from one of these test tubes under water Note the solubility of hydrogen chloride ii Hold a piece of cotton wool soaked in ammonium hydroxide at the mouth of a testtube of hydrogen chloride iii Shake a testtube of the gas with water to obtain a solution of hydrogen chloride Test the solution with an acidbase indicator Put a piece of magnesium ribbon in the solution Collect any gas formed and test for hydrogen with the glowing splint test"}
{"text": "d Ammonia i Put a mixture of calcium hydroxide and ammonium chloride into a testtube to a depth of 4 cm Fill a Utube with lumps of calcium oxide mixed with cotton wool The cotton wool is to prevent blocking of the tube Gently heat the testtube The calcium oxide dries the ammonia gas Test whether the receiver testtube is full by holding a piece of red litmus paper at the opening Collect test tubes of ammonia and cork them The method of collection illustrates that ammonia gas is lighter than air ii Fill a flask with ammonia Fit a cork and tube into the flask as shown The tube should have been drawn out into a jet Warm the flask gently to expand the gas and then hold the flask upside down with the tube in the water Water will spray into the flask from the jet"}
{"text": "e Carbon dioxide Many reactions can be used to produce carbon dioxide gas Marble chips or other carbonate rock treated with dilute acid provides a good source The gas is not too soluble to be collected by water displacement as shown above for the preparation of hydrogen Alternatively carbon dioxide can be collected by displacing air from dry bottles To test if the bottle is full lower a lighted splint or taper into the top of the jar If the flame is extinguished at the entrance as at ii then the jar is full Put a cardboard cover over the top to prevent diffusion of the gas Check the density of the carbon dioxide by pouring the gas into another bottle either above or below the first bottle Find where the gas is by testing with a lighted splint Note The presence of carbon dioxide can be confirmed by the fact that limewater becomes milky when the gas is Passed through it"}
{"text": "f Cooking and carbon dioxide The purpose of baking powder or soda in cooking is to produce tiny bubbles of carbon dioxide This expands the pastry cake or dough making it light and pleasant to eat Yeast cells do the same thing in bread making though this takes longer Baking powder or sodium bicarbonate NHCO3 reacts with an acid such as lactic acid from sour milk to produce carbon dioxide Commercial baking powders often contain a solid acid which only reacts with the sodium bicarbonate when moist i Put baking powder into water Note whether carbon dioxide gas forms Note whether carbon dioxide forms when you put sodium bicarbonate into water Add baking powder in a testtube with vinegar or lemon juice acetic acid Note whether carbon dioxide forms ii Make a sugar solution and half fill a jar with this solution Add a spoonful of yeast and leave to stand for 2 days Construct a bubbler to fit on the top of the jar Note whether the yeast forms a gas Note whether carbon dioxide gas collects in the upper part of the jar"}
{"text": "12a RUSTING Take 7 test tubes and 11 clean nails Prepare the tubes as shown below Tube 1 Put 2 clean nails in the testtube and half cover them with distilled water These nails are in contact with air and water and form the control experiment Tube 2 Put a few pieces of anhydrous calcium chloride or silica gel in the bottom of a dry testtube and also two nails Put a plug of cotton wool in the top of the tube These nails are in contact with air but not moisture Tube 3 Boil water for several minutes to expel dissolved air and pour into the testtube whilst hot Put 2 nails in the water Put a little Vaseline or a few drops of olive oil on the surface of the hot water The Vaseline will melt and form an airtight layer solidifying as the watercools These nails are in contact with water but not air Tube 4 Half cover 2 nails with water containing a little common salt dissolved in it These nails are in contact with air water and salt Tube 5 Wrap a piece of zinc foil round part of a nail Put the nail in the testtube and almost cover with tap water Tube 6 Wrap a piece of tin foil round part of the nail Put the nail in the testtube and add tap water as you did for tube 5 Tube 7 Wrap a piece of copper wire round a nail and put it in the testtube exactly like tubes 5 and 6 Stand these 7 test tubes in a rack and leave for several days Note the conditions for rusting and which metal zinc copper or tin is best at preventing rusting"}
{"text": "b INCREASE IN MASS OF IRON DURING RUSTING Counterbalance a piece of iron on a knifeedge using a brass weight or stone Leave in moist air or on a window ledge for a few days and note the effect of the rust on the longer arm of the lever During rusting metallic ion changes to Fe OH 3xH2O"}
{"text": "c WHAT COMBINES WITH IRON DURING RUSTING Moisten the inside of a testtube with water sprinkle into it a spatula measure of iron filings and rotate it horizontally so that the filings spread and adhere to the walls Alternatively push a small plug of moistened iron wool to the bottom of the tube Invert the testtube in a beaker about one third full of water Use the beaker lip to support the tube The water levels inside and outside the tube should be the same and the level should be marked on the tube Leave the tube in this position for a few days The iron will rust and the water level will rise up inside the tube finally becoming steady Again add water to the beaker until the levels inside and outside the tube are the same and mark the new level It will be seen that one fifth of the air volume has been used up suggesting that oxygen has been used up in the rusting of iron The residual gas does not support combustion of a lighted splint"}
{"text": "13 COLOURED EXTRACTS FROM FLOWERS AS INDICATORS OF ACIDS AND BASES a Extract coloured substances from plants Select brightly coloured flowers such as the purple and red bougainvillaea or coloured leaves Squeeze or grind one of the coloured flowers or leaves in a mortar with a mixture made of 2 mL acetone and 2 mL ethanol By this means the colouring matter will be extracted into the solvent Filter and collect the filtrate Repeat this experiment with one or two other flower colours Keep these coloured solutions for use as indicators in the next experiment"}
{"text": "b Plant extracts to indicate whether a substance is acidic or basic i Put a spot of the coloured flower extract on to a filter paper and leave to dry Put one drop of lemon juice on to the spot then note any change of colour Repeat the experiment with other fruit juices and vinegar They are acidic substances Note any colour change with dilute hydrochloric acid Different colours suggest that some substances are more acidic than others ii Put some of the original filtrate on to another piece of filter paper When dry note the colours given by sodium bicarbonate solution washing soda limewater and a dilute solution of sodium hydroxide These are alkaline or basic substances Note whether they all give the same colour Plant extracts can act as indicators to test whether a substance is acidic or basic iii Add a few drops of sodium bicarbonate solution to 1 mL of flower extract indicator in a testtube Then add lemon juice and note any colour change iv Repeat the experiment with limewater and indicator followed by dilute hydrochloric acid Note any colour change Note whether you can get back the original colour by adding more limewater Note how many times you can change the indicator colour before the testtube is full v Litmus an extract of lichens is another plant indicator An acidic solution turns blue litmus red An alkaline solution turns red litmus blue v Universal Indicator can be in the form of a solution or dried on filter paper Universal indicator not only indicates whether a substance is acidic or basic but also how acidic it is Investigate the effect of Universal Indicator on the solutions above To avoid using the name of a colour to indicate acidity we use a scale of numbers from 0 to 14 called the pH scale We can use the pH scale to express the degree of acidity Acid solutions have a pH value less than 7 Alkaline or basic solutions have a pH value greater than 7 Solutions with a pH value of 7 are neither acidic nor basic they are neutral On the bottle or packet of Universal indicator a colour chart shows the colour and the pH value associated with this colour as follows a Colour b pH c AcidBase a Red b 13 c very acidic a Orange b 45 c weak acid a Yellow b 6 c very weak acid a Green b 7 c neutral a Blue b 8 c very weak base a Indigo b 910 c weak base a Violet b 11 14 c very basic Use 2 drops of Universal Indicator to 10 mL of solution to be tested Test the pH value of lemon juice vinegar sodium bicarbonate solution washing soda lime water sodium hydroxide solution tap water distilled water"}
{"text": "14 CRYSTALS a Crystal growth Sodium thiosulphate crystals grow rapidly from a supersaturated aqueous solution The formula for the crystals is Na2S2O310H2O On heating these crystals dissolve in some of their water of crystallization Put 3 cm of sodium thiosulphate crystals in a testtube Add 2 drops of water Heat gently until all the crystals have dissolved They appear to melt Leave to cool Crystals may not form unless you drop a tiny seed crystal of sodium thiosulphate into the solution Then crystal growth commences and spreads rapidly through the whole solution Watch the growth from one centre Hold the tube in the hand while crystallization occurs"}
{"text": "b Crystals of naphthalene grow from the melt Put a little naphthalene on a glass slide Hold over a flame until the crystals melt Put a cover slip over the liquid and allow to cool Watch the crystals grow using a hand lens Sometimes crystals will grow from several points simultaneously to make boundaries where they meet Draw the shape of the boundary between the forming crystals and the melt View the crystals through Polaroid filters"}
{"text": "c Grow large crystals i Use a 05  08 cm long seed crystal to start growing large crystals Make seed crystals by slow evaporation of 30 mL of saturated solution in a glass dish Dry a selected seed crystal Tie a piece of clean cotton around it without touching the seed crystal with your hands because impurities easily affect the size and shape of the crystal Hang the seed crystal 5 cm from the base of the container with a bent wire Fill a jar with a screwon lid with a solution of the salt less than saturation strength before you put the seed crystal in position If little crystals grow on the surface of the seed crystal then screw on the lid of the jar to make the little crystals dissolve Prevent crystals growing on the sides of a crystallizing dish by rubbing Vaseline round the upper inside rim Evaporation may be increased by sitting the crystal growing jar on a tin with a 5 watt bulb mounted inside it An air flow over the solution surface given by a fan will also hasten crystal growth You can preserve large crystals by painting with a clear varnish ii You can also support the seed crystal at the end of a glass tube Heat a 3 mm bore piece of glass tubing in a flame until the end softens sufficiently to squeeze with pliers to make a smaller hole When the glass tubing cools drop seed crystals on its end until one catches in the smaller hole Keep this crystal in place by dropping other crystals on it Support the glass tubing vertically so that the seed crystal at the end is immersed in the solution of the salt The seed crystal should then grow Turn the crystal regularly so that growth on all faces is equal"}
{"text": "15 DIFFUSION"}
{"text": "a Diffusion of heavy carbon dioxide gas upwards i Fill a jar with carbon dioxide and invert it over a similar jar full of air After a few moments separate the jars pour a little lime water in the lower one and shake it The lime water will turn milky indicating that the carbon dioxide has fallen into the lower jar because it is the heavier gas ii Repeat the experiment with the carbon dioxide in the lower jar and invert a jar of air on top of it If the jars are left for about 5 minutes carbon dioxide will be carried into the upper jar by diffusion in the same way air will be carried into the lower jar The lime water test will show the presence of carbon dioxide in the upper jar"}
{"text": "b Diffusion rates of ammonia and hydrogen chloride gases The long glass tube should be horizontal Corks should fit at both ends Using a pair of tongs or tweezers dip a piece of cotton wool into concentrated hydrochloric acid and another piece into concentrated ammonium hydroxide Drain off excess liquid As nearly as possible at the same time put the ammonia cotton wool at one end of the tube and the acid cotton wool at the other Close the ends of the tube with corks After a while look carefully for a white ring which will form where the ammonia gas and the hydrogen chloride gas meet after diffusing through the air towards each other Ammonia is the less dense gas and the white ring of ammonium chloride should form nearer to the hydrogen chloride end than from the ammonia end of the tube"}
{"text": "c Diffusion of liquids i Place a crystal of potassium dichromate potassium dichromate VI or ammonium dichromate at the bottom of a beaker of water To do this put a glass tube into the beaker of water so that it touches the bottom then to drop the crystal down the tube Close the top of the tube with your finger and remove the tube gently leaving the crystal in the beaker The colour of the dissolving crystal will spread throughout the water in quite a short time ii Fill a very small open bottle with a strong solution of potassium permanganate potassium manganate VII Place this in a larger jar Fill the larger jar very carefully by pouring water down the side until the water level is above the top of the small bottle Leave this for a few days The potassium permanganate solution diffuses evenly through the water"}
{"text": "d Size of a molecule We select an oil molecule because it has a density less than the density of water Oil floats on the surface and does not dissolve in the water If the water has a large enough surface area we assumed that thin oil will spread out in a layer one molecule thick called a monomolecular layer and not form little hills of molecules If we know the original volume of oil and the surface area that it forms then we can calculate the thickness of a monomolecular layer dividing the volume by the area Use a tray with area  30 cm2 so as not to restrict the oil film Sprinkle the surface of the water with a very fine light powder eg talc powder When you put oil on the water it pushes the powder aside so you can easily see the area covered by the oil Pour thin petroleum distillate oil into a burette Find the volume of fifty drops by running oil from the burette drop by drop and counting the drops Allow one more drop to fall on a piece of plastic Touch the oil drop with the point of a glass rod and then touch the prepared water surface The oil spreads out Measure the approximate area over which it spreads Estimate what fraction of oil was removed by the glass point by using the glass point to remove successive fractions from the drop until it has been used up The volume of oil put on the water can be calculated and an estimate made of the thickness of the oil layer about 106 mm This is an approximate dimension of a single molecule of the oil"}
{"text": "16 ELECTRICITY"}
{"text": "a Solids that conduct electricity The source of the DC supply can be dry cells in series giving 6 volts The bulb which should be low power indicates when the current is flowing The electrodes may be carbon or steel perhaps mounted in a wooden support cork or rubber stopper so as to keep the electrodes a constant distance apart"}
{"text": "i Test the conductivity of solids by making a good contact between the surface of the solid and the two electrodes The surface of the solid must first be cleaned All metals conduct electricity Carbon conducts electricity Note whether nonmetallic solids eg plastics naphthalene wax sugar sodium chloride and sulphur conduct electricity ii Glass can be a conductor Heat a glass rod until it becomes very hot and begins to soften Test the hot soft part with the conductivity apparatus When molten glass is a good conductor of electricity"}
{"text": "b LIQUIDS THAT CONDUCT ELECTRICITY i First test liquids obtained by melting substances Melt the following substances but heat very gently and cautiously because otherwise they may ignite and burn sulphur wax naphthalene polyethylene material tin lead and if available a low melting point salt such as lead bromide mp 488oC or potassium iodide mp 682oC  Test the conductivity of the melt by dipping in the electrodes and waiting a few moments for the electrodes to reach the same temperature This ensures that the electrodes are in contact with the liquid and not the solidified melt Scrape and clean the electrodes between each test ii Test ethanol or methylated spirits acetone carbon IV chloride vinegar sugar solution copper II sulphate solution sodium chloride solution and other substances dissolved in water Clean and dry the electrodes between each test iii Test pure distilled water for conductivity Put the electrodes into a beaker of distilled water The bulb does not light up so pure water does not conduct electricity Very gradually stir small crystals of common salt into the water Note any changes to the bulb as the salt dissolves Classify substances into the following groups a those which conduct electricity in the solid state and those which do not b those which conduct in the liquid state and those which do not c those which conduct when dissolved in water and those which do not"}
{"text": "c ELECTROLYSIS OF LEAD BROMIDE There are very few suitable low melting point salts Lead bromide has a low melting point and makes an interesting electrolysis experiment Potassium bromide may have too high a melting point 682oC to melt easily The lead bromide is melted in a 100 mL hard glass beaker or in a crucible The carbon electrodes are supported by a strip of wood with two holes bored 2 cm apart for the electrodes Connect crocodile clips to the rods and complete the circuit with a torch bulb to indicate when a current is flowing and a 12volt torch battery or cells wired in series The electrodes can be labelled positive and negative The only ions present in this melt are the bromide and lead ions Bromine is readily seen coming off at the positive electrode which is the anode The fact that bromine appears only at the positive electrode helps in the understanding of the existence of a negative bromide ion Lead has both a lower melting point and a greater density than lead bromide and therefore appears as a melt at the bottom of the beaker The small globule of lead which accumulates at the negative electrode the cathode can be seen after about 10 minutes of electrolysis Decant off the molten lead bromide carefully into another crucible The electric current has split up crystalline lead bromide into bromine gas and lead metal"}
{"text": "d ELECTROLYSIS In aqueous solutions there are usually four ions present two from the water and two from the dissolved salt The products will be gaseous or metals which are deposited on the negative electrode It is composed of an open cylinder of glass approximately 8 cm high and 25 cm in diameter A small bottle of similar size with the bottom cut off would do just as well The cylinder has a 2hole rubber stopper carrying two carbon electrodes with connecting leads to a battery or DC supply of 4 to 6 volts If cork is used this must be made leak proof by covering the whole of the bottom surface round the electrodes and the glass edge with Faradays wax or a similar soft wax The electrodes may be carbon rods from a dry cell or pencil leads The alloy supports for the coiled filament in electric light bulbs have also been found suitable for electrodes The electrodes should project about 2 cm into the cylinder and also 2 cm below for attaching the leads to the battery Pencil leads are brittle and if they are used it is better to fix the electrodes in the following way Solder a piece of stout copper wire to a 4 cm length of braided copper screening wire Drill two holes in the rubber stopper with a 1 mm drill Insert the copper wire into the hole from above and pull it right through the stopper until the screening wire is also pulled a little way into the hole Into the core of this screening wire insert the pencil lead securely Then pull the screening wire with the lead further into the stopper so that the lead electrode is firmly held in the stopper The excess copper wire is cut off This procedure is repeated with the other electrode The solution is placed in the glass cylinder The two small tubes are then filled with the solution and carefully inverted over the electrodes The electrodes are connected to a safe DC supply with a small bulb in series Increase the voltage until the bulb lights showing that a current is flowing When this happens cut out the bulb from the circuit by closing the switch as shown This will allow a larger current to flow The tubes collect any gas given off and the properties of the gas should be tested Using carbon electrodes the following results will be found"}
{"text": "d ELECTROLYSIS OF WATER Pure water does not conduct electricity For this reason 2 or 3 mL of dilute sulphuric acid or dilute sodium sulphate solution is added to the water in the electrolysis cell"}
{"text": "Connect the cell to the DC supply and watch for bubbles of gas at both electrodes If none appear add a little more acid or sodium sulphate solution After 5 to 10 minutes there should be enough hydrogen and oxygen gas for testing Predict at which electrode each gas will appear"}
{"text": "e Electrolysis of solutions of ionic salts Most ionic salts can be used satisfactorily in electrolysis Concentrations of 1M or less are suitable Potassium iodide gives iodine at the anode and hydrogen gas at the cathode Zinc sulphate gives a spongy mass of zinc at the cathode oxygen gas at the anode Lead acetate deposits lead on the cathode and oxygen gas is produced at the anode If the lead acetate solution is cloudy add a few drops of acetic acid Sodium chloride gives hydrogen gas at the cathode and chlorine gas at the anode Copper sulphate deposits copper at the cathode and oxygen gas is produced at the anode"}
{"text": "17 COMMON REACTIONS"}
{"text": "a DISPLACEMENT OF COPPER FROM AQUEOUS SOLUTION OF COPPER IONS i A metal higher in the activity order can displace copper metal from a solution of copper ions Put 10 mL of molar copper sulphate solution in a small beaker Clean magnesium ribbon and cut into 05 cm pieces Add these pieces to the copper sulphate solution one at a time The reaction can be vigorous Copper metal deposits and the blue colour gradually disappear as the magnesium displaces the copper ion Note any heat given out by the reaction When the solution is colourless decant the solution from the red copper powder at the bottom of the beaker Collect the copper and dry it Mgs  Cu2aq  Mg2aq  Cus ii Repeat the experiment by attempting to displace copper metal using powdered zinc and iron metal Note the comparative activity of the metals"}
{"text": "b REACTION OF SODIUM WITH WATER i A very safe way of demonstrating the reaction of sodium and water is to drop a very small piece of sodium into a swimming pool ii Pour a 2 cm layer of kerosene on to the surface of water in a testtube Drop a 3 mm diameter piece of sodium into the kerosene Be careful Sodium sinks in the kerosene and float in the water Adjust the layer of kerosene to be shallow enough to allow the top of the sodium to protrude above the surface This reaction between sodium and the water is much slower than if the sodium had been dropped directly on to the water You can watch the reaction through a hand lens held at the side but never at the top Sodium metal is lighter than water but heavier than kerosene A small area of the sodium suddenly reacts causing a stream of bubbles to appear The stream of bubbles at one side causes movement The irregular shape of the sodium changes to a sphere The sodium melts because the reaction gives off heat Note any variations in light refraction and reflection below the sodium that indicates something dissolving in the water Slight smoke where the hot sodium is above the kerosene level suggests a slight reaction with air Test the gas bubbles for oxygen or hydrogen"}
{"text": "c DISPLACEMENT OF HYDROGEN FROM ACIDS BY METALS i Pour 5 cm of the acids in the table below into testtubes Place a piece of metal foil in each testtube Note the formation of hydrogen and compare the different rates at which the bubbles are formed Rate of formation of hydrogen gas  very rapid rapid slight very slight none Metal b 3M hydrochloric acid c 3M sulphuric acid Magnesium b Very rapid c Rapid Aluminium b Slight c None Zinc b Moderate c Slight Iron b Very slight c Very slight Tin b None c None Lead b None c None Copper b None c None ii Recover the zinc after the reaction has ceased Evaporate the solution to leave zinc sulphate crystals Dissolve the colourless zinc sulphate crystals in water and put two carbon electrodes central poles of dry cell batteries in the solution Connect the electrodes to a 6volt or 12 volt DC supply Zinc forms rapidly on the cathode"}
{"text": "d PREPARE SULPHUR DIOXIDE Do the following preparations in a fume cupboard i Prepare sulphur dioxide by burning sulphur in air Put powdered sulphur in a porcelain jar ignite it and collecting the gas formed in a funnel Aspirate the gas into a bottle containing water ii Prepare sulphur dioxide in a generator which allows dilute sulphuric or hydrochloric acid to drip slowly on to sodium sulphate The acid is contained in a thistle funnel and a tap controls the flow on to sodium sulphite in a suitable flask The sulphur dioxide produced can be collected in gas jars covered with cardboard discs which have central holes for the delivery tube"}
{"text": "e REDUCTION OF POTASSIUM PERMANGANATE WITH SULFUR DIOXIDE i Add 10 mL of 01M solution of potassium permanganate and 10 mL 3M solution of dilute sulphuric acid to 200 mL of water containing sulphur dioxide The solution will gradually become colourless as the sulphur dioxide reacts with the permanganate The experiment can be continued further by stirring in a 025M solution of barium chloride when the solution will become milky due to the formation of barium sulphate ii The generator used in experiment 275B is a convenient piece of apparatus for giving a continuous supply of sulphur dioxide for bleaching Bowers and other plants The gas from the generator is passed through a jar containing the plant and excess gas is absorbed in water The colour of the bleached plant can easily be regenerated by placing the plant in a solution of hydrogen peroxide This experiment could be used as an introduction to the processes of reduction and oxidation"}
{"text": "f REACTION OF MAGNESIUM WITH CARBON DIOXIDE Fill a gas jar with carbon dioxide as described in experiment 238 Hold a piece of clean magnesium ribbon in a pair of tongs ignite the magnesium with a Bunsen burner flame and plunge it into the carbon dioxide gas The magnesium continues to burn If the magnesium is taking oxygen from the carbon dioxide for burning then you would find carbon in the gas jar Look for carbon specks in the gas jar To make the carbon more visible you can add drops of sulphuric acid to remove the magnesium oxide and any unburnt magnesium"}
{"text": "g TITRATION OF ACIDS AND BASES Measure exactly 20 drops of a dilute acid such as vinegar and put these into a testtube Add one drop of indicator either methyl orange or phenolphthalein is satisfactory To this mixture of acid and indicator add a dilute base drop by drop and count the drops Within experimental error it will always take the same number of drops to neutralize the 20 drops of acid provided that the same dropper is used A teat pipette makes a satisfactory dropper If the concentration of the acid is known the concentration of the base can be estimated by comparing the numbers of drops of acid and drops of base that just react"}
{"text": "h MAKE SOAP FROM FATS Soap can be made from many oils and fats The reaction is a double displacement involving a strong base such as sodium hydroxide and fats a Obtain animal fat from a butcher Boil this fat in water and the oil will separate on the surface When cold the fat will solidify and it can be separated from the water Melt the fat again and strain through several layers of cloth b Weigh this fat and then weigh out about one third as much sodium hydroxide pellets Take care not to touch either the solid sodium hydroxide or the solution because it is very caustic Heat the fat in an iron saucepan or dish and when it is molten slowly add the sodium hydroxide solution with continuous stirring Heat with a small flame to avoid boiling over Allow the fat and the sodium hydroxide to boil for 30 minutes Stir the mixture frequently c The next stage is to weigh out common salt sodium chloride about twice the weight of sodium hydroxide used in b is needed After the 30 minutes boiling stir this salt well into the mixture Then allow to cool The soap separates as a layer at the top Separate this soap from the liquid below melt and pour into matchboxes where it will solidify again as small bars of soap"}
{"text": "17 ENERGY FROM CHEMICAL REACTIONS The following group of reactions involve ions in aqueous solution When the water containing the reacting ions becomes hotter then we have gained this heat and we can make it do work for us During the reaction the ions have lost this heat which we have gained On the other hand when the water containing the ions becomes colder it is the ions which have gained the energy and the water has lost an equivalent amount a REACTIONS THAT GIVE OUT HEAT ENERGY Be careful The reaction is vigorous so do not do the experiment in a stoppered bottle i Put white anhydrous copper sulphate powder to a depth of about 1 cm in a testtube Hold a thermometer with the bulb in the powder Add water drop by drop Record the changes of the thermometer reading ii Put about 10 mL of strong aqueous copper sulphate solution into a wide testtube or small beaker Support a thermometer with the bulb in the solution Add magnesium powder or ribbon a little at a time until the blue colour disappears Note any changes in the thermometer reading iii To a little water in a wide testtube add concentrated sulphuric acid drop by drop down the side of the tube Stir gently with a thermometer after the addition of each drop Note any changes in the thermometer reading"}
{"text": "b REACTIONS THAT TAKE IN HEAT ENERGY Put 10 mL of water in a testtube Read the temperature of the water Dissolve about 2 g of potassium nitrate in the water The temperature should fall through 90oC This means that in the process of dissolving in the water the particles have absorbed energy This energy has been taken from the surrounding water in the form of heat A similar result can be obtained by using potassium chloride instead"}
{"text": "c HEAT OF A NEUTRALIZATION REACTION Dissolve 40 g of sodium hydroxide pellets in water and make up to 500 mL This is a 2M solution Also prepare 500 mL of a 2M hydrochloric acid solution Leave the solutions to cool to room temperature Note the actual temperature of the solutions when cool Then add the acid to the base quite rapidly and stir with a thermometer Note the maximum temperature reached The increase of temperature should be about 13oC iii Since the volume of water has been doubled by adding one solution to the other the final solution contains 1 mole of OH aq ions which reacted with 1 mole of Haq ions to form 1 mole of water molecules We must assume that the specific heat of this moderately weak solution is the same as that of water"}
{"text": "d HEAT OF A COPPER DISPLACEMENT REACTION i Put 25 mL 02 M copper sulphate solution in a 100 mL polythene fitted with a 1hole stopper and thermometer Replace the stopper invert the bottle and shake it gently Record the temperature of this solution Turn the bottle the right way up remove the stopper and add 05 g of zinc dust The quantity of zinc powder is in excess to ensure that all the copper sulphate is used up in the reaction so some zinc will remain when the reaction stops Replace the stopper invert the bottle and shake gently Record the highest temperature reached Calculate the rise of temperature This rise of temperature in not affected by the volume of 02 M copper sulphate used for the experiment For a 1 M solution multiply the rise in temperature by 5 5 X 02M  10 M The reactants lost energy to the solution The temperature change is usually between 9oC and 10oC Zns  Cu2aq  Zn2aq  Cus ii Repeat the experiment with 05 g of iron powder or iron filings This amount is again an excess so that all the copper sulphate will be used up in the reaction The temperature change is usually between 6oC and 7oC"}
{"text": "e ELECTRICAL ENERGY FROM CHEMICAL REACTIONS  ELECTROCHEMICAL CELLS In the preceding experiment zinc metal became zinc ions and copper ions became copper metal due to transfer of electrons from zinc metal to the copper ion To get electrical energy these electrons must flow in an external conductor from the zinc to copper The potential or voltage will reflect the greater activity of zinc over copper The current flowing will depend on the extent and rate of the reaction 284 Electrical energy from the displacement of copper by zinc Put concentrated copper sulphate solution in a beaker Connect copper foil to the positive terminal of a 5 V voltmeter Connect zinc foil to the negative terminal Dip the two metals briefly into the copper sulphate solution Note any changes in the voltmeter reading Note the maximum reading Note any changes at the copper foil and the zinc foil The voltage falls to zero after a short time because copper deposited on the zinc and caused the reaction to stop"}
{"text": "18 RATE OF REACTION a SIZE OF PARTICLES AND RATE OF REACTION Marble chips can be broken up with a hammer and graded into 3 or 4 sizes a coarse powder b pieces about half the size of a rice grain c pieces as large as rice grains and d the original lumps of marble chips Place four 100 X 16 mm test tubes in a stand Weigh approximately 2 g of each grade size of marble chips and put the four grades separately into each of the four tubes Obtain four balloons and blow them up several times to stretch them Put 5 mL of bench hydrochloric acid into each of the four balloons and slip the mouth of the balloon over the top of the tube without letting any acid into the tube When each balloon is in place tip the acid into each testtube at the same time and observe which balloon is the fastest and the slowest to be blown up The smallest should give the carbon dioxide in the shortest time Instead of using marble chips you can use granulated zinc Do not use metals in powder form because the reaction may be too vigorous and even cause an explosion Be careful This reaction produces hydrogen gas Instead of collecting the gas in a balloon or plastic bag a more accurate method would be to collect the gas in a burette inverted over water and compare the volume of gas given off in unit time for each grade of marble chips Another accurate method is to stand a conical flask containing the marble chips and acid on a balance and record the loss in mass every half minute Carbon dioxide is a heavy gas and most balances will enable the loss in mass to be found as the gas escapes"}
{"text": "b CONCENTRATION AND RATE OF REACTION The reaction between sodium thiosulphate and hydrochloric acid can take a noticeable time Sulphur is produced during the reaction making the solution cloudy The rate of reaction can be found by finding the time taken to reach a certain degree of cloudiness in the solution The degree of cloudiness in this case may be defined as the point at which a black cross marked below the reaction vessel can no longer be seen by looking through the solution from above In this experiment the concentration of sodium thiosulphate is made variable whilst the concentration of acid is kept constant Sodium thiosulphate may be bought as hypo which is used in photography Make up 500 mL of aqueous solution containing 20 g sodium thiosulphate 2 M hydrochloric acid is also needed Bench dilute acid is usually of this strength Using a measuring cylinder put 50 mL of thiosulphate solution into a 100 mL beaker Place the beaker on a black cross marked on a sheet of paper Add 5 mL of the acid and note the time given by the second hand of a clock Stir the acid into the solution Note the time when the cross is no longer visible through the sulphur in the solution Repeat the experiment with a smaller concentration of thiosulphate Take 40 mL of thiosulphate solution and add 10 mL of distilled water Stir and then add 5 mL of acid as before The time for the cross to become invisible should be greater than for the last experiment Repeat the experiment using 30 mL 20 mL and 10 mL of this sulphate mixed with 20 mL 30 mL and 40 mL of distilled water Plot concentration of the thiosulphate solution against time taken for the reaction Concentration values may be taken as the volume of the original thiosulphate solution used Since Itime reciprocal of time is the measure of the rate of the reaction plot thiosulphate concentrations against Itime The equation for the reaction can be written as Na2S2O3 aq  2HClaq  H2O l  SO2 g  Ss"}
{"text": "c TEMPERATURE AND RATE OF A REACTION Use the reaction in experiment 292 to investigate the effect of temperature Put 10 mL of sodium thiosulphate solution into the 100 mL beaker and stir in 40 mL of water Use this concentration for the series of experiments with the temperature of the solution as the variable Add 5 mL of acid as before and record the initial time and the temperature of the solution Record the final time when the black cross below the beaker is no longer visible Repeat the experiment each time warming the thiosulphate solution to just over 30oC"}
{"text": "c CATAL YSTS AND RATE OF REACTION The variable in this reaction is the substance used as a catalyst in the decomposition of an aqueous solution of hydrogen peroxide Set up the burette filled with water as in a standard water displacement experiment 2 mL of 20volume hydrogen peroxide will give enough oxygen almost to fill the burette Weigh out 1 g each of copper II oxide nickel oxide manganese lV oxide and zinc oxide Put 50 mL of water in the flask and add 2 mL of hydrogen peroxide solution Add the 1 g of copper oxide Immediately insert the bung with the delivery tube into the flask Time the volume of oxygen given off at intervals of 15 seconds Plot the volume of oxygen produced every 15 seconds against the time of the reaction Repeat the experiment using the other oxides as catalysts Plot a graph for each experiment Manganese IV oxide is usually used as a catalyst in this reaction The catalyst is not used up during the reaction A catalyst may slow down a reaction as well as speed it up"}
{"text": "19 BREAKDOWN OF STARCH TO SUGAR FEHLINGS TEST FOR REDUCING SUGARS Starch can be recognized by the deep blue colour which develops when it is in contact with iodine solution This is a very sensitive test Sugar does not react with iodine but sugar will reduce copper II in Fehlings solution to red copper I oxide and this is also a sensitive test Starch does not react with Fehlings solution Saliva contains enzyme catalysts which convert starch to sugar This experiment investigates the progress of this reaction Put about 10 mL of dilute starch solution into a testtube Add to this 1 mL of saliva and stir this into the starch solution Record the time of adding the saliva At 5minute intervals remove 2 or 3 drops by means of a dropper and put them on a clean white tile taking care to keep them from running into each other The dropper must be washed well between each test Put a little iodine solution on each drop The decreasing intensity of the blue colour indicates that starch is being used up Test for increasing amounts of sugar at the same time as testing for starch To do this put 2 or 3 drops of the reaction mixture into a small testtube Add 3 mL of Fehlings solution and warm this mixture almost to boiling point The test should show that the amount of sugar is increasing The enzyme in the saliva is therefore slowly breaking starch down into sugar which is a smaller molecule In a previous experiment yeast was used to break down sugar into ethanol which is an even smaller molecule Living yeast which is a variety of fungus produces enzymes which act as catalysts in the conversion C6H12O6  2C2H5OH  2CO2"}
{"text": "20 BREAKDOWN OF ETHANOL TO ETHENE ETHYLENE Absorb ethanol on to cotton wool or asbestos wool and push this to the bottom of a hard glass testtube In the middle of the testtube pack small pieces of unglazed porcelain Fit a delivery tube to collect ethene gas over water Have 3 testtubes ready to collect ethene First heat the porous pot strongly and then gently warm the cotton wool to produce ethanol vapour This vapour will break down over the hot porous pot to produce ethene gas and water vapour The ethene is insoluble in water unlike ethanol and will collect in the testtubes Test the 3 samples by a burning ethene b shaking with a few drops of dilute potassium permanganate solution made alkaline with sodium carbonate solution the colour should disappear c shaking with a little bromine water the colour again disappears Disconnect the delivery tube when you stop heating to avoid a suck back of water onto the hot porous pot"}
{"text": "20 BREAKDOWN OF POLYMERS Usually the smallest molecules are gaseous or liquid at room temperature and the large molecules are solids Perspex and polystyrene are solid polymers which can be broken down to smaller molecules by heat Put pieces of Perspex or polystyrene in a hard glass testtube Connect a delivery tube as 297 From large molecules to small molecules A Perspex or polystyrene B receiving tube c cold water D a liquid collects The collecting testtube must be cooled thoroughly with cold water as the fumes are harmful Gently heat the testtube containing the Perspex The polymer will melt and give off vapours which are collected in the receiving tube Heating must be carefully controlled to enable all the fumes to be condensed in the receiving tube A liquid is obtained This suggests that the polymer has been broken down by heat to smaller molecules The liquid does not return to the solid state unless a catalyst is used The specific catalysts are not usually available in school laboratories"}
{"text": "GENERAL EXAMINATION REQUIREMENTS"}
{"text": "Apparatus List"}
{"text": "This list given below has been drawn up in order to give guidance to schools concerning the apparatus that is expected to be generally available per student for examination purposes The list is not intended to be exhaustive in particular items such as Bunsen burners tripods that are commonly regarded as standard equipment in a chemical laboratory are not included in this list"}
{"text": "One burette 50 cm3"}
{"text": "A measuring cylinder 50 cm or 25 cm"}
{"text": "A filter funnel"}
{"text": "One pipette 25cm3"}
{"text": "Two conical flasks within the range 150cm3 0r 250cm3"}
{"text": "A beaker squat form with lip 250 cm"}
{"text": "A thermometer 10C to  110C at 1 C"}
{"text": "A polystyrene or other plastic beaker of approximate capacity 150 cm"}
{"text": "Clocks or wallclock to measure to an accuracy of about 1s Where clocks are specified candidates may use their own wristwatch if they prefer"}
{"text": "Wash bottle"}
{"text": "Test tubes some of which should be Pyrex or hard glass Approximately"}
{"text": "125 mm x 16 mm"}
{"text": "Boiling tubes approximately 150 mm x 25 mm"}
{"text": "Stirring rod"}
{"text": "ACCURACY"}
{"text": "Unless a question instructs candidates differently they should assume that readings from equipment and apparatus ought to be made with the following precision"}
{"text": "Burette readings should be to the nearest 005 cm3"}
{"text": "Weighings should be made to 001 g or 0001 g depending on the precision of the balance"}
{"text": "0 to 1000C thermometers should be read to the nearest 050C and 0 to 500C thermometers to the nearest 020C"}
{"text": "Timers will normally be read to the nearest second"}
{"text": "It is important that when candidates record reading they include the appropriate number of decimal places For example a burette reading of exactly 247 cm3 should be recorded in a results table as 2470cm3 A temperature of reading of exactly 350C should be recorded as 3550C"}
{"text": "When titres have to be averaged it is important that the mean is expressed to either the nearest 005cm3 or to the second decimal point For example if a candidate records four different titres as listed below the mean can be worked out"}
{"text": "2650cm3 2625cm3 2660cm3 2665cm3"}
{"text": "The candidate is expected to ignore the second titre and average the remaining three"}
{"text": "2650  2660  2665  26583 this should be recorded as 2660cm3"}
{"text": "3"}
{"text": "to the nearest 005cm3"}
{"text": "In general a final should always be given to the same number of significant figures as is suggested in the exercise"}
{"text": "A significant proportion of marks for quantitative exercise will be awarded for accuracy The marks will be awarded by comparing the candidates results with the teachers reports"}
{"text": "CALCULATIONS"}
{"text": "Usually calculations will be structured Candidates will be led through a series of steps leading to a final value Since most of the marks for these steps will be for a correct method rather than the numerical answer it is important that candidates include their working even if this seems to be trivial No marks can be awarded for an incorrect answer without working but a correct method followed by an incorrect answer will receive credit"}
{"text": "GRAPHS"}
{"text": "Some exercises in practical chemistry will require candidates to treat their readings graphically The question will however instruct the candidate which axes to use for each quantity being plotted Some useful points for candidates to keep in mind when constructing graphs are listed below"}
{"text": "Candidates will normally be instructed to put the dependent variable the quantity being measured eg temperature on the y axis The predetermined quantity eg volume will be on the xaxis"}
{"text": "The scales should be chosen so that the results are spread out as far apart as the size of the grid allows but not at the expense of using a sensible scale For example using 1cm to represent 3 units might spread the readings better than using 1 cm to represent 4 units but the scale may be difficult to read It is always advisable ton use even scales"}
{"text": "The origin 00 need not necessarily be included on either scale if it is not relevant For example if temperature readings between 210C and 280C are plotted there is no need to begin the axes at zero"}
{"text": "The axes must be clearly labelled with the quantity being plotted eg mass and its units eg kilograms"}
{"text": "The points plotted may be joined with a straight line or a smooth curve Since readings are all subject to experimental error the line drawn may not necessarily pass through every point Points should never be joined by a series of short straight lines"}
{"text": "Doing a Titration"}
{"text": "Begin by preparing your burette as described on the burette page Your burette should be conditioned and filled with titrant solution You should check for air bubbles and leaks before proceeding with the titration Take an initial volume reading and record it in your notebook Before beginning a titration you should always calculate the expected endpoint volume Prepare the solution to be analysed by placing it in a clean Erlenmeyer flask or beaker If your sample is a solid make sure it is completely dissolved Put a magnetic stirrer in the flask and add indicator Use the burette to deliver a stream of titrant to within a couple of mL of your expected endpoint You will see the indicator change colour when the titrant hits the solution in the flask but the colour change disappears upon stirring Approach the endpoint more slowly and watch the colour of your flask carefully Use a wash bottle to rinse the sides of the flask and the tip of the burette to be sure all titrant is mixed in the flask As you approach the endpoint you may need to add a partial drop of titrant You can do this with a rapid spin of a Teflon stopcock or by partially opening the stopcock and rinsing the partial drop into the flask with a wash bottle Ask your TA to demonstrate these techniques for you in the lab Make sure you know what the endpoint should look like For phenolphthalein the endpoint is the first permanent pale pink The pale pink fades in 10 to 20 minutes If you think you might have reached the endpoint you can record the volume reading and add another partial drop Sometimes it is easier to tell when you have gone past the endpoint"}
{"text": "When you have reached the endpoint read the final volume in the burette and record it in your notebook Subtract the initial volume to determine the amount of titrant delivered Use this the concentration of the titrant and the stoichiometry of the titration reaction to calculate the number of moles of reactant in your analyte solution"}
{"text": "Indicators"}
{"text": "An indicator is a substance used in titrations which has one colour in the presence of an excess of one reagent and a different colour in the presence of an excess of the other Examples of indicators include"}
{"text": "Methyl orange"}
{"text": "Phenolphthalein"}
{"text": "Methyl red"}
{"text": "Bromothymol blue"}
{"text": "The pH scale"}
{"text": "A much more useful measure of the strength of an acid solution was worked out by the Danish biochemist S Sorensen He worked in the laboratories of the Carlsberg breweries and was interested in checking the acidity of beer The scale he introduced was the pH scale The scale runs from 1 to 14 and the following general rules apply"}
{"text": "Rules for the pH scale"}
{"text": "Acid have a pH less than 7"}
{"text": "The more acidic a solution the lower the pH"}
{"text": "Neutral substances such as pure water have a pH of 7"}
{"text": "Alkalis have a pH greater than 7"}
{"text": "The more alkaline a solution the higher the pH"}
{"text": "The pH of a solution can be measured in several ways Universal indicator papers that are sensitive over the full range of values can be used Some colour changes of common indicators are shown below"}
{"text": "Indicator colour changes"}
{"text": "Candidates may be asked to carry out exercises involving"}
{"text": "Simple quantitative experiments involving the measurement of volumes"}
{"text": "Speeds of reaction"}
{"text": "Measurement of temperature based on a thermometer with 10C graduations"}
{"text": "Problems of an investigatory nature possibly including suitable organic compounds"}
{"text": "Filtration"}
{"text": "Identification of ions and gasses as specified in the curriculum"}
{"text": "HEALTH AND SAFETY"}
{"text": "Candidates must follow the health and Safety policy normally operates in their laboratories when carrying out the practical Examination Eye protection must always be worn Laboratory overalls are recommended All substances should be regarded as being potentially toxic and hazardous Hazard labels eg flammable should be read and appropriate precautions eg keep liquid away from flame taken All substances spilled on the skin should be rinsed off immediately Chemicals must never be tasted Gases and vapours should never be smelt unless the question instructs the candidates to do so and then only with great care"}
{"text": "20 QUANTITATIVE ANALYSIS"}
{"text": "21 Molar solutions and volumetric analysis"}
{"text": "Amount of substance"}
{"text": "In quantitative analysis it is important to measure the amounts or moles of reacting substances accurately To do that we must use values of relative atomic masses expressed on a periodic table If we are given the mass of a compound we can determine the number of moles"}
{"text": "The first step is to calculate the mass of one mole of the compound by summing up the relative atomic masses of the constituent atoms Eg 1 mole of calcium carbonate CaCO3 will have a mass of 40  12  48  100g"}
{"text": "10g of CaCO3 will contain 10100  01moles"}
{"text": "concentration of a solution"}
{"text": "It is very useful to be know exactly how much of a dissolved substance is present in a solution of particular concentration or volume of a solution So we need a standard way of comparing the concentrations of solutions The concentration of a solution is determined from the number of moles of solute dissolved in one litre 1dm3 of solution"}
{"text": "If one mole of a solute is dissolved in water and the volume of the solution made up to 1litre 1dm3 this solution in known as a molar solution or 1M solution If two moles are dissolved in 1litre 1dm3 the resulting solution is 2M and so on"}
{"text": "You need to be able to calculate"}
{"text": "i The number of moles or mass of substance in an aqueous solution of given volume and concentration"}
{"text": "ii The concentration of an aqueous solution given the amount of substance and volume of water"}
{"text": "iii Use the equation molarity of Z  moles of Z  volume in dm3"}
{"text": "Remember moles Z  mass Z  formula mass of Z"}
{"text": "Concentration can also be expressed directly in grams per litre 1dm3 98g of H2SO4 can be expressed either as 01M or 98gdm3"}
{"text": "Molarity M  gdm3  formula mass"}
{"text": "Example 1 595g of potassium bromide were dissolved in 400cm3 of water Calculate its molarity Ar values K  39 Br  80"}
{"text": "Moles  mass  formula mass KBr  39  80  119"}
{"text": "mol KBr  595119  005 mol"}
{"text": "400 cm3  4001000  04 dm3"}
{"text": "molarity  moles of solute  volume of solution"}
{"text": "molarity of KBr solution  00504  0125M"}
{"text": "23 Volumetric calculations acidalkali titrations"}
{"text": "Chemical Equations"}
{"text": "These balancing numbers have an additional meaning where these amount calculations are concerned The balancing numbers give the numbers of moles present for each chemical involved in the reaction"}
{"text": "For example sodium chloride may be prepared by the reaction of sodium hydroxide and hydrochloric acid according to the following equation"}
{"text": "NaOH aq  HCl aq NaCl aq  H2O l"}
{"text": "The equation specifies what amounts of sodium hydroxide and hydrochloric acid will react together and what amounts of products are produced"}
{"text": "1NaOH aq  1HCl aq 1NaCl aq  1H2O l"}
{"text": "This equation states that 1 mol of sodium hydroxide and 1 mol of hydrochloric acid will react together to give of 1 mol sodium chloride and of 1 mol water"}
{"text": "The ratio of NaOH HCl NaCl H2O is 1 1 1 1"}
{"text": "What this means is that if the amount of any one of the components in the above reaction is known then the others may be worked out from the ratio above"}
{"text": "Or if the masses of chemicals reacting together are known then amounts can be calculated and the balancing numbers deduced from the amounts reacting together"}
{"text": "24 Titration Experiment"}
{"text": "Titrations can be used to find the concentration of an acid or alkali from the relative volumes used and the concentration of one of the two reactants"}
{"text": "Titration involves the neutralisation of an acid with an alkali or a soluble carbonate Since both reactants and products are colourless an indicator is used to find the neutralisation point or end point ie the point at which the acid has been neutralised This process is done in three stages"}
{"text": "The acid is poured into the burette A known volume of the alkali is transferred using a pipette into four separate conical flasks Two or three drops of suitable indicator are added to each of the conical flasks"}
{"text": "The acid is run into the flask until the indicator just changes colour The difference between the initial and final burette readings gives the volume of the acid used commonly known as the titre The first titration usually gives and approximate end point and is treated as the trial"}
{"text": "The experiment is repeated for each of the other conical flask to try to obtain the end point accurately This is usually done by running out the acid to a point one unit away from the trial the going dropbydrop until an accurate end point is obtained The volume of the acid required for each change is read off and recorded in a table similar to the one below"}
{"text": "PROCEDURE DURING TITRATION"}
{"text": "Titrations require continuous shaking of the conical flask and its contents"}
{"text": "Check the quantity of the pipette as indicated on the bulb of the pipette and remember to record it in the appropriate place"}
{"text": "As you release the liquid from a pipette into a conical flask one should not blow out the last drop remaining in the jet"}
{"text": "Before you take any reading from the burette after filling it first allow the solution to run out to fill the tap and jet of the burette and then you begin taking your readings"}
{"text": "Always write the reading immediately you take them"}
{"text": "When completing the table of results you will be expected to complete all columns as accurately as the as the limits of the apparatus can allow eg burette used is usually read to the nearest read to the nearest 005 cm 3 pipette is accurate to 005 cm 3 1 drop"}
{"text": "Use minimum amount of indicator possible 2  3 drops and recognize the end point has been reached eg when the colour just changes"}
{"text": "Show the values that can be averaged to obtain an acceptable value for use in calculations only those values within 02 cm 3 should be averaged"}
{"text": "Attempt to work out the questions from the first principles and not use the formula method which has its own limitations"}
{"text": "GENERAL NOTES FOR QUALITATIVE AND QUANTITIVE ANALYSIS"}
{"text": "Indicators"}
{"text": "An indicator is a substance used in titrations which has one colour in the presence of an excess of one reagent and a different colour in the presence of an excess of the other Examples of indicators include"}
{"text": "Methyl orange"}
{"text": "Phenolphthalein"}
{"text": "Methyl red"}
{"text": "Bromothymol blue"}
{"text": "Indicator colour changes"}
{"text": "Candidates may be asked to carry out exercises involving"}
{"text": "Simple quantitative experiments involving the measurement of volumes"}
{"text": "Speeds of reaction"}
{"text": "Measurement of temperature based on a thermometer with 10C graduations"}
{"text": "Problems of an investigatory nature possibly including suitable organic compounds"}
{"text": "Filtration"}
{"text": "Identification of ions and gasses as specified in the curriculum"}
{"text": "QUALITATIVE ANALYSIS"}
{"text": "Qualitative analysis is mainly about identification of substances No emphasis is laid on amount or quantity In qualitative analysis exercises candidates should use approximately 1cm depth of a solution 12cm3 for each test and add reagents slowly ensuring good mixing until no further change is seen Candidates should indicate at what stage a change occurs writing any deductions alongside the observations on which they are based Answers should include details of colour changes and precipitates formed and the names and chemical tests for any gases evolved"}
{"text": "Marks for deductions or conclusions can only be gained if the appropriate observations are recorded"}
{"text": "QUALITATIVE ANALYSIS NOTES"}
{"text": "TABLE 1TESTING FOR GASES"}
{"text": "TABLE 2 TEST FOR ANIONS"}
{"text": "TABLE 3 TESTS FOR CATIONS"}
{"text": "TABLE 4 ORGANIC TESTS"}
{"text": "TABLE 5 MISCELLANEOUS TESTS"}
{"text": "TABLE 6 FLAME TESTS"}
{"text": "A tungsten wire loop is first dipped into some concentrated hydrochloric acid to dissolve any oxides and hence clean the wire It is then dipped into salt powder and introduced into a colourless Bunsen burner flame The colour is then observed and inferences made"}
{"text": "TABLE 7 HEAT ANALYSIS"}
{"text": "TABLE 8 SOLUBLE AND INSOLUBLE SALTS"}
{"text": "TABLE 9 GENERAL PRELIMINARY TESTS"}
{"text": "TABLE 10  IGNITION ANALYSIS"}
{"text": "Candidates may be asked to heat an unknown alone in an ignition tube The colour changes or the identity of any gases evolved may provide evidence as to the identity of the unknown"}
{"text": "TABLE 10 RESIDUE WHEN HOT AND COLD"}
{"text": "Residue remaining after ignition may have a different colour when hot and cold"}
{"text": "TABLE 11 HEATING A SOLID"}
{"text": "Gases or vapours may be evolved during heating of the solid"}
{"text": "TABLE 12 SOLUBILITY"}
{"text": "The patterns of solubility for various types of salts"}
{"text": "KEY"}
{"text": "Ppt  precipitate"}
{"text": "Sol  solution"}
{"text": "Insol  insoluble"}
{"text": "Xs  excess"}
{"text": "Dil  dilute"}
{"text": "1HYDROGEN CHLORIDE"}
{"text": "Physical Properties"}
{"text": "Chemical Properties"}
{"text": "Footnotes"}
{"text": "Dilute hydrochloric acid is one of the three common dilute acids used in the laboratory"}
{"text": "Concentrated hydrochloric acid is used in the manufacture of many chemicals"}
{"text": "2CARBON DIOXIDE"}
{"text": "Physical Properties"}
{"text": "Chemical Properties"}
{"text": "Footnotes"}
{"text": "Makes up 004 of the gases in the air Rainwater is slightly acidic because carbon dioxide dissolves in it"}
{"text": "Needed by green plants during photosynthesis"}
{"text": "Product of respiration in living things"}
{"text": "Product of combustion"}
{"text": "Is one of the greenhouse gases present in the atmosphere"}
{"text": "Used in fire extinguishers since it is heavier than air and forms a blanket around the fire This prevents combustion since carbon dioxide does not support it and the presence of carbon dioxide stops oxygen reaching the combustible material"}
{"text": "3CHLORINE GAS"}
{"text": "Physical Properties"}
{"text": "Chemical Properties"}
{"text": "Footnotes"}
{"text": "One of the family of halogen gases iodine and bromine are in the same family"}
{"text": "Used in water purification"}
{"text": "Used to make bleaching powder disinfectants and antiseptics"}
{"text": "Also used to make some explosives poison gases and pesticides"}
{"text": "4HYDROGEN CHLORIDE GAS"}
{"text": "Physical Properties"}
{"text": "Chemical Properties"}
{"text": "Footnotes"}
{"text": "Dilute hydrochloric acid is one of the three common dilute acids used in the laboratory"}
{"text": "Concentrated hydrochloric acid is used in the manufacture of many chemicals"}
{"text": "5HYDROGEN GAS"}
{"text": "Physical Properties"}
{"text": "Chemical Properties"}
{"text": "Footnotes"}
{"text": "The lightest gas known"}
{"text": "Once used in airships but replaced by helium which is not explosive"}
{"text": "Used to make ammonia which is needed in the manufacture of fertilizers and explosives"}
{"text": "6NITROGEN"}
{"text": "Physical Properties"}
{"text": "Chemical Properties"}
{"text": "Footnotes"}
{"text": "Makes up around 79 of the gases in the air"}
{"text": "Used to make ammonia gas which in turn is used to make explosives and fertilizers"}
{"text": "Used in light bulbs and thermometers because it is not reactive"}
{"text": "Also used as the atmosphere in rooms where explosives are stored"}
{"text": "7OXYGEN"}
{"text": "Physical Properties"}
{"text": "Chemical Properties"}
{"text": "Footnotes"}
{"text": "Makes up 20 of the gases in the air"}
{"text": "Needed by the majority of living organisms for respiration"}
{"text": "Is produced by green plants as a byproduct of photosynthesis"}
{"text": "8SULPHUR DIOXIDE GAS"}
{"text": "Physical Properties"}
{"text": "Chemical Properties"}
{"text": "Footnotes"}
{"text": "It is used as a bleaching agent"}
{"text": "It is one of the gases responsible for air pollution"}
{"text": "INSHA"}
{"text": "Utungo unaoundwa kwa mfululizo wa sentensi zinazozungumzia jambo tukio au kitu fulani"}
{"text": "Aina"}
{"text": "INSHA ZA KAWAIDA"}
{"text": "Insha ya Picha"}
{"text": "Ambapo mwanafunzi amepewa picha kadha na kutakiwa kutunga kisa na kueleza yote yanayotokea kwenye picha hizo Chunguza vizuri ujue kinachotokea katika hizo picha"}
{"text": "Kichwa kiafikiane na picha ulizopewa Kila picha ipangwe na kuwa na aya moja"}
{"text": "Insha ya Methali"}
{"text": "Insha inayosimulia kisa kinachoonyesha ukweli au uongo wa methali Fulani"}
{"text": "Wazia methali nyingine za kutilia mkazo methali uliyopewa"}
{"text": "Muundo"}
{"text": "Kichwa"}
{"text": "methali yenyewe"}
{"text": "Utangulizi"}
{"text": "Maana ya juuwazi"}
{"text": "Maana ya ndanibatini"}
{"text": "Mwili"}
{"text": "kisa kinachofungamana na methali cha kweli au cha kubuni"}
{"text": "Hitimisho"}
{"text": "funzomaadili"}
{"text": "Insha ya Maelezo"}
{"text": "Inayohusu kutoa ufafanuzi kuhusu mahali kitu au jambo fulani kama vile ugonjwa wa ukimwi umuhimu wa maji nk"}
{"text": "Insha ya Masimulizi"}
{"text": "Ambapo unatakiwa kusimulia hadithi kisa au tukio kuhusu jinsi mambo fulani yalivyotokea Huweza kuanzia kwa Ilikuwa"}
{"text": "Insha ya Mdokezo"}
{"text": "Ambapo umepewa mdokezo wa kuanzia xxx au kumalizia xxx km tangu siku hiyo alikula yamini kutopuuza ushauri wa wazazi wake tena"}
{"text": "Insha ya Mjadala"}
{"text": "Ambapo unatakiwa kujadili suala fulani km Shule za mabweni zina manufaa au Kujiajiri ni bora kuliko kuajiriwa Jadili"}
{"text": "Unapaswa"}
{"text": "Kuunga"}
{"text": "Kupinga"}
{"text": "Kutoa uamuzi kutegemea upande ulio na hoja nyingi au nzito"}
{"text": "Insha ya Mawazo"}
{"text": "Inayohusu mambo ya kuwaza kuhusu jambo fulani km MIMI NYUKI"}
{"text": "Ni nani asiyenifahamu mimi nyuki"}
{"text": "Insha ya Mazungumzo"}
{"text": "Maongeo ya kawaida ambayo huandikwa kama tamthilia"}
{"text": "MAZUNGUMZO BAINA YA"}
{"text": "Muundo"}
{"text": "Kichwa"}
{"text": "Jina la msemaji kwa herufi kubwa likifuatwa na koloni"}
{"text": "Maneno ya msemaji"}
{"text": "maelezo ya mandhari na vitendo vya msemaji kwenye mabano"}
{"text": "Wazungumzaji wasikike kama watu wa kawaida"}
{"text": "Pawepo na sentensi ndefu na fupi"}
{"text": "Matumizi ya vihisishi"}
{"text": "Ukatizaji wa maneno"}
{"text": "TUNGO ZA KIUAMILIFU"}
{"text": "Ambazo hutekeleza kazi maalum na huwa na muundo maalum"}
{"text": "Dayalojia"}
{"text": "Mazungumzo kati ya watu wawili au zaidi kuhusu jambo au mada fulani"}
{"text": "DAYALOJIA BAINA YA"}
{"text": "Huwa na utangulizi mwili na hitimisho"}
{"text": "Mahojiano"}
{"text": "Mazungumzo yanayoendeshwa kwa muundo wa maswali na majibu"}
{"text": "MAHOJIANO BAINA YA"}
{"text": "Barua ya Kirafiki"}
{"text": "Inayoandikwa kwa ndugu jamaa na marafiki"}
{"text": "Muundo"}
{"text": "Anwani ya mwandishi wima au mshazari Jina lisiwekwe"}
{"text": "Tarehe ya kuandikwa barua 22 Februari 2011"}
{"text": "Mwanzo wa barua kwa  mpendwakwenu"}
{"text": "utangulizi salamu kumjuliana hali"}
{"text": "mwiliyaliyomo ujumbe"}
{"text": "Hitimisho Kwa leo sina mengi Wasalimie jamaa wote Ni mimi wakowenu Jina wima au mshazari"}
{"text": "Barua RasmiKwa Mhariri"}
{"text": "Barua ambazo huandikwa na kutumwa ofisini kwa kutaka kuomba kazi kuomba msaada malalamiko kutoa maoni gazetini nk"}
{"text": "Muundo"}
{"text": "Anwani ya mwandishi wima au mshazari"}
{"text": "Tarehe ya kuandikwa usiweke jina"}
{"text": "Marejeleo km REJ SUDMSS054009 nambari ya kumbukumbu faili au nambari ya barua"}
{"text": "Cheo na anwani ya mwandikiwa km Mkurugenzi Kiwanda cha majani chai cha Kangaita SLP 12000 Kerugoya au Mhariri wa Gazeti la Nation SLP 89000 Nairobi au KWA ANAYEHUSIKA"}
{"text": "Kupitia kwa MWALIMU MKUU anwani"}
{"text": "Mtajo km Kwa BwanaBibiProfesaDaktariMhubiri"}
{"text": "Kichwa cha barua km MINT OMBI LA KAZI YA UALIMUMAPENDEKEZO KUHUSU JUMA MRISHO MWALIKO WA KUHUDHURIA KONGAMANO LA KISWAHILI"}
{"text": "Utangulizi Mintaarafu ya tangazo mlilochapishanaandika kuombajinsiaahadi kufanya kazi kwa bidii"}
{"text": "Mwili matatizo madhara mapendekezo naomba paswa stahili naonelea ni bora"}
{"text": "Hitimisho Natumai NitashukuruWako mwaminifumtiifu sahihi jina cheo Chama cha Kiswahili Nakala kwa i ii wima au mshazari"}
{"text": "Barua ya Gazetini Iliyohaririwa"}
{"text": "Kichwa kwa herufi ndogo na usemi halisi"}
{"text": "mtajo Mhariri"}
{"text": "Utangulizi Naandika kueleza"}
{"text": "Mwili malalamiko maoni maombi mapendekezo"}
{"text": "Hitimisho Natumai jina na anwani ya mwandishi"}
{"text": "Tahariri"}
{"text": "Maelezo mafupi ya mhariri wa gazeti kutoa mawazo maoni au msimamo wa chombo cha habari anachowakilisha kuhusu suala maalum na muhimu"}
{"text": "Muundo"}
{"text": "GAZETI LA MZALENDO"}
{"text": "Februari 24 2011"}
{"text": "HATIMA YA WATAHINIWA"}
{"text": "Yaliyomo"}
{"text": "Imeandikwa na"}
{"text": "Hotuba"}
{"text": "Maelezo yanayotolewa mbele ya watu"}
{"text": "Hutolewa kwa usemi halisi na huanzia na kuishia kwa alama za usemi"}
{"text": "Muundo"}
{"text": "Anwani HOTUBA KUHUSU"}
{"text": "Utangulizi kutaja hadhira kuanzia walio mashuhuri kuwasalimu kujitambulisha na kuwakaribisha na kutambulisha kiini cha hotuba"}
{"text": "Yaliyomo kutaja na kufafanua hoja"}
{"text": "Hitimisho shukrani na kuwatakia mema katika shughuli zao za kila siku"}
{"text": "Ratiba"}
{"text": "Mpangilio wa jinsi shughuli fulani inavyofanyika kulingana na wakati fulani uliotengwa km sherehe ya arusi mazishi siku ya michezo kutoa zawadi nk"}
{"text": "Muundo"}
{"text": "Kichwa Ratiba ya shughuli gani ya nani mahali na tarehe mgeni wa heshima Wageni mashuhuri 123"}
{"text": "Makaribisho"}
{"text": "Maombi"}
{"text": "Kutoa tuzo"}
{"text": "Kutoa shukrani"}
{"text": "Kufungwa kwa maombi"}
{"text": "Kuondokakufumkana"}
{"text": "Shajara"}
{"text": "Daftari ambayo huhifadhiwa matukio yanayofanyika kila siku Yaweza kuwa ya siku moja wiki au mwezi mmoja"}
{"text": "Aina"}
{"text": "Ya kibinafsi"}
{"text": "JUMANNE 30810"}
{"text": "Leo tulizuru"}
{"text": "Rasmi hutumiwa katika ofisi"}
{"text": "SHAJARA"}
{"text": "JUMANNE MEI 7 2008"}
{"text": "Onyo"}
{"text": "Makatazo"}
{"text": "Tahadhari"}
{"text": "Julisho kuhusu jambo la hatari"}
{"text": "Ilani"}
{"text": "Julisho tangazo au notisi"}
{"text": "ILANI YA SERIKALI KUHUSU KUZUKA KWA UGONJWA WA KIPINDUPINDU"}
{"text": "Serikali imetoa ilani kwa wananchi kuhusu kuzuka kwa ugonjwa wa kipindupindu Kila mwananchi anatakikana kuzingatia mambo yafuatayo ili kudhibiti maambukizi"}
{"text": "Mtu asinywe maji kabla kuyachemsha"}
{"text": "Kupika chakula hadi kiive vizuri"}
{"text": "Kutoenda haja nje bali kutumia vyoo vya mashimo"}
{"text": "Mtu anawe mikono yake kwa sabuni baada ya kutoka msalani"}
{"text": "Mtu asile matunda au mboga za majani bila kuziosha kwanza"}
{"text": "Anayeonyesha dalili ya ugonjwa wa kipindupindu apelekwe katika kituo cha afya mara moja"}
{"text": "Uchuuzi wa vyakula umepigwa marufuku"}
{"text": "Ufuliaji nguo motoni pia umepigwa marufuku"}
{"text": "Watakaokaidi maagizo katika g na h watachukuliwa hatua kali za kisheria ya kutozwa faini ya shilingi elfu tano au kifungo cha miezi miwili gerezani"}
{"text": "Matangazo"}
{"text": "Majulisho kuhusu jambo fulani"}
{"text": "Arifa"}
{"text": "SHULE YA UPILI YA GATWE"}
{"text": "Anwani tarehe"}
{"text": "USAJILI WA"}
{"text": "Sahihi"}
{"text": "Jina"}
{"text": "Cheo"}
{"text": "Kibiashara"}
{"text": "Sifa"}
{"text": "Lugha kwa kifupi"}
{"text": "Chuku"}
{"text": "Takriri"}
{"text": "Alama ya  na"}
{"text": "Michoro"}
{"text": "Maonyo"}
{"text": "Maelezo kukihusu"}
{"text": "Kinavyotumika"}
{"text": "Ubora wake"}
{"text": "Watengenezaji"}
{"text": "Kifo"}
{"text": "TANGAZO LA KIFO"}
{"text": "Tunasikitika kutangaza kifo cha Alikuwa"}
{"text": "Mungu aiweke roho yake mahali pema peponi"}
{"text": "kazi"}
{"text": "SHULE YA UPILI YA GATWE"}
{"text": "Anwani tarehe"}
{"text": "NAFASI YA KAZI YA UHASIBU"}
{"text": "SIFA ZA MWOMBA KAZI"}
{"text": "JINSIA"}
{"text": "Awe wa jinsia ya kike"}
{"text": "UMRI"}
{"text": "Awe na umri wa miaka isiyopungua25 na isiyozidi 40"}
{"text": "ELIMU"}
{"text": "Awe na shahada ya uhasibu kutoka chuo kikuu au awe na shahada ya diploma ya juu ya uhasibu"}
{"text": "Awe amepata alama ya c katika kingereza"}
{"text": "KAZI"}
{"text": "Kuidhinisha hati za malipo za shirika"}
{"text": "Kusimamia shughuli za uhasibu katika idara inayohusika"}
{"text": "UZOEVUTAJRIBA"}
{"text": "Awe na uzoevu wa kazi usiopungua miaka 5 kwenye shirika au taasisi kubwa"}
{"text": "DINI"}
{"text": "Awe muumini wa dini ya kikristu na awe ameokoka"}
{"text": "MUDA WA KAZI"}
{"text": "Kuanzia saa mbili hadi saa kumi na moja jioni na masaa mengine ikibidi"}
{"text": "MSHAHARA"}
{"text": "Mshahara utategemea elimu ya anayehusika lakini utakuwa baina ya ksh 24000 na ksh 45000"}
{"text": "MAELEZO YA ZIADA"}
{"text": "Maombi yote yawe yamewasilishwa kabla ya tarehe 30 mei 2010"}
{"text": "Maombi yatumwe kwa"}
{"text": "Katibu"}
{"text": "Halmashauri ya shule ya upili ya Gatwe"}
{"text": "Anwani"}
{"text": "Maombi yatakayopelekwa baada ya muda wa mwisho hayatajibiwa"}
{"text": "Maombi yaandamane na hundi ya shilingi elfu moja ambazo hazitarejeshwa"}
{"text": "MaagizoMaelekezo"}
{"text": "Maelezo kuhusu namna ya kufika mahali kutoka kituo fulani au maelezo kuhusu njia ya kutumia kitu au huduma fulani"}
{"text": "Sifa"}
{"text": "Maelezo wazi"}
{"text": "Michoro au ramani"}
{"text": "Dira"}
{"text": "Huhusika maonyo"}
{"text": "Tarakimu km 13"}
{"text": "Matumizi ya herufi nzito"}
{"text": "Mifano"}
{"text": "Maagizo ya daktari kwa mgonjwa wa kisukari"}
{"text": "Maelekezo ya kutoka nyumbani hadi shuleni mwenu"}
{"text": "Jinsi ya kutumia dawa za wadudu"}
{"text": "Kujaza Fomu"}
{"text": "Karatasi ambayo ina nafasi ya kuandika maelezo ambayo yanatakiwa"}
{"text": "Soma fomu kwa makini kabla ya kujaza chochote"}
{"text": "Andika maelezo kwa muhtasari"}
{"text": "Usijaze kama huna hakika kwenye sehemu Fulani"}
{"text": "Usifutafute"}
{"text": "Itumie alama inayostahili wakati wa kujaza fomu"}
{"text": "MAELEZO YA KIBINAFSI"}
{"text": "TAREHE"}
{"text": "JINA"}
{"text": "JINSIA"}
{"text": "UMRI"}
{"text": "TAREHE YA KUZALIWA"}
{"text": "URAIA"}
{"text": "NAMBARI YA KITAMBULISHO"}
{"text": "KAZI"}
{"text": "MKOA"}
{"text": "WILAYA"}
{"text": "SIMU"}
{"text": "SAHIHI"}
{"text": "TAREHE"}
{"text": "Hojaji"}
{"text": "Maswali ambayo hutumiwa kama msingi wa kufanyia utafiti na huelekezwa kwa mhojiwa"}
{"text": "Aina"}
{"text": "Hojaji Wazi"}
{"text": "Hojaji yenye maswali ambayo mhojiwa anaruhusiwa kuyajibu kwa maneno yake mwenyewe"}
{"text": "UCHAGUZI NA VIONGOZI"}
{"text": "Una maoni gani kuhusu uchaguzi wa kila baada ya miaka mitatu"}
{"text": "Kwa nini una maoni hayo"}
{"text": "Wewe ungependelea utaratibu gani wa uchaguzi"}
{"text": "Je ni kweli viongozi hungangania mamlaka"}
{"text": "Je viongozi hungangania uongozi kwa sababu zipi"}
{"text": "Hojaji Funge"}
{"text": "Hojaji ambapo mhojiwa anapewa majibu kadha ambayo anatakiwa kuchagua mojawapo bila kuwa na uhuru wa kuandika atakayo"}
{"text": "MATATIZO YA KIJAMII"}
{"text": "Tia alama kwenye jibu unaloafiki"}
{"text": "Jamii yetu inawakandamiza wanawake"}
{"text": "Ndiyo   La"}
{"text": "Tatizo kubwa la jamii yetu kwa sasa ni umaskini na ugonjwa"}
{"text": "Kweli   Si kweli"}
{"text": "Mialiko"}
{"text": "Barua ambayo hupeleka taarifa kwa mtu kumuomba ahudhurie sherehe fulani"}
{"text": "Rasmi kadi au barua rasmi"}
{"text": "Muundo"}
{"text": "Jina la mwalikajiwaalikaji Bwanamabwanabibikasisidaktari"}
{"text": "Jina la mwalikwa"}
{"text": "Sherehe ndoa mchango wa pesa Kuna aina mbili za mialiko"}
{"text": "Kusherehekeakuadhimisha"}
{"text": "Kuhusu nani"}
{"text": "Mahali pa kukutanika"}
{"text": "Tarehe"}
{"text": "Wakati"}
{"text": "Anwani na nambari ya simu ya mwalikaji ambapo jibu litapelekwa kushoto chini Majibu kwawima"}
{"text": "Kirafiki barua ya kirafiki"}
{"text": "Sehemu ya mwili itoe habari zote muhimu katika mwaliko"}
{"text": "Risala"}
{"text": "Taarifa inayotoka kwa mtu au watu inayoeleza haja fulani km risaala ya rambirambi risala ya heri njema ya waajiriwa kwa mwajiri au kinyume"}
{"text": "RISALA YA RAMBIRAMBIHERI NJEMA KWAKUFUATIA"}
{"text": "Mimi wako"}
{"text": "Resipe"}
{"text": "Jumla ya hatua na kanuni ambazo hufuatiwa na mtu anayenuia kupika au kuandaa kitu fulani"}
{"text": "UPISHI WA PILAU"}
{"text": "Walengwawalaji"}
{"text": "Mipakuo mine kwa watu wanne"}
{"text": "Viambata"}
{"text": "Vikombe viwili vya mchele"}
{"text": "Gramu 25 za mafuta ya majimaji"}
{"text": "Vijiko viwili vidogo vya pilau masala"}
{"text": "Nusu kilo ya nyama"}
{"text": "Vitunguu vinne vya ukubwa wa wastani"}
{"text": "Vikombe vinne vwa maji"}
{"text": "Hatua za Upishi"}
{"text": "Kaanga vitunguu katika mafuta hadi rangi yake ikaribie rangi ya udhurungi"}
{"text": "Chemsha nyama pekee hadi ilainike"}
{"text": "Ongeza nyama kwenye sufuria yenye vitunguu na upike kwa dakika tano"}
{"text": "Ongeza mchele na uchanganye kwa mwiko"}
{"text": "Ongeza maji na uache mchanganyiko utokote kwa dakika kumi na tano"}
{"text": "Pakua pilau ikiwa tayari"}
{"text": "Orodha Ya Mambo"}
{"text": "Mlolongo wa vitu vilivyoandikwa"}
{"text": "MAHITAJI MUHIMU YA KURUDI SHULENI TAREHE 512010"}
{"text": "Sukari kilo mbili"}
{"text": "Dawa ya meno ya gramu hamsini"}
{"text": "Koko gramu 500"}
{"text": "Sabuni sita za kipande"}
{"text": "Kalamu nne za rangi"}
{"text": "Penseli moja"}
{"text": "Rangi ya viatu ya gramu 40"}
{"text": "Tahakiki"}
{"text": "Maandishi ya kuchambua maandishi ya fasihi"}
{"text": "USASA WAKUTANA NA UKALE"}
{"text": "Anwani Kitumbua Kimeingia Mchanga"}
{"text": "Mwandishi Said A Mohamed"}
{"text": "Mchapishaji Oxford University Press"}
{"text": "Mhakiki Amina Fuzo"}
{"text": "Maudhui"}
{"text": "Meme"}
{"text": "Barua ambazo huhusisha matumizi ya ya vifaa vya umeme kama talakilishi kiepesinukulishifaksi au simu ya mkononotambarukono"}
{"text": "Barua za MdahilisiPepe"}
{"text": "Ambazo hutumwa kwa tarakilishi kwa njia ya mtandao"}
{"text": "Ijumaa Machi 30 2007 saa 080919"}
{"text": "Kutoka aishayahoocom"}
{"text": "Kwa ahmedafrican onlineke"}
{"text": "Nakala kwa amina  mwananchicom"}
{"text": "MINTKUH"}
{"text": "Barua ya kawaida"}
{"text": "Hitimisho Aisha Kizito Makwere"}
{"text": "Memo"}
{"text": "Taarifa fupi ambayo huandikwa ofisini kuhusu mambo ya ndani kutoa maelekezo maelezo au kukumbusha kuhusu jambo fulani Ujumbe huwa mfupi na huhusu suala moja tu"}
{"text": "SHULE YA UPILI YA GATWE"}
{"text": "Anwani"}
{"text": "MEMO"}
{"text": "REJ km0106"}
{"text": "KUTOKA Mwalimu Mkuu"}
{"text": "KWA wafanyakazi wote"}
{"text": "MADA likizo fupi"}
{"text": "TAREHE 2822011"}
{"text": "Ujumbe"}
{"text": "Sahihi"}
{"text": "Jina"}
{"text": "Cheo mwalimu mkuu"}
{"text": "Taarifa"}
{"text": "Kuarifu kuhusu habari mpya"}
{"text": "UCHOCHEZI"}
{"text": "Hitimisho"}
{"text": "Mariga Mununga"}
{"text": "Mwanahabari"}
{"text": "Wasifu"}
{"text": "Maelezo ya mtu kuhusu mtu mwingine tangu kuzaliwa mpaka alipo au kufa kwake"}
{"text": "WASUFU WA NDUGU YANGU JUMA"}
{"text": "Tawasifu"}
{"text": "Maelezo ya mtu kujihusu"}
{"text": "TAWASIFU YANGU"}
{"text": "Vidokezo"}
{"text": "Jina lakelako"}
{"text": "Jinsia"}
{"text": "Anakotoka"}
{"text": "Umri"}
{"text": "Kuzaliwa"}
{"text": "Maumbile"}
{"text": "Elimu"}
{"text": "Kazi"}
{"text": "Hadhi ya ndoa"}
{"text": "Lugha"}
{"text": "Lakabu na sababu"}
{"text": "Umaarufu"}
{"text": "Uraibu"}
{"text": "WasifutaalaWasifu Kazi"}
{"text": "Maelezo rasmi kuhusu mtu binafsi ambayo huambatanishwa na barua ya kuomba kazi"}
{"text": "WASIFUTAALA WANGU"}
{"text": "MAELEZO BINAFSI"}
{"text": "Jina  Farida Almasi Juma"}
{"text": "Tarehe ya Kuzaliwa  761980"}
{"text": "Umri  miaka 22"}
{"text": "Mahali pa kuzaliwa  Voi"}
{"text": "Jinsia  mwanamke"}
{"text": "Hadhi ya ndoa  Nimeolewakapera"}
{"text": "Nambari ya kitambulisho  12345678"}
{"text": "Uraia  Mkenya"}
{"text": "Lugha  Kiswahili Kingereza Kikuyu"}
{"text": "Anwani ya kudumu  SLP 1600 Voi"}
{"text": "Barua pepe  Farialyahoocom"}
{"text": "Simu tamba  9876543210"}
{"text": "ELIMU"}
{"text": "Chuo Kikuu cha Maseno Shahada ya Uhasibu"}
{"text": "Shule ya upili ya Shimoni Shahada ya KCSE"}
{"text": "19781987 Shule ya Msingi ya Umazi shahada ya KCPE"}
{"text": "TAJRIBA"}
{"text": "Mpaka sasa Mhasibu katika shule chekechea ya Mtakatifu Yohana"}
{"text": "HABARI ZA ZIADA"}
{"text": "URAIBU"}
{"text": "Kusoma vitabu vya sarufi na fasihi"}
{"text": "Kutembelea wajane mayatima na wagonjwa"}
{"text": "Kuandika mashairi"}
{"text": "AZIMIO LANGU"}
{"text": "Kupaa kitaaluma kwa kuendeleza masomo yangu hadi kiwango cha uzamifu"}
{"text": "Kuwa mhasibu bora zaidi nchini kwa matendo na kuwapa wananchi huduma za kufaa"}
{"text": "WAREJELEWA"}
{"text": "Profesa Hassan Muoso"}
{"text": "Chuo Kikuu Kenyatta"}
{"text": "SLP43844"}
{"text": "Nairobi"}
{"text": "Maimuna Njavu Mukota"}
{"text": "Shule ya Upili ya Alliance"}
{"text": "SLP 1 234"}
{"text": "Nairobi"}
{"text": "Kumbukumbu"}
{"text": "Maelezo kuhusu yaliyojadiliwa na kuafikiwa katika mkutano"}
{"text": "Muundo"}
{"text": "Kichwa kumbukumbu za mkutano wa kamatijopo gani uliofanyika wapi tarehe gani saa ngapi hadi gani na majira"}
{"text": "Waliohudhuria mwenyekiti katibu mweka hazina wanakamati"}
{"text": "Waliotuma udhuru kwa kutohudhuria"}
{"text": "Waliokosa kutuma udhuru wa kutohudhuria"}
{"text": "waalikwa"}
{"text": "Ajenda"}
{"text": "Kufunguliwa kwa mkutano KUMB 32OO9"}
{"text": "Kufunguliwa kwa mkutano mwenyekiti kuwakaribisha na kuwashukuru waliohudhuruia na kumwomba  aongoze kwa maombi"}
{"text": "Kusoma na kudhibitisha kumbukumbu za mkutano uliotangulia"}
{"text": "Kusomwa na katibu aliyependekeza na aliyedhibitisha"}
{"text": "Masuala yaliyotokana na kumbukumbu hizo"}
{"text": "a KUMB 82008 ununuzi wa miti"}
{"text": "Shughuli nyinginezo"}
{"text": "Kufunga mkutano KUMB 72009"}
{"text": "Mkutano uliisha saa ngapi maombi yaliongozwa na nani na mwingine ukapangwa kuwa wa siku gani"}
{"text": "Maneo kama walikubaliana waliafikiana alipendekezwa ilisemekana waliambiwa ilionelewa ni bora walishauriwa ilidaiwa aliomba nk"}
{"text": "THIBITISHO"}
{"text": "KATIBU TAREHE SAHIHI"}
{"text": "MWENYEKITI TAREHE  SAHIHI"}
{"text": "Ripoti"}
{"text": "Maelezo kuhusu mtu kitu au tukio"}
{"text": "Ripoti ya Kawaida"}
{"text": "Swali huanzia kwa Wewe kama katibu wa chama"}
{"text": "Muundo"}
{"text": "Kichwa ripoti ya kamatijopo gani"}
{"text": "Utangulizi maelezo mafupi ya jumla kuhusu chama"}
{"text": "Shughuli za chama i ii iii"}
{"text": "Hitimisho matumaini mwito kwa wengine wajiunge wajitahidi"}
{"text": "Ripoti imeandikwa na jina cheokatibu sahihi tarehe"}
{"text": "Ripoti Maalum"}
{"text": "Kichwa ripoti ya jopo la kutathmini usalama barabarani"}
{"text": "UtanguliziHadidu za rejea ripoti ilihitajika na kamati gani uchunguzi ulifanywa kubainisha nini matokeo kuelezewa chini pamoja na mapendekezo kutolewa"}
{"text": "Jopo majina na vyeo vya wanajopo waliohusika"}
{"text": "Utaratibu hatua za utafiti wanakamati walifanya nini kamati iliwahojiilifanya ukaguzi wa magari iliwapa baadhi ya wasafiri hojaji wakajaza ilipiga picha za video mashauriano"}
{"text": "Matokeo kamati iligundua kuwa a"}
{"text": "Mapendekezo suluhisho la shida"}
{"text": "Hitimisho ripoti imeandikwa na sahihi jina cheokatibu tarehe 21 Machi 2011"}
{"text": "UTUNGAJI WAINSHA ZA KISANII"}
{"text": "michezo ya kuigiza"}
{"text": "hadithi fupi"}
{"text": "mashairi"}
{"text": "mafumbo"}
{"text": "vitanza ndimi"}
{"text": "USHAIRI"}
{"text": "Istilahi za Kishairi"}
{"text": "arudhi"}
{"text": "sheria za jadi zzinazofuatwa na watunzi wa mashairi"}
{"text": "kugawa shairi katika beti"}
{"text": "beti kugawika katika mishororo inayolingana kiidadi"}
{"text": "mishororo kugawika katika vipande"}
{"text": "mishororo kuwa na mizani zinazolingana kiidadi urari wa mizani"}
{"text": "kuwa na vina vya kati na vya mwisho vinavyotamkika kwa namna sawa urari wa vina"}
{"text": "mtoshelezo wa beti au beti kutoa wazo kamili"}
{"text": "bahari"}
{"text": "aina tofauti tofauti za mashairi km ukara"}
{"text": "ubetibeti"}
{"text": "kifungu katika shairi kinachojitosheleza kimaaa"}
{"text": "mshororo"}
{"text": "mstari katika ubeti"}
{"text": "mwanzo"}
{"text": "mshororo katika ubeti"}
{"text": "mloto"}
{"text": "mshororo wa pili katika ubeti"}
{"text": "mleo"}
{"text": "mshororo wa tatu katika ubeti"}
{"text": "kimalizio"}
{"text": "mshororo wa mwisho ambao haurudiwi katika kila ubeti"}
{"text": "kibwagizomkararakipokeokiitikio"}
{"text": "mshororo wa mwisho ambao hurudiwarudiwa katika kila ubeti na hubeba maudhui au kiini cha shairi"}
{"text": "kipandemgao"}
{"text": "sehemu katika mshororo ambayo huonyeshwa na koma na huwa na kina"}
{"text": "ukwapi"}
{"text": "kipande cha kwanza katika mshororo"}
{"text": "utao"}
{"text": "kipande cha pili katika mshororo"}
{"text": "mwandamizi"}
{"text": "kipande cha tatu katika mshororo"}
{"text": "mizani"}
{"text": "silabi zinazotamkika katika mishororo"}
{"text": "urari wa mizani"}
{"text": "kuwepo kwa idadi sawa ya mizani katika mishororo"}
{"text": "kinavina"}
{"text": "silabi zinazotamkika kwa namna sawa zinazopatikana katikati na mwishoni mwa sentensi"}
{"text": "urari wa vinavue"}
{"text": "kuwepo kwa silabi zinazotamkika kwa namna sawa"}
{"text": "Aina za Mashairi"}
{"text": "mashairi la arudhiushairi wa kijadi"}
{"text": "Ambayo huzingatia sheria za jadi za utunzi wa mashairi"}
{"text": "mashairi huru"}
{"text": "Ambayo hayazingatii sheria za jadi za utunzi wa mashairi"}
{"text": "Mashairi ya Arudhi"}
{"text": "Aina"}
{"text": "tathmina mshororo mmoja katika kila ubeti"}
{"text": "tathnia miwili"}
{"text": "tathlitha mitatu"}
{"text": "tarbia minne"}
{"text": "takhmisa mitano"}
{"text": "tasdisa sita"}
{"text": "ushuri kumi"}
{"text": "Bahari"}
{"text": "mtiririko mfanano wa vina vya kati na vya mwisho katika shairi zima"}
{"text": "ukara vina vya mwisho kufanana na vya kati kutofautiana"}
{"text": "ukaraguni vina vya kati na vya mwisho kutofautiana katika shairi zima"}
{"text": "kikwamba mishororo kuanza kwa neno fulani katika shairi zima"}
{"text": "pindu neno au maneno mawili ya mwisho ya kila mshororo kutumiwa kuanzia mshororo unaofuata km kicha changu wachezea Wachezea kichwa changu"}
{"text": "Tenzitendi mgao mmoja kina kimoja"}
{"text": "Mathnawi migao miwili vina viwili"}
{"text": "Ukawafi migao mitatu tumbuizo 888"}
{"text": "Ngonjera majibizano"}
{"text": "Malumbano kujinakikuonyesha ugwiji akimdunisha mshairi mpinzani ili kutaniana"}
{"text": "Msuko mshororo wa mwisho mfupi kuliko inayotangulia"}
{"text": "Sakarani mchanganyiko wa bahari"}
{"text": "Dura mandhuma kauliswali katika ukwapi na mjalizojibu katika utao km shida zikishinda hazishindiki Unalolipenda halipendeki Unapopaenda hapaendeki"}
{"text": "Gungu mizani 12 kina kimoja cha mwisho"}
{"text": "Upeo mishororo inayozidiana ki mizani"}
{"text": "Kikai mizani 12 48 au 84 hakuna ulinganifu wa mizani katika ukwapi na utao"}
{"text": "Zivindo hutoa maana tofauti za neno km"}
{"text": "Sumbila kila ubeti una kimalizio tofauti na beti nyingine"}
{"text": "MuundoUmboSura ya Nje"}
{"text": "Kutaja idadi ya beti"}
{"text": "Mishororo mingapi katika kila ubeti"}
{"text": "Vipande vingapi katika kila mshororoaina"}
{"text": "Mpangilio wa mizani na jumla km ukwapi 8 utao 8 jumla 16"}
{"text": "8 8"}
{"text": "8 8"}
{"text": "8 8"}
{"text": "8 8"}
{"text": "Mpangilio wa vina au kufanana kutofanana katika shairi zima au vina vya mwisho kufanana na vya kati kutofautianabahari"}
{"text": "na ma"}
{"text": "na ma"}
{"text": "na ma"}
{"text": "ka ba"}
{"text": "Vina na Mizani"}
{"text": "8a 8b"}
{"text": "8a 8b"}
{"text": "8a 8b"}
{"text": "8c 8b"}
{"text": "Kibwagizolinacho au halina Kinakili kama kipo"}
{"text": "Majibizano ngonjera"}
{"text": "Malumbano majinaki"}
{"text": "UhuruIdhini za Kishairi"}
{"text": "kibali mshairi alichonacho kukiuka sheria fulani"}
{"text": "Inkisari kufupisha ili kuwe na urari wa mizani na vina Aghalabu huonyeshwa kwa matumizi ya ritifaa km sikateusikate"}
{"text": "Mazdamazida kurefusha neno ili kuwa na urari wa mizani na vina"}
{"text": "Tabdila kubadilisha tahajia ya neno bila kuzidisha au kupunguza mizani km siachisiati"}
{"text": "Utohozi"}
{"text": "Kuborongakufinyanga sarufi kubadili mpangilio wa maneno katika sentensi km upesi jielimishe"}
{"text": "Kiswahili cha kikaleujadi mtima ngeu insi mja"}
{"text": "Lahaja km fichafita"}
{"text": "Matumizi ya ritifaa"}
{"text": "Lugha ya Nathari"}
{"text": "lugha ya kawaida na kimtiririko"}
{"text": "Kutotumia koma au vipande"}
{"text": "Kutumia maumbo ya kawaida ya maneno"}
{"text": "Ubeti kutengewa aya moja"}
{"text": "Kuondoa uhuru na kusanifisha lahaja na kikale"}
{"text": "matumizi ya lughafani"}
{"text": "matumizi ya maneno kama yalivyotumiwa"}
{"text": "ujumbe"}
{"text": "maudhui"}
{"text": "dhamira"}
{"text": "kusimanga kusuta kudharau kusifu kufunza nk"}
{"text": "Mashairi Huru"}
{"text": "SifaMbinu"}
{"text": "urudiaji"}
{"text": "wa neno takriri neno"}
{"text": "wa kifungu usambamba"}
{"text": "Umuhimu"}
{"text": "kusisitiza ujumbe"}
{"text": "kutia ridhimumapigo fulani katika usomaji"}
{"text": "mishata"}
{"text": "mishtari ambayo haikamiliki Mistari toshelezi ni mistari iliyokamilika"}
{"text": "sehemu za beti kuingizwa ndani"}
{"text": "Umuhimu"}
{"text": "ili kusisitiza"}
{"text": "kuzifanya zionekane wazi"}
{"text": "Ulinganishaji wa Shairi la Arudhi na Shairi Huru"}
{"text": "Kufananisha"}
{"text": "yote mawili ni sanaa ya ushairi"}
{"text": "mishororo kupangwa katika beti"}
{"text": "yametumia mbinu za lugha za namna moja"}
{"text": "alama za kuakifisha zinazofanana"}
{"text": "kufanana kimuundo"}
{"text": "uhuru wa kishairi"}
{"text": "Kutofautisha"}
{"text": "moja ni la arudhi jingine ni huru"}
{"text": "mishata"}
{"text": "sehemu za beti kuingizwa ndani"}
{"text": "kuwa au kutokuwa na urari wa mizani"}
{"text": "kuwa au kutokuwa na urari wa vina"}
{"text": "tofauti kimaudhui"}
{"text": "idadi ya beti"}
{"text": "idadi ya mishororo katika beti"}
{"text": "vipande"}
{"text": "kutumia alama za uakifishi tofauti"}
{"text": "uhuru wa kishairi"}
{"text": "MASUALA IBUKA"}
{"text": "Magonjwa"}
{"text": "Aina"}
{"text": "malaria"}
{"text": "mafua"}
{"text": "macho"}
{"text": "ngozi"}
{"text": "meno"}
{"text": "kifua kikuu"}
{"text": "homa ya mapafu"}
{"text": "kifaduro"}
{"text": "zinaa kaswedesyphilis"}
{"text": "kipindupindu"}
{"text": "homa ya matumbo"}
{"text": "homa ya mapafu"}
{"text": "shinikizo la damu"}
{"text": "ugonjwa wa moyo"}
{"text": "matumbwitumbwimachapwi"}
{"text": "saratani"}
{"text": "utapia mlo"}
{"text": "ukambisurua"}
{"text": "tetewanga"}
{"text": "homa"}
{"text": "malale"}
{"text": "Jinsi ya Kujikinga na Magonjwa"}
{"text": "Kula chakula chenye virutubisho vyote na madini"}
{"text": "Kutotumia chumvi sukari au mafuta mengi"}
{"text": "Kufanya mazoezi"}
{"text": "Kupimwa mara kwa mara"}
{"text": "Kupika vyakula vizuri"}
{"text": "Kunawa mikono na macho"}
{"text": "Kuchemsha maji au kuyatia dawa kabla ya kuyanywa"}
{"text": "Kutozini au kutumia kinga"}
{"text": "Chanjo kwa watoto"}
{"text": "Kutochangia vifaa kama vitana na nyembe na mavazi ili kujikinga na magonjwa ya ngozi"}
{"text": "Kulala ndani ya neti iliyotiwa dawa"}
{"text": "Kufyeka nyasi karibu na nyumba na kutupa mikebe iliyo na maji"}
{"text": "Kuweka dawa kwenye vidimbwi ili kuua mbu"}
{"text": "Kutotumia vileo kama vile pombe na sigara"}
{"text": "Kuzuia kunyeshewa na mvua na kuvaa mavazi mazito wakati wa baridi au usiku"}
{"text": "Kukohoa au kupiga chafya mtu akiwa ameziba pua na midomo na kutotema kikohozi ovyo"}
{"text": "Kutubu dhambi kujua Mungu na kuomba kwa afya ya kiroho"}
{"text": "Ukimwi"}
{"text": "Ugonjwa unaosababishwa na virusi vya HIV unaofanya mwili kupungukiwa na kinga dhidi magonjwa"}
{"text": "Njia za Maambukizi"}
{"text": "Uzinzi ubakaji au ulawiti"}
{"text": "Tohara ambapo ngariga anatumia kisu kimoja kwa watahiriwa wote"}
{"text": "Kuchangia vifaa vyenye ncha kali kv nyembe vinyoleo nk"}
{"text": "Utumiaji wa sindano moja na vifaa vya upasuati ambavyo havijatiwa dawa au kutokoswa ili kuua viini"}
{"text": "Wanawake kuambukiza watoto wakijifungua"}
{"text": "Kuongezewa damu ambayo haijapimwa au haijapimwa vizuri"}
{"text": "Utumiaji wa dawa za kulevya kwa kujidunga kwa sindano moja"}
{"text": "Ulevi kumfanya mtu kupotewa na utambuzi kisha kufanya ngono na mtu aliyeambukizwa"}
{"text": "Kubusu mtu aliye na virusi ukiwa na vidonda kinywani"}
{"text": "Wakati wa ajali watu walio na viini wanapojeruhiwa na kutokwa na damu na inafikia majeraha katika miili ya wasio na hivyo viini"}
{"text": "Dalili"}
{"text": "Kukohoa kwa muda mrefu"}
{"text": "Kuendesha kwa muda mrefu"}
{"text": "Kupoteza hamu ya kula"}
{"text": "Kukonda au kupoteza uzani wa zaidi ya kilo 10 kwa muda mfupi"}
{"text": "Mwili kudhoofikaunyonge"}
{"text": "Kunyonyoka nywele"}
{"text": "Jipu lmwilini"}
{"text": "Mwasho mkali katika ngozi"}
{"text": "Vidonda kinywani na kooni"}
{"text": "Homa na kutokwa na jasho jingi usiku"}
{"text": "Magonjwa ya kifua kikuu na homa ya mapafu"}
{"text": "Saratani ya ngozi"}
{"text": "Kuvimba shingoni"}
{"text": "Utaahira wa akili kv kusahau na kutokumbuka mambo"}
{"text": "Madhara"}
{"text": "Jamaa kuathirika kisaikolojia wakiona mtu wao akiteseka na ugonjwa"}
{"text": "Vifo kwa kuzidiwa na ugonjwa"}
{"text": "Huzuni baada ya mgonjwa kuaga dunia"}
{"text": "Watoto kuachwa wakiwa mayatima baada ya wazazi kufa"}
{"text": "Gharama kubwa ya kugharamia matibabu"}
{"text": "Unyanyapaakutengwakubaguliwa"}
{"text": "Ndoa kuvunjika kutokana na lawama"}
{"text": "Ubakaji wa watoto wa kike ili kujitakasa"}
{"text": "Kuathiri uchumi wa nchi pesa nyingi zinapotumiwa kununulia dawa za kupunguza makali hata za kifua kikuu"}
{"text": "Serikali kupoteza wataalamu iliyogharamia elimu yao kulazimika kuajiri wataalamu kutoka nje kwa gharama ya juu sana"}
{"text": "Jinsi ya Kujikinga"}
{"text": "Kutofanya zinaa kabla na nje ya ndoa"}
{"text": "Walioambukizwa kutumia dawa za kupunguza makali ARVs"}
{"text": "Aliyebakwa kupewa dawa za ARV kabla ya saa 72"}
{"text": "Kuwapa mama waja mzito wenye virusi dawa kabla ya kujifungua kukinga mtoto"}
{"text": "Ngariba kutotumia kisu kimoja kwa watahiriwa wote"}
{"text": "Kutumia sindano mpya hospitalini na matumizi ya dawa za kulevya"}
{"text": "Kupima damu vizuri kabla ya kuwaongezea wagonjwa"}
{"text": "Kupimwa kabla ya ndoa na mara kwa mara ili kujua hali ili kujikinga dhidi ya maambukizi au kujitunza kama mtu ameambukizwa"}
{"text": "Kutumia mipira"}
{"text": "Walioambukizwa kutofanya mapenzi bila kinga ili wasipate virusi aina tofauti na sugu au magonjwa mengine ya zinaa"}
{"text": "Kula chakula vinavyofaa na kufanya mazoezi"}
{"text": "Kupata matibabu wakati ufaao mtu anapougua magonjwa mengine"}
{"text": "Kumjua Mungu ili kumwamini na kumtumainia ili kuondoa uoga na mahangaiko na hivyo kumwezeha mtu kuishi siku zaidi"}
{"text": "UnyanyasajiUdunishaji wa Wanawake na UtamaduniTaasubi ya Kiume"}
{"text": "Kutorithi mali"}
{"text": "Wanawake wajane kunyanganywa mali na kufukuzwa"}
{"text": "Ndoa za wake wengi uke wenza"}
{"text": "Kupata watoto wengi"}
{"text": "Kurithi wanawake"}
{"text": "Kupashwa tohara"}
{"text": "Kutawishwa au kunyimwa uhuru wa kutoka"}
{"text": "Kutoelimishwa eti kwa akiolewa hatafaidi familia atapanda wanaume vichwa au atakuwa malaya"}
{"text": "Ndoa za mapemalazima zinazosababisha kukatiza elimu yake mahari haiwezi kurudishwa"}
{"text": "Kulazimishwa kuolewa na mtu asiyempenda"}
{"text": "Kunyimwa haki ya kusema"}
{"text": "Kupigwa na kutusiwa"}
{"text": "kubakwa"}
{"text": "Kutalikiwa"}
{"text": "Wanaume kutokuwa waminifu kwao hata kuwanyima mahitaji na kuwapa mahawara zao"}
{"text": "Wanaume kupuuza majukumu ya kukimu familia"}
{"text": "Ubadhirifu wa wanaume na hali wake zao ndio walifanya kazi za kupatia hizo pesa"}
{"text": "Kubughudhiwa"}
{"text": "Kulaumiwa mtoto akikosekana hata mke mwingine kuolewa"}
{"text": "Mahali pa mwanamke kuwa nyumbani au haruhusiwi kufanya kazi ofisini au kuongoza"}
{"text": "Kulazimishwa kuvaa mavazi aina fulani na kukatazwa kuvaa aina mengine"}
{"text": "Kufanyishwa kazi za nyumbani kama mtumwa"}
{"text": "Kudhibitiwa na wanaume zao kwa sababu ya vivu"}
{"text": "Kunyimwa ajira kwa vile akipata mimba atajikokota kazini na atahitaji likizo baada ya kujifungua"}
{"text": "Ajira ya mtoto wa kike ambapo anafanyishwa kazi ya sulubu na kupewa mshahara duni"}
{"text": "Suluhisho"}
{"text": "Hatua kali za kisheria kwa wanaowapiga wanaowabaka na wanaotekeleza mila ya tohara na ndoa za mapema"}
{"text": "Kufanya kampeni dhidi ya mila zinazochangia udunishaji wa wanawake"}
{"text": "Kuwashauri watoto wa kike badala ya kuwapasha tohara"}
{"text": "Kuanzisha makao ya watoto wa kike wanaotishiwa na mila mbaya"}
{"text": "Kumwelimisha mwanamke kuhusu haki zake"}
{"text": "Kuhimiza wanawake kupigania haki zao"}
{"text": "Serikali kutenga pesa za kuelimisha watoto wa kike ili kuwapa uwezo wa kiuchumi kwani wengi hunyanyaswa kutokana na umaskini na ujinga"}
{"text": "Mashirika ya kutetea haki za wanawake kama FIDA na Maendeleo ya Wanawake"}
{"text": "Hazina ya kutoa mikopo kwa makundi ya wanawake kv KWFT"}
{"text": "Kuwapa wanawake nafasi sawa za ajira na katika uongozi"}
{"text": "Kupunguza alama ambazo wasichana wanazopaswa kufikisha ili kujiunga na vyuo vya elimu ya juu"}
{"text": "Kubuni sheria za kuwawezesha kumiliki mali"}
{"text": "Jinsi Wanaume Wanavyodhulumiwa"}
{"text": "Kupigwa"}
{"text": "Kuchomwa kwa maji moto"}
{"text": "Kukatwa sehemu nyeti"}
{"text": "Wanawake kutokuwa waminifu kwao"}
{"text": "Kutusiwa"}
{"text": "Kutofuliwa nguo"}
{"text": "Kunyimwa chakula"}
{"text": "Kunyimwa unyumba kama njia ya kulipiza kisasi au kumwadhibu"}
{"text": "Kufanyishwa kazi fulani kv kufulishwa nguo na kupikishwa mke akiwepo hata mbele ya wageni"}
{"text": "Kuzomewa kugombezwa"}
{"text": "Kunyimwa pesa kama hana ajira"}
{"text": "Ufisadi"}
{"text": "Uovu ubaya au uharibivu"}
{"text": "Aina"}
{"text": "Wanafunzi kudanganya katika mtihani"}
{"text": "Kufanyiwa mtihani na watu wa nje"}
{"text": "Kutoza mwanafunzi wa kidato cha kwanza pesa au chakula kama nyama ili kuwalinda"}
{"text": "Kujipakulia chakula kingi"}
{"text": "Waalimu wakuu kuitisha hongo ili kuruhusu wanafunzi wajiunge na shule zao"}
{"text": "Kupita wengine katika foleni wanapokwenda kupata chakula au chai hata benki"}
{"text": "Kurudishiwa bakaachenji nyingi dukani na kutoirejesha kwa muuza duka"}
{"text": "Kuokota pesa njiani na kutoulizia ni za nani"}
{"text": "Kughushi stakabadhi za mtihani hati za umiliki shamba"}
{"text": "Kunakili kanda za muziki za wengine na kuziuza"}
{"text": "Waajiri kuajiri watu wa familia zao au makabila yao"}
{"text": "Daktari kuitisha hongo ili amhudumie mgonjwa"}
{"text": "Polisi kuitisha hongo ili aruhusu magari ya huduma kwa umma yasiyofaa kupita"}
{"text": "Kutohoa maziwa au kuyaongezea maji ili yawe mengi"}
{"text": "Wenye maduka kuuza bidhaa kwa bei ghali"}
{"text": "Kuuza bidhaa kama sukari nyama nafaka gesi na mafuta ya petroli ambazo hazijatimiza uzani unaotakikana"}
{"text": "Madereva wanaoendea mafuta ya petroli kuuza kiwango fulani cha hayo mafuta na kuongezea ya taa au diseli"}
{"text": "Kuuzia watu dawa bandia zisizotibu magonjwa"}
{"text": "Ulanguzi wa dawa za kulevya"}
{"text": "Kuiba pesa kwa kutumia risiti bandia au kufuruisha bei za bidhaa ili pesa zilizo juu wahusika wagawane"}
{"text": "Kutoa ushahidi wa uongo"}
{"text": "Kunyanganya wajane na yatima mali zao"}
{"text": "Uporaji wa mali ya umma kv nyanja za kuchezea watoto na misitu"}
{"text": "Hakimu kuchukua hongo aididimize kesi"}
{"text": "Madaktari kutoza wawele ada ya juu hata kuwafanyia upassuaji wasiouhitaji ili wapate pesa"}
{"text": "Wafanyakazi wa halmashauri za miji kujificha wanapomwona mtu akiegesha gari ili wadai anakwepa kulipa ada ya uegeshaji ili wahongwe au walikokote gari wapate pesa zaidi"}
{"text": "Sababu Ya Watu Kuushiriki Ufisadi"}
{"text": "Tamaa ya kutajirika"}
{"text": "Kutofahamu madharamatokeo yake"}
{"text": "Kukosa njia za kukimu mahitaji"}
{"text": "Mishahara au mapato duni yasiyomwezesha mtu kukimu mahitaji yake au ya familia"}
{"text": "Kutotosheka kwa kile mtu alichonacho"}
{"text": "Hofu ya kupata hasara au kukosa ajira"}
{"text": "Kutomjua mungu hivyo hawana imani"}
{"text": "Kuzugwa au kutekwa nyara kimawazo na kuwa mtumwa na shetani"}
{"text": "Wengine hulichukulia kama jambo la kawaida tu au hali ya maisha"}
{"text": "Imani kuwa siku hizi mtu hawezi kupata chochote bila kutoa hongo"}
{"text": "Madhara"}
{"text": "Vifo kutokana na aajali barabarani au kutotibiwa bila hongo"}
{"text": "Majeruhi wa ajali za ajalini wengine hulemaa wasiweze kujifanyia kazi zao"}
{"text": "Kufutiliwa kwa matokeo ya mtihani"}
{"text": "Kufukuzwa shuleni au chuoni"}
{"text": "Umaskini kutokana na utoaji hongo ya pesa nyingi kisha kutopata kazi na ununuzi wa bidhaa kwa bei ghali"}
{"text": "Kushuka kwa viwango vya elimu wasiohitimu ipasavyo wanaporuhusiwa kujiunga na shule ama vyuo fulani"}
{"text": "Kushuka kwa viwango vya huduma kwa umma kutokana na kuajiriwa kwa watu ambao hawajahitimu vizuri"}
{"text": "Afisi za serikali kuchomwa wafisadi wakijaribu kusitiri ushahidi wa ufisadi"}
{"text": "Nchi kurudishwa nyuma kiuchumi na kimaendeleo kutokana na pesa za miradi au ambazo zingewekezwa katika vitega uchumi kuporwa"}
{"text": "Kupoteza ajira baada ya kufutwa kazi kutokana na ufisadi"}
{"text": "Familia kuteseka baada ya kupoteza ajira"}
{"text": "Kufungwa jela kwa wanaopatikana na kosa la ufisadi"}
{"text": "Uharibifu wa mazingira na madhara yanayoendana nao kutokana na ufyekaji wa misitu"}
{"text": "Kudidimiza haki pale kesi inakatwa vibaya kutokana na hongo hata asiye na makosa aweza kufungwa"}
{"text": "Viongozi wafisadi katika mashirika na asasi kupoteza nyadhfa"}
{"text": "SuluhishoNjia za Kuukabili Ufisadi"}
{"text": "Hatua kali kisheria kwa wafisadi"}
{"text": "Kulipa wafanyakazi mishahara mizuri"}
{"text": "Kuelimisha kuhusu madhara ya usisadi"}
{"text": "Kufuta kazi wafisadi"}
{"text": "Kunyanganywa pesa au mali walizopata kifisadi"}
{"text": "Watu kutangaza mali zao kv kwa kujaza fomu kudhihirisha hayo"}
{"text": "Shirika la kukagua vipimo na ubora wa bidhaa"}
{"text": "Majina ya wafisadi kutangazwa hadharani"}
{"text": "Ukaguzi wa hesabu za matumizi ya pesa katika asasi za serikali"}
{"text": "Shirika la kupambana na ufisadi"}
{"text": "Kufumania wafisadi"}
{"text": "Kupiga picha kwa kamera ya video wafisadi kv polisi wakichukua hongo"}
{"text": "Kujifunza kutosheka kwa kile mtu alichonacho na kuishi maisha ya kiwango chake"}
{"text": "Kuarifu polisi au shirika la mkupambana na ufisadi kuhusu visa vya ufisadi"}
{"text": "Kumjua na kumcha Mungu"}
{"text": "Dawa za KulevyaMihandarati"}
{"text": "Dawa ambazo huathiri utendakazi wa mwili"}
{"text": "Sababu za Kutumiwa"}
{"text": "Masurufu au kuwapa vijana pesa nyingi za matumizi"}
{"text": "Kujipa burudani"}
{"text": "Shinikizo la rika kwa vijana"}
{"text": "Ukosefu wa ushaurikutojua madhara"}
{"text": "Matangazo ya biashara"}
{"text": "Shida kv ukosefu wa ajira na mahitaji ya kimsingi"}
{"text": "Marafiki wabaya"}
{"text": "Kukaa katika mazingira zinamotumiwa"}
{"text": "Malezi"}
{"text": "Kuvunjika kwa ndoa"}
{"text": "upweke"}
{"text": "Kujitoa haya km makahaba"}
{"text": "Shida kazini"}
{"text": "Kudanganywa zina manufaa km kumpa mtu nguvu ya kufanya kazi au kuerevusha"}
{"text": "Kujipa hisia za kuwa huru na ujitambuaji"}
{"text": "Madhara"}
{"text": "Magonjwa kv saratani na ya zinaa"}
{"text": "Vifo kutokana na ajali magonjwa au dawa zenyewe"}
{"text": "Kuiba ili kupata pesa za kununulia dawa za"}
{"text": "Ubakaji"}
{"text": "Hufilisi watu kwa kutumia pesa nyingi hata kuuza au kuzikodisha mali zao ili kuzigharamia"}
{"text": "Jamaa kuathirika kisaikolojia wanapoona mwenzao akiKushindwa kuendelea na masomo"}
{"text": "Visa vya ubakaji"}
{"text": "Kupotoka kimaadili km kuwa mwenye matusi kupiga wengine kuwa mgomvi hata mzinifu"}
{"text": "Kuwa mchafu kama fungo km kutooga kutofua nguo kutochanua nywele nk"}
{"text": "Kuhisi mambo yasiyokuwepo hallucination"}
{"text": "Wengine kushindwa kuolewa na kutoweza kupata watoto km watumiaji wa miraa"}
{"text": "Kuvunjika kwa ndoa kutokana na kupiga mke kutumia pesa vibaya"}
{"text": "Kufutwa kazi km kutokana na ulevi"}
{"text": "Wazimu"}
{"text": "Uhalifu"}
{"text": "Jamaa ya mtumizi kuteseka ikimwona mwenzao akiangamia kutokana na kuzitegemea dawa za kulevya"}
{"text": "Mhusika huathirika kimwili na kisaikolojia"}
{"text": "Huathiri ukuaji wa mwili na akili"}
{"text": "Wazimu"}
{"text": "Huathiri uwezo wa kufikiri kwa kuua seli za ubongo"}
{"text": "Hufanya mtu kupotoka kimaadili km upyaro vita uchoyo uzinifu"}
{"text": "Kuvunjika kwa ndoa"}
{"text": "Kufukuzwa shuleni"}
{"text": "Kufungwa jela"}
{"text": "Kuzaa watoto ambao hawajatimiza uzani wa wastani"}
{"text": "Kufa kwa neva na viungo kukatwa"}
{"text": "Suluhisho"}
{"text": "Kuelimisha watu kuhusu madhara ya dawa za kulevya"}
{"text": "Watu kumjua Mungu"}
{"text": "Matibabu ya kurekebisha watumwa wazo"}
{"text": "Kujitenga na marafiki wabaya"}
{"text": "Kutoingia katika mandhari zinamotumiwa"}
{"text": "Maelekezo kuhusu dawa za matibabu kufuatwa ipasavyo"}
{"text": "Kutotumia dawa za matibabu kwa matumizi mengine yasiyo ya kutibu"}
{"text": "Ukaguzi wa wageni na mizigo katika viwanja vya ndege"}
{"text": "Hatua za kisheria kwa walanguzi wauzaji na watumiaji"}
{"text": "Kuongeza nafasi za ajira"}
{"text": "Kukomesha matangazo ya biashara ya dawa hizo"}
{"text": "Kuandika matahadharisho katika chupa na pakiti za vileo"}
{"text": "UhalifuUtovu wa Usalama"}
{"text": "Chanzo"}
{"text": "Umaskini kusababisha wizi na uisadi"}
{"text": "Dawa za kulevya kusababisha wizi au kubaka"}
{"text": "Marafiki wabaya"}
{"text": "Malezi mabaya"}
{"text": "Malezi mabaya km mtoto akiiba na kupelekea wazazi wazazi hawamuulizi alikotoa vitu hivyo"}
{"text": "Tamaa ya mali kufanya watu kuiba kushiriki ufisadi nk"}
{"text": "Hasira au kushindwa kujidhibiti kusababisha kumpiga na kumuumiza mtu hata kumuua"}
{"text": "Tamaa kubwa au uchu kusababisha ubakaji"}
{"text": "Chuki na wivu huweza kusababisha mauaji"}
{"text": "Suluhisho"}
{"text": "Hatua kali za kisheria"}
{"text": "Kuongeza askari kwani idadi yao ni dogo ikilinganishwa na raia"}
{"text": "Kuunda vikundi vya kujilinda"}
{"text": "Vituo vya polisi kuongezwa"}
{"text": "Vitu vya thamani kuwekwa mahali salama km benki"}
{"text": "Kutotembea nyakati za usiku"}
{"text": "Kutoendea mahali kusikofaa kv vichochoroni"}
{"text": "Kuweka ua na lango"}
{"text": "Mavazi yanayofaa kuzuia ubakaji"}
{"text": "Kutoa mafunzo ya kujikinga"}
{"text": "Nambari za simu za dharura za kuripotia uhalifu"}
{"text": "Kumjua Mungu"}
{"text": "Kuongeza nafasi za ajira"}
{"text": "Haki za Binadamu"}
{"text": "Kuishi"}
{"text": "Kuingilianakutangamana"}
{"text": "Uhuru na usawa"}
{"text": "Elimu"}
{"text": "Makazi"}
{"text": "Afya"}
{"text": "Kiwango cha kurithisha cha maisha"}
{"text": "Chakula"}
{"text": "Kuabudu"}
{"text": "Ajira ya watoto"}
{"text": "Kufanya kazi"}
{"text": "Kumiliki mali"}
{"text": "Kutunzwa uzeeni hifadhi ya jamiiwasio na uwezo"}
{"text": "Kupiga kura"}
{"text": "Kutobaguliwa"}
{"text": "Kutoteswa kuminya habari"}
{"text": "Uhuru wa kuongeausemi"}
{"text": "Kutembea na kuishi popote"}
{"text": "Kesi kuendeshwa kwa haki"}
{"text": "Kujitetea"}
{"text": "Kuoa au kuolewa na unayemtaka"}
{"text": "Utulivu km mtoto au mke asipigwe ama kuteswa"}
{"text": "Huduma za matibabu"}
{"text": "Jina na utaifa wakati wa kuzaliwa"}
{"text": "Mtoto mlemavu apewe huduma maalum"}
{"text": "Alindwe kutokana na mateso kazi ya sulubu na kuhusishwa vitani"}
{"text": "Alindwe dhidi ya mila na tamaduni zisizofaa"}
{"text": "Haki ya kupata burudani"}
{"text": "Haki ya faragha kuhifadhi siri zake"}
{"text": "Asiajiriwe"}
{"text": "asiteswe"}
{"text": "Jinsi ya kuwalinda na kuwatunza watoto"}
{"text": "Sheria kubuniwa za kuwalinda"}
{"text": "Hatua kali kisheria kwa wanaodhulumu watoto"}
{"text": "Shirika la kupigania haki za watoto"}
{"text": "Makao ya watoto wanaokimbia wa dhuluma"}
{"text": "Hazina ya wizara na maeneo bunge ya kufadhili watoto maskini bursary"}
{"text": "Watoto kuelimishwa kuhusu haki zao"}
{"text": "Kuelimisha wananchi kuhusu umuhimu wa kulinda mtoto"}
{"text": "Elimu ya bure ili watoto maskini wafaidi"}
{"text": "Shule maalum kwa watoto walemavu"}
{"text": "Wananchi kuchanga kusaidia watoto maskini"}
{"text": "Makanisa kusaidia watoto yatima"}
{"text": "Shule kuwapa watoto maskini ufadhili"}
{"text": "Mazingira"}
{"text": "Hali au mambo yanayomzunguka kiumbe katika sehemu anakoishi"}
{"text": "Jinsi Yanavyoharibiwa"}
{"text": "Kufyeka misitu ili kupata mahali pa makazi ama kulima"}
{"text": "Kufuga mifugo kupita kiasi"}
{"text": "Kutupa taka ovyoovyo"}
{"text": "Moshi kutoka katika magari na viwanda huchafua hewa"}
{"text": "Dawa na mbolea za kemikali za kilimo huchafua udongo na maji"}
{"text": "Migodi kuacha mashimo ardhini ambayo hujaa maji na kuwa hatari kwa binadamu na kizalio cha mbu"}
{"text": "Kelele za vyombo vya mziki viwanda honi za magari na ndege"}
{"text": "mafuriko kuchanganya choo pamoja na maji safi"}
{"text": "Taka kutoka nyumbani na viwandani kuelekezwa mitoni"}
{"text": "Madhara"}
{"text": "Ongezeko la joto duniani"}
{"text": "Mvua za gharika"}
{"text": "Uhaba wa mvua"}
{"text": "Ukame na njaa"}
{"text": "Uhaba wa maji"}
{"text": "Kufa kwa wanyama wa majini kama samaki"}
{"text": "Magonjwa na vifo kutokana na kuathiriwa na maji machafu"}
{"text": "Magonjwa ya mapafu kutokana na hewa chafu"}
{"text": "Suluhisho"}
{"text": "Kupanda miti kusiko na miti na kule misitu imefyekwa"}
{"text": "Elimu kuhusu madhara ya kuharibu mazingira na jinsi ya kuyatunza Uhaba wa maji"}
{"text": "Kukagua viwabda na hatua za kisheria kama vinavyoachilia taka katika mazingira"}
{"text": "Kutumia samadi badala ya mbolea za kemikali na dawa za kiasili kuua wadudu katika mimea na mifugo"}
{"text": "Kutaifisha misitu"}
{"text": "Askari wa kulinda misitu"}
{"text": "Kutumia kawi mbadala na ambazo hazichafui mazingira kv kutokana na maji na jua"}
{"text": "Mashimo na mapipa ya kutupa taka"}
{"text": "Kuweka mifugo kulingana na eneo la malisho"}
{"text": "Kutolima kando ya mito"}
{"text": "Kutia choo cha binadamu dawa kabla ya kukiachilia mitoni"}
{"text": "Kutumia magari ya umma"}
{"text": "Kutumia taka kama malighafi na kutumia vile vitu vyaweza kutumika tena"}
{"text": "Usalama Barabarani"}
{"text": "Vyanzo vya ajali"}
{"text": "Madereva kutohitimu vizuri"}
{"text": "Magari mabovu"}
{"text": "Kutotii sheria za barabarani"}
{"text": "Njia mbovu"}
{"text": "Kubeba abiria na mizigo kupita kiasi"}
{"text": "Kuendesha magari kwa kasi"}
{"text": "Waabudu shetani kusababisha magari kupoteza mwelekeo"}
{"text": "Kupita magari mengine bila uangalifu"}
{"text": "Ulevi"}
{"text": "Wenda miguu kutokuwa waangalifu wanapovuka barabara"}
{"text": "Kutodhibiti usukani vizuri"}
{"text": "Uchovu kusababisha usingizi"}
{"text": "Dawa za matibabu"}
{"text": "Abiria kutolalamika au hata kumwambia dereva aendeshe kwa kasi wafike haraka"}
{"text": "Kuchanganyikiwa"}
{"text": "Suluhisho"}
{"text": "Hatua za kisheria kwa wakiukaji kanuni za barabarani"}
{"text": "Kuondoa polisi wafisadi barabarani"}
{"text": "Kukarabati barabara"}
{"text": "Ukaguzi wa magari ili kuhakikisha yafaa kuwa barabarani"}
{"text": "Kufunza madereva upya"}
{"text": "Mikanda au mishipi ya kujifunga kuzuia kujeruhiwa vibaya na vifo ajali ikitokea"}
{"text": "Kuweka vidhibiti mwendo"}
{"text": "Vifaa vya kutambulia madereva walevi na kasi ya magari"}
{"text": "Uangalifu wakati wa kupita magari mengine"}
{"text": "Kuwa mwangalifu wakati wa kuvuka barabara"}
{"text": "Sayansi na Teknolojia"}
{"text": "Uvumbuzi wa umeme unaotumiwa kuangazia na kuendesha vyombo vingi"}
{"text": "Matibabu kuwezesha watu kuishi kwa muda mrefu km dawachanjo upasuaji upachikwaji viungo miale ya kutibu saratani nk"}
{"text": "Kurahisisha na kuharakisha usafiri km magari pikipiki ndege km"}
{"text": "Kurahisisha na kuharakisha mawasiliano kunakosaidia wakati wa dharura km rununu mtandao nukulishi nk"}
{"text": "Upashaji wa habari kuwezesha kupata habari kutoka kote duniani km satalaiti mtandao redio runinga nk"}
{"text": "Utengenezaji bidhaa viwandani kuharakishwa kutokana na mitambo inazoendesha na tarakilishi"}
{"text": "Mimea na mifugo wanaokomaa haraka na walio na mazao mengi"}
{"text": "Roketi inayowezesha kwenda katika mwezi na sayari nyingine"}
{"text": "Silaha kama bunduki za kupambana na maadui na wahalifu"}
{"text": "Burudani bora km sidi video mtandao nk"}
{"text": "Madhara"}
{"text": "Uavyaji mimba"}
{"text": "Mauaji ya huruma"}
{"text": "Tishio la dunia kuangamia kutokana na silaha za nuklia na viini vinavyotengezezewa maabarani"}
{"text": "Uhalifu kuongezeka kutokana na wingi wa bunduki simu na mtandao"}
{"text": "Vyakula kutokana na mimea ina mifugo iliyokuzwa kisayanzi kudhuru afya"}
{"text": "Wizi wa viungo vya mwili hata kuhasiwa bila hiari"}
{"text": "Ajali za barabarani na za ndege zinazoua watu wengi"}
{"text": "Upotoshaji kimaadili kama vile filamu chafu katika mitandao na sidi"}
{"text": "Kutumia vijusi kutengenezea viungo"}
{"text": "Ongezeko la joto duniani kutokana na uchafuzi wa hewa"}
{"text": "Ugaidi kutokana unaotekelezwa kwa mabomu"}
{"text": "Simu za Rununu"}
{"text": "Faida"}
{"text": "Kurahisha na kuharakisha mawasilano"}
{"text": "Kupunguza gharama za usafiri"}
{"text": "Mtandao huelimisha na hufahamisha habari"}
{"text": "Kutuma pesa"}
{"text": "Kuweka pesaakiba"}
{"text": "Burudani km nyimbo michezo"}
{"text": "Kupiga nduru uhalifu unapotokeo"}
{"text": "Ajira kwa wauzaji na watengenezaji"}
{"text": "Ushuru kwa serikali"}
{"text": "Shajara kalenda kamera kikokotozi"}
{"text": "Madhara"}
{"text": "Burudani kusababisha ajizi"}
{"text": "Uhalifu"}
{"text": "Gharama kubwa hasa kuweka chaji na malipo kabla ya kutumia kuongea au mtandao"}
{"text": "Mtandao kupotosha kimaadili"}
{"text": "Hutoa miale ambayo yaweza kusababisha saratani"}
{"text": "Kudanganya katika mitihani"}
{"text": "Kufungwa jela kutokana na arafa za vitisho na matusi"}
{"text": "Runingamagazeti"}
{"text": "Burudani"}
{"text": "Habari"}
{"text": "Ajira kwa wanahabari na watangazaji"}
{"text": "Matangazo ya biashara"}
{"text": "Kufunza maadili km michezo ya kuigiza na vichekesho"}
{"text": "Kutuwezesha kufahamu sehemu nyingine za nchi na dunia"}
{"text": "Kuelimisha kv vipindi vya fasihi"}
{"text": "Utalii"}
{"text": "Kuangazia sehemu na watu wenye shida"}
{"text": "Kukuza lugha"}
{"text": "Kukuza uzaleno"}
{"text": "Madhara"}
{"text": "Ajizi"}
{"text": "Kupotosha kimaadili"}
{"text": "Filamu ziazohimiza watu kuwa wazinifu"}
{"text": "Matangazo ya vileo"}
{"text": "Kuenezea chuki na propaganda"}
{"text": "Kuiga utamaduni wa kigeni usiofaa kv mavazi talaka"}
{"text": "Gharama ya kununulia"}
{"text": "Kutopata muda wa kushauri watoto na kuomba"}
{"text": "Wanafunzi kutosoma jioni"}
{"text": "Mke na mume kutoongea kujadili mwelekeo wa familia"}
{"text": "Wanaume kuchelewa kurudi nyumbani usiku wakitazama mpira"}
{"text": "Migogoro kwa kutaka kutazama vipindi tofauti"}
{"text": "Kelele na usumbufu kwa waliolala"}
{"text": "Utalii"}
{"text": "hali ya kusafiri mbali ili kuvinjari au kufurahia mandhari"}
{"text": "Faida"}
{"text": "Fedha za kigeni"}
{"text": "Ajira katika hoteli udereva nk"}
{"text": "Uhifadhi wa mazingira"}
{"text": "Kuboreshwa kwa miundo msingi"}
{"text": "Mapato kwa serikali kutokana na ada ya kuingilia mbugani na kodi za mikahawa"}
{"text": "Amani na maelewano nchini na duniani"}
{"text": "Kuhifadhi mila na tamaduni zetu"}
{"text": "Kupa nchi umaarufu duniani"}
{"text": "Maeneneo kame kuweza kutumiwa ipasavyo kama kivutio chao"}
{"text": "Soko kwa mazao ya kilimo"}
{"text": "Kuwapa wauzaji vinyago mapato"}
{"text": "Ubaya"}
{"text": "Magonjwa kv ya zinaa"}
{"text": "Matumizi ya mihandarati"}
{"text": "Tabia zisizofaa kv Usenge zinazovunja ndoa na kueneza magonjwa kama ukimwi"}
{"text": "Upuuzaji wa miradi ya maendeleo serikali ikijengea watalii hoteli za kifahari na viwanja vya ndege ambavyo hutumika kwa nadra sana"}
{"text": "Kusababisha watoto kuacha shule ili wawe wanawaelekeza wapate pesa"}
{"text": "Kuhimiza mauaji wa wanyama kwa kununua pembe na ngozi"}
{"text": "Kelele za magari yao husumbua wanyama na kukanyaga na kuharibu lishe yao"}
{"text": "Jinsi ya kuvutia watalii zaidi"}
{"text": "Kudumisha usalama"}
{"text": "Kuimarisha miundo msingi"}
{"text": "Kutangaza nchi na vivutio nje"}
{"text": "Kupunguza malipo katika hoteli za watalii"}
{"text": "Kufahamisha wananchi kuhusu vivutio kupitia vyombo vya habari"}
{"text": "Kuongezea wafanyakazi mishahara ili kuweka akiba waweze kuzuru maeneo yenye vivutio"}
{"text": "Kuwapa wafanyakazi likizo ya kutosha"}
{"text": "Umaskini"}
{"text": "Suluhisho"}
{"text": "Kuongeza nafasi za ajira"}
{"text": "Kutoa mikopo rahisi kulipa"}
{"text": "Kupunguza bei ya pembejeo"}
{"text": "Elimu ya bure"}
{"text": "Kupigana na ufisadi"}
{"text": "Upangaji uzazi ili kupunguza idadi ya watu"}
{"text": "Bei bora ya mazao ya kilimo"}
{"text": "Kazi kwa vijana"}
{"text": "Ukeketaji"}
{"text": "Sababu"}
{"text": "Kupunguza tamaa"}
{"text": "Njia ya kukomaa"}
{"text": "Mila na tamaduni"}
{"text": "Madhara"}
{"text": "Kifo kwa kutokwa na damu sana"}
{"text": "Uenezaji wa magonjwa"}
{"text": "Shida wakati wa hedhi na kujifungua"}
{"text": "Ndoa kuvunjika"}
{"text": "Kibali cha kujiingiza katika myenendo isiyofaa"}
{"text": "Utengano kati ya waliotahiriwa na ambao hawajatahiriwa migogoro"}
{"text": "Kuzua utabaka baina ya waliopashwa na wasiopashwa tohara"}
{"text": "Suluhisho"}
{"text": "Hatua za kisheria"}
{"text": "Elimu kuhusu madhara"}
{"text": "Mawaidha kwa wasichana"}
{"text": "Makao ya watoto"}
{"text": "Njaa"}
{"text": "Kilimo cha unyunyizaji maji"}
{"text": "Kupunguza bei za pembejeo"}
{"text": "Njia bora za kuhifadhi mazao"}
{"text": "Mimea na mifugo inayokomaa haraka"}
{"text": "Utumizi wa samadi na mbolea"}
{"text": "Kuelimisha wakulima kuhusu kilimo bora"}
{"text": "Kutayarisha mashamba mapema"}
{"text": "Serikali kununua mazao ya wakulima na kuyahifadhi"}
{"text": "Dini"}
{"text": "Uzuri"}
{"text": "Kufunza maadili"}
{"text": "Kusaidia maskini"}
{"text": "Kuanzisha shule na hospitali"}
{"text": "Ajira kwa padri kasisi nk"}
{"text": "Kuandaa watu kwa maisha baada ya kifo"}
{"text": "Kufarijikuliwaza wenye dhiki"}
{"text": "Ubaya"}
{"text": "Tamaa ya pesa"}
{"text": "Biashara"}
{"text": "Ubakaji wa watoto"}
{"text": "Kuuza uponyaji"}
{"text": "Nyingine kutosaidia wenye shida"}
{"text": "Vitajihadi"}
{"text": "Kuruhusu waovu bora watoe pesa"}
{"text": "Kutoenda hospitalini"}
{"text": "Kuendeleza maovu kv uzinifu ushirikina uabudu shetani nk"}
{"text": "Maasi ya vijana"}
{"text": "dawa za kulevya"}
{"text": "shiniko la kikundi"}
{"text": "filamu mbaya"}
{"text": "kudhibitiwa kupita kiasi"}
{"text": "kukosa nidhamu"}
{"text": "malezi mabayaudekezaji"}
{"text": "kubomoka kwa msingi wa jamii"}
{"text": "Ufukara kusababisha kujiunga na makundi haramu"}
{"text": "Kukata tamaa"}
{"text": "Kutumiwa vibaya na wanasiasa"}
{"text": "Suluhisho"}
{"text": "Kujiondoa kundini"}
{"text": "Kuimarisha uchumi"}
{"text": "Kuwashauri vijana"}
{"text": "Kujenga udhabiti wa jamii"}
{"text": "Kuwaadhibu kulingana na makosa yao"}
{"text": "Vijana kujisaka na kujikosoa"}
{"text": "Vijana kumjua mungu"}
{"text": "Uhuru wa kadiri"}
{"text": "Uongozi bora"}
{"text": "Malezi bora"}
{"text": "Kuongeza nafasi za ajira"}
{"text": "Umoja na Utangamano katika Familia"}
{"text": "Kuheshimiana"}
{"text": "Utiifu na unyenyekevu"}
{"text": "Kuwa na usemi"}
{"text": "Kuvumiliana na kusameheana"}
{"text": "Uaminifu na kuaminiana"}
{"text": "Kutochagulia watoto taaluma na wachumba"}
{"text": "Wazazi kutolazimisha watoto taaluma au kozi wasizotaka"}
{"text": "Kutumia pesa vyema bila ubadhirifu"}
{"text": "Kutopendelea na kulinganisha watoto kiuwezo"}
{"text": "kutotumia dawa za kulevya"}
{"text": "Kuomba pamoja"}
{"text": "wazazi kutopendelea watoto fulani"}
{"text": "Baba kutimiza majukumu yake ya kukimu jamii"}
{"text": "Kutodhibiti mke na watoto kupita kiasi"}
{"text": "Uadilifu"}
{"text": "Kushiriki kazi"}
{"text": "Mambo yanayoathiri utaifaumoja na utangamanoamani"}
{"text": "Ufisadi kv kuajiri watu kimapendeleo"}
{"text": "Ukabila"}
{"text": "Viongozi kueneza chuki"}
{"text": "serikali kutoakisi uwakilishaji wa taifa zima"}
{"text": "Usalama kukosekana"}
{"text": "Ukosefu wa ajira"}
{"text": "Matamshi mabaya ya viongozi"}
{"text": "Kupanda kwa gharama ya maisha"}
{"text": "Majanga ya kiasili"}
{"text": "Kutojenga miundo msingi kwa usawa"}
{"text": "Kupendelea maeneo fulani katika ugawaji wa raslimali"}
{"text": "Ukimbizi wa ndani kwa ndani"}
{"text": "Ubomoaji wa nyumba"}
{"text": "Suluhisho"}
{"text": "Lugha ya taifa"}
{"text": "Kukabiliana na ufisadi"}
{"text": "Usawa katika ugawaji wa raslimali"}
{"text": "Kuelimisha kuhusu umoja wa kitaifa"}
{"text": "Tamasha za kitamaduni"}
{"text": "Kutalii sehemu nyingine za nchi"}
{"text": "Ndoa za makabila tofauti"}
{"text": "Serikali ya muungano"}
{"text": "Viongozi wachochezi kuchukuliwa hatua kisheria"}
{"text": "Matatu"}
{"text": "Faida"}
{"text": "Kurahisisha na kuharakisha usafiri"}
{"text": "Ajira"}
{"text": "Ushuru"}
{"text": "Biashara"}
{"text": "Huduma za dharura"}
{"text": "Madhara"}
{"text": "Ajali"}
{"text": "Wizi"}
{"text": "Ufisadi wa polisi kuongezeka"}
{"text": "Kuongeza nauli ghafla"}
{"text": "Ujeuri wa madereva na mataniboi"}
{"text": "Kuchelewesha watu njiani"}
{"text": "Magazeti"}
{"text": "Habari za taifa na kimataifa"}
{"text": "Kuelimisha km kuhusu afya"}
{"text": "Kuburudisha km vibonzo"}
{"text": "Matangazo ya biashara"}
{"text": "Ajira km wahariri wauzaji"}
{"text": "Mapato kwa serikali"}
{"text": "Kutangaza nafasi za ajira"}
{"text": "Elimu km uchambuzi wa vitabu vya fasihi na mashairi"}
{"text": "Hutumiwa kufungia bidhaa"}
{"text": "Ubakaji"}
{"text": "Sura mbaya"}
{"text": "ulevi"}
{"text": "Ulemavu"}
{"text": "Unyonge wa kiakili"}
{"text": "Kushindwa kudhibiti jicho na tamaa za mwili"}
{"text": "Njaa ya kimapenzi"}
{"text": "Kisasi"}
{"text": "Kujihisi duni"}
{"text": "Kisomo duni"}
{"text": "Mavazi"}
{"text": "Athari"}
{"text": "Waliobakwa huathirika kisaikolojia"}
{"text": "Kujikosea heshima na kujihisi mchafu"}
{"text": "Magonjwa ya zinaa"}
{"text": "Mimba zisizotakikana"}
{"text": "Vifo"}
{"text": "kujeruhiwa"}
{"text": "Kupoteza imani na wanaumewanawake"}
{"text": "Kutengwa"}
{"text": "Kufungwa jela"}
{"text": "3 UTUNGAJI WA KISANII"}
{"text": "Mashairi mepesi huruarudhi"}
{"text": "Hadithi fupi"}
{"text": "Vitendawili"}
{"text": "Mafumbochemshabongo"}
{"text": "Vitanza ndimi"}
{"text": "Michezo ya kuigiza"}
{"text": "Mambo ya Kuzingatia katika Uadishi wa Insha"}
{"text": "maagizo"}
{"text": "Usijibu swali usilolielewa"}
{"text": "Uandishi mzuri wa nambari ya swali unalofanya"}
{"text": "Kuandika vidokezi"}
{"text": "Kuandika kila hoja katika aya yake"}
{"text": "Kuanzia aya kwa njia tofauti"}
{"text": "Lugha sahili"}
{"text": "Miundo tofauti ya sentensi"}
{"text": "maudhui"}
{"text": "muundo"}
{"text": "Kichwa kwa herufi kubwa kipigwe mstari na kisizidishe maneni sita"}
{"text": "Upatanishouwiano za kisarufi"}
{"text": "Tahajiahijai"}
{"text": "Kuakifisha"}
{"text": "Mtiririko"}
{"text": "Uhalisi"}
{"text": "tafsiri ya moja kwa moja km kurudisha mlango mguu wa gari kutoakuweka nguo"}
{"text": "Maadili lugha na mawazo safi na mtazamo wa kusaidia taifa"}
{"text": "Urefu"}
{"text": "Uasilia utungo wako si kurejelea vitabu vya fasihi"}
{"text": "Usafi mwandiko unaosomeka na ambao haujapigwapigwa mistari na kufutwa"}
{"text": "Tamathali za usemi"}
{"text": "Msamiati na tamathali zinazokubalika wala si za kupachika Usitumie msamiati wa kishairi kv mtima ja nk"}
{"text": "Kutofupisha kv km nk Bi"}
{"text": "Kutumia kistari ikiwa neno linaendelea katika mstari wa pili na kutokata silabi"}
{"text": "Herufi f u i j m l"}
{"text": "Kutaja na kueleza kikamilifu"}
{"text": "Kukamilisha maneno"}
{"text": "Kutotenganisha sehemu za neno km walilo zungumzia walioenda"}
{"text": "Kutounganisha maneno km kwasababu ni mimi"}
{"text": "Mdokezo kuoana na maneno yako"}
{"text": "Usiongeze maneno kwenye dondoo la kumalizia"}
{"text": "Kutoweka dondoo ni kupotoka"}
{"text": "Kusoma insha baada ya kuandika"}
{"text": "4 UANDISHI WAKAWAIDA"}
{"text": "Ufahamu"}
{"text": "Kuelewa"}
{"text": "Kuandika idadi ya hoja kulingana na alama"}
{"text": "Hoja kwa muhtasari"}
{"text": "Andika hoja ulizo na uhakika nazo kwanza"}
{"text": "Kuorodhesha hoja kwa nambari wala si kistari"}
{"text": "Jibu lililokamilika"}
{"text": "Kutoa majibu kutoka katika ufahamu si fikra zako"}
{"text": "Maana za maneno kama yalivyotumiwa kwa muundo ule ule"}
{"text": "MuhtasariUfupisho"}
{"text": "Kutoa mawazo makuu huku kiini cha taarifa kikidumishwa"}
{"text": "Hatua"}
{"text": "Andika nambari za aya"}
{"text": "Soma makala"}
{"text": "Elewa swali"}
{"text": "Andika mambo muhimu ukizingatia swali ukiondoa maneno yasiyo muhimu"}
{"text": "Usibadilishe chochote hata kama unatakiwa kutumia maneno yako"}
{"text": "Andika hoja kikamilifu"}
{"text": "Andika nakala safi ukizingatia mtiririko"}
{"text": "Epuka viunganishi vingi"}
{"text": "Zingatia idadi ya maneno uliyopewa"}
{"text": "Zingatia kanuni za uandishi"}
{"text": "Piga mshazari nakala chafu"}
{"text": "Matumizi ya lugha"}
{"text": "Kuzingatia sehemu za swali"}
{"text": "Sehemu zinazobadilika"}
{"text": "Kuzingatia neno moja moja"}
{"text": "Kuzingatia hatua au mbinu"}
{"text": "Kutojibu maswali kwa pupa"}
{"text": "Kusoma jibu ili kusahihisha makosa"}
{"text": "Kuelewa swali km tunga sentensi moja eleza maana"}
{"text": "Tunga sentensi fupi"}
{"text": "Kuonyesha neno fungu la maneno au kiambishi unachotumia kutunga sentensi"}
{"text": "Kubainisha eleza kikamilifu kwa kuandika neno au maneno na jina lake"}
{"text": "Tahajia km yabwa kitendo"}
{"text": "Isimu jamii"}
{"text": "Kutaja kueleza na kutoa mifano"}
{"text": "Fasihi"}
{"text": "Kufikiri ili kuelewa swali"}
{"text": "Usijibu maswali zaidi ya manne Kama jibu halikuridhishi lipige mshazari"}
{"text": "Maagizo swali la kwanza ni la lazima usijibu maswali mawili kutoka sehemu moja"}
{"text": "Chagua maswali utakayoweza kujibu na kupata hoja nyingi"}
{"text": "Andika nambari vizuri"}
{"text": "Usiandike hoja nyingi kuliko alama"}
{"text": "Andika hoja ulizo na uhakika nazo kwanza"}
{"text": "Hoja kwa aya moja"}
{"text": "Kutaja kueleza kikamilifu na kuthibitisha kwa mifano kutoka kitabuni kutaja alama moja kueleza mbili"}
{"text": "Usirudie hoja kwa njia tofauti"}
{"text": "Kutochanganya wahusika"}
{"text": "Kusoma vitabu mara nyingi ili kujua dondoo limetolewa wapi"}
{"text": "Maswali ya dondoo msemaji anayeambiwa wapi lini"}
{"text": "Maswali ya kujadili"}
{"text": "Swali la methali"}
{"text": "kulinganisha"}
{"text": "FORM 1"}
{"text": "COMPOSITION"}
{"text": "ADDRESSES"}
{"text": "NIE BK1 PP8889"}
{"text": "Email Address and access"}
{"text": "Prerequisites"}
{"text": "A computer"}
{"text": "A telephone line connected to the computer"}
{"text": "An internal or external modeman electronic device that changes information that a computer understands to a form that can be sent along a telephone line by radio and viceversa"}
{"text": "To get an email address you need to be connected to an Internet Service Provider ISP reffered to as the server"}
{"text": "Once connected the ISP gives you a user name eg k00395This is an identification number which is used to identify a client and for billing purposes"}
{"text": "The client chooses a password which must be keyed in to be able to access the internet and its emailOnlu the client should know the password for privacy eg 0067 Rose navyblue"}
{"text": "Creating your own email address"}
{"text": "Every client must create hisher own email address and reveal it to the ISP when you want to be connectedeg"}
{"text": "robinayahoocom"}
{"text": "1 2 3 4 5"}
{"text": "kererahighschoolafricaonlinegoke"}
{"text": "1 2 3 4 5 6"}
{"text": "Key"}
{"text": "Users chosen name"}
{"text": "Pronounced as atdesginated the computer to the ISP"}
{"text": "the ISP you are connected to"}
{"text": "the dotis a mustIf absentthe address is incomplete and the message cant go through the receiver"}
{"text": "shows the company typeschool type"}
{"text": "name of country eg kekenya"}
{"text": "NB"}
{"text": "An email address is written continuously without space between words or letters It is written in small letters"}
{"text": "International Servers"}
{"text": "Some email addresses like yahoo and hotmail offer free services"}
{"text": "To retrieve mail from such organizations you dont have to be connected to an ISP serverThis can be done worldwide provided that internet services are available"}
{"text": "The only disadvantage when using free services is that you must write your mail while you are online unlike other cases where you can write your mail offline and then connect to the server when you wish to send the messageThis is cheaper and saves you the expense of a big bill"}
{"text": "Sending an email"}
{"text": "To be able to send an email you must have the email address of the recipient eg"}
{"text": "To You write the address of the recipient"}
{"text": "From You write the address of the sender"}
{"text": "Cc meaning coupon copy other people who can be sent copies of the same mail"}
{"text": "Bc a blind copy to be seen by the recipient only"}
{"text": "Subject you write the title of the message"}
{"text": "Below the subject is the space for your message"}
{"text": "eg"}
{"text": "Toupagnahotmailcom"}
{"text": "From  erickengmailcom"}
{"text": "Cc rosinayahoocom"}
{"text": "mokomegumyahoocom"}
{"text": "Subject Thank you"}
{"text": "Dear Joji"}
{"text": "Thank you for buying me a computer I will now be able to get information from the internet send and receive mail and of course play my favourite computer games My parents send you their best regards Ill visit you in a weeks time"}
{"text": "Love"}
{"text": "Your niece"}
{"text": "Julia"}
{"text": "On the computer menu bar there are different facilities such as Replywhich enables the recipient to reply to the messageThere is also a forward facility which helps the recipient to send the same message to other recipients"}
{"text": "pp8892 POSTAL ADDRESS"}
{"text": "In letters common features are"}
{"text": "the box number"}
{"text": "the post code"}
{"text": "the streetroadbuilding where the post office is"}
{"text": "the towncity"}
{"text": "the country"}
{"text": "eg"}
{"text": "A Block format B Idented format"}
{"text": "PO BOX 502100100 The Manager"}
{"text": "NAIROBI Fortune Bank"}
{"text": "KENYA 22 High Street"}
{"text": "DATE Leominster"}
{"text": "Herefordshire"}
{"text": "HR86 RG"}
{"text": "Great Britain"}
{"text": "Date"}
{"text": "EX P 91"}
{"text": "NIE BK1 P 129 INFORMAL LETTERS"}
{"text": "Informal letters differ in levels of informality depending on whom the letter is addresses to"}
{"text": "STEPS TO FOLLOW"}
{"text": "Write the writers address at the topright corner"}
{"text": "Include the postal code Below the address write the date of writing in full"}
{"text": "Skip a line and write the salutation on the lefthand side"}
{"text": "Start a new paragraph as you begin to write the body of the letter keep rules of paragraphing"}
{"text": "The language should be friendly and familiarThe language depends on the relationship between the writer and the person he is writing toThe language must be"}
{"text": "easy to understand"}
{"text": "decent and respectable"}
{"text": "grammatical"}
{"text": "6 At the end of your letter signoffThe closing can be"}
{"text": "Yours"}
{"text": "Yours lovingly"}
{"text": "Yours affectionately"}
{"text": "Your classmate etc"}
{"text": "7 Put your name below the closing tag"}
{"text": "8 Punctuate your letter properly At the end of the closing tag there is a comma and a fullstop is put at the end of the name"}
{"text": "EX2 P130 PUBLIC NOTICES"}
{"text": "A notice is a written or printed statement giving information or drawing attention to the public"}
{"text": "Points to consider"}
{"text": "content should be accurate"}
{"text": "should be very clear"}
{"text": "brevityshould be short"}
{"text": "font type and size"}
{"text": "use of graphics use pictures and words"}
{"text": "Overall presentationshould be smart and attractive"}
{"text": "should be in a frame"}
{"text": "Exercise Choose one type of notice and write an example"}
{"text": "INVENTORIES"}
{"text": "An inventory is a detailed list of itemsIt can be prepared for the purpose ofinsurance or to show clear records of the property a person or a company has eg a school has buildingsfurniturestationeryoffice equipment library bookskitchen provisions and sporting equipment"}
{"text": "An inventory contains details about"}
{"text": "quantity of the item"}
{"text": "description of the item"}
{"text": "date of purchase or delivery"}
{"text": "date of issue"}
{"text": "signature of the person removing it from the store"}
{"text": "balance of each item after the issue"}
{"text": "Importance of an inventory"}
{"text": "it is used to"}
{"text": "Keep a check on what you have"}
{"text": "Provide basic information for quick anditing in a big institution"}
{"text": "Keep a record of what needs to be replaced or repaired"}
{"text": "Eliminate pilfering stealing"}
{"text": "Ease the job of management"}
{"text": "Give information on items that need constant replacement"}
{"text": "Example"}
{"text": "16th July 2002 Inventory of Equipment at Musinga and company"}
{"text": "Exercise Prepare an inventory of the items of the school officeyou can estimate the cost of the item and the date of purchase"}
{"text": "NIE BK1 P151 DIARIES"}
{"text": "A diary is a personal record of daily events observations and appointments"}
{"text": "Keeping a diary helps us to"}
{"text": "Be organized"}
{"text": "Remember appointments and honour them"}
{"text": "Plan our lives well"}
{"text": "a well kept diary can serve as a record of past events from which we can refer from time to time"}
{"text": "be brief and selective of what you write down"}
{"text": "a diary provides you with spaces for every day of the year in which you write down things you have to do in future Eg"}
{"text": "June 2007"}
{"text": "Monday 1st  4 pm"}
{"text": "Mpira stadiumwatch a football match"}
{"text": "Tuesday 2nd  Dinner with Louis"}
{"text": "Babes joint 730 pm"}
{"text": "Wednesday 3rd  Drama meeting at Igiza Hall"}
{"text": "200400pm"}
{"text": "Thursday 4th  Lunch with mum"}
{"text": "Nice caf1230 pm"}
{"text": "Friday 5th Environmental Day"}
{"text": "At marketcommunal work"}
{"text": "All morning"}
{"text": "Saturday 6th Meet Kate Lucy"}
{"text": "Post Office 1030 am"}
{"text": "Assignment"}
{"text": "NIE BK2 PP 96 TOPMARK P183 PACKING LISTS"}
{"text": "A packing list is important for proper preparation before going on a journey"}
{"text": "CONSIDERATIONS TO MAKE BEFORE WRITING THE LIST"}
{"text": "Where you are going"}
{"text": "location determines the items you are likely to needeg if you are going to a cold placeyou will need heavy clothes to keep warm"}
{"text": "2 Means of transport"}
{"text": "some means of transport like aeroplanes will limit the amount of luggage to carry"}
{"text": "3 Length of stay"}
{"text": "the longer you stay the more the luggage to carry"}
{"text": "4 Purpose eg if you are going for a short course you will need writing paper pens and relevant reference materials"}
{"text": "P97 Exercise"}
{"text": "You are a member of your schools basketball teamyour team has been invited for a tournament in another districtthe tournament lasts two dayswrite your packing list in order of usefulness"}
{"text": "NIE BK1 PP Imaginative compositions"}
{"text": "Events in an imaginative essay are not real but imagined"}
{"text": "The writer should identify the purpose of writing the essay ie to present an essay that is interesting to the reader"}
{"text": "They are meant to entertain but some may contain themes that inform or educate the reader"}
{"text": "Points to consider"}
{"text": "Setting  the wrietr should decide where the story events take place Eg in town rural arrears in a forest etc"}
{"text": "Plot  choose the plot for the events A plot is a story line which sets out the logical order in which the events will follow Events may not follow a chronological order especially when the writer uses flashbacks and foregrounding"}
{"text": "Choice of characters Will be determined by roles assigned to them in the plot and setting They should be suitable Eg ogres or mionsters are not realistic characters"}
{"text": "Themes Theme refers to the main idea in the story It should involve two or more people They are not stated but are implied"}
{"text": "Time When the incidents take place should be stated clearly Time is thought of in terms of season an historical era post independence and contemporary time"}
{"text": "It can also be thought of in terms of a timespan eg a week or a year"}
{"text": "6 The style varies according to the purpose eg"}
{"text": "metaphors"}
{"text": "similes"}
{"text": "personification"}
{"text": "dialogue speech between two or more people"}
{"text": "Tenseis past tense past perfect or past continuous Other tenses can be used"}
{"text": "NB"}
{"text": "A beginningwhich introduces the essay gives the setting introduces charactersconflictsetc"}
{"text": "The middlebody"}
{"text": "Shows the progression and makes up the main bodyof the essayit shows the challenges involving the main characters and how the conflict is resolvedIt provides the climax of the story"}
{"text": "a conclusionwhich signals end of an essay"}
{"text": "Exercise"}
{"text": "i Write a composition beginning with or ending with"}
{"text": "a As I watched the spider rebuilding its web I realized that I too had to go back home and try to rebuild my broken life"}
{"text": "ii Write a composition ending with"}
{"text": "but they arrived too late"}
{"text": "Write a composition to illustrate the meaning of the proverb"}
{"text": "Patience pays"}
{"text": "Once bitten twice shy"}
{"text": "All that glitters is not gold"}
{"text": "One good chance deserves another"}
{"text": "A stitch in time saves nine"}
{"text": "NIE BK2 SHOPPING LISTS"}
{"text": "help one to identify requirements plan courses of action and use time efficiently"}
{"text": "Activity p137"}
{"text": "Imagine that your mother is very busy and so she asks you to write for herher weekly shopping listWrite it out"}
{"text": "Example"}
{"text": "WEEKLY SHOPPING LIST"}
{"text": "1Kg sugar a bar of soap"}
{"text": "kg salt onions"}
{"text": "1 kg meat steel wool"}
{"text": "Kales tea leaves"}
{"text": "1 litre of paraffin yams"}
{"text": "Carrots tomatoes"}
{"text": "kg cooking fat royco cubes"}
{"text": "Sweet potatoes baking powder"}
{"text": "Food colour wheat flour2 kg"}
{"text": "Finger millet flour 2 kg"}
{"text": "Exercise"}
{"text": "Your school debating club has invited the corresponding club in a neighbouring school for an afternoon debate and tea on Saturday Thirty five visitors are expected and your club has a membership of forty"}
{"text": "List what has to be provided for the occasion"}
{"text": "Draft a plan of action in table form"}
{"text": "FORM 2"}
{"text": "COMPOSITION"}
{"text": "DIALOGUES"}
{"text": "NIE BK1 P111"}
{"text": "RULES OF WRITING A DIALOGUE"}
{"text": "The speakers name is written on the lefthand side of the book"}
{"text": "A colon is placed after the speakers name"}
{"text": "Each time the speaker speaks hisher name is written on the left hand side followed by a colon and hisher exact words written down"}
{"text": "Long speeches are not natural In reality people make shortbrief comments"}
{"text": "If the dialogue is written in a continuous prose use quotation marks  to indicate the actual words spoken by the characterBegin a new paragraph each time a different character speaks"}
{"text": "In playformat quotation marks are not usedother punctuation rules are kept"}
{"text": "Contracted forms of words are allowedeg Youre you are Ill I willId I would"}
{"text": "Stage directions SD  ie explanations about what a speaker does what gestures heshe uses and hisher facial expressionsare put in bracketseg"}
{"text": "A man is enjoying his morning coffee when his wife slaps him on the back of his head"}
{"text": "Man puzzled Why have you done thissee some of the coffee has split on my trouser"}
{"text": "Wife showing him a piece of paper and waves it before his face"}
{"text": "I found this in your pocket It has the name Rosemarywritten on it Youd better have an explanation"}
{"text": "Exercise"}
{"text": "Imagine that youu have read a story but have not quite understood ityou go to the teacher to seek clarificationwrite down the dialogue you would have with him"}
{"text": "your friend has suggested that you discuss the most effective ways of revising English examinationwrite down the conversation you would have with himher"}
{"text": "NIE BK2 PP251254"}
{"text": "Businessformal lettersofficial letters"}
{"text": "FORMAT"}
{"text": "a Address"}
{"text": "the addresses must be two The senders address is at the top righthand corner of the page Below the senders address the date is written"}
{"text": "The recipients address is written on the left hand side below the date"}
{"text": "b Salutationit comes below the recipients addressie Dear sirmadam"}
{"text": "c Reference RE  with regard to This is a summary statement of the purpose of the letterwritten in capital letters and underlined"}
{"text": "d The bodycommunicates the purposeof the letterthe paragraphs are usually short and each deals with one pointtopic but should fully communicate the idea"}
{"text": "e Valediction the closing remark is"}
{"text": "Yours faithfully"}
{"text": "f Signature and namethe signature is written below the valediction and must be written by handbelow it print the name of the senderthe position held in that institution may be indicated below the name"}
{"text": "CHARACTERISTICS OF BUSINESS LETTERS"}
{"text": "Formalitythey are formal and one should not include idle talk or gossipone should be impartial and not show the attitude one has towards the recipientbe polite in tone"}
{"text": "Languagethe letter should be grammatically correct"}
{"text": "Purposewrite the letter with a purpose in mindgo directly to the point"}
{"text": "Brevitybe clearbrief and avoid irrelevant issues"}
{"text": "Acknowledgementa business letter written in reply to another usuallyacknowledges the former one or quotes the reference number"}
{"text": "Example"}
{"text": "Kerera Secondary School"}
{"text": "PO Box 326440200"}
{"text": "KISII"}
{"text": "11TH January 2014"}
{"text": "The Supplies Manageress"}
{"text": "Chui Bookshop"}
{"text": "Po Box 705000100"}
{"text": "NAIROBI"}
{"text": "Dear Madam"}
{"text": "RE ORDER OF SCIENCE BOOKS"}
{"text": "We would like to order the following books"}
{"text": "forty copies of form two biology by Kenya literature bureau"}
{"text": "twenty copies of chemistry form two by jomo kenyatta publisher"}
{"text": "thirty copies of physics form one by longhorn publishers"}
{"text": "Please send the books before 30th January 2014"}
{"text": "Yours faithfully"}
{"text": "Mwangi"}
{"text": "Headteacher"}
{"text": "REPLY"}
{"text": "The Supplies Manageress"}
{"text": "Chui Bookshop"}
{"text": "Po Box 205000100"}
{"text": "NAIROBI"}
{"text": "15th October 2011"}
{"text": "The Headteacher"}
{"text": "Kerera Secondary School"}
{"text": "Po Box 326440200"}
{"text": "KISII"}
{"text": "Dear Sir"}
{"text": "RE ORDER OF SCIENCE BOOKS"}
{"text": "Thank you for your letter dated 11th October ordering science bookswe regret to inform you that the books you require are out of stock at presentwe expect a new supply in two months time"}
{"text": "Please accept our apologies for any inconvenience"}
{"text": "Yours sincerely"}
{"text": "Grace Moya"}
{"text": "Supplies Manageress"}
{"text": "EXP254"}
{"text": "The address on the envelope is written in the centre and in block formeg"}
{"text": "NIE BK 2"}
{"text": "PP241242 POSTERS"}
{"text": "when writng a public notice"}
{"text": "give it a brief clear tittle"}
{"text": "use big clear writing"}
{"text": "wite shortclear phrases"}
{"text": "Give each important point aseparate line eg"}
{"text": "1 Write a public notice about each of the following subjects"}
{"text": "a a meeting of the drama club"}
{"text": "b a lost book"}
{"text": "c a broken bridge on a public road"}
{"text": "2 Design a poster advertising an inter school macth"}
{"text": "NB Posters can be seen everywhere eg"}
{"text": "along the road side"}
{"text": "on sides of buldings"}
{"text": "on trees in villages and towns"}
{"text": "on rooftops"}
{"text": "ADVERTISEMENTS"}
{"text": "Headstart Bk 2 NIE Bk 2 pp5052  NIE Bk 4 pp 7071"}
{"text": "Each time we have a product to sell or a service to offer we look for a way of letting people know that we have a product or service the strong points of the product and how they can access it"}
{"text": "POINTS TO CONSIDER"}
{"text": "Know the target audience of the product or service well to help you to decideon"}
{"text": "the age of the people to use eg No country uses children to advertise alcoholic drinks"}
{"text": "the language used should appeal to your audience"}
{"text": "the graphics and pictures to be used"}
{"text": "Choose the appropriate medium that will reach your target audience If you are advertising farm implements or products you should choose a medium that reaches people in the rural areas"}
{"text": "The message may be direct or implied Eg when young people see famous and successful people smoking they aspire to be like them and many may start smoking"}
{"text": "Identify the selling pointsof the product"}
{"text": "Decide if you will use pictures and balance them with words"}
{"text": "Appealing visual images and emotive language are incorpoted in an advertisement to persuade or convince us to do or buy something"}
{"text": "An advertisement has a heading bodycontaining details and contact address"}
{"text": "Ex NIE BK 2 p"}
{"text": "Imagine that you have a car to sell List all details you think you should include and advertise it"}
{"text": "Example"}
{"text": "attention"}
{"text": "arresting"}
{"text": "headline"}
{"text": "details and"}
{"text": "conditions"}
{"text": "Location"}
{"text": "contact"}
{"text": "address"}
{"text": "NIE BK 3 P305306  I E P93  NIE BK2 P120"}
{"text": "PERSONAL JOURNALS"}
{"text": "Ajournal is a record of an individuals impressions of agiven occurrance  event things or"}
{"text": "persons"}
{"text": "In your journal you describe"}
{"text": "people"}
{"text": "world games events"}
{"text": "personal happenings"}
{"text": "The style of ajournal is closer to expositionthan narration"}
{"text": "Although the evntsare recorded as they happen the feelings they inspire are more important than the events themselves"}
{"text": "Ajournal writer seeks to capture the events in relation to their impact on the senses and that is what he sets out to record"}
{"text": "The tense is past tense"}
{"text": "A journal appealsto the senses of touch taste smell hearing and sight"}
{"text": "EXERCISE"}
{"text": "1 Recall a striking event that you participated in and write a journal entry describing it"}
{"text": "2 Imagine that you had afour day tour to a tourist centre Write a journal on what excited embarrassed depressed or annoyed you during the tour"}
{"text": "FORM 3"}
{"text": "COMPOSITION"}
{"text": "SYLLABUS"}
{"text": "Reminders"}
{"text": "Personal Journals"}
{"text": "Notes of Thanks"}
{"text": "Notes of Congratulations"}
{"text": "Notes of condolences"}
{"text": "Imaginative composition"}
{"text": "Letters of application"}
{"text": "Synopsis"}
{"text": "Report  newspaper reports simple reports"}
{"text": "Argumentative essays"}
{"text": "Notification of meetings"}
{"text": "Agenda"}
{"text": "Minute writing"}
{"text": "Memoranda"}
{"text": "Telegrams"}
{"text": "NIE BK 3 P 46 IMAGINATIVE COMPOSITION"}
{"text": "Our imagination is built on our knowledge and experiences"}
{"text": "One can be given a sentence to begin a composition with it or end in it Also you can be given a proverb or a saying to write a story so as to bring out its meaning"}
{"text": "Write your composition to an appropriate length"}
{"text": "Points to consider"}
{"text": "Create events and people that are convincing eg avoid stories about ogresmonsters"}
{"text": "The sequence of events must be logical eg we cannot have a student driving his own car"}
{"text": "Quality depends to a large extent on the characters you create and how they relate to each other"}
{"text": "The composition should clearly describe scenes sounds and thoughts that would make a reader form impressions and opinions"}
{"text": "You must plan your essay using an outline"}
{"text": "Make the essay lively by using direct speech"}
{"text": "Exercise"}
{"text": "Write a composition to illustrate the meaning of the proverb Make hay while the sun shines"}
{"text": "Write a composition starting with or ending with the sentence"}
{"text": "As I watched the spider rebuilding its web I realized that I too had to go back home and try to rebuild my broken life"}
{"text": "Write a composition ending with but they arrived too late"}
{"text": "NIE BK 3 P 87 SYNOPSIS PRCISABSTRACT"}
{"text": "pl synopses"}
{"text": "It is a short account comprising one to three pages of something longer"}
{"text": "It summarizes the information in books films plays and research papers It is found at the beginning of a text"}
{"text": "To write a good synopsis take into account"}
{"text": "The blurb"}
{"text": "Read the blurb at the back cover of the book"}
{"text": "It helps you to know who the write or writers are and their experiences in writing"}
{"text": "It outlines the plot key issues and topics covered in the book"}
{"text": "It may state how the book is rated by authorities on the subject"}
{"text": "The text"}
{"text": "Survey the book from which the synopsis will be written This involves studying"}
{"text": "the introduction"}
{"text": "the table of contents"}
{"text": "chapters or scenes and"}
{"text": "summaries of the book"}
{"text": "Reading the text"}
{"text": "Take note of its strong and weak points"}
{"text": "Note areas of interest which have been highlighted"}
{"text": "Select and give only the most important ideas and points from the text"}
{"text": "Write in complete but short and compact sentences"}
{"text": "We normally use the present simple tense in a synopsis"}
{"text": "Exercise"}
{"text": "Write a one page synopsis of a book of your choice"}
{"text": "Example"}
{"text": "NIE BK 3 P 121 THANK YOU NOTES"}
{"text": "It is polite to thank people who have been helpful to us in one way or another It encourages them to offer hospitality to others"}
{"text": "It also reflects the kind of person you are You can express your gratitude through conversation or telephone"}
{"text": "You can also write a thank you note or a thank you card"}
{"text": "POINTS TO CONSIDER WHEN WRITING A THANK YOU NOTE"}
{"text": "It should be brief"}
{"text": "It should be confined to the purpose of which it was written conveying gratitude"}
{"text": "It should not be use as an opportunity to remind the recipient of unfulfilled obligation"}
{"text": "The note between the writer and the recipient would influence the choice of words or register"}
{"text": "If the note is written on behalf of a group of people your position in the group should be specified"}
{"text": "Example"}
{"text": "Exercise"}
{"text": "Think of a situation in the past where you needed to thank someone Determine what you are going to thank them for Write an appropriate thank you note for their action"}
{"text": "NIE BK 3 P 144 NOTES OF CONGRATULATIONS"}
{"text": "POINTS TO CONSIDER"}
{"text": "It should"}
{"text": "be brief"}
{"text": "state the particular achievement for which congratulations are due"}
{"text": "convey feelings of joy excitement or pride in the recipients achievement"}
{"text": "convey a tone of sincerity"}
{"text": "express hope of continued prosperity"}
{"text": "NB pay attention to the language rather than the frame"}
{"text": "Example"}
{"text": "WRITING REPORTS"}
{"text": "AIE P 167"}
{"text": "KCSE Golden tips pp6770"}
{"text": "SHORT  SIMPLE REPORTS"}
{"text": "POINTS TO NOTE ABOUT REPORTS"}
{"text": "They should be clearly set out with headings and subheadings where necessary"}
{"text": "They should contain all the necessary details but avoid repetition of ideas"}
{"text": "Reports should be written in an appropriate language ensuring correct sentence structures spelling and punctuation"}
{"text": "Coherence The report should be organized in such a way that the points are presented in a logical manner for smooth flow of ideas Related ideas should be put together Avoid the unnecessary details"}
{"text": "Impartiality Use the passive voice"}
{"text": "Clarity Go straight to the point This ensures that the report is clear and ambiguities are avoided"}
{"text": "The report should be relevant to the topic It calls for a factual practical account"}
{"text": "Contents of a report"}
{"text": "Heading  The report should have the title as a heading It indicates what the report is all about"}
{"text": "Introduction  It gives the scope of the report terms of reference background information and abrief description of the methods used during the investigation It consists of"}
{"text": "what the report is about"}
{"text": "where the investigation was carried out"}
{"text": "the people who participated"}
{"text": "why it was necessary"}
{"text": "who commissioned the investigation"}
{"text": "Terms of reference  This section states the specific purpose of writing the report and the scope This shows the range of coverage"}
{"text": "Procedure  This section gives the information on how the data was collected eg it may have been collected through questionnaire or an interview schedule or document analysis or test or focus group discussion"}
{"text": "Findings Involves the outcome of the information collected after its analysis Say what you observed in the field Write in the past tense"}
{"text": "Conclusion State the deductions arrived at through reasoning from the data collected"}
{"text": "Recommendations These are given if the study requires further action Eg"}
{"text": "Recommendation is that a new English club started to give students an opportunity to practice what they have learnt"}
{"text": "Signing off  Indicate the name of the person who compiled the report and his position in the committee"}
{"text": "Example"}
{"text": "Imagine that you are the secretary of a committee that was set up in Malezi School to look into the cause of Perennial water shortage and also suggest the recommendations and how to alleviate the problem"}
{"text": "A REPORT ON CAUSES OF WATER SHORTAGE IN MALEZI SCHOOL AND SUGGESTIONS ON IMPROVEMENT"}
{"text": "INTRODUCTION"}
{"text": "There had been a constant water shortage for a period of three years The Board of Governors commissioned a committee of five members to find out the root cause of the problem The committee comprised of the following"}
{"text": "Felister Nyangau  Chair person"}
{"text": "Eliud Nyangechi  Secretary"}
{"text": "Silvia Mutemi  Member"}
{"text": "Tom Kazungu  Member"}
{"text": "The members were given one week to complete their work and present their report"}
{"text": "Findings"}
{"text": "The committee found out three causes of water shortage in the school"}
{"text": "Old piping"}
{"text": "The survey revealed that the piping was more than twenty five years old It had not been replaced since the founding of the school Many of the pipes were rotten and water leaked in many places which made water not to last long in the reservoirs In addition some pipes were blocked in several points by rust and silt"}
{"text": "Faulty water pump"}
{"text": "The committee realized that the pumping station was not operating as required The Members learnt that the pump had broken down six times in the first 3 months of the year It was also clear that the person in charge of the pump was unskilled and could not carry out minor maintenance repairs"}
{"text": "Carelessness and misuse"}
{"text": "Misuse was also found to contribute to water shortage It was observed that water was unnecessarily being used to water grass lawns during the dry season Several taps in the dorm area were found running unattended a pointer to the possibility that the students were irresponsibly wasting water"}
{"text": "Conclusion and Recommendations"}
{"text": "From the survey findings it was clear that some action needed to be done for the causes of water shortage to be eliminated The committee came up with the following recommendations"}
{"text": "Old pipes should be replaced with new ones immediately"}
{"text": "The school should purchase a new water pump and employ a skilled person to operate it"}
{"text": "Students should be taught how to conserve water Unnecessary watering of grass lawns should be stopped forthwith"}
{"text": "Compiled by"}
{"text": "James Baraza"}
{"text": "Secretary"}
{"text": "Exercise"}
{"text": "Last year the district experienced severe famine"}
{"text": "An agricultural Committee was set up to investigate ways of preventing the outbreak in the future As the secretary to the committee compile a report of the findings and recommendations"}
{"text": "B There has been wide spread cheating of exams in the district The District Education Officer has appointed a committee of five members mandated to investigate possible causes of the problem and give recommendations You are the Secretary of the committee and are therefore expected to write a report"}
{"text": "NEWSPAPER REPORTS"}
{"text": "NIE bk 3 p 129 KCSE Golden Tips p79"}
{"text": "Points to note"}
{"text": "The heading is written in bold type"}
{"text": "Sometimes there are subheadings These convey the key message of the report but are not always grammatically structured"}
{"text": "The identity of the reporter is stated or his connection with the newspaper"}
{"text": "The first paragraph and even the first sentence summarizes the report"}
{"text": "The report is written in the past tense because the event has already taken place"}
{"text": "Headlines could be in the past tense present tense or in the passive voice"}
{"text": "Usually there is a mixture of direct and indirect speech in the report since eye witnesses are interviewed and their comments quoted"}
{"text": "The language should be simple"}
{"text": "At times pictures and captions accompany the report"}
{"text": "Because of space Most reports are brief The report should be objective"}
{"text": "Newspaper articles are about new information about specific and timely events"}
{"text": "ARGUMENTATIVE ESSAYSDISCURSIVE ESSAYS"}
{"text": "NIE BK 3P 163"}
{"text": "When writing argumentative essays arguments from both sides are considered and a conclusion is reached There are usually diversive views about the topic under discussion"}
{"text": "Characteristics of argumentative essays"}
{"text": "There should be a general topic"}
{"text": "Two or more conflicting points of view should be discussed"}
{"text": "Arguments for and against each point of view are given"}
{"text": "Presented points should be expanded to help in paragraph expansion The writer should draw a conclusion from the arguments It can be for or against what is proposed in the writing"}
{"text": "Argumentative writing is like a debate the only difference is that the contrasting points of view are discussed by the same person The writer uses connectors of addition and contrast to project different views Eg however nevertheless but on the other hand contrary to"}
{"text": "Ex P 165 UPE"}
{"text": "Excercise"}
{"text": "Boys and girls should have an equal share of their parents property"}
{"text": "NIE BK 3 P 177 NOTES OF CONDOLENCES"}
{"text": "Notes of condolences express encouragement and comfort to the bereaved Though it is common to be at a loss for words on such occasions writing notes of condolences gives you the time and the distance to choose your words appropriately"}
{"text": "These notes should be brief and to the point"}
{"text": "The choice of the words is governed by the relationship between the sender and the recipient"}
{"text": "Messages of condolences should"}
{"text": "Express sorrow at the loss of the departed eg"}
{"text": "I have learnt with deep sorrow of the untimely death of your dear mother"}
{"text": "It is with great sadness that we have received the news of your fathers death"}
{"text": "Appreciate the value of life of the departed eg"}
{"text": "Our school to which she dedicated twenty four years of her life will miss her greatly"}
{"text": "The gap she leaves behind will be difficult to fill"}
{"text": "Encourage and give hope to the bereaved"}
{"text": "Our prayers are with you in these difficult times"}
{"text": "May God give you the fortitude to bear the loss"}
{"text": "NIE BK 3 P 221 REMINDERS"}
{"text": "GUEST LISTS"}
{"text": "A guest list helps one"}
{"text": "1 Not to leave out closest friends or people of importance"}
{"text": "2 To address people by their proper names and titles"}
{"text": "3 Identify speakers who would have relevant information"}
{"text": "NB It is impolite to put down a persons name as a guest of Honour without prior permission"}
{"text": "The number of people invited depends on the capacity to host them effectively in terms of refreshments and space"}
{"text": "WHAT TO CONSIDER"}
{"text": "Type of party eg Birthday fundraising Will determine the number and type of guests to be invited"}
{"text": "Time of party or event day or night"}
{"text": "Venue of the party is it possible to get public transport Some places may be inaccessible"}
{"text": "Do you require a Guest of Honour"}
{"text": "The above considerations categorize the guests as"}
{"text": "Family brothers grandparents aunts etc"}
{"text": "Neighbours"}
{"text": "Classmates"}
{"text": "Associates  in sports work etc"}
{"text": "Exercise"}
{"text": "Imagine that you are hosting an end of year for Wildlife club Using the criteria given above compile a Guest List for the party"}
{"text": "THINGS TO DO LIST"}
{"text": "It is important when one has a lot to do within a short time It helps us to save time and plan things in advance"}
{"text": "Focus our energy so that we do not waste time"}
{"text": "Remember to do important things first"}
{"text": "Exercise"}
{"text": "It is now a festive season and you intend to go out There are a number of things you should do before the celebration Write a things to do list to have your plans ahead eg"}
{"text": "Exercise"}
{"text": "Imagine that you are going away for two days Write a things to do list in order of priority"}
{"text": "Wash iron and pack all the clothes"}
{"text": "Arrange for someone to take care of the pets"}
{"text": "Inform the neighbours"}
{"text": "Call the host to confirm the arrival time"}
{"text": "Store any cooked food in the fridge freezer"}
{"text": "Wash and clean all the utensils"}
{"text": "Pull out the TV plug"}
{"text": "Check the gas cooker and turn it of"}
{"text": "Shut all the windows"}
{"text": "Draw all the curtains"}
{"text": "Put out all the lights"}
{"text": "Lock all the doors"}
{"text": "Lock the gate"}
{"text": "Inform friends about the absence"}
{"text": "NIE BK 3 P 265 AGENDA"}
{"text": "Agenda consists of issues for discussion at a meeting"}
{"text": "HOW TO SET AN AGENDA"}
{"text": "Determine the matter that needs to be discussed in relation to the group objectives"}
{"text": "Decide whether the matter need to be discussed or it is a mere announcement Announcements can be pinned on the notice boards or be made orally at the assembly"}
{"text": "Consider the length of the meeting"}
{"text": "Consider how the matter to be discussed concerns the people invited to the meeting"}
{"text": "Decide whether there are any subsidiary matters that need brief discussion"}
{"text": "The agenda then should be clearly stated Agenda statements go along with notification of meetings"}
{"text": "Example"}
{"text": "NIE BK 3 P 265 NOTIFICATION OF MEETINGS"}
{"text": "A notification should answer some basic questions eg"}
{"text": "Who is invited to the meeting Eg Is it a meeting of"}
{"text": "Executive Committee"}
{"text": "Club members"}
{"text": "General Public"}
{"text": "Who issues the notification of the meeting"}
{"text": "Where would the meeting take place  Venue"}
{"text": "When will the meeting take place  Date and time of meeting"}
{"text": "What would be discussed  Agenda"}
{"text": "Emphasize punctuality"}
{"text": "Notices can be issued electronically through the print media or the radio"}
{"text": "In a school Notice of meeting is issued at announcements at assembly or Notice Board or through letters to other schools"}
{"text": "Example"}
{"text": "NIE BK 3 P MINUTE WRITING"}
{"text": "Minutes are a record of what was agreed rather than what is said rather than what was discussed"}
{"text": "They help those involved to follow up issues discussed and take up appropriate action"}
{"text": "Minutes indicate"}
{"text": "1 The heading It must have the name of the group meeting the venue of the meeting date and time of the meeting"}
{"text": "2 Record of attendance Records names of the members who are present physically names of members who are absent but have sent apologies and names of those absent and have not sent apologies"}
{"text": "3 In attendance Are people who attend the meeting but are not members of the group eg the principal may be in attendance in a meeting of a club These give guidance to the members"}
{"text": "They are also called exofficio members Names of office bearers come first"}
{"text": "Minutes are written using the 3rd person or the passive voice Recording should be factual Use the past tense"}
{"text": "Numbering of minutes eg"}
{"text": "MIN 30112 Prefects Privileges"}
{"text": "3 represents the item on the agenda"}
{"text": "12the year in which the meeting was conducted in"}
{"text": "01  represents the month of January in which the meeting was held MIN  is abbreviation for minute"}
{"text": "Preliminaries  are opening remarks of a meeting from the chairperson These may include a welcoming note or a prayer"}
{"text": "Confirmation of minutes of the previous meeting  minutes of the previous meeting are read and confirmed One person proposes the minutes to be a true record and another person seconds that proposal If the group meets for the first time there are no minutes to confirm"}
{"text": "Matters arising  Are issues appearing in the previous minutes that require clarification or discussion in the current meeting The agenda of the current meeting is discussed after matters arising are put to rest"}
{"text": "Any Other Business AOB are issues raised by members after exhausting all isues in the agenda They are not in the original agenda"}
{"text": "Adjournment The meeting comes to an end It comes with closing remarks and mostly a prayer The date for the next meeting may be written here"}
{"text": "Ending consists of a space for confirmation and signing"}
{"text": "Example"}
{"text": "MINUTES OF THE ENVIRONMENTAL CLUB MEETING OF KERERA HIGH SCHOOL HELD ON THE 20TH JANUARY 2012 AT 400 IN THE SCIENCE LABORATORY"}
{"text": "PRESENT"}
{"text": "Mercy Keiri  chairperson"}
{"text": "Tom Wafula  secretary"}
{"text": "Chebet Kipkorir  treasurer"}
{"text": "Ann Wambua  member"}
{"text": "Aggrey Monda"}
{"text": "Geoffrey Guto"}
{"text": "ABSENT WITH APOLOGY"}
{"text": "Zipporah Nyali  member"}
{"text": "Peter Koech"}
{"text": "ABSENT"}
{"text": "Benson Teres"}
{"text": "IN ATTENDANCE"}
{"text": "Patrick Okeo  Patron"}
{"text": "Mr Joash Mutua  District Environmental Officer"}
{"text": "MIN 1112 Preliminaries"}
{"text": "A member led in the opening prayer The chairperson called the meeting to order at 410 pm she welcomed the members and thanked them for keeping time She introduced Mr Mutua District Environmental Officer who was in attendance"}
{"text": "MIN 2112 Confirmation of previous minutes"}
{"text": "The secretary read the minutes of the previous meeting Wambua proposed and Guto seconded that the minutes were a true record for the meetings proceedings"}
{"text": "MIN 3112 Matters arising"}
{"text": "MIN 431011 Tree planting project"}
{"text": "A member wanted to know why the clubs tree planting project which had been proposed in the previous meeting had not taken off The chairperson explained that unknown people had destroyed the clubs tree nursery Members agreed that the project needed to be revived"}
{"text": "MIN 4112 Community cleaning project"}
{"text": "The members discussed and agreed that they would continue with their community project they agreed that the following week on a Saturday they would clean Keumbu Market which had heaps of litter Two members were put in charge of the project Mr Mutua promised to provide litter bins and other necessary equipment"}
{"text": "MIN 5112 Raising money"}
{"text": "Members felt that it was important to raise enough money to fund the clubs activities the members requested the patron to approach the principal with a request to allow the club to run the school canteen Mr Mutua also informed the members that the club would be given funds by through the District Environmental Office However the club has to be registered with District Environmental Office first"}
{"text": "MIN 6112 Membership"}
{"text": "The members agreed that they will encourage more students to join the club It was also agreed that the membership fees be Sh 20 This would encourage more students to enrol"}
{"text": "MIN 7112 Any Other Business"}
{"text": "A member thanked Mr Mutua for attending the meeting and for giving them insight on environmental matters"}
{"text": "ii The secretary promised to circulate the meetings proceedings in good time before the next meeting"}
{"text": "MIN 8112 Adjournment"}
{"text": "There being no other business the meeting ended at 540 pm with a prayer by Aggrey Monda The next meeting will be held on 21st February at 410 pm at the same venue"}
{"text": "CONFIRMATION OF MINUTES"}
{"text": "Chairperson  Signature  Date"}
{"text": "Secretary  Signature  Date"}
{"text": "NIE BK 3 P 316 BUSINESS FORMAL LETTERS"}
{"text": "They include"}
{"text": "Letters written by you to an official body eg You may want to write a letter to a daily newspaper about certain issues you feel strongly about or to the local council complaining about garbage collection in your area"}
{"text": "Letters from an official to another The principal of the neighbouring school may write a letter to another principal"}
{"text": "Letters from an official to you Eg You may be the chairperson of your youth club in your area and an official writes to you requesting you to perform a certain duty"}
{"text": "FORMAT"}
{"text": "Senders address  Write it at the right hand corner of the page The name of the city or town should be written in capital letters"}
{"text": "The date should be written below the senders address eg 17th January 2012"}
{"text": "Reference number It may indicate the department eg ENG English Department or file number"}
{"text": "The title and address of the receiver  This address should be complete and have all the details that would be on the mailing address"}
{"text": "The through address This is required when one writes a letter through his immediate boss or principal or patron The person whose through address appears on the letter reads it and then forwards it to the actual receiver If it is the same as the senders address then do not repeat it"}
{"text": "Attention pointer  used when one writes a letter to a big institution necessitating himher to direct it to the proper person or right side eg"}
{"text": "Attention Mr Joseph Koech"}
{"text": "For the attention of Miss Dolphin Orare"}
{"text": "Salutation  use Dear Sir or Dear madam  one at a time not both"}
{"text": "Subject heading  gives an immediate prominence of the subject of the letter ie RE meaning with regard to It is written in capital letters and underlined"}
{"text": "The letter  write in paragraphs introduce the letter by stating the reasons for writing"}
{"text": "the body would have the facts that you are presenting"}
{"text": "The conclusion may have what you want the recipient to do for you"}
{"text": "a Valediction  Your letter should end Yours faithfully Y is capitalized f is small"}
{"text": "b Signature Business letters must be signed by the sender It should be written above the name of the sender The name of the sender should be in capital letters Below the name write the designation Eg"}
{"text": "Yours faithfully"}
{"text": "Dolphin Orare"}
{"text": "Carbon copy cc is a copy of the letter given to another person who needs to be aware of the contents of the letter Write Cc followed by the name or title of the person to whom the copy of the letter is given If the person writing is in the same institution do not put full address if not include full address"}
{"text": "Attached documents What you have enclosed is shown by the heading Encls meaning Enclonsures"}
{"text": "Example"}
{"text": "MAGOMENI SECONDARY SCHOOL"}
{"text": "PO BOX 160303  00501"}
{"text": "MOMBASA"}
{"text": "17TH JANUARY 2012"}
{"text": "REF NO 1110312"}
{"text": "THE CHAIRPERSON"}
{"text": "MUSIC CLUB"}
{"text": "MATUNGA SECONDARY SCHOOL"}
{"text": "PO BOX 10102  00510"}
{"text": "MSHIMBA"}
{"text": "Thro"}
{"text": "The patron music club"}
{"text": "Dear Sir"}
{"text": "RE MUSIC GALA NIGHT"}
{"text": "I would like to invite members of your Music Club to our Music Gala Night which will be held in our school hall on 2nd March 2012 from 600 pm in the evening to 1030 pm"}
{"text": "We would appreciate it very much if your Music Club would perform one masterpiece a folk song and a dance to raise the curtain The mayor of Mombasa City Council has kindly accepted to grace the occasion as the Chief Guest"}
{"text": "I have enclosed the programme Please let me hear from you as soon as you can"}
{"text": "Yours Faithfully"}
{"text": "sign"}
{"text": "William Otwori"}
{"text": "Secretary Music Club"}
{"text": "Cc"}
{"text": "Patron Music Club"}
{"text": "Magomeni Secondary school"}
{"text": "Patron Music Club"}
{"text": "Matunga Secondary School"}
{"text": "PO Box 10102"}
{"text": "Mshimba"}
{"text": "Encls"}
{"text": "Music Gala programme"}
{"text": "Two invitation cards"}
{"text": "Exercise"}
{"text": "Write a letter to the Municipal Council complaining about Garbage collection in your market"}
{"text": "NIE BK 3 P 333 TELEGRAMS"}
{"text": "A telegram is a message that is transmitted by a telegraph"}
{"text": "In writing a telegraph every word costs money There is a standing charge for the 1st 10 words If you want to save money say precisely what you want in a few words"}
{"text": "Leave out"}
{"text": "Determiners  a an the some any eg The parcel arrived this morning"}
{"text": "PARCEL ARRIVED MORNING"}
{"text": "Pronouns I he them she they eg"}
{"text": "She was admitted yesterday"}
{"text": "ADMITTED YESTERDAY"}
{"text": "Words like possessive nouns and adjectives Eg his our theirher"}
{"text": "WE SOLD OUR CAR YESTERDAY"}
{"text": "Prepositions eg on in at eg I saw JOSEPH at the market"}
{"text": "SAW JOSEPH MARKET"}
{"text": "A full stop is indicated by the word STOP in a telegram Numerals can be used instead of words Eg forty two  42"}
{"text": "The senders name is also counted as a word and should be written after the message Eg"}
{"text": "WIFE DELEVERED BABY GIRL STOP DISCHARGED STOP JOHN"}
{"text": "Activity p333  334"}
{"text": "NIE BK 3 P 105 MEMORANDA MEMO"}
{"text": "A memoranda or memo is an internal communication document It can only be sent within different offices of the same institution and not elsewhere"}
{"text": "However there are other memoranda structured differently that are issued by workers or a delegation to a visiting senior government officer  donors or senior management stating needs requests or demands"}
{"text": "Some offices have set formats for their memoranda In the absence of such a format officers design their own formats which include the following details"}
{"text": "reference number of communication memorandum"}
{"text": "name and position of the one to whom the memoranda is addressed"}
{"text": "name and position of others who need to know about this communication"}
{"text": "name and position of sender"}
{"text": "date of communication"}
{"text": "title or subject of memorandum"}
{"text": "content"}
{"text": "The content of a memorandum or memo is usually very brief and direct"}
{"text": "Example"}
{"text": "Emerald High School is hosting the district interschool debating competition scheduled for 18th June Below is a memo from the Debating Club patron to the school cateress asking her to make arrangements for the meals"}
{"text": "FORM FOUR"}
{"text": "COMPOSITION"}
{"text": "SYLLABUS"}
{"text": "Letters of Request"}
{"text": "Recipes"}
{"text": "Letters of Enquiry"}
{"text": "Speeches"}
{"text": "Book Review"}
{"text": "Questionnaires"}
{"text": "EMails"}
{"text": "Faxes"}
{"text": "Confidential Reports"}
{"text": "Autobiography"}
{"text": "Curriculum Vitae"}
{"text": "Biography"}
{"text": "Expository Writing"}
{"text": "Giving instructions to Family and Friends"}
{"text": "NIE BK4 pp2932 LETTERS OF REQUEST"}
{"text": "Can be formal or informal"}
{"text": "In both cases the sender must state their request clearly giving the recipient sufficient information to enable them to determine whether or not to act on the request"}
{"text": "Informal requests"}
{"text": "We borrow things ask for information or seek favours from our friends acquaintances and relatives This is put in informal requests"}
{"text": "When borrowing items know that you are likely to inconvenience the other party As such you need to offer due apologies and promise to return the item the soonest possible The degree of informality varies"}
{"text": "Letters of request should give the addressed the freedom to decide whether they can oblige the request or not It is impolite to coerce for support"}
{"text": "Formal requests"}
{"text": "Follow the format of formal letters They seek information or service Though brief they contain all the necessary information"}
{"text": "Example p 2a"}
{"text": "Utu Wema Secondary School"}
{"text": "PO Box 206 50103"}
{"text": "MALABA"}
{"text": "10th January 2013"}
{"text": "The Curator"}
{"text": "Mt Elgon Museum"}
{"text": "PO Box 4630200"}
{"text": "Kitale"}
{"text": "Dear SirMadam"}
{"text": "RE SCHOOL VISIT"}
{"text": "The form four class would like to make a guided tour of the museum on the 17th January as part of their cultural appreciation project They are interested in seeing artifacts images and housing structures collected at your museum as part of the cultural heritage of people from Western Kenya"}
{"text": "Could you let me know if the proposed date is suitable for your education staff  Also advise us regarding the costs and any other requirements Any inconvenience in view of the short notice is regretted"}
{"text": "I look forward to your earliest response"}
{"text": "Thank you"}
{"text": "Yours faithfully"}
{"text": "Vincent Obure"}
{"text": "Headteacher"}
{"text": "DECLINING REQUESTS POLITELY"}
{"text": "At times a request may be difficult to honour In such a case one needs to decline it politely"}
{"text": "STEPS TO USE"}
{"text": "Acknowledge the request"}
{"text": "State your willingness to honour it"}
{"text": "Explain that you cannot honour the request without going into minute details Eg"}
{"text": "Example"}
{"text": "THE CURATOR"}
{"text": "MT ELGON MUSEUM"}
{"text": "POBOX 4630200"}
{"text": "KITALE"}
{"text": "13TH JANUARY 2013"}
{"text": "THE HEADTEACHER"}
{"text": "UTU BORA SECONARY SCHOOL"}
{"text": "POBOX 206 50103"}
{"text": "MALABA"}
{"text": "Dear Mr Wangamati"}
{"text": "RE SCHOOL TRIP"}
{"text": "We have received your letter dated 10th August Thank you for the interest you have in our work We regret we will not be able to receive your students on 17th JANUARY as requested due to earlier commitments We would however be glad to reschedule it to a date suitable to your learners next term"}
{"text": "Thank you for your understanding"}
{"text": "Yours sincerely"}
{"text": "Sign"}
{"text": "Kijana Mjomba"}
{"text": "Curator"}
{"text": "NIE Bk4 pp 3943 RECIPES"}
{"text": "Dfn is a set of ingredients and instructions on how to prepare a food dish It consists of"}
{"text": "the name of the dish"}
{"text": "ingredients and their quantities"}
{"text": "the instructions on how to prepare the dish"}
{"text": "suggestions on how many people to eat it and how to serve the dish"}
{"text": "the length of cooking"}
{"text": "Example"}
{"text": "Fried liver for two"}
{"text": "Ingredients"}
{"text": "250 grams beef liver"}
{"text": "1 green chili chopped"}
{"text": "1 teaspoon ginger"}
{"text": "1 onion sliced"}
{"text": "1 big tomato chopped"}
{"text": "1 tablespoon vegetable oil"}
{"text": "1 teaspoon tomato puree"}
{"text": "salt to taste"}
{"text": "Method"}
{"text": "Cut the liver into small pieces and fry it in the oil"}
{"text": "Add a little chilli and ginger until the meat juices are released and the meat is almost cooked"}
{"text": "Add the onions tomatoes and the puree"}
{"text": "Turn the fire down to a slow simmer so as not to burn the puree"}
{"text": "Let it simmer for another five minutes and then turn off the heat"}
{"text": "The liver can be eaten with ugali rice or irio"}
{"text": "Exercise"}
{"text": "A friend of yours is organizing a get together for ten people and she has asked you to prepare a dish for one course Write a recipe for the dish that you will prepare for the occasion"}
{"text": "NIE Bk 4 pp5962 LETTERS OF INQURY"}
{"text": "Are letters in which one wants to enquire about something"}
{"text": "One may inquire about a lot of things eg to"}
{"text": "Find out from the Head teacher when schools are opening and what one needs to carry"}
{"text": "Enquire from a college what courses they offer and the qualifications required for each"}
{"text": "Find out details of an oncoming event or excursion"}
{"text": "Inquire from a company whether they manufacture or have in stock particular goods you are interested in"}
{"text": "The format of enquiry letters is that of business letters eg p 60"}
{"text": "Ex 61"}
{"text": "TULIPE PARISH"}
{"text": "PO BOX 423160200"}
{"text": "MERU"}
{"text": "3RD MAY 2013"}
{"text": "THE MOTHER SUPERIOR"}
{"text": "TWANA CHILDRENS HOME"}
{"text": "PO BOX 132460200"}
{"text": "MERU"}
{"text": "Dear Sis Lucilla"}
{"text": "RE ENQUIRY ABOUT SHELTER FOR TWO GIRLS"}
{"text": "I am a retired teacher and I am writing to enquire whether you have a room in your home to shelter two young girls The two girls have escaped from home after being threatened with Female Genital Mutilation by the parents and the community They have been hiding in my house for the last two weeks and I am afraid that their security is not fully guaranteed as the parents may find girls hideout and forcefully take them away"}
{"text": "I will be grateful if you could shelter them for the time being and also admit them in your boarding school as the threat is immense Both girls are in standard three"}
{"text": "Please contact me using the following telephone number 0766066077"}
{"text": "Yours sincerely"}
{"text": "Sign"}
{"text": "Margaret Omondi"}
{"text": "NIE Bk 4 pp 7780 SPEECH WRITING"}
{"text": "The speakers appearance grooming posture and gestures have an impact on the audience When you write a speech for yourself make a few basic notes to serve as a speech outline When writing a speech for someone else you must recognize the audience and the speaker Research on the subject and try to write it Ascertain certain facts figures and dates to avoid being challenged and embarrassed by the audience"}
{"text": "Writing the speech"}
{"text": "Acknowledge significant persons in the audience in order of seniority eg"}
{"text": "Mr Paul Ekaran Chairperson Turkana County council Mrs Lucy Mukami District Education Officer Turkana Mr Eliud Lopokoit Chairperson Board of Governors Mr Elijah PTA Chairperson Mr Onsongo Keronche Head teacher teachers parents students ladies and gentlemen"}
{"text": "Present each point of your speech in a brief but well developed paragraph eg"}
{"text": "First of all I would like to commend all of you on my own behalf and on behalf of the Board of Governors for the support you have given us throughout the year"}
{"text": "Secondly I want to urge you all to look at what has brought us this far and made us who we are in education"}
{"text": "We all take pride in the excellent performance of this school We recognize that school facilities the staff dedication and the parents unfailing support play an important role in getting good results Above all we recognize that its the individual dedication of each student to maintain the culture of this school and to reach hisher chosen goals that really makes the difference Remember that there cannot be a school without you students"}
{"text": "Sign post your speech by use of appropriate connectors of sequence eg firstly secondly in conclusion"}
{"text": "Stimulate your audience involvement using the collective term You addressing individuals in a crowd might have a negative effect eg"}
{"text": "Which parent does not wish what is good for their child Rhetoric question"}
{"text": "I am greatly encouraged by the sacrifice you have made to give our youth a solid foundation for the future"}
{"text": "As you have rightly observed discipline is the best foundation individual or audience"}
{"text": "NB Unless rhetoric questions are carefully used they can stimulate a negative reaction in your audience"}
{"text": "Conclude your speech by urging the audience to consider the facts and to take further action if necessary eg"}
{"text": "In conclusion ladies and gentlemen let me say how delighted we all are by this schools achievements As we celebrate our success let us strive to maintain our record and to reach newer heights of success Thank you for your attention"}
{"text": "Use the right tone through appropriate language structures eg"}
{"text": "Persuasion"}
{"text": "This scheme has been specifically designed for you"}
{"text": "I urge you all to do your best to maintain our school tradition of caring for the less fortunate members of our community"}
{"text": "You have waited anxiously over the last four years for this moment"}
{"text": "Consider the benefits you have reaped by enabling so many girls access education up to the university level"}
{"text": "In the long run you will find that this was your best choice"}
{"text": "Commemoration"}
{"text": "Allow me to congratulate you for celebrating your tenth anniversary"}
{"text": "Reproof It is in your interest to improve your performance because at the end of the day its your future we are talking about here I find this flouting of school rules completely unacceptable"}
{"text": "Exercise"}
{"text": "Write the head teachers Prize Giving Day speech Using points raised in a group discussion"}
{"text": "NIE Bk 4 pp9396 REVIEWS"}
{"text": "A review gives a good idea of what a book is about It is written in prose form"}
{"text": "In a book reviewing we include"}
{"text": "The author"}
{"text": "title of the book under review"}
{"text": "name of the publisher of the book and when published"}
{"text": "the name of the reviewer"}
{"text": "the number of pages"}
{"text": "The content of the book ie what the books is about"}
{"text": "The language used and the style of the author"}
{"text": "The weaknesses and strengths of the book"}
{"text": "Example"}
{"text": "Title The Broken Covenant"}
{"text": "Author Kamau Ndirangu"}
{"text": "Publisher Benchmark"}
{"text": "Year2005"}
{"text": "Price320"}
{"text": "Pages290"}
{"text": "Reviewed by Alice Muthoni"}
{"text": "This is a story of a broken covenant in which the main character Mukuri uproots a sacred tree contrary to the wishes of old Mutahi The story is set in Nyeri on the fringes of the Aberdare Ranges Mukuri a primary school Headmaster in his stubborn enthusiasm to built new classrooms cuts down the tree This he does in spite of numerous warnings from the locals Soon after completion of the classrooms a mysterious storm destroys it leaving a trail of destruction and death"}
{"text": "The author presents us with the question of whether superstitutions are real whether they have a bearing on our lives Can we afford to destroy our ancestors The use of dialogue powerfully brings out this underlying theme The author does not explain how the freak storm is related to the late Mutahi Though the story is told with ease it leaves one with more questions than answers"}
{"text": "Example AIE P 60"}
{"text": "NIE BK 4 PP 155156 CONFIDENTIAL REPORTS"}
{"text": "They also called a reference letter"}
{"text": "They take the format of formal letters"}
{"text": "This report requires the writer to comment in confidence or give an assessment of the suitability of someone or something for a given task or activity"}
{"text": "They are expected to mention strengths and weaknesses truthfully"}
{"text": "They are not meant to be read by the public but for the person requesting for them"}
{"text": "Example"}
{"text": "Mashamba Flowers"}
{"text": "PO Box 54766  00100"}
{"text": "Nairobi"}
{"text": "22nd January 2013"}
{"text": "The Human Resource Manager"}
{"text": "Landscaping Enterprises"}
{"text": "PO Box 122  00200"}
{"text": "Nairobi"}
{"text": "Dear Sir"}
{"text": "RE MR JAMES KAPULE APPLICATION FOR A FLOWER  GROWING JOB"}
{"text": "I have known Mr Kapule for the last six years During this time he worked as a gardener in our flower farm where we grow flowers of all types for export While working for the company Mr Kapule attended short courses both locally and overseas and obtained a diploma in flower growing and landscaping Mr Kapule is an innovative person who is quite adventurous He in fact introduced a number of exotic flowers in the farm which saw our sales soar He is hardworking and needs no supervision I therefore recommend him with full confidence that he will not disappoint you If you need further information do not hesitate to write"}
{"text": "Yours sincerely"}
{"text": "Sign"}
{"text": "Shilingi Sumuni"}
{"text": "Personnel Manager"}
{"text": "NIE Bk 4 pp105110 QUESTIONNAIRES"}
{"text": "Are used by individuals institutions and firms to collect information that helps them to determine issues or phenomena like"}
{"text": "Market trends"}
{"text": "National examination performance"}
{"text": "Changes in attitude"}
{"text": "Preferences"}
{"text": "Political thought"}
{"text": "Community needs"}
{"text": "Acceptability of public policy"}
{"text": "IMPORTANCE"}
{"text": "They"}
{"text": "provide direction as to what information is to be collected"}
{"text": "afford the respondent time to choose their answers"}
{"text": "reach a wider audience within a short time"}
{"text": "offer systematic analysis"}
{"text": "minimized the misrepresentation of responses on specific issues"}
{"text": "are always consulted for clarification"}
{"text": "document a variety of responses"}
{"text": "STRUCTURING A QUESTIONNAIRE"}
{"text": "Establish the purpose of the questionnaire and the type of data you wish to collect"}
{"text": "Questionnaire comprise written questions that are posed to estimate whether and how one set of factors predetermines states opinions or conclusions"}
{"text": "Avoid questionnaires that deviate from the purpose of investigation"}
{"text": "Begin with factual less demanding and progress towards questions demanding greater detail opinion or thought"}
{"text": "They may be structured in such a way that respondents simply tick the response they favour"}
{"text": "Other questions in the questionnaire may be framed in such a way as to grade a respondents attitude or feeling towards something"}
{"text": "Keep the questionnaire to an appropriate length people do not have time to keep on turning pages"}
{"text": "Use a culturally appropriate language and do not patronize the respondent"}
{"text": "NB Show appreciation for the respondents effortsAlso give an idea as to how the results of the questionnaire might be of benefit to them"}
{"text": "NIE Bk 4 pp134136 EMAILS"}
{"text": "Are a form of electronic communications electronic mail"}
{"text": "Letters can be passed electronically using computers and telephone modems these letters can be formal or informal"}
{"text": "they are faster than postal mails an"}
{"text": "can be accessed by the recipient at any location in the world"}
{"text": "email users are charged according to the time taken during transmission"}
{"text": "CYBER CAFES"}
{"text": "Are public places with computers and a telephone linemodem where people can access and send their emails"}
{"text": "STEPS TO FOLLOW IN A CYBER CAF"}
{"text": "With the computer on click the programme to retrieve or end your email eg yahoo hotmail"}
{"text": "Select the Internet Service Provider ISP to which you are connected eg nairobinet gmail wananchionline"}
{"text": "Type your ID or username and password the ID serves as ones postal address and a password serves as the key to ones Postal Box"}
{"text": "Click enter"}
{"text": "Click compose"}
{"text": "On the space written To you type in the email address of the recipient"}
{"text": "If sent to other parties type in their addresses on the written Cc"}
{"text": "If you do not want others sent the same email to know who else was sent the email the addresses are written on the spaces written BC blind copy"}
{"text": "Type the subject under subheading SUBJECT"}
{"text": "Write your message"}
{"text": "Click the button to send the email in the space provided"}
{"text": "The computer indicates if or not the message has been delivered"}
{"text": "Example"}
{"text": "Formal"}
{"text": "From kerubomondayahoocom"}
{"text": "CC onditihotmailcom"}
{"text": "wanjayahoocom"}
{"text": "BC  mwakioyahoocom"}
{"text": "Subject annual reports"}
{"text": "This is to inform you that our annual marketing report is due in the Directors office by the end of the month I would be grateful if you forward your regional reports to reach my office not later than Wednesday 25th November"}
{"text": "Thank you for cooperation"}
{"text": "Regards"}
{"text": "Peter Wafula"}
{"text": "Marketing Manager"}
{"text": "INFORMAL"}
{"text": "To tashyahoocom"}
{"text": "From jim yahoocom"}
{"text": "Subject get together"}
{"text": "Hi Tamasha"}
{"text": "Its been a long time since I heard from you I understand you moved house Where are you staying"}
{"text": "now  Can we meet at java this Saturday to catch up with the latest gossip Please dont let me down"}
{"text": "Ill be waiting Bye for now"}
{"text": "Jim"}
{"text": "NIE Bk 4 p 137 FAXES"}
{"text": "Are transmitted using a fax machine telephonemodem"}
{"text": "A fax number or telephone number is important not the address"}
{"text": "Fax messages can be typed or handwritten and unlike emails they can bear the signature of the sender Faxes going through a modem may not bear signatures"}
{"text": "Label pages of the fax message for ease of handling"}
{"text": "When the message goes through the sender is informed and shehe can try again"}
{"text": "Exercise"}
{"text": "Write a fax to your friend requesting for a revision book that she had borrowed from you"}
{"text": "MAXMILLA FOOT WEAR"}
{"text": "PO BOX 31290100"}
{"text": "MACHAKOS"}
{"text": "17TH JULY 2012"}
{"text": "UFUNDI INDUSTRIES"}
{"text": "PO BOX 3007 00200"}
{"text": "NAIROBI"}
{"text": "TEL 2540205869744"}
{"text": "Dear Madam"}
{"text": "RE CATALOGUE"}
{"text": "Kindly send us through the quickest service mail you latest catalogue of ladies footwear and hand bags"}
{"text": "Thank you"}
{"text": "Yours faithfully"}
{"text": "sign"}
{"text": "Monica Munyao"}
{"text": "Proprietor"}
{"text": "NIE Bk 4 PP178180 CURRICULUM VITAE RESUME"}
{"text": "It is an important tool in marketing your personal and professional competence"}
{"text": "It should briefly and cohesively say who you are and what you can do It is a document that grows through the years with each added achievement"}
{"text": "A CV has"}
{"text": "1 Bio data ie information concerning yourself It should include your name sex marital status date of birth residential and business address and mobile  telephone number"}
{"text": "2 Educational background"}
{"text": "This indicates academic certification and the date institutions from which you obtained them The latest qualifications are written first up to the last in a descending order"}
{"text": "3 Professional qualification"}
{"text": "These are career  related qualifications The latest qualifications are written first"}
{"text": "4 Work experience"}
{"text": "5 Referees"}
{"text": "are people well known to you  either at school college or at the work place"}
{"text": "6 Publication"}
{"text": "are published materials a person has written They should be relevant to the job one is applying for or the course one wants to pursue"}
{"text": "7 Hobbies"}
{"text": "What you do during leisure time"}
{"text": "8 Affiliations"}
{"text": "are organizing that the applicant is involved in"}
{"text": "Example"}
{"text": "CURRICULUM VITAE"}
{"text": "BIO DATA"}
{"text": "Surname KUTOL"}
{"text": "Middle Name KIPROTICH"}
{"text": "First Name Franklin"}
{"text": "Date of Birth 4th January 1991"}
{"text": "Marital status Single"}
{"text": "Nationality Kenyan"}
{"text": "Address POBox 3264 Kirenga"}
{"text": "Mobile Number 0753269808"}
{"text": "Business Address if different St Teresas School POBox 412 Kirenga"}
{"text": "EDUCATIONAL BACKGROUND"}
{"text": "Dates Institution Certificate"}
{"text": "1995  1998 Titos Secondary School KCSE Certificate"}
{"text": "19871994 NAPETET Primary School KCPE certificate"}
{"text": "PROFESSIONAL EXPERIENCE"}
{"text": "Dates Institution Certificate"}
{"text": "April Njoro Boys Certificate in Gender Studies"}
{"text": "January  Nov 2003 KISE Diploma in special education"}
{"text": "1999  2002 University of Nairobi BEd Degree"}
{"text": "WORKING EXPERINECE"}
{"text": "Date Institution Responsibility"}
{"text": "January 2004 to Date St Katherine Lodwar school Head of English Department"}
{"text": "HOBBIES"}
{"text": "Member of the panel for girlseducation in Turkana"}
{"text": "Choir member Napetet Christian church"}
{"text": "REFEREES"}
{"text": "Br Edwin Benjamin"}
{"text": "Principal"}
{"text": "St Catherine secondary school"}
{"text": "POBox 7230500"}
{"text": "Lodwar"}
{"text": "Prof Michael Mwangangi"}
{"text": "Department of English"}
{"text": "University of Nairobi"}
{"text": "PO Box 26550600"}
{"text": "Nairoibi"}
{"text": "NIE Bk 4 pp 209214 BIOGRAPHY"}
{"text": "A biography is a story about a life of a person written by someone else"}
{"text": "A biographer is a person who writes a book about someone elses life"}
{"text": "Writing a biography is like writing a novel in many ways it involves writing about a major character and many other characters that that character has interacted with to write a good biography you must know a lot about your subjects entire life and that of characters who are close to the subject"}
{"text": "To gather that information carry out some research on the subject by interviewing himher The subject must be willing to give all details about himselfherself"}
{"text": "You might need to interview their close relatives friends colleagues workmates to get a correct perspective of hisher life"}
{"text": "If you hope to get specific information you must phrase the questions clearly and precisely A biographer strives to bring to life the most significant moments of the subject not in isolation but as an integral part of the community"}
{"text": "When interviewing your subject"}
{"text": "be friendly"}
{"text": "spend time with the subject"}
{"text": "be creative in setting up your interview so that it doesnt seem too formal"}
{"text": "give your subject all your attention"}
{"text": "make a list of questions you would like to ask"}
{"text": "do prior research to enable you to have background information to enhance your interview and interpret answers to questions set"}
{"text": "be tactical especially when asking probing or difficult questions"}
{"text": "listen Do not talk too much Let your subject give the information"}
{"text": "do not be afraid to ask dumb questions"}
{"text": "ask about other people"}
{"text": "note facts especially dates and ensure they are correct"}
{"text": "thank the subject"}
{"text": "NB Divide the life of your subject into phases and set questions on each section eg"}
{"text": "early childhood"}
{"text": "preteens"}
{"text": "teens"}
{"text": "young adulthood"}
{"text": "early adulthood"}
{"text": "middle age"}
{"text": "old age"}
{"text": "example"}
{"text": "Early Childhood"}
{"text": "Early memories of parents home and siblings"}
{"text": "Most memorable incidents involving the subject and other family members"}
{"text": "The subjects greatest fear"}
{"text": "Attitude towards childhood and reasons for it"}
{"text": "Accidents or illness that may have affected or influenced their life"}
{"text": "General impressions about festivities like Christmas"}
{"text": "Gather information from the institutions where the subject studied the places where they worked and even from the hospitals and clubs which they attended"}
{"text": "Read newspapers and magazines on stories about your subject and see what they said"}
{"text": "A Curriculum Vitae can tell a lot about a persons profession and achievements"}
{"text": "Identify and understand the most interesting or the most important things about your subject Know about their achievements normal behavior strengths weaknesses and idiosyncrasies"}
{"text": "Authors write biographies of people who excelled in certain aspects of life or people who have made an impact in their families communities or the world A biography is vivid detailed and descriptive"}
{"text": "Sometimes writing the biography of a famous person like a great scientist actor or president has to be authorized Therefore what the authorized biography captures should be the officially acceptable version of what the subject is to have done"}
{"text": "Research on the historical period during which the person lived and worked"}
{"text": "Make sure your facts can be found in at least three different sources Where there is a disagreement between sources state that there exists a conflict"}
{"text": "Be as accurate as possible"}
{"text": "Write in a clear and convincing way because if you dont believe what you are writing your readers wont either Be sure to tell a good story that will keep your readers interested"}
{"text": "After collecting the information compile it into an interesting story that takes into account"}
{"text": "social economic conditions"}
{"text": "physical environment described in vivid details"}
{"text": "political life changes taking place at any given time How they impact not only on the subject but also on the community as a whole and in particular how the subject responded to them"}
{"text": "religious set up trends in religious development"}
{"text": "NIE Bk4 pp229231 EXPOSITORY WRITINGEXPLANATORY WRITING"}
{"text": "Aims at appealing to the readers intellect One should ensure that whatever is explained is understood"}
{"text": "TYPES OF EXPOSITORY WRITING"}
{"text": "The informational process"}
{"text": "Here the writer informs us about how something is done or how something operates"}
{"text": "The instructional process the writer gives directions or instructions on how to do something"}
{"text": "Expository essays are developed through"}
{"text": "Narration  is the presentation of events or information in a sequential order"}
{"text": "Analysis breaks the subject step by step into separate procedures and actions"}
{"text": "Description  you give a picture of what you are writing about"}
{"text": "Definition  any technical terms or stages of the process The definition could be a sentence to bring out meaning a paraphrase or a restatement of a previous point"}
{"text": "Use the present simple tense It is used in the passive voice to describe an operation or a process"}
{"text": "Exercise"}
{"text": "You have given your bicycle to your sister However she does not know how to ride Explain how it works and the purpose for giving it to her"}
{"text": "Explain how to milk a cow using either a machine or hands"}
{"text": "A friend intends to visit you over the holidays Explain to herhim how to get to your home from the nearest shopping centre"}
{"text": "Explain how to prepare a tree nursery and why it is necessary to prepare one"}
{"text": "Your pen friend is coming to visit you from overseas This is herhis first visit to Kenya and you want to explain a few things about your town and family Write an essay on how the town looks like and about your family"}
{"text": "NIE Bk 4 pp 246248 GIVING INSTRUCTIONS TO FAMILY AND FRIENDS"}
{"text": "Instructions can be acceptable in letter form However it is easier to follow instructions written in point form"}
{"text": "When giving instructions give adequate information to enable the person to undertake the assignment Eg"}
{"text": "Please switch of the lights if you are the last person to leave the living room"}
{"text": "Juma I have just dashed to the shops Please watch the stew You need to add onions and tomatoes after five minutes You will find them already chopped on the cutting board near the sink I will be back soon"}
{"text": "IMAGINATIVE COMPOSITIONS"}
{"text": "An imaginative composition tells a story It may give an account of an event or an occurrence"}
{"text": "ELEMENTS OF AN IMAGINATIVE COMPOSITION"}
{"text": "Plot every story has a plot To have a plot put a character in trouble create a conflict The rest of the story explains how the character gets out of the difficult situation"}
{"text": "Beginning of a story the beginning should be catchy It will get the readers attention and encourage him or her to read on"}
{"text": "It should set the scene introduce the characters and set the mood eg You can begin an imaginative composition by using direct speech eg Everybody lie down the huge hooded gunwielding gang leader roared if you behave yourselves nobody will get hurt"}
{"text": "Finishing  the ending should create a feeling of completeness try to create suspense in your story"}
{"text": "Use of dialogue  a good story combines dialogue with narration The dialogue should be properly punctuated Ensure that you"}
{"text": "make the characters talk naturally"}
{"text": "start a new paragraph each time a different character speaks"}
{"text": "use short descriptions to enliven the story Describe people and places"}
{"text": "PREPARING TO WRITE AN IMAGINATIVE COMPOSITION"}
{"text": "Let your mind start thinking about creative writing get inspired"}
{"text": "Know the purpose of writing Most creative compositions entertain describe and explain"}
{"text": "Make an outline and organize your ideas in a logical order"}
{"text": "Exercise"}
{"text": "Write a story on a young boy a dog and a hare"}
{"text": "Write a composition beginning he heard somebody whisper his name and turned"}
{"text": "Write a story beginning with I walked towards the door and cautiously opened it there she stood"}
{"text": "KISWAHILI"}
{"text": "SHAIRI"}
{"text": "MWONGOZO"}
{"text": "SHAIRI 20  MWONGOZO"}
{"text": "USHAIRI WA 1"}
{"text": "Soma shairi lifuatalo kwa makini halafu ujibu maswali yanayofuata"}
{"text": "Naja sasa ni ndiyani naja kwetu Mzalendo"}
{"text": "Naja nirudi nyumbani nilowekwa nako kando"}
{"text": "Kwetu mi nakutamani kulo na mwingi uhondo"}
{"text": "Nijaye ni yule nyundo misumari hadharini"}
{"text": "Naja kwingine kuwapi kulojaa langu pendo"}
{"text": "Huenda nende kwinginepi sawa nako kwa muundo"}
{"text": "Kaa kwingine anapi ela kwenye lakwe gando"}
{"text": "Nijaye ni ile nyundo misumari hadharini"}
{"text": "Naja nije rudi papo panigedeme mgando"}
{"text": "Ningaambwa kwetu hapo kwamba kwanuka uvundo"}
{"text": "Sitakwenda penginepo tarudi kuko kwa mwando"}
{"text": "Nijaye ni ile nyundo misumari hadharini"}
{"text": "Naja sitapakimbiya ningambwa kuna vimondo"}
{"text": "Takuja kuvilekeya vinganijiya kwa vundo"}
{"text": "nilipozawa tafiya sikimbii kwenda kando"}
{"text": "nijaye ni ile nyundo misumari hadharini"}
{"text": "Naja hiwa mekomaa kuzidi nilivyo mwando"}
{"text": "Tena nnajiandaa kwa fikira na vitendo"}
{"text": "Kwetu nije kuifaa na kuitiliya pondo"}
{"text": "Nijaye ni ile nyundo misumari hadharini"}
{"text": "Naja na ingawa naja siwaeki mifundo"}
{"text": "Moyo wangu ushatuja mawi nalotendwa mwando"}
{"text": "Ela wataoningoja na vyao viwi vitendo"}
{"text": "Nijaye ni ile nyundo misumari hadharini"}
{"text": "7 a Eleza jinsi uzalendo wa mshairi unavyojitokeza katika beti za 1 na 2 alama 4"}
{"text": "Fafanua jazanda zinazopatikana katika mshororo"}
{"text": "Kaa kwingine anapi ela kwenye lakwe gando alama 2"}
{"text": "Andika ubeti wa tatu katika lugha nathari alama 4"}
{"text": "i Katika ubeti wa 5 mshairi amebadilika Eleza alama 2"}
{"text": "ii Ananuia kufanya nini pindi arudipo Alama 2"}
{"text": "Eleza ujumbe unaopatikana katika ubeti wa 6 alama 2"}
{"text": "Andika maneno haya katika kiswahili sanifu alama 2"}
{"text": "Mwando"}
{"text": "Ningambwa"}
{"text": "Kibwagizo cha shairi kinampa sifa gani mshairi Alama 2"}
{"text": "MWONGOZO WA KUSAHIHISHA SHAIRI WA 1"}
{"text": "7 UZalendo"}
{"text": "i Anarudi kwao"}
{"text": "ii Anapenda kwao"}
{"text": "iiiAnatamani kwao"}
{"text": "iv Nyumbani kunamlisha"}
{"text": "v Ndiko kuna uhondo"}
{"text": "vi Hawezi kulinganisha kwao na kwingine zozote 4 x 1 4"}
{"text": "b Jazanda"}
{"text": "i Anajilinganisha na kaa na angeishi baharini mahali pakubwa"}
{"text": "iiKaa ana lile gando kile kifaa anachokitumia kupatia chakula na vile vile kama silabi paini nyumba ambapo pana chakula na usalama au mtu kwao ni kwao ndipo pampapo riziki ussalama na utulivu"}
{"text": "2x1  2"}
{"text": "c Lugha Nathari"}
{"text": "i Ninarudi hapo kwetu"}
{"text": "ii Hata nikiambiwa pananuka"}
{"text": "iii Siendi pengine narudi hapo tu"}
{"text": "iv Nyundo Mjuzi Bingwa Shujaa Mweledi Stadi ninakuja misumar jihadhari alama 4 x 1  4"}
{"text": "d i Amekomaa zaidi anajiandaa kwa fikira na vitendo alama 2"}
{"text": "ii Kuifaa nchi yake kuleta maendeleo kurekebisha kujenga mji kuondoa uhasama alama 2"}
{"text": "e i Yeye hana kinyongo anapokuja lakini kwa waliomtenda na wale wanaomngojea kwa maovu atapambana nao alama 2"}
{"text": "f i Mwando  Mwanzo"}
{"text": "ii Ningambwa  Ningeambiwa 2x1 2"}
{"text": "g sifa inayopatikana katika shairi kuhusu mhusika"}
{"text": "i hajabadilika ni ile nyundo  bado yu tayari"}
{"text": "ii bado yu tayari kupambana na matatizo na anaweza mtekelezi 2 x 1  2"}
{"text": "USHAIRI WA 2"}
{"text": "Soma shairi hili kisha ujibu maswali"}
{"text": "Jukwani naingia huku hapa pasokota"}
{"text": "Kwa uchungu ninaliahii tumbo nitaikata"}
{"text": "Msiba mejileteanimekila kiso takata"}
{"text": "We tumbo nitakupaniuwe umetosheka"}
{"text": "Wazee hata vijanawote umewasubua"}
{"text": "Huruma nao haunaheshima kawakosea"}
{"text": "Ukambani na Saganahata mbwa wararua"}
{"text": "We tumbo nitakupaniuwe umetosheka"}
{"text": "Wahasibu ofisinikibwebwe mejifunga"}
{"text": "Miaka mingi vitabuniili wasikose unga"}
{"text": "Nadhari wanadhaminihesabu wanazirenga"}
{"text": "We tumbo nitakupani uwe umetosheka"}
{"text": "Wapenzi wa kiholelapia wanakuogopa"}
{"text": "Baada yao kulala wana wao wanatupa"}
{"text": "Wakihitaji chakulawanachokora mapipa"}
{"text": "We tumbo nitakupaniuwe umetosheka"}
{"text": "Wafugaji hata naokama dawa wakwamini"}
{"text": "Hawajali jiraniowamesusia amani"}
{"text": "Wanaiba ngombe waona kuzua kisirani"}
{"text": "We tumbo nitakupaniuwe umetosheka"}
{"text": "Nayo mizozo ya maji kaonekana kwa mara"}
{"text": "Hiyo nayo ni dibajisababu sio harara"}
{"text": "Njaa wahepe wenyeji huo ndio mkarara"}
{"text": "We tumbo nitakupaniuwe umetosheka"}
{"text": "Ningeweza kukuuzaingekuwa siku njema"}
{"text": "Tena kwa bei ya mezasokoni nimesimama"}
{"text": "Wala tena singewazakuhusu wali na sima"}
{"text": "We tumbo nitakupaniuwe umetosheka"}
{"text": "Hatima umefikikanaenda zangu nikale"}
{"text": "Mate yanidondokakwa mnukio wa wale"}
{"text": "Naomba kwenda kukaawala sio nikalale"}
{"text": "We tumbo nitakupaniuwe umetosheka"}
{"text": "Maswali"}
{"text": "Lipe anwani mwafaka shairi hili Alama 2"}
{"text": "Shairi hili ni la aina gani Toa sababu Alama 2"}
{"text": "Huku ukitolea mifano mwafaka taja arudhi zilizotumiwa katika ubeti wa tatu Alama 4"}
{"text": "Andika ubeti wa nne kwa lugha nathari Alama 4"}
{"text": "Thibitisha kuwepo kwa idhini ya ushairi Alama 2"}
{"text": "Taja madhila anayoelezea mtunzi wa shairi hili yaletwayo na tumbo Alama 4"}
{"text": "Elezea maana ya maneno yafuatayo Alama 2"}
{"text": "a Dibaji"}
{"text": "b Harara"}
{"text": "MWONGOZO WA KUSAHIHISHA USHAIRI WA 2"}
{"text": "1"}
{"text": "i  Tumbo lisilotosheka"}
{"text": "Matatizo ya tumbo 2x12"}
{"text": "ii  Tarbia mishororo minne 2x12"}
{"text": "iii  Mishororo"}
{"text": "Vina vya kati ni na vya mwisho nga"}
{"text": "Vipande viwili utao na ukwapi"}
{"text": "Kibwagizo"}
{"text": "Mizani urari wa mizani ukwapi 8 na utao 8 jumla 16 4x14"}
{"text": "iv  Wapendanao mapenzi yasiyo na dhati wanakuogopa Wapatao mimba watoto wao hawajali Watoto watakapo chakula huwa wanatafuta mapipani Tumbo nikupe nini ili utosheke"}
{"text": "4x14"}
{"text": "v  Kukosa heshima hata mbwa wararua"}
{"text": "Ufisadi hesabu wanazirenga"}
{"text": "Kutowajibikia wana wanachokora mapipa"}
{"text": "wizi wa ngombe"}
{"text": "Mizozo kutoelewana mradi waliepe njaa 4x14"}
{"text": "vi  Dibaji Thibitisho uhalali"}
{"text": "Harara hasira hamaki 2x12"}
{"text": "USHAIRI WA 3"}
{"text": "Soma shairi lifuatalo kisha ujibu maswali"}
{"text": "LAU HAKUNA MAUTI Na Abdalla Said Kizere"}
{"text": "Lau dunia nanena tuseme si ati ati"}
{"text": "Mauti kawa hakuna katika wote wakati"}
{"text": "Vipi tungelisongana tunaoishi tiati"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "Dunia ingetatana na kizazi katikati"}
{"text": "Huku kwazaliwa bwana kule kwazawa binti"}
{"text": "Vipi tungelioana na kuzaa hatuwati"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "Lau mauti hakuna tungesongana sharuti"}
{"text": "Kwa viumbe kukazana wanadamu na manyati"}
{"text": "Vipi tungelijazana kwa kusitawi umati"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "Walakini Subuhana kapanga sisi na miti"}
{"text": "Ili tusizidi sana si wengi na si katiti"}
{"text": "Maisha ya kupishana yule ende yule keti"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "Ndipo dunia kufana ikawa kama yakuti"}
{"text": "Kwa uwezowe Rabana kaipanga madhubuti"}
{"text": "Maisha kugawiana kayagawa kwa mauti"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "Njia ingekuwa hapana pembeni na katikati"}
{"text": "Sote tungeambatana kama ukosi na shati"}
{"text": "Na njaa ingetutafuna pa kulima hatupati"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "Peleleza utaona hayataki utafiti"}
{"text": "Kama tungelikongana ingekuwa ni bahati"}
{"text": "Vipi tungesukumana katika hiyo hayati"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "Mbele sitokwenda tena hapa mwisho nasukuti"}
{"text": "Yaoleni waungwana shauri yake Jabaruti"}
{"text": "Yote tuloelezana katenda bila senti"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "MASWALI"}
{"text": "a Je hili ni shairi la bahari gani Eleza alama 2"}
{"text": "b Eleza vile mwandishi alivyotumia uhuru wa kishairi alama 4"}
{"text": "c Eleza umbo la shairi hili alama 4"}
{"text": "d Fafanua ujumbe unaojitokeza katika ubeti wa tano alama 4"}
{"text": "e Andika majina mawili ya Mungu kwa mujibu wa shairi alama 2"}
{"text": "f Kwa kutolea mifano eleza mbinu mbili za lugha zilizotumiwa katika shairi hili alama 2"}
{"text": "g Eleza maana ya maneno yafuatayo kulingana na shairi alama 2"}
{"text": "i Tiati"}
{"text": "ii Shani"}
{"text": "MWONGOZO WA KUSAHIHISHA USHAIRI WA 3"}
{"text": "i Tarbia   mishororo mine"}
{"text": "ii Pindu  utao katika mkarara ndio kianzio cha ubeti unaofuatia mf Ubeti 3"}
{"text": "iii Mtiririko  vina vya kati vinafanana na vya mwisho pia vinafanana katika shairi lote"}
{"text": "Vya kati vya mwisho"}
{"text": "na ti"}
{"text": "na ti"}
{"text": "na ti"}
{"text": "ti na"}
{"text": "iv mathnawi  lina vipande viwili  utao na ukwapi"}
{"text": "b i Inkisari kwazawa gekuwa getutafuna nanena sitokwenda"}
{"text": "Tabdila  Sharuti badala ya sharti"}
{"text": "Kuboronga sarufi  mauti kawa hakuna  ikiwa hakuna mauti"}
{"text": "katika wote wakati  katika wakati wote"}
{"text": "Lahaja ya kimvita  hatuwati hatuwachi"}
{"text": "yaoleni yaoneni"}
{"text": "c"}
{"text": "Beti 8"}
{"text": "Mishororo 4 katika kila ubeti"}
{"text": "mizani 16 katika kila mshororo"}
{"text": "vina vya kati vya mwisho"}
{"text": "na ti"}
{"text": "na ti"}
{"text": "na ti"}
{"text": "ti na"}
{"text": "vipande viwili  utao na ukwapi"}
{"text": "Lina kibwagizo kinarudiwarudiwa lau hakuna mauti vipi tungelisongeni"}
{"text": "d i Dunia haiwezi kujaa watu kupita kiasi"}
{"text": "ii Mwenyezi Mungu anajua kupanga"}
{"text": "Baadhi ya watu wafe na baadhi wazaliwe"}
{"text": "Bila kifo tungesongamanajaa sana"}
{"text": "e i Subuhana"}
{"text": "ii Rabana"}
{"text": "iii Jabaruti"}
{"text": "f i Balagha  kv Vipi tungelisongana tunaoishi tiati"}
{"text": "ii Tashbihi  ikawa kama ya kuti"}
{"text": "Kama ukosi na shati"}
{"text": "iii Takriri  si ati ati"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "USHAIRI WA 4"}
{"text": "Soma shairi lifuatalo kisha ujibu maswali alama 20"}
{"text": "Sinisumbuwe akili nakusihi e mwendani"}
{"text": "Afiya yangu dhahili mno nataka amani"}
{"text": "Nawe umenikabili nenende sipitalini"}
{"text": "Sisi tokea azali twenda zetu mizimuni"}
{"text": "Nifwateni sipitali na dawa ziko nyumbani"}
{"text": "Mababu hawakujali wajihisipo tabani"}
{"text": "Tuna dawa za asili hupati sipitalini"}
{"text": "Kwa nguvu za kirijali mkuyati uamini"}
{"text": "Kaafuri pia kali dawa ya ndwele Fulani"}
{"text": "Nifwateni sipitali na dawa ziko nyumbani"}
{"text": "Mtu akiwa halali tumbo lina walakini"}
{"text": "Dawa yake ni subili au zongo huauni"}
{"text": "Zabadi pia sahali kwa maradhi yalondani"}
{"text": "Au kwenda wasaili wenyewe walo pangani"}
{"text": "Nifwateni sipitali na dawa ziko nyumbani"}
{"text": "Mtu kwenda sipitali ni kutojuwa yakini"}
{"text": "Dakitari kona mwili tanena kensa tumboni"}
{"text": "Visu vitiwe makali tayari kwa pirisheni"}
{"text": "Ukatwe kama figili tumbo nyangwe na maini"}
{"text": "Nifwateni sipitali na dawa ziko nyumbani"}
{"text": "Japo maradhi dhahili kuteguliwa tegoni"}
{"text": "Yakifika sipitali huwa hayana kifani"}
{"text": "Wambiwa damu kalili ndugu msaidieni"}
{"text": "Watu wakitaamali kumbe ndiyo buriani"}
{"text": "Nifwateni sipitali na dawa ziko nyumbani"}
{"text": "Mizimu wakupa kweli wakueleze undani"}
{"text": "Maradhiyo ni ajali yataka vitu thamani"}
{"text": "Ulete kuku wawili wa manjano na kijani"}
{"text": "Matunda pia asali vitu vyae chanoni"}
{"text": "Nafwatani sipitali na dawa zi mlangoni"}
{"text": "MASWALI  USHAIRI ALAMA 20"}
{"text": "a Lipe kichwa mwafaka shairi hili alama 2"}
{"text": "b Mtunzi alikuwa na lengo gani alipotunga shairi hili alama 2"}
{"text": "c Mbona mshairi hataki kwenda hospitali alama 4"}
{"text": "d Kwa kuzingatia muundo wa shairi hili eleza mbinu zilizotumika alama 6"}
{"text": "e kwa nini mshairi alitumia ritifaa katika ushairi alama 2"}
{"text": "f Andika maana ya maneno yafuatayo yalivyotumika katika shairi alama 4"}
{"text": "i Dhahili"}
{"text": "ii Azali"}
{"text": "iii Sahali"}
{"text": "iv Tumbo nyangwe"}
{"text": "MWONGOZO WA KUSAHIHISHA USHAIRI 4"}
{"text": "a i Sipitali sendi siendi"}
{"text": "ii Udhaifu wa hospitali"}
{"text": "iii Umaarufu wa miti shamba"}
{"text": "b i Kupigia debe miti shamba"}
{"text": "ii Kukosoa huduma za hospitali"}
{"text": "c i Tangu zamani wao huenda mzimuni"}
{"text": "ii Madawa ya asili yapo"}
{"text": "iii Hapendi upasuaji"}
{"text": "Mtu anaweza kupoteza maisha"}
{"text": "Tunafuata kieleleza cha mababu wetu"}
{"text": "d i Inkisani tabani wambiwa"}
{"text": "ii Mazida Afiya"}
{"text": "Takhmisa Mishororo tano"}
{"text": "Kibwagizo Nifwateni sipitali na dawa ziko nyumbani"}
{"text": "Mtiririko vina vya kati ni li ilhali vya utao ni ni"}
{"text": "Mizani kumi na sita kwa kila mshororo"}
{"text": "e Inkinsani"}
{"text": "f i Dhalili Hafifu isio na nguvu"}
{"text": "ii Azali zamani"}
{"text": "Sahali Nafuu"}
{"text": "Tumbo nyangwe Utumbo mdogo"}
{"text": "USHAIRI WA 5"}
{"text": "1 Soma shairi lifuatalo kwa makini kisha ujibu maswali"}
{"text": "Niokoa Muokozi uniondolee mashaka"}
{"text": "Kuyatukua siwezi mjayo nimedhikika"}
{"text": "Nimekithiri simanzi ni katika kuudhika"}
{"text": "Mja wako nasumbuka nipate niyatakayo"}
{"text": "Mja wako nasumbuka nataka kwao afua"}
{"text": "Nirehemu kwa haraka nami nipate pumua"}
{"text": "Naomba hisikitika na mikono hiinua"}
{"text": "Mtenda ndiwe Moliwa nipate niyatakayo"}
{"text": "Mtenda ndiwe Moliwa we ndiwe Mola wa anga"}
{"text": "Mazito kuyaondoa pamoja na kuyatenga"}
{"text": "Ukauepusha ukiwa ya pingu zilonifunga"}
{"text": "Nikundulia muwanga nipate niyatakayo"}
{"text": "Muwanga nikundulia nipate toka kizani"}
{"text": "Na huzuni nondolea itoke mwangu moyoni"}
{"text": "Mambo mema niegheshea maovu nisitamani"}
{"text": "Nitendea we Manani nipate niyatakayo"}
{"text": "Igeuze yangu nia dhaifu unipe mema"}
{"text": "Nili katika dunia kwa afia na uzima"}
{"text": "Moliwa nitimizia yatimize yawe mema"}
{"text": "Nifurahike mtima nipate niyatakayo"}
{"text": "Shairi hili ni la bahari gani Eleza alama 2"}
{"text": "Taja madhumuni ya shairi hili alama 3"}
{"text": "c Eleza muundo wa shairi hili alama 4"}
{"text": "d Thibitisha namna uhuru wa kishairi unaibuka katika shairi alama 4"}
{"text": "e Andika ubeti wa pili katika lugha sufufu alama 4"}
{"text": "f Toa maana ya"}
{"text": "Nimedhikika"}
{"text": "Muwanga nikundulia"}
{"text": "Nifurahike mtima alama 3"}
{"text": "MWONGOZO WA KUSAHIHISHA USHAIRI WA 5"}
{"text": "1 a Pindu Kifungu katika mshororo wa mwisho wa ubeti kuanza ubeti mpya 1x22"}
{"text": "b Kuonyesha kuwa mja hana nguvu"}
{"text": "Amekumbwa na masaibu"}
{"text": "Maombi kwa mola amwokoe na ampe afya"}
{"text": "Mungu amtoe katika giza"}
{"text": "Mungu ampe maisha mema"}
{"text": "Zozote 3x13 mks"}
{"text": "c Muundo"}
{"text": "Tarbia"}
{"text": "Vina vya kati na vya mwisho"}
{"text": "Mizani"}
{"text": "Kibwagizo"}
{"text": "4x14 mks"}
{"text": "d Inksari"}
{"text": "Mjayo Mja waho"}
{"text": "Nondolea"}
{"text": "Zilonifunga"}
{"text": "Mazida Moliwa"}
{"text": "Tabdila Afia"}
{"text": "Kuboronga sarufi igeuze yangu nia"}
{"text": "4x14mks"}
{"text": "e Kiumbe wako nimeteseka mno Naomba unipe afueni na unirehemu Ninaomba nikikusudia Wewe ndiwe Muumba unayeweza kunipa niyahitajiyo 4x14mks"}
{"text": "f i Nimeteseka au ni taabani"}
{"text": "ii Nimulikie niletee nuru nizinduke"}
{"text": "iii Nichangamke au nistarehe moyoni"}
{"text": "USHAIRI WA 6"}
{"text": "Soma shairi lifuatalo kisha ujibu maswali"}
{"text": "Wataalamu muwe macho vuani moto muenge"}
{"text": "Muenge hicho ambacho cha watu wenye mawenge"}
{"text": "Mawenge yenye kijicho kiswahili wakivunge"}
{"text": "Barakala tuwapinge sichafue kiswahili"}
{"text": "Sichafue kiswahili barakala tuwapinge"}
{"text": "Apige kila hali wasiguse tuwainge"}
{"text": "Tuwainge wende mbali kiswahili tujijenge"}
{"text": "Barakala tuwapinge sichafue kiswahili"}
{"text": "Sichafue yetu lugha waharibu Wabanange"}
{"text": "Wabanange iwe nyagha waiweke tengetenge"}
{"text": "Lugha kuitwa ulugha lafidhi watia denge"}
{"text": "Barakala tuwapinge sichafue kiswahili"}
{"text": "Tuichange heshima na ulugha tuupinge"}
{"text": "Tuhifadhi kwa salama na kisingio unyonge"}
{"text": "Kelele za maamuna si watu ni visinge"}
{"text": "Barakala tuwapinge sichafue kiswahili"}
{"text": "Kasema sheikh Amri kiswahili tukisenge"}
{"text": "Kistawi kinawiri kitumike kwenye bunge"}
{"text": "Hii ni yetu fahari lugha yetu tuichunge"}
{"text": "Barakala tuwapinge sichafue kiswahili"}
{"text": "Kikipatwa na maradhi kwa sindano tukidunge"}
{"text": "Kila jama kutidhi kipatwe hapo tupunge"}
{"text": "Tukitia mfawadhi kama kunde na kihenge"}
{"text": "Barakala tuwapinge sichafue kiswahili"}
{"text": "MASWALI"}
{"text": "a Ni mtindo gani aliotumia mshairi katika kutunga ubeti wa 1 na 2 fafanua kwa kutoa mfano"}
{"text": "alama 4"}
{"text": "b Mshairi ametoa mapendekezo kadha katika shairi kuhusu jinsi ya kuimarisha na kuhifadhi lugha ya kiswahili Taja na ufafanue matano kati ya hayo alama 5"}
{"text": "c Mshairi anazungumza na akina nani Anazungumzia nini alama 4"}
{"text": "d Mshairi ametumia tamathali mbalimbali kuwasilisha ujumbe wake Taja mifano mitatu tofauti ya tamathali hizo alama 3"}
{"text": "e Eleza maana ya maneno yafuatayo kama yalivyotumiwa katika shairi alama 4"}
{"text": "Muenge"}
{"text": "Barakala"}
{"text": "Mtawadhi"}
{"text": "Maamuma"}
{"text": "MWONGOZO WA KUSAHIHISHA SHAIRI LA 6"}
{"text": "8a  Mtindo wa sabilia mshororo wa mwisho kibwagizo imerudiwarudiwa"}
{"text": "Pindu neno moja au sehemu yote ya ubeti wa kwanza hutumiwa kama ukwapi wa ubeti unaofuata"}
{"text": "Anapendekeza wataalamu wawe macho ili maweye walindwe"}
{"text": "Kizazi cha sasa wasiige wenye kutaka kugandamiza Kiswahili"}
{"text": "Barakala wapigwe vikali"}
{"text": "Ifanywe lugha murwa rasmi bungeni"}
{"text": "Sindano kipigwe kikipatwa na maradhi"}
{"text": "Anazungumza na kizazi cha kisasa ili waitunze kuitukuza na kulinda Kiswahili"}
{"text": "Anazungumza juu ya kule kuhifadhi lugha ya Kiswahili"}
{"text": "Takriri Kibwagizo kinarudiwarudiwa kutilia mkazo"}
{"text": "Tashihishimfano kipatwa na maradhi kipigwe sindano lughauhai"}
{"text": "ChukuUzuri wa lugha umeongezwa chumvi"}
{"text": "MuengeKujitayarisha kujihadhirisha"}
{"text": "BarakalaWanaoiga desturi ya kigeni"}
{"text": "MfawadhiJitihada"}
{"text": "MaamumaWatu waja"}
{"text": "9 a Kwa vyovyote vile kile anachoona ni chake na ni halali kwake ataitetea mpaka apate apewe"}
{"text": "SAKARANI  Sababu beti la Takhmisa na la Tarbia zimechanganywa kuitunga"}
{"text": "Ubeti wa kwanza ni wa aina ya takhmisa mishororo mitano na ubeti wa pili ni Tarbia"}
{"text": "Ubeti wa pili una mishororo minne na vina vya ndani ni tofauti"}
{"text": "Mizani ni nane ukwapi na utao 16 kwenye mshororo"}
{"text": "Uhuru wa lugha km taidai badala nitadai"}
{"text": "Yu tayari kufanya kila jambo hata ikiwa ni kwa ncha ya upanga ikiwa mlimani baharini yu tayari kufuatilia"}
{"text": "Msanii anawapa motisha wasanii wake wawe wakiishi wakijua haki zao ni lazima wapewe la sivyo waitetee kwa vyovyote vile"}
{"text": "Mwandishi anasema kuwa izingirwe na ilindwe vilivyo kwa udi na ambari na mabawa lazima haki itunzwe ili isipokonywe au isiponyoke kwani mwanaume inajulikana akiwa hivyo"}
{"text": "Mata Kifo"}
{"text": "Maizi Cha manufaa dhamana"}
{"text": "FususiMchungaji"}
{"text": "USHAIRI WA 7"}
{"text": "6 i Una moyo gani Nnakuuliza Wangu mhisani"}
{"text": "Na kiasi gani Unavyojiweza Ijapo tufani"}
{"text": "Ukiwa laini Utajipoteza Usijibani"}
{"text": "Kusimama Pweke Kwataka Makini"}
{"text": "ii Zitavuma pepo Zitapupuliza Uanguke chini"}
{"text": "Ela uwe papo Unajikweleza Na kujiamini"}
{"text": "Utikiishapo Umejiuiza Pigo la moyoni"}
{"text": "Kusimama Pweke Kwataka Makini"}
{"text": "iii Utie migati Ya kutuoteza Hapo aridhini"}
{"text": "Kwa nia na dhati Usiogeuza Au kuihini"}
{"text": "Zidate baruti Uwe wapuuza Welele usoni"}
{"text": "Kusimama Pweke Kwataka Makini"}
{"text": "iv Sishike vishindo Na mauzauza Ya kukuzaini"}
{"text": "Kita kama nyundo Ukinuiliza Unayoamini"}
{"text": "Na uje mkondo Utadikimiza Kujipa mizani"}
{"text": "Kusimama Pweke Kwataka Makini"}
{"text": "v Wengine wasiwe Unaoweleza Yaliyo maani"}
{"text": "Wewe ndiwe Unaoweleza Yaliyo maani"}
{"text": "Ela kichukuwe Pia kujikaza Katika midani"}
{"text": "Kusimama Pweke Kwataka Makini"}
{"text": "a Lipe kichwa shairi hili al 2"}
{"text": "b Kwa nini kusimama pweke kwataka makini  al 2"}
{"text": "c Ni hatua gani zinazopendekezwa mtu anayenuia kusimama pweke al 5"}
{"text": "d Andika arudhi za shairi hili al 5"}
{"text": "e Eleza msamiati ufuatao kama ulivyotumiwa katika shairi hili al 6"}
{"text": "Muhisani"}
{"text": "Migati"}
{"text": "Vishindo"}
{"text": "Kweleza"}
{"text": "Mizani"}
{"text": "MWONGOZO WA KUSAHIHISHA USHAIRI WA 7"}
{"text": "6 a  Upweke wataka umakini"}
{"text": "Upweke ni uvundo al 2"}
{"text": "b  Kwasababu matatizo au shida zinapomsonga mtu asipokuwa na utulivu wa fikira basi  Yeye huvunjika moyo kwa vile hapana mtu wa kushirikiana naye al 2"}
{"text": "c  Mtu anastahili kuwa mwenye moyo mgumu wa ujasiri"}
{"text": "Awe tayari kusimama kwa udhabiti pindi shida zinapomkabili"}
{"text": "Ajiamini kwa lolote atendalo kwa imara"}
{"text": "Awe si mtu wa kutenda mambo ovyo ovyo ambayo yanaweza kumshawishi akaingia mtegoni"}
{"text": "Awe mstahimilivu na mwenye msimamo dhabiti"}
{"text": "Awe tayari kudinda na siri za ndani"}
{"text": "d i Lina beti tano"}
{"text": "ii Kila ubeti una mishororo minne minne"}
{"text": "iii Ukawafi Lina vipande vitatu ukwapi utao na mwandamizi"}
{"text": "iv Kila kipande kina mizani 6 jumla 18 kila mshororo"}
{"text": "v Kibwagizo chenye kimefupishwa mizani 12"}
{"text": "vi Vina vya ukwapi vinabadilika badilika Vina vya utao na mwandamizi"}
{"text": "vinatiririka"}
{"text": "e Mhisani  Mtu mwema"}
{"text": "Migati  Vizuizi"}
{"text": "Mkindo  Mw"}
{"text": "Unajikweleza"}
{"text": "USHAIRI WA 8"}
{"text": "Soma shairi lifuatalo na kisha ujibu maswali yafuatayo"}
{"text": "UKUBWA JAA"}
{"text": "Dunia yetu dunia watu wanakufitini Dunia huna udhia watu wanakulaani Dunia huna hatia wabebeshwa kila zani Dunia unaonewa umetenda kosa gani"}
{"text": "Dunia umenyamaza umetua kwa makini Dunia vitu mejaza watu wanataka nini Dunia wanakuchezabinadamu maluuni Dunia unaonewa umetenda kosa gani"}
{"text": "Dunia mtu akose hukutia mdomoni Dunia hebu waase hao watu mafatani Dunia chuki mpuse muipate afueni Dunia unaonewa umetenda kosa gani"}
{"text": "Dunia una lawama za uongo si yakini Dunia wanokusema ni manjunju si razini Dunia huna hasama waja ndio kisirani Dunia unaonewa umetenda kosa gani"}
{"text": "Dunia kuharibika hayo amezusha nani Dunia watu humaka hao wanokuhini Dunia umejazika kila tunu ya thamani Dunia unaonewa umetenda kosa gani"}
{"text": "Dunia unatukisha bwerere bila undani Dunia unatukosha maji tele baharini Dunia unaotehsa mimea tosha shambani Dunia unaonewa umetenda kosa gani"}
{"text": "Dunia hujageuka tangu umbwe na manani Dunia watu ndo nyoka mahaini na wahuni Dunia una baraka mwenye pupa hazioni Dunia huna ubaya wabaya ni insani"}
{"text": "Maswali"}
{"text": "a Shairi hili ni la bahari gani Toa sababu yako alama 3"}
{"text": "b i Kichwa cha shairi hili kinaoanaje na maudhui ya shairi alama 2"}
{"text": "ii Andika methali moja inayoeleza maudhui ya shairi hili alama 3"}
{"text": "cEleza sifa tatu za wanadamu kama anavyoeleza mshairi alama 3"}
{"text": "dKwa kutoa mifano kutokana na shairi hili eleza mbinu tatu za lugha alizotumia mshairi alama 6"}
{"text": "e Eleza maana ya vifungu vifuatavyo vya maneno kama vilivyotumika katika shairi i bwerere bila undani ii hao watu mafatani iii afueni iv insani alama 4"}
{"text": "MWONGOZO WA KUSAHIHISHA USHAIRI WA 8"}
{"text": "1"}
{"text": "a Ni bahari ya kikwamba neno dunia limerudiwa mwanzoni mwa kila mshororo Bahari nyingine ni ukara kwa kuzingatia mwanzo mloto na mleo vina vya ukwapi vinabadilika bali cha utao hakibadiliki Pia kuna manthawi mistari ina ukwapi na utao vipande viwili"}
{"text": "b i Kutokana na ukubwa wake dunia inatupiwa lawama kwa maovu udhia na hatia za kila"}
{"text": "aina Dunia inalinganishwa na jalala la kutupia taka"}
{"text": "ii Mbaazi ukikosa kuzaa husingizia jua"}
{"text": "c Binadamu hawapendi kulaumiwa"}
{"text": "Wana kisirani"}
{"text": "Ni wahuni wahaini"}
{"text": "Ni waongo"}
{"text": "d Mbinu za lugha"}
{"text": "Takiri  neno dunia limerudiwarudiwa na pia kibwagizo"}
{"text": "Dunia umeonewa umetenda kosa gani"}
{"text": "Tashhisi  Dunia imehuishwa kama mfano Dunia hebu waase inaombwa itoe"}
{"text": "mawaidha kwa walimwengu Isitiara  Dunia watu ndo nyoka"}
{"text": "Watu wanalinganishwa na nyoka"}
{"text": "e Maana ya vifungu"}
{"text": "Bwerere  bila undani  bure pasipo chuki kinyongo"}
{"text": "Hao watu mafatani  hao watu wafitini"}
{"text": "Afueni  nafuu afadhali"}
{"text": "Insani  watu binadamu"}
{"text": "USHAIRI WA 9"}
{"text": "1 Soma shairi lifuatalo kisha ujibu maswali"}
{"text": "Jama Jama Jamani"}
{"text": "Mbona twabebeshwa mateso hivi"}
{"text": "Mizigo mikubwa ya dhiki kama"}
{"text": "Kwamba hatuna haki ya kusema"}
{"text": "Kukataa ndoa za lazima"}
{"text": "Kukataa kuozwa wazee"}
{"text": "Kukataa kukatishwa masomo"}
{"text": "Kukataa tohara ya lazima"}
{"text": "Jama Jama Jamani"}
{"text": "Iweje tuteswe mateso haya"}
{"text": "Na watu wasio kuwa hata na haya kama"}
{"text": "Kwamba hatuna haki ya kulalamika"}
{"text": "Kulalamikia kutumikishwa kama mayaya"}
{"text": "Kulalamikia kudhalilishwa kiunyama"}
{"text": "Kulalamikia kutolindwa na sheria"}
{"text": "Jama Jama Jamani"}
{"text": "Sasa hii ni awamu nyingine"}
{"text": "Na macho tumeyafungua kabisa"}
{"text": "Tumekataa kudhalilishwa kabisa"}
{"text": "Tumekataa kuteswa kama watumwa"}
{"text": "Tumekataa tohara ya lazima"}
{"text": "Tumekataa kuozwa Tumekataa Tumekataa"}
{"text": "Hii awamu ya Haki ya mtoto wa kike"}
{"text": "Maswali"}
{"text": "a Taja mambo matatu muhimu yaliyozungumzwa na mshairi kisha ueleze kila"}
{"text": "moja Alama 6"}
{"text": "b Eleza muundo wa shairi hili Alama 4"}
{"text": "c Taja mbinu mbili za lugha alizotumia mshairi kisha ueleze kila mojaAlama 4"}
{"text": "d Kwa nini mshairi huyu anasema hii ni awamu nyingine Alama 3"}
{"text": "e Eleza maana ya maneno haya kama yalivyotumiwa na mshairi alama 3"}
{"text": "awamu"}
{"text": "kudhalilishwa"}
{"text": "Dhiki"}
{"text": "MWONGOZO WA KUSAHIHISHA USHAIRI WA 9"}
{"text": "a SHAIRI"}
{"text": "Mambo matatu muhimu yaliyozungumziwa na mshairi na maelezo ya kila moja"}
{"text": "Kutaja alama 1"}
{"text": "Kueleza alama 1"}
{"text": "Jumla  alama 6"}
{"text": "i Mateso"}
{"text": "Mizigo mikubwa ya dhiki"}
{"text": "Hakuna haki ya kunena"}
{"text": "ii Ndoa ya lazima"}
{"text": "Kuozwa kwa wazee"}
{"text": "Kukatishiwa masomo"}
{"text": "iii Tohara"}
{"text": "Tohara ya lazima"}
{"text": "Hawaruhusiwi kusema chochote"}
{"text": "iv Sheria"}
{"text": "Haiwalindi"}
{"text": "Kudhalilishwa kinyama"}
{"text": "v Awamu tofauti"}
{"text": "Wamekataa kudharauliwa"}
{"text": "Wamekataa kuteswa"}
{"text": "Wamekataa tohara za lazima"}
{"text": "Muundo wa shairi"}
{"text": "iNi wimbo ambao haufuati muundo wowote wa ushairi"}
{"text": "iiNi shairi huru"}
{"text": "iiiHalina mpangilio wowote wa kiarudhi"}
{"text": "ivHalina mgao wa mishororo"}
{"text": "vHalina vina wala mizani"}
{"text": "viHalina kibwagizo"}
{"text": "vii Lina beti 3"}
{"text": "viiiMishororo si sawa katoka kila ubeti"}
{"text": "c Mbinu mbili za lugha alizotumia mshairi Maelezo ya kila moja"}
{"text": "i NyimboAmezitumia Kwa njia mwafaka ili anase hisia za wasomaji"}
{"text": "ii TakririAmejaribu pia kusisitiza ili kuwekea uzito yale anayozungumzia"}
{"text": "Anataka msomaji apate mvuto mzuri kwa lile analolizungumzia Mfano tumekataa kudhalilishwa tumekataa kuteswa tumekataa tohara"}
{"text": "iii Mdokezo Mfano Tumekataa kuozwa"}
{"text": "iv Tashbihi  mfano ubeti wa pili Kutumikishwa kama yaya"}
{"text": "d Sababu za mshairi kusema hii ni awamu nyingine"}
{"text": "iUlikuwa ukurasa mpya wa maisha"}
{"text": "iiKuna mabadiliko ya kuondoa ukandamizaji"}
{"text": "iiiWanawake wamekataa kuozwa kwa lazima"}
{"text": "ivWamekataa kudhalilishwa kabisa"}
{"text": "e Maana ya maneno"}
{"text": "i awamuKipindi"}
{"text": "ii kudhalilishwakukandamizwa kudunishwa  kufedheheshwa"}
{"text": "dhikishida"}
{"text": "USHAIRI WA 10"}
{"text": "Soma shairi lifuatalo kisha ujibu maswali yafuatayo"}
{"text": "Mkata ni mkatika harithi hatoridhiwa"}
{"text": "Sina ninalolishika wala ninalochukuwa"}
{"text": "Mlimwengu kanipoka hata tone la muruwa"}
{"text": "Mrithi nini wanangu"}
{"text": "Sina ngombe sina mbuzi sina konde sina buwa"}
{"text": "Sina hata makaazi mupasayo kuyajuwa"}
{"text": "Sina mazuri makuzi jinsi nilivyoachwa"}
{"text": "Mrithi nini wanangu"}
{"text": "Sina kazi sina bazi ila wingi wa shakawa"}
{"text": "Sina chembe ya majazi mno nikukamuliwa"}
{"text": "Nakwacheni upagazi ngumu kwenu kutuwa"}
{"text": "Mrithi nini wanangu"}
{"text": "Sina sikuachi jina mkata hatasifiwa"}
{"text": "Hata nifanye la mana mno mi kulaumiwa"}
{"text": "Poleni wangu sana sana kwenu cha kutowa"}
{"text": "Mrithi nini wanangu"}
{"text": "Sina leo sina jana sina kesho kutwaliwa"}
{"text": "Sina zizi sina shina wala tawi kuchipuwa"}
{"text": "Sina wanangu mi sina  sana la kuacha kuraduwa"}
{"text": "Mrithi nini wanangu"}
{"text": "Sina utu sina haki mila yangu meuliwa"}
{"text": "Nyuma yangu ili dhiki na mbele imekaliwa"}
{"text": "Nnawana na miliki hadi nitakapofukiwa"}
{"text": "Mrithi nini wanangu"}
{"text": "Sina ila kesho kwenu wenyewe kuiongowa"}
{"text": "Muwane kwa nyinyi mbinu mwende pasi kupumuwa"}
{"text": "Leo siyo kesho yenu kama mutajikamuwa"}
{"text": "Mrithi nini wananngu"}
{"text": "Taja mambo yoyote mawili ambayo mtunzi angewarithisha wanawe alama 2"}
{"text": "Eleza sababu ya mtunzi kutoweza kuwarithisha wanawe alama 3"}
{"text": "Andika ubeti wa nne kwa lugha nathari alama 4"}
{"text": "Dondoa mifano miwili miwili ya  alama 2"}
{"text": "Inkisari"}
{"text": "Tabdila"}
{"text": "Chambua shairi hili kwa upande wa"}
{"text": "Dhamira alama 2"}
{"text": "Muundo alama 4"}
{"text": "Eleza maana ya vifungu vifuatavyo kama vilivyotumiwa katika shairi alama 3"}
{"text": "Mlimwengu kanipoka"}
{"text": "Sina konde sina buwa"}
{"text": "Wingi wa shakawa"}
{"text": "MWONGOZO WA KUSAHIHISHA USHAIRI WA 10"}
{"text": "Makazi mabovu"}
{"text": "Upagazi"}
{"text": "Kutothaminiwa"}
{"text": "Dhiki"}
{"text": "Kufanya kesho ya wengine nzuri"}
{"text": "Ni maskini hohehahe  hana kitu"}
{"text": "Aliporwa kila kitu"}
{"text": "Hana mifugo"}
{"text": "Hana kazi yoyote"}
{"text": "Hana sifa  umaarufu"}
{"text": "Ana makazi mabovu"}
{"text": "Sina jina nitakawacha kwani maskini hasifiwi"}
{"text": "Hata nikifanya jambo la maana ninalaumiwa tu"}
{"text": "Poleni sana wanangu kwa kuwa sina la kuwatolea"}
{"text": "Mtarithi nini wanangu"}
{"text": "i Inkisari"}
{"text": "Mana  Maana"}
{"text": "Meuliwa  Imeuliwa"}
{"text": "Nitapofukiwa  Nitakapofukiwa"}
{"text": "ii Tabdila"}
{"text": "Muruwa  Murua"}
{"text": "Kutowa Kutoa"}
{"text": "Kuchipuwa Kuchipua"}
{"text": "Kuiongowa  Kuiongoa"}
{"text": "Kupumuwa  Kupumua"}
{"text": "i Dhamira"}
{"text": "Kuwahimiza watu kufanya bidii wakiwa vijana"}
{"text": "Kulalamika kwamba maskini hana haki  huonewa  hapewi nafasi"}
{"text": "ii Muundo"}
{"text": "Shairi ni aina ya tarbia  unneLina mishororo minne katika kila ubeti"}
{"text": "Mishororo ya kwanza mitatu imegawika katika sehemu mbili ukwapi na utao"}
{"text": "Kila kipande kina mizani nane na kila mshororo una mizani kumi na sita"}
{"text": "Vina vya kati vinatofautiana kutoka ubeti mmoja hadi mwingine lakini vina vya mwisho ni sawa katika shairi zima katika mishororo ya kwanza mitatu"}
{"text": "Shairi hili lina kibwagizo ambacho kimefupishwa"}
{"text": "Mrithi nini wanangu"}
{"text": "Shairi hili lina beti saba"}
{"text": "a Mlimwengu kunipoka  Mlimwengu kanipokonya"}
{"text": "b Sina konde sina buwa  Sina shamba sina chochote"}
{"text": "c Wingi wa shakawa  mashaka mengi"}
{"text": "USHAIRI WA 11"}
{"text": "Soma shairi hili kisha ujibu maswali"}
{"text": "Jicho tavumiliaje kwa hayo uyaonayo"}
{"text": "Kicho utasubirije maonevu yapitayo"}
{"text": "Kwacho lijalo na lije nimechoka vumiliyo"}
{"text": "Naandika"}
{"text": "Moyo unao timbuko maudhi tuyasikiayo"}
{"text": "Nayo visa na mauko wanyonge wayakutayo"}
{"text": "Kwayo sina zuiliko natoa niyahisiyo"}
{"text": "Naandika"}
{"text": "Hawa wanotulimiya dhiki wavumiliayo"}
{"text": "Hawa mamiya mamiya na mali wazalishayo"}
{"text": "Hawa ndo wanaoumiya na maafa wakutayo"}
{"text": "Naandika"}
{"text": "Hawa sioni wengine kwao liko angamiyo"}
{"text": "Hawa uwapa unene watukufu wenye nayo"}
{"text": "Hawa bado ni wavune kwa shida waikutayo"}
{"text": "Naandika"}
{"text": "Bado wawapo mabwana wenye pupa na kamiyo"}
{"text": "Bado tafauti sana kwa pato na mengineyo"}
{"text": "Bado tulingowe shina ulaji pia na choyo"}
{"text": "Naandika"}
{"text": "Maswali"}
{"text": "Shairi hili laweza kuwekwa katika bahari zipi alama 4"}
{"text": "Thibitisha kila jibu lako"}
{"text": "Eleza dhamira ya mshairi alama 2"}
{"text": "Onyesha mifano miwili ya uhuru wa kishairi jinsi ulivyotumika katika shairi alama 2"}
{"text": "Andika ubeti wa tatu kwa lugha nathari alama 4"}
{"text": "Tambulisha kwa mifano mbinu zozote mbili za sanaa katika shairi alama2"}
{"text": "Fafanua sifa za kiarudhi zilizotumika katika ubeti wa tano alama 3"}
{"text": "Eleza maana ya maneno haya kama yalivyotumiwa katika shairi alama 3"}
{"text": "i Zuiliko"}
{"text": "ii Wavune"}
{"text": "iii Wenye pupa na Kamiyo"}
{"text": "MWONGOZO WA KUSAHIHISHA USHAIRI WA 11"}
{"text": "1 a Tarbia  Lina mishororo minne katika kila ubeti"}
{"text": "Msuko  Kibwagizo kimefupishwa"}
{"text": "Ukara  Vina vya nje vinatiririka katika beti zote ilhali vya"}
{"text": "ndani havitiririki"}
{"text": "Ukawafi  Una vipande vitatu ukwapi utao na mwandamizi"}
{"text": "katika mishiroro ya kwanza mitatu ya kila ubeti isipokuwa kibwagizo"}
{"text": "Kikwamba  Katika beti za 35 neno moja ndilo linaanza kila mshororo"}
{"text": "Sakarani  Kuna bahari kadhaa katika shairi"}
{"text": "Kuwahimiza watu hasa wanyonge P wainuke na kupinga Pmaovu na maonevu wanayofanyiwa na matajiri wenye uwezo"}
{"text": "Inkisari km vumiliyo  kuvumilia nanaandika"}
{"text": "Mazida kurefusha km angamiyo vumiliyo nk"}
{"text": "Tabdila km mamiya badala ya mamia"}
{"text": "Hawa wanaotulimia wanavumiliaP dhiki"}
{"text": "Wao ni wengi P na ndio huzalisha mali"}
{"text": "Wao ndio wanaoumiaP na kupata mateso  taabu"}
{"text": "Wanayokumbana nayoNinaandika  ninasema"}
{"text": "Takriri  hawa bado mamiya"}
{"text": "Balagha  uyaonaje"}
{"text": "Taharuki  Naandika"}
{"text": "Inkisari  Hawa ndo"}
{"text": "Kinaya  Watukufu wenye nayo"}
{"text": "f Kuna mishororo minne"}
{"text": "Kuna vipande vitatu katika mishororo ya kwanza mitatu na kimoja katika kibwagizo"}
{"text": "Vina vinatiririka  vinafanana"}
{"text": "Mizani 2 68"}
{"text": "268"}
{"text": "2  6  8"}
{"text": "4"}
{"text": "g i Cha kunizuia  kizuizi  kizingiti  uoga  hofu pingamizi"}
{"text": "ii Wachovu dhaifu hafifu"}
{"text": "iii Walio na tamaa kubwa  walafi mabwanyenye"}
{"text": "SHAIRI LA 12"}
{"text": "Soma shairi hili kisha ujibu mawali yanayofuata"}
{"text": "SABUNI YA ROHO"}
{"text": "Ewe tunu ya mtima kwa nini wanikimbia"}
{"text": "Ndiwe suluhu la zama waja wakukimbilia"}
{"text": "Waja wanakutazama madeni wakalipia"}
{"text": "Ndiwe sabuni ya roho ndiwe mvunja mlima"}
{"text": "Ndiwe mafuta ya roho walisema wa zamani"}
{"text": "Utanunua majoho majumba na nyumbani"}
{"text": "Umezitakasa roho umekuwa mhisani"}
{"text": "Ndiwe sabuni ya roho ndiwe mvunja mlima"}
{"text": "Matajiri wakujua wema wako wameonja"}
{"text": "Nguo zao umefua wakupata kwa ujanja"}
{"text": "Sura Zao mefufua Wanazuru kila nyanja"}
{"text": "Ndiwe sabuni ya roho ndiwe mvunja mlima"}
{"text": "Ndiwe mvunja mlima onana na masikini"}
{"text": "Watazame mayatima kwao kumekua wa duni"}
{"text": "Wabebe waliokwama wainue walio chini"}
{"text": "Ndiwe sabuni ya roho ndiwe mvunja mlima"}
{"text": "Ndiwe mvunja mlimawapi kapata uwezo"}
{"text": "Umezua uhasama waja kupata mizozo"}
{"text": "Ndiwe chanzo cha zahama umewaitia vikwazo"}
{"text": "Ndiwe sabuni ya roho Ndiwe mvunja mlima"}
{"text": "Umevunja usuhuba familia zazozana"}
{"text": "Walokuwa mahabuba kila mara wagombana"}
{"text": "Roho zao umekaba majumbani wachinjana"}
{"text": "Ndiwe sabuni ya roho ndiwe mvunja mlima"}
{"text": "Nakutafuta kwa hamu sabuni unirehemu"}
{"text": "Sinilipue ja bomu sije kawa marehemu"}
{"text": "Niondoe jehanamu ya ufukara wa sumu"}
{"text": "Ndiwe sabuni ya roho ndiwe mvunja mlima"}
{"text": "Naondoka wangu moyo nikuitapo itika"}
{"text": "Fulusi wacha uchoyo tatua yalonifika"}
{"text": "Nichekeshe kibogoyo nami nipate kuwika"}
{"text": "Ndiwe sabuni ya roho ndiwe mvunja mlima"}
{"text": "Mshairi anaongea na nani katika shairi hili alama 1"}
{"text": "Taja majina mengine matatu aliyopewa huyu anayesemeshwa alama 3"}
{"text": "Anayezungumziwa katika shairi hili amesababisha balaa gani alama 2"}
{"text": "Mshairi anatoa mwito gani kwa mwenziwe alama 4"}
{"text": "Fafanua maudhui ya ubeti wa sita alama 2"}
{"text": "Mbinu kadha za uandishi zimetumiwa na msanii kuwasilisha ujumbe wake Taja mbinu zozote tatu na uzitolee mifano katika shairi alama 3"}
{"text": "Fafanua maana ya"}
{"text": "Sura zao mefufua wanazuru kila nyanja alama 1"}
{"text": "Andika ubeti wa saba katika lugha nathari  alama 4"}
{"text": "MWONGOZO WA KUSAHIHISHA USHAIRI WA 12"}
{"text": "1 a pesa"}
{"text": "bMajina aliyopewa"}
{"text": "Sabuni ya roho"}
{"text": "Mvunja mlima"}
{"text": "Mafuta ya roho"}
{"text": "Fulusi"}
{"text": "Tunu ya mtima"}
{"text": "Suluhu la zama"}
{"text": "c Amesababisha balaa gani"}
{"text": "Amesababisha uhasama uadui"}
{"text": "Ugomvi kati ya wapenzi"}
{"text": "Vifo"}
{"text": "d Mtoto kwa mwenziwe"}
{"text": "Awaarike maskini na mayatima"}
{"text": "Asimwangamize bali bali amwondoe kwenye ufukara"}
{"text": "Amwitapo aitike"}
{"text": "Aache uchoyo  amtatulie shida zake"}
{"text": "Amchekeshe amfurahishe"}
{"text": "e Maudhui ya ubeti wa sita"}
{"text": "Pesa zimezua uhasama katika ndoa nyingi na kusababisha vifo"}
{"text": "f Mbinu za uandishi"}
{"text": "Istiara Pesa ni sabunimafuta nk"}
{"text": "Semi  mvunja mlima"}
{"text": "sabuni ya roho"}
{"text": "iii Tashhisi umevunja usuhuba"}
{"text": "umezua uhasama"}
{"text": "ivBalagha kwa nini wanikimbia"}
{"text": "wapi kapata uwezo"}
{"text": "vTakririNdiwe mvunja mlima"}
{"text": "Mbinu na mfano alama 1"}
{"text": "g Maana ya"}
{"text": "Sura zao imefufua wanazuru kila nyanja"}
{"text": "Pesa zimewaletea furaha hata wanatalii sehemu zozote wanazotaka"}
{"text": "Alama 1"}
{"text": "hLugha nathari"}
{"text": "Mashairi anasema kuwa anamtafuta pesa sana ili amsaide Anamsihi asimpige kwa kumtoroka na kumwacha hoi bila uwezo Anamwomba amuondoe katika lindi hili la umaskini kwa vile yeye ndiye anayetuliza watu na kuwaondolea matatizo ya kila namna Alama 4"}
{"text": "USHAIRI WA 13"}
{"text": "Soma shairi lifuatalo kisha ujibu maswali"}
{"text": "Lau dunia nanena tuseme si ati ati"}
{"text": "Mauti kawa hakuna katika wote wakati"}
{"text": "Vipi tungelisongana tunaoishi tiati"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "Dunia ingetatana na kizazi katikati"}
{"text": "Huku kwazaliwa bwana kule kwazawa binti"}
{"text": "Vipi tungeliona na kuzaa hatuwati"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "Lau mauti hakuna tungesongana sharuti"}
{"text": "Kwa viumbe kukazana wanadamu na manyati"}
{"text": "Vipi tungelijazana kwa kusitawi umati"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "Walakini subuhana kapanga sisi na miti"}
{"text": "Ili tusizidi sana si wengi na si katiti"}
{"text": "Maisha ya kupishana yule ende yule keti"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "Ndipo dunia kufana ikawa kama yakuti"}
{"text": "Kwa uwezewe Rabana kaipanga madhubuti"}
{"text": "Maisha kugawiana kayagawa kwa mauti"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "Njia ingekuwa hapana pembeni na katikati"}
{"text": "Sote tungeambatana pa kulima hatupati"}
{"text": "Na njaa ingetutafuna pa kulima hatupati"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "Peleleza utaona hayataki utafiti"}
{"text": "Kama tungelikongana  ingelikuwa ni bahati"}
{"text": "Vipi tungelisukumana katika hiyo hayati"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "Mbele sitakwenda tena hapa mwisho nasukuti"}
{"text": "Yaeleni waungwana shauri yake jabaruti"}
{"text": "Yote tuloelezana katenda bila senti"}
{"text": "Lau hakuna mauti vipi tungelisongana"}
{"text": "MASWALI"}
{"text": "a Shairi hili ni la bahari gani alama 2"}
{"text": "b kwa kutoa mifano mwafaka onyesha jinsi mtunzi wa shairi hili alivyotumia"}
{"text": "uhuru wa utunzi alama 2"}
{"text": "c Eleza muundo wa shairi hili alama 4"}
{"text": "c Andika ubeti wa tano katika lugha nathari alama 4"}
{"text": "d Tambulisha mbinu zozote mbili za lugha zilizotumiwa na mshairi alama 4"}
{"text": "e Eleza maana ya maneno haya kama yalivyotumika katika shairi"}
{"text": "ikatiti"}
{"text": "ii yakuti"}
{"text": "iii Hatuwati"}
{"text": "iv Nasukuti alama 4"}
{"text": "MWONGOZO WA KUSAHIHISHA USHAIRI WA 13"}
{"text": "Bahari la shairi"}
{"text": "Tarbia au unne"}
{"text": "Mtirirko  vina vya kati na vya nje vinafafana katika shairi nzima"}
{"text": "Km vya kati vya mwisho"}
{"text": "na ti"}
{"text": "na ti"}
{"text": "na ti"}
{"text": "ti na"}
{"text": "Mathnawi lina vipande viwili"}
{"text": "Ukwapi na utao"}
{"text": "Idhini  uhuru  ruhusa"}
{"text": "Inkisari km ngekuwa ngetutafuna"}
{"text": "Tabdila km sharuti  sharti"}
{"text": "Kuboronga sarufi  mauti kawa hakuna"}
{"text": "katika wote wakati"}
{"text": "iv Lahaja  Hatuwati  Hatuwachi"}
{"text": "Yaoleni  yaoneni"}
{"text": "Umbo sura  muundo  mpangilio"}
{"text": "Beti 8"}
{"text": "Mishororo 4 kila ubeti  tarbia  unne"}
{"text": "Mizani 16 kila mshororo"}
{"text": "Mtiririko wa vina"}
{"text": "Vipande viwili"}
{"text": "Kibwagizo kunachorudiwarudiwa"}
{"text": "Ujumbe katika ubeti wa 5"}
{"text": "Dunia haiwezi kujaa watu kupita kiasi"}
{"text": "Mwenyezi mungu anajua kupanga"}
{"text": "Baadhi ya watu wale na baadhi wazaliwe"}
{"text": "Bila kifo duniani tungesongomana"}
{"text": "Mbinu za lugha"}
{"text": "Balagha km  vipi tungelisongana tunaoishi tiati"}
{"text": "Tashbihi  ikawa kama yakuti kama ukosi na shati"}
{"text": "Takriri  si ati ati"}
{"text": "Maana"}
{"text": "i Katiti  kidogo  chache"}
{"text": "ii Yakuti  kito cha thamani"}
{"text": "iii Hatuwati  hatuwachi"}
{"text": "iv Nasukuti  sirudi nyumi"}
{"text": "USHAIRI WA 14"}
{"text": "KIFO"}
{"text": "1 likuwa tisini moja 2 lituachia vioja"}
{"text": "lipojikunja pamoja Raha hatujaionja"}
{"text": "Kutuaga mara moja Tumezidi na kungoja"}
{"text": "Safari moja kwa moja Matumaini ya waja"}
{"text": "3 Kifo hatuna faraja 4 Maisha mekosa haja"}
{"text": "Baba livuka daraja Na mama amejikunja"}
{"text": "likuwa wetu kiranja katwa auma viganja"}
{"text": "Majonzi lituachia Nyumba sasa inavuja"}
{"text": "5 Vitamu nani taonja 6 Kifo kwetu sisi waja"}
{"text": "Mali sasa imefuja Tumaini hutuvunja"}
{"text": "Mifupa tutaivunja Ingawa ndio daraja"}
{"text": "Mifugo katu uwanja Haituweki pamoja"}
{"text": "MASWALI"}
{"text": "1 Eleza umbo la shairi hili alama 4"}
{"text": "2 Mshairi ana ujumbe gani  alama 2"}
{"text": "3 Taja mbinu zozote tatu za lugha alizotumia mshairi na uzitolee mifano kutoka shairialama 6"}
{"text": "4 Andika ubeti wa tatu kwa lugha ya nathari alama 4"}
{"text": "5 Eleza maana ya mistari hii kama ilivyotumika katika shairi alama 2"}
{"text": "i Baba livuka daraja"}
{"text": "Kutwa auma viganja"}
{"text": "6 i Mshairi ametumia mbinu gani katika maneno haya  alama 1"}
{"text": "likuwa"}
{"text": "lituachia"}
{"text": "lipojikunja"}
{"text": "ii Kwa nini akatumia mbinu hiyo alama 1"}
{"text": "MWONGOZO WA KUSAHIHISHA SHAIRI LA 14"}
{"text": "Beti 6"}
{"text": "Mishororo 4 kila ubeti"}
{"text": "mizani 8 kila mshororo"}
{"text": "Kipokeo kinatofautiana kila ubeti"}
{"text": "Utenzi"}
{"text": "2  Kifo ndio daraja ya kila mtu"}
{"text": "kifo huacha watu bila matumaini"}
{"text": "hufanya watu wateseke"}
{"text": "3  Takriri  moja"}
{"text": "Tashhisi  kifo"}
{"text": "Taswira"}
{"text": "Tunia  fuja vunja"}
{"text": "4  Hawana raha baba alipofariki aliwekuwa kiongozi wao sasa amewaachia shida tupu"}
{"text": "5  Alifariki"}
{"text": "Anajuta"}
{"text": "6  Inkisani  idadi ya mizani iwe sawa  urari wa mizani"}
{"text": "USHAIRI WA 15"}
{"text": "Soma shairi lifuatalo kisha ujibu maswali yote"}
{"text": "KIPIMO NI KIPI"}
{"text": "Nitampa nani sauti yangu ya dhati"}
{"text": "Kwa kipimo gani ingawa kiwe katiti"}
{"text": "Amefanya nini La kutetea umati"}
{"text": "Kipimo ni kipi"}
{"text": "Yupi wa maani asosita katikati"}
{"text": "Alo na maoni yasojua gatigati"}
{"text": "Atazame chini kwa kile ule wakati"}
{"text": "Kipimo ni kipi"}
{"text": "Alo mzalendo atambuaye shuruti"}
{"text": "Asiye mafundo asojua mangiriti"}
{"text": "Anoshika pendo hata katika mauti"}
{"text": "Kipimo ni kipi"}
{"text": "Kipimo ni kipi changu mimi kudhibiti"}
{"text": "Utu uko wapi ni wapi unapoketi"}
{"text": "Nije kwa mkwapi au ndani kwa buheti"}
{"text": "Kipimo ni kipi"}
{"text": "Eleza umbo la shairi hili Alama 4"}
{"text": "Taja tamadhaliza usemi na kisha utoe mifano Alama 3"}
{"text": "Taja na ueleze namna mshairi alivyotumia uhuru wa ushairi Alama 2"}
{"text": "Eleza maudhui ya shairi hili Alama 3"}
{"text": "Andika ubeti wa tatu kwa lugha nathari Alama 4"}
{"text": "Eleza msamiati ufuatao kama ulivyotumiwa Alama 4"}
{"text": "Katiti"}
{"text": "Gatigati"}
{"text": "Shuruti"}
{"text": "Mangiriti"}
{"text": "MWONGOZO WA KUSAHIHISHA USHAIRI WA 15"}
{"text": "Tarbia lina mishororo minne"}
{"text": "Vina vya ndani havitiririki vina vya nje vinatiririka"}
{"text": "Mizani 68"}
{"text": "68"}
{"text": "68"}
{"text": "8"}
{"text": "Lina kibwagizo kipimo ni kipi"}
{"text": "Vipande viwili isipokuwa kibwagizo"}
{"text": "Alama 4"}
{"text": "Balagha kipimo ni kipi"}
{"text": "Usemi atazame chini"}
{"text": "Tashhisi kukipa kitu kisicho na uhai maoni yasojua gatigati"}
{"text": "Inkisari asosita asiyesita"}
{"text": "alo aliye"}
{"text": "yasojua yasiojua"}
{"text": "anoshikaanayeshika"}
{"text": "Tabdilamaanimaana"}
{"text": "Watu wapende nchi yao kwa kufuata sheria zake"}
{"text": "Watu wasichukue watu wengine"}
{"text": "Watu hawana utu"}
{"text": "Hana uhuru wa kutoa maoni"}
{"text": "Apendaye nchi yake na kufuata"}
{"text": "Sheria zake asiyechukia watu wala kuhadaa"}
{"text": "Kudanganya au yule ashikaye"}
{"text": "Pendo hadi kifoni atajulikanaje au atapimwaje Alama 4"}
{"text": "Katiti kidogo"}
{"text": "Gatigati ubaguziupendeleo"}
{"text": "Shuruti lazima"}
{"text": "Mangiriti mambo ya kuhadaauongo"}
{"text": "USHAIRI WA 16"}
{"text": "Vita vya ndimi"}
{"text": "Huyo Amshike huyo"}
{"text": "Hakuna bunduki wala kifaru"}
{"text": "Bomu na risasi hata hawazijui"}
{"text": "Lakini mno wanashambuliana"}
{"text": "Kwa ndimi zilizonolewa kwa makali"}
{"text": "Vipande vya matusi silaha zao"}
{"text": "Yu imara mmoja wao"}
{"text": "Akirusha kombora la neno zito"}
{"text": "Limtingishe adui wake"}
{"text": "Na kumgusa hisia kwa pigo kuu"}
{"text": "Pigo linalopenya moyoni kama kichomi"}
{"text": "Kuchipuza joto la hasira na kisasi"}
{"text": "Katika mapigano yaso na kikomo"}
{"text": "Filimbi ya suluhu inapulizwa kuwaamua"}
{"text": "Ni nani anayekubali suluhu"}
{"text": "Roho zinakataa katakata"}
{"text": "Huku ukaidi ukinyemelea na kutawala kote"}
{"text": "Mapandikizi ya watu yakipigana"}
{"text": "Vitu shadidi visivyo ukomo"}
{"text": "Vita vya ndimi"}
{"text": "Magharibi sasa"}
{"text": "Jua linapungia mkono machweo"}
{"text": "Nalo giza likinyemelea kwa kiburi na kasi"}
{"text": "Sisikii tena sauti za misonyo"}
{"text": "Mate ya watesi yamekauka"}
{"text": "Makanwa yao yamelemewa na uchovu"}
{"text": "Sasa wameshikana mikono"}
{"text": "Nyuso zao zikitabasamu"}
{"text": "Ishara ya suluhu"}
{"text": "Hili ni shairi la aina gani alama 1"}
{"text": "Eleza sifa za utunzi alizotumia mshairi alama 4"}
{"text": "Taja kwa kutolea mifano tamathali za usemi zozote tatu zilizotumiwa katika shairi hilialama 3"}
{"text": "Fafanua mishororo hii"}
{"text": "Akirusha kombora la neno zito"}
{"text": "Makanwa yao yamelemewa na uchovu alama 4"}
{"text": "Zungumzia mgogoro katika shairi na namna unavyomalizika alama 6"}
{"text": "Toa maana ya msamiati huu"}
{"text": "Kichomi"}
{"text": "Misonyo alama2"}
{"text": "MWONGOZO WA KUSAHIHISHA USHAIRI 16"}
{"text": "1 a i Shairi huru"}
{"text": "Shairi la kimapindusi"}
{"text": "Sakarani"}
{"text": "b Sifa za utunzi muundo umbo"}
{"text": "Shairi lina beti nne"}
{"text": "Idadi ya mishororo inatofautiana katika beti za shairi"}
{"text": "Halina mpangilio maalum wa mizani"}
{"text": "Halina vina masivina"}
{"text": "Halina kibwagizo"}
{"text": "Beti zake hazijagawanywa katika vipande"}
{"text": "Zozote 4x14"}
{"text": "c Tamathari za msemi"}
{"text": "Nidaasiyalimshangao"}
{"text": "Km Huyo Amurike huyo"}
{"text": "Balagha"}
{"text": "Km Ni nani anayekubali suluhu"}
{"text": "Tashbihi"}
{"text": "Km Pigo linalopenya moyoni kama kichwani"}
{"text": "Takriri"}
{"text": "Km Roho zinakataa kata kata"}
{"text": "Tashhisi"}
{"text": "Km Jua linapungia mkono machweo"}
{"text": "Istiari"}
{"text": "Km Kuchipuza joto la hasira na kisasi"}
{"text": "Zozote 3x13"}
{"text": "d"}
{"text": "Akimsha kumbora la neno zito"}
{"text": "Akitoa matusi ya kuudhikukasirisha"}
{"text": "Makanwa yao yamelemewa na uchovu"}
{"text": "Midomo yao haitoi matusi tena imetulia"}
{"text": "2x24"}
{"text": "eMgogoro"}
{"text": "Kuna vitu vya maadui wawili"}
{"text": "Wanapigana kwa midomo yao  wanatusiana"}
{"text": "Matusi yenyewe ni makali mno"}
{"text": "Matusi yanaleta hasirahamaki kwa anayetusiwa"}
{"text": "Ingawa kuna juhudi za kuwapatanisha wanakataa kabisa"}
{"text": "Wanazidi kuwa wakaidi na kuendeleza vita vyao vya matusi"}
{"text": "Zozote 4x14"}
{"text": "Kumalizika"}
{"text": "Jioni inapofika wamechoka ndipo wanatulia"}
{"text": "Wanaridhiana wanashikana mikono huku wakitabasamu na kusameheana"}
{"text": "Zozote 2x12"}
{"text": "f"}
{"text": "Kichomi  lenye kuumiza"}
{"text": "Misonyo  mifyonyo kufyonya kwa hamaki au ishara ya chuki"}
{"text": "USHAIRI WA 17"}
{"text": "Soma mashairi ya A na B kisha ujibu maswali"}
{"text": "A"}
{"text": "Mtu ni afya yake ndio uzima wa mtu"}
{"text": "Mtu ni kuwa na chake hakuwi ela kwa kitu"}
{"text": "Mtu ni bahati yake kupendekeza kwa watu"}
{"text": "Mtu si fakhari kwako kuitwa nyama ya mwitu"}
{"text": "Mtu ni ulimi wake kunena vyema na watu"}
{"text": "Mtu ni kijungu chake kuweka mawe matatu"}
{"text": "Mtu ni mwenda kwa lake mtoshawa na kula kitu"}
{"text": "Mtu si uzuri kwake kuitwa nyama wa mwitu"}
{"text": "Mtu ni mwenye nadhari apimaye kula kitu"}
{"text": "Mtu ni moyo hariri mwenye imani na watu"}
{"text": "Mtu ni alo na ari shika sana mwana kwetu"}
{"text": "Mtu si yake fakhari kuitwa nyama wa mwitu"}
{"text": "Mtu ni mkono wazi mtasadaku na watu"}
{"text": "Mtu ni mwenye maozi kuoneya kula kitu"}
{"text": "Mtu ni alo tulizo asopenda utukutu"}
{"text": "Mtu si jambo pendezi kuitwa nyama wa mwitu"}
{"text": "Mtu ni mwenye ahadi ndio ungwana na utu"}
{"text": "Mtu ni alo baridi mbembeleza wa watu"}
{"text": "Mtu ni moyo asadi asoonewa na mtu"}
{"text": "Mtu si yake ifadi kuitwa nyama wa mwitu"}
{"text": "Mtu niliyoyanena pima sana ewe mtu"}
{"text": "Mtu sikuja tukan kukirihi nyoyo watu"}
{"text": "Mtu nakupa maana wende nyendo za kiutu"}
{"text": "Mtu si uzuri sana kuitwa nyama wa mwitu"}
{"text": "Mtu ni mtenda njema atwiiye Mola wetu"}
{"text": "Mtu ni mbele na nyuma pima sana mwana kwetu"}
{"text": "Mtu natiye khatima fafanua kula kitu"}
{"text": "Mtu si yake hisima kuitwa nyama wa mwitu"}
{"text": "B"}
{"text": "MTU HACHAGUI KAZI"}
{"text": "Naamba kazi ni kazi vyovyote vile iwavyo"}
{"text": "Madamu si ubazazi kwa mwanaadamu ndivyo"}
{"text": "Kushona na upagazi pia vile vyenginevyo"}
{"text": "Kazi ni kitu azizi wala vyenginevyo sivyo"}
{"text": "Mtu hachagui kazi"}
{"text": "Mtu hadharau kazi ile ahisiyo duni"}
{"text": "Ayuzuie machozi walilia jambo gani"}
{"text": "Ukulima na ukwezi na uvuvi baharini"}
{"text": "Hizi nazo njema kazi yafaa uzibaini"}
{"text": "Mtu hachagui kazi"}
{"text": "Si laiki kubughudhi hakuna iliyo duni"}
{"text": "Hayo makubwa maradhi na tena uhayawani"}
{"text": "Kazi zote zina hadhi hivyo tusibagueni"}
{"text": "Inafaa tuziridhi tuzitende kwa yakini"}
{"text": "Mtu hachagui kazi"}
{"text": "Ni wajibu kuipenda na kuikiri moyoni"}
{"text": "Na kwa dhati kuitenda kwa juhudi na makini"}
{"text": "Matatizo huyashinda na uvivu kuuhuni"}
{"text": "Hapo mtu atashinda na magumu kumhuni"}
{"text": "Mtu hachagui kazi"}
{"text": "MASWALI"}
{"text": "Lipe shairi la A kichwa mwafaka alama 1"}
{"text": "Kwa mifano mwafaka fafanua bahari katika shairi la A na B alama 4"}
{"text": "Toa sababu za mwandishi kuchagua Mtu hachagua kazi kama kichwa cha shairi la B"}
{"text": "alama 1"}
{"text": "Mtunzi alikuwa na ujumbe gani katika mashairi haya alama 4"}
{"text": "Andika ubeti wa pili wa shairi A katika lugha nathari alama 4"}
{"text": "Eleza muundo wa shairi la B alama 4"}
{"text": "Eleza maana ya maneno haya kama yalivyotumika katika mashairi haya alama 2"}
{"text": "i Nadhari"}
{"text": "ii Ubazazi"}
{"text": "MWONGOZO WA KUSAHIHISHIA USHAIRI WA 17"}
{"text": "Mtu si mnyama wa mwitu alama 1"}
{"text": "Shairi A"}
{"text": "Kikwamba  neon la kwanza katika kila mshororo ni sawa  mtu"}
{"text": "Ukara  kina cha mwisho hakibadiliki huku cha kati kikibadilika"}
{"text": "2 x 1  2"}
{"text": "Shairi B"}
{"text": "Msuko  mshororo wa mwisho wa kila ubeti umefupishwa"}
{"text": "Ukaraguni  vina vya kati na vya mwisho vinabadilikabadilika"}
{"text": "2 x 1 2"}
{"text": "Ni kibwagizo na kinabeba uzito wa ujumbe unaozungumziwaAlama 1"}
{"text": "Mtu anatakikana kutenda mazuri kila wakati"}
{"text": "Kazi zote ni nzuri kwa hivyo tusiwe watu wa kubagua kazi"}
{"text": "2 x 1  2"}
{"text": "Mtu hujulikana kwa yale anayosema yeye na watu wengine"}
{"text": "Ni mtu mwenyewe kujijenga"}
{"text": "Mtu ni yule anayetumia chake na kutosheka nacho"}
{"text": "Si jambo zuri mtu kuitwa mnyama wa mwituni"}
{"text": "4 x 1  4"}
{"text": "Shairi B"}
{"text": "Beti nne 4"}
{"text": "Mishororo mitano kila ubeti"}
{"text": "Mizani kumi na sita kila mshororo"}
{"text": "Kibwagizo kimefupishwa"}
{"text": "Kuna vipande viwili ukkkwapi na utao"}
{"text": "Vina vinabadilika badilika"}
{"text": "4 x 1  4"}
{"text": "Nadhari  busara"}
{"text": "Ubazazi  ulaghai"}
{"text": "USHAIRI WA 18"}
{"text": "Soma shairi lifuatalo kisha uiibu maswali"}
{"text": "Duniani husifiki"}
{"text": "Wala hupati thamani"}
{"text": "Yalisemwa hukumbuki"}
{"text": "Na wazee wa zamani"}
{"text": "Mkono haurambiki"}
{"text": "Bila kitu kiganjani"}
{"text": "Wangapi watu azizi"}
{"text": "Fulani bin Fulani"}
{"text": "Waliokichinja mbuzi"}
{"text": "Kukirimu mitaani"}
{"text": "Sasa kama wapuuzi"}
{"text": "Kwa hali kuwa tabani"}
{"text": "Walifanya makubeli"}
{"text": "Wakaapa hadharani"}
{"text": "La uongo huwa kweli"}
{"text": "Kubishika kitaani"}
{"text": "Na tangu kukosa mali"}
{"text": "Wakawa kama nyani"}
{"text": "Walifanya mahashumu"}
{"text": "Kuwaliko masultani"}
{"text": "Ushekhe na Ualimu"}
{"text": "Kufasiri vitabuni"}
{"text": "Na leo wana wazimu"}
{"text": "Kama si wanachuoni"}
{"text": "Maswali"}
{"text": "a Kwa maneno yako mwenyewe eleza ujumbe wa shairi hili Alama 3"}
{"text": "b Eleza jinsi mshairi anavyosisitiza huo ujumbe katika shairi lote Alama 4"}
{"text": "c Eleza kwa tafsili umbo la shairi hili Alama 5"}
{"text": "d Andika ubeti wa kwanza katika lugha nathari Alama 3"}
{"text": "e Eleza maana ya maneno haya kama yalivyo tumika katika shairi"}
{"text": "i Kiganjani"}
{"text": "ii Kukirimu"}
{"text": "iii Makubeli"}
{"text": "iv Mahashumu"}
{"text": "v Wanachuoni Alama 5"}
{"text": "USHAIR1"}
{"text": "Soma shairi lifuatalo kisfea ujibu saaswali vanavofuata"}
{"text": "1"}
{"text": "Niliusiwa zamani babu aliniusia N"}
{"text": "ili bado utotoni hapo aliponambia"}
{"text": "Babu yaweke kitwani yasije yakapotea"}
{"text": "Penye nia ipo njia usikate tumaini"}
{"text": "2 Wewe bado ni mgeni katika hii dunia"}
{"text": "Mimi ndiye wa zamani mengi nimejionea"}
{"text": "Sasa niko uzeeni uzee umewadia"}
{"text": "penye nia ipo njia usikate tumaini"}
{"text": "3 Mtima ndio sukani waongozakila ndia"}
{"text": "Weka mkazo moyoni kila unalofwatia"}
{"text": "Moyoni mwako amini kuwa utalifikia"}
{"text": "Penye nia ipo njia usikate tumaini"}
{"text": "4 Kama uko safarini  waongoza kila ndia"}
{"text": "Bahari kuu kinani mawimbi yakuchachia"}
{"text": "Usikate tumaini hapo ndipo penye ndia"}
{"text": "Penye nia ipo njia usikate tumaini"}
{"text": "5 Hapo hapo mawimbini wewe hapo pigania"}
{"text": "Hapo ndipo milangoni mawimbi yakuzuia"}
{"text": "Mtima utie kani bandarini utangia"}
{"text": "Penye nia ipo njia usikate tumaini"}
{"text": "6 Na iwapo ni shuleni masomo yakutatia"}
{"text": "Usiasi masomoni kusoma ukakimbia"}
{"text": "Kidogodogo bongoni elimu itakungia"}
{"text": "Penye nia ipo njia usikate tumaini"}
{"text": "7 Kama wenda uchumini biashara waania"}
{"text": "Usihofu asilani hasara ikitukia"}
{"text": "Leo ukipata duni na kesbo litazidia"}
{"text": "Penye nia ipo njia usikate tumaini"}
{"text": "Andika methaii ambayo ingetumiwa kujumuisha ujumbe katika ubeti wa pili Alama 1"}
{"text": "Kutokana na shairi hili ni katika nyanja zipi za maisha tunapopaswa kujikakamua Tujikakamue vipi alama 6"}
{"text": "Taja arudhi ambazo zimetumiwa kuusarifu ubeti wa kwanza Alama 4"}
{"text": "Huku ukitoa mfano mmoja bainisha uhuru wa kishairi ambao umetumiwa katika ubeti wa 3"}
{"text": "alama 1"}
{"text": "Andika ubeti pili kwa lugha ya nathari Alama 4"}
{"text": "Eleza maana ya maneno yafuatayo kama yalivyotumika katika shairi"}
{"text": "Aliniusia"}
{"text": "Mtima"}
{"text": "Sukani"}
{"text": "Waania Alama 4"}
{"text": "MWONGOZO WA KUSAHIHISHIA USHAIRI WA 18"}
{"text": "a Mshairi anasemaa kuwa mtu ambaye hana mali hadhaminiwi kwa kuwa mkono mtupu haulambwi  alama 3"}
{"text": "b"}
{"text": "kwa kueleza vile Sultan Shehe walimu walivyopungua thamani"}
{"text": "Kwa kutumia methali mkono mtupu haulambwi"}
{"text": "Kwa kutumia methali tashbihi za kinyume mfano"}
{"text": "Azizi kuwa kama wapuuzi"}
{"text": "Makubeli kuwa kama nyani alama3"}
{"text": "c Umbo la shairi"}
{"text": "Ni shairi huru"}
{"text": "Tasdisa  usita utenzi shairiguni ubeti 3 Baheri ina mzani saba Pia zuhali mtiririko Kwa vina vyenye irabu yenye keketo i isipokuwa ubeti wa mwisho wenye irabu u"}
{"text": "Kila mshororo una kina kimoja tu cha nje kipande kimoja"}
{"text": "Vina havina urari"}
{"text": "Maelezo yoyote kuhusu vina"}
{"text": "Ubeti"}
{"text": "ki nikinikini"}
{"text": "zinizi nizini"}
{"text": "linilinilini"}
{"text": "munimunimuni"}
{"text": "Lina kituo kinacho badilikabadilika"}
{"text": "Mizani nane kila mshororo"}
{"text": "Idadi ya beti nne zozote 5x15"}
{"text": "d Mshairi anasema kuwa duniani hatambuliwi hathaminiwi Anatukumbusha kuwa wahenga walisema mkono mtupu haulambwi Kwamba duniani ukiwa huna kitu basi huthaminiwi Alama 4"}
{"text": "e i Kiganjani  mkononi kitangani"}
{"text": "ii Kukirimu  kufanya wema kufadhili fanyia hisani"}
{"text": "iii Makubeli watukufu wanadhama wenye vyeo wakubwa"}
{"text": "iv Mahashumu  waheshimiwa  makubeli  watukufu"}
{"text": "v Wanachuoni  waeledi wajuzi  wataalamu wasomi"}
{"text": "7 a Kuishi kwingi ni kuona mengi alama 1"}
{"text": "b Safarini  matatizo yakizidi tusipoteze tumaini kwani huwa tumekaribia kufanikiwa"}
{"text": "Masomoni  masomo yakiwa magumu tusiache kusoma tuuhimize ubongo mpaka uitikie"}
{"text": "Katika biashara  hasara ikiingia tusione kama tumefika mwisho Kufaidika na kuhasarika ni kawaida katika biashara alama 6"}
{"text": "c ubeti una mishororo minne tarbia"}
{"text": "Kila mshororo una vipande viwili ukwapi na utao"}
{"text": "Mpangilio wa vina"}
{"text": "ni  a"}
{"text": "nia"}
{"text": "nia"}
{"text": "ani"}
{"text": "Mizani"}
{"text": "88"}
{"text": "88"}
{"text": "88"}
{"text": "88"}
{"text": "Kibwagizo ni penye nia ipo njia usikate tumaini alama 1"}
{"text": "Mazida kurefusha maneno km Usikate tumaini ya  sikate"}
{"text": "Lahaja kitwani badala ya kichwani"}
{"text": "ndia badala ya njia nk"}
{"text": "Inkisari  unalofwatia badala ya  unalolifuatia"}
{"text": "Kubadili sauti kuboronga sarufi  penye nia ipo njia  moyoni mwako amini Tabdila"}
{"text": "Kubainisha"}
{"text": "Mfano  alama 1"}
{"text": "e"}
{"text": "Mshairi ana umri mdogo na hajazoea vituko vya dunia"}
{"text": "Babu amekula chumui nyingi na ameona mengi"}
{"text": "Sasa ni mzee kwani ana umri mkubwa"}
{"text": "Palipo na matumaini hapakosi mafanikio kwa hivyo asikate tamaa"}
{"text": "alama 4"}
{"text": "Aliniusia  alinishauri"}
{"text": "Mtima moyo"}
{"text": "Sukani  kiongozi"}
{"text": "Waania  shindania alama 4"}
{"text": "USHAIRI WA 19"}
{"text": "Soma shairi hili kisha ujibu maswali yanayofuata"}
{"text": "Kaka Kusoma nilikosoma kambiwa sipati kazi"}
{"text": "Yapata mwaka mzima nategemea shangazi"}
{"text": "Wasiojuwa husema  sababu sina ujuzi"}
{"text": "Huno uhaba wa kazi mesababishwa ni wake"}
{"text": "Dada Mbona watuingilia kaka acha ubaguzi"}
{"text": "Likukeralo twambia tulijuwe waziwazi"}
{"text": "Au unalochukia ni wake kufanya kazi"}
{"text": "Mambo ya siku hiziwatu ni bega kwa bega"}
{"text": "Kaka Siwangilie kwa nini nanyi mwatukopa kazi"}
{"text": "Kwani tokea zamani hazikuwa shida hizi"}
{"text": "Mtu kitoka shuleni kibaruwa si tatizi"}
{"text": "Leo hatupati kazi kisa nyinyi wanawake"}
{"text": "Dada Hapo kaka hujasema kuwa wake ndiyo chanzi"}
{"text": "Chanzo cha hii nakama waume kukosa kazi"}
{"text": "Bure mwatupa lawama wenyewe mna ajizi"}
{"text": "Mtindo wa siku hizi watu ni bega kwa bega"}
{"text": "Kaka Hayo unayotamka yote niya upuuzi"}
{"text": "Mumetoroka kupika kazi yenu toka enzi"}
{"text": "Bilashi mwahangaika kushabihi vijakazi"}
{"text": "Sasa hatupati kazi kisa nyinyi wanawake"}
{"text": "Dada Mbona wafanya ukali ishakuwa ni chukizi"}
{"text": "Hata na yangu kauli umekuwa husikizi"}
{"text": "Nisemaye ni halaliukweli uliowazi"}
{"text": "Mtindo wa siku hizi watu ni bega kwa bega"}
{"text": "Kaka Yana uhalali gani mbona basi huelezi"}
{"text": "Kipita maofisini mumejaa kama inzi"}
{"text": "Mwataka tuwe mekoni wala halitupendezi"}
{"text": "Na nje hakuna kazi kisa nyinyi wanawake"}
{"text": "Dada kakangu una matata kuyaelewa siwezi"}
{"text": "Wasema unamopita wambiwa hakuna kazi"}
{"text": "Na sisi wake twapata haraka pasi ajizi"}
{"text": "Sababu siku hizi watu ni bega kwa bega"}
{"text": "Kaka Sisi kazi hatupati wengi wetu ni mijizi"}
{"text": "Elanyi muna bahati mabosi hawawaizi"}
{"text": "Hampotezi wakati ni kidogo pingamizi"}
{"text": "Nasi hatupati kazi kisa nyingi wanawake"}
{"text": "Dada kakangu wanichekesha hadi sina kizuizi"}
{"text": "Vipi lakukasirisha sisi tukifanya kazi"}
{"text": "Hujui ndivyo maisha yaendavyo siku hizi"}
{"text": "Mtindo wa siku hizi watu ni bega kwa bega"}
{"text": "Kaka Huna haja ya kucheka nisemayo si upuzi"}
{"text": "Kazi inayojulika yenu ni kukuna nazi"}
{"text": "Kisha mwenda zianika mukaziuze takizi"}
{"text": "Leo hatupati kazi kisa nyinyi wanawake"}
{"text": "Dada Yalikuwa ni ya kale kuuza chicha za nazi"}
{"text": "Ela leo twenda mbele na nyuma hatujibanzi"}
{"text": "Hakuna aliyelele kushiriki usingizi"}
{"text": "Kwani mambo siku hizi watu ni bega kwa bega"}
{"text": "Kaka kulla kitu mwakitaka kiwe chenu siku hizi"}
{"text": "Ishakuwa na miaka pia mwataka ihozi"}
{"text": "Nasikia mwatamka mwaka huno wa ledizi"}
{"text": "Mwisho mutataka myezi iwe yenu wanawake"}
{"text": "Hai mana kubishana nikashabihi mkizi"}
{"text": "Mengi niliyoyanena yafanyie uchunguzi"}
{"text": "Iwapo tutafanana yupi taleya vizazi"}
{"text": "Sisi hatupati kazi hadi murudi mekoni"}
{"text": "Dada Baba mbele mama nyuma yamekuwa simulizi"}
{"text": "Muradi sote twasoma soteni tuwe walezi"}
{"text": "Wake haturudi nyuma tunataka mapinduzi"}
{"text": "Maisha ya siku hizi watu ni bega kwa bega"}
{"text": "MASWALI"}
{"text": "a Lipe shairi hili kichwa mwafaka Alama 2"}
{"text": "bDada anatoa sababu gani ya wanawake kuajiriwa maofisini Alama2"}
{"text": "c Kaka anataja sababu zipi za wanaume kukosa kuajiriwa kazi Alama2"}
{"text": "d Eleza umbo la shairi hili Alama3"}
{"text": "eDondoa na ueleze mifano miwili tofauti ya uhuru wa kishairi katika shairi Alama4"}
{"text": "f Kwa mujibu wa shairi hili kazi za wanawake ni zipi Alama2"}
{"text": "g Eleza ubeti wa mwisho kwa maneno yako mwenyewe Alama2"}
{"text": "h Eleza maana ya msamiati ufuatao kama ulivyotumiwa katika shairi Alama3"}
{"text": "i Kulla"}
{"text": "ii Nakama"}
{"text": "iii Ajizi"}
{"text": "MWONGOZO WA KUSAHIHISHIA USHAIRI 19"}
{"text": "a i Uhaba wa kazi"}
{"text": "ii Ukosefu wa kazi"}
{"text": "iii Wanaume kubaguliwa kazini  1x 2 2"}
{"text": "b  Miasha ya siku hizi yanahitaji waume na wake ni sawa kufanya kazi bega kwa"}
{"text": "bega  1 x 22"}
{"text": "c i Wanawake wameingilia kazi za wanaume"}
{"text": "ii Wanawake kupata kazi ni rahisi kuliko waume kwa sababu wakuu wanawaajiri"}
{"text": "kwa maslahi yao wenyewe  2 x 1 2"}
{"text": "d i Ngonjera  majibizano"}
{"text": "ii Tarbia  mishororo minne kwa kila ubeti"}
{"text": "iii Ukara  vina vya nje vyatiririka ilhali vya utao vyabadilikabadilika iv Takriri  Kisa nyinyi wanawake na watu ni bega kwa bega"}
{"text": "3 x 1  3"}
{"text": "Kutaja  alama 1 na kueleza alama 1"}
{"text": "Kuvuruga  kubananga  kufinyanga sarufi"}
{"text": "km  likukerelo  linalokukera"}
{"text": "Soteni  Sote"}
{"text": "Tabdila kubadilisha heruf kimaksudi"}
{"text": "km  Inzi  nzi"}
{"text": "Kulla  kila"}
{"text": "tulijuwe tulijue"}
{"text": "Inkisari"}
{"text": "Kipita  nikipita"}
{"text": "Kitoka  akitoka"}
{"text": "elanyi  ela nyinyi"}
{"text": "Kutumia maneno ya lugha nyingine au lahaja"}
{"text": "kv  ledizi"}
{"text": "aliyelele"}
{"text": "kula  2 x 2 4"}
{"text": "f i Kupika"}
{"text": "ii kukuna nazi kazi za mekoni"}
{"text": "iii kuzaa na kulea wana  2 x 1  2"}
{"text": "Mambo ya kuwekwa kutangulizwa baba au wanaume mbele na wanawake wawe"}
{"text": "nyuma yameisha Maadamu kwa vile  sote sisi waume kwa wake tunapata elimu"}
{"text": "pamoja  basi vilevile sote tuwe walezi wa watoto Tusibaguliwe Moja ikawa kazi"}
{"text": "ya mtu mmoja tu"}
{"text": "Wanawake tutapigana mpaka tupatiwe haki yetu ya usawa Lazima kupatikane mabadiliko Maisha ya siku hizi watu wote lazima wawe pamoja wafanye kazi sawa"}
{"text": "alama 2"}
{"text": "i Kulla  kila 1"}
{"text": "ii Nakama maangamizo gharika 1"}
{"text": "iii Ajiri  ugoigoiulegevu uzembe 1"}
{"text": "USHAIRI WA 20"}
{"text": "Soma shairi hili kasha ujibu maswali"}
{"text": "1 Pasi kuhofu lawama imenibidi kunena"}
{"text": "Nina mengi ya kusema ambayo ni ya maana"}
{"text": "Kwetu sote ni lazima viumbe kuambizana"}
{"text": "Yashinda kifo fitina fatani si mtu mwema"}
{"text": "2 Sahau I akilini yataka kukumbushana"}
{"text": "Madamu tu duniani la kosa huelezana"}
{"text": "Ili tuwe hadharini tujilinde na fitina"}
{"text": "Yashinda kifo fitina fatani si mtu mwema"}
{"text": "3 Uchochezi ukitiwa uwongo unapofana"}
{"text": "Lolote laweza kuwa hata watu kupigana"}
{"text": "Fitina yaweza ua binadamu wengi sana"}
{"text": "Yashinda kifo fitina fatani si mtu mwema"}
{"text": "4 Fatani anapojua jamii yasikizana"}
{"text": "Aweza leta adawa ya fitina kugombana"}
{"text": "Hata akawa baguwa ndugu wakafarikana"}
{"text": "Yashinda kifo fitina fatani si ntu mwema"}
{"text": "5 Nahakikisha wenzangu fitina ina laana"}
{"text": "Fitina kwa Bwana Mungu katu hataki iona"}
{"text": "Yasaliti walimwengu mume mke kuachana"}
{"text": "Yashinda kifo fitina fatani si mtu mwema"}
{"text": "6 Fitina si kitu safi nazidi toa bayana"}
{"text": "Fitina ina makofi muda ukijulikana"}
{"text": "Fitina ni ukorofi mfano wake hapana"}
{"text": "Yashinda kifo fitina fatani si mtu mwema"}
{"text": "7 Fitina yashinda tusi uovu wa kutukana"}
{"text": "Fitina ina maasi madhambi ya kujazana"}
{"text": "Fitina ina utesi tena usowezekana"}
{"text": "Yashinda kifo fitina fatani si mtu mwema"}
{"text": "8 Fitina si masihara yashinda hata khiana"}
{"text": "Fitina ina madhara nchi zaweza gongana"}
{"text": "Fitina aina izara na aibu nyingi sana"}
{"text": "Yashinda kifo fitina fatani si mtu mwema"}
{"text": "9 Fitina haina shaka ni mbovu nasema tena"}
{"text": "Fitina mali hakika ya ghibu nawe waona"}
{"text": "Fitina ina mashaka na dhiki kila namna"}
{"text": "Yashinda kifo fitina fatani si mtu mwema"}
{"text": "10 fitina kitu haramu tamati zaidi sina"}
{"text": "Fitina na binadamu wawe wakichukiana"}
{"text": "Fitina ni mbaya sumu ya au sifa na jina"}
{"text": "Yashinda kifo fitina fatani si mtu mwema"}
{"text": "Maswali"}
{"text": "a Bainisha athari tano za fitina kulingana na mshairi alama 5"}
{"text": "b Ubeti wa sita umechukua mikondo na bahari tofauti tofauti Zitaje na utoe mifano"}
{"text": "alama 4"}
{"text": "c Andika ubeti wa nne kwa lugha ya nathari kawaida alama 3"}
{"text": "d Mshairi ametumia mbinu zipi kufanya jumbe zake zieleweke kwa bayana zaidi"}
{"text": "alama 4"}
{"text": "e Eleza maana ya msamiati ufuatao kama ulivyotumika katika shairi"}
{"text": "i Adawa"}
{"text": "ii Fatana"}
{"text": "iii Wakafarikana"}
{"text": "iv Tusi alama 4"}
{"text": "Soma shairi hili kisha ujibi maswali yanayofuata"}
{"text": "1 Tusitake kusimama bila kwanza kusimama"}
{"text": "Au dede kuwa hima kabla hatujakaa"}
{"text": "Tutakapo kuchutama kuinama inafaa"}
{"text": "Tujihimu kujinyima makubwa kutoyavaa"}
{"text": "2 Tusitake kuenenda guu lisipokomaa"}
{"text": "Tujizonge na mikanda inapochagiza njaa"}
{"text": "Na mazuri tukipenda ni lazima kuyandaa"}
{"text": "Tujiase kujipinda kujepusha na balaa"}
{"text": "3 Tusitake uvulana au sifa kuzagaa"}
{"text": "Tushikaye nyonga sana tunuiyapo kupaa"}
{"text": "Kama uweza hapana tutoelee dagaa"}
{"text": "Tujiase hicho kina maji yajapokujaa"}
{"text": "4 Tusitake vya wenzetu walochuma kwa hadaa"}
{"text": "Wanaofyatua vitu na kasha vikasambaa"}
{"text": "Uwezo hatuna katu umaskini fazaa"}
{"text": "Tujihimu kula vyetu siendekeze tamaa"}
{"text": "5 Mtaka kuiga watu kufata kubwa rubaa"}
{"text": "Vyao vijaile kwetu vifaa vingi vifaa"}
{"text": "Tunamezwa na machatu tusibakishwe dhiraa"}
{"text": "Tujihimu kilo chetu hata kama twapagaa"}
{"text": "a Lipe shairi hili kichwa mwafaka alama 1"}
{"text": "b Eleza madhumuni ya shairi hili alama 2"}
{"text": "c shairi hili ni bahari gani Toa sababu alama 4"}
{"text": "d Bainisha umbo katika ubeti wa kwanza na wa mwisho ukizingatia vina na mizani"}
{"text": "alama 4"}
{"text": "e Andika ubeti wa kwanza kwa lugha nathari alama 4"}
{"text": "f Taja mbinu moja ya kisanii inayoibuka katika ubeti wa nne Kwa nini"}
{"text": "imetumiwa alama 2"}
{"text": "g Eleza msamiati ufuatao kama unavyotokea katika shairi alama 3"}
{"text": "i Kuiga"}
{"text": "ii Dede"}
{"text": "iii Tujizonge"}
{"text": "MWONGOZO WA KUSAHIHISHIA USHAIRI WA 20"}
{"text": "6 a i Vifo"}
{"text": "ii Vita"}
{"text": "Ugomvi  kuvuruga amani"}
{"text": "Talaka"}
{"text": "Ukorofi"}
{"text": "Chuki zozote 5x15"}
{"text": "b i Tarbia  Mishororo minne"}
{"text": "ii Kikwamba neno  kianzio kimerudiwarudiwa 2x24"}
{"text": "Mfitini agunduapo jamii yaelewana huleta utengano kwa kuingiza fitina"}
{"text": "Hata anaweza kuwatenganisha ndugu"}
{"text": "Mfitini ni mbaya kushinda kifo  mauti 3x13"}
{"text": "d i Jazanda  Fitina mbaya sumu"}
{"text": "ii Takriri Kibwagizo kurudiwarudiwa Neno fitina 2x24"}
{"text": "e i adawa  uadui"}
{"text": "ii fatani  anayefitini"}
{"text": "iii wakafarikana  wakatengana wakawa kando kando"}
{"text": "iv tusi  tukano 4 x 1  4"}
{"text": "7 a Kujinyima"}
{"text": "Tusitake makuu Alama 1"}
{"text": "b Kuhimiza msomaji asiwe na tamaa"}
{"text": "Kuonya dhidi ya kuwa na pupa 1x22"}
{"text": "c Tarbia  mishororo minne kila ubeti"}
{"text": "Ukara  Vina vya mwisho vinatiririka 2x24"}
{"text": "d Umbo ubeti ubeti 5"}
{"text": "mizani 88 88"}
{"text": "vina maa tu a 4x14"}
{"text": "e Lugha sufufu"}
{"text": "Tusitamani kusimama kabla ya kutambaa au kabla ya kukaa"}
{"text": "Tunapotaka kuchutama ni lazima tuiname"}
{"text": "Tujifunze kujinyima yale ambayo hatuyawezi 4x14"}
{"text": "f Ritifaa  siendekeze"}
{"text": "Sababu Kupata urari wa mizani 2x12"}
{"text": "Msamiati"}
{"text": "i Kuiga  kufanya afanyavyo mtu mwingine"}
{"text": "ii Dede  Imara bila kushikilia kitu bila usaidizi"}
{"text": "iii Tujizonge Tujifunge tujikaze 3x13"}
{"text": "**Matumizi** **mazoea** **iwe** **ya** **kwa** **lugha** **kutumia** 1. (a) <br><br>**Badilisha** Mtoto (b) Wavulana **Andika** (c) Kule <br><br>**sentensi** **ifuatayo** **kirejeshi**  **O**  <br><br>anayelia huchapwa <br><br>**Andika** **kinyume**<br><br>watatu **sentensi**<br><br>wanaingia **tatu** alipoingia <br><br>darasani <br><br>kwa **zaweza** haraka. **kuwa** **ambazo** **sahihisho** **la** **sentensi** **hii:-**<br><br>ndimo <br><br>(d) **Taja** **aina** **za** **vitenzi** **vilivyopigiwa** **mstari** **katika** **sentensi** **iuatayo** **mmoja**<br><br>**aina** **taja** **kutumia** **za** **vishale**<br><br>**sentensi** **za** **kiswahili**<br><br>**ifuatayo** anafundisha **sentensi** **za** Mama (e) (i) (ii) (f) (i) (ii) (g) (h) Mwalimu (i) **Eleza** Mama (j) ah (k) <br><br>kupika amewahi **maana** **ya** ukata mate **vitenzi**<br><br>jikoni <br><br>**Eleza** Giza la Meza **Unda** Mkufunzi Maeneo **kutoa** **Kwa** **Changanua** huyu **maana** alimlimia <br><br>**misemo** **ifuatayo** :- <br><br>machungu **kutokana** **na** **:-**<br><br>**mfano** **sentensi** mzuri **mbili** mwanawe **mmoja,** **kwa** darasani. **:-** shamba <br><br>**Akifisha** huu ndio **Tunga** **sentensi** upuuzi **sentensi** **ifuatayo:-** aliotuitia **itakayodhihirisha** **matumizi** **ya** **kielezi** mmoja wao akaropoka. <br><br>**cha** **namna** **mfanano**<br><br>(l) **Andika** **sentensi** **ifuatayo** **katika** **msemo** **halisi :-**<br><br>Mshtakiwa alidai kwamba alikuwa ameonewa kwa kuwa hakuwa ameshiriki ulevi <br><br>kutoka <br><br>mwaka uliokuwa umetangulia. <br><br>(m) **Pambanua** **viungo** **vya** **kisarufi** **katika** **kitenzi** **kifuatacho**<br><br>Tuliwalimia **upya** **Andika** (n) **sentensi** **ifuatayo** **kwa** **kufuata** **maagizo:**<br><br>Mizizi ya mibaruti hii iliwaponya watu ambao walikuwa na shida kama hii yenu <br><br>( **kanusha**<br><br>**kwa** **Tunga** **umoja** **sentensi**<br><br>) <br><br>(o **)** **ukitumia** **neno** **Vile** **kama:** (ii) **Tambua** Sisi **Andika** Kichinjio <br><br>Kielezi... <br><br>(d) **vitenzi**<br><br>**katika** kutambua **wa**<br><br>**sentensi** alikuwa **hii** kwa **hii** na **katika** pesa <br><br>**kwa** nia <br><br>**kuvipigia** Yeye **ukubwa** **mistari:-** ndiye :- <br><br>tulikwisha **wingi** hiki mbaya. **ya** **hali** nyingi <br><br>mwizi <br><br>(e) <br><br>**sentensi** kilikarabatiwa <br><br>(f) **Eleza** **maana** **zinazojitokeza** **katika** **vifungu** **vifuatavyo** :- <br><br>(i) (ii) (iii) (iv) (g) Jambazi Liliiba Kutoka Jambazi **Jaza**<br><br>kutoka jambazi dukani liliiba <br><br>dukani kutoka jambazi kutoka **ni**<br><br>liliiba. dukani. liliiba. dukani. **kinyume** **cha** **ulivyovichanganya** **neno** Vile **ambalo** vitu **lile** itakubidi <br><br>**lililopigwa** **mstari** **katika** **sentensi:-**<br><br>(i) (ii) Bomba hili l **imeziba** mwite fundi aweze <br><br>***O*** ******   (h) <br><br>**Unganisha** Wavu <br><br>**sentensi**<br><br>**hii** Wavu **kwa** ni <br><br>**kutumia** **rejeshi :-**<br><br>umekatika. wao <br><br>(i) **Eleza** **matumizi** **mawili** **ya** **** **** ***ka***  **na** **utunge** **sentensi** **kwa** **kila** **mojawapo**<br><br>(j) Sijafahamu <br><br>**Yakinisha**<br><br>**sentensi** nini <br><br>**hii** : <br><br>kwa hawamkaribishi mpwa wao. (k) Mama (l) <br><br>**Andika**<br><br>**katika** aliwahimiza **usemi** warudi <br><br>**halisi:-** siku :- **ifuatayo**<br><br>hiyo la sivyo wangekosa tuzo <br><br>**Akifisha** **sentensi**<br><br>Sijaona alimwuliza **Changnanua**<br><br>kitabu kizuri kama mayai waziri wa maradhi, utaniazima siku ngapi bashiri <br><br>rita <br><br>(m) **kwa** **njia** **ya** **mishale**<br><br>Mama **Tunga** anapika **sentensi** na baba **moja** akisoma **na**<br><br>gazeti <br><br>(n) **uonyeshe** **kwa** ; **mstari**<br><br>(i) (ii) (iii) **Tungia** Shamirisho Shamirisho Shamirisho **vitenzi**<br><br>kipozi kitondo ala/kitumizi <br><br>(o) **vifuatavyo** **sentensi** **katika** **hali** **zilizobanwa** :- **mazoea** (i) ) **(kutendeka** (ii) ) **kutendea** (iii) ( **tegemezi** **kishazi** **Tambulisha**<br><br>Fa( La Pa <br><br>) <br><br>(p) **na** **kishazi** **huru**<br><br>Wanafunzi **Pambanua** walifoanya **viambishi** vyema **mbalimbali**<br><br>walituzwa jana <br><br>(q) **katika** **sentensi** **ifuatayo**<br><br>Waliwapendezea <br><br>**viwakilishi** vyema **katika** kweli? <br><br>**sentensi** **zifuatazo** **kisha** **ueleze** **ni** **vya** **aina** **gani:-** a) <br><br>**Onyesha** i) (ii) <br><br>Unamjua Hicho **Tumia** (i) (ii) <br><br>wanachokitaka **viunganishi** hakipo **vifuatavyo** (b) **katika** **sentensi** :- <br><br>Minghairi Wala **Yakinisha** Chakula **Jibu** (i) (ii) **Bainisha** Maksuudi **Changanua** wote Watoto **nomino** **Unda**<br><br>ya <br><br>(c) <br><br>**ifuatayo** vizuri **maagizo** alitorokea <br><br>:- <br><br>(d) <br><br>**kwenye** **tumia** ( ( angekupatia **kitondo** Kasri **kwa**<br><br>**mabano:-** ) **rejeshi** **O** **ibadilishe** Hatujui Angekuwa pete, **katika**<br><br>**wingi** **sentensi** **kisha** **ifuatayo:-** (e) <br><br>**kipozi,** Tamima **ifuatayo**<br><br>**ala** matofali **mishale/mistari:-** wanatayarisha <br><br>**katika**<br><br>mazuri <br><br>(f) **njia**<br><br>staftahi <br><br>(g) **sentensi** hakipikiki **na** ambako na **shamirisho** alimjengea **sentensi** wameamka **moja**<br><br>**kulingana**<br><br>**na** kwa **ya** wazazi **kitenzi** mapema **kwa** na **kila** **moja**<br><br>Shuku Vumilia shona **inavyojitokeza** kuendesha gari jinsi <br><br>**katika** **sentensi** **zifuatazo**<br><br>viongozi <br><br>wanavyoendeleza **sentensi** duniani <br><br>ufisadi **hii:-**<br><br>**katika** kote lia **maana** (h) <br><br>**Eleza** (i) (ii) **Bainisha** **Uhodari** **Tunga** (i) (ii) (iii) **Eleza** (i) (ii) **Geuza** (i) (ii) **Andika** Gari <br><br>**jinsi** unionyeshe <br><br>**kama** ya jinsi na hawapendezwi **nomino** **wanariadha** **ukitumia**<br><br>**ya**<br><br>Naomba Wakenya <br><br>(i) <br><br>**aina** wa **sentensi**<br><br>**za**<br><br>**zilizopigiwa** **Kenya** wa **** **mzizi** **mistari** unahitajika **kama** **choyo** :- <br><br>nomino Kivumishi Kiwakilishi **matumizi** **mawili** **ya** **kila** **mojawapo** **wa** **alama** **za** **uakifishaji** **zifuatazo** :- <br><br>msitari Parandesi <br><br>(l) **zentensi** **kauli** **kwenye** **mabano** :- <br><br>Fundi Umemwona <br><br>ameharibu <br><br>(m) **zifuatazo** **katika** **kutendea)** ( saa ) **kutendewa** ( mgeni? **udogo:-** Maritu **kwa** Mzee la limegonga ngombe wa jirani wake <br><br>4. (a) <br><br>***Andika***  (i) e:- (ii) . (b) <br><br>***sifa***   ***bainifu***   ***za***   ***sauti***  <br><br>n:- <br><br>***maana*** ***Eleza*** ***:-*** ***ya***       Kiimbo:. (i) <br><br>(ii) ***Tunga***  Shadda ***sentensi***   (c) ***moja***   ***moja***   ***kudhihirisha***   ***ngeli***   :- ***zifuatazo***   <br><br>(i) (ii) U-U Pokomo /Pa-ku-mu <br><br>***Unda***  ***kitenzi***   ***kimoja***   ***kutokana***   ***na***   ***nomino***   (d) **Mtubia**   <br><br>(c) Eleza matumizi mawili ya kiambishi  ***ku***   <br><br>(f) <br><br>ya Tunga kivumishi,kitenzi <br><br>sentensi <br><br>maneno jina na ***sentensi*** ***Changanua***    <br><br>manne ambayo ina sehemu zifuatazo. Kielezi cha namna, <br><br>(g) ***ifuatayo***   ***kwa***   ***kutumia***   :- ***matawi***   <br><br>Ngombe aliyeletwa juzi ameuzwa <br><br>leo ***alama***   <br><br>jioni. <br><br>(h) <br><br>***Onyesha*** ***mawili*** ***mawili*** ***matumizi***        Alama (a) mshangao ya Mshazari (b) <br><br>***ya***   ***zifuatazo:-***  (i) **Tunga** **sentensi** **sahihi** **ukitumia** **** **-** ***wa***  **katika** **kauli** **ya** **kutendeana**<br><br>(j) <br><br>***sentensi:-*** ***Andika*** ***wa*** ***udogo***       yule ngombe wa Ndama ameuzwa. <br><br>(k) ***Onyesha***  ***tofauti***   ***ya***   ***vitate***   ***vifuatavyo***   ***kwakuvitungia***   ***sentensi***  <br><br>(i) (ii) <br><br>Dhamani Thamani ***sentensi***   (l) ***Kanusha***  ***ifuatayo***   ***katika***   ***wingi***  <br><br>Ningalikuwa ***Ainisha***  pesa ***shamirisho***   <br><br>na <br><br>ningalinunua ***/yambwa***   gari ***katika***   ***sentensi***   :- ***ifuatayo***   (m) <br><br>Mchezaji <br><br>alimpigia mifano mwenzake mwafaka, <br><br>mpira <br><br>kwa tofauti mguu ya wa sentensi kushoto. na sahili Huku ukitumia eleza ambatano <br><br>(o) ***Onyesha***  ***aina***   ***za***   ***viambishi***   ***katika***   ***sentensi***   : ***hii***   <br><br>Nitajisomea ***katika***   (p) ***Andika***  ***usemi***   ***wa***   ***taarifa:-***  <br><br>mashindano ***ya*** ***mbili*** ***Eleza***      barabara Tumetengeneza Tutaanza ***maana***   kesho, :- ***sentensi***   <br><br>Mwalimu alimwambia mwanafunzi. <br><br>(e) ***Tumia***  ***mifano***   ***mwafaka***   ***kueleza***   ***aina***   ***za***   ***mofimu***  mifano eleza <br><br>miundo kinyume mitatu cha ya kitenzi: silabi za umba <br><br>Kiswahili <br><br>ukitumia <br><br>aliyotumia vifuatavyo kulia katika kauli ya kutendewa a) Unda nomino za/lm,k, dhahania kutokana na maneno yafuatayo :- <br><br>Kwea i) Himarisha  ii) ukitoa Huku sentensi Tunga katika Andika Meza hii ii Nyambua i) cha ii) Ainisha <br><br>. <br><br>b) c) d) <br><br>ndiyo vitenzi  nywa viambishi <br><br>e) <br><br>katika neno lifuatalo: <br><br>atakuajiri tunajua Anza: <br><br>ingawa sheria Japo. katika h) Ainisha vielezi sentensi zifuatazo:- i) <br><br>Wanafunzi ii) <br><br>wote wameingia darasani <br><br>Jaribu kujitahidi kisabuni usianguke mtihani <br><br>**sentensi** kuwatembelea <br><br>**ifuatayo** **ukitumia**<br><br>**njia** waliopata **ya** ajali <br><br>**matawi**:- <br><br>manusura ya ndege i) <br><br>**Changanua** Amekuja Taja j) <br><br>sifa **/Z/** **/K/**<br><br>mbalimbali za sauti zifuatazo: <br><br>k) l) <br><br>Huku **Andika** Magari **)**<br><br>ukitumia **udogo** yote mifano **wa:** yaliyobakia <br><br>ya sentensi eleza matumizi **mawili** ya kiambishi, **ji**<br><br>yatauzwa na mzee yule mwembamba <br><br>m <br><br>**Sahihisha:** i) ii) **Tumia** i) ii) iii) Bainisha Shamba **Andika** Karibu <br><br>Kila Nipee **** Kivumishi Kiwakilishi Kitenzi <br><br>mwanafunzi mkoba alipewa nitoemo ndazi na vitabu <br><br>mayai zangu : **kama**<br><br>moja <br><br>huo **ako** n) **katika** **sentensi**<br><br>o) <br><br>**mbili** kubwa <br><br>vishazi katika sentensi hii :- <br><br>p) aina lile **katika** Rahma, za litauzwa **usemi** **wa** tafadhali kesho **taarifa**: kaa, Musa akasema . Ahsante, je, habari za hapa? Rahma <br><br>aliuliza <br><br>q) Tunga sentensi **mbili** kuonyesha matumizi tofauti ya neno: **somo**  <br><br>**6.** sauti **mbili** ambazo hutamkwa nyuma ya ulimi kati ya hizi <br><br>(b) ( (c) kisiki **kwa** **sentensi**<br><br>hiki **msemo**<br><br>haraka <br><br>askari ) **katika** kumwibia huu <br><br>akaamrisha mahabusu <br><br>**halisi** **zifuatazo**<br><br>**kauli** mwenzake kuongeza **sentensi** **kwenye** **iliyoonyeshwa** **Kutendeana** pesa ( nyingi. chumvi :- **ifuatayo**<br><br>**mabano** ) vizuri mwanafunzi <br><br>aliharibu **matumizi** kwa **katika**<br><br>( **tendeka** ) <br><br>(d) (a) <br><br>Taja /h/,/o/,/y/,/u/,/kh/,/g/, Ngoa **Andika** **Badili** Si (i) (ii) Mpishi **Bainisha** Alipowasili mchuzi **ya** alionyeshwa **po** walipo. <br><br>(e) <br><br>**Andika** Wasichana <br><br>**kwa** **usemi** **wa** **taarifa:-**<br><br>wakielimishwa wataweza kuwa bora kuliko wavulana, Naibu wa <br><br>Chansela wa chuo **Tunga** N <br><br>aliwaambia Kikuu **ambayo** **sentensi** V + T + **rejeshi**  silo Lisemwalo wenye **kwa**<br><br>mahafala. **za** **aina** (f) **ina** **maneno** **uliyopewa:-**<br><br>V + **O** (g) **Tumia**<br><br>**ya** liwalo bidii **kutumia**<br><br>**kati**<br><br>hamtayapata **mishale**<br><br>mafanikio maishani. Yakinisha katika umoja (j) <br><br>**Tunga** afikiana (a) (b) sifu **Unda** (i) (ii) **Andika**<br><br>**sentensi** **ukitumia** **maneno** **haya** **katika** **kinyume** .:- <br><br>(k) <br><br>**nomino** abudu fisidi **katika**<br><br>**mbili** **mbili** **kutokana** **na** **vitenzi** **vifuatavyo:-**<br><br>(l) **hali** **ya** **ukubwa**<br><br>Mwanamke **Bainisha** huyu **matumizi** amezaa **ya** watoto **maneno** wanne. **yaliyopigwa** (m) **mstari**<br><br>(i) (ii) **Onyesha** hizi **Mbio** Mwambie **kishazi**<br><br>hazitakufikisha asifanye Abedi **na** **huru** alikuwa aliyeitwa **zinazowakilishwa**<br><br>mbali **mbio** kuhusu hiyo kazi. <br><br>(n) **kishazi** **tegemezi**<br><br>Msichana **Eleza**<br><br>mkorofi <br><br>(o) **dhana** **na** **viambishi** **awali** **katika** **sentensi** **zifuatazo:** - <br><br>(i) (ii) **Tunga** (i) (ii) <br><br>Aliitwa Hakupata **sentensi** Kuna guna **mianzo**<br><br>(p) **mbili** **kubainisha** **maana** **tofauti** **ya** **maneno** **yafuatayo:-**<br><br>(q) **Taja** **mitatu** tofauti ya ngeli ya **U-ZI**<br><br>(r) **Eleza** **maana** **ya** **semi** **hizi :**<br><br>(i) (ii) Kunja Piga jamvi kambi <br><br>(a) <br><br>***ifuatayo*** ***sentensi*** ***Andika***      linatusumbua ambalo Jitu (i) ***kutumia*** ***bila***     sharti **amba**  liadhibiwe :- vikali <br><br>(ii) <br><br>***katika*** ***ifuatayo*** ***sentensi*** ***Weka***        unapandwa ambao Mmea :- ***mazoea*** ***ya*** ***hali***       masika wa msimu katika unamea ***Badilisha*** ***sentensi***    ikiwa tu vile mlivyokuja ***maagizo***   Aliogopa kubadililsha <br><br>***hizi***   mtakubali hapa <br><br>***usemi*** ***wa***     Juma msamaha. kuomba mtakavyokwenda. namna na ***ili*** ***sentensi*** ***kila*** ***ya*** ***baada***           (Tumia mzoga. aliyekula simba <br><br>***hadi***   ***taarifa:-***  <br><br>alisema Mwalimu mkuu alisema <br><br>***uliyopewa***   kumwangalia ***haya :*** ***maswali*** ***kujibu***      Ogofya neno bila ya <br><br>ya zambarau sentensi:-) rahisi ni (ii) Mti wa kukatwa ukiwa unatumia msumeno. ***Anza*** (  **Ni** **rahisi...** ) (d) **Andika** **maana** **mbili** **zinazojitokeza** **katika** **sentensi** **hii** :- <br><br>Alimlilia mwanawe <br><br>(e) (i) **Kanusha** **sentensi** **hii:-**<br><br>Tungewalaki **Sahihisha** (ii) kama **sentensi**<br><br>tungejua <br><br>watakuja **na** **ifuatayo** **uiweke** **katika** **wingi** :- <br><br>Ningalifanya sentensi <br><br>kazi ningekuwa <br><br>tajiri matumizi (f) Tunga **nne** kuonyesha na maana nne za kijineno  **ki**  <br><br>(g) **Tumia** **kivumishi** **kilichoko** **kwenye** **mabano** **kukamilisha** **sentensi:-**<br><br>(i) (ii) <br><br>Bibi Mti **Unda** **kubainisha** Safiri (i) <br><br>yule (-ingine) **majina**<br><br>alinunua gari __ ____ ____ ____ ____ ____ __(-pya) <br><br>__ ____ ____ ____ ____ _____uliangushwa **mawili** **kutoka** **maana**<br><br>badala <br><br>ya ule **katika** wa **sentensi** kwanza. **ili** (h) **mawili** **vitenzi** **hivi** **na** **utumie**<br><br>(ii) Zaa Yohana na Emanueli walifunga safari wakielekea mashariki kusini na hatimaye <br><br>magharibi <br><br>walifikia jana kuwaona alishtuka ambaye mkuu ***sentensi*** ***Geuza*** :- ***udogo*** ***hadi*** ***hii***          watu na alifukuzwa mrefu yule Nyoka ***kinyume*** ***kuandika*** ***kwa*** ***hii*** ***sentensi*** ***upya*** ***Andika***              yule ajuza kusimama nguo **alipovaa** **alikaa** wapi? hutamkwa na za ni hizi <br><br>huko novemba mwaka <br><br>walipokuwa pale <br><br>wakirudi walimkuta mwalimu <br><br>njiani <br><br>(j) <br><br>wengi <br><br>(k) Wifi ***cha***   ***kila***   ***neno***   ***lilipigwa***   :- ***mstari***   na <br><br>(l) Sauti **gh** (i) (ii) **j** Mahabusu **Andika**<br><br>aina gani <br><br>(m) <br><br>walifyeka **hiyo** uwanja **upya** vizuri **ukimaliza** **sentensi** **kwa** **neno** **mahabusu** **8.** **kuyaongezea**<br><br>(a) **Onyesha** **maneno** **yaliyokopwa** **toka** **lugha** **za** **kigeni** **na** **kuswahilishwa** **kwa**<br><br>**irabu** Toa *Andika*  Mwalimu Tunga **Kanusha**<br><br>***(Kiarabu)*** ***Bint*** ***k.m.***        minne mifano ******   ***Binti***  <br><br>(b) <br><br>*ifuatayo* *sentensi*     alipoingia *usemi* *kwa*     aliuliza darasani *halisi:*  kitabu chake kilipokuwa. <br><br>(c) (d) <br><br>sentensi <br><br>ukitumia **hizi** kiwakilishi :- **wingi** **kwa**<br><br>nafsi huru umoja <br><br>**sentensi** (i) (ii) (e) <br><br>Mtoto Mwalimu <br><br>huenda <br><br>shuleni amemfunza **mbili** **ya** waliandikiana **hizi** **sentensi** **ambaye**<br><br>**Eleza** Wanafunzi **Ziandike** (f) (i) (ii) **Changanua** Kiarie ni **Bainisha** Kisu (i) Nyavu (ii) (iii) Chai **Ainisha**<br><br>**maana**<br><br>**maneno** ni <br><br>**yaliyopigiwa** yetu wa ngoma **vielelezo**<br><br>**mstari:-**<br><br>Mwanafunzi Sikuziona <br><br>alituzwa shule <br><br>nyuzi **sentensi** mwanafunzi **za** **ngeli**<br><br>**ambazo** **ifuatayo** mtiifu <br><br>huzitengeneza **kutumia** **kwa** **ambayo** **vya** huiona **vishale:**<br><br>pale <br><br>(g) <br><br>(h) **nomino** **hizi** **:-**<br><br>**viambishi** **katika** **neno** **lifuatalo** :- <br><br>**tatu** **zifuatazo:** **tendewa,** **tendwa,** **tendea**<br><br>**katika** **sentensi** **ifuatayo** : (i) <br><br>Kilichokikata **kitenzi** **matumizi**<br><br>(j) (k) (l) <br><br>**Nyambua** **Eleza** **Onyesha** Kamau **Unda** (i) Chapa **Tambua** Chakula **Sahihisha** Ukienda **Andika** Mbwa <br><br>**oa** **manne**<br><br>**katika** **ya** **kipozi,** **hali** **nukta** **kitondo**<br><br>**shamirisho** alimlimia <br><br>**na** kwa **hivi** **ala** trekta :- <br><br>mamake <br><br>shamba **vitenzi** (ii) **kishazi**<br><br>(m) **nomino** **kutokana** **na**<br><br>Goma **tegemezi** (n) <br><br>**kishazi** ambacho **sentensi** pao mle **sentensi**<br><br>**katika** au **sentensi** kobomoa **hii :-** mwili huweza kujenga wako. <br><br>(o) <br><br>**udogo:**<br><br>mdogo (i) (ii) (iii) (iv) (v) kiishio (vi) **Tambulisha**<br><br>Nafsi ya Wakati O kitendwa mzizi <br><br>tatu uliopita <br><br>umoja <br><br>rejeshi <br><br>**aina** **za** **vitenzi** **vilivyotumika** **katika** **asentensi** **hizi**<br><br>nzuri. (g) <br><br>(i) <br><br>Kazi (ii) <br><br>**ni** hii Mazingira chini **yamekuwa** ya **yakihifadhiwa.** sentensi (h) Pigia mistari viwakilishi katika zifuatazo <br><br>Ambaye Nani (ii) LI-YA Ngeli ya tofauti ni ambayo <br><br>(i) <br><br>ni anaye <br><br>mjinga <br><br>hatafaa huzunisha? <br><br>kwa shughuli hizi <br><br>(i) <br><br>hujumulisha uelezee na <br><br>nomino za vitu vya aina mbalimbali. Toa mifano **minne**<br><br>(j) Ainisha shamirisho katika sentensi ifuatayo na ueleze ni shamirisho ya aina gani? <br><br>wanalipia Wazazi Neno **tikiti** **Changanua** Hakimu Nyambua watoto hupatikana **sentensi** alimwadhibu hivi vitenzi <br><br>(k) (l) <br><br>(m) karo katika **ifuatayo** kinyama. kulingna <br><br>kwa hundi; <br><br>**ngeli** **kwa** **mbili** **ya** tofauti. **mishale.**<br><br>Taja ngeli hizo na utunge sentensi <br><br>**njia**<br><br>na kauli ya kutendua na kutenda <br><br>**Kutenda** Ficha Tanda nini Ni <br><br>**Kutendua** **Kutendama**<br><br>(n) maana ya neno kirai ? <br><br>(a) umoja na <br><br>Kati ya nomino za Kiswahili taja **ngeli** **mbili** ambazo nomino zake hazibadiliki <br><br>katika (b) wingi. **Yakinisha:**<br><br>Kisha utoe <br><br>mfano Waumini mmoja wale kila kwa hawaimbi ngeli wala hawaombi <br><br>c) <br><br>**Andika** Nguo Taja <br><br>**kwa**<br><br>**umoja** uzionazo zile <br><br>zilinunuliwa aina nne **moja** Mhasibu.. <br><br>(d) <br><br>na (e) Mtu. (i) **Andika**<br><br>kutolea **Unda**<br><br>mifano **nomino** (ii) **ukubwa** hakitosheki <br><br>(f **)** **kwa**<br><br>Kipaka hiki kwa maziwa haya kimezoea kipanya (g) Mama (h) <br><br>Onyesha <br><br>shamirisho moto **ya**<br><br>na kipozi chakula shamirisho kizuri <br><br>kidondo katika sentensi hii:- <br><br>amempikia **sentensi** **Tunga** **neno** **moja** **inayoonyesha** **sehemu** **zifuatazo** :- <br><br>(i) (ii) (iii) (iv) (v) **Sahihisha** Mtoto <br><br>Kiambishi Kiambishi Kiambishi Kauli Kiishio <br><br>kikanushi kiwakilishi kiwakilishi nafsi cha cha hali kitendwa <br><br>timilifu <br><br>(nafsi) <br><br>(i) **sentensi**<br><br>**hii** alicheza **kwa** ameteguka <br><br>**njia** **tatu** **tofauti**<br><br>mwenye <br><br>(j) <br><br>**Andika** (i) Jaza **visawe** Rabsha..... mchoro <br><br>**vya** **maneno**<br><br>**haya** (ii) irabu Damu.. inayofaa (k) ufuatao kwa <br><br>(l) <br><br>Tunga (i) Andika sentensi kitenzi katika <br><br>ukitumia <br><br>**ni** (ii) kama kielezi <br><br>(m) msemo halisi <br><br>Johana **O**  Jembe (o) Mtoto (p) <br><br>alisema Rejeshi ambalo Changanua anayelia <br><br>kuwa mazoea ya lilinunuliwa ukitumia sana matumizi <br><br>angepata alama <br><br>zote sentensi katika ifuatayo; <br><br>majaribu ya wiki iliyotangulia <br><br>(n) Tumia <br><br>katika limepotea <br><br>mtindo wa <br><br>mishale asubuhi sentensi ameadhibiwa mawili leo katika <br><br>Onyesha (q) <br><br>ya alama ( ) ****<br><br>Wafuatao wana ulemavu upi? <br><br>(i) Toinyo . (ii) Huntha .. <br><br>**11.** (a) <br><br>Andika (i) (ii) Changanua (i) <br><br>vinyume vya **Alikashifiwa**<br><br>vitensi kwa **kulifurahisha** ifuatayo waliojeruhiwa <br><br>vilivyopigwa aliyofanya hadhira njia ya walipelekwa ; zifuatazo <br><br>mistari <br><br>kazi <br><br>Kuimba <br><br>(b) sentensi <br><br>kwa sana sentensi <br><br>matawi <br><br>Abiria hospitali haraka <br><br>(c)Eleza <br><br>maana Bibi (ii) **mbilimbili** yake Alimpigia <br><br>za amefika (i) <br><br>mpira kutoa Kwa irabu **i,** **a,** Kamilisha (i) **Andika** Kefule! <br><br>mifano, <br><br>vile ulimi? wapi hii ya -....................................... **taarifa** kirongwe. <br><br>onyesha namna mbili <br><br>**u** na hutamkwa na kueleza Mfinyanzi **usemi** Mtoto <br><br>kwenye methali maana <br><br>**huu** huyu **kwa** ni <br><br>**usemi** **wa**<br><br>kaidi kama Hamheshimu babake! alisema mzee <br><br>Kamau. (h) <br><br>Bainisha (i) Darasa Ainisha <br><br>kishazi <br><br>tegemezi kishazi limefunguliwa <br><br>katika rasmi ifuatayo; <br><br>sentenzi ifuatayo <br><br>(ii) Kanusha <br><br>sentensi <br><br>(j) sentensi udogo <br><br>(i)Mbuzi wake mengi na harufu kali <br><br>Onyesha maana na huru lililojengwa shamirisho ifuatayo ana **mbili** katika kwa manyoya neno ya <br><br>(k) 2) **(l)** 2) <br><br>taka <br><br>(ala. <br><br>**Andika** **kwa** **umoja**<br><br>(ala. <br><br>(i) Eleza Tumewaondoleeni ya maana <br><br>matatizo yenu, yafaa mtushukuru <br><br>(m) 2) <br><br>misemo:- <br><br>(ala. <br><br>(i) (ii) Panga Fuga Kuwa nomino mtu na hizi  faragha katika - ngeli <br><br>(n) 2) <br><br>mwafaka <br><br>(ala <br><br>(i) (ii) Bainisha <br><br>Kipofu- Uyoga- . . <br><br>(o) (alama <br><br>viwakilishi katika sentenzi kisha useme ni vya aina gain. <br><br>i) (ii) Tumia Mimi Huyo kiulizi nitaondoka alichaguliwa kifaacho kesho na kukamilisha maswali yafuatayo: (f) (g) Tunga Chai sentensi hiyo **mbili** iliwavutia <br><br>(al. 2) <br><br>(h) Tumia neno **haraka**  katika sentensi kama: <br><br>(al. 2) <br><br>(i) Andika Nenda Onyesha Nomino maana ukamwone za maana <br><br>(ii) za Kielezi sentensi: <br><br>(i) (i) (j) <br><br>i **mbil**<br><br>mwenyewe,  <br><br>usiogope. <br><br>**ni**  zilizopigiwa mstari <br><br>Nihamrishe (k) <br><br>**Tokeni**  **darasani**<br><br> mlinzi Atakapokuja atamletea uta na upote <br><br>(l) Maneno hayo yako katika ngeli gani? <br><br>(i) (m)Andika Ridhaa mifano (ii) sauti Nanasi zenye ya sifa zifuatazo: <br><br>(i) Tumia Kipasuo neno (n) kaakaa cha kutunga  **ngali**  <br><br>laini <br><br>(ii) sentensi ya Nazali kuonyesha <br><br>ufizi <br><br>(i) Tumia Kitenzi kirejeshi <br><br>kisaidizi <br><br>(ii) mazoea <br><br>Kitenzi <br><br>kishirikishi sentensi (o) kuonyesha katika ifuatayo: <br><br>(i) Mtoto anayelia ni huyu (ii) Neno maana ya kiwakilishi? <br><br>(q) Tambulisha viwakilishi katika sentensi zifuatazo na ueleze ni vya aina gani? <br><br>1.Nani Tunga alikukasirisha?... sentensi 2. Huyu itakayodhihirisha huwashinda matumizi <br><br>wote <br><br>(r) **moja** ya kielezi cha namna mfanano <br><br>13. (a) <br><br>sentensi Tunga Kishirikishi (i) (ii) Kikuu Akifisha je, Eleza Nilienda (i) (ii) Baba Yakinisha Mama Tofautisha <br><br>sahihi kipungufu <br><br>ukitumia vitenzi <br><br>(b) <br><br>unaipenda <br><br>ilivyo hali mwenzake **hu** na  **ka**  ya nikamkuta, kanisani usiku : <br><br>(c) matumizi  <br><br>hufika nyumbani <br><br>(d) <br><br>sentensi hakutuchapa, sauti ya <br><br>ifuatayo <br><br>hakutupa na ghuna chakula sauti wala ghuna maji huku (e) kati si ukitolea mifano miwili kwa kila aina **zifuatazo** saratani **kulingana** watu <br><br>**kauli**<br><br>**ulizopewa** (kauli **katika** ya **mabano** kutendesha) hufanya <br><br>kamba (Kauli Tunga **Andika** Njia **Changanua** Mzee **Ainisha** Waliochekeshwa **sentensi** **Andika** wa (i) (ii) **alisuka** **Tunga**<br><br>sentensi mbili <br><br>kutofautisha **katika** kwa **ifuatayo** pamba <br><br>matumizi **ya** **hali** usafiri wa **ukitumia** amefaidika **katika** ya **udogo** gari **matawi** sana **kitenzi**<br><br>vitate hivi: Dua na tua <br><br>**sentensi** nyembamba **ifuatayo** hatari ni <br><br>**wingi**<br><br>**sentensi** hukuza <br><br>**mofimu** **zinazojitokeza** **hiki**<br><br>**na** **wafe** ya **sehemu** polepole. kutendata) **hizi,** ndefu. **inayojumulisha** **sentensi** **moja** **Ala,** **kipozi,** **kitondo** **na**<br><br>**chagizo** (l) kijana linaweza kutumiwa kama kivumishi au nomino, tunga sentensi ameanguka. ni vya katika <br><br>za wanafunzi. <br><br>namna ngeli mfanano kisha na tunga <br><br>viigizi. <br><br>gani sentensi mwafaka: (f) (g) <br><br>(h) <br><br>ambaye <br><br>(i) <br><br>(j) <br><br>Ugonjwa Mkulima <br><br>(k) <br><br>Neno ***U** Kivumishi Nomino **Sahihisha** Mtoto (i) Vitabu (ii) <br><br>kudhihirisha (i) (ii) <br><br>(m) <br><br>ambaye hizi sentensi <br><br>anacheza zimesahihishwa vielezi ukitumia yapo yafuatayo Uwati (ii) <br><br>ambazo mbili (n) Tunga <br><br>(o) <br><br>Bainisha (i) <br><br>maneno <br><br>Manukato <br><br>(p) <br><br>Eleza Avunjaye <br><br>maana <br><br>ya nazi methali lazima ni ifuatayo: aafaidi tui. <br><br>**14.** A) **za:**<br><br>B) <br><br>C) <br><br>D) **Eleza** Mwanaida **Akifisha** i) Hodi **Andika** Achanikaye **O** **Tumia** Mwanafunzi **Andika**<br><br>**maana**<br><br>**mbili** alikwenda sokoni peke yake. <br><br>**sentensi**<br><br>**hizi.** wenyewe **ya** kwenye **rejeshi** ambaye <br><br>hapana **maana**<br><br>nini <br><br>Juma **ifuatayo.** hafi na **sentensi** ndiye **kunyambua**<br><br>alimwaka nitarudi kesho. <br><br>**methali** mpini **katika** hudurusu **kwa**<br><br>njaa. <br><br>**hii.** hupita mtihani. <br><br>E) **usahihi.**<br><br>**sentensi** **ifuatayo** **maneno** **yaliyo** **kwenye** **mabano** **kwa**<br><br>mwanadamu zilim__ ____ ____ __ (fa) Bwana Yesu. Dhambi **Eleza** i) **Taja** Tulipogawa <br><br>za **maana** F) <br><br>**ya** bakunja. **ya** mkate <br><br>**misemo** **ifuatayo.**<br><br>Teka <br><br>G) **maana**<br><br>**maneno** kila mtu **sentensi** bidii **yaliyopigwa** alipata sehemu **zifuatazo** ndiposa <br><br>. kwa **na** katika ) wakati <br><br>**mistari** moja **kulingana**<br><br>nane **maelezo.** mtihani <br><br>tu kwani tulikuwa wanane <br><br>H)**Andika** i) <br><br>**upya**<br><br>Sikusoma (Anza: Anakuja <br><br>kwa sikufaulu ule. <br><br>Ningalisoma katika (andika ii) ujao hali timilifu) I) <br><br>**Eleza** i) ii) **Tunga** Sote. i) <br><br>**maana**<br><br>**ya** ni ni **kwa** Zote. <br><br>**neno** mkubwa. kikubwa. <br><br>**chungu** **kama** **lilivyotumiwa** **katika** **sentensi** **zifuatazo.**<br><br>Chungu Chungu <br><br>yule kile **sentensi** i) <br><br>J) **kutumia** **maneno** **yafuatayo** **kama** **vivumishi.**<br><br>K) L) <br><br>**safari.** **sentensi** na **sentensi** **hizi** mtu **ifuatayo** **ziwe** mwenye . <br><br>**sentensi** mbio **moja.** kumliko. kulikuwa <br><br>L) <br><br>N) O) <br><br>P) <br><br>Q) <br><br>aje **mfano,**<br><br>anione. <br><br>R) S) <br><br>**matumizi** **mawili**<br><br>**ya** . **visandu**<br><br>. **tu**<br><br>**kwa** **nomino** **viunganishi** nguvu **ya**<br><br>**mbili** **kutokana**<br><br>**kitenzi** **kuunganisha** Alishindwa, **** **** **katika** **ka** akalala. kisha <br><br>**na**<br><br>**mwafaka** zote. zake **ya** **matumizi**<br><br>ndani, <br><br>akaoga, **za** **cha** chungu akala **vingongo** **sentensi** mekoni. <br><br>**sauti**<br><br>**mbili** **kinyume** **ifuatayo.**<br><br>ameinjika <br><br>**sentensi** **ifuatayo** **katika** **wingi**<br><br>**wa** vyovyote **udogo.** vile. mchoyo hamfai mwingine kwa <br><br>**hii;-** mwambie **kwa** **ifuaatayo** kitabu <br><br>**kielelezo** amepongezwa **sentensi**<br><br>chake <br><br>**shamirisho** wanunuzi **za** **ni**<br><br>**ifuatayo** **Andika** **Tumia** Alikimbia **Eleza** Aliingia **Taja** **Andika** Juma **Andika** Mtu/ **Kanusha** Ukionana **na** **Eleza** **Changanua** Mwanafunzi **Bainisha** Soroveya **Nomino** i) <br><br>kwa **maana**<br><br>**sentensi** naye **udhibitishe** **sentensi** aliyeleta **za** **aina** atapima **zifuatazo** Insi <br><br>T) <br><br>**katika** viwanja. **gani?** ii) **Isimu**<br><br>U) **ngeli**<br><br> <br><br>Soksi **Jamii**<br><br>Saidi Mohamed Saidi Mohamed Saidi Mohamed Saidi Mohamed Saidi Mohamed : : : : : : : : : : Hallo............Hallo....Huyo wapi... Ndio...uko Shuleni...sasa...ulinifikishia ilikuwa La. Nipigie Sina Sina Iwe Baada ya day Good Welcome <br><br>ni Bw. Mohamed? (a) Taja na uthibitishe sifa zinazojitokeza katika mazungumzo haya <br><br>(b) <br><br>Eleza (i) sababu za Mdokezo <br><br>wazungumzaji kutumiambinu zifuatazo katika mazungumzo yao <br><br>(ii) Lugha mseto ***kifuatacho***   <br><br>***kisha***   umeonyesha kufanya kwa ***maswali*** ***ujibu***     kuwa mazoezi, <br><br>***yanayofuata:-***  mwingi na uto ulaji wa glukosi afya. uliofanywa kudondoshwa Protini huwa <br><br>anasumbuliwa kupunguza kuwa unahatarisha inaweza naye Uto mwilini. vya na wanga huhifadhiwa aliyeaga lazima zilikuwa <br><br>vyakula ambayo Jamaa iwapo msingi nyingi wa mwilini pia <br><br>hugeuzwa <br><br>unene bolisukari lishe. wa ambao ambayo Mwenzake yake Kimsingi, **aflatoxins** kurithishwa. na aliathiriwa 3. <br><br>***kifungu*** ***Soma***    Uchunguzi unaweza hata mwilini. dunia awe na kwenye protini. Hii alikuwa welewa chakula wa mgonjwa bora kabisa alichokula. <br><br>(a) (b) Sajili Taja hii sifa inapatikana zinazohusishwa wapi? na Kwa sajili nini? yenyewe <br><br>4. Kenya 5 <br><br>Fafanua mikakati mitano inayoweza kuchapuza kukua na kuenea kwa kiswahili nchini <br><br>(a) (b) a) b) Ni Mambo Bainisha Fafanua <br><br>mambo yapi <br><br>yanayochangia tatuliwa **tano** sifa zinazozuia kudidimia vipi? za lugha maenezi <br><br>kwa Kiswahili nchini Kenya. <br><br>haya kwa changamoto <br><br>yanaweza kutoa <br><br>mifano **tano** ya ya vijana  haraka **sheng** ya lugha ya Kiswahili **7.**<br><br>***maswali***   Niaje Najua mambo imebadilika ! Ni kubaya maze. Usifikirie kila kitu unaona ni reality, ukadhani ni gold ! Hiyo siyo zitakuacha <br><br>***Soma*** ***kifungu***    Ma-holiday wasee! ***kifuatacho*** ***ujibu*** ***kisha***       tena. hizo ndizo ***yanayofuata:-***  ni ma-mission mingi! Lakini jo, <br><br>real <br><br>life uki-regret Round NI hii POA maze KU- ni CHILL Ku-chill! au later! aje maze? <br><br>a) b) c) d) <br><br>haya za ya sifa zaidi <br><br>rejista moja. kuchukuliwa <br><br>hii. <br><br>kusuluhisha matatizo yanayokumba Bainisha Kwa Kwa Orodhesha Kiswahili <br><br>rejista kurejelea watu nini <br><br>ya kifungu hutumia tatu mazungumzo andika lugha zinazoweza <br><br>hatua nchini. <br><br>8. <br><br>***yafuatayo*** ***mzungumzo*** ***Soma***      Naomi dada Ohh, **A** : Dada : **B** (anamsogea Ruth **A** Asifiwe : Ehh : **B** : dada wee...Nilitumwa huko kusini ...Kuwahubiria watu injili (mtuo mdogo)singeweza **A** kukata... : **B** **A** : ; **B**<br><br>***kisha***   ***ujibu***   ***maswali :***   <br><br>kwa bashasha wanakumbatiana). Ahh Mungu asifiwe! <br><br>sana dadangu, miezi ...mingi...sijakuona <br><br>Ehh, Habari Nzuri kama usiwe ya siku Mungu Yona nyingi? bado ameendelea kunibariki wa <br><br>miujiza! nami Hata nimeona neema yake <br><br>niko imara katika wokovu katika siku hizi za mwisho <br><br>kweli ! : **A** : **B** **A** : : **B** **A** : : **B**<br><br>Amen! Nimeendelea Amen! Halleluya Ni Mungu Amen. Bado Amen ! Ni wa Mungu Nilikumbana <br><br>kuiona neema yake <br><br>Asifiwe Bwana <br><br> : **A** **B** : : **A** ajabu na <br><br>sala Kama Paulo na sila Na nikashinda (anatua). Sikuweza kumpa shetani <br><br>matatizo lakini nikategemea <br><br>nafasimaana <br><br>ameshindwa Ameshindwa **B** : kabisa <br><br>:- **Maswali** sajili Hii (i) ni na Taja (ii) Taja na (iii) Afrika ya ueleze ueleze mashariki <br><br>wapi ? za sifa mambo Fafanua hii sajili **mawili** muhimu yaliyosaidia katika maenezi ya Kiswahili <br><br>na kati 9. Bw. Mosuka : <br><br>Mheshimiwa wa mbunge spika, Mahira, <br><br>naichukua fursa hii kuipinga <br><br>hoja kuhusu iliyowasilishwa suala mheshimiwa Kochaberi la kuavya.... <br><br>(a) (b) Hii ni Eleza sajili sifa <br><br>gani? <br><br>za mazungumzo ya sajili hii <br><br>10. Eleza juhudi tano zinazotumika kukiendeleza Kiswahili <br><br>11.` (a) Fafanua sifa za matumizi ya lugha katika muktadha wa maabadini <br><br>(b) hayo <br><br>Matumizi ya lugha yoyote ile huthibitiwa na mambo fulani. Fafanua **matano** kati ya <br><br>: Ingia 46! Adams mbao Kenyatta, railways beba! 46 Adams mbao kenyatta, 12. railways! <br><br>**AZIZ**<br><br>Namba : **SHIKU** Mbao : **AZIZ** Nina : **SHIKU** Blue : **AZIZ** Sina. : **SHIKU** Ingia. **AZIZ** **:** Mimi **AHENDERA**: Dinga : **AZIZ** Kumi : **AHENDERA** Haaya : **AZIZ**<br><br>nane ingia, hashuu. Auntie. <br><br>ngapi? blue. <br><br>46 sinako shirini. inakunywanga mingi. ingia <br><br>Adams mbao, <br><br>kenyatta tu mzee. <br><br>railways kumi. <br><br>gari bebabeba. <br><br>Chukuako petrol <br><br>twende. Driver imeshon twende. **Maswali** Eleza (i) Taja (ii) muktadha za **sita** sifa wa lugha <br><br>mazungumzo haya <br><br>iliyotumika katika mazungumzo haya 13. ***yaliyoulizwa:-*** ***Kifuatacho***  ***ni***   ***kifungu***   ***kifupi***   ***cha***   ***mazungumzo.***   ***Kisome***   ***kisha***   ***ujibu***   ***maswali***  <br><br>Mzee Mzee Oluoch Mwenda <br><br>:....................................................................ni wangu : Ndio. kikuu ya kazi amehitimu Na : <br><br>kweli mpaka hayo! akahitimu <br><br>Huyu na wangu <br><br>mtoto <br><br>nimemsomesha uhasibu. ana <br><br>chuo <br><br>anafanya <br><br>Mzee Oluoch na sasa shahada ya uzamili. Yeye ni <br><br>mhandisi <br><br>mkuu. Chukua tu mbuzi hamsini na utukubalie kujenga uhusiano <br><br>wa ukwe. <br><br>Mzee Mzee Mzee Mwenda Oluoch Mwenda : : : <br><br>mbuzi Je, wa Kuna Basi lete ukinilipa ni hao mfuko hao ulio polepole. <br><br>au mfuko wa ......thelathini nao. <br><br>ni na <br><br>.......? hao hamsini <br><br>wengine <br><br>ishirini. deni. Wengine watabaki Utakuwa <br><br>Idhini yangu nimetoa ili mipango iendelee. <br><br>(a) Mazungumzo ya aina hii hutokea katika muktadha wa aina gani? <br><br>(b) Eleza sifa **nane** za lugha inayotumika katika wa aina hii"}
{"text": "# Matumizi     **ya lugha** ###  1.   (a)  Badilisha   sentensi   ifuatayo   iwe   mazoea   kwa   kutumia   kirejeshi    O  Mtoto anayelia huchapwa (b)  Andika   kinyume Wavulana watatu wanaingia darasani kwa haraka. (c)  Andika   sentensi   tatu   ambazo   zaweza   kuwa   sahihisho   la   sentensi   hii:-     Kule ndimo alipoingia (d)  Taja   aina   za   vitenzi   vilivyopigiwa   mstari   katika   sentensi   iuatayo Mama  amewahi   kupika  jikoni (e)  Eleza   maana   ya   misemo   ifuatayo  :- (i) Giza la ukata (ii) Meza mate machungu (f)  Unda   vitenzi   kutokana   na   :-  (i) Mkufunzi (ii) Maeneo (g)  Kwa   kutoa   mfano   mmoja   mmoja,   taja   aina   za   sentensi   za   kiswahili (h)  Changanua   sentensi   ifuatayo   kwa   kutumia   vishale  Mwalimu huyu mzuri anafundisha darasani. (i)  Eleza   maana   mbili   za   sentensi   :- Mama alimlimia mwanawe shamba (j)  Akifisha   sentensi   ifuatayo:-               ah huu ndio upuuzi aliotuitia mmoja wao akaropoka. (k)  Tunga   sentensi   itakayodhihirisha   matumizi   ya   kielezi   cha   namna   mfanano (l)  Andika   sentensi   ifuatayo   katika   msemo   halisi :-     Mshtakiwa alidai kwamba alikuwa ameonewa kwa kuwa hakuwa ameshiriki ulevi kutoka      mwaka  uliokuwa umetangulia. (m)  Pambanua   viungo   vya   kisarufi   katika   kitenzi   kifuatacho                    Tuliwalimia (n)  Andika   upya   sentensi   ifuatayo   kwa   kufuata   maagizo: Mizizi ya mibaruti hii iliwaponya watu ambao walikuwa na shida kama hii yenu ( kanusha                      kwa   umoja ) (o )   Tunga   sentensi   ukitumia   neno   Vile   kama: (i) Kiwakilishi (ii) Kivumishi (iii) Kielezi ----- ### (p)  Bainisha   matumizi   viambishi   ku   na   Ji   katika   sentensi   zifuatazo :- (i) Mwanafunzi hu ku soma kwa bidii (ii) At a  ku piga (iii) Am e  ji kata (iv) Mchez a  ji  huyu ni hodari (q)  Andika   sentensi   ifuatayo   kwa   ukubwa   huku   ukikanusha Kijibwa changu ni kikali sana   2.   (a)  Jaza   mapengo :- **Kutenda Kutendesha **            (i) Chota           (ii) Lewa (b)  Taja   sauti   moja   ya; (i) Kingongo (ii) Kiyeyusho ** **  (c)  Tumia   neno    shujaa    katika   sentensi   kama :-       (i) Kivumishi      (ii) Kielezi...  (d)  Tambua   vitenzi   katika   sentensi   hii   kwa   kuvipigia   mistari:-                  Sisi tulikwisha kutambua alikuwa na nia mbaya. Yeye ndiye mwizi . (e)  Andika   wingi   wa   sentensi   hii   katika   hali   ya   ukubwa :-     Kichinjio hiki kilikarabatiwa kwa pesa nyingi (f)  Eleza   maana   zinazojitokeza   katika   vifungu   vifuatavyo :- (i) Jambazi kutoka dukani liliiba. (ii) Liliiba jambazi kutoka dukani. (iii) Kutoka dukani jambazi liliiba. (iv) Jambazi liliiba kutoka dukani. (g)  Jaza   neno   ambalo   ni   kinyume   cha   lile   lililopigwa   mstari   katika   sentensi:- (i) Vile vitu  ulivyovichanganya  itakubidi (ii) Bomba hili  l  imeziba  mwite fundi aweze ****** ## (h)  Unganisha   sentensi   hii   kwa   kutumia    O    rejeshi :###     Wavu umekatika. Wavu ni wao ** ** (i)  Eleza   matumizi   mawili   ya    ka    na   utunge   sentensi   kwa   kila   mojawapo             (j)  Yakinisha   sentensi   hii :  Sijafahamu kwa nini hawamkaribishi mpwa wao. ----- ###  (k)  Andika   katika   usemi   halisi:-             Mama aliwahimiza warudi siku hiyo la sivyo wangekosa tuzo (l)  Akifisha   sentensi   ifuatayo :-                   Sijaona kitabu kizuri kama mayai waziri wa maradhi, utaniazima siku ngapi bashiri                    alimwuliza rita (m)  Changnanua   kwa   njia   ya   mishale                   Mama anapika na baba akisoma gazeti (n)  Tunga   sentensi   moja   na   uonyeshe   kwa   mstari ;  (i) Shamirisho kipozi (ii) Shamirisho kitondo (iii) Shamirisho ala/kitumizi (o)  Tungia    vitenzi   vifuatavyo   sentensi   katika   hali   zilizobanwa :- (i) Fa( mazoea ) (ii) La (kutendeka ) (iii) Pa ( kutendea ) (p)  Tambulisha   kishazi   tegemezi   na   kishazi   huru     Wanafunzi walifoanya vyema walituzwa jana (q)  Pambanua   viambishi   mbalimbali   katika   sentensi   ifuatayo    Waliwapendezea 3. a)  Onyesha   viwakilishi   katika   sentensi   zifuatazo   kisha   ueleze   ni   vya   aina   gani:-       i) Unamjua vyema kweli?     (ii) Hicho wanachokitaka hakipo  (b)  Tumia   viunganishi   vifuatavyo   katika   sentensi :-                     (i) Minghairi ya                     (ii) Wala (c)  Yakinisha   sentensi   ifuatayo :-       Chakula hakipikiki vizuri (d)  Jibu   kulingana   na   maagizo   kwenye   mabano:-        (i) Hatujui ambako alitorokea ( tumia   O   rejeshi )        (ii) Angekuwa na pete, angekupatia ( ibadilishe   katika   wingi   kisha   uikanishe )  (e)  Bainisha   shamirisho   kipozi,   kitondo   na   ala   katika   sentensi   ifuatayo:-                    Maksuudi alimjengea Tamima Kasri kwa matofali mazuri (f)  Changanua   sentensi   ifuatayo   kwa   njia   ya   mishale/mistari:-                   Watoto wote wameamka mapema na wazazi wanatayarisha staftahi  (g)  Unda   nomino   moja   moja   kwa   kila   kitenzi Shuku Vumilia  shona ----- ###   lia ** ** (h)  Eleza   maana   ya   jinsi   kama   inavyojitokeza   katika   sentensi   zifuatazo                  (i) Naomba unionyeshe jinsi ya kuendesha gari                  (ii) Wakenya hawapendezwi na jinsi viongozi wanavyoendeleza ufisadi (i)  Bainisha   aina   za   nomino   zilizopigiwa   mistari   katika   sentensi   hii:-        Uhodari  wa  wanariadha  wa  Kenya  unahitajika kote duniani (j)  Tunga   sentensi   ukitumia   mzizi      choyo   kama  :-      (i) nomino      (ii) Kivumishi      (iii) Kiwakilishi (k)  Eleza   matumizi   mawili   ya   kila   mojawapo   wa   alama   za   uakifishaji   zifuatazo :-      (i) msitari     (ii) Parandesi (l)  Geuza   zentensi   zifuatazo   katika   kauli   kwenye   mabano :-      (i) Fundi ameharibu saa ( kutendea)      (ii) Umemwona mgeni? ( kutendewa ) (m)  Andika   kwa   udogo:-                   Gari la Mzee Maritu limegonga ngombe wa jirani wake 4.    (a)  Andika   sifa   bainifu   za   sauti (i) e:-  (ii) n:- . (b)  Eleza   maana   ya   :- (i) Kiimbo:. (ii) Shadda (c)  Tunga   sentensi   moja   moja   kudhihirisha   ngeli   zifuatazo :- (i) U-U (ii) Pokomo /Pa-ku-mu  (d)  Unda   kitenzi   kimoja   kutokana   na   nomino    Mtubia    (c) Eleza matumizi mawili ya kiambishi   ku  (f) Tunga sentensi ya maneno manne ambayo ina sehemu zifuatazo. Kielezi cha namna,      kivumishi,kitenzi na jina  (g)  Changanua   sentensi   ifuatayo   kwa   kutumia   matawi :-  Ngombe aliyeletwa juzi ameuzwa leo jioni. (h)  Onyesha   matumizi   mawili   mawili   ya   alama   zifuatazo:- (a) Alama ya mshangao  (b) Mshazari ----- ### (i)  Tunga   sentensi   sahihi   ukitumia     wa -    katika   kauli   ya   kutendeana (j)  Andika   udogo   wa   sentensi:-    Ndama wa ngombe yule ameuzwa. (k)  Onyesha   tofauti   ya   vitate   vifuatavyo   kwakuvitungia   sentensi (i) Dhamani (ii) Thamani (l)  Kanusha   sentensi   ifuatayo   katika   wingi     Ningalikuwa na pesa ningalinunua gari (m)  Ainisha   shamirisho   /yambwa   katika   sentensi   ifuatayo :- Mchezaji alimpigia mwenzake mpira kwa mguu wa kushoto. (n) Huku ukitumia mifano mwafaka, eleza tofauti ya sentensi sahili na ambatano (o)  Onyesha   aina   za   viambishi   katika   sentensi   hii :  Nitajisomea (p)  Andika   katika   usemi   wa   taarifa:-  Tutaanza mashindano kesho, Mwalimu alimwambia mwanafunzi. (q)  Eleza   maana   mbili   ya   sentensi :- Tumetengeneza barabara (e)  Tumia   mifano   mwafaka   kueleza   aina   za   mofimu 5.    a) Unda nomino za/lm,k, dhahania kutokana na maneno yafuatayo :- i) Kwea . ii) Himarisha   b) Huku ukitoa mifano eleza miundo mitatu ya silabi za Kiswahili c) Tunga sentensi ukitumia kinyume cha kitenzi: umba d) Andika katika                 Meza ii hii ndiyo aliyotumia kulia e) Nyambua vitenzi vifuatavyo katika kauli ya kutendewa i) cha     ii) nywa  f) Ainisha viambishi katika neno lifuatalo: atakuajiri g) Sisi tunajua sheria ingawa tu wafisadi Anza: Japo. h) Ainisha vielezi katika sentensi zifuatazo: ----- ### i) Wanafunzi wote wameingia darasani ii) Jaribu kujitahidi kisabuni usianguke mtihani i)  Changanua   sentensi   ifuatayo   ukitumia   njia   ya   matawi :-      Amekuja kuwatembelea manusura waliopata ajali ya ndege j) Taja sifa mbalimbali za sauti zifuatazo: **/Z/ ** **/K/ ** k) Huku ukitumia mifano ya sentensi eleza matumizi  mawili  ya kiambishi,  ji l)  Andika   udogo   wa:    Magari yote yaliyobakia yatauzwa na mzee yule mwembamba m )   Sahihisha:       i) Kila mwanafunzi alipewa ndazi na mayai moja      ii) Nipee huo mkoba nitoemo vitabu zangu n)  Tumia      ako   katika   sentensi   kama :     i) Kivumishi     ii) Kiwakilishi     iii) Kitenzi o) Bainisha aina  mbili  za vishazi katika sentensi hii :-     Shamba lile kubwa litauzwa kesho p)  Andika   katika   usemi   wa   taarifa :    Karibu Rahma, tafadhali kaa, Musa akasema . Ahsante, je, habari za hapa? Rahma aliuliza  q) Tunga sentensi  mbili  kuonyesha matumizi tofauti ya neno:   somo 6. (a) Taja sauti  mbili  ambazo hutamkwa nyuma ya ulimi kati ya hizi                   /h/,/o/,/y/,/u/,/kh/,/g/, (b) Ngoa kisiki hiki haraka askari akaamrisha   mahabusu                 ( Andika   kwa   msemo   halisi )  (c)  Badili   sentensi   zifuatazo   katika   kauli   iliyoonyeshwa   kwenye   mabano                  (i) Si vizuri mwanafunzi kumwibia mwenzake pesa ( Kutendeana )                 (ii) Mpishi aliharibu mchuzi huu kwa kuongeza chumvi nyingi. ( tendeka ) (d)  Bainisha   matumizi   ya   po   katika   sentensi   ifuatayo :-            Alipowasili alionyeshwa walipo. (e)  Andika   kwa   usemi   wa   taarifa:-           Wasichana wakielimishwa wataweza kuwa bora kuliko wavulana, Naibu wa Chansela           wa chuo Kikuu aliwaambia mahafala. (f)  Tunga   sentensi   ambayo   ina   aina   za   maneno   uliyopewa:-                   N  +  V  +  V  +   T  (g)  Tumia    O   rejeshi   ya   kati                  Lisemwalo silo liwalo (h) Msipokuwa wenye bidii hamtayapata mafanikio maishani. Yakinisha katika umoja (i)  Changanua   kwa   kutumia   mishale ----- ###             Mimi sikumwona wala Mwenda hakumwona (j)  Tunga   sentensi   ukitumia   maneno   haya   katika   kinyume .:-           (a) afikiana           (b) sifu (k)  Unda   nomino   mbili   mbili   kutokana   na   vitenzi   vifuatavyo:-                   (i) abudu                   (ii) fisidi (l)  Andika   katika   hali   ya   ukubwa             Mwanamke huyu amezaa watoto wanne. (m)  Bainisha   matumizi   ya   maneno   yaliyopigwa   mstari (i)  Mbio  hizi hazitakufikisha mbali (ii) Mwambie Abedi asifanye  mbio  kuhusu hiyo kazi. (n)  Onyesha   kishazi   huru   na   kishazi   tegemezi Msichana aliyeitwa alikuwa mkorofi (o) Eleza   dhana   zinazowakilishwa   na   viambishi   awali   katika   sentensi   zifuatazo:  - (i) Aliitwa (ii) Hakupata (p)  Tunga   sentensi   mbili   kubainisha   maana   tofauti   ya   maneno   yafuatayo:-  (i) Kuna (ii) guna (q)  Taja   mianzo   mitatu  tofauti ya ngeli ya  U-ZI (r)  Eleza   maana   ya   semi   hizi :  (i) Kunja jamvi (ii) Piga kambi  7. (a) Andika   sentensi   ifuatayo   bila   kutumia    amba :- (i) Jitu ambalo linatusumbua sharti liadhibiwe vikali (ii)  Weka   sentensi   ifuatayo   katika   hali   ya   mazoea :-       Mmea ambao unapandwa katika msimu wa masika unamea (b) Badilisha   sentensi   hizi   hadi   usemi   wa   taarifa:-   (i) Nitarudi tu ikiwa mtakubali kuomba msamaha. Juma alisema   (ii) Elezeni vile mlivyokuja hapa na namna mtakavyokwenda. Mwalimu mkuu alisema ### (c)    Fuata   maagizo   uliyopewa   baada   ya   kila   sentensi   ili   kujibu   maswali   haya :       (i) Aliogopa kumwangalia simba aliyekula mzoga. (Tumia neno Ogofya bila ya                      kubadililsha ya sentensi:-)       (ii) Mti wa zambarau ni rahisi kukatwa ukiwa unatumia msumeno. ( Anza   Ni   rahisi... ) ----- ### (d) Andika   maana   mbili   zinazojitokeza   katika   sentensi   hii :-          Alimlilia mwanawe (e) (i)  Kanusha   sentensi   hii:-          Tungewalaki kama tungejua watakuja        (ii)  Sahihisha   sentensi   ifuatayo   na   uiweke   katika   wingi :-              Ningalifanya kazi ningekuwa tajiri   (f) Tunga sentensi  nne  kuonyesha matumizi na maana nne za kijineno   ki  (g) Tumia   kivumishi   kilichoko   kwenye   mabano   kukamilisha   sentensi:-     (i) Bibi yule alinunua gari ________________________(-pya)     (ii) Mti  (-ingine) _______________________uliangushwa badala ya ule wa kwanza. (h)      Unda   majina   mawili   mawili   kutoka   vitenzi   hivi   na   utumie   katika   sentensi    ili                         kubainisha   maana (i) Safiri           (ii) Zaa (i) Akifisha   kifungu   hiki :- Yohana na Emanueli walifunga safari wakielekea mashariki kusini na hatimaye magharibi              walifikia huko novemba mwaka jana walipokuwa wakirudi walimkuta mwalimu               mkuu njiani ambaye alishtuka kuwaona pale     (j)  Geuza   sentensi   hii   hadi   udogo :-    Nyoka yule mrefu alifukuzwa na watu wengi           (k)  Andika   upya   sentensi   hii   kwa   kuandika   kinyume   cha   kila   neno   lilipigwa   mstari :- Wifi  alipovaa  nguo na kusimama ajuza yule  alikaa          (l)  Sauti hizi ni za aina gani na hutamkwa wapi?   (i)  gh   (ii)  j         (m) Mahabusu walifyeka uwanja vizuri    Andika   sentensi   hiyo   upya   ukimaliza   kwa   neno   mahabusu 8. (a)  Onyesha   maneno   yaliyokopwa   toka   lugha   za   kigeni   na   kuswahilishwa   kwa **kuyaongezea **                     irabu    k.m.   Bint   (Kiarabu)      Binti                     Toa mifano minne (b)  Andika   sentensi   ifuatayo   kwa   usemi   halisi:                    Mwalimu alipoingia darasani aliuliza kitabu chake kilipokuwa. (c) Tunga sentensi ukitumia kiwakilishi nafsi huru umoja (d)  Kanusha   sentensi   hizi   kwa   wingi : ----- ###                (i) Mtoto huenda shuleni kila siku               (ii) Mwalimu amemfunza mwanafunzi vizuri (e)  Eleza   maana   mbili   ya   sentensi   ifuatayo                 Wanafunzi waliandikiana barua   (f)  Ziandike   sentensi   hizi   bila   maneno   yaliyopigiwa   mstari:-                    (i) Mwanafunzi  ambaye  alituzwa ni wa shule yetu                    (ii) Sikuziona nyuzi  ambazo  huzitengeneza ngoma  ambayo  huiona pale (g)  Changanua   sentensi   ifuatayo   kwa   kutumia   vielelezo   vya   vishale:        Kiarie ni mwanafunzi mtiifu  (h)  Bainisha   ngeli   za   nomino   hizi :-                   (i) Kisu                   (ii) Nyavu                   (iii) Chai  (i)  Ainisha   viambishi   katika   neno   lifuatalo  :-                       Kilichokikata (j)  Nyambua   kitenzi   oa   katika   hali   tatu   zifuatazo:   tendewa,   tendwa,   tendea   (k)  Eleza   matumizi   manne   ya   nukta  (l)  Onyesha   shamirisho   kipozi,   kitondo   na   ala   katika   sentensi   ifuatayo :                     Kamau alimlimia mamake shamba kwa trekta (m)  Unda   nomino   kutokana   na   vitenzi   hivi :-                   (i) Chapa                   (ii) Goma (n)  Tambua   kishazi   huru   na   kishazi   tegemezi   katika   sentensi   hii :-                    Chakula ambacho ni muhimu, huweza kujenga au kobomoa mwili wako. (o)  Sahihisha   sentensi   ifuatayo:       Ukienda mle pao atakuweko (p)  Andika   sentensi   ifuatayo   katika   udogo:                   Mbwa mdogo amekanyagwa na gari. 9.  (a)  Andika   katika   usemi   halisi       Mama aliwahimiza warudi siku hiyo la sivyo wangekosa tuzo (b)  Andika   kwa   umoja      Uovu waliotuonyesha hautasahaulika (c) Tunga sentensi moja moja kuonyesha tofauti kati ya vitate vifuatavyo: (i) Pamba (ii) Bamba (d) Sauti zifuatazo hutamkiwa wapi? (i) /f/                   (ii) /v/ (e) Onyesha matumizi  manne  ya kistari kifupi ----- ### (f)  Tunga   sentensi   ya   neno   moja   yenye   mofimu   zifuatazo (i) Nafsi ya tatu umoja (ii) Wakati uliopita (iii) O rejeshi (iv) kitendwa (v) mzizi                    (vi) kiishio (g)  Tambulisha   aina   za   vitenzi   vilivyotumika   katika   asentensi   hizi (i) Kazi hii  ni  nzuri. (ii) Mazingira  yamekuwa   yakihifadhiwa. (h) Pigia mistari chini ya viwakilishi katika sentensi zifuatazo (i) Ambaye ni mjinga hatafaa kwa shughuli hizi (ii) Nani anaye huzunisha? (i) Ngeli ya LI-YA hujumulisha nomino za vitu vya aina mbalimbali. Toa mifano  minne           ambayo ni tofauti na uelezee (j) Ainisha shamirisho katika sentensi ifuatayo na ueleze ni shamirisho ya aina gani?           Wazazi wanalipia watoto karo kwa hundi; (k) Neno  tikiti  hupatikana katika  ngeli   mbili  tofauti. Taja ngeli hizo na utunge sentensi (l)  Changanua   sentensi   ifuatayo   kwa   njia   ya   mishale.             Hakimu alimwadhibu kinyama.  (m) Nyambua vitenzi hivi kulingna na kauli ya kutendua na kutenda |Kutenda|Kutendua|Kutendama| |---|---|---| |Ficha||| |Tanda||| (n) Ni nini maana ya neno kirai ? 10   .   (a) Kati ya nomino za Kiswahili taja  ngeli   mbili  ambazo nomino zake hazibadiliki katika umoja                     na   katika  wingi. Kisha utoe mfano mmoja kwa kila ngeli  (b)  Yakinisha:                  Waumini wale hawaimbi wala hawaombi c)   Andika   kwa   umoja                   Nguo zile uzionazo zilinunuliwa Ulaya (d) Taja na kutolea mifano aina nne za silabi za Kiswahili  (e)  Unda   nomino    moja   kutokana   na   nomino   hizi                   (i) Mtu.              (ii) Mhasibu.. (f )     Andika   kwa   ukubwa           Kipaka hiki hakitosheki kwa maziwa haya kimezoea kipanya ----- ### (g) Onyesha shamirisho kipozi na shamirisho kidondo katika sentensi hii:-              Mama amempikia moto chakula kizuri (h)  Tunga   sentensi   ya   neno   moja   inayoonyesha   sehemu   zifuatazo :- (i) Kiambishi kikanushi nafsi (ii) Kiambishi kiwakilishi cha hali timilifu (iii) Kiambishi kiwakilishi cha kitendwa (nafsi) (iv) Kauli (v) Kiishio   (i)  Sahihisha   sentensi   hii   kwa   njia   tatu   tofauti      Mtoto mwenye alicheza ameteguka (j)  Andika   visawe   vya   maneno   haya                       (i) Rabsha.....                     (ii) Damu.. (k) Jaza mchoro ufuatao kwa irabu inayofaa  (l) Tunga sentensi ukitumia  ni  kama (i) kitenzi  (ii) kielezi (m) Andika katika msemo halisi Johana alisema kuwa angepata alama zote katika majaribu ya wiki iliyotangulia  (n) Tumia   O  Rejeshi ya mazoea katika sentensi ifuatayo; Jembe ambalo lilinunuliwa limepotea  (o) Changanua ukitumia mtindo wa mishale Mtoto anayelia sana ameadhibiwa leo asubuhi ****  (p) Onyesha matumizi mawili katika sentensi ya alama ( ) (q) Wafuatao wana ulemavu upi? (i) Toinyo .       (ii) Huntha .. 11. (a) Andika vinyume vya vitensi vilivyopigwa mistari (i)  Alikashifiwa  kwa kazi aliyofanya  (ii) Kuimba  kulifurahisha  hadhira  (b) Changanua sentensi ifuatayo kwa njia ya matawi (i) Abiria waliojeruhiwa sana walipelekwa hospitali haraka (c)Eleza maana  mbilimbili  za sentensi zifuatazo ; (i) Bibi yake amefika                               (ii) Alimpigia mpira ----- ### (d) Kwa kutoa mifano, onyesha namna mbili vile kiambishi j- hutumiwa (e) irabu  a,   i,  na  u  hutamkwa wapi kwenye ulimi?  (f) Kamilisha na kueleza maana ya methali hii (i) Mfinyanzi -.......................................   (g)   Andika   usemi   huu   kwa   usemi   wa   taarifa     Kefule! Mtoto huyu ni kaidi kama kirongwe. Hamheshimu babake! alisema mzee Kamau.  (h) Bainisha kishazi huru na kishazi tegemezi katika sentenzi ifuatayo (i) Darasa lililojengwa limefunguliwa rasmi         (ii) Ainisha shamirisho katika sentensi ifuatayo;            (j) Kanusha sentensi ifuatayo kwa udogo (i)Mbuzi wake ana manyoya mengi na harufu kali  (k) Onyesha maana  mbili  ya neno taka (ala. 2)   (l)   Andika   kwa   umoja (ala. 2) (i) Tumewaondoleeni matatizo yenu, yafaa mtushukuru  (m) Eleza maana ya misemo:- (ala. 2) (i) Fuga mtu  (ii) Kuwa na faragha - (n) Panga nomino hizi katika ngeli mwafaka (ala 2) (i) Kipofu- . (ii) Uyoga- . (o) Bainisha viwakilishi katika sentenzi kisha useme ni vya aina gain. (alama               i) Mimi nitaondoka kesho  (ii) Huyo alichaguliwa na wengi 12.  (a) Tumia kiulizi kifaacho kukamilisha maswali yafuatayo: (i) Waashi wale wanaishi kwa (ii) Mtoto alitaka majina (iii) Wanitania hivyo (b) Tambua mzizi katika neno:       Tuliwalimia : (c) Andika sentensi  tatu  ambazo zaweza kuwa sahihisho la sentensi hii    Pale ndiko alimoingia (d) (i) Nini maana ya yambwa (shamirisho)                  (ii) Taja aina ya yambua iliyoipigiwa mstari katika sentensi ifuatayo:                 Mama   amempikia   baba   wali   kwa   sufuria ----- ###   (e) Neno   mlango   lina maana ya uwazi wa kuingilia nyumba. Tunga sentensi  mbili    kubainisha matumizi mawili ya neno hili  (f) Tunga sentensi  mbili  kuonyesha matumizi mawili tofauti ya  ndivyo  (g) Chai hiyo iliwavutia watahi  (  Anza   :   Watahi..) (al. 2)  (h) Tumia neno  haraka   katika sentensi kama: (al. 2) (i) Nomino        (ii) Kielezi (i) Andika maana  mbil i za sentensi: (i) Nenda ukamwone mwenyewe, usiogope.   (j) Onyesha maana za   ni   zilizopigiwa mstari  Nihamrishe   Tokeni   darasani  (k) Atakapokuja atamletea mlinzi uta na upote (l) Maneno hayo yako katika ngeli gani? (i) Ridhaa         (ii) Nanasi (m)Andika mifano ya sauti zenye sifa zifuatazo: (i) Kipasuo cha kaakaa laini     (ii) Nazali ya ufizi   (n) Tumia neno   ngali   kutunga sentensi kuonyesha (i) Kitenzi kisaidizi     (ii) Kitenzi kishirikishi (o) Tumia kirejeshi kuonyesha mazoea katika sentensi ifuatayo:   (i) Mtoto anayelia ni huyu       (ii) Neno maana ya kiwakilishi?  (q) Tambulisha viwakilishi katika sentensi zifuatazo na ueleze ni vya aina gani? 1.Nani alikukasirisha?...        2. Huyu huwashinda wote (r) Tunga sentensi  moja  itakayodhihirisha matumizi ya kielezi cha namna mfanano 13. (a) Tunga sentensi sahihi ukitumia vitenzi      (i) Kishirikishi kipungufu      (ii) Kikuu (b) Akifisha       je, unaipenda hali ilivyo mwenzake alitaka kujua    (c) Eleza matumizi ya   ka   na   hu  katika sentensi  zifuatazo.     (i) Nilienda kanisani nikamkuta, nikamwamkua, nikamwomba msamaha.                 (ii) Baba hufika nyumbani usiku wa manane (d) Yakinisha sentensi ifuatayo :                   Mama hakutuchapa, hakutupa chakula wala maji (e) Tofautisha kati ya sauti ghuna na sauti si ghuna huku ukitolea mifano miwili kwa kila aina ----- ### (f) Tunga sentensi mbili kutofautisha matumizi ya vitate hivi: Dua na tua (g)  Andika   sentensi   ifuatayo   katika   hali   ya   udogo   wingi                   Njia nyembamba ni hatari kwa usafiri wa gari (h)  Changanua   sentensi   ifuatayo   ukitumia   matawi                    Mzee ambaye hukuza pamba amefaidika sana (i)  Ainisha   mofimu   zinazojitokeza   katika   kitenzi   hiki       Waliochekeshwa  (j)  Andika   sentensi   zifuatazo   kulingana   na   kauli   ulizopewa   katika   mabano                   (i) Ugonjwa wa saratani hufanya watu  wafe  polepole. (kauli ya kutendesha)                  (ii) Mkulima  alisuka  kamba ndefu. (Kauli ya kutendata) (k)  Tunga   sentensi   moja   inayojumulisha   sehemu   hizi,   Ala,   kipozi,   kitondo   na **chagizo** (l) Neno kijana linaweza kutumiwa kama kivumishi au nomino, tunga sentensi kudhihirisha *U                (i) Kivumishi    (ii) Nomino (m)  Sahihisha   sentensi   zifuatazo      (i) Mtoto ambaye aliyekuwa anacheza ameanguka.     (ii) Vitabu hizi ambazo zimesahihishwa ni za wanafunzi.  (n) Tunga sentensi mbili ukitumia vielezi vya namna mfanano na viigizi.     (o) Bainisha maneno yafuatayo yapo katika ngeli gani kisha tunga sentensi mwafaka:          (i) Manukato (ii) Uwati (p) Eleza maana ya methali ifuatayo:     Avunjaye nazi ni lazima aafaidi tui. 14. A) Eleza   maana   mbili   za: Mwanaida alikwenda sokoni peke yake. B) Akifisha   sentensi   hizi. i) Hodi hapana wenyewe nini Juma alimwaka nitarudi kesho. C) Andika   maana   ya   methali   ifuatayo. Achanikaye kwenye mpini hafi na njaa. D) Tumia   O   rejeshi   katika   sentensi   hii. Mwanafunzi ambaye hudurusu ndiye hupita mtihani. E) Andika   sentensi   ifuatayo   kwa   kunyambua   maneno   yaliyo   kwenye   mabano   kwa **usahihi.** ### Dhambi za mwanadamu zilim____________ (fa) Bwana Yesu. F) Eleza   maana   ya   misemo   ifuatayo. i) Teka bakunja. G) Taja   maana   ya   maneno   yaliyopigwa   mistari . Tulipogawa mkate kila mtu alipata  sehemu   moja   kwa   nane   tu kwani tulikuwa wanane ### H) Andika   upya   sentensi   zifuatazo   kulingana   na   maelezo. i) Sikusoma kwa bidii ndiposa sikufaulu katika mtihani ule.       (Anza: Ningalisoma )                       ii) Anakuja (andika katika wakati ujao hali timilifu) ----- ### I) Eleza   maana   ya   neno   chungu   kama   lilivyotumiwa   katika   sentensi   zifuatazo. i) Chungu yule ni mkubwa. ii) Chungu kile ni kikubwa. J) Tunga   sentensi   kwa   kutumia   maneno   yafuatayo   kama   vivumishi. i) Sote. i)  Zote. K) Andika   nomino   mbili   kutokana   na   kitenzi   safari. L)       Tumia   viunganishi   mwafaka   kuunganisha   sentensi   hizi   ziwe   sentensi   moja. Alikimbia kwa nguvu zake zote. Alishindwa, kulikuwa na mtu mwenye mbio kumliko. ### ** ** L) Eleza   maana   ya   matumizi   ya    ka    katika   sentensi   ifuatayo . Aliingia ndani, akaoga, akala kisha akalala. N) Taja   sauti   mbili   za   vingongo O) Andika   kinyume   cha   sentensi   ifuatayo. Juma ameinjika chungu mekoni. P) Andika   sentensi   ifuatayo   katika   wingi   wa   udogo. Mtu/ mchoyo hamfai mwingine kwa vyovyote vile. Q) Kanusha   sentensi   hii;- Ukionana naye mwambie aje anione. R) Eleza   na   udhibitishe   kwa   mfano,   matumizi   mawili   ya   tu . S) Changanua   sentensi   ifuaatayo   kwa   kielelezo   visandu .                         Mwanafunzi aliyeleta kitabu chake amepongezwa T) Bainisha   aina   za   shamirisho   katika   sentensi   ifuatayo Soroveya atapima wanunuzi viwanja. U) Nomino   zifuatazo   ni   za   ngeli   gani? i) Insi  ii) Soksi # Isimu   Jamii ### 1. Saidi : Hallo............Hallo....Huyo ni Bw. Mohamed? Mohamed : Ndio...uko wapi... Saidi : Shuleni...sasa...ulinifikishia ujumbe? Mohamed : La. Parade ilikuwa imehitimishwa Saidi : Sina credit. Nipigie tafadhali. Mohamed : Sina pia, nitatuma sms Saidi : Iwe saa hii eh? Mohamed : Baada ya dakika tano Saidi : Good day Mohamed : Welcome (a) Taja na uthibitishe sifa zinazojitokeza katika mazungumzo haya  (b) Eleza sababu za wazungumzaji kutumiambinu zifuatazo katika mazungumzo yao (i) Mdokezo (ii) Lugha mseto ----- ### 2  . Lugha ya kiswahili inakabiliwa na matatizo mengi sana. Yataje na kuyaeleza. 3. Soma   kifungu   kifuatacho   kisha   ujibu   maswali   yanayofuata:- Uchunguzi uliofanywa umeonyesha kuwa anasumbuliwa na uto mwingi mwilini. Uto unaweza kudondoshwa kwa kufanya mazoezi, kupunguza ulaji wa vyakula vya wanga na hata protini. Protini iwapo nyingi mwilini hugeuzwa  kuwa glukosi ambayo huhifadhiwa mwilini. Hii huwa msingi wa unene pia ambao unahatarisha  afya. Jamaa yake aliyeaga dunia alikuwa mgonjwa wa bolisukari ambayo inaweza kurithishwa. Kimsingi, lazima awe na welewa bora kabisa wa lishe. Mwenzake naye aliathiriwa na  aflatoxins  zilikuwa kwenye chakula alichokula. (a) Sajili hii inapatikana wapi? Kwa nini? (b) Taja sifa zinazohusishwa na sajili yenyewe 4. Fafanua mikakati mitano inayoweza kuchapuza kukua na kuenea kwa kiswahili nchini Kenya 5  (a) Ni mambo yapi yanayochangia kudidimia kwa Kiswahili nchini Kenya. (b) Mambo haya yanaweza tatuliwa vipi?  6. a) Bainisha kwa kutoa mifano sifa  tano  za lugha ya vijana   sheng b) Fafanua changamoto  tano  zinazozuia maenezi ya haraka ya lugha ya Kiswahili 7.           Soma   kifungu   kifuatacho   kisha   ujibu   maswali   yanayofuata:- Niaje wasee! Ma-holiday ndizo hizo tena. Najua ma-mission ni mingi! Lakini jo, mambo imebadilika ! Ni kubaya maze. Usifikirie kila kitu unaona ni reality, ukadhani ni gold ! Hiyo siyo real life maze ! Round hii maze ni Ku-chill! Usipige  ma-stunts  zingine zitakuacha  uki-regret later! NI POA KU- CHILL au aje maze? a) Bainisha rejista ya mazungumzo haya b) Kwa kurejelea kifungu andika sifa za rejista hii. c) Kwa nini watu hutumia lugha zaidi ya moja. d) Orodhesha hatua tatu zinazoweza kuchukuliwa kusuluhisha matatizo yanayokumba                 Kiswahili  nchini. 8. Soma   mzungumzo   yafuatayo   kisha    ujibu   maswali : A  : Ohh, dada Naomi B  : Dada Ruth (anamsogea kwa bashasha wanakumbatiana). Ahh Mungu asifiwe! A : Asifiwe sana B : Ehh dadangu, miezi ...mingi...sijakuona A : dada wee...Nilitumwa huko kusini ...Kuwahubiria watu injili (mtuo mdogo)singeweza kukata... B : Ehh, usiwe kama Yona A : Habari ya siku nyingi? B ; Nzuri Mungu bado ameendelea kunibariki ----- ### A : Amen! B : Nimeendelea kuiona neema yake A : Amen! Asifiwe Bwana B : Halleluya A : Ni Mungu wa miujiza! B  : Amen. Hata  nami nimeona neema yake                   Bado niko imara katika wokovu katika siku hizi za mwisho A  : Amen ! B : Ni Mungu wa ajabu kweli ! A  : Nilikumbana na matatizo lakini nikategemea sala Kama Paulo na sila Na nikashinda (anatua). Sikuweza kumpa shetani nafasimaana                   ameshindwa B  : Ameshindwa kabisa Maswali :-  (i) Hii ni sajili ya wapi ? Fafanua  (ii) Taja na ueleze sifa za sajili hii  (iii) Taja na ueleze mambo  mawili  muhimu yaliyosaidia katika maenezi ya Kiswahili          Afrika  mashariki na kati 9. Bw. Mosuka  : Mheshimiwa spika, naichukua fursa hii kuipinga hoja iliyowasilishwa na                                         mbunge  wa Mahira, mheshimiwa Kochaberi kuhusu suala la kuavya....  (a) Hii ni sajili gani?  (b) Eleza sifa za mazungumzo ya sajili hii 10. Eleza juhudi tano zinazotumika kukiendeleza Kiswahili 11.` (a) Fafanua sifa za matumizi ya lugha katika muktadha wa maabadini (b) Matumizi ya lugha yoyote ile huthibitiwa na mambo fulani. Fafanua  matano  kati ya hayo 12. AZIZ        : Ingia 46! Adams mbao Kenyatta, railways beba! 46 Adams mbao kenyatta, railways! SHIKU : Namba nane ngapi? AZIZ : Mbao ingia, blue. SHIKU : Nina hashuu. AZIZ : Blue Auntie. SHIKU : Sina. AZIZ :  Ingia. 46 Adams mbao, kenyatta railways gari bebabeba. AHENDERA : Mimi sinako shirini. Chukuako tu kumi. AZIZ : Dinga inakunywanga petrol mzee. AHENDERA : Kumi mingi. AZIZ : Haaya ingia twende. Driver imeshon twende. ----- ### **Maswali** (i) Eleza muktadha wa mazungumzo haya (ii) Taja sifa  sita  za lugha iliyotumika katika mazungumzo haya 13. Kifuatacho   ni   kifungu   kifupi   cha   mazungumzo.   Kisome   kisha   ujibu   maswali ***yaliyoulizwa:- *** Mzee Oluoch :....................................................................ni kweli hayo! Mzee Mwenda : Ndio. Huyu mtoto wangu nimemsomesha mpaka akahitimu chuo kikuu na anafanya  kazi  ya uhasibu. Mzee Oluoch : Na wangu amehitimu na sasa ana shahada ya uzamili. Yeye ni mhandisi                                     mkuu. Chukua tu mbuzi hamsini na utukubalie kujenga uhusiano wa ukwe. Mzee Mwenda : Je, mbuzi hao ni wa mfuko au ni .......? Mzee Oluoch : Kuna  wa mfuko ......thelathini na hao wengine ishirini. Mzee Mwenda : Basi lete hao ulio nao. Wengine hamsini watabaki deni. Utakuwa                                        ukinilipa polepole.  Idhini yangu nimetoa ili mipango iendelee. (a) Mazungumzo ya aina hii hutokea katika muktadha wa aina gani? (b) Eleza sifa  nane  za lugha inayotumika katika wa aina hii -----"}
{"text": "SARUFI"}
{"text": "NOMINO"}
{"text": "Nomino ni maneno yanayotumiwa kutajia mtu kitu hali au mahali maalum Inafahamika kuwa kuna aina sita za nomino mathalan"}
{"text": "AINA ZA NOMINO"}
{"text": "a Nomino za pekee"}
{"text": "Hizi ni nomino ambazo huanza kwa herufi kubwa Hasa hutaja vitu mahsusi kama vile milima nchi watu mito maziwa nk"}
{"text": "Mifano ya katika sentensi"}
{"text": "i MtoNzoiahufurika wakati wamasika"}
{"text": "ii Fatuma ameenda sokoni sasa hivi"}
{"text": "iii Nairobi ndio mji mkuu wa Kenya"}
{"text": "iv Ziwa Bogoria hupatikana katika eneo la Bonde la Ufa"}
{"text": "b Nomino za kawaida"}
{"text": "Hizi ni nomino ambazo hazianzi kwa herufi kubwa ila tu zinapotumika mwanzoni mwa sentensi km"}
{"text": "i Wanafunzi walishirikishwa kupanda miti mwaka huu"}
{"text": "ii Wanaiunzi watazuru ikulu ya raisi hiyo kesho"}
{"text": "iii Wananchi hupaswa kutii sheria za nchi kila mara"}
{"text": "c Nomini za dhania"}
{"text": "Hizi ni nomino ambazo zinahusu vitu au mambo ya kufikirika tu pasi mguso wowote lakini matokeo yake ndio"}
{"text": "huonekanakm"}
{"text": "i Ukosefiiwachakulaulisababishamaala mengi nchini"}
{"text": "ii UovualioutendaulMfanyalmfikishwakotini"}
{"text": "iii Uhuni wake ulimfanyakuogopewa sana katika karia"}
{"text": "iv Uvivu husababishawa na wanafunzi kufeli katika mitihani"}
{"text": "d Nomino za makundiJamii"}
{"text": "Nomino hizi hasa huhusisha nomino zinazopatikana katika makundi"}
{"text": "Mifano katika sentenzi"}
{"text": "i Kikosichamajeshi kilipelekwa mlima Elgon kulcabiliana na waasi"}
{"text": "ii Zizi langombe litajengwaupyabaadayakuharibiwanamafiariko"}
{"text": "iii Moto uliwaka kwa kasi katika kichaka cha miti"}
{"text": "iv Kambi ya wanajeshi ilivunj wa mlima Elgon baada ya kuwana waasi wote"}
{"text": "e Nomino za wingi"}
{"text": "Hizi huwa ni nomino ambazo hupatikana tu katika wingina huwa haziwezi kuhesabika"}
{"text": "Waziri aliwahakikishia wanafiinzi kuwa wakifanya vizuri katika mtihani ya kitaifa atawapa maziwa mengi"}
{"text": "i Nyumba ilipoanza kuvuja maji yalijaa chumbani"}
{"text": "f Nomino za kitenzi Una"}
{"text": "Hizi ni nomino ambazo huundwa kutokana na vitenzi Huundwa kwa kuambishwa Kiambishi ku kwenye mzizi kitenzi"}
{"text": "Mifano katika sentensi"}
{"text": "i Kusoma kwake kuliwafurahisKa wasikilizaji"}
{"text": "ii Mwanafunzi aliyependa kucheza darasani amefukunza ndakini"}
{"text": "iii Wanafunziwalikasirishwanakuchekakwabawabu"}
{"text": "iii KulimakwaBwBidiikuliwafurahisha watalii"}
{"text": "VITENZI"}
{"text": "Vitenzi ni maneno yanayoeleza mambo yanayofanywa pia hujulikana kama kiarifa km"}
{"text": "i Mwanafunzi anacheza uwanjani"}
{"text": "Baba anaandika vizuri"}
{"text": "iii Jumaa liadhibiwa sana na mwalimu"}
{"text": "AINA YA VITENZI"}
{"text": "a Vitenzi Halisi"}
{"text": "Hivi ni vielezi ambavyo huelezea kuhusu mambo yanayotendwa Hasa huwa na viambishi awali na tampmati Viambishi vihi aghalabu huwakilisha nafsi wakati kitendwa lyambwa mzizi na kimalizio kwa mfano Anakimbia"}
{"text": "A  nafsi"}
{"text": "na  wakati"}
{"text": "kimbimzizi"}
{"text": "a  kimalizio"}
{"text": "b Vitenzi vikuu"}
{"text": "Hivi ndivyo vitenzi ambavyo hubeba maana kuu ya kitendo pasi kuchukua viambishi awali natemati kama ilivyo"}
{"text": "katika vitenzi halisi"}
{"text": "Aghalabu vitenzi hivi hufungamanishwa na kiambishi ckukwa mfano"}
{"text": "Cheza Lima Ondoka"}
{"text": "kula soma safiri"}
{"text": "lia amka lala"}
{"text": "piga"}
{"text": "Mifano katika sentensi"}
{"text": "i Wanafunzi waliamua kusoma kwa bidii"}
{"text": "ii Baba amehitimisha safari yake"}
{"text": "iii Mtoto alitaka kula samaki jana jioni"}
{"text": "iv Jua kali anapenda kuimba nyimbo za mapenzi"}
{"text": "c Vitenzi visaidizi"}
{"text": "Vitenzi hivi hujiri tu kwa kutumika painoja na vitenzi vikuu katika sentensi kwa vile vitenzi hivi haviwezi"}
{"text": "kujisimamia huwa vinachukua viambishi awali na pia hutokea kabla ya vitenzi vikuu au vitenzi halisi Kwa mfano"}
{"text": "i Juma atakuwa akisoma kila asubuhi kabla ya kuelekea shuleni"}
{"text": "ii Babu amekwenda kucheza bao"}
{"text": "iii Wanafunzi wa shule yet hawajawahi kuzuru mbuga la wanvama pori"}
{"text": "Wanajeshi watu wanataka kununua vifaru vya kulinda usalama"}
{"text": "d Vitenzi Vishirikishi"}
{"text": "Vitenzi hivi hasa huwa ni vya ainambili Hasahutumiwakuashiriaishitighalaainati Mathalanimaziagira hulka"}
{"text": "Hali nk"}
{"text": "Kwa mfano"}
{"text": "Vitenzi vishirikishi huwa ni vya ainambili"}
{"text": "a WenzivishirikisMvikamMifo"}
{"text": "b vitenzi vishirikishi vipungufii"}
{"text": "a Vitenzi vishirikishi vikamilifu"}
{"text": "Katika aina hii ya vitenzi vishirikishi Vitenzi hivi hasa huchukua viambishi vya wakati uliopitaLi"}
{"text": "timlifu  me"}
{"text": "ujao  ta"}
{"text": "na nafsi Ni  Tu U  M a  wa"}
{"text": "Matumizi katika sentensi"}
{"text": "i Nyanya hakumaliza kula mkate alionunuliwa na mjuukuu wake"}
{"text": "if Hamisi hakwenda kwa mwalimu mkuu"}
{"text": "iii Yohana hakufanya kazi ya mwalimu"}
{"text": "iv Babaalikuwaanalima"}
{"text": "Zoezi"}
{"text": "Tambua vitenzi vishirikishi vikamilifu katika sentensi zifuatazo"}
{"text": "i Amekwisha sema hayo mara nyingi"}
{"text": "ii Baba amekwenda kuletwa"}
{"text": "iii Atakuja kesho asubuhi"}
{"text": "iv juma hakuweza kusafiri ulaya"}
{"text": "v Yeye anataka kuimba leo"}
{"text": "b Vitenzi vishirikishi vipungufu"}
{"text": "Vitenzi hivi hujisimamiapasi kuchukua viambishi vyangeli nafsi au wakati Kwa mfano Ngali ii si tu"}
{"text": "ndi  ngali japo"}
{"text": "i Katibu cha mwalimu kombo ndicho kizuri cha kudurusu"}
{"text": "ii Juma ndiye mtangazaji bora mwaka huu"}
{"text": "iii Mwalimu wetu angali hajatuzwa zawadi"}
{"text": "iv Nuru ya fasihi ni kitabu kizuri cha kudurusu"}
{"text": "v Ogala si kocha mzuri kama Kimanzi"}
{"text": "e Vitenzi Sambamba"}
{"text": "Hivi ni vitenzi ambavyo hutumiwa viwili au zaidi kwa pamoj a iii kutoa maana moja kwa ukamftifb Yamkini vitenzi visaidizi Vitenzi hivi vyote vinapotumika huwa vimechukua viarnbishi vya wakati kwa mfano"}
{"text": "i Wanafunzi waliweza kuona wanyamapori wengi"}
{"text": "ii Hatujaenda kumwona mgonj wa hospitalini"}
{"text": "iii Yusufu aliweza kuftindisha kabla ya kustaafu"}
{"text": "iv Mama hai aenda kumtembelea tanRu atoke marekani"}
{"text": "v Atapaswa kusoma makala hayo aliyoyandika"}
{"text": "AINA ZA MANENO"}
{"text": "Sentensi huwa zimeundwa kwa aina mbalimbali ya maneno Maneno haya yote huwa yametengewa herufi maalum ill yaweze kutofautishwa Maneno haya ni"}
{"text": "Nomino  N"}
{"text": "Kitenzi  T"}
{"text": "Kiwakilishi W"}
{"text": "Kivumishi  V"}
{"text": "Kielezi  E"}
{"text": "Kiunganishi U"}
{"text": "Kihusishi  H"}
{"text": "Kihisihi  I"}
{"text": "Nomino"}
{"text": "Huwa ni jina litumiwalo kumtajamtu kitu jambo fulani mahali fulani vitu tofauti tofauti nk Kwa mfano Juma Nairobi Mto Nzoia Ijumaa Krismasi Agosti nk"}
{"text": "Kitenzi  Ni neno linalotoa taarifa kuhusu kitendo kilichofanyika Kwa mfano"}
{"text": "Timu va Harambee ililakiwa kwa shangwe"}
{"text": "Sisi tunacheza mpira"}
{"text": "Kijakazi alipika wali asubuhi"}
{"text": "Kivumishi"}
{"text": "Huwa ni neno linalotoa habari zaidi kuhusu nomino Neno hili hujiri baada ya nomino km"}
{"text": "i Kijana yule ni mtundu sana"}
{"text": "ii Wanaiunziwerevuwatafiizwakesho"}
{"text": "iii Mwalimu mwenvewe ndive alivemfukuza"}
{"text": "iv Wananchi wengi walimpigia kura"}
{"text": "Kiwakilishi W"}
{"text": "Ni maneno au ni viambishi vibadala vya nomino ambavyo huchukua mahala pa nomino kwa mfano"}
{"text": "Nytnvi mtafukuzwa nyumbani leo"}
{"text": "Atawindawanyamamwituleo"}
{"text": "Nani amecheka"}
{"text": "Kiunganishi u"}
{"text": "Huunganisha hasa fungu la maneno au neno iii kuleta gezo mbalimbali katika sentensi Kwa mfano au na lakini ilhali fauka ya licha ya sembuze ijapo ijapokuwa nk"}
{"text": "Kielezi e"}
{"text": "Haya ni maneno ambayo hufafanua zaidi kuhusu vivumishi vitenzi au vielezi virjgine kwa mfano"}
{"text": "i Baba alilima sanajana"}
{"text": "ii Rashidalituzwazawadinzuri"}
{"text": "iii Magaidi walilipuliwavibaya"}
{"text": "Kihisishikishangaokiingizi I"}
{"text": "Haya ni maneno ambayo huonyesha mshutuko kuduwaza au kustaajabu kuhusu ufldhuli au wema wa mja Kwa mfano"}
{"text": "i Lo Sikujua kuwa jirani ni mwizi"}
{"text": "ii Masalaale Nani yule"}
{"text": "iii Ah Wacha niondoke sasa hivi"}
{"text": "Kihusishi H"}
{"text": "Haya ni maneno yanayoonyesha uhusiano baina ya vitu mbali mbali"}
{"text": "Kwamfano"}
{"text": "i Baba alitembea kando ya barabrara"}
{"text": "ii Mama aliweka maziwa ndani ya kabati"}
{"text": "iii Monika aliweka mzigo wake chini ya meza"}
{"text": "MATUMIZI YA LUGHA"}
{"text": "Kiimbo"}
{"text": "Jinsi sauti inavyopanda na kushuka mtu anapoongea"}
{"text": "Huibua maana halisi ya maneno yanayosemwa kama ifuatavyo"}
{"text": "Sentensi za taarifa"}
{"text": "Mtoto anaandika barua"}
{"text": "Sentensi za maswali"}
{"text": "Mtoto anaandika barua"}
{"text": "Sentensi za mshangao"}
{"text": "Mtoto anaandika barua"}
{"text": "Sentensi za amri"}
{"text": "Kachezeeni nje"}
{"text": "Sentensi za raiombi"}
{"text": "Nisaidieeni"}
{"text": "Zoezi"}
{"text": "Eleza maana ya kiimbo kwa kutoa mifano"}
{"text": "Tambua sentensi zifuatazo ni za aina gani kutokana na kiimbo"}
{"text": "Watu wanakula nyoka"}
{"text": "Watu wanakula nyoka"}
{"text": "Watu wanakula nyoka"}
{"text": "Tafadhali nisaidie"}
{"text": "Silabi"}
{"text": "Tamko moja katika nenoherufi moja au zaidi ambazo hutamkwa pamoja"}
{"text": "Miundo Miwili ya Silabi za Kiswahili"}
{"text": "Silabi wazi"}
{"text": "Huishia kwa irabu km oa I iga KI mbuzi KKI na ungwa KKKI"}
{"text": "Silabi funge"}
{"text": "Huishia kwa konsonanti km mtu K"}
{"text": "Zoezi"}
{"text": "Ukitoa mifano fafanua miundo miwili ya silabi za Kiswahili"}
{"text": "Tenganisha silabi katika maneno yafuatayo"}
{"text": "inkisari"}
{"text": "baiskeli"}
{"text": "ShaddaMkazo"}
{"text": "Mkazo unaowekwa kwenye silabi fulani ya neno ikiwa imetamkwa kwa msisitizo"}
{"text": "Alama ya ritifaa hutumiwa kutambulisha shadda"}
{"text": "Huwekwa kwenye silabi ya pili kutoka ya mwisho kwenye vitenzi vishirikishi vya silabi moja au kubadilisha maana ya neno"}
{"text": "kalamu Imba thumni leta nk"}
{"text": "Kitabu ki mezani"}
{"text": "Barabara njia barabara sawasawa walakini lakini walakini kasorodosariila"}
{"text": "Zoezi"}
{"text": "Weka shada katika maneno haya"}
{"text": "imba"}
{"text": "baba"}
{"text": "Onyesha kwa kupiga mstari iliko shada katika maneno yafuatayo"}
{"text": "malaika"}
{"text": "nge"}
{"text": "Sauti za Kiswahili"}
{"text": "Kuna makundi mawili ya sauti za kiswahili"}
{"text": "Irabu"}
{"text": "Sauti ambazo hutamkwa kwa ulaini bila hewa kuzuiliwa katika ala za sauti"}
{"text": "Konsonanti"}
{"text": "Sauti ambazo wakati wa kutamkwa hewa huzuiliwa katika ala za sauti"}
{"text": "Aina za Ala za Sauti"}
{"text": "Ala tuli"}
{"text": "Ambazo hazisogei mtu akitamka km meno ufizi kaa kaa gumu kaa kaa laini na kookoromeo"}
{"text": "Ala sogezi"}
{"text": "Ambazo husogea mtu akitamka km midomo na ulimi"}
{"text": "MatamshiUainishaji wa Irabu"}
{"text": "a ni ya katikati na chini kinywani na midomo ikiwa imeviringa"}
{"text": "e ni ya mbele na kati kinywani na midomo ikiwa imetandazwa"}
{"text": "i ni ya mbele na juu kinywani na midomo ikiwa imetandazwa"}
{"text": "o ni ya nyuma na kati kinywani na midomo ikiwa imeviringa"}
{"text": "u ni ya nyuma na juu kinywani na midomo ikiwa imeviringa"}
{"text": "Zoezi"}
{"text": "Taja makundi mawili ya sauti za Kiswahili"}
{"text": "Yatofautishe makundi ya sauti za Kiswahili uliyotaja katika a"}
{"text": "Toa mifano miwili miwili ya irabu ambazo hutamkwa"}
{"text": "midomo ikiwa imeviringa"}
{"text": "midomo ikiwa imetandazwa"}
{"text": "Eleza jinsi irabu e inavyotamkwa"}
{"text": "Taja aina mbili za ala za kutamkia na utoe mfano mfano mmoja mmoja"}
{"text": "MatamshiUainishaji wa Konsonanti"}
{"text": "Huainishwa kulingana na inapotamkiwa kuwepo au kutokuwepo kwa mtetemeko katika nyuzi za sauti na jinsi hewa inavyozuiliwa katika ala km p ni ya midomo kipasuo na sighuna"}
{"text": "Vipasuo"}
{"text": "Konsonanti ambazo wakati wa kutamkwa hewa husukumwa huzuiliwa kabisa na kuachiliwa kwa ghafla na mpasuko mdogo kutokea"}
{"text": "VikwamizoVikwaruzo"}
{"text": "Konsonanti ambazo wakati wa kutamkwa hewa hupitishwa katikati ya ala kwa kukwamizwa"}
{"text": "Vipasuo kwamizokwaruzo"}
{"text": "Konsonanti ambayo wakati wa kutamkwa hewa husukumwa nje kwa nguvu huzuiliwa kabisa halafu mwanya mdogo huachwa hewa ipite kwa kukwamizwa"}
{"text": "NazaliVingongo"}
{"text": "Konsonanti ambazo wakati wa kutamkwa kuna kiasi cha hewa huachiliwa na kupitia puani"}
{"text": "Kitambaza"}
{"text": "Konsonanti ambayo wakati wa kutamkwa hewa husukumwa kwa nguvu kuzuiliwa na kuachiliwa ipite kando ya ulimi"}
{"text": "Kimadende"}
{"text": "Konsonanti ambayo wakati wa kutamkwa hewa husukumwa kuzuiliwa na kuachiliwa na kusababisha ncha ya ulimi kupigapiga ufizi mfululizo"}
{"text": "Nusu irabuViyeyusho"}
{"text": "Konsonanti ambazo wakati wa kutamkwa hewa hupitishwa katikati ya ala kwa ulaini kama katika utamkaji wa irabu"}
{"text": "Zoezi"}
{"text": "Tambua kikwamizo cha kaakaa laini na kiyeyusho cha midomo"}
{"text": "Tambua konsonanti ambazo si za orodha hii na ueleze kwa nini m n nyng f b"}
{"text": "Tofautisha konsonanti p na dh"}
{"text": "Taja konsonanti mbilimbili ambazo hujulikana kama"}
{"text": "viyeyusho"}
{"text": "vikwaruzo"}
{"text": "Aina za Maneno"}
{"text": "Nomino N"}
{"text": "Neno linalotaja kiumbe kitu hali mahali tendo dhana nk"}
{"text": "Aina"}
{"text": "Nomino za Pekee"}
{"text": "Ambazo hutaja kitu kwa kutumia jina lakeambazo hutambulisha upekee wa kitu hicho"}
{"text": "Mwanzoni huandikwa kwa herufi kubwa"}
{"text": "majina ya watu km Kamau"}
{"text": "mahali km Mombasa"}
{"text": "siku km Alhamisi"}
{"text": "miezi km Disemba"}
{"text": "miaka km 1930"}
{"text": "milima km Kilimanjaro"}
{"text": "Mito km Tana"}
{"text": "maziwa km Victoria"}
{"text": "bahari km Hindi"}
{"text": "Mabara km Africa"}
{"text": "Nomono za KawaidaJumla"}
{"text": "Majina ya jumla ya viumbevitu vinavyoonyesha umbile la jinsi moja km mtu gari kalamu nk"}
{"text": "Nomino za Jamii"}
{"text": "Majina ya makundi ya viumbe au vitu km bunge jamii halaiki bunda nk"}
{"text": "Nomino za Wingi"}
{"text": "Majina ya vitu vitokeavyo kwa wingi japo kimsingi hazina umoja au wingi km maji mate maziwa mahubiri marashi mchanga ngeu poda unga nk"}
{"text": "Nomino za Dhahania"}
{"text": "Majina ya viumbe au mambo ya kudhaniyasiyoweza kugusika km km ujinga werevu malaika shetani amani imani roho wazo dhana nk"}
{"text": "Nomino za Vitenzi Jina"}
{"text": "Vitenzi vyenye kiambishi awali ku ambavyo huweza pia kutumika kama nomino km Kucheza kwake kunaudhi"}
{"text": "Zoezi"}
{"text": "Sahihisha jedwali lifuatalo"}
{"text": "Bainisha nomino katika sentensi ifuatayo"}
{"text": "Kuendesha baiskeli kwa kasi kulimfanya Hasani aangushe bunda la noti alilokuwa anaenda kununulia mchanga"}
{"text": "Sentensi ya Kiswahili"}
{"text": "Sentensi ni fungu la maneno linalojitosheleza kimaana linalotumiwa katika mawasiliano"}
{"text": "Sifa"}
{"text": "Huwa na ujumbe uliokamilika"}
{"text": "Huwa na mpangilio maalum wa maneno"}
{"text": "Huwa na muundo wa kiima na kiarifu"}
{"text": "Aina"}
{"text": "Sentensi Sahili"}
{"text": "Sentensi rahisi au nyepesi"}
{"text": "Sifa"}
{"text": "Huwa fupi"}
{"text": "Huwa na kitenzi kimoja pekee"}
{"text": "Huwasilisha dhana moja"}
{"text": "Yaweza kuwa ya neno moja au zaidi"}
{"text": "Yaweza kuwa na kiima kilichododoshwa"}
{"text": "Wataenda"}
{"text": "Watoto wawili wanaelekea uwanjani"}
{"text": "Gachiku ni msichana mtiifu"}
{"text": "Sentensi Ambatano"}
{"text": "Inayoundwa kwa kuunganisha sentensi sahili mbili"}
{"text": "Sifa"}
{"text": "Huwa na vishazi huru viwili"}
{"text": "Huwa na kiunganishi"}
{"text": "Huwa na vitenzi viwili au zaidi"}
{"text": "Hutoa zaidi ya wazo moja"}
{"text": "Yaweza kuwa na viima vilivyododoshwa"}
{"text": "Mwanafunzi alipita mtihani ingawa hakuwa anasoma kwa bidii"}
{"text": "Maria aliendelea kupika kwa utaratibu huku akiimba wimbo"}
{"text": "Sentensi Changamano"}
{"text": "Ambayo huwa na kishazi tegemezi kilichochopekwa ndani"}
{"text": "Sifa"}
{"text": "Huwa na kishazi tegemezi chenye kitenzi kinachovumisha nomino kwa kuirejelea"}
{"text": "Huwa na kishazi huru kimoja au zaidi"}
{"text": "Huwa na virejeshi amba na O au enye"}
{"text": "Tunda alilonunua jana limeoza"}
{"text": "Mwizi aliiba pesa zilizokuwa kabatini"}
{"text": "Kundi Nomino KN na Kundi Tenzi KT"}
{"text": "Kundi Nomino ni sehemu katika sentensi inayoarifu kuhusu nomino na hutokea mwanzoni mwa sentensi"}
{"text": "Kundi tenzi ni sehemu katika sentensi inayoarifu kuhusu kitenzi na hutokea mwishoni mwa sentensi"}
{"text": "Virai"}
{"text": "Vikundi vya maneno vitumiwavyo na binadamu visivyo na maana kamili"}
{"text": "Tungo zinayoundwa kwa maneno aghalabu mawili au zaidi yanayoashiria kitu kimoja na inayojengwa juu ya neno kuu"}
{"text": "Aina"}
{"text": "Kirai Nomino Kn"}
{"text": "Kirai Kitenzi"}
{"text": "T"}
{"text": "TE"}
{"text": "TN"}
{"text": "TNT"}
{"text": "TST"}
{"text": "tN"}
{"text": "tVE"}
{"text": "Kirai KivumishiKv"}
{"text": "VE"}
{"text": "VUVE"}
{"text": "VVUVE"}
{"text": "VNVE"}
{"text": "Kirai kielezi KeChagizo"}
{"text": "E"}
{"text": "EE"}
{"text": "EEE"}
{"text": "Kirai Kihusishi Kh"}
{"text": "HN"}
{"text": "HNV"}
{"text": "HNVE"}
{"text": "Zoezi"}
{"text": "Bainisha virai katika sentensi ifuatayo"}
{"text": "Mzazi na watoto wawili werevu sana waliwasili shuleni leo asubuhi kabla ya mwalimu"}
{"text": "Vishazi"}
{"text": "Kundi la maneno lenye kiima na kiarifu likiwa ndani ya sentensi kuu"}
{"text": "Aina"}
{"text": "Vishazi Huru"}
{"text": "Vifungu vya maneno katika sentensi ambavyo hutoa maana kamili"}
{"text": "Vishazi Tegemezi"}
{"text": "Vifungu vya maneno katika sentensi ambavyo havitoi maana kamili"}
{"text": "Aina"}
{"text": "Vishazi tegemezi vya viunganishi km Alimwadhibu ingawa hakuwa na makosa"}
{"text": "Vishazi tegemezi vya virejeshi km Polisi walimpata mtoto aliyekuwa amepotea"}
{"text": "Vishazi Viambatani"}
{"text": "Vinavyoundwa kwa vishazi huru viwili vikiwa vimeunganishwa km Baba analala na mama anapika"}
{"text": "Zoezi"}
{"text": "Bainisha Vishazi Katika Sentensi Zifuatazo"}
{"text": "Mwalimu amewasili"}
{"text": "Amina ambaye ni daktari atakuja"}
{"text": "Ametajirika japo hakupata elimu"}
{"text": "Mwalimu anafundisha na wanafunzi wanaandika"}
{"text": "Tumeanzisha shirika ili tunyanyue hali zetu"}
{"text": "Unaweza kuamua kunyamaza au kujitetea"}
{"text": "ShamirishoYambwa"}
{"text": "Aina"}
{"text": "Shamirisho KipoziYambwa Tendwa"}
{"text": "Nomino inayoathiriwa na kitenzi"}
{"text": "Shamirisho KitondoYambwa Tendewa"}
{"text": "Nomino inayotendewa kitendo"}
{"text": "Shamirisho AlaYambwa Kitumizi"}
{"text": "Chombo kinatumiwa kufanyia kitendo fulani"}
{"text": "Mifano"}
{"text": "Mama alimpikia baba chakula kwa sufuria"}
{"text": "Baba alipikiwa chakula na mama kwa sufuria"}
{"text": "Sufuria ilitumiwa na mama kumpikia baba chakula"}
{"text": "Chakula Shamirisho KipoziYambwa Tendwa"}
{"text": "Baba Shamirisho KitondoYambwa atendewa"}
{"text": "Sufuria Shamirisho AlaYambwa Kitumizi"}
{"text": "Ngeli za Nomino"}
{"text": "Makundi ya nomino katika lugha ya Kiswahili yenye sifa zinazofanana kisarufi"}
{"text": "AWA"}
{"text": "Huwa na majina ya watu vilema viumbe vyeo na viumbe vya kiroho nk"}
{"text": "Huchukua miundo kama vile MWA MMI KIVI nk"}
{"text": "mtuwatu"}
{"text": "mkulimawakulima"}
{"text": "mtumemitume"}
{"text": "mkizimikizi"}
{"text": "kiweteviwete"}
{"text": "kibyongovibyongo"}
{"text": "nabiimanabii"}
{"text": "kukukuku"}
{"text": "WaziriMawaziri"}
{"text": "UI"}
{"text": "Huwa na majina ya mimea sehemu za mwili vifaa matendo maumbile nk"}
{"text": "Huchukua muundo wa MMI"}
{"text": "Mchungwamichungwa"}
{"text": "Mkokomikoko"}
{"text": "mkonomikono"}
{"text": "mfupamifupa"}
{"text": "msumarimisumari"}
{"text": "mgomomigomo"}
{"text": "mwendomyendo"}
{"text": "msukosukomisukosuko"}
{"text": "mlimamilima"}
{"text": "mwambamyamba"}
{"text": "UYA"}
{"text": "Huwa na majina ya hali matendo nk"}
{"text": "Huchukua muundo wa UMA"}
{"text": "Ugonjwamagonjwa"}
{"text": "upanamapana"}
{"text": "uasimaasi"}
{"text": "uchungumachungu"}
{"text": "ulezimalezi"}
{"text": "uovumaovu"}
{"text": "uhusianomahusiano"}
{"text": "YAYA"}
{"text": "Huchukua muundo wa MAMA"}
{"text": "Huwa na nomino zipatikanazo kwa wingi"}
{"text": "Hazibadiliki katika umoja na wingi"}
{"text": "manukato"}
{"text": "mauti"}
{"text": "maziwa"}
{"text": "marashi"}
{"text": "mahubiri"}
{"text": "majira"}
{"text": "maradhi"}
{"text": "maafa"}
{"text": "mazingira"}
{"text": "KIVI"}
{"text": "Ni majina ya vifaa sehemu za mwili vitu udogo lugha nk"}
{"text": "Huchukua miundo KIVI na CHVY"}
{"text": "kisuvisu"}
{"text": "kitabuvitabu"}
{"text": "chakulavyakula"}
{"text": "chandavyanda"}
{"text": "kijituvijitu"}
{"text": "kigombevigombe"}
{"text": "kiguuviguu"}
{"text": "kidovuvidovu"}
{"text": "LIYA"}
{"text": "Huwa na majina ya sehemu za mwili dhana vifaa ukubwa nk"}
{"text": "Huchukua muundo wa JIMA JIME JAMA JEMA nk"}
{"text": "jichomacho"}
{"text": "jinamajina"}
{"text": "jitumajitu"}
{"text": "gomamagoma"}
{"text": "jambomambo"}
{"text": "jangamajanga"}
{"text": "jembemajembe"}
{"text": "jenezamajeneza"}
{"text": "wazomawazo"}
{"text": "tundamatunda"}
{"text": "juamajua"}
{"text": "ziwamaziwa"}
{"text": "uamaua"}
{"text": "II"}
{"text": "Huwa na nomino dhahania na vitu visivyoweza kuhesabika"}
{"text": "Hazibadiliki katika umoja na wingi"}
{"text": "sukari"}
{"text": "amani"}
{"text": "chai"}
{"text": "mvua"}
{"text": "Imani"}
{"text": "chumvi"}
{"text": "subira"}
{"text": "imani"}
{"text": "amani"}
{"text": "furaha"}
{"text": "IZI"}
{"text": "Huhusisha nomino dhahania na vitu"}
{"text": "Hazibadiliki katika umoja na wingi"}
{"text": "nyumba"}
{"text": "baiskeli"}
{"text": "karatasi"}
{"text": "redio"}
{"text": "meza"}
{"text": "dini"}
{"text": "dawa"}
{"text": "ndizi"}
{"text": "jozi"}
{"text": "UZI"}
{"text": "Huchukua miundo WNY UNY UF nk"}
{"text": "wayonyayo"}
{"text": "wakatinyakati"}
{"text": "usonyuso"}
{"text": "ufanyufa"}
{"text": "ufunguofunguo"}
{"text": "ufagiofagio"}
{"text": "wembenyembe"}
{"text": "uwanjanyanja"}
{"text": "ujumbejumbe"}
{"text": "ukookoo"}
{"text": "warakanyaraka"}
{"text": "wayanyaya"}
{"text": "UU"}
{"text": "Huwa na nomino za dhahania na vitu visivyoweza kuhesabika"}
{"text": "Hazibadiliki kimaumbo"}
{"text": "Huchukua U au W"}
{"text": "Ujinga"}
{"text": "Ulafi"}
{"text": "Ulaji"}
{"text": "Werevu"}
{"text": "Unga"}
{"text": "Uji"}
{"text": "Ugali"}
{"text": "udongo"}
{"text": "KU"}
{"text": "Nomino zinazoundwa kutokana na vitenzi km kuomba kwake kumemsaidia"}
{"text": "PAKUMU"}
{"text": "Ngeli ya mahali"}
{"text": "Huwa na nomino moja mahali"}
{"text": "PA mahali karibu au panapodhihirika km Kitabu kipo pale"}
{"text": "KU mahali mbali au kusikodhihirika km Mahali kule kunafaa"}
{"text": "MU ndani ya km Mahali mle mna siafu"}
{"text": "Zoezi"}
{"text": "Tunga sentensi ukitumia nomino kutoka katika ngeli ya UZI"}
{"text": "Andika kwa wingi Makaribisho aliyopewa yalimfurahisha"}
{"text": "Andika katika ukubwa wingi Paka mweupe amenaswa mguuni"}
{"text": "Andika katika wingi wa hali ya udogo Mtu aliumwa na mbwa"}
{"text": "Huku ukitoa mifano fafanua miundo mitatu ya majina katika ngeli ya LIYA"}
{"text": "Tambua ngeliviwakilishi ngeli vya nomino zifuatazo"}
{"text": "chakula"}
{"text": "shairi"}
{"text": "mtwana"}
{"text": "Uundaji wa maneno"}
{"text": "Nomino kutokana na mzizi wa kitenzi"}
{"text": "danganyakudanganya mdanganyifuudanganyifu"}
{"text": "somakusoma masomomsomiusomaji"}
{"text": "undakuunda muundajiuundajimuundo"}
{"text": "funikakufunika kifuniko mfunikaji ufunikaji"}
{"text": "Kitenzi kutokana na mzizi wa nomino"}
{"text": "mlokula"}
{"text": "mlevikulewa kulevuka"}
{"text": "mwimbajikuimba"}
{"text": "fikrakufikiri"}
{"text": "malezikulea"}
{"text": "fumbokufumba kufumbua"}
{"text": "Nomino kutokana na mzizi wa nomino"}
{"text": "mwimbajikuimba wimbo uimbaji kiimbo"}
{"text": "mchezokucheza uchezaji mchezaji"}
{"text": "ulaghaikulaghai mlaghai"}
{"text": "hesabukuhesabuuhesabu"}
{"text": "mdhalimu kudhulumu dhuluma udhalimu"}
{"text": "Nomino kutokana na mzizi wa kivumishi"}
{"text": "refumrefu urefu urefushaji"}
{"text": "bayambaya ubaya"}
{"text": "zurimzuri uzuri"}
{"text": "kalimkali ukali"}
{"text": "eupemweupeweupe"}
{"text": "Kivumishi kutokana na mzizi wa nomino"}
{"text": "ujinga jinga"}
{"text": "werevu erevu"}
{"text": "mzuri zuri"}
{"text": "mpumbavu pumbavu"}
{"text": "mpyoro pyoro"}
{"text": "Kitenzi kutokana na mzizi wa kivumishi"}
{"text": "haramukuharamisha kuharamika"}
{"text": "halalikuhalalisha kuhalalika"}
{"text": "fupikufupisha kufupika"}
{"text": "borakuboresha kuboreka"}
{"text": "refukurefusha kurefuka"}
{"text": "sahihikusahihisha kusahihika"}
{"text": "sikivukusikia"}
{"text": "danganyifukudanganya"}
{"text": "Kivumishi kutokana na mzizi wa kitenzi"}
{"text": "dunisha  duni"}
{"text": "Haramisha  haramu"}
{"text": "fupisha fupi"}
{"text": "sahilisha sahili"}
{"text": "tukuka tukufu"}
{"text": "fahamu fahamivu"}
{"text": "teua teule"}
{"text": "nyamaza nyamavu"}
{"text": "ongoka ongofu"}
{"text": "sahihisha sahihi"}
{"text": "danganya danganyifu"}
{"text": "Kitenzi kutokana na kielezi"}
{"text": "harakaharakisha"}
{"text": "zaidizidisha"}
{"text": "bidiibidiisha"}
{"text": "himahimiza"}
{"text": "Zoezi"}
{"text": "Unda neno ulilopewa katika mabano kutokana na maneno yafuatayo"}
{"text": "zingatia kivumishi"}
{"text": "sahili kitenzi"}
{"text": "taliki nomino"}
{"text": "Unda nomino kutokana na mizizi ya maneno yafuatayo kisha utunge sentensi"}
{"text": "kali"}
{"text": "lia"}
{"text": "Vitenzi"}
{"text": "Kitenzi ni neno linaloeleza kuhusu jambo linalofanywa"}
{"text": "Aina za Vitenzi"}
{"text": "Kitenzi halisi"}
{"text": "Kinachofahamisha tendo halisi"}
{"text": "Hutokea peke yake km Boke anacheza mpira"}
{"text": "Kitenzi kikuu T"}
{"text": "Kinachoeleza tendo kuu katika sentensi"}
{"text": "Hutokea pamoja na kitenzi kisaidizi km Baba anataka kulala"}
{"text": "Kitenzi Kisaidizi Ts"}
{"text": "Kinachosaidia kitenzi kikuu"}
{"text": "Maneno yanayoweza kutumiwa kama vitenzi visaidizi"}
{"text": "ngali"}
{"text": "kuwa"}
{"text": "taka"}
{"text": "pasa"}
{"text": "bidi"}
{"text": "huenda"}
{"text": "kuja"}
{"text": "weza"}
{"text": "kwisha"}
{"text": "stahili"}
{"text": "wahi"}
{"text": "maliza"}
{"text": "Vitenzi Sambamba"}
{"text": "Vinavyofuatana moja kwa mojavinavyotokea kwa mfululizo"}
{"text": "Hutumika kutoa maelezo kuhusu tendo moja maalum kwa uwazi zaidi"}
{"text": "Wachezaji huenda wanaweza kushinda mchezo wa leo"}
{"text": "Vitenzi Vishirikishi t"}
{"text": "Vinavyoshirikisha vitu kihali kitabia au kimazingira"}
{"text": "Aina"}
{"text": "Vitenzi Vishirikishi Vikamilifu"}
{"text": "Ambavyo huchukua viambishi"}
{"text": "Mama alikuwa mgonjwajikonimuuguzi"}
{"text": "Aisha angali kitandanimkaidi mwanafunzi"}
{"text": "Vitenzi Vishirikishi Vipunguvu"}
{"text": "Ambavyo havichukui viambishi"}
{"text": "Viwakilishi W na Vivumishi V"}
{"text": "Viwakilishi ni viambishi au maneno yanayotumiwa badala ya nomino"}
{"text": "Vivumishi ni maneno yanayotoa habari zaidi kuhusu nomino"}
{"text": "Vielezi E"}
{"text": "Viambishi au maneno yanayoeleza zaidi kuhusu kivumishi kitenzi au kielezi kingine"}
{"text": "Yeye ni mweupe sanaajabukwelikwelikupindukiapepepe"}
{"text": "Alikula pole pole sana"}
{"text": "Aina"}
{"text": "Vielezi vya NamnaJinsi"}
{"text": "Ambavyo hueleza vile jambo lilifanyika"}
{"text": "Aina"}
{"text": "Vielezi namna mfanano"}
{"text": "Vinavyoeleza vile jambo lilifanyika kwa kufananisha na nomino au vivumishi"}
{"text": "Huchukua viambishi KI na VI"}
{"text": "Anakula kifisi"}
{"text": "Tulifanya kazi vizuri"}
{"text": "Vielezi namna viigizi"}
{"text": "Maneno ambayo kiasili ni vielezi km sana haraka ghafla mno kabisa pole barabara nk"}
{"text": "Mwenda pole hajikwai"}
{"text": "Vielezi namna hali"}
{"text": "Hueleza hali ya tendo"}
{"text": "Alilelewa kwa shida"}
{"text": "Alilewa chakari"}
{"text": "Vielezi namna vikariri"}
{"text": "Huelezea vile jambo lilifanyika kwa kurudiwarudiwa"}
{"text": "Alinijibu kimzahamzaha"}
{"text": "Tembea polepole"}
{"text": "Yeye hufanya kazi yake hivi hiviovyo ovyo"}
{"text": "Mbwa alibweka bwe Bwe Bwe"}
{"text": "Vielezi namna ala"}
{"text": "Walimpiga Stephano mawekwa mawe"}
{"text": "Vielezi Namna Viigizi"}
{"text": "Hueleza vile kitendo kilitendeka kwa kutumia tanakali"}
{"text": "Mbuni alianguka majini chubwi"}
{"text": "Vielezi vya IdadiKiasi"}
{"text": "Maneno ambayo hutaja kitendo kimetendeka mara ngapi"}
{"text": "Aina"}
{"text": "Vielezi vya idadi halisi"}
{"text": "Tulivamiwa mara moja"}
{"text": "Vielezi vya idadi ya jumla"}
{"text": "Alitoroka mara kadhanyingichache"}
{"text": "Vielezi vya mahali"}
{"text": "Hutaja mahali kitendo kilitendekea"}
{"text": "Aina"}
{"text": "Vielezi vya mahali vya maneno kamili"}
{"text": "Ndege ilipofika Nairobi ilitua chini"}
{"text": "Vielezi vya mahali vya aina ya viambishi"}
{"text": "Ni viambishi po ko mo na ni"}
{"text": "Alipolala palikuwa na siafu"}
{"text": "Wanacheza uwanjani"}
{"text": "Vielezi vya wakati"}
{"text": "Hutaja kitendo kililifanyika wakati gani"}
{"text": "Aina"}
{"text": "Vielezi vya wakati vya maneno kamili"}
{"text": "Rais atawasili keshomwaka ujao"}
{"text": "Kielezi cha wakati cha kiambishi po ya wakati"}
{"text": "Nililala nilipofika nyumbani"}
{"text": "Viunganishi U"}
{"text": "Neno au fungu la maneno la kuunganishia"}
{"text": "Aina"}
{"text": "Vya kujumuisha pamoja"}
{"text": "na"}
{"text": "aidha pia"}
{"text": "isitoshe"}
{"text": "kadhalika pia"}
{"text": "tena"}
{"text": "mbali na"}
{"text": "fauka ya zaidi ya"}
{"text": "Vya kukatiza ili kupambanua"}
{"text": "walakini lakini"}
{"text": "bali lakini"}
{"text": "ijapokuwa hata kama"}
{"text": "ingawa hata kama"}
{"text": "Vya kuonyesha kinyume cha mambo"}
{"text": "ilhali"}
{"text": "licha ya"}
{"text": "Kuonyesha masharti"}
{"text": "budi lazima"}
{"text": "lazima"}
{"text": "sharti"}
{"text": "ikiwa kama"}
{"text": "bidi"}
{"text": "Vya sababu"}
{"text": "kwa"}
{"text": "kwa sababu"}
{"text": "maadamu kwa kuwa"}
{"text": "madhali kwa kuwa"}
{"text": "kwa vilemaana"}
{"text": "kwa ajiliminajili ya"}
{"text": "mintaarafu kutokana na"}
{"text": "Vya kuonyesha Chaguo"}
{"text": "au"}
{"text": "ama"}
{"text": "wala"}
{"text": "Viunganishi vingine na maana zake"}
{"text": "ila isipokuwa"}
{"text": "laiti kama"}
{"text": "lau kama"}
{"text": "mradi bora"}
{"text": "angalau bora zaidi"}
{"text": "bighairi bila ya kujali kmMinghairi vitu vilivyo kwenye kabati vinginevyo unaweza kuvichukua"}
{"text": "seuzesembuse kulinganisha ili kuonyesha tofauti"}
{"text": "labda pengine"}
{"text": "Vihusishi H"}
{"text": "Maneno yanayoonyesha uhusiano"}
{"text": "Aina"}
{"text": "Mahali"}
{"text": "juu ya miongoni mwa katika mpaka hadi"}
{"text": "Wakati"}
{"text": "kabla ya baada ya tangu hadi mpaka"}
{"text": "Sababu"}
{"text": "kwa kwani kwa sababu mintaarafu ya"}
{"text": "Ala"}
{"text": "Alimkata kwa kisu"}
{"text": "Aunganifu"}
{"text": "Simu ya rununu inalia"}
{"text": "Jumba la mikutano limeandaliwa"}
{"text": "Kiatu cha ngozi hudumu"}
{"text": "Kikome cha plastiki ni duni"}
{"text": "Ulinganisho"}
{"text": "Zaidi ya kuliko kuzidi kushinda"}
{"text": "Kiwango"}
{"text": "Zaidi ya kati ya takriban karibu"}
{"text": "Vya hali"}
{"text": "Mithili ya kwa niaba ya"}
{"text": "Vihisishi I"}
{"text": "Maneno yanayotoa hisia za moyoni"}
{"text": "furaha"}
{"text": "Hoyee Haleluya Alhamdulilahi"}
{"text": "hasira"}
{"text": "Kefle Ah He"}
{"text": "majuto"}
{"text": "Kumbe Jamani Ole wangu Laiti"}
{"text": "huzunihuruma"}
{"text": "Pole Ole Maskini"}
{"text": "kuitikia"}
{"text": "Bee Labela Naam Ehee Ahaa"}
{"text": "mshangaomshtuko"}
{"text": "Eti Salaale Ajabu Msalia mtume Lahaula"}
{"text": "kubeza"}
{"text": "Mawe Ngo Mmm Mwangalie"}
{"text": "kusisitiza"}
{"text": "Hata"}
{"text": "kutakia heri"}
{"text": "inshallah"}
{"text": "Mwingiliano wa Maneno"}
{"text": "Hali ya maneno kuwa na matumizi tofauti mifano"}
{"text": "W kuwa V"}
{"text": "Huyu analia"}
{"text": "Mtoto huyu analia"}
{"text": "V kuwa W"}
{"text": "Vikombe vizuri vitavunjika"}
{"text": "Vizuri vitaliwa"}
{"text": "V kuwa N"}
{"text": "Mti mrefu haupandiki"}
{"text": "Mrefu alikufa jana jioni"}
{"text": "V kuwa E"}
{"text": "Viatu vibaya vitachomwa"}
{"text": "Uliifanya kazi vibaya"}
{"text": "Mtu mjinga ni huyu"}
{"text": "Anaongea kijinga"}
{"text": "N kuwa V"}
{"text": "Tajiri alimdharau Razaro"}
{"text": "Mtu tajiri huheshimiwa"}
{"text": "N kuwa E"}
{"text": "Nairobi ni mji mkuu"}
{"text": "Amewasili Nairobi"}
{"text": "Kitoto kinalia"}
{"text": "Unaongea kitoto"}
{"text": "Haraka haina baraka"}
{"text": "Fanya haraka tuondoke hapa"}
{"text": "Sindano ya babu imepotea"}
{"text": "Alidungwa sindanokwa sindano na daktari"}
{"text": "E kuwa N"}
{"text": "Niliwasili jana"}
{"text": "Jana yangu haikuwa nzuri"}
{"text": "T kuwa N"}
{"text": "Nataka kulala sasa"}
{"text": "Kulala kwake kunaudhi"}
{"text": "N kuwa U"}
{"text": "Ila yake imemwathiri sana"}
{"text": "Watu wote ila yeye walikwenda"}
{"text": "Kichwa changu kina walakini"}
{"text": "Nimekula walakini sijashiba"}
{"text": "E kuwa I"}
{"text": "Mwenda pole hajikwai"}
{"text": "Pole Usijali utapona"}
{"text": "Amepaka rangi sawasawa"}
{"text": "Sawasawa Siku moja tutakutana"}
{"text": "H kuwa E"}
{"text": "Paka amepanda juu ya mti"}
{"text": "Ameingia katika choo"}
{"text": "T kuwa E"}
{"text": "Mtoto akilia atatapika"}
{"text": "Aliingia akilia"}
{"text": "N kuwa I"}
{"text": "Gege anacheza ala yake ya muziki"}
{"text": "Ala Waniwekea uchafu katika chakula"}
{"text": "Mofimu"}
{"text": "Kipashio kidogo zaidi katika lugha kisichoweza kuvunjwavunjwa zaidi bila kupoteza maana yake"}
{"text": "Aina"}
{"text": "Mofimu huru"}
{"text": "Neno lisiloweza kugawanywa katika vipande mbalimbali na linalojisimamia na kuwa na maana kamili"}
{"text": "Kuku baba mama sana labda jana nk"}
{"text": "Mofimu tegemezi"}
{"text": "Isiyoweza kujisimamia na kujitosheleza kisarufi mifano"}
{"text": "Mzizi Sehemu ya neno inayobeba maana kuu na isiyoweza kubadilishwa"}
{"text": "mtu samaheka nk"}
{"text": "Nafsi"}
{"text": "Tumesahau"}
{"text": "Ngeli"}
{"text": "Lilianguka"}
{"text": "Yalianguka"}
{"text": "Kikanushi"}
{"text": "Sikumpiga"}
{"text": "Halijaoza"}
{"text": "Huli"}
{"text": "Njeowakati"}
{"text": "Liliiva"}
{"text": "Analia"}
{"text": "Tutaimba"}
{"text": "Alipoenda"}
{"text": "Hali"}
{"text": "Me nge ngali hu ki ka nk"}
{"text": "Mahali"}
{"text": "Alipoingia"}
{"text": "Alikoingia"}
{"text": "Alimoingia"}
{"text": "Virejeshi"}
{"text": "Lililonunuliwa"}
{"text": "Alijikata"}
{"text": "Mtendwawatendwakitendwavitendwashamirisho"}
{"text": "Alichikichukua"}
{"text": "Kilichowaua"}
{"text": "Mnyambulikokauli"}
{"text": "Alimpigia"}
{"text": "Alimlilia"}
{"text": "Alinikosea"}
{"text": "Alimtolea"}
{"text": "Kiishio"}
{"text": "a e i u"}
{"text": "Viambishi"}
{"text": "Viungo vyenye maana vinavyofungamanishwa na mziziwa neno ili kulipa maana mbalimbali"}
{"text": "Aina"}
{"text": "Viambishi Awali"}
{"text": "Ambavyo hutokea kabla ya mzizi"}
{"text": "Aliyekukataa"}
{"text": "Viambishi Tamati"}
{"text": "Ambavyo hutokea baada ya mzizi km kipigishwacho"}
{"text": "Mnyambuliko wa Vitenzi"}
{"text": "Kunyambua kitenzi ni kukiongeza viambishi tamati ili kukipa maana tofauti"}
{"text": "Aina za minyambulikokauli za vitenzi"}
{"text": "Kutenda"}
{"text": "Hali ya kawaida ya kitenzi"}
{"text": "Kutendatenda"}
{"text": "Hali ya kitenzi kurudiwa"}
{"text": "Kutendea"}
{"text": "Kwa niaba ya"}
{"text": "Badala ya"}
{"text": "Sababu"}
{"text": "Kuonyesha kitumizi"}
{"text": "Mwendo wa kitu kuelekea kingine"}
{"text": "Kutendwa"}
{"text": "Huonyesha nomino iliyoathiriwa na kitenzi"}
{"text": "Kutendewa"}
{"text": "Humaanisha kitendo kimetendwa na mtu badala au kwa niaba ya mtu mwingine"}
{"text": "Kutendana"}
{"text": "Unamtenda mtu jambo naye anakutenda jambo lilo hilo"}
{"text": "Kutendeana"}
{"text": "Unamtendea mtu jambo naye anakutendea jambo lilo hilo"}
{"text": "Kutendeka"}
{"text": "Uwezekano wa kitendo kufanyika"}
{"text": "Kutendesha"}
{"text": "Mtu au kitu kusababisha kufanyika kwa kitendo"}
{"text": "Kutendeshea"}
{"text": "Kusababisha kitendo kitendeke kwa niaba ya mwingine"}
{"text": "Kutendeshwa"}
{"text": "Kusababishwa kufanya jambo"}
{"text": "Kutendeshewa"}
{"text": "Mtu kusababishwa kitendo kitendeke kwa niaba yake"}
{"text": "Kutendeshana"}
{"text": "Kusababisha kitendo kitendeke kwa mtu naye anasababisha kitendo kicho hicho kitendeke kwako"}
{"text": "Kutendesheana"}
{"text": "Kusababisha kitendo kitendeke kwa niaba ya mtu naye anasababisha kitendo kicho hicho kitendeke kwa niaba yako"}
{"text": "Kutendesheka"}
{"text": "Kitendo fulani kinaweza kusaababishwa"}
{"text": "Kutendama"}
{"text": "Kuwa katika hali fulani bila ya mabadiliko"}
{"text": "lalalalama"}
{"text": "fichafichama"}
{"text": "shikashikama"}
{"text": "gandagandama"}
{"text": "chutachutama"}
{"text": "fungafungama"}
{"text": "kwaakwama"}
{"text": "ungaungama"}
{"text": "andaaandama"}
{"text": "sakisakama"}
{"text": "Kutendata"}
{"text": "Hali ya mgusano au kushikanisha vitu viwili"}
{"text": "pakapakata"}
{"text": "fumbafumbata"}
{"text": "kokoakokota"}
{"text": "okoaokota"}
{"text": "kamakamata"}
{"text": "Kutendua"}
{"text": "Hali ya kiyume"}
{"text": "chomachomoa"}
{"text": "fungafungua"}
{"text": "Kutenduka"}
{"text": "Kuweza kufanyika kwa hali ya kinyume"}
{"text": "chomoka"}
{"text": "funguka"}
{"text": "Vinyume vya vitenzi"}
{"text": "komeakomoa"}
{"text": "barikilaani"}
{"text": "patanakosana"}
{"text": "angikaangua"}
{"text": "mwagazoa"}
{"text": "zibazibua"}
{"text": "tatizatatua"}
{"text": "funikafunua"}
{"text": "tegategua"}
{"text": "tawanyakusanya"}
{"text": "uguapona"}
{"text": "nasanasua"}
{"text": "kwamizakwamua"}
{"text": "kosakosoa"}
{"text": "pakiapakua"}
{"text": "twikatua"}
{"text": "paatua"}
{"text": "chekalia"}
{"text": "anikaanua"}
{"text": "simamaketi"}
{"text": "fukiafukua"}
{"text": "inamainuka"}
{"text": "fungafungua"}
{"text": "furahihuzunika"}
{"text": "kumbukasahau"}
{"text": "oataliki"}
{"text": "chokapumzika"}
{"text": "uliza jibu"}
{"text": "jengabomoa"}
{"text": "ishikufahama"}
{"text": "kufakufufukaishi"}
{"text": "lewalevuka"}
{"text": "anzamalizaisha"}
{"text": "sazabakizamaliza"}
{"text": "mezatapikatema"}
{"text": "ingiatoka"}
{"text": "dharauheshimu"}
{"text": "kweyateremka"}
{"text": "pandashuka"}
{"text": "sifukashifu"}
{"text": "chimbafukia"}
{"text": "chafuasafisha"}
{"text": "chekalia"}
{"text": "pandashuka"}
{"text": "babaikatulia"}
{"text": "pokeaaga"}
{"text": "zamaelea"}
{"text": "vaavua"}
{"text": "Matumizi ya Maneno na Viambishi Maalum"}
{"text": "Maneno Maalum"}
{"text": "ila"}
{"text": "isipokuwa"}
{"text": "Watu wote ila yeye wameenda"}
{"text": "kasoro"}
{"text": "Hakuna kizuri kisicho na ila"}
{"text": "labda pengineshaka"}
{"text": "Haonekani siku hizi labda amepata uhamisho"}
{"text": "ikiwa"}
{"text": "kamashaka"}
{"text": "Tutamkuta nyumbani ikiwa amepewa likizo"}
{"text": "masharti"}
{"text": "Mgonjwa atapona ikiwa atakunywa dawa ipasavyo"}
{"text": "walakini"}
{"text": "dosari"}
{"text": "Ghorofa limebomolewa kwa sababu lilikuwa na walakini"}
{"text": "lakinibali"}
{"text": "Nimekula walakini sijashiba"}
{"text": "ingawaingawaje hata kama"}
{"text": "Nilijilaza kitandani ingawa sikuwa na usingizi"}
{"text": "ijapokuwajapo hata kama"}
{"text": "Usicheze na nyoka ijapokuwa ni mdogo"}
{"text": "jinsi"}
{"text": "njiautaratibu wa kufanyia jambo"}
{"text": "Sijui jinsi ugali unavyopikwa"}
{"text": "ainanamnasampuli"}
{"text": "Siwezi kula chakula jinsi hii"}
{"text": "kulingana nakama"}
{"text": "Alikuja jinsi alivyoniahidi"}
{"text": "kwa"}
{"text": "mahali"}
{"text": "Ameenda kwa Juma"}
{"text": "jinsi"}
{"text": "Alisoma kwa bidii"}
{"text": "sehemu ya kitu kisimaakisami"}
{"text": "Amepata alama moja kwa tano katika mtihani"}
{"text": "pamoja na"}
{"text": "Harusi ilihudhuliwa na wazee kwa vijana na tulikula wali kwa nyama"}
{"text": "kuonyesha kitu kilitumiwa kama kifaa"}
{"text": "Alikata mkate kwa kisu"}
{"text": "sababu"}
{"text": "Aliugua kwa kunywa maji machafu"}
{"text": "kuunganisha vipashio viwili"}
{"text": "Leo ndiwe utapika kwa hivyo tayarisha viazi"}
{"text": "mudakipindi"}
{"text": "Alilia kwa nusu sana"}
{"text": "kufanya jambo bila kupoteza wakati"}
{"text": "Baada ya kula tulienda moja kwa moja kulala"}
{"text": "kivumishi cha aunganifu cha ngeli ya KU"}
{"text": "Kucheka kwa Maria kunaudhi"}
{"text": "umiliki wa mahali"}
{"text": "Twende nyumbani kwangu"}
{"text": "na"}
{"text": "kiunganishi"}
{"text": "Mama na baba wanalima"}
{"text": "umilikaji"}
{"text": "Kamau ana kitabu kizuri"}
{"text": "wakati uliopo"}
{"text": "Anaandika barua"}
{"text": "kaulimnyambuliko"}
{"text": "Kamau na Juma wanapigana"}
{"text": "kuonyesha tofauti"}
{"text": "Kiatu hiki ni tofauti na kile"}
{"text": "mtenzi"}
{"text": "Alipigwa na mwalimu"}
{"text": "kuonyesha ufupisho wa nafsi"}
{"text": "Alisaidiwa nao"}
{"text": "Zoezi"}
{"text": "Eleza matumizi ya na katika sentensi zifuatazo"}
{"text": "Baba na mama wanapigana kwani ana tabia ya kulewa"}
{"text": "Mtoto aliteswa na mama yake kwa kuwa tofauti na wengine nami kikamkanya"}
{"text": "wala kukanusha"}
{"text": "Sikumtusi wala kumpiga"}
{"text": "Viambishi Maalum"}
{"text": "meja hali timilifukitendo kutendeka na si muda mrefu uliopia"}
{"text": "Mama amewasili"}
{"text": "Mama hajawasili"}
{"text": "hu"}
{"text": "mazoeajambo hutokea kila wakati"}
{"text": "Yeye hulala mapema"}
{"text": "kikanushi"}
{"text": "Hukutibiwa vizuri"}
{"text": "li"}
{"text": "wakati uliopita"}
{"text": "Alitupatia zawadi"}
{"text": "ngeli"}
{"text": "Tunda limeiva"}
{"text": "kitenzi kishirikishi kipungufu"}
{"text": "Jembe li ghalani"}
{"text": "ni"}
{"text": "nafsi ya kwanza umoja"}
{"text": "Niliwasili jana"}
{"text": "mahali"}
{"text": "Twende kanisani"}
{"text": "kitenzi kishirikishi kipungufu"}
{"text": "Yeye ni daktari"}
{"text": "wingi"}
{"text": "Tokeni nje"}
{"text": "ndi kitenzi kishirikishi kipungufu"}
{"text": "Yeye ndiye aliniibia pesa"}
{"text": "ji"}
{"text": "udogo"}
{"text": "Kijitu kimeanguka"}
{"text": "ukubwa"}
{"text": "Jibwa limebweka"}
{"text": "kirejeshi"}
{"text": "Alijipalia makaa"}
{"text": "nafsi ya pili"}
{"text": "Jichukulie upendacho"}
{"text": "kiambishi tamati cha kuunda nomino"}
{"text": "Mwimbaji alituzwa"}
{"text": "Ki"}
{"text": "kitendo ki katika hali ya kuendelea"}
{"text": "Tulikuwa tukila alipoingia"}
{"text": "mashartikitendo kinategemea kingine"}
{"text": "Utapita mtihani ukijitahidi"}
{"text": "udogo"}
{"text": "Kitoto kinalia"}
{"text": "ngeli"}
{"text": "Kitabu kimechukuliwa"}
{"text": "kitenzi kishirikishi kipungufu"}
{"text": "chakula ki mezani"}
{"text": "kielezi namna mfanano"}
{"text": "Yeye hula kifisi"}
{"text": "kitendo hakifanyiki kamwe"}
{"text": "Chai hii hainyweki"}
{"text": "ku"}
{"text": "kikanushi cha wakati uliopita"}
{"text": "Hakumpiga kwa jiwe"}
{"text": "nafsi ya pili umoja"}
{"text": "Alikupigia simu jana"}
{"text": "mahali"}
{"text": "Huku kumesafishwa"}
{"text": "ngeli"}
{"text": "Kuugua kumemnyenyekesha"}
{"text": "mwanzo wa kitenzi"}
{"text": "Ameenda kusafisha nyumba"}
{"text": "ka"}
{"text": "mfuatano wa matukio"}
{"text": "Tulikula chakula tukanywa chai kisha tukalala"}
{"text": "vichwa vya habari"}
{"text": "Mwizi kapigwa mawe"}
{"text": "kutoa amri"}
{"text": "Kachezeeni nje"}
{"text": "kitendo fulani ni tokeo la kingine"}
{"text": "Tulisoma kwa bidii tukapita mtihani"}
{"text": "kutoa nasahashauri"}
{"text": "Kamwombe babako msamaha"}
{"text": "a"}
{"text": "Hali isiyodhihirika ya wakati uliopo"}
{"text": "Watoto wacheza uwanjani"}
{"text": "vichwa vya habari"}
{"text": "Waziri aaibishwa na wananchi"}
{"text": "kitendo kinaendelea"}
{"text": "Twaenda sokoni"}
{"text": "nafsi ya tatu umoja"}
{"text": "Yeye aliudhika sana"}
{"text": "ngeli"}
{"text": "Mbuzi yule atachinjwa kesho"}
{"text": "kiishio"}
{"text": "Mtoto amekula vizuri"}
{"text": "ngengali masharti yanayowezekana au yasiyowezekana"}
{"text": "Ningekuwa na pesa ningenunua kiatu"}
{"text": "Laiti ningalijua nisingaliingia katika hilo basi"}
{"text": "po"}
{"text": "wakati"}
{"text": "maalum"}
{"text": "Yeye anapolala hukoroma"}
{"text": "Wowotemazoea"}
{"text": "Mwalimu aingiapo wanafunzi husimama"}
{"text": "mahali"}
{"text": "Paliposafishwa pamechafuka"}
{"text": "masharti"}
{"text": "Mtoto aamkapo mpe uji"}
{"text": "kikanushi cha ki ya masharti"}
{"text": "Akilaasipokula"}
{"text": "Viakifishi"}
{"text": "Alama za usemi"}
{"text": "Usemi halisi"}
{"text": "Njoo kesho mama akamwambia"}
{"text": "Lugha ngeni"}
{"text": "Ninunulie jarida la Parents babake akamwambia"}
{"text": "Vipindi filamu makala"}
{"text": "Vioja Mahakamani"}
{"text": "Semi"}
{"text": "kumwaga zigo"}
{"text": "Dukuduku"}
{"text": "maneno yameachwa ya kutangulia kati au ya mwisho Yaweza kuachwa kwa kuwa makali"}
{"text": "Nyani haoni"}
{"text": "kukatizwa usemikauli"}
{"text": "AMINA Mama ni"}
{"text": "MAMA Kwanza watoka wapi usiku huu"}
{"text": "maneno yanaendelea"}
{"text": "Alimwambia ajihadhari anapovuka barabara"}
{"text": "Komamkatokipumuo"}
{"text": "pumziko fupi katika senyensi"}
{"text": "Tulipofika sokoni tulinunua mboga"}
{"text": "kuorodhesha"}
{"text": "Alinunua mboga samaki nyanya na viazi"}
{"text": "kuonyesha mwanzo au mwisho wa usemi halisi"}
{"text": "Njoo keshomama akamwambia"}
{"text": "kuandika anwani"}
{"text": "Shule ya upili Gatwe SLP 160 Kerugoya"}
{"text": "baada ya kutaja jina la mtu anayepewa habari"}
{"text": "Daktari ningependa kukuona"}
{"text": "kutenganisha sentensi zenye masharti"}
{"text": "Usipofanya kazi usile"}
{"text": "kuandika tarehe"}
{"text": "Alizaliwa mwezi wa Julai tarehe 18 1999"}
{"text": "kuandika tarakimu zinazozidi elfu"}
{"text": "1000 13000 nk"}
{"text": "Ritifaakibainishi"}
{"text": "herufi imeachwa"}
{"text": "walotutuma"}
{"text": "shaddamkazo"}
{"text": "iba kalamu"}
{"text": "katika sauti ya kingongo"}
{"text": "Ngombe amekufa"}
{"text": "Kufupisha"}
{"text": "Tushasafisha nguo"}
{"text": "katika kuandika miaka yenye namba izilizoachwa"}
{"text": "7399"}
{"text": "Mshazarimkwaju"}
{"text": "Tarehe"}
{"text": "Alizaliwa tarehe 561998"}
{"text": "kuonyesha kumbukumbu"}
{"text": "KUMB 12009"}
{"text": "kuonyesha visawe"}
{"text": "Nenda katika shuleskuli"}
{"text": "Kuonyesha au"}
{"text": "Wanawakewanaume wataajiriwa"}
{"text": "Kistari kifupi"}
{"text": "kuandika tarehe"}
{"text": "562006"}
{"text": "kuonyesha silabi viambishi au mofimu"}
{"text": "salamu na imba"}
{"text": "kuonyesha neno linaendelea katika mstari unaofuata"}
{"text": "Usitenganishe sauti za silabi"}
{"text": "Kuonyesha mzizi wa neno"}
{"text": "mabwa"}
{"text": "kuonyesha kudumishwa kwa sauti"}
{"text": "Loooo"}
{"text": "Hadi kipindi cha tukio fulani"}
{"text": "19992008"}
{"text": "Kutenganisha usemi na msemaji"}
{"text": "Huo ni upumbavuKibaki"}
{"text": "Kistari kirefu"}
{"text": "kutenganisha usemi na msemaji"}
{"text": "kuonyesha mabadiliko ya ghafla"}
{"text": "Wanafaunzi ni wajingasamahani simaanishi wote"}
{"text": "kutangulia maelezo ya ziada"}
{"text": "Walisaidia nchi za Afrika Mashariki Kenya Uganda na Tanzania kwa msaada"}
{"text": "Mstari"}
{"text": "kusisitiza"}
{"text": "Jibu maswali mawili pekee"}
{"text": "kuonyesha aina za maneno"}
{"text": "Mtoto wangu analala V kimilikishi"}
{"text": "kuonyesha vitabu majarida na magazeti"}
{"text": "Chemchemi za Kiswahili True Love nk"}
{"text": "kuandika anwanikichwa"}
{"text": "Mwanafunzi AdhibiwaKaadhibiwa Vikali"}
{"text": "Kikomokitonenukta"}
{"text": "mwishoni mwa sentensi"}
{"text": "kuandika tarehe"}
{"text": "232013"}
{"text": "kuonyesha ufupisho wa maneno"}
{"text": "DktBwBiCCM"}
{"text": "kuonyesha takwimu"}
{"text": "45 8627 nk"}
{"text": "kutenga shilingi na senti"}
{"text": "650shilingi sita na senti hamsini"}
{"text": "juu ya herufi j na I"}
{"text": "Nususemi koloninukta na kituo"}
{"text": "kugawa sentensi mbili zinazoweza kujisimamia bila ya viunganishi"}
{"text": "Wasichana walifuata maagizo waliyopewa wafulana waliyagomea"}
{"text": "kama kipumziko katika sentensi ndefu"}
{"text": "Alipochunguza ile hati aliyokabidhiwa na wale wafanya biashara aliona kuwa si nzuri akaamua kujitenga nayo"}
{"text": "Vifungomabanoparadesi"}
{"text": "kuzingira nambari au herufi katika orodha"}
{"text": "ia"}
{"text": "kuonyesha maelezo ya vitendo vya msemaji katika mazungumzo mahojiano au tamthilia"}
{"text": "MAMA  Akiinama Hebu njoo haraka"}
{"text": "kutoa maelezo zaidi"}
{"text": "Ema kifungua mimba changu chaja leo kutoka marekani"}
{"text": "kuonyesha visawe"}
{"text": "Mamba ngwena huliwa"}
{"text": "Herufi kubwaH"}
{"text": "mwanzoni mwa sentensi"}
{"text": "kuandika anwani"}
{"text": "SLP 1000 Bura"}
{"text": "mwanzoni mwa usemi halisi"}
{"text": "Twendeni zetu akatwambia"}
{"text": "baada ya kiulizi  na hisi"}
{"text": "Lo Ulienda Hebu niambie yaliyojiri"}
{"text": "mwanzoni mwa nomino za pekee"}
{"text": "Musa"}
{"text": "ufupisho wa maneno"}
{"text": "CCM Chama cha Mapinduzi"}
{"text": "mwanzoni mwa majina ya vitabu majarida magazeti vipindi filamu nk"}
{"text": "kuandika sifa inayotokana na jina la pekee"}
{"text": "Kiganda Kikristu"}
{"text": "Koloni Nukta mbili"}
{"text": "kuorodhesha"}
{"text": "Ukitaka kuandaa samosa unahitaji vitu hivi unga nyama chumvi mafuta na kitunguu"}
{"text": "kutangulia usemi halisi"}
{"text": "Alimwangalia kisha akamtupia mshenzi"}
{"text": "kuandika mazungumo mahojiano au tamthilia"}
{"text": "MAMA  Akiinuka Umechelewa wapi"}
{"text": "kutenganisha dakika na sekunde"}
{"text": "92505"}
{"text": "kutangulia maelezo fulani"}
{"text": "Alipofungua mlango alishtuka mizoga ya punda ilikuwa imetapakaa nje"}
{"text": "Hisimshangao"}
{"text": "kuamrisha"}
{"text": "Kachezeeni nje"}
{"text": "Kamau Unafanya nini"}
{"text": "baada ya vihisishi"}
{"text": "Masalaale Pesa zangu zote zimeibwa"}
{"text": "baada ya sentensi iliyo mshangao"}
{"text": "Gari langu limeibwa"}
{"text": "kusisitiza"}
{"text": "Kesho msichelewe kuwasili shuleni"}
{"text": "kudharaukubeza"}
{"text": "Mwangalie Kichwa kama jiwe"}
{"text": "baada ya tanakali"}
{"text": "Mate yalimdondoka ndo Ndo Ndo"}
{"text": "Kiulizo"}
{"text": "mwishoni mwa sentensi iliyo swali"}
{"text": "mwishoni mwa methali zenye muudo wa swali"}
{"text": "Pilipili usiyoila yakuwashiani"}
{"text": "kuonyesha shaka"}
{"text": "Kenyatta alizaliwa mwaka wa 1945"}
{"text": "kuonyesha mwaka wa kuchapishwa kwa kitabu haujulikani"}
{"text": "Mlacha J  Tujijue Ipasavyo"}
{"text": "Herufi nzito h"}
{"text": "kusisitiza"}
{"text": "Jibu maswali manne pekee"}
{"text": "kuonyesha wakatinjeo au hali"}
{"text": "NilichezaNimelima"}
{"text": "kuonyesha umoja na wingi"}
{"text": "mtotowatoto"}
{"text": "kuonyesha aina ya neno katika sentensi"}
{"text": "Mtoto wake amelala kivumishi"}
{"text": "Herufi za mlazoitalikih"}
{"text": "kuonyesha aina ya kiambishi au mofimu"}
{"text": "Kilichoibwa kirejeshi"}
{"text": "kusisitiza"}
{"text": "Jibu maswali mawili"}
{"text": "kuonyesha jina la kitabu"}
{"text": "Nyota ya Rehema"}
{"text": "kuonyesha maneno ya kigeni"}
{"text": "Napenda mukimo"}
{"text": "kuonyesha maelezo ya vitendo vya mhusika katika mazungumzo mahojiano na tamthilia"}
{"text": "AMINA Akiinuka Mama ameenda kwa Farashuu"}
{"text": "Kinyota"}
{"text": "kuonyesha neno limeendelezwa vibaya"}
{"text": "kitaabu"}
{"text": "kuonyesha sentensi haina mpangilio sahihi wa maneno"}
{"text": "Kisu cha hiki ni nani"}
{"text": "kuonyesha tanbihi maelezo ya neno yanapatikana chini mwa ukurasa"}
{"text": "idhibati"}
{"text": "kuonyesha sentensi ina makosa kisarufi"}
{"text": "Kuku hii ni ya nani"}
{"text": "Usemi Halisi"}
{"text": "Maneno halisi kama yanavyotamkwa na msemaji"}
{"text": "Huandikwa bila kugeuza chochote"}
{"text": "Huanzia kwa herufi kubwa"}
{"text": "Hunukuliwa kwa alama za usemi ambazo huandikwa zikiwa mbili mbili na moja moja katika dondoo ndogo km Mwambie ugua pole ukimuona baba aliniambia"}
{"text": "Koma hutumiwa mwanzoni au mwishoni mwake"}
{"text": "Msemaji mpya anapoanza kusema unapaswa kufungua aya mpya km"}
{"text": "Alimuuliza Huendi kwa nini"}
{"text": "Sikupewa ruhusa alijibu Zahara"}
{"text": "Baada ya  na  na  maneno huanzia kwa herufi kubwa km Lo Unatoka wapi saa hii Aliniuliza"}
{"text": "Usemi wa Taarifa"}
{"text": "Ripoti kuhusu mambo yaliyosemwa na mtu mwingine"}
{"text": "Si lazima maneno yatokee yalivyosemwa Yanaweza kubadilishwa mradi ujumbe ubakie ule ule"}
{"text": "Alama za mtajo kiulizi na hisi hazitumiki"}
{"text": "Maneno kwamba na kuwa hutumiwa"}
{"text": "Baadhi ya maneno na viambishi hubadilika km"}
{"text": "VITATE TD"}
{"text": "Tata"}
{"text": "hali ya kutoeleweka"}
{"text": "sentensi hii ni tata"}
{"text": "fundo katika uzi"}
{"text": "uzi umeingia tataumetata"}
{"text": "Dada"}
{"text": "ndugu wa kike"}
{"text": "Tua"}
{"text": "shuka kutoka angani"}
{"text": "ndege ilitua uwanjani"}
{"text": "weka chini kv mzigo"}
{"text": "Dua"}
{"text": "maombi kwa Mungu"}
{"text": "omba dua"}
{"text": "piga dua apizalaani"}
{"text": "Toa"}
{"text": "ondoa kitu ndani ya kinginea"}
{"text": "kinyume cha jumlisha"}
{"text": "Doa"}
{"text": "alama yenye rangi tofauti na mwili wa kitu"}
{"text": "dosariilawalakini"}
{"text": "Ndoa"}
{"text": "arusimakubaliano rasmi ya mwanamke na mwanamume kuishi pamoja kama mke na mumechuo"}
{"text": "Tundu"}
{"text": "uwazi mdogo wa mviringo kwenye kitu kv sindano"}
{"text": "kitu maalum cha kuwekea ndege kilichotengenezwa kwa mabati matete nk"}
{"text": "Dundu"}
{"text": "mdudu anayebeba uchafu"}
{"text": "rundo la vitu mtumba"}
{"text": "Tuma"}
{"text": "peleka kitu kv barua kwa njia ya posta"}
{"text": "agiza mtu kufanya jambo"}
{"text": "Duma"}
{"text": "mnyama mkubwa mwenye umbo kama la paka"}
{"text": "kamata hasa katika vita"}
{"text": "KG"}
{"text": "Kuku"}
{"text": "aina ya ndege anayefugwa nyumbani"}
{"text": "Gugu"}
{"text": "mmea unaoota mahali usipotakiwa"}
{"text": "mmea wa mwituni mfano wa unyasi"}
{"text": "Kuni"}
{"text": "vipande vya mti vya kukokea moto"}
{"text": "Guni"}
{"text": "shairi la arudhi lililokosa kutosheleza kanuni moja au zaidi ya uandishi"}
{"text": "Kuna"}
{"text": "kwaruza kwa kucha kitu chenye menomeno"}
{"text": "Guna"}
{"text": "toa sauti ya kuonyesha kukataa kutoridhika au kuchukia jambo"}
{"text": "Kenge"}
{"text": "mnyama kama mjusi mdogo"}
{"text": "Genge"}
{"text": "kundi la watu"}
{"text": "pangoshimo"}
{"text": "Kesi"}
{"text": "daawamashtaka yanayosikilizwa mahakamani"}
{"text": "Gesi"}
{"text": "hewa inayotumiwa kupikia au kutiwa katika vinywaji"}
{"text": "hewa ambayo haigeuki na kuwa majimaji katika joto la kawaida"}
{"text": "CHJ"}
{"text": "Changa"}
{"text": "toa kitu ili kukusanya kwa kusudi fulani"}
{"text": "siokomaa"}
{"text": "chanjapasua vipande vipande vidogo vidogo kv kuni"}
{"text": "Janga"}
{"text": "hataribalaa"}
{"text": "Chema"}
{"text": "kizuri"}
{"text": "Jema"}
{"text": "zuri"}
{"text": "Chini"}
{"text": "kwenye ardhisakafu"}
{"text": "Jini"}
{"text": "shetani mtu muovu"}
{"text": "Choka"}
{"text": "pungukiwa na nguvu baada ya kufanya kazi"}
{"text": "Joka"}
{"text": "nyoka mkubwa sana"}
{"text": "Chungu"}
{"text": "chombo kinachofinyangwa cha kupikia"}
{"text": "kinyume cha tamu"}
{"text": "idadi kubwa chungu nzima"}
{"text": "mdudu mdogo wa jamii ya siafu"}
{"text": "Chambo"}
{"text": "kinachowekwa kwenye mtego kunasia wanyamasamaki nk"}
{"text": "Jambo"}
{"text": "habaritukio shughuli"}
{"text": "Kucha"}
{"text": "elekea asubuhi"}
{"text": "ogopa"}
{"text": "Kuja"}
{"text": "hali ya kusogea karibu"}
{"text": "Chuma"}
{"text": "pata mali"}
{"text": "madini magumu yanayotumiwa kujengea na kuundia vitu"}
{"text": "tungua matunda au maua kutoka mtini"}
{"text": "Juma"}
{"text": "wiki"}
{"text": "jina la mtu"}
{"text": "Chenga"}
{"text": "hepa kwa hila"}
{"text": "mchele uliovunjikavunjikamchele wa chenga"}
{"text": "Jenga"}
{"text": "aka nyumba"}
{"text": "fanya madhubutiimarisha"}
{"text": "Mchi"}
{"text": "mti wa kupondea kwenye kinu"}
{"text": "Mji"}
{"text": "makazi ya watu wengi kulikojengwa nyumba nyingi"}
{"text": "mahali kaburini anapowekwa mauti"}
{"text": "sehemu ya kati ya chupa ya mwanamke mja mzito inayounganisha mtoto na mwili wa mama"}
{"text": "Kichana"}
{"text": "kitu cha kuchania nywele"}
{"text": "Kijana"}
{"text": "mtu wa makamo mwenye nguvumtoto wa kiume kabla ya kubaleghe"}
{"text": "FV"}
{"text": "Faa"}
{"text": "kusaidia"}
{"text": "kuwa vizuri"}
{"text": "Vaa"}
{"text": "eneza kitu katika mwili ili kufunika sehemu fulani"}
{"text": "Fua"}
{"text": "safisha nguo"}
{"text": "tengeneza kitu kutokana na madini"}
{"text": "toa maji katika chombo"}
{"text": "fua maji"}
{"text": "Hakufua dafu hakufaulu"}
{"text": "Vua"}
{"text": "pata samaki kwa kutumia wavu mshipi ndoana nk"}
{"text": "ondoa nguo mwilini"}
{"text": "nusuru okoa ponya"}
{"text": "vua macho tazama"}
{"text": "Fika"}
{"text": "wasili mahali"}
{"text": "bila shakakabisa"}
{"text": "Vika"}
{"text": "valisha"}
{"text": "Fuka"}
{"text": "toa moshi bila kuwaka"}
{"text": "uji wowote mwepesi uji fuka"}
{"text": "Vuka"}
{"text": "enda upande wa pili"}
{"text": "Fuma"}
{"text": "piga kwa mkuki"}
{"text": "ona kwa ghafla bila kutazamia mtu anayetenda jambo ovu"}
{"text": "tengeneza kitu kwa kusokota nyuziukindu nk"}
{"text": "Vuma"}
{"text": "julikana kwa watu wengi kv habari mtu nk"}
{"text": "toa sauti nzito kv simbaupepo mkalingoma nk"}
{"text": "Afya"}
{"text": "hali nzuri ya mwilisiha"}
{"text": "Avya"}
{"text": "toa mamba"}
{"text": "tumia ovyoovyo mali pesa nk"}
{"text": "Fito"}
{"text": "vipande vya miti au chuma vya kujengea nyumba"}
{"text": "Vito"}
{"text": "mawe ya thamani"}
{"text": "Fuja"}
{"text": "tumia vibaya"}
{"text": "haribu mali nguo chakula nk"}
{"text": "Vuja"}
{"text": "pita kwa kitu mahali penye upenyo"}
{"text": "Gunia hili linavuja"}
{"text": "Vunja"}
{"text": "fanya kitu kigumu kuwa vipande vipande"}
{"text": "badilisha pesa ziwe ndogondogo"}
{"text": "enda kinyume na kanuni"}
{"text": "Futa"}
{"text": "pangusa"}
{"text": "chomoa kisu"}
{"text": "toa maji nje ya chombofua maji"}
{"text": "Vuta"}
{"text": "fanya kufuataburura"}
{"text": "ingiza hewa au moshi mapafuni"}
{"text": "Wafu"}
{"text": "waliokufa"}
{"text": "Wavu"}
{"text": "utando wa nyuzi wa kufulia samakikutegea wanyamakuweka golinikimiani nk"}
{"text": "CHSH"}
{"text": "Chaka"}
{"text": "mahali penye miti iliyosongamana"}
{"text": "msimu wa kaskasijoto na ukavu wa ardhi"}
{"text": "Shaka"}
{"text": "wasiwasi"}
{"text": "tuhumuma"}
{"text": "Chali"}
{"text": "lala mgongo juu kichwa chini"}
{"text": "mtu anayechekesha watu kwa kuwatolea mkasa"}
{"text": "Shali"}
{"text": "kitambaa cha begani cha shehe"}
{"text": "Shari"}
{"text": "balaa pata shari"}
{"text": "Chati"}
{"text": "mchoro unaotoa maelezo Fulani"}
{"text": "Shati"}
{"text": "vazi la juu la mwili lenye mikono"}
{"text": "Sharti"}
{"text": "lazima"}
{"text": "Choka"}
{"text": "pungukiwa na nguvu baada ya kufanya jambo kwa muda mrefu"}
{"text": "Shoka"}
{"text": "kifaa cha kukatia na kupasulia miti"}
{"text": "Chombo"}
{"text": "ala ya kufanyia kazi"}
{"text": "Shombo"}
{"text": "harufu mbaya ya samaki"}
{"text": "Chokoa"}
{"text": "tia kitu chenye ncha kwenye tundu au shimo ili kutoa kitu km chokoa meno"}
{"text": "Shokoa"}
{"text": "kazi ya kulazimishwa fanyishwa shokoa"}
{"text": "shamba lililolimwa na kuachwa kumea nyasi"}
{"text": "TH DH"}
{"text": "Thamini"}
{"text": "tia maanani heshimu"}
{"text": "Dhamini"}
{"text": "toa pesa maakamani ili mshtakiwa asitiwe korokoroni"}
{"text": "Thamani"}
{"text": "kima"}
{"text": "Dhamana"}
{"text": "malipo ya kortini"}
{"text": "Thibiti"}
{"text": "kuwa ya kwelikuaminika"}
{"text": "Habari imethibiti"}
{"text": "Dhibiti"}
{"text": "tia mkononi"}
{"text": "Nikidhibiti pesa zangu kutoka kwake nitanunua baiskeli"}
{"text": "weka chini ya mamlaka"}
{"text": "Ridhi"}
{"text": "kubali"}
{"text": "pendezwa na jambo"}
{"text": "Rithi"}
{"text": "miliki kitu kutoka kwa mtu aliyekufa ama uliye na uhusiano naye"}
{"text": "pata jambo au ujuzi kutoka kwa mtu mwingine"}
{"text": "AH"}
{"text": "Apa"}
{"text": "tamka jina aghalabu la Mungu kuthibitisha jambo Fulani"}
{"text": "Hapa"}
{"text": "mahali karibu"}
{"text": "Ama"}
{"text": "au"}
{"text": "Hama"}
{"text": "toka mahali fulani ili kwenda mahali pengine kuishi gura"}
{"text": "Adimu"}
{"text": "a shida kupatikananadra"}
{"text": "Hadimu"}
{"text": "mtumishi mahadimu"}
{"text": "Ajali"}
{"text": "jambo la madhara au hatari"}
{"text": "Hajali"}
{"text": "kinyume cha jali"}
{"text": "Auni"}
{"text": "saidia"}
{"text": "Launi"}
{"text": "rangi"}
{"text": "LR"}
{"text": "Lahani"}
{"text": "tuni"}
{"text": "Rahani"}
{"text": "chumba maalum katika nyumba au chombo cha kuwekea vitu"}
{"text": "Lea"}
{"text": "tunza mtoto"}
{"text": "Rea"}
{"text": "ghadhibika"}
{"text": "Lemba"}
{"text": "nyanganya kwa hilapunja"}
{"text": "Remba"}
{"text": "pamba rembesha"}
{"text": "Fahali"}
{"text": "ngombe dume"}
{"text": "Fahari"}
{"text": "a kujivuniwa kwa watu"}
{"text": "Mahali"}
{"text": "sehemu ambapo mtu au kitu huweza kukaa"}
{"text": "Mahari"}
{"text": "mali au fedha inayotolewa na mwanamme kupewa wazazi wa mwanamke anayetaka kumuoa"}
{"text": "S SH"}
{"text": "Saba"}
{"text": "namba inayoonyesha idadi"}
{"text": "Shaba"}
{"text": "madini yenye rangi ya manjano"}
{"text": "Saka"}
{"text": "tafutawinda"}
{"text": "Shaka"}
{"text": "wasiwasi"}
{"text": "tuhuma"}
{"text": "kutokuwa na hakika"}
{"text": "Suka"}
{"text": "tikisa kitu"}
{"text": "pitisha kitu kama nywele baina ya zenyewe kupata mfumo fulani"}
{"text": "Shuka"}
{"text": "enda chini kutoka juu ya kitu"}
{"text": "kitambaa cha kujifunga kiunoni"}
{"text": "Soga"}
{"text": "mazungumzo ya kupitisha wakati"}
{"text": "Shoga"}
{"text": "jina waitanalo wanawake marafiki"}
{"text": "msenge"}
{"text": "Sababu"}
{"text": "kinachofanya jambo kutokeachanzo"}
{"text": "Shababu"}
{"text": "kijana"}
{"text": "JNJ"}
{"text": "Jaa"}
{"text": "tosha"}
{"text": "tapakaa kila mahali"}
{"text": "mahali pa kutupia taka"}
{"text": "Njaa"}
{"text": "hali ya tumbo kutaka kupata chakula"}
{"text": "ukosefu mkubwa wa chakula"}
{"text": "Chema"}
{"text": "kizuri"}
{"text": "Jema"}
{"text": "zuri"}
{"text": "Njema"}
{"text": "nzuri"}
{"text": "Jia"}
{"text": "sogelea karibu"}
{"text": "Njia"}
{"text": "barabara"}
{"text": "namna au jinsi ya kufanya jambo"}
{"text": "Jozi"}
{"text": "vitu viwili vinavyofanana vilivyo pamoja"}
{"text": "Njozi"}
{"text": "maono yatokeayo usingiziniruia"}
{"text": "Jana"}
{"text": "siku kabla ya leomwaka kabla ya huu"}
{"text": "buu la nyukikama kiluwiwi cha nzi"}
{"text": "Njanasamaki mwenye rangi nyekundu"}
{"text": "DND"}
{"text": "Dege"}
{"text": "eropleni kubwa"}
{"text": "ndege mkubwa"}
{"text": "ugonjwa wa watoto unaosababishwa na homa kali"}
{"text": "Ndege"}
{"text": "mnyama aghalabu anayeruka kwa mabawa"}
{"text": "eropleni inayosafiri angani"}
{"text": "ndege mbayamzuri bahati nzurimbaya"}
{"text": "Duni"}
{"text": "kitu chenye thamani ya chini"}
{"text": "Nduni"}
{"text": "ajabulisilo la kawaida"}
{"text": "BMB"}
{"text": "Basi"}
{"text": "gari la abiria"}
{"text": "kisha"}
{"text": "Mbasi"}
{"text": "rafiki"}
{"text": "Buni"}
{"text": "gundua"}
{"text": "unda"}
{"text": "tunga"}
{"text": "Mbuni"}
{"text": "ndege asiyeweza kuruka lakini huenda mbio sana"}
{"text": "mkahawa au mti uzaao kahawa"}
{"text": "Bali"}
{"text": "lakini"}
{"text": "sijali wala sibali kusisitiza kutojali"}
{"text": "Mbali"}
{"text": "si karibu"}
{"text": "tofauti"}
{"text": "Mbari"}
{"text": "ukoo"}
{"text": "Bega"}
{"text": "sehemu ya mwili juu ya mkono na chini ya shingo"}
{"text": "Mbega"}
{"text": "nyani"}
{"text": "manyoya ya ndege wanayojifunga wachezaji ngoma jifunga mbega"}
{"text": "Iba"}
{"text": "chukua kitu cha mtu mwingine bila ruhusa"}
{"text": "Imba"}
{"text": "tamka maneno kwa sauti ya mziki"}
{"text": "GNG"}
{"text": "Gawa"}
{"text": "tenga katika sehemu mbalimbali"}
{"text": "aina ya ndege wa usikukirukanjia"}
{"text": "Ngawa"}
{"text": "mnyama afananaye na paka"}
{"text": "Guu"}
{"text": "mguu mkubwa sana"}
{"text": "Nguu"}
{"text": "kilele cha mlima"}
{"text": "nguruaina ya samaki"}
{"text": "Goma"}
{"text": "kataa kufanya jambo mpaka masharti fulani yatimizwe"}
{"text": "ngoma kubwa sana"}
{"text": "duwi aina ya samaki"}
{"text": "Ngoma"}
{"text": "ala ya mziki inayotengenezwa kwa kuwambwa ngozi kwenye mzinga piga ngoma"}
{"text": "mchezo wa kufuata mdundo wa ngoma cheza ngoma"}
{"text": "Koma"}
{"text": "alama ya kituo"}
{"text": "acha kufanya jambo"}
{"text": "PB"}
{"text": "Pata"}
{"text": "kuwa na jambo hali au kitu"}
{"text": "kuwa kali"}
{"text": "Kinolewacho hupata"}
{"text": "Bata"}
{"text": "ndege mwenye vidole vilivyotandwa aghalabu akaaye majini"}
{"text": "Papa"}
{"text": "samaki mkubwa"}
{"text": "Baba"}
{"text": "mzazi wa kiume"}
{"text": "Pana"}
{"text": "kinyume cha embamba"}
{"text": "Bana"}
{"text": "finya"}
{"text": "Bango"}
{"text": "uwazi ulio ardhinimtini au jabalini"}
{"text": "Bango"}
{"text": "kipande cha karatasi ngumu kama kadi"}
{"text": "bati linalozuia matope juu ya gurudumu la gari au baiskeli"}
{"text": "Pacha"}
{"text": "watoto wanaozaliwa kutokana na mamba moja"}
{"text": "Bacha"}
{"text": "tundu kwenye ukuta shubakacloset"}
{"text": "Paja"}
{"text": "sehemu ya mguu kati ya goti na nyonga"}
{"text": "Pania"}
{"text": "kazana ili kufanya jambo lililokusudiwa"}
{"text": "Bania"}
{"text": "zuia kitu bila ya kutaka kukitumia bania pesa"}
{"text": "Pima"}
{"text": "tafuta urefu uzito nk"}
{"text": "Bima"}
{"text": "mkataba na shirika wa kulipa pesa ili kupata fidia mtu anapofikwa na hasara"}
{"text": "Punda"}
{"text": "mnyama"}
{"text": "Bunda"}
{"text": "fungu la karatasinotingozi nk"}
{"text": "Panda"}
{"text": "enda juu"}
{"text": "kifaa cha kurushia vijiwe manati"}
{"text": "baragumu"}
{"text": "tia mbegu ardhini ili zimee"}
{"text": "Banda"}
{"text": "jengo kubwa la kuwekea vitu au wanyama"}
{"text": "Pasi"}
{"text": "fuzufaulu"}
{"text": "hati inayomruhusu mtu kusafiri nje ya nchipasipoti"}
{"text": "chombo cha kunyooshea nguo"}
{"text": "Basi"}
{"text": "gari kubwa la abiria"}
{"text": "Mbasi"}
{"text": "rafiki"}
{"text": "TD"}
{"text": "Tamu"}
{"text": "enye ladha ya kuridhisha mdomo"}
{"text": "Damu"}
{"text": "maji mekundu yanayozunguka mwilini"}
{"text": "ukoo"}
{"text": "Taka"}
{"text": "kuwa na haja ya jambo fulani"}
{"text": "uchafu"}
{"text": "Daka"}
{"text": "pokea kwa mikono kilichorushwa"}
{"text": "tunda bichi nazi dakadanga"}
{"text": "Tokeza"}
{"text": "fanya kuonekana"}
{"text": "Dokeza"}
{"text": "toa habari za siri kwa uchache"}
{"text": "Tai"}
{"text": "ndege mkubwa mwenye makucha marefu alaye mizoga vulture"}
{"text": "kitambaa kinachovaliwa kwenye ukosi wa shati"}
{"text": "Dai"}
{"text": "taka kupewa kilicho chako"}
{"text": "habari inayosemwa na haijathibitishwa"}
{"text": "KG"}
{"text": "Kamba"}
{"text": "uzi mnene"}
{"text": "samaki mdogo"}
{"text": "mnyama wa baharini mwenye miguu mingi ambaye huliwa"}
{"text": "kata kamba kimbia"}
{"text": "Gamba"}
{"text": "ngozi kama pembe ya kasa samaki kasa au kobescales"}
{"text": "Konga"}
{"text": "kuwa mzee"}
{"text": "kusanya vitu au watu mahali pamoja kongamano"}
{"text": "meza maji kidogo ili kupunguza kiu konga roho"}
{"text": "Gonga"}
{"text": "kutanisha kitu kimoja na kingine kwa kuvipiganisha"}
{"text": "Koti"}
{"text": "vazi zito livaliwalo juu ya nguo"}
{"text": "Korti"}
{"text": "mahakama"}
{"text": "Goti"}
{"text": "kiungo cha mguu kinachounganisha paja na muundi"}
{"text": "Mfugo"}
{"text": "mnyama anayefugwa nyumbani kwa ajili ya kuliwa au biashara"}
{"text": "Mfuko"}
{"text": "kitu cha kitambaa cha kutilia vitu"}
{"text": "Tegua"}
{"text": "fanya mtego usifanye kazi"}
{"text": "ondoa chombo kama chungu mekoni"}
{"text": "fanya kiungo cha mwili kifyatuke"}
{"text": "Tekua"}
{"text": "angusha kwa kusukuma"}
{"text": "ngoa kwa nguvu kv mmea"}
{"text": "Mkuu"}
{"text": "kiongozi"}
{"text": "wenye hadhi kubwa"}
{"text": "Mguu"}
{"text": "kiungo cha binadamu au mnyama cha kusimamia au kutembelea"}
{"text": "Oka"}
{"text": "tia ndani ya tanuu kitu ili kiive au kikauke kv unga uliokandwa au matofali"}
{"text": "Oga"}
{"text": "safisha mwili"}
{"text": "enye hofu"}
{"text": "Pika"}
{"text": "weka kitu kv chakula sufuriani juu ya moto ili kiive"}
{"text": "Piga"}
{"text": "kutanisha vitu kwa nguvu"}
{"text": "piga chafya maji hodi nk"}
{"text": "Ukali"}
{"text": "hali ya kutokuwa mpole"}
{"text": "hali ya uchungu ladha"}
{"text": "Ugali"}
{"text": "chakula kinachopikwa kwa unga wa mahindi na kusongwa na maji moto hadi yakauke"}
{"text": "MASWALI YA SARUFI"}
{"text": "C1"}
{"text": "a Akifisha kifungu kifuatacho"}
{"text": "Baba Wafua ona barua iliyotoka kwa mwanao Hata hati haisomeki Lo baba watoto akamaka Hii barua kweli imetoka kwa mwanangu Wafua Waniuliza mimi mama akamjibu Tazama maandishi na anwani basi Shule ya Msingi ya Burungani SLP 128 Vuga alama 5"}
{"text": "b i Andika sentensi ifutayo kwa wingi"}
{"text": "Uwanja mwingineo umechimbuliwa kuongezea ule wazamani alama 1"}
{"text": "ii Unda jina kutokana na kivumishi hiki"}
{"text": "Refu alama 1"}
{"text": "iii Tunga sentensi moj a ukitumiakiyamsahrti alama 1"}
{"text": "c i Tunga sentensi tano kuonyesha matumizi matano tofautiyaneno"}
{"text": "KWA alama5"}
{"text": "ii Tumiaviunganishivifuatavyokatika sentensi"}
{"text": "I Mighairi ya"}
{"text": "II Maadam alama 2"}
{"text": "d Sentensi ifuatavyo ina maanambilitofauti Zieleze"}
{"text": "Huyu amekuja kutuliza alama 2"}
{"text": "e Tofautisha maana"}
{"text": "i Ningekuwa na uwezo ningesafiri kwenda ngambo"}
{"text": "ii Ningalikuwanauwezoningalisarikikwendangambo alama2"}
{"text": "f Ainisha sehemu zote sarufi katika sentensi ifuatayo"}
{"text": "Ninaondoka"}
{"text": "g Unda jina moja kutokana na majina yoyote mawiliyaKiswahilisanifti alamal"}
{"text": "C2"}
{"text": "a SahiWshamakosayaliyomokatika sentensi hizi mbili zifuatazo"}
{"text": "i Bei za vitu zimepanda juu sana siku hizi"}
{"text": "ii Weka mizigo kwa gari alama2"}
{"text": "b Elezamaanaya sentensi hizi"}
{"text": "i mikono yao imeshikana"}
{"text": "ii mikono yao imeshikamana alama2"}
{"text": "c Andika sentensi zifuatazo ukitumia kinyume cha neon lililoandikwa kwa herufi za mlazo"}
{"text": "i Usijaribu kupaaza sauti unapoimba alamal"}
{"text": "ii Huyu ni mtu mwenye busara alamal"}
{"text": "iii Binadamu hawezi kumuumbua mwenzake alama 1"}
{"text": "d Akifisha kifungu kifioatacho"}
{"text": "Bwana mwenyekiti mgeni wetu wa leo wazazi waalimu wote hata wanafunzi leo ni siku muhimu je mngependa niwafahamishe msaada tuliopokea kutoka kwa wizara ya elimu"}
{"text": "alama 4"}
{"text": "e Tunasema Mtoto huyu mzuri anapendeza"}
{"text": "Ukitumia majina yafuatayo kamilisha sentensi ukifuata mfano ulio hapo juu"}
{"text": "i Ngome alamal"}
{"text": "ii Mitume alamal"}
{"text": "iii Heshima"}
{"text": "iv Ngombe alamal"}
{"text": "Vilema alamal"}
{"text": "h Kutokana na vitenzi tunaweza kuunda maj ina na pia kutokana na maj ina tunaweza kuunda vitenzi Mfano"}
{"text": "Jina Kiteado"}
{"text": "Mwuzaji uza"}
{"text": "Muzo uza"}
{"text": "Wimbo imba"}
{"text": "Sasa kamilisha"}
{"text": "Jina Kitendo"}
{"text": "i Mnada  n Kikomo"}
{"text": "iii  ruhusu"}
{"text": "iv  ashiki"}
{"text": "v  husudu alama5"}
{"text": "i Andika katika msemo halisi"}
{"text": "Mvulana alimwambia baba yake kuwa alitaka kwenda sokoni alama 2"}
{"text": "n Andika katika msemo wataarifa"}
{"text": "Nitakuwa nikija hapa kila siku kukuonaKamau alimwambia shangazi yake"}
{"text": "Eleza matumizi ya Po katika sentensi hii Nilipofika nilirnwona pale alipokuwa amesimama"}
{"text": "alama 2"}
{"text": "k Mtu akicheza mchezo mahali fulani tunaweza kusema alicheza hapo ukifuata mfano huu tumia vitenzi vilivyoko ltika mabano lojkamilisha"}
{"text": "i Ali hapo la"}
{"text": "ii Ali hapo fa"}
{"text": "iii Ali hapo oa"}
{"text": "C3"}
{"text": "Jibu maswali yafutayo kulingana na maagizo"}
{"text": "a Andika katika msemo wa taarifa"}
{"text": "Mzazi lieshonatokaufikenyumba Mtoto"}
{"text": "Nitajaribu lakini mwalimu alisema tutafanya mtihani jioni alama4"}
{"text": "b Badiisha katika udogo kisha uukanushe udogo huo"}
{"text": "i Guu lake limepona baada ya kuumwa na jibwa la jijini alama2"}
{"text": "ii Nyumba yenyewe ilijengwa bondeni karibu na mto alama2"}
{"text": "c Andika katika kauli ya kutendesha"}
{"text": "i Nataka upike chakula hiki vizuri alamal"}
{"text": "ii Toa ushuru forodhani alamal"}
{"text": "d Sahihisha bila kubadilisha maana"}
{"text": "i Usikuje hapa kwetu kwani sitakuwamo alamal"}
{"text": "ii Basi la shule limeharibika moshi nyingi inatokea dirishani na maji inatiririka ovyo"}
{"text": "alamal"}
{"text": "e Eila kubadilisha maana andika sentensi zifuatazo ukitumia kirejeleo cha ngeli kifaacho"}
{"text": "i Nyumba alishinda farasi kukimbia alamal"}
{"text": "ii Milango yote yajifunga ovyo nenda ukafunge alamal"}
{"text": "iii Hamisiamekatanyasivizuri alamal"}
{"text": "iv Jiwe lile liliangukia matunda alamal"}
{"text": "f Eleza matumizi manne tofautiya  na  alama 4"}
{"text": "g Eleza maana mbili mbili zinazotakana na sentensi zifuatazo"}
{"text": "i Mtoto alitimua mbio kuona nyoka alama 2"}
{"text": "ii Juma alifagia chakula alamal"}
{"text": "iii sisikii vizuri alama2"}
{"text": "h Tunga sentensi ya neno moja ambayo ina visehemu vifuatavyo vya sarufi"}
{"text": "kiima"}
{"text": "Wakati"}
{"text": "kirejeleo"}
{"text": "Kiwakilishi kitendwa"}
{"text": "Kitenzi alama 5"}
{"text": "i Bila kunyambua andika maneno mawili ambayo yanatokana na shina moja na neno"}
{"text": "Imani"}
{"text": "C4"}
{"text": "1 a Akifisha kifungu hiki"}
{"text": "nilipomwendea aliniangalia kisha akaniambia siamini kuwa ni wewe uliyeandika barua alama3"}
{"text": "b Onyesha viunganishi vingine badala ya vile vilivyotumiwa katika sentensi hizi"}
{"text": "Watu wanne walipeperushwajuu kwajuu na upepo mkali alama 4"}
{"text": "c Tumia viunganishi vingine badataya vile vilivyotumiwa katika sentensi hizi"}
{"text": "i Anayetafuta hachoki hata akichoka keshapata alama 1"}
{"text": "ii Ngojeeni hadi washiriki wote wafike alama 1"}
{"text": "d Tumia kiulizio pikukamilisha"}
{"text": "i Nimitume  aliowataja alama 1"}
{"text": "ii Ni kiziwi  aliyemwona akipita alama 1"}
{"text": "e Tunatumia viashiria vya kuthibitisha kwa mfano"}
{"text": "Kitabu kiki hiki"}
{"text": "Sasa kamilisha"}
{"text": "Ni mbwa  aliyekula chakula cha mtoto alama 1"}
{"text": "f Andika upya sentensi ifutayo ukitumia kirejeshi kihusiano cha ngeli cha mwisho"}
{"text": "Mwanafunzi anayefanikiwa maishani ni yule anayesoma kwa bidii na pia anayetii wakuu wake alama 2"}
{"text": "g Jaza viambishi vifaavyo katika sentensi zifuatazo"}
{"text": "i Ukutaenyewe uria hyiifa nyingi lakini fundiote anaweza kuukarabati alama2"}
{"text": "ii Maji yalizoa changaraweote na vituingineo ufuoni mwa bahari"}
{"text": "C5"}
{"text": "A a Jaza kiambishi kifaacho"}
{"text": "Umeona kalamu nyekundu zilipotea alama 2"}
{"text": "b Andika kwa umoja"}
{"text": "Tumewaondoleeni matatizo yenu yafaa mtushukuru alama 2"}
{"text": "c Nyambua vitenzi vifiiavyo ili kupata majina nomino mawili tofauti"}
{"text": "i Kumbuka"}
{"text": "ii Shona"}
{"text": "m Cheka"}
{"text": "d Ondoa  ambabila kubadilisha maana"}
{"text": "i Kuimba ambako kulisifika siku nyingi sasa kunatia shaka alama 1"}
{"text": "ii Mibuni ambayo hupandwa wakati wa mvua hustawi alama 1"}
{"text": "e Sahihisha"}
{"text": "Siku hizi mahitaji imezidi na pesa haitoshi alama 1"}
{"text": "f Akifisha"}
{"text": "Sijaona kitabu kizuri kama hiki utaniazima siku ngapi Bashiri alimwuliza Sijaona"}
{"text": "alama4"}
{"text": "g Eleza maana mbili za sentenzi"}
{"text": "Jua nisemalo ni muhimu kwetu alama2"}
{"text": "h KiambishiUhutambulisha majinayangeliyaU umoja Hatahivyobaadhiya"}
{"text": "majina haya huchukua viambishi tofauti katika wingi Orodhesha maj ina matano kama hayo kisha  uonyeshe viambishi hivyo tofauti vya ngeli katika umoja na wingi alama 5"}
{"text": "C6"}
{"text": "A a Eleza tofauti iliyopo katika jozi hii ya sentensi"}
{"text": "Alimpatia soda na chupa"}
{"text": "Alimpatia soda kwa chupa alama2"}
{"text": "b Kamiliska jedwali ukifuatia mfano uliopewa"}
{"text": "Wimbo Mwimbaji Uimbaji"}
{"text": "Jengo"}
{"text": "Pendo"}
{"text": "c Taja vielezi vinavyopatikana katika sentensi hizi kiska eleza nl vielei4 vya aika gain alama4"}
{"text": "i Aliamka alfajiri"}
{"text": "ii Mtu huyu ni hodari sana"}
{"text": "d Andika kwa usemi kalisi"}
{"text": "Yohana alisema kwamba nj iani kulikuwa kumenyesha sana ndio sababu tulichikwa alama2"}
{"text": "e Tunga sentensi moja mojaukkttmia alama zifuatazo za udkifishaji"}
{"text": "alam 4"}
{"text": "i ritifaa"}
{"text": "ii parandesi"}
{"text": "iii ckikuduku"}
{"text": "iv mshangao"}
{"text": "f Tunga sentensi ukionyesha niatumizi ya vitenzi vya silabi moja katika jinsi ya kutendesha ukitumia silabi hizi  alam 3"}
{"text": "i la"}
{"text": "ii nywa"}
{"text": "iii fa"}
{"text": "g Taja na ubainishe aina za viwakilishi katika sentensi zifuatazo alama 4"}
{"text": "i He minazi yangu niliyopalilia inakua vizuri"}
{"text": "ii Mimi niriataka kumwona mwanariadha aliyepata nishani ya dhahabu"}
{"text": "h Andika kwa wingi"}
{"text": "i Uta wake nimrefunamkubwa sana"}
{"text": "ii Merikebu itakayofika kesho itangoa nanga keshokutwa"}
{"text": "i Andika upya sentenzi zifiiatazo ukitumia neno amba alama 2"}
{"text": "i Kijiti kilichovinjika kiliimwumiza Anmina mguuni"}
{"text": "ii Barua zitakazoandikwa na baba kesho zitatumwa mwaka uj ao"}
{"text": "j Sahihisha sentensi hizi alama 2"}
{"text": "i Bahasha ilionunuliwa jana ni kubwa na mzuri"}
{"text": "ii Mananasi hizi zinauzwa ghali kwa sababu zimeiva vizuri sana"}
{"text": "C7"}
{"text": "a Kwa kutumia kirejeshi kifaacho9 rekebisha sentensi ifuatayo kwa njia mbili tofauti"}
{"text": "Yulendiyeinkwasiambayealiyeniisurika alama 2"}
{"text": "b Andika umoja wa sentensi hizi"}
{"text": "i Kwato za wanyama hutufaidi"}
{"text": "ii Mnabdca vyeti vya kuwasaidia"}
{"text": "c Andika ukubwa wa"}
{"text": "Mwizi aliiba kikapu na ngombe"}
{"text": "d Tunga sentensi sahihi ukidhihinsha wingi wa majina yafuatayo"}
{"text": "i Ukanda"}
{"text": "ii Uzee"}
{"text": "e Sahihisha sentensizifuatazo bila kugeuza maana"}
{"text": "i Kikombechenyekimevunjikantkipya"}
{"text": "ii Nimepeanakilabukwamwalimumkuu alamal"}
{"text": "f Tunaweza kusema katika chumba au"}
{"text": "i"}
{"text": "ii"}
{"text": "g Andika sentensi zifuatazo katika halt ya kutendewa"}
{"text": "i Yulengombealizaandamanikubwajana"}
{"text": "ii Mavu hawa wamemsumbua Nyatogo kwa muda mrefu"}
{"text": "h Kwa kurejelea ngeli za mahali andika sentensi tatu ukionyesha matumiziya kila moja alama 3"}
{"text": "i Andika sentenm za mseto kutokana na mbilifupi uizopewa"}
{"text": "i Mwanafunzi amesoma kwa bidii Mwanafunzi anataka kupita mtihani"}
{"text": "alamal"}
{"text": "ii Leonimerucknyumbani Sipendelei kuishi hapa  alama 2"}
{"text": "j Geuza sentensi hizi kutoka msemo wa taarifa hadi msemo halisi"}
{"text": "i Mamaalisemanichukuenafakayetunikauzesokoni alama2"}
{"text": "ii Mwalimualiombaaletewevitabuvyake kutoka darasani alama 2"}
{"text": "k Eleza maana mbili tofauti za sentensi hii"}
{"text": "Wenzake wamelipwa pesa zao yeye bado amelala alama 2"}
{"text": "C8"}
{"text": "a Eleza matumizi matatuyaKIna utunge sentensi moja kwa kila mojawapo"}
{"text": "alama 6"}
{"text": "b Tambulisha viwakilishi nafsi katika sentensi zifuatazo halafu uigeuze sentensi"}
{"text": "hizokwawingi"}
{"text": "Nilisomakitabuchake"}
{"text": "Umekuwa mwadilifu kupindukia"}
{"text": "Alishinda nishani ya dhahabu alama 6"}
{"text": "c Akifisha sentensi hit"}
{"text": "Watu wengi warnezoea kusema ajali bwana basi yakaishia hapo lakini kufanya"}
{"text": "hivyo ni sawa alama 3"}
{"text": "d Andika sentensi hizi kwa umola alama 2"}
{"text": "i Mafuta haya yanachuruzika sana"}
{"text": "ii Miinuko ile ndiyo mwanzo wa milima ya Chungu"}
{"text": "e Sahihisha sentensi zifuatazo alama 2"}
{"text": "i Kile kitabu kilipasuka ni changu"}
{"text": "ii Mtotomwenyeameangukaninduguyangu"}
{"text": "f Kanusha"}
{"text": "i Matawi ya mti ambayo yalikauka yalikatwa alama 2"}
{"text": "ii Matofali haya yanatumiwa kwa ujenzi wa nyumba"}
{"text": "g Andika sentensi hizi upya ukitumia ote"}
{"text": "i Chakula kikibaki hutupiliwa mbali alama 2"}
{"text": "ii Kila nyumba unayoingia unapata watoto wawili"}
{"text": "h Yapange majina yafuatayo katika ngeli zake"}
{"text": "i Neno"}
{"text": "ii Kiongozi"}
{"text": "iii Mate alama 3"}
{"text": "j Ukizingatia neno lililo katika mabano andika sentensi hizi katika haliya kutendeka alama 2"}
{"text": "Daraja hilivukatu wa kati wakiangazi"}
{"text": "ii Kitabu hicho soma ijapokuwa sura zingine hazimo"}
{"text": "j Tunga sentensi ukionyesha matumiziya"}
{"text": "i enye alama 2"}
{"text": "ii enyewe"}
{"text": "C9"}
{"text": "a Tumia viashiria vya kutilia mkazo katika sentensi zifutazo"}
{"text": "i Kibogoyo Ndiye anayehitaj i meno ya dhahabu"}
{"text": "ii Vyakula mvipikavyo nyinyi nasi twavipika"}
{"text": "b Geuza sentensi zifuatazo ziwe katika haliya umoja"}
{"text": "i Huku kuimba kwenu kuzuri kutawapendeza wageni"}
{"text": "ii Hii miche ni mizuri sana itatufaa alama 2"}
{"text": "c Unganisha sentensi zifuatazo kwa kutumiaviunganisliivifaavyo"}
{"text": "i Chakula hiki hakina mchuzi Hakina chumvi alama 1"}
{"text": "ii Romeo aliamka Alitazama saa yake Akaia kiamsha kinywa mbio mbio"}
{"text": "alama 2"}
{"text": "d Ziandike upya sentensi zifuatazo kwa kufaata maagizo uliyopewa"}
{"text": "i Nimemleta paka ili aue panya wote wanaotusumbua hapa kwetu nyumbani"}
{"text": "anza Panya alama2"}
{"text": "ii Mbwa ambaye aliripotiwa kuwa ameibwa amepatikana katika bwawa la maji anza Katika bwawa alama 2"}
{"text": "e Andikakwamsemohalisi sentensi Tajiri alishangaa kuwa niliweza kuubeba mzigo huo peke yangu alama 2"}
{"text": "f Piga mstari vivumishi katika sentensi hizi"}
{"text": "i Sina nguo yoyote niwezayo kuvaa alama 1"}
{"text": "ii Mtoto mwenyewe ataileta kalamu alama 1"}
{"text": "g Andika vitenzi vinavyotokana na majina haya"}
{"text": "i mfuasi"}
{"text": "ii kifaa"}
{"text": "iii mharibu alama 3"}
{"text": "h Kanusha"}
{"text": "i Ungemwuliza vizuri angekujibu bila wasiwasi alama 1"}
{"text": "ii Andika kinyume"}
{"text": "Mjomba alichomeka upanga kwenye ala  alama 2"}
{"text": "i Eleza maana nne tofauti za sentensi hii"}
{"text": "Alinunuliwa samaki na mtoto wake alama 4"}
{"text": "j Eleza tofauti bainaya sentensi hizi"}
{"text": "i Ningekuwa na pesa ningenunua shamba"}
{"text": "a Ningalikuwa na pesa ningalinunua shamba alama 2"}
{"text": "B"}
{"text": "a kamilisha tashbihi zifuatazo"}
{"text": "i Baidika kama"}
{"text": "ii Mzima kama"}
{"text": "b Tumia tanakali za sauti zifuatazo kukamilisha sentensi hizi"}
{"text": "i Sauti ya waimbaji haikusikika tena ilikuwa imedidima wageni walipoflka katika jukwaa"}
{"text": "ii Simba ni mnyama hodari sana akimkamata swara humrarua alama 2"}
{"text": "c Tunga sentensi mbili tofauti zinazo bainisha maana tofauti kati ya i Nduni ii Duni alama 4"}
{"text": "d i Mdudu anayetengeneza utandu huitwa alama 1"}
{"text": "ii Mdudu mwenye mkia uliopinda nchani ambao una sumu ni"}
{"text": "alama 1"}
{"text": "e Andika inethali mojainayotokananamaelezoyafuatayo Asiye na uwezo ataendelea kuwa bila uwezo hata akifanya bidii namna gain alama 2"}
{"text": "C1O"}
{"text": "a Andika udogo na ukubwa wa jina ngoma"}
{"text": "i"}
{"text": "ii"}
{"text": "b i Eleza namna mbili za matumizi ya alama ifutayo ya uakifishi"}
{"text": "ii Tunga sentensi mbili tofauti zinazoonyesha matumizi hayo"}
{"text": "c Tofautishamaanaza sentensi zifuatazo"}
{"text": "i Kazi yote ni muhimu"}
{"text": "ii Kazi yoyote nimuhimu"}
{"text": "d Tunga sentensi mbilimbili kuonyesha matumizi mawili tofauti ya"}
{"text": "Ka i"}
{"text": "ii"}
{"text": "Ndivyo i"}
{"text": "ii"}
{"text": "e Tunga sentensi kuonyesha matumizi sahihiyaviunganishihivi"}
{"text": "i ingawaje"}
{"text": "ii ilhali"}
{"text": "f Tambulisha kielelezi kivumishi na mnyambuliko wa kitenzi katika sentensi ifuatayo Msichana mrembo alikuja upesi akimkimbilia dadake"}
{"text": "g Andika kifungu hiki kutoka usemi wa taarifa hadi usemi halisi alama 2"}
{"text": "Watoto waliambiwa na mama yao watakaporudi nyumbani waoge wale hala III waanze kusoma moja kwa moja badala ya kuharibu wakati wao kwa kutazama vipindi vya runinga Aliwakumbusha kuwa wanaofanya maonyesho kwenye runinga tayari wamefuzu shuleni na wameaj iriwa kazi"}
{"text": "h i Taja vihusishi vitatu vinavyorejelea mahali wakati na kiwango alama3"}
{"text": "ii Tunga sentensi kuonyesha matumizi ya kila kihusishi"}
{"text": "i Andika sentensi zifuatazo upya kwa kufuata maagizo"}
{"text": "i Alicheza kwa bidii akawafurahisha wengi waliohudhuria tamasha hizo Anza kwa Kucheza"}
{"text": "ii Karamu hiyo ilifana sana kila mtu alikula chakula akatosheka Anza kwa Chakula"}
{"text": "j Tunga sentensi mbili tofauti ukitumia vitenzi hivi vya silabi moja"}
{"text": "i Pa"}
{"text": "ii La"}
{"text": "k Unda vitenzi kutokana na maj ina haya"}
{"text": "i Mtukufu"}
{"text": "ii Mchumba"}
{"text": "C11"}
{"text": "a Bainisha aina ya vivumishi katika sentensi hii"}
{"text": "Nyiimba yangu rd maridadi"}
{"text": "b Kamilishajedwali"}
{"text": "Kufanya kufanyia kufanywa"}
{"text": "Kula"}
{"text": "Kuunga"}
{"text": "c Eleza matumizi ya kwa katika sentensi hii"}
{"text": "Aliimba kwa sauti tamu"}
{"text": "d Andika kwa wingi"}
{"text": "Pahala hapa ni pake"}
{"text": "e Eleza mtumizi ya na katika sentensi"}
{"text": "Halima na Asha wanasaidiana"}
{"text": "f Huku ukitoa mifano fafanua miundo mitatu ya majina katika ngeli ya LIYA"}
{"text": "g Onyesha i Kielezi ii Kitenzi katika sentensi Mvua ilinyeshamfululizo"}
{"text": "h Kanusha sentensi hii"}
{"text": "Tumechukua nguo chache kuuza"}
{"text": "i Tumiandipamojanaviashiria vyangelikujazamapengo cw"}
{"text": "i Wewe ninayekutafiita"}
{"text": "ii Nyinyimnaoongoza"}
{"text": "j Andika sentensi hiiupya kwa kufuatamaagizo"}
{"text": "i Nilikuwa nimejitayarisha vizuri kwa hivyo sikuona ugumu wowote katika"}
{"text": "safari yangu"}
{"text": "Anza Safari alama2"}
{"text": "k Geuza vitenzi hivi viwe majina"}
{"text": "i Shukuru"}
{"text": "ii Enda"}
{"text": "1 Eleza maana mbili tofauti za sentensi hii"}
{"text": "Mamake Juma na Mariamu walitutembelea"}
{"text": "C12"}
{"text": "a Tunga sentensi inayodhihirisha matumizi ya ngeli ya I 1"}
{"text": "b Changanua sentensi ifiiatayoukitumiamchoro wa matawi Mkulima mzembe amepata hasara"}
{"text": "c Onyesha viambishi awali na tamati katika kitenzi Alimchezea"}
{"text": "d Taja sauti mbili zinazo tamki wa midomoni"}
{"text": "e Kanusha sentensi ifiiatayo Ningaiikuwa napesa ningalinunua nyumba"}
{"text": "f Kitenzi Fumbata kiko katika hali kauli ya Tendata Fanyata"}
{"text": "g Tunga sentensi ukitumiakielelezi cha"}
{"text": "i Wakati"}
{"text": "ii Mahali"}
{"text": "h Andika sentensi zifuatazo kulingana na maagizo uliyopewa"}
{"text": "i Mhunzi mrefu alisliinda tuzo anza kwa Tuzo"}
{"text": "ii Mwanaftinzi huyu anasoma Idf aransa Anza kwa Idashiria kisisitizi"}
{"text": "i Sentensi hizi ni za aina gani"}
{"text": "i Lonare anatembea kwa kasi"}
{"text": "ii HalimaanaandikahaliEkomwa anasoma"}
{"text": "j Tunga sentensi moja ukitumia neneo useuze"}
{"text": "k Bmnisha kirai nomino na Kirai Tenzi katika sentensi"}
{"text": "Jirani mwema alinipa chakula"}
{"text": "l Unda Nimino kutqkana na vitenzi"}
{"text": "i Chelewa"}
{"text": "ii Andika"}
{"text": "m Onyesha hali katika sentensi zifuatazo"}
{"text": "i Huenda mvua ikanyesha leo"}
{"text": "ii Miti hukatwa kila siku duniani"}
{"text": "n Unganisha sentensi zifuatazo ukitumianeno japo"}
{"text": "i Selinaalijitahidi sana"}
{"text": "ii Selinahakushindambiohizo"}
{"text": "o Andikakinyumecha  Mwise alikunja nguo aliokua ameanika"}
{"text": "p Sahihisha sentensi"}
{"text": "q Andlka katika msemo wa taarifa Sitathubutu kumpa pesa zaagu Mkolwe alisema"}
{"text": "r Tunga sentensi kuonyesha tofauti kati ya vitate vifuatavyo"}
{"text": "Suka na Zuka"}
{"text": "s Eleza matumizi ya ritifaa katika Nshamchukua"}
{"text": "t Andika udogo na ukubwa wa nenokiti"}
{"text": "u Eleza matumizi ya na Katika sentensi"}
{"text": "Sofia naRaeliwanaandaliwachainampishi C13"}
{"text": "a Tunga sentensi moja ukitumia nomino dhahania"}
{"text": "b Eleza maana mbili za sentensi ifoatayo"}
{"text": "Hawa ni watoto wa amarehemu Bwana Nzovu na Bi Makamo alama 2"}
{"text": "c Unda nomino moja kutokana na kitensi ghafilika alama 1"}
{"text": "d Andika kwa wingiNyundo hii imevunjika mpini wake alama 1"}
{"text": "e Ainisha sentensi ifuatayo ukitumiajedwali alama 3"}
{"text": "Mvulana mrefu anavuka barabara"}
{"text": "f Tambua na ueleze aina za vivumishi katika sentensi ziftiatazo"}
{"text": "i Mtoto mwenyewe alienda shambani alama 1"}
{"text": "ii Kazi yetu haihitajiki shuleni alama 1"}
{"text": "g Koloninuktambilihutumiwa katika kuorodhesha Onyesha matumizi mengine"}
{"text": "matatuyakoloni alama 3"}
{"text": "h Tunga sentensi itakayoonyesha matumizi ya kihusishi cha aunganifu alama 2"}
{"text": "i Bainisha kishazi huru na kishazi tegemezi katika seiatensi ifuatayo Mkulima aliyepanda wakati ufaao amepata mavuno mazuri alama 2"}
{"text": "j Ainisha viambishi katika neno kujidhiki alama 2"}
{"text": "k Tambua na ueleze aina za vitenzi katika sentensi ifuatayo"}
{"text": "Kalamu aliyokuwa nayo Mwalimu ni ya mwanafunzi alama 2"}
{"text": "l Andika viwakilishi ngeli vya nomino zifuatazo"}
{"text": "i Chakula"}
{"text": "alama 1"}
{"text": "ii Kwetu  alama 1"}
{"text": "m Badilisha sentensi ifuatayo ili iwe katika hali ya kuamuru Baba ingia ndani"}
{"text": "alama 2"}
{"text": "n Elezamaanaya sentensi"}
{"text": "Ningalikuwa na pesa ningalinunua nyurnba na ningalistarehe alama 2"}
{"text": "o Fafanua aina za hali zinazotumika katika sentensi hizi"}
{"text": "i Mwimbaji aliimba akacheza na akachanganisha sana alama 1"}
{"text": "ii Shangazihujakilamara alama 1"}
{"text": "p Andika Katika mnsemo wa taarifa nitakuarifu nimkimwona Elma alisema"}
{"text": "alama 3"}
{"text": "q Nyambua kitenzi ota kama kinavyotokea katika kirai ota ndoto ili tofauti tatu"}
{"text": "zilitoke alama 3"}
{"text": "C14"}
{"text": "a Tambuamzizi katika neno alama 1"}
{"text": "msahaulifu"}
{"text": "b Tunga sentensi ukitumiakivumishichanomino alama 1"}
{"text": "c Andikakinyumecha"}
{"text": "Wasichanawatatuwanaingiadarasanikwaharaka alama 2"}
{"text": "d i Fafanua maana ya mofimu huru alama 1"}
{"text": "ii Toa mfano mmoja wa mofimu huru"}
{"text": "e Tambua kiambushi awali na tamati katika neno alaye alama 2"}
{"text": "Tumia kirejeshiambakuunganisha sentensi ziluatazo"}
{"text": "i Mwanafunziwlenimrefli"}
{"text": "ii Mwanafiinziyuleamepitaintihani alama 2"}
{"text": "g Sahihisha sentensi hii"}
{"text": "Waya yangu imepotea"}
{"text": "alama 1"}
{"text": "h Taja aina ya yambwa iliyopigiwa mstari katika sentensi ifuatayo Mpishi"}
{"text": "amempikia mgeni wall vizuri alama 1"}
{"text": "i Ibadilishe chagizo ya mbahali kwa vile ile ya wakati katika sentensi ifuatayo Mchezaji aliucheza mpira mjini Malindi"}
{"text": "j Elezamaanambiliza sentensi"}
{"text": "Yohana alimpigia Husha mpira"}
{"text": "Yohana alipiga mpira badalayaHusha"}
{"text": "k  Kanusha"}
{"text": "Sisi tumemaliza kujenga nyumba ambayo ingaikuwa yake angalifurahi"}
{"text": "alama 1"}
{"text": "l Undano minokutokanana"}
{"text": "i Zingua alama 1"}
{"text": "ii Tosa alama 1"}
{"text": "m Ichoree vielezo matawi sentensi"}
{"text": "Paka mdogo amepanda mchungwani alama 2"}
{"text": "n Tumia kihusishi badalia kutunga upya sentensi hii"}
{"text": "Mgeni yuko katika nyumba alama 2"}
{"text": "o Undakitenzikutokanananen sahili"}
{"text": "alama 1"}
{"text": "p Eleza tofauti kati ya sauti z na d alama 2"}
{"text": "q Tambua aina ya kitenzi kilichopigiwa mstari katika sentensi Mzee huenda anacheza kamari alama 1"}
{"text": "r Badilisha kiwakilishi kimildlishi kwa kiwakilishi kionyeshi katika sentensi"}
{"text": "Cha keki lipatikanao chini alama 1"}
{"text": "s Tumia mfano mmoja mmoja kutofautisha baina ya sahili na ambatano alama 4"}
{"text": "t Tunga Sentensi itakayodhihirisha matumizi ya kielezi cha nomino"}
{"text": "alama 1"}
{"text": "u Andika kwa wingi"}
{"text": "Mvu imebomoa nyumba ya jirani"}
{"text": "v Akifisha kifungu kifuatacho"}
{"text": "huenda serikali iwezie kuidhibiti bei ya petroli hatuwezi kuyaruhusu makampuni ya petroli kuuyanyasa umma alisema waziri wa kawi bei ya petroli imeongezwa maranne katika kipindi cha mwezi mmoja"}
{"text": "MAJIBU"}
{"text": "MATUMIZI YA LUGH A  SARUFI"}
{"text": "Cl"}
{"text": "a Baba Wafua ona barua iliyotoka kwa mwanao Hata hati haisomeki Lo Baba"}
{"text": "watoto akamaka Hii kweli imetoka kwa mwanangu Wafua Waniuliza mimi Mama watoto akamjibu Tazama maandishi na anwani basi Shule ya Msingi ya Burungani SLP 128 Vuga"}
{"text": "Kituol"}
{"text": "Herufi ndogo 1"}
{"text": "Alama ya kuuiiza 2"}
{"text": "Kikomo 1"}
{"text": "Alama ya mshangao 1"}
{"text": "Alama za kufiinga na kufungua jumla alama 5"}
{"text": "b i Nyanja nyinginezo zimechimbuliwa kuongeza zile za zamani"}
{"text": "ii Urefii"}
{"text": "iii Ukifika utamkuta nyumbani"}
{"text": "c i Amenunua kwa shilingi tatu bei"}
{"text": "ii Ameenda moja kwa moja kufululiza"}
{"text": "iii Juma amekwenda kwa Hamisi mahali"}
{"text": "iv Walipata nyongeza ya mshahara ya ishirini kwa mia sehemu ya kitu"}
{"text": "v Walikuja mkutanoni wake kwa waume pamoja"}
{"text": "vi Alitembea kwa maringo namna"}
{"text": "vii Kwa mnajili  kwa mintarafu ya kurejelea"}
{"text": "ii  Minghairi ya kwenda nyumbani kij ana alikwenda sinema"}
{"text": "Maadam nina bidii nitapita mtihani huu"}
{"text": "d i Kutufanya tulie"}
{"text": "ii Kupoza"}
{"text": "e i Kuna uwezekano"}
{"text": "ii  Hakuna uwezekano"}
{"text": "f i Ni  na  ondok  a"}
{"text": "ii Nafsi  wakati  shina  kiishio"}
{"text": "g Mwanahewa"}
{"text": "Mwanamwali"}
{"text": "Bata mzinga"}
{"text": "Mwana Serere"}
{"text": "Mwanamaji"}
{"text": "Mkaza mwana nk"}
{"text": "C2"}
{"text": "1 Sarufi"}
{"text": "a i Bei ya vitu imepanda sana siku hizi anaweza kuacha juu"}
{"text": "ii Weka mizigo katika gari  ndani ya ngari  garini juu yagari  kwenye"}
{"text": "gari alama2"}
{"text": "b i Mikono yao imcgusana au kukutana lakini inaweza kutengana kwa urahisi"}
{"text": "ushirika wa kawaida  kusalimiana"}
{"text": "ii Mikono yao imekwamananivigumu kutengana imeganda alama 2"}
{"text": "c i Usijaribu kupunguza  kushusha  kufifisha  kuteremsha  kudidimiza"}
{"text": "sauti unaoimba"}
{"text": "i Huyu ni mtu mpumbavumjinga alamal"}
{"text": "ii Binadamu hawezi kumuumba mwenzake"}
{"text": "d Kuakifisha"}
{"text": "Bwana Mwenyeketi mgeni wetu wa leo wazazi walimu wote na hata wanaftuizi"}
{"text": "Leo ni siku muhimu Jerrmgependaniwafahariaishpmsaadatuliopokeaku"}
{"text": "yaElimu"}
{"text": "e i Ngome hii nzuri inapendeza au"}
{"text": "Ngome hizi ni nzuri zinapendeza"}
{"text": "ii Mitume hawa wazuri wanapendeza"}
{"text": "iii Heshima hii nzuri inapendeza"}
{"text": "iv Ngombe huyu mzuri anapendeza"}
{"text": "Ngombe hawa wazuri wanapendeza"}
{"text": "v Vilema hawa wazuri wanapendeza"}
{"text": "Vilema hivi vizuri vinapendeza"}
{"text": "alama5"}
{"text": "f Jina Kitenzi alama5"}
{"text": "Mnada Nadi"}
{"text": "Kikomo Koma"}
{"text": "Ruhusa ruhusu"}
{"text": "Ashiki  shauku ashiki"}
{"text": "Hasidi  husuda husudu"}
{"text": "g i Mseifto halisi"}
{"text": "Ninanataka kwenda sokoni mvulana alimwamiba baba yake Au Mvulana"}
{"text": "alimwambia baba yake Ninataka kwenda sokoni"}
{"text": "Babaninataka kwenda sokoni alama2"}
{"text": "ii Msemo wa taarifa"}
{"text": "Kamau alimwambia shangazi yake kuwa angekuwa akienda pale  hapo kila siku kumwona alama 2"}
{"text": "h Po ya kwanza inaonyesha wakati"}
{"text": "Po ya pili inaonyesha mahali alama 2"}
{"text": "i i Alilia hapo"}
{"text": "ii Alifia hapo"}
{"text": "iii Aliolea hapo"}
{"text": "Akiongeza ku mkosoe kisafuri alama 3 Jumla 40"}
{"text": "C3"}
{"text": "1 SARUFI"}
{"text": "a Mzazialitakamtotoafikenyumbanimapemasilm"}
{"text": "alikuwa ameyasikia hayo aliyoambiwa Mtoto akajibu kuwa angejaribu kufanya hivyo lakini mwalimu alikuwa amesema wao wangefanya mtihani jioni ya siku hiyo alama 4"}
{"text": "b i Kiguu chake hakijapona baada ya kuumwa na kijibwa cha kijijini"}
{"text": "ii Kijumba chenyewe hakikujengwa kibondeni karibu na kijito"}
{"text": "alama2"}
{"text": "c i Nataka upikishe chakula hiki vizuri"}
{"text": "ii Tolesha ushuru wa forodhani"}
{"text": "d i  Usijehapapetukwanisitakuwapo"}
{"text": "Usij e huku kwetu kwani sitakuwako"}
{"text": "Usijehumumwetu kwani sitakuwamo alama 2"}
{"text": "ii Basi la shule limeharibika moshi mwingi unatokea dirishani na maji yanatiririka ovyo"}
{"text": "e i  Nyumbua alimshinda farasi kukimbia"}
{"text": "Milango yote yajifunga ovyo nenda ukaifunge"}
{"text": "Hamisiamezikatanyasi vizuri"}
{"text": "Jiwelileliliyaangukiamatunda"}
{"text": "f i kauli ya kufanyianakufanyana mf Kupigana"}
{"text": "ii wakatiuliopoanakuja"}
{"text": "iii na yakiunganishimama na watoto"}
{"text": "iv Kiambatanishi naye"}
{"text": "v na ya kutendwa mf Amepigwa na jiwe"}
{"text": "g i alikimbia kwenda kuona nyoka"}
{"text": "alikimbia alipoona nyoka"}
{"text": "ii  alikifagiakwaufagio"}
{"text": "alikula chakula chote"}
{"text": "iii  masikio yangu si mazuri ama sielewi unavyosema"}
{"text": "mimi ni mgonj wa"}
{"text": "h i  yaliyowafika"}
{"text": "aliyemfahamisha"}
{"text": "litakalompata"}
{"text": "j  Amini"}
{"text": "Amana"}
{"text": "C4"}
{"text": "a Nilipomwendea aliniangalia kisha akaniambia Siamini kuwa ni wewe"}
{"text": "uliyeandika barua hii V2x6  3"}
{"text": "b Watu Wanne Walipeperushwa"}
{"text": "Jina Kivumishi Kitenzi"}
{"text": "Juukwajuu na upepo mkali"}
{"text": "Kielezi kiunganishi jina kivumishi"}
{"text": "Chukua kimojawapo cha majina hayo mawili na vivumishi hivyo viwili"}
{"text": "Kila kisehemu  Alama 1x4  4"}
{"text": "c i Na"}
{"text": "ii Mpaka au hata"}
{"text": "d KiulizoPi"}
{"text": "i WapiWepi"}
{"text": "ii Yupi"}
{"text": "e YUYU HUYU"}
{"text": "f Mwanafunzi afanikiwaye maishani ni yule asomaye kwa bidii na pia atiiye  awatiiye wakuuwake alama 2"}
{"text": "Sehemu 3  Alama 2"}
{"text": "2  Alama 1V2"}
{"text": "1  V2 alama"}
{"text": "g i Wenyewe  yeyote"}
{"text": "ii Yoyotevinginevyo"}
{"text": "C5"}
{"text": "a Umezionakalamunyekunduzilizopotea  alama 2"}
{"text": "b Nimekuondolea tatizo lako yafaa miishukuru alama 2"}
{"text": "c i Makumbushano makumbuslio kumbusho ma kumbukizi"}
{"text": "ukumbukaji  ku"}
{"text": "Mshono ushonaji washonaji mishono mshono ushoni shono ushono mashoni mashono mashoneleaji ushonoleaji washonaji shoni"}
{"text": "Mcheko mcheshi ucheshi uchekaj i kicheko kichekesho"}
{"text": "Vicheko macheko mchekesaji kucheka 1x6  6"}
{"text": "d i Kulikosifika 1x11"}
{"text": "ii Ipandwayo  inayopandwa 1x1  1"}
{"text": "e Yamezidi"}
{"text": "Hazitoshi V2x2  l"}
{"text": "f Sijaona kitabu kizuri kama hiki utaniazima siku pgapi Bashiri alimwuliza"}
{"text": "Sijaona V2x8  4"}
{"text": "au"}
{"text": "Sijaona Sijaona kitabu kizuri karna hild utaniazima siku ngapi Bashiri alimwuliza Sijaoa"}
{"text": "12x6  3"}
{"text": "au"}
{"text": "Bashiri alimwuliza Sijaona Sijaona kitabu kizuri kama hiki utaniazima siku ngapi"}
{"text": "12x6  3"}
{"text": "g Faliamu elewa tambua maizi"}
{"text": "Gimba  Nyota itoayo mwanga  rnwangaza mkubwa"}
{"text": "au"}
{"text": "Kwetu nafsi i"}
{"text": "Mahali Umilikaji"}
{"text": "h"}
{"text": "u my mf uzinyuzi utanyuta"}
{"text": "u k mf ukuta  kuu ukope  kope"}
{"text": "u m mf ugonjwa mgonjwa"}
{"text": "u f mf ufagio  fagio uteo  teo"}
{"text": "u mb mf ubao  mbao"}
{"text": "u nd mf ulunindimi"}
{"text": "umoja mf waraka  nyaraka  wayo  nyayo"}
{"text": "1x5  5"}
{"text": "C6"}
{"text": "a i Alipatiwa vi vvili soda na chupa kando kando"}
{"text": "ii Alipatiwa vitu viwili pamoja soda ikiwa ndani ya chupa"}
{"text": "b i Jengomj6ngajimjenziujengajiujenzi"}
{"text": "Pendo  mpendaj i  mpenzi  upendo  upendaji"}
{"text": "c i Alfaj iri  kielezi cha wakati"}
{"text": "ii Sana  kielezi cha namna  jinsi  kiasi  kiwa ngo"}
{"text": "Msemo halisi"}
{"text": "Yohana alisema Njiani kulikuwa kumenyesha sana ridio sababu tumechelewa"}
{"text": "e i Ritifaa  kuonyeshamaneno majinaya vingongo mf ngombe"}
{"text": "Kuflipisha maneno mf takwenda tutakwenda"}
{"text": "ii Parandesi"}
{"text": "Kutoa maelezo zaidi  kufafanua"}
{"text": "Kuonyesha maneno yaliyo ya lazima"}
{"text": "Kuonyesha maneno yaliyo na maneno va waigizaji"}
{"text": "Kufungulia nambari za kuorodhesha"}
{"text": "iii Dukuduku kukatiza userni kutumaliza kigugumizi"}
{"text": "iv Mshangao  Kuonyesha hisia za moyorii huzuni hasira furaha nk"}
{"text": "f Silabi Vitendo Matumizi"}
{"text": "la lisha Alimlisha mtoto"}
{"text": "nywa kunywa Alimnywesha maziwa"}
{"text": "fa ficha Alijificha kichakani"}
{"text": "g i ile  ngeli  j ina  kionyesha  kiwakilishi  kiasliiria"}
{"text": "yangu  kiwakilislii"}
{"text": "niliyo  kiwakilishi  wakati  nafasi  O rejeshi"}
{"text": "ina  ngeli  wakati  j ina  kiwakilishi"}
{"text": "ii miminafsi"}
{"text": "nina  nafsi  wakati"}
{"text": "kumwona  kitenzi"}
{"text": "aliyepatfl  nafsi  orejeshi"}
{"text": "h i Nyutazaozakenindefunakubwasana"}
{"text": "ii Merikebu zitakazofika kesho zitangoa nanga kesho kutwa"}
{"text": "i i Kijiti ambacho kiliviuijika kilimuumiza Amina mguu"}
{"text": "ii Bama ambazo zitaandikwa ria baba kesho zitatumwa mwaka ujao"}
{"text": "j i Bahashailiyonunuliwaj cilia ni kubwananzuri"}
{"text": "ii Mananasi haya yanauzwa ghali kwa sababu yameiva vizuri sana"}
{"text": "C7"}
{"text": "a i Yule ridiye mkwasi aliyenusurika"}
{"text": "ii Yule ndiye mkwasi ambaye alinusurika"}
{"text": "b i Ukwatowaninyarnahunifaidi"}
{"text": "ii Unatakachetichakukusaidiakumsaidia"}
{"text": "c i Jizililiibakapunagombe"}
{"text": "d i Ukanda"}
{"text": "uzi au mshipieneo ama sehemu fulaniwingi wake ni kanda"}
{"text": "ii Uzee"}
{"text": "Hauna wingi ni uzee tu"}
{"text": "e i a Kikombe kilichovunjikani kipyakikombe chenye kuvunjikani"}
{"text": "kipya"}
{"text": "kikombe kipya kimevimjikakikombe kipya ndicho kilichovunjika"}
{"text": "ii a Nimempa mwalimu mkuu IdtabuNimempatia mwalimu"}
{"text": "mkuu kitabu"}
{"text": "f i Chumbani"}
{"text": "ii Ndani ya chumba"}
{"text": "g Andika sentensi zifuatazo kat i ka hali ya kutendewa"}
{"text": "i a Ndamamkubwaalizalivaangombeyulejana"}
{"text": "ii a Nyatogo amesumbuliwa na mavu hawa kwa muda mrefu"}
{"text": "h  Hapo ndipo alipozaliawa PA"}
{"text": "Huko ndiko alikozalwa KU"}
{"text": "Humo ndimo alimozailiwa MU"}
{"text": "i a Mwanafunzi anasoma kwa bidii ili apite mtihani Pia kusudikwa kuwa"}
{"text": "anataka kwa vile anatakandiposandipornaadammadhali nk"}
{"text": "ii a Leo nimerudi nyumbani ingawa sipendelei kuishi hapa Pia ijapo"}
{"text": "isipokuwahata kamaingawajeijapokuwalakini nk"}
{"text": "j i a Mama alisema chukini nafaka yetu ukauze sokoni"}
{"text": "b Chukua nafaka yetu ukauze sokoni Mamaakasema"}
{"text": "ii a Nileteeni vitabu vyangu kutoka darasani Mwalimu aliniita Tafadhali niletee vitabu vyangu kutokn darasani mwalimu aliomba"}
{"text": "k 1 Pesazao wenyewepamojanazake"}
{"text": "2 Pesazaowenyewebilazake"}
{"text": "3 Pesa zao na wengine na waliohusika hawanaangali usingizinihana habari Aegemee upande wapesa an upande wa kulala"}
{"text": "C8"}
{"text": "a Kianzishi cha ngeli ya KIVI k m ki su kimevunj ika  visu vimevunj ika"}
{"text": "Kuonyesha hali yaudogo km mtukijitu Kijitu kirnepotea Kitendo kutendeka hulcu kingine kikiendelea Ki r kuonyesha masharti  Ukistaajabu ya Musa utaona ya Firauni"}
{"text": "Ki  kuonyesha nyakati zote  Nilipofika alikuwa akiandika"}
{"text": "b i Nilisoma kitabu chako"}
{"text": "Tulisoma vitabu vyao"}
{"text": "ii Umekuwa mwadilifu kupindukia"}
{"text": "MmekuN va waadilifu kupindukia"}
{"text": "iii Alishinda nishani ya dhahabu"}
{"text": "walishinda nishani za dhahabu"}
{"text": "c Watu wengi wamezoea kusen la Ajali bwana Basi yakaishia hapo Lakini"}
{"text": "kufanya hivyo ni sawa"}
{"text": "d i Mafuta haya yanachuiuzika sana"}
{"text": "ii Mwinuko ule ndio rm vanzo wa mlima wa Chungu"}
{"text": "e i Kitabu kilichopasiaiiichanguKjtabukileldlichopasukam"}
{"text": "kilichopasuka ni changu"}
{"text": "ii Mtoto aliyeanguka ni iidugu yanguMtoto ambaye ameanguka ni ndugu yangu"}
{"text": "f i Matawi ya mti ambay o hayakukauka hay akukatwa"}
{"text": "ii Matofali haya hayatiu uiwi kwa ujenzi wa nyumba"}
{"text": "g i Chakulachochotekikibakihutupiliwambali"}
{"text": "ii Nyumba yoyote uingiayounayoingia unapata watoto wawili"}
{"text": "h i Neno  Liya umoj a"}
{"text": "ii Kiongozi  awa umoj a"}
{"text": "iii Mate  yayawingi"}
{"text": "i i Daraja hili huvukikali tiavukikalitavuldkalilivua wakati wa kiangazi"}
{"text": "ii Kitabu hicho Idnasomekachasomekahiusomekaldlisomekakitasomeka ijapokuwa sura zingine hazimo"}
{"text": "j i Sanduku lenyefedhalimeibiwa"}
{"text": "ii Sanduku lenyewe limepatikana"}
{"text": "C9"}
{"text": "a i Yuyu huyuhuyu huyu alama 1"}
{"text": "ii vivi hivivivyohivyovilevile alama 1"}
{"text": "b i Huku kuimba kwako kuzuri kutampendeza mgeni alama 1"}
{"text": "ii Huu mchue ni mzuri sana utanifaa alama 1"}
{"text": "c i Chakula hiki hakina mchuzi wala chumvi alam a 1"}
{"text": "ii Romeo aliamka akatazama saa yake kashahalafu akala kiamsha kinywa"}
{"text": "alama 2"}
{"text": "d i panya wote wanaotusumbua hapa nyumbani wameletewa paka ili awaue"}
{"text": "wote alama 2"}
{"text": "ii katika bwawa la maji pamepatikana mbwa ambaye aliripotiwa kuwa"}
{"text": "ameibwa"}
{"text": "e Umeweza kuubeba mzigo huu peke yako Tajiri akashangaa au Lo Umeweza kuubeba mzigo huu peke yako Tajiri akashangaa"}
{"text": "f i sina nguo yoyote niwezayo kuvaa"}
{"text": "ii mtoto mwenyewe ataileta kalamu"}
{"text": "g Mfuasi  fiiata"}
{"text": "Kifaafaa"}
{"text": "Mharibifu  haribu  haribiwa"}
{"text": "h i usingemuuliza vizuri asingekujbu bia wasiwasi"}
{"text": "ii shangazi alichomoa upanga kwenye ala"}
{"text": "i  Mtoto alinunua samaki kwa niaba ya mzazi"}
{"text": "Mtoto alinunua kwa ajili ya mzazi ili amletee mzazi"}
{"text": "mtu na mtoto wake wote walin unuli wa samaki"}
{"text": "mtu Fulani alinunuliwa samaki na mtoto wa mtu mwingine"}
{"text": "j i Bado kuna uwezekanohususan wakati uliopo"}
{"text": "ii hakuna uwezekano wakati uliopita"}
{"text": "B a i ardhi na mbingumbingu na ardhi"}
{"text": "ii Kigogo"}
{"text": "b didi di"}
{"text": "raru ram"}
{"text": "c Nduni  iburasifa maalumu ya kitujambo lisilo la kawaidamiujizaajabukiojashani Duni  bovuisiyopendezaisiyodhamaniovyo"}
{"text": "d i bui buibui"}
{"text": "ii ngekisusesisuza"}
{"text": "e mtaka hendi mkele na angeenda mkele apakie jahazi mtele tele huvuma na upele Dau la mnyonge haliendi joshi"}
{"text": "Kuku wa mkata hatagi na akitaga haangui na aki angua halei na akilea huchukuliwa na mwewe alama 2"}
{"text": "C10"}
{"text": "a i Kigomakijigoma"}
{"text": "ii Gomajigoma"}
{"text": "b i  Kutenganishasehemukuuyasentensi"}
{"text": "Kuelezazaidikjfafanuzi"}
{"text": "Kupumzika kwa muda mrefu"}
{"text": "KjimganishibadalayakiungcUiishi"}
{"text": "ii  Kutenganishasehemukuuyasentensi"}
{"text": "Mapenzi ni lazima kila mtu lazima apitie njia liiyo"}
{"text": "Kwa sentensi iliyo na vituo vingi km"}
{"text": "Tulipofikamjini mahali lulipopangakufikatanguj tungejua"}
{"text": "c Yote Nziniajmiilaujumlabila kubakia ila kupingua Yoyote Bila kuchaguabilakujali"}
{"text": "d Ka i Lengonia  Nipe pesa nikanunue kitabu"}
{"text": "ii Kitendo cha pili matokeo ya kitendo cha kwanza alianguka akaumia"}
{"text": "Ndivyo i Jinsi namnaHivi ndivyo unavyovalia"}
{"text": "ii KukubaliHivyo ndivyo"}
{"text": "iii NgeliKIVIwingiViatu hivi ndivyo"}
{"text": "e Hatakamahataikiwaijapoingawa ijapokuwa mf Nilipata pesa ingawaje haikutosha Wakati ambapo mf Ulimwacha peke yake ilhali ulijua ni mgonjwa"}
{"text": "ziiigatia kutoa dhana mbili"}
{"text": "f Kivumishi Kielezi Mnyambuliko kufanyia"}
{"text": "Mrembo upesi akimkimbilia"}
{"text": "g Mtakaporudi nyumbani muoge mle halafu muanze kusoma moja kwa moja badala ya kuharibu wakati wenu kwa kutazama vipindi vya runinga Mama aliwaambia wanawe Wariaofanya"}
{"text": "maonyesho kwenye runinga Aliendeleakuwakumbusha Wanaofanya maonyesho kwenye runinga tayari wamefuzu shuleni na wameajiriwa kazi"}
{"text": "h i MahaliNdaniya kandoya mkabalamwahalimpaka"}
{"text": "Wakati  tokea kutoka tangu"}
{"text": "Kiwango  kuliko kushinda"}
{"text": "Tanhibi Majibuyatofautiane"}
{"text": "ii Mahaliwalisafiri hadi Mombasa ili wamtafute"}
{"text": "Wakati  Tangu akiwa mdogo hajawahi kumkosea babake"}
{"text": "KiwangoYeye ni mwerevu kuliko nduguye"}
{"text": "i i Kucheza kwake kwa bidii kuliwafurahisha wengi waliohudhuria"}
{"text": "ii Chakula kililiwa hadi kila mtu akatosheka katika karamu hiyo iliyofana saria ya kufana sana"}
{"text": "j i Pa Alimpamwalimukitabuchake"}
{"text": "ii LaAlipokuwaakila wengine walimchungulia"}
{"text": "UngaKulalianalishalaika kwa mnyambuliko wowote"}
{"text": "j i Mtukufu  tukuka tukuza tukuzwatukua hukuza"}
{"text": "ii MchimibachimibiaWmbianachumbiwa"}
{"text": "Zingatia kunyambua kitenzi"}
{"text": "C11"}
{"text": "a yangu  kivuishi kimilikishi maridadi  kivumishi cha sifa"}
{"text": "b Kula Kulia Kuliwa"}
{"text": "Kuunga Kuungja Kuungwa"}
{"text": "c Kuonyesha namna kitendo fulani kilivyofanywa"}
{"text": "d Pahala hapa ni pao"}
{"text": "e pamojana"}
{"text": "wakati uliopo"}
{"text": "katika kiisliia cha kauli ya kufanyiana iana"}
{"text": "f i Majinamenginehuanzanaii katika 1 Umoja na ma katika wingi km"}
{"text": "Jiko  majiko Jina  Majina jibu  majibu jicho  macho"}
{"text": "Majina mengine huanza najikatika"}
{"text": "Umojanamekatikawingi km"}
{"text": "Jinomeno"}
{"text": "iii Majina mengine hayaanzi kwa ji katika umoja lakini wingi wake huanza na ma km shati mashati blanketi mablanketi andazi  maandazi"}
{"text": "g ilinyeshaKitenzi"}
{"text": "Mfululizo  kielezi"}
{"text": "h Hatujachukua nguo chache kuuza"}
{"text": "i Wewe ndiwe ninavekutafuta"}
{"text": "ii Nyinyi ndinyi mnaoongoza"}
{"text": "j i Safari yangu haikuwa na ugumu wowote kwani nilikuwa nimejitayarisha"}
{"text": "vizuri"}
{"text": "k i Shukuru  Shukrani"}
{"text": "ii Endamwendouendeshajimwendeshajimwenda"}
{"text": "1  MamawaJumapamojanamariyamuwatutembelea"}
{"text": "Mamake Juma na mamake Mariyamu walitutembelea"}
{"text": "C12"}
{"text": "a Chai ChumviSukariAsaliMvuaBarafu Huzuni Teknolojia"}
{"text": "b"}
{"text": "S"}
{"text": "Nomino Kielezi kitenzi kitenzi"}
{"text": "Nomino nomino"}
{"text": "Mkulima mvivu amepata hasara"}
{"text": "c"}
{"text": "A  li  m  chez  e  a"}
{"text": "Tamati"}
{"text": "A  li  m  e  a"}
{"text": "Vitenzi tamati"}
{"text": "b p w"}
{"text": "b  p  m w"}
{"text": "b  p  m w"}
{"text": "e Nisingalikuwa na pesa nisingalinunua nyumba"}
{"text": "f Tendata Fanyata"}
{"text": "g Tunga sentensi ukitumia kielelezi cha"}
{"text": "i lini"}
{"text": "ii wapi"}
{"text": "h i Tuzo ilishindwa na mhunzi mrefu"}
{"text": "Tuzo Z ilishindwa na Wa mhunzi mrefu"}
{"text": "ii Yuyu huyu ndiye mwanafunzi anayesoma"}
{"text": "Huyu huyu ndiye mwanafunzi anayesoma kifaransa"}
{"text": "i i Sahili  sentensi ya wazo moja  kitenzi kimoja"}
{"text": "ii Ahibatapa vitenzi viwili zaidi mawazo mayili zaidi kiunganishi"}
{"text": "alama 1"}
{"text": "j Nilinunuagariseuzebaiskeli"}
{"text": "k Jirani mwema alinipa chakula"}
{"text": "Knomino kkitenzi"}
{"text": "l i Uchelewaji mchelewaji chelezo machelezo wachelewa mcheleweshaji"}
{"text": "wakilelewaji mchelewa ucheleweshaji"}
{"text": "ii Andiko mwandiko uandishi uandikaji mwandikiwa mwandiki"}
{"text": "m i Uwezekano  hali ya kutenda"}
{"text": "ii Mazoea  hali ya kutendwa"}
{"text": "n Japo Selina alijitahidi saha hakushinda mbio hizo"}
{"text": "Selina alijitahidi sana japo hakushinda mbio hizo"}
{"text": "Japo alijitahidi sana Selina hakushinda mbio hizo"}
{"text": "Japo hakushinda mbio hizo Selina alij itahidi sana"}
{"text": "o Mwise alikunjua nguo alizokuwa ameanua"}
{"text": "p Mtoto ambaye nilimsomesha ameasi jamii"}
{"text": "Mtoto niliyemsomesha ameasi jamii"}
{"text": "q Mkolwe alisema ya kwamba hangethubutu kumpa pesa zake"}
{"text": "Mkolwe alisema ya kwamba  kuwa asingethubutu ksmpa pesa zake"}
{"text": "r Alisuka maziwa ya ngombe kutikisa"}
{"text": "Alisuka nywele vizuri  nywele"}
{"text": "Ugonjwa hatari ungezuka kuibuka"}
{"text": "s Kufupisha nenokukatasulubidondoshaondoa"}
{"text": "t i kijiti"}
{"text": "ii Jiti"}
{"text": "u Kiunganishi pamojana 32 alama"}
{"text": "Wakati uliopo 21 1A alama"}
{"text": "Kihusishimtenda 11 alama"}
{"text": "C13"}
{"text": "a  Vitu visivyowezi kugusika kuonjeka au kuorekana km uwongo ulafi wema usingizi ubaya imani roho wazo uzembe kiu ushetani nk"}
{"text": "km Uwongo wake ulimtia mashakani"}
{"text": "Si lazima iwe mwanzoni mwa sentensi"}
{"text": "b i Baadhi ya watoto ni wa Bw Nzovu na wengine ni wa Bi Makambo"}
{"text": "ii Watoto wote ni wa B w Nzovu na Bi Makambo familia"}
{"text": "iii Wote waweza kuwa marehemu Bw Nzovu naBi Makambo"}
{"text": "iv BwNzovu ndiye marehemu na Bi Makambo yu hai"}
{"text": "v Hawa ni watoto wa B w Nzovu na Bi Makamo pamoja"}
{"text": "vi Kuwa wazazi wao wanaofahamishwa ndio waliaga duania"}
{"text": "vii Bwana Nzovu na Bi Makambo wanafahamishwa watoto ariibao mzazi  wazazi walioagadunia 2x1"}
{"text": "c Kughafilika ghafiliko kighafilikishi mghafUikishi mghafilika ughafilikaji mghafilikishwa mghafilikiwa ughafili mghafili mghafala hatakatika wingi"}
{"text": "d Nyundohizi zimevunjika mipini yao"}
{"text": "e"}
{"text": "au"}
{"text": "f i Mwenyewe  kivumishi cha pekee"}
{"text": "ii Yetiikivumishi kimilikishi"}
{"text": "g i Kuonyesha saa km 2  04"}
{"text": "ii KutajamafunguyaBibiliaauKurani"}
{"text": "iii Kurejelea wahusika katika Tamthilia"}
{"text": "iv Hutumika katika kimukuu kabla yakifungu fulani"}
{"text": "Kuandika tarehe"}
{"text": "Kuandika madaaubaruarasmi"}
{"text": "vii Katika hesabukuonyeshauwiano ratio"}
{"text": "viii Katika ufafanuzi"}
{"text": "ix Katika baruarasmi au pepe"}
{"text": "Kutanguliza wahusika"}
{"text": "Kutangulisha usemi halisi"}
{"text": "Kutenganisha dakika na sekunde katika kuandika wakati km105310"}
{"text": "zozote 3 x 1  3"}
{"text": "h Sentensi iwe na a unganifu kv ya cha la nk"}
{"text": "Kando ya  ndani ya  juu ya  miongonimwa  mbali na  kwa nk"}
{"text": "i Mkulima aliyepanda wakati ufaaokishazi tegemezi r"}
{"text": "Mkulima Amepata mavuno mazuri  kishazi hum"}
{"text": "j Kujidhiki"}
{"text": "Kukiambishichangeli kitenzi jina"}
{"text": "jikirejeshichanafsimtendayambwamtendaji"}
{"text": "dhikmziz"}
{"text": "i  irabu ya mwisho  kiishio"}
{"text": "k Aliyokuwa Kitenzi kishirikishi kikamdifu"}
{"text": "ni  kitenzi kishirikishi kikamilifu"}
{"text": "l i kikivi"}
{"text": "ii Kukuku"}
{"text": "m Baba ingia ndani akiacha baba alama 1"}
{"text": "Baba ingiaIngia ndaniingia"}
{"text": "n  Mtu huyu hakuwa na pesahakununua nyumba na hakustarehe"}
{"text": "Hakuna uwezekanohaiwezekani"}
{"text": "Amepoteza matumaini"}
{"text": "wakati uliopita"}
{"text": "o i Kitendokilitendekanakufuatwanakingine"}
{"text": "Mfululizo wa vitenzi"}
{"text": "Mfiiatanowavitenzi"}
{"text": "ii Mazoea  hali ya kurudiarudia  kiia wakati mara kwa mara"}
{"text": "p Elma alisemakuwa angelimwarfu kama angemwona"}
{"text": "q Otesha ndoto  oteshwa ndoto  oteshana ndoto  otea ndoto  otewa ndoto  i"}
{"text": "Oteana ndoto"}
{"text": "C14"}
{"text": "a sahau"}
{"text": "b baba mlezimama mzaziaskari kanzu Mwalimu mzee"}
{"text": "c Wasichana watatu wanaondokawanatoka darasani pole pqlekwa utaratibuasteaste alaalahalahalahenezi"}
{"text": "d i Ni ile inayojisimamia kimaanaisiyokubali viambishi Ni kipasho"}
{"text": "kisichoweza kuambishwa"}
{"text": "ii Nairobi Baba Mama sahaningombe nk"}
{"text": "e a awali ye  tamati akiunganisha aye o"}
{"text": "f 1 Mwanfunzi yule ambaye ni mrefu amepita mtihani"}
{"text": "2 Mwanafunzi yule ambaye amepita mtihani ni mrefu"}
{"text": "3 Mwanafunzi ambaye amepita mtihani ni yule mrefu"}
{"text": "4 Yule mwanafunzi ambaye ni mrefu amepta mtihani"}
{"text": "5 Mtihani umepitwa na yule mwanafunzi ambaye ni mrefu"}
{"text": "6 Mwanafunzi mrefu ndiye ambaye amepita mtihani"}
{"text": "g Wayawanguumepotea"}
{"text": "h Yambwatendwakipozi  shamrisho kipozi"}
{"text": "i Mchezaji aliucheza mpira mjini Malindi Mchezajialiuchezaropirajanajionimwakajana"}
{"text": "j 1 Yohana alipiga mpira badalaya Husha"}
{"text": "2 Yohana alipiga mpira umwendee Husha"}
{"text": "3 Yohana alimpiga Husha ksya mpira"}
{"text": "4 Yohana alimpiga Husha kwa kutumia mpira"}
{"text": "5 Yohana aliupiga mpira kwa kumpendezakumfurahishakumfaa Husha"}
{"text": "k Sisi hatujamaliza kujenga nyumba ambayo isingalikuwa yake asingalifurahi"}
{"text": "I i Zingua  Mzinguo rnzinguliwa kuzingua uzinguzi mzingua"}
{"text": "ii Tosautosajikutosamtosajimtoswamtosakitosomtosi"}
{"text": "m"}
{"text": "n Mgeniyukoyumoyundaniya nyumba"}
{"text": "o sahilisha ahilishana sahilishwa sahilika sahilia"}
{"text": "p zsautiyakikwamizo"}
{"text": "d sauti ya kipasuo kizuli wa"}
{"text": "q Ni kitenzi kisaidiziTs"}
{"text": "HikiHichokile kilipatikana nchini"}
{"text": "Sahili huwa na kitenzi kimoja"}
{"text": "Km Mwalimu anacheza"}
{"text": "Ambatano huwa na vitenzi viwili"}
{"text": "Baba anasoma gazeti huku mama anapika"}
{"text": "t Baba ameenda NairobiUlayaShule"}
{"text": "u Mvua imezibomoa nyumba za majirani"}
{"text": "Mvuaimebornoanyumba zamajirani"}
{"text": "v Huenda serikali iwazie kuidhibiti bei ya petroli Hatuwezi kuyaruhusu makampuni ya petroli kunyanyasa umma alisema waziri wa kawi Bei ya petroli imeongezwa mara nne katika kipindi cha mwezi mmoja"}
{"text": "MSAMIATI"}
{"text": "C1"}
{"text": "a I Zifuatazo ni sehemu gani za mwili"}
{"text": "i Kisugudi"}
{"text": "ii Nguyu"}
{"text": "II Andika maneno mengine yenye maana sawa na"}
{"text": "i Damu"}
{"text": "ii Jura"}
{"text": "b Tumia kitenzi KAA inavyofaa kujaza nafasvzilizoachwa"}
{"text": "Onyango alipofika nyumbani alikosa mahali pa"}
{"text": "Watu walikuwa wamejaa na hapakuwa na kitihata kimpja cha alama 2"}
{"text": "c Fafanna maana ya methali"}
{"text": "I Wasohayawariamjiwao"}
{"text": "II Tunasema kifurushi cha kalamu"}
{"text": "ya ndizi"}
{"text": "d Ni mbinu gani za lugha zinzotumiwa katika sentensi hizi"}
{"text": "I Juma si simba wetu hapa kijijini"}
{"text": "II Jymanishujaakama samba"}
{"text": "e Andika sentensi tatu kuonyesha maana tatu tofauti za neno KINA alama 3"}
{"text": "f Eleza tofauti ya semi mbili zilizopigwa mstari"}
{"text": "i Kevogo hana muhali ikiwa hawezi kukufanyia iambo atakwambia"}
{"text": "ii Kevogo hana muhali hivi sasa amekuambia hawezi kukufanvia janabo hil"}
{"text": "g Yaandike maneno yajuatayo katika ufupi wake"}
{"text": "i Shangazizako"}
{"text": "ii Mama zako"}
{"text": "C2"}
{"text": "a Fafanna maana za misemo ifuatayo kwa kuitungia sentensi"}
{"text": "i Kula uvundo"}
{"text": "ii kulauhondo alama2"}
{"text": "iii kula mori"}
{"text": "b Eleza kazi ifanywayo na"}
{"text": "i Mhariri"}
{"text": "ii Jasusi"}
{"text": "C3"}
{"text": "a i Eleza maana ya misemo ifuatayo kwa kuitungia sentensi moja moja"}
{"text": "Kuramba kisogo alama2"}
{"text": "Kuzunguka mbuyu alama2"}
{"text": "ii Andika methali nyingine ambayo maanayake ni kinyume cha"}
{"text": "Riziki kama ajali huitambui ijapo"}
{"text": "b Mahali palipo hamwa panaitwa alamal"}
{"text": "C4"}
{"text": "a Taja madini mawili ambayo yametukuzwa zaidi moja kwa tharnani yake ya kifedha na nyingine kwa kutengeneza vyuma vigumu kuliko madini mengine"}
{"text": "alama 2"}
{"text": "b Watu wafuatao wanafanya kazi gani alama 2"}
{"text": "i Mhasibu"}
{"text": "ii Mhazili"}
{"text": "c Eleza tofauti mbili muhimu za kimaumbile kat ya wanyama"}
{"text": "i Kifaru"}
{"text": "ii Nyati alama 4"}
{"text": "d Tumia semi hizi katika sentensi kuonyesha maana"}
{"text": "i Kuchokoachokoa maneno alama 2"}
{"text": "ii kumeza shubiri alama2"}
{"text": "e Tunga sentensi mbili zinazobainisha tofauti kati ya"}
{"text": "i Goma"}
{"text": "ii Koma alama2"}
{"text": "C5"}
{"text": "a i Andika metbali nyinging yenye maana na"}
{"text": "Mweriye kelele hana neon alama 1"}
{"text": "ii Eleza maana yamisemo"}
{"text": "I Hanamwiko"}
{"text": "II Ameliambugimiguuni"}
{"text": "alama 2"}
{"text": "b Tunga sentensi mbili kuonyesha tofauti kati ya"}
{"text": "i Tega"}
{"text": "ii Tenga alama 2"}
{"text": "c Eleza maana mbili mbili tofauti za maneno"}
{"text": "i Rudi"}
{"text": "ii Funza"}
{"text": "d jumba la kuhifadhi vitu vya kale ili watu wavitazarm huitwa"}
{"text": "e Andika kwa tarakimu"}
{"text": "Nusu kuonueza sudusi ni sawabn na thuluthi mbili"}
{"text": "f Jaza kiungo cha niwili ki faacho"}
{"text": "i   ya jicho hurekebisha kiasi cha mwanga uingiao kwenye jicho"}
{"text": "alama 1"}
{"text": "ii Saa hukmgiwa kwenye  cha mkono alama 1"}
{"text": "g i Mjukuu ni wo habu mpwa ni wa aiama 1"}
{"text": "ii Tunachunga unga tunapeta alama 1"}
{"text": "C6"}
{"text": "a Tunawaitaje watu hawa alama 2"}
{"text": "i Mtu anayebeba mzigo kwa ujira"}
{"text": "ii Mtu anayeshugliulikia elimu ya nyota"}
{"text": "b Taja methali inayoafikiana na maelezo haya"}
{"text": "i Wengine wanapozozanana kugombana kunao wanaoiiirahia kabisa hali"}
{"text": "hiya"}
{"text": "ii Afadhali kuhudhuria huo mkutano hata kama umechelewa"}
{"text": "c Tunga sentensi tatu zikionyesha maana tatu za neno chungu alama 1"}
{"text": "d Kamilisha"}
{"text": "i Bumba la"}
{"text": "ii Genge la"}
{"text": "e i Juhudi zake hizo si chochote bali kutapatapa kwa mfamaji"}
{"text": "ii Leo kapasua yote hata mtama kwarnwagia kuku"}
{"text": "C7"}
{"text": "a Eleza katika sentensi maana ya misemo ifuatayo"}
{"text": "i Uso wa chuma alama 1"}
{"text": "ii Kuramba kisogo alama 1"}
{"text": "b Andika visawe manenozyenye maana sawa vya maneno haya"}
{"text": "i Sarafu  alama 1"}
{"text": "ii Kejeli alama 1"}
{"text": "iii Daktari alama 1"}
{"text": "c Kwa kilaozi la maneno uliyopewa tunga sentensi kutofautisha maana"}
{"text": "i Ini"}
{"text": "Hini alama 2"}
{"text": "ii tairi"}
{"text": "tahiri alama 2"}
{"text": "d Andika kinyume cha"}
{"text": "i Shari  alama 1"}
{"text": "ii Oa alama 1"}
{"text": "e i Anayefundisha mwari mambo ya unyumba huitwa alama 1"}
{"text": "ii Samaki anayejirusha kutoka majini huitwa alama 1"}
{"text": "C8"}
{"text": "a Tunga sentensi zitakazobainisha maana yajozi za maneno zifuatazo alama 4"}
{"text": "i Mbari Mbali"}
{"text": "ii Kaakaa Gaagaa"}
{"text": "b Tumia misemo ifuatayo katika sentensi alama2"}
{"text": "i Enda nguu"}
{"text": "ii Chemsha roho"}
{"text": "c Eleza maana mbilitofautiza"}
{"text": "Rudi alama 2"}
{"text": "d eleza maana ya methali"}
{"text": "Ukistaajabu ya Musa utaona ya Firauni"}
{"text": "alama 2"}
{"text": "a Tofautisha maana za sentensi zifuatazo"}
{"text": "i Kazi yote ni muhimu"}
{"text": "ii Kazi yoyote ni muhimu"}
{"text": "b Eleza maana ya methali ifuatayo kwa kifupi uji uki wa moto hupozwi kwa ulimi"}
{"text": "c Eleza maana ya misemo ifuatayo"}
{"text": "i kukunjua jamvi"}
{"text": "ii kulamate"}
{"text": "d Maana moja ya andika ni kuchora maandishi ubaoni kitabuni nk"}
{"text": "Toa maana nyingine ya neno hilo alamal"}
{"text": "C10"}
{"text": "a Eleza maana ya"}
{"text": "i Sina pa kuuweka uso wangu"}
{"text": "ii Ana mkono wa buli"}
{"text": "b Jaza jedwali"}
{"text": "Kiume Kike"}
{"text": "Mjakazi"}
{"text": "Jogoo"}
{"text": "Fahali"}
{"text": "c i Kati ya madini haya taj a yale yanayopatikana baharini"}
{"text": "Zinduna Zebaki"}
{"text": "Lulu Ambari"}
{"text": "Yakuti Marumaru"}
{"text": "alama 3"}
{"text": "ii Haya ni rnagonjwa gani"}
{"text": "I Matutywitubwi"}
{"text": "II Tetewanga"}
{"text": "iii Mbuni huzaa matunda gani"}
{"text": "Cll"}
{"text": "a"}
{"text": "Tunga sentensi moja moja kuonyesha tofauti kati ya vitate vifuatavyo"}
{"text": "i Karama"}
{"text": "ii Gharama"}
{"text": "b"}
{"text": "Tunga sentensi MOJA itakayoonyesha maana mbili tofauti za neno pembe"}
{"text": "alama 2"}
{"text": "C12"}
{"text": "Neno Chuo lina maana ya Shule inayotoa mafunzo maalum ya kazi fulani Tunga sentensi mbili kubainisha matumizi mengine mawili ya neno hili alama 2"}
{"text": "MAJ1BU"}
{"text": "MSAMIATI"}
{"text": "C1"}
{"text": "I i Kisugudinikifundochamkonokiachamkono"}
{"text": "ii Nguyunikifundochamguu alama2"}
{"text": "II i Ngeu"}
{"text": "ii Jiaha  nipuinbavu  mjkiga  zuzu  mbumbumbubwegemjahili alama 2"}
{"text": "b Kukaa alama 1"}
{"text": "Kukalia alama 1"}
{"text": "c i Watu wenye mazoea mabaya kusikizana wao kwa wao hata ikiwa"}
{"text": "waunguana hushangazwa nao alama 1"}
{"text": "ii Chaneyandizi alama 1"}
{"text": "d i Istiarajazanda alama 1"}
{"text": "ii Tashbihi alama 1"}
{"text": "e  Shimo hili lina kina kirefu"}
{"text": "Shairi lako halina kina cha mwisho"}
{"text": "Kitabu changu kina picha nzuri"}
{"text": "Amekwenda kwa akina Amma"}
{"text": "zozote 3 alama 1x3  3"}
{"text": "f  Hana shida  ngumu alama 1"}
{"text": "Hana muda  wakati alama 1"}
{"text": "g i Shangazizo"}
{"text": "ii Mamazo alama 2"}
{"text": "C2"}
{"text": "a i Kula uvundo  kotofaidika kupata hasara kupata shida kula mwata"}
{"text": "ii Kula uhondo  kupata starehe  neema  raha  ufanisi  manufaa  faida"}
{"text": "utamu alama 2"}
{"text": "iii Kula mori  kukasirika  kughadhabika"}
{"text": "b Maana"}
{"text": "Mhariri  Anayesoma au kusahihisha au kurekebisha maandishi tayari kwa uchapishaji"}
{"text": "kusanifisha  kukosoa"}
{"text": "Jasusi  Anayepeleleza habari fulani alama 4"}
{"text": "C3"}
{"text": "a i Kumwendea mtu kinyume"}
{"text": "Kupewa hongo"}
{"text": "kutunga sentensi alama 1 kueleza alama 1"}
{"text": "ii Ukitakachamvungiinishartiuiname"}
{"text": "Ukiona vyaelea vimeundwa"}
{"text": "b i  ago"}
{"text": "mahame ganjo"}
{"text": "C4"}
{"text": "a Pekee Dhahabu Almasi"}
{"text": "b i Mhasibu Uwekaj i hesabu ya pesa  anaye hesabu na kuweka hesabu hiyo"}
{"text": "ii Mhazili Mpiga taipu anayeshughulikia maandishi ofisini  sekretari"}
{"text": "karani"}
{"text": "c  Kifaruhanamanyoyaiihalinyatianayo"}
{"text": "Kifaru ana masikio madogo kuliko ya nyati"}
{"text": "ii Kiko  Kiwiko"}
{"text": "g i  Mjomba"}
{"text": "ii  Nafaka  mawele mchele mahindi"}
{"text": "C6"}
{"text": "a i hamalimchukuzimpagazi"}
{"text": "ii Mnajimumajusi"}
{"text": "b i Vita vya panzi neema ya kunguru"}
{"text": "ii Kawia ufike"}
{"text": "c  Chakula kimemwagika chungu nzima mf"}
{"text": "iungu la vitu  idadi   mdudu rhdogo mweusi"}
{"text": "kali  kinyume cha tamu"}
{"text": "peleuviqibemwilinichunusi"}
{"text": "d i bumbalanguonyukikaratasinoti"}
{"text": "ii genge la  wezi  vibarua  wakora"}
{"text": "e i hatafaulu  hatafaniki wa  hatafba dafu  kula inwande"}
{"text": "ii kutoboa siri  fichua siri  fiikua siri"}
{"text": "C7"}
{"text": "a Eleza katika sentensi maana ya misemo ifiiatayo"}
{"text": "i Uso wa chuma"}
{"text": "Sentensi ionyeshe uso usioonyesha hisia zozote"}
{"text": "ii Kurambakisogo"}
{"text": "Kusengenya kwa kutumia ishara"}
{"text": "b Andika visawe maneno yenye maana sawa vya maneno haya"}
{"text": "i SarafU ghawazi  fulusi  darahima  hela  pesa  dirhamu  njenje"}
{"text": "ii Kejeli Dhihaki  stihizai  dharau  bezo  kebehi  dunisha"}
{"text": "iii Daktari Tabibumganga"}
{"text": "c Kwa kila jozi ya maneno uliyopewa timga sentensi mbili kutofautisha maana"}
{"text": "i Ini  kiungo cha mwilini"}
{"text": "Hini  nyanyasa haini kunyima oneank"}
{"text": "ii Tairimpira wa nje wa gurudumu kv lagari"}
{"text": "Tahiri tia tohara chuna jogoo"}
{"text": "d Andika kinyume cha"}
{"text": "i Shari  shwari  heri  sudi  utulivu  wema  neema  baraka"}
{"text": "ii OaTalikiachatenga"}
{"text": "e i Anayefimdishamwarimamboyaunyumbahuita"}
{"text": "Kungwi au somo"}
{"text": "ii Samakianayejirushakutokamajinihuitwa"}
{"text": "Mkizi"}
{"text": "C8"}
{"text": "a i Mbari  Ukoomlango"}
{"text": "Watu wa kitovu kimojajamii ukoo nasabajik Kamauniwambari"}
{"text": "Mbali kisichokuwakaribumasafamarefubainayamahalinamahalisiosawa"}
{"text": "sawa tofauti km Shati hili lina rangi mbili na lile"}
{"text": "ii Kaakaa  ishi mahali kwamdakinywaniseh"}
{"text": "kaakaayake"}
{"text": "Gaagaa geukageuka katika haliyakujilazatuatuapiagaragara km vile aligaagaa Idtandani kwa mauvivu"}
{"text": "b i Enda nguukatatamaakukata tama kabisa"}
{"text": "Alienda nguuhatakablayakujaribu"}
{"text": "ii Chemsharohokasirisha"}
{"text": "Kuwa mkali kasirika Baada ya kuusiwa alichemka roho wakapigana"}
{"text": "c i Rejea"}
{"text": "ii ToaAdhabukanya"}
{"text": "iii Toa malipo ya pesa kwa aj ili ya kila alichopokea"}
{"text": "iv Kufupikakwanguo"}
{"text": "d Ukistaajabu mambo madogo utafanyanini ukipata makubwa"}
{"text": "Si vizuri kustaj abishwa na j ambo kwani kuna uwezekano wa kupatwa na makubwa"}
{"text": "Usishangazwe na madogo"}
{"text": "C9"}
{"text": "a i YoteNzimaJunJaujumla"}
{"text": "ii YoyoterBilakuchaguabilakujali"}
{"text": "b Mtu hawezi kuj iingiza matatanikule mambo yalikochacha atadhurika Mambo"}
{"text": "ya kiwa hatari yatalutiwa mbinu mufti ya kuyatatua"}
{"text": "c i Kuanzashughuli"}
{"text": "ii Kukosachakulakukosariziki"}
{"text": "d Kupangakuandaa meza kwa ajili ya kuweka chakula"}
{"text": "C10"}
{"text": "a i Ninaona haya"}
{"text": "ii Nimchoyoahili"}
{"text": "b Kitwanamtwana"}
{"text": "Tembekoo Mbuguma"}
{"text": "c i Maramaru lulu ambari"}
{"text": "ii ugonjwa wakuvimba sehemuyashingonamashavumachapwi ugonjwa unaofanana na ndui ndogotete kuwanga"}
{"text": "iii buni"}
{"text": "C11"}
{"text": "a i KaramaKipawa au uwezo kutoka kwa Mungu"}
{"text": "ii GharamaMatumiziyapesabeiyakituchenyethamani"}
{"text": "b i Karama  Kipawa au uwezo kutoka kwa Mungu"}
{"text": "ii GharamaMatumiziyapesabeiyakituchenyethamani"}
{"text": "C12"}
{"text": "lNdoa"}
{"text": "2 Mahali watoto hujifunza kuranimadrasa"}
{"text": "3 kitabu cha dini ya kiislamu7 kiarabu"}
{"text": "4 kifaa cha kuchokolea nazi"}
{"text": "**Home Science**may seem like a totally new area to you, since there is no subject known as 'Home Science' in the Primary School Curriculum. However, you actually covered it under Science and this includes topics such as, the Human Body, Health Education, Foods and Nutrition, among others. <br><br>Just as you enjoyed learning the above topics in Science while in Primary School, I am sure you will enjoy learning Home Science as a subject on its own in Secondary School. <br><br>**The following sub-topics will be covered in this topic:**<br><br>1. Basic sewing tools and equipment 2. The sewing machine <br><br>**Introduction**<br><br>Needlework requires the use of some special tools and equipment which are categorized into two main groups: Small and Large : needed for:- Measuring Cutting Transferring pattern markings Sewing Pressing Storage Others <br><br>**Objectives** **By the end of the lesson you should be able to:**<br><br>State factors to consider when choosing different basic sewing tools and equipment. Describe how to use and care for basic sewing tools and equipment. <br><br>Measuring Tools Tape measure Measuring Gauge Meter stick <br><br>**Choice** The tape measure should: Be clearly marked on both sides upto 150cm. Be woven and plastic coated to avoid fraying and stretching. Have metal ends. Roll up when not in use. It should: Be firm. Be clearly matched at right angles. Have several measurements marked. Used for measuring small width. Store after use. Meter Stick <br><br>**Choice of a Meter Stick** It should be: Made of smooth wood or plastic. Marked clearly. Used to measure long straight lines. Hem Marker <br><br>**Choice** Can be made from manila or cardboard. Used for marking hem depths to ensure even size. <br><br>**CUTTING OUT TOOLS**<br><br>Dressmaker's shears Pinking shears Embroidery scissors Buttonhole scissors Paper scissors Dressmaker's pins Seam ripper Table worktop Dressmaker's Shears <br><br>Should be rust free (stainless steel) Sharp Firmly hinged Comfortable handle with one hole large enough for 2 or more fingers One blade should be pointed Long blade ,at least 15cm Oil the hinges regularly Hold correctly Do not chop Wipe after use Do not use for cutting hair, paper, thread or for snipping Pinking Shears <br><br>Made of rustless metal stainless steel) Is serrated Used for neatening edges especially on open seams, on materials that do not fray. Embroidery Scissors <br><br>Small Sharp fine pointed blades Cutting threads, snipping Cutting buttonholes Paper Scissors <br><br>Smaller in size than the cutting out shears Not very sharp Used for cutting out paper patterns. Dressmaker's Pins Assorted lengths Fine and sharp Made of stainless steel Buy those with big heads Store in a pin cushion or in a small box. Avoid scattering. Keep them dry and free from rust. Seam Ripper <br><br>The blade should be sharp. It should have a cover to protect the sharp point. Used for removing unwanted stitches and cutting button holes. Do not drop. Store in the needlework box when not in use. Table Top <br><br>Should be large enough for laying the pattern pieces out. Comfortable height for the user. Smooth and flat not to spoil the fabric. Should not be polished. Dust well before placing work. Do not scratch with sharp objects such as tracing wheel. Do not stain with carbon. <br><br>**TRANSFERRING PATTERN MARKINGS**<br><br>Tailor's chalk Tracing wheel Dressmaker's carbon paper Pencils Comes in different shapes Buy assorted colours Used for marking patterns Do not drop, it will break Store in the needle work box Tracing Wheel <br><br>The edge should be well serrated. The wheel should be firmly fixed. Use carbon colour closest to that of the fabric. Wooden handles are more durable than plastic handles. Used for transferring pattern markings with dressmaker's carbon. Dressmaker's Carbon Paper <br><br>Choose different colours Should be big in size Used with tracing wheel for transferring patterns. Do not press hard while using tracing wheel as it will tear. Fold and keep well. Pencils <br><br>Choose dark strong pencils:*For drawing patterns.*<br><br>**SEWING TOOLS**<br><br>Needles Sharps Betweens Crewels Sharps Needle <br><br>Have round eyes Should be fine Eye should be smooth Easy to thread Assorted sizes; the higher the number the finer the needle Use correctly Used for ordinary sewing Should be kept in a pin cushion Betweens Needle <br><br>Assorted sizes; the higher the number the finer the needle. Shorter and sharper than sharps Fine needles Also used for quilting Crewels Needle Must be sharp Should be thick enough to leave holes on the fabric Should be smooth not to spoil the fabric <br><br>Used for making holes and eyelets Do not drop as the point will become blunt Bodkin <br><br>Eye must be large. Point should be blunt so that it does not pierce through the work when it is in use. Used for threading elastic cords, ribbons and tapes through casings or eyelets. Store in the needlework box. Embroidery Loop <br><br>***Choose according to the work***<br><br>Similar to ironing board but small Used for pressing small shaped articles such as cuffs and sleeves <br><br>Choose lint free clothes that are closely woven Used for dampening when pressing. Wash and store after use. <br><br>**Sewing Machine**<br><br>A**sewing machine**is a large sewing equipment designed to make stitches. It makes sewing quicker and more efficient.It is a simple machine to operate as it is done manually at the speed of the person operating. <br><br>It is portable and easy to carry. Balance wheel is rotated by hand. One hand rotates the hand wheel while the other guides the material. Hand Machine The following video clip shows the working of a hand machine: Treadle Machine These are stitches which are used to hold two or more layers of fabric together permanently. They include: Machine stitches Over sewing Faggotting <br><br>***Faggotting Stitches***<br><br>Neatening Stitches These are stitches which are used to finish raw edges. They include: Loop stitches Button hole stitches Machine zigzag <br><br>***Buttonhole Stitches***<br><br>Decorative stitches These are embroidery stitches worked to add beauty to a garment or article. They include: Stem stitch Chain stitch Satin stitch Cross stitch French knot Even Tackings Long and Short Tackings Diagonal Tackings Tailor Tacks <br><br>**Other Disciplines in Home Science**<br><br>Maternal child care Home care Textiles Clothing Health education Consumer education It takes care of the individual, the home and the environment through planning, organizing and using available resources efficiently. Tidy Room Untidy Room Textiles It is the study of fibres which are made into fabrics. <br><br>**A textile industry**<br><br>Clothing It deals with clothing construction and maintenance. <br><br>**Health Education**<br><br>It promotes health by changing people's behaviour, attitude and practices. This is done through personal hygiene, environmental hygiene and care of the sick at home. A person washing hands after visiting the toilet <br><br>**Consumer Education**<br><br>It makes people aware of the available goods and services in the market, their choice and use. <br><br>Variety of liquid soaps A bill board with some information on food Importance of Home Science The importance of Home Science to: The Individual The Family The Community **The Individual**<br><br>Makes a person to be self reliant by giving one skills to start income generating activities. It is a foundation for further education and training. <br><br>Helps one to acquire skills to enhance quality of life by managing scarce resources. Prepares an individual to take care of personal hygiene, food, clothing and health. <br><br>**The Family** Home Science helps the family to: Practice and administer First Aid in case of accidents and illnesses. Maintain high standards of living. Improve its economic status. <br><br>**The Community** Skills acquired create employment opportunities. **CAREER OPPORTUNITIES**<br><br>Home Science leads to diverse career opportunities such as: Teacher Interior Designer Chef Air Hostess Dietician Community Health Worker Fashion Designer Entrepreneur Researcher Textile Engineer <br><br>***Teacher***<br><br>***Chef*** This is the chief cook of a large kitchen staff. He/she is in charge of menu creation, staff management and business aspects related to the kitchen. <br><br>***Air Host / Hostess*** Also known as flight steward or cabin crew member. He/she ensures that passengers have a comfortable journey on the flight. <br><br>***Dietician*** An expert in Food and Nutrition. He/she promotes good health through proper eating; supervises the preparation of food, develops modified diets, participates in related research and educates individuals on good nutritional habits. <br><br>***Community Health Worker*** A member of a community who is chosen by community members to provide basic health and medical care to the community. <br><br>***Fashion Designer*** A Fashion Designer creates original garments as well as those that follow established fashion trends. He/she studies trends, sketches designs of clothing and accessories, selects colours and fabrics, and oversees the final product of their designs. <br><br>***Entrepreneur*** A person who identifies a business opportunity, assesses the risks involved, organises the necessary resources to start and run a successful business. Researcher A person who tries to discover, interprete and develop methods and systems for the advancement of human knowledge on a wide variety of scientific matters of our world and the universe. <br><br>***Textile Engineer*** The textile engineer specializes in the study of fibres and new textile production methods. The profession includes turning fibre into fabric and fabric into clothing and other textile products. <br><br>***Interior Designer*** This profession is concerned with anything that is found inside a space/room, that is, walls, windows, doors, finishes, textures, light and furnishings. The interior designer uses these elements to develop a functional, safe and aesthetically pleasing space/ room for use. <br><br>***Personal Hygiene*** Personal hygiene refers to the cleanliness of the body. This involves good grooming or care of different parts of the body, choice, use and care of personal items. Cosmetics are prepared substances which are applied on the body by both men and women to enhance appearance. They include: <br><br>*Lips stick* *Mascara* *Rouge* *Body lotion* *Deodorant* *Petroleum jelly* *Eye shadow* *Nail polish* *Hair colour* *Hair oil* *Eye Liner* **to insert animation**<br><br>*Click on the PLAY button to view where and how body lotion is used.* *This is used mainly to reduce body odour which is caused by bacterial breakdown of perspiration.* *Click on the PLAY button to view where and how deodorant is used.* *This is used to soften and smoothen skin, especially that of children.* *Click on the PLAY button to view where and how petroleum jelly is used.* *It compliments the eye colour, hence draws attention to the eyes.* *Click on the PLAY button to view where and how eye shadow is used.* *It is applied to finger and toe nails to enhance their appearance.* *Click on the PLAY button to view where and how mascara is used.* *It is used to change the colour of hair to a shade regarded as more fashionable or desirable.* *Click on the PLAY button to view where and how hair colour is used.* *It is used to soften the scalp and give the hair a shiny look.* *Click on the PLAY button to view where and how hair oil is used.* *It is applied around the contours of the eye to create a variety of aesthetic illusions.* *Click on the PLAY button to view where and how eye liner is used.*<br><br>**Choice of Cosmetics**<br><br>Choose according to your skin type and complexion. Choose a cosmetic that provides adequate information, for example, expiry date, composition and side effects. Avoid cosmetics that contain mercury and hydroquinone as they are harmful to the body. Choose environmental friendly deodorants and anti-perspirant perfumes. **Use of Cosmetics**<br><br>Use cosmetics sparingly. All make-up should be removed before retiring to bed. Do not wear cosmetic on a skin that has acne, is broken or infected. Chipped nail vanish should be removed immediately as it is unsightly. Keep make up fresh by reapplying it when it wears off. Misuse of Cosmetics Use cosmetics correctly and in the right area. Avoid sharing cosmetics as it may be harmful to your skin. Excessive use of make up makes one look unattractive. Do not mix cosmetics as it may be detrimental to one's health. <br><br>**Safety in the Home and First Aid**<br><br>The following will be covered in this chapter: <br><br>1. Common Accidents in the Home, Causes, Prevention and Management 2. Assembling a First Aid Kit The home is a safe haven for security and comfort. In order to maintain safety, it is important to take necessary precautions in the home. <br><br>**By the end of the lesson, you should be able to:**<br><br>Identify common accidents in the home and their causes. Explain how to prevent common accidents in the home. <br><br>**The common accidents in the home are:**<br><br>Cuts and bruises Burns and scalds Fractures and sprains Suffocation Choking Shock Foreign bodies in the eyes and nose Fainting Nose bleeding Drowning Insect stings and bites Snake bites Poisoning <br><br>**Cuts and Bruises**<br><br>A cut is a slit or break on the skin caused by sharp objects such as razor blades, broken glass and knives while bruises are caused by blunt blows. Store sharp objects safely. Use and care for knives appropriately. Dispose off empty tins, broken bottles and other sharp objects e.g. by burying. Keep doors of cupboards, wardrobes and drawers closed. Household items should be kept in their appropriate places. <br><br>**Management**<br><br>**Cuts** Clean the wound with clean water or a weak antiseptic solution. Cover with sterile gauze or a pad of cotton wool and bandage. For a deep cut, press onto the wound with a pad of cotton wool and bandage. Raise the wounded part if it is a limb to reduce pain. Seek medical attention. <br><br>**Bruises** Cool the bruised part with very cold water or dab with a cloth soaked in cold water. Raise the injured part if a limb to cut down amount of blood flowing into it so as to reduce the swelling. <br><br>**Burns and scalds** Burns are caused by dry heat such as hot charcoal, metal and open flames while scalds are caused by moist heat such as stream and hot liquids. <br><br>**Prevention of burns and scalds** Matches, boiling stoves, hot liquids, burning candles should be kept away from children. Store flammable liquids away from children. Lids covering hot foods should be opened away from the handle while cooking. Saucepablows direct or indirect force on bones falls A sprain is a tearing or stretching of ligaments. It is caused by a stretching of a joint beyond the normal level of motion. <br><br>Rooms should be tidy and well lit. Floors should be free from spills and peels. Arrest any bleeding that may occur. Use a splint to hold the fracture in place. Apply a sling. <br><br>**Choking** Choking is when one is not able to breathe. Choking is caused by food or foreign objects such as seeds, bones and coins stuck in the throat or air passage making breathing difficult. Encourage the casualty to cough Give back slaps <br><br>**Obstruction** Avoid putting foreign objects in the mouth.Children should not play while eating. If casualty is breathing, encourage him/her to cough as this will help to dislodge the obstruction. For babies, hold upside down by the legs and pat gently on the upper part of the back until the object pops out. <br><br>For older children and adults, hit the person sharply with the palm of the hand between the shoulder blades until the object pops out.You can also stand behind the casualty, link your hand below their naval, press the belly with strong jerks until the object pops out. <br><br>**Suffocation**<br><br>Suffocation occurs when there is inadequate supply of fresh air or when the wind pipe is blocked, hence preventing air from getting into the lungs. <br><br>A child wearing a polythene bag over his/her head Dispose off polythene bags appropriately. Cooking stoves should be used in well ventilated rooms. Replace worn out gas tubes. <br><br>Identity the cause and act appropriately. If its the lack of fresh air, take the person outside to an airy place. If it is due to a polythene bag getting stuck in the head, remove it.Check the airways are open and the casualty is breathing.If breathing has stopped, start artificial respiration.Take casualty to hospital for further assessment and management. **Shock**<br><br>Shock is a temporary lack of supply of blood to the brain and other vital organs. It is caused by upsetting or good news and events such as electric shock, excessive injury, and illness. <br><br>***Causes***<br><br>Severe bleeding, either internal or external. Loss of plasma in burns or crash injuries. Heart failure as in acute heart attacks. Loss of body fluid from recurrent vomiting or severe diarrhoea. Acute abdominal emergencies, example perforation of stomach or ruptured appendix. All electric wires should be well insulated and defective equipment repaired and replaced. Do not touch electric switches and appliances with wet hands. <br><br>**Prepare one for bad news**<br><br>Lay the casualty down and deal with the injury or underlying cause of the shock. Raise and support legs to improve the blood supply to the vital organs. Loosen tight clothing at chest, neck, waist to reduce constriction in these areas. Protect when necessary with a blanket or sheet. Do not give casualty anything to drink. Take him to hospital as soon as possible. **Foreign bodies in the ears, eyes and nose**<br><br>A foreign body is anything undesirable that enters into the body such as dust, insects and seeds (common with children). <br><br>A child putting a bean in the nose and then breathing it out.People should protect their eyes when walking or working in an area where there are dust particles in the air e.g. by wearing protective gear.Keep small items such as seeds and beads away from children. <br><br>***Foreign body in the eye*** Advise the casualty not to rub the eye.Let the casualty sit facing the light, separate the eyelids gently with clean fingers and thumb.If foreign object can be seen, wash it out with clean water. If it is stuck on, remove with a moist swab or damp corner of clean cloth.If the object remains stuck on, bandage the eye and seek medical assistance at the nearest health facility. <br><br>***Foreign body in the nose*** Calm the casualty and request him/her to breath through the mouth.Press the unaffected nostril with a finger and blow the nose to remove the object. If it does not come out, do not attempt to remove it, but seed medical assistance. For small children, seek medical assistance immediately. This happens when blood comes out of the nose. It may be caused by an injury, blowing the nose forcefully and picking the nose. Someone pinching the nose to prevent blood from coming out during nose bleeding. The head should be slightly bent. <br><br>***Avoid picking the nose.*** ***Avoid blowing the nose too hard and often where possible.*** ***Sit the casualty down with the head forward.*** ***Pinch the nose firmly below the bridge for 10 minutes, making the person breath through the*** ***mouth.*** ***After 10 minutes, request the casualty to release the pressure on the nose.*** ***Encourage the casualty to spit out any blood that flows into the mouth.*** ***If nose bleeding persists beyond 30 minutes, seek medical attention.*** **Drowning**<br><br>Drowning is the blockage of air passages by liquids when swimming or if one falls into water bodies such as lakes, rivers and basins. A child bending into a bucket full of water. The child then falls inside.Water storage containers must have tight fitting lids. Do not store water in open containers.All water pools around the house should be drained.Bathtubs should be unplugged after use. <br><br>***Do not swim unaccompanied by a life saver.*** ***Remove the casualty from the water as quickly as possible.*** ***Shout for help if you cannot swim.*** ***Once the casualty is out:*** ***Open airways by placing casualty briefly on the side to drain out the water.*** ***Check for breathing and blood circulation.*** ***Start artificial respiration immediately if the casualty is not breathing.*** ***If there is no pulse, start Cardiac Pulmonary Resuscitation.*** ***If casualty starts breathing, put him/her in a recovery position.*** ***If no response, continue with Cardiac Pulmonary Resuscitation until help arrives.*** **Insect stings and bites**<br><br>Some insects such as bees, wasps and scorpions sting while others such as mosquitoes, ticks, lice and cockroaches bite. <br><br>Keep the environment clean. Do not disturb bees and hornets. Air beddings thoroughly and change them frequently. <br><br>**Bites** Clean the affected area thoroughly with clean water. If possible apply alcohol or alcohol mixed with iodine on affected areas except those close to the eyes. **Snake bites**<br><br>Snake bites can be poisonous or non-poisonous. <br><br>***Different types of snakes***<br><br>Do not provoke snakes. Clear bushes around the house Lay the casualty down. Reassure the casualty and keep him/her calm and still. Wash wound well and pat dry with clean swabs. Lightly compress the limb above the wound with a roller bandage and immobilize the injury. Clear bushes around the house <br><br>**Poisoning**<br><br>Poison is any substance which when taken causes harm to the body. It gets into the body through swallowing, breathing in gases (inhalation), contact through pesticides and chemicals pushed through the skin. Baby drinking paraffin from a bottle <br><br>*Man seated in an enclosed room without ventilation and there is a jiko, hence he is inhaling carbon* *monoxide.* ***Wash hands after handling pesticides.*** ***Label medicines, insecticides and all other poisonous substances and keep them away from the*** ***reach of children.*** ***Medicines should be taken as prescribed by the doctor.*** ***Do not store chemicals near food*** ***Management of poison that does not burn*** ***If conscious, give drinks of milk or water immediately.*** ***Induce vomiting by touching the back of the throat with fingers.*** ***Give more drinks as you take the person to the nearest health facility.*** ***Note: take the container that held the poison with you.***<br><br>**Management of poison that burns**<br><br>Give casualty water to drink immediately. Wash away poison from the skin. Refer casualty to nearest health facility **What is First Aid?**<br><br>First Aid is the immediate help given to a person who has had an accident or sudden illness before being placed under medical care. It is usually done at the place where the accident occurs.A person who gives first help uses a First Aid Kit. This is a container with items required to give the first help. <br><br>By the end of the lesson you should be able to assemble items in a First Aid Kit. ***Borana/ Somali hut*** ***Giriama hut*** ***Luo hut*** ***A Manyatta***<br><br>**Manyatta Hut (Maasai)**- Oblong in shape.Uses poles, sticks, grass leaves which are smeared with a plaster of cow dung and mud on both walls and roof.The house has small openings for ventilation. <br><br>**Kikuyu hut -**Circular in shape.Constructed using poles, sticks and grass. Walls are plastered with mud and then smeared with clay. <br><br>**Borana/Somali hut -**The Borana /Somali people are nomads and as such their houses are constructed in a way that they can easily be dismantled and moved to new locations. Constructed using poles, sticks and grass. Long grass is neatly woven and tied together with strings into portions. The portions are secured in an overlapping manner onto a supporting frame in both the roof and walls of the house. These portions can easily be rolled up and secured for ventilation. <br><br>**Giriama hut -**Cone shaped with no apparent difference between the wall and the roof. Made of overlapping long grass tied using strings to a framework of poles and sticks. Palm leaves and twigs are closely woven together to form a detachable door. Housing units where one complete house is built on top of another. The compound is a common ground floor shared by all. <br><br>**There are three ways of providing family shelter. These are:** Renting a house Building a house Buying an already built house <br><br>**Advantages of building**<br><br>***One is able to:*** Build according to taste and specifications that meet the family needs and values. Rent it out and generate income. Have an investment for future. Have a feeling of permanence and stability. Use it as security for loans. Alter and renovate it. Choose the type of materials to use. <br><br>**Disadvantages**<br><br>Expensive If expertise is lacking the quality of work may be sub-standard. It is involving and time consuming. <br><br>**Advantages of Buying a house**<br><br>The house is available for occupation as soon as the transactions are complete. One can choose a location that he/she likes. One can select a house design that best meets his/her family requirements. One can use it to secure loans. Expensive if bought through mortgage. If mortgage is not completely paid, the house can be repossessed. A house already built may not meet all the family requirements. **Advantages of Renting a House**<br><br>The owner is responsible for maintenance. The tenant rents a house that suits the income and family size. The tenant may vacate the house at will. The tenant chooses a desired location. For example, near social amenities or place of work. Renting is expensive in the long run. One lacks a sense of permanent land ownership. The owner may decide to increase the rent. One cannot modify the house to suit his/her liking. Repairs may not be done on time as required. **Factors determining the building a House**<br><br>**1. Family Size**<br><br>The house should take care of family members as well as different sexes and ages. This factor is considered for all the methods. <br><br>**2. Cost** Choose a house within your means. One that you can afford. 3. Social Amenities A house should be in close proximity to social amenities. <br><br>**4. Security** Ensure a safe locality and hazardous free zones far from factories, industries, airport and sewages for health reasons. <br><br>**5. Construction** Quality of material used in building the house should be durable. Workmanship should be of high quality. **6. Type Of Soil** The type of soil affects the cost of building e.g. black cotton soil is most difficult to manage and hence increases the cost **7. Drainage** The site should be well drained to avoid flooding which leads to dampness, pests and damage to property. <br><br>**8. Orientation** The positioning of the house in relation to the sun and direction of wind should be considered. <br><br>**9. Ownership** Ensure you are the legal owner of plot/land house and that all legal requirements are taken care of. **Care of the Home**<br><br>Cleaning Equipment The home should be kept clean at all times. In order to maintain the cleanliness of the home, constant removal of dirt is important. <br><br>The following equipment is necessary for the removal of dirt: Brooms Scrubbing brush Cobweb brush Carpet brush Toilet brush Buckets and Basins Dustpan and hand broom Mop and mop bucket ***Brooms and Brushes***<br><br>Buy for the correct purpose. Material used should be durable. Bristles should be firmly fixed. The head and handle must be smooth and curved. <br><br>***Care*** Use for the correct purpose. Remove loose dirt after every use and clean regularly. Store them appropriately so that the bristles are not damaged. Never store them when wet to avoid bad smell. <br><br>***Basins, Buckets, Karais***<br><br>Choose those made from durable material. Should be light in weight. Should be easy to clean. Should be washed after use with warm soapy water, rinsed and dried before storage. Store in a cool, clean and dry place. Avoid using scouring pads and strong abrasives as they scratch the surface. ***Dustpan***<br><br>The edges should be smooth. Should have a flat base. Should be made from durable material. Clean after every use and store appropriately. Thoroughly clean weekly in hot soapy water, rinse and dry. Do not bang as they loose shape. Use for intended purpose. <br><br>***Labour Saving Equipment***<br><br>Choice and care of labour saving equipment Should be strongly constructed. Should have all the necessary attachments. Buy one that can be easily operated. Make sure it has the correct voltage. Get a manual and a certificate of warranty Get a demonstration from the dealer. Ensure availability of after sales service and spare parts. Follow the manufacturer's instructions. Occasionally empty the dust bag of the vacuum cleaner. Replace the brushes of a carpet sweeper once worn out. Wind the cord around the handle and keep all attachments together while not in use. Store in a hanging position. <br><br>**Types of Kitchen Equipment and their Use**<br><br>Kitchen equipment is categorized into 3 main groups mainly: Small equipment Large equipment Labour saving equipment/devices <br><br>**By the end of the lesson you should be able to identify various kitchen equipment and their use.**<br><br>**SMALL KITCHEN EQUIPMENT**<br><br>These are usually classified according to their functions namely: Measuring and weighing equipment Cutting tools Shaping and molding Separating tools Lifting, mixing, turning and scooping tools Oven/baking utensils Pans and pots (Cooking vessels) Measuring and Weighing Equipment <br><br>***Cutting Tools*** Knives Shaping and Moulding Tools Separating Tools Lifting, Turning, Scooping and Mixing Tools Spoons Oven/ Baking Utensils Pans and Pots Large Kitchen Equipment Labour Saving Devices Cutting Tools Knives Shaping and Moulding Tools Separating Tools Lifting, Turning, Scooping and Mixing Tools Spoons Oven/ Baking Utensils Pans and Pots Large Kitchen Equipment Labour Saving Devices Food Hygiene Food Spoilage and Food Poisoning <br><br>Food spoilage is the deterioration of food, making it unfit for human consumption. Food poisoning is the illness caused by eating contaminated food. <br><br>**Objectives By the end of the lesson you should be able to:**<br><br>Explain causes and prevention of food spoilage and food poisoning. Identify signs and symptoms of food poisoning. <br><br>**Causes of Food Poisoning**<br><br>Chemical Contamination Bacterial Contamination Natural Poisoning Chemical Contamination Pesticides Using chopping board to chop meat then: The same chopping board is used to chop fruits before cleaning Poorly stored maize Maize with aflatoxins <br><br>**Causes of Food Spoilage**<br><br>1. Poor storage of foods 2. Chemicals present in food containers wrappers and packets 3. Keeping food for too long until it rots, wilts or withers. <br><br>Cover cooked foods to keep off bacteria, pests and pets. Milk should not be stored together with strong smelling foods as it absorbs their smell. Mould Bread Rotten Meat <br><br>**Food poisoning and food spoilage can be prevented by:**<br><br>1. Storing harmful chemicals such as kerosene, detergents away from food. 2. Thoroughly drying grains before storage and then storing them in a clean dry and well ventilated <br><br>grain store. <br><br>3. Not buying foods that have expired or are about to expire. <br><br>4. Washing hands, preparing, cooking and serving food in a clean environment. 5. Washing fruits and vegetables before using them. <br><br>**Signs and Symptoms of Food Poisoning**<br><br>***Violent vomiting*** ***High fever*** ***Severe abdominal pain*** ***Dizziness*** ***Diarrhoea*** ***General body weakness*** ***Shivering***<br><br>**Methods of Cooking**<br><br>***What is cooking?*** Cooking is a process of preparing food by applying heat. <br><br>Discuss reasons for cooking food. Identify different methods of cooking. State general rules for different methods of cooking. <br><br>**Why do we cook food?**<br><br>To improve flavour or taste of food. To improve appearance and make it more appealing. To kill germs and parasites hence making it safe for human consumption. To preserve it. To make it tender/ soft, hence easy to chew, digest and absorb. To improve the texture. Cooking equipment available. Number of people to be served. Amount of money available. <br><br>**General Rules of Cooking**<br><br>***There are two main categories of methods of cooking namely:*** Those that use moist heat Those that use dry heat <br><br>**Moist Methods**<br><br>Boiling Stewing Steaming Frying Boiling Method Boiling is cooking food completely immersed in boiling water. <br><br>**General Rules**<br><br>Moist foods should be put in cold water and then heated to boil. The water should be at the boiling temperature throughout until food is cooked. The food should be immersed in water. Avoid overcooking. Suggested Foods for Boiling Eggs, Meat, Starchy foods like Sweet Potatoes, Maize, Rice, Beans, Githeri, Bone soup **General Rules for Boiling** Most foods should be put in cold water and then heated to boil. It should be at boiling temperature throughout until food is cooked. Eggs Meat Starchy foods like sweet potatoes,maize, rice Beans Githeri Bone soup <br><br>**Stewing Method** Stewing is cooking food in a measured amount of liquids. Once the food has boiled it is allowed to simmer.Sufficient amount of liquid water or stock should be added for a stew of the right consistency.The saucepan or pot used should have a tight fitting lid to avoid loss of nutrients.Use gentle heat or cook slowly to avoid hardening proteins and damaging food texture and flavour. <br><br>**Suggested Foods for stewing** Tough cuts of meat, fruits like pears and pineapples, vegetables like carrots and peas, smoked fish **General Rules for Stewing** Sufficient amount of liquid water should be added.Upon boiling, simmer to avoid denaturing proteins and damaging of texture and flavour of food.Tough cuts of meat Fruits like pears and pineapples. Vegetables like carrots and peas Smoked fish <br><br>**Steaming Method** This is cooking food using steam from boiled water. Steaming can be done directly or indirectly.Have water boiling prior to steaming.The steamer must have a tight fitting lid to avoid loss of steam.The temperature of the water bath must be boiling throughout. <br><br>**Suggested Foods for steaming** Fish, Green vegetables, Tender cuts of meat General Rules for Steaming Fish Green vegetables Tender cuts of meat The following is a video clip showing steaming method of cooking. <br><br>**Frying Method** This is cooking food in hot fat or oil. The food can either be deep, shallow or dry fried.Use a heavy/ strong pan, which has no seam or rivets.All oils/ fats should be of good quality and of high smoking point to avoid overheating fat/oil and burning.Fill the pan until  (two thirds) of oil to avoid overflowing when deep frying.Heat the fat/ oil to the right temperature before putting in food.Do not overload the fryer as this lowers the temperature of the oil.Foods to be fried should be dry or coated to prevent splattering. Roasting Baking Roasting Method Cooking food using direct source of heat which can be done using an oven or over a charcoal fire. Ensure frequent basting or turning of food to keep it moist and ensure even cooking. Food to be roasted should be of good quality e.g. tender cuts of meats. The oven or fire should be ready when beginning to roast. <br><br>**Suggested Foods for roasting**<br><br>Meat, Maize, Chicken, Potatoes, Arrow roots, Yams, Cassava General Rules for Roasting Maize Chicken Potatoes Arrow roots Yams Cassava <br><br>**Baking Method**<br><br>Cooking food using hot dry air which is done in an oven. Heat the oven before baking. Observe the baking duration for the item being baked. Test for readiness before removing from the oven. <br><br>**Suggested Foods for baking**<br><br>Potatoes, bread, cakes, fish, biscuits, pastries and pies Click at the top to view the video clip on baking General Rules for Baking Potatoes Bread Cakes Fish Biscuits Pastries Pies <br><br>**Textile Fibres**<br><br>**The following sub-topics will be covered under this topic:**<br><br>1. Classification of Textile Fibres 2. Properties of Textile Fibres <br><br>1. Regenerated 2. Synthetic <br><br>**Regenerated Fibres** They are made from natural fibres treated with chemical substances. They include: <br><br>1. Viscose Rayon 2. Acetate Rayon <br><br>**Viscose Rayon** Viscose rayon is made from cotton linters and chemicals. Spinneret <br><br>**Acetate Rayon** Acetate rayon is made from wood pulp and chemicals. <br><br>**Synthetic Fibres** Synthetic fibres are made from chemicals. These chemicals are derived from coal, oil or petroleum products. The fibres are made through a process known as polymerisation where polymers are made by the combination of small molecules. <br><br>***They include:***<br><br>1. Polyamide 2. Polyester 3. Polyacrylics <br><br>**Polyamide** They are made from benzene (from coal), oxygen and nitrogen (from air) and hydrogen (from water).Polyamide under the microscope <br><br>**Polyester** Polyester fibres are derived from petroleum. <br><br>**Polyacrylics** This is produced from acrylonitrile, a liquid produced from petroleum or natural gas. Elastomerics <br><br>They are elastic and rubber like substances made from polyunethane. Properties of Textile Fibres <br><br>**Properties of Cotton**<br><br>Cotton is produced from the cotton plant. It is one of the most popular natural fibres used to make personal and household articles. ***Desirable qualities of cotton*** Cotton is absorbent making it suitable for towels and undergarments.Cotton is a strong fibre and can withstand the friction required in laundry work. This makes it suitable for school uniforms, children's clothing and bed linen.Cotton can withstand mild alkalis and stain removers hence making it ideal for household linen and daily wear.Cotton can withstand high temperatures. This makes it suitable for items that need to be sterilized such as dish clothes, towels and napkins. <br><br>Cotton is a good conductor of heat thus keeps the body cool in warm weather.Cotton does not generate and hold static electricity therefore clothes do not cling to the body when worn. This makes it ideal for outdoor clothing.Cotton takes in dyes easily therefore comes in a wide variety of colours.Cotton is resistant to attack from moths. <br><br>**Undesirable Properties of Cotton** *Creases easily* *Shrinks readily* *Yellows with age* *Not resistant to mildew* *Lacks lustre* *Flammable* *Not resistant to strong acids*<br><br>**Properties of Linen**<br><br>*Linen is produced from the stem of a flax plant.* *The properties of linen are similar to those of cotton except that it:* *Is crisp* *Has lustre* *Is stronger* *Frays readily* *Desirable qualities of Linen* *It is used for table linen such as table cloths, napkins, mats and cushions because it is strong, hence* *withstands regular laundering and high temperatures.* *Linen is popularly used in the kitchen because it is strong and is resistant to high temperatures.* *Linen clothes are popular because they are absorbent making them suitable in hot climate.* *Linen takes in dyes easily therefore comes in a wide variety of colours.* *It is popularly used to make household articles like organizers, chair covers and cushions.* *Undesirable Properties of Linen* *Creases readily* *Attacked by mildew*<br><br>**Properties of Wool**<br><br>Wool is the hair or fur from animals such as sheep, goats or camels. <br><br>***Desirable Properties of Wool*** It has a natural crimp which makes it warm to wear. Wool is resilient making it crease resistant. Wool is non-flammable It is absorbent **Properties of Silk**<br><br>Silk is produced from the secretion of a silk worm. <br><br>***Desirable Properties of Silk*** Silk is a very strong fibre therefore washes and wears well, making it suitable for underwear. Silk has a soft fine lustre therefore popularly used for evening wear. Silk drapes well Silk is absorbent. Silk is resistant to mildew, fungi and moths. It is crease resistant therefore suitable for travel wear. Weakened by long exposure to sunlight; Perspiration weakens it; Easily weakened by alkalis and acids. <br><br>**Properties of Mineral Fibres**<br><br>**Asbestos** The most commonly used mineral fibre is asbestos. <br><br>**Properties of Asbestos** It is resistant to fire and most chemicals. Asbestos is commonly used to make fire fighting clothes.Asbestos cloth being resistant to heat and fires is used to make various items such as hats, gloves, belts, ropes and fire fighting uniform. Asbestos fibre is also used as insulation materials for water heaters, fridges and ovens. <br><br>**Silver strands**are used to make decorative clothes and items. <br><br>**Gold fibres**are woven into fabric for decorative purposes to make various items. **Properties of Viscose Rayon**<br><br>Viscose rayon is made from wood pulp and chemicals. The properties of viscose rayon are similar to those of cotton. <br><br>***Desirable Properties of Viscose Rayon*** Being a filament fibre it produces a smooth and lustrous surface. It is therefore popularly used to make table cloths and napkins.Viscose is absorbent therefore cool to wear in hot climate.Viscose takes in dyes well and therefore can be produced in a wide variety of colours and designs.Viscose blends easily with other fibres and is normally blended with cotton and wool. This makes it crease resistant and strong while maintaining its high lustre. <br><br>***Undesirable Properties of Viscose Rayon*** Is not a strong fibre and is weaker when wet. It should therefore not be twisted, wrung or rubbed during laundry. Scorches when exposed to heat Develops mildew Yellows and rots due to prolonged exposure to light. <br><br>**Properties of Synthetic Fibres**<br><br>**Synthetic fibres**are made from chemical substances which are mainly derived from coal, oil or petroleum products. There are properties that are common to all synthetic fibres. Synthetics are smooth and have a lustrous finish. Synthetic fabrics drape well and are popularly used to make curtains and table clothes. Synthetic fabrics are resilient. This means they do not crease easily and are therefore good for traveling and work clothes. Light in weight therefore good for travel. Resistant to sunlight except nylon which yellows with prolonged exposure to sunlight. Not attacked by moths, insects and mildew. <br><br>***Undesirable Properties of Synthetic Fibres*** Not absorbent Develop static electricity making them cling to the body and attract dirt. Damaged by chlorine bleaches Damaged by high temperatures Abrasion and prolonged wear causes pilling (small ball-like features) on the fabric."}
{"text": "## # HOME SCIENCE FORM 1 NOTES ## Home Science may seem like a totally new area to you, since there is no subject known as 'Home Science' in the Primary School Curriculum. However, you actually covered it under Science and this includes topics such as, the Human Body, Health Education, Foods and Nutrition, among others. Just as you enjoyed learning the above topics in Science while in Primary School, I am sure you will enjoy learning Home Science as a subject on its own in Secondary School. **The following sub-topics will be covered in this topic:** 1. Basic sewing tools and equipment 2. The sewing machine **Introduction** Needlework requires the use of some special tools and equipment which are categorized into two main groups: Small and Large : needed for:- Measuring Cutting Transferring pattern markings Sewing Pressing Storage Others **Objectives ** **By the end of the lesson you should be able to:** State factors to consider when choosing different basic sewing tools and equipment. Describe how to use and care for basic sewing tools and equipment. Measuring Tools Tape measure Measuring Gauge Meter stick **Choice ** The tape measure should: Be clearly marked on both sides upto 150cm. Be woven and plastic coated to avoid fraying and stretching. Have metal ends. **Use and Care ** Remove from the work while cutting out; it can be cut accidentally. ----- ### HOME SCIENCE FORM 1 NOTES ## Roll up when not in use. It should: Be firm. Be clearly matched at right angles. Have several measurements marked. Used for measuring small width. Store after use. Meter Stick **Choice of a Meter Stick ** It should be: Made of smooth wood or plastic. Marked clearly. Used to measure long straight lines. Hem Marker **Choice ** Can be made from manila or cardboard. Used for marking hem depths to ensure even size. **CUTTING OUT TOOLS** Dressmaker's shears Pinking shears Embroidery scissors Buttonhole scissors Paper scissors Dressmaker's pins Seam ripper Table worktop Dressmaker's Shears Should be rust free (stainless steel) Sharp Firmly hinged Comfortable handle with one hole large enough for 2 or more fingers One blade should be pointed Long blade,at least 15cm Oil the hinges regularly Hold correctly Do not chop Wipe after use Do not use for cutting hair, paper, thread or for snipping Pinking Shears Made of rustless metal stainless steel) Is serrated ----- ### HOME SCIENCE FORM 1 NOTES ## Used for neatening edges especially on open seams, on materials that do not fray. Embroidery Scissors Small Sharp fine pointed blades Cutting threads, snipping Cutting buttonholes Paper Scissors Smaller in size than the cutting out shears Not very sharp Used for cutting out paper patterns. Dressmaker's Pins Assorted lengths Fine and sharp Made of stainless steel Buy those with big heads Store in a pin cushion or in a small box. Avoid scattering. Keep them dry and free from rust. Seam Ripper The blade should be sharp. It should have a cover to protect the sharp point. Used for removing unwanted stitches and cutting button holes. Do not drop. Store in the needlework box when not in use. Table Top Should be large enough for laying the pattern pieces out. Comfortable height for the user. Smooth and flat not to spoil the fabric. Should not be polished. Dust well before placing work. Do not scratch with sharp objects such as tracing wheel. Do not stain with carbon. **TRANSFERRING PATTERN MARKINGS** Tailor's chalk Tracing wheel Dressmaker's carbon paper Pencils Tailor's Chalk ----- ### HOME SCIENCE FORM 1 NOTES ## Comes in different shapes Buy assorted colours Used for marking patterns Do not drop, it will break Store in the needle work box Tracing Wheel The edge should be well serrated. The wheel should be firmly fixed. Use carbon colour closest to that of the fabric. Wooden handles are more durable than plastic handles. Used for transferring pattern markings with dressmaker's carbon. Dressmaker's Carbon Paper Choose different colours Should be big in size Used with tracing wheel for transferring patterns. Do not press hard while using tracing wheel as it will tear. Fold and keep well. Pencils Choose dark strong pencils: For drawing patterns. **SEWING TOOLS** Needles Sharps Betweens Crewels Sharps Needle Have round eyes Should be fine Eye should be smooth Easy to thread Assorted sizes; the higher the number the finer the needle Use correctly Used for ordinary sewing Should be kept in a pin cushion Betweens Needle Assorted sizes; the higher the number the finer the needle. Shorter and sharper than sharps Fine needles Also used for quilting Crewels Needle ----- ### HOME SCIENCE FORM 1 NOTES ## The eyes are oval in shape and larger Used for embroidery **PRESSING EQUIPMENT** Irons Ironing board **Irons ** Made of non rusting material Medium weight Smooth sole Pointed toe to reach fullness If electric, should be thermostatic. Used to press work after each stage of construction Use right temperature for every fabric Wipe before use Do not drop Occasionally clean thoroughly Oil hinges of charcoal iron to prevent rusting **Ironing Board ** Should be adjustable Should be well padded Should be stable on the ground Should have a loose cover Used to place work when pressing Adjust to comfortable height Remove and wash cover regularly Fold and protect from dust when not in use Sleeve Board Similar to ironing board but small Used for processing small shapes articles such as cuffs and sleeves Pressing Cloth Choose lint free clothes that are closely woven Used for damping and wetting during pressing. Wash and store after use. **STORAGE EQUIPMENT** ----- ### HOME SCIENCE FORM 1 NOTES ## Drawers Wardrobes Hangers Drawers Large enough to carry the work Have smooth finishing For storing all needlework Should be lined with a clean paper or cloth Wardrobes Should have a smooth finish Should be lockable Should have a rod or nail for hanging Used for hanging complete and incomplete garments Clean regularly and place moth balls occasionally Hangers Have assorted sizes Should be made of smooth wood plastic or metal Should be strong and wide Used for hanging complete or incomplete garments. Dust occasionally to keep clean. **OTHERS** Thimble Stiletto Bodkin Embroidery loop Pressing cloth Sleeve board ***Thimble*** Should fit on the middle finger. Metal thimbles last longer, especially those made of stainless steel. Ensure that the metal ones do not have rough edges that may damage the thread and fabrics. **Choice and Care** It is used to push the needle through the fabric. It also protects the finger from needle pricks. Wear on the correct finger. ***Stiletto *** ----- ### HOME SCIENCE FORM 1 NOTES ## Must be sharp Should be thick enough to leave holes on the fabric Should be smooth not to spoil the fabric Used for making holes and eyelets Do not drop as the point will become blunt Bodkin Eye must be large. Point should be blunt so that it does not pierce through the work when it is in use. Used for threading elastic cords, ribbons and tapes through casings or eyelets. Store in the needlework box. Embroidery Loop ***Choose according to the work *** Similar to ironing board but small Used for pressing small shaped articles such as cuffs and sleeves Choose lint free clothes that are closely woven Used for dampening when pressing. Wash and store after use. **Sewing Machine** A sewing machine is a large sewing equipment designed to make stitches. It makes sewing quicker and more efficient.It is a simple machine to operate as it is done manually at the speed of the person operating. It is portable and easy to carry. Balance wheel is rotated by hand. One hand rotates the hand wheel while the other guides the material. Hand Machine The following video clip shows the working of a hand machine: Treadle Machine Feet rotate the hand wheel Both hands are free to guide the work Bulky and hence takes up a lot of storage space A motor can be fixed onto it to make it electric Treadle Machine The following video clip shows the working of a treadle machine: ***Electric Machine *** ----- ### HOME SCIENCE FORM 1 NOTES ## Balance wheel is rotated using electricity. Very fast because both hands are free to guide the work. Expensive to purchase. Some are portable and others are very bulky. The following video clip shows the working of an electric machine: **Parts of a Sewing Machine ** **Choosing a sewing machine** Consider the cost in relation to the work. Consider the machine in relation to its work, that is, do not buy a domestic machine for commercial purposes. Buy from a reliable dealer who will be able to service and supply spare parts. Machine should have an instruction manual. **Care of the sewing machine** Ensure servicing of machines regularly. Store the machine while covered to avoid dust from entering. Clean and oil it regularly. Learners should use the machine under supervision. Do not machine over pins to avoid breaking the needle. # **Stitches** Home Science is an applied multi-disciplinary science which aims at improving the quality of life and well being of an individual, family and community. Define Home Science. Explain the importance of Home Science. Relate Home Science to various career opportunities. Classification of stitches Stitches are classified into two groups: Roll the mouse over the words: Permanent and Temporary for additional information. **Classify stitches.** Describe how to work out different types of stitches ***Joining stitches*** ----- ### HOME SCIENCE FORM 1 NOTES These are stitches which are used to hold two or more layers of fabric together permanently. They include: Machine stitches Over sewing Faggotting ***Faggotting Stitches*** Neatening Stitches These are stitches which are used to finish raw edges. They include: Loop stitches Button hole stitches Machine zigzag ***Buttonhole Stitches*** Decorative stitches These are embroidery stitches worked to add beauty to a garment or article. They include: Stem stitch Chain stitch Satin stitch Cross stitch French knot Even Tackings Long and Short Tackings Diagonal Tackings Tailor Tacks **Other Disciplines in Home Science** Maternal child care Home care Textiles Clothing Health education Consumer education **Maternal Child Care** It deals with child development from conception to childhood with special attention to the physical, emotional and social development of the child. **Home Care** ----- ### HOME SCIENCE FORM 1 NOTES It takes care of the individual, the home and the environment through planning, organizing and using available resources efficiently. Tidy Room Untidy Room Textiles It is the study of fibres which are made into fabrics. **A textile industry** Clothing It deals with clothing construction and maintenance. **Health Education** It promotes health by changing people's behaviour, attitude and practices. This is done through personal hygiene, environmental hygiene and care of the sick at home. A person washing hands after visiting the toilet **Consumer Education** It makes people aware of the available goods and services in the market, their choice and use. Variety of liquid soaps A bill board with some information on food Importance of Home Science The importance of Home Science to: The Individual The Family The Community **The Individual** Makes a person to be self reliant by giving one skills to start income generating activities. It is a foundation for further education and training. Helps one to acquire skills to enhance quality of life by managing scarce resources. Prepares an individual to take care of personal hygiene, food, clothing and health. **The Family** Home Science helps the family to: Practice and administer First Aid in case of accidents and illnesses. Maintain high standards of living. Improve its economic status. **The Community** Skills acquired create employment opportunities. ----- ### HOME SCIENCE FORM 1 NOTES Ensures a healthy community therefore reducing illness and death. Promotes positive environmental practices. Produces role models for the community to emulate. **CAREER OPPORTUNITIES** Home Science leads to diverse career opportunities such as: Teacher Interior Designer Chef Air Hostess Dietician Community Health Worker Fashion Designer Entrepreneur Researcher Textile Engineer ***Teacher*** ***Chef*** This is the chief cook of a large kitchen staff. He/she is in charge of menu creation, staff management and business aspects related to the kitchen. ***Air Host / Hostess*** Also known as flight steward or cabin crew member. He/she ensures that passengers have a comfortable journey on the flight. ***Dietician*** An expert in Food and Nutrition. He/she promotes good health through proper eating; supervises the preparation of food, develops modified diets, participates in related research and educates individuals on good nutritional habits. ***Community Health Worker*** A member of a community who is chosen by community members to provide basic health and medical care to the community. ***Fashion Designer*** A Fashion Designer creates original garments as well as those that follow established fashion trends. He/she studies trends, sketches designs of clothing and accessories, selects colours and fabrics, and oversees the final product of their designs. ***Entrepreneur*** A person who identifies a business opportunity, assesses the risks involved, organises the necessary resources to start and run a successful business. ----- ### HOME SCIENCE FORM 1 NOTES Researcher A person who tries to discover, interprete and develop methods and systems for the advancement of human knowledge on a wide variety of scientific matters of our world and the universe. ***Textile Engineer*** The textile engineer specializes in the study of fibres and new textile production methods. The profession includes turning fibre into fabric and fabric into clothing and other textile products. ***Interior Designer*** This profession is concerned with anything that is found inside a space/room, that is, walls, windows, doors, finishes, textures, light and furnishings. The interior designer uses these elements to develop a functional, safe and aesthetically pleasing space/ room for use. ***Personal Hygiene*** Personal hygiene refers to the cleanliness of the body. This involves good grooming or care of different parts of the body, choice, use and care of personal items. Cosmetics are prepared substances which are applied on the body by both men and women to enhance appearance. They include: *Lips stick* *Mascara* *Rouge* *Body lotion* *Deodorant* *Petroleum jelly* *Eye shadow* *Nail polish* *Hair colour* *Hair oil* *Eye Liner* **By the end of the lesson, you should be able to describe factors to consider when choosing and** **using cosmetics correctly** **Lip Stick** Lip stick is used to enhance the lips by adding colour and texture. **Mascara** Mascara is used to darken, lighten or colour eye lashes. Rouge is used to redden the cheeks to provide a more youthful appearance and to emphasise the cheekbones. This is used to soften and smoothen the skin. ----- ### HOME SCIENCE FORM 1 NOTES **to insert animation** *Click on the PLAY button to view where and how body lotion is used.* *This is used mainly to reduce body odour which is caused by bacterial breakdown of perspiration.* *Click on the PLAY button to view where and how deodorant is used.* *This is used to soften and smoothen skin, especially that of children.* *Click on the PLAY button to view where and how petroleum jelly is used.* *It compliments the eye colour, hence draws attention to the eyes.* *Click on the PLAY button to view where and how eye shadow is used.* *It is applied to finger and toe nails to enhance their appearance.* *Click on the PLAY button to view where and how mascara is used.* *It is used to change the colour of hair to a shade regarded as more fashionable or desirable.* *Click on the PLAY button to view where and how hair colour is used.* *It is used to soften the scalp and give the hair a shiny look.* *Click on the PLAY button to view where and how hair oil is used.* *It is applied around the contours of the eye to create a variety of aesthetic illusions.* *Click on the PLAY button to view where and how eye liner is used.* **Choice of Cosmetics** Choose according to your skin type and complexion. Choose a cosmetic that provides adequate information, for example, expiry date, composition and side effects. Avoid cosmetics that contain mercury and hydroquinone as they are harmful to the body. Choose environmental friendly deodorants and anti-perspirant perfumes. **Use of Cosmetics** Use cosmetics sparingly. All make-up should be removed before retiring to bed. Do not wear cosmetic on a skin that has acne, is broken or infected. Chipped nail vanish should be removed immediately as it is unsightly. Keep make up fresh by reapplying it when it wears off. Misuse of Cosmetics Use cosmetics correctly and in the right area. Avoid sharing cosmetics as it may be harmful to your skin. Excessive use of make up makes one look unattractive. Do not mix cosmetics as it may be detrimental to one's health. **Safety in the Home and First Aid** The following will be covered in this chapter: 1. Common Accidents in the Home, Causes, Prevention and Management 2. Assembling a First Aid Kit ----- ### HOME SCIENCE FORM 1 NOTES **A child falling off a bicycle** *insert picture* **A First Aid box** *insert picture* The home is a safe haven for security and comfort. In order to maintain safety, it is important to take necessary precautions in the home. **By the end of the lesson, you should be able to:** Identify common accidents in the home and their causes. Explain how to prevent common accidents in the home. **The common accidents in the home are:** Cuts and bruises Burns and scalds Fractures and sprains Suffocation Choking Shock Foreign bodies in the eyes and nose Fainting Nose bleeding Drowning Insect stings and bites Snake bites Poisoning **Cuts and Bruises** A cut is a slit or break on the skin caused by sharp objects such as razor blades, broken glass and knives while bruises are caused by blunt blows. **Prevention** ----- ### HOME SCIENCE FORM 1 NOTES Store sharp objects safely. Use and care for knives appropriately. Dispose off empty tins, broken bottles and other sharp objects e.g. by burying. Keep doors of cupboards, wardrobes and drawers closed. Household items should be kept in their appropriate places. ## **Management** **Cuts** Clean the wound with clean water or a weak antiseptic solution. Cover with sterile gauze or a pad of cotton wool and bandage. For a deep cut, press onto the wound with a pad of cotton wool and bandage. Raise the wounded part if it is a limb to reduce pain. Seek medical attention. **Bruises** Cool the bruised part with very cold water or dab with a cloth soaked in cold water. Raise the injured part if a limb to cut down amount of blood flowing into it so as to reduce the swelling. **Burns and scalds** Burns are caused by dry heat such as hot charcoal, metal and open flames while scalds are caused by moist heat such as stream and hot liquids. **Prevention of burns and scalds** Matches, boiling stoves, hot liquids, burning candles should be kept away from children. Store flammable liquids away from children. Lids covering hot foods should be opened away from the handle while cooking. Saucepablows direct or indirect force on bones falls A sprain is a tearing or stretching of ligaments. It is caused by a stretching of a joint beyond the normal level of motion. Rooms should be tidy and well lit. Floors should be free from spills and peels. Arrest any bleeding that may occur. Use a splint to hold the fracture in place. Apply a sling. **Choking** Choking is when one is not able to breathe. Choking is caused by food or foreign objects such as seeds, bones and coins stuck in the throat or air passage making breathing difficult. Encourage the casualty to cough Give back slaps # **Obstruction ** ----- ### HOME SCIENCE FORM 1 NOTES Avoid putting foreign objects in the mouth.Children should not play while eating. If casualty is breathing, encourage him/her to cough as this will help to dislodge the obstruction. For babies, hold upside down by the legs and pat gently on the upper part of the back until the object pops out. For older children and adults, hit the person sharply with the palm of the hand between the shoulder blades until the object pops out.You can also stand behind the casualty, link your hand below their naval, press the belly with strong jerks until the object pops out. **Suffocation** Suffocation occurs when there is inadequate supply of fresh air or when the wind pipe is blocked, hence preventing air from getting into the lungs. A child wearing a polythene bag over his/her head Dispose off polythene bags appropriately. Cooking stoves should be used in well ventilated rooms. Replace worn out gas tubes. Identity the cause and act appropriately. If its the lack of fresh air, take the person outside to an airy place. If it is due to a polythene bag getting stuck in the head, remove it.Check the airways are open and the casualty is breathing.If breathing has stopped, start artificial respiration.Take casualty to hospital for further assessment and management. **Shock** Shock is a temporary lack of supply of blood to the brain and other vital organs. It is caused by upsetting or good news and events such as electric shock, excessive injury, and illness. ***Causes*** Severe bleeding, either internal or external. Loss of plasma in burns or crash injuries. Heart failure as in acute heart attacks. Loss of body fluid from recurrent vomiting or severe diarrhoea. Acute abdominal emergencies, example perforation of stomach or ruptured appendix. All electric wires should be well insulated and defective equipment repaired and replaced. Do not touch electric switches and appliances with wet hands. **Prepare one for bad news** Lay the casualty down and deal with the injury or underlying cause of the shock. Raise and support legs to improve the blood supply to the vital organs. Loosen tight clothing at chest, neck, waist to reduce constriction in these areas. Protect when necessary with a blanket or sheet. Do not give casualty anything to drink. Take him to hospital as soon as possible. ----- ### HOME SCIENCE FORM 1 NOTES **Foreign bodies in the ears, eyes and nose** A foreign body is anything undesirable that enters into the body such as dust, insects and seeds (common with children). A child putting a bean in the nose and then breathing it out.People should protect their eyes when walking or working in an area where there are dust particles in the air e.g. by wearing protective gear.Keep small items such as seeds and beads away from children. ***Foreign body in the eye*** Advise the casualty not to rub the eye.Let the casualty sit facing the light, separate the eyelids gently with clean fingers and thumb.If foreign object can be seen, wash it out with clean water. If it is stuck on, remove with a moist swab or damp corner of clean cloth.If the object remains stuck on, bandage the eye and seek medical assistance at the nearest health facility. ***Foreign body in the nose*** Calm the casualty and request him/her to breath through the mouth.Press the unaffected nostril with a finger and blow the nose to remove the object. If it does not come out, do not attempt to remove it, but seed medical assistance. For small children, seek medical assistance immediately. ***Foreign body in the ear*** Reassure the casualty and let him/her lie down.Flood the ear with clean water if an insect is lodged inside.If unsuccessful, refer casualty to nearest health facility. **Fainting** It occurs due to temporary loss of blood flow in the brain causing a brief loss of consciousness. Illness such as anemia After receiving bad or good news Hunger Overworking Standing for a long time ***Avoid standing for too long.*** ***Avoid overcrowding and poorly ventilated rooms.*** ***Break bad news calmly.*** ***Lay the casualty down and raise the legs slightly above the level of his head.*** ***Loosen all tight clothing.*** ***Ensure there is plenty of fresh air.*** ***Reassure the casualty.*** ***Gradually, raise him into the sitting position and give sips of water, if required.*** ***If he/she does not regain consciousness, seek medical assistance.*** **Nose Bleeding** ----- ### HOME SCIENCE FORM 1 NOTES This happens when blood comes out of the nose. It may be caused by an injury, blowing the nose forcefully and picking the nose. Someone pinching the nose to prevent blood from coming out during nose bleeding. The head should be slightly bent. ***Avoid picking the nose.*** ***Avoid blowing the nose too hard and often where possible.*** ***Sit the casualty down with the head forward.*** ***Pinch the nose firmly below the bridge for 10 minutes, making the person breath through the*** ***mouth.*** ***After 10 minutes, request the casualty to release the pressure on the nose.*** ***Encourage the casualty to spit out any blood that flows into the mouth.*** ***If nose bleeding persists beyond 30 minutes, seek medical attention.*** **Drowning** Drowning is the blockage of air passages by liquids when swimming or if one falls into water bodies such as lakes, rivers and basins. A child bending into a bucket full of water. The child then falls inside.Water storage containers must have tight fitting lids. Do not store water in open containers.All water pools around the house should be drained.Bathtubs should be unplugged after use. ***Do not swim unaccompanied by a life saver.*** ***Remove the casualty from the water as quickly as possible.*** ***Shout for help if you cannot swim.*** ***Once the casualty is out:*** ***Open airways by placing casualty briefly on the side to drain out the water.*** ***Check for breathing and blood circulation.*** ***Start artificial respiration immediately if the casualty is not breathing.*** ***If there is no pulse, start Cardiac Pulmonary Resuscitation.*** ***If casualty starts breathing, put him/her in a recovery position.*** ***If no response, continue with Cardiac Pulmonary Resuscitation until help arrives.*** **Insect stings and bites** Some insects such as bees, wasps and scorpions sting while others such as mosquitoes, ticks, lice and cockroaches bite. Keep the environment clean. Do not disturb bees and hornets. Air beddings thoroughly and change them frequently. **Bites** Clean the affected area thoroughly with clean water. If possible apply alcohol or alcohol mixed with iodine on affected areas except those close to the eyes. ----- ### HOME SCIENCE FORM 1 NOTES **Stings** Pluck the sting firmly with fine tweezers. Apply a cold compress to relieve pain and minimize swelling. ## **Snake bites** Snake bites can be poisonous or non-poisonous. ***Different types of snakes*** Do not provoke snakes. Clear bushes around the house Lay the casualty down. Reassure the casualty and keep him/her calm and still. Wash wound well and pat dry with clean swabs. Lightly compress the limb above the wound with a roller bandage and immobilize the injury. Clear bushes around the house **Poisoning** Poison is any substance which when taken causes harm to the body. It gets into the body through swallowing, breathing in gases (inhalation), contact through pesticides and chemicals pushed through the skin. Baby drinking paraffin from a bottle *Man seated in an enclosed room without ventilation and there is a jiko, hence he is inhaling carbon* *monoxide.* ***Wash hands after handling pesticides.*** ***Label medicines, insecticides and all other poisonous substances and keep them away from the*** ***reach of children.*** ***Medicines should be taken as prescribed by the doctor.*** ***Do not store chemicals near food*** ***Management of poison that does not burn*** ***If conscious, give drinks of milk or water immediately.*** ***Induce vomiting by touching the back of the throat with fingers.*** ***Give more drinks as you take the person to the nearest health facility.*** ***Note: take the container that held the poison with you.*** **Management of poison that burns** Give casualty water to drink immediately. Wash away poison from the skin. Refer casualty to nearest health facility ----- ### HOME SCIENCE FORM 1 NOTES Note: take the container that held the poison with you Do not store chemicals near food. **What is First Aid?** First Aid is the immediate help given to a person who has had an accident or sudden illness before being placed under medical care. It is usually done at the place where the accident occurs.A person who gives first help uses a First Aid Kit. This is a container with items required to give the first help. By the end of the lesson you should be able to assemble items in a First Aid Kit. **Contents of a First Aid Kit** *Cotton Wool* *Bandages* *Disposable Gloves* *Clinical Thermometer* *Ointment* *Petroleum Jelly* *Antiseptic* *Adhesive Dressings* *Surgical Blades* *Scissors* *Tweezers* *Pain Killers* *Gauze* *Safety Pins* *Sling* *Notepad and Pen* *Water* # **Housing the Family ** **By the end of this lesson you should be able to:** Explain different ways of providing family shelter. State factors to consider when providing family shelter. identify various types of houses. Traditional houses are constructed using materials such as palm leaves, grass, mud and cow dung, which are not durable. Examples of traditional houses include: ***Manyatta (Maasai hut)*** ***Kikuyu hut*** ----- ### HOME SCIENCE FORM 1 NOTES ***Borana/ Somali hut*** ***Giriama hut*** ***Luo hut*** ***A Manyatta*** **Manyatta Hut (Maasai)** - Oblong in shape.Uses poles, sticks, grass leaves which are smeared with a plaster of cow dung and mud on both walls and roof.The house has small openings for ventilation. **Kikuyu hut -** Circular in shape.Constructed using poles, sticks and grass. Walls are plastered with mud and then smeared with clay. **Borana/Somali hut -** The Borana /Somali people are nomads and as such their houses are constructed in a way that they can easily be dismantled and moved to new locations. Constructed using poles, sticks and grass. Long grass is neatly woven and tied together with strings into portions. The portions are secured in an overlapping manner onto a supporting frame in both the roof and walls of the house. These portions can easily be rolled up and secured for ventilation. **Giriama hut -** Cone shaped with no apparent difference between the wall and the roof. Made of overlapping long grass tied using strings to a framework of poles and sticks. Palm leaves and twigs are closely woven together to form a detachable door. **Luo hut -** Round in shape.Made of poles, sticks and grass for the roof. Wall and floor are smeared with mud and cow dung and beautifully patterned.There are holes on the wall for ventilation. The floor is smeared with cow dung and mud. **Improved Traditional Houses** These are houses that are constructed by a combination of both temporary and permanent materials. Unlike traditional houses, they are partitioned. **Modern Houses** Modern houses are more durable as they are made using strong materials like stones, cement, bricks, metal, and concrete hence making them permanent. Examples of modern houses include: *Bungalow* *Mainsonette* *Flats or Apartments* ***Bungalow*** A house where all rooms and facilities are constructed on the ground floor. Comes in different shapes like L-shaped, U-shaped and rectangular shaped. House where different areas are constructed on two or more floors hence occupying less ground. Different floors are connected by stairs. ***Flats or apartments*** ----- ### HOME SCIENCE FORM 1 NOTES Housing units where one complete house is built on top of another. The compound is a common ground floor shared by all. **There are three ways of providing family shelter. These are:** Renting a house Building a house Buying an already built house **Advantages of building** ***One is able to:*** Build according to taste and specifications that meet the family needs and values. Rent it out and generate income. Have an investment for future. Have a feeling of permanence and stability. Use it as security for loans. Alter and renovate it. Choose the type of materials to use. **Disadvantages** Expensive If expertise is lacking the quality of work may be sub-standard. It is involving and time consuming. **Advantages of Buying a house** The house is available for occupation as soon as the transactions are complete. One can choose a location that he/she likes. One can select a house design that best meets his/her family requirements. One can use it to secure loans. Expensive if bought through mortgage. If mortgage is not completely paid, the house can be repossessed. A house already built may not meet all the family requirements. **Advantages of Renting a House** The owner is responsible for maintenance. The tenant rents a house that suits the income and family size. The tenant may vacate the house at will. The tenant chooses a desired location. For example, near social amenities or place of work. Renting is expensive in the long run. One lacks a sense of permanent land ownership. The owner may decide to increase the rent. One cannot modify the house to suit his/her liking. Repairs may not be done on time as required. ----- ### HOME SCIENCE FORM 1 NOTES **Factors determining the building a House** **1. Family Size** The house should take care of family members as well as different sexes and ages. This factor is considered for all the methods. **2. Cost** Choose a house within your means. One that you can afford. 3. Social Amenities A house should be in close proximity to social amenities. **4. Security** Ensure a safe locality and hazardous free zones far from factories, industries, airport and sewages for health reasons. **5. Construction** Quality of material used in building the house should be durable. Workmanship should be of high quality. **6. Type Of Soil** The type of soil affects the cost of building e.g. black cotton soil is most difficult to manage and hence increases the cost **7. Drainage** The site should be well drained to avoid flooding which leads to dampness, pests and damage to property. **8. Orientation** The positioning of the house in relation to the sun and direction of wind should be considered. **9. Ownership** Ensure you are the legal owner of plot/land house and that all legal requirements are taken care of. **Care of the Home** Cleaning Equipment The home should be kept clean at all times. In order to maintain the cleanliness of the home, constant removal of dirt is important. The following equipment is necessary for the removal of dirt: Brooms Scrubbing brush Cobweb brush Carpet brush Toilet brush Buckets and Basins Dustpan and hand broom Mop and mop bucket ----- ### HOME SCIENCE FORM 1 NOTES **State factors to consider when choosing different cleaning equipment.** ***Choice and Care of:*** Brooms and brushes Buckets, basins and karais Dustpans Labour saving equipment ***Brooms and Brushes*** Buy for the correct purpose. Material used should be durable. Bristles should be firmly fixed. The head and handle must be smooth and curved. ***Care*** Use for the correct purpose. Remove loose dirt after every use and clean regularly. Store them appropriately so that the bristles are not damaged. Never store them when wet to avoid bad smell. ***Basins, Buckets, Karais*** Choose those made from durable material. Should be light in weight. Should be easy to clean. Should be washed after use with warm soapy water, rinsed and dried before storage. Store in a cool, clean and dry place. Avoid using scouring pads and strong abrasives as they scratch the surface. ***Dustpan*** The edges should be smooth. Should have a flat base. Should be made from durable material. Clean after every use and store appropriately. Thoroughly clean weekly in hot soapy water, rinse and dry. Do not bang as they loose shape. Use for intended purpose. ***Labour Saving Equipment*** Choice and care of labour saving equipment ----- ### HOME SCIENCE FORM 1 NOTES Should be strongly constructed. Should have all the necessary attachments. Buy one that can be easily operated. Make sure it has the correct voltage. Get a manual and a certificate of warranty Get a demonstration from the dealer. Ensure availability of after sales service and spare parts. Follow the manufacturer's instructions. Occasionally empty the dust bag of the vacuum cleaner. Replace the brushes of a carpet sweeper once worn out. Wind the cord around the handle and keep all attachments together while not in use. Store in a hanging position. **Types of Kitchen Equipment and their Use** Kitchen equipment is categorized into 3 main groups mainly: Small equipment Large equipment Labour saving equipment/devices **By the end of the lesson you should be able to identify various kitchen equipment and their use.** **SMALL KITCHEN EQUIPMENT** These are usually classified according to their functions namely: Measuring and weighing equipment Cutting tools Shaping and molding Separating tools Lifting, mixing, turning and scooping tools Oven/baking utensils Pans and pots (Cooking vessels) Measuring and Weighing Equipment ***Cutting Tools*** Knives Shaping and Moulding Tools Separating Tools Lifting, Turning, Scooping and Mixing Tools Spoons Oven/ Baking Utensils Pans and Pots Large Kitchen Equipment Labour Saving Devices # **Measuring and Weighing Equipment** ----- ### HOME SCIENCE FORM 1 NOTES Cutting Tools Knives Shaping and Moulding Tools Separating Tools Lifting, Turning, Scooping and Mixing Tools Spoons Oven/ Baking Utensils Pans and Pots Large Kitchen Equipment Labour Saving Devices Food Hygiene Food Spoilage and Food Poisoning Food spoilage is the deterioration of food, making it unfit for human consumption. Food poisoning is the illness caused by eating contaminated food. **Objectives By the end of the lesson you should be able to:** Explain causes and prevention of food spoilage and food poisoning. Identify signs and symptoms of food poisoning. **Causes of Food Poisoning** Chemical Contamination Bacterial Contamination Natural Poisoning Chemical Contamination Pesticides Using chopping board to chop meat then: The same chopping board is used to chop fruits before cleaning Poorly stored maize Maize with aflatoxins **Causes of Food Spoilage** 1. Poor storage of foods 2. Chemicals present in food containers wrappers and packets 3. Keeping food for too long until it rots, wilts or withers. Cover cooked foods to keep off bacteria, pests and pets. Milk should not be stored together with strong smelling foods as it absorbs their smell. Chemicals in Food Canned Meat Chocolate wrapper Prolonged Storage ----- ### HOME SCIENCE FORM 1 NOTES Mould Bread Rotten Meat **Food poisoning and food spoilage can be prevented by:** 1. Storing harmful chemicals such as kerosene, detergents away from food. 2. Thoroughly drying grains before storage and then storing them in a clean dry and well ventilated grain store. 3. Not buying foods that have expired or are about to expire. 4. Washing hands, preparing, cooking and serving food in a clean environment. 5. Washing fruits and vegetables before using them. **Signs and Symptoms of Food Poisoning** ***Violent vomiting*** ***High fever*** ***Severe abdominal pain*** ***Dizziness*** ***Diarrhoea*** ***General body weakness*** ***Shivering*** ## **Methods of Cooking ** ***What is cooking?*** Cooking is a process of preparing food by applying heat. Discuss reasons for cooking food. Identify different methods of cooking. State general rules for different methods of cooking. **Why do we cook food?** To improve flavour or taste of food. To improve appearance and make it more appealing. To kill germs and parasites hence making it safe for human consumption. To preserve it. To make it tender/ soft, hence easy to chew, digest and absorb. To improve the texture. **Factors that Determine Methods of Cooking** Type of food to be cooked. Personal taste/ preference. Person being cooked for. Time available. ----- ### HOME SCIENCE FORM 1 NOTES Cooking equipment available. Number of people to be served. Amount of money available. **General Rules of Cooking** ***There are two main categories of methods of cooking namely:*** Those that use moist heat Those that use dry heat **Moist Methods** Boiling Stewing Steaming Frying Boiling Method Boiling is cooking food completely immersed in boiling water. **General Rules** Moist foods should be put in cold water and then heated to boil. The water should be at the boiling temperature throughout until food is cooked. The food should be immersed in water. Avoid overcooking. Suggested Foods for Boiling Eggs, Meat, Starchy foods like Sweet Potatoes, Maize, Rice, Beans, Githeri, Bone soup **General Rules for Boiling** Most foods should be put in cold water and then heated to boil. It should be at boiling temperature throughout until food is cooked. Eggs Meat Starchy foods like sweet potatoes,maize, rice Beans Githeri Bone soup **Stewing Method** Stewing is cooking food in a measured amount of liquids. Once the food has boiled it is allowed to simmer.Sufficient amount of liquid water or stock should be added for a stew of the right consistency.The saucepan or pot used should have a tight fitting lid to avoid loss of nutrients.Use gentle heat or cook slowly to avoid hardening proteins and damaging food texture and flavour. **Suggested Foods for stewing** Tough cuts of meat, fruits like pears and pineapples, vegetables like carrots and peas, smoked fish ----- ### HOME SCIENCE FORM 1 NOTES **General Rules for Stewing** Sufficient amount of liquid water should be added.Upon boiling, simmer to avoid denaturing proteins and damaging of texture and flavour of food.Tough cuts of meat Fruits like pears and pineapples. Vegetables like carrots and peas Smoked fish **Steaming Method** This is cooking food using steam from boiled water. Steaming can be done directly or indirectly.Have water boiling prior to steaming.The steamer must have a tight fitting lid to avoid loss of steam.The temperature of the water bath must be boiling throughout. **Suggested Foods for steaming** Fish, Green vegetables, Tender cuts of meat General Rules for Steaming Fish Green vegetables Tender cuts of meat The following is a video clip showing steaming method of cooking. **Frying Method** This is cooking food in hot fat or oil. The food can either be deep, shallow or dry fried.Use a heavy/ strong pan, which has no seam or rivets.All oils/ fats should be of good quality and of high smoking point to avoid overheating fat/oil and burning.Fill the pan until  (two thirds) of oil to avoid overflowing when deep frying.Heat the fat/ oil to the right temperature before putting in food.Do not overload the fryer as this lowers the temperature of the oil.Foods to be fried should be dry or coated to prevent splattering. **Suggested Foods for frying** Doughnuts, Fish, Chips, Chapatti, Pancakes, Eggs, Meat **Rules Rules for Frying** The deep frying oil should not be more than  (two thirds) full to avoid overflowing when deep frying.Foods to be fried should be dry or coated. *Doughnuts* *Chips* *Chapatti* *Pancakes* *Doughnuts* *Fish* *Chips* *Chapatti* *Pancakes* *Eggs* *Meat* **Dry Methods** ----- ### HOME SCIENCE FORM 1 NOTES Roasting Baking Roasting Method Cooking food using direct source of heat which can be done using an oven or over a charcoal fire. Ensure frequent basting or turning of food to keep it moist and ensure even cooking. Food to be roasted should be of good quality e.g. tender cuts of meats. The oven or fire should be ready when beginning to roast. **Suggested Foods for roasting** Meat, Maize, Chicken, Potatoes, Arrow roots, Yams, Cassava General Rules for Roasting Maize Chicken Potatoes Arrow roots Yams Cassava **Baking Method** Cooking food using hot dry air which is done in an oven. Heat the oven before baking. Observe the baking duration for the item being baked. Test for readiness before removing from the oven. **Suggested Foods for baking** Potatoes, bread, cakes, fish, biscuits, pastries and pies Click at the top to view the video clip on baking General Rules for Baking Potatoes Bread Cakes Fish Biscuits Pastries Pies # **Textile Fibres** **The following sub-topics will be covered under this topic:** 1. Classification of Textile Fibres 2. Properties of Textile Fibres **Fibres** ----- ### HOME SCIENCE FORM 1 NOTES **Fibres are classified into two main groups:** *Natural* *Man-made* *Wool fibre* **Natural Fibres** 1. Animal 2. Plant 3. Mineral **Animal Fibres** 1. Wool 2. Silk **Plant Fibres** 1. Cotton 2. Linen **Man-made Fibres** These are fibres that are not made purely from natural raw materials. They are classified into two groups: 1. Regenerated 2. Synthetic **Regenerated Fibres** They are made from natural fibres treated with chemical substances. They include: 1. Viscose Rayon 2. Acetate Rayon **Viscose Rayon** Viscose rayon is made from cotton linters and chemicals. Spinneret **Acetate Rayon** Acetate rayon is made from wood pulp and chemicals. **Synthetic Fibres** Synthetic fibres are made from chemicals. These chemicals are derived from coal, oil or petroleum products. The fibres are made through a process known as polymerisation where polymers are made by ----- ### HOME SCIENCE FORM 1 NOTES the combination of small molecules. ***They include:*** 1. Polyamide 2. Polyester 3. Polyacrylics **Polyamide** They are made from benzene (from coal), oxygen and nitrogen (from air) and hydrogen (from water).Polyamide under the microscope **Polyester** Polyester fibres are derived from petroleum. **Polyacrylics** This is produced from acrylonitrile, a liquid produced from petroleum or natural gas. Elastomerics They are elastic and rubber like substances made from polyunethane. Properties of Textile Fibres **Properties of Cotton** Cotton is produced from the cotton plant. It is one of the most popular natural fibres used to make personal and household articles. ***Desirable qualities of cotton*** Cotton is absorbent making it suitable for towels and undergarments.Cotton is a strong fibre and can withstand the friction required in laundry work. This makes it suitable for school uniforms, children's clothing and bed linen.Cotton can withstand mild alkalis and stain removers hence making it ideal for household linen and daily wear.Cotton can withstand high temperatures. This makes it suitable for items that need to be sterilized such as dish clothes, towels and napkins. Cotton is a good conductor of heat thus keeps the body cool in warm weather.Cotton does not generate and hold static electricity therefore clothes do not cling to the body when worn. This makes it ideal for outdoor clothing.Cotton takes in dyes easily therefore comes in a wide variety of colours.Cotton is resistant to attack from moths. **Undesirable Properties of Cotton** *Creases easily* *Shrinks readily* *Yellows with age* *Not resistant to mildew* *Lacks lustre* *Flammable* ----- ### HOME SCIENCE FORM 1 NOTES *Not resistant to strong acids* **Properties of Linen** *Linen is produced from the stem of a flax plant.* *The properties of linen are similar to those of cotton except that it:* *Is crisp* *Has lustre* *Is stronger* *Frays readily* *Desirable qualities of Linen* *It is used for table linen such as table cloths, napkins, mats and cushions because it is strong, hence* *withstands regular laundering and high temperatures.* *Linen is popularly used in the kitchen because it is strong and is resistant to high temperatures.* *Linen clothes are popular because they are absorbent making them suitable in hot climate.* *Linen takes in dyes easily therefore comes in a wide variety of colours.* *It is popularly used to make household articles like organizers, chair covers and cushions.* *Undesirable Properties of Linen* *Creases readily* *Attacked by mildew* **Properties of Wool** Wool is the hair or fur from animals such as sheep, goats or camels. ***Desirable Properties of Wool*** It has a natural crimp which makes it warm to wear. Wool is resilient making it crease resistant. Wool is non-flammable It is absorbent **Properties of Silk** Silk is produced from the secretion of a silk worm. ***Desirable Properties of Silk*** Silk is a very strong fibre therefore washes and wears well, making it suitable for underwear. Silk has a soft fine lustre therefore popularly used for evening wear. Silk drapes well Silk is absorbent. Silk is resistant to mildew, fungi and moths. It is crease resistant therefore suitable for travel wear. ***Undesirable Properties of Silk*** Weak when wet; Easily damaged by high temperatures; ----- ### HOME SCIENCE FORM 1 NOTES Weakened by long exposure to sunlight; Perspiration weakens it; Easily weakened by alkalis and acids. **Properties of Mineral Fibres** **Asbestos** The most commonly used mineral fibre is asbestos. **Properties of Asbestos** It is resistant to fire and most chemicals. Asbestos is commonly used to make fire fighting clothes.Asbestos cloth being resistant to heat and fires is used to make various items such as hats, gloves, belts, ropes and fire fighting uniform. Asbestos fibre is also used as insulation materials for water heaters, fridges and ovens. **Silver strands** are used to make decorative clothes and items. **Gold fibres** are woven into fabric for decorative purposes to make various items. **Properties of Viscose Rayon** Viscose rayon is made from wood pulp and chemicals. The properties of viscose rayon are similar to those of cotton. ***Desirable Properties of Viscose Rayon*** Being a filament fibre it produces a smooth and lustrous surface. It is therefore popularly used to make table cloths and napkins.Viscose is absorbent therefore cool to wear in hot climate.Viscose takes in dyes well and therefore can be produced in a wide variety of colours and designs.Viscose blends easily with other fibres and is normally blended with cotton and wool. This makes it crease resistant and strong while maintaining its high lustre. ***Undesirable Properties of Viscose Rayon*** Is not a strong fibre and is weaker when wet. It should therefore not be twisted, wrung or rubbed during laundry. Scorches when exposed to heat Develops mildew Yellows and rots due to prolonged exposure to light. **Properties of Synthetic Fibres** **Synthetic fibres** are made from chemical substances which are mainly derived from coal, oil or petroleum products. There are properties that are common to all synthetic fibres. ***Desirable Properties of Synthetic Fibres*** Synthetic fibres are very strong. They are therefore used to make a variety of items. ----- ### HOME SCIENCE FORM 1 NOTES Synthetics are smooth and have a lustrous finish. Synthetic fabrics drape well and are popularly used to make curtains and table clothes. Synthetic fabrics are resilient. This means they do not crease easily and are therefore good for traveling and work clothes. Light in weight therefore good for travel. Resistant to sunlight except nylon which yellows with prolonged exposure to sunlight. Not attacked by moths, insects and mildew. ***Undesirable Properties of Synthetic Fibres*** Not absorbent Develop static electricity making them cling to the body and attract dirt. Damaged by chlorine bleaches Damaged by high temperatures Abrasion and prolonged wear causes pilling (small ball-like features) on the fabric. -----"}
{"text": "#### # **1.0.0 INTRODUCTION TO CHEMISTRY (12 LESSONS) ** **1.1.0 Specific Objectives** **1.2.1 Review the following topics ** **- properties of matter ** **- states of matter ** **- mixtures and their separations ** **- conductors and non-conductors of electricity ** **- Mention of drugs (prescription, dosage and abuse) ** **1.2.2 Chemistry and the Society **  Definition of chemistry and its role in the society **1.2.3 Chemistry laboratory **  heating apparatus (Bunsen burner, spirit lamp, candle, gas or kerosene stove and electric heater)  parts of a Bunsen burner and its flame  measuring apparatus (volume, temperature, mass, time)  other apparatus (glass ware, spatula, deflagrating spoon, crucible wire gauze etc)  laboratory safety rules. ----- ##### **(A) STATES/PHASES OF MATTER ** Matter is anything that has weight/ mass and occupies space/ volume. Naturally, there are basically three states of matter. (i) Solid -e.g. soil, sand, copper metal,bucket, ice. (ii) Liquid- e.g water, Petrol, ethanol/alcohol, Mercury(liquid metal). (iii) gas- e.g. Oxygen, Nitrogen,Water vapour. **Solids **  Have closely packed particles  Have definite shape and volume  Have particles that vibrate about fixed positions ----- #####  When heated, particles vibrate more vigorously, bonds weaken, particles space out and solid expands. **Liquids** Liquids:  Flow freely because their particles slide over each other as they have weak interparticle forces.  Have no definite shape  Have definite volume cannot be squashed  Can flow because interparticle forces between liquid particles are weak and so the particles can slide over/past each other. **Gases** **Gases ** **Gases; **  Offer least resistance  Occupy greater volume than same mass of solids/liquids  Have particles that are widely spaced apart (weak interparticle forces) and move with great speed ----- #####  No fixed volume, no fixed shape  Are only restricted by shape and size of /container  Particles are far apart and can be pushed together (can be easily compressed)  Move around easily, quickly and randomly colliding with each other and bounce off, spacing out. **Summary of properties of matter** |state|Particular properties|Col3|Bulk properties|Col5| |---|---|---|---|---| ||motion|distance|shape|volume| |solids|Particles vibrate about fixed positions|very close together|fixed|fixed| |liquids|Translation, rotation and vibration: Translation not so important as particles are very close together|very close together|not fixed|fixed| |gases|Translation, rotation and vibration: Particles fly about very rapidly and collide often|very far apart in molecular terms|not fixed|not fixed| ##### **(b) Separation of mixture ** A mixture is a combination of two or more substances that can be separated by physical means. Simple methods of separating mixtures at basic chemistry level include **-** (i) Sorting/picking this involve physically picking one pure substance from a mixture with another/other. e. g. sorting maize from maize beans mixture. (ii) Decantation- this involve pouring out a liquid from a solid that has settled /sinking ** . ** solid in it. e. g. Decanting water form sand ----- ##### (iii) Filtration -this involves sieving /passing particles of a mixture through a filter containing small holes that allow smaller particle to pass through but do not allow bigger particle to pass through. ----- ##### **-** (iv)Skimming this involve scooping floating particles. e.g. cream from milk **(c) Metals and non-metals ** Metals are shiny, ductile(able to form wires),malleable(able to form sheet) and coil without breaking. e.g. Iron, gold, silver, copper. Mercury is the only liquid metal known. Non-metals are dull, not ductile(do not form wires), not malleable(do not form sheet) and break on coiling/brittle. e.g. Charcoal, Sulphur, plastics. **CONDUCTORS AND INSULATORS** Conductors are made of materials that electricity can flow through easily. These materials are made up of atoms whose electrons can move away freely. ----- ##### Some examples of conductors are:  All metals (molten or solid) and the non-metal carbon (graphite). This conduction involves the movement of free or delocalized electrons (e [-] charged particles) and does not involve any chemical change.  Any molten or dissolved material in which the liquid contains free moving ions is called the electrolyte. Ions are charged particles eg Na [+] sodium ion, or Cl [-] chloride ion, and their movement or flow constitutes an electric current, because a current is moving charged particles. ##### List of conductors ##### Copper  Aluminum  Platinum  Gold  Silver ##### Graphite ##### Salt solutions (e.g. sodium chloride)  Water ##### People and Animals  Trees Insulators are materials opposite of conductors. The atoms are not easily freed and are stable, preventing or blocking the flow of electricity. Some examples of insulators are:  Glass ----- #####  Porcelain  Plastic  Rubber Electricity will always take the shortest path to the ground. Your body is 60% water and that makes you a good conductor of electricity. If a power line has fallen on a tree and you touch the tree you become the path or conductor to the ground and could get electrocuted. The rubber or plastic on an electrical cord provides an insulator for the wires. By covering the wires, the electricity cannot go through the rubber and is forced to follow the path on the aluminum or copper wires. The ability to conduct electricity is the major simple distinction between elements that are metals and non-metals. #### **(e)Drugs ** ----- #### A drug is a natural or synthetic/man-made substance that when taken changes/alter the body functioning. A natural or synthetic/man-made substance that when taken changes/alter the abnormal body functioning to normal is called medicine . Medicines are thus drugs intended to correct abnormal body functions. . Medicines should therefore be taken on prescription and dosage . A prescription is a medical instruction to a patient/sick on the correct type of medicine to take and period/time between one intake to the other . A dosage is the correct quantity of drug required to alter the abnormal body function back to normal. This is called treatment . It is the professional work of qualified doctors/pharmacists to administer correct prescription and dosage of drugs/medicine to the sick. Prescription and dosage of drugs/medicine to the sick use medical language. ** Example ** (i) 2 x 4 ; means  2  tablets for solid drugs/spoon fulls for liquid drugs taken  4  times for a duration of one day/24 hours and then repeated and continued until all the drug given is finished. (ii) 1 x 2 ; means  1  tablets for solid drugs/spoon fulls for liquid drugs taken  2  times for a duration of one day/24 hours and then repeated and continued until all the drug given is finished. Some drugs need minimal prescription and thus are available without pharmacist/ doctors prescription. They are called O ver T he C ounter(OTC) drugs. OTC drugs used to treat mild headaches, stomach upsets, common cold include: (i) painkillers (ii) anti acids (iii) cold/flu drugs. All medicines require correct intake dosage. When a prescription dosage is not followed, this is called drug misuse/abuse. Some drugs are used for other purposes other than that intended. This is called drug abuse . Drug abuse is when a drug is intentionally used to alter the normal functioning of the body. The intentional abnormal function of the drug is to make the victim have false feeling of well being. The victim lack both mental and physical coordination. Some drugs that induce a false feeling of well being are illegal. They include heroin, cocaine, bhang, mandrax and morphine. Some abused drugs which are not illegal include: miraa, alcohol, tobacco, sleeping pills. ----- ##### **1.2.2 CHEMISTRY AND THE SOCIETY **  Definition of chemistry and its role in the society #### Chemistry is a branch of Science. Science is basically the study of living and non- living things. The branch of science that study living things is called Biology. The branch of science that study non-living things is called Physical Science. Physical Science is made up of: (i)Physics- the study of matter in relation to energy (ii)Chemistry- the study of composition of matter. Chemistry is thus defined as the branch of science that deals with the structure composition, properties and behavior of matter. Basic Chemistry involves studying: **The role of chemistry in society ** (a) Chemistry is used in the following: (i)Washing/cleaning with soap: Washing/cleaning is a chemical process that involve jnteraction of water,soap and dirt so as to remove the dirt from a garment. (ii)Understanding chemicals of life Living thing grow, respire and feed. The formation and growth of cells involve chemical processes in living things using carbohydrates, proteins and vitamins. (iii)Baking: Adding baking powder to dough and then heating in an oven involves interactions that require understanding of chemistry. (iv)Medicine: Discovery, test,prescription and dosage of drugs to be used for medicinal purposes require advanced understanding of chemistry (v)Fractional distillation of crude oil: Crude oil is fractional distilled to useful portions like petrol,diesel,kerosene by applying chemistry. (vi)Manufacture of synthetic compounds/substances Large amounts of plastics, glass, fertilizers, insecticides, soaps, cements, are manufactured worldwide. Advanced understanding of the chemical processes involved is a requirement. ----- #### (vii)Diagnosis/test for abnormal body functions. If the body is not functioning normally,it is said to be sick/ill.Laboaratory test are done to diagnose the illness/sickness. (b) The following career fields require Chemistry as one of subject areas of advanced/specialized study: (i)Chemical engineering/chemical engineer (ii)Veterinary medicine/Veterinary doctor (iii)Medicine/Medical doctor/pharmacist/nurse (iv)Beauty/Beautician (v)Teaching/Chemistry teacher. ##### **1.2.3 CHEMISTRY LABORATORY **  heating apparatus (Bunsen burner, spirit lamp, candle, gas or kerosene stove and electric heater)  parts of a Bunsen burner and its flame  measuring apparatus (volume, temperature, mass, time)  other apparatus (glass ware, spatula, deflagrating spoon, crucible wire gauze etc)  laboratory safety rules. CO MM O N LAB O RAT O RY APPARAT US ----- 2. PIPPETTE: A pipette is used to measure small amounts of solution very accurately. A pipette bulb is used to draw solution into the pipette. Pipette has a mark that shows how much volume it can draw. It cannot be used for transferring any other volume unless the one specified on it. 3. BEAKERS: The primary function of a beaker is to hold and work with liquids. If graduated, it can serve to make approximate measurements of liquid volume. 4. GOOGLES: Eye protection is a priority in any science laboratory setting. 5. STIRRER: The function of a stirrer is to agitate liquids for speeding up reactions or improving mixtures. 6. MEASURING CYLINDER: Graduated or measuring cylinders are specifically designed to make accurate liquid volume measurements. #### Measuring cylinders are apparatus used to measure volume of liquid/ solutions. They are calibrated/ graduated to measure any volume required to the maximum. Measuring cylinders are named according to the maximum calibrated/graduated volume e.g. 10ml measuring cylinder is can hold maximum calibrated/graduated volume of 10mililitres /10 cubic centimetres ----- #### 50ml measuring cylinder is can hold maximum calibrated/graduated volume of 50mililitres /50 cubic centimetres 250ml measuring cylinder is can hold maximum calibrated/graduated volume of 250mililitres /250 cubic centimetres 1000ml measuring cylinder is can hold maximum calibrated/graduated volume of 1000mililitres /1000 cubic centimetres BURETTE: #### Burette is a long and narrow/thin apparatus used to measure small accurate and exact volumes of a liquid solution. It must be clamped first on a stand before being used. It has a tap to run out the required amount out. They are calibrated/ graduated to run out small volume required to the maximum 50ml/50cm [3] . The maximum 50ml/50cm [3] calibration/ graduation reading is at the bottom .This ensure the amount run out from a tap below can be determined directly from burette reading before and after during volumetric analysis. **Burettes are expensive and care should be taken when using them. ** Pipette Pipette is a long and narrow/thin apparatus that widens at the middle used to measure and transfer small very accurate/exact volumes of a liquid solution. It is open on either ends. The maximum 25ml/25cm3 calibration/ graduation mark is a visible ring on one thin end. To fill a pipette to this mark, the user must suck up a liquid solution upto a level above the mark then adjust to the mark using a finger. This require practice. **Pipette filler ** Pipette filler is used to suck in a liquid solution into a pipette instead of using the mouth. It has a suck, adjust and eject button for ensuring the exact volume is attained. This requires practice. **Volumetric flasks. ** A volumetric flask is thin /narrow but widens at the base/bottom. It is used to measure very accurate/exact volumes of a liquid solution. The maximum calibration / graduation mark is a visible ring. ----- #### Volumetric flasks are named according to the maximum calibrated/graduated volume e.g. 250ml volumetric flask has a calibrated/graduated mark at exact volume of 250mililitres /250centimetres 1l volumetric flask has a calibrated/graduated mark at exact volume of one litre /1000 cubic centimetres 2l volumetric flask has a calibrated/graduated mark at exact volume of two litres /2000 cubic centimetres Dropper/teat pipette A dropper/teat pipette is a long thin/narrow glass/rubber apparatus that has a flexible rubber head. A dropper/teat pipette is used to measure very small amount/ drops of liquid solution by pressing the flexible rubber head. The number of drops needed are counted by pressing the rubber gently at a time **(b)Apparatus for measuring mass ** 1. Beam balance A beam balance has a pan where a substance of unknown mass is placed. The scales on the opposite end are adjusted to balance with the mass of the unknown substance. The mass from a beam balance is in grams . 2. Electronic/electric balance. An electronic/electric balance has a pan where a substance of unknown mass is placed. The mass of the unknown substance in grams is available immediately on the screen. **(c)Apparatus for measuring temperature ** A thermometer has alcohol or mercury trapped in a bulb with a thin enclosed outlet for the alcohol/mercury in the bulb. If temperature rises in the bulb, the alchohol /mercury expand along the thin narrow enclosed outlet. The higher the temperature, the more the expansion. Outside, a calibration /graduation correspond to this expansion and thus changes in temperature. ----- #### A thermometer therefore determines the temperature when the bulb is fully dipped in to the substance being tested. To determine the temperature of solid is thus very difficult. **(d)Apparatus for measuring time ** The stop watch/clock is the standard apparatus for measuring time. Time is measured using hours, minutes and second. Common school stop watch/clock has start, stop and reset button for determining time for a chemical reaction.This require practice. **(e) Apparatus for scooping ** 1. Spatula A spatula is used to scoop solids which do not require accurate measurement. Both ends of the spatula can be used at a time. A solid scooped to the brim is one spatula end full A solid scooped to half brim is half spatula end full. 2. Deflagrating spoon A deflagrating spoon is used to scoop solids which do not require accurate measurement mainly for heating. Unlike a spatula, a deflagrating spoon is longer. **(f) Apparatus for putting liquids/solid for heating. ** 1. Test tube. A test tube is a narrow/thin glass apparatus open on one side. The end of the opening is commonly called the the mouth of the test tube. 2. Boiling/ignition tube. A boiling/ignition tube is a wide glass apparatus than a test tube open on one side. The end of the opening is commonly called the the mouth of the boiling/ignition tube. 3. Beaker. Beaker is a wide calibrated/graduated lipped glass/plastic apparatus used for transferring liquid solution which do not normally require very accurate measurements Beakers are named according to the maximum calibrated/graduated volume they can hold e.g. 250ml beaker has a maximum calibrated/graduated volume of 250mililitres /250 cubic centimetres 1l beaker has a maximum calibrated/graduated volume of one litre /1000 cubic centimetres ----- #### 5 l beaker has a maximum calibrated/graduated volume of two litres /2000 cubic centimetres 4. Conical flask. A conical flask is a moderately narrow glass apparatus with a wide base and no calibration/graduation. Conical flasks thus carry/hold exact volumes of liquids that have been measured using other apparatus. It can also be put some solids. The narrow mouth ensures no spirage. Conical flasks are named according to the maximum volume they can hold e.g. 250ml Conical flasks hold a maximum volume of 250mililitres /250 cubic centimetres 500ml Conical flasks hold a maximum volume of 500ml /1000 cubic centimetres 5. Round bottomed flask A round bottomed flask is a moderately narrow glass apparatus with a wide round base and no calibration/graduation. Round bottomed flask thus carry/hold exact volumes of liquids that have been measured using other apparatus. The narrow/thin mouth prevents spirage. The flask can also hold (weighed) solids. A round bottomed flask must be held/ clamped when in use because of its wide narrow base. 6. Flat bottomed flask A flat bottomed flask is a moderately narrow glass apparatus with a wide round base with a small flat bottom. It has no calibration/graduation. Flat bottomed flask thus carry/hold exact volumes of liquids that have been measured using other apparatus. The narrow/thin mouth prevents spirage. They can also hold (weighed) solids. A flat bottomed flask must be held/ clamped when in use because its flat narrow base is not stable. **(g) Apparatus for holding unstable apparatus( during heating). ** 1. Tripod stand A tripod stand is a three legged metallic apparatus which unstable apparatus are placed on (during heating).Beakers. conical flasks,round bottomed flask and flat bottomed flasks are placed on top of tripod stand (during heating). 2. Wire gauze/mesh Wire gauze/mesh is a metallic/iron plate of wires crossings. It is placed on top of a tripod stand: (i) ensure even distribution of heat to prevent cracking glass apparatus (ii) hold smaller apparatus that cannot reach the edges of tripod stand ----- #### 3 Clamp stand A clamp stand is a metallic apparatus which tightly hold apparatus at their neck firmly. A clamp stand has a wide metallic base that ensures maximum stability. The height and position of clamping is variable. This requires practice. 4.Test tube holder A test tube holder is a hand held metallic apparatus which tightly hold test/boiling/ignition tube at their neck firmly on the other end. Some test tube holders have wooden handle that prevent heat conduction to the hand during heating. 5. Pair of tong. A pair of tong is a scissor-like hand held metallic apparatus which tightly hold firmly a small solid sample on the other end. 6.Gas jar A gas jar is a long wide glass apparatus with a wide base. It is open on one end. It is used to collect/put gases. This requires practice. **(h) Apparatus for holding/directing liquid solutions/funnels ( to avoid ** **spirage). ** 1. Filter funnel A filter funnel is a wide mouthed (mainly plastic) apparatus that narrow drastically at the bottom to a long extension. When the long extension is placed on top of another apparatus, a liquid solution can safely be directed through the wide mouth of the filter funnel into the apparatus without spirage. Filter funnel is also used to place a filter paper during filtration. 2. Thistle funnel A thistle funnel is a wide mouthed glass apparatus that narrow drastically at the bottom to a very long extension. The long extension is usually drilled through a stopper/cork. A liquid solution can thus be directed into a stoppered container without spirage 3. Dropping funnel ----- #### A dropping funnel is a wide mouthed glass apparatus with a tap that narrow drastically at the bottom to a very long extension. The long extension is usually drilled through a stopper/cork. A liquid solution can thus be directed into a stoppered container without spirage at the rate determined by adjusting the tap. 4. Separating funnel A separating funnel is a wide mouthed glass apparatus with a tap at the bottom narrow extension. A liquid solution can thus be directed into a separating funnel without spirage. It can also safely be removed from the funnel by opening the tap. It is used to separate two or more liquid solution mixtures that form layers/immiscibles. This requires practice. **(h) Apparatus for heating/Burners ** 1. Candle, spirit burner, kerosene stove, charcoal burner/jiko are some apparatus that can be used for heating. Any flammable fuel when put in a container and ignited can produce some heat. 2.Bunsen burner The Bunsen burner is the standard apparatus for heating in a Chemistry school laboratory. It was discovered by the German Scientist Robert Wilhelm Bunsen in1854. ( a )Diagram of a Bunsen burner ----- #### A Bunsen burner uses butane/laboratory gas as the fuel. The butane/laboratory gas is highly flammable and thus usually stored safely in a secure chamber outside Chemistry school laboratory. It is tapped and distributed into the laboratory through gas pipes. The gas pipes end at the gas tap on a chemistry laboratory bench .If opened the gas tap releases butane/laboratory gas. Butane/laboratory gas has a characteristic odour/smell that alerts leakages/open gas tap. The Bunsen burner is fixed to the gas tap using a strong rubber tube. The Bunsen burner is made up of the following parts:  (i)base plate to ensure the burner can stand on its own (ii)Jet-a hole through which laboratory gas enters the burner (iii)Collar/sleeve-adjustable circular metal attached to the main chimney/burell with a side hole/entry. It controls the amount of air entering used during burning. (iv)Air hole- a hole/entry formed when the collar side hole is in line with chimney side hole. If the collar side hole is not in line with chimney side hole, the air hole is said to be closed If the collar side hole is in line with chimney side hole, the air hole is said to be open (v)Chimney- tall round metallic rod attached to the base plate. ----- #### ( b ) Procedure for lighting/igniting a Bunsen burner 1. Adjust the collar to ensure the air holes are closed. 2. Connect the burner to the gas tap using a rubber tubing. Ensure the rubber tubing has no side leaks. 3. Turn on the gas tap. 4. Ignite the top of the chimney using a lighted match stick/gas lighter/wooden splint. 5. Do not delay excessively procedure (iv) from (iii) to prevent highly flammable laboratory gas from escaping/leaking. ( c ) Bunsen burner flames A Bunsen burner produces two types of flames depending on the amount of air entering through the air holes. If the air holes are fully open, a non luminous flame is produced. If the air holes are fully closed, a luminous flame is produced. If the air air holes are partially open/ closed, a hybrid of non luminous and luminous flames is produced. #### **Characteristic differences between luminous and non-luminous flame ** |Luminous flame|Non-luminous flame| |---|---| |1. Produced when the air holes are fully/completely closed.|1. Produced when the air holes are fully/completely open.| |2. when the air holes are fully/ completely closed there is incomplete burning/ combustion of the laboratory gas|2.when the air holes are fully/ completely open there is complete burning/ combustion of the laboratory gas| |3. Incomplete burning/ combustion of the laboratory gas produces fine unburnt carbon particles which make the flame sooty/smoky|3. Complete burning/ combustion of the laboratory gas does not produce carbon particles. This make the flame non- sooty /non- smoky.| |4. Some carbon particles become white hot and emit light. This flame is thus bright yellow in colour producing light. This makes luminous flame useful for lighting|4. Is mainly blue in colour and is hotter than luminous flame. This makes non- luminous flame useful for heating| |5. Is larger, quiet and wavy/easily swayed by wind|5.Is smaller, noisy and steady| ----- |Col1|Col2| |---|---| |Luminous flame has three main regions: (i)the top yellow region where there is incomplete combustion/burning (ii)the region of unburnt gas below the yellow region where the gas does not burn (iii) blue region on the sides of region of unburnt gas where there is complete burning|Non-luminous flame has four main regions: (i)the top colourless region (ii) blue region just below where there is complete burning.It is the hottest region (iii) green region surrounded by the blue region where there is complete burning (ii)the region of unburnt gas at the innermost surrounded by green and blue regions. No burning takes place here| #### Scientific apparatus are drawn: (i)using a proportional two dimension( 2D ) cross-sections. Three dimensions (3D) are not recommended. (ii)straight edges of the apparatus on a scientific diagram should be drawn using ruler. (iii)curved edges of the apparatus on a scientific diagram should be drawn using free hand. (iv)The bench, tripod or clamp to support apparatus which cannot stand on their own should be shown. **The School Chemistry Laboratory ** Chemistry is studied mainly in a science room called a school chemistry laboratory . The room is better ventilated than normal classroom. It has electricity, gas and water taps . A school chemistry laboratory has a qualified professional whose called Laboratory technician/assistant. All students user in a school chemistry laboratory must consult the Laboratory technician/assistant for all their laboratory work. A school chemistry laboratory has chemicals and apparatus. A chemical is a substance whose composition is known. All chemical are thus labeled as they are. This is because whereas physically a substance may appear similar, chemically they may be different. ----- #### All Chemicals which are not labeled should never be use. Some chemicals are toxic/poisonous, explosive, corrosive, caustic, irritants, flammable, oxidizing, carcinogenic, or radioactive. Care should always be taken when handling any chemical which have any of the above characteristic properties. Common school chemistry laboratory chemicals include: (i)distilled water (ii)Concentrated mineral acid which are very corrosive(on contact with skin they cause painful open wounds) (iii)Concentrated alkali/bases which are caustic(on contact with skin they cause painful blisters) (iv)Very many types of salts The following safety guideline rules should be followed by chemistry laboratory users: (i)Enter the laboratory with permission in an orderly manner without rushing/pushing/scrabbling. (ii)Do not try unauthorized experiments. They may produce flammable, explosive or toxic substances that affect your health. (iii)Do not taste any chemical in the laboratory. They may be poisonous. (iv)Waft gas fumes to your nose with your palm.Do not inhale/smell gases directly. They may be highly poisonous/toxic. (v)Boil substances with mouth of the test tube facing away from others and yourself. Boiling liquids spurt out portions of the hot liquid. Products of heating solids may be a highly poisonous/toxic gas. (vi)Wash with lots of water any skin contact with chemicals immediately.Report immediately to teacher/laboratory technician any irritation, cut, burn, bruise or feelings arising from laboratory work. (vii)Read and follow safety instruction.All experiments that evolve/produce poisonous gases should be done in the open or in a fume chamber. (viii)Clean your laboratory work station after use.Wash your hand before leaving the chemistry laboratory. (ix)In case of fire, remain calm, switch of the source of fuel-gas tap. Leave the laboratory through the emergency door. Use fire extinguishers near the chemistry laboratory to put of medium fires. Leave strong fires wholly to professional fire fighters. (x)Do not carry unauthorized item from a chemistry laboratory. An apparator /apparatus are scientific tools/equipment used in performing scientific experiments. The conventional apparator used in performing a scientific ----- #### experiments is called standard a pparator/apparatus. If the conventional standard apparator/apparatus is not available, an improvised apparator/apparatus may be used in performing a scientific experiments. An improvised apparator/apparatus is one used in performing a scientific experiment for a standard apparator/apparatus. Most standard apparatus in a school chemistry laboratory are made of glass because: (i)Glass is transparent and thus reactions /interactions inside are clearly visible from outside (ii)Glass is comparatively cheaper which reduces cost of equipping the school chemistry laboratory (iii)glass is comparatively easy to clean/wash after use. (iv)glass is comparatively unreactive to many chemicals. Apparatus are designed for the purpose they are intended in a school chemistry laboratory: ----- # SEPARATION OF MIXTURES #### CLASSIFICATION OF SUBSTANCES Substances are either pure or impure. A pure substance is one which contains only one substance. An impure substance is one which contains two or more substances. A pure substance is made up of a pure solid, pure liquid or pure gas. A mixture is a combination of two or more pure substances which can be separated by physical means. The three states of matter in nature appear mainly as mixtures of one with the other. Common mixtures include: **(a)Solutions/solid-liquid dissolved mixture ** **Experiment: ** To make a solution of copper(II)sulphate(VI)/Potassium manganate(VII) /sodium chloride Procedure Put about 100 cm3 of water in three separate beakers. Separately place a half spatula end full of copper(II)sulphate(VI),Potassium manganate(VII) and sodium chloride crystals to each beaker. Stir for about two minutes. Observation Copper(II)sulphate(VI) crystals dissolve to form a blue solution Potassium manganate(VII) crystals dissolve to form a purple solution Sodium chloride crystals dissolve to form a colourless solution Explanation Some solids, liquids and gases dissolve in some other liquids. A substance/liquid in which another substance dissolves is called solvent. A substance /solid /gas which dissolves in a solvent is called solute. When a solute dissolves in a solvent it forms a uniform mixture called solution . A solute dissolved in water as the solvent exists in another state of matter called aqueous state. Water is refered as the universal solvent because it dissolves many solutes. A solute that dissolves in a solvent is said to be soluble . Soluble particles uniformly spread between the particles of water/solvent and cannot be seen. **Solute + Solvent -> solution ** **Solute + Water -> Aqueous solution of solute ** The solute dissolved in water gives the name of the solution e. g. ----- #### 1. Sodium chloride solution is a solution formed after dissolving sodium chloride crystals/solid in water. Sodium chloride exists in aqueous state after dissolving. Sodium chloride + Water -> Sodium chloride solution NaCl( s ) + (aq) -> NaCl( aq ) 2. Ammonia solution is a solution formed after dissolving ammonia gas in water. Ammonia exists in aqueous state after dissolving. Ammonia gas + Water -> Aqueous ammonia NH 3 ( g ) + (aq) -> NH 3 ( aq ) 3. Copper (II)sulphate(VI) solution is a solution formed after dissolving Copper(II) sulphate (VI) crystals/solid in water. Copper (II)sulphate(VI) exist in aqueous state after dissolving. Copper (II)sulphate(VI) + Water -> Copper (II)sulphate(VI) solution CuSO 4 ( s ) + (aq) -> CuSO 4 ( aq ) 4. Potassium manganate(VII) solution is a solution formed after dissolving Potassium manganate(VII) crystals/solid in water. Potassium manganate(VII)exist in aqueous state after dissolving. Potassium manganate(VII) + Water -> Potassium manganate(VII) solution KMnO 4 ( s ) + (aq) -> KMnO 4 ( aq ) **(b)Suspension/ precipitates/solid-liquid mixture which do not dissolve ** **Experiment: To make soil,flour and Lead(II)Iodide suspension/precipitate ** Procedure Put about 100 cm3 of water in three separate beakers. Separately place a half spatula end full of soil,maize and lead(II)Iodide to each beaker. Stir for about two minutes. Observation Some soil, maize and lead(II)Iodide float in the water A brown suspension/precipitate/particles suspended in water containing soil A white suspension/precipitate/particles suspended in water containing flour A yellow suspension/precipitate/particles suspended in water containing Lead(II)iodide. Some soil, maize and lead(II)Iodide settle at the bottom after some time. Explanation Some solid substances do not dissolve in a liquid. They are said to be insoluble in the solvent .When an insoluble solid is put in liquid: ----- #### (i) some particles remain suspended/floating in the liquid to form a suspension / precipitate . (ii) some particles sink/settle to the bottom to form sediments after being allowed to stand . An insoluble solid acquire the colour of the suspension/precipitate .e.g . 1.A white suspension /precipitate has some fine white particles suspended /floating in the liquid. Not white solution 2.A blue suspension /precipitate has some fine blue particles suspended /floating in the liquid. 3.A green suspension /precipitate has some fine green particles suspended /floating in the liquid. 4.A brown suspension /precipitate has some fine brown particles suspended /floating in the liquid. 4.A yellow suspension /precipitate has some fine yellow particles suspended /floating in the liquid. (c) (i) Miscibles /Liquid-liquid mixtures **To form water-ethanol and Kerosene-turpentine miscibles ** Procedure (i)Measure 50cm3 of ethanol into 100cm3 beaker. Measure 50cm3 of water. Place the water into the beaker containing ethanol. Swirl for about one minute. (ii)Measure 50cm3 of kerosene into 100cm3 beaker. Measure 50cm3 of turpentine oil. Place the turpentine oil into the beaker containing kerosene. Swirl for about one minute. Observation Two liquids do not form layers. Ethanol and water form a uniform mixture. Kerosene and turpentine oil form uniform mixture Explanation Ethanol is miscible in Water. Kerosene is miscible in turpentine oil. Miscible mixture form uniform mixture. They do not form layers. The particles of one liquid are smaller than the particles of the other. The smaller particles occupy the spaces between the bigger particles. (ii) Immiscibles /Liquid-liquid mixtures **To form water-turpentine oil and Kerosene-water miscibles ** Procedure (i)Measure 50cm3 of water into 100cm3 beaker. Measure 50cm3 of turpentine oil. Place the oil into the beaker containing water. Swirl for about one minute. ----- #### (ii) Measure 50cm3 of water into 100cm3 beaker. Measure 50cm3 of kerosene. Place the kerosene into the beaker containing water. Swirl for about one minute. Observation Two liquids form layers. Turpentine and water do not form a uniform mixture. Water and kerosene do not form uniform mixture Explanation Kerosene is immiscible in Water. Water is immiscible in turpentine oil. Immiscible mixtures do not form uniform mixtures. They form layers. The size of the particles of one liquid is almost equal to the particles of the other. The particles of one liquid cannot occupy the spaces between the particles of the other. The heavier particles settle at the bottom. The less dense particles settle on top. (d)Solid-solid mixtures/Alloys Before solidifying, some heated molten/liquid metals dissolve in another metal to form a uniform mixture of the two. On solidifying, a uniform mixture of the metals is formed. A uniform mixture of two metals on solidifying is called alloy . In the alloy, one metallic particle occupies the spaces between the metallic particles of the other. **c) Common alloys of metal. ** |Alloy name|Constituents of the alloy|Uses of the alloy| |---|---|---| |Brass|Copper and Zinc|Making scews and bulb caps| |Bronze|Copper and Tin|Making clock springs,electrical contacts and copper coins| |Soldier|Lead and Tin|Soldering, joining electrical contacts because of its low melting points and high thermal conductivity| |Duralumin|Aluminium, Copper and Magnesium|Making aircraft, utensils, windows frames because of its light weight and corrosion resistant.| |Steel|Iron, Carbon ,Manganese and other metals|Railway lines, car bodies girders and utensils.| |Nichrome|Nichrome and Chromium|Provide resistance in electric heaters and ovens| ----- |Col1|Col2|Col3| |---|---|---| |German silver|Copper, Zinc and Nickel|Making coins| #### **METHODS OF SEPARATING MIXTURES ** Mixtures can be separated from applying the following methods: **(a) Decantation ** Sediments can be separated from a liquid by pouring out the liquid. This process is called decantation. Experiment Put some sand in a beaker. Add about 200cm3 of water. Allow sand to settle. Pour off water carefully into another beaker. Observation Sand settles at the bottom as sediments. Less clean water is poured out. Explanation Sand does not dissolve in water. Sand is denser than water and thus settles at the bottom as sediment . When poured out, the less dense water flows out. **(b)Filtration ** Decantation leaves suspended particles in the liquid after separation. Filtration is thus improved decantation. Filtration is the method of separating insoluble mixtures/particles/solids from a liquid. Experiment : To separate soil and water using filtration Fold a filter paper to fit well into a filter funnel. Place the funnel in an empty 250 cm3 beaker. Put one spatula end full of soil into 50cm3 of water. Stir. Put the soil/water mixture into the filter funnel. Observations Clean water is collected below the filter funnel. Soil remains above the filter paper. Explanation A filter paper is porous which act like a fine sieve with very small holes . The holes allow smaller water particles to pass through but do not allow bigger soil ----- #### particles. The liquid which passes through is called filtrate . The solid which do not pass through is called residue . Set up of apparatus In industries, filtration is used in engine filters to clean up air. ----- #### **(c)Evaporation ** Evaporation is a method of separating a solute/solid from its solution. This involves heating a solution (solvent and solute)to vapourize the solvent out of the solution mixture leaving pure solute/solid. If a mixture contain insoluble solid, they are filtered out. Experiment: : To separate a mixture of soil and salt(sodium chloride) . Procedure: Put one spatula end full of soil on a filter paper. Put one spatula full of common salt/sodium chloride into the same filter paper. Mix well using the spatula,. Place about 200cm3 of water into a beaker. Put the contents of the filter paper into the water. Stir thoroughly using a glass/stirring rod for about one minute. Fold a filter paper into a filter funnel. Pour half portion of the contents in the beaker into the filter funnel. Put the filtrate into an evaporating dish. Heat on a water bath. Observation (i)On mixing Colourless crystals and brown soil particles appear on the filter paper. (ii)On adding water Common soil dissolves in water. Soil particles do not dissolve in water. (iii)On filtration Colourless liquid collected as filtrate below the filter funnel/paper. Brown residue collected above the filter funnel/paper. (iv)On evaporation Colourless crystals crystals collected after evaporation Explanation Solid mixture of sand and common salt take the colours of the two. On adding water, common salt dissolve to form a solution . Soil does not because it is insoluble in water and thus forms a suspension. On filtration, a residue of insoluble soil does not pass through the filter paper. It is collected as residue. Common salt solution is collected as filtrate. On heating the filtrate, the solvent/water evaporate/vapourize out of the evaporating dish leaving common salt crystals. Vapourization/evaporation can take place even without heating. This is the principle/process of drying wet clothes on the hanging line. Set up of apparatus ----- #### **(d) Distillation ** Distillation is an improved evaporation where both the solute and the solvent in the solution are separated /collected. Distillation therefore is the process of separating a solution into constituent solid solute and the solvent. It involves heating the solution to evaporate/vapourize the solvent out. The solvent vapour is then condensed back to a liquid. **Experiment: To obtain copper(II)sulphate (VI) crystals and water from ** **copper (II) sulphate(VI) solution. ** Procedure: Put one spatula end full of copper(II)sulphate (VI) crystals into a 250cm3 beaker. Place about 200cm3 of water into the beaker. Stir thoroughly using a glass/stirring rod for about one minute. Pour half portion of the contents in the beaker into a round bottomed/flat/conical flask broken porcelain/sand/glass into the flask. Put a few pieces of b Stopper the flask. Connect the flask to a liebig condenser using delivery tube. Place a 200cm3 clean empty beaker/conical flask as a receiver at the end of the liebig condenser. Circulate water in the liebig condenser. Heat the flask strongly on a tripod stand with wire mesh/gauze until there is no more visible boiling bubbles in the flask. ----- #### Observation Copper (II)sulphate (VI) crystals dissolve in water to form a blue solution. On heating, colourless liquid is collected in the receiver. Blue crystals are left in the flask. (if gently heated further, the blue crystals turn to white powder) Explanation On heating blue Copper (II)sulphate (VI) solution, the colourless liquid solvent evaporate/vapourize . The liquid vapour/gas passes through the delivery tube to the liebig condenser. The liebig condenser has a cold water inlet near the receiver and cold water out let. This ensures efficient cooling. If the cold water outlet/inlet is reversed, the water circulation would be less efficient. The water in the receiver would be warm.In the liebig condenser, the cold water,condenses the liquid vapour into liquid. The condensed liquid collects in the receiver as distillate . The solute of blue Copper (II)sulphate (VI) crystals is left in the flask as residue . During simple distillation,therefore, the solution is heated to vapourize /evaporate the solvent/one component which is condensed at a different part of the apparatus. The purpose of pieces of broken porcelain/porous pot/glass/sand/ is to: (i)prevent bumping of the solution during boiling. (ii)ensure smooth and even boiling. Salty sea water can be made pure through simple distillation. Any mixture with a large difference /40 [o] C in boiling point can be separated using simple distillation. Set up of apparatus ----- #### **(e)Fractional distillation ** Fractional distillation is an improved simple distillation used specifically to separate miscible mixtures with very close /near boiling points. Fractional distillation involves: ( i )Heating the mixture in a conical/round bottomed /flat bottomed flask. The pure substance with a lower boiling point and thus more volatile evaporates/boils/vapourizes first. e.g. Pure ethanol has a boiling point of 78 [o] C.Pure water has a boiling point of 100 [ o] C at sea level/one atmosphere pressure. When a miscible mixture of ethanol and water is heated, ethanol vapourizes /boils/ evaporates first because it is more volatile. ( ii )The conical/round bottomed /flat bottomed flask is connected to a long glass tube called fractionating column . The purpose of the fractionating column is to offer areas of condensation for the less volatile pure mixture. The fractionating column is packed with glass beads/broken glass/ porcelain/ shelves to increase the surface area of condensation of the less volatile pure mixture. ----- #### ( iii )When the vapours rise they condense on the glass beads/broken glass /porcelain / shelves which become hot. When the temperature of the glass beads/broken glass/porcelain/shelves is beyond the boiling point of the less volatile pure substance, the pure substance rise and condensation take place on the glass beads/broken glass/porcelain/shelves at a higher level on the fractionating column. The less volatile pure substance trickles/drips back down the fractionating column or back into the conical/round bottomed /flat bottomed flask to be heated again. e.g. If the temperature on glass beads/broken glass/porcelain/shelves is beyond 78 [o] C, the more volatile pure ethanol rise to condense on the glass beads/broken glass /porcelain/shelves higher in the fractionating column. Water condenses and then drip/trickle to the glass beads/broken glass /porcelain /shelves lower in the fractionating column because it is less volatile. ( iv )The fractionating column is connected to a liebig condenser. The liebig condenser has a cold water inlet and outlet circulation. The more volatile mixture that reach the top of the fractionating column is condenses by the liebig condenser into a receiver. It is collected as the first fraction. ( v )At the top of the fractionating column, a thermometer is placed to note/monitor the temperature of the boiling mixtures . Pure substances have constant/fixed boiling point. When one mixture is completely separated, the thermometer reading rises. e.g. The thermometer reading remains at78 [o] C when ethanol is being separated. When no more ethanol is being separated, the mercury/alcohol level in the thermometer rises. ( vi )The second /subsequent fractions are collected in the receiver after noting a rise the mercury/alcohol level in the thermometer. e.g. The thermometer reading rises to 100 [o] C when water is being separated. It is passed through the liebig condenser with the cold water inlet and outlet circulation. It is collected different receiver as the second/subsequent fraction. (vii)Each fraction collected should be confirmed from known physical/chemical properties/characteristic. e.g. Ethanol ----- #### Ethanol is a colourless liquid that has a characteristic smell .When it is put in a watch glass then ignited, it catches fire and burn with a blue flame. Water Water is a colourless liquid that has no smell/odour .When it is put in a watch glass then ignited, it does not catch fire. Set up of apparatus **Industrial application of Fractional distillation ** On a large scale,fractional distillation is used: (i) In fractional distillation of crude oil in an oil refinery. Crude oil is a mixture of many fractions. When heated in a furnace, the different fractions separate out according to their boiling point. In Kenya,fractional distillation takes place at Changamwe in Mombasa. (ii) In fractional distillation of air. Air contain a mixture of three main useful gases which are condensed by coolin to very low temperature (-200 [o] C) to form a liquid. The liquid is then heated. Nitrogen is the most volatile(-196 [ o] C) and thus comes out as the first fraction. Argon (at -186 o C) is the second fraction. Oxygen ( at -183 o C) is the last fraction. The three gases are very useful industrial gases. ----- #### **(f)Separation of immiscibles (Using a separating funnel) ** Two or more liquids that form layers on mixing are immiscible. Immiscible mixture arrange themselves according to their densities i.e The denser liquid sink to the bottom. The less dense liquid floats on the denser one. Immicible mixtures can be separated from each other by using a separating funnel . Experiment: To separate an immiscible mixture of paraffin and water. Procedure Place about 100cm3 of water into a 250cm3 beaker. Add about 100cm3 of paraffin into the beaker. Stir. Transfer the mixture into a separating funnel. Allow to settle for about one minute. Open the tap, run out the lower layer out slowly into a clean beaker. Close the tap when the upper layer is very close to the tap. Run out the intermediate small amount of the mixture near the tap into a beaker. Discard it. Run out the remaining upper layer into a fresh beaker. Place a portion of upper and lower layer into a watch glass separately after separating each. Ignite. Observation Water and paraffin are both colourless liquids. ----- #### Two layers are formed on mixing. Colourless odourless liquid collected first. It does not catch fire. A colourless liquid with characteristic smell collected later/second. It catches fire and burn with a yellow smoky flame. Explanation Water and paraffin are immiscible. Water is denser than paraffin. When put in a separating funnel, paraffin float on water. On opening the tap, water runs out. A mixture of water and paraffin at the junction of the two is discarded. It is not pure. Set up of apparatus **(g)Sublimation/deposition ** Some solids on heating do not melt to a liquid but change directly to a gas. The process by which a solid changes to a gas is called sublimation . The gas cools back and changes directly to a solid. The process by which a gas changes to a solid is called deposition. Sublimation and deposition therefore are the same but opposite processes. GAS ----- #### Sublimation Deposition SOLID Some common substances that undergo sublimation/ deposition include: (i)Iodine (ii)Carbon(IV)oxide (iii)Camphor (iv) ammonium chloride (v)Iron(III)chloride (vi)Aluminium(III)chloride (vii) benzoic acid If a mixture has any of the above as a component, then on heating it will change to a gas and be deposited away from the source of heating. Procedure Place about one spatula full of ammonium chloride crystals into a clean dry 100cm3 beaker. Add equal amount of sodium chloride crystals into the beaker. Swirl to mix. Place the beaker on a tripod stand. Put about 100cm3 of water into another beaker. Place carefully the beaker containing water on top of the beaker containing the solid mixture. Light/ignite a burner and heat the solid. Set up of apparatus: ----- #### Observation (i)With ammonium chloride/common salt mixture White fumes produced . White sublimate deposited Colourless residue left (ii)With Iodine/common salt mixture Purple fumes produced . Dark grey sublimate deposited Colourless residue left Explanation (i)On heating a mixture of ammonium chloride and common salt, a white fumes of ammonium chloride is produced. The white fumes solidify as white sublimate on the cooler parts. Common salt remains as residue. Chemical equation: NH 4 Cl( s ) NH 4 Cl( g ) ----- #### (ii)On heating a mixture of Iodine and common salt, a purple fumes of Iodine vapour is produced. The purple fumes solidify as dark grey sublimate on the cooler parts. Common salt remains as residue. Chemical equation: I 2 ( s ) I 2 ( g ) **(h)Chromatography ** Chromatography is a method of separating components of a solution mixture by passing it through a medium where the different components move at different rates. The medium through which the solution mixture is passed is called absorbent material . Paper chromatography is a method of separating coloured dyes by using paper as the absorbent material. Since dyes are insoluble/do not dissolve in water, ethanol and propanone are used as suitable solvents for dissolving the dye. Practically, a simple paper chromatography involve placing a dye/material on the absorbent material, adding slowly a suitable soluble solvent on the dye/material using a dropper, the solvent spread out on the absorbent material carrying the soluble dye away from the origin. The spot on which the dye is initially/originally placed is called baseline . The farthest point the solvent spread is called solvent front . The farthest a dye can be spread by the solvent depend on: (i) density of the dye-the denser the dye, the less it spread from the basely ne by the solvent. (ii) Stickiness of the dye-some dyes sticks on the absorbent material more than other thus do not spread far from baseline. **Experiment: To investigate the colours in ink ** Procedure **Method 1 ** Place a filter paper on a an empty beaker. Put a drop of black/blue ink in the centre of the filter paper. Wait for about one minute for the ink drop to spread. Using a clean teat pipette/dropper add one drop of ethanol/propanone. Wait for about one minute for the ink drop to spread further. Add about twenty other drops of ethanol waiting for about one minute before each addition. Allow the filter paper to dry. ----- #### **Experiment: To investigate the colours in ink ** Procedure **Method 2 ** Cut an 8 centimeter thin strip of a filter paper. At about 3cm on the strip, place a drop of ink. Place the filter paper in a 10cm length boiling tube containing 5cm3 of ethanol. Ensure the cut strip of the filter paper just dips into the ethanol towards the ink mark. Cover the boiling tube. Wait for about twenty minutes. Remove the boiling tube and allow the filter paper to dry. Set up of apparatus Method 1 Set up of apparatus Method 2 ----- #### Explanation When a drop of ink is placed on an absorbent material it sticks. On adding an eluting solvent, it dissolves the dye spread out with it. The denser and sticky pure dye move least. The least dense/sticky pure dye move farthest. A pure dye will produce the same chromatogram/spot if the same eluting solvent is used on the same absorbent material. Comparing the distance moved by a pure dye with a mixture,the coloured dyes in a mixture can be deduced as below: **Example 1 ** The chromatogram of pure dyes A, B,C and a dye mixture D is shown below Determine the pure dyes present in D. On the diagram show: (i)the solvent front (ii)baseline (iii)the most soluble pure dye ----- #### **(i) Solvent extraction ** Solvent extraction is a method of separating oil from nuts/seeds. Most nuts contain oil. First the nuts are crushed to reduce their size and increase the surface area. A suitable volatile solvent is added. The mixture is filtered. The filtrate solvent is then allowed to crystallize leaving the oil/fat. If a filter paper is rubbed/smeared with the oil/fat, it becomes translucent. This is the test for the presence of oil/fat. **Experiment: To extract oil from Macadamia nut seeds ** Procedure Crush Macadamia nut seeds form the hard outer cover .Place the inner soft seed into a mortar. Crush(add a little sand to assist in crushing). Add a little propanone and continue crushing. Continue crushing and adding a little propanone until there is more liquid mixture than the solid. Decant/filter. Put the filtrate into an evaporating dish. Vapourize the solvent using solar energy /sunlight. Smear/rub a portion of the residue left after evaporation on a clean dry filter paper. Observation /Explanation Propanone dissolve fat/oil in the macadamia nuts. Propanone is more volatile(lower boiling point)than oil/fat. In sunlight/solar energy, propanone evaporate/vapourize leaving oil/fat(has a higher boiling point).Any seed like corn, ----- #### wheat, rice, soya bean may be used instead of macadamia seed. When oil/fat is rubbed/ smeared on an opaque paper, it becomes translucent. **(j) Crystallization ** Crystallization is the process of using solubility of a solute/solid to obtain the solute/solid crystals from a saturated solution by cooling or heating the solution. A crystal is the smallest regular shaped particle of a solute. Every solute has unique shape of its crystals. Some solutions form crystals when heated. This is because less solute dissolve at higher temperature. Some other solutions form crystals when cooled. This is because less solute dissolve at lower temperature. **Experiment; T o crystallize copper(II)sulphate(VI)solution ** Procedure: Place about one spatula full of hydrated copper sulphate(VI) crystals into 200cm3 of distilled water in a beaker. Stir. Continue adding a little more of the hydrated copper sulphate (VI) crystals and stirring until no more dissolve. Decant/filter. Cover the filtrate with a filter paper. Pierce and make small holes on the filter paper cover. Preserve the experiment for about seven days. Observation/Explanation Large blue crystals formed When hydrated copper(II)sulphate crystals are placed in water, they dissolve to form copper(II)sulphate solution. After some days water slowly evaporate leaving large crystals of copper(II)sulphate. If the mixture is heated to dryness, small crystals are formed. **Physical/Temporary and Chemical changes ** A physical/temporary change is one which no new substance is formed and is reversible back to original. A chemical/permanent change is one which a new substance is formed and is irreversible back to original. The following experiments illustrates physical and chemical changes **(a)Heating ice ** Place about 10g of pure ice in a beaker. Determine its temperature.Record it at time 0.0 in the table below. Heat the ice on a strong Bunsen flame and determine its temperature after every 60seconds/1minute to complete the table below: ----- |Time/minutes|0|1|2|3|4|5|6|7|8| |---|---|---|---|---|---|---|---|---|---| |Temperature o ( C)|-2|0|0|40|80|90|95|95|96| #### Plot a graph of time against Temperature(y-axes) Explain the shape of your graph Melting/freezing/fusion/solidification and boiling /vaporization /evaporation are the two physical processes. Melting /freezing point of pure substances is fixed /constant. The boiling point of pure substance depend on external atmospheric pressure . Melting/fusion is the physical change of a solid to liquid . Freezing is the physical change of a liquid to solid . Melting/freezing/fusion/solidification are therefore two opposite but same reversible physical processes i.e A ( s ) A( l ) Boiling/vaporization/evaporation is the physical change of a liquid to gas . Condensation/ liquidification is the physical change of gas to liquid . Boiling/vaporization/evaporation and condensation/ liquidification are therefore two opposite but same reversible physical processes i.e B ( l ) B( g ) Practically (i) Melting/liquidification/fusion involves heating a solid to weaken the strong bonds holding the solid particles together. Solids are made up of very strong bonds holding the particles very close to each other ( Kinetic Theory of matter ). On heating these particles gain energy/heat from the surrounding heat source to form a liquid with weaker bonds holding the particles close together but with some degree of freedom . (ii)Freezing/fusion/solidification involves cooling a liquid to reform /rejoin the very strong bonds to hold the particles very close to each other as solid and thus lose their degree of freedom ( Kinetic Theory of matter ). Freezing /fusion / solidification is an exothermic ( - H)process that require particles holding the liquid together to lose energy to the surrounding. (iii)Boiling/vaporization/evaporation involves heating a liquid to completely break/free the bonds holding the liquid particles together. Gaseous particles have high degree of freedom ( Kinetic Theory of matter ). Boiling /vaporization / evaporation is an endothermic ( + H) process that require/absorb energy from the surrounding. ----- #### (iv)Condensation/liquidification is reverse process of boiling /vaporization / evaporation. It involves gaseous particles losing energy to the surrounding to form a liquid. # **2.2.2 EFFECT OF HEAT ON SUBSTANCES ** EFFE C T O F HEAT C HAN G E S O F S TATE AND THE KINETI C THE O RY We can use the state particle models, and the diagrams shown below, explain changes of state and the energy changes involved. Ev apo r at i o n a n d B o ilin g ( li qu i d to gas) - On heating particles gain kinetic energy and move faster. - In evaporation and boiling the highest kinetic energy molecules can escape from the attractive forces of the other liquid particles. ----- - The particles lose any order and become completely free to form a gas or vapour. - Energy is needed to overcome the attractive forces in the liquid and is taken in from the surroundings. - This means heat is taken in, so evaporation or boiling are endothermic (require heat to be added) processes. - If the temperature is high enough boiling takes place. - Boiling is rapid evaporation anywhere in the bulk liquid and at a fixed temperature called the boiling point and requires continuous addition of heat. - The rate of boiling is limited by the rate of heat transfer into the liquid. - Evaporation takes place more slowly at any temperature between the melting point and boiling point, and only from the surface, and results in the liquid becoming cooler due to loss of higher kinetic energy particles. Co n de n s in g (gas to li qu i d) - On cooling, gas particles lose kinetic energy and eventually become attracted together to form a liquid. - There is an increase in order as the particles are much closer together and can form clumps of molecules. - The process requires heat to be lost to the surroundings i.e. heat given out, so condensation is exothermic. This is why steam has such a scalding effect, its not just hot, but you get extra heat transfer to your skin due to the exothermic condensation on your surface! M e l t in g (so li d to li qu i d) When a solid is heated the particles vibrate more strongly as they gain kinetic energy and the particle attractive forces are weakened. Eventually, at the melting point, the attractive forces are too weak to hold the particles in the structure together in an ordered way and so the solid melts. The particles become free to move around and lose their ordered arrangement. Energy is needed to overcome the attractive forces and give the particles increased kinetic energy of vibration. So heat is taken in from the surroundings and melting is an endothermic process. Fr ee zin g ( li qu i d to so li d) On cooling, liquid particles lose kinetic energy and so can become more strongly attracted to each other. Eventually at the freezing point the forces of attraction are sufficient to remove any remaining freedom ----- and the particles come together to form the ordered solid arrangement. Since heat must be removed to the surroundings freezing is an exothermic process. Coo lin g a n d H eat in g Cu rv es Sub lim at i o n: |A to B|Ice warms up. Temperature rises from -10 to 00C. No change of state| |---|---| |B to C|Temperature stays constant. Change of state occurs. Ice changes to liquid water.| |C to D|Water warms up. Temperature changes from 00C to 1000C| |D to E|Temperature remains constant. Change of state occurs. Boils to steam at 1000C| This is when a solid, on heating, directly changes into a gas, and the gas on cooling re-forms a solid directly. ----- Th eo r y in te rm s o f pa r t i c l es : When the solid is heated the particles vibrate with increasing force from the added thermal energy. If the particles have enough kinetic energy of vibration to partially overcome the particle-particle attractive forces you would expect the solid to melt. However, if the particles have enough energy at this point that would have led to boiling, the liquid will not form and the solid turns directly into a gas. Overall, this is an endothermic change as energy absorbed and 'taken in' to the system. On cooling, the particles move slower and have less kinetic energy. Eventually, when the particle kinetic energy is low enough, it will allow the particle-particle attractive forces to produce a liquid. But the energy may be low enough to permit direct formation of the solid, i.e. the particles do not have enough kinetic energy to maintain a liquid state! Overall this is an exothermic change, energy released and 'given out' to the surroundings. Su mm a r y - Anything that has mass and occupies space (has volume) - Matter is composed of particles (molecules, ions, atoms) Spaced apart and seen with scanning electron microscope - Are in constant motion attracting one another with inter-particle forces (or cohesive) - Strength of interparticle force and space between particles determines the state. ### ATOMS, MOLECULES, ELEMENTS AND COMPOUNDS THE ATOM An atom is the smallest particle of a substance which can have its own characteristic properties. Atoms are built up of even more fundamental sub-atomic particles. These are electrons, protons and neutrons. ----- The protons and neutrons are in the nucleus (centre) of the atom and the electrons orbit round the outside in shells (energy levels or layers). So you will often see pictures of atoms that look a little like this: ----- How many protons, neutrons and electrons does an atom have? You can work this out using the periodic table. Every element in the periodic table has two numbers with it: the atomic number and the mass number. For example for lithium, the numbers are: The atomic number is the number of protons that the atom has. It is also the number of electrons that the atom has. So lithium has 3 protons and 3 electrons. The mass number is the number of protons and neutrons added together. So, for lithium there are 7 protons and neutrons combined, and we know that 3 of them are protons so there must be 4 neutrons. The atomic number (Z) is also known as the proton number of the nucleus of a particular element. It is the proton number that determines the specific identity of a particular element and its electron structure. The mass number (A) is also known as the nucleon number,that is the sum of neutrons and protons in the nucleus of an atom. The neutron number (N) = mass number (A) - proton/atomic number (Z) Protons and neutrons are the nucleons present in the positive nucleus and the negative electrons are held by the positive nucleus in 'orbits' called energy levels or shells. In a neutral atom the number of protons equals the number of electrons. Example. How many electrons, protons and neutrons are present in an atom of sodium? ----- (a) Sodium has mass number 23 and atomic number 11 Number of electrons = atomic number = 11 Number of protons = atomic number = 11 Number of neutrons = mass number  atomic number = 23  11 = 12 Table of mass number, atomic number and s y mbol of selected elements SUMMARY Atoms: - Are made up of protons, neutrons and electrons - Are the smallest units or building blocks of elements - Take part in chemical reactions - Of the same element are the same - Of different elements are different due to different numbers of protons, neutrons and electrons - Have equal number of electrons and protons ----- ELEMENTS AND SYMBOLS An element is a pure substance made up of only one type of atoms. About 92 in the Periodic Table naturally occur from hydrogen H to uranium U. Note that each element has symbol which is a single capital letter like H or U or a capital letter + small letter e.g. cobalt Co, calcium Ca or sodium Na. Each element has its own unique set of properties but the Periodic Table is a means of grouping similar elements together. They may exist as atoms like the Noble Gases e.g. helium (He) or as molecules e.g. hydrogen (H 2 ) or sulphur S 8 . All the atoms of the same element have the same atomic or proton number. This number determines how many electrons the atom has, and so ultimately its chemistry. |ELEMENT|SYMBOL|protons|neutrons|electrons| |---|---|---|---|---| |SODIUM|23Na 11|11|12|11| |calcium|40Ca 20|20|20|20| |Oxygen|16O 8|8|8|8| |Iron|56Fe 26|26|30|26| COMMON ELEMENTS You should know the name and symbol for the following elements. If you see the name, you should know the symbol. If you see the symbol, you should know the name. For the elements, there are other names for the element, sometimes Latin, from which the element symbol was derived or some other name that makes the element more recognizable. You do not need to know the names in parentheses. a. Table of elements whose symbol is the first letter |ELEMENTS|SYMBOL| |---|---| |Boron|B| ----- |Phosphorus|P| |---|---| |Iodine|I| |Carbon|C| |Fluorine|F| |Nitrogen|N| |Uranium|U| |Oxygen|O| b. Table of elements whose symbol is first letter and another letter in the name |ELEMENT|SYMBOL| |---|---| |Helium|He| |Beryllium|Be| |Chlorine|Cl| |Bromine|Br| |Cobalt|Co| |Lithium|Li| |Argon|Ar| |Cesium|Cs| |Silicon|Si| |Aluminum|Al| |Magnesium|Mg| c. Elements whose symbol comes from their latin names |NAME|LATIN NAME|SYMBOL| |---|---|---| |Sodium|Natrium|Na| ----- |Potassium|Kalium|K| |---|---|---| |Copper|Cuprum|Cu| |Lead|Plumbum|Pb| |Silver|Argentum|Ag| |Tin|Stannum|Sn| |Antimony|Stibium|Sb| |Gold|Aurum|Au| |Mercury|Hydrargyrum|Hg| COMPOUNDS AND FORMULA A compound is a pure substance formed by chemically combining at least two different elements. Compounds are two or more different elements combined. Their atoms have been joined or bonded together. Compounds can be represented by a FORMULA. There must be at least two different types of atom (elements) in a compound. Compounds have a fixed composition and therefore a fixed ratio of atoms represented by a fixed formula, however the compound is made or formed. In a compound, the elements are not easily separated by physical means, and quite often not easily by chemical means either. A compound has properties quite different from the elements it is formed from. For example, soft silvery reactive sodium + reactive green gas chlorine colourless, not very reactive crystals of sodium chloride. |name|Formula|Elements present|Combined atoms| |---|---|---|---| |sodium chloride|NaCl|2 elements|1 atom of sodium and 1 of chlorine| |glucose|C H O 6 12 6|3 elements|6 atoms of carbon, 12 of hydrogen and 6 of oxygen| |methane|CH 4|2 elements|1 carbon atom| ----- Here is a list of some compounds. |No|Name|Elements in that compound| |---|---|---| |1|Copper oxide|Copper & oxygen| |2|Copper sulphide|Copper & sulphur| |3|Copper Sulphate|Copper & sulphur & oxygen| |4|Magnesium Nitride|Magnesium & Nitrogen| |5|Magnesium Nitrate|Magnesium & Nitrogen & Oxygen| |6|Sodium Chloride|Sodium & chlorine| |7|Carbon Monoxide|Carbon & Oxygen| |8|Carbon Dioxide|Carbon & Oxygen| |9|Potassium Carbonate|Potassium & Carbon & Oxygen| Chemical word e q uations For any reaction, what you start with are called the reactants, and what you form are called the products. So any chemical equation shows in some way the overall chemical change of. REACTANTS PRODUCTS ----- This can be written in words or symbols/formulae. The arrow means the direction of change from reactants =to=> products No symbols or numbers are used in word equations. Always try to fit all the words neatly lined up from left to right, especially if it is a long word equation. The word equation is presented to summarise the change of reactants to products. Here are some word equations Iron + sulphur iron sulphide Sodium hydroxide + hydrochloric acid sodium chloride + water Magnesium + hydrochloric acid magnesium chloride + hydrogen Magnesium hydroxide + nitric acid magnesium nitrate + water ----- ### **INTRODUCTION TO ACIDS,BASES AND INDICATORS** #### 1.In a school laboratory: (i)An acid may be defined as a substance that turn litmus red. (ii)A base may be defined as a substance that turn litmus blue. Litmus is a lichen found mainly in West Africa. It changes its colour depending on whether the solution it is in, is basic/alkaline or acidic. It is thus able to identify/show whether another substance is an acid, base or neutral. (iii)An indicator is a substance that shows whether another substance is a base/alkaline,acid or neutral. 2.Common naturally occurring acids include: |Name of acid|Occurrence| |---|---| |1.Citric acid|Found in ripe citrus fruits like passion fruit/oranges/lemon| |2.Tartaric acid|Found in grapes/baking powder/health salts| |3.Lactic acid|Found in sour milk| |4.Ethanoic acid|Found in vinegar| |5.Methanoic acid|Present in ants, bees stings| |6.Carbonic acid|Used in preservation of fizzy drinks like coke, Lemonade, Fanta| |7.Butanoic acid|Present in cheese| |8.Tannic acid|Present in tea| 3.Most commonly used acids found in a school laboratory are not naturally occurring. They are manufactured. They are called mineral acids . Co mm o n min e r a l ac i d s inclu de: |Name of mineral acid|Common use| |---|---| |Hydrochloric acid (HCl)|Used to clean/pickling surface of metals Is found in the stomach of mammals/human beings| |Sulphuric(VI) acid (H SO ) 2 4|Used as acid in car battery, making battery, making fertilizers| |Nitric(V)acid (HNO ) 3|Used in making fertilizers and explosives| 1 ----- #### 4.Mineral acids are manufactured to very high concentration. They are corrosive (causes painful wounds on contact with the skin) and attack/reacts with garments/clothes/metals. In a school laboratory, they are mainly used when added a lot of water. This is called diluting . Diluting ensures the concentration of the acid is safely low. 5. Bases are opposite of acids. Most bases do not dissolve in water. Bases which dissolve in water are called alkalis . Co mm o n a lk a li s in c l ude: |Name of alkali|Common uses| |---|---| |Sodium hydroxide (NaOH)|Making soaps and detergents| |Potassium hydroxide(KOH)|Making soaps and detergents| |Ammonia solution(NH OH) 4|Making fertilizers, softening hard water| Co mm o n bases (w hi c h are no t a lk a li ) in c l ude: |Name of base|Common name| |---|---| |Magnesium oxide/hydroxide|Anti acid to treat indigestion| |Calcium oxide|Making cement and neutralizing soil acidity| 6. Indicators are useful in identifying substances which look-alike. An acid-base indicator is a substance used to identify whether another substance is alkaline or acidic. An acid-base indicator works by changing to different colours in neutral, acidic and alkaline solutions/dissolved in water. Experiment: To prepare simple acid - base indicator Procedure (a)Place some flowers petals in a mortar. Crush them using a pestle. Add a little sand to assist in crushing. Add about 5cm3 of propanone/ethanol and carefully continue grinding. Add more 5cm3 of propanone/ethanol and continue until there is enough extract in the mortar. Filter the extract into a clean 100cm3 beaker. (b)Place 5cm3 of filtered wood ash, soap solution, ammonia solution, sodium hydroxide, hydrochloric acid, distilled water, sulphuric(VI)acid, sour milk, sodium chloride, toothpaste and calcium hydroxide into separate test tubes. 2 ----- #### (c)Put about three drops of the extract in (a)to each test tube in (b). Record the observations made in each case. Sample observations |Solution mixture|Colour on adding indicator extract|Nature of solution| |---|---|---| |wood ash|green|Base/alkaline| |soap solution|green|Basic/alkaline| |ammonia solution|green|Basic/alkaline| |sodium hydroxide|green|Basic/alkaline| |hydrochloric acid|red|Acidic| |distilled water|orange|Neutral| |sulphuric(VI)acid|red|Acidic| |sour milk|green|Basic/alkaline| |sodium chloride|orange|Neutral| |toothpaste|green|Basic/alkaline| |calcium hydroxide|green|Basic/alkaline| |Lemon juice|red|Acidic| The plant extract is able to differentiate between solutions by their nature. It is changing to a similar colour for similar solutions. (i)Since lemon juice is a known acid, then sulphuric(VI)and hydrochloric acids are similar in nature with lemon juice because the indicator show similar colours. They are acidic in nature. (ii)Since sodium hydroxide is a known base/alkali, then the green colour of indicator shows an alkaline/basic solution. (iii) Since pure water is neutral,then the orange colour of indicator shows neutral solutions. 7. In a school laboratory, commercial indicators are used. A commercial indicator is cheap, readily available and easy to store. Common indicators include: Litmus, phenolphthalein, methyl orange, screened methyl orange, bromothymol blue. Experiment: **Using commercial indicators to determine acidic, basic/alkaline and neutral ** **solutions ** Procedure Place 5cm3 of the solutions in the table below. Add three drops of litmus solution to each solution. 3 ----- #### Repeat with phenolphthalein indicator, methyl orange, screened methyl orange and bromothymol blue. |Sample results|Col2|Col3|Col4|Col5|Col6| |---|---|---|---|---|---| |Substance/ solution|Indicator used||||| ||Litmus|Phenolphthalein|Methyl orange|Screened methyl orange|Bromothymol blue| |wood ash|Blue|Pink|Yellow|Orange|Blue| |soap solution|Blue|Pink|Yellow|Orange|Blue| |ammonia solution|Blue|Pink|Yellow|Orange|Blue| |sodium hydroxide|Blue|Pink|Yellow|Orange|Blue| |hydrochloric acid|Red|Colourless|Red|Purple|Orange| |distilled water|Colourless|Colourless|Red|Orange|Orange| |sulphuric(VI)acid|Red|Colourless|Red|Purple|Orange| |sour milk|Blue|Pink|Yellow|Orange|Blue| |sodium chloride|Colourless|Colourless|Red|Orange|Orange| |toothpaste|Blue|Pink|Yellow|Orange|Blue| |calcium hydroxide|Blue|Pink|Yellow|Orange|Blue| |Lemon juice|Red|Colourless|Red|Purple|Orange| #### From the table above, then the colour of indicators in different solution can be summarized. |Indicator|Colour of indicator in|Col3|Col4| |---|---|---|---| ||Acid|Base/alkali|Neutral| |Litmus paper/solution|Red|Blue|Colourless| |Methyl orange|Red|Yellow|Red| |Screened methyl orange|Purple|Orange|Orange| |Phenolphthalein|Colourless|Purple|Colourless| |Bromothymol blue|Orange|Blue|Orange| **The universal indicator** The universal indicator is a mixture of other indicator dyes. The indicator uses the pH scale.The pH scale shows the strength of bases and acids. The pH scale ranges from 1-14.These numbers are called pH values : 4 ----- #### (i)pH values 1,2,3 shows a substance is strongly acid (ii) pH values 4,5,6 shows a substance is a weakly acid (iii) pH value 7 shows a substance is a neutral (iv)pH values 8,9,10,11 shows a substance is a weak base/alkali. (v)pH values 12,13,14 shows a substance is a strong base/alkali The pH values are determined from a pH chart.The pH chart is a multicoloured paper with each colour corresponding to a pH value.i.e (i) red correspond to pH 1,2,3 showing strongly acidic solutions. (ii) Orange/ yellow correspond to pH 4,5,6 showing weakly acidic solutions. (iii) Green correspond to pH 7 showing neutral solutions. (iv) Blue correspond to pH 8,9,10,11 showing weakly alkaline solutions. (v) Purple / dark blue correspond to pH 12,13,14 showing strong alkalis. The universal indicator is available as: (i) universal indicator paper / pH paper (ii) universal indicator solution. When determining the pH of a unknown solution using (i)pH paper then the pH paper is dipped into the unknown solution.It changes/turn to a certain colour. The new colour is marched/compared to its corresponding one on the pH chart to get the pH value. (ii) universal indicator solution then about 3 drops of the universal indicator solution is added into about 5cm3 of the unknown solution in a test tube. It changes/turn to a certain colour. The new colour is marched/compared to its corresponding one on the pH chart to get the pH value. **Experiment:To determine the pH value of some solutions ** (a)Place 5cm3 of filtered wood ash, soap solution, ammonia solution, sodium hydroxide, hydrochloric acid, distilled water, sulphuric(VI)acid, sour milk, sodium chloride, toothpaste and calcium hydroxide into separate test tubes. (b)Put about three drops of universal indicator solution or dip a portion of a piece of pH paper into each. Record the observations made in each case. (c)Compare the colour in each solution with the colours on the pH chart provided. Determine the pH value of each solution. Sample observations 5 ----- |wood ash|Blue|8|Weakly alkaline| |---|---|---|---| |soap solution|Blue|8|Weakly alkaline| |ammonia solution|green|8|Weakly alkaline| |sodium hydroxide|Purple|14|Strongly alkaline| |hydrochloric acid|red|1|Strongly acidic| |distilled water|green|7|Neutral| |sulphuric(VI)acid|red|1|Strongly acidic| |sour milk|blue|9|Weakly alkaline| |sodium chloride|green|7|Neutral| |toothpaste|Blue|10|Weakly alkaline| |calcium hydroxide|Blue|11|Weakly alkaline| |Lemon juice|Orange|5|Weakly acidic| #### Note 1.All the mineral acids Hydrochloric, sulphuric(VI)and nitric(V)acids are strong acids 2.Two alkalis/soluble bases,sodium hydroxide and potassium hydroxide are strong bases/alkali. Ammonia solution is a weak base/alkali.All other bases are weakly alkaline. 3.Pure/deionized water is a neutral soulution. 4.Common salt/sodium chloride is a neutral salt. 5. When an acid and an alkali/base are mixed, the final product have pH 7 and is neutral. **Properties of acids** **(a)Physical properties of acids ** 1.Acids have a characteristic sour taste 2.Most acids are colourless liquids 3.Mineral acids are odourless. Organic acids have characteristic smell 4.All acids have pH less than 7 5.All acids turn blue litmus paper red,methyl orange red and phenolphthalein colourless. 6.All acids dissolve in water to form an acidic solution.Most do not dissolve in organic solvents like propanone,kerosene,tetrachloromethane,petrol. **(b)Chemical properties of acids. ** 1. Reaction with metals 6 ----- #### All acids react with a reactive metals to form a salt and produce /evolve hydrogen gas. Metal + Acid -> Salt + Hydrogen gas Experiment : reaction of metals with mineral acids . (a)Place 5cm3 of dilute hydrochloric acid in a small test tube. Add 1cm length of polished magnesium ribbon. Stopper the test tube using a thump. Light a wooden splint. Place the burning splint on top of the stoppered test tube. Release the thump stopper. Record the observations made. (b)Repeat the procedure in (a)above using Zinc granules, iron filings, copper turnings, aluminium foil in place of Magnesium ribbon (c)Repeat the procedure in (a) then (b) using dilute sulphuric(VI) acid in place of dilute hydrochloric acid. Sample observations (i)effervescence/bubbles produced/fizzing in all cases except when using copper (ii)colourless gas produced in all cases except when using copper (iii)gas produced extinguishes a burning wooden splint with an explosion/pop sound. Explanation Some metals react with dilute acids, while others do not. Metals which react with acids produces bubbles of hydrogen gas. Hydrogen gas is a colourless gas that extinguishes a burning splint with a pop sound. This shows acids contain hydrogen gas. This hydrogen is displaced/removed from the acids by some metals like Magnesium, Zinc, aluminium,iron and sodium. Some other metals like copper, silver, gold, platinum and mercury are not reactive enough to displace/remove the hydrogen from dilute acids. Chemical equations **1. Magnesium + Hydrochloric acid -> Magnesium chloride + Hydrogen ** Mg(s) + 2HCl (aq) -> MgCl 2 (aq) + H 2 (g) **2. Zinc + Hydrochloric acid -> Zinc chloride + Hydrogen ** Zn(s) + 2HCl (aq) -> ZnCl 2 (aq) + H 2 (g) 7 ----- #### **3. Iron + Hydrochloric acid -> Iron(II) chloride + Hydrogen ** Fe(s) + 2HCl (aq) -> FeCl 2 (aq) + H 2 (g) **4. Aluminium + Hydrochloric acid -> Aluminium chloride + Hydrogen ** 2Al(s) + 3HCl (aq) -> AlCl 3 (aq) + 3H 2 (g) **5. Magnesium + Sulphuric(VI)acid -> Magnesium sulphate(VI) + Hydrogen ** Mg(s) + H 2 SO 4 (aq) -> MgSO 4 (aq) + H 2 (g) **6. Zinc + Sulphuric(VI)acid -> Zinc sulphate(VI) + Hydrogen ** Zn(s) + H 2 SO 4 (aq) -> ZnSO 4 (aq) + H 2 (g) **7. Iron + Sulphuric(VI)acid -> Iron(II) sulphate(VI) + Hydrogen ** Fe(s) + H 2 SO 4 (aq) -> FeSO 4 (aq) + H 2 (g) **8. Aluminium + Sulphuric(VI)acid -> Aluminium sulphate(VI) + Hydrogen ** 2Al(s) + 3H 2 SO 4 (aq) -> Al 2 (SO 4 ) 3 (aq) + 3H 2 (g) 2 . Reaction of metal carbonates and hydrogen carbonates with mineral acids . All acids react with carbonates and hydrogen carbonates to form a salt, water and produce /evolve carbon (IV)oxide gas. Metal carbonate + Acid -> Salt + Water + Carbon(IV)oxide gas Metal hydrogen carbonate + Acid -> Salt + Water + Carbon(IV)oxide gas Experiment : reaction of metal carbonates and hydrogen carbonates with **mineral acids.** (a)Place 5cm3 of dilute hydrochloric acid in a small test tube. Add half spatula full of sodium carbonate. Stopper the test tube using a cork with delivery tube directed into lime water. Record the observations made. Test the gas also with burning splint. (b)Repeat the procedure in (a) above using Zinc carbonate, Calcium carbonate, copper carbonate, sodium hydrogen carbonate, Potassium hydrogen carbonate in place of Sodium carbonate. (c)Repeat the procedure in (a) then (b) using dilute sulphuric (VI) acid in place of dilute hydrochloric acid. Lime water ----- #### Sodium carbonate (i)effervescence/bubbles produced/fizzing in all cases. (ii)colourless gas produced in all cases. (iii)gas produced forms a white precipitate with lime water. Explanation All metal carbonate/hydrogen carbonate reacts with dilute acids to produce bubbles of carbon (IV)oxide gas.Carbon(IV)oxide gas is a colourless gas that extinguishes a burning splint. When carbon (IV) oxide gas is bubbled in lime water, a white precipitate is formed. Chemical equations **1. Sodium carbonate +Hydrochloric acid -> ** ** Sodium chloride + Carbon(IV)Oxide+ Water ** Na 2 CO 3 (s) + 2HCl (aq) -> 2NaCl (aq) + H 2 O(g) + CO 2 (g) **2. Calcium carbonate +Hydrochloric acid -> ** ** Calcium chloride + Carbon(IV)Oxide+ Water ** CaCO 3 (s) + 2HCl (aq) -> CaCl 2 (aq) + H 2 O(g) + CO 2 (g) **3. Magnesium carbonate +Hydrochloric acid -> ** **Magnesium chloride + Carbon(IV)Oxide+ Water ** MgCO 3 (s) + 2HCl (aq) -> MgCl 2 (aq) + H 2 O(g) + CO 2 (g) **4. Copper carbonate +Hydrochloric acid -> ** **Copper(II) chloride + Carbon(IV)Oxide+ Water ** CuCO 3 (s) + 2HCl (aq) -> CuCl 2 (aq) + H 2 O(g) + CO 2 (g) **5. Copper carbonate +Sulphuric(VI) acid -> ** **Copper(II)sulphate(VI) + Carbon(IV)Oxide+ Water ** CuCO 3 (s) + H 2 SO 4 (aq) -> CuSO 4 (aq) + H 2 O(g) + CO 2 (g) **6. Zinc carbonate +Sulphuric(VI) acid -> ** **Zinc sulphate(VI) + Carbon(IV)Oxide+ Water ** ZnCO 3 (s) + H 2 SO 4 (aq) -> ZnSO 4 (aq) + H 2 O(g) + CO 2 (g) **7. Sodium hydrogen carbonate +Sulphuric(VI) acid -> ** 9 ----- #### **Sodium sulphate(VI) + Carbon(IV)Oxide+ Water ** NaHCO 3 (s) + H 2 SO 4 (aq) -> Na 2 SO 4 (aq) + H 2 O(g) + CO 2 (g) **8. Potassium hydrogen carbonate +Sulphuric(VI) acid -> ** **Potassium sulphate(VI) + Carbon(IV)Oxide+ Water ** KHCO 3 (s) + H 2 SO 4 (aq) -> K 2 SO 4 (aq) + H 2 O(g) + CO 2 (g) **9. Potassium hydrogen carbonate +Hydrochloric acid -> ** **Potassium chloride + Carbon(IV)Oxide+ Water ** KHCO 3 (s) + HCl (aq) -> KCl (aq) + H 2 O(g) + CO 2 (g) **10. Sodium hydrogen carbonate +Hydrochloric acid -> ** **Sodium chloride + Carbon(IV)Oxide+ Water ** NaHCO 3 (s) + HCl (aq) -> NaCl (aq) + H 2 O(g) + CO 2 (g) 3 . Neutralization by bases/alkalis All acids react with bases to form a salt and water only. The reaction of an acid with metal oxides/hydroxides(bases) to salt and water only is called neutralization reaction. Since no effervescence/bubbling/fizzing take place during neutralization: (i) the reaction with alkalis require a suitable indicator. The colour of the indicator changes when all the acid has reacted with the soluble solution of the alkali (metal oxides/ hydroxides). (ii) excess of the base is added to ensure all the acid reacts. The excess acid is then filtered off. Experiment 1 : reaction of alkali with mineral acids. (i)Place about 5cm3 of dilute hydrochloric acid in a boiling tube. Add one drop of phenolphthalein indicator. Using a dropper/teat pipette, add dilute sodium hydroxide dropwise until there is a colour change. (ii)Repeat the procedure with dilute sulphuric (VI)acid instead of hydrochloric acid. (iii)Repeat the procedure with potassium hydroxide instead of sodium hydroxide. Sample observation: Colour of phenolphthalein change from colourless to pink in all cases. Explanation 10 ----- #### Bases/alkalis neutralize acids. Acids and bases/alkalis are colourless. A suitable indicator like phenolphthalein change colour to pink, when all the acid has been neutralized by the bases/alkalis. Phenolphthalein change colour from pink, to colourless when all the bases/alkalis has been neutralized by the acid. Chemical equation Sodium oxide + Hydrochloric acid -> Sodium chloride + Water Na 2 O(s) + HCl -> NaCl(aq) + H 2 O(l) Potassium oxide + Hydrochloric acid -> Potassium chloride + Water K 2 O(s) + HCl -> KCl(aq) + H 2 O(l) Sodium hydroxide + Hydrochloric acid -> Sodium chloride + Water NaOH(s) + HCl -> NaCl(aq) + H 2 O(l) Ammonia solution + Hydrochloric acid -> Ammonium chloride + Water NH 4 OH(s) + HCl -> NH 4 Cl(aq) + H 2 O(l) Potassium hydroxide + Hydrochloric acid -> Potassium chloride + Water KOH(s) + HCl -> KCl(aq) + H 2 O(l) Sodium hydroxide + sulphuric(VI)acid -> Sodium sulphate(VI) + Water 2NaOH(s) + H 2 SO 4 -> Na 2 SO 4 (aq) + 2H 2 O(l) Potassium hydroxide + sulphuric(VI)acid -> Potassium sulphate(VI) + Water 2KOH(s) + H 2 SO 4 -> K 2 SO 4 (aq) + 2H 2 O(l) Ammonia solution + sulphuric(VI)acid -> Ammonium sulphate(VI) + Water 2NH 4 OH(s) + H 2 SO 4 -> ( NH 4 ) 2 SO 4 (aq) + 2H 2 O(l) Magnesium hydroxide + sulphuric(VI)acid -> Magnesium sulphate(VI) + Water Mg(OH) 2 (s) + H 2 SO 4 -> MgSO 4 (aq) + 2H 2 O(l) Magnesium hydroxide + Hydrochoric acid -> Magnesium chloride + Water Mg(OH) 2 (s) + HCl(aq) -> MgCl 2 (aq) + 2H 2 O(l) 11 ----- ## **4. AIR AND COMBUSTION ** #### 1.The atmosphere is made up of air. Air is a mixture of colourless, odourless gases which is felt as wind(air in motion).All living things breath in air for respiration . Plants use air for respiration and photosynthesis. 2.The main gases present in the atmosphere/air: |Gas|Approximate % composition by volume| |---|---| |Nitrogen|78.0| |Oxygen|21.0| |Carbon(IV)oxide|0.03| |Noble gases|1.0| |Water vapour|Vary from region| 3. The following experiments below shows the presence and composition of the gases in air/atmosphere **(a)To find the composition of air supporting combustion using a candle stick ** Procedure Measure the length of and empty gas jar M 1 . Place a candle stick on a petri dish. Float it on water in basin/trough. Cover it with the gas jar. Mark the level of the water in the gas jar M 2 . Remove the gas jar. Light the candle sick. Carefully cover it with the gas jar. Observe for two minutes. Mark the new level of the water M 3 . Set up of apparatus ----- #### Sample observations Candle continues to burn then extinguished/goes off Level of water in the gas jar rises after igniting the candle Length of empty gas jar = M 1 = 14cm Length of gas jar without water before igniting candle = M 2 = 10 cm Length of gas jar with water before igniting candle = M 1 - M 2 = 14- 10 = 4 cm Length of gas jar with water after igniting candle = M 3 = 8 cm Length of gas jar without water after igniting candle = M 1 - M 3 = 10 -8 = 2 cm Explanation Candle burns in air. In a closed system(vessel),the candle continues to burn using the part of air that support burning/combustion. This is called the active part of air .The candle goes off/extinguished when all the active part of air is used up.The level of the water rises to occupy the space /volume occupied by the used active part of air. The experiment is better when very dilute sodium/potassium hydroxide is used instead of water . Dilute Potassium/ sodium hydroxide absorb Carbon(IV)oxide gas that come out from burning/combustion of candle stick. From the experiment above the % composition of the: (i)active part of air can be calculated: M 2 - M 3 x 100% => 10 - 8 x 100% = 20% M 2 10cm (ii)inactive part of air can be calculated: 100% - 20% = 80% // M 3 => 8 x 100% = 80% 2 ----- #### [M] 2 [10cm ] **(b)To find the composition of active part of air using heated copper turnings. ** Procedure Clamp a completely packed/filled open ended glass tube with copper turnings. Seal the ends with glass/cotton wool. Label two graduated syringes as A and B Push out air from syringe A. Pull in air into syringe B. Attach both syringe A and B on opposite ends of the glass tube. Determine and record the volume of air in syringe B V 1 . Heat the glass tube strongly for about three minutes. Push all the air slowly from syringe B to syringe A as heating continues. Push all the air slowly from syringe A back to syringe B and repeatedly back and forth. After about ten minutes, determine the new volume of air in syringe B V 2 Set up of apparatus **Sample observations** Colour change from brown to black Volume of air in syringe B before heating V 1 = 158.0cm3 Volume of air in syringe B after heating V 2 = 127.2cm3 Volume of air in syringe B used by copper V 1 - V 2 = 30.8cm3 **Sample questions** **1.What is the purpose of ** **(i) glass/cotton wool ** 3 ----- #### To prevent/stop copper turnings from being blown into the syringe/out of the glass tube **(ii) passing air through the glass tube repeatedly ** To ensure all the active part of air is used up **(iii) passing air through the glass tube slowly ** To allow enough time of contact beteewn the active part of and the heated copper turnings. **2. State and explain the observations made in the glass tube. ** Colour change from brown to black Brown copper metal reacts with the active part of air/oxygen to form black copper(II)oxide. Chemical equation Copper + Oxygen -> Copper(II)oxide 2Cu(s) + O 2 (g) -> 2CuO(s) The reaction reduces the amount/volume of oxygen in syringe B leaving the inactive part of air. Copper only react with oxygen when heated. **3. Calculate the % of ** **(i)active part of air ** % active part of air = V 1 - V 2 x 100% => 30.8cm3 x 100% = 19.493 % V 1 [158.0cm3 ] **(ii) inactive part of air ** Method 1 % inactive part of air = V 2 x 100% => 127.2cm3 x 100% = 80.506 % V 1 158.0cm3 Method 2 % inactive part of air = 100% -% active part of air => 100 % - 19.493 % = 80.507 % **4.The % of active part of air is theoretically higher than the above while % of ** **inactive part of air is theoretically lower than the above. Explain. ** Not all the active part of air reacted with copper **5.State the main gases that constitute: ** **(a)active part of air. ** 4 ----- #### Oxygen (b) inactive part of air Nitrogen, carbon(IV)oxide and noble gases **6.If the copper turnings are replaced with magnesium shavings the % of ** **active part of air obtained is extraordinary very high. Explain. ** Magnesium is more reactive than copper. The reaction is highly exothermic. It generates enough heat for magnesium to react with both oxygen and nitrogen in the air. A white solid/ash mixture of Magnesium oxide and Magnesium nitride is formed. This considerably reduces the volume of air left after the experiment. Chemical equation Magnesium + Oxygen -> magnesium (II)oxide 2Mg(s) + O 2 (g) -> 2MgO(s) Magnesium + Nitrogen -> magnesium (II)nitride 3Mg(s) + N 2 (g) -> Mg 3 N 2 (s) **(c)To find the composition of active part of air using alkaline pyrogallol. ** Procedure Measure about 2cm3 of dilute sodium hydroxide into a graduated gas jar. Record the volume of the graduated cylinder V 1 . Place about two spatula end full of pyrogallol/1,2,3-trihydroxobenzene into the gas jar. Immediately place a cover slip firmly on the mouth of the gas jar. Swirl thoroughly for about two minutes. Invert the gas jar in a trough/basin containing water. Measure the volume of air in the gas jar V 2 Sample observations Colour of pyrogallol/1,2,3-trihydroxobenzene change to brown . Level of water in gas jar rises when inverted in basin/trough. Volume of gas jar /air in gas jar V 1 = 800cm3 Volume of gas jar /air in gas jar after shaking with alkaline pyrogallol/1,2,3- trihydroxobenzene V 2 = 640 cm3 Sample questions **1. Which gas is absorbed by alkaline pyrogallol/1,2,3-trihydroxobenzene ** Oxygen 5 ----- #### **2. Calculate the ** **(i) % of active part of air ** V 1 - V 2 x 100% [ => (] [800cm3 ] [-] [ 640 cm3) x 100% ] [ =] [20%] V 1 800cm3 **(ii) % of inactive part of air ** V 2 x 100% [ => ] [ 640 cm3 x 100% ] [ =] [80%] V 1 800cm3 **(d)To establish the presence of carbon(IV)oxide in air using lime water ** Pass tap water slowly into an empty flask as in the set up below Sample observation questions **1.What is the purpose of paper cover? ** To ensure no air enters into the lime water. **2. What happens when water enters the flask? ** It forces the air from the flask into the lime water. **3. What is observed when the air is bubbled in the lime water ** A white precipitate is formed. The white precipitate dissolves on prolonged bubbling of air. **4. (a) Identify the compound that form: ** **(i)lime water ** 6 ----- #### Calcium hydroxide / Ca(OH) 2 **(ii)white precipitate ** Calcium carbonate/ CaCO 3 **(iii)when the white precipitate dissolves ** Calcium hydrogen carbonate/ CaHCO 3 ** (b)Write the chemical equation for the reaction that tale place when: ** **(i) white precipitate is formed ** Calcium hydroxide + carbon(IV)oxide -> Calcium carbonate + water Ca(OH) 2 (aq) + CO 2 (g) -> CaCO 3 (s) + H 2 O(l) **(ii) white precipitate dissolves ** Calcium carbonate + water + carbon(IV)oxide -> Calcium hydrogen carbonate CaCO 3 (s) + H 2 O(l) + CO 2 (g) -> CaHCO 3 (aq) **5. State the chemical test for the presence of carbon (IV)oxide gas based on ** **4(a) and (b)above: ** Carbon(IV)oxide forms a white precipitate with lime water that dissolves in excess of the gas. **6. State the composition of carbon(IV)oxide gas by volume in the air. ** About 0.03% by volume **B.OXYGEN. ** **a) Occurrence. ** 1.Fifty 50% of the earths crust consist of Oxygen combined with other elements e.g.oxides of metals 2.About 70% of the earth is water made up of Hydrogen and Oxygen. 3.About 20% by volume of the atmospheric gases is Oxygen that form the active part of air. **b)School laboratory preparation. ** Oxygen was first prepared in 1772 by Karl Scheele and later in 1774 by Joseph Priestly.It was Antony Lavoisier who gave it the name Oxygen Procedure Method 1: Using Hydrogen peroxide Half fill a trough/basin with tap water. Place a bee hive shelf/stand into the water. Completely fill the a gas jar with water and invert in onto the bee hive shelf/stand. Clamp a round bottomed flask and set up the apparatus as below. 7 ----- #### Collect several gas jars of Oxygen covering each sample. Sample observation questions 1. What is observed when the hydrogen peroxide is added into the flask Rapid effervescence/bubbling/fizzing **2.Describe the colour and smell of the gas ** Colourless and odourless. **3.(a)Name the method of gas collection used. ** - Over water -Upward delivery -Down ward displacement of water ** (b)What property of Oxygen make it to be collected using the method above ** -Slightly soluble in water **4.What is the purpose of manganese(IV)oxide? ** Manganese(IV)oxide is catalyst . A catalyst is a substance that speeds up the rate of a chemical reaction but remain chemically unchanged at the end of the reaction. Hydrogen peroxide decomposes slowly to form water and Oxygen gas. A little Manganese(IV)oxide speeds up the rate of decomposition by reducing the time taken for a given volume of Oxygen to be produced. **5.Write the equation for the reaction. ** Hydrogen peroxide -> Water + Oxygen 8 ----- #### 2H 2 O 2 (aq) -> 2H 2 O (l) + O 2 (g) **6. Lower a glowing splint slowly into a gas jar containing Oxygen gas. State ** **what is observed. ** The glowing splint relights/rekindles Oxygen relights/rekindles a glowing splint. This is the confirmatory test for the presence of Oxygen gas Method 1: Using Sodium peroxide Half fill a trough/basin with tap water. Add four drops of phenolphthalein indicator. Place a bee hive shelf/stand into the water. Completely fill a gas jar with water and invert in onto the bee hive shelf/stand. Clamp a round bottomed flask and set up the apparatus as below. Collect several gas jars of Oxygen covering each sample. Sample observation questions 1. What is observed when water is added **(i)into the flask containing sodium peroxide ** Rapid effervescence/bubbling/fizzing **(ii)phenolphththalein ** 9 ----- #### Remains colourless /Phenolphthalein indicator is colourless in neutral solution **2. Describe the colour and smell of the gas ** Colourless and odourless. **3.(a)Name the method of gas collection used. ** **-** Over water.Oxygen is slightly soluble in water. **4. Test the gas by lowering a glowing splint slowly into a gas jar containingthe ** **prepared sample. ** The glowing splint relights/rekindles. This confirms the presence of Oxygen gas **5.Write the equation for the reaction. ** Sodium peroxide + Water -> Sodium hydroxide + Oxygen 2Na 2 O 2 (aq) + 2H 2 O (l) -> 4NaOH(aq) + O 2 (g) **1. Test the gas by lowering a glowing splint slowly into a gas jar containing the ** **prepared sample. ** The glowing splint relights/rekindles. This confirms the presence of Oxygen gas **2.Write the equation for the reaction. ** 10 ----- #### Potassium Chlorate(V) -> Potassium Chloride + Oxygen 2KClO 3 (aq) -> 2KCl(aq) + 3O 2 (g) **3.What is the purpose of manganese(IV)oxide? ** Manganese(IV)oxide is catalyst . A catalyst is a substance that speeds up the rate of a chemical reaction but remain chemically unchanged at the end of the reaction. Potassium Chlorate(V) decomposes slowly to form potassium chloride and Oxygen gas. A little Manganese(IV)oxide speeds up the rate of decomposition by reducing the time taken for a given volume of Oxygen to be produced. **(c)Uses of Oxygen ** 1. Oxygen is put in cylinders for use where natural supply is not sufficiently enough. This is mainly in: (i)Mountain climbing/Mountaineering-at high altitudes, the concentration of air/oxygen is low. Mountain climbers must therefore carry their own supply of oxygen for breathing. (ii) Deep sea diving-Deep sea divers carry their own supply of Oxygen. (iii) Saving life in hospitals for patients with breathing problems and during anaethesia. 2. A mixture of oxygen and some other gases produces a flame that is very hot. (i) Oxy-acetyline/ethyne flame is produced when Ethyne/acetylene gas is burnt in pure oxygen. The flame has a temperature of about 3000 [o] C.It is used for welding /cutting metals . (ii) Oxy-hydrogen flame is produced when Hydrogen is burn in pure oxygen. The flame has a temperature of about 2000 [o] C.It is used also for welding /cutting metals . 3. Oxy-hydrogen mixture is used as rocket fuel 4. A mixture of charcoal, petrol and liquid Oxygen is an explosive. **(d) Chemical properties of Oxygen /combustion. ** Oxygen is a very reactive non metal. Many elements react with oxygen through burning to form a group of compounds called Oxides . Burning/combustion is the reaction of Oxygen with an element/substances. Reaction in which a substance is added oxygen is called Oxidation reaction . Burning/combustion is an example of an oxidation reaction. 11 ----- #### Most non metals burns in Oxygen/air to form an Oxide which in solution / dissolved in water is acidic in nature. They turn blue litmus red.e.g. Carbon(IV)oxide/CO 2, Nitrogen(IV)oxide/ NO 2, Sulphur(IV)oxide/ SO 2 Some n on metals burns in Oxygen/air to form an Oxide which in solution / dissolved in water is neutral in nature. They dont turn blue or red litmus. e.g. Carbon(II)oxide/CO, Water/ H 2 O. All metals burns in Oxygen/air to form an Oxide which in solution/dissolved in water is basic/alkaline in nature. They turn red litmus blue.e.g. Magnesium oxide/MgO, Sodium Oxide/ Na 2 O,Copper(II)oxide/CuO Elements/substances burn faster in pure Oxygen than in air. Air contains the inactive part of air that slows the rate of burning of substances/elements. **(i)Reaction of metals with Oxygen/air ** The following experiments show the reaction of metals with Oxygen and air. ** I. Burning Magnesium** Procedure (a)Cut a 2cm length piece of magnesium ribbon. Using a pair of tongs introduce it to a Bunsen flame. Remove it when it catches fire. Observe. Place the products in a beaker containing about 5cm3 of water. Test the solution/mixture using litmus papers (b)Cut another 2cm length piece of magnesium ribbon. Using a pair of tongs introduce it to a Bunsen flame. When it catches fire, lower it slowly into a gas jar containing Oxygen. Place about 5cm3 of water into the gas jar. Test the solution/mixture using litmus papers. Test the solution/mixture using litmus papers Observations (a)In air Magnesium burns with a bright blindening flame in air forming white solid/ash /powder. Effervescence/bubbles/ fizzing Pungent smell of urine. Blue litmus paper remains blue. Red litmus paper turns blue (b) In pure Oxygen Magnesium burns faster with a very bright blindening flame pure oxygen forming white solid/ash /powder. No effervescence/bubbles/ fizzing. No pungent smell of urine. Blue litmus paper remains blue. Red litmus paper turns blue 12 ----- #### Explanation Magnesium burns in air producing enough heat energy to react with both Oxygen and Nitrogen to form Magnesium Oxide and Magnesium nitride. Both Magnesium Oxide and Magnesium nitride are white solid/ash /powder. Chemical equations Magnesium + Oxygen -> Magnesium Oxide 2Mg(s) + O 2 (g) -> 2MgO(s) Magnesium + Nitrogen -> Magnesium Nitr ide 3Mg(s) + N 2 (g) -> Mg 3 N 2 (s) Magnesium Oxide dissolves in water to form a basic/alkaline solution of Magnesium hydroxide Chemical equations Magnesium Oxide + Water -> Magnesium hydroxide 2Mg(s) + O 2 (l) -> 2MgO(s) Magnesium Nitride dissolves in water to form a basic/alkaline solution of Magnesium hydroxide and producing Ammonia gas . Ammonia is also an alkaline/basic gas that has a pungent smell of urine. Chemical equations Magnesium Nitride + Water -> Magnesium hydroxide + Ammonia gas Mg 3 N 2 (s) + 6H 2 O (l) -> 3Mg (OH) 2 (aq) + 2NH 3 (g) **II. Burning Sodium ** Procedure (a) Carefully cut a very small piece of sodium . Using a deflagrating spoon introduce it to a Bunsen flame. Remove it when it catches fire. Observe. Place the products in a beaker containing about 20cm3 of water. Test the solution/mixture using litmus papers (b) Carefully cut another very small piece of sodium. Using a deflagrating spoon introduce it to a Bunsen flame. When it catches fire, lower it slowly into a gas jar containing Oxygen. Place about 20 cm3 of water into the gas jar. Test the solution/mixture using litmus papers. Test the solution/mixture using litmus papers Observations (a)In air 13 ----- #### Sodium burns with a yellow flame in air f orming a black solid. Blue litmus paper remains blue. Red litmus paper turns blue (b) In pure Oxygen Sodium burns faster with a golden yellow flame in pure oxygen forming a yellow solid. Effervescence/bubbles/ fizzing. Gas produced relights glowing splint.Blue litmus paper remains blue. Red litmus paper turns blue. Explanation (a)Sodium burns in air forming black Sodium Oxide Chemical equations Sodium + Oxygen/air -> Sodium Oxide 4Na(s) + O 2 (g) -> 2Na 2 O(s) Sodium Oxide dissolves in water to form a basic/alkaline solution of Sodium hydroxide Chemical equations Sodium Oxide + Water -> Sodium hydroxide Na 2 O(s) + H 2 O (l) -> 2NaOH(aq) (b)Sodium burns in pure oxygen f orming yellow Sodium peroxide Chemical equations Sodium + Oxygen -> Sodium peroxide 2Na(s) + O 2 (g) -> Na 2 O 2 (s) Sodium peroxide dissolves in water to form a basic/alkaline solution of Sodium hydroxide. Oxygen is produced. Chemical equations Sodium Oxide + Water -> Sodium hydroxide + Oxygen 2Na 2 O 2 (s) + 2H 2 O (l) -> 4NaOH( aq ) + O 2 (l) **III. Burning Calcium** Procedure (a)Using a pair of tongs hold the piece of calcium on a Bunsen flame. Observe. Place the products in a beaker containing about 2cm3 of water. Test the solution/mixture using litmus papers (b)Using a pair of tongs hold another piece of calcium on a Bunsen flame. Quickly lower it into a gas jar containing Oxygen gas .Observe. 14 ----- #### Place about 2cm3 of water. Swirl. Test the solution/mixture using litmus papers Observations (a)In air Calcium burns with difficulty producing a faint red flame in air forming a white solid. Blue litmus paper remains blue. Red litmus paper turns blue (b) In pure Oxygen Calcium burns with difficulty producing a less faint red flame Oxygen f orming a white solid. Blue litmus paper remains blue. Red litmus paper turns blue Explanation (a)Calcium burns in air forming white calcium Oxide. Calcium Oxide coat/cover the calcium preventing further burning. Chemical equations Calcium + Oxygen/air -> calcium Oxide 2Ca(s) + O 2 (g) -> 2CaO(s) Small amount of Calcium Oxide dissolves in water to form a basic/alkaline solution of Calcium hydroxide. The common name of Calcium hydroxide is lime **water.** Chemical equations Calcium Oxide + Water -> Calcium hydroxide CaO(s) + H 2 O (l) -> Ca(OH) 2 (aq) **IV. Burning Iron ** Procedure (a)Using a pair of tongs hold the piece of Iron wool/steel wire on a Bunsen flame. Observe. Place the products in a beaker containing about 2cm3 of water. Test the solution/mixture using litmus papers (b)Using a pair of tongs hold another piece of Iron wool/steel wire on a Bunsen flame. Quickly lower it into a gas jar containing Oxygen gas .Observe. Place about 2cm3 of water. Swirl. Test the solution/mixture using litmus papers Observations (a)In air Iron wool/steel wire burns producing a Orange flame in air forming a brown solid. Blue litmus paper remains blue. Red litmus paper turns faint blue (b) In pure Oxygen 15 ----- #### Iron wool/steel wire burns producing a golden Orange flame in Oxygen f orming a Brown solid. Blue litmus paper remains blue. Red litmus paper turns faint blue Explanation (a)Iron burns in air forming brown Iron(III) Oxide Chemical equations Iron + Oxygen/air -> Iron(III) Oxide 4Fe(s) + 3O 2 (g) -> 2Fe 2 O 3 (s) Very small amount of Iron(III)Oxide dissolves in water to form a weakly basic/alkaline brown solution of Iron(III) hydroxide. Chemical equations Calcium Oxide + Water -> Iron(III) hydroxide Fe 2 O 3 (s) + 3H 2 O (l) -> 2Fe(OH) 3 ( s ) **V. Burning Copper** Procedure (a)Using a pair of tongs hold the piece of copper turnings/shavings on a Bunsen flame. Observe. Place the products in a beaker containing about 2cm3 of water. Test the solution/mixture using litmus papers (b)Using a pair of tongs hold another piece of Copper turnings/shavings on a Bunsen flame. Quickly lower it into a gas jar containing Oxygen gas .Observe. Place about 2cm3 of water. Swirl. Test the solution/mixture using litmus papers Observations (a)In air Copper turnings/shavings burns with difficulty producing a green flame in air forming a black solid. Blue litmus paper remains blue. Red litmus paper turns faint blue (b) In pure Oxygen Copper turnings/shavings burns less difficulty producing a green flame in Oxygen forming a Brown solid. Blue litmus paper remains blue. Red litmus paper turns faint blue Explanation (a)Copper burns in air forming black Copper(II) Oxide Chemical equations Copper + Oxygen/air -> Copper(II) Oxide 16 ----- #### 2 Cu(s) + O 2 (g) -> 2CuO(s) Very small amount of Copper(II)Oxide dissolves in water to form a weakly basic/alkaline blue solution of Copper(II) hydroxide. Chemical equations Copper(II) Oxide + Water -> Copper(II) hydroxide CuO(s) + H 2 O (l) -> Cu(OH) 2 ( s ) **(i)Reaction of non metals with Oxygen/air ** The following experiments show the reaction of non metals with Oxygen and air. ** I. Burning Carbon** Procedure (a)Using a pair of tongs hold a dry piece of charcoal on a Bunsen flame. Observe. Place the products in a beaker containing about 2cm3 of water. Test the solution/mixture using litmus papers (b)Using a pair of tongs hold another piece of dry charcoal on a Bunsen flame. Quickly lower it into a gas jar containing Oxygen gas .Observe. Place about 2cm3 of water. Swirl. Test the solution/mixture using litmus papers Observations -Carbon chars then burns with a blue flame -Colourless and odourless gas produced -Solution formed turn blue litmus paper faint red. Red litmus paper remains red. Explanation Carbon burns in air and faster in Oxygen with a blue non-sooty/non-smoky flame forming Carbon (IV) oxide gas. Carbon burns in limited supply of air with a blue non-sooty/non-smoky flame forming Carbon (IV) oxide gas. Carbon (IV) oxide gas dissolve in water to form weak acidic solution of Carbonic (IV)acid. Chemical Equation Carbon + Oxygen -> Carbon(IV)oxide (excess air/oxygen) C(s) + O 2 (g) -> CO 2 (g) (in excess air) 17 ----- #### Carbon + Oxygen -> Carbon(II)oxide (limited air/oxygen) 2C(s) + O 2 (g) -> 2CO(g) (in limited air) Carbon(IV)oxide + Water -> Carbonic(IV)acid CO 2 (g) + H 2 O (l) -> H 2 CO 3 (aq) (very weak acid) **II. Burning Sulphur** Procedure (a)Using a deflagrating spoon place sulphur powder on a Bunsen flame. Observe. Place the products in a beaker containing about 3cm3 of water. Test the solution/mixture using litmus papers (b) Using a deflagrating spoon place sulphur powder on a Bunsen flame. Slowly lower it into a gas jar containing Oxygen gas. Observe. Place about 5cm3 of water. Swirl. Test the solution/mixture using litmus papers. Observations -Sulphur burns with a blue flame -Gas produced that has pungent choking smell -Solution formed turn blue litmus paper faint red. Red litmus paper remains red. Explanation Sulphur burns in air and faster in Oxygen with a blue non-sooty/non-smoky flame forming Sulphur (IV) oxide gas. Sulphur (IV) oxide gas dissolve in water to form weak acidic solution of Sulphuric (IV)acid. Chemical Equation Sulphur + Oxygen -> Sulphur(IV)oxide S(s) + O 2 (g) -> SO 2 (g) (in excess air) Sulphur(IV)oxide + Water -> Sulphuric(IV)acid SO 2 (g) + H 2 O (l) -> H 2 SO 3 (aq) (very weak acid) **III. Burning Phosphorus** Procedure 18 ----- #### (a)Remove a small piece of phosphorus from water and using a deflagrating spoon (with a lid cover)place it on a Bunsen flame. Observe. Carefully put the burning phosphorus to cover gas jar containing about 3cm3 of water. Test the solution/mixture using litmus papers (b) Remove another small piece of phosphorus from water and using a deflagrating spoon (with a lid cover) place it on a Bunsen flame. Slowly lower it into a gas jar containing Oxygen gas with about 5 cm3 of water. Observe. Swirl. Test the solution/mixture using litmus papers. Observations -Phosphorus catches fire before heating on Bunsen flame -Dense white fumes of a gas produced that has pungent choking poisonous smell -Solution formed turn blue litmus paper faint red. Red litmus paper remains red. Explanation Phosphorus is stored in water.On exposure to air it instantaneously fumes then catch fire to burn in air and faster in Oxygen with a yellow flame producing dense white acidic fumes of Phosphorus(V) oxide gas. Phosphoric(V) oxide gas dissolve in water to form weak acidic solution of Phosphoric (V)acid. Chemical Equation Phosphorus + Oxygen -> Phosphorous(V)oxide 4P(s) + 5O 2 (g) -> 2P 2 O 5 (s) Phosphorous(V)oxide + Water -> Phosphoric(V)acid P 2 O 5 (s) + 3H 2 O (l) -> 2H 3 PO 4 (aq) (very weak acid) **(e) Reactivity series/competition for combined Oxygen. ** The reactivity series is a list of elements/metals according to their affinity for oxygen. Some metals have higher affinity for Oxygen than others. A metal/element with higher affinity for oxygen is placed higher/on top of the one less affinity. **The complete reactivity series of metals/elements** 19 ----- #### **Least reactive ** |Potassium|K| |---|---| |Sodium|Na| |Calcium|Ca| |Magnesium|Mg| |Aluminium|Al| |Carbon|C| |Zinc|Zn| |Iron|Fe| |Tin|Sn| |Lead|Pb| |Hydrogen|H| |Copper|Cu| |Mercury|Hg| |Silver|Ag| |Gold|Au| |Platinum|Pt| Metals compete for combined Oxygen. A metal/element with higher affinity for oxygen removes Oxygen from a metal lower in the reactivity series/less affinity for Oxygen. When a metal/element gains / acquire Oxygen, the process is called Oxidation . When a metal/element donate/lose Oxygen, the process is called Reduction . An element/metal/compound that undergo Oxidation is called Reducing agent . An element/metal/compound that undergo Reduction is called Oxidizing agent . A reaction in which both Oxidation and Reduction take place is called a Redox reaction. Redox reaction between Magnesium and copper(II)Oxide Procedure Place about 2g of copper (II)oxide in a crucible with a lid. Place another 2g of Magnesium powder into the crucible. Mix thoroughly. Cover the crucible with lid. Heat strongly for five minutes. Allow the mixture to cool. Open the lid. Observe. Observation Colour change from black to brown. White solid power formed. Explanation Magnesium is higher in the reactivity series than Copper. It has therefore higher affinity for Oxygen than copper. 20 ----- #### When a mixture of copper(II)oxide and Magnesium is heated, Magnesium reduces copper(II)oxide to brown copper metal and itself oxidized to Magnesium oxide. Magnesium is the reducing agent because it undergoes oxidation process. Copper(II)oxide is the oxidizing agent because it undergo redox reduction process. The mixture should be cooled before opening the lid to prevent hot brown copper from being reoxidized back to black copper(II)oxide. The reaction of Magnesium and Copper(II)oxide is a reaction Chemical equation 1. Copper (II)oxide + Magnesium -> Magnesium oxide + Copper (black) (white ash/solid) (brown) CuO (s) + Mg(s) -> Mg O (s) + Cu (s) (Oxidizing Agent) (Reducing Agent) 2. Zinc (II)oxide + Magnesium -> Magnesium oxide + Zinc (yellow when hot) (white ash/solid) (grey) ZnO (s) + Mg(s) -> Mg O (s) + Zn (s) (Oxidizing agent) (Reducing agent) 3. Zinc (II)oxide + Carbon -> Carbon(IV) oxide gas + Zinc (yellow when hot) (colourless gas) (grey) ZnO (s) + C(s) -> C O 2 (g) + Zn (s) (Oxidizing agent) (Reducing agent) The reactivity series is used during extraction of metals from their ore.An ore is a rock containing mineral element which can be extracted for commercial purposes. Most metallic ores occur naturally as: (i) ox ides combined with Oxygen (ii) sulph ides combined with Sulphur (iii) carbon ates combined with carbon and Oxygen. Metallic ores that naturally occur as metallic sulphides are first roasted in air to form the corresponding oxide. Sulphur(IV)oxide gas is produced. e.g. Copper(I) sulphide + Oxygen -> Copper(I)Oxide + Sulphur(IV)oxide 21 ----- #### Cu 2 S(s) + O 2 (g) -> 2Cu(s) + SO 2 (g) Zinc(II) sulphide + Oxygen -> Zinc(II)Oxide + Sulphur(IV)oxide ZnS(s) + O 2 (g) -> Zn(s) + SO 2 (g) Lead(II) sulphide + Oxygen -> Lead(II)Oxide + Sulphur(IV)oxide PbS(s) + O 2 (g) -> Pb(s) + SO 2 (g) Iron(II) sulphide + Oxygen -> Iron(II)Oxide + Sulphur(IV)oxide FeS(s) + O 2 (g) -> Fe(s) + SO 2 (g) Metallic ores that naturally occur as metallic carbonates are first heated in air. They decompose /split to form the corresponding oxide and produce Carbon (IV) oxide gas. e.g. Copper (II)carbonate -> Copper(II)oxide + Carbon(IV)oxide CuCO 3 (s) -> CuO(s) + CO 2 (g) Zinc (II)carbonate -> Zinc(II)oxide + Carbon(IV)oxide ZnCO 3 (s) -> ZnO(s) + CO 2 (g) Lead (II)carbonate -> Lead(II)oxide + Carbon(IV)oxide PbCO 3 (s) -> PbO(s) + CO 2 (g) Iron(II)carbonate -> Iron(II)oxide + Carbon(IV)oxide FeCO 3 (s) -> FeO(s) + CO 2 (g) Metallic ores 22 ----- 1 ## **WATER AND HYDROGEN ** #### A.WATER Pure water is a colourless, odourless, tasteless, neutral liquid . Pure water does not exist in nature but naturally in varying degree of purity. The main sources of water include rain, springs, borehole, lakes, seas and oceans: Water is generally used for the following purposes: (i)drinking by animals and plants. (ii)washing clothes. (iii)bleaching and dyeing. (iv) generating hydroelectric power. (v)cooling industrial processes. Water dissolves many substances/solutes. It is therefore called universal solvent . It contains about 35% dissolved Oxygen which support aquatic fauna and flora. Water naturally exist in three phases/states solid ice, liquid water and gaseous water vapour. The three states of water are naturally interconvertible . The natural interconvertion of the three phases/states of water forms the water cycle. condensation CLOUDS (Water in solid state) Precipitation RAIN Evaporation(Water in gaseous state) SPRING, RIVERS,WELLS. OCEAN,LAKES,SEAS(water as liquid ) ----- 2 #### Liquid water in land, lakes, seas and oceans use the solar/sun energy to evaporate/vapourize to form water vapour/ gas . Solar/sun energy is also used during transpiration by plants and respiration by animals. During evaporation, the water vapour rises up the earths surface. Temperatures decrease with height above the earth surface increase. Water vapour therefore cools as it rises up. At a height where it is cold enough to below 373Kelvin/100 [o] C Water vapour looses enough energy to form tiny droplets of liquid. The process by which a gas/water vapour changes to a liquid is called condensation/liquidification . On further cooling, the liquid looses more energy to form ice/solid. The process by which a liquid/water changes to a ice/solid is called freezing/solidification . Minute/tiny ice/solid particles float in the atmosphere and coalesce/join together to form clouds. When the clouds become too heavy they fall to the earths surface as rain/snow as the temperature increase with the fall. **Interconversion of the three phases/states water ** Gas/water vapour Evaporation Liquidification/ /boiling/vapourization condensation Liquid/Water Melting Freezing liquidification Solidification Solid/Ice Pure water has : (i) fixed/constant/sharp freezing point/melting point of 273K/0 [o] C (ii) fixed/constant/sharp boiling point of 373K/100 [o] C at sea level /1 atmosphere pressure (iii) fixed density of 1gcm [-3] #### Gas/water vapour #### Liquid/Water #### Solid/Ice ----- 3 #### This is the criteria of identifying pure/purity of water. Whether a substance is water can be determined by using the following methods: **a)To test for presence of water using anhydrous copper(II)suphate(VI) ** **Procedure. ** Put about 2g of anhydrous copper(II)sulphate(VI)crystals into a clean test tube. Add three drops of tap water. Repeat the procedure using distilled water. **Observation. ** Colour changes from white to blue **Explanation. ** Anhydrous copper(II)sulphate(VI)is white. On adding water, anhydrous copper(II)sulphate(VI) gains/reacts with water to form hydrated copper(II) sulphate(VI). Hydrated copper(II) sulphate(VI) is blue . Hydrated copper(II) sulphate(VI) contain water of crystallization. The change of white anhydrous copper(II)sulphate(VI) to blue hydrated copper(II) sulphate(VI) is a confirmatory test for the presence of water **Chemical equation. ** Anhydrous Hydrated copper(II)sulphate(VI) + Water -> copper (II)sulphate(VI) (white) ( blue ) CuSO 4 (s) + 5H 2 O(l) -> CuSO 4 .5H 2 O(s) **b)To test for presence of water using anhydrous cobalt(II)chloride ** **Procedure. ** Put about 5cm3 of water into a clean test tube. Dip a dry anhydrous cobalt(II)chloride paper into the test tube. Repeat the procedure using distilled water. **Observation. ** Colour changes from blue to pink **Explanation. ** Anhydrous cobalt(II)chloride is blue . On adding water, anhydrous cobalt(II)chloride gains/reacts with water to form hydrated cobalt(II) chloride. Hydrated cobalt(II)chloride is pink . Hydrated cobalt (II)chloride contain water of crystallization. ----- 4 #### The change of blue anhydrous cobalt(II)chloride to pink hydrated cobalt(II)chloride is a confirmatory test for the presence of water **Chemical equation. ** Anhydrous Hydrated cobalt(II)chloride + Water -> cobalt (II)chloride ( Blue ) ( pink ) CoCl 2 (s) + 5H 2 O(l) -> CoCl 2 .5H 2 O(s) **Burning a candle in air ** Most organic substances/fuels burn in air to produce water. Carbon(IV)oxide gas is also produced if the air is sufficient/excess. Procedure Put about 2g of anhydrous copper(II)sulphate(VI)crystals in a boiling tube. Put about 5cm3 of lime water in a boiling tube. Light a small candle stick. Place it below an inverted thistle/filter funnel Collect the products of the burning candle by setting the apparatus as below Set up of apparatus Observation The sunction pump pulls the products of burning into the inverted funnel. Colour of anhydrous copper(II) sulphate(VI)changes from white to blue. A white precipitate is formed in the lime water/calcium hydroxide. ----- 5 #### Explanation When a candle burn it forms a water and carbon(IV)oxide. Water turns anhydrous copper(II) sulphate(VI)changes from white to blue . Carbon(IV)oxide gas forms white precipitate when bubbled in lime water/calcium hydroxide. Since: (i)hydrogen in the wax burn to form water Hydrogen + Oxygen -> Water (from candle) (from the air) 2H 2 (g) + O 2 (g) -> 2H 2 O (g/l) (ii) carbon in the wax burn to form carbon(IV)oxide Hydrogen + Oxygen -> Water (from candle) (from the air) C(s) + O 2 (g) -> CO 2 (g) The candle before burning therefore contained only Carbon and Hydrogen only. A compound made up of hydro gen and carbon is called Hydro carbon . A candle is a hydrocarbon. Other hydrocarbons include: Petrol, diesel, Kerosene, and Laboratory gas. Hydrocarbons burn in air to form water and carbon(IV)oxide gas. Hydrocarbons + Oxygen -> Water + Oxygen **Water pollution ** Water pollution take place when undesirable substances are added into the water. Sources of water pollution include: (i)Industrial chemicals being disposed into water bodies like rivers, lakes and oceans. (ii)Dicharging untreated /raw sewage into water bodies. (iii)Leaching of insecticides/herbicides form agricultural activities into water bodies. (iv)Discharging non-biodegradable detergents after domestic and industrial use into water bodies. (v)Petroleum oil spilling by ships and oil refineries (vi)Toxic/poisonous gases from industries dissolving in rain . (vii) Acidic gases from industries dissolving in rain to form acid rain (viii)Discharging hot water into water bodies.This reduces the quantity of dissolved Oxygen in the water killing the aquatic fauna and flora. ----- 6 #### Water pollution can be reduced by: (i)reducing the use of agricultural fertilizers and chemicals in agricultural activities. (ii)use of biological control method instead of insecticides and herbicides (iii)using biodegradable detergents **Reaction of metals with water ** Some metals react with water while others do not. The reaction of metals with water depend on the reativity series. The higher the metal in the reactivity series the more reactive the metal with water .The following experiments shows the reaction of metals with cold water and water vapour/steam. (a)Reaction of sodium/ potassium with cold water: Procedure Put about 500cm3 of water in a beaker. Add three drops of phenolphthalein indicator/litmus solution/universal indicator solution/methyl orange indicator into the water. Cut a very small piece of sodium .Using a pair of forceps, put the metal into the water. Observation Sodium melts to a silvery ball that floats and darts on the surface decreasing in size.Effervescence/fizzing/ bubbles of colourless gas produced. Colour of phenolphthalein turns pink Colour of litmus solution turns blue Colour of methy orange solution turns Orange Colour of universal indicator solution turns blue Explanation Sodium is less dense than water. Sodium floats on water and vigorously react to form an alkaline solution of sodium hydroxide and producing hydrogen gas. Sodium is thus stored in paraffin to prevent contact with water. Chemical equation Sodium + Water -> Sodium hydroxide + Hydrogen gas 2Na(s) + 2H 2 O(l) -> 2NaOH(aq) + H 2 (g) To collect hydrogen gas, Sodium metal is forced to sink to the bottom of the trough/beaker by wrapping it in wire gauze/mesh. ----- 7 #### Potassium is more reactive than Sodium. On contact with water it explodes /burst into flames. An alkaline solution of potassium hydroxide is formed and hydrogen gas Chemical equation Potassium + Water -> Potassium hydroxide + Hydrogen gas 2K(s) + 2H 2 O(l) -> 2KOH(aq) + H 2 (g) **Caution: Reaction of Potassium with water is very risky to try in a school ** **laboratory. ** (b)Reaction of Lithium/ Calcium with cold water: Procedure Put about 200cm3 of water in a beaker. Add three drops of phenolphthalein indicator/litmus solution/universal indicator solution/methyl orange indicator into the water. Cut a small piece of Lithium .Using a pair of forceps, put the metal into the water. Repeat with a piece Calcium metal Observation Lithium sinksto the bottom of the water.Rapid effervescence/fizzing/ bubbles of colourless gas produced. Colour of phenolphthalein turns pink ----- 8 #### Colour of litmus solution turns blue Colour of methy orange solution turns Orange Colour of universal indicator solution turns blue Explanation Lithium and calcium are denser than water. Both sink in water and vigorously react to form an alkaline solution of Lithium hydroxide / calcium hydroxide and producing hydrogen gas. Lithium is more reactive than calcium. It is also stored in paraffin like Sodium to prevent contact with water. Chemical equation Lithium + Water -> Lithium hydroxide + Hydrogen gas 2Li(s) + 2H 2 O(l) -> 2LiOH(aq) + H 2 (g) Calcium + Water -> Calcium hydroxide + Hydrogen gas Ca(s) + 2H 2 O(l) -> Ca(OH) 2 (aq) + H 2 (g) (c) Reaction of Magnesium/Zinc/ Iron with Steam/water vapour: Procedure method1 Place some wet sand or cotton/glass wool soaked in water at the bottom of an ignition/hard glass boiling tube. Polish magnesium ribbon using sand paper. Coil it at the centre of the ignition/hard glass boiling tube. Set up the apparatus as below. Heat the wet sand or cotton/glass wool soaked in water gently to: (i)drive away air in the ignition/hard glass boiling tube. ----- 9 #### (ii)generate steam Heat the coiled ribbon strongly using another burner.Repeat the experiment using Zinc powder and fresh Iron filings. Set up of apparatus Observations (i)With Magnesium ribbon: The Magnesium glow with a bright flame (and continues to burn even if heating is stopped) White solid /ash formed White solid /ash formed dissolve in water to form a colourless solution Colourless gas produced/collected that extinguish burning splint with pop sound (ii)With Zinc powder: The Zinc powder turns red hot on strong heating Yellow solid formed that turn white on cooling White solid formed on cooling does not dissolve in water. (iii)With Iron fillings: The Iron fillings turns red hot on strong heating Dark blue solid formed Dark blue solid formed does not dissolve in water. ----- 10 #### Procedure method 2 Put some water in a round bottomed flask Polish magnesium ribbon using sand paper. Coil it at the centre of a hard glass tube Set up the apparatus as below. Heat water strongly to boil so as to: (i)drive away air in the glass tube. (ii)generate steam Heat the coiled ribbon strongly using another burner. Repeat the experiment using Zinc powder and fresh Iron filings. Observations (i)With Magnesium ribbon: The Magnesium glow with a bright flame (and continues to burn even if heating is stopped) White solid /ash formed White solid /ash formed dissolve in water to form a colourless solution Colourless gas produced/collected that extinguish burning splint with pop sound (ii)With Zinc powder: The Zinc powder turns red hot on strong heating Yellow solid formed that turn white on cooling White solid formed on cooling does not dissolve in water. ----- 11 #### (iii)With Iron fillings: The Iron fillings turns red hot on strong heating Dark blue solid formed Dark blue solid formed does not dissolve in water. Explanations ( a )Hot magnesium burn vigorously in steam. The reaction is highly exothermic generating enough heat/energy to proceed without further heating. White Magnesium oxide solid/ash is left as residue.   Hydrogen gas is produced .It extinguishes a burning splint with a pop sound . Chemical Equation Magnesium + Steam -> Magnesium oxide + Hydrogen Mg(s) + H 2 O( g ) -> MgO(s) + H 2 (g) Magnesium oxide reacts /dissolves in water to form an alkaline solution of Magnesium oxide Chemical Equation Magnesium oxide + Water -> Magnesium hydroxide MgO(s) + H 2 O( l ) -> Mg(OH) 2 ( aq ) ( b )Hot Zinc react vigorously in steam forming yellow Zinc oxide solid/ash as residue which cools to white.   Hydrogen gas is produced .It extinguishes a burning splint with a pop sound . Chemical Equation Zinc + Steam -> Zinc oxide + Hydrogen Zn(s) + H 2 O( g ) -> ZnO(s) + H 2 (g) Zinc oxide does not dissolve in water. ( c )Hot Iron react with steam forming dark blue tri iron tetra oxide solid/ash as residue.   Hydrogen gas is produced .It extinguishes a burning splint with a pop sound . Chemical Equation Iron + Steam -> Tri iron tetra oxide + Hydrogen 2Fe(s) + 4H 2 O( g ) -> Fe 2 O 4 (s) + 4H 2 (g) Tri iron tetra oxide does not dissolve in water. ( d )Aluminium reacts with steam forming an insoluble coat /cover of impervious layer of aluminium oxide on the surface preventing further reaction. ----- 12 #### ( e ) Lead, Copper, Mercury, Silver, Gold and Platinum do not react with either water or steam. **HYDROGEN ** **Occurrence ** Hydrogen does not occur free in nature. It occurs as Water and in Petroleum. **School laboratory Preparation ** Procedure Put Zinc granules in a round/flat/conical flask. Add dilute sulphuric(VI) /Hydrochloric acid. Add about 3cm3 of copper(II)sulphate(VI) solution. Collect the gas produced over water as in the set up below. Discard the first gas jar. Collect several gas jar. Observation/Explanation Zinc reacts with dilute sulphuric(VI)/hydrochloric acid to form a salt and produce hydrogen gas. When the acid comes into contact with the metal, there is rapid effervescence/ bubbles /fizzing are produced and a colourless gas is produced that is collected: (i) over water because it is insoluble in water (ii)through downward displacement of air/upward delivery because it is less dense than air. The first gas jar is impure. It contains air that was present in the apparatus. Copper(II)sulphate(VI)solution act as catalyst. ----- 13 #### Chemical equation ( a ) Zinc + Hydrochloric acid -> Zinc chloride + Hydrogen Zn(s) + 2HCl(aq) -> ZnCl 2 (aq) + H 2 (g) Ionic equation Zn (s) + 2H [+ ] (aq) -> Zn [2+ ] (aq) + H 2 (g) Zinc + Sulphuric(VI)acid -> Zinc Sulphate(VI) + Hydrogen Zn(s) + H 2 SO 4 (aq) -> ZnSO 4 (aq) + H 2 (g) Ionic equation Zn (s) + 2H [+ ] (aq) -> Zn [2+ ] (aq) + H 2 (g) ( b ) Chemical equation Magnesium + Hydrochloric acid -> Magnesium chloride + Hydrogen Mg(s) + 2HCl(aq) -> MgCl 2 (aq) + H 2 (g) Ionic equation Mg (s) + 2H [+ ] (aq) -> Mg [2+ ] (aq) + H 2 (g) Magnesium + Sulphuric(VI)acid -> Magnesium Sulphate(VI) + Hydrogen Mg(s) + H 2 SO 4 (aq) -> MgSO 4 (aq) + H 2 (g) Ionic equation Mg (s) + 2H [+ ] (aq) -> Mg [2+ ] (aq) + H 2 (g) ( c ) Chemical equation Iron + Hydrochloric acid -> Iron(II)chloride + Hydrogen Fe(s) + 2HCl(aq) -> FeCl 2 (aq) + H 2 (g) Ionic equation Fe (s) + 2H [+ ] (aq) -> Fe [2+ ] (aq) + H 2 (g) Iron + Sulphuric(VI)acid -> Iron(II) Sulphate(VI) + Hydrogen Fe(s) + H 2 SO 4 (aq) -> FeSO 4 (aq) + H 2 (g) Ionic equation Fe (s) + 2H [+ ] (aq) -> Fe [2+ ] (aq) + H 2 (g) **Note ** 1.Hydrogen cannot be prepared from reaction of: (i)Nitric(V)acid and a metal. Nitric(V)acid is a strong oxidizing agent. It oxidizes hydrogen gas to water . (ii)dilute sulphuric(VI)acid with calcium/Barium/Lead because Calcium sulphate(VI),Barium sulphate(VI) and Lead(II)sulphate(VI) salts formed are insoluble. Once formed, they cover/coat the unreacted calcium/Barium/Lead ----- 14 #### stopping further reaction and producing very small amount/volume of hydrogen gas. (iii)dilute acid with sodium/potassium. The reaction is explosive. **Properties of Hydrogen gas ** **(a)Physical properties** 1. Hydrogen is a neutral, colourless and odourless gas. When mixed with air it has a characteristic pungent choking smell 2. It is insoluble in water thus can be collected over water. 3. It is the lightest known gas. It can be transferred by inverting one gas jar over another. **(b)Chemical properties.** **(i)Burning ** I. Hydrogen does not support burning/combustion. When a burning splint is inserted into a gas jar containing Hydrogen, the flame is extinguished /put off. II. Pure dry hydrogen burn with a blue quiet flame to form water. When a stream of pure dry hydrogen is ignited, it catches fire and continues to burn with a blue flame. III. Impure (air mixed with) hydrogen burns with an explosion. Small amount/ volume of air mixed with hydrogen in a test tube produce a small explosion as a   pop sound. This is the confirmatory test for the presence of Hydrogen gas. A gas that burns with a pop sound is confirmed to be Hydrogen. **(ii)Redox in terms of Hydrogen transfer ** Redox can also be defined in terms of Hydrogen transfer. (i)Oxidation is removal of Hydrogen (ii)Reduction is addition of Hydrogen (iii)Redox is simultaneous addition and removal of Hydrogen **Example ** When a stream of dry hydrogen gas is passed through black copper (II) oxide, hydrogen gas gains the oxygen from copper(II)oxide. Black copper (II) oxide is reduced to brown copper metal. Black copper(II)oxide os thus the Oxidizing agent. Hydrogen gas is oxidized to Water. Hydrogen is the Reducing agent. Set up of apparatus ----- 15 #### ( a )Chemical equation (i) In glass tube Copper(II)Oxide + Hydrogen -> Copper + Hydrogen gas (oxidizing agent) (reducing agent) ( black ) (brown) CuO (s) + H 2 (g) -> Cu(s) + H 2 O(l) (ii)when excess Hydrogen is burning. Oxygen + Hydrogen -> Water O 2 (g) + 2H 2 (g) -> 2H 2 O(l) ( b )Chemical equation (i) In glass tube Lead(II)Oxide + Hydrogen -> Lead + Hydrogen gas (oxidizing agent) (reducing agent) (brown when hot/ (grey) yellow when cool) PbO (s) + H 2 (g) -> Pb(s) + H 2 O(l) (ii)when excess Hydrogen is burning. Oxygen + Hydrogen -> Water O 2 (g) + 2H 2 (g) -> 2H 2 O(l) ( c )Chemical equation (i) In glass tube Iron(III)Oxide + Hydrogen -> Iron + Hydrogen gas (oxidizing agent) (reducing agent) ----- 16 #### (Dark grey) (grey) Fe 2 O 3 (s) + 3H 2 (g) -> Fe(s) + 3H 2 O(l) (ii)when excess Hydrogen is burning. Oxygen + Hydrogen -> Water O 2 (g) + 2H 2 (g) -> 2H 2 O(l) **(iii) Water as an Oxide as Hydrogen** Burning is a reaction of an element with Oxygen. The substance formed when an element burn in air is the oxide of the element. When hydrogen burns, it reacts/ combines with Oxygen to form the oxide of Hydrogen .The oxide of Hydrogen is called water. Hydrogen is first dried because a mixture of Hydrogen and air explode. The gas is then ignited .The products condense on a cold surface/flask containing a freezing mixture. A freezing mixture is a mixture of water and ice. The condensed products are collected in a receiver as a colourless liquid. **Tests ** ( a ) When about 1g of white anhydrous copper (II)sulphate(VI)is added to a sample of the liquid,it turns to blue . This confirms the liquid formed is water. ( b ) When blue anhydrous cobalt (II)chloride paper is dipped in a sample of the liquid,it turns to pink . This confirms the liquid formed is water. ----- 17 #### ( c )When the liquid is heated to boil, its boiling point is 100 [o] C at sea level/one atmosphere pressure. This confirms the liquid is pure water. **Uses of Hydrogen gas ** **1. Hydrogenation/Hardening of unsaturated vegetable oils to saturated ** **fats/margarine. ** When Hydrogen is passed through unsaturated compounds in presence of Nickel catalyst and about 150 [o] C, they become saturated. Most vegetable oil are unsaturated liquids at room temperature. They become saturated and hard through hydrogenation. **2. In weather forecast balloons. ** Hydrogen is the lightest known gas . Meteorological data is collected for analysis by sending hydrogen filled weather balloons to the atmosphere. The data collected is then used to forecast weather conditions. **3.In the Haber process for the manufacture of Ammonia ** Hydrogen is mixed with Nitrogen in presence of Iron catalyst to form Ammonia gas. Ammonia gas is a very important raw material for manufacture of agricultural fertilizers. **4.In the manufacture of Hydrochloric acid. ** Limited volume/amount of Hydrogen is burnt in excess chlorine gas to form Hydrogen chloride gas. Hydrogen chloride gas is dissolved in water to form Hydrochloric acid. Hydrochloric acid is used in pickling/washing metal surfaces. **5. As rocket fuel. ** Fixed proportions of Hydrogen and Oxygen when ignited explode violently producing a lot of energy/heat.This energy is used to power/propel a rocket to space. **6. In oxy-hydrogen flame for welding. ** A cylinder containing Hydrogen when ignited in pure Oxygen from a second cylinder produces a flame that is very hot. It is used to cut metals and welding. ----- 18 #### **Sample revision questions ** **1.A colourless liquid was added anhydrous copper(II)sulphate(VI) which ** **turned blue. ** **(a)Why is it wrong to conclude the liquid was pure water? ** Anhydrous copper(II)sulphate(VI) test for presence of water. Purity of water is determined from freezing/melting/boiling point. **(b)Write an equation for the reaction that take place with anhydrous ** **copper(II)sulphate(VI) ** Anhydrous copper(II)sulphate(VI) + Water -> hydrated copper(II)sulphate(VI) CuSO 4 (s) + 5H 2 O(l) -> CuSO 4 .5H 2 O(s) **(c)(i)Which other compound would achieve the same results as anhydrous ** **copper(II)sulphate(VI) ** Anhydrous cobalt (II)chloride/CoCl 2 .6H 2 O ** (ii)Write the equation for the reaction** Anhydrous cobalt (II)chloride + Water -> hydrated cobalt (II)chloride CoCl 2 (s) + 6H 2 O(l) -> CoCl 2 .6H 2 O (s) **(d)Complete the equation ** **(i) Sulphur(VI)oxide + Water -> Sulphuric(VI)acid** **(ii) Sulphur(IV)oxide + Water -> Sulphuric(IV)acid ** **(iii) Carbon(IV)oxide + Water -> Carbonic(IV)acid ** **(iv) Nitrogen(IV)oxide + Water -> Nitric(V)acid ** **(v) Phosphorus(V)oxide + Water -> Phosphoric(V)acid ** **(vi) Sodium oxide + Water -> Sodium hydroxide ** **(vi) Sodium peroxide + Water -> Sodium hydroxide ** **2. Metal B reacts with steam. Metal C reacts with cold water. Metal A does ** **not react with water. ** **(a)Arrange the metals as they should appear in the reactivity series. ** B C A ----- 19 #### **(b)A product residue in D which was brown when hot but turned yellow on ** **cooling during the reaction of metal B was formed. Gas E was also evolved. ** **Identify ** (i)Metal B Lead/Pb (ii)Residue D Lead(II)oxide/PbO (iii)Gas E Hydrogen/H 2 **(c)A portion of product residue in D was added dilute nitric(V)acid. Another ** **portion of product residue in D was added dilute sulphuric(VI)acid. State and ** **explain the observations made. ** When added dilute nitric(V)acid, D dissolves to form a colourless solution. Lead(II)Oxide + dilute nitric(V)acid -> Lead(II) nitrate(V) + Water PbO (s) + 2HNO 3 (aq) -> Pb(NO 3 ) 2 ( aq ) + H 2 O(l) When added dilute sulphuric(VI)acid, D does not dissolve. A white suspension/precipitate was formed. Lead(II)Oxide reacts with sulphuric(VI)acid to form insoluble Lead(II)sulphate(VI) that cover/coat unreacted Lead(II)Oxide, stopping further reaction. Lead(II)Oxide + dilute sulphuric(VI)acid -> Lead(II) sulphate(VI) + Water PbO (s) + H 2 SO 4 (aq) -> PbSO 4 ( s ) + H 2 O(l) 3. (a) Hydrogen can reduce copper(II)Oxide but not alluminium oxide. Explain (b) When water reacts with potassium metal the hydrogen produced ignites explosively on the surface of water. (i) What causes this ignition? (ii) Write an equation to show how this ignition occurs ----- 20 #### 2. In an experiment, dry hydrogen gas was passed over hot copper (II) oxide in a combustion tube as shown in the diagram below: (a) Complete the diagram to show how the other product, substance R could be collected in the laboratory. (b) Describe how copper could be obtained from the mixture containing copper (II) oxide ----- 21 #### (a) Identify solid X and state its purpose Solid X ... Purpose .. (b) Write a chemical equation for the reaction that produces the flame. 4. Gas P was passed over heated magnesium ribbon and hydrogen gas was collected as shown in the diagram below: (i) Name gas P ............................................................................................................... (ii) Write an equation of the reaction that takes place in the combustion tube (iii) State one precaution necessary at the end of this experiment 5. When hydrogen is burnt and the product cooled, the following results are obtained as shown in the diagram below: ~~C~~ lamp Liquid **Y** ----- 22 #### (a) Write the equation for the formation of liquid Y (b) Give a chemical test for liquid Y ----- 23 #### 6. Jane set-up the experiment as shown below to collect a gas. The wet sand was heated before **Wet sand** #### (a) Complete the diagram for the laboratory preparation of the gas (b) Why was it necessary to heat wet sand before heating Zinc granules? 7. ----- 24 **N** #### (a) Between N and M which part should be heated first? Explain (b) Write a chemical equation for the reaction occurring in the combustion tube. 8. The set-up below was used to investigate electrolysis of a certain molten compound;- (a) Complete the circuit by drawing the cell in the gap left in the diagram ----- 25 #### (b) Write half-cell equation to show what happens at the cathode (c) Using an arrow show the direction of electron flow in the diagram above 9. Hydrogen can be prepared by reacting zinc with dilute hydrochloric acid. a) Write an equation for the reaction. b) Name an appropriate drying agent for hydrogen gas. c) Explain why copper metal cannot be used to prepare hydrogen gas. d) Hydrogen burns in oxygen to form an oxide. (i) Write an equation for the reaction. (ii) State two precautions that must be taken before the combustion begins and at the end of the combustion. e) Give two uses of hydrogen gas. f) When zinc is heated to redness in a current of steam, hydrogen gas is obtained. Write an equation for the reaction. g) Element Q reacts with dilute acids but not with cold water. Element R does not react with ----- 26 #### dilute acids. Elements S displaces element P from its oxide. P reacts with cold water. Arrange the four elements in order of their reactivity, starting with the most reactive. h) Explain how hydrogen is used in the manufacture of margarine. 10. a) The set-up below is used to investigate the properties of hydrogen. i) On the diagram, indicate what should be done for the reaction to occur ii) Hydrogen gas is allowed to pass through the tube for some time before it is lit. Explain iii) Write an equation for the reaction that occurs in the combustion tube iv) When the reaction is complete, hydrogen gas is passed through the apparatus until they ----- 27 #### cool down . Explain v) What property of hydrogen is being investigated? vi) What observation confirms the property stated in ( v) above? vii) Why is zinc oxide not used to investigate this property of hydrogen gas? 11. The set up below was used to collect gas K, produced by the reaction #### calcium metal. Water Calcium metal |Col1|Col2|Col3|Col4| |---|---|---|---| |o|||| |nd Gas o metal. o o o|Col2|Col3| |---|---|---| ||o o|| |||| #### (a) Name gas K .. (b) At the end of the experiment, the solution in the beaker was found to be a weak base. Explain why the solution is a weak base -----"}
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Give 94226216. Dextrinisation Gelatinization Caramelization reasons Differentiate <br><br>**two** for airing <br><br>clothes a storage house (2 house between split level and a storeyed <br><br>(2mks) <br><br>94226217. the (3mks) <br><br>Explain <br><br>**three** the of ways in viscous <br><br>which blending viscose with polyester would modify <br><br>characteristics fabric. <br><br>4. State 94226218. <br><br>**two**<br><br>advantages **two** Give of causes dry of cleaning black a clothes in <br><br>(2mks ) <br><br>ring hard boiled egg <br><br>(2mks) <br><br>94226219. (2mks) 94226220. woolen (3mks) 94226221. (3mks) 94226222. (2mks) 94226223. <br><br>List down **four** nutrients found in eggs Give fabrics <br><br>**three** reasons why soaking is necessary for cotton and not for <br><br>State **three** qualities of fabric for underwear <br><br>Explain **two** points on care of the Kitchen sink <br><br>State **three** factors to consider when selecting flowers for flower <br><br>arrangement (3mks) <br><br>94226224. Give **three** pre-caution to take when cleaning plain wooden surfaces <br><br>(3mks) <br><br>94226225. one (1mk) 94226226. duties <br><br>Explain the advantage of a refrigerator with two doors as opposed to <br><br>door <br><br>Give **two** ways of saving time and energy when performing house hold <br><br>( 3mks) information <br><br>94226227. to children <br><br>(2 fastenings <br><br>mks) <br><br>94226228. <br><br>Give ) <br><br>**two** important points to bear in mind when choosing <br><br>(2mks <br><br>**SECTION** **B**<br><br>when baking <br><br>planning meals (5mks) 18. (a) <br><br>and State (b) Give **two** (i) Cracked explain reasons Swiss <br><br>**five** the points to following consider in faults <br><br>for roll (2mks ) <br><br>reamed Explain example <br><br>cake three sunken causes <br><br>at <br><br>middle malnutritional <br><br>the <br><br>(2mks) an (6 <br><br>c). of disorders and in each case give <br><br>mks) (d) Minerals perform varied and inter-related functions. Discuss <br><br>(4mks) <br><br>19 .(a) Discuss properties of cotton which make it important for hospital linen. <br><br>(8mks) <br><br>(b) Describe how to make an open seam at the side of a popline blouse <br><br>(6mks) <br><br>(zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz <br><br>our special <br><br>niece <br><br>who is occasion. **two** short Advice advantages <br><br>and plump wishes to make a two piece outfit <br><br>for (4mks) <br><br>a <br><br>(c) <br><br>Give (2mks ) Explain <br><br>of smoking on a childs outfit <br><br>20. (a) clearly <br><br>how to <br><br>remove ) <br><br>(b) State **four** points to observe a when grease stain laundering on non cotton fast Apron coloured (5mks articles <br><br>(4mks) <br><br>(zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz <br><br>our Suggest <br><br>brother living <br><br>in points <br><br>Kisumu he which is should determine <br><br>considering consider <br><br>buying a plot to build <br><br>a . house (5mks) **five**<br><br>(c) State cleaning (zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz <br><br>**four** factors the frequency of a room (4mks) <br><br>tate Discuss (b) Discuss disposal <br><br>**two**<br><br>for on one <br><br>(2mks <br><br>21. (a) <br><br>**four** **five** a on <br><br>of remedies points points garment. <br><br>static and use should fabrics care consider in ` wear brooms when <br><br>) (4mks) of (5mks) <br><br>choosing a method fullness <br><br>(zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz it ive **four** qualities of aluminium which make popular for household <br><br>utensils ) ) (4mks (5mks <br><br>(c) Suggest choice (zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz <br><br>factors which influence consumer <br><br>ive **two** uses of salt in laundry work . (2mks ) **HOMESCIENCE** **II**<br><br>**1.** - - **Reasons** To To <br><br>**for**<br><br>**folding** air already **2**<br><br>**in** **flour**<br><br>incorporate retain **(** the **2x1**<br><br>incorporated air <br><br>**=** **marks** **)**<br><br>**2.**<br><br>**Meaning** - Dextrination known <br><br>**of**<br><br>**terms** - dextrin - <br><br>When . <br><br>starch <br><br>is process when exposed is exposed to as moist <br><br>dry <br><br>it dextrinisation heat <br><br>heat changes to form <br><br>a ( swells <br><br>sugar 1mk) as <br><br>the Starch known to - Gelatinization - absorbs water <br><br>and ) burst (1mk <br><br>- Caramelisation caramelisation <br><br>- Sugars exposed to heat melts to form a caramel hence <br><br>(1mk ) <br><br>3. <br><br>**for** **Reasons** get - rid remove - **=**<br><br>**airing** **clothes**<br><br>To To **(**<br><br>of <br><br>dampness smells **)** bad **marks** **2x1** **2** house has is rooms <br><br>where <br><br>rooms of top are others <br><br>placed at individual levels of the ground . <br><br>on . <br><br>94226432. <br><br>- - Reduces it - Makes Reduces shrinkage lighter <br><br>creasing <br><br>94226433. <br><br>**Advantages** affected not maintained is is maintained **2marks)**<br><br>**of** **dry** **cleaning**<br><br>Fibres - - Colour Texture - **2x1=** **(**<br><br>7.**Black**<br><br>**ring** - Overboiling eggs Stale - cooling - Not **2** **=** **2x1** **(**<br><br>**in** **eggs**<br><br>in **marks** cold **)**<br><br>water . <br><br>8.**Nutrient**<br><br>**in** - Vitamin - Vitamin Iron - Protein - Fats - Phosphorous - **4** **(**<br><br>**eggs** A D <br><br>**** **x** **=** **2** **marks)** 9. <br><br>**Soaking** - Wool - Wool Soften - - Dirt **necessary** is weak felts cotton not <br><br>**for** when <br><br>**cotton** **and** **not** **for** **wool**<br><br>wet shrinks dirt <br><br>and for adhere **relevant** does **other** to **answer** woolen **3x1** fabrics **3** **=** as **marks** much **)**<br><br>as any other <br><br>**(any**<br><br>Not 10. - Soft - - Non - Not - Absorbent - Colour **any** **(**<br><br>bulky to the static irritating <br><br>skin <br><br>fast <br><br>**other** **3x1=** **3** **marks)**<br><br>11. <br><br>Care - - Do **(**<br><br>of Pour the hot kitchen water <br><br>sink <br><br>occasionally particles **)** not **2x1** allow **2** **=** big **marks**<br><br>down the sink <br><br>9 12. - - - Not - Do not - Clean <br><br>Selecting Fresh <br><br>flowers <br><br>strong pick foliage <br><br>scented full when bloom <br><br>94226472. <br><br>- along harsh of use expose sharp <br><br>Plain <br><br>wooden the grain abrasives hot to things. <br><br>surfaces <br><br>Scrub - - Avoid - Avoid - Do not - Avoid <br><br>water <br><br>-it sunlight discolors it direct - warps <br><br>94226473. unlike door <br><br>- one <br><br>A two door refrigerator allows the frozen food to stay undisturbed <br><br>where frequent opening affects the freezer compartment <br><br>94226474. - Use - Use - Make - correct labour use <br><br>Use <br><br>of posture saving trays of <br><br>correct and efficient tools <br><br>devices and trolleys **(** **2x1** **=** **2** **marks)**<br><br>16. - - Bold Real posters objects any other **(** **2x1** **=** **2** **marks** **)**<br><br>17. - - - - - **(**<br><br>Choice Position The Type Type <br><br>fabric <br><br>**any** fastening of of the weaver of of **other**<br><br>garment <br><br>garment **relevant** **point** **2x1** **=** **2** **mks** **)**<br><br>**SECTION** **B**<br><br>18. (a) Planning <br><br>meals capability <br><br>- Cooks - Amount - Clients - - <br><br>of money <br><br>Equipment Time **(**<br><br>available <br><br>available **5** **other** **any** **x1** **=** **5** **marks** **)**<br><br>(b) <br><br>- - - - Cracked Not Too A <br><br>Swiss <br><br>roll immediately <br><br>rolled high of temperature time baking lot <br><br>Creamed (ii) - soft Too - cooked - Not <br><br>cake sunk mixture <br><br>in the middle <br><br>10 - A lot of sugar used <br><br>c ) <br><br>**Causes** - - - - **General** Protects - - Helps in - Regulate - Helps **3x1** **(**<br><br>**of** **malnutrition**<br><br>Excessive Lack of Inability of intake nutrients body of - nutrient Anaemia, absorb Obesity Kwarshiokor - - to nutrients Anaemia, Rickets <br><br>d) <br><br>**functions** body the **of** from formation **minerals** diseases body of cells <br><br>body maintain **3** **=** processes water **)**<br><br>composition in the body <br><br>**marks**<br><br>19 <br><br>(a) **Properties** - Absorbent to - Warm the to Soft - - Withstands Easy - - Not **x** ( <br><br>**of** **cotton**<br><br>the body <br><br>skin frequent washing / strong <br><br>to affected **well** **=** **2**<br><br>launder <br><br>by <br><br>alkalis **explained**<br><br>and <br><br>acids **points**<br><br>hence can be bleached effectively <br><br>**4** **)** b) <br><br>**seam** **Making** pieces Place - () () Pin - tacking - Remove () Trim raw - e.t.c. stitch <br><br>**open** two <br><br>**.** () and () edges pieces machine () press neaten and together stitch seam () <br><br>R.S () () along Facing the Tack fitting line () on w. s ( ) <br><br>open <br><br>() machine by fold () , binding , blanket c) <br><br>**two** **Advice** - Matching and - Dark draping - Good - Not - Choose <br><br>**on**<br><br>**piece** colour <br><br>**outfit** . dainty fabric <br><br>quality the with <br><br>clinging <br><br>to fabric body vertical lines <br><br>d) <br><br>**Advantages** Style - - Can **of** features down <br><br>**smoking**<br><br>let for added width <br><br>20 <br><br>**Removal** (a) Scrape - Place - Iron - - Wash <br><br>**of**<br><br>**grease** much (1) iron in **stain** as paper (1) hot (1) blotting hot article <br><br>as <br><br>possible on from water <br><br>stain <br><br>using (1) <br><br>outside (1) towards center . <br><br>**(5marks)**<br><br>(b)**Laundering** **non**<br><br>**fast** soak. <br><br>**coloured** **articles**<br><br>- Do not <br><br>11 - Wash - Dry - Use Iron - quickly undershade iron warm w.s only **(4x1** **=** **4marks)**<br><br>c)**Points**<br><br>**on** Type Social **buying** **plot** soils of amenities <br><br>- - - Neighbourhood Security - of Slope - - Nearness **other** ( land to place **relevant** of **point** work **x1** **5** **any** **=** **5** **marks** **)**<br><br>d) <br><br>**Cleaning** - Condition - User Time - - Cleaning - Use - <br><br>**frequency** of of the available equip room ( occupants cleaning material room for and <br><br>) <br><br>available <br><br>of <br><br>the of room the Location room <br><br>e) <br><br>**Remedies** - - **of** fabric with <br><br>**clinging**<br><br>**fabric** in last underwears Use Wear softener cotton <br><br>rinse <br><br>**and**<br><br>**care** fluffs heavily the <br><br>**of** **brooms**<br><br>built 21.**(a)**<br><br>**Use** - Remove - Clean Store - - Dry in with Facing soapy between no with water two pressure head - nails the on down bristles <br><br>b) <br><br>**of** **Choice** Position - of Type - of - Age Type of - Fabric - <br><br>**method** on **of** garment <br><br>**fullness** **of** **disposal.**<br><br>fabric wearer garment <br><br>( weight ) <br><br>texture <br><br>c) <br><br>**Qualities** Shinny - Light - - Does - Good <br><br>**of** **aluminium**<br><br>appearance weight rust conductor <br><br>in not <br><br>of heat <br><br>d) <br><br>**Factors** - - Money - - Other <br><br>**which** Location <br><br>**influence** **consumer** **choice**<br><br>available <br><br>Fashion <br><br>consumers <br><br>12 Time available - <br><br>e). <br><br>**Use** **of** Fix - - Cut **salt** **in** of color mucus <br><br>**Laundry** loose colored garments <br><br>**HOMESCIENCE** **III**<br><br>**SECTION** **A**<br><br>1. What 2. Give 3. You causes **two** have mildew of polyester stain lengthening dress <br><br>(1mk) (2mks) <br><br>methods a a clings skirt to that the that problem <br><br>4. State 5. Give **two** **two**<br><br>to factors methods used. in fats of uses a stewing method as of disadvantages preventing of batter of <br><br>consider of when flour planning mixtures meals in and for each invalids case aerating give an example <br><br>raising (a) (b) 7. Give 8. State 9. Give 10. Give 11. State 12. List 13. What 14. The 15. List <br><br>agent <br><br>Give Describe **two** **four** **two** **two** **two** **four**<br><br>**three** cookery 6. <br><br>of <br><br>cooking to the diseases. <br><br>advertising skin concealed <br><br>ways of <br><br>disadvantages reasons disadvantages consider to factors contribute factors **four** patch pocket a of preparations **four**<br><br>drainage rest to for clothes fabric selecting <br><br>system after more <br><br>why <br><br>is soaking when to depends an <br><br>allowed <br><br>making 24 than childrens <br><br>before hours <br><br>use. <br><br>mks) <br><br>for garment <br><br>efficiency on <br><br>when tasks <br><br>**size** any <br><br>several factors <br><br>expectant **one** Prickly Nappy **four** **three** **four** way heat rash differences factors of ways <br><br>of protecting the <br><br>between brooms <br><br>and method when brushes of lighting which conserving <br><br>determine controlling fullness <br><br>energy has body. <br><br>become too short <br><br>Suggest two remedies for <br><br>this (3mks) (2mks) of a (2mks) (3mks) (1mk) (2mks) (2mks) (2mks) (2mks) (1  (2mks) (2mks) (2mks) <br><br>consumer <br><br>performing Give . make should household four. for mother home confinement <br><br>(2mks) <br><br>baby against each of the following <br><br>(1mk) (1mk) (2mks) (1  (4mks) <br><br>mks) <br><br>**SECTION** **B.**<br><br>20. (a) (b) (c) (d) (e) State Give Give Discuss Give <br><br>and **four** **four**<br><br>explain general to points reasons for factors **four** rules to consider for blanching <br><br>to <br><br>consider mind entertaining food. vegetables <br><br>when <br><br>planning preparing meals pastries <br><br>in when preserving <br><br>bear when <br><br>**three**<br><br>**two** reasons before freezing Give Explain Explain Give State <br><br>**four**<br><br>precautionary to make importance <br><br>measures water <br><br>to take starch ventilation in sewage of wall of choice <br><br>how **four** boiling of <br><br>good disposal in house and finishes **four** **four** reasons factors why to consider (4mks) (4mks) (4mks) (6mks) (2mks) <br><br>when laundering woolen articles <br><br>(5mks) (5mks) (4mks) <br><br>a in rivers streams is prohibited (4mks) <br><br>(2mks) Explain State Discuss <br><br>how to <br><br>zip attach a of a suitable using fastener made hem underwear <br><br>edge to edge method <br><br>(1mk) (3mks) (8mks) **three** **4**<br><br>qualities <br><br>well for qualities fabrics <br><br>23. (a) (b) <br><br>Explain Explain Feed (i) Presser (ii) (iii) Stop Give Name <br><br>how the dog <br><br>to work functions French the of seam following <br><br>at the <br><br>side of machine a parts <br><br>childs petticoat (9mks) <br><br>(2mks) (2mks) (2mks) (3mks) (2mks) <br><br>foot motion <br><br>screw of of (c) (d) **three** **two** qualities methods a well graining made a dart fabric before cutting out. <br><br>**HOMESCIENCE** **MARKING**<br><br>**III**<br><br>**SCHEME**<br><br> 1. **2. Ways** -   <br><br>( **1** **x** **1** **=** **1mk)** Caused **of** Adding Let Put by **lengthening** a down false a <br><br>folding **a** and **skirt**<br><br>storing damp clothes <br><br>frill the hem <br><br>hem <br><br>***(2***  ***x***   ***1***   ***=***   ***2mks)***  <br><br>**3. Remedies**<br><br>**for** dress <br><br>**static** with softener <br><br>**electricity**<br><br>  Wear Put cotton in <br><br>petticoat <br><br>fabric the last rinsing water **(2** **x** **1** **=** **2mks)**<br><br>**4.**<br><br>**Planning** Easily - Fresh Adhere Not  **meals** digested foods to greasy <br><br>**for** **invalids**<br><br>doctors instructions <br><br>( ***2***  ***x***   ***1***   ***=***   ***2mks)***  <br><br>5. <br><br>Chemical - - Baking  Yeast  Biological Air  Mechanical <br><br>powder <br><br>***(***  ***2***   ***x***   ***1***   ***=***   ) ***2mks***   **(a)** **-** -   **Uses** Cut Soften Add Increase <br><br>**of** short <br><br>**fats**<br><br>gluten mixtures and life <br><br>strands <br><br>flavour self <br><br>colour <br><br>***(3***  ***x***   ***1***   ***=***   ) ***3mks***   <br><br>(b) <br><br>Long casserole <br><br>slow <br><br>moist oven in method on or of top cooking a of <br><br>food. <br><br>Food ***x*** ***(1***    not is ***1mk)*** ***=*** ***1***      <br><br>allowed to boil. Done in <br><br>stove <br><br>**7. Disadvantages** Increases cost Gives Confuses **advertising** goods information due <br><br>**of** of <br><br>**to** **the** **consumer**<br><br>- - - <br><br>false <br><br>consumer to many brands advertised ***(2***  ***x***   ***1***   ***=***   ) ***2mks***   <br><br>**8.**<br><br>**Preventing** Avoid  **skin** sharing **diseases** personal items <br><br>14    Sterilise Bath Eat shared regularly in rich <br><br>items <br><br>food vitamins ***(4***  ***x***   ******   ***=***   ***2mks)***  <br><br>9. <br><br>- - - Can Expensive Careless <br><br>only <br><br>be to use used install may <br><br>where there is piped water <br><br>make maintenance difficult <br><br>10.   **Reasons** that that <br><br>**for** **resting**<br><br>**batter** absorb <br><br>So So starch air <br><br>grains can liquid <br><br>bubbles can escape ***(***  ***2***   ***x***   ***1***   ***=***   ***2mks)***  <br><br>11. -   Water Bad <br><br>fibres <br><br>are becomes weakened slimy <br><br>smells develop **(3** **x** **** **=** **1** **** **mks)**<br><br>12. - - - - - - Strong Light Absorbent Non - Inflammable <br><br>Shrink resistance <br><br>***(4***  ***x***   ******   ***=***   ***2mks)***  <br><br>13. - - - - - Correct Having Good Correct Correct equipment plan a speed tools methods <br><br>and material <br><br>time <br><br>of working 14. <br><br>- - - - - Purpose Position Purpose of Age of Size of wearer garment <br><br>garment <br><br>***(4***  ***x***   ******   ***=***   ***2mks)***  <br><br>15.     Prepare Make Clean <br><br>Inform midwives <br><br>clean transport razor <br><br>and <br><br>sterile available and <br><br>room <br><br>blade string ***(4***  ***x***   ******   ***=***   ) ***2mks***   <br><br>16. <br><br>(i) **Nappy**<br><br>**Prickly**<br><br>**heat**   change <br><br>avoid <br><br>overdressing when <br><br>***(1mk)***<br><br>(ii **)** **rash** napkins used <br><br>17. - Rinse napkins thoroughly ***(1mk)***<br><br>18.     Brooms Brooms Brooms Brooms have sweep have remove <br><br>long <br><br>handle areas <br><br>while  while <br><br>brushes have short handle <br><br>large while brushes <br><br>small stiff remove areas bristles dirt fixed <br><br>soft bristle brushes have <br><br>loose dirt while brushes ***(4***  ***x***   ******   ***=***   ***mks)***  Type of Position Figure Weight, <br><br>garment on type <br><br>garment <br><br>texture and washability of fabric <br><br>Use Lighting Avoid Ensure Turn <br><br>daylight <br><br>as designed of light lights much to higher fittings when as suit wattage are in <br><br>possible purpose than <br><br>bulbs all off <br><br>required <br><br>clean use not 19. -    <br><br>20. -  - -  ***(***  ***4***   ***x***   ***1***   ***=***   ) ***4mks***   <br><br>**SECTION** **B.**<br><br>21. (a)       - Individual Time Occasion Colour in Food other Any <br><br>Balanced <br><br>Protein, requirements <br><br> carbohydrate, vitamins <br><br>available <br><br>( ***4***  ***x***   ***1***   ***=***   ***4mks)***  <br><br>Weigh (b) Use  Use  <br><br>ingredients accurately <br><br>mixture cool of lard equipment and and margarine a work in cool place <br><br>(c)-      Entertaining and Number Type style and Cutlery Number of Time type of crockery dishes to and day <br><br>of service <br><br>guests <br><br>and of the available be served weather ***(4***  ***x***   ***1***   ***=***   ***4mks)***  **Discuss** Ease Preserve No food ***(well***   <br><br>**three**<br><br>**reasons** for used <br><br>**for** foods **preserving** like <br><br>**foods** vegetables season of out is food so preserved ***6mks)*** ***=*** ***2*** ***x*** ***3*** *(*          <br><br>transportation be as <br><br>and fruits <br><br>so will ***discussed***   <br><br>to keep when indefinitely for future use <br><br>*)* ***points***   <br><br>**(e)**<br><br>**reasons** **Two** To - help Reduce - Retain - **for** retain bulk nutrients <br><br>**blanching** colours <br><br>**vegetables** **before** **freezing**<br><br>**21.**<br><br>**Precautions** not - water - flat - do - <br><br>**to** soak of **take** as they same **when** are temperature <br><br>**laundering** **woolen** **articles**<br><br>Do Use Dry Press <br><br>weak when <br><br>wet throughout <br><br>not iron to avoid stretching ***(any***  ***other)***   ***(5***   ***x***   ***1=***   ) ***5mks***   <br><br>**(b)** - <br><br>**Boiling** Measure () Add required **water** 1  () <br><br>**starch** tablespoon litre (1) boiling Starch. water 2 () <br><br>tablespoons cold <br><br>water(1) short Make while smooth () <br><br>paste as ***(5mks)***<br><br>(1) Stir and boil for a Dilute <br><br>**(c)**<br><br>**of** **Importance** surplus of - of - bad circulation - drowsiness - <br><br>**Good**<br><br>**ventilation** from <br><br>rid Get Get rid Allow Avoid <br><br>heat ordours of <br><br>people and machinery <br><br>fresh air <br><br>***(4***  ***x***   ***1***   ***=***   ***4mks)***  <br><br>**(d)**<br><br>**Reasons** Causes - Poses, - Affects - Carrier - **for** water health plants of <br><br>**not**<br><br>**disposing** to smell problems and <br><br>**waste** **in** **rivers**<br><br>foul to destroys animals aquatic and life <br><br>human beings <br><br>water borne diseases (zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz <br><br>**hoice** **of** of Size - Money - Care - Availability - ***=*** ***x*** ***(4***      <br><br>**wall** wall available <br><br>**finishes**<br><br>required of ***2mks)***  <br><br>the material <br><br>******   <br><br>22.**(a)** - - - <br><br>**Method**  and form the of other the <br><br>**of**<br><br>**attaching** and open the to that <br><br>**zip** neaten <br><br>Tack Open Work side Pin <br><br>the <br><br>seam it press R.S. and opening so side <br><br> the edges <br><br>zip closed <br><br> length and  <br><br>the tag level with the fitting line  pin one <br><br>the zip <br><br>- the folds meet () <br><br>- <br><br>firmly Tack () teeth Hold the Working the fold ***(Diagrams***  <br><br>down on the side and up () of the other closing at the base of the zip <br><br>- - <br><br>together folds () R.S the on according ) (  ***to*** ***used*** ***be*** ***can***         () with machine to the ***make***   tacking () width the ***explanation***   <br><br>1cm down of stitches side teeth <br><br>() <br><br>from the the other <br><br>end <br><br>to 6mm end.  <br><br>one zip ***clear)***  <br><br>and up from <br><br>***(9mks)***<br><br>**(b)** - - - - **Qualities** Flat Well Hemming Equal <br><br>**of** **well** **made** **hem**<br><br>in depth ***(3***  ***x***   ***1***   ***=***   ***3mks)***  bulky, for Cheap <br><br>should <br><br>not garment <br><br>be to will seen slide not over over survive <br><br>outer easily <br><br>garment <br><br>outer <br><br>materials constant wear and washing (c)**Three** - - **qualities** be laundered <br><br>**of** absorbent <br><br>**fabric** **for**<br><br>**underwear** worn are absolutely is <br><br>Should Easily waste Should Non  Good ***x*** ***(4***    <br><br>since they cleanliness to skin essential  due to accumulation of body <br><br>- - - <br><br>not be clinging  quality ***8mks)*** ***=*** ***2***      <br><br>23.**(a)** - - <br><br>**How**<br><br>**a** **work** **french** fabric the of along the  5mm about () line  backstitch <br><br>**at** and <br><br>**the**<br><br>**side** edges remove **of** **a** even all **childs** tack pin tacking **petticoat** along  and the ( fitting the )  ( line seam <br><br> ) <br><br>() the trim <br><br>fold seam line <br><br>over () <br><br>along the seamline, pin, tack <br><br>- - **to** w.s. With Machine turning to the With along the Machine Remove **seam** together tacking () the of about ) (   press <br><br>- <br><br>right fitting or tacking <br><br>side <br><br>fabric 6mm along the facing below the seam () the fitting towards and the back of the garment () ks) ***(9m***  <br><br>(b) <br><br>**Feeddog** **Presser** **Stop**  **foot** **motion** Regulate Holds  amount fabric Stops of in the <br><br>fabric place <br><br>passing <br><br>through to it moving when the up needle dog down.***(***  <br><br>is stitching <br><br> **screw**<br><br>and presses feed <br><br>needle from and ***3***   ***x***   ***2***   ***=***   ***6mks)***  **(c)** - - - - - **Three** Tapers Straight Firmly Correct Pressed <br><br>**qualities**<br><br>**of** gradually of line secured length the to **well** a stitching the at width and side right <br><br>**a** to <br><br>**made** **dart**<br><br>point <br><br>point <br><br>(d)**Graining** Pulling Pulling **fabric** diagonally thread a - - across <br><br>the ***(2***  fabric ***=*** ***1*** ***x***       and ***2mks)***  **HOMESCIENCE** **IV**<br><br>**SECTION** **A:**<br><br>1. Give **four**precautions a mother should take to ensure that an active toddler does not <br><br>accidentally <br><br>suffer of factors from anaemia to <br><br>burns <br><br>and other scalds. than <br><br>mks) (2 (2 mks) house. mks) (1 (4 in (2 <br><br>2. State 3. State **two** **three**<br><br>causes nutritional <br><br>deficiency. for consider when planning lighting various rooms <br><br>in the (1 <br><br>why 4. Explain **four** 5. Explain reason 6. Giving a diet. children <br><br>laundry qualities in <br><br>blue for is in making <br><br>minimal <br><br>use lingerie. two <br><br>today for laundry work. <br><br>mk) mks) school mks) <br><br>each case name nutrients which should be emphasized <br><br>18 7. State 8. State 9. Heavy 10. Give 11. List 12. The following is a poorly planned menu for a family which includes a three year old <br><br>**two** **two** reasons general <br><br>be clothes why when to rules observe in fault common a is finish enamel vitreous why seam plain a finishing of <br><br>should <br><br>before thoroughly dried meal. for table setting a a two Give cake. sponge cookers. used is of the on <br><br>storage. <br><br>close texture causes. <br><br>**two** **four** reasons methods on side a denim skirt. <br><br>child. Ugali, (a) (i) (ii) Sweet give two suggest potatoes, reasons dish one Sukuma why it to wiki a is improve with menu. meal. poor the (2 (1 mks) mk) <br><br>**three** **two**<br><br>buying <br><br>a strips wooden <br><br>tape useful <br><br>measure. in utensils. <br><br>dressmaking. (1 (2 (2 (2 (2 (3 (2  mks) mks) mks) mks) mks) mks) <br><br>mks) 13. State 14. Explain 15. Give 16. State 17. Give 18. Good 19. Give <br><br>qualities qualities <br><br>to that consider <br><br>look <br><br>for make <br><br>when crossway buying hem. should times. and **four** **two** **two** eyesight **three** factors qualities reasons is reasons to a of why essential for when well-made weaning at all cooking be a Give decorating <br><br>gradual three process. on points care of eyes. <br><br>cakes. <br><br>**SECTION** **B:**<br><br>fabric for making evening wear. Give three factors that <br><br>(b) Give <br><br>(c) Give d. Describe **four** e. Give <br><br>**three**<br><br>differences work that between a machine determine and interfacing seam at method interlining. a poplin fullness how to factors fell the the of yoke of disposing shirt. a in **20. (** a) Silk <br><br>is a popular **four** common for the steps <br><br>it make (3 mks) stitching. mks) (4 mks) (3 (8 mks) garment. (2 <br><br>above to occasion. that ensure a sewing machine gives good stitches when <br><br>mks) refrigerator. mks) new (4 support (4 (4 <br><br>21. (a) Giving reasons in each case state four basic rules in the use and care of a <br><br>(8 her (b) <br><br>Give house. <br><br>**four** points you would advice your aunt on in choice of curtains for <br><br>mks) <br><br>(c) A well-drained house is a comfortable house to live in. Give four point to the <br><br>above (d) Suggest statement. four mks) mks) reasons why a family should prepare for a babys arrival. 22. (a) Explain <br><br>the blind. <br><br>meaning of the following terms used in cookery. (4 mks) <br><br>Bake Batter. Braising. Creaming. <br><br>(b) What advice would you give to a friend who is going to get married about planning girl career she baby. a for Assume the that as perfect a food has Give very four little advantages (c) Breast milk is of breastfeeding. <br><br>(5 (4 (2 mks) mks) mks) (d) (e) Give What **four** are points the of reasons personal for hygiene in that in are creamed <br><br>essential <br><br>to cake a mixtures? folding flour Give Explain wise before (c) Give (d) Give <br><br>**four** points <br><br>to points wise a item. <br><br>consider when buying <br><br>commercial zip a choosing consumer a points **five**<br><br>paper fastener. <br><br>patterns. (4 (3 look (5 (4 (4 mks) mks) for mks **)** mks) mks) <br><br>**three** is an <br><br>to consider consumer. when Give <br><br>shopper buying <br><br>should <br><br>**four** **four** points reasons <br><br>that determine the cleaning frequency of a house. <br><br>for budgeting family income. <br><br>**HOMESCIENCE** **MARKING**<br><br>**IV**<br><br>**SCHEME**<br><br>**1. Four precautions a mother should take to ensure an active toddler does not suffer**<br><br>**from** - Keep - Have - Do - Children - Handles <br><br>**burns** **and**<br><br>**scalds.** out round liquids be not pots and <br><br>(  x 4 = 2 mks) <br><br>metal fire <br><br>boxes of reach <br><br>of fires. <br><br>children. <br><br>guards hot should pans of <br><br>open where locked <br><br>not place <br><br>children houses in be should can alone. away <br><br>reach them. <br><br>turned from path ways. **2. Causes** **of**<br><br>**anaemia** (sickle loss e.g. e.g. <br><br>**other** cell). of <br><br>**than** **nutritional** **deficiency.** **(1** **x** **2** **=** **2** **mks)**<br><br>- Genetic - Excessive Sickness - Parasites - <br><br>blood. <br><br>malaria, hookworm. <br><br>leukemia. <br><br>3.**Factors**<br><br>**consider** **to** the of Purpose - of - room. the Size existing - The <br><br>**when** **planning** **lighting** **for** **various** **rooms.** **(** **** **x** **3** **=** **1** **mks** ) <br><br>room. <br><br>colour scheme. <br><br>**4. Explain**<br><br>**use** - This is because most of the soapless detergents made these days have flourescent as <br><br>**why** **laundry** **blue** **is** **in** **minimal** **today:** **(1x1** **=** **1** **mk)**<br><br>whitener which have the same function laundry blue. **5. Qualities**<br><br>**fabric** **of** not to - Soft bulky - Not - Absorbent to Strong - not Should - <br><br>**for** **making** **lingerie.**<br><br>irritate be to not to absorb withstand generate skill. seen sweat. frequent static <br><br>over the outer garment. <br><br>washing. <br><br>electricity not to cling to the body. <br><br>**6. Nutrients** **to** **be**<br><br>**emphasized** because are they protection. strong <br><br>**school** **in** **a** are they growing. <br><br>**child's** **diet:** **(2x1** **=** **2** **mks)**<br><br>- Carbohydrate/fat because Protein - for - Vitamins for - Minerals <br><br>active. <br><br>bones. <br><br>**7. Reasons** **why**<br><br>**clothes** of **should** soap. <br><br>**be** **rinsed** **thoroughly:**<br><br>- Remove - - Avoid <br><br>smells <br><br>Freshens. skin irritation from detergents. - Prevent - Mention damage original to fibres colour. <br><br>by detergent. <br><br>8 <br><br>**. General** - Table - The - Allow Place - **to** **rules** should tablecloth space clean <br><br>**observe** clean. be <br><br>**when** **setting** **a** **table:** **(2x1** **=** **2mks)**<br><br>should about 2.5 be 60 cm clean cm from <br><br>and <br><br>well person. edge <br><br>pressed. <br><br>eof cutlery <br><br>per <br><br>the of the table. <br><br>**of** 9.**Causes** hot - Too Insufficient - - folding Poor rapid - Too much - Too <br><br>**heavy** oven. <br><br>**texture** **in** **sponge** **cakes:** **(2x1** **=** 2 mks) <br><br>whisking. in. addition flour. <br><br>of flour. <br><br>**enamel** **finish** **is** **used** **on** **cookers:** (2x1 = 2 mks) **10. Why**<br><br>**vitreous** - Attractive. - Easy to clean and maintain. <br><br>**11.**<br><br>**Four** - Edge - Zig zagging. - Overcasting. Pinking. - - Loop <br><br>**methods**<br><br>**of** stitching. <br><br>**finishing** **a** **plain** **seam** **on** **the** **side** **of** **a** **denim** **skirt:(** **x4** **=** **2** **mks)**<br><br>stitching. <br><br>**12. (i)**<br><br>**Reasons** - Contains meal - The protein A (ii) **why** lot a has dish **it** **is** of no e.g. **a** **menu:** carbohydrates. protein. meat <br><br>**poor** (2x1 = 2 mks) <br><br>stew, chicken, currry, ndengu (1 mk) <br><br>**a** **tape** **measure:** (  x 3 = 1  mks 13. <br><br>**Qualities** - Clearly - Not - Reinforced - not Should - Markings **of** **good** marked. stretchable. ends. fray at should sides. fade not off. <br><br>14. Qualities <br><br>that manipulated Forms make round in crossway and curves or grain <br><br>strip corners: <br><br>useful in dress making stretches <br><br>be can therefore 2mks) = (2x1 <br><br>a contrast print therefore decorative. <br><br>15. **Factors**<br><br>**to** scratches. <br><br>**consider** **when** **buying**<br><br>**wooden** Well Non Smooth. <br><br>**utensils:**<br><br>- No - Ordourless. - Durable. - - - <br><br>grained. toxic. <br><br>**16. Qualities**<br><br>**of** **a** width. for <br><br>**well-made** **hem:** (1x2 = 2mks) <br><br>Same - - Correct fabric and style. <br><br>21 - Not - - Well <br><br>puckered. <br><br>Seams matched. <br><br>pressed. <br><br>**17.** **Reasons**<br><br>**why** baby to mother **weaning** get time **should** accustomed observe to **be** to the **gradual:** the new baby <br><br>(1x2 = 2 mks) <br><br>- Allow - Allow food. any for allergic reactions. <br><br>**18.**<br><br>**eye** **Good** diet - Eat a in - Work - Clean your evidence - Any <br><br>**sight** rich well <br><br>**is** in lit face of **Points** **essential.** C. A vitamin and very avoid but area morning every paying eyesight bad <br><br>**on** **care:** (1x3 = 3 mks) <br><br>bright <br><br>unprotected to be <br><br>light. <br><br>attention should <br><br>areas <br><br>around to the the eyes. doctor. or soreness reported <br><br>(1x2 = 2 mks) **19. Two**<br><br>**for** **reasons** the make - To - cake Prevent - Encourages **decorating** cake from creativity. <br><br>**cakes:**<br><br>attractive. drying. <br><br>**SECTION** **B:**<br><br>20. (a) **Factors** **which** **make** **silk**<br><br>**popular** it **for** suitable **evening** for <br><br>**wear:** (1x4 = 4mks) <br><br>- Lustre - Has - Warm - Sheds - good gives - creases <br><br>the <br><br>nature draping shine quality. <br><br>makes fancy wear. <br><br>warmth easily. <br><br>on cold nights. <br><br>(b) <br><br>**Steps** - Correct - Thread - Firm - Correct - Thread <br><br>**to** **ensure**<br><br>**a** tension. machine <br><br>**sewing** **machine** **gives** **good** **stitches:**<br><br>correctly. tacking. for fabric <br><br>and <br><br>accurate of size should needle match fabric. in thickness. <br><br>**between** is <br><br>**interfacing**<br><br>**and** areas **interlining:** while = areas. used on small interlining is used on large (c) <br><br>**Difference** - - <br><br>(1x3 3mks) <br><br>Interfacing Interfacing is used on the facing while interlining is used between the lining and the garment. Interfacing is used to give crispness (stiffening) while interlining gives warmth and body <br><br>- <br><br>to garment. <br><br>(d) <br><br>**to** Place - - , Pin - Machine one - Trim the - Trim open. Press, - the - over Fold close - Machine <br><br>**How**<br><br>**work** two tack, **a** pieces the on **machine** of fitting **fell** material line. <br><br>**seam:** together <br><br>(8 mks) <br><br>edges matching. <br><br>on side other the to side fitting less to <br><br>line. <br><br>than 1.2 0.5 cm. <br><br>cm. <br><br>wider the to turning fold. <br><br>22 - Remove tacking and press. <br><br>(e) <br><br>**Factors** - Type - - Type - Age **which** of Position of of <br><br>**determine** **methods** **of** **controlling** **fullness:** ( x 4 = 2mks) <br><br>garment. of fabric. wearer. <br><br>fullness. <br><br>(2x4 = 8 mks) 21. (a) **Basic** **rules** **in** **use** **and** **care** **of** **refrigeration:**<br><br>- Do not keep hot food in the fridge as it lowers the temperature causing spoilage of <br><br>other foods. <br><br>- Do not use sharp instruments to scrap of ice from the fridge. It scratches and <br><br>causes Store <br><br>marks in food overload <br><br>on the polythene to allow coolest ***1mk)***  <br><br>fridge. <br><br>- - Do - papers free part prevent to circulation of drying. air. of to kitchen <br><br>not <br><br>- in the ***reason***   Place ***(state***   fridge ***1mk***   <br><br>the avoid heat interference. <br><br>       <br><br>(b) <br><br>**Choice** **of** - Colour - Durable - Easy to - Colour - Non - **curtains:** fast to not fabric. launder. within the inflammable resistance. <br><br>(1x4 = 4 mks) <br><br>fade. <br><br>Shrink **(c)**<br><br>**Importance** house Frees - bad - Avoid - Makes places - Minimizes Precludes - <br><br>**of** from smells. <br><br>**goods** **drainage:**<br><br>dampness. <br><br>attractive. getting places risk breeding <br><br>of <br><br>diseases. pests. for <br><br>(d) <br><br>**why** **Reasons** **a** - Help a family last - Avoid - Challenges - Allows - Gives <br><br>**family** to minute the mother <br><br>**should** **prepare**<br><br>**for** finances <br><br>**baby's** better. baby and baby. <br><br>**arrival:** (1 x 4 = 4 mks) <br><br>manage rush family get to to time <br><br>their <br><br>and look to the best prepare after anxiety room for for the younger <br><br>is bed born. for baby. <br><br>parents children to accept the new baby. <br><br>22. (a **)** **Meaning**<br><br>**of** blind - **following** of baking - flour of mixture **terms:** pastry and <br><br>(1 x 4 = 4 mks) <br><br>- Bake a usually - Balter - Braising - cooking of food usually of meat on a bed of fried root vegetables *mirepoix creaming.*Beating fat or fat and sugar until it is creamy in and <br><br>without water filling. with an egg. <br><br>known as a texture both colour. (b) <br><br>**Points** - - Make <br><br>**to** Family <br><br>**consider** meals of **in** should in food **meal** be season <br><br>**planning:** nutritionally <br><br>**(1x5** **=** **5** **mks)**<br><br>balanced. <br><br>use as its cheaper. <br><br>23 - Money Plan - Should - Should - <br><br>available be to colour <br><br>- food prepared of individual <br><br>budget with dishes. <br><br>within the equipment finances available. <br><br>means of the family. <br><br>meals <br><br>vary consider taste. **(Any** **other** **relevant** **answers** ) <br><br>(c) <br><br>**Advantages** - More at - Always - Does not - Contains - Has <br><br>**breast** nutritious <br><br>**of**<br><br>**feeding:** easily temperatures. <br><br>and right preparation. <br><br>the need antibodies. <br><br>no harmful micro-organisms. <br><br>**(d)**<br><br>**Points** - Wash - Do not - Health - Wear <br><br>**of** hands handle carriers <br><br>**hygiene**<br><br>**to** before <br><br>**a** **food** touching food infectious when <br><br>**handler:** food. <br><br>cooked of clothes with bare diseases handling hands. should food b e apron allowed or to overall. kitchen e.g. <br><br>**flour** **in** **creamed** **cake** **mixture:** (2x1 = 2 mks) (e) **Reasons**<br><br>**for** incorporate the **folding** more already **in** air. incorporated - To - Prevent air from escaping. <br><br>23. (a) (i) **Points** **to** **consider** **when**<br><br>**buying** correspond **commercial** with <br><br>**patterns:** (1x4 = 4 mks) <br><br>- Measurements Style fit - should - Fashion - Choose one - Beginner <br><br>should the be <br><br>one's body measurements. <br><br>should <br><br>figure. current. <br><br>with should several choose styles. simple patterns. <br><br>(ii) <br><br>**Choice** **of** - Length - Colour - Weight **zip** - - - <br><br>**fastener:** correct <br><br>(1x3 = 3 mks) <br><br>buy should buy length the weight for the garment for garment nearly as purpose. being as Heavy made. possible. zips <br><br>match <br><br>correct cause sagging. (b) **Points**<br><br>**a** Should Should ship for quality - a good quality product will last long. Reputation on item is good Buy Should Should to Should find out about quarantee. The more expensive an item is the more the coverage Find <br><br>**consumer** window do **should** shopping **look** to **for** compare <br><br>**before**<br><br>**buying** in **an** **item:** different <br><br>(1x5 = 5 mks) <br><br>- - <br><br>prices shops. <br><br>to guide for look examine quality. features and tag <br><br>- - - <br><br>a of label product. an on one get useful with information features. on item use and care. <br><br>on information <br><br>quarantee one needs. <br><br>- on installation, delivery, servicing etc. <br><br>**which** (c)**Factors** occupants - The dirt - Amount of of - Conditions time - Available equipment - Cleaning <br><br>**determine** of or the for <br><br>**the** house **cleaning** e.g. <br><br>young the **frequency** children house. <br><br>**of** or **a** adult. <br><br>**house:**<br><br>the getting dust house e.g. cleaning. and <br><br>into cracked floors. <br><br>material available. (d) <br><br>**Four** income. - Helps - planning. It - The family knows how the money is being spent and they are able to evaluate <br><br>**reasons** family a promotes **budgeting** **for** within live to living organized **family** their and <br><br>**income:** **(1** **x** **4** **=** **4** **mks)**<br><br>their - Budgeting - Budgeting <br><br>financial situation. <br><br>encourages a helps sensible to control at of their various income expenses. sources family look realistically. <br><br>**HOMESCIENCE** **V**<br><br>have material to make a pair of shorts for your brother. What seam <br><br>(2mks) of effect (2mks) <br><br>2. important in stain removal processes. Explain the 1. <br><br>You would The hot a brought denim and choose water of following <br><br>you temperature the in water Blood Grease <br><br>why? is stains. <br><br>Mention 3. List **four** 4. Explain 5. State 6. 7. State 8. Explain fabric Give (a) (b) State Give State Give Three <br><br>**two** materials <br><br>caused for of consider a why why out. of advertising <br><br>hazards <br><br>water by interfacing. <br><br>pollution. <br><br>used importance to points reasons the **four** **three**<br><br>using acidic <br><br>substances fish be used transfer <br><br>when <br><br>buying not to knot is it should important to start pattern stitches. marking <br><br>**two** before <br><br>reasons cutting advantages is **three**<br><br>from paper <br><br>9. <br><br>**two** what give <br><br>flourescent lighting over filament bulb. <br><br>disadvantages <br><br>10. 11. 12. 13. 14. <br><br>**two** **three** **three** **two**<br><br>disadvantages <br><br>articles of pegs brushes of a using of use and choice, brooms of care in cake fats machine advertising knitted care and making. not points points functions of on on of sewing causes feeding the fabric properly mks) (2 (2mks) (2mks) (4mks) (3mks) pattern (2mks) (2mks) (2mks) (3 mks) (2mks) (4 mks) mks) (3 (2 mks (2mks) <br><br>in cooking bony beef meat. <br><br>to <br><br>**SECTION** **B.**<br><br>**15.** (a) Oil paints are commonly used as wall finish. Give **three** advantages of oil paints. <br><br>(3mks) the (4mks) (5mks) (4mks) (4mks) <br><br>(b) <br><br>Sufficient statement. Suggest Give Explain <br><br>ventilation is important in a house. Give **four** points in support of above <br><br>**five**<br><br>steps differences dry <br><br>to take <br><br>to between a <br><br>ensure soap that and shoes last soapless long detergents **four**<br><br>how to clean scarf. (c) (d) (e) <br><br>16. <br><br>(a) (i) (ii) (b) <br><br>Give Aged Vegetarians What causes Shrunken (i) short Too (ii) <br><br>**three** points in each case to consider when drawing up diets for <br><br>the pastry and crumbly pastry Give Discuss **four** State Give **two** Describe What attire? **four** Give **four** List the Define Bake blind (i) Chopping (ii) Glazing (iii) **four** State  (d) Discuss is (e) What <br><br>**four** basic rules <br><br>in use which consider two and overlaid an to give you a of refrigerator and care individuals an determine an choosing when of disadvantages the seam who factors to factors advantages to how work would advice <br><br>**two**<br><br>opening man yoke has <br><br>(4mks) (4mks) (9mks) of (3mks) construction. (4mks) (2mks) <br><br>made of silk a narrow on friend blouse. hips your about choice <br><br>reasons areas on following to why as an article cookery interlining where terms <br><br>in used is done is interlining <br><br>garment <br><br>(2mks) (2mks) (2mks) (4mks) (3mks) (1mks) steps **three** meant making in advantages term the by budget. a of table raising setting agent? <br><br>**HOMESCIENCE** **MARKING**<br><br>**V**<br><br>**SCHEME**<br><br>**1.**<br><br>**Suitable** - Double **Reason** Strong  Flat  Easy  <br><br>**seam**<br><br>**for** stitched **a** seam <br><br>**pair** **of** **shorts**<br><br>**(1mk)**<br><br>due hence to <br><br>to double comfortable <br><br>stitching <br><br>launder **(1mk)**<br><br>**2. Effects**<br><br>**hot** **of** hot  Blood Hot  Grease <br><br>**water** water **on** fixes <br><br>**the**<br><br>**following** stain it <br><br>**stains**<br><br>**-** - the emulsifies **(1mk)** **(1mk)** water <br><br>**3. Hazards**<br><br>**of** marine cause sea <br><br>**water** life <br><br>**pollution**<br><br>   Kills May Kill <br><br>poisoning <br><br>plants ( *2x*  *1mrk)*  **4. Interfacing** **materials**<br><br>     **5. Use**  Villene Organdie Staflex Calico Canvas **of** Acid **acidic** changes **substance** collagen **in** to **cooking** gelatin <br><br>**meat**<br><br>thus softening the meat. <br><br>**6. Factors**<br><br>**to** unpleasant gills and <br><br>**consider** **when** **buying** **fish**<br><br>    No Red Bright For <br><br>smell <br><br>prominent shell the eyes should shell fish be tightly closed <br><br>26 **a** **7. Why** **knot** tear Can  undo Can  Causes  <br><br>**should** **not** **be** **used** **to** **start** **stitches**<br><br>fabric and <br><br>the lumps stitch when is fabric destroyed is tiny pressed ( *3x1=3mks)*<br><br>**8. Reasons** Ensure Ensure **for** right good <br><br>**transferring** **pattern** **marks**<br><br>  parts fit/size <br><br>are joined <br><br>together line i.e. stitching is followed <br><br>**9. Advantages** Fluorescent gives bright consumes **Meaning** Simple **Disadvantages** to Appeals The can <br><br>**of** is light <br><br>**fluorescent** lasting long <br><br>**lighting**<br><br>less **of** way energy **advertising** informing of the public about goods and services available in the market. <br><br>b.    influences of cost the be to quality consumer advertising to preferred manufacturer product cause will of low that of high quality ( *3x1=3mks)* **10.**<br><br>**Disadvantages** Very   At Pulls  **of** Easily And of <br><br>**knitted** **Articles**<br><br>Ladders Bulges Easily Knees out <br><br>Elbow <br><br>shape <br><br>**11.**<br><br>**Points**     <br><br>**on**<br><br>**choice** made be are they in a strong **use** of clean clean and **and** **care** **of** good quality dry and container well <br><br>**pegs** material use <br><br>Should Ensure Keep Should <br><br> plastic or wood <br><br>before or designed pegs be bag. to <br><br>*(4x1=4mks)*<br><br>hold clothes firmly on the line <br><br>**12.**<br><br>**Care** Store   <br><br>**of** With <br><br>**brooms** Head Fluffs And **and** Between Use After Before Dust <br><br>**brushes** Two Nails <br><br>Remove Shake Off Storage *(3x1=3mks)*<br><br>**fats** **in** Mixture Keeping <br><br>**cake** **making**<br><br>Quality **13.**<br><br>**of** **Functions** The Shortens  The Improves  Aeration Helps  In Colour Improves  **a** **of** **Causes** Fabric  Held Feed  Insufficient  Too Length  <br><br>**14.**<br><br>**sewing** Too <br><br>**machine** **not** **feeding** **fabric** **properly**<br><br>Tightly <br><br>Dog May <br><br>Be Pressure Short <br><br>Covered The On Pressure Foot <br><br>**SECTION** **B.**<br><br>27 **15.**<br><br>**(a)**  -  **Advantages** repellent is paint <br><br>**of** **oil** hence <br><br>**paints** easily therefore <br><br>Water Surface Oil <br><br>cleaned does dust <br><br>smooth is <br><br>not settle on it. <br><br>durable *(3x1=3mks)*<br><br>**(b)**    **Prevent** Rid Get Remove Increase **humidity** Surplus Of Any Free <br><br>Heat From People And Machinery <br><br>Ordours Circulation of air <br><br>**(c)** - -   **-** Repair On Store a in Dry With Wear <br><br>**Polish**<br><br>**preserve** Immediately Rack place to <br><br>**to**<br><br>socks absorb perspiration <br><br>**(d)**    **Soapless** are soaps soapless soapless **detergents** from made in come lather forms <br><br>**do** **fast** animal\\vegetable <br><br>**not** **foam**<br><br>**with** fat <br><br>**hard**<br><br>**water** soapless **while** are <br><br>**soap**<br><br>**does** chemicals while from <br><br>different in strengths warm both and cold water *(4x1=4mks)* **(e)**     **Dry-cleaning** Shake Put squeeze leave <br><br>**a** **scarf**<br><br>dust solvent out solvent in a and to container hang settle <br><br>and open immerse air <br><br>garment in it squeezing gently <br><br>in and drain then store. ( ) *4mks*  <br><br>**16.**<br><br>**Factors** Aged Balanced Easy Less Food Serve <br><br>**to** **consider** **in** **drawing** **a** **diet** **for**<br><br>(i)      to energy in rich small in amounts *(3x1=3mks)*<br><br>**(ii)**<br><br>**Vegetarians** Balanced  Well  Varied - use  to vegetable monotony oils and fats for preparing *(3x1=3mks)* **(b)**<br><br>**Shrunken**    <br><br>**pastry**<br><br>Insufficient Stretching stretching relaxing during during shaping rolling <br><br>**(ii)**<br><br>**Short** too  **and** much **crumbly** fat <br><br>**pastry**  too little water <br><br>(e)**Basic** Do  Store  Do  Store  Place  Do  <br><br>**rule** not <br><br>**in** store in overload size in sharp **use** **and** food hot covered to allow portions coolest the instruments <br><br>**care** **of** the in containers free <br><br>**a** refrigerator, or <br><br>**refrigerator.**<br><br>it polythene <br><br>lowers <br><br>the papers temperatures prevent to food dehydration <br><br>not circulation of air <br><br>meal fridge use <br><br>part of <br><br>the remove kitchen to ice not to prevent scratching the surface. <br><br>(f)**Three**    **classes**    **of** Tea or milk Fruit <br><br>**beverages** coffee <br><br>**and** **give** **an** **example** **of** **each**<br><br>Stimulants Nourishing Refreshing juices <br><br>**factors** **which**<br><br>**determine** require more **an** more energy **individuals** protein foods <br><br>**nutrient** **requirement*(2x1=2marks)***<br><br> <br><br>children  areas cold **(e)**<br><br>**Two**     Age Climate Body State <br><br>young  size of ***(stating***   <br><br>health <br><br> ***mrk,***   <br><br>invalids <br><br>and ***explaining***   convalescents ***mrk)***          <br><br>**17.**<br><br>**(a)** Position - of Type - of Type - Age - of Purpose - **Factors** of fabric fastening wearer of <br><br>**to** opening <br><br>**consider** **in** **choice** **of** **an** **opening** ***(4x1=4mks)***<br><br>opening <br><br>**(b)**<br><br>**Advantages** Durable  Resistant  Thermoplastic  Soft. Smooth,  <br><br>**of** **man** **made** **fibers** **)** ***(2x1=2mks***  <br><br>to <br><br>sunlight (can be Slippery <br><br>pleated) <br><br>**s)** ***(2x1=2mk***  **Disadvantages** Yarn Poor Not Holds     spillage absorbency resistant and <br><br>is common <br><br>to generates abrasion static electricity **(c)**<br><br>**How** - - - <br><br>**to** Turn Press Place of  , Pin **work** seam and the the tack **overlaid** allowance with hold overlay  overlay. and  <br><br>**seam,** on  tacking the over <br><br>**s)** ***(11mk***  side the F.L.  of the overlay  to the wrong  . <br><br>underlay  with folding  of overlay lying on the F.L. <br><br>- machine  close  to the fold on R.S.  . Remove tacking  the  <br><br>W.S. trim <br><br> using <br><br>the <br><br>raw loop edges stitches to  within Press . hem   the of the completed <br><br>fitting <br><br>line. seam raw edges <br><br>**(d)**<br><br>**3** **of**     **of** **pieces** **clothes** She Wear Bulky to <br><br>**advice** **you** **would** **give** **to** **your** **friend** **who** **has** **narrow**<br><br>**on** **hips** **choice** ) *(3x1=3mks*  <br><br>should over fabrics tight wear blouses are fitting <br><br>pleated skirts <br><br>suitable skirts avoid <br><br>**18.** **(i)**<br><br>**Reasons** Gives - Increases - Adds - Adds - **for** added life warmth firmness <br><br>**using**<br><br>**interlining** resistance <br><br>***(4x1=4mks)***<br><br>crease to garment <br><br>to a complete silhouette the finely egg of <br><br>baking of <br><br>pastry of an a without vegetables before item <br><br>filling <br><br>*(2mks)* *(2mks* )  good a give especially on white baking to (ii) <br><br>- - - - - - Areas Pockets Collar Hems Cuffs Waistband <br><br>(  x 4mks) <br><br>**(b)**<br><br>**Cookery** Bake (i) (ii) (iii) <br><br>**terms** blind Chopping Glazing  appearance to refers   cutting applying ) *(2mks*  <br><br>**(c)**<br><br>**Steps** - - - - **in** Establish Estimate List Total **a** **making** **budget** financial family all from income fixed and committed, expenditure goal sources unchangeable compare and expenses with plan for estimated income <br><br>**(d)**<br><br>**Advantages** - the increases - gives - <br><br>**of** act the **table** of eating diners <br><br>**setting** ***(3x1=3mks)***<br><br>Makes It It <br><br>easier appetite as items are smartly presented <br><br>order during meal times **HOMESCIENCE** **VI**<br><br>**SECTION** **A**<br><br>1. 2. 3. **three** State List **three** (a) Define points disadvantages term the <br><br>on <br><br>use choice, of using accessories <br><br>and hard <br><br>care <br><br>of water a in charcoal the <br><br>iron <br><br>home <br><br>30 **two** List **four** State **four** Give **four** Write State **three** (a) Define Give (b) **four** State <br><br>of examples milk uses of to points points to reasons glare <br><br>accessories that are both functional and decorative <br><br>mk) mks) mks) mks) mks) mk) mks) mks) the mks) mks) mks) mks) mks) mks) <br><br>in consider consider using for cookery when when interlining for meals garments on <br><br>**three** factors <br><br>attributes to texture <br><br>of good <br><br>artificial buying in fault light a house creamed 9. 10. consider a when common <br><br>Heavy above **three** Give **three** State **three** Give **two** Give Suggest State <br><br>close is cakes. State **three** causes <br><br>11. 12. 13. 14. 15. 16. <br><br>causes **three**<br><br>**three** (1 (2 (4 (4 (3 (1 (3 (2 for (3 (1 (1 (3 (2 (1 arrangement <br><br>buying planning <br><br>fabric <br><br>soft for furnishing family the <br><br>qualities rules of advantages of reasons to of a sewing of fabric for bear <br><br>good on <br><br>dust bin buttons in during in choosing sponging puckering using in <br><br>laundry <br><br>work sewing garment <br><br>fullness when construction for points mind flowers flower <br><br>mks) (3 (3mks) (3 when (1 State State Budgeting making <br><br>**three** the <br><br>changes importance ones occur that in of play is income in the very during meat life a of important. roasting child **three** young List <br><br>mks) <br><br>for budget <br><br>factors to consider <br><br>a mks) 20. <br><br>(i) (ii) (iii)Boiling (iv) (v) (vi) a) ( <br><br>Explain briefly why the following processes are done in laundry work <br><br>Starching <br><br>mks) (2 mks) (2 mks) (2 mks) (4 (10mks) Give **four** (4 mks) mks) mks) articles Dampening State Discuss **five** Osteomalacia of symptoms **five** Discuss (b). **five** (c). Discuss **five** (a) Mention <br><br>**four**<br><br>advantages to factors common is a above the uses of points properties <br><br>of using consider carpets in as choice <br><br>floor a of women among covering washing of <br><br>materials <br><br>machine child-bearing disorder age. <br><br>disorder in consider which cookery when make (4 (5 household preparing synthetic meals fabrics for suitable children for 22 <br><br>(5mks) mks) (7 work the mks) (8 mks) (4 mks) (4 Give (b) 23.(a)French seam State and Discuss <br><br>clear seam instructions popular is on seam how in to work children <br><br>darts <br><br>a articles. Explain clearly how to <br><br>(b). .  explain **two** **four** advantages general and to disadvantages <br><br>rules <br><br>observe of when advertising (d). <br><br>Define (a) (b) the Raising Braising <br><br>following agent <br><br>terms used in cookery <br><br>**HOMESCIENCE** **MARKING**<br><br>**VI**<br><br>**SCHEME**<br><br>31 1. <br><br>**Three** - - - - - <br><br>**on** Firmly fixed Comfortable Close Empty Store **X** **(1**<br><br>**points**<br><br>**choice,** screws handle and <br><br>**use** **and** **care** **of** **charcoal** **iron**<br><br>and clean sufficient sole pressure using <br><br>iron after cool, in **3** **=** **3**<br><br>well use <br><br>before <br><br>dry **mks)**<br><br>place <br><br>2. <br><br>- Wastes Forms - cause Can - Discolours - **=** **3** **X**<br><br>soap scum <br><br>during with blockage kettles washing when pities boilers soap in and <br><br>rinsing hence discolours clothes <br><br>**(1** **3** **mks)**<br><br>3. a)  Assessories are small things worn or carried as part of ones dressing **(1** **mk)**<br><br>(b) <br><br>Ring, **X** **(** watches, **1** **1**<br><br>hair clips <br><br>**=** **mk)** 4. - <br><br>Sauces Bulters Beverages Puddings For **(**<br><br>e.g. custard sauce <br><br>- - - - <br><br> tea, milkshake <br><br>enriching **=** **X** e.g. **mks)**<br><br>mashed potatoes <br><br>**4** **2**<br><br>5. <br><br>- - - - - - Colour Fabric Should Colour Easy to Durable <br><br>must be should be blends launder <br><br>fast be crease <br><br>shrink resistant with <br><br>resistant <br><br>well rest of dcor <br><br>**(1** **X** **4** **=** **4** **mks)**<br><br>6. <br><br>- - - - - - - - <br><br>Should be Individual in Food Money Climate Time Fuel Facilities **=** **X** **(1**<br><br>balanced requirements <br><br>season available <br><br>available <br><br>available **mks)** **4** **4**<br><br>added <br><br>resistance sagging or garment 7. <br><br>- - - - - Give Prevent Increase Add Add <br><br>crease stretching of life warmth to firmness **=** **3** **X** **(1** a **3** complete **mks)** 8.(a)- Glare <br><br>is **mk)** not cause waver not **=** **3**<br><br>any brightness within the field of vision which causes the eye to strain <br><br>**(1** - Does Not - Not - Does - **X** **(1**<br><br>(b) <br><br>cast glare or <br><br>shadows <br><br>fricker <br><br>discharge **mks)** **3**<br><br>impurities in the air <br><br>9. - <br><br>- Cost. - - - - - - <br><br>Buying <br><br>a Should of Value Location Construction Orientation Reliability Family **X** **(**<br><br>house be house. of house <br><br>requirements **4** **=** **2** **mks)**<br><br>10. - - - - - **(1** Insufficient much Too slow Too Too hot Insufficient **=** **x**<br><br>creaming liquid oven an oven <br><br>cooking <br><br>**3** **3** **mks)**<br><br>11. - - - **(** strong of Made fitting lid Well enough Large **1** **=** **3** **x**<br><br>leak proof material <br><br>**mks)** be buttons All flat sewn should Buttons do a with Buttons firmly Should fixed be positioned Accurately side right Place **Mks)** **1** **=** **3** **x**<br><br>must be stem sewn on not <br><br>leaving <br><br>a fabric shank <br><br>shank <br><br>double a need <br><br>upright <br><br>13. - - - <br><br>are Solutions money Saves risk Reduces **3** **=** **3** **x** simple and of **mks)**<br><br>to time colour make since loss at it or home reduces shape <br><br>on commercial dry cleaning <br><br>**(1** 14. - - <br><br>Needle Stitches **2** **x** **(1**<br><br>too <br><br>coarse long **mks)**<br><br>for incase fabric of <br><br>too **2** **=**<br><br>fine fabric <br><br>15. - - Using Provide fullness fashion feature <br><br>33 - - <br><br>the Shape good a Give **3** **=** **3** **x** **(1** garment fit **mks)**<br><br>16. - - - - <br><br>Make Choose Use Avoid Avoid **3** **x** **(1**<br><br>sure follage <br><br>is flowers flat of strong too <br><br>clean <br><br>fresh mixture using cutting **3** **=**<br><br>a <br><br>and scented many flowers in flowers full bloom as they wither quickly <br><br>**mks)**<br><br>17. - - - - <br><br>The fat Colour Soluble Elasting **=** **x** **(1** melts changes proteins contracts **mks)** **3** **3**<br><br>18. - - - <br><br>helps Play a Helps in Help **3** **x** **(1** child a child to physical **=**<br><br>to develop <br><br>mentally the e.g. e.g. others climbing, <br><br>building blocks <br><br>socialize with development running <br><br>**3** **mks)** 19. - - - - - <br><br>Amount of the Needs should Needs expense Fixed should Saving **1** **=** **3** **x** **(**<br><br>of money available <br><br>individual ranked be be should be done **Mks)**<br><br>family in listed <br><br>members <br><br>order <br><br>of down <br><br>priority <br><br>**SECTION** **B.**<br><br>20.i. - - - - Starching (a) articles Give Give a Stiffens Whitens a smooth (gives articles <br><br>glossy surface body) <br><br>appearance dirt which does not adhere to <br><br>**(2** **mks)**<br><br>(ii) **Boiling** - Whiten - Kills - Removes <br><br>articles <br><br>germs <br><br>stubborn stains **(2** **mks)**<br><br>(iii) Sprinkle - - in Helps **Advantages** - - - - <br><br>**Dampening** warm removal <br><br>water of **carpet**<br><br> it creases <br><br>spreads better <br><br>**(2** **mks)**<br><br>iv. <br><br>**of** warm sound to colour are They Deaden Comfortable to Add feet scheme the of the room **(1** **x** **4** **=** **4** **mks)**<br><br>**v.**<br><br>**Five** - - - - - - - <br><br>**points** Size of Space Cost and Consider Buy from Should Consider **=** **x** **(2**<br><br>**in** family available <br><br>**choice** or <br><br>**of** **a**<br><br>**washing** to **machine** determine <br><br>establishment storage <br><br>size to be bought <br><br>for <br><br>maintenance the of control dealer reputable <br><br>machine <br><br>have <br><br>instruction serviceability **mks)** **10**<br><br>manual the of machine <br><br>**5**<br><br>21.(a) Symptoms - Bone - Patients - Twitching - <br><br>of tenderness walk of Spontaneous **=** **4** **(1**<br><br>osteomalacia <br><br>with legs muscles fracture <br><br>wide apart appearing to waddle <br><br>may occur <br><br>**x** **4** **mks)**<br><br>**of** **fruits** **Uses** (b making jam In - a - As  dessert garnishing - For sauces - Making jelly - Making - As - <br><br>**)**<br><br>a Fruits **4** **x** **(1** filling in **=** for jelly **4** **mks)** c. <br><br>**Factors** Well Easy Serve Present Breast Contains Is the at Contains from Free Helps <br><br>**to** **consider** **in** **preparing** **meals** **for** **children**<br><br>- - - - - - - - - - <br><br>balanced digest to their <br><br>foods <br><br>food punctually <br><br>their milk <br><br>food is best nutrients right antibodies contamination between bond **6** **=** **3** **x** **2** **discussed**<br><br>attractively for baby their in temperature right for amounts baby the <br><br>develop <br><br>mother **mks)**<br><br>and child <br><br>**(Well**<br><br>**a) Five** 22.( - - - - - - - **which** **properties** a and luxurious have Smooth creases resilient, are They if weight in Light except to Resistant attacked Not Not absorbent Thermoplastic <br><br>**make**<br><br>**synthetic** appearance easily treatment <br><br>**popular**<br><br>hang <br><br>out bulk <br><br>even sunlight by <br><br>given hence suitable for air travel <br><br>for nylon <br><br>moth <br><br>hence can  dry be quickly permanently pleated **(1** **x** **5** **=** **5** **mks)**<br><br>(b) - <br><br>Working Fold () - Starting nothing Leave Remove Five Always Match all firmly Tack exactly Stitch Conceal all All Should <br><br>dart <br><br>() fabric right sides () together matching stitching () line pins () and tack <br><br>from in long broad fold the threads end () () <br><br>() stitch () along the fitting line () until dart tapers to <br><br>- - - - - - - - - - <br><br>fasten press () making grain and line <br><br>by dart seams for fitting <br><br>weaving <br><br>or towards back correct stitch () direction tacking <br><br>() for <br><br>() <br><br>general rules <br><br>stitch balance along on raw must fine Sharp Stainless Eye Easy Assorted <br><br>along <br><br>the marks fitting the edges be <br><br>good hang <br><br>lines before stitching <br><br>fitting or <br><br>line <br><br>strengthened <br><br>by possible <br><br>protective stitching <br><br>seams be <br><br>inconspicuous as <br><br>should to be thread <br><br>smoothly finished <br><br>**(1** **x** **3** **=** **3** **mks)** 23.(a) Working <br><br>French pieces seam of - <br><br>Place () Pin () Remove open () so Turn () tack Remove <br><br>two material W.S () together with notches and fitting line matching <br><br>- - <br><br>and tack tacking () the <br><br>() () on trim <br><br>the <br><br>F.L turning line () ( to machine ) than less () the <br><br>above <br><br>the width fitting the of line seam finished press <br><br>- that <br><br>R.S. machine () <br><br>() <br><br>of () press material the on seam the <br><br>is F.L <br><br>inside and crease along the stitching line pin <br><br>() tacking - () to one side of garment **(8** **mks)**<br><br>**(b)** - - - - - - **General** Remove less Use Use correct Stains Wash If <br><br>**rules** when harmful <br><br>**on** fresh <br><br>**stain** as method for agents thoroughly be to <br><br>**removal** they <br><br>become for clearly in be stain after strong too <br><br>fixed unknown <br><br>with time <br><br>first stains <br><br>agents <br><br>stains must <br><br>identified <br><br>removing garment <br><br>solution when used on coloured fabrics <br><br>removal fabric for <br><br>agent garment Study **(Any**<br><br>is suspected try it first on hidden parts of the <br><br>the **other** appearance general **mks)** **4** **=** **X4**<br><br>of the stain first <br><br>**1** - - <br><br>Advertising Competition **2** **2** **x** increases among **mks)**<br><br>a for manufacturers <br><br>demand <br><br>product is increased leading to quality goods <br><br>**(1** **=**<br><br>***Disadvantages*** - - - <br><br>Gives Increases make Can **=** **2** **x** **(1**<br><br>false <br><br>information goods low of **mks)**<br><br>to the consumers <br><br>of cost goods **2**<br><br>quality to be preferred to those of low quality <br><br>(d). - <br><br>(a) Any heating <br><br>**Raising** agent **Agent** which when added to flour mixtures produces a gas which <br><br>expands **mks)** **(2** raising the mixture <br><br>(b) - <br><br>**Braising** of the Methods as known cooking mire food poix <br><br>especially meat and poultry on a bed of <br><br>fried **(2** root **mks)**"}
{"text": "# HOME   SCIENCE   I 1. How can you ensure that a sitting room is well ventilated? (3mks) 2. What  two  precautionary measures should be taken when using paraffin as a fuel? (2mks). 3. State  two   reasons for using white ceramic tiles in the kitchen? (2mks). 4. State  three  qualities of good lighting. (3mks). 5. State  two  advantages and  two  disadvantages of steaming as a method of cooking? 6. Care should be taken to ensure that left over foods remain fresh. How can this be        done? (2mks) 7. State  tw o   qualities of fruit for jam making? (2mks). 8. Give  three  reasons for coating food before deep frying? (3mks). 9. State  three  ways of preparing clothes before washing? (3mks) 10. Two  methods which can be used to sterilize baby's feeding equipment? (1mrk) 11. What  two  was you use to disinfect kitchen clothes. (1mrk) 12. Give  two  ways of using a crossway strip in garment construction. (1mrk) 13. Give the following I-T -C -  L -  C ( International Textile Care Labeling Code). (1 [1] / [] 2  mks).      (a)      (b)     (c)                    14. Give the  two  reasons of airing clothes after ironing. (1mrk). 15. Two  stitches that may be used to neaten an overlaid seam. (1mrk). 16.  Two  ways of finishing the neckline of a night dress. (1mrk). 17 .   Two   qualities of a thimble. (1mrk). 18. What causes suffocation? (1 [1] / [] 2  mrks)  19.  Two  things to prevent in first treatment of a cut. (1mrk). 20. Using the diagram below, name the most suitable seam for joining the pieces labeled A and B, the suitable side seam and the piece labeled A of a child's dress. (3mks). Seam joining A and B . Side seam  Piece labeled A 21. What points should you look for when buying a zip? Give  two. (2mks) 22. Use the pattern piece below to answer the question that follow. Pattern pieces. (1 [1] / [] 2  mrk)  A. B . C. Pattern symbol. (1  [1] / [] 2  mrk)  X . Y . 1 ----- # Z . SECTION   B. 23. (a) After completing your cookery practical lesson you found that your white cotton apron has the following stains (i) Grease  (ii) Coffee State clearly how the stain can be removed. (5mks)      (b) What factors should be considered when choosing brooms and brushes? (6mks)      (c) Explain the advantages and disadvantages of dry cleaning. (4mks).      (d) What factors should be considered when choosing floor covering? (5mks) 24. French seam is commonly worked on children's clothes.      (a) i. What are the advantages of the seam? (2mks)            ii. With aid of clear diagrams show the working of the seam. (6mks)       (b) What are the advantages of combing wool with Nylon. (4mks) (c) Discuss points you would observe to ensure that your sewing machine gives you maximum service. (4mks)       (d) Of what use is pattern drafting to tailor ? (4mks) 25. (a) Explain  four  rules to be observed when preparing left over foods. (4mks)       (b) Discuss the advantages of food preservation. (4mks)       (c)  What points must be remembered when storing grains. (4mks)       (d) (i) Explain points to be considered when serving invalids. (4mks)             (ii) A sauce is served with lumps in it, what possible mistakes are likely to have been done? (4mks)    HOME   SCIENCE    I    MARKING   SCHEME SECTION   A. 1. - Doors should be large enough. -   Windows should be large enough. -   Room should be spacious. -   Furniture should not be congested. -   Artificial ventilation e.g. fans should be provided. -    Rooms should be well cleaned daily. 2. - Do not store in sodas bottles. -  Lids should be tight fitting. - Store away from foodstuffs. - Keep away from children's reach. 3. -    Easy to clean. - Easily show dirt. - Attractive. - Protect wall from dampness. - Last long as they easy to maintain. 2 ----- # 4. -    Should not contrast with background to avoid straining the eyes. - Light should be well distributed to avoid shadows on working areas. - Work should be done efficiently without straining. - It should minimise accidents and ease in movement. - It should enhance interior decoration. - It should be without a glare. 5.  Advantages .    -  Easy to digest no fats are added or direct heating.    -  Saves time and fuel when food is cooked over a pot of boiling water in which other  foods are cooked. - Nutrients are retained as no liquid media is used.       Disadvantages .  - A slow method of cooking  - Expensive method if done a lone. - Steamed food tends to lack flavour. 6. -  Put food in clean containers which are covered to prevent contamination by dust and flies. - Food should be cooled quickly and stored in the fridge clean cool place. 7. - Should be firm or hard. - Should not be over ripe or unripe. - Should be unbruised. -  Should not be withered. 8. - To prevent it from breaking into pieces. - To prevent it from overcooking. - To improve it's appearance. - To prevent food from getting too greasy. 9. -     Mending # Soaking - Removing stains. # Sorting. 10. - Boiling. - Commercial sterilizers e.g. Milton. # Boiling. 11. - Bleaching. - Commercial disinfectant e.g. Dettol. 12. -    To neaten raw edges. - For decoration. - To strengthen out edges. - To make rouleu loops. 13. a.- Drip dry. 3 ----- # b.- Do not bleach.       c.- Use warm iron. 14. -   To get rid of excess dampness.       -   To remove any smells or odours. 15. -   Loop stitches. -  Button hole.       -   Overcasting. 16. -      Bias binding / cross way strip. - Frill. - Lace. -  Facing. - Collar - Double yoke. 17. -      Should be strong to last long - Should not rust - Should fit the figure. 18. -     Breathing poisonous gases. - Blocked windpipe - Wearing objects over there 19.    To control too much bleeding which can lead to death       -     Prevent entry of germs. 20. -  Overlaid seam. - French seam.       -  Yoke. 21. -  Choose a good brand. - Test to see that zip glides smoothly and easily.       -  Length of zip should suit length of poening. - Colour of zip tape must match colour of fabric. 22. A -  Front Bodice. B -  Back Bodice.       C -  Front facing.       X -  Dart. Y -  Starting grain.        Z -  Place to Fold. SECTION   B. 23.(a) (i) -  Wash in very hot water with a little washing soda in it.                - Carbon tetrachloride may be used on the stubborn stain. 4 ----- #           (ii) -  Rub salt on the stain and pour boiling water through the stain. - Rub salt and lemon juice and pour boiling water through if stain is a bit stubborn. - Use wood ash or Borax in same way as salt if stain is very stubborn.      (b)  -     Bristles should be firmly and closely set on the head. - Handle should be of comfortable length. - Head should be smooth and slightly curved to reduce damage on furniture. - Should be selected for the correct purpose and use. - Material should be of good quality so that they last long. (c)  Advantages . - The material is expensive. - Solution may cause damage on the fabric. - Solutions are inflammable. - Solution are poisonous.  (d)   -    Should relate to the colour scheme of the room ( Harmonize with rest of the colour) - Design of the upholstered furniture. - Texture of the fabric or material used. - Size of the room. - Cleaning and care required. - Amount of money available.             -     The purpose of the covering e.g soft carpet for sitting room, bed rooms and                  corridors and hard carpet for kitchen and bathroom. 24. (a) (i) Narrow and strong with two lines of machining.            (ii) Neat seam as edges are concealed.            (iii) Easy to launder.                   Easy to work. - Tack and stitch 6mm from, the edge outside the fitting line. - Remove tacking press open the seam and trim to 4mm. - Fold a long the stitching line with Right sides together. - Tack 6mm from the edge enclosing  the raw edges completely. - Stitch below the tacking line i.e on the fitting line remove tacking.   (b) -   The fibre produce is much more stronger and hence long lasting. - The fibre is warmer than Nylon. - The fibre is easier to launder. - The fibre is cheaper to buy.   (c) -   Must be covered when not in use to protect it from dust. - Replace broken parts immediately. - Have the machine checked by mechanic regularly. - Oil the machine regularly. 5 ----- #   (d) - Development of skills. - Money saving as patterns are made at home. - Less time wasted as shopping for patterns is not done. - Using of individual person's measurements. - No adjustment required and correction is easy to do. 25. (a) -  Food be re heated and not re-cooked. - Large pieces should be cut into small ones. - Additional moisture should be added in form of gravy or stoch may be added to replace what was lost during cooking. - Food may be coated with batter to prevent it from over heating. - Food should be well garnished to enhance appearance. - Avoid repeated re- heating by preparing just enough. - Serve food in anew form to avoid monotony.    (b)     -     Food in season can be preserved to be used when out of season. - Preserved food can be transported to reach places of storage. - Preservation slows down food decay. - May be done where there is surplus.    (c)  -    They should be completely dry. - Store in well ventilated rooms. - Preserve grains before storage. - Place storage containers on racks. - Do not keep toxic chemical in the grain store. - Rock grain store and check frequently. - Use old stock before the one.   (d) (i) - Meals should be balanced. - Serve meals punctually. - Prepare, cook and serve hygienically. - Food should be palatable and appetizing. - Serve attractively. - Give small amounts at a time. - Give hot foods hot and cold foods cold. - Food should be soft and easy to digest. - Avoid strong flavourings and smells in food. - Follow doctors orders. (ii) - Flour is added to very hot fat. - Using too much heat during cooking. - Adding liquid too fast without adequate stirring. - Inadequate stirring during cooking. - Roux not well cooked. - Blending of flour not adequately done. HOMESCIENCE   II 1. Give   two   reasons   for  folding   in flour   in creamed cake  mixtures  (2mks) 6 ----- # 94226176. Explain  the  following  terms  used  in cookery  (3mks )       -  Dextrinisation       -  Gelatinization       -  Caramelization 3. Give   two  reasons  for  airing  clothes  before   storage (2 mks) 94226216. Differentiate  between  a  split   level   house   and  a  storeyed  house (2mks) 94226217.  Explain  three  ways in which blending viscose with polyester  would modify the characteristics  of   the  viscous   fabric. (3mks) 4. State    two   advantages  of  dry  cleaning  clothes (2mks ) 94226218. Give  two  causes of  a black  ring  in hard  boiled  egg  (2mks) 94226219.  List down   four  nutrients found  in eggs (2mks) 94226220. Give   three   reasons   why soaking is  necessary  for  cotton  and  not  for woolen fabrics (3mks) 94226221. State   three   qualities  of   fabric for  underwear (3mks) 94226222.   Explain  two   points on care of  the  Kitchen  sink (2mks) 94226223. State   three   factors  to  consider   when selecting  flowers  for   flower arrangement (3mks) 94226224. Give   three   pre-caution  to take  when cleaning   plain  wooden  surfaces (3mks) 94226225. Explain the  advantage   of  a   refrigerator   with   two  doors  as  opposed  to one  door (1mk) 94226226. Give   two  ways   of  saving  time  and  energy   when  performing house hold duties ( 3mks) 94226227. State   two  effective    means   of  communication  when   passing  information to children (2 mks) 94226228. Give   two  important   points to  bear  in mind  when  choosing  fastenings  (2mks )    SECTION    B 18. (a) State   and  explain    five   points   to  consider  when planning  meals (5mks) (b) Give  two  reasons  for the  following  faults in baking (i) Cracked   Swiss roll (2mks ) reamed   cake  sunken  at   the  middle (2mks)       c). Explain three  causes  of  malnutritional  disorders   and  in  each case  give  an  example (6 mks) 7 ----- # (d) Minerals   perform  varied  and  inter-related   functions.  Discuss (4mks) 19 .(a) Discuss  properties    of   cotton which  make it   important   for  hospital  linen.  (8mks) (b) Describe  how  to make  an open  seam  at  the  side   of  a  popline  blouse (6mks) (zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz our  niece  who is   short  and plump   wishes  to make  a two piece  outfit   for  a special occasion. Advice                                     (4mks) (c) Give   two  advantages  of  smoking   on a  childs outfit (2mks ) 20. (a) Explain  clearly   how  to remove   a  grease  stain on cotton  Apron (5mks ) (b) State   four   points  to observe   when laundering  non  fast   coloured   articles (4mks) (zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz our  brother  living  in Kisumu  is  considering   buying  a plot   to build a house . Suggest    five    points   he  should  consider                                     (5mks) (c) State   four   factors  which  determine   the  cleaning   frequency  of  a room  (4mks) (zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz tate    two   remedies   for  static   fabrics   in wear ` (2mks ) 21. (a) Discuss   four   points   on use and care  of  brooms (4mks) (b) Discuss   five  points  one  should   consider  when choosing   a  method  of  fullness disposal on a garment.                                     (5mks) (zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz ive   four   qualities  of  aluminium   which make it popular   for household utensils (4mks ) (c) Suggest  factors  which influence  consumer  choice (5mks ) (zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz ive   two  uses of  salt  in laundry work .  (2mks ) HOMESCIENCE    II 1.     Reasons    for     folding    in   flour - To incorporate air - To retain the   already incorporated  air                  (   2x1  =    2    marks   ) 2.     Meaning    of     terms - Dextrination  -  When starch is  exposed   to dry heat it  changes   to form  a  sugar known as  dextrin . the process  is  known as  dextrinisation ( 1mk) - Gelatinization -   Starch   when exposed  to moist   heat -  absorbs  water  swells  and burst (1mk ) - Caramelisation -  Sugars  exposed  to    heat   melts  to form  a  caramel  hence caramelisation (1mk ) 3.    Reasons    for    airing     clothes - To get  rid  of   dampness - To remove     bad  smells           (   2x1  =    2   marks    ) 8 ----- # 4. Split  level in a  house is  where  rooms  are placed  at individual levels  of  the ground  . A storeyed  house  has  rooms  on top of  others . 94226432. -     Reduces  creasing - Reduces  shrinkage - Makes  it  lighter 94226433. Advantages    of    dry    cleaning - Fibres  not  affected - Colour  is  maintained - Texture  is  maintained    (   2x1=   2marks) 7. Black    ring    in   eggs # Overboiling - Stale  eggs - Not  cooling   in cold  water .         (   2x1  =    2    marks   ) 8. Nutrient   in   eggs - Vitamin  A - Vitamin  D - Iron - Protein - Fats # Phosphorous              (       x   4   =    2   marks) 9.    Soaking     necessary     for    cotton    and    not     for    wool - Wool  is  weak when wet - Wool   felts   and  shrinks - Soften  cotton for  dirt - Dirt  does  not  adhere    to   woolen  fabrics as much as  any other         (any   other    relevant     answer     3x1   =    3   marks   ) 10. -     Not  bulky - Soft  to the   skin - Non  static - Not  irritating - Absorbent - Colour  fast               (   any   other   3x1=   3   marks) 11.  Care  of  the  kitchen  sink - Pour  hot water   occasionally - Do not  allow  big  particles   down the   sink                (   2x1   =    2   marks   ) 9 ----- # 12. -    Selecting  flowers - Fresh - Not  strong    scented - Do not pick when full bloom - Clean  foliage 94226472. -    Plain wooden surfaces - Scrub  along   the  grain - Avoid  harsh  abrasives - Avoid   use  of   hot  water  -it  discolors - Do not  expose  to direct  sunlight -  it  warps - Avoid   sharp things. 94226473. -  A  two  door  refrigerator   allows  the  frozen  food   to stay undisturbed unlike  one           door   where  frequent  opening   affects   the  freezer  compartment 94226474. -     Use of  correct  and  efficient   tools - Use  correct  posture - Use  labour  saving   devices - Make  use  of   trays  and  trolleys              (   2x1  =     2     marks) 16. -    Bold  posters -    Real objects  any other           (   2x1  =    2    marks   ) 17. -     Choice of  fastening - Position of  the  garment - The   weaver - Type  of  fabric - Type  of     garment        (   any   other       relevant    point      2x1  =    2   mks   ) SECTION   B 18. (a)  Planning    meals - Cooks  capability - Amount   of  money - Clients - Equipment  available - Time  available                  (   any   other     5   x1  =    5   marks    ) (b)  -    Cracked   Swiss roll  -     Not  rolled  immediately  -    Too  high  temperature  -     A lot  of   baking   time (ii) -   Creamed  cake  sunk    in the   middle - Too  soft  mixture - Not  cooked 10 ----- # - A lot  of  sugar  used c )    Causes    of   malnutrition - Excessive intake  of  nutrient   -  Obesity - Lack   of  nutrients  -  Anaemia,  Kwarshiokor - Inability  of  body  to absorb  nutrients  -  Anaemia, Rickets # d)    General    functions    of    minerals - Protects   body  from diseases - Helps  in the  formation of  body  cells - Regulate    body processes - Helps   maintain  water  composition in the   body    (   3x1   =     3    marks    ) 19 (a)   Properties   of    cotton - Absorbent - Warm  to the  body - Soft  to  the skin - Withstands   frequent   washing  / strong - Easy  to launder - Not  affected by  alkalis  and  acids   hence can  be   bleached   effectively      (  4   x   2   =     well     explained    points   ) b)    Making    open    seam   . - Place  two  pieces ()  pieces  together  R.S ()  Facing - Pin () Tack ()  and  machine  stitch ()  along   the  fitting line ()  on w. s  (  ) - Remove  tacking  ()  press  ()  seam  open  () - Trim () raw   edges  and  neaten ()  by   machine  fold  () , binding , blanket stitch  e.t.c. c)   Advice   on   two   piece    outfit - Matching colour  . - Dark  and   dainty  fabric - Good   draping   quality - Not  clinging  to the   body - Choose   fabric  with vertical lines d)   Advantages     of    smoking - Style   features - Can  let  down   for  added  width 20 (a)   Removal   of    grease    stain - Scrape (1)  as much  as  possible - Place   blotting  (1)  paper  on stain - Iron  using  hot   iron (1)  from  outside  (1)  towards   center . - Wash (1) article   in  hot  water        (5marks) (b) Laundering     non    fast    coloured     articles - Do not   soak. 11 ----- # - Wash   quickly - Dry  undershade - Use  warm   iron - Iron  w.s   only                 (4x1  =    4marks) c) Points    on    plot    buying - Type  of  soils - Social  amenities # Neighbourhood # Security - Slope  of  land - Nearness  to place of  work  (  any   other   relevant   point    5   x1   =     5   marks   ) d)  Cleaning   frequency - Condition  of  room - User  of  the room  ( occupants ) - Time available for  cleaning - Cleaning  equip and  material  available - Use  of the  room - Location of  the   room e)  Remedies    of    clinging     fabric -    Use  fabric  softener  in  last  rinse -    Wear   with  cotton  underwears 21. (a)    Use    and    care     of    brooms - Remove  fluffs - Clean   in heavily   built   soapy  water - Store  with the  head   between    two  nails - Dry  Facing  down  -  with  no pressure  on the  bristles b)   Choice   of    method   of    fullness   of    disposal. - Position on garment - Type  of   fabric   ( weight ) - Age  of  wearer - Type of   garment - Fabric   texture c)    Qualities   of    aluminium - Shinny  appearance - Light  in weight - Does not  rust - Good   conductor  of  heat d)  Factors    which   influence    consumer   choice - Location - Money  available - Fashion - Other  consumers 12 ----- # - Time available e).   Use    of     salt   in    Laundry - Fix  color  of loose  colored  garments - Cut  mucus HOMESCIENCE   III SECTION   A 1. What causes mildew stain (1mk) 2. Give  two  methods of lengthening a skirt that has become too short (2mks) 3. You have a polyester dress that clings to the body. Suggest two remedies for this problem                                                                                                                                    (3mks) 4. State  two  factors to consider when planning meals for invalids (2mks) 5. Give  two  methods of aerating flour mixtures and in each case give an example of a raising agent used. (2mks) 6. (a) Give  three  uses of fats in cookery (3mks) (b) Describe stewing as a method of cooking (1mk) 7. Give  two  disadvantages of advertising to the consumer (2mks) 8. State  four   ways of preventing skin diseases. (2mks) 9. Give  two  disadvantages of concealed drainage system (2mks) 10. Give  two  reasons why batter is allowed to rest after making before use. (2mks) 11. State  two  disadvantages of soaking clothes for more than 24 hours (1  mks) 12. List  four  factors to consider when selecting fabric for childrens garment (2mks) 13. What  four  factors contribute to efficiency when performing household tasks (2mks) 14. The  size  of a patch pocket depends on several factors . Give four. (2mks) 15. List any  four  preparations an expectant mother should make for home confinement (2mks) 16. State  one  way of protecting the baby against each of the following (i) Prickly heat (1mk) (ii) Nappy rash (1mk) 17. List  four  differences between brooms and brushes (2mks) 18. State  three  factors which determine method of controlling fullness (1  mks) 19. State  four  ways of conserving energy when lighting (4mks) SECTION   B. 20. (a) State and explain  four  factors to consider when planning meals (4mks) (b) Give  four  general rules to bear in mind when preparing pastries (4mks) (c) Give  four  points to consider when entertaining (4mks) (d) Discuss  three  reasons for preserving food. (6mks) (e) Give  two  reasons for blanching vegetables before freezing (2mks) 21. (a) Give  four  precautionary measures to take when laundering woolen articles (5mks) (b) Explain how to make boiling water starch (5mks) (c) Explain  four  importance of good ventilation in a house (4mks) (d) Give  four  reasons why disposal of sewage in rivers and streams is prohibited   (4mks) (e) State  four  factors to consider in choice of wall finishes (2mks) 13 ----- # 22. (a) Explain how to attach a zip fastener using edge to edge method (1mk) (b) State  three  qualities of a well made hem (3mks) (c) Discuss  4  qualities suitable for underwear fabrics (8mks) 23. (a) Explain how to work French seam at the side of a childs petticoat (9mks) (b) Explain the functions of the following machine parts      (i) Feed dog (2mks)      (ii) Presser foot (2mks)      (iii) Stop motion screw (2mks) (c) Give  three  qualities of a well made dart (3mks) (d) Name  two  methods of graining a fabric before cutting out. (2mks) HOMESCIENCE   III MARKING   SCHEME 1.  Caused by folding and storing damp clothes ( 1   x   1  =    1mk) 2. Ways   of   lengthening   a   skirt - Adding a frill  Let down the hem  Put a false hem (2   x   1  =    2mks) 3. Remedies   for   static   electricity  Wear dress with cotton petticoat  Put fabric softener in the last rinsing water (2   x   1  =    2mks) 4.    Planning   meals   for   invalids Easily digested - Fresh foods Adhere to doctors instructions  Not greasy ( 2   x   1  =    2mks) 5.  Chemical   Baking powder      -   Biological   Yeast      -   Mechanical   Air (   2   x   1  =    2mks )        (a)   Uses   of   fats -  Cut short gluten strands -  Soften mixtures  Add flavour and colour  Increase self life (3   x   1  =    3mks ) (b) Long slow moist method of cooking food. Food is not allowed to boil. Done in       casserole  in oven or on top of a stove (1   x   1  =    1mk) 7. Disadvantages   of   advertising   to   the   consumer -  Increases cost of goods - Gives false information - Confuses consumer due to many brands advertised (2   x   1  =    2mks ) 8.   Preventing   skin   diseases  Avoid sharing personal items 14 ----- #  Sterilise shared items  Bath regularly  Eat food rich in vitamins (4   x     =    2mks) 9.  -  Can only be used where there is piped water  -  Expensive to install  -  Careless use may make maintenance difficult 10. Reasons   for   resting   batter        So that starch grains can absorb liquid        So that air bubbles can escape (   2   x   1  =    2mks) 11.  fibres are weakened      -   Water becomes slimy        Bad smells develop     (3   x     =    1      mks) 12. - Shrink resistance  -  Strong  -  Light  -  Absorbent -  Non -   Irritating -  Inflammable (4   x     =    2mks) 13. - Correct equipment and material - Having a time plan - Good speed - Correct tools - Correct methods of working 14. -  Purpose -   Position -   Purpose of garment -   Age of wearer -   Size of garment (4   x     =    2mks) 15.  Inform midwives  Prepare clean and sterile room  Make transport available  Clean razor blade and string (4   x     =    2mks ) 16. (i)  Prickly   heat    avoid overdressing (1mk)       (ii )   Nappy   rash    change napkins when used 17.  -    Rinse napkins thoroughly (1mk) 18.    Brooms have long handle while brushes have short handle    Brooms sweep large areas   while brushes small areas    Brooms have soft bristle while brushes have stiff bristles    Brooms remove loose dirt while brushes remove fixed dirt (4   x     =    mks) 15 ----- # 19. - Type of garment  Position on garment  Figure type  Weight, texture and washability of fabric (3   x     =    1      mks) 20. - Use daylight as much as possible  Lighting designed to suit purpose - Avoid bulbs of higher wattage than required - Ensure all light fittings are clean  Turn off lights when not in use (   4   x   1  =    4mks ) SECTION   B. 21. (a) -  Balanced   Protein, carbohydrate, vitamins   Individual requirements   Time available   Occasion   Colour variety   Food in season   Any other ( 4   x   1  =    4mks) (b) Weigh ingredients accurately  Use mixture of lard and margarine  Use cool equipment and work in a cool place (c)- Entertaining  Number and type of guests  Type and style of service  Cutlery and crockery available  Number of dishes to be served  Time of the day and weather (4   x   1  =    4mks) (d)   Discuss   three   reasons   for   preserving   foods -  Ease transportation for foods like vegetables and fruits -  Preserve so as to be used when out of season -  No food will keep indefinitely so food is preserved for future use     (well   discussed   points  ) (  3   x   2  =    6mks) (e)   Two   reasons   for   blanching   vegetables   before   freezing -  To help retain colours -  Reduce bulk -  Retain nutrients 21.   Precautions   to   take   when   laundering   woolen   articles -  Do not soak as they are weak when wet -  Use water of same temperature throughout -  Dry flat -  Press do not iron to avoid stretching 16 ----- # (any   other)   (5   x   1=   5mks ) (b)   Boiling   water   starch    -    Measure 1 tablespoon (1) Starch. 2 tablespoons cold water(1) Make smooth paste        () Add   litre (1) boiling water () Stir and boil for a short while () Dilute as        required () (5mks) (c)   Importance   of   Good   ventilation -  Get rid of surplus heat from people and machinery -  Get rid of bad ordours -  Allow circulation of fresh air -  Avoid drowsiness (4   x   1  =    4mks) (d)   Reasons   for   not   disposing   waste   in   rivers -  Causes water to smell foul -  Poses, health  problems to animals and human beings -  Affects plants and destroys aquatic life -  Carrier of water borne diseases (zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz hoice   of   wall   finishes - Size of wall - Money available - Care required - Availability of the material (4   x     =    2mks) 22. (a)   Method   of   attaching   zip -  Tack  the seam and neaten  the edges -  Open and press it open -  Work form R.S. and the zip closed  and the tag level with the fitting line  pin one     side  of the opening to the zip length  -  Pin the other side so that the folds meet () -  Tack firmly down on the side and up () of the other closing at the base of the zip     teeth () -   Hold the folds together () with 1cm tacking stitches () from the end to end. -  Working on the R.S () machine down () one side and up the other 6mm  from           the fold (  ) according to the width of the zip teeth (Diagrams   can   be   used   to   make   explanation   clear) (9mks) (b)   Qualities   of   well   made   hem -  Flat -  Well eased -  Hemming stitches evenly distributed -  Equal in depth (3   x   1  =    3mks) 17 ----- # (c) Three   qualities   of   fabric   for   underwear -  Should be absorbent since they are worn next to skin -  Easily laundered   cleanliness is absolutely essential due to accumulation of body    waste -  Should not be bulky, should not be seen over outer garment -  Non   clinging for outer garment to slide over easily -  Good quality   Cheap materials will not survive constant wear and washing (4   x   2  =    8mks) 23. (a)   How   to   work   a   french   seam   at   the   side   of   a   childs   petticoat -  With w.s. of the fabric together and edges even pin tack  along the fitting line (  ) -  Machine  along  the tacking () remove all the tacking and trim (  ) the seam turning to  about 5mm () -  With the right side () of the fabric facing () fold over along the seamline, pin, tack along the fitting line  about 6mm below the seam () -  Machine or backstitch (  ) along the fitting line -  Remove tacking and press  the seam towards the back of the garment ()      (9m ks) (b)    Feeddog    Regulate amount of fabric passing through when needle is stitching       Presser   foot    Holds fabric in place and presses  it to the feed dog       Stop   motion   screw    Stops the needle from moving up and down. (   3   x   2  =    6mks)      (c)   Three   qualities   of   a   well   made   dart -  Tapers gradually to a point -  Straight line of stitching -  Firmly secured at the point -  Correct length and width -  Pressed to the right side (d) Graining   fabric -  Pulling diagonally -  Pulling a thread across the fabric and cut through (2   x   1  =    2mks) HOMESCIENCE   IV SECTION   A: 1. Give  four precautions a mother should take to ensure that an active toddler does not accidentally suffer from burns and scalds. (2 mks) 2. State  two  causes of anaemia other than nutritional deficiency. (2 mks) 3. State  three  factors to consider when planning lighting for various rooms in the house.     (1 mks) 4. Explain why laundry blue is in minimal use today for laundry work. (1 mk) 5. Explain  four  qualities for making lingerie. (4 mks) 6. Giving a reason in each  case name two nutrients which should be emphasized in school children diet. (2 mks) 18 ----- # 7. State  two  reasons why clothes should be dried thoroughly before storage. (2 mks) 8. State  two  general rules to observe when setting a table for a meal. (2 mks) 9. Heavy close texture is a common fault in sponge cake. Give two causes. (2 mks) 10. Give  two  reasons why vitreous enamel finish is used on cookers. (2 mks) 11. List  four  methods of finishing a plain seam on the side of a denim skirt. (2 mks) 12. The following is a poorly planned menu for a family which includes a three year old child. Ugali, Sweet potatoes, Sukuma wiki fried with tomatoes. (a) (i) give two reasons why it is a poor menu. (2 mks) (ii) suggest one dish to improve the meal. (1 mk) 13. State  three  qualities to look for when buying a tape measure. (1  mks) 14. Explain  two  qualities that make crossway strips useful in dressmaking. (2 mks) 15. Give  four  factors to consider when buying wooden utensils. (2 mks) 16. State  two  qualities of a well-made hem. (2 mks) 17. Give  two  reasons why weaning should be a gradual process. (2 mks) 18. Good eyesight is essential at all times. Give three points on care of eyes. (3 mks) 19. Give  three  reasons for cooking and decorating cakes. (2 mks) SECTION   B: 20. ( a) Silk is a common fabric for making evening wear. Give three factors that make it              popular for the above occasion. (3 mks)      (b) Give  four  steps to ensure that a sewing machine gives good stitches when stitching. (4 mks) (c) Give  three  differences between interfacing and interlining. (3 mks) d. Describe how to work a machine fell seam at the yoke of a poplin shirt. (8 mks) e. Give  four  factors that determine the method of disposing fullness in a garment. (2 mks) 21. (a) Giving reasons in each case state four basic rules in the use and care of a refrigerator.  (8 mks) (b) Give  four  points you would advice your aunt on in choice of curtains for her new house.    (4 mks) (c) A well-drained house is a comfortable house to live in. Give four point to support the above statement. (4 mks) (d) Suggest four reasons why a family should prepare for a babys arrival.  (4 mks) 22. (a) Explain the meaning of the following terms used in cookery. (4 mks) Bake blind. Batter. Braising. Creaming. (b) What advice would you give to a friend who is going to get married about planning family meals? Assume that as a career girl she has very little experience. (5 mks) (c) Breast milk is the perfect food for a baby. Give four advantages of breastfeeding.  (5 mks) (d) Give  four  points of personal hygiene that are essential to a food handler. (4 mks) (e) What are the reasons for folding in flour in creamed cake mixtures? (2 mks) 19 ----- # 23. (a) (i) Give  four  points to consider when buying commercial paper patterns. (4 mks) (ii) Explain  three  points to consider when choosing a zip fastener. (3 mks) (b) A wise shopper is a wise consumer. Give  five  points a consumer should look for             before buying an item. (5 mks ) (c) Give  four  points that determine the cleaning frequency of a house. (4 mks) (d) Give  four  reasons for budgeting family income. (4 mks) HOMESCIENCE   IV MARKING   SCHEME **1. Four precautions a mother should take to ensure an active toddler does not suffer** from   burns   and   scalds. (  x 4 =  2 mks) - Keep metal boxes out of reach of children. - Have fire guards round open fires. - Do not place hot liquids where children can reach them. - Children should not be locked in houses alone. - Handles of pans and pots should be turned away from path ways. 2. Causes   of   anaemia   other   than   nutritional   deficiency. (1   x   2  =    2   mks) - Genetic (sickle cell). - Excessive loss of blood. - Sickness e.g. malaria, leukemia. - Parasites e.g. hookworm. 3. Factors   to   consider   when   planning   lighting    for   various   rooms.    (      x   3  =    1   mks ) - Purpose of the room. - Size of the room. - The existing colour scheme. 4. Explain   why   laundry   blue   is   in   minimal   use   today: (1x1  =    1   mk) - This is because most of the soapless detergents made these days have flourescent whitener which have the same function as laundry blue. 5. Qualities   of   fabric   for   making   lingerie. - Soft not to irritate skill. - Not bulky not to be seen over the outer garment. - Absorbent to absorb sweat. - Strong to withstand frequent washing. - Should not generate static electricity not to cling to the body. 6. Nutrients   to   be   emphasized   in   a   school   child's   diet: (2x1  =    2   mks) - Carbohydrate/fat because they are active. - Protein because they are growing. - Vitamins for protection. - Minerals for strong bones. 7. Reasons   why   clothes   should   be   rinsed   thoroughly: - Remove smells of soap. - Freshens. - Avoid skin irritation from detergents. 20 ----- # - Prevent damage to fibres by detergent. - Mention original colour. 8 . General   rules   to   observe   when   setting   a   table: (2x1  =    2mks) - Table should be clean. - The tablecloth should be clean and well pressed. - Allow space eof about 60 cm per person. - Place clean cutlery 2.5 cm from the edge of the table. 9. Causes   of   heavy   texture   in   sponge   cakes: (2x1  =   2 mks) - Too hot oven. - Insufficient whisking. - Poor folding in. - Too rapid addition of flour. - Too much flour. 10. Why   vitreous   enamel   finish   is   used   on   cookers: (2x1 =  2 mks) - Attractive. - Easy to clean and maintain. 11.    Four   methods   of   finishing   a   plain   seam   on   the   side   of   a   denim   skirt:(   x4  =    2   mks) - Edge stitching. - Zig zagging. - Overcasting. - Pinking. - Loop stitching. 12. (i)   Reasons   why   it   is   a   poor   menu: (2x1 =  2 mks) - Contains a lot of carbohydrates. - The meal has no protein. (ii) A protein dish e.g. meat stew, chicken, currry, ndengu (1 mk) 13.    Qualities   of   a   good   tape   measure: (  x 3 =  1  mks - Clearly marked. - Not stretchable. - Reinforced ends. - Should not fray at sides. - Markings should not fade off. 14. Qualities that make crossway strip useful in dress making stretches therefore can be manipulated round curves and corners: (2x1 =  2mks) Forms a contrast in grain or print therefore decorative. 15.    Factors    to   consider   when   buying   wooden   utensils: - No scratches. -   Well grained. - Ordourless. -   Non toxic. - Durable. -   Smooth. 16. Qualities   of   a   well-made   hem: (1x2 =  2mks) - Same width. - Correct for fabric and style. 21 ----- # - Not puckered. - Seams matched. - Well pressed. 17. Reasons   why   weaning   should   be   gradual: (1x2 =  2 mks) - Allow baby to get accustomed to the new food. - Allow mother time to observe the baby for any allergic reactions. 18.     Good   eye   sight   is   essential.   Points   on   care: (1x3 =  3 mks) - Eat a diet rich in vitamin A and C. - Work in well lit area but avoid very bright unprotected light. - Clean your face every morning paying attention to areas around the eyes. - Any evidence of bad eyesight or soreness should be reported to the doctor. 19. Two   reasons   for   decorating   cakes: (1x2 =  2 mks) - To make the cake attractive. - Prevent cake from drying. - Encourages creativity. SECTION   B: 20. (a)    Factors   which   make   silk   popular   for   evening   wear: (1x4 =  4mks) - Lustre -  the nature shine makes it suitable for fancy wear. - Has good draping quality. - Warm -  gives warmth on cold nights. - Sheds creases easily.       (b)    Steps   to   ensure   a   sewing   machine   gives   good   stitches: (1x4 =  4mks) - Correct tension. - Thread machine correctly. - Firm and accurate tacking. - Correct size of needle for fabric. - Thread should match fabric in thickness.    (c)   Difference   between   interfacing   and   interlining: (1x3 =  3mks) -   Interfacing is used on small areas while interlining is used on large areas. - Interfacing is used on the facing while interlining is used between the lining and the garment. - Interfacing is used to give crispness (stiffening) while interlining gives warmth and body to garment. (d)    How    to   work   a   machine   fell   seam: (8 mks) - Place two pieces of material together edges matching. - Pin , tack, on the fitting line. - Machine on the fitting line. - Trim one side to less than 0.5 cm. - Trim the other side to 1.2 cm. - Press, open. - Fold over the wider turning to the shorter one and tack. - Machine close to the fold. 22 ----- # - Remove tacking and press. (e)     Factors   which   determine   methods   of   controlling   fullness: ( x 4 =  2mks) - Type of garment. - Position of fullness. - Type of fabric. - Age of wearer. 21. (a)     Basic   rules   in   use   and   care   of   refrigeration: (2x4 =  8 mks) - Do not keep hot food in the fridge as it lowers the temperature causing spoilage of other foods. - Do not use sharp instruments to scrap of ice from the fridge. It scratches and causes marks on the fridge. - Store food in polythene papers to prevent drying. - Do not overload -  to allow free circulation of air. - Place fridge in the coolest part of the kitchen to avoid heat interference.         (state   1mk   reason   1mk) (b)    Choice    of   curtains: (1x4 =  4 mks) - Colour fast not to fade. - Durable fabric. - Easy to launder. - Colour within the colour scheme of the room. - Non inflammable fabric. - Shrink resistance. (c) Importance   of   goods   drainage: - Frees house from dampness. - Avoid bad smells. - Makes places attractive. - Minimizes risk of getting diseases. - Precludes breeding places for pests. (d) Reasons   why   a   family   should   prepare   for   baby's   arrival: (1 x 4 =  4 mks) - Help a family to manage their finances better. - Avoid last minute rush and anxiety after baby is born. - Challenges the family to look for room and bed for baby. - Allows mother to get the best for the baby. - Gives parents time to prepare younger children to accept the new baby. 22. (a )      Meaning   of   following   terms: (1 x 4 =  4 mks) - Bake blind -  baking of pastry without a filling. - Balter -  mixture of flour and water usually with an egg. - Braising - cooking of food usually of meat on a bed of fried root vegetables known as a  mirepoix creaming. Beating fat or fat and sugar until it is creamy in both texture and colour. (b) Points   to   consider   in   meal   planning: (1x5  =    5   mks) - Family meals should be nutritionally balanced. - Make use of food in season as its cheaper. 23 ----- # - Money available -  food budget within the finances means of the family. - Plan meals to be prepared with equipment available. - Should vary colour of dishes. - Should consider individual taste. (Any   other   relevant   answers ) (c)     Advantages   of   breast   feeding: - More nutritious and easily digested. - Always at the right temperatures. - Does not need preparation. - Contains antibodies. - Has no harmful micro-organisms. (d)      Points   of   hygiene   to   a   food   handler: (4x1 =  4 mks) - Wash hands before touching food. - Do not handle cooked food with bare hands. - Health carriers of infectious diseases should not b e allowed to handle food. - Wear kitchen clothes when handling food e.g. apron or overall. (e)      Reasons   for   folding   in   flour   in   creamed   cake   mixture: (2x1 =  2 mks) - To incorporate more air. - Prevent the already incorporated air from escaping. 23. (a) (i)  Points   to   consider   when   buying   commercial   patterns: (1x4 =  4 mks) - Measurements should correspond with one's body measurements. - Style should fit the figure. - Fashion should be current. - Choose one with several styles. - Beginner should choose simple patterns. (ii )  Choice    of   zip   fastener: (1x3 =  3 mks) - Length -  buy correct length for the garment being made. - Colour -  should match the garment as nearly as possible. - Weight -  buy correct weight for purpose. Heavy zips cause sagging. (b)      Points   a   consumer   should   look   for   before   buying   an   item: (1x5 =  5 mks) - Should do window shopping to compare prices in different shops. - Should ship for quality - a good quality product will last long. Reputation on item is good guide to quality. - Should look for features of a product. Buy one with useful features. - Should examine tag and label on an item to get information on use and care. - Should find out about quarantee. The more expensive an item is the more the coverage on quarantee one needs. - Find information on installation, delivery, servicing etc. (c) Factors   which   determine   the   cleaning   frequency   of   a   house: - The occupants of the house e.g. young children or adult. - Amount of dirt or dust getting into the house. - Conditions of the house e.g. cracked floors. - Available time for cleaning. - Cleaning equipment and material available. 24 ----- # (d) Four   reasons   for   budgeting   family   income: (1   x   4  =    4   mks) - Helps a family to live within their income. - It promotes organized living and planning. - The family knows how the money is being spent and they are able to evaluate their financial situation. - Budgeting encourages sensible control of various expenses. - Budgeting helps a family to look at their income sources realistically. HOMESCIENCE   V 1.  You have brought a denim material to make a pair of shorts for your brother.  What seam       would you choose and why?  (2mks) 2.  The temperature of water is important in stain removal processes.  Explain the effect of      hot water in the following stains. (2mks) Blood Grease 3.  Mention  two  hazards caused by water pollution. (2 mks) 4.  List  four  materials used for interfacing.  (2mks) 5.  Explain the importance of using acidic substances in cooking bony beef meat.  (2mks) 6.  State  four  points to consider when buying fish (4mks) 7.  State  three  reasons why a knot should not be used to start stitches. (3mks) 8. Explain  two  reasons why it is important to transfer pattern marking from paper pattern to       fabric before cutting out. (2mks) 9.  Give  two  advantages of flourescent lighting over filament bulb. (2mks)       (a)  what is advertising (2mks) (b) give  three  disadvantages of advertising (3 mks) 10. State  two  disadvantages of using a knitted articles (2mks) 11. Give  three  points on choice, use and care of pegs  (4 mks) 12.  State  three  points on care of brooms and brushes (3 mks) 13. Give  two  functions of fats in cake making. (2 mks 14.  Three causes of sewing machine not feeding the fabric properly (2mks) SECTION   B. 15.   (a) Oil paints are commonly used as wall finish. Give  three  advantages of oil paints.                                                                                                                                   (3mks) (b) Sufficient ventilation is important in a house. Give  four  points in support of the above       statement. (4mks) (c) Suggest  five  steps to take to ensure that shoes last long (5mks) (d) Give  four  differences between soap and soapless detergents (4mks) (e) Explain how to dry clean a scarf. (4mks)    16.  (a) Give  three  points in each case to consider when drawing up diets for         (i) Aged (3mks)         (ii) Vegetarians (3mks) (b) What causes the following faults in pastry making       (i) Shrunken pastry (3mks)       (ii) Too short and crumbly pastry (2mks) 25 ----- #  (c) Give  four  basic rules in use and care of a refrigerator (4mks)  (d) Discuss  two  factors which determine an individuals nutrient requirements. 17.  (a) State  four  factors to consider when choosing an opening for a garment. (4mks)        (b) Give  two  advantages and two disadvantages of man made fibres. (4mks)        (c) Describe how to work an overlaid seam on the yoke of a silk blouse. (9mks)        (d) What advice would you give to your friend who has narrow hips about choice of              attire? (3mks) 18.  (a)(i) Give  four  reasons as to why interlining is used in garment construction. (4mks) (ii) List  four  areas on an article where interlining is done (2mks)        (b) Define the following cookery terms (i) Bake blind (2mks)     (ii) Chopping (2mks)      (iii) Glazing (2mks)        State  four  steps in making a budget. (4mks) (d) Discuss  three  advantages of table setting (3mks) (e) What is meant by the term raising agent? (1mks) HOMESCIENCE   V MARKING   SCHEME 1.   Suitable   seam   for   a   pair   of   shorts - Double stitched seam (1mk) **Reason **  Strong due to double stitching  Flat hence comfortable  Easy to launder   (1mk) 2. Effects   of   hot   water   on   the   following   stains -    Blood   hot water fixes the stain (1mk) -   Grease   Hot water emulsifies it (1mk) 3. Hazards   of   water   pollution   Kills marine life   May cause poisoning   Kill sea plants ( 2x   1mrk) 4. Interfacing   materials  Villene  Organdie  Staflex  Calico  Canvas 5. Use   of   acidic   substance   in   cooking   meat  Acid changes collagen to gelatin thus softening the meat. ( 2x1=2mks) 6. Factors   to   consider   when   buying   fish  No unpleasant smell  Red gills  Bright and prominent eyes  For shell fish the shell should be tightly closed (4x1=4mks) 26 ----- # 7. Why   a   knot   should   not   be   used   to   start   stitches  Can tear fabric  Can undo and the stitch is destroyed  Causes tiny lumps when fabric is pressed ( 3x1=3mks) 8. Reasons   for   transferring   pattern   marks  Ensure right parts are joined together  Ensure good fit/size i.e. stitching line is followed (2x1=2mks) 9. Advantages   of   fluorescent   lighting  Fluorescent is long lasting  gives bright light  consumes less energy (3x1=3mks)        a.    Meaning   of   advertising    -  Simple way of informing the public about goods and services available in the market. b.   Disadvantages  Appeals to emotions hence influences consumer psychologically  The manufacturer will bear the cost of advertising  can cause product of low quality to be preferred to that of high quality  ( 3x1=3mks) 10.    Disadvantages   of   knitted   Articles  Ladders Very Easily  Bulges At Knees And Elbow  Easily Pulls out of shape 11.    Points   on   choice   use   and   care   of   pegs  Should be made of good quality material   plastic  or wood  Ensure they are clean and dry before use  Keep pegs in a clean container or bag. (4x1=4mks)  Should be strong and well designed to hold clothes firmly on the line 12.    Care   of   brooms   and   brushes Store With Head Between Two Nails  Remove Fluffs After Use  Shake Off And Dust Before Storage (3x1=3mks) 13.    Functions   of   fats   in   cake   making  Shortens The Mixture  Improves The Keeping Quality  Helps In Aeration  Improves Colour (2x1=2mks) 14.    Causes   of   a   sewing   machine   not   feeding   fabric   properly  Fabric Held Too Tightly  Feed Dog May Be Covered  Insufficient Pressure On The Pressure Foot  Length Too Short SECTION   B. 27 ----- # 15.    (a)   Advantages   of   oil   paints  Water repellent hence easily cleaned - Surface is smooth therefore dust does not settle on it.  Oil paint is durable (3x1=3mks)     (b)   Prevent   humidity  Get Rid Of Surplus Heat From People And Machinery  Remove Any Ordours  Increase Free Circulation of air (4x1=4mks)     (c)  -    Polish   to   preserve - Repair Immediately When Torn - Store On Shoe Rack  Dry in a cool place  Wear With socks to absorb perspiration (5x1=5mks)     (d)   Soapless   detergents   do   not   foam   fast   with   hard   water   while   soap   does  soaps are made from animal\\vegetable fat while soapless are from chemicals  soapless come in different strengths  soapless forms lather in both warm and cold water (4x1=4mks)     (e)   Dry-cleaning   a   scarf  Shake dust  Put solvent in a container and immerse garment in it squeezing gently  squeeze out and hang in open air  leave solvent to settle and drain then store. ( 4mks ) 16.     Factors   to   consider   in   drawing   a   diet   for (i) Aged  Balanced  Easy to digest  Less energy giving foods  Food rich in minerals and vitamins  Serve in small amounts (3x1=3mks) (ii)   Vegetarians  Balanced  Well flavored - Varied to avoid monotony  use vegetable fats and oils for preparing (3x1=3mks) (b)   Shrunken   pastry  Insufficient relaxing  Stretching during shaping  stretching during rolling (3x1=3mk s) (ii)   Short   and   crumbly   pastry  too much fat 28 ----- #  too little water (2x1=2mks) (e) Basic   rule   in   use   and   care   of   a   refrigerator.  Do not store hot food in the refrigerator, it lowers the temperatures  Store food in covered containers or polythene papers to prevent dehydration  Do not overload to allow free circulation of air  Store meal size portions  Place fridge in the coolest part of the kitchen  Do not use sharp instruments to remove ice to prevent scratching the surface. (f) Three   classes   of   beverages   and   give   an   example   of   each  Stimulants   Tea or coffee  Nourishing   milk  Refreshing   Fruit juices (e)   Two   factors   which   determine   an   individuals   nutrient   requirement (2x1=2marks)  Age   young children require more protein  Climate   cold areas   more energy foods  Body size  State of health   invalids and convalescents          (stating   mrk,   explaining   mrk) 17.    (a)   Factors   to   consider   in   choice   of   an   opening (4x1=4mks) - Position of opening - Type of fabric - Type of fastening - Age of wearer - Purpose of opening (b)   Advantages   of   man   made   fibers (2x1=2mks  )  Durable  Resistant to sunlight  Thermoplastic (can be pleated)  Smooth, Soft. Slippery Disadvantages (2x1=2mk  s)  Yarn spillage is common  Poor absorbency  Not resistant to abrasion  Holds and generates static electricity (c)   How   to   work   overlaid   seam, (11mk  s) -  Turn seam allowance  on the F.L.  of the overlay  to the wrong side  . -  Press and hold with tacking -  Place the overlay  over the underlay  with folding  of overlay lying on the F.L.             of the overlay. -  Pin , tack  and machine  close  to the fold on R.S.  . Remove tacking  29 ----- # - Turn to the W.S. trim  the raw edges to within hem  of the fitting line. - Neaten  raw edges using loop stitches  . Press  the completed seam (d)   3   pieces   of   advice   you   would   give   to   your   friend   who   has   narrow   hips   on   choice of   clothes (3x1=3mks )  She should wear pleated skirts  Wear over blouses  Bulky fabrics are suitable  to avoid tight fitting skirts 18.    (i)   Reasons   for   using   interlining (4x1=4mks) - Gives added crease resistance - Increases life to garment - Adds warmth - Adds firmness to a complete silhouette (ii) -    Areas (  x 4mks) -   Pockets -  Collar -  Hems -  Cuffs -  Waistband (b)   Cookery   terms (i) Bake blind   refers to the baking of pastry without a filling (2mks) (ii)  Chopping   cutting finely especially of vegetables (2mks ) (iii) Glazing   applying of egg white on an item before baking to give a good              appearance  (2mks ) (c)   Steps   in   making   a   budget (4x1=4mks) - Establish family financial goal both present and future - Estimate income from all sources - List committed, fixed and unchangeable expenses - Total plan for expenditure and compare with estimated income (d)   Advantages   of   table   setting (3x1=3mks) - Makes the act of eating easier - It increases the diners appetite as items are smartly presented - It gives order during meal times (e) Raising agent is any substance which when added to a flour mixture provides a gas which expands upon heating, raising the mixture. (1mrk) HOMESCIENCE   VI SECTION   A 1.  State  three  points on choice, use and care of a charcoal iron (3 mks) 2.  List  three  disadvantages of using hard water in the home  (3mks) 3.   (a) Define the term accessories (1 mk) 30 ----- # 4.   List  two  examples of accessories that are both functional and decorative (1 mk) 5.   State  four  uses of milk in cookery (2 mks) 6.   Give  four  points to consider when buying fabric for soft furnishing (4 mks) 7.   Write  four  points to consider when planning meals for the family (4 mks) 8.   State  three  reasons for using interlining on garments (3 mks)      (a) Define glare (1 mk)      (b)  Give  three  attributes of good artificial light (3 mks) 9.  State  four  factors to consider when buying a house (2 mks) 10.   Heavy close texture is a common fault in creamed cakes. State  three  causes for the above             (3 mks) 11.  Give  three  qualities of a good dust bin                                                            (1 mks) 12.   State  three  rules of sewing on buttons (1 mks) 13.   Give  three  advantages of sponging in laundry work                                       (3 mks) 14.   Give  two  causes of fabric puckering during sewing                                        (2 mks) 15.    Suggest  three  reasons for using fullness in garment construction (1 mks) 16.   State  three  points to bear in mind when choosing flowers for flower arrangement (3 mks) 17.   State  three  changes that occur in meat during roasting (3mks) 18.   State the importance of play in the life of a young child                            (3 mks) 19.   Budgeting for ones income is very important. List  three  factors to consider when        making a budget (1 mks) SECTION   B. 20. (i) Explain briefly why the following processes are done in laundry work       (ii)  Starching                                                                                                           (2 mks)       (iii)Boiling                                                                                                                (2 mks)       (iv) Dampening                                                                                                        (2 mks) (v)  State  four  advantages of using carpets as floor covering materials                   (4 mks) (vi) Discuss  five  factors to consider in choice of a washing machine                      (10mks) 21.  ( a)  Osteomalacia is a common disorder among women of child-bearing age. Give  four              symptoms of the above disorder                                                                       (4 mks) (b). Discuss  five  uses of fruits in cookery (4 mks) (c). Discuss  five  points to consider when preparing meals for children            (5 mks) 22   (a)Mention  five  properties which make synthetic fabrics suitable for household articles (5mks) (b) Give clear instructions on how to work darts                                                 (7 mks) 23.(a)French seam is a popular seam in children articles. Explain clearly how to work the           seam (8 mks) (b).  State and explain  four  general rules to observe when removing stains          (4 mks)   .   Discuss  two  advantages and disadvantages of advertising                            (4 mks) (d).  Define the following terms used in cookery      (a)  Raising agent (2 mks)           (b)  Braising (2 mks) HOMESCIENCE   VI MARKING   SCHEME 31 ----- # 1.   Three   points   on   choice,   use   and   care   of   charcoal   iron -   Firmly fixed screws -   Comfortable handle and sufficient pressure -   Close iron well and clean sole before using -   Empty after use -    Store in cool, dry place        (1   X   3  =    3   mks) 2. - Wastes soap during washing -   Forms scum with soap when rinsing hence discolours clothes -   Can cause blockage in pities -   Discolours kettles and boilers    (1   X   3  =    3   mks) 3.   a)   Assessories are small things worn or carried as part of ones dressing  (1   mk) (b) Ring, watches, hair clips        (   X   1  =    1   mk) 4. - Sauces e.g. custard sauce -   Bulters -   Beverages   tea, milkshake -   Puddings -   For enriching e.g. mashed potatoes       (   X   4  =    2   mks) 5. - Colour must be fast -  Fabric should be shrink resistant -  Should be crease resistant -  Colour blends well with rest of dcor -  Easy to launder -  Durable     (1   X   4  =    4   mks) 6. - Should be balanced -  Individual requirements -   Food in season -   Money available -   Climate -   Time available -   Fuel -   Facilities available (1   X   4  =    4   mks) 7. -  Give added crease resistance -   Prevent stretching or sagging -   Increase life of garment -   Add warmth -    Add firmness to a complete suhoule (1   X   3  =    3   mks) 32 ----- # 8.(a)- Glare is any brightness within the field of vision which causes the eye to strain   (1   mk)     (b) - Does not cast shadows -  Not cause glare -  Not waver or fricker -  Does not discharge impurities in the air      (1   X   3  =    3   mks) 9. -  Buying a house -  Cost. Should be within -  Value of house. Seek professional advice to determine worth -  Location of house -   Construction -  Orientation -  Reliability of seller -  Family requirements     (   X   4  =    2   mks) 10. - Insufficient creaming -  Too much liquid -  Too slow an oven -  Too hot oven -  Insufficient cooking   (1   x   3  =    3   mks) 11. - Made of strong leak proof material -  Well fitting lid -  Large enough   (   x   3  =    1   mks) 12. - All flat buttons must be sewn leaving a shank -  Buttons should be sewn on double fabric -  Buttons with a stem do not need a shank -  Should be firmly fixed -  Accurately positioned -  Place right side upright   (   x   3  =    1   Mks) 13. - Solutions are simple to make at home -  Saves money and time since it reduces on commercial dry cleaning -   Reduces risk of colour loss or shape   (1   x   3  =    3   mks) 14. - Needle too coarse for fabric -  Stitches too long incase of fine fabric (1   x   2  =    2   mks) 15. -  Using fullness -  Provide fashion feature 33 ----- # -  Shape the garment -  Give a good fit (1   x   3  =    3   mks) 16. - Make sure follage is clean -  Choose fresh flowers -  Use a mixture of flat and pointed flowers -   Avoid using strong scented flowers Avoid cutting too many flowers in full bloom as they wither quickly (1   x   3  =    3   mks) 17. - The fat melts -  Colour changes from red to brown -  Soluble proteins coagulated resulting in meat being firmer -   Elasting contracts causing meat to shrink (1   x   3  =    3   mks) 18. - Play helps a child to develop mentally e.g. building blocks -  Helps a child to socialize with the others -  Help in physical development e.g. climbing, running (1   x   3  =    3   mks) 19. - Amount of money available -  Needs of the individual family members -  Needs should be ranked in order of priority -  Fixed expense should be listed down -   Saving should be done   (   x   3  =    1   Mks) SECTION   B. 20.i. (a) Starching -  Give articles a glossy appearance -  Give a smooth surface which dirt does not adhere to -  Stiffens (gives body) -  Whitens articles   (2   mks) (ii)  Boiling - Whiten articles - Kills germs - Removes stubborn stains   (2   mks) (iii)  Dampening -   Sprinkle warm water   it spreads better -    Helps in removal of creases   (2   mks) iv.    Advantages   of   carpet -  They are warm -  Deaden sound -  Comfortable to the feet -  Add to the colour scheme of the room 34 ----- #   (1   x   4  =    4   mks) v.    Five   points   in   choice   of   a   washing   machine -  Size of family or establishment to determine size to be bought -  Space available for storage -  Cost and maintenance -  Consider control of the machine -  Buy from reputable dealer -  Should have instruction manual -   Consider serviceability of the machine (2   x   5  =    10   mks) 21.(a) Symptoms of osteomalacia - Bone tenderness - Patients walk with legs wide apart appearing to waddle - Twitching of muscles - Spontaneous fracture may occur (1   x   4  =    4   mks) (b )    Uses   of   fruits - In jam making   plum, pineapple - As a dessert   fruit salad - For garnishing   cakes - Making sauces   apples - Making jelly - As a filling for a dessert pineapple upside down - Fruits in jelly (1   x   4  =    4   mks)    c.   Factors   to   consider   in   preparing   meals   for   children -  Well balanced -  Easy to digest foods -  Serve their food punctually -  Present their food attractively -  Breast milk is best for baby -  Contains nutrients in their right amounts -  Is at the right temperature for the baby -  Contains antibodies -  Free from contamination -  Helps develop bond between mother and child   (Well   discussed   2   x   3  =    6   mks) 22.( a) Five   properties   which   make   synthetic   popular -  Smooth and have a luxurious appearance -  They are resilient, creases hang out easily -  Light in weight even if given bulk treatment hence suitable for air travel -  Resistant to sunlight except for nylon -  Not attacked by moth -  Not absorbent hence dry quickly -  Thermoplastic   can be permanently pleated 35 ----- #      (1   x   5  =    5   mks)   (b)  Working dart - Fold () fabric right sides () together matching stitching () line pins () and tack             () - Starting from broad end () stitch () along the fitting line () until dart tapers to            nothing in the fold () -   Leave long threads () fasten by weaving or back stitch () -   Remove tacking () press () dart towards correct direction () -   Five general rules for making seams -   Always stitch along the grain for good hang -  Match all balance marks and fitting lines before stitching -  Tack firmly along fitting line -  Stitch exactly on the fitting line -  Conceal all raw edges or strengthened by protective stitching -  All seams must be inconspicuous as possible - Should be fine Sharp Stainless Eye should be smoothly finished Easy to thread Assorted (1   x   3  =    3   mks) 23.(a) Working French seam -  Place two pieces of material W.S () together with notches and fitting line matching    () -  Pin () and tack () on the F.L line ( ) machine () above the fitting line -  Remove tacking () trim turning () to less than the finished width of the seam press      () open () -  Turn so that the R.S. () of material is inside and crease along the stitching line pin      () tack () machine () on the F.L -   Remove tacking () press the seam () to one side of garment (8   mks) (b)    General   rules   on   stain   removal -   Remove when fresh as they become fixed with time -   Use less harmful method first for unknown stains -   Use correct agents for stains clearly identified -   Stains removing agents must be in solution when used on coloured fabrics -   Wash garment thoroughly after stain removal -   If agent is suspected to be too strong for fabric try it first on hidden parts of the garment -   Study the general appearance of the stain first   (Any   other   1   X4  =    4   mks)   (c)    Advantages   of   advertising -  Informs consumers about goods and services -  Consumers can choose what they want 36 ----- # -  Advertising increases demand for a product -  Competition among manufacturers is increased leading to quality goods (1   x   2  =    2   mks) ***Disadvantages*** -  Gives false information to the consumers -  Increases cost of goods -  Can make goods of low quality to be preferred to those of low quality   (1   x   2  =    2   mks)  (d). (a)  Raising   Agent -  Any agent which when added to flour mixtures produces a gas which expands upon     heating raising the mixture (2   mks) (b)  Braising -  Methods of cooking food especially meat and poultry on a bed of fried root vegetables     known as the mire poix (2   mks) 37 -----"}
{"text": "Form One English Interactive Series"}
{"text": "Introduction English is one of the most widely used languages in the worldIt is not only the official language of communication in many countries but also the official language of commerce and industry aviation and social interactions"}
{"text": "Mastery and proficiency in the English language is considered important because it enhances effective communication and provides opportunities for academic social and professional benefits"}
{"text": "Proficiency in English language also improves the learning of other subjects across the curriculum The econtent lessons in this programme are based on the four main language skills and grammar as covered in the Secondary School English Syllabus"}
{"text": "These are Listening and Speaking Reading writing"}
{"text": "Aspects of literature have been integrated to strengthen and enrich the process of the language learning This is also expected to provide realistic contexts and opportunities where a variety of language is used to make the learning more meaningful"}
{"text": "Role of English in curriculum implementation Mastery and proficiency in the English language is considered important because it enhances effective communication and provides opportunities for academic social and professional benefits Due to its prominence as the worlds mostly spoken language English has been adopted as the language of instruction in many learning institutions Proficiency in it therefore improves the learning of other subjects across the curriculum Listening and speaking skills play an important role in social and academic development A person who listens and speaks effectively is able to receive and respond to information appropriately These two skills also contribute significantly to the development of reading and writing skills Mastery in speaking and listening skills enhances intelligibility confidence and interaction among learners within and beyond the boundaries of Kenya Pronunciation"}
{"text": "An important aspect of effective speaking is correct pronunciation Correct pronunciation of sounds and words is key to effective speaking Effective speaking is considered important because it leads to effective communication in general The challenge faced in the pronunciation of English words correctly is due to the fact that most of the Kenyan languages do not have sounds similar to those found in English You therefore need to identify sounds that are problematic to you and practise thoroughly to master their correct pronunciation In the lessons that follow you will learn and practise pronunciation of English vowels and consonants correctly"}
{"text": "Background Information"}
{"text": "An effective speaker communicates clearly fluently and convincingly He is able to capture and maintain the attention of the listeners Correct pronunciation greatly enhances thisIn this lesson you will practise how to pronounce English consonant and vowel sounds correctly"}
{"text": "Lesson Objective"}
{"text": "By the end of the lesson you should be able to pronounce consonant and vowel sounds correctly"}
{"text": "Pronunciation of Vowel and Consonant Sounds"}
{"text": "Correct pronunciation of sounds and words is key to effective speaking  Effective speaking is considered important because it leads to effective communication in general The challenge to pronounce English words correctly is due to the fact most of the Kenyan languages do not have sounds similar to those found in English You therefore need to identify sounds that are problematic and practise thoroughly to master their correct pronunciation"}
{"text": "There are some sounds in English that pose a pronunciation challenge to some students A case in point is the distinction between the sounds f and v In this lesson you will practise pronouncing the two sounds correctly Pronunciation of consonant sounds f and v"}
{"text": "In Kenya both teachers and learners are drawn from different ethnic groups speaking a variety of either related or non related languages This explains why people from different communities across the country have challenges in the pronunciation of certain English words and sounds You therefore need to identify the problematic sounds and practise until you master their correct pronunciation Read the following sentences correctly paying close attention to the pronunciation of the sounds l and r  Click the repeat button to read again and again until you are able to pronounce the sounds correctly"}
{"text": "Lesson Objectives By the end of the lesson you should be able to pronounce L and r sounds correctly"}
{"text": "Activity 4 Choose the correct words from the choices given to complete the sentences correctly Pronunciation of consonant sounds l and r"}
{"text": "In Kenya both teachers and learners are drawn from different ethnic groups speaking a variety of either related or non related languages This explains why people from different communities across the country have challenges in the pronunciation of certain English words and sounds You therefore need to identify the problematic sounds and practise pronouncing them until you master their correct pronunciation Listening Comprehension and Notemaking Listening comprehension involves learning practising and testing the understanding of spoken oral text The focus in this lesson is to enable you to listen understand retain and use the information communicated through speech for various purposes Under this sub topic we shall cover the following"}
{"text": "Trickster narratives"}
{"text": "Poetry"}
{"text": "Listen carefully to the story entitled The Lion and the Hare"}
{"text": "You will answer questions after listening to the narrative If you have to listen to the story more than twice it means you need to sharpen your listening skills"}
{"text": "Objectives By the end of the lesson you should be able to"}
{"text": "Identify the features of trickster narratives correctly"}
{"text": "Take notes precisely"}
{"text": "Retell the story effectively"}
{"text": "Trickster Narrative"}
{"text": "A narrative is an oral or written story with a moral teaching to the audience or the reader Narratives are divided into the following categories Trickster Ogre Myths Legends Aetiological and Dilemma  A Trickster Narrative has the following typical features a the trickster b the trick c the pretence d the character being tricked or the one being duped"}
{"text": "ACTIVITY Describe the character of the hare and the lion by choosing the correct character traits from the list and placing them in the appropriate circle"}
{"text": "Poetry"}
{"text": "Poetry is a form of expression either written or oral It is a form of communication between the poet and the audience or the reader Poems can be sang recited or chanted using a specific language meant to evoke the emotions of the listener or the reader Poetry essentially offers an opportunity for shared experiences on a variety of issues affecting the society The poem You watched will be discussed in the lesson"}
{"text": "Students reciting a poem"}
{"text": "Words like thank you excuse me sorry and please are used to express politeness Etiquette therefore is defined as the conventional rules of behaviour in polite societies or courteous use of language Lesson Objectve By the end of the lesson you should be able to use courteous language appropriately Language Etiquette"}
{"text": "Etiquette in language refers to the correct and polite or courteous use of language in our every day interactions with others Examples are excuse me may I go in please and many others as shown below"}
{"text": "Excuse me I would like to go in Oh You have brought the pen Answer Thank you for bringing the pen Give me some water"}
{"text": "Answer Please give me some water I lost your book I will get you another one Answer I am sorry I lost your book I will get you another one The statements Excuse me I would like to go in Thank you for bringing the pen Please give me some water I am sorry I lost your book I will get you another one should appear on the left side of the text The words excuse me Thank you Please and Sorry should be highlighted Grammar What is grammar"}
{"text": "Grammar is defined as the way words are combined to form longer and meaningful units The main objective of learning grammar is to help you understand how language works and be able to use it correctly and appropriately in different contexts The teaching and learning of the grammar of a language begins with the word Therefore it is important that learners master the characteristics and uses related to words as classified under parts of speech"}
{"text": "Learning how rules operate in a language is necessary but it is much more important to know how to use the language in real life situations It means a learner who has mastered grammar knows how to apply the rules in order to communicate effectively and thus enhance positive interactions among people By the end of the lesson you should be able to"}
{"text": "Identify different types of nouns correctly"}
{"text": "Use nouns in sentences correctly"}
{"text": "Background Information"}
{"text": "Read the sentences below each picture paying close attention to the underlined words  Koech lives on a tree Nairobi is the busiest city in Kenya Omondi hurt his leg badly during the game The accident claimed the lives of many children Drought is a major problem in North Eastern Province due to poor rains All the underlined words are nouns They name people places events and things Nouns Nouns are words used to name persons places events or thingsName the nouns you can see in the picture below Nouns are divided into two main groups namely a Proper nouns bCommon nouns"}
{"text": "Activity"}
{"text": "Common nouns are names of ordinary things or groups Proper nouns are names of specific people countries months days Note that all proper nouns are written with an initial capital letter eg March Halima"}
{"text": "The hyenas put him in problems People are dying of  in drought stricken areas  lies in the eyes of the beholder His  came after a long struggle The teachers presence caused the pupils a lot of  Discomfort beauty hunger greed success"}
{"text": "Study the sentences below"}
{"text": "There are pins on the table The elephant crushed the poacher to death Kimani secured admission into the University The underlined words are known as concrete nouns These are things that we can see touch hear smell or taste"}
{"text": "Nouns that are not tangible that is they cannot be seen or heard are called abstract nouns Other examples include kindness corruption hunger greed among others Your basic knowledge on nouns pronouns and other parts of speech will be useful this lesson Relate the sentences to the position of things mentioned in the animation Identify prepositions in sentences correctly Use prepositions appropriately in sentences"}
{"text": "Prepositions"}
{"text": "A preposition is a word that is positioned before its object and shows relationship between the object and another word complement"}
{"text": "The thief jumped over the fence"}
{"text": "The goats run across the field"}
{"text": "Joan dived into the swimming pool"}
{"text": "The words over across and into are prepositions"}
{"text": "Study the following sentences paying attention to the underlined phrases and the highlighted words within the phrases"}
{"text": "The cow ate grass Most lions move in a pride My new shoes have laces That yellow cheese is made from milk The sheeps fleece is used to make warm sweaters"}
{"text": "The words the my most and that are determiners Determiners include articles numbers demonstratives etc New and yellow are modifiers because they tell us more about the shoes and the cheese The words cow lions shoes cheese and sheep are nouns In each of the sentences the underlined groups of words are known as noun phrases They have a noun as the headword A phrase then is a group of words without a subject or verb and they dont make sense on their own Noun Phrases A phrase is group of words that does not make sense on its own A noun phrase is a group of words that does the work of a noun in a sentence The following are examples of noun phrases"}
{"text": "the tall building"}
{"text": "our new books"}
{"text": "the dangerous path"}
{"text": "The nouns building books and path are head words of the noun phrases above Match the pictures and the sentences My beautiful ballerina won the championship The jungle is a scary place to be The boy woke up early That Schools cyber cafe is operational The roof tops are caving in"}
{"text": "Include a pictorial depicting the words that have been underlined A picture of a beautiful ballerina A picture of a jungle A picture of a boy waking up A cyber cafe A caving roof top  The words my beautiful ballerina the jungle the boy that schools cyber cafe and the roof tops are referred to as phrases Phrase then is a group of words without a subject or verb and they do not make sense on their own"}
{"text": "For instance the phrase my beautiful ballerina has no verb or subject and it requires the second part of the sentence won the championship to make it meaningful The second phrase the jungle has no subject or verb and it requires the part of the sentence is a scary place to be to make sense"}
{"text": "NBThe words ending in ing are verbs and they are often referred to as action words Identify the different verb forms correctly Construct different types of simple sentences appropriately Verbs"}
{"text": "Verbs are words used to describe an action or state for example run jump eat drink swim is am and are The man in the picture is drinking coconut juice"}
{"text": "Activity 1 Highlight all the verbs that are used in the sentences Read the following sentences The girl is walking to school The bird is flying The boy is reading a text book The man is eating yams The girl is dancing"}
{"text": "The sentences are all in the present form and the action words have been highlighted If the statement is changed into a past action the focus will be on the action words verbs Change the verb given in brackets into the Past Tense to make meaningful sentences Type from the keyboard the correct answer If the typed answer is right applaud the student Incase the answer is wrong encourage the student to try again to get the correct answer This is a drag and drop exercise Applaud for the correct answer and give encouragement for the wrong answer Provide the appropriate verb from the list given in the box Quit Put Beat Hurt Hit"}
{"text": "Joshua was  in the field hurt She  off the lights after prepsput Mwikali  the debating club this termquit The thief was  by a speeding Matatuhit Our netball  the visiting sunrise Girls teambeat"}
{"text": "Activity 5 Type the correct answer to fill the blank spaces You need to be familiar with parts of speech especially verbs and adjectives Read the following sentences paying attention to the highlighted words"}
{"text": "Juma runs quickly This is a very sweet mango Jane reads quite clearly"}
{"text": "In sentence 1 quickly shows how or in what manner Juma runs that is quickly modifies the verb runs In sentence 2 very shows how much or to what degree the mango is sweet that is very modifies the adjective sweet In sentence 3 quite shows how far or to what extent Jane reads clearly that is quite modifies the adverb clearly A word that that modifies a verb an adjective or another adverb is called an adverb"}
{"text": "Adverbs"}
{"text": "Lesson Objectives Define an adverb Identify adverbs in sentences correctly Use adverbs of manner time and frequency in sentences correctly Adverbs"}
{"text": "Adverbs are words used to describe verbs actions adjectives or other adverbs These words explain how when and how often an action in a sentence occurs The following sentences illustrate this idea"}
{"text": "Esther sang the song nicely"}
{"text": "Kubo is washing his shirt now"}
{"text": "The choir practices everyday"}
{"text": "The adverbs nicely now and everyday give us more information about the verbs or actions mentioned in the sentences above The underlined words in the sentences are adverbs These are words that explain how when and how often the actions in the sentences occur"}
{"text": "For example How often does Atieno go to school Everyday When is Kamau going to dig his farm Now How is Katana pushing the cart Slowly"}
{"text": "There are different kinds of adverbs in this lesson however we shall deal with adverbs of frequency how often time when and manner how Information on nouns and pronouns would be useful in this lesson Look at the following photograph and name all the nouns Some of the nouns in the photograph are tree nests house car sky"}
{"text": "If you want to describe the nouns in the photograph you may talk of a permanent house a blue sky or a tall tree The words permanent blue and tall are referred to as adjectives These are words used to describe or tell us more about a noun or pronoun The highlighted words are more examples of adjectives"}
{"text": "1 Rosemary owns a beautiful house at Gachie 2Mature coconut 3Coastal trees Palm trees"}
{"text": "Gradable and nongradable adjectives A gradable adjective is an adjective which can have er and est added to it or be used with more and most when making comparisons"}
{"text": "Examples The tea is hotter than the porridge Pine trees are more beautiful than wattle trees Hot and beautiful are gradable adjectives On the other hand nongradable adjectives are absolute and therefore not comparable"}
{"text": "Examples An atomic bomb was used to destroy the city of Hiroshima Njeri is an American citizen Atomic and a American are nongradable adjectives Identify adjectives in a sentence correctly Give examples of gradable and non gradable adjectives Differentiate between gradable and non gradable adjectives Use adjectives in sentences correctly"}
{"text": "Adjectives"}
{"text": "Adjectives are words used to describe or give more information about a noun or a pronoun for example short beautiful new and old as illustrated in the following sentences"}
{"text": "Fatuma bought a beautiful dress"}
{"text": "The farmer used an old lorry"}
{"text": "Ketan drives a new car"}
{"text": "The adjectives used in the sentences above provide more information about the nouns Insert pictures"}
{"text": "Left side a man feeling cold in a sweater Right a man feeling very cold in an overcoat and a shawl round his neck He is also wearing gloves The man is shivering Left side a bungalow on sale with a price tag of 15m Right side a maisonette on sale with a price tag of 2m Left side a lady driving a big car Right side a lady driving a very big car Eldoret is  cold than Limuru Sidis car is  big compared to Damas A bungalow is  expensive than a maisonette Insert an alphabet strip so that the learner can type in the answers"}
{"text": "Answers Less very extremely Study the sentences below paying attention to the highlighted words Diamond is a unique jewel My mother has a woolen sweater Some of the exhausted players were allowed to rest Highlight the words in the boxes in a different colour The highlighted words in the sentences are non gradable because they do not indicate degree That is they express a complete idea Assessment 3 Ungradable Adjectives"}
{"text": "Reading is a mental process that involves the ability to interpret words and symbols and assigning them meaning to communicate ideas or thoughts The ability to read effectively and fluently is vital both for academic purposes and life in general Good reading skills will help improve performance in schools enhance information gathering and learning of concepts Reading will expose you to new vocabulary new sentence structures and good models of language use"}
{"text": "Efficient reading is about reading in a way that allows you to understand the writers message without spending too much time in the process Its also about reading with a clear purpose in mind so that you only read material that is relevant When youre reading in preparation for an essay or for understanding generally remember that good reading strategies go handinhand with good note taking skills"}
{"text": "Efficient reading starts with choosing a strategy to suit the kind of text you have to read because your purpose in reading and the nature of text to be read will determine your strategy There are various techniques employed in reading depending on the purpose In this lesson you are going to explore Skimming and Scanning as examples of techniques commonly used in reading"}
{"text": "Skimming"}
{"text": "This means reading the text quickly to understand the main points without studying the text in detail Skimming is done when one wants to get an overall impression of the text"}
{"text": "Scanning"}
{"text": "This is done when one wants to locate specific information from a text Scanning also involves looking through the text or material quickly to get required information"}
{"text": "Lesson Objective By the end of the lesson you should be able to read a passage within a given time"}
{"text": "Speed Reading"}
{"text": "The process of reading involves more than just looking at words It entails interpreting and assigning meaning to words and symbols to communicate desired information The speed at which you read is determined by how fast and efficient your eyes transfer the information to the brain and how quickly the brain interprets the message You have to pratise reading fast in order to save time and at the same time access and process information required within a given time Read the passage provided as fast as you can"}
{"text": "The palm tree is a wonder tree Its fronds can be used to decorate outdoor events when they are freshly cut and green The dry fronds can be used to make brooms and mats weaved into Makuti pieces they make beautiful thatching material Palm trees are also used for timber and firewood The fruits of the palm tree are very nutritious palm seeds can also be used to produce palm oil"}
{"text": "In some cases the sap of the young fronds can be tapped and then fermented to make palm wine All these uses make the palm tree a major economic resource for the communities living along the Coastal regions Create a clock such that the passage disappears from the screen after a minute and a half Let the students access the same passage if they want to do the exercise again Read the passage again in one minute and try to find answers to the questions below What is made from dry fronds Which part of the palm tree is said to be very nutritious What is fermented to make palm wine Which people benefit from the palm tree"}
{"text": "Provide the passage again for only 112 minutes and provide a check answer button The answers are Broom and mats the coconut the sap People living along the coastal region"}
{"text": "Read the following passage in 112 minutes and as you read try to find answers to the questions below What ailments are brought about by smoking Why is smoking unhygienic Why is smoking equated to a worm Does smoking affect unborn babies"}
{"text": "Smoking is a harmful habit The tobacco used to manufacturing the cigarettes causes side effects to the smoker"}
{"text": "Tobacco is carcinogenic It causes cancer of the mouth oral tract and the lungs In addiction it causes discoloration of the teeth and the fingers Not only does smoking affect those who smoke but it also affects the unborn babies in the case of pregnant women who smoke Passive smokers or those who inhale the smoke indirectly are also at great risk smoking weakens and clouds the brain and creates thirst of alcohol Smoking is also dirty and unhygienic Many smokers litter their precincts with ashes and cigarette butts"}
{"text": "Tobacco smoking can be equated to a worm that eats you slowly from inside such that by the time the symptoms are visible the damage is irreparable"}
{"text": "Provide a check answer button The answers are"}
{"text": "Cancer of the mouth oral tract and lungs"}
{"text": "Its unhygienic because many smokers litter their precincts with ashes and cigarette butts Smoking is equated to a worm because it eats one from the inside and by the time the symptoms are visible the damage is irreparable"}
{"text": "The process of reading involves more than just looking at words The speed with which you read is determined by how fast and efficient your eyes transfer what they see to the brain and how quickly the brain interprets the message"}
{"text": "You have to practice reading fast especially when you have to save time In order to learn how to read fast one needs to do the following Understand how reading takes place Read word groups rather than individual words Fast I cooked delicious food for the family Slow I cooked delicious food for the family The first sentence has been read by a fast reader while the second is by a slow reader Try to avoid distractions like noise loud music etc"}
{"text": "Read extensively to be informed in various areas Keep assessing yourself Occasionally time yourself as you read widely on available reading materials"}
{"text": "Poetry is a form of expression either oral or written Poems can either be sang recited or chanted to convey desired information Play the animation below to see the building up of the storm as you read the poem A Sudden Storm A SUDDEN STORM The wind howls the trees sway The loose housetop sheets clatter and clang The open window shuts with a bang And the sky makes night of the day Helter skelter the parents run Pressed with a thousand minor cares Hey you there Pack the house wares And where on earth is my son Home skip the little children Where have you been you naughty boy The child can feel nothing but joy For he loves the approach of the rain The streets clear the houses fill The noise gathers as children shout To rival the raging wind without And naught that can move is still A bright flash A lighted plain Then from the once black heavens Accompanied by noise that deafens Steadily pours the rain Pious Oleghe"}
{"text": "African Poetry for schools"}
{"text": "Reading Efficiently and Fluently"}
{"text": "Demonstrate appropriate comprehension skills Use the directory effectively Build a wide range of vocabulary Read the poem below and answer the questions that follow Madam and her madam I worked for a woman She wasnt mean But she had a twelve room House to clean Had to get breakfast Dinner and supper too Then take care of her children When I got through Wash iron and scrub Walk the dog around It was too much Nearly broke me down I said Madam Can it be Youre trying to make a Pack horse out of me She opened her mouth She cried Oh no You know Alberta I love you so I said Madam That may be true But Ill be dogged If I love you African Poetry for schools Intensive Reading"}
{"text": "Intensive Reading refers to reading carefully a specific text passage or story for comprehension This type of reading helps the learner develop capacity to identify relevant information distinguish between main ideas and supporting details in a text and evaluate ideas Through intensive reading the learners should also develop critical awareness necessary to analyse and appreciate literary worksComprehension on the other hand is the ability to read understand and remember the information for future use Create a drag and drop where learners can click on the correct answer by arranging the words in three columns Column A will be for words showing movement B for words indicating sound and C for words related to sight"}
{"text": "Create a hot spot where learners can click on correct answer Learners will arrange the sentences given so as to describe the steady build upof the storm The following sentences describe the steady build up of the storm Arrange them in their correct order The rain steadily pours The sky darkens There is thunder There is a bright flash There is a strong wind There is a strong wind The sky darkens There is a bright flash The rain steadily pours"}
{"text": "Read the following poem Madam and her Madam and attempt the questions and activities that follow"}
{"text": "Include a pictorial depicting the following items Stanza 1 A big house outside is a girl gazing at the house with a pail and a broom Stanza 2  the same girl taking children to school Stanza 3  the girl walking the dog around Stanza 4  the girl and madam conversing The girls face is composed but Madams face should show surprise"}
{"text": "Note the line Ill be dogged means under no circumstances should I love you She cannot bring herself to love her mistress She wasnt mean  But she had a twelve  room Dinner and supper too  Walk the dog around  I said Madam Youre trying to make a Pack  horse out of me She cried Oh no I said Madam That may be true  But Ill be dogged If I love you Langstone"}
{"text": "Comprehension Skills"}
{"text": "A comprehension passage tests a wide range of skills This lesson concentrates on recall comprehension and application skills"}
{"text": "THE SCANDAL OF CHILD LABOUR Most children help with the work in their homes They do things like washing clothes cleaning the house shopping cooking looking after very young children and working in the shamba In small families it can be difficult for parents to do this by themselves In big families it is impossible for parents to do all the work and children therefore have to do their share of the work This is important because it teaches them useful life skills at a young age"}
{"text": "However there is a big difference between normal family duties and giving children so much to do that they cannot go to school and have little rest or playtime This can cause physical or mental illness Unfortunately this is what happens in many parts of the World including African countries such as Kenya Uganda and Tanzania This practice is known as child labour It can happen in the childs own home but it is more common when the child goes out of the home for paid work"}
{"text": "Children do many kinds of paid work They work on the land for example on tea or cotton plantations they work as servants in other peoples homes they work in factories they work in mines and in building and construction sites they work in bars and restaurants and they work on the streets as beggars In some cases they work in the sex industry in the illegal drugs trade and as child soldiers"}
{"text": "Why do they do it They work because their families are very poor and depend on the money the child earns In many cases children start working because their parents have become ill with HIV and AIDS related sicknesses and cannot support the family Some of the children are orphans and have no one to look after them Many employers like to use children because they are cheap and can be subjected to all manner of conditions"}
{"text": "Child labour causes many problems Firstly children work for long hours and earn very little for their hard work This results in terrible long term effects on their lives In addition such children do not attend school and are therefore not able to compete with their educated counterparts in the job market thus leading to a life of poverty This is not only bad for them but also for the development of the Nation The United Nations secretary General Kofi Annan once said that child labour has serious consequences that stay with the individual and with the society for far longer than the years of childhood Young workers not only face dangerous working conditions but also long term physical intellectual and emotional stress They endure an adulthood of unemployment illiteracy and poverty Common form of child labour Demonstrate appropriate comprehension and recall skills through answering questions correctly"}
{"text": "Make short notes from a given passage appropriately Write a short clear summary from the notes Build a wide range of vocabulary"}
{"text": "Comprehension Skills"}
{"text": "Comprehension involves reading a text with a view to understanding it both for surface and deeper meaningTo develop comprehension skills effectively  you are expected to read a wide range of texts selecting essential points and applying inference and deduction where appropriate The comprehension skills covered in this lesson include recall comprehension and application State whether the following statements are true or false Support your answer"}
{"text": "Children assist their parents Not all work done by children is child labour Working on plantations is the only kind of child labour activity Children normally work to buy their parents cars and good houses Children do not have problems in their working areas"}
{"text": "Give space for writing answers after every question True children assist their parents at home in various chores For example in cooking washing clothes etc"}
{"text": "True children can do some work and as a result even acquire some life skills False children work in other places also like in prostitution work as child soldiers and even in illegal drug trade"}
{"text": "False children work for other reasons like sending for themselves and caring for their sick parents"}
{"text": "False children have a lot of problems in their working areas They suffer physical intellectual and emotional stress Application This requires you to apply what you have read in the passage For example Attempt the following questions"}
{"text": "What are some of the child labour activities common in your community What are some of the ways of curbing child labour in our society What should be done to parents who send their children to beg on the streets Leave a gap after every question for the learners to key in answers Probable answers Herding fishing prostitution working in plantations begging Parents should be educated on importance of education Community leaders like chiefs should be in the forefront in fighting this Employers of children should be prosecuted All those parents who send their children to beg should be arrested Provide answer buttons for the learner to check answers Insert small boxes in front of the points such that each time the learner clicks on the main point a tick appears in the box Answers 1 2 5 4"}
{"text": "When reading a comprehension passage the main points help you in understanding For it is from these main points that the rest of the passage is developed The development is done by explaining the points further and giving relevant examples Make notes on the following then click on the answer button to check if they are correct The forms of child labour"}
{"text": "Reasons why children engage in paid labour The effects of child labour"}
{"text": "Insert an alphabet strip so that the learner can type in their answers On the same page provide an answer button so that the learner can view the answers when heshe clicks on it"}
{"text": "Forms of Child Labour"}
{"text": "Working on land eg cotton plantations Servants in other peoples homes Sex industry and illegal arms trade Child soldiers Working in factories mines and building industry Working in bars and restaurants Reasons why children engage in paid labour Poverty Orphans who have to look after themselves have to work"}
{"text": "AIDS"}
{"text": "Children provide cheap labour to many bosses Effects of child labour Little income Illiteracy Unemployment Under develops the country The answers you have typed are the points used in developing each paragraph of the passage Provide a glossary option where the learner can check for the definition of the words scanning and summary The words should be highlighted"}
{"text": "Scanning  reading a text with an aim of getting specific information Summary  a shortened piece of writing that gives only the main points"}
{"text": "Writing is the most advanced of the four language skills that has a wide range of implications that influence our thinking and reasoning It also encourages us to be organized logical and creative in our thinking Writing will enable you express your ideas clearly and effectively"}
{"text": "The ability to write well is essential because it influences our chances in academic disciplines personal development and our relationships with other people For you to achieve recommended competence in writing using a variety of sentence structures you need to read widely"}
{"text": "There are different types of writing which include a Personal writing b Social writing c Study writing d Creative writing e Institutional writing f Public writing"}
{"text": "A mastery of various types of writing will enable the learner to use English creatively and for expressive purposes Read this summary on punctuation Marks Punctuation is a system of marks used in writtenspoken work to make clear what is written or spoken Capital letters Used to begin a sentence for example M in My teacher is coming Used with proper nouns eg N in NairobiJohn Used with the personal pronoun I as in I went home"}
{"text": "Used with days of the week months and holidays for example MDandJ as in Madaraka Day is celebrated on 1st of June Used in names of organizations and religious bodies for example KANU  Catholic Mission Used in abbreviations eg MDPandH as in Mr Dr Prof Hon"}
{"text": "Full stop Used as a final punctuation mark end mark as in Peter is coming Used to indicate date and time in the abbreviated form for example in 662006 or 800 am Used in writing of initials for example P and M in PM Koech"}
{"text": "Exclamation Mark  Used to show command as in Quiet to show emotions distresssurpriseawewonder You are here surprise Oh God awe My toe distresspain"}
{"text": "Question Mark  used after a direct question as in Where are you going"}
{"text": "The comma  used to separate items in a list as in Kamau went to the market and bought oranges apples tomatoes and potatoes Used to indicate a pause in a sentence as in As she went home she fainted Used with a quotation or direct speech for example I am getting married she said Lesson objective"}
{"text": "By the end of the lesson you should be able to use punctuation marks correctly Punctuation"}
{"text": "Punctuation is a system of using universally accepted marks and symbols in written work or communication In oral work or spoken information punctuation marks may not be voiced but the speaker will pause stop temporarily ask questions wonder or make exclamations and other gestures to communicate effectively Appropriate use of punctuation marks especially in writing enhances effective communication and makes reading easy to comprehend Personal pronouns Names of days of the week months and holidays Madaraka Day is celebrated on 1st of June Names of organizations and religious bodies"}
{"text": "In abbreviation Final punctuation Marks End Marks Full stop"}
{"text": "The comma"}
{"text": "Used to separate items in a list To indicate a pause in a sentence Used before a quotation or direct speech I am getting married she said"}
{"text": "Choose the correct expressions from the choices in the circle to complete the sentences correctly"}
{"text": "Correct pronunciation effective listening and speaking skills intensive and extensive reading and other language aspects contribute a lot in the mastery of spelling as an important language skill Effective communication of ideas and information in writing depends largely on correct spelling of words in sentences Mastery of spelling skills improves efficiency in writing Spell commonly misspelt words correctly Apply spelling rules correctly"}
{"text": "Spelling"}
{"text": "Spelling refers to the formation of words with letters in the correct order Correct spelling gives the writer confidence impresses the reader and shows efficient management of words It is important to pay close attention to spelling because incorrect spelling hinders effective communication and sometimes it may change or distort the meaning of the text"}
{"text": "In English the spelling of a word is often unrelated to its pronunciation This poses a great challenge to learners and users of English as a second languageIt is important therefore to master all aspect of English pronunciation to be able to spell words in sentences correctly Observe the pictures provided and fill the blanks by typing in a correct word that depicts what is in the picture"}
{"text": "1The voters lined up in a queue to cast their votes Our car was involved in an accident along the highway Vehicles moving on a highway then one crashing into another We stopped the game immediately the referee blew the final whistle Their school bus had a puncture causing them to delay"}
{"text": "A guest of honour wearing ceremonial garlands on the podium before the microphones and people gathered in front of HER with some seated in neat rows while a few are standing towards the edges"}
{"text": "Picture of a school bus with some students outside and a flat tyre with the driver getting the necessary tools eg jack wheel spanner etc Their school bus had a puncture causing them to delay Look at the picture and suggest what happened Use the information to answer questions in the exercises that follow Write legibly and neatly Write clear and correct sentences and organize ideas in a logical sequence Take and make intelligible notes Structure of a Paragraph"}
{"text": "A paragraph is a combination of two or more sentences communicating the same information or related ideas When writing learners are expected to communicate effectively using a variety of sentence structures and develop paragraphs using different devices The skill of writing using appropriate paragraphing can be enhanced using pictures charts jumbled up sentences role play and guided writing Basing on the picture type the correct answer in the blank spaces provided What you have done is put the events in a logical sequence The statements that come after the topic sentence are called supportive sentences They tell you more about the topic sentence The rule is that they come after the topic sentence and not before"}
{"text": "Oralliteratureisone of theareastestedinLiterature inEnglishoftheKenya Certificateof SecondaryEducationExaminations.TheotherareasinthispaperincludeTheNovel, Drama,PoetryandtheShortStory . WhatisOralliterature? Haveyou ever imagined what lifewaslike inthe days ofour great great grandfathers?Howdidtheyspend theirleisuretime?Certainlytheydid notspend theirfree time reading the works oftheirgreatwriters.This is simply because they could not read.The civilization of reading andwriting was stillat its rudimentarystagesand in somepartsoftheworld thiscivilization wasunheard of.Booksasweknowthem todayareamuchrecentinvention. Butarewe suggestingthatsimplybecause therewere no novelsorshortstories asweknow them today,therewereno storiesorpoemsorotherartisticforms?Far from it!From timeimmemorial,man has always told stories.He has always recited poems.Thesestoriesand poemsareareflection ofhumanityatvarious stages on development.Itis through stories and poems thatpeople define themselves:whotheyare;whattheybelieve in;whattheyvalue;theiroccupations; whattheyeatetc. Sincetheartofwritingwasnotaswidespreadasitistoday,howwerethese stories, poemsand songspreservedand transmitted?They werepreserved inpeoples memoryand transmittedbywordofmouth.InadditionAfrican societiesforin stance,theextended familywould gatheratthehearth(fireplace)in theeveningaftersupperandspend timetellingstoriesandposingriddles. Childrenwould memoriesthesestories andriddlesandwouldsoonstartretelling them andwhentheygrew up,theywouldhandthem down totheirchildrenandthe cyclewouldcontinue. Thissituationstill obtains inmanysocieties today.This especially thecaseinmanyruralareaswhereoneislikelytofindcommunitiesthose arelargelyhomogenous.Inthesecommunitiesoralliteratureisverymuchalive A mentioned above,oralliterature is transmitted by word ofmouth.Forthis reasonitiscalledoral. As you revise oral literature,therefore,you should bear in mind that Oral Literatureis spoken,generallyperformedand oftendramatizedby a skilled performer.That meansthatifyou are reading a narrative forinstance,youhave to bearin mind thatthenarrativewasactuallyperformedtoaliveaudienceasopposedtoanovelor a shortstorywhoseoriginalformatwasthewritten form.Youshould alsoco nsiderthatthetargetaudienceforaparticularpieceoforalsharesa common social, culturalandhistoricalbackground.Theycould,forinstancebemembersofa particularethniccommunityorevenmembersofthesamevillageorclan. Oralliterature:Amisnomer? Much ofthe confusion surrounding the studyoforalliteraturestems from the verynatureofthenameofthesubject:Oralliterature.Oxford Advanced Learner s Dictionary defines the wordoralas spoken;notwritten:anoralexamination, storiespassedonbyoraltradition(i.e.fromonegenerationtothenextwithout beingwritten) The same dictionary defines the wordliteratureaswritingsthatarevaluedas worksofartespeciallyfiction,drama,andpoetry. <br><br>From thetwodefinitionsabovewearequicktonotethattheterm oralliterature generatesanobviouscontradiction.Thatwhichisoralcannotalsobewritten atthesame time.Itis becauseofthe contradiction by this term that many scholars have suggested alternative terms to describe thesubject.These include verbalart,orature,performedartetc.Ifyouwereaskedtosuggestamoresuitable term torefertothesamesubject,whatwouldyouuse? <br><br>FeaturesoforalLiterature These are features thatdistinguishoralliterature from otherforms ofliterature suchastheNovelandtheShortStory. <br><br>Thespokenword Asopposed to theNovel,and theShortStorywhoserawmaterialsisthewritten word, OralLiteraturereliesonthespokenword. Narratives and songs are passed down from onegeneration tothenextthrough the spokenwordpreserved inin peoplesmemoryasopposedtothewrittenword preservedin books.Itis onlyaftertheinventionofwriting thatmostoftheoral literaturepieceshavebeen written down so thattheycan bereadilyavailableto peopleforstudyandanalysis. Occasion As opposedto the writtenformsofliterature,someoftheoralliterature pieces callfor Specificoccasionsto beperformed.Forinstancetherewillbesongsperformed during marriageceremonies,funerals,whilesoothingthebaby tosleep, whenworking, beforegoing to waretc.Inotherformsliteratureforinstancethenovel,theshortstoryordrama, theaspectofoccasionisnotimportant.Forinstanceonecanreadanovelanytime. <br><br>Performance Oralliterature lives inperformance One cannotforinstance, fully appreciate a weddingsongunlessitisperformedinordertounderstandandenjoy.Whenoral literaturepiecesarewrittendown,theaspectsofperformancearelost. <br><br>Reasonsforstudyingoralliteratureinschool/importanceoforalliterature Oralliterature forms an importantpartofinformaleducation byteaching people to improvetheirSelfexpression,Powersofobservationandmemory.Italsosharpenstheir WitsandImagination,Itteaches peopleSocialvaluesBehaviourandHow torelateto theworldandtoothersItalsoinformspeopleontheircollectivehistoryandculture,It isalsoarichsourceofentertainment,Ithelpsusappreciatethecultureofotherco mmunities in our country leading toabetterunderstanding ofthese cultures, whichcouldleadto socialcohesion(unityindiversity). <br><br>Some forms oforalliterature could be used to mobilize the masses toward a certain goal.ThefightagainstHIV/AIDShasbeenlargelyconductedthroughsongs. <br><br>Typesoforalliterature Thesearealso calledgenres orformsorevenclassificationsoforalliterature.They include: 1.Oralnarratives 2.Songs/oralpoetry 3.TheShortForms. )a)Proverbs b)Tonguetwisters c)Riddles <br><br>CHAPTER TWO <br><br>ORALNARRATIVES Thesearefurthercategorized/classified a.Myths b.Legends c.Etiological/explanatorynarratives d.Tricksternarratives e.Monsternarratives F Humannarratives MYTHS a.A mythisastorythatattempttoexplaintheoriginsofaparticularphenomenon. b.Itcouldaccountfortheoriginsofacommunity,orothernaturalphenomena. A mythinvolvesgodsandothersupernaturalbeingsintheirstructure. Communitiestreasurethem becauseoftheirreligiousvalueandastheirofficial accounthowtheycameintobeing. <br><br>ExampleofaMyth THEORIGINOFDEATH(Kalenjin) AccordingtotheKalenjin,thenumberofhunters intheirland hadincreasedsomuch thatthe wildanimalsWere beenwipedout.These huntersdecided tohuntallthe animalsoftheplain.Onedayoneofthehuntersstoppedtodrinkfrom apool.Ashe wasdrinkingfrom thepool,henoticedareflectioninthewater.Thereflectionwasver ybeautiful.Itwasabirdthatlookedlikeacock.Thefeatherswereverybeautifulbut insteadofhavingtwo legs thisbird had four.Theheadwaslargeandhadablue comb. Thehunter wonderedwhatthisbirdwas.Hehadneverseensuchacreaturein allhis life.Hethoughthewasdreaming.He finished drinking waterand rosetogo, butthenherealizedthatthecreaturewasareality.Thecreaturemovedandwatched thehunter.Thehunter in turnwatchedthecreature.Certainly the creature was strange.The hunter decided to aim an arrow at it.Perhapsthemeatofthe unknowncreaturewasverysweet,hethoughtashereleasedthearrow. Afterthestrangecreaturefelldead,therefollowedrain thatwasheavierthathad ever beenknownbefore.Therainwasfullofthunderandlightning.Nobodyknowswhere the hunterwent.Allthatisknown isthathe neverreturned tohisfamily.Andfrom thatdayofheavyrain,peoplebegantosleepforever. AstheKalenjinsay,thundergotveryangryattheshootingofhisinnocentson, and so he sentheavyrainanddeathas punishmentto people.Beforetheheavy rain,peoplehadsleptandwokenupasusual.Thusthelongsleepknownasdeathwas causedbythehunterscuriousity. Note Thisstoryattemptsto explain the origin ofdeath,an importantphenomenon.It isdeliveredinaserioustoneandinvolvespowerfulsupernaturalbeing,thunder. <br><br>LEGENDS Thesearenarrativesaboutmemorablehistoricaleventsand people.Eventshere may includeinterethnicwars,famines,migrationofpeopleand soon.Some of the historically significantpeople who feature in legends include warriors andgreat chiefssuch asLwanda Magere(Luo),WangombeWaihura (Gikuyu),Gor Mahia (LUO)etc. In theprocessofbeing passed on from onegeneration to another,legend may acquire elements offantasy as exaggerations are added, perhaps as a way ofemp hasizingthe mightofthesubjectofthelegend.Agoodexampleoftheseelements offantasyisto befoundinthestoryofLwandaMagerewhoissaidtohave hadabodysohardthat spearsbouncedoffhisbody! <br><br>Exampleoflegend THEARINKON(Maasai) Therewereonceapeopleknown astheilarinkonwho wereownersoftheland thatthe Maasaioccupied aftertheirascentfrom the Kerio escarpment.These people had a leaderwho was amighty giant.Sincehe wasvery much feared,it wasdeemed wisetoavoid him forfearthat uponthe slightest provocation;he mightdecidetowipeoutthewholeMaasaipopulation.ButtheArinkonremained resentful of the Maasai occupation, spreading over their land. They sent messagestellingthem toleave. Butthe Maasaiwere unwilling to leave the richly endowed country,having just recovered from theformidableascentoftheescarpment.Atthesametime,they were reluctant to fight peoplewhose might they were unsure of,especially havingobservedsignsofgreatphysicalmightintheirleader.Theyinsteadplayed tricksonthem.Theystartedbybribingthem withgiftsofcattle,sheep and various otheritems,with the hope ofbeing permitted to stay on.Butthese people developed a habitofpestering theMaasaiwith theintention ofgetting them fed up,hopingtomakethem leave,eithertowherevertheyhadcomefrom orelsewhere. Oneday,theArinkonchiefsentamessagetotheMaasaisaying,Wewillletyo ustayifyoubringwarm frothingmilk. The Maasaisaid:Verywell,give useightdaysand we willbring it,Since the Maasailivedalongwayoff,themilkwouldwithoutdoubthavecooledbeforethey gottotheArinkon chief.Assoonas theygothome,theMaasaicalled a meeting. Closebythemeetingplace,therewasalittleboywhowasherdingcalves.Heheard whattheelderswerediscussingandsaidtothem:Fathers,donotworryyourselves,go and driveawaythatcowwhosecalveisdeadand when theenemieshaveassemb led,milkquicklyandtakethemilkwhileitisstillfrothing. The Maasaiwaited untilthe enemy had assembled,waiting to killthem, not expecting them toproduce the milk.They milked the cow and quickly took the milk. The Arinkon were staggeredwithshock.Theyimmediately knew thatthey musthavebeentricked.Therulersaid:Verywell,theyhavebeatenusonthisone. He then told them to go and return on a certain day.On thearrangedday,they returnedtotheArinkon. WhentheMaasaireturnedtheArinkonrulersaidtothem,Inow wantyoutobring measandalwithhaironbothsides. TheMaasaiwerein a fix,forwho had everseen ahidewhich ishairyon both sides?Asthensayinggoes,Abilitiesanddeterminationarenoequal.TheMaasaisaid, Verywell. Backatthesamemeetingplace,theyoungboywasbriefedonwhathadtransp ired.Hesaidquickly:Itisasimplematter,go andfindadonkeyandcutoffoneear, makeasandalandtakeittohim. The elders replied:He has spoken the truth.The Arinkon rulerreceived the sandalwithgreatconsternationforhehadnotexpectedtheMaasaitoobtainitatall. TherulersaidtotheMaasai,YoumaynowgobackandwhenIneedsomethingelse Ishallsendforyou. Assoon astheMaasaideparted theArinkon held counselto figureoutthemost difficultitem torequesttheMaasai,sothatfailureto procureitwould lead to a fight.WhentheArinkonchiefnextsentfortheMaasai,hesaidtothem:Goandfill upaguardandbringthem tomewhentheyarestillhoppingabout. Theelders wentback to the clever boy,who had,by then been nicknamed `cleveroneandinformedhim ofwhattheyhadbeentold.Whenheheardit,hesaid: Oh!Fathers, thisisdifficult,but itiseasyatthesame time, butdo notworry yourselvesforwewillfindthem fleas.Takeholdofadonkeyandcutoffsomehair sfrom themaneandcrush in abuffalo horn containerand putthem in a gourd. When you hand the Arinkon the gourd you must make sure you face thewindwardside. Theeldersdidastheyweredirected andsoondeliveredthe`fleas.As theywere handingoverthegourd,theytilteditsothatthehairswereblownaboutby thewind, creatinganimpressionthatthefleasweredashingabout.Theregetholdofthem! theArinkonshouted.Butcouldtheygetholdofthem whentheyhadalreadydispersed? TheArinkonhadneverbeforebeensoflabbergasted!Anotherday passed, and still theArinkon did notknow whatto do with a peoplethatwereprovingtoo smart forthem.Theyagainheld counselandwhenthey nextsummonedtheMalaysia,their leadersaid to them:I wantyou to bring meonlytwomorethings.Bring me a metaltoothbrushand find meawaythatleads to heaven.TheMaasaidrewtheir handsto theirmouthsin amazement.They requested him to give them three months to find those items.When theyreturned home,theyheldameetingthat lastedthewholeday.Whenthecleverboywasinformed ofwhathad beenrequested, he said: Go and bringmea clubandIwill show youhow tomakeametal toothbrush.Theywentinsearchofit. Severalclubsweretakentotheboy,buteachtimehetriedtouseoneitwouldbreak. Manyclubsgotbroken.Eventually,he said to the elders:Go to a place called Oletukatandgetmeaclubfrom theologol-timtree,whosestem hadbeenbittenoff bytherhinocerosandthewaterhasgonedown to the roots.Afteralong search, thetree was found,uprootedand taken totheboy.Whenhe tried it,itdid not break.Hesaid.Now letusgo to theArinkon whereIwilltellyou ofthemetal toothbrush. Atthefirstflickerofdawn,thepeoplestartedofftotheenemycountry.Theboy wasamong therestwith his club tucked underhis armpit. They found the Ar inkonhavinggatheredto receivewhatwasbrought.Themeetingwasopenedwith theexchangeofnews.Whattheboywasgoingtodo wasbynow obvioustothe Maasai.Thefatherofthecleverboystoodup andsaid:Thereheis inacrouching positionwiththenotoriousone**whoseshaft isblackand whose organsofsight detectus.Ifyou arefortheaffirmativeconfirm so wecan fold theknee***and approach abovethe organs thatis bent** **so thatthe brain may pop outthro ughthenostrils.Ifyouareforthenegativeconfirm sothatwebeataretreat. The Arinkon did not understand what was said, and started asking themselves:Whatare thesepeoplesaying?The elderanswered:We have simply said thatwe have broughtthe metaltoothbrushtheboy stood upas though hewasgoingtohandoverthetoothbrush.HehittheArinkonchiefandtheeyes popped outand thebrainoozed outthrough thenostrils.Whiletheywerebeing beaten, theArinkon werebeing told Arinkon,here,havewhatyou havealwayssought. ThatwaswhentheArinkonracehasalwayssoughtoriginated. **Thespear***Oneoftenhalfkneelsdowninpreparationtospearanobject.** **Theear. Examplesofthesenarrativesinclude: 1.Howthezebraacquireditsstripes. 2.Whyhensscratchtheground. 3.Whytheostrichsneckislong Asopposedtomyths -Aetiologicalnarrativesdonotinvolvegodsandthesupernaturalworld. -Theydealwithlessimportantissues. -Aregenerallytoldtochildreninanefforttoquenchtheircuriousity. Examplesofexplanatorynarratives Whycatsliketostaybythefireplace(Bukusu) The catwasformallyawildanimalandlivedin the forest.Theforestwastoo dangerousforthecat so,seeking protection,it attached itself to an elephant (whom itthoughtwas the mostpowerfulanimal).A lion came along and killed the elephant.The catthe thoughtthatthe lionwas afterall,the mostpowerful animal.Foritsdefence,ithadtomakefriendswiththelion. Then the huntercamealong with hisbow and arrowsand spear.He killed the lion,which hadattempted to attack him.On his way home the hunterwas fo followed bythecat.Whileatthehuntershomethecatremained llowed hidinguntilanopportunityshowedupthecatsdesireforthehuntersfriendship. Oneevening,aratwhichwasdiscoveredeatingthehuntersmeatwaschasedpast wherethecatwashiding.Thecat,havinganaturalhatredforrats,joinedthechase and killed it.The hunterhad nochoice butto persuade the cattoremain in his houseandkillrats,whichwereathreattohisfood.Thisisnottheendofthestory.One coldevening,thehunterwentroundtoafireplacewhosemanagerwashiswife. Alltheordersatthefireplaceweregivenbythehunterswifeandthehunterhad to obey.Thecat,watching thisrelationship,wasquickto noticethatthehunters wife was stronger than thehunter himself:she orderedhim about.Sothecat decided to stayaround the fireplaceundertheprotectionofthehunterswife.And uptothisday,catsliketostaybythefireplace. THEVULTUREANDTHEHEN Long ago the hen and thevulture used to live on excellentterms,helping each otheratanytimetheyneededahandtoprocuretheirdomesticnecessities. One day,the hen thoughtofborrowing a razorfrom the vulture to shave their little ones.Theshaving was already much overdue,butitcouldntbe helped, because she had no razor. Andwas depending on the kindness of her neighbours.Sothehenwenttoseevultureandsaid, Dearvulture,Ishould like to borrow yourrazor;mine was lostmonthsago.My little ones arelookingvery ugly,andalso veryuntidy,withtheirlong,unkempt,o vergrownhair. Thevulturelistened tothehen with greatconcern,afterashortsilence,said,Dear hen Icannotrefuse you thisfavour.Tomorrow perhapsImightneed yourhelp aswell,and wemusthelpeachother.However,you mustrememberone thing. Youknow whattherazormeanstome.Ihavenoother incomeexcepttherent ofthatrazor;thatistosaytherazorismyfield,whence Igetmydailyfood.IdonotintendtoaskyouanyfeeasIdowithothers;butplease becarefultoreturnittomeassoonasyouarefinishedwithyourshaving. Thank you,brothervulture,Iquite understands whatyou say,and Iam very gratefultoyou.Illbringitbacktoyou. The hen was very gad ofthe favourand as soonas shearrived home,made arrangements to beshaved by another woman.The following morning she shavedherlittleones,sothatthewholefamilywasnowshininglikethemoon.The workover,sheputitinaleatherpurse,whichwashanginginacornerofthehut. Thedayspassed and passed awaylikethewaterunderabridge,butthen hen neverthoughtagain ofreturningtherazortothe vulture.Sheforgotitcompletely. The vulturegrew impatient,and deeply resented in his heartthe unkindness,nay theingratitudeofthehen.Pressed bynecessity,hedecidedtopersonallygotothe henanddemandhisrazor. Ohdearvulture,saidthenhenwithconfusionandgreatregret,Forgiveme;Iam so sorryformynegligencereallyintendto returnyourrazorverysoon,butIputit my leatherpurse andforgotaboutitcompletely.Letmegoand bringit;youw3ill haveitinaminute. Yes,Iknow youareaforgetfulcreature;butlookatthedamageyouhaveme. You havedeprived meofmysustenance formanydays.Mindyou,ifyou have lostit,youwillpayforitandverydearly,saidthevulture.Thehenrushedintothe housetofetchtherazor.Sheplungedherhand into the leatherbag,butalas!It wasempty;therewasnorazorinit.Shewasveryshockedattheunpleasantdisco very.Shestartedsearchingonthefloortosee ifbyanychanceithaddroppedfrom thebag,buttherewasno finding it.Shelookedunderthechildrensbed,rearthefir e-stones,inthestore;buttherewasnosignofit.Have mercy onme!Iwillsearch better;Iam readytodemolish myhutaltogether,andarch foritdiligentlyuntilI finditandreturnittoyou. Itoldyoutobecareful,andIrepeatitagain;Iwantmyrazorback!Butmindyou, IwanttheveryrazorIgaveyou,andsosubstitute. The poor hen spentalldaysearching and searching,butnothing came to.She demolished herhut,andstartedsearchingin the roofgrass,among therubble of thewalls,betweenthepoles,intheashesandevenintherubbishpit;butnothingwas found. The following day the vulture came to see the results ofthe searching.He found thehen stillscratching theground among theheap ofdrygrassand ox dung;butno razorwas yetdiscovered.Iam very sorry dearhen,said the vulture,butnow Icannotwaitanylongerwithoutcompensation formyrazor.For todayyoumustgivemeachick.TomorrowIwillreturnandseewhathashappenedin themeantime. So the vulture flewawaywith a chickgripped within itstalons underits breast. The followingday he returned to the hen.She was stillscratching the ground; butshecouldntseetherazor. Anotherchick wentaway with the vulture.And the samething happened in the followingdaysuntiltoday.Thatis the reason why the hen is always scratching the ground,and the vultureswoopingon chicks even inourdays.Thehen is alwayssearchingfortherazor,andthevulturecompensatinghimselfforitsloss. TRICKSTERNARRATIVES 1.These are narratives thatusuallyfeature a character(animalorhuman)that practicesdeceitonothers. 2.Thesestoriesoreoftenthannotareaimedatprovingthatbrainismightierthan brawn. 3.Thisisbecausetheweakercharacter(forinstancethehare)managestotricka biggeranimal(forinstancetheelephant)andget5soutoftrouble. Exampleofatricksternarrative Themonkeyandthecrocodile(Meruversion) Onceupon atimethemonkeyand the crocodile were goodfriends.The crocodile usedtocometotheriverwhilethemonkeysatonthebranchesoftreesonthebanks oftheriver,andtherethetwofriendswouldspendthewholedaychatting.Thecroco dilewouldtakelong hourstellingthemonkeyinteresting storiesabouttheworld of water,andtheanimalsthatlivedin theriver.Themonkeywould in turntellthecroco dilestoriesabouttheanimalsthatlivedonthedryland.Thefriendshipcontinuedfora longtime.However,onedaytheostrichwarnedthemonkeythatthecrocodilewasa cunning,dangerousanimal.You waitandsee.Itwillnotbelongbeforethecrocodile wantstoeatyou,theostrichtoldthe monkeyashewentonhisway.Thoughthe monkeybegantobe carefulwiththecrocodiletheirfriendshipcontinued.Soon after the crocodile told his friend thathis wife had a new born baby.And the cro codilewentontotellthe monkey:My wife and Iwouldbe very happy ifyou would visitusandseeournew-bornbaby.Themonkeywithoutasecondthought, agreedto visitthecrocodileandhiswifethenextday.Itwas arrangedthatthe crocodile would meetthemonkeythenextafternoon,andcarry him onhisbackto theislandonwhichthecrocodileshomewas.Onthenextdaythemonkey,fullof excitement,wentto meethisfriend.And he found thecrocodile waiting forhim atthe bank ofthe river.Afterexchanging greetings the monkeyjumped onthe crocodilesbackandthecrocodilebegantoswim ontothedeepwaters.Theywerein the middle of the river when the crocodile began to laugh loudly: Haahaaa..haaa...The monkey was surprised forhe could notunderstand whyhisfriendwaslaughing.Whyareyoulaughing?heasked. Inawarningvoicethecrocodilesaid,AtlastIhavecaughtyou!FormonthsIhave longedtotasteyourheartandIwilldosotoday. Themonkeywasworried and hebeganto thinkhow hewould escape.Aftera short while themonkey toldthe crocodile:Why didnt you tellme that you wanted to eatmyheart?Iwouldhavegiven itto you,butyou areunfortunate becausemyheartisathome.And themonkeywenton to explain tothecroco dile thatwhen monkeys go on a journeytheyleave theirheartswith theirgrand mothers so that grandmothers spice and flavour the hearts.The monkey persuaded thecrocodilethatifhereallywanted to eathisheart,heshould take him backtotheshoresoftheriver.Takemebacktothebanksoftheriverand Iwillask my grandmothertogiveyou my heart...Themonkeypleadedwiththe crocodile.The crocodile,withoutthinking,headed back to the banks ofthe river. He swam fastforhebelievedthatthemonkey wouldgivehim his heart.Withinno timetheywereatthebankoftheriver.Themonkeyjumpedfrom thecrocodilesback ontoatreeandhe begantojump from onetree to the other.When the monkey waswellseatedonabranchonabigtree,hespatatthecrocodileandcursed, Mayyou and yourwifeand children perish!And asformyheart,youwillnever taste it.And so saying the monkey threw a dead branch atthe crocodile, whichswam backintothedeepwaters.Andthatishowtheirfriendshipended. <br><br>DILEMMA NARRATIVE These are stories which show a characterorgroup faced with two ormore choices, usuallyofmoralnature,noneofwhichiseasierto make.Suchastoryismeant to initiatecriticaljudgmentanddebateamongtheaudience. A classic example in Africa is the story ofa greatdroughtupon which the o racle ordainshumansacrificebemade.Thevictim isusuallythemostbeautifulgirlinthe village.Herfamilyistornbetweenheedingtheoracleswordanddeclining,which would mean thatthe societyperishes.There is a conflictbetween the love of the parentsfortheirdaughterandloyaltytothesociety. MONSTER/OGRENARRATIVES Thesearestoriesthatfeaturemafantastic,grotesquecreaturethatisusually representativeofevil.Monstersusuallymasqueradeasbeautifulwomenorhandso me men and use theirphysicalattractivenesstoluretheirunsuspectingpreysinto marriage. Their preys sofullofthemselvesarenotabletoseethroughtheogresattractive faade. Usuallyitaperson looked down uponbythecommunitythatmanagestonotice the evil natureoftheogre.Theogreisusuallykilledandallthepeopleandpropertythat it had consumedrecovered.Most ogre narratives teach the audience not to underestimate the abilitiesofthosewethink lessendowedthanweare.Theyteach ustolookbeyondtheapparent;notallthatglittersisgold. <br><br>Exampleofamonsternarrative THEGIRLANDHERMOTHER NarratedbyWambuiwaWaambugu Alongtimeago,therewasagirlandhermother.Themotherofthisgirlhadbeensick foralongtime.Whentheoldmenwenttoadivinerto getadiagnosis,theywouldco mebackandsaythattheyhadbeentoldto haveagoatslaughtered.Theywould slaughterthegoat,eatitbutthemother wouldnothaveherwoundhealed.They would go,again and return to reportthatthegoatshould be slaughtered.They wouldslaughterthegoat,eatitbutthemotherwouldnotgetherwoundhealed. Onetime,thegirlfollowed them and hid herself.She,thereforeheard thather motherwouldonlybe healed bythe woolthatis found between ogres,i.e,their woolthatgetsblownbythewind. Now,shesaidIwillgo.Ihad betterdieand have mymotherhealed.Thegirl thentraveledand traveled and climbed up amugumo tree.When sheclimbed the mugumo tree,she climbedhigherandhigheruntilshe gotto thetopmostpart.She thengotthewoolthatwasontheogresmugumotree. When shegotit,theogreheard thegirlclimbing down thetree.Hetold her:I willcutyoungwengweandcutyouagainngwengwe.Itistheogrenowtellingthe girl.Andthegirlstarted singingasfollows:Kamau,ourKamau,meetme,meetme.I am comingfrom gettingthewool,yesthewoolBetweentheogres,betweentheogres Andthemono-eyedogreisstillbehindmeHesayshewillbiteme. Nowthegirlinonlyracing.Andthesmallogrecalledmono-eyedwasbehindhersaying: Iwillcutyoungwengwe Andcutyoungwengwe Theogrewouldthem throw hisknife. Theknifewouldcutofftreebranchesbecausethegirlis stillracing.Thegirlwouldthensing. Kamau,ourKamaumeetme,meetme Iam comingfrom gettingthewool,yesthewool Betweentheogres,betweentheogres Andthemono-eyedogreisstillbehindme Hesayshewillbiteme. Thegirlisstillrunningandsmallogreisstillfollowinghersaying: Iwillcutyoungwengwe Andagaincutyoungwengwe. Nowitwouldthrowtheknife.Theknifewouldcutoffbranchesfrom atree.Theogre wantedtoslashthegirl.Andthegirlwouldsing: Kamau,ourKamaumeetmeetme,meetme Iam comingfrom gettingthewool,betweentheogres Andthemono-eyedogreisstillbehindme Hesayshewillbiteme. Theogrewouldthensing: Iwillcutyoungwengwe Andagaincutyoungwengwe Thegirlran.Shegotnearherhome,Kamaubeganhearingechoes: Kamau,ourKamau,meet,meetme,andmeetme Iam comingfrom gettingthewool,yesthewool Betweentheogres,betweentheogres Andthemono-eyedogreisstillbehindme Hesayshewillbiteme. Theogrewouldthensing: Iwillcut,cutyoungwengwe Andcutyouagainngwengwe When Kamau heard,heran and climbed up atree.Now when theogrerunning afterthegirlpassedthrough,Kamauspeareditfrom upthetree.Theogrewouldpu llthespearoutandthrowitaway.Thegirlsbrotherwouldgetholdofthespearand speartheogreagain.Whentheogrewasspearedand slashedwith a sworditdied. Thegirlwenthomeandfoundhermother.She putwoolin the fire.The mother gained herconsciousness and asked forwatertodrink.The girlthen putsome ofthewoolinthewoundandithealed.Sothemotherrecoveredandtheogredied. Thegirlstayedwithhermother.Themotherdidnotdieandthegirldidnotdietoo. CHAPTERTHREE SONGS/ORALPOETRY InAfricansocietiesalmostallcommunalactivities areaccompanied bysong and dance.Inmostsocietiesthere aresongsforeeverystage andoccasion ofaper sons life,from thecradle tothegrave.There are songs atbirth,naming cer emonies,songs,and lullabies,singing games,songsin stories,initiation songs, marriage songs,work songs,war songs,praise songs,worship ordivination songs,andlastlyfuneralsongs. As opposedto narratives,which areprose,songand recitation are verse.They demand thatthecomposershould arrange his words in such a way thatthey should sound perfectespecially interms ofrhythm and melody.Thesetogether withthemeaningofthewordsenablethepoetorthesingertoexpresshisfeelings withthestrongestimpactpossible. We distinguish between recitation and song mainly on the basis ofmusical complexity. Normally,musicalfeatureswillbemorepronouncedinsongthaninrecitation. <br><br>CLASSIFICATIONOFSONGS/POETRY Theclassificationusedinthishandbookisbasedonthefunctionsservedbysongs inquestion RELIGIOUSPOETRY Thesearesongsand poemsperformed during religiousoccasion orforspiritual purposes(prayer,incantations,andinvocations.) <br><br>Example PrayerbyaMulembwewomanafterachildsbirth,recordedinCongo Godalmightycreator, GodMbuuwaMukunguaKinyama, Createdtrees,createdpeople,createdallcountries, CreatedtheBeenEkiiyeofKalanda,createdtheBeenaandBaaMilembe, Createdthewhitewithwhitish, CreatedtheLomami,createdtheLuambaKasseya(tworivers), Createdthelandwherethesunrises, CreatedthefishatMaengye, Createdtheeldestandtheyoungestofthetwin, Createdthequidewholeads(childthatopensthewomb), Createdtheeatableandtheuneatableants. God,thouarttheLord, Whocomethintheroarofthewhirlwind, Outofyourdwellingplacefrom wherethesunrises. Godcreator,thouartfatherandthoughartmother. OhGodIshouldntoffendyouasifyouwereman; ThereisnogratitudeforwhatGodbestowsuponthee Althoughhegivesyouawifewhogrindsmaize,awomanisabasket (I.e.sheleavesherfamilyinmarriage), Amanisarefuge,whenrain fallsImay enter(i.e.amanremainsinthe villageand may beaconsolationforhisparents). Godifhehasntgivenyougift,Hellrememberwhenyoupraisehim, HonourHim andyouarriveatMusengyeoftheMulobwe. Everyoneisntawelcomeguest,onlyachildisastrangerwhocomesquitenew in our midst. Oheldestandyoungestofatwin,onlyachildiswelcomeasastranger. Friendgoodday,friendgoodday! <br><br>DIRGES These are songs sung during funeralceremonies.They are sung during the actualburialandduring remembrances orotherpost-burialceremonies.Dirges revealthe communitys attitudetowards death.They also serve to console the bereaved,sing praises to the deceased and as alamentationtowardsdeathfor takingawaylovedones. Example1 Prayerbeforethedeadbody Thegatesoftheunderworldareclosed. Closedarethegates. Thespiritsofthedeadarethrongingtogether Likeswarmingmosquitoesintheevening, Likeswarmingmosquitoes. Likeswarmsofmosquitoesdancingintheevening, Whenthenighthasturnedblack,entirelyblack, Whenthesunhassunk,hassunkbelow, Whenthenighthasturnedblack Themosquitoesareswarming Likewhirlingleaves Deadleavesinthewind. Deadleavesinthewind, Theywaitforhim whowillcome Forhim whowillcomeandwillsay: Cometotheoneandgototheother AndGodwillbewithhischildren. AndGodwillbewithhischildren. (Namibia) (Source: UlliBeier(Ed). Africapoetry ,Universitypress:Cambridge,1966) Thereisnoneedlewithoutpiecingpoint. Thereisnorazorwithouttrenchantblade. Deathcomestousinmanyforms. Withourfeetwewalkthegoatsearth. WithourhandswetouchGodssky. Somefuturedayintheheatofnoon, Ishallbecarriedshoulderhigh. Throughthevillageofthedead, WhenIdie,dontburryunderforesttrees, Ifearthorns. Burymeunderthegreatshadetreeinthemarket, Iwanttohearthedrumsbeating Iwanttofeelthedancersfeet. (Anonymous) (Source:UlliBeirer(Ed),AfricanPoetry,Universitypress:Cambridge,1966). <br><br>WARPOETRY Therearepoemsperformedbywarriorsduringawarevent.Thiscouldbesung asa preparationtowar,inordertoboostthemoraleofthewarriors.Theycouldalsobe sungafterabattleasthewarriorscomebackhomevictorious.Warsongscould also be sung in theabsence ofwarinorderto reinforcethemilitary mightofa particularcommunity.Warpoemsalsoexpressthegeneralvaluesrelatingtowar. Example: Fightnow!Comeandfightnow! Slaythem!Wellbrandishspears! Straightforthdothspeedyourarrow Tremble!Yes!Theytremble! Whenwedrawnear, Andfartheyllfleeasweapproachthem! Sharpenkeenyoyoarrows! Braveheadsupraisedandshouting Loudlyyourdefiance Alltheyopposeus. Quicklyourspears Shallpiercetheirbreasts.Theywillbescattered Example: Poundingsong AtKitilisthereareherdsmen,bothboysandgirls, Therearegoatsandlambsandcattle: Mwesya,doInotcallyouinmypoverty? Ihavenofamily,Ihavenomother, Ihavenorelativestocallupon. Death,Iwillnotgivehim foodorwater Seeinghehasdeniedmemyfatherandmyfamily. E!Grinding! Musyoka, Ihavenofamily,Ihavenomother, ThemotherofmysisterVika,LonzaandLinda; HowforlornIam!DidIcallyou? IdonotsharethesleepingmatwithLonza. HowforlornIam,Ihavenothingofmyown! <br><br>(source:Jack MapanjeandLandeg White.OralpoetryfromAfrica,Longman:New York,1983.) <br><br>LOVEPOETRY Thesearepoems addressedtoabeloved manorwomaninthe hopeofmarriage. Theycould alsobepoemsonfrustratedlove,orsongsinpraiseofalovedone. <br><br>Example Whencouldthypraisesbesung,Oloiltibili? Forthisscorchingsummerheatpreventsit They7cannotbesunga5tmidday Forthesunweakensthecattle. Theycannotbesungatsunset O,whenthesungetstothatpoint (Pointingtothepotionofthesunabout9a.m) Praisesofhewiththescarletonewillbesung. Idevelopedadmirationforhim Notatthedrinkinghall. Ihavestoredtheloveofmylove SinceIwasjustalittlegirl. Ihavestoreditatthegallbladder Tonurtureitdaybyday. Idarednotstorethispreciousloveofmylove Atthehead,forthemindaboundswithchanges. Ithasedgedbetweenthefingersandthepalm Aswellasthespleenandtheliver. Theloveofmylovehasgonedown Towheretheinfantslie. Istoreitwheretheinfantsarecarried Tokeepitgrowingdaybydaybyday. Hethatdetestsmylovingthewarriors Findonetoughloathingtodo. Scrapetheroadwithyourbuttocks UntilyouhavereachedNairobi. Putthehyenaatthesheeppen Aswellastheslim beast(cheetah) Ifbymorningthesheeparesafe IwillgiveupthebrotherofTalash Thenyoucanbleedthewhitenosedone(donkey) Topurgemefrom thelonghairedone. (Kenya) (Source:Naomi Kupury,OralliteratureoftheMaasai,EastAfrican Education Publishers:Nairobi,1983) <br><br>LULLABIES Thesearesongssungprincipallytoputthebabytosleep .Theyaresunginthesofttune Thatenhances their soporific effect.They employ simple language;one that childrencan easily identify with.Lullabies may also employ onomatopoeicwordsespecially designedat ensuringrhythm.At time nurses may sing lullabies expressing their attitude towards to themotherofthechildrentheyhave been leftinchargeof(seeexample below) Bunyorolullaby Ha!Thatmotherwhotakesherfoodalone Ha!Thatmotherbeforeshehaseaten Ha!Thatmothershesays,Lullthebabyforme. Ha!Thatmother,whenshehasfinishedeating, Ha!Thatmothershesays,Givethechildtome! HUNTINGPOETRY Thesearesongssungbyhuntersontheirwaytoorfrom hunting.Theycouldalsobe sungto express disappointment at having failed to catch any game .Below is an exampleofa huntingsongperformedafterahippopotamushasbeenkilled: Chopit,chopit, Dotakeitandchopit; Dotakeitandchopityourself. Chipishya,bringtheboat. Haveyoukilledithunter? Chishyabringtheboat, Chipishyabringtheboat, Haveyoukilledithunter? CHAIN SONGS Inchainsongseverysuccessivelineisderivedfrom theformer. Example Oharcher OhArcher,OhArcher, Letsshootateachother,letsshootateachother Andifyoushootmeandifyoushootme; Iwillhaveagoatslaughteredforyou.Iwillhaveagoatslaughteredforyou. Andthemeatandthemeat, Willbegiventotheblacksmith,willbegiventotheblacksmith, Andtheblacksmithandtheblacksmith, Willhavekniveswillhaveknives. Andtheknivesandtheknives, Willpiercetheheavenswillpiercetheheavens. Andtheheavenandtheheavens, Willsenddownrainwillsenddownrains. Andtherainsandtherains, Willmakethegrassgrowwillmakethegrassgrow. Andthegrassandthegrass. Willfattentheheiferwillfattentheheifer, Andtheheiferandtheheifer, Willbuyawifewillbuyawife, Andthewifeandthewife, Willpreparegruelwillpreparegruel Andthegruelandthegruel, Wewillgulpitwewillgulpit WEDDINGSONGS Though many wedding songs capture the joy associated with wedding ceremo nies,manysongs express sorrow atthe thoughtofleaving the familiarhome foranuncertainfuture. Otherweddingsongssingpraisestothebride,thegroom andtheirparents. Example Weddingsong(from IisukaofwesternKenya) Itishard, Aloo, Itshardtoleaveyourhome Togotoanother. Itshardtocallanother Yourmother. Fatherwaseducated,atKorotis Andisaclerk Ihaveseentheclerk. Ihaveseentheclerk, MamawaseducatedatChipyesi)(GBS:GirlsBoardingSchool) Andisanurse, MamawantedMamawantedherchildtobea Nurse Weedthegardenoffruits Weedmamasgardenoffruits Thattheycontinuetoyield. Aloo! Haa!Haa! CHILDRENSPLAYSONGS Thesearesongsperformed by childrenatplay.Thefollowing songis sungbytwo groupsof children (marked A and B respectively)in turns.The children join theirhandsto form the circleandswingtheirhandsastheysing. A:Watatawatiririourhouseisexcellent B:Watatawatiririitcannotbetbetterthanours A:WatatawaTiririWhatisyoursmadeof? B:Watatawatiririoursismadeofstone AWatatawatiririoursismadeoftimber B:Watatawatiririgiveusoneperson A:Watatawatiririwhom doyouliketohave? B:WatatawatiririwewouldlikeKariuki A:WatatawatiririKariukiwhydontyougo? Atthis pointthe boynamed Kariukimoves from his group and joins the other group theotherteam beginsthesong again and bytheend ofthesession the twogroupswouldhaveexchangedmanyoftheirmembers. <br><br>SATIRICALSONGS Thesearesongsthatcriticizehumanfolly.Theyaim atcastigatingthosewhodonot liveup totheexpectationsofthesocietyand also todiscouragetherestfrom engaging in similaractivities or behaviour. In most cases such songs make use of hyperboleaimedatemphasizingonthewrongdone. <br><br>Example1 Me-mrundeeehshestole Shestoleahen,shereallystoleeeh. <br><br>Refrain Shestoleasheep,nodoubtshestole Shestoleawalkingstick,nodoubtshestole Shestoleapot,nodoubtshestole. Me-mrundeeeh,shereallystoleeeh Shestoleclothes,shereallystoleeeh. <br><br>Refrain Me-mrunde,shereallystoleeeh. Shestoleacat,shereallystoleeeh. Example2 THELAZYMAN Whenthecockcrows, Thelazymansmackshislipsandsays: Soitisdaylightagain,isit? Andbeforeheevenstretcheshimself, Beforeheevenyawns Thefarmershasreachedthefarm, Thewatercarriershavearrivedattheriver, Thespinnersarespinningtheircotton, Theweaverworksonhiscloth Andthefireblazesintheblacksmithshut Thelazyoneknowswherethesoupissweet Hegoesfrom housetohouse. Ifthereisnosacrificetoday, Hisbreastbonewillstickout! Butwhenheseestheyam, Hestartstounbuttonhisshirt, Hemovesclosetothecelebrant. Yethistroublesarenotfew. Whenhiswivesreachpuberty, Richmenwillhelphim marrythem. (Nigeria)(Source:UlliBeier(ed).Africanpoetry,CambridgeUniversityPress,1966) <br><br>INITIATION/CIRCUMCISIONSONGS Thesearesungduringcircumcisionorotherritesofpassage. AKipsigisinitiationsong Wetellyouwearegoing, Wemendontmockuswomen. Wetellyoucircumcisionispainful Butyoucantdie. Wetellyousteponthegrass Whileitfallsdown. Sowetellyouchildren ThosegoforcircumcisionlikeEuropeans Whogotothe3irweddingcalmlyprepared. Wetellyou Stayfirm likeastone Weshallbehappyafteryourcircumcision Eventhosewho,arepassing,even Brothers. Wetellyou Isaythanksuntilwemeet. Seeyoufather,seeyoumotherand Relative Tillwemeet. <br><br>PANEGYRICPOETRY Thesearealso referredtom aspraisesongs/poetry.They are sungto0praise a personaclan,oracommunity.Praise poetry makes use ofimagery such as similes,metaphors,andsymbolism.Hyperboleisalsooftenemployed. <br><br>Example Theboastofthegoodfarmer IhaveploughedandIhavesweated, AndnowIam enjoyingmycrops,myfriends, Likethebushbuckwhichusesitstailtopushrice-plantsintoitsmouth Asasignofitscontentment. Godfarmingwinsrespect,myfriends. WhereIdrinkbeernow Idrinktomyheartscontent: WhenIeatmyfood Ieatwithasettledhearts, Likeourlittlefriendthefish Thismakeswhitesoupforus, Whichplaysinitspoolallday Withoutanythingtotroubleitsheart. Afarmerisaking: Eventhewizardpayshomagetoyou. Farmingbringshonourmyfriends: Youneednottoilyourfeettobegatthehomesofjuniormen. Youseemeinmyprosperitytoday BecauseduringtherainsIam thefriendofthemud: Rather,Iattackthesoilwithmyspecialfriend,thehoe. Fancynotcultivating! Fancynothoeing! Fancynotcultivating! Takethelittlehoeandbreakthesoil! ThedaywhenIkilledthepartridge, Whenthechildsmotherhadgonetothefield, Theporridgeranintomymouthlikelightning, Takethelittlehoe,weedthesoil! (Zimbabwe)(Source:Jack Mapanje and Landeg White,OralPoetryfrom Africa, Longman:New York,1983) <br><br>POLITICALSONGS Oralliteratureplaysasignificant6rolein raising politicalawarenessofpeople.It also actsas avehicle forsocialprotest.This isdone especially through songs. Politicalsongscanbedividedinto: (a)Songsofsocialprotest. (b)Songsforcreatingpoliticalawareness Songsforcreatingpoliticalconformity. <br><br>Example SerikaliyaNyanyo Niyamaendeleo FuataNyayomwenzangu, Hatutakimatata Kamawewewataka KuletamatataKenya, TafutaKenyayako Hatutakiporojo Raisamesema Atawalindawatoto, Jiungenasiiwenzangu Hatutakiporojo! CHAPTERFOUR SHORTFORMS These are genres oforalliteraturecharacterized by theirbrevity and theirco mpactness.The areuttered in one breath as opposed to narratives,songs or recitation,whichmaytakeseveralminutestoperform. Shortformsinclude: (a)Proverbs (b)riddles Tonguetwisters <br><br>Characteristicsoftheshortforms These are characteristics thatdistinguish shortforms from oralliterature.They includethefollowing: (a) Invariability:Theyappear inthefixedpatternandthereisverylittlescopefor improvisation. (b)Compactness:Theyarebriefandcompressed. (c) Word play;they heavily depend on word arrangement and word play, includinguseoffigurativelanguageincludingmetaphors,similespersonificationand otherimages. (d)Informality:unlikenarrativesand songs,whichcallforparticularformalsetting fortheirrealization, the short forms (except riddles) are most frequently incorporatedinto ordinaryconversationandperformedinintimateandinformalsituations. PROVERBS Whatisaproverb? Aproverbcanbedefinedasaterse,pitystatementcontainingfolkwisdom <br><br>Proverbsareconsidered to bethemarkofadultwisdom and experienceitisno wonder thatthemost profound discussions and pieces of advice in many communitiesareconductedanddeliveredinproverbs. In mosttraditionalsocieties,disputes and judicialdecisions were carried outin proverbs. Proverbs areaproductoftheexperiences ofthe people,experiences some of which have beenlearned the hard way.Proverbs therefore revealwhatpeople adore,and whattheydespise.Astudyoftheproverbsofacertaincommunitywill thereforehelpusappreciatethecommunitysbeliefs,attitudesandpointsofview. <br><br>Characteristicsofproverbs (a)Proverbsareshortandtothepoint <br><br>(b)Proverbsrevealapeopleswisdom,andphilosophyof life.Proverbscallour attentiontothegeneralrealityaroundus.Themessageorwisdom oftheproverb isthecollective propertyofthesocietyin which itisused.Itisrareto know themakerofa particularproverb.Proverbsonlymakesensewhentheydirectlyappliedtospecific situationsorproblems.Thevalueofaproverb thereforeliesin itsapplicabilityto a concrete situation,how itassesses itand possiblysuggests a solution to it. Often we findproverbs thatca beappliedto differentsituations with different interpretations.This mayexplain the existence ofproverbswhichatfirst,appearto contradicteachother. E.g.Bellshouldbemanytomakeasound&Ahoardofratsdoesnotdigitselfahole. Proverbsshould therefore be interpreted incontext.A scholarwho deals with proverbsoutofcontextshould always try as a partofhis interpretation,to r econstructthe situation inwhichtheproverbwouldbe applied.A proverb is a kind of conversation shorthand.The meaning of a proverb is usuallyHiddenand alwayshastobeworkedout. <br><br>(c)Proverbsappearinfixedpatternsnearlyallthetimeandthereislimitedscope onthepartoftheperformer. <br><br>(d)Proverbsaresayingsthathavebeenacceptedbyandthereforepartofthesociety. <br><br>(e)Proverbs draw theirmaterialand images from a particularenvironmentor society.Henceproverbsfrom the maasaiforexample,willdifferin theiruse of images from thoseoftheLuhyaeventhoughthe maybecommunicatingthesame message. <br><br>Classificationofproverbs Proverbsmaybeclassifiedintothefollowingcategories: Proverbsonfate. Cautionaryproverbs Proverbsongreedandselfishness Proverbswarningonprideandarrogance Proverbsoncommunallife Proverbsasembellishmenttospeech/communication Proverbsonauthority Proverbsoncooperation Narrativeproverbs:thosethatthatservetoreinforcewhatthethecommunity considerstobedesirablepatternofbehaviour. Reflectiveproverbs:thosethatmirrorthecommunitysattitudes,thought processesandworld-view. Summativeproverbs:thosethatarelongerdrawanalogiesbetweenphenomena andconsistoftwoparts. FUNCTIONSOFPROVERBS Achebein ThingsfallApartsaysProverbsarethepalm winewithwhichwordsareeaten.The Yorubahave ametaphorto the effectthat proverbs are the horses of communication.Thesetwosayingspointoutthoseproverbsarefacilitatorsofver balcommunication.Proverbsserveseveralsocialfunctions.Theseinclude: <br><br>Reflectiveproverbs Theseareproverbsthatexpresstestedtruths.Thesetruthshavebeenarrived at through reflectionsofmansthoughts. Dherariembawuongonyiedhotangiyooko(Luo) Thecustodianofaloanedcow milksitwhilelookingout. Eiuoltunganiosuujnaaolanya(Maasai) Amanssonmaybeacowardbutheisstillhisson. Ogwangthonewadgi(luo) Amongoosediesinsteadofhisbrother. Achiefislikedustheapwhereeveryonecomeswithrubbish. Wealthisdew.Heisripeinsidelikeawatermelon. <br><br>Caution Thingociimatu (Gikuyu) Wallshaveears Vutulevumanyimwamidave (Luhya) Slipperinessknowsnoking Ahuruokkoudheiro (Luo) Thedoveisneverbackbitteninsmoke. Mpandangaziushuka (Kiswahili) Hewhogoesuptheladdereventuallycomesdown. <br><br>Counsel Ifyouarepatientyouwillseetheeyesofthesnail. Eitomisimisiiropetailoweni (Maasai) Corruptgiftsdarkenthehandsofthewise. Ngirepelakwarotwakechengjiket (Nandi) Ifyoutakeaknifefrom achild,givehim aspieceofstickinstead. Kipodinepikikiyanynyang! Donotabusethecrocodilewhileyouarestillinwater. Warning Muginimutaare Heiswisewhohaslistenedtoadvice(neversayyouwerenotwarned). Asiyefunzwanamamayeufunzwanaulimwengu Hewhodoesnotheedhismotherscounselwillbetaughtbytheworld(thehardway) Onewhoexcretesontheroadwillfindflieswhenhecomesback.(Everyactio nhas consequences) Consolation Guturimuthenyaukiaganaungi Nodaydawnswithanother;everydayhasitsjoysandpains. Baadadhikifaraja Aftersorrowthereisjoy. <br><br>Normativeproverbs Theseareproverbsthatprescribethemodeofbehaviourexpected ofa person inaparticularsociety. -Thesatisfiedchildhasburnedthegranary. -Kinshipiskinship. <br><br>Summativeproverbs Theseareproverbsthatareused to summarizeasituation.Whilegiving advice, insteadof telling a person thatifhecontinuesin hisbelligerencehemightend up being hurt.Onecan simplyusetheproverb: Astrongmansheadisfullofscars.Tosummarizethelesson. <br><br>Proverbsusedasembellishmenttospeech Oftentimesproverbsareusedtomaketheartofconversationmorebeautiful. <br><br>STYLEINPROVERBS Proverbslikeotherformsoforalliteraturecanbeanalysedintermsofstyle. <br><br>Alliteration Jaberjaulo Allthatglittersisnotgold. Hasirahasara Angerbringsloss Liandikwalondiloliwalo Whatiswrittencannotbechanged. Chemachajiuza,kibayachajitembeza . Goodqualitygoodsneednoadvertising,badmerchandisedoes. <br><br>Assonance Kurriukuuutatumwatawanyungu Therearethingslikeearthenpotwhichifbrokencannotberepaired. Alidhaniyeamesimamaaangalieasianguke Hewhothinksishighupshouldbecarefullesthefallsover. Idiophone Bandubanduhuishagogo Chipchip!Finishesthelog. Churururu-sindo!ndo!ndo! Agushisnotthesameasadrip. Constantdippingwillemptyagourdofhoney. <br><br>Allusion Ciakorewacumugunda (ThefoodfoundWacuinthegarden. TheproverballudestoastoryattributedtotheoraltraditionoftheAgikuyuinwhich wefind acharactercalled Wacu.Wac.,isdespised by herhusband .Once,sheis sentto theshambasothatthehusband couldholdafeastforhisfavouredwifeat home.Thechoicemeatbeing roastedbythehusband issnatched bya hawk.The hawkcoincidentalydropsthemeatinWacusgrden.Wacubenefitsfrom whatwas deniedher.Thisproverbisusedtoencouragehardwork. The meat didnotfind her athomebut in the shamba.It alsowarnsagainst mistreatingothersasgodhasawayoftakingcareofthem. <br><br>Metaphor Wealthisdew. Kukamwonikura Tobepraisedisto belost.(Onemightallow thepraisestogetintohisheadandmight eventually turnoutworse) MugeniniRuwi Aguestisariver.(Weshouldbehospitabletoguestssincetheywillbewithusforonly awhile). Simile Heisripeinsidelikea watermelon.(A water-melon looksraw from theoutside butripefrom theinside.Attimesjustlikewater-melon,itisdifficultto tellwhatisinthemindofa person. Afoolislikeabeehive.(Potentialfordanger) Personification Kanuaweiire! Mouthyouateyourself! Theworm inthecattleKraalsays:Iam anox. Themouththatatethegrainisthesameonethatasks,Whatshallweeat? Enekethebirdsays,Sincemenhavelearnedtoshootwithoutmissingtheirtarget, Ihave learnedtoflywithoutperchingonatwig <br><br>Hyperbole -Youwillnotseetheelephantmovingon yourownheadonlythelousemoving on anothers. -Hewhowaitstoseeacrabblinkwillwaitlongalongtheshore.(Yoruba) -Ifyouarepatientyouwillseetheeyesofasnail. <br><br>Humour UthuriwaGitongandununganga -Thefartofarichmandoesnotstink. Nyathimioroemachiethneduong . -Itisthechildthatrunserrandsthathasbiggerexcrement. -Apersonwhoneversaw themotherinheryouthmightsay the fatherwastedhis dowry. Examplesofproverbs Luoproverbs 1.Theharemightbesmallbutitbegetstwins 2.Itiswith alightbasketthattheownerelidestherain.(You areto blamefor selfimposedburdens). 3.Thedrum isheavieronthereturnjourney. 4.Nowyouareoil-shinny;mayyouonedaybedry! 5.Even Fulu sendTilapia.(Fulu isa type offish smallerthan tilapia.Theproverb stressesthenecessityofco-existencebetweenthemightyandthelessmighty). 6.Amightymanisnevergreeted.(Hemayunderstandthegreetingtobeaninvasion) 7.itsonlyamadmanwhoshaveshisownhair. 8.Thedetractorhas holesinthebuttocks.(Thereference to buttockshereisnot literal.Ratheritreferstotrousers.Thedetractorsspendlonghourssittingtodefame hisvictims.Thisoversettingleavesitsmarksonthebuttocksandthetrousers.) 9.Thebeautifulonesgardenissmall. 10.Themediatorhastwomouths. 11.Thegossipneverages. 12.Donotabusethecrocodilewhilestillinwater. 13Theelephantisbackbittenonceithasturneditsback. 14Theflythatlovesyouistheonethatperchesonyou. 15Itishewhoeatswithablindmanthatknowsthedelicacyofthefat 16.Hewhohasachilddoesnotsleepinthewilderness. 17.Sleepissostrongthatitevenovercomesthelunatic. 18Tyhesatisfiedchildhasburnedthegranary. 19.Thesameplateyouhaveservedinisthesameplatethatwillbeusedtoserveyou. 20.Thebeastsstaysinthesugarplantation butdoesnotknowthesweetnessofthe sugarcane 21.Eventhoughtheantistinyitcannotberobbedofitstermites. Gikuyuproverbs 1.Amanispoornotbecausehescornspossessionsbutbecausehepossesses no thing 2. Eatingtoomuchleavesyouwithaswollenstomach. 3. Aslaughterhouseisnotwithoutalittleblood. 4. Onthewaytoonesbelovedtherearenohills. 5. Aparentdoesnotmindherchildsmucous 6. Thescentofroastedmeatbrokethehyenasleg. 7. Hewhostealswithaboywillliveinfearuntiltheboyiscircumcised. 8. Hewhostealswithawomanwillliveinfearuntilthewomandies. 9. Thewomanwhohasasoredancesontheoutskirts. 10. Bothhethatchasesandhethatischasedbecometired. 11. Youdonotseekinformationfrom ahungryman. 12. Anothermansornamenttirestheneck. 13. From thesamewombcomeathiefandawitch. 14. Onewhocannotjumpclaimsthatthefieldisstony 15. Thetoothlaughsatthesightofaspear. 16. Onewhonevertravelsthinksthatitisonlyhismotherwhoisagoodcook. 17. Thereisnodifferencebetweengrowingoldandliving. 18. Thepottermayusepiecesofapotforhercooking. 19. Therestlessmongoosemissestheslaughteringceremony 20. Afoolsstaffisusedbythewisemantosupporthisownwalk. 21.Thewarriormaybetrippedbyamaizecomb. 22.Adisunitedbattalionisbeatenwithoneclub. 23.Heiscleverwhohaslistenedtoadvice. 24.Toomuchsharpnesscutsthesharpener. 25. Nobarbershaveshimself . Yorubaproverbs 1.Onewhowantstodrinkporridgewillplaywiththechildwhosemotherispreparing it. 2.Thestrongmansheadisfullofscars. 3.Letmetaste,letmetastefinishestheseeds. 4.Notalleggslaidinthedryseasonhatchesout. 5.Themonkeylaughsatthelongtailoftheoneinfrontofit. 6.Thesweetnessofstolenthingsshouts. 7.Hewhocomeslastdrinksmuddywater. 8.Hewhohasdiarrheaknowsthedirectionofthedoorwithoutbeingtold. 9.Bystumblingonit,thestumphaspushedforwardtherunner. 10.Aratbitesandsoothsyouatthesametime. <br><br>Kalenjinproverbs 1.Whilewaitingtoeattheheadofabull,wecontinueeatingtheheadofagrasshopper . 2.Wedonotlookafteroutcropsuntiltheyhavebeeneatenbymonkeys. 3.Ahyenacannotsmellitsownstench. 4.Anelephantisbigyetitdoesnotgivebirthtotwins 5.Weblindfoldacowwhenmilkingit. 6.Acowshornsdonotkillitcalf. 7.Wedonotannoythemidwiveswhenwearestillbearingchildren. 8.Nobodycanuseanothersteethtosmile. <br><br>Luhyiaproverbs 1.Whereyouareguest,breakfastisnotright. 2.Whateveratethedogsatethebelltoo. 3.Whateveryoudenyandoldmanhemaywellhaveeatenitbefore. 4.Whateveryoudenyachildhemaygrowtoeatit. 5.Whatyouhide,youmayeatwithrats. 6.Apersonwhoisfeelingcolddoesnotneedtobeshownthefire. 7.Thatwhichrunsaloneclaimstobeagoodrunner. 8.Thehenthatscratchesthegroundmayfindsomethingtoeat. 9.Ifyoueatmushrooms,youaresureto,eatmaggots. 10.When a clean person breaksthewind,peopleoften blamethedirtyperson. Intheir midst. 11.Hewhowaitsforhisdishtocoolsharesitwithvisitors. 12.Abrideseyespretendnottohaveseen. 13.Thepersonwhocannotclimbatreeeatstherawfruitsnearertheground. Additionalproverbs 1.Wealthisdew. 2.Kingshipisdew. 3.Tomarryistoputasnakeintooneshandbag. 4.Familynamesarelikeflowers:theyblossom inclusters. 5.A wifeislikea blanket;when you coveryourselfwith it;itirritatesyou,when youcastnitasideyoufeelcold. 6.Heisripeinsidelikeawatermelon.(Describesapersonwhohascometoa resolutionwithoutmakingitpublic). 7.Theworm inthekraalsays,Iam anox. 8.Noflycatchesforanother. 9.Themakerofasongdoesnotspoilit. 10.Metalthatisalreadyweldedtogether,howonecanunweldit. 11.Themanwiththedeepesteyescannotseethemoonuntilitisfifteendaysold. 12.Heatefoodanditkilledhim. 13.Thewontbeoldmanseesbythebloodstain. 14.You willnottheelephant movingonyourhead, onlythe lousemoving on anothers. 15.Thewantforworktodomakesamangetupearlytosalutetheenemy. 16.LittlerbylittlethetortoisearrivedattheIndianOcean. 17.Onewhoexcretesontheroadwillfindflieswhenhecomesback. 18.Nooneteachestheleopardscubshowtospring. 19.Theeyecrossesabigriver. <br><br>RIDDLES A riddleisashortsaying intended to makeoneusehiswitsin unraveling the hiddenmeaning InA riddle,thelistenerisfacedwithaquestionoranallusivesentencereferring to something elsewhichtheymusttryto figureout.Riddlesaretoldasapreludeto thetellingofstories.Theycanalsobetoldinbetweenstories. Riddlesarealsoused inconversationstoissueveiled threats,conveysecreteinfor mationandasavehicleofhumour. Performanceofriddles Differentcommunitiesdifferentwaysofperformingriddles. Kikamba: <br><br>Challenge:Kwatandai(takeariddle) Acceptance: (A)Nakwata(Itakeit) Riddle: Kavetikaninikanaa nesakwimwenyu(Asmallonewhocooksbetterthan yourmother) Solution: Ninzuki(Itsbees) Kiswahili <br><br>Kitendawili (ariddle) A;tega(poseit) R:Kaa hukunikaekuletumvuenguo mshenzi.(Stayonthissideand meontheother sidesothatwecanstripthisfool). Guesses:Bythecompetitortodeciphertheriddle.Ifheissuccessfulhewins;ifnot,he proceedswithnextstep. Prize: tothechallenger(mjioritija)whosolvesorrevealstheriddleinthenextstep. Solution:Nihindi.(Itsamaizecob). <br><br>FUNCTIONSOFRIDDLES (A)Environmentaleducation Riddlesstem from observationandcomprehensionoftheenvironment.Eachco mmunityusestheobjectswithinitsenvironmentinitsart. 1.Mycamelistheshortestbutiteatsthetreeatthetop-Bird. 2.WhenIslaughtermycow Idontthrow awayanything.Ieateverythinginclud ingthebones.-coconut. 3.Myhousehasnodoor.-egg 4.Littlethingsthatdefeatus.mosquitoes. 5.Waterstandingup.sugarcane. <br><br>(a)LanguageTraining 1.Howmanywheelsdoesacarhave?Five 2.AquestionyoucannotansweryesAreyouasleep 3.Thetwo-leggedsittingon thefourleggedwaitingforthefourlegged.-Abirdona cow waitingforatick. <br><br>(a)Culturalnorms (b)1.Ihaveawifeeverybodyshehasabeard.-Themaizeplant . (c)2.ThedirtyFatuma.-Broom (d)3.Mydaughterwholeaveshungryandreturnfull.-Thewaterpot. (e)4.Mydaughterhasineyeonthehead -theneedle 5.ThecolourfulAgnes.Thechameleon (d)Entertainment 1.Thebaldheadedmanhasentered.Ugali 2.Thewhiteladyisintheofficethejigger 3.Myfatherslittlehillwhichiseasilydestroyed-porridge 4.MagiregedewalksasifhewereproudWagon 5.Shiligilishigi. thewind. (e)Recordofchange Theseareriddlestherecordthechangesthathavetakenplaceinthesociety. 1.Mytrainisrunninginthefiled.thecentipede. 2.OnarrivalatthestationIwasshoutedat-train. 3.Alittlechapwhoplaysthetype-writer.thetongue . CLASSIFICATIONOFRIDDLES <br><br>1.Riddlesonpeople <br><br>Thewhiteladyisintheoffice-jigger IpassedwhenMumiaswiveswerequarrelling-Weaverbirds <br><br>2.Culturalobjects <br><br>Asmallgourdfullofblood-atick. WhenIbeatmychildpeopledance-drum. <br><br>3.Naturalphenomena <br><br>Whattreehasonlyonethorn? -sisal. Ameetingunderarock-Thebeard <br><br>4.Domesticanimals <br><br>Whyhavetheytakenafew forgrazingandleftsomanyresting? -becausethey the sheepsdroppingsMywhitemouthedcowissharedbyall -toothbrush <br><br>5.Partsofthebody <br><br>Asmallbushinhabitedbyanimals -thehead. GoroundonesideofthemountainwhileIgoroundtheotherbutweshallnever meet .theears. 6.Plants <br><br>Whattreehasonlyonethorn? IpassedwhenMumiaswiveswerepregnant. -sisal -Milletheads. <br><br>7. Modern Techno logy The saloo n car carrying whites only. <br><br>Charcoaliron. <br><br>8.Howmanywheelsdoesacarhave?-five <br><br>Birds IpassedwhenMumiaswiveswerequarrelling. weaverbirds. Mycamelistheshortestbutiteatsthetreeatthetop. abird. <br><br> <br><br> <br><br>9. Wasteproducts <br><br>Icutatreeandlef6titsteaming. humanwaste. Itsteamsbutitisnotlit. freshcowdung <br><br> <br><br>10.Interrogativeriddles <br><br>:Theseareriddlesthatareintheform ofquestions. Whattreehaswhyhavetheytakenafew forgrazingandleftsomanyresting? Becausetheyaresheepsdroppings. <br><br>11.Declarativeriddles: <br><br>Theseareriddlesintheform ofastatement.Mostoftheriddles givenbelowaredeclarativeriddles <br><br>12.Epigramaticriddles <br><br>:Theseareriddlesthatarepresentedinaseriesofpuzzles. Ohthseones ripebananas .Ohthoseotherones.Waterinacave. 13.Idiophonicriddles <br><br>:Theseareriddlesbasedonsounds. Ciand ci.Cindano a needle(in referencetothesound madewhen a needleisgo ing inandoutofagarment). Magiregedewalksasthoughheisproud.wagon. <br><br>Examplesofriddles <br><br>1.Njorogethecarpenter. <br><br>Abeetle. 2.YouholdIhold. <br><br>Cuttingofmeatintopieces. <br><br>3.Ciandci.(Quietnoisemadebyaneedlepassingthroughcloth).  <br><br>Aneedle <br><br>4.Itcamefrom Kambalandinatie. <br><br>Thecrow, <br><br>5.Onesideofthegourdiswhite.  <br><br>Chickendroppings. <br><br>6.Ihavegoneroundtheforestwitharedmotorcycle. <br><br>Rainbow. <br><br>7.Itwenthungryandcamebackfull. <br><br>Thesmallbagforgreens(vegetables.) <br><br>8.Awinnowingtrayintheplain. <br><br>Anelephantsfootprint. <br><br>9.Itisupsidedownbutitdoesnotleak. <br><br>Acowsudder. <br><br>10.Theyfaceupasthoughtheyareabouttoleadasong. <br><br>Thehornsofcattle. <br><br>11.Ihaveapersonwholivesbetweentwoswordsbuttheynevergetcut. <br><br>Thetongue. <br><br>12.Icutatreeandleftitsmoking. <br><br>Humanexcreta. <br><br>13.Ihaveahomewhereonlywomendwell. <br><br>Abananaplantation. <br><br>14.Myhousehasonlyonepole. Themushroom <br><br>15.Thosethingsinthecavehaveonehundredeyes <br><br>Honeycombs. <br><br>16.Anelephantwithoneear <br><br>Acup. 17.Abundoisbusy,Abundoisharvesting. <br><br>Thelouse. <br><br>18.Adundodancesandsheisrewarded. <br><br>Fire. <br><br>19.IpassedwhenMumiaswiveswerequarrelling. <br><br>Weaverbirds. <br><br>20.IpassedwhenMumiaswiveswerepregnant <br><br>. Milletheads <br><br>21.Iwalk,runandrunperpetually. <br><br>Water <br><br>22.Theratfamilysgun. <br><br>Matchsticks. <br><br>23.Ameetingunderarock. <br><br>Thebeard. Theoldmanwhocroaksatnight . <br><br>24.Theoldmanwhocannotclimbahill. <br><br>Thehippo. <br><br>25.Theoldmanwhoneverleavesbehindtheovercoat. <br><br>Thetortoise. 26.Thesalooncarcarryingwhitesonly. Thecharcoaliron. 27.Themaidenwhom diesaftergivingbirthonlyonce. <br><br>Thebananatree. <br><br>28.Mydaughterwhoworkswithoutresting. <br><br>Theheart <br><br>29.Thetwoleggedsittingonthefour-leggedwaitingfortheeight-legged. <br><br>Abirdsittingonacowwaitingforatick <br><br>30.Itsteamsbutitisnotlit.Freshcowdung 31.Whyhaveyoutakenafew forgrazingandleftbehindsomanyresting? <br><br>Becausetheyaresheepsdroppings. <br><br>32.Mywhite-mouthedcowissharedbyall. <br><br>Thetoothbrush. <br><br>33.GoroundinsideofthemountainandIgoroundtheotherside,butweshall <br><br>nevermeet.Theears. <br><br>34.Thereisabareplacewherenooneeversettlesifonedidsotherewouldbe <br><br>crying.Theeyes. <br><br>35.Whattreehasonlyonethorn? 36.Sisal. 36. Therockyonewitheightholes .Theheadofanelephant <br><br>37.WhenIbeatmychildpeopledance. <br><br>Adrum. <br><br>38.Myhouseissmallbutithasmanyholes. <br><br>Afishtrap. <br><br>39.A treehasfallenfarawaybutitsbrancheshavebreachedhere. <br><br>Newsofdeath. <br><br>40.Itcanneitherbeheldnorcaught. <br><br>Smoke. <br><br>41.Ialwayshearbutcannotseehim. <br><br>Wind. <br><br>42.Hereisarockandthereisarock. <br><br>Thegrave. <br><br>43.Littlethingsthatdefeatus. <br><br>Mosquitoes 44.Waterstandingup. Sugarcane. <br><br>44.Thehouseinwhichonedoesnotturnaround. <br><br>Thegrave <br><br>45.Thelittlechapwhoplaysthetypewriter. <br><br>Thetongue. SimilaritiesbetweenProverbs 1.Theyarebrief. 2.Theyemployfigurativelanguage. 3.Theyappearinfixedform. 4.Theyexpresssomeobservationofphenomena. <br><br>Differences 1.Riddlesareperformedinaformalstructureandpatternwithatleasttwoparties, where one is a challengerand the otherone the respondent.Proverbs on the other handare infusedinspeech. 2.The basic function ofriddlesissocialization and entertainment.Proverbs,on theotherhandexpresscommunityswisdom andworldview. 3. Dueto thefunctionsmentioned in(2) above,riddlesarecommon among childrenwhile proverbsareusedmainlybyadults. Tonguetwisters Tongue twisters are intended to test the speakers fluency.They require the speaker to utterwithout hesitation or faltering, a sequence of words with particularproblemsofarticulation. These wordsthemselvesusuallyhave basic meaning usuallyofa jocularnature, and partoffunofperformingtongue twisters consists in thelikelihoodthat distortion ofutterance, duetoarticulationproblem willresult indistortion or confusionofmeaning. Tongue twisterstease ourearsandourbrains.One hasto beaverygoodlistener inorderto getthesoundsofa tonguetwister correctly.Onemustalso havea good memory to repeat itaccurately.Tongue twisters also requirealot of concentration.Thisis becauseone ofthe mainproblems in performing them is thatwhattheysayneed notmakesimple,logicalsense.Theemphasisismainlyo ntherattleofsounds. Tonguetwistershingemainlyon bothalliteration and assonance.Somehowever, maybebasedontonalvariations. FunctionsofTongueTwisters <br><br>1.Languagetraining <br><br>They help in training childrentobe fluentinlanguage.Theyalsohelpin language therapyforchildrenwithspeechimpairment. 2.Entertainment <br><br>Tonguetwistersofferentertainmentasperformersstruggleto articulatethe syllable correctly. <br><br>3.Education <br><br>Tonguetwistershelp in enhancing listening and memoryskillsin children.Some tongue twistersalsomakereferencetopeople,animalsorobjectsfoundintheenvironment. Thishelpsinenvironmentalconservation. ExamplesofTongueTwisters. <br><br>1.Akawalaakaawakaawakuawaakaawakawa?(Luganda) <br><br>ThegirlswhogaveKaawabitercoffee;whereisshefrom? <br><br>2.Walewatuwaliwaliwalawaliwaliwaliwao.(Kiswahili) Thoseverypeopleoftheheadmaneatthericeoftheheadman. <br><br>3.KanakaNikorokonakoramakokorakonakanakanikorakora.(Gikuyu) Nicholaschild fled afterspotting a tadpole.The tadpole also fled afterspotting Nicholschild. <br><br>4.Ugokagututugutatugututhirari? <br><br>(Gikuyu)Whenwillyoucometohelpusslash? <br><br>5.Kanakaakokiakalukikookiakakikaakookakuukwakunakokokakoke kakaku?(Kikamba)Koki,kalokischild,do you fearthissmallflythathas cometoyourplacewithverydirtyhands? 6.ShirikalarelilaRwanda.(Kiswahili) RwandaRailwayCorporation. 7.Peterpleasepauseforproperapplause. <br><br>8.Theredlorryrolledalongthelimururoad. 9.Shesellssea-shellsatthesea-shore 10.Theshortsoldiershotthetallsoldierontheshoulder. CHAPTERFIVE FIELDWORKINORALLITERATURE Everystudentoforalliteraturemustrememberthatoralliteratureisactualizedin Performance.This means thatallthe songs,riddles.Proverbs,tongue twisters narratives etc studied in oralliterature course musthave been collected from a specific community perhaps atspecifictimese.g.afuneral,weddingafamilyget- togetherorevenintheeveningas partofrecreation.Ifno scholarorresearcher everwentouttocollectoralliteraturematerialsthenwewouldnothaveapool ofinformationonwhichtobaseour studies.Westudydifferentgenresoforal literaturebecausesomeonewentoutintothecommunityandcollectedanarrative, a song,orariddle.This process ofgoing outinto the communitytocollectoral literature materialsand relatedinformationforstudyandanalysisisreferredtoas fieldwork <br><br>IMPORTANCEOFFIELDWORK 1.Wehavenotedabovethatoralliteraturelivesinperformance.Whenitis writtendownvariousaspectsarelost.Letustakeasongforinstance.Whenyou watchalifeperformanceofasongyouenjoyandappreciatethesongmore becauseapartfrom thewordsofthesong,yougettohearthemelodyofthesong, thesingersbeautyofvoiceandmusicalaccompanimentse.g.drums.Youalso gettoseethecostumeswornbythesingers,themovementsthatgowiththe musicandtheinteractionbetweenthesingersandtheaudience.Oneisalsoable toassestherelevanceofthesongtotheoccasion.Whenthesamesongisput downinwriting,onecananalyzethewords.Allotheraspectsarelost. Fieldworkenablesonetocapturetheaspects. <br><br>2.Inorderforsomeonetofullyappreciatetheoralliteratureofaparticular community,heorshehastogetintouchwiththatcommunityandobservetheir culture.Thisisbecausesomeoftheirculturalaspectscouldexplainthe natureoftheformsoforalliteratureofvariouscommunities. Forinstanceone could appreciate why the Maasaioralliterature draws heavily from the pastoralworldbyobservingthecloseconnectionthatexistsbetweentheMaasai andtheiranimals. <br><br>3.Formsoforalliteraturehavebeenpassedonfrom onegenerationto thenext throughthewordofmouth.Thiswasespeciallysointhepast(especiallyin traditionalcommunities)whenoralliteraturewasmuchmorealive.Withchanges inlifestylesofpeopleandwiththeadventofurbanizationandtheemergenceof cosmopolitancommunities,thereisneedtorecordoralliteraturefrom past generationsforposterity.Thiscanonlybeachievedthroughfieldwork. 4.Throughfieldworknew areasinoralliteraturearediscovered. Onemaysetoutto collectmaterialson acertain genreand end up discovering new areasorsomenatureofacertaingenreoforalliteraturehithertounknown. <br><br>5.Fieldworkfacilitatesthecreation ofwideinformation baseformsafoundation fora moreextensivecomparativestudyoforalliteratureofcertain communities. Bycomparing theformsoforalliteratureofdifferentcommunitiesweareableto betterappreciatetheculturaldiversityofourcountryandlearnfrom oneanother. <br><br>6.Fieldworkinoralliteratureequipsthestudentwithskillsthatwillbeusefulin othersubjectslikegeography. <br><br>Stagesinfieldwork Preparationstage: Thisistheinitialstagebeforegoingouttothefield. Thisstageinvolves: 1.Stating thepurposeand scopeofresearch when determining thePurposeand scopeoffieldwork,the followingquestionsshouldbeconsidered:Whatis to be collected?(Allorsomeoftheformsoforalliterature?)andwhyismaterialbeing collected?(For comparativeanalysisorforclassdiscussion?) 2.Identifyingthelocationoffieldwork.Isitandurbanorruralarea? Isiteasilyaccessiblebymeansoftransportreadilyavailabletothestudent? 3.Findingoutandfamiliarizingoneselfwithwhateverearlier researchthathasbeencarriedoutonthesamesubjectfrom the samecommunity. 4.Specifyingthetime(season)whentocarryouttheresearch. 5.Establishingcontactwithusefulpeopleintheintended communityofresearchinorderto beableto accessinformants andartistes,andalsoforlogisticalarrangements.Thusrequires thatthestudentvisitstheareatotalktoprospectiveassistantsand informantsandgaugetheirexpectations,competenceandattitude beforedecidingonwhom torelyonforassistance. 6.Decidingonthekeymethodstobeusedincarryingoutthe fieldwork.Themethodchosenwilldeterminetheprior arrangementshavetobemade.Forinstance,ifaquestionnairehas tobeused,therewillbeneedtopreparealistofquestions,type them outandmakeenoughcopies. 7.Securingofficialadministrativepermissiontoconductresearchin thechosenareafrom therelevantofficials,e.g.DistrictOfficer andChief. 8.Budgetingforthefieldworkto indicateexpectedexpenditureon transport,accommodation,recordingmaterialsetc. 9.Acquiringandgettingreadyrecordingmaterialse.g.penand paper,taperecorder,cameraorvideoequipmentasnecessary. 2.Materialcollection This is done systematically using specific techniques such as observation, questionnaires, interviewsandparticipation. 3Recordinginformation Thisisdonebywriting,tapingorfilming. 4.Processing This is the scrutiny of information collected in preparation forinterpretation, documentationanddissemination.Processing includes transcription (putting down the recorded materialin writingword for word) and translation (writing the materialoutin thelanguagein which itwillbeshared outand offering thenear estequivalenceofmeaningandsense,usingtheidiom oflanguageoftranslation. 5.Analysisandinterpretation Thisinvolves. 1.Classifyingthecollectedmaterialintogenresandsub-genresusingspecificcriteria. 2.Identifyingthemes,stylisticdevices,functionsetc. 3.Interpretingtheinformation. 4.Drawingconclusions. KEYMETHODSOFCOLLECTINGORALLITERATUREMATERIALS Itis importantthatwe distinguish the difference between collecting and recor ding.Collectingreferstothemethodsusedbytheresearchertoelicitinformationfrom the informantsorartisteswhile recording refers to the measures taken by the researcherinensuringthatthematerialcollectedispreservedforfuturereference. Someofthemethodsusedincollectingoralliteraturematerialsinclude: ThequestionnaireThisrefers to alistofquestions thatwillleadto gathering impo rtantpiecesofinformationfrom varioussources.Thequestionnaireisusefulin,for instance,in getting theinformantsbiographicalbackground.Itcanbeadministered ineitheroftwoways: -Theinformantfillsitoutpersonally. -Thestudentfillsitinashe/sheinterviewstheinformant. Thequestionnaireisusefulin gathering information on genresthatdo notcall for specificoccasions to be performed.These include proverbs and tongue twisters.The only disadvantagewiththequestionnaire isthatitcannotbeusedto collectsongssinceitcannotcapturethevisualandaudioeffectsofsongs. <br><br>Theinterview Thisinvolvesmeeting thesourceofthe information faceto faceand verbally seekingtherequiredinformation.Aninterview canfollow astructuredpattern(the studentmovingsystematicallythrougha listofquestions)orbeunstructuredand info rmal (the studentconductsa generalconversation to probe forspecific informationwhilerecordingtheinformationontapeorbywriting.) Interviews are important especially if one wants to seek details about the personallife ofanartisteorincollectingproverbsand riddlesonecouldalso use interview tocollectnarratives. <br><br>Participation Taking part in the performance is much favoured method of collecting information because itgivesthestudentachancetoexperiencethespiritofthe actualperformance.Italsoenhancestherapportbetweenthestudentandthecommu nity.By joiningtheperformance,thestudentbridgesrelationalgaps and finds it easierto seekand getinformation in a freer atmosphere.Butthestudentmust ensure that participation does distract him/her from making a recording of material. Observation Unlikeparticipation,observation isa method bywhich thestudentstandsaloof and recordswhatis going on in the performance and in the communityin at large.Itisnecessarytoreinforcethismethodbyconductingfollow upinterviews onobservationsmadetodeepeninsightsandclarifyissues. <br><br>KEYMETHODSIN RECORDINGORALLITERATUREMATERIALS Therearea varietyofmethodsfor recording yematerialcollected.Thechoice ofmethoddependson a numberoffactorsincluding the purpose ofresearch, time availableto the studentandtotheinformants,fundsavailable, students technicalcompetence,etc. Themostcommonoftheserecordingmethodsare: Writingthenmaterialdownasitcomes from theperformersandinformants. Recordinginformationonaudio,tape. Filmingorvideorecordingtheperformanceandinterviews Memorizingthematerial. Problemsencounteredduringfieldwork 1.Communicationbarrier.Thishappens whenthestudentdes notsharethesame language withhis/herinformants.Thisproblem couldbesolvedbygettingsomeonewho understandsthelocallanguagetoaccompanyyouduringfieldwork. 2.Transportproblems.Thisisespeciallycommoninruralareaswheremeanso ftransportarenotreadilyavailable orarenotregular.Poorweathercouldalso inhibit movement.Aprior visit to the place in order to familiarize oneself with the transportsystem and thestate ofthe road willhelp the researcherto take appropriatemeasurestocountertheproblem. 3.Suspicionbymembersofthepublicespeciallyinareaswherepeoplearenot usedtohostingresearchers.This problem could besolvedbygetting oneofthe lo calsespecially arespectable memberofthecommunitytoaccompany you.This will inspire confidence inyouandalsoreduceriskofsuspicion. 4.Informantsdemandingcashormaterialrewardsfrom theresearcher.Oneshould explain before handthatthisisanacademic exercise.Andthattherewillbe nomaterial benefits thatwillaccruefrom volunteeringinformation. 5.Lossofrecording materialthrough theftorotherwise.You could asksomeo neto accompanyyou.Thispersonwillactasyoursecuritydetail. 6.Lack of credible informants.To solve this problem one ought to have informantson standby in case the one you chose disappoints you.This can be organized duringthe preparationstageofthefieldwork. 7.Disease ofdiscomfortcaused bychange ofclimate.One should be ready forthis.Heshould carrywith him the necessarypreventive orcurative medicine andappropriate clothingtosuittheclimaticconditionsoftheresearcharea. 8.Theadministrationmaydenytheresearcherpermissiontoundertakefieldwork ina certainarea.Onecouldalwaystryanotherareathatwouldproducethedesiredeffects. CHAPTERSIX COMMONLYASKEDQUESTIONSINORALLITERATURE CharacterAnalysis (a)DiscussthecharacterofMBott-the-road.Supportyouranswerwith illustrationsfrom thestory) (b)DescribethecharacterofChameleon (c)From youOralLiteraturefieldworkgivenamesofthreeanimalcharactersthat youhavecomeacrossandmentionthemaincharactertraitsofeachanimal. (d)Whydoyouthinkanimalcharactersaregivenhumancharacteristics? (e)Compareandcontrastthetwocharactersinthisnarrative (f)Describethecharacterofthethirdwifeand showhowitaffectstheeventsofthe story. (g)Identifyanytwocharactertraitsofthegirlinthisstory.Illustrateyouranswer. (h)WhatdoyoulearnaboutShakascharacterfrom thisPoem? (I)IdentifyandillustratethreecharactertraitsofKaria. Whenansweringquestionsoncharacterization,youmustalwaysprovide TRAITSandILLUSTRATIONS. Ordinarilyyoushould expectasetofoneofthetraitandaccompanying illustrationsto earn youmarks. Thisisnotalwaysthe case hence you need to give asmanytraitsasyoucanget.Whenthe numberoftraitsyouaresupposed to givehas been specified forinstancein(g)above,youshouldsticktothenumber oftraitsgiven. NB Alwaysgiveatleasttwoillustrationsforeachtraitthatyougive. Describe each traiton its own.Do notlump them togethere.g.Chameleon is patient, wiseand generous.You should instead startwith thetraitpatientand them o ffer illustrationsforIt,then move ontoWiseand do the same thing and then generous,againfollowingthesameprocess.Writefullsentences. Use shortparagraphs;onetraitshould occupy oneparagraph.Thismakes iteasy forthe person markingyourworktofollow yourargument.Itisadvisable to underlinethe trait. Thisagainassiststhepersonmarkingtoquicklypointouttheimportantpartsof your answer.Usethepresenttense.ChameleoniswisenotChameleonwaswise Itisadvisable(Perhapsevenlogical)tostartbygivingthetraitandnottheillustrations. Featuresoforalnarratives/poetry (a)Identifyandcommentonanythreeoralfeaturesofthistale (b)Whatfeaturesoforalnarrativesareevidentinthisstory? (c)Identifyfourfeaturesinthisstorythatarecharacteristicoforalnarratives (d)Identifyanythreecharacteristicsoforalnarrativesinthisstory. (e)Identifyandillustrateanythree literarydeviceswhich makethis narrativeanoral poem. (f)Whatfeaturesofthisstoryshowthatitisatraditionaloralnarrative? (g)Identifyandillustratetheoralfeaturesofthispoem. (h)Whatevidence is there thatthis is an oralpoem? Identify andillustrateany twosuchfeatures. Thefollowingarethecommonfeaturesoforalnarratives: <br><br>Theopening Formulae:A longtimeago,onceuponatime,Longago,etc.The openingformulaeiseffective -Arrestingtheattentionoftheaudience -Introducingtheaudiencetotheworldofmakebelief -Identifyingthenarrator -Introducingthenarrative. <br><br>Theclosingformulae -Markstheendofthenarrative -Releasestheaudiencefrom theworldofmakebelief -Givesachancetothenextnarrator. The useofanimalcharacters(youmustmention which animalcharacters have been used) -Mostcharactersrepresentcertainmembersofsociety.Theelephantmay representthemighty;theharemayrepresentthesmall/insignificant membersofsocietywhosurvivebyusingtheircunning. -Itiseasiertopassthemessageto theaudiencewithoutoffendingthem bypresentinganimalsinsteadofhumancharacters. Peoplecaneasilyidentifywithanimalssinceanimalsarereadily availabletothem.(Theycoexistwithanimals.) Theuse ofsong.Song is saidtobe a multi-purposeaspectof style inoral narratives. Thisisbecauseit. -Linksepisodesinanarrative -Revealsthecharactertraitsofthesingersorthosementionedinsongs. -Involvestheaudienceinthestory. -Helpstorelievetheaudienceofthetensionaccumulatedduringthe narration. -Attimescouldbeusedtocreatesuspensebyheighteningtheintensityof certainpartsofthenarrative. -Breaksthemonotonyofthenarration. Elementsoffantasy/Useofthesupernatural -Innarrativestheremaybecertainthingsthatthecharactersmaydothatappear to bein therealm offantasy.Forinstancea snakemaybeseencrying,ora stonetalkingtopeople.Onemayravenfindtreesintheforestsinging.Inoralliteratur e,anythingispossible. Presenceofmorallesson -Ineverystoryyouwillfindalessonthattheaudiencearesupposedto learnfrom it.Thelessoncouldbedirectlygivenorimpliedinthestory. Seethenextsectionforthepresentationofthelesson. Thefollowingarethecommonfeaturesoforalpoetry. Repetition -Inoralpoetrycertainpartsofthepoem arerepeatedtoform thechorusorto emphasizetheir importance.Repetitioncouldalsobeusedtoensurerhythm in thepoem. <br><br>Hyperbole. -Someaspectsfoundinoralpoetrymayappearexaggeratedorevenfantastic.For instanceinpraisingapersonimagessuchasheisthunderorthelionofthe villagemaybeused.Insatiricalsongssomeonemaycastintheextreme. <br><br>Directaddress -Onemayencounterphrasesthatimplythepresenceofalivingaudience.E.g. KamausonofWambuiwerewenottogetheratManyani(detention)? <br><br>Morallesson. -Likeoralnarrativesoralpoetryusuallycontainamorallesson. Someofthem aremarkedanonymousastheyarenotproductofanindividualbutthe collectivepropertyofthecommunity. <br><br>Freetranslation -SomepoemsmaycontainphrasesorwordsthatareinStandardEnglish.Thisis becausewhiletranslatingthepiecesinquestionfrom the sourcelanguageinto English,anartistmaychoosetotranslatewordforwordresultinginphrasesthat maynotbereadilyaccessibletoEnglishe.g.whenthesunstoodinthemiddle ofthevillagei.e.atnoonorshewasmeasuredadressatChogoria Referencetolocalplacesandnamesofpeople. -Mostoralpoemsweremeantforaparticularaudience.Thiscouldfor instance bemembersofthesamevillageorpeopleofthesameagegroup.Forthisreason onemayencounternamesofpeopleandplacesthathemaynotbefamiliar. <br><br>Morallessons (a)Mentiontwolessonsthatwelearnfrom thistale. (b)Withillustrations,identifythreelessonsthatcanbelearntfrom thisnarrative. Innotmorethatfivesentences,statewhatthemainmessageofthestoryyouheard was. (d)Whatmorallessondoyoulearnfrom thisstory? (e)Stateandillustratetwomorallessonsyoucanlearnfrom thisoralpoem. (f)Mentionanytwomorallessonslearnedfrom thisoralstory. (g)Stateonethemeofthisnarrative. Whenaskedtostatethemorallessons,youshouldaskyourselfthefollowingquestions: Whatistheaudiencesupposedtolearnfrom thisstoryOR Whydidthenarratorchoosethisstory? You may useaproverbto summarisethe lesson or useaplain statementto present it. Afterthatyouaresupposedtosupportthelessonstatedwith <br><br>ILLUSTRATIONS FROM THETEXT. DoNotstatelessonsthataretoospecificasnottobeuniversal,E.g. -Weshouldbeobedientsoasnottobepunishedbyourparents. -Weshouldnotstealbecauseifwearecaughtwewillbekilled. -WeshouldobeyGodbecauseifwedonot,thenGodwillpunishus. Intheexamplesabove:itdoesnotfollow thateverytimeweobeyourparents weare punishedoreverytimesomeoneiscaughtstealingheiskilled. Examplesoflessonslearntinclude: -WeshouldrespectGod --Weshouldbedutiful --Oneshouldnotcryoverspiltmilk -Wisdom isstrength -Youreapwhatyousow -Weshouldbegrateful Whenillustratingthelessons,youshouldfollowthreesteps: -Statethelesson -Statewhodidnotactaccordingtothelessonlearned. -Explaintherepercussionsofnotactingaccordingtothelessonlearnt. ForExample: From the storywe learn thatwe should be grateful.In thisstory,the animals showedingratitudetotheirgodCheptailelbynotgiving partoftheirharvestasa sign ofgratitude.Becauseoftheir ingratitudetheywerepunishedwithasevere drought . Citingproverbsthatsummarisethelessonslearned (a)Give one proverb from you fieldwork and explain how itapplies in any lessonyouhaveidentifiedin(c)above (b)StateandexplainaproverbthatcouldbeusedtowarnthepeopleofRanisi. (c)Giveoneproverbthataccuratelysummarisesthistheme. Whenaskedtosummarisethelessonlearntusingaproverb,youhaveto: -Statethelessoninplainlanguage. -Satetheproverb -Explainthemeaningoftheproverb. -Explainhowitcouldbeusedtosummarizethemessagethatyouhaveidentified. <br><br>Forexample -Thelessonlearntinthisnarrativeisthatthosewhohavecertainweaknesses shouldnot castigateotherswhoseemtohavethesameweakness.Aproverbthatcouldbe usedto summarizethislessonisThosewholiveinglasshousesshouldnotthrow stones.In thisnarrative,weseethehyenacastigatingthehareforhisgreed.Heeven wantshim killed.Lateronweseethehyenabeingvilifiedforbeinggreedy.Thehyenacanthus be comparedtoapersonintheproverbwholivesinaglass-houseandisbusythro wing stones.Hewillonlysucceedinharminghimself. -You mustalways explain how the proverb summarizes the message learnt evenwhenyouhavenotbeenasksto. <br><br>Aspectsofperformance (a)Withreferenceto a performanceofa narratoryouhavewatched,statewaysin whichsheor hemadehisorhernarrativelively. (b)Try to picture yourselfas the story-tellercharged with the responsibility of narratingthis particularstory.Whatstorytellingdeviceswouldyouemploy? (c)Ifyouwereto doasolo performanceofthisoralpoem,what wouldyou emphasise? <br><br>Someaspectsofperformanceinclude -Changeofvoicetoimitatethedifferentcharacters(mimicry) -Useoffacialexpressionstocapturedifferentemotions -Dramatizationoruseofgesturestocapturetheactioninthestory -Useoftonalvariationtocapturedifferentmoodsinnthenarrative. -Involvementoftheaudiencethroughaskingofquestionsorinvitingthem tojoin inthesinging(ifthereisasonginthenarrative) -When giving these types ofaspects ofperformance,youmustpointoutexactly whichpartsofthe textthe aspects would be employed in.Ifyou failtodo this, thenyouwontgetanymarks. -ForexampleonecansayIwouldusemyhandsandlegstodramatizetheogre runningaftertheboy.Iwouldusemyhandstoenactthekillingoftheogrebythe warrior.Iwouldalsovarytoneofmyvoicetocapturethepanicoftheboyashe wasbeingchasedbytheogre.Iwouldusefacialexpressionstoexpressthejoy thattheboyfeltathavingbeingrescuedfromtheogre <br><br>CLASSIFICATIONOFORALLITERATURE <br><br>(a)Whattypeoforalnarrativeisthis?Givereasonforyouranswer. (b)Explainwhythisnarrativecouldbeclassifiedaslegend (c)Whatdoyouunderstandbythewordgenreinoralliterature? (d)Identifytwotypesoforalnarratives. (e)Giveanexampleandashortexplanationofeachtypeyouhaveidentified. (f)Whattypeoforalpoem doyouthinkthisis?Giveareasonforyouranswer. (g)Whatkindoforalpoem isthis? -Youareexpectedtodemonstrateamasteryofthevariousclassesthatarethereino ralliterature -Apart from merely stating them;you should also be able to give reasons justifyingyouchoiceofclassification. <br><br>Economicactivities (a)Listtheeconomicactivitiesofthecommunitydepictedinthisoralnarrative. (b)Describetheeconomicactivitiesofthecommunityinthisstory. (c)Identifytwosocio-economicactivitiesofthecommunityinthisnarrative. -When asked to state the economic activities ofthe communityfrom which a narrativeorpoem istakenyouaresupposedtogothroughthepoem ornarrative andlookforpointers. Forinstance,ifcowsare mentioned in the narrative,then the economic activity could belivestock keeping.Ifmaize is mentioned,then perhaps this community practicesarable farming. -You mustshow how you arrived atyourconclusions aboutthe economic activities evenwhen you have notbeen asked to.Mostcandidates lose marks foreassumingthattheexaminerhasreadthenarrativeandthereforemustknowhow theyarrivedattheanswer. -You havetoassume thattheexaminerhas notreadthenarrativeand issolely relyingontheinformationthatyouaregivinghim. Theaudience (a)Whatkindofaudiencewouldthisnarrativebesuitedforandwhy? -Whenanswering thisquestionyouhaveto askyourselfthefollowingquestion: Whatclassofpeopleinsocietywouldbenefitfrom thelessonslearntinthis narrativeorpoem? OR giventhelanguageused,whichmembersofsocietyare likelytodrawmostbenefitsfrom thetext? -Thenarrativeorpoem couldbesuitableforchildren,theyouth,elders,girls, boys,youngmenorwomenetc. -The mostimportantthing here is thatyou are able to identify the correct group andsupportyourchoiceofaudiencewithevidencefrom thetext.Most candidateslosemarksfromerelystatingthegroupthattheythinkwouldbest benefitfrom thetextwithoutgivingthereasonswhy.Thisistreatedasmere speculation. <br><br>Reasonsforstudyingoralliterature (a)Statetworeasonswhyyouthinkitisimportanttostudyoralliteratureinschool. -teachingaboutculture -makingusgainsconfidenceinourculture -Teachculturalvaluesormorals -Teachinggoodneighbourliness -Provideheroesforustoemulate -Teachesabouthistoryofthepast -Teachesusabouttheworldofourancestors -Teachesusaboutourselves -Entertains -Sharpenswit/speech/creativity/listeningandlanguageskills. -Afterstatinganyofthepointsabove,youshouldofferashortexplanationforthe pointssated. -Forinstance: -Oralliteratureteachesusaboutourculture.Bylisteningtonarrativeswe gettoknowthedifferenteconomicactivitiespracticedbythecommunity. Someoftheculturalpracticesforinstanceweddingceremoniesandsome ofthevaluesthatthecommunitiesapprovedof.Alltheseareimportant aspectsofculturethatgetstousviathestudyoforalliterature. <br><br>Generaladvicetocandidates <br><br>1.Please be neat.Neatworks gives a good impression.Untidy work may easilyputofftheexaminer.Rememberyoursisnottheonlyscriptbeingmar ked. <br><br>2.Planyouranswersbeforewritingthem down.Thisensuresthatyouarelo gicalandthatyouwriteexactlywhatyouintendtosay.Donotbeinahurryto finish.Usuallytherewillbeenoughtimeto finishthepaperatacomfortable pace. <br><br>3.Where possible underline the importantpoints in you answer.This will help in drawing theattentionoftheexaminertotheanswerandmaysimplify hiswork. <br><br>4.Ifyoudo notimmediatelygettheanswersto acertainquestionDONT PANIC! Youare notthe onlyone in the room faced bythe problem.Instead of panickingTHINKthrough theproblem itisbyfarthemostprofitablewayof goingabouttheproblem. <br><br>5.Rememberthatinliterature,markslieinILLUSTRATION!Shouldyouforget <br><br>everythingelseinthehandbook,keepthispointinmind. ORALLITERATUREMODELPAPERS EXERCISEONE Readthefollowingnarrativeandthenanswerthequestionsthatfollow. THEFALLOFTHEDOG Inthebeginning,thedogusedtobeoneofGod'sfavouritecreatures.Hewasnotcalled dogasheiscallednow,butwascalledLenanu,forhewasverymuchpampered. Andsinceheavenandearthwerenotasfarapartastheynoware,Lenanuusedtopay frequentvisitstoMan,afterwhichhewouldreturntoheavenwhereheresided. Oneday,GodcalledLenanutohim andsaid,\"Myfavouriteone,youmaytalktoManas youplease,butdon'tyouevertellhim ofthegentle-one,forIdonotwanttopartwith her.\"Lenanusaid:\"Verywell,Iwillnevertellhim.\"Butassoonashewasinthecompany ofhisfriend,Man,LenanucouldnotkeepGod'ssecret.Hesaidtohim,\"Man,shallItell yousomething?Godhasonethingthathedidnotgiveyou,andwhichhecallsthe gentle-one.Thiscreatureisveryfatandhumblebutifeveryoumanagetoprocure it,allyourproblemswillgoaway.Goandaskforit,forHewillnotdeny ThereuponManwenttorequestGodforthegentle-one.\"OhGod,\"hepleaded,\"Ihave cometoaskyoutogivemethegentle-one.\"Godwasstartledbythisrequestandasked Man,\"Whotoldyouofthatgentlecreature?\" \"ItisLenanuwhotoldme,\"Mananswered.GodthensentMantogoandcallLenanu, andhespoketohim thus:\"Lenanu,youhaveindeedletoutthesecretofmygentle-one whichIbidyounevertotell!\"Lenanukeptmumoutofshame asthough he wasnot theonewhowasbeingspokento.\"Becauseofwhatyouhavedone,\"God continued,\"Iwillmakeyouadog.From thisverydayyouwillnotresideinmyhome,but youwillgotoearthandbe aservantto Man,and foryourfood youwillfeedon excrement.\"Onhearingthis,Lenanuregrettedhisactionsverymuch,butwasitnottoo late? LenanuthensaidtoGod,\"Ohfather,now thatyouhaveindeedcursedme,Ihave fourthingstorequestofyou,sothatIcan atleastsurvive.Grantme anose thatcan withstandthedistastefulsmellofexcrementnowthatyoufateittobe my foodgrant meanosethatcandetectthescentoffoodfrom longdistances,sothatIdonotdie from starvationgrantme,too,hairsthatfaceone directionso thatifIam delayedat thehuntIcanmaneuver throughthethornfenceswithoutmyhairsgettingcaughtbetweenthorns,for,asyou know,noonewishestoletservantsinatnight.AndthelastthingthatIshallaskofyou isan agileandlightbodythatcangoacrosswatersandsqueezethroughnarrowspacesnow thatyouhavedisownedme.\" Godthensaidtodog,\"Ihavegrantedyouallthatyouhaveaskedfor,butblamenoone, foryouhaveremovedyourselffrom ahousethatwasalreadybuilt.\"Thatwashow Lenanafell outoffavourwithGodandearnedthename'dog',andwasthrowndown toearthtoserveMan.\"Thereasonwhythedogateexcrementisnotforlackofsound advice,itisbecauseheatethedeafear.\"ThiswasalsothetimewhenManprocuredthe gentle-one,whichhelaterrenamed'sheep'. Questions 1.HowwastherelationshipbetweenGodandMan,andbetweenGod?andLenanu? 2.Whatstylisticdevicehastheauthorused? 3.Howhasthewriterusedpersonification? 4.HowwouldyoudescribeLeannescharacter? 5.Whatdoyouthinkthewritermeantwhenheusedthefollowing Sentences: (i) \"Youremovedyourselffrom ahousethatwasalreadybuilt' (ii) \"Thereasonwhythedogateexcrementisnotforlack ofsoundadvice,itis becauseheatethedeafear\"Thefollowingsentencesinthenarrativeareindirect speech.Changethem intoindirectspeech. a) Mansaid,\"Ihavecometoaskyoutogivemethegentle-one' b) \"Lenana,youhaveindeedletoutthesecretofmygentle-onewhichIbidyouneverto tell!\"Godsaid. c)\"Becauseofwhatyouhavedone,\"Godcontinued,\"Iwillmakeyouadog.-\" d) Lenanusaid,\"Nowthatyouhaveindeedcursedme,Ihavefourthingstorequestof you,sothatIcanatleastsurvive.\" c) Goddeclared,\"From thisverydayyouwillnotresideinmyhome,butyouwillgoto earthandbeservanttoman.\" Givethemeaningofthefollowingwordsandphrasesasusedinthe narrative'pampered reside favour 1.TherelationshipbetweenGodandmanwasnotveryfirm becausethereisasecret Goddidnotwantmantoknow ButtherelationshipbetweenGodandLenanuwas intimateforLenanuwasGod'sfavouritecreaturetowhom Hetoldeverything. <br><br>keptmum bid <br><br>manoeuvre 2.Thefollowingareexamplesofstylisticdevicesusedbythewriter Useofdirectspeech,e.g.,\"Verywell,Iwillnevertellhim.\" Useoffigurativelanguage,e.g.,\"...ahousethatwasalreadybuilt.\" \"...heatethedeafear\". Useofpersonification,e.g.,Thedogpaysvisitsandtalkslikeaman Useoffantasy,e.g.,Lenanupaysvisittomanonearthandreturnsto heaven. <br><br>3Thewriterhasusedpersonificationbygivingthedoghumanqualities.e.g.,Thedog cantalktomanandGod. <br><br>4.-Lenanuwasfriendly;heusedtovisitmanfrequently -Hewasaliar,hecheatedGodthathewouldkeeptheirsecret. -Hewasunfaithful;herevealedGod'ssecretdespitethepromisehehadmadenottodo so. -Hewasremorseful/repentant;heregrettedandwasashamedofhisactions -Hewaspolite;hepleadedwithGodandrequestedHim togrant him afewthingsinordertosurvive. <br><br>5.\"Youhaveremovedyourselffrom ahousethatwasalreadybuilt.\".Thissentenceis usedtoshowLenanuhis foolishactionforheusedtoliveincomfortinGod'shousewherehewasthefavourite creature.Hisactions havecausedhim problemsforhewould,from thenon,fendforhimselfandserveman. \"Thereasonwhythedogateexcrementisnotforlackofsoundadvice,itisbecausehe atethedeafear.\" ThissentencemeansthatthedogsufferedforhedidnotheedGod'sadvice. 6.a)MansaidthathehadgonetoaskHim togivehim (man)thegentle-one. b)GodtoldLenanuthathehadindeedletoutthesecretofHisgentle-onewhichHebid nevertotell. c)Godcontinuedandsaidthatbecauseofwhathe(Lenanu)haddone,Hewouldmake him adog. d)LenanusaidthatnowHe(God)hadindeedcursedhim,he(Lenanu)hadfourthingsto requestofHim sothathecouldatleastsurvive. e)Goddeclaredthatfrom thatveryday,he(Lenanu)wouldnotreside inHishomebuthewouldgotoearthandbeservanttoman. 7.pampered- overprotected/spoiltbycuddling reside procure startled - surprised reprimanded rebukedsharply Keptmum keptquiet Withstand resist Maneuver moveskilfully agile nimble/active/quick felloutoffavour nolongertreatedwithpartiality/nolonger friends. <br><br>- live - obtain/acquire EXERCISE2 Lookatthefollowingproverbsfrom variouslanguagecommunities andwritedowntheirapplication. Forexample: <br><br>1.Guthimbalikuura(Gikuyu) <br><br>Havingcloudsisnotthesameashavingrain Application: Thisproverbisusedtowarnpeopleagainst makingmajorplansforthingsthathavenothappened.TheEnglishequivalentofthis proverbis\"Don'tcountyourchickensbeforetheyhatch. <br><br>2. Wekseiurwomboket(Nandi) Whatyoudotometodaymightbedonetoyoutomorrow. Application:Thisproverbisusedto advisepeopletotreatotherswell.ABiblicalequivalentofthisproverbis\"Dountoothers asyou wouldwantthem todountoyou\" 3 MurnerataOlaiyioniootamenve.(Maasai) Aboyisneverreallycircumcisedwhilehisfatherisstillalive. 4 Meetaemotonyinerneiroekenyua.(M aasai) Thereisnobirdthatdoesnottalkatdawn. 5. Medung'unoyuen'uditioitoi.(Maasai) Onedoesnotmakeawalkingstickwhileontheway. 6.Unyinyinotaunmu(Gikuyu) Youthislikefoolishness. 7Hatirikiegakiurnagahega.(Gikuyu) Nothinggoodcomeseasily. 8.Rurigirwetagiririamukwa.(Gikuyu) Astringcoulddowhileyouwaitfortherope 9.Bintombiamochikare.(Gusii) Thingsareforthosewholive long. 10.Mwanaabandemaniriamakendu.(Gusii) Anotherperson'schildis coldmucus. 11.Nyumbanjemasimlango.(Kiswahili) Agoodhousecannotbejudgedbyitsdoor. 12.UmqjaniNguvu.(Kiswahili) Unityisstrength. 13.Chemachajiuza,kibayachajitembeza.(Kiswahili) Agoodthingsellsitself,abadthingpersuadespeopletobuyit 14.Nandaulilakalikushilaekombe.(Luhya) Onewhodoesnotlistenwillhavehisearsopenedintheafterworld. 15.Nandakaywayatsianakoebukhwe.(Luhya) Hewhocannotbeadvisedwillgovisitinghisin-lawsinamess. 16.Nzuyukhaneyayiaameno.(Luhya) Hewhohurriesup.getshisteethburned. 17.Kwamwikathiikuyaangunguni.(Kamba) Youcannotmissliceinthehouseofabraggart. 8.Ndukatumiemwanautemusyaengoi.(Kamba) Donotmakeababy-carrierbeforethebabyisborn. 19.Syalisyaitinaitileaunywamuluu(Kamba) Thelastonesareboundtodrinkthemuddywater. 20.Choseitanyagobokelyenang'wan.(Nandi) Toerrishuman. 21.Makibelchindoskorokonaeng.(Nandi) Noonecanservetwomastersatatime. 22.Kirigikirinjagagitiagagagiakwooga.(Meru) Aropelyingoutsidemaybeuseful. 23.Nzorukaremazwanipebeze.(Giriama) Anelephantalwayscarriesitstusks. 24.MviIwanjenaoniomonimfwanya.(Taita) Theoneyouarebornwithistheoneyoudiewith. 25.Lookingataking'smouth,onewouldthinkheneversuckedathis 'mother'sbreast.(Ibo) 26. Thosewhosepalm-kernelswerecracked/orthembyabenevolentspiritshouldnot forgettobe humble.(Ibo) 27.Abirdinhandisworthtwointhebush.(English) 28.Astitchintimesavesnine. (English) c) Lookfortenmoreproverbsfrom variouslanguagecommunities.Givetheirdirect translationintoEnglishandtheirapplications Answers 1.Thisproverbisusedtoemphasizetheauthorityoftheeldersinthecommunity.It alsowarnsagainstconflictbetweenoldpeopleandtheyouth.. 2.Thisproverbcautionspeoplewhospeaktoomuchbutinactualfactsaynothing worthwhile.Itisusedtodiscourageidletalk. 3.Properarrangementsforatripshouldbemadebeforeonestartsoffbutnotonthe way.Theproverbisusedtoencouragepeopletoplanthingsbeforedoingthem. 4.Thisproverbisusedtoshow thelittlewisdom theyouthhaveintheeyes of the elders.Mostofthethingsthattheyouthdoaredonefrom lackof wisdom.You thereforecannotpunishapersonfordoingsomethingoutoffoolishness/ignorance. 5.Thisproverbadvisespeopletoworkhardforunlessoneisreadytoworkhardand dirtyhishands,hewillnotacquirewhathedesiresinlife. 6. Thisproverbmeansthatyoushouldutilizethelittlehelpthatyougetand;thatyou shouldnotrejecthelpevenwhenitseemstobeinsignificant. 7.Thisproverbisusedtoemphasizeandencouragethequalityofpatience.Peoplewith patiencealwaysbenefitintheend. 8. Thisproverbisusedtoshowthatyoucannottreatanotherperson'schildexactlyas yourown.Itremindspeoplenthatitisnaturaltoconsiderone'schildfirst. 9.Thisproverbisusedtowarnpeoplenottojudgeothersorthingsmerelybytheir outwardappearance.Whatmightlookgoodorattractiveontheoutsidemightnotbethe sameontheinside. 10.This proverb is used toadvise people to be united in orderto overcome problems.Whenpeopleareunited,itbecomesdifficulttodestroythem. 11.Thisproverbcautionspeopleagainsttalkingtoomuchaboutthemselves.Agood personwillbejudgedfrom hisorhergoodactionsandbehaviour. 12.Inthisproverb,oneisadvisedtolistentoadviceorelseitwillbeveryembarrassing whenhefindshimselfinasituationthatrequireshim tobehaveinaspecialway. 13.Thisproverbtoowarnsapersonagainstdisobedience.Ifonedoes notlistento advice,hewilldiscoverthetruthwhenheisinatotalmess. 14.Thisproverbcautionsonetodothingsslowlybutcarefullyinordertodothem well.. Workdoneinahurryendsupbeingshoddy. 15.Theproverbisusedtocautionpeopleagainstpraisingthemselvesfortheyhave weaknesseswhichtheydonotpointout. 16.Theproverbcautionspeopleaboutmakingtooelaboratepreparationsinregardto ananticipatedhappening.Thisistoavoidembarrassmentincasethereisfailure. 17.Thisproverb isusedtocautionpeopleagainstarrivinglate atafunctionor appointment.Suchpeopleshouldnotcomplainiftheymissthefunctionoriftheyget thedregs/leftovers. 18.Thisproverbmaybeusedtoconsolesomeonewhohasdonesomethingwrong unintentionally.Itmayalsobeusedtocautionthosewholaughatothers'mistakes. 19.Theproverbisusedtoadvisepeopletodoonethingatatimeinordertosucceed. 20.Peopleusethisproverbtoadvisepeoplenottodiscardthingsthattheyarenotusing forsuch thingsmaybehandyinfuture.Italsoemphasizestheimportanceofeach memberofthefamilyregardlessofhisage,sexorsize. 21.The proverb is used to encourage others to acceptwhatmay happen to them.Itis also used tomencouragepeopletodotheirworkwellnomatterhow hardthejobmightbe 22.Thisproverbisusedtoremindpeoplethatpeoplewithbloodrelationsarecloseand willalwayssidewitheachotherAnEnglishequivalentofthisproverbis,\"Bloodisthicker thanwater\". 23.Thisproverb isusedtoencouragepeopletoworkhardinordertorisefrom poverty. Thisproverbisusedinasocietywhereeveryindividualisgivenachancetobecome importantthroughhardwork 24 Thisproverbcautionsthosethatareluckyandhavebecomerich nottolookdown uponthepoorpeople.Thepoorpeoplearejustunfortunate 25 Thisproverb isusedtoadvisepeopletomakeuseofwhatthey have,nomatter howlittle,andnottostayidlewaitingforbetterthingsthatmightnevercomeatall. 26.Theproverbis usedtocautionpeopleagainstleavingthingsundone:itadvises peopletocorrecterrorswhentheyhappen.Thisisbecauseifworkisleftundonefor long,itwillbedifficulttodo.Again,ifanerrorisnotcorrectedwhenithappens,itwill growoutofhandtherebymakingitmoredifficulttocorrect. EXERCISE3 Readthenarrativebelowandthenanswerthequestionsthatfollow. KONYEKIANDHISFATHER Onceuponatimetherewasanogrewhousedtoturnhimselfintoahandsomeyoung man.Onedayheattendedatraditionaldanceinaneighbouringvillage.Hewassmartly dressedandhedancedsowellthathebecamethecentreofattractionformostof the girls present.One girlwas soattracted tohim that shedancedwith him throughout.Sheevenbecame furiousifheapproachedanothergirlforadance.When theyweredancingthelastdance,he requested her to accompany him to his house to see his house and greethis mother,with apromisethathewouldtake herbackhomeafterthevisit.Theogrewassocourteousthatthegirlbelievedhim. Apartfrom this,hewassoattractivethathehadconqueredherheart. Afterthe lastdance,they setofftowards the ogre's home.They walked and walkedpa...pa...pa...kilometreafterkilometre,acrossrivers,hillsandvalleys.The girlwasgettingtiredandshestoppedandaskedhim howfarhishousewasfrom whereshestood.Hetold herthathishomewasashortdistanceaway.Itwastrue becauseafterashortdistance,shesaw alonelyhouseinthemiddleofaforest.He pointedatthehouseandtoldherthatthatwashishome.Thehousewaslockedfrom theoutsideandtherewasnosignoflife.Hesaidthathismotherhadlockedthehouse andgonetothefarm.Heaskedhertowaitoutsideandexcusedhimself.Hewentinto the house,sayingthathe wasgoingto warm thehouseforher.She waitedoutside andatthetimeshebegantoshiver.Somethinginsidehertoldherallwasnotwelland shebecamesuspiciousoftheyoungman.Hecameoutofthehouseandinvitedherin side.When shewassettled,heexcused himselftogooutformorefirewoodforthe room wasstillcold.Hemadesurehelockedthehousefrom outside.Afterheleft, thegirlgot curious and started looking around.To herhorror,shefoundhuman skullsand limbs tuckedunderthebed.She became so scared thatshe fainted.When she cameto,shefoundherselfonabed.Theogrehadremovedtheartificialhair he hadputonduringthedance,therebyexposinghisothermouthatthebackofhishead. Shestartedcryingandsayingtoherselfthatshewishedshehadheededhermother's adviceandthatallthatglitters isnotgold.Itwastoolatenowandtherewas nopoint cryingoversplitmilk. Shestoppedcryingandpleadedwiththeogre nottoharm herandtolethergohome. Theogretoldhertosavehertearsforshewashis wife from then on.Shecouldnot leavebecausehethreatened tokillherandherfamilyifsheranawayfrom him She dreadedherstaytheredaybydaybutshehadnoalternativebuttostay. She stayed in the ogre's house and aftersome time,she gave birth to a baby boywhom shecalledKonyekiWhenKonyekigrew up,hetookafterthefather.He had his father's characteristics butwas muchmoreinquisitiveandgreedy.Heand hisfatherusedtogototheforesttohuntforallsortsofcreatureswhichtheyusedto bringhomeforthem othertocook.Themotherdetestedthethingstheyateandshe never tasted any ofthem Sheusedtocookherownfoodm Oneday,Konyeki's maternalauntcameto visithersisterafteralongsearchforherShemetKonyeki's motheroutsidethe house drying some animalskins.When they met,theycried on each other's shoulderswith happiness. After exchanging greetings and enquiring aboutthe othermembers ofthe family,Konyeki'smothertoldherhow shecam etotheogre'shouseandhowshehadanotheryoungerogre,worsethanthe father. TheystayedhappilytogetheruntillateafternoonwhenKonyeki'smothertoldhersistert oleavefortheogreswereabouttoreturnhome.Shetoldthesistertoresthalf-waythe journeyonathicktreeandwaitthereuntiltheogreshadpassed.Shetoldherthat sometimesthey used torestunderthe tree.In case theydid,shewasnotto maketheslightest noiseunderanycircumstancesheasked herwhetherthatwasclearand thesister nodded herhead in agreement.She then lefthersister,Konyeki'smother,with tearsinhereyes. Whenshereached thethick tree,she decidedtorestasshewasaskedto do byher sister.Sheclimbed thetreeandmade herselfcomfortable bysitting on a thick branch.Thetree'sthickfoliageconcealedherpresence. WhenKonyekiandhisfathercame,theydecidedtorestabitunderthetreewhen thewoman saw theiruglyfacialfeaturesand especiallytheirmouths,shestarted urinatingandtheurinefellonKonyeki'shead.Hewonderedwhetherithadstarted raininghotrainandhelookedupthetree.Hesaw alegdanglingupthetree. Hisfatherhadastiffneckand hetherefore was notinterested in looking up.He feltexcruciating pain anytime he moved itKonyeki. Ignoring his father's indifference climbed the tree,a slow,shysmilecreepingaroundthecornersofhis mouth.Thewomanheld tightly onto thetree trunkbutKonyekiwascunning.He whisperedthatifshelethim eatherfingersonly,hewouldleaveheraloneandnottell thefatheraboutherpresencethere.Thewomangaveinandwhenherfingerswere eaten,shecouldnotholdontothetreeanylonger.Shewaspulleddownstillscreaming. Herstomachwasopenedand theyfoundtwinbabies.They wereboth boys and Konyekitookthem hometo hismotherto cookthem forhim. When hismother sawthetwobabies,sherealizedwhathadhappenedtohersister.Shetookthebabies, wrappedthem upandtookcareofthem.Inplaceofthem,shecaughttwomoles,cut offtheirtailsandcookedthem forKonyeki.Konyekiatethem althoughhe complainedthathiskidneys(ashecalledthem)seemedtohaveshrivelledandthat they werenottasty.His motherretortedthatshewouldnevereatthestrangethings thattheyate.Herhusbandtrustedherandstopped Konyeki from accusing his mother.Konyekiwasnotsatisfiedwiththeexplanationbuthekeptquiet. Days,months andyearspassedandthe boys grew tallerand stronger.Theywere wellhiddenatnightbuttheywereallowedtogooutduringthedaywhentheogreswent outhunting.Onedayonarainyday, Konyekireturnedintheeveningfrom theirusualhuntingtripsandhefoundmanysmall footprintsnearthedoorofthehouse.Hebecamesuspicious andasked his mother who had madesomanyfootprints.Hismothertoldhim thatthemarksweremade byherasshewentouttogetwater,firewood,foodandwhenshedidotherhousehold chores.Hesaidthefootprintsweretoosmalltobehers.Themotherthensaid they mustbehis forthere was nootherchild in their home.Thefatherdidnotdoubt his wife and told Konyekithefootprintswere his (Konyeki's).The children had beenwarned nevertomake noise andtheyobeyed.Theyalsonevercried.When Konyeki'smotherthoughttheboyswerebigenough,shecalledthem outonemorning andtoldthem abouttheirmother;whoshewas,andthatherlife and theirswerein danger.Iftheythoughtofescaping,thentheyhad to practise how to fightso that theycould killthe ogres.Theyagreed with theiraunt and shebought them swords,spears,bows and arrows.Theyspentmostoftheirtimetraining how to fighttheogres. Aftertheyweresureofthemselves,andconfidentthattheycouldkillthem,theyasked theiraunttoallowthem togoaheadandkilltheogres. OnedaywhenKonyekiandhisfatherreturnedhomeexhausted,they wentstraightto sleepandafterafewminutestheyweresoundasleep andsnoringloudlyasusual.The twinscameoutoftheirhidingplaceandattacked the ogres.Konyekiwas the first one to wake up and defend himself.As he was fighting back,heshoutedathis father,blaminghim forignoringhiswarningwhen hereportedhe hadseen other footsteps.Hishead was hacked offand hedied instantly.His fatherwokeup with a startand he too gotafatalblowbeforehecoulddefendhimself.Thetwins andtheiraunttookallthattheycouldcarry,burntdownthehouse inwhichthedeadogreswereandlefttheplacetogobacktotheirhome. Questions 1. Whatisthethemeofthestory? 2. Whydoyouthinkthetwinsarenecessarytotheplot? 3. WhatqualitiesarebroughtoutinthesestoriesthatmakeKonyekiandhisfather objectsoffear? 4. Whatmoralteachingdoyougetfrom theproverb,\"Alltheglittersisnotgold?\" 5. Identityanidiophoneinthisnarrativeandsaywhyitisused. 6. Whatdoyouunderstandbytheproverb,\"Don'tcryoversplitmilk\" 7. Whattypeofstoryisthis? Answers 1.Thethemeofthestoryis greedandruthlessness oftheogresthat destroythem intheend. 2.Twinsarenecessarytotheplotbecauseitisthroughtheiractionsthat thestoryends;theykilltheogresand,togetherwiththeirauntgoback totheotherhumanbeings. 3.QualitiesbroughtoutinthisnarrativethatmakeKonyekiandhisfather objectsoffearare: -theycanchangeintohumanbeingsandtrickrealhumanbeings; -theykillandeathumanbeings; -theyaregreedyandferocious; -theyareneitherhumansnoranimals; -theyarecunning 4. Themoralteachingfrom theproverb\"Allthatglittersisnotgold\"isthatweshould notjudgepeoplebytheir looksThegirlwentwith anogrethinking thatitwasanattractiveyoungman. Thisbroughtherproblems later. 5. Theidiophone ispa..papaitisusedtoshowthe soundmadebythe feetastheywalked. 6. Thisproverbmeansthatoneshouldnotblamehimself/herselfoveranaction thathappenswhenone knowsthat he/shecannotreversethe action.Alloneshoulddoistrytodo somethingbetternexttime 7. Thisisanogreormonsterstory. EXERCISE 4 READ THEORALNARRATIVEBELOW AND ANSWER THEQUESTIONS THAT FOLLOW. HAWKANDHEN A long time ago Hen and herfriend Hawk.Thetwo friends were goodfriends andlivedneareachother.Theysharedwhatevertheypossessedandthechildren tooweregoodfriends.Everymorningaftertheplantingseason,onecalleduponthe othertogoouttothewoodsandtorubbishDumpstolookforwormsandothertypes offood.Oneday,astheyprepared themselvesto go outto lookforfood,Hare calledonthem and told them,Myfriends,asyou knowa friend inneedisafriendin deed,Ivecalled you this morningto invite you to my daughters wedding.Icannot forget,she continued,how you,especiallyyouHen,fedmychildrenwhenIwassickandbed -ridden.Please,comeandenjoywithus,sheconcluded.Hen andHawklooked at eachother andnoddedtheirheads.TheypromisedHaretheywouldgo tothe ceremony.Haretthankedthem andranofftowardsherhome. AfterHare had left,theylooked ateach otherand burstoutin laughterAs far astheywereconcerned,theydid notconsiderHarea realfriend butjustoneof them.Theyhowever,decidedto attend thewedding partyoutofcuriosityHawks son had married a verybeautifulgirlthepreviousyearand therewasa lotof eating and drinking.Hawkcould remembervividlyhowHyena drankand drank beeruntilhisfourlegscouldnotcarryhim.Hehadtobetakenhomecompletely unaware of what was happening. Could Hare's party match hers? Hawk wondered.Shebecamecuriousandwantedtofindout. On the wedding day,Hen and Hawk dressed themselves in theirbestparty costumes.Theywarnedtheir childrennottoleavetheirhomecompoundsduringt heirmothers'absenceTheythen lefthomeandwalkedhappilytowardsHare's compoundHaresawthem :nadistance andhurriedtomeetthem \"Oh!Howare youmyfriends?Welcomehome.Thepartyisgoingtostartinanhourstime'They wenthomewhileHare washoldingHen's hand.Hawknotedthis withdispleasure butshesaidnothing. Whentheyreachedhome,Haresaid:\"Sit downandhaveadrinkwhile Iprepare myself Sheaskedoneheryoungsonstoservethem withdrinks. Whenthedrinkswere brought,againHawknotedthatHenwasservedthedrinkinaglasshutHawkwas servedinacupwithcrackededges.ThiskilledHawk'sspirits.Shemaynothave been as beautiful as Hen but that was no reason whyshe should be discriminatedagainst.Afterall,hadn'tshegoneoutofherwaytodressinherbest clothes,justforthepartyHawkthoughtbitterly. Afteranhour,Hareemerged from aninner room, dressed magnificentlywith matchingshoesandnecklace.Theyallproceededtotheparty.Harem ade sure she satnextto Hen butHawk sata little bit fartheraway.Shewondered whatwashappeningHenseemedveryhappyduringthepartyandshelaughedall thetimewithHare,ignoringHawk'spresence.Hawkbecam emoodyanddecidednot totalktoanyofthem from thenon. After the party asover,Harebidthetwogoodbyeandtheyleftforhome. Itwasgettingdarkastheywalkedhome.HentriedtoinvolveHawkinconversation \"How did youfindthepartyIthinkitwaswonderfulHawkdid notanswerHenand shewonderedwhyHawkwasbehavinginthatmannerHenwantedtodiscussthe matterbutHawksaidshewasnotinterestedtheywenthomewithouttalking toeach otheruntiltheyreachedtheir respectivecompounds.Hen,asusualinherhigh spiritsbidHawkgoodbyebutHawklookedathersneeringly,swungherhipsmore thanusualandshuthergatewithoutaword.Henclosedhergatetooandwenttocookf orherchildren.VeryearlythefollowingmorningHawkschildknockedatHens doorandafterHenopenedthedoor,shesaid,Mummysentmetoyoutotellyoutogive backallthethingsthatbelongtous.Hereareallyourthingsthatwereinourhouse. Henwasdumbfounded.ShecouldnotimagineendingthefriendshipwithHawk.They hadbeenfriendsforsuchalongtime.Nevertheless,shegavethechildallthethingsthat werenotherstotaketohermother.Thechildleftbutafterashortwhileshereturned. \"Mummytoldmeyoudidnotgiveherallthethings.Sheneedsourhoeandpanga whichyouborrowedlastweektocultivateyourfarm.Shealsoneedstherazorwhich youborrowedyesterdaytoshaveyourchildren.\"Henwentbacktothehouseandcame outwiththe pangaandthehoebutwithouttherazor.Shecouldnotfindtherazoratall.Shetold Hawk'schild, \"GoandtellyourmotherthatIhavesearchedfortherazorbladeeverywherebutI cannotgetit.TellherIshalllookforitlateronandIwillsendoneofmy childrenwithit.\"Hencalledoutallherchildrentolookforthemissingrazorbladeand theyscratchedallaroundtheircompoundwithoutanysuccess.Thatevening,Hensent oneofherchildrentoreportthattherazorbladewaslostandtheycouldnotgetit. Hen'schildknockedatHawk'sdoorandwhenthedoorwasopened,shewaspulledin byHawkandkilled.Hawkinsistedthatshehadtohavebackherrazorbladeandshe sworetoeatallHen'schildrenunlessshegotitback.'Thefollowingmorning,Hawkand herchildrenhoveredoverHen'scompoundtryingtogetachancetosnatchoneofHen's children.Hencluckedloudly cluck...cluck...runningalloverhercompoundfrightenedandfranticallycallingher childrentocometoherforprotection.Theyallran Henwasdumbfounded.Shecould notimagineendingthefriendshipwithHawk.Theyhadbeenfriendsforsuchalongtime. Nevertheless,shegavethechildallthethingsthatwerenotherstotaketohermother. Thechildleftbutafterashortwhileshereturned.\"Mummytoldmeyoudidnotgiveher allthethings.Sheneedsourhoe andpangawhichyouborrowedlastweektocultivateyourfarm.Shealsoneedsthe razorwhichyouborrowedyesterdaytoshaveyourchildren.\"Henwentbacktothe houseandcameoutwiththepangaandthehoebutwithouttherazor.Shecouldnot findtherazoratall.ShetoldHawk'schild\"GoandtellyourmotherthatIhavesearched fortherazorbladeeverywherebutIcannotgetit.TellherIshalllookforitlateronandI willsendoneofmychildrenwithit.\" Hencalledoutallherchildrentolookforthemissingrazorbladeandtheyscratchedall aroundtheircompoundwithoutanysuccess.Thatevening,Hensentoneofherchildren toreportthattherazorbladewaslostandtheycouldnotgetit. Hen'schildknockedatHawk'sdoorandwhenthedoorwasopened,shewaspulledin byHawkandkilled.Hawkinsistedthatshehadtohavebackherrazorbladeandshe sworetoeatallHen'schildrenunlessshegotitback.'Thefollowingmorning,Hawkand herchildrenhoveredoverHen'scompoundtryingtogetachancetosnatchoneofHen's children.Hencluckedloudly cluck...cluck...runningalloverhercompoundfrightenedand franticallycallingherchildrentocometoherforprotection.TheyallranHenwas dumbfounded.ShecouldnotimagineendingthefriendshipwithHawk.Theyhadbeen friendsforsuchalongtime.Nevertheless,shegavethechildallthethingsthatwerenot herstotaketohermother.Thechildleftbutafterashortwhileshereturned.\"Mummy toldmeyoudidnotgiveherallthethings.Sheneedsourhoeandpangawhichyou borrowedlastweekto cultivateyourfarm.Shealsoneedstherazorwhichyouborrowedyesterdaytoshave yourchildren.\"Henwentbacktothehouseandcameoutwiththepangaandthehoe butwithouttherazor.Shecouldnotfindtherazoratall.ShetoldHawk'schild,\"Goand tellyourmotherthatIhavesearchedfortherazorbladeeverywherebutIcannotgetit. TellherIshalllookforitlateronandIwillsendoneofmychildrenwithit.\"Hencalled outallherchildrentolookforthemissingrazorbladeandtheyscratchedallaround theircompoundwithoutanysuccess.Thatevening,Hensentoneofherchildrento reportthattherazorbladewaslostandtheycouldnotgetit.Hen'schildknockedat Hawk'sdoorandwhenthedoorwasopened,shewaspulledinbyHawkandkilled. HawkinsistedthatshehadtohavebackherrazorbladeandshesworetoeatallHen's childrenunlessshegotitback.'Thefollowingmorning,Hawkandherchildrenhovered overHen'scompoundtryingtogetachancetosnatchoneofHen'schildren.Hen cluckedloudly cluck...cluck...runningalloverhercompoundfrightenedandfranticallycallingher childrentocometoherforprotection.Theyallrantoherandsheprotectedthem,and Hawkfled awaydisappointed.From thattimeuntiltoday,hensgetfrightened and hidetheir childrenanytimetheyseeHawknearby.Hawkontheotherhandisstillangryandshe looksforHen'schildrentokill.Shesaidshewillneverstopuntilshegetsherrazorblade back.HenstilllooksfortherazorbladeeverywhereandthatiswhyHensarealways seenscratchinghereandtherelookingforHawk'srazorblade.Theywonderwhether theywilleverrestorepeacewithHawkandfamily. QUESTIONS 1.-Whatisthemainoccupationofthecharactersinthisnarrative?Supportyouranswer withtwodifferentphrases from thenarrative. 2.Whatdoyouunderstandbytheproverb:\"Afriendinneedisafriendindeed'? 3.HowdoyouthinkHenhidherchildrenfrom Hawk? 4.Narrativesusuallyhavethreemainparts:abeginning,amiddleandan ending.Writeoutthethreesentencesthatsignalthebeginningofeach sectioninthisnarrative. 5.WhatincidentsforcedHawktobreakherfriendshipwithHen? 6. Thewriterusesanidiophoneinthisnarrative.Identifyit. 7. Identifyfivewordsthatshowthatthestorywasnarratedinamodern setting. 8.WhatHawk'scharacteraspectscanyouidentifyinthisnarrative? 9. Inonesentence,summarizetheconflictinthisnarrative. 10.Whatmainfeaturesandstyleoforalliteraturehasthewriterused? 11.Thestoryendsinacertainmood.Whatmoodisthis? 12.Whatdoyoucallthistypeofnarrative? ANSWERS 1.Thecharactersinthisnarrativearefarmers.Theevidencefrom thenarrativeis:our hoeandpanga-tocultivateyour farm -aftertheplantingseason. 2. \"Afriendinneedisafriendindeed\"-Yourrealfriendistheonewhocomestoyour aidwhenyouneeditmost. 3.Henhidherchildrenfrom Hawkbycoveringthem withherwings. 4.Thethreemainpartsinthisnarrativearesignaledbythefollowingthreesentences. Beginning-\"Alongtimeago,therelivedHenandherfriendHawk\" Middle Ending-\"From thattimeuntiltoday,Kensgetfrightenedandhidetheirchildren any timetheyseehawksnearby.\" 5. HawkbrokeherfriendshipwithHenbecauseshebecamejealouswhen: -HareheldHen'shandtowelcomethem toherhouseandnotHawk'shand. -HawkwasservedadrinkinacupwithroughedgeswhileHenwasservedthedrinkina glass. -Intheparty,HareandHenignoredHawkandleftheroutoftheirconversation..They evensatneareachotherwhile Hawksatabitfarther. 6.Theideophonethatthewriterusesis'cluck-cluck-cluck'todescribethe sound Hen made. 7.Fivewordsthatshowthatthestorywasnarratedinamodernsettingare:cut,glass, party,dress,shoes,panga. 8.Hawk'scharacteraspectsinthenarrativeare; jealous adamant curious ruthless 9.TheconflictinthenarrativeisbetweenHenandHawkwhoneedsbackherrazor bladewhichHenhaslost. 10.Thewriterhasused dialogue,narrativeisgiven bythe third person,animals havebeengivenhuman characteristicsandthewriterhasusedsuspense. 11.Themoodthestoryendsinisthatoffear,anger,vengeance,desperationand hopelessness. 12.Thistypeofnarrativeiscalledexplanatoryoraetiological. <br><br>-\"Veryearlythenextmorning,Hawk'schildknockedatHen'sdoor...\" EXERCISE5 Readthefollowingoralnarrativeandanswerthequestionsthatfollow. LWANDAMAGERE Magerewaslikeamystery,forhewasimmenselystrongandinarmedcombatquite invincible.Thushewasaheroamonghispeople.OftenundercoverofnighttheLang'o madecattleraidsintoLuoterritory;butwheneverMagereappeared,theysufferedheavy lossesandthoseabletoescapealivesoonshowedacleanpairofheels. Then,after Magerehad won countlessbattlesagainstthem,theLang'o eldersassembled to discusswaysofendingthegloriouscareer ofthisall-'conqueringhero.\"How bestcanwedestroyhim?\"theyaskedthemselves \"HowisitthatMagereseemstohaveabodyofstonewhen,liketherestofus,hehasa wifeandchildren?Surelyhehasbloodsomewhere.\"Theydebatedtheproblem atlength, untiltheydecidedtogiveMagereaLang'ogirlwhomightdiscoverthesecretofhis strength.AndsowordwentoutthatthemostbeautifulgirlknownamongtheLang'o shouldbefoundandsenttotheelders'assembly.Agirlwasfound,alovelymaidenas brownasaripeosayefruit:noothergirlcouldmatchherforgraceandbeauty.They senthertoMagereandhefellinlovewithheratonce.WhenMagere'smikayi,orfirst wife,sawthathewasabouttomarryastranger,sheupbraidedhim.\"Husband,\"shesaid, \"Idon'tlikeyoumarryingthisdaughteroftheLang'o.Why didn'tyoufindabeautifulLuogirlinsteadofthisjambetrewhohasbeensenttospyon you?\"Magererefusedtolisten.Women,hethought,arethesametheworldover:spiteful andfullof-jealousy.Magerelivedhappilywithhisnew wife.Timewentbyandthough shewenttoreporttoherpeoplemoonaftermoon,shehadnonewsforthem..Oneday, however,Magerefellillwhilehisfirstwifewasoutworkinginhergarden.Itwas customarythenforthefirstwifetodothefarmingoratleasttosowtheseedsforthe harvest.ThusthejuniorwifenursedMagere.Nextdayhisillnesswasworseandinthe latemorning,whenthesunreacheditsheightandpeople inthegardenshadtoleavetheirworktoshelterfrom itsheat,Mageretoldhisyoung wifetobringabladecuthisbodywithit,andthenrubsomepotentashintothe wounds.Themedicinewasmadefmm burntherbswhichhehadstuffedintodried sealedreeds.Hehadstoreditinaskinbaginhisownduol awayfrom theeyesofhiswives.Magereaskedhisyoungwiretomaketheincisions. Shereplied,\"Husband.whydoyoudemandthe im possible'Athin blade cannotcutthroughrockandyou'reallrock\"ThenMagerepointedtohisshadow. \"Cutthere,'heordered.Now.she wenthalf-heartedlytoMagere'sshadow,andwith thebladecutthepanofhisshadow castbyhisforehead.Inthe samewayshe madeanotherthreecutsonthe cheeksandthenappliedthemedicine.Asshe watchedthebladesinkintotheshadowitseemedtohertim eitwassinkingintot heearth.Shewasastonished,therefore,tolookupandseebloodtrickling from t he 'rock'Thedeeperthe blade sank,the moretorrentially the blood flowed.SheknewnowthatMagere'sstrengthlayinhisshadow,andnotinhisbody. Hertreacherousheartwaswarmedbyitall.Besides nursing Magere,she had to fetch vegetablesfrom the fieldsand waterfrom theriver.So,shortlyafterher discovery,shetoldMageretositintheshadowofhisduolwhileshewenttoperform these tasks.Meanwhile,ofcourse,shewenttoherhouse,packedherbelongings,andfledto herpeople.WhenMikayiarrivedfrom thefields,sheaskedhowMagerewasfeelingHe saidhisillnesshadadvancedsofarthathe had asked hisLang'owife to cuthim andapplysomemedicine.\"Oh,my husband,\"shecried,'\"you'vesteppedonhotash! You'vesteppedonhotash w ith both feet!Whereisthis girl?\"Shesearched everywherebutw ithout success.Awareofwhatthediscoverymeant,shenow beggedherhusbandnottogotowaragain. ButMagerereplied,\"IwasbornaheroandI'lldieahero!I'llneverhesitateto defendmypeople!\"Theyoung wifesoonarrivedin the lang'o heartland.Word quicklyspreadtoallpartsofthecountrythatshehadreturnedwithexcitingnewsfrom Luoland.Theleadersgatheredatonce.Some,whohaddoubtedthewisdom oftheplan asked,\"Hasshereallycomeback?\"andthereply,\"Yes!!\"wasgivensofirmlythatit piercedtheinnermostdepthoftheirears. Peoplepouredinfrom thecountryside.Questionandanswerwereconstantlyrepeated amongswellingcrowds.Soon,withthe home tightlypacked,thegirlrosetospeak, andtoldthestoryofMagere'ssickness.\"Ifyouwanttokillhim,\"sheannounced,\"look forhis shadowandaim atitwithwhateverweapon you're carrying.Shootnowhere else,fortheuprightparts ofhis body are solidrockthatwillblunt,curl,orbreak all yourspearsandarrows.\"Herwordssankintotheirears.Theyroseandreturnedtotheir homes.Theelders,however,nowplannedaseries ofbattlesagainstLuo,battlesthatwouldbeginatnightandlastuntilwellafterdawnon themorrow. Afewdayslater,therefore,theylaunchedafiercenightattackontheLuoandthebattle continueduntilwellintothe following day with many lives loston both sides. Seeing that the struggle was dragging onunnecessarily,thesickMagere,who normallyenteredthefieldonlywhenhisjuniorwarriorsseemedespeciallyhardpressed, nowcalmlyhandedhistobaccopipetohismisumba.\"Preparemyarms!\"heordered. Norwouldhelistentohiswife,whobeggedhim ceaselesslynottojointhebattle.\"I'm goingtodefendmypeople.Onedead herodoesnotpreventtheworldfrom bearingmore.\"Soherushedintothefield,andall afternoonvictoryhunginthebalance.Withhisclubsandspears,withhisbows,arrows, andshield, Magere hurled himself againstthefoe,takingthem unawaresand slaughteringcountlessnumbersofthem.Thelightlyinjuredfled;thegravelywounded lay bleedingbeneaththesun.Stillclingingtolifetheysweatedintheheatwithoutwaterto quenchtheirthirst.Theysaw deathapproachinglikeanarrowshotfrom thebow,wingingitswaytohittheeyeofits target? TheLang'oresistedstubbornly.Theystrovetostem Magere'sattack,buthedispersed thehardcoreoftheirtroopsanddrovethem intothehills.Racingalonginpursuit,he slaughteredeveryonewithinreach.Then,feelingweary,he decidedtobreakoffabattlethatwaswonalready.HeaskedhispeopletolettheLang'o escape.Cowards,theysay,areheroesonceawarisover,perpetuallyboastingoftheir scars.TheLang'owhoescapednodoubtboastedoftheirwounds, andtheLuo, victorious,wouldretellahundredtimes the storyoftheirbrilliantstrategy.Theglory duetoasingleherowouldbesharedbyall. And now,returning from battle,theLuo chantedwarsongs.Warriorspraised their fellows,slam orliving,andtheairwasfilledwiththeblaringofhorns,theboomingof drums,andtheclangingofspearsandgain. Afterhis hardfightMagere wasweakandhecamedownslowlyfrom themountains where he had driven the Lang'o. It was late evening,when the long shadows announcedthatsoonthesun.mustfallbehindthemountains.Magere,unabletoam, waspickinghiswayalongthehomewardpath.Andatthistime,too,a Lang'owarrior rememberedtheadviceofthegirl.Heupbraidedhiscomrades,'\"Arewegoingtolet this manescape,\"heasked,\"'afterkillingsomanyofourbrothers andsonsCome., let's findhim.Today hemustdie.\"With the cunning ofwinch his people were famous,theLang'owarriorsetofftosearchforMagere.Likeasnake,heslidfrom, bushtobush,carefullyconcealedfrom theeyesofthereturningLuoWhen,finally,he caughtupwithMagere,hedodgedabout,this wayandthat;andthenwithamighty thrust,hedrovehisspeardeepintoMagere'sshadow.Thelastgreathero oftheLuo crasheddeadtotheearth.Lang'owarriorswhosawhim fallshriekedatthetopoftheir voices.A greatsigalagalawentup. \"Theirheroisdead!Theirheroisdead!\"But,wonderofwonders,whenMagerefellbefore theLang'o,hebecameamightyrockand,awe-stuckbyhismysteriousdisappearance, theLang'otrembledwithfear,thinkingthattheLuoherohadassumedanotherbodyand wasabouttoriseagainandslaythem.Now,unlikethe Lang'o,whowereashappyas swallowscatching worms,orflies blown far,the Kanopeople(Luo)wentweeping homewards.Forthosewho knew thatmightywarrior,thiswasthesaddestdayof theirlives.This andmany days thatfollowed weregrey and gloomy.To make matters worse,theLang'o,stilldoubtfulwhethertheyhadkilled Magere,launched threemoreheavyattacksontheLuotomakesure.TheysweptthroughLuovillages, wreakingslaughteronevenside.Butnomanlike Magereappearedandtheywenthomeconvincedhewasdead.From thatdaytothis,all whosharpentheirweaponsonMagere'srockbeforesettingofftogohuntingneverfail tokillorcapturetheirquarry.Evenwhentheirspearonlylightlyscratchesthe beast, itsinksto thegroundin itsdeaththroes.TohonourMagere as a greatdefenderof hispeople,hismemoryisenshrined foreverinoneofourmostpopularsayings.When amanexceedsanotherincrueltyheisasked,proverbially.\"AreyouLwandaMagerethat can'tbetrifledwith''ThoughMagerehasnow beenlongdead,theLuohavenever forgottenhim:heispartandparceloftheirhistoryWhen they love someone dearly. theLuocomposesongsofpraiseabouthim,and thisthey havedoneforLwanda Magere. QUESTIONS I Whattypeoforalnarrativeisthis'? 2. Quoteonephrasethatshowsthatthenarrativeistoldinamodernsetting j.Whatdoyouunderstandbythefollowingproverbasitisusedinthenarrative: \"Cowardsareheroesonceawaris over,perpetuallyboastingoftheirscars.? Explainyouranswerwithanexamplefrom thenarrative. 4. WhatfourcharacteraspectsofLwandaMagerecanyougetfrom thisnarrative? 5. WhattypeofcommunitiesweretheLuoandtheLang'ointhisnarrative? 6. Identifythreesentenceswheresimileisused. ANSWERS 1 Thisoralnarrativeisa'legend', 2.Thefollowingphraseshowsthatthenarrativeistoldinamodem setting:'the gloriouscareerofthisallconqueringhero'. 3 Theproverbmeansthatpeoplewhohavenotachievedmuchkeeponboastingwith thelittletheyhavedone.Forexample,LwandaMagerewhowasaherodidnotboastof allthebattleshehadwonunliketheotherwarriorswhokeptonre-tellingoftheir victories. 4. AnyofthefollowingcharacteristicaspectsofLwandaMagerecanbegiven:hewas brave,humble,patriotic,tootrusting/unsuspecting,adamant,stubborn,commanding. 5. Theywerewarringcommunities. 6. a)Magerewaslikeamystery. b)Theysawdeathapproachinglikeanarrow. c) ...whowereashappyasswallows. EXERCISE6 Readthefollowingoralnarrativeandanswerthequestionsthatfollow WHYTHE DOGISTHEFRIENDOFMAN Long,longagothejackalandthedogwerebrothersandlivedtogetherinthewildbush. Eachdaytheywouldgohuntingtogether,andwheneveningfelltheywouldreturnto thevalleywhichwastheironlyhome,andsharetheirfood. Onenighttheybothcameback empty-handed andravenouslyhungry,and to makemattersworse,acoldwindwasblowingacrossthebushandtheanimals couldnotfindanyprotectionfrom thegale,\"Alas'\"said the dog.\"Itisavery bad thing to feelhungry,hutmuch worsetofeelhungryandcoldatmesameti me.\" \"Liedownandgotosleep,\"suggestedthejackal\"Thenwhenthemorningcomes wecangohuntingagainandperhapscatchthatyoungdeerwesonearly caughttoday.\"'\"Jackal'\"heexclaimed.\"Whatisthatlightoverthere'?\"\"'That'savilla ge,andtheredisaman'sfire,\"explainedthejackal.\"Fire iswarm,\"'saidthedog longingly\"Wontyou goandfetchmesomefire,Jackal.YouarebraverthanI.\" \"Certainlynot!\"growledthejackal,\"Youfetchityourselfifyouwantit.Itwasyouridea.\" Butthedogwasafraidofmanandhecurledupevensmalleronthebaregroundtotry tokeephimselfwarm.Ashelaythere,hethoughtthatperhapsthepeopleinthevillage wereeating and hewonderedwhethertheymightleavesomebones lying on the ground aftertheirmeal,which he could creep in and steal.The thoughtmade him hungrierandhungrier,sothatpresentlyheforgothisfearandsaidboldlytothe jackal:\"Ican'tstayhereinthecoldanylonger.Iam goingtothevillageandwilltrytoget somefire.PerhapsImayevenbringbacksomebonesforyoutoo.IfIdon'tgetback soon,callme,incaseIcannotfindmywaytoyou.\"Sooffranthedogtowardsthered glow inthevillage,andwhenhewasnearlytherehesloweddownandcreptinonhis stomach,hopingthatnoonewouldhearhim.Nearerandnearerhegottothefire, sniffingeagerlyashesmelttheodourofapastmealstilllingeringintheair.Justashe reachedthedyingembersofthefireoutsidethedoorofahut,somefowlsroostingina nearbytreegavethealarm.Amanrushedoutandcaughthim,liftinghighhisspearand saying:\"Whatareyoudoinginmycompound?\"\"Oh,pleasedon'tkillme,\"beggedthe dog.\"Ihave notcome to harm anybodyhere,butonlyto getalittlewarmthfrom yourdyingfire.Ibegyou,letmeliedownhereandrestandwarm myself,andlaterIwill gobacktothebushandnevertroubleyouagain.\" Thedoglookedsocoldandmiserablethattheman,whowaskindatheart,feltsorryfor him.Heputdownhisspearandsaid:\"Verywell.Ifyoupromisenottoharm anyonein thisvillageyoumayliedownbythefire.Butwhenyouarewarm,youmustgobackto thebushagain.\" Thedogthankedhim profuselyandlaydownbesidethefire,onwhichthemanpiled somemoresticksandblewthem intoablaze.Nowthedogwashappyindeed,forunder hisverynoselayabone,whichsomeonehadthrowndownattheendoftheirmeal.He gnawedawayhappilyforsometime,whiletheheatfrom thefirewarmedhisshivering limbs.Neverhadhebeensocontentedorsocomfortable.Suddenlythemancalledfrom insidehishut:\"Aren'tyouwarm yet?\"\"Notquite,\"answeredthedog,whohadjustseen anotherbonenearbythathewantedtochew.\"Well,I'llgiveyoualittlelonger,\"saidthe man,andallwasquietagain exceptforthecrackingofbonesunderthe dog'sstrong teeth.\"Aren'tyou warm yet?\"asked the man presently.Butthe dog thought unhappilyofthecold windblowingacrossthebush,andcreepingevenclosertothe firehebegged:\"Letmestayalittlelonger'Itwassometimebeforethemancalledout again,forbothheandthedogathisdoorhadbeenfastasleep 'Youmusthavefinishedwarningyourselfbynow,\"saidtheman,risingtohisfeet andcomingoutofhishut.Thedog,decidingthathonestywasthebestpolicy,looked intotheman'seyesandpleaded:'YesIam warm,butIdo notwanttogobackto thebushwhereIam sooftencoldandhungrywillyounotletmestayinthehouse withyou''Iwillhelpyouhuntthe birdsthatflyintheforest.Iwillteachyou the cunningwaysofthewildanimalssothatyoucankillthem forfoodandIpromiseyou thatunlikemybrotherthejackalIwillneverrob you ofourgoatsand chickens.AllI askinreturnisaplacebyyourfireandtheremainsofyourmeals. Themannowlookedcloselyintothedog'seyesandsawthathewasspeakingthetruth. \"Verywell,\"hereplied.\"IfyoupromisetoserveandobeymeIwillgiveyouwarmthand food.\" Eversincethatday,thedoghaslivedwithman.Butwhenatnightyouhearthejackal calling' Bo-aa!'from thebushyouwillknowthatheiscallingforhisbrotherthedogtoreturnto him withthefireandthebonesthathewenttofetch. Butthedogneveranswersthecallandthejackalwandersthebushes alone Questions 1.Theplotofthenarrativehasthethreemainpartsofanarrative.Statewhatthese threepartsareandgiveasentence from thenarrativethatstartseachpart. 2. Throughwhatactionsdoesthedogtrytosolvehisproblem? 3. Whydidthedogdeserthisbrotherthejackal? 4. Statethreecharacteraspectsofthedogaspresentedinthenarrative. 5. Givethethemeofthisnarrative- 6. Whattypeofstoryisthis?Explainbriefly. 7.Thewriteruses directspeechinthis narrative.Changethefollowing conversation betweenthejackalandthe dogfrom directspeechtoreportedspeech. Fireiswarm,saidthedoglongingly.Wontyougoandfetchmesomefirejackal?You arebraverthan I. Certainly!growledthejackal.Youfetchityourselfifyouwantit.Itwasyouidea. ANSWERS 1.Thethreemainpartsofthenarrativeareabeginning,amiddleandanending. - abeginning:\"Long,longagothejackalandthedogwerebrothersandlivedtogether inthewildbush.\" - Middle:\"Sooffranthedogtowardstheredglow inthevillage,andwhenhewas nearlytherehe sloweddownandcreptinonhisstomach,hopingthatnoonewouldhearhim. - Andending:\"Eversincethatday,thedoghaslivedwithMan.\" 2. Thedogtriedtosolvehisproblemsby: - goingtoMan'scompoundtowarm himself - requestingMantolethim stayawhiletowarm himself - eatingtheleftoverbonesthatManhadthrownaway - prolonginghisstaybythefiresidebysayingthathewasnotyetwarm - requestingMantolethim stayforgoodtoservehim 3. Thedogdesertedhisbrotherthejackalbecauseitwastoocoldintheforestandhe foundwarmthand satisfactionbystayingwithManinthevillage. 4. Thefollowingarecharacteraspectsofthedogthatonecanchoose Thedogisgreedy,acoward,unreliable,determined,polite,cunning,andselfish. 5. Thethemeofthenarrativeisthedog'sselfishnessandhisdesertionofhisbrother thejackal. 6. Thisisanaetiologicalorexplanatorynarrative.Itexplainswhythedogbecamea domesticanimal. 7. - Thedogsaidthatfirewaswarm andrequestedJackaltogethim somebecause Jackalwasbraverthan him. - Growlingly,Jackalsaidhecertainlycouldnotandaskedthedogtofetchithimselfif hewanteditbecauseit washisidea. EXERCISE7 Readthefollowingoralsongandanswerthequestionsthatfollow. I myhusbandrejectsme Becausehesays ThatIam amerepagan AndIbelieveinthedevil. Hesays Idonotknow Therulesofhealth, AndImixup Mattersofhealthandsuperstition Ocoltroublesmyhead. 10 Hetalkstoomuch Andheheapsinsultsonme Aswellasmyrelatives. Butmostofhiswordsaresenseless, Theyarelikethesongs. Ofchildren'splays. Andhetreatshisclansmen Asiftheyareenemies. Ocolbehaves Asifheisawitch! IV Itistrue Whiteman'smedicinesarestrong, ButAcolimedicines Arealsostrong. V Thesickgetcured Becausehistimehasnotyetcome: Butwhenthedayhasdawned ForthejourneytoPagak Noonecanstopyou Whiteman'smedicines 30 Acolimedicines Crucifixes,rosaries, Toesofediblerats, Thehornoftherhinoceros Noneofthem canblockthepath35 ThatgoestoPagak! VI Whendeathcomes Tofetchyou Shecomesunannounced, Shecomessuddenly Likethevomitofdogs, Andwhenshecomes Thewindkeepsblowing <br><br>15 Thebirdsgoonsinging Andtheflowers 45 Donothangtheirheads Theagoyabirdissilent Theagoyacomesafterwards, Hesingstotell, Thatdeathhasbeenthatway!50 VIIWhenMotherDeathcomes Shewhispers Come, Andyoustandup AndfollowYougetupimmediately, Andyoustartwalking Withoutbrushingthedust Onyourbuttocks. 68 VIIIYoumaybebehind 60 Anewbuffalo-hideshield, Andatthemock-fight Orinbattle Youmaybematchless IX Youmaybehiding Inthehole Ofthesmallestblackinsect, Orinthedarkestplace Whereratsbreast-feedtheirpuppies, OrbehindtheAgorohills. OkothPBitek Questions 1. WhydoesOcolrejectLawino?Giveexamples. 2. GivereasonswhyLawinoblamesOcol. 3. Whatdoyouunderstandbythisline:\"ForthejourneytoPagak\"? (line28) 4. Whatthingsdopeopleusetowardoffdeath?Arethesethingseffective? 5. Whatdoyouunderstandbythefollowinglines: \"Thewindkeepsblowing Thebirdsgoonsinging Andtheflowers Donothangtheirheads.\"? (lines43to46) 6. Thewriterstartswithonethemewhichleadstoanother.Whatarethe twothemes? 7 . Intwosentences,statewhatthewritersaysaboutdeath. ANSWERS 1.Ocolrejects Lawino because hesaysthat she is superstitious For example,inhisopinion,sheisa pagan,andsheisnotclean. 2. LawinoblamesOcolbecause:hetalkstoomuchheabusesLawino andherrelativeshemistreatshisclansmenhebehaveslikea witch 3.Pagakmeansthelandofnoreturn.Therefore,thelinesmeanwhenonedies. 4. Peopleusemodernandtraditionalmedicines,crucifixes,rosaries,toesofedible ratsandthehornofthe rhinocerosascharmstowardoffdeath.Noneofthesethingsiseffective. 5. Thelinesmeanthatevenwhendeathcomestosome,lifestillgoeson. 6. Thetwothemesare: superstitiousbeliefsdeath 7. Thewritersaysthatwhendeathstrikes,thereisnothingonecandoaboutit. Nomatterwhereyou hideorthemedicinesyoutakeorthecharmsyouuse,deathwillstillcome. EXERCISE8 Readthefollowingnarrativeandanswerthequestionsthatfollow. ORIGINOFTHEAGIKUYU Atthe beginningofcreation,MweneNyaga,Ngai,the creatorand providerforall mankind,called on hisservantGikuyu.Hesaidto him,\"Myson Gikuyu,Iam going togive youyourshareofland.ThelandIam goingtogiveyouisfoilofravines,rivers, valleys,forestsandplentyofgameforyoutohuntforyourfood.Thelandisfertileand yourchildrenandyourchildren'schildrenwillnevergohungryifyoutillitwell.\"Gikuyu stoodstillwithdisbeliefMweneNyagasaw Gikuyu'shesitation.Hetookhim tohis residenceontopofthemountainofmystery,\"Kirinyaga\",whereHeresided.From here, He commanded agoodviewofallHis lands.Hetherefore wantedGikuyutoseefor himselfalltheland hehadbeengiven.Heshowedhim alltheland anditsbeauty.He said,\"Myson,allthisisyours.\"ThenHesatbackandwatchedGikuyu'shappinessashe movedfrom place to place,trying to locatethe boundaries to his land.Butno matterhow hard he looked,his landseemed to rollformiles andmiles.Having inspectedthepanoramaofhisland,hequicklycomposedhimself andrantoMweneNyaga'sfeetandcriedwithhappinessthankingHim forthegreatgift. Hewassurethathewouldbehappyeverafter.Butthen,hefeltakindoflonelinessand hishappinesssubsided.Whatwouldhedowithallthatlandallbyhimself?Mwene Nyagaknew whatwasgoingoninGikuyu'smind.Ashewasleaving,MweneNyaga calledhim backandpointedtohim aspotfaroffinthemiddleofthecountry,wherea figtree,Mnkuyu,grew.He ordered Gikuyu to settle there and callthis place \"Mukurwe wa Nyagathanga.\"WheneverGikuyuwasinneedofMweneNyaga'shelpin whateverway,heshouldofferasacrificetoHim atthefigtree.Heshould raise his hands towards Kirinyaga,Mwene Nyaga's residence,and stateallhis problems. MweneNyagawoulddefinitelyseehim andcometohisrescue.Healsotoldhim thatHe hadgivenhim apresent,themostpreciouspresentinhislife,andthathewouldgetthe presentonhisarrivalathisnew home.Gikuyu thanked Mwene Nyaga and,being unable to contain his curiosity any longer,he hurried straighttoMukurwewa Nyagathanga.Tohissurprise,seatedtherewasayoungbeautifulwomanwhom he calledMumbi(moulderorcreator).Theylivedtogetherasmanandwifeandwere blessedwithninedaughters butno sons.Thedaughterswere Wachera,Wanjiku, Wairimu,Wambui,Wangari,Wanjiru,Wangui,Mwithaga and Waithera.Gikuyun neededanheir,and nothavingason disturbedhim.HethenrememberedMwene Nyaga'sadvice,\"I'llcometo yourrescue.\"o HeorganizedasacrificeattheMukuyutree.Heslaughteredaram and akidfrom hisflockandpoured theirbloodand faton thetrunk ofthe sacredtree. He wentto his house and called Mumbiand theirdaughters.Theyroastedsome meatandofferedittoMweneNyaga.TheyraisedtheirhandstowardsKirinyagaand prayed,\"ThaaithathaiyaNgaithaai,.\".Helater leftandwenthome. Mwene Nyaga quickly answered Gikuyu's prayers.On the following morning, Gikuyuwenttothesacredtreeandhecouldn'tbelievehiseyeswhenhefound,seated nearthetree,ninestrongyoungmen.Hewasovercomewithjoyandhelookeduptothe mountainandthankedMweneNyaga,hisbenefactor.Hewelcomedthenineyoungmen andtookthem tohishomewhereheintroducedthem tohiswifeanddaughters.Food wascookedforthem andafterbathingandeating,theywenttosleep.Thenextmorning, theninemenwokeupearlyinthemorning,havinghadagoodnight'ssleep.Afterthe morningmeal,Gikuyucalledthem outsidetodiscussmarriage.Hetoldthem theywould marryhisdaughtersononecondition;theyhadtolivewiththem onhisland.Bythis time,themenhadalreadymadetheir choices.Theywere so fascinated by the daughters'beauty and the father's kindness thatthey agreed to his proposal. GikuyuandMumbiwereoverjoyedfortheynowhadsonstoinherittheirvastlands.The daughtersontheotherhandhadalreadystartedtoshowtheirpreferenceofthe men. Theywerealso happywhenthe men agreedtotheirfather'swishfortheyknewthey nowhadmentoprotectthem andgivethem company.Gikuyudidnotwaitlongbefore makingarrangementsforhisdaughters'weddingsaccordingtotheGikuyucustomary laws.Hedidnotaskforbridewealthfrom theyoungmenforheknewtheydidnothave anyandinactualfacttheywereablessingtohim.Thedaughtersgotmarriedtothe youngmenandtheystartedninedifferentfamilies.Theywere,however,unitedunder onename,'MbariyaMumbi',whichmeans'Mumbi'sfamilygroup'.Thiswasinhonourof theirmotherMumbi.GikuyuandMumbiweretheheadsof'MbariyaMumbi'andthe ninefamiliesremainedunderthem.TheyarethemotherandfatheroftheGikuyupeop le.As theyearspassed,Gikuyu andMumbibecame olderandolderandeventually theydied.Beforetheydied,Gikuyucalledhisdaughtersandtheirhusbands.Hetold them,\"Mychildren,asyoucanseeyourmotherandIareabouttoleaveyoubutbefore wego,wewouldliketoleaveyouwiththesewords.Allthelandandwhateverelsewe possessisyours.Divideitequallyamongyourselves.Rememberthatonefingercannot killalouse.\" Withthesewords,GikuyuandMumbibreathedtheirlastbreath.Theninefamilies continuedtolivetogetherandthenumberoftheirchildrenandgrandchildrenwas increasing.They became somanythat itwasimpossibleforthefamiliestolive togetheranymore.Theycalledameeting wheretheyresolvedthateach familyshouldtake allitschildren and grandchildren andlivetogetherasoneclan,Muhiriga.Theclansweretobecalledafterthenine daughtersofGikuyuandMumbi.ThisdecisionisthebasisofthenineprincipalGikuyu clans.TheyareAcheera,Agachiko,Airimo(orAgathigia),Ambui,Angari,Anjiru,Angui, EthagaandAitherando.ThenineclanslivedinGikuyu'slandandoccupieddifferent partsofit. <br><br>Questions 1. Whatdoyoucallthistypeofstory? 2. ThecreatorwantedGikuyutotakeupakindofoccupation.Whatisit?Supportyour answerwithasentence from thenarrative. 3. WhyisthefigtreesignificantinGikuyu'slife? 4. Whatdoyouunderstandbythefollowingproverb:\"Onefingercannotkillalouse.\"? GiveoneEnglishproverb equivalenttothisone. 5. BrieflyexplainhowthenineGikuyuclanswerestarted. 6. Whodoyouthinkaretoldthistypeofstoryandwhy ANSWERS 1. Thistypeofstoryiscalledamyth. 2. ThecreatorwantedGikuyutobeafarmer/hunter. Thelandisfertile\"(farmer) \"Yourchildren'schildrenwillnevergohungryifyoutillitwell.\"(farmer)\"Plentyofgame foryoutohuntfor yourfood.\"(hunter) 3.ItisunderthefigtreethatGikuyupraystoGodandofferssacrifices,itisunderthe sametreethathisprayers areanswered.E.g.,Mumbiandthenineyoungmenwerefoundatthefigtree.' 4. \"Onefingercannotkillalouse\"meansthatyouneedcooperationfrom otherpeople foryoutoperform certain taskssuccessfully. \"Unityisstrength.\" 5.ThenineGikuyu clanswerestartedaftertheninefamilies increasedinnumberina waythattheycouldnot livetogetherunderoneroofanymore.Thefamiliesdividedandeachfamilytookthe nameofthemotherof thefamilytostartaclan. 6.Thistypeofstoryistoldtotheyoung peopletoteachthem abouttheoriginoftheir ethnicgroup.Italso servestoperpetuatethecultureofaparticulargroupofpeople. EXERCISE9 Readthefollowingnarrativeandanswerthequestionsthatfollow. HAREANDANTELOPE ThereoncelivedaHarewho,oneday,asshewassaunteringabout inthebush,foundanarrowwhichshepickedup.Onherwaybackhome,she cameuponagroupofhunterswhowereskinningananimaltheyhadkilled,andshe saidtothem:\"Ifyougivemeafatpieceofmeat,Iwillgiveyousomethingnicein exchange.\"Thehuntersasked:\"Andwhatcouldthatbe?\" Harereplied:\"Itisanarrowheadgiventomebygod.\"Harewasgivenafatpieceofmeat inexchangeforthearrowhead.Shebidthehuntersgoodbyeandwentonherway. Nextshecameuponwarriorswhowereapplyingochretotheirbodies,andrealising theyhadnofat,shesaidtothem:\"Heyyouwarriors,ifyougivemeanecklace,Iwillgive youafatpieceofmeatthatyoucoulduseasfat.\"Thewarriorsconsentedandgaveher anecklace inexchangeforthefatpieceofmeat.Whentheexchangewasfinalised, Haretookleaveofthewarriorsandcontinuedonherway.NextshecameuponAntelope towhom shesaid:\"Lookatmynecklace.\"Onenquiringwhereshehadgotit,Hare replied:\"Itismyfriendsthewarriorswhogaveittome,thewarriorstowhom Igavemy meat,themeatthatthehuntersgaveme,thehunterstowhom Igavemyarrow,my arrowwhichmygodgaveme.\"AntelopelookedatHare'snecklaceadmiringly,andsaid toher:\"MayIpleasetryiton?\" OnwearingthenecklaceAntelopesoughttheopinionofherfriendbyasking:\"Doesit suitme?\"To thisHareinnocentlyreplied.\"Itsuits you perfectlywell.\"Thereupon Anteloperanasfastasherlegscouldcarryher,runningawaywith Hare'sbeads.After tryingtopursueAntelope,Haresoonrealisedthatshewouldnevercatchupwithher, andsogaveupthechase. Walkingawaysorrowfully,Haresooncameuponanothergroupofhuntersandsaidto them:\"Heyyouhunters,pleaseshootthatantelopeforme.\"Tothisthe huntersasked: \"Whatissheguiltyof?\"Harereplied:\"Shetookawaymynecklace,mynecklacethatthe warriorsgaveme,thewarriorstowhom Igavemymeat,mymeatthatthehuntersgave me,thehunterstowhom Igavemyarrow,myarrow thatmygodgaveme.\"After hearingofHare'scomplaint,thehuntersdeclinedtoshootAntelope.Takingleaveofthe hunters,Hare cameacross a burning fire,to whom shesaid:\"Hey you fire,could youpleaseeatthosehunters?\" Fireasked,\"Whathave theydone?\"Harereplied.\"Theyrefused toshootAntelope, Antelopewhotookmynecklace,mynecklacethatthewarriorsgaveme,thewarriorsto whom Igavemymeat,mymeatthatthe huntersgaveme,thehunterstowhom Igave myarrow,myarrowthatmygodgaveme.\"Again,onhearingHare'scomplaint,Firetoo said:\"Iwillnoteatthehunters.\" HarenextcameuponWaterandsaidtoit:\"Heyyouwater,couldyoupleaseputoutthat fire?\"Waterasked,\"WhathasFiredone\"HarerepeatedtoWaterallthatshehadtoldFire. Wateronlisteningto Hare'scomplaintdeclinedtodoasshewasbid.HareleftWater,feelingdisappointed. Soonshefoundaherdofelephants,towhom shespokethus:\"Heyyouelephants,could youpleasedrinkthatwater.\"OnenquiringwhyWaterhadtobedrunk,Harereplied: \"WaterrefusedtoputoutFire,Firewhorefusedtoeatthehunters,thehuntersthat declinedtoshootAntelope,Antelopewhotookawaymynecklace,mynecklacethatthe warriorsgaveme,thewarriorstowhom Igavemymeat,mymeatthatthehuntersgave me,thehunterstowhom Igavemyarrow,myarrowthatmygodgaveme.\"Onhearing Hare'sstorytheelephants,too,declinedtocarryoutHare'srequestasalltheothershad done. Undauntedbyherinabilitytoconvinceanyonetotakeactiononherbehalfsofar,Hare movedon,nextcomingupontreestowhom shespokesaying:\"Heyyoutrees,couldyou pleasefallonthoseelephants?Onenquiringthe wrongcommittedbytheelephants, Harereplied:\"TheyrefusedtodrinkWater,WaterthatrefusedtoputoutFire,Firethat refusedtoeatthehunters,thehuntersthatdeclinedtoshootAntelope,Antelopewho tookawaymynecklace,mynecklacethatthewarriorsgaveme,thewarriorstowhom I gavemymeat,mymeatthatthehuntersgaveme,thehunterstowhom Igavemyarrow, myarrowthatmygodgaveme.\"WhenthetreeshadheardHare'sstory,theytoosaid, \"Wewillnotfallontheelephants/'Harethenleftthetreesandcameupontermites whom sheaskedtofellthetrees.Thetermitesdemandedtoknowthewrongcommitted bythetrees.Haretoldtermitesofhowthetreeshadrefusedtofallontheelephantsand wentonenumeratingwhateveryoneelsehaddoneorrefusedtodointhesamewayshe hadtoldtheothers.TherefusalbybtermitestofellthetreesupsetHare,butshewasby nomeansdaunted.Movingonwithpersistence,Haresooncameuponsomedonkeys whom she askedtotrampleonthetermites.Onhearingwhatthetermiteshaddone, thedonkeystoodeclinedtotrampleonthem. BythistimeHarewasbeginningtofeelexasperatedandweary,havingwalkedallday withno success.Itwasnotlongbeforeshecameuponagroupofhyenas,towhom shesaid: \"Heyyou hyenas,could you pleaseeatthosedonkeys?\"Thehyenasasked:\"Whathavethe donkeysdone?\"Harereplied,\"Theyrefusedtotrampleonthetermites,thetermites whichrefusedtofellthetrees,thetreesthatrefusedtofallontheelephants,elephants whorefusedtodrinkWater,WaterwhorefusedtoputoutFire,Firewhorefusedtoeat thehunters,thehuntersthatdeclinedtoshootAntelope,Antelopewhotookawaymy necklace,mynecklacethatthewarriorsgaveme,thewarriorstowhom Igavemymeat, mymeatthatthehuntersgaveme,thehunterstowhom Igavemyarrow,myarrowthat mygodgaveme.\" Agreeing to carryoutHare'srequest,thehyenassaid:\"Verywell,wewilleatthe donkeys.\"Ontherealisationthattheywereabouttobeeaten,thedonkeyssaid:\"Wewill trampleonthetermites.Thetermitessaid:\"Wewillfellthetrees.\"Thetreessaid:\"Wewill fallontheelephants.\"Theelephantssaid:\"WewilldrinkWater.\"Watersaid:\"Iwillputout Fire.\"Firesaid:\"Iwilleatthehunters.\"Thehunterssaid:WewillshootAntelope.\" Antelopesaid:\"IwillreturnHare'snecklace.\"SoHarewasgivenbackhernecklaceand shewasveryhappy. 2.\"TothisHareinnocentlyreplied.\"Whydoesthenarratorusetheword innocentlyhere! 3. Whatisthemoodinthisnarrative? 4. Give,withillustrations,threecharacteraspectsofHare. 5. 'Hyena'spresenceinthisnarrativeinindispensable.\"Brieflystatehow \" trueor falsethis statementis. 6.Whatmajornarrativetechniquedoesthenarratoruseinthisstory?Whateffectdoes thishaveonthe developmentofthestory? 7. Whattypeofnarrativeisthis?Supportyouranswer. 74 75 ANSWERS 1. Examplesofpersonificationare: - Hareisreferredtoas\"she\"/\"her\". - \"Antelope\"\"Hare\"\"Fire\"\"Water\"beginwithcapitallettersasiftheyarepersonalnouns. Theyalsotalklikehumans. - Antelopewearsanecklacelikeahumanbeing. - Fireisreferredtoas\"whom\",arelativepronounthatisusedwith humansonly. 2. Thenarratorusestheword\"innocently\"becauseHaredidnotknowthatAntelope admiredhernecklaceandshewouldrunawaywithitafterbeingtoldbyHarethatit suited herwell. 3. Themoodinthisnarrativeisoneofdisappointment,sadnessandanger. 4.ExamplesofHare'scharacterare: - Sheispolite(sheusestheword'please'). - Sheispersistent(shedoesn'tgiveupeasilyevenafterbeingturneddown). - Sheisoptimistic(shehopestogetsomejustice). - Sheispersuasive(sherepeatsthechainofeventsthatleadtothelossofher necklace).She requeststobegotbackhernecklace.!- Sheisvengeful(shewantsthosewhorefuse tohelptobe punished). 5.Itistruethat\"Hyena'spresenceinthisnarrativeisindispensable\"becauseheisthe onlyonewhoacceptstohelp Haretherebyseeingjusticeattained. 6. Thenarratorusesrepetitionasamajornarrativetechniquetocreateachainof eventswhichmakesthe narratinginteresting. 7.Thisisatricksterstory.AntelopetricksHaretobegivenHare'snecklacetotryon, whichshelater runsawaywith. EXERCISE12 Readthefollowingoralnarrativeandthenanswerthequestionsthatfollow. THEWICKEDCHIEF Thereoncelivedawickedchief.Nobody likedhim becauseofhiswickedness.Hewas wickedtooldmenandwomen.Bypretendingtobekind,hetriedtobepopularwithall theyoungmenwholivedinthatcountry.Whenthechiefwonovertheyoungmen,they alllikedhim.Oneday,thechiefcalledalltheyoungmenandtoldthem:\"Myfriends, don'tyousee?\"Theyasked,\"What?\"\"Youshouldkillallofthem.Everybodyshould killhis father\"Ah!(Thatthey should killtheirfathers!)As a result,everybody whosefatherwasoldbroughthim to bekilled.Thisonewentandbroughthim to be killed,theotherwentandbroughthisfathertobekilled.Theykilledalltheoldmen, leavingonlyone.Hewasthefatherofaman whosaid \"No.Whyshould thechief killalltheoldmenandwhyshouldIsendmyoldfathertobekilled?\"Hegotdownand wentanddugalargeholeandconcealeditnicely.Hesenthis fatherthere,wherehe haddug.He fetchedwoodandputitacrossandcovereditwithsoil,makingasmall holeforairtopassthrough.Atthattime,theyhadfinishedkillingalltheoldmen.When the chieffinishedexecutingthem,he thencalled allthe youngmen.\"Myfriends,we have nowfinishedkillingallouroldmen.ThisisacowIam givingtoyou.Iam sohappywe havegotridofallouroldmen,sogoandkillthecow.Whenyouhavekilledthecow,cut thebestpartofitsmeatandbringittome.Ifyoudon'tbringit,youyourselvesarenot safe.\"(Thatisallright!)Eh!Theyoungmenrushedoutandslaughteredthecow.Which isthebestpartofthemeatofacow?Theywereworried.Theywentandcuttheliverand sentittohim.Heaskedwhetherornotthatwasthebestpartofthemeat.They answered\"yes\".Theyaddedpartofthebile.Hesaidthatwasn'tthebestpartofthemeat andthattheyshouldgoandfinditquickly. Thepeoplebecamemoreworried.Everynighttheyoungmansecretlytookfoodtohis father.Onedayhetookfoodtohisfather,whoaskedaboutthenewsofthetown.He said:\"Myfather,nowwearesuffering.Whenwekilledalltheoldmen,thechiefgaveusa cowtogoandkill.Whenwekilledthecow,hesaidwemustfindboththesweetestand bitterestpartofthemeatandbringthem tohim.Theifwedonotbringthem,wearenot safeourselves.Thisiswhatisworryingus.\"Theoldmanlaughed,butagainaskedifhe didnotknowthesweetestpartofthemeat.Hesaid,\"No\".Heagainaskedifhedidnot knowthebitterestpart.Hesaid\"No\".\"Thenthesweetestandbitterestpartisthetongue. Whenyougo,cutthetongueandsendittohim andsaythatthesweetestpartofthe meatisalsothebitterest.\" The man rushed home while allthe people satdown,undecided aboutwhatto do.If something had nothappened theymighthavethrown thewholemeatawayand run away.Whentheboyarrived,he said:\"Myfriends,takethetongueofthecowin.\" Theycutthetongueforhim,and he took itto the chiefs palace.He wentand threw itdown and said,\"Chief,see thesweetestpartofthemeatandthebitterest partalso.\" Thechiefsatdownquietlyandfinallysaid:\"Youdidnotkillyourfather.Speakthetruth. Youhavenotkilledyourfather.\"Hesaid:\"Itisthetruth,Ididn'tkillhim.Whenallthe otheryoungmenwerekillingtheirfathersIwentandhidmine.\"Thechiefsaid:\"Youare thesonofawiseoldman.ThesweetestandbitterestpartofmeatisthetongueAsfor that,alltheseyoungmenarebigfools.Whyshouldsomeonesendhisfathertobekilled? Butifyouwantthesweetestpartofthemeat,findthetongue.Wereitnotforthetongue, youwouldnothaveanenemy;anditisalsobecauseofyourtonguethatyouwillnot havea friend.\" Questions 1. Whattypeofstoryisthis?Supportyouranswer 2. Howwouldyoudescribetheyoungmanwhodidnotkillhisfather? 3. Statethreecharacteraspectsofthechief 4. Whatmorallessondoyoulearnfrom thisnarrative? 5. Nametwothingsthatarecharacteristictooralnarrativesthatappearin-this narrative. 6. Explainwhatyouunderstandbythefollowingstatement.\"Thesweetestand bitterestpartofthemeatis thetongue.\" ANSWERS 1. Thisisatricksterstory. Theyoungmenaretrickedbythechieftokilltheirfathers andtheydoit. 2. Theyoungmanissensible,cunningandoutspoken. 3. Anyofthefollowingcharacteristicsofthechiefareacceptable: - Pretender - Persuasive - Wicked/ruthless - Clever/wise 4. Peopleshouldthinktwicebeforetheymakemajordecisions.Theyshouldalsonot doanythingthey aretoldwithoutquestions,especiallyifsuchactsaffectthem personally. 5.Anyofthefollowingcharacteristicsoforalnarrativesarecorrect. - Thebeginningofthestorye.g.,\"Therelived...\" - Useofpastsimple. - Repetitionofsentencesorphrases. - Useofthethirdperson. 6.Thetongueiscapableofpleasingbyutteringpraisesandisalsocapableofcausing angerbyutteringabuses andcurses. EXERCISE15 HAREANDANTELOPE ThereoncelivedaHarewho,oneday,asshewassaunteringaboutinthebush,found anarrow whichshepickedup.Onherwaybackhome,shecameuponagroupof hunterswhowereskinningananimaltheyhadkilled,andshesaidtothem:\"Ifyougive meafatpieceofmeat,Iwillgiveyousomethingniceinexchange.\"Thehuntersasked: \"Andwhatcouldthatbe?\"Harereplied:\"Itisanarrow headgiventomebygod.\"Hare wasgivenafatpieceofmeatinexchangeforthearrow head.Shebidthehunters goodbyeandwentonherway.Nextshecameuponwarriorswhowereapplyingochre totheirbodies,andrealisingtheyhadnofat,shesaidtothem:\"Heyyouwarriors,ifyou givemeanecklace,Iwillgiveyouafatpieceofmeatthatyoucoulduseasfat.\"The warriorsconsentedandgaveheranecklaceinexchangeforthefatpieceofmeat.When theexchangewasfinalised,Haretookleaveofthewarriorsandcontinuedonherway. NextshecameuponAntelopetowhom shesaid:\"Lookatmynecklace.\"Onenquiring whereshehadgotit,Harereplied:\"Itismyfriendsthewarriorswhogaveittome,the warriorstowhom Igavemymeat,themeatthatthehuntersgaveme,thehuntersto whom Igavemyarrow,myarrow which mygodgaveme.\"AntelopelookedatHare's necklaceadmiringly,andsaidtoher:\"MayIpleasetryiton?\"Onwearingthenecklace Antelopesoughttheopinionofherfriendbyasking:\"Doesitsuitme?\"TothisHare innocentlyreplied:\"Itsuitsyouperfectlywell.\"ThereuponAnteloperanasfastasher legscouldcarryher,runningawaywithHare'sbeads.AftertryingtopursueAntelope, Haresoonrealisedthatshewouldnevercatchupwithher,andsogaveupthechase. Walking awaysorrowfully,Haresooncameupon anothergroup ofhuntersand said to them:\"Heyyouhunters,pleaseshootthatantelopeforme.\"Tothis the hunters asked:\"What is she guilty of?\"Harereplied:\"Shetookaway mynecklace,my necklacethatthewarriorsgaveme,thewarriorstowhom Igavemymeat,mymeatthat thehuntersgaveme,thehunterstowhom Igavemyarrow,myarrowthatmygodgave me.\"AfterhearingofHare'scomplaint,thehuntersdeclinedtoshootAntelope.Taking leave ofthe hunters,Harecame across a burning fire,to whom shesaid:\"Heyyou fire, couldyoupleaseeatthosehunters?\" Fireasked,\"Whathavetheydone\"Harereplied:\"Theyrefused to shootAntelope, Antelopewho tookmynecklace,mynecklacethatthewarriorsgaveme,thewarriorsto whom Igavemymeat,mymeatthatthehuntersgaveme,thehunterstowhom Igave myarrow,myarrowthatmygodgaveme.\"Again,onhearingHare'scomplaint,Firetoo said:\"Iwillnoteatthehunters.\" HarenextcameuponWaterandsaidtoit:\"Heyyouwater,couldyoupleaseputoutthat fire?\"Waterasked,\"WhathasFiredone\"HarerepeatedtoWaterallthatshehadtoldFire. -WateronlisteningtoHare'scomplaintdeclinedtodoasshewasbid.HareleftWater, feelingdisappointed.Soonshefoundaherdofelephants,towhom shespokethus:\"Hey youelephants,couldyoupleasedrinkthatwater.\"Onenquiring whyWaterhadtobedrunk,Harereplied:\"WaterrefusedtoputoutFire,Firewhorefused toeatthehunters,thehuntersthatdeclinedtoshootAntelope,Antelopewhotookaway mynecklace,mynecklacethatthewarriorsgaveme,thewarriorstowhom Igavemy meat,mymeatthatthehuntersgaveme,thehunterstowhom Igavemyarrow,my arrow thatmygodgaveme.\"OnhearingHare'sstorytheelephants,too,declinedto carryoutHare'srequestasalltheothershaddone.Undauntedbyherinabilityto convinceanyonetotakeactiononherbehalfsofar,Haremovedon,nextcomingupon treesto whom shespokesaying:\"Heyyou trees,could you pleasefallon those elephants?\"Onenquiringthewrongcommittedbytheelephants,Harereplied:\"They refusedtodrinkWater,WaterthatrefusedtoputoutFire,Firethatrefusedtoeatthe hunters,thehuntersthatdeclinedtoshootAntelope,Antelopewhotookawaymy necklace,mynecklacethatthewarriorsgaveme,thewarriorstowhom Igavemymeat, mymeatthatthehuntersgaveme,thehunterstowhom Igavemyarrow,myarrowthat mygodgaveme.\"Whenthetreeshadm heardHare'sstory,theytoosaid,Wewillnotfall ontheelephants.\"Harethenleftthetreesandcameupontermiteswhom sheaskedto fellthetrees.Thetermitesdemandedtoknowthewrongcommittedbythetrees.Hare told termitesofhow thetreeshad refused to fallon theelephantsand wenton enumeratingwhateveryoneelsehaddoneorrefusedtodointhesamewayshehad toldtheothers.Therefusalbytermitestofellthe treesupsetHare,butshewasbynomeansdaunted. Movingonwithpersistence,Haresooncameuponsomedonkeyswhom sheaskedto trampleonthetermites.Onhearingwhatthetermiteshaddone,thedonkeystoo declinedtotrampleonthem. BythistimeHarewasbeginningtofeelexasperatedandweary,havingwalkedallday withnosuccess.Itwas notlongbeforeshecameuponagroupofhyenas,towhom shesaid:\"Heyyouhyenas,couldyoupleaseeatthosedonkeys?\"Thehyenasasked: \"Whathavethedonkeysdone?\"Harereplied,\"Theyrefusedto trampleonthetermites,thetermiteswhichrefusedtofellthetrees,thetreesthat refusedtofallontheelephants,elephantswhorefusedtodrinkWater,Waterwho refusedtoputoutFire,Firewhorefusedtoeatthehunters,thehuntersthatdeclinedto shootAntelope,Antelopewhotookawaymynecklace,mynecklacethatthewarriors gave me,thewarriorsto whom Igave mymeat,mymeatthatthehuntersgaveme, thehunterstowhom Igavemyarrow,myarrow thatmygodgaveme.\"Agreeingto carryoutHare'srequest,thehyenassaid:\"Verywell,wewilleatthedonkeys.\"Onthe realisationthattheywereabouttobeeaten,thedonkeys said:\"Wewilltrampleonthetermites.\"Thetermitessaid:\"Wewillfellthetrees.\"The treessaid:\"Wewillfallontheelephants.\"Theelephantssaid:\"WewilldrinkWater.\" Watersaid:\"IwillputoutFire.\"Firesaid:\"Iwilleatthehunters.\"Thehunterssaid:Wewill shootAntelope.\"Antelopesaid:\"IwillreturnHare'snecklace.\"SoHarewasgivenback hernecklaceandshewasveryhappy. Questions 1. Givetwoexamplesofpersonificationusedbythenarrator. 2.\"TothisHareinnocentlyreplied.\"Whydoesthenarratorusetheword innocently here? 3.Whatisthemoodinthisnarrative? 4. Give,withillustrations,threecharacteraspectsofHare. 5. 'Hyena'spresenceinthisnarrativeinindispensable.\"Brieflystatehowtrueorfalse thisstatementis. 6.Whatmajornarrativetechniquedoesthenarratoruseinthisstory?Whateffectdoes thishaveonthe developmentofthestory? 7.Whattypeofnarrativeisthis?Supportyouranswer. <br><br>ANSWERS 1.Examplesofpersonificationare: - Hareisreferredtoas\"she\"/\"her\" - \"Antelope\"\"Hare\"\"Fire\"\"Water\"beginwithcapitallettersasiftheyarepersonalnouns. Theyalsotalklikehumans. - Antelopewearsanecklacelikeahumanbeing. - Fireisreferredtoas\"whom\",arelativepronounthatisusedwith humansonly. 2. Thenarratorusestheword\"innocently\"becauseHaredidnotknowthatAntelope admiredher necklaceandshewouldrunawaywithitafterbeingtoldbyHarethatitsuitedherwell. 3.Themoodinthisnarrativeisoneofdisappointment,sadnessandanger 4.ExamplesofHarescharacterare: - Sheispolite(sheusesthewordplease). - Sheispersistent(shedoesn'tgiveupeasilyevenafterbeingturneddown). - Sheisoptimistic(shehopestogetsomejustice). - Sheispersuasive(sherepeatsthechainofeventsthatleadtothelossofher necklace).She requeststobegotbackhernecklace. - Sheisvengeful(shewantsthosewhorefusetohelptobepunished). 5.Itistruethat\"Hyena' spresenceinthisnarrativeisindispensable\"becauseheistheonlyonewhoacceptsto helpHare therebyseeingjusticeattained. 6. Thenarratorusesrepetitionasamajornarrativetechniquetocreateachainof eventswhichmakesthe narratinginteresting. 7. Thisisatricksterstory.AntelopetricksHaretobegivenHare'snecklace totryon,whichshelaterrunsawaywith. EXERCISE16 ReadthefollowingOralsongandanswerthequestionswhich follow. Sleep,sleep Sweet,gentleonesleep Yourmotheriscoming,sleep Sleep,sleep,gentleonesleep. Sleep,sleep Sweetgentleonesleep Yourguardiscomingsleep Sleep,sleepgentleonesleep Sleep,sleep Sweet,gentleonesleep Yourheartiscoming,sleep Sleep,sleepgentleonesleep Sleep,sleep Sweet,gentleonesleep Theselfishoneiscomingsleep Sleep,gentleonesleep. Questions a)Usingthreeillustrationsfrom thesongclassifyit- b)Whatisthesinger'sattitudetowardsthesubjectofthesong\" c)Comparethetoneinthefirstthreestanzasandtheone in the laststanzaoftheso ng d)Whattwoaspectsofstylearecommonlyusedinthissong e)Whatisthecharactertraitofthepersonbeingdescribedinthesong f)Whatistherelationshipbetweenthesingerandthepersonbeingdescribed Whatisthemorallessoninthissong? SAMPLEANSWER a)Thisisalullaby,dueto i)Repetitionofwardslike'sleep,sleep\" ii)Mentionofmotheriscoming iii)Mentionofguard;scoming. b)Thesingeriscontemptuousofthebaby'smothershesays:\"Theselfishoneis coming\" c)Thetoneishappyatfirstthenchangestoabitterone.nthelaststanza.\"Youris coming/Theselfishoneiscoming. d)Theaspectsofstyleusedinthesongare: i)Repetition-sleep/sleep ii)Satire-thebaby'smotherarrivalissatirized.Thespeakerknowsherarrivalisofno usetoher-shesays,\"theselfishoneiscoming iii)Irony-thearrivalofthebabyisablessingtothespeaker e)Thepersonbeingdescribedisselfish. f)Thesingerisa nurse whilethepersonbeingdescribedisamother.Thebaby's motherisselfishtothesingerandthatiswhythesingerexpressesthisinaso ng. Theselfishoneiscoming. g)Themorallessonisthatnursesneedtobetreatedfairly in orderforthem tonursebabies withdevotionandwithout fear."}
{"text": "ORAL LITERATURE NOTES AND MODELQUESTION PAPERS CHAPTERONE ABRIEFINTRODUCTION ----- Oralliteratureisone of theareastestedinLiterature inEnglishoftheKenya Certificateof SecondaryEducationExaminations.TheotherareasinthispaperincludeTheNovel, Drama,PoetryandtheShortStory . WhatisOralliterature? Haveyou ever imagined what lifewaslike inthe days ofour great great grandfathers?Howdidtheyspendtheirleisuretime?Certainlytheydidnotspend theirfree time reading the worksoftheirgreatwriters.Thisissimplybecause they could notread.The civilization ofreading andwriting was stillatits rudimentarystagesandin somepartsoftheworldthiscivilizationwasunheard of.Booksasweknowthemtodayareamuchrecentinvention. Butarewesuggestingthatsimplybecausetherewereno novelsorshortstories asweknow themtoday,therewerenostoriesorpoemsorotherartisticforms?Far from it!From timeimmemorial,man has always told stories.He has always recitedpoems.Thesestoriesandpoemsareareflectionofhumanityatvarious stages on development.Itis through stories and poems thatpeople define themselves:whotheyare;whattheybelievein;whattheyvalue;theiroccupations; whattheyeatetc. Sincetheartofwritingwasnotaswidespreadasitistoday,howwerethese stories, poemsand songspreservedand transmitted?They werepreserved inpeoples memoryand transmittedbywordofmouth.InadditionAfricansocietiesforinstance,theextended familywouldgatheratthehearth(fireplace)intheeveningaftersupperandspend timetellingstoriesandposingriddles. Childrenwould memoriesthesestories andriddlesandwouldsoonstartretelling them andwhentheygrewup,theywouldhandthem down totheirchildrenandthe cyclewouldcontinue. Thissituationstill obtains inmanysocieties today.This especially thecaseinmanyruralareaswhereoneislikelytofindcommunitiesthose arelargelyhomogenous.Inthesecommunitiesoralliteratureisverymuchalive A mentioned above,oralliterature is transmitted byword ofmouth.Forthis reasonitiscalledoral. As you revise oralliterature,therefore,you should bear in mind that Oral Literatureis spoken,generallyperformedand oftendramatizedby a skilled performer.That meansthatifyouarereadinganarrativeforinstance,youhavetobearinmind thatthenarrativewasactuallyperformedtoaliveaudienceasopposedtoanovelor a shortstorywhoseoriginalformatwasthewritten form.Youshould alsoco nsiderthatthetargetaudienceforaparticularpieceoforalsharesacommonsocial, culturalandhistoricalbackground.Theycould,forinstancebemembersofa particularethniccommunityorevenmembersofthesamevillageorclan. Oralliterature:Amisnomer? Much oftheconfusion surrounding thestudyoforalliteraturestemsfrom the verynatureofthenameofthesubject:Oralliterature.OxfordAdvancedLearner sDictionarydefinesthewordoralasspoken;notwritten:an oralexamination, ----- storiespassedon by oraltradition (i.e.from one generation to the nextwithout beingwritten) The same dictionary defines the wordliteratureaswritingsthatarevaluedas worksofartespeciallyfiction,drama,andpoetry. From thetwodefinitionsabovewearequicktonotethattheterm oralliterature generatesanobviouscontradiction.Thatwhichisoralcannotalsobewritten atthesame time.Itis becauseofthe contradiction by this term that many scholarshavesuggested alternativetermsto describethesubject.Theseinclude verbalart,orature,performedartetc.Ifyouwereaskedtosuggestamoresuitable termtorefertothesamesubject,whatwouldyouuse? FeaturesoforalLiterature These are features thatdistinguishoralliterature from otherforms ofliterature suchastheNovelandtheShortStory. Thespokenword AsopposedtotheNovel,andtheShortStorywhoserawmaterialsisthewritten word, OralLiteraturereliesonthespokenword. Narrativesand songsarepassed down from onegeneration tothenextthrough the spokenwordpreserved inin peoplesmemoryasopposedtothewrittenword preservedin books.Itis onlyaftertheinventionofwriting thatmostoftheoral literaturepieceshavebeenwrittendownsothattheycanbereadilyavailableto peopleforstudyandanalysis. Occasion As opposedto the writtenformsofliterature,someoftheoralliterature pieces callfor Specificoccasionsto beperformed.Forinstancetherewillbesongsperformed during marriageceremonies,funerals,whilesoothingthebaby tosleep,whenworking, beforegoing towaretc.Inotherformsliteratureforinstancethenovel,theshortstoryordrama, theaspectofoccasionisnotimportant.Forinstanceonecanreadanovelanytime. Performance Oralliterature livesinperformanceOne cannotforinstance, fullyappreciate a weddingsongunlessitisperformedinordertounderstandandenjoy.Whenoral literaturepiecesarewrittendown,theaspectsofperformancearelost. Reasonsforstudyingoralliteratureinschool/importanceoforalliterature Oralliteratureformsan importantpartofinformaleducation byteaching people to improvetheirSelfexpression, Powersofobservationandmemory.Italsosharpenstheir ----- WitsandImagination,Itteaches peopleSocialvaluesBehaviourandHowtorelateto theworldandtoothersItalsoinformspeopleontheircollectivehistoryandculture, It isalsoarichsourceofentertainment, Ithelpsusappreciatethecultureofotherco mmunities in our country leading toabetterunderstanding ofthese cultures, whichcouldleadto socialcohesion(unityindiversity). Someformsoforalliteraturecould beused to mobilizethemassestoward a certain goal.ThefightagainstHIV/AIDShasbeenlargelyconductedthroughsongs. Typesoforalliterature Thesearealso calledgenres orformsorevenclassificationsoforalliterature.They include: 1.Oralnarratives 2.Songs/oralpoetry 3.TheShortForms. )a)Proverbs b)Tonguetwisters c)Riddles CHAPTER TWO ORALNARRATIVES Thesearefurthercategorized/classified a.Myths b.Legends c.Etiological/explanatorynarratives d.Tricksternarratives e.Monsternarratives F Humannarratives MYTHS a.Amythisastorythatattempttoexplaintheoriginsofaparticularphenomenon. b.Itcouldaccountfortheoriginsofacommunity,orothernaturalphenomena. A mythinvolvesgodsandothersupernaturalbeingsintheirstructure. Communitiestreasurethem becauseoftheirreligiousvalueandastheirofficial accounthowtheycameintobeing. ExampleofaMyth THEORIGINOFDEATH(Kalenjin) AccordingtotheKalenjin,thenumberofhuntersintheirland hadincreasedsomuch thatthe wildanimalsWere beenwipedout.These huntersdecided tohuntallthe animalsoftheplain.Onedayoneofthehuntersstoppedtodrinkfrom apool.Ashe wasdrinkingfrom thepool,henoticedareflectioninthewater.Thereflectionwasver ybeautiful.Itwasabirdthatlookedlikeacock.Thefeatherswereverybeautifulbut ----- insteadofhavingtwo legs thisbird had four.Theheadwaslargeandhadablue comb. Thehunterwonderedwhatthisbirdwas.Hehadneverseensuchacreaturein allhislife.Hethoughthewasdreaming.Hefinished drinking waterand rosetogo, butthenherealizedthatthecreaturewasareality.Thecreaturemovedandwatched thehunter.Thehunter in turnwatchedthecreature.Certainly the creature was strange.The hunter decided to aim an arrow atit.Perhapsthemeatofthe unknowncreaturewasverysweet,hethoughtashereleasedthearrow. Afterthestrangecreaturefelldead,therefollowedrainthatwasheavierthathadever beenknownbefore.Therainwasfullofthunderandlightning.Nobodyknowswhere thehunterwent.Allthatisknown isthatheneverreturned tohisfamily.Andfrom thatdayofheavyrain,peoplebegantosleepforever. AstheKalenjinsay,thundergotveryangryattheshootingofhisinnocentson, and so he sentheavyrainanddeathas punishmentto people.Beforetheheavy rain,peoplehadsleptandwokenupasusual.Thusthelongsleepknownasdeathwas causedbythehunterscuriousity. Note Thisstoryattemptsto explaintheoriginofdeath,animportantphenomenon.It isdeliveredinaserioustoneandinvolvespowerfulsupernaturalbeing,thunder. LEGENDS Thesearenarrativesaboutmemorablehistoricaleventsandpeople.Eventshere may includeinterethnicwars,famines,migrationofpeopleand soon.Some of the historically significantpeople who feature in legends include warriors andgreat chiefssuchasLwandaMagere(Luo),WangombeWaihura(Gikuyu),Gor Mahia (LUO)etc. Intheprocessofbeingpassedonfrom onegenerationtoanother,legendmay acquire elements offantasy as exaggerations are added, perhaps as a way ofemp hasizingthe mightofthesubjectofthelegend.Agoodexampleoftheseelementsoffantasyisto befoundinthestoryofLwandaMagerewhoissaidtohavehadabodysohardthat spearsbouncedoffhisbody! Exampleoflegend THEARINKON(Maasai) Therewereonceapeopleknownastheilarinkonwho wereownersoftheland thatthe Maasaioccupied aftertheirascentfrom the Kerio escarpment.These peoplehad a leaderwho wasamightygiant.Sincehewasverymuch feared,it wasdeemed wisetoavoid him forfearthatuponthe slightestprovocation;he mightdecidetowipeoutthewholeMaasaipopulation.ButtheArinkonremained resentfulof the Maasaioccupation,spreading over their land.They sent messagestellingthemtoleave. ButtheMaasaiwereunwilling to leavetherichlyendowed country,having just ----- recoveredfromtheformidableascentoftheescarpment.Atthesametime,they were reluctantto fightpeoplewhose mightthey were unsure of,especially havingobservedsignsofgreatphysicalmightintheirleader.Theyinsteadplayed tricksonthem.Theystartedbybribingthem withgiftsofcattle,sheepandvarious otheritems,with the hope ofbeing permitted to stay on.Butthese people developedahabitofpesteringtheMaasaiwiththeintentionofgettingthem fed up,hopingtomakethemleave,eithertowherevertheyhadcomefromorelsewhere. Oneday,theArinkonchiefsentamessagetotheMaasaisaying,Wewillletyo ustayifyoubringwarmfrothingmilk. TheMaasaisaid:Verywell,giveuseightdaysandwewillbringit,Sincethe Maasailivedalongwayoff,themilkwouldwithoutdoubthavecooledbeforethey gottotheArinkon chief.Assoonastheygothome,theMaasaicalled a meeting. Closebythemeetingplace,therewasalittleboywhowasherdingcalves.Heheard whattheelderswerediscussingandsaidtothem:Fathers,donotworryyourselves,go anddriveawaythatcowwhosecalveisdeadandwhentheenemieshaveassemb led,milkquicklyandtakethemilkwhileitisstillfrothing. The Maasaiwaited untilthe enemy had assembled,waiting to killthem, not expecting them toproducethemilk.Theymilked thecow and quicklytookthe milk. The Arinkon were staggeredwithshock.Theyimmediately knew thatthey musthavebeentricked.Therulersaid:Verywell,theyhavebeatenusonthisone. Hethentoldthem togoandreturnonacertainday.Onthearrangedday,they returnedtotheArinkon. WhentheMaasaireturnedtheArinkonrulersaidtothem,Inow wantyoutobring measandalwithhaironbothsides. TheMaasaiwereinafix,forwhohadeverseenahidewhichishairyonboth sides?Asthe n sayinggoes,Abilitiesanddeterminationarenoequal.TheMaasaisaid, Verywell. Backatthesamemeetingplace,theyoungboywasbriefedonwhathadtransp ired.Hesaidquickly:Itisasimplematter,goandfindadonkeyandcutoffoneear, makeasandalandtakeittohim. The elders replied:He has spoken the truth.The Arinkon rulerreceived the sandalwithgreatconsternationforhehadnotexpectedtheMaasaitoobtainitatall. TherulersaidtotheMaasai,YoumaynowgobackandwhenIneedsomethingelse Ishallsendforyou. AssoonastheMaasaidepartedtheArinkonheldcounseltofigureoutthemost difficultitem torequesttheMaasai,sothatfailureto procureitwould lead to a fight.WhentheArinkonchiefnextsentfortheMaasai,hesaidtothem:Goandfill upaguardandbringthemtomewhentheyarestillhoppingabout. Theelders wentback to the cleverboy,who had,by then been nicknamed `cleveroneandinformedhim ofwhattheyhadbeentold.Whenheheardit,hesaid: Oh!Fathers,thisisdifficult,but itiseasyatthesame time,butdo notworry yourselvesforwewillfindthem fleas.Takeholdofadonkeyandcutoffsomehair sfrom themaneandcrushinabuffalohorncontainerandputthem inagourd. When you hand the Arinkon the gourd you must make sure you face thewindwardside. ----- Theeldersdidastheyweredirected andsoondeliveredthe`fleas.As theywere handingoverthegourd,theytilteditsothatthehairswereblownaboutbythewind, creatinganimpressionthatthefleasweredashingabout.Theregetholdofthem! theArinkonshouted.Butcouldtheygetholdofthemwhentheyhadalreadydispersed? TheArinkonhadneverbeforebeensoflabbergasted!Anotherdaypassed, and still theArinkondidnotknow whattodo withapeoplethatwereprovingtoosmart forthem.Theyagainheld counselandwhentheynextsummonedtheMalaysia,their leadersaidtothem:Iwantyoutobringmeonlytwomorethings.Bringme ametaltoothbrushand find meawaythatleadsto heaven.TheMaasaidrewtheir handsto theirmouthsin amazement.They requested him to give them three months to find those items.When theyreturned home,theyheldameetingthat lastedthewholeday.Whenthecleverboywasinformedofwhathadbeenrequested, he said:Go and bringmea clubandIwillshow youhow tomakeametal toothbrush.Theywentinsearchofit. Severalclubsweretakentotheboy,buteachtimehetriedtouseoneitwouldbreak. Manyclubsgotbroken.Eventually,he said to the elders:Go to a place called Oletukatandgetmeaclubfromtheologol-timtree,whosestemhadbeenbittenoff bytherhinocerosandthewaterhasgonedown to the roots.Afteralong search, thetree was found,uprootedand taken totheboy.Whenhe tried it,itdid not break.Hesaid.Now letusgototheArinkonwhereIwilltellyouofthemetal toothbrush. Atthefirstflickerofdawn,thepeoplestartedofftotheenemycountry.Theboy wasamong therestwith his club tucked underhis armpit. Theyfound the Ar inkonhavinggatheredto receivewhatwasbrought.Themeetingwasopenedwith theexchangeofnews.Whattheboywasgoingtodowasbynow obvioustothe Maasai.Thefatherofthecleverboystoodup andsaid:Thereheis inacrouching positionwiththenotoriousone**whoseshaftisblackand whose organsofsight detectus.Ifyouarefortheaffirmativeconfirm so wecanfoldtheknee***and approach abovetheorgansthatisbent****so thatthebrain maypop outthro ughthenostrils.Ifyouareforthenegativeconfirmsothatwebeataretreat. The Arinkon did not understand what was said, and started asking themselves:Whatarethesepeoplesaying?Theelderanswered:Wehavesimply said thatwehavebroughtthemetaltoothbrushtheboystood upasthough hewasgoingtohandoverthetoothbrush.HehittheArinkonchiefandtheeyes poppedoutandthebrainoozedoutthroughthenostrils.Whiletheywerebeing beaten, theArinkonwerebeingtoldArinkon,here,havewhatyouhavealwayssought. ThatwaswhentheArinkonracehasalwayssoughtoriginated. **Thespear***Oneoftenhalfkneelsdowninpreparationtospearanobject.****Theear. EXPLANATORY/AETIOLOGICALNARRATIVES These are narratives thatattemptto trace the originsofphysicaland cultural traits.They dealwithlessseriousthemesthanmyths. ----- Examplesofthesenarrativesinclude: 1.Howthezebraacquireditsstripes. 2.Whyhensscratchtheground. 3.Whytheostrichsneckislong Asopposedtomyths -Aetiologicalnarrativesdonotinvolvegodsandthesupernaturalworld. -Theydealwithlessimportantissues. -Aregenerallytoldtochildreninanefforttoquenchtheircuriousity. Examplesofexplanatorynarratives Whycatsliketostaybythefireplace(Bukusu) The catwasformallyawildanimalandlivedin the forest.Theforestwastoo dangerousforthecatso,seeking protection,itattached itselfto an elephant (whom itthoughtwasthemostpowerfulanimal).A lion camealong and killed theelephant.Thecatthethoughtthatthelionwasafterall,themostpowerful animal.Foritsdefence,ithadtomakefriendswiththelion. Thenthehuntercamealongwithhisbow andarrowsandspear.Hekilledthe lion,which hadattempted to attackhim.On his wayhome the hunterwas fo llowed followedbythecat.Whileatthehuntershomethecatremained hidinguntilanopportunityshowedupthecatsdesireforthehuntersfriendship. Oneevening,aratwhichwasdiscoveredeatingthehuntersmeatwaschasedpast wherethecatwashiding.Thecat,havinganaturalhatredforrats,joinedthechase andkilledit.Thehunterhadnochoicebuttopersuadethecattoremaininhis houseandkillrats,whichwereathreattohisfood.Thisisnottheendofthestory.One coldevening,thehunterwentroundtoafireplacewhosemanagerwashiswife. Alltheordersatthefireplaceweregivenbythehunterswifeandthehunterhad toobey.Thecat,watchingthisrelationship,wasquicktonoticethatthehunters wife was stronger than thehunter himself:she orderedhim about.Sothecat decided to stayaround thefireplaceundertheprotectionofthehunterswife.And uptothisday,catsliketostaybythefireplace. THEVULTUREANDTHEHEN Long ago the hen and thevulture used to live on excellentterms,helping each otheratanytimetheyneededahandtoprocuretheirdomesticnecessities. Oneday,thehenthoughtofborrowingarazorfrom thevultureto shavetheir little ones.Theshaving was already much overdue,butitcouldntbe helped, because she had no razor. Andwas depending on the kindness of her neighbours.Sothehenwenttoseevultureandsaid, Dearvulture,Ishould liketo borrow yourrazor;minewaslostmonthsago.My little ones arelookingvery ugly,andalso veryuntidy,withtheirlong,unkempt,o vergrownhair. Thevulturelistenedtothehenwithgreatconcern,afterashortsilence,said,Dear henIcannotrefuseyouthisfavour.Tomorrow perhapsImightneedyourhelp aswell,andwemusthelpeachother.However,youmustrememberonething. Youknow whattherazormeanstome.Ihavenoother incomeexcepttherent ofthatrazor;thatistosaytherazorismyfield,whence ----- Igetmydailyfood.IdonotintendtoaskyouanyfeeasIdowithothers;butplease becarefultoreturnittomeassoonasyouarefinishedwithyourshaving. Thankyou,brothervulture,Iquiteunderstandswhatyou say,and Iam very gratefultoyou.Illbringitbacktoyou. The hen was very gad ofthe favourand as soonas shearrived home,made arrangements to beshaved by another woman.The following morning she shavedherlittleones,sothatthewholefamilywasnowshininglikethemoon.The workover,sheputitinaleatherpurse,whichwashanginginacornerofthehut. Thedayspassedand passedawaylikethewaterunderabridge,butthenhen neverthoughtagain ofreturningtherazortothe vulture.Sheforgotitcompletely. Thevulturegrew impatient,and deeplyresented in hishearttheunkindness,nay theingratitudeofthehen.Pressedbynecessity,hedecidedtopersonallygotothe henanddemandhisrazor. Ohdearvulture,saidthenhenwithconfusionandgreatregret,Forgiveme;Iamso sorryformynegligencereallyintendto returnyourrazorverysoon,butIputit myleatherpurse andforgotaboutitcompletely.Letmegoand bringit;youw3ill haveitinaminute. Yes,Iknow youareaforgetfulcreature;butlookatthedamageyouhaveme. You havedeprived meofmysustenanceformanydays.Mindyou,ifyou have lostit,youwillpayforitandverydearly,saidthevulture.Thehenrushedintothe housetofetchtherazor.Sheplungedherhand into the leatherbag,butalas!It wasempty;therewasnorazorinit.Shewasveryshockedattheunpleasantdisco very.Shestartedsearchingonthefloortosee ifbyanychanceithaddroppedfrom thebag,buttherewasnofindingit.Shelookedunderthechildrensbed,rearthefir e-stones,inthestore;buttherewasnosignofit.Have mercyonme!Iwillsearch better;Iam readytodemolishmyhutaltogether,andarchforitdiligentlyuntilI finditandreturnittoyou. Itoldyoutobecareful,andIrepeatitagain;Iwantmyrazorback!Butmindyou, IwanttheveryrazorIgaveyou,andsosubstitute. Thepoor henspentalldaysearchingandsearching,butnothingcameto.She demolished herhut,andstartedsearchingin the roofgrass,among therubble of thewalls,betweenthepoles,intheashesandevenintherubbishpit;butnothingwas found. The following day the vulture came to see the results ofthe searching.He foundthehenstillscratchingthegroundamongtheheapofdrygrassandox dung;butno razorwas yetdiscovered.Iam verysorrydearhen,said the vulture,butnow Icannotwaitanylongerwithoutcompensationformyrazor.For todayyoumustgivemeachick.TomorrowIwillreturnandseewhathashappenedin themeantime. So thevultureflewawaywith achickgripped within itstalonsunderitsbreast. The followingdayhe returned to the hen.She wasstillscratching the ground; butshecouldntseetherazor. Anotherchickwentawaywith thevulture.And thesamething happened in the followingdaysuntiltoday.Thatis the reason whythe hen is always scratching the ground,and the vultureswoopingon chicks even inourdays.Thehen is alwayssearchingfortherazor,andthevulturecompensatinghimselfforitsloss. ----- TRICKSTERNARRATIVES 1.Thesearenarrativesthatusuallyfeatureacharacter(animalorhuman)that practicesdeceitonothers. 2.Thesestoriesoreoftenthannotareaimedatprovingthatbrainismightierthan brawn. 3.Thisisbecausetheweakercharacter(forinstancethehare)managestotricka biggeranimal(forinstancetheelephant)andget5soutoftrouble. Exampleofatricksternarrative Themonkeyandthecrocodile(Meruversion) Onceupon atimethemonkeyand thecrocodileweregoodfriends.Thecrocodile usedtocometotheriverwhilethemonkeysatonthebranchesoftreesonthebanks oftheriver,andtherethetwofriendswouldspendthewholedaychatting.Thecroco dilewouldtakelonghourstellingthemonkeyinterestingstoriesabouttheworldof water,andtheanimalsthatlivedin theriver.Themonkeywould in turntellthecroco dilestoriesabouttheanimalsthatlivedonthedryland.Thefriendshipcontinuedfora longtime.However,onedaytheostrichwarnedthemonkeythatthecrocodilewasa cunning,dangerousanimal.Youwaitandsee.Itwillnotbelongbeforethecrocodile wantstoeatyou,theostrichtoldthe monkeyashewentonhisway.Thoughthe monkeybegantobe carefulwiththecrocodiletheirfriendshipcontinued.Soon after the crocodile told hisfriend thathiswife had a new born baby.And the cro codilewentontotellthe monkey:Mywife and Iwouldbe veryhappyifyou would visitusandseeournew-bornbaby.Themonkeywithoutasecondthought, agreedto visitthecrocodileandhiswifethenextday.Itwas arrangedthatthe crocodile would meetthemonkeythenextafternoon,andcarryhim onhisbackto theislandonwhichthecrocodileshomewas.Onthenextdaythemonkey,fullof excitement,wentto meethisfriend.Andhefoundthecrocodilewaitingforhim atthe bankofthe river.Afterexchanging greetingsthe monkeyjumped onthe crocodilesbackandthecrocodilebegantoswim ontothedeepwaters.Theywerein the middle of the river when the crocodile began to laugh loudly: Haahaaa..haaa...The monkey was surprised forhe could notunderstand whyhisfriendwaslaughing.Whyareyoulaughing?heasked. Inawarningvoicethecrocodilesaid,AtlastIhavecaughtyou!FormonthsIhave longedtotasteyourheartandIwilldosotoday. Themonkeywasworried andhebegantothinkhow hewouldescape.Aftera shortwhile themonkey toldthe crocodile:Why didntyou tellme thatyou wantedtoeatmyheart?Iwouldhavegivenittoyou,butyouareunfortunate becausemyheartisathome.Andthemonkeywentontoexplaintothecroco dilethatwhen monkeysgo on ajourneytheyleavetheirheartswith theirgrand mothers so thatgrandmothers spice and flavourthe hearts.The monkey persuadedthecrocodilethatifhereallywantedtoeathisheart,heshouldtake him backtotheshoresoftheriver.Takemebacktothebanksoftheriverand Iwillask my grandmothertogiveyou my heart...Themonkeypleadedwiththe crocodile.Thecrocodile,withoutthinking,headed backto thebanksoftheriver. Heswam fastforhebelievedthatthemonkeywouldgivehim hisheart.Withinno ----- timetheywereatthebankoftheriver.Themonkeyjumpedfrom thecrocodilesback ontoatreeandhe begantojump from onetree to the other.When the monkey waswellseatedonabranchonabigtree,hespatatthecrocodileandcursed, Mayyouandyourwifeandchildrenperish!Andasformyheart,youwillnever taste it.And so saying the monkey threw a dead branch atthe crocodile, whichswam backintothedeepwaters.Andthatishowtheirfriendshipended. DILEMMANARRATIVE These are stories which showa characterorgroup faced with two ormore choices, usuallyofmoralnature,noneofwhichiseasierto make.Suchastoryismeant to initiatecriticaljudgmentanddebateamongtheaudience. A classicexamplein Africa isthestoryofa greatdroughtupon which theo racle ordainshumansacrificebemade.Thevictim isusuallythemostbeautifulgirlinthe village.Herfamilyistornbetweenheedingtheoracleswordanddeclining,which would mean thatthesocietyperishes.Thereisaconflictbetween theloveof the parentsfortheirdaughterandloyaltytothesociety. MONSTER/OGRENARRATIVES Thesearestoriesthatfeaturemafantastic,grotesquecreaturethatisusually representativeofevil.Monstersusuallymasqueradeasbeautifulwomenorhandso me men and use theirphysicalattractivenesstoluretheirunsuspectingpreysinto marriage. Their preys sofullofthemselvesarenotabletoseethroughtheogresattractive faade. Usuallyitaperson looked down uponbythecommunitythatmanagestonoticethe evil natureoftheogre.Theogreisusuallykilledandallthepeopleandpropertythat ithad consumedrecovered.Mostogre narratives teach the audience notto underestimate the abilitiesofthosewethink lessendowedthanweare.Theyteach ustolookbeyondtheapparent;notallthatglittersisgold. Exampleofamonsternarrative THEGIRLANDHERMOTHER NarratedbyWambuiwaWaambugu Alongtimeago,therewasagirlandhermother.Themotherofthisgirlhadbeensick foralongtime.Whentheoldmenwenttoadivinerto getadiagnosis,theywouldco mebackandsaythattheyhadbeentoldto haveagoatslaughtered.Theywould slaughterthegoat,eatitbutthemotherwouldnothaveherwoundhealed.They would go,again and return to reportthatthegoatshould beslaughtered.They wouldslaughterthegoat,eatitbutthemotherwouldnotgetherwoundhealed. Onetime,thegirlfollowedthem andhidherself.She,thereforeheardthather ----- motherwouldonlybehealed bythewoolthatisfound between ogres,i.e,their woolthatgetsblownbythewind. Now,shesaidIwillgo.Ihad betterdieand have mymotherhealed.Thegirl thentraveledandtraveledandclimbedupamugumotree.Whensheclimbedthe mugumo tree,sheclimbedhigherandhigheruntilshegotto thetopmostpart.She thengotthewoolthatwasontheogresmugumotree. Whenshegotit,theogreheardthegirlclimbingdownthetree.Hetoldher:I willcutyoungwengweandcutyouagainngwengwe.Itistheogrenowtellingthe girl.Andthegirlstarted singingasfollows:Kamau,ourKamau,meetme,meetme.I amcomingfromgettingthewool,yesthewoolBetweentheogres,betweentheogres Andthemono-eyedogreisstillbehindmeHesayshewillbiteme. Nowthegirlinonlyracing.Andthesmallogrecalledmono-eyedwasbehindhersaying: Iwillcutyoungwengwe Andcutyoungwengwe Theogrewouldthem throw hisknife. Theknifewouldcutofftreebranchesbecausethegirlis stillracing.Thegirlwouldthensing. Kamau,ourKamaumeetme,meetme Iamcomingfromgettingthewool,yesthewool Betweentheogres,betweentheogres Andthemono-eyedogreisstillbehindme Hesayshewillbiteme. Thegirlisstillrunningandsmallogreisstillfollowinghersaying: Iwillcutyoungwengwe Andagaincutyoungwengwe. Nowitwouldthrowtheknife.Theknifewouldcutoffbranchesfrom atree.Theogre wantedtoslashthegirl.Andthegirlwouldsing: Kamau,ourKamaumeetmeetme,meetme Iamcomingfrom gettingthewool,betweentheogres Andthemono-eyedogreisstillbehindme Hesayshewillbiteme. Theogrewouldthensing: Iwillcutyoungwengwe Andagaincutyoungwengwe Thegirlran.Shegotnearherhome,Kamaubeganhearingechoes: Kamau,ourKamau,meet,meetme,andmeetme Iamcomingfromgettingthewool,yesthewool Betweentheogres,betweentheogres Andthemono-eyedogreisstillbehindme Hesayshewillbiteme. Theogrewouldthensing: Iwillcut,cutyoungwengwe Andcutyouagainngwengwe WhenKamauheard,heranandclimbedup atree.Now whentheogrerunning afterthegirlpassedthrough,Kamauspeareditfrom upthetree.Theogrewouldpu llthespearoutandthrowitaway.Thegirlsbrotherwouldgetholdofthespearand ----- speartheogreagain.Whentheogrewasspearedand slashedwith asworditdied. Thegirlwenthomeandfoundhermother.Sheputwoolin thefire.Themother gained herconsciousnessand asked forwatertodrink.Thegirlthen putsome ofthewoolinthewoundandithealed.Sothemotherrecoveredandtheogredied. Thegirlstayedwithhermother.Themotherdidnotdieandthegirldidnotdietoo. CHAPTERTHREE SONGS/ORALPOETRY InAfricansocietiesalmostallcommunalactivities areaccompanied bysong and dance.Inmostsocietiesthere aresongsforeeverystage andoccasion ofaper sons life,from thecradle tothegrave.There are songs atbirth,naming cer emonies,songs,and lullabies,singing games,songsin stories,initiation songs, marriage songs,work songs,warsongs,praise songs,worship ordivination songs,andlastlyfuneralsongs. As opposedto narratives,which areprose,songand recitation are verse.They demand thatthecomposershould arrange his words in such a waythatthey should sound perfectespeciallyintermsofrhythm and melody.Thesetogether withthemeaningofthewordsenablethepoetorthesingertoexpresshisfeelings withthestrongestimpactpossible. We distinguish between recitation and song mainly on the basis ofmusical complexity. Normally,musicalfeatureswillbemorepronouncedinsongthaninrecitation. CLASSIFICATIONOFSONGS/POETRY Theclassificationusedinthishandbookisbasedonthefunctionsservedbysongs inquestion RELIGIOUSPOETRY Thesearesongsandpoemsperformedduringreligiousoccasionorforspiritual purposes(prayer,incantations,andinvocations.) Example PrayerbyaMulembwewomanafterachildsbirth,recordedinCongo Godalmightycreator, GodMbuuwaMukunguaKinyama, Createdtrees,createdpeople,createdallcountries, CreatedtheBeenEkiiyeofKalanda,createdtheBeenaandBaaMilembe, Createdthewhitewithwhitish, CreatedtheLomami,createdtheLuambaKasseya(tworivers), Createdthelandwherethesunrises, CreatedthefishatMaengye, Createdtheeldestandtheyoungestofthetwin, Createdthequidewholeads(childthatopensthewomb), Createdtheeatableandtheuneatableants. God,thouarttheLord, ----- Whocomethintheroarofthewhirlwind, Outofyourdwellingplacefromwherethesunrises. Godcreator,thouartfatherandthoughartmother. OhGodIshouldntoffendyouasifyouwereman; ThereisnogratitudeforwhatGodbestowsuponthee Althoughhegivesyouawifewhogrindsmaize,awomanisabasket (I.e.sheleavesherfamilyinmarriage), Amanisarefuge,whenrain fallsImay enter(i.e.amanremainsinthe villageand may beaconsolationforhisparents). Godifhehasntgivenyougift,Hellrememberwhenyoupraisehim, HonourHimandyouarriveatMusengyeoftheMulobwe. Everyoneisntawelcomeguest,onlyachildisastrangerwhocomesquitenew in our midst. Oheldestandyoungestofatwin,onlyachildiswelcomeasastranger. Friendgoodday,friendgoodday! DIRGES These are songs sung during funeralceremonies.They are sung during the actualburialandduring remembrances orotherpost-burialceremonies.Dirges revealthe communitys attitudetowards death.They also serve to console the bereaved,sing praises to the deceased and as alamentationtowardsdeathfor takingawaylovedones. Example1 Prayerbeforethedeadbody Thegatesoftheunderworldareclosed. Closedarethegates. Thespiritsofthedeadarethrongingtogether Likeswarmingmosquitoesintheevening, Likeswarmingmosquitoes. Likeswarmsofmosquitoesdancingintheevening, Whenthenighthasturnedblack,entirelyblack, Whenthesunhassunk,hassunkbelow, Whenthenighthasturnedblack Themosquitoesareswarming Likewhirlingleaves Deadleavesinthewind. Deadleavesinthewind, Theywaitforhimwhowillcome Forhimwhowillcomeandwillsay: Cometotheoneandgototheother AndGodwillbewithhischildren. AndGodwillbewithhischildren. (Namibia) ----- (Source: UlliBeier(Ed). Africapoetry ,Universitypress:Cambridge,1966) Thereisnoneedlewithoutpiecingpoint. Thereisnorazorwithouttrenchantblade. Deathcomestousinmanyforms. Withourfeetwewalkthegoatsearth. WithourhandswetouchGodssky. Somefuturedayintheheatofnoon, Ishallbecarriedshoulderhigh. Throughthevillageofthedead, WhenIdie,dontburryunderforesttrees, Ifearthorns. Burymeunderthegreatshadetreeinthemarket, Iwanttohearthedrumsbeating Iwanttofeelthedancersfeet. (Anonymous) (Source:UlliBeirer(Ed),AfricanPoetry,Universitypress:Cambridge,1966). WARPOETRY Therearepoemsperformedbywarriorsduringawarevent.Thiscouldbesung asa preparationtowar,inordertoboostthemoraleofthewarriors.Theycouldalsobe sungafterabattleasthewarriorscomebackhomevictorious.Warsongscould also be sung in theabsence ofwarinorderto reinforcethemilitary mightofa particularcommunity.Warpoemsalsoexpressthegeneralvaluesrelatingtowar. Example: Fightnow!Comeandfightnow! Slaythem!Wellbrandishspears! Straightforthdothspeedyourarrow Tremble!Yes!Theytremble! Whenwedrawnear, Andfartheyllfleeasweapproachthem! Sharpenkeenyoyoarrows! Braveheadsupraisedandshouting Loudlyyourdefiance Alltheyopposeus. Quicklyourspears Shallpiercetheirbreasts.Theywillbescattered WORKPOETRY There are poems thataccompany rhythmic work.This would include chores suchas ----- paddling.Threshing,diggingorhauling.Inrecenttimesworkpoemshavealso beeo bserved amongroadworkers,minersandboulders. Example: Poundingsong AtKitilisthereareherdsmen,bothboysandgirls, Therearegoatsandlambsandcattle: Mwesya,doInotcallyouinmypoverty? Ihavenofamily,Ihavenomother, Ihavenorelativestocallupon. Death,Iwillnotgivehim foodorwater Seeinghehasdeniedmemyfatherandmyfamily. E!Grinding! Musyoka, Ihavenofamily,Ihavenomother, ThemotherofmysisterVika,LonzaandLinda; HowforlornIam!DidIcallyou? IdonotsharethesleepingmatwithLonza. HowforlornIam,Ihavenothingofmyown! (source:Jack MapanjeandLandeg White.Oralpoetry from Africa,Longman:New York,1983.) LOVEPOETRY Thesearepoemsaddressedtoabeloved manorwomaninthe hopeofmarriage. Theycould alsobepoemsonfrustratedlove,orsongsinpraiseofalovedone. Example Whencouldthypraisesbesung,Oloiltibili? Forthisscorchingsummerheatpreventsit They7cannotbesunga5tmidday Forthesunweakensthecattle. Theycannotbesungatsunset O,whenthesungetstothatpoint (Pointingtothepotionofthesunabout9a.m) Praisesofhewiththescarletonewillbesung. Idevelopedadmirationforhim Notatthedrinkinghall. Ihavestoredtheloveofmylove SinceIwasjustalittlegirl. Ihavestoreditatthegallbladder Tonurtureitdaybyday. Idarednotstorethispreciousloveofmylove ----- Atthehead,forthemindaboundswithchanges. Ithasedgedbetweenthefingersandthepalm Aswellasthespleenandtheliver. Theloveofmylovehasgonedown Towheretheinfantslie. Istoreitwheretheinfantsarecarried Tokeepitgrowingdaybydaybyday. Hethatdetestsmylovingthewarriors Findonetoughloathingtodo. Scrapetheroadwithyourbuttocks UntilyouhavereachedNairobi. Putthehyenaatthesheeppen Aswellastheslimbeast(cheetah) Ifbymorningthesheeparesafe IwillgiveupthebrotherofTalash Thenyoucanbleedthewhitenosedone(donkey) Topurgemefromthelonghairedone. (Kenya) (Source:Naomi Kupury,Oral literature of the Maasai,EastAfrican Education Publishers:Nairobi,1983) LULLABIES Thesearesongssungprincipallytoputthebabytosleep .Theyaresunginthesofttune Thatenhances theirsoporific effect.They employ simple language;one that childrencan easily identify with.Lullabies may also employ onomatopoeicwordsespecially designedat ensuringrhythm.Attime nurses may sing lullabies expressing theirattitude towardsto themotherofthechildrentheyhavebeen leftinchargeof(seeexample below) Bunyorolullaby Ha!Thatmotherwhotakesherfoodalone Ha!Thatmotherbeforeshehaseaten Ha!Thatmothershesays,Lullthebabyforme. Ha!Thatmother,whenshehasfinishedeating, Ha!Thatmothershesays,Givethechildtome! HUNTINGPOETRY Thesearesongssungbyhuntersontheirwaytoorfrom hunting.Theycouldalsobe sungto express disappointment at having failed to catch any game .Below is an exampleofa huntingsongperformedafterahippopotamushasbeenkilled: ----- Chopit,chopit, Dotakeitandchopit; Dotakeitandchopityourself. Chipishya,bringtheboat. Haveyoukilledithunter? Chishyabringtheboat, Chipishyabringtheboat, Haveyoukilledithunter? CHAIN SONGS Inchainsongseverysuccessivelineisderivedfromtheformer. Example Oharcher OhArcher,OhArcher, Letsshootateachother,letsshootateachother Andifyoushootmeandifyoushootme; Iwillhaveagoatslaughteredforyou.Iwillhaveagoatslaughteredforyou. Andthemeatandthemeat, Willbegiventotheblacksmith,willbegiventotheblacksmith, Andtheblacksmithandtheblacksmith, Willhavekniveswillhaveknives. Andtheknivesandtheknives, Willpiercetheheavenswillpiercetheheavens. Andtheheavenandtheheavens, Willsenddownrainwillsenddownrains. Andtherainsandtherains, Willmakethegrassgrowwillmakethegrassgrow. Andthegrassandthegrass. Willfattentheheiferwillfattentheheifer, Andtheheiferandtheheifer, Willbuyawifewillbuyawife, Andthewifeandthewife, Willpreparegruelwillpreparegruel Andthegruelandthegruel, Wewillgulpitwewillgulpit WEDDINGSONGS Though manywedding songscapturethejoyassociated with wedding ceremo nies,manysongsexpresssorrow atthethoughtofleaving thefamiliarhome foranuncertainfuture. Otherweddingsongssingpraisestothebride,thegroomandtheirparents. Example Weddingsong(from ----- IisukaofwesternKenya) Itishard, Aloo, Itshardtoleaveyourhome Togotoanother. Itshardtocallanother Yourmother. Fatherwaseducated,atKorotis Andisaclerk Ihaveseentheclerk. Ihaveseentheclerk, MamawaseducatedatChipyesi)(GBS:GirlsBoardingSchool) Andisanurse, MamawantedMamawantedherchildtobea Nurse Weedthegardenoffruits Weedmamasgardenoffruits Thattheycontinuetoyield. Aloo! Haa!Haa! CHILDRENSPLAYSONGS Thesearesongsperformed by childrenatplay.Thefollowing songis sungbytwo groupsof children(markedA andB respectively)inturns.Thechildrenjointheirhandsto form the circleandswingtheirhandsastheysing. A:Watatawatiririourhouseisexcellent B:Watatawatiririitcannotbetbetterthanours A:WatatawaTiririWhatisyoursmadeof? B:Watatawatiririoursismadeofstone AWatatawatiririoursismadeoftimber B:Watatawatiririgiveusoneperson A:Watatawatiririwhomdoyouliketohave? B:WatatawatiririwewouldlikeKariuki A:WatatawatiririKariukiwhydontyougo? Atthispointtheboynamed Kariukimovesfrom hisgroup and joinstheother grouptheotherteam beginsthesongagainandbytheendofthesessionthe twogroupswouldhaveexchangedmanyoftheirmembers. SATIRICALSONGS Thesearesongsthatcriticizehumanfolly.Theyaim atcastigatingthosewhodonot liveup totheexpectationsofthesocietyandalsotodiscouragetherestfrom engaging in similaractivities orbehaviour. In mostcases such songs make use of ----- hyperboleaimedatemphasizingonthewrongdone. Example1 Me-mrundeeehshestole Shestoleahen,shereallystoleeeh. Refrain Shestoleasheep,nodoubtshestole Shestoleawalkingstick,nodoubtshestole Shestoleapot,nodoubtshestole. Me-mrundeeeh,shereallystoleeeh Shestoleclothes,shereallystoleeeh. Refrain Me-mrunde,shereallystoleeeh. Shestoleacat,shereallystoleeeh. Example2 THELAZYMAN Whenthecockcrows, Thelazymansmackshislipsandsays: Soitisdaylightagain,isit? Andbeforeheevenstretcheshimself, Beforeheevenyawns Thefarmershasreachedthefarm, Thewatercarriershavearrivedattheriver, Thespinnersarespinningtheircotton, Theweaverworksonhiscloth Andthefireblazesintheblacksmithshut Thelazyoneknowswherethesoupissweet Hegoesfromhousetohouse. Ifthereisnosacrificetoday, Hisbreastbonewillstickout! Butwhenheseestheyam, Hestartstounbuttonhisshirt, Hemovesclosetothecelebrant. Yethistroublesarenotfew. Whenhiswivesreachpuberty, Richmenwillhelphim marrythem. (Nigeria)(Source:UlliBeier(ed).Africanpoetry,CambridgeUniversityPress,1966) INITIATION/CIRCUMCISIONSONGS Thesearesungduringcircumcisionorotherritesofpassage. Example ----- AKipsigisinitiationsong Wetellyouwearegoing, Wemendontmockuswomen. Wetellyoucircumcisionispainful Butyoucantdie. Wetellyousteponthegrass Whileitfallsdown. Sowetellyouchildren ThosegoforcircumcisionlikeEuropeans Whogotothe3irweddingcalmlyprepared. Wetellyou Stayfirmlikeastone Weshallbehappyafteryourcircumcision Eventhosewho,arepassing,even Brothers. Wetellyou Isaythanksuntilwemeet. Seeyoufather,seeyoumotherand Relative Tillwemeet. PANEGYRICPOETRY Thesearealso referredtom aspraisesongs/poetry.They are sungto0praise a personaclan,oracommunity.Praise poetry makes use ofimagery such as similes,metaphors,andsymbolism.Hyperboleisalsooftenemployed. Example Theboastofthegoodfarmer IhaveploughedandIhavesweated, AndnowIamenjoyingmycrops,myfriends, Likethebushbuckwhichusesitstailtopushrice-plantsintoitsmouth Asasignofitscontentment. Godfarmingwinsrespect,myfriends. WhereIdrinkbeernow Idrinktomyheartscontent: WhenIeatmyfood Ieatwithasettledhearts, Likeourlittlefriendthefish Thismakeswhitesoupforus, Whichplaysinitspoolallday Withoutanythingtotroubleitsheart. Afarmerisaking: Eventhewizardpayshomagetoyou. Farmingbringshonourmyfriends: Youneednottoilyourfeettobegatthehomesofjuniormen. Youseemeinmyprosperitytoday ----- BecauseduringtherainsIamthefriendofthemud: Rather,Iattackthesoilwithmyspecialfriend,thehoe. Fancynotcultivating! Fancynothoeing! Fancynotcultivating! Takethelittlehoeandbreakthesoil! ThedaywhenIkilledthepartridge, Whenthechildsmotherhadgonetothefield, Theporridgeranintomymouthlikelightning, Takethelittlehoe,weedthesoil! (Zimbabwe)(Source:Jack Mapanje and Landeg White,OralPoetry from Africa, Longman:New York,1983) POLITICALSONGS Oralliteratureplaysasignificant6roleinraisingpoliticalawarenessofpeople.It also actsasavehicleforsocialprotest.Thisisdoneespeciallythrough songs. Politicalsongscanbedividedinto: (a)Songsofsocialprotest. (b)Songsforcreatingpoliticalawareness Songsforcreatingpoliticalconformity. Example SerikaliyaNyanyo Niyamaendeleo FuataNyayomwenzangu, Hatutakimatata Kamawewewataka KuletamatataKenya, TafutaKenyayako Hatutakiporojo Raisamesema Atawalindawatoto, Jiungenasiiwenzangu Hatutakiporojo! CHAPTERFOUR SHORTFORMS These are genres oforalliteraturecharacterized by theirbrevity and theirco mpactness.The areuttered in one breath as opposed to narratives,songs or recitation,whichmaytakeseveralminutestoperform. Shortformsinclude: (a)Proverbs (b)riddles Tonguetwisters Characteristicsoftheshortforms ----- These are characteristicsthatdistinguish shortformsfrom oralliterature.They includethefollowing: (a) Invariability:Theyappear inthefixedpatternandthereisverylittlescopefor improvisation. (b)Compactness:Theyarebriefandcompressed. (c) Word play;they heavily depend on word arrangement and word play, includinguseoffigurativelanguageincludingmetaphors,similespersonificationand otherimages. (d)Informality:unlikenarrativesand songs,whichcallforparticularformalsetting fortheirrealization, the short forms (except riddles) are most frequently incorporatedinto ordinaryconversationandperformedinintimateandinformalsituations. PROVERBS Whatisaproverb? Aproverbcanbedefinedasaterse,pitystatementcontainingfolkwisdom Proverbsareconsideredtobethemarkofadultwisdom andexperienceitisno wonder thatthemost profound discussions and pieces of advice in many communitiesareconductedanddeliveredinproverbs. In mosttraditionalsocieties,disputes and judicialdecisions were carried outin proverbs. Proverbs areaproductoftheexperiences ofthe people,experiences some of which have beenlearned the hard way.Proverbs therefore revealwhatpeople adore,andwhattheydespise.Astudyoftheproverbsofacertaincommunitywill thereforehelpusappreciatethecommunitysbeliefs,attitudesandpointsofview. Characteristicsofproverbs (a)Proverbsareshortandtothepoint (b)Proverbsrevealapeopleswisdom,andphilosophyof life.Proverbscallour attentiontothegeneralrealityaroundus.Themessageorwisdom oftheproverb isthecollective propertyofthesocietyinwhichitisused.Itisraretoknow themakerofa particularproverb.Proverbsonlymakesensewhentheydirectlyappliedtospecific situationsorproblems.Thevalueofaproverbthereforeliesinitsapplicabilityto a concrete situation,howitassesses itand possiblysuggests a solution to it. Often we findproverbs thatca beappliedto differentsituations with different interpretations.Thismayexplain theexistenceofproverbswhichatfirst,appearto contradicteachother. E.g.Bellshouldbemanytomakeasound&Ahoardofratsdoesnotdigitselfahole. Proverbsshould therefore be interpreted incontext.A scholarwho deals with proverbsoutofcontextshould always try as a partofhis interpretation,to r ----- econstructthesituation inwhichtheproverbwouldbeapplied.A proverb isakind ofconversation shorthand.The meaning ofa proverb is usuallyHiddenand alwayshastobeworkedout. (c)Proverbsappearinfixedpatternsnearlyallthetimeandthereislimitedscope onthepartoftheperformer. (d)Proverbsaresayingsthathavebeenacceptedbyandthereforepartofthesociety. (e)Proverbs draw theirmaterialand images from a particularenvironmentor society.Henceproverbsfrom themaasaiforexample,willdifferintheiruseof imagesfrom thoseoftheLuhyaeventhoughthemaybecommunicatingthesame message. Classificationofproverbs Proverbsmaybeclassifiedintothefollowingcategories: Proverbsonfate. Cautionaryproverbs Proverbsongreedandselfishness Proverbswarningonprideandarrogance Proverbsoncommunallife Proverbsasembellishmenttospeech/communication Proverbsonauthority Proverbsoncooperation Narrativeproverbs:thosethatthatservetoreinforcewhatthethecommunity considerstobedesirablepatternofbehaviour. Reflectiveproverbs:thosethatmirrorthecommunitysattitudes,thought processesandworld-view. Summativeproverbs:thosethatarelongerdrawanalogiesbetweenphenomena andconsistoftwoparts. FUNCTIONSOFPROVERBS Achebein ThingsfallApartsaysProverbsarethepalm winewithwhichwordsareeaten.The Yorubahave ametaphorto the effectthat proverbs are the horses of communication.Thesetwosayingspointoutthoseproverbsarefacilitatorsofver balcommunication.Proverbsserveseveralsocialfunctions.Theseinclude: Reflectiveproverbs Theseareproverbsthatexpresstestedtruths.Thesetruthshavebeenarrived at through reflectionsofmansthoughts. Dherariembawuongonyiedhotangiyooko(Luo) Thecustodianofaloanedcow milksitwhilelookingout. Eiuoltunganiosuujnaaolanya(Maasai) Amanssonmaybeacowardbutheisstillhisson. ----- Ogwangthonewadgi(luo) Amongoosediesinsteadofhisbrother. Achiefislikedustheapwhereeveryonecomeswithrubbish. Wealthisdew.Heisripeinsidelikeawatermelon. Caution Thingociimatu (Gikuyu) Wallshaveears Vutulevumanyimwamidave (Luhya) Slipperinessknowsnoking Ahuruokkoudheiro (Luo) Thedoveisneverbackbitteninsmoke. Mpandangaziushuka (Kiswahili) Hewhogoesuptheladdereventuallycomesdown. Counsel Ifyouarepatientyouwillseetheeyesofthesnail. Eitomisimisiiropetailoweni (Maasai) Corruptgiftsdarkenthehandsofthewise. Ngirepelakwarotwakechengjiket (Nandi) Ifyoutakeaknifefromachild,givehimaspieceofstickinstead. Kipodinepikikiyanynyang! Donotabusethecrocodilewhileyouarestillinwater. Warning Muginimutaare Heiswisewhohaslistenedtoadvice(neversayyouwerenotwarned). Asiyefunzwanamamayeufunzwanaulimwengu Hewhodoesnotheedhismotherscounselwillbetaughtbytheworld(thehardway) Onewhoexcretesontheroadwillfindflieswhenhecomesback.(Everyactio nhas consequences) Consolation Guturimuthenyaukiaganaungi Nodaydawnswithanother;everydayhasitsjoysandpains. Baadadhikifaraja Aftersorrowthereisjoy. Normativeproverbs Theseareproverbsthatprescribethemodeofbehaviourexpectedofaperson ----- inaparticularsociety. -Thesatisfiedchildhasburnedthegranary. -Kinshipiskinship. Summativeproverbs Theseareproverbsthatareusedto summarizeasituation.Whilegivingadvice, insteadof tellingapersonthatifhecontinuesinhisbelligerencehemightendupbeing hurt.Onecan simplyusetheproverb: Astrongmansheadisfullofscars.Tosummarizethelesson. Proverbsusedasembellishmenttospeech Oftentimesproverbsareusedtomaketheartofconversationmorebeautiful. STYLEINPROVERBS Proverbslikeotherformsoforalliteraturecanbeanalysedintermsofstyle. Alliteration Jaberjaulo Allthatglittersisnotgold. Hasirahasara Angerbringsloss Liandikwalondiloliwalo Whatiswrittencannotbechanged. Chemachajiuza,kibayachajitembeza . Goodqualitygoodsneednoadvertising,badmerchandisedoes. Assonance Kurriukuuutatumwatawanyungu Therearethingslikeearthenpotwhichifbrokencannotberepaired. Alidhaniyeamesimamaaangalieasianguke Hewhothinksishighupshouldbecarefullesthefallsover. Idiophone Bandubanduhuishagogo Chipchip!Finishesthelog. Churururu-sindo!ndo!ndo! Agushisnotthesameasadrip. Repetition Watenwat Kinshipiskinship Harakakarakahainabaraka Hurryhurryhasnoblessings. Chovyachovyayamalizabuyulaasali ----- Constantdippingwillemptyagourdofhoney. Allusion Ciakorewacumugunda (ThefoodfoundWacuinthegarden. TheproverballudestoastoryattributedtotheoraltraditionoftheAgikuyuinwhich wefind acharactercalled Wacu.Wac.,isdespised by herhusband .Once,sheis senttotheshambasothatthehusbandcouldholdafeastforhisfavouredwifeat home.Thechoicemeatbeingroastedbythehusbandissnatchedbyahawk.The hawkcoincidentalydropsthemeatinWacusgrden.Wacubenefitsfrom whatwas deniedher.Thisproverbisusedtoencouragehardwork. The meat didnotfind her athomebut in the shamba.It alsowarnsagainst mistreatingothersasgodhasawayoftakingcareofthem. Metaphor Wealthisdew. Kukamwonikura Tobepraisedistobelost.(Onemightallow thepraisestogetintohisheadandmight eventually turnoutworse) MugeniniRuwi Aguestisariver.(Weshouldbehospitabletoguestssincetheywillbewithusforonly awhile). Simile Heisripeinsidelikeawatermelon.(A water-melonlooksraw from theoutside butripefrom theinside.Attimesjustlikewater-melon,itisdifficultto tellwhatisinthemindofa person. Afoolislikeabeehive.(Potentialfordanger) Personification Kanuaweiire! Mouthyouateyourself! TheworminthecattleKraalsays:Iamanox. Themouththatatethegrainisthesameonethatasks,Whatshallweeat? Enekethebirdsays,Sincemenhavelearnedtoshootwithoutmissingtheirtarget, Ihave learnedtoflywithoutperchingonatwig Hyperbole -Youwillnotseetheelephantmovingon yourownheadonlythelousemoving on anothers. -Hewhowaitstoseeacrabblinkwillwaitlongalongtheshore.(Yoruba) -Ifyouarepatientyouwillseetheeyesofasnail. Humour ----- UthuriwaGitongandununganga -Thefartofarichmandoesnotstink. Nyathimioroemachiethneduong . -Itisthechildthatrunserrandsthathasbiggerexcrement. -Apersonwhoneversawthemotherinheryouthmightsay the fatherwastedhis dowry. Examplesofproverbs Luoproverbs 1.Theharemightbesmallbutitbegetstwins 2.Itiswithalightbasketthattheownerelidestherain.(Youaretoblamefor selfimposedburdens). 3.Thedrum isheavieronthereturnjourney. 4.Nowyouareoil-shinny;mayyouonedaybedry! 5.EvenFulusendTilapia.(Fuluisatypeoffishsmallerthantilapia.Theproverb stressesthenecessityofco-existencebetweenthemightyandthelessmighty). 6.Amightymanisnevergreeted.(Hemayunderstandthegreetingtobeaninvasion) 7.itsonlyamadmanwhoshaveshisownhair. 8.Thedetractorhas holesinthebuttocks.(Thereference to buttockshereisnot literal.Ratheritreferstotrousers.Thedetractorsspendlonghourssittingtodefame hisvictims.Thisoversettingleavesitsmarksonthebuttocksandthetrousers.) 9.Thebeautifulonesgardenissmall. 10.Themediatorhastwomouths. 11.Thegossipneverages. 12.Donotabusethecrocodilewhilestillinwater. 13Theelephantisbackbittenonceithasturneditsback. 14Theflythatlovesyouistheonethatperchesonyou. 15Itishewhoeatswithablindmanthatknowsthedelicacyofthefat 16.Hewhohasachilddoesnotsleepinthewilderness. 17.Sleepissostrongthatitevenovercomesthelunatic. 18Tyhesatisfiedchildhasburnedthegranary. 19.Thesameplateyouhaveservedinisthesameplatethatwillbeusedtoserveyou. 20.Thebeastsstaysinthesugarplantationbutdoesnotknowthesweetnessofthe sugarcane 21.Eventhoughtheantistinyitcannotberobbedofitstermites. Gikuyuproverbs 1.Amanispoornotbecausehescornspossessionsbutbecausehepossessesno thing 2. Eatingtoomuchleavesyouwithaswollenstomach. 3. Aslaughterhouseisnotwithoutalittleblood. 4. Onthewaytoonesbelovedtherearenohills. ----- 5. Aparentdoesnotmindherchildsmucous 6. Thescentofroastedmeatbrokethehyenasleg. 7. Hewhostealswithaboywillliveinfearuntiltheboyiscircumcised. 8. Hewhostealswithawomanwillliveinfearuntilthewomandies. 9. Thewomanwhohasasoredancesontheoutskirts. 10. Bothhethatchasesandhethatischasedbecometired. 11. Youdonotseekinformationfromahungryman. 12. Anothermansornamenttirestheneck. 13. Fromthesamewombcomeathiefandawitch. 14. Onewhocannotjumpclaimsthatthefieldisstony 15. Thetoothlaughsatthesightofaspear. 16. Onewhonevertravelsthinksthatitisonlyhismotherwhoisagoodcook. 17. Thereisnodifferencebetweengrowingoldandliving. 18. Thepottermayusepiecesofapotforhercooking. 19. Therestlessmongoosemissestheslaughteringceremony 20. Afoolsstaffisusedbythewisemantosupporthisownwalk. 21.Thewarriormaybetrippedbyamaizecomb. 22.Adisunitedbattalionisbeatenwithoneclub. 23.Heiscleverwhohaslistenedtoadvice. 24.Toomuchsharpnesscutsthesharpener. 25. Nobarbershaveshimself . Yorubaproverbs 1.Onewhowantstodrinkporridgewillplaywiththechildwhosemotherispreparing it. 2.Thestrongmansheadisfullofscars. 3.Letmetaste,letmetastefinishestheseeds. 4.Notalleggslaidinthedryseasonhatchesout. 5.Themonkeylaughsatthelongtailoftheoneinfrontofit. ----- 6.Thesweetnessofstolenthingsshouts. 7.Hewhocomeslastdrinksmuddywater. 8.Hewhohasdiarrheaknowsthedirectionofthedoorwithoutbeingtold. 9.Bystumblingonit,thestumphaspushedforwardtherunner. 10.Aratbitesandsoothsyouatthesametime. Kalenjinproverbs 1.Whilewaitingtoeattheheadofabull,wecontinueeatingtheheadofagrasshopper . 2.Wedonotlookafteroutcropsuntiltheyhavebeeneatenbymonkeys. 3.Ahyenacannotsmellitsownstench. 4.Anelephantisbigyetitdoesnotgivebirthtotwins 5.Weblindfoldacowwhenmilkingit. 6.Acowshornsdonotkillitcalf. 7.Wedonotannoythemidwiveswhenwearestillbearingchildren. 8.Nobodycanuseanothersteethtosmile. Luhyiaproverbs 1.Whereyouareguest,breakfastisnotright. 2.Whateveratethedogsatethebelltoo. 3.Whateveryoudenyandoldmanhemaywellhaveeatenitbefore. 4.Whateveryoudenyachildhemaygrowtoeatit. 5.Whatyouhide,youmayeatwithrats. 6.Apersonwhoisfeelingcolddoesnotneedtobeshownthefire. 7.Thatwhichrunsaloneclaimstobeagoodrunner. 8.Thehenthatscratchesthegroundmayfindsomethingtoeat. 9.Ifyoueatmushrooms,youaresureto,eatmaggots. 10.Whenacleanpersonbreaksthewind,peopleoftenblamethedirtyperson. Intheir midst. 11.Hewhowaitsforhisdishtocoolsharesitwithvisitors. 12.Abrideseyespretendnottohaveseen. 13.Thepersonwhocannotclimbatreeeatstherawfruitsnearertheground. Additionalproverbs 1.Wealthisdew. 2.Kingshipisdew. 3.Tomarryistoputasnakeintooneshandbag. 4.Familynamesarelikeflowers:theyblossominclusters. 5.A wifeislikeablanket;whenyoucoveryourselfwithit;itirritatesyou,when youcast n itasideyoufeelcold. 6.Heisripeinsidelikeawatermelon.(Describesapersonwhohascometoa resolutionwithoutmakingitpublic). 7.Theworminthekraalsays,Iam anox. 8.Noflycatchesforanother. 9.Themakerofasongdoesnotspoilit. ----- 10.Metalthatisalreadyweldedtogether,howonecanunweldit. 11.Themanwiththedeepesteyescannotseethemoonuntilitisfifteendaysold. 12.Heatefoodanditkilledhim. 13.Thewontbeoldmanseesbythebloodstain. 14.You willnottheelephant movingonyourhead, onlythe lousemoving on anothers. 15.Thewantforworktodomakesamangetupearlytosalutetheenemy. 16.LittlerbylittlethetortoisearrivedattheIndianOcean. 17.Onewhoexcretesontheroadwillfindflieswhenhecomesback. 18.Nooneteachestheleopardscubshowtospring. 19.Theeyecrossesabigriver. RIDDLES A riddleisashortsayingintendedtomakeoneusehiswitsinunravelingthe hiddenmeaning InAriddle,thelistenerisfacedwithaquestionoranallusivesentencereferring to somethingelsewhichtheymusttrytofigureout.Riddlesaretoldasapreludeto thetellingofstories.Theycanalsobetoldinbetweenstories. Riddlesarealsoused inconversationstoissueveiled threats,conveysecreteinfor mationandasavehicleofhumour. Performanceofriddles Differentcommunitiesdifferentwaysofperformingriddles. Kikamba: Challenge:Kwatandai(takeariddle) Acceptance: (A)Nakwata(Itakeit) Riddle: Kavetikaninikanaa nesakwimwenyu(Asmallonewhocooksbetterthan yourmother) Solution: Ninzuki(Itsbees) Kiswahili Kitendawili (ariddle) A;tega(poseit) R:Kaahukunikaekuletumvuenguomshenzi.(Stayonthissideandmeontheother sidesothatwecanstripthisfool). Guesses:Bythecompetitortodeciphertheriddle.Ifheissuccessfulhewins;ifnot,he proceedswithnextstep. Prize: tothechallenger(mjioritija)whosolvesorrevealstheriddleinthenextstep. Solution:Nihindi.(Itsamaizecob). FUNCTIONSOFRIDDLES (A)Environmentaleducation Riddlesstem from observationandcomprehensionoftheenvironment.Eachco mmunityusestheobjectswithinitsenvironmentinitsart. ----- 1.Mycamelistheshortestbutiteatsthetreeatthetop - Bird. 2.WhenIslaughtermycow Idontthrow awayanything.Ieateverythinginclud ingthebones.-coconut. 3.Myhousehasnodoor.-egg 4.Littlethingsthatdefeatus.mosquitoes. 5.Waterstandingup.sugarcane. (a)LanguageTraining 1.Howmanywheelsdoesacarhave?Five 2.AquestionyoucannotansweryesAreyouasleep 3.Thetwo-leggedsittingonthefourleggedwaitingforthefourlegged.-A birdona cow waitingforatick. (a)Culturalnorms (b)1.Ihaveawifeeverybodyshehasabeard.-Themaizeplant . (c)2.ThedirtyFatuma.-Broom (d)3.Mydaughterwholeaveshungryandreturnfull.-Thewaterpot. (e)4.Mydaughterhasineyeonthehead -theneedle 5.ThecolourfulAgnes.Thechameleon (d)Entertainment 1.Thebaldheadedmanhasentered.Ugali 2.Thewhiteladyisintheofficethejigger 3.Myfatherslittlehillwhichiseasilydestroyed-porridge 4.MagiregedewalksasifhewereproudWagon 5.Shiligilishigi. thewind. (e)Recordofchange Theseareriddlestherecordthechangesthathavetakenplaceinthesociety. 1.Mytrainisrunninginthefiled.thecentipede. 2.OnarrivalatthestationIwasshoutedat-train. 3.Alittlechapwhoplaysthetype-writer.thetongue . CLASSIFICATIONOFRIDDLES 1.Riddlesonpeople Thewhiteladyisintheoffice-jigger IpassedwhenMumiaswiveswerequarrelling-Weaverbirds 2.Culturalobjects Asmallgourdfullofblood-atick. WhenIbeatmychildpeopledance-drum. 3.Naturalphenomena Whattreehasonlyonethorn? -sisal. Ameetingunderarock - Thebeard 4.Domesticanimals Whyhavetheytakenafew forgrazingandleftsomanyresting? -becausethey ----- the sheepsdroppingsMywhitemouthedcowissharedbyall -toothbrush 5.Partsofthebody Asmallbushinhabitedbyanimals -thehead. GoroundonesideofthemountainwhileIgoroundtheotherbutweshallnever meet .theears. 6.Plants Whattreehasonlyonethorn? -sisal IpassedwhenMumiaswiveswerepregnant. -Milletheads. 7. Modern Techno logy The saloo n car carrying whites only. Charcoaliron. 8.Howmanywheelsdoesacarhave?-five Birds  IpassedwhenMumiaswiveswerequarrelling. weaverbirds.  Mycamelistheshortestbutiteatsthetreeatthetop. abird. 9. Wasteproducts  Icutatreeandlef6titsteaming. humanwaste. Itsteamsbutitisnotlit.  freshcowdung 10.Interrogativeriddles :Theseareriddlesthatareintheformofquestions. Whattreehaswhyhavetheytakenafew forgrazingandleftsomanyresting? Becausetheyaresheepsdroppings. 11.Declarativeriddles: Theseareriddlesintheform ofastatement.Mostoftheriddles givenbelowaredeclarativeriddles 12.Epigramaticriddles :Theseareriddlesthatarepresentedinaseriesofpuzzles. Ohthseones ripebananas .Ohthoseotherones.Waterinacave. 13.Idiophonicriddles :Theseareriddlesbasedonsounds. Ciandci.Cindanoaneedle(inreferencetothesoundmadewhenaneedleisgo ing inandoutofagarment). Magiregedewalksasthoughheisproud.wagon. Examplesofriddles 1.Njorogethecarpenter. Abeetle. ----- 2.YouholdIhold.  Cuttingofmeatintopieces. 3.Ciandci.(Quietnoisemadebyaneedlepassingthroughcloth).  Aneedle 4.Itcamefrom Kambalandinatie. Thecrow,  5.Onesideofthegourdiswhite. Chickendroppings. 6.Ihavegoneroundtheforestwitharedmotorcycle. Rainbow. 7.Itwenthungryandcamebackfull. Thesmallbagforgreens(vegetables.) 8.Awinnowingtrayintheplain. Anelephantsfootprint. 9.Itisupsidedownbutitdoesnotleak. Acowsudder. 10.Theyfaceupasthoughtheyareabouttoleadasong. Thehornsofcattle. 11.Ihaveapersonwholivesbetweentwoswordsbuttheynevergetcut. Thetongue. 12.Icutatreeandleftitsmoking. Humanexcreta. 13.Ihaveahomewhereonlywomendwell. Abananaplantation. 14.Myhousehasonlyonepole. Themushroom 15.Thosethingsinthecavehaveonehundredeyes Honeycombs. 16.Anelephantwithoneear Acup. 17.Abundoisbusy,Abundoisharvesting. Thelouse. 18.Adundodancesandsheisrewarded. Fire. 19.IpassedwhenMumiaswiveswerequarrelling. Weaverbirds. 20.IpassedwhenMumiaswiveswerepregnant . Milletheads 21.Iwalk,runandrunperpetually. Water 22.Theratfamilysgun. Matchsticks. 23.Ameetingunderarock. Thebeard. Theoldmanwhocroaksatnight ----- . Afrog 24.Theoldmanwhocannotclimbahill. Thehippo. 25.Theoldmanwhoneverleavesbehindtheovercoat. Thetortoise. 26.Thesalooncarcarryingwhitesonly. Thecharcoaliron. 27. Themaidenwhomdiesaftergivingbirthonlyonce. Thebananatree. 28. Mydaughterwhoworkswithoutresting. Theheart 29. Thetwoleggedsittingonthefour-leggedwaitingfortheeight-legged. Abirdsittingonacowwaitingforatick 30. Itsteamsbutitisnotlit.Freshcowdung 31. Whyhaveyoutakenafew forgrazingandleftbehindsomanyresting? Becausetheyaresheepsdroppings. 32. Mywhite-mouthedcowissharedbyall. Thetoothbrush. 33. GoroundinsideofthemountainandIgoroundtheotherside,butweshall nevermeet.Theears. 34. Thereisabareplacewherenooneeversettlesifonedidsotherewouldbe crying.Theeyes. 35. Whattreehasonlyonethorn? 36. Sisal. 36. Therockyonewitheightholes .Theheadofanelephant 37. WhenIbeatmychildpeopledance. Adrum. 38. Myhouseissmallbutithasmanyholes. Afishtrap. 39. Atreehasfallenfarawaybutitsbrancheshavebreachedhere. Newsofdeath. 40. Itcanneitherbeheldnorcaught. Smoke. 41. Ialwayshearbutcannotseehim. Wind. 42. Hereisarockandthereisarock. Thegrave. 43. Littlethingsthatdefeatus. Mosquitoes 44.Waterstandingup. Sugarcane. 44. Thehouseinwhichonedoesnotturnaround. Thegrave 45. Thelittlechapwhoplaysthetypewriter. Thetongue. ----- SimilaritiesbetweenProverbs 1.Theyarebrief. 2.Theyemployfigurativelanguage. 3.Theyappearinfixedform. 4.Theyexpresssomeobservationofphenomena. Differences 1.Riddlesareperformedinaformalstructureandpatternwithatleasttwoparties, where one is a challengerand the otherone the respondent.Proverbs on the other handare infusedinspeech. 2.Thebasicfunctionofriddlesissocializationandentertainment.Proverbs,on theotherhandexpresscommunityswisdomandworldview. 3.Dueto thefunctionsmentioned in(2) above,riddlesarecommon among childrenwhile proverbsareusedmainlybyadults. Tonguetwisters Tongue twisters are intended to testthe speakers fluency.They require the speaker to utterwithout hesitation or faltering,a sequence of words with particularproblemsofarticulation. Thesewordsthemselvesusuallyhavebasicmeaningusuallyofajocularnature, and partoffunofperformingtongue twisters consists in thelikelihoodthat distortion ofutterance, duetoarticulationproblem willresult indistortion or confusionofmeaning. Tonguetwistersteaseourearsandourbrains.Onehastobeaverygoodlistener inordertogetthesoundsofatonguetwister correctly.Onemustalsohavea good memory to repeat itaccurately.Tongue twisters also requirealot of concentration.Thisis becauseone ofthe mainproblems in performing them is thatwhattheysayneednotmakesimple,logicalsense.Theemphasisismainlyo ntherattleofsounds. Tonguetwistershingemainlyonbothalliterationandassonance.Somehowever, maybebasedontonalvariations. FunctionsofTongueTwisters 1.Languagetraining Theyhelp in training childrentobe fluentinlanguage.Theyalsohelpin language therapyforchildrenwithspeechimpairment. 2.Entertainment Tonguetwistersofferentertainmentasperformersstruggleto articulatethesyllable correctly. 3.Education Tonguetwistershelpinenhancinglisteningandmemoryskillsinchildren.Some tongue ----- twistersalsomakereferencetopeople,animalsorobjectsfoundintheenvironment. Thishelpsinenvironmentalconservation. ExamplesofTongueTwisters. 1.Akawalaakaawakaawakuawaakaawakawa? (Luganda) ThegirlswhogaveKaawabitercoffee;whereisshefrom? 2.Walewatuwaliwaliwalawaliwaliwaliwao.(Kiswahili) Thoseverypeopleoftheheadmaneatthericeoftheheadman. 3.KanakaNikorokonakoramakokorakonakanakanikorakora. (Gikuyu) Nicholaschild fled afterspotting a tadpole.Thetadpolealso fled afterspotting Nicholschild. 4.Ugokagututugutatugututhirari? (Gikuyu)Whenwillyoucometohelpusslash? 5.Kanakaakokiakalukikookiakakikaakookakuukwakunakokokakoke kakaku?(Kikamba)Koki,kalokischild,doyoufearthissmallflythathas cometoyourplacewithverydirtyhands? 6.ShirikalarelilaRwanda.(Kiswahili) RwandaRailwayCorporation. 7.Peterpleasepauseforproperapplause. 8.Theredlorryrolledalongthelimururoad. 9.Shesellssea-shellsatthesea-shore 10.Theshortsoldiershotthetallsoldierontheshoulder. CHAPTERFIVE FIELDWORKINORALLITERATURE Everystudentoforalliteraturemustrememberthatoralliteratureisactualizedin Performance.This means thatallthe songs,riddles.Proverbs,tongue twisters narrativesetcstudied in oralliteraturecoursemusthavebeen collected from a specific communityperhaps atspecifictimese.g.afuneral,weddingafamilygettogetherorevenintheeveningas partofrecreation.Ifno scholarorresearcher everwentouttocollectoralliteraturematerialsthenwewouldnothaveapool ofinformationonwhichtobaseourstudies.Westudydifferentgenresoforal literaturebecausesomeonewentoutintothecommunityandcollectedanarrative, a song,orariddle.Thisprocessofgoing outinto thecommunitytocollectoral literature materialsand relatedinformationforstudyandanalysisisreferredtoas fieldwork IMPORTANCEOFFIELDWORK 1.Wehavenotedabovethatoralliteraturelivesinperformance.Whenitis writtendownvariousaspectsarelost.Letustakeasongforinstance.Whenyou watchalifeperformanceofasongyouenjoyandappreciatethesongmore becauseapartfromthewordsofthesong,yougettohearthemelodyofthesong, thesingersbeautyofvoiceandmusicalaccompanimentse.g.drums.Youalso gettoseethecostumeswornbythesingers,themovementsthatgowiththe musicandtheinteractionbetweenthesingersandtheaudience.Oneisalsoable ----- toassestherelevanceofthesongtotheoccasion.Whenthesamesongisput downinwriting,onecananalyzethewords.Allotheraspectsarelost. Fieldworkenablesonetocapturetheaspects. 2.Inorderforsomeonetofullyappreciatetheoralliteratureofaparticular community,heorshehastogetintouchwiththatcommunityandobservetheir culture.Thisisbecausesomeoftheirculturalaspectscouldexplainthe natureoftheformsoforalliteratureofvariouscommunities. Forinstanceone could appreciate whythe Maasaioralliterature draws heavily from the pastoralworldbyobservingthecloseconnectionthatexistsbetweentheMaasai andtheiranimals. 3.Formsoforalliteraturehavebeenpassedonfrom onegenerationto thenext throughthewordofmouth.Thiswasespeciallysointhepast(especiallyin traditionalcommunities)whenoralliteraturewasmuchmorealive.Withchanges inlifestylesofpeopleandwiththeadventofurbanizationandtheemergenceof cosmopolitancommunities,thereisneedtorecordoralliteraturefrom past generationsforposterity.Thiscanonlybeachievedthroughfieldwork. 4.Throughfieldworknew areasinoralliteraturearediscovered. Onemaysetoutto collectmaterialsonacertaingenreandendupdiscovering new areasorsomenatureofacertaingenreoforalliteraturehithertounknown. 5.Fieldworkfacilitatesthecreationofwideinformationbaseformsafoundation foramoreextensivecomparativestudyoforalliteratureofcertaincommunities. Bycomparingtheformsoforalliteratureofdifferentcommunitiesweareableto betterappreciatetheculturaldiversityofourcountryandlearnfromoneanother. 6.Fieldworkinoralliteratureequipsthestudentwithskillsthatwillbeusefulin othersubjectslikegeography. Stagesinfieldwork Preparationstage: Thisistheinitialstagebeforegoingouttothefield. Thisstageinvolves: 1.StatingthepurposeandscopeofresearchwhendeterminingthePurposeand scopeoffieldwork,the followingquestionsshouldbeconsidered:Whatis to be collected?(Allorsomeoftheformsoforalliterature?)andwhyismaterialbeing collected?(For comparativeanalysisorforclassdiscussion?) 2.Identifyingthelocationoffieldwork.Isitandurbanorruralarea? Isiteasilyaccessiblebymeansoftransportreadilyavailabletothestudent? 3.Findingoutandfamiliarizingoneselfwithwhateverearlier researchthathasbeencarriedoutonthesamesubjectfrom the samecommunity. ----- 4.Specifyingthetime(season)whentocarryouttheresearch. 5.Establishingcontactwithusefulpeopleintheintended communityofresearchinorderto beableto accessinformants andartistes,andalsoforlogisticalarrangements.Thusrequires thatthestudentvisitstheareatotalktoprospectiveassistantsand informantsandgaugetheirexpectations,competenceandattitude beforedecidingonwhomtorelyonforassistance. 6.Decidingonthekeymethodstobeusedincarryingoutthe fieldwork.Themethodchosenwilldeterminetheprior arrangementshavetobemade.Forinstance,ifaquestionnairehas tobeused,therewillbeneedtopreparealistofquestions,type themoutandmakeenoughcopies. 7.Securingofficialadministrativepermissiontoconductresearchin thechosenareafrom therelevantofficials,e.g.DistrictOfficer andChief. 8.Budgetingforthefieldworkto indicateexpectedexpenditureon transport,accommodation,recordingmaterialsetc. 9.Acquiringandgettingreadyrecordingmaterialse.g.penand paper,taperecorder,cameraorvideoequipmentasnecessary. 2.Materialcollection This is done systematically using specific techniques such as observation, questionnaires, interviewsandparticipation. 3Recordinginformation Thisisdonebywriting,tapingorfilming. 4.Processing This is the scrutiny of information collected in preparation forinterpretation, documentationanddissemination.Processing includes transcription (putting down the recorded materialin writingword forword)and translation (writing the materialoutinthelanguageinwhichitwillbesharedoutandofferingthenear estequivalenceofmeaningandsense,usingtheidiom oflanguageoftranslation. 5.Analysisandinterpretation Thisinvolves. 1.Classifyingthecollectedmaterialintogenresandsub-genresusingspecificcriteria. 2.Identifyingthemes,stylisticdevices,functionsetc. 3.Interpretingtheinformation. 4.Drawingconclusions. KEYMETHODSOFCOLLECTINGORALLITERATUREMATERIALS Itisimportantthatwe distinguish the difference between collecting and recor ding.Collectingreferstothemethodsusedbytheresearchertoelicitinformationfrom the informantsorartisteswhile recording refers to the measures taken by the researcherinensuringthatthematerialcollectedispreservedforfuturereference. Someofthemethodsusedincollectingoralliteraturematerialsinclude: ThequestionnaireThisrefers to alistofquestions thatwillleadto gathering impo rtantpiecesofinformationfromvarioussources.Thequestionnaireisusefulin,for ----- instance,ingetting theinformantsbiographicalbackground.Itcanbeadministered ineitheroftwoways: -Theinformantfillsitoutpersonally. -Thestudentfillsitinashe/sheinterviewstheinformant. Thequestionnaireisusefulingatheringinformationongenresthatdonotcall forspecificoccasions to be performed.These include proverbs and tongue twisters.The onlydisadvantagewiththequestionnaire isthatitcannotbeusedto collectsongssinceitcannotcapturethevisualandaudioeffectsofsongs. Theinterview Thisinvolvesmeetingthesourceofthe informationfaceto faceandverbally seekingtherequiredinformation.Aninterview canfollow astructuredpattern(the studentmovingsystematicallythrougha listofquestions)orbeunstructuredand info rmal (the studentconductsageneralconversation to probeforspecific informationwhilerecordingtheinformationontapeorbywriting.) Interviews are important especially if one wants to seek details about the personallife ofanartisteorincollectingproverbsand riddlesonecouldalso use interview tocollectnarratives. Participation Taking part in the performance is much favoured method of collecting information because itgivesthestudentachancetoexperiencethespiritofthe actualperformance.Italsoenhancestherapportbetweenthestudentandthecommu nity.By joiningtheperformance,thestudentbridgesrelationalgaps and finds it easiertoseekand getinformationinafreer atmosphere.Butthestudentmust ensure thatparticipation does distracthim/her from making a recording of material. Observation Unlikeparticipation,observationisamethodbywhichthestudentstandsaloof and recordswhatisgoing on in theperformanceand in thecommunityin at large.Itisnecessarytoreinforcethismethodbyconductingfollow upinterviews onobservationsmadetodeepeninsightsandclarifyissues. KEYMETHODSIN RECORDINGORALLITERATUREMATERIALS Thereareavarietyofmethodsfor recordingyematerialcollected.Thechoice ofmethoddependson a numberoffactorsincluding the purpose ofresearch, time availableto the studentandtotheinformants,fundsavailable, students technicalcompetence,etc. Themostcommonoftheserecordingmethodsare: Writingthenmaterialdownasitcomes fromtheperformersandinformants. Recordinginformationonaudio,tape. Filmingorvideorecordingtheperformanceandinterviews Memorizingthematerial. ----- Problemsencounteredduringfieldwork 1.Communicationbarrier.Thishappenswhenthestudentdesnotsharethesame language withhis/herinformants.Thisproblem couldbesolvedbygettingsomeonewho understandsthelocallanguagetoaccompanyyouduringfieldwork. 2.Transportproblems.Thisisespeciallycommoninruralareaswheremeanso ftransportarenotreadilyavailableorarenotregular.Poorweathercouldalsoinhibit movement.Apriorvisitto the place in orderto familiarize oneselfwith the transportsystem and thestate ofthe road willhelp the researcherto take appropriatemeasurestocountertheproblem. 3.Suspicionbymembersofthepublicespeciallyinareaswherepeoplearenot usedtohostingresearchers.Thisproblem could besolvedbygetting oneofthelo calsespecially arespectable memberofthecommunitytoaccompany you.This will inspire confidence inyouandalsoreduceriskofsuspicion. 4.Informantsdemandingcashormaterialrewardsfromtheresearcher.Oneshould explain before handthatthisisanacademic exercise.Andthattherewillbe nomaterial benefits thatwillaccruefromvolunteeringinformation. 5.Lossofrecordingmaterialthroughtheftorotherwise.Youcouldasksomeo neto accompanyyou.Thispersonwillactasyoursecuritydetail. 6.Lack of credible informants.To solve this problem one oughtto have informantson standby in case the one you chose disappoints you.This can be organized duringthe preparationstageofthefieldwork. 7.Diseaseofdiscomfortcaused bychangeofclimate.Oneshould beready forthis.Heshouldcarrywithhim thenecessarypreventiveorcurativemedicine andappropriate clothingtosuittheclimaticconditionsoftheresearcharea. 8.Theadministrationmaydenytheresearcherpermissiontoundertakefieldwork ina certainarea.Onecouldalwaystryanotherareathatwouldproducethedesiredeffects. CHAPTERSIX COMMONLYASKEDQUESTIONSINORALLITERATURE CharacterAnalysis (a)DiscussthecharacterofMBott-the-road.Supportyouranswerwith illustrationsfromthestory) (b)DescribethecharacterofChameleon ----- (c)From youOralLiteraturefieldworkgivenamesofthreeanimalcharactersthat youhavecomeacrossandmentionthemaincharactertraitsofeachanimal. (d)Whydoyouthinkanimalcharactersaregivenhumancharacteristics? (e)Compareandcontrastthetwocharactersinthisnarrative (f)Describethecharacterofthethirdwifeand showhowitaffectstheeventsofthe story. (g)Identifyanytwocharactertraitsofthegirlinthisstory.Illustrateyouranswer. (h)WhatdoyoulearnaboutShakascharacterfromthisPoem? (I)IdentifyandillustratethreecharactertraitsofKaria. Whenansweringquestionsoncharacterization,youmustalwaysprovide TRAITSandILLUSTRATIONS. Ordinarilyyoushould expectasetofoneofthetraitandaccompanying illustrationstoearnyoumarks.Thisisnotalwaysthecasehenceyouneedto giveasmanytraitsasyoucanget.Whenthenumberoftraitsyouaresupposed to givehasbeen specified forinstancein(g)above,youshouldsticktothenumber oftraitsgiven. NB Alwaysgiveatleasttwoillustrationsforeachtraitthatyougive. Describeeach traiton itsown.Do notlump them togethere.g.Chameleon is patient, wiseandgenerous.Youshouldinsteadstartwiththetraitpatientandthem o ffer illustrationsforIt,then move ontoWiseand do the same thing and then generous,againfollowingthesameprocess.Writefullsentences. Useshortparagraphs;onetraitshould occupyoneparagraph.Thismakesiteasy forthe person markingyourworktofollow yourargument.Itisadvisableto underlinethe trait. Thisagainassiststhepersonmarkingtoquicklypointouttheimportantpartsof your answer.Usethepresenttense.ChameleoniswisenotChameleonwaswise Itisadvisable(Perhapsevenlogical)tostartbygivingthetraitandnottheillustrations. Featuresoforalnarratives/poetry (a)Identifyandcommentonanythreeoralfeaturesofthistale (b)Whatfeaturesoforalnarrativesareevidentinthisstory? (c)Identifyfourfeaturesinthisstorythatarecharacteristicoforalnarratives (d)Identifyanythreecharacteristicsoforalnarrativesinthisstory. (e)Identifyandillustrateanythree literarydeviceswhich makethis narrativeanoral poem. (f)Whatfeaturesofthisstoryshowthatitisatraditionaloralnarrative? (g)Identifyandillustratetheoralfeaturesofthispoem. (h)Whatevidence is there thatthis is an oralpoem?Identifyandillustrateany ----- twosuchfeatures. Thefollowingarethecommonfeaturesoforalnarratives: TheopeningFormulae:A longtimeago,onceuponatime,Longago,etc.The openingformulaeiseffective -Arrestingtheattentionoftheaudience -Introducingtheaudiencetotheworldofmakebelief -Identifyingthenarrator -Introducingthenarrative. Theclosingformulae -Markstheendofthenarrative -Releasestheaudiencefromtheworldofmakebelief -Givesachancetothenextnarrator. The useofanimalcharacters(youmustmention which animalcharacters have been used) -Mostcharactersrepresentcertainmembersofsociety.Theelephantmay representthemighty;theharemayrepresentthesmall/insignificant membersofsocietywhosurvivebyusingtheircunning. -Itiseasiertopassthemessageto theaudiencewithoutoffendingthem bypresentinganimalsinsteadofhumancharacters. Peoplecaneasilyidentifywithanimalssinceanimalsarereadily availabletothem.(Theycoexistwithanimals.) Theuse ofsong.Song is saidtobe a multi-purposeaspectof style inoral narratives. Thisisbecauseit. -Linksepisodesinanarrative -Revealsthecharactertraitsofthesingersorthosementionedinsongs. -Involvestheaudienceinthestory. -Helpstorelievetheaudienceofthetensionaccumulatedduringthe narration. -Attimescouldbeusedtocreatesuspensebyheighteningtheintensityof certainpartsofthenarrative. -Breaksthemonotonyofthenarration. Elementsoffantasy/Useofthesupernatural -Innarrativestheremaybecertainthingsthatthecharactersmaydothatappear to beintherealm offantasy.Forinstanceasnakemaybeseencrying,ora stonetalkingtopeople.Onemayravenfindtreesintheforestsinging.Inoralliteratur e,anythingispossible. Presenceofmorallesson -Ineverystoryyouwillfindalessonthattheaudiencearesupposedto learnfrom it.Thelessoncouldbedirectlygivenorimpliedinthestory. Seethenextsectionforthepresentationofthelesson. ----- Thefollowingarethecommonfeaturesoforalpoetry. Repetition -Inoralpoetrycertainpartsofthepoem arerepeatedtoform thechorusorto emphasizetheirimportance.Repetitioncouldalsobeusedtoensurerhythm in thepoem. Hyperbole. -Someaspectsfoundinoralpoetrymayappearexaggeratedorevenfantastic.For instanceinpraisingapersonimagessuchasheisthunderorthelionofthe villagemaybeused.Insatiricalsongssomeonemaycastintheextreme. Directaddress -Onemayencounterphrasesthatimplythepresenceofalivingaudience.E.g. KamausonofWambuiwerewenottogetheratManyani(detention)? Morallesson. -Likeoralnarrativesoralpoetryusuallycontainamorallesson. Someofthemaremarkedanonymousastheyarenotproductofanindividualbutthe collectivepropertyofthecommunity. Freetranslation -SomepoemsmaycontainphrasesorwordsthatareinStandardEnglish.Thisis becausewhiletranslatingthepiecesinquestionfrom the sourcelanguageinto English,anartistmaychoosetotranslatewordforwordresultinginphrasesthat maynotbereadilyaccessibletoEnglishe.g.whenthesunstoodinthemiddle ofthevillagei.e.atnoonorshewasmeasuredadressatChogoria Referencetolocalplacesandnamesofpeople. -Mostoralpoemsweremeantforaparticularaudience.Thiscouldforinstance bemembersofthesamevillageorpeopleofthesameagegroup.Forthisreason onemayencounternamesofpeopleandplacesthathemaynotbefamiliar. Morallessons (a)Mentiontwolessonsthatwelearnfromthistale. (b)Withillustrations,identifythreelessonsthatcanbelearntfromthisnarrative. Innotmorethatfivesentences,statewhatthemainmessageofthestoryyouheard was. (d)Whatmorallessondoyoulearnfromthisstory? (e)Stateandillustratetwomorallessonsyoucanlearnfrom thisoralpoem. (f)Mentionanytwomorallessonslearnedfromthisoralstory. (g)Stateonethemeofthisnarrative. Whenaskedtostatethemorallessons,youshouldaskyourselfthefollowingquestions: WhatistheaudiencesupposedtolearnfromthisstoryOR Whydidthenarratorchoosethisstory? You may useaproverbto summarisethe lesson oruseaplain statementto present ----- it. Afterthatyouaresupposedtosupportthelessonstatedwith ILLUSTRATIONS FROM THETEXT. DoNotstatelessonsthataretoospecificasnottobeuniversal,E.g. -Weshouldbeobedientsoasnottobepunishedbyourparents. -Weshouldnotstealbecauseifwearecaughtwewillbekilled. -WeshouldobeyGodbecauseifwedonot,thenGodwillpunishus. Intheexamplesabove:itdoesnotfollow thateverytimeweobeyourparents weare punishedoreverytimesomeoneiscaughtstealingheiskilled. Examplesoflessonslearntinclude: -WeshouldrespectGod --Weshouldbedutiful --Oneshouldnotcryoverspiltmilk -Wisdomisstrength -Youreapwhatyousow -Weshouldbegrateful Whenillustratingthelessons,youshouldfollowthreesteps: -Statethelesson -Statewhodidnotactaccordingtothelessonlearned. -Explaintherepercussionsofnotactingaccordingtothelessonlearnt. ForExample: From thestorywelearnthatweshouldbegrateful.Inthisstory,theanimals showedingratitudetotheirgodCheptailelbynotgiving partoftheirharvestasa sign ofgratitude.Becauseoftheir ingratitudetheywerepunishedwithasevere drought . Citingproverbsthatsummarisethelessonslearned (a)Give one proverb from you fieldwork and explain how itapplies in any lessonyouhaveidentifiedin(c)above (b)StateandexplainaproverbthatcouldbeusedtowarnthepeopleofRanisi. (c)Giveoneproverbthataccuratelysummarisesthistheme. Whenaskedtosummarisethelessonlearntusingaproverb,youhaveto: -Statethelessoninplainlanguage. -Satetheproverb -Explainthemeaningoftheproverb. -Explainhowitcouldbeusedtosummarizethemessagethatyouhaveidentified. Forexample -Thelessonlearntinthis narrative is thatthosewho havecertain weaknesses shouldnot castigateotherswhoseem tohavethesameweakness.A proverbthatcouldbe ----- usedto summarize this lesson is Those who live in glass houses should notthrow stones.In this narrative,we see the hyena castigating the hare forhis greed. He even wantshim killed.Lateronweseethehyenabeingvilifiedforbeinggreedy.Thehyenacanthus be comparedtoapersonintheproverbwholivesinaglass-houseandisbusythro wing stones.Hewillonlysucceedinharminghimself. -You mustalways explain how the proverb summarizes the message learnt evenwhenyouhavenotbeenasksto. Aspectsofperformance (a)Withreferencetoaperformanceofanarratoryouhavewatched,statewaysin whichsheor hemadehisorhernarrativelively. (b)Try to picture yourselfas the story-tellercharged with the responsibility of narratingthis particularstory.Whatstorytellingdeviceswouldyouemploy? (c)Ifyouwereto doasolo performanceofthisoralpoem,what wouldyou emphasise? Someaspectsofperformanceinclude -Changeofvoicetoimitatethedifferentcharacters(mimicry) -Useoffacialexpressionstocapturedifferentemotions -Dramatizationoruseofgesturestocapturetheactioninthestory -Useoftonalvariationtocapturedifferentmoodsinnthenarrative. -Involvementoftheaudiencethroughaskingofquestionsorinvitingthem tojoin inthesinging(ifthereisasonginthenarrative) -When giving thesetypesofaspectsofperformance,youmustpointoutexactly whichpartsofthetexttheaspectswould beemployed in.Ifyou failtodo this, thenyouwontgetanymarks. -ForexampleonecansayIwouldusemyhandsandlegstodramatizetheogre runningaftertheboy.Iwould usemyhandsto enactthekilling oftheogrebythe warrior.Iwouldalsovarytoneofmyvoicetocapturethepanicoftheboyashe wasbeingchasedbytheogre.Iwouldusefacialexpressionstoexpressthejoy thattheboyfeltathavingbeingrescuedfrom theogre CLASSIFICATIONOFORALLITERATURE (a)Whattypeoforalnarrativeisthis?Givereasonforyouranswer. (b)Explainwhythisnarrativecouldbeclassifiedaslegend (c)Whatdoyouunderstandbythewordgenreinoralliterature? (d)Identifytwotypesoforalnarratives. ----- (e)Giveanexampleandashortexplanationofeachtypeyouhaveidentified. (f)Whattypeoforalpoemdoyouthinkthisis?Giveareasonforyouranswer. (g)Whatkindoforalpoemisthis? -Youareexpectedtodemonstrateamasteryofthevariousclassesthatarethereino ralliterature -Apart from merely stating them;you should also be able to give reasons justifyingyouchoiceofclassification. Economicactivities (a)Listtheeconomicactivitiesofthecommunitydepictedinthisoralnarrative. (b)Describetheeconomicactivitiesofthecommunityinthisstory. (c)Identifytwosocio-economicactivitiesofthecommunityinthisnarrative. -When asked to statetheeconomicactivitiesofthecommunityfrom which a narrativeorpoem istakenyouaresupposedtogothroughthepoem ornarrative andlookforpointers. Forinstance,ifcowsarementionedinthenarrative,thentheeconomicactivity could belivestockkeeping.Ifmaizeismentioned,then perhapsthiscommunity practicesarable farming. -You mustshow how you arrived atyourconclusions aboutthe economic activitiesevenwhen you havenotbeen asked to.Mostcandidateslosemarks foreassumingthattheexaminerhasreadthenarrativeandthereforemustknowhow theyarrivedattheanswer. -You havetoassume thattheexaminerhas notreadthenarrativeand issolely relyingontheinformationthatyouaregivinghim. Theaudience (a)Whatkindofaudiencewouldthisnarrativebesuitedforandwhy? -Whenanswering thisquestionyouhaveto askyourselfthefollowingquestion: Whatclassofpeopleinsocietywouldbenefitfrom thelessonslearntinthis narrativeorpoem? ORgiventhelanguageused,whichmembersofsocietyare likelytodrawmostbenefitsfromthetext? -Thenarrativeorpoem couldbesuitableforchildren,theyouth,elders,girls, boys,youngmenorwomenetc. -The mostimportantthing here is thatyou are able to identify the correct group andsupportyourchoiceofaudiencewithevidencefrom thetext.Most candidateslosemarksfromerelystatingthegroupthattheythinkwouldbest benefitfrom thetextwithoutgivingthereasonswhy.Thisistreatedasmere speculation. Reasonsforstudyingoralliterature (a)Statetworeasonswhyyouthinkitisimportanttostudyoralliteratureinschool. -teachingaboutculture -makingusgainsconfidenceinourculture ----- -Teachculturalvaluesormorals -Teachinggoodneighbourliness -Provideheroesforustoemulate -Teachesabouthistoryofthepast -Teachesusabouttheworldofourancestors -Teachesusaboutourselves -Entertains -Sharpenswit/speech/creativity/listeningandlanguageskills. -Afterstatinganyofthepointsabove,youshouldofferashortexplanationforthe pointssated. -Forinstance: -Oralliteratureteachesusaboutourculture.Bylisteningtonarrativeswe gettoknow thedifferenteconomicactivitiespracticedbythecommunity. Someoftheculturalpracticesforinstanceweddingceremoniesandsome ofthevaluesthatthecommunitiesapprovedof.Alltheseareimportant aspectsofculturethatgetstousviathestudyoforalliterature. Generaladvicetocandidates 1.Please be neat.Neatworks gives a good impression.Untidy work may easilyputofftheexaminer.Rememberyoursisnottheonlyscriptbeingmar ked. 2.Planyouranswersbeforewritingthem down.Thisensuresthatyouarelo gicalandthatyouwriteexactlywhatyouintendtosay.Donotbeinahurryto finish.Usuallytherewillbeenoughtimeto finishthepaperatacomfortable pace. 3.Where possible underline the importantpoints in you answer.This will helpindrawingtheattentionoftheexaminertotheanswerandmaysimplify hiswork. 4.IfyoudonotimmediatelygettheanswerstoacertainquestionDONT PANIC! Youarenottheonlyonein theroom faced bytheproblem.Instead of panickingTHINKthrough theproblem itisbyfarthemostprofitablewayof goingabouttheproblem. 5.Rememberthatinliterature,markslieinILLUSTRATION!Shouldyouforget everythingelseinthehandbook,keepthispointinmind. ORALLITERATUREMODELPAPERS EXERCISEONE Readthefollowingnarrativeandthenanswerthequestionsthatfollow. THEFALLOFTHEDOG Inthebeginning,thedogusedtobeoneofGod'sfavouritecreatures.Hewasnotcalled ----- dogasheiscallednow,butwascalledLenanu,forhewasverymuchpampered. Andsinceheavenandearthwerenotasfarapartastheynoware,Lenanuusedtopay frequentvisitstoMan,afterwhichhewouldreturntoheavenwhereheresided. Oneday,GodcalledLenanutohim andsaid,\"Myfavouriteone,youmaytalktoManas youplease,butdon'tyouevertellhim ofthegentle-one,forIdonotwanttopartwith her.\"Lenanusaid:\"Verywell,Iwillnevertellhim.\"Butassoonashewasinthecompany ofhisfriend,Man,LenanucouldnotkeepGod'ssecret.Hesaidtohim,\"Man,shallItell yousomething?Godhasonethingthathedidnotgiveyou,andwhichhecallsthe gentle-one.Thiscreatureisveryfatandhumblebutifeveryoumanagetoprocure it,allyourproblemswillgoaway.Goandaskforit,forHewillnotdeny ThereuponManwenttorequestGodforthegentle-one.\"OhGod,\"hepleaded,\"Ihave cometoaskyoutogivemethegentle-one.\"Godwasstartledbythisrequestandasked Man,\"Whotoldyouofthatgentlecreature?\" \"ItisLenanuwhotoldme,\"Mananswered.GodthensentMantogoandcallLenanu, andhespoketohim thus:\"Lenanu,youhaveindeedletoutthesecretofmygentle-one whichIbidyounevertotell!\"Lenanukeptmum outofshame asthough he wasnot theonewhowasbeingspokento.\"Becauseofwhatyouhavedone,\"God continued,\"Iwillmakeyouadog.From thisverydayyouwillnotresideinmyhome,but youwillgotoearthandbe aservantto Man,and foryourfood youwillfeedon excrement.\"Onhearingthis,Lenanuregrettedhisactionsverymuch,butwasitnottoo late? LenanuthensaidtoGod,\"Ohfather,now thatyouhaveindeedcursedme,Ihave fourthingstorequestofyou,sothatIcan atleastsurvive.Grantmeanosethatcan withstandthedistastefulsmellofexcrementnowthatyoufateittobe myfoodgrant meanosethatcandetectthescentoffoodfrom longdistances,sothatIdonotdie from starvationgrantme,too,hairsthatfaceone directionso thatifIam delayedat thehuntIcanmaneuver throughthethornfenceswithoutmyhairsgettingcaughtbetweenthorns,for,asyou know,noonewishestoletservantsinatnight.AndthelastthingthatIshallaskofyou isan agileandlightbodythatcangoacrosswatersandsqueezethroughnarrowspacesnow thatyouhavedisownedme.\" Godthensaidtodog,\"Ihavegrantedyouallthatyouhaveaskedfor,butblamenoone, foryouhaveremovedyourselffrom ahousethatwasalreadybuilt.\"Thatwashow Lenanafell outoffavourwithGodandearnedthename'dog',andwasthrowndown toearthtoserveMan.\"Thereasonwhythedogateexcrementisnotforlackofsound advice,itisbecauseheatethedeafear.\"ThiswasalsothetimewhenManprocuredthe gentle-one,whichhelaterrenamed'sheep'. Questions 1.HowwastherelationshipbetweenGodandMan,andbetweenGod?andLenanu? 2.Whatstylisticdevicehastheauthorused? 3.Howhasthewriterusedpersonification? 4.HowwouldyoudescribeLeannescharacter? 5.Whatdoyouthinkthewritermeantwhenheusedthefollowing ----- Sentences: (i) \"Youremovedyourselffromahousethatwasalreadybuilt' (ii) \"Thereasonwhythedogateexcrementisnotforlack ofsoundadvice,itis becauseheatethedeafear\"Thefollowingsentencesinthenarrativeareindirect speech.Changethemintoindirectspeech. a) Mansaid,\"Ihavecometoaskyoutogivemethegentle-one' b)\"Lenana,youhaveindeedletoutthesecretofmygentle-onewhichIbidyouneverto tell!\"Godsaid. c)\"Becauseofwhatyouhavedone,\"Godcontinued,\"Iwillmakeyouadog.-\" d) Lenanusaid,\"Nowthatyouhaveindeedcursedme,Ihavefourthingstorequestof you,sothatIcanatleastsurvive.\" c) Goddeclared,\"From thisverydayyouwillnotresideinmyhome,butyouwillgoto earthandbeservanttoman.\" Givethemeaningofthefollowingwordsandphrasesasusedinthe narrative'pampered keptmum bid renamed reside manoeuvre procure agilestartled felloutof favour 1.TherelationshipbetweenGodandmanwasnotveryfirm becausethereisasecret Goddidnotwantmantoknow ButtherelationshipbetweenGodandLenanuwas intimateforLenanuwasGod'sfavouritecreaturetowhomHetoldeverything. 2.Thefollowingareexamplesofstylisticdevicesusedbythewriter Useofdirectspeech,e.g.,\"Verywell,Iwillnevertellhim.\" Useoffigurativelanguage,e.g.,\"...ahousethatwasalreadybuilt.\" \"...heatethedeafear\". Useofpersonification,e.g.,Thedogpaysvisitsandtalkslikeaman Useoffantasy,e.g.,Lenanupaysvisittomanonearthandreturnsto heaven. 3Thewriterhasusedpersonificationbygivingthedoghumanqualities.e.g.,Thedog cantalktomanandGod. 4.-Lenanuwasfriendly;heusedtovisitmanfrequently -Hewasaliar,hecheatedGodthathewouldkeeptheirsecret. -Hewasunfaithful;herevealedGod'ssecretdespitethepromisehehadmadenottodo so. -Hewasremorseful/repentant;heregrettedandwasashamedofhisactions -Hewaspolite;hepleadedwithGodandrequestedHimtogrant himafewthingsinordertosurvive. 5.\"Youhaveremovedyourselffrom ahousethatwasalreadybuilt.\".Thissentenceis usedtoshowLenanuhis foolishactionforheusedtoliveincomfortinGod'shousewherehewasthefavourite creature.Hisactions havecausedhimproblemsforhewould,fromthenon,fendforhimselfandserveman. ----- \"Thereasonwhythedogateexcrementisnotforlackofsoundadvice,itisbecausehe atethedeafear.\" ThissentencemeansthatthedogsufferedforhedidnotheedGod'sadvice. 6.a)MansaidthathehadgonetoaskHimtogivehim(man)thegentle-one. b)GodtoldLenanuthathehadindeedletoutthesecretofHisgentle-onewhichHebid nevertotell. c)Godcontinuedandsaidthatbecauseofwhathe(Lenanu)haddone,Hewouldmake himadog. d)LenanusaidthatnowHe(God)hadindeedcursedhim,he(Lenanu)hadfourthingsto requestofHimsothathecouldatleastsurvive. e)Goddeclaredthatfromthatveryday,he(Lenanu)wouldnotreside inHishomebuthewouldgotoearthandbeservanttoman. 7.pampered- overprotected/spoiltbycuddling reside - live procure - obtain/acquire startled - surprised reprimanded rebukedsharply Keptmum keptquiet Withstand resist Maneuver moveskilfully agile nimble/active/quick felloutoffavour nolongertreatedwithpartiality/nolonger friends. EXERCISE2 Lookatthefollowingproverbsfromvariouslanguagecommunities andwritedowntheirapplication. Forexample: 1.Guthimbalikuura(Gikuyu) Havingcloudsisnotthesameashavingrain Application: Thisproverbisusedtowarnpeopleagainst makingmajorplansforthingsthathavenothappened.TheEnglishequivalentofthis proverbis\"Don'tcountyourchickensbeforetheyhatch. 2. Wekseiurwomboket(Nandi) Whatyoudotometodaymightbedonetoyoutomorrow. Application:Thisproverbisusedto advisepeopletotreatotherswell.ABiblicalequivalentofthisproverbis\"Dountoothers asyou ----- wouldwantthemtodountoyou\" 3 MurnerataOlaiyioniootamenve.(Maasai) Aboyisneverreallycircumcisedwhilehisfatherisstillalive. 4 Meetaemotonyinerneiroekenyua.(Maasai) Thereisnobirdthatdoesnottalkatdawn. 5. Medung'unoyuen'uditioitoi.(Maasai) Onedoesnotmakeawalkingstickwhileontheway. 6.Unyinyinotaunmu(Gikuyu) Youthislikefoolishness. 7Hatirikiegakiurnagahega.(Gikuyu) Nothinggoodcomeseasily. 8. Rurigirwetagiririamukwa.(Gikuyu) Astringcoulddowhileyouwaitfortherope 9.Bintombiamochikare.(Gusii) Thingsareforthosewholive long. 10.Mwanaabandemaniriamakendu.(Gusii) Anotherperson'schildis coldmucus. 11.Nyumbanjemasimlango.(Kiswahili) Agoodhousecannotbejudgedbyitsdoor. 12.UmqjaniNguvu.(Kiswahili) Unityisstrength. 13.Chemachajiuza,kibayachajitembeza.(Kiswahili) Agoodthingsellsitself,abadthingpersuadespeopletobuyit 14.Nandaulilakalikushilaekombe.(Luhya) Onewhodoesnotlistenwillhavehisearsopenedintheafterworld. 15.Nandakaywayatsianakoebukhwe.(Luhya) Hewhocannotbeadvisedwillgovisitinghisin-lawsinamess. 16.Nzuyukhaneyayiaameno.(Luhya) Hewhohurriesup.getshisteethburned. 17.Kwamwikathiikuyaangunguni.(Kamba) Youcannotmissliceinthehouseofabraggart. 8.Ndukatumiemwanautemusyaengoi.(Kamba) Donotmakeababy-carrierbeforethebabyisborn. 19.Syalisyaitinaitileaunywamuluu(Kamba) Thelastonesareboundtodrinkthemuddywater. 20.Choseitanyagobokelyenang'wan.(Nandi) Toerrishuman. 21.Makibelchindoskorokonaeng.(Nandi) Noonecanservetwomastersatatime. 22.Kirigikirinjagagitiagagagiakwooga.(Meru) Aropelyingoutsidemaybeuseful. 23.Nzorukaremazwanipebeze.(Giriama) Anelephantalwayscarriesitstusks. 24.MviIwanjenaoniomonimfwanya.(Taita) ----- Theoneyouarebornwithistheoneyoudiewith. 25.Lookingataking'smouth,onewouldthinkheneversuckedathis 'mother'sbreast.(Ibo) 26. Thosewhosepalm-kernelswerecracked/orthem byabenevolentspiritshouldnot forgettobe humble.(Ibo) 27.Abirdinhandisworthtwointhebush.(English) 28.Astitchintimesavesnine. (English) c) Lookfortenmoreproverbsfrom variouslanguagecommunities.Givetheirdirect translationintoEnglishandtheirapplications Answers 1.Thisproverbisusedtoemphasizetheauthorityoftheeldersinthecommunity.It alsowarnsagainstconflictbetweenoldpeopleandtheyouth.. 2.Thisproverbcautionspeoplewhospeaktoomuchbutinactualfactsaynothing worthwhile.Itisusedtodiscourageidletalk. 3.Properarrangementsforatripshouldbemadebeforeonestartsoffbutnotonthe way.Theproverbisusedtoencouragepeopletoplanthingsbeforedoingthem. 4.Thisproverbisusedtoshow thelittlewisdom theyouthhaveintheeyes ofthe elders.Mostofthethingsthattheyouthdoaredonefrom lackof wisdom.You thereforecannotpunishapersonfordoingsomethingoutoffoolishness/ignorance. 5.Thisproverbadvisespeopletoworkhardforunlessoneisreadytoworkhardand dirtyhishands,hewillnotacquirewhathedesiresinlife. 6. Thisproverbmeansthatyoushouldutilizethelittlehelpthatyougetand;thatyou shouldnotrejecthelpevenwhenitseemstobeinsignificant. 7.Thisproverbisusedtoemphasizeandencouragethequalityofpatience.Peoplewith patiencealwaysbenefitintheend. 8.Thisproverbisusedtoshowthatyoucannottreatanotherperson'schildexactlyas yourown.Itremindspeople n thatitisnaturaltoconsiderone'schildfirst. 9.Thisproverbisusedtowarnpeoplenottojudgeothersorthingsmerelybytheir outwardappearance.Whatmightlookgoodorattractiveontheoutsidemightnotbethe sameontheinside. 10.This proverb is used toadvise people to be united in orderto overcome problems.Whenpeopleareunited,itbecomesdifficulttodestroythem. 11.Thisproverbcautionspeopleagainsttalkingtoomuchaboutthemselves.Agood personwillbejudgedfromhisorhergoodactionsandbehaviour. 12.Inthisproverb,oneisadvisedtolistentoadviceorelseitwillbeveryembarrassing whenhefindshimselfinasituationthatrequireshimtobehaveinaspecialway. 13.Thisproverbtoowarnsapersonagainstdisobedience.Ifonedoes notlistento advice,hewilldiscoverthetruthwhenheisinatotalmess. 14.Thisproverbcautionsonetodothingsslowlybutcarefullyinordertodothem well.. Workdoneinahurryendsupbeingshoddy. 15.Theproverbisusedtocautionpeopleagainstpraisingthemselvesfortheyhave ----- weaknesseswhichtheydonotpointout. 16.Theproverbcautionspeopleaboutmakingtooelaboratepreparationsinregardto ananticipatedhappening.Thisistoavoidembarrassmentincasethereisfailure. 17.Thisproverb isusedtocautionpeopleagainstarrivinglate atafunctionor appointment.Suchpeopleshouldnotcomplainiftheymissthefunctionoriftheyget thedregs/leftovers. 18.Thisproverbmaybeusedtoconsolesomeonewhohasdonesomethingwrong unintentionally.Itmayalsobeusedtocautionthosewholaughatothers'mistakes. 19.Theproverbisusedtoadvisepeopletodoonethingatatimeinordertosucceed. 20.Peopleusethisproverbtoadvisepeoplenottodiscardthingsthattheyarenotusing forsuch thingsmaybehandyinfuture.Italsoemphasizestheimportanceofeach memberofthefamilyregardlessofhisage,sexorsize. 21.The proverb is used to encourage others to acceptwhatmay happen to them.Itis also used to m encouragepeopletodotheirworkwellnomatterhow hardthejobmightbe 22.Thisproverbisusedtoremindpeoplethatpeoplewithbloodrelationsarecloseand willalwayssidewitheachotherAnEnglishequivalentofthisproverbis,\"Bloodisthicker thanwater\". 23.Thisproverbisusedtoencouragepeopletoworkhardinordertorisefrom poverty. Thisproverbisusedinasocietywhereeveryindividualisgivenachancetobecome importantthroughhardwork 24 Thisproverbcautionsthosethatareluckyandhavebecomerichnottolookdown uponthepoorpeople.Thepoorpeoplearejustunfortunate 25 Thisproverb isusedtoadvisepeopletomakeuseofwhattheyhave,nomatter howlittle,andnottostayidlewaitingforbetterthingsthatmightnevercomeatall. 26.Theproverbis usedtocautionpeopleagainstleavingthingsundone:itadvises peopletocorrecterrorswhentheyhappen.Thisisbecauseifworkisleftundonefor long,itwillbedifficulttodo.Again,ifanerrorisnotcorrectedwhenithappens,itwill growoutofhandtherebymakingitmoredifficulttocorrect. EXERCISE3 Readthenarrativebelowandthenanswerthequestionsthatfollow. KONYEKIANDHISFATHER Onceuponatimetherewasanogrewhousedtoturnhimselfintoahandsomeyoung man.Onedayheattendedatraditionaldanceinaneighbouringvillage.Hewassmartly dressedandhedancedsowellthathebecamethecentreofattractionformostof the girls present.One girlwas soattracted tohim thatshedancedwith him throughout.Sheevenbecame furiousifheapproachedanothergirlforadance.When theyweredancingthelastdance,he requested herto accompany him to his houseto seehishouseand greethismother,with apromisethathewouldtake herbackhomeafterthevisit.Theogrewassocourteousthatthegirlbelievedhim. Apartfromthis,hewassoattractivethathehadconqueredherheart. Afterthe lastdance,they setofftowards the ogre's home.They walked and walkedpa...pa...pa...kilometreafterkilometre,acrossrivers,hillsandvalleys.The girlwasgettingtiredandshestoppedandaskedhim howfarhishousewasfrom whereshestood.Hetold herthathishomewasashortdistanceaway.Itwastrue ----- becauseafterashortdistance,shesaw alonelyhouseinthemiddleofaforest.He pointedatthehouseandtoldherthatthatwashishome.Thehousewaslockedfrom theoutsideandtherewasnosignoflife.Hesaidthathismotherhadlockedthehouse andgonetothefarm.Heaskedhertowaitoutsideandexcusedhimself.Hewentinto thehouse,sayingthathewasgoingto warm thehouseforher.Shewaitedoutside andatthetimeshebegantoshiver.Somethinginsidehertoldherallwasnotwelland shebecamesuspiciousoftheyoungman.Hecameoutofthehouseandinvitedherin side.Whenshewassettled,heexcusedhimselftogooutformorefirewoodforthe room wasstillcold.Hemadesurehelockedthehousefrom outside.Afterheleft, thegirlgot curious and started looking around.To herhorror,shefoundhuman skullsand limbs tuckedunderthebed.She became so scared thatshe fainted.When she cameto,shefoundherselfonabed.Theogrehadremovedtheartificialhairhe hadputonduringthedance,therebyexposinghisothermouthatthebackofhishead. Shestartedcryingandsayingtoherselfthatshewishedshehadheededhermother's adviceandthatallthatglittersisnotgold.Itwastoolatenowandtherewasnopoint cryingoversplitmilk. Shestoppedcryingandpleadedwiththeogrenottoharm herandtolethergohome. Theogretoldhertosavehertearsforshewashiswifefrom then on.Shecouldnot leavebecausehethreatened tokillherandherfamilyifsheranawayfrom him She dreadedherstaytheredaybydaybutshehadnoalternativebuttostay. Shestayed in theogre'shouseand aftersometime,shegavebirth to a baby boywhom shecalledKonyekiWhenKonyekigrew up,hetookafterthefather.He had hisfather'scharacteristicsbutwasmuchmoreinquisitiveandgreedy.Heand hisfatherusedtogototheforesttohuntforallsortsofcreatureswhichtheyusedto bringhomeforthem othertocook.Themotherdetestedthethingstheyateandshe never tasted any ofthem Sheusedtocookherownfood m Oneday,Konyeki's maternalauntcametovisithersisterafteralongsearchforherShemetKonyeki's motheroutsidethehousedrying someanimalskins.When theymet,theycried on each other's shoulderswith happiness. After exchanging greetings and enquiring aboutthe othermembers ofthe family,Konyeki'smothertoldherhow shecam etotheogre'shouseandhowshehadanotheryoungerogre,worsethanthe father. TheystayedhappilytogetheruntillateafternoonwhenKonyeki'smothertoldhersistert oleavefortheogreswereabouttoreturnhome.Shetoldthesistertoresthalf-waythe journeyonathicktreeandwaitthereuntiltheogreshadpassed.Shetoldherthat sometimesthey used torestunderthe tree.In case theydid,shewasnotto maketheslightest noiseunderanycircumstancesheaskedherwhetherthatwasclearandthesister nodded herhead in agreement.She then lefthersister,Konyeki'smother,with tearsinhereyes. Whenshereached thethicktree,shedecidedtorestasshewasaskedto do byher sister.Sheclimbed thetreeandmade herselfcomfortable bysitting on a thick branch.Thetree'sthickfoliageconcealedherpresence. WhenKonyekiandhisfathercame,theydecidedtorestabitunderthetreewhen thewomansaw theiruglyfacialfeaturesandespeciallytheirmouths,shestarted ----- urinatingandtheurinefellonKonyeki'shead.Hewonderedwhetherithadstarted raininghotrainandhelookedupthetree.Hesaw alegdanglingupthetree. Hisfatherhadastiffneckand hetherefore wasnotinterested in looking up.He feltexcruciating pain anytime he moved itKonyeki. Ignoring his father's indifferenceclimbed thetree,aslow,shysmilecreepingaroundthecornersofhis mouth.Thewomanheld tightly onto thetreetrunkbutKonyekiwascunning.He whisperedthatifshelethim eatherfingersonly,hewouldleaveheraloneandnottell thefatheraboutherpresencethere.Thewomangaveinandwhenherfingerswere eaten,shecouldnotholdontothetreeanylonger.Shewaspulleddownstillscreaming. Herstomachwasopenedand theyfoundtwinbabies.They wereboth boys and Konyekitookthem hometohismothertocookthem forhim.Whenhismother sawthetwobabies,sherealizedwhathadhappenedtohersister.Shetookthebabies, wrappedthem upandtookcareofthem.Inplaceofthem,shecaughttwomoles,cut offtheirtailsandcookedthem forKonyeki.Konyekiatethem althoughhe complainedthathiskidneys(ashecalledthem)seemedtohaveshrivelledandthat they werenottasty.His motherretortedthatshewouldnevereatthestrangethings thattheyate.Herhusbandtrustedherandstopped Konyekifrom accusing his mother.Konyekiwasnotsatisfiedwiththeexplanationbuthekeptquiet. Days,months andyearspassedandthe boys grewtallerand stronger.Theywere wellhiddenatnightbuttheywereallowedtogooutduringthedaywhentheogreswent outhunting.Onedayonarainyday, Konyekireturnedintheeveningfrom theirusualhuntingtripsandhefoundmanysmall footprintsnearthedoorofthehouse.Hebecamesuspicious andasked his mother whohadmadesomanyfootprints.Hismothertoldhim thatthemarksweremade byherasshewentouttogetwater,firewood,foodandwhenshedidotherhousehold chores.Hesaidthefootprintsweretoosmalltobehers.Themotherthensaid they mustbehisfortherewasnootherchild in their home.Thefatherdidnotdoubt his wife and told Konyekithefootprintswere his (Konyeki's).The children had beenwarned nevertomake noise andtheyobeyed.Theyalsonevercried.When Konyeki'smotherthoughttheboyswerebigenough,shecalledthem outonemorning andtoldthem abouttheirmother;whoshewas,andthatherlife and theirswerein danger.Iftheythoughtofescaping,thentheyhad to practise how to fightso that theycould killthe ogres.Theyagreed with theirauntand sheboughtthem swords,spears,bowsand arrows.Theyspentmostoftheirtimetraining how to fighttheogres. Aftertheyweresureofthemselves,andconfidentthattheycouldkillthem,theyasked theiraunttoallowthemtogoaheadandkilltheogres. OnedaywhenKonyekiandhisfatherreturnedhomeexhausted,they wentstraightto sleepandafterafewminutestheyweresoundasleepandsnoringloudlyasusual.The twinscameoutoftheirhidingplaceandattacked the ogres.Konyekiwas the first oneto wakeup and defend himself.Ashewasfighting back,heshoutedathis father,blaminghim forignoringhiswarningwhen hereportedhe hadseen other footsteps.Hishead was hacked offand hedied instantly.His fatherwokeup with a startand he too gotafatalblowbeforehecoulddefendhimself.Thetwins andtheiraunttookallthattheycouldcarry,burntdownthehouse inwhichthedeadogreswereandlefttheplacetogobacktotheirhome. ----- Questions 1. Whatisthethemeofthestory? 2. Whydoyouthinkthetwinsarenecessarytotheplot? 3. WhatqualitiesarebroughtoutinthesestoriesthatmakeKonyekiandhisfather objectsoffear? 4. Whatmoralteachingdoyougetfromtheproverb,\"Alltheglittersisnotgold?\" 5. Identityanidiophoneinthisnarrativeandsaywhyitisused. 6. Whatdoyouunderstandbytheproverb,\"Don'tcryoversplitmilk\" 7. Whattypeofstoryisthis? Answers 1.Thethemeofthestoryis greedandruthlessness oftheogresthat destroythemintheend. 2.Twinsarenecessarytotheplotbecauseitisthroughtheiractionsthat thestoryends;theykilltheogresand,togetherwiththeirauntgoback totheotherhumanbeings. 3.QualitiesbroughtoutinthisnarrativethatmakeKonyekiandhisfather objectsoffearare: -theycanchangeintohumanbeingsandtrickrealhumanbeings; -theykillandeathumanbeings; -theyaregreedyandferocious; -theyareneitherhumansnoranimals; -theyarecunning 4. Themoralteachingfromtheproverb\"Allthatglittersisnotgold\"isthatweshould notjudgepeoplebytheir looksThegirlwentwith anogrethinking thatitwasanattractiveyoungman. Thisbroughtherproblems later. 5. Theidiophoneispa..papaitisusedtoshowthesoundmadebythe feetastheywalked. 6. Thisproverbmeansthatoneshouldnotblamehimself/herselfoveranaction thathappenswhenone knowsthat he/shecannotreversethe action.Alloneshoulddoistrytodo somethingbetternexttime 7. Thisisanogreormonsterstory. EXERCISE 4 READ THEORALNARRATIVEBELOW AND ANSWER THEQUESTIONSTHAT FOLLOW. HAWKANDHEN A long timeago Hen and herfriend Hawk.Thetwo friendsweregoodfriends andlivedneareachother.Theysharedwhatevertheypossessedandthechildren ----- tooweregoodfriends.Everymorningaftertheplantingseason,onecalleduponthe othertogoouttothewoodsandtorubbishDumpstolookforwormsandothertypes offood.Oneday,astheypreparedthemselvestogoouttolookforfood,Hare calledonthem and told them,Myfriends,asyouknowafriendinneedisafriendindeed,Ivecalledyou this morningto invite you to my daughters wedding.Icannotforget,she continued,how you,especiallyyouHen,fedmychildrenwhenIwassickandbed -ridden.Please,comeandenjoywithus,sheconcluded.Hen andHawklooked at eachother andnoddedtheirheads.TheypromisedHaretheywouldgo tothe ceremony.Haretthankedthemandranofftowardsherhome. AfterHarehad left,theylooked ateach otherand burstoutin laughterAsfar astheywereconcerned,theydidnotconsiderHarearealfriendbutjustoneof them.Theyhowever,decidedtoattendtheweddingpartyoutofcuriosityHawks sonhadmarriedaverybeautifulgirlthepreviousyearandtherewasalotof eatinganddrinking.HawkcouldremembervividlyhowHyenadrankanddrank beeruntilhisfourlegscouldnotcarryhim.Hehadtobetakenhomecompletely unaware of what was happening. Could Hare's party match hers? Hawk wondered.Shebecamecuriousandwantedtofindout. On the wedding day,Hen and Hawkdressed themselvesin theirbestparty costumes.Theywarnedtheirchildrennottoleavetheirhomecompoundsduringt heirmothers'absenceTheythen lefthomeandwalkedhappilytowardsHare's compoundHaresawthem :nadistance andhurriedtomeetthem \"Oh!Howare youmyfriends?Welcomehome.Thepartyisgoingtostartinanhourstime'They wenthomewhileHare washoldingHen's hand.Hawknotedthis withdispleasure butshesaidnothing. Whentheyreachedhome,Haresaid:\"Sitdownandhaveadrinkwhile Iprepare myself Sheaskedoneheryoungsonstoservethem withdrinks.Whenthedrinkswere brought,againHawknotedthatHenwasservedthedrinkinaglasshutHawkwas servedinacupwithcrackededges.ThiskilledHawk'sspirits.Shemaynothave been as beautiful as Hen but that was no reason whyshe should be discriminatedagainst.Afterall,hadn'tshegoneoutofherwaytodressinherbest clothes,justforthepartyHawkthoughtbitterly. Afteranhour,Hareemerged from aninner room, dressed magnificentlywith matchingshoesandnecklace.Theyallproceededtotheparty.Harem ade sure she satnextto Hen butHawksata little bit fartheraway.Shewondered whatwashappeningHenseemedveryhappyduringthepartyandshelaughedall thetimewithHare,ignoringHawk'spresence.Hawkbecam emoodyanddecidednot totalktoanyofthem fromthenon. Afterthe party asover,Harebidthetwogoodbyeandtheyleftforhome. Itwasgettingdarkastheywalkedhome.HentriedtoinvolveHawkinconversation \"Howdid youfindthepartyIthinkitwaswonderfulHawkdid notanswerHenand shewonderedwhyHawkwasbehavinginthatmannerHenwantedtodiscussthe matterbutHawksaidshewasnotinterestedtheywenthomewithouttalkingtoeach otheruntiltheyreachedtheir respectivecompounds.Hen,asusualinherhigh spiritsbidHawkgoodbyebutHawklookedathersneeringly,swungherhipsmore ----- thanusualandshuthergatewithoutaword.Henclosedhergatetooandwenttocookf orherchildren.VeryearlythefollowingmorningHawkschildknockedatHens doorandafterHenopenedthedoor,shesaid,Mummysentmetoyoutotellyoutogive backallthethingsthatbelongtous.Hereareallyourthingsthatwereinourhouse. Henwasdumbfounded.ShecouldnotimagineendingthefriendshipwithHawk.They hadbeenfriendsforsuchalongtime.Nevertheless,shegavethechildallthethingsthat werenotherstotaketohermother.Thechildleftbutafterashortwhileshereturned. \"Mummytoldmeyoudidnotgiveherallthethings.Sheneedsourhoeandpanga whichyouborrowedlastweektocultivateyourfarm.Shealsoneedstherazorwhich youborrowedyesterdaytoshaveyourchildren.\"Henwentbacktothehouseandcame outwiththe pangaandthehoebutwithouttherazor.Shecouldnotfindtherazoratall.Shetold Hawk'schild, \"GoandtellyourmotherthatIhavesearchedfortherazorbladeeverywherebutI cannotgetit.TellherIshalllookforitlateronandIwillsendoneofmy childrenwithit.\"Hencalledoutallherchildrentolookforthemissingrazorbladeand theyscratchedallaroundtheircompoundwithoutanysuccess.Thatevening,Hensent oneofherchildrentoreportthattherazorbladewaslostandtheycouldnotgetit. Hen'schildknockedatHawk'sdoorandwhenthedoorwasopened,shewaspulledin byHawkandkilled.Hawkinsistedthatshehadtohavebackherrazorbladeandshe sworetoeatallHen'schildrenunlessshegotitback.'Thefollowingmorning,Hawkand herchildrenhoveredoverHen'scompoundtryingtogetachancetosnatchoneofHen's children.Hencluckedloudly cluck...cluck...runningalloverhercompoundfrightenedandfranticallycallingher childrentocometoherforprotection.Theyallran Henwasdumbfounded.Shecould notimagineendingthefriendshipwithHawk.Theyhadbeenfriendsforsuchalongtime. Nevertheless,shegavethechildallthethingsthatwerenotherstotaketohermother. Thechildleftbutafterashortwhileshereturned.\"Mummytoldmeyoudidnotgiveher allthethings.Sheneedsourhoe andpangawhichyouborrowedlastweektocultivateyourfarm.Shealsoneedsthe razorwhichyouborrowedyesterdaytoshaveyourchildren.\"Henwentbacktothe houseandcameoutwiththepangaandthehoebutwithouttherazor.Shecouldnot findtherazoratall.ShetoldHawk'schild\"GoandtellyourmotherthatIhavesearched fortherazorbladeeverywherebutIcannotgetit.TellherIshalllookforitlateronandI willsendoneofmychildrenwithit.\" Hencalledoutallherchildrentolookforthemissingrazorbladeandtheyscratchedall aroundtheircompoundwithoutanysuccess.Thatevening,Hensentoneofherchildren toreportthattherazorbladewaslostandtheycouldnotgetit. Hen'schildknockedatHawk'sdoorandwhenthedoorwasopened,shewaspulledin byHawkandkilled.Hawkinsistedthatshehadtohavebackherrazorbladeandshe sworetoeatallHen'schildrenunlessshegotitback.'Thefollowingmorning,Hawkand herchildrenhoveredoverHen'scompoundtryingtogetachancetosnatchoneofHen's children.Hencluckedloudly cluck...cluck...runningalloverhercompoundfrightenedand franticallycallingherchildrentocometoherforprotection.TheyallranHenwas dumbfounded.ShecouldnotimagineendingthefriendshipwithHawk.Theyhadbeen ----- friendsforsuchalongtime.Nevertheless,shegavethechildallthethingsthatwerenot herstotaketohermother.Thechildleftbutafterashortwhileshereturned.\"Mummy toldmeyoudidnotgiveherallthethings.Sheneedsourhoeandpangawhichyou borrowedlastweekto cultivateyourfarm.Shealsoneedstherazorwhichyouborrowedyesterdaytoshave yourchildren.\"Henwentbacktothehouseandcameoutwiththepangaandthehoe butwithouttherazor.Shecouldnotfindtherazoratall.ShetoldHawk'schild,\"Goand tellyourmotherthatIhavesearchedfortherazorbladeeverywherebutIcannotgetit. TellherIshalllookforitlateronandIwillsendoneofmychildrenwithit.\"Hencalled outallherchildrentolookforthemissingrazorbladeandtheyscratchedallaround theircompoundwithoutanysuccess.Thatevening,Hensentoneofherchildrento reportthattherazorbladewaslostandtheycouldnotgetit.Hen'schildknockedat Hawk'sdoorandwhenthedoorwasopened,shewaspulledinbyHawkandkilled. HawkinsistedthatshehadtohavebackherrazorbladeandshesworetoeatallHen's childrenunlessshegotitback.'Thefollowingmorning,Hawkandherchildrenhovered overHen'scompoundtryingtogetachancetosnatchoneofHen'schildren.Hen cluckedloudly cluck...cluck...runningalloverhercompoundfrightenedandfranticallycallingher childrentocometoherforprotection.Theyallrantoherandsheprotectedthem,and Hawkfled awaydisappointed.From thattimeuntiltoday,hensgetfrightenedandhidetheir childrenanytimetheyseeHawknearby.Hawkontheotherhandisstillangryandshe looksforHen'schildrentokill.Shesaidshewillneverstopuntilshegetsherrazorblade back.HenstilllooksfortherazorbladeeverywhereandthatiswhyHensarealways seenscratchinghereandtherelookingforHawk'srazorblade.Theywonderwhether theywilleverrestorepeacewithHawkandfamily. QUESTIONS 1.-Whatisthemainoccupationofthecharactersinthisnarrative?Supportyouranswer withtwodifferentphrases fromthenarrative. 2.Whatdoyouunderstandbytheproverb:\"Afriendinneedisafriendindeed'? 3.HowdoyouthinkHenhidherchildrenfromHawk? 4.Narrativesusuallyhavethreemainparts:abeginning,amiddleandan ending.Writeoutthethreesentencesthatsignalthebeginningofeach sectioninthisnarrative. 5.WhatincidentsforcedHawktobreakherfriendshipwithHen? 6. Thewriterusesanidiophoneinthisnarrative.Identifyit. 7. Identifyfivewordsthatshowthatthestorywasnarratedinamodern setting. 8.WhatHawk'scharacteraspectscanyouidentifyinthisnarrative? 9. Inonesentence,summarizetheconflictinthisnarrative. 10.Whatmainfeaturesandstyleoforalliteraturehasthewriterused? 11.Thestoryendsinacertainmood.Whatmoodisthis? 12.Whatdoyoucallthistypeofnarrative? ----- ANSWERS 1.Thecharactersinthisnarrativearefarmers.Theevidencefrom thenarrativeis:our hoeandpanga-tocultivateyour farm-aftertheplantingseason. 2.\"Afriendinneedisafriendindeed\"-Yourrealfriendistheonewhocomestoyour aidwhenyouneeditmost. 3.HenhidherchildrenfromHawkbycoveringthemwithherwings. 4.Thethreemainpartsinthisnarrativearesignaledbythefollowingthreesentences. Beginning-\"Alongtimeago,therelivedHenandherfriendHawk\" Middle -\"Veryearlythenextmorning,Hawk'schildknockedatHen'sdoor...\" Ending-\"Fromthattimeuntiltoday,Kensgetfrightenedandhidetheirchildren any timetheyseehawksnearby.\" 5. HawkbrokeherfriendshipwithHenbecauseshebecamejealouswhen: -HareheldHen'shandtowelcomethemtoherhouseandnotHawk'shand. -HawkwasservedadrinkinacupwithroughedgeswhileHenwasservedthedrinkina glass. -Intheparty,HareandHenignoredHawkandleftheroutoftheirconversation..They evensatneareachotherwhile Hawksatabitfarther. 6.Theideophonethatthewriterusesis'cluck-cluck-cluck'todescribethe sound Hen made. 7.Fivewordsthatshowthatthestorywasnarratedinamodernsettingare:cut,glass, party,dress,shoes,panga. 8.Hawk'scharacteraspectsinthenarrativeare; jealous revengeful insistent adamant moody....... observant curious untrustworthy Heartless/ ruthless 9.TheconflictinthenarrativeisbetweenHenandHawkwhoneedsbackherrazor bladewhichHenhaslost. 10.Thewriterhasuseddialogue,narrativeisgivenbythe thirdperson,animals havebeengivenhuman characteristicsandthewriterhasusedsuspense. 11.Themoodthestoryendsinisthatoffear,anger,vengeance,desperationand hopelessness. 12.Thistypeofnarrativeiscalledexplanatoryoraetiological. ----- EXERCISE5 Readthefollowingoralnarrativeandanswerthequestionsthatfollow. LWANDAMAGERE Magerewaslikeamystery,forhewasimmenselystrongandinarmedcombatquite invincible.Thushewasaheroamonghispeople.OftenundercoverofnighttheLang'o madecattleraidsintoLuoterritory;butwheneverMagereappeared,theysufferedheavy lossesandthoseabletoescapealivesoonshowedacleanpairofheels. Then,after Magerehadwoncountlessbattlesagainstthem,theLang'oeldersassembledto discusswaysofendingthegloriouscareer ofthisall-'conqueringhero.\"How bestcanwedestroyhim?\"theyaskedthemselves \"HowisitthatMagereseemstohaveabodyofstonewhen,liketherestofus,hehasa wifeandchildren?Surelyhehasbloodsomewhere.\"Theydebatedtheproblematlength, untiltheydecidedtogiveMagereaLang'ogirlwhomightdiscoverthesecretofhis strength.AndsowordwentoutthatthemostbeautifulgirlknownamongtheLang'o shouldbefoundandsenttotheelders'assembly.Agirlwasfound,alovelymaidenas brownasaripeosayefruit:noothergirlcouldmatchherforgraceandbeauty.They senthertoMagereandhefellinlovewithheratonce.WhenMagere'smikayi,orfirst wife,sawthathewasabouttomarryastranger,sheupbraidedhim.\"Husband,\"shesaid, \"Idon'tlikeyoumarryingthisdaughteroftheLang'o.Why didn'tyoufindabeautifulLuogirlinsteadofthisjambetrewhohasbeensenttospyon you?\"Magererefusedtolisten.Women,hethought,arethesametheworldover:spiteful andfullof-jealousy.Magerelivedhappilywithhisnewwife.Timewentbyandthough shewenttoreporttoherpeoplemoonaftermoon,shehadnonewsforthem..Oneday, however,Magerefellillwhilehisfirstwifewasoutworkinginhergarden.Itwas customarythenforthefirstwifetodothefarmingoratleasttosowtheseedsforthe harvest.ThusthejuniorwifenursedMagere.Nextdayhisillnesswasworseandinthe latemorning,whenthesunreacheditsheightandpeople inthegardenshadtoleavetheirworktoshelterfrom itsheat,Mageretoldhisyoung wifetobringabladecuthisbodywithit,andthenrubsomepotentashintothe wounds.Themedicinewasmadefmm burntherbswhichhehadstuffedintodried sealedreeds.Hehadstoreditinaskinbaginhisownduol awayfrom theeyesofhiswives.Magereaskedhisyoungwiretomaketheincisions. Shereplied,\"Husband.whydoyoudemandthe im possible'Athin blade cannotcutthroughrockandyou'reallrock\"ThenMagerepointedtohisshadow. \"Cutthere,'heordered.Now.she wenthalf-heartedlytoMagere'sshadow,andwith thebladecutthepanofhisshadowcastbyhisforehead.Inthe samewayshe madeanotherthreecutsonthe cheeksandthenappliedthemedicine.Asshe watchedthebladesinkintotheshadowitseemedtohertimeitwassinkingintot heearth.Shewasastonished,therefore,tolookupandseebloodtricklingfromt he 'rock'Thedeeperthe blade sank,the moretorrentiallythe blood flowed.SheknewnowthatMagere'sstrengthlayinhisshadow,andnotinhisbody. Hertreacherousheartwaswarmedbyitall.Besidesnursing Magere,she had to fetchvegetablesfrom the fieldsandwaterfrom theriver.So,shortlyafterher discovery,shetoldMageretositintheshadowofhisduolwhileshewenttoperform these ----- tasks.Meanwhile,ofcourse,shewenttoherhouse,packedherbelongings,andfledto herpeople.WhenMikayiarrivedfrom thefields,sheaskedhowMagerewasfeelingHe saidhisillnesshadadvancedsofarthathehad asked hisLang'owife to cuthim andapplysomemedicine.\"Oh,my husband,\"shecried,'\"you'vesteppedonhotash! You'vesteppedonhotash w ith both feet!Whereisthis girl?\"Shesearched everywherebutw ithout success.Awareofwhatthediscoverymeant,shenow beggedherhusbandnottogotowaragain. ButMagerereplied,\"IwasbornaheroandI'lldieahero!I'llneverhesitateto defendmypeople!\"Theyoung wifesoonarrivedin the lang'o heartland.Word quicklyspreadtoallpartsofthecountrythatshehadreturnedwithexcitingnewsfrom Luoland.Theleadersgatheredatonce.Some,whohaddoubtedthewisdom oftheplan asked,\"Hasshereallycomeback?\"andthereply,\"Yes!!\"wasgivensofirmlythatit piercedtheinnermostdepthoftheirears. Peoplepouredinfrom thecountryside.Questionandanswerwereconstantlyrepeated amongswellingcrowds.Soon,withthe home tightlypacked,thegirlrosetospeak, andtoldthestoryofMagere'ssickness.\"Ifyouwanttokillhim,\"sheannounced,\"look forhisshadowandaim atitwithwhateverweapon you'recarrying.Shootnowhere else,fortheuprightpartsofhisbodyare solidrockthatwillblunt,curl,orbreakall yourspearsandarrows.\"Herwordssankintotheirears.Theyroseandreturnedtotheir homes.Theelders,however,nowplannedaseries ofbattlesagainstLuo,battlesthatwouldbeginatnightandlastuntilwellafterdawnon themorrow. Afewdayslater,therefore,theylaunchedafiercenightattackontheLuoandthebattle continueduntilwellintothe following day with many lives loston both sides. Seeing thatthe struggle was dragging onunnecessarily,thesickMagere,who normallyenteredthefieldonlywhenhisjuniorwarriorsseemedespeciallyhardpressed, nowcalmlyhandedhistobaccopipetohismisumba.\"Preparemyarms!\"heordered. Norwouldhelistentohiswife,whobeggedhim ceaselesslynottojointhebattle.\"I'm goingtodefendmypeople.Onedead herodoesnotpreventtheworldfrom bearingmore.\"Soherushedintothefield,andall afternoonvictoryhunginthebalance.Withhisclubsandspears,withhisbows,arrows, andshield, Magere hurled himself againstthefoe,takingthem unawaresand slaughteringcountlessnumbersofthem.Thelightlyinjuredfled;thegravelywounded lay bleedingbeneaththesun.Stillclingingtolifetheysweatedintheheatwithoutwaterto quenchtheirthirst.Theysaw deathapproachinglikeanarrowshotfrom thebow,wingingitswaytohittheeyeofits target? TheLang'oresistedstubbornly.Theystrovetostem Magere'sattack,buthedispersed thehardcoreoftheirtroopsanddrovethem intothehills.Racingalonginpursuit,he slaughteredeveryonewithinreach.Then,feelingweary,he decidedtobreakoffabattlethatwaswonalready.HeaskedhispeopletolettheLang'o escape.Cowards,theysay,areheroesonceawarisover,perpetuallyboastingoftheir scars.TheLang'owhoescapednodoubtboastedoftheirwounds, andtheLuo, victorious,wouldretellahundredtimes the storyoftheirbrilliantstrategy.Theglory duetoasingleherowouldbesharedbyall. ----- Andnow,returningfrom battle,theLuochantedwarsongs.Warriorspraisedtheir fellows,slam orliving,andtheairwasfilledwiththeblaringofhorns,theboomingof drums,andtheclangingofspearsandgain. AfterhishardfightMagere wasweakandhecamedownslowlyfrom themountains wherehehaddriven theLang'o. It waslateevening,when thelong shadows announcedthatsoonthesun.mustfallbehindthemountains.Magere,unabletoam, waspickinghiswayalongthehomewardpath.Andatthistime,too,a Lang'owarrior rememberedtheadviceofthegirl.Heupbraidedhiscomrades,'\"Arewegoingtolet this manescape,\"heasked,\"'afterkillingsomanyofourbrothers andsonsCome., let's findhim.Today hemustdie.\"With the cunning ofwinch his people were famous,theLang'owarriorsetofftosearchforMagere.Likeasnake,heslidfrom, bushtobush,carefullyconcealedfromtheeyesofthereturningLuoWhen,finally,he caughtupwithMagere,hedodgedabout,this wayandthat;andthenwithamighty thrust,hedrovehisspeardeepintoMagere'sshadow.Thelastgreathero oftheLuo crasheddeadtotheearth.Lang'owarriorswhosawhimfallshriekedatthetopoftheir voices.Agreatsigalagalawentup. \"Theirheroisdead!Theirheroisdead!\"But,wonderofwonders,whenMagerefellbefore theLang'o,hebecameamightyrockand,awe-stuckbyhismysteriousdisappearance, theLang'otrembledwithfear,thinkingthattheLuoherohadassumedanotherbodyand wasabouttoriseagainandslaythem.Now,unlikethe Lang'o,whowereashappyas swallowscatching worms,orfliesblown far,theKanopeople(Luo)wentweeping homewards.Forthosewhoknew thatmightywarrior,thiswasthesaddestdayof theirlives.This andmany days thatfollowed weregrey and gloomy.To make matters worse,theLang'o,stilldoubtfulwhethertheyhadkilled Magere,launched threemoreheavyattacksontheLuotomakesure.TheysweptthroughLuovillages, wreakingslaughteronevenside.Butnomanlike Magereappearedandtheywenthomeconvincedhewasdead.From thatdaytothis,all whosharpentheirweaponsonMagere'srockbeforesettingofftogohuntingneverfail tokillorcapturetheirquarry.Evenwhentheirspearonlylightlyscratchesthebeast, itsinksto thegroundin itsdeaththroes.TohonourMagereasagreatdefenderof hispeople,hismemoryisenshrinedforeverinoneofourmostpopularsayings.When amanexceedsanotherincrueltyheisasked,proverbially.\"AreyouLwandaMagerethat can'tbetrifledwith''ThoughMagerehasnow beenlongdead,theLuohavenever forgottenhim:heispartandparceloftheirhistoryWhen theylove someone dearly. theLuocomposesongsofpraiseabouthim,and thisthey havedoneforLwanda Magere. QUESTIONS I Whattypeoforalnarrativeisthis'? 2. Quoteonephrasethatshowsthatthenarrativeistoldinamodernsetting j.Whatdoyouunderstandbythefollowingproverbasitisusedinthenarrative: \"Cowardsareheroesonceawaris over,perpetuallyboastingoftheirscars.? Explainyouranswerwithanexamplefrom thenarrative. 4. WhatfourcharacteraspectsofLwandaMagerecanyougetfromthisnarrative? 5. WhattypeofcommunitiesweretheLuoandtheLang'ointhisnarrative? ----- 6. Identifythreesentenceswheresimileisused. ANSWERS 1 Thisoralnarrativeisa'legend', 2.Thefollowingphraseshowsthatthenarrativeistoldinamodem setting:'the gloriouscareerofthisallconqueringhero'. 3 Theproverbmeansthatpeoplewhohavenotachievedmuchkeeponboastingwith thelittletheyhavedone.Forexample,LwandaMagerewhowasaherodidnotboastof allthebattleshehadwonunliketheotherwarriorswhokeptonre-tellingoftheir victories. 4. AnyofthefollowingcharacteristicaspectsofLwandaMagerecanbegiven:hewas brave,humble,patriotic,tootrusting/unsuspecting,adamant,stubborn,commanding. 5. Theywerewarringcommunities. 6. a)Magerewaslikeamystery. b)Theysawdeathapproachinglikeanarrow. c) ...whowereashappyasswallows. EXERCISE6 Readthefollowingoralnarrativeandanswerthequestionsthatfollow WHYTHE DOGISTHEFRIENDOFMAN Long,longagothejackalandthedogwerebrothersandlivedtogetherinthewildbush. Eachdaytheywouldgohuntingtogether,andwheneveningfelltheywouldreturnto thevalleywhichwastheironlyhome,andsharetheirfood. Onenighttheybothcameback empty-handed andravenouslyhungry,and to makemattersworse,acoldwindwasblowingacrossthebushandtheanimals couldnotfindanyprotectionfrom thegale,\"Alas'\"said the dog.\"Itisavery badthingtofeelhungry,hutmuchworsetofeelhungryandcoldatmesameti me.\" \"Liedownandgotosleep,\"suggestedthejackal\"Thenwhenthemorningcomes wecangohuntingagainandperhapscatchthatyoungdeerwesonearly caughttoday.\"'\"Jackal'\"heexclaimed.\"Whatisthatlightoverthere'?\"\"'That'savilla ge,andtheredisaman'sfire,\"explainedthejackal.\"Fire iswarm,\"'saidthedog longingly\"Wontyou goandfetchmesomefire,Jackal.YouarebraverthanI.\" \"Certainlynot!\"growledthejackal,\"Youfetchityourselfifyouwantit.Itwasyouridea.\" Butthedogwasafraidofmanandhecurledupevensmalleronthebaregroundtotry tokeephimselfwarm.Ashelaythere,hethoughtthatperhapsthepeopleinthevillage wereeating and hewonderedwhethertheymightleavesomebones lying on the ground aftertheirmeal,which he could creep in and steal.The thoughtmade him hungrierandhungrier,sothatpresentlyheforgothisfearandsaidboldlytothe jackal:\"Ican'tstayhereinthecoldanylonger.Iam goingtothevillageandwilltrytoget somefire.PerhapsImayevenbringbacksomebonesforyoutoo.IfIdon'tgetback soon,callme,incaseIcannotfindmywaytoyou.\"Sooffranthedogtowardsthered glowinthevillage,andwhenhewasnearlytherehesloweddownandcreptinonhis stomach,hopingthatnoonewouldhearhim.Nearerandnearerhegottothefire, sniffingeagerlyashesmelttheodourofapastmealstilllingeringintheair.Justashe ----- reachedthedyingembersofthefireoutsidethedoorofahut,somefowlsroostingina nearbytreegavethealarm.Amanrushedoutandcaughthim,liftinghighhisspearand saying:\"Whatareyoudoinginmycompound?\"\"Oh,pleasedon'tkillme,\"beggedthe dog.\"Ihavenotcometo harm anybodyhere,butonlyto getalittlewarmthfrom yourdyingfire.Ibegyou,letmeliedownhereandrestandwarm myself,andlaterIwill gobacktothebushandnevertroubleyouagain.\" Thedoglookedsocoldandmiserablethattheman,whowaskindatheart,feltsorryfor him.Heputdownhisspearandsaid:\"Verywell.Ifyoupromisenottoharm anyonein thisvillageyoumayliedownbythefire.Butwhenyouarewarm,youmustgobackto thebushagain.\" Thedogthankedhim profuselyandlaydownbesidethefire,onwhichthemanpiled somemoresticksandblewthem intoablaze.Nowthedogwashappyindeed,forunder hisverynoselayabone,whichsomeonehadthrowndownattheendoftheirmeal.He gnawedawayhappilyforsometime,whiletheheatfrom thefirewarmedhisshivering limbs.Neverhadhebeensocontentedorsocomfortable.Suddenlythemancalledfrom insidehishut:\"Aren'tyouwarm yet?\"\"Notquite,\"answeredthedog,whohadjustseen anotherbonenearbythathewantedtochew.\"Well,I'llgiveyoualittlelonger,\"saidthe man,andallwasquietagain exceptforthecrackingofbonesunderthedog'sstrong teeth.\"Aren'tyou warm yet?\"asked the man presently.Butthe dog thought unhappilyofthecoldwindblowingacrossthebush,andcreepingevenclosertothe firehebegged:\"Letmestayalittlelonger'Itwassometimebeforethemancalledout again,forbothheandthedogathisdoorhadbeenfastasleep 'Youmusthavefinishedwarningyourselfbynow,\"saidtheman,risingtohisfeet andcomingoutofhishut.Thedog,decidingthathonestywasthebestpolicy,looked intotheman'seyesandpleaded:'YesIamwarm,butIdonotwanttogobackto thebushwhereIamsooftencoldandhungrywillyounotletmestayinthehouse withyou''Iwillhelpyouhuntthe birdsthatflyintheforest.Iwillteachyou the cunningwaysofthewildanimalssothatyoucankillthem forfoodandIpromiseyou thatunlikemybrotherthejackalIwillneverrobyouofourgoatsandchickens.AllI askinreturnisaplacebyyourfireandtheremainsofyourmeals. Themannowlookedcloselyintothedog'seyesandsawthathewasspeakingthetruth. \"Verywell,\"hereplied.\"IfyoupromisetoserveandobeymeIwillgiveyouwarmthand food.\" Eversincethatday,thedoghaslivedwithman.Butwhenatnightyouhearthejackal calling' Bo-aa!'from thebushyouwillknowthatheiscallingforhisbrotherthedogtoreturnto himwiththefireandthebonesthathewenttofetch. Butthedogneveranswersthecallandthejackalwandersthebushes alone Questions 1.Theplotofthenarrativehasthethreemainpartsofanarrative.Statewhatthese threepartsareandgiveasentence fromthenarrativethatstartseachpart. 2. Throughwhatactionsdoesthedogtrytosolvehisproblem? ----- 3. Whydidthedogdeserthisbrotherthejackal? 4. Statethreecharacteraspectsofthedogaspresentedinthenarrative. 5. Givethethemeofthisnarrative6. Whattypeofstoryisthis?Explainbriefly. 7.Thewriteruses directspeechinthis narrative.Changethefollowing conversation betweenthejackalandthe dogfromdirectspeechtoreportedspeech. Fireiswarm,saidthedoglongingly.Wontyougoandfetchmesomefirejackal?You arebraverthan I. Certainly!growledthejackal.Youfetchityourselfifyouwantit.Itwasyouidea. ANSWERS 1.Thethreemainpartsofthenarrativeareabeginning,amiddleandanending. - abeginning:\"Long,longagothejackalandthedogwerebrothersandlivedtogether inthewildbush.\" Middle:\"Sooffranthedogtowardstheredglowinthevillage,andwhenhewas nearlytherehe sloweddownandcreptinonhisstomach,hopingthatnoonewouldhearhim. - Andending:\"Eversincethatday,thedoghaslivedwithMan.\" 2. Thedogtriedtosolvehisproblemsby: - goingtoMan'scompoundtowarmhimself - requestingMantolethimstayawhiletowarmhimself - eatingtheleftoverbonesthatManhadthrownaway prolonginghisstaybythefiresidebysayingthathewasnotyetwarm - requestingMantolethimstayforgoodtoservehim 3. Thedogdesertedhisbrotherthejackalbecauseitwastoocoldintheforestandhe foundwarmthand satisfactionbystayingwithManinthevillage. 4. Thefollowingarecharacteraspectsofthedogthatonecanchoose Thedogisgreedy,acoward,unreliable,determined,polite,cunning,andselfish. 5. Thethemeofthenarrativeisthedog'sselfishnessandhisdesertionofhisbrother thejackal. 6. Thisisanaetiologicalorexplanatorynarrative.Itexplainswhythedogbecamea domesticanimal. 7.- Thedogsaidthatfirewaswarm andrequestedJackaltogethim somebecause Jackalwasbraverthan him. - Growlingly,Jackalsaidhecertainlycouldnotandaskedthedogtofetchithimselfif hewanteditbecauseit washisidea. ----- EXERCISE7 Readthefollowingoralsongandanswerthequestionsthatfollow. I myhusbandrejectsme Becausehesays ThatIamamerepagan AndIbelieveinthedevil. Hesays Idonotknow Therulesofhealth, AndImixup Mattersofhealthandsuperstition Ocoltroublesmyhead. 10 Hetalkstoomuch Andheheapsinsultsonme Aswellasmyrelatives. Butmostofhiswordsaresenseless, Theyarelikethesongs. 15 Ofchildren'splays. Andhetreatshisclansmen Asiftheyareenemies. Ocolbehaves Asifheisawitch! 20 IV Itistrue Whiteman'smedicinesarestrong, ButAcolimedicines Arealsostrong. V Thesickgetcured Becausehistimehasnotyetcome: Butwhenthedayhasdawned ForthejourneytoPagak Noonecanstopyou Whiteman'smedicines 30 Acolimedicines Crucifixes,rosaries, Toesofediblerats, Thehornoftherhinoceros Noneofthemcanblockthepath35 ThatgoestoPagak! VI Whendeathcomes Tofetchyou Shecomesunannounced, Shecomessuddenly 40 Likethevomitofdogs, Andwhenshecomes Thewindkeepsblowing ----- Thebirdsgoonsinging Andtheflowers 45 Donothangtheirheads Theagoyabirdissilent Theagoyacomesafterwards, Hesingstotell, Thatdeathhasbeenthatway!50 VIIWhenMotherDeathcomes Shewhispers Come, Andyoustandup AndfollowYougetupimmediately, Andyoustartwalking Withoutbrushingthedust Onyourbuttocks. 68 VIIIYoumaybebehind 60 Anewbuffalo-hideshield, Andatthemock-fight Orinbattle Youmaybematchless IX Youmaybehiding Inthehole Ofthesmallestblackinsect, Orinthedarkestplace Whereratsbreast-feedtheirpuppies, OrbehindtheAgorohills. OkothPBitek Questions 1. WhydoesOcolrejectLawino?Giveexamples. 2. GivereasonswhyLawinoblamesOcol. 3. Whatdoyouunderstandbythisline:\"ForthejourneytoPagak\"? (line28) 4. Whatthingsdopeopleusetowardoffdeath?Arethesethingseffective? 5. Whatdoyouunderstandbythefollowinglines: \"Thewindkeepsblowing Thebirdsgoonsinging Andtheflowers Donothangtheirheads.\"? (lines43to46) 6. Thewriterstartswithonethemewhichleadstoanother.Whatarethe twothemes? 7 . ----- Intwosentences,statewhatthewritersaysaboutdeath. ANSWERS 1.OcolrejectsLawino becausehesaysthat sheissuperstitious For example,inhisopinion,sheisa pagan,andsheisnotclean. 2. LawinoblamesOcolbecause:hetalkstoomuchheabusesLawino andherrelativeshemistreatshisclansmenhebehaveslikea witch 3.Pagakmeansthelandofnoreturn.Therefore,thelinesmeanwhenonedies. 4. Peopleusemodernandtraditionalmedicines,crucifixes,rosaries,toesofedible ratsandthehornofthe rhinocerosascharmstowardoffdeath.Noneofthesethingsiseffective. 5. Thelinesmeanthatevenwhendeathcomestosome,lifestillgoeson. 6. Thetwothemesare: superstitiousbeliefsdeath 7. Thewritersaysthatwhendeathstrikes,thereisnothingonecandoaboutit. Nomatterwhereyou hideorthemedicinesyoutakeorthecharmsyouuse,deathwillstillcome. EXERCISE8 Readthefollowingnarrativeandanswerthequestionsthatfollow. ORIGINOFTHEAGIKUYU Atthe beginningofcreation,MweneNyaga,Ngai,the creatorand providerforall mankind,calledonhisservantGikuyu.Hesaidtohim,\"MysonGikuyu,Iam going togiveyouyourshareofland.ThelandIam goingtogiveyouisfoilofravines,rivers, valleys,forestsandplentyofgameforyoutohuntforyourfood.Thelandisfertileand yourchildrenandyourchildren'schildrenwillnevergohungryifyoutillitwell.\"Gikuyu stoodstillwithdisbeliefMweneNyagasaw Gikuyu'shesitation.Hetookhim tohis residenceontopofthemountainofmystery,\"Kirinyaga\",whereHeresided.From here, Hecommanded agoodviewofallHislands.HethereforewantedGikuyutoseefor himselfallthelandhehadbeengiven.Heshowedhim allthelandanditsbeauty.He said,\"Myson,allthisisyours.\"ThenHesatbackandwatchedGikuyu'shappinessashe movedfrom place to place,trying to locatethe boundaries to his land.Butno matterhow hard he looked,his landseemed to rollformiles andmiles.Having inspectedthepanoramaofhisland,hequicklycomposedhimself andrantoMweneNyaga'sfeetandcriedwithhappinessthankingHim forthegreatgift. Hewassurethathewouldbehappyeverafter.Butthen,hefeltakindoflonelinessand hishappinesssubsided.Whatwouldhedowithallthatlandallbyhimself?Mwene Nyagaknew whatwasgoingoninGikuyu'smind.Ashewasleaving,MweneNyaga ----- calledhim backandpointedtohim aspotfaroffinthemiddleofthecountry,wherea figtree,Mnkuyu,grew.He ordered Gikuyu to settle there and callthis place \"MukurwewaNyagathanga.\"WheneverGikuyuwasinneedofMweneNyaga'shelpin whateverway,heshouldofferasacrificetoHim atthefigtree.Heshould raise his hands towards Kirinyaga,Mwene Nyaga's residence,and stateallhis problems. MweneNyagawoulddefinitelyseehimandcometohisrescue.HealsotoldhimthatHe hadgivenhim apresent,themostpreciouspresentinhislife,andthathewouldgetthe presentonhisarrivalathisnewhome.Gikuyu thanked Mwene Nyaga and,being unable to contain his curiosity any longer,he hurried straighttoMukurwewa Nyagathanga.Tohissurprise,seatedtherewasayoungbeautifulwomanwhom he calledMumbi(moulderorcreator).Theylivedtogetherasmanandwifeandwere blessedwithninedaughters butno sons.Thedaughterswere Wachera,Wanjiku, Wairimu,Wambui,Wangari,Wanjiru,Wangui,Mwithaga and Waithera.Gikuyu n neededanheir,and nothavingason disturbedhim.HethenrememberedMwene Nyaga'sadvice,\"I'llcometo yourrescue.\"oHeorganizedasacrificeattheMukuyutree.Heslaughteredaram and akidfrom hisflockandpoured theirbloodand faton thetrunkofthesacredtree. He wentto hishouse and called Mumbiand theirdaughters.Theyroastedsome meatandofferedittoMweneNyaga.TheyraisedtheirhandstowardsKirinyagaand prayed,\"ThaaithathaiyaNgaithaai,.\".Helater leftandwenthome. Mwene Nyaga quickly answered Gikuyu's prayers.On the following morning, Gikuyuwenttothesacredtreeandhecouldn'tbelievehiseyeswhenhefound,seated nearthetree,ninestrongyoungmen.Hewasovercomewithjoyandhelookeduptothe mountainandthankedMweneNyaga,hisbenefactor.Hewelcomedthenineyoungmen andtookthem tohishomewhereheintroducedthem tohiswifeanddaughters.Food wascookedforthemandafterbathingandeating,theywenttosleep.Thenextmorning, theninemenwokeupearlyinthemorning,havinghadagoodnight'ssleep.Afterthe morningmeal,Gikuyucalledthem outsidetodiscussmarriage.Hetoldthem theywould marryhisdaughtersononecondition;theyhadtolivewiththem onhisland.Bythis time,themenhadalreadymadetheir choices.Theywere so fascinated by the daughters'beauty and the father's kindness thatthey agreed to his proposal. GikuyuandMumbiwereoverjoyedfortheynowhadsonstoinherittheirvastlands.The daughtersontheotherhandhadalreadystartedtoshowtheirpreferenceofthe men. Theywerealso happywhenthemen agreedtotheirfather'swishfortheyknewthey nowhadmentoprotectthem andgivethem company.Gikuyudidnotwaitlongbefore makingarrangementsforhisdaughters'weddingsaccordingtotheGikuyucustomary laws.Hedidnotaskforbridewealthfrom theyoungmenforheknewtheydidnothave anyandinactualfacttheywereablessingtohim.Thedaughtersgotmarriedtothe youngmenandtheystartedninedifferentfamilies.Theywere,however,unitedunder onename,'MbariyaMumbi',whichmeans'Mumbi'sfamilygroup'.Thiswasinhonourof theirmotherMumbi.GikuyuandMumbiweretheheadsof'MbariyaMumbi'andthe ninefamiliesremainedunderthem.TheyarethemotherandfatheroftheGikuyupeop le.As theyearspassed,Gikuyu andMumbibecame olderandolderandeventually theydied.Beforetheydied,Gikuyucalledhisdaughtersandtheirhusbands.Hetold them,\"Mychildren,asyoucanseeyourmotherandIareabouttoleaveyoubutbefore wego,wewouldliketoleaveyouwiththesewords.Allthelandandwhateverelsewe ----- possessisyours.Divideitequallyamongyourselves.Rememberthatonefingercannot killalouse.\" Withthesewords,GikuyuandMumbibreathedtheirlastbreath.Theninefamilies continuedtolivetogetherandthenumberoftheirchildrenandgrandchildrenwas increasing.They became somanythat itwasimpossibleforthefamiliestolive togetheranymore.Theycalledameeting wheretheyresolvedthateach familyshouldtake allitschildren and grandchildren andlivetogetherasoneclan,Muhiriga.Theclansweretobecalledafterthenine daughtersofGikuyuandMumbi.ThisdecisionisthebasisofthenineprincipalGikuyu clans.TheyareAcheera,Agachiko,Airimo(orAgathigia),Ambui,Angari,Anjiru,Angui, EthagaandAitherando.ThenineclanslivedinGikuyu'slandandoccupieddifferent partsofit. Questions 1. Whatdoyoucallthistypeofstory? 2. ThecreatorwantedGikuyutotakeupakindofoccupation.Whatisit?Supportyour answerwithasentence fromthenarrative. 3. WhyisthefigtreesignificantinGikuyu'slife? 4. Whatdoyouunderstandbythefollowingproverb:\"Onefingercannotkillalouse.\"? GiveoneEnglishproverb equivalenttothisone. 5. BrieflyexplainhowthenineGikuyuclanswerestarted. 6. Whodoyouthinkaretoldthistypeofstoryandwhy ANSWERS 1. Thistypeofstoryiscalledamyth. 2. ThecreatorwantedGikuyutobeafarmer/hunter. Thelandisfertile\"(farmer) \"Yourchildren'schildrenwillnevergohungryifyoutillitwell.\"(farmer)\"Plentyofgame foryoutohuntfor yourfood.\"(hunter) 3.ItisunderthefigtreethatGikuyupraystoGodandofferssacrifices,itisunderthe sametreethathisprayers areanswered.E.g.,Mumbiandthenineyoungmenwerefoundatthefigtree.' 4. \"Onefingercannotkillalouse\"meansthatyouneedcooperationfrom otherpeople foryoutoperformcertain taskssuccessfully. \"Unityisstrength.\" 5.ThenineGikuyuclanswerestartedaftertheninefamiliesincreasedinnumberina waythattheycouldnot livetogetherunderoneroofanymore.Thefamiliesdividedandeachfamilytookthe nameofthemotherof thefamilytostartaclan. 6.Thistypeofstoryistoldtotheyoungpeopletoteachthem abouttheoriginoftheir ethnicgroup.Italso servestoperpetuatethecultureofaparticulargroupofpeople. ----- EXERCISE9 Readthefollowingnarrativeandanswerthequestionsthatfollow. HAREANDANTELOPE ThereoncelivedaHarewho,oneday,asshewassaunteringabout inthebush,foundanarrowwhichshepickedup.Onherwaybackhome,she cameuponagroupofhunterswhowereskinningananimaltheyhadkilled,andshe saidtothem:\"Ifyougivemeafatpieceofmeat,Iwillgiveyousomethingnicein exchange.\"Thehuntersasked:\"Andwhatcouldthatbe?\" Harereplied:\"Itisanarrowheadgiventomebygod.\"Harewasgivenafatpieceofmeat inexchangeforthearrowhead.Shebidthehuntersgoodbyeandwentonherway. Nextshecameuponwarriorswhowereapplyingochretotheirbodies,andrealising theyhadnofat,shesaidtothem:\"Heyyouwarriors,ifyougivemeanecklace,Iwillgive youafatpieceofmeatthatyoucoulduseasfat.\"Thewarriorsconsentedandgaveher anecklace inexchangeforthefatpieceofmeat.Whentheexchangewasfinalised, Haretookleaveofthewarriorsandcontinuedonherway.NextshecameuponAntelope towhom shesaid:\"Lookatmynecklace.\"Onenquiringwhereshehadgotit,Hare replied:\"Itismyfriendsthewarriorswhogaveittome,thewarriorstowhom Igavemy meat,themeatthatthehuntersgaveme,thehunterstowhom Igavemyarrow,my arrowwhichmygodgaveme.\"AntelopelookedatHare'snecklaceadmiringly,andsaid toher:\"MayIpleasetryiton?\" OnwearingthenecklaceAntelopesoughttheopinionofherfriendbyasking:\"Doesit suitme?\"TothisHareinnocentlyreplied.\"Itsuits youperfectlywell.\"Thereupon Anteloperanasfastasherlegscouldcarryher,runningawaywithHare'sbeads.After tryingtopursueAntelope,Haresoonrealisedthatshewouldnevercatchupwithher, andsogaveupthechase. Walkingawaysorrowfully,Haresooncameuponanothergroupofhuntersandsaidto them:\"Heyyouhunters,pleaseshootthatantelopeforme.\"Tothisthe huntersasked: \"Whatissheguiltyof?\"Harereplied:\"Shetookawaymynecklace,mynecklacethatthe warriorsgaveme,thewarriorstowhom Igavemymeat,mymeatthatthehuntersgave me,thehunterstowhom Igavemyarrow,myarrow thatmygodgaveme.\"After hearingofHare'scomplaint,thehuntersdeclinedtoshootAntelope.Takingleaveofthe hunters,Hare cameacrossa burning fire,to whom shesaid:\"Heyyou fire,could youpleaseeatthosehunters?\" Fireasked,\"Whathave theydone?\"Harereplied.\"Theyrefused toshootAntelope, Antelopewhotookmynecklace,mynecklacethatthewarriorsgaveme,thewarriorsto whom Igavemymeat,mymeatthatthehuntersgaveme,thehunterstowhom Igave myarrow,myarrowthatmygodgaveme.\"Again,onhearingHare'scomplaint,Firetoo said:\"Iwillnoteatthehunters.\" HarenextcameuponWaterandsaidtoit:\"Heyyouwater,couldyoupleaseputoutthat fire?\"Waterasked,\"WhathasFiredone\"HarerepeatedtoWaterallthatshehadtoldFire. Wateronlisteningto Hare'scomplaintdeclinedtodoasshewasbid.HareleftWater,feelingdisappointed. Soonshefoundaherdofelephants,towhom shespokethus:\"Heyyouelephants,could youpleasedrinkthatwater.\"OnenquiringwhyWaterhadtobedrunk,Harereplied: ----- \"WaterrefusedtoputoutFire,Firewhorefusedtoeatthehunters,thehuntersthat declinedtoshootAntelope,Antelopewhotookawaymynecklace,mynecklacethatthe warriorsgaveme,thewarriorstowhom Igavemymeat,mymeatthatthehuntersgave me,thehunterstowhom Igavemyarrow,myarrowthatmygodgaveme.\"Onhearing Hare'sstorytheelephants,too,declinedtocarryoutHare'srequestasalltheothershad done. Undauntedbyherinabilitytoconvinceanyonetotakeactiononherbehalfsofar,Hare movedon,nextcomingupontreestowhom shespokesaying:\"Heyyoutrees,couldyou pleasefallonthoseelephants?Onenquiringthe wrongcommittedbytheelephants, Harereplied:\"TheyrefusedtodrinkWater,WaterthatrefusedtoputoutFire,Firethat refusedtoeatthehunters,thehuntersthatdeclinedtoshootAntelope,Antelopewho tookawaymynecklace,mynecklacethatthewarriorsgaveme,thewarriorstowhom I gavemymeat,mymeatthatthehuntersgaveme,thehunterstowhomIgavemyarrow, myarrowthatmygodgaveme.\"WhenthetreeshadheardHare'sstory,theytoosaid, \"Wewillnotfallontheelephants/'Harethenleftthetreesandcameupontermites whom sheaskedtofellthetrees.Thetermitesdemandedtoknowthewrongcommitted bythetrees.Haretoldtermitesofhowthetreeshadrefusedtofallontheelephantsand wentonenumeratingwhateveryoneelsehaddoneorrefusedtodointhesamewayshe hadtoldtheothers.Therefusalby b termitestofellthetreesupsetHare,butshewasby nomeansdaunted.Movingonwithpersistence,Haresooncameuponsomedonkeys whom she askedtotrampleonthetermites.Onhearingwhatthetermiteshaddone, thedonkeystoodeclinedtotrampleonthem. BythistimeHarewasbeginningtofeelexasperatedandweary,havingwalkedallday withno success.Itwasnotlongbeforeshecameuponagroupofhyenas,towhom shesaid: \"Heyyou hyenas,couldyoupleaseeatthosedonkeys?\"Thehyenasasked:\"Whathavethe donkeysdone?\"Harereplied,\"Theyrefusedtotrampleonthetermites,thetermites whichrefusedtofellthetrees,thetreesthatrefusedtofallontheelephants,elephants whorefusedtodrinkWater,WaterwhorefusedtoputoutFire,Firewhorefusedtoeat thehunters,thehuntersthatdeclinedtoshootAntelope,Antelopewhotookawaymy necklace,mynecklacethatthewarriorsgaveme,thewarriorstowhom Igavemymeat, mymeatthatthehuntersgaveme,thehunterstowhom Igavemyarrow,myarrowthat mygodgaveme.\" AgreeingtocarryoutHare'srequest,thehyenassaid:\"Verywell,wewilleatthe donkeys.\"Ontherealisationthattheywereabouttobeeaten,thedonkeyssaid:\"Wewill trampleonthetermites.Thetermitessaid:\"Wewillfellthetrees.\"Thetreessaid:\"Wewill fallontheelephants.\"Theelephantssaid:\"WewilldrinkWater.\"Watersaid:\"Iwillputout Fire.\"Firesaid:\"Iwilleatthehunters.\"Thehunterssaid:WewillshootAntelope.\" Antelopesaid:\"IwillreturnHare'snecklace.\"SoHarewasgivenbackhernecklaceand shewasveryhappy. Questions 1. Givetwoexamplesofpersonificationusedbythenarrator. ----- 2.\"TothisHareinnocentlyreplied.\"Whydoesthenarratorusetheword innocentlyhere! 3. Whatisthemoodinthisnarrative? 4. Give,withillustrations,threecharacteraspectsofHare. 5. 'Hyena'spresenceinthisnarrativeinindispensable.\"Brieflystatehow\" trueor falsethis statementis. 6.Whatmajornarrativetechniquedoesthenarratoruseinthisstory?Whateffectdoes thishaveonthe developmentofthestory? 7. Whattypeofnarrativeisthis?Supportyouranswer. 74 75 ANSWERS 1. Examplesofpersonificationare: - Hareisreferredtoas\"she\"/\"her\". - \"Antelope\"\"Hare\"\"Fire\"\"Water\"beginwithcapitallettersasiftheyarepersonalnouns. Theyalsotalklikehumans. - Antelopewearsanecklacelikeahumanbeing. - Fireisreferredtoas\"whom\",arelativepronounthatisusedwith humansonly. 2. Thenarratorusestheword\"innocently\"becauseHaredidnotknowthatAntelope admiredhernecklaceandshewouldrunawaywithitafterbeingtoldbyHarethatit suited herwell. 3. Themoodinthisnarrativeisoneofdisappointment,sadnessandanger. 4.ExamplesofHare'scharacterare: - Sheispolite(sheusestheword'please'). - Sheispersistent(shedoesn'tgiveupeasilyevenafterbeingturneddown). - Sheisoptimistic(shehopestogetsomejustice). Sheispersuasive(sherepeatsthechainofeventsthatleadtothelossofher necklace).She requeststobegotbackhernecklace.!- Sheisvengeful(shewantsthosewhorefuse tohelptobe punished). 5.Itistruethat\"Hyena'spresenceinthisnarrativeisindispensable\"becauseheisthe onlyonewhoacceptstohelp Haretherebyseeingjusticeattained. 6. Thenarratorusesrepetitionasamajornarrativetechniquetocreateachainof eventswhichmakesthe narratinginteresting. 7.Thisisatricksterstory.AntelopetricksHaretobegivenHare'snecklacetotryon, whichshelater runsawaywith. ----- EXERCISE12 Readthefollowingoralnarrativeandthenanswerthequestionsthatfollow. THEWICKEDCHIEF Thereoncelivedawickedchief.Nobodylikedhim becauseofhiswickedness.Hewas wickedtooldmenandwomen.Bypretendingtobekind,hetriedtobepopularwithall theyoungmenwholivedinthatcountry.Whenthechiefwonovertheyoungmen,they alllikedhim.Oneday,thechiefcalledalltheyoungmenandtoldthem:\"Myfriends, don'tyousee?\"Theyasked,\"What?\"\"Youshouldkillallofthem.Everybodyshould killhis father\"Ah!(Thatthey should killtheirfathers!)As a result,everybody whosefatherwasoldbroughthim tobekilled.Thisonewentandbroughthim tobe killed,theotherwentandbroughthisfathertobekilled.Theykilledalltheoldmen, leavingonlyone.Hewasthefatherofamanwhosaid\"No.Whyshouldthechief killalltheoldmenandwhyshouldIsendmyoldfathertobekilled?\"Hegotdownand wentanddugalargeholeandconcealeditnicely.Hesenthis fatherthere,wherehe haddug.He fetchedwoodandputitacrossandcovereditwithsoil,makingasmall holeforairtopassthrough.Atthattime,theyhadfinishedkillingalltheoldmen.When the chieffinishedexecutingthem,he thencalled allthe youngmen.\"Myfriends,we have nowfinishedkillingallouroldmen.ThisisacowIam givingtoyou.Iam sohappywe havegotridofallouroldmen,sogoandkillthecow.Whenyouhavekilledthecow,cut thebestpartofitsmeatandbringittome.Ifyoudon'tbringit,youyourselvesarenot safe.\"(Thatisallright!)Eh!Theyoungmenrushedoutandslaughteredthecow.Which isthebestpartofthemeatofacow?Theywereworried.Theywentandcuttheliverand sentittohim.Heaskedwhetherornotthatwasthebestpartofthemeat.They answered\"yes\".Theyaddedpartofthebile.Hesaidthatwasn'tthebestpartofthemeat andthattheyshouldgoandfinditquickly. Thepeoplebecamemoreworried.Everynighttheyoungmansecretlytookfoodtohis father.Onedayhetookfoodtohisfather,whoaskedaboutthenewsofthetown.He said:\"Myfather,nowwearesuffering.Whenwekilledalltheoldmen,thechiefgaveusa cowtogoandkill.Whenwekilledthecow,hesaidwemustfindboththesweetestand bitterestpartofthemeatandbringthem tohim.Theifwedonotbringthem,wearenot safeourselves.Thisiswhatisworryingus.\"Theoldmanlaughed,butagainaskedifhe didnotknowthesweetestpartofthemeat.Hesaid,\"No\".Heagainaskedifhedidnot knowthebitterestpart.Hesaid\"No\".\"Thenthesweetestandbitterestpartisthetongue. Whenyougo,cutthetongueandsendittohim andsaythatthesweetestpartofthe meatisalsothebitterest.\" Theman rushed homewhileallthepeoplesatdown,undecided aboutwhatto do.If somethinghadnothappenedtheymighthavethrownthewholemeatawayand run away.Whentheboyarrived,he said:\"Myfriends,takethetongueofthecowin.\" Theycutthetongueforhim,and he took itto the chiefs palace.He wentand threw itdown and said,\"Chief,see thesweetestpartofthemeatandthebitterest partalso.\" Thechiefsatdownquietlyandfinallysaid:\"Youdidnotkillyourfather.Speakthetruth. Youhavenotkilledyourfather.\"Hesaid:\"Itisthetruth,Ididn'tkillhim.Whenallthe ----- otheryoungmenwerekillingtheirfathersIwentandhidmine.\"Thechiefsaid:\"Youare thesonofawiseoldman.ThesweetestandbitterestpartofmeatisthetongueAsfor that,alltheseyoungmenarebigfools.Whyshouldsomeonesendhisfathertobekilled? Butifyouwantthesweetestpartofthemeat,findthetongue.Wereitnotforthetongue, youwouldnothaveanenemy;anditisalsobecauseofyourtonguethatyouwillnot havea friend.\" Questions 1. Whattypeofstoryisthis?Supportyouranswer 2. Howwouldyoudescribetheyoungmanwhodidnotkillhisfather? 3. Statethreecharacteraspectsofthechief 4. Whatmorallessondoyoulearnfromthisnarrative? 5. Nametwothingsthatarecharacteristictooralnarrativesthatappearin-this narrative. 6. Explainwhatyouunderstandbythefollowingstatement.\"Thesweetestand bitterestpartofthemeatis thetongue.\" ANSWERS 1. Thisisatricksterstory.Theyoungmenaretrickedbythechieftokilltheirfathers andtheydoit. 2. Theyoungmanissensible,cunningandoutspoken. 3. Anyofthefollowingcharacteristicsofthechiefareacceptable: - Pretender - Persuasive - Wicked/ruthless - Clever/wise 4. Peopleshouldthinktwicebeforetheymakemajordecisions.Theyshouldalsonot doanythingthey aretoldwithoutquestions,especiallyifsuchactsaffectthempersonally. 5.Anyofthefollowingcharacteristicsoforalnarrativesarecorrect. - Thebeginningofthestorye.g.,\"Therelived...\" - Useofpastsimple. Repetitionofsentencesorphrases. - Useofthethirdperson. 6.Thetongueiscapableofpleasingbyutteringpraisesandisalsocapableofcausing angerbyutteringabuses andcurses. EXERCISE15 HAREANDANTELOPE ThereoncelivedaHarewho,oneday,asshewassaunteringaboutinthebush,found anarrow whichshepickedup.Onherwaybackhome,shecameuponagroupof hunterswhowereskinningananimaltheyhadkilled,andshesaidtothem:\"Ifyougive meafatpieceofmeat,Iwillgiveyousomethingniceinexchange.\"Thehuntersasked: \"Andwhatcouldthatbe?\"Harereplied:\"Itisanarrowheadgiventomebygod.\"Hare ----- wasgivenafatpieceofmeatinexchangeforthearrow head.Shebidthehunters goodbyeandwentonherway.Nextshecameuponwarriorswhowereapplyingochre totheirbodies,andrealisingtheyhadnofat,shesaidtothem:\"Heyyouwarriors,ifyou givemeanecklace,Iwillgiveyouafatpieceofmeatthatyoucoulduseasfat.\"The warriorsconsentedandgaveheranecklaceinexchangeforthefatpieceofmeat.When theexchangewasfinalised,Haretookleaveofthewarriorsandcontinuedonherway. NextshecameuponAntelopetowhom shesaid:\"Lookatmynecklace.\"Onenquiring whereshehadgotit,Harereplied:\"Itismyfriendsthewarriorswhogaveittome,the warriorstowhom Igavemymeat,themeatthatthehuntersgaveme,thehuntersto whom Igavemyarrow,myarrowwhich mygodgaveme.\"AntelopelookedatHare's necklaceadmiringly,andsaidtoher:\"MayIpleasetryiton?\"Onwearingthenecklace Antelopesoughttheopinionofherfriendbyasking:\"Doesitsuitme?\"TothisHare innocentlyreplied:\"Itsuitsyouperfectlywell.\"ThereuponAnteloperanasfastasher legscouldcarryher,runningawaywithHare'sbeads.AftertryingtopursueAntelope, Haresoonrealisedthatshewouldnevercatchupwithher,andsogaveupthechase. Walkingawaysorrowfully,Haresooncameuponanothergroupofhuntersandsaid to them:\"Heyyouhunters,pleaseshootthatantelopeforme.\"Tothis the hunters asked:\"What is she guilty of?\"Harereplied:\"Shetookaway mynecklace,my necklacethatthewarriorsgaveme,thewarriorstowhomIgavemymeat,mymeatthat thehuntersgaveme,thehunterstowhom Igavemyarrow,myarrowthatmygodgave me.\"AfterhearingofHare'scomplaint,thehuntersdeclinedtoshootAntelope.Taking leave ofthehunters,Harecameacrossaburning fire,to whom shesaid:\"Heyyou fire, couldyoupleaseeatthosehunters?\" Fireasked,\"Whathavetheydone\"Harereplied:\"TheyrefusedtoshootAntelope, Antelopewhotookmynecklace,mynecklacethatthewarriorsgaveme,thewarriorsto whom Igavemymeat,mymeatthatthehuntersgaveme,thehunterstowhom Igave myarrow,myarrowthatmygodgaveme.\"Again,onhearingHare'scomplaint,Firetoo said:\"Iwillnoteatthehunters.\" HarenextcameuponWaterandsaidtoit:\"Heyyouwater,couldyoupleaseputoutthat fire?\"Waterasked,\"WhathasFiredone\"HarerepeatedtoWaterallthatshehadtoldFire. -WateronlisteningtoHare'scomplaintdeclinedtodoasshewasbid.HareleftWater, feelingdisappointed.Soonshefoundaherdofelephants,towhom shespokethus:\"Hey youelephants,couldyoupleasedrinkthatwater.\"Onenquiring whyWaterhadtobedrunk,Harereplied:\"WaterrefusedtoputoutFire,Firewhorefused toeatthehunters,thehuntersthatdeclinedtoshootAntelope,Antelopewhotookaway mynecklace,mynecklacethatthewarriorsgaveme,thewarriorstowhom Igavemy meat,mymeatthatthehuntersgaveme,thehunterstowhom Igavemyarrow,my arrow thatmygodgaveme.\"OnhearingHare'sstorytheelephants,too,declinedto carryoutHare'srequestasalltheothershaddone.Undauntedbyherinabilityto convinceanyonetotakeactiononherbehalfsofar,Haremovedon,nextcomingupon treestowhom shespokesaying:\"Heyyoutrees,couldyoupleasefallonthose elephants?\"Onenquiringthewrongcommittedbytheelephants,Harereplied:\"They refusedtodrinkWater,WaterthatrefusedtoputoutFire,Firethatrefusedtoeatthe hunters,thehuntersthatdeclinedtoshootAntelope,Antelopewhotookawaymy necklace,mynecklacethatthewarriorsgaveme,thewarriorstowhom Igavemymeat, ----- mymeatthatthehuntersgaveme,thehunterstowhom Igavemyarrow,myarrowthat mygodgaveme.\"Whenthetreeshad m heardHare'sstory,theytoosaid,Wewillnotfall ontheelephants.\"Harethenleftthetreesandcameupontermiteswhom sheaskedto fellthetrees.Thetermitesdemandedtoknowthewrongcommittedbythetrees.Hare toldtermitesofhow thetreeshadrefusedtofallontheelephantsandwenton enumeratingwhateveryoneelsehaddoneorrefusedtodointhesamewayshehad toldtheothers.Therefusalbytermitestofellthe treesupsetHare,butshewasbynomeansdaunted. Movingonwithpersistence,Haresooncameuponsomedonkeyswhom sheaskedto trampleonthetermites.Onhearingwhatthetermiteshaddone,thedonkeystoo declinedtotrampleonthem. BythistimeHarewasbeginningtofeelexasperatedandweary,havingwalkedallday withnosuccess.Itwas notlongbeforeshecameuponagroupofhyenas,towhom shesaid:\"Heyyouhyenas,couldyoupleaseeatthosedonkeys?\"Thehyenasasked: \"Whathavethedonkeysdone?\"Harereplied,\"Theyrefusedto trampleonthetermites,thetermiteswhichrefusedtofellthetrees,thetreesthat refusedtofallontheelephants,elephantswhorefusedtodrinkWater,Waterwho refusedtoputoutFire,Firewhorefusedtoeatthehunters,thehuntersthatdeclinedto shootAntelope,Antelopewhotookawaymynecklace,mynecklacethatthewarriors gaveme,thewarriorstowhom Igavemymeat,mymeatthatthehuntersgaveme, thehunterstowhom Igavemyarrow,myarrow thatmygodgaveme.\"Agreeingto carryoutHare'srequest,thehyenassaid:\"Verywell,wewilleatthedonkeys.\"Onthe realisationthattheywereabouttobeeaten,thedonkeys said:\"Wewilltrampleonthetermites.\"Thetermitessaid:\"Wewillfellthetrees.\"The treessaid:\"Wewillfallontheelephants.\"Theelephantssaid:\"WewilldrinkWater.\" Watersaid:\"IwillputoutFire.\"Firesaid:\"Iwilleatthehunters.\"Thehunterssaid:Wewill shootAntelope.\"Antelopesaid:\"IwillreturnHare'snecklace.\"SoHarewasgivenback hernecklaceandshewasveryhappy. Questions 1. Givetwoexamplesofpersonificationusedbythenarrator. 2.\"TothisHareinnocentlyreplied.\"Whydoesthenarratorusetheword innocently here? 3.Whatisthemoodinthisnarrative? 4. Give,withillustrations,threecharacteraspectsofHare. 5. 'Hyena'spresenceinthisnarrativeinindispensable.\"Brieflystatehowtrueorfalse thisstatementis. 6.Whatmajornarrativetechniquedoesthenarratoruseinthisstory?Whateffectdoes thishaveonthe developmentofthestory? 7.Whattypeofnarrativeisthis?Supportyouranswer. ANSWERS 1.Examplesofpersonificationare: - Hareisreferredtoas\"she\"/\"her\" ----- \"Antelope\"\"Hare\"\"Fire\"\"Water\"beginwithcapitallettersasiftheyarepersonalnouns. Theyalsotalklikehumans. - Antelopewearsanecklacelikeahumanbeing. - Fireisreferredtoas\"whom\",arelativepronounthatisusedwith humansonly. 2. Thenarratorusestheword\"innocently\"becauseHaredidnotknowthatAntelope admiredher necklaceandshewouldrunawaywithitafterbeingtoldbyHarethatitsuitedherwell. 3.Themoodinthisnarrativeisoneofdisappointment,sadnessandanger 4.ExamplesofHarescharacterare: - Sheispolite(sheusesthewordplease). - Sheispersistent(shedoesn'tgiveupeasilyevenafterbeingturneddown). - Sheisoptimistic(shehopestogetsomejustice). Sheispersuasive(sherepeatsthechainofeventsthatleadtothelossofher necklace).She requeststobegotbackhernecklace. - Sheisvengeful(shewantsthosewhorefusetohelptobepunished). 5.Itistruethat\"Hyena' spresenceinthisnarrativeisindispensable\"becauseheistheonlyonewhoacceptsto helpHare therebyseeingjusticeattained. 6. Thenarratorusesrepetitionasamajornarrativetechniquetocreateachainof eventswhichmakesthe narratinginteresting. 7. Thisisatricksterstory.AntelopetricksHaretobegivenHare'snecklace totryon,whichshelaterrunsawaywith. EXERCISE16 ReadthefollowingOralsongandanswerthequestionswhich follow. Sleep,sleep Sweet,gentleonesleep Yourmotheriscoming,sleep Sleep,sleep,gentleonesleep. Sleep,sleep Sweetgentleonesleep Yourguardiscomingsleep Sleep,sleepgentleonesleep Sleep,sleep Sweet,gentleonesleep Yourheartiscoming,sleep Sleep,sleepgentleonesleep Sleep,sleep Sweet,gentleonesleep Theselfishoneiscomingsleep Sleep,gentleonesleep. ----- Questions a)Usingthreeillustrationsfromthesongclassifyitb)Whatisthesinger'sattitudetowardsthesubjectofthesong\" c)Comparethetoneinthefirstthreestanzasandtheonein thelaststanzaoftheso ng d)Whattwoaspectsofstylearecommonlyusedinthissong e)Whatisthecharactertraitofthepersonbeingdescribedinthesong f)Whatistherelationshipbetweenthesingerandthepersonbeingdescribed Whatisthemorallessoninthissong? SAMPLEANSWER a)Thisisalullaby,dueto i)Repetitionofwardslike'sleep,sleep\" ii)Mentionofmotheriscoming iii)Mentionofguard;scoming. b)Thesingeriscontemptuousofthebaby'smothershesays:\"Theselfishoneis coming\" c)Thetoneishappyatfirstthenchangestoabitterone.nthelaststanza.\"Youris coming/Theselfishoneiscoming. d)Theaspectsofstyleusedinthesongare: i)Repetition-sleep/sleep ii)Satire-thebaby'smotherarrivalissatirized.Thespeakerknowsherarrivalisofno usetoher-shesays,\"theselfishoneiscoming iii)Irony-thearrivalofthebabyisablessingtothespeaker e)Thepersonbeingdescribedisselfish. f)Thesingerisa nurse whilethepersonbeingdescribedisamother.Thebaby's motherisselfishtothesingerandthatiswhythesingerexpressesthisinaso ng. Theselfishoneiscoming. g)Themorallessonisthatnursesneedtobetreatedfairly in orderforthem tonursebabies withdevotionandwithout fear. -----"}
{"text": "**INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION**<br><br>**THE IMPORTANCE OF LEARNING CRE** **Definition of Christian Religious Education (CRE)** Christian Religious Education is the study of Gods revelation to human beings through scriptures, the persons of Jesus Christ and the Holy Spirit. Why do schools study CRE? There are many reasons why schools study CRE. Some of the reasons are to: a) Enable you to develop a personal relationship with God. a) Help you to acquire basic principles of Christian living. b) Help you to develop a sense of self-respect and respect for others. c) Help you to develop positive attitudes and values, which help you to cope with challenges of life. d) Contribute to the moral and spiritual development of students. e) Help you to contribute positively to the transformation of an individual and the society as whole. f) Help you to identify answers to situations of life, including death and Eternal life. g) Help learners to identify answers to lifes questions. h) Promotes international consciousness. i) Help you to understand yourself. j) Promote cultural integration. k) Enable you to acquire a better understanding of God. l) Unite people. m) Guide you in choosing a career n) Help you to appreciate African religious heritage and other religions. **THE BIBLE** The Bible is the sacred book containing Gods revelation to people. It is the inspired word of God. It is the book through which God communi- cates with His people. **The Bible as the word of God** The Bible is the word of God because: a) The written scripture contain Gods word. b) Through the Bible God communicates his will to humans. c) It contains word written by inspired authors such as the prophets who were sent by God. d) God himself took part in the writing of the Bible. E.g. God is believed to have written the Ten Commandments e) It contains the history of salvation realized through Jesus Christ. f) The Word gives revelation to mysteries. g) The Bible contains a message of hope and reconciliation. h) It reveals that God controlled what was being written and what He inte- nded the writers to pass to the people. **The Bible as a library** The Bible is referred to as a library since it is a collection of inspired scri- ptures or books. The Bible contains 66 books. The Bible is divided into the Old Testament and the New Testament. The Old Testament contains 39 books while the New Testament contains 27 books. However, the Ro- man Catholic Church accepts 7 additional books referred to as Apocrypha or Deutero or canonical books. The word Apocrypha means hidden or secret. They are Esdras (1, 2), Tobit, Judith, Ecclesiaticus, Baarch and Maccabees. **Why the Bible is a library** Several studies show that: a) The Bible contains (66) book just like a library has many books. The Bible is a collection of books arranged in series. b) The Bible is a reference book for Christians. The authors of the Bible had a special spiritual guidance; hence each book was written for a pur- pose. c) The books were written at different times in history. d) The Bible has literary works. e) The Books written contain different topics. f) The Bible has different books written by different authors. g) The books of the Bible were written under different situations and cir- cumstances. **THE BIBLE: MAJOR DIVISIONS AND ITS BOOKS** **Major divisions of the Bible** The bible is divided into two major divisions. These are the Old Testame- nt with (39 Books) and the New Testament with (27 Books). The word Testament means covenant or agreement with God. The Old Testament books are divided into: a. Books of the law or the Pentateuch or Torah. b. Historical books. c. Poetic Books d. Prophetic books. **Law books or the Pentateuch or Torah** The books of law are (i) Genesis (ii) Exodus (iii) Leviticus (iv) Numbers (v) Deuteronomy. Moses wrote these books. They contain the law of God as it was given to the people of Israel through Moses. They also contain the history of the Israelites from creation to the time they entered the Promised Land. The author Moses is regarded as a lawgiver, teacher and prophet. **Historical books** There are the 12 consecutive books from (i) Joshua (ii) Judges (iii) Ruth (iv) 1, 2 Samuel (v) 1, 2 Kings (vi)1, 2 Chronicles (vii) Ezra (viii) Nehemiah (ix) Esther. These 12 books record the history of the Israelites. They also contain information about the life and achievements of some prophets, for example, the life history of Elisha and Elijah. **Exercise 1  Go through the 12 books and check page by page the** **names of other prophets.** **Poetic Books** The books are poetic in nature. The poetic books contain wise sayings, songs, and prayers. The poetic books are (1) Psalms which was written by David (ii) Proverbs (iii) Ecclesiastes (iv) Song of Solomon written by Solomon and (v) Job. **Prophetic books** These are divided into major and minor prophets. A prophet is a messe- nger of God, or Gods spokesperson. A prophet is a mouthpiece of God. Prophets pass information and messages from God to the people. They are messengers from God. Their messages from God concern the future. **Five Major Prophetic Books** I. The major prophetic books are by (i) Isaiah (ii) Jeremiah (iii) Lamentations (iv) Ezekiel and (v) Daniel. The books are named after the prophets who prophesied and probably wrote them. Jeremiah wrote lamentations. These prophets are called Major Prophets because they cover a longer period of time. Their prophe- cies are long, and they prophesied over a long period of time. Minor Prophets. There are 12 books of (1) Hosea (2 Joel (3) Amos (4) Obadiah (5) Jonah (6) Micah (7) Nahum (8) Habakkuk (9) Zephaniah (10) Haggai (11) Zechariah and (12) Malachi. These <br><br>II. **New Testament books are:** a. Biographical books or Gospels. b. Historical books (Acts of the Apostles). c. The Epistles. d. Apocalyptic or Prophetic book **a) Biographical book or Gospels** **Gospel**means**Good News**. The disciples of Jesus wrote the biographical books. They contain information about the birth, life, ministry, death, and resurrection of Jesus Christ. The biographical books are four. (i) Mathew  Written by Mathew (ii) Mark  Written by Mark (iii) Luke  Written by Luke, the doctor and (iv) John  written by John (the beloved disciple of Jesus Christ) **b) Historical books** There is one historical book, which is the Acts of the Apostles. Luke, the writer of the St. Lukes Gospel, wrote it. The book of Acts tells us the history of the early church. **c) The Epistles** There are two Epistles: Pauline Epistles and General Epistles. Pauline Epistles are letters written by Paul. They are 13 letters that Paul wrote to (1) Romans (2,3) 1, 2 Corinthians (4) Galatians (5) Ephesians (6) Philip- pines (7) Colossians (8, 9) 1, 2 Thessalonians (10, 11) 1, 2 Timothy (12) Titus and (13) Philemon. General Epistles are letters written to the church by other people. The letters are 8 in number. They (1) Hebrews (2) James (3,4) 1, 2 Peter (5,6,7) 1, 2, 3, John and (8) Jude **d) Apocalyptic or Prophetic book** This is the book of Revelation. It is the last book in the New Testament. It is different from other books. This is because it is prophetic of things to come. It is about the future. It was written by John the beloved disciple of Jesus Christ. **MAJOR BIBLE TRANSLATIONS FROM THE ORIGINAL LAN-** **GUAGES TO LOCAL LANGUAGES** These books of the Bible are accepted as the Canon of the Bible. The term Canon means Standard or guidance or rule. Translation means expression of books by words and pictures, poems and songs from one language to another. The Old Testament was originally written in Hebrew, the langua- ge of the Israelites. Then between 250  100 BC, it was translated to the Greek language. The Greek translation of the Bible was known as Septua- gint. This term refers to 70 translators. The Jews in dispersion or Diaspora used this translation. These were the Jews living outside Palestine. Between 386  420 A.D. Jerome, a great Christian Scholar, translated the entire bible from Greek into Latin, the language of the Romans. This tran- slation was called Vulgate. Christians used the Latin translation of the Bible up to the 16th century. During the reformation in the 16th Century, Christians were encouraged to use their own native languages in worship. From that time, the Bible was translated into English and German. As Christianity spread to different parts of the world, there was the need for translations of the Holy Bible into various languages. In 1804, the British formed the Foreign Bible Society, which translated the Bible into many languages. Johann Ludwig Krapf translated the New Testament into Kiswahili. This was the first Bible translation in East Africa. Since that time, the Bible Society of Kenya has translated the Bible into other languages such as Kikuyu in 1951, Kikamba in 1956, Kimeru in 1964, Kalenjin in 1968, and Luhya in 1974. By 1980 the Bible had been translated into 29 Kenyan languages. To date (2010) the Bible has been translated into 42 languages of Kenya. **Translation and versions used in Kenya today** Besides bible translation into several languages, there are many English translation versions, which are commonly used in Kenya. These are (i) King James Version (ii) Jerusalem Bible (iii) New International version (iv) English Bible (v) The Authorized Version (vi) Good News (vii) Revised Standard Version (viii) New King James Version (ix) Amplified Bible (x) The living Bible (xi) The African Bible (xii) Common Bible (xiii) Todays English Bible (xiv) American version among others. **Writing of the Bible** By 2010, the Bible Society of Kenya had translated the Bible into 42 Kenyan languages. The need to read the Bible led to writing of Bible reading materials to teach literacy in local languages. Those who wrote the Bible used different styles, and figures of speech to make their message vivid and clear. Several literary forms were used in the writing of the Bible. These are: **a. Poetry in Psalms** **Activity** **a) Read Psalms and notice the poetry used by David when he wrote** **psalms** **b) Read Job. Notice the rhythm of the words** **c) Turn to your English textbook  the Integrated English. Read topic** **4 on sound and pattern in poetry.** **d) Read any Psalm and any verse from Job. What do you notice?** **Other literary forms that are used in the Bible are:** i) Prose in Leviticus, which is a Legislative text ii) Wise sayings in Proverbs iii) Prophetic speeches by Jeremiah iv) Prayers by Nehemiah v) Love Songs, for example, the Songs of Solomon vi) Letters. Here see Pauline Epistles (Romans) vii) Gospels, for example, Marks Gospel viii) Religious events, for example, Exodus ix) Narratives, for example, Genesis x) Philosophical essays, for example, the book of Job. Here note the use of metaphors and similes in philosophical essays. **The effects of Bible translations on African languages** **Bible translations:** i) Increased and deepened African faith in God. ii) Led to increased literacy. After Africans acquired literacy skills, they read the Bible and improved their literacy skills. Christian missionaries established schools in order to teach literacy that helped African to read the Bible. ii) Made it easy for missionaries to spread the gospel to the African communities. iii) Increased the demand for the Bible. This led to writing of Books and setting up of printing presses in African countries. iv) Made it easy for the expansion of the church i.e. more people became Christians. v) Led to the emergence of independent churches and schools. vi) The missionaries and colonialists learnt the African languages. vii) The African converts realized that the missionaries were unfair to them. There was for example a different treatment of African by White missionaries. This was inequality of races, which was and is even now against Christian teachings. viii) Helped Africans to re-discover their cultural identity. For example the use of African instruments, dressings, and practice of polygamy, which David and other kings in the Old Testament did. ix) Led to the writings and spread of African languages. The missionaries learnt local languages. x) Improved communications between missionaries and the local people because they could understand each other. xi) Increased printing of reading materials **The effects of Bible translations on Africans communities** After the first Bible translations, there were immediate effects or influences on some communities. For example, some community leaders did not agree with the Christian teachings. Some wanted to retain aspects of their African religion. As a result, some communities who disagreed with Bible translations established their own Christian denominations in order to preach the Bible, as they understood it. This was the emergence of independent churches. Some African communities built independent schools where their children could learn how to read and write without being forced to practice all the Christian teachings. **Review questions** 1) What is the importance of reading the Bible? 2) How is the Bible used in society today? 3) How does the Kenya Government use the Bible today? 4) Name the major divisions of the Bible in both the New Testament and the Old Testament 5) What are the effects of Bible translation on African languages? 6) Why is the Bible referred to as (a) a Library and (b) the Word of God 7) What is the meaning of the term inspiration? **Study activities** 1. Read the Bible quotations given above. 2. Carry out role plays e.g. the sacrifice of Isaac by Abraham. **CREATION AND THE FALL OF MAN (GENESIS 1-3, 6-9, 11)** **INTRODUCTION** In this topic, you shall learn about creation and the fall of man. This information is in Genesis. **BIBLICAL ACCOUNTS OF CREATION AND THEIR MEANINGS** The book of Genesis begins with two creation stories. The first creation story is in Genesis chapter one. The second creation story is in Genesis chapter two. **The two creation stories** The first creation story is in Genesis chapter one. The second creation story is in Genesis chapter two. This story is like a song or poem. Its written, Let there be and God saw that it was good  to separate, and there was evening and morning on  Each creation is taken as a day. The creation took place in the following order. It is orderly: 1st day  God created day and night (Light and darkness) 2nd day  The Heavens (sky) 3rd day  The Earth, Water / Sea, Vegetation (Plants, trees, grass) 4th day  Sun, Moon and Stars 5thday  Birds, Sea Creatures 6th day  Animals, Livestock, Man was the last creation (human beings) 7th day  God rested and blessed the 7th day and made it holy. In this creation story, we see God creating things in an orderly manner, day after day until the 6th day. It was last in the first account. God created man from dust and breathed into his nostrils before anything else is mentioned. God then put man in the Garden of Eden, which He had made for him so that man could till and keep it. The garden was planted eastward in Eden. Out of the ground, God made every tree to grow. In the middle of the garden, there was the tree of knowledge of good and evil. Man was given the responsibility of tilling and conserving the garden. Man was commanded to eat of every tree in the garden except the tree of knowledge of good and evil. A river flowed from the garden and then it separated into four tributaries. God saw that man should not be alone hence He made him a helper/mate; a woman from one of the mans ribs. Man was also given the responsibility of naming all the animals in the garden. There is mention of God resting after work Mentions what was created on which day. Each creation takes a day. -This story is like a song or a poem. Its written, Let there be and God saw that it was good  to separate, and there was evening and morning -It is orderly. <br><br>-doesnt mention the daily activities of GOD <br><br>-The story is in prose. For example  and God said  and it was evening... <br><br>-Not orderly was last in the first account -Doesnt mention what was created on which day -Mentions rivers, and garden for tilling -Woman was created from ribs of man -Mention of the knowledge -Marriage is for companionship -Sun, moon, stars, sky are not mentioned -Mention of resting after work but Sabbath day is not mentioned <br><br>-Mentions what was created on which day. -Rivers and garden are not me- ntioned. -Man and woman were created together. -No mention of the knowledge. -Marriage is for procreation. -Sun, moon, stars, sky are mentioned -God rested on the seventh day hence the Sabbath day b) God rested after creation. c) God provided the source of food. d) God is portrayed as the sole creator of the universe and everything in it. e) Man is given the responsibility of controlling animals, birds and plants that God created **Activity** Find out the differences between the two creation stories and write them down. Now compare them with my answer. **ATTRIBUTES OF GOD FROM THE BIBLICAL CREATION** **ACCOUNTS** The creation stories tell us that God is: (i) The sole creator and the only source of life (ii) Immortal and Eternal (iii) He is self existent (iv) God of order (v) Source of goodness and true happiness (vi) Holy, merciful and just (vii) Provider and sustainer of the universe and all that is in it (viii) All knowing (Omniscient) (ix) All powerful (Omnipotent) (x) Everywhere (Omnipresent) (xi) A personal God. (xii) He has a mind and a will (xiii) Moral God. He is interested in the behaviour of man and woman. He commands her/him to do the right things. **TRADITIONAL AFRICAN UNDERSTANDING OF CREATION** Traditional African view of creation is brought out through traditional stories of creation (Myths). The Agikuyu, Akamba, Gusii and other Kenyan communities have stories explaining their origin. These stories give each community a sense of belonging, and identity. The stories explain the mysteries of life. These stories have common characteristics or teachings. Thus all African communities believe that God: - (i) Is the chief architect of the world (ii) Existed from the very beginning of time. (iii) Created everything out of nothing. (iv) Provides for the needs of human beings. (v) Was disobeyed by human beings who had lived in eternal bliss. This bliss came to an end when human beings disobeyed God. (vi) The African communities had different names to describe God. God was not known as God but as the Creator of everything that existed on earth and skies. He was Mumbi and Mungai to Gikuyu. He was master of the universe. The Kamba called Him Ngai wa Matu. They believed that God continues to create through human beings. **Examples of African creation stories** 1. The Kamba believed that God created man and woman then tossed them to the earth. 2. The Bukusu say that God the creator (Were Khakaba) created the world alone. a. First God created heaven then created two assistants, Mukhaba and Murumwa. Were the God made the sun, moon, stars, a big red cock which crows whenever it thunders, the rains, the rainbow, mountains, rivers, lakes, streams and all the other things on earth. b. Created a woman for the man. c. Created plants, animals, birds and other creatures. **THE TEACHINGS FROM THE BIBLICAL CREATION** **ACCOUNTS** I. God is responsible for all creation. He is the sole creator. Gods creation was good. Everything He created God said it was good. It was without flaws and mistakes. God is the provider. God created everything that man needs. He also created food for all animals and other creatures. God is orderly. II. Man has a special place in Gods creation. Man was made as the keeper of God creation. Man is a co-creator and keeper of Gods creation since he was made in the image and likeness of God. Man was comma- nded to work. III. A woman was made from the mans flesh. She joins man in marriage and they become one flesh. God ordains marriage. Human beings were created to socialize. IV. Sin is a result of man and woman disobedience of God. **Responsibilities given to human beings by God in the Genesis stories** **of creation** After creating man and then woman, God asked man to: a. Reproduce and multiply. b. Rule over the rest of His creations. c. Be in charge of the fish, birds, and all the animals. d. Cultivate the garden and guard it. e. Eat from the fruits of the garden except from the tree of knowledge of good and evil. f. Name the animals. g. Subdue the earth h. Transform the creation that God has provided human beings with i. Use creation  forests, rivers, mountains with responsibility and respect. j. Be a steward of Gods creation k. Engineer Gods creation by creating things from the creation l. Dominate the earth **Group work** Work in twos or threes and answer these questions. i. How does man fulfill the command to subdue and fill the earth? ii. How is man a co  creator with God? **BIBLICAL TEACHING: THE FALL OF MAN, ORIGIN OF SIN** **AND THE CONSEQUENCES** **Introduction** Man and woman fell from the Garden of Eden. This experience is expla- ined in genesis chapter 3 verse 4; chapter 6 verse 9 and chapter 11. In these verses, the Bible is teaching about sin, which made Adam and Eve fall. Sin is defined as iniquity, and guilt. It is to miss a mark, to transgress. Sin is a rebellion or an offence against God. Sin originated with the disobedience of Adam and Eve. They had been commanded not to eat of the fruits of the tree of knowledge of good and evil  the tree in the middle of the Garden of Eden. But Adam and Eve ate the fruit after being deceived by the serpent. Man had the power to resist temptation but instead he yielded. Genesis Chapter 3 verse 6 states that man wanted to be wise and thought how wonderful it would be to become wise hence sin arises from the lack of knowledge of God, from the denial of trust of God. **The consequences of sin** After sinning, we the human race and sinners: 1) Replaced friendship with God with fear of God. 2) Lost innocence. What had been innocent and good became shameful. Adam and Eve became ashamed of their nakedness, something they had never felt before they sinned against God. 3) Lost good relationship with God. The good relationship between God and man was betrayed. Human beings  were alienated from God. The Lord God sent him out of the Garden of Eden 4) Damaged the perfect relationship between man and woman. The Lord said to the woman You will have desire for your husband, yet you will be subject to him. 5) Pain became part of human experience. I will greatly multiply your pain in child bearing. 6) Man began toiling and struggling to meet his needs You will have to work hard and sweat to make the soil produce anything 7) The home of man, and the earth itself was placed under a curse. Cursed is the ground because of you. Enmity between man and wild animals emerged. 9) Man began to die. Death sentence is passed upon all men. You will return to the ground you are dust 10) Man began to hate. Man developed murderous feelings in his heart, for example Cain killed Abel, his younger brother. 11) Man changed and became prone to sin. 12) Life span of man was reduced (see Gen. 6:3) I will not allow people to live forever, they will live no longer than 120 years 13) Mans language was confused by God after the flood (read Gen.11: 7) 14) Sin led to embarrassment, mistrust, suffering, pain, pride, arrogance and death. **Summary** Disobedience of God by Adam and Eve brought serious sin consequences to human beings. Sin brings sadness and suffering to man even today. **CONCEPT OF EVIL** **Introduction** In this lesson, we shall discuss the concept of evil as told by the traditi- onal African religion and the biblical writings. We shall study similarities and differences of evil from the two religions. **What is evil?** In the traditional African society, evil was an offence against God, spirits and ancestors. It was also viewed as an offence against another person or community. Evil was also a misfortune that can befall an individual or a community. **What are the causes of evil?** Many of the traditional African societies do not associate God with evil. God is not the creator of evil. Some communities believe that evil is an external power that exists on its own. Thus in the traditional African society, evil was understood or explained as something mysterious that was caused by several people and things. These were: a) Evil spirits b) Ancestral spirits  due to disobedience to them c) Some animals like the chameleon are sources of evil. The Akamba believed that chameleons brought evil. Other communities believed that if an owl cries near ones homestead, it is a sign of evil. d) People with mystical powers for example magic, sorcery, and witchcraft are evils e) If a member of a community breaks a taboo by disobedience, this action may bring evil spirits. f) The spirits of the dead; cause evil; if they are not remembered or respected. Evil spirits cause harm and violence. **Consequences of evil in traditional African society** These were many and ranged from (a) Barrenness (b) Drought (c) Epidemics (d) Madness (e) Sickness (f) Death (g) Drowning (h) Burning in a house (i) War (j) Physically and mentally handicapped children (l) Rebellious children **GODS PLAN OF SALVATION** After the fall of man, God took steps to heal the damaged situation and relationship between Him and Adam and Eve. GOD: 1. Provided clothing of skin to Adam and Eve. 2. Looked for Adam and Eve since they were hiding from His presence. 3. Provided Adam and Eve with the knowledge to find different foods. 4. Declared enmity between man and the snake. 5. Hinted at the ultimate victory of man when He said that the seed of the woman would crush the snake or serpents head. The serpent would attack the heel of man and woman. All through the Old Testament, and the New Testament, we see Gods plan of salvation being manifested. For instance, GOD chose and separated Abraham from other communities. The children of Israel led by Moses (were delivered) from Egypt,. God sent prophets to teach and warn the Israelites of the dangers of sin. Finally God sent his only son Jesus Christ to die on the cross to save human kind. **SIMILARITIES AND DIFFERENCES BETWEEN TRADITIONAL** **AFRICAN VIEW OF EVIL AND BIBLICAL CONCEPT OF SIN** **Similarities** Both the Biblical and traditional African view or agree that 1) God is supreme. God is neither the creator nor author of evil 2) Sin comes from the disobedience of God by human beings 3) Evil and misfortune are Gods curse to man (Biblical) while the traditional African society sees evil as curses by ancestors, and elders. Both curses lead to misfortunes. 4) The result of sin and evil is human sufferings 5) Sin and evil lead to man being separated from God 6) God is the guardian of law and order 7) Human beings have the ability to overcome evil **Differences** 1) Biblical account emphasizes personal nature of sin while in the African concept; sin is more social and communal 2) Biblical account attributes evil to disobedience while African concept attributes evil not only to disobediences but other external forces. 3) Biblical accounts offer a message of hope to overcome evil while African concept doesnt offer a solution to sin and evil. 4) Traditional African concept all forms of suffering as a result of sin while in the Bible suffering is not always a result of sin. **Review questions** 1) Explain the differences between the two creation stories 2) State the traditional African view of creation 3) Explain how human beings continue with the work of creation 4) What is the origin of sin and evil according to traditional African society? 5) Give three consequences of sin as stated in Genesis 6) State the consequences of evil according to African traditional societies 7) Trace Gods plan of salvation of human kind Compare biblical and traditional African understanding of evil and sin. 9) What does the command Subdue the earth in Genesis 1 verse 28 mean? **FAITH AND GOD PROMISES TO ABRAHAM** **BACKGROUND TO THE CALL OF ABRAHAM (Genesis 11:24-32,** **12)** **Introduction** The background to the call of Abraham is found in the first book of the bible. This is Genesis which is a Greek word meaning Beginning. The relationship between Adam and God was good but after Adam disobeyed GOD, their relationship changed because of sin by Eve and Adam. After sometime, God repaired this relationship by calling Abraham and offering salvation. **Background** -Abraham lived with his father Terah at a place called Ur. Abrahams father lived among people who worshiped many gods. One of the gods whom people of Ur worshipped was the moon. This worship of many gods is referred to as polytheism. -The family of Terah moved from Ur to Haran. While at Haran, God called Abraham at 75 years old. He was told to. Leave your country, your relatives and your fathers home and go to a land that I am going to show you. Abraham obeyed Gods call. He left Haran for a land that was unknown to him. He took his property his wife Sarah and his nephew lot. At the time of the call of Abraham, he was known as Abram and his wife Sarai. God changed their names to Abraham and Sarah. Abraham means Father of many nations while Sarah means mother of nations. -On arrival in Canaan, he travelled and came to a place called Schechem. God appeared to him once more. Abraham built an altar for the lord at this place. Altars are places of worship. They were regarded as holy and were manifestations of Gods presence. An altar was made of stones. -After sometime, he separated with his nephew Lot due to their servants having strife over water for their livestock. Abraham left Canaan due to feminine. He went to Egypt. **FAITH AND GODS PROMISES TO ABRAHAM (HEBREWS 11: 1** ** 6)** **a. THE MEANING OF FAITH** -Faith is a strong belief, a complete trust or confidence in someone or something. It is also a firm belief, which is not based on any scientific or logical proof. Faith in God is an attitude of complete trust in God. It is not based on concrete or tangible objects. Faith is manifested in the ways of life of a believer. -Abraham is an example of someone who had faith in God. He showed his faith in action in several ways. **b. HOW ABRAHAM DEMONSTRATED HIS FAITH IN GOD** 1. Although Abraham was old, he left Haran to go to a strange unknown land of Canaan. 2. After he settled in Canaan, Abraham was assured by God of his protection and was given other promises such as he will get a son, and Abraham believed God. Sarah gave birth to a son when she was 90 years old and Abraham was around 120 years old. This was as the lord had promised Abraham. 3. The son was named Isaac that means laughter  because Sarah had laughed when she was told that she would have a child in her old age. The child Isaac was circumcised when he was eight (8) days old. 4. Abraham was told by God to circumcise all males in his household including himself. He obeyed. 5. When Abraham was asked to sacrifice his son Isaac to God, he was ready to do so. 6. Abraham believed that God would fulfill all the promises he had given to him 7. Abraham demonstrated his faith by building altars **c. GODS PROMISES TO ABRAHAM (GENESIS 12:2-3, 15:1-21,** **21, 17:1-8, 17:15-18)** A promise is giving an assurance of something to someone. The promises God gave to Abraham were that: 1. God told him he would give him a land. His descendants would be given the land of Canaan to dwell in 2. His name would be made famous 3. His descendants will be many. Abraham would be made a great nation. 4. God would protect him 5. He was promised a son of their own 6. God would bless him 7. God would bless those who bless him and curse those who curse him 8. Abraham was promised that he would die in peace and in an old age 9. His descendants would be strangers in a foreign land but afterwards would come out with great possessions. **d. THE RELEVANCE OF THE PROMISES MADE BY GOD TO** **ABRAHAM TO CHRISTIANS TODAY (Gen. 12: 2  3, 15: 1  21,** **21:1  7, 17: 15  18)** God called Abraham from idol worship in the same way God continues to call people to serve him. 1) Through Abraham, God had a plan to restore the relationship between man and God 2) Christians receive the promises of blessings from God through Abraham (Gods promises to Abraham fulfilled through Christians) 3) As Abraham left his own people, Christians should leave their sinful lives and put their whole trust in God. 4) Abraham is seen as the descendant not only of the Israelites but also of Christians 5) Christians have faith that God fulfils promises to them as he did to Abraham 6) Christians are assured of Gods protection 7) Through Gods dealing with Abraham, God shows that he values a personal relationship with human kind. Through Jesus Christ Christians enter into an everlasting covenant with God. Just like Abraham entered into a covenant with God. 9) The promise to Abraham of Canaan Promised Land is to Christians the hope for new land  heaven 10) God continues to make promises to those who believe him 11) Abraham is the ancestor (Father) of all believers) **e. DEFINE THE TERM COVENANT** **i. Definition.** A covenant is a solemn agreement between two persons or two groups of people. An agreement is between two separated parties. Its a pact, a treaty. When it is a covenant, it conveys a union or partnership. **ii. Characteristics / components of a covenant** There are components or features that must be in a covenant. A covenant must have a ceremony, sign, witnesses, promises/vows/oaths, obligations / consequences, and participants. A covenant establishes a sacrificial bond between the parties involved. There are obligations or rules by which the parties must abide by, adhere to and observe in order to keep the covenant. A covenant is an agreement and if it is broken, there are consequences for breaking it. In the Bible, there are many covenants. **iii. Examples of covenants in the Bible** 1. Adamic covenant  Agreement between God and Adam 2. Noahlic Covenant  Gods covenant with Noah where God promised to preserve life of man and not to destroy it with water. The sign of the covenant is the rainbow. In Gen 9 verse 3, GOD told Noah, Everything that lives and moves will be food for youJust as I gave you the green plants, I now give you everything. Verse 4 says, But you must not eat meat that has its lifeblood still in it 3. Abrahamic covenant  Gods covenant with Abraham. He promised to fulfill promises He gave to Abraham. These promises were: (1) Increase numbers of descendant of Abraham. He will be father of many nations, (2) Be GOD of his descendants (3) Abraham will have a son an heir, (4) Given land of Canaan and other lands from the river of Egypt to River Euphrates, and all for heirs of Abraham (Gen. 15: 17  18) (5) Circum- cision of all males at 8 days after birth even none Israelites living in their land (6) Covenant with Isaac 4. Mosaic Covenant  is a covenant between the Israelites and GOD. Moses led Israel to Mt. Sinai. God promised to be their God. Israelites were given the law written by GOD in tablets of stone, with law and commands I have written for. instruction. (Read exodus 23). 5. Davidic Covenant  covenant between David and God  God promised him that his dynasty would rule forever. 6. Messianic Covenant  new covenant between Christians and God through Jesus Christ. **iv. Gods covenant with Abraham and its importance (Genesis 15:1-** **19)** The covenant was established after God appeared to Abraham in a vision. During the visitation of God, Abraham was 100 years old and Sarah 90 years. He was promised a son. Abraham wanted assurance from God. God told him to bring him the following items for sacrifice. **v. Items for sacrifice** The birds were not split. After it was dark, smoking fire and a flaming torch suddenly appeared <br><br>and passed between the pieces of animals. <br><br>Towards evening, Abraham fell into a deep sleep. While he slept the <br><br>Lord appeared to him and told him that: <br><br>His descendants will be strangers in a foreign land and be slaves for 400 <br><br>years. But they will come out of this land with a lot of wealth and God will punish the nation that will enslave Israelites. <br><br>He, Abraham will live up to a ripe age, and die in peace. Then the Lord <br><br>made a covenant with Abraham and promised to give him and his descendants the land of Canaan. God himself passed through the sacrifi- ces and bound himself to keep the promises. **f) IMPORTANCE OF THE COVENANT BETWEEN GOD AND** **ABRAHAM (GEN. 15: 1- 19)**<br><br>God bound himself in a personal relationship with a human being As God passed through the meat, he showed Abraham he would always <br><br>protect him. This passed on to the descendants of Abraham <br><br>This covenant between God and Abraham begins a lasting relationship <br><br>between God and all the nations of the earth. <br><br>Throughout this covenant God was initiating his plan of salvation for human kind <br><br>The promises made to Abraham were fulfilled in New Testament blood <br><br>of the lamb  death of Jesus Christ <br><br>It emphasized the importance of faith followed by obedience that <br><br>Abraham shared. **g) COVENANTS IN MODERN LIFE AND THEIR IMPORTANCE** Modern covenants are (a) Marriage (b) Baptism (c) Oath of loyalty and (d) Ordination of clergy **Marriage ceremony:**In marriage, the bride, bridegroom and their fami- lies come together. When the two families come together a relationship is developed. They make an agreement and both sides are seriously involved in the ceremony, whether the marriage is civil or religious. During the marriage ceremony the couple makes vows/promises to each other, before a priest/ pastor and the congregation. Two officials witness these agree- ments. Rings are exchanged as a sign of a lasting relationship. A certifi- cate is given in some cases as a testimony (sign) of this agreement. There is eating and drinking. **Baptism:**In a Christian baptism, a covenant is entered into between the believer and God. The believer makes vows before God. The priest and the whole congregation witness this agreement. In some churches, a card is issued to the person who has been baptized as a sign of Christian mem- bership. The baptized can now take the Holy Communion, which is a Christian Ceremony. But when an infant is baptized, parents take the vows on behalf of the child. **Loyalty /oath**: Leaders in public service for example the president, ministers, Members of Parliament, and chief officers are sworn in before they take over their new responsibilities. They swear (take an oath) and promise to carry out their duties firmly and without fear or favour. **Ordination of the clergy**: Church leaders, nuns and priests take oaths and make vows to God and to the congregation in a ceremony attended by worshippers. **The importance of modern day covenants**  They bind different groups  They act as a security  They strengthen relationships  They unite people together  They create loyalty  They create peace, harmony and bring a sense of permanence **h) THE TESTING OF ABRAHAMS FAITH (GEN. 22: 1  18)** God tested Abrahams faith by asking him to go and sacrifice his only son Isaac. This was the son he loved so much. He was to travel to Mount Moniah. On reaching Mt. Moriah, he built an altar, and arranged wood on it. He tied up his son Isaac and placed him on the altar on top of the wood. He lifted a knife to kill him. But the Angel of the Lord called out to him from heaven. Abraham! Abraham! Do not lay a hand on the boyDo not do anything to him. Now I know you that you fear God, because you have not withheld from me your son, your only son (v 11-12). Abraham had obedient reverence for God became he did not keep back his only son from God. God provided a ram for sacrifice. He named the mountain the Lord provided God was pleased with Abraham and promised him blessings, many descendants victory, and protection. **Activity** Read Genesis 12:1  9, 15:1  6, 17:23  24, 21:1  7, 22:1-19 IMPORTANCE OF FAITH IN CHRISTIAN LIFE TODAY 1. A Christian today is acceptable to God through his faith in God through Jesus Christ. Without faith it is impossible to please God. 2. A Christian can only serve God if he has faith in him. Faith enables a Christian to serve God 3. Faith enables a Christian to accomplish what appears to be impossible 4. Through faith, Christians are able to trust God to fulfill his promises to them 5. Faith is the foundation of the Christians salvation 6. Faith in God gives a Christian the power to overcome all temptations. 8. Christians should expect to have their faith tested just like Abraham was. 9. Faith enables Christians to patiently wait on Gods promises 10. Christians through faith in God help the poor, make right decisions and are able to understand and know God better. **JEWISH AND AFRICAN PRACTICES OF CIRCUMCISION** **a. IMPORTANCE OF CIRCUMCISION TO ABRAHAM AND HIS** **DESCENDANTS (GEN. 17: 1  16)** The rite of circumcision was started by Abraham and has been practiced by the Jews up to the present times. **In the Old Testament**, it was important because: (i) Through circumcision: God assured Abraham that he would fulfill His promises to him. (ii) Circumcision was a sign that Abraham and his descendants had entered into a covenant with God. It was an outward sign of inner faith. (iii) Circumcision was a mark of identity for the Jews (iv) It was a sign of obedience to God (v) It was an acceptance of God as the only true God and their willingness to remain faithful to him **In the New Testament** (vi) Circumcision doesnt qualify one to be a child of God. One is accepted as a Christian without circumcision as long as they have faith in God. (vii) A true descendant of Abraham is the Christian who truly believes in God and lives according to His will regardless of colour, race or creed. **b. CIRCUMCISION IN AFRICAN COMMUNITIES** Circumcision is one of the rites of passage among the African people. It marks the transition from one stage to another. Many ethnic communities in Kenya still practice the rite of circumcision. During circumcision ceremonies, prayers are offered to God for the well being of the initiates (those who are being circumcised) and the prosperity of the whole community. Initiates learn secrets of their community and society. They are taught myths, origin, religious beliefs, and sex education. In some communities, initiates are given new names or ornaments to signify their new status. **c. JEWISH AND AFRICAN PRACTICES OF CIRCUMCISION** **Similarities** In both Jewish and African communities, circumcision: (a) is a mark of identity (b) provided a sense of belonging (c) was observed as a religious experience (d) was compulsory (e) was a tradition passed from one generation to another (f) is a time for shedding blood (g) was a time for offering prayers to God for the well being of the initiates (h) was a time for giving gifts (i) was a ceremony for initiation (j) was a time for giving the initiates names (k) took place in sacred places. **Differences** In Jewish community, i. Circumcision was a rite for boys while in African society it was for both boys and girls. But it was for boys in a few communities. ii. Boys were circumcised when aged 8 days while in the African society; it was between 15 to 25 years old. iii. Circumcision was for boys organ while in African societies several forms of initiation were done, for example, removal of teeth, and body piercing among others. iv. Circumcision was a command from God while for the African communities it was in obedience to customary law where ancestors were invoked to protect the initiates. **Among the African societies** v. Circumcision was a rite of passage from childhood to adulthood while for the Jews it was not. vi. The initiates were given specialized education while the Jews were not. vii. The initiates were grouped into age groups, and were secluded from the community while among the Jews it was not so. viii. The rite of circumcision according to seasons while the Jews once a child is born, they are circumcised on the 8th day. ix. After circumcision, the initiates were allowed to marry, enter a warrior group, own property but for the Jews the initiate was still a child. **Revision questions** 1.Explain why Abraham is referred to as the father of faith 2. Give five actions from the life of Abraham that shows his faith to God 3. List some of the promises God gave to Abraham 4. Compare and contrast the Jewish and traditional African practice of circumcision 5. What is the importance of faith to Christians? 6. State the elements of a covenant 7. Give examples of covenants in the bible and the modern society 8. Discuss the circumstances that led God to enter into a covenant relationship with Abraham. **SINAI COVENANT** **THE CALL OF MOSES** One day, Moses was looking after or tending the flock of Jethro his father-in-law. Jethro was a priest of Midian. When Moses came to mount Horeb, the mountain of God, the angel of the Lord appeared to him in flames of fire from within a bush. Moses saw that although the bush was on fire, it was not burning. Moses went over to the burning bush to look. God called him out within the bush Moses! Moses! He replied, Here I am. God then told Moses not to come closer and to take off his sandals for the place where he was standing was a holy ground. God introduced himself as the God of his father, the God of Abraham, the God of Isaac and the God of Jacob. God then said he had seen the misery and sufferings of the Israelites in Egypt. He had heard their cry. God had come down to rescue Israelites from the hand of Egyptians. God was to take them to their home, the land of the Canaanites, a land flowing with milk and honey. God told Moses that He was sending him to go to Pharaoh and bring out the Israelites, the people of God, from Egypt. Moses resisted the call. He asked God Who am I, that is should go to Pharaoh and bring the Israe- lites out of Egypt? God promised to be with him. God said to Moses Say to the Israelites the Lord. The God of their fathers, God of Abraham, God of Isaac and God of Jacob has sent me to you. Moses was told to assemble the elders of Israel and inform them that God was going to deliver them from Egypt. Moses was then to go to the king of Egypt with the elders. He was to tell the king the Lord, the God of the Hebrews has met with us. (EXODUS 3:1  22) **Gods sign to Moses** Moses was given several signs by God In case the people of Israel did not believe in him. a) First sign was his staff turning into a snake when he threw it down. When he touched the snakes tail it turned into his staff b) Second sign was God asked Moses to put his hand inside his cloak and it was as white as a snow  leprous. He was asked to put it back into his cloak and it was restored. c) Moses further complained that he was a stammerer. God then appoi- nted Aaron, his brother, as his spokesman. **Reasons Moses gave against the call** 1. He felt unworthy of the call. 2. He wondered who he was to tell the Israelites that God had sent him 3. Moses said that he was a stammerer so he let God choose a spokesperson. Moses however heeded to the call and went back to Egypt together with his family. God promised to be with him and perform signs before Phara- oh. **What does the name Moses mean?** It means drawn out of water. **What did Moses learn about God from his Calling?** Moses learnt that: 1. God is caring, merciful and concerned about the welfare of his people  Israelites. 2. God is transcendent  he is beyond human understanding. He cannot be limited to time and space. 3. God chooses whomever he wills to carry out his plans. He chose Abraham an old man, a moon worshipper and now Moses, a murderer, a fugitive and a stammerer. 4. God expects total obedience and faith from those that He chooses 5. God is powerful, eternal and omnipresent 6. God is holy. 7. God is a God of history, which means He is concerned with His peoples welfare. 8. God is mysterious  He manifested Himself in the burning bush that was not being consumed. **How did God prepare Moses to be the future leader of Israelites?** 1. His life was spared when he was rescued by Pharaohs daughter 2. He was nursed by his own mother who taught him about Yahweh and his own true identity 3. Life in the wilderness hardened him to be bold and to persevere hardships 4. He learnt to be patient, keen, and responsible as a shepherd 5. He acquired leadership skills while living at pharaohs palace 6. He learnt literacy and numeracy skills (Educational skills) at the palace. 7. He was not a stranger to Pharaoh hence he could approach him freely. **THE TEN PLAGUES EXODUS 7:14-11:10** During the call of Moses at Mount Sinai, God gave Moses a rod with which he could perform mighty signs before the Israelites and before Pharaoh. Aaron was to be his spokesman. Moses and Aaron gathered the Israelite elders and leaders to tell them what God had said to them. After Moses had performed the miracles that God had showed him; the Israelite leaders believed him. They then approached Pharaoh so that he may release the Israelites. However instead of releasing the Israelites, Pharaoh became crueler. He gave Israelites harder work. When Pharaoh refused to release Israelites, God instructed Moses to bring ten plagues upon Egypt. These plagues brought; great trouble and suffering to Israelites. **Ten plagues** **1) The plague of blood (Exodus 7: 14  25)** Moses and Aaron used the rod. They struck the waters of the river as God instructed them. All the water in the rivers, canals, and pools in Egypt turned into blood. All the fish died and there was no water to drink. This situation lasted for seven days. However Pharaohs heart was hardened. He did not release the Israelites. **2) The plague of frogs (Exodus 8:1  15)** God then sent Moses to tell Pharaoh that if he refused to release the Israelites the whole land would be covered with frogs. At the command of Moses, Aaron held out the rod of Moses and frogs covered the whole land. On seeing this, Pharaoh pleaded with Moses and Aaron to pray to the Lord to get rid of the frogs and he would release them. They prayed and all the frogs died. Pharaoh, however, changed his mind and refused to release the Israelites. **3) Plague of gnats (Exodus 8:16  19)** The lord instructed Moses to tell Aaron to strike the ground and Aaron did so and all the dust in Egypt turned into gnats or small flies that bites. The magicians of Egypt could perform the first two plagues. They could not bring the plague of gnats. Egyptians acknowledged that the presence of gnats or small flies that bites was Gods work. But even with this information, Pharaoh still refused to release the Israelites. **4) Plague of flies (Exodus 8:20  32)** The Lord warned Pharaoh through Moses once more. He was told that God would send swarms of flies to the Egyptian houses. The Israelites houses would be spared. Even after bringing the plague of flies, Pharaohs heart hardened even more **5) Death of cattle (Exodus 8:1  7)** A plague of disease befell the Egyptian cattle. Not a single Israelites animal died. Pharaoh was not moved; and he refused to let Jews go home. **6) Plague of boils (Exodus 9:8  12)** Moses threw ashes into the air as God had instructed. This produced boils, which became open sores on the skin of the Egyptians. Unmoved by the suffering of his people, Pharaoh still refused to let the Israelites leave. **7) Plague of hail (Exodus 9:13  35)** Moses raised his rod and there was a hailstorm with lighting and thunder. The people, animals and plants that were struck by the lightning died. Pharaoh then promised to let the Israelites go but as soon as Moses prayed for the hailstorm to stop, pharaoh hardened his heart and refused to let the Israelites leave. **8) Plague of Locusts (Exodus 19:1  20)** Locusts covered the whole land and ate all the crops in the fields. The locusts ate all that had not been destroyed by the hailstorm. When Moses prayed to God, for locusts to leave; Pharaoh hardened his heart and refu- sed to let the Israelites leave. **9) Plague of darkness (Exodus 10: 21  29)** God then instructed Moses to stretch out his hand to heaven. There was total darkness in Egypt for three days. But there was light where the Israe- lites they were living. Pharaoh remained unmoved and would not release the Israelites out of Egypt. **10) Death of Egyptian first-born males (Exodus 11: 1  31).** After the plague of darkness, God sent Moses once more to Pharaoh. He was told that this time even his family would be affected. The Lord would kill all the first-born Egyptian sons and first-born male animals at mid- night. This plague occurred during the night of Passover. Pharaoh was moved and allowed Israelites to leave Egypt. **What do the plagues tell us about Gods attributes?** GOD: 1. Empowers His people to perform miracles and to do His work 2. Is Almighty and more powerful than the Egyptian gods. 3. Is determined to fulfil His plans. 4. Is a God of justice. He protects the oppressed. 5. Gives everyone a chance to repent. Notice that each time Pharaoh promised to release the Israelites; God relieved the Egyptians from the plagues. 6. Fulfils His promises  He had promised Abraham to deliver his descen- dants from foreign lands. 7. Expects total obedience and faith. 8. Communicates His will through natural events. 9. Is caring and loving. **PASSOVER (EXODUS 12:1-30, 19, 20, 34)** The tenth plague is called the Passover. It happened on the fourteenth day of the month. The Israelites were to offer one-year-old lamb per family. If a family was too small, they were to share the lamb with their neighbours. If a lamb was not available, a one-year-old goat could also be used. They were told to: 1. Slaughter the lamb/goat; smear some of the blood on the sides and tops of the door- frames of their houses. 2. Roast the meat and eat it with bitter herbs and unleavened bread (bread without yeast). If there were any leftovers they were to burn them with fire. 3. Eat in a hurry while fully dressed and having packed their belongings. They were told to borrow silver, clothings, jewellery, and gold from the Egyptians. 4. That on the same night, the angel of death would kill every first born both males and animals in the houses without blood. 5. The angel of death would pass over the houses with blood sparing them. The blood was a sign to indicate this is a house of Israelites. When the Lord sees the blood, He will pass over that house (V.13) 6. The Israelites were told to celebrate / commemorate from generation to generation the Passover as a festival to the Lord. 7. The Israelites were not allowed to come out of their houses on the night of Passover. 8. At midnight, the Lord struck down all firstborn in Egypt from Phara- ohs household to the firstborn of the prisoners and firstborn of livestock. 9. There was loud wailing over Egypt. Every house had someone dead. **Significance of items used during the Passover** 1) Roasted Meat  this is the easiest method of preparing food since the Israelites were to leave in a short time. 2) Bitter herbs  was a reminder of the suffering and hardships and slavery experienced in Egypt. 3) Eating while standing. Deliverance was near, hence the need to leave in a hurry. 4) Eating while fully dressed with their stuff at hand. This signified a quick deliverance; hence Israelites should be ready to leave Egypt at once. 5) Eating unleavened bread  the bread was to be eaten and none left over hence there was no need to add yeast for preservation. 6) Collecting Jewellery  God had promised Abraham that after slavery for four hundred and thirty years, his descendants shall be freed with great possessions. 7) Remaining indoors  for security from death. Anyone outside was killed. Blood on doorposts  a sign for deliverance. The angel of death would pass over doors with blood. **THE EXODUS** **Introduction** Exodus means movement of a large number of people. **Crossing the Red Sea** During the night of the Passover, Pharaoh summoned Moses and Aaron and told them to leave, to go and worship their Lord. All the Israelites, their flocks and herds were urged to leave in a hurry. Pharaoh took his chariot army and followed the Israelites and found them camped by the Red Sea. God led the Israelites over the desert towards the Red Sea. Moses took the body (bones) of Joseph, as Joseph had requested the Israelites to do. When God rescues you, you must carry my body with you from this place (Ex 13 vs. 19) During the day the Lord went in front of them in a pillar of cloud (angel of God) to show them the way, and during the night the lord went in front in a pillar of fire to give them light, so that they could travel night and day. This pillar of cloud led the Israelites by day and night. The Egyptian army followed Israelites and caught up with them by the Red Sea where they had camped. Moses asked the scared Israelites to move near the sea. God told Moses to lift up his stick, and hold it over the sea. The waters of the Red Sea divided and the Israelites crossed the sea on dry ground with walls of water on both sides. The angel of God, and the pillar of cloud (who had been in front of the army of Israel) moved behind the Israelites and provided light to them as they cross. The Egyptians army pursued Israelites. The pillar of cloud made it dark for Egyptians who could not see where they were going. Just before daylight, the Lord looked at the Egyptians from the pillar of cloud and fire and God threw the army of the Egyptians into confusion. Moses was asked by the Lord to stretch out his hand. He did so and waters returned to its normal level drowning Egyptian army and their horses. **God protected the Israelites during the Exodus by:** 1) Making them cross the red sea on dry ground. 2) Providing water in the wilderness. 3) Providing manna and quails. 4) Defeating Amalekites  their enemies. 5) Protecting them from snakes and diseases in the wilderness. **Provision of water in the wilderness** Israelites travelled in the desert for three days without water. The water, which they found at Marah was bitter and could not be drunk. They called the place Marah meaning bitter. This made them complain. Moses prayed to the Lord. The Lord showed Moses a piece of wood. Moses threw it into the water and it became fit to drink. God continued providing Israelites with water. Again the Israelites lacked water and complained bitterly (Ex.17:1  9). God instructed Moses to strike a rock and water came out of it. Moses called that place Massah  which means testing and Meribah  meaning rebellion. This was because the Israelites quarreled and tested God. **Provision of manna and quails (EX 16:1  35)** As the Israelites were travelling through the desert, they ran out of food. They were hungry and complained to Moses. Their complaints displeased the Lord for they often told Moses they wished he had let them die in Egypt instead of dying in the wilderness. This showed that the Israelites did not trust God to provide for them. In the morning, they were given Manna, which is a Hebrew word for the type of bread given to Israelites by God. The bread looked like wafers or flakes and tasted like coriander seed. In the evening, GOD provided Israelites with quails meat. The provision of manna and quails (meat) lasted for 40 years. On the 6th day of each week, God gave them food for two days one for the 6th day and the other for the 7th day (Sabbath). **DEFEAT OF THE AMALEKITES (Exodus 17: 8  16)** **Challenges faced by the Israelites during the Exodus** During the Exodus, the Israelites faced the challenge of the Amalekites. These were desert Nomads who attacked the Israelites in the wilderness. When the Amalekite army came against Israelites, Moses ordered Joshua to gather men and fight. God promised to destroy the Amalekites forever. During the battle, Moses held up his rod. And each time he raised his hands with the rod, the Amalekites were defeated. When he brought his hands down, the Israe- lites were defeated. Because of this, Aaron and Hur supported Moses hands until the Amalekites were defeated. In the wilderness God protected the Israelites form snakebites. He also used a cloud to protect the Israelites from the scorching heat during the day. At night, the pillar of fire provided warmth to protect them from the harsh cold of the wilderness. **The importance of the exodus in the history of the Israelites** The exodus showed Israelites that: 1) God loves and tolerates His people. 2) God did not abandon the Israelites despite their lack of faith. 3) God gave the Israelites encouragement through his servant Moses. 4) It was the end of the oppression of Israelites in Egypt. 5) Moses was Gods chosen leader. **MAKING THE SINAI COVENANT (EXODUS 19: 24 1 ** **The Sinai covenant** **God and Israelites**. God had specific instructions on how the Israelites were to prepare to make the new covenant. Before making the covenant, God brought Israelites to the foot of Mt. Sinai and asked Moses to ask them if they were willing to make the covenant with HIM. GOD asked them to enter into a personal relationship as a community with HIM. The Israelites agreed to make a covenant. They agreed to obey all Gods com- m.ands. God then promised to make them; i His people ii. A kingdom of priests iii. A holy nation **God and Moses**. God wanted to confirm that Moses was His true pro- phet. He therefore told Moses that He would come in a thick cloud to meet Israelites. In preparation for Gods coming on Mt. Sinai the Israelites were to: I. Make themselves holy by washing their clothes (garments) II. Mark the boundaries on the foot of the mountain to prevent any person or animal from climbing the mountain. III. To abstain from sexual relations At Mt Sinai, God manifested His presence in the form of thunder, lightening, earthquake and a thick cloud of smoke that covered the whole mountain. In addition, there was a loud trumpet blast that made the people tremble. Moses climbed the mountain. God gave Moses the Ten Comma- ndments after sealing the covenant. **Sealing of the covenant**. The Lord told Moses Come up the mountain to me, you and Aaron, Nadab, Abibu and 70 of Israel leaders. At a distance bow down in worship, and come alone to me. A ceremony was then prepared to seal the covenant. This is how it was sealed: a. Moses built an altar at the foot of the mountain. b. He set up twelve stones, which represented the twelve tribes of Israel. c. He then sent young men to burn sacrifices to the Lord and sacrificed some cattle as fellowship offering and peace offerings to God (EX 24 vs. 5). d. Moses took half the blood of animals and poured it in bowls; and the other half he threw against the altar (vs. 6). He then took the book of the covenant, and read it aloud to the Israelites who responded by saying all that the Lord has spoken we will do; and we shall be obedient e. Moses then took the blood in the bowls and sprinkled it over the people; saying This is the blood that seals the covenant which the Lord made with you when he gave all these commands. **Theophany.**Gods presence manifested itself in several ways such as: The burning bush (during the call of Moses) Pillar of fire and a pillar of cloud  Exodus story The mighty wind, earthquake, still small voice  story of Elijah Thunder, lighting, smoking mountain  Exodus of Israelites from the <br><br>wilderness These were physical manifestations of Gods presence. **BREAKING THE SINAI COVENANT (Exodus 32:1  35; 34:6 8)** Israelites dishonored their pledge to obey God upon sealing the covenant; Moses went back to talk to God in the mountain. He left Aaron in charge of Israelites affairs. He stayed in the mountain for forty days. The lord revealed His glory to Moses at Mt. Sinai and declared His character. The Lord the compassionate and glorious God, slow to anger and forgiving wickedness, rebellion and sin (Ex 34:6  The Israelites urged Aaron to make them gods that they could see. Aaron agreed. He melted the rings of gold and moulded a bull calf god. Israelites were happy and said this is our god who took us out of Egypt. They offered burnt offerings and peace offerings to it and indulged themselves in eating, drinking and sex. By accepting a bull calf as their god, the Israelites expected bull calf of gold to give them the same strength and fertility like the Egyptian gods. Through this act, they broke their covenant with God. When Moses came down from the mountain, he found Israelites worshipping the gold bull calf. He got annoyed. He threw down the stone tablets he was holding; on which the 10 commandments were written. Moses then took the golden calf, and burnt it into powder and mixed it with water. He then made those worshipping the calf to drink the mixture. Moses ordered those who had sinned to be killed. LESSON EIGHT: RENEWAL OF THE COVENANT (Exodus 34:1  14). Learning outcomes. After studying this lesson, describe conditions for the renewal of the covenant The renewal of the covenant came after Moses pleaded with God not to destroy the Israelites after they broke the covenant. God spared the Israelites. God agreed to renew the covenant with the Israelites. He gave them several conditions for its renewal. Conditions for the renewal of the covenant The Israelites were: a) To obey Gods commandments b) Not to make any treaty with those who lived in the land where they were going. c) To break down their altar, smash their sacred stones and cut down their Asherah (Idols). Not to worship any other god and not to make idols for worship. d) To keep the feast of unleavened bread (Passover). e) Not to marry people form other tribes. f) To rest on the Sabbath day. g) To sacrifice and offer their best produce and animals to God. God in turn promised to a) Bless them. Protect and preserve the Israelites. b) Make them prosper so much that the surrounding nations would enquire about their source of wealth and success. With these conditions, the covenant between God and the Israelites was renewed. From the making and renewal of the covenant, it is clear that: (i) God expected the Israelites to obey and have faith in Him (ii) God wanted a personal relationship with Israelites. (iii) God is the only one to be worshipped. (iv) God is powerful. LESSON NINE: WORSHIPING GOD IN THE WILDERNESS Learning outcomes. After reading this lesson a. Explain Gods purpose in delivering the Israelites from Egypt b. Describe features of worship a. Gods purpose in delivering the Israelites from Egypt was to worship and offer sacrifices to Him in the wilderness. He also intended to fulfil his promises to Abraham. b. Features of worshipping God in the wilderness. (i) The Israelites: Worshipped God through intermediaries. These were the priests who came from the tribe of Levi. (ii) The Israelites: Were guided in their worship and in daily living by the Ten Commandments and other ordinances (iii) The Ark of the Covenant was made in the wilderness. It was Gods dwelling place. It was a special box put into the tabernacle. A tabernacle was a portable tent. The ark symbolized the presence of God and the Israelites carried it wherever they went. (iv) Offerings of farm products or agricultural produce were given to God. These included among other farm products; vegetables, flour. Oil and fruits. (v) Other offerings to God were drinks, and incense. The offerings could be burnt, baked, boiled or roasted. (vi) There were several Sacrifices. They included: Burnt offerings (Holocaust)  burning a whole animal completely Sin offering /atonement  sacrifice offered when one had sinned and <br><br>wanted to have his sins forgiven. <br><br>Peace offering  part of an animal was offered, while the people ate part <br><br>of the meat. Gift offering  the best animal was given to God. It was offered as a <br><br>thanksgiving <br><br>Animals such as sheep, goats, bulls and birds were sacrificed to God. (vii) Festivals and feasts. Israelites observed several festivals and feasts. These included: <br><br>Feast of Passover and unleavened bread. Harvest festival  feast of weeks or Pentecost. It marked the celebration <br><br>of the harvest of wheat. <br><br>Feast of gathering / shelters. It was celebrated during the season when <br><br>the Israelites gathered the fruits from the Orchards. <br><br>Feast of tabernacles that was celebrated to remember when the Israelites <br><br>dwelt in tents. <br><br>The Israelites kept the Sabbath day. They worshipped God through <br><br>singing, worship and dancing. LESSON TEN: THE TEN COMMANDMENTS (Exodus. 20: 1  17) Learning outcomes. After reading this lesson, a. Recite the ten commandments b. Apply the ten commandments in your life c. Describe Israelites new understanding of the nature of God d. Explain to yourself and others the nature of God a. The Ten Commandments While on Mount Sinai, God gave Moses Ten Commandments written on a stone tablet. The first four commandments deal with relationship between man and God. God said: 1. You shall have no other gods but me. 2. You shall not make yourself a graven image. 3. You shall not mention Gods name in vain. 4. Remember the Sabbath day and keep it holy. The last six commandments give mans relationship with fellow human beings. God said: 5. Honor you father and mother that your days may be long on earth. 6. You shall not kill. 7. You shall not commit adultery. 8. You shall not steal. 9. You shall not bear false witness against your neighbour. 10. You shall not covet your neighbors property. These are my thoughts. (1) Worshipping God (2) Being faithful to God (3) Resting (4) respecting parental authority (5) love humanity (6) Be faithful to your wife or husband (7) respect other peoples property (8) be truthful always (9) be satisfied with what God has given you. b. Israelites understand the nature of god The Israelites had a new and wider revelation about God. Besides GOD being a caring, loving, and a provider, they learnt that: a. God is a jealous God. He does not allow the worship of others gods. He alone should be worshipped. b. God does not condone evil. He punishes those who cause/engage in it. c. God values a personal relationship with his people. d. God wants people to live in harmony among them. e. God forgives those who repent. He is loving, merciful and compassionate f. God is a healer  he healed Israelites in the wilderness when a snake attacked them g. God is a God of victory. He defeated the Amalekites, perizzites, and Hittites etc. h. God is faithful and can be depended upon. i. God is holy, slow to anger, powerful and just. j. God demands obedience to His commands. Revision questions a. What are the qualities of Moses as a leader? b (i). Describe the call of Moses (exodus 3:1-22) (ii). Why was Moses hesitant to Gods call? c (i). What is the significance of the items used for the Passover feast (similar to what is the meaning of the Passover meal) (ii). Compare the lords supper to the Passover feast d. Describe how the Sinai covenant was made e. Describe the circumstances that lead to the breaking of the Sinai covenant f. How was the broken covenant renewed? g. Describe how the Israelites worshipped God in the wilderness h. What is the relevance of the ten commandments? i. What did the Israelites learn about god in the wilderness? TOPIC FIVE: LEADERSHIP IN ISRAEL: DAVID AND SOLOMON Learning outcomes. By the end of this topic, you should be able to: a. Explain the reasons for and against kingship in Israel b. State king Sauls achievements, failures and lessons learnt from Saul. c. Explain the importance of David as King of Israel and ancestor of Jesus Christ. d. Describe the qualities of a good leader drawn from King Davids leadership e. State King Solomons achievements and failures f. Explain the importance of the temple in Israel. LESSON ONE: REASONS FOR AND AGAINST KINGSHIP IN ISRAEL Introduction Yahweh remained the God of Israel and the sovereign ruler of his people. Learning outcomes. By the end of this lesson, you should a. Define leadership b. Name Israel judges in Canaan Leadership refers to the manner in which a communitys way of life is ruled or controlled. When Israelites settled in Canaan, Judges ruled them for the first 200 years. Some of the judges were (i) Othniel, (ii) Ehud (iii) Samson (iv) Deborah (v) Gideon (vi) Shamgar (vii). Samuel (viii). Barak Duties of judges a. Leading Israelites to war against their enemies b. Settling disputes among the people c. Acting as religious leaders and leading Israelites in worship  d. Offering sacrifices on behalf of the people. e. Some of the judges acted as Gods prophets f. They anointed kings, for example Samuel anointed King David. Demands for a King in Israel After Israelites settled in Canaan, the Promised Land, they started demanding for an earthly king to rule over them. These demands for a king ruler were brought about by: i Samuels sons Joel and Abijah were corrupt and took bribes. The sons of Samuel, who were judges, lacked his good leadership qualities. ii The Israelites wanted a warrior king who could lead them to war against their enemies. iii The Israelites wanted to be like the other nations around them who had kings. iv The Israelites wanted a human leader whom they could see, approach, and talk to him face to face. v The Israelites wanted security, which could be provided by a stable political government ruled by law and order. vi They wanted a government that had a regular army, vii They also wanted an established law court system. Reasons against Kingship in Israel (Samuel 8:10  20) By demanding for a king, the Israelites were seen as rejecting Yahweh  their unseen ruler. Two, there would be danger of hereditary kingship which would lead to oppression / dictatorship. God told Samuel to give Israelites strict warnings against Kingship by explaining how the king would treat them. A king would: - (a) Recruit Israelites sons forcefully into the army. (b) Grab peoples land. (c) Force people to pay taxes to the government (d) Turn people into slaves. (e) Introduce forced labour. (f) Force their daughters to work for his wives, sons, and for the royal house in general. The people of Israel were distinct from other nations. Asking for a king meant rejecting God as their unseen king. Further to this, Israel could become like other nations, which did not worship Yahweh. Then the covenant with God and the people of Israel would cease. LESSON TWO: ACHIEVEMENTS AND FAILURES OF KING SAUL (Israel 13:8  14; 15:7  25) Learning outcomes. After reading about King Saul, you should a. State his achievements b. Identify his failures c. Suggest lesson we can learn from his failures Samuel was directed by God to choose and anoint Saul as the king of Israel. Saul was from the tribe of Benjamin. He became the first human king of the nation of Israel. He accomplished several things. Successes of King Saul 1) He was anointed by God; as king to rule the Israelites 2) He was chosen even though it was not Gods idea for a king over his people. 3) He was a great warrior. He led the Israelites to war and defeated their enemies Failures of King Saul 1) God told Saul through Samuel to destroy the Amalekites completely. Saul however disobeyed God. He spared the king and the fat livestock. He claimed to have spared the fat animals for sacrifice to God. Because of this disobedience, God rejected Saul as king. 2) The Israelites were faced with many enemies. The worst were the Philistines. It was a custom for the king of Israel to enquire from God whether to go to the battle or not. The priest/prophet gave permission to the king to go to war. When Saul was faced with the dilemma whether to fight or not, Samuel enquired from God. Saul did not wait for permission to go to war from Samuel the priest. He decided to bypass Samuel by offering a sacrifice to God before going to war. This action displeased God because it was not his work to offer sacrifice to God. It was the work of priests. 3) After God rejected Saul as the king of Israel, Samuel was guided by God to go to Bethlehem. He was asked to go to the home of Jesse who had eight (8) sons. In that home, God was to show Samuel the next king of Israel. Samuel would then anoint the chosen son of Jesse. Seven of Jesses sons were brought before Samuel one by one. God told Samuel that he had not chosen any of them. When David, a shepherd, was brought before Samuel God said to him this is the one  anoint him! (1 Samuel 16:12). David was anointed (poured oil on) as the next king of Israel. However he had to wait until Saul died before he could take over kingship. 4) After Samuel anointed David to become the next king of Israel, Saul was jealous and plotted many times to kill him. David was employed to serve Saul. He played the harp, lyre wherever an evil spirit possessed Saul. 5) When Samuel died; the Philistines gathered to fight Israel. Saul was filled with terror. Saul enquired from God whether he should go to war, but did not get an answer. Saul disobeyed God by asking a medium (witch) to consult the dead for him. This act led to the death of Saul together with his son Jonathan in battle. 6) Saul was concerned with what people thought of him than pleasing God. He wanted to please people and not God. He was disobedient with God (1 Samuel 15:24) Lessons, which Christians can learn from King Sauls failures 1) Value of being patient. 2) Christian should obey God, follow His commands and not be afraid of people. 3) Christian should obey religious leaders placed over them by God. 4) Christian leaders should be humble 5) It is against the teachings of God, against the will of God to consult the spirits of the dead through mediums. 7) Without faith, it is impossible to please God. God desires sincere worship. 9) Political leaders should consult and listen to religious leaders. 10) Christians should not turn against their enemies or rivals. They should not plot to have them destroyed and killed. LESSON THREE: IMPORTANCE OF DAVID (1 Samuel 16: 1  23, 2 Samuel 6:1  15) Learning outcomes. After reading about King David, you should a. State his importance to God and the Israelites b. Analyse achievements and failures of King David c. Trace David lineage up to Jesus Christ d. Narrate fulfillment of the promises to David in the New Testament e. Give reasons why God rejected Davids offer to build him a temple David took over kingship of Israel though some people resisted his rule. At first he ruled the house of Judah. Later on the other tribes rallied behind him. Importance of King David David became king after the death of Saul. He ruled for over 40 years as king of Judah and Israel. Achievements of David 1) He was a brilliant military commander 2) He captured the old fortress of Jerusalem from the Jebusites and made it his capital city. 3) He removed the ark of covenant from the house of Abinadab in Shiloh and brought it to Jerusalem. 4) He expressed great faith in God. Through his faith in God, he was able to kill Goliath, the great Philistine warrior. 5) He was a skilled musician and composed marry psalms that were used and are still being used in temple and church worship. 6) David respected the prophets of God and always consulted them whenever he wanted to do anything. 7) He expanded the geographical boundaries of Israel through conquests. He was a great diplomat and established good political relations with the neighboring kings. 9) He was a shrewd administrator who chose wise elders and counselors to advice him. 10) God promised to establish an everlasting kingdom for David 11) David ruled over Israel, administering law and justice to all people. 12) He took a census of the Israelites and used the information to (a) recruit young men into military service and (2) decide on the policy of taxation. 13) David had remarkable leadership qualities. He was kind. He spared mephibosheth, Sauls grandson. 14) David was humble. He was ready to accept sins he had committed and repent e.g. he repented after committing adultery with Bathsheba. David as an ancestor of Jesus Christ (2 Samuel 1  29, LK 1:26  33) David intended to build a splendid temple for God in Jerusalem. He felt it was not fair for the Ark of the Covenant to continue dwelling in a tent while he himself lived in a magnificent palace. To achieve this goal, David consulted Nathan, the prophet on whether to build the temple. The prophet approved the idea. But that night, Nathan received a revelation form God that stated that David was not to build a house (temple) for God. Davids son would build the temple of God (2 Samuel 7:5  6). Prophet Nathan gave David Gods message to David. The message was that a) His son will build the temple b) God would give Davids descendants a place to settle c) God promised to raise up an heir from the house of David to sit on the throne d) God promised to make Davids name great or famous among all other leaders of the earth. Reasons why God rejected Davids offer to build him a temple Here are some of the reasons: a. David had been involved in a lot of wars with the Israelites enemies and had thus shed a lot of blood. b. God was a God of the people and could not be confined to a house. c. It was the will of God to establish the house of David (build David a house) rather than David builds a house for him (God). The human body is the temple of God. God dwells in the hearts of people. d. David had grown old. God wanted him to rest. e. God had planned that Davids son would build a house for him  a place to house the Ark of the Covenant. King Solomon, Davids son built the temple and fulfilled Gods promises to David. Solomons rule was peaceful and prosperous. The New Testament is a fulfillment of Gods promises to David 1) The gospel writers tell us that Jesus was born in the family of David (Luke 1:26  27) 2) The angel of God during the annunciation of the birth of Jesus said that He will be like his ancestor David (Luke 1:32  33) 3) Jesus was born in Bethlehem which was also the birthplace of David (Luke 2:4) 4) Bartimaeus the blind man of Jericho hailed Jesus as the son of David 5) During his triumphal entry to Jerusalem, Jesus was hailed by the crowd as the messiah descended from David. 6) In his genealogy, saint Mathew says that Jesus was a descendant of David (Matt.1: 1) Failures of King David. Although David had many virtues: 1) He ordered Uriah to be placed at the battle forefront so that he can be killed. 2) Uriah was the husband of Bathsheba. David had committed adultery with her. 3) He took Bathsheba as his wife LESSON FOUR: LEADERSHIP OF KING DAVID Lesson outcomes. By the end of this lesson, you should assess leadership qualities demonstrated by king David David showed 1) Courage and bravery. David was courageous and brave. Modern leaders should be ready to die with and for their subjects. 2) Gratitude  thankful and grateful. David always thanked God for any success or favors he received. Good leaders should be thankful and grateful to God as well as to their fellow human beings. 3) Loyalty. David was loyal to God and to the Israelites. A good leader should be loyal, and never betray his people. 4) Justice. David administered justice to all his subjects without favoring anyone. No tribalism or nepotism. A leader should be fair to all (2 Samuel 8:15). 5) God  fearing, having faith. David was God fearing. He expressed his total trust in God. Modern leaders need to emulate this quality. 6) Humility. A leader should be a humble person. Though David had been appointed as the king, he continued to serve Saul until Saul died. He accepted his failures and asked for forgiveness 7) Kind. David was a kind leader. Leaders should be kind. David spared the life of Saul twice yet Saul wanted to kill him. Wisdom. David was careful when choosing legal advisors to assist him in his rule. He was also wise. He reduced tribal jealousies by choosing Jerusalem; a neutral spot for administrative purposes. 9) Delegation  a shrewd administrator. A good elder should be able to delegate duties. David delegated duties. He involved others in advising, and administering LESSON FIVE: ACHIEVEMENTS AND FAILURES OF KING SOLOMON (1 KING 3  12) Learning outcomes. By the end of this lesson, you should: a. Analyse achievements of king Solomon b. State failures of king Solomon After David died, his son Solomon became the next king. Kingship in Israel was hereditary. Solomon was chosen by David to be his successor. He took over from David at a time of peace and security established by David. Achievements 1) He made Israel rich by establishing trade with other countries 2) He was a good trader and a successful merchant. He traded in copper, horses, timber, silver and gold. He established international trade with the neighboring countries. For example, he traded with Tyre in cedar and pine logs. 3) He established a well equipped large army for Israel 4) He was a builder. He built a magnificent temple for God in line with Gods promise to David. He also constructed other cities (Megiddo) and a palace for himself. 5) He is remembered for his amazing administrative skills. He had 550 officials in charge of labour force. 6) He was a diplomatic ruler. He established friendly ties with his neighbours. This ensured continued peace. For instance he married the daughters of the kings of Egypt, Moab, Eden and Sidon so as to establish strong ties with those nations. 7) He had great wisdom. He judged a difficult case between two women who were claiming ownership of the same child. He composed many wise sayings known as the proverbs of Solomon. He also composed songs like Song of Solomon and Song of Songs and poems in Ecclesiastes. 9) He dedicated the temple of God with great rejoicing. 10) He brought the Ark of the Covenant to the temple of Jerusalem. Failures of King Solomon 1) He married women from many foreign countries. These actions made Solomon break the Torah as Israelites were not supposed to marry foreigners. Through these marriages, idol worship started in Israel. This was because he allowed his wives to worship their gods, build temples and altars for them. This led to introduction of idolatry in Israel. 2) Solomon constructed his palace for 13 years. He then built Gods temple for 7 years. This showed that he probably loved himself more than God. 3) He killed his own half brother Adonija on suspicion that he could be a rival to the throne. 4) Solomon lived lavishly, and expensively. He thus burdened the Israelites with high taxes. 5) He used forced labour. This was the same as enslaving the Israelites. 6) He worshipped idols. Solomons heart was turned to such other gods as Ashtoreth / ashitarte  goddess of Sidon and Molech  the god of the Ammonites. This was breaking Gods commandments 7) He sold part of Israelite territory to the king of Tyre He used pagan skills when designing, decorating, and furnishing the temple. 9) He made treaties with other nations inspite of the fact that God had forbidden Israel from making treaties 10) He was extravagant. He used a lot of state wealth to entertain and please his many wives and concubines. Activity. Many husbands in Kenya practice polygamy. I want you to find out from your neighbours what are the advantages and disadvantages of polygamy. Then write a paper arguing either for polygamy or monogamy. LESSON SIX: IMPORTANCE OF THE TEMPLE IN ISRAEL Learning outcomes. By the end of this lesson, you should a) Define a temple b) State the importance of the temple to Israelites. Definition of a temple This is a building dedicated to the worship of God. Solomon built the temple as a fulfillment of the promises that God gave to David, that his son would build a house for him. Importance and uses of a temple 1) It was a centre of worship. Prayers and sacrifices were offered to God from the temple. 2) It symbolized the presence of God among the Israelites. 3) The Ark of the Covenant was kept in the temple as a symbol of Gods presence among his people. 4) The temple acted as a symbol of unity in Israel. Every year all the Israelites had to go to Jerusalem to celebrate such feasts as the Passover, feast of tabernacles day of atonement. This led to the unity of the Israelites. 5) Dedication of children and purification were done in the temple. 6) It was a residence for the priest. 7) It was a business centre where people bought and sold animals needed for sacrifice. The temple acted as a school to the scribes, rabbis and others who studied and interpreted the Mosaic Law. 9) The temple also acted as the judicial court of Israel. Judges worked from the temple 10) It is where religious ceremonies like naming and circumcision of baby boys took place. 11) It was a house of prayer. Revision questions a. Explain the reasons against kingship in Israel 1 Sam 8: 10-20 b. Explain the importance of David as king of Israel c. How did Jesus fulfil the prophecies of prophet Nathan as a descendant of David? (i.e. areas where Jesus is mentioned as coming from David) d. What are the failures of king Solomon? e. Which leadership qualities can modern leaders learn from David? TOPIC SIX: LOYALTY TO GOD  ELIJAH LESSON ONE: EFFECTS OF IDOLATRY IN ISRAEL Introduction After the death of Solomon, the kingdom of Israel split into two countries. the southern kingdom called Judah ruled by King Rehoboam and the Northern kingdom called Israel led by King Jeroboam. Other kings who ruled these two nations were King Abijah, King Asa of Judah, and king Nadab, Baasha, Elah, Zimri, Omri, and Ahab of Israel. During the time of Elijah king Ahab ruled  Israel. Learning outcomes. After studying this lesson on idolatry, you should a. State factors that led to spread of idolatry in Israel b. Analyse religious schism between Judah and Israel c. Describe King Ahabs marriage to the Phoenician princess (Tyre) d. Explain the failure to completely destroy temples, and places of worship e. State effects of idolatry in Israel a. Factors that led to spread of idolatry in Israel When Israelites intermarried with other communities, they worshipped their gods. The Bible makes it clear that i There was a lot of influence by Canaanite religion ii There was division /schism of Israel into 2 kingdoms iii Ahabs married the Phoenician princess iv Israelites did not destroy all gods after settling in Canaan. Influence of the local Canaanite religion Idolatry is the worship of idols. An idol is an image representing a god made using precious materials such as gold, bronze, stone, and hardwood images kept in the places of worship. God had forbidden Israelites from bowing down to images and worshipping idols, intermarrying with non-Israelites, and making treaties. When Israelites settled in Canaan, they forgot Gods commandments. They intermarried and were greatly influenced by the local religion. Israelites changed from being pastoralist to farmers. They therefore worshipped Baal the god of rain, agricultural fertility, and storms. Israelites worshipped Baal, for rain for their crops. The Israelites were also attracted to the visible gods of Canaan as opposed to the invisible Yahweh. This is how idolatry spread in Israel. However some Israelites maintained worship of Yahweh only (monotheistic) while others worshipped Yahweh and Baal (syncretism). Characteristics of the Canaanite religion. Canaanite religion was: 1. Polytheistic. They worshipped many gods. The Israelites religion was monotheistic. They worshipped Yahweh and no other God. They abandoned their religion and worshipped many gods like Canaanite. This influenced the Israelites. 2. A nature religion. The gods were related with the forces of nature such as rain, sun, storms, drought, famine, wind, water and death. 3. Ensured continued fertility of land, people, animals 4. Based on many families of gods. There was a. EL  Chief god  who was their father, king, creator b. Asherah  wife of El  the goddess of motherhood and fertility c. Baal  also referred to as Baal Hadad, son of El and Asherah  the god of rain, agricultural fertility, storms d. Astarte  wife of Baal -the goddess of war e. Anat  sister of Baal  the goddess of war and love f. Maat  the goddess of love g. Mot  most feared. The god of drought, famine and death 5. Free and temple of prostitution. Israelites turned to temple prostitution. Women who wanted to increase vitality of their husbands had sexual relations with the male priests in the Baal temples. 6. Had many places of worship. One could pray in the temple, under sacred trees, and on top of the hills among others. 7. Based on offerings and sacrifices of human beings. Exercise. State differences between Israel and Canaanite religion b. Religious schism between Judah and Israel Schism occurred among the Israelites because there were sharp differences within them. These differences were religious, political and social. After the death of Solomon, the nation of Israel was split. Rehoboam ruled one group while the other was ruled by Jeroboam. Because of this split, Jeroboam could not go to Jerusalem to worship in the temple. He thus set up other places of worship one at Bethel, and another at Dan. Jeroboam also set up images to represent Yahweh. Though he had no intention of Idol worship, it turned out to be so because he made his subjects to offer sacrifices to these golden calves, which he had designed as images representing Yahweh. He also built places of worship on hilltops like the Canaanites. He chose priests from other families in addition to the Levite Family. Furthermore, he organised religious festivals and feasts in the month of his choice. As it were, they coincided with the Canaanites calendars. He then burnt incense at the altar of idols. Jeroboam therefore started idol worship and gave room for idolatry. Kings who succeeded him followed this idol worship. c. King Ahabs marriage to the Phoenician/Tyre princess Ahab married Jezebel, the daughter of the King Ethbaal of Sidon (Tyre) to strengthen ties with Tyre/Phoenicia. Queen Jezebel was ambitious, and a strong follower of Baal religion. Ahab allowed her to bring her gods to Israel. She forced Israelites to worship Baal and not Yahweh. She imported 450 prophets of Baal and supported them using public treasury. Ahab built a temple to Baal In Samaria. He also put up an image of goddess  Asherah. d. When Israelites settled in Canaan, they did not destroy temples, places of worship, idols, images that they found there. As a result Canaanites religious practices influenced Israelites worship of Yahweh leading to idolatry. The effects of idolatry harmed Israelites as: 1) Syncretism developed. This was a process of mixing beliefs and practices from different religions. Israelites worshipped Yahweh and the gods of Canaan. 2) Former places of worship for the Canaanite gods were used as places of worship for Yahweh 3) The Canaanite agricultural calendar was adopted by Israelites 4) Names of the Canaanite gods were used for Yahweh. For example, EL was referred to as Yahweh 5) Parents began naming their children after Baal. 6) Feasts and celebrations were changed to correspond with those of Canaanites when they celebrated their feasts. 7) King Ahab declared worship of Baal as the state religion Queen Jezebel ordered the destruction of the altars of Yahweh 9) Prophets of Yahweh were killed. Elijah went into hiding. 10) The 450 prophets of Baal were made the officials of the royal court in order to promote and protect Baal religion 11) Israel started to experience long droughts because Yahweh withdrew his blessings. This made Israel worshippers of El LESSON TWO: ELIJAHS FIGHT AGAINST CORRUPTION AND FALSE RELIGION IN ISRAEL Learning outcomes. After studying Elijah, you should a. Describe the contest at Mount Carmel b. Explain how Elijah fought against corruption c. Explain the relationship between Ahab and Naboth d. Describe Gods sentence to Ahab. e. Relate Elijahs encounter with Yahweh at Mt. Horeb f. Identify forms of corruption a) The contest at Mount Carmel (1 King 18:17  46). Carmel refers to the vineyard of the Lord. King Ahab brought trouble to Israel because of worshipping the idols of Baal. Elijah told Ahab that the problems Israel was facing were due to worship of Baal, The decision. Elijah requested king Ahab to call a meeting at Mt Carmel. In attendance would be all Israelites, 450 prophets of Baal, and 400 prophets of the goddess Asherah who were supported by Queen Jezebel and Elijah Elijah told Israelites it was decision time. They had to choose their God. Would it be Yahweh, the God of Israel or Baal the god of Jezebel of Phoenician/Tyre. If it was to be Baal, then they were told to follow him, if they select Yahweh as their God then they were to follow him (1 kings 18 vs. 21). The choice. Elijah proposed a contest between him and Baal prophets. He asked for two bulls one for him, the other for 450 prophets of Baal. The contest was who can light fire? Yahweh or Baal? He proposed that Baal prophets and himself be given each a bullock. Both shall cut the bull into pieces and put them on wood without lighting fire. The Baal prophets shall pray to their god and Elijah shall pray to the Lord. The one who sends fire to consume the sacrifices .. he is God. The people of Israel accepted Elijahs proposal. Actions. The prophets of Baal prayed first because they were many. They took the bull, prepared it and prayed to Baal until noon (vs. 26). They prayed louder, and cut themselves with knives and daggers; but there were no answer. The prophets of Baal kept on ranting and raving until evening but there was no answer (vs. 29). Elijah asked people to gather near him. He prepared the altar of the Lord to repair work. He took 12 stones representing the 12 tribes of Israel (who were named after the 12 sons of Jacob or Israel) and used them to rebuild the altar. He then dug a trench around the altar. This trench could hold 14 litres of water. He placed the wood on the altar; cut the bull into pieces and laid them on the wood. He asked for four barrels of water and poured it on the offering and wood. He poured water on the altar three times until the water overflowed, run around the altar and filled the trenches. Elijah then called on the Lord O Lord, the God of Abraham, prove now that you are the God of Israel and that am your servant and have done all this at your command (vs. 29). The Lord sent fire down and it burnt up the sacrifice, wood, stones, and dust and licked up the water that was in the trench. When people saw this, they proclaimed The Lord, is God; the Lord alone is God. Elijah asked people to arrest the prophets of Baal, led them down to the river Kishon and killed them. And after this there was rain in Israel (vs.40). Lessons learnt from Mt. Carmel. Israelites acknowledged that Yahweh is: i Is their only God and that Baal was not God ii Is powerful iii Is a merciful God iv Is a jealous God as He will have no other gods but him v Is a God of justice who punishes idolaters and sinners vi Answers prayer vii Is a forgiving true God viii Protects his servants b) Elijahs fight against corruption (1 Kings 21: 1  29) Corruption is defined as dishonesty. Its a form of injustice when dealing with either an individual or the community for selfish gain and benefit. In a corrupt society people in leadership or with wealth take advantage of the weak, and the poor. The powerful exploit the poor and the powerless by denying them their rights. An example of corruption in Israel is the story of the Naboths Vineyard. Naboths vineyard. Ahab wanted Naboth to either sell to him his vineyard or exchange it with another vineyard. Naboth refused to sell his inheritance. Jezebel, on seeing that Ahab was sorrowful told him that she will get him Naboths vineyard. Jezebel sent out letters in Ahabs name to the elders of the city. She found two witnesses who could bear witness that Naboth had blasphemed God and king Ahab. Witnesses testified that Naboth had blasphemed God. He was stoned to death. God then sent Elijah to meet with Ahab as he went to possess the vineyard of Naboth. Gods sentence to Ahab. God pronounced to Ahab through Elijah that (1) dogs shall lick his own blood from the place where dogs licked the blood of Naboth (2) His sons shall be killed (3) Dogs shall eat Jezebel by the wall of Jezreel (4) Evil shall be brought upon Ahabs house. This was because Ahab had broken these commandments: <br><br>The 6th commandment  which forbids murder The 9th commandment which forbids bearing of false witness. Ahab allowed his wife to bear false witness against Naboth <br><br>10th Commandments  you shall not covet your neighbors property. <br><br>Elijahs encounter with Yahweh at Mt. Horeb (Mr. Sinai) 1 Kings 19 After killing the prophets of Baal, Elijah was threatened by Jezebel. She vowed to kill him. Elijah ran away to the wilderness. The angel of God fed him with a loaf of bread and a jar of water. After eating and drinking Elijah walked to Mt. Sinai  the holy mountain of God. He stayed there for 40 days and 40 nights. In the mountain God appeared to him. There was a strong wind, an earthquake, a fire but the Lord was not in them. Then the lord spoke to Elijah in a still small voice. God told Elijah  return and anoint Hazael as king of Syria, Jehu as king of Israel, and anoint Elisha as a prophet and your successor. Self-assessment question. How can Christians help reduce corruption in Kenya? Answer First is to recognize the various forms of corruption like: tribalism, bribery, cheating in business, stealing, misuse of public funds, grabbing public land, robbery with violence and dishonesty Self-assessment question. How can Christians fight corruption? Christians can fight corruption by: a). Employing life skills a) Applying their critical thinking. This is the ability to make appropriate decisions; by weighing in the consequences of actions before taking decisions. b) Creative thinking and being imaginative. This is the ability to explore new ways of handling issues, c) Decision making which is the ability to make the right choices d) Assertiveness. This is the ability to express ones opinion with confidence e) Praying for the corrupt to change their behaviour f) Setting a good example by acting as a good role model g) Educating people on the evils of corruption h) Reporting those who are engaged in corrupt dealings / practices to the relevant authorities. i) Obeying the laws of the society /country Voting for morally upright leaders. LESSON THREE: REASONS WHY ELIJAH FACED DANGER AND HOSTILITY AS A PROPHET OF GOD Learning outcomes. By the end of this lesson, you shall a. Explain why Elijah, faced hostility b. Show relevance of Elijahs prophetic mission to Christianity today Its not easy for a person to oppose the government and its policies. The person normally faces danger and hatred. Elijah faced hostility from King Ahab, his wife Jezebel and the 450 prophets of Baal. Elijah faced hostility because a. He pronounced a three years drought in Israel, which brought sufferings. b. He put to death 450 prophets of Baal c. He boldly condemned king Ahab for taking away Naboths vineyard d. He preached at a time when there was idolatry, and Baal was the official religion in Israel e. He identified himself with Yahweh in the midst of prosecution of Gods prophets by Jezebel. Relevance of Elijahs prophetic mission to Christians today Lessons Christians learn from the life of Elijah 1) Elijah was courageous. Church leaders should remain courageous and condemn any form of social injustice 2) Modern Christians learn to remain faithful to God through word and deed even if it would cost them their lives 3) As God helped Elijah in difficult times he will also help the Christians hence they should not despair. 4) Elijah was a man of prayer Christians should pray to God always. 5) Christians should advocate for the rights of the poor and speak out against any form of oppression. 6) Christians should not give false evidence against their neighbours 7) Christians should be persistent like Elijah was in their struggle against injustice God communicated with Elijah in a still small voice indicating his intimacy with the prophet. This means that God is able to establish an intimate relationship with his faithful. Review questions a) Describe the qualities of Elijah that led to his achievements b) What is schism and syncretism c) What are some of the characteristics of Elijah that a modern Christian should strive to emulate? d) What are the effects of idolatry in Israel today? e) Describe Elijahs fight against false religion in Israel f) Describe Elijahs fight against corruption 1 kings 21 g) What can Christians learn from the teachings of Elijah? TOPIC SEVEN: SELECTED ASPECTS OF AFRICAN RELIGIOUS HERITAGE. Introduction All Traditional African Communities believe in a Supreme Being who is the origin and sustainer of all things: He is the creator of the university and all that it contains. All Africans agree that nobody has ever seen God. Therefore, nobody can really describe Him, yet through their religious insights, Africans have formulated ideal about the nature of God. These ideas concern His real being and His activities. Traditional religion refers to African culture that existed in the sub  Saharan Africa. African traditional culture had no scriptures or texts because most of it was oral. It was preserved and handed down from generation to generation-through oral traditions; ceremonies; rituals, and leading personalities. Learning outcomes. By the end of this topic, you should be able to a) Explain and appreciate the African concept of God spirits and ancestors b) Identify attributes of God c) Explain the African understanding of the hierarchy of beings d) Describe the role of God, spirits and ancestors e) Explain the responsibilities of the living towards God, spirits and ancestors f) Describe the traditional African way of worshipping God, venerating and communicating with the ancestors and spirits. LESSON ONE: AFRICAN CONCEPT OF GOD, SPIRITS AND ANCESTORS Learning outcomes. By the end of this lesson, you should a. Describe the African concept of his/her religion b. State attributes of God c. Draw a diagram showing hierarchy of beings Africans believed in existence of a supreme being who lived in mountains, clouds and the sky. God was the creator of the universe. In African traditions, religion was integrated in every aspect of life and daily activities. For example, farming activities involved God, spirits and ancestors. People would pray to God, spirits ancestors so as to ask for blessings in order to have a good harvest. Livestock keepers believed that fertility of their animals is a result of the blessings of God. If God was appeased, animals would increase. Natural phenomena such as thunder, lightning, rain; good harvest, and birth were linked to the Supreme Being and the invisible world. If there were calamities such as drought, disease, famine, and death, it was an indication that God, spirits and ancestors were displeased with humankind. Many communities have invocations uttered through out the day Nature or Attributes of god God is described with many names, which are Gods attributes. These are among others: a) God is Good  Nearly all-African communities describe God as being good to all people and things. He gives rain, sunshine and life among many other gifts. b) God is merciful. The Akamba refer to God as God of pity, the merciful one. God shows mercy in times of danger, illness, difficulty or anxiety. c) God is holy. He is pure, holy and does not make mistakes. Yoruba call him God who is pure, without blemish. The Kikuyu say God is Possessor of whiteness and the Bukusu  master whitewash. African traditions all approach God with reverence, fear, respect and honor. For example when offering sacrifices, they would offer a one-colour animal either white, black, or brown and not a spotted animal. d) God is powerful i.e. Omnipotent. God is described as almighty. His power is expressed in natural occurrences like thunder, lighting, earthquakes, rains, and floods. e) God is all knowing (Omniscient). God knew all things; nothing can be hidden from him. He discerns hearts. f) God is all present (Omnipresent).He is present everywhere in the universe g) God is limitless. God has no limit. He is both very far and very near, beyond and within. h) God is transcendent .God cannot be exhausted by human imagination. He is unexplainable, beyond human experience and understanding. i) God is all understanding j) God is self  existent .He made all things but he himself is not made. He exists on his own. Zulu explain that God is he who is of himself. k) God is a spirit He is invisible, and everlasting.. Shilluk of Sudan refer to him as great spirit the formless spirit. l) God is everlasting. God is eternal, never changes, and never dies. The Yoruba call him the mighty immovable rock that never dies. m) God is God created the creator .The world Kikuyu call him Mumbi n) God is just. Kikuyu refer to God as Mugai meaning divider. One who shares out. God judges fairly, punishes those who do wrong and rewards the good with blessings. o) God is the provider. All communities acknowledge that God provides them with everything they have. Africans built representation of the power of God. They identified sites, places and things that represented the presence and power of God. For example things like big trees, thick forest, high mountains, unique rock formations and large rivers and animals. In these places they built sites, and shrines. Shrines were regarded as holy and people approached them with reverence Spirits. They were believed to exist between God and human beings in the universe. Spirits were diverse and created by God. Some spirits were dead human beings. Spirits were divided into nature, sky, earth and human spirits that were either long dead (ghosts) or recently dead (ancestors). There were different types of spirits. These were: a. Divinities. These are spirits created by God. They are close to God and act as his agents. They are in charge of natural phenomena like the sun, moon and stars. They are intermediaries between God and ancestral spirits, human beings and other creatures. They reveal Gods plans through diviners and mediums b. Human spirits / common spirits. These are inferior to divinities but higher than human kind. They are remains of human beings after their death. These spirits monitor human activities. Human spirits have lost their names and are not longer remembered by the living. They are believed to live in the under world, undergrounds, in thick bushes, forests, rivers, mountains, lakes, skies, and caves among other places. These spirits can bring harm to the living if disrespected. They appear to people in dreams or in form of shadows. They can also enter or possess a person and cause abnormalities. 3. Ancestors / living dead These are spirits of the recently dead. They are remembered by the living when children are named after them. They are actively involved in the lives and activities of the living. Their offerings (food or drink) are poured on the ground for them to receive. Ancestors are in a period of transition between the living and the higher categories. They are believed to know the problems of the living and therefore consulted constantly. They are also associated with evil such as revenge for burying them without honor, or not following the instructions they gave before they died or failing to pour them libations. When they are happy with the living, they are a source of blessings. Ancestors who did evil things or committed suicide are forgotten and ignored. Hierarchy of beings. Hierarchy means the order or ranking from the highest to the lowest of created beings. At the top is Divinities God is the creator. The Akamba community believed that God whom they called Mulungu created man and woman. He then tossed them to the earth. The Luhya claim God created them from the black topsoil hence their skin complexion. God is the source of life and giver of life. Barren women pray to God to ask for children. Human beings depend on God for life, rain, air, and sunshine. God is the provider. He gave domestic animals to human beings for their use. Domestic animals have many uses such as repayment of dowry, food, and sacrifices to God, payment of a fine by an offender. Many wild animals are used in folk songs and tales to discourage cowardice, and laziness God is a protector of human beings from evil. God is the giver of moral laws and a judge of people God offers solutions to mans problems through mediums, and prophets God gives power to the specialists such as medicine men, women and priests. God punishes people for wrongdoing Wild animals such as hyena are used in folk stories to discourage cowardice. Stories of tortoise illustrate the importance of being slow but sure. Snakes in some communities such as the Luhya were not killed. The community believed snakes were immortal ancestors coming to visit the living. Plants were used as food for people and animals. Trees were used for fuel and building materials. Some trees were used as sacred places of worship. Non-living things such as the rain, rocks, and rivers had a religious importance. Rain is seen as a blessing from God. When rain fails, diviner/rain maker was consulted. Rocks, and mountains were believed to be dwelling places for the living, the dead and the spirits. The spirits were viewed as neither good nor evil. Human beings feared them. Their roles were many. They; i Appeared in dreams especially to diviners, priests, medicine men and women, and rain makers to relay information ii Were consulted by religious specialists to find the cause of a problem in a given situation. iii Were bad (naughty) spirits, which disturbed people. African communities believed that bad sprits could call out ones name but on turning theres no one. iv Were manipulated by some human beings to cause harm to others v Relayed Gods messages to human beings. vi Sometimes possessed a person causing the person to be sent away from the village to the forest, or a way from home. vii Acted as intermediaries between humans, divinities and God. Role of ancestors is to: - 1) Appear to families in dreams, and visions. 2) Give family instructions i.e. what should be done. 3) Rebuke those who fail to honor them and warn them of impending punishment 4) Act as mediators between the living and God. 5) Enquire about family affairs as they considered as members of the family 6) Request for sacrifice of an animal which is slaughtered for them 7) Cause illness or mental disturbance to members of a family if they are disregarded or disobeyed. Preserve the culture of a community 9) Welcome those who die to the spirit world. LESSON THREE: RESPONSIBILITY OF THE LIVING TOWARDS GOD, SPIRITS, AND ANCESTORS Learning outcome. After studying this lesson, you should a. State responsibilities of the living to God, spirits, and ancestors b. Explain the various forms of worship Responsibilities of living include Human beings are expected to worship God, spirits and ancestors and show (i) reverence and respect or veneration to God. They are also expected to (i) pray (ii) sing and (iii) dance. Worship. This is our major responsibility as God expects us to meet and communicate with the spiritual world and God. There are several ways of worshipping God. These include among others: (a) Sacrifices and offerings. Sacrifices include shedding of blood of animals and birds. Offerings are in the form of foodstuffs, milk, water and honey. God was worshipped because He is recognized as the absolute owner of life and property. We also worship God in order to (i) invoke Him for special blessings (ii) thank Him (iii) express our personal fellowship and communion with God (iv) avert or prevent evil. Evils bring about epidemics, famine, floods, and drought. (b) Singing and dancing. Africans worshipped God through singing, dancing, clapping of hands, drumming, and use of musical instruments. (c)Prayers, invocations and blessings. Prayers were accompanied with sacrifices or offerings. Community leaders prayed to God, spirits and ancestors. (d) Invocations are shortened form of prayers e.g. Help me oh God Oh great God. These are prayers at the spur of the moment. They are few words full of meaning and calling for help form God. (e) Formal blessings. An elder or older person gave blessings. It is believed that the person blessing the other one is doing so on behalf of God. (f) Venerations. Africans treated their ancestors with great respect and honor. They for example worshiped ancestors daily. Worshipping included placing food or pouring libation of beer, milk, water and honey for the spirits. As this act was done, they uttered words to accompany the offerings. Libations were done daily by some communities. (g). Ancestors were honored by: <br><br>Mentioning their names at prayers was offered to God. Naming children after them. Inviting them to participate in family ceremonies and rituals. For <br><br>example during birth, and initiation. Maintaining their graves well. Giving the dead a decent burial clapping their hands. As they dance, sit and sing, diviners lose their senses and get possessed by the spirit. The spirits speak give them messages for individuals and communities. Spirits communicate on issues such as (i) lost property (ii) revealing by name the enemy in the society (iii) making demands on the living (iv) giving advice (v) giving warnings on impending danger and (vi) making promises to bless a family or clan. Spirits that possess mediums are not harmful. There are bad evil spirits harmful to people whom they possess. Some evil spirits cut themselves; others throw themselves into a fire, river, and lake. Revision questions a) Explain African beliefs about god ( or qualities) b) Describe the African understanding of the hierarchy of being c) Describe the role of the ancestors to the living d) What was the responsibility of the living towards God? e) Describe the T.A. ways of worshipping God. TOPIC EIGHT: AFRICAN MORAL AND CULTURAL VALUES Learning Outcomes By the end of the topic, you should be able to a Explain the meaning of life and its wholeness in the traditional African society b Explain the African concept of community and kingship system c Outline the factors contributing to harmony and mutual responsibility in the African communities d Describe rites of passage and their role inculcating moral values in the traditional African society e Explain the role of religious specialist and their relevance in modern society f Explain the African moral values g Discuss and evaluate continuity and change in the African understanding of leisure, dress, old age, widows, orphans, dowry, community, land, medicine, worship and property. LESSON ONE: MEANING OF LIFE AND ITS WHOLENESS IN THE TRADITIONAL AFRICAN SOCIETY Learning outcomes. By the end of the lesson you should be able to:- 1. Describe the meaning and wholeness of life in the traditional African society 2. Describe the African understanding of a community Life originates from God and it progress from one stage to another with a certain rhythm each person has to follow. Each stage of life is marked by rites of passage. Life is continuous and unending. Each person is expected to value life and to be responsible. Life involves sharing. It is immoral to be greedy and self centred. People are to be hospitable, warm and caring toward other people. Unity and harmony are to be upheld. Life is viewed as whole only if a person went through all the stages or rites of passage Life was propagated through bearing children. Life cannot be divided into religious and secular. Every element of life has a religious meaning. Life is communal. Life was celebrated at every stage. Everyone depends on others. Labour was divided. There were duties for men, children and women. In African traditional society, human life is precious. Murder was condemned harshly. Suicide was considered the worst thing anyone could do. It was seen as a curse on the family. If one died at childhood, it was regarded as abortion. Death did not mark the end of life. Death is referred to as saying goodbye to food, sleeping, going home, being called by the ancestors. African concept of a community A community is a group of people who share a common language, religion, and culture and may live in the same geographical location. This group of people or an ethnic group shares common interests and characteristics. For example, African communities: <br><br>Share common features, and interests Have the same origin and are likely to be related by blood. Share a common language. Live together and inhabit the same geographical location. Are divided into smaller units called clans <br><br>A clan is made up of people who have the same forefather. A clan is composed of families. A family is made up of members (living or dead) who are related by blood and marriage. Family members therefore include the ancestors and the unborn. LESSON TWO: KINSHIP SYSTEM IN AFRICAN COMMUNITIES Learning outcomes. After studying African kinship system in African communities, you should be able to: a. Explain the importance of kinship system b. Give factors that contribute to harmony and mutual responsibility Kinship refers to the relationships between people. These can be by blood, marriage or adoption. People that belong to the same kinship system are referred to as kin. Importance of kinship system and ties Kinship relationships were and still are important among African communities. This is because these ties: i Provided company. This ensured that people were not lonely. ii Provided a sense of belonging which one of the human needs. We all want to belong iii Controlled social relationships between people related by blood or marriage. iv Promoted mutual responsibility and help v Enhanced a sense of security which is a human need vi Regulated marital customs, rules and regulations. vii Enabled people to live peacefully and in harmony. viii Bind the community together enhancing social cohesion and loyalty to each other ix Facilitated care for the disadvantaged members of community. x Ensured that all members of the community are have knowledge of community beliefs and practices xi Provided a peaceful way of settling disputes. xii Provided mechanisms for proper inheritance of property for example land. Factors contributing to harmony and mutual responsibility in African communities. These are many. Some of them are (i) rites of passage (2) good morals (3) participation in communal activities such as ceremonies, work, leisure activities and worship (4) sharing of property and ideas (5) division of labour. Tasks were distributed according to ones age, gender and status. (6) rules/social norms regulated how people grew up; knowing what is wrong and right. Good morals help people to live in peace and harmony LESSON THREE: RITES OF PASSAGE Learning outcomes. I expect you to read this lesson and a. Name the main stages of human life b. Explain the rite of circumcision in your community c. Narrate initiation rituals d. Discuss the importance of marriage in your community with peers e. State the importance of funeral and burial rites. In traditional African society, there were four main stages of life. These were (i) birth and naming (ii) initiation (iii) marriage and (iv) old age and death Birth and naming When a woman conceived, and pregnancy was visible, she was treated specially. She wore charms to keep away evil eyes. She ate special food and avoided sexual relations. The family and husband did not expect her to perform heavy task. When she was ready to deliver, mid wives helped in delivery. After delivery, the placenta was seen as a sign of fertility hence it was buried in the fertile land such as a banana plantation. Some communities preserved placenta while others threw it into a running stream. Birth The arrival of a baby and its sex was announced through ululations or shouts. The placenta was disposed off ceremoniously. The mother was purified and baby protection rites were conducted. Once purified, a mother could wear charms to protect herself and the baby from malicious spirits, sorcery, witchcraft, and evil eyes. Thanksgiving ceremonies were performed to show gratitude to God. The hair of the mother and child was shaved as a sign of purification and newness of life. Naming Naming of babies was carefully chosen. A baby could be named after either a season, weather, ancestors, place or time of delivery, occasion, experience of mother during delivery, significance events such as war, and drought, personality of the child, and names of heroes and gods. A good example is the name Were amongst the Luhya. Twins had special names. Initiation  the second rite of passage. There were different types of initiations such as circumcision for boys and clitorisdectomy for girls, excision of teeth and body marks. Initiation rites were important and every individual was expected to go through them or be rendered an outcast. Initiation practices were seen as tests for courage and bravery. They helped the communities when identifying future leaders and warriors. Initiation was very important in communities where it was practiced. Initiation marked a transition from childhood to adulthood. In this transition, the initiate acquired new rights, new status in life, and privileges. For example the new initiates were allowed to marry, own property, and inherit the fathers property. In addition the initiates received specialized education. They were taught how to behave as adults, warriors, future husbands and parents. The education brought families, relatives and friends together. This act strengthened kinship ties. It also prepared the initiates to face the difficulties and challenges of adult life. In addition, initiation helped to structure the community. Initiation was programmed to fit an age set; and it marked passage of specific time. Thus each initiation ceremony was held regularly, normally between 16  21 years of age. If you calculate, you can see that 16 to 21 years introduced a new age set or group of young people. The age set held power for 16 to 21 years and handed over to the new generation. Initiation was therefore a mark of identity. It gave the initiate a sense of belonging. It bonded the initiates together with the ancestors. Initiation rituals are not popular today as they were in the past. This is because many communities have undergone social and cultural changes because of modern education. As a result some families take their sons to hospitals to be circumcised to prevent HIV/AIDs and to avoid infections because of unhygienic traditional initiation practices. Other reasons are (i) urbanization and migration, (ii) individualization (iii) Christians religious values. These have made some communities abandon some rites e.g. clitorisdectomy and (iv) some countries have made girls circumcision illegal and an issue of human and health rights. Attitude to birth and naming There has been a change in attitude to birth and naming. This is because initiation is no longer a community but a family affair. In addition, pregnant women attend antenatal clinics. Majority of pregnant women give birth in hospitals and health centres. Thus a doctor and not a midwife announce the sex of the baby. In modern society, the mother and child are no longer secluded. Lastly most parents prefer western names for their babies. Marriage was a requirement for all members of the community. It was a source of status in the community. Since a leader had to be married. Young men and women married after initiation. Marriage was a happy occasion and a source of wealth. The father gave young initiates some animals for dowry. Fathers of girls received dowry payments, as bride price was mandatory. It was given to the parents of the girl in form of (a) Cows (b) Goats (c) Camels (d) Jewellery (e) Poultry. The young men inherited the fathers property. Importance of dowry. Dowry unified the community. When young women were married, their parents lost their labour. Dowry payments compensated for this loss. Men paid dowry as a sign of commitment to their wife and parents. Importance of marriage Marriage was sacred. It was and ordained by God. Marriage created new social relationships and expanded web of kinships. During the marriage ceremonies the whole community rejoiced, and feasted together. The newly married couple learnt new knowledge and skills. The community and society respected the newly married couple. Children born from this union propagated and ensured continuity of family, and the community. Modern community and marriage. There has been a change in attitude towards marriage. As a result: marriage is no longer seen as sacred and divorce is common. In addition, dowry has been commercialized, as it is no longer seen as important. Some young men do not pay dowry. In fact marriage is no longer seen as a sign of status Children were important in marriage. Barren women were frowned upon. Polygamy solved issues of childlessness. Couples without children can now adopt them from the Child Welfare society. Divorce. This was very rare. It happened only if the girl (i) was not a virgin (ii) practiced witchcraft (iii) and did not show respect towards her husband. Old age and death. This is the age of wisdom. Old people were respected. Grey hair was a sign of respect and wisdom. In all culture, the elders were the custodians of the law, norms and regulations. Social and religious specialists were seers, rainmakers, priests, diviners, and medicine men among others Death. Old age is followed by death. It was seen as a transition into the spiritual life. Besides old age, many cultures believed that death was due to either breaking of the traditional customs and taboos, curses, evil spirits, witchcraft, war, diseases and epidemics. Burial rites were performed in many African communities. Disposing of the dead body. Several methods were used to dispose the body. These were burials, leaving bodies in the forest, and throwing body to animals or placing the body in an abandoned house. African communities believed that animals carried the spirit of the dead person to the next life. Burial rites were performed by the bereaved. They buried the body with ones person belongings and tools. Thus if a person was a great warrior, he was buried with a war coat. Celebrations accompanied funeral rites. Funeral songs (dirges) were performed. There was drinking and eating. Importance of funeral and burial rites Burial rites created a good relationship between the dead and the living. They were therefore given to appease the world of spirits, express unity in the society, cleanse the remaining relatives and obey the customs of the community. Rituals that were performed depended on the community. Some of the rituals for the dead included. a) Shaving of heads. Some mourners shaved their hair completely, while others shaved in a specific pattern. b) Dancing and singing, and giving gifts to the bereaved family c) Mourning (d) Drum beating (e) Horn blowing 9f) Grave side fires Here are some questions to make you think about marriages 1. In your opinion, what has brought changes in modern marriages? 2. Explain why divorce is rising in Kenya and Africa. 3. What changes do we see in contemporary marriages? 4. What has brought about these changes? 5. What are the major causes of death in Kenya today? LESSON FOUR: RELIGIOUS SPECIALISTS AND THEIR RELEVANCE IN MODERN SOCIETY Learning outcome. After studying this lesson, 1. Identify religious specialists 2. State the role of medicine men, priests, mediums, prophets, diviners, and seers 3. Describe roles of herbalists, elders, and rainmakers 4. Explain the role of religious specialists in your culture Religious specialists include Medicine men / healers, Herbalists, Diviners, Mediums, Prophets / Seers, Rainmakers, Priests and Elders. Religious specialists were given power by their parents who taught them religious duties. Others received divine call through dreams and visions. A few learnt from experts via apprenticeship. This is learning by observing and practicing what one sees the master teacher doing. Roles of the medicine women/men in the Community. Medicine women/men are healers who were and are respected by the community. This is because they were and are able to: 1) Treat and heal the sick 2) Solve serious and complicated chronic illnesses 3) Give medicine in form of powder, herbs, minerals or liquid form and observed patients swallowing, drinking, sniffing, and applying on the skin. 4) Offer prayers and sacrifices to God 5) Give charms to protect individual persons from evil spirits. 6) Perform specialized medical roles in some communities in spite of the fact that we have modern hospitals, counselors and psychologists. Elders were and still are community leaders. They were not religious specialists but the community gave elders duties, which made them close to religious leaders. Herbalists and their relevance. Herbalists were synonymous with witch doctors. They cured people through herbs just like the medicine women/men. Communities belief: that herbalists are witchdoctors and possess magical powers. Herbalists continue to be consulted as witch doctors or waganga. Today herbalists do religious tasks that were traditionally done by diviners. Diviners were able to find hidden secrets and knowledge; reveal witches and thieves. They communicated with spirits and enhanced the work of healers and medicine people. They worked as medicine people and were healers of people. They used magic powers and predicted future occurrences. They used items such as pebbles, water, bones or gourds in divination. They also warned of future calamities. They were mediators between God, ancestors and the people. To be a diviner, one had to be trained. There was a specialized curriculum prepared by diviners. Relevance of diviners in modern society. Diviners (witchdoctor mganga) are not popular today and are hardly consulted. But the unfortunate Kenyans consult them who: need a job, promotion, and children. This consultation is secret. Mediums were channels of communication between the living and the spirits of peoples ancestors. The ancestor spirits possessed mediums and through them ancestors gave information and messages to their relatives. Priests were religious leaders and functionaries. They were intermediaries between people, ancestors, spirits and God. Their work was to make sacrifices and give offerings on behalf of the people. They officiated during planting and harvesting rituals. They offered prayers and blessed the needy. They cared for the shrines and poured libations to the ancestors. They led the community in public worship. They were political heads and judges. Today, traditional priests are not relevant since most Kenyans follow several religious practices like Christianity, Hindus, Islam and many others. But there are however, a few traditional priests who take care of community shrines. Prophets / Seers predicted the future. They foretold events such as invasions, wars, drought, and epidemics. They gave advice. They also performed religious duties. They could bless and curse. Religious prophets are common today but traditional prophets are not common. Rainmakers were responsible for bringing or withholding rain to a community. They interpreted weather conditions. They performed certain rituals like asking God for rains. They were highly respected in the society. Modern science has replaced rainmakers Meteorological departments have made the rainmakers redundant. Elders were custodians of community values and secrets. They acted as educators. They gave punishment to offenders of social norms/rules. They acted as counselors and guided the youth on matters of sex and marriage. They helped in maintaining roles for important religious functions, such as rites of passage. They were political leaders in the community. They were negotiators and solved conflicts since they settled family disputes especially agreements concerning land. They were custodians of the traditional values, customs and history of the people. Relevance. Elders are relevant in modern society. They are referred to as village elders and are recognized by the government of Kenya. LESSON FIVE: AFRICAN MORAL VALUES Introduction. African communities were regulated by a strict code of laws and moral values. In this lesson we shall study moral values, which regulated individual members of society as well as the community itself. Learning outcomes. After reading this lesson, you should 1. Give examples of cultural values 2. Define moral values 3. Identify forms of misconduct 3. State a punishment for each misconduct What is a cultural value? These are community practices and beliefs. Each community has cultural values that it accepts and upholds. These cultural values are laws, customs, and forms of behaviour, regulations, rules, observances and taboos. The cultural values form a moral code, which regulates the community. For example, if the culture, values private property, it will have laws that forbid theft of property. These laws are cultural values. Cultural values influence the social order and peace. God gives peace and harmony. God is seen as the giver and guardian of the law. Disobedience was and still is regarded as evil, wrong and was and still is punishable by law. What is a moral value? Moral values are standards of behaviour towards others. They are based on what is valued by the community. Moral values are also positive attitudes. Each community decided what is important to it and what is desirable for its members to practice and uphold. The moral values that communities observed were many. They included amongst others: 1. Hospitality and Love for self and others. This is the habit of welcoming all people, treating oneself and others well. Members of the community were taught how to be hospitable to visitors, strangers and how to assist the needy. 2. Honesty. This is developing good habits like telling the truth, Loyalty, Respect, Co  operation with all. 3. Obedience to parents, elders, community leaders and elders. Cultural regulations were followed and adhered to leading 4. Caring for others. This is being responsible to members of the community 5. Developing social moral behaviour like Humility, Sharing, Responsibility, Chastity, Integrity, Tolerance, Perseverance, and Courtesy 6. Working Hard. Do chores. These were according to sex, age and social- economic status. 7. Cooperation. Members cooperated and worked together with others. Moral values were learnt in the process of socialization. Leisure activities helped in acquisition of moral values. Learning moral values was a lifelong process. The most valued behaviour was obedience. Children were to obey their parents; wives obey their husbands; community obeys their leaders, and elders. Learning to obey was a life long process. An obedient person was respected and rewarded. Misconducts. There were taboos that the community observed. Failure to obey community laws resulted in punishments. The community did not allow stealing of livestock. Domestic animals were the most valued private property. Individuals owned livestock while land ownership was communal. There were many forms of punishment for stealing livestock and committing other crimes. For example a. Payment of heavy fines to replace stolen livestock b. Being beaten in a sack c. Thrown down a hill d. Cast out of community. Thieves and murders built their homes at the outskirts of the community. They were not allowed to interact anymore with the members of the community. e. Being covered with dry banana leaves and then set on fire. LESSON SIX: CONTINUITY AND CHANGE Introduction Learning outcome. From this lesson, you should be able to: 1. Compare traditional and modern way of life 2. Trace property ownership in traditional and modern communities 3. Explain how money economy has affected the traditional way of life 4. State how communities can look after orphans, widows, and old people Community. Formal education introduced the western way of life. Employment and trade forced Africans to leave their villages to look for employment and markets in towns. These actions led to urbanization and pluralism. As a result different communities came to towns and lived together. 1. Paid employment. Workers were paid by money. The concept of money changed community life. Individualism ownership of money replaced communalism 2. Land used to be communal. There was plenty of land for everyone. But changes were brought by modern life. For example, health improved and people lived longer. There were fewer deaths and population increased. With money, there was an expansion of trade. Individuals started buying land with money instead of clearing forests. Modern life changed the concept of land. Individual started owning land. The colonial governments introduced policies about land ownership in different African countries. In communities where education was accepted and money economy took over from livestock economy, communal land disappeared. Parents did not have land for inheritance. As a result, people moved and bought land away from their ancestral birthplaces. This resulted in both migrations and immigrations. 3. Property. Traditionally property included land, cattle (Livestock), women/ wives, and children. In African traditional culture, this property belonged to men or the first-born son in paternal societies. In maternal communities, it belonged to wives and daughters. Today property or wealth is in different forms such as money, buildings, vehicles, land, shares, stock, jewels, insurance, and others. Women, men and children own property. Because of this, the status of a person is measured by property. Dowry  Bride price / bride wealth In African societies, bride price was very important. It was given in various forms. For example cows, animals skin, and camels. Today dowry is commercialized. Its mainly in form of cash money. This has made marriage costly for the poor. Some young people are staying together without a formal wedding in church or in the community. Others do not want to pay dowry. Young couples are living together in what is called  come  we  stay arrangements. 4. Health Medicine In traditional society, Illness was caused by witchcraft, sorcery, bad omen, or curses. Diviners, herbalists, and healers treated the sick people. Today bacterial, viruses, or environmental factors, cause illnesses. These are treated by nurses, and doctors; in hospitals and health centres. There is however a craze for herbalists. The communities are consulting herbalists and are taking herbal tea, and medicine 5. Dress Mode of dressing varied between countries. It was dependent on the type of climate. African communities were clothes made from skins or hides, leaves of bananas and trees. Women wore beads, and necklaces for decoration. Modern mode of dressing is a mixture of African, Asian and European wear. There are clothes for men, women, and unisex. African and western ornaments are worn for beauty and style. 6. Worship. Worship is an important activity in African communities. There are different forms of worship, which are done in various places. Those who were converted to Islam worship in Mosques. Those converted to Hinduism worship in temples. Christians worship in churches. The few traditional African communities continue to worship their ancestors in shrines. These are very few. But a few groups are turning back to traditional worship and reviving worship of ancestors and spirits, and their traditional God. For example Mungiki a cult in Kenya, made up of young people, worship the traditional Ngai and practice traditional culture. Traditional religions have many offerings such as foodstuffs and sacrifices such as goats, cows, sheep and chicken. Human sacrifice has been discarded. It is illegal, and it is murder. In the news, we have heard of cases of body parts being stolen from a dead body in mortuary probably for religious rituals. This is illegal and a criminal offence. Modern offerings in most religious institutions consist of money. 7. Death changes immediately the status of families. Mothers and fathers become widows and widowers. Children become orphans. Many parents, wives and husbands have died because of HIV / AIDS, road accidents, diseases and other modern calamities. They have left orphans, widows and widowers. Orphans used to be looked after by grandmothers, brothers and uncles. Today government, churches, charities, NGOs, well-wishers, and guardians, the elder sibling looks after orphans. Some orphan sisters and brothers drop out of school to look after the rest. Some orphans have ended up in the streets because there is no one to look after them Widows. Traditionally brothers inherited widows. However, widow inheritance is being discouraged to prevent HIV / AIDS. But on the other hand, widows are encouraged to remarry as society has become individualistic and no longer assists community members as an obligation. Widowers are not inherited and many of them remarry soon after the death of their wives. 8. Old age. In traditional African communities, old people were respected. But now old age is not respected. The aged are seen as a burden to their children. This is because the need medical care, food, and other forms of care to meet their needs. Most of them are neglected and mistreated. In traditional communities, children took care of their aged parents. Today some children care for their parents. Fortunately, churches have set up homes for the aged. An example is Nyumba za wazee. A few old people can look after themselves since they have pension schemes, life insurance policies, income generating projects, investments and bank deposits. They can care for themselves. Revision questions a) What is the significance of the kingship system b) Outline and explain factors contributing to harmony and mutual responsibility in the traditional African society c) What was the purpose of the bride wealth in the traditional African society? d) Explain the role of medicine men in the African communities and their relevance today. STUDY ACTIVITIES Read the Bible quotations given Carry out role-plays e.g. the sacrifice of Isaac by Abraham Consult the aged to assist in the understanding of African traditional practices Form one answers Topic: one 1.What is the importance of reading the Bible? <br><br>Strengthens peoples faith. Helps in spreading the gospel. Helps in composition of songs and hymns. Acts as a reference when we write its translations and other books. Promotes good relationship between God and man. 2. In society, people in schools, crusades, churches, lodgings, homes, and hospitals read the Bible. 3.In the government, the Bible is used for swearing in the Courts, Parliament and Cabinet when members of parliament are nominated to become ministers of the government. 4.The major divisions of the Bible are the old and the new testaments. Read 1.3.4. Above for more information 2. What are the effects of Bible translation on African languages? The Effects of Bible translation into African languages The translations increased and deepened peoples faith in God. They also led to the establishment of schools. The Gospel spread to local communities and many of them became Christians. The missionaries and colonialists learnt African Languages. This led to the promotion of African languages. This helped the African converts to judge when the missionaries were unfair or when they practiced inequality of races. 8. Why is the Bible referred to as (a) a Library and (b) the Word of God (a) The Bible is referred to as a Library because its: 1. Books are arranged in a series and in order. 2. A reference book <br><br>3. Is a book of literary works 4. Books were written under different situations and circumstances 5. Books are many 1. Inspiration is a process through which God took the initiative to prompt and enlighten the writers of the Bible its Godly influence. TOPIC TWO: CREATION AND THE FALL OF MAN 1. Find answers on the differences between the two creation stories in lesson four 2. Traditional African view of creation is in lesson four. Africans view was that: <br><br>God is the architect of the world God existed from the very beginning of time God created everything from nothing God provides for the needs of human beings, animals, and all creation God continues to create through human beings <br><br>3. Human beings continue with the work of creation in lesson four 4. The origin of sin and evil read again lesson five 5. Consequences of sin in lesson five When Adam and Eve sinned <br><br>Mans friendship with God changed to fear of GOD What had been innocent and good became shameful Relationship between GOD and man was damaged and became spoilt Man began to toil for food, safety and other basic needs Pain became part of human experience Death sentence was passed <br><br>6. Consequences of evil are in lesson six Africans understand evil as barrenness, war, drought, epidemics, madness, sickness, death, burning in a house and others <br><br>7. Gods plan of salvation is lesson seven. The lesson tells us that GOD saved human kind by providing: Clothing for Adam and Eve Means to find food A decree to defeat serpent through the seed of the woman A solution in which he choose Abraham and separated him from others A delivery of Israelites from Egypt Prophets with messages for Israelites The Messiah to die on the Cross to save humankind <br><br>8. Compare the biblical concept of sin and the African concept of evil. Similarities: <br><br>Both agree that God is good and did not create evil. In both, sin is a result of disobedience, greed and selfishness of <br><br>humankind. <br><br>In both cases, sin leads to human suffering. Both hold the view that sin/evil befalls humankind in the form of a <br><br>curse. <br><br>Sin brings separation between God and man. In both, there is reconciliation and forgiveness between God and man. <br><br>Thus sin does not end a relationship. Differences <br><br>In the bible, the serpent is seen as the cause of sin whereas in many <br><br>Traditional African communities, the spirits of the dead causes evil. <br><br>In the bible, there is external punishment (hell) for sinners while the Traditional African Community, a child is born free of evil. <br><br>Biblically had taken the initiative to end sin but in Traditional African <br><br>Community, man does through sacrifice to the ancestral spirits. 9. Subdue the earth in genesis 1 verse 28 TOPIC THREE: FAITH AND GODS PROMISES TO ABRAHAM. Qn 1. Explain why Abraham is referred to as the Father of Faith Faith is complete trust in somebody or something. This is because he demonstrated faith in his lifes actions. <br><br>Accepting to move from his homeland to an unknown land. By accepting circumcision at an old age and change of name. Being ready to sacrifice his only son  Isaac. He made altars for the worship of God at Bethel etc. He believed in a God he did not know/see. By accepting to enter into a covenant relationship with God where he <br><br>gave his best animals as a sacrifice. Qn 2. Give five (5) actions from the life of Abraham that shows his faith in God <br><br>Abraham obeyed Gods call and left his homeland Haran to go to an <br><br>unknown land. He believed in the promises God gave him. Build altars for the worship of God, one at Schecher and the other at <br><br>Bethel. <br><br>Covenant  accepted to make a covenant with God where he sacrificed <br><br>the best of his animals. <br><br>Circumcision  accepting the command to circumcise himself and all <br><br>male children in his household. Sacrifice of son  willing to offer his only son Isaac as a burnt offering <br><br>to God. Qn 3. List some of the promises God gave to Abraham. <br><br>Abraham and his wife Sarah would have a son. Abraham would be famous. He would become the father of a great nation. God would curse those who cursed him and bless those who blessed <br><br>him. <br><br>God assured Abraham of a personal protection. Many descendants  like stars on the sky. The descendants would be slaves in a foreign land but God would <br><br>deliver them. <br><br>He would live to a ripe old age and die in peace. God would establish an everlasting covenant with him and his <br><br>descendants. <br><br>Some of his descendants would be kings. God would give him and his descendants land. <br><br>Qn 4. Compare and contrast Jewish and Traditional African practice of circumcision A. Similarities <br><br>In both communities, circumcision is taken as a physical sign of <br><br>membership to the community. <br><br>It involves the cutting of the foreskin. Members who refuse to be circumcised are treated as outcasts in the <br><br>community. <br><br>The shedding of blood is symbolic as it binds the people with God and <br><br>ancestors. The occasions are accompanied by a ceremony which being kinsmen <br><br>together. <br><br>The rite is compulsory for males. The practice is handed down from one generation to the next. Names are given during the occasion. In both cases, it is done in special or religious places e.g. temple/under <br><br>mugumo tree/ shrine etc. <br><br>It is a command from God/ancestors. <br><br>Differences <br><br>For African, initiation leads to adult responsibilities such as marriage, <br><br>becoming a warrior, decision- making and property ownership. In Jewish community, the boys are too young to take up responsibility. <br><br>In the Jewish community, only males are circumcised while in the <br><br>Traditional African Community, both boys and girls are. <br><br>For Jews, one remains a child while in the Traditional African <br><br>Community, they move from childhood to adulthood. <br><br>Jewish community circumcise at the age of eight days while in the <br><br>Traditional African Community, it is at puberty. <br><br>Among the Jews, it is a sign that they have become Gods people, but in <br><br>Traditional African Community, one is bound to the ancestors. <br><br>The Jewish circumcision is a command from God as a sign of their The rite, taken place on the 8th day of both in Jewish community while <br><br>in the Traditional African Communities, it occurs after every four  six years. <br><br>Done to individuals in Jewish community while it is done to a group of <br><br>age mates in the Traditional African Communities. <br><br>No seclusion period among Jews as is the case in most African <br><br>communities. <br><br>In African communities, the ceremony enables them to choose future <br><br>leaders, which is not the case with the Jews. <br><br>Helps one endure suffering (pain) in future in the African communities <br><br>unlike in the Jewish communities. <br><br>Only one form of initiation (cutting of foreskin) is done. Various forms <br><br>are practiced in the Traditional African communities. These include: <br><br>Cutting of foreskin Lib/ear piercing Removal of lower teeth Scarification (putting marks on face/body) <br><br>Qn 5. What is the importance of faith to Christians? <br><br>Faith is the foundation of Christian life today. It makes Christians part <br><br>of the great nation of God. <br><br>Through faith in Jesus, Christians became the chosen people of God. Faith enables Christians make correct choices in life e.g. When It gives them perseverance in prayer as they wait for Gods answer. It gives them the courage to commit their lives to God totally. It is through faith that Christians obey God. They are able to achieve impossible things through faith. They are able to believe what they have not seen through faith. They are able to serve the world, help the needy because of their faith in <br><br>Christ. Qn 6. State the elements of a covenant <br><br>Partners two or more partners are involved. A physical reminder  a certificate/sign. Promises:  given by both partners. Ceremony  whose blood seals it or an oath taken. Witnesses  must be present It requires faithfulness, obedience and loyalty to the regulations It spells out serious consequences for those who break it. <br><br>Qn 7. Give examples of covenant in the bible and the modern society The Bible <br><br>Gods covenant with Noah: where he promised never to destroy the <br><br>earth with flood  rainbow is the sign of the covenant (Gen 9). <br><br>Gods covenant with Abraham: God promised to fulfil the promises he <br><br>made to Abraham. The sign was circumcision (Gen 15 & 17). <br><br>The covenant between God and the Israelites on Mt Sinai  sign was the Jeremiahs covenant: The new covenant with Gods people (Jr 31: 31  <br><br>34). Modern Society  Baptism  Marriage  Oath of allegiance/loyalty  Ordination  The National Anthem binds all  The loyalty pledge  Employment contract Qn 9. Discuss the circumstances that led God to enter into a covenant relationship with Abraham <br><br>To seal the promises given unto Abraham e.g. a great nation, son, many <br><br>descendants. <br><br>It was an assurance of the fulfillment of Gods promises to Abraham. It was to unite God and the Israelites. It was to be a source of blessings to all. A starting point for the salvation of mankind, whereby he would renew <br><br>the relationship between himself and man after the separation by the 1st parents. TOPIC FOUR: SINAI COVENANT. Qn a. What are the qualities of Moses as a leader? <br><br>Education: he received education while in the pharaohs palace where <br><br>he grew up. <br><br>Jewish religion knowledge: his own mother who was his maid taught <br><br>him the history of Israel. <br><br>He learned leadership skills from the King as he grew up. Shepherd: herding the father-in-laws herds made him gain experience Life in the wilderness where he lived after killing an Egyptian gave him <br><br>experience in desert life through where he would lead the Israelites. <br><br>Father/parent: his marriage to Zipporah helped him learn family <br><br>leadership. Later he applied this to his work. <br><br>Prophet: Enabled him to foresee the future and inform the community. Miracle-maker: helped him solve problem facing his people in the <br><br>wilderness e.g. lack of food, water. <br><br>Lawgiver: gave laws that were used to govern the community of Israel <br><br>i.e. the Ten Commandments. <br><br>Hard work: worked for his father-in-law serving the family e.g. fetching <br><br>water. Later he was able to serve the Jews. Qn b (i) Describe the call of Moses: Exodus 3: 1  22 <br><br>God called Moses as he herded his father-in-laws flock at Mt Sinai. Moses saw a burning bush, which was not consumed. He drew nearer to <br><br>get a better look. <br><br>God called Moses by name from the middle of the burning bush and <br><br>told him to remove his shoes because he was standing on holy ground. <br><br>God told Moses that he had seen the suffering of his people in Egypt and heard their cry. <br><br>He told Moses that he had chosen him to go to Pharaoh and release <br><br>them from bondage. <br><br>Moses objected to the task because he felt inadequate. God promised to be with Moses and to protect him. Moses asked for the name of God so that he would have a point of <br><br>reference when asked who sent him. God revealed himself to Moses saying, IAM WHO I AM God gave Moses power to perform miracles that he would use as proof <br><br>of his work. <br><br>Moses protested further saying he was a stammerer. God commissioned Aaron, Moses brother as his spokesman. Moses then told God he was afraid to go to Egypt. God assured him that the man he was afraid of was already dead. <br><br>Qn b (ii) Why was Moses hesitant to Gods call? <br><br>It is because he was already a criminal and wanted in Egypt after having <br><br>killed and Egyptian and ran away. <br><br>He was not a good speaker (stammerer). He did not know the name of God who was sending him. <br><br>Qn c (i) what is the significance of the items used for the Passover feast (similar to what is the meaning of the Passover meal)? <br><br>The Lamb: reminded the Israelite of the sacrificial lamb whose blood <br><br>saved their 1st born from the angel of death. <br><br>The unleavened bread signified purity. It too signified the hurry they had to leave Egypt, as unleavened bread is <br><br>easy to bake. <br><br>Roasting the meat was the easiest method of cooking. Not breaking bones and spilt blood signified forgiveness. Bitter herbs symbolized the bitterness of slavery in Egypt. way of disposal & sacred. Qn c (ii) Compare the Lords Supper to the Passover feast Similarities: <br><br>Both are acts of salvation from suffering. Passover saved Israelites from <br><br>slavery while the Lords Supper saved people from bondage of sin. <br><br>Both are celebrated in memory of a past event  suffering. Lambs offered in both Hebrews  the Passover lamb in the Lords <br><br>Supper Jesus is the paschal lamb. <br><br>In both a symbolic meal was taken. In both cases each group is saved through a mediator  Moses and Jesus <br><br>respectfully. <br><br>Gods covenant is remembered in both cases i.e. Old testament and new <br><br>covenant respectfully. <br><br>In both the religious significance of the feasts is taught and emphasized. <br><br>Differences: <br><br>In the Passover feast, animal sacrifice is offered while in the Lords <br><br>Supper, Jesus was the last sacrifice and instead bread and wine are offered to represent his blood and body. <br><br>Whereas the Jewish Passover was compulsory for every few, the Lords <br><br>Supper is not compulsory in all Christian churches. <br><br>The blood shed in the Jewish Passover is for the salvation of the Jews <br><br>only while the blood of Jesus shed on the cross is for the salvation of the whole human race. Moses was instructed by God to tell the elders to do the following in <br><br>preparation for the making of the covenant. <br><br>All Israelites were to cleanse themselves and wash their garments. Mark the boundaries of the mountain and avoid going near or crossing <br><br>the border. <br><br>Avoid sexual relations between married couple. <br><br>Note: All these happened after Moses had gone up the mountain and God had promised to make the Israelites the following if they obeyed him. i. His people ii. A kingdom of priests iii. A holy nation <br><br>On the third day after cleansing, Moses took the Israelites to meet their <br><br>God. God manifested himself in the following forms: thunder, lightening, earthquake and a thick cloud that filled the mountain and a loud trumpet blast. <br><br>Moses came down and told people about the laws which was to guide <br><br>them as a covenant people. <br><br>The people agreed to obey all the words the Lord had spoken (Ex 24: 3 <br><br> 4) <br><br>Thus the covenant was made. <br><br>Qn e. Describe the circumstances that led to the breaking of the Sinai covenant <br><br>Moses went up the mountain to receive the stone tablets on which the <br><br>Ten Commandments where written. He delayed (40 days) thus forgetting God. Egypt. <br><br>Aaron was a weak leader who failed to lead the people to uphold the <br><br>covenant. He yielded to their demands to make and worship idols. <br><br>Availability of gold jewellery: used to make the calf image. Idolatry was a practice done while in Egypt so they copied/continued <br><br>with it. <br><br>They were used to Gods (idols). They could see while in Egypt unlike <br><br>the Yahweh who was invisible. Qn f. How was the broken covenant renewed? <br><br>Moses pleaded to God not to destroy the Israelites. God spared them. God commanded the Israelites to cut two stone tablets where he would <br><br>rewrite the commandments. <br><br>God gave conditions to be fulfilled by the Israelites in the renewal of the <br><br>covenant. These were: a) To obey Gods command. b) Not to make treaties with other nations. c) To tear down the altars of the gods of other nations and temples. d) Not to worship idols. e) Not to make images to represent God. f) Not to marry foreign wives. g) To keep and celebrate the three festivals namely, Passover, feast of weeks and the feast of in gathering. h) To keep the Sabbath day holy. i) Dedicate to God 1st born male children and animals. God promised that if they obeyed Him, He would: b) Bless them c) Make them prosper <br><br>After this Moses was ordered by God to write a new set of Laws on the <br><br>stone tablets. <br><br>Thus the covenant was renewed. <br><br>Qn g. Describe how the Israelites worshipped God in the wilderness <br><br>Worship is the practice of showing respect and love for God. The Israelites showed their respect and love for God in the wilderness in <br><br>the following ways: - 1) The Ark and the Tabernacle: The Ark was a wooden box where the Ten Commandments were kept. They signified the presence of God. The tabernacle was a portable tent for meeting between God and the Israelites. 2) The Sabbath: They observed the Sabbath as a sacred day for resting and worshipping God. 3) Festivals: Celebrated many festivals as one way of worshipping God. E.g. Passover. 4) Altars  built them when there was need to worship God  meeting place between God and the people and sacrifice to God. 5) Observance of the Ten Commandments. These guided them on how to live with God and man. 6) Religious leaders: God chose priest from the tribe of Levi to organize worship. Qn h. What is the relevance of the Ten Commandments to Christian today? Christians learn that God is unique and cannot be represented by visible <br><br>man-made objects or described in human terms. <br><br>They are reminded to observe the Sabbath by worshipping God. They strive to have a good relationship with God. They are taught to respect other people and their property. They learn that long life is a result of honoring and respecting their <br><br>parents. <br><br>They strive to live upright and moral lives. They learn that lust for money and other property is sinful. Qn i. What did the Israelites learn about God in the wilderness? <br><br>They learned that God is faithful. He keeps promises. A provider  provided manna, water etc. God is the controller of natural forces e.g. Red sea, a pillar of cloud & <br><br>fire, earthquakes etc. <br><br>A jealous God  no worship of other gods. Just  forgave those who broke the covenant and punished those who <br><br>refused to repent. <br><br>Merciful and compassionate. Give them a 2nd chance after breaking the <br><br>covenant. <br><br>A God of victory  helped them defeat Amalekites. <br><br>God valued a personal relationship  commandments given. TOPIC FIVE: LEADERSHIP IN ISRAEL Qn a. Explain the reasons against Kingship in Israel (1 Sam 8:10  20) The King would force the sons of the Israelites to serve him as soldiers <br><br>in the army. <br><br>The King would create forced labour and enslavement by making the <br><br>young men work in his farms and in making weapons. Daughters would work in his house. <br><br>He would also grab their land and give it to his loyal servants. He would overtax them in order to maintain his administration. It would be seen as a rejection of Yahweh as their King. Israel would be like other nations who did not know Yahweh. Yahweh would reject them when they cried to him. Qn b. Explain the importance of David as King of Israel <br><br>David was important because he was chosen by God and publicly <br><br>anointed by elders in a religion ceremony. He too became ancestor of many communities. <br><br>David was a great musician and wrote many songs for promising God. He killed Goliath the philistine soldier. He conquered the enemies of Israel such as Amalekites, Ammonites etc. He expanded Israel through his military conquests and marked the <br><br>boundaries of the nation. <br><br>He captured Jerusalem from the Jebusites and made it a capital city. He too made it a religious centre by placing the Ark of the Covenant <br><br>there, which had been housed  Abidjabs. <br><br>He had good diplomatic relationship with other nations. He encouraged trade with other nations thus making Israel prosperous. He was a shrewd administrator who chose wise elders to advise him. He was filled with the Holy Spirit. He established the largest and most enduring dynasty that lasted 400 years. <br><br>He composed the books of Psalms used to praise God. Whenever he wronged God, he genuinely repented and humbled <br><br>himself before God. He was a just ruler. He respected the prophets of God and consulted them before making <br><br>decisions. <br><br>He was prayerful and consulted God in his undertakings. He united the twelve (12) tribes of Israel. He set a good example of faithfulness to Yahweh that he wanted all the <br><br>Israelites to emulate. Qn c. How did Jesus fulfil the prophecies of prophet Nathan as a descendant of David? (i.e. Areas where Jesus is mentioned as coming from David) <br><br>Angel Gabriel announced the birth of Jesus to Mary who was engaged <br><br>to Joseph, a descendant of David. The Angel referred to Jesus as the King whose wisdom would last forever (Lk 1:26-33). <br><br>Jesus was born in Bethlehem  the birth place of David (Lk 2: 4  5) Abraham and David are mentioned as the ancestors of Jesus. During the triumphant entry into Jerusalem, the crowds who met him <br><br>sang with joy and shouted Hosanna to the son of David. <br><br>On the days of Pentecost when Peter addressed the crowd, he referred to <br><br>Jesus as a descendant of David (Acts:2 29-35). <br><br>Zechariah in his Benedictus, says that God has promised a savior <br><br>descended from the house of David (Lk 1:69) The blind man at Jericho referred to Jesus as the son of David (Lk <br><br>18:38). Qn d. What was the failure of King Solomon? <br><br>Solomon was the 2nd King of Israel, succeeding his father King David. <br><br>He failed to live according to the covenant way of life in the following ways. <br><br>He married foreign wives thus breaking the Toral that clearly stated that <br><br>the Israelites should not marry foreigners because they can come with their gods  idols. He allowed the wives to worship their gods (idols) thus leading to <br><br>spread of idolatry in Israel. <br><br>He not only worshipped the gods of his wives but also built temple for <br><br>their worship. <br><br>He, by worshipping the gods became a bad example to Israel, as King. <br><br>They copied him. <br><br>Although he built Gods temple, he erred in many ways: <br><br>i. He built his palace for 13 years but took only 7 years to build Gods temple. Shows he loved himself more the God. ii. He used foreign designs and materials in the construction of the temple, ignoring Gods specifications on how to build it. iii. He liaised pagan craftsmen from Tyre to design, decorate and furnish the temple. <br><br>He broke the sixth commandment by killing his half brother, Adonijah. <br><br>He suspected that Adonijah would become his rival to the throne. <br><br>He spent a lot of Israels money on his lavish lifestyle. He had a large <br><br>army and servants. <br><br>He overtaxed the people to meet the amount. He used forced labour in his development projects. He enslaved young men and women who went to work in the palace as servants for the wives. <br><br>He practiced nepotism. He exempted them from forced labour. He sold part of Israel  sold 20 towns of Galilee to King of Tyre as <br><br>payment of a debt he could not pay contrary to Gods command. <br><br>He made treaties with other nations that were against the condition set <br><br>during the renewal of the Sinai covenant. <br><br>In the above ways, he oppressed the people of God. <br><br>Qn e. Which leadership qualities can modern leaders learn from David? Justice: A good leader is one who does not favour some people like <br><br>David (I Sam 24: 1  12). <br><br>Courage: David showed this while fighting Goliath. Leaders need to be <br><br>brave and courageous in their work (I Sam 17:41  54). <br><br>Fear of God and Faith: David consulted God before any undertaking. <br><br>Leaders should do the same. <br><br>Gratitude: David was thankful to blessings he received. Leaders should <br><br>be happy and grateful to God. <br><br>Loyalty: Modern leaders should remain loyal to their office. David was <br><br>loyal to God and his people (2 Sam 2:7) <br><br>Kindness: Good leaders should show mercy to their people like David <br><br>did e.g. he forgave Saul twice (2 Sam 19: 9  39). <br><br>Humility: Leaders should not hesitate to ask for forgiveness from God <br><br>and people. David was humble and asked for forgiveness any time he went wrong. <br><br>Willingness to delegate: Learn to delegate future as David did (2 Sam 20: 23  26) <br><br>Wisdom: Be wise in choosing legal advisers as David did. Respect: Leaders should show respect to God and preaches those they <br><br>serve as David did to the prophets and his people. TOPIC SIX: LOYALTY TO GOD- ELIJAH. Qn a. Qualities of Elijah that led to his achievements  Elijah was fearless and courageous. His courage helped him to face king Ahab and queen Jezebel and condemn them for their wickedness such as corruption and idolatry  He was faithful to God. Yahweh guided him in his dealings with Baal prophets and king Ahab.  He lived a simple life. For example, he wore simple clothing made of carmels skin.  He stood for the covenant at a time when the religion of Yahweh was in danger  He had the power of God in him and was able to control rain.  He confirmed that Yahweh had authority over land and over the people. b) Schism is sharp religious, social, political differences within a group or organization Syncretism is the process of mixing religious beliefs and practices c) Some characteristics of Elijah that a modern Christian should strive to emulate 1) Courage 2) Faithfulness 3) Zealousness for God 4) Concern for the needy / poor 5) Provision of social justice 6) Patience Qn d. What were the effects of idolatry in Israel? <br><br>Syncretism developed where the Israelites worshipped Yahweh alongside the gods of Canaan. <br><br>The Israelites started calling Yahweh by the names used for Canaanites <br><br>gods e.g. El. <br><br>The Israelites started naming their children after Canaanite gods like <br><br>Baal. They changed their religion calendar and celebration to correspond with <br><br>their Canaanite celebrations and feasts. <br><br>They converted the high places used for worshipping Baal to Yahwehs <br><br>shrines without removing the graven images of idols. <br><br>The unity that existed between the two tribes of Israel was destroyed. <br><br>They no longer treated one another as brothers. <br><br>The Kings of Israel behaved like the Canaanites leaders by oppressing <br><br>the weak and grabbing other peoples property. <br><br>The people neglected Yahwehs holy places. Gods prophets were mistreated, persecuted and even killed. God withdrew his blessings from the Israelites because they angered <br><br>Him by worshipping other gods. <br><br>They broke Gods commandments, which forbade worship of other god <br><br>a part from Yahweh. <br><br>The Israelites practiced temple prostitution and other Canaanites rituals <br><br>and sacrifices. Qn e. Describe Elijahs fight against false religion in Israel <br><br>Elijah rose to challenge false religion at a time when Baalism had <br><br>become the official religion. <br><br>He prophesied a three and a half years drought because the people had <br><br>turned away from Yahweh. <br><br>After the drought God appeared to Elijah and told him to go to King Elijah asked the King to invite the 400 prophets of Asherah and Baals <br><br>450, saw that they could prove who the true God is. <br><br>Elijah would sacrifice a bull and the false prophets would too sacrifice <br><br>their own to call on their Gods to send fire. The one who could send is the true God. <br><br>The prophets of Baal were the 1st to pray to their god but he never sent <br><br>fire. <br><br>The prophets cut themselves with knives to please their god but he <br><br>never sent it. <br><br>Elijah then prepared the altar with 12 pillars representing the 12 tribes <br><br>of Israel. <br><br>He dug a trench around the altar, placed wood and put the cut bull on <br><br>top of the wood. <br><br>He ordered for water to be poured around the trenches until it flooded. Then in the evening Elijah prayed and called upon the God of Abraham, <br><br>Isaac and Jacob to send fire. <br><br>Fire came and consumed the whole sacrifice, including the water in the <br><br>trenches. <br><br>As a result, the Israelites bowed down and declared that Yahweh was <br><br>the true God. <br><br>Then Elijah ordered the killing of all the prophets of Baal and the <br><br>prophetesses of Asherah. Elijah went to the top of the Mt Carmel and prayed for rain. Yahweh <br><br>sent His servant to watch for the sign of rain from the sea. <br><br>The servant looked towards the sea seven times after, which he saw a <br><br>small cloud forming. <br><br>Then heavy rain fell, signaling end of drought. <br><br>Qn f. Describe Elijahs fight against corruption  1 Kings 21 Corruption: Can be defined as dishonesty or misuse of power for <br><br>personal gain. <br><br>In a corrupt society, the rich and powerful people tend to take advantage <br><br>of the weak/poor by exploiting them and denying them their rights. <br><br>King Ahab of Israel desired a fruitful vineyard owned by a man named <br><br>Naboth. <br><br>King Ahab approached Naboth to sell him the vineyard or exchange <br><br>with another one. <br><br>Naboth declined the offer because in Israel, selling ancestral land was <br><br>against the covenant law. The land belonged to God. <br><br>Jezebel, Ahabs wife, soon learned, Naboths refusal and she arranged <br><br>Naboths murder through false accusations. <br><br>After Naboth was killed, Ahab possessed the vineyard. God commanded Elijah to go and declare His judgement on Ahab for <br><br>committing such an evil act in Israel. <br><br>Elijah declared the following judgement on Ahab: <br><br>i. Dogs would lick Ahabs blood at the same place where they had licked Naboths. ii. Ahabs dynasty would fall kike those of the Kings before him who had disobeyed God. iii. All family members of Ahab would face violent deaths. From the Mt Carmel incident, they learn that Yahweh controls the <br><br>forces of nature  can bring rain or stop it. <br><br>Yahweh is the only true and living God  Mt Carmel. Yahweh is forgiving  pardoned those who repented on Mt Carmel. Yahweh is a jealous God. He will not share honor with any God  killed <br><br>the 450 prophets worshipping Baal. <br><br>A prosecutor  protected Elijah. A provider  provided Elijah with food. Yahweh answers prayers. He is faithful. They also learn that church leaders should condemn evil like Elijah did <br><br>in the case of Ahab and Naboth. <br><br>Christians should work to protect the poor from exploitation. They should be prayerful so that God can help them overcome <br><br>difficulties like Elijah. <br><br>They should strive to lead lives free from corruption. They should remain faithful even if it means costing their lives to <br><br>Naboth. <br><br>Leaders should realize authority comes from God and are accountable <br><br>to Him. <br><br>They should avoid idolatry, which Elijah condemned. Perform tasks given by God however had they may be as Elijah did  <br><br>facing Ahab, killing the 450 false prophets etc. Finally, they should invite sinners to repeat and bring them back to God. <br><br>TOPIC SEVEN: SELECTED ASPECTS OF AFRICAN RELIGIOUS HERITAGE Question a: Explain African beliefs about God (or qualities) African beliefs about their God are found in their proverbs, myths, <br><br>songs, prayers, narratives and religious ceremonies. <br><br>God was believed to be a supreme being who was beyond human <br><br>understanding. <br><br>The African communities believed that God was all-powerful  <br><br>omnipotent. <br><br>They believed that Gods power is expressed in natural occurrences <br><br>such as thunder, earthquake floods and volcanic eruptions. <br><br>God is believed to be all-knowing omniscient. He is limitless and knows hears and sees everything. He is also omnipresent  meaning he is everywhere at all times. Transcendent  beyond human understanding. Because of the <br><br>transcendent nature, Africans found it impossible to represent him using physical representations. They viewed him as being far yet too near them. <br><br>He was seen as the provider and sustainer of creation. They believed that God is everlasting. He has no beginning or end. God is merciful. They believed he is incorruptible. African communities associated God with justice. Physical features were often seen as a representation of awesome power <br><br>of God. This is why large mountains, thick forest, unique rock formation were used as shrines. Non-living Things <br><br>God as the creator occupies the highest rank in the hierarchy of being  <br><br>creator. <br><br>The Divinities: Came next and control natural forces in the universe, <br><br>created by God. <br><br>The Common Spirits: Comprise spirits of people who died long time <br><br>ago. <br><br>Ancestors: (living dead): Spirits of those who died recently and are still <br><br>remembered by the living. <br><br>Human Beings: Consist of the living and the unborn. Animals and Plants: Come next  for mans use as food and sacrifice to <br><br>God. <br><br>Last (7th) are Non-living things: Such as mountains, rocks, rivers, <br><br>caves, dwelling places of God and Spirits. Qc. Describe the Role of the ancestors to the living <br><br>The ancestors acted as intermediaries between God and human beings. They communicated the problems and wishes of human beings to God. God and the spirits used the ancestors to express their wishes <br><br>concerning human beings. <br><br>The ancestors welcomed those who died to the spirit world. They helped to preserve the culture and standards of a community. The ancestors blessed the living and corrected them through <br><br>punishment. Qd. What was the responsibility of the living towards God? To show gratitude to God and give thanks to him as an <br><br>acknowledgement that He is the giver of life. <br><br>To honor, worship and adore God by praying to Him for their needs. To pray to Him during or before a war, before planting, etc. To obey and trust Him. To take care of Gods creation To teach children about God. Appease him through sacrifice. <br><br>Qe. Describe the Traditional African ways of worshipping God <br><br>Sacrifice: They were used to ask Gods favour, thanksgiving, to avert <br><br>evil and ask for forgiveness, before planting and after harvest, epidemics, birth, naming, invitation, weddings, funerals etc for different reasons. <br><br>Offerings: Foodstuffs e.g. grain, honey, beer, milk was offered in <br><br>recognition of God as owner of property and provider. <br><br>Prayers and invocations: Commonest act of worship. A continuation <br><br>activity done anytime as the need arises. <br><br>Song and dance: People were involved both physically and spiritually. <br><br>This brought the city together. Blessings and Salutations: Expressed in greetings and farewells e.g. Go <br><br>with God, God be with you. Qf. What were the African ways of venerating and communicating with the spirits and ancestors? <br><br>Venerating means showing respect to somebody. Spirits and ancestors were venerated because they were believed to be <br><br>senior to human beings and closer to God. <br><br>Sacrifices were offered to them as the ways of venerating them. Pouring libation was done. The living invited them during ceremonies such as birth, invitation, <br><br>marriage and burial. <br><br>They consulted diviners, mediums and medicine men to keep in contact. The living named after them  thus they became immortal and members <br><br>in the physical world again. <br><br>Their names were mentioned during prayer. By maintaining their graves. <br><br>Giving them proper burial ceremonies. TOPIC EIGHT: AFRICAN MORAL AND CULTURAL VALUES. Qa. What is the significance of the kinship system? <br><br>Kinship means being related either by blood or marriages. The kinship system was important in the traditional African society <br><br>because of the following factors. <br><br>The kinship system regulated peoples behavior towards each other. <br><br>This promoted peaceful and harmonious relationships. <br><br>It promoted co-operation among community members especially in <br><br>times of difficulty. <br><br>It helped to ensure that the disadvantaged members of the community <br><br>were taken care of. <br><br>The living dead and the ancestors were part of the African kinship It provided a peaceful way of settling disputes with the elders acting as <br><br>arbitrators. <br><br>It ensured fairness and transparency in sharing out inheritance. The kinship system united the members of a family and clan by giving <br><br>them a sense of belonging. <br><br>It helped people to establish new relationship, especially through <br><br>marriage. <br><br>Kinship ties regulated marital customs rules and regulations. People <br><br>who were related in any way could not be allowed to marry. Qb. Outline and explain factors contributing to harmony and mutual responsibility in the Traditional African Society <br><br>Good morals: Every member of the community was expected to do the <br><br>right thing according to the norms of the community. <br><br>Participation in communal activities: Means of the community were <br><br>expected to participate in communal activities e.g. wrestling, dances and communal work. <br><br>Sharing: People shared ideas and even property, which created harmony <br><br>among the people. <br><br>Division of labour: Tasks were distributed according to ones age; <br><br>gender to avoid conflicts in roles. <br><br>Rules: In Traditional African Communities, elders, men youth, and <br><br>women had their respective roles to play that enhanced harmony in the community. <br><br>Virtues: Virtues like generosity, obedience, kindness and honesty were Religious beliefs and practices: A common belief in God, the spirits and <br><br>ancestors created a sense of togetherness. Qc. What was the purpose of bride wealth in the Traditional African Society? <br><br>It was a way of thanking the brides family for taking good care of her. It was a form of compensation to the brides parents because the woman <br><br>would now belong to another family. <br><br>It was a sign of contract that the man would marry the girl and they <br><br>would live together until death. <br><br>It represented evidence of the grooms ability to take care of a wife and <br><br>a family. <br><br>It was a sign of generosity on the side of the man. It initiated a long-lasting friendship between the families of the groom <br><br>and the bride. <br><br>It cemented a marriage. It was a symbol of the marriage covenant between the bride and the <br><br>groom. <br><br>Bride wealth served as an outward seal of the marriage contract. Qd. Explain the role of medicine-men in the African Communities and their relevant today 1) Medicine men <br><br>They are also referred to as healers, herbalists or traditional doctors. They identified illness and their causes. They identified appropriate treatment and prevention measures for the They gave medicine to increase fertility in both people and animals. They acted as counselors, guiding people on all issues of life. <br><br>2) Relevance of Modern Society <br><br>Modern medicine has not fully displaced herbalists. Medical doctors and scientific researchers today work side by side with <br><br>traditional healers since herbs are used to make modern medicine. <br><br>Some people still believe that there are some illnesses that cannot be <br><br>treated in hospitals hence; they turn to herbalists. <br><br>Some people also believe that medicine people who practice magic have <br><br>the power to change their fate. FORM TWO GOD MEETS US IN JESUS CHRIST ST. LUKES GOSPEL INTRODUCTION Matthew, Mark, Luke and John record the life of Jesus Christ and his ministry in the four Gospel books. We shall trace the life, and ministry of Jesus Christ as written by St Luke to Theophilus. St Luke was a medical doctor. TOPIC ONE: OLD TESTAMENT PROPHESIES ABOUT THE MESSIAH Introduction: Read 2 Samuel 7:13, Isaiah 7:10-16 Messiah Meaning: The word Messiah is from a Hebrew word meshiach, which means the anointed: thus a Messiah is one called, anointed and appointed by God to serve Him. Prophecy: A prophecy refers to a prediction of what will happen in future. Messianic Prophecies: These are those predictions that were made by the prophets to describe the coming of a righteous King who will rule Israel according to Gods will. The origin of the Messianic prophecies in the Bible starts with prophet Nathans prophecy to King David. NOTE: The Roman ruled the Israelites before the birth of Jesus. They hated the Roman leadership and longed for somebody of their own to lead them into victory over the Roman rule. The prophet of Israel (the Old Testament) communicated a message that God would send a messiah to bring all people into a lasting relationship with Him. The prophets who were sent had different ideas about the Messiah. Their ideas about the Messiah were different from the Jewish expectations  whereby they hoped for political King to lead them into victory over the Roman rule. But the prophets were talking about a religious one  to free them from sin. Topic Outcomes. By the end of this topic, you should be able to: a) Explain the Old Testament prophecies about the coming of the Messiah. b) Relate the concept of the Messiah in the Old and New testaments. c) Explain the link between the Old and the New Testament d) Discuss the role of John the Baptist. LESSON ONE. OLD TESTAMENT PROPHESIES ABOUT THE COMING OF THE MESSIAH. Learning Outcomes. By the end of this lesson, you should be able to describe prophesies of Nathan, Isaiah, Jeremiah, Psalmist prophecy (David) and Micah concerning the Messiah (i) NATHANS PROPHECY (2 Samuel 7:3  17) and (Psalms 89: 20  38). David proposed to build God a house. Nathan, the prophet was given a message (an oracle) for David. In this prophecy, God told Nathan to tell King David that: <br><br>God would ensure that the Kingdom of David would last forever. An heir from Davids lineage would rule Davids heir shall build a house for Gods name. God would establish <br><br>the throne of his Kingdom forever. <br><br>David heir shall be Gods son and God shall be his father. David house and Kingdom shall be established forever. <br><br>David died. But Gods mercy shall not depart from the heir of David. Hence the promise that the Kingdom of David, shall last forever referred to the messiah who was to come. David is an ancestor of Christ. (ii) ISAIAHS PROPHECY  Isaiah 7: 10  16; 9: 1- 7; 61:1 2; and 63. In these readings, Isaiah prophesied that the Messiah would be: Born of a virgin A boy, born of a virgin and called Emmanuel that is  God with us A Wonderful, Counselor, Mighty God, The everlasting Father, and the <br><br>Prince of Peace. <br><br>The Spirit of God inside him Anointed of God Sent to preach the good news to the poor, to bring liberty to the <br><br>captives, proclaim the year of favour from God. Isaiah also prophesied that the Messiah would be the suffering servant <br><br>(Isaiah 53) CHARACTERISTICS OF THE SUFFERING SERVANT  ISAIAH 53 <br><br>He would bear the sins of human kind He was oppressed, afflicted, despised, rejected of men He bore suffering and disgrace submissively He was mocked and spat on and wounded He was innocent of sin and yet treated as a criminal. He was pierced and wounded in the sides He was crucified with thieves and made intercession for the sinners He was buried in a rich mans tomb. <br><br>iii. JEREMIAHS PROPHECY- JEREMIAH 23: 5  6. God promised to rise up a (branch) who shall: <br><br>Choose as King, a righteous descendant of David Prosper Rule wisely, do what is right, and just in the world Execute justice on the earth Ensure that Judah and Israel are safe and live in peace. Be called the God our righteousness  The Lord our salvation <br><br>What does the term a righteous branch means? iv. MICAHS PROPHESY, (MICAH 5: 1  5). Micah prophesied that: The Messianic King shall come from Bethlehem He shall lead with authority He will bring peace <br><br>v. THE PSALMIST PROPHECY (Psalm 41:9 and 110:1 2). David spoke of <br><br>Betrayal by a close friend Messiah is referred to as  the Lord The messiah shall rule/reign in the midst of enemies. Summary Nathan, Isaiah, Jeremiah, Psalmist prophecy (David) and Micah prophesied of a Messiah to come. The Jews expected a Messiah who would be a political leader, a victorious ruler and a King. They expected a Messiah: <br><br>Who would lead his people into a time of great national power and <br><br>prosperity; <br><br>In whose reign, there shall be no illness, no sorrow, no injustice, In whose reign, there shall be no fear In whose reign, land shall be filled with joy and peace Who shall rule forever. <br><br>Revision questions 1) Describe the prophecy of Jeremiah concerning the Messiah 2) What does the term Messiah mean? 3) Highlight the Jewish expectations of the Messiah in the Old Testament? 4) Did Jesus Christ fulfill the O.T. prophecies concerning the Messiah? How? 5) Which prophets in the Old Testament prophesied about the expected Messiah? LESSON TWO. THE CONCEPT OF THE MESSIAH IN THE NEW TESTAMENT Learning Outcomes. By the end of this lesson, you should be able to explain the concept of the Messiah in the New Testament The concept of messiah is found in Luke 1:26  38; 2:1-23; 23:1  35; 24:50  51. The writer of Lukes Gospel makes it clear that Jesus fulfilled the Old Testament prophecies concerning the coming of the Messiah. How did He do this? Well Jesus fulfilled the Old Testament prophecies because; <br><br>Jesus was born from the lineage of David (Mathew 1) Angle Gabriel said the child to be born shall rule forever (Luke 1:32) <br><br>Nathans prophecy <br><br>Jesus was born of Mary a Virgin, as pre told by Isaiah 7:14 Messiah is called Emmanuel, Isaiahs prophecy. Mathew 1:18  25 Jesus was born in Bethlehem  Micahs prophecy The Messiah would be a Son of David  Nathan, and Jeremiah <br><br>prophesies. Jesus was referred to as a Son of David (Luke 18:38) <br><br>Jesus would bring salvation said by Simeon during dedication of Jesus. <br><br>Luke 2:29  32. This was a fulfillment of Isaiahs prophecy. <br><br>Jesus referred to himself as the Messiah by reading the scroll. Isaiah <br><br>61:1  2. and Luke 4: 18  19 <br><br>Isaiah prophesied that the Messiah would perform miracles. Jesus <br><br>performed many miracles. <br><br>The prophecy of the suffering servant (Isaiah 53) was fulfilled through the passion, death and crucifixion of Jesus Christ. <br><br>We see Jesus betrayed by one of his disciples  friend, fulfilling the <br><br>Psalmist prophecy. Note that the Jews in the New Testament expected a messiah who would deliver them from the rule of the Romans. Jews expected Jesus to be a political leader or king. However, Peter called him the Christ of God (Luke 9:20). Matthew called him King of the Jews in chapter (2 verse 2). Hence, Jesus came as a Spiritual Leader and King, and not as a political Leader / King. Self-Assessment Questions 1. What does the name Emmanuel mean? 2. Explain the concept of the Messiah in the New Testament? LESSON THREE. ANNUNCIATION OF THE BIRTH OF JOHN THE BAPTIST Introduction The parents of John the Baptist were Zechariah and his wife Elizabeth. Zechariahs name meant God has remembered. Elizabeths name meant God has sworn. Learning outcome. By the end of this lesson, you should be able to describe the annunciation of the birth of John the Baptist and Jesus. John the Baptist 1. The Annunciation  Read  Luke 1:5  25. Zechariah was a priest. He and his wife Elizabeth were old, good and righteous people of God. But they did not have a child. They were barren. But God gave them a child, John the Baptist. His birth was announced to his father, Zechariah, when he was in the temple offering incense. An Angel appeared to Zechariah and told him that his prayers had been heard. His wife Elizabeth will bear a son. The angel said the child would be called John, which means that God is gracious. The child Will be set aside to serve God. Will be filled with the Holy Spirit <br><br>As an adult, John <br><br>Will be a Nazarite. He should neither cut his hair nor drink wine. Shall turn many hearts of people to the Lord their God. Shall also turn the hearts of the fathers to their children Zachariah expressed unbelief to these words. Angel Gabriel told him that he shall be dumb until the fulfillment of the Gods words. The Birth, Circumcision and Naming Of John the Baptist Elizabeth brought forth a son. This brought great joy to her and Zachariah. The cousins, and neighbours of Elizabeth wanted the Child to be named Zechariah after the father. But Elizabeth insisted on the name John. When Zechariah was asked to name the child, he wrote down the name John. On the 8th day, the child was named John as the angel had said. John was circumcised on the 8th day according to the Jewish traditions. After naming his Child John, the mouth of Zechariah opened immediately and he started to speak. He sung a song  referred to as Benedictus in Luke 1:67  79. As he sung the Benedictus, Zechariah prophesied that God has: <br><br>Raised up a horn of salvation on the house of David Remembered his covenant with Abraham <br><br>Zechariah said this about his Child John: He shall be the prophet of the most high The child/John shall prepare the way of the lord by (i) Calling men to forgiveness (ii) Showing men the light of salvation (iii) Guiding people into peace. LESSON FOUR. THE ROLE OF JOHN THE BAPTIST The role of John the Baptist is found in Isaiah 40: 3  5, Malachi 3:1, 4:5  6, and Luke 7: 20  35. Learning Outcomes. By the end of this lesson, you should be able to describe the role of John the Baptist in the Gospel. John the Baptist had an important role to play according to the Angel who announced his coming birth. His role was to: . <br><br>Be a Prophet with qualities of Elijah (see Malachi 3:1, 4:5) Announce the good news to come just like Elijah did. Be the link between the Old Testament and New Testament Prepare the way for the Lord. Announce the coming of Gods reign that was near. Preach a baptism of repentance Baptize with water Introduce people, and his disciples to the Messiah  Jesus Christ. Fulfil the Prophecy of Elijah that a messenger was sent before the <br><br>coming of the Messiah. John the Baptist was likened to Elijah. Topic review questions 1. Outline the qualities of John as described by angel Gabriel to Zechariah 2. Why was John referred to as the second Elijah? 3. What lessons do Christians learn from annunciation of the birth of John the Baptist? 4.describe the birth of John the Baptist TOPIC TWO: THE INFANCY AND EARLY LIFE OF JESUS  LUKE 1:26  38 Learning Outcomes. By the end of this lesson, you should: a. Explain events leading to the birth of Jesus b. Describe the meeting between Mary and Elizabeth c. Describe the birth of Jesus d. Explain the dedication of JESUS e. Describe Jesus at the Temple a. Angel Gabriel announces the birth of Jesus. Angel Gabriel said that Mary would conceive and bear a child. Angel Gabriel called Mary  the highly favoured one. Mary was an ordinary virgin girl in Galilee engaged to marry Joseph, a descendant of David. The Angel said that Mary will bear (i) A Son (ii) called Jesus (which means God serves. (iii) The child shall be great (iv) He shall be called the son of the highest. (v) He shall be given the throne of his father David (vi) He shall reign forever (vii) His kingdom will never end. Read again and explain what angel Gabriel said concerning the child to be born to Mary? b. Mary visits Elizabeth. Luke 1:39-56 Angel Gabriel had told Mary that her cousin Elizabeth was also going to have a child. Mary went to visit her. The child in Elizabeths womb leaped when Mary greeted Elizabeth. The Holy Spirit revealed to Elizabeth that Mary is the mother of her Lord, the Messiah. Mary answered Elizabeth by singing the hymn The Protector in Psalm 121:3, The Love of God. Psalm 103:17, 98:3. The Magnificent. In this hymn Mary says: Her soul magnifies the Lord. The Lord has regarded the poor and those of low estate. Gods mercy is on them that fear him from generation to generation. God humbles the proud and mighty, and exalts those of low estate (the lowly) God has filled the hungry and sent the rich away empty Through the magnificent, Mary, expresses her joy, gratitude and favour given to her and the world. c. The birth of Jesus Christ. Luke.2: 1  20 The birth of Jesus took place in Bethlehem, in Judea, during the reign of Augustus Caesar, a Roman Emperor. During that time, Rome was conducting a census of the people / citizens for the purpose of collecting taxes. The census was ordered by the emperor to determine payment of taxes. The method that Rome was using was counting. Joseph, of the house of David went to his hometown, called Bethlehem; for the census. Jesus was born during this time. He was wrapped in swaddling clothes and laid in a manger because there was no accommodation in Bethlehem. The first people to receive the news that a Savior was born were the shepherds. An angel announced the birth of the Savior, Christ the lord, to the shepherds. The shepherds went to Bethlehem and saw the child Jesus. They spread the word concerning what had been told them about the child. How was the annunciation of the birth of Jesus extraordinary? d. The dedication of JESUS  LUKE.2: 22  38 Like John the Baptist, Jesus was circumcised, and named on the 8th day. He was named Jesus which means the savior or Yahweh or saves. Mary and Joseph observed the Jewish customs according to the Law of Moses. For her purification and dedication of the child Jesus, Mary brought a pair of turtledoves as an offering. The fist born males were dedicated to God as Holy. Simeon took the child up in his arms for dedication and said that: The child is set for the fall and rising of many in Israel. A Sword will pierce Marys soul on account of the child. Prophet Anna also came to the temple and prophesied that the child shall bring deliverance. e. Jesus at the Temple Luke 2:42  52 The parents of Jesus Mary and Joseph, went to Jerusalem every year for the feast of the Passover. When Jesus was 12, he accompanied them to Jerusalem. After the feast the parents went home without realizing that their child, Jesus was not with them. But while on the way, they realized he was not amongst them. They returned to Jerusalem, and looked for him for 3 days. They found him sitting in the temple; listening and asking teachers questions. All those who were in the temple were astonished by his wisdom and intelligence. It is in the temple that Jesus is revealed, first as a true son of his people and also as light and salvation for all people. On being questioned by Mary and Joseph, Jesus answered thus: Didnt you know I had to be in my Fathers house, about my Fathers business? This was an echo of Malachi 3:1 the Lord whom you seek will suddenly come to his temple. Answer these questions 1 Trace occasions when angels appeared to people in the new testament 2 How did Jesus follow the customs and traditions of the Jewish people? Answers 1. Occasions when angels appeared to people in the New Testament (a) Angel appeared to Zechariah to announce birth of John the Baptist (b) Angel appeared to Mary to announce the birth of Jesus Christ (c) Angels appeared to the shepherds on the night Jesus was born (d) Angel appeared to Joseph in a dream warning him to flee to Egypt with the child and Mary 2. How Jesus followed the customs and traditions of the Jewish people (i) He was named on the 8th day (ii) He was circumcised on the 8th day (iii) His parents took him to the temple for the annual cerebrations of the. Passover (iv) He went to the synagogue (v) In his dedication as a first male, his parents offered the sacrifices expected from them. Topic Review Questions 1. Explain events leading to the birth of Jesus b. Describe the meeting between Mary and Elizabeth c. Describe the birth of Jesus d. Explain the dedication of JESUS e. Describe Jesus at the Temple TOPIC THREE. THE GALILEAN MINISTRY  LUKE 3-8 John the Baptist and Jesus Christ Learning Outcomes. By the end of this topic, you should: a) Explain the teachings of John the Baptist b) Describe the baptism and temptation of Jesus and its relevance to Christians today. c) Give reasons as to why Jesus was rejected at Nazareth d) Describe the first miracles of Jesus at Capernaum LESSON ONE. THE PREACHING OF JOHN THE BAPTIST (Luke3: 1  20) John the Baptist preached about <br><br>a. Baptism of repentance for the forgiveness of sins. Baptism means to dip in water. Repentance means change of heart/mind, turning around. Baptism was a symbol of repentance, which means a total change heart/mind, a confession of sins). Baptism of water was a preparation of the baptism of fire and Holy Spirit by Jesus. b. He warned people of Gods coming Judgment. The religious leaders stressed outward observance of the law rather than inner righteousness. John the Baptist told them to bear fruits worthy of repentance. He told them to live righteous lives and not as hypocrites (brood of vipers). Religious leaders also assumed that since they were descendants of Abraham, God would not punish them. He warned them that God could raise descendants of Abraham from stones. c) He announced the coming of the Messiah as Judge. John the Baptist became famous that some thought he is the promised messiah. He however pointed to a messiah who will not baptize with water but with the Holy Ghost and fire (Jesus Christ). d) He preached on social justice. He taught, emphasized, advised: That those who have should share with those who do not have The need for fairness and honesty for example tax collectors not to e). He condemned King Herods immoral behaviour. King Herod had married Herodians  his own brothers wife. Herod imprisoned John the Baptist and this led to his death (Luke 3 v.22) What does the term social justice mean? Find the answer in (d). Summary of the teachings of John the Baptist <br><br>He taught on repentance and forgiveness of sins. He warned people of Gods coming judgment. He announced the coming of the messiah who would be judge. He preached on social justice. Those who have should share with the <br><br>poor. <br><br>He emphasized the need for fairness and honesty. He warned against abuse of power by those in power and authority. He condemned taking of bribes, corruption and over taxation. He condemned sexual immorality (adultery). <br><br>Relevance of the teachings of John the Baptist to Christians today The teachings challenge Christians to be fair, honest, and just in their dealings with other people. Christians should avoid being hypocritical to one another. Christians need to know that God will judge them for their wrongdoing. Hence Christian should repent their sins sincerely and seek forgiveness. Christians should warn non-believers of the coming judgment. They should preach against evils without fear; and avoid corruption, and sexual immorality. Christians should live together in harmony. Baptism was important to Christians. Group Activity. Read Luke and find out how John the Baptist was killed, why and by whom LESSON TWO. THE BAPTISM OF JESUS AND ITS RELEVANCE TODAY Learning Outcomes. By the end of this lesson, you should be able to: a. Describe the baptism of Jesus Christ b. Give reasons why Jesus was baptized c. State relevance or the importance of the baptism of Jesus to Christians a. The baptism of Jesus Christ (Luke 3: 21  22) When Jesus was around 30 years of age, He went to be baptized by John the Baptist. Jesus was the last to be baptized. Although he did not need to repent as He did not sin ; He nevertheless was baptized even though He was without sin. When he was baptized, the heaven opened and the Holy Ghost descended on Him in the form of a dove. At the same time, a voice from heaven said, This is my beloved son, in whom I am well pleased. b. Reasons why Jesus was baptized. He was baptized because: a. Jesus wanted to show his approval of Johns Ministry of baptism b. Jesus accepted the work of redemption of human kind to be completed through suffering and death c. Jesus identified himself with the sinful humankind who needed redemption through baptism d. Jesus carried all the sins of humankind (baptized last) e. He wanted to carry sins of people/humankind upon himself in order to bring about reconciliation between people and God. f. God can confirm to the people that Jesus Christ was the messiah (Ps 2:7) g. It was an act of preparing those who were ready to receive the Messiah. h. Baptism was a way of fulfilling the Old Testament prophecy. c. Relevance or the Importance of the baptism of Jesus to Christians 1) Christians practice baptism. They follow example of Jesus baptism. There are many forms of baptism such as full immersion in water, sprinkling of water on the forehead, partial immersion (head only) and passing under a flag. 2) Christians teach importance of baptism. It qualifies a new convert to become a member of Christian fellowship. 3) Through baptism, Christians receive the power of the Holy Ghost. 4) Through baptism, Christians identify themselves with Jesus Christ and all that he stands for. 5) Baptism unites Christians in the body of Christ. 6) Baptism is a symbol of death and resurrection. In some denominations, the baptized are given new names of other Christians and Jews. 7) Baptism signifies the forgiveness of sins Through baptism one is considered a child of God. 9) Baptism is a form of preparation for the kingdom of God. 10) Baptism is a sign of Christs forgiveness of sins. Lesson Revision questions a. What is the relevance of john the Baptist teaching to Christians today? b. Give reasons why Jesus accepted to be baptized c. Describe the baptism of Jesus d. What is the significance of the baptism of Jesus to Christians today LESSON THREE. TEMPTATIONS OF JESUS: RELEVANCE TO CHRISTIANS TODAY Learning Outcomes. By the end of the lesson, you should a. Narrate temptations of Jesus b. State relevance of the temptations of Jesus to modern Christians <br><br>c. State lessons that Christians can learn from temptations of Jesus a. The temptations of Jesus (Luke 4:1  13). Jesus, full of the Holy Spirit returned from Jordan into the desert. Like Elijah, Moses, He ate and drunk nothing for 40 days and nights. He was hungry after 40 days. It is at this time of weakness when the devil tempted Him. First temptation. The devil told Jesus to proof that He was the Son of God by turning the stones to become bread. Jesus however replied that it is written man does not live on bread alone to sustain him but on everything that the Lord says (Deut 8:3). Satan was telling Jesus to use his Messianic power and Spirit to obtain material security for himself and his followers for selfish, materialistic purposes. What can we learn from this temptation? Jesus was not seeking to establish a material paradise on earth. Second temptation. The devil led Jesus up to a high place (High Mountain) and showed Him in an instant all the Kingdoms of the world. He told Him that he would give Him all their authority and splendor, if He bows and worships Satan. Jesus replied it is written worship the Lord your God and serve him only. Do not worship other gods (Deut.6: 13-14). Satan wanted Jesus to use Godly power and influence. This was idolatry i.e. worshipping other gods. What can we learn from this temptation? Jesus did not come to seek a worldwide political military reign as many Jews expected Him to do. Third Temptation. The Devil led Jesus to Jerusalem and had Him stand on the highest point of the temple. He told Jesus to throw Himself down if He was the Son of God for it is written that the Lord will command angels to guard him (Psalm 91:11  12). Jesus replied and said it is written, do not put the Lord your God to the test. Satan wanted Jesus to presume on Gods good care by jumping from the roof of the temple. What can we learn from this temptation? Jesus will not force belief in His Messiah ship through a spectacular sign. Notice that the temptations came after Jesus Baptism, where he had solemnly accepted the opening of his public ministry and God confirmed it. Therefore the temptations were a testing of his loyalty to Gods chosen way of life. b. Relevance of Jesus temptations to Christians Jesus, though without sin was tempted. His followers must expect to be tested in their faith. Christians learn that it is not sinful to be tempted. Since Jesus was tempted, he understands Christians difficulties when they are tempted. Jesus is always ready to help Christians to cope with temptations. Why do you think Christians are tempted? Through temptations and trials, Christians faith in God is strengthened. Christians learn to refer to the Bible for guidance when tempted. Jesus said that it is written in reference to scripture. Christians should seek the Holy Spirit to give them strength to fight any form of trials and temptations. Jesus, full of the Holy Spirit went to the wilderness and was tempted by the devil In temptation, God does provide a way out. Thus followers of Jesus Christ (Christians) should not be seekers of spectacular signs. LESSON FOUR. REJECTION OF JESUS AT NAZARETH Learning Outcomes. By the end of the lesson, you should a. Describe rejection of Jesus at Nazareth b. Suggest possible reasons for rejection a. Rejection of Jesus at Nazareth (Luke 4:14  30). After the temptation, Jesus went to Galilee, His home district to begin his ministry. As a faithful Israelite, Jesus attended service in the synagogue every Sabbath day. During that time, it was customary for visiting Rabbis (Teachers of the law) to be given the honor of reading from the law or to address the congregation. When Jesus was given this opportunity, He opened the scroll and read from Isaiah 61: 1  3 The Sovereign Lord has filled me with his spirit. He has chosen me and sent me. Luke writes in 4 v 18  The Spirit of the Lord is upon me, because he has chosen me to bring good news to the poor. On completion of the reading, Jesus told them that today this scripture has been fulfilled in their hearing. From this reading Jesus referred to himself as the Messiah. The people of Nazareth in indignation wanted to kill Jesus by throwing him over a cliff. b. Possible Reasons for Rejection. Jews of Nazareth rejected Jesus because one, they knew him as the son of Mary and Joseph. They did not know Him as the Son of God. Two, Jesus did not fit into the idea of a political King that the Jews were expecting. They were waiting for a King with an army and horses. Three, Jesus preaching was seen as being against that of Pharisees, Scribes and Sadducees: the religious leaders at that time. Four, Jesus pointed out evils of religious leaders. Five, a leader is never accepted at home especially in a superior or senior position. Six, Jesus did not follow the general rules of the Mosaic Law. These were fasting, healing and working on the Sabbath day. Worse still Jesus associated Himself with Jewish outcasts such as sinners, and the sick. Discussion question 1. What are the possible reasons for rejection of Jesus at Nazareth? Answers (i) He was known by people as son of Mary and Joseph (ii) He did not fit in the idea of a political king that Jews were expecting (iii) Often times one is not accepted at home and at a senior position (iv) He did not follow the general rules of the law of Moses (v) He associated with sinners, and outcasts LESSON FIVE. HEALING AT CAPERNAUM Learning Outcomes. By the end of this lesson: a. Describe Jesus healing at Capernaum b. Explain healing of a man possessed with an evil spirit c. Describe Jesus healing of Simons mother  in law a. Jesus healing at Capernaum LK. 4:31  44 After his rejection in Nazareth and an attempt to throw him down a hill, Jesus went on to Capernaum. Here he cast out demons (Luke 4: 40  41). He was teaching people. He performed many miracles of healing. For example: i. Healing a man possessed by an evil spirit. A man was possessed by an unclean demon/spirit. He was in the synagogue. When he saw Jesus, the evil spirit shouted, Ah! What do you want with us, Jesus of Nazareth? Have you come to destroy us? I know who you are, the Holy one of God (Luke 4:34). Jesus replied, Be silent and come out of him. The Demon threw the man down and came out without doing any harm. The man was made whole. ii. Jesus heals Simons mother  in law. After Jesus left the synagogue, he went to the house of Simon Peters mother in law. She had a fever, Jesus commanded the fever to leave and she was made whole immediately. Which lessons do Christians learn from the healings at Capernaum There are many lessons. These are that 1) Jesus is the son of God 2) Jesus came to establish the Kingdom of God and destroy the kingdom of Satan. 3) Jesus has power over evil spirits / demons. 4) Jesus came to save human beings from the slavery of sin 5) God cares for his people. LESSON SIX. THE CALLING OF THE FIRST DISCIPLES Luke 5: 1  11 Introduction: A disciple is a learner, a student or a follower. Learners followed a master so as to learn about religious matters. Disciples were followers of Christ. Learning Outcomes. By the end of the lesson, you should be able to describe the call of the first disciples. Rabbis. These were teachers of law. They had special schools where they taught law. In these schools, learning was by memorization and repetition what students heard from the rabbis. The disciples of Jesus did not memorize. They learnt by observation. They were witnesses  and they spoke what they heard and described or explained what they saw. Call of the first disciples Jesus entered into Simons ship and started to teach people who were there. Later, He told Simon to push off a little from the shore. Jesus sat in the boat and taught the crowd. After speaking, he told Simon, and his partners James and John; Push the boat out further to the deep waterand let down your nets for a catch of fish. Simon told Jesus that they had toiled all night, and caught nothing. But if you say so, I will let down the nets. Simon obeyed. They let down the nets and caught a multitude of fish. They called for assistance from other fishermen. When Simon Peter saw this, he told Jesus Go away from me, Lord! I am a sinful man! Jesus said to Simon Dont be afraid, from now on you will be catching people. On getting to the shore, Peter and his friends James and John sons of Zebedee forsook all and followed Jesus Thus the first disciples of Jesus were Simon Peter; James and John. Lessons from the call of the first disciples 1) God can choose anybody to serve him regardless of his or her social status. 2) God still calls people to serve him in various capacities as evangelists, pastors and others. 3) Those called should repent their sins as Peter did 4) Christians should trust in God  Simon Peter trusted Jesus and cast his nets even though they had caught no fish from the same spot. 5) God can intervene in peoples lives through miracles (miraculous catch of fish) 6) Christians should work together as a team. Fishermen worked together. 7) There is hope for those who follow Jesus. He told them follow me and I will make you fishers of men God reveals himself to people in everyday activities as Jesus revealed himself to Simon Peter, and his friends James and John through fishing. 9) Christians vocation may require renunciation of family ties and occupations or a change of life. 10) Those called to serve God are expected to be humble LESSON SEVEN. OPPOSITION IN GALILEE Learning Outcomes. By the end of the lesson, you should a. Describe the Pharisees? Scribes? Sadducees. b. Identify the differences between the Pharisees and the Sadducees. c. Explain why Jesus faced opposition from Pharisees, Sadducees, and Scribes Jesus ministry consisted of teaching, healing and doing many miracles. Because of this work, Jesus faced opposition from the Pharisees, Sadducees and Scribes. These were Jewish religious leaders. a. Opposition by Pharisees and Sadducees. Luke 5:12- 6:11 Why did Jewish religious leaders; the Pharisees? Scribes? Sadducees oppose Jesus? There were many reasons for Jewish opposition to Jesus. These were: 1) Jesus was becoming more famous than the religious leaders 2) His claim to forgive sins. This was reserved only for God. 3) His association with tax collectors / publicans and sinners. For example, Jesus ate with Levi. 4) His failure to observe the law of fasting. Jesus disciples did not fast like the disciples of the Pharisees and John the Baptist. 5) Doing what religious leaders regarded as unlawful things on the Sabbath day. For example, a. Eating on Sabbath with unwashed hands (disciples), b. Plucking corn on the Sabbath day c. Working. Jesus healed on the Sabbath day. This was considered as work, which was unlawful. Jesus healed a man with a paralyzed hand on the Sabbath day. d. Touching the unclean. Jesus reached out his hand and touched a leper and healed him. Religious leaders were not allowed to touch the unclean lepers. e. Associating with tax collectors who were regarded as sinners because they were corrupt. They collected more tax than the required amount. Jesus was supposed not to associate with them or support them in any way. Who were the Pharisees? These were Referred to as the separated ones Religious leaders who expected people to respect and honour them. Pious leaders and wanted everybody to recognize them. Rich Jews and looked at their riches as blessings from God. Called ones and thought of themselves as the righteous ones. Popular to the poor who respected them. <br><br>Characteristics of Pharisees a. They believed in the Law of Moses and accepted the first five books of the Bible as God inspired. They insisted on strict observance of the law. b. They upheld and insisted on the observance of the oral traditions of the elders. c. They followed strictly 632 distinct rules and regulations broken down from the ten commandments d. They believed in the teachings of the prophets and other writings of the Old Testament. e. They passed religious traditions of the Jews from generation to generation and regarded this as a duty or obligation. f. They believed in the existence of angels and regarded them as intermediaries between God and human beings. g. They believed in the existence of demons and Satan h. They believed in and waited for the Messiah of God to come i. The believed in the resurrection of the dead j. The believed in the judgment of God at the end of time for all human kind k. They were strong nationalists and political leaders who resisted all foreign influences and power. Who were the Scribes? The word Scribe means a writer. The work of a scribe was to rewrite by hand  new manuscripts of the Jewish scriptures. The copied the word exactly as it was. The scribes were either Pharisees or Sadducees. At the time of Jesus, majority of the Scribes were associated with the Pharisees. A scribe was also a Rabbi  teacher. Some scribes managed schools called Rabbinical Schools. In these schools, Jewish male youth learnt the Mosaic Law from the age of 13 years. Scribes were represented in the Jewish religious council called the Sanhedrin. Sanhedrin was the Jewish Court of Justice, which tried those who committed religious sins. Who were the Sadducees? Sadducees were the wealthy people. They were an influential group. These were the majority in the Sanhedrin, the Jewish Court of Justice. The poor hated them. They were also members of the Jerusalem priesthood. The chief priests were mainly drawn from the Sadducees. They believed in the divine authority of the Law of Moses and the Pentateuchs first five Books of the bible. They believed that Moses wrote the first 5 books of the Bible. They regarded all the other books in the Old Testament as not divinely inspired. Hence they rejected them. They rejected and did not believe in (a) The resurrection of the dead (b) Last judgment (c) Coming of the Messiah (d) Angels and demons and (e) the oral traditions of the Pharisees. They were enemies of the Pharisees particularly because of religious matters. However, they joined with the Pharisees and Scribes to oppose Jesus Christ. LESSON EIGHT. THE SERMON ON THE PLAIN (Luke. 6:1216, 27 49) Review In the previous section, we learnt that Jesus chose His apostles. He came down the hill and stood on a level place. He gave a sermon to those present. This address is referred to as the sermon on the plain in Lukes Gospel. The people had come to hear Jesus word to receive healing and for Jesus to exercise unclean spirits from them. In the sermon, Jesus talked of the characteristics of the new community. All those who would listen to His word would be the New Israel. Learning Outcomes. By the end of the lesson, you should be able to (a) Name the12 disciples (b) Summarize the teachings of Jesus on true discipleship  Analyse the teachings of Jesus on the plain (sermon on the plain) Selection of 12 disciples (Luke. 6:12  16) Jesus went into a mountain to pray. In the morning, he called his disciples. From them, he selected 12 disciples, whom he also called apostles. Apostle means one who is sent, a missionary. The 12 disciples were: (1) Simon Peter (2) Andrew (3) James (4) John (5) Phillip (6) Bartholomew (7) Mathew (Levi) (8) Thomas (9) James son of Alphaeus (10) Simon who was called the Patriot (11) Judas son of James and (12) Judas Iscariot who became the traitor (Luke vs. 14-16) Jesus teachings on true discipleship Jesus taught that a follower or disciple of Christ should: (a) Have unshakeable faith (b) Be obedient to Gods word (c) Be self-critical/analytical/self-searching (d) Be kind, loyal, objective, fair, and generous (e) Accept others without discrimination. (f) Be a disciple and show concern for others. The Sermon on the plain (Luke 6: 17  49) The Sermon on the plain is a lecture or lesson that Jesus gave to  a large number of his disciples and a large crowd of people who had come from Judea, Jerusalem, tyre, and Sidon. They came to listen to the sermon of Jesus and to be healed of diseases, evil sprits. The purpose of the sermon was to teach the crowd the meaning of following Christ. Jesus covered 6 beatitudes or topics in his sermon. These are. 1) Blessings and woes  beatitudes (2) Love for enemies (3) Judging others (4) Giving to the needy (5) A tree and its fruits (6) Wise and foolish builders  hearing and doing the words of Jesus. We shall now discuss each of these beatitudes in detail. 1. Blessings and woes. Jesus taught that: (i) Blessed are the poor for theirs is the Kingdom of God. (ii) Blessed are the hungry for they shall be filled (iii) Blessed are those who weep now for they shall laugh (iv) Blessed are those who men shall hate, reject, reproach for the sake of Christs for their great reward is kept in heaven. (v) Woe to those who are rich, for they have already received their reward. (vi) Woe to those who are full for they shall go hungry (vii) Woe to those who laugh now for they shall mourn and weep (viii) Woe to those whom people speak well, for ancestors said the same about the false prophets. Those who accept to be followers of Christ are promised blessings while those who reject Christ are to suffer in future. 2. Love your enemies. Luke. 6: 27  36. Love is often defined as a warm feeling / affection towards somebody or something. Jesus taught his followers to love their enemies and do well to those who hate you. Bless those who curse you. Pray for those who mistreat you. Do unto men as you expect them to do unto you. Lend also to your enemies. Love your enemies and do good to them. Lend and expect nothing back. Be merciful. From these teachings: true discipleship of Jesus Christ: a) Entails unconditional love even for enemies b) Doing good without expecting any returns c) Praying for those who mistreat us d) Showing love to our enemies by exhibiting Gods love in us. e) Is love; because those who love are children of the most high who is kind and merciful to the sinners. (3) Judging others Luke. 6: 37 42 Jesus taught his followers not to judge others lest they are also judged. They should not condemn others lest they are also condemned. He asked disciples to forgive others and they shall also be forgiven. True discipleship requires acknowledging ones shortcomings and avoiding criticism of others. (4) Giving to the needy. A true disciple should share what they have with the needy. Those who share shall be rewarded. He also said that the blind couldnt lead the blind. There is a master and a follower. The disciple is not above his master. (5) A tree and its fruits. A healthy tree bears good fruits. A poor tree bears poor fruit. Neither does a corrupt tree bring forth good fruits. A tree is known by its fruits. Followers of Christ are evident to others by their actions. They are not hypocritical or fault finding. (6) Wise and foolish builders. A wise builder digs a deep foundation on a rock. When floods come, the house is able to stand. A foolish builder builds his house upon the sand. Without a foundation, when floods come, the house falls and is ruined. Wise builders are those who hear the word of God and do what is required. Those who do not adhere to the teachings are the unwise builders. True discipleship entails obedience to the teachings of Jesus Christ. Relevance of the lessons of the Sermon on the Plain to Christian Life Christians are urged to love even those that hate them. The challenges that followers of Christ encountered in the New Testament are not different from those that Christians experience today. Christians should forgive others, share with the needy, avoid judging others, and follow the teachings of Christ. Lesson Revision questions 1. Give the main teaching of Jesus on the sermon on the plain 2. What is the relevance of the (beatitudes) sermon on the plain to Christians today? LESSON NINE. JESUS WORKS OF COMPASSION In this lesson, Jesus works of compassion is discussed. These include the works of mercy for those in distress and pity for the suffering. Jesus mission lays its foundation in these works of compassion, because He came to establish the kingdom of God by conquering all forms of suffering caused by Satan. Compassion is a feeling of empathy for other peoples sufferings. Its being merciful, showing concern and affection for others. Learning Outcomes. By the end of this lesson, you should be able to: a) Give examples of Jesus works of compassion b) Narrate Jesus works of compassion c) Give reasons why Jesus used parables d) Identify categories of the miracles of Jesus e) Give lessons learnt from each example in each category a. Examples of Jesus works of compassion. There are many examples of compassion i) Healing of the centurions servant (Luke 7:1  10) Centurion is an officer in charge of 100 men. Jesus healed the servant of a Roman soldier and a Gentile. The Centurion showed love and concern for his servant. The centurion sent Jewish elders to Jesus with a request to heal his servant. The leaders said this man deserves to have you do this, because he loves our nation and has built our synagogue (Luke 7:5). Jesus agreed and went with the elders. But before Jesus reached the centurions house, the centurion sent his friends to stop him from coming to his house. He said that he was not worthy to have Jesus under his roof. He said that he was a man of authority. Hence Jesus could give an order and the servant would be healed. On hearing this, Jesus declared to the crowd  I tell you, I have not found such great faith even in Israel. When the men returned, they found the servant well. Lessons Christians can learn from the healing of the centurion servant. 1. Faith in God is important for healing to occur 2. We should confess our faith in Jesus. The centurion declared his faith in Jesus by saying he believed that Jesus could heal his servant by his word. 3. Christians should have compassion like Jesus. He took compassion on the servant and was ready to go and heal him. 4. Salvation was not for Jews alone, but for all who believed in Jesus. Centurion was not a Jew but a gentile officer in the Roman army. But he had faith in Jesus healing. 5. Christians should love each other regardless of their background or social status  the centurion loved his servant dearly. 6. Christians should learn to relate well with all around them  the centurion related well with the Jewish elders and others. 7. Jesus has power to heal any form of sickness. ii) The raising of the widows son  Luke 7:11  17. A widow is a woman whose husband is dead. The widow was of the city of Nain. When Jesus neared the gates of the city, he saw the funeral procession of the widows son, the only son of his mother. Jesus had compassion on the widow and told her  weep not. Jesus then touched the casket and said young man I say unto you, arise. The dead sat up and began to speak. All the people were filled with fear and glorified God, saying God has visited his people. Lessons Christians learn from the raising of the widows son 1) Jesus has power over death 2) Jesus empathizes with the suffering 3) Acts of love should not be hindered by traditions  Jesus touched the casket even though Jewish traditions forbid it. 4) The Widow of Nain was a gentile. This is a sign that salvation was universal. 5) The crowd acknowledged Jesus lordship; Christians should acknowledge the lordship of Jesus. What are the practices pertaining to the disposal of the dead in your culture? and community? iii) Assurance to John the Baptist (Luke 7:20  30). A question arose whether Jesus Christ was the Messiah. John the Baptist wanted to assure his disciples that Christ; was the expected messiah: and not him (John the Baptist). He sent his disciples to Jesus to ask if you are the one he said was going to come, or if we should expect someone else? (Vs. 20). Jesus told the disciples of John to go back and tell John of the miracles works they saw and heard. Jesus then gave a testimony of John the Baptist as a prophet, whose life and missions is beyond that of ordinary prophets. Jesus testified that John the Baptist; was the forerunner or messenger of Jesus Christ: as the prophets in the Old Testament had written. The Pharisees and the publicans (teaches of the law) however rejected the testimony about John the Baptist. They had refused to be baptized by John. Those baptized by John the Baptist, the tax collectors acknowledged the testimony of Jesus. Jesus rebuked the Pharisees and teachers of law for their hypocrisy. In what ways were the Pharisees and teaches of law hypocritical? iv) The forgiveness of the sinful woman (Luke 7: 36  50) Jesus was invited by one of the Pharisees called Simon to his house to dine with him. In that city, there was a sinful woman. She went to the house of Simon when she learnt that Jesus was in the Pharisees house. She brought with her an alabaster jar full of perfume. She stood behind Jesus. She was weeping and washing his feet with her fears. She then wiped the tears from the feet of Jesus with her hair, kissed his feet, and anointed them with oil (an alabaster box of ointment). When Simon, the host saw this he said within himself, if this man was a prophet, he would know who this woman is who is touching him a sinful woman. Jesus told Simon a parable of a man who forgave two people that owed him money  one 500, the other 50. Jesus asked which of the two debtors would love him most. Simon said the one that was forgiven much, Jesus then told Simon that when he came to his house, Simon did not give him water for his feet; neither did he welcome Jesus with a kiss; nor provide him with olive oil. But the woman washed his feet with her tears, and wiped them with her hair. She also kissed his feet. Jesus told the people that her sins, being many are forgiven for she loved much. Jesus turned to the woman and told her thy sins are forgiven. Thy faith has saved thee, go in peace. The people who were eating with Jesus murmured. Who was Jesus? He forgives sins. Lessons from the forgiveness of the sinful woman 1. The Jews believed that by associating with sinners, one becomes virtually defiled. Jesus however allowed the sinful woman to touch him. 2. By her actions, the woman acknowledged that she was a sinner, and repented. This was in contrast to the Pharisees who were self-righteous and therefore did not repent. 3. The Womans great love for Jesus led to her being forgiven of her sins. 4. Christians need to accept their sinful nature and seek forgiveness from God. 5. Faith in Jesus is necessary. Summary. Jesus is accepted women to be his followers unlike the Jewish customs which viewed women as lesser than men. Other women that played a key role in the ministry of Jesus include Mary Magdalene, Joann Joanna and Susanna among many others. Lesson Revision questions 1. What role do women play in the church ministry? 2. Narrate the story of the forgiveness of the sinful woman (Lk 7: 36, 8:3) 3. What lessons do you learn from the above story? 4. Describe the story of the raising of the widows son at Nain (Lk 7: 11- 17) Answers Women play many roles in the church ministry. Some of these are: (i) Carrying out duties of pastors, bishops, and deacons (ii) Management. Some are heads of the women groups (iii) Leading in church service (iv) Participating as church ushers, choir singers, and youth leaders (v) Attending church. Women are part of the congregations LESSON TEN. JESUS TEACHING IN PARABLES (LK. 8: 4- 21) Introduction Jesus used parables to teach. A parable is a Greek word. It means comparing or putting side by side in order to understand. A parable is defined as a short story or description, which teaches something or answers some questions. It is an allegory  an earthly story with a hidden or heavenly meaning. a. Use of parables. Jesus used parables in his teachings in order to explain unfamiliar messages in a language that his hearers could understand. Other reasons were because Jesus wanted to: 1) Provoke critical thinking 2) Make the audience understand issues from a different point of view 3) Explain the nature of the kingdom of God by giving real life examples. 4) Explain the nature of God. The parables brought out the attributes of an invisible God. For example, the parable of the prodigal son who had been lost. 5) Attract the attention of his audiences so that they could listen and understand. 6) Make people understand how they should relate to one another. Read the parable of the good Samaritan 7) Teach Gods love to mankind. The parable of the lost sheep, lost coin. Separate / identify those who were sincere in seeking the kingdom of God from the onlookers. 9) Challenge the imagination of his hearers since entry to Gods kingdom was a personal decision. 10) Make an indirect attack on his opponents like the Pharisees, the scribes and the Sadducees. 11) Teach his disciples that they should be persistent and never be discouraged. 12) Make his teachings interesting and easy to understand. 1. The parable of the sower Lk 8:4  15 Jesus told this parable to the crowd that followed him. He said that a farmer went out to sow corn. He scattered seeds in the field. As he did so, some of them fell on the path, and they were trampled on and eaten by birds. Other seeds fell on the rock ground. When they germinated, they withered because they lacked moisture. Some seed fell among thorns bushes. They grew with bushes, which choked them as they grew. Some other seeds fell on fertile soil. They grew up in fertile soil and their yield was100 seed for each seed sown. Meaning or interpretation of the parable Jesus gave the meaning of the parable to his disciples. He said that the seed is the word of God. i. Seed that fell on the path represents people who hear the word of God, and then the devil comes and takes away the word from their hearts so that they do not believe. Such listeners are like the seeds that fell on the path. They hear the word but soon after the devil takes away the message to stop them from believing and being saved. ii. Seed that fell on the rocky ground are people who receive the word with joy but it does not stay with them. They believe for a while but when faced with trials and temptations they stop believing and fall away. iii. Seed that fell on the thorny bushes stands for people who receive the word. However, they fail to follow their beliefs because of interference by lifes worries, riches and pressures of the world. They fail to mature as believers. iv. Seed that fell on the good soil are those people with a noble and good heart. They hear the word, and retain it in their hearts. Such people persevere and produce good harvest. v. Interpretation. The different types of soil in this parable refer to different kinds of Hearts of people. The farmer is Jesus, God or Preacher. We learn that: One should not despair and Its important to receive the word of God, practice it and persevere so as <br><br>to bear fruits. 2. The parable of a lamp under a bowl (Lk.8: 16  18). Jesus taught that no one lights a lamp, then covers it with a bowl or hide it under a bed. When one lights a lamp, they put it on the lamp stand so as to illuminate a room and for people to see the light. For whatever is hidden or covered up shall be revealed. In this parable Jesus is the light. The disciples had a duty to pass on to others messages they had learnt from Jesus. They should not keep messages to themselves. Interpretation. From this parable of a lamp under a bowl, we learn that: i A Christian has a duty to share the knowledge of God with others ii One cannot be a Christian if this knowledge is hidden iii Those who do not share may loose their beliefs. 3. Jesus mother and brothers. Luke 8:19  21 The mother of Jesus and brothers came to see him. Someone told Jesus that they were there. He told the crowd. My mother and brothers are those who hear the word of God and obey . Accepters and believers are the members of the family of Jesus. Lesson Revision Questions 1. Give reasons why Jesus used parables 2. Identify various methods used by Christians in spreading the gospel today 3. Discuss the reasons why Jesus faced opposition fro the Jewish leaders. LESSON ELEVEN: MIGHTY WORKS OF JESUS Learning outcomes. By the end of this lesson a. Organise in categories miracles performed by Jesus b. Narrate each miracle c. Discuss the significance of the miracle and lessons to learn Jesus continued to do miracles; and teach. His work is referred to as the mighty works of Jesus in various books. Miracles can be defined as acts of power whose purpose is to establish the kingdom of God. Miracles can also mean extraordinary events that go against the laws of nature. a. Categories / types of miracles Jesus performed four types of miracles. These were: 1) Nature miracles  miracles that dealt with nature e.g. calming of the storm 2) Raising of the dead e.g. Jairus daughter 3) Healing miracles  healing Simons mother in law of fever, healing of the woman with the flow of blood. 4) Exorcism miracles  casting out of evil spirits e.g. the Gerasene demonic i) The calming of the storm One day, Jesus entered a boat with his disciples to go across Lake Galilee. As they sailed Jesus was asleep in the ship. Suddenly, there was a strong wind and the boat began to sink. The disciples woke him up saying,  Master, we are about to die. Jesus woke up and gave an order to the winds and the raging waters. They obeyed and there was calm. He then said to his disciples where is your faith? Disciples were afraid and amazed and wondered, Who is this man? Winds and waves obey him. This miracle teaches Christians to have faith and to depend on Jesus when they face raging temptations and persecutions. Jesus has power over nature. ii) Jesus Heals a Man with demons (Lk8: 26  39) Jesus and his disciples sailed to Gerasa town across Lake Galilee. On arrival a man who had demons in him for a long time met Jesus. He lived naked in tombs, and wilderness. On seeing Jesus, he cried out, threw himself down at the feet of Jesus and shouted; Jesus son of the Most High God! What do you want with me?  I beseech thee, torment me not. Jesus had ordered the demons to go out of him. Jesus asked him what is your name? He replied Legion or Mob. This was because the man had been possessed by many demons. The demons begged Jesus not to send them into the deep but to let them go into some pigs (swine) that were feeding by. Jesus allowed them and the devils went out of the man, into the pigs. The herd ran down the cliff into the lake and drowned. The herders run to the city and spread the news. The multitude found the man sitting at the feet of Jesus clothed, and in his right mind. The multitude asked Jesus to leave their country region. The healed man wanted to follow Jesus but Jesus declined and told him to go and tell others of the great things that God had done for him. The man went to town and told all what Jesus had done for him. This miracle teaches Christians that: 1. The mission of Jesus was universal. 2. Jesus mission is to teach all the people irrespective of their race, tribe or geographical location. The demon man was healed in a Gentile area. 3. Jesus has power over evil 4. Powers of evil (demons) are real 5. Human life is more valuable than mans material things 6. The demons  evil spirits identified Jesus as the Son of the most High 7. Christians need to fight the power of evil SAQ. What were the causes of mental illness and spirit possession in traditional African society and in modern society? iii) Jairus daughter is raised. Lk.8: 40  42, 49  56 Jairus was an official in the local synagogue. He begged Jesus to come to his house and heal his only daughter who was 12 was dying. iv) Woman with the flow of blood is Healed (Lk. 8:43  48) When Jesus was on route to Jairus house, great crowds followed him and pressed him on either side. Amongst them was a woman who had suffered from severe bleeding for 12 years. She consulted doctors and spent all her savings on physicians. But she was not cured. The society considered the woman unclean. It blamed her for her illness. She herself was embarrassed by her condition. This woman walked behind Jesus and she touched the hem of the garment of Jesus. Her bleeding stopped at once. Jesus asked, who touched me? Everyone denied it. Peter replied the multitude was around Jesus and it was difficult to know who had touched him. Jesus persisted someone touched him. The woman who had touched Jesus the woman came forward, and fell at his feet and confessed to all her sickness and explained why she touched Jesus and how she was healed at once. Jesus said to her My daughter, your faith has made you well. Go in peace. Jairus daughter is raised. Lk.8: 40  42, 49  56 As Jesus was talking to her, Jairus was told that his little girl was dead. Dont bother the teacher anymore. Jesus told Jairus not to fear but to believe and she will be well. When he got to the house he went into the room with Peter, John and James and the parents of the girl. People around were weeping and wailing. But Jesus told them not to weep. She is not dead but asleep. They scorned and laughed at him for saying that she is asleep because they knew she was dead. Jesus took the girl by hand and called out Get up, my child  little girl arise. She immediately got up and Jesus ordered the parent to give her food. He commanded them not to tell what had happened. Teachings from these two miracles The miracle of raising Jairus daughter teaches Christians that Jesus is compassionate and the author of life. He has power over death, resurrection and life. In the miracle of healing the Woman with the flow of blood: a. Jesus made her healing public. This was probably because He wanted to acknowledge the womans faith in the public. Jesus made it clear that her faith made her whole. b. Jesus wanted to challenge the cultural practices that kept women in bandage and could not participate in public life. c. Jesus made her healing public so that the community can receive her back and shall not isolate her again. From this miracle of healing this woman, Christians learn that one; Jesus is the healer. He has power over all sicknesses even those without cure. Two, Christians should have faith in Jesus Christ. Lesson Revision Questions 1. Narrate the healing of the Gerasene demoniac Lk 8: 26-39 2. What lessons can Christians learn fro the healing of the demoniac man above? 3. What do the miracles of Jesus teach us about him? 4. Compare the raising of Jairus daughter and the healing of the woman with the flow of blood Answers. A comparison of the raising of Jairus daughter and the healing of the woman with flow of blood (i) Jairus daughter was 12 years old and the woman sick with the flow of blood had suffered for 12 years. (ii) Jesus referred to both of them as daughter (iii) Their situation  death and flow of blood did not have a cure (iv) The public witnessed the miracle of the woman with the flow of blood. (v) Jesus commanded Jairus to keep secret raising of his daughter LESSON TWELVE. COMMISSIONING OF THE TWELVE DISCIPLES Lk 9:1  10 Introduction. Commission means to officially ask someone to do something. Learning Outcomes: By the end of the lesson, you should be able to: a Describe the commissioning of the twelve disciples. b Explain the story of the feeding of the 5000 c Describe the transfiguration of Jesus d Explain the teachings of Jesus on faith and humility. a. The commissioning of the twelve disciples The twelve disciples or followers accompanied Jesus wherever he went. They were regarded as apostles. An apostle comes from a Greek word Apostols which means send out one who is sent or a missionary. The commissioning of the 12 disciples meant that they were given four main duties, power and authority to: a) Exorcise or cast out demons b) Cure diseases c) Heal the sick d) Preach the Kingdom of God and proclaim the arrival of Gods Instructions. They were told to: i) Take nothing for the journey ii) Initiate attack on the forces of evil iii) Depend entirely on God to take care of them iv) Take no stick, no beggars bag, no food, no money and not even an extra shirt for their journey v) Whatever house they entered they were to stay there until they leave the town. vi) If they were not welcomed, they were to leave that town and shake the dust off their feet as a warning to that city or town. With these instructions, the disciples left and travelled to all villages preaching the Good News and healing people everywhere. King Herod was perplexed by the work of the disciples and he desired to see Jesus. b. Feeding of the five thousand. Please open your Bible and read Luke chapter 9. Verses 11-17) After reading these verses, about feeding of the five thousand (5000) people we learn that 1. Jesus is concerned about peoples physical needs 2. Jesus demonstrated that he is the bread of life 3. Jesus has divine power 4. The Church has the duty of continuing to feed its followers both spiritually and physically. 5. The feeding of the 5000 people points to the Messianic banquet 6. Christians must learn to share whatever they have with one another 7. From this miracle, Jesus expected his disciples to appreciate their responsibility. Their work was not only to preach and heal but also feed the hungry. Feeding was both physical and spiritual. The personality of Jesus and his identity Lk. 9:18  27 When Jesus was alone with his disciples, he asked them who people say he is. The disciples told him that some say he is John the Baptist, others say he is Elijah and others say he is one of the old prophets who have risen again. Jesus asked them who they, disciples say he is. Peter replied that he is Christ of God. Jesus then told them not to tell people who he is for he Son of man has first to suffer many things be rejected by the elders chief, priests and scribes, be killed and be raised the third day. Jesus announced to the disciples of his passion (great sufferings) Jesus is the Christ (anointed) of God  Messiah as well as the son of man. A divine nature and a human nature. Jesus went on ahead to tell his disciples that they should deny themselves (self  denial) take up their cross daily and be ready to lose their lives for Jesus. However, great is the reward for the faithful. LESSON THRTEEN: THE TRANSFIGURATION (LK.9: 28  36) Instructions. Read. Luke chapter 9, verse 28 to 36. Then answer revision questions that follow. A brief summary from the Bible Transfiguration is change or transformation of form or appearance. Jesus was transformed in appearance when he took Peter, John and James to the mountain to pray. During the transfiguration, Moses and Elijah came down from heaven to talk with Jesus about his coming death in Jerusalem. Moses, Elijah and Jesus were in heavenly glory and glorious splendor. Peter, John and James were asleep. When they woke up, they saw Jesus glory. They also saw Elijah and Moses with Jesus. Peter suggested to Jesus that they build three tents for Jesus, Elijah and Moses. As he spoke a cloud overshadowed them. A voice from the cloud said this is my son, whom I have chosen listen to him. The cloud left and the disciples found themselves with Jesus. They kept what they saw and heard to themselves. Significance and importance of transfiguration a. The voice from heaven confirmed that Jesus is the Christ of God, or the Messiah b. Moses represented the Old Testament law. Jesus came to fulfil the Law of Moses. It showed that Jesus was not against the Law of Moses. c. Elijah represented the Old Testament Prophets. This meant that Jesus had fulfilled the Old Testament prophecies. He is above the prophets. d. Jesus is above or greater than the law and the prophets. e. Transfiguration was a way of preparing the disciples for the death and resurrection of Jesus. Death is not the end of life (Moses and Elijah appeared to confirm this) f. The transfiguration prepared and gave strength to Jesus for what lay ahead of him g. Dazzling appearance showed the glory of Jesus h. The transfiguration also shows the importance of encouraging each other. 5.0 Revision questions a. Explain the teachings of John the Baptist b. Describe the baptism and temptation of Jesus and its relevance to Christians today. c. Give reasons as to why Jesus was rejected at Nazareth d. Describe the first miracles of Jesus at Capernaum e. Narrate and dramatize the temptations of Jesus from the gospel according to St Luke, f. Identify five occasions when Jesus was tempted g. Explain ways in which Christians can be tempted today h. Outline ways in which Christians can overcome temptations in the contemporary world i. Identify lessons that Christians can learn from the temptations of Jesus? j. What is the role of the clergy in Kenya? k. How does the church participate in the upkeep of the clergy? l. Define and describe the transfiguration of Jesus TOPIC FOUR: THE JOURNEY TO JERUSALEM  LUKE ch. 9-18 Introduction As Jesus travelled to Jerusalem, He prepared His disciples for the life they were to lead after He leaves them. Learning Outcomes. By the end of the topic, you should be able to a Identify duties and privileges and cost of a disciple. b Describe the teachings of Jesus on prayer, hypocrisy, wealth and watchfulness. c Describe parables Jesus used to teach about prayer, hypocrisy, wealth and watchfulness. LESSON ONE. DUTIES, PRIVILEGES AND COST OF DISCIPLESHIP Lesson Outcomes. When you read this lesson, you should: 1. Explain discipleship 2. List duties given to disciples by Jesus Christ 3. Explain relevance of Christian discipleship to modern Church Jesus teaching on faith and humility A brief summary from the Bible. Read (Luke 9: 37  50) for details. After the transfiguration, Jesus used two incidents to teach his disciples about faith and humility. One incident was the healing of a boy possessed by an evil spirit (Luke 9: 37 43). Jesus rebuked the unclean spirit out of the boy and the boy was healed. Jesus told His disciples that their lack of faith was the reason why they did not cure the boy. Jesus informed his disciples that faith in him was important when carrying out his work. Jesus teaching on His Work The next question was .. who is to work for Jesus? All Christians can work for Jesus even believers who are gentiles. Read (Luke 9 vs. 49  50). Jesus told his disciples not to forbid others from carrying out his work for whoever is not against Him is for Him. This means that whoever had faith; even the Gentiles could carry out Jesus work. Jesus teaching on His followers Jesus was determined to go to Jerusalem. As He travelled, men volunteered to follow him wherever he was going. Jesus replied that foxes have holes, birds of the air have nests but the Son of Man has nowhere to lay his head. Jesus had no earthly home. His mission on earth was only for a time. A man requested to follow Jesus but asked permission to bury his father. Jesus told him to let the dead bury their dead. Disciples of Jesus have to leave their families in order to do His Work. Mission of the 72 men. Read Luke 10:1  24 On the way to Jerusalem, Jesus sent out 72 disciples on a mission to promote the Gospel of the Kingdom of God through preaching and service. The 72 disciples were sent in 2s in order to encourage or help each other. The 72 were given instructions. Jesus told them that He has given them power over demons, serpents, scorpion. They have power over all the powers of Satan. When disciples returned, they reported that demons obeyed them. In Luke 10 verse 20, Jesus asked the 72 to rejoice not because demons flee but because their names are written in heaven. Out of the many followers, Jesus chose 12 apostles who learnt from Jesus and became His witnesses. Jesus teaching on the greatest disciple Read (Luke 9: 46- 48). The disciples asked themselves who is the greatest amongst disciples amongst the 12 disciples? In response Jesus took a child by His side and said to the disciples. Whoever welcomes this child in my name, welcomes me, as well as the one who sent me. For the one who is least amongst you shall be the greatest in Heaven. Lessons from this example. Jesus explained that His disciples needed values of humility and simplicity. These virtues were needed to carry out the work of discipleship. Teaching about Discipleship 1. True followers of Jesus Christ must a. Be ready to detach themselves from families and material possessions. b. Be ready to face rejections because not all people will accept them or their message. c. Be ready to serve. d. Be ready to cater for peoples physical needs. e. Be self  less. f. Not be hypocrites and should accept hospitality whenever it is given. g. Be able to exercise self-evaluation. 2. Duties of a disciple were: a) To preach the good news of salvation to other people and be ready to suffer for the sake of Christ. b) Obey Gods commandments and follow teachings of Jesus. c) To help the needy spiritually and with material needs. d) To teach others about the Kingdom of God. e) To heal the sick. f) To cast out demons. g) Be prepared to suffer for the sake of the gospel. h) Being loyal to Jesus and faithful to the gospel. i) Commitment and loyalty 3. Privileges of a disciple a) One becomes a member of the Kingdom of God. b) They get an assurance of eternal life. c) They receive joy of winning other people to follow Jesus. d) They receive peace, and blessings of God. How are these teachings relevant to modern church leaders and members? Modern church leaders have a duty to continue preaching Gods word to all people. They should serve God in several ministries such as visiting the sick, caring for orphans, the destitute, widows, widowers, and the aged. They should also be ready to suffer and even face rejection for the sake of the Christ. Exercise 1. What are the characteristics of a true follower of Christ? 2. State the privileges of being a disciple of Jesus Christ 3. Why did Jesus choose the 12 disciples? LESSON TWO: A COMMITTED FOLLOWER OF CHRIST Read Luke 10: 25-37, and Luke 11: 1-13 a. The parable of the Good Samaritan A teacher of law asked Jesus questions in order to tempt him. One was  what must I do to receive eternal life? (Read Luke 10: 25 to 28). Jesus replied with a question. What do the scriptures say? He replied and Jesus told him to do as the scripture say. . He asked another question. Who is my neighbour? (Luke 10 v 29). Jesus answered with the parable of the Good Samaritan. In this parable, the righteous people among the Jews, Levites and priests, did not help the injured man. A Samaritan whom Jews considered unclean and sinners helped him. After narrating this parable Jesus asked the lawyer, who of the 3 travelers was a good neighbour? The lawyer said the Samaritan. Lessons learnt from the parable of the Good Samaritan In the above parable, Jesus stressed that a follower of Jesus should be: (1) Committed (2) Show love of God by loving people in need and their neighbours. A neighbour is anybody who requires assistance or help regardless of race, ethnicity, creed, colour or gender. Jesus wants his followers to show love and concern to all people regardless of their background. A neighbour uses his/her resources selflessly to help the needy. A neighbour is also compassionate, kind, and generous to the needy. Jesus Visit to Martha and Mary (Read Luke 10: 38  42) Martha welcomed Jesus in her home where she lived with her sister Mary. While Martha prepared food, Mary sat at Jesus feet listening to his teaching. Martha complained. She was doing all the work while Mary sat listening to Jesus teaching. Jesus told Martha that Mary had made the right choice to listen to His teaching. Lessons we can learn from Jesus Visit to Martha and Mary 1. A committed follower of Jesus is one who creates time to study and listen to Gods word. 2. A follower of Christ should ensure that their commitment to God is not overshadowed by daily duties, worries and responsibilities. 3. Jesus visit to Mary and Martha was also to teach disciples on the characteristics of a true disciple. Revision exercise 1. From the teachings of Jesus, on the parable of the good Samaritan; who do you think is a committed follower of Jesus? LESSON THREE. JESUS TEACHING ON PRAYER (Read Luke 11:1  13) Prayer is communication with God. It is talking with God. People pray to God all the time. For example, people pray to God when: 1. They are in problems and in happiness; 2. Seeking healing and wealth, 3. Giving thanks to God, 4. Identifying the needs to be met, and asking for favors from God 5. Repenting and confessing their sins 6. Thanking God There are many forms or types of prayers. These are: 1. Intercessory prayer  Praying for the needs of others. 2. Prayer for repentance  for forgiveness of sins. 3. Thanksgiving prayer  giving thanks to God for what he has done. 4. Worship prayer  prayers to worship God. 5. Praise prayers  to praise God, Honor God. 6. Supplication and petition prayer  whereby an individual makes their needs known to God and asks for divine intervention. Jesus prayed often during his lifes Ministry. The disciples asked him to show them how to pray. Jesus responded by teaching them the Lords Prayer. Our Father who art in Heaven Hallowed be thy name Thy Kingdom come Thy will be done on earth as It is in heaven Give us this day our daily bread Forgive us our trespasses As we forgive those who trespass against us Lead us not into temptation But deliver us from evil a) Our Father who art in heaven  The disciples were told to address God as Our father. God is to be seen and addressed as a Father. b) Hallowed be thy name  The name of God should be respected and revered. c) Thy Kingdom come  In Prayer, Christians/disciples are to pray that the rulership of God reign amongst them. d) Thy will be done on earth as it is in heaven  Christians to obey the will of God. e) Give us this day our daily bread  Christians to pray for their needs. f. Forgive us our trespasses  we ask for forgiveness of our sins and those of others. g. Jesus taught that one should be persistent in prayer. If a man goes to his friend at midnight and asks for bread to give to his visitor, the friend will open the door and give his friend all that he needs. This is because his friend was persistent in knocking on the door. In conclusion, if prayers are to be effective, one must have faith and be persistent. Believe that God shall answer prayers. A committed follower of Jesus should pray at all times. In prayer, one should acknowledge that God is the Father and that all prayers should be addressed to him. Two, one should have faith that God answers prayers. Therefore we should be persistent in prayer. Reasons why Christians should pray <br><br>To honor God To request for favors To offer thanksgiving To confess their sins and seek for forgiveness of sins To seek Gods protection To intercede on behalf of others To strengthen their relationship with God <br><br>Revision exercise 1. What did Jesus teach about prayer? 2. What is the importance of prayer? LESSON FOUR: USE OF GODS POWER TO OVERCOME EVIL. Read Luke 11:14  28 Learning outcomes. By the end of the lesson, you should be able to: 1. Narrate Jesus teaching about demons 2. Explain why the sign of Jonah was important 3. Describe how Gods power overcomes evil a. Jesus and Beelzebub. (Read Luke 11: 14 to 28) Jesus drove out a mute demon. The possessed man began to talk. The crowd said that Jesus was casting out demons using the power of Beelzebub (the price of demons). Beelzebul was an evil spirit. However Jesus replied Any country that divides itself into groups which fight each other will not last very long, and a family divided against itself will fall. Jesus said it is by the power of God that drives out demons. Lessons learnt i. Satan cannot fight against himself therefore Jesus cannot be an agent of Beelzebub / Satan. ii. Gods Kingdom and that of Satan were two separate Kingdoms and could not co exist. iii. The destruction of Satans power meant that the Kingdom of God was in Israel and it was powerful. Gods power destroyed Satans kingdom. It is impossible to be neutral in the battle between Christ and Satan. One has to belong to either Christ or Satan. iv. Jesus has power to drive out demons. v. Demons occupy people. They bring disabilities and diseases. What makes people to be insane? Mentally sick b. The sign of Jonah. (Read Luke 11: 29  32) After Jesus drove out the dumb spirit, Jews demanded performance of greater miracles. They wanted Jesus to prove that he was their expected messiah. Jesus said that Jonah was a great miracle. But Jesus was greater miracle than that of Jonah, and King Solomon. King Solomon was full of wisdom. He was so great that Queen of Sheba came to listen to his wisdom. Jesus like Jonah had brought a message of judgment. Jesus is greater than Jonah or Solomon. If Jews refuse to receive and listen to Jesus, the Gentiles like Queen of Sheba, will bear testimony against the Jews and receive Gods salvation. c. The light of the body. Read Luke: 11: 33  36 Jesus taught that no one lights a lamp and hides it under a bowl. A lamp is placed where all can see its light. He said that the human eye is the lamp or the light of the body. Jesus asked the listeners to make sure that the light in you is not darkness (vs. 35). What is the main message in this story? LESSON FIVE: JESUS TEACHING ON HYPOCRISY, WEALTH, WATCHFULNESS AND READINESS Introduction Hypocrisy is being dishonest and insincere or pretending to someone else or people. What did Jesus teach about hypocrisy? Learning outcomes. After reading these verses in Luke: 1. State what Jesus taught on hypocrisy 2. Explain value of wealth 3. Discuss how modern Christians can be watchful and ready for the coming of Jesus Christ a. Hypocrisy. Read Luke 12: 1- 12 A Pharisee invited Jesus to his house for a meal. When Jesus did not wash before eating the meal, the Pharisee was surprised. Jesus told him .. you Pharisees clean the outside of your cup and plate, but inside you are full violence and evil, greed and wickedness (vs. 39). Jesus condemned the Pharisees for their hypocrisy. They were concerned with outward appearances and traditions such as ceremonial washing of cups, hands, and dishes but not the souls of people. They loved the outward show and public recognition. Pharisees tithed, but neglected justice and love of God (vs. 42). They imposed rules and regulations for people to follow, yet they themselves did not practice what they preached. They refused to confess their sins but pointed out sins in others. They hinder others from entering the kingdom of God. They had failed to make people understand the true interpretation of the law. They were like unmarked graves  dead to people yet the people trusted them. After this teaching, the Pharisees and the teachers of the law began to oppose Jesus fiercely. What do we learn from Jesus teachings? Followers of Jesus should be 1. Sincere and upright (honest); (2) obey Gods commands; (3), live to please God but not other people; (4) confess publicly their loyalty to God and (5) love God without fear and (6) be dependent on the Holy Spirit b. The Parable of the Rich Fool. (Read Luke 12:13 to 21). Someone wanted justice. His brother had refused to share with him his fathers wealth. He wanted Jesus to order his brother to divide their fathers inheritance between him. In response, Jesus answered him with the parable of the rich fool. A rich man expected a good harvest of his crops. He thought he did not have storage for the crop he expected to harvest. The man said to himself. i will demolish my granaries and stores, then build bigger ones to store all my corn, and other goods. He expected to have enough food to last him a lifetime. Then he can enjoy his wealth; eating, drinking and making merry. But God told him that his life would be demanded from him that same night. What will happen to his wealth, as he was not rich in Gods sight? Lessons to learn i Followers of Jesus should not put their trust in material wealth but in God ii Life consists of food, other material wealth and trust in God iii Whoever seeks Gods kingdom, will receive material blessings from God iv Jesus did not condemn material possessions but rather the attitude towards material possessions. v Jesus condemned attachment to material wealth instead of trust in God who controls our lives. c. Watchfulness, Readiness, and Instructions. (Read Luke 12: 35  59) Jesus told his disciples to be: i Watchful and ready for the return of the Son of Man i.e. Jesus. ii Faithful servants so that when Jesus returns, he will find them ready and acting responsibly iii Watchful of possible divisions in families iv Royal to Christ v Ready for the coming of the Son of Man. He will come at unexpected time; like a thief who comes when the owner of the house is not aware. vi Observing things of the kingdom of God, which were present in the person of Jesus. vii Like good servants, and watch over the affairs of the master. viii Be decision makers and follow the teachings of Jesus without being watched. Review questions 1. In what ways were the Pharisees hypocritical? LESSON SIX: THE KINGDOM OF GOD Learning Outcomes. By the end of this topic, you should be able to 1. Explain the teachings of Jesus about the kingdom of God 4. Narrate the parables of a. The unfaithful fig tree b. The mustard seed c. Parable of the feast d. Parable of the great feast e. Parable of the lost sheep and the lost son The Kingdom of God Kingdom of God refers to rule of God, or Gods authority on peoples lives and the world He created. The kingdom of God was present in Jesus. It is now and in the future reality. The teachings, and miracles of Jesus were a manifestation of the Kingdom of God. For anyone to enter Gods kingdom, one has to repent and ask for forgiveness. The Kingdom of God continues to grow and spread through the work of the Church. Those who accept the teachings of Jesus Christ about Gods Kingdom are members of the Kingdom of God. Now to enter the Kingdom of God, one has to repent and not judge others. Read Luke 13:1-5. Luke has explained the kingdom of God and outlined who will enter it. The Kingdom of God has unfruitful fig tree (Read Luke, 13: 6  9). A farmer had a fig tree that was unproductive for 3 years. He ordered the gardener to cut it down. The gardener requested for the fig tree to be given another chance. He promised to dig around the fig tree and add fertilizer. If it bears fruits well, it can survive, if it doesnt bear fruit, then it should be cut down. Lessons learnt from the parable The unproductive fig tree represents followers of Jesus who are unproductive because they do not follow the teachings of Jesus Christ. God gives people chances to repent just like the fig tree was given a second chance to bear fruit. Jesus is the gardener who pleads for people before God. The followers of Jesus are expected to be fruitful. What are the figs used for? a. Parable of the mustard seed. Read Luke, 13:18  19 Jesus likened the kingdom of God to a mustard seed, which is very small. When a mustard seed is planted, it grows fast to become a big tree. It is difficult to control its growth. When mature, the fig tree attracts many birds, which feed on its seeds. Lesson learnt from the parable. The Kingdom of God <br><br>Begins as a small seed and grows quietly and humbly Then it grows and spreads to all corners of the earth And It attracts many people <br><br>b. Parable of the Yeast. Read Luke, 13: 20  21 The Kingdom of God is like yeast. Yeast makes dough rise and the bread big. The Kingdom of God grows secretly and slowly just like the dough rises without being noticed. It is only God who knows how a kingdom grows. The Kingdom of God grows as a small unit that eventually grows, spreads and reaches out to many people in many nations. <br><br>c. The narrow door. Read Luke, 13: 22  30 As Jesus was teaching in towns and villages, a person asked him whether a few people would be saved. Jesus replied that his followers should make every effort to go through the narrow door as it leads to the Kingdom of God. The narrow door will not remain open forever. Lesson learnt from the parable <br><br>Those who wish to follow Jesus must repent immediately Entrance to Gods Kingdom is through repentance Everybody is invited to enter into the Kingdom of God. <br><br>d. Jesus heals a crippled woman on the Sabbath. Luke, 13:10  12 Jesus was teaching in the synagogue on Sabbath. Jesus healed a woman who had an evil spirit, which had bent her back (Hunch back) for 18 years. Jesus saw her and told her woman, you are free from your illness! She was made straight and immediately glorified God. The official of the synagogue was annoyed that Jesus was healing on a Sabbath. He and others were hostile to Jesus for healing/working on the Sabbath. Jesus told him, you hypocrite. You feed and look after your animals on the Sabbath day. Jesus emphasized that human life is more important than animal life or even observing the Sabbath. Lessons learnt from the parable Jesus came to set people free from the bondage of sickness and Satan. Jesus work of liberation is continuous. It has to be performed even on a Sabbath day because human life is more important than animal life or even observing the Sabbath. e. Jesus Love for Jerusalem. (Read Luke13: 31  35) As Jesus continued with his teachings, he reached Jerusalem. Pharisees informed him that Herod wanted to kill him. His response was go and tell that fox  I will continue healing the sick and casting out demons. Jesus however, lamented over Jerusalem for rejecting Gods messengers. God would abandon Jerusalem for rejecting Jesus. Jerusalem was the site of Jesus death. It would eventually acknowledge Jesus as the Messiah who brings salvation to Israel and to the rest of the world. f. Man with dropsy healed (Read Luke 14:1  6). Jesus was invited to the house of the leading Pharisees for a meal on a Sabbath. A man with dropsy (swollen legs and arms) came to Jesus for healing. The Pharisees watched Jesus closely to see what he would do. Jesus asked the Pharisees  does our Law allow healing on the Sabbath or not? They kept quiet. Jesus healed the man who then left. Jesus asked the Pharisees, would they save their son or an ox if it fell in a well on a Sabbath. They kept quiet. g. Humility and Hospitality. (Read Luke 14: 7  14) Jesus was in the house of a leading Pharisees and observed that some of the invited guests were choosing the best places to sit at the table. He taught the disciples how to be humble. He said, when invited for a meal, let the owner give you a seat of honor that is reserved for important and honorable guests. Read verse 11. Jesus advised his host to invite the poor, cripples, and the blind who cannot invite you, as they have nothing to give back for generosity. Lessons learnt from the parable Jesus is teaching about humility and hospitality. Those who are humble shall be elevated. Those who elevate themselves shall be humbled. Followers of Jesus should extend invitations to the poor and the underprivileged in the society. The Kingdom of God belongs to the humble people. c. The parable of the Great Feast. Read Luke, 14: 15  24. A man said to Jesus, How happy are those who will sit down at the feast in the Kingdom of God (verse 15). In response Jesus told him that a man made a great feast and invited many friends and colleagues to the feast. The invited guests failed to come and a servant was sent to inform them that the feast was ready. All the invited guests gave personal excuses explaining why they could not come. The master was angry and asked the servant to invite the poor, crippled, lame, the blind and anyone willing to come to the feast. Lessons learnt from the parable God has invited all people to the great feast of the Kingdom of God. Those who honor his invitation will be blessed. Those who reject the invitation will be excluded from the feast. Jesus explained that the Kingdom of God is like a great feast open to all Jews and Gentiles. To enter the Kingdom of God, one has to make a personal decision because following Jesus means sacrificing activities that we consider important to us. d. The Cost of Being a Disciple Read Luke 14: 25  33 True discipleship means loving Jesus more than ones family. This is a great sacrifice to detach oneself from the family. A disciple must be ready to suffer for the sake of following Jesus. Following Jesus requires skills of careful thinking, planning and detailed preparations. Jesus compared true discipleship to the planning required when building a tower or engaging in a military operation. Lessons / teachings learnt from the parable True discipleship means making great sacrifices, none of you can be my disciple unless you give up everything you have (verse 33). Jesus disciples are expected to do careful planning before deciding to follow him because they are required to love God more than anyone else even their relatives and friends. e. The parable of the Lost Sheep Read Luke, 15:1  7 Pharisees and teachers of law complained to Jesus because Jesus was teaching ordinary people such as tax collectors, and outcasts considered sinners by them. Jesus told the Pharisees and teachers of law the parable of the lost sheep. He told them that if a shepherd with 100 sheep lost one of them, what action would he take? Wouldnt he leave the 99 sheep and go out to look for the lost sheep? And on finding it, wouldnt the shepherd celebrate with friends and neighbours? Jesus said that God celebrates if over one sinner who repents than over 99 respectable people who do not need to repent. Lessons / teachings learnt from the parable iii God is a shepherd and takes care of all his people. iv He does not want any of his people to be lost. v God searches for those lost in sin until he finds them. vi When one sinner repents, God is overjoyed and rejoices. vii God is the good shepherd who has come to seek and save the lost. f. Parable of the Lost Coin. Read Luke, 15: 8  10 If a woman losses one of her ten silver coins, she searches until she finds it. And if it is found, she invites her friends and neighbours to celebrate. Lessons learnt from the parable God and the angels in heaven search make every effort to seek the lost sinner until they find them. Jesus lights the world, looking for sinners who are lost because they are precious in Gods sight. g. Parable of the Lost Son (prodigal son) Read Luke 15:11  32 Jesus then told the story of a father who had two sons. The younger was given his share of inheritance he had requested. He went to foreign lands and wasted his inheritance. He became poor and decided to return home and ask his father to forgive him and employ him as a servant. His father kissed him and celebrated his return. The father announced to his guests that the son who was lost is now found.  - The one who was dead is now live. The elder son was angry and unhappy because his father had never held a celebration for him, inspite of his hard work and obedience. His father told him my son you are always here with me, and everything I have is yours. We are just celebrating the return of the lost son. Lessons learnt from the parable a. A person dies spiritually if they sin b. God loves all people including sinners c. God is ready to forgive every sinner who repents d. There is no sin that God cannot give e. Jesus taught that both the righteous and unrighteous require Gods forgiveness f. There is joy and happiness in heaven when one sinner repents. g. Christians should confess their sins and acknowledge that Jesus saves repentant sinners h. God accepts unconditionally any sinner who comes back to him in repentance i. Confession of sins is a condition for entering the Kingdom of God. A GREAT FEAST FOR ALL WHO ARE PREPARED Luke 14: 1  35 SAQ. What are the qualities of those who belong to the kingdom of God? Answer. Qualities of people who belong to the Kingdom of God Those who belong to the Kingdom of God: i. Obey Gods commandments ii. Accept Gods rule in their lives iii Show Gods love to others iv Are ready to make sacrifices so as to be followers of Jesus v Read Gods word and preach to others vi Confess their sins and seek forgiveness of their sins through repentance. Review questions 1. Give an explanation of the term Kingdom of God 2. What did Jesus teach about the kingdom of God? 3. What lessons do Christians learn from the parables of the lost son? Answer 1. The term Kingdom of God means the role of God or Gods authority in peoples lives and the world. LESSON SEVEN: TEACHINGS ON WEALTH AND POVERTY. LK 16:1  32 Learning Outcomes. By the end of the topic, you should be able to: a) Explain the teachings of Jesus on wealth, and poverty b) Narrate the teachings of Jesus on repentance Introduction While wealth is possession of material things such as money or occupation of a high social economic status, poverty is the opposite. It is lack of basic needs such as water, education, food, shelter, clothing, and health. When teaching about wealth, Jesus taught using two parables. These were: (1) parable of the shrewd manager (2) parable of the rich man and Lazarus Parable of the shrewd manager Read Luke, 16: 1  18 When the shrewd manager realized that his master was going to sack him due to his dishonesty, he asked the debtors to change the amounts they owed their master to smaller amounts. He did this to make friends with a few people who would give him a place to stay after he was sacked. The master praised the shrewd manager and did not sack him. The shrewd manager is praised not because of his dishonesty but because he acted promptly and with great presence of mind in a moment of crisis. Jesus is encouraging his disciples and followers to make prompt (quick, appropriate, timely) decisions. They should use wealth to serve God. It should not be allowed to take the place of God. Followers of Jesus should be honest in small and big things. The Rich Man and Lazarus. Read Luke, 16: 19  31. A rich man lived in luxury. At his gates was a poor man, called Lazarus whose body was covered by sores. The rich man did not feed Lazarus. He ate food remains together with the rich mans dogs. When rich man died, he went to hell. When Lazarus died, he went to heaven and sat at Abraham/s bosom. When in hell, the rich man was tormented while Lazarus was at peace. Lessons to learn from this parable. The rich isnt condemned for being rich but because of his altitude towards Lazarus. He used his wealth for self-gratification and not for service to the needy. The wealthy should realize that it is God who gives wealth and he should be given honor. Riches can hinder the wealthy from inheriting eternal life, especially if they put their trust in riches instead of God who is the source of all wealth and blessings. Revision exercise 1. From the parable of the rich fool what can Christians learn about the use of wealth? 2. Narrate the parable of the shrewd manager LESSON EIGHT. JESUS TEACHING ON FORGIVENESS Read Luke 17: 1  4 Learning outcomes. By the end of this lesson, you shall explain the power of Christian faith. Sin. Read Luke 17: 1-4. Jesus taught his disciples to forgive offenders who repent. Those who sin should seek forgiveness. If they offend 7 times in a day, forgive them 7 times. Followers of Jesus need faith to forgive others. The power of faith. Read Luke, 17: 5  11. Faith is defined as complete trust or confidence in God. It is absolute truthfulness and trust in everything that comes from God. The apostles asked Jesus to increase their faith. Followers of Jesus should have faith. Faith has no measure. Faith as big as a mustard seed can empower Christians to perform miracles that serve God. Faith is necessary. With faith, Christians can forgive others and be servants of God. Disciples should have faith. Christians understand that they owe everything to God. Jesus heals ten lepers. Read Luke, 17:11- 19 Jesus was on his way to Jerusalem when he met ten lepers. They requested Jesus to heal them. Jesus told them to go and show themselves to the priests. On the way, they were healed. One of them, a Samaritan, returned to thank Jesus for healing him. The Samaritans and the Jews did not associate. Jesus told the Samaritan that his faith has made him whole. Faith is necessary for healing any disease. Leprosy is a disease that leads to loss of fingers, toes and other parts of the body. It was a dreadful skin disease, which Jews feared. Lepers were isolated from other people. They lived dejected lives The coming of the kingdom. Read Luke 17: 20  37 The Pharisee demanded to know when the kingdom of God would come. Jesus replied that the kingdom of God was within those who had accepted Jesus and his teachings. Those who wanted had received the kingdom. Faith is necessary to discover the power of Gods kingdom. The coming of the son of man, i.e. Jesus will bring the kingdom to reality. The coming of the son of man is also referred to as the day of the Lord, Day of Judgment. Read Luke, 21: 27- 28. Those who obey Jesus will be saved but those who reject him will be punished. Lessons to learn. God expects Christians to have faith in him. Christians should have faith in Jesus so that they can inherit eternal life. Faith is needed to strengthen Christians. Faith is important in the life of a Christian until Jesus returns, i.e. the second coming. Revision exercise 1. What did Jesus teach on forgiveness LESSON NINE. PERSISTENCE IN PRAYER, Read Luke, 18:1  14 Learning outcomes. By the end of this lesson, discuss the values of persistence in prayer To teach about persistence in prayer, Jesus used two parables. These were the parables of: the widow and a corrupt judge and examples of prayer by a Pharisee and a tax collector. a. The widow and the unjust judge. Read Luke, 18: 1  9 Jesus had already taught the disciples how to pray. He now tells them that they ought to pray and not faint. He gives a parable to explain his point. A widow went to a corrupt judge to have her adversaries judged. The judge was corrupt and ignored her. He however gave in to her demands since she was persistent and wearing him down. The judge helped her because of her persistence and courage. Lessons learnt from the parable Followers of Jesus should pray with courage and be persistent in prayer. God hears and answers prayers. Christians should pray without ceasing and with faith and trust that their prayers will be answered. b. Parable of the Pharisee, and tax collector, Read Luke, 18:9  14 A Pharisee and tax collector went to the temple to pray. The Pharisee offered a long prayer focusing on his achievements. The tax collector (publican) did not have much to say except asking for mercy, as he was a sinner. Followers of Jesus should acknowledge they are sinners and seek forgiveness. They should approach God in humility and avoid spiritual pride, and self- righteousness. Revision exercise 1. State the parable of the widow and the unjust judge LESSON TEN. THE WAY TO SALVATION, Read Luke, 18: 15  19: 1  27. Introduction: The word salvation refers to the act of saving or being saved from sin. Those who have received salvation area assured of eternal life. To receive salvation a person must acknowledge that he is a sinner and repent their sins. In this way, they receive forgiveness and are reconciled to God. Learning outcomes. By the end of this lesson, you should a. State the meaning of salvation b. Discuss characteristics of salvation c. Give examples of those who will enter the Kingdom of God. d. Explain how Jesus predicted his death Introduction Salvation means being saved from a life-threatening situation. In Christianity, salvation refers to the process of being delivered from sin and its consequences. Those who are saved are assured of eternal life. Jesus taught about salvation using children to illustrate his message. This is what happened. Some people brought their children to Jesus so that he could bless them. The disciples scolded them. Jesus asked the children to come to him and he blessed them. Jesus taught his disciples that they must be humble like children in order to enter the kingdom of God. The road to salvation is by being simple, humble, and trusting like little children. The kingdom of God belongs to those who humble themselves like the little children. The rich man. Read Luke, 18:18  30 The entry into the kingdom of God was further explained through the story of the rich man. The rich man came to Jesus wanting to know how he could inherit eternal life and be saved. Jesus reminded him of the importance of keeping the commandments. The young man responded that he had observed the commandments since he was young. Jesus told him there is one thing remaining to do; sell everything he has, and give it to the poor, and then follow Jesus. The rich man was very sorrowful for he was very wealthy. Wealth can hinder the rich from receiving salvation. Jesus acknowledged the sacrifice made by his disciples. He emphasized that disciples shall receive salvation in the present and in life to come. Salvation is a gift from God. Salvation is received; by those who accept to follow Jesus. Trusting in wealth can be a hindrance to salvation. The rich may find it difficult to inherit eternal life. Jesus predicts his death, a 3rd time. Read Luke, 18: 31  34. Jesus predicted his death a three times. First was after asking his disciples who they say he was. The second time was after transfiguration when his face was set towards Jerusalem. The third prediction shall be in Jerusalem (Luke 18:31-34). Jesus told the disciples that previous prophecies would be fulfilled in Jerusalem. His death was going to take place in Jerusalem according to the writings of the prophets. It was going to be a painful death. He shall be beaten, mocked, spit upon and put to death. But on the third day, he shall rise again. The disciples did not understand what Jesus was telling them. Jesus had to die so that those who believed in him may receive eternal life. The death and resurrection of Jesus gives Christians hope of eternal life. Jesus heals a blood beggar. Read Luke, 18: 35  43 As Jesus neared Jericho, a blind man sat by the roadside begging. When he heard the multitude pass by, he inquired what was going on and he was told that Jesus of Nazareth was passing by. He then cried out Jesus, Son of David, have mercy on me The crowds rebuked him but he cried out louder to Jesus to have mercy on him. Jesus asked him what he wanted. He said he wanted to see. Jesus told him to receive his sight for his faith had made him whole. The beggar was joyful and he followed Jesus rejoicing. Lessons learnt. Christians should have faith in Jesus. They should also be persistent and make specific requests. LESSON THIRTEEN: JESUS AND ZACCHAEUS LK 19:1  9 Learning outcomes. By the end of this lesson, a. Narrate events leading to salvation of Zacchaeus b. Explain meanings of the story of the man who gave gold coins to his servants Zacchaeus was short. His profession was a tax collector. He was rich. He wanted to be saved. When Jesus was passing by Jericho, he wanted to see Jesus. He couldnt because he was short. He ran and climbed a sycamore tree to see Jesus. When Jesus came to the place where Zacchaeus was, he looked up and said Hurry down, Zacchaeus, because I must stay in your house today (verse 5). Jesus then went with Zacchaeus to his house. When people saw this they grumbled, and murmured. They said that Jesus was going to a house of a sinner. Jesus told them that salvation has come to the house of Zacchaeus, a son of Abraham  the Son of man came to seek and save the lost. There is no sin that God cannot forgive, even that of a tax collector. Zacchaeus told Jesus that he was going to give to the poor half of his wealth and whatever he took from any man and woman wrongfully, he will restore four times. From this salvation, we learn that the rich should share their wealth with the needy. The Parable of the Gold Coins: Luke, 19: 11  27. A certain nobleman went to a far country. Before he left he called his ten servants and gave each a gold coin (ten pounds in total). He told them to trade with the coins until he returns. When he returned, he called the servants to report profits they had made. The first servant said that one-pound coin had made profit of 10 pounds (gold coins). He made the manager of ten cities. The second servant had traded and gained 5 pounds. He was made the manager of 5 cities. The third one had hidden the pound. He did not trade. He accused the master of being mean, and cruel. He returned the pound, which was given to the servant with 10 pounds. Lessons to learn. This parable was about the kingdom of God. God expects us to use opportunities he has given to us for his work. Each one of us shall account for the use of the abilities and skills that God gave to us  students, workers, and other professionals. To receive eternal life, Christians should repent and be obedient to Gods instructions. Revision questions 1. What did Jesus teach by using the example of little children? 5. Give an account of how Jesus healed the blind beggar 6. Explain the relevance of Jesus teachings on salvation to Christians TOPIC FIVE: THE JERUSALEM MINISTRY. Luke, 19: 28  21: 38 Lesson Outcomes. By the end of this topic, you should: a. Describe the triumphant entry of Jesus into Jerusalem b. Narrate events in the cleansing of the temple c. Discuss Jesus teachings about eschatology LESSON ONE: THE TRIUMPHANT ENTRY OF JESUS TO JERUSALEM LK. 19:28  40 Learning outcomes. By the end of this lesson, you should a. Explain why Jesus rode on a young colt into Jerusalem b. Discuss why Jesus wept over Jerusalem b. Describe what Jesus did when he went to the temple a. The triumphant approach to Jerusalem. Luke 19: 28- 40. Jesus death had to happen in Jerusalem. Hence Jesus went to Jerusalem. He sent two disciples to a place where there was a colt (young donkey) that no person had ever ridden. They took it to Jesus. They threw their garments on the colt, and Jesus sat on it. As Jesus rode, people spread their clothes on the road. As Jesus neared Jerusalem, a large crowd of his disciples began to praise God (vs37). The crowd said blessed be the king who comes in the name of the lord. The Pharisees told Jesus to rebuke the disciples. Jesus told them if the disciples kept quiet the stones would start shouting. Jesus made his entry into Jerusalem in a royal (kingly) procession. He was Israels humble king who came with peace and not a political leader. He rode on a donkey  a symbol of peace. This was unlike the political kings who rode on the horses during that time. b. Jesus weeps over Jerusalem. Read, Luke 41- 44. When Jesus was near Jerusalem he wept. He then foretold the coming destruction of Jerusalem due to its rejection of the messiah. The rejoicing of his triumphant entry to Jerusalem turned to mourning as he foretold the destruction of Jerusalem by Romans in 70 A.D. c. Jesus goes to the temple. Read Luke 19:45  48. Jesus went to Jerusalem temple and evicted traders. He told them that the house of God is a house of prayer not a den of thieves. Jeremiah spoke these same words during his temple sermon. The chief priests and scribes began planning how to kill Jesus. LESSON TWO. PHARISEES, SCRIBES QUESTION JESUS. LUKE 20 1-47 Learning outcomes. By the end of the lesson you should be able to: - 1. Describe the question about the authority of Jesus 2. Describe the parable of the tenants in the vineyard 3. Describe the question about paying taxes 4. Describe the question about resurrection 5. Describe Jesus teachings against the teachers of law 6. Describe the parable of the widows offering a. The question about Jesus authority. Read Luke, 20:1  8. The Jewish leaders wanted to know from Jesus by whose authority he was doing all the things he was doing. In response Jesus asked them did Johns right to baptize come from God or from human beings? (Vs4). They discussed among themselves and decided not answer. Jesus told them neither will I tell you. In response to his authority being questioned he told a parable. b. The parable of the Tenants in the Vineyard. Read the parable in Luke, 20: 9  18. The tenants refused to pay the owner of the vineyard his share of the harvest. They threw out the servants he sent to collect his share of the harvest. When he sent his son, they killed him so that they can own the vineyard. Jesus asked the people What will the owner of the vineyard do to the tenants? c. The Question about paying taxes. Read Luke 20:19-28 Pharisees, and scribes (teachers of the law) and chief priests planned to arrest Jesus but they were afraid of the people. They sent spies to trick Jesus by asking this question - is it against our law for us to pay taxes to the Roman Empire, or not? Jesus used the currency and told them pay the Emperor Caesar what belongs to him and pay God what belongs to God. (Verse 25) This was a tricky question. Jesus here teachers people to obey the rules of the land and to obey Gods rules. d. The Question about Resurrection The Sadducees who did not believe in resurrection tempted Jesus with another question. They wanted to know this. When resurrection comes, who shall be the husband to a woman who was married to the first brother and inherited as a widow by the other six brothers? Jesus told them the men and women who shall be worthy of resurrection shall not marry. They shall be like angels and cannot die (verse 34 to 38) e. Jesus warns against the Teachers of the law Jesus warned his disciples. Be careful and guard yourselves against teachers of the law, the scribes. They were hypocritical. They wore long robes, said long prayers, looked for positions of honor and exploited the widows. f. The Widows Offering. Luke, 21: 1- 4 When people were giving offerings in the temple, a widow gave two little copper coins. Jesus said the poor widow had given all she had. Likewise Christians should give to God not to be seen but from their hearts. It is not the quantity of the gift that matters but the attitude of the giver. LESSON THREE: THE TEACHINGS OF JESUS ABOUT ESCHATOLOGY LK. 21: 5  38 Eschatology is from two Greek words, eschatus and logos. Eschatus means end, Logos means study. Eschatology means the study of the end times or in CRE the last days of Jesus. For biblical information, read Luke 21:5-38 and Mathew 24: 1  36 and Mark 13:1-31. Learning outcomes. After this lesson, you should: a. Identify signs of end times b. State uses of the temple during the time of Jesus c. Discuss ways in which Christians can apply the parable of the fig tree d. State relevance of Jesus teachings on eschatology a. Signs of the end times. Jesus gave many signs that will inform Christians that end of the time has come. These were to happen at different times. The signs were: a) Destruction of the temple of Jerusalem by invading armies which shall surrounded it b) Hatred of disciples and Christians because they were followers of Christ c) Rejection of disciples by families because they were followers of Christ d) Betrayal of the followers of Christ e) Prosecution and imprisonment of Christians. f) Many false messiahs. People would come claiming to be the Messiah, the Son God g) Wars as nation rise against nations h) Eruption of natural calamities such as plagues, earthquakes, famines, great fear among people. i) Disruption in the sky and seas. Fall of strange heavenly beings from the sky and rise of seas. j) Natural calamities such as earthquakes, plagues, famines bringing despair and distress in all nations k) The times shall be announced by signs in the stars, moon, sun and sea l) Appear of the Son of man  in power and glory at the end of times. b. Uses of the temple during the time of Jesus During the time of Jesus, the temple was used for (a) Child dedication (b) Circumcision (c) Purification (d) Trading and business centre (e) Worshiping and prayer (f) a place for celebrating festivals such as the Passover and other major feasts (g) a learning centre or school for religious purposes. For example disciples of the scribes learnt law in the temple. The destruction of the temple symbolized the birth of Christianity. From that time Christians became the new temple of God. c. The parable of the fig tree Lk.21: 29  33 Jesus used the parable of the fig tree to explain more about the end times. Appearance of leaves in the fig tree and other trees inform us that summer will soon come. When Christians see signs of the end times, they should know that the kingdom of God is about to come. Jesus told disciples to be watchful, alert, and praying for strength to endure the coming tribulations. See the previous teachings on watchfulness and readiness. Christians are to watch out and be ready for the end times. d. Relevance of Jesus teachings on eschatology These teachings assure and continue to tell Christians these messages from Jesus: a) There is life after death b) Christ will return to receive the faithful c) Christians are to be watchful, prayerful, and hopeful despite trials and tribulations d) Christians are assured of Gods protection from evil. e) Christians should prepare for the coming of Christ by leading a righteous life f) Do not lose hope g) Do not be pre occupied with the cares of this would for they never end h) Preach and spread the word of God i) Obey Gods commandment j) Help the needy Revision questions a. Describe Jesus triumphant entry into Jerusalem according to Luke chapter 19:29- 30 b. What does the manner of Jesus entry into Jerusalem reveal about the nature of his kingdom? c. What lessons can Christians learn from Jesus triumphant entry into Jerusalem d. State and explain why Jesus wept over Jerusalem e. Explain the cleansing of the temple f. Give reasons why Jesus cleansed the temple of Jerusalem g. What lessons can Christians learn from the cleansing of the temple? h. Explain Jesus conflict with the Jewish leaders i. Describe the parable of the tenants in the vineyard j. Explain the relevance of the parable of the of tenants in the vineyard k. Explain the question about paying taxes l. Explain the question about the resurrection m. What is eschatology? n. What will happen at the end of the world (eschatology) according to Jesus teaching in Lukes gospel 21; 5-38 o. How do Christians prepare for the second coming of Christ? TOPIC SIX: THE PASSION, DEATH AND RESURRECTION OF JESUS LK. 22  24 Passion is a strong feeling of love, hate or anger. Passion of Jesus is the great sufferings of Jesus, which was a deep emotional anguish. Learning outcomes By the end of this topic, you should be able to: (a) Discuss the events of the Lords supper (b) State relevance of the Lords supper to Christians today (c) Describe the events that took place at mount Olives (d) Describe the events that took place between the arrest and burial of Jesus (e) Relate the relevance of the sufferings and death of Jesus to Christians today (f) Explain the importance of resurrection of Jesus to Christians (g) Describe the resurrection of Jesus  the evidence of his resurrection (h) Narrate the ascension of Jesus The plot against Jesus The Jewish religious leaders were determined to ensure that Jesus was either arrested or killed (Lk.22: 1  6) They were helped by Satan who entered into Judas Iscariot one of the twelve disciples of Jesus. Judas decided to betray Jesus. He communed with the Jewish leaders who agreed to pay him money to betray Jesus. He searched for a way to betray Jesus without knowledge of Jesus. He forgot who was Jesus. Judas agreed to betray Jesus probably because: a. He belonged to the party of Zealots who wanted political changes b. He was probably frustrated by Jesus approach to the Kingdom of God which was establishing a peaceful spiritual kingdom c. He expected Jesus to establish a political kingdom d. He was greedy for money e. Satan entered him LESSON ONE: THE LORDS SUPPERS/ THE LAST SUPPER. LK 22: 7  13 The last supper was the lost Passover meal that Jesus took before his arrest. Passover is celebrated in obedience to Gods command to Moses. It is a remembrance of Israels deliverance by God from slavery in Egypt. a. The Passover meal Preparations for the Passover, Read Luke 22: 7  23. Peter and John were sent by Jesus to go and prepare the Passover meal. They were to do so in a house in the city. They were taken to the house by, a man who was carrying a vessel of water. They were given a big furnished upper room upstairs. They prepared the Passover meal as instructed by Jesus. Passover meal During the meal with the 12 disciples / apostles Jesus told them that this was going to be his last meal with them before his death. He took a cup of wine gave thanks to God and said Take this and share it among yourselves. I tell you that from now on I will not drink this wine until the Kingdom of God comes. The cup of wine was his blood that he was going to shed for them. Wine therefore symbolized the blood of Jesus, shed for the purification of humankind and forgiveness of sins. This blood is the New Testament and covenant with Christians. After drinking of wine, He took a piece of bread, gave thanks to God  and shared it and told them that the piece of bread represented his body which is given for them. He presented his death as a sacrifice whose blood sealed the new covenant. His death replaced the sacrifices of the Old law, those of animals, which sealed the Sinai covenant. The new covenant will be for all people including Gentiles. This is to fulfil Gods promise of salvation for all people. Jesus and disciples ate Passover together so that henceforth Christians would eat the meal together in remembrance of Jesus. Passover was initially taken to remind them of the deliverance from Egypt. But during the last supper, Jesus gave the Passover a new meaning. As they ate, Jesus foretold of his betrayal by one of his disciple. SAQ. i. Which items were used to celebrate the Passover in the Old Testament? ii. What items do modern Christians use to celebrate the Lords Supper? Comparisons of the Lords Supper and the Passover (a) The Passover commemorates the divine act of redemption of the Jews from their bondage in Egypt while the Last Supper commemorates the deliverance of human kind from sin. (b) The Passover feast reminded the Israelites that they were free, redeemed people while the Lords Suppers is to remind Christians of their forgiveness of sins. The death of Jesus set Christians free from sins. (c) Passover was followed by the Old covenant of Mount Sinai. The Lords suppers is a new covenant based on the death of Jesus for sins of humankind (d) Passover (Old testament) was sealed by the blood of Lambs while New Covenant (Lords suppers) is sealed by the blood of Jesus on the cross. (e) Items for celebrating in Passover (old testament) are different from the cup of wine and pieces of bread used by Jesus to celebrate his last supper with the disciples. Relevance of the Lords Supper today Christians celebrate the Lords supper. This celebration is called the Eucharist, the Lords suppers, or Lords meal. Christians celebrate it as an act of repentance; through which they receive assurance of forgiveness of their sins. The presence of Jesus becomes a reality when Christians share bread and wine. Bread and wine are symbols of heavenly feast, which Christians will partake in Gods kingdom. The Lords supper is also a sacrifice of praise and thanksgiving to God. It is a time for rededication to Christ and self-renewal. Through the celebration of the Lords supper, Christians anticipate the second coming of Jesus and the establishment of Gods Kingdom. It is also a time to remember the death and resurrection of Jesus and reflect on Gods love for humankind. b. The Argument about Greatness. Read Luke, 22: 24  30 A question arose among the disciples. They wanted to know who among them was the greatest? Jesus told them that they do not belong to the world system of authority given on the basis of wealth and fame. The authority among the disciples will be determined on the basis of their service to others. The greatest is the servant. Jesus likened himself to a servant hence disciples are called to serve. By sharing in trials and sufferings of Jesus, the disciples will share in his ruling power over the new Israel. Leadership in church should be understood in terms of service  being a servant of people. In the community of Christians, all people who are followers of Jesus are all equal. SAQ. In your opinion, which are the signs of greatness in the world? c. Jesus Predicts Peters Denial. Read Luke, 22: 31  38 Jesus told peter that Satan had received permission to test or tempt all the disciples but Jesus had prayed for Peters faith not to fail. Jesus told Peter that he shall deny Jesus three times before the cock crows. Jesus was telling his disciples that they will encounter hostility in their evangelism hence they should be prepared for suffering and opposition because of Him as Isaiah 53:12 says he shared the fate of evil men. Jesus death was imminent inevitable. The disciples were expected to be strong LESSON TWO: PRAYER, ARREST OF JESUS AND DENIAL BY PETER Learning Outcomes. By the end of this lesson, you shall: a. Narrate the events that took place at Mount of Olives b. Describe the arrest of Jesus c. Discuss Peters denial of Jesus d. Describe the arrest of Jesus a. Prayer on the Mount of Olives. Read Luke. 22: 39  46 After celebrating the last supper, Jesus went to the Mount of Olives with his disciples to pray to resist temptation. Jesus went ahead of his disciples, knelt down and prayed. Jesus left them to pray by himself. He said Father if you will, take this cup of suffering away from me. Not my will, however, but your will to be done (42). An angel came to strengthen him. He prayed earnestly, in agony and turmoil great than the physical pain. He sweated great drops of blood. After praying, Jesus found his disciples asleep worn out by their grief vs. 45). Jesus asked them to wake up and pray to avoid temptation. Significance The disciples fell asleep. This was a sign of moral and physical exhaustion. Jesus expressed inner struggle about the fulfillment of his messianic mission. He prayed for Gods help. Christians should always pray to avoid temptation and seek Gods help. b. Betrayal and arrest of Jesus. Read Luke, 22: 47  53 Jesus was arrested by: the chief priest, elders, officers of the temple guard, and a crowd of people as he talked to his disciples. He was taken to the house of the high priest. Judas had identified Jesus with a kiss. Jesus asked Judas him Judas, is it with a kiss that you betray the Son of man? Jewish religious leaders had come to arrest Jesus as they arrested other criminals. Jesus told his disciples not to resist his arrest. He rejected armed resistance refusing the role of a political messiah. Peter followed him from a distance. c. Peters Denies Jesus. Read Luke, 22: 54  65 After Jesus was arrested he was taken to the house of the High Priest. As Peter sat warming himself with others, a maid identified Peter. She said, This man too was with Jesus. Peter denied knowing Jesus three times. After the third denial, the cock crowed just as Jesus predicted. Jesus turned and looked at Peter who remembered the words of Jesus. Peter went out and wept bitterly (Vs. 62). Weeping was a sign of repentance LESSON THREE: THE TRIALS AND CRUCIFIXION OF JESUS Lesson Outcomes. By the end of this lesson. You should a. Describe trials of Jesus by the various authorities b. Explain the importance of the judgement by Pilate c. Narrate events leading to crucifixion of Jesus a. Trials of Jesus by the various authorities i. Trial by the Sanhedrin Lk.22: 66  71 After being taken to the house of the High Priest, the next morning Jesus was taken to the Jewish religious council or court; called the Sanhedrin. They all asked him if he was the messiah. Jesus told they wouldnt believe whatever he says. But  the Son of Man will be seated on the right hand of Almighty God. (Vs. 69). Jesus told them he was the Son of God. The Sanhedrin accused Jesus of blasphemy, a sin punishable by death. ii. Trial before Pilate. Read Luke 23: 1  5 The second court was the Roman court. The judge was Pilate, the Roman Governor. In this court the Sanhedrin accused Jesus of: Inciting people to revolt, and rebelling against Roman authority Forbidding people to pay taxes to the Emperor Claiming to be the king, a Messiah, <br><br>They could not accuse him of blasphemy before Pilate since this offence was not acceptable under the Roman law. Pilate asked Jesus if he was the king, Jesus replied,  So you say. (vs.3). Pilate found no fault with Jesus so he sent him to Herod. iii. Trial by Herod. Read Luke, 23: 6  12 Herod was in Jerusalem. When Jesus was brought before him, he expected Jesus to perform miracles to impress him. He asked Jesus many questions and Jesus kept quiet. Herod and his soldiers mocked Jesus, and ridiculed him. They put on him royal clothes; then sent Jesus back to Pilate. iv. Jesus is sentenced to Death. Read Luke 23: 13  25 Jesus was brought back to Pilate a second time. Pilate repeated that Jesus was not guilty (innocent) of any crime. Pilate offered to have Jesus beaten and then released. The crowds, leaders and chief priests gave their judgement. Kill him! and release Barabbas, who was a rioter and a murderer. Pilate did not find Jesus guilty. But he did what they wanted. He released Barabbas and  handed Jesus over for them to do as they wished (vs. 25). v. The crucifixion of Jesus. Read Luke 22: 26-43 Jesus was led away to be crucified. Solders forced Simon of Cyrene to carry the cross for Jesus. Women followed Jesus and weeping. Jesus told them not to weep for Him but for themselves and their children. Jesus was then crucified at a place called Golgotha (place of skull) or Calvary together with two male criminal; one on His right and the other on His Left. Jesus asked God to forgive them (persecutors) for they did not know what they were doing. The Jewish leaders, said He saved others; let him save himself if he is the Messiah whom God has chosen (vs. 35); Solders mocked Jesus and said Save yourself if you are the king of Jews and one criminal hanged with Jesus mocked Jesus and told Him Arent you the Messiah? Save yourself and me. The other thief rebuked him saying they deserved the punishment for their deeds but Jesus had done nothing. This thief repented and told Jesus, Remember me, Jesus, when you come as King. Jesus told him that he would be in paradise with Jesus on that day (vs. 42  43). On top of the cross, Jews wrote, This is the King of the Jews (vs. 38). LESSON FOUR: DEATH OF JESUS. Read Luke. 23: 44  50 Learning outcomes. By the end of this lesson, a. Describe the death of Jesus b. Narrate the burial of Jesus c. State relevance of the suffering and death of Jesus to Christian life today a. The death of Jesus. There was darkness from 12 oclock until thee oclock. The veil/curtain of the temple tore into two. Jesus cried out with a loud voice  Father, into they hands I commit my spirit. At this shout Jesus died. The Roman centurion saw and praised God. He declared, Certainly this was an innocent man. The multitude that watched the crucifixion and death went home beating their breasts, a sign of repentance. The women, who knew Jesus from Galilee, stood at a distance watching all these things. b. The burial of Jesus. Read Luke 23: 50  56. Joseph from Arimathea, a town in Judea sought permission from Pilate to bury the body of Jesus. He was waiting for the coming of the Kingdom of God, a likely secret disciple of Jesus. He was a good and honorable man. The body of Jesus was laid in a sepulchre (Tomb) where nobody had ever been laid. Jesus burial in Josephs tomb fulfilled Isaiahs prophecy that the suffering servant of Yahweh was buried in a rich mans tomb (Isaiah 53:9) The Galilean women and Joseph saw where the body of Jesus was laid. They went home, and prepared spices to use to wash Jesus body. They rested on the Sabbath. c. Relevance of the suffering and death of Jesus Christ to Christian life today Christians today should practice or do the following activities. i. Pray in times of sorrow, pain, trials and temptations. iii They should not give up when rejected. iv They should be aware of hypocrites and traitors amongst them. v They should be willing to suffer for the sake of the Kingdom of God. vi They should be ready to fight for a just cause vii They should never condemn the innocent. viii They should go through their suffering bravely. ix They should know and accept suffering as a part of the Christian calling x They should not be afraid of rejection by people l xi They should be encouraged that Jesus suffered for them. d. In which ways can Christians prepare for their death? Death is inevitable. Hence, Christians should at all times: live a holy life, repent sins, forgive those who have wronged them, make a will, accept death as inevitable, and read the word of God LESSON FIVE: THE RESURRECTION OF JESUS. Read Luke 24: 1  53 a. The Resurrection. Resurrection refers to the event of Jesus rising from the dead After the Sabbath day, on Sunday morning; Mary Magdalene, Mary the mother of James, Salome (Joanna) and other women, went to the tomb with the spices they has prepared. They found the entrance open. The stone covering the tomb was rolled away. The tomb was empty. The body of Jesus was not in the tomb. Suddenly, two men, who were angels, appeared dresses in dazzling and shining clothes. They said  Why are you looking among the dead for one who is alive? He is not here; he has been raised.  The women went and told the 11 disciples, who did not believe them. Peter ran to the tomb and found it empty. Women were the first to witness the resurrection of Jesus Christ. This is significant as they (women) were empowered to become witnesses of Christ as evangelists beyond the Jewish culture. b. Witnesses of the resurrection of Jesus The disciples en route to Emmaus Two disciples were traveling to Emmaus, which was 11 km from Jerusalem discussing Jesus suffering, death and the empty tomb. Jesus met them but their eyes were blinded and they did not recognize him. The disciples explained to Jesus the events that had taken place and how they had hoped that Jesus would liberate Israel from the Roman rule. Jesus explained to them the scriptures concerning the messiah. When they got to Emmaus, they invited him to dine with them for it was evening. When Jesus, took the bread and said the blessings; then he broke the bread and gave it to them, the disciples recognized Jesus but he vanished out of their sight (vs. 30-31). They returned to Jerusalem and told the 11 disciples that Jesus has risen. c. Jesus appears to his Disciples. Read Luke 24: 36  49. As the two disciples explained the event that happened on the journey to Emmaus, Jesus came and said to them Peace be with you (vs. 36). Disciples were terrified and frightened. He asked them to look and touch his hands, and feet. He was not a ghost. He has flesh and bones unlike ghosts, which do not have. He explained to the apostles his mission, which was prophesied by prophets, and written in the Law of Moses, and Psalms (v.44). He commissioned the disciples to preach repentance and remission of sins and be his witnesses. He also promised to send them the promise of the father (Holy Spirit) SAQ. What was the nature of the resurrected body of Jesus? d. The ascension of Jesus, Luke, 24: 50  53 From Jerusalem, Jesus took his disciples to Bethany, a town outside Jerusalem. He lifted his hands and blessed them. As he blessed them, he was lifted up and carried to heaven. The disciples worshipped him and returned to Jerusalem with great joy. They continued to go to the temple to praise and give thanks to God. The disciples were now confident about their mission and who Jesus was e. The importance of the resurrection of Jesus to Christian Resurrection is the foundation of Christian faith. Christianity is based on the fact that Jesus resurrected and was taken up to heaven. Further to this: 1. Resurrection proved that Jesus is the Son of God. 2. Through resurrection, Christians have hope of eternal life 3. Through resurrections, Christians are assured of a new life in Christ 4. Sin and death were conquered by resurrection, giving hope of victory to Christians over death and sin. 5. Resurrection is a fulfillment of the writings of the prophets. It fulfilled Old Testament prophesies by Moses, Elijah, Elisha and others. 6. It is a proof that there is life after death. 7. Through resurrection, man was reconciled to God. 8. Jesus has power over death, over Satan and his Kingdom of darkness 9. It led to the coming of the Holy Spirit. Revision questions a. Give the different names used in reference to the lords supper by Christians in different churches b. Describe the institution of the lords supper c, State the Christian teaching about the lords supper d. What is the meaning of the lords supper to Christians? e. Compare the Passover feast with the practice of the lords supper f. Describe the prayer on mount olives g. Describe the betrayal and arrest of Jesus h. State the reasons that made Judas Iscariot to betray Jesus i. Describe the trial of Jesus under the following headings:- the council of Sanhedrin, the trial before Pilate, the trial before Herod and Pilates judgement. j. Why do you think Pilate agreed to have Jesus crucified? k. Identify and explain the lessons that Christians learn from the actions of Pilate during the trial of Jesus l. Actions taken by the Jewish leaders to ensure that Jesus was put to death m. Explain the crucifixion of Jesus n. Describe the death of Jesus o. The burial of Jesus p. Define the term resurrection q. Describe the four witnesses of the risen Christ r. Describe Jesus appearance to the disciples s. Describe the ascension of Jesus t. Give five evidences from the bible to show that Jesus rose from the dead u. Explain the significance of passion, death and the resurrection of Christ v. What is the significance of Jesus resurrection to Christians today w. Explain five importance of eulogy of death of the society. Revision question and answers OLD TESTAMENT PROPHESIES ABOUT THE COMING OF THE MESSIAH Lesson one: 1. The prophecy of Jeremiah about the Messiah a) He shall be a descendant of David b) He shall be a king c) He shall prosper d) He shall execute judgment and justice e) He shall ensure Judah/Israel is safe and lives in peace f) He shall be called the lord our righteousness 2. Meaning of Messiah mean? Messiah is a Hebrew word Meshiach which means the anointed one. It is equivalent to Christ, a Greek word, which also means the Anointed one. A Messiah is therefore someone called, anointed and appointed by God to serve Him in a special way. In the Old Testament, the Priests and Kings were the only people who were anointed. When a person is anointed oil is poured on them. The anointed person was set aside from the rest of the people in order to serve God and His people. Examples of anointed people are Aaron (Priest) and King David. In addition, God himself anointed Prophets: for example, Samuel, Elijah, Jeremiah, and Nathan among others. 3. Jewish expectations of the Messiah in the Old Testament The messiah shall be a political leader, a victorious ruler, a king to lead people to a time of great power and prosperity, a king in whose reign there shall be no sorrow or injustice nor fear, a king to rule forever 4. How Jesus Christ fulfilled the Old Testament prophetic of the messiah a) He was born from the lineage of David b) He was born of Mary, a virgin as foretold by Isaiah c) The messiah was called Immanuel (Jesus) Isaiah prophecy d) He was born in Bethlehem  Micahs prophecy e) He was referred to as son of David  Nathan/Jeremiah/s prophesies f) He suffered  suffering servant prophecy by Isaiah 5. Prophets in the Old Testament who prophesied about the expected Messiah Isaiah, Nathan, Jeremiah, Micah and psalmist prophecy. Answers. Qn 1. The qualities of john as described by angel Gabriel a. He would be a prophet of god b. He would prepare the way for the messiah c. He would bring joy to Zachariah and others d. He would be a nazarite e. He would call people to repentance Qn 2. Why john was referred to as the second Elijah  Like Elijah john had also lived in the wilderness  John was also filled with the holy spirit and proclaimed gods message to the people  He also met opposition from the king just like Elijah  He was beheaded and Elijah was threatened with death by jezebel  He stood firmly for the covenant way of life  He was a great prophet of his time  He led a simple life and faced many problems like hunger just like Elijah Qn 3. What lessons do Christians learn from annunciation of the birth of john the Baptist?  God answers prayers however long it may take  Christians should not doubt Gods messages  We should be persistent, faithful and patient in prayers  Christians should be devoted to God in prayer  Children are a gift from God and a source of joy to their parents  God has a purpose for every childs life Qn 4. Describe the birth of john the Baptist  Elizabeth was very happy and so was Zachariah  John was circumcised after eight days in accordance with the Jewish customs  Elizabeth named the child john  Zachariah affirmed the name of their son in writing  They were surprised at the name because it was not in Zechariahs lineage  Zechariah was now able to talk  He broke into a hymn called the Benedictus  Zechariah expressed his feelings of joy, gratitude and praise  Zechariah told of the mission of his son. TOPIC TWO: INFANCY AND EARLY LIFE OF JESUS Qn 1. What lessons can Christians learn from the annunciation of the birth of Jesus Christ?  God exalts the humble and rejects the proud  Christians should humbly accept gods plan for their lives  God has a purpose for the life of every one  Nothing is impossible with god  God wanted Jesus Christ to be part of the human family for him to identify with the human race Qn2. describe Marys visit to Elizabeth  Mary went to visit Elizabeth after angel Gabriel told her that Elizabeth was expecting a baby  Mary greeted Elizabeth and the baby in the Elizabeths womb leapt with joy  The spirit also revealed that Mary was the most blessed of all women  Mary sang a song known as the magnificent Qn3. identify the main ideas in the magnificent  Mary thanks god for  Being good to her  His goodness and love for all human beings  Fulfilling his promises to the people  Delivering the oppressed from the oppressors Qn 4. Describe the dedication ceremony during the infancy of Jesus <br><br> The parents of Jesus offered the purification sacrifices according to the law of Moses  Simon was moved by the holy spirit and took Jesus into his arm and praised God  Simon prophesied about the mission of Jesus  Prophetess Ann thanked God for sending Jesus who would bring redemption  The things Simon and Anne said about their child amazed the parents of Jesus. TOPIC TWO: THE GALILEAN MINISTRY Qn a. What is the relevance of John the Baptist teachings to Christians today?  Christians should not fear to condemn the evils in the society  Christians should commit their lives wholly to the work of God  Christians should accept their role with humility and preach the gospel  Christians should be ready to proclaim the gospel even harsh environment for the people to know God  Christians should share their resources with the less fortunate  Christians should be contended with their pay and thus not accept bribes  Christians should learn to be truthful in their work environment  Christians should pronounce the consequences of judgement to those willing to repent Qn b. Give reasons why Jesus accepted to be baptized  To be identified as the messiah  To identify himself with the sinful human kind  To receive the Holy Spirit  For God to manifest the trinity  It was a cleansing ritual  To acknowledge the work of John the Baptist <br><br> He saw it as a way of fulfilling the old testament prophesies about the Messiah  It was his final acceptance of the work of salvation Qn c. describe the baptism of Jesus  When all the people were baptized Jesus was also baptized  He was baptized by John the Baptist in river Jordan at a place called Bethbora  Jesus was praying when the heavens opened  The holy spirit descended from heaven upon him inform of a dove  A voice came from heaven saying  thou art my beloved son with thee I am well pleased Qn d. what is the significance of the baptism of Jesus to Christians today?  Christians get new names that symbolizes new life in Christ  Christians receive the Holy Spirit who gives them guidance in their lives  Christians identify themselves with Jesus and the church  Water is symbolically used as a cleanser as it wipes away ones sins and gives a new life  Christians are brought together as members of the church of Christ  During baptism Christians receive the Holy Spirit who guides them in their lives  The old self dies and becomes a new person as a Christian  It is the first step of being accepted into the Christian brotherhood LESSON THREE: TEMPTATIONS Qn a. describe the temptations of Jesus  Satan told Jesus to turn stones into bread  Jesus answered that man does not live on bread alone  Satan then took Jesus to a high place and showed him all the kingdoms of the world. Satan promised to give Jesus everything if Jesus worshipped him  Jesus answered that one should worship God and serve him alone  Hastily, satin took Jesus to the pinnacle of the temple. He asked Jesus to throw himself down since God would send his angles to ensure that he did not get hurt. Jesus answered that no one should tempt God Qn b. from the gospel of St. Luke, identify five occasions when Jesus was tempted  In the wilderness  When he healed a dumb man the commanded a sign  Jesus was tempted to arbitrate between two brothers  When the rich young ruler called Jesus a good teacher  When he was asked whether it was right to pay taxes to Caesar  In the garden of Gethsemane, he was tempted to escape the cup of suffering  During his trial he was asked whether he was the Messiah  During crucifixion he was spat on but did not fight back  On the cross one of the thieves wanted him to deliver them  He was questioned by the Sadducees about resurrection Qn c. Outline ways in which Christians can overcome temptations in the contemporary world  They should depend on Jesus  They should be well versed with the scripture so that they can refer to the bible  They should seek guidance and counseling  They should attend bible classes for the right interpretation of the bible  They should have faith or believe in God to help them during trials  They should avoid bad company  The should take part in active leisure  They should avoid circumstances that can lead them to sin  They should resist Satan Qn d. Explain ways in which Christians can be tempted  To give a bribe in order to get a job  To engage in irresponsible sexual behaviour due to peer pressure  To steal money entrusted to them  To cheat in examinations  To take drugs/alcohol  To exploit those who serve under them in their places of work  To keep excess change from a shopkeeper or tout  To show off Qn e. What lessons can Christians learn fro the temptations of Jesus?  Since Jesus was tempted, he fully understands our difficulties  God does not tempt us beyond our strength  Through temptations we will also be tempted  Through temptations and trials our faith is strengthened  When we are tempted we should turn to the bible for guidance  We should seek the holy spirit who enabled Jesus to conquer evil LESSON EIGHT: THESERMON ON THE PLAIN: 1. Give the main teachings of Jesus on the sermon on the plain The sermon on the plain consisted of five main parts namely: Blessings (Lk 6: 20  26) and woes These are also referred to as the beatitudes. Here, Jesus had a message for the poor, the rich, those who hunger and those who are full, those who weep and those who laugh. His concern is to show the social differences and mystery of Christian suffering. Persecution seems to be a common phenomenon for followers of Christ. The poor are those who cannot meet their basic needs and Luke depicts them as hungry and weeping. The disciples are included in the poor because they have given up everything. But Jesus gives hope. Jesus warns the rich against using their economic points to oppress the poor. They have an opportunity, however to belong to the Kingdom by using their riches to help the needy. Love of Enemies: (6:27-37) Followers of Jesus are supposed to Love your enemies, do good to those who hate, bless those who curse you, and pray for those who abuse you. Judging Others (6:37-43) Disciples are expected to acknowledge their own shortcomings before they can condemn the faults in others. Failure to recognize ones fault is a hindrance to becoming a member of the Kingdom of God. Evidence to Good Discipleship The proof of a persons goodness is seen in his deeds. The true nature of a person cannot be hidden because what they do and say will reveal their nature. Hearing and Doing (6: 47-49) It is not enough for His followers to proclaim Christ as Lord. They must also do what He tells them. Q2. What is the relevance of the (beatitudes) sermon on the plain to Christians today? The teachings on blessings and woes tell us that the goal of a person should be to inherit the Kingdom of God. Christians should love their enemies as Jesus loved them sinful as they were. Human beings are self-centered. It is easier to see other peoples mistakes than our own Christian should examine them before passing judgement on others. By so doing we appreciate that we are all sinners who should seek forgiveness from God and we should always appreciate others however sinful they may be. Be steadfast in faith and do good all the time. LESSION 9: JESUS WORKS OF COMPASSION Q2 Narrate the story of the forgiveness of the sinful woman (Lk 7:36-8:3) On one occasion, Jesus was invited by Simon the Pharisee to his house <br><br>to eat with him. <br><br>While this is a sinful woman walked into the house weeping. She began to wet Jesus feet with her tears and wiped them with her <br><br>hair. <br><br>She kissed his feet and anointed them with an ointment. When Simon saw this, he questioned Jesus power. If he were a prophet, <br><br>He would have noticed that the woman was a sinner. <br><br>And Jesus answered him the telling him about a certain creditor who <br><br>has two debtors, one owed him hundred denarii and the other fifty. <br><br>When asked Simon which of the two debtors would love the creditors <br><br>more. <br><br>Simon said the one who was forgiven more. Jesus said you have judged rightly. Then he had not given Him even water to wash His feet. But the woman used her tears to wet Jesus feet and wiped them using Jesus told Simon he gave him no kiss but the woman had not stopped <br><br>kissing Him. <br><br>Those at table began to ask who Jesus was who ever forgiven sins? And He said to the woman, Your faith has saved you, go in peace. <br><br>Q3. What lessons do Christians learn from the above story? <br><br>Christians should accept their sins and seek for forgiveness as the sinful <br><br>woman did. <br><br>Faith is important for one to be forgiven. Jesus told the woman Your <br><br>faith has save you. <br><br>A repentant sinner is greater than a righteous man (the Jewish religious <br><br>leaders). <br><br>It is not the magnitude of sin that matters but the attitude of a person <br><br>towards his sins. <br><br>Shows the importance of women in the ministry of Jesus. <br><br>Q4. Describe the story of the raising of the widows son at Nain (Lk 7:11- 17) <br><br>After His preaching in Capernaum, Jesus went to the city of Nain. He found a man being carried out near the gate. He was the only son of a widow. When the Lord saw her, He had compassionate on her and said to her, <br><br>Do not weep. <br><br>Then He came and touched the open coffin. And those who carried him stood still. Jesus said, Young man, arise. And he who was dead sat up and began to speak. Jesus presented him to his mother. Then fear came among all and they glorified God. They said a great prophet has come among us. God has visited His LESSON 10: JESUS TEACHING  WHAT IS THE IMPORTANCE OF PARABLES? 1. Give reasons why Jesus used parables  To attract the attention of his listeners  To help his listeners understand better  To separate the serious people from the onlookers  To enrich his teachings  To avoid direct confrontation with his enemies  It was a common way of teaching those days  To teach about Gods mercy to sinners  To make people think critically out issues concerning Gods kingdom  To relate patent issues with those of the future kingdom positively Qn 2. Identify various methods used by Christians in spreading the gospel today  Preaching  Teaching  Being role models  Holding crusades  Organizing seminars and conferences  Electronic mechanisms e.g. sms and emails  Print media e.g. posters and magazines  Door to door evangelism  Through demonstration and role play  Through the mass media e.g. radios and TVs  Through Christian music e.g. cassettes and C.Ds Qn 3. Discuss the reasons why Jesus faced opposition from the Jewish leaders  His popularity  His interpretation of the Sabbath  His failure to observe the law of fasting  He associated with tax collectors  He claimed to be the messiah  He out rightly condemned them  Teaching with authority  His claims to forgive sins. . LESSON 11: MIGHTY WORKS OF JESUS Q1 Narrate the healing of the Gerasene demoniac  Lk 8:26-39. After crossing the Sea of Galilee, Jesus came across a demon  <br><br>possessed man in a gentile town called Gerasa. <br><br>The man had been living in the caves used for burial of the dead. He wore no clothes. When the man saw Jesus, he asked Him not to torment him. When Jesus asked him what his name was, he responded that he was <br><br>called Legion  which stands for 2000  6000 soldiers. <br><br>This meant that this man possessed by many demons. Jesus had sympathy and ordered the unclean spirits to leave him. Jesus let the evil spirits to go to the pigs, which were grazing nearby. They then fell into the lake and drowned. <br><br>Q2. What lesson can Christian learn from the healing of the demoniac man above? <br><br>Jesus valued human life. That is why He led the evil/spirits into the pigs, which drowned into the lake and saved the man. <br><br>It shows Jesus came for all regardless of tribe. This man was a gentile. Jesus heals the whole person  physically and spiritually. That Jesus has power over evil spirits. Shows that Jesus came to destroy the power of evil. It teaches that Christians have to fight the power of evil constantly. But <br><br>with Jesus help they will overcome it. <br><br>God will never allow them to be defeated. He will come to their aid, <br><br>however, much. <br><br>They should give out their material possession to save those in need. <br><br>This man needed help. <br><br>They should tell their people about God as this man went to in his <br><br>village etc. Q3. What do the miracle of Jesus teach us about Him? <br><br>They show that Jesus is the Son of God. That Jesus gets power from God. That Jesus shares his power with His disciples. The miracles show Jesus compassion to suffering people e.g. the raising <br><br>of the widows son. <br><br>They also show that Jesus is Lord. He is the life and the resurrection. That affirms that Jesus came to save man from sin. They show that Jesus is a universal savior e.g. the Gesarone demoniac <br><br>who was a gentile. <br><br>They were part of His teaching  they helped Him teach. Through them He showed the concern for human life, physically, <br><br>spiritually and mentally. LESSON 12: COMMISSIONING OF THE TWELVE DISCIPLES (LK 1:1-10) Q1. What is the role of the clergy in Kenya? Help the needy e.g. give them food, shelter etc. Hold seminars/workshops where they lead people into forgiveness. Being a good example for emulation. <br><br>Q2. How does the church participate in the upkeep of the clergy? <br><br>By giving sadaka. By giving  of their income. They pay for their training. Fundraisings for building theological institutions. Building their residential houses in the church compound. Giving matega  foodstuffs as part of sadaka during service. <br><br>LESSON 13: THE TRANSFIGURATION Q2. Describe the transfiguration of Jesus (Luke 9:28-37) <br><br>Jesus needed encouragement and reassurance that what He was about to <br><br>do was the will of His Father. <br><br>Therefore He took with Him Peter, James and John and went to Mount <br><br>Hermon to pray. <br><br>As He prayed, His appearance was changed and His face became <br><br>dazzling white. <br><br>Two men, Elijah & Moses appeared and talked of His departure (death), <br><br>which He was to accomplish in Jerusalem. <br><br>The disciples were asleep as this happened. When they woke up, they saw glory and the two men who stood with Him. <br><br>And as the men were parting form Him, Peter said to Jesus, Master, it <br><br>is well that we are here, Let us make booths, one for you, one for Elijah and one for Moses. <br><br>As he said this, a cloud cursed the whole area and they were afraid. A voice came out of the cloud saying, this is my only son, my chosen, <br><br>Listen to Him. Q3. What is the significance of the transfiguration of Jesus (Lk 9:28-37)? <br><br>A voice from heaven confirmed that Jesus was the Son of God. It strengthened the faith of the disciples so that they would continue <br><br>with His work after death. <br><br>It showed that Jesus had fulfilled the Old Testament prophecies and <br><br>God. This is seen with the appearance of Elijah and Moses. <br><br>The cloud was a symbol of Gods presence. It was a sign that Jesus mission was no longer a secret. It marked the <br><br>onset of His passion, which would lead to His death. <br><br>It confirmed to Jesus that He was doing the right thing and God was in <br><br>support of His suffering. <br><br>It shows that faith in prayer can lead us to Gods presence. <br><br>TOPIC FOUR: THE JOURNEY TO JERUSALEM LESSON 1: DUTIES, PRIVILEGES AND COST OF DISCIPLESHIP Q1. What are the characteristics of a true follower of Jesus? <br><br>Following Jesus means accepting homelessness and enduring hardship <br><br>because Jesus did not have a permanent home. Being a disciple of Jesus means self-denial and suffering. Being ready to give e.g. to the needy. To spread Christianity and make Jesus known. Following Jesus means being loyal to Him. <br><br>Q2. State the privileges of being a disciple of Jesus One becomes a member of the Kingdom of God. One is assured of eternal life. He has the joy of winning others to the Kingdom of God through <br><br>preaching. Q3 Why did Jesus choose the 12 disciples? <br><br>In order to help Him in the work of spreading the good news. So as to belong to the Kingdom of God and get eternal life. To witness to his work. To share with them the power of God e.g. in performing miracles. For company as He worked. <br><br>A COMMITED FOLLOWER OF JESUS Lk 10:25 11:1-13 (Note: Not the parable of the Samaritans) Q1. From the teaching of Jesus on the parable of the Good Samaritan, who do you think is a committed follower of Jesus? <br><br>One who understands the law and obeys it. One who understands that a neighbor is anybody who requires help <br><br>regardless of their social status <br><br>One who uses his resources selflessly to help the needy One who is not restricted by cultural and religious practices in <br><br>responding to a needy situation <br><br>One who is compassionate, kind and generous One who shows solidarity with the suffering. This includes identifying <br><br>with the needy and being ready to experience their suffering. LESSON 3: JESUS TEACHING ON PRAYER Q1. What did Jesus teach about prayer? One should not be proud when praying e.g. the parable of the tax <br><br>collector and the Pharisee. <br><br>One should have faith during prayer. One should pray always/continuously. There is no formula in prayer. One should address God as a father. Honestly confess sin as they pray. <br><br>Qs 1 & 2 are out of topic. LESSON 5: JESUS TEACHINGS ON HYPOCRISY, WEALTH, WATCHFULNESS AND READINESS Q1. Hypocrisy  In what areas were the Pharisees hypocritical? In the washing of hands, cups and dishes which were done <br><br>ceremoniously. The Pharisees were too strict on this, which was not important. He told them to pay attention to issues of charity than external appearance. <br><br>Tithing habits  They paid this well for the support of priests but <br><br>neglected justice and love for God. <br><br>He criticized them for recognition in the synagogues by taking reserved <br><br>seats and their desire to be noticed at market places by wearing long white robes. <br><br>He accused them of being like their ancestors who persecuted the <br><br>prophets of God. LESSON 6: (Lesson 6 will come later) AKUKA FIND THEY ARE IN THE TEXT LESSON 7: JESUS TEACHINGS ON WEALTH AND POVERTY Read Lk: 11:13-34 : Parable of the rich fool Q1. From the parable of the rich fool, what can Christians learn about the use of wealth? It teaches that wealth comes from God. Wealth should not be misused e.g. in drinking, etc. We should thank God for wealth received. It can make Christians to forget God. <br><br>Q2. Narrate the parable of the shrewd manager <br><br>Jesus taught the following parable about a rich man and his servant. A rich man wanted to sack his manager. He called the manager and <br><br>asked him for a full account of how the property was being managed. <br><br>The manager knew he was going to be sacked. He made friends with <br><br>some of his masters debtors so that they would take care of him if he got sacked. <br><br>One debtor who owed 100 barrels of olive oil was asked to pay 50 <br><br>barrels and one who owed 1000 was asked to pay 800 barrels. <br><br>The master praised him for being wise and acting property in his <br><br>moment of crisis. LESSION 8: TEACHING ON FORGIVENESS What were the teachings of Jesus on forgiveness? Jesus taught that one should forgive and forget All sins are equal before the eyes of God. One ought to ask for forgiveness after he has wronged. One should forgive as many times as he is offended. One should have faith when asking for forgiveness. PERSISTENT IN PRAYER Q1. State the parable of the widow and the unjust judge 18: 1-8 <br><br>Jesus told the Pharisees a parable to the effect that they ought always to <br><br>pray and not lose heart. <br><br>In a certain city there was a judge who neither feared God nor regarded <br><br>man. And there was a widow in that city which kept coming to him and <br><br>wanted her right given. <br><br>For a while he refused, but afterwards he said to himself, though I <br><br>neither fear God nor regard man, yet because this widow bothers me, I will allow her set her right or she will wear me out by her continual coming. <br><br>And the Lord said, Hear what the unrighteous judge says, and will he <br><br>not vindicate His elect who cry to Him day and night? <br><br>Will he delay long over them, I, you, He will vindicate them speedily. <br><br>LESSON 10: THE WAY TO SALVATION Lk 18: 15  19 Q1: What did Jesus teach by using the example of little children? <br><br>Jesus said, Let little children come to me because the kingdom of God <br><br>belongs to such as them. <br><br>He went on to tell them that for one to enter Gods kingdom, he must <br><br>humble himself like children. <br><br>This is because children are powerless, innocent and open. Jesus taught that the kingdom of God is for those who are simple, <br><br>humble, innocent and trusting like children. Q2. Give an account of how Jesus healed the blind beggar (18:35-43) A blind man recognized Jesus as the messiah. The blind man asked Jesus to heal him. He received his sight because of his faith. He followed Jesus, giving thanks to God. To receive salvation one needs to be bold and determined. We should seek Christ to heal our physical and spiritual blindness. Q3. Explain the relevance of Jesus teaching on salvation to Christians Christians learn that they need to repent their sins and seek forgiveness <br><br>in order to receive salvation and eternal life. <br><br>They need to humble themselves like children in order to earn salvation. They learn to obey the commandments of God so as to receive <br><br>salvation. <br><br>Use their abilities to glorify God e.g. the rich mans parable. They too learn that wealth can be a hindrance to salvation. They learn that salvation is given to all by God. <br><br>TOPIC FIVE: THE JERUSALEM MINISTRY Qn a. describe Jesus triumphant entry into Jerusalem according to Luke chapter 19: 29-30  After his journey from Galilee ended, Jesus approached Jerusalem passing through Bethaphage, Bethany and the mount olives  He sent two of his disciples to a village to get him a donkey on which nobody had ridden  He gave the disciples instructions that if the owner of the donkey demanded to know why they were untying it, they were to respond,  The lord has need for it  When they got the donkey, they threw their garments on it and helped Jesus to sit on it  As Jesus rode along, they spread their garments on the road  The crowds following him rejoiced and praised God for all the wonderful work Jesus had done this included: teaching, healing and feeding the hungry  The crowds sang,  Blessed is the king who comes in the name of the lord. Peace in heaven and glory in the highest. By singing, the crowds acclaimed Jesus as king.  The Pharisees objected to the crowds singing and asked Jesus to silence them  Jesus responded that if his followers were silent,  the very stones would cry out. Insensitive than stones not to know what was happening, that is, the Messiah has come Qn b. what does the manner of Jesus entry into Jerusalem reveal about the nature of the kingdom of God?  Jesus was a descendant of David, prophesied Messiah and son of God  Jesus is a triumphant, victorious yet a humble king. A donkey is a symbol of humility and peace. So he came to establish a peaceful kingdom  Jesus wanted to proclaim the coming of his kingdom but not as an earthly/ military leader, thus leading them to lay their garments for him to step on. In doing this, they were acknowledging Jesus as Jerusalems promised king  Jesus was greeted as a king the same way the kings of Israel were greeted with acclamation and joy  By riding on a donkey, Jesus fulfilled the prophesy of Zechariah which says, the king is coming riding on a donkey triumphant, humble and victorious  Christianity is not propagated through violent means but peace Qn c. what lessons can Christians learn fro Jesus triumphant entry into Jerusalem?  Christians learn that they should be prepared to receive Jesus into their lives like the crowd which escorted him to Jerusalem  Christians also learn that they should emulate Jesus and be channels of peace in their communities <br><br> They also learn that they should expect opposition and resistance as they witness to Christ. They should not give up hope  Christians learn that they should be humble like Jesus in their service to others  Christians should thank and praise God for his intervention in their lives by sending Jesus  They should be bold in their witnessing to Christ like the crowds that followed Jesus to Jerusalem and declared him king Qn d. state and explain why Jesus wept over Jerusalem.  When Jesus came close to the city of Jerusalem he wept over it saying,  If you only knew what is needed for peace! But now you cannot see it! The time will come when your enemies will surround you with barricades block you and close in on you from every side. They will completely destroy you and the people within your walls, not a single stone will they leave in its place because you did not recognize the time when God came to save you.  According to Luke, all song and rejoicing stopped suddenly when Jesus was deeply distressed at the sight of Jerusalem  Jesus knew that Jerusalem (the city of peace) would reject his final appeal and by so doing would bring judgement down on itself. The destruction of the city is viewed as the consequence of its rejection of Jesus. They cannot see when the true peace comes in the person of Jesus. The coming destruction is a symbol of Gods judgement on lack of trust. The tears of Jerusalem are the tears of tragedy.  The heart of the tragedy is that Jerusalem did not recognize the time when God came to save them  Now Jesus says that Jerusalem was not ready to receive him as their savior and this would lead to her ruin  Just like the Babylonians were Gods instrument of destruction of Jerusalem during the time of Jeremiah, so will the Romans be instruments of destruction of Jerusalem  Jerusalem was completely destroyed by the Roman armies in the year A.D 70 Qn e. Explain the cleansing of the temple.  While in Jerusalem, Jesus entered the temple where he found people buying and selling  He drove them out and overturned their tables saying that they had turned his fathers house into a den of robbers  Here Luke uses this incidence to show how Jerusalem was still unprepared for the day of Gods visit  Jesus carried out a symbolic act by driving out those who were buying and selling in the temple  Jesus used the words of Jeremiah who too attacked the in his time for turning the temple into a hideout for thieves  According to Jesus the temple will no longer give them the sense of security because it will be destroyed  Although the temple will be destroyed, a new one will be built. This is the Christian community, which will be a house o prayer for all nations. The new temple will not be limited to Jesus alone but to all people  In short Jesus is the Messiah. He exposed the unrighteousness of public life in Jerusalem by attacking the merchants in the temple Qn f. Give reasons why Jesus cleansed the temple of Jerusalem  The temple authorities had allowed a market in the court of the gentiles where the everyday money issued by the Roman government could be exchanged for the special temple coins which had to be used for paying the temple tax  In the same place they could also buy the animals needed for sacrifice. This animals had to be certified as acceptable  But both the changing of money and the certifying of animals gave ample opportunity for making exorbitant profits  Jesus made his protest because all this trading was hiding for the real purpose of the temple and prevented Israel from being a light to the gentiles. For this reason, the temple would be destroyed because it was no longer serving as  a house of prayer. Qn g. what lessons can Christians learn from the cleansing of the temple?  Christians learn that they should respect the house of God and use it appropriately  Christian leaders should avoid exploiting members through asking for excessive contributions  Christians should pay more attention to inward righteousness than external observance of rituals  Christians should have more courage like Jesus to condemn evil practices by leaders in the church and society  Christians should be exemplary with their life styles so as to win others to the kingdom  Finally the cleansing of the temple by Jesus provides valuable lesson to Christians who are called upon to be Christs ambassadors. There are many incidents where churches have been subjected to disrespect and dishonor and this discourages many people from knowing God. Christians should also avoid leadership wrangles, corruption, sexual abuse, gossip and many others that have caused churches to split Qn h. explain Jesus conflict with the Jewish leaders  In a series of conflicts in and around the temple between Jesus and the official leaders of the Jewish nation, the public ministry of Jesus came to its close  After the cleansing the temple, he daily dominated the temple area teaching large crowds. His popularity grew steadily and the leaders felt the threat against their own position. They could not allow this to go on but they were afraid to arrest Jesus. In the end they tried to trap him into making statements which would either get him into trouble with the Roman authorities or discredit him before the people  First Jesus was challenged about his authority. The Jewish religious leaders wondered whose authority Jesus used. They wanted to know which Rabii taught him or to which Jewish religious groups he belonged to i.e. the Pharisees or the Sadducees  If Jesus proclaimed himself as the Messiah he could be accused before the Roman authorities for rebellion  If he refused to make his claim the crowds would soon leave him alone  But Jesus skillfully defeated his adversaries. He invited them to answer their own question.  Tell me, did Johns right to baptize come from God or human beings?  Whatever answer they gave to Jesus question about John the Baptist would apply in even stronger measures to their own question about Jesus  But they had never supported John and they could no now admit that his right to baptize came from God  If they did they would also have to accept Jesus whom John had announced. Neither could they say John was a prophet for that would bring trouble from the people who held John in high self-esteem Qn i. Describe the parable of the tenants in the vineyard  After the question of Jesus authority, Jesus challenged the Jewish leaders by telling them the parable of the wicked tenants. He said that there was once a man who planted a vineyard, let it to the tenants and then left home for a long time  When the time came to gather the grapes, he sent a slave to the tenants to receive from them his share of the harvest but the tenants beat the slaves and sent him back without a thing. The same treatment was given to the second and the third slave  The owner decided to send his own son whom they killed. He therefore decided to come by himself, killed the tenants and handed over the vineyard to other men  When the people heard this they said, surely not but Jesus explained to them the stone which the builders rejected as worthless turned out to be the most important of all. And every one who falls on the stone will be cut to pieces and if that stone falls on someone, it will crush him to dust  In this parable, the vineyard represents Gods kingdom, Israel. The servants are the prophets sent to Israel and they are rejected. The son here represents Jesus and the owner is God who will bring judgement on Israel  The stone that the builders rejected has become the cornerstone this shows that Jesus saw himself as the rejected but most important. He makes a new foundation of Israel for both Jews and Gentiles. On hearing this, the Pharisees wanted to seize Jesus but were afraid of the people Qn j. what is the relevance of the parable of the tenants?  Over the centuries the situation has not changed. Jesus is still rejected by nations and by men  What happened to Jesus happened as he foretold those who follow him  Church history reveals many examples of men rejected by political and religious leaders and by the people their time and who have later been seen as the key man in the revelation of Gods purpose  As Christians we should also pray for strength and guidance from God to be able to deal with rejection  As Christians we should not fear rejection but stand firm for the truth  Christians should also seek pastoral counseling fro the church leaders and other Christians. When we endure persecution we may be finally proved right Qn k. the question about paying taxes  The teachers of law and the chief priest, after falling to arrest Jesus bribed some spies to ask whether it was right for the to pay taxes to Caesar or not  The Israelites were compelled to pay taxes to the Romans who controlled them  Many resented this because according to them payment of taxes using coins which had some emperors image was a violation of the Jewish law which forbade the use of images  If Jesus would tell them to pay, the people would be against him for supporting Roman rule over them  Many resented this because according to them people would be against him for supporting Roman rule over them  If he told them not to pay, they would accuse him to the Roman authorities  Jesus knew their trick and wanted his questioners to make their own decision about the issue  According to him it was right for the Roman government to exert the tax payments without demeaning Gods authority  In other words, by having the silver coin in their possession, the Jews accepted Roman authority <br><br> They had a duty to pay tax to the emperor because they enjoyed the benefit of the Roman rule  At the same time they had a duty to be loyal to God. A persons loyalty should not be owed to the state or Caesar Qn l. explain the question about resurrection  The Sadducees raised the question concerning marriage an resurrection or life after death  They asked Jesus whose wife a woman would be in the resurrection when she married seven brothers who had died without bearing children  The question was meant or designed to make Jesus look foolish thus to shame him. This would undermine the popular support that we had prevented action against Jesus  In his response, Jesus made the following observations  He does not accept the assumption that marriage continues after resurrection  Quoting from exodus a book that the Sadducees accepted, Jesus confirms that there is life after death  The resurrection life is different from earthly life  It is a new existence where those who resurrect, live with God as his children in eternity Qn m. what is eschatology?  The term eschatology is derived from two Greek words Eschatus and Lagos, which means end and study respectively  Eschatology therefore is the study of the last things such as death, judgement, life after death and th end of the world <br><br> Jesus talked about the end of the world to his disciples just before he was arrested Qn n. what will happen at the end of the world (eschatology) according to Jesus teaching in Lukes gospel 21: 5-38?  Jesus taught hi disciples about the end times in the temple of Jerusalem  In his speech, he talked about what will happen to the city of Jerusalem and the world at the end of time  Jerusalem was going to be destroyed because of her refusal to recognize and accept the Messiah  Jesus told the disciples of the signs that would accompany the end of the world  People come claiming to be Jesus the Messiah, the son of God  There will be wars between nations  Natural calamities like earthquakes, famines and plagues will occur  Strange heavenly beings will come from the sky  There will be disruption in the sky and in the sea  All nations will be in despair  People will faint from fear as they witness these signs  At the end of all these, the son of man will appear in power and glory  Jesus teaching of the end times was meant to provide encouragement to the disciples in difficult times  They were expected to have hope Qn o. how do Christians prepare for the second coming of Christ?  Christians should prepare for the second coming of Christ by not losing hope in the face of trials and tribulations because the kingdom of God with its promises of a new life will definitely come <br><br> They prepare for his second coming by leading a righteous life. They are to avoid too much feasting and drinking  They should prepare by being watchful through prayers so that God will give them courage and strength to stand firm in their faith  They should prepare by preaching the word of God to those who have not heard it  They should prepare by being obedient to Gods commandments  They should prepare by helping the needy  They should prepare by preaching and evangelizing and converting others TOPIC SIX: THE PASSION, DEATH AND RESURRECTION OF JESUS CHRIST THE LORDS SUPPER Qn a. give the different names used in reference to the Lords Supper by Christians in different churches  The holy Eucharist  The mass  The lords table or the table of the lord  The Holy Communion  The Last Supper  The breaking of bread  The sacrament Qn b. describe the institution of the Lords Supper  Jesus was at the last supper with his disciples the night he was betrayed  In the room which had been arranged by Jesus. He told his disciples how much he had longed to eat the Passover meal with them before he suffered death <br><br> He took a piece of bread and gave thanks to God and broke it. He gave it to them saying,  this is my body which is given for you. So do this in memory of me  He took a cup of wine and gave thanks to God and said  take this and share it among yourselves  He also gave them a cup of wine after supper saying  this cup is Gods new covenant sealed with my blood which is poured out for you Qn c. state the Christian teachings about the Lords Supper  The Last Supper was inaugurated by Jesus  Its celebration of the crucified and rise Christ  The Lords Supper is a gift from God  It is a sacrifice of praise and thanks giving  It is the churchs effective proclamation of Gods mighty works acts and promises  It is a sign of the unity of the church or the believers  It is a new paschal meal of the church. The meal, which by visible signs communicates Gods love in Jesus Christ. It is the sacrament of Christs real presence  The bread is a symbol of the body of Christ which was crucified  The wine or cup is a symbol of his blood, which was shed. It is the blood of the new covenant  It is a fore state of Christs passion and of the final kingdom. It is symbolic of the heavenly banquet  It is central to Christian worship. (Eucharist) Qn d. what is the meaning of the Lords Supper to Christians?  The sacramental meal communicates Gods love in Christ  The washing of the disciples feet by Jesus signifies humble service to and love for one another  They proclaim the lords death until his second coming  They share in the body of Christ  The unity of Christians is evidenced  The bread symbolizes the body of Jesus which was crucified on the cross for the sins of human kind and for the healing of their diseases  The wine symbolizes the blood of Jesus which was shed for forgiveness of sins  The wine also symbolizes the sealing of a new covenant  The partaking of the Lords Supper strengthens the faith of believers in that, Christs presence is felt and in this way they constantly keep in touch with him  The lords supper enhances a personal relationship between the individual believer ad Christ  It is thanksgiving to God for everything accomplished in creation, redemption and sanctification  Through the Holy Communion, Christians offer themselves as a holy and living sacrifice. They rededicate and renew themselves. Those who share in the sacred meal declare their loyalty to Christ  The Lords Supper is an act of repentance. The partakers receive re- assurance of the forgiveness of sins and are assured of salvation  The bread and the wine which represents the body and blood of Jesus become the final sacrifice replacing all O.T sacrifices that were offered for the salvation of the human race Qn f. Prayer on mount olives  After celebrating the last supper, Jesus and his disciples went to mount olives  He knelt down and prayed and asked his disciples to join him  In response, God sent an angel from heaven to encourage him  Jesus prayed in agony until his sweat was like drops of blood  This sweat which was like blood was an indication of the struggle and agony he went through to accept the will of his father  Though Jesus suffered agony and turmoil, he approached it with great courage and composure  His suffering was even greater for it involved more than physical pain. It meant bearing the sin of the world  So he prayed to God, his father to give him strength for his coming mission  When he went back to his disciples, he found them asleep a sign of moral and physical exhaustion or maybe it was an indication that they were in sorrow because Jesus had told them he was about to be crucified  In conclusion, we can say that Jesus expressed an inner struggle about the fulfillment of his Messianic mission. So he prayed to God to help him bear the suffering. Prayer was very important in Jesus ministry Qn g. describe the betrayal and arrest of Jesus  When Jesus came down from Mt. Olives he met a multitude of people  Judas Iscariot appeared accompanied by a large crowd, the chief priest, elders and the temple guards who had ordered to arrest Jesus  Judas Iscariot came forth and kissed Jesus. This was a sign identifying Jesus as the man they were looking for. That kiss was the betrayal  When the disciples noticed what was happening one of them used his sword to cut off the ear of a high priests slave  In other words Jesus stopped his disciples from resisting his arrest  By rejecting armed assistance, Jesus was refusing the role of a political Messiah  Jesus was arrested and taken to the house of the chief priest Annas Qn h. state the reasons that made Judas Iscariot to betray Jesus  He lacked moral courage to stand by Jesus during his moment  He could have been an informer of the Jewish religious leaders  He was overcome by the power of evil  He was disappointed by Jesus teaching on spiritual kingdom rather than fulfilling the Jewish expectation of a political Messiah who could liberate them from the Roman rule  He was a mercenary motivated by greed for money  He had little faith in Jesus or lost his trust in Jesus Christ  He was not loyal to the master  He was a northerner who felt foreign and thus was jealous against other disciples  He was a zealot who believed in war rather than peace Qn i. Describe the trial of Jesus under the following The council of Sanhedrin  Jesus was brought to the Sanhedrin council early in the morning following his arrest  The council of elders asked him if he was the Messiah  Jesus responded by speaking of the son of the man coming in triumph  The Sanhedrin accused him of the sin of blasphemy for allegedly claiming to be the son of God  He was condemned to die for alleged blasphemy  In the Jewish law, blasphemy was punishable by death The trial before Pilate  Since the Sanhedrin could not carry out the death sentence, they took Jesus to the Roman governor Pilate  They accused Jesus of inciting the people to revolt, forbidding payment of taxes and claiming to be a king in rebellion to Roman authority  They could not accuse Jesus of blasphemy. This charge would not be accepted under Roman law  However, by taking Jesus to Pilate, the Jewish religious leaders wanted the Roman authority to take responsibility for Jesus death The trial before Herod  Jesus ministry works had mesmerized Herod. So when Pilate learned that Jesus was from Galilee, he handed him over to Herod who was the district officer of Galilee and happened to be in Jerusalem at that time  The trial of Jesus before Herod (only mentioned in St. Lukes gospel) is not really a trial because king Herod only wanted to satisfy his curiosity about Jesus  He joined the soldiers in mocking Jesus  Jesus refused to answer Herods questions and he consequently sent Jesus back to Pilate  Interestingly the mockery by Herod and his soldiers as another step in the public ridicule of Jesus. It will continue as he hangs on the cross Pilates judgement  Jesus was brought to Pilate a second time  Pilate reiterated that he found Jesus not guilty of any crime  The chief priests prevailed upon Pilate who passed a sentence of death on Jesus to die by crucifixion. This was the punishment of high treason according to the Roman law  The Jewish leaders asked that Barnabas a criminal be released instead of Jesus  It was customary for a convicted person to be released during the Passover  So the Jewish leaders and not the Jewish people or Pilate were responsible for Jesus death  Jesus was killed because of the blind hatred of the Jewish leaders Qn j. why do you think Pilate agreed to have Jesus crucified?  He was afraid of a Jew revolt. It was his duty to maintain peace in his territory in accordance with the expectations of the Roman emperor. If he had released Jesus, the Jew would have caused a disturbance  He did not want to be disloyal to the Roman emperor after learning that Jesus had been accused of treason. Disloyalty could have resulted in losing favor with the emperor and consequently his job  He washed his hands. This means that he was absolving himself of the guilt of having Jesus crucified. This is because he had learnt from the Jewish leaders that Jesus was the Son of God. His wife had also cautioned him about Jesus innocence. Pilate himself had found no evidence to convict Jesus Qn k. identify and explain the lessons that Christians learn from the actions of Pilate during the trial of Jesus  Jesus is the king of the Jews <br><br> Jesus is without sin. Pilate found no guilt in Jesus and he sent him to Herod  Pilate gave in to their demands on the grounds of treason- Christians should refrain from giving false witness  Pilate was afraid of a revolt. It was his duty to maintain peace as a Roman officer. Christians learn that they should not be compromised by worldly standards  Christians should stand firm for the truth because the truth will always prevail  Christians should strive not to loose favour with God. They should desire to please God rather than man  Pilate washed his hands he learnt that Jesus is truly the son of God (innocent)  Great evil can happen when the truth is at the mercy of political pressure  Christians should take time before making decisions  Resisting the truth leaves a person without purpose or direction Qn l. actions taken by the Jewish leaders to ensure that Jesus was put to death  They paid Judas Iscariot to betray him  They bought false witnesses to accuse him of blasphemy before Sanhedrin/ blasphemy was punishable by stoning to death  They hurriedly tried Jesus at night before people knew what was happening  They framed treason charge against Jesus when he appeared before Pilate/ treason carried a death sentence <br><br> They employed armed temple guards and armored soldiers to deal with those who would fight for Jesus  They blackmailed Pilate to have Jesus crucified  They organized a mob to shout for the death of Jesus and release of Barnabas  They crucified him dead when they got permission from Pilate Qn m. explain the crucifixion of Jesus  Jesus was given the cross beam to carry to his crucifixion site  Simon of Cyrene helped him carry it  A group of women followed Jesus and wept over his plight  Jesus asked them to weep over themselves and their children  He talked about the impending destruction coming over Jerusalem  Jesus eventually arrived at Golgotha and was nailed on the cross  Two criminals were crucified on either of his sides  After his crucifixion, the soldiers cast lots to divide his garments. This action fulfilled psalms 22: 18, Jesus is the righteous Messiah who suffers unjustly and is mocked by people as he cries to God  The soldiers, Jewish leaders and one of the thieves mocked Jesus for claiming to be the royal Messiah  Jesus is mocked with the challenge to save himself  One of the criminals crucified with Jesus usually referred to as the repentant thief acknowledged Jesus as the Messiah and admitted the justness of his own condemnation  Above Jesus it was written,  this is the king of Jews  Jesus forgave his killers and all those who had accused him falsely. He promised one of the thieves hanging on the cross a place in paradise Qn n. describe the death of Jesus  The death of Jesus was preceded by extra ordinary happenings  Darkness covered the land for three hours  The curtain in the temple tore into two  Jesus died after crying  father into thy hands I commit my spirit  On seeing Jesus die, the Roman centurion who was present testified to Jesus innocence. As he recognized Jesus lordship  In his death, Jesus showed total commitment to Gods will Qn o. the burial of Jesus  Joseph of Arimathea, a rich and righteous member of the Sanhedrin asked Pilate to allow him bury Jesus  Joseph could have been a secret disciple of Jesus  Jesus burial in Josephs grave fulfilled Isaiahs prophesy concerning the suffering servant of Yahweh who was buried in a rich mans tomb  A group of women followed Joseph and saw where he buried Jesus  They went back home to prepare spices with which to wash Jesus body after the Sabbath  Jesus was indeed a king judged by the way he was buried THE RESURRECTION: Qn p. define the term resurrection The term resurrection refers to the event of Jesus rising from the dead. This event took place on the third day i.e. the Sunday morning after Jesus was crucified on Friday afternoon Qn q. the witnesses of the risen Christ The testimony of the repentant thief  He rebuked his unrepentant companion  He recognized his own sinful condition  He declared Jesus to be sinless  He professed in Jesus true Messiah-ship and Lordship  He recognized that Jesus would live and exercise his saving power after he died The testimony of Joseph of Arimathea  Joseph of Arimathea was a secret disciple of Christ  He witnessed to the lordship of Jesus Christ after his death by his actions  He did this by seeking permission from Pilate to bury the body of Jesus  By giving Jesus this royal burial he was witnessing to the truth that Jesus was king Testimony of the holy woman  On the day after the Sabbath, Mary Magdalene and Mary the mother of Jesus went to the tomb planning to prepare Jesus body for a proper burial  On arrival, they found the stone covering the tomb had been rolled away  The tomb was also empty  Two men in dazzling clothes confirmed that Jesus had risen as he had prophesied. The two men were angles  When the women learnt of Jesus resurrection, they broke the news to the apostils and all the others. The apostles rejected the womens testimony The testimony of disciples on their way to Emmaus  Jesus appeared to the disciples who were on their way to Emmaus  They were discussing Jesus suffering, death and the empty tomb  They regarded Jesus death as a tragedy, for they had hoped he would liberate the Jews from the Roman rule  Jesus explained to the scriptures, which say the messiah would suffer to reach his glory. <br><br> They invited Jesus to dine with them  Jesus shared the Holy Eucharist with them before they recognized whom he was at the breaking of the bread  The disciples at Emmaus thus became the second witnesses to the risen Christ. The effect of this testimony is that the disciples went and told the eleven apostles about their encounter with the risen Christ Qn r. the appearance of Jesus to the disciples  As the disciples narrated their encounter with Jesus to the eleven apostles, Jesus appeared to them  Jesus asked them to confirm that he had risen by touching his body  He explained to the apostles his mission through telling them the prophesies about him in the law of Moses, prophets and psalms  Jesus brought his disciples to be witnesses by proclaiming repentance and forgiveness of sins  He tested some cooked fish  He promised that he was going to be with them through the power of the Holy Spirit THE ASCENSION OF JESUS Qn s. Describe the ascension of Jesus  From Jerusalem Jesus led his disciples to Bethany  He raised his hands blessed the disciples and lifted to heaven  The disciples returned and witnessed Jesus ascension with joy  They continued to go to the temple to pray to God waiting for the holy spirit that Jesus had promised them <br><br> From this incidence where Jesus blessed the disciples, we learn that the disciples became confident about their mission. This earlier disbelief and blindness to who Jesus was now overcome Qn t. Give five evidences from the bible that show that Jesus Christ rose from the dead  The tomb was empty  Assurance of the angle to the women that Jesus had risen  Thomas witnessed the resurrection by feeling the scars on Jesus hands  The women who had gone to the tomb had found it empty  The disciples witnessed his resurrection when he appeared to the two disciples at Emmaus  Jesus shared a meal with his disciples after his resurrection in Jerusalem  Jesus walked with the disciples up to Bethany prior to his ascension Qn t. explain the significance of passion, death and the resurrection of Jesus to Christian life  The passion deed and resurrection refers to seven incidences namely, Jesus last supper, suffering in the garden, suffering before Sanhedrin, Pilate and Herod; mocking by the soldiers, death on the cross, resurrection and ascension  Those events are of great significance to the modern Christians. First they proof that Jesus was indeed the son of God and the Messiah  The passion, death and resurrection of Jesus Christ was a fulfillment of the old testament prophesies and Psalms  The resurrection resulted in the rapid spread of the church. The spread of the church is as a result of the risen Christ and the influence of the Holy Spirit <br><br> The resurrection is thus the basis/ the central idea or foundation in the Christian faith and missionary activity; if Christ has not been raised, then our preaching is useless and you believing it is useless  The passion, death and resurrection reveal the power of God to those who believe in him. They also prove that Jesus who was Gods triumphant envoy is alive and Christians are assured living again after the physical death  The raising of Jesus from the dead proved that Jesus was not only man but lord over human life so that Christians share in his life on earth by believing in him and living according to the fruits of the holy spirit  The resurrection of Jesus is a source of inspiration and confidence in Christians. It also points to the fact that Jesus was a man of his word i.e. he fore told the resurrection and it came to pass. His resurrection was a real fact because he showed his disciples the crucifixion marks  All that happened during the passion, death and resurrection of Christ was just a completion of Gods revelation through Christ  They also point to the power and glory of God in which those who believe share in the hope of their own resurrection in the second coming of Jesus Qn v. the significance of Jesus resurrection to Christians today  It is the foundation of the Christian faith and hope which their belief would be useless  Christian faith would be in vain (futile) if Jesus had not resurrected <br><br> Through resurrection Christians have confidence and hope in God because the one they believe in has been exalted and sits at the right hand of God almighty  Through the resurrection, Christians are given hope of eternal life  The resurrection of Jesus led to the coming of the holy spirit which helps Christians to live according to the teachings of Christ, preach the gospel and speak boldly against the evils in the society  The resurrection give meaning to baptism in that one dies in sin and is raised with Christ to new life  The resurrection confirms the divinity of Jesus as the true son of God  The resurrection gives Christians courage to face death because they have hope of resurrecting at his second return  It is remembered by Christians during the Eucharist Qn w. explain five importance of Eulogy of death in the society today  It enables mourners to know the cause or nature of death  It enables the mourners to forgive the dead person incase of any grudge between them and the dead person  It enables the mourners to ask for forgiveness from the dead person  It enables the mourners know the wish or last words of the deceased before he/ she died  Mourners have an opportunity to declare what they owe or are owed by the dead  It enables mourners to know the contribution of work of the dead to the society  It provides the mourners with an opportunity to know the nature or character of the dead and his/her social life  It enables mourners to know the background or life history of the deceased e.g. education. FORM THREE SELECTED TEACHINGS FROM THE NEW AND THE OLD TESTAMENTS TOPIC ONE: GIFTS OF THE HOLY SPIRIT Learning Outcomes. By the end of this topic, you should be able to: - a) Discuss what Jesus taught about the role and gifts of the Holy Spirit. b) Describe the manifestations of the Holy Spirit in Christianity today. c) Identify the fruits of the Holy Spirit d) Interpret the message of Peter on the day of Pentecost. LESSON ONE: TEACHINGS OF JESUS ON THE ROLE OF THE HOLY SPIRIT. Read JOHN 14:15-26, 16: 5-15, and ACTS 1: 7- 8 Introduction The Holy Spirit is the third person in the trinity. There is the power of Christ, the power of God, and the Holy Spirit who gives gifts such as prophecy and healing. The Holy Spirit is mentioned several times in the Bible; (1) during creation in Genesis, (2) at the annunciation of the birth of Jesus, (3) at the beginning of the ministry of Jesus, (4) during baptism, (5) revelation of Jesus in the temple (6) Jesus spoke of the Holy Spirit during his mission or ministry, after resurrection and before ascension Learning outcomes. By the end of this lesson: a. State the role of Holy Spirit in the church and in Christian lives today b. Enumerate the gifts of the Holy Spirit c. Analyse the Manifestation of the Holy Spirit in the church and Christians today <br><br>d. Give the role of love in church and in Christian lives today a. The role of Holy Spirit in Church and in Christian lives today. Read JOHN 14:15-26 and JOHN 16: 5-15, ACTS 1: 7- 8 The Holy Spirit has many roles in the church and in Christian lives today. These roles are to: <br><br>Teach Christians on a daily basis messages of Jesus Live in the hearts of believers of Christ Be an advocate, a counselor, helper and a comforter to those who love <br><br>Jesus Christ and obey Gods commandments. <br><br>He would remind the disciples the words said by Jesus Christ and <br><br>introduce them to their deeper meanings. <br><br>Interpret the deeper meaning of the messages of Jesus Christ. Reveal the truth and mysteries of and about God. Affirm the right of Jesus as the Son of God. Reveal the glory of Jesus death. Reveal what is right and wrong Give the disciples of Jesus power to become witnesses of Christ. Give courage to the disciples of Jesus and modern Christians to face <br><br>prosecution on the account of following Jesus. <br><br>Enable the disciples to expose the secret lives and heart of sinful people. Guide Christians; help believers to cast away evils spirits, to heal, to preach the word of God, to encourage, and to condemn evil in the society. b. Paul teaching about the Gifts of the Holy Spirit. Read 1 Corinthians chapters 12, 13, and 14. Spiritual gifts are extra-ordinary favors, talents, abilities, and dispositions given to Christians by God for the benefit of all believers. The gifts are used for the service of others and not for self-glorification and gratification. The message of Peter on the day of the Pentecost Peter told the disciple that what was happening was the fulfillment of Jesus prophecy. - He said that Jesus of Nazareth was the Son of God. - He said that the suffering and death of Jesus was according to Gods plans. Death was the fulfillment of the Old Testament prophecy. Gifts of the Holy Spirit 1. Gift of wisdom:  having deep understanding of issues- seeing far, being perceptive. 2. Gift of knowledge:  ability to understand the basic facts about Jesus, His mission and knowledge about spiritual issues. 3. The gift of faith:  refers to the confidence in Gods help. It is deep trust in God. 4. The Gift of healing:  ability, and power to heal all forms of sickness by calling upon the name of Jesus Christ. 5. The gift of performing miracles:  gift of healing miracles, creative miracles for example, dead legs becoming alive. 6. The gift of preaching 7. The gift of prophecy:  the ability to interpret Gods word. The ability to foresee what will happen in the future as revealed by God. 8. The gift of distinguishing spirits or discernment:  the ability to know whether a spiritual gift is from God, the Holy Spirit or from the evil spirit 9. The gift of speaking in tongues. The ability to utter, speak in a tongue, language unknown to the believer. Tongues are used when addressing God for self-edifications. It is personal growth. 10. The gift of interpretation of tongues:  the ability to understand and interpret the messages of those speaking in tongues. 11. The gift of love. (Read 1 Corinthians 13) Paul stressed that all the gifts of the Holy Spirit are to be demonstrated with love. He stressed that love, a fruit of the Holy Spirit is supreme over other spiritual gifts possessed by Christians. Its the greatest of all. Speaking in tongues, preaching, and martyrdom without love is useless. Components of Love Love is patient, kind, not jealous or boastful, not arrogant or rude, is not ill mannered or selfish, and does not insist on its own way. It is not disrespectful. It is not irritable or resentful. It does not rejoice at wrong but rejoices in truth. It bears all things. Love believes all things, hopes all things, and endures all things. Love is eternal. Love never fails. The other gifts are temporary but love, faith and hope are eternal. c. Manifestation of the Holy Spirit in the church and Christians today Gifts of the Holy Spirit have been manifested in churches today. We see this manifestation through people possessing the gifts of the Holy Spirit. For example, leaders in church have displayed the gift of wisdom. Preachers, and Christians ministers have been casting out demons and performing healing. There are reported cases of interpretation of tongues and gift of prophecy in churches today. When Christians display the gifts of the Holy Spirit such as speaking in tongues the Holy Spirit is manifested. Other manifestations of the Holy Spirit are: <br><br>Through healing, prophecy, gifts of discernment, boldness in preaching, <br><br>and casting out demons among others <br><br>Christians helping the poor by giving generosity and in kindness. Through singing, dancing, shouting (fruit of joy) Through unity of believes and fellowships. Through praying, Christians persecutions/temptations. <br><br>d. Criteria for Discerning the Gifts of the Holy Spirit. Christians who have the Holy Spirit and are guided by Jesus have certain characteristics. These are: <br><br>They will confess that Jesus is Lord They cannot say a curse. They speak the truth. They worship God and behave in accordance with <br><br>Jesus teaching. <br><br>They led by the Holy Spirit and are known by the fruits of the Holy <br><br>Spirit. These fruits are love, joy, peace, and patience. <br><br>Such persons serve all Christians without discrimination and strife. They do not do sinful acts such as sexual immorality. They do not e. The fruits of the HOLY SPIRIT (GALATIANS 5:16-26) Paul taught that the fruit of the spirit are: Love, Joy, Patience, Long suffering, Goodness or Generosity, Faith and faithfulness, Peace, Meekness and kindness, gentleness, self- control and temperance. Answer these questions after reading  JOHN 14:15-26 and JOHN 16: 5- 15, ACTS 1: 7- 8 and 1 Corinthians chapters 12, 13, and 14. 1. What is the role of the Holy Spirit among Christians? (Read a) 2. Discuss the gifts of the Holy Spirit 3. Write a talk about the Holy Spirit 4. Define love? 5. Describe the different types of love 6. Why do Christians need the Holy Spirit today? 7. State the role of love in church and in Christian lives today. 8. How has the gift of the Holy Spirit been manifested in Christian lives? 9. Which activities show that the Holy Spirit is working among Christian in Kenya. 10. How have the gifts of the Holy Spirit been misused in the church today? Answers are also in the text. Read sections with answers 1. The role of the holy spirit An advocate, a counsellor and a comforter. He would remind and introduce the disciples to the deeper meaning of the word of Jesus Christ. To reveal the myth and mysteries of God. He would affirm the right of Jesus as the Son of God. He would reveal the glory of Jesus death. He would enable the disciples to discern and expose the secret heart of sinful men. <br><br>2. The gift of the Holy Spirit has been misused today by pride and public manifestation of the gift as a way of show off. Some Christians have misused the gift of Holy Sprit of prophecy by prophesying for money. LESSON TWO. PETERS MESSAGE ON THE DAY OF PENTECOST. Read ACTS 2: 14-41 Introduction Jews commemorate Pentecost day. This is the day that God gave Moses his laws on mount Sinai. It is also referred to as the festival of weeks. Pentecost day was celebrated 50 days after the Passover. It was compulsory for all Jews. On this day, Jews brought offering, the first fruits of harvest, to the temple in Jerusalem. Learning outcomes. By the end of this lesson You should be able: - 1. Describe Pentecost day 2. Narrate Peters Message. 3. Explain the relevance of the Pentecostal Experience a. Pentecost a day On the Pentecostal day, the disciples were gathered in Jerusalem awaiting the promise of the Holy Spirit. And as promised, the Holy Spirit came in the form of a strong wind, and tongues of fire. The Holy Spirit rested on the head of each disciple. The disciples received the gift of the Holy Spirit. They spoke in new tongues. Some of the observers mistook this experience. They thought that the disciples were drunk with wine. Peter stood up to explain what was happening and defend the disciples. He told those who saw the experience that the disciples were not drunk. It was in the morning. b. Peters Message. Read Joel 2: 28  32 Peter told the onlookers that; what was happening is fulfillment of Joels prophesies about the outpouring of Gods spirit. He said that Jesus of Nazareth was the Son of God. This was proved by the miracles that Jesus performed. He emphasized that the suffering and death of Jesus was according to Gods plans. Jesus is a descendant of David. Death and the resurrection of Jesus fulfilled prophesies in the Old Testament. God raised Jesus from the dead. He taught that Jesus had both the nature of God and Man. The apostles are the living witnesses of the resurrection of Jesus. Jesus has been exalted and sits on the right hand of God where He is Lord and Judge. They holy Spirit is a gift from Jesus Peter then invited the listeners to repentance so that they could be forgiven and receive the gift of the Holy Spirit. Three thousand souls accepted salvation message and were added to the fellowship of the disciples. c. After the Holy Spirit infilling. The disciples sold their possessions and goods and assisted the needy. They did many wonders and signs. They continued to live in unity, worshiping God, fellowshipping together, and breaking the bread. d. Lessons Christians learn from Leadership of Peter. Christians should be: 1. Courageous and stand up for Jesus Christ all the times. 2. Ready to spread the Gospel of Christ. 3. Win new converts to Jesus by inviting them to repentance. 4. Have faith in the risen Christ. 5. Pray to be filled with the Holy Spirit like Peter and those in church leadership should take their roles seriously. e. Relevance of the Pentecostal Experience Speaking in diverse tongues signified that Christianity is a universal religion. It pointed out the importance of all languages when communicating to God. There were no specific languages for speaking with God, as it was when Latin was the language of literacy and Christianity. Christians should be bold in their preaching. They should not be afraid as they have the counsel and helper, the Holy Spirit. Christians should understand that God chooses anyone as a leader, preacher, and witness of Christ. Pentecostal experience signifies that Christians need to receive and be filled with the Holy Spirit Revision questions a) Explain the meaning of the Pentecost b) Describe the manifestations of the holy spirit on the day of the Pentecost (Acts 2: 1-40)(or narrate the events that took place on the day of the Pentecost) c) Write down five teachings about Jesus from Peters speech on the day of the Pentecost d) What were the qualities of peter that made him a successful leader of the apostolic church? e) What lessons can Christians learn from the events of the day of the Pentecost? f) State the teachings of Jesus on the holy spirit (John 14:14-26) (acts 1:7- 8) g) What is the role of the holy spirit according to Jesus? h) What is the role of the holy spirit in the believers or the church or Christians? i) Outline the fruits of the holy spirit j) State the criteria for discerning the spiritual gifts k) List down the gifts of the holy spirit l) Explain why Paul taught that love is the greatest of all spiritual gifts m) Explain how the Holy spirit is manifested in the church today n) State ways in which the gifts of the holy spirit are being abused in the church today TOPIC TWO: THE UNITY OF BELIEVERS Learning outcomes. By the end of this topic, you should be able to: a) Explain teaching in selected New Testament texts of the unity of believers. b) Identify the metaphors used to describe unity of believers. c) Identify the causes of disunity in the early and modern church LESSON ONE: TEACHINGS OF THE UNITY OF BELIEVERS IN SELECTED NEW TESTAMENT TEXTS Unity of believers refers to oneness of those who have faith in Jesus Christ. Learning outcomes. By the end of this lesson you should be able to: - i. Describe activities of early Christians ii. Describe characteristics of the people of God iii. Explain the meanings of these symbolic expressions - The body of Christ - The Vine and the Branches - The Church / Assembly of God - The Bride a. Early Christians The early Christians in Jerusalem demonstrated their unity by. <br><br>Holding joint prayer sessions Sharing the Lords supper, that is Eucharist. Sharing their possessions with the poor. The showed oneness and unity as believers. They expressed their oneness using various terms, images, metaphors and symbols. They regarded themselves as the people of God, the church and an Assembly of God. When they celebrated the last supper, eating of bread was a symbol of the body of Christ. They saw themselves as belonging to one tree with the vine and branches. As followers of Christ, the early Church saw itself as the Bride of Christ. b. Discussion of Symbolic Expressions i. The people of God Read 1 PETER 2: 9-10. Peter has outlined the characteristics of the people of God. He says that the people of God are Believers in God: through faith in Jesus Christ. The Chosen race, a royal priesthood, a holy nation a chosen people Those who stand out from the rest because they live a holy and righteous life. Form a Holy nation chosen to proclaim the works of God. Not just the descendants of Abraham but people who follow Jesus Christ and His teachings. ii. The body of Christ Read 1 Corinthians 12:12-27, and Ephesians 4:1-12. The Holy Spirit is the one who brings Christians together as one body of Christ to serve the church. Christians are given gifts for the purpose of sharing the body of Christ. Jesus Christ is the head of the church. And just as the body has many parts, playing different roles, so has the Church. Every member of the church plays a vital role because different members have different spiritual gifts and callings. Some are Apostles, Teachers, Prophets, Evangelists, Pastors and Miracle performers, Administrators and those who show mercy to others and encourage (exhort) others. All church activities should be directed to the welfare of the church, just as the function of each part of the body is necessary for the well being of the whole body. To have a united body, members should be meek, and patient in order to bear the fruit of the Holy Spirit. For a church to be united, or to be considered as one body, Christians should have faith in God the father, one Lord Jesus Christ, one Holy Spirit and have faith in God through Jesus Christ. iii. The Vine and the Branches Read John 15:1-10 The vine represents Jesus. Vine tree was a tree that bore grapes. The vine tree was a symbol of prosperity and peace. Jesus is the vine and the Father is the vinedresser. Christians/ believers are the branches. They are expected to produce good fruits by remaining faithful and united in Christ. Faithful branches bear fruit like good Christians while unfruitful branches are like unfruitful Christians. Christians should remain united to Christ who is the vine so as to bear fruits. The teachings of Jesus purify the Christians. The dead branches of the Vine trees are cut off and the livings ones are trimmed or pruned. This is done so that the vines may produce high yields. Likewise unfaithful Christians, believers are rebuked and corrected so as to bear high yields. iv. The Church or Assembly of God. Read Ephesians 5: 21  32 Church is a Greek word ekklesia, which means people. People who belong to the Lord. Assembly of God is the coming together of people of diverse social and cultural backgrounds who recognize lordship of Jesus. The church is likened to the relationship between a husband and a wife. Christians (the church) are expected to be united with Christ just as a husband and wife are united in marriage. Just as husbands and wives are expected to love one another, so too, are Christians called upon to express love to one another and to love God. A husband is the head of a family; Jesus is also the head of the church. v. The Bride. Read 2 Corinthian 11: 2, and Revelations 21: 1  12 In the Old Testament, God calls Israel a bride. In the New Testament, Christians are referred to as a bride in the New Jerusalem. God or Jesus Christ is the bridegroom. Christians are reminded that the life on earth is a temporary home. Their real home is in heaven, the Holy city of God. Just as a bride is expected to be faithful to her husband, so are Christians expected to be faithful to God by observing the covenant way of life. Deviation from the covenant was portrayed as adultery. John, who wrote the book of revelations, sees a vision of a new heaven and a new earth in which faithful Christians will be rewarded. Christ will come to take His bride to eternity to live there forever. The relationship between Christians and Jesus/ God is like a marriage. It is a covenant. It is a relationship where the church (bride) is expected to submit to God. Jesus died for the church, a show of His or Gods love. Likewise Christians should be committed in their relationship to God. SAQ. 1. Discuss in twos who is a bride and what takes place in a wedding. 2. Discuss the significance of the symbols used to express the unity of the believers. These are The people of God, The body of Christ, The vine and the branches The church or assembly of God and The bride. LESSON TWO: CAUSES OF DISUNITY IN THE EARLY CHURCH The early church experienced some challenges, which led to divisions among the early disciples and Christians. Learning Outcomes. After reading this lesson, i Identify causes of disunity in the early church ii State causes of disunity in the modern church iii Compare the causes of disunity in the early and modern church iv Suggest possible solutions to disunity in modern church a. Causes of Disunity in the Early Church After Jesus ascended to his Father and left the Holy Spirit to look after his followers, the disciples established congregations or communities to spread the Word of God. As believers of Christ met and prayed together, there were disagreements and divisions brought about by several factors and issues. These were: Disputes, among early Christians; concerning leadership of the Church. Christians wanted different leaders: Paul, Apollos, Cephas or Christ. Paul told them that Christ couldnt be divided (1 Corinthians 1:10 -21). Sexual immorality was another cause of disunity in the early church. Some Christians were doing or having irresponsible sexual behaviours. These were incest, fornication, and prostitution. Paul condemned such behaviours and told Christians to stop sinning and honor God with their bodies. The body of a Christian is the temple of the Holy Ghost (1 Corinthian 5: 1-13, 6:12  20). Christians settling disputes in civil courts. Paul advised they ought to talk over issues among themselves and agree to solve problems on their own (1 Corinthians 6). Dispute over marriage and divorce. Some Christians were opposed to marriage. Others were encouraging divorce. Paul addressed these issues in 1 Corinthian, chapter 71-16. Paul advised Christians that it was okay to marry or not to marry. But marriage was needed to stop immorality. Eating of meat offered to idols. Some Christians were eating meat offered to idols while others were against it. Paul advised Christians not to eat anything that will cause their faith to weaken or fail. (1 Corinthians 8 and10: 14  20. There were disputes about dressing during worship. Should women cover their head during worship? Should women shave hair? Should men wear long hair? (1 Corinthian 11:1-16). Some Christians were overeating and over drinking during the Holy Communion  misuse of the Lords Supper, (1 Corinthians 11:17  33). Misuses of spiritual gift especially the gift of speaking in tongues. Paul taught that all gifts are equal (1 Corinthians 12). There was a misunderstanding about the resurrection of the body and the dead. Some were saying there is no resurrection. Paul preached that if there is no resurrection then their preaching was in vain as they were witnesses to the resurrection of Jesus Christ (1 Corinthians 15). b. Causes of disunity among believers and church in Kenya today Leadership differences. Some Christians are struggling for power. This has led to formation of splinter groups, divisions and enmity between these groups. Cultural differences. Christians are divided by their African cultural beliefs from their backgrounds. This culture is merged with Christianity and Western cultural practices forming a unique mixture of beliefs. Some Christians are permissive, while others are conservative. This has led to disunity, for example in the areas of dressing. Discrimination. There is inequality within the church between the rich and the poor, the whites and blacks. Some Christians are viewed as more spiritual than others, on basis of the tribe, gender, wealth and social status among others. Misuse of freedom of worship. Christians are starting sprinter churches, probably because they want to control church finances without supervision by the wider church. To justify their departure, they spread propaganda against the mother church, and other churches in order to attract followers. The more followers a church has the more tithe it collects. Misuse of church funds. Some church leaders and followers misuse church funds Differences in the practice of baptism Arrogance and pride by some Christians. Sins: sexual immorality in the church, divorce and marriage issues. Some Christian denominations reject the human nature of the person of Jesus Christ; that Christ had both a human and divine nature e.g. Nomiya church. SAQ. Can you think of factors that led to disunity among Christians in the early church that you have noted in the Kenyan church? c. Reasons why Christians should work in Unity. Christians face many problems and they therefore need to work together in unity to: Promote oneness of Christians in Jesus Christ. Promote the teachings of Jesus Christ. Achieve effective evangelism or ministry. Adopt a common attitude to the integration of African culture in worship. Prevent the formation of sprinter groups and cults. Reduce the internal wrangling. Have a common stand in dealing with issues affecting the society. d. Possible Solutions to disunity The church should settle issues that divide its members by Christians: Learning to appreciate and respect the practices and belief of other Christians denominations. Having or forming a common goal Striving to be guided by the principle of love in solving problems facing them. Observing the teachings of disciples, prophets, apostles, God, laws of Moses, Jesus and the Bible. Avoiding doing anything to their fellow Christians that would cause suffering and disharmony. Activities that the early church did in order to remain united were that they: Ate bread together. Held fellowships together. Shared with the needy. Prayed together for each other In the current worldwide Church, there is disunity amongst believers or Christians. The most common ones are due. Leadership differences and wrangles for power. Cultural differences amongst Christians. Some Christians are permissive while others are conservative. Differences in the interpretation of the Bible. Misuse of church funds Pride and arrogance. Revision questions a. Write down terms used in the new testament to refer to believers in Christ b. Identify five causes of disunity in the church today c. Identify factors which cause disunity among the Christians today d. Discuss reasons why members of Christian families in Kenya find it difficult to harmoniously live together e. Explain how the church strengthens family relationships today TOPIC THREE. TEACHINGS FROM SELECTED OLD TESTAMENT PROPHETS INTRODUCTION This chapter introduces one to the work of prophets in the Old Testament. In Form One, some prophets were taught e.g. Moses, Elijah, Nathan and Samuel. Traditional African prophets were also taught. In Form Three, we compare true and false prophets and the Traditional African prophets. Learning outcomes. By the end of the topic, you should be able to: a. Define a prophet, and prophecy b. Identify categories of prophets c. Explain the importance of prophets in Israel. d. Describe the characteristics of prophets. e. Explain how prophetic messages were written. f. Compare the relationship between prophesies in the Old Testament and the New Testament LESSON ONE: PROPHETS Learning outcomes. After reading this lesson, you should be able to: - 1. Give a correct definition of a prophet, and prophecy 2. List prophets in categories a. Definitions of a prophet, and prophecy The word prophet comes from a Hebrew word Rabii meaning one who is called or one who announces Gods message. A prophet is also referred to as a seer. A prophet is a person sent by God to teach and give people messages about things to come in future from God. Prophets received divine messages from God and communicated them to the people. A prophet is therefore a person who foretells events as revealed to him or her by God. Examples of prophets include Samuel, Elijah, Jeremiah and prophetesses (female prophet) Deborah, and Huidah. Prophecy is a statement, a message of something that is going to happen in the future. The action of giving future messages is called prophecy. b. Categories of prophets There were many categories of prophets. These were: a) Major Prophets. These were Prophets whose messages covered a long period of time. Their messages were long and detailed. For example Prophet Jeremiah, Ezekiel, and Daniel. b) Minor prophets. There are 12 books of the Minor Prophets examples They are called minor because their messages are short, brief and do not contain detailed information. The Minor Prophets are Amos, and Hosea, Joel, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah, Malachi. c) Canonical prophets the term canon means law. Canonical prophets are law prophets. The individual utterances of these prophets are laws. Both minor and major prophets are canonical prophets, d) The early prophets are Moses, Nathan Elijah, and Elisha. These prophets belonged to guilds schools. Their prophecies are not recorded under their names. Their prophecies are written in books, which do not bear their names. e) Cultic prophets like Hannah (N.T.) served in the places of worship. They assisted the priest officiating worship f) Professional / court prophets like Samuel, Micah, and Gad lived together in the temple and in groups. They earned their living through their work. They did not work elsewhere g) False prophets are pretenders to speak in the name of Yahweh but God did not call them. They spoke lies in accordance with the messages people wanted to hear. c. Characteristics of true prophets There were two (2) major categories of prophets in the Old Testament, (1) true prophets and (2) false prophets. True prophets are those whose prophecies occurred and were fulfilled. Prophesies of false prophets did not occur. True prophets distinguished themselves from false prophets and ordinary people. They experienced God dramatically when He called them and in their ministry. They were Gods spokesmen and women. They responded in faith to their call. God gave them specific tasks in their commission and Gods assurance and support in their ministry. They urged people to repent and turn back to God. In their messages, they taught that God demands sincere worship and not elaborate rituals. They understood God and taught about God righteousness, goodness, mercifulness, and loving care. They condemned evil in the society and proclaimed Gods judgment and punishment to those who failed to keep the covenant. They spoke with authority and acted with courage. They upheld God as a universal God for all nations. They talked of a remnant that shall remain after punishment or those that have continued to worship God sincerely. Their utterances were true because they were fulfilled They spent a lot of their time in prayers. They prayed regularly. At such times they withdrew from people in order to have a quiet time to seek God. All the true prophets received opposition from their audiences and they were ready to suffer for telling Gods word. d. The Characteristics of false prophets. Some of the prophecy of false prophets contradicted prophesies of the true prophets. False prophets followed their own imaginations, and gave false hopes. They told people what they wanted to hear. They had no personal knowledge of God. Hence, their prophecies were not in line with the divine revelations. They used evil forces such as magic, and divinations to call upon the spirits of the dead. They were paid for prophesy and benefits materially from their clients. They served Baal and were mainly immoral. They committed crime. Review questions How can we know true and false prophets today? LESSON TWO: IMPORTANCE OF PROPHETS IN ISRAEL Introduction Learning outcomes. After reading this lesson, you should: 1. Describe the work of prophets in Israel 2. Explain how God communicated with prophets and Israelites 3. Analyse the content of the Prophetic messages 1. Work of prophets in Israel Prophets kept Israelites in communication with God. They communicated Gods will to the people of Israel. They foretold Gods judgments and punishment for sinners. They condemned the behaviour of the rich towards the poor. Through their messages, people reformed their lives since they condemned all forms of social evils and ritual sins. They contributed to the writing of their messages leading to the compilation of the Bible. Prophets guided and gave people hope. They taught people the laws of God. They warned people of dangers to come. They condemned idolatry and stressed the worship of one true God, Yahweh. They anointed the Kings in Israel. Kings consulted the prophets before any major undertaking such as war among others. They acted as conscience of kings. They advised them and challenged Kings when they went wrong. 2. Gods communication with prophets and Israelites God communicated to Prophets through visions, voices that were audible and clear, events, prayers, dreams, signs, ordinary things, and words which came to their minds with great power. Writing messages of the prophets The canonical prophets as mentioned earlier had their works and prophecies recorded under their names. Canonical prophets are referred to as writing prophets. Its possible that some prophets wrote down their own prophecies. They wrote what God spoke to them as He dictated. An example is Jeremiah who wrote what he was told Get a scroll and write on it everything that I have told you about Israel, Judah and all nations. (Jeremiah 36:2, Isaiah 30:8). Two, the prophets message were probably written by other people. These were their assistant, secretary, scribe, and disciples or followers as the prophet prophesied. Thirdly some of the prophetic messages could have been preserved as oral traditions and later written as books. A good example is 2 Kings. e. Content of the Prophetic messages Prophetic messages contained lessons from God to Israel. For example, the: i. Prophetic sayings were and still are oracles or poetic passages spoken by God himself through prophets. The prophecies were addressed to different nations. They carried specific teachings to the people, for example predicting future occurrences ii. Narratives in the first person give an account of the prophets testimony. They spoke of their experiences with God, and responses to the call of God. They tell us about prophets impelling compulsion to speak Gods word. The narratives are written in the first person. They have a format  The Lord said to me The year that King Uzziah died, I was the Lord iii. Narratives in the third 3rd person have messages written by a third party, i.e. not the prophet but another person. For example, Isaiah said to them, Thus you shall say to your master, thus says the Lord: Do not be afraid of the words. (Isaiah 37:6). The message recounts the prophets personal life, and political background. LESSON THREE: PROPHESIES IN THE OLD TESTAMENT, NEW TESTAMENT AND AFRICAN TRADITIONAL SOCIETY Introduction The Israelites and the African traditional societies as well as other world communities had prophets who foretold the future. Among the Israelites, there were prophets chosen by God and false prophets who told messages which communities wanted to hear. Among the African traditional communities, there were wise men and women who prophesied about the future. In this lesson, we shall compare these prophecies and learn what was similar and different about these them. The Old Testament prophecies are compared with those from the African traditional society and the New Testament Learning outcomes. After studying this lesson, you should be able to: a. State relationships between Prophesies in the Old Testament New Testament and the African Traditional Society b. Discuss the similarities between prophets in the African traditional society and the Old Testament c. Identify differences between prophets in the African traditional society and the Old Testament a. Relationships between Prophesies Several Old Testament (O.T.) prophecies were and are fulfilled in both the old and New Testament (N.T) in the life and ministry of Jesus Christ. The Law of Moses is used in both the Old Testament and the New Testament. However Jesus gave the law a deeper meaning. The teachings and prophecies of the prophets provided the foundation for the message in the New Testament. The prophecies of Prophet Nathan to King David that God would raise up an offspring from the lineage of David was fulfilled in Jesus Christ, the expected messiah. Jesus disciples in the New Testament referred a lot to messages in the Old Testament. The teachings of Jesus in the New Testament are based in the Old Testament prophecies. They are therefore similar to each other because New Testament is a continuation of the Old Testament. The New Testament is the new covenant spoken of by Prophet Jeremiah and other Prophets like Isaiah, Micah, and Nathan. Their prophecies about Messiah are fulfilled in the New Testament. b. Similarities between prophets in the African traditional society and the Old Testament. In both traditions, prophets: <br><br>Were endowed with divine powers and they dealt with religious matters. Acted as intermediaries between God and people Warned people of impending dangers and disasters due to disobedience Had supernatural experiences Encouraged morality and discouraged evil ways In some cases, could heal Withstood oppression and opposition by the political rulers Encouraged people to fight injustices in society Foretold future disasters such as drought and wars. They explained why <br><br>they were going to occur. <br><br>Were consulted when things were not well in the society. Received revelations through dreams, visions and thoughts Were gender sensitive male prophets and female prophetesses. <br><br>c. Differences (O.T.) between prophets in the African traditional society and the Old Testament. The Old Testament prophets had a personal relationship with God. They communicated Gods messages to Israelites. The prophets in the African traditional society communicated and received messages from the ancestor spirits Old Testament prophets were Gods mouthpieces. They began their prophesy with thus saith the lord. While the prophets in the African traditional society predicted what would happen to individuals, and communities. The authority of prophets in the Old Testament came from God while the authority of prophets in the African traditional society came from their ancestors spirits. In the Old Testament prophets were called directly by God while in some African traditional communities the prophetic office was hereditary. The African traditional prophets dealt with family and local community issues while Old Testament prophets dealt with national issues, and crises. African traditional prophets were diviners while Old Testament prophets consulted God. d. Relevance of Old Testament prophets to Christians today Christian should be ready to be messengers of God. The call to be a Christian has a prophetic role. Some Christians are called to the office of a prophet and should prophecy for the glory of God and for the common good of the people. As Gods spokes person one should always stand for the truth. Christian should proclaim Gods will even if the message is not pleasant to the people. Once appointed as a prophet, one should pass the messages to who ever they are sent to without fear or favour. Gods messengers should always condemn the social political economic evils in the society. As Gods messengers Christians should live exemplary lives. They should stand for what they preach and should expect persecutions because of their works as Gods messengers. They should be ready to suffer for the sake of the gospel. Christians should pray to God to give them guidance, wisdom, and inspiration to be able to handle hardships in their lives. They should provide hope for the people in times of suffering. Christians should realize that God calls both men and women to His service. They should be ready to obey Gods prophetic call and not run away e.g. Jonah. They should be concerned and take care of the welfare of the poor community members. Revision questions 1. Define the terms prophet and prophecy 2. List five categories of true prophets 3. State the difference between true and false prophets 4. In what ways were Gods prophets called? 5. Outline the similarities and differences between the old testament prophets and the traditional African ones. 6. What is the relevance of prophets to Christians today? TOPIC FOUR: PROPHET AMOS Introduction Amos is one of the prophets God sent to Israel to warn the people because of their evil life. Politically, the Nation of Israel had become rich. There grew classer, the rich and the poor. The rich started oppressing the poor. Socially, there was still the rich  poor gap. The rich exploited the poor. Merchants sold bad food, expensive and used false measurer. Religiously, the Israelites had turned away from God and were worshiping false gods. Syncretism was practiced. Priests were paid and Gods prophets were rejected. It is in this situation that Amos was called. He is called through visions. Amos is one of the canonical or writing prophets. The book of Amos is a temptation of oracles spoken by the prophet on different occasions. Note that after the death of King Solomon, the kingdom of Israel was split into two and rules by Rehoboam and Jeroboam. The northern Kingdom; called Judah was ruled by Rehoboam and was inhabited by two tribes. The southern kingdom called Israel was ruled by Jeroboam and was inhabited by 10 tribes. Amos came from Judah and prophesied in Israel. Topic Learning Outcomes. By the end of this topic, you should be able to: a) Analyse Prophet Amos work in Israel b) Describe the call of Amos c) Explain the teaching of Amos d) Relate relevance of Amos teaching to Christianity today LESSON ONE: Prophet Amos work in Israel Read Amos 1:1 Learning outcomes. After reading this lesson, you should: 1. Describe the call of Amos 2. Describe the socio, political and economic situation in Israel during the time of Prophet Amos 3. Explain religious situation in Israel 1. The call of Amos (AMOS 1:1,3:8,7:10  15) Prophet Amos was born in a village called Tekoa in Judah, the southern kingdom. Before his call, Amos was a shepherd and a dresser of sycamore trees. He was not a professional prophet. But God called him to be a prophet. He received his call in form of a vision around 758 BC. Amos responded to Gods call with obedience. He felt a deep compulsion to prophesy (Amos 3:8). God directed him to give his message to the people of Israel, the northern kingdom (Amos 7:15). He was asked to speak the will of Yahweh. He was also to fore tell punishment if Israelites did not repent their sins. His message was opposed, and challenged by Amaziah the priest of Bethel. 3. Religion. Israelites worshipped Yahweh and other gods. Idolatry was also present. This form of worship is called Syncretism . There was religious hypocrisy. Like today, there was an emphasis on external observances of religious practices and less concern for internal observances. The priests were paid for religious work. Those who couldnt pay did not have religious ceremonies. They were offered at the expense of the poor. The prophets of God were rejected. 4. Social  economic  political situation. When Amos prophesied, King Jeroboam ruled Israel, the northern kingdom while King Uzziah ruled Judah. Amos was sent to prophesy to the people of Israel in the northern kingdom. He concentrated his work mainly in Bethel and Samaria  the capital city of Israel and the main centres of worship. When Amos started his prophesy, there was peace and prosper in Israel and Judah. Both kingdoms were wealthy. However, the wealth did not reach the poor. This was because the wealth and power were in the hands of the king, his family, his officials, and wealthy merchants. As a result, Israel citizens were divided into two classes; the rich and the poor. Unfortunately, the rich people owned big luxurious houses. They drunk wine, and used the most expensive perfumes. They acquired their wealth at the expense of the poor. They oppressed and exploited the poor. The merchants of trade for example, were dishonest in their trade businesses. They sold bad wheat to unsuspecting customers and overcharged customers by measuring with false scales. Because of the inflated prices, the poor borrowed money from the rich at high interest rates to buy basic things like food. Hence, there was massive bribery and corruption in society and law courts. As a result the poor lacked basic necessities or needs like food, shelter, and clothing. It was at this time when God sent Amos to give prophesy to Israel. SAQ. How did the rich oppress the poor in Israel? LESSON TWO: VISIONS OF AMOS Read AMOS 7: 1  9, 8:1  3. 9:1  4) Vision is a picture we have in our mind. It is a future to come. Amos was shown many visions by God. Lesson outcomes. After reading these verses in Amos you should be able to: - 1. Analyse all the visions and 2. State the message of each vision 3. Summaries things that God condemned through Amos 1. The vision of the locusts (Amos 7:1  3 ) Amos saw a swarm of locusts being sent by God to destroy all plants and food crops in the land. The locusts were, a sign of disaster, which God was going to send to Israel as a punishment for their disobedience. Amos cried to God to forgive the people. God heard and changed his mind. 2. The vision of a great fire (Amos 7:4  6) Amos saw a vision of a supernatural fire that burnt up the land. He asked God to forgive the people and God listened. The punishment was stopped. 3. The vision of a crooked wall/ the plumb line (Amos 7:7  9) Amos saw the Lord standing beside the wall checked it with a plumb line. The wall represented the Israelites. They stopped observing the laws of their covenant with God. God found Israelites disobeying the covenant. God promised to destroy holy places of Israel.. 4. The vision of a basket of ripe fruits (Amos 8:1  3) In this vision, Amos saw a basket of ripe fruits. Fruits are harvested at the end of the summer. This meant that Israel was ripe for punishment for her refusal to turn to God. Amos did not pray for forgiveness. God would no longer withhold His judgment. Time for repentance was over. 5. The vision of the destruction of the altar. Read Amos 9:1  4. Amos saw the Lord standing by the altar. The Lord ordered the destruction of the temple. The shrines of Dan and Bethel were destroyed because they were the centres of idolatry. No one would escape punishment no matter where they hide. Summary of issues that God pointed out to Israel through Prophet Amos a. Lack of social justice There was lack of social justice and responsibility by the king of Israel. Social justice means dealing with other people fairly. It implies showing concern for the needs of others. b. Lack of responsibility. This refers to the rulers and people of Israel being accountable for their actions. In modern life, it is doing ones duty and fulfilling ones obligation to God and others. c. Practice of hypocritical religion in Israel. The Israelites were insincere in their worship. They made empty sacrifices. They worshipped idols as well as God. They profaned the name of God (Yahweh). They made idols of Baal and offered sacrifices to them. They worshipped other gods. This is syncretism and God does not allow worship of any other God but himself. d. Gods judgment against Israel and other nations. God promised to destroy Israel and leave a remnant of them for restoration. e. Oppressions of the poor by the rich God condemned King Jeroboam rule of Israel because of the oppression of the poor, government corruption and bribery of kings officials. These officials sold the righteous for silver and the needy for a pair of sandals (shoes) i.e. its like practising slavery. The rich trampled on the poor, despised them and placed no value on the poor. The poor gave their garments as security for loan. This was contrary to Gods commandments. The garment was supposed to be returned back to the owner before sunset. The Samaritan women were fat like the well fed cows of Bashan led luxurious lives and were very unkind to the poor. The rich took an excessive share of the harvest from the farmers. Rulers loved luxury and were arrogant. They loved material things and showed pride in material possessions. They used expensive perfumes. f. Corruption and bribery. The judges were corrupt. They accepted bribes. There was a conspiracy between the rich and the judges against the poor g. Pride in materials possessions The capital city of Israel was Samaria. It was built on a mountain called Bethel, which was also a place of worship. There was prosperity in the land. The Israelites prided themselves in their riches and materials possessions. Amos told them God would destroy their wealth. h. Dishonesty. This is telling lies, cheating or using unjust means to get certain things. The wealthy merchants waited impatiently for the end of the holy days so that they could engage in lucrative businesses. They cheated the poor by using false scales. They sold bad wheat to the poor. They mixed good and bad grains and sold them to unsuspecting people. i. Sexual immorality Sexual immorality was prevalent or common in Israel. For example a father and son would have sex with the same girl. There was temple (cultic) prostitution. There was dishonesty; sexual immorality. This sexual behaviour made the temple unholy. j. Drunkenness They Israelites spent time drinking when the poor lacked the basic needs. They engaged in excessive drinking of wine. They even forced the Nazarites to drink wine. They accepted drunkenness. k. Profaning the name of the God Israelites did not respect the name of God. They committed sin. They forced Nazirites to drink wine; forcing it down their throats yet they knew that Nazirites were people set aside and chosen by God to serve God. This act showed contempt of Gods commands. Nazirites were not supposed to drink wine or cut their hair. Israelites did this to show their contempt of the Lord, l. Hypocritical Religion and Idolatry in Israel Hypocrisy is pretending to be something different from the person one is. It is also saying one thing, and doing another thing. For example, Israelites did a lot of religious rites according to the laws of Moses and yet majority of them were unjust, corrupt and oppressed the poor. They observed the external religious activities while their hearts were corrupt and insincere. Amos condemned Israelites for this hypocrisy, characterized by insincere worship, and mixture of religious beliefs leading to diverse practices of religion i.e. syncretism. This is a combination or mixture of Israelites monotheism (Yahwehism) and worship of idols and other gods especially Baal, the gods of their neighbours. m. Empty sacrifices The Israelites made elaborative offerings and sacrifices. Yet God was interested only in sincere worship and free will offerings and not mere sacrifices, and tithes. Take away from me the noise of your songs (Amos 5:21  23). LESSON THREE. GODS JUDGMENT AGAINST ISRAEL AND OTHER NATIONS Read Amos chapter 1 and 2 Learning outcomes. After studying this lesson, you should be able to: a. State the sins committed by Israel and other nations b. Identify how God punished Israel and other nations i) Israel. She committed several crimes, which were condemned by Prophet Amos. Read lesson two again before you go on and list down crimes that were pointed out by Amos. Okay, you have seen that Israel committed crimes of injustice, disobedience to God, breaking their covenant with God, idolatry, hypocrisy among other sins mentioned above. Israel was punished for these crimes. Punishments were severe. Israelites would be exiled forcibly and painfully. Earthquakes, famines, fires, oppression from foreign kings, epidemics and divine silence, would destroy their kingdom and holy places. ii) Syria. Its capital was Damascus. Syria committed war crimes. The soldiers were excessively cruel in times of war. They murdered their prisoners brutally. For this cruelty, their punishment was to be severe. Their palaces would be destroyed by fire and the people would be exiled in Kir. iii) Gaza and philistines. Their crime was capturing other people and selling them into slavery. For this sin, Gods punishment was destruction of their city by divine fire. It would burn down the wall of Gaza city and destroy it. God would have no more association with them. iv) Tyre. Their Crime was violation of a treaty of friendship they had made. They broke it by capturing a whole nation into exile in the land of Edom. The punishment was God would send fire to destroy city of Tyre and its fortress (Amos 1:9-10). v. Edom. Her people were descendants of Esau. Yet Edom was ruthless to the Israelite to whom they were closely related. For this crime of ruthlessness, the punishment was  God would destroy them by fire vi) Ammon committed crime of brutal killings. The people of Ammon attacked and killed their neighbours. They ripped open pregnant woman in Gilead (vs. 13). Gods punishment was destruction of the fortress and wall of the city of Rabbah by fire. Their king and his officers will go into exile: (vs. 15). vii) Moab. The people of Moab; their crime was mishandling the body of the king of Edom. They burned his bones to ashes. Gods punishment was destruction of the city of Kerioth by divine fire. The people, their rulers and leaders would be killed in battle. viii) Judah. Their crimes were (1) failure to obey Gods commands and (2) despising gods teaching. ix) Samaria, Egypt and Ashdod. Their crime was dishonesty and filling their mansions with things taken by crime and violence (Amos 3:10). Women of Samaria committed the crime of drunkenness, oppressing the weak and poor. The punishment for all these countries is destruction of their land, mansions and army. But a remnant will not go to captivity, and shall not be destroyed. Amos said the remnants are like  2 legs, or a piece of an ear of a sheep rescued from the mouth of a lion (Amos 3:12) x) Amaziah the priest of Bethel. He strongly opposed Amos and told him to go back and prophesy in Judah. Amos told Amaziah God sent him to Israel. His punishment for opposing Gods messenger was.. Amaziahs wife would be a harlot, his children will die in the war, his land will be given to others, and Amaziah will die in a foreign land (Amos 7: 14-17). Lessons to learn from Gods judgment of Israel and other nations The Assyrians attacked Israel, occupied their land and exiled others. God is (a) universal, (b) God hates sin (c) God is concerned about the welfare of his people (d) God is merciful and spares a remnant xi. Israels election (Amos 2:9  11, 3:1  2, 9:7 Election: is an act of choosing a person or group of people for a purpose or action. Israels election refers to Gods choice of the Israelites out of the entire human kind to be his people. God chose them to serve him, be a Holy nation and to be the light of the world. God made a covenant with the Israelites. In the covenant they agreed to live a holy life. In return, God looked after them. He led them out of Egypt to the wilderness and finally to Canaan. God chose His prophets from the Israelites and raised Nazirites. Despite Gods favour, the Israelites rebelled and sinned against God. And although Israelites were reminded that God cared for other nations equally and are to be punished if they disobeyed God; and that they were neither superior, nor better than other nations, they disobeyed God several times. xii. The day of the lord Amos taught that the day of the lord would be a day of severe judgment for sins. . It is not a time of happiness, joy or victory. It is a day of darkness, terror, disaster, gloom, wailing, flooding, mourning, defeat, punishment, famine for food and Gods word. xiii. The Remnant and Restoration. Remnant means a small number of survivors. These are the Israelites who will remain after the entire nation is punished. They are also those who returned to Jerusalem after the exile. Restoration is an act of reinstating things / persons to their former state or position. Amos informed the Israelites that God was still looking after them, and waiting for their repentance. The nation of Israel would not be destroyed completely. God would preserve the few righteous ones. He would raise the fallen dynasty of David. People would be restored back to their land to rebuild their cities. There was to be a great harvest and grapes shall overflow. xiv. Duty of Christians. Christians are the selected people of God. As the chosen ones, they should one, live holy lives and two, use their position to serve God and others. Three, Christians have a moral responsibility to spread Gods word, four, care for the needy and five, be the light of the world. xv. The Day of the lord. Read Amos 5:18-20, 6:3-5, 8:7-13. in the Old Testament, the day of the Lord is the day that Yahweh would make Israel victorious against other nations. On this day the Israelite believed that God would establish his rule over and with Israel. The day of the Lord was also believed to be the day when Israel would be prosperous, would have favour with God, and the just would triumph over the wicked. In the New Testament, the day of the lord is also the Day of Judgment (Parousia). It is the day of the second coming of Christ. On that day, everyone will be judged. Christians believe that it is the day that Christ will come for His bride (the church). Those who had obeyed the laws of God shall be received by Christ and given the reward of the eternal life. On that day, Gods kingdom shall be established and Christ will reign forever. xvi. Relevance of Amos teachings to Christians today. The messages of the prophecy of Amos are relevant to Christians today. This is because God is universal. He chose Israel but still punished her for her disobedience, and sins just as He punished other nations like Syria and Gaza. The message that God hates hypocrisy is very clear. Thus Christians should truthful and practice what they preach. They must worship God in sincerity. Other messages are: Justice. Christians should be just / fair in dealing with others. Self  Indulgence. Christians should not pursue luxury and self- indulgence when others lack the basic needs. Bribery. Christians should condemn bribery and corruption, and uphold justice. Punishment. Christians should bear in mind that God will punish every evil. Wealth. When Israel became wealthy, they departed from the covenant with God. Christians should share their wealth with the needy and acquire their wealth justly Hypocritical religion. Amos taught about hypocrisy in religion. This was for example offering empty sacrifices. Christians have to learn to be sincere, to be concerned about their internal well being and soul more than outward observances of religion. Drunkenness. Christians should not engage in activities that can divert their faith from God. If that happens, they should learn to be Repentant. Revision exercise 1. List the visions that Amos saw 2. Explain the evils that Amos condemned in his teachings 3. Give reasons why prophet Amos condemned idol worship in Israel 4. List evils in the society today that Amos would condemn TOPIC FIVE. PROPHET JEREMIAH Introduction. Israel had not taken heed to Amos prophecies. This was especially on idolatry. So, God sent another prophet to continue with the same work. Jeremiah was therefore appointed as a prophet. Jeremiah is one of the Old Testament Major Prophets. He was called to a prophet at around 627 B.C. He was called as a young man, probably 20 years old. He prophesied in the southern kingdom- Judah, for a period of 40 years. His prophetic ministry took place before and during the exile of Judah. Learning Outcomes. By the end of this topic, you should be able to: - a Describe the political, Social, and religious background of prophet Jeremiah. b Describe the personal life and call of Jeremiah. c Explain the evils condemned by Jeremiah. d Explain the contents of the temple sermon. e Highlight the relevance of Jeremiahs teaching on evils, false prophets and Christians today. LESSON ONE: THE CALL JEREMIAH Learning outcomes. After reading this lesson, you should be able to: - i. Describe the situation of the people of Judah ii. Identify religious, political and socio classes of Judah iii. Describe the call of Jeremiah iv. Explain lessons that modern Christians can learn from the call of Jeremiah a. The Kingdom of Judah Social background The people of Judah were divided into three social classes. At the top were the (i) Aristocrats. These were the ruling class, which consisted of the king, his family, royal officials, princesses, priests, and professional prophets. This class of the rich oppressed the poor. Below them was the class (ii) of technical professional such as stonecutters, carpenters, builders, masons, blacksmiths, masons, and others craftsmen (2 Kings 12:12). Below them was class (iii) made up of poor people such as slaves, widows, orphans, and foreigners. All these poor people were mistreated. In terms of ethics, there was moral degradation. They committed adultery, prostitution, murder, false witness, and corruption. Religions background. The Kings and people of Judah worshipped idols. They practiced human sacrifice, divination and magic, and listened to false prophecies. They abandoned their covenant with God and their way of life and practiced syncretism, which is worshipping God and other false gods like Baal. King Josiah tried to restore true worship by carrying out several reforms. Prophetess Huldah prophesied that Judah would be punished after Josiahs death since he humbled before Yahweh. Political Background. Prophet Jeremiah lived in the 7th century BC and prophesied when Judah was ruled by King Josiah, and later his sons Jehoiakim, and Zedekiah; and king Jehoiachin. Judah was conquered and ruled by Assyrians who were conquered by Egyptians who ruled Judah up to 605 BC. Egyptians; were conquered by Babylonians under King Nebuchadnezzar. This was according to the prophecies of Jeremiah. b. The Call of Jeremiah. Read Jer 1: 19. Jeremiahs father was a priest called Hilkiah. He was born in the territory of Benjamin; at a place called Anathoth, He was well educated. Jeremiah was called to be a prophet in 627 B.C during the reign of King Josiah. He received his call in form of a dialogue with Yahweh. God told him that he had appointed him to be his messenger; even before he was formed in his mothers womb, God had selected him to be a prophet. Jeremiah said he was too young and did not know how to speak. Jeremiah was forewarned of the hostility he would encounter in his prophetic career. God told him that He would protect him and not to fear. God touched Jeremiahs mouth. This symbolized that God is the one who shall put words in his mouth. Jeremiah responded to Gods call in faith and obedience. He was given a message that God was going to bring judgment upon the Kingdom of Judah. God promised to make him a fortified city, an iron pillar and bronze wall for protection. He was commanded by God not to marry, neither have children and not to attend social gatherings, weddings, and funerals. His mission made him isolated and lonely. As a result, his own family and relatives rejected him and plotted to kill him. But he had few friends like Ebed- melech, Ahikam who helped him to get out of a pit. Jeremiah was persecuted by; the kings of Judah. Priests including priest Pashhur opposed him, and false prophets like Hannaniah. He prophesied that God shall punish wicked Kings, priests, and ordinary people. He suffered spiritually and emotionally. At the fall of Jerusalem in 587 B.C, the army officers of Nebuchadnezzar released him from prison. He went to Egypt where he died at an old age and as a faithful servant of God. His life was symbolic to the people of Judah. During his call, Jeremiah saw two visions. Vision one was the vision of a branch of an almond tree. The tree seemed dead, bare, yet life was in it. This vision was telling Judah that although God seemed to be sleeping, He was watching over them if they obey Him. Vision two was a pot boiling in the north, and it is about to tip over this way (1:13). The boiling pot tilted away from the north signified that the destroyers of Judah would come from the north. The pot was ready to boil over and spill its contents. This meant that Judah was soon going to have trouble. Babylon would pour horrifying disasters on Judah. Lessons from the call of Jeremiah God has a purpose for each person and He can call anybody to do His work. He calls the unborn, the young, old, rich, and poor. God prepares people for His work, through specific experiences at family level, in school, and church. A person who is called to serve God should be ready to meet opposition. God protects His servants and promises to be with them. Jeremiah felt inadequate to speak. Christians should not let their human weakness hinder them from performing their tasks. Christians should respond to Gods call in obedience. LESSON TWO. EVILS ADDRESSED BY JEREMIAH. Read Jeremiah 2, 3, 4, 5,7, 9, 10, 23, and 28. Learning outcomes. After reading this lesson, 1. Name the evil practices that Jeremiah condemned 2. Explain why Jeremiah condemned these evil practices There were many evils in Judah and Israel. We have mentioned some of them. These were: necromancy, dishonesty, deception, false prophecy, human sacrifice, and idolatry i. Necromancy. Words related to necromancy are divinations, magic, sorcery, and playing tricks on peoples minds. Necromancy is the art of seeking hidden knowledge from the mysterious world of spirits: using magic, and divination, which is invoking the dead. Divination was condemned in the Hebrew language. Diviners, magicians, sooth sayers and fortunetellers used necromancy. Prophet Jeremiah condemned necromancy. Reasons why Jeremiah condemned necromancy Necromancy was a deception and therefore an evil practice. The diviners gave false information from their own imagination. This practice polluted the true worship of Yahweh and indicated Israelites lack of faith in the one true God. Two, by trusting in divination, and magic, the Israelites showed their lack of knowledge of the one true God. Three, by consulting the mediums, the Israelites disobeyed God (Jer 27:8-10). ii) Deception and Dishonesty Dishonesty is lack of moral integrity or moral uprightness. Deception is cheating, and telling lies intentionally. It is also giving false and misleading information. The Israelites were dishonest because they worshiped God and at the same time committed social injustices against their brothers and sisters. Their repentance was insincere. There was treachery, and greed. They laid traps for each other. People pretended to be friendly and at the same time conspired to kill. Jeremiah challenged the Israelites people to circumcise their hearts which were deceitful. Their tongues were deadly arrows and they listened to false prophesies like that of Hannaniah Jeremiah condemned deception. This was because it led to syncretism, and hypocrisy in worship; and breaking down of the covenant way of life. Jeremiah warned the Israelites and asked them to repent iii. False prophesy by Hannaniah. Jer 28 During the reign of king Zedekiah, Hannaniah broke the yoke that Jeremiah was wearing. Hannaniah spoke in the name of Yahweh. He lied to the people as he spoke from his imagination and dreams. Jeremiah denounced Hannaniah. He predicted and prophesied the death of Hannaniah in the same year. And it came to pass. Jeremiah had also prophesied that the captivity of Judah should be long contrary to Hannaniah who said Judah will be exiled for 2 years. Reasons for condemning false prophets Prophets of Baal were still in existence. False prophets like Hannaniah had filled the people of Israel with unrealistic hopes of peace yet Judah was to be destroyed. Recall the characteristics of true and false prophets. False prophets did not condemn sin. They prophesied for money and in the process misled people away from Yahweh. False prophets prophesied from their dreams, imaginations and not from God. They gave people false hopes. They intended to make themselves popular, with the King and the people. iv) Human sacrifice. The people offered human sacrifice to idols and oppressed each other. Human sacrifice is the act of killing human beings for a religious or spiritual purpose. The Israelites copied this activity from the Canaanites. Children were believed to be the best sacrifice since people believed they would get great favors from the deities. Some kings such as Ahaz and Manasseh sacrificed their sons to idols. Jeremiah condemned human sacrifice. Reasons for condemning human sacrifice Human sacrifice was an act of idolatry. It indicated infidelity of the Israelites to the one true God. It demonstrated Israels disrespect for the sacred gift of life. It showed their lack of knowledge of the true nature of Yahweh. Human sacrifice defiled the land for life is in the blood. Blood speaks hence the land was crying at this vengeance. God did not ask for human sacrifices. Human sacrifice was a sign of lack of love of God and love for one another. It is a demonstration of disregard for human life. Only God has the right to take away life. In our country people kill each other every day especially on the road. Why do we do this? v. Idolatry Idolatry is the worship of many gods. Idols are images made by people for worship. The Israelites practiced syncretism, which we said was the worship of Yahweh and idols. The people of Israel were worshipping Baal the Queen of heaven, sun, moon, stars, and also Yahweh (Jer 8:2). Idols were placed even in Yahwehs sacred places. The temple was defiled by idols. This the temple unclean. Jeremiah condemned it. He told the people of Israel that {they have forsaken the fountain of living waters (GOD) and hewn out for themselves broken cisterns (IDOLs) that can hold no water (Jer 2: 11-13). Why did Jeremiah condemn idolatry? Read Jer 2: 20, 2:1- 3, 5: 7- 8. Idolatry is like adultery and prostitution. It defiled people and was a sign of lack of faith in Yahweh. It defiled the land. Idolatry led to divine judgment and punishment. People of Judah abandoned Yahweh the Husband and chased lovers the idols and deities The Israelites (Northern kingdom) had been punished before and yet Judah did not learn from them. By worshipping idols Judah broke the covenant and their relationship with God. And unless the people of Judah repented, they would be punished; as there is only one true living God to be worshipped and obeyed. Is there idolatry among Christians todays vi. Other evils condemned by Jeremiah People of Judah trusted that the temple was secure, holy and cannot be destroyed. Jeremiah denounced this false belief about the temple. He warned them that God would destroy the temple because of the many evils committed in it. The temple of God had become a den of robbers and human sacrifices. People of Judah committed other evils such as hypocrisy (Jer 7; 9-10); social injustice (adultery, murder), stubbornness, and rebellion. vi. The temple Temple is a place of worship. The temple of Israelites was in Jerusalem. It signified the presence of God among his people. The Israelites believed God could never destroy or allow destruction of the temple. Jeremiah stood at the gates of the temple court during Jehuiakims reign, and Judah that God would destroy the temple and send them to exile. He urged them to repent and turn back to God. King Josiah heard the message of Jeremiah and he reformed religious practices in Judah. vii. Religions reforms carried out by King Josiah This topic is not clearly spelt out in the syllabus. It is based on the book of Deuteronomy. The scroll was discovered in the temple during repairs. Josiah ordered the repair of the temple of God. He led a national ceremony to review the covenant. He destroyed idols and altars associated with the worship of foreign deities throughout Judah. He eliminated all the priests associated with the worship of false deities. He celebrated Passover in Jerusalem. The successors of King Josiah did not follow his example. They became corrupt. They persecuted the prophets of God. They listened to false prophets. They promoted idolatry and child sacrifice. viii. The Relevance of Jeremiahs teachings to Christians today. Christians should denounce hypocrisy in the society today. They should not result to witchcraft, divination and sorcery. They should be upright, and worship God in sincerity. They are to proclaim divine judgment upon those who refuse to obey Gods will, just like Jeremiah declared Gods judgment upon Judah due to the sins of the people. Like Jeremiah, Christians should speak out against modern idols like love of money, power, obsession with sports, sex, and drugs among other evils. Christians should condemn destruction of human life, violence; murder, abortion, parents killing their own children, genocide and exploitation of the poor. Christians should be aware of the existence of false teachings and prophecies. They should pray for Gods guidance and wisdom to be able to distinguish truth from false teaching. Christians have a responsibility to correct one another and call on sinners to repent. Christians are to be trustworthy, upright, and merciful to the poor and condemn dishonesty. They should practice justice in their relationship with others; preach against disobedience, stubbornness and pray to God to help them overcome these vices. Read these review questions and answer before reading answers> 1. Why was Jeremiah reluctant to accept the call? 2. Which evils / sins did Jeremiah Condemn?. 3. Give examples of idol worship in Kenya. 4. Describe Jeremiahs temple sermon SAQ answer. 1. Jeremiah felt inadequate because he was too young to work for God. He argued that he did not know how to speak. He was afraid. He knew he would face stiff opposition from the people of Judah. The message of Gods judgments is difficult to deliver. 2. Read text again and look for evils and sins that Jeremiah condemned. 3. Examples of idol worship in Kenya are many. Some people including Christians practice witchcraft, sorcery, personality cults and hero worship of religions and political leaders. Other people, worship money, materialism, media, and sports obsession with power / status Sexual immorality  devil worship 4. Jeremiahs temple sermon. Read text again. LESSON THREE. JEREMIAHS TEACHINGS ON JUDGMENT AND PUNISHMENT Read Jeremiah 5:12-18, 6;1-30, 7:30, 8:1-17, 10: 17-25, 15;1-9, 17:1-13, 25: 1-38 Learning Outcomes. By the end of this topic, you should be able to: - a Summarize in two paragraphs Jeremiah key teachings. b Explain the significance of symbolic acts related to judgement and punishment. c Describe suffering and lamentations of Jeremiah d Explain the teachings of Jeremiah on the new covenant. a. Jeremiah teachings. Sin was internalise in the hearts of the people of Judah. God punished them. God punishes people because of their unfaithfulness. Punishment is a penalty, for an offence or a crime committed. But in punishing people, God is a just judge. He does not punish people without a reason irrespective of their status. God judges people by looking into their hearts. Divine judgment is for a group. For example, the people of Judah were punished as a group. However God searches each persons heart and judges accordingly. God executes His judgment by means of political and historical events. Divine punishments are in forms of natural disasters like drought, famine, and epidemics. Gods punishment is unavoidable, and inescapable. Judah took the best option by surrendering to the Babylonians. The purpose for Gods judgement is to correct the sinner. God gave his people a chance to repent before he punished them. Gods judgment is universal. It is not limited to one nation. God punished the neighbours of Judah who at that time were Egypt, Moab, Ammon, and Babylon. Gods punishment is severe compared to that of venomous snakes that bite the people of Judah. Gods judgement is not necessarily a punishment from God for ones sins. It is symbolic. The sufferings of Jeremiah were symbolic of the life of the people of Judah. What can we learn about Gods punishments? Are modern disasters such as cyclones, floods, earthquakes, landslides, epidemics, bomb blasts, civil wars, forest fires, rebellions in schools a sign of Gods judgment and punishment? What do you think? b. Symbolic acts related to judgement and punishment People use several methods to convey messages to each other. We use songs, advertisements, dramas, and stories by the fireside, in novels, the Internet, and magazines to communicate messages about children, adults, society, political leaders, poverty and many others. The prophets used: (1). Oracles; Thus says the Lord; (2) Allegories (3) Parables (4) Songs (5) Symbolic Visions (6) Symbolic actions and (7) dramatized messages Symbolic acts of Jeremiah i The linen waist cloth (Jer.13) ii Jeremiahs personal life (Jer.16) iii Jeremiahs visit to a potter (Jer.18) iv The broken earthen flask (Jer.19) v The symbolic vision of 2 baskets of figs (Jer.24) vi The wearing of the yoke i. The Linen Waist Cloth. Read Jer.13 Jeremiah was instructed by God to buy a linen waistcloth and wear it around his waist without dipping it in water. He was told to hide the cloth in a hole near river Euphrates. Afterwards he was told to take the cloth. He found it spoilt for wearing. Significance. The liner material was for priestly garments in Israel. It symbolized Israels holiness. The unwashed cloth represented Judahs sinful pride. Israel used to cling close to God but now Israel / Judah were spoilt, rebellious, arrogant and pursued foreign gods. God was going to destroy them if they did not repent. The spoilt linen waistcloth was a symbol for future Gods action. ii. Jeremiahs personal Life. Read Jer 16. His life was a symbolic act. He was told not to marry, have children, and nor attend funerals, social gatherings, feasts and wedding parties. Significance. The personal life of Jeremiah was one of suffering. This signified the suffering that the people of Judah would be subjected to. Judah was punished because of their wickedness and rebellion. Jeremiahs loneliness signified the perishing of families through the sword, famine and disease. It would be a time of terror for the families of Judah. Their normal social life of feasting, merry making would come to an end. There would be no weddings and no one to bury the dead. Hence Jeremiah was forbidden from mourning for the dead. iii. Jeremiahs at the potters house (Jer.18) Jeremiah was told to go to a potters house. He found the potter making a clay vessel.  Whenever a piece of pottery turned out imperfect, he would take the clay and make it into something else (18: 4). The potter made a better pot, more perfect vessel than the spoilt one. Significance. God is the potter. People of Judah are the clay. As the potter destroyed to vessel, God intended to destroy Judah because of their wickedness and mould those who repented into better people. God was going to shape them into faithful people. Gods judgement was to be a corrective punishment. iv. The broken clay Jar. Read Jer.19. God told Jeremiah to buy a clay flask He then took some elders and priests to the valley of Valley of Hinnon. He delivered a sermon condemning the people of Judah for their idolatry and other evils. Jeremiah then broke the clay jar in their presence and announced to them that Yahweh would destroy Jerusalem and Judah as Jeremiah had destroyed the jar. Significance. The kings, priests and prophets of Judah would be shattered like the clay flask because of their sins. Sine, they brutally sacrificed their children; they are to suffer horrifying experiences at the hand of their enemies. They shall suffer starvation and turn into cannibals; eating their own children and neighbours (v.9). Broken pieces of a clay pot cannot be moulded. No one was to escape judgment. However there is hope after punishment. v. Two Baskets of Figs (Jer.24). Jeremiah received the visions, after the deportation and exile of leading citizens of Judah and Israel to Babylon. Two baskets of figs were placed in front of the temple. One basket had very good figs, which had ripened. The other basket had bad figs unfit for human consumption. Significance. The basket of good figs signified the first exile. God would renew their hearts; use them to fulfil his promises to the Israelites. He would recreate them to a new people. The basket of the bad figs represented people living in Jerusalem and Egypt. Since they were not exiled they had a self-righteous attitude. They thought that God spared them because they were truthful but it was not so. They shall also be destroyed through famine, and diseases. This vision signifies hope and restoration of the Israelites. vi. Jeremiah Wears an Ox Yoke. Read Jer. 27. When Zedekiah son of Josiah became the ruler of Judah, Jeremiah was instructed by God to make for himself  a yoke out of leather straps and wooden crossbars and to wear it around his neck (27: 2). Jeremiah moved around in the yoke for quite sometime in public. He was also given a message for ambassadors of kings of Edom, Moab, Ammon, Tyre, and Sidon, who were coming to see King Zedekiah in Jerusalem. They were to give Gods message to their kings. The message was to submit to King Nebuchadnezzar of Babylonia; his son, and his grandson. Any nation that accepted this message shall not suffer; but if any nation ..will no submit to King Nebuchadnezzar of Babylonia rule, God will punish that nation by war, starvation and disease Read Jer 27:6-8. The message for king Zedekiah was to surrender to the Babylonian rule and live, if he resists he would perish. The message for priests and people of Judah was not to be misled by the false prophets. The temple would be destroyed. Its treasures looted by the Babylonians. Significance. The yoke represented the Babylonians rule. Nebuchadnezzar was used by God to bring judgment to all nations. Yahweh is a universal God and his judgment is universal. Sinners are punished regardless of their origin or nation. Those who repent are spared. Reflection questions Why did God inspire Jeremiah to use symbolic acts to convey his message? Answer Israelites were stubborn. Jeremiah acts were reminders to Judah to turn to God and stop idolatry and all the sins they were committing. They had drifted too far from God. False prophets were prophesying lies to them. The people of Judah were expected to meditate on these acts and understand Gods will for them and see the seriousness of the matter. This was also to imprint a lasting impression in their minds. SAQ. Which methods do pastors / priests use to communicate Gods message to Christians today? c. The sufferings and lamentations of Jeremiah Read Jer 11, 12, 17:14  18, 18:18- 23 , 20: 1  6, 27, 37, and 38. Jeremiah sufferings were experiences that were painful; physically and emotionally. In suffering there is loss and grief. Lamentations are strong emotional expressions of pain and grief. Jeremiah suffered in the following ways I. Rejection by his own family and relatives. They plotted to kill him. This grieved Jeremiah. II. Anathoth planned to kill him but God protected Jeremiah. He pronounced Gods judgment upon them III. Jeremiah suffered when he was accused falsely. He was accused of blasphemy after the temple sermon. He foretold the destruction of the temple, just like Jesus Christ in the New Testament did. IV. He was accused of treachery. That he was planning to leave Jerusalem and join the Babylonians. This led to Jeremiah being arrested and put in an underground jail. V. Jeremiah received death threats because of speaking for God. King Jehoiakim plotted to kill prophet Uriah. The prophet escaped to Egypt but he was followed to Egypt, arrested and killed by king Jehoiakim. The king had planned to accuse Jeremiah of Uriah death. Ahikam and other elders defended Jeremiah. (Jeremiah 26) VI. Jeremiah suffered loneliness and solitude. He felt emotional anguish and complained to God of his orders not to marry, neither attend social gathering and celebrations. This made Jeremiah lonely since he did not participate in the family life, political life, community activities and religious life. VII. Jeremiah experienced inner personal struggle due to his love for his own people He did not want to see them suffer but the people were stubborn Read Jer. 12:1  6, 15:10  21, and 27. VIII. Jeremiahs prophesying judgment caused him emotional pain and agony. His messages were mainly of severe judgment and punishment. IX. He went through a spiritual struggle in his relationship with God. He felt frustrations, doubts, self-pity and despair. He wondered why God made him suffer. Why do the wicked prosper? He also wondered why God was taking too long to fulfil his prophecies. God assured him that Judah would be punished and promised to give Jeremiah victory against his enemies. X. Jeremiah suffered physical assault, imprisonment and an attempt on his life. Pashhur, the chief temple priest ordered beating and chaining of Jeremiah to the temple gate. Jeremiah prophesied that Pashshurs name would change to terror everywhere. XI. King Zedekiah released Jeremiah from the cell to his court. Jeremiah continued to prophecy and was thrown in a muddy cistern. Here he was rescued by Ebed- melech an Ethiopian Eunuch. The court officials had accused him of not being patriotic. Jeremiah remained in jail until the Babylonians overthrew Jerusalem. He did not change his prophecies. Read Jer. 10:1  6, 27, 37, and 38. Is there relevance of the sufferings and lamentations of Jeremiah to Christians today? From his suffering Christians learn to be ready to face opposition and rejection from their own family members and relatives for the sake of the gospel. Christians should be prepared to suffer persecution for the Lord. Christians should be ready to make sacrifices for the sake of God. Be ready to lead humble lives. Jeremiahs open confessions to God encourage Christians to be open to God. Christians should let God avenge for them just like Jeremiah prayed to God to revenge his enemies. Christians should not lose hope in times of difficulty. Christians learn that tribulations strengthen their faith. Christians should learn to deal with negative emotions such as self  pity, grief and trust God. Jeremiah was told by God to repent of his negative utterances. Christians should do the same as they are assured of divine security and protection against their persecutors. LESSON FOUR. JEREMIAHS TEACHING ABOUT THE NEW COVENANT A covenant is an agreement. Another word for covenant is testament. Jeremiah taught that there would be a new covenant between God and Israel. This new covenant would be different from the Old (Sinai) covenant. The new covenant would renew the broken relationship between God and his people. Lesson outcomes. After reading Jeremiahs teaching: a. State the terms of the new covenant. b. Identify the differences between the old covenant and the new covenant c. Summarize the similarities between the old covenant and the new covenant a. The New Covenant. In the new covenant, the law would be written in the hearts of the people unlike the old covenant where the law was written on stone tablets. Every individual would know God personally and not through prophets as it was during times of Jeremiah and previous one. Each person would be responsible for his/her sins. God would forgive sins and remember them no more. The new covenant would be established after Gods punishment of Israel and establishing a new Israel, a new people of God. The new covenant would establish a new beginning. People would forget the first Exodus. The second Exodus would be deliverance and restoration from Babylon. God would initiate the new covenant as he did with the first. It would be a new covenant of peace, unity, prosperity, Joy and gladness. In the new covenant a righteous branch would be established. The new covenant would be everlasting. It would not be broken again. b. Differences between the old covenant and the new covenant Old Covenant New Covenant 1. Based on law Based on faith 2. Word written on stone tablets Word written in peoples hearts 3. God known personally by a few priests prophets and prophets Each to person to know God personally 4. Covenant broken when people sinned Everlasting covenant 5. Sins punished collectively Sins punished individually 6. 1st Exodus from Egypt 2nd Exodus from Babylon 7. Sealed by animal sacrifice Sealed by Jesus sacrifice (blood) What are the similarities between the old and the new covenant? Jesus fulfilled the new covenant. Jesus is the righteous branch from the lineage of David. In the last supper, before his death, Jesus said this cup which is poured out for you is the new covenant in my blood. Read Luke, 22:20. The death and resurrection of Jesus marks the new covenant. Jesus spoke of forgiveness of sins of humanity Jesus forgave peoples sins, for example, the sinful woman in Simons house (Luke7: 36  50). In the new covenant the law would be written in peoples hearts. Jesus summarized the Mosaic Law into love God with all your heart, mind, strength and love your neighbour as you love yourself. Jesus established the kingdom of God as a new community of Gods people based on faith (the Christians). Jesus fulfilled the new covenant prophecies The teachings of Jeremiah new covenant of hope and restoration is fulfilled in Jesus Christ and the new testament church (Christians) Heb.8:7  12. LESSON FIVE. JEREMIAHS TEACHINGS ON HOPE AND RESTORATION Learning Outcomes (a) Explain the symbolic acts related to hope and restoration (b) Describe the fall of Jerusalem and the exile of the Israelites (c) Relate the relationship of the teachings of Jeremiah to the New Testament and Christian life today. A. Symbolic acts related to hope and restoration. The symbolic acts were one hope and restore. Hope is to expect something that is desired; while to restore is to bring back as nearly as possible the former or original state or condition. The symbolic acts were 5 in number. The first symbolic act was a vision of 2 baskets of figs. We have discussed it. Refer to the symbolic act related to judgment. The second symbolic act was Jeremiah buying a field. God instructed Jeremiah to buy a field from his cousin Hanamel of Anathoth. Jeremiah bought the field for 17 cents of silver. He then handed the title deed and open copy to Baruch. Baruch was told to keep the title deed and the copy in an earthen vessel for preservation for a long time. Jeremiah prophesied the restoration of the exiles to their homeland. The significance of this symbolic act is the assurance of restoration of Judah and Israel after suffering. People will be restored to their homeland. After 70 years people of Judah would reconstruct their homes, cultivate their land, and own property (Jer 32; 1 -15). The third symbolic act was Jeremiah letter to the Jews in Babylonia. Jeremiah wrote to the people of Judah a letter of encouragement while in exile. They were to settle down, build houses, marry and have children, live in peace with the Babylonians. They were to pray for the welfare of their masters and to ignore false prophets who lied to them about the safety of Jerusalem and a quick return. God would restore them back to their land after 70 years of exile were over. The exiles were to trust in God and not give up (Jer.29). The four symbolic act was a wooden ox yoke. The yoke represented captivity and suffering of Jews in exile. It was also a sign of hope if the people of Judah were willing to submit to the Babylonian rule. God would restore them back to their land. Their yoke would be broken and they would be set free. The fifth symbolic act was the visit to the porters house b. The fall of Jerusalem and the exile of the Israelites (Jer.39) Jeremiahs prophecy came to pass. Jerusalem fell to the Babylonians in the ninth year of king Zedekiah in 587BC. The Babylonians conquered Jerusalem and seized it. King Zedekiah fled but; he was captured by the Babylonians army. He witnessed the execution of his sons. His eyes were gauged out. He was then taken in chains to captivity in Babylon. Solomons temple was looted and destroyed. Villages, Jerusalem and the palace were destroyed and burnt down. The priests, court officials, army officials, people in the upper class, craftsmen were executed. City people were taken to Babylon as captives. The poor, aged and a few people were left behind and given vineyards to farm. Nebuchadnezzars army was brutal to the Israelites. Many were killed. A few like Ebed  Melech were spared as prophesied by Jeremiah (he had rescued him from the well). Nebuchadnezzar ordered the release of Jeremiah. He was treated well Judah became a province of Babylon. Gedaliah was appointed governor of Judah. He stayed at Mizpah, the headquarters of Judah. Ishmael killed Gedaliah. Later Jeremiah was forced to go to Egypt by the Israelites. Jeremiah died in Egypt, an old man, and still faithful to his call. LESSON SIX. RELATING THE TEACHINGS OF JEREMIAH TO THE NEW TESTAMENT AND CHRISTIAN LIFE TODAY Learning outcomes. By the end of the lesson you should be able to: - 1.Describe the teachings of Jeremiah in relation to Christian life today 2. Describe the teachings of Jeremiah in relation to the new testament Jeremiah was rejected by his; relatives, friends and the Israelites. In the New Testament, Jesus was rejected in his hometown of Nazareth: and by the religious leaders of Israel. Jeremiah compared himself to a lamb being led to the slaughter. Jesus in the New Testament is referred to as a lamb led to the slaughter. Jeremiahs suffering symbolizes divine judgment over Judah. However Jesus sufferings was to bring salvation to all mankind. Both Jeremiah and Jesus experienced spiritual agony. Jeremiah experience agony and felt left alone by God. Jesus too felt agony when praying in the garden of Gethsemane and when on the cross. Jeremiah taught that God is universal and a just judge. The gospel of Jesus is universal and everybody is judged according to his or her faith in God. Jeremiah and Jesus accused the Israelites of turning the temple into a den of robbers. Jeremiah and Jesus were both accused of blasphemy. Both challenged false beliefs about the temple. Both Jeremiah and Jesus spoke of the coming judgment of God. The new covenant was fulfilled in the life and ministry of Jesus Christ Jeremiah spoke of hope and restoration. Jesus gives hope of eternal life in the New Testament. ii. Relationship of Jeremiahs teaching to Christian today. Christians are to preach the gospel of Jesus Christ. They are empowered by the Holy Spirit to endure suffering and to grow spiritually. Christians like Jeremiah face false prophets who speak in Jesus name. Christians are to be watchful and obey Yahweh Like Jeremiah Christians should call people to repentance. The new covenant is fulfilled in Christians individual relationship with God. Christians are the new people, the new Israel as prophesied by Jeremiah. His teachings reveal that God is universal. Christians are from all corners of the earth. Christians should prepare for divine judgment by practicing love, righteousness, self-denial, and faith in God. Revision exercise 1. List the evils that Jeremiah condemned 2.What are some of the evils that church leaders condemn today? 3. Explain the symbolism used during the call of prophet Jeremiah 4. What did Jeremiah teach about the new covenant? 5. Why did prophet Jeremiah condemn the way the Israelites worshipped? 6. Explain Jeremiahs temple sermon as recorded in jeremiah7: 1-15 7. What forms of punishment did Jeremiah prophesy that God would use on Judah? 8. Outline the content of Jeremiahs letter to exiles in Babylon 9. Explain four symbolic acts related to judgement and punishment as demonstrated by prophet Jeremiah 10. Identify the relevance of Jeremiahs teaching to Christians today 11. In what ways is the prophetic mission of Jeremiah similar to that of Jesus? TOPIC SIX. NEHEMIAH Introduction The book of Nehemiah is a historical writing. Nehemiah is a record of his deep dependence on God and his frequent prayer to God. Nehemiah means Yahweh has comforted. Nehemiah was the son of Hacaliah of Judah. He was not a prophet. He was exiled to Babylon. Persians captured Babylon and improved the living condition of the Israelites. They were allowed religious freedom but had to pay tributes. Learning outcomes. By the end of this topic you should be able to; a. Describe the historical, religious and social background to Nehemiah b. Identify occasions when Nehemiah prayed c. Explain the importance of prayer in Christian life D .Describe leadership qualities of Nehemiah and relevance to Christians today. LESSON ONE. BACKGROUND TO NEHEMIAH Learning outcomes. After reading this lesson, i. Describe how the people of Judah lived and worshipped. ii. Explain the conquest of Israel and Judah by foreign forces iii. Give reasons why God allowed Judah and Israel to be conquered and exiled. a. Political and historical background. From 587 BC to 538 BC, Israelites were in exile. In 538 B.C., the first group of Israelites was set free and returned to Judah. Cyrus the Great, of Persia ruled his subjects through governors. They were led out of Babylon by Joshua the high priest and Zerubbabel who became the first governor of Judah. Some Jews remained in Babylon. They were referred to as Jews in Diaspora or dispersion. Other Jews remained in other lands including Egypt, and Mediterranean lands Nehemiah. He was a cupbearer in the palace of the Persian king Artaxerxes I. He later became a governor of Judah. Even after the rebuilding of the wall of Jerusalem, Israelites remained subjects of the Persian king. The Wall of Jerusalem was important to Israel and Judah. The Wall represented a sense of pride, ownership, privacy, independence and Security. The Greeks conquered the Persians; who were later conquered by Romans. b. Social background The Jews in foreign lands retained their Jewish way of life. The land of Israel was partly occupied by foreigners. The foreign cultures of neighboring rulers influenced Israelites who returned. They for example, intermarried with foreigners, a custom that God did not allow. Israelites were not to intermarry with other people according to the Mosaic Law. In spite of this however, Jews maintained their separated identity. Some of the foreigners despised Jews. The wealthy Jews oppressed the poor Jews. In Jerusalem there was starvation. Nehemiah condemned oppression of the poor. c. Religious background Jews returned to rebuild the temple of Jerusalem and the altar of God for sacrifices. While in exile, Jews were allowed by the Babylonian king to practice their religion. They worshipped Yahweh, practiced circumcision, obeyed dietary laws and observed the Sabbath. The exiles could not however observe all the religious practices for example offering animal sacrifices. Nehemiah returned to Jerusalem to rebuild its the wall. The temple of Jerusalem was rebuilt, cleared and dedicated to God. LESSON TWO. Prayers by Nehemiah and modern Christians Learning outcomes. After reading this lesson the learner should be able to: a. Outline occasions when Nehemiah prayed to the Lord. b. Discuss the importance of prayer Nehemiah prayed, mourned, and fasted. He prayed often and for all actions, keeping Gods law, forgiveness, punishments, human relations, Jerusalem, good works, contributions and offerings, observance of Sabbath day, and preparing duty allocations for priests and Levites. . i. When he learnt about the suffering of Jews who remained in Judah and the ruined state of Jerusalem; He prayed for forgiveness on behalf of his people (Neh.4: 1  11). ii. Making a request to King Artaxerxes to be permitted to return to Judah (Neh.2: 4  iii. When his enemies ridiculed the Jews and planned to discourage them from rebuilding the wall of Jerusalem. Tobiah in particular said that the wall was poorly constructed and it could be brought down by; a fox jumping on it. Nehemiah requested God to punish the enemies who were mocking temple builders (Neh.4: 4  5). iv. When he learnt that his enemies were conspiring to attack Jerusalem to stop the construction work, he prayed and organised people to provide a 24-hour guard of the wall (Neh.4: 7  9). .v. For his good work, he prayed for his works (Neh 5:19). vi. When his enemies plotted to destroy him, he prayed God for strength and courage to overcome his enemies (Neh 6: 19). vii. When Shemaih attempted to frighten him to hide in the temple claiming that there was a plot to kill him, Nehemiah prayed and asked God to punish his enemies (Neh 6:14). viii. When he organized contributions for Levites and musicians; and people to distribute them. He asked God to remember his work for the house of God (Neh 13:14). ix. He stopped trade on the Sabbath day, and organised rest on the Sabbath day. He warned traders against violating the Sabbath law. He asked Lord to remember him for these actions (Neh.13: 22). x. Nehemiah prayed for punishment of the son of Joiada. The son of Joiada had brought disgrace to the priest hood by marrying a foreigner, the daughter of Sanballat from the town of Beth Horon, (Neh 13:29). After cleansing the Israelites of foreign influence, he forbade mixed marriages xi. He prepared duty regulations for priests and Levites. He allocated them duties. He then organised Jews to bring offerings for maintaining priests and Levites. He prayed God to remember his work for the temple, priests and Levites (Neh 13:31). b. Importance of prayer in Christian life Through prayers, Christians express their faith in God and praise God for his greatness, goodness, holiness, and majesty. Prayer brings Christians closer to God; it strengthens their relationship with God. Through prayer Christians request for their needs, blessings, success, good health, and protection among other requests. Prayers help Christians to listen to God and to seek his will. Prayer is a source of strength. It gives Christians courage to face and overcome lifes challenges. Christians seek guidance, comfort and support in times of trials. In prayer, Christians intercede for the sick, poor, hungry, prisoners, friends, family and community. The communal / public prayers unite Christians together. Through prayers, Christians ask for forgiveness and the ability to forgive others. In prayers, Christians trust that God listens and answers their prayers. LESSON THREE: LEADERSHIP QUALITIES OF NEHEMIAH Learning outcomes. By the end of the lesson you should be able to: - 1. State the leadership qualities of Nehemiah 2. Explain the relevance of Nehemiahs leadership qualities to Christians today Introduction. A leader is someone charged with the responsibility of guiding, controlling, directing and leading others. Nehemiah had many leadership qualities. These were: - 1) God fearing man. Nehemiah feared God, relied and depended on God. 2) Prayerfulness  he prayed constantly before and after making decisions. 3) Courageous  He displayed courage even when his life was in danger 4) Hard work and commitment. He was dedicated to the rebuilding of the wall of the temple and Jerusalem. 5) Team spirit  he was a team leader, motivating people to work. 6) He had planning and organizational skills 7) He was visionary He had compassion for the needy especially the poor, Levites and priests 9) He was patriotic loved his country 10) Wisdom. He made wise decisions at the right time. 11) He led by example, a role model 12) He was honest and sincere in his prayers 13) He was shrewd and impartial 14) His trusted God absolutely. 15) He was decisive. He told God about decisions he had made and asked for their recognition. 16) He was humble. He asked to be allowed to return to Jerusalem and oversee the repair of its wall and temple. 16) He believed in law and punishment of wrong doers. He asked God to punish lawbreakers especially Jews who married foreigners. b. Relevance of Nehemiahs leadership to Christians today Christians should copy all the leadership qualities of Nehemiah. They should trust in God and seek his guidance in all their activities and needs. 1. Christians should live a life of prayer 2. Christians should be courageous, be ready to defend the gospel of Jesus Christ. 3. Christians should be dedicated to their work. Work diligently and honestly 4. Christians should set realistic goals and organize their activities. 5. Christians should seek wisdom from God to be able to choose appropriate activities to attain their visions. 6. Christians should care for the needy and be compassionate to all 7. Christians should be patriotic and ready to defend their country against internal / external threats. 8. Christians should need to fight for the rights of the helpless children, widows, orphans, and aged. 9. Christians should seek God first, view themselves as servants of God and be good role models. LESSON FOUR. BUILDING THE WALL OF JERUSALEM The wall of Jerusalem was destroyed when Babylonians conquered Judah. After finishing the wall, he dedicated it to the Lord. Dedication is to devote something in honor of a person held dear or to set aside something for some special purpose. Learning Outcomes. After reading this lesson, you should be able to: - a. Describe the problems that Nehemiah faced when building the wall of Jerusalem b. Describe the dedication of the wall of Jerusalem c. Identify lessons, which Christians can learn from Nehemiah. a. Nehemiah rebuilt the wall of Jerusalem. The rebuilt wall had several gates with different names. The gates were the entrances to Jerusalem. Their names were Dung gate, Potsherd gate, Fountain gate, Water gate, Horse gate, East gate, Sheep gate, Fish gate, Watch gate and Ephraim gate. Knowing the names of the gates may not be necessary but its good information. b. Problems faced by Nehemiah. When Nehemiah was building the wall of Jerusalem, he faced many challenges. There was lack of cooperation by the nobles of Tekoa. They did not want to do manual work at first but they later repented. Nehemiah faced opposition from enemies such as. Sanballat, and Tobiah, the Arab who tried to thwart the progress of Nehemiahs work. As he built Jerusalem, the rich oppressed the poor. This was worsened by famine The priests misused the temple and the offerings. For example, temple duties had been abandoned. The Levites were not getting their share of the offerings and the Sabbath was violated. There was laxity in observance of the Sabbath. This was a challenge to Nehemiah because Sabbath day should be kept holy. There was a lot of foreign influence because of the conquests by several foreign armies, intermarriages and interactions between Jews, neighboring people and foreigners. Marriages in particular threatened the identity of the Israelites as a nation. Worse still Priests married to foreign women defiled the priesthood according to Nehemiah. Because of these assimilations of Jews through marriages, Nehemiah knew that Israel and Judah would eventually be lost as Gods nation. Because of his opposition to these interactions, Nehemiah received death threats. c. Dedication of the wall of Jerusalem (NEH. 12:27  47) The rebuilt wall was dedicated to God. The wall restored security and prestige of Gods people. The wall of Jerusalem was set-aside for God in a solemn ceremony. There was a dedication ceremony in which people sung with symbols, harps, lyres, trumpets and other instruments. The priests, and Levites purified themselves. The people led by Ezra, Nehemiah, the priests and other leaders of Judah walked around the wall. They divided themselves into two groups. One group walked from the right side and the other group from the left side and converged at the temple. Sacrifices were offered and people rejoiced. Some men were appointed to be in charge of the storehouses; where tithes, and first fruits of harvest were kept. d. Relevance of Nehemiahs experience to Christians today Christians should expect opposition, as did Nehemiah. They should not be afraid of being ridiculed, mocked and despised. If it happens, Christians should persevere in Gods work. They should put their trust in God like Nehemiah did. They should also fight for the welfare of the disadvantaged groups and not exploit them. They have a moral obligation to condemn injustice and take practical steps to help solve problems that afflict individuals, groups, nations, and society. They should be in the forefront fighting HIV/ AIDS and drug abuse. Christians should be on the look out for external influence that may corrupt morals of the society and the church. They should learn that leadership involves suffering, persecution, and sacrifices. This is foregoing personal interests for the sake of the kingdom of God. LESSON FIVE: RENEWAL OF THE COVENANT Learning outcomes. After reading this lesson, you should be able to: - i. List the stages followed to renew the covenant. ii. Identify issues that Ezra mentioned in his prayer iii. List the vows that were made by the Israelites during renewal of the covenant i. Stages of the renewal of the covenant. Israelites were the chosen people of God. They had suffered many hardships. There was therefore a need for the renewal of the covenant between God and Israelites. The ceremony to renewal the covenant was held in Jerusalem and was led by Ezra, the Levites and other religious leaders. The renewal of the covenant can be discussed in 3 main stages: Stage 1. A great public assembly was held in the square of Jerusalem inside the water gate. Gods law was read and expounded to the people. The people of Israel praised and worshipped God. They cried and grieved. They were sad because they realized that they had failed to observe the Mosaic Law. They were instructed to go and celebrate, as it was a holy day of God and an occasion for joy not sorrows. State 2. The feast of booths/tabernacle was celebrated for 7 days. It was a reminder of the days in the wilderness when the Israelites dwelt in tents. The Law of Moses was read each day during the celebrations. Stage 3. There was a public confession of sin. People fasted, prayed and praised God. The public confession was followed by the renewal of the covenant vows and a promise to keep Gods law in future. Ezras prayer closed the celebrations. In his prayer, he recalled Gods acts of creation. He then recounted the history of the Israelites. He mentioned the previous acts of God; where the Lord had demonstrated His love and mercy for the Israelites. He then confessed the sins of their ancestors and the present Israelites. These were the sins of rebellion and disobedience. ii. Promises and vows made by Israelites during the renewal of the covenant. Israelites promised God that they would <br><br>Live according to Gods law, by obeying all his commands and <br><br>requirements. <br><br>Stop intermarrying with foreigners living in their land. Cancel debts every 7th year Contribute annually towards the temple expenses to ensure that the <br><br>house of God was not neglected. <br><br>Provide sacrifices and offerings for the temple and arrange for provision <br><br>of wood for burnt sacrifices according to the law. <br><br>Offer first fruits of their harvest and dedicate the first born and flocks as <br><br>required by the law. <br><br>Pay for their tithes as required by the law. <br><br>Which lessons can we learn from the renewal of the covenant? God is good, loving, merciful, and faithful to his promises. God forgives all people and we are all sinners. We fail in our moral obligation to God and to one another. Since we are sinners, we should repent our sins and strive to live according to Gods law. Christians are to encourage one another as well as others to repent as it brings about reconciliation with God and with one another. Christians should be forgiving and avoid situations that lead them to sin SAQ. Check from form 1 work, this information. 1. Outline Nehemiahs final reforms 2. What is a covenant? 3. What are the components of a covenant? 4. Discuss how the covenant was renewed 5. List examples of covenants in the Old Testament and modern life. 6. Explain what Christians can learn from the experiences of Nehemiah 7. Compare or relate the teachings from Nehemiahs exemplary life to the teaching of St. Lukes Gospel and Christian life today. LESSON SIX: FINAL REFORMS OF NEHEMIAH Introduction. Changes for improvement are known as reforms, which are either political, economical, social, religious or a combination of any of them. Examples of reformers are King David, Prophet Elijah, and Martin Luther King among others. Nehemiah. After building the wall, Nehemiah went back to King Artaxerxes II who if you remember had given permission to go to Jerusalem and build its destroyed perimeter wall. Later he returned to Jerusalem and carried out these reforms. Lesson outcomes. After reading this lesson, you should be able to: a. List reforms of Nehemiah b. Suggest what we can learn from the teachings of Nehemiah and that of St. Lukes Gospel a. Reforms by Nehemiah. We have discussed reforms, which Nehemiah carried out during his stay in Judah, where he was the governor (Neh 5:14). The major reforms were i Rebuilding the wall of Jerusalem as well as its gates. ii Cleansing of the temple: Nehemiah threw him out Tobiah a foreigner who was living in the temple quarters. iii Reinstatement of the Levites and other temple workers. Levites, and musicians had left the temple duties to work in their farms to earn a livelihood. They were supposed to work in the temple and be supported by member contributions. Nehemiah organised Jews to make offerings and tithes to support temple workers. With these contributions, Nehemiah reinstated and redeployed Levites, priests, musicians and other temple workers. iv Reform of the Sabbath observance. The Israelites were told by the Lord to work for 6 days and rest on the Sabbath day. The Jews started working on the Sabbath day. The merchants camped outside waiting for the reopening of the gates of the temple to do business. When Nehemiah started rebuilding Jerusalem, he ordered closure of the gates of Jerusalem from the eve of Sabbath to the end of the Sabbath. v Separations from foreigners (Neh.13: 23  30). It was against Gods law to marry foreigners. Nehemiah cursed the men who had married foreign wives. He beat Jews, pulled their hair and forced them to take oaths that neither they, nor their sons nor daughters shall intermarry. vi Purification of priesthood and the office of the Levites. Nehemiah cleansed the priesthood. He sent away Eliashib, a grandson of the High Priest Joshua, because he had given Tobiah a foreigner, a room in the temple. b. Comparing teachings of Nehemiah and St. Lukes Gospel i Nehemiah lived a prayerful life while St. Lukes gospel emphasizes importance of prayer. Jesus taught the role of prayer in Christianity. ii Nehemiah fasted, St. Lukes gospel records that Jesus fasted. iii Nehemiah prayed for forgiveness of sinful Jews. We see Jesus in St. Lukes gospel being a leader who prayed for the forgiveness of his enemies. iv Nehemiah cared for the needy. Jesus showed compassion to the needy and taught his followers to follow His example. v Nehemiah condemned evil so did Jesus vi Nehemiah is seen as a reformer of the Mosaic Law. In St Luke Gospel, Jesus was also a reformer. He insisted on inner holiness. vii Nehemiah cleansed the temple of traders so did Jesus. viii Nehemiah was very strict on the Sabbath observance. St. Lukes gospel teaches that Jesus is lord over Sabbath. He healed and Worked on Sabbath. ix Nehemiah was opposed to racial intermarriages, St. Luke Gospel was dedicated to Theophilus, a gentile convert x Christianity kingdom of God in St. Lukes gospel is for all, not just the Jews. xi. Nehemiah had good leadership skills and wisdom. These are demonstrated in St Luke Gospel. c. Relating Nehemiahs teachings to Christian life today i Prayers and fasting are fundamental to Christians just like they were to Nehemiah who led a prayerful life. ii Nehemiahs example teaches Christians to face all forms of opposition with courage, wisdom, and firmness iii The good leadership qualities of Nehemiah are relevant to Christians and they are to be emulated. iv Nehemiah cared for the needy. Christians should learn to give spiritual food, physical food and clothing to the needy, orphans, widows. v As Nehemiah renewed the covenant, Christians should seek spiritual renewal publicly and privately. They should seek for communal as well as individual forgiveness. vi Nehemiah cleansing the temple and organised an inventory for temple contributions, offerings and tithes. He also appointed key people to look after temple contributions and pay Levites and priests. Christians should learn to use the church buildings and contributions rightly vii Nehemiah was guided by the Law of Moses and land just like Christians are guided by the scriptures (Bible) and the law of the nation. The Bible is the source and basis of Christian principles. Revision questions 1. Describe the political background of Nehemiah 2. Describe the social background to the vocation of Nehemiah 3. Describe the religious background to the vocation of Nehemiah 4. Describe occasions when Nehemiah prayed 5. State occasions when Christians pray 6. What is the importance of prayer in Christian life? 7. Identify the leadership of Nehemiahs patriotism 8. Explain the relevance of Nehemiahs leadership to a Christian today 9. Explain the relevance of Nehemiahs experience to Christians today 10. explain the problems that Nehemiah encountered in his vocation 11. Explain the steps taken by Nehemiah to renew the covenant 12. State the promises the Israelites made during the renewal of the covenant Study activities. Visit a church or your church and observe the display of the gifts of the Holy Spirit by the members. Study the books of Amos, Jeremiah and Nehemiah before hand. Form three answers. TOPIC ONE: THE GIFTS OF THE HOLY SPIRIT. Qn a. Explain the meaning of the Pentecost. <br><br>Pentecost means fifty days after the harvest. It was one of the religious festivals celebrated by Israelites annually. In the Old Testament, the day of the Pentecost was celebrated during the <br><br>wheat harvest in order to thank god for the blessing of the harvest. <br><br>Israelites came from all over the world and gathered in Jerusalem for <br><br>this celebration. <br><br>In the New Testament, the meaning of the festival changed. It was <br><br>celebrated to commemorate the coming of the Holy Spirit upon Gods people as they gathered in the upper room. Qn b. Describe the manifestations of the Holy Spirit on the day of Pentecost. (Acts 2: 1-40) OR (narrate the events that took place on the day of Pentecost). The tongues of fire were distributed on each one of them. They were filled with the Holy Spirit. They were speaking in foreign languages and tongues. Those who were observing them were amazed, as they could not <br><br>understand what they were saying. <br><br>They accused them of being drunk Peter stood up and explained that they were not drunk as it was too <br><br>early in the day to get drunk. <br><br>He explained how they were filled with the Holy Spirit as prophesied by <br><br>prophet Joel. <br><br>He told them that it was Jesus whom they had rejected and crucified <br><br>who had sent them the Holy Spirit. <br><br>The people asked peter what they could do. Peter told them to repent and be baptized. On that day about 3000 people were added to the church. <br><br>Qn c. write down five teachings we learn about Jesus from Peters speech on the day of Pentecost. <br><br>Jesus was from Nazareth He had a divine nature or was son of God He had a human nature He was attested by God to work miracles and wonders through Jesus. Jesus death/ crucifixion was according to Gods plan God raised Jesus from the dead Jesus conquered death The death and resurrection of Jesus fulfils the prophecy of David Jesus was a descendant of David The Holy Spirit was from Jesus Christ as he had promised. God has made Jesus Christ both lord and Christ/ messiah Jesus ascended into heaven. He is exalted at the right hand of God The risen Christ is a source if hope or salvation to many <br><br>sinners/crippled/the dead Qn d. What were the qualities of peter that made him a successful leader for the apostolic church? <br><br>He was a man of great faith He was a good orator He dedicated his life to Jesus He was filled with the holy spirit He could perform miracles or wonders He was an eye- witness of the ministry of Jesus Christ. He was full of wisdom and knowledge i.e. Ananias and Saphiras case <br><br>Qn e. what lessons can Christians learn fro the events of the day of Pentecost <br><br>They learn that Jesus always honors and keeps his promises e.g. he <br><br>promised to send the Holy spirit and did it <br><br>Baptism in the holy spirit is very important for every believer That obedience yields immediate results i.e. the disciples obeyed Jesus <br><br>by testifying in Jerusalem and they received the Holy Spirit. <br><br>It is important for believers to meet for fellowship. The disciples did <br><br>this and they received the Holy Spirit <br><br>That the Holy Spirit enables Christians to declare the gospel with <br><br>boldness <br><br>It was the plan of God that Jesus was crucified Jesus indeed rose from the dead as peter witnessed Jesus was the son of God The Holy Spirit will comfort disciples The Holy Spirit will abide with believers forever. He was to teach the <br><br>world and reveal the truth about God <br><br>The Holy Spirit would guide them into all truth and make them <br><br>understand or know more about Jesus <br><br>The percolate i.e. comforter/make strong/counselor who give advice He was to help them attain eternal life. If it was necessary for him to die <br><br>and return to the father so that Holy Spirit will be sent to them. It was to replace Jesus as a counselor and an advocate <br><br>He was to give the disciples authority to forgive or not to forgive The spirit would remind them all that Jesus had taught them The holy spirit will reprove the world of sin, righteousness and <br><br>judgement <br><br>He would glorify Jesus amongst the believers He will enable believers to be witnesses of Jesus in the whole world He was to strengthen disciples as a wonderful counselor He was to continue with the work of Jesus as a witness Qn g. what is the role if the holy spirit according to Jesus? <br><br>He comforts believers He teaches believers all things He bring into remembrance all that Jesus taught his disciples The holy spirit would convict the world of their sins and lead them to righteousness <br><br>He will guide the believers in all the truth He will glorify Christ and teach about him He will tell of the things to come in the future He would not speak on his own authority but would speak only what he <br><br>hears from the father He will enable believers to be witnesses of Jesus in the world He will counsel believers because he knows the mind of God He will enable believers know the perfect will of God <br><br>Qn h. what is the role of the Holy Spirit in the believers (or Christians or the church) <br><br>He enables believers to preach with power He comforts believers He guides believers in all truth He gives believers boldness to witness about Jesus He enables Christians to produce the fruit of the spirit He washes sacrifices and justifies the believer in the name of Jesus He teaches believers all things He enables Christians to access God the father and son in prayer He enables Christians talk in tongues in worship He enables Christians to perform miracles in the name of Jesus He enables Christians to declare sins and transgressions of others <br><br>Qn i. Outline the fruits of the Holy Spirit (Galatians 5:6-26) <br><br>Love Joy deep happiness when one has a good relationship with God Peace being at peace with all people Patience being to wait in difficulties Kindness being caring and helpful towards others Goodness Faithfulness having confidence in God Gentleness being calm and avoiding violence Self-control have strong control over their emotions Qn j. state the criteria for discerning of the spiritual gifts <br><br>showing compassion to one another <br><br>seeking to do best in their lives The gifts must not call Jesus accursed The test of love. The gift must be accompanied with a good or true frit. <br><br>To discover whether or not the person who has the holy spirit must bear the fruits of the spirit <br><br>One who is user the influence if the Holy Spirit is known by his or her <br><br>way of life. He/she will act and behave in accordance with the teachings of Jesus. <br><br>Doctrinal test for example, prophecy should always in agreement with <br><br>the scripture because the Holy Spirit cannot contradict what is written <br><br>Loyalty or conformity to Jesus. The gift doesnt envy other believers The gift must be subject to the word of God The true gift will be guided by principles of sincerity and honesty The true gift will humbly submit to God The gift should encourage the growth of the church and edify her <br><br>Qn k. List down the gifts of the Holy Spirit. <br><br>The gift of wisdom (a deep understanding of who God is an his purpose <br><br>for human life) <br><br>The gift of knowledge that is the basic understanding of the truth about <br><br>Jesus Christ <br><br>The gift of faith that refers to the confidence or truth in Gods <br><br>inspiration and help in undertaking difficult tasks The gift of healing: the power to heal all types of sicknesses The gift to perform all types of miracles including healing The gift of prophecy: that is the ability to expound on the scriptures and <br><br>foretell its future implications <br><br>The gift of distinguishing gifts: the ability to tell the difference between <br><br>gifts that come from the spirit and those that are not <br><br>The gift of speaking in tongues: the ability to understand and interpret <br><br>tongues <br><br>Lastly the gift of love, which is the greatest of all the spiritual gifts. <br><br>Qn l. Explain why Paul taught that love is the greatest of all spiritual gifts. <br><br>Paul taught that love is the greatest of all spiritual gifts. He said that <br><br>love is patient and kind <br><br>Its not jealous or boastful. It is not arrogant or rude or conceited. It <br><br>does not hold grudges or ill mannered or selfish <br><br>It does not insist on its own way. It is not irritable or resentful It does not rejoice at wrong doings but rejoices in the truth Love bears, believes, hopes and endures all things It is ready to deep firm its faith, hope and its patience Love does not succumb to pressure but always perseveres He justified that love is the greatest gift of the spiritual gifts because in <br><br>prayer, the gift of tongues becomes nothing but meaningful when accompanied by love (charity) On faith, Paul says that even if one has faith that can move mountains <br><br>but has no love, he is nothing <br><br>Charity or generosity including sacrificing own life is nothing without love Qn m. Explain how the Holy Spirit is manifested in the church today Through dynamic, power, bold and vigorous teaching of the gospel Through speaking in tongues in many evangelical churches Through the gift of healing many people are healed as they are prayed <br><br>for <br><br>Through the gift of love, Christians show mercy to all members of the <br><br>society regardless of their race, sex or age (helping the poor in the society) Through the gift of prophecy some believers give proper guidance to the <br><br>church <br><br>Through the gift of discernment of spirits believers are able to tell the <br><br>type of spirit that is in operation <br><br>Through the gift of faith, believers have been able to accomplish tasks <br><br>that seem rather impossible <br><br>Some Christians through the holy spirit are able to withstand a <br><br>persecution to the point of death <br><br>The holy spirit convicts sinners and makes them confess their sins Through the holy spirit many Christians see heavenly visions and <br><br>dreams <br><br>The fear of the lord is upon many evangelical groups through the Holy <br><br>Spirit <br><br>In some evangelical gatherings, there are many supernatural things <br><br>during worship e.g. shaking and swaying <br><br>It is also manifested through prayer at individual or congregational <br><br>levels <br><br>Through decision making in church i.e. solving problems and issues in <br><br>church <br><br>Through singing and dancing or music Through offertory and alms or sadaka Holding fellowship meetings, bible study and reading the bible Celebration of sacraments e.g. Eucharist and lords supper Bringing new converts to the church Pastoral cave and counseling It is manifested in Ecumenism: working <br><br>together of the churches <br><br>Writing Christian literature e. g. books, pamphlets and magazines Enabling Christians to confess their sins and reconciliation meetings Education and giving instructions <br><br>Qn n: State ways in which the gifts of the Holy Spirit have been abused in the church today. <br><br>Cheating that one has a certain gift of the Holy Spirit Commercialization of the gifts. People are asked to pay money before <br><br>being prayed for or being healed <br><br>False interpretation of the bible, prophecy or predicting the future Unscrupulous Christians may impart demoniac powers or innocent <br><br>faithful <br><br>Some Christians who possess the gifts of the Holy Spirit develop pride <br><br>or selfishness or superiority complex <br><br>Wrong use of the gifts of the Holy Spirit where faithful get into ecstasy <br><br>or trance which may lead to injuries <br><br>Distinguishing oneself as a person with a special call e.g. preacher with <br><br>intention of exploiting others or situations TOPIC TWO: UNITY OF BELIEVERS Qn a. Write down the terms used in the New Testament to refer to believers in Christ <br><br>The people of God The body of Christ The bride of Christ The vine and the branches The assembly of God Christians The people of the way (followers of the way) other terms Followers of Christ New Israel Church The sheep The royal church Brethren Royal race Royal priest hood Holy nation The children of light Saints Brothers and sisters in Christ <br><br>Qn b. identify five causes of disunity in the early church <br><br>The question on the inclusion of the gentiles in the church. Some Jewish <br><br>Christians were not ready to accept gentile Christians in the church unless they underwent circumcision <br><br>There was negligence of the widows in the distribution of food Disagreement between and among leaders e.g. Paul and Barnabas, Peter <br><br>and Paul <br><br>Groupings in the church where some Christians owed loyalty to <br><br>individuals. They said that they belonged to individuals like Apollo others Peter and others Paul <br><br>Question of immorality, where some Christians did not live according to <br><br>the teachings of Christ <br><br>The problem of the gifts of the Holy Spirit. Some Christians became <br><br>arrogant because they were more gifted than others <br><br>Different interpretations of the doctrines e.g. resurrection, sin, salvation, <br><br>Christology, Holy Spirit, dressing Behaviour during the lords supper Christians took others to a pagan rule of law Question of the resurrection of the body Question of celibacy Question of incest sexual immorality Different approaches to common life between Christians communities <br><br>in Jerusalem and Antioch Qn c. identify factors, which cause disunity among Christians today <br><br>Selfishness or greed for money by some Christians Rivalry or competition for leadership positions or greed for power Misinterpretation by some Christians of the work of the holy spirit Arrogance or pride by some Christians Corruption in the church Failure by some Christians to live according to the law of God or their <br><br>failure to live exemplary <br><br>Lack of concern by some Christians about the plight of others Misinterpretation of the bible or doctrinal differences Misuse of church funds or power by some leaders Lack of transparency and accountability in running church affairs The emergence of charismatic movements in the church creates a <br><br>situation where some Christians think that they are more spiritual or holier l than others <br><br>Political interference where Christians find themselves in different <br><br>political camps <br><br>Sexism where women are not involved in decision-making. Women are <br><br>under represented <br><br>Discrimination against the youth or churches ignoring the youth in Qn d. Discuss reasons why members of Christian families in Kenya find it difficult to harmoniously live together <br><br>Unfaithfulness or promiscuity Misuse of family resources or lack of resources Child abuse e.g. beating, raping, incest or favourism Alcoholism or drug use and abuse Separation of family members e.g. due to wage labour or education Denial of conjugal rights Sickness e.g. HIV/AIDs, impotence, barrenness or cancer Child delinquency Lack of tolerance or forgiveness or presence of cruelty Greed for wealth or self esteemed prestige or professionalism Religious fanaticism or denominational differences Traditional or cultural inhabitation or western cultural influences or <br><br>permissive <br><br>Generation gap <br><br>Qn e. explain how the church strengthen family relationships today <br><br>Through guidance and counseling and mediation Hold seminars, conferences for couples, children the youth through <br><br>publications on Christian living e.g. magazines, books or pamphlets <br><br>Use of mass media e.g. televisions. Radios or videos Through offering pastoral care in homes or house to house visits Giving financial support to the needy families Praying for families Through preaching, teaching and condemning vices Offering employment to the jobless Providing vocational training skills Q1. Define the terms prophet and prophecy Prophet: Refers to one who speaks Gods message. He is Gods spokesman. His message includes predictions of the future. Prophecy: Is the message spoken by a prophet. Oracles spoken by prophets. Q2. List the five categories of true prophets i) Major prophets  These include Isaiah, Jeremiah, Ezekiel and Daniel.  They are called Major Prophets because the books are long and contain clearly written messages.  They bear the names of the writers. ii) Minor prophets  These refer to 12 books that are short and contain less important than those in major books e.g. Amos, Hosea, Joel, Obadiah through to Malachi. iii) Canonical prophets  Both the major and minor prophets are together referred to as canonical prophets. iv) The early prophets  They belonged to guilds or schools.  They lived together in communities under a chief prophet. Elijah and Elisha are examples.  These are those who served in places of worship e.g. at Dan, Bethuel)  They were called cultic prophets because they were associated with religious activities in shrines.  They traveled around together delivering oracles. v) Cultic prophets  They worked side by side with priests and said prayers especially peoples petition to Yahweh. Q3. State the difference between true and false prophets True prophets False prophets <br><br>They were called by God to be His spokesmen Not called by God. Were obedient to God. Not obedient to Him. Believed in one God. Could worship other gods and led people into <br><br>immorality. <br><br>They were prayerful. Not. Spoke and acted with authority from God. No authority from God. They led holy lives. Were immoral e.g. believed in false gods. Spoke Gods word. Spoke their opinion. Suffered physically and psychologically because of speaking the truth. Run away suffering. Spoke the truth. False Did not ask for pay. Asked for pay. Spoke form a common tradition based on the Mosaic Law. Did not <br><br>have any reference. Q4. In what ways were Gods prophets called? <br><br>Some were called through visions or dreams e.g. Amos and Samuel. Others were called through other prophets e.g. Elisha. Words or message came into their minds. Through prophetic symbolic actions e.g. Jeremiah Through common objects  an object becoming a significant sign of <br><br>Gods power and activities Jer. 1:11-13. Both were mediators between people and a Supreme Being. Both performed the role of healing people physically and spiritually <br><br>(miracle). <br><br>They received calls mainly through visions/dreams, which were <br><br>considered supernatural. <br><br>Were both expected to be people of integrity and obedient to religious <br><br>codes. <br><br>Gave warnings and solutions to their people in case they offended the <br><br>Supreme Being. <br><br>Foretold the future. <br><br>b) Differences: Old Testament Tradition African <br><br>Received their message from God Received their message from spirits <br><br>and ancestors. <br><br>Inherited Appointed by God. Rejected by people Respected and feared in society Prophecy went to other nations Confined in tribal community Prophecies preserved in writing Passed on orally Believe and worship of one God Believe in god spirits Performed miracles Did not <br><br>Q6. What is the relevant of prophets to Christians today? <br><br>Through reading their prophecies, Christians get to know the will of <br><br>God. <br><br>Jesus who is the cornerstone of Christianity is stressed throughout <br><br>prophecy  since Abraham. <br><br>Prophecy has helped many to be preachers (i.e. prophecy = preaching). Christians learn to be faithful to Yahweh just like the Old Testament <br><br>prophets. As prophets, Christians should provide hope to the people in times of <br><br>suffering. <br><br>They learn that they can face suffering just like the prophets did e.g. <br><br>Jeremiah e.g. persecution, rejection etc. <br><br>They should condemn sin like the prophets. The writings of the prophets strengthen their faith when they need them. <br><br>PROPHET AMOS Q1. List the visions that Amos saw <br><br>He saw a swarm of locusts. Amos 7:1-3 He saw a great fire. Amos 7:4-6 The plumb line/crooked wall. Amos 7:7-8 Basket of ripe fruits. Amos 8:1-3 The destruction of the temple. Amos 9:1-4 <br><br>Q2. Explain the evils that Amos condemned in his teachings <br><br>Sexual immorality (Amos 2:17) <br><br> Amos condemned temple prostitution  23:17.  Father and son were going to the same woman.  They copied these from the Canaanite pagans, which was wrong and unfaithful to Yahweh. Slavery: (Amos 2:6) The righteous, the rich made the poor slaves. This is because they borrowed from the rich and could not repay so they made them work like slaves and treated them harshly. Some sold them for a paid of sandals. This was breaking Gods laws, which guided them on how to treat their poor fellow Israelites. <br><br>Idolatry: Amos 5:26 <br><br>Amos accused them for breaking Gods covenant by worshipping other gods. Cheating in Business: He condemned the following: <br><br> Merchants used false measures  They overcharged the poor  Sold goods of low quality  They sold poor people for not paying debts  They too charged high interest rates Bribery and Corruption Ex. 23:8 <br><br> He condemned elders who were unjust and corrupt.  They took bribes and grew rich from heavy levies from innocent people in law courts. <br><br>Greed and excessive luxury <br><br> He condemned women of Samaria who drink and lived in luxury when there were poor needy people. <br><br>Breaking Gods law on garments secured for pledges <br><br> God gave Israelites items that were to be given out to the creditors as a guarantees for the goods borrowed e.g. Millstones for grinding, were to be taken and returned in the evening because they were used daily. <br><br>Robbery and Violence <br><br> Poor were being oppressed and violated. <br><br>Self  Indulgence and false sense of security <br><br> Leaders thought God could not punish them because they were a chosen race.  But Amos told them they would be attacked. Q3. Give reasons why Prophet Amos condemned idol worship in Israel <br><br>It broke the covenant way of life. It was against the 10 commandments, which directed the Israelites to It promoted immorality e.g. temple prostitution. The worship of God belittled and degraded God. It promoted falsehood in the society. Religion became commercialized. Led to false prophecy. People got concerned with external behavior and not internal. <br><br>Q4. List evils in society today that Amos would condemn <br><br>Tribalism Bribery and corruption Robbery with violence Dishonesty in business Grabbing of public land and property Stealing Oppression of the poor e.g. underpayment Immorality e.g. prostitution <br><br>PROPHET JEREMIAH Q1. List evils that Jeremiah condemned  Human sacrifice  Hypocrisy in worship  Dishonesty in business  Defilement of the temple  temple prostitution  Social injustice  Idolatry  False prophecy  Necromancy  Exploitation of the poor Q2. What are some of the evils that the church leaders condemn today?  Hypocrisy/pretence in worship  Murder/suicide/abortion/genocide  Exploitation of the poor/robbery  Dishonesty  False prophets  Human sacrifices among devil worshippers  Sexual immorality e.g. adultery Q3. Explain the symbolisms used during the call of Prophet Jeremiah <br><br>God touched Jeremiahs mouth. This was to symbolize that God was the <br><br>source of the message. Jeremiah was to deliver. <br><br>A branch of an almond tree that was base  God was watching to see the <br><br>fulfillment of the message he gave to Jeremiah. <br><br>A pot of boiling facing away from the North and about to tilt toward <br><br>Judah. God would use a nation from the North to bring judgement on the people of Judah because of their wickedness. <br><br>A fortified city. A bronze wall and an iron pillar. God was going to <br><br>protect him even though he was going to meet opposition. <br><br>To uproot and pull down, to destroy and overthrow. God would pass <br><br>judgement on the nation of Judah and other nations. <br><br>To build and to plant. There was still hope of the restoration of people <br><br>of Judah after exile. Q4. What did Jeremiah teach about t the New Covenant? The new covenant was to be written in peoples hearts. The covenant was to be made between God and the remnant community Each individual was responsible for his won sins. The new covenant was to be initiated by God. The new covenant was to last forever. It was as a result in the emergence of a new people of God or new <br><br>Israel. Q5. Why did Prophet Jeremiah condemn the way the Israelites worshipped? <br><br>They broke Gods commands e.g. the 1st and do not worship other gods <br><br> they worshipped idols. <br><br>They practiced hypocrisy i.e. they were concerned with external <br><br>religious observance while their hearts were far from God. <br><br>They forgot the saving history of God and worshipped other gods e.g. <br><br>Asherah. <br><br>They practiced syncretism i.e. they worshipped both Yahweh and <br><br>foreign Gods. <br><br>They listened to false prophets and rejected Gods prophets e.g. <br><br>Jeremiah. They even killed some. <br><br>They dishonored the sanctity of human life by offering human sacrifice. They neglected the disadvantaged (widows & orphans). They were dishonest in business and deceitful to one another. They narrowed themselves in necromancy, divination and magic. They rebelled against God by breaking the covenant relationship. Q6. Explain Jeremiahs temple sermon as recorded in Jeremiah 7:1-15 God commanded prophet Jeremiah to speak in the temple. It was a response to the people of Israel to stop understanding religion <br><br>through the practice of syncretism and immorality. <br><br>At the gate to the temple, Jeremiah proclaimed that the people of Judah <br><br>had to change their way of life and stick to the covenant they made with God. <br><br>They had to stop defiling the temple of placing idols in it. They had to stop committing social injustices and as <br><br>murderer/exploitation of the weak, orphans widows and foreigners. <br><br>The practice of human sacrifice was murder and displeasing to God. Hypocrisy was bad. The Israelites believed that the temple was secure from destruction <br><br>because of its holiness was not true. <br><br>God would destroy Israelites/Jerusalem through invasion of a foreign <br><br>nation. <br><br>If the people stopped their evil ways, God would not bring judgement <br><br>upon them. <br><br>God would destroy the temple of Jerusalem and send the people to <br><br>exile. Q7. What forms of punishment did Jeremiah prophesy that God would use on Judah? <br><br>The punishment would be in form of a foreign body that God use to <br><br>conquer Judah. <br><br>They would be attacked and their city destroyed. People would suffer and die due to their sins. The punishment would in form of drought. This would affect people <br><br>and animals. <br><br>Gods punishment would come through death, diseases and sword. Their punishment would be a defeat inflicted to them by Babylonian. The punishment would be the loss of their land to a foreign nation and Q8. Outline the content of Jeremiahs letter to exiles in Babylon (Jer. 29) <br><br>He encouraged the Israelites in Babylon to build houses and live in <br><br>them. <br><br>Plant gardens and eat their produce. Marry and increase. Pray for their rulers. Not to worship false gods. Not to be cheated by false prophets. To obey their masters. Worship one God. <br><br>Q9. Explain four symbolic acts related to judgement and punishment as demonstrated by Prophet Jeremiah <br><br>Linen waist cloth  the rotten/useless linen cloth that had been hidden in <br><br>the caves and lift to rot stood for Israels state of being useless before the eyes of God. A sign that they had soiled their priesthood. <br><br>Jeremiah was asked not to marry the solitary life symbolized solitude in <br><br>exile. <br><br>Two baskets of fig fruits  the bad fruits signified that the bad people <br><br>would be punished. <br><br>Wooden yoke  he was asked to carry a wooden yoke and work around <br><br>with it signifying suffering in Babylon  exile. <br><br>Breaking an earthly flask  destruction of the temple. Visit to a potter  whereby the potter destroyed a pot due to poor shape Not to comfort anybody  these would be sorrow and suffering, no help <br><br>while in exile. Q10. Identify the relevance of Jeremiahs teaching to Christians life today <br><br>Christians are called to preach Gods gospel as Jeremiah did. Christians should accept suffering like Jeremiah did. They should learn to distinguish between false and true prophets. Like Jeremiah, they should condemn evil in society. They have a duty to call people to repentance as Jeremiah did. Christians should be good examples to the people by living, holy and <br><br>upright lives as Jeremiah did. <br><br>People should be able to know the nature of God through the lives of <br><br>Christians. <br><br>They should believe they are the new community as prophesied by <br><br>Jeremiah in the new covenant. Q11. In what ways is the prophetic mission of Jeremiah similar to that of Jesus? <br><br>Both were rejected by their own relatives and communities. Both experienced opposition from political and religious authorities. Both prophesied the destruction of the temple. Both lamented over the stubbornness of the people of Jerusalem. Both predicted divine judgement and punishment in Israel. Jeremiah predicted the new covenant that is fulfilled by Jesus. Prophet Nehemiah Qn 1. Describe the political background of Nehemiah He worked during the Babylonian exile which lasted between 589- 538 <br><br>BC <br><br>During his vacation, Israelites were oppressed politically The Israelites hoped that God would soon liberate them fro this bondage In 538 BC the Babylonians were conquered by Cyrus the great king of <br><br>Persia In 538 BC king Cyrus allowed Israelites to return to Judah King Cyrus gave the Israelites a decree to rebuild the temple of <br><br>Jerusalem <br><br>In 538BC the first exile under Zebu Babel Joshua the priest departed from Babylon and started to rebuild alters of <br><br>God <br><br>Under the guidance of prophets Haggai and Zachariah the temple was <br><br>rebuilt and dedicated <br><br>The second exile arrived under prophet Ezra; after king Artaxerxes <br><br>authorized Ezra to re establish Israelites religious and moral expectations of the Mosaic Law. Nehemiah was a servant the king Artaxerxes palace. The king <br><br>authorized him to go and rebuild the walls of Jerusalem <br><br>Amidst all opposition from Samaritan, Nehemiah accomplished the <br><br>reconstruction of the walls of Jerusalem in 52 days. He then dedicated the walls to God. <br><br>This restored the sense of political pride in Israel. However the <br><br>Israelites remained subjected to the Persians and continued to pay tribute. The Persians were later overthrown by Romans who ruled the entire region until the time of the birth of Jesus Qn 2. Describe the social background to the vacation of Nehemiah <br><br>Israelites men married foreign women Children spoke different languages from their mothers Hebrew language almost became extinct Nehemiah condemned mixed marriages and even banned them Exiles who returned home were humiliated by foreigners who partially The Samaritans threatened Nehemiahs life as the rebuilt walls of <br><br>Jerusalem <br><br>Rich Jews oppressed the poor e.g. they would confiscate their property <br><br>for failure to repay debts Qn 3. Describe the religious background to the vocation of Nehemiah <br><br>While in exile the Babylonians allowed the Jews to continue with their <br><br>religious lives <br><br>The exiles became the period of purification They returned with a new zeal to worship God; they rebuilt the altar <br><br>under Zerubbabel for offering burnt offerings to God <br><br>The returnees built the temple of Jerusalem under Haggai and Zachariah <br><br>and dedicated to god by Ezra <br><br>Nehemiah embarked on rebuilding the walls of Jerusalem amidst <br><br>opposition in 52 days the wall was complete. Consequently, Jerusalem once more became the centre of worship for Israel. Idolatry was not allowed again in Israel after the exile. <br><br>The temple of Jerusalem was dedicated to Yahweh. The Israelites <br><br>renewed their covenant with God under prophet and priest Ezra. Nehemiah carried out various religious reforms Qn 4. Describe occasions when Nehemiah prayed <br><br>When he heard about the suffering of his fellow Jews back in Judah When he learned about the state of ruin of Jerusalem and king Atarterxes to request him to allow him go back to Judah <br><br>When his enemies e.g. Tobiah and Samballat ridiculed him as he <br><br>reconstructed the walls of Jerusalem <br><br>When he learned of his enemies conspiracy to attack Jerusalem When his enemies conspired to destroy his life/ kill him When Shemiah attempted to frighten him to hide in the temple as hi life <br><br>was in danger <br><br>When he cleansed and arranged the temple as a house of God When he warned the people of Judah against violating the Sabbath law After chasing away the son in law of Samballat from the temple After cleansing the Israelites of foreign influence <br><br>Qn 5. State occasions when Christians pray <br><br>When they are faced with diverse persecutions. They ask God to protect <br><br>them <br><br>When they dont understand certain scriptures. They ask God to give <br><br>them revelation <br><br>When they are faced with certain difficulties of life. They ask God to <br><br>help them <br><br>When the nation is facing political crisis. They pray for peace When they feel inadequate and sinful. They ask God to perform certain <br><br>miracles for them e.g. healing Qn 6. What is the importance of prayer in Christian life? <br><br>Prayer helps Christians to praise God, give thanks to him and to repent It helps Christians to pour out their hearts to God It helps Christians to rely to God for emotional and mental stability. It <br><br>helps put our problems to God <br><br>It strengthens Christians. It gives them determination and character to remain steadfast in their responsibilities despite the challenges <br><br>Through prayer a Christian can request to stand against personal attacks <br><br>and temptations <br><br>Prayer is the source of courage and strength in times of tribulations It brings one closer to God, we use it to praise God, use it to ask for <br><br>Gods supply of their needs, used to ask for forgiveness and promotes important virtues e.g. persistence and patience and promotes unity among different communities Qn 6. Identify the leadership of Nehemiahs patriotism <br><br>He was a tune patriot i.e. after talking to the Jews and getting the news <br><br>of distribution of Jerusalem, he was forced to go back home. <br><br>Reliance to God. He totally relied on God and to his call i.e. in most <br><br>cases he prayed before carrying out an activity <br><br>Devoted/ talented. As a cupbearer to the emperor he was an educated, <br><br>talented and trustworthy young man <br><br>Visionary. He had a vision and he shared it with enthusiasm to inspire <br><br>Jerusalem leaders to rebuild the wall <br><br>Initiative. He took the initiative to persuade the emperor to put things right Exceller organizer. He carefully organized the rebuilding process. He <br><br>organized how the wall of Jerusalem was to be built in steps <br><br>Careful planner. He carefully examined and inspected the wall before <br><br>starting the work <br><br>Peoples representative. He was a proper representative of his people in <br><br>Israel. he had a sense of responsibility to his community <br><br>Shrewd. He avoided the meetings organized by his opposer and Selfless and kind. He had the skill of solving problems. He hence <br><br>cancelled all debts that people had <br><br>Homogenous. He employed different strategies to counteract his <br><br>opposer Qn7. explain the relevance of Nehemiahs leadership to a Christian today <br><br>A Christian should use his/her present position to serve God Christians should acknowledge God as their source of power and giver <br><br>of gifts <br><br>A leader should appoint people who are trustworthy and honest to help <br><br>him/ her in ruling the country <br><br>God answers our prayers as a result of asking others for help A Christian leader should keep his /her plans a secret until it matures to <br><br>make an announcement <br><br>Christians should share their visions with others the way Nehemiah did Leaders should take care of the needy in the society As a Christian one could be lured to temptations; the way Nehemiah <br><br>was opposed we should be ready to resist temptations <br><br>Christians should be ready to help in solving problems in the society <br><br>Christians should act as role models by carrying out spiritual activities with the truth and helping in work after starting projects. Qn 8. Explain the relevance of Nehemiahs experience to Christians <br><br>They should not exploit the needy and disadvantaged They should defend the rights of the weak and use their work place, The should condemn the injustices in the society They should know that leadership involves challenges and difficulties They should be practically involved in problem solving e.g. HIV/AIDs <br><br>scourge Qn 9. Explain the problems that Nehemiah encountered in his vocation Oppression of the poor Jews by the rich Jews e.g. demanded high <br><br>interests on borrowed money <br><br>Great opposition from the enemies they tried to frustrate his/her efforts <br><br>to build the walls of Jerusalem <br><br>Threat to his own life. His adversaries wanted to kill him Lack of co-operation and support from the Jews. They refused to work <br><br>with him on the wall project <br><br>Excessive foreign influence in Israel. Intermarriage brought about <br><br>foreign influence which threatened to extinct the Jew culture and language <br><br>Violation of the Sabbath laws. Israelites went on to do their daily chores <br><br>on the Sabbath day <br><br>Abuse of the temple. Eliaship housed Tobias the heathen and Gods <br><br>enemies <br><br>Misuse of offerings. The levies were denied their share of sacrificial <br><br>offerings as required by the law Qn 10. Describe the steps taken by Nehemiah to renew the covenant <br><br>Ezra the priest read the book of the covenant and explained the meaning celebrating the feast of shelters. This was to remember their deliverance from Egypt. They were also to think about Gods protection and guidance <br><br>The Israelites confessed of their sins as they learnt that they had not <br><br>been following Gods commandments. Nehemiah was devoted to confession of national sin and prayers to Gods grace <br><br>Recital of Gods dealings with Israel. They recital of Gods mighty acts <br><br>is done in this. They remembered their history and this renewed Gods grace and power in them <br><br>A renewed covenant sealed. The covenant was renewed in writing and <br><br>the leaders put seals <br><br>The binding agreement that people and God was done by the Israelites <br><br>joining hands Qn 11. State the promises that Israelites made during the renewal of the covenant <br><br>That every seventh year, they would cancel debts according to the <br><br>Mosaic Laws <br><br>That they should observe Gods commandments and live according to <br><br>his laws <br><br>That they would offer the first of their harvests as required by Torah That they would dedicate their first-born sons to God That they will not intermarry with foreigners at all That they will not buy corn or anything else on the Sabbath day That they will remit their arrival temple expenses to ensure that Gods 1. Read and study the book of Luke by 2. Dividing up the chapters in the book of Luke among the members of the class and let every group present a summary of the chapters allocated to them. 3. Check out movies about the life, death and resurrection of Jesus Christ but note that your study according to the syllabus is based on St. Lukes gospel. FORM FOUR  CONTEMPORARY CHRISTIAN LIVING Form four work deals with social issues in society. We shall compare the issues in the following communities  The Traditional African Society Christian community and the contemporary one. By the end of it the student should be able to understand the meaning of life and live to its fullest. TOPIC ONE. INTRODUCTION TO CHRISTIAN ETHICS Instructions. Form four work covers contemporary issues in a Christians life. You are advised to read newspapers, listen to radio news, watch television news and current affairs and any other relevant news source. Work in twos. Give yourself topics to study and then give a presentation to your partner or colearner. Learning outcomes. After reading and discussing Christian ethics, you should be able to: a. Explain the meaning of Christians ethics b. Explore the basics of Christians ethics a. Christian ethics. The word ethics comes from a Greek term Ethikos which means custom, or conduct. Ethics are moral principles, which influence a persons behaviour. Ethics are defined as the systematic study of human actions and behaviour. We use ethics to judge, determine and assess the right and wrong of human behaviour. Morals refer to human character, which is the inclination to behave in oneway or another. Ethics is the study of morals and they determine and influence personal and societal behaviour. Christian ethics is the study of human conduct or behaviour from a Christian point of view. b. Basis of Christian ethics. Sources of Christians ethics: - 1. The bible, teachings of Jesus Christ 2. Human reason and experience 3. Natural law 4. The Christian community  the church 5. Situation ethics 6. Authoritative Christian literature  based on the bible 7. Gods revelation  through prophets i. Human reason. These are internal thoughts that guide us when we are making decisions and taking actions. We use our minds and thoughts when confronted by situations. They also rely on internal thoughts in their life experiences. Internal guiding thoughts have many parts. One is our Conscience. This is our inner self that tells us and lets us know what is right and wrong. There are four types of consciences; doubtful conscience, sensitive conscience, certain conscience and perplexed conscience. For a Christian, rights and wrongs are in the Bible. God gave the Law of Moses to Israelites. Jesus came and explained the Old Testament and taught new scriptures in the New Testament. These teachings, which we have covered from Form one to three, explain very clearly what is right and wrong. When doubtful of the morality of an action, Christian consults the Bible to know if a decision is right or wrong. ii. Human Experiences:  these are internal and external guides <br><br>When confronted by situations, Christians use their minds i.e. human <br><br>reason and their life experiences in making decisions. <br><br>They rely on internal guides, (Human reason) and experience (external <br><br>guides) Internal guides (i) Conscience:  Mind, aspect of knowing right or wrong. When right, theres approval when wrong it registers guilt. When doubtful of the morality of an action we should not do it If conscience is perplexed then make us decision. A decision should be based on a certain conscience. Types of conscience - Doubtful conscience - Sensitive conscience - Certain conscience - Perplexed conscience 2. One can also make decisions based on knowledge and free will To make a decision one should have - Facts about the act, its aims, circumstances. - One should be free to perform A decision ought to be thoughtful 3. Intuition:  inner feeling, insight Its an internal moral sense to do good or avoid evil. Intuition is important in situations that require quick and immediate that requires quick and immediate action. 4. Feelings Feelings are subjective e.g. it feels good to do so this, hence will do it can be dangerous to make decisions purely based on feelings especially in marriage friendship etc. Eternal guides Experience Guides here include authoritative persons such as parents, teachers, police, civil leaders philosophers, and religious leaders. Rules from secular, religions, and African traditional culture are part of external guides. The bible The bible, quoted in the text but now out of text guides Christian behaviour. God communicates to his people through the Bible. The Bible offers answers to questions in relation to the life of a Christian. Today, there are ethical issues not found in the bible e.g. HIV / AIDS, sexual and reproductive health rights, contraceptives, abortion, globalization, cloning, environmental degradation, genetically modified foods, terrorism, international trade etc. this gives reason and other sources / factors are basis of Christian ethics in addition to the bible. Moral principles in the bible - They are mostly found in the teachings of Jesus and the ten commandments, sermon on the mountain - Christians are also encouraged to have Faith - The virtues encouraged include generosity, love, kindness, faithfulness, patience, humility, peace, mercy, loyalty etc. Christian community  church Church leadership can make decisions, which touch on their followers. They guide people on ethical issues e.g. politics, land, justice, abortion, contraception etc. Church organizations give rules on those conduct of their members. Natural law - The awareness that one has to choose good and avoid evil - If one studies human nature and reflects upon it he/she will discover natural laws of human behaviour - Natural law, natural rights such as right to education, life own property many etc. are incorporated into the constitution of any nation. - The constitution then guides the behaviour of list citizens; Christians being citizens of a country are guided in their behaviour by the constitution. Situation ethics One should reason out the rightness or wrongness of an act. The rightness or wrongness of an act depends on its uniqueness, the circumstances - Christians are warned against making decisions based on circumstances or the situation e.g. a pregnant student seeking abortion as the option so as to continue with education. Gods revelation God reveals himself to people through prophets, natural events, the law, dreams and visions. Through such ways God guides Christian on how they should approach certain issues. Gods revelation does not contradict with the bible. Revision questions 1. What is the meaning of Christian ethics? 2. What is the basis or source or foundation of Christian ethics? 3. List the basic life skills that one needs to be able to lead a better life TOPIC TWO: CHRISTIAN APPROACHES TO HUMAN SEXUALITY, MARRIAGE AND FAMILY INTRODUCTION Christian approaches refer to how Christians view and handle issues of human sexuality, marriage and the family in accordance with Christians ethics. Through marriage, the family is formed. LESSON ONE: HUMAN SEXUALITY Learning Outcomes. By the end of this lesson, you should be able to: a Define human sexuality, marriage, and family b Explain the Christian teaching of human sexuality c Assess the traditional African understanding of human sexuality d Determine gender roles in traditional African home e Explain Christians teachings about male and female relationships f Explain and appreciate Christian teaching on responsible sexual behaviour g Explain Christian teaching on irresponsible sexual behaviour and their consequences a. Human sexuality. This is a sacred gift from God. It was given to Adam and Eve. Human sexuality is that which makes us male or female. It is our biological or physiological differences associated with the state of being male or female. It is part of our biological make up. Males and female have different body structures, features, appearances and biological characteristics. In terms of physical strength more men are stronger than females. Besides the biological make up, we have an emotional side, which includes our attitudes, and feelings. Females are said to be more emotional, and talkative than males. Human sexuality is also in our brain and mind and it is what makes us human beings. If you look at animals they also have different physiological features based on sexual differences. b. Christian teaching on human sexuality. Males and females are Gods creation. Men and women were created for many reasons. These are (1) to be fruitful and to multiply; and (2) for companionship. In Genesis we learn that men and women share the image of God because God intended man and woman to play complementary roles and both are equal before God. Sex in marriage is a sign of love and it is sacred. In marriage man / and woman become one flesh. Both of them have the ability to control their sexual desires. Christian teaching forbids: sex before marriage, adultery or unfaithfulness, and other unnatural sexual behaviours like lesbianism, homosexuality or being gay, and incest. God created human body and it is to be kept holy. Chastity is encouraged while unfaithfulness in marriage is discouraged. Husbands / wives are to respect one another and give to each other in mutual love. c. Traditional African understanding of human sexuality. Human sexuality is highly valued in traditional African communities. It is understood in terms of marriage and parenthood. Procreation was the sole purpose of sex. Sex was to be practiced in marriage and it was regarded as another sacred duty. Adultery was discouraged and offenders punished. Irresponsible sexual relationships were forbidden. Virginity before marriage was highly valued. If a girl lost her virginity before marriage, she was treated with scorn and punishment. If a boy impregnating a girl, he was fined. In traditional African society it was a taboo to discuss openly sex matters. Grandparents taught sex education to their grandchildren. Sex education was taught during initiation stages. Free mixing of girls and boys was not allowed except under supervision. Girls were married off immediately after initiation to avoid temptation of engaging in pre-marital sex. To reinforce self  discipline in relationships between the opposite sexes the African traditional society instilled the fear of supernatural curses through myths, taboos and rules. Marital status. Husbands and wives were expected to relate to each other, their parents, and in laws according to the community customs. Conflicts between a husband and a wife were resolved through intervention of relatives. d. Gender roles. There are specific chores and duties for either male or female in African traditional societies. Roles were therefore according to gender. Boys went hunting, herding, while girls fetched firewood, and helped in cooking. At an early age, girls and boys would mix freely as they played together. Mature boys and girls however, were restricted from mixing freely without supervision by elders. But there was gender identification. The boys identified with their fathers and other male adults, while girls identified themselves with their mother and other female adults. Education. Children belonged to the community and not just to their biological parents. At the adolescent stage; 13  18 years education was given to the adolescents and intensified at initiation stage. Boys and girls were taught traditional rules, and secrets of the society during initiation. Learning was informal. Knowledge was communicated through songs, stories and riddles among other forms of presentations. All adults acted as parents to the young ones. Socialisation. Men were socialized to be superior, while women were socialized to accept their subordinate position and role. Everyone knew and accepted what he/she was culturally supposed to do. Division of labour was based on sex. In the African communities, despite their differences, there were many common customary roles, rules, regulations, taboos and beliefs that governed the practices related to male  female relationships from early childhood to old age. These traditional African practices relating to male  female relationships existed at various levels. In all of them, man held superior positions when compared to those of women. Age. Old women and men were accorded respect. They were consulted for advice and counsel. Kinship system was emphasized. e. Christian teaching on male- female relationships. We learn that the husband is the head of the house and should love his wife like Christ loved the church. Once a wife is loved, she should submit to her husband. We also learn that both male and female are equal and co  creators with God. Adam and Eve were created to complement each other. Likewise men and women should love each other. Jesus taught that each man should have one wife and vice versa. Once married, the husbands body belongs to the wife and hers belong to him. If that is the case, wife and husband should avoid immorality. Males and females are to relate freely. But the youth are to avoid the passions of youth. These are sexual sins. There are no specific chores or duties for either male or female. Relationship between sexes should be governed by love, chastity, respect, self-control, and self- discipline. Parents are to love their children, while children are to obey and honor their parents. Parents are asked to bring up their children in a Godly way. LESSON TWO. CHRISTIAN TEACHING ABOUT HUMAN SEXUALITY Lesson Outcomes. By the end of this lesson, you should a. Outline Christian teaching on responsible sexual behaviour b. Analyse Christian teaching on irresponsible sexual behaviour c. Discuss effects and consequences of irresponsible sexual behaviour d. Give examples of the effects of irresponsible sexual behaviour Sexual behaviour is part of human behaviour. The Bible gives principles of sexual behaviour in the Ten Commandments. a. Christian teaching on responsible human sexuality. Christianity teaches us about responsible sexual behaviour. Being responsible means that one is exercising self  control or self-discipline in matters of sexual behaviour. Self-discipline is necessary when we have a relationship with the opposite sex (Read, 1 Cor.7: 9 1 Peter 5:8). It is called responsible sexual behaviour, which is obedience to Gods commands. Christians promote healthy social relationship between boys and girls, men and women, and husbands and wives. Responsible sex is between male and female. Sexual intercourse is allowed only between married couples (1 Cor.7: 3  5). Married couples are obliged to be sexually faithful to one another (Heb.13: 4) adultery is condemned (exodus 25:14). Relationship between a husband / wife should be one of respect faithfulness, love, care, mercy, submission, tolerance, and forgiveness b. Christian teaching on irresponsible sexual behaviour. There are many irresponsible sexual behaviours. They include among others all acts and forms of: perversion, misuse, and abuse of sex, incest, rape, fornication, adultery, homosexuality, lesbianism or gay, prostitution, concubine, masturbation, bestiality and child marriages among others. These irresponsible sexual behaviours are against Gods will for humanity. Christians are to shun irresponsible sexual behaviour. This is because their bodies are the temples of the Holy Spirit. Thus whatever Christians do with their bodies, it should be for the glory of God. Let us now discuss in brief some of the irresponsible sexual behaviour; beginning with (i) Incest, which is a sexual relationship between people who are closely related by blood. For example, sex between a brother/sister, father / daughter. Incest is condemned in the Bible. It was punishable by death in the Old Testament. Read Leviticus 18:6  8. ii) Rape. Rape cannot be justified and it is condemned in The Bible. Rape is an act of forcing another person to have sexual intercourse without his or her consent. It is sexual violence and a crime against humanity. It is also a denial, and a violation of human rights of the victims who are sexually assaulted. Victims of rape include boys, men, girls, women, and babies especially girls. Rape is an expression of hatred toward the opposite sex. In traditional African society rape was abhorred and culprits were punished by death. In Kenya rape is punishable by 20 years imprisonment. Indecent assaults or sexual abuses such as touching a person of the opposite sex without their permission or use of vulgar language are both punishable by up to 5 years imprisonment. iii. Fornication. This is consensual sexual intercourse between unmarried people. It is condemned by both African and Christian teachings and punishment in African traditional society was by either payment of fines, stoning, and ritual cleansing. In the Old Testament, men were forced to marry the girl. Jesus said that fornication was due to peoples evil thoughts. Abstinence for the youth is encouraged and preached. Why do the youth engage in pre  marital sex? There are several reasons. Some of them are: sexual curiosity, proving manhood, human weakness, lack of self control, testing fertility, fear of being jilted / rejected; commercial sex for money; copying acts in the print and electronic media. Others reasons are frustrations, drug abuse, bribe to get a job, and permissiveness in the society. iv. Adultery is committed by adults who have extra marital affairs; between married partner and another party. Adultery is having sex outside marriage with a person with whom one is not married to. Adultery is caused by lack of self  control, sexual dissatisfaction, long periods of wife and husband separation, sexual dysfunction and vengeance by an initially faithful spouse who wants to be even with the unfaithful spouse. v. Prostitution. This is the practice of giving sexual pleasure for money or other material benefits. A prostitute can either be male or female. Prostitutes are referred to as commercial  sex workers. Why is there prostitution? There are factors leading to prostitution. These are economic reasons such as unemployment, poverty, rejection of a girl at home, drug abuse, stress, anger, anxiety, frustrations in the family and pornography. The church condemns prostitution because it defiles the body, which is a temple of the Holy Spirit. Its sexual immorality. Read Gal 5: 19  21. vi. Homosexuality/ Gay/ Lesbianism. This is sex between people of the same sex for example; man and man (homosexuality), woman and woman (lesbianism). Homosexuality is a common practice in modern world. It is also a church problem. The Anglican Church in USA, and Canada have accepted homosexuality. The Anglican Church has gay bishops. African Anglican churches are opposing this practice. What makes people prefer sex with the same sex? The Christian view is that homosexuality is a sign of a lack of Christian moral values. It may also be due to confinement in a prison and permissiveness in society. If it is allowed to continue, it shall disintegrate traditional African values. Because of its threat to Gods people, the Church condemns homosexuality. Other reasons for condemning it is because (1) God created a male and a female. Read, Genesis 1:28. Two, sex is sacred. Homosexuality is an unnatural relationship, which lowers human dignity. It does not provide sexual fulfillment (as traditionally). Homosexuality is illegal in Kenya. vii. Sexually transmitted Diseases (STDs). There are many diseases passed from one person to the other through sex. These are gonorrhea, syphilis, herpes genitalis is, hepatitis B, clamydia, trichonomiasis, HIV/AIDS. Lets discuss them one by one. HIV / AIDS. This is human immune deficiency virus (HIV) that causes acquired immune deficiency syndrome (AIDS) condition. Syndrome refers to many symptoms. HIV is transmitted largely through sex with an infected partner; through blood transfusion; sharing sharp objects with infected persons; and from an infected mother to the unborn child. The HIV virus destroys the white blood cells, and weakens the body s immune system. When the body is weak, it is not able to fight, and defend itself against infections. Persons with the virus are vulnerable and susceptible to opportunistic infections. The signs / symptoms of AIDS are manifestations of symptoms of the opportunistic infections. Some symptoms include persistent coughs, loss of weight, oral thrush, loss of appetite, and diarrhoea. Churches encourage Christians to be compassionate to HIV/AIDS affected people, and to support the infected and the affected individuals like the orphans, widows, and widowers. It also teaches against sexual immorality and against all forms of discrimination. Gonorrhea is caused by a bacterium called Neisseria gonorrhea. Its symptoms appear a4 days after infection. Its symptoms are burning sensation when passing urine; pain or discomfort in the genitals; sticky discharge or pus in the vagina or through the urethra. The good news is that Gonorrhea is curable if treated early. Syphilis. Primary syphilis may show up in the form of a sore or a wound in the genitals a few days after infection. The wound heals by itself without treatment after some time. Syphilis infection may take several years about 7 years before its symptoms re appear. The symptoms of syphilis are a painless sore or pimple on the mans penis or womans vulva; and swelling of the glands in the groin. Other symptoms, which may appear later, are skin rashes, and sores either in the face armpits, under breasts, mouth or throat. Herpes genital is a sexual disease caused by a virus. It creates wounds in the genitals. A pregnant woman can transmit the infection to her newborn baby during delivery. This disease can be controlled although there is not an effective treatment. Hepatitis B virus causes Hepatitis B. It is transmitted through sex, injections by unsterilized needles and contact with contaminated blood. The infection does not show on the genitals. The signs and symptoms of Hepatitis B include yellowness of the eyes (jaundice) due to liver damage and pain around the upper abdomen. c. The effects of irresponsible sexual behaviour. There are many effects of irresponsible sexual behaviour. They include among others HIV / AIDS, sexually transmitted infections (STI), abortion; family separations and divorces, deaths, unplanned pregnancies; children living in the streets; school drop outs and psychological problems. i. Effects of incest. These are many. One, incest undermines the healthy relationships between members of a family as it brings shame and guilt among the parties involved. Two, incest destroys relationships within the family and can lead to breaking up of a marriage. Three, incest destroys self-esteem, self  respect, and dignity of the victim. We find that abused boys and girls end up having problems when trying to establish healthy relationship with members of the opposite sex. Four, incest can lead to pregnancy, and abortion. And as you have read in the newspapers, it can lead to infections with sexually transmitted diseases (S.T.I.s) and HIV / AIDS. As I write, a father was jailed for life for raping his daughter and infecting her with HIV/AIDS virus. ii. Effects of Rape. This crime has very serious consequences and harmful effects on the victim. Rape may result in pregnancy and can led to physical, psychological, social, and spiritual side effects. The victim may suffer (1) serious physical injuries and (2) may contract both the STIs, and HIV / AIDs. The victim is traumatized, and ashamed of self. The victim suffers from guilt, loneliness, humiliation, posttraumatic stress disorders, and depression among others psychological manifestations. Young rape victims in particular may loose trust in the opposite sex. All these sufferings can lead to suicide and death. iii. Effects of Fornication. Some of these are having children out of wedlock; feelings of distrust, guilt, and hurt; contracting STIs and HIV/AIDS; loss of self-respect; early and forced marriage and abortion. iv. Effects of Adultery. Christians teach against adultery because it is against Gods commandments and can lead to divorce, abortion, STI, HIV/AIDS, domestic violence, murder (death) and psychological problems. v. Effects of Prostitution are many. It can lead to break up of marriage, and family. It lowers a persons dignity and can lead to unplanned pregnancies, school dropouts; infections such as STIs and HIV /AIDS and improper use of family resources. vi. Effects of homosexuality. It is a threat to procreation. It promotes loose short-term informal relationships and therefore promotes HIV / AIDS. Homosexual couples are prone to HIV/AIDS infections because of having many partners; although this is changing in USA where homosexual couples are being married in churches. vii. Effects of Sexually transmitted diseases HIV / AIDS effects are numerous. They include recurrent illness due to opportunistic infections. There is also stigmatization. Some individuals have feelings of guilt, anger, denial and depression. The sick persons have to look for extra finances to care for their health. They have the burden for medications, and special diet. HIV/AIDs has no cure and leads to death like many other diseases. Parents die and leave their children as orphans. Gonorrhea effects are many. The disease damages a womans fallopian tubes leading to infertility; and a mans epidydymis leading to sterility. An infected expectant mother can infect her newborn baby with gonorrhea. The disease may affect the eyes of the unborn child causing blindness. Gonorrhea can also cause inflammation of joints, the heart and liver. Effects of Syphilis are damage to the heart, brain and the nervous system. This disease can lead to madness and death of the victim. If a child is infected while in the womb, or during birth, the brain maybe damaged. The child may have either physical deformities or the infected mother may give stillbirths. Effects Herpes genitals. Infection can cause severe brain damage; cancer of the neck of the womb. If a woman is pregnant, the disease can cause death of the baby. The wounds and sores exposes the sick person to HIV /AIDS infections. Effects of Hepatitis B. This disease damages the liver and may lead to death of the infected person. It has a vaccine, but not treatment. viii. Other consequences of irresponsible sexual behaviours These are death, unplanned pregnancies, children living in the streets, school dropouts and psychological problems related to irresponsible sexual behaviour. These include among others: stress, depression, self  pity, withdrawal, aggressiveness, and violence. Stress is the response of the body and mind to any situation that exerts pressure or makes demands on a person. The intensity or pressure experienced determines the level of stress. Some of the signs of stress are: anxiety, worry, drop in performance, chest pains, mood swings, rebellion, ulcers, heart palpitations, fatigue and guilt feelings. Solutions. To avoid stress, it is suggested that individuals should accept that one is stressed; identify sources of stress, rest, exercise, listening to therapeutic music and talk to a counselor. Depression. This is an acute mental disorder. It is also a state of hopelessness and low spirits. Depression can be mild or severe. It has physical, emotional and behavioural signs and symptoms. Let me caution you that it is only a medical doctor who can know if one has a depression or not. We are told by doctors that signs of a depression are: persistent headaches and chest pains; loss of appetite; too much appetite; loss of memory; insomnia i.e. lack of sleep; weight loss or gain; nervousness and mood swings; low self-confidence; suicidal tendencies and self-pity. Other signs and symptoms are loss of libido (sexual desire); poor performance in school and in work places; hopelessness; loss of interest in ones activities; hypertension and high blood pressure d. Irresponsible social and human behaviour. There are social and human behaviours that are contrary to Christian life. These unacceptable behaviours are abortion, and divorce. Abortion is termination of pregnancy before the foetus is capable of independent life. There are two types of abortions. One is spontaneous abortion or miscarriage. The other is induced abortion, which is deliberate and illegal in Kenya. Induced abortion has been debated in Kenya. The main question is should abortion be legalized or not. This is because abortion is legal in some European countries. Why do mothers seeking abortion? There are many reasons, which are known only to mothers. These are one, pregnancy due to rape and incest. Two, if the mother believes that the unborn child will be a burden. This may be because the baby is conceived outside wedlock and the mother lacks economic resources to take care of the baby. Another reason maybe that the mother is in school, and she cannot look after the baby and continue with her education. Three, medical personnel may abort a deformed foetus or in order to save the life of the mother if it is in danger. Christians view of abortion as murder (Exodus20: 13). This is because abortion interferes with the mothers body, and destroys the baby. Christian view is that the body is the temple of the Holy Spirit. God is the giver of life and He alone has the right to take it away. Abortion carries with it stigma and the effects mentioned above make Christians condemn abortion. e. Effects of irresponsible social and human behaviour. Effects of abortion are infertility, ectopic pregnancy, destruction of a womans body parts; fetal malformation; risk of the mother bleeding to death and destruction of uterus. Other effects are that the mother may experience in future still births, miscarriages, risk of barrenness; failed abortions leading to deformed babies and psychological problems that we have discussed. These are stress and depression. Revision questions. 1. Explain the T.A. understanding of human sexuality 2. Explain Christian attitudes towards human sexuality 3. In what ways is sex abused in Kenya? 4. Why do you think minors are defiled or sexually abused in Kenya? 5. Explain the Christian teaching on male/female relationships 6. What is the Christian teaching on responsible sexual behaviour? 7. List the different types of irresponsible sexual behaviour 8. Explain the Christian teaching on irresponsible sexual behaviour 9. State the effects of irresponsible sexual behaviour LESSON THREE: MARRIAGE Learning Outcomes. By the end of the lesson you should be able to; a. Explain in brief the meaning of marriage b. Explain Christian teachings about marriage c. Describe courtship in African Traditional society d. Discuss the traditional African and Christian approaches to marriage preparation e. Explain celibacy as an alternative to marriage a. Definition of marriage. Marriage is a binding legal union between a man and a woman who agree to have a lasting relationship as husband / wife. Marriage partners choose each other. In some cases, senior member of the family and church influence the choice of a marriage partner. When marrying partners agree to marry, they are joined in church and they become husband and wife. Marriage is thus a covenant in which the partners give themselves to one another. Marriage involves other members of the community hence it is a social and community affair. Marriage is a permanent union. Marriage is a community requirement in which everyone in the community participates. Each person is expected to undergo marriage because it is a rite of passage. Marriage gives a person, a high social status and prestige in the community. Marriage is also a covenant between a man and a woman that should not be broken. Two people are joined in marriage in order to procreate and perpetuate the community. Once married, a couple is allowed to have sexual relationship, and companionship. Marriage is an expression of and fulfillment of mutual love and comfort. It enhance unity; social prestige, and respect in society. Purpose of marriage is sexual fulfillment; cultural and social requirement; obligation to build a family; and procreation although children are a gift from God. Forms of marriages There are many forms of marriages. There is a marriage ceremony organised as a symbol or mark of the union between a man and a woman. These marriages ceremonies are either civil, or religious. The main religious ceremonies are Christian, Islamic, Hindu, and Sikh among others. We also have African customary ceremonies many of which are polygamous. Christianity does not allow polygamous marriage. Secular approaches to marriage. In the modern world, some people choose not to marry for personal reasons. Some people have children without getting married while others opt to have a marriage without children. Husband and wife are equal. Monogamy is practiced for economic reasons. In some families women are the heads of the family. Choosing a partner is an individual act and not communal. In marriage traditional qualities of a good wife such as industrious, honesty, and hospitality are not considered. The modern society values external beauty, financial status and social status. As a result, there is a high rate of marriage, separation, and divorce. At times young people fail to be married in church. There is no formalization of marriages. These marriages are called Come-we-stay arrangements. Gender issues in marriage. The wife is subordinate to the husband but had rights. Marriage did not end with death of the husband. The wife was inherited by one of her husbands brother. This is widow inheritance / Levirate marriage. She could also refuse to be inherited but remained married to that man even in death. The wife could not marry outside the family because of dowry. There was dowry payment to parents. If a wife died, the man would marry the sister of his dead wife. This is surrogate marriage. Those who did not marry were considered lesser humans. Young people were prepared for marriage during initiation, which was witnessed in a public ceremony. During marriage, couple makes vows to each other. The ancestors are invoked to bless the marriage. Factors that lead to a stable, healthy and successful marriage People are different and they understand their roles differently. Here am giving you a few suggestions. Discuss with your study companions and come up with other suggestions. One important factor is mutual responsibility by the couple. This occurs if there is mutual consultation with each other in decision-making. Two is forgiveness of each other. Three is good treatment of each other especially with equal respect. Four is sharing scriptures together. Five is giving love and respecting each other. Six is having a faithful sexual relationship and lastly being open and honest. Seven is African traditional qualities of a good wife who is described as: hardworking, fertile, morally upright, generous, kind, obedient, humble, clean, beautiful, polite, warm hearted and hospitable. Eight are the qualities of a good husband, which are described as: being able to provide good leadership in the family. Other qualities are being aggressive, wise, brave, courageous, responsible and good property manager. b. Christian Teaching about Marriage. Christians teach that marriage is sacred and that it is a divine institution, which is ordained God. God started it when he created Adam and Eve. Marriage should therefore be monogamous and permanent as God protects marriages. The woman should submit to the husband who is told to love the wife as Christ loved the church. Church teaches respect of each other. Marriage is complete even without children as it is between a male and a female. Marriage is not obligatory and it ends when one partner dies. Christians preparation and approach to marriage Christians organise youth seminars, and rallies to teach the youth how to choose marriage partners and how to treat wife / husbands; care for the children; behave towards in laws; acquire wealth (men); and head a family. Youth are taught to avoid sexual intimacy before marriage. Those intending to marry are encouraged to go for pre marital counselling. During counselling, they are informed that love is the most important bond of unity in marriage. Church encourages partners to go for HIV /AIDs test before marriage. Marriage ceremony is conducted in church Choice of a marriage partner There are many ways of identifying a marriage partner. One is arrangement by parents. If not one can make an individual decision and choose a wife or husband. Two is through an intermediary or third party. In African traditional polygamous marriages, the first wife identified a wife for her husband. Girls would be given out to a chief as a gift c. Courtship in African Traditional society (A.T.S). Courtship varied from community to community. Courtship is the period between engagement and wedding ceremony. During courtship premarital sex is forbidden. Girls and boys dressed with bracelets and rings. Courtship was important in A.T.S. This was because the man and woman who were girls and boys got to know each other better before marriage. It was a period when girls/boys were instructed in family life education. It was also a period for linking the two marrying families. The couple had time to learn about one anothers character, and know their families. It is a symbol (sign) of the girls presence in her home (maternal home). She continues to live with her own people. The families and clan had an opportunity to check if the marrying couple was related and if their clans were acceptable to the parents. Courtship gives time to the two families to negotiate and pay the bride wealth or dowry. Bridal Wealth, dowry, bride price are all expressions of partnership. The family of the man pays dowry to the family of the woman. Some churches disregard bride wealth, while others encourage it. Dowry is paid in different forms. The girls family decides what it wants. Will it be livestock (poultry, pigs, camels, cows, goats, sheep), beer, grain, jewellery and clothes among others. Importance of dowry. It acts as a compensation for the girls labour and seals the marriage covenant. It is a public expression of appreciation for the coming of a new wife/mother into the mans family. It promotes friendship and cements relationship between families. It shows commitment and seriousness of the future husband. After dowry payment, the woman belongs to her husband. A ceremony is carried out depending on the community. Bride price payment is accompanied by marriage ceremonies. Lastly dowry helps in maintaining peace Traditional African approaches to marriage preparation. Polygamy is one husband, married to many wives. Polygamy is allowed by the African traditional religion because it occurs if the first wife is barren; ensures that all women have husbands; prevents infertility; provides extra labour in farms. A polygamous man has a higher status because many wives symbolize wealth. Children are important in a marriage because they promote social status of their parents. They cement a bond of unity between husband / wife. They are a source of labour, and wealth. They are heirs to the family wealth They provide security to the family. Divorce is legal dissolution of marriage. Christians allow divorce because of specific grounds. Divorce was rare in African traditional societies. Divorce is granted under circumstances of: adultery, witchcraft, laziness, cruelty and disrespect of wife. In the contemporary society, divorce is sought after or allowed because of: unfaithfulness in marriage or adultery; domestic violence; misuse of family resources; childlessness; in- law interference and alcohol abuse. Legal reasons for divorce According to the laws of Kenya, divorce is allowed under the following reasons; adultery; if a man deserts his wife for more than 3 years; if a partner becomes insane; and domestic violence for example, physical, and psychological torture. Christian teaching about divorce. Christians discourage divorce because marriage is a permanent status. There is no room for divorce. Church discourages divorce because of its adverse effects. Some denominations allow divorce if there is adultery. God hates divorce. Married couples should remain faithful to each other Effects of divorce are strained relationships, children suffering psychologically, and experiences of rejection. A divorcee faces social stigma, rejection, and isolation. If parents separate, they create single parent families. These families suffer from economic hardships and feelings of failure and inadequacy. e. Celibacy as an alternative to marriage. Celibacy is a Latin word Coelebes meaning bachelor. Why do some people fail to marry? There are many reasons. Some of these are to pursue education leading to delayed marriage; and career demands (workaholic). Other people are discouraged by examples of failed marriages. Other reasons maybe economic independence, poor health, HIV /AIDS, mental illness; parental interference and disappointment from past failed relationships. This happens if parents do not approve a partner. Revision questions 1. Explain the traditional African understanding of marriage 2, what is the importance of children in traditional African society? 3.what is the Christian teaching about marriage? 4. What is the importance of courtship period in T.As 5. Why are many people opting for celibacy? LESSON FOUR: THE FAMILY Introduction. As society grows and changes, the family grows and changes. As a result, there are several types and practices of the family. In this lesson, we shall discuss the traditional family as it is practiced in the Bible, the traditional African societies and some Christian families. Learning Outcomes. By the end of the topic, the learner should be able to a Explain types of families in society b Analyse traditional African family values and practices c Explain Christians family values and practices d Discuss problems related to family life today e Compare approaches to family by Christians and traditional African society f. Discuss responsible parenthood The family. What is a family? Family is the basic social unit of human society. This basic unit is extended to include relatives bound together by blood, marriage, friendship, and adoption. They are all members of the family. In Kenya, there are many types of families. a. Types of families i. Nuclear family is parents and their children. .It is father, mother, and children. There is an increase of monogamous families or nuclear because of urbanization as rural youth come to towns in search of white-collar jobs. Migration to cities by people of different tribes has led to pluralism. Education, high cost of living have led to the death of the African culture, which required men and women to marry many partners to produce many children to defend their tribe. Advantages of nuclear families are many. One, the man is able to give undivided attention to one wife and children. Two, there is sharing of mutual love, and peace in the home. Three it is economical to manage one family. Four there is little competition for attention, less strife, quarrels and stress. Five, it is easier to monitor the behaviour of a few children. ii. Polygamous family  Father, mothers, children. These type of family have disadvantages in modern Kenya. Modern society is a cash economy. Thus if a man has many wives and children, they may lack basic necessities like food, shelter, education and clothes. iii. Single parent family  one parent, and children. Single  parent families are created by several circumstances. One is by parents separating. Separation of parents is due to several reasons. These are for example, one partner going to another country and failing to return to his or her country and family. Two, a single family is created by divorce. Divorced parents may decide not to marry again. Three is when one parent refuses to marry. This happens when a girl gets pregnant and the boy does not marry her. Four is because of death of a spouse. The remaining parent may decide not to remarry. Five is when some mothers decide to have children without marriage. This may not be correct as there is no research to suggest it. Six is imprisonment of one partner for a long time. One parent is left looking after children because one is in jail. iv. Extended family  father, mother, children, uncles, aunts, and cousins. This is the common family type in traditional African communities. v. Children led family. This happens when parents die and the 1st born takes care of brothers and sisters including cousins. vi. Grandparent headed family. The HIV/AIDs epidemic has introduced this type of family where grandparents take care of their grandchildren due to the death of both parents especially the mother due to HIV / AIDS disease. This scourge has made many children orphans. In other cases parents go for further studies abroad and leave their children with their parents. b. Traditional African family values and practices. In African societies creation of a family is through marriage, and subsequent procreation. Family is viewed as a sacred institution in African society. The African traditional family includes the dead (ancestors), the unborn children and the living. An African traditional family has obligations and duties. These were (1) offering sacrifices to ancestors, (2) pouring libations; and (3) giving the dead decent burials (4) providing basic needs to their children (5) bringing up children to be morally upright individuals. Further to this, the African traditional family is responsible for the upbringing, caring, and protection of its children. This is demonstrated by the nuclear family, which provides necessities required to meet and satisfy the economic needs of its members. The African traditional family is expected to participate in communal activities. Work in the family was divided according to age, gender and social status. Each family member worked for its basic needs as well as the welfare of the community. The African family had well-stated and practiced values There were (1) respect for family members (2) providing responsible parenthood, which is the process of bringing up children to become all round or self reliant persons (3) educating children in all aspects of life. Parents and the extended family members helped their children to develop intellectually and cognitively. The family taught children physical skills. It also gave children confidence to appreciate their physical strength. Children were taken through a rigorous physical curriculum of games such as wrestling, swimming and running to develop their physical strength. Childrens bodies were nourished thoroughly. They were served good and nutritious food, which improved their muscle strength. Children were taught social skills. They learnt how to behave towards adults, peers and grandparents. They developed social skills since parents allowed them to socialize and interact with other children, grandparents and the community. This made them grow socially, emotionally and psychologically. They had a curriculum for teaching and training in traditional African religious values, family matters, moral and social values. This teaching of children started from an early age. The teaching method used was observation and practice. Parents taught by being good role models. They were expected to model desired values and family practices. Children were taught how to relate with one another as brothers and sisters. Parents were to show tolerance to children. These values show that African parents understood their parental roles and responsibilities. These values were sometimes; exploited by the irresponsible family members or specific individuals. This exploitation encouraged dependency, leading to conflicts, competition, hatred, and jealousy. Christian parents are expected to train their children to know God; be self -disciplined, and follow the Christian way of living. Another duty is to provide basic needs to their children. Christian understanding of the family Among Christians, family is sacred and instituted by God. Read again about the Christian teachings about marriage. Role of children in the Christian family A Christian child is expected to obey parents, honor them, and respect parents. This is one of the Ten Commandments given to Moses by God. Parenting styles a) Dictatorship /authoritative / autocratic  the parents is the final authority, imposes decisions b) Permissive or liberal style  also referred to as Laissez faire the children do as they want c) Democratic style  parents discuss with their children on family issues. This is the best style. <br><br>Problems related to family life today <br><br>Families are faced with numerous problems such as a) Children abuse  sex assault, beating b) Domestic violence  abusive language, frequent fights, emotional abuse c) Diseases e.g. HIV / AIDS epilepsy , autism. d) Children with special needs, blindness, deafness or those with mental challenges, motor co  ordination (Autism) e) Separation, divorce f) Childlessness g) Single parent families  economic hardships h) Misuse of family resources, economic crisis i) Affluence  a lot of wealth j) Unemployment, underemployment k) Retrenchment  laying off of some employees in order to reduce the workforce l) Mismanagement of family finances m) Alcohol and drug abuse n) The generation gap o) Poor relations with in-laws p) Cultural and religious differences  Traditional African approaches to problems related to family life today 1) Individuals were prepared for challenges of family life right from childhood 2) Adolescents, initiates were given family life education 3) People entered marriage knowing that its a life long union 4) Rules were clear to govern marriage relations 5) Polygamy helped reduce unfaithfulness 6) There were no single parent families. Members lived together reducing loneliness 7) Widows / widowers were encouraged to marry again Traditional brew was taken in moderation Christians approaches to problems related to family life today 1) Christian families are obliged to live according to Christian principles and values such as mutual respect, self discipline, understanding, honesty, faithfulness, love and forgiveness 2) Premarital counseling is carried out 3) Church holds regular seminars and conferences on family life matters. Love and respect for each other. Christian wife to submit to husband who is head of the family. They are taught to take each other as complementary and equal partners. 4) Women are encouraged to form participate in church organizations e.g. mothers union, womens guild where they learn roles of being a wife, mother, and a woman. 5) Some churches offer advice to families on management of their families. They are encouraged to have investments. 6) Breadwinner is encouraged to write a written will 7) To improve the parent  child relationship churches offer guidance and counseling to the youth Christian parents are advised to set positive role models to their children 9) Parents are encouraged to be open and promote effective communication with their children 10) Churches in case of serious family conflicts such as child abuse, domestic violence, advise legal action. 11) Churches organize youth seminars where they talk about drug abuse, premarital sex, negative peer pressure and media influence etc. 12) Relevant information is passed through books, pamphlets, magazines, media FM, TV etc. 13) Some churches welcome unwed mothers 14) Churches provide health services, guidance on HIV / AIDS 15) Some churches care for widows, orphans widowers and the needy Revision questions 1. State the different types of families TOPIC THREE: CHRISTIAN APPROACHES TO WORK Learning Outcomes By the end of the topic you should be able to a Define the term work and vocation b Explain and appreciated the traditional African attitude towards work c Explain the role of professional ethos, ethics and code in society d Explain virtues related to work e Discuss the moral duties and responsibilities of employers and employees f Discuss Christian approaches to issues related to employment LESSON ONE: DEFINITION OF TERMS Learning outcomes. By the end of this lesson, you should be able to: a. Explain the meaning of work. Vocation, profession, trade, craft, and job b. Give general reasons why people work Work Use of energy, physical or mental, for the purpose of improving human life. It is any activity that requires expenditure of energy or application of skills e.g. studying, teaching, cooking, farming etc. Vocation Work can be described as a vocation, profession, trade, craft, career or a job. Vocation is from a Latin word Vocare which means call  Christians believe that every individual has been called of God to various duties. Vocation is work that requires special skills, special training or a unique call or a special mission in society. Profession Work that is characterized by a code of ethics, lengthy specialized training, advance knowledge and self  disciple. Professionals have their own set standards. The professionals determine entry requirements for new members and usually have machinery for dealing with errant members. E.g. Law, medicine, architecture etc. A trade Refers to an occupation, a way of making a living. Some trades require specialized training examples hairdressing A craft An occupation which requires manipulative skills or use of the hands e.g. woodcarving, pottery, weaving. A craft may be a trade depending on the nature of occupation. A career An occupation that one chooses to pursue in his/her life. Its the general way of earning a living. Job Refers to tasks performed, services rendered in return for payment of wages. Most jobs are temporary others casual and others permanent and pension able. What determines ones career, vocation? 1. Available opportunities for future development in a particular job 2. The need to serve others especially the church and the needy 3. Interests, strengths, talents, abilities 4. Inclination or attraction to a certain kind of work 5. Pressure from parents, peers etc General reasons why people work a) Its an essential element of life b) God ordained work. Humans work for their food c) Work contributes to the development of the community d) Work is personal. It defines a person e) People work to earn a living f) People work for enjoyment, leisure g) To assist and give to the needy h) To get luxuries i) People work to raise their standards of living j) For self satisfaction and fulfillment k) For personal development l) To keep a person occupied and not idle m) To acquire wealth and status in the society n) To socialize with other members of the society o) To attain independence and not depend on someone else LESSON TWO: TRADITIONAL AFRICAN ATTITUDE TO WORK Learning outcomes. By the end of the lesson, you should be able to: a. Explain importance of work 1. Work is essential to the well being of the individual and survival of the community 2. Work ensured basic needs such as food, shelters etc were provided. 3. In traditional African society work was divided according to the age, gender, and status e.g. chief, elder of the individual. 4. Everyone was a worker. Boys assisted in herding, fishing, girls assisted in cooking fetching firewood. Women cooked, took care of babies constructed houses (maasai) etc. 5. Works among the traditional African societies included pastoralist, farmers, livestock keeping, fishing, bee keeping etc 6. Work was a communal affair; people would work together and assist each other 7. Work was not for a wage (Money). The rewards of work-included food, communal unity, acquisition of moral values etc. 8. Hard work was emphasized, laziness was condemned 9. There were some specific works for specialization e.g. herbal medicine men, divination, prophecy, rain making, pottery etc. 10. Work involved giving prayers, offerings, and sacrifices to God 11. Through work, the basic needs of the individual, community were fulfilled 12. Through work potentials; talents and skills were explored, acquired and utilized. 13. Work had a religious dimension as well as a social dimension. It brought people together improving their relations 14. SAE 1. Find out how different communities in Kenya lived in the past and how they live today 2. How did the lifestyle of the communities influence daily activities LESSON THREE: CHRISTIAN TEACHING ON WORK Learning outcomes. By the end of the lesson you should be able to: - 1. Describe the christens teachings about work The Christian teaching on work is based mainly on the interpretation of the bible, the teachings of Jesus and the teachings of the apostles. Some of the teachings are: - 1. God himself instituted work. He created the heavens and the earth and all in it. Since God worked man should work. (Gen. 2:1) 2. Gods work of creation is good (Gen. 1:31) Christians should endeavor to produce good works 3. Work is a duty, an obligation, a command Christians are responsible for Gods creation (Gen.2: 15). They are to protect it  animals, birds, plants, marine life are all under the care of man. 4. Human beings should work to acquire their basic needs (Genesis. 1:29  30, 3:19) God blesses the work of our hands 5. Human beings are co  creators with God (Gen.1: 28) God continue to create through human beings. Human beings glorify God through their work. 6. God reveals himself through his work of creation. God had a purpose for his creation. He is orderly, source of life, Almighty etc. 7. Work is a co  operative undertaking. Eve was created to be Adams helper (Gen. 2:20) Christians should co  operate in their undertakings 8. Hard work is praised and laziness is looked down upon. (Proverbs 31:27). Christians should work for their daily needs and not become a burden to others. 9. Work should be accompanied with rest (Gen.2: 2) God rested on the 7th day from all his work. God commanded the Israelites to rest on the 7th day. 10. People should enjoy what they have worked for (Ecc.3: 22) 11. Work should be done for the glory of God and for the good of the society. 12. People should work honestly not steal but work to earn an honest living (Eph.4: 28) 13. Those who do not work should not eat They should always work since God is always at a work (John 15:17) LESSON FOUR: ROLES OF PROFESSIONAL ETHOS, ETHICS AND CODES IN THE SOCIETY Learning outcomes. By the end of the lesson, you should be able to: - 1. Define the following terms, professional ethics, professional codes and professional ethos 2. Describe the role of ethics Definitions Professional ethics : principles of behaviour / conduct that guide members of a particular profession. What workers are allowed to do and not to do. Professional ethos The group identity of members of a profession, their unique custom or character e.g. what identifies doctors, lawyers etc. Profession codes or code of ethics Collection of laws arranged systematically according to major concerns and core functions of the profession. Roles - To regulate the behaviour of professional (workers) - Enables professionals to understand their role - Ensures professionals provide quality of services to their clients - To encourage respect among professionals - Give guidance on how professionals should relate to one another - They safe guard professionals against being compromised / misused - They determine expected level of performance - They serve as a measure of competence - Act as a measure of quality service - They protect the professionals - They provide a reference point for disciplining (used to discipline the errant professional) - They inspire respect and high esteem for professionals - Through professional codes, ethics, ethos, professional earn public trust LESSON FIVE: VIRTUES RELATED TO WORK Learning outcome. By the end of the lesson the learner should be able to: -es 1. Define the term virtue 2. Give examples of virtues related to work Definition A virtue is a good human habit. Its a moral principle, moral quality or goodness of character and behaviour. Examples of virtues elated to work (i) Diligence  hardworking (ii) Honesty, integrity  ability to be relied upon (Integrity) Honest is being truthful. (iii) Faithfulness  being trustworthy and loyal (iv) Responsibility  ability to make decisions and take action independently. Being mindful of other peoples welfare (v) Tolerance  ability to bear with others or with difficult situations LESSON SIX: MORAL DUTIES AND RESPONSIBILITIES OF EMPLOYERS AND EMPLOYEES Learning outcomes: by the end of the lesson, you should be able to: - 1. State and explain the duties and responsibilities of employers towards employees 2. List the rights of employers 3. Outline the moral duties of employees 4. List the rights of employees Employers: government, non  governmental organization, private sector  individuals, company, selfemployment. Employers have several duties and responsibilities towards their employees. They are: - To organize and conduct business efficiently for the benefit of the institution, employer, community - To respect the employee, treat them with dignity - Pay a fair wage to the employee - Ensure good healthy and safe working conditions - Provide social welfare for the employees e.g. time off, leave days, time for recreation - Grant leave as required by law or the terms of contract - Take care of the welfare of the employees give medical cover, pension scheme etc - To motivate their employees - To reward employees - Compensate employees made redundant Rights of the employer Employers have a right to / are entitled to (a) Get profits from their businesses (b) Carry out their businesses without unfair taxation (c) Form association with other employers (d) Obtain and conduct business (e) Hire, dismiss employees in accordance with the requirements of their firms and contract (f) Demand a fair days work (g) Conduct business without subjection to unfair conditions and competitions Moral duties of the employees 1. Carry out their duties to the best of their ability without supervision 2. Respect and protect the property of the employer 3. Encourage peaceful solutions to any problems encountered in their work place 4. To work diligently for self  fulfillment and development 5. To respect their employer and fellow employees 6. Observe terms of contract with employer 7. Be loyal, honest, respect to the employer Rights of the employees To receive fair wages To have a reasonable work load Have reasonable hours of work Have safety and protection at work Right to join a labour union Right to further individual training and development education Rights to retirement, terminal benefits Rights to a fair opportunity for provision A right to time for rest Right to Favourable working conditions LESSON SEVEN: CHRISTIANS APPROACHES TO ISSUES RELATED TO EMPLOYMENT Learning outcomes. By the end of the lesson you should be able to; - 1. Define the following terms, wages and industrial action 2. State the Christian teachings on wages 3. List the reasons for industrial action 4. State the results of workers strike/ industrial action 5. Explain the Christian approaches towards strikes Wages and industrial action (Strikes) A wage is payments for work done. Payment is in modern times done according to hours, weeks or days that one works. Christian teachings on wages - Human beings have the right to work for a decent living (Matt.20:1  16) They should be paid for their work. - Workers should be paid wages to the amount and value of their work (1 Timothy 5:18) - Wages should be paid as agreed upon (Mathew 20:13) - Employers should not take advantage of the poverty of the employee (Deuteronomy 24: 14  15) - Human beings should not be enslaved to work (Ex.5:22  23) - Employers who degrade their workers in wages are condemned (Deut.24:14  15, Jer.22:13) - Oppression is condemned (Amos 5:18, 8;4) - Workers wages should never be withheld (James 5:4) Industrial action Also commonly called Strike this is an effort by workers to stop work in protest by boycott go-slow sit  ins or refuse to work. There has been increase of industrial action in the recent past in most countries of the world. Reasons for industrial actions 1 Due to increased awareness of workers rights 2 Exposure to global trends through the media 3 Formation of trade unions that fight for the rights of workers 4 Due to poor working conditions 5 Underpaying workers 6 Threatening workers with unjustified dismissals 7 Suspending the workers / interdiction  unjustly 8 A hostile working environment Results of workers strikes (industrial / action a) Pay cuts b) Demotions c) Loss of jobs d) Employers suffer losses e) Inflation f) Injuries even death when confronted by police g) Victimization of some individuals h) Bitterness among the workers and employers Christian approaches towards strikes a) Christians recommend a peaceful co  existence between workers and employers b) There should be fairness, justice, love among workers, employees c) There should be an open communication channel across the ranks from top to bottom d) Employees should not destroy property e) Working conditions should be better and improved f) Employees to be human when dealing with employees LESSON EIGHT: CHILD LABOUR Learning outcomes. By the end of the lesson you should be able to: - 1. Define the term child labour 2. State the reasons why children are employed 3. State the disadvantages of child labour 4. List down the causes of child labour 5. Describe the position of the church in dealing with child labour A child is a person below 18 years. A child does not have an identity card, does not vote (in Kenya). According to International Labour Organization the minimum employment age is 14 years. Child labour It is engaging a person below the age of 14 years in wage / paid employment. Reasons why children are employed - To provide cheap labour - They cannot fight for proper terms - They are easily hired and fired Disadvantages of child labour Children are not yet mentally and physically prepared to do adult jobs. This leads to a) Exploitation of children b) Children paid less, taken advantage of c) It inhibits the growth of a child and denies them a chance to enjoy their childhood d) It deprives them of their right to basic education e) It exposes children to hazards (dangers) from machines, chemicals f) Heavy workload deprives children of social educational, moral, psychological, physical rights Places where children are employed - Plantations  coffee, tea - Domestic services  homes - Tourism sector - Industries - Children are trafficked and employed as commercial sex workers Causes of child labour  reasons why children work 1 Lack of money / poverty 2 Death of parents 3 Dropping out of school due to pregnancy, indiscipline, (truancy), poor academic performance or lack of school fees. 4 Those who never went or taken to school 5 Lack of good role models e.g. coast province Mombasa, Malindi has several of the financially stable people being school dropouts, engaged in drug trafficking, commercial sex etc. 6 Influence of cultural values e.g. circumcision of boys in some communities is done later in life and one is declared an adult e.g. the kikuyu circumcising at 13 years, or 12 years 7 Children being lured by employers 8 Greed for material benefits 9 Being homeless ending up as a street child Position of church in dealing with child labour - The church condemns it - It has put up homes for poor children (orphanages) - It provides guidance, counseling to both parents and children - Children are blessing from God hence should be loved and cared for - Parents have the responsibilities to protect their children from harm. LESSON NINE: UNEMPLOYMENT AND SELF EMPLOYMENT Learning outcomes. By the end of the lesson you should be able to: - <br><br>1. Define the term unemployment and self employment 2. State the causes of unemployment 3. Describe the response of Christians to issues of unemployment 4. List the problems faced by self employed people Unemployment When people are capable and willing to work but are unable to find a viable income or occupation it is referred to as unemployment. Causes of unemployment 1 Preference for prestigious white collar jobs (Office jobs, non  manual jobs) 2 Corruption  tribalism, nepotism, bribery denying jobs to the qualified in preference for the unqualified. 3 Unequal distribution of wealth  some regions are more resourceful than others. Industries, good infrastructure concentrated in some areas. 4 Inadequate resources for self  employment (lack of capital, skills) 5 Limited job opportunities  probably due to high population growth 6 Few international investors in Kenya, probably due to high crime rate, insecurity Identify ways of creating job opportunities Response of Christians to issues of unemployment a) They encourage self  employment in cases of unemployment b) They have set up vocational training, polytechnics to train people towards jobs that are for self  employment c) Christians condemn idleness Self-employment Self-employment is an economic activity initiated, controlled by an individual. It is an occupation in which a person initiates a personal enterprise and manages it with the help of others. Examples Small businesses enterprises, Jua kali sector, music industry, entertainment (e.g. comedians), community work, agriculture etc Problems / challenges - Some lack sufficient capital to start a business and keep it running - Lack of necessary skills to run the business - High taxation leading to some business closing down - Small scale traders face undue competition from larger firms Revision questions 1. What is work? 2. List any six reasons why people work 3. Explain T.As attitude towards work 4. List some of the factors that have changed the attitude towards work in the modern society 5. What are the rights of employers? 6. State the duties of employees 7. Why has child labour become common in Kenya? 8. What are the causes of unemployment in Kenya? 9. What can the government do to reduce unemployment in Kenya? TOPIC FOUR: CHRISTIANS APPROACHES TO LEISURE Learning Outcomes By the end of the topic, you should be able to a Explain the meaning of leisure b Discuss the traditional African understanding of leisure c Discuss Christian teaching on leisure d Discuss the importance of leisure e Outline various forms and uses of leisure f Explain how leisure is misused in the society today g Discuss the abuse of alcohol and other drugs and their effects h Explain Christian criteria for evaluating the use of leisure <br><br>Christian criteria for evaluating the use of leisure <br><br>LESSON ONE: MEANING OF LEISURE Work is an obligation  however people cannot work 24 hours. They need to rest. God rested on the 7th day after work. Work and rest are complementary elements of human life. Definition of leisure This is the time when one is free from work or other duties. Time at ones own disposal, which can be utilized in a productive manner depending on ones interests and abilities. Leisure provides mental, physical relaxation, spiritual, emotional relaxation and enrichment Forms of leisure 1. Passive 2. Active leisure Passive involves use of mental energy Active leisure  there is use of physical energy Examples of activities of passive leisure are - Watching television - Reading story books - Playing video games - Chatting with friends Examples of activities of active leisure are - Jogging - Mountain climbing - Gardening - Dancing - Tree planting - Playing football Leisure is used for - Enjoyment - Entertainment  song, dance, watching movies etc - Relaxation  exercises - Socialization  sharing, education - Religious engagement  wedding ceremonies, visiting the sick, worship In passive leisure others entertain while in active leisure the person is active, whole body is involved. Active leisure enables a person to 1. Develop his/her body 2. Build stamina 3. Strengthen relationships etc Some leisure activities are dangerous e.g. boxing, motor racing; while others are expensive e.g. golf. Other leisure activities are addictive while others are unproductive. - Leisure activities should be planned for - Leisure activities can also be economic, income generating activities. LESSON TWO: TRADITIONAL AFRICAN UNDERSTANDING OF LEISURE Learning outcomes. By the end of the lesson, you should be able to: - 1.Define leisure according to the traditional African understanding 2. State the various forms of communal leisure activities In traditional African society leisure permeates all aspects of life. Leisure activities accompany work. Leisure and work were entertainment. Work was accompanied by singing, reciting stories sharing past events. Examples of leisure activities in traditional African society include - Wrestling - Running - Playing ajua - Mock fighting - Swimming - Spear throwing - Poetry - Music and dance etc Leisure activities that were communal include  Bull fighting  Tongue  twisters  Poetry recitation  Telling of myths legends  Dancing  Brain teasers  Riddles etc o Work in African society included fishing, tilling the land, herding, hunting, harvesting o Most leisure activities in traditional African society were active form of leisure, communal, not individualistic and not for monetary gains o All forms of leisure had an educational value. Folk stories had a moral value. People were taught not to be selfish, greedy jealousy etc Myths and legends tell of the origin of the community and its history of important people as well as history of the community. o In African traditional society, leisure led to acquisition of values or virtues such as co  operation, sharing, solidarity, love, bravery, empathy, endurance, tolerance etc. o Most activities were linked to the worship of God and, veneration of the ancestors o Leisure activates were organized along gender and age group season (E.g. harvest  dancing, singing); wet rainy seasons  boat swimming o Rites of passage e.g. initiation, marriage, birth and naming provided leisure activities o Leisure activities were planned for LESSON THREE: CHRISTIAN TEACHING ON LEISURE Learning outcomes. By the end of the lesson you should be able to: - 1. Describe the Christian teachings on work 2. State the various ways that Christians use their leisure Christian teach that a) Work and leisure are of divine origin. God rested on the 7th day after working b) Leisure is a gift from God leisure should be put to good use. Its not be wasted c) Leisure provides us with the opportunity to worship God. Leisure should be used to serve God. d) Christians associate leisure with personal growth and fellowship e) Jesus recognized the need for rest by withdrawing his disciples from their active ministry. Its good to have time alone for reflection, rest, visit friend etc. f) Leisure should be used to seek God and help others e.g. Jesus prayed, helped the needy restored peoples health. Ways Christian use their leisure time  activities LESSON FOUR: IMPORTANT USE AND MISUSE OF LEISURE Learning outcomes. By the end of the lesson you should be able to: - 1. State the importance of leisure 2. List the ways that leisure can be used properly 3. Describe how leisure is misused today Importance of leisure Leisure is necessary. Its important in various ways 1) It is a good time to assess the work we have done (Reflection time) 2) It brings people together leading to self  growth and fulfilment (Social function of leisure) 3) Leisure helps individuals to discover their hidden talents 4) Leisure relaxes the mind  a change of activity, relieves the mind 5) Leisure refreshes the body  restores lost energy 6) Leisure enables Christians to offer charity to those in need 7) Leisure provides time for worship and spiritual renewal Leisure gives one time to rest 9) Its time for recreation 10) Give one time to attend social occasions 11) Allows people to travel and visit friends and relatives 12) Leisure can be used to enhance and acquire new skills and knowledge 13) Its a time to develop and discover ones talents Uses of leisure  proper of leisure Leisure can be used for a. Religious experience b. A time for rest c. Leisure is used to provide us with time to help others d. Leisure can be used to spread the word of God e. Development of talents f. Its an opportunity for individual growth g. Leisure strengthens social relationships h. Leisure can be used for reflection on ones decision; actions etc leisure activities reveal who we are. i. Leisure can be used for educative and economic purposes Proper use of leisure is when leisure time is spent doing activities that add value to us. Misuse of leisure today Leisure time can be misused through various activities e.g. 1) Spending too much time in passive activities e.g. pornography watching, watching films that are violent 2) Spending leisure time in idle talk  gossip-leading to conflicts 3) Spending time in gambling, casinos making bets on horses playing Ajua games etc 4) Alcohol and drug taking  when a person over drinks alcohol, spends time drinking at the expense of family, abusing drugs is misuse of leisure time. 5) Leisure can also be misused by engaging in dangerous activities. Night dancing, disco dancing has become a common form of leisure worldwide. What are the advantages and disadvantages? LESSON FIVE: DRUG ABUSE AND ITS EFFECTS- ALCOHOL, SOFT AND HARD DRUGS Learning outcomes. By the end of the lesson, you should be able to: - 1. Define the terms drug, drug use, drug abuse 2. State the different ways that drugs are administered 3. List the various categories of drugs 4. List the different types of drugs 5. Describe the various effects of different drugs A drug is any substance which when taken may alter or cause changes in the normal functioning of the body. Drug abuse Improper use of drugs. Using a drug for another purpose than what it is intended for Drug use Proper use of drugs Drugs are taken in various forms namely 1 Liquids 2 Lotions 3 Ointment 4 Powder 5 Cake form, Drugs are classified as legal and illegal Ways of administering drugs Drugs are taken /administered in various ways - Infecting - Inhaling / smoking - Chewing - Swallowing - Drinking - Sniffing / snuffing Categories of drugs a) Medicinal b) Soft drugs c) Hard / narcotic drugs Types of drugs 1) Preventive drugs e.g. drugs to prevent polio, cholera, yellow fever 2) Curative drugs  drugs that cure diseases 3) Sedatives, palliatives  drugs that alleviate pain, put patients to sleep e.g. drugs for diabetes, heart diseases, asthma, painkillers 4) Tranquillizers  drugs that relieve tension induce sleep e.g. piriton, valium 5) Stimulants  drugs used to increase physiological activity of a particular organ. They arouse the activity of the central nervous system / senses. 6) Volatile drugs  these drugs intoxicate the user, they are derived from petroleum products paint thinners dry cleaning fluids glue etc. stimulants and volatile drugs classified as soft drugs. 7) Hard drugs or narcotic drugs These are highly addictive drugs. The body forms dependence on these drugs. These drugs affect the mind causing drowsiness; sleep, stupor and they are the most commonly abused drugs. Examples are <br><br>Cocaine <br><br>- From coca leaves - Its highly addictive - Causes mental problems - Can lead to death on overdose - A very expensive drug Other side effects are confusion, Convulsions, circulatory collapse and rapid heart beat <br><br>Bhang / Marijuana - A plant of Indian hemp - Also called marijuana, Hashish, Cannabis, Sativa depending on which part of the plant is taken i.e. leaves, stem, or roots. - Users become aggressive excited or high - Bhang changes perception of space, time and reality - It causes drowsiness and irresponsible behaviour - Its side effects causes people to be engaged in criminal activities e.g. robbery with violence as it gives changes in perception <br><br>Morphine <br><br>Its used to suppress pain clinically - Its addictive - Its derived from cocaine - Used as local aesthetic <br><br>Heroine <br><br>- Its pain relieving - Highly addictive - Powder heated in foil paper, vapour forms hence smoked referred to as chasing the dragon - Also called brown sugar - Its injected and inhaled - An overdose can lead to death - its expensive - It causes respiratory problems - Its depressive <br><br>- Withdrawal symptoms when heroine is not available are nausea, vomiting, diarrhoea and severe anxiety <br><br>Soft drugs <br><br>- Cigarette - Alcohol - Miraa / khat Cigarette - Made from tobacco - Cigarettes contain a) Nicotine  a highly addictive substance. b) Carbon monoxide, which damages arteries heart and lungs c) Tar  black substance which promotes cancer of the throat, heart and lungs Cigarettes are legal drugs in Kenya. Pregnant women may miscarry or terminate the pregnancy if they smoke. Leads to chest respiratory diseases poor blood circulation Leads to destructive fires due to carelessness Miraa / khat 1 Plants / legally in Kenyan, and other parts of the world 2 They are chewed 3 Causes temporary excitement 4 Makes one loose appetite for food and sex 5 The juice in miraa causes temporary excitement in the user when ingested 6 Miraa makes the user to be irritable Alcohol - Alcohol is a drug made through fermentation - Its a drink used in social ceremonial occasions - Its in form of beer wines, traditional brew (e.g. busaa, muratina, mnazi )and spirits e.g. whisks, brandy, gin, changaa - Alcohol is prepared by fermentation or distillation  heating to a certain degree. - In African traditional society, alcohol was fermented and used for 1. Medicinal value 2. Entertainment 3. Marriage celebrations 4. Beer parties given to visitors - Excessive drinking was discouraged - Drunk people were scorned or scolded - Young people were not allowed to drink alcohol - When alcohol is taken excessively it is abused Alcohol abuse - Alcohol can lead to body dependence or addiction - Consequences of abusing alcohol are such as (i) Squandering family resources (ii) Health deterioration (iii) Lack of concentration leading to poor quality of work (iv) Family break-ups due to frustrations A man experiences a desire for sex but lacks the ability to perform leading to break ups (v) Deformed foetus if a mother abuses alcohol when pregnant (vi) Alcohol destroys brain cells (vii) It leads to unruly behaviour such as fights, violence (viii) One is vulnerable to risky behaviour  a drunk person is unable to make proper decisions hence vulnerable to sexual infections such as HIV / AIDS (ix) Can make a person cause accidents if driving under the influence of alcohol or staggering on the road. LESSON SIX: CAUSES OF ALCOHOL AND DRUG ABUSE (REASONS WHY PEOPLE ABUSE ALCOHOL AND DRUGS) Learning outcomes. By the end of the lesson you should be able to: - 1. State and explain the effects of drugs 2. State and explain the causes of drug use and abuse (i) Frustration due to unemployment, inability to perform well and meet set standards or other personal frustrations. (ii) Idleness  when idle some turn to alcohol and drug use (iii) Addiction (iv) Boredom (v) Bad examples from adults (vi) Availability of drugs in the Kenyan market (vii) Negative peer pressure (viii) Experimentation then addiction (ix) Media influence (x) Societal permissiveness (xi) Urbanization (xii) Pressure of work (xiii) Financial stress (xiv) Globalization  foreign world influences Effects of drug abuse Drug abuse poses danger to the health of a person, affects family, society in general. Effects of drug abuse are <br><br>A. Psychological problems  drugs are addictive. The body becomes dependant on them. It cannot perform without the drugs. It leads to depression, irritability, aggressiveness, paranoia, one becoming afraid to face reality etc. B. Crime  robbery, theft, people abusing drugs will rob, steal so as to get money to buy the drugs. Drugs have led to students setting schools on fire, killing their fellow students C. Illusion  users do not face reality D. Health problems  one is prone to diseases because of frequent use of drugs. Drugs weakens the bodys system e.g. alcohol leads to liver Cirrhosis, stomach ulcers. One is susceptible / prone to HIV / AIDS infection STIs lung cancer, still birth etc E. Economic problems Drugs are expensive. Abuse leads to depletion of family resources leading to poverty F. Loss of job and income G. Social problems Abuse of drugs leads to family conflicts, leading to separation, divorce, family quarrels fights and even murder (domestic violence) H. Accidents I. Frustrations J. Poor performance in school work K. Death People die out of drug abuse. An over dose of heroine, cocaine kills. Alcohol can lead to a blackout, this affects the brain LESSON SEVEN: REMEDIES TO DRUG ABUSE Learning outcomes. By the end of the lesson you should be able to:- 1. List down the various remedies to drug use and abuse Drug abuse has become a global problem. Remedies or solutions include a) Law enforcement  through bodies such as UNDCP United Nations International Drug Control Programme Anti Narcotics Police Units, NACADA National Agency for the Campaign Against Drug Abuse so as to control abuse of Narcotics and other drugs. b) Education People to be educated on the effects of drugs. The curriculum from primary to secondary to include topics on drug abuse. Guidance and counselling Religious teachings  all religious condemn the abuse of drugs Family values to be promoted. Parents should set good examples to their children Every individual to cultivate individual values. Respect their body and take care of their bodies Rehabilitation of drug users / abusers LESSON EIGHT: CHRISTIAN CRITERIA FOR EVALUATING THE USE OF LEISURE Learning outcomes. By the end of the lesson you should be able to: - 1. Describe the Christians criteria for evaluating the use of leisure Criteria  criterion  a principle or standard for judging something. How does a Christian determine whether a certain leisure activity is lawful, acceptable before God  criteria for evaluating the use of leisure 1) Christians, should engage in leisure activities which promote their respect and dignity they should socialize with people who are morally upright (bad company corrupts good morals) 2) God ordains leisure hence it should serve Gods purpose. 3) Leisure should come after work 4) Leisure should be used for the good of others. The activities that are harmful to others should be avoided 5) Activities chosen should enrich their knowledge of God 6) Activities should provide service to others 7) Leisure doesnt mean laziness A Christian should not engage in a harmful activity to self but those that promote respect and dignity 9) Christians to avoid activities that lead to sin or to addiction 10) They should perform an activity which develop their physical emotional social and spiritual well being 11) Leisure should be enjoyed with moderation 12) Activities for leisure should be moral, within the laws of God and pleasing to good. Revision questions 1. Identify five (5) reasons why the taking of alcohol as a way of spending leisure is condemned 2. Write down five ways in which modern Christians use their leisure time 3. Give five ways in which drug use and abuse could affect a Christian 4.identify ways in which Christians can overcome temptations to drug use and abuse 5(a). Why is leisure important in the life of a Christian? 5(b). What factors have contributed to the misuse of leisure in Kenya? 6.state the factors that have led to the misuse of drugs in Kenya TOPIC FIVE: CHRISTIANS APPROACHES TO WEALTH, MONEY AND POVERTY Learning Outcomes By the end of this topic, you should be able to: - a. Define the concepts wealth, money and poverty b. Explain and appreciate the traditional African understanding of wealth and poverty c. Describe the impact of the introduction of money economy in the traditional African society. d. Explain Christian teachings on money, wealth and poverty e. Discuss Christians approached to some issues related to wealth money and poverty f. Uphold the Christian principles in acquiring and using wealth LESSON ONE: DEFINITION OF THE CONCEPTS WEALTH, MONEY AND POVERTY a) Wealth:  accumulation Accumulation of materials owned by an individual, family or a group of people. Wealth is property that has economic value e.g. land, animals, money, valuable possessions such as jewellery, commercial and residential buildings etc. Ways of acquiring wealth <br><br>Inheritance Business Commercial farming Salaried Jobs Investment of money in financial institution Provision of commercial services <br><br>b) Money Its the medium of exchange that functions as a legal tender. It is something that is generally accepted as a medium of exchange, a means of payment. It is usually in form of coins or notes. Good monetary media (money) has certain qualities. Qualities of money  It should be acceptable  It should be fairly stable  Easy to divide into small units  Easy to carry  Should be relatively scarce  It should be durable  Its value should be maintained through proper control of its circulations Money is a measure of wealth. What it can purchase is the value. Money is used to buy services, goods, pay debts etc. Examples of currencies in the world are Ksh. (Kenya), Rand (South Africa) US & Dollar, Pound (Britain) Euro (Europe), Yen (Japan) Etc c) Poverty State of being without adequate basic necessities of life e.g. food, shelter, clothing Its a state of helplessness. It is characterized by poor health, hunger, and lack of education facilities, uncared for environment. Causes of poverty a. Adverse climatic conditions (Geographical factors) b. Poor family background (historical and social factors) c. Political stability leading to civil wars d. Poor governance e. Regional imbalance of natural resources f. Low level of technology g. Laziness h. Over dependence on foreign aid LESSON TWO: THE TRADITIONAL AFRICAN UNDERSTANDING OF WEALTH AND POVERTY Learning outcomes. By the end of the lesson you should be able to: - 1. Define the terms wealth and poverty according to the traditional African understanding 2. State the various ways in which wealth was acquired in traditional African communities 3. List the causes of poverty in tradition African communities Wealth In African traditional societies wealth was measured in terms of the amount of land, livestock, grains, wives, children possessed by an individual or the community. Wealth was acquired in various ways. (i) As a gift from God Most Africans believe that wealth is a blessing from God. (ii) Inheritance In cases where the head of the family is dead, the eldest son becomes the custodian of the estate. The clan and community elders give direction on how the wealth is to be shared out. (iii) Bride wealth (iv) Farming (v) Exploitation of natural resources  honey, wood for carving, building materials etc (vi) Trade African communities were involved in barter trade where they exchanged good and services <br><br>(vii) Raids  wealth was also acquired by raiding other communities  goats, sheep, Cattle. - People were encouraged to work hard to acquire wealthy honesty - Wealthy people were highly regarded and were considered for leadership position - Wealth was incomplete without a family Poverty Poverty was viewed as punishment or curse for wrongdoing. Other causes of poverty according to African Traditional Society were: -  Laziness  Lack of inheritance  Raids by other communities  Famine  Natural calamities  Sickness  rendering the individual weak to acquire wealth - In acquiring wealth, principles such as value for human life, mutual responsibility, and sharing, communal ownership were emphasized. - Places that were communal include grazing land, rivers, and watering places - Laziness was ridiculed through songs, riddles and proverbs. LESSON THREE: IMPACTS OF THE INTRODUCTION OF MONEY ECONOMY IN TRADITIONAL AFRICAN SOCIETY Learning outcomes. By the end of the lesson you should be able to: - 1. Define economy, development and money economy 2. Explain the reasons for the introduction of money 3. Explain the impact of money economy in traditional African society Introduction - Money was introduced to Africa by the Europeans - Before colonial period, Africans practiced barter trade  actual goods exchanged with other goods e.g. animals would be exchanged with food grains, millet, sorghum, cowpeas, children exchanged for food during famine. - Trade merchants from Asia had introduced into Africa forms of currency such as the cowrie shells, gold and the Indian rupees. Europeans introduced currency still used today Economy:  careful management of resources, finances, income and expenditure of a family, a business enterprise, community or a country. The economy of a country is to be well managed if it has the ability to meet the social economic needs of her members. Development Its measured by the healthy of its economy in the provision of health, education, housing, sanitation, employment, longevity of life, decrease of material and child mortality. Money economy:  Use of money as a means of exchange in economic activities e.g. banking, investment, insurance, payment of goods and services. Reasons for money introduction 1) Colonization brought a lot of changes such as unoccupied land declared Crown land for colonialists. 2) Tax introduction Africans were supposed to pay taxes to the government. Taxes were paid in form of money. 3) Introduction of formal education School fees was introduced. Fees were paid in form of money. 4) Introduction of modern medical services People paid medical services using money. 5) Emergence of new lifestyles Converts to Christianity were emphasized on to have materials, hence had to work to improve their living standards. They built houses, took their children to schools practiced modern family techniques hence had to use money. Impact of the introduction of money economy in traditional African society 1) Introduction of wage  labour 2) Break up of family ties as people migrated from rural to urban areas in search of employment 3) African land taken by the colonialists, reducing people to squatters hence need to work 4) There was creation of a gap between people  the rich and the poor 5) Emergence of vices e.g. corruption, bribery, prostitution, robbery 6) Deterioration of cherished African values e.g. bride wealth has become commercialized, customs lost etc. 7) Loss of African human dignity. Africans had to pay taxes to the colonial government. They were forced to work in European farms so as to get money. They worked under dehumanizing conditions Production of traditional food crops declined replaced by cash crops. 9) Individual ownership of land was emphasized. Land could be sold at will 10) There was increase of rural  urban migration leaving the rural people less educated. 11) Exploitation of the poor by the rich  poor wages, overcharging prices on foods. 12) Destruction of the natural environment to create room for building projects, urban centres 13) The cost of living increased. Almost everything is acquired by money. LESSON FOUR: THE CHRISTIAN TEACHING ON WEALTH, MONEY, POVERTY Learning outcomes. By the end of the lesson you should be able to: - 1. Explain the Christian teachings on wealth 2. Explain the Christian teachings on poverty Teaching on wealth 1) Wealth is a blessing from God 2) Those who obey Gods laws, teachings of the prophets are promised blessings by God Deut28: 1  4 3) Wealth has duties associated with it e.g. 10% tithe, alms to the poor, and an aspect of stewardship. 4) Wealth should be used wisely. People are not owners of their property but are stewards. Should share with the poor, needy. 5) Wealth is not permanent e.g. parable of the rich fool. When people die, they take nothing with them. Naked into the world, naked out of the world. Job. 1:21 6) Wealth can create a false sense of independence feeling of self reliance no need for God 7) Wealth should be obtained justly  no happiness for a person who gets riches in the wrong way. Wrong attitude to wealth can lead to idolatry and other dangers. Matt.19: 23  24 danger of materialism  making riches their God, the love of money is the root of all evil (1 timothy 6:10) 9) It is wrong to discriminate against others on the basis of material possessions. Jesus associated with the rich, the poor, the sick etc. 10) Seek spiritual wealth, which is permanent and more fulfilling than material wealth, which is transitory  temporal. Matt 6:19  20) 11) Acknowledge God as the source of ones riches 12) Use wealth to help the needy 13) Wealth is an instrument to enable us live decently. 14) Obsession with money and wealth leads to sin 15) Church leaders should avoid greed for wealth (1 Timothy 3:3) 16) God will judge rich exploiters. Christian teaching on poverty 1) Christian teachings discourage irresponsible behaviour and habits e.g. laziness, idleness and negligence. Some people became poor because of such. 2) Some people become poor because of misfortunes 3) Others are poor because of judgment due to disobedience to God 4) God cares for the poor 5) Those with more should share with the poor 6) People should work to alleviate poverty in the society 7) Jesus helped the poor so should we The poor in spirit will be blessed LESSON FIVE: CHRISTIAN APPROACHES / RESPONSE TO ISSUES RELATED TO WEALTH AND MONEY. Learning outcomes. By the end of the lesson you should be able to: - 1. Describe the Christians response towards wealth and poverty 2. State the factors causing poverty 3. Describe how wealth/ resources can be distributed fairly Christian can respond by A. Insistence on fair distribution of wealth B. Fighting against bribery and corruption C. Using life skills D. Practicing Christian values Introduction - Affluence  having a lot of material possessions and a luxurious standard of living. Poverty is a state of lack of the basic necessities. - Illegal means of acquiring wealth include fraud, grabbing public land, selling narcotic drugs etc Factors that have contributed to poverty 1. Political instability 2. Lack of formal education 3. Laziness 4. Negative attitude towards work  choosing jobs 5. Historical factors  colonization lack of land 6. Exporting unprocessed agricultural products cheaply then sold back expensively. A. Fair distribution of wealth / resources a) Christians to promote the value of justice, fairness, social responsibility. How? By having anti  corruption crusades, be role models, teach or import skills, advocate for cancellation of foreign debts, taxation to all etc. b) Fair salaries c) Promotion of affordable and decent housing d) Favourable terms of loans e) Encourage Jua Kali artisans f) Christians to demand transformation of society through implementation of just economic policies that can ensure fair distribution of wealth. g) Encourage foreign investors through good infrastructure, incentives e.g. shorter process to register business, security. h) Christian to encourage investments by churches and inculcate in people the values of hard work, proper time management free education free health care for the poor or needy. Fair distribution of wealth / resources refers to jobs, infrastructure, hospitals, water, agricultural products etc. LESSON SIX: BRIBERY AND CORRUPTION Learning outcomes. By the end of the lesson you should be able to: - 1. Define the following terms bribery and corruption 2. Explain the factors that contribute to bribery and corruption 3. Explain the consequences of bribery and corruption Fighting against bribery and corruption Bribery and corruption are related terms. Corruption:  practice of giving a bribe in the form of money, goods or privileges in return for a service. Bribery:  act of giving money, material goods or services to someone to influence the recipient to give underserved favour. It is aimed at influencing a decision to favour. Bribery is a form of corruption. - Corruption is some kind of moral degeneration. A practice whereby someone uses his/her influence in an activity that is not morally acceptable. - Example of corruption include promotion by a senior for a favour, colluding to miss work, use of government vehicles to attend to personal matters. In Kenya, Kenya Anticorruption commission KACC is a national body formed to fight corruption. Factors leading to bribery and corruption 1. Un-employment  one will bribe to secure employment 2. Greed for money  caused by peer pressure, poor moral values, wrong ethical foundation about money etc. 3. Fear  fear of being imprisoned 4. Ignorance  giving bribes in form of gifts 5. Disintegration of traditional African values 6. Lack of moral integrity  no Christian values, one having no spiritual basis 7. Frustration in the place of work 8. A perverted conscience Consequences of corruption and bribery 1. Leads to injustice 2. Leads to incompetent supplies of goods or services being awarded hefty contracts  leads to poor services e.g. road construction 3. Poor infrastructure, poor public service delivery 4. Leads to undermining moral fabric of society  leading to social hopelessness and despair 5. Has led to lack of trust in public servants, and the government 6. Discontentment among people. 7. Degrades the personality of an individual 8. Can lead to imprisonment and lose of job LESSON SEVEN: CHRISTIAN ATTITUDE TOWARDS BRIBERY AND CORRUPTION Learning outcomes. By the end of the lesson you should be able to: - 1. Describe the Christian attitude towards bribery and corruption 2. Define the following terms life skills, decision making, critical thinking, creative thinking, self esteem and assertiveness 3. List the steps involved in decision making 1. It is condemned as an evil practice (a social evil) Ex. 23:8 2. Bribes cause injustice proverbs 17:23 3. Seen as morally wrong as they negatively affect ones family 4. Jesus drove out merchants from the temple. They had started exploitation of the poor. 5. Condemned because it degrades the personality of an individual 6. Amos condemned taking and giving of bribes 7. Bribes blinds the eyes In the parable of John the Baptist condemned soldiers from taking bribes Corrupt judge and the widow, corruption is condemned 8. Christians are to live righteously and not give bribes or receive. They are the light of the world. 9. Money gained from corruption is not acceptable before God. C Using life skills Life skills are abilities, which enable a person to face the challenges of life in an effective way they are <br><br>Decision making Critical thinking Creative thinking Self esteem Assertiveness a. Decision making Process of identifying the best alternative to overcome a challenge encountered. Often decisions we make do not only affect us but those around us. Steps to decision  making 1. Identify the challenge (problem) whats the problem? What is bothering you? 2. Understand the challenge / problem:  What is really bothering you? 3. Find out possible solutions 4. Find out the possible options and alternatives 5. Consider the possible consequences for each option 6. Select the best option 7. Implement 8. Evaluate the outcome of the action b. Critical thinking g. Ability to examine and assess a given situation impartially or objectively. It involves reasoning carefully. Getting detailed information, consider the option before making a decision. Critical thinking makes a person responsible for their actions. c. Creative thinking This is the act or practice of using ideas imaginatively to solve a problem d. Self-esteem - This is the regard one has about himself or herself. Self-esteem can be low or high, positive or negative. A positive or high self-esteem person has confidence, is outgoing, social, appreciates self, realistic and independent. - A person with low, negative self-esteem is nave, withdrawn, shy, feels inadequate, and no selfconfidence. e. Assertiveness Ability to express ones feelings and wishes without hurting others. Assertive people are confident; direct in dealing with others assertive people have a high self-esteem. LESSON EIGHT: CHRISTIAN VALUES RELATED TO WEALTH, MONEY, AND POVERTY. Learning outcomes. By the end of the lesson you should be able to: - 1. Define the terms, values, love. Honesty, reliability, fairness, justice, respect, humility, faithfulness, persistence and chastity 2. State the values related to work Values  Beliefs, which guide people on what is right and wrong. There are - Social values - Cultural values - Moral values Values related to wealth are: - - Love - Honesty - Reliability - Fairness - Justice - Respect - Faithfulness - Humility - Persistence - Chastity Love  intense emotion of attachment, affection, warmth, fondness, regard for a person or something How should love guide a Christian in relation to wealth creation? Honesty  quality of being truthful, fair trustworthy, sincere, genuine. The opposite of honesty is dishonesty. Reliability  being dependable, faithful, predictable, unfailing. The ability of being relied upon and keeping promises. Fairness  condition of being unbiased, free from discrimination. Justice  fair dealings with the people, as they deserve according to the law. Being fair, giving people whats due to them. Opposite of justice is injustice. Respect Quality of having high regard for somebody or something. Politeness. Its important to respect other peoples property. Humility  quality of not thinking that you are better than others. Being humble. Opposite of humility is pride, being proud. Those who humble themselves shall be exalted. Faithfulness  quality of remaining loyal or true to someone. Christians should be faithful at their places of work and in allocating their wealth to Gods work. Those who are entrusted with public resources to manage on behalf of the people should show a high degree of faithfulness. Persistence  quality to persevere. Quality to continue steadfastly, unrelentingly despite opposition e.g. the unjust judge and widow, job =, Jeremiah are people who persisted. Chastity  a state of being pure, holy, innocent modest. It is abstinence from actions that may make one impure before God. -Christians should strive hard not to defile their bodies in search of wealth -Christians should strive to live holy lives, avoid prostitution, drug abuse; corruption -people use sexual favour to get jobs or promotion. Christians should thus avoid such. Revision questions 1. Explain the biblical teaching on wealth 2. Discuss the biblical teaching on acquisition and use of wealth 3. Explain ways in which people misuse wealth in Kenya today 4. Show how misuse of wealth leads to family instability 5. Give ways in which the Kenyan government is alleviating the high levels of poverty 6. State the factors that have contributed to high levels of poverty in Kenya today TOPIC SIX: APPROACHES TO LAW, ORDER AND JUSTICE Learning Outcomes By the end of the topic you should be able to: a Define the terms law order and justice b Describe the traditional African practices that promote law, order and justice. c Explain the Biblical teaching on law, order and justice. d Identify and evaluate the need for law, order and justice in the society. e Explain the rights and duties of citizens f Explain the causes and remedies of social disorder. g Evaluate the role of Christians in the transformation of the society h Discuss church-state relationship LESSON ONE: DEFINITION OF TERMS Learning outcomes. By the end of the lesson you should be able to: - 1. Define the following terms law, order and justice 2. State the types of law 3. State the types of statutory laws Introduction - Law, order, justice are essential for the survival of any society <br><br>- Following laws leads to order and justice lack of following leads to disorder and injustice laws of Kenya are laid down in the constitution. A. Law Established rules by an authority to regulate human behaviour in the community Schools laws, religious laws, factory laws, hospital laws etc. laws differ from society to society. Laws are dynamic. Laws cover all aspects of life. B. Order Condition brought about by obedience to set rules or laws. Order leads to peaceful co  existence in the society. Where there is order, things are done systematically. The opposite of order is disorder. Types of laws 1. Non  legal laws  no court action e.g. school rules 2. Customary traditional laws  based on culture, social traditions. They have to agree with state laws. They are respected by state. 3. Statutory laws / legal laws  laws made by local council or national government and citizens are expected to obey them. Types of statutory laws a) Civil laws  made by parliament on issues such as taxes, labour, divorce etc b) Criminal law  on crime / punishment c) Constitutional law  matters of state and governance d) Company law e) Religious laws e.g. Islamic law sharia C. Justice  treating others the way they deserve in relation to the law. Its administration of rightful dealings in a fair manner according to their actions. A just society follows rules and administers legal action to those who offend others or disobey rules. Justice means treating people the same way without discrimination. LESSON TWO: IMPORTANCE OF LAW, ORDER AND JUSTICE Learning outcomes. By the end of the lesson you should be able to: - 1. State the importance of law, order and justice a) They are essential to preserve harmony and protect people b) Laws guide people and ensure peoples rights are protected. c) They protect peoples property and enable people to live in harmony d) They protect the consumer from exploitation e) They safeguard religious freedom f) Laws control power of those in authority and promote political stability g) Provides stability, encouraging economic growth h) Helps to control discontentment among people i) Helps implementation of taxes effectively j) Provides / help in maintenance of security k) Ensures human rights are upheld l) Enables the government to protect its citizens from internal or external threats. m) International law regulates relations between countries. LESSON THREE: RIGHTS AND DUTIES OF CITIZENS Learning outcomes. By the end of the lesson you should be able: - 1. Define the terms citizen, rights and duty 2. List the rights of citizens 3. State te duties/ responsibilities of citizens Citizen  person who is a member of a state, kingdom, empire. A person who has full rights as a member of a country by birth, decent, registration, naturalization. Rights  legal claims that one is entitled to from the government Duty  ones responsibility to the government. Rights 1) Right to life  to live securely 2) Right to education 3) Right to liberty / freedom e.g. one should not be imprisoned, detained, without trial. One is innocent until proven guilty 4) Right to protection of property 5) Right to own a family  right to marry and raise a family 6) Right to health 7) Freedom of movement Right to freedom of association 9) Right to freedom of assembly 10) Freedom of religion 11) Right to own property 12) Right to equality  non discrimination 13) Protection of freedom of expression and speech (own opinions, ideas) Children have rights e.g. Right to life, education, parental care, health, protection from exploitation, right to identity etc. Duties of citizens (responsibilities) 1) Pay taxes to the government 2) Respect the flag and national anthem 3) Respect those in authority 4) Respect the laws of the land 5) Register as a voter and voter in national elections 6) Be responsible at work 7) Participate in national development Promote peace and harmony in the society 9) Report errant members of the society to law enforcement agents 10) Protect the environmental  clean, plant trees, avoid poaching etc LESSON FOUR: TRADITIONAL AFRICAN PRACTICES THAT PROMOTE LAW, ORDER, JUSTICE Learning outcomes. By the end of the lesson you should be able to: - 1. State and explain the traditional African practices that promoted law, order and justice Some of the practices that promote law, order and justice are a) Punishment of offenders People who committed offences such as stealing, murder, witchcraft were punished through death, curses, paying heavy fines etc. this promoted law, order, justice b) Installation of rules, kings, chiefs, elders They were installed to maintain law, order and to execute justice in their areas of jurisdiction c) Administration of oaths - Administered by specialists and are used as a method of establishing and maintaining law and order d) Making of covenants - Covenants were made if there was a conflict between two communities. They would promise to live in peace and harmony. e) Observing of taboos and customary law Taboos were prohibitions. Those who went against taboos were severely punished f) The kinship system  defined how people related one to another g) Rites of passage  ensured customs, laws were adhered to h) Religious practices- such as praying, singing, sacrificing and giving of offerings had the effect of maintaining order. LESSON FIVE: BIBLICAL TEACHING ON LAW, ORDER AND JUSTICE Learning outcomes. By the end of the lesson you should be able to: - 1. Describe the biblical teachings on law, order and justice God initiated Law, order, and justice. 1. Gods creation is orderly. God desires order 2. Man was created with a conscience to know right from wrong sin has consequences or punishment. God does punish disobedience i.e. justice 3. God instituted the laws as part of his plan for salvation e.g. law of circumcision, Torah (10 commandments), circumcision of the heart, laws on what to eat etc. 4. Gods law governed kingship in Israel. National prosperity depended on a kings ruler ship. Kings were to ensure law and order 5. In the New Testament John the Baptist urged people to observe the law (social justice). 6. Jesus taught that the kingdom of God is based on law, order and justice. There should be fair treatment for all people 7. Jesus said that the law of Moses was given to guide people 8. Christians should obey the law of the land and respect those in authority 9. The apostolic teachings stress the need for law, order, justice (1 Cro.14: 33) 10. Christians should be orderly. 11. The birth of Jesus was orderly. His ministry was also orderly hence should Christians. LESSON SIX: CAUSES OF SOCIAL DISORDER AND THEIR REMEDIES Learning outcomes. By the end of the lesson you should be able to: - 1. State and explain the causes of social disorders 2. State the causes of discrimination 3. Explain the causes of crime 4. List the forms of punishment Social disorder is a state of confusion or lack of order in the society Causes 1) Discrimination 2) Inequitable distribution of wealth, resources 3) Crime 4) Racism 5) Tribalism 6) Sexism Discrimination Discrimination is unfair treatment. Discrimination is on basis of - Race - Tribe - Sex / gender People or a particular person is singled out and treated with disfavor or distaste. It is showing bias or prejudice. Causes of discrimination a. Culture b. Prejudice  bias original from opinions that have no known basis or supporting facts  stereotypes c. Ignorance e.g. on HIV /AIDS d. Social status  ones position in a society Inequitable distribution of wealth and resources - This is when riches of family, community, and nation are not fairly shared out due to Selfishness or poor planning. Some areas are marginalized. Racism  unfair treatment of people because of their race Tribalism  discrimination on basis of ethnic group Crime  an offence against state, normally settled in court. Its antisocial behaviour causing disorder. Causes of crime (Why people commit crime) 1. Poverty 2. Public mistrust for law enforces 3. Lack of parental guidance 4. Wide gap between the rich and the poor 5. Greed for power, money 6. Materialism 7. Drug and substance abuse Sexism - Discrimination against people because of gender - Women are discriminated in areas such as jobs, no promotion for women, oppression of women at home, cultural values demeaning the status of women, wife beating / men beating, female genital mutilation (FGM) early children marriages etc. Remedies to social disorder 1) Rehabilitation for drugs users / abusers 2) Punishment for offenders of crime Forms of punishment - Imprisonment - Payment of fines <br><br>- Corporal punishment - Probation - Being assigned community work - Being placed under house arrest - Learning in approved schools, Juvenile homes 3) Equitable distribution of national resources - Develop marginalized areas - Create jobs 4) Campaign against drug abuse 5) The public to use hot lines to report crime to police 6) Preach against racism, tribalism, and preach equality, freedom and interaction with all people 7) People to be sensitized to appreciate and respect different ethnics groups Promote national unity through education /cultural programmes 9) Creation of more national schools so as to have students from all backgrounds 10) Encourage domestic tourism 11) Enlighten women on their rights 12) Employment on merit 13) Rich countries to share wealth with the poor LESSON SEVEN: ROLE OF CHRISTIANS IN TRANSFORMING THE SOCIAL, ECONOMIC, POLITICAL LIFE OF THE SOCIETY Learning outcomes. By the end of the lesson you should be able to: - 1. Define the term transformation 2. Describe Christians participation in social life 3. Describe Christians participation in political life 4. Describe Christians participation in economic life Transformation is to completely change the attitude, character, and well being of the society a) Christian participation in the social life - Christians are involved in the preaching of the gospel in many places in the country. They use print and electronic media to spread the gospel. - Christians have shown concern for the destitute and victims of violence in the society by building homes for them and providing them with food and clothing. - Christians run schools, vocational institutions, universities providing educational services - Christians offer medical services to the society - They speak openly against sexual immorality, murder, bribery, corruption, abortion etc. - They show compassion to those in need the poor, HIV / AIDS orphans, widows, widowers, aged etc. - They offer guidance and counselling to dysfunctional families (the pastors, those trained to do counselling  almost all pastors get a training in guidance and counselling) b) Christians participation in the political life - Christians participate in the political life by advocating for fair distribution of wealth - They offer prayers for government, political leaders - They exercise their right by voting - They also participating in the political life by standing up for elections (Vying for elections) c) Christian participation in economic life - Christians participate in economic life by paying taxes to the government - By contributing in collection of funds for construction of churches, schools, hospitals - They invest in business that promotes their own development as well as the development of the country. - They provide financial resources in order to assist others to start economic activities or self employment - They discourage business practices such as using faulty scales, hiking of prices cheating in business etc and encourage proper acquisition of wealth d) THE CHURCH  STATE RELATIONSHIP The government and the church interact at various levels and in different areas a) Religious leaders give advice to the state b) The church speaks against corruption, robbery, rape, abortion, vices which the government is fighting c) The church is the conscience of the state d) Both educate the citizens on the constitution and their rights e) The church preaches peace, love, unity, order f) The state needs support of the church in mobilizing citizens to adopt government policies g) Both are involved in rehabilitation of prisoners h) The church builds schools and other institutions that supplement government institutions. i) The church is involved in formulation of educational curriculum. However the church differs with government on various issues such as a) Use of condoms (Some churches opposed to this) b) Use of live bullets by the law enforces when curbing riots c) Fight on corruption a thorn to the church since state leaders are involved d) Issue of death penalty  church been fighting against death penalty to convicts NB. The government lifted the death penalty as a form of punishment in the year 2009. Revision questions 1.state ways in which Christians can promote peace/unity in the society 2. Why should Christians take part in voting? TOPIC SEVEN: CHRISTIAN APPROACHES TO SELECTED ISSUES RELATED TO MODERN SCIENCE, TECHNOLOGY AND ENVIRONMENT Learning Outcomes By the end of the topic, you should b able to: 1. Explain the Christian view on some issues related to modern science and technology 2. Explain the Christian view on the effects of modern science and technology on the environment LESSON ONE: DEFINITIONS Science  subject field that deals with a systematic study of our surroundings and behaviour of materials in the universe It is based on observation, experimentation and measurement. Technology  application of science to achieve desired objectives. Environment  our surroundings  both natural and human made i.e. mountains, lakes, land, forests, animals, buildings, flowers etc LESSON TWO: POSITIVE AND NEGATIVE EFFECTS OF SCIENCE AND TECHNOLOGY Learning outcomes. By the end of the lesson you should be able to: - 1. State the various ways that science and technology has improved our lives 2. State the negative effects of science and technology Ways science and technology has improved human lives 1) Improvement of crop production  a quality seeds, fertilizers leading to improved yields 2) Better nutrition, health care, medical services 3) Improvement of livestock production through artificial insemination, quality medicine leading to more milk production. 4) It has led to development of efficient means of transport  land, air, seas 5) Work has been made easier and enjoyable. There is use of machines, automation, use of computers. 6) Peoples lives have been spared, saved e.g. through life saving machines (ICU), incubators 7) Business transactions are being done through the internet Communication has been made easy  fax, email, short text messages on mobile phones etc 9) Research is ongoing for incurable diseases i.e. HIV / AIDS, cancer 10) There is better management of environment 11) Technology has made the world a global village 12) Through family planning methods, its easier to control population growth 13) Theres a better security system through use of scanners, alarms, electrified fences etc. 14) Improvement of learning through elearning 15) Theres easier movement from one country to another Negative effects of science and technology 1. People use medicine to commit suicide 2. Increase of crime, fraud and death through modern means of communication 3. Destruction of family relationships 4. Breakdown of community names, values morals, breakdown of families 5. Terrorism 6. Greed for money / materialism 7. Unemployment  replacement of personnel by machines 8. Health hazards such as accidents in factories 9. Pollution, air poisoning LESSON THREE: CHRISTIAN VIEW ON ISSUES RELATED TO SCIENCE AND TECHNOLOGY. Learning outcomes. By the end of the lesson you should be able to: - 1. Define the following terms euthanasia, blood transfusion, organ transplant, genetic engineering and plastic surgery 2. Describe Christians view on euthanasia, blood transfusion, organ transplant, human cloning, genetic engineering and plastic surgery 3. State the reasons for and against euthanasia, blood transfusion, organ transplant, human cloning, genetic engineering and plastic surgery a. Euthanasia b. Blood transfusion c. Organ transplant d. Genetic engineering e. Plastic surgery Euthanasia Its a Greek word, which means an easy and painless death. It is mercy killing ending a persons life so a) Injecting an overdose of sleeping pills to the sick person b) Switching off life support machine c) Exposing the person with chronic pneumonia to very cold air. Christians view on Euthanasia Christians are opposed to euthanasia for several reasons such as a) Life is sacred, a gift from God and only God can take away human life b) Suffering is part of human life c) Euthanasia is against medical ethos, which demands that doctors and nurses work for the sustenance of human life and alleviation of suffering but not to terminate it. d) Jesus has power over sickness and through his name all sickness are healed e) Accepting euthanasia discourages medical research on vaccines that may cure various diseases. f) Euthanasia discourages patients and makes them to lose hope in life. They may feel unwanted and rejected. Blood transfusion - Its the process of injecting a persons blood into another person through his/her veins. The giver is a donor the receiver is a recipient. Reasons for blood transfusion 1. When a person is suffering from acute anemia (little blood in the body) low blood level. 2. To restore blood lost during fatal accidents, wars, or childbirth 3. To maintain blood levels for patients undergoing major operations 4. To correct the low haemoglobin level of some patients 5 Blood has to be screened for any diseases, and then kept in blood bank after determining the blood group. The transfusion should be in a hygienic way. The equipment used should be sterilized 6. Donors should not be below 16 years or above 65 years Alternatives to blood transfusion a) Volume expanders  increase fluid levels in the body b) Growth factors  intra operative / post operative c) Blood salvage  same blood when on surgery is saved then transfused back to the patient Christian view on blood transfusion a) Some Christians believe it is wrong to take blood from a healthy person and transfuse it to another person. b) Blood is life and life cannot be taken from one person to another c) Blood transfusion is essential as it saves life d) Blood transfusion can transmit dangerous diseases like HIV / AIDS and Hepatitis B e) God has given Christians the intelligence and capability to make the right decision and choice Organ transplant - This is the removal of a defective organ and replacing it with a healthy one. Body organs transplanted are kidneys, heart and eyes small intestines, pan crease. - The purpose is to replace the damaged organ of a recipient <br><br>- Common transplants are the heart, kidney, eyes from living and the dead (heart) within a span of hours. Eyes can be transplanted from animals. Christian view on organ transplant a) It saves life hence acceptable to some b) Its transferring human life from one person to another c) Its wrong to transplant from animals  view by some Christians d) Some support organ transplant by referring to the story of creation of Eve from parts of Adam e) It is part of human beings continuing with the creation work of God. f) It is an expression of love and concern for those suffering as taught by Jesus Christ. Genetic engineering - Its a scientific technique used by scientists to change the biological characteristics of living organisms by deliberately altering the structure of individual genes. - There are genetically modified foods, genetically engineered seeds, test tube babies, human clones, and genes of human insulin. Human cloning This is a form of genetic engineering. Its a creation of genetically identical copy of a human being, human cell. <br><br>Twins are a form of natural cloning Theres therapeutic cloning and reproductive cloning (human cloning) Therapeutic cloning is when cells from an adult are used in creating Human cloning is illegal worldwide Genetic cells are used to treat Alzheimer, heart attack, cancer Test tube babies are different from human cloning. Test tube babies are <br><br>where the egg and sperm is fused together outside the body. <br><br>In cloning, a needle like device is used to draw out the cells from an <br><br>embryo, then preserved using chemicals, then put in a womb/uterus to grow. Some do not need a sperm cell, they use other body cells for fertilization. Reasons for advocating human cloning <br><br>Can clone people whose genetic composition is of a genius, people with <br><br>special abilities or talents <br><br>Can be able to bring, revive back great extinct characteristics. Those who support it believes it can reduce immorality <br><br>Reasons against human cloning 1. God is the sole creator. Cloning takes the place of God. 2. It de humanizes human beings purpose of human reproduction 3. It destroys uniqueness of each individual (Cloning is an exact copy) 4. It can be abused and used to create antisocial people (rapists, thieves) 5. May create deformed people 6. Its un-ethical, immoral experiment. Its destruction of the embryo hence abortion 7. 95% of clones have failed (animal) most animals died 8. Its illegal 9. Closed animals died of cancer, had arthritis, deformities and an early death 10. Cloning may bring a destructive copy of humans Advantages of genetic engineering 1. Implanting genes that are diseases free in people, plant and animals could prevent diseases. 2. Genetic crops yield more 3. Helps to determine the biological parent in case of dispute on babies (DNA) 4. Helps to increase disease resistance in crops and altering animal traits in plants and animals 5. Assists in classifying blood during screening before its transfused to another person. Christian view of genetic engineering 1. Christians support genetic engineering that is beneficial to human beings e.g. Cure of genetic diseases, production of drugs, plant and animals 2. Human beings are made in Gods image and are loved by God with or without defects. 3. The dignity of the human being is eroded or disregarded and should be upheld. 4. Christians oppose cloning and test tube babies 5. Its against Gods will or teaching Plastic surgery - Its to change or mould the shape of something, to enhance or restore an area of the body - Its repairing or improving of damaged, diseased or unsatisfactory shaped parts of the body with pieces of skin or bone taken from other parts of the body. - Skin grafting is the most common type of plastic surgery - Plastic surgery is done on cleft lips i.e. cosmetic surgery, breast surgery  reduction or enlargement, surgery done to look younger. Reasons for plastic surgery <br><br>- It can help restore ones confidence or self  esteem - It enhances beauty, attractiveness or youthfulness - It enhances a persons life and can be a life changing procedure - It may help a person to get a new job Disadvantages - Its expensive - Can lead to transmission of diseases Christian views on plastic surgery - Some support it, as it has some benefits - Some Christian oppose plastic surgery in order to look younger - Some argue that some people do it because of a lack of self  acceptance, low self esteem hence should work on such issues first. LESSON FOUR: THE CHRISTIAN VIEW ON THE EFFECTS OF MODERN SCIENCE AND TECHNOLOGY ON THE ENVIRONMENT (POLLUTION, DESERTIFICATION) Learning outcomes. By the end of the lesson you should be able to: - 1. State the various ways of caring for the environment In Genesis 1, man was given the responsibility of taking care of the environment Ways of taking care of the environment 1. Cleaning up the environment, clean up rivers 2. Educating people on the importance of conservation 3. Dispose industrial wastes properly 4. Enforce use of environment  friendly fuel (unleaded fuel) 5. Factory owners to supply protective wear to factory workers 6. Planting of trees and flowers 7. Establishing airports, industries, and disco clubs away from residential areas. <br><br>8. Advocate for laws to be passed to minimize noise from vehicles, aircrafts, entertainment centres. 9. Waste to be managed through <br><br>Reuse e.g. bottles Recycle  plastic bottles to be recycled to plastic bins, old newspapers <br><br>to be recycled to tissue papers. <br><br>Recover  burning waste products to produce electricity <br><br>Waste can be managed to reduce use of Throw away goods e.g. batteries to use of electricity. LESSON FIVE: POLLUTION AND ITS EFFECTS. Learning outcomes. By the end of the lesson you should be able to: - 1. Define the terms pollutant and pollution 2. Give examples of pollutants 3. State and explain the types of pollution 4. State the effects of the various types of pollution. Its introduction into the environment of substances or energy that is liable to cause hazards to human health, harm to living resources and ecological systems In simple terms pollution is the contamination of the environment. Substances that cause pollution are called pollutants. Some of the pollutants include; <br><br>Industrial affluent Pesticides Insecticides Fertilizers Ultra  violent rays from nuclear plants Dust Smoke Noise Waste heat Exhaust gases from automobiles <br><br>Types of pollution a) Water pollution p) Air pollution q) Land pollution r) Radiation pollution s) Sound pollution (noise) Water pollution This is the increase of substances in water in excess of its rightful chemical components thus making it unsuitable for human, animal or plant use. - Disposing domestic and industrial waste into rivers, lakes, seas etc pollutes water. - Disposing agricultural chemicals pesticides into water bodies. - Oil spilling into waters - Poor sanitation bathing or washing clothes in rivers or dams Effects of water pollution a. Causes diseases, which are communicable such as cholera, typhoid, and dysentery. b. Leads to death of marine life  birds (Flamingo) fish by oil spills c. Mercury (metal) leads, silver is poisonous. They kill organisms. d. Water becomes unfit for human consumption Air pollution - Presence of contaminants in the atmosphere caused by a. Smoke b. Fumes c. Dust  from mines, quarries - When there is an increased level of carbon dioxide in the atmosphere thats pollution - Other major atmospheric pollutants include gases such as chlorofluorocarbons (CFC), and sulphur dioxide (SO2) - Nitrogen Oxide (NO) i.e. fumes from vehicles, aircrafts, industries Effects (i) Leads to diseases such as bronchitis, asthma (ii) Leads to depletion of the Ozone layer leading to ultra  violent rays of the sun penetrating to the earth causing skin cancer, cataracts (eye problems), low plant yields. (iii) Causes rusting of roofs (iv) Causes acid rains (v) Carbon dioxide (02) in the atmosphere has led to global warming. (vi) Formation of smog (thick fog), which can lead to accidents. (vii) Colored rain due to large amounts of dust in the atmosphere (viii) Eyesight loss due to gas leakages from industrial plants. Land pollution Land pollution is any physical or chemical alteration to land, which causes change in its use and renders it incapable of beneficial use without treatment. - Improper or excessive use of insecticides, pesticides makes land acidic - Land is also polluted by improper disposal of waste / garbage, broken glasses. Effects (i) Waste is an eye sore spoiling the beauty of the environment (ii) Broken glass can lead to injuries (iii) Open mining leaves pits, which are a danger to people and animals. Noise pollution - Experienced especially in urban centres, near roads, running water, mining areas, airports, music from bars, nightclubs etc. <br><br>- An instrument called sound meter measures noise. The lowest unit is O Decitel, which is okay. More than 80 decibels is harmful to the ear. Noise over 80 decibels can cause (effects) - Deafness, hearing problems - Psychological disorders  frustrations, irritation - Insomnia - Shock due to sudden noise - Cracking of walls Noise can be minimized by <br><br>Construction of sound proof buildings Location of residential areas away from industries, airports, bars, main <br><br>roads <br><br>Banning of unnecessary hooting, playing of loud music in public <br><br>vehicles <br><br>Installing silencers in generators Education people on the effects of noise pollution <br><br>Pollution caused by radiation <br><br>Mainly in developed countries <br><br>Atomic explosions e.g. Hiroshima / Nagasaki in Japan in 1945. The side effects of mutations of born children. Some children born with deformities. The radiation caused chromosome mutations. Some mutations on the cells of the parent / grandparents. <br><br>Nuclear power stations also a danger Medical equipment e.g. X ray machines when one is over exposed to <br><br>these radiations (x  rays) it can lead to development of cancer. LESSON SIX: DESERTIFICATION Learning outcomes. By the end of the lesson you should be able to: - 1. Define the term desertification 2. Describe the causes of desertification This is slow encroachment of desert  like a condition to land that was previously productive making it desolate, uncultivatable and uninhabitable. Human activity accelerates creation of deserts. Causes of deserts 1. Natural a) Persistent rains in a semi  arid area b) Exposure of an area to very high, very cold temperatures c) Inadequate rainfall for a long period of time 2. Human Human activities that lead to desertification are (i) Cutting down of trees (deforestation) for land use such as building, industries, and not replacing them. (ii) Use of water from wells to irrigate land. Its harmful especially salty water  salt on soil salination is toxic to soils. (iii) Incorrect use of pesticides and fertilizers destroy soil nutrients. (iv) Industrialization  industries emit carbon dioxide (CO2) leading to formation of acid rain, which leads to unproductive land hence desertification (v) Overgrazing especially among the pastoralist communities (vi) Poor farming methods like cultivation on riverbanks and slopes, which causes soil erosion, leading to desertification. LESSON SEVEN: SOLUTIONS TO DESERTIFICATION Learning outcomes. By the end of the lesson you should be able to: - 1.state the solutions to desertification Land can be restored through the following ways; (i) Removal of people, livestock from certain areas e.g. forests (ii) Installation of good drainage systems (iii) Reduction of water logging / salination (iv) Use of alternative sources of fuel such as wind, solar, biogas instead of cutting down trees to use as fuel (charcoal) (v) Advocate for penalties to those who pollute the environment  factories (vi) Replace trees that are cut down (vii) Build water storage facilities to store rain water then use it for irrigation (viii) Educate people on the importance of the environment (ix) Use of manure instead of harmful fertilizers Emulate Prof. Wangari Maathai implanting trees  8th October 2004 she was awarded the Nobel peace prize, an international award, for her efforts in preserving the environment. Revision questions. 1. How can modern Christians evaluate scientific and technological discoveries 2. Why is the church in Kenya opposed to plastic surgery? 3. How has science and technology improved human life? 4. What are the consequences of science and technology in our society? C.R.E.  QUESTIONS AND ANSWERS TOPIC ONE CHRISTIAN ETHICS Q1. What is the meaning of Christian Ethics? It is about how Christians make choices in their daily lives guided by <br><br>Christian principles and value. Q2. What is the basis or sources or foundation of Christian Ethics? <br><br>The Bible/Biblical scripture (holy) The natural law Human experience and reason The Christian community  preachers Situation Ethics Secular/Civil Law <br><br>Q3. List the basic life skills that one needs to be able to lead a better life (a) Critical thinking (b) Creative thinking (c) Decision  making (d) Self-esteem (e) Assertiveness TOPIC TWO MALE/FEMALE RELATIONSHIPS Q1. Explain seven Christian teachings on male/female relationships <br><br>Male/female were created as equal human beings: created in the image <br><br>and likeness of God. <br><br>Male/female created for companionship, help/ partners/ compliment <br><br>each other. <br><br>Both are co-creator with God  done through procreation. Union between both is consummated in marriage. Relationship is based on love and respect/chastity. Man/husband is the head of the family. Each man to have his own wife and wife own husband. Husband and wife should not deny each other conjugal rights. Youth should abstain from sex until marriage. Male/female body is temple of the Lord. Short periods of abstinence are allowed among married people but with <br><br>consent from each other. <br><br>Christians appreciate different roles of men and women in the church <br><br>e.g. leadership in choir for women and men. TOPIC THREE. HUMAN SEXUALITY Q1. Explain the Traditional African understanding of human sexuality Human sexuality is regarded as sacred and secret in many African <br><br>communities. <br><br>The sacredness of sex is related to the power to transmit life  <br><br>procreation. <br><br>It is taboo to discuss sex matters freely especially in the presence of <br><br>children. <br><br>Grandparents who are free from any tying job teach sex education. Young people are prepared for adult life in the context of age group e.g. <br><br>games of sexual nature take place within an age group. The age group has control of each other and there is no sex whatsoever. <br><br>During initiation ceremonies, vigorous sex education is provided to the <br><br>initiates. <br><br>They are taught about sex, its secrets and the mystery of manhood and <br><br>womanhood. <br><br>Girls are expected to remain virgins Rape offenders are severely punished. Boys and girls are not allowed to mix. Division of labour is on the basis of sex. Roles of boys and girls are taught from childhood e.g. by copying their Man and woman are equal before God. It is for procreation. Man and woman are complimentary. Both were created in the image of God. They became one in marriage. Sex is only allowed in marriage. Virginity is valued. Human beings have the ability to control sexual desires. Chastity is a virtue. All forms of irresponsible sexual behavior are condemned. <br><br>Q3. In what ways is sex abused in Kenya? <br><br>By practicing fornication/sex before marriage. Adultery  sex outside marriage Through prostitution By practicing bestiality Through homosexuality/lesbianism/gayism Incest Rape/defilement of minors Masturbation Pornographic literature  using of technological devices in sex <br><br>Q4. Why do you think minors are defiled or sexually abused in Kenya daily? <br><br>Lack of self-control among some men. Drugs and drug abuse. Permissiveness in society. Influence from the mass media. Mental illness  mad people. Erosion of the African culture/moral values Devil worship/strange cults/false religion. Breakdown of religion values. Irresponsible parenthood. Indecent dressing. Leniency of the Law/no punishment for criminal. Idleness Poverty <br><br>Responsible Sexual Behaviour Q 5. What is the Christian teaching on responsible sexual behavior? <br><br>Responsible sex is between male and female. Sexual intercourse is allowed between married people. Faithfulness is a virtue in this: Both partners must avoid adultery. Responsible sexual behavior means exercising self-control. It entails obedience to Gods commands hence a Christian has to shun <br><br>forbidden sexual behavior e.g. fornication. <br><br>Body temple of the Lord. Our sexual relationships should uphold human <br><br>dignity and respect for our bodies. <br><br>The Bible teaches that whatever we do with our bodies should be for the <br><br>glory of God (1 Cor. 7:19-20). Q6. List the difference types of irresponsible sexual behavior  Homosexuality (lesbianism, sodomy)  Bestiality  Masturbation  Rape  Incest  Prostitution  Fornication  Abortion Q7. Explain the Christian teaching on responsible sexual behavior <br><br>It defiles the body, which is the temple of God. It is wickedness. It is unholy and dirty before God. It is spiritually unclean. Those involved break the commandment of God. It involves coveting  a sin. Polygamy is condemned and considered irresponsible. <br><br>Q8. State the effects of irresponsible sexual behavior It can lead to sexually transmitted diseases (AIDS). Can lead to pregnancy and then abortion. If married people are involved (adultery) divorce may occur. Separation Children suffer lack of parental care due to divorce as a result of <br><br>adultery. <br><br>It may lead to street children. It discourages young people from marrying. It can lead to fights, quarrels, misunderstanding and friction. Young people can chop out of school due to pregnancy/AIDS. Can lead to single parenthood. Withdrawing from family and society. Self-pity and loneliness. Psychological problems e.g. depression Stress Suicide and death. Unwanted/unexpected pregnancies. Aggressiveness and violence. LESSON THREE: THE FAMILY Q5. State the different types of families <br><br>Nuclear family Single parent family Polygamous Extended <br><br>LESSON TWO: MARRIAGE Q1. Explain the Traditional African understanding of marriage <br><br>Marriage is viewed as the focus of existence, i.e. the point where the <br><br>three members of the community meet (i.e. living, departed and the unborn). <br><br>A rhythm of life through which everybody must participate. Marriage is a duty/a must/compulsory Failure to marry means the person has rejected society and the society <br><br>rejects him in turn. <br><br>Those who do not marry are considered as sub-human or lawbreakers. Marriage is God ordained. Young boys and girls are prepared for this sacred institution during <br><br>initiation. <br><br>They are taught everything pertaining to marriage e.g. sex. Children cement the marriage. <br><br>Q2. What is the importance of children in Traditional African Society <br><br>They help their parents at old age. Cement a marriage: One without children is considered incomplete. Children (boys) provide security at home and the community. They help in the perpetuation of the family and community name. The departed are reborn through naming of children. Provide labour. It is through children that (new) members meet and get to know each <br><br>other. Young children are introduced to their relatives e.g. during initiation, marriage etc. Marriage is for procreation. Marriage is for companionship. It is for fulfillment of mutual love. Marriage is a remedy against sin  fornication. It should be monogamous. Marriage should be permanent  no divorce. Without or with children marriage is complete. Sex outside marriage is forbidden. <br><br>Q4. What is the importance of courtship period in Traditional African Societies? <br><br>It helped in identifying a suitable marriage partner. The two families involved established a firm relationship. The boy and the girl had a chance to learn each others character. It gives an opportunity to know whether the boy and girl are related. Allows time for exchange of gifts between the two families, thus a firm <br><br>relationship is established. <br><br>Time to negotiate the bride-wealth. Boy and girl are instructed about their duties and responsibilities. <br><br>Q5. Why are many people opting for celibacy instead of marriage today? <br><br>Celibacy is used to refer to the unmarried. Many remain single today because of Christianity  to serve God. Some are born Eunuchs  cannot father children. Education  one may want to pursue education Career demands  too demanding to allow one get time for a family. Lack of guidance and counseling on marriage and family. Discouragement from failing marriages. Economic reasons  one may not have money for a big house, wedding Economic independence  whereby young people feel satisfied when <br><br>they have enough money. <br><br>Parental interference  or whom their son should marry. Disappointing relationships. <br><br>CHAPTER SIX CHRISTIAN APPROACHES TO WORK Q1. What is work? Answer <br><br>Work means any human activity, be it manual, intellectual or both. <br><br>Q2. List any six reasons why people work <br><br>People work for self-satisfaction and fulfillment. For personal development. In order to acquire basic needs of life. To give life meaning, direction and dignity. To provide service for the community. To acquire wealth and status in the community. In order to socialize and grow as a member of a community. To attain independence and stop depending on others. In order to help others e.g. beggars. <br><br>Q3. Explain the Traditional African attitude towards work <br><br>Work was understood as a fundamental dimension of human existence <br><br>here on earth. <br><br>It is through work that human beings were able to change, reorganize <br><br>and restructure their society. <br><br>It was regarded as a recreational activity as through it, people built their <br><br>houses, places of worship, produced art like sculpture and carving. <br><br>Work was highly valued and the dignity of work was taught early in Each member had his own role to play e.g. men went out to hunt, herd <br><br>etc accompanied with boys while mother did house work with the help of daughters. <br><br>Grandparents taught the youth how to behave and baby seated. They believed work was Gods will and so they invoked Gods name <br><br>through prayer, sacrifice to bless their work. <br><br>They had freedom over their work. No supervision. They decided when <br><br>to work, when to rest but rest came after work. <br><br>Work was related to leisure, for people sang, danced and told stories as <br><br>they worked. <br><br>Through work, many people exploited talents or learned e.g. building <br><br>houses, song etc. <br><br>All were workers  work was compulsory. Work brought people together  solidarity. This is because they shared <br><br>work (communal work). Q3. List some of the factors that have changed the attitude towards work in the modern society <br><br>Level of education  determine the type of work. Availability of job opportunities. Stiff competition Work is personal unlike in Traditional African Communities where it <br><br>was social. <br><br>Negative attitude to work. This is where some people hate manual work. People work for personal gain and gratification. Work is a commodity to be sold to the highest bidder. Have association with other employers. Expect loyalty form their employees. Receive from their employees work input as agreed upon on the <br><br>employment contract. <br><br>Operate without being black mailed by trade unions. Open business ventures without Government restrictions. <br><br>Q5. State the duties of employees <br><br>To carry out their duties to the best of their ability without supervision <br><br>e.g. be punctual, present etc. <br><br>To respect and protect the property of the employer. To resort to peaceful means of solving problems, and not destructive <br><br>ways e.g. strike. <br><br>To work diligently for self  fulfillment and development. To respect the employer and fellow employees. <br><br>Q6. Why has child labour become common in Kenya? Definition:  This is the employment of children on a full time basis. Reasons: <br><br>Their labour is cheap. They are not unionisable and can therefore not fight for proper terms <br><br>and conditions of service. <br><br>They can easily be lured and fired. They do no have qualifications in any skill so as to negotiate for their <br><br>terms. <br><br>They are looked at as a source of income by their parents or guardians. <br><br>Q7. What are the causes of unemployment in Kenya? <br><br>High population  There are too few job opportunities as compared to Bribery and corruption  In the job market whereby the rich are able to <br><br>give while the poor though with good qualifications cannot secure a job. <br><br>Lack of skills and capital to start self-employment. Bad governance and poor economic policies from the government. SAPS  Structural Adjustment of Programmes i.e. Policy  not giving <br><br>funds has led to poverty. <br><br>International policies of globalization that have affected the agric sector <br><br>that has been the greatest employer in Kenya. <br><br>Retrenchment of workers in the Civil Service and Private Sectors. Increase in crime that has aggravated insecurity in the country. This has <br><br>discouraged local and international investors. Q8. What can the Government do to reduce unemployment in Kenya? <br><br>By creating more job opportunities. By starting more industries. Increase of workers by 10% after every 10 years. Encouraging self-employment whereby loans and space are given. Starting of a school curriculum (8.4.4.)  starting that gears students <br><br>into blue-collar jobs. <br><br>Starting the District Funds for Rural Development = C.D.F. Stopping rural urban migration. By Africanisation of jobs  sending away foreign workers. <br><br>CHAPTER SEVEN CHRISTIAN APPROACHES TO LEISURE: AND THE USE AND ABUSE OF DRUGS Q1. Identify five (5) reasons why the taking of alcohol as a way of spending leisure is condemned Misuse of family resources. May lead to addiction. Leads to irresponsible sexual behaviours e.g. prostitution, adultery, and <br><br>fornication. <br><br>Could lead to loss of income. May lead to irresponsibility, which leads to accidents such as motor <br><br>accidents. Q2. Write down 5 ways in which modern Christian use their leisure time <br><br>Organize/attend religious seminars. Participate in church choir/concerts. Offers services to the aged. Read religious literature e.g. Bible. Keep the church and its environment clean. Have fellowship with other Christians. Initiate self-help projects to assist the needy. Provide guidance and counseling to the community. Preach the word of God. Visit relatives and friends. Be with family members. Listen to Christian preaching/songs on radio. <br><br>Q3. Give 5 ways in which drug abuse could affect a Christian family <br><br>Drains family resources. Fights in families may occur. Leads to diseases. Leads to family break-ups/separation/divorce. It reduces ones capacity to be productive in the family. Results in making wrong decisions/judgement. Leads to denial of conjugal rights. Leads to loss of religious values. Leads to poor role models for children. Leads to crime/imprisonment. <br><br>Q4. Identify ways in which Christians can overcome temptations to drug abuse <br><br>Practicing self-control. Praying against being tempted. Seeking guidance and counseling. Avoiding the company of those who misuse drugs. Reading literature on the correct use of drugs. Participating in activities that promote proper use of drugs/healthy <br><br>activities. Q5. Why is leisure important in the life of Christians? <br><br>Gives one time to visit the sick/needy. For dedicating oneself to God/worshiping God. Provide an opportunity to fellowship with others. It allows one to develop the different talents given by God. It gives one an opportunity to meet new friends/family. One is able to read the word of God. Provides an opportunity for one to preach/evangelize. Provides an opportunity to take care of the environment. Provides an opportunity to guide and counsel others and be guided. Provides time to rest to gain lost energy. <br><br>Q6. What factors have contributed to the misuse or leisure in Kenya today? <br><br>Too much money/wealth/availability of drugs/contraceptives. Inadequate facilities. Lack of proper guidance/education on how to use leisure. Poverty Inability to make right decisions. Bad company/peer pressure Watching/reading phonographic materials/negative media. Misunderstanding in families/frustrations. Inability to balance between different activities. Permissiveness Lack of role models Idleness/boredom/unemployment <br><br>Q7. State the factors that have led to the misuse of drugs in Kenya today <br><br>Poor role models. Stress/depression/rebellion. Peer pressure/curiosity. Irresponsible parenthood. Influence of mass media. Availability of drugs/wealth. Lack of guidance and counseling. Corruption/greed. Poverty Moral decay/permissiveness in the society. Lack of knowledge/ignorance on use of drugs. Idleness Urbanization/west culture. <br><br>CHAPTER EIGHT CHRISTIAN RESPONSE TO ISSUES RELATED TO WEALTH, MONEY AND POVERTY Q1. Explain the biblical teaching on wealth <br><br>It is a blessing from God. When wealth come with responsibility. Wealth can create a sense of false independence. It should be acquired in just and honest way. Wrong attitude to wealth leads to idolatry. One should seek spiritual wealth, which is permanent and more <br><br>fulfilling. It is wrong to discriminate others on basis of material possessions. Christians should share whatever wealth they have. Wealth is not supreme good. Wealth gives people independence so that they do not beg. Wealth may bring suffering and insecurity. God is the owner of wealth and people should realize that they are only <br><br>stewards. Q2. Discuss the biblical teaching on acquisition and use of wealth Riches acquired through just and fair means are not condemned. Even if wealth is acquired through just means it should not be idolized. Failing to use wealth to glorify God. God is the source of all riches. Wealth is acquired through obedience to Gods laws. People ought to take care of their wealth not misuse. Wealth should be equally distributed and not concentrated in the hands <br><br>of a few. <br><br>Wealth should be used to develop the nations infrastructure. Q3. Explain ways in which people misuse wealth in Kenya today <br><br>Indulge in alcohol and drugs. Engaging in immoral practices e.g. prostitution. Gambling which might lead to loss of wealth. Being luxurious/extravagant Unfair class competition among the wealthy. Using wealth to undermine others e.g. assassination Using wealth to promote crime. Engaging in risky/dangerous sports or projects e.g. motor racing, Q4. Show how misuse of wealth leads to family instability <br><br>One may indulge in alcohol/drug abuse at the expense of family needs. Engage in immorality/extra-marital sexual relations/prostitution. Leads to misunderstanding on how to use wealth/invest. One uses wealth to engage in gambling. Spoils children/encourages laziness. Arrogance/pride/showing off One becomes obsessed with wealth and fails to care for the family love <br><br> has no time for the family. <br><br>Inheritance squabbles in case of death. One fails to meet the basic needs for the family. <br><br>Q5. Give ways in which Kenyan Government is alleviating levels of poverty <br><br>Offering free education. Provision of C.D.F. Allocation of bursary to the needy. Creating and enabling environmental employment in formal and <br><br>informal sectors (easy access to loans). <br><br>Providing market for agricultural products e.g. K.C.C, Cereal Board. Provision of low cost health services. Improving infrastructure e.g. roads, electricity. Providing youth fund through the Ministry of Youth Affairs. <br><br>Q6. State the factors that have contributed to high levels of poverty in Kenya today Low level of technology. Unemployment Laziness Over dependence on foreign aid Abuse of alcohol and other drugs Lack of formal education hence no employment. <br><br>CHAPTER NINE CHRISTIAN APPROACHES TO LAW, ORDER AND JUSTICE Q1. State ways in which Christians can promote unity/peach in the society <br><br>By reporting criminals to the police. By being good example to others as peacekeepers. Praying for criminals. Building and counseling criminals. Teaching the society the importance of keeping peace. Condemning evil and evildoers. <br><br>Q2. Why should Christians take part in voting? <br><br>They belong to the society and leadership affects them. It is a God-given duty. In order to choose righteous leaders who will encourage values/virtues. In order to help reduce bribery and corruption and other vices in the <br><br>society. CHAPTER 10 CHRISTIAN APPROACHES TO SELECTED ISSUES RELATED TO MODERN SCIENCE, TECHNOLOGY AND THE ENVIRONMENT Q1. How can modern Christians evaluate scientific and technological discoveries? <br><br>They should keep in mind that God gave them high-level power of <br><br>thinking. <br><br>Discoveries must be used intelligently to solve mans problems. They should not be used as an insult to God who created all things e.g. <br><br>in things like plastic surgery, test tube babies etc. <br><br>Discoveries must be used intelligently to solve mans problems. Discoveries should not erode Christian values by increasing mans trust <br><br>in scientific and technological production. <br><br>Acknowledge God as the source of all truth including science. Should help man make moral decision and judgments e.g. effect of <br><br>alcohol, smoking, etc. <br><br>Man should not be a slave to scientific discoveries instead he should <br><br>control it. Q2. Why is the church in Kenya opposed to plastic surgery? <br><br>It is against Gods plan of old age and death. It is a sign of lack of appreciation to Gods work of creation. It can lead to death if the operation fails. It interferes with Gods image given at birth. May be very expensive. Emphasis on beauty and pleasing which are seen as idolatry. Certain diseases can be transmitted especially where tissues may be <br><br>detached from a donor with an infectious disease. <br><br>Can bring about other operations like diseases. Scientists use it to compete with Gods creation. Leads to vices such as pride. It may lead to criminal activities by the victim due to different Modern methods of transport and communication have improved social <br><br>interaction and faster movements. <br><br>It has improved efficiency at work where machines are used. Has improved agricultural development hence increasing food <br><br>production. <br><br>Irrigation and wealth forecasting have too increased in food production. It has brought better health care through modern medical technology. Human beings are now better placed in terms of security matters by use <br><br>of radar, alarms and electrical fencing. <br><br>It has led to the creation of job opportunities through industrial <br><br>development. <br><br>Formal education and training has equipped human beings with new <br><br>skills for survival. <br><br>Trade has been promoted through the use of computers and the Internet. <br><br>Q4. What are the consequences of science and technology in our society today? <br><br>Unemployment is acute in our society today because computers have <br><br>taken over. <br><br>There is exploitation of workers by the employers because they want <br><br>maximum profits. <br><br>It has caused pollution and air poisoning. It has caused health hazards and accidents in factories, roads etc. Machines have replaced human labour. Families are separated due to employment whereby a mother lives in the <br><br>rural with children while the father goes to town to work. <br><br>It has destroyed family relationships and replaced it with individualis"}
{"text": "1 # **FORM ONE ** **INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION ** **THE IMPORTANCE OF LEARNING CRE ** **Definition of Christian Religious Education (CRE) ** Christian Religious Education is the study of Gods revelation to human beings through scriptures, the persons of Jesus Christ and the Holy Spirit. Why do schools study CRE? There are many reasons why schools study CRE. Some of the reasons are to: a) Enable you to develop a personal relationship with God. a) Help you to acquire basic principles of Christian living. b) Help you to develop a sense of self-respect and respect for others. c) Help you to develop positive attitudes and values, which help you to cope with challenges of life. d) Contribute to the moral and spiritual development of students. e) Help you to contribute positively to the transformation of an individual and the society as whole. f) Help you to identify answers to situations of life, including death and Eternal life. g) Help learners to identify answers to lifes questions. h) Promotes international consciousness. i) Help you to understand yourself. j) Promote cultural integration. k) Enable you to acquire a better understanding of God. l) Unite people. m) Guide you in choosing a career n) Help you to appreciate African religious heritage and other religions. ----- 2 # o) Promote living values such as honesty concern for others, kindness, love and unity. **THE BIBLE ** The Bible is the sacred book containing Gods revelation to people. It is the inspired word of God. It is the book through which God communi- cates with His people. **The Bible as the word of God ** The Bible is the word of God because: a) The written scripture contain Gods word. b) Through the Bible God communicates his will to humans. c) It contains word written by inspired authors such as the prophets who were sent by God. d) God himself took part in the writing of the Bible. E.g. God is believed to have written the Ten Commandments e) It contains the history of salvation realized through Jesus Christ. f) The Word gives revelation to mysteries. g) The Bible contains a message of hope and reconciliation. h) It reveals that God controlled what was being written and what He inte- nded the writers to pass to the people. **The Bible as a library ** The Bible is referred to as a library since it is a collection of inspired scri- ptures or books. The Bible contains 66 books. The Bible is divided into the Old Testament and the New Testament. The Old Testament contains 39 books while the New Testament contains 27 books. However, the Ro- man Catholic Church accepts 7 additional books referred to as Apocrypha or Deutero or canonical books. The word Apocrypha means hidden or secret. They are Esdras (1, 2), Tobit, Judith, Ecclesiaticus, Baarch and Maccabees. ----- 3 # **Why the Bible is a library ** Several studies show that: a) The Bible contains (66) book just like a library has many books. The Bible is a collection of books arranged in series. b) The Bible is a reference book for Christians. The authors of the Bible had a special spiritual guidance; hence each book was written for a pur- pose. c) The books were written at different times in history. d) The Bible has literary works. e) The Books written contain different topics. f) The Bible has different books written by different authors. g) The books of the Bible were written under different situations and cir- cumstances. **THE BIBLE: MAJOR DIVISIONS AND ITS BOOKS ** **Major divisions of the Bible ** The bible is divided into two major divisions. These are the Old Testame- nt with (39 Books) and the New Testament with (27 Books). The word Testament means covenant or agreement with God. The Old Testament books are divided into: a. Books of the law or the Pentateuch or Torah. b. Historical books. c. Poetic Books d. Prophetic books. **Law books or the Pentateuch or Torah ** The books of law are (i) Genesis (ii) Exodus (iii) Leviticus (iv) Numbers (v) Deuteronomy. Moses wrote these books. They contain the law of God as it was given to the people of Israel through Moses. They also contain the history of the ----- 4 # Israelites from creation to the time they entered the Promised Land. The author Moses is regarded as a lawgiver, teacher and prophet. **Historical books ** There are the 12 consecutive books from (i) Joshua (ii) Judges (iii) Ruth (iv) 1, 2 Samuel (v) 1, 2 Kings (vi)1, 2 Chronicles (vii) Ezra (viii) Nehemiah (ix) Esther. These 12 books record the history of the Israelites. They also contain information about the life and achievements of some prophets, for example, the life history of Elisha and Elijah. **Exercise 1  Go through the 12 books and check page by page the ** **names of other prophets. ** **Poetic Books ** The books are poetic in nature. The poetic books contain wise sayings, songs, and prayers. The poetic books are (1) Psalms which was written by David (ii) Proverbs (iii) Ecclesiastes (iv) Song of Solomon written by Solomon and (v) Job. **Prophetic books ** These are divided into major and minor prophets. A prophet is a messe- nger of God, or Gods spokesperson. A prophet is a mouthpiece of God. Prophets pass information and messages from God to the people. They are messengers from God. Their messages from God concern the future. **Five Major Prophetic Books** I. The major prophetic books are by (i) Isaiah (ii) Jeremiah (iii) Lamentations (iv) Ezekiel and (v) Daniel. The books are named after the prophets who prophesied and probably wrote them. Jeremiah wrote lamentations. These prophets are called Major Prophets because they cover a longer period of time. Their prophe- cies are long, and they prophesied over a long period of time. II. Minor Prophets. There are 12 books of (1) Hosea (2 Joel (3) Amos (4) Obadiah (5) Jonah (6) Micah (7) Nahum (8) Habakkuk (9) Zephaniah (10) Haggai (11) Zechariah and (12) Malachi. These ----- 5 # books are by Minor Prophets who are said to have prophesied over a shorter period of time if you compare them with the Major Prophets. **New Testament books are: ** a. Biographical books or Gospels. b. Historical books (Acts of the Apostles). c. The Epistles. d. Apocalyptic or Prophetic book **a) Biographical book or Gospels ** Gospel means Good News . The disciples of Jesus wrote the biographical books. They contain information about the birth, life, ministry, death, and resurrection of Jesus Christ. The biographical books are four. (i) Mathew  Written by Mathew (ii) Mark  Written by Mark (iii) Luke  Written by Luke, the doctor and (iv) John  written by John (the beloved disciple of Jesus Christ) **b) Historical books ** There is one historical book, which is the Acts of the Apostles. Luke, the writer of the St. Lukes Gospel, wrote it. The book of Acts tells us the history of the early church. **c) The Epistles ** There are two Epistles: Pauline Epistles and General Epistles. Pauline Epistles are letters written by Paul. They are 13 letters that Paul wrote to (1) Romans (2,3) 1, 2 Corinthians (4) Galatians (5) Ephesians (6) Philip- pines (7) Colossians (8, 9) 1, 2 Thessalonians (10, 11) 1, 2 Timothy (12) Titus and (13) Philemon. General Epistles are letters written to the church by other people. The letters are 8 in number. They (1) Hebrews (2) James (3,4) 1, 2 Peter (5,6,7) 1, 2, 3, John and (8) Jude ----- 6 # **d) Apocalyptic or Prophetic book** This is the book of Revelation. It is the last book in the New Testament. It is different from other books. This is because it is prophetic of things to come. It is about the future. It was written by John the beloved disciple of Jesus Christ. **MAJOR BIBLE TRANSLATIONS FROM THE ORIGINAL LAN-** **GUAGES TO LOCAL LANGUAGES ** These books of the Bible are accepted as the Canon of the Bible. The term Canon means Standard or guidance or rule. Translation means expression of books by words and pictures, poems and songs from one language to another. The Old Testament was originally written in Hebrew, the langua- ge of the Israelites. Then between 250  100 BC, it was translated to the Greek language. The Greek translation of the Bible was known as Septua- gint. This term refers to 70 translators. The Jews in dispersion or Diaspora used this translation. These were the Jews living outside Palestine. Between 386  420 A.D. Jerome, a great Christian Scholar, translated the entire bible from Greek into Latin, the language of the Romans. This tran- slation was called Vulgate. Christians used the Latin translation of the Bible up to the 16th century. During the reformation in the 16th Century, Christians were encouraged to use their own native languages in worship. From that time, the Bible was translated into English and German. As Christianity spread to different parts of the world, there was the need for translations of the Holy Bible into various languages. In 1804, the British formed the Foreign Bible Society, which translated the Bible into many languages. Johann Ludwig Krapf translated the New Testament into Kiswahili. This was the first Bible translation in East Africa. Since that time, the Bible Society of Kenya has translated the Bible into other languages such ----- 7 # as Kikuyu in 1951, Kikamba in 1956, Kimeru in 1964, Kalenjin in 1968, and Luhya in 1974. By 1980 the Bible had been translated into 29 Kenyan languages. To date (2010) the Bible has been translated into 42 languages of Kenya. **Translation and versions used in Kenya today ** Besides bible translation into several languages, there are many English translation versions, which are commonly used in Kenya. These are (i) King James Version (ii) Jerusalem Bible (iii) New International version (iv) English Bible (v) The Authorized Version (vi) Good News (vii) Revised Standard Version (viii) New King James Version (ix) Amplified Bible (x) The living Bible (xi) The African Bible (xii) Common Bible (xiii) Todays English Bible (xiv) American version among others. **Writing of the Bible ** By 2010, the Bible Society of Kenya had translated the Bible into 42 Kenyan languages. The need to read the Bible led to writing of Bible reading materials to teach literacy in local languages. Those who wrote the Bible used different styles, and figures of speech to make their message vivid and clear. Several literary forms were used in the writing of the Bible. These are: **a. Poetry in Psalms ** **Activity ** **a) Read Psalms and notice the poetry used by David when he wrote ** **psalms ** **b) Read Job. Notice the rhythm of the words ** **c) Turn to your English textbook  the Integrated English. Read topic ** **4 on sound and pattern in poetry. ** **d) Read any Psalm and any verse from Job. What do you notice? ** **Other literary forms that are used in the Bible are: ** ----- 8 # i) Prose in Leviticus, which is a Legislative text ii) Wise sayings in Proverbs iii) Prophetic speeches by Jeremiah iv) Prayers by Nehemiah v) Love Songs, for example, the Songs of Solomon vi) Letters. Here see Pauline Epistles (Romans) vii) Gospels, for example, Marks Gospel viii) Religious events, for example, Exodus ix) Narratives, for example, Genesis x) Philosophical essays, for example, the book of Job. Here note the use of metaphors and similes in philosophical essays. **The effects of Bible translations on African languages ** **Bible translations: ** i) Increased and deepened African faith in God. ii) Led to increased literacy. After Africans acquired literacy skills, they read the Bible and improved their literacy skills. Christian missionaries established schools in order to teach literacy that helped African to read the Bible. ii) Made it easy for missionaries to spread the gospel to the African communities. iii) Increased the demand for the Bible. This led to writing of Books and setting up of printing presses in African countries. iv) Made it easy for the expansion of the church i.e. more people became Christians. v) Led to the emergence of independent churches and schools. vi) The missionaries and colonialists learnt the African languages. vii) The African converts realized that the missionaries were unfair to them. There was for example a different treatment of African by White missionaries. This was inequality of races, which was and is even now against Christian teachings. ----- 9 # viii) Helped Africans to re-discover their cultural identity. For example the use of African instruments, dressings, and practice of polygamy, which David and other kings in the Old Testament did. ix) Led to the writings and spread of African languages. The missionaries learnt local languages. x) Improved communications between missionaries and the local people because they could understand each other. xi) Increased printing of reading materials **The effects of Bible translations on Africans communities ** After the first Bible translations, there were immediate effects or influences on some communities. For example, some community leaders did not agree with the Christian teachings. Some wanted to retain aspects of their African religion. As a result, some communities who disagreed with Bible translations established their own Christian denominations in order to preach the Bible, as they understood it. This was the emergence of independent churches. Some African communities built independent schools where their children could learn how to read and write without being forced to practice all the Christian teachings. **Review questions ** 1) What is the importance of reading the Bible? 2) How is the Bible used in society today? 3) How does the Kenya Government use the Bible today? 4) Name the major divisions of the Bible in both the New Testament and the Old Testament 5) What are the effects of Bible translation on African languages? 6) Why is the Bible referred to as (a) a Library and (b) the Word of God 7) What is the meaning of the term inspiration? **Study activities ** 1. Read the Bible quotations given above. 2. Carry out role plays e.g. the sacrifice of Isaac by Abraham. ----- 10 # 3. Visit old people in your community and ask them about African religious traditional practices. **CREATION AND THE FALL OF MAN (GENESIS 1-3, 6-9, 11) ** **INTRODUCTION ** In this topic, you shall learn about creation and the fall of man. This information is in Genesis. **BIBLICAL ACCOUNTS OF CREATION AND THEIR MEANINGS ** The book of Genesis begins with two creation stories. The first creation story is in Genesis chapter one. The second creation story is in Genesis chapter two. **The two creation stories ** The first creation story is in Genesis chapter one. The second creation story is in Genesis chapter two. This story is like a song or poem. Its written, Let there be and God saw that it was good  to separate, and there was evening and morning on  Each creation is taken as a day. The creation took place in the following order. It is orderly: 1st day  God created day and night (Light and darkness) 2nd day  The Heavens (sky) 3rd day  The Earth, Water / Sea, Vegetation (Plants, trees, grass) 4th day  Sun, Moon and Stars 5thday  Birds, Sea Creatures 6th day  Animals, Livestock, Man was the last creation (human beings) 7th day  God rested and blessed the 7th day and made it holy. In this creation story, we see God creating things in an orderly manner, day after day until the 6th day. It was last in the first account. God created man from dust and breathed into his nostrils before anything else is mentioned. God then put man in the Garden of Eden, which He had made for him so that man could till and keep it. The garden was planted eastward in Eden. Out of the ground, God made every tree to grow. In the ----- 11 # middle of the garden, there was the tree of knowledge of good and evil. Man was given the responsibility of tilling and conserving the garden. Man was commanded to eat of every tree in the garden except the tree of knowledge of good and evil. A river flowed from the garden and then it separated into four tributaries. God saw that man should not be alone hence He made him a helper/mate; a woman from one of the mans ribs. Man was also given the responsibility of naming all the animals in the garden. There is mention of God resting after work ----- 12 # **Differences between the two creation stories ** |FIRST ACCOUNT|SECOND ACCOUNT| |---|---| |Mentions what was created on which day. Each creation takes a day. -This story is like a song or a poem. Its written, Let there be and God saw that it was good  to separate, and there was evening and morning -It is orderly. -Mentions what was created on which day. -Rivers and garden are not me- ntioned. -Man and woman were created together. -No mention of the knowledge. -Marriage is for procreation. -Sun, moon, stars, sky are mentioned -God rested on the seventh day hence the Sabbath day|-doesnt mention the daily activities of GOD -The story is in prose. For example  and God said  and it was evening... -Not orderly was last in the first account -Doesnt mention what was created on which day -Mentions rivers, and garden for tilling -Woman was created from ribs of man -Mention of the knowledge -Marriage is for companionship -Sun, moon, stars, sky are not mentioned -Mention of resting after work but Sabbath day is not mentioned| ||| # **Similarities between the two accounts of creation ** In both creation accounts: a) Men and women are created by God and are given special references. Man and woman are special to God. ----- 13 # b) God rested after creation. c) God provided the source of food. d) God is portrayed as the sole creator of the universe and everything in it. e) Man is given the responsibility of controlling animals, birds and plants that God created **Activity ** Find out the differences between the two creation stories and write them down. Now compare them with my answer. **ATTRIBUTES OF GOD FROM THE BIBLICAL CREATION ** **ACCOUNTS ** The creation stories tell us that God is: (i) The sole creator and the only source of life (ii) Immortal and Eternal (iii) He is self existent (iv) God of order (v) Source of goodness and true happiness (vi) Holy, merciful and just (vii) Provider and sustainer of the universe and all that is in it (viii) All knowing (Omniscient) (ix) All powerful (Omnipotent) (x) Everywhere (Omnipresent) (xi) A personal God. (xii) He has a mind and a will (xiii) Moral God. He is interested in the behaviour of man and woman. He commands her/him to do the right things. ----- 14 # **TRADITIONAL AFRICAN UNDERSTANDING OF CREATION ** Traditional African view of creation is brought out through traditional stories of creation (Myths). The Agikuyu, Akamba, Gusii and other Kenyan communities have stories explaining their origin. These stories give each community a sense of belonging, and identity. The stories explain the mysteries of life. These stories have common characteristics or teachings. Thus all African communities believe that God: - (i) Is the chief architect of the world (ii) Existed from the very beginning of time. (iii) Created everything out of nothing. (iv) Provides for the needs of human beings. (v) Was disobeyed by human beings who had lived in eternal bliss. This bliss came to an end when human beings disobeyed God. (vi) The African communities had different names to describe God. God was not known as God but as the Creator of everything that existed on earth and skies. He was Mumbi and Mungai to Gikuyu. He was master of the universe. The Kamba called Him Ngai wa Matu. They believed that God continues to create through human beings. **Examples of African creation stories ** 1. The Kamba believed that God created man and woman then tossed them to the earth. 2. The Bukusu say that God the creator (Were Khakaba) created the world alone. a. First God created heaven then created two assistants, Mukhaba and Murumwa. Were the God made the sun, moon, stars, a big red cock which crows whenever it thunders, the rains, the rainbow, mountains, rivers, lakes, streams and all the other things on earth. b. Created a woman for the man. c. Created plants, animals, birds and other creatures. ----- 15 # d. Creation work took six days. On the seventh day Were rested. **Activity ** Ask your parents about your community creation story. **THE TEACHINGS FROM THE BIBLICAL CREATION ** **ACCOUNTS ** I. God is responsible for all creation. He is the sole creator. Gods creation was good. Everything He created God said it was good. It was without flaws and mistakes. God is the provider. God created everything that man needs. He also created food for all animals and other creatures. God is orderly. II. Man has a special place in Gods creation. Man was made as the keeper of God creation. Man is a co-creator and keeper of Gods creation since he was made in the image and likeness of God. Man was comma- nded to work. III. A woman was made from the mans flesh. She joins man in marriage and they become one flesh. God ordains marriage. Human beings were created to socialize. IV. Sin is a result of man and woman disobedience of God. **Responsibilities given to human beings by God in the Genesis stories ** **of creation ** After creating man and then woman, God asked man to: a. Reproduce and multiply. b. Rule over the rest of His creations. c. Be in charge of the fish, birds, and all the animals. d. Cultivate the garden and guard it. e. Eat from the fruits of the garden except from the tree of knowledge of good and evil. f. Name the animals. g. Subdue the earth ----- 16 # h. Transform the creation that God has provided human beings with i. Use creation  forests, rivers, mountains with responsibility and respect. j. Be a steward of Gods creation k. Engineer Gods creation by creating things from the creation l. Dominate the earth **Group work** Work in twos or threes and answer these questions. i. How does man fulfill the command to subdue and fill the earth? ii. How is man a co  creator with God? **BIBLICAL TEACHING: THE FALL OF MAN, ORIGIN OF SIN ** **AND THE CONSEQUENCES ** **Introduction ** Man and woman fell from the Garden of Eden. This experience is expla- ined in genesis chapter 3 verse 4; chapter 6 verse 9 and chapter 11. In these verses, the Bible is teaching about sin, which made Adam and Eve fall. Sin is defined as iniquity, and guilt. It is to miss a mark, to transgress. Sin is a rebellion or an offence against God. Sin originated with the disobedience of Adam and Eve. They had been commanded not to eat of the fruits of the tree of knowledge of good and evil  the tree in the middle of the Garden of Eden. But Adam and Eve ate the fruit after being deceived by the serpent. Man had the power to resist temptation but instead he yielded. Genesis Chapter 3 verse 6 states that man wanted to be wise and thought how wonderful it would be to become wise hence sin arises from the lack of knowledge of God, from the denial of trust of God. **The consequences of sin ** After sinning, we the human race and sinners: 1) Replaced friendship with God with fear of God. ----- 17 # 2) Lost innocence. What had been innocent and good became shameful. Adam and Eve became ashamed of their nakedness, something they had never felt before they sinned against God. 3) Lost good relationship with God. The good relationship between God and man was betrayed. Human beings  were alienated from God. The Lord God sent him out of the Garden of Eden 4) Damaged the perfect relationship between man and woman. The Lord said to the woman You will have desire for your husband, yet you will be subject to him. 5) Pain became part of human experience. I will greatly multiply your pain in child bearing. 6) Man began toiling and struggling to meet his needs You will have to work hard and sweat to make the soil produce anything 7) The home of man, and the earth itself was placed under a curse. Cursed is the ground because of you. Enmity between man and wild animals emerged. 9) Man began to die. Death sentence is passed upon all men. You will return to the ground you are dust 10) Man began to hate. Man developed murderous feelings in his heart, for example Cain killed Abel, his younger brother. 11) Man changed and became prone to sin. 12) Life span of man was reduced (see Gen. 6:3) I will not allow people to live forever, they will live no longer than 120 years 13) Mans language was confused by God after the flood (read Gen.11: 7) 14) Sin led to embarrassment, mistrust, suffering, pain, pride, arrogance and death. **Summary ** Disobedience of God by Adam and Eve brought serious sin consequences to human beings. Sin brings sadness and suffering to man even today. ----- 18 # **Activity** In groups of two or three, discuss the origin and consequences of sin. **CONCEPT OF EVIL ** **Introduction ** In this lesson, we shall discuss the concept of evil as told by the traditi- onal African religion and the biblical writings. We shall study similarities and differences of evil from the two religions. **What is evil? ** In the traditional African society, evil was an offence against God, spirits and ancestors. It was also viewed as an offence against another person or community. Evil was also a misfortune that can befall an individual or a community. **What are the causes of evil? ** Many of the traditional African societies do not associate God with evil. God is not the creator of evil. Some communities believe that evil is an external power that exists on its own. Thus in the traditional African society, evil was understood or explained as something mysterious that was caused by several people and things. These were: a) Evil spirits b) Ancestral spirits  due to disobedience to them c) Some animals like the chameleon are sources of evil. The Akamba believed that chameleons brought evil. Other communities believed that if an owl cries near ones homestead, it is a sign of evil. d) People with mystical powers for example magic, sorcery, and witchcraft are evils e) If a member of a community breaks a taboo by disobedience, this action may bring evil spirits. f) The spirits of the dead; cause evil; if they are not remembered or respected. Evil spirits cause harm and violence. ----- 19 # **Consequences of evil in traditional African society ** These were many and ranged from (a) Barrenness (b) Drought (c) Epidemics (d) Madness (e) Sickness (f) Death (g) Drowning (h) Burning in a house (i) War (j) Physically and mentally handicapped children (l) Rebellious children **GODS PLAN OF SALVATION ** After the fall of man, God took steps to heal the damaged situation and relationship between Him and Adam and Eve. GOD: 1. Provided clothing of skin to Adam and Eve. 2. Looked for Adam and Eve since they were hiding from His presence. 3. Provided Adam and Eve with the knowledge to find different foods. 4. Declared enmity between man and the snake. 5. Hinted at the ultimate victory of man when He said that the seed of the woman would crush the snake or serpents head. The serpent would attack the heel of man and woman. All through the Old Testament, and the New Testament, we see Gods plan of salvation being manifested. For instance, GOD chose and separated Abraham from other communities. The children of Israel led by Moses (were delivered) from Egypt,. God sent prophets to teach and warn the Israelites of the dangers of sin. Finally God sent his only son Jesus Christ to die on the cross to save human kind. **SIMILARITIES AND DIFFERENCES BETWEEN TRADITIONAL ** **AFRICAN VIEW OF EVIL AND BIBLICAL CONCEPT OF SIN ** **Similarities ** Both the Biblical and traditional African view or agree that 1) God is supreme. God is neither the creator nor author of evil ----- 20 # 2) Sin comes from the disobedience of God by human beings 3) Evil and misfortune are Gods curse to man (Biblical) while the traditional African society sees evil as curses by ancestors, and elders. Both curses lead to misfortunes. 4) The result of sin and evil is human sufferings 5) Sin and evil lead to man being separated from God 6) God is the guardian of law and order 7) Human beings have the ability to overcome evil **Differences ** 1) Biblical account emphasizes personal nature of sin while in the African concept; sin is more social and communal 2) Biblical account attributes evil to disobedience while African concept attributes evil not only to disobediences but other external forces. 3) Biblical accounts offer a message of hope to overcome evil while African concept doesnt offer a solution to sin and evil. 4) Traditional African concept all forms of suffering as a result of sin while in the Bible suffering is not always a result of sin. **Review questions ** 1) Explain the differences between the two creation stories 2) State the traditional African view of creation 3) Explain how human beings continue with the work of creation 4) What is the origin of sin and evil according to traditional African society? 5) Give three consequences of sin as stated in Genesis 6) State the consequences of evil according to African traditional societies 7) Trace Gods plan of salvation of human kind Compare biblical and traditional African understanding of evil and sin. 9) What does the command Subdue the earth in Genesis 1 verse 28 mean? ----- 21 # **FAITH AND GOD PROMISES TO ABRAHAM ** **BACKGROUND TO THE CALL OF ABRAHAM (Genesis 11:24-32, ** **12) ** **Introduction ** The background to the call of Abraham is found in the first book of the bible. This is Genesis which is a Greek word meaning Beginning. The relationship between Adam and God was good but after Adam disobeyed GOD, their relationship changed because of sin by Eve and Adam. After sometime, God repaired this relationship by calling Abraham and offering salvation. **Background ** -Abraham lived with his father Terah at a place called Ur. Abrahams father lived among people who worshiped many gods. One of the gods whom people of Ur worshipped was the moon. This worship of many gods is referred to as polytheism. -The family of Terah moved from Ur to Haran. While at Haran, God called Abraham at 75 years old. He was told to. Leave your country, your relatives and your fathers home and go to a land that I am going to show you. Abraham obeyed Gods call. He left Haran for a land that was unknown to him. He took his property his wife Sarah and his nephew lot. At the time of the call of Abraham, he was known as Abram and his wife Sarai. God changed their names to Abraham and Sarah. Abraham means Father of many nations while Sarah means mother of nations. -On arrival in Canaan, he travelled and came to a place called Schechem. God appeared to him once more. Abraham built an altar for the lord at this place. Altars are places of worship. They were regarded as holy and were manifestations of Gods presence. An altar was made of stones. -After sometime, he separated with his nephew Lot due to their servants having strife over water for their livestock. Abraham left Canaan due to feminine. He went to Egypt. ----- 22 # **Activity** 1. Where did Lot settle? 2. Read GENESIS, chapter 11 (24  32) and chapter 12 (1  9) **FAITH AND GODS PROMISES TO ABRAHAM (HEBREWS 11: 1 ** ** 6) ** **a. THE MEANING OF FAITH ** -Faith is a strong belief, a complete trust or confidence in someone or something. It is also a firm belief, which is not based on any scientific or logical proof. Faith in God is an attitude of complete trust in God. It is not based on concrete or tangible objects. Faith is manifested in the ways of life of a believer. -Abraham is an example of someone who had faith in God. He showed his faith in action in several ways. **b. HOW ABRAHAM DEMONSTRATED HIS FAITH IN GOD ** 1. Although Abraham was old, he left Haran to go to a strange unknown land of Canaan. 2. After he settled in Canaan, Abraham was assured by God of his protection and was given other promises such as he will get a son, and Abraham believed God. Sarah gave birth to a son when she was 90 years old and Abraham was around 120 years old. This was as the lord had promised Abraham. 3. The son was named Isaac that means laughter  because Sarah had laughed when she was told that she would have a child in her old age. The child Isaac was circumcised when he was eight (8) days old. 4. Abraham was told by God to circumcise all males in his household including himself. He obeyed. 5. When Abraham was asked to sacrifice his son Isaac to God, he was ready to do so. ----- 23 # 6. Abraham believed that God would fulfill all the promises he had given to him 7. Abraham demonstrated his faith by building altars **c. GODS PROMISES TO ABRAHAM (GENESIS 12:2-3, 15:1-21, ** **21, 17:1-8, 17:15-18) ** A promise is giving an assurance of something to someone. The promises God gave to Abraham were that: 1. God told him he would give him a land. His descendants would be given the land of Canaan to dwell in 2. His name would be made famous 3. His descendants will be many. Abraham would be made a great nation. 4. God would protect him 5. He was promised a son of their own 6. God would bless him 7. God would bless those who bless him and curse those who curse him 8. Abraham was promised that he would die in peace and in an old age 9. His descendants would be strangers in a foreign land but afterwards would come out with great possessions. **d. THE RELEVANCE OF THE PROMISES MADE BY GOD TO ** **ABRAHAM TO CHRISTIANS TODAY (Gen. 12: 2  3, 15: 1  21, ** **21:1  7, 17: 15  18) ** God called Abraham from idol worship in the same way God continues to call people to serve him. 1) Through Abraham, God had a plan to restore the relationship between man and God 2) Christians receive the promises of blessings from God through Abraham (Gods promises to Abraham fulfilled through Christians) 3) As Abraham left his own people, Christians should leave their sinful lives and put their whole trust in God. ----- 24 # 4) Abraham is seen as the descendant not only of the Israelites but also of Christians 5) Christians have faith that God fulfils promises to them as he did to Abraham 6) Christians are assured of Gods protection 7) Through Gods dealing with Abraham, God shows that he values a personal relationship with human kind. Through Jesus Christ Christians enter into an everlasting covenant with God. Just like Abraham entered into a covenant with God. 9) The promise to Abraham of Canaan Promised Land is to Christians the hope for new land  heaven 10) God continues to make promises to those who believe him 11) Abraham is the ancestor (Father) of all believers) **e. DEFINE THE TERM COVENANT ** **i. Definition. ** A covenant is a solemn agreement between two persons or two groups of people. An agreement is between two separated parties. Its a pact, a treaty. When it is a covenant, it conveys a union or partnership. **ii. Characteristics / components of a covenant ** There are components or features that must be in a covenant. A covenant must have a ceremony, sign, witnesses, promises/vows/oaths, obligations / consequences, and participants. A covenant establishes a sacrificial bond between the parties involved. There are obligations or rules by which the parties must abide by, adhere to and observe in order to keep the covenant. A covenant is an agreement and if it is broken, there are consequences for breaking it. In the Bible, there are many covenants. **iii. Examples of covenants in the Bible ** 1. Adamic covenant  Agreement between God and Adam 2. Noahlic Covenant  Gods covenant with Noah where God promised to preserve life of man and not to destroy it with water. The sign of the ----- 25 # covenant is the rainbow. In Gen 9 verse 3, GOD told Noah, Everything that lives and moves will be food for youJust as I gave you the green plants, I now give you everything. Verse 4 says, But you must not eat meat that has its lifeblood still in it 3. Abrahamic covenant  Gods covenant with Abraham. He promised to fulfill promises He gave to Abraham. These promises were: (1) Increase numbers of descendant of Abraham. He will be father of many nations, (2) Be GOD of his descendants (3) Abraham will have a son an heir, (4) Given land of Canaan and other lands from the river of Egypt to River Euphrates, and all for heirs of Abraham (Gen. 15: 17  18) (5) Circum- cision of all males at 8 days after birth even none Israelites living in their land (6) Covenant with Isaac 4. Mosaic Covenant  is a covenant between the Israelites and GOD. Moses led Israel to Mt. Sinai. God promised to be their God. Israelites were given the law written by GOD in tablets of stone, with law and commands I have written for. instruction. (Read exodus 23). 5. Davidic Covenant  covenant between David and God  God promised him that his dynasty would rule forever. 6. Messianic Covenant  new covenant between Christians and God through Jesus Christ. **iv. Gods covenant with Abraham and its importance (Genesis 15:1-** **19) ** The covenant was established after God appeared to Abraham in a vision. During the visitation of God, Abraham was 100 years old and Sarah 90 years. He was promised a son. Abraham wanted assurance from God. God told him to bring him the following items for sacrifice. **v. Items for sacrifice ** Three (3) years olds: heifer, goat, ram and a dove and a pigeon.  Abraham then cut these animals into two halves and placed them opposite each other. ----- 26  # The birds were not split.  After it was dark, smoking fire and a flaming torch suddenly appeared and passed between the pieces of animals.  Towards evening, Abraham fell into a deep sleep. While he slept the Lord appeared to him and told him that:  His descendants will be strangers in a foreign land and be slaves for 400 years. But they will come out of this land with a lot of wealth and God will punish the nation that will enslave Israelites.  He, Abraham will live up to a ripe age, and die in peace. Then the Lord made a covenant with Abraham and promised to give him and his descendants the land of Canaan. God himself passed through the sacrifi- ces and bound himself to keep the promises. **f) IMPORTANCE OF THE COVENANT BETWEEN GOD AND ** **ABRAHAM (GEN. 15: 1- 19) ** God bound himself in a personal relationship with a human being  As God passed through the meat, he showed Abraham he would always protect him. This passed on to the descendants of Abraham  This covenant between God and Abraham begins a lasting relationship between God and all the nations of the earth.  Throughout this covenant God was initiating his plan of salvation for human kind  The promises made to Abraham were fulfilled in New Testament blood of the lamb  death of Jesus Christ  It emphasized the importance of faith followed by obedience that Abraham shared. **g) COVENANTS IN MODERN LIFE AND THEIR IMPORTANCE ** Modern covenants are (a) Marriage (b) Baptism (c) Oath of loyalty and (d) Ordination of clergy Marriage ceremony: In marriage, the bride, bridegroom and their fami- lies come together. When the two families come together a relationship is ----- 27 # developed. They make an agreement and both sides are seriously involved in the ceremony, whether the marriage is civil or religious. During the marriage ceremony the couple makes vows/promises to each other, before a priest/ pastor and the congregation. Two officials witness these agree- ments. Rings are exchanged as a sign of a lasting relationship. A certifi- cate is given in some cases as a testimony (sign) of this agreement. There is eating and drinking. Baptism: In a Christian baptism, a covenant is entered into between the believer and God. The believer makes vows before God. The priest and the whole congregation witness this agreement. In some churches, a card is issued to the person who has been baptized as a sign of Christian mem- bership. The baptized can now take the Holy Communion, which is a Christian Ceremony. But when an infant is baptized, parents take the vows on behalf of the child. Loyalty /oath : Leaders in public service for example the president, ministers, Members of Parliament, and chief officers are sworn in before they take over their new responsibilities. They swear (take an oath) and promise to carry out their duties firmly and without fear or favour. Ordination of the clergy : Church leaders, nuns and priests take oaths and make vows to God and to the congregation in a ceremony attended by worshippers. **The importance of modern day covenants **  They bind different groups  They act as a security  They strengthen relationships  They unite people together  They create loyalty  They create peace, harmony and bring a sense of permanence **h) THE TESTING OF ABRAHAMS FAITH (GEN. 22: 1  18) ** ----- 28 # God tested Abrahams faith by asking him to go and sacrifice his only son Isaac. This was the son he loved so much. He was to travel to Mount Moniah. On reaching Mt. Moriah, he built an altar, and arranged wood on it. He tied up his son Isaac and placed him on the altar on top of the wood. He lifted a knife to kill him. But the Angel of the Lord called out to him from heaven. Abraham! Abraham! Do not lay a hand on the boyDo not do anything to him. Now I know you that you fear God, because you have not withheld from me your son, your only son (v 11-12). Abraham had obedient reverence for God became he did not keep back his only son from God. God provided a ram for sacrifice. He named the mountain the Lord provided God was pleased with Abraham and promised him blessings, many descendants victory, and protection. **Activity** Read Genesis 12:1  9, 15:1  6, 17:23  24, 21:1  7, 22:1-19 IMPORTANCE OF FAITH IN CHRISTIAN LIFE TODAY 1. A Christian today is acceptable to God through his faith in God through Jesus Christ. Without faith it is impossible to please God. 2. A Christian can only serve God if he has faith in him. Faith enables a Christian to serve God 3. Faith enables a Christian to accomplish what appears to be impossible 4. Through faith, Christians are able to trust God to fulfill his promises to them 5. Faith is the foundation of the Christians salvation 6. Faith in God gives a Christian the power to overcome all temptations. 8. Christians should expect to have their faith tested just like Abraham was. 9. Faith enables Christians to patiently wait on Gods promises 10. Christians through faith in God help the poor, make right decisions and are able to understand and know God better. ----- 29 # **JEWISH AND AFRICAN PRACTICES OF CIRCUMCISION ** **a. IMPORTANCE OF CIRCUMCISION TO ABRAHAM AND HIS ** **DESCENDANTS (GEN. 17: 1  16) ** The rite of circumcision was started by Abraham and has been practiced by the Jews up to the present times. In the Old Testament, it was important because: (i) Through circumcision: God assured Abraham that he would fulfill His promises to him. (ii) Circumcision was a sign that Abraham and his descendants had entered into a covenant with God. It was an outward sign of inner faith. (iii) Circumcision was a mark of identity for the Jews (iv) It was a sign of obedience to God (v) It was an acceptance of God as the only true God and their willingness to remain faithful to him **In the New Testament** (vi) Circumcision doesnt qualify one to be a child of God. One is accepted as a Christian without circumcision as long as they have faith in God. (vii) A true descendant of Abraham is the Christian who truly believes in God and lives according to His will regardless of colour, race or creed. **b. CIRCUMCISION IN AFRICAN COMMUNITIES ** Circumcision is one of the rites of passage among the African people. It marks the transition from one stage to another. Many ethnic communities in Kenya still practice the rite of circumcision. During circumcision ceremonies, prayers are offered to God for the well being of the initiates (those who are being circumcised) and the prosperity of the whole community. Initiates learn secrets of their community and society. They are taught myths, origin, religious beliefs, and sex education. In some communities, initiates are given new names or ornaments to signify their new status. ----- 30 # **c. JEWISH AND AFRICAN PRACTICES OF CIRCUMCISION ** **Similarities ** In both Jewish and African communities, circumcision: (a) is a mark of identity (b) provided a sense of belonging (c) was observed as a religious experience (d) was compulsory (e) was a tradition passed from one generation to another (f) is a time for shedding blood (g) was a time for offering prayers to God for the well being of the initiates (h) was a time for giving gifts (i) was a ceremony for initiation (j) was a time for giving the initiates names (k) took place in sacred places. **Differences ** In Jewish community, i. Circumcision was a rite for boys while in African society it was for both boys and girls. But it was for boys in a few communities. ii. Boys were circumcised when aged 8 days while in the African society; it was between 15 to 25 years old. iii. Circumcision was for boys organ while in African societies several forms of initiation were done, for example, removal of teeth, and body piercing among others. iv. Circumcision was a command from God while for the African communities it was in obedience to customary law where ancestors were invoked to protect the initiates. **Among the African societies ** v. Circumcision was a rite of passage from childhood to adulthood while for the Jews it was not. vi. The initiates were given specialized education while the Jews were not. vii. The initiates were grouped into age groups, and were secluded from the community while among the Jews it was not so. viii. The rite of circumcision according to seasons while the Jews once a child is born, they are circumcised on the 8th day. ----- 31 # ix. After circumcision, the initiates were allowed to marry, enter a warrior group, own property but for the Jews the initiate was still a child. **Revision questions ** 1.Explain why Abraham is referred to as the father of faith 2. Give five actions from the life of Abraham that shows his faith to God 3. List some of the promises God gave to Abraham 4. Compare and contrast the Jewish and traditional African practice of circumcision 5. What is the importance of faith to Christians? 6. State the elements of a covenant 7. Give examples of covenants in the bible and the modern society 8. Discuss the circumstances that led God to enter into a covenant relationship with Abraham. **SINAI COVENANT ** **THE CALL OF MOSES ** One day, Moses was looking after or tending the flock of Jethro his father-in-law. Jethro was a priest of Midian. When Moses came to mount Horeb, the mountain of God, the angel of the Lord appeared to him in flames of fire from within a bush. Moses saw that although the bush was on fire, it was not burning. Moses went over to the burning bush to look. God called him out within the bush Moses! Moses! He replied, Here I am. God then told Moses not to come closer and to take off his sandals for the place where he was standing was a holy ground. God introduced himself as the God of his father, the God of Abraham, the God of Isaac and the God of Jacob. God then said he had seen the misery and sufferings of the Israelites in Egypt. He had heard their cry. God had come down to rescue Israelites from the hand of Egyptians. God was to ----- 32 # take them to their home, the land of the Canaanites, a land flowing with milk and honey. God told Moses that He was sending him to go to Pharaoh and bring out the Israelites, the people of God, from Egypt. Moses resisted the call. He asked God Who am I, that is should go to Pharaoh and bring the Israe- lites out of Egypt? God promised to be with him. God said to Moses Say to the Israelites the Lord. The God of their fathers, God of Abraham, God of Isaac and God of Jacob has sent me to you. Moses was told to assemble the elders of Israel and inform them that God was going to deliver them from Egypt. Moses was then to go to the king of Egypt with the elders. He was to tell the king the Lord, the God of the Hebrews has met with us. (EXODUS 3:1  22) **Gods sign to Moses ** Moses was given several signs by God In case the people of Israel did not believe in him. a) First sign was his staff turning into a snake when he threw it down. When he touched the snakes tail it turned into his staff b) Second sign was God asked Moses to put his hand inside his cloak and it was as white as a snow  leprous. He was asked to put it back into his cloak and it was restored. c) Moses further complained that he was a stammerer. God then appoi- nted Aaron, his brother, as his spokesman. **Reasons Moses gave against the call ** 1. He felt unworthy of the call. 2. He wondered who he was to tell the Israelites that God had sent him 3. Moses said that he was a stammerer so he let God choose a spokesperson. Moses however heeded to the call and went back to Egypt together with his family. God promised to be with him and perform signs before Phara- oh. ----- 33 # **What does the name Moses mean?** It means drawn out of water. **What did Moses learn about God from his Calling?** Moses learnt that: 1. God is caring, merciful and concerned about the welfare of his people  Israelites. 2. God is transcendent  he is beyond human understanding. He cannot be limited to time and space. 3. God chooses whomever he wills to carry out his plans. He chose Abraham an old man, a moon worshipper and now Moses, a murderer, a fugitive and a stammerer. 4. God expects total obedience and faith from those that He chooses 5. God is powerful, eternal and omnipresent 6. God is holy. 7. God is a God of history, which means He is concerned with His peoples welfare. 8. God is mysterious  He manifested Himself in the burning bush that was not being consumed. **How did God prepare Moses to be the future leader of Israelites? ** 1. His life was spared when he was rescued by Pharaohs daughter 2. He was nursed by his own mother who taught him about Yahweh and his own true identity 3. Life in the wilderness hardened him to be bold and to persevere hardships 4. He learnt to be patient, keen, and responsible as a shepherd 5. He acquired leadership skills while living at pharaohs palace 6. He learnt literacy and numeracy skills (Educational skills) at the palace. 7. He was not a stranger to Pharaoh hence he could approach him freely. ----- 34 # **THE TEN PLAGUES EXODUS 7:14-11:10 ** During the call of Moses at Mount Sinai, God gave Moses a rod with which he could perform mighty signs before the Israelites and before Pharaoh. Aaron was to be his spokesman. Moses and Aaron gathered the Israelite elders and leaders to tell them what God had said to them. After Moses had performed the miracles that God had showed him; the Israelite leaders believed him. They then approached Pharaoh so that he may release the Israelites. However instead of releasing the Israelites, Pharaoh became crueler. He gave Israelites harder work. When Pharaoh refused to release Israelites, God instructed Moses to bring ten plagues upon Egypt. These plagues brought; great trouble and suffering to Israelites. **Ten plagues ** **1) The plague of blood (Exodus 7: 14  25) ** Moses and Aaron used the rod. They struck the waters of the river as God instructed them. All the water in the rivers, canals, and pools in Egypt turned into blood. All the fish died and there was no water to drink. This situation lasted for seven days. However Pharaohs heart was hardened. He did not release the Israelites. **2) The plague of frogs (Exodus 8:1  15) ** God then sent Moses to tell Pharaoh that if he refused to release the Israelites the whole land would be covered with frogs. At the command of Moses, Aaron held out the rod of Moses and frogs covered the whole land. On seeing this, Pharaoh pleaded with Moses and Aaron to pray to the Lord to get rid of the frogs and he would release them. They prayed and all the frogs died. Pharaoh, however, changed his mind and refused to release the Israelites. ----- 35 # **3) Plague of gnats (Exodus 8:16  19) ** The lord instructed Moses to tell Aaron to strike the ground and Aaron did so and all the dust in Egypt turned into gnats or small flies that bites. The magicians of Egypt could perform the first two plagues. They could not bring the plague of gnats. Egyptians acknowledged that the presence of gnats or small flies that bites was Gods work. But even with this information, Pharaoh still refused to release the Israelites. **4) Plague of flies (Exodus 8:20  32) ** The Lord warned Pharaoh through Moses once more. He was told that God would send swarms of flies to the Egyptian houses. The Israelites houses would be spared. Even after bringing the plague of flies, Pharaohs heart hardened even more **5) Death of cattle (Exodus 8:1  7) ** A plague of disease befell the Egyptian cattle. Not a single Israelites animal died. Pharaoh was not moved; and he refused to let Jews go home. **6) Plague of boils (Exodus 9:8  12) ** Moses threw ashes into the air as God had instructed. This produced boils, which became open sores on the skin of the Egyptians. Unmoved by the suffering of his people, Pharaoh still refused to let the Israelites leave. **7) Plague of hail (Exodus 9:13  35) ** Moses raised his rod and there was a hailstorm with lighting and thunder. The people, animals and plants that were struck by the lightning died. Pharaoh then promised to let the Israelites go but as soon as Moses prayed for the hailstorm to stop, pharaoh hardened his heart and refused to let the Israelites leave. **8) Plague of Locusts (Exodus 19:1  20) ** Locusts covered the whole land and ate all the crops in the fields. The locusts ate all that had not been destroyed by the hailstorm. When Moses prayed to God, for locusts to leave; Pharaoh hardened his heart and refu- sed to let the Israelites leave. ----- 36 # **9) Plague of darkness (Exodus 10: 21  29) ** God then instructed Moses to stretch out his hand to heaven. There was total darkness in Egypt for three days. But there was light where the Israe- lites they were living. Pharaoh remained unmoved and would not release the Israelites out of Egypt. **10) Death of Egyptian first-born males (Exodus 11: 1  31). ** After the plague of darkness, God sent Moses once more to Pharaoh. He was told that this time even his family would be affected. The Lord would kill all the first-born Egyptian sons and first-born male animals at mid- night. This plague occurred during the night of Passover. Pharaoh was moved and allowed Israelites to leave Egypt. **What do the plagues tell us about Gods attributes?** GOD: 1. Empowers His people to perform miracles and to do His work 2. Is Almighty and more powerful than the Egyptian gods. 3. Is determined to fulfil His plans. 4. Is a God of justice. He protects the oppressed. 5. Gives everyone a chance to repent. Notice that each time Pharaoh promised to release the Israelites; God relieved the Egyptians from the plagues. 6. Fulfils His promises  He had promised Abraham to deliver his descen- dants from foreign lands. 7. Expects total obedience and faith. 8. Communicates His will through natural events. 9. Is caring and loving. **PASSOVER (EXODUS 12:1-30, 19, 20, 34) ** The tenth plague is called the Passover. It happened on the fourteenth day of the month. The Israelites were to offer one-year-old lamb per family. If a family was too small, they were to share the lamb with their neighbours. ----- 37 # If a lamb was not available, a one-year-old goat could also be used. They were told to: 1. Slaughter the lamb/goat; smear some of the blood on the sides and tops of the door- frames of their houses. 2. Roast the meat and eat it with bitter herbs and unleavened bread (bread without yeast). If there were any leftovers they were to burn them with fire. 3. Eat in a hurry while fully dressed and having packed their belongings. They were told to borrow silver, clothings, jewellery, and gold from the Egyptians. 4. That on the same night, the angel of death would kill every first born both males and animals in the houses without blood. 5. The angel of death would pass over the houses with blood sparing them. The blood was a sign to indicate this is a house of Israelites. When the Lord sees the blood, He will pass over that house (V.13) 6. The Israelites were told to celebrate / commemorate from generation to generation the Passover as a festival to the Lord. 7. The Israelites were not allowed to come out of their houses on the night of Passover. 8. At midnight, the Lord struck down all firstborn in Egypt from Phara- ohs household to the firstborn of the prisoners and firstborn of livestock. 9. There was loud wailing over Egypt. Every house had someone dead. **Significance of items used during the Passover ** 1) Roasted Meat  this is the easiest method of preparing food since the Israelites were to leave in a short time. 2) Bitter herbs  was a reminder of the suffering and hardships and slavery experienced in Egypt. 3) Eating while standing. Deliverance was near, hence the need to leave in a hurry. ----- 38 # 4) Eating while fully dressed with their stuff at hand. This signified a quick deliverance; hence Israelites should be ready to leave Egypt at once. 5) Eating unleavened bread  the bread was to be eaten and none left over hence there was no need to add yeast for preservation. 6) Collecting Jewellery  God had promised Abraham that after slavery for four hundred and thirty years, his descendants shall be freed with great possessions. 7) Remaining indoors  for security from death. Anyone outside was killed. Blood on doorposts  a sign for deliverance. The angel of death would pass over doors with blood. **THE EXODUS ** **Introduction ** Exodus means movement of a large number of people. **Crossing the Red Sea ** During the night of the Passover, Pharaoh summoned Moses and Aaron and told them to leave, to go and worship their Lord. All the Israelites, their flocks and herds were urged to leave in a hurry. Pharaoh took his chariot army and followed the Israelites and found them camped by the Red Sea. God led the Israelites over the desert towards the Red Sea. Moses took the body (bones) of Joseph, as Joseph had requested the Israelites to do. When God rescues you, you must carry my body with you from this place (Ex 13 vs. 19) During the day the Lord went in front of them in a pillar of cloud (angel of God) to show them the way, and during the night the lord went in front in a pillar of fire to give them light, so that they could travel night and day. This pillar of cloud led the Israelites by day and night. ----- 39 # The Egyptian army followed Israelites and caught up with them by the Red Sea where they had camped. Moses asked the scared Israelites to move near the sea. God told Moses to lift up his stick, and hold it over the sea. The waters of the Red Sea divided and the Israelites crossed the sea on dry ground with walls of water on both sides. The angel of God, and the pillar of cloud (who had been in front of the army of Israel) moved behind the Israelites and provided light to them as they cross. The Egyptians army pursued Israelites. The pillar of cloud made it dark for Egyptians who could not see where they were going. Just before daylight, the Lord looked at the Egyptians from the pillar of cloud and fire and God threw the army of the Egyptians into confusion. Moses was asked by the Lord to stretch out his hand. He did so and waters returned to its normal level drowning Egyptian army and their horses. **God protected the Israelites during the Exodus by: ** 1) Making them cross the red sea on dry ground. 2) Providing water in the wilderness. 3) Providing manna and quails. 4) Defeating Amalekites  their enemies. 5) Protecting them from snakes and diseases in the wilderness. **Provision of water in the wilderness ** Israelites travelled in the desert for three days without water. The water, which they found at Marah was bitter and could not be drunk. They called the place Marah meaning bitter. This made them complain. Moses prayed to the Lord. The Lord showed Moses a piece of wood. Moses threw it into the water and it became fit to drink. God continued providing Israelites with water. Again the Israelites lacked water and complained bitterly (Ex.17:1  9). God instructed Moses to strike a rock and water came out of it. Moses called that place Massah  which means testing and Meribah  ----- 40 # meaning rebellion. This was because the Israelites quarreled and tested God. **Provision of manna and quails (EX 16:1  35) ** As the Israelites were travelling through the desert, they ran out of food. They were hungry and complained to Moses. Their complaints displeased the Lord for they often told Moses they wished he had let them die in Egypt instead of dying in the wilderness. This showed that the Israelites did not trust God to provide for them. In the morning, they were given Manna, which is a Hebrew word for the type of bread given to Israelites by God. The bread looked like wafers or flakes and tasted like coriander seed. In the evening, GOD provided Israelites with quails meat. The provision of manna and quails (meat) lasted for 40 years. On the 6th day of each week, God gave them food for two days one for the 6th day and the other for the 7th day (Sabbath). **DEFEAT OF THE AMALEKITES (Exodus 17: 8  16) ** **Challenges faced by the Israelites during the Exodus ** During the Exodus, the Israelites faced the challenge of the Amalekites. These were desert Nomads who attacked the Israelites in the wilderness. When the Amalekite army came against Israelites, Moses ordered Joshua to gather men and fight. God promised to destroy the Amalekites forever. During the battle, Moses held up his rod. And each time he raised his hands with the rod, the Amalekites were defeated. When he brought his hands down, the Israe- lites were defeated. Because of this, Aaron and Hur supported Moses hands until the Amalekites were defeated. In the wilderness God protected the Israelites form snakebites. He also used a cloud to protect the Israelites from the scorching heat during the ----- 41 # day. At night, the pillar of fire provided warmth to protect them from the harsh cold of the wilderness. **The importance of the exodus in the history of the Israelites ** The exodus showed Israelites that: 1) God loves and tolerates His people. 2) God did not abandon the Israelites despite their lack of faith. 3) God gave the Israelites encouragement through his servant Moses. 4) It was the end of the oppression of Israelites in Egypt. 5) Moses was Gods chosen leader. **MAKING THE SINAI COVENANT (EXODUS 19: 24 1  ** **The Sinai covenant ** God and Israelites . God had specific instructions on how the Israelites were to prepare to make the new covenant. Before making the covenant, God brought Israelites to the foot of Mt. Sinai and asked Moses to ask them if they were willing to make the covenant with HIM. GOD asked them to enter into a personal relationship as a community with HIM. The Israelites agreed to make a covenant. They agreed to obey all Gods com- m.ands. God then promised to make them; i His people ii. A kingdom of priests iii. A holy nation God and Moses . God wanted to confirm that Moses was His true pro- phet. He therefore told Moses that He would come in a thick cloud to meet Israelites. In preparation for Gods coming on Mt. Sinai the Israelites were to: I. Make themselves holy by washing their clothes (garments) II. Mark the boundaries on the foot of the mountain to prevent any person or animal from climbing the mountain. III. To abstain from sexual relations ----- 42 # At Mt Sinai, God manifested His presence in the form of thunder, lightening, earthquake and a thick cloud of smoke that covered the whole mountain. In addition, there was a loud trumpet blast that made the people tremble. Moses climbed the mountain. God gave Moses the Ten Comma- ndments after sealing the covenant. Sealing of the covenant . The Lord told Moses Come up the mountain to me, you and Aaron, Nadab, Abibu and 70 of Israel leaders. At a distance bow down in worship, and come alone to me. A ceremony was then prepared to seal the covenant. This is how it was sealed: a. Moses built an altar at the foot of the mountain. b. He set up twelve stones, which represented the twelve tribes of Israel. c. He then sent young men to burn sacrifices to the Lord and sacrificed some cattle as fellowship offering and peace offerings to God (EX 24 vs. 5). d. Moses took half the blood of animals and poured it in bowls; and the other half he threw against the altar (vs. 6). He then took the book of the covenant, and read it aloud to the Israelites who responded by saying all that the Lord has spoken we will do; and we shall be obedient e. Moses then took the blood in the bowls and sprinkled it over the people; saying This is the blood that seals the covenant which the Lord made with you when he gave all these commands. Theophany. Gods presence manifested itself in several ways such as:  The burning bush (during the call of Moses)  Pillar of fire and a pillar of cloud  Exodus story  The mighty wind, earthquake, still small voice  story of Elijah  Thunder, lighting, smoking mountain  Exodus of Israelites from the wilderness These were physical manifestations of Gods presence. ----- 43 # **BREAKING THE SINAI COVENANT (Exodus 32:1  35; 34:6 8) ** Israelites dishonored their pledge to obey God upon sealing the covenant; Moses went back to talk to God in the mountain. He left Aaron in charge of Israelites affairs. He stayed in the mountain for forty days. The lord revealed His glory to Moses at Mt. Sinai and declared His character. The Lord the compassionate and glorious God, slow to anger and forgiving wickedness, rebellion and sin (Ex 34:6  The Israelites urged Aaron to make them gods that they could see. Aaron agreed. He melted the rings of gold and moulded a bull calf god. Israelites were happy and said this is our god who took us out of Egypt. They offered burnt offerings and peace offerings to it and indulged themselves in eating, drinking and sex. By accepting a bull calf as their god, the Israelites expected bull calf of gold to give them the same strength and fertility like the Egyptian gods. Through this act, they broke their covenant with God. When Moses came down from the mountain, he found Israelites worshipping the gold bull calf. He got annoyed. He threw down the stone tablets he was holding; on which the 10 commandments were written. Moses then took the golden calf, and burnt it into powder and mixed it with water. He then made those worshipping the calf to drink the mixture. Moses ordered those who had sinned to be killed. LESSON EIGHT: RENEWAL OF THE COVENANT (Exodus 34:1  14). Learning outcomes. After studying this lesson, describe conditions for the renewal of the covenant The renewal of the covenant came after Moses pleaded with God not to destroy the Israelites after they ----- 44 # broke the covenant. God spared the Israelites. God agreed to renew the covenant with the Israelites. He gave them several conditions for its renewal. Conditions for the renewal of the covenant The Israelites were: a) To obey Gods commandments b) Not to make any treaty with those who lived in the land where they were going. c) To break down their altar, smash their sacred stones and cut down their Asherah (Idols). Not to worship any other god and not to make idols for worship. d) To keep the feast of unleavened bread (Passover). e) Not to marry people form other tribes. f) To rest on the Sabbath day. g) To sacrifice and offer their best produce and animals to God. God in turn promised to a) Bless them. Protect and preserve the Israelites. b) Make them prosper so much that the surrounding nations would enquire about their source of wealth and success. With these conditions, the covenant between God and the Israelites was renewed. From the making and renewal of the covenant, it is clear that: (i) God expected the Israelites to obey and have faith in Him (ii) God wanted a personal relationship with Israelites. (iii) God is the only one to be worshipped. (iv) God is powerful. LESSON NINE: WORSHIPING GOD IN THE WILDERNESS Learning outcomes. After reading this lesson a. Explain Gods purpose in delivering the Israelites from Egypt ----- 45 # b. Describe features of worship a. Gods purpose in delivering the Israelites from Egypt was to worship and offer sacrifices to Him in the wilderness. He also intended to fulfil his promises to Abraham. b. Features of worshipping God in the wilderness. (i) The Israelites: Worshipped God through intermediaries. These were the priests who came from the tribe of Levi. (ii) The Israelites: Were guided in their worship and in daily living by the Ten Commandments and other ordinances (iii) The Ark of the Covenant was made in the wilderness. It was Gods dwelling place. It was a special box put into the tabernacle. A tabernacle was a portable tent. The ark symbolized the presence of God and the Israelites carried it wherever they went. (iv) Offerings of farm products or agricultural produce were given to God. These included among other farm products; vegetables, flour. Oil and fruits. (v) Other offerings to God were drinks, and incense. The offerings could be burnt, baked, boiled or roasted. (vi) There were several Sacrifices. They included:  Burnt offerings (Holocaust)  burning a whole animal completely  Sin offering /atonement  sacrifice offered when one had sinned and wanted to have his sins forgiven.  Peace offering  part of an animal was offered, while the people ate part of the meat. ----- 46  # Gift offering  the best animal was given to God. It was offered as a thanksgiving  Animals such as sheep, goats, bulls and birds were sacrificed to God. (vii) Festivals and feasts. Israelites observed several festivals and feasts. These included:  Feast of Passover and unleavened bread.  Harvest festival  feast of weeks or Pentecost. It marked the celebration of the harvest of wheat.  Feast of gathering / shelters. It was celebrated during the season when the Israelites gathered the fruits from the Orchards.  Feast of tabernacles that was celebrated to remember when the Israelites dwelt in tents.  The Israelites kept the Sabbath day. They worshipped God through singing, worship and dancing. LESSON TEN: THE TEN COMMANDMENTS (Exodus. 20: 1  17) Learning outcomes. After reading this lesson, a. Recite the ten commandments b. Apply the ten commandments in your life c. Describe Israelites new understanding of the nature of God d. Explain to yourself and others the nature of God a. The Ten Commandments While on Mount Sinai, God gave Moses Ten Commandments written on a stone tablet. The first four commandments deal with relationship between man and God. God said: 1. You shall have no other gods but me. 2. You shall not make yourself a graven image. 3. You shall not mention Gods name in vain. 4. Remember the Sabbath day and keep it holy. ----- 47 # The last six commandments give mans relationship with fellow human beings. God said: 5. Honor you father and mother that your days may be long on earth. 6. You shall not kill. 7. You shall not commit adultery. 8. You shall not steal. 9. You shall not bear false witness against your neighbour. 10. You shall not covet your neighbors property. These are my thoughts. (1) Worshipping God (2) Being faithful to God (3) Resting (4) respecting parental authority (5) love humanity (6) Be faithful to your wife or husband (7) respect other peoples property (8) be truthful always (9) be satisfied with what God has given you. b. Israelites understand the nature of god The Israelites had a new and wider revelation about God. Besides GOD being a caring, loving, and a provider, they learnt that: a. God is a jealous God. He does not allow the worship of others gods. He alone should be worshipped. b. God does not condone evil. He punishes those who cause/engage in it. c. God values a personal relationship with his people. d. God wants people to live in harmony among them. e. God forgives those who repent. He is loving, merciful and compassionate f. God is a healer  he healed Israelites in the wilderness when a snake attacked them g. God is a God of victory. He defeated the Amalekites, perizzites, and Hittites etc. h. God is faithful and can be depended upon. i. God is holy, slow to anger, powerful and just. ----- 48 # j. God demands obedience to His commands. Revision questions a. What are the qualities of Moses as a leader? b (i). Describe the call of Moses (exodus 3:1-22) (ii). Why was Moses hesitant to Gods call? c (i). What is the significance of the items used for the Passover feast (similar to what is the meaning of the Passover meal) (ii). Compare the lords supper to the Passover feast d. Describe how the Sinai covenant was made e. Describe the circumstances that lead to the breaking of the Sinai covenant f. How was the broken covenant renewed? g. Describe how the Israelites worshipped God in the wilderness h. What is the relevance of the ten commandments? i. What did the Israelites learn about god in the wilderness? TOPIC FIVE: LEADERSHIP IN ISRAEL: DAVID AND SOLOMON Learning outcomes. By the end of this topic, you should be able to: a. Explain the reasons for and against kingship in Israel b. State king Sauls achievements, failures and lessons learnt from Saul. c. Explain the importance of David as King of Israel and ancestor of Jesus Christ. d. Describe the qualities of a good leader drawn from King Davids leadership e. State King Solomons achievements and failures f. Explain the importance of the temple in Israel. LESSON ONE: REASONS FOR AND AGAINST KINGSHIP IN ISRAEL Introduction Yahweh remained the God of Israel and the sovereign ruler of his people. ----- 49 # Learning outcomes. By the end of this lesson, you should a. Define leadership b. Name Israel judges in Canaan Leadership refers to the manner in which a communitys way of life is ruled or controlled. When Israelites settled in Canaan, Judges ruled them for the first 200 years. Some of the judges were (i) Othniel, (ii) Ehud (iii) Samson (iv) Deborah (v) Gideon (vi) Shamgar (vii). Samuel (viii). Barak Duties of judges a. Leading Israelites to war against their enemies b. Settling disputes among the people c. Acting as religious leaders and leading Israelites in worship  d. Offering sacrifices on behalf of the people. e. Some of the judges acted as Gods prophets f. They anointed kings, for example Samuel anointed King David. Demands for a King in Israel After Israelites settled in Canaan, the Promised Land, they started demanding for an earthly king to rule over them. These demands for a king ruler were brought about by: i Samuels sons Joel and Abijah were corrupt and took bribes. The sons of Samuel, who were judges, lacked his good leadership qualities. ii The Israelites wanted a warrior king who could lead them to war against their enemies. iii The Israelites wanted to be like the other nations around them who had kings. iv The Israelites wanted a human leader whom they could see, approach, and talk to him face to face. ----- 50 # v The Israelites wanted security, which could be provided by a stable political government ruled by law and order. vi They wanted a government that had a regular army, vii They also wanted an established law court system. Reasons against Kingship in Israel (Samuel 8:10  20) By demanding for a king, the Israelites were seen as rejecting Yahweh  their unseen ruler. Two, there would be danger of hereditary kingship which would lead to oppression / dictatorship. God told Samuel to give Israelites strict warnings against Kingship by explaining how the king would treat them. A king would: - (a) Recruit Israelites sons forcefully into the army. (b) Grab peoples land. (c) Force people to pay taxes to the government (d) Turn people into slaves. (e) Introduce forced labour. (f) Force their daughters to work for his wives, sons, and for the royal house in general. The people of Israel were distinct from other nations. Asking for a king meant rejecting God as their unseen king. Further to this, Israel could become like other nations, which did not worship Yahweh. Then the covenant with God and the people of Israel would cease. LESSON TWO: ACHIEVEMENTS AND FAILURES OF KING SAUL (Israel 13:8  14; 15:7  25) Learning outcomes. After reading about King Saul, you should a. State his achievements b. Identify his failures ----- 51 # c. Suggest lesson we can learn from his failures Samuel was directed by God to choose and anoint Saul as the king of Israel. Saul was from the tribe of Benjamin. He became the first human king of the nation of Israel. He accomplished several things. Successes of King Saul 1) He was anointed by God; as king to rule the Israelites 2) He was chosen even though it was not Gods idea for a king over his people. 3) He was a great warrior. He led the Israelites to war and defeated their enemies Failures of King Saul 1) God told Saul through Samuel to destroy the Amalekites completely. Saul however disobeyed God. He spared the king and the fat livestock. He claimed to have spared the fat animals for sacrifice to God. Because of this disobedience, God rejected Saul as king. 2) The Israelites were faced with many enemies. The worst were the Philistines. It was a custom for the king of Israel to enquire from God whether to go to the battle or not. The priest/prophet gave permission to the king to go to war. When Saul was faced with the dilemma whether to fight or not, Samuel enquired from God. Saul did not wait for permission to go to war from Samuel the priest. He decided to bypass Samuel by offering a sacrifice to God before going to war. This action displeased God because it was not his work to offer sacrifice to God. It was the work of priests. ----- 52 # 3) After God rejected Saul as the king of Israel, Samuel was guided by God to go to Bethlehem. He was asked to go to the home of Jesse who had eight (8) sons. In that home, God was to show Samuel the next king of Israel. Samuel would then anoint the chosen son of Jesse. Seven of Jesses sons were brought before Samuel one by one. God told Samuel that he had not chosen any of them. When David, a shepherd, was brought before Samuel God said to him this is the one  anoint him! (1 Samuel 16:12). David was anointed (poured oil on) as the next king of Israel. However he had to wait until Saul died before he could take over kingship. 4) After Samuel anointed David to become the next king of Israel, Saul was jealous and plotted many times to kill him. David was employed to serve Saul. He played the harp, lyre wherever an evil spirit possessed Saul. 5) When Samuel died; the Philistines gathered to fight Israel. Saul was filled with terror. Saul enquired from God whether he should go to war, but did not get an answer. Saul disobeyed God by asking a medium (witch) to consult the dead for him. This act led to the death of Saul together with his son Jonathan in battle. 6) Saul was concerned with what people thought of him than pleasing God. He wanted to please people and not God. He was disobedient with God (1 Samuel 15:24) Lessons, which Christians can learn from King Sauls failures 1) Value of being patient. ----- 53 # 2) Christian should obey God, follow His commands and not be afraid of people. 3) Christian should obey religious leaders placed over them by God. 4) Christian leaders should be humble 5) It is against the teachings of God, against the will of God to consult the spirits of the dead through mediums. 7) Without faith, it is impossible to please God. God desires sincere worship. 9) Political leaders should consult and listen to religious leaders. 10) Christians should not turn against their enemies or rivals. They should not plot to have them destroyed and killed. LESSON THREE: IMPORTANCE OF DAVID (1 Samuel 16: 1  23, 2 Samuel 6:1  15) Learning outcomes. After reading about King David, you should a. State his importance to God and the Israelites b. Analyse achievements and failures of King David c. Trace David lineage up to Jesus Christ d. Narrate fulfillment of the promises to David in the New Testament e. Give reasons why God rejected Davids offer to build him a temple David took over kingship of Israel though some people resisted his rule. At first he ruled the house of Judah. Later on the other tribes rallied behind him. Importance of King David David became king after the death of Saul. He ruled for over 40 years as king of Judah and Israel. Achievements of David 1) He was a brilliant military commander ----- 54 # 2) He captured the old fortress of Jerusalem from the Jebusites and made it his capital city. 3) He removed the ark of covenant from the house of Abinadab in Shiloh and brought it to Jerusalem. 4) He expressed great faith in God. Through his faith in God, he was able to kill Goliath, the great Philistine warrior. 5) He was a skilled musician and composed marry psalms that were used and are still being used in temple and church worship. 6) David respected the prophets of God and always consulted them whenever he wanted to do anything. 7) He expanded the geographical boundaries of Israel through conquests. He was a great diplomat and established good political relations with the neighboring kings. 9) He was a shrewd administrator who chose wise elders and counselors to advice him. 10) God promised to establish an everlasting kingdom for David 11) David ruled over Israel, administering law and justice to all people. 12) He took a census of the Israelites and used the information to (a) recruit young men into military service and (2) decide on the policy of taxation. 13) David had remarkable leadership qualities. He was kind. He spared mephibosheth, Sauls grandson. 14) David was humble. He was ready to accept sins he had committed and repent e.g. he repented after committing adultery with Bathsheba. David as an ancestor of Jesus Christ (2 Samuel 1  29, LK 1:26  33) ----- 55 # David intended to build a splendid temple for God in Jerusalem. He felt it was not fair for the Ark of the Covenant to continue dwelling in a tent while he himself lived in a magnificent palace. To achieve this goal, David consulted Nathan, the prophet on whether to build the temple. The prophet approved the idea. But that night, Nathan received a revelation form God that stated that David was not to build a house (temple) for God. Davids son would build the temple of God (2 Samuel 7:5  6). Prophet Nathan gave David Gods message to David. The message was that a) His son will build the temple b) God would give Davids descendants a place to settle c) God promised to raise up an heir from the house of David to sit on the throne d) God promised to make Davids name great or famous among all other leaders of the earth. Reasons why God rejected Davids offer to build him a temple Here are some of the reasons: a. David had been involved in a lot of wars with the Israelites enemies and had thus shed a lot of blood. b. God was a God of the people and could not be confined to a house. c. It was the will of God to establish the house of David (build David a house) rather than David builds a house for him (God). The human body is the temple of God. God dwells in the hearts of people. d. David had grown old. God wanted him to rest. e. God had planned that Davids son would build a house for him  a place to house the Ark of the ----- 56 # Covenant. King Solomon, Davids son built the temple and fulfilled Gods promises to David. Solomons rule was peaceful and prosperous. The New Testament is a fulfillment of Gods promises to David 1) The gospel writers tell us that Jesus was born in the family of David (Luke 1:26  27) 2) The angel of God during the annunciation of the birth of Jesus said that He will be like his ancestor David (Luke 1:32  33) 3) Jesus was born in Bethlehem which was also the birthplace of David (Luke 2:4) 4) Bartimaeus the blind man of Jericho hailed Jesus as the son of David 5) During his triumphal entry to Jerusalem, Jesus was hailed by the crowd as the messiah descended from David. 6) In his genealogy, saint Mathew says that Jesus was a descendant of David (Matt.1: 1) Failures of King David. Although David had many virtues: 1) He ordered Uriah to be placed at the battle forefront so that he can be killed. 2) Uriah was the husband of Bathsheba. David had committed adultery with her. 3) He took Bathsheba as his wife LESSON FOUR: LEADERSHIP OF KING DAVID Lesson outcomes. By the end of this lesson, you should assess leadership qualities demonstrated by king David David showed ----- 57 # 1) Courage and bravery. David was courageous and brave. Modern leaders should be ready to die with and for their subjects. 2) Gratitude  thankful and grateful. David always thanked God for any success or favors he received. Good leaders should be thankful and grateful to God as well as to their fellow human beings. 3) Loyalty. David was loyal to God and to the Israelites. A good leader should be loyal, and never betray his people. 4) Justice. David administered justice to all his subjects without favoring anyone. No tribalism or nepotism. A leader should be fair to all (2 Samuel 8:15). 5) God  fearing, having faith. David was God fearing. He expressed his total trust in God. Modern leaders need to emulate this quality. 6) Humility. A leader should be a humble person. Though David had been appointed as the king, he continued to serve Saul until Saul died. He accepted his failures and asked for forgiveness 7) Kind. David was a kind leader. Leaders should be kind. David spared the life of Saul twice yet Saul wanted to kill him. Wisdom. David was careful when choosing legal advisors to assist him in his rule. He was also wise. He reduced tribal jealousies by choosing Jerusalem; a neutral spot for administrative purposes. 9) Delegation  a shrewd administrator. A good elder should be able to delegate duties. David delegated duties. He involved others in advising, and administering ----- 58 # LESSON FIVE: ACHIEVEMENTS AND FAILURES OF KING SOLOMON (1 KING 3  12) Learning outcomes. By the end of this lesson, you should: a. Analyse achievements of king Solomon b. State failures of king Solomon After David died, his son Solomon became the next king. Kingship in Israel was hereditary. Solomon was chosen by David to be his successor. He took over from David at a time of peace and security established by David. Achievements 1) He made Israel rich by establishing trade with other countries 2) He was a good trader and a successful merchant. He traded in copper, horses, timber, silver and gold. He established international trade with the neighboring countries. For example, he traded with Tyre in cedar and pine logs. 3) He established a well equipped large army for Israel 4) He was a builder. He built a magnificent temple for God in line with Gods promise to David. He also constructed other cities (Megiddo) and a palace for himself. 5) He is remembered for his amazing administrative skills. He had 550 officials in charge of labour force. 6) He was a diplomatic ruler. He established friendly ties with his neighbours. This ensured continued peace. For instance he married the daughters of the kings of Egypt, Moab, Eden and Sidon so as to establish strong ties with those nations. 7) He had great wisdom. He judged a difficult case between two women who were claiming ownership ----- 59 # of the same child. He composed many wise sayings known as the proverbs of Solomon. He also composed songs like Song of Solomon and Song of Songs and poems in Ecclesiastes. 9) He dedicated the temple of God with great rejoicing. 10) He brought the Ark of the Covenant to the temple of Jerusalem. Failures of King Solomon 1) He married women from many foreign countries. These actions made Solomon break the Torah as Israelites were not supposed to marry foreigners. Through these marriages, idol worship started in Israel. This was because he allowed his wives to worship their gods, build temples and altars for them. This led to introduction of idolatry in Israel. 2) Solomon constructed his palace for 13 years. He then built Gods temple for 7 years. This showed that he probably loved himself more than God. 3) He killed his own half brother Adonija on suspicion that he could be a rival to the throne. 4) Solomon lived lavishly, and expensively. He thus burdened the Israelites with high taxes. 5) He used forced labour. This was the same as enslaving the Israelites. 6) He worshipped idols. Solomons heart was turned to such other gods as Ashtoreth / ashitarte  goddess of Sidon and Molech  the god of the Ammonites. This was breaking Gods commandments 7) He sold part of Israelite territory to the king of Tyre He used pagan skills when designing, decorating, and furnishing the temple. ----- 60 # 9) He made treaties with other nations inspite of the fact that God had forbidden Israel from making treaties 10) He was extravagant. He used a lot of state wealth to entertain and please his many wives and concubines. Activity. Many husbands in Kenya practice polygamy. I want you to find out from your neighbours what are the advantages and disadvantages of polygamy. Then write a paper arguing either for polygamy or monogamy. LESSON SIX: IMPORTANCE OF THE TEMPLE IN ISRAEL Learning outcomes. By the end of this lesson, you should a) Define a temple b) State the importance of the temple to Israelites. Definition of a temple This is a building dedicated to the worship of God. Solomon built the temple as a fulfillment of the promises that God gave to David, that his son would build a house for him. Importance and uses of a temple 1) It was a centre of worship. Prayers and sacrifices were offered to God from the temple. 2) It symbolized the presence of God among the Israelites. 3) The Ark of the Covenant was kept in the temple as a symbol of Gods presence among his people. 4) The temple acted as a symbol of unity in Israel. Every year all the Israelites had to go to Jerusalem to celebrate such feasts as the Passover, feast of tabernacles day of atonement. This led to the unity of the ----- 61 # Israelites. 5) Dedication of children and purification were done in the temple. 6) It was a residence for the priest. 7) It was a business centre where people bought and sold animals needed for sacrifice. The temple acted as a school to the scribes, rabbis and others who studied and interpreted the Mosaic Law. 9) The temple also acted as the judicial court of Israel. Judges worked from the temple 10) It is where religious ceremonies like naming and circumcision of baby boys took place. 11) It was a house of prayer. Revision questions a. Explain the reasons against kingship in Israel 1 Sam 8: 10-20 b. Explain the importance of David as king of Israel c. How did Jesus fulfil the prophecies of prophet Nathan as a descendant of David? (i.e. areas where Jesus is mentioned as coming from David) d. What are the failures of king Solomon? e. Which leadership qualities can modern leaders learn from David? TOPIC SIX: LOYALTY TO GOD  ELIJAH LESSON ONE: EFFECTS OF IDOLATRY IN ISRAEL Introduction After the death of Solomon, the kingdom of Israel split into two countries. the southern kingdom called Judah ruled by King Rehoboam and the Northern kingdom called Israel led by King Jeroboam. Other kings who ruled these two nations were King Abijah, King Asa of Judah, and king Nadab, Baasha, Elah, ----- 62 # Zimri, Omri, and Ahab of Israel. During the time of Elijah king Ahab ruled  Israel. Learning outcomes. After studying this lesson on idolatry, you should a. State factors that led to spread of idolatry in Israel b. Analyse religious schism between Judah and Israel c. Describe King Ahabs marriage to the Phoenician princess (Tyre) d. Explain the failure to completely destroy temples, and places of worship e. State effects of idolatry in Israel a. Factors that led to spread of idolatry in Israel When Israelites intermarried with other communities, they worshipped their gods. The Bible makes it clear that i There was a lot of influence by Canaanite religion ii There was division /schism of Israel into 2 kingdoms iii Ahabs married the Phoenician princess iv Israelites did not destroy all gods after settling in Canaan. Influence of the local Canaanite religion Idolatry is the worship of idols. An idol is an image representing a god made using precious materials such as gold, bronze, stone, and hardwood images kept in the places of worship. God had forbidden Israelites from bowing down to images and worshipping idols, intermarrying with non-Israelites, and making treaties. When Israelites settled in Canaan, they forgot Gods commandments. They intermarried and were greatly influenced by the local religion. Israelites changed from being pastoralist to farmers. They therefore worshipped Baal the god of rain, ----- 63 # agricultural fertility, and storms. Israelites worshipped Baal, for rain for their crops. The Israelites were also attracted to the visible gods of Canaan as opposed to the invisible Yahweh. This is how idolatry spread in Israel. However some Israelites maintained worship of Yahweh only (monotheistic) while others worshipped Yahweh and Baal (syncretism). Characteristics of the Canaanite religion. Canaanite religion was: 1. Polytheistic. They worshipped many gods. The Israelites religion was monotheistic. They worshipped Yahweh and no other God. They abandoned their religion and worshipped many gods like Canaanite. This influenced the Israelites. 2. A nature religion. The gods were related with the forces of nature such as rain, sun, storms, drought, famine, wind, water and death. 3. Ensured continued fertility of land, people, animals 4. Based on many families of gods. There was a. EL  Chief god  who was their father, king, creator b. Asherah  wife of El  the goddess of motherhood and fertility c. Baal  also referred to as Baal Hadad, son of El and Asherah  the god of rain, agricultural fertility, storms d. Astarte  wife of Baal -the goddess of war e. Anat  sister of Baal  the goddess of war and love f. Maat  the goddess of love g. Mot  most feared. The god of drought, famine and death 5. Free and temple of prostitution. Israelites turned to temple prostitution. Women who wanted to ----- 64 # increase vitality of their husbands had sexual relations with the male priests in the Baal temples. 6. Had many places of worship. One could pray in the temple, under sacred trees, and on top of the hills among others. 7. Based on offerings and sacrifices of human beings. Exercise. State differences between Israel and Canaanite religion b. Religious schism between Judah and Israel Schism occurred among the Israelites because there were sharp differences within them. These differences were religious, political and social. After the death of Solomon, the nation of Israel was split. Rehoboam ruled one group while the other was ruled by Jeroboam. Because of this split, Jeroboam could not go to Jerusalem to worship in the temple. He thus set up other places of worship one at Bethel, and another at Dan. Jeroboam also set up images to represent Yahweh. Though he had no intention of Idol worship, it turned out to be so because he made his subjects to offer sacrifices to these golden calves, which he had designed as images representing Yahweh. He also built places of worship on hilltops like the Canaanites. He chose priests from other families in addition to the Levite Family. Furthermore, he organised religious festivals and feasts in the month of his choice. As it were, they coincided with the Canaanites calendars. He then burnt incense at the altar of idols. Jeroboam therefore started idol worship and gave room for idolatry. Kings who succeeded him followed this idol worship. ----- 65 # c. King Ahabs marriage to the Phoenician/Tyre princess Ahab married Jezebel, the daughter of the King Ethbaal of Sidon (Tyre) to strengthen ties with Tyre/Phoenicia. Queen Jezebel was ambitious, and a strong follower of Baal religion. Ahab allowed her to bring her gods to Israel. She forced Israelites to worship Baal and not Yahweh. She imported 450 prophets of Baal and supported them using public treasury. Ahab built a temple to Baal In Samaria. He also put up an image of goddess  Asherah. d. When Israelites settled in Canaan, they did not destroy temples, places of worship, idols, images that they found there. As a result Canaanites religious practices influenced Israelites worship of Yahweh leading to idolatry. The effects of idolatry harmed Israelites as: 1) Syncretism developed. This was a process of mixing beliefs and practices from different religions. Israelites worshipped Yahweh and the gods of Canaan. 2) Former places of worship for the Canaanite gods were used as places of worship for Yahweh 3) The Canaanite agricultural calendar was adopted by Israelites 4) Names of the Canaanite gods were used for Yahweh. For example, EL was referred to as Yahweh 5) Parents began naming their children after Baal. 6) Feasts and celebrations were changed to correspond with those of Canaanites when they celebrated their feasts. 7) King Ahab declared worship of Baal as the state religion Queen Jezebel ordered the destruction of the altars of Yahweh ----- 66 # 9) Prophets of Yahweh were killed. Elijah went into hiding. 10) The 450 prophets of Baal were made the officials of the royal court in order to promote and protect Baal religion 11) Israel started to experience long droughts because Yahweh withdrew his blessings. This made Israel worshippers of El LESSON TWO: ELIJAHS FIGHT AGAINST CORRUPTION AND FALSE RELIGION IN ISRAEL Learning outcomes. After studying Elijah, you should a. Describe the contest at Mount Carmel b. Explain how Elijah fought against corruption c. Explain the relationship between Ahab and Naboth d. Describe Gods sentence to Ahab. e. Relate Elijahs encounter with Yahweh at Mt. Horeb f. Identify forms of corruption a) The contest at Mount Carmel (1 King 18:17  46). Carmel refers to the vineyard of the Lord. King Ahab brought trouble to Israel because of worshipping the idols of Baal. Elijah told Ahab that the problems Israel was facing were due to worship of Baal, The decision. Elijah requested king Ahab to call a meeting at Mt Carmel. In attendance would be all Israelites, 450 prophets of Baal, and 400 prophets of the goddess Asherah who were supported by Queen Jezebel and Elijah Elijah told Israelites it was decision time. They had to choose their God. Would it be Yahweh, the God of Israel or Baal the god of Jezebel of Phoenician/Tyre. If it was to be Baal, then they were told to follow ----- 67 # him, if they select Yahweh as their God then they were to follow him (1 kings 18 vs. 21). The choice. Elijah proposed a contest between him and Baal prophets. He asked for two bulls one for him, the other for 450 prophets of Baal. The contest was who can light fire? Yahweh or Baal? He proposed that Baal prophets and himself be given each a bullock. Both shall cut the bull into pieces and put them on wood without lighting fire. The Baal prophets shall pray to their god and Elijah shall pray to the Lord. The one who sends fire to consume the sacrifices .. he is God. The people of Israel accepted Elijahs proposal. Actions. The prophets of Baal prayed first because they were many. They took the bull, prepared it and prayed to Baal until noon (vs. 26). They prayed louder, and cut themselves with knives and daggers; but there were no answer. The prophets of Baal kept on ranting and raving until evening but there was no answer (vs. 29). Elijah asked people to gather near him. He prepared the altar of the Lord to repair work. He took 12 stones representing the 12 tribes of Israel (who were named after the 12 sons of Jacob or Israel) and used them to rebuild the altar. He then dug a trench around the altar. This trench could hold 14 litres of water. He placed the wood on the altar; cut the bull into pieces and laid them on the wood. He asked for four barrels of water and poured it on the offering and wood. He poured water on the altar three times ----- 68 # until the water overflowed, run around the altar and filled the trenches. Elijah then called on the Lord O Lord, the God of Abraham, prove now that you are the God of Israel and that am your servant and have done all this at your command (vs. 29). The Lord sent fire down and it burnt up the sacrifice, wood, stones, and dust and licked up the water that was in the trench. When people saw this, they proclaimed The Lord, is God; the Lord alone is God. Elijah asked people to arrest the prophets of Baal, led them down to the river Kishon and killed them. And after this there was rain in Israel (vs.40). Lessons learnt from Mt. Carmel. Israelites acknowledged that Yahweh is: i Is their only God and that Baal was not God ii Is powerful iii Is a merciful God iv Is a jealous God as He will have no other gods but him v Is a God of justice who punishes idolaters and sinners vi Answers prayer vii Is a forgiving true God viii Protects his servants b) Elijahs fight against corruption (1 Kings 21: 1  29) Corruption is defined as dishonesty. Its a form of injustice when dealing with either an individual or the community for selfish gain and benefit. In a corrupt society people in leadership or with wealth take advantage of the weak, and the poor. The powerful exploit the poor and the powerless by denying them their rights. An example of corruption in Israel is the story of the Naboths Vineyard. ----- 69 # Naboths vineyard. Ahab wanted Naboth to either sell to him his vineyard or exchange it with another vineyard. Naboth refused to sell his inheritance. Jezebel, on seeing that Ahab was sorrowful told him that she will get him Naboths vineyard. Jezebel sent out letters in Ahabs name to the elders of the city. She found two witnesses who could bear witness that Naboth had blasphemed God and king Ahab. Witnesses testified that Naboth had blasphemed God. He was stoned to death. God then sent Elijah to meet with Ahab as he went to possess the vineyard of Naboth. Gods sentence to Ahab. God pronounced to Ahab through Elijah that (1) dogs shall lick his own blood from the place where dogs licked the blood of Naboth (2) His sons shall be killed (3) Dogs shall eat Jezebel by the wall of Jezreel (4) Evil shall be brought upon Ahabs house. This was because Ahab had broken these commandments:  The 6th commandment  which forbids murder  The 9th commandment which forbids bearing of false witness. Ahab allowed his wife to bear false witness against Naboth  10th Commandments  you shall not covet your neighbors property. Elijahs encounter with Yahweh at Mt. Horeb (Mr. Sinai) 1 Kings 19 After killing the prophets of Baal, Elijah was threatened by Jezebel. She vowed to kill him. Elijah ran away to the wilderness. The angel of God fed him with a loaf of bread and a jar of water. After eating and drinking Elijah walked to Mt. Sinai  the holy mountain of God. He stayed there for 40 days and 40 ----- 70 # nights. In the mountain God appeared to him. There was a strong wind, an earthquake, a fire but the Lord was not in them. Then the lord spoke to Elijah in a still small voice. God told Elijah  return and anoint Hazael as king of Syria, Jehu as king of Israel, and anoint Elisha as a prophet and your successor. Self-assessment question. How can Christians help reduce corruption in Kenya? Answer First is to recognize the various forms of corruption like: tribalism, bribery, cheating in business, stealing, misuse of public funds, grabbing public land, robbery with violence and dishonesty Self-assessment question. How can Christians fight corruption? Christians can fight corruption by: a). Employing life skills a) Applying their critical thinking. This is the ability to make appropriate decisions; by weighing in the consequences of actions before taking decisions. b) Creative thinking and being imaginative. This is the ability to explore new ways of handling issues, c) Decision making which is the ability to make the right choices d) Assertiveness. This is the ability to express ones opinion with confidence e) Praying for the corrupt to change their behaviour f) Setting a good example by acting as a good role model g) Educating people on the evils of corruption h) Reporting those who are engaged in corrupt dealings / practices to the relevant authorities. i) Obeying the laws of the society /country ----- 71 # Voting for morally upright leaders. LESSON THREE: REASONS WHY ELIJAH FACED DANGER AND HOSTILITY AS A PROPHET OF GOD Learning outcomes. By the end of this lesson, you shall a. Explain why Elijah, faced hostility b. Show relevance of Elijahs prophetic mission to Christianity today Its not easy for a person to oppose the government and its policies. The person normally faces danger and hatred. Elijah faced hostility from King Ahab, his wife Jezebel and the 450 prophets of Baal. Elijah faced hostility because a. He pronounced a three years drought in Israel, which brought sufferings. b. He put to death 450 prophets of Baal c. He boldly condemned king Ahab for taking away Naboths vineyard d. He preached at a time when there was idolatry, and Baal was the official religion in Israel e. He identified himself with Yahweh in the midst of prosecution of Gods prophets by Jezebel. Relevance of Elijahs prophetic mission to Christians today Lessons Christians learn from the life of Elijah 1) Elijah was courageous. Church leaders should remain courageous and condemn any form of social injustice 2) Modern Christians learn to remain faithful to God through word and deed even if it would cost them their lives 3) As God helped Elijah in difficult times he will also help the Christians hence they should not despair. 4) Elijah was a man of prayer Christians should pray to God always. ----- 72 # 5) Christians should advocate for the rights of the poor and speak out against any form of oppression. 6) Christians should not give false evidence against their neighbours 7) Christians should be persistent like Elijah was in their struggle against injustice God communicated with Elijah in a still small voice indicating his intimacy with the prophet. This means that God is able to establish an intimate relationship with his faithful. Review questions a) Describe the qualities of Elijah that led to his achievements b) What is schism and syncretism c) What are some of the characteristics of Elijah that a modern Christian should strive to emulate? d) What are the effects of idolatry in Israel today? e) Describe Elijahs fight against false religion in Israel f) Describe Elijahs fight against corruption 1 kings 21 g) What can Christians learn from the teachings of Elijah? TOPIC SEVEN: SELECTED ASPECTS OF AFRICAN RELIGIOUS HERITAGE. Introduction All Traditional African Communities believe in a Supreme Being who is the origin and sustainer of all things: He is the creator of the university and all that it contains. All Africans agree that nobody has ever seen God. Therefore, nobody can really describe Him, yet through their religious insights, Africans have formulated ideal about the nature of God. These ideas concern His real being and His activities. Traditional religion refers to African culture that existed in the sub  Saharan Africa. African traditional ----- 73 # culture had no scriptures or texts because most of it was oral. It was preserved and handed down from generation to generation-through oral traditions; ceremonies; rituals, and leading personalities. Learning outcomes. By the end of this topic, you should be able to a) Explain and appreciate the African concept of God spirits and ancestors b) Identify attributes of God c) Explain the African understanding of the hierarchy of beings d) Describe the role of God, spirits and ancestors e) Explain the responsibilities of the living towards God, spirits and ancestors f) Describe the traditional African way of worshipping God, venerating and communicating with the ancestors and spirits. LESSON ONE: AFRICAN CONCEPT OF GOD, SPIRITS AND ANCESTORS Learning outcomes. By the end of this lesson, you should a. Describe the African concept of his/her religion b. State attributes of God c. Draw a diagram showing hierarchy of beings Africans believed in existence of a supreme being who lived in mountains, clouds and the sky. God was the creator of the universe. In African traditions, religion was integrated in every aspect of life and daily activities. For example, farming activities involved God, spirits and ancestors. People would pray to God, spirits ancestors so as to ask for blessings in order to have a good harvest. Livestock keepers believed that fertility of their animals is a result of the blessings of God. If God was appeased, animals would ----- 74 # increase. Natural phenomena such as thunder, lightning, rain; good harvest, and birth were linked to the Supreme Being and the invisible world. If there were calamities such as drought, disease, famine, and death, it was an indication that God, spirits and ancestors were displeased with humankind. Many communities have invocations uttered through out the day Nature or Attributes of god God is described with many names, which are Gods attributes. These are among others: a) God is Good  Nearly all-African communities describe God as being good to all people and things. He gives rain, sunshine and life among many other gifts. b) God is merciful. The Akamba refer to God as God of pity, the merciful one. God shows mercy in times of danger, illness, difficulty or anxiety. c) God is holy. He is pure, holy and does not make mistakes. Yoruba call him God who is pure, without blemish. The Kikuyu say God is Possessor of whiteness and the Bukusu  master whitewash. African traditions all approach God with reverence, fear, respect and honor. For example when offering sacrifices, they would offer a one-colour animal either white, black, or brown and not a spotted animal. d) God is powerful i.e. Omnipotent. God is described as almighty. His power is expressed in natural occurrences like thunder, lighting, earthquakes, rains, and floods. e) God is all knowing (Omniscient). God knew all things; nothing can be hidden from him. He discerns ----- 75 # hearts. f) God is all present (Omnipresent).He is present everywhere in the universe g) God is limitless. God has no limit. He is both very far and very near, beyond and within. h) God is transcendent .God cannot be exhausted by human imagination. He is unexplainable, beyond human experience and understanding. i) God is all understanding j) God is self  existent .He made all things but he himself is not made. He exists on his own. Zulu explain that God is he who is of himself. k) God is a spirit He is invisible, and everlasting.. Shilluk of Sudan refer to him as great spirit the formless spirit. l) God is everlasting. God is eternal, never changes, and never dies. The Yoruba call him the mighty immovable rock that never dies. m) God is God created the creator .The world Kikuyu call him Mumbi n) God is just. Kikuyu refer to God as Mugai meaning divider. One who shares out. God judges fairly, punishes those who do wrong and rewards the good with blessings. o) God is the provider. All communities acknowledge that God provides them with everything they have. Africans built representation of the power of God. They identified sites, places and things that represented the presence and power of God. For example things like big trees, thick forest, high mountains, unique rock formations and large rivers and animals. In these places they built sites, and ----- 76 # shrines. Shrines were regarded as holy and people approached them with reverence Spirits. They were believed to exist between God and human beings in the universe. Spirits were diverse and created by God. Some spirits were dead human beings. Spirits were divided into nature, sky, earth and human spirits that were either long dead (ghosts) or recently dead (ancestors). There were different types of spirits. These were: a. Divinities. These are spirits created by God. They are close to God and act as his agents. They are in charge of natural phenomena like the sun, moon and stars. They are intermediaries between God and ancestral spirits, human beings and other creatures. They reveal Gods plans through diviners and mediums b. Human spirits / common spirits. These are inferior to divinities but higher than human kind. They are remains of human beings after their death. These spirits monitor human activities. Human spirits have lost their names and are not longer remembered by the living. They are believed to live in the under world, undergrounds, in thick bushes, forests, rivers, mountains, lakes, skies, and caves among other places. These spirits can bring harm to the living if disrespected. They appear to people in dreams or in form of shadows. They can also enter or possess a person and cause abnormalities. 3. Ancestors / living dead ----- 77 # These are spirits of the recently dead. They are remembered by the living when children are named after them. They are actively involved in the lives and activities of the living. Their offerings (food or drink) are poured on the ground for them to receive. Ancestors are in a period of transition between the living and the higher categories. They are believed to know the problems of the living and therefore consulted constantly. They are also associated with evil such as revenge for burying them without honor, or not following the instructions they gave before they died or failing to pour them libations. When they are happy with the living, they are a source of blessings. Ancestors who did evil things or committed suicide are forgotten and ignored. Hierarchy of beings. Hierarchy means the order or ranking from the highest to the lowest of created beings. At the top is Divinities  Ancestors  Human Beings  Animals and Plants  Non-living Things LESSON TWO: THE ROLE OF GOD, SPIRITS AND ANCESTORS Learning outcomes. By the end of this lesson: - a. Write a description of God from an African perspective ----- 78 # God is the creator. The Akamba community believed that God whom they called Mulungu created man and woman. He then tossed them to the earth. The Luhya claim God created them from the black topsoil hence their skin complexion. God is the source of life and giver of life. Barren women pray to God to ask for children. Human beings depend on God for life, rain, air, and sunshine. God is the provider. He gave domestic animals to human beings for their use. Domestic animals have many uses such as repayment of dowry, food, and sacrifices to God, payment of a fine by an offender. Many wild animals are used in folk songs and tales to discourage cowardice, and laziness God is a protector of human beings from evil. God is the giver of moral laws and a judge of people God offers solutions to mans problems through mediums, and prophets God gives power to the specialists such as medicine men, women and priests. God punishes people for wrongdoing Wild animals such as hyena are used in folk stories to discourage cowardice. Stories of tortoise illustrate the importance of being slow but sure. Snakes in some communities such as the Luhya were not killed. The community believed snakes were immortal ancestors coming to visit the living. Plants were used as food for people and animals. Trees were used for fuel and building materials. Some trees were used as sacred places of worship. ----- 79 # Non-living things such as the rain, rocks, and rivers had a religious importance. Rain is seen as a blessing from God. When rain fails, diviner/rain maker was consulted. Rocks, and mountains were believed to be dwelling places for the living, the dead and the spirits. The spirits were viewed as neither good nor evil. Human beings feared them. Their roles were many. They; i Appeared in dreams especially to diviners, priests, medicine men and women, and rain makers to relay information ii Were consulted by religious specialists to find the cause of a problem in a given situation. iii Were bad (naughty) spirits, which disturbed people. African communities believed that bad sprits could call out ones name but on turning theres no one. iv Were manipulated by some human beings to cause harm to others v Relayed Gods messages to human beings. vi Sometimes possessed a person causing the person to be sent away from the village to the forest, or a way from home. vii Acted as intermediaries between humans, divinities and God. Role of ancestors is to: - 1) Appear to families in dreams, and visions. 2) Give family instructions i.e. what should be done. 3) Rebuke those who fail to honor them and warn them of impending punishment 4) Act as mediators between the living and God. 5) Enquire about family affairs as they considered as members of the family ----- 80 # 6) Request for sacrifice of an animal which is slaughtered for them 7) Cause illness or mental disturbance to members of a family if they are disregarded or disobeyed. Preserve the culture of a community 9) Welcome those who die to the spirit world. LESSON THREE: RESPONSIBILITY OF THE LIVING TOWARDS GOD, SPIRITS, AND ANCESTORS Learning outcome. After studying this lesson, you should a. State responsibilities of the living to God, spirits, and ancestors b. Explain the various forms of worship Responsibilities of living include Human beings are expected to worship God, spirits and ancestors and show (i) reverence and respect or veneration to God. They are also expected to (i) pray (ii) sing and (iii) dance. Worship. This is our major responsibility as God expects us to meet and communicate with the spiritual world and God. There are several ways of worshipping God. These include among others: (a) Sacrifices and offerings. Sacrifices include shedding of blood of animals and birds. Offerings are in the form of foodstuffs, milk, water and honey. God was worshipped because He is recognized as the absolute owner of life and property. We also worship God in order to (i) invoke Him for special blessings (ii) thank Him (iii) express our personal fellowship and communion with God (iv) avert or prevent evil. Evils bring about epidemics, famine, floods, and drought. (b) Singing and dancing. Africans worshipped God through singing, dancing, clapping of hands, ----- 81 # drumming, and use of musical instruments. (c)Prayers, invocations and blessings. Prayers were accompanied with sacrifices or offerings. Community leaders prayed to God, spirits and ancestors. (d) Invocations are shortened form of prayers e.g. Help me oh God Oh great God. These are prayers at the spur of the moment. They are few words full of meaning and calling for help form God. (e) Formal blessings. An elder or older person gave blessings. It is believed that the person blessing the other one is doing so on behalf of God. (f) Venerations. Africans treated their ancestors with great respect and honor. They for example worshiped ancestors daily. Worshipping included placing food or pouring libation of beer, milk, water and honey for the spirits. As this act was done, they uttered words to accompany the offerings. Libations were done daily by some communities. (g). Ancestors were honored by:  Mentioning their names at prayers was offered to God.  Naming children after them.  Inviting them to participate in family ceremonies and rituals. For example during birth, and initiation.  Maintaining their graves well.  Giving the dead a decent burial Communication with spirits Diviners and mediums talk with spirits. To do so, they sit quietly in a place; singing, dancing and ----- 82 # clapping their hands. As they dance, sit and sing, diviners lose their senses and get possessed by the spirit. The spirits speak give them messages for individuals and communities. Spirits communicate on issues such as (i) lost property (ii) revealing by name the enemy in the society (iii) making demands on the living (iv) giving advice (v) giving warnings on impending danger and (vi) making promises to bless a family or clan. Spirits that possess mediums are not harmful. There are bad evil spirits harmful to people whom they possess. Some evil spirits cut themselves; others throw themselves into a fire, river, and lake. Revision questions a) Explain African beliefs about god ( or qualities) b) Describe the African understanding of the hierarchy of being c) Describe the role of the ancestors to the living d) What was the responsibility of the living towards God? e) Describe the T.A. ways of worshipping God. TOPIC EIGHT: AFRICAN MORAL AND CULTURAL VALUES Learning Outcomes By the end of the topic, you should be able to a Explain the meaning of life and its wholeness in the traditional African society b Explain the African concept of community and kingship system c Outline the factors contributing to harmony and mutual responsibility in the African communities d Describe rites of passage and their role inculcating moral values in the traditional African society e Explain the role of religious specialist and their relevance in modern society ----- 83 # f Explain the African moral values g Discuss and evaluate continuity and change in the African understanding of leisure, dress, old age, widows, orphans, dowry, community, land, medicine, worship and property. LESSON ONE: MEANING OF LIFE AND ITS WHOLENESS IN THE TRADITIONAL AFRICAN SOCIETY Learning outcomes. By the end of the lesson you should be able to:- 1. Describe the meaning and wholeness of life in the traditional African society 2. Describe the African understanding of a community Life originates from God and it progress from one stage to another with a certain rhythm each person has to follow. Each stage of life is marked by rites of passage. Life is continuous and unending. Each person is expected to value life and to be responsible. Life involves sharing. It is immoral to be greedy and self centred. People are to be hospitable, warm and caring toward other people. Unity and harmony are to be upheld. Life is viewed as whole only if a person went through all the stages or rites of passage Life was propagated through bearing children. Life cannot be divided into religious and secular. Every element of life has a religious meaning. Life is communal. Life was celebrated at every stage. Everyone depends on others. Labour was divided. There were duties for men, children and women. In African traditional society, human life is precious. Murder was condemned harshly. Suicide was ----- 84 # considered the worst thing anyone could do. It was seen as a curse on the family. If one died at childhood, it was regarded as abortion. Death did not mark the end of life. Death is referred to as saying goodbye to food, sleeping, going home, being called by the ancestors. African concept of a community A community is a group of people who share a common language, religion, and culture and may live in the same geographical location. This group of people or an ethnic group shares common interests and characteristics. For example, African communities:  Share common features, and interests  Have the same origin and are likely to be related by blood.  Share a common language.  Live together and inhabit the same geographical location.  Are divided into smaller units called clans A clan is made up of people who have the same forefather. A clan is composed of families. A family is made up of members (living or dead) who are related by blood and marriage. Family members therefore include the ancestors and the unborn. LESSON TWO: KINSHIP SYSTEM IN AFRICAN COMMUNITIES Learning outcomes. After studying African kinship system in African communities, you should be able to: a. Explain the importance of kinship system b. Give factors that contribute to harmony and mutual responsibility Kinship refers to the relationships between people. These can be by blood, marriage or adoption. People that belong to the same kinship system are referred to as kin. ----- 85 # Importance of kinship system and ties Kinship relationships were and still are important among African communities. This is because these ties: i Provided company. This ensured that people were not lonely. ii Provided a sense of belonging which one of the human needs. We all want to belong iii Controlled social relationships between people related by blood or marriage. iv Promoted mutual responsibility and help v Enhanced a sense of security which is a human need vi Regulated marital customs, rules and regulations. vii Enabled people to live peacefully and in harmony. viii Bind the community together enhancing social cohesion and loyalty to each other ix Facilitated care for the disadvantaged members of community. x Ensured that all members of the community are have knowledge of community beliefs and practices xi Provided a peaceful way of settling disputes. xii Provided mechanisms for proper inheritance of property for example land. Factors contributing to harmony and mutual responsibility in African communities. These are many. Some of them are (i) rites of passage (2) good morals (3) participation in communal activities such as ceremonies, work, leisure activities and worship (4) sharing of property and ideas (5) division of labour. Tasks were distributed according to ones age, gender and status. (6) rules/social norms regulated how ----- 86 # people grew up; knowing what is wrong and right. Good morals help people to live in peace and harmony LESSON THREE: RITES OF PASSAGE Learning outcomes. I expect you to read this lesson and a. Name the main stages of human life b. Explain the rite of circumcision in your community c. Narrate initiation rituals d. Discuss the importance of marriage in your community with peers e. State the importance of funeral and burial rites. In traditional African society, there were four main stages of life. These were (i) birth and naming (ii) initiation (iii) marriage and (iv) old age and death Birth and naming When a woman conceived, and pregnancy was visible, she was treated specially. She wore charms to keep away evil eyes. She ate special food and avoided sexual relations. The family and husband did not expect her to perform heavy task. When she was ready to deliver, mid wives helped in delivery. After delivery, the placenta was seen as a sign of fertility hence it was buried in the fertile land such as a banana plantation. Some communities preserved placenta while others threw it into a running stream. Birth The arrival of a baby and its sex was announced through ululations or shouts. The placenta was disposed off ceremoniously. The mother was purified and baby protection rites were conducted. Once purified, a ----- 87 # mother could wear charms to protect herself and the baby from malicious spirits, sorcery, witchcraft, and evil eyes. Thanksgiving ceremonies were performed to show gratitude to God. The hair of the mother and child was shaved as a sign of purification and newness of life. Naming Naming of babies was carefully chosen. A baby could be named after either a season, weather, ancestors, place or time of delivery, occasion, experience of mother during delivery, significance events such as war, and drought, personality of the child, and names of heroes and gods. A good example is the name Were amongst the Luhya. Twins had special names. Initiation  the second rite of passage. There were different types of initiations such as circumcision for boys and clitorisdectomy for girls, excision of teeth and body marks. Initiation rites were important and every individual was expected to go through them or be rendered an outcast. Initiation practices were seen as tests for courage and bravery. They helped the communities when identifying future leaders and warriors. Initiation was very important in communities where it was practiced. Initiation marked a transition from childhood to adulthood. In this transition, the initiate acquired new rights, new status in life, and privileges. For example the new initiates were allowed to marry, own property, and inherit the fathers ----- 88 # property. In addition the initiates received specialized education. They were taught how to behave as adults, warriors, future husbands and parents. The education brought families, relatives and friends together. This act strengthened kinship ties. It also prepared the initiates to face the difficulties and challenges of adult life. In addition, initiation helped to structure the community. Initiation was programmed to fit an age set; and it marked passage of specific time. Thus each initiation ceremony was held regularly, normally between 16  21 years of age. If you calculate, you can see that 16 to 21 years introduced a new age set or group of young people. The age set held power for 16 to 21 years and handed over to the new generation. Initiation was therefore a mark of identity. It gave the initiate a sense of belonging. It bonded the initiates together with the ancestors. Initiation rituals are not popular today as they were in the past. This is because many communities have undergone social and cultural changes because of modern education. As a result some families take their sons to hospitals to be circumcised to prevent HIV/AIDs and to avoid infections because of unhygienic traditional initiation practices. Other reasons are (i) urbanization and migration, (ii) individualization (iii) Christians religious values. These have made some communities abandon some rites e.g. clitorisdectomy and (iv) some countries ----- 89 # have made girls circumcision illegal and an issue of human and health rights. Attitude to birth and naming There has been a change in attitude to birth and naming. This is because initiation is no longer a community but a family affair. In addition, pregnant women attend antenatal clinics. Majority of pregnant women give birth in hospitals and health centres. Thus a doctor and not a midwife announce the sex of the baby. In modern society, the mother and child are no longer secluded. Lastly most parents prefer western names for their babies. Marriage was a requirement for all members of the community. It was a source of status in the community. Since a leader had to be married. Young men and women married after initiation. Marriage was a happy occasion and a source of wealth. The father gave young initiates some animals for dowry. Fathers of girls received dowry payments, as bride price was mandatory. It was given to the parents of the girl in form of (a) Cows (b) Goats (c) Camels (d) Jewellery (e) Poultry. The young men inherited the fathers property. Importance of dowry. Dowry unified the community. When young women were married, their parents lost their labour. Dowry payments compensated for this loss. Men paid dowry as a sign of commitment to their wife and parents. Importance of marriage ----- 90 # Marriage was sacred. It was and ordained by God. Marriage created new social relationships and expanded web of kinships. During the marriage ceremonies the whole community rejoiced, and feasted together. The newly married couple learnt new knowledge and skills. The community and society respected the newly married couple. Children born from this union propagated and ensured continuity of family, and the community. Modern community and marriage. There has been a change in attitude towards marriage. As a result: marriage is no longer seen as sacred and divorce is common. In addition, dowry has been commercialized, as it is no longer seen as important. Some young men do not pay dowry. In fact marriage is no longer seen as a sign of status Children were important in marriage. Barren women were frowned upon. Polygamy solved issues of childlessness. Couples without children can now adopt them from the Child Welfare society. Divorce. This was very rare. It happened only if the girl (i) was not a virgin (ii) practiced witchcraft (iii) and did not show respect towards her husband. Old age and death. This is the age of wisdom. Old people were respected. Grey hair was a sign of respect and wisdom. In all culture, the elders were the custodians of the law, norms and regulations. Social and religious specialists were seers, rainmakers, priests, diviners, and medicine men among others ----- 91 # Death. Old age is followed by death. It was seen as a transition into the spiritual life. Besides old age, many cultures believed that death was due to either breaking of the traditional customs and taboos, curses, evil spirits, witchcraft, war, diseases and epidemics. Burial rites were performed in many African communities. Disposing of the dead body. Several methods were used to dispose the body. These were burials, leaving bodies in the forest, and throwing body to animals or placing the body in an abandoned house. African communities believed that animals carried the spirit of the dead person to the next life. Burial rites were performed by the bereaved. They buried the body with ones person belongings and tools. Thus if a person was a great warrior, he was buried with a war coat. Celebrations accompanied funeral rites. Funeral songs (dirges) were performed. There was drinking and eating. Importance of funeral and burial rites Burial rites created a good relationship between the dead and the living. They were therefore given to appease the world of spirits, express unity in the society, cleanse the remaining relatives and obey the customs of the community. Rituals that were performed depended on the community. Some of the rituals for the dead included. a) Shaving of heads. Some mourners shaved their hair completely, while others shaved in a specific pattern. b) Dancing and singing, and giving gifts to the bereaved family ----- 92 # c) Mourning (d) Drum beating (e) Horn blowing 9f) Grave side fires Here are some questions to make you think about marriages 1. In your opinion, what has brought changes in modern marriages? 2. Explain why divorce is rising in Kenya and Africa. 3. What changes do we see in contemporary marriages? 4. What has brought about these changes? 5. What are the major causes of death in Kenya today? LESSON FOUR: RELIGIOUS SPECIALISTS AND THEIR RELEVANCE IN MODERN SOCIETY Learning outcome. After studying this lesson, 1. Identify religious specialists 2. State the role of medicine men, priests, mediums, prophets, diviners, and seers 3. Describe roles of herbalists, elders, and rainmakers 4. Explain the role of religious specialists in your culture Religious specialists include Medicine men / healers, Herbalists, Diviners, Mediums, Prophets / Seers, Rainmakers, Priests and Elders. Religious specialists were given power by their parents who taught them religious duties. Others received divine call through dreams and visions. A few learnt from experts via apprenticeship. This is learning by observing and practicing what one sees the master teacher doing. Roles of the medicine women/men in the Community. Medicine women/men are healers who were and are respected by the community. This is because they were and are able to: 1) Treat and heal the sick 2) Solve serious and complicated chronic illnesses ----- 93 # 3) Give medicine in form of powder, herbs, minerals or liquid form and observed patients swallowing, drinking, sniffing, and applying on the skin. 4) Offer prayers and sacrifices to God 5) Give charms to protect individual persons from evil spirits. 6) Perform specialized medical roles in some communities in spite of the fact that we have modern hospitals, counselors and psychologists. Elders were and still are community leaders. They were not religious specialists but the community gave elders duties, which made them close to religious leaders. Herbalists and their relevance. Herbalists were synonymous with witch doctors. They cured people through herbs just like the medicine women/men. Communities belief: that herbalists are witchdoctors and possess magical powers. Herbalists continue to be consulted as witch doctors or waganga. Today herbalists do religious tasks that were traditionally done by diviners. Diviners were able to find hidden secrets and knowledge; reveal witches and thieves. They communicated with spirits and enhanced the work of healers and medicine people. They worked as medicine people and were healers of people. They used magic powers and predicted future occurrences. They used items such as pebbles, water, bones or gourds in divination. They also warned of future calamities. They were mediators between God, ancestors and the people. To be a diviner, one had to be trained. There was a specialized curriculum prepared by diviners. ----- 94 # Relevance of diviners in modern society. Diviners (witchdoctor mganga) are not popular today and are hardly consulted. But the unfortunate Kenyans consult them who: need a job, promotion, and children. This consultation is secret. Mediums were channels of communication between the living and the spirits of peoples ancestors. The ancestor spirits possessed mediums and through them ancestors gave information and messages to their relatives. Priests were religious leaders and functionaries. They were intermediaries between people, ancestors, spirits and God. Their work was to make sacrifices and give offerings on behalf of the people. They officiated during planting and harvesting rituals. They offered prayers and blessed the needy. They cared for the shrines and poured libations to the ancestors. They led the community in public worship. They were political heads and judges. Today, traditional priests are not relevant since most Kenyans follow several religious practices like Christianity, Hindus, Islam and many others. But there are however, a few traditional priests who take care of community shrines. Prophets / Seers predicted the future. They foretold events such as invasions, wars, drought, and epidemics. They gave advice. They also performed religious duties. They could bless and curse. Religious prophets are common today but traditional prophets are not common. Rainmakers were responsible for bringing or withholding rain to a community. They interpreted weather ----- 95 # conditions. They performed certain rituals like asking God for rains. They were highly respected in the society. Modern science has replaced rainmakers Meteorological departments have made the rainmakers redundant. Elders were custodians of community values and secrets. They acted as educators. They gave punishment to offenders of social norms/rules. They acted as counselors and guided the youth on matters of sex and marriage. They helped in maintaining roles for important religious functions, such as rites of passage. They were political leaders in the community. They were negotiators and solved conflicts since they settled family disputes especially agreements concerning land. They were custodians of the traditional values, customs and history of the people. Relevance. Elders are relevant in modern society. They are referred to as village elders and are recognized by the government of Kenya. LESSON FIVE: AFRICAN MORAL VALUES Introduction. African communities were regulated by a strict code of laws and moral values. In this lesson we shall study moral values, which regulated individual members of society as well as the community itself. Learning outcomes. After reading this lesson, you should 1. Give examples of cultural values 2. Define moral values 3. Identify forms of misconduct 3. State a punishment for each misconduct ----- 96 # What is a cultural value? These are community practices and beliefs. Each community has cultural values that it accepts and upholds. These cultural values are laws, customs, and forms of behaviour, regulations, rules, observances and taboos. The cultural values form a moral code, which regulates the community. For example, if the culture, values private property, it will have laws that forbid theft of property. These laws are cultural values. Cultural values influence the social order and peace. God gives peace and harmony. God is seen as the giver and guardian of the law. Disobedience was and still is regarded as evil, wrong and was and still is punishable by law. What is a moral value? Moral values are standards of behaviour towards others. They are based on what is valued by the community. Moral values are also positive attitudes. Each community decided what is important to it and what is desirable for its members to practice and uphold. The moral values that communities observed were many. They included amongst others: 1. Hospitality and Love for self and others. This is the habit of welcoming all people, treating oneself and others well. Members of the community were taught how to be hospitable to visitors, strangers and how to assist the needy. 2. Honesty. This is developing good habits like telling the truth, Loyalty, Respect, Co  operation with all. 3. Obedience to parents, elders, community leaders and elders. Cultural regulations were followed and ----- 97 # adhered to leading 4. Caring for others. This is being responsible to members of the community 5. Developing social moral behaviour like Humility, Sharing, Responsibility, Chastity, Integrity, Tolerance, Perseverance, and Courtesy 6. Working Hard. Do chores. These were according to sex, age and social- economic status. 7. Cooperation. Members cooperated and worked together with others. Moral values were learnt in the process of socialization. Leisure activities helped in acquisition of moral values. Learning moral values was a lifelong process. The most valued behaviour was obedience. Children were to obey their parents; wives obey their husbands; community obeys their leaders, and elders. Learning to obey was a life long process. An obedient person was respected and rewarded. Misconducts. There were taboos that the community observed. Failure to obey community laws resulted in punishments. The community did not allow stealing of livestock. Domestic animals were the most valued private property. Individuals owned livestock while land ownership was communal. There were many forms of punishment for stealing livestock and committing other crimes. For example a. Payment of heavy fines to replace stolen livestock b. Being beaten in a sack c. Thrown down a hill ----- 98 # d. Cast out of community. Thieves and murders built their homes at the outskirts of the community. They were not allowed to interact anymore with the members of the community. e. Being covered with dry banana leaves and then set on fire. LESSON SIX: CONTINUITY AND CHANGE Introduction Learning outcome. From this lesson, you should be able to: 1. Compare traditional and modern way of life 2. Trace property ownership in traditional and modern communities 3. Explain how money economy has affected the traditional way of life 4. State how communities can look after orphans, widows, and old people Community. Formal education introduced the western way of life. Employment and trade forced Africans to leave their villages to look for employment and markets in towns. These actions led to urbanization and pluralism. As a result different communities came to towns and lived together. 1. Paid employment. Workers were paid by money. The concept of money changed community life. Individualism ownership of money replaced communalism 2. Land used to be communal. There was plenty of land for everyone. But changes were brought by modern life. For example, health improved and people lived longer. There were fewer deaths and population increased. With money, there was an expansion of trade. Individuals started buying land with money instead of clearing forests. Modern life changed the concept of land. Individual started owning land. The colonial governments ----- 99 # introduced policies about land ownership in different African countries. In communities where education was accepted and money economy took over from livestock economy, communal land disappeared. Parents did not have land for inheritance. As a result, people moved and bought land away from their ancestral birthplaces. This resulted in both migrations and immigrations. 3. Property. Traditionally property included land, cattle (Livestock), women/ wives, and children. In African traditional culture, this property belonged to men or the first-born son in paternal societies. In maternal communities, it belonged to wives and daughters. Today property or wealth is in different forms such as money, buildings, vehicles, land, shares, stock, jewels, insurance, and others. Women, men and children own property. Because of this, the status of a person is measured by property. Dowry  Bride price / bride wealth In African societies, bride price was very important. It was given in various forms. For example cows, animals skin, and camels. Today dowry is commercialized. Its mainly in form of cash money. This has made marriage costly for the poor. Some young people are staying together without a formal wedding in church or in the community. Others do not want to pay dowry. Young couples are living together in what is called  come  we  stay arrangements. 4. Health Medicine ----- 100 # In traditional society, Illness was caused by witchcraft, sorcery, bad omen, or curses. Diviners, herbalists, and healers treated the sick people. Today bacterial, viruses, or environmental factors, cause illnesses. These are treated by nurses, and doctors; in hospitals and health centres. There is however a craze for herbalists. The communities are consulting herbalists and are taking herbal tea, and medicine 5. Dress Mode of dressing varied between countries. It was dependent on the type of climate. African communities were clothes made from skins or hides, leaves of bananas and trees. Women wore beads, and necklaces for decoration. Modern mode of dressing is a mixture of African, Asian and European wear. There are clothes for men, women, and unisex. African and western ornaments are worn for beauty and style. 6. Worship. Worship is an important activity in African communities. There are different forms of worship, which are done in various places. Those who were converted to Islam worship in Mosques. Those converted to Hinduism worship in temples. Christians worship in churches. The few traditional African communities continue to worship their ancestors in shrines. These are very few. But a few groups are turning back to traditional worship and reviving worship of ancestors and spirits, and their traditional God. For example Mungiki a cult in Kenya, made up of young people, worship the ----- 101 # traditional Ngai and practice traditional culture. Traditional religions have many offerings such as foodstuffs and sacrifices such as goats, cows, sheep and chicken. Human sacrifice has been discarded. It is illegal, and it is murder. In the news, we have heard of cases of body parts being stolen from a dead body in mortuary probably for religious rituals. This is illegal and a criminal offence. Modern offerings in most religious institutions consist of money. 7. Death changes immediately the status of families. Mothers and fathers become widows and widowers. Children become orphans. Many parents, wives and husbands have died because of HIV / AIDS, road accidents, diseases and other modern calamities. They have left orphans, widows and widowers. Orphans used to be looked after by grandmothers, brothers and uncles. Today government, churches, charities, NGOs, well-wishers, and guardians, the elder sibling looks after orphans. Some orphan sisters and brothers drop out of school to look after the rest. Some orphans have ended up in the streets because there is no one to look after them Widows. Traditionally brothers inherited widows. However, widow inheritance is being discouraged to prevent HIV / AIDS. But on the other hand, widows are encouraged to remarry as society has become individualistic and no longer assists community members as an obligation. ----- 102 # Widowers are not inherited and many of them remarry soon after the death of their wives. 8. Old age. In traditional African communities, old people were respected. But now old age is not respected. The aged are seen as a burden to their children. This is because the need medical care, food, and other forms of care to meet their needs. Most of them are neglected and mistreated. In traditional communities, children took care of their aged parents. Today some children care for their parents. Fortunately, churches have set up homes for the aged. An example is Nyumba za wazee. A few old people can look after themselves since they have pension schemes, life insurance policies, income generating projects, investments and bank deposits. They can care for themselves. Revision questions a) What is the significance of the kingship system b) Outline and explain factors contributing to harmony and mutual responsibility in the traditional African society c) What was the purpose of the bride wealth in the traditional African society? d) Explain the role of medicine men in the African communities and their relevance today. STUDY ACTIVITIES Read the Bible quotations given Carry out role-plays e.g. the sacrifice of Isaac by Abraham Consult the aged to assist in the understanding of African traditional practices ----- 103 # Form one answers Topic: one 1.What is the importance of reading the Bible?  Strengthens peoples faith.  Helps in spreading the gospel.  Helps in composition of songs and hymns.  Acts as a reference when we write its translations and other books.  Promotes good relationship between God and man. 2. In society, people in schools, crusades, churches, lodgings, homes, and hospitals read the Bible. 3.In the government, the Bible is used for swearing in the Courts, Parliament and Cabinet when members of parliament are nominated to become ministers of the government. 4.The major divisions of the Bible are the old and the new testaments. Read 1.3.4. Above for more information 2. What are the effects of Bible translation on African languages? The Effects of Bible translation into African languages The translations increased and deepened peoples faith in God. They also led to the establishment of schools. The Gospel spread to local communities and many of them became Christians. The missionaries and colonialists learnt African Languages. This led to the promotion of African languages. This helped the African converts to judge when the missionaries were unfair or when they practiced inequality of races. 8. Why is the Bible referred to as (a) a Library and (b) the Word of God (a) The Bible is referred to as a Library because its: 1. Books are arranged in a series and in order. 2. A reference book ----- 104 # 3. Is a book of literary works 4. Books were written under different situations and circumstances 5. Books are many 1. Inspiration is a process through which God took the initiative to prompt and enlighten the writers of the Bible its Godly influence. TOPIC TWO: CREATION AND THE FALL OF MAN 1. Find answers on the differences between the two creation stories in lesson four 2. Traditional African view of creation is in lesson four. Africans view was that:  God is the architect of the world  God existed from the very beginning of time  God created everything from nothing  God provides for the needs of human beings, animals, and all creation  God continues to create through human beings 3. Human beings continue with the work of creation in lesson four 4. The origin of sin and evil read again lesson five 5. Consequences of sin in lesson five When Adam and Eve sinned  Mans friendship with God changed to fear of GOD  What had been innocent and good became shameful  Relationship between GOD and man was damaged and became spoilt  Man began to toil for food, safety and other basic needs  Pain became part of human experience  Death sentence was passed 6. Consequences of evil are in lesson six Africans understand evil as barrenness, war, drought, epidemics, madness, sickness, death, burning in a house and others ----- 105 # 7. Gods plan of salvation is lesson seven. The lesson tells us that GOD saved human kind by providing:  Clothing for Adam and Eve  Means to find food  A decree to defeat serpent through the seed of the woman  A solution in which he choose Abraham and separated him from others  A delivery of Israelites from Egypt  Prophets with messages for Israelites  The Messiah to die on the Cross to save humankind 8. Compare the biblical concept of sin and the African concept of evil. Similarities:  Both agree that God is good and did not create evil.  In both, sin is a result of disobedience, greed and selfishness of humankind.  In both cases, sin leads to human suffering.  Both hold the view that sin/evil befalls humankind in the form of a curse.  Sin brings separation between God and man.  In both, there is reconciliation and forgiveness between God and man. Thus sin does not end a relationship. Differences  In the bible, the serpent is seen as the cause of sin whereas in many Traditional African communities, the spirits of the dead causes evil.  In the bible, there is external punishment (hell) for sinners while the African communities believe that punishment is here on earth.  Biblically, human beings are born sinners because they are descendants of Adam (1st parents sin). In ----- 106 # Traditional African Community, a child is born free of evil.  Biblically had taken the initiative to end sin but in Traditional African Community, man does through sacrifice to the ancestral spirits. 9. Subdue the earth in genesis 1 verse 28 TOPIC THREE: FAITH AND GODS PROMISES TO ABRAHAM. Qn 1. Explain why Abraham is referred to as the Father of Faith Faith is complete trust in somebody or something. This is because he demonstrated faith in his lifes actions.  Accepting to move from his homeland to an unknown land.  By accepting circumcision at an old age and change of name.  Being ready to sacrifice his only son  Isaac.  He made altars for the worship of God at Bethel etc.  He believed in a God he did not know/see.  By accepting to enter into a covenant relationship with God where he gave his best animals as a sacrifice. Qn 2. Give five (5) actions from the life of Abraham that shows his faith in God  Abraham obeyed Gods call and left his homeland Haran to go to an unknown land.  He believed in the promises God gave him.  Build altars for the worship of God, one at Schecher and the other at Bethel.  Covenant  accepted to make a covenant with God where he sacrificed the best of his animals.  Circumcision  accepting the command to circumcise himself and all male children in his household. ----- 107  # Sacrifice of son  willing to offer his only son Isaac as a burnt offering to God. Qn 3. List some of the promises God gave to Abraham.  Abraham and his wife Sarah would have a son.  Abraham would be famous.  He would become the father of a great nation.  God would curse those who cursed him and bless those who blessed him.  God assured Abraham of a personal protection.  Many descendants  like stars on the sky.  The descendants would be slaves in a foreign land but God would deliver them.  He would live to a ripe old age and die in peace.  God would establish an everlasting covenant with him and his descendants.  Some of his descendants would be kings.  God would give him and his descendants land. Qn 4. Compare and contrast Jewish and Traditional African practice of circumcision A. Similarities  In both communities, circumcision is taken as a physical sign of membership to the community.  It involves the cutting of the foreskin.  Members who refuse to be circumcised are treated as outcasts in the community.  The shedding of blood is symbolic as it binds the people with God and ancestors.  It has a religious significance.  Special people in both do circumcision. ----- 108  # The occasions are accompanied by a ceremony which being kinsmen together.  The rite is compulsory for males.  The practice is handed down from one generation to the next.  Names are given during the occasion.  In both cases, it is done in special or religious places e.g. temple/under mugumo tree/ shrine etc.  It is a command from God/ancestors. Differences  For African, initiation leads to adult responsibilities such as marriage, becoming a warrior, decision- making and property ownership. In Jewish community, the boys are too young to take up responsibility.  In the Jewish community, only males are circumcised while in the Traditional African Community, both boys and girls are.  For Jews, one remains a child while in the Traditional African Community, they move from childhood to adulthood.  Jewish community circumcise at the age of eight days while in the Traditional African Community, it is at puberty.  Among the Jews, it is a sign that they have become Gods people, but in Traditional African Community, one is bound to the ancestors.  The Jewish circumcision is a command from God as a sign of their covenant with him while Traditional African Communities do it in obedience to the customs and traditions of their duty. ----- 109  # The rite, taken place on the 8th day of both in Jewish community while in the Traditional African Communities, it occurs after every four  six years.  Done to individuals in Jewish community while it is done to a group of age mates in the Traditional African Communities.  No seclusion period among Jews as is the case in most African communities.  In African communities, the ceremony enables them to choose future leaders, which is not the case with the Jews.  Helps one endure suffering (pain) in future in the African communities unlike in the Jewish communities.  Only one form of initiation (cutting of foreskin) is done. Various forms are practiced in the Traditional African communities. These include:  Cutting of foreskin  Lib/ear piercing  Removal of lower teeth  Scarification (putting marks on face/body) Qn 5. What is the importance of faith to Christians?  Faith is the foundation of Christian life today. It makes Christians part of the great nation of God.  Through faith in Jesus, Christians became the chosen people of God.  Faith enables Christians make correct choices in life e.g. When choosing a career, marriage partners etc.  Faiths help them to face temptations and challenges in their lives and are able to overcome them. ----- 110  # It gives them perseverance in prayer as they wait for Gods answer.  It gives them the courage to commit their lives to God totally.  It is through faith that Christians obey God.  They are able to achieve impossible things through faith.  They are able to believe what they have not seen through faith.  They are able to serve the world, help the needy because of their faith in Christ. Qn 6. State the elements of a covenant  Partners two or more partners are involved.  A physical reminder  a certificate/sign.  Promises:  given by both partners.  Ceremony  whose blood seals it or an oath taken.  Witnesses  must be present  It requires faithfulness, obedience and loyalty to the regulations  It spells out serious consequences for those who break it. Qn 7. Give examples of covenant in the bible and the modern society The Bible  Gods covenant with Noah: where he promised never to destroy the earth with flood  rainbow is the sign of the covenant (Gen 9).  Gods covenant with Abraham: God promised to fulfil the promises he made to Abraham. The sign was circumcision (Gen 15 & 17).  The covenant between God and the Israelites on Mt Sinai  sign was the Law  10 commandments (Exd 24).  The covenant between God and King David  promise to Davids kingdom would last forever (2 Sam:7). ----- 111  # Jeremiahs covenant: The new covenant with Gods people (Jr 31: 31  34). Modern Society  Baptism  Marriage  Oath of allegiance/loyalty  Ordination  The National Anthem binds all  The loyalty pledge  Employment contract Qn 9. Discuss the circumstances that led God to enter into a covenant relationship with Abraham  To seal the promises given unto Abraham e.g. a great nation, son, many descendants.  It was an assurance of the fulfillment of Gods promises to Abraham.  It was to unite God and the Israelites.  It was to be a source of blessings to all.  A starting point for the salvation of mankind, whereby he would renew the relationship between himself and man after the separation by the 1st parents. TOPIC FOUR: SINAI COVENANT. Qn a. What are the qualities of Moses as a leader?  Education: he received education while in the pharaohs palace where he grew up.  Jewish religion knowledge: his own mother who was his maid taught him the history of Israel.  He learned leadership skills from the King as he grew up.  Shepherd: herding the father-in-laws herds made him gain experience of shepherding people. ----- 112  # Life in the wilderness where he lived after killing an Egyptian gave him experience in desert life through where he would lead the Israelites.  Father/parent: his marriage to Zipporah helped him learn family leadership. Later he applied this to his work.  Prophet: Enabled him to foresee the future and inform the community.  Miracle-maker: helped him solve problem facing his people in the wilderness e.g. lack of food, water.  Lawgiver: gave laws that were used to govern the community of Israel i.e. the Ten Commandments.  Hard work: worked for his father-in-law serving the family e.g. fetching water. Later he was able to serve the Jews. Qn b (i) Describe the call of Moses: Exodus 3: 1  22  God called Moses as he herded his father-in-laws flock at Mt Sinai.  Moses saw a burning bush, which was not consumed. He drew nearer to get a better look.  God called Moses by name from the middle of the burning bush and told him to remove his shoes because he was standing on holy ground.  God told Moses that he had seen the suffering of his people in Egypt and heard their cry.  He told Moses that he had chosen him to go to Pharaoh and release them from bondage.  Moses objected to the task because he felt inadequate.  God promised to be with Moses and to protect him.  Moses asked for the name of God so that he would have a point of reference when asked who sent him. ----- 113  # God revealed himself to Moses saying, IAM WHO I AM  God gave Moses power to perform miracles that he would use as proof of his work.  Moses protested further saying he was a stammerer.  God commissioned Aaron, Moses brother as his spokesman.  Moses then told God he was afraid to go to Egypt.  God assured him that the man he was afraid of was already dead. Qn b (ii) Why was Moses hesitant to Gods call?  It is because he was already a criminal and wanted in Egypt after having killed and Egyptian and ran away.  He was not a good speaker (stammerer).  He did not know the name of God who was sending him. Qn c (i) what is the significance of the items used for the Passover feast (similar to what is the meaning of the Passover meal)?  The Lamb: reminded the Israelite of the sacrificial lamb whose blood saved their 1st born from the angel of death.  The unleavened bread signified purity.  It too signified the hurry they had to leave Egypt, as unleavened bread is easy to bake.  Roasting the meat was the easiest method of cooking.  Not breaking bones and spilt blood signified forgiveness.  Bitter herbs symbolized the bitterness of slavery in Egypt. Other Meanings:  Eating while standing symbolized the haste with which the Israelites were to leave Egypt.  They were not to leave any meal to avoid profanation in the form of flies. Burning was the simplest ----- 114 # way of disposal & sacred. Qn c (ii) Compare the Lords Supper to the Passover feast Similarities:  Both are acts of salvation from suffering. Passover saved Israelites from slavery while the Lords Supper saved people from bondage of sin.  Both are celebrated in memory of a past event  suffering.  Lambs offered in both Hebrews  the Passover lamb in the Lords Supper Jesus is the paschal lamb.  In both a symbolic meal was taken.  In both cases each group is saved through a mediator  Moses and Jesus respectfully.  Gods covenant is remembered in both cases i.e. Old testament and new covenant respectfully.  In both the religious significance of the feasts is taught and emphasized. Differences:  In the Passover feast, animal sacrifice is offered while in the Lords Supper, Jesus was the last sacrifice and instead bread and wine are offered to represent his blood and body.  Whereas the Jewish Passover was compulsory for every few, the Lords Supper is not compulsory in all Christian churches.  The blood shed in the Jewish Passover is for the salvation of the Jews only while the blood of Jesus shed on the cross is for the salvation of the whole human race.  Passover lamb offered in Hebrew while Jesus was the lamb offered in the Lords Supper. Qn d. Describe how the Sinai covenant was made  The Israelites arrived at Mt Sinai through Gods saving power. ----- 115  # Moses was instructed by God to tell the elders to do the following in preparation for the making of the covenant.  All Israelites were to cleanse themselves and wash their garments.  Mark the boundaries of the mountain and avoid going near or crossing the border.  Avoid sexual relations between married couple. Note: All these happened after Moses had gone up the mountain and God had promised to make the Israelites the following if they obeyed him. i. His people ii. A kingdom of priests iii. A holy nation  On the third day after cleansing, Moses took the Israelites to meet their God. God manifested himself in the following forms: thunder, lightening, earthquake and a thick cloud that filled the mountain and a loud trumpet blast.  Moses came down and told people about the laws which was to guide them as a covenant people.  The people agreed to obey all the words the Lord had spoken (Ex 24: 3  4)  Thus the covenant was made. Qn e. Describe the circumstances that led to the breaking of the Sinai covenant  Moses went up the mountain to receive the stone tablets on which the Ten Commandments where written. He delayed (40 days) thus forgetting God.  The Israelites became impatient. They forgot the saving power of God that had delivered them from ----- 116 # Egypt.  Aaron was a weak leader who failed to lead the people to uphold the covenant. He yielded to their demands to make and worship idols.  Availability of gold jewellery: used to make the calf image.  Idolatry was a practice done while in Egypt so they copied/continued with it.  They were used to Gods (idols). They could see while in Egypt unlike the Yahweh who was invisible. Qn f. How was the broken covenant renewed?  Moses pleaded to God not to destroy the Israelites.  God spared them.  God commanded the Israelites to cut two stone tablets where he would rewrite the commandments.  God gave conditions to be fulfilled by the Israelites in the renewal of the covenant. These were: a) To obey Gods command. b) Not to make treaties with other nations. c) To tear down the altars of the gods of other nations and temples. d) Not to worship idols. e) Not to make images to represent God. f) Not to marry foreign wives. g) To keep and celebrate the three festivals namely, Passover, feast of weeks and the feast of in gathering. h) To keep the Sabbath day holy. i) Dedicate to God 1st born male children and animals.  God promised that if they obeyed Him, He would: a) Protect and preserve them ----- 117 # b) Bless them c) Make them prosper  After this Moses was ordered by God to write a new set of Laws on the stone tablets.  Thus the covenant was renewed. Qn g. Describe how the Israelites worshipped God in the wilderness  Worship is the practice of showing respect and love for God.  The Israelites showed their respect and love for God in the wilderness in the following ways: - 1) The Ark and the Tabernacle: The Ark was a wooden box where the Ten Commandments were kept. They signified the presence of God. The tabernacle was a portable tent for meeting between God and the Israelites. 2) The Sabbath: They observed the Sabbath as a sacred day for resting and worshipping God. 3) Festivals: Celebrated many festivals as one way of worshipping God. E.g. Passover. 4) Altars  built them when there was need to worship God  meeting place between God and the people and sacrifice to God. 5) Observance of the Ten Commandments. These guided them on how to live with God and man. 6) Religious leaders: God chose priest from the tribe of Levi to organize worship. Qn h. What is the relevance of the Ten Commandments to Christian today?  Christians learn that God is a jealous God. They avoid holding other things in their lives strong in the place of God. ----- 118  # Christians learn that God is unique and cannot be represented by visible man-made objects or described in human terms.  They are reminded to observe the Sabbath by worshipping God.  They strive to have a good relationship with God.  They are taught to respect other people and their property.  They learn that long life is a result of honoring and respecting their parents.  They strive to live upright and moral lives.  They learn that lust for money and other property is sinful. Qn i. What did the Israelites learn about God in the wilderness?  They learned that God is faithful. He keeps promises.  A provider  provided manna, water etc.  God is the controller of natural forces e.g. Red sea, a pillar of cloud & fire, earthquakes etc.  A jealous God  no worship of other gods.  Just  forgave those who broke the covenant and punished those who refused to repent.  Merciful and compassionate. Give them a 2nd chance after breaking the covenant.  A God of victory  helped them defeat Amalekites. God valued a personal relationship  commandments given. TOPIC FIVE: LEADERSHIP IN ISRAEL Qn a. Explain the reasons against Kingship in Israel (1 Sam 8:10  20)  The King would force the sons of the Israelites to serve him as soldiers in the army.  The King would create forced labour and enslavement by making the young men work in his farms and in making weapons. Daughters would work in his house.  He would also grab their land and give it to his loyal servants. ----- 119  # He would overtax them in order to maintain his administration.  It would be seen as a rejection of Yahweh as their King.  Israel would be like other nations who did not know Yahweh.  Yahweh would reject them when they cried to him. Qn b. Explain the importance of David as King of Israel  David was important because he was chosen by God and publicly anointed by elders in a religion ceremony. He too became ancestor of many communities.  David was a great musician and wrote many songs for promising God.  He killed Goliath the philistine soldier.  He conquered the enemies of Israel such as Amalekites, Ammonites etc.  He expanded Israel through his military conquests and marked the boundaries of the nation.  He captured Jerusalem from the Jebusites and made it a capital city.  He too made it a religious centre by placing the Ark of the Covenant there, which had been housed  Abidjabs.  He had good diplomatic relationship with other nations.  He encouraged trade with other nations thus making Israel prosperous.  He was a shrewd administrator who chose wise elders to advise him.  He was filled with the Holy Spirit.  He established the largest and most enduring dynasty that lasted 400 years.  He composed the books of Psalms used to praise God.  Whenever he wronged God, he genuinely repented and humbled himself before God.  He was a just ruler.  He respected the prophets of God and consulted them before making decisions.  He was prayerful and consulted God in his undertakings. ----- 120  # He united the twelve (12) tribes of Israel.  He set a good example of faithfulness to Yahweh that he wanted all the Israelites to emulate. Qn c. How did Jesus fulfil the prophecies of prophet Nathan as a descendant of David? (i.e. Areas where Jesus is mentioned as coming from David)  Angel Gabriel announced the birth of Jesus to Mary who was engaged to Joseph, a descendant of David. The Angel referred to Jesus as the King whose wisdom would last forever (Lk 1:26-33).  Jesus was born in Bethlehem  the birth place of David (Lk 2: 4  5)  Abraham and David are mentioned as the ancestors of Jesus.  During the triumphant entry into Jerusalem, the crowds who met him sang with joy and shouted Hosanna to the son of David.  On the days of Pentecost when Peter addressed the crowd, he referred to Jesus as a descendant of David (Acts:2 29-35).  Zechariah in his Benedictus, says that God has promised a savior descended from the house of David (Lk 1:69)  The blind man at Jericho referred to Jesus as the son of David (Lk 18:38). Qn d. What was the failure of King Solomon?  Solomon was the 2nd King of Israel, succeeding his father King David. He failed to live according to the covenant way of life in the following ways.  He married foreign wives thus breaking the Toral that clearly stated that the Israelites should not marry foreigners because they can come with their gods  idols. ----- 121  # He allowed the wives to worship their gods (idols) thus leading to spread of idolatry in Israel.  He not only worshipped the gods of his wives but also built temple for their worship.  He, by worshipping the gods became a bad example to Israel, as King. They copied him.  Although he built Gods temple, he erred in many ways: i. He built his palace for 13 years but took only 7 years to build Gods temple. Shows he loved himself more the God. ii. He used foreign designs and materials in the construction of the temple, ignoring Gods specifications on how to build it. iii. He liaised pagan craftsmen from Tyre to design, decorate and furnish the temple.  He broke the sixth commandment by killing his half brother, Adonijah. He suspected that Adonijah would become his rival to the throne.  He spent a lot of Israels money on his lavish lifestyle. He had a large army and servants.  He overtaxed the people to meet the amount.  He used forced labour in his development projects.  He enslaved young men and women who went to work in the palace as servants for the wives.  He practiced nepotism. He exempted them from forced labour.  He sold part of Israel  sold 20 towns of Galilee to King of Tyre as payment of a debt he could not pay contrary to Gods command.  He made treaties with other nations that were against the condition set during the renewal of the ----- 122 # Sinai covenant.  In the above ways, he oppressed the people of God. Qn e. Which leadership qualities can modern leaders learn from David?  Justice: A good leader is one who does not favour some people like David (I Sam 24: 1  12).  Courage: David showed this while fighting Goliath. Leaders need to be brave and courageous in their work (I Sam 17:41  54).  Fear of God and Faith: David consulted God before any undertaking. Leaders should do the same.  Gratitude: David was thankful to blessings he received. Leaders should be happy and grateful to God.  Loyalty: Modern leaders should remain loyal to their office. David was loyal to God and his people (2 Sam 2:7)  Kindness: Good leaders should show mercy to their people like David did e.g. he forgave Saul twice (2 Sam 19: 9  39).  Humility: Leaders should not hesitate to ask for forgiveness from God and people. David was humble and asked for forgiveness any time he went wrong.  Willingness to delegate: Learn to delegate future as David did (2 Sam 20: 23  26)  Wisdom: Be wise in choosing legal advisers as David did.  Respect: Leaders should show respect to God and preaches those they serve as David did to the prophets and his people. TOPIC SIX: LOYALTY TO GOD- ELIJAH. Qn a. Qualities of Elijah that led to his achievements ----- 123 #  Elijah was fearless and courageous. His courage helped him to face king Ahab and queen Jezebel and condemn them for their wickedness such as corruption and idolatry  He was faithful to God. Yahweh guided him in his dealings with Baal prophets and king Ahab.  He lived a simple life. For example, he wore simple clothing made of carmels skin.  He stood for the covenant at a time when the religion of Yahweh was in danger  He had the power of God in him and was able to control rain.  He confirmed that Yahweh had authority over land and over the people. b) Schism is sharp religious, social, political differences within a group or organization Syncretism is the process of mixing religious beliefs and practices c) Some characteristics of Elijah that a modern Christian should strive to emulate 1) Courage 2) Faithfulness 3) Zealousness for God 4) Concern for the needy / poor 5) Provision of social justice 6) Patience Qn d. What were the effects of idolatry in Israel?  Syncretism developed where the Israelites worshipped Yahweh alongside the gods of Canaan.  The Israelites started calling Yahweh by the names used for Canaanites gods e.g. El.  The Israelites started naming their children after Canaanite gods like Baal. ----- 124  # They changed their religion calendar and celebration to correspond with their Canaanite celebrations and feasts.  They converted the high places used for worshipping Baal to Yahwehs shrines without removing the graven images of idols.  The unity that existed between the two tribes of Israel was destroyed. They no longer treated one another as brothers.  The Kings of Israel behaved like the Canaanites leaders by oppressing the weak and grabbing other peoples property.  The people neglected Yahwehs holy places.  Gods prophets were mistreated, persecuted and even killed.  God withdrew his blessings from the Israelites because they angered Him by worshipping other gods.  They broke Gods commandments, which forbade worship of other god a part from Yahweh.  The Israelites practiced temple prostitution and other Canaanites rituals and sacrifices. Qn e. Describe Elijahs fight against false religion in Israel  Elijah rose to challenge false religion at a time when Baalism had become the official religion.  He prophesied a three and a half years drought because the people had turned away from Yahweh.  After the drought God appeared to Elijah and told him to go to King Ahab and tell him that the drought was as a result of idolatry in Israel.  Elijah requested the King to order all the people to meet at Mt Carmel to hold a contest. ----- 125  # Elijah asked the King to invite the 400 prophets of Asherah and Baals 450, saw that they could prove who the true God is.  Elijah would sacrifice a bull and the false prophets would too sacrifice their own to call on their Gods to send fire. The one who could send is the true God.  The prophets of Baal were the 1st to pray to their god but he never sent fire.  The prophets cut themselves with knives to please their god but he never sent it.  Elijah then prepared the altar with 12 pillars representing the 12 tribes of Israel.  He dug a trench around the altar, placed wood and put the cut bull on top of the wood.  He ordered for water to be poured around the trenches until it flooded.  Then in the evening Elijah prayed and called upon the God of Abraham, Isaac and Jacob to send fire.  Fire came and consumed the whole sacrifice, including the water in the trenches.  As a result, the Israelites bowed down and declared that Yahweh was the true God.  Then Elijah ordered the killing of all the prophets of Baal and the prophetesses of Asherah.  Elijah went to the top of the Mt Carmel and prayed for rain. Yahweh sent His servant to watch for the sign of rain from the sea.  The servant looked towards the sea seven times after, which he saw a small cloud forming.  Then heavy rain fell, signaling end of drought. Qn f. Describe Elijahs fight against corruption  1 Kings 21 ----- 126  # Corruption: Can be defined as dishonesty or misuse of power for personal gain.  In a corrupt society, the rich and powerful people tend to take advantage of the weak/poor by exploiting them and denying them their rights.  King Ahab of Israel desired a fruitful vineyard owned by a man named Naboth.  King Ahab approached Naboth to sell him the vineyard or exchange with another one.  Naboth declined the offer because in Israel, selling ancestral land was against the covenant law. The land belonged to God.  Jezebel, Ahabs wife, soon learned, Naboths refusal and she arranged Naboths murder through false accusations.  After Naboth was killed, Ahab possessed the vineyard.  God commanded Elijah to go and declare His judgement on Ahab for committing such an evil act in Israel.  Elijah declared the following judgement on Ahab: i. Dogs would lick Ahabs blood at the same place where they had licked Naboths. ii. Ahabs dynasty would fall kike those of the Kings before him who had disobeyed God. iii. All family members of Ahab would face violent deaths.  On hearing this, Ahab humbled himself before God and repented. God postponed Ahabs punishment to the days of his son. Qn g. What can Christian learn from the teachings of Elijah? ----- 127  # From the Mt Carmel incident, they learn that Yahweh controls the forces of nature  can bring rain or stop it.  Yahweh is the only true and living God  Mt Carmel.  Yahweh is forgiving  pardoned those who repented on Mt Carmel.  Yahweh is a jealous God. He will not share honor with any God  killed the 450 prophets worshipping Baal.  A prosecutor  protected Elijah.  A provider  provided Elijah with food.  Yahweh answers prayers. He is faithful.  They also learn that church leaders should condemn evil like Elijah did in the case of Ahab and Naboth.  Christians should work to protect the poor from exploitation.  They should be prayerful so that God can help them overcome difficulties like Elijah.  They should strive to lead lives free from corruption.  They should remain faithful even if it means costing their lives to Naboth.  Leaders should realize authority comes from God and are accountable to Him.  They should avoid idolatry, which Elijah condemned.  Perform tasks given by God however had they may be as Elijah did  facing Ahab, killing the 450 false prophets etc.  Finally, they should invite sinners to repeat and bring them back to God. TOPIC SEVEN: SELECTED ASPECTS OF AFRICAN RELIGIOUS HERITAGE Question a: Explain African beliefs about God (or qualities) ----- 128  # African beliefs about their God are found in their proverbs, myths, songs, prayers, narratives and religious ceremonies.  God was believed to be a supreme being who was beyond human understanding.  The African communities believed that God was all-powerful  omnipotent.  They believed that Gods power is expressed in natural occurrences such as thunder, earthquake floods and volcanic eruptions.  God is believed to be all-knowing omniscient.  He is limitless and knows hears and sees everything.  He is also omnipresent  meaning he is everywhere at all times.  Transcendent  beyond human understanding. Because of the transcendent nature, Africans found it impossible to represent him using physical representations. They viewed him as being far yet too near them.  He was seen as the provider and sustainer of creation.  They believed that God is everlasting. He has no beginning or end.  God is merciful.  They believed he is incorruptible.  African communities associated God with justice.  Physical features were often seen as a representation of awesome power of God. This is why large mountains, thick forest, unique rock formation were used as shrines.  African viewed God to be mysterious. Qb. Describe the African understanding of the Hierarchy of Beings Hierarchy of Beings Divinities ----- 129  # Ancestors  Human Beings  Animals and Plants  Non-living Things  God as the creator occupies the highest rank in the hierarchy of being  creator.  The Divinities: Came next and control natural forces in the universe, created by God.  The Common Spirits: Comprise spirits of people who died long time ago.  Ancestors: (living dead): Spirits of those who died recently and are still remembered by the living.  Human Beings: Consist of the living and the unborn.  Animals and Plants: Come next  for mans use as food and sacrifice to God.  Last (7th) are Non-living things: Such as mountains, rocks, rivers, caves, dwelling places of God and Spirits. Qc. Describe the Role of the ancestors to the living  The ancestors acted as intermediaries between God and human beings.  They communicated the problems and wishes of human beings to God.  God and the spirits used the ancestors to express their wishes concerning human beings.  The ancestors welcomed those who died to the spirit world.  They helped to preserve the culture and standards of a community. ----- 130  # The ancestors blessed the living and corrected them through punishment. Qd. What was the responsibility of the living towards God?  To show gratitude to God and give thanks to him as an acknowledgement that He is the giver of life.  To honor, worship and adore God by praying to Him for their needs.  To pray to Him during or before a war, before planting, etc.  To obey and trust Him.  To take care of Gods creation  To teach children about God.  Appease him through sacrifice. Qe. Describe the Traditional African ways of worshipping God  Sacrifice: They were used to ask Gods favour, thanksgiving, to avert evil and ask for forgiveness, before planting and after harvest, epidemics, birth, naming, invitation, weddings, funerals etc for different reasons.  Offerings: Foodstuffs e.g. grain, honey, beer, milk was offered in recognition of God as owner of property and provider.  Prayers and invocations: Commonest act of worship. A continuation activity done anytime as the need arises.  Song and dance: People were involved both physically and spiritually. This brought the city together.  Blessings and Salutations: Expressed in greetings and farewells e.g. Go with God, God be with you. Qf. What were the African ways of venerating and communicating with the spirits and ancestors?  Venerating means showing respect to somebody. ----- 131  # Spirits and ancestors were venerated because they were believed to be senior to human beings and closer to God.  Sacrifices were offered to them as the ways of venerating them.  Pouring libation was done.  The living invited them during ceremonies such as birth, invitation, marriage and burial.  They consulted diviners, mediums and medicine men to keep in contact.  The living named after them  thus they became immortal and members in the physical world again.  Their names were mentioned during prayer.  By maintaining their graves. Giving them proper burial ceremonies. TOPIC EIGHT: AFRICAN MORAL AND CULTURAL VALUES. Qa. What is the significance of the kinship system?  Kinship means being related either by blood or marriages.  The kinship system was important in the traditional African society because of the following factors.  The kinship system regulated peoples behavior towards each other. This promoted peaceful and harmonious relationships.  It promoted co-operation among community members especially in times of difficulty.  It helped to ensure that the disadvantaged members of the community were taken care of.  The living dead and the ancestors were part of the African kinship system. This showed concern or the families or relatives they left behind.  The kinship system led to the preservation of cultural identity. ----- 132  # It provided a peaceful way of settling disputes with the elders acting as arbitrators.  It ensured fairness and transparency in sharing out inheritance.  The kinship system united the members of a family and clan by giving them a sense of belonging.  It helped people to establish new relationship, especially through marriage.  Kinship ties regulated marital customs rules and regulations. People who were related in any way could not be allowed to marry. Qb. Outline and explain factors contributing to harmony and mutual responsibility in the Traditional African Society  Good morals: Every member of the community was expected to do the right thing according to the norms of the community.  Participation in communal activities: Means of the community were expected to participate in communal activities e.g. wrestling, dances and communal work.  Sharing: People shared ideas and even property, which created harmony among the people.  Division of labour: Tasks were distributed according to ones age; gender to avoid conflicts in roles.  Rules: In Traditional African Communities, elders, men youth, and women had their respective roles to play that enhanced harmony in the community.  Virtues: Virtues like generosity, obedience, kindness and honesty were encouraged since they contributed towards harmonious living. ----- 133  # Religious beliefs and practices: A common belief in God, the spirits and ancestors created a sense of togetherness. Qc. What was the purpose of bride wealth in the Traditional African Society?  It was a way of thanking the brides family for taking good care of her.  It was a form of compensation to the brides parents because the woman would now belong to another family.  It was a sign of contract that the man would marry the girl and they would live together until death.  It represented evidence of the grooms ability to take care of a wife and a family.  It was a sign of generosity on the side of the man.  It initiated a long-lasting friendship between the families of the groom and the bride.  It cemented a marriage.  It was a symbol of the marriage covenant between the bride and the groom.  Bride wealth served as an outward seal of the marriage contract. Qd. Explain the role of medicine-men in the African Communities and their relevant today 1) Medicine men  They are also referred to as healers, herbalists or traditional doctors.  They identified illness and their causes.  They identified appropriate treatment and prevention measures for the illness.  They averted the effects of a curse.  They offered sacrifices and prayers to God and the ancestors.  They prepared charms for protection against witchcraft and evil spirits. ----- 134  # They gave medicine to increase fertility in both people and animals.  They acted as counselors, guiding people on all issues of life. 2) Relevance of Modern Society  Modern medicine has not fully displaced herbalists.  Medical doctors and scientific researchers today work side by side with traditional healers since herbs are used to make modern medicine.  Some people still believe that there are some illnesses that cannot be treated in hospitals hence; they turn to herbalists.  Some people also believe that medicine people who practice magic have the power to change their fate. FORM TWO GOD MEETS US IN JESUS CHRIST ST. LUKES GOSPEL INTRODUCTION Matthew, Mark, Luke and John record the life of Jesus Christ and his ministry in the four Gospel books. We shall trace the life, and ministry of Jesus Christ as written by St Luke to Theophilus. St Luke was a medical doctor. TOPIC ONE: OLD TESTAMENT PROPHESIES ABOUT THE MESSIAH Introduction: Read 2 Samuel 7:13, Isaiah 7:10-16 Messiah Meaning: The word Messiah is from a Hebrew word meshiach, which means the anointed: thus a Messiah is one called, anointed and appointed by God to serve Him. Prophecy: ----- 135 # A prophecy refers to a prediction of what will happen in future. Messianic Prophecies: These are those predictions that were made by the prophets to describe the coming of a righteous King who will rule Israel according to Gods will.  The origin of the Messianic prophecies in the Bible starts with prophet Nathans prophecy to King David. NOTE: The Roman ruled the Israelites before the birth of Jesus. They hated the Roman leadership and longed for somebody of their own to lead them into victory over the Roman rule. The prophet of Israel (the Old Testament) communicated a message that God would send a messiah to bring all people into a lasting relationship with Him. The prophets who were sent had different ideas about the Messiah. Their ideas about the Messiah were different from the Jewish expectations  whereby they hoped for political King to lead them into victory over the Roman rule. But the prophets were talking about a religious one  to free them from sin. Topic Outcomes. By the end of this topic, you should be able to: a) Explain the Old Testament prophecies about the coming of the Messiah. b) Relate the concept of the Messiah in the Old and New testaments. c) Explain the link between the Old and the New Testament d) Discuss the role of John the Baptist. LESSON ONE. OLD TESTAMENT PROPHESIES ABOUT THE COMING OF THE MESSIAH. Learning Outcomes. By the end of this lesson, you should be able to describe prophesies of Nathan, ----- 136 # Isaiah, Jeremiah, Psalmist prophecy (David) and Micah concerning the Messiah (i) NATHANS PROPHECY (2 Samuel 7:3  17) and (Psalms 89: 20  38). David proposed to build God a house. Nathan, the prophet was given a message (an oracle) for David. In this prophecy, God told Nathan to tell King David that:  God would ensure that the Kingdom of David would last forever.  An heir from Davids lineage would rule  Davids heir shall build a house for Gods name. God would establish the throne of his Kingdom forever.  David heir shall be Gods son and God shall be his father.  David house and Kingdom shall be established forever. David died. But Gods mercy shall not depart from the heir of David. Hence the promise that the Kingdom of David, shall last forever referred to the messiah who was to come. David is an ancestor of Christ. (ii) ISAIAHS PROPHECY  Isaiah 7: 10  16; 9: 1- 7; 61:1 2; and 63. In these readings, Isaiah prophesied that the Messiah would be:  Born of a virgin  A boy, born of a virgin and called Emmanuel that is  God with us  A Wonderful, Counselor, Mighty God, The everlasting Father, and the Prince of Peace.  The Spirit of God inside him  Anointed of God  Sent to preach the good news to the poor, to bring liberty to the captives, proclaim the year of favour from God. ----- 137  # Isaiah also prophesied that the Messiah would be the suffering servant (Isaiah 53) CHARACTERISTICS OF THE SUFFERING SERVANT  ISAIAH 53  He would bear the sins of human kind  He was oppressed, afflicted, despised, rejected of men  He bore suffering and disgrace submissively  He was mocked and spat on and wounded  He was innocent of sin and yet treated as a criminal.  He was pierced and wounded in the sides  He was crucified with thieves and made intercession for the sinners  He was buried in a rich mans tomb. iii. JEREMIAHS PROPHECY- JEREMIAH 23: 5  6. God promised to rise up a (branch) who shall:  Choose as King, a righteous descendant of David  Prosper  Rule wisely, do what is right, and just in the world  Execute justice on the earth  Ensure that Judah and Israel are safe and live in peace.  Be called the God our righteousness  The Lord our salvation What does the term a righteous branch means? iv. MICAHS PROPHESY, (MICAH 5: 1  5). Micah prophesied that:  The Messianic King shall come from Bethlehem  He shall lead with authority  He will bring peace v. THE PSALMIST PROPHECY (Psalm 41:9 and 110:1 2). David spoke of  Betrayal by a close friend  Messiah is referred to as  the Lord  The messiah shall rule/reign in the midst of enemies. ----- 138 # Summary Nathan, Isaiah, Jeremiah, Psalmist prophecy (David) and Micah prophesied of a Messiah to come. The Jews expected a Messiah who would be a political leader, a victorious ruler and a King. They expected a Messiah:  Who would lead his people into a time of great national power and prosperity;  In whose reign, there shall be no illness, no sorrow, no injustice,  In whose reign, there shall be no fear  In whose reign, land shall be filled with joy and peace  Who shall rule forever. Revision questions 1) Describe the prophecy of Jeremiah concerning the Messiah 2) What does the term Messiah mean? 3) Highlight the Jewish expectations of the Messiah in the Old Testament? 4) Did Jesus Christ fulfill the O.T. prophecies concerning the Messiah? How? 5) Which prophets in the Old Testament prophesied about the expected Messiah? LESSON TWO. THE CONCEPT OF THE MESSIAH IN THE NEW TESTAMENT Learning Outcomes. By the end of this lesson, you should be able to explain the concept of the Messiah in the New Testament The concept of messiah is found in Luke 1:26  38; 2:1-23; 23:1  35; 24:50  51. The writer of Lukes Gospel makes it clear that Jesus fulfilled the Old Testament prophecies concerning the coming of the ----- 139 # Messiah. How did He do this? Well Jesus fulfilled the Old Testament prophecies because;  Jesus was born from the lineage of David (Mathew 1)  Angle Gabriel said the child to be born shall rule forever (Luke 1:32) Nathans prophecy  Jesus was born of Mary a Virgin, as pre told by Isaiah 7:14  Messiah is called Emmanuel, Isaiahs prophecy. Mathew 1:18  25  Jesus was born in Bethlehem  Micahs prophecy  The Messiah would be a Son of David  Nathan, and Jeremiah prophesies. Jesus was referred to as a Son of David (Luke 18:38)  Jesus would bring salvation said by Simeon during dedication of Jesus. Luke 2:29  32. This was a fulfillment of Isaiahs prophecy.  Jesus referred to himself as the Messiah by reading the scroll. Isaiah 61:1  2. and Luke 4: 18  19  Isaiah prophesied that the Messiah would perform miracles. Jesus performed many miracles.  The prophecy of the suffering servant (Isaiah 53) was fulfilled through the passion, death and crucifixion of Jesus Christ.  We see Jesus betrayed by one of his disciples  friend, fulfilling the Psalmist prophecy. Note that the Jews in the New Testament expected a messiah who would deliver them from the rule of the Romans. Jews expected Jesus to be a political leader or king. However, Peter called him the Christ of God (Luke 9:20). Matthew called him King of the Jews in chapter (2 verse 2). Hence, Jesus came as a Spiritual Leader and King, and not as a political Leader / King. ----- 140 # Self-Assessment Questions 1. What does the name Emmanuel mean? 2. Explain the concept of the Messiah in the New Testament? LESSON THREE. ANNUNCIATION OF THE BIRTH OF JOHN THE BAPTIST Introduction The parents of John the Baptist were Zechariah and his wife Elizabeth. Zechariahs name meant God has remembered. Elizabeths name meant God has sworn. Learning outcome. By the end of this lesson, you should be able to describe the annunciation of the birth of John the Baptist and Jesus. John the Baptist 1. The Annunciation  Read  Luke 1:5  25. Zechariah was a priest. He and his wife Elizabeth were old, good and righteous people of God. But they did not have a child. They were barren. But God gave them a child, John the Baptist. His birth was announced to his father, Zechariah, when he was in the temple offering incense. An Angel appeared to Zechariah and told him that his prayers had been heard. His wife Elizabeth will bear a son. The angel said the child would be called John, which means that God is gracious. The child  Will be set aside to serve God.  Will be filled with the Holy Spirit As an adult, John  Will be a Nazarite. He should neither cut his hair nor drink wine.  Shall turn many hearts of people to the Lord their God.  Shall also turn the hearts of the fathers to their children ----- 141 # Zachariah expressed unbelief to these words. Angel Gabriel told him that he shall be dumb until the fulfillment of the Gods words. The Birth, Circumcision and Naming Of John the Baptist Elizabeth brought forth a son. This brought great joy to her and Zachariah. The cousins, and neighbours of Elizabeth wanted the Child to be named Zechariah after the father. But Elizabeth insisted on the name John. When Zechariah was asked to name the child, he wrote down the name John. On the 8th day, the child was named John as the angel had said. John was circumcised on the 8th day according to the Jewish traditions. After naming his Child John, the mouth of Zechariah opened immediately and he started to speak. He sung a song  referred to as Benedictus in Luke 1:67  79. As he sung the Benedictus, Zechariah prophesied that God has:  Raised up a horn of salvation on the house of David  Remembered his covenant with Abraham Zechariah said this about his Child John:  He shall be the prophet of the most high  The child/John shall prepare the way of the lord by (i) Calling men to forgiveness (ii) Showing men the light of salvation (iii) Guiding people into peace. LESSON FOUR. THE ROLE OF JOHN THE BAPTIST The role of John the Baptist is found in Isaiah 40: 3  5, Malachi 3:1, 4:5  6, and Luke 7: 20  35. ----- 142 # Learning Outcomes. By the end of this lesson, you should be able to describe the role of John the Baptist in the Gospel. John the Baptist had an important role to play according to the Angel who announced his coming birth. His role was to: .  Be a Prophet with qualities of Elijah (see Malachi 3:1, 4:5)  Announce the good news to come just like Elijah did.  Be the link between the Old Testament and New Testament  Prepare the way for the Lord.  Announce the coming of Gods reign that was near.  Preach a baptism of repentance  Baptize with water  Introduce people, and his disciples to the Messiah  Jesus Christ.  Fulfil the Prophecy of Elijah that a messenger was sent before the coming of the Messiah. John the Baptist was likened to Elijah. Topic review questions 1. Outline the qualities of John as described by angel Gabriel to Zechariah 2. Why was John referred to as the second Elijah? 3. What lessons do Christians learn from annunciation of the birth of John the Baptist? 4.describe the birth of John the Baptist TOPIC TWO: THE INFANCY AND EARLY LIFE OF JESUS  LUKE 1:26  38 Learning Outcomes. By the end of this lesson, you should: a. Explain events leading to the birth of Jesus b. Describe the meeting between Mary and Elizabeth c. Describe the birth of Jesus d. Explain the dedication of JESUS ----- 143 # e. Describe Jesus at the Temple a. Angel Gabriel announces the birth of Jesus. Angel Gabriel said that Mary would conceive and bear a child. Angel Gabriel called Mary  the highly favoured one. Mary was an ordinary virgin girl in Galilee engaged to marry Joseph, a descendant of David. The Angel said that Mary will bear (i) A Son (ii) called Jesus (which means God serves. (iii) The child shall be great (iv) He shall be called the son of the highest. (v) He shall be given the throne of his father David (vi) He shall reign forever (vii) His kingdom will never end. Read again and explain what angel Gabriel said concerning the child to be born to Mary? b. Mary visits Elizabeth. Luke 1:39-56 Angel Gabriel had told Mary that her cousin Elizabeth was also going to have a child. Mary went to visit her. The child in Elizabeths womb leaped when Mary greeted Elizabeth. The Holy Spirit revealed to Elizabeth that Mary is the mother of her Lord, the Messiah. Mary answered Elizabeth by singing the hymn The Protector in Psalm 121:3, The Love of God. Psalm 103:17, 98:3. The Magnificent. In this hymn Mary says: Her soul magnifies the Lord. The Lord has regarded the poor and those of low estate. Gods mercy is on them that fear him from generation to generation. God humbles the proud and mighty, and exalts those of low estate (the lowly) God has filled the hungry and sent the rich away empty ----- 144 # Through the magnificent, Mary, expresses her joy, gratitude and favour given to her and the world. c. The birth of Jesus Christ. Luke.2: 1  20 The birth of Jesus took place in Bethlehem, in Judea, during the reign of Augustus Caesar, a Roman Emperor. During that time, Rome was conducting a census of the people / citizens for the purpose of collecting taxes. The census was ordered by the emperor to determine payment of taxes. The method that Rome was using was counting. Joseph, of the house of David went to his hometown, called Bethlehem; for the census. Jesus was born during this time. He was wrapped in swaddling clothes and laid in a manger because there was no accommodation in Bethlehem. The first people to receive the news that a Savior was born were the shepherds. An angel announced the birth of the Savior, Christ the lord, to the shepherds. The shepherds went to Bethlehem and saw the child Jesus. They spread the word concerning what had been told them about the child. How was the annunciation of the birth of Jesus extraordinary? d. The dedication of JESUS  LUKE.2: 22  38 Like John the Baptist, Jesus was circumcised, and named on the 8th day. He was named Jesus which means the savior or Yahweh or saves. Mary and Joseph observed the Jewish customs according to the Law of Moses. For her purification and dedication of the child Jesus, Mary brought a pair of turtledoves as an offering. The fist born males were dedicated to God as Holy. Simeon took the child up in his arms ----- 145 # for dedication and said that: The child is set for the fall and rising of many in Israel. A Sword will pierce Marys soul on account of the child. Prophet Anna also came to the temple and prophesied that the child shall bring deliverance. e. Jesus at the Temple Luke 2:42  52 The parents of Jesus Mary and Joseph, went to Jerusalem every year for the feast of the Passover. When Jesus was 12, he accompanied them to Jerusalem. After the feast the parents went home without realizing that their child, Jesus was not with them. But while on the way, they realized he was not amongst them. They returned to Jerusalem, and looked for him for 3 days. They found him sitting in the temple; listening and asking teachers questions. All those who were in the temple were astonished by his wisdom and intelligence. It is in the temple that Jesus is revealed, first as a true son of his people and also as light and salvation for all people. On being questioned by Mary and Joseph, Jesus answered thus: Didnt you know I had to be in my Fathers house, about my Fathers business? This was an echo of Malachi 3:1 the Lord whom you seek will suddenly come to his temple. Answer these questions 1 Trace occasions when angels appeared to people in the new testament 2 How did Jesus follow the customs and traditions of the Jewish people? Answers 1. Occasions when angels appeared to people in the New Testament (a) Angel appeared to Zechariah to announce birth of John the Baptist ----- 146 # (b) Angel appeared to Mary to announce the birth of Jesus Christ (c) Angels appeared to the shepherds on the night Jesus was born (d) Angel appeared to Joseph in a dream warning him to flee to Egypt with the child and Mary 2. How Jesus followed the customs and traditions of the Jewish people (i) He was named on the 8th day (ii) He was circumcised on the 8th day (iii) His parents took him to the temple for the annual cerebrations of the. Passover (iv) He went to the synagogue (v) In his dedication as a first male, his parents offered the sacrifices expected from them. Topic Review Questions 1. Explain events leading to the birth of Jesus b. Describe the meeting between Mary and Elizabeth c. Describe the birth of Jesus d. Explain the dedication of JESUS e. Describe Jesus at the Temple TOPIC THREE. THE GALILEAN MINISTRY  LUKE 3-8 John the Baptist and Jesus Christ Learning Outcomes. By the end of this topic, you should: a) Explain the teachings of John the Baptist b) Describe the baptism and temptation of Jesus and its relevance to Christians today. c) Give reasons as to why Jesus was rejected at Nazareth d) Describe the first miracles of Jesus at Capernaum LESSON ONE. THE PREACHING OF JOHN THE BAPTIST (Luke3: 1  20) John the Baptist preached about ----- 147 # a. Baptism of repentance for the forgiveness of sins. Baptism means to dip in water. Repentance means change of heart/mind, turning around. Baptism was a symbol of repentance, which means a total change heart/mind, a confession of sins). Baptism of water was a preparation of the baptism of fire and Holy Spirit by Jesus. b. He warned people of Gods coming Judgment. The religious leaders stressed outward observance of the law rather than inner righteousness. John the Baptist told them to bear fruits worthy of repentance. He told them to live righteous lives and not as hypocrites (brood of vipers). Religious leaders also assumed that since they were descendants of Abraham, God would not punish them. He warned them that God could raise descendants of Abraham from stones. c) He announced the coming of the Messiah as Judge. John the Baptist became famous that some thought he is the promised messiah. He however pointed to a messiah who will not baptize with water but with the Holy Ghost and fire (Jesus Christ). d) He preached on social justice. He taught, emphasized, advised:  That those who have should share with those who do not have  The need for fairness and honesty for example tax collectors not to collect more than what was required.  That soldiers should not to abuse their power by accusing others falsely, robbing. They were told to be content with their wages. ----- 148 # e). He condemned King Herods immoral behaviour. King Herod had married Herodians  his own brothers wife. Herod imprisoned John the Baptist and this led to his death (Luke 3 v.22) What does the term social justice mean? Find the answer in (d). Summary of the teachings of John the Baptist  He taught on repentance and forgiveness of sins.  He warned people of Gods coming judgment.  He announced the coming of the messiah who would be judge.  He preached on social justice. Those who have should share with the poor.  He emphasized the need for fairness and honesty.  He warned against abuse of power by those in power and authority.  He condemned taking of bribes, corruption and over taxation.  He condemned sexual immorality (adultery). Relevance of the teachings of John the Baptist to Christians today The teachings challenge Christians to be fair, honest, and just in their dealings with other people. Christians should avoid being hypocritical to one another. Christians need to know that God will judge them for their wrongdoing. Hence Christian should repent their sins sincerely and seek forgiveness. Christians should warn non-believers of the coming judgment. They should preach against evils without fear; and avoid corruption, and sexual immorality. Christians should live together in harmony. Baptism was important to Christians. Group Activity. Read Luke and find out how John the Baptist was killed, why and by whom ----- 149 # LESSON TWO. THE BAPTISM OF JESUS AND ITS RELEVANCE TODAY Learning Outcomes. By the end of this lesson, you should be able to: a. Describe the baptism of Jesus Christ b. Give reasons why Jesus was baptized c. State relevance or the importance of the baptism of Jesus to Christians a. The baptism of Jesus Christ (Luke 3: 21  22) When Jesus was around 30 years of age, He went to be baptized by John the Baptist. Jesus was the last to be baptized. Although he did not need to repent as He did not sin ; He nevertheless was baptized even though He was without sin. When he was baptized, the heaven opened and the Holy Ghost descended on Him in the form of a dove. At the same time, a voice from heaven said, This is my beloved son, in whom I am well pleased. b. Reasons why Jesus was baptized. He was baptized because: a. Jesus wanted to show his approval of Johns Ministry of baptism b. Jesus accepted the work of redemption of human kind to be completed through suffering and death c. Jesus identified himself with the sinful humankind who needed redemption through baptism d. Jesus carried all the sins of humankind (baptized last) e. He wanted to carry sins of people/humankind upon himself in order to bring about reconciliation between people and God. f. God can confirm to the people that Jesus Christ was the messiah (Ps 2:7) g. It was an act of preparing those who were ready to receive the Messiah. h. Baptism was a way of fulfilling the Old Testament prophecy. ----- 150 # c. Relevance or the Importance of the baptism of Jesus to Christians 1) Christians practice baptism. They follow example of Jesus baptism. There are many forms of baptism such as full immersion in water, sprinkling of water on the forehead, partial immersion (head only) and passing under a flag. 2) Christians teach importance of baptism. It qualifies a new convert to become a member of Christian fellowship. 3) Through baptism, Christians receive the power of the Holy Ghost. 4) Through baptism, Christians identify themselves with Jesus Christ and all that he stands for. 5) Baptism unites Christians in the body of Christ. 6) Baptism is a symbol of death and resurrection. In some denominations, the baptized are given new names of other Christians and Jews. 7) Baptism signifies the forgiveness of sins Through baptism one is considered a child of God. 9) Baptism is a form of preparation for the kingdom of God. 10) Baptism is a sign of Christs forgiveness of sins. Lesson Revision questions a. What is the relevance of john the Baptist teaching to Christians today? b. Give reasons why Jesus accepted to be baptized c. Describe the baptism of Jesus d. What is the significance of the baptism of Jesus to Christians today LESSON THREE. TEMPTATIONS OF JESUS: RELEVANCE TO CHRISTIANS TODAY Learning Outcomes. By the end of the lesson, you should a. Narrate temptations of Jesus b. State relevance of the temptations of Jesus to modern Christians ----- 151 # c. State lessons that Christians can learn from temptations of Jesus a. The temptations of Jesus (Luke 4:1  13). Jesus, full of the Holy Spirit returned from Jordan into the desert. Like Elijah, Moses, He ate and drunk nothing for 40 days and nights. He was hungry after 40 days. It is at this time of weakness when the devil tempted Him. First temptation. The devil told Jesus to proof that He was the Son of God by turning the stones to become bread. Jesus however replied that it is written man does not live on bread alone to sustain him but on everything that the Lord says (Deut 8:3). Satan was telling Jesus to use his Messianic power and Spirit to obtain material security for himself and his followers for selfish, materialistic purposes. What can we learn from this temptation? Jesus was not seeking to establish a material paradise on earth. Second temptation. The devil led Jesus up to a high place (High Mountain) and showed Him in an instant all the Kingdoms of the world. He told Him that he would give Him all their authority and splendor, if He bows and worships Satan. Jesus replied it is written worship the Lord your God and serve him only. Do not worship other gods (Deut.6: 13-14). Satan wanted Jesus to use Godly power and influence. This was idolatry i.e. worshipping other gods. What can we learn from this temptation? Jesus did not come to seek a worldwide political military reign as many Jews expected Him to do. ----- 152 # Third Temptation. The Devil led Jesus to Jerusalem and had Him stand on the highest point of the temple. He told Jesus to throw Himself down if He was the Son of God for it is written that the Lord will command angels to guard him (Psalm 91:11  12). Jesus replied and said it is written, do not put the Lord your God to the test. Satan wanted Jesus to presume on Gods good care by jumping from the roof of the temple. What can we learn from this temptation? Jesus will not force belief in His Messiah ship through a spectacular sign. Notice that the temptations came after Jesus Baptism, where he had solemnly accepted the opening of his public ministry and God confirmed it. Therefore the temptations were a testing of his loyalty to Gods chosen way of life. b. Relevance of Jesus temptations to Christians Jesus, though without sin was tempted. His followers must expect to be tested in their faith. Christians learn that it is not sinful to be tempted. Since Jesus was tempted, he understands Christians difficulties when they are tempted. Jesus is always ready to help Christians to cope with temptations. Why do you think Christians are tempted? Through temptations and trials, Christians faith in God is strengthened. Christians learn to refer to the Bible for guidance when tempted. Jesus said that it is written in reference to scripture. Christians ----- 153 # should seek the Holy Spirit to give them strength to fight any form of trials and temptations. Jesus, full of the Holy Spirit went to the wilderness and was tempted by the devil In temptation, God does provide a way out. Thus followers of Jesus Christ (Christians) should not be seekers of spectacular signs. LESSON FOUR. REJECTION OF JESUS AT NAZARETH Learning Outcomes. By the end of the lesson, you should a. Describe rejection of Jesus at Nazareth b. Suggest possible reasons for rejection a. Rejection of Jesus at Nazareth (Luke 4:14  30). After the temptation, Jesus went to Galilee, His home district to begin his ministry. As a faithful Israelite, Jesus attended service in the synagogue every Sabbath day. During that time, it was customary for visiting Rabbis (Teachers of the law) to be given the honor of reading from the law or to address the congregation. When Jesus was given this opportunity, He opened the scroll and read from Isaiah 61: 1  3 The Sovereign Lord has filled me with his spirit. He has chosen me and sent me. Luke writes in 4 v 18  The Spirit of the Lord is upon me, because he has chosen me to bring good news to the poor. On completion of the reading, Jesus told them that today this scripture has been fulfilled in their hearing. From this reading Jesus referred to himself as the Messiah. The people of Nazareth in indignation wanted to kill Jesus by throwing him over a cliff. ----- 154 # b. Possible Reasons for Rejection. Jews of Nazareth rejected Jesus because one, they knew him as the son of Mary and Joseph. They did not know Him as the Son of God. Two, Jesus did not fit into the idea of a political King that the Jews were expecting. They were waiting for a King with an army and horses. Three, Jesus preaching was seen as being against that of Pharisees, Scribes and Sadducees: the religious leaders at that time. Four, Jesus pointed out evils of religious leaders. Five, a leader is never accepted at home especially in a superior or senior position. Six, Jesus did not follow the general rules of the Mosaic Law. These were fasting, healing and working on the Sabbath day. Worse still Jesus associated Himself with Jewish outcasts such as sinners, and the sick. Discussion question 1. What are the possible reasons for rejection of Jesus at Nazareth? Answers (i) He was known by people as son of Mary and Joseph (ii) He did not fit in the idea of a political king that Jews were expecting (iii) Often times one is not accepted at home and at a senior position (iv) He did not follow the general rules of the law of Moses (v) He associated with sinners, and outcasts LESSON FIVE. HEALING AT CAPERNAUM Learning Outcomes. By the end of this lesson: a. Describe Jesus healing at Capernaum b. Explain healing of a man possessed with an evil spirit c. Describe Jesus healing of Simons mother  in law a. Jesus healing at Capernaum LK. 4:31  44 ----- 155 # After his rejection in Nazareth and an attempt to throw him down a hill, Jesus went on to Capernaum. Here he cast out demons (Luke 4: 40  41). He was teaching people. He performed many miracles of healing. For example: i. Healing a man possessed by an evil spirit. A man was possessed by an unclean demon/spirit. He was in the synagogue. When he saw Jesus, the evil spirit shouted, Ah! What do you want with us, Jesus of Nazareth? Have you come to destroy us? I know who you are, the Holy one of God (Luke 4:34). Jesus replied, Be silent and come out of him. The Demon threw the man down and came out without doing any harm. The man was made whole. ii. Jesus heals Simons mother  in law. After Jesus left the synagogue, he went to the house of Simon Peters mother in law. She had a fever, Jesus commanded the fever to leave and she was made whole immediately. Which lessons do Christians learn from the healings at Capernaum There are many lessons. These are that 1) Jesus is the son of God 2) Jesus came to establish the Kingdom of God and destroy the kingdom of Satan. 3) Jesus has power over evil spirits / demons. 4) Jesus came to save human beings from the slavery of sin 5) God cares for his people. LESSON SIX. THE CALLING OF THE FIRST DISCIPLES Luke 5: 1  11 ----- 156 # Introduction: A disciple is a learner, a student or a follower. Learners followed a master so as to learn about religious matters. Disciples were followers of Christ. Learning Outcomes. By the end of the lesson, you should be able to describe the call of the first disciples. Rabbis. These were teachers of law. They had special schools where they taught law. In these schools, learning was by memorization and repetition what students heard from the rabbis. The disciples of Jesus did not memorize. They learnt by observation. They were witnesses  and they spoke what they heard and described or explained what they saw. Call of the first disciples Jesus entered into Simons ship and started to teach people who were there. Later, He told Simon to push off a little from the shore. Jesus sat in the boat and taught the crowd. After speaking, he told Simon, and his partners James and John; Push the boat out further to the deep waterand let down your nets for a catch of fish. Simon told Jesus that they had toiled all night, and caught nothing. But if you say so, I will let down the nets. Simon obeyed. They let down the nets and caught a multitude of fish. They called for assistance from other fishermen. When Simon Peter saw this, he told Jesus Go away from me, Lord! I am a sinful man! Jesus said to Simon Dont be afraid, from now on you will be catching people. On getting to the shore, Peter and his friends James and John sons of Zebedee forsook ----- 157 # all and followed Jesus Thus the first disciples of Jesus were Simon Peter; James and John. Lessons from the call of the first disciples 1) God can choose anybody to serve him regardless of his or her social status. 2) God still calls people to serve him in various capacities as evangelists, pastors and others. 3) Those called should repent their sins as Peter did 4) Christians should trust in God  Simon Peter trusted Jesus and cast his nets even though they had caught no fish from the same spot. 5) God can intervene in peoples lives through miracles (miraculous catch of fish) 6) Christians should work together as a team. Fishermen worked together. 7) There is hope for those who follow Jesus. He told them follow me and I will make you fishers of men God reveals himself to people in everyday activities as Jesus revealed himself to Simon Peter, and his friends James and John through fishing. 9) Christians vocation may require renunciation of family ties and occupations or a change of life. 10) Those called to serve God are expected to be humble LESSON SEVEN. OPPOSITION IN GALILEE Learning Outcomes. By the end of the lesson, you should a. Describe the Pharisees? Scribes? Sadducees. b. Identify the differences between the Pharisees and the Sadducees. c. Explain why Jesus faced opposition from Pharisees, Sadducees, and Scribes Jesus ministry consisted of teaching, healing and doing many miracles. Because of this work, Jesus faced ----- 158 # opposition from the Pharisees, Sadducees and Scribes. These were Jewish religious leaders. a. Opposition by Pharisees and Sadducees. Luke 5:12- 6:11 Why did Jewish religious leaders; the Pharisees? Scribes? Sadducees oppose Jesus? There were many reasons for Jewish opposition to Jesus. These were: 1) Jesus was becoming more famous than the religious leaders 2) His claim to forgive sins. This was reserved only for God. 3) His association with tax collectors / publicans and sinners. For example, Jesus ate with Levi. 4) His failure to observe the law of fasting. Jesus disciples did not fast like the disciples of the Pharisees and John the Baptist. 5) Doing what religious leaders regarded as unlawful things on the Sabbath day. For example, a. Eating on Sabbath with unwashed hands (disciples), b. Plucking corn on the Sabbath day c. Working. Jesus healed on the Sabbath day. This was considered as work, which was unlawful. Jesus healed a man with a paralyzed hand on the Sabbath day. d. Touching the unclean. Jesus reached out his hand and touched a leper and healed him. Religious leaders were not allowed to touch the unclean lepers. e. Associating with tax collectors who were regarded as sinners because they were corrupt. They collected more tax than the required amount. Jesus was supposed not to associate with them or support them in any way. Who were the Pharisees? These were  Referred to as the separated ones ----- 159  # Religious leaders who expected people to respect and honour them.  Pious leaders and wanted everybody to recognize them.  Rich Jews and looked at their riches as blessings from God.  Called ones and thought of themselves as the righteous ones.  Popular to the poor who respected them. Characteristics of Pharisees a. They believed in the Law of Moses and accepted the first five books of the Bible as God inspired. They insisted on strict observance of the law. b. They upheld and insisted on the observance of the oral traditions of the elders. c. They followed strictly 632 distinct rules and regulations broken down from the ten commandments d. They believed in the teachings of the prophets and other writings of the Old Testament. e. They passed religious traditions of the Jews from generation to generation and regarded this as a duty or obligation. f. They believed in the existence of angels and regarded them as intermediaries between God and human beings. g. They believed in the existence of demons and Satan h. They believed in and waited for the Messiah of God to come i. The believed in the resurrection of the dead j. The believed in the judgment of God at the end of time for all human kind k. They were strong nationalists and political leaders who resisted all foreign influences and power. Who were the Scribes? ----- 160 # The word Scribe means a writer. The work of a scribe was to rewrite by hand  new manuscripts of the Jewish scriptures. The copied the word exactly as it was. The scribes were either Pharisees or Sadducees. At the time of Jesus, majority of the Scribes were associated with the Pharisees. A scribe was also a Rabbi  teacher. Some scribes managed schools called Rabbinical Schools. In these schools, Jewish male youth learnt the Mosaic Law from the age of 13 years. Scribes were represented in the Jewish religious council called the Sanhedrin. Sanhedrin was the Jewish Court of Justice, which tried those who committed religious sins. Who were the Sadducees? Sadducees were the wealthy people. They were an influential group. These were the majority in the Sanhedrin, the Jewish Court of Justice. The poor hated them. They were also members of the Jerusalem priesthood. The chief priests were mainly drawn from the Sadducees. They believed in the divine authority of the Law of Moses and the Pentateuchs first five Books of the bible. They believed that Moses wrote the first 5 books of the Bible. They regarded all the other books in the Old Testament as not divinely inspired. Hence they rejected them. They rejected and did not believe in (a) The resurrection of the dead (b) Last judgment (c) Coming of the Messiah (d) Angels and demons and (e) the oral traditions of the Pharisees. They were enemies of the Pharisees particularly because of religious ----- 161 # matters. However, they joined with the Pharisees and Scribes to oppose Jesus Christ. LESSON EIGHT. THE SERMON ON THE PLAIN (Luke. 6:1216, 27 49) Review In the previous section, we learnt that Jesus chose His apostles. He came down the hill and stood on a level place. He gave a sermon to those present. This address is referred to as the sermon on the plain in Lukes Gospel. The people had come to hear Jesus word to receive healing and for Jesus to exercise unclean spirits from them. In the sermon, Jesus talked of the characteristics of the new community. All those who would listen to His word would be the New Israel. Learning Outcomes. By the end of the lesson, you should be able to (a) Name the12 disciples (b) Summarize the teachings of Jesus on true discipleship  Analyse the teachings of Jesus on the plain (sermon on the plain) Selection of 12 disciples (Luke. 6:12  16) Jesus went into a mountain to pray. In the morning, he called his disciples. From them, he selected 12 disciples, whom he also called apostles. Apostle means one who is sent, a missionary. The 12 disciples were: (1) Simon Peter (2) Andrew (3) James (4) John (5) Phillip (6) Bartholomew (7) Mathew (Levi) (8) Thomas (9) James son of Alphaeus (10) Simon who was called the Patriot (11) Judas son of James and (12) Judas Iscariot who became the traitor (Luke vs. 14-16) Jesus teachings on true discipleship ----- 162 # Jesus taught that a follower or disciple of Christ should: (a) Have unshakeable faith (b) Be obedient to Gods word (c) Be self-critical/analytical/self-searching (d) Be kind, loyal, objective, fair, and generous (e) Accept others without discrimination. (f) Be a disciple and show concern for others. The Sermon on the plain (Luke 6: 17  49) The Sermon on the plain is a lecture or lesson that Jesus gave to  a large number of his disciples and a large crowd of people who had come from Judea, Jerusalem, tyre, and Sidon. They came to listen to the sermon of Jesus and to be healed of diseases, evil sprits. The purpose of the sermon was to teach the crowd the meaning of following Christ. Jesus covered 6 beatitudes or topics in his sermon. These are. 1) Blessings and woes  beatitudes (2) Love for enemies (3) Judging others (4) Giving to the needy (5) A tree and its fruits (6) Wise and foolish builders  hearing and doing the words of Jesus. We shall now discuss each of these beatitudes in detail. 1. Blessings and woes. Jesus taught that: (i) Blessed are the poor for theirs is the Kingdom of God. (ii) Blessed are the hungry for they shall be filled (iii) Blessed are those who weep now for they shall laugh (iv) Blessed are those who men shall hate, reject, reproach for the sake of Christs for their great reward is kept in heaven. (v) Woe to those who are rich, for they have already received their reward. ----- 163 # (vi) Woe to those who are full for they shall go hungry (vii) Woe to those who laugh now for they shall mourn and weep (viii) Woe to those whom people speak well, for ancestors said the same about the false prophets. Those who accept to be followers of Christ are promised blessings while those who reject Christ are to suffer in future. 2. Love your enemies. Luke. 6: 27  36. Love is often defined as a warm feeling / affection towards somebody or something. Jesus taught his followers to love their enemies and do well to those who hate you. Bless those who curse you. Pray for those who mistreat you. Do unto men as you expect them to do unto you. Lend also to your enemies. Love your enemies and do good to them. Lend and expect nothing back. Be merciful. From these teachings: true discipleship of Jesus Christ: a) Entails unconditional love even for enemies b) Doing good without expecting any returns c) Praying for those who mistreat us d) Showing love to our enemies by exhibiting Gods love in us. e) Is love; because those who love are children of the most high who is kind and merciful to the sinners. (3) Judging others Luke. 6: 37 42 Jesus taught his followers not to judge others lest they are also judged. They should not condemn others lest they are also condemned. He asked disciples to forgive others and they shall also be forgiven. True discipleship requires acknowledging ones shortcomings and avoiding criticism of others. ----- 164 # (4) Giving to the needy. A true disciple should share what they have with the needy. Those who share shall be rewarded. He also said that the blind couldnt lead the blind. There is a master and a follower. The disciple is not above his master. (5) A tree and its fruits. A healthy tree bears good fruits. A poor tree bears poor fruit. Neither does a corrupt tree bring forth good fruits. A tree is known by its fruits. Followers of Christ are evident to others by their actions. They are not hypocritical or fault finding. (6) Wise and foolish builders. A wise builder digs a deep foundation on a rock. When floods come, the house is able to stand. A foolish builder builds his house upon the sand. Without a foundation, when floods come, the house falls and is ruined. Wise builders are those who hear the word of God and do what is required. Those who do not adhere to the teachings are the unwise builders. True discipleship entails obedience to the teachings of Jesus Christ. Relevance of the lessons of the Sermon on the Plain to Christian Life Christians are urged to love even those that hate them. The challenges that followers of Christ encountered in the New Testament are not different from those that Christians experience today. Christians should forgive others, share with the needy, avoid judging others, and follow the teachings of Christ. ----- 165 # Lesson Revision questions 1. Give the main teaching of Jesus on the sermon on the plain 2. What is the relevance of the (beatitudes) sermon on the plain to Christians today? LESSON NINE. JESUS WORKS OF COMPASSION In this lesson, Jesus works of compassion is discussed. These include the works of mercy for those in distress and pity for the suffering. Jesus mission lays its foundation in these works of compassion, because He came to establish the kingdom of God by conquering all forms of suffering caused by Satan. Compassion is a feeling of empathy for other peoples sufferings. Its being merciful, showing concern and affection for others. Learning Outcomes. By the end of this lesson, you should be able to: a) Give examples of Jesus works of compassion b) Narrate Jesus works of compassion c) Give reasons why Jesus used parables d) Identify categories of the miracles of Jesus e) Give lessons learnt from each example in each category a. Examples of Jesus works of compassion. There are many examples of compassion i) Healing of the centurions servant (Luke 7:1  10) Centurion is an officer in charge of 100 men. Jesus healed the servant of a Roman soldier and a Gentile. The Centurion showed love and concern for his servant. The centurion sent Jewish elders to Jesus with a request to heal his servant. The leaders said this man deserves to have you do this, because he loves ----- 166 # our nation and has built our synagogue (Luke 7:5). Jesus agreed and went with the elders. But before Jesus reached the centurions house, the centurion sent his friends to stop him from coming to his house. He said that he was not worthy to have Jesus under his roof. He said that he was a man of authority. Hence Jesus could give an order and the servant would be healed. On hearing this, Jesus declared to the crowd  I tell you, I have not found such great faith even in Israel. When the men returned, they found the servant well. Lessons Christians can learn from the healing of the centurion servant. 1. Faith in God is important for healing to occur 2. We should confess our faith in Jesus. The centurion declared his faith in Jesus by saying he believed that Jesus could heal his servant by his word. 3. Christians should have compassion like Jesus. He took compassion on the servant and was ready to go and heal him. 4. Salvation was not for Jews alone, but for all who believed in Jesus. Centurion was not a Jew but a gentile officer in the Roman army. But he had faith in Jesus healing. 5. Christians should love each other regardless of their background or social status  the centurion loved his servant dearly. 6. Christians should learn to relate well with all around them  the centurion related well with the Jewish elders and others. 7. Jesus has power to heal any form of sickness. ----- 167 # ii) The raising of the widows son  Luke 7:11  17. A widow is a woman whose husband is dead. The widow was of the city of Nain. When Jesus neared the gates of the city, he saw the funeral procession of the widows son, the only son of his mother. Jesus had compassion on the widow and told her  weep not. Jesus then touched the casket and said young man I say unto you, arise. The dead sat up and began to speak. All the people were filled with fear and glorified God, saying God has visited his people. Lessons Christians learn from the raising of the widows son 1) Jesus has power over death 2) Jesus empathizes with the suffering 3) Acts of love should not be hindered by traditions  Jesus touched the casket even though Jewish traditions forbid it. 4) The Widow of Nain was a gentile. This is a sign that salvation was universal. 5) The crowd acknowledged Jesus lordship; Christians should acknowledge the lordship of Jesus. What are the practices pertaining to the disposal of the dead in your culture? and community? iii) Assurance to John the Baptist (Luke 7:20  30). A question arose whether Jesus Christ was the Messiah. John the Baptist wanted to assure his disciples that Christ; was the expected messiah: and not him (John the Baptist). He sent his disciples to Jesus to ask if you are the one he said was going to come, or if we should expect someone else? (Vs. 20). Jesus ----- 168 # told the disciples of John to go back and tell John of the miracles works they saw and heard. Jesus then gave a testimony of John the Baptist as a prophet, whose life and missions is beyond that of ordinary prophets. Jesus testified that John the Baptist; was the forerunner or messenger of Jesus Christ: as the prophets in the Old Testament had written. The Pharisees and the publicans (teaches of the law) however rejected the testimony about John the Baptist. They had refused to be baptized by John. Those baptized by John the Baptist, the tax collectors acknowledged the testimony of Jesus. Jesus rebuked the Pharisees and teachers of law for their hypocrisy. In what ways were the Pharisees and teaches of law hypocritical? iv) The forgiveness of the sinful woman (Luke 7: 36  50) Jesus was invited by one of the Pharisees called Simon to his house to dine with him. In that city, there was a sinful woman. She went to the house of Simon when she learnt that Jesus was in the Pharisees house. She brought with her an alabaster jar full of perfume. She stood behind Jesus. She was weeping and washing his feet with her fears. She then wiped the tears from the feet of Jesus with her hair, kissed his feet, and anointed them with oil (an alabaster box of ointment). When Simon, the host saw this he said within himself, if this man was a prophet, he would know who this woman is who is touching him a sinful woman. Jesus told Simon a parable of a man who forgave two people that owed him money  ----- 169 # one 500, the other 50. Jesus asked which of the two debtors would love him most. Simon said the one that was forgiven much, Jesus then told Simon that when he came to his house, Simon did not give him water for his feet; neither did he welcome Jesus with a kiss; nor provide him with olive oil. But the woman washed his feet with her tears, and wiped them with her hair. She also kissed his feet. Jesus told the people that her sins, being many are forgiven for she loved much. Jesus turned to the woman and told her thy sins are forgiven. Thy faith has saved thee, go in peace. The people who were eating with Jesus murmured. Who was Jesus? He forgives sins. Lessons from the forgiveness of the sinful woman 1. The Jews believed that by associating with sinners, one becomes virtually defiled. Jesus however allowed the sinful woman to touch him. 2. By her actions, the woman acknowledged that she was a sinner, and repented. This was in contrast to the Pharisees who were self-righteous and therefore did not repent. 3. The Womans great love for Jesus led to her being forgiven of her sins. 4. Christians need to accept their sinful nature and seek forgiveness from God. 5. Faith in Jesus is necessary. Summary. Jesus is accepted women to be his followers unlike the Jewish customs which viewed women as lesser than men. Other women that played a key role in the ministry of Jesus include Mary Magdalene, Joann Joanna and Susanna among many others. Lesson Revision questions ----- 170 # 1. What role do women play in the church ministry? 2. Narrate the story of the forgiveness of the sinful woman (Lk 7: 36, 8:3) 3. What lessons do you learn from the above story? 4. Describe the story of the raising of the widows son at Nain (Lk 7: 11- 17) Answers Women play many roles in the church ministry. Some of these are: (i) Carrying out duties of pastors, bishops, and deacons (ii) Management. Some are heads of the women groups (iii) Leading in church service (iv) Participating as church ushers, choir singers, and youth leaders (v) Attending church. Women are part of the congregations LESSON TEN. JESUS TEACHING IN PARABLES (LK. 8: 4- 21) Introduction Jesus used parables to teach. A parable is a Greek word. It means comparing or putting side by side in order to understand. A parable is defined as a short story or description, which teaches something or answers some questions. It is an allegory  an earthly story with a hidden or heavenly meaning. a. Use of parables. Jesus used parables in his teachings in order to explain unfamiliar messages in a language that his hearers could understand. Other reasons were because Jesus wanted to: 1) Provoke critical thinking 2) Make the audience understand issues from a different point of view 3) Explain the nature of the kingdom of God by giving real life examples. 4) Explain the nature of God. The parables brought out the attributes of an invisible God. For example, the parable of the prodigal son who had been lost. ----- 171 # 5) Attract the attention of his audiences so that they could listen and understand. 6) Make people understand how they should relate to one another. Read the parable of the good Samaritan 7) Teach Gods love to mankind. The parable of the lost sheep, lost coin. Separate / identify those who were sincere in seeking the kingdom of God from the onlookers. 9) Challenge the imagination of his hearers since entry to Gods kingdom was a personal decision. 10) Make an indirect attack on his opponents like the Pharisees, the scribes and the Sadducees. 11) Teach his disciples that they should be persistent and never be discouraged. 12) Make his teachings interesting and easy to understand. 1. The parable of the sower Lk 8:4  15 Jesus told this parable to the crowd that followed him. He said that a farmer went out to sow corn. He scattered seeds in the field. As he did so, some of them fell on the path, and they were trampled on and eaten by birds. Other seeds fell on the rock ground. When they germinated, they withered because they lacked moisture. Some seed fell among thorns bushes. They grew with bushes, which choked them as they grew. Some other seeds fell on fertile soil. They grew up in fertile soil and their yield was100 seed for each seed sown. Meaning or interpretation of the parable Jesus gave the meaning of the parable to his disciples. He said that the seed is the word of God. ----- 172 # i. Seed that fell on the path represents people who hear the word of God, and then the devil comes and takes away the word from their hearts so that they do not believe. Such listeners are like the seeds that fell on the path. They hear the word but soon after the devil takes away the message to stop them from believing and being saved. ii. Seed that fell on the rocky ground are people who receive the word with joy but it does not stay with them. They believe for a while but when faced with trials and temptations they stop believing and fall away. iii. Seed that fell on the thorny bushes stands for people who receive the word. However, they fail to follow their beliefs because of interference by lifes worries, riches and pressures of the world. They fail to mature as believers. iv. Seed that fell on the good soil are those people with a noble and good heart. They hear the word, and retain it in their hearts. Such people persevere and produce good harvest. v. Interpretation. The different types of soil in this parable refer to different kinds of Hearts of people. The farmer is Jesus, God or Preacher. We learn that:  One should not despair and  Its important to receive the word of God, practice it and persevere so as to bear fruits. 2. The parable of a lamp under a bowl (Lk.8: 16  18). Jesus taught that no one lights a lamp, then covers it with a bowl or hide it under a bed. When one lights a lamp, they put it on the lamp stand so as to ----- 173 # illuminate a room and for people to see the light. For whatever is hidden or covered up shall be revealed. In this parable Jesus is the light. The disciples had a duty to pass on to others messages they had learnt from Jesus. They should not keep messages to themselves. Interpretation. From this parable of a lamp under a bowl, we learn that: i A Christian has a duty to share the knowledge of God with others ii One cannot be a Christian if this knowledge is hidden iii Those who do not share may loose their beliefs. 3. Jesus mother and brothers. Luke 8:19  21 The mother of Jesus and brothers came to see him. Someone told Jesus that they were there. He told the crowd. My mother and brothers are those who hear the word of God and obey . Accepters and believers are the members of the family of Jesus. Lesson Revision Questions 1. Give reasons why Jesus used parables 2. Identify various methods used by Christians in spreading the gospel today 3. Discuss the reasons why Jesus faced opposition fro the Jewish leaders. LESSON ELEVEN: MIGHTY WORKS OF JESUS Learning outcomes. By the end of this lesson a. Organise in categories miracles performed by Jesus b. Narrate each miracle c. Discuss the significance of the miracle and lessons to learn Jesus continued to do miracles; and teach. His work is referred to as the mighty works of Jesus in various books. Miracles can be defined as acts of power whose purpose is to establish the kingdom of God. ----- 174 # Miracles can also mean extraordinary events that go against the laws of nature. a. Categories / types of miracles Jesus performed four types of miracles. These were: 1) Nature miracles  miracles that dealt with nature e.g. calming of the storm 2) Raising of the dead e.g. Jairus daughter 3) Healing miracles  healing Simons mother in law of fever, healing of the woman with the flow of blood. 4) Exorcism miracles  casting out of evil spirits e.g. the Gerasene demonic i) The calming of the storm One day, Jesus entered a boat with his disciples to go across Lake Galilee. As they sailed Jesus was asleep in the ship. Suddenly, there was a strong wind and the boat began to sink. The disciples woke him up saying,  Master, we are about to die. Jesus woke up and gave an order to the winds and the raging waters. They obeyed and there was calm. He then said to his disciples where is your faith? Disciples were afraid and amazed and wondered, Who is this man? Winds and waves obey him. This miracle teaches Christians to have faith and to depend on Jesus when they face raging temptations and persecutions. Jesus has power over nature. ii) Jesus Heals a Man with demons (Lk8: 26  39) Jesus and his disciples sailed to Gerasa town across Lake Galilee. On arrival a man who had demons in ----- 175 # him for a long time met Jesus. He lived naked in tombs, and wilderness. On seeing Jesus, he cried out, threw himself down at the feet of Jesus and shouted; Jesus son of the Most High God! What do you want with me?  I beseech thee, torment me not. Jesus had ordered the demons to go out of him. Jesus asked him what is your name? He replied Legion or Mob. This was because the man had been possessed by many demons. The demons begged Jesus not to send them into the deep but to let them go into some pigs (swine) that were feeding by. Jesus allowed them and the devils went out of the man, into the pigs. The herd ran down the cliff into the lake and drowned. The herders run to the city and spread the news. The multitude found the man sitting at the feet of Jesus clothed, and in his right mind. The multitude asked Jesus to leave their country region. The healed man wanted to follow Jesus but Jesus declined and told him to go and tell others of the great things that God had done for him. The man went to town and told all what Jesus had done for him. This miracle teaches Christians that: 1. The mission of Jesus was universal. 2. Jesus mission is to teach all the people irrespective of their race, tribe or geographical location. The demon man was healed in a Gentile area. 3. Jesus has power over evil 4. Powers of evil (demons) are real 5. Human life is more valuable than mans material things 6. The demons  evil spirits identified Jesus as the Son of the most High ----- 176 # 7. Christians need to fight the power of evil SAQ. What were the causes of mental illness and spirit possession in traditional African society and in modern society? iii) Jairus daughter is raised. Lk.8: 40  42, 49  56 Jairus was an official in the local synagogue. He begged Jesus to come to his house and heal his only daughter who was 12 was dying. iv) Woman with the flow of blood is Healed (Lk. 8:43  48) When Jesus was on route to Jairus house, great crowds followed him and pressed him on either side. Amongst them was a woman who had suffered from severe bleeding for 12 years. She consulted doctors and spent all her savings on physicians. But she was not cured. The society considered the woman unclean. It blamed her for her illness. She herself was embarrassed by her condition. This woman walked behind Jesus and she touched the hem of the garment of Jesus. Her bleeding stopped at once. Jesus asked, who touched me? Everyone denied it. Peter replied the multitude was around Jesus and it was difficult to know who had touched him. Jesus persisted someone touched him. The woman who had touched Jesus the woman came forward, and fell at his feet and confessed to all her sickness and explained why she touched Jesus and how she was healed at once. Jesus said to her My daughter, your faith has made you well. Go in peace. Jairus daughter is raised. Lk.8: 40  42, 49  56 ----- 177 # As Jesus was talking to her, Jairus was told that his little girl was dead. Dont bother the teacher anymore. Jesus told Jairus not to fear but to believe and she will be well. When he got to the house he went into the room with Peter, John and James and the parents of the girl. People around were weeping and wailing. But Jesus told them not to weep. She is not dead but asleep. They scorned and laughed at him for saying that she is asleep because they knew she was dead. Jesus took the girl by hand and called out Get up, my child  little girl arise. She immediately got up and Jesus ordered the parent to give her food. He commanded them not to tell what had happened. Teachings from these two miracles The miracle of raising Jairus daughter teaches Christians that Jesus is compassionate and the author of life. He has power over death, resurrection and life. In the miracle of healing the Woman with the flow of blood: a. Jesus made her healing public. This was probably because He wanted to acknowledge the womans faith in the public. Jesus made it clear that her faith made her whole. b. Jesus wanted to challenge the cultural practices that kept women in bandage and could not participate in public life. c. Jesus made her healing public so that the community can receive her back and shall not isolate her again. From this miracle of healing this woman, Christians learn that one; Jesus is the healer. He has power ----- 178 # over all sicknesses even those without cure. Two, Christians should have faith in Jesus Christ. Lesson Revision Questions 1. Narrate the healing of the Gerasene demoniac Lk 8: 26-39 2. What lessons can Christians learn fro the healing of the demoniac man above? 3. What do the miracles of Jesus teach us about him? 4. Compare the raising of Jairus daughter and the healing of the woman with the flow of blood Answers. A comparison of the raising of Jairus daughter and the healing of the woman with flow of blood (i) Jairus daughter was 12 years old and the woman sick with the flow of blood had suffered for 12 years. (ii) Jesus referred to both of them as daughter (iii) Their situation  death and flow of blood did not have a cure (iv) The public witnessed the miracle of the woman with the flow of blood. (v) Jesus commanded Jairus to keep secret raising of his daughter LESSON TWELVE. COMMISSIONING OF THE TWELVE DISCIPLES Lk 9:1  10 Introduction. Commission means to officially ask someone to do something. Learning Outcomes: By the end of the lesson, you should be able to: a Describe the commissioning of the twelve disciples. b Explain the story of the feeding of the 5000 c Describe the transfiguration of Jesus d Explain the teachings of Jesus on faith and humility. a. The commissioning of the twelve disciples ----- 179 # The twelve disciples or followers accompanied Jesus wherever he went. They were regarded as apostles. An apostle comes from a Greek word Apostols which means send out one who is sent or a missionary. The commissioning of the 12 disciples meant that they were given four main duties, power and authority to: a) Exorcise or cast out demons b) Cure diseases c) Heal the sick d) Preach the Kingdom of God and proclaim the arrival of Gods Instructions. They were told to: i) Take nothing for the journey ii) Initiate attack on the forces of evil iii) Depend entirely on God to take care of them iv) Take no stick, no beggars bag, no food, no money and not even an extra shirt for their journey v) Whatever house they entered they were to stay there until they leave the town. vi) If they were not welcomed, they were to leave that town and shake the dust off their feet as a warning to that city or town. With these instructions, the disciples left and travelled to all villages preaching the Good News and healing people everywhere. King Herod was perplexed by the work of the disciples and he desired to see Jesus. b. Feeding of the five thousand. Please open your Bible and read Luke chapter 9. Verses 11-17) ----- 180 # After reading these verses, about feeding of the five thousand (5000) people we learn that 1. Jesus is concerned about peoples physical needs 2. Jesus demonstrated that he is the bread of life 3. Jesus has divine power 4. The Church has the duty of continuing to feed its followers both spiritually and physically. 5. The feeding of the 5000 people points to the Messianic banquet 6. Christians must learn to share whatever they have with one another 7. From this miracle, Jesus expected his disciples to appreciate their responsibility. Their work was not only to preach and heal but also feed the hungry. Feeding was both physical and spiritual. The personality of Jesus and his identity Lk. 9:18  27 When Jesus was alone with his disciples, he asked them who people say he is. The disciples told him that some say he is John the Baptist, others say he is Elijah and others say he is one of the old prophets who have risen again. Jesus asked them who they, disciples say he is. Peter replied that he is Christ of God. Jesus then told them not to tell people who he is for he Son of man has first to suffer many things be rejected by the elders chief, priests and scribes, be killed and be raised the third day. Jesus announced to the disciples of his passion (great sufferings) Jesus is the Christ (anointed) of God  Messiah as well as the son of man. A divine nature and a human nature. Jesus went on ahead to tell his disciples that they should deny themselves (self  denial) take up their cross daily and be ready to lose their lives for Jesus. ----- 181 # However, great is the reward for the faithful. LESSON THRTEEN: THE TRANSFIGURATION (LK.9: 28  36) Instructions. Read. Luke chapter 9, verse 28 to 36. Then answer revision questions that follow. A brief summary from the Bible Transfiguration is change or transformation of form or appearance. Jesus was transformed in appearance when he took Peter, John and James to the mountain to pray. During the transfiguration, Moses and Elijah came down from heaven to talk with Jesus about his coming death in Jerusalem. Moses, Elijah and Jesus were in heavenly glory and glorious splendor. Peter, John and James were asleep. When they woke up, they saw Jesus glory. They also saw Elijah and Moses with Jesus. Peter suggested to Jesus that they build three tents for Jesus, Elijah and Moses. As he spoke a cloud overshadowed them. A voice from the cloud said this is my son, whom I have chosen listen to him. The cloud left and the disciples found themselves with Jesus. They kept what they saw and heard to themselves. Significance and importance of transfiguration a. The voice from heaven confirmed that Jesus is the Christ of God, or the Messiah b. Moses represented the Old Testament law. Jesus came to fulfil the Law of Moses. It showed that Jesus was not against the Law of Moses. c. Elijah represented the Old Testament Prophets. This meant that Jesus had fulfilled the Old Testament ----- 182 # prophecies. He is above the prophets. d. Jesus is above or greater than the law and the prophets. e. Transfiguration was a way of preparing the disciples for the death and resurrection of Jesus. Death is not the end of life (Moses and Elijah appeared to confirm this) f. The transfiguration prepared and gave strength to Jesus for what lay ahead of him g. Dazzling appearance showed the glory of Jesus h. The transfiguration also shows the importance of encouraging each other. 5.0 Revision questions a. Explain the teachings of John the Baptist b. Describe the baptism and temptation of Jesus and its relevance to Christians today. c. Give reasons as to why Jesus was rejected at Nazareth d. Describe the first miracles of Jesus at Capernaum e. Narrate and dramatize the temptations of Jesus from the gospel according to St Luke, f. Identify five occasions when Jesus was tempted g. Explain ways in which Christians can be tempted today h. Outline ways in which Christians can overcome temptations in the contemporary world i. Identify lessons that Christians can learn from the temptations of Jesus? j. What is the role of the clergy in Kenya? k. How does the church participate in the upkeep of the clergy? l. Define and describe the transfiguration of Jesus TOPIC FOUR: THE JOURNEY TO JERUSALEM  LUKE ch. 9-18 Introduction As Jesus travelled to Jerusalem, He prepared His disciples for the life they were to lead after He leaves ----- 183 # them. Learning Outcomes. By the end of the topic, you should be able to a Identify duties and privileges and cost of a disciple. b Describe the teachings of Jesus on prayer, hypocrisy, wealth and watchfulness. c Describe parables Jesus used to teach about prayer, hypocrisy, wealth and watchfulness. LESSON ONE. DUTIES, PRIVILEGES AND COST OF DISCIPLESHIP Lesson Outcomes. When you read this lesson, you should: 1. Explain discipleship 2. List duties given to disciples by Jesus Christ 3. Explain relevance of Christian discipleship to modern Church Jesus teaching on faith and humility A brief summary from the Bible. Read (Luke 9: 37  50) for details. After the transfiguration, Jesus used two incidents to teach his disciples about faith and humility. One incident was the healing of a boy possessed by an evil spirit (Luke 9: 37 43). Jesus rebuked the unclean spirit out of the boy and the boy was healed. Jesus told His disciples that their lack of faith was the reason why they did not cure the boy. Jesus informed his disciples that faith in him was important when carrying out his work. Jesus teaching on His Work The next question was .. who is to work for Jesus? All Christians can work for Jesus even believers who are gentiles. Read (Luke 9 vs. 49  50). Jesus told his disciples not to forbid others from carrying out his ----- 184 # work for whoever is not against Him is for Him. This means that whoever had faith; even the Gentiles could carry out Jesus work. Jesus teaching on His followers Jesus was determined to go to Jerusalem. As He travelled, men volunteered to follow him wherever he was going. Jesus replied that foxes have holes, birds of the air have nests but the Son of Man has nowhere to lay his head. Jesus had no earthly home. His mission on earth was only for a time. A man requested to follow Jesus but asked permission to bury his father. Jesus told him to let the dead bury their dead. Disciples of Jesus have to leave their families in order to do His Work. Mission of the 72 men. Read Luke 10:1  24 On the way to Jerusalem, Jesus sent out 72 disciples on a mission to promote the Gospel of the Kingdom of God through preaching and service. The 72 disciples were sent in 2s in order to encourage or help each other. The 72 were given instructions. Jesus told them that He has given them power over demons, serpents, scorpion. They have power over all the powers of Satan. When disciples returned, they reported that demons obeyed them. In Luke 10 verse 20, Jesus asked the 72 to rejoice not because demons flee but because their names are written in heaven. Out of the many followers, Jesus chose 12 apostles who learnt from Jesus and became His witnesses. Jesus teaching on the greatest disciple ----- 185 # Read (Luke 9: 46- 48). The disciples asked themselves who is the greatest amongst disciples amongst the 12 disciples? In response Jesus took a child by His side and said to the disciples. Whoever welcomes this child in my name, welcomes me, as well as the one who sent me. For the one who is least amongst you shall be the greatest in Heaven. Lessons from this example. Jesus explained that His disciples needed values of humility and simplicity. These virtues were needed to carry out the work of discipleship. Teaching about Discipleship 1. True followers of Jesus Christ must a. Be ready to detach themselves from families and material possessions. b. Be ready to face rejections because not all people will accept them or their message. c. Be ready to serve. d. Be ready to cater for peoples physical needs. e. Be self  less. f. Not be hypocrites and should accept hospitality whenever it is given. g. Be able to exercise self-evaluation. 2. Duties of a disciple were: a) To preach the good news of salvation to other people and be ready to suffer for the sake of Christ. b) Obey Gods commandments and follow teachings of Jesus. c) To help the needy spiritually and with material needs. d) To teach others about the Kingdom of God. e) To heal the sick. f) To cast out demons. g) Be prepared to suffer for the sake of the gospel. ----- 186 # h) Being loyal to Jesus and faithful to the gospel. i) Commitment and loyalty 3. Privileges of a disciple a) One becomes a member of the Kingdom of God. b) They get an assurance of eternal life. c) They receive joy of winning other people to follow Jesus. d) They receive peace, and blessings of God. How are these teachings relevant to modern church leaders and members? Modern church leaders have a duty to continue preaching Gods word to all people. They should serve God in several ministries such as visiting the sick, caring for orphans, the destitute, widows, widowers, and the aged. They should also be ready to suffer and even face rejection for the sake of the Christ. Exercise 1. What are the characteristics of a true follower of Christ? 2. State the privileges of being a disciple of Jesus Christ 3. Why did Jesus choose the 12 disciples? LESSON TWO: A COMMITTED FOLLOWER OF CHRIST Read Luke 10: 25-37, and Luke 11: 1-13 a. The parable of the Good Samaritan A teacher of law asked Jesus questions in order to tempt him. One was  what must I do to receive eternal life? (Read Luke 10: 25 to 28). Jesus replied with a question. What do the scriptures say? He replied and Jesus told him to do as the scripture say. . He asked another question. Who is my neighbour? (Luke 10 v 29). Jesus answered with the parable of the Good Samaritan. In this parable, the righteous ----- 187 # people among the Jews, Levites and priests, did not help the injured man. A Samaritan whom Jews considered unclean and sinners helped him. After narrating this parable Jesus asked the lawyer, who of the 3 travelers was a good neighbour? The lawyer said the Samaritan. Lessons learnt from the parable of the Good Samaritan In the above parable, Jesus stressed that a follower of Jesus should be: (1) Committed (2) Show love of God by loving people in need and their neighbours. A neighbour is anybody who requires assistance or help regardless of race, ethnicity, creed, colour or gender. Jesus wants his followers to show love and concern to all people regardless of their background. A neighbour uses his/her resources selflessly to help the needy. A neighbour is also compassionate, kind, and generous to the needy. Jesus Visit to Martha and Mary (Read Luke 10: 38  42) Martha welcomed Jesus in her home where she lived with her sister Mary. While Martha prepared food, Mary sat at Jesus feet listening to his teaching. Martha complained. She was doing all the work while Mary sat listening to Jesus teaching. Jesus told Martha that Mary had made the right choice to listen to His teaching. Lessons we can learn from Jesus Visit to Martha and Mary 1. A committed follower of Jesus is one who creates time to study and listen to Gods word. 2. A follower of Christ should ensure that their commitment to God is not overshadowed by daily duties, ----- 188 # worries and responsibilities. 3. Jesus visit to Mary and Martha was also to teach disciples on the characteristics of a true disciple. Revision exercise 1. From the teachings of Jesus, on the parable of the good Samaritan; who do you think is a committed follower of Jesus? LESSON THREE. JESUS TEACHING ON PRAYER (Read Luke 11:1  13) Prayer is communication with God. It is talking with God. People pray to God all the time. For example, people pray to God when: 1. They are in problems and in happiness; 2. Seeking healing and wealth, 3. Giving thanks to God, 4. Identifying the needs to be met, and asking for favors from God 5. Repenting and confessing their sins 6. Thanking God There are many forms or types of prayers. These are: 1. Intercessory prayer  Praying for the needs of others. 2. Prayer for repentance  for forgiveness of sins. 3. Thanksgiving prayer  giving thanks to God for what he has done. 4. Worship prayer  prayers to worship God. 5. Praise prayers  to praise God, Honor God. 6. Supplication and petition prayer  whereby an individual makes their needs known to God and asks for divine intervention. Jesus prayed often during his lifes Ministry. The disciples asked him to show them how to pray. Jesus responded by teaching them the Lords Prayer. ----- 189 # Our Father who art in Heaven Hallowed be thy name Thy Kingdom come Thy will be done on earth as It is in heaven Give us this day our daily bread Forgive us our trespasses As we forgive those who trespass against us Lead us not into temptation But deliver us from evil a) Our Father who art in heaven  The disciples were told to address God as Our father. God is to be seen and addressed as a Father. b) Hallowed be thy name  The name of God should be respected and revered. c) Thy Kingdom come  In Prayer, Christians/disciples are to pray that the rulership of God reign amongst them. d) Thy will be done on earth as it is in heaven  Christians to obey the will of God. e) Give us this day our daily bread  Christians to pray for their needs. f. Forgive us our trespasses  we ask for forgiveness of our sins and those of others. g. Jesus taught that one should be persistent in prayer. If a man goes to his friend at midnight and asks for bread to give to his visitor, the friend will open the door and give his friend all that he needs. This is because his friend was persistent in knocking on the door. In conclusion, if prayers are to be effective, one must have faith and be persistent. Believe that God shall ----- 190 # answer prayers. A committed follower of Jesus should pray at all times. In prayer, one should acknowledge that God is the Father and that all prayers should be addressed to him. Two, one should have faith that God answers prayers. Therefore we should be persistent in prayer. Reasons why Christians should pray  To honor God  To request for favors  To offer thanksgiving  To confess their sins and seek for forgiveness of sins  To seek Gods protection  To intercede on behalf of others  To strengthen their relationship with God Revision exercise 1. What did Jesus teach about prayer? 2. What is the importance of prayer? LESSON FOUR: USE OF GODS POWER TO OVERCOME EVIL. Read Luke 11:14  28 Learning outcomes. By the end of the lesson, you should be able to: 1. Narrate Jesus teaching about demons 2. Explain why the sign of Jonah was important 3. Describe how Gods power overcomes evil a. Jesus and Beelzebub. (Read Luke 11: 14 to 28) Jesus drove out a mute demon. The possessed man began to talk. The crowd said that Jesus was casting out demons using the power of Beelzebub (the price of demons). Beelzebul was an evil spirit. However Jesus replied Any country that divides itself into groups which fight each other will not last very long, ----- 191 # and a family divided against itself will fall. Jesus said it is by the power of God that drives out demons. Lessons learnt i. Satan cannot fight against himself therefore Jesus cannot be an agent of Beelzebub / Satan. ii. Gods Kingdom and that of Satan were two separate Kingdoms and could not co exist. iii. The destruction of Satans power meant that the Kingdom of God was in Israel and it was powerful. Gods power destroyed Satans kingdom. It is impossible to be neutral in the battle between Christ and Satan. One has to belong to either Christ or Satan. iv. Jesus has power to drive out demons. v. Demons occupy people. They bring disabilities and diseases. What makes people to be insane? Mentally sick b. The sign of Jonah. (Read Luke 11: 29  32) After Jesus drove out the dumb spirit, Jews demanded performance of greater miracles. They wanted Jesus to prove that he was their expected messiah. Jesus said that Jonah was a great miracle. But Jesus was greater miracle than that of Jonah, and King Solomon. King Solomon was full of wisdom. He was so great that Queen of Sheba came to listen to his wisdom. Jesus like Jonah had brought a message of judgment. Jesus is greater than Jonah or Solomon. If Jews refuse to receive and listen to Jesus, the Gentiles like Queen of Sheba, will bear testimony against the Jews and receive Gods salvation. c. The light of the body. Read Luke: 11: 33  36 ----- 192 # Jesus taught that no one lights a lamp and hides it under a bowl. A lamp is placed where all can see its light. He said that the human eye is the lamp or the light of the body. Jesus asked the listeners to make sure that the light in you is not darkness (vs. 35). What is the main message in this story? LESSON FIVE: JESUS TEACHING ON HYPOCRISY, WEALTH, WATCHFULNESS AND READINESS Introduction Hypocrisy is being dishonest and insincere or pretending to someone else or people. What did Jesus teach about hypocrisy? Learning outcomes. After reading these verses in Luke: 1. State what Jesus taught on hypocrisy 2. Explain value of wealth 3. Discuss how modern Christians can be watchful and ready for the coming of Jesus Christ a. Hypocrisy. Read Luke 12: 1- 12 A Pharisee invited Jesus to his house for a meal. When Jesus did not wash before eating the meal, the Pharisee was surprised. Jesus told him .. you Pharisees clean the outside of your cup and plate, but inside you are full violence and evil, greed and wickedness (vs. 39). Jesus condemned the Pharisees for their hypocrisy. They were concerned with outward appearances and traditions such as ceremonial washing of cups, hands, and dishes but not the souls of people. They loved the outward show and public recognition. Pharisees tithed, but neglected justice and love of God (vs. 42). They imposed rules and ----- 193 # regulations for people to follow, yet they themselves did not practice what they preached. They refused to confess their sins but pointed out sins in others. They hinder others from entering the kingdom of God. They had failed to make people understand the true interpretation of the law. They were like unmarked graves  dead to people yet the people trusted them. After this teaching, the Pharisees and the teachers of the law began to oppose Jesus fiercely. What do we learn from Jesus teachings? Followers of Jesus should be 1. Sincere and upright (honest); (2) obey Gods commands; (3), live to please God but not other people; (4) confess publicly their loyalty to God and (5) love God without fear and (6) be dependent on the Holy Spirit b. The Parable of the Rich Fool. (Read Luke 12:13 to 21). Someone wanted justice. His brother had refused to share with him his fathers wealth. He wanted Jesus to order his brother to divide their fathers inheritance between him. In response, Jesus answered him with the parable of the rich fool. A rich man expected a good harvest of his crops. He thought he did not have storage for the crop he expected to harvest. The man said to himself. i will demolish my granaries and stores, then build bigger ones to store all my corn, and other goods. He expected to have enough food to last him a lifetime. Then he can enjoy his wealth; eating, drinking and making merry. But God told him that his life would be ----- 194 # demanded from him that same night. What will happen to his wealth, as he was not rich in Gods sight? Lessons to learn i Followers of Jesus should not put their trust in material wealth but in God ii Life consists of food, other material wealth and trust in God iii Whoever seeks Gods kingdom, will receive material blessings from God iv Jesus did not condemn material possessions but rather the attitude towards material possessions. v Jesus condemned attachment to material wealth instead of trust in God who controls our lives. c. Watchfulness, Readiness, and Instructions. (Read Luke 12: 35  59) Jesus told his disciples to be: i Watchful and ready for the return of the Son of Man i.e. Jesus. ii Faithful servants so that when Jesus returns, he will find them ready and acting responsibly iii Watchful of possible divisions in families iv Royal to Christ v Ready for the coming of the Son of Man. He will come at unexpected time; like a thief who comes when the owner of the house is not aware. vi Observing things of the kingdom of God, which were present in the person of Jesus. vii Like good servants, and watch over the affairs of the master. viii Be decision makers and follow the teachings of Jesus without being watched. Review questions 1. In what ways were the Pharisees hypocritical? LESSON SIX: THE KINGDOM OF GOD ----- 195 # Learning Outcomes. By the end of this topic, you should be able to 1. Explain the teachings of Jesus about the kingdom of God 4. Narrate the parables of a. The unfaithful fig tree b. The mustard seed c. Parable of the feast d. Parable of the great feast e. Parable of the lost sheep and the lost son The Kingdom of God Kingdom of God refers to rule of God, or Gods authority on peoples lives and the world He created. The kingdom of God was present in Jesus. It is now and in the future reality. The teachings, and miracles of Jesus were a manifestation of the Kingdom of God. For anyone to enter Gods kingdom, one has to repent and ask for forgiveness. The Kingdom of God continues to grow and spread through the work of the Church. Those who accept the teachings of Jesus Christ about Gods Kingdom are members of the Kingdom of God. Now to enter the Kingdom of God, one has to repent and not judge others. Read Luke 13:1-5. Luke has explained the kingdom of God and outlined who will enter it. The Kingdom of God has unfruitful fig tree (Read Luke, 13: 6  9). A farmer had a fig tree that was unproductive for 3 years. He ordered the gardener to cut it down. The gardener requested for the fig tree to be given another chance. He promised to dig around the fig tree and add fertilizer. If it bears ----- 196 # fruits well, it can survive, if it doesnt bear fruit, then it should be cut down. Lessons learnt from the parable The unproductive fig tree represents followers of Jesus who are unproductive because they do not follow the teachings of Jesus Christ. God gives people chances to repent just like the fig tree was given a second chance to bear fruit. Jesus is the gardener who pleads for people before God. The followers of Jesus are expected to be fruitful. What are the figs used for? a. Parable of the mustard seed. Read Luke, 13:18  19 Jesus likened the kingdom of God to a mustard seed, which is very small. When a mustard seed is planted, it grows fast to become a big tree. It is difficult to control its growth. When mature, the fig tree attracts many birds, which feed on its seeds. Lesson learnt from the parable. The Kingdom of God  Begins as a small seed and grows quietly and humbly  Then it grows and spreads to all corners of the earth  And It attracts many people b. Parable of the Yeast. Read Luke, 13: 20  21 The Kingdom of God is like yeast. Yeast makes dough rise and the bread big. The Kingdom of God grows secretly and slowly just like the dough rises without being noticed. It is only God who knows how a kingdom grows. The Kingdom of God grows as a small unit that eventually grows, spreads and reaches out to many people in many nations. ----- 197 # c. The narrow door. Read Luke, 13: 22  30 As Jesus was teaching in towns and villages, a person asked him whether a few people would be saved. Jesus replied that his followers should make every effort to go through the narrow door as it leads to the Kingdom of God. The narrow door will not remain open forever. Lesson learnt from the parable  Those who wish to follow Jesus must repent immediately  Entrance to Gods Kingdom is through repentance  Everybody is invited to enter into the Kingdom of God. d. Jesus heals a crippled woman on the Sabbath. Luke, 13:10  12 Jesus was teaching in the synagogue on Sabbath. Jesus healed a woman who had an evil spirit, which had bent her back (Hunch back) for 18 years. Jesus saw her and told her woman, you are free from your illness! She was made straight and immediately glorified God. The official of the synagogue was annoyed that Jesus was healing on a Sabbath. He and others were hostile to Jesus for healing/working on the Sabbath. Jesus told him, you hypocrite. You feed and look after your animals on the Sabbath day. Jesus emphasized that human life is more important than animal life or even observing the Sabbath. Lessons learnt from the parable Jesus came to set people free from the bondage of sickness and Satan. Jesus work of liberation is continuous. It has to be performed even on a Sabbath day because human life is more important than animal life or even observing the Sabbath. e. Jesus Love for Jerusalem. (Read Luke13: 31  35) ----- 198 # As Jesus continued with his teachings, he reached Jerusalem. Pharisees informed him that Herod wanted to kill him. His response was go and tell that fox  I will continue healing the sick and casting out demons. Jesus however, lamented over Jerusalem for rejecting Gods messengers. God would abandon Jerusalem for rejecting Jesus. Jerusalem was the site of Jesus death. It would eventually acknowledge Jesus as the Messiah who brings salvation to Israel and to the rest of the world. f. Man with dropsy healed (Read Luke 14:1  6). Jesus was invited to the house of the leading Pharisees for a meal on a Sabbath. A man with dropsy (swollen legs and arms) came to Jesus for healing. The Pharisees watched Jesus closely to see what he would do. Jesus asked the Pharisees  does our Law allow healing on the Sabbath or not? They kept quiet. Jesus healed the man who then left. Jesus asked the Pharisees, would they save their son or an ox if it fell in a well on a Sabbath. They kept quiet. g. Humility and Hospitality. (Read Luke 14: 7  14) Jesus was in the house of a leading Pharisees and observed that some of the invited guests were choosing the best places to sit at the table. He taught the disciples how to be humble. He said, when invited for a meal, let the owner give you a seat of honor that is reserved for important and honorable guests. Read verse 11. Jesus advised his host to invite the poor, cripples, and the blind who cannot invite you, as they have ----- 199 # nothing to give back for generosity. Lessons learnt from the parable Jesus is teaching about humility and hospitality. Those who are humble shall be elevated. Those who elevate themselves shall be humbled. Followers of Jesus should extend invitations to the poor and the underprivileged in the society. The Kingdom of God belongs to the humble people. c. The parable of the Great Feast. Read Luke, 14: 15  24. A man said to Jesus, How happy are those who will sit down at the feast in the Kingdom of God (verse 15). In response Jesus told him that a man made a great feast and invited many friends and colleagues to the feast. The invited guests failed to come and a servant was sent to inform them that the feast was ready. All the invited guests gave personal excuses explaining why they could not come. The master was angry and asked the servant to invite the poor, crippled, lame, the blind and anyone willing to come to the feast. Lessons learnt from the parable God has invited all people to the great feast of the Kingdom of God. Those who honor his invitation will be blessed. Those who reject the invitation will be excluded from the feast. Jesus explained that the Kingdom of God is like a great feast open to all Jews and Gentiles. To enter the Kingdom of God, one has to make a personal decision because following Jesus means sacrificing activities that we consider important to us. d. The Cost of Being a Disciple ----- 200 # Read Luke 14: 25  33 True discipleship means loving Jesus more than ones family. This is a great sacrifice to detach oneself from the family. A disciple must be ready to suffer for the sake of following Jesus. Following Jesus requires skills of careful thinking, planning and detailed preparations. Jesus compared true discipleship to the planning required when building a tower or engaging in a military operation. Lessons / teachings learnt from the parable True discipleship means making great sacrifices, none of you can be my disciple unless you give up everything you have (verse 33). Jesus disciples are expected to do careful planning before deciding to follow him because they are required to love God more than anyone else even their relatives and friends. e. The parable of the Lost Sheep Read Luke, 15:1  7 Pharisees and teachers of law complained to Jesus because Jesus was teaching ordinary people such as tax collectors, and outcasts considered sinners by them. Jesus told the Pharisees and teachers of law the parable of the lost sheep. He told them that if a shepherd with 100 sheep lost one of them, what action would he take? Wouldnt he leave the 99 sheep and go out to look for the lost sheep? And on finding it, wouldnt the shepherd celebrate with friends and neighbours? Jesus said that God celebrates if over one sinner who repents than over 99 ----- 201 # respectable people who do not need to repent. Lessons / teachings learnt from the parable iii God is a shepherd and takes care of all his people. iv He does not want any of his people to be lost. v God searches for those lost in sin until he finds them. vi When one sinner repents, God is overjoyed and rejoices. vii God is the good shepherd who has come to seek and save the lost. f. Parable of the Lost Coin. Read Luke, 15: 8  10 If a woman losses one of her ten silver coins, she searches until she finds it. And if it is found, she invites her friends and neighbours to celebrate. Lessons learnt from the parable God and the angels in heaven search make every effort to seek the lost sinner until they find them. Jesus lights the world, looking for sinners who are lost because they are precious in Gods sight. g. Parable of the Lost Son (prodigal son) Read Luke 15:11  32 Jesus then told the story of a father who had two sons. The younger was given his share of inheritance he had requested. He went to foreign lands and wasted his inheritance. He became poor and decided to return home and ask his father to forgive him and employ him as a servant. His father kissed him and celebrated his return. The father announced to his guests that the son who was lost is now found.  - The one who was dead is now live. The elder son was angry and unhappy because his father had never held a celebration for him, inspite of ----- 202 # his hard work and obedience. His father told him my son you are always here with me, and everything I have is yours. We are just celebrating the return of the lost son. Lessons learnt from the parable a. A person dies spiritually if they sin b. God loves all people including sinners c. God is ready to forgive every sinner who repents d. There is no sin that God cannot give e. Jesus taught that both the righteous and unrighteous require Gods forgiveness f. There is joy and happiness in heaven when one sinner repents. g. Christians should confess their sins and acknowledge that Jesus saves repentant sinners h. God accepts unconditionally any sinner who comes back to him in repentance i. Confession of sins is a condition for entering the Kingdom of God. A GREAT FEAST FOR ALL WHO ARE PREPARED Luke 14: 1  35 SAQ. What are the qualities of those who belong to the kingdom of God? Answer. Qualities of people who belong to the Kingdom of God Those who belong to the Kingdom of God: i. Obey Gods commandments ii. Accept Gods rule in their lives iii Show Gods love to others iv Are ready to make sacrifices so as to be followers of Jesus v Read Gods word and preach to others vi Confess their sins and seek forgiveness of their sins through repentance. Review questions 1. Give an explanation of the term Kingdom of God ----- 203 # 2. What did Jesus teach about the kingdom of God? 3. What lessons do Christians learn from the parables of the lost son? Answer 1. The term Kingdom of God means the role of God or Gods authority in peoples lives and the world. LESSON SEVEN: TEACHINGS ON WEALTH AND POVERTY. LK 16:1  32 Learning Outcomes. By the end of the topic, you should be able to: a) Explain the teachings of Jesus on wealth, and poverty b) Narrate the teachings of Jesus on repentance Introduction While wealth is possession of material things such as money or occupation of a high social economic status, poverty is the opposite. It is lack of basic needs such as water, education, food, shelter, clothing, and health. When teaching about wealth, Jesus taught using two parables. These were: (1) parable of the shrewd manager (2) parable of the rich man and Lazarus Parable of the shrewd manager Read Luke, 16: 1  18 When the shrewd manager realized that his master was going to sack him due to his dishonesty, he asked the debtors to change the amounts they owed their master to smaller amounts. He did this to make friends with a few people who would give him a place to stay after he was sacked. The master praised the shrewd manager and did not sack him. The shrewd manager is praised not because of his ----- 204 # dishonesty but because he acted promptly and with great presence of mind in a moment of crisis. Jesus is encouraging his disciples and followers to make prompt (quick, appropriate, timely) decisions. They should use wealth to serve God. It should not be allowed to take the place of God. Followers of Jesus should be honest in small and big things. The Rich Man and Lazarus. Read Luke, 16: 19  31. A rich man lived in luxury. At his gates was a poor man, called Lazarus whose body was covered by sores. The rich man did not feed Lazarus. He ate food remains together with the rich mans dogs. When rich man died, he went to hell. When Lazarus died, he went to heaven and sat at Abraham/s bosom. When in hell, the rich man was tormented while Lazarus was at peace. Lessons to learn from this parable. The rich isnt condemned for being rich but because of his altitude towards Lazarus. He used his wealth for self-gratification and not for service to the needy. The wealthy should realize that it is God who gives wealth and he should be given honor. Riches can hinder the wealthy from inheriting eternal life, especially if they put their trust in riches instead of God who is the source of all wealth and blessings. Revision exercise 1. From the parable of the rich fool what can Christians learn about the use of wealth? 2. Narrate the parable of the shrewd manager LESSON EIGHT. JESUS TEACHING ON FORGIVENESS ----- 205 # Read Luke 17: 1  4 Learning outcomes. By the end of this lesson, you shall explain the power of Christian faith. Sin. Read Luke 17: 1-4. Jesus taught his disciples to forgive offenders who repent. Those who sin should seek forgiveness. If they offend 7 times in a day, forgive them 7 times. Followers of Jesus need faith to forgive others. The power of faith. Read Luke, 17: 5  11. Faith is defined as complete trust or confidence in God. It is absolute truthfulness and trust in everything that comes from God. The apostles asked Jesus to increase their faith. Followers of Jesus should have faith. Faith has no measure. Faith as big as a mustard seed can empower Christians to perform miracles that serve God. Faith is necessary. With faith, Christians can forgive others and be servants of God. Disciples should have faith. Christians understand that they owe everything to God. Jesus heals ten lepers. Read Luke, 17:11- 19 Jesus was on his way to Jerusalem when he met ten lepers. They requested Jesus to heal them. Jesus told them to go and show themselves to the priests. On the way, they were healed. One of them, a Samaritan, returned to thank Jesus for healing him. The Samaritans and the Jews did not associate. Jesus told the Samaritan that his faith has made him whole. Faith is necessary for healing any disease. Leprosy is a disease that leads to loss of fingers, toes and other parts of the body. It was a dreadful skin ----- 206 # disease, which Jews feared. Lepers were isolated from other people. They lived dejected lives The coming of the kingdom. Read Luke 17: 20  37 The Pharisee demanded to know when the kingdom of God would come. Jesus replied that the kingdom of God was within those who had accepted Jesus and his teachings. Those who wanted had received the kingdom. Faith is necessary to discover the power of Gods kingdom. The coming of the son of man, i.e. Jesus will bring the kingdom to reality. The coming of the son of man is also referred to as the day of the Lord, Day of Judgment. Read Luke, 21: 27- 28. Those who obey Jesus will be saved but those who reject him will be punished. Lessons to learn. God expects Christians to have faith in him. Christians should have faith in Jesus so that they can inherit eternal life. Faith is needed to strengthen Christians. Faith is important in the life of a Christian until Jesus returns, i.e. the second coming. Revision exercise 1. What did Jesus teach on forgiveness LESSON NINE. PERSISTENCE IN PRAYER, Read Luke, 18:1  14 Learning outcomes. By the end of this lesson, discuss the values of persistence in prayer To teach about persistence in prayer, Jesus used two parables. These were the parables of: the widow and a corrupt judge and examples of prayer by a Pharisee and a tax collector. a. The widow and the unjust judge. Read Luke, 18: 1  9 Jesus had already taught the disciples how to pray. He now tells them that they ought to pray and not ----- 207 # faint. He gives a parable to explain his point. A widow went to a corrupt judge to have her adversaries judged. The judge was corrupt and ignored her. He however gave in to her demands since she was persistent and wearing him down. The judge helped her because of her persistence and courage. Lessons learnt from the parable Followers of Jesus should pray with courage and be persistent in prayer. God hears and answers prayers. Christians should pray without ceasing and with faith and trust that their prayers will be answered. b. Parable of the Pharisee, and tax collector, Read Luke, 18:9  14 A Pharisee and tax collector went to the temple to pray. The Pharisee offered a long prayer focusing on his achievements. The tax collector (publican) did not have much to say except asking for mercy, as he was a sinner. Followers of Jesus should acknowledge they are sinners and seek forgiveness. They should approach God in humility and avoid spiritual pride, and self- righteousness. Revision exercise 1. State the parable of the widow and the unjust judge LESSON TEN. THE WAY TO SALVATION, Read Luke, 18: 15  19: 1  27. Introduction: The word salvation refers to the act of saving or being saved from sin. Those who have received salvation area assured of eternal life. To receive salvation a person must acknowledge that he is a sinner and repent their sins. In this way, they receive forgiveness and are reconciled to God. ----- 208 # Learning outcomes. By the end of this lesson, you should a. State the meaning of salvation b. Discuss characteristics of salvation c. Give examples of those who will enter the Kingdom of God. d. Explain how Jesus predicted his death Introduction Salvation means being saved from a life-threatening situation. In Christianity, salvation refers to the process of being delivered from sin and its consequences. Those who are saved are assured of eternal life. Jesus taught about salvation using children to illustrate his message. This is what happened. Some people brought their children to Jesus so that he could bless them. The disciples scolded them. Jesus asked the children to come to him and he blessed them. Jesus taught his disciples that they must be humble like children in order to enter the kingdom of God. The road to salvation is by being simple, humble, and trusting like little children. The kingdom of God belongs to those who humble themselves like the little children. The rich man. Read Luke, 18:18  30 The entry into the kingdom of God was further explained through the story of the rich man. The rich man came to Jesus wanting to know how he could inherit eternal life and be saved. Jesus reminded him of the importance of keeping the commandments. The young man responded that he had observed the commandments since he was young. Jesus told him there is one thing remaining to do; sell everything ----- 209 # he has, and give it to the poor, and then follow Jesus. The rich man was very sorrowful for he was very wealthy. Wealth can hinder the rich from receiving salvation. Jesus acknowledged the sacrifice made by his disciples. He emphasized that disciples shall receive salvation in the present and in life to come. Salvation is a gift from God. Salvation is received; by those who accept to follow Jesus. Trusting in wealth can be a hindrance to salvation. The rich may find it difficult to inherit eternal life. Jesus predicts his death, a 3rd time. Read Luke, 18: 31  34. Jesus predicted his death a three times. First was after asking his disciples who they say he was. The second time was after transfiguration when his face was set towards Jerusalem. The third prediction shall be in Jerusalem (Luke 18:31-34). Jesus told the disciples that previous prophecies would be fulfilled in Jerusalem. His death was going to take place in Jerusalem according to the writings of the prophets. It was going to be a painful death. He shall be beaten, mocked, spit upon and put to death. But on the third day, he shall rise again. The disciples did not understand what Jesus was telling them. Jesus had to die so that those who believed in him may receive eternal life. The death and resurrection of Jesus gives Christians hope of eternal life. Jesus heals a blood beggar. Read Luke, 18: 35  43 As Jesus neared Jericho, a blind man sat by the roadside begging. When he heard the multitude pass by, ----- 210 # he inquired what was going on and he was told that Jesus of Nazareth was passing by. He then cried out Jesus, Son of David, have mercy on me The crowds rebuked him but he cried out louder to Jesus to have mercy on him. Jesus asked him what he wanted. He said he wanted to see. Jesus told him to receive his sight for his faith had made him whole. The beggar was joyful and he followed Jesus rejoicing. Lessons learnt. Christians should have faith in Jesus. They should also be persistent and make specific requests. LESSON THIRTEEN: JESUS AND ZACCHAEUS LK 19:1  9 Learning outcomes. By the end of this lesson, a. Narrate events leading to salvation of Zacchaeus b. Explain meanings of the story of the man who gave gold coins to his servants Zacchaeus was short. His profession was a tax collector. He was rich. He wanted to be saved. When Jesus was passing by Jericho, he wanted to see Jesus. He couldnt because he was short. He ran and climbed a sycamore tree to see Jesus. When Jesus came to the place where Zacchaeus was, he looked up and said Hurry down, Zacchaeus, because I must stay in your house today (verse 5). Jesus then went with Zacchaeus to his house. When people saw this they grumbled, and murmured. They said that Jesus was going to a house of a sinner. Jesus told them that salvation has come to the house of Zacchaeus, a son of Abraham  the Son of man ----- 211 # came to seek and save the lost. There is no sin that God cannot forgive, even that of a tax collector. Zacchaeus told Jesus that he was going to give to the poor half of his wealth and whatever he took from any man and woman wrongfully, he will restore four times. From this salvation, we learn that the rich should share their wealth with the needy. The Parable of the Gold Coins: Luke, 19: 11  27. A certain nobleman went to a far country. Before he left he called his ten servants and gave each a gold coin (ten pounds in total). He told them to trade with the coins until he returns. When he returned, he called the servants to report profits they had made. The first servant said that one-pound coin had made profit of 10 pounds (gold coins). He made the manager of ten cities. The second servant had traded and gained 5 pounds. He was made the manager of 5 cities. The third one had hidden the pound. He did not trade. He accused the master of being mean, and cruel. He returned the pound, which was given to the servant with 10 pounds. Lessons to learn. This parable was about the kingdom of God. God expects us to use opportunities he has given to us for his work. Each one of us shall account for the use of the abilities and skills that God gave to us  students, workers, and other professionals. To receive eternal life, Christians should repent and be obedient to Gods instructions. Revision questions ----- 212 # 1. What did Jesus teach by using the example of little children? 5. Give an account of how Jesus healed the blind beggar 6. Explain the relevance of Jesus teachings on salvation to Christians TOPIC FIVE: THE JERUSALEM MINISTRY. Luke, 19: 28  21: 38 Lesson Outcomes. By the end of this topic, you should: a. Describe the triumphant entry of Jesus into Jerusalem b. Narrate events in the cleansing of the temple c. Discuss Jesus teachings about eschatology LESSON ONE: THE TRIUMPHANT ENTRY OF JESUS TO JERUSALEM LK. 19:28  40 Learning outcomes. By the end of this lesson, you should a. Explain why Jesus rode on a young colt into Jerusalem b. Discuss why Jesus wept over Jerusalem b. Describe what Jesus did when he went to the temple a. The triumphant approach to Jerusalem. Luke 19: 28- 40. Jesus death had to happen in Jerusalem. Hence Jesus went to Jerusalem. He sent two disciples to a place where there was a colt (young donkey) that no person had ever ridden. They took it to Jesus. They threw their garments on the colt, and Jesus sat on it. As Jesus rode, people spread their clothes on the road. As Jesus neared Jerusalem, a large crowd of his disciples began to praise God (vs37). The crowd said blessed be the king who comes in the name of the lord. The Pharisees told Jesus to rebuke the disciples. Jesus told them if the disciples kept quiet the stones would start shouting. Jesus made his entry into Jerusalem in a royal (kingly) procession. He was Israels humble king who came ----- 213 # with peace and not a political leader. He rode on a donkey  a symbol of peace. This was unlike the political kings who rode on the horses during that time. b. Jesus weeps over Jerusalem. Read, Luke 41- 44. When Jesus was near Jerusalem he wept. He then foretold the coming destruction of Jerusalem due to its rejection of the messiah. The rejoicing of his triumphant entry to Jerusalem turned to mourning as he foretold the destruction of Jerusalem by Romans in 70 A.D. c. Jesus goes to the temple. Read Luke 19:45  48. Jesus went to Jerusalem temple and evicted traders. He told them that the house of God is a house of prayer not a den of thieves. Jeremiah spoke these same words during his temple sermon. The chief priests and scribes began planning how to kill Jesus. LESSON TWO. PHARISEES, SCRIBES QUESTION JESUS. LUKE 20 1-47 Learning outcomes. By the end of the lesson you should be able to: - 1. Describe the question about the authority of Jesus 2. Describe the parable of the tenants in the vineyard 3. Describe the question about paying taxes 4. Describe the question about resurrection 5. Describe Jesus teachings against the teachers of law 6. Describe the parable of the widows offering a. The question about Jesus authority. Read Luke, 20:1  8. The Jewish leaders wanted to know from Jesus by whose authority he was doing all the things he was doing. In response Jesus asked them did Johns right to baptize come from God or from human ----- 214 # beings? (Vs4). They discussed among themselves and decided not answer. Jesus told them neither will I tell you. In response to his authority being questioned he told a parable. b. The parable of the Tenants in the Vineyard. Read the parable in Luke, 20: 9  18. The tenants refused to pay the owner of the vineyard his share of the harvest. They threw out the servants he sent to collect his share of the harvest. When he sent his son, they killed him so that they can own the vineyard. Jesus asked the people What will the owner of the vineyard do to the tenants? c. The Question about paying taxes. Read Luke 20:19-28 Pharisees, and scribes (teachers of the law) and chief priests planned to arrest Jesus but they were afraid of the people. They sent spies to trick Jesus by asking this question - is it against our law for us to pay taxes to the Roman Empire, or not? Jesus used the currency and told them pay the Emperor Caesar what belongs to him and pay God what belongs to God. (Verse 25) This was a tricky question. Jesus here teachers people to obey the rules of the land and to obey Gods rules. d. The Question about Resurrection The Sadducees who did not believe in resurrection tempted Jesus with another question. They wanted to know this. When resurrection comes, who shall be the husband to a woman who was married to the first brother and inherited as a widow by the other six brothers? ----- 215 # Jesus told them the men and women who shall be worthy of resurrection shall not marry. They shall be like angels and cannot die (verse 34 to 38) e. Jesus warns against the Teachers of the law Jesus warned his disciples. Be careful and guard yourselves against teachers of the law, the scribes. They were hypocritical. They wore long robes, said long prayers, looked for positions of honor and exploited the widows. f. The Widows Offering. Luke, 21: 1- 4 When people were giving offerings in the temple, a widow gave two little copper coins. Jesus said the poor widow had given all she had. Likewise Christians should give to God not to be seen but from their hearts. It is not the quantity of the gift that matters but the attitude of the giver. LESSON THREE: THE TEACHINGS OF JESUS ABOUT ESCHATOLOGY LK. 21: 5  38 Eschatology is from two Greek words, eschatus and logos. Eschatus means end, Logos means study. Eschatology means the study of the end times or in CRE the last days of Jesus. For biblical information, read Luke 21:5-38 and Mathew 24: 1  36 and Mark 13:1-31. Learning outcomes. After this lesson, you should: a. Identify signs of end times b. State uses of the temple during the time of Jesus c. Discuss ways in which Christians can apply the parable of the fig tree d. State relevance of Jesus teachings on eschatology a. Signs of the end times. Jesus gave many signs that will inform Christians that end of the time has ----- 216 # come. These were to happen at different times. The signs were: a) Destruction of the temple of Jerusalem by invading armies which shall surrounded it b) Hatred of disciples and Christians because they were followers of Christ c) Rejection of disciples by families because they were followers of Christ d) Betrayal of the followers of Christ e) Prosecution and imprisonment of Christians. f) Many false messiahs. People would come claiming to be the Messiah, the Son God g) Wars as nation rise against nations h) Eruption of natural calamities such as plagues, earthquakes, famines, great fear among people. i) Disruption in the sky and seas. Fall of strange heavenly beings from the sky and rise of seas. j) Natural calamities such as earthquakes, plagues, famines bringing despair and distress in all nations k) The times shall be announced by signs in the stars, moon, sun and sea l) Appear of the Son of man  in power and glory at the end of times. b. Uses of the temple during the time of Jesus During the time of Jesus, the temple was used for (a) Child dedication (b) Circumcision (c) Purification (d) Trading and business centre (e) Worshiping and prayer (f) a place for celebrating festivals such as the Passover and other major feasts (g) a learning centre or school for religious purposes. For example disciples of the scribes learnt law in the temple. The destruction of the temple symbolized the birth of Christianity. From that time Christians became the new temple of God. ----- 217 # c. The parable of the fig tree Lk.21: 29  33 Jesus used the parable of the fig tree to explain more about the end times. Appearance of leaves in the fig tree and other trees inform us that summer will soon come. When Christians see signs of the end times, they should know that the kingdom of God is about to come. Jesus told disciples to be watchful, alert, and praying for strength to endure the coming tribulations. See the previous teachings on watchfulness and readiness. Christians are to watch out and be ready for the end times. d. Relevance of Jesus teachings on eschatology These teachings assure and continue to tell Christians these messages from Jesus: a) There is life after death b) Christ will return to receive the faithful c) Christians are to be watchful, prayerful, and hopeful despite trials and tribulations d) Christians are assured of Gods protection from evil. e) Christians should prepare for the coming of Christ by leading a righteous life f) Do not lose hope g) Do not be pre occupied with the cares of this would for they never end h) Preach and spread the word of God i) Obey Gods commandment j) Help the needy Revision questions a. Describe Jesus triumphant entry into Jerusalem according to Luke chapter 19:29- 30 ----- 218 # b. What does the manner of Jesus entry into Jerusalem reveal about the nature of his kingdom? c. What lessons can Christians learn from Jesus triumphant entry into Jerusalem d. State and explain why Jesus wept over Jerusalem e. Explain the cleansing of the temple f. Give reasons why Jesus cleansed the temple of Jerusalem g. What lessons can Christians learn from the cleansing of the temple? h. Explain Jesus conflict with the Jewish leaders i. Describe the parable of the tenants in the vineyard j. Explain the relevance of the parable of the of tenants in the vineyard k. Explain the question about paying taxes l. Explain the question about the resurrection m. What is eschatology? n. What will happen at the end of the world (eschatology) according to Jesus teaching in Lukes gospel 21; 5-38 o. How do Christians prepare for the second coming of Christ? TOPIC SIX: THE PASSION, DEATH AND RESURRECTION OF JESUS LK. 22  24 Passion is a strong feeling of love, hate or anger. Passion of Jesus is the great sufferings of Jesus, which was a deep emotional anguish. Learning outcomes By the end of this topic, you should be able to: (a) Discuss the events of the Lords supper (b) State relevance of the Lords supper to Christians today (c) Describe the events that took place at mount Olives ----- 219 # (d) Describe the events that took place between the arrest and burial of Jesus (e) Relate the relevance of the sufferings and death of Jesus to Christians today (f) Explain the importance of resurrection of Jesus to Christians (g) Describe the resurrection of Jesus  the evidence of his resurrection (h) Narrate the ascension of Jesus The plot against Jesus The Jewish religious leaders were determined to ensure that Jesus was either arrested or killed (Lk.22: 1  6) They were helped by Satan who entered into Judas Iscariot one of the twelve disciples of Jesus. Judas decided to betray Jesus. He communed with the Jewish leaders who agreed to pay him money to betray Jesus. He searched for a way to betray Jesus without knowledge of Jesus. He forgot who was Jesus. Judas agreed to betray Jesus probably because: a. He belonged to the party of Zealots who wanted political changes b. He was probably frustrated by Jesus approach to the Kingdom of God which was establishing a peaceful spiritual kingdom c. He expected Jesus to establish a political kingdom d. He was greedy for money e. Satan entered him LESSON ONE: THE LORDS SUPPERS/ THE LAST SUPPER. LK 22: 7  13 The last supper was the lost Passover meal that Jesus took before his arrest. Passover is celebrated in ----- 220 # obedience to Gods command to Moses. It is a remembrance of Israels deliverance by God from slavery in Egypt. a. The Passover meal Preparations for the Passover, Read Luke 22: 7  23. Peter and John were sent by Jesus to go and prepare the Passover meal. They were to do so in a house in the city. They were taken to the house by, a man who was carrying a vessel of water. They were given a big furnished upper room upstairs. They prepared the Passover meal as instructed by Jesus. Passover meal During the meal with the 12 disciples / apostles Jesus told them that this was going to be his last meal with them before his death. He took a cup of wine gave thanks to God and said Take this and share it among yourselves. I tell you that from now on I will not drink this wine until the Kingdom of God comes. The cup of wine was his blood that he was going to shed for them. Wine therefore symbolized the blood of Jesus, shed for the purification of humankind and forgiveness of sins. This blood is the New Testament and covenant with Christians. After drinking of wine, He took a piece of bread, gave thanks to God  and shared it and told them that the piece of bread represented his body which is given for them. He presented his death as a sacrifice whose blood sealed the new covenant. His death replaced the sacrifices of the Old law, those of animals, which sealed the Sinai covenant. The new covenant will be for ----- 221 # all people including Gentiles. This is to fulfil Gods promise of salvation for all people. Jesus and disciples ate Passover together so that henceforth Christians would eat the meal together in remembrance of Jesus. Passover was initially taken to remind them of the deliverance from Egypt. But during the last supper, Jesus gave the Passover a new meaning. As they ate, Jesus foretold of his betrayal by one of his disciple. SAQ. i. Which items were used to celebrate the Passover in the Old Testament? ii. What items do modern Christians use to celebrate the Lords Supper? Comparisons of the Lords Supper and the Passover (a) The Passover commemorates the divine act of redemption of the Jews from their bondage in Egypt while the Last Supper commemorates the deliverance of human kind from sin. (b) The Passover feast reminded the Israelites that they were free, redeemed people while the Lords Suppers is to remind Christians of their forgiveness of sins. The death of Jesus set Christians free from sins. (c) Passover was followed by the Old covenant of Mount Sinai. The Lords suppers is a new covenant based on the death of Jesus for sins of humankind (d) Passover (Old testament) was sealed by the blood of Lambs while New Covenant (Lords suppers) is sealed by the blood of Jesus on the cross. (e) Items for celebrating in Passover (old testament) are different from the cup of wine and pieces of bread used by Jesus to celebrate his last supper with the disciples. ----- 222 # Relevance of the Lords Supper today Christians celebrate the Lords supper. This celebration is called the Eucharist, the Lords suppers, or Lords meal. Christians celebrate it as an act of repentance; through which they receive assurance of forgiveness of their sins. The presence of Jesus becomes a reality when Christians share bread and wine. Bread and wine are symbols of heavenly feast, which Christians will partake in Gods kingdom. The Lords supper is also a sacrifice of praise and thanksgiving to God. It is a time for rededication to Christ and self-renewal. Through the celebration of the Lords supper, Christians anticipate the second coming of Jesus and the establishment of Gods Kingdom. It is also a time to remember the death and resurrection of Jesus and reflect on Gods love for humankind. b. The Argument about Greatness. Read Luke, 22: 24  30 A question arose among the disciples. They wanted to know who among them was the greatest? Jesus told them that they do not belong to the world system of authority given on the basis of wealth and fame. The authority among the disciples will be determined on the basis of their service to others. The greatest is the servant. Jesus likened himself to a servant hence disciples are called to serve. By sharing in trials and sufferings of Jesus, the disciples will share in his ruling power over the new Israel. Leadership in church should be understood in terms of service  being a servant of people. In the ----- 223 # community of Christians, all people who are followers of Jesus are all equal. SAQ. In your opinion, which are the signs of greatness in the world? c. Jesus Predicts Peters Denial. Read Luke, 22: 31  38 Jesus told peter that Satan had received permission to test or tempt all the disciples but Jesus had prayed for Peters faith not to fail. Jesus told Peter that he shall deny Jesus three times before the cock crows. Jesus was telling his disciples that they will encounter hostility in their evangelism hence they should be prepared for suffering and opposition because of Him as Isaiah 53:12 says he shared the fate of evil men. Jesus death was imminent inevitable. The disciples were expected to be strong LESSON TWO: PRAYER, ARREST OF JESUS AND DENIAL BY PETER Learning Outcomes. By the end of this lesson, you shall: a. Narrate the events that took place at Mount of Olives b. Describe the arrest of Jesus c. Discuss Peters denial of Jesus d. Describe the arrest of Jesus a. Prayer on the Mount of Olives. Read Luke. 22: 39  46 After celebrating the last supper, Jesus went to the Mount of Olives with his disciples to pray to resist temptation. Jesus went ahead of his disciples, knelt down and prayed. Jesus left them to pray by himself. He said Father if you will, take this cup of suffering away from me. ----- 224 # Not my will, however, but your will to be done (42). An angel came to strengthen him. He prayed earnestly, in agony and turmoil great than the physical pain. He sweated great drops of blood. After praying, Jesus found his disciples asleep worn out by their grief vs. 45). Jesus asked them to wake up and pray to avoid temptation. Significance The disciples fell asleep. This was a sign of moral and physical exhaustion. Jesus expressed inner struggle about the fulfillment of his messianic mission. He prayed for Gods help. Christians should always pray to avoid temptation and seek Gods help. b. Betrayal and arrest of Jesus. Read Luke, 22: 47  53 Jesus was arrested by: the chief priest, elders, officers of the temple guard, and a crowd of people as he talked to his disciples. He was taken to the house of the high priest. Judas had identified Jesus with a kiss. Jesus asked Judas him Judas, is it with a kiss that you betray the Son of man? Jewish religious leaders had come to arrest Jesus as they arrested other criminals. Jesus told his disciples not to resist his arrest. He rejected armed resistance refusing the role of a political messiah. Peter followed him from a distance. c. Peters Denies Jesus. Read Luke, 22: 54  65 After Jesus was arrested he was taken to the house of the High Priest. As Peter sat warming himself with others, a maid identified Peter. She said, This man too was with Jesus. Peter denied knowing Jesus ----- 225 # three times. After the third denial, the cock crowed just as Jesus predicted. Jesus turned and looked at Peter who remembered the words of Jesus. Peter went out and wept bitterly (Vs. 62). Weeping was a sign of repentance LESSON THREE: THE TRIALS AND CRUCIFIXION OF JESUS Lesson Outcomes. By the end of this lesson. You should a. Describe trials of Jesus by the various authorities b. Explain the importance of the judgement by Pilate c. Narrate events leading to crucifixion of Jesus a. Trials of Jesus by the various authorities i. Trial by the Sanhedrin Lk.22: 66  71 After being taken to the house of the High Priest, the next morning Jesus was taken to the Jewish religious council or court; called the Sanhedrin. They all asked him if he was the messiah. Jesus told they wouldnt believe whatever he says. But  the Son of Man will be seated on the right hand of Almighty God. (Vs. 69). Jesus told them he was the Son of God. The Sanhedrin accused Jesus of blasphemy, a sin punishable by death. ii. Trial before Pilate. Read Luke 23: 1  5 The second court was the Roman court. The judge was Pilate, the Roman Governor. In this court the Sanhedrin accused Jesus of:  Inciting people to revolt, and rebelling against Roman authority  Forbidding people to pay taxes to the Emperor  Claiming to be the king, a Messiah, They could not accuse him of blasphemy before Pilate since this offence was not acceptable under the ----- 226 # Roman law. Pilate asked Jesus if he was the king, Jesus replied,  So you say. (vs.3). Pilate found no fault with Jesus so he sent him to Herod. iii. Trial by Herod. Read Luke, 23: 6  12 Herod was in Jerusalem. When Jesus was brought before him, he expected Jesus to perform miracles to impress him. He asked Jesus many questions and Jesus kept quiet. Herod and his soldiers mocked Jesus, and ridiculed him. They put on him royal clothes; then sent Jesus back to Pilate. iv. Jesus is sentenced to Death. Read Luke 23: 13  25 Jesus was brought back to Pilate a second time. Pilate repeated that Jesus was not guilty (innocent) of any crime. Pilate offered to have Jesus beaten and then released. The crowds, leaders and chief priests gave their judgement. Kill him! and release Barabbas, who was a rioter and a murderer. Pilate did not find Jesus guilty. But he did what they wanted. He released Barabbas and  handed Jesus over for them to do as they wished (vs. 25). v. The crucifixion of Jesus. Read Luke 22: 26-43 Jesus was led away to be crucified. Solders forced Simon of Cyrene to carry the cross for Jesus. Women followed Jesus and weeping. Jesus told them not to weep for Him but for themselves and their children. Jesus was then crucified at a place called Golgotha (place of skull) or Calvary together with two male criminal; one on His right and the other on His Left. Jesus asked God to forgive them (persecutors) for they did not know what they were doing. ----- 227 # The Jewish leaders, said He saved others; let him save himself if he is the Messiah whom God has chosen (vs. 35); Solders mocked Jesus and said Save yourself if you are the king of Jews and one criminal hanged with Jesus mocked Jesus and told Him Arent you the Messiah? Save yourself and me. The other thief rebuked him saying they deserved the punishment for their deeds but Jesus had done nothing. This thief repented and told Jesus, Remember me, Jesus, when you come as King. Jesus told him that he would be in paradise with Jesus on that day (vs. 42  43). On top of the cross, Jews wrote, This is the King of the Jews (vs. 38). LESSON FOUR: DEATH OF JESUS. Read Luke. 23: 44  50 Learning outcomes. By the end of this lesson, a. Describe the death of Jesus b. Narrate the burial of Jesus c. State relevance of the suffering and death of Jesus to Christian life today a. The death of Jesus. There was darkness from 12 oclock until thee oclock. The veil/curtain of the temple tore into two. Jesus cried out with a loud voice  Father, into they hands I commit my spirit. At this shout Jesus died. The Roman centurion saw and praised God. He declared, Certainly this was an innocent man. The multitude that watched the crucifixion and death went home beating their breasts, a sign of repentance. The women, who knew Jesus from Galilee, stood at a distance watching all these things. b. The burial of Jesus. Read Luke 23: 50  56. ----- 228 # Joseph from Arimathea, a town in Judea sought permission from Pilate to bury the body of Jesus. He was waiting for the coming of the Kingdom of God, a likely secret disciple of Jesus. He was a good and honorable man. The body of Jesus was laid in a sepulchre (Tomb) where nobody had ever been laid. Jesus burial in Josephs tomb fulfilled Isaiahs prophecy that the suffering servant of Yahweh was buried in a rich mans tomb (Isaiah 53:9) The Galilean women and Joseph saw where the body of Jesus was laid. They went home, and prepared spices to use to wash Jesus body. They rested on the Sabbath. c. Relevance of the suffering and death of Jesus Christ to Christian life today Christians today should practice or do the following activities. i. Pray in times of sorrow, pain, trials and temptations. iii They should not give up when rejected. iv They should be aware of hypocrites and traitors amongst them. v They should be willing to suffer for the sake of the Kingdom of God. vi They should be ready to fight for a just cause vii They should never condemn the innocent. viii They should go through their suffering bravely. ix They should know and accept suffering as a part of the Christian calling x They should not be afraid of rejection by people l xi They should be encouraged that Jesus suffered for them. d. In which ways can Christians prepare for their death? Death is inevitable. Hence, Christians should at all times: live a holy life, repent sins, forgive those who ----- 229 # have wronged them, make a will, accept death as inevitable, and read the word of God LESSON FIVE: THE RESURRECTION OF JESUS. Read Luke 24: 1  53 a. The Resurrection. Resurrection refers to the event of Jesus rising from the dead After the Sabbath day, on Sunday morning; Mary Magdalene, Mary the mother of James, Salome (Joanna) and other women, went to the tomb with the spices they has prepared. They found the entrance open. The stone covering the tomb was rolled away. The tomb was empty. The body of Jesus was not in the tomb. Suddenly, two men, who were angels, appeared dresses in dazzling and shining clothes. They said  Why are you looking among the dead for one who is alive? He is not here; he has been raised.  The women went and told the 11 disciples, who did not believe them. Peter ran to the tomb and found it empty. Women were the first to witness the resurrection of Jesus Christ. This is significant as they (women) were empowered to become witnesses of Christ as evangelists beyond the Jewish culture. b. Witnesses of the resurrection of Jesus The disciples en route to Emmaus Two disciples were traveling to Emmaus, which was 11 km from Jerusalem discussing Jesus suffering, death and the empty tomb. Jesus met them but their eyes were blinded and they did not recognize him. ----- 230 # The disciples explained to Jesus the events that had taken place and how they had hoped that Jesus would liberate Israel from the Roman rule. Jesus explained to them the scriptures concerning the messiah. When they got to Emmaus, they invited him to dine with them for it was evening. When Jesus, took the bread and said the blessings; then he broke the bread and gave it to them, the disciples recognized Jesus but he vanished out of their sight (vs. 30-31). They returned to Jerusalem and told the 11 disciples that Jesus has risen. c. Jesus appears to his Disciples. Read Luke 24: 36  49. As the two disciples explained the event that happened on the journey to Emmaus, Jesus came and said to them Peace be with you (vs. 36). Disciples were terrified and frightened. He asked them to look and touch his hands, and feet. He was not a ghost. He has flesh and bones unlike ghosts, which do not have. He explained to the apostles his mission, which was prophesied by prophets, and written in the Law of Moses, and Psalms (v.44). He commissioned the disciples to preach repentance and remission of sins and be his witnesses. He also promised to send them the promise of the father (Holy Spirit) SAQ. What was the nature of the resurrected body of Jesus? d. The ascension of Jesus, Luke, 24: 50  53 From Jerusalem, Jesus took his disciples to Bethany, a town outside Jerusalem. He lifted his hands and blessed them. As he blessed them, he was lifted up and carried to heaven. ----- 231 # The disciples worshipped him and returned to Jerusalem with great joy. They continued to go to the temple to praise and give thanks to God. The disciples were now confident about their mission and who Jesus was e. The importance of the resurrection of Jesus to Christian Resurrection is the foundation of Christian faith. Christianity is based on the fact that Jesus resurrected and was taken up to heaven. Further to this: 1. Resurrection proved that Jesus is the Son of God. 2. Through resurrection, Christians have hope of eternal life 3. Through resurrections, Christians are assured of a new life in Christ 4. Sin and death were conquered by resurrection, giving hope of victory to Christians over death and sin. 5. Resurrection is a fulfillment of the writings of the prophets. It fulfilled Old Testament prophesies by Moses, Elijah, Elisha and others. 6. It is a proof that there is life after death. 7. Through resurrection, man was reconciled to God. 8. Jesus has power over death, over Satan and his Kingdom of darkness 9. It led to the coming of the Holy Spirit. Revision questions a. Give the different names used in reference to the lords supper by Christians in different churches b. Describe the institution of the lords supper c, State the Christian teaching about the lords supper d. What is the meaning of the lords supper to Christians? e. Compare the Passover feast with the practice of the lords supper f. Describe the prayer on mount olives g. Describe the betrayal and arrest of Jesus h. State the reasons that made Judas Iscariot to betray Jesus ----- 232 # i. Describe the trial of Jesus under the following headings:- the council of Sanhedrin, the trial before Pilate, the trial before Herod and Pilates judgement. j. Why do you think Pilate agreed to have Jesus crucified? k. Identify and explain the lessons that Christians learn from the actions of Pilate during the trial of Jesus l. Actions taken by the Jewish leaders to ensure that Jesus was put to death m. Explain the crucifixion of Jesus n. Describe the death of Jesus o. The burial of Jesus p. Define the term resurrection q. Describe the four witnesses of the risen Christ r. Describe Jesus appearance to the disciples s. Describe the ascension of Jesus t. Give five evidences from the bible to show that Jesus rose from the dead u. Explain the significance of passion, death and the resurrection of Christ v. What is the significance of Jesus resurrection to Christians today w. Explain five importance of eulogy of death of the society. Revision question and answers OLD TESTAMENT PROPHESIES ABOUT THE COMING OF THE MESSIAH Lesson one: 1. The prophecy of Jeremiah about the Messiah a) He shall be a descendant of David b) He shall be a king c) He shall prosper d) He shall execute judgment and justice e) He shall ensure Judah/Israel is safe and lives in peace ----- 233 # f) He shall be called the lord our righteousness 2. Meaning of Messiah mean? Messiah is a Hebrew word Meshiach which means the anointed one. It is equivalent to Christ, a Greek word, which also means the Anointed one. A Messiah is therefore someone called, anointed and appointed by God to serve Him in a special way. In the Old Testament, the Priests and Kings were the only people who were anointed. When a person is anointed oil is poured on them. The anointed person was set aside from the rest of the people in order to serve God and His people. Examples of anointed people are Aaron (Priest) and King David. In addition, God himself anointed Prophets: for example, Samuel, Elijah, Jeremiah, and Nathan among others. 3. Jewish expectations of the Messiah in the Old Testament The messiah shall be a political leader, a victorious ruler, a king to lead people to a time of great power and prosperity, a king in whose reign there shall be no sorrow or injustice nor fear, a king to rule forever 4. How Jesus Christ fulfilled the Old Testament prophetic of the messiah a) He was born from the lineage of David b) He was born of Mary, a virgin as foretold by Isaiah c) The messiah was called Immanuel (Jesus) Isaiah prophecy d) He was born in Bethlehem  Micahs prophecy e) He was referred to as son of David  Nathan/Jeremiah/s prophesies f) He suffered  suffering servant prophecy by Isaiah 5. Prophets in the Old Testament who prophesied about the expected Messiah Isaiah, Nathan, Jeremiah, Micah and psalmist prophecy. ----- 234 # Answers. Qn 1. The qualities of john as described by angel Gabriel a. He would be a prophet of god b. He would prepare the way for the messiah c. He would bring joy to Zachariah and others d. He would be a nazarite e. He would call people to repentance Qn 2. Why john was referred to as the second Elijah  Like Elijah john had also lived in the wilderness  John was also filled with the holy spirit and proclaimed gods message to the people  He also met opposition from the king just like Elijah  He was beheaded and Elijah was threatened with death by jezebel  He stood firmly for the covenant way of life  He was a great prophet of his time  He led a simple life and faced many problems like hunger just like Elijah Qn 3. What lessons do Christians learn from annunciation of the birth of john the Baptist?  God answers prayers however long it may take  Christians should not doubt Gods messages  We should be persistent, faithful and patient in prayers  Christians should be devoted to God in prayer  Children are a gift from God and a source of joy to their parents  God has a purpose for every childs life Qn 4. Describe the birth of john the Baptist  Elizabeth was very happy and so was Zachariah  John was circumcised after eight days in accordance with the Jewish customs  Elizabeth named the child john ----- 235 #  Zachariah affirmed the name of their son in writing  They were surprised at the name because it was not in Zechariahs lineage  Zechariah was now able to talk  He broke into a hymn called the Benedictus  Zechariah expressed his feelings of joy, gratitude and praise  Zechariah told of the mission of his son. TOPIC TWO: INFANCY AND EARLY LIFE OF JESUS Qn 1. What lessons can Christians learn from the annunciation of the birth of Jesus Christ?  God exalts the humble and rejects the proud  Christians should humbly accept gods plan for their lives  God has a purpose for the life of every one  Nothing is impossible with god  God wanted Jesus Christ to be part of the human family for him to identify with the human race Qn2. describe Marys visit to Elizabeth  Mary went to visit Elizabeth after angel Gabriel told her that Elizabeth was expecting a baby  Mary greeted Elizabeth and the baby in the Elizabeths womb leapt with joy  The spirit also revealed that Mary was the most blessed of all women  Mary sang a song known as the magnificent Qn3. identify the main ideas in the magnificent  Mary thanks god for  Being good to her  His goodness and love for all human beings  Fulfilling his promises to the people  Delivering the oppressed from the oppressors Qn 4. Describe the dedication ceremony during the infancy of Jesus ----- 236 #  The parents of Jesus offered the purification sacrifices according to the law of Moses  Simon was moved by the holy spirit and took Jesus into his arm and praised God  Simon prophesied about the mission of Jesus  Prophetess Ann thanked God for sending Jesus who would bring redemption  The things Simon and Anne said about their child amazed the parents of Jesus. TOPIC TWO: THE GALILEAN MINISTRY Qn a. What is the relevance of John the Baptist teachings to Christians today?  Christians should not fear to condemn the evils in the society  Christians should commit their lives wholly to the work of God  Christians should accept their role with humility and preach the gospel  Christians should be ready to proclaim the gospel even harsh environment for the people to know God  Christians should share their resources with the less fortunate  Christians should be contended with their pay and thus not accept bribes  Christians should learn to be truthful in their work environment  Christians should pronounce the consequences of judgement to those willing to repent Qn b. Give reasons why Jesus accepted to be baptized  To be identified as the messiah  To identify himself with the sinful human kind  To receive the Holy Spirit  For God to manifest the trinity  It was a cleansing ritual  To acknowledge the work of John the Baptist ----- 237 #  He saw it as a way of fulfilling the old testament prophesies about the Messiah  It was his final acceptance of the work of salvation Qn c. describe the baptism of Jesus  When all the people were baptized Jesus was also baptized  He was baptized by John the Baptist in river Jordan at a place called Bethbora  Jesus was praying when the heavens opened  The holy spirit descended from heaven upon him inform of a dove  A voice came from heaven saying  thou art my beloved son with thee I am well pleased Qn d. what is the significance of the baptism of Jesus to Christians today?  Christians get new names that symbolizes new life in Christ  Christians receive the Holy Spirit who gives them guidance in their lives  Christians identify themselves with Jesus and the church  Water is symbolically used as a cleanser as it wipes away ones sins and gives a new life  Christians are brought together as members of the church of Christ  During baptism Christians receive the Holy Spirit who guides them in their lives  The old self dies and becomes a new person as a Christian  It is the first step of being accepted into the Christian brotherhood LESSON THREE: TEMPTATIONS Qn a. describe the temptations of Jesus  Satan told Jesus to turn stones into bread  Jesus answered that man does not live on bread alone  Satan then took Jesus to a high place and showed him all the kingdoms of the world. Satan promised to give Jesus everything if Jesus worshipped him  Jesus answered that one should worship God and serve him alone ----- 238 #  Hastily, satin took Jesus to the pinnacle of the temple. He asked Jesus to throw himself down since God would send his angles to ensure that he did not get hurt. Jesus answered that no one should tempt God Qn b. from the gospel of St. Luke, identify five occasions when Jesus was tempted  In the wilderness  When he healed a dumb man the commanded a sign  Jesus was tempted to arbitrate between two brothers  When the rich young ruler called Jesus a good teacher  When he was asked whether it was right to pay taxes to Caesar  In the garden of Gethsemane, he was tempted to escape the cup of suffering  During his trial he was asked whether he was the Messiah  During crucifixion he was spat on but did not fight back  On the cross one of the thieves wanted him to deliver them  He was questioned by the Sadducees about resurrection Qn c. Outline ways in which Christians can overcome temptations in the contemporary world  They should depend on Jesus  They should be well versed with the scripture so that they can refer to the bible  They should seek guidance and counseling  They should attend bible classes for the right interpretation of the bible  They should have faith or believe in God to help them during trials  They should avoid bad company  The should take part in active leisure  They should avoid circumstances that can lead them to sin  They should resist Satan ----- 239 # Qn d. Explain ways in which Christians can be tempted  To give a bribe in order to get a job  To engage in irresponsible sexual behaviour due to peer pressure  To steal money entrusted to them  To cheat in examinations  To take drugs/alcohol  To exploit those who serve under them in their places of work  To keep excess change from a shopkeeper or tout  To show off Qn e. What lessons can Christians learn fro the temptations of Jesus?  Since Jesus was tempted, he fully understands our difficulties  God does not tempt us beyond our strength  Through temptations we will also be tempted  Through temptations and trials our faith is strengthened  When we are tempted we should turn to the bible for guidance  We should seek the holy spirit who enabled Jesus to conquer evil LESSON EIGHT: THESERMON ON THE PLAIN: 1. Give the main teachings of Jesus on the sermon on the plain The sermon on the plain consisted of five main parts namely: Blessings (Lk 6: 20  26) and woes These are also referred to as the beatitudes. Here, Jesus had a message for the poor, the rich, those who hunger and those who are full, those who weep and those who laugh. His concern is to show the social differences and mystery of Christian suffering. Persecution seems to be a common phenomenon for followers of Christ. The poor are those who cannot meet their basic needs and Luke depicts them as hungry and weeping. ----- 240 # The disciples are included in the poor because they have given up everything. But Jesus gives hope. Jesus warns the rich against using their economic points to oppress the poor. They have an opportunity, however to belong to the Kingdom by using their riches to help the needy. Love of Enemies: (6:27-37) Followers of Jesus are supposed to Love your enemies, do good to those who hate, bless those who curse you, and pray for those who abuse you. Judging Others (6:37-43) Disciples are expected to acknowledge their own shortcomings before they can condemn the faults in others. Failure to recognize ones fault is a hindrance to becoming a member of the Kingdom of God. Evidence to Good Discipleship The proof of a persons goodness is seen in his deeds. The true nature of a person cannot be hidden because what they do and say will reveal their nature. Hearing and Doing (6: 47-49) It is not enough for His followers to proclaim Christ as Lord. They must also do what He tells them. Q2. What is the relevance of the (beatitudes) sermon on the plain to Christians today? The teachings on blessings and woes tell us that the goal of a person should be to inherit the Kingdom of God. Christians should love their enemies as Jesus loved them sinful as they were. Human beings are self-centered. It is easier to see other peoples mistakes than our own Christian ----- 241 # should examine them before passing judgement on others. By so doing we appreciate that we are all sinners who should seek forgiveness from God and we should always appreciate others however sinful they may be. Be steadfast in faith and do good all the time. LESSION 9: JESUS WORKS OF COMPASSION Q2 Narrate the story of the forgiveness of the sinful woman (Lk 7:36-8:3)  On one occasion, Jesus was invited by Simon the Pharisee to his house to eat with him.  While this is a sinful woman walked into the house weeping.  She began to wet Jesus feet with her tears and wiped them with her hair.  She kissed his feet and anointed them with an ointment.  When Simon saw this, he questioned Jesus power. If he were a prophet, He would have noticed that the woman was a sinner.  And Jesus answered him the telling him about a certain creditor who has two debtors, one owed him hundred denarii and the other fifty.  When asked Simon which of the two debtors would love the creditors more.  Simon said the one who was forgiven more.  Jesus said you have judged rightly.  Then he had not given Him even water to wash His feet.  But the woman used her tears to wet Jesus feet and wiped them using her hair and oiled them.  Therefore her sins, which are many, are forgiven for she loved much, one with little love receives little more. ----- 242  # Jesus told Simon he gave him no kiss but the woman had not stopped kissing Him.  Those at table began to ask who Jesus was who ever forgiven sins?  And He said to the woman, Your faith has saved you, go in peace. Q3. What lessons do Christians learn from the above story?  Christians should accept their sins and seek for forgiveness as the sinful woman did.  Faith is important for one to be forgiven. Jesus told the woman Your faith has save you.  A repentant sinner is greater than a righteous man (the Jewish religious leaders).  It is not the magnitude of sin that matters but the attitude of a person towards his sins.  Shows the importance of women in the ministry of Jesus. Q4. Describe the story of the raising of the widows son at Nain (Lk 7:11- 17)  After His preaching in Capernaum, Jesus went to the city of Nain.  He found a man being carried out near the gate.  He was the only son of a widow.  When the Lord saw her, He had compassionate on her and said to her, Do not weep.  Then He came and touched the open coffin.  And those who carried him stood still.  Jesus said, Young man, arise.  And he who was dead sat up and began to speak.  Jesus presented him to his mother.  Then fear came among all and they glorified God.  They said a great prophet has come among us. God has visited His people. ----- 243 # LESSON 10: JESUS TEACHING  WHAT IS THE IMPORTANCE OF PARABLES? 1. Give reasons why Jesus used parables  To attract the attention of his listeners  To help his listeners understand better  To separate the serious people from the onlookers  To enrich his teachings  To avoid direct confrontation with his enemies  It was a common way of teaching those days  To teach about Gods mercy to sinners  To make people think critically out issues concerning Gods kingdom  To relate patent issues with those of the future kingdom positively Qn 2. Identify various methods used by Christians in spreading the gospel today  Preaching  Teaching  Being role models  Holding crusades  Organizing seminars and conferences  Electronic mechanisms e.g. sms and emails  Print media e.g. posters and magazines  Door to door evangelism  Through demonstration and role play  Through the mass media e.g. radios and TVs  Through Christian music e.g. cassettes and C.Ds Qn 3. Discuss the reasons why Jesus faced opposition from the Jewish leaders  His popularity  His interpretation of the Sabbath  His failure to observe the law of fasting ----- 244 #  He associated with tax collectors  He claimed to be the messiah  He out rightly condemned them  Teaching with authority  His claims to forgive sins. . LESSON 11: MIGHTY WORKS OF JESUS Q1 Narrate the healing of the Gerasene demoniac  Lk 8:26-39.  After crossing the Sea of Galilee, Jesus came across a demon  possessed man in a gentile town called Gerasa.  The man had been living in the caves used for burial of the dead.  He wore no clothes.  When the man saw Jesus, he asked Him not to torment him.  When Jesus asked him what his name was, he responded that he was called Legion  which stands for 2000  6000 soldiers.  This meant that this man possessed by many demons.  Jesus had sympathy and ordered the unclean spirits to leave him.  Jesus let the evil spirits to go to the pigs, which were grazing nearby.  They then fell into the lake and drowned. Q2. What lesson can Christian learn from the healing of the demoniac man above?  Jesus valued human life. That is why He led the evil/spirits into the pigs, which drowned into the lake and saved the man.  It shows Jesus came for all regardless of tribe. This man was a gentile.  Jesus heals the whole person  physically and spiritually.  That Jesus has power over evil spirits.  Shows that Jesus came to destroy the power of evil. ----- 245  # It teaches that Christians have to fight the power of evil constantly. But with Jesus help they will overcome it.  God will never allow them to be defeated. He will come to their aid, however, much.  They should give out their material possession to save those in need. This man needed help.  They should tell their people about God as this man went to in his village etc. Q3. What do the miracle of Jesus teach us about Him?  They show that Jesus is the Son of God.  That Jesus gets power from God.  That Jesus shares his power with His disciples.  The miracles show Jesus compassion to suffering people e.g. the raising of the widows son.  They also show that Jesus is Lord. He is the life and the resurrection.  That affirms that Jesus came to save man from sin.  They show that Jesus is a universal savior e.g. the Gesarone demoniac who was a gentile.  They were part of His teaching  they helped Him teach.  Through them He showed the concern for human life, physically, spiritually and mentally. LESSON 12: COMMISSIONING OF THE TWELVE DISCIPLES (LK 1:1-10) Q1. What is the role of the clergy in Kenya?  To preach the word of God.  To advise the leaders.  To warn evildoers against their sins.  To condemn evil.  Pray for the needy. ----- 246  # Help the needy e.g. give them food, shelter etc.  Hold seminars/workshops where they lead people into forgiveness.  Being a good example for emulation. Q2. How does the church participate in the upkeep of the clergy?  By giving sadaka.  By giving  of their income.  They pay for their training.  Fundraisings for building theological institutions.  Building their residential houses in the church compound.  Giving matega  foodstuffs as part of sadaka during service. LESSON 13: THE TRANSFIGURATION Q2. Describe the transfiguration of Jesus (Luke 9:28-37)  Jesus needed encouragement and reassurance that what He was about to do was the will of His Father.  Therefore He took with Him Peter, James and John and went to Mount Hermon to pray.  As He prayed, His appearance was changed and His face became dazzling white.  Two men, Elijah & Moses appeared and talked of His departure (death), which He was to accomplish in Jerusalem.  The disciples were asleep as this happened.  When they woke up, they saw glory and the two men who stood with Him.  And as the men were parting form Him, Peter said to Jesus, Master, it is well that we are here, Let us make booths, one for you, one for Elijah and one for Moses.  As he said this, a cloud cursed the whole area and they were afraid. ----- 247  # A voice came out of the cloud saying, this is my only son, my chosen, Listen to Him. Q3. What is the significance of the transfiguration of Jesus (Lk 9:28-37)?  A voice from heaven confirmed that Jesus was the Son of God.  It strengthened the faith of the disciples so that they would continue with His work after death.  It showed that Jesus had fulfilled the Old Testament prophecies and God. This is seen with the appearance of Elijah and Moses.  The cloud was a symbol of Gods presence.  It was a sign that Jesus mission was no longer a secret. It marked the onset of His passion, which would lead to His death.  It confirmed to Jesus that He was doing the right thing and God was in support of His suffering.  It shows that faith in prayer can lead us to Gods presence. TOPIC FOUR: THE JOURNEY TO JERUSALEM LESSON 1: DUTIES, PRIVILEGES AND COST OF DISCIPLESHIP Q1. What are the characteristics of a true follower of Jesus?  Following Jesus means accepting homelessness and enduring hardship because Jesus did not have a permanent home.  Being a disciple of Jesus means self-denial and suffering.  Being ready to give e.g. to the needy.  To spread Christianity and make Jesus known.  Following Jesus means being loyal to Him. Q2. State the privileges of being a disciple of Jesus  One becomes a member of the Kingdom of God.  One is assured of eternal life. ----- 248  # He has the joy of winning others to the Kingdom of God through preaching. Q3 Why did Jesus choose the 12 disciples?  In order to help Him in the work of spreading the good news.  So as to belong to the Kingdom of God and get eternal life.  To witness to his work.  To share with them the power of God e.g. in performing miracles.  For company as He worked. A COMMITED FOLLOWER OF JESUS Lk 10:25 11:1-13 (Note: Not the parable of the Samaritans) Q1. From the teaching of Jesus on the parable of the Good Samaritan, who do you think is a committed follower of Jesus?  One who understands the law and obeys it.  One who understands that a neighbor is anybody who requires help regardless of their social status  One who uses his resources selflessly to help the needy  One who is not restricted by cultural and religious practices in responding to a needy situation  One who is compassionate, kind and generous  One who shows solidarity with the suffering. This includes identifying with the needy and being ready to experience their suffering. LESSON 3: JESUS TEACHING ON PRAYER Q1. What did Jesus teach about prayer?  Jesus taught that prayer must be persistent, use the parable of Friend at Midnight.  Prayer should be done in a private place.  It should be genuine. ----- 249  # One should not be proud when praying e.g. the parable of the tax collector and the Pharisee.  One should have faith during prayer.  One should pray always/continuously.  There is no formula in prayer. One should address God as a father.  Honestly confess sin as they pray. Qs 1 & 2 are out of topic. LESSON 5: JESUS TEACHINGS ON HYPOCRISY, WEALTH, WATCHFULNESS AND READINESS Q1. Hypocrisy  In what areas were the Pharisees hypocritical?  In the washing of hands, cups and dishes which were done ceremoniously. The Pharisees were too strict on this, which was not important. He told them to pay attention to issues of charity than external appearance.  Tithing habits  They paid this well for the support of priests but neglected justice and love for God.  He criticized them for recognition in the synagogues by taking reserved seats and their desire to be noticed at market places by wearing long white robes.  He accused them of being like their ancestors who persecuted the prophets of God. LESSON 6: (Lesson 6 will come later) AKUKA FIND THEY ARE IN THE TEXT LESSON 7: JESUS TEACHINGS ON WEALTH AND POVERTY Read Lk: 11:13-34 : Parable of the rich fool Q1. From the parable of the rich fool, what can Christians learn about the use of wealth?  Material wealth should come second after God.  We should try to help the poor. ----- 250  # It teaches that wealth comes from God.  Wealth should not be misused e.g. in drinking, etc.  We should thank God for wealth received.  It can make Christians to forget God. Q2. Narrate the parable of the shrewd manager  Jesus taught the following parable about a rich man and his servant.  A rich man wanted to sack his manager. He called the manager and asked him for a full account of how the property was being managed.  The manager knew he was going to be sacked. He made friends with some of his masters debtors so that they would take care of him if he got sacked.  One debtor who owed 100 barrels of olive oil was asked to pay 50 barrels and one who owed 1000 was asked to pay 800 barrels.  The master praised him for being wise and acting property in his moment of crisis. LESSION 8: TEACHING ON FORGIVENESS What were the teachings of Jesus on forgiveness?  Jesus taught that one should forgive and forget  All sins are equal before the eyes of God.  One ought to ask for forgiveness after he has wronged.  One should forgive as many times as he is offended.  One should have faith when asking for forgiveness. PERSISTENT IN PRAYER Q1. State the parable of the widow and the unjust judge 18: 1-8  Jesus told the Pharisees a parable to the effect that they ought always to pray and not lose heart.  In a certain city there was a judge who neither feared God nor regarded man. ----- 251  # And there was a widow in that city which kept coming to him and wanted her right given.  For a while he refused, but afterwards he said to himself, though I neither fear God nor regard man, yet because this widow bothers me, I will allow her set her right or she will wear me out by her continual coming.  And the Lord said, Hear what the unrighteous judge says, and will he not vindicate His elect who cry to Him day and night?  Will he delay long over them, I, you, He will vindicate them speedily. LESSON 10: THE WAY TO SALVATION Lk 18: 15  19 Q1: What did Jesus teach by using the example of little children?  Jesus said, Let little children come to me because the kingdom of God belongs to such as them.  He went on to tell them that for one to enter Gods kingdom, he must humble himself like children.  This is because children are powerless, innocent and open.  Jesus taught that the kingdom of God is for those who are simple, humble, innocent and trusting like children. Q2. Give an account of how Jesus healed the blind beggar (18:35-43)  A blind man recognized Jesus as the messiah.  The blind man asked Jesus to heal him.  He received his sight because of his faith.  He followed Jesus, giving thanks to God.  To receive salvation one needs to be bold and determined.  We should seek Christ to heal our physical and spiritual blindness. Q3. Explain the relevance of Jesus teaching on salvation to Christians ----- 252  # Christians learn that they need to repent their sins and seek forgiveness in order to receive salvation and eternal life.  They need to humble themselves like children in order to earn salvation.  They learn to obey the commandments of God so as to receive salvation.  Use their abilities to glorify God e.g. the rich mans parable.  They too learn that wealth can be a hindrance to salvation.  They learn that salvation is given to all by God. TOPIC FIVE: THE JERUSALEM MINISTRY Qn a. describe Jesus triumphant entry into Jerusalem according to Luke chapter 19: 29-30  After his journey from Galilee ended, Jesus approached Jerusalem passing through Bethaphage, Bethany and the mount olives  He sent two of his disciples to a village to get him a donkey on which nobody had ridden  He gave the disciples instructions that if the owner of the donkey demanded to know why they were untying it, they were to respond,  The lord has need for it  When they got the donkey, they threw their garments on it and helped Jesus to sit on it  As Jesus rode along, they spread their garments on the road  The crowds following him rejoiced and praised God for all the wonderful work Jesus had done this included: teaching, healing and feeding the hungry  The crowds sang,  Blessed is the king who comes in the name of the lord. Peace in heaven and glory in the highest. By singing, the crowds acclaimed Jesus as king. ----- 253 #  The Pharisees objected to the crowds singing and asked Jesus to silence them  Jesus responded that if his followers were silent,  the very stones would cry out. Insensitive than stones not to know what was happening, that is, the Messiah has come Qn b. what does the manner of Jesus entry into Jerusalem reveal about the nature of the kingdom of God?  Jesus was a descendant of David, prophesied Messiah and son of God  Jesus is a triumphant, victorious yet a humble king. A donkey is a symbol of humility and peace. So he came to establish a peaceful kingdom  Jesus wanted to proclaim the coming of his kingdom but not as an earthly/ military leader, thus leading them to lay their garments for him to step on. In doing this, they were acknowledging Jesus as Jerusalems promised king  Jesus was greeted as a king the same way the kings of Israel were greeted with acclamation and joy  By riding on a donkey, Jesus fulfilled the prophesy of Zechariah which says, the king is coming riding on a donkey triumphant, humble and victorious  Christianity is not propagated through violent means but peace Qn c. what lessons can Christians learn fro Jesus triumphant entry into Jerusalem?  Christians learn that they should be prepared to receive Jesus into their lives like the crowd which escorted him to Jerusalem  Christians also learn that they should emulate Jesus and be channels of peace in their communities ----- 254 #  They also learn that they should expect opposition and resistance as they witness to Christ. They should not give up hope  Christians learn that they should be humble like Jesus in their service to others  Christians should thank and praise God for his intervention in their lives by sending Jesus  They should be bold in their witnessing to Christ like the crowds that followed Jesus to Jerusalem and declared him king Qn d. state and explain why Jesus wept over Jerusalem.  When Jesus came close to the city of Jerusalem he wept over it saying,  If you only knew what is needed for peace! But now you cannot see it! The time will come when your enemies will surround you with barricades block you and close in on you from every side. They will completely destroy you and the people within your walls, not a single stone will they leave in its place because you did not recognize the time when God came to save you.  According to Luke, all song and rejoicing stopped suddenly when Jesus was deeply distressed at the sight of Jerusalem  Jesus knew that Jerusalem (the city of peace) would reject his final appeal and by so doing would bring judgement down on itself. The destruction of the city is viewed as the consequence of its rejection of Jesus. They cannot see when the true peace comes in the person of Jesus. The coming destruction is a ----- 255 # symbol of Gods judgement on lack of trust. The tears of Jerusalem are the tears of tragedy.  The heart of the tragedy is that Jerusalem did not recognize the time when God came to save them  Now Jesus says that Jerusalem was not ready to receive him as their savior and this would lead to her ruin  Just like the Babylonians were Gods instrument of destruction of Jerusalem during the time of Jeremiah, so will the Romans be instruments of destruction of Jerusalem  Jerusalem was completely destroyed by the Roman armies in the year A.D 70 Qn e. Explain the cleansing of the temple.  While in Jerusalem, Jesus entered the temple where he found people buying and selling  He drove them out and overturned their tables saying that they had turned his fathers house into a den of robbers  Here Luke uses this incidence to show how Jerusalem was still unprepared for the day of Gods visit  Jesus carried out a symbolic act by driving out those who were buying and selling in the temple  Jesus used the words of Jeremiah who too attacked the in his time for turning the temple into a hideout for thieves  According to Jesus the temple will no longer give them the sense of security because it will be destroyed  Although the temple will be destroyed, a new one will be built. This is the Christian community, which ----- 256 # will be a house o prayer for all nations. The new temple will not be limited to Jesus alone but to all people  In short Jesus is the Messiah. He exposed the unrighteousness of public life in Jerusalem by attacking the merchants in the temple Qn f. Give reasons why Jesus cleansed the temple of Jerusalem  The temple authorities had allowed a market in the court of the gentiles where the everyday money issued by the Roman government could be exchanged for the special temple coins which had to be used for paying the temple tax  In the same place they could also buy the animals needed for sacrifice. This animals had to be certified as acceptable  But both the changing of money and the certifying of animals gave ample opportunity for making exorbitant profits  Jesus made his protest because all this trading was hiding for the real purpose of the temple and prevented Israel from being a light to the gentiles. For this reason, the temple would be destroyed because it was no longer serving as  a house of prayer. Qn g. what lessons can Christians learn from the cleansing of the temple?  Christians learn that they should respect the house of God and use it appropriately  Christian leaders should avoid exploiting members through asking for excessive contributions  Christians should pay more attention to inward righteousness than external observance of rituals ----- 257 #  Christians should have more courage like Jesus to condemn evil practices by leaders in the church and society  Christians should be exemplary with their life styles so as to win others to the kingdom  Finally the cleansing of the temple by Jesus provides valuable lesson to Christians who are called upon to be Christs ambassadors. There are many incidents where churches have been subjected to disrespect and dishonor and this discourages many people from knowing God. Christians should also avoid leadership wrangles, corruption, sexual abuse, gossip and many others that have caused churches to split Qn h. explain Jesus conflict with the Jewish leaders  In a series of conflicts in and around the temple between Jesus and the official leaders of the Jewish nation, the public ministry of Jesus came to its close  After the cleansing the temple, he daily dominated the temple area teaching large crowds. His popularity grew steadily and the leaders felt the threat against their own position. They could not allow this to go on but they were afraid to arrest Jesus. In the end they tried to trap him into making statements which would either get him into trouble with the Roman authorities or discredit him before the people  First Jesus was challenged about his authority. The Jewish religious leaders wondered whose authority ----- 258 # Jesus used. They wanted to know which Rabii taught him or to which Jewish religious groups he belonged to i.e. the Pharisees or the Sadducees  If Jesus proclaimed himself as the Messiah he could be accused before the Roman authorities for rebellion  If he refused to make his claim the crowds would soon leave him alone  But Jesus skillfully defeated his adversaries. He invited them to answer their own question.  Tell me, did Johns right to baptize come from God or human beings?  Whatever answer they gave to Jesus question about John the Baptist would apply in even stronger measures to their own question about Jesus  But they had never supported John and they could no now admit that his right to baptize came from God  If they did they would also have to accept Jesus whom John had announced. Neither could they say John was a prophet for that would bring trouble from the people who held John in high self-esteem Qn i. Describe the parable of the tenants in the vineyard  After the question of Jesus authority, Jesus challenged the Jewish leaders by telling them the parable of the wicked tenants. He said that there was once a man who planted a vineyard, let it to the tenants and then left home for a long time  When the time came to gather the grapes, he sent a slave to the tenants to receive from them his share of the harvest but the tenants beat the slaves and sent him back without a thing. The same ----- 259 # treatment was given to the second and the third slave  The owner decided to send his own son whom they killed. He therefore decided to come by himself, killed the tenants and handed over the vineyard to other men  When the people heard this they said, surely not but Jesus explained to them the stone which the builders rejected as worthless turned out to be the most important of all. And every one who falls on the stone will be cut to pieces and if that stone falls on someone, it will crush him to dust  In this parable, the vineyard represents Gods kingdom, Israel. The servants are the prophets sent to Israel and they are rejected. The son here represents Jesus and the owner is God who will bring judgement on Israel  The stone that the builders rejected has become the cornerstone this shows that Jesus saw himself as the rejected but most important. He makes a new foundation of Israel for both Jews and Gentiles. On hearing this, the Pharisees wanted to seize Jesus but were afraid of the people Qn j. what is the relevance of the parable of the tenants?  Over the centuries the situation has not changed. Jesus is still rejected by nations and by men  What happened to Jesus happened as he foretold those who follow him  Church history reveals many examples of men rejected by political and religious leaders and by the people their time and who have later been seen as the key man in the revelation of Gods purpose ----- 260 #  As Christians we should also pray for strength and guidance from God to be able to deal with rejection  As Christians we should not fear rejection but stand firm for the truth  Christians should also seek pastoral counseling fro the church leaders and other Christians. When we endure persecution we may be finally proved right Qn k. the question about paying taxes  The teachers of law and the chief priest, after falling to arrest Jesus bribed some spies to ask whether it was right for the to pay taxes to Caesar or not  The Israelites were compelled to pay taxes to the Romans who controlled them  Many resented this because according to them payment of taxes using coins which had some emperors image was a violation of the Jewish law which forbade the use of images  If Jesus would tell them to pay, the people would be against him for supporting Roman rule over them  Many resented this because according to them people would be against him for supporting Roman rule over them  If he told them not to pay, they would accuse him to the Roman authorities  Jesus knew their trick and wanted his questioners to make their own decision about the issue  According to him it was right for the Roman government to exert the tax payments without demeaning Gods authority  In other words, by having the silver coin in their possession, the Jews accepted Roman authority ----- 261 #  They had a duty to pay tax to the emperor because they enjoyed the benefit of the Roman rule  At the same time they had a duty to be loyal to God. A persons loyalty should not be owed to the state or Caesar Qn l. explain the question about resurrection  The Sadducees raised the question concerning marriage an resurrection or life after death  They asked Jesus whose wife a woman would be in the resurrection when she married seven brothers who had died without bearing children  The question was meant or designed to make Jesus look foolish thus to shame him. This would undermine the popular support that we had prevented action against Jesus  In his response, Jesus made the following observations  He does not accept the assumption that marriage continues after resurrection  Quoting from exodus a book that the Sadducees accepted, Jesus confirms that there is life after death  The resurrection life is different from earthly life  It is a new existence where those who resurrect, live with God as his children in eternity Qn m. what is eschatology?  The term eschatology is derived from two Greek words Eschatus and Lagos, which means end and study respectively  Eschatology therefore is the study of the last things such as death, judgement, life after death and th end of the world ----- 262 #  Jesus talked about the end of the world to his disciples just before he was arrested Qn n. what will happen at the end of the world (eschatology) according to Jesus teaching in Lukes gospel 21: 5-38?  Jesus taught hi disciples about the end times in the temple of Jerusalem  In his speech, he talked about what will happen to the city of Jerusalem and the world at the end of time  Jerusalem was going to be destroyed because of her refusal to recognize and accept the Messiah  Jesus told the disciples of the signs that would accompany the end of the world  People come claiming to be Jesus the Messiah, the son of God  There will be wars between nations  Natural calamities like earthquakes, famines and plagues will occur  Strange heavenly beings will come from the sky  There will be disruption in the sky and in the sea  All nations will be in despair  People will faint from fear as they witness these signs  At the end of all these, the son of man will appear in power and glory  Jesus teaching of the end times was meant to provide encouragement to the disciples in difficult times  They were expected to have hope Qn o. how do Christians prepare for the second coming of Christ?  Christians should prepare for the second coming of Christ by not losing hope in the face of trials and tribulations because the kingdom of God with its promises of a new life will definitely come ----- 263 #  They prepare for his second coming by leading a righteous life. They are to avoid too much feasting and drinking  They should prepare by being watchful through prayers so that God will give them courage and strength to stand firm in their faith  They should prepare by preaching the word of God to those who have not heard it  They should prepare by being obedient to Gods commandments  They should prepare by helping the needy  They should prepare by preaching and evangelizing and converting others TOPIC SIX: THE PASSION, DEATH AND RESURRECTION OF JESUS CHRIST THE LORDS SUPPER Qn a. give the different names used in reference to the Lords Supper by Christians in different churches  The holy Eucharist  The mass  The lords table or the table of the lord  The Holy Communion  The Last Supper  The breaking of bread  The sacrament Qn b. describe the institution of the Lords Supper  Jesus was at the last supper with his disciples the night he was betrayed  In the room which had been arranged by Jesus. He told his disciples how much he had longed to eat the Passover meal with them before he suffered death ----- 264 #  He took a piece of bread and gave thanks to God and broke it. He gave it to them saying,  this is my body which is given for you. So do this in memory of me  He took a cup of wine and gave thanks to God and said  take this and share it among yourselves  He also gave them a cup of wine after supper saying  this cup is Gods new covenant sealed with my blood which is poured out for you Qn c. state the Christian teachings about the Lords Supper  The Last Supper was inaugurated by Jesus  Its celebration of the crucified and rise Christ  The Lords Supper is a gift from God  It is a sacrifice of praise and thanks giving  It is the churchs effective proclamation of Gods mighty works acts and promises  It is a sign of the unity of the church or the believers  It is a new paschal meal of the church. The meal, which by visible signs communicates Gods love in Jesus Christ. It is the sacrament of Christs real presence  The bread is a symbol of the body of Christ which was crucified  The wine or cup is a symbol of his blood, which was shed. It is the blood of the new covenant  It is a fore state of Christs passion and of the final kingdom. It is symbolic of the heavenly banquet  It is central to Christian worship. (Eucharist) Qn d. what is the meaning of the Lords Supper to Christians?  The sacramental meal communicates Gods love in Christ  The washing of the disciples feet by Jesus signifies humble service to and love for one another  They proclaim the lords death until his second coming ----- 265 #  They share in the body of Christ  The unity of Christians is evidenced  The bread symbolizes the body of Jesus which was crucified on the cross for the sins of human kind and for the healing of their diseases  The wine symbolizes the blood of Jesus which was shed for forgiveness of sins  The wine also symbolizes the sealing of a new covenant  The partaking of the Lords Supper strengthens the faith of believers in that, Christs presence is felt and in this way they constantly keep in touch with him  The lords supper enhances a personal relationship between the individual believer ad Christ  It is thanksgiving to God for everything accomplished in creation, redemption and sanctification  Through the Holy Communion, Christians offer themselves as a holy and living sacrifice. They rededicate and renew themselves. Those who share in the sacred meal declare their loyalty to Christ  The Lords Supper is an act of repentance. The partakers receive re- assurance of the forgiveness of sins and are assured of salvation  The bread and the wine which represents the body and blood of Jesus become the final sacrifice replacing all O.T sacrifices that were offered for the salvation of the human race Qn f. Prayer on mount olives  After celebrating the last supper, Jesus and his disciples went to mount olives  He knelt down and prayed and asked his disciples to join him ----- 266 #  In response, God sent an angel from heaven to encourage him  Jesus prayed in agony until his sweat was like drops of blood  This sweat which was like blood was an indication of the struggle and agony he went through to accept the will of his father  Though Jesus suffered agony and turmoil, he approached it with great courage and composure  His suffering was even greater for it involved more than physical pain. It meant bearing the sin of the world  So he prayed to God, his father to give him strength for his coming mission  When he went back to his disciples, he found them asleep a sign of moral and physical exhaustion or maybe it was an indication that they were in sorrow because Jesus had told them he was about to be crucified  In conclusion, we can say that Jesus expressed an inner struggle about the fulfillment of his Messianic mission. So he prayed to God to help him bear the suffering. Prayer was very important in Jesus ministry Qn g. describe the betrayal and arrest of Jesus  When Jesus came down from Mt. Olives he met a multitude of people  Judas Iscariot appeared accompanied by a large crowd, the chief priest, elders and the temple guards who had ordered to arrest Jesus  Judas Iscariot came forth and kissed Jesus. This was a sign identifying Jesus as the man they were looking for. That kiss was the betrayal ----- 267 #  When the disciples noticed what was happening one of them used his sword to cut off the ear of a high priests slave  In other words Jesus stopped his disciples from resisting his arrest  By rejecting armed assistance, Jesus was refusing the role of a political Messiah  Jesus was arrested and taken to the house of the chief priest Annas Qn h. state the reasons that made Judas Iscariot to betray Jesus  He lacked moral courage to stand by Jesus during his moment  He could have been an informer of the Jewish religious leaders  He was overcome by the power of evil  He was disappointed by Jesus teaching on spiritual kingdom rather than fulfilling the Jewish expectation of a political Messiah who could liberate them from the Roman rule  He was a mercenary motivated by greed for money  He had little faith in Jesus or lost his trust in Jesus Christ  He was not loyal to the master  He was a northerner who felt foreign and thus was jealous against other disciples  He was a zealot who believed in war rather than peace Qn i. Describe the trial of Jesus under the following The council of Sanhedrin  Jesus was brought to the Sanhedrin council early in the morning following his arrest  The council of elders asked him if he was the Messiah  Jesus responded by speaking of the son of the man coming in triumph  The Sanhedrin accused him of the sin of blasphemy for allegedly claiming to be the son of God  He was condemned to die for alleged blasphemy ----- 268 #  In the Jewish law, blasphemy was punishable by death The trial before Pilate  Since the Sanhedrin could not carry out the death sentence, they took Jesus to the Roman governor Pilate  They accused Jesus of inciting the people to revolt, forbidding payment of taxes and claiming to be a king in rebellion to Roman authority  They could not accuse Jesus of blasphemy. This charge would not be accepted under Roman law  However, by taking Jesus to Pilate, the Jewish religious leaders wanted the Roman authority to take responsibility for Jesus death The trial before Herod  Jesus ministry works had mesmerized Herod. So when Pilate learned that Jesus was from Galilee, he handed him over to Herod who was the district officer of Galilee and happened to be in Jerusalem at that time  The trial of Jesus before Herod (only mentioned in St. Lukes gospel) is not really a trial because king Herod only wanted to satisfy his curiosity about Jesus  He joined the soldiers in mocking Jesus  Jesus refused to answer Herods questions and he consequently sent Jesus back to Pilate  Interestingly the mockery by Herod and his soldiers as another step in the public ridicule of Jesus. It will continue as he hangs on the cross Pilates judgement  Jesus was brought to Pilate a second time ----- 269 #  Pilate reiterated that he found Jesus not guilty of any crime  The chief priests prevailed upon Pilate who passed a sentence of death on Jesus to die by crucifixion. This was the punishment of high treason according to the Roman law  The Jewish leaders asked that Barnabas a criminal be released instead of Jesus  It was customary for a convicted person to be released during the Passover  So the Jewish leaders and not the Jewish people or Pilate were responsible for Jesus death  Jesus was killed because of the blind hatred of the Jewish leaders Qn j. why do you think Pilate agreed to have Jesus crucified?  He was afraid of a Jew revolt. It was his duty to maintain peace in his territory in accordance with the expectations of the Roman emperor. If he had released Jesus, the Jew would have caused a disturbance  He did not want to be disloyal to the Roman emperor after learning that Jesus had been accused of treason. Disloyalty could have resulted in losing favor with the emperor and consequently his job  He washed his hands. This means that he was absolving himself of the guilt of having Jesus crucified. This is because he had learnt from the Jewish leaders that Jesus was the Son of God. His wife had also cautioned him about Jesus innocence. Pilate himself had found no evidence to convict Jesus Qn k. identify and explain the lessons that Christians learn from the actions of Pilate during the trial of Jesus  Jesus is the king of the Jews ----- 270 #  Jesus is without sin. Pilate found no guilt in Jesus and he sent him to Herod  Pilate gave in to their demands on the grounds of treason- Christians should refrain from giving false witness  Pilate was afraid of a revolt. It was his duty to maintain peace as a Roman officer. Christians learn that they should not be compromised by worldly standards  Christians should stand firm for the truth because the truth will always prevail  Christians should strive not to loose favour with God. They should desire to please God rather than man  Pilate washed his hands he learnt that Jesus is truly the son of God (innocent)  Great evil can happen when the truth is at the mercy of political pressure  Christians should take time before making decisions  Resisting the truth leaves a person without purpose or direction Qn l. actions taken by the Jewish leaders to ensure that Jesus was put to death  They paid Judas Iscariot to betray him  They bought false witnesses to accuse him of blasphemy before Sanhedrin/ blasphemy was punishable by stoning to death  They hurriedly tried Jesus at night before people knew what was happening  They framed treason charge against Jesus when he appeared before Pilate/ treason carried a death sentence ----- 271 #  They employed armed temple guards and armored soldiers to deal with those who would fight for Jesus  They blackmailed Pilate to have Jesus crucified  They organized a mob to shout for the death of Jesus and release of Barnabas  They crucified him dead when they got permission from Pilate Qn m. explain the crucifixion of Jesus  Jesus was given the cross beam to carry to his crucifixion site  Simon of Cyrene helped him carry it  A group of women followed Jesus and wept over his plight  Jesus asked them to weep over themselves and their children  He talked about the impending destruction coming over Jerusalem  Jesus eventually arrived at Golgotha and was nailed on the cross  Two criminals were crucified on either of his sides  After his crucifixion, the soldiers cast lots to divide his garments. This action fulfilled psalms 22: 18, Jesus is the righteous Messiah who suffers unjustly and is mocked by people as he cries to God  The soldiers, Jewish leaders and one of the thieves mocked Jesus for claiming to be the royal Messiah  Jesus is mocked with the challenge to save himself  One of the criminals crucified with Jesus usually referred to as the repentant thief acknowledged Jesus as the Messiah and admitted the justness of his own condemnation  Above Jesus it was written,  this is the king of Jews  Jesus forgave his killers and all those who had accused him falsely. He promised one of the thieves hanging on the cross a place in paradise Qn n. describe the death of Jesus ----- 272 #  The death of Jesus was preceded by extra ordinary happenings  Darkness covered the land for three hours  The curtain in the temple tore into two  Jesus died after crying  father into thy hands I commit my spirit  On seeing Jesus die, the Roman centurion who was present testified to Jesus innocence. As he recognized Jesus lordship  In his death, Jesus showed total commitment to Gods will Qn o. the burial of Jesus  Joseph of Arimathea, a rich and righteous member of the Sanhedrin asked Pilate to allow him bury Jesus  Joseph could have been a secret disciple of Jesus  Jesus burial in Josephs grave fulfilled Isaiahs prophesy concerning the suffering servant of Yahweh who was buried in a rich mans tomb  A group of women followed Joseph and saw where he buried Jesus  They went back home to prepare spices with which to wash Jesus body after the Sabbath  Jesus was indeed a king judged by the way he was buried THE RESURRECTION: Qn p. define the term resurrection The term resurrection refers to the event of Jesus rising from the dead. This event took place on the third day i.e. the Sunday morning after Jesus was crucified on Friday afternoon Qn q. the witnesses of the risen Christ The testimony of the repentant thief  He rebuked his unrepentant companion  He recognized his own sinful condition ----- 273 #  He declared Jesus to be sinless  He professed in Jesus true Messiah-ship and Lordship  He recognized that Jesus would live and exercise his saving power after he died The testimony of Joseph of Arimathea  Joseph of Arimathea was a secret disciple of Christ  He witnessed to the lordship of Jesus Christ after his death by his actions  He did this by seeking permission from Pilate to bury the body of Jesus  By giving Jesus this royal burial he was witnessing to the truth that Jesus was king Testimony of the holy woman  On the day after the Sabbath, Mary Magdalene and Mary the mother of Jesus went to the tomb planning to prepare Jesus body for a proper burial  On arrival, they found the stone covering the tomb had been rolled away  The tomb was also empty  Two men in dazzling clothes confirmed that Jesus had risen as he had prophesied. The two men were angles  When the women learnt of Jesus resurrection, they broke the news to the apostils and all the others. The apostles rejected the womens testimony The testimony of disciples on their way to Emmaus  Jesus appeared to the disciples who were on their way to Emmaus  They were discussing Jesus suffering, death and the empty tomb  They regarded Jesus death as a tragedy, for they had hoped he would liberate the Jews from the Roman rule  Jesus explained to the scriptures, which say the messiah would suffer to reach his glory. ----- 274 #  They invited Jesus to dine with them  Jesus shared the Holy Eucharist with them before they recognized whom he was at the breaking of the bread  The disciples at Emmaus thus became the second witnesses to the risen Christ. The effect of this testimony is that the disciples went and told the eleven apostles about their encounter with the risen Christ Qn r. the appearance of Jesus to the disciples  As the disciples narrated their encounter with Jesus to the eleven apostles, Jesus appeared to them  Jesus asked them to confirm that he had risen by touching his body  He explained to the apostles his mission through telling them the prophesies about him in the law of Moses, prophets and psalms  Jesus brought his disciples to be witnesses by proclaiming repentance and forgiveness of sins  He tested some cooked fish  He promised that he was going to be with them through the power of the Holy Spirit THE ASCENSION OF JESUS Qn s. Describe the ascension of Jesus  From Jerusalem Jesus led his disciples to Bethany  He raised his hands blessed the disciples and lifted to heaven  The disciples returned and witnessed Jesus ascension with joy  They continued to go to the temple to pray to God waiting for the holy spirit that Jesus had promised them ----- 275 #  From this incidence where Jesus blessed the disciples, we learn that the disciples became confident about their mission. This earlier disbelief and blindness to who Jesus was now overcome Qn t. Give five evidences from the bible that show that Jesus Christ rose from the dead  The tomb was empty  Assurance of the angle to the women that Jesus had risen  Thomas witnessed the resurrection by feeling the scars on Jesus hands  The women who had gone to the tomb had found it empty  The disciples witnessed his resurrection when he appeared to the two disciples at Emmaus  Jesus shared a meal with his disciples after his resurrection in Jerusalem  Jesus walked with the disciples up to Bethany prior to his ascension Qn t. explain the significance of passion, death and the resurrection of Jesus to Christian life  The passion deed and resurrection refers to seven incidences namely, Jesus last supper, suffering in the garden, suffering before Sanhedrin, Pilate and Herod; mocking by the soldiers, death on the cross, resurrection and ascension  Those events are of great significance to the modern Christians. First they proof that Jesus was indeed the son of God and the Messiah  The passion, death and resurrection of Jesus Christ was a fulfillment of the old testament prophesies and Psalms  The resurrection resulted in the rapid spread of the church. The spread of the church is as a result of the risen Christ and the influence of the Holy Spirit ----- 276 #  The resurrection is thus the basis/ the central idea or foundation in the Christian faith and missionary activity; if Christ has not been raised, then our preaching is useless and you believing it is useless  The passion, death and resurrection reveal the power of God to those who believe in him. They also prove that Jesus who was Gods triumphant envoy is alive and Christians are assured living again after the physical death  The raising of Jesus from the dead proved that Jesus was not only man but lord over human life so that Christians share in his life on earth by believing in him and living according to the fruits of the holy spirit  The resurrection of Jesus is a source of inspiration and confidence in Christians. It also points to the fact that Jesus was a man of his word i.e. he fore told the resurrection and it came to pass. His resurrection was a real fact because he showed his disciples the crucifixion marks  All that happened during the passion, death and resurrection of Christ was just a completion of Gods revelation through Christ  They also point to the power and glory of God in which those who believe share in the hope of their own resurrection in the second coming of Jesus Qn v. the significance of Jesus resurrection to Christians today  It is the foundation of the Christian faith and hope which their belief would be useless  Christian faith would be in vain (futile) if Jesus had not resurrected ----- 277 #  Through resurrection Christians have confidence and hope in God because the one they believe in has been exalted and sits at the right hand of God almighty  Through the resurrection, Christians are given hope of eternal life  The resurrection of Jesus led to the coming of the holy spirit which helps Christians to live according to the teachings of Christ, preach the gospel and speak boldly against the evils in the society  The resurrection give meaning to baptism in that one dies in sin and is raised with Christ to new life  The resurrection confirms the divinity of Jesus as the true son of God  The resurrection gives Christians courage to face death because they have hope of resurrecting at his second return  It is remembered by Christians during the Eucharist Qn w. explain five importance of Eulogy of death in the society today  It enables mourners to know the cause or nature of death  It enables the mourners to forgive the dead person incase of any grudge between them and the dead person  It enables the mourners to ask for forgiveness from the dead person  It enables the mourners know the wish or last words of the deceased before he/ she died  Mourners have an opportunity to declare what they owe or are owed by the dead  It enables mourners to know the contribution of work of the dead to the society  It provides the mourners with an opportunity to know the nature or character of the dead and his/her social life ----- 278 #  It enables mourners to know the background or life history of the deceased e.g. education. FORM THREE SELECTED TEACHINGS FROM THE NEW AND THE OLD TESTAMENTS TOPIC ONE: GIFTS OF THE HOLY SPIRIT Learning Outcomes. By the end of this topic, you should be able to: - a) Discuss what Jesus taught about the role and gifts of the Holy Spirit. b) Describe the manifestations of the Holy Spirit in Christianity today. c) Identify the fruits of the Holy Spirit d) Interpret the message of Peter on the day of Pentecost. LESSON ONE: TEACHINGS OF JESUS ON THE ROLE OF THE HOLY SPIRIT. Read JOHN 14:15-26, 16: 5-15, and ACTS 1: 7- 8 Introduction The Holy Spirit is the third person in the trinity. There is the power of Christ, the power of God, and the Holy Spirit who gives gifts such as prophecy and healing. The Holy Spirit is mentioned several times in the Bible; (1) during creation in Genesis, (2) at the annunciation of the birth of Jesus, (3) at the beginning of the ministry of Jesus, (4) during baptism, (5) revelation of Jesus in the temple (6) Jesus spoke of the Holy Spirit during his mission or ministry, after resurrection and before ascension Learning outcomes. By the end of this lesson: a. State the role of Holy Spirit in the church and in Christian lives today b. Enumerate the gifts of the Holy Spirit c. Analyse the Manifestation of the Holy Spirit in the church and Christians today ----- 279 # d. Give the role of love in church and in Christian lives today a. The role of Holy Spirit in Church and in Christian lives today. Read JOHN 14:15-26 and JOHN 16: 5-15, ACTS 1: 7- 8 The Holy Spirit has many roles in the church and in Christian lives today. These roles are to:  Teach Christians on a daily basis messages of Jesus  Live in the hearts of believers of Christ  Be an advocate, a counselor, helper and a comforter to those who love Jesus Christ and obey Gods commandments.  He would remind the disciples the words said by Jesus Christ and introduce them to their deeper meanings.  Interpret the deeper meaning of the messages of Jesus Christ.  Reveal the truth and mysteries of and about God.  Affirm the right of Jesus as the Son of God.  Reveal the glory of Jesus death.  Reveal what is right and wrong  Give the disciples of Jesus power to become witnesses of Christ.  Give courage to the disciples of Jesus and modern Christians to face prosecution on the account of following Jesus.  Enable the disciples to expose the secret lives and heart of sinful people.  Guide Christians; help believers to cast away evils spirits, to heal, to preach the word of God, to encourage, and to condemn evil in the society. b. Paul teaching about the Gifts of the Holy Spirit. Read 1 Corinthians chapters 12, 13, and 14. Spiritual gifts are extra-ordinary favors, talents, abilities, and dispositions given to Christians by God for ----- 280 # the benefit of all believers. The gifts are used for the service of others and not for self-glorification and gratification. The message of Peter on the day of the Pentecost Peter told the disciple that what was happening was the fulfillment of Jesus prophecy. - He said that Jesus of Nazareth was the Son of God. - He said that the suffering and death of Jesus was according to Gods plans. Death was the fulfillment of the Old Testament prophecy. Gifts of the Holy Spirit 1. Gift of wisdom:  having deep understanding of issues- seeing far, being perceptive. 2. Gift of knowledge:  ability to understand the basic facts about Jesus, His mission and knowledge about spiritual issues. 3. The gift of faith:  refers to the confidence in Gods help. It is deep trust in God. 4. The Gift of healing:  ability, and power to heal all forms of sickness by calling upon the name of Jesus Christ. 5. The gift of performing miracles:  gift of healing miracles, creative miracles for example, dead legs becoming alive. 6. The gift of preaching 7. The gift of prophecy:  the ability to interpret Gods word. The ability to foresee what will happen in the future as revealed by God. 8. The gift of distinguishing spirits or discernment:  the ability to know whether a spiritual gift is from ----- 281 # God, the Holy Spirit or from the evil spirit 9. The gift of speaking in tongues. The ability to utter, speak in a tongue, language unknown to the believer. Tongues are used when addressing God for self-edifications. It is personal growth. 10. The gift of interpretation of tongues:  the ability to understand and interpret the messages of those speaking in tongues. 11. The gift of love. (Read 1 Corinthians 13) Paul stressed that all the gifts of the Holy Spirit are to be demonstrated with love. He stressed that love, a fruit of the Holy Spirit is supreme over other spiritual gifts possessed by Christians. Its the greatest of all. Speaking in tongues, preaching, and martyrdom without love is useless. Components of Love Love is patient, kind, not jealous or boastful, not arrogant or rude, is not ill mannered or selfish, and does not insist on its own way. It is not disrespectful. It is not irritable or resentful. It does not rejoice at wrong but rejoices in truth. It bears all things. Love believes all things, hopes all things, and endures all things. Love is eternal. Love never fails. The other gifts are temporary but love, faith and hope are eternal. c. Manifestation of the Holy Spirit in the church and Christians today Gifts of the Holy Spirit have been manifested in churches today. We see this manifestation through people possessing the gifts of the Holy Spirit. For example, leaders in church have displayed the gift of ----- 282 # wisdom. Preachers, and Christians ministers have been casting out demons and performing healing. There are reported cases of interpretation of tongues and gift of prophecy in churches today. When Christians display the gifts of the Holy Spirit such as speaking in tongues the Holy Spirit is manifested. Other manifestations of the Holy Spirit are:  Through healing, prophecy, gifts of discernment, boldness in preaching, and casting out demons among others  Christians helping the poor by giving generosity and in kindness.  Through singing, dancing, shouting (fruit of joy)  Through unity of believes and fellowships.  Through praying,  Christians persecutions/temptations. d. Criteria for Discerning the Gifts of the Holy Spirit. Christians who have the Holy Spirit and are guided by Jesus have certain characteristics. These are:  They will confess that Jesus is Lord  They cannot say a curse.  They speak the truth. They worship God and behave in accordance with Jesus teaching.  They led by the Holy Spirit and are known by the fruits of the Holy Spirit. These fruits are love, joy, peace, and patience.  Such persons serve all Christians without discrimination and strife.  They do not do sinful acts such as sexual immorality. They do not practice idolatry, and sorcery. They do not have in their hearts and minds hatred, and jealously or any other negative feelings and actions. ----- 283 # e. The fruits of the HOLY SPIRIT (GALATIANS 5:16-26) Paul taught that the fruit of the spirit are: Love, Joy, Patience, Long suffering, Goodness or Generosity, Faith and faithfulness, Peace, Meekness and kindness, gentleness, self- control and temperance. Answer these questions after reading  JOHN 14:15-26 and JOHN 16: 5- 15, ACTS 1: 7- 8 and 1 Corinthians chapters 12, 13, and 14. 1. What is the role of the Holy Spirit among Christians? (Read a) 2. Discuss the gifts of the Holy Spirit 3. Write a talk about the Holy Spirit 4. Define love? 5. Describe the different types of love 6. Why do Christians need the Holy Spirit today? 7. State the role of love in church and in Christian lives today. 8. How has the gift of the Holy Spirit been manifested in Christian lives? 9. Which activities show that the Holy Spirit is working among Christian in Kenya. 10. How have the gifts of the Holy Spirit been misused in the church today? Answers are also in the text. Read sections with answers 1. The role of the holy spirit An advocate, a counsellor and a comforter. He would remind and introduce the disciples to the deeper meaning of the word of Jesus Christ. To reveal the myth and mysteries of God. He would affirm the right of Jesus as the Son of God. He would reveal the glory of Jesus death. He would enable the disciples to discern and expose the secret heart of sinful men. ----- 284 # 2. The gift of the Holy Spirit has been misused today by pride and public manifestation of the gift as a way of show off. Some Christians have misused the gift of Holy Sprit of prophecy by prophesying for money. LESSON TWO. PETERS MESSAGE ON THE DAY OF PENTECOST. Read ACTS 2: 14-41 Introduction Jews commemorate Pentecost day. This is the day that God gave Moses his laws on mount Sinai. It is also referred to as the festival of weeks. Pentecost day was celebrated 50 days after the Passover. It was compulsory for all Jews. On this day, Jews brought offering, the first fruits of harvest, to the temple in Jerusalem. Learning outcomes. By the end of this lesson You should be able: - 1. Describe Pentecost day 2. Narrate Peters Message. 3. Explain the relevance of the Pentecostal Experience a. Pentecost a day On the Pentecostal day, the disciples were gathered in Jerusalem awaiting the promise of the Holy Spirit. And as promised, the Holy Spirit came in the form of a strong wind, and tongues of fire. The Holy Spirit rested on the head of each disciple. The disciples received the gift of the Holy Spirit. They spoke in new tongues. Some of the observers mistook this experience. They thought that the disciples were drunk with wine. ----- 285 # Peter stood up to explain what was happening and defend the disciples. He told those who saw the experience that the disciples were not drunk. It was in the morning. b. Peters Message. Read Joel 2: 28  32 Peter told the onlookers that; what was happening is fulfillment of Joels prophesies about the outpouring of Gods spirit. He said that Jesus of Nazareth was the Son of God. This was proved by the miracles that Jesus performed. He emphasized that the suffering and death of Jesus was according to Gods plans. Jesus is a descendant of David. Death and the resurrection of Jesus fulfilled prophesies in the Old Testament. God raised Jesus from the dead. He taught that Jesus had both the nature of God and Man. The apostles are the living witnesses of the resurrection of Jesus. Jesus has been exalted and sits on the right hand of God where He is Lord and Judge. They holy Spirit is a gift from Jesus Peter then invited the listeners to repentance so that they could be forgiven and receive the gift of the Holy Spirit. Three thousand souls accepted salvation message and were added to the fellowship of the disciples. c. After the Holy Spirit infilling. The disciples sold their possessions and goods and assisted the needy. They did many wonders and signs. They continued to live in unity, worshiping God, fellowshipping together, and breaking the bread. d. Lessons Christians learn from Leadership of Peter. Christians should be: ----- 286 # 1. Courageous and stand up for Jesus Christ all the times. 2. Ready to spread the Gospel of Christ. 3. Win new converts to Jesus by inviting them to repentance. 4. Have faith in the risen Christ. 5. Pray to be filled with the Holy Spirit like Peter and those in church leadership should take their roles seriously. e. Relevance of the Pentecostal Experience Speaking in diverse tongues signified that Christianity is a universal religion. It pointed out the importance of all languages when communicating to God. There were no specific languages for speaking with God, as it was when Latin was the language of literacy and Christianity. Christians should be bold in their preaching. They should not be afraid as they have the counsel and helper, the Holy Spirit. Christians should understand that God chooses anyone as a leader, preacher, and witness of Christ. Pentecostal experience signifies that Christians need to receive and be filled with the Holy Spirit Revision questions a) Explain the meaning of the Pentecost b) Describe the manifestations of the holy spirit on the day of the Pentecost (Acts 2: 1-40)(or narrate the events that took place on the day of the Pentecost) c) Write down five teachings about Jesus from Peters speech on the day of the Pentecost d) What were the qualities of peter that made him a successful leader of the apostolic church? ----- 287 # e) What lessons can Christians learn from the events of the day of the Pentecost? f) State the teachings of Jesus on the holy spirit (John 14:14-26) (acts 1:7- 8) g) What is the role of the holy spirit according to Jesus? h) What is the role of the holy spirit in the believers or the church or Christians? i) Outline the fruits of the holy spirit j) State the criteria for discerning the spiritual gifts k) List down the gifts of the holy spirit l) Explain why Paul taught that love is the greatest of all spiritual gifts m) Explain how the Holy spirit is manifested in the church today n) State ways in which the gifts of the holy spirit are being abused in the church today TOPIC TWO: THE UNITY OF BELIEVERS Learning outcomes. By the end of this topic, you should be able to: a) Explain teaching in selected New Testament texts of the unity of believers. b) Identify the metaphors used to describe unity of believers. c) Identify the causes of disunity in the early and modern church LESSON ONE: TEACHINGS OF THE UNITY OF BELIEVERS IN SELECTED NEW TESTAMENT TEXTS Unity of believers refers to oneness of those who have faith in Jesus Christ. Learning outcomes. By the end of this lesson you should be able to: - i. Describe activities of early Christians ii. Describe characteristics of the people of God iii. Explain the meanings of these symbolic expressions - The body of Christ - The Vine and the Branches ----- 288 # - The Church / Assembly of God - The Bride a. Early Christians The early Christians in Jerusalem demonstrated their unity by.  Holding joint prayer sessions  Sharing the Lords supper, that is Eucharist.  Sharing their possessions with the poor. The showed oneness and unity as believers. They expressed their oneness using various terms, images, metaphors and symbols. They regarded themselves as the people of God, the church and an Assembly of God. When they celebrated the last supper, eating of bread was a symbol of the body of Christ. They saw themselves as belonging to one tree with the vine and branches. As followers of Christ, the early Church saw itself as the Bride of Christ. b. Discussion of Symbolic Expressions i. The people of God Read 1 PETER 2: 9-10. Peter has outlined the characteristics of the people of God. He says that the people of God are Believers in God: through faith in Jesus Christ. The Chosen race, a royal priesthood, a holy nation a chosen people Those who stand out from the rest because they live a holy and righteous life. Form a Holy nation chosen to proclaim the works of God. Not just the descendants of Abraham but people who follow Jesus Christ and His teachings. ii. The body of Christ Read 1 Corinthians 12:12-27, and Ephesians 4:1-12. ----- 289 # The Holy Spirit is the one who brings Christians together as one body of Christ to serve the church. Christians are given gifts for the purpose of sharing the body of Christ. Jesus Christ is the head of the church. And just as the body has many parts, playing different roles, so has the Church. Every member of the church plays a vital role because different members have different spiritual gifts and callings. Some are Apostles, Teachers, Prophets, Evangelists, Pastors and Miracle performers, Administrators and those who show mercy to others and encourage (exhort) others. All church activities should be directed to the welfare of the church, just as the function of each part of the body is necessary for the well being of the whole body. To have a united body, members should be meek, and patient in order to bear the fruit of the Holy Spirit. For a church to be united, or to be considered as one body, Christians should have faith in God the father, one Lord Jesus Christ, one Holy Spirit and have faith in God through Jesus Christ. iii. The Vine and the Branches Read John 15:1-10 The vine represents Jesus. Vine tree was a tree that bore grapes. The vine tree was a symbol of prosperity and peace. Jesus is the vine and the Father is the vinedresser. Christians/ believers are the branches. They are expected to produce good fruits by remaining faithful and united in Christ. Faithful branches bear fruit like good Christians while unfruitful branches are like unfruitful Christians. ----- 290 # Christians should remain united to Christ who is the vine so as to bear fruits. The teachings of Jesus purify the Christians. The dead branches of the Vine trees are cut off and the livings ones are trimmed or pruned. This is done so that the vines may produce high yields. Likewise unfaithful Christians, believers are rebuked and corrected so as to bear high yields. iv. The Church or Assembly of God. Read Ephesians 5: 21  32 Church is a Greek word ekklesia, which means people. People who belong to the Lord. Assembly of God is the coming together of people of diverse social and cultural backgrounds who recognize lordship of Jesus. The church is likened to the relationship between a husband and a wife. Christians (the church) are expected to be united with Christ just as a husband and wife are united in marriage. Just as husbands and wives are expected to love one another, so too, are Christians called upon to express love to one another and to love God. A husband is the head of a family; Jesus is also the head of the church. v. The Bride. Read 2 Corinthian 11: 2, and Revelations 21: 1  12 In the Old Testament, God calls Israel a bride. In the New Testament, Christians are referred to as a bride in the New Jerusalem. God or Jesus Christ is the bridegroom. Christians are reminded that the life on earth is a temporary home. Their real home is in heaven, the Holy city of God. Just as a bride is expected to be faithful to her husband, so are Christians expected to be faithful to God by observing the ----- 291 # covenant way of life. Deviation from the covenant was portrayed as adultery. John, who wrote the book of revelations, sees a vision of a new heaven and a new earth in which faithful Christians will be rewarded. Christ will come to take His bride to eternity to live there forever. The relationship between Christians and Jesus/ God is like a marriage. It is a covenant. It is a relationship where the church (bride) is expected to submit to God. Jesus died for the church, a show of His or Gods love. Likewise Christians should be committed in their relationship to God. SAQ. 1. Discuss in twos who is a bride and what takes place in a wedding. 2. Discuss the significance of the symbols used to express the unity of the believers. These are The people of God, The body of Christ, The vine and the branches The church or assembly of God and The bride. LESSON TWO: CAUSES OF DISUNITY IN THE EARLY CHURCH The early church experienced some challenges, which led to divisions among the early disciples and Christians. Learning Outcomes. After reading this lesson, i Identify causes of disunity in the early church ii State causes of disunity in the modern church iii Compare the causes of disunity in the early and modern church iv Suggest possible solutions to disunity in modern church a. Causes of Disunity in the Early Church ----- 292 # After Jesus ascended to his Father and left the Holy Spirit to look after his followers, the disciples established congregations or communities to spread the Word of God. As believers of Christ met and prayed together, there were disagreements and divisions brought about by several factors and issues. These were: Disputes, among early Christians; concerning leadership of the Church. Christians wanted different leaders: Paul, Apollos, Cephas or Christ. Paul told them that Christ couldnt be divided (1 Corinthians 1:10 -21). Sexual immorality was another cause of disunity in the early church. Some Christians were doing or having irresponsible sexual behaviours. These were incest, fornication, and prostitution. Paul condemned such behaviours and told Christians to stop sinning and honor God with their bodies. The body of a Christian is the temple of the Holy Ghost (1 Corinthian 5: 1-13, 6:12  20). Christians settling disputes in civil courts. Paul advised they ought to talk over issues among themselves and agree to solve problems on their own (1 Corinthians 6). Dispute over marriage and divorce. Some Christians were opposed to marriage. Others were encouraging divorce. Paul addressed these issues in 1 Corinthian, chapter 71-16. Paul advised Christians that it was okay to marry or not to marry. But marriage was needed to stop immorality. ----- 293 # Eating of meat offered to idols. Some Christians were eating meat offered to idols while others were against it. Paul advised Christians not to eat anything that will cause their faith to weaken or fail. (1 Corinthians 8 and10: 14  20. There were disputes about dressing during worship. Should women cover their head during worship? Should women shave hair? Should men wear long hair? (1 Corinthian 11:1-16). Some Christians were overeating and over drinking during the Holy Communion  misuse of the Lords Supper, (1 Corinthians 11:17  33). Misuses of spiritual gift especially the gift of speaking in tongues. Paul taught that all gifts are equal (1 Corinthians 12). There was a misunderstanding about the resurrection of the body and the dead. Some were saying there is no resurrection. Paul preached that if there is no resurrection then their preaching was in vain as they were witnesses to the resurrection of Jesus Christ (1 Corinthians 15). b. Causes of disunity among believers and church in Kenya today Leadership differences. Some Christians are struggling for power. This has led to formation of splinter groups, divisions and enmity between these groups. Cultural differences. Christians are divided by their African cultural beliefs from their backgrounds. This culture is merged with Christianity and Western cultural practices forming a unique mixture of beliefs. ----- 294 # Some Christians are permissive, while others are conservative. This has led to disunity, for example in the areas of dressing. Discrimination. There is inequality within the church between the rich and the poor, the whites and blacks. Some Christians are viewed as more spiritual than others, on basis of the tribe, gender, wealth and social status among others. Misuse of freedom of worship. Christians are starting sprinter churches, probably because they want to control church finances without supervision by the wider church. To justify their departure, they spread propaganda against the mother church, and other churches in order to attract followers. The more followers a church has the more tithe it collects. Misuse of church funds. Some church leaders and followers misuse church funds Differences in the practice of baptism Arrogance and pride by some Christians. Sins: sexual immorality in the church, divorce and marriage issues. Some Christian denominations reject the human nature of the person of Jesus Christ; that Christ had both a human and divine nature e.g. Nomiya church. SAQ. Can you think of factors that led to disunity among Christians in the early church that you have noted in the Kenyan church? c. Reasons why Christians should work in Unity. Christians face many problems and they therefore need to work together in unity to: Promote oneness of Christians in Jesus Christ. ----- 295 # Promote the teachings of Jesus Christ. Achieve effective evangelism or ministry. Adopt a common attitude to the integration of African culture in worship. Prevent the formation of sprinter groups and cults. Reduce the internal wrangling. Have a common stand in dealing with issues affecting the society. d. Possible Solutions to disunity The church should settle issues that divide its members by Christians: Learning to appreciate and respect the practices and belief of other Christians denominations. Having or forming a common goal Striving to be guided by the principle of love in solving problems facing them. Observing the teachings of disciples, prophets, apostles, God, laws of Moses, Jesus and the Bible. Avoiding doing anything to their fellow Christians that would cause suffering and disharmony. Activities that the early church did in order to remain united were that they: Ate bread together. Held fellowships together. Shared with the needy. Prayed together for each other In the current worldwide Church, there is disunity amongst believers or Christians. The most common ones are due. Leadership differences and wrangles for power. Cultural differences amongst Christians. Some Christians are permissive while others are conservative. Differences in the interpretation of the Bible. ----- 296 # Misuse of church funds Pride and arrogance. Revision questions a. Write down terms used in the new testament to refer to believers in Christ b. Identify five causes of disunity in the church today c. Identify factors which cause disunity among the Christians today d. Discuss reasons why members of Christian families in Kenya find it difficult to harmoniously live together e. Explain how the church strengthens family relationships today TOPIC THREE. TEACHINGS FROM SELECTED OLD TESTAMENT PROPHETS INTRODUCTION This chapter introduces one to the work of prophets in the Old Testament. In Form One, some prophets were taught e.g. Moses, Elijah, Nathan and Samuel. Traditional African prophets were also taught. In Form Three, we compare true and false prophets and the Traditional African prophets. Learning outcomes. By the end of the topic, you should be able to: a. Define a prophet, and prophecy b. Identify categories of prophets c. Explain the importance of prophets in Israel. d. Describe the characteristics of prophets. e. Explain how prophetic messages were written. f. Compare the relationship between prophesies in the Old Testament and the New Testament LESSON ONE: PROPHETS Learning outcomes. After reading this lesson, you should be able to: - ----- 297 # 1. Give a correct definition of a prophet, and prophecy 2. List prophets in categories a. Definitions of a prophet, and prophecy The word prophet comes from a Hebrew word Rabii meaning one who is called or one who announces Gods message. A prophet is also referred to as a seer. A prophet is a person sent by God to teach and give people messages about things to come in future from God. Prophets received divine messages from God and communicated them to the people. A prophet is therefore a person who foretells events as revealed to him or her by God. Examples of prophets include Samuel, Elijah, Jeremiah and prophetesses (female prophet) Deborah, and Huidah. Prophecy is a statement, a message of something that is going to happen in the future. The action of giving future messages is called prophecy. b. Categories of prophets There were many categories of prophets. These were: a) Major Prophets. These were Prophets whose messages covered a long period of time. Their messages were long and detailed. For example Prophet Jeremiah, Ezekiel, and Daniel. b) Minor prophets. There are 12 books of the Minor Prophets examples They are called minor because their messages are short, brief and do not contain detailed information. The Minor Prophets are Amos, and Hosea, Joel, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah, Malachi. ----- 298 # c) Canonical prophets the term canon means law. Canonical prophets are law prophets. The individual utterances of these prophets are laws. Both minor and major prophets are canonical prophets, d) The early prophets are Moses, Nathan Elijah, and Elisha. These prophets belonged to guilds schools. Their prophecies are not recorded under their names. Their prophecies are written in books, which do not bear their names. e) Cultic prophets like Hannah (N.T.) served in the places of worship. They assisted the priest officiating worship f) Professional / court prophets like Samuel, Micah, and Gad lived together in the temple and in groups. They earned their living through their work. They did not work elsewhere g) False prophets are pretenders to speak in the name of Yahweh but God did not call them. They spoke lies in accordance with the messages people wanted to hear. c. Characteristics of true prophets There were two (2) major categories of prophets in the Old Testament, (1) true prophets and (2) false prophets. True prophets are those whose prophecies occurred and were fulfilled. Prophesies of false prophets did not occur. True prophets distinguished themselves from false prophets and ordinary people. They experienced God dramatically when He called them and in their ministry. They were Gods spokesmen and women. They responded in faith to their call. ----- 299 # God gave them specific tasks in their commission and Gods assurance and support in their ministry. They urged people to repent and turn back to God. In their messages, they taught that God demands sincere worship and not elaborate rituals. They understood God and taught about God righteousness, goodness, mercifulness, and loving care. They condemned evil in the society and proclaimed Gods judgment and punishment to those who failed to keep the covenant. They spoke with authority and acted with courage. They upheld God as a universal God for all nations. They talked of a remnant that shall remain after punishment or those that have continued to worship God sincerely. Their utterances were true because they were fulfilled They spent a lot of their time in prayers. They prayed regularly. At such times they withdrew from people in order to have a quiet time to seek God. All the true prophets received opposition from their audiences and they were ready to suffer for telling Gods word. d. The Characteristics of false prophets. Some of the prophecy of false prophets contradicted prophesies of the true prophets. False prophets followed their own imaginations, and gave false hopes. They told people what they wanted to hear. They had no personal knowledge of God. Hence, their prophecies were not in line with the divine revelations. ----- 300 # They used evil forces such as magic, and divinations to call upon the spirits of the dead. They were paid for prophesy and benefits materially from their clients. They served Baal and were mainly immoral. They committed crime. Review questions How can we know true and false prophets today? LESSON TWO: IMPORTANCE OF PROPHETS IN ISRAEL Introduction Learning outcomes. After reading this lesson, you should: 1. Describe the work of prophets in Israel 2. Explain how God communicated with prophets and Israelites 3. Analyse the content of the Prophetic messages 1. Work of prophets in Israel Prophets kept Israelites in communication with God. They communicated Gods will to the people of Israel. They foretold Gods judgments and punishment for sinners. They condemned the behaviour of the rich towards the poor. Through their messages, people reformed their lives since they condemned all forms of social evils and ritual sins. They contributed to the writing of their messages leading to the compilation of the Bible. Prophets guided and gave people hope. They taught people the laws of God. They warned people of dangers to come. They condemned idolatry and stressed the worship of one true God, Yahweh. They anointed the Kings in Israel. Kings consulted the prophets before any major undertaking such as war among others. ----- 301 # They acted as conscience of kings. They advised them and challenged Kings when they went wrong. 2. Gods communication with prophets and Israelites God communicated to Prophets through visions, voices that were audible and clear, events, prayers, dreams, signs, ordinary things, and words which came to their minds with great power. Writing messages of the prophets The canonical prophets as mentioned earlier had their works and prophecies recorded under their names. Canonical prophets are referred to as writing prophets. Its possible that some prophets wrote down their own prophecies. They wrote what God spoke to them as He dictated. An example is Jeremiah who wrote what he was told Get a scroll and write on it everything that I have told you about Israel, Judah and all nations. (Jeremiah 36:2, Isaiah 30:8). Two, the prophets message were probably written by other people. These were their assistant, secretary, scribe, and disciples or followers as the prophet prophesied. Thirdly some of the prophetic messages could have been preserved as oral traditions and later written as books. A good example is 2 Kings. e. Content of the Prophetic messages Prophetic messages contained lessons from God to Israel. For example, the: i. Prophetic sayings were and still are oracles or poetic passages spoken by God himself through prophets. The prophecies were addressed to different nations. They carried specific teachings to the ----- 302 # people, for example predicting future occurrences ii. Narratives in the first person give an account of the prophets testimony. They spoke of their experiences with God, and responses to the call of God. They tell us about prophets impelling compulsion to speak Gods word. The narratives are written in the first person. They have a format  The Lord said to me The year that King Uzziah died, I was the Lord iii. Narratives in the third 3rd person have messages written by a third party, i.e. not the prophet but another person. For example, Isaiah said to them, Thus you shall say to your master, thus says the Lord: Do not be afraid of the words. (Isaiah 37:6). The message recounts the prophets personal life, and political background. LESSON THREE: PROPHESIES IN THE OLD TESTAMENT, NEW TESTAMENT AND AFRICAN TRADITIONAL SOCIETY Introduction The Israelites and the African traditional societies as well as other world communities had prophets who foretold the future. Among the Israelites, there were prophets chosen by God and false prophets who told messages which communities wanted to hear. Among the African traditional communities, there were wise men and women who prophesied about the future. In this lesson, we shall compare these prophecies and learn what was similar and different about these them. The Old Testament prophecies are compared with those from the African traditional society and ----- 303 # the New Testament Learning outcomes. After studying this lesson, you should be able to: a. State relationships between Prophesies in the Old Testament New Testament and the African Traditional Society b. Discuss the similarities between prophets in the African traditional society and the Old Testament c. Identify differences between prophets in the African traditional society and the Old Testament a. Relationships between Prophesies Several Old Testament (O.T.) prophecies were and are fulfilled in both the old and New Testament (N.T) in the life and ministry of Jesus Christ. The Law of Moses is used in both the Old Testament and the New Testament. However Jesus gave the law a deeper meaning. The teachings and prophecies of the prophets provided the foundation for the message in the New Testament. The prophecies of Prophet Nathan to King David that God would raise up an offspring from the lineage of David was fulfilled in Jesus Christ, the expected messiah. Jesus disciples in the New Testament referred a lot to messages in the Old Testament. The teachings of Jesus in the New Testament are based in the Old Testament prophecies. They are therefore similar to each other because New Testament is a continuation of the Old Testament. The New Testament is the new covenant spoken of by Prophet Jeremiah and other Prophets like Isaiah, Micah, and Nathan. Their prophecies about Messiah are fulfilled in the New Testament. ----- 304 # b. Similarities between prophets in the African traditional society and the Old Testament. In both traditions, prophets:  Were endowed with divine powers and they dealt with religious matters.  Acted as intermediaries between God and people  Warned people of impending dangers and disasters due to disobedience  Had supernatural experiences  Encouraged morality and discouraged evil ways  In some cases, could heal  Withstood oppression and opposition by the political rulers  Encouraged people to fight injustices in society  Foretold future disasters such as drought and wars. They explained why they were going to occur.  Were consulted when things were not well in the society.  Received revelations through dreams, visions and thoughts  Were gender sensitive male prophets and female prophetesses. c. Differences (O.T.) between prophets in the African traditional society and the Old Testament. The Old Testament prophets had a personal relationship with God. They communicated Gods messages to Israelites. The prophets in the African traditional society communicated and received messages from the ancestor spirits Old Testament prophets were Gods mouthpieces. They began their prophesy with thus saith the lord. While the prophets in the African traditional society predicted what would happen to individuals, and communities. ----- 305 # The authority of prophets in the Old Testament came from God while the authority of prophets in the African traditional society came from their ancestors spirits. In the Old Testament prophets were called directly by God while in some African traditional communities the prophetic office was hereditary. The African traditional prophets dealt with family and local community issues while Old Testament prophets dealt with national issues, and crises. African traditional prophets were diviners while Old Testament prophets consulted God. d. Relevance of Old Testament prophets to Christians today Christian should be ready to be messengers of God. The call to be a Christian has a prophetic role. Some Christians are called to the office of a prophet and should prophecy for the glory of God and for the common good of the people. As Gods spokes person one should always stand for the truth. Christian should proclaim Gods will even if the message is not pleasant to the people. Once appointed as a prophet, one should pass the messages to who ever they are sent to without fear or favour. Gods messengers should always condemn the social political economic evils in the society. As Gods messengers Christians should live exemplary lives. They should stand for what they preach and should expect persecutions because of their works as Gods messengers. They should be ready to suffer for the sake of the gospel. ----- 306 # Christians should pray to God to give them guidance, wisdom, and inspiration to be able to handle hardships in their lives. They should provide hope for the people in times of suffering. Christians should realize that God calls both men and women to His service. They should be ready to obey Gods prophetic call and not run away e.g. Jonah. They should be concerned and take care of the welfare of the poor community members. Revision questions 1. Define the terms prophet and prophecy 2. List five categories of true prophets 3. State the difference between true and false prophets 4. In what ways were Gods prophets called? 5. Outline the similarities and differences between the old testament prophets and the traditional African ones. 6. What is the relevance of prophets to Christians today? TOPIC FOUR: PROPHET AMOS Introduction Amos is one of the prophets God sent to Israel to warn the people because of their evil life. Politically, the Nation of Israel had become rich. There grew classer, the rich and the poor. The rich started oppressing the poor. Socially, there was still the rich  poor gap. The rich exploited the poor. Merchants sold bad food, expensive and used false measurer. Religiously, the Israelites had turned away from God and were worshiping false gods. Syncretism was ----- 307 # practiced. Priests were paid and Gods prophets were rejected. It is in this situation that Amos was called. He is called through visions. Amos is one of the canonical or writing prophets. The book of Amos is a temptation of oracles spoken by the prophet on different occasions. Note that after the death of King Solomon, the kingdom of Israel was split into two and rules by Rehoboam and Jeroboam. The northern Kingdom; called Judah was ruled by Rehoboam and was inhabited by two tribes. The southern kingdom called Israel was ruled by Jeroboam and was inhabited by 10 tribes. Amos came from Judah and prophesied in Israel. Topic Learning Outcomes. By the end of this topic, you should be able to: a) Analyse Prophet Amos work in Israel b) Describe the call of Amos c) Explain the teaching of Amos d) Relate relevance of Amos teaching to Christianity today LESSON ONE: Prophet Amos work in Israel Read Amos 1:1 Learning outcomes. After reading this lesson, you should: 1. Describe the call of Amos 2. Describe the socio, political and economic situation in Israel during the time of Prophet Amos 3. Explain religious situation in Israel 1. The call of Amos (AMOS 1:1,3:8,7:10  15) Prophet Amos was born in a village called Tekoa in Judah, the southern kingdom. Before his call, Amos was a shepherd and a dresser of sycamore trees. He was not a professional prophet. But God called him ----- 308 # to be a prophet. He received his call in form of a vision around 758 BC. Amos responded to Gods call with obedience. He felt a deep compulsion to prophesy (Amos 3:8). God directed him to give his message to the people of Israel, the northern kingdom (Amos 7:15). He was asked to speak the will of Yahweh. He was also to fore tell punishment if Israelites did not repent their sins. His message was opposed, and challenged by Amaziah the priest of Bethel. 3. Religion. Israelites worshipped Yahweh and other gods. Idolatry was also present. This form of worship is called Syncretism . There was religious hypocrisy. Like today, there was an emphasis on external observances of religious practices and less concern for internal observances. The priests were paid for religious work. Those who couldnt pay did not have religious ceremonies. They were offered at the expense of the poor. The prophets of God were rejected. 4. Social  economic  political situation. When Amos prophesied, King Jeroboam ruled Israel, the northern kingdom while King Uzziah ruled Judah. Amos was sent to prophesy to the people of Israel in the northern kingdom. He concentrated his work mainly in Bethel and Samaria  the capital city of Israel and the main centres of worship. When Amos started his prophesy, there was peace and prosper in Israel and Judah. Both kingdoms were wealthy. However, the wealth did not reach the poor. This was because the wealth and power were in ----- 309 # the hands of the king, his family, his officials, and wealthy merchants. As a result, Israel citizens were divided into two classes; the rich and the poor. Unfortunately, the rich people owned big luxurious houses. They drunk wine, and used the most expensive perfumes. They acquired their wealth at the expense of the poor. They oppressed and exploited the poor. The merchants of trade for example, were dishonest in their trade businesses. They sold bad wheat to unsuspecting customers and overcharged customers by measuring with false scales. Because of the inflated prices, the poor borrowed money from the rich at high interest rates to buy basic things like food. Hence, there was massive bribery and corruption in society and law courts. As a result the poor lacked basic necessities or needs like food, shelter, and clothing. It was at this time when God sent Amos to give prophesy to Israel. SAQ. How did the rich oppress the poor in Israel? LESSON TWO: VISIONS OF AMOS Read AMOS 7: 1  9, 8:1  3. 9:1  4) Vision is a picture we have in our mind. It is a future to come. Amos was shown many visions by God. Lesson outcomes. After reading these verses in Amos you should be able to: - 1. Analyse all the visions and 2. State the message of each vision 3. Summaries things that God condemned through Amos 1. The vision of the locusts (Amos 7:1  3 ) ----- 310 # Amos saw a swarm of locusts being sent by God to destroy all plants and food crops in the land. The locusts were, a sign of disaster, which God was going to send to Israel as a punishment for their disobedience. Amos cried to God to forgive the people. God heard and changed his mind. 2. The vision of a great fire (Amos 7:4  6) Amos saw a vision of a supernatural fire that burnt up the land. He asked God to forgive the people and God listened. The punishment was stopped. 3. The vision of a crooked wall/ the plumb line (Amos 7:7  9) Amos saw the Lord standing beside the wall checked it with a plumb line. The wall represented the Israelites. They stopped observing the laws of their covenant with God. God found Israelites disobeying the covenant. God promised to destroy holy places of Israel.. 4. The vision of a basket of ripe fruits (Amos 8:1  3) In this vision, Amos saw a basket of ripe fruits. Fruits are harvested at the end of the summer. This meant that Israel was ripe for punishment for her refusal to turn to God. Amos did not pray for forgiveness. God would no longer withhold His judgment. Time for repentance was over. 5. The vision of the destruction of the altar. Read Amos 9:1  4. Amos saw the Lord standing by the altar. The Lord ordered the destruction of the temple. The shrines of Dan and Bethel were destroyed because they were the centres of idolatry. No one would escape punishment no matter where they hide. Summary of issues that God pointed out to Israel through Prophet Amos ----- 311 # a. Lack of social justice There was lack of social justice and responsibility by the king of Israel. Social justice means dealing with other people fairly. It implies showing concern for the needs of others. b. Lack of responsibility. This refers to the rulers and people of Israel being accountable for their actions. In modern life, it is doing ones duty and fulfilling ones obligation to God and others. c. Practice of hypocritical religion in Israel. The Israelites were insincere in their worship. They made empty sacrifices. They worshipped idols as well as God. They profaned the name of God (Yahweh). They made idols of Baal and offered sacrifices to them. They worshipped other gods. This is syncretism and God does not allow worship of any other God but himself. d. Gods judgment against Israel and other nations. God promised to destroy Israel and leave a remnant of them for restoration. e. Oppressions of the poor by the rich God condemned King Jeroboam rule of Israel because of the oppression of the poor, government corruption and bribery of kings officials. These officials sold the righteous for silver and the needy for a pair of sandals (shoes) i.e. its like practising slavery. The rich trampled on the poor, despised them and placed no value on the poor. The poor gave their garments as security for loan. This was contrary to Gods commandments. The garment was supposed to be returned back to the owner before sunset. The ----- 312 # Samaritan women were fat like the well fed cows of Bashan led luxurious lives and were very unkind to the poor. The rich took an excessive share of the harvest from the farmers. Rulers loved luxury and were arrogant. They loved material things and showed pride in material possessions. They used expensive perfumes. f. Corruption and bribery. The judges were corrupt. They accepted bribes. There was a conspiracy between the rich and the judges against the poor g. Pride in materials possessions The capital city of Israel was Samaria. It was built on a mountain called Bethel, which was also a place of worship. There was prosperity in the land. The Israelites prided themselves in their riches and materials possessions. Amos told them God would destroy their wealth. h. Dishonesty. This is telling lies, cheating or using unjust means to get certain things. The wealthy merchants waited impatiently for the end of the holy days so that they could engage in lucrative businesses. They cheated the poor by using false scales. They sold bad wheat to the poor. They mixed good and bad grains and sold them to unsuspecting people. i. Sexual immorality Sexual immorality was prevalent or common in Israel. For example a father and son would have sex with the same girl. There was temple (cultic) prostitution. There was dishonesty; sexual immorality. This sexual behaviour made the temple unholy. j. Drunkenness ----- 313 # They Israelites spent time drinking when the poor lacked the basic needs. They engaged in excessive drinking of wine. They even forced the Nazarites to drink wine. They accepted drunkenness. k. Profaning the name of the God Israelites did not respect the name of God. They committed sin. They forced Nazirites to drink wine; forcing it down their throats yet they knew that Nazirites were people set aside and chosen by God to serve God. This act showed contempt of Gods commands. Nazirites were not supposed to drink wine or cut their hair. Israelites did this to show their contempt of the Lord, l. Hypocritical Religion and Idolatry in Israel Hypocrisy is pretending to be something different from the person one is. It is also saying one thing, and doing another thing. For example, Israelites did a lot of religious rites according to the laws of Moses and yet majority of them were unjust, corrupt and oppressed the poor. They observed the external religious activities while their hearts were corrupt and insincere. Amos condemned Israelites for this hypocrisy, characterized by insincere worship, and mixture of religious beliefs leading to diverse practices of religion i.e. syncretism. This is a combination or mixture of Israelites monotheism (Yahwehism) and worship of idols and other gods especially Baal, the gods of their neighbours. m. Empty sacrifices The Israelites made elaborative offerings and sacrifices. Yet God was interested only in sincere worship ----- 314 # and free will offerings and not mere sacrifices, and tithes. Take away from me the noise of your songs (Amos 5:21  23). LESSON THREE. GODS JUDGMENT AGAINST ISRAEL AND OTHER NATIONS Read Amos chapter 1 and 2 Learning outcomes. After studying this lesson, you should be able to: a. State the sins committed by Israel and other nations b. Identify how God punished Israel and other nations i) Israel. She committed several crimes, which were condemned by Prophet Amos. Read lesson two again before you go on and list down crimes that were pointed out by Amos. Okay, you have seen that Israel committed crimes of injustice, disobedience to God, breaking their covenant with God, idolatry, hypocrisy among other sins mentioned above. Israel was punished for these crimes. Punishments were severe. Israelites would be exiled forcibly and painfully. Earthquakes, famines, fires, oppression from foreign kings, epidemics and divine silence, would destroy their kingdom and holy places. ii) Syria. Its capital was Damascus. Syria committed war crimes. The soldiers were excessively cruel in times of war. They murdered their prisoners brutally. For this cruelty, their punishment was to be severe. Their palaces would be destroyed by fire and the people would be exiled in Kir. iii) Gaza and philistines. Their crime was capturing other people and selling them into slavery. For this ----- 315 # sin, Gods punishment was destruction of their city by divine fire. It would burn down the wall of Gaza city and destroy it. God would have no more association with them. iv) Tyre. Their Crime was violation of a treaty of friendship they had made. They broke it by capturing a whole nation into exile in the land of Edom. The punishment was God would send fire to destroy city of Tyre and its fortress (Amos 1:9-10). v. Edom. Her people were descendants of Esau. Yet Edom was ruthless to the Israelite to whom they were closely related. For this crime of ruthlessness, the punishment was  God would destroy them by fire vi) Ammon committed crime of brutal killings. The people of Ammon attacked and killed their neighbours. They ripped open pregnant woman in Gilead (vs. 13). Gods punishment was destruction of the fortress and wall of the city of Rabbah by fire. Their king and his officers will go into exile: (vs. 15). vii) Moab. The people of Moab; their crime was mishandling the body of the king of Edom. They burned his bones to ashes. Gods punishment was destruction of the city of Kerioth by divine fire. The people, their rulers and leaders would be killed in battle. viii) Judah. Their crimes were (1) failure to obey Gods commands and (2) despising gods teaching. ix) Samaria, Egypt and Ashdod. Their crime was dishonesty and filling their mansions with things taken ----- 316 # by crime and violence (Amos 3:10). Women of Samaria committed the crime of drunkenness, oppressing the weak and poor. The punishment for all these countries is destruction of their land, mansions and army. But a remnant will not go to captivity, and shall not be destroyed. Amos said the remnants are like  2 legs, or a piece of an ear of a sheep rescued from the mouth of a lion (Amos 3:12) x) Amaziah the priest of Bethel. He strongly opposed Amos and told him to go back and prophesy in Judah. Amos told Amaziah God sent him to Israel. His punishment for opposing Gods messenger was.. Amaziahs wife would be a harlot, his children will die in the war, his land will be given to others, and Amaziah will die in a foreign land (Amos 7: 14-17). Lessons to learn from Gods judgment of Israel and other nations The Assyrians attacked Israel, occupied their land and exiled others. God is (a) universal, (b) God hates sin (c) God is concerned about the welfare of his people (d) God is merciful and spares a remnant xi. Israels election (Amos 2:9  11, 3:1  2, 9:7 Election: is an act of choosing a person or group of people for a purpose or action. Israels election refers to Gods choice of the Israelites out of the entire human kind to be his people. God chose them to serve him, be a Holy nation and to be the light of the world. God made a covenant with the Israelites. In the covenant they agreed to live a holy life. In return, God looked after them. He led them out of Egypt to ----- 317 # the wilderness and finally to Canaan. God chose His prophets from the Israelites and raised Nazirites. Despite Gods favour, the Israelites rebelled and sinned against God. And although Israelites were reminded that God cared for other nations equally and are to be punished if they disobeyed God; and that they were neither superior, nor better than other nations, they disobeyed God several times. xii. The day of the lord Amos taught that the day of the lord would be a day of severe judgment for sins. . It is not a time of happiness, joy or victory. It is a day of darkness, terror, disaster, gloom, wailing, flooding, mourning, defeat, punishment, famine for food and Gods word. xiii. The Remnant and Restoration. Remnant means a small number of survivors. These are the Israelites who will remain after the entire nation is punished. They are also those who returned to Jerusalem after the exile. Restoration is an act of reinstating things / persons to their former state or position. Amos informed the Israelites that God was still looking after them, and waiting for their repentance. The nation of Israel would not be destroyed completely. God would preserve the few righteous ones. He would raise the fallen dynasty of David. People would be restored back to their land to rebuild their cities. There was to be a great harvest and grapes shall overflow. xiv. Duty of Christians. Christians are the selected people of God. As the chosen ones, they should one, ----- 318 # live holy lives and two, use their position to serve God and others. Three, Christians have a moral responsibility to spread Gods word, four, care for the needy and five, be the light of the world. xv. The Day of the lord. Read Amos 5:18-20, 6:3-5, 8:7-13. in the Old Testament, the day of the Lord is the day that Yahweh would make Israel victorious against other nations. On this day the Israelite believed that God would establish his rule over and with Israel. The day of the Lord was also believed to be the day when Israel would be prosperous, would have favour with God, and the just would triumph over the wicked. In the New Testament, the day of the lord is also the Day of Judgment (Parousia). It is the day of the second coming of Christ. On that day, everyone will be judged. Christians believe that it is the day that Christ will come for His bride (the church). Those who had obeyed the laws of God shall be received by Christ and given the reward of the eternal life. On that day, Gods kingdom shall be established and Christ will reign forever. xvi. Relevance of Amos teachings to Christians today. The messages of the prophecy of Amos are relevant to Christians today. This is because God is universal. He chose Israel but still punished her for her disobedience, and sins just as He punished other nations like Syria and Gaza. The message that God hates hypocrisy is very clear. Thus Christians should truthful and practice what ----- 319 # they preach. They must worship God in sincerity. Other messages are: Justice. Christians should be just / fair in dealing with others. Self  Indulgence. Christians should not pursue luxury and self- indulgence when others lack the basic needs. Bribery. Christians should condemn bribery and corruption, and uphold justice. Punishment. Christians should bear in mind that God will punish every evil. Wealth. When Israel became wealthy, they departed from the covenant with God. Christians should share their wealth with the needy and acquire their wealth justly Hypocritical religion. Amos taught about hypocrisy in religion. This was for example offering empty sacrifices. Christians have to learn to be sincere, to be concerned about their internal well being and soul more than outward observances of religion. Drunkenness. Christians should not engage in activities that can divert their faith from God. If that happens, they should learn to be Repentant. Revision exercise 1. List the visions that Amos saw 2. Explain the evils that Amos condemned in his teachings 3. Give reasons why prophet Amos condemned idol worship in Israel 4. List evils in the society today that Amos would condemn TOPIC FIVE. PROPHET JEREMIAH Introduction. Israel had not taken heed to Amos prophecies. This was especially on idolatry. So, God sent another ----- 320 # prophet to continue with the same work. Jeremiah was therefore appointed as a prophet. Jeremiah is one of the Old Testament Major Prophets. He was called to a prophet at around 627 B.C. He was called as a young man, probably 20 years old. He prophesied in the southern kingdom- Judah, for a period of 40 years. His prophetic ministry took place before and during the exile of Judah. Learning Outcomes. By the end of this topic, you should be able to: - a Describe the political, Social, and religious background of prophet Jeremiah. b Describe the personal life and call of Jeremiah. c Explain the evils condemned by Jeremiah. d Explain the contents of the temple sermon. e Highlight the relevance of Jeremiahs teaching on evils, false prophets and Christians today. LESSON ONE: THE CALL JEREMIAH Learning outcomes. After reading this lesson, you should be able to: - i. Describe the situation of the people of Judah ii. Identify religious, political and socio classes of Judah iii. Describe the call of Jeremiah iv. Explain lessons that modern Christians can learn from the call of Jeremiah a. The Kingdom of Judah Social background The people of Judah were divided into three social classes. At the top were the (i) Aristocrats. These were the ruling class, which consisted of the king, his family, royal officials, princesses, priests, and professional prophets. This class of the rich oppressed the poor. ----- 321 # Below them was the class (ii) of technical professional such as stonecutters, carpenters, builders, masons, blacksmiths, masons, and others craftsmen (2 Kings 12:12). Below them was class (iii) made up of poor people such as slaves, widows, orphans, and foreigners. All these poor people were mistreated. In terms of ethics, there was moral degradation. They committed adultery, prostitution, murder, false witness, and corruption. Religions background. The Kings and people of Judah worshipped idols. They practiced human sacrifice, divination and magic, and listened to false prophecies. They abandoned their covenant with God and their way of life and practiced syncretism, which is worshipping God and other false gods like Baal. King Josiah tried to restore true worship by carrying out several reforms. Prophetess Huldah prophesied that Judah would be punished after Josiahs death since he humbled before Yahweh. Political Background. Prophet Jeremiah lived in the 7th century BC and prophesied when Judah was ruled by King Josiah, and later his sons Jehoiakim, and Zedekiah; and king Jehoiachin. Judah was conquered and ruled by Assyrians who were conquered by Egyptians who ruled Judah up to 605 BC. Egyptians; were conquered by Babylonians under King Nebuchadnezzar. This was according to the prophecies of Jeremiah. b. The Call of Jeremiah. Read Jer 1: 19. ----- 322 # Jeremiahs father was a priest called Hilkiah. He was born in the territory of Benjamin; at a place called Anathoth, He was well educated. Jeremiah was called to be a prophet in 627 B.C during the reign of King Josiah. He received his call in form of a dialogue with Yahweh. God told him that he had appointed him to be his messenger; even before he was formed in his mothers womb, God had selected him to be a prophet. Jeremiah said he was too young and did not know how to speak. Jeremiah was forewarned of the hostility he would encounter in his prophetic career. God told him that He would protect him and not to fear. God touched Jeremiahs mouth. This symbolized that God is the one who shall put words in his mouth. Jeremiah responded to Gods call in faith and obedience. He was given a message that God was going to bring judgment upon the Kingdom of Judah. God promised to make him a fortified city, an iron pillar and bronze wall for protection. He was commanded by God not to marry, neither have children and not to attend social gatherings, weddings, and funerals. His mission made him isolated and lonely. As a result, his own family and relatives rejected him and plotted to kill him. But he had few friends like Ebed- melech, Ahikam who helped him to get out of a pit. Jeremiah was persecuted by; the kings of Judah. Priests including priest Pashhur opposed him, and false prophets like Hannaniah. He prophesied that God shall punish wicked Kings, priests, and ordinary ----- 323 # people. He suffered spiritually and emotionally. At the fall of Jerusalem in 587 B.C, the army officers of Nebuchadnezzar released him from prison. He went to Egypt where he died at an old age and as a faithful servant of God. His life was symbolic to the people of Judah. During his call, Jeremiah saw two visions. Vision one was the vision of a branch of an almond tree. The tree seemed dead, bare, yet life was in it. This vision was telling Judah that although God seemed to be sleeping, He was watching over them if they obey Him. Vision two was a pot boiling in the north, and it is about to tip over this way (1:13). The boiling pot tilted away from the north signified that the destroyers of Judah would come from the north. The pot was ready to boil over and spill its contents. This meant that Judah was soon going to have trouble. Babylon would pour horrifying disasters on Judah. Lessons from the call of Jeremiah God has a purpose for each person and He can call anybody to do His work. He calls the unborn, the young, old, rich, and poor. God prepares people for His work, through specific experiences at family level, in school, and church. A person who is called to serve God should be ready to meet opposition. God protects His servants and promises to be with them. Jeremiah felt inadequate to speak. Christians should not let their human weakness hinder them from performing their tasks. Christians should respond to Gods call in obedience. ----- 324 # LESSON TWO. EVILS ADDRESSED BY JEREMIAH. Read Jeremiah 2, 3, 4, 5,7, 9, 10, 23, and 28. Learning outcomes. After reading this lesson, 1. Name the evil practices that Jeremiah condemned 2. Explain why Jeremiah condemned these evil practices There were many evils in Judah and Israel. We have mentioned some of them. These were: necromancy, dishonesty, deception, false prophecy, human sacrifice, and idolatry i. Necromancy. Words related to necromancy are divinations, magic, sorcery, and playing tricks on peoples minds. Necromancy is the art of seeking hidden knowledge from the mysterious world of spirits: using magic, and divination, which is invoking the dead. Divination was condemned in the Hebrew language. Diviners, magicians, sooth sayers and fortunetellers used necromancy. Prophet Jeremiah condemned necromancy. Reasons why Jeremiah condemned necromancy Necromancy was a deception and therefore an evil practice. The diviners gave false information from their own imagination. This practice polluted the true worship of Yahweh and indicated Israelites lack of faith in the one true God. Two, by trusting in divination, and magic, the Israelites showed their lack of knowledge of the one true God. Three, by consulting the mediums, the Israelites disobeyed God (Jer 27:8-10). ii) Deception and Dishonesty Dishonesty is lack of moral integrity or moral uprightness. Deception is cheating, and telling lies ----- 325 # intentionally. It is also giving false and misleading information. The Israelites were dishonest because they worshiped God and at the same time committed social injustices against their brothers and sisters. Their repentance was insincere. There was treachery, and greed. They laid traps for each other. People pretended to be friendly and at the same time conspired to kill. Jeremiah challenged the Israelites people to circumcise their hearts which were deceitful. Their tongues were deadly arrows and they listened to false prophesies like that of Hannaniah Jeremiah condemned deception. This was because it led to syncretism, and hypocrisy in worship; and breaking down of the covenant way of life. Jeremiah warned the Israelites and asked them to repent iii. False prophesy by Hannaniah. Jer 28 During the reign of king Zedekiah, Hannaniah broke the yoke that Jeremiah was wearing. Hannaniah spoke in the name of Yahweh. He lied to the people as he spoke from his imagination and dreams. Jeremiah denounced Hannaniah. He predicted and prophesied the death of Hannaniah in the same year. And it came to pass. Jeremiah had also prophesied that the captivity of Judah should be long contrary to Hannaniah who said Judah will be exiled for 2 years. Reasons for condemning false prophets Prophets of Baal were still in existence. False prophets like Hannaniah had filled the people of Israel with unrealistic hopes of peace yet Judah was to be destroyed. Recall the characteristics of true and false ----- 326 # prophets. False prophets did not condemn sin. They prophesied for money and in the process misled people away from Yahweh. False prophets prophesied from their dreams, imaginations and not from God. They gave people false hopes. They intended to make themselves popular, with the King and the people. iv) Human sacrifice. The people offered human sacrifice to idols and oppressed each other. Human sacrifice is the act of killing human beings for a religious or spiritual purpose. The Israelites copied this activity from the Canaanites. Children were believed to be the best sacrifice since people believed they would get great favors from the deities. Some kings such as Ahaz and Manasseh sacrificed their sons to idols. Jeremiah condemned human sacrifice. Reasons for condemning human sacrifice Human sacrifice was an act of idolatry. It indicated infidelity of the Israelites to the one true God. It demonstrated Israels disrespect for the sacred gift of life. It showed their lack of knowledge of the true nature of Yahweh. Human sacrifice defiled the land for life is in the blood. Blood speaks hence the land was crying at this vengeance. God did not ask for human sacrifices. Human sacrifice was a sign of lack of love of God and love for one another. It is a demonstration of disregard for human life. Only God has the right to take away life. In our country people kill each other every day especially on the road. Why do we do this? ----- 327 # v. Idolatry Idolatry is the worship of many gods. Idols are images made by people for worship. The Israelites practiced syncretism, which we said was the worship of Yahweh and idols. The people of Israel were worshipping Baal the Queen of heaven, sun, moon, stars, and also Yahweh (Jer 8:2). Idols were placed even in Yahwehs sacred places. The temple was defiled by idols. This the temple unclean. Jeremiah condemned it. He told the people of Israel that {they have forsaken the fountain of living waters (GOD) and hewn out for themselves broken cisterns (IDOLs) that can hold no water (Jer 2: 11-13). Why did Jeremiah condemn idolatry? Read Jer 2: 20, 2:1- 3, 5: 7- 8. Idolatry is like adultery and prostitution. It defiled people and was a sign of lack of faith in Yahweh. It defiled the land. Idolatry led to divine judgment and punishment. People of Judah abandoned Yahweh the Husband and chased lovers the idols and deities The Israelites (Northern kingdom) had been punished before and yet Judah did not learn from them. By worshipping idols Judah broke the covenant and their relationship with God. And unless the people of Judah repented, they would be punished; as there is only one true living God to be worshipped and obeyed. Is there idolatry among Christians todays vi. Other evils condemned by Jeremiah People of Judah trusted that the temple was secure, holy and cannot be destroyed. Jeremiah denounced ----- 328 # this false belief about the temple. He warned them that God would destroy the temple because of the many evils committed in it. The temple of God had become a den of robbers and human sacrifices. People of Judah committed other evils such as hypocrisy (Jer 7; 9-10); social injustice (adultery, murder), stubbornness, and rebellion. vi. The temple Temple is a place of worship. The temple of Israelites was in Jerusalem. It signified the presence of God among his people. The Israelites believed God could never destroy or allow destruction of the temple. Jeremiah stood at the gates of the temple court during Jehuiakims reign, and Judah that God would destroy the temple and send them to exile. He urged them to repent and turn back to God. King Josiah heard the message of Jeremiah and he reformed religious practices in Judah. vii. Religions reforms carried out by King Josiah This topic is not clearly spelt out in the syllabus. It is based on the book of Deuteronomy. The scroll was discovered in the temple during repairs. Josiah ordered the repair of the temple of God. He led a national ceremony to review the covenant. He destroyed idols and altars associated with the worship of foreign deities throughout Judah. He eliminated all the priests associated with the worship of false deities. He celebrated Passover in Jerusalem. The successors of King Josiah did not follow his example. They became corrupt. They ----- 329 # persecuted the prophets of God. They listened to false prophets. They promoted idolatry and child sacrifice. viii. The Relevance of Jeremiahs teachings to Christians today. Christians should denounce hypocrisy in the society today. They should not result to witchcraft, divination and sorcery. They should be upright, and worship God in sincerity. They are to proclaim divine judgment upon those who refuse to obey Gods will, just like Jeremiah declared Gods judgment upon Judah due to the sins of the people. Like Jeremiah, Christians should speak out against modern idols like love of money, power, obsession with sports, sex, and drugs among other evils. Christians should condemn destruction of human life, violence; murder, abortion, parents killing their own children, genocide and exploitation of the poor. Christians should be aware of the existence of false teachings and prophecies. They should pray for Gods guidance and wisdom to be able to distinguish truth from false teaching. Christians have a responsibility to correct one another and call on sinners to repent. Christians are to be trustworthy, upright, and merciful to the poor and condemn dishonesty. They should practice justice in their relationship with others; preach against disobedience, stubbornness and pray to God to help them overcome these vices. Read these review questions and answer before reading answers> 1. Why was Jeremiah reluctant to accept the call? 2. Which evils / sins did Jeremiah Condemn?. ----- 330 # 3. Give examples of idol worship in Kenya. 4. Describe Jeremiahs temple sermon SAQ answer. 1. Jeremiah felt inadequate because he was too young to work for God. He argued that he did not know how to speak. He was afraid. He knew he would face stiff opposition from the people of Judah. The message of Gods judgments is difficult to deliver. 2. Read text again and look for evils and sins that Jeremiah condemned. 3. Examples of idol worship in Kenya are many. Some people including Christians practice witchcraft, sorcery, personality cults and hero worship of religions and political leaders. Other people, worship money, materialism, media, and sports obsession with power / status Sexual immorality  devil worship 4. Jeremiahs temple sermon. Read text again. LESSON THREE. JEREMIAHS TEACHINGS ON JUDGMENT AND PUNISHMENT Read Jeremiah 5:12-18, 6;1-30, 7:30, 8:1-17, 10: 17-25, 15;1-9, 17:1-13, 25: 1-38 Learning Outcomes. By the end of this topic, you should be able to: - a Summarize in two paragraphs Jeremiah key teachings. b Explain the significance of symbolic acts related to judgement and punishment. c Describe suffering and lamentations of Jeremiah d Explain the teachings of Jeremiah on the new covenant. a. Jeremiah teachings. Sin was internalise in the hearts of the people of Judah. God punished them. God punishes people because of their unfaithfulness. Punishment is a penalty, for an offence or a crime ----- 331 # committed. But in punishing people, God is a just judge. He does not punish people without a reason irrespective of their status. God judges people by looking into their hearts. Divine judgment is for a group. For example, the people of Judah were punished as a group. However God searches each persons heart and judges accordingly. God executes His judgment by means of political and historical events. Divine punishments are in forms of natural disasters like drought, famine, and epidemics. Gods punishment is unavoidable, and inescapable. Judah took the best option by surrendering to the Babylonians. The purpose for Gods judgement is to correct the sinner. God gave his people a chance to repent before he punished them. Gods judgment is universal. It is not limited to one nation. God punished the neighbours of Judah who at that time were Egypt, Moab, Ammon, and Babylon. Gods punishment is severe compared to that of venomous snakes that bite the people of Judah. Gods judgement is not necessarily a punishment from God for ones sins. It is symbolic. The sufferings of Jeremiah were symbolic of the life of the people of Judah. What can we learn about Gods punishments? Are modern disasters such as cyclones, floods, earthquakes, landslides, epidemics, bomb blasts, civil wars, forest fires, rebellions in schools a sign of Gods judgment and punishment? What do you think? ----- 332 # b. Symbolic acts related to judgement and punishment People use several methods to convey messages to each other. We use songs, advertisements, dramas, and stories by the fireside, in novels, the Internet, and magazines to communicate messages about children, adults, society, political leaders, poverty and many others. The prophets used: (1). Oracles; Thus says the Lord; (2) Allegories (3) Parables (4) Songs (5) Symbolic Visions (6) Symbolic actions and (7) dramatized messages Symbolic acts of Jeremiah i The linen waist cloth (Jer.13) ii Jeremiahs personal life (Jer.16) iii Jeremiahs visit to a potter (Jer.18) iv The broken earthen flask (Jer.19) v The symbolic vision of 2 baskets of figs (Jer.24) vi The wearing of the yoke i. The Linen Waist Cloth. Read Jer.13 Jeremiah was instructed by God to buy a linen waistcloth and wear it around his waist without dipping it in water. He was told to hide the cloth in a hole near river Euphrates. Afterwards he was told to take the cloth. He found it spoilt for wearing. Significance. The liner material was for priestly garments in Israel. It symbolized Israels holiness. The unwashed cloth represented Judahs sinful pride. Israel used to cling close to God but now Israel / Judah were spoilt, rebellious, arrogant and pursued foreign gods. God was going to destroy them if they did ----- 333 # not repent. The spoilt linen waistcloth was a symbol for future Gods action. ii. Jeremiahs personal Life. Read Jer 16. His life was a symbolic act. He was told not to marry, have children, and nor attend funerals, social gatherings, feasts and wedding parties. Significance. The personal life of Jeremiah was one of suffering. This signified the suffering that the people of Judah would be subjected to. Judah was punished because of their wickedness and rebellion. Jeremiahs loneliness signified the perishing of families through the sword, famine and disease. It would be a time of terror for the families of Judah. Their normal social life of feasting, merry making would come to an end. There would be no weddings and no one to bury the dead. Hence Jeremiah was forbidden from mourning for the dead. iii. Jeremiahs at the potters house (Jer.18) Jeremiah was told to go to a potters house. He found the potter making a clay vessel.  Whenever a piece of pottery turned out imperfect, he would take the clay and make it into something else (18: 4). The potter made a better pot, more perfect vessel than the spoilt one. Significance. God is the potter. People of Judah are the clay. As the potter destroyed to vessel, God intended to destroy Judah because of their wickedness and mould those who repented into better people. God was going to shape them into faithful people. Gods judgement was to be a corrective punishment. ----- 334 # iv. The broken clay Jar. Read Jer.19. God told Jeremiah to buy a clay flask He then took some elders and priests to the valley of Valley of Hinnon. He delivered a sermon condemning the people of Judah for their idolatry and other evils. Jeremiah then broke the clay jar in their presence and announced to them that Yahweh would destroy Jerusalem and Judah as Jeremiah had destroyed the jar. Significance. The kings, priests and prophets of Judah would be shattered like the clay flask because of their sins. Sine, they brutally sacrificed their children; they are to suffer horrifying experiences at the hand of their enemies. They shall suffer starvation and turn into cannibals; eating their own children and neighbours (v.9). Broken pieces of a clay pot cannot be moulded. No one was to escape judgment. However there is hope after punishment. v. Two Baskets of Figs (Jer.24). Jeremiah received the visions, after the deportation and exile of leading citizens of Judah and Israel to Babylon. Two baskets of figs were placed in front of the temple. One basket had very good figs, which had ripened. The other basket had bad figs unfit for human consumption. Significance. The basket of good figs signified the first exile. God would renew their hearts; use them to fulfil his promises to the Israelites. He would recreate them to a new people. The basket of the bad figs ----- 335 # represented people living in Jerusalem and Egypt. Since they were not exiled they had a self-righteous attitude. They thought that God spared them because they were truthful but it was not so. They shall also be destroyed through famine, and diseases. This vision signifies hope and restoration of the Israelites. vi. Jeremiah Wears an Ox Yoke. Read Jer. 27. When Zedekiah son of Josiah became the ruler of Judah, Jeremiah was instructed by God to make for himself  a yoke out of leather straps and wooden crossbars and to wear it around his neck (27: 2). Jeremiah moved around in the yoke for quite sometime in public. He was also given a message for ambassadors of kings of Edom, Moab, Ammon, Tyre, and Sidon, who were coming to see King Zedekiah in Jerusalem. They were to give Gods message to their kings. The message was to submit to King Nebuchadnezzar of Babylonia; his son, and his grandson. Any nation that accepted this message shall not suffer; but if any nation ..will no submit to King Nebuchadnezzar of Babylonia rule, God will punish that nation by war, starvation and disease Read Jer 27:6-8. The message for king Zedekiah was to surrender to the Babylonian rule and live, if he resists he would perish. The message for priests and people of Judah was not to be misled by the false prophets. The temple would be destroyed. Its treasures looted by the Babylonians. ----- 336 # Significance. The yoke represented the Babylonians rule. Nebuchadnezzar was used by God to bring judgment to all nations. Yahweh is a universal God and his judgment is universal. Sinners are punished regardless of their origin or nation. Those who repent are spared. Reflection questions Why did God inspire Jeremiah to use symbolic acts to convey his message? Answer Israelites were stubborn. Jeremiah acts were reminders to Judah to turn to God and stop idolatry and all the sins they were committing. They had drifted too far from God. False prophets were prophesying lies to them. The people of Judah were expected to meditate on these acts and understand Gods will for them and see the seriousness of the matter. This was also to imprint a lasting impression in their minds. SAQ. Which methods do pastors / priests use to communicate Gods message to Christians today? c. The sufferings and lamentations of Jeremiah Read Jer 11, 12, 17:14  18, 18:18- 23, 20: 1  6, 27, 37, and 38. Jeremiah sufferings were experiences that were painful; physically and emotionally. In suffering there is loss and grief. Lamentations are strong emotional expressions of pain and grief. Jeremiah suffered in the following ways I. Rejection by his own family and relatives. They plotted to kill him. This grieved Jeremiah. II. Anathoth planned to kill him but God protected Jeremiah. He pronounced Gods judgment upon them ----- 337 # III. Jeremiah suffered when he was accused falsely. He was accused of blasphemy after the temple sermon. He foretold the destruction of the temple, just like Jesus Christ in the New Testament did. IV. He was accused of treachery. That he was planning to leave Jerusalem and join the Babylonians. This led to Jeremiah being arrested and put in an underground jail. V. Jeremiah received death threats because of speaking for God. King Jehoiakim plotted to kill prophet Uriah. The prophet escaped to Egypt but he was followed to Egypt, arrested and killed by king Jehoiakim. The king had planned to accuse Jeremiah of Uriah death. Ahikam and other elders defended Jeremiah. (Jeremiah 26) VI. Jeremiah suffered loneliness and solitude. He felt emotional anguish and complained to God of his orders not to marry, neither attend social gathering and celebrations. This made Jeremiah lonely since he did not participate in the family life, political life, community activities and religious life. VII. Jeremiah experienced inner personal struggle due to his love for his own people He did not want to see them suffer but the people were stubborn Read Jer. 12:1  6, 15:10  21, and 27. VIII. Jeremiahs prophesying judgment caused him emotional pain and agony. His messages were mainly of severe judgment and punishment. IX. He went through a spiritual struggle in his relationship with God. He felt frustrations, doubts, self-pity ----- 338 # and despair. He wondered why God made him suffer. Why do the wicked prosper? He also wondered why God was taking too long to fulfil his prophecies. God assured him that Judah would be punished and promised to give Jeremiah victory against his enemies. X. Jeremiah suffered physical assault, imprisonment and an attempt on his life. Pashhur, the chief temple priest ordered beating and chaining of Jeremiah to the temple gate. Jeremiah prophesied that Pashshurs name would change to terror everywhere. XI. King Zedekiah released Jeremiah from the cell to his court. Jeremiah continued to prophecy and was thrown in a muddy cistern. Here he was rescued by Ebed- melech an Ethiopian Eunuch. The court officials had accused him of not being patriotic. Jeremiah remained in jail until the Babylonians overthrew Jerusalem. He did not change his prophecies. Read Jer. 10:1  6, 27, 37, and 38. Is there relevance of the sufferings and lamentations of Jeremiah to Christians today? From his suffering Christians learn to be ready to face opposition and rejection from their own family members and relatives for the sake of the gospel. Christians should be prepared to suffer persecution for the Lord. Christians should be ready to make sacrifices for the sake of God. Be ready to lead humble lives. Jeremiahs open confessions to God encourage Christians to be open to God. Christians should let God avenge for them just like Jeremiah prayed to God to revenge his enemies. Christians should not lose ----- 339 # hope in times of difficulty. Christians learn that tribulations strengthen their faith. Christians should learn to deal with negative emotions such as self  pity, grief and trust God. Jeremiah was told by God to repent of his negative utterances. Christians should do the same as they are assured of divine security and protection against their persecutors. LESSON FOUR. JEREMIAHS TEACHING ABOUT THE NEW COVENANT A covenant is an agreement. Another word for covenant is testament. Jeremiah taught that there would be a new covenant between God and Israel. This new covenant would be different from the Old (Sinai) covenant. The new covenant would renew the broken relationship between God and his people. Lesson outcomes. After reading Jeremiahs teaching: a. State the terms of the new covenant. b. Identify the differences between the old covenant and the new covenant c. Summarize the similarities between the old covenant and the new covenant a. The New Covenant. In the new covenant, the law would be written in the hearts of the people unlike the old covenant where the law was written on stone tablets. Every individual would know God personally and not through prophets as it was during times of Jeremiah and previous one. Each person would be responsible for his/her sins. God would forgive sins and remember them no more. The new covenant would be established after Gods punishment of Israel and establishing a new Israel, a new ----- 340 # people of God. The new covenant would establish a new beginning. People would forget the first Exodus. The second Exodus would be deliverance and restoration from Babylon. God would initiate the new covenant as he did with the first. It would be a new covenant of peace, unity, prosperity, Joy and gladness. In the new covenant a righteous branch would be established. The new covenant would be everlasting. It would not be broken again. b. Differences between the old covenant and the new covenant Old Covenant New Covenant 1. Based on law Based on faith 2. Word written on stone tablets Word written in peoples hearts 3. God known personally by a few priests prophets and prophets Each to person to know God personally 4. Covenant broken when people sinned Everlasting covenant 5. Sins punished collectively Sins punished individually 6. 1st Exodus from Egypt 2nd Exodus from Babylon 7. Sealed by animal sacrifice Sealed by Jesus sacrifice (blood) What are the similarities between the old and the new covenant? Jesus fulfilled the new covenant. Jesus is the righteous branch from the lineage of David. In the last supper, before his death, Jesus said this cup which is poured out for you is the new covenant in my blood. Read Luke, 22:20. The death and resurrection of Jesus marks the new covenant. Jesus spoke of forgiveness of sins of humanity Jesus forgave peoples sins, for example, the sinful woman in Simons house (Luke7: 36  50). In the new ----- 341 # covenant the law would be written in peoples hearts. Jesus summarized the Mosaic Law into love God with all your heart, mind, strength and love your neighbour as you love yourself. Jesus established the kingdom of God as a new community of Gods people based on faith (the Christians). Jesus fulfilled the new covenant prophecies The teachings of Jeremiah new covenant of hope and restoration is fulfilled in Jesus Christ and the new testament church (Christians) Heb.8:7  12. LESSON FIVE. JEREMIAHS TEACHINGS ON HOPE AND RESTORATION Learning Outcomes (a) Explain the symbolic acts related to hope and restoration (b) Describe the fall of Jerusalem and the exile of the Israelites (c) Relate the relationship of the teachings of Jeremiah to the New Testament and Christian life today. A. Symbolic acts related to hope and restoration. The symbolic acts were one hope and restore. Hope is to expect something that is desired; while to restore is to bring back as nearly as possible the former or original state or condition. The symbolic acts were 5 in number. The first symbolic act was a vision of 2 baskets of figs. We have discussed it. Refer to the symbolic act related to judgment. The second symbolic act was Jeremiah buying a field. God instructed Jeremiah to buy a field from his cousin Hanamel of Anathoth. Jeremiah bought the field for 17 cents of silver. He then handed the title ----- 342 # deed and open copy to Baruch. Baruch was told to keep the title deed and the copy in an earthen vessel for preservation for a long time. Jeremiah prophesied the restoration of the exiles to their homeland. The significance of this symbolic act is the assurance of restoration of Judah and Israel after suffering. People will be restored to their homeland. After 70 years people of Judah would reconstruct their homes, cultivate their land, and own property (Jer 32; 1 -15). The third symbolic act was Jeremiah letter to the Jews in Babylonia. Jeremiah wrote to the people of Judah a letter of encouragement while in exile. They were to settle down, build houses, marry and have children, live in peace with the Babylonians. They were to pray for the welfare of their masters and to ignore false prophets who lied to them about the safety of Jerusalem and a quick return. God would restore them back to their land after 70 years of exile were over. The exiles were to trust in God and not give up (Jer.29). The four symbolic act was a wooden ox yoke. The yoke represented captivity and suffering of Jews in exile. It was also a sign of hope if the people of Judah were willing to submit to the Babylonian rule. God would restore them back to their land. Their yoke would be broken and they would be set free. The fifth symbolic act was the visit to the porters house b. The fall of Jerusalem and the exile of the Israelites (Jer.39) Jeremiahs prophecy came to pass. Jerusalem fell to the Babylonians in the ninth year of king Zedekiah ----- 343 # in 587BC. The Babylonians conquered Jerusalem and seized it. King Zedekiah fled but; he was captured by the Babylonians army. He witnessed the execution of his sons. His eyes were gauged out. He was then taken in chains to captivity in Babylon. Solomons temple was looted and destroyed. Villages, Jerusalem and the palace were destroyed and burnt down. The priests, court officials, army officials, people in the upper class, craftsmen were executed. City people were taken to Babylon as captives. The poor, aged and a few people were left behind and given vineyards to farm. Nebuchadnezzars army was brutal to the Israelites. Many were killed. A few like Ebed  Melech were spared as prophesied by Jeremiah (he had rescued him from the well). Nebuchadnezzar ordered the release of Jeremiah. He was treated well Judah became a province of Babylon. Gedaliah was appointed governor of Judah. He stayed at Mizpah, the headquarters of Judah. Ishmael killed Gedaliah. Later Jeremiah was forced to go to Egypt by the Israelites. Jeremiah died in Egypt, an old man, and still faithful to his call. LESSON SIX. RELATING THE TEACHINGS OF JEREMIAH TO THE NEW TESTAMENT AND CHRISTIAN LIFE TODAY Learning outcomes. By the end of the lesson you should be able to: - 1.Describe the teachings of Jeremiah in relation to Christian life today 2. Describe the teachings of Jeremiah in relation to the new testament Jeremiah was rejected by his; relatives, friends and the Israelites. In the New Testament, Jesus was ----- 344 # rejected in his hometown of Nazareth: and by the religious leaders of Israel. Jeremiah compared himself to a lamb being led to the slaughter. Jesus in the New Testament is referred to as a lamb led to the slaughter. Jeremiahs suffering symbolizes divine judgment over Judah. However Jesus sufferings was to bring salvation to all mankind. Both Jeremiah and Jesus experienced spiritual agony. Jeremiah experience agony and felt left alone by God. Jesus too felt agony when praying in the garden of Gethsemane and when on the cross. Jeremiah taught that God is universal and a just judge. The gospel of Jesus is universal and everybody is judged according to his or her faith in God. Jeremiah and Jesus accused the Israelites of turning the temple into a den of robbers. Jeremiah and Jesus were both accused of blasphemy. Both challenged false beliefs about the temple. Both Jeremiah and Jesus spoke of the coming judgment of God. The new covenant was fulfilled in the life and ministry of Jesus Christ Jeremiah spoke of hope and restoration. Jesus gives hope of eternal life in the New Testament. ii. Relationship of Jeremiahs teaching to Christian today. Christians are to preach the gospel of Jesus Christ. They are empowered by the Holy Spirit to endure suffering and to grow spiritually. Christians like Jeremiah face false prophets who speak in Jesus name. Christians are to be watchful and obey Yahweh Like Jeremiah Christians should call people to repentance. The new covenant is fulfilled in Christians ----- 345 # individual relationship with God. Christians are the new people, the new Israel as prophesied by Jeremiah. His teachings reveal that God is universal. Christians are from all corners of the earth. Christians should prepare for divine judgment by practicing love, righteousness, self-denial, and faith in God. Revision exercise 1. List the evils that Jeremiah condemned 2.What are some of the evils that church leaders condemn today? 3. Explain the symbolism used during the call of prophet Jeremiah 4. What did Jeremiah teach about the new covenant? 5. Why did prophet Jeremiah condemn the way the Israelites worshipped? 6. Explain Jeremiahs temple sermon as recorded in jeremiah7: 1-15 7. What forms of punishment did Jeremiah prophesy that God would use on Judah? 8. Outline the content of Jeremiahs letter to exiles in Babylon 9. Explain four symbolic acts related to judgement and punishment as demonstrated by prophet Jeremiah 10. Identify the relevance of Jeremiahs teaching to Christians today 11. In what ways is the prophetic mission of Jeremiah similar to that of Jesus? TOPIC SIX. NEHEMIAH Introduction The book of Nehemiah is a historical writing. Nehemiah is a record of his deep dependence on God and his frequent prayer to God. Nehemiah means Yahweh has comforted. Nehemiah was the son of ----- 346 # Hacaliah of Judah. He was not a prophet. He was exiled to Babylon. Persians captured Babylon and improved the living condition of the Israelites. They were allowed religious freedom but had to pay tributes. Learning outcomes. By the end of this topic you should be able to; a. Describe the historical, religious and social background to Nehemiah b. Identify occasions when Nehemiah prayed c. Explain the importance of prayer in Christian life D .Describe leadership qualities of Nehemiah and relevance to Christians today. LESSON ONE. BACKGROUND TO NEHEMIAH Learning outcomes. After reading this lesson, i. Describe how the people of Judah lived and worshipped. ii. Explain the conquest of Israel and Judah by foreign forces iii. Give reasons why God allowed Judah and Israel to be conquered and exiled. a. Political and historical background. From 587 BC to 538 BC, Israelites were in exile. In 538 B.C., the first group of Israelites was set free and returned to Judah. Cyrus the Great, of Persia ruled his subjects through governors. They were led out of Babylon by Joshua the high priest and Zerubbabel who became the first governor of Judah. Some Jews remained in Babylon. They were referred to as Jews in Diaspora or dispersion. Other Jews remained in other lands including Egypt, and Mediterranean lands Nehemiah. He was a cupbearer in the palace of the Persian king Artaxerxes I. He later became a ----- 347 # governor of Judah. Even after the rebuilding of the wall of Jerusalem, Israelites remained subjects of the Persian king. The Wall of Jerusalem was important to Israel and Judah. The Wall represented a sense of pride, ownership, privacy, independence and Security. The Greeks conquered the Persians; who were later conquered by Romans. b. Social background The Jews in foreign lands retained their Jewish way of life. The land of Israel was partly occupied by foreigners. The foreign cultures of neighboring rulers influenced Israelites who returned. They for example, intermarried with foreigners, a custom that God did not allow. Israelites were not to intermarry with other people according to the Mosaic Law. In spite of this however, Jews maintained their separated identity. Some of the foreigners despised Jews. The wealthy Jews oppressed the poor Jews. In Jerusalem there was starvation. Nehemiah condemned oppression of the poor. c. Religious background Jews returned to rebuild the temple of Jerusalem and the altar of God for sacrifices. While in exile, Jews were allowed by the Babylonian king to practice their religion. They worshipped Yahweh, practiced circumcision, obeyed dietary laws and observed the Sabbath. The exiles could not however observe all the religious practices for example offering animal sacrifices. ----- 348 # Nehemiah returned to Jerusalem to rebuild its the wall. The temple of Jerusalem was rebuilt, cleared and dedicated to God. LESSON TWO. Prayers by Nehemiah and modern Christians Learning outcomes. After reading this lesson the learner should be able to: a. Outline occasions when Nehemiah prayed to the Lord. b. Discuss the importance of prayer Nehemiah prayed, mourned, and fasted. He prayed often and for all actions, keeping Gods law, forgiveness, punishments, human relations, Jerusalem, good works, contributions and offerings, observance of Sabbath day, and preparing duty allocations for priests and Levites. . i. When he learnt about the suffering of Jews who remained in Judah and the ruined state of Jerusalem; He prayed for forgiveness on behalf of his people (Neh.4: 1  11). ii. Making a request to King Artaxerxes to be permitted to return to Judah (Neh.2: 4  iii. When his enemies ridiculed the Jews and planned to discourage them from rebuilding the wall of Jerusalem. Tobiah in particular said that the wall was poorly constructed and it could be brought down by; a fox jumping on it. Nehemiah requested God to punish the enemies who were mocking temple builders (Neh.4: 4  5). iv. When he learnt that his enemies were conspiring to attack Jerusalem to stop the construction work, he prayed and organised people to provide a 24-hour guard of the wall (Neh.4: 7  9). ----- 349 # .v. For his good work, he prayed for his works (Neh 5:19). vi. When his enemies plotted to destroy him, he prayed God for strength and courage to overcome his enemies (Neh 6: 19). vii. When Shemaih attempted to frighten him to hide in the temple claiming that there was a plot to kill him, Nehemiah prayed and asked God to punish his enemies (Neh 6:14). viii. When he organized contributions for Levites and musicians; and people to distribute them. He asked God to remember his work for the house of God (Neh 13:14). ix. He stopped trade on the Sabbath day, and organised rest on the Sabbath day. He warned traders against violating the Sabbath law. He asked Lord to remember him for these actions (Neh.13: 22). x. Nehemiah prayed for punishment of the son of Joiada. The son of Joiada had brought disgrace to the priest hood by marrying a foreigner, the daughter of Sanballat from the town of Beth Horon, (Neh 13:29). After cleansing the Israelites of foreign influence, he forbade mixed marriages xi. He prepared duty regulations for priests and Levites. He allocated them duties. He then organised Jews to bring offerings for maintaining priests and Levites. He prayed God to remember his work for the temple, priests and Levites (Neh 13:31). b. Importance of prayer in Christian life Through prayers, Christians express their faith in God and praise God for his greatness, goodness, holiness, and majesty. Prayer brings Christians closer to God; it strengthens their relationship with God. ----- 350 # Through prayer Christians request for their needs, blessings, success, good health, and protection among other requests. Prayers help Christians to listen to God and to seek his will. Prayer is a source of strength. It gives Christians courage to face and overcome lifes challenges. Christians seek guidance, comfort and support in times of trials. In prayer, Christians intercede for the sick, poor, hungry, prisoners, friends, family and community. The communal / public prayers unite Christians together. Through prayers, Christians ask for forgiveness and the ability to forgive others. In prayers, Christians trust that God listens and answers their prayers. LESSON THREE: LEADERSHIP QUALITIES OF NEHEMIAH Learning outcomes. By the end of the lesson you should be able to: - 1. State the leadership qualities of Nehemiah 2. Explain the relevance of Nehemiahs leadership qualities to Christians today Introduction. A leader is someone charged with the responsibility of guiding, controlling, directing and leading others. Nehemiah had many leadership qualities. These were: - 1) God fearing man. Nehemiah feared God, relied and depended on God. 2) Prayerfulness  he prayed constantly before and after making decisions. 3) Courageous  He displayed courage even when his life was in danger 4) Hard work and commitment. He was dedicated to the rebuilding of the wall of the temple and Jerusalem. 5) Team spirit  he was a team leader, motivating people to work. ----- 351 # 6) He had planning and organizational skills 7) He was visionary He had compassion for the needy especially the poor, Levites and priests 9) He was patriotic loved his country 10) Wisdom. He made wise decisions at the right time. 11) He led by example, a role model 12) He was honest and sincere in his prayers 13) He was shrewd and impartial 14) His trusted God absolutely. 15) He was decisive. He told God about decisions he had made and asked for their recognition. 16) He was humble. He asked to be allowed to return to Jerusalem and oversee the repair of its wall and temple. 16) He believed in law and punishment of wrong doers. He asked God to punish lawbreakers especially Jews who married foreigners. b. Relevance of Nehemiahs leadership to Christians today Christians should copy all the leadership qualities of Nehemiah. They should trust in God and seek his guidance in all their activities and needs. 1. Christians should live a life of prayer 2. Christians should be courageous, be ready to defend the gospel of Jesus Christ. 3. Christians should be dedicated to their work. Work diligently and honestly 4. Christians should set realistic goals and organize their activities. 5. Christians should seek wisdom from God to be able to choose appropriate activities to attain their visions. ----- 352 # 6. Christians should care for the needy and be compassionate to all 7. Christians should be patriotic and ready to defend their country against internal / external threats. 8. Christians should need to fight for the rights of the helpless children, widows, orphans, and aged. 9. Christians should seek God first, view themselves as servants of God and be good role models. LESSON FOUR. BUILDING THE WALL OF JERUSALEM The wall of Jerusalem was destroyed when Babylonians conquered Judah. After finishing the wall, he dedicated it to the Lord. Dedication is to devote something in honor of a person held dear or to set aside something for some special purpose. Learning Outcomes. After reading this lesson, you should be able to: - a. Describe the problems that Nehemiah faced when building the wall of Jerusalem b. Describe the dedication of the wall of Jerusalem c. Identify lessons, which Christians can learn from Nehemiah. a. Nehemiah rebuilt the wall of Jerusalem. The rebuilt wall had several gates with different names. The gates were the entrances to Jerusalem. Their names were Dung gate, Potsherd gate, Fountain gate, Water gate, Horse gate, East gate, Sheep gate, Fish gate, Watch gate and Ephraim gate. Knowing the names of the gates may not be necessary but its good information. b. Problems faced by Nehemiah. When Nehemiah was building the wall of Jerusalem, he faced many challenges. There was lack of cooperation by the nobles of Tekoa. They did not want to do manual work ----- 353 # at first but they later repented. Nehemiah faced opposition from enemies such as. Sanballat, and Tobiah, the Arab who tried to thwart the progress of Nehemiahs work. As he built Jerusalem, the rich oppressed the poor. This was worsened by famine The priests misused the temple and the offerings. For example, temple duties had been abandoned. The Levites were not getting their share of the offerings and the Sabbath was violated. There was laxity in observance of the Sabbath. This was a challenge to Nehemiah because Sabbath day should be kept holy. There was a lot of foreign influence because of the conquests by several foreign armies, intermarriages and interactions between Jews, neighboring people and foreigners. Marriages in particular threatened the identity of the Israelites as a nation. Worse still Priests married to foreign women defiled the priesthood according to Nehemiah. Because of these assimilations of Jews through marriages, Nehemiah knew that Israel and Judah would eventually be lost as Gods nation. Because of his opposition to these interactions, Nehemiah received death threats. c. Dedication of the wall of Jerusalem (NEH. 12:27  47) The rebuilt wall was dedicated to God. The wall restored security and prestige of Gods people. The wall of Jerusalem was set-aside for God in a solemn ceremony. There was a dedication ceremony in which people sung with symbols, harps, lyres, trumpets and other instruments. The priests, and Levites purified themselves. ----- 354 # The people led by Ezra, Nehemiah, the priests and other leaders of Judah walked around the wall. They divided themselves into two groups. One group walked from the right side and the other group from the left side and converged at the temple. Sacrifices were offered and people rejoiced. Some men were appointed to be in charge of the storehouses; where tithes, and first fruits of harvest were kept. d. Relevance of Nehemiahs experience to Christians today Christians should expect opposition, as did Nehemiah. They should not be afraid of being ridiculed, mocked and despised. If it happens, Christians should persevere in Gods work. They should put their trust in God like Nehemiah did. They should also fight for the welfare of the disadvantaged groups and not exploit them. They have a moral obligation to condemn injustice and take practical steps to help solve problems that afflict individuals, groups, nations, and society. They should be in the forefront fighting HIV/ AIDS and drug abuse. Christians should be on the look out for external influence that may corrupt morals of the society and the church. They should learn that leadership involves suffering, persecution, and sacrifices. This is foregoing personal interests for the sake of the kingdom of God. LESSON FIVE: RENEWAL OF THE COVENANT Learning outcomes. After reading this lesson, you should be able to: - i. List the stages followed to renew the covenant. ii. Identify issues that Ezra mentioned in his prayer ----- 355 # iii. List the vows that were made by the Israelites during renewal of the covenant i. Stages of the renewal of the covenant. Israelites were the chosen people of God. They had suffered many hardships. There was therefore a need for the renewal of the covenant between God and Israelites. The ceremony to renewal the covenant was held in Jerusalem and was led by Ezra, the Levites and other religious leaders. The renewal of the covenant can be discussed in 3 main stages: Stage 1. A great public assembly was held in the square of Jerusalem inside the water gate. Gods law was read and expounded to the people. The people of Israel praised and worshipped God. They cried and grieved. They were sad because they realized that they had failed to observe the Mosaic Law. They were instructed to go and celebrate, as it was a holy day of God and an occasion for joy not sorrows. State 2. The feast of booths/tabernacle was celebrated for 7 days. It was a reminder of the days in the wilderness when the Israelites dwelt in tents. The Law of Moses was read each day during the celebrations. Stage 3. There was a public confession of sin. People fasted, prayed and praised God. The public confession was followed by the renewal of the covenant vows and a promise to keep Gods law in future. Ezras prayer closed the celebrations. In his prayer, he recalled Gods acts of creation. He then recounted ----- 356 # the history of the Israelites. He mentioned the previous acts of God; where the Lord had demonstrated His love and mercy for the Israelites. He then confessed the sins of their ancestors and the present Israelites. These were the sins of rebellion and disobedience. ii. Promises and vows made by Israelites during the renewal of the covenant. Israelites promised God that they would  Live according to Gods law, by obeying all his commands and requirements.  Stop intermarrying with foreigners living in their land.  Cancel debts every 7th year  Contribute annually towards the temple expenses to ensure that the house of God was not neglected.  Provide sacrifices and offerings for the temple and arrange for provision of wood for burnt sacrifices according to the law.  Offer first fruits of their harvest and dedicate the first born and flocks as required by the law.  Pay for their tithes as required by the law. Which lessons can we learn from the renewal of the covenant? God is good, loving, merciful, and faithful to his promises. God forgives all people and we are all sinners. We fail in our moral obligation to God and to one another. Since we are sinners, we should repent our sins and strive to live according to Gods law. Christians are to encourage one another as well as others to repent as it brings about reconciliation with God and with one another. ----- 357 # Christians should be forgiving and avoid situations that lead them to sin SAQ. Check from form 1 work, this information. 1. Outline Nehemiahs final reforms 2. What is a covenant? 3. What are the components of a covenant? 4. Discuss how the covenant was renewed 5. List examples of covenants in the Old Testament and modern life. 6. Explain what Christians can learn from the experiences of Nehemiah 7. Compare or relate the teachings from Nehemiahs exemplary life to the teaching of St. Lukes Gospel and Christian life today. LESSON SIX: FINAL REFORMS OF NEHEMIAH Introduction. Changes for improvement are known as reforms, which are either political, economical, social, religious or a combination of any of them. Examples of reformers are King David, Prophet Elijah, and Martin Luther King among others. Nehemiah. After building the wall, Nehemiah went back to King Artaxerxes II who if you remember had given permission to go to Jerusalem and build its destroyed perimeter wall. Later he returned to Jerusalem and carried out these reforms. Lesson outcomes. After reading this lesson, you should be able to: a. List reforms of Nehemiah b. Suggest what we can learn from the teachings of Nehemiah and that of St. Lukes Gospel a. Reforms by Nehemiah. We have discussed reforms, which Nehemiah carried out during his stay in Judah, where he was the governor (Neh 5:14). The major reforms were i Rebuilding the wall of Jerusalem as well as its gates. ----- 358 # ii Cleansing of the temple: Nehemiah threw him out Tobiah a foreigner who was living in the temple quarters. iii Reinstatement of the Levites and other temple workers. Levites, and musicians had left the temple duties to work in their farms to earn a livelihood. They were supposed to work in the temple and be supported by member contributions. Nehemiah organised Jews to make offerings and tithes to support temple workers. With these contributions, Nehemiah reinstated and redeployed Levites, priests, musicians and other temple workers. iv Reform of the Sabbath observance. The Israelites were told by the Lord to work for 6 days and rest on the Sabbath day. The Jews started working on the Sabbath day. The merchants camped outside waiting for the reopening of the gates of the temple to do business. When Nehemiah started rebuilding Jerusalem, he ordered closure of the gates of Jerusalem from the eve of Sabbath to the end of the Sabbath. v Separations from foreigners (Neh.13: 23  30). It was against Gods law to marry foreigners. Nehemiah cursed the men who had married foreign wives. He beat Jews, pulled their hair and forced them to take oaths that neither they, nor their sons nor daughters shall intermarry. vi Purification of priesthood and the office of the Levites. Nehemiah cleansed the priesthood. He sent away Eliashib, a grandson of the High Priest Joshua, because he had given Tobiah a foreigner, a room in ----- 359 # the temple. b. Comparing teachings of Nehemiah and St. Lukes Gospel i Nehemiah lived a prayerful life while St. Lukes gospel emphasizes importance of prayer. Jesus taught the role of prayer in Christianity. ii Nehemiah fasted, St. Lukes gospel records that Jesus fasted. iii Nehemiah prayed for forgiveness of sinful Jews. We see Jesus in St. Lukes gospel being a leader who prayed for the forgiveness of his enemies. iv Nehemiah cared for the needy. Jesus showed compassion to the needy and taught his followers to follow His example. v Nehemiah condemned evil so did Jesus vi Nehemiah is seen as a reformer of the Mosaic Law. In St Luke Gospel, Jesus was also a reformer. He insisted on inner holiness. vii Nehemiah cleansed the temple of traders so did Jesus. viii Nehemiah was very strict on the Sabbath observance. St. Lukes gospel teaches that Jesus is lord over Sabbath. He healed and Worked on Sabbath. ix Nehemiah was opposed to racial intermarriages, St. Luke Gospel was dedicated to Theophilus, a gentile convert x Christianity kingdom of God in St. Lukes gospel is for all, not just the Jews. xi. Nehemiah had good leadership skills and wisdom. These are demonstrated in St Luke Gospel. c. Relating Nehemiahs teachings to Christian life today i Prayers and fasting are fundamental to Christians just like they were to Nehemiah who led a prayerful ----- 360 # life. ii Nehemiahs example teaches Christians to face all forms of opposition with courage, wisdom, and firmness iii The good leadership qualities of Nehemiah are relevant to Christians and they are to be emulated. iv Nehemiah cared for the needy. Christians should learn to give spiritual food, physical food and clothing to the needy, orphans, widows. v As Nehemiah renewed the covenant, Christians should seek spiritual renewal publicly and privately. They should seek for communal as well as individual forgiveness. vi Nehemiah cleansing the temple and organised an inventory for temple contributions, offerings and tithes. He also appointed key people to look after temple contributions and pay Levites and priests. Christians should learn to use the church buildings and contributions rightly vii Nehemiah was guided by the Law of Moses and land just like Christians are guided by the scriptures (Bible) and the law of the nation. The Bible is the source and basis of Christian principles. Revision questions 1. Describe the political background of Nehemiah 2. Describe the social background to the vocation of Nehemiah 3. Describe the religious background to the vocation of Nehemiah 4. Describe occasions when Nehemiah prayed 5. State occasions when Christians pray 6. What is the importance of prayer in Christian life? 7. Identify the leadership of Nehemiahs patriotism ----- 361 # 8. Explain the relevance of Nehemiahs leadership to a Christian today 9. Explain the relevance of Nehemiahs experience to Christians today 10. explain the problems that Nehemiah encountered in his vocation 11. Explain the steps taken by Nehemiah to renew the covenant 12. State the promises the Israelites made during the renewal of the covenant Study activities. Visit a church or your church and observe the display of the gifts of the Holy Spirit by the members. Study the books of Amos, Jeremiah and Nehemiah before hand. Form three answers. TOPIC ONE: THE GIFTS OF THE HOLY SPIRIT. Qn a. Explain the meaning of the Pentecost.  Pentecost means fifty days after the harvest.  It was one of the religious festivals celebrated by Israelites annually.  In the Old Testament, the day of the Pentecost was celebrated during the wheat harvest in order to thank god for the blessing of the harvest.  Israelites came from all over the world and gathered in Jerusalem for this celebration.  In the New Testament, the meaning of the festival changed. It was celebrated to commemorate the coming of the Holy Spirit upon Gods people as they gathered in the upper room. Qn b. Describe the manifestations of the Holy Spirit on the day of Pentecost. (Acts 2: 1-40) OR (narrate the events that took place on the day of Pentecost).  Disciples gathered in a room.  Sounds came from heaven like a rush of mighty wind and filled the house.  There appeared tongues of fire. ----- 362  # The tongues of fire were distributed on each one of them.  They were filled with the Holy Spirit.  They were speaking in foreign languages and tongues.  Those who were observing them were amazed, as they could not understand what they were saying.  They accused them of being drunk  Peter stood up and explained that they were not drunk as it was too early in the day to get drunk.  He explained how they were filled with the Holy Spirit as prophesied by prophet Joel.  He told them that it was Jesus whom they had rejected and crucified who had sent them the Holy Spirit.  The people asked peter what they could do.  Peter told them to repent and be baptized.  On that day about 3000 people were added to the church. Qn c. write down five teachings we learn about Jesus from Peters speech on the day of Pentecost.  Jesus was from Nazareth  He had a divine nature or was son of God  He had a human nature  He was attested by God to work miracles and wonders through Jesus.  Jesus death/ crucifixion was according to Gods plan  God raised Jesus from the dead  Jesus conquered death  The death and resurrection of Jesus fulfils the prophecy of David  Jesus was a descendant of David  The Holy Spirit was from Jesus Christ as he had promised.  God has made Jesus Christ both lord and Christ/ messiah  Jesus ascended into heaven. He is exalted at the right hand of God ----- 363  # The risen Christ is a source if hope or salvation to many sinners/crippled/the dead Qn d. What were the qualities of peter that made him a successful leader for the apostolic church?  He was a man of great faith  He was a good orator  He dedicated his life to Jesus  He was filled with the holy spirit  He could perform miracles or wonders  He was an eye- witness of the ministry of Jesus Christ.  He was full of wisdom and knowledge i.e. Ananias and Saphiras case Qn e. what lessons can Christians learn fro the events of the day of Pentecost  They learn that Jesus always honors and keeps his promises e.g. he promised to send the Holy spirit and did it  Baptism in the holy spirit is very important for every believer  That obedience yields immediate results i.e. the disciples obeyed Jesus by testifying in Jerusalem and they received the Holy Spirit.  It is important for believers to meet for fellowship. The disciples did this and they received the Holy Spirit  That the Holy Spirit enables Christians to declare the gospel with boldness  It was the plan of God that Jesus was crucified  Jesus indeed rose from the dead as peter witnessed  Jesus was the son of God Qn f. state the teachings of Jesus on the Holy Spirit  The Holy Spirit comes from the father ----- 364  # The Holy Spirit will comfort disciples  The Holy Spirit will abide with believers forever. He was to teach the world and reveal the truth about God  The Holy Spirit would guide them into all truth and make them understand or know more about Jesus  The percolate i.e. comforter/make strong/counselor who give advice  He was to help them attain eternal life. If it was necessary for him to die and return to the father so that Holy Spirit will be sent to them. It was to replace Jesus as a counselor and an advocate  He was to give the disciples authority to forgive or not to forgive  The spirit would remind them all that Jesus had taught them  The holy spirit will reprove the world of sin, righteousness and judgement  He would glorify Jesus amongst the believers  He will enable believers to be witnesses of Jesus in the whole world  He was to strengthen disciples as a wonderful counselor  He was to continue with the work of Jesus as a witness Qn g. what is the role if the holy spirit according to Jesus?  He comforts believers  He teaches believers all things  He bring into remembrance all that Jesus taught his disciples  The holy spirit would convict the world of their sins and lead them to righteousness  He will guide the believers in all the truth  He will glorify Christ and teach about him  He will tell of the things to come in the future  He would not speak on his own authority but would speak only what he hears from the father ----- 365  # He will enable believers to be witnesses of Jesus in the world  He will counsel believers because he knows the mind of God  He will enable believers know the perfect will of God Qn h. what is the role of the Holy Spirit in the believers (or Christians or the church)  He enables believers to preach with power  He comforts believers  He guides believers in all truth  He gives believers boldness to witness about Jesus  He enables Christians to produce the fruit of the spirit  He washes sacrifices and justifies the believer in the name of Jesus  He teaches believers all things  He enables Christians to access God the father and son in prayer  He enables Christians talk in tongues in worship  He enables Christians to perform miracles in the name of Jesus  He enables Christians to declare sins and transgressions of others Qn i. Outline the fruits of the Holy Spirit (Galatians 5:6-26)  Love showing compassion to one another  Joy deep happiness when one has a good relationship with God  Peace being at peace with all people  Patience being to wait in difficulties  Kindness being caring and helpful towards others  Goodness seeking to do best in their lives  Faithfulness having confidence in God  Gentleness being calm and avoiding violence  Self-control have strong control over their emotions Qn j. state the criteria for discerning of the spiritual gifts  The gift must glorify Jesus so that one who is under the influence of th Holy Spirit will be able to recognize Jesus as lord and savior ----- 366  # The gifts must not call Jesus accursed  The test of love. The gift must be accompanied with a good or true frit. To discover whether or not the person who has the holy spirit must bear the fruits of the spirit  One who is user the influence if the Holy Spirit is known by his or her way of life. He/she will act and behave in accordance with the teachings of Jesus.  Doctrinal test for example, prophecy should always in agreement with the scripture because the Holy Spirit cannot contradict what is written  Loyalty or conformity to Jesus. The gift doesnt envy other believers  The gift must be subject to the word of God  The true gift will be guided by principles of sincerity and honesty  The true gift will humbly submit to God  The gift should encourage the growth of the church and edify her Qn k. List down the gifts of the Holy Spirit.  The gift of wisdom (a deep understanding of who God is an his purpose for human life)  The gift of knowledge that is the basic understanding of the truth about Jesus Christ  The gift of faith that refers to the confidence or truth in Gods inspiration and help in undertaking difficult tasks  The gift of healing: the power to heal all types of sicknesses  The gift to perform all types of miracles including healing  The gift of prophecy: that is the ability to expound on the scriptures and foretell its future implications  The gift of distinguishing gifts: the ability to tell the difference between gifts that come from the spirit ----- 367 # and those that are not  The gift of speaking in tongues: the ability to understand and interpret tongues  Lastly the gift of love, which is the greatest of all the spiritual gifts. Qn l. Explain why Paul taught that love is the greatest of all spiritual gifts.  Paul taught that love is the greatest of all spiritual gifts. He said that love is patient and kind  Its not jealous or boastful. It is not arrogant or rude or conceited. It does not hold grudges or ill mannered or selfish  It does not insist on its own way. It is not irritable or resentful  It does not rejoice at wrong doings but rejoices in the truth  Love bears, believes, hopes and endures all things  It is ready to deep firm its faith, hope and its patience  Love does not succumb to pressure but always perseveres  He justified that love is the greatest gift of the spiritual gifts because in prayer, the gift of tongues becomes nothing but meaningful when accompanied by love (charity)  On faith, Paul says that even if one has faith that can move mountains but has no love, he is nothing  Charity or generosity including sacrificing own life is nothing without love Qn m. Explain how the Holy Spirit is manifested in the church today  Through dynamic, power, bold and vigorous teaching of the gospel  Through speaking in tongues in many evangelical churches  Through the gift of healing many people are healed as they are prayed for  Through the gift of love, Christians show mercy to all members of the society regardless of their race, sex or age (helping the poor in the society) ----- 368  # Through the gift of prophecy some believers give proper guidance to the church  Through the gift of discernment of spirits believers are able to tell the type of spirit that is in operation  Through the gift of faith, believers have been able to accomplish tasks that seem rather impossible  Some Christians through the holy spirit are able to withstand a persecution to the point of death  The holy spirit convicts sinners and makes them confess their sins  Through the holy spirit many Christians see heavenly visions and dreams  The fear of the lord is upon many evangelical groups through the Holy Spirit  In some evangelical gatherings, there are many supernatural things during worship e.g. shaking and swaying  It is also manifested through prayer at individual or congregational levels  Through decision making in church i.e. solving problems and issues in church  Through singing and dancing or music  Through offertory and alms or sadaka  Holding fellowship meetings, bible study and reading the bible  Celebration of sacraments e.g. Eucharist and lords supper  Bringing new converts to the church  Pastoral cave and counseling It is manifested in Ecumenism: working together of the churches  Writing Christian literature e. g. books, pamphlets and magazines  Enabling Christians to confess their sins and reconciliation meetings ----- 369  # Education and giving instructions Qn n: State ways in which the gifts of the Holy Spirit have been abused in the church today.  Cheating that one has a certain gift of the Holy Spirit  Commercialization of the gifts. People are asked to pay money before being prayed for or being healed  False interpretation of the bible, prophecy or predicting the future  Unscrupulous Christians may impart demoniac powers or innocent faithful  Some Christians who possess the gifts of the Holy Spirit develop pride or selfishness or superiority complex  Wrong use of the gifts of the Holy Spirit where faithful get into ecstasy or trance which may lead to injuries  Distinguishing oneself as a person with a special call e.g. preacher with intention of exploiting others or situations TOPIC TWO: UNITY OF BELIEVERS Qn a. Write down the terms used in the New Testament to refer to believers in Christ  The people of God  The body of Christ  The bride of Christ  The vine and the branches  The assembly of God  Christians  The people of the way (followers of the way) other terms  Followers of Christ ----- 370  # New Israel  Church  The sheep  The royal church  Brethren  Royal race  Royal priest hood  Holy nation  The children of light  Saints  Brothers and sisters in Christ Qn b. identify five causes of disunity in the early church  The question on the inclusion of the gentiles in the church. Some Jewish Christians were not ready to accept gentile Christians in the church unless they underwent circumcision  There was negligence of the widows in the distribution of food  Disagreement between and among leaders e.g. Paul and Barnabas, Peter and Paul  Groupings in the church where some Christians owed loyalty to individuals. They said that they belonged to individuals like Apollo others Peter and others Paul  Question of immorality, where some Christians did not live according to the teachings of Christ  The problem of the gifts of the Holy Spirit. Some Christians became arrogant because they were more gifted than others  Different interpretations of the doctrines e.g. resurrection, sin, salvation, Christology, Holy Spirit, dressing ----- 371  # Behaviour during the lords supper  Christians took others to a pagan rule of law  Question of the resurrection of the body  Question of celibacy  Question of incest sexual immorality  Different approaches to common life between Christians communities in Jerusalem and Antioch Qn c. identify factors, which cause disunity among Christians today  Selfishness or greed for money by some Christians  Rivalry or competition for leadership positions or greed for power  Misinterpretation by some Christians of the work of the holy spirit  Arrogance or pride by some Christians  Corruption in the church  Failure by some Christians to live according to the law of God or their failure to live exemplary  Lack of concern by some Christians about the plight of others  Misinterpretation of the bible or doctrinal differences  Misuse of church funds or power by some leaders  Lack of transparency and accountability in running church affairs  The emergence of charismatic movements in the church creates a situation where some Christians think that they are more spiritual or holier l than others  Political interference where Christians find themselves in different political camps  Sexism where women are not involved in decision-making. Women are under represented  Discrimination against the youth or churches ignoring the youth in running the church  Tribalism where Christians are divided along tribal lines  International differences ----- 372 # Qn d. Discuss reasons why members of Christian families in Kenya find it difficult to harmoniously live together  Unfaithfulness or promiscuity  Misuse of family resources or lack of resources  Child abuse e.g. beating, raping, incest or favourism  Alcoholism or drug use and abuse  Separation of family members e.g. due to wage labour or education  Denial of conjugal rights  Sickness e.g. HIV/AIDs, impotence, barrenness or cancer  Child delinquency  Lack of tolerance or forgiveness or presence of cruelty  Greed for wealth or self esteemed prestige or professionalism  Religious fanaticism or denominational differences  Traditional or cultural inhabitation or western cultural influences or permissive  Generation gap Qn e. explain how the church strengthen family relationships today  Through guidance and counseling and mediation  Hold seminars, conferences for couples, children the youth through publications on Christian living e.g. magazines, books or pamphlets  Use of mass media e.g. televisions. Radios or videos  Through offering pastoral care in homes or house to house visits  Giving financial support to the needy families  Praying for families  Through preaching, teaching and condemning vices  Offering employment to the jobless  Providing vocational training skills SELECTED OLD PROPHETS AND THEIR TEACHINGS. ----- 373 # Q1. Define the terms prophet and prophecy Prophet: Refers to one who speaks Gods message. He is Gods spokesman. His message includes predictions of the future. Prophecy: Is the message spoken by a prophet. Oracles spoken by prophets. Q2. List the five categories of true prophets i) Major prophets  These include Isaiah, Jeremiah, Ezekiel and Daniel.  They are called Major Prophets because the books are long and contain clearly written messages.  They bear the names of the writers. ii) Minor prophets  These refer to 12 books that are short and contain less important than those in major books e.g. Amos, Hosea, Joel, Obadiah through to Malachi. iii) Canonical prophets  Both the major and minor prophets are together referred to as canonical prophets. iv) The early prophets  They belonged to guilds or schools.  They lived together in communities under a chief prophet. Elijah and Elisha are examples.  These are those who served in places of worship e.g. at Dan, Bethuel)  They were called cultic prophets because they were associated with religious activities in shrines.  They traveled around together delivering oracles. v) Cultic prophets  They worked side by side with priests and said prayers especially peoples petition to Yahweh. ----- 374 # Q3. State the difference between true and false prophets True prophets False prophets  They were called by God to be His spokesmen Not called by God.  Were obedient to God. Not obedient to Him.  Believed in one God. Could worship other gods and led people into immorality.  They were prayerful. Not.  Spoke and acted with authority from God. No authority from God.  They led holy lives. Were immoral e.g. believed in false gods.  Spoke Gods word. Spoke their opinion.  Suffered physically and psychologically because of speaking the truth.  Run away suffering.  Spoke the truth. False  Did not ask for pay. Asked for pay.  Spoke form a common tradition based on the Mosaic Law. Did not have any reference. Q4. In what ways were Gods prophets called?  Some were called through visions or dreams e.g. Amos and Samuel.  Others were called through other prophets e.g. Elisha.  Words or message came into their minds.  Through prophetic symbolic actions e.g. Jeremiah  Through common objects  an object becoming a significant sign of Gods power and activities Jer. 1:11-13.  Through prayers. Q5. Outline the similarities and differences between the Old Testament prophets and the Traditional African Ones a) Similarities:  Both possessed spiritual powers. ----- 375  # Both were mediators between people and a Supreme Being.  Both performed the role of healing people physically and spiritually (miracle).  They received calls mainly through visions/dreams, which were considered supernatural.  Were both expected to be people of integrity and obedient to religious codes.  Gave warnings and solutions to their people in case they offended the Supreme Being.  Foretold the future. b) Differences: Old Testament Tradition African  Received their message from God Received their message from spirits and ancestors.  Appointed by God. Inherited  Rejected by people Respected and feared in society  Prophecy went to other nations Confined in tribal community  Prophecies preserved in writing Passed on orally  Believe and worship of one God Believe in god spirits  Performed miracles Did not Q6. What is the relevant of prophets to Christians today?  Through reading their prophecies, Christians get to know the will of God.  Jesus who is the cornerstone of Christianity is stressed throughout prophecy  since Abraham.  Prophecy has helped many to be preachers (i.e. prophecy = preaching).  Christians learn to be faithful to Yahweh just like the Old Testament prophets.  They too learn to be holy and prayerful like them e.g. Jeremiah.  Prophets encouraged justice e.g. Elijah, Christians should do the same. ----- 376  # As prophets, Christians should provide hope to the people in times of suffering.  They learn that they can face suffering just like the prophets did e.g. Jeremiah e.g. persecution, rejection etc.  They should condemn sin like the prophets.  The writings of the prophets strengthen their faith when they need them. PROPHET AMOS Q1. List the visions that Amos saw  He saw a swarm of locusts. Amos 7:1-3  He saw a great fire. Amos 7:4-6  The plumb line/crooked wall. Amos 7:7-8  Basket of ripe fruits. Amos 8:1-3  The destruction of the temple. Amos 9:1-4 Q2. Explain the evils that Amos condemned in his teachings  Sexual immorality (Amos 2:17)  Amos condemned temple prostitution  23:17.  Father and son were going to the same woman.  They copied these from the Canaanite pagans, which was wrong and unfaithful to Yahweh.  Slavery: (Amos 2:6) The righteous, the rich made the poor slaves. This is because they borrowed from the rich and could not repay so they made them work like slaves and treated them harshly. Some sold them for a paid of sandals. This was breaking Gods laws, which guided them on how to treat their poor fellow Israelites.  Idolatry: Amos 5:26 Amos accused them for breaking Gods covenant by worshipping other gods. ----- 377  # Cheating in Business: He condemned the following:  Merchants used false measures  They overcharged the poor  Sold goods of low quality  They sold poor people for not paying debts  They too charged high interest rates  Bribery and Corruption Ex. 23:8  He condemned elders who were unjust and corrupt.  They took bribes and grew rich from heavy levies from innocent people in law courts.  Greed and excessive luxury  He condemned women of Samaria who drink and lived in luxury when there were poor needy people.  Breaking Gods law on garments secured for pledges  God gave Israelites items that were to be given out to the creditors as a guarantees for the goods borrowed e.g. Millstones for grinding, were to be taken and returned in the evening because they were used daily.  Robbery and Violence  Poor were being oppressed and violated.  Self  Indulgence and false sense of security  Leaders thought God could not punish them because they were a chosen race.  But Amos told them they would be attacked. Q3. Give reasons why Prophet Amos condemned idol worship in Israel  It broke the covenant way of life.  It was against the 10 commandments, which directed the Israelites to worship one God.  It was a sign of disobedience to God. ----- 378  # It promoted immorality e.g. temple prostitution.  The worship of God belittled and degraded God.  It promoted falsehood in the society.  Religion became commercialized.  Led to false prophecy.  People got concerned with external behavior and not internal. Q4. List evils in society today that Amos would condemn  Tribalism  Bribery and corruption  Robbery with violence  Dishonesty in business  Grabbing of public land and property  Stealing  Oppression of the poor e.g. underpayment  Immorality e.g. prostitution PROPHET JEREMIAH Q1. List evils that Jeremiah condemned  Human sacrifice  Hypocrisy in worship  Dishonesty in business  Defilement of the temple  temple prostitution  Social injustice  Idolatry  False prophecy  Necromancy  Exploitation of the poor Q2. What are some of the evils that the church leaders condemn today?  Hypocrisy/pretence in worship  Murder/suicide/abortion/genocide  Exploitation of the poor/robbery ----- 379 #  Dishonesty  False prophets  Human sacrifices among devil worshippers  Sexual immorality e.g. adultery Q3. Explain the symbolisms used during the call of Prophet Jeremiah  God touched Jeremiahs mouth. This was to symbolize that God was the source of the message. Jeremiah was to deliver.  A branch of an almond tree that was base  God was watching to see the fulfillment of the message he gave to Jeremiah.  A pot of boiling facing away from the North and about to tilt toward Judah. God would use a nation from the North to bring judgement on the people of Judah because of their wickedness.  A fortified city. A bronze wall and an iron pillar. God was going to protect him even though he was going to meet opposition.  To uproot and pull down, to destroy and overthrow. God would pass judgement on the nation of Judah and other nations.  To build and to plant. There was still hope of the restoration of people of Judah after exile. Q4. What did Jeremiah teach about t the New Covenant?  The new covenant was to be written in peoples hearts.  The covenant was to be made between God and the remnant community after exile.  The people were to have a personal knowledge of God in the new covenant.  God was to forgive their sin and remember them no more. ----- 380  # Each individual was responsible for his won sins.  The new covenant was to be initiated by God.  The new covenant was to last forever.  It was as a result in the emergence of a new people of God or new Israel. Q5. Why did Prophet Jeremiah condemn the way the Israelites worshipped?  They broke Gods commands e.g. the 1st and do not worship other gods  they worshipped idols.  They practiced hypocrisy i.e. they were concerned with external religious observance while their hearts were far from God.  They forgot the saving history of God and worshipped other gods e.g. Asherah.  They practiced syncretism i.e. they worshipped both Yahweh and foreign Gods.  They listened to false prophets and rejected Gods prophets e.g. Jeremiah. They even killed some.  They dishonored the sanctity of human life by offering human sacrifice.  They neglected the disadvantaged (widows & orphans).  They were dishonest in business and deceitful to one another.  They narrowed themselves in necromancy, divination and magic.  They rebelled against God by breaking the covenant relationship. Q6. Explain Jeremiahs temple sermon as recorded in Jeremiah 7:1-15  God commanded prophet Jeremiah to speak in the temple.  It was a response to the people of Israel to stop understanding religion through the practice of syncretism and immorality.  At the gate to the temple, Jeremiah proclaimed that the people of Judah had to change their way of ----- 381 # life and stick to the covenant they made with God.  They had to stop defiling the temple of placing idols in it.  They had to stop committing social injustices and as murderer/exploitation of the weak, orphans widows and foreigners.  The practice of human sacrifice was murder and displeasing to God.  Hypocrisy was bad.  The Israelites believed that the temple was secure from destruction because of its holiness was not true.  God would destroy Israelites/Jerusalem through invasion of a foreign nation.  If the people stopped their evil ways, God would not bring judgement upon them.  God would destroy the temple of Jerusalem and send the people to exile. Q7. What forms of punishment did Jeremiah prophesy that God would use on Judah?  The punishment would be in form of a foreign body that God use to conquer Judah.  They would be attacked and their city destroyed.  People would suffer and die due to their sins.  The punishment would in form of drought. This would affect people and animals.  Gods punishment would come through death, diseases and sword.  Their punishment would be a defeat inflicted to them by Babylonian.  The punishment would be the loss of their land to a foreign nation and their enslavement.  God would allow the enemy to destroy Jerusalem and take survivors to captivity. ----- 382 # Q8. Outline the content of Jeremiahs letter to exiles in Babylon (Jer. 29)  He encouraged the Israelites in Babylon to build houses and live in them.  Plant gardens and eat their produce.  Marry and increase.  Pray for their rulers.  Not to worship false gods.  Not to be cheated by false prophets.  To obey their masters.  Worship one God. Q9. Explain four symbolic acts related to judgement and punishment as demonstrated by Prophet Jeremiah  Linen waist cloth  the rotten/useless linen cloth that had been hidden in the caves and lift to rot stood for Israels state of being useless before the eyes of God. A sign that they had soiled their priesthood.  Jeremiah was asked not to marry the solitary life symbolized solitude in exile.  Two baskets of fig fruits  the bad fruits signified that the bad people would be punished.  Wooden yoke  he was asked to carry a wooden yoke and work around with it signifying suffering in Babylon  exile.  Breaking an earthly flask  destruction of the temple.  Visit to a potter  whereby the potter destroyed a pot due to poor shape and remolded it. God would remold Israel to a shape befitting them. ----- 383  # Not to comfort anybody  these would be sorrow and suffering, no help while in exile. Q10. Identify the relevance of Jeremiahs teaching to Christians life today  Christians are called to preach Gods gospel as Jeremiah did.  Christians should accept suffering like Jeremiah did.  They should learn to distinguish between false and true prophets.  Like Jeremiah, they should condemn evil in society.  They have a duty to call people to repentance as Jeremiah did.  Christians should be good examples to the people by living, holy and upright lives as Jeremiah did.  People should be able to know the nature of God through the lives of Christians.  They should believe they are the new community as prophesied by Jeremiah in the new covenant. Q11. In what ways is the prophetic mission of Jeremiah similar to that of Jesus?  Both were rejected by their own relatives and communities.  Both experienced opposition from political and religious authorities.  Both prophesied the destruction of the temple.  Both lamented over the stubbornness of the people of Jerusalem.  Both predicted divine judgement and punishment in Israel. Jeremiah predicted the new covenant that is fulfilled by Jesus. Prophet Nehemiah Qn 1. Describe the political background of Nehemiah  He worked during the Babylonian exile which lasted between 589- 538 BC  During his vacation, Israelites were oppressed politically  The Israelites hoped that God would soon liberate them fro this bondage  In 538 BC the Babylonians were conquered by Cyrus the great king of Persia ----- 384  # In 538 BC king Cyrus allowed Israelites to return to Judah  King Cyrus gave the Israelites a decree to rebuild the temple of Jerusalem  In 538BC the first exile under Zebu Babel  Joshua the priest departed from Babylon and started to rebuild alters of God  Under the guidance of prophets Haggai and Zachariah the temple was rebuilt and dedicated  The second exile arrived under prophet Ezra; after king Artaxerxes authorized Ezra to re establish Israelites religious and moral expectations of the Mosaic Law.  Nehemiah was a servant the king Artaxerxes palace. The king authorized him to go and rebuild the walls of Jerusalem  Amidst all opposition from Samaritan, Nehemiah accomplished the reconstruction of the walls of Jerusalem in 52 days. He then dedicated the walls to God.  This restored the sense of political pride in Israel. However the Israelites remained subjected to the Persians and continued to pay tribute. The Persians were later overthrown by Romans who ruled the entire region until the time of the birth of Jesus Qn 2. Describe the social background to the vacation of Nehemiah  Israelites men married foreign women  Children spoke different languages from their mothers  Hebrew language almost became extinct  Nehemiah condemned mixed marriages and even banned them  Exiles who returned home were humiliated by foreigners who partially occupied their land ----- 385  # The Samaritans threatened Nehemiahs life as the rebuilt walls of Jerusalem  Rich Jews oppressed the poor e.g. they would confiscate their property for failure to repay debts Qn 3. Describe the religious background to the vocation of Nehemiah  While in exile the Babylonians allowed the Jews to continue with their religious lives  The exiles became the period of purification  They returned with a new zeal to worship God; they rebuilt the altar under Zerubbabel for offering burnt offerings to God  The returnees built the temple of Jerusalem under Haggai and Zachariah and dedicated to god by Ezra  Nehemiah embarked on rebuilding the walls of Jerusalem amidst opposition in 52 days the wall was complete. Consequently, Jerusalem once more became the centre of worship for Israel. Idolatry was not allowed again in Israel after the exile.  The temple of Jerusalem was dedicated to Yahweh. The Israelites renewed their covenant with God under prophet and priest Ezra. Nehemiah carried out various religious reforms Qn 4. Describe occasions when Nehemiah prayed  When he heard about the suffering of his fellow Jews back in Judah  When he learned about the state of ruin of Jerusalem and king Atarterxes to request him to allow him go back to Judah  When his enemies e.g. Tobiah and Samballat ridiculed him as he reconstructed the walls of Jerusalem  When he learned of his enemies conspiracy to attack Jerusalem ----- 386  # When his enemies conspired to destroy his life/ kill him  When Shemiah attempted to frighten him to hide in the temple as hi life was in danger  When he cleansed and arranged the temple as a house of God  When he warned the people of Judah against violating the Sabbath law  After chasing away the son in law of Samballat from the temple  After cleansing the Israelites of foreign influence Qn 5. State occasions when Christians pray  When they are faced with diverse persecutions. They ask God to protect them  When they dont understand certain scriptures. They ask God to give them revelation  When they are faced with certain difficulties of life. They ask God to help them  When the nation is facing political crisis. They pray for peace  When they feel inadequate and sinful. They ask God to perform certain miracles for them e.g. healing Qn 6. What is the importance of prayer in Christian life?  Prayer helps Christians to praise God, give thanks to him and to repent  It helps Christians to pour out their hearts to God  It helps Christians to rely to God for emotional and mental stability. It helps put our problems to God  It strengthens Christians. It gives them determination and character to remain steadfast in their responsibilities despite the challenges  Through prayer a Christian can request to stand against personal attacks and temptations  Prayer is the source of courage and strength in times of tribulations  It brings one closer to God, we use it to praise God, use it to ask for Gods supply of their needs, used ----- 387 # to ask for forgiveness and promotes important virtues e.g. persistence and patience and promotes unity among different communities Qn 6. Identify the leadership of Nehemiahs patriotism  He was a tune patriot i.e. after talking to the Jews and getting the news of distribution of Jerusalem, he was forced to go back home.  Reliance to God. He totally relied on God and to his call i.e. in most cases he prayed before carrying out an activity  Devoted/ talented. As a cupbearer to the emperor he was an educated, talented and trustworthy young man  Visionary. He had a vision and he shared it with enthusiasm to inspire Jerusalem leaders to rebuild the wall  Initiative.  He took the initiative to persuade the emperor to put things right  Exceller organizer. He carefully organized the rebuilding process. He organized how the wall of Jerusalem was to be built in steps  Careful planner. He carefully examined and inspected the wall before starting the work  Peoples representative. He was a proper representative of his people in Israel. he had a sense of responsibility to his community  Shrewd. He avoided the meetings organized by his opposer and overlooked the abuses placed on him  Impartial. He appointed men of integrity and God fearing to keep guard over Jerusalem ----- 388  # Selfless and kind. He had the skill of solving problems. He hence cancelled all debts that people had  Homogenous. He employed different strategies to counteract his opposer Qn7. explain the relevance of Nehemiahs leadership to a Christian today  A Christian should use his/her present position to serve God  Christians should acknowledge God as their source of power and giver of gifts  A leader should appoint people who are trustworthy and honest to help him/ her in ruling the country  God answers our prayers as a result of asking others for help  A Christian leader should keep his /her plans a secret until it matures to make an announcement  Christians should share their visions with others the way Nehemiah did  Leaders should take care of the needy in the society  As a Christian one could be lured to temptations; the way Nehemiah was opposed we should be ready to resist temptations  Christians should be ready to help in solving problems in the society Christians should act as role models by carrying out spiritual activities with the truth and helping in work after starting projects. Qn 8. Explain the relevance of Nehemiahs experience to Christians  They should not exploit the needy and disadvantaged  They should defend the rights of the weak and use their work place, family and friends  They should ask God to protect them from the mischief of their enemies  That they should pray to God to give them guidance in their endeavors  That they should persevere in all difficulties as Nehemiah did ----- 389  # The should condemn the injustices in the society  They should know that leadership involves challenges and difficulties  They should be practically involved in problem solving e.g. HIV/AIDs scourge Qn 9. Explain the problems that Nehemiah encountered in his vocation  Oppression of the poor Jews by the rich Jews e.g. demanded high interests on borrowed money  Great opposition from the enemies they tried to frustrate his/her efforts to build the walls of Jerusalem  Threat to his own life. His adversaries wanted to kill him  Lack of co-operation and support from the Jews. They refused to work with him on the wall project  Excessive foreign influence in Israel. Intermarriage brought about foreign influence which threatened to extinct the Jew culture and language  Violation of the Sabbath laws. Israelites went on to do their daily chores on the Sabbath day  Abuse of the temple. Eliaship housed Tobias the heathen and Gods enemies  Misuse of offerings. The levies were denied their share of sacrificial offerings as required by the law Qn 10. Describe the steps taken by Nehemiah to renew the covenant  Ezra the priest read the book of the covenant and explained the meaning of the Law of Moses. The Israelites listened carefully and their lives changed. They responded Amen, amen  Celebration of the feast of shelters. After reading the scriptures, they realized that they had not been ----- 390 # celebrating the feast of shelters. This was to remember their deliverance from Egypt. They were also to think about Gods protection and guidance  The Israelites confessed of their sins as they learnt that they had not been following Gods commandments. Nehemiah was devoted to confession of national sin and prayers to Gods grace  Recital of Gods dealings with Israel. They recital of Gods mighty acts is done in this. They remembered their history and this renewed Gods grace and power in them  A renewed covenant sealed. The covenant was renewed in writing and the leaders put seals  The binding agreement that people and God was done by the Israelites joining hands Qn 11. State the promises that Israelites made during the renewal of the covenant  That every seventh year, they would cancel debts according to the Mosaic Laws  That they should observe Gods commandments and live according to his laws  That they would offer the first of their harvests as required by Torah  That they would dedicate their first-born sons to God  That they will not intermarry with foreigners at all  That they will not buy corn or anything else on the Sabbath day  That they will remit their arrival temple expenses to ensure that Gods house was okay  That they will provide sacrifices and offerings at the temple  That they will pay their tithes according to the law Group study activities ----- 391 # 1. Read and study the book of Luke by 2. Dividing up the chapters in the book of Luke among the members of the class and let every group present a summary of the chapters allocated to them. 3. Check out movies about the life, death and resurrection of Jesus Christ but note that your study according to the syllabus is based on St. Lukes gospel. FORM FOUR  CONTEMPORARY CHRISTIAN LIVING Form four work deals with social issues in society. We shall compare the issues in the following communities  The Traditional African Society Christian community and the contemporary one. By the end of it the student should be able to understand the meaning of life and live to its fullest. TOPIC ONE. INTRODUCTION TO CHRISTIAN ETHICS Instructions. Form four work covers contemporary issues in a Christians life. You are advised to read newspapers, listen to radio news, watch television news and current affairs and any other relevant news source. Work in twos. Give yourself topics to study and then give a presentation to your partner or colearner. Learning outcomes. After reading and discussing Christian ethics, you should be able to: a. Explain the meaning of Christians ethics b. Explore the basics of Christians ethics a. Christian ethics. The word ethics comes from a Greek term Ethikos which means custom, or conduct. Ethics are moral principles, which influence a persons behaviour. Ethics are defined as the systematic ----- 392 # study of human actions and behaviour. We use ethics to judge, determine and assess the right and wrong of human behaviour. Morals refer to human character, which is the inclination to behave in oneway or another. Ethics is the study of morals and they determine and influence personal and societal behaviour. Christian ethics is the study of human conduct or behaviour from a Christian point of view. b. Basis of Christian ethics. Sources of Christians ethics: - 1. The bible, teachings of Jesus Christ 2. Human reason and experience 3. Natural law 4. The Christian community  the church 5. Situation ethics 6. Authoritative Christian literature  based on the bible 7. Gods revelation  through prophets i. Human reason. These are internal thoughts that guide us when we are making decisions and taking actions. We use our minds and thoughts when confronted by situations. They also rely on internal thoughts in their life experiences. Internal guiding thoughts have many parts. One is our Conscience. This is our inner self that tells us and lets us know what is right and wrong. There are four types of consciences; doubtful conscience, sensitive conscience, certain conscience and perplexed conscience. For a Christian, rights and wrongs are in the Bible. God gave the Law of Moses to Israelites. Jesus came and explained the Old Testament and taught new scriptures in the New Testament. These teachings, ----- 393 # which we have covered from Form one to three, explain very clearly what is right and wrong. When doubtful of the morality of an action, Christian consults the Bible to know if a decision is right or wrong. ii. Human Experiences:  these are internal and external guides  When confronted by situations, Christians use their minds i.e. human reason and their life experiences in making decisions.  They rely on internal guides, (Human reason) and experience (external guides) Internal guides (i) Conscience:  Mind, aspect of knowing right or wrong. When right, theres approval when wrong it registers guilt. When doubtful of the morality of an action we should not do it If conscience is perplexed then make us decision. A decision should be based on a certain conscience. Types of conscience - Doubtful conscience - Sensitive conscience - Certain conscience - Perplexed conscience 2. One can also make decisions based on knowledge and free will To make a decision one should have - Facts about the act, its aims, circumstances. - One should be free to perform A decision ought to be thoughtful 3. Intuition:  inner feeling, insight Its an internal moral sense to do good or avoid evil. Intuition is important in situations that require ----- 394 # quick and immediate that requires quick and immediate action. 4. Feelings Feelings are subjective e.g. it feels good to do so this, hence will do it can be dangerous to make decisions purely based on feelings especially in marriage friendship etc. Eternal guides Experience Guides here include authoritative persons such as parents, teachers, police, civil leaders philosophers, and religious leaders. Rules from secular, religions, and African traditional culture are part of external guides. The bible The bible, quoted in the text but now out of text guides Christian behaviour. God communicates to his people through the Bible. The Bible offers answers to questions in relation to the life of a Christian. Today, there are ethical issues not found in the bible e.g. HIV / AIDS, sexual and reproductive health rights, contraceptives, abortion, globalization, cloning, environmental degradation, genetically modified foods, terrorism, international trade etc. this gives reason and other sources / factors are basis of Christian ethics in addition to the bible. Moral principles in the bible - They are mostly found in the teachings of Jesus and the ten commandments, sermon on the mountain - Christians are also encouraged to have Faith ----- 395 # - The virtues encouraged include generosity, love, kindness, faithfulness, patience, humility, peace, mercy, loyalty etc. Christian community  church Church leadership can make decisions, which touch on their followers. They guide people on ethical issues e.g. politics, land, justice, abortion, contraception etc. Church organizations give rules on those conduct of their members. Natural law - The awareness that one has to choose good and avoid evil - If one studies human nature and reflects upon it he/she will discover natural laws of human behaviour - Natural law, natural rights such as right to education, life own property many etc. are incorporated into the constitution of any nation. - The constitution then guides the behaviour of list citizens; Christians being citizens of a country are guided in their behaviour by the constitution. Situation ethics One should reason out the rightness or wrongness of an act. The rightness or wrongness of an act depends on its uniqueness, the circumstances - Christians are warned against making decisions based on circumstances or the situation e.g. a pregnant student seeking abortion as the option so as to continue with education. Gods revelation God reveals himself to people through prophets, natural events, the law, dreams and visions. Through such ways God guides Christian on how they should approach certain issues. Gods revelation does not ----- 396 # contradict with the bible. Revision questions 1. What is the meaning of Christian ethics? 2. What is the basis or source or foundation of Christian ethics? 3. List the basic life skills that one needs to be able to lead a better life TOPIC TWO: CHRISTIAN APPROACHES TO HUMAN SEXUALITY, MARRIAGE AND FAMILY INTRODUCTION Christian approaches refer to how Christians view and handle issues of human sexuality, marriage and the family in accordance with Christians ethics. Through marriage, the family is formed. LESSON ONE: HUMAN SEXUALITY Learning Outcomes. By the end of this lesson, you should be able to: a Define human sexuality, marriage, and family b Explain the Christian teaching of human sexuality c Assess the traditional African understanding of human sexuality d Determine gender roles in traditional African home e Explain Christians teachings about male and female relationships f Explain and appreciate Christian teaching on responsible sexual behaviour g Explain Christian teaching on irresponsible sexual behaviour and their consequences a. Human sexuality. This is a sacred gift from God. It was given to Adam and Eve. Human sexuality is that which makes us male or female. It is our biological or physiological differences associated with the state of being male or female. It is part of our biological make up. Males and female have different body ----- 397 # structures, features, appearances and biological characteristics. In terms of physical strength more men are stronger than females. Besides the biological make up, we have an emotional side, which includes our attitudes, and feelings. Females are said to be more emotional, and talkative than males. Human sexuality is also in our brain and mind and it is what makes us human beings. If you look at animals they also have different physiological features based on sexual differences. b. Christian teaching on human sexuality. Males and females are Gods creation. Men and women were created for many reasons. These are (1) to be fruitful and to multiply; and (2) for companionship. In Genesis we learn that men and women share the image of God because God intended man and woman to play complementary roles and both are equal before God. Sex in marriage is a sign of love and it is sacred. In marriage man / and woman become one flesh. Both of them have the ability to control their sexual desires. Christian teaching forbids: sex before marriage, adultery or unfaithfulness, and other unnatural sexual behaviours like lesbianism, homosexuality or being gay, and incest. God created human body and it is to be kept holy. Chastity is encouraged while unfaithfulness in marriage is discouraged. Husbands / wives are to respect one another and give to each other in mutual love. c. Traditional African understanding of human sexuality. Human sexuality is highly valued in traditional ----- 398 # African communities. It is understood in terms of marriage and parenthood. Procreation was the sole purpose of sex. Sex was to be practiced in marriage and it was regarded as another sacred duty. Adultery was discouraged and offenders punished. Irresponsible sexual relationships were forbidden. Virginity before marriage was highly valued. If a girl lost her virginity before marriage, she was treated with scorn and punishment. If a boy impregnating a girl, he was fined. In traditional African society it was a taboo to discuss openly sex matters. Grandparents taught sex education to their grandchildren. Sex education was taught during initiation stages. Free mixing of girls and boys was not allowed except under supervision. Girls were married off immediately after initiation to avoid temptation of engaging in pre-marital sex. To reinforce self  discipline in relationships between the opposite sexes the African traditional society instilled the fear of supernatural curses through myths, taboos and rules. Marital status. Husbands and wives were expected to relate to each other, their parents, and in laws according to the community customs. Conflicts between a husband and a wife were resolved through intervention of relatives. d. Gender roles. There are specific chores and duties for either male or female in African traditional societies. Roles were therefore according to gender. Boys went hunting, herding, while girls fetched ----- 399 # firewood, and helped in cooking. At an early age, girls and boys would mix freely as they played together. Mature boys and girls however, were restricted from mixing freely without supervision by elders. But there was gender identification. The boys identified with their fathers and other male adults, while girls identified themselves with their mother and other female adults. Education. Children belonged to the community and not just to their biological parents. At the adolescent stage; 13  18 years education was given to the adolescents and intensified at initiation stage. Boys and girls were taught traditional rules, and secrets of the society during initiation. Learning was informal. Knowledge was communicated through songs, stories and riddles among other forms of presentations. All adults acted as parents to the young ones. Socialisation. Men were socialized to be superior, while women were socialized to accept their subordinate position and role. Everyone knew and accepted what he/she was culturally supposed to do. Division of labour was based on sex. In the African communities, despite their differences, there were many common customary roles, rules, regulations, taboos and beliefs that governed the practices related to male  female relationships from early childhood to old age. These traditional African practices relating to male  female relationships existed at various levels. In all of them, man held superior positions when compared to those of women. ----- 400 # Age. Old women and men were accorded respect. They were consulted for advice and counsel. Kinship system was emphasized. e. Christian teaching on male- female relationships. We learn that the husband is the head of the house and should love his wife like Christ loved the church. Once a wife is loved, she should submit to her husband. We also learn that both male and female are equal and co  creators with God. Adam and Eve were created to complement each other. Likewise men and women should love each other. Jesus taught that each man should have one wife and vice versa. Once married, the husbands body belongs to the wife and hers belong to him. If that is the case, wife and husband should avoid immorality. Males and females are to relate freely. But the youth are to avoid the passions of youth. These are sexual sins. There are no specific chores or duties for either male or female. Relationship between sexes should be governed by love, chastity, respect, self-control, and self- discipline. Parents are to love their children, while children are to obey and honor their parents. Parents are asked to bring up their children in a Godly way. LESSON TWO. CHRISTIAN TEACHING ABOUT HUMAN SEXUALITY Lesson Outcomes. By the end of this lesson, you should a. Outline Christian teaching on responsible sexual behaviour b. Analyse Christian teaching on irresponsible sexual behaviour c. Discuss effects and consequences of irresponsible sexual behaviour ----- 401 # d. Give examples of the effects of irresponsible sexual behaviour Sexual behaviour is part of human behaviour. The Bible gives principles of sexual behaviour in the Ten Commandments. a. Christian teaching on responsible human sexuality. Christianity teaches us about responsible sexual behaviour. Being responsible means that one is exercising self  control or self-discipline in matters of sexual behaviour. Self-discipline is necessary when we have a relationship with the opposite sex (Read, 1 Cor.7: 9 1 Peter 5:8). It is called responsible sexual behaviour, which is obedience to Gods commands. Christians promote healthy social relationship between boys and girls, men and women, and husbands and wives. Responsible sex is between male and female. Sexual intercourse is allowed only between married couples (1 Cor.7: 3  5). Married couples are obliged to be sexually faithful to one another (Heb.13: 4) adultery is condemned (exodus 25:14). Relationship between a husband / wife should be one of respect faithfulness, love, care, mercy, submission, tolerance, and forgiveness b. Christian teaching on irresponsible sexual behaviour. There are many irresponsible sexual behaviours. They include among others all acts and forms of: perversion, misuse, and abuse of sex, incest, rape, fornication, adultery, homosexuality, lesbianism or gay, prostitution, concubine, masturbation, bestiality and child marriages among others. These irresponsible sexual behaviours are against Gods will for ----- 402 # humanity. Christians are to shun irresponsible sexual behaviour. This is because their bodies are the temples of the Holy Spirit. Thus whatever Christians do with their bodies, it should be for the glory of God. Let us now discuss in brief some of the irresponsible sexual behaviour; beginning with (i) Incest, which is a sexual relationship between people who are closely related by blood. For example, sex between a brother/sister, father / daughter. Incest is condemned in the Bible. It was punishable by death in the Old Testament. Read Leviticus 18:6  8. ii) Rape. Rape cannot be justified and it is condemned in The Bible. Rape is an act of forcing another person to have sexual intercourse without his or her consent. It is sexual violence and a crime against humanity. It is also a denial, and a violation of human rights of the victims who are sexually assaulted. Victims of rape include boys, men, girls, women, and babies especially girls. Rape is an expression of hatred toward the opposite sex. In traditional African society rape was abhorred and culprits were punished by death. In Kenya rape is punishable by 20 years imprisonment. Indecent assaults or sexual abuses such as touching a person of the opposite sex without their permission or use of vulgar language are both punishable by up to 5 years imprisonment. iii. Fornication. This is consensual sexual intercourse between unmarried people. It is condemned by ----- 403 # both African and Christian teachings and punishment in African traditional society was by either payment of fines, stoning, and ritual cleansing. In the Old Testament, men were forced to marry the girl. Jesus said that fornication was due to peoples evil thoughts. Abstinence for the youth is encouraged and preached. Why do the youth engage in pre  marital sex? There are several reasons. Some of them are: sexual curiosity, proving manhood, human weakness, lack of self control, testing fertility, fear of being jilted / rejected; commercial sex for money; copying acts in the print and electronic media. Others reasons are frustrations, drug abuse, bribe to get a job, and permissiveness in the society. iv. Adultery is committed by adults who have extra marital affairs; between married partner and another party. Adultery is having sex outside marriage with a person with whom one is not married to. Adultery is caused by lack of self  control, sexual dissatisfaction, long periods of wife and husband separation, sexual dysfunction and vengeance by an initially faithful spouse who wants to be even with the unfaithful spouse. v. Prostitution. This is the practice of giving sexual pleasure for money or other material benefits. A prostitute can either be male or female. Prostitutes are referred to as commercial  sex workers. Why is there prostitution? There are factors leading to prostitution. These are economic reasons such as ----- 404 # unemployment, poverty, rejection of a girl at home, drug abuse, stress, anger, anxiety, frustrations in the family and pornography. The church condemns prostitution because it defiles the body, which is a temple of the Holy Spirit. Its sexual immorality. Read Gal 5: 19  21. vi. Homosexuality/ Gay/ Lesbianism. This is sex between people of the same sex for example; man and man (homosexuality), woman and woman (lesbianism). Homosexuality is a common practice in modern world. It is also a church problem. The Anglican Church in USA, and Canada have accepted homosexuality. The Anglican Church has gay bishops. African Anglican churches are opposing this practice. What makes people prefer sex with the same sex? The Christian view is that homosexuality is a sign of a lack of Christian moral values. It may also be due to confinement in a prison and permissiveness in society. If it is allowed to continue, it shall disintegrate traditional African values. Because of its threat to Gods people, the Church condemns homosexuality. Other reasons for condemning it is because (1) God created a male and a female. Read, Genesis 1:28. Two, sex is sacred. Homosexuality is an unnatural relationship, which lowers human dignity. It does not provide sexual fulfillment (as traditionally). Homosexuality is illegal in Kenya. vii. Sexually transmitted Diseases (STDs). There are many diseases passed from one person to the other ----- 405 # through sex. These are gonorrhea, syphilis, herpes genitalis is, hepatitis B, clamydia, trichonomiasis, HIV/AIDS. Lets discuss them one by one. HIV / AIDS. This is human immune deficiency virus (HIV) that causes acquired immune deficiency syndrome (AIDS) condition. Syndrome refers to many symptoms. HIV is transmitted largely through sex with an infected partner; through blood transfusion; sharing sharp objects with infected persons; and from an infected mother to the unborn child. The HIV virus destroys the white blood cells, and weakens the body s immune system. When the body is weak, it is not able to fight, and defend itself against infections. Persons with the virus are vulnerable and susceptible to opportunistic infections. The signs / symptoms of AIDS are manifestations of symptoms of the opportunistic infections. Some symptoms include persistent coughs, loss of weight, oral thrush, loss of appetite, and diarrhoea. Churches encourage Christians to be compassionate to HIV/AIDS affected people, and to support the infected and the affected individuals like the orphans, widows, and widowers. It also teaches against sexual immorality and against all forms of discrimination. Gonorrhea is caused by a bacterium called Neisseria gonorrhea. Its symptoms appear a4 days after infection. Its symptoms are burning sensation when passing urine; pain or discomfort in the genitals; sticky discharge or pus in the vagina or through the urethra. The good news is that Gonorrhea is curable ----- 406 # if treated early. Syphilis. Primary syphilis may show up in the form of a sore or a wound in the genitals a few days after infection. The wound heals by itself without treatment after some time. Syphilis infection may take several years about 7 years before its symptoms re appear. The symptoms of syphilis are a painless sore or pimple on the mans penis or womans vulva; and swelling of the glands in the groin. Other symptoms, which may appear later, are skin rashes, and sores either in the face armpits, under breasts, mouth or throat. Herpes genital is a sexual disease caused by a virus. It creates wounds in the genitals. A pregnant woman can transmit the infection to her newborn baby during delivery. This disease can be controlled although there is not an effective treatment. Hepatitis B virus causes Hepatitis B. It is transmitted through sex, injections by unsterilized needles and contact with contaminated blood. The infection does not show on the genitals. The signs and symptoms of Hepatitis B include yellowness of the eyes (jaundice) due to liver damage and pain around the upper abdomen. c. The effects of irresponsible sexual behaviour. There are many effects of irresponsible sexual behaviour. They include among others HIV / AIDS, sexually transmitted infections (STI), abortion; family separations and divorces, deaths, unplanned ----- 407 # pregnancies; children living in the streets; school drop outs and psychological problems. i. Effects of incest. These are many. One, incest undermines the healthy relationships between members of a family as it brings shame and guilt among the parties involved. Two, incest destroys relationships within the family and can lead to breaking up of a marriage. Three, incest destroys self-esteem, self  respect, and dignity of the victim. We find that abused boys and girls end up having problems when trying to establish healthy relationship with members of the opposite sex. Four, incest can lead to pregnancy, and abortion. And as you have read in the newspapers, it can lead to infections with sexually transmitted diseases (S.T.I.s) and HIV / AIDS. As I write, a father was jailed for life for raping his daughter and infecting her with HIV/AIDS virus. ii. Effects of Rape. This crime has very serious consequences and harmful effects on the victim. Rape may result in pregnancy and can led to physical, psychological, social, and spiritual side effects. The victim may suffer (1) serious physical injuries and (2) may contract both the STIs, and HIV / AIDs. The victim is traumatized, and ashamed of self. The victim suffers from guilt, loneliness, humiliation, posttraumatic stress disorders, and depression among others psychological manifestations. Young rape victims in particular may loose trust in the opposite sex. All these sufferings can lead to suicide and death. ----- 408 # iii. Effects of Fornication. Some of these are having children out of wedlock; feelings of distrust, guilt, and hurt; contracting STIs and HIV/AIDS; loss of self-respect; early and forced marriage and abortion. iv. Effects of Adultery. Christians teach against adultery because it is against Gods commandments and can lead to divorce, abortion, STI, HIV/AIDS, domestic violence, murder (death) and psychological problems. v. Effects of Prostitution are many. It can lead to break up of marriage, and family. It lowers a persons dignity and can lead to unplanned pregnancies, school dropouts; infections such as STIs and HIV /AIDS and improper use of family resources. vi. Effects of homosexuality. It is a threat to procreation. It promotes loose short-term informal relationships and therefore promotes HIV / AIDS. Homosexual couples are prone to HIV/AIDS infections because of having many partners; although this is changing in USA where homosexual couples are being married in churches. vii. Effects of Sexually transmitted diseases HIV / AIDS effects are numerous. They include recurrent illness due to opportunistic infections. There is also stigmatization. Some individuals have feelings of guilt, anger, denial and depression. The sick persons have to look for extra finances to care for their health. They have the burden for medications, and special diet. HIV/AIDs has no cure and leads to death like many other diseases. Parents die and ----- 409 # leave their children as orphans. Gonorrhea effects are many. The disease damages a womans fallopian tubes leading to infertility; and a mans epidydymis leading to sterility. An infected expectant mother can infect her newborn baby with gonorrhea. The disease may affect the eyes of the unborn child causing blindness. Gonorrhea can also cause inflammation of joints, the heart and liver. Effects of Syphilis are damage to the heart, brain and the nervous system. This disease can lead to madness and death of the victim. If a child is infected while in the womb, or during birth, the brain maybe damaged. The child may have either physical deformities or the infected mother may give stillbirths. Effects Herpes genitals. Infection can cause severe brain damage; cancer of the neck of the womb. If a woman is pregnant, the disease can cause death of the baby. The wounds and sores exposes the sick person to HIV /AIDS infections. Effects of Hepatitis B. This disease damages the liver and may lead to death of the infected person. It has a vaccine, but not treatment. viii. Other consequences of irresponsible sexual behaviours These are death, unplanned pregnancies, children living in the streets, school dropouts and psychological problems related to irresponsible sexual behaviour. These include among others: stress, depression, self  pity, withdrawal, aggressiveness, and violence. ----- 410 # Stress is the response of the body and mind to any situation that exerts pressure or makes demands on a person. The intensity or pressure experienced determines the level of stress. Some of the signs of stress are: anxiety, worry, drop in performance, chest pains, mood swings, rebellion, ulcers, heart palpitations, fatigue and guilt feelings. Solutions. To avoid stress, it is suggested that individuals should accept that one is stressed; identify sources of stress, rest, exercise, listening to therapeutic music and talk to a counselor. Depression. This is an acute mental disorder. It is also a state of hopelessness and low spirits. Depression can be mild or severe. It has physical, emotional and behavioural signs and symptoms. Let me caution you that it is only a medical doctor who can know if one has a depression or not. We are told by doctors that signs of a depression are: persistent headaches and chest pains; loss of appetite; too much appetite; loss of memory; insomnia i.e. lack of sleep; weight loss or gain; nervousness and mood swings; low self-confidence; suicidal tendencies and self-pity. Other signs and symptoms are loss of libido (sexual desire); poor performance in school and in work places; hopelessness; loss of interest in ones activities; hypertension and high blood pressure d. Irresponsible social and human behaviour. There are social and human behaviours that are contrary to Christian life. These unacceptable behaviours are abortion, and divorce. ----- 411 # Abortion is termination of pregnancy before the foetus is capable of independent life. There are two types of abortions. One is spontaneous abortion or miscarriage. The other is induced abortion, which is deliberate and illegal in Kenya. Induced abortion has been debated in Kenya. The main question is should abortion be legalized or not. This is because abortion is legal in some European countries. Why do mothers seeking abortion? There are many reasons, which are known only to mothers. These are one, pregnancy due to rape and incest. Two, if the mother believes that the unborn child will be a burden. This may be because the baby is conceived outside wedlock and the mother lacks economic resources to take care of the baby. Another reason maybe that the mother is in school, and she cannot look after the baby and continue with her education. Three, medical personnel may abort a deformed foetus or in order to save the life of the mother if it is in danger. Christians view of abortion as murder (Exodus20: 13). This is because abortion interferes with the mothers body, and destroys the baby. Christian view is that the body is the temple of the Holy Spirit. God is the giver of life and He alone has the right to take it away. Abortion carries with it stigma and the effects mentioned above make Christians condemn abortion. e. Effects of irresponsible social and human behaviour. Effects of abortion are infertility, ectopic pregnancy, destruction of a womans body parts; fetal ----- 412 # malformation; risk of the mother bleeding to death and destruction of uterus. Other effects are that the mother may experience in future still births, miscarriages, risk of barrenness; failed abortions leading to deformed babies and psychological problems that we have discussed. These are stress and depression. Revision questions. 1. Explain the T.A. understanding of human sexuality 2. Explain Christian attitudes towards human sexuality 3. In what ways is sex abused in Kenya? 4. Why do you think minors are defiled or sexually abused in Kenya? 5. Explain the Christian teaching on male/female relationships 6. What is the Christian teaching on responsible sexual behaviour? 7. List the different types of irresponsible sexual behaviour 8. Explain the Christian teaching on irresponsible sexual behaviour 9. State the effects of irresponsible sexual behaviour LESSON THREE: MARRIAGE Learning Outcomes. By the end of the lesson you should be able to; a. Explain in brief the meaning of marriage b. Explain Christian teachings about marriage c. Describe courtship in African Traditional society d. Discuss the traditional African and Christian approaches to marriage preparation e. Explain celibacy as an alternative to marriage a. Definition of marriage. Marriage is a binding legal union between a man and a woman who agree to have a lasting relationship as husband / wife. Marriage partners choose each other. In some cases, senior member of the family and church influence the choice of a marriage partner. When marrying ----- 413 # partners agree to marry, they are joined in church and they become husband and wife. Marriage is thus a covenant in which the partners give themselves to one another. Marriage involves other members of the community hence it is a social and community affair. Marriage is a permanent union. Marriage is a community requirement in which everyone in the community participates. Each person is expected to undergo marriage because it is a rite of passage. Marriage gives a person, a high social status and prestige in the community. Marriage is also a covenant between a man and a woman that should not be broken. Two people are joined in marriage in order to procreate and perpetuate the community. Once married, a couple is allowed to have sexual relationship, and companionship. Marriage is an expression of and fulfillment of mutual love and comfort. It enhance unity; social prestige, and respect in society. Purpose of marriage is sexual fulfillment; cultural and social requirement; obligation to build a family; and procreation although children are a gift from God. Forms of marriages There are many forms of marriages. There is a marriage ceremony organised as a symbol or mark of the union between a man and a woman. These marriages ceremonies are either civil, or religious. The main religious ceremonies are Christian, Islamic, Hindu, and Sikh among others. We also have African customary ceremonies many of which are polygamous. Christianity does not allow polygamous ----- 414 # marriage. Secular approaches to marriage. In the modern world, some people choose not to marry for personal reasons. Some people have children without getting married while others opt to have a marriage without children. Husband and wife are equal. Monogamy is practiced for economic reasons. In some families women are the heads of the family. Choosing a partner is an individual act and not communal. In marriage traditional qualities of a good wife such as industrious, honesty, and hospitality are not considered. The modern society values external beauty, financial status and social status. As a result, there is a high rate of marriage, separation, and divorce. At times young people fail to be married in church. There is no formalization of marriages. These marriages are called Come-we-stay arrangements. Gender issues in marriage. The wife is subordinate to the husband but had rights. Marriage did not end with death of the husband. The wife was inherited by one of her husbands brother. This is widow inheritance / Levirate marriage. She could also refuse to be inherited but remained married to that man even in death. The wife could not marry outside the family because of dowry. There was dowry payment to parents. If a wife died, the man would marry the sister of his dead wife. This is surrogate marriage. Those who did not marry were considered lesser humans. Young people were prepared for marriage ----- 415 # during initiation, which was witnessed in a public ceremony. During marriage, couple makes vows to each other. The ancestors are invoked to bless the marriage. Factors that lead to a stable, healthy and successful marriage People are different and they understand their roles differently. Here am giving you a few suggestions. Discuss with your study companions and come up with other suggestions. One important factor is mutual responsibility by the couple. This occurs if there is mutual consultation with each other in decision-making. Two is forgiveness of each other. Three is good treatment of each other especially with equal respect. Four is sharing scriptures together. Five is giving love and respecting each other. Six is having a faithful sexual relationship and lastly being open and honest. Seven is African traditional qualities of a good wife who is described as: hardworking, fertile, morally upright, generous, kind, obedient, humble, clean, beautiful, polite, warm hearted and hospitable. Eight are the qualities of a good husband, which are described as: being able to provide good leadership in the family. Other qualities are being aggressive, wise, brave, courageous, responsible and good property manager. b. Christian Teaching about Marriage. Christians teach that marriage is sacred and that it is a divine institution, which is ordained God. God started it when he created Adam and Eve. Marriage should therefore be monogamous and permanent as God protects marriages. The woman should submit to the ----- 416 # husband who is told to love the wife as Christ loved the church. Church teaches respect of each other. Marriage is complete even without children as it is between a male and a female. Marriage is not obligatory and it ends when one partner dies. Christians preparation and approach to marriage Christians organise youth seminars, and rallies to teach the youth how to choose marriage partners and how to treat wife / husbands; care for the children; behave towards in laws; acquire wealth (men); and head a family. Youth are taught to avoid sexual intimacy before marriage. Those intending to marry are encouraged to go for pre marital counselling. During counselling, they are informed that love is the most important bond of unity in marriage. Church encourages partners to go for HIV /AIDs test before marriage. Marriage ceremony is conducted in church Choice of a marriage partner There are many ways of identifying a marriage partner. One is arrangement by parents. If not one can make an individual decision and choose a wife or husband. Two is through an intermediary or third party. In African traditional polygamous marriages, the first wife identified a wife for her husband. Girls would be given out to a chief as a gift c. Courtship in African Traditional society (A.T.S). Courtship varied from community to community. Courtship is the period between engagement and wedding ceremony. During courtship premarital sex is ----- 417 # forbidden. Girls and boys dressed with bracelets and rings. Courtship was important in A.T.S. This was because the man and woman who were girls and boys got to know each other better before marriage. It was a period when girls/boys were instructed in family life education. It was also a period for linking the two marrying families. The couple had time to learn about one anothers character, and know their families. It is a symbol (sign) of the girls presence in her home (maternal home). She continues to live with her own people. The families and clan had an opportunity to check if the marrying couple was related and if their clans were acceptable to the parents. Courtship gives time to the two families to negotiate and pay the bride wealth or dowry. Bridal Wealth, dowry, bride price are all expressions of partnership. The family of the man pays dowry to the family of the woman. Some churches disregard bride wealth, while others encourage it. Dowry is paid in different forms. The girls family decides what it wants. Will it be livestock (poultry, pigs, camels, cows, goats, sheep), beer, grain, jewellery and clothes among others. Importance of dowry. It acts as a compensation for the girls labour and seals the marriage covenant. It is a public expression of appreciation for the coming of a new wife/mother into the mans family. It promotes friendship and cements relationship between families. It shows commitment and seriousness ----- 418 # of the future husband. After dowry payment, the woman belongs to her husband. A ceremony is carried out depending on the community. Bride price payment is accompanied by marriage ceremonies. Lastly dowry helps in maintaining peace Traditional African approaches to marriage preparation. Polygamy is one husband, married to many wives. Polygamy is allowed by the African traditional religion because it occurs if the first wife is barren; ensures that all women have husbands; prevents infertility; provides extra labour in farms. A polygamous man has a higher status because many wives symbolize wealth. Children are important in a marriage because they promote social status of their parents. They cement a bond of unity between husband / wife. They are a source of labour, and wealth. They are heirs to the family wealth They provide security to the family. Divorce is legal dissolution of marriage. Christians allow divorce because of specific grounds. Divorce was rare in African traditional societies. Divorce is granted under circumstances of: adultery, witchcraft, laziness, cruelty and disrespect of wife. In the contemporary society, divorce is sought after or allowed because of: unfaithfulness in marriage or adultery; domestic violence; misuse of family resources; childlessness; in- law interference and alcohol abuse. Legal reasons for divorce ----- 419 # According to the laws of Kenya, divorce is allowed under the following reasons; adultery; if a man deserts his wife for more than 3 years; if a partner becomes insane; and domestic violence for example, physical, and psychological torture. Christian teaching about divorce. Christians discourage divorce because marriage is a permanent status. There is no room for divorce. Church discourages divorce because of its adverse effects. Some denominations allow divorce if there is adultery. God hates divorce. Married couples should remain faithful to each other Effects of divorce are strained relationships, children suffering psychologically, and experiences of rejection. A divorcee faces social stigma, rejection, and isolation. If parents separate, they create single parent families. These families suffer from economic hardships and feelings of failure and inadequacy. e. Celibacy as an alternative to marriage. Celibacy is a Latin word Coelebes meaning bachelor. Why do some people fail to marry? There are many reasons. Some of these are to pursue education leading to delayed marriage; and career demands (workaholic). Other people are discouraged by examples of failed marriages. Other reasons maybe economic independence, poor health, HIV /AIDS, mental illness; parental interference and disappointment from past failed relationships. This happens if parents do not approve a partner. Revision questions ----- 420 # 1. Explain the traditional African understanding of marriage 2, what is the importance of children in traditional African society? 3.what is the Christian teaching about marriage? 4. What is the importance of courtship period in T.As 5. Why are many people opting for celibacy? LESSON FOUR: THE FAMILY Introduction. As society grows and changes, the family grows and changes. As a result, there are several types and practices of the family. In this lesson, we shall discuss the traditional family as it is practiced in the Bible, the traditional African societies and some Christian families. Learning Outcomes. By the end of the topic, the learner should be able to a Explain types of families in society b Analyse traditional African family values and practices c Explain Christians family values and practices d Discuss problems related to family life today e Compare approaches to family by Christians and traditional African society f. Discuss responsible parenthood The family. What is a family? Family is the basic social unit of human society. This basic unit is extended to include relatives bound together by blood, marriage, friendship, and adoption. They are all members of the family. In Kenya, there are many types of families. a. Types of families i. Nuclear family is parents and their children. .It is father, mother, and children. There is an increase of monogamous families or nuclear because of urbanization as rural youth come to towns in search of ----- 421 # white-collar jobs. Migration to cities by people of different tribes has led to pluralism. Education, high cost of living have led to the death of the African culture, which required men and women to marry many partners to produce many children to defend their tribe. Advantages of nuclear families are many. One, the man is able to give undivided attention to one wife and children. Two, there is sharing of mutual love, and peace in the home. Three it is economical to manage one family. Four there is little competition for attention, less strife, quarrels and stress. Five, it is easier to monitor the behaviour of a few children. ii. Polygamous family  Father, mothers, children. These type of family have disadvantages in modern Kenya. Modern society is a cash economy. Thus if a man has many wives and children, they may lack basic necessities like food, shelter, education and clothes. iii. Single parent family  one parent, and children. Single  parent families are created by several circumstances. One is by parents separating. Separation of parents is due to several reasons. These are for example, one partner going to another country and failing to return to his or her country and family. Two, a single family is created by divorce. Divorced parents may decide not to marry again. Three is when one parent refuses to marry. This happens when a girl gets pregnant and the boy does not marry her. Four is because of death of a spouse. The remaining parent may decide not to remarry. Five is when ----- 422 # some mothers decide to have children without marriage. This may not be correct as there is no research to suggest it. Six is imprisonment of one partner for a long time. One parent is left looking after children because one is in jail. iv. Extended family  father, mother, children, uncles, aunts, and cousins. This is the common family type in traditional African communities. v. Children led family. This happens when parents die and the 1st born takes care of brothers and sisters including cousins. vi. Grandparent headed family. The HIV/AIDs epidemic has introduced this type of family where grandparents take care of their grandchildren due to the death of both parents especially the mother due to HIV / AIDS disease. This scourge has made many children orphans. In other cases parents go for further studies abroad and leave their children with their parents. b. Traditional African family values and practices. In African societies creation of a family is through marriage, and subsequent procreation. Family is viewed as a sacred institution in African society. The African traditional family includes the dead (ancestors), the unborn children and the living. An African traditional family has obligations and duties. These were (1) offering sacrifices to ancestors, (2) pouring libations; and (3) giving the dead decent burials (4) providing basic needs to their children (5) bringing up children to be morally upright individuals. Further to this, the African traditional family is ----- 423 # responsible for the upbringing, caring, and protection of its children. This is demonstrated by the nuclear family, which provides necessities required to meet and satisfy the economic needs of its members. The African traditional family is expected to participate in communal activities. Work in the family was divided according to age, gender and social status. Each family member worked for its basic needs as well as the welfare of the community. The African family had well-stated and practiced values There were (1) respect for family members (2) providing responsible parenthood, which is the process of bringing up children to become all round or self reliant persons (3) educating children in all aspects of life. Parents and the extended family members helped their children to develop intellectually and cognitively. The family taught children physical skills. It also gave children confidence to appreciate their physical strength. Children were taken through a rigorous physical curriculum of games such as wrestling, swimming and running to develop their physical strength. Childrens bodies were nourished thoroughly. They were served good and nutritious food, which improved their muscle strength. Children were taught social skills. They learnt how to behave towards adults, peers and grandparents. They developed social skills since parents allowed them to socialize and interact with other children, grandparents and the community. This made them grow socially, emotionally and psychologically. ----- 424 # They had a curriculum for teaching and training in traditional African religious values, family matters, moral and social values. This teaching of children started from an early age. The teaching method used was observation and practice. Parents taught by being good role models. They were expected to model desired values and family practices. Children were taught how to relate with one another as brothers and sisters. Parents were to show tolerance to children. These values show that African parents understood their parental roles and responsibilities. These values were sometimes; exploited by the irresponsible family members or specific individuals. This exploitation encouraged dependency, leading to conflicts, competition, hatred, and jealousy. Christian parents are expected to train their children to know God; be self -disciplined, and follow the Christian way of living. Another duty is to provide basic needs to their children. Christian understanding of the family Among Christians, family is sacred and instituted by God. Read again about the Christian teachings about marriage. Role of children in the Christian family A Christian child is expected to obey parents, honor them, and respect parents. This is one of the Ten Commandments given to Moses by God. Parenting styles a) Dictatorship /authoritative / autocratic  the parents is the final authority, imposes decisions ----- 425 # b) Permissive or liberal style  also referred to as Laissez faire the children do as they want c) Democratic style  parents discuss with their children on family issues. This is the best style.  Problems related to family life today Families are faced with numerous problems such as a) Children abuse  sex assault, beating b) Domestic violence  abusive language, frequent fights, emotional abuse c) Diseases e.g. HIV / AIDS epilepsy, autism. d) Children with special needs, blindness, deafness or those with mental challenges, motor co  ordination (Autism) e) Separation, divorce f) Childlessness g) Single parent families  economic hardships h) Misuse of family resources, economic crisis i) Affluence  a lot of wealth j) Unemployment, underemployment k) Retrenchment  laying off of some employees in order to reduce the workforce l) Mismanagement of family finances m) Alcohol and drug abuse n) The generation gap o) Poor relations with in-laws p) Cultural and religious differences  Traditional African approaches to problems related to family life today 1) Individuals were prepared for challenges of family life right from childhood 2) Adolescents, initiates were given family life education ----- 426 # 3) People entered marriage knowing that its a life long union 4) Rules were clear to govern marriage relations 5) Polygamy helped reduce unfaithfulness 6) There were no single parent families. Members lived together reducing loneliness 7) Widows / widowers were encouraged to marry again Traditional brew was taken in moderation Christians approaches to problems related to family life today 1) Christian families are obliged to live according to Christian principles and values such as mutual respect, self discipline, understanding, honesty, faithfulness, love and forgiveness 2) Premarital counseling is carried out 3) Church holds regular seminars and conferences on family life matters. Love and respect for each other. Christian wife to submit to husband who is head of the family. They are taught to take each other as complementary and equal partners. 4) Women are encouraged to form participate in church organizations e.g. mothers union, womens guild where they learn roles of being a wife, mother, and a woman. 5) Some churches offer advice to families on management of their families. They are encouraged to have investments. 6) Breadwinner is encouraged to write a written will 7) To improve the parent  child relationship churches offer guidance and counseling to the youth Christian parents are advised to set positive role models to their children 9) Parents are encouraged to be open and promote effective communication with their children ----- 427 # 10) Churches in case of serious family conflicts such as child abuse, domestic violence, advise legal action. 11) Churches organize youth seminars where they talk about drug abuse, premarital sex, negative peer pressure and media influence etc. 12) Relevant information is passed through books, pamphlets, magazines, media FM, TV etc. 13) Some churches welcome unwed mothers 14) Churches provide health services, guidance on HIV / AIDS 15) Some churches care for widows, orphans widowers and the needy Revision questions 1. State the different types of families TOPIC THREE: CHRISTIAN APPROACHES TO WORK Learning Outcomes By the end of the topic you should be able to a Define the term work and vocation b Explain and appreciated the traditional African attitude towards work c Explain the role of professional ethos, ethics and code in society d Explain virtues related to work e Discuss the moral duties and responsibilities of employers and employees f Discuss Christian approaches to issues related to employment LESSON ONE: DEFINITION OF TERMS Learning outcomes. By the end of this lesson, you should be able to: a. Explain the meaning of work. Vocation, profession, trade, craft, and job b. Give general reasons why people work Work Use of energy, physical or mental, for the purpose of improving human life. It is any activity that requires ----- 428 # expenditure of energy or application of skills e.g. studying, teaching, cooking, farming etc. Vocation Work can be described as a vocation, profession, trade, craft, career or a job. Vocation is from a Latin word Vocare which means call  Christians believe that every individual has been called of God to various duties. Vocation is work that requires special skills, special training or a unique call or a special mission in society. Profession Work that is characterized by a code of ethics, lengthy specialized training, advance knowledge and self  disciple. Professionals have their own set standards. The professionals determine entry requirements for new members and usually have machinery for dealing with errant members. E.g. Law, medicine, architecture etc. A trade Refers to an occupation, a way of making a living. Some trades require specialized training examples hairdressing A craft An occupation which requires manipulative skills or use of the hands e.g. woodcarving, pottery, weaving. A craft may be a trade depending on the nature of occupation. A career An occupation that one chooses to pursue in his/her life. Its the general way of earning a living. ----- 429 # Job Refers to tasks performed, services rendered in return for payment of wages. Most jobs are temporary others casual and others permanent and pension able. What determines ones career, vocation? 1. Available opportunities for future development in a particular job 2. The need to serve others especially the church and the needy 3. Interests, strengths, talents, abilities 4. Inclination or attraction to a certain kind of work 5. Pressure from parents, peers etc General reasons why people work a) Its an essential element of life b) God ordained work. Humans work for their food c) Work contributes to the development of the community d) Work is personal. It defines a person e) People work to earn a living f) People work for enjoyment, leisure g) To assist and give to the needy h) To get luxuries i) People work to raise their standards of living j) For self satisfaction and fulfillment k) For personal development l) To keep a person occupied and not idle m) To acquire wealth and status in the society n) To socialize with other members of the society o) To attain independence and not depend on someone else LESSON TWO: TRADITIONAL AFRICAN ATTITUDE TO WORK Learning outcomes. By the end of the lesson, you should be able to: a. Explain importance of work ----- 430 # 1. Work is essential to the well being of the individual and survival of the community 2. Work ensured basic needs such as food, shelters etc were provided. 3. In traditional African society work was divided according to the age, gender, and status e.g. chief, elder of the individual. 4. Everyone was a worker. Boys assisted in herding, fishing, girls assisted in cooking fetching firewood. Women cooked, took care of babies constructed houses (maasai) etc. 5. Works among the traditional African societies included pastoralist, farmers, livestock keeping, fishing, bee keeping etc 6. Work was a communal affair; people would work together and assist each other 7. Work was not for a wage (Money). The rewards of work-included food, communal unity, acquisition of moral values etc. 8. Hard work was emphasized, laziness was condemned 9. There were some specific works for specialization e.g. herbal medicine men, divination, prophecy, rain making, pottery etc. 10. Work involved giving prayers, offerings, and sacrifices to God 11. Through work, the basic needs of the individual, community were fulfilled 12. Through work potentials; talents and skills were explored, acquired and utilized. 13. Work had a religious dimension as well as a social dimension. It brought people together improving their relations 14. SAE ----- 431 # 1. Find out how different communities in Kenya lived in the past and how they live today 2. How did the lifestyle of the communities influence daily activities LESSON THREE: CHRISTIAN TEACHING ON WORK Learning outcomes. By the end of the lesson you should be able to: - 1. Describe the christens teachings about work The Christian teaching on work is based mainly on the interpretation of the bible, the teachings of Jesus and the teachings of the apostles. Some of the teachings are: - 1. God himself instituted work. He created the heavens and the earth and all in it. Since God worked man should work. (Gen. 2:1) 2. Gods work of creation is good (Gen. 1:31) Christians should endeavor to produce good works 3. Work is a duty, an obligation, a command Christians are responsible for Gods creation (Gen.2: 15). They are to protect it  animals, birds, plants, marine life are all under the care of man. 4. Human beings should work to acquire their basic needs (Genesis. 1:29  30, 3:19) God blesses the work of our hands 5. Human beings are co  creators with God (Gen.1: 28) God continue to create through human beings. Human beings glorify God through their work. 6. God reveals himself through his work of creation. God had a purpose for his creation. He is orderly, source of life, Almighty etc. 7. Work is a co  operative undertaking. Eve was created to be Adams helper (Gen. 2:20) Christians should co  operate in their undertakings ----- 432 # 8. Hard work is praised and laziness is looked down upon. (Proverbs 31:27). Christians should work for their daily needs and not become a burden to others. 9. Work should be accompanied with rest (Gen.2: 2) God rested on the 7th day from all his work. God commanded the Israelites to rest on the 7th day. 10. People should enjoy what they have worked for (Ecc.3: 22) 11. Work should be done for the glory of God and for the good of the society. 12. People should work honestly not steal but work to earn an honest living (Eph.4: 28) 13. Those who do not work should not eat They should always work since God is always at a work (John 15:17) LESSON FOUR: ROLES OF PROFESSIONAL ETHOS, ETHICS AND CODES IN THE SOCIETY Learning outcomes. By the end of the lesson, you should be able to: - 1. Define the following terms, professional ethics, professional codes and professional ethos 2. Describe the role of ethics Definitions Professional ethics : principles of behaviour / conduct that guide members of a particular profession. What workers are allowed to do and not to do. Professional ethos The group identity of members of a profession, their unique custom or character e.g. what identifies doctors, lawyers etc. Profession codes or code of ethics Collection of laws arranged systematically according to major concerns and core functions of the ----- 433 # profession. Roles - To regulate the behaviour of professional (workers) - Enables professionals to understand their role - Ensures professionals provide quality of services to their clients - To encourage respect among professionals - Give guidance on how professionals should relate to one another - They safe guard professionals against being compromised / misused - They determine expected level of performance - They serve as a measure of competence - Act as a measure of quality service - They protect the professionals - They provide a reference point for disciplining (used to discipline the errant professional) - They inspire respect and high esteem for professionals - Through professional codes, ethics, ethos, professional earn public trust LESSON FIVE: VIRTUES RELATED TO WORK Learning outcome. By the end of the lesson the learner should be able to: -es 1. Define the term virtue 2. Give examples of virtues related to work Definition A virtue is a good human habit. Its a moral principle, moral quality or goodness of character and behaviour. Examples of virtues elated to work (i) Diligence  hardworking (ii) Honesty, integrity  ability to be relied upon (Integrity) Honest is being truthful. (iii) Faithfulness  being trustworthy and loyal ----- 434 # (iv) Responsibility  ability to make decisions and take action independently. Being mindful of other peoples welfare (v) Tolerance  ability to bear with others or with difficult situations LESSON SIX: MORAL DUTIES AND RESPONSIBILITIES OF EMPLOYERS AND EMPLOYEES Learning outcomes: by the end of the lesson, you should be able to: - 1. State and explain the duties and responsibilities of employers towards employees 2. List the rights of employers 3. Outline the moral duties of employees 4. List the rights of employees Employers: government, non  governmental organization, private sector  individuals, company, selfemployment. Employers have several duties and responsibilities towards their employees. They are: - To organize and conduct business efficiently for the benefit of the institution, employer, community - To respect the employee, treat them with dignity - Pay a fair wage to the employee - Ensure good healthy and safe working conditions - Provide social welfare for the employees e.g. time off, leave days, time for recreation - Grant leave as required by law or the terms of contract - Take care of the welfare of the employees give medical cover, pension scheme etc - To motivate their employees - To reward employees - Compensate employees made redundant Rights of the employer ----- 435 # Employers have a right to / are entitled to (a) Get profits from their businesses (b) Carry out their businesses without unfair taxation (c) Form association with other employers (d) Obtain and conduct business (e) Hire, dismiss employees in accordance with the requirements of their firms and contract (f) Demand a fair days work (g) Conduct business without subjection to unfair conditions and competitions Moral duties of the employees 1. Carry out their duties to the best of their ability without supervision 2. Respect and protect the property of the employer 3. Encourage peaceful solutions to any problems encountered in their work place 4. To work diligently for self  fulfillment and development 5. To respect their employer and fellow employees 6. Observe terms of contract with employer 7. Be loyal, honest, respect to the employer Rights of the employees To receive fair wages To have a reasonable work load Have reasonable hours of work Have safety and protection at work Right to join a labour union Right to further individual training and development education Rights to retirement, terminal benefits Rights to a fair opportunity for provision A right to time for rest Right to Favourable working conditions ----- 436 # LESSON SEVEN: CHRISTIANS APPROACHES TO ISSUES RELATED TO EMPLOYMENT Learning outcomes. By the end of the lesson you should be able to; - 1. Define the following terms, wages and industrial action 2. State the Christian teachings on wages 3. List the reasons for industrial action 4. State the results of workers strike/ industrial action 5. Explain the Christian approaches towards strikes Wages and industrial action (Strikes) A wage is payments for work done. Payment is in modern times done according to hours, weeks or days that one works. Christian teachings on wages - Human beings have the right to work for a decent living (Matt.20:1  16) They should be paid for their work. - Workers should be paid wages to the amount and value of their work (1 Timothy 5:18) - Wages should be paid as agreed upon (Mathew 20:13) - Employers should not take advantage of the poverty of the employee (Deuteronomy 24: 14  15) - Human beings should not be enslaved to work (Ex.5:22  23) - Employers who degrade their workers in wages are condemned (Deut.24:14  15, Jer.22:13) - Oppression is condemned (Amos 5:18, 8;4) - Workers wages should never be withheld (James 5:4) Industrial action Also commonly called Strike this is an effort by workers to stop work in protest by boycott go-slow sit  ----- 437 # ins or refuse to work. There has been increase of industrial action in the recent past in most countries of the world. Reasons for industrial actions 1 Due to increased awareness of workers rights 2 Exposure to global trends through the media 3 Formation of trade unions that fight for the rights of workers 4 Due to poor working conditions 5 Underpaying workers 6 Threatening workers with unjustified dismissals 7 Suspending the workers / interdiction  unjustly 8 A hostile working environment Results of workers strikes (industrial / action a) Pay cuts b) Demotions c) Loss of jobs d) Employers suffer losses e) Inflation f) Injuries even death when confronted by police g) Victimization of some individuals h) Bitterness among the workers and employers Christian approaches towards strikes a) Christians recommend a peaceful co  existence between workers and employers b) There should be fairness, justice, love among workers, employees c) There should be an open communication channel across the ranks from top to bottom d) Employees should not destroy property e) Working conditions should be better and improved f) Employees to be human when dealing with employees ----- 438 # LESSON EIGHT: CHILD LABOUR Learning outcomes. By the end of the lesson you should be able to: - 1. Define the term child labour 2. State the reasons why children are employed 3. State the disadvantages of child labour 4. List down the causes of child labour 5. Describe the position of the church in dealing with child labour A child is a person below 18 years. A child does not have an identity card, does not vote (in Kenya). According to International Labour Organization the minimum employment age is 14 years. Child labour It is engaging a person below the age of 14 years in wage / paid employment. Reasons why children are employed - To provide cheap labour - They cannot fight for proper terms - They are easily hired and fired Disadvantages of child labour Children are not yet mentally and physically prepared to do adult jobs. This leads to a) Exploitation of children b) Children paid less, taken advantage of c) It inhibits the growth of a child and denies them a chance to enjoy their childhood d) It deprives them of their right to basic education e) It exposes children to hazards (dangers) from machines, chemicals f) Heavy workload deprives children of social educational, moral, psychological, physical rights Places where children are employed ----- 439 # - Plantations  coffee, tea - Domestic services  homes - Tourism sector - Industries - Children are trafficked and employed as commercial sex workers Causes of child labour  reasons why children work 1 Lack of money / poverty 2 Death of parents 3 Dropping out of school due to pregnancy, indiscipline, (truancy), poor academic performance or lack of school fees. 4 Those who never went or taken to school 5 Lack of good role models e.g. coast province Mombasa, Malindi has several of the financially stable people being school dropouts, engaged in drug trafficking, commercial sex etc. 6 Influence of cultural values e.g. circumcision of boys in some communities is done later in life and one is declared an adult e.g. the kikuyu circumcising at 13 years, or 12 years 7 Children being lured by employers 8 Greed for material benefits 9 Being homeless ending up as a street child Position of church in dealing with child labour - The church condemns it - It has put up homes for poor children (orphanages) - It provides guidance, counseling to both parents and children - Children are blessing from God hence should be loved and cared for - Parents have the responsibilities to protect their children from harm. LESSON NINE: UNEMPLOYMENT AND SELF EMPLOYMENT Learning outcomes. By the end of the lesson you should be able to: - ----- 440 # 1. Define the term unemployment and self employment 2. State the causes of unemployment 3. Describe the response of Christians to issues of unemployment 4. List the problems faced by self employed people Unemployment When people are capable and willing to work but are unable to find a viable income or occupation it is referred to as unemployment. Causes of unemployment 1 Preference for prestigious white collar jobs (Office jobs, non  manual jobs) 2 Corruption  tribalism, nepotism, bribery denying jobs to the qualified in preference for the unqualified. 3 Unequal distribution of wealth  some regions are more resourceful than others. Industries, good infrastructure concentrated in some areas. 4 Inadequate resources for self  employment (lack of capital, skills) 5 Limited job opportunities  probably due to high population growth 6 Few international investors in Kenya, probably due to high crime rate, insecurity Identify ways of creating job opportunities Response of Christians to issues of unemployment a) They encourage self  employment in cases of unemployment b) They have set up vocational training, polytechnics to train people towards jobs that are for self  employment c) Christians condemn idleness Self-employment ----- 441 # Self-employment is an economic activity initiated, controlled by an individual. It is an occupation in which a person initiates a personal enterprise and manages it with the help of others. Examples Small businesses enterprises, Jua kali sector, music industry, entertainment (e.g. comedians), community work, agriculture etc Problems / challenges - Some lack sufficient capital to start a business and keep it running - Lack of necessary skills to run the business - High taxation leading to some business closing down - Small scale traders face undue competition from larger firms Revision questions 1. What is work? 2. List any six reasons why people work 3. Explain T.As attitude towards work 4. List some of the factors that have changed the attitude towards work in the modern society 5. What are the rights of employers? 6. State the duties of employees 7. Why has child labour become common in Kenya? 8. What are the causes of unemployment in Kenya? 9. What can the government do to reduce unemployment in Kenya? TOPIC FOUR: CHRISTIANS APPROACHES TO LEISURE Learning Outcomes By the end of the topic, you should be able to a Explain the meaning of leisure b Discuss the traditional African understanding of leisure c Discuss Christian teaching on leisure ----- 442 # d Discuss the importance of leisure e Outline various forms and uses of leisure f Explain how leisure is misused in the society today g Discuss the abuse of alcohol and other drugs and their effects h Explain Christian criteria for evaluating the use of leisure  Christian criteria for evaluating the use of leisure LESSON ONE: MEANING OF LEISURE Work is an obligation  however people cannot work 24 hours. They need to rest. God rested on the 7th day after work. Work and rest are complementary elements of human life. Definition of leisure This is the time when one is free from work or other duties. Time at ones own disposal, which can be utilized in a productive manner depending on ones interests and abilities. Leisure provides mental, physical relaxation, spiritual, emotional relaxation and enrichment Forms of leisure 1. Passive 2. Active leisure Passive involves use of mental energy Active leisure  there is use of physical energy Examples of activities of passive leisure are - Watching television - Reading story books - Playing video games - Chatting with friends Examples of activities of active leisure are - Jogging - Mountain climbing - Gardening ----- 443 # - Dancing - Tree planting - Playing football Leisure is used for - Enjoyment - Entertainment  song, dance, watching movies etc - Relaxation  exercises - Socialization  sharing, education - Religious engagement  wedding ceremonies, visiting the sick, worship In passive leisure others entertain while in active leisure the person is active, whole body is involved. Active leisure enables a person to 1. Develop his/her body 2. Build stamina 3. Strengthen relationships etc Some leisure activities are dangerous e.g. boxing, motor racing; while others are expensive e.g. golf. Other leisure activities are addictive while others are unproductive. - Leisure activities should be planned for - Leisure activities can also be economic, income generating activities. LESSON TWO: TRADITIONAL AFRICAN UNDERSTANDING OF LEISURE Learning outcomes. By the end of the lesson, you should be able to: - 1.Define leisure according to the traditional African understanding 2. State the various forms of communal leisure activities In traditional African society leisure permeates all aspects of life. Leisure activities accompany work. Leisure and work were entertainment. Work was accompanied by singing, reciting stories sharing past ----- 444 # events. Examples of leisure activities in traditional African society include - Wrestling - Running - Playing ajua - Mock fighting - Swimming - Spear throwing - Poetry - Music and dance etc Leisure activities that were communal include  Bull fighting  Tongue  twisters  Poetry recitation  Telling of myths legends  Dancing  Brain teasers  Riddles etc o Work in African society included fishing, tilling the land, herding, hunting, harvesting o Most leisure activities in traditional African society were active form of leisure, communal, not individualistic and not for monetary gains o All forms of leisure had an educational value. Folk stories had a moral value. People were taught not to be selfish, greedy jealousy etc Myths and legends tell of the origin of the community and its history of important people as well as history of the community. o In African traditional society, leisure led to acquisition of values or virtues such as co  operation, ----- 445 # sharing, solidarity, love, bravery, empathy, endurance, tolerance etc. o Most activities were linked to the worship of God and, veneration of the ancestors o Leisure activates were organized along gender and age group season (E.g. harvest  dancing, singing); wet rainy seasons  boat swimming o Rites of passage e.g. initiation, marriage, birth and naming provided leisure activities o Leisure activities were planned for LESSON THREE: CHRISTIAN TEACHING ON LEISURE Learning outcomes. By the end of the lesson you should be able to: - 1. Describe the Christian teachings on work 2. State the various ways that Christians use their leisure Christian teach that a) Work and leisure are of divine origin. God rested on the 7th day after working b) Leisure is a gift from God leisure should be put to good use. Its not be wasted c) Leisure provides us with the opportunity to worship God. Leisure should be used to serve God. d) Christians associate leisure with personal growth and fellowship e) Jesus recognized the need for rest by withdrawing his disciples from their active ministry. Its good to have time alone for reflection, rest, visit friend etc. f) Leisure should be used to seek God and help others e.g. Jesus prayed, helped the needy restored peoples health. Ways Christian use their leisure time  activities  Worshipping God  Visiting the sick ----- 446  # Caring for the needy  Resting  Watching television  Chatting with family members  Retreat  time spend away with a group of people to be alone with God  Visiting friends, relatives  Reading the bible  Praying etc LESSON FOUR: IMPORTANT USE AND MISUSE OF LEISURE Learning outcomes. By the end of the lesson you should be able to: - 1. State the importance of leisure 2. List the ways that leisure can be used properly 3. Describe how leisure is misused today Importance of leisure Leisure is necessary. Its important in various ways 1) It is a good time to assess the work we have done (Reflection time) 2) It brings people together leading to self  growth and fulfilment (Social function of leisure) 3) Leisure helps individuals to discover their hidden talents 4) Leisure relaxes the mind  a change of activity, relieves the mind 5) Leisure refreshes the body  restores lost energy 6) Leisure enables Christians to offer charity to those in need 7) Leisure provides time for worship and spiritual renewal Leisure gives one time to rest 9) Its time for recreation 10) Give one time to attend social occasions 11) Allows people to travel and visit friends and relatives 12) Leisure can be used to enhance and acquire new skills and knowledge 13) Its a time to develop and discover ones talents Uses of leisure  proper of leisure ----- 447 # Leisure can be used for a. Religious experience b. A time for rest c. Leisure is used to provide us with time to help others d. Leisure can be used to spread the word of God e. Development of talents f. Its an opportunity for individual growth g. Leisure strengthens social relationships h. Leisure can be used for reflection on ones decision; actions etc leisure activities reveal who we are. i. Leisure can be used for educative and economic purposes Proper use of leisure is when leisure time is spent doing activities that add value to us. Misuse of leisure today Leisure time can be misused through various activities e.g. 1) Spending too much time in passive activities e.g. pornography watching, watching films that are violent 2) Spending leisure time in idle talk  gossip-leading to conflicts 3) Spending time in gambling, casinos making bets on horses playing Ajua games etc 4) Alcohol and drug taking  when a person over drinks alcohol, spends time drinking at the expense of family, abusing drugs is misuse of leisure time. 5) Leisure can also be misused by engaging in dangerous activities. Night dancing, disco dancing has become a common form of leisure worldwide. What are the advantages and disadvantages? LESSON FIVE: DRUG ABUSE AND ITS EFFECTS- ALCOHOL, SOFT AND HARD DRUGS ----- 448 # Learning outcomes. By the end of the lesson, you should be able to: - 1. Define the terms drug, drug use, drug abuse 2. State the different ways that drugs are administered 3. List the various categories of drugs 4. List the different types of drugs 5. Describe the various effects of different drugs A drug is any substance which when taken may alter or cause changes in the normal functioning of the body. Drug abuse Improper use of drugs. Using a drug for another purpose than what it is intended for Drug use Proper use of drugs Drugs are taken in various forms namely 1 Liquids 2 Lotions 3 Ointment 4 Powder 5 Cake form, Drugs are classified as legal and illegal Ways of administering drugs Drugs are taken /administered in various ways - Infecting - Inhaling / smoking - Chewing - Swallowing - Drinking - Sniffing / snuffing Categories of drugs ----- 449 # a) Medicinal b) Soft drugs c) Hard / narcotic drugs Types of drugs 1) Preventive drugs e.g. drugs to prevent polio, cholera, yellow fever 2) Curative drugs  drugs that cure diseases 3) Sedatives, palliatives  drugs that alleviate pain, put patients to sleep e.g. drugs for diabetes, heart diseases, asthma, painkillers 4) Tranquillizers  drugs that relieve tension induce sleep e.g. piriton, valium 5) Stimulants  drugs used to increase physiological activity of a particular organ. They arouse the activity of the central nervous system / senses. 6) Volatile drugs  these drugs intoxicate the user, they are derived from petroleum products paint thinners dry cleaning fluids glue etc. stimulants and volatile drugs classified as soft drugs. 7) Hard drugs or narcotic drugs These are highly addictive drugs. The body forms dependence on these drugs. These drugs affect the mind causing drowsiness; sleep, stupor and they are the most commonly abused drugs. Examples are  Cocaine - From coca leaves - Its highly addictive - Causes mental problems - Can lead to death on overdose - A very expensive drug ----- 450 # Other side effects are confusion, Convulsions, circulatory collapse and rapid heart beat  Bhang / Marijuana - A plant of Indian hemp - Also called marijuana, Hashish, Cannabis, Sativa depending on which part of the plant is taken i.e. leaves, stem, or roots. - Users become aggressive excited or high - Bhang changes perception of space, time and reality - It causes drowsiness and irresponsible behaviour - Its side effects causes people to be engaged in criminal activities e.g. robbery with violence as it gives changes in perception  Morphine Its used to suppress pain clinically - Its addictive - Its derived from cocaine - Used as local aesthetic  Heroine - Its pain relieving - Highly addictive - Powder heated in foil paper, vapour forms hence smoked referred to as chasing the dragon - Also called brown sugar - Its injected and inhaled - An overdose can lead to death - its expensive - It causes respiratory problems - Its depressive ----- 451 # - Withdrawal symptoms when heroine is not available are nausea, vomiting, diarrhoea and severe anxiety  Soft drugs - Cigarette - Alcohol - Miraa / khat Cigarette - Made from tobacco - Cigarettes contain a) Nicotine  a highly addictive substance. b) Carbon monoxide, which damages arteries heart and lungs c) Tar  black substance which promotes cancer of the throat, heart and lungs Cigarettes are legal drugs in Kenya. Pregnant women may miscarry or terminate the pregnancy if they smoke. Leads to chest respiratory diseases poor blood circulation Leads to destructive fires due to carelessness Miraa / khat 1 Plants / legally in Kenyan, and other parts of the world 2 They are chewed 3 Causes temporary excitement 4 Makes one loose appetite for food and sex 5 The juice in miraa causes temporary excitement in the user when ingested 6 Miraa makes the user to be irritable Alcohol - Alcohol is a drug made through fermentation - Its a drink used in social ceremonial occasions ----- 452 # - Its in form of beer wines, traditional brew (e.g. busaa, muratina, mnazi )and spirits e.g. whisks, brandy, gin, changaa - Alcohol is prepared by fermentation or distillation  heating to a certain degree. - In African traditional society, alcohol was fermented and used for 1. Medicinal value 2. Entertainment 3. Marriage celebrations 4. Beer parties given to visitors - Excessive drinking was discouraged - Drunk people were scorned or scolded - Young people were not allowed to drink alcohol - When alcohol is taken excessively it is abused Alcohol abuse - Alcohol can lead to body dependence or addiction - Consequences of abusing alcohol are such as (i) Squandering family resources (ii) Health deterioration (iii) Lack of concentration leading to poor quality of work (iv) Family break-ups due to frustrations A man experiences a desire for sex but lacks the ability to perform leading to break ups (v) Deformed foetus if a mother abuses alcohol when pregnant (vi) Alcohol destroys brain cells (vii) It leads to unruly behaviour such as fights, violence (viii) One is vulnerable to risky behaviour  a drunk person is unable to make proper decisions hence vulnerable to sexual infections such as HIV / AIDS ----- 453 # (ix) Can make a person cause accidents if driving under the influence of alcohol or staggering on the road. LESSON SIX: CAUSES OF ALCOHOL AND DRUG ABUSE (REASONS WHY PEOPLE ABUSE ALCOHOL AND DRUGS) Learning outcomes. By the end of the lesson you should be able to: - 1. State and explain the effects of drugs 2. State and explain the causes of drug use and abuse (i) Frustration due to unemployment, inability to perform well and meet set standards or other personal frustrations. (ii) Idleness  when idle some turn to alcohol and drug use (iii) Addiction (iv) Boredom (v) Bad examples from adults (vi) Availability of drugs in the Kenyan market (vii) Negative peer pressure (viii) Experimentation then addiction (ix) Media influence (x) Societal permissiveness (xi) Urbanization (xii) Pressure of work (xiii) Financial stress (xiv) Globalization  foreign world influences Effects of drug abuse Drug abuse poses danger to the health of a person, affects family, society in general. Effects of drug abuse are ----- 454 # A. Psychological problems  drugs are addictive. The body becomes dependant on them. It cannot perform without the drugs. It leads to depression, irritability, aggressiveness, paranoia, one becoming afraid to face reality etc. B. Crime  robbery, theft, people abusing drugs will rob, steal so as to get money to buy the drugs. Drugs have led to students setting schools on fire, killing their fellow students C. Illusion  users do not face reality D. Health problems  one is prone to diseases because of frequent use of drugs. Drugs weakens the bodys system e.g. alcohol leads to liver Cirrhosis, stomach ulcers. One is susceptible / prone to HIV / AIDS infection STIs lung cancer, still birth etc E. Economic problems Drugs are expensive. Abuse leads to depletion of family resources leading to poverty F. Loss of job and income G. Social problems Abuse of drugs leads to family conflicts, leading to separation, divorce, family quarrels fights and even murder (domestic violence) H. Accidents I. Frustrations J. Poor performance in school work K. Death People die out of drug abuse. An over dose of heroine, cocaine kills. Alcohol can lead to a blackout, this affects the brain LESSON SEVEN: REMEDIES TO DRUG ABUSE ----- 455 # Learning outcomes. By the end of the lesson you should be able to:- 1. List down the various remedies to drug use and abuse Drug abuse has become a global problem. Remedies or solutions include a) Law enforcement  through bodies such as UNDCP United Nations International Drug Control Programme Anti Narcotics Police Units, NACADA National Agency for the Campaign Against Drug Abuse so as to control abuse of Narcotics and other drugs. b) Education People to be educated on the effects of drugs. The curriculum from primary to secondary to include topics on drug abuse. Guidance and counselling Religious teachings  all religious condemn the abuse of drugs Family values to be promoted. Parents should set good examples to their children Every individual to cultivate individual values. Respect their body and take care of their bodies Rehabilitation of drug users / abusers LESSON EIGHT: CHRISTIAN CRITERIA FOR EVALUATING THE USE OF LEISURE Learning outcomes. By the end of the lesson you should be able to: - 1. Describe the Christians criteria for evaluating the use of leisure Criteria  criterion  a principle or standard for judging something. How does a Christian determine whether a certain leisure activity is lawful, acceptable before God  criteria for evaluating the use of leisure 1) Christians, should engage in leisure activities which promote their respect and dignity they should ----- 456 # socialize with people who are morally upright (bad company corrupts good morals) 2) God ordains leisure hence it should serve Gods purpose. 3) Leisure should come after work 4) Leisure should be used for the good of others. The activities that are harmful to others should be avoided 5) Activities chosen should enrich their knowledge of God 6) Activities should provide service to others 7) Leisure doesnt mean laziness A Christian should not engage in a harmful activity to self but those that promote respect and dignity 9) Christians to avoid activities that lead to sin or to addiction 10) They should perform an activity which develop their physical emotional social and spiritual well being 11) Leisure should be enjoyed with moderation 12) Activities for leisure should be moral, within the laws of God and pleasing to good. Revision questions 1. Identify five (5) reasons why the taking of alcohol as a way of spending leisure is condemned 2. Write down five ways in which modern Christians use their leisure time 3. Give five ways in which drug use and abuse could affect a Christian 4.identify ways in which Christians can overcome temptations to drug use and abuse 5(a). Why is leisure important in the life of a Christian? 5(b). What factors have contributed to the misuse of leisure in Kenya? 6.state the factors that have led to the misuse of drugs in Kenya TOPIC FIVE: CHRISTIANS APPROACHES TO WEALTH, ----- 457 # MONEY AND POVERTY Learning Outcomes By the end of this topic, you should be able to: - a. Define the concepts wealth, money and poverty b. Explain and appreciate the traditional African understanding of wealth and poverty c. Describe the impact of the introduction of money economy in the traditional African society. d. Explain Christian teachings on money, wealth and poverty e. Discuss Christians approached to some issues related to wealth money and poverty f. Uphold the Christian principles in acquiring and using wealth LESSON ONE: DEFINITION OF THE CONCEPTS WEALTH, MONEY AND POVERTY a) Wealth:  accumulation Accumulation of materials owned by an individual, family or a group of people. Wealth is property that has economic value e.g. land, animals, money, valuable possessions such as jewellery, commercial and residential buildings etc. Ways of acquiring wealth  Inheritance  Business  Commercial farming  Salaried Jobs  Investment of money in financial institution  Provision of commercial services b) Money Its the medium of exchange that functions as a legal tender. It is something that is generally accepted as ----- 458 # a medium of exchange, a means of payment. It is usually in form of coins or notes. Good monetary media (money) has certain qualities. Qualities of money  It should be acceptable  It should be fairly stable  Easy to divide into small units  Easy to carry  Should be relatively scarce  It should be durable  Its value should be maintained through proper control of its circulations Money is a measure of wealth. What it can purchase is the value. Money is used to buy services, goods, pay debts etc. Examples of currencies in the world are Ksh. (Kenya), Rand (South Africa) US & Dollar, Pound (Britain) Euro (Europe), Yen (Japan) Etc c) Poverty State of being without adequate basic necessities of life e.g. food, shelter, clothing Its a state of helplessness. It is characterized by poor health, hunger, and lack of education facilities, uncared for environment. Causes of poverty a. Adverse climatic conditions (Geographical factors) b. Poor family background (historical and social factors) c. Political stability leading to civil wars d. Poor governance e. Regional imbalance of natural resources f. Low level of technology ----- 459 # g. Laziness h. Over dependence on foreign aid LESSON TWO: THE TRADITIONAL AFRICAN UNDERSTANDING OF WEALTH AND POVERTY Learning outcomes. By the end of the lesson you should be able to: - 1. Define the terms wealth and poverty according to the traditional African understanding 2. State the various ways in which wealth was acquired in traditional African communities 3. List the causes of poverty in tradition African communities Wealth In African traditional societies wealth was measured in terms of the amount of land, livestock, grains, wives, children possessed by an individual or the community. Wealth was acquired in various ways. (i) As a gift from God Most Africans believe that wealth is a blessing from God. (ii) Inheritance In cases where the head of the family is dead, the eldest son becomes the custodian of the estate. The clan and community elders give direction on how the wealth is to be shared out. (iii) Bride wealth (iv) Farming (v) Exploitation of natural resources  honey, wood for carving, building materials etc (vi) Trade African communities were involved in barter trade where they exchanged good and services ----- 460 # (vii) Raids  wealth was also acquired by raiding other communities  goats, sheep, Cattle. - People were encouraged to work hard to acquire wealthy honesty - Wealthy people were highly regarded and were considered for leadership position - Wealth was incomplete without a family Poverty Poverty was viewed as punishment or curse for wrongdoing. Other causes of poverty according to African Traditional Society were: -  Laziness  Lack of inheritance  Raids by other communities  Famine  Natural calamities  Sickness  rendering the individual weak to acquire wealth - In acquiring wealth, principles such as value for human life, mutual responsibility, and sharing, communal ownership were emphasized. - Places that were communal include grazing land, rivers, and watering places - Laziness was ridiculed through songs, riddles and proverbs. LESSON THREE: IMPACTS OF THE INTRODUCTION OF MONEY ECONOMY IN TRADITIONAL AFRICAN SOCIETY Learning outcomes. By the end of the lesson you should be able to: - 1. Define economy, development and money economy 2. Explain the reasons for the introduction of money 3. Explain the impact of money economy in traditional African society ----- 461 # Introduction - Money was introduced to Africa by the Europeans - Before colonial period, Africans practiced barter trade  actual goods exchanged with other goods e.g. animals would be exchanged with food grains, millet, sorghum, cowpeas, children exchanged for food during famine. - Trade merchants from Asia had introduced into Africa forms of currency such as the cowrie shells, gold and the Indian rupees. Europeans introduced currency still used today Economy:  careful management of resources, finances, income and expenditure of a family, a business enterprise, community or a country. The economy of a country is to be well managed if it has the ability to meet the social economic needs of her members. Development Its measured by the healthy of its economy in the provision of health, education, housing, sanitation, employment, longevity of life, decrease of material and child mortality. Money economy:  Use of money as a means of exchange in economic activities e.g. banking, investment, insurance, payment of goods and services. Reasons for money introduction 1) Colonization brought a lot of changes such as unoccupied land declared Crown land for colonialists. 2) Tax introduction Africans were supposed to pay taxes to the government. Taxes were paid in form of money. 3) Introduction of formal education School fees was introduced. Fees were paid in form of money. ----- 462 # 4) Introduction of modern medical services People paid medical services using money. 5) Emergence of new lifestyles Converts to Christianity were emphasized on to have materials, hence had to work to improve their living standards. They built houses, took their children to schools practiced modern family techniques hence had to use money. Impact of the introduction of money economy in traditional African society 1) Introduction of wage  labour 2) Break up of family ties as people migrated from rural to urban areas in search of employment 3) African land taken by the colonialists, reducing people to squatters hence need to work 4) There was creation of a gap between people  the rich and the poor 5) Emergence of vices e.g. corruption, bribery, prostitution, robbery 6) Deterioration of cherished African values e.g. bride wealth has become commercialized, customs lost etc. 7) Loss of African human dignity. Africans had to pay taxes to the colonial government. They were forced to work in European farms so as to get money. They worked under dehumanizing conditions Production of traditional food crops declined replaced by cash crops. 9) Individual ownership of land was emphasized. Land could be sold at will 10) There was increase of rural  urban migration leaving the rural people less educated. ----- 463 # 11) Exploitation of the poor by the rich  poor wages, overcharging prices on foods. 12) Destruction of the natural environment to create room for building projects, urban centres 13) The cost of living increased. Almost everything is acquired by money. LESSON FOUR: THE CHRISTIAN TEACHING ON WEALTH, MONEY, POVERTY Learning outcomes. By the end of the lesson you should be able to: - 1. Explain the Christian teachings on wealth 2. Explain the Christian teachings on poverty Teaching on wealth 1) Wealth is a blessing from God 2) Those who obey Gods laws, teachings of the prophets are promised blessings by God Deut28: 1  4 3) Wealth has duties associated with it e.g. 10% tithe, alms to the poor, and an aspect of stewardship. 4) Wealth should be used wisely. People are not owners of their property but are stewards. Should share with the poor, needy. 5) Wealth is not permanent e.g. parable of the rich fool. When people die, they take nothing with them. Naked into the world, naked out of the world. Job. 1:21 6) Wealth can create a false sense of independence feeling of self reliance no need for God 7) Wealth should be obtained justly  no happiness for a person who gets riches in the wrong way. Wrong attitude to wealth can lead to idolatry and other dangers. Matt.19: 23  24 danger of materialism  making riches their God, the love of money is the root of all evil (1 timothy 6:10) ----- 464 # 9) It is wrong to discriminate against others on the basis of material possessions. Jesus associated with the rich, the poor, the sick etc. 10) Seek spiritual wealth, which is permanent and more fulfilling than material wealth, which is transitory  temporal. Matt 6:19  20) 11) Acknowledge God as the source of ones riches 12) Use wealth to help the needy 13) Wealth is an instrument to enable us live decently. 14) Obsession with money and wealth leads to sin 15) Church leaders should avoid greed for wealth (1 Timothy 3:3) 16) God will judge rich exploiters. Christian teaching on poverty 1) Christian teachings discourage irresponsible behaviour and habits e.g. laziness, idleness and negligence. Some people became poor because of such. 2) Some people become poor because of misfortunes 3) Others are poor because of judgment due to disobedience to God 4) God cares for the poor 5) Those with more should share with the poor 6) People should work to alleviate poverty in the society 7) Jesus helped the poor so should we The poor in spirit will be blessed LESSON FIVE: CHRISTIAN APPROACHES / RESPONSE TO ISSUES RELATED TO WEALTH AND MONEY. Learning outcomes. By the end of the lesson you should be able to: - 1. Describe the Christians response towards wealth and poverty 2. State the factors causing poverty 3. Describe how wealth/ resources can be distributed fairly Christian can respond by ----- 465 # A. Insistence on fair distribution of wealth B. Fighting against bribery and corruption C. Using life skills D. Practicing Christian values Introduction - Affluence  having a lot of material possessions and a luxurious standard of living. Poverty is a state of lack of the basic necessities. - Illegal means of acquiring wealth include fraud, grabbing public land, selling narcotic drugs etc Factors that have contributed to poverty 1. Political instability 2. Lack of formal education 3. Laziness 4. Negative attitude towards work  choosing jobs 5. Historical factors  colonization lack of land 6. Exporting unprocessed agricultural products cheaply then sold back expensively. A. Fair distribution of wealth / resources a) Christians to promote the value of justice, fairness, social responsibility. How? By having anti  corruption crusades, be role models, teach or import skills, advocate for cancellation of foreign debts, taxation to all etc. b) Fair salaries c) Promotion of affordable and decent housing d) Favourable terms of loans e) Encourage Jua Kali artisans f) Christians to demand transformation of society through implementation of just economic policies that ----- 466 # can ensure fair distribution of wealth. g) Encourage foreign investors through good infrastructure, incentives e.g. shorter process to register business, security. h) Christian to encourage investments by churches and inculcate in people the values of hard work, proper time management free education free health care for the poor or needy. Fair distribution of wealth / resources refers to jobs, infrastructure, hospitals, water, agricultural products etc. LESSON SIX: BRIBERY AND CORRUPTION Learning outcomes. By the end of the lesson you should be able to: - 1. Define the following terms bribery and corruption 2. Explain the factors that contribute to bribery and corruption 3. Explain the consequences of bribery and corruption Fighting against bribery and corruption Bribery and corruption are related terms. Corruption:  practice of giving a bribe in the form of money, goods or privileges in return for a service. Bribery:  act of giving money, material goods or services to someone to influence the recipient to give underserved favour. It is aimed at influencing a decision to favour. Bribery is a form of corruption. - Corruption is some kind of moral degeneration. A practice whereby someone uses his/her influence in an activity that is not morally acceptable. - Example of corruption include promotion by a senior for a favour, colluding to miss work, use of ----- 467 # government vehicles to attend to personal matters. In Kenya, Kenya Anticorruption commission KACC is a national body formed to fight corruption. Factors leading to bribery and corruption 1. Un-employment  one will bribe to secure employment 2. Greed for money  caused by peer pressure, poor moral values, wrong ethical foundation about money etc. 3. Fear  fear of being imprisoned 4. Ignorance  giving bribes in form of gifts 5. Disintegration of traditional African values 6. Lack of moral integrity  no Christian values, one having no spiritual basis 7. Frustration in the place of work 8. A perverted conscience Consequences of corruption and bribery 1. Leads to injustice 2. Leads to incompetent supplies of goods or services being awarded hefty contracts  leads to poor services e.g. road construction 3. Poor infrastructure, poor public service delivery 4. Leads to undermining moral fabric of society  leading to social hopelessness and despair 5. Has led to lack of trust in public servants, and the government 6. Discontentment among people. 7. Degrades the personality of an individual 8. Can lead to imprisonment and lose of job LESSON SEVEN: CHRISTIAN ATTITUDE TOWARDS BRIBERY AND CORRUPTION Learning outcomes. By the end of the lesson you should be able to: - ----- 468 # 1. Describe the Christian attitude towards bribery and corruption 2. Define the following terms life skills, decision making, critical thinking, creative thinking, self esteem and assertiveness 3. List the steps involved in decision making 1. It is condemned as an evil practice (a social evil) Ex. 23:8 2. Bribes cause injustice proverbs 17:23 3. Seen as morally wrong as they negatively affect ones family 4. Jesus drove out merchants from the temple. They had started exploitation of the poor. 5. Condemned because it degrades the personality of an individual 6. Amos condemned taking and giving of bribes 7. Bribes blinds the eyes In the parable of John the Baptist condemned soldiers from taking bribes Corrupt judge and the widow, corruption is condemned 8. Christians are to live righteously and not give bribes or receive. They are the light of the world. 9. Money gained from corruption is not acceptable before God. C Using life skills Life skills are abilities, which enable a person to face the challenges of life in an effective way they are  Decision making  Critical thinking  Creative thinking  Self esteem  Assertiveness a. Decision making Process of identifying the best alternative to overcome a challenge encountered. Often decisions we make do not only affect us but those around us. ----- 469 # Steps to decision  making 1. Identify the challenge (problem) whats the problem? What is bothering you? 2. Understand the challenge / problem:  What is really bothering you? 3. Find out possible solutions 4. Find out the possible options and alternatives 5. Consider the possible consequences for each option 6. Select the best option 7. Implement 8. Evaluate the outcome of the action b. Critical thinking g. Ability to examine and assess a given situation impartially or objectively. It involves reasoning carefully. Getting detailed information, consider the option before making a decision. Critical thinking makes a person responsible for their actions. c. Creative thinking This is the act or practice of using ideas imaginatively to solve a problem d. Self-esteem - This is the regard one has about himself or herself. Self-esteem can be low or high, positive or negative. A positive or high self-esteem person has confidence, is outgoing, social, appreciates self, realistic and independent. - A person with low, negative self-esteem is nave, withdrawn, shy, feels inadequate, and no selfconfidence. e. Assertiveness Ability to express ones feelings and wishes without hurting others. Assertive people are confident; direct in dealing with others assertive people have a high self-esteem. ----- 470 # LESSON EIGHT: CHRISTIAN VALUES RELATED TO WEALTH, MONEY, AND POVERTY. Learning outcomes. By the end of the lesson you should be able to: - 1. Define the terms, values, love. Honesty, reliability, fairness, justice, respect, humility, faithfulness, persistence and chastity 2. State the values related to work Values  Beliefs, which guide people on what is right and wrong. There are - Social values - Cultural values - Moral values Values related to wealth are: - - Love - Honesty - Reliability - Fairness - Justice - Respect - Faithfulness - Humility - Persistence - Chastity Love  intense emotion of attachment, affection, warmth, fondness, regard for a person or something How should love guide a Christian in relation to wealth creation? Honesty  quality of being truthful, fair trustworthy, sincere, genuine. The opposite of honesty is dishonesty. ----- 471 # Reliability  being dependable, faithful, predictable, unfailing. The ability of being relied upon and keeping promises. Fairness  condition of being unbiased, free from discrimination. Justice  fair dealings with the people, as they deserve according to the law. Being fair, giving people whats due to them. Opposite of justice is injustice. Respect Quality of having high regard for somebody or something. Politeness. Its important to respect other peoples property. Humility  quality of not thinking that you are better than others. Being humble. Opposite of humility is pride, being proud. Those who humble themselves shall be exalted. Faithfulness  quality of remaining loyal or true to someone. Christians should be faithful at their places of work and in allocating their wealth to Gods work. Those who are entrusted with public resources to manage on behalf of the people should show a high degree of faithfulness. Persistence  quality to persevere. Quality to continue steadfastly, unrelentingly despite opposition e.g. the unjust judge and widow, job =, Jeremiah are people who persisted. Chastity  a state of being pure, holy, innocent modest. It is abstinence from actions that may make one impure before God. -Christians should strive hard not to defile their bodies in search of wealth -Christians should strive to live holy lives, avoid prostitution, drug abuse; corruption ----- 472 # -people use sexual favour to get jobs or promotion. Christians should thus avoid such. Revision questions 1. Explain the biblical teaching on wealth 2. Discuss the biblical teaching on acquisition and use of wealth 3. Explain ways in which people misuse wealth in Kenya today 4. Show how misuse of wealth leads to family instability 5. Give ways in which the Kenyan government is alleviating the high levels of poverty 6. State the factors that have contributed to high levels of poverty in Kenya today TOPIC SIX: APPROACHES TO LAW, ORDER AND JUSTICE Learning Outcomes By the end of the topic you should be able to: a Define the terms law order and justice b Describe the traditional African practices that promote law, order and justice. c Explain the Biblical teaching on law, order and justice. d Identify and evaluate the need for law, order and justice in the society. e Explain the rights and duties of citizens f Explain the causes and remedies of social disorder. g Evaluate the role of Christians in the transformation of the society h Discuss church-state relationship LESSON ONE: DEFINITION OF TERMS Learning outcomes. By the end of the lesson you should be able to: - 1. Define the following terms law, order and justice 2. State the types of law 3. State the types of statutory laws Introduction - Law, order, justice are essential for the survival of any society ----- 473 # - Following laws leads to order and justice lack of following leads to disorder and injustice laws of Kenya are laid down in the constitution. A. Law Established rules by an authority to regulate human behaviour in the community Schools laws, religious laws, factory laws, hospital laws etc. laws differ from society to society. Laws are dynamic. Laws cover all aspects of life. B. Order Condition brought about by obedience to set rules or laws. Order leads to peaceful co  existence in the society. Where there is order, things are done systematically. The opposite of order is disorder. Types of laws 1. Non  legal laws  no court action e.g. school rules 2. Customary traditional laws  based on culture, social traditions. They have to agree with state laws. They are respected by state. 3. Statutory laws / legal laws  laws made by local council or national government and citizens are expected to obey them. Types of statutory laws a) Civil laws  made by parliament on issues such as taxes, labour, divorce etc b) Criminal law  on crime / punishment c) Constitutional law  matters of state and governance d) Company law e) Religious laws e.g. Islamic law sharia ----- 474 # C. Justice  treating others the way they deserve in relation to the law. Its administration of rightful dealings in a fair manner according to their actions. A just society follows rules and administers legal action to those who offend others or disobey rules. Justice means treating people the same way without discrimination. LESSON TWO: IMPORTANCE OF LAW, ORDER AND JUSTICE Learning outcomes. By the end of the lesson you should be able to: - 1. State the importance of law, order and justice a) They are essential to preserve harmony and protect people b) Laws guide people and ensure peoples rights are protected. c) They protect peoples property and enable people to live in harmony d) They protect the consumer from exploitation e) They safeguard religious freedom f) Laws control power of those in authority and promote political stability g) Provides stability, encouraging economic growth h) Helps to control discontentment among people i) Helps implementation of taxes effectively j) Provides / help in maintenance of security k) Ensures human rights are upheld l) Enables the government to protect its citizens from internal or external threats. m) International law regulates relations between countries. LESSON THREE: RIGHTS AND DUTIES OF CITIZENS Learning outcomes. By the end of the lesson you should be able: - 1. Define the terms citizen, rights and duty 2. List the rights of citizens 3. State te duties/ responsibilities of citizens ----- 475 # Citizen  person who is a member of a state, kingdom, empire. A person who has full rights as a member of a country by birth, decent, registration, naturalization. Rights  legal claims that one is entitled to from the government Duty  ones responsibility to the government. Rights 1) Right to life  to live securely 2) Right to education 3) Right to liberty / freedom e.g. one should not be imprisoned, detained, without trial. One is innocent until proven guilty 4) Right to protection of property 5) Right to own a family  right to marry and raise a family 6) Right to health 7) Freedom of movement Right to freedom of association 9) Right to freedom of assembly 10) Freedom of religion 11) Right to own property 12) Right to equality  non discrimination 13) Protection of freedom of expression and speech (own opinions, ideas) Children have rights e.g. Right to life, education, parental care, health, protection from exploitation, right to identity etc. Duties of citizens (responsibilities) 1) Pay taxes to the government 2) Respect the flag and national anthem 3) Respect those in authority 4) Respect the laws of the land 5) Register as a voter and voter in national elections ----- 476 # 6) Be responsible at work 7) Participate in national development Promote peace and harmony in the society 9) Report errant members of the society to law enforcement agents 10) Protect the environmental  clean, plant trees, avoid poaching etc LESSON FOUR: TRADITIONAL AFRICAN PRACTICES THAT PROMOTE LAW, ORDER, JUSTICE Learning outcomes. By the end of the lesson you should be able to: - 1. State and explain the traditional African practices that promoted law, order and justice Some of the practices that promote law, order and justice are a) Punishment of offenders People who committed offences such as stealing, murder, witchcraft were punished through death, curses, paying heavy fines etc. this promoted law, order, justice b) Installation of rules, kings, chiefs, elders They were installed to maintain law, order and to execute justice in their areas of jurisdiction c) Administration of oaths - Administered by specialists and are used as a method of establishing and maintaining law and order d) Making of covenants - Covenants were made if there was a conflict between two communities. They would promise to live in peace and harmony. e) Observing of taboos and customary law Taboos were prohibitions. Those who went against taboos were severely punished f) The kinship system  defined how people related one to another g) Rites of passage  ensured customs, laws were adhered to ----- 477 # h) Religious practices- such as praying, singing, sacrificing and giving of offerings had the effect of maintaining order. LESSON FIVE: BIBLICAL TEACHING ON LAW, ORDER AND JUSTICE Learning outcomes. By the end of the lesson you should be able to: - 1. Describe the biblical teachings on law, order and justice God initiated Law, order, and justice. 1. Gods creation is orderly. God desires order 2. Man was created with a conscience to know right from wrong sin has consequences or punishment. God does punish disobedience i.e. justice 3. God instituted the laws as part of his plan for salvation e.g. law of circumcision, Torah (10 commandments), circumcision of the heart, laws on what to eat etc. 4. Gods law governed kingship in Israel. National prosperity depended on a kings ruler ship. Kings were to ensure law and order 5. In the New Testament John the Baptist urged people to observe the law (social justice). 6. Jesus taught that the kingdom of God is based on law, order and justice. There should be fair treatment for all people 7. Jesus said that the law of Moses was given to guide people 8. Christians should obey the law of the land and respect those in authority 9. The apostolic teachings stress the need for law, order, justice (1 Cro.14: 33) 10. Christians should be orderly. ----- 478 # 11. The birth of Jesus was orderly. His ministry was also orderly hence should Christians. LESSON SIX: CAUSES OF SOCIAL DISORDER AND THEIR REMEDIES Learning outcomes. By the end of the lesson you should be able to: - 1. State and explain the causes of social disorders 2. State the causes of discrimination 3. Explain the causes of crime 4. List the forms of punishment Social disorder is a state of confusion or lack of order in the society Causes 1) Discrimination 2) Inequitable distribution of wealth, resources 3) Crime 4) Racism 5) Tribalism 6) Sexism Discrimination Discrimination is unfair treatment. Discrimination is on basis of - Race - Tribe - Sex / gender People or a particular person is singled out and treated with disfavor or distaste. It is showing bias or prejudice. Causes of discrimination a. Culture b. Prejudice  bias original from opinions that have no known basis or supporting facts  stereotypes c. Ignorance e.g. on HIV /AIDS ----- 479 # d. Social status  ones position in a society Inequitable distribution of wealth and resources - This is when riches of family, community, and nation are not fairly shared out due to Selfishness or poor planning. Some areas are marginalized. Racism  unfair treatment of people because of their race Tribalism  discrimination on basis of ethnic group Crime  an offence against state, normally settled in court. Its antisocial behaviour causing disorder. Causes of crime (Why people commit crime) 1. Poverty 2. Public mistrust for law enforces 3. Lack of parental guidance 4. Wide gap between the rich and the poor 5. Greed for power, money 6. Materialism 7. Drug and substance abuse Sexism - Discrimination against people because of gender - Women are discriminated in areas such as jobs, no promotion for women, oppression of women at home, cultural values demeaning the status of women, wife beating / men beating, female genital mutilation (FGM) early children marriages etc. Remedies to social disorder 1) Rehabilitation for drugs users / abusers 2) Punishment for offenders of crime Forms of punishment - Imprisonment - Payment of fines ----- 480 # - Corporal punishment - Probation - Being assigned community work - Being placed under house arrest - Learning in approved schools, Juvenile homes 3) Equitable distribution of national resources - Develop marginalized areas - Create jobs 4) Campaign against drug abuse 5) The public to use hot lines to report crime to police 6) Preach against racism, tribalism, and preach equality, freedom and interaction with all people 7) People to be sensitized to appreciate and respect different ethnics groups Promote national unity through education /cultural programmes 9) Creation of more national schools so as to have students from all backgrounds 10) Encourage domestic tourism 11) Enlighten women on their rights 12) Employment on merit 13) Rich countries to share wealth with the poor LESSON SEVEN: ROLE OF CHRISTIANS IN TRANSFORMING THE SOCIAL, ECONOMIC, POLITICAL LIFE OF THE SOCIETY Learning outcomes. By the end of the lesson you should be able to: - 1. Define the term transformation 2. Describe Christians participation in social life 3. Describe Christians participation in political life 4. Describe Christians participation in economic life ----- 481 # Transformation is to completely change the attitude, character, and well being of the society a) Christian participation in the social life - Christians are involved in the preaching of the gospel in many places in the country. They use print and electronic media to spread the gospel. - Christians have shown concern for the destitute and victims of violence in the society by building homes for them and providing them with food and clothing. - Christians run schools, vocational institutions, universities providing educational services - Christians offer medical services to the society - They speak openly against sexual immorality, murder, bribery, corruption, abortion etc. - They show compassion to those in need the poor, HIV / AIDS orphans, widows, widowers, aged etc. - They offer guidance and counselling to dysfunctional families (the pastors, those trained to do counselling  almost all pastors get a training in guidance and counselling) b) Christians participation in the political life - Christians participate in the political life by advocating for fair distribution of wealth - They offer prayers for government, political leaders - They exercise their right by voting - They also participating in the political life by standing up for elections (Vying for elections) c) Christian participation in economic life - Christians participate in economic life by paying taxes to the government ----- 482 # - By contributing in collection of funds for construction of churches, schools, hospitals - They invest in business that promotes their own development as well as the development of the country. - They provide financial resources in order to assist others to start economic activities or self employment - They discourage business practices such as using faulty scales, hiking of prices cheating in business etc and encourage proper acquisition of wealth d) THE CHURCH  STATE RELATIONSHIP The government and the church interact at various levels and in different areas a) Religious leaders give advice to the state b) The church speaks against corruption, robbery, rape, abortion, vices which the government is fighting c) The church is the conscience of the state d) Both educate the citizens on the constitution and their rights e) The church preaches peace, love, unity, order f) The state needs support of the church in mobilizing citizens to adopt government policies g) Both are involved in rehabilitation of prisoners h) The church builds schools and other institutions that supplement government institutions. i) The church is involved in formulation of educational curriculum. However the church differs with government on various issues such as a) Use of condoms (Some churches opposed to this) b) Use of live bullets by the law enforces when curbing riots ----- 483 # c) Fight on corruption a thorn to the church since state leaders are involved d) Issue of death penalty  church been fighting against death penalty to convicts NB. The government lifted the death penalty as a form of punishment in the year 2009. Revision questions 1.state ways in which Christians can promote peace/unity in the society 2. Why should Christians take part in voting? TOPIC SEVEN: CHRISTIAN APPROACHES TO SELECTED ISSUES RELATED TO MODERN SCIENCE, TECHNOLOGY AND ENVIRONMENT Learning Outcomes By the end of the topic, you should b able to: 1. Explain the Christian view on some issues related to modern science and technology 2. Explain the Christian view on the effects of modern science and technology on the environment LESSON ONE: DEFINITIONS Science  subject field that deals with a systematic study of our surroundings and behaviour of materials in the universe It is based on observation, experimentation and measurement. Technology  application of science to achieve desired objectives. Environment  our surroundings  both natural and human made i.e. mountains, lakes, land, forests, animals, buildings, flowers etc LESSON TWO: POSITIVE AND NEGATIVE EFFECTS OF SCIENCE AND TECHNOLOGY Learning outcomes. By the end of the lesson you should be able to: - ----- 484 # 1. State the various ways that science and technology has improved our lives 2. State the negative effects of science and technology Ways science and technology has improved human lives 1) Improvement of crop production  a quality seeds, fertilizers leading to improved yields 2) Better nutrition, health care, medical services 3) Improvement of livestock production through artificial insemination, quality medicine leading to more milk production. 4) It has led to development of efficient means of transport  land, air, seas 5) Work has been made easier and enjoyable. There is use of machines, automation, use of computers. 6) Peoples lives have been spared, saved e.g. through life saving machines (ICU), incubators 7) Business transactions are being done through the internet Communication has been made easy  fax, email, short text messages on mobile phones etc 9) Research is ongoing for incurable diseases i.e. HIV / AIDS, cancer 10) There is better management of environment 11) Technology has made the world a global village 12) Through family planning methods, its easier to control population growth 13) Theres a better security system through use of scanners, alarms, electrified fences etc. 14) Improvement of learning through elearning 15) Theres easier movement from one country to another Negative effects of science and technology 1. People use medicine to commit suicide ----- 485 # 2. Increase of crime, fraud and death through modern means of communication 3. Destruction of family relationships 4. Breakdown of community names, values morals, breakdown of families 5. Terrorism 6. Greed for money / materialism 7. Unemployment  replacement of personnel by machines 8. Health hazards such as accidents in factories 9. Pollution, air poisoning LESSON THREE: CHRISTIAN VIEW ON ISSUES RELATED TO SCIENCE AND TECHNOLOGY. Learning outcomes. By the end of the lesson you should be able to: - 1. Define the following terms euthanasia, blood transfusion, organ transplant, genetic engineering and plastic surgery 2. Describe Christians view on euthanasia, blood transfusion, organ transplant, human cloning, genetic engineering and plastic surgery 3. State the reasons for and against euthanasia, blood transfusion, organ transplant, human cloning, genetic engineering and plastic surgery a. Euthanasia b. Blood transfusion c. Organ transplant d. Genetic engineering e. Plastic surgery Euthanasia Its a Greek word, which means an easy and painless death. It is mercy killing ending a persons life so ----- 486 # as to alleviate them from experiencing pain.  Its practiced with the sick persons knowledge  It is involuntary when its practiced against or without the sick persons consent  Its done by a) Injecting an overdose of sleeping pills to the sick person b) Switching off life support machine c) Exposing the person with chronic pneumonia to very cold air. Christians view on Euthanasia Christians are opposed to euthanasia for several reasons such as a) Life is sacred, a gift from God and only God can take away human life b) Suffering is part of human life c) Euthanasia is against medical ethos, which demands that doctors and nurses work for the sustenance of human life and alleviation of suffering but not to terminate it. d) Jesus has power over sickness and through his name all sickness are healed e) Accepting euthanasia discourages medical research on vaccines that may cure various diseases. f) Euthanasia discourages patients and makes them to lose hope in life. They may feel unwanted and rejected. Blood transfusion - Its the process of injecting a persons blood into another person through his/her veins. The giver is a donor the receiver is a recipient. Reasons for blood transfusion 1. When a person is suffering from acute anemia (little blood in the body) low blood level. ----- 487 # 2. To restore blood lost during fatal accidents, wars, or childbirth 3. To maintain blood levels for patients undergoing major operations 4. To correct the low haemoglobin level of some patients 5 Blood has to be screened for any diseases, and then kept in blood bank after determining the blood group. The transfusion should be in a hygienic way. The equipment used should be sterilized 6. Donors should not be below 16 years or above 65 years Alternatives to blood transfusion a) Volume expanders  increase fluid levels in the body b) Growth factors  intra operative / post operative c) Blood salvage  same blood when on surgery is saved then transfused back to the patient Christian view on blood transfusion a) Some Christians believe it is wrong to take blood from a healthy person and transfuse it to another person. b) Blood is life and life cannot be taken from one person to another c) Blood transfusion is essential as it saves life d) Blood transfusion can transmit dangerous diseases like HIV / AIDS and Hepatitis B e) God has given Christians the intelligence and capability to make the right decision and choice Organ transplant - This is the removal of a defective organ and replacing it with a healthy one. Body organs transplanted are kidneys, heart and eyes small intestines, pan crease. - The purpose is to replace the damaged organ of a recipient ----- 488 # - Common transplants are the heart, kidney, eyes from living and the dead (heart) within a span of hours. Eyes can be transplanted from animals. Christian view on organ transplant a) It saves life hence acceptable to some b) Its transferring human life from one person to another c) Its wrong to transplant from animals  view by some Christians d) Some support organ transplant by referring to the story of creation of Eve from parts of Adam e) It is part of human beings continuing with the creation work of God. f) It is an expression of love and concern for those suffering as taught by Jesus Christ. Genetic engineering - Its a scientific technique used by scientists to change the biological characteristics of living organisms by deliberately altering the structure of individual genes. - There are genetically modified foods, genetically engineered seeds, test tube babies, human clones, and genes of human insulin. Human cloning This is a form of genetic engineering. Its a creation of genetically identical copy of a human being, human cell.  Twins are a form of natural cloning  Theres therapeutic cloning and reproductive cloning (human cloning)  Therapeutic cloning is when cells from an adult are used in creating medicine or for research  Reproduction cloning is the making of human beings  More than 90% of cloning has failed.  Animals cloned have died young, had cancers or arthritis. ----- 489  # Human cloning is illegal worldwide  Genetic cells are used to treat Alzheimer, heart attack, cancer  Test tube babies are different from human cloning. Test tube babies are where the egg and sperm is fused together outside the body.  In cloning, a needle like device is used to draw out the cells from an embryo, then preserved using chemicals, then put in a womb/uterus to grow. Some do not need a sperm cell, they use other body cells for fertilization. Reasons for advocating human cloning  Can clone people whose genetic composition is of a genius, people with special abilities or talents  Can be able to bring, revive back great extinct characteristics.  Those who support it believes it can reduce immorality Reasons against human cloning 1. God is the sole creator. Cloning takes the place of God. 2. It de humanizes human beings purpose of human reproduction 3. It destroys uniqueness of each individual (Cloning is an exact copy) 4. It can be abused and used to create antisocial people (rapists, thieves) 5. May create deformed people 6. Its un-ethical, immoral experiment. Its destruction of the embryo hence abortion 7. 95% of clones have failed (animal) most animals died 8. Its illegal 9. Closed animals died of cancer, had arthritis, deformities and an early death 10. Cloning may bring a destructive copy of humans Advantages of genetic engineering ----- 490 # 1. Implanting genes that are diseases free in people, plant and animals could prevent diseases. 2. Genetic crops yield more 3. Helps to determine the biological parent in case of dispute on babies (DNA) 4. Helps to increase disease resistance in crops and altering animal traits in plants and animals 5. Assists in classifying blood during screening before its transfused to another person. Christian view of genetic engineering 1. Christians support genetic engineering that is beneficial to human beings e.g. Cure of genetic diseases, production of drugs, plant and animals 2. Human beings are made in Gods image and are loved by God with or without defects. 3. The dignity of the human being is eroded or disregarded and should be upheld. 4. Christians oppose cloning and test tube babies 5. Its against Gods will or teaching Plastic surgery - Its to change or mould the shape of something, to enhance or restore an area of the body - Its repairing or improving of damaged, diseased or unsatisfactory shaped parts of the body with pieces of skin or bone taken from other parts of the body. - Skin grafting is the most common type of plastic surgery - Plastic surgery is done on cleft lips i.e. cosmetic surgery, breast surgery  reduction or enlargement, surgery done to look younger. Reasons for plastic surgery ----- 491 # - It can help restore ones confidence or self  esteem - It enhances beauty, attractiveness or youthfulness - It enhances a persons life and can be a life changing procedure - It may help a person to get a new job Disadvantages - Its expensive - Can lead to transmission of diseases Christian views on plastic surgery - Some support it, as it has some benefits - Some Christian oppose plastic surgery in order to look younger - Some argue that some people do it because of a lack of self  acceptance, low self esteem hence should work on such issues first. LESSON FOUR: THE CHRISTIAN VIEW ON THE EFFECTS OF MODERN SCIENCE AND TECHNOLOGY ON THE ENVIRONMENT (POLLUTION, DESERTIFICATION) Learning outcomes. By the end of the lesson you should be able to: - 1. State the various ways of caring for the environment In Genesis 1, man was given the responsibility of taking care of the environment Ways of taking care of the environment 1. Cleaning up the environment, clean up rivers 2. Educating people on the importance of conservation 3. Dispose industrial wastes properly 4. Enforce use of environment  friendly fuel (unleaded fuel) 5. Factory owners to supply protective wear to factory workers 6. Planting of trees and flowers 7. Establishing airports, industries, and disco clubs away from residential areas. ----- 492 # 8. Advocate for laws to be passed to minimize noise from vehicles, aircrafts, entertainment centres. 9. Waste to be managed through  Reuse e.g. bottles  Recycle  plastic bottles to be recycled to plastic bins, old newspapers to be recycled to tissue papers.  Recover  burning waste products to produce electricity Waste can be managed to reduce use of Throw away goods e.g. batteries to use of electricity. LESSON FIVE: POLLUTION AND ITS EFFECTS. Learning outcomes. By the end of the lesson you should be able to: - 1. Define the terms pollutant and pollution 2. Give examples of pollutants 3. State and explain the types of pollution 4. State the effects of the various types of pollution. Its introduction into the environment of substances or energy that is liable to cause hazards to human health, harm to living resources and ecological systems In simple terms pollution is the contamination of the environment. Substances that cause pollution are called pollutants. Some of the pollutants include;  Industrial affluent  Pesticides  Insecticides  Fertilizers  Ultra  violent rays from nuclear plants  Dust  Smoke  Noise  Waste heat ----- 493  # Exhaust gases from automobiles Types of pollution a) Water pollution p) Air pollution q) Land pollution r) Radiation pollution s) Sound pollution (noise) Water pollution This is the increase of substances in water in excess of its rightful chemical components thus making it unsuitable for human, animal or plant use. - Disposing domestic and industrial waste into rivers, lakes, seas etc pollutes water. - Disposing agricultural chemicals pesticides into water bodies. - Oil spilling into waters - Poor sanitation bathing or washing clothes in rivers or dams Effects of water pollution a. Causes diseases, which are communicable such as cholera, typhoid, and dysentery. b. Leads to death of marine life  birds (Flamingo) fish by oil spills c. Mercury (metal) leads, silver is poisonous. They kill organisms. d. Water becomes unfit for human consumption Air pollution - Presence of contaminants in the atmosphere caused by a. Smoke b. Fumes c. Dust  from mines, quarries - When there is an increased level of carbon dioxide in the atmosphere thats pollution ----- 494 # - Other major atmospheric pollutants include gases such as chlorofluorocarbons (CFC), and sulphur dioxide (SO2) - Nitrogen Oxide (NO) i.e. fumes from vehicles, aircrafts, industries Effects (i) Leads to diseases such as bronchitis, asthma (ii) Leads to depletion of the Ozone layer leading to ultra  violent rays of the sun penetrating to the earth causing skin cancer, cataracts (eye problems), low plant yields. (iii) Causes rusting of roofs (iv) Causes acid rains (v) Carbon dioxide (02) in the atmosphere has led to global warming. (vi) Formation of smog (thick fog), which can lead to accidents. (vii) Colored rain due to large amounts of dust in the atmosphere (viii) Eyesight loss due to gas leakages from industrial plants. Land pollution Land pollution is any physical or chemical alteration to land, which causes change in its use and renders it incapable of beneficial use without treatment. - Improper or excessive use of insecticides, pesticides makes land acidic - Land is also polluted by improper disposal of waste / garbage, broken glasses. Effects (i) Waste is an eye sore spoiling the beauty of the environment (ii) Broken glass can lead to injuries (iii) Open mining leaves pits, which are a danger to people and animals. Noise pollution - Experienced especially in urban centres, near roads, running water, mining areas, airports, music from bars, nightclubs etc. ----- 495 # - An instrument called sound meter measures noise. The lowest unit is O Decitel, which is okay. More than 80 decibels is harmful to the ear. Noise over 80 decibels can cause (effects) - Deafness, hearing problems - Psychological disorders  frustrations, irritation - Insomnia - Shock due to sudden noise - Cracking of walls Noise can be minimized by  Construction of sound proof buildings  Location of residential areas away from industries, airports, bars, main roads  Banning of unnecessary hooting, playing of loud music in public vehicles  Installing silencers in generators  Education people on the effects of noise pollution Pollution caused by radiation  Mainly in developed countries Atomic explosions e.g. Hiroshima / Nagasaki in Japan in 1945. The side effects of mutations of born children. Some children born with deformities. The radiation caused chromosome mutations. Some mutations on the cells of the parent / grandparents.  Nuclear power stations also a danger  Medical equipment e.g. X ray machines when one is over exposed to these radiations (x  rays) it can lead to development of cancer. LESSON SIX: DESERTIFICATION Learning outcomes. By the end of the lesson you should be able to: - ----- 496 # 1. Define the term desertification 2. Describe the causes of desertification This is slow encroachment of desert  like a condition to land that was previously productive making it desolate, uncultivatable and uninhabitable. Human activity accelerates creation of deserts. Causes of deserts 1. Natural a) Persistent rains in a semi  arid area b) Exposure of an area to very high, very cold temperatures c) Inadequate rainfall for a long period of time 2. Human Human activities that lead to desertification are (i) Cutting down of trees (deforestation) for land use such as building, industries, and not replacing them. (ii) Use of water from wells to irrigate land. Its harmful especially salty water  salt on soil salination is toxic to soils. (iii) Incorrect use of pesticides and fertilizers destroy soil nutrients. (iv) Industrialization  industries emit carbon dioxide (CO2) leading to formation of acid rain, which leads to unproductive land hence desertification (v) Overgrazing especially among the pastoralist communities (vi) Poor farming methods like cultivation on riverbanks and slopes, which causes soil erosion, leading to desertification. LESSON SEVEN: SOLUTIONS TO DESERTIFICATION Learning outcomes. By the end of the lesson you should be able to: - 1.state the solutions to desertification ----- 497 # Land can be restored through the following ways; (i) Removal of people, livestock from certain areas e.g. forests (ii) Installation of good drainage systems (iii) Reduction of water logging / salination (iv) Use of alternative sources of fuel such as wind, solar, biogas instead of cutting down trees to use as fuel (charcoal) (v) Advocate for penalties to those who pollute the environment  factories (vi) Replace trees that are cut down (vii) Build water storage facilities to store rain water then use it for irrigation (viii) Educate people on the importance of the environment (ix) Use of manure instead of harmful fertilizers Emulate Prof. Wangari Maathai implanting trees  8th October 2004 she was awarded the Nobel peace prize, an international award, for her efforts in preserving the environment. Revision questions. 1. How can modern Christians evaluate scientific and technological discoveries 2. Why is the church in Kenya opposed to plastic surgery? 3. How has science and technology improved human life? 4. What are the consequences of science and technology in our society? C.R.E.  QUESTIONS AND ANSWERS TOPIC ONE CHRISTIAN ETHICS Q1. What is the meaning of Christian Ethics?  This is the study of human conduct or behavior. ----- 498  # It is about how Christians make choices in their daily lives guided by Christian principles and value. Q2. What is the basis or sources or foundation of Christian Ethics?  The Bible/Biblical scripture (holy)  The natural law  Human experience and reason  The Christian community  preachers  Situation Ethics  Secular/Civil Law Q3. List the basic life skills that one needs to be able to lead a better life (a) Critical thinking (b) Creative thinking (c) Decision  making (d) Self-esteem (e) Assertiveness TOPIC TWO MALE/FEMALE RELATIONSHIPS Q1. Explain seven Christian teachings on male/female relationships  Male/female were created as equal human beings: created in the image and likeness of God.  Male/female created for companionship, help/ partners/ compliment each other.  Both are co-creator with God  done through procreation.  Union between both is consummated in marriage.  Relationship is based on love and respect/chastity.  Man/husband is the head of the family.  Each man to have his own wife and wife own husband.  Husband and wife should not deny each other conjugal rights.  Youth should abstain from sex until marriage.  Male/female body is temple of the Lord. ----- 499  # Short periods of abstinence are allowed among married people but with consent from each other.  Christians appreciate different roles of men and women in the church e.g. leadership in choir for women and men. TOPIC THREE. HUMAN SEXUALITY Q1. Explain the Traditional African understanding of human sexuality  Human sexuality is regarded as sacred and secret in many African communities.  The sacredness of sex is related to the power to transmit life  procreation.  It is taboo to discuss sex matters freely especially in the presence of children.  Grandparents who are free from any tying job teach sex education.  Young people are prepared for adult life in the context of age group e.g. games of sexual nature take place within an age group. The age group has control of each other and there is no sex whatsoever.  During initiation ceremonies, vigorous sex education is provided to the initiates.  They are taught about sex, its secrets and the mystery of manhood and womanhood.  Girls are expected to remain virgins  Rape offenders are severely punished.  Boys and girls are not allowed to mix.  Division of labour is on the basis of sex.  Roles of boys and girls are taught from childhood e.g. by copying their parents. Q2. Explain Christian attitude towards human sexuality  Sex is sacred. ----- 500  # Man and woman are equal before God.  It is for procreation.  Man and woman are complimentary.  Both were created in the image of God.  They became one in marriage.  Sex is only allowed in marriage.  Virginity is valued.  Human beings have the ability to control sexual desires.  Chastity is a virtue.  All forms of irresponsible sexual behavior are condemned. Q3. In what ways is sex abused in Kenya?  By practicing fornication/sex before marriage.  Adultery  sex outside marriage  Through prostitution  By practicing bestiality  Through homosexuality/lesbianism/gayism  Incest  Rape/defilement of minors  Masturbation  Pornographic literature  using of technological devices in sex Q4. Why do you think minors are defiled or sexually abused in Kenya daily?  Lack of self-control among some men.  Drugs and drug abuse.  Permissiveness in society.  Influence from the mass media.  Mental illness  mad people.  Erosion of the African culture/moral values  Devil worship/strange cults/false religion.  Breakdown of religion values. ----- 501  # Irresponsible parenthood.  Indecent dressing.  Leniency of the Law/no punishment for criminal.  Idleness  Poverty Responsible Sexual Behaviour Q 5. What is the Christian teaching on responsible sexual behavior?  Responsible sex is between male and female.  Sexual intercourse is allowed between married people.  Faithfulness is a virtue in this: Both partners must avoid adultery.  Responsible sexual behavior means exercising self-control.  It entails obedience to Gods commands hence a Christian has to shun forbidden sexual behavior e.g. fornication.  Body temple of the Lord. Our sexual relationships should uphold human dignity and respect for our bodies.  The Bible teaches that whatever we do with our bodies should be for the glory of God (1 Cor. 7:19-20). Q6. List the difference types of irresponsible sexual behavior  Homosexuality (lesbianism, sodomy)  Bestiality  Masturbation  Rape  Incest  Prostitution  Fornication  Abortion Q7. Explain the Christian teaching on responsible sexual behavior  It defiles the body, which is the temple of God. ----- 502  # It is wickedness.  It is unholy and dirty before God.  It is spiritually unclean.  Those involved break the commandment of God.  It involves coveting  a sin.  Polygamy is condemned and considered irresponsible. Q8. State the effects of irresponsible sexual behavior  It can lead to sexually transmitted diseases (AIDS).  Can lead to pregnancy and then abortion.  If married people are involved (adultery) divorce may occur.  Separation  Children suffer lack of parental care due to divorce as a result of adultery.  It may lead to street children.  It discourages young people from marrying.  It can lead to fights, quarrels, misunderstanding and friction.  Young people can chop out of school due to pregnancy/AIDS.  Can lead to single parenthood.  Withdrawing from family and society.  Self-pity and loneliness.  Psychological problems e.g. depression  Stress  Suicide and death.  Unwanted/unexpected pregnancies.  Aggressiveness and violence. LESSON THREE: THE FAMILY Q5. State the different types of families  Nuclear family  Single parent family  Polygamous ----- 503  # Extended LESSON TWO: MARRIAGE Q1. Explain the Traditional African understanding of marriage  Marriage is viewed as the focus of existence, i.e. the point where the three members of the community meet (i.e. living, departed and the unborn).  A rhythm of life through which everybody must participate.  Marriage is a duty/a must/compulsory  Failure to marry means the person has rejected society and the society rejects him in turn.  Those who do not marry are considered as sub-human or lawbreakers.  Marriage is God ordained.  Young boys and girls are prepared for this sacred institution during initiation.  They are taught everything pertaining to marriage e.g. sex.  Children cement the marriage. Q2. What is the importance of children in Traditional African Society  They help their parents at old age.  Cement a marriage: One without children is considered incomplete.  Children (boys) provide security at home and the community.  They help in the perpetuation of the family and community name.  The departed are reborn through naming of children.  Provide labour.  It is through children that (new) members meet and get to know each other. Young children are introduced to their relatives e.g. during initiation, marriage etc.  Children uphold the statue of parents. Q3. What is the Christian teaching about marriage?  The church defines marriage as a covenant.  The Bible teaches that marriage is a divine institution. ----- 504  # Marriage is for procreation.  Marriage is for companionship.  It is for fulfillment of mutual love.  Marriage is a remedy against sin  fornication.  It should be monogamous.  Marriage should be permanent  no divorce.  Without or with children marriage is complete.  Sex outside marriage is forbidden. Q4. What is the importance of courtship period in Traditional African Societies?  It helped in identifying a suitable marriage partner.  The two families involved established a firm relationship.  The boy and the girl had a chance to learn each others character.  It gives an opportunity to know whether the boy and girl are related.  Allows time for exchange of gifts between the two families, thus a firm relationship is established.  Time to negotiate the bride-wealth.  Boy and girl are instructed about their duties and responsibilities. Q5. Why are many people opting for celibacy instead of marriage today?  Celibacy is used to refer to the unmarried.  Many remain single today because of Christianity  to serve God.  Some are born Eunuchs  cannot father children.  Education  one may want to pursue education  Career demands  too demanding to allow one get time for a family.  Lack of guidance and counseling on marriage and family.  Discouragement from failing marriages.  Economic reasons  one may not have money for a big house, wedding and bringing up a family.  Poor health e.g. epilepsy ----- 505  # Economic independence  whereby young people feel satisfied when they have enough money.  Parental interference  or whom their son should marry.  Disappointing relationships. CHAPTER SIX CHRISTIAN APPROACHES TO WORK Q1. What is work? Answer  Work means any human activity, be it manual, intellectual or both. Q2. List any six reasons why people work  People work for self-satisfaction and fulfillment.  For personal development.  In order to acquire basic needs of life.  To give life meaning, direction and dignity.  To provide service for the community.  To acquire wealth and status in the community.  In order to socialize and grow as a member of a community.  To attain independence and stop depending on others.  In order to help others e.g. beggars. Q3. Explain the Traditional African attitude towards work  Work was understood as a fundamental dimension of human existence here on earth.  It is through work that human beings were able to change, reorganize and restructure their society.  It was regarded as a recreational activity as through it, people built their houses, places of worship, produced art like sculpture and carving.  Work was highly valued and the dignity of work was taught early in life. ----- 506  # Each member had his own role to play e.g. men went out to hunt, herd etc accompanied with boys while mother did house work with the help of daughters.  Grandparents taught the youth how to behave and baby seated.  They believed work was Gods will and so they invoked Gods name through prayer, sacrifice to bless their work.  They had freedom over their work. No supervision. They decided when to work, when to rest but rest came after work.  Work was related to leisure, for people sang, danced and told stories as they worked.  Through work, many people exploited talents or learned e.g. building houses, song etc.  All were workers  work was compulsory.  Work brought people together  solidarity. This is because they shared work (communal work). Q3. List some of the factors that have changed the attitude towards work in the modern society  Level of education  determine the type of work.  Availability of job opportunities.  Stiff competition  Work is personal unlike in Traditional African Communities where it was social.  Negative attitude to work. This is where some people hate manual work.  People work for personal gain and gratification.  Work is a commodity to be sold to the highest bidder. Q4. What are the rights of employers?  They have a right to a fair taxation in their business.  Get profits from their business. ----- 507  # Have association with other employers.  Expect loyalty form their employees.  Receive from their employees work input as agreed upon on the employment contract.  Operate without being black mailed by trade unions.  Open business ventures without Government restrictions. Q5. State the duties of employees  To carry out their duties to the best of their ability without supervision e.g. be punctual, present etc.  To respect and protect the property of the employer.  To resort to peaceful means of solving problems, and not destructive ways e.g. strike.  To work diligently for self  fulfillment and development.  To respect the employer and fellow employees. Q6. Why has child labour become common in Kenya? Definition:  This is the employment of children on a full time basis. Reasons:  Their labour is cheap.  They are not unionisable and can therefore not fight for proper terms and conditions of service.  They can easily be lured and fired.  They do no have qualifications in any skill so as to negotiate for their terms.  They are looked at as a source of income by their parents or guardians. Q7. What are the causes of unemployment in Kenya?  High population  There are too few job opportunities as compared to the many young people.  Hatred for manual work  many youth are looking for white-collar jobs despising the available blue jobs. ----- 508  # Bribery and corruption  In the job market whereby the rich are able to give while the poor though with good qualifications cannot secure a job.  Lack of skills and capital to start self-employment.  Bad governance and poor economic policies from the government.  SAPS  Structural Adjustment of Programmes i.e. Policy  not giving funds has led to poverty.  International policies of globalization that have affected the agric sector that has been the greatest employer in Kenya.  Retrenchment of workers in the Civil Service and Private Sectors.  Increase in crime that has aggravated insecurity in the country. This has discouraged local and international investors. Q8. What can the Government do to reduce unemployment in Kenya?  By creating more job opportunities.  By starting more industries.  Increase of workers by 10% after every 10 years.  Encouraging self-employment whereby loans and space are given.  Starting of a school curriculum (8.4.4.)  starting that gears students into blue-collar jobs.  Starting the District Funds for Rural Development = C.D.F.  Stopping rural urban migration.  By Africanisation of jobs  sending away foreign workers. CHAPTER SEVEN CHRISTIAN APPROACHES TO LEISURE: AND THE USE AND ABUSE OF DRUGS Q1. Identify five (5) reasons why the taking of alcohol as a way of spending leisure is condemned  It leads to conflicts/quarrels within the family. ----- 509  # Misuse of family resources.  May lead to addiction.  Leads to irresponsible sexual behaviours e.g. prostitution, adultery, and fornication.  Could lead to loss of income.  May lead to irresponsibility, which leads to accidents such as motor accidents. Q2. Write down 5 ways in which modern Christian use their leisure time  Organize/attend religious seminars.  Participate in church choir/concerts.  Offers services to the aged.  Read religious literature e.g. Bible.  Keep the church and its environment clean.  Have fellowship with other Christians.  Initiate self-help projects to assist the needy.  Provide guidance and counseling to the community.  Preach the word of God.  Visit relatives and friends.  Be with family members.  Listen to Christian preaching/songs on radio. Q3. Give 5 ways in which drug abuse could affect a Christian family  Drains family resources.  Fights in families may occur.  Leads to diseases.  Leads to family break-ups/separation/divorce.  It reduces ones capacity to be productive in the family.  Results in making wrong decisions/judgement.  Leads to denial of conjugal rights.  Leads to loss of religious values.  Leads to poor role models for children. ----- 510  # Leads to crime/imprisonment. Q4. Identify ways in which Christians can overcome temptations to drug abuse  Practicing self-control.  Praying against being tempted.  Seeking guidance and counseling.  Avoiding the company of those who misuse drugs.  Reading literature on the correct use of drugs.  Participating in activities that promote proper use of drugs/healthy activities. Q5. Why is leisure important in the life of Christians?  Gives one time to visit the sick/needy.  For dedicating oneself to God/worshiping God.  Provide an opportunity to fellowship with others.  It allows one to develop the different talents given by God.  It gives one an opportunity to meet new friends/family.  One is able to read the word of God.  Provides an opportunity for one to preach/evangelize.  Provides an opportunity to take care of the environment.  Provides an opportunity to guide and counsel others and be guided.  Provides time to rest to gain lost energy. Q6. What factors have contributed to the misuse or leisure in Kenya today?  Too much money/wealth/availability of drugs/contraceptives.  Inadequate facilities.  Lack of proper guidance/education on how to use leisure.  Poverty  Inability to make right decisions.  Bad company/peer pressure  Watching/reading phonographic materials/negative media. ----- 511  # Misunderstanding in families/frustrations.  Inability to balance between different activities.  Permissiveness  Lack of role models  Idleness/boredom/unemployment Q7. State the factors that have led to the misuse of drugs in Kenya today  Poor role models.  Stress/depression/rebellion.  Peer pressure/curiosity.  Irresponsible parenthood.  Influence of mass media.  Availability of drugs/wealth.  Lack of guidance and counseling.  Corruption/greed.  Poverty  Moral decay/permissiveness in the society.  Lack of knowledge/ignorance on use of drugs.  Idleness  Urbanization/west culture. CHAPTER EIGHT CHRISTIAN RESPONSE TO ISSUES RELATED TO WEALTH, MONEY AND POVERTY Q1. Explain the biblical teaching on wealth  It is a blessing from God.  When wealth come with responsibility.  Wealth can create a sense of false independence.  It should be acquired in just and honest way.  Wrong attitude to wealth leads to idolatry.  One should seek spiritual wealth, which is permanent and more fulfilling. ----- 512  # It is wrong to discriminate others on basis of material possessions.  Christians should share whatever wealth they have.  Wealth is not supreme good.  Wealth gives people independence so that they do not beg.  Wealth may bring suffering and insecurity.  God is the owner of wealth and people should realize that they are only stewards. Q2. Discuss the biblical teaching on acquisition and use of wealth  Riches acquired through just and fair means are not condemned.  Even if wealth is acquired through just means it should not be idolized.  Failing to use wealth to glorify God.  God is the source of all riches.  Wealth is acquired through obedience to Gods laws.  People ought to take care of their wealth not misuse.  Wealth should be equally distributed and not concentrated in the hands of a few.  Wealth should be used to develop the nations infrastructure. Q3. Explain ways in which people misuse wealth in Kenya today  Indulge in alcohol and drugs.  Engaging in immoral practices e.g. prostitution.  Gambling which might lead to loss of wealth.  Being luxurious/extravagant  Unfair class competition among the wealthy.  Using wealth to undermine others e.g. assassination  Using wealth to promote crime.  Engaging in risky/dangerous sports or projects e.g. motor racing, wrestling.  Using wealth selfishly/lack of social concern.  Using wealth to engage young people into immoral practices e.g. sex tourism. ----- 513 # Q4. Show how misuse of wealth leads to family instability  One may indulge in alcohol/drug abuse at the expense of family needs.  Engage in immorality/extra-marital sexual relations/prostitution.  Leads to misunderstanding on how to use wealth/invest.  One uses wealth to engage in gambling.  Spoils children/encourages laziness.  Arrogance/pride/showing off  One becomes obsessed with wealth and fails to care for the family love  has no time for the family.  Inheritance squabbles in case of death.  One fails to meet the basic needs for the family. Q5. Give ways in which Kenyan Government is alleviating levels of poverty  Offering free education.  Provision of C.D.F.  Allocation of bursary to the needy.  Creating and enabling environmental employment in formal and informal sectors (easy access to loans).  Providing market for agricultural products e.g. K.C.C, Cereal Board.  Provision of low cost health services.  Improving infrastructure e.g. roads, electricity.  Providing youth fund through the Ministry of Youth Affairs. Q6. State the factors that have contributed to high levels of poverty in Kenya today  Geographical factors e.g. adverse climate conditions.  Historical/colonialism and social factors e.g. poor family background.  Political instability, which may lead to civil wars.  Poor governance.  Regional imbalance of natural resources. ----- 514  # Low level of technology.  Unemployment  Laziness  Over dependence on foreign aid  Abuse of alcohol and other drugs  Lack of formal education hence no employment. CHAPTER NINE CHRISTIAN APPROACHES TO LAW, ORDER AND JUSTICE Q1. State ways in which Christians can promote unity/peach in the society  By reporting criminals to the police.  By being good example to others as peacekeepers.  Praying for criminals.  Building and counseling criminals.  Teaching the society the importance of keeping peace.  Condemning evil and evildoers. Q2. Why should Christians take part in voting?  They belong to the society and leadership affects them.  It is a God-given duty.  In order to choose righteous leaders who will encourage values/virtues.  In order to help reduce bribery and corruption and other vices in the society. CHAPTER 10 CHRISTIAN APPROACHES TO SELECTED ISSUES RELATED TO MODERN SCIENCE, TECHNOLOGY AND THE ENVIRONMENT Q1. How can modern Christians evaluate scientific and technological discoveries?  They should keep in mind that God gave them high-level power of thinking.  Discoveries must be used intelligently to solve mans problems. ----- 515  # They should not be used as an insult to God who created all things e.g. in things like plastic surgery, test tube babies etc.  Discoveries must be used intelligently to solve mans problems.  Discoveries should not erode Christian values by increasing mans trust in scientific and technological production.  Acknowledge God as the source of all truth including science.  Should help man make moral decision and judgments e.g. effect of alcohol, smoking, etc.  Man should not be a slave to scientific discoveries instead he should control it. Q2. Why is the church in Kenya opposed to plastic surgery?  It is against Gods plan of old age and death.  It is a sign of lack of appreciation to Gods work of creation.  It can lead to death if the operation fails.  It interferes with Gods image given at birth.  May be very expensive.  Emphasis on beauty and pleasing which are seen as idolatry.  Certain diseases can be transmitted especially where tissues may be detached from a donor with an infectious disease.  Can bring about other operations like diseases.  Scientists use it to compete with Gods creation.  Leads to vices such as pride.  It may lead to criminal activities by the victim due to different appearances.  It is a sign of lack of faith in Gods power of creation/healing.  It is against human dignity. Q3. How have science and technology improved human life? ----- 516  # Modern methods of transport and communication have improved social interaction and faster movements.  It has improved efficiency at work where machines are used.  Has improved agricultural development hence increasing food production.  Irrigation and wealth forecasting have too increased in food production.  It has brought better health care through modern medical technology.  Human beings are now better placed in terms of security matters by use of radar, alarms and electrical fencing.  It has led to the creation of job opportunities through industrial development.  Formal education and training has equipped human beings with new skills for survival.  Trade has been promoted through the use of computers and the Internet. Q4. What are the consequences of science and technology in our society today?  Unemployment is acute in our society today because computers have taken over.  There is exploitation of workers by the employers because they want maximum profits.  It has caused pollution and air poisoning.  It has caused health hazards and accidents in factories, roads etc.  Machines have replaced human labour.  Families are separated due to employment whereby a mother lives in the rural with children while the father goes to town to work.  It has destroyed family relationships and replaced it with individualis -----"}
{"text": "Vitate"}
{"text": "Hebu tazama maneno yafuatayo na kwa kifupi ueleze yana sifa gani Baba papa Ngoa ngoa Faa vaa Doa ndoa Paka baka Kupwa kubwa Make the highlighted letters blink Provide space for typing in the correct answer Jibu Maneno haya yanakaribiana kimatamshi japo maana ni tofauti Andika maana zaidi ya moja ya maneno yafuatayo Barabara Ila Provide space for learner to type in Majibu Barabara  Njia kuu Sawasawa  shwari  sawa 2 Ila  kasoro  dosari Zoezi 4 Kamilisha methali zifuatazo Baada ya dhiki"}
{"text": "Mti mkuu ukigwa"}
{"text": "Mjinga akierevuka"}
{"text": "Kinyozi"}
{"text": "Riziki kama ajali"}
{"text": "Simba mwenda pole"}
{"text": "Faraja"}
{"text": "Wana wa ndege huyumba  huwa mashakani Mwerevu yuko mashakani Hajinyoi Huitambui ijapo  ikija Ndiye mla nyama"}
{"text": "sauti silabi na maneno Sauti ndicho kipashio au kipengele cha chini kabisa katika lugha Sauti hutumiwa kuunda silabi za maneno Kwa mfano Maneno babaoa na mjomba yameundwa kwa sauti zifuatazo Baba  baba Oa oa Mjomba mjomba"}
{"text": "Kabla ya kujenga maneno sauti hizi hujenga silabi Silabi ni tamko moja katika neno km  Baba   baba  Oa  oa  Mjomba mjomba  Ndwele  ndwele"}
{"text": "Kama inavyodhihirika katika mifano hii silabi inaweza kujengwa naKonsonati  irabi ba Irabi peke yake  oa Konsonati peke yake m Konsonati mbili irabi amba Konsonati tatu  irabi a ndwe Zoezi 3 Kamilisha sentensi zifuatazo kwa kutumia kiambishi sahihi cha upatanisho wa kisarufi Ulinzi mkali tahitajika wakati wa maonyesho ya ukulima Marashi hayo nanukia vizuri Sukari liyopo nawatosha nyote Kucheza kwa vijana wetu liwavutia watu wengi Pale ndipo lipomwagwa takataka Kule nakolimwa nahitaji kupandwa mbegu za mchicha Mle nakohamia nataka kutakaswa"}
{"text": "Majibu Ulinzi mkali utahitajika wakati wa maonyesho ya ukulima Marashi hayo yananukia vizuri Sukari iliyopo inawatosha nyote Kucheza kwa vijana wetu kuliwavutia watu wengi Mahali ambapo panapolimwa panahitaji kupandwa mbegu ya mchicha  Mahali ambako kunalimwa kunahitaji kupandwa mbegu za mchicha Mahali ambamo mnalimwa mnahitaji kupandwa mbegu za mchicha Ugali napendwa na wakenya wengi"}
{"text": "Zoezi"}
{"text": "Andika kulingana na maagizo yaliyo kwenye mabano Nyumba iliyojengwa imebomoka katika hali ya ukubwa Mito ile imefurika hali ya udogo Kikoba kile kilichopotea kimepatikana hali ya kawaida Kidole kilicho umia kimetibiwa hali ya ukubwa Maduka ya rejareja yaliyofunguliwa yana bidhaa nyingi hali ya udogo Kiguo kilichoraruka kimeshonwa hali ya kawaida"}
{"text": "Jumba lililojengwa limebomoka Vijito vile vimefurika Mkoba ule uliopotea umepatikana Dole lililoumia limetibiwa Viduka vya rejareja vilivofunguliwa vina bidhaa nyingi Nguo iliyoraruka imeshonwa Ngeli ya KIV"}
{"text": "Ngeli hii hujumuisha nomino za vitu visivyo na uhai ambazo huchukua kiambishi ki cha upatanisho wa kisarufi katika umoja na vi katika wingi Kwa mfano Cheti kilikabidhiwa aliyefuzu Vyeti vilikabidhiwa waliofuzu Kijia kile kinaelekea mtoni Vijia vile vinaelekea mitoni Kitambulisho kilichopatikana barabarani ni cha Wafula Vitambulisho vilivyopatikana barabarani ni vya akina Wafula Zoezi Chagua kiambishi mwafaka ili kujaza pengo Serikali itakabiliana vilivyo na ugonjwa naoua mifugo a i u Serikali zitakabiliana vilivyo na magonjwa nayoua mifugozi ya i Nyumba umoja kijengwa vizuri haibomoki a i zi Nyumba wingi kijengwa vizuri hazibomoki zi wa ya Ulimi nawatia wengi matatani i u zi Ndimi nawatia wengi matatani zi ya i zi"}
{"text": "NGELI YA UU"}
{"text": "Ngeli hii hujumuisha nomino zinazorejelea vitu visivyoweza kuhesabika kama vile wema ujinga uji udongo Kwa kuwa vitu hivi haviwezi kuhesabika kiambishi cha upatanisho wa kisarufi huwa U Mfano Unga wa mchicha nafaka unatumika kupikia vyakula vingi kama ugali chapatti uji mchuzi Provide an animationpicture of a packet of amaranthus flour with ugalicuisine uji chapatti in a kitchen environment Mchanga shambani umezombwa na mafuriko Provide an animationpicture of flood water causing soil erosion Uzembe darasani utakufanya uporomoke Provide an animationpicture of a class with some students sleeping as the teacher is teaching Utangulizi Onyesha viambishi tamati katika vitenzi vifuatavyo kwa kutumia mkwaju Walikubaliana kilisomwa Zimekataliwa Tumeimbisha Highlight the following parts as the answers  ana  wa  liwa  isha Kauli za kunyambua Kuendelea f Kutendea hali hii huonyesha kupokea tendo nguo zimeanikwa km Mti umepandwa Nyama imechomwa Mto umevukwa Shamba litalimwa Vitenzi katika kauli hii huisha na na  wa lewa au liwa g Kutendesha  Katika hali hii mtu au kitu fulani husababisha mtu  kitu Kingine kutenda jambo fulani Pia hutumiwa kuonyesha hali ya kulazimisha km Kuendesha rusha pikisha zamisha Vitenzi katika kauli ya kutendesha huisha ish esh z na lish"}
{"text": "Maudhui Katika baadhi ya mashairi ujumbe maudhui au habari wa mtunzi hujitokeza wazi lakini katika mashairi mengine ujumbe umejificha Kwa mfano shairi hili ujumbe umejitokeza waziwazi kama vile watoto kuajiriwa kunyimwa haki zao na kunyanyaswa"}
{"text": "Kazi ya ziada"}
{"text": "Tafuta tahadhari zingine tano ambazo hukujifundisha katika somo hili na uambatanishe na michoro yake na zingine ambazo haziambatani na michoro Provide a printable worksheet for the student to DRAWjpg Uandishi wa Ratiba Umewahi kualikwa kwenye sherehe ya arusi Unakumbuka msururu wa yaliyotendeka Pasi kuwa na ratiba ingekuwa vigumu watu kuelekezwa na matukio kupangika hadi ikawa harusi ya kufana Kabla ya siku yako ya sherehe shuhudia inavyoandikwa ratiba Kielelezo cha Ratiba Ifuatayo ni ratiba ya arusi Ratiba ya Arusi baina ya Bi Hidaya na Bw Fikirini Siku Jumamosi Tarehe 27 Nov 2009"}
{"text": "Mahali pa sherehe Kanisa la mtakatifu Francis wa Assisi Mlaleoni Ukumbi wa Rahatele Mlaleoni 830  930 asubuhi Bi Arusi achukuliwa nyumbani kwa wazazi wake 930  1000 asubuhi Safari kuelekea kanisani 1000  1030 asubuhi Kufika kanisani na kujiandaa kwa ibaada 1030  1200 mchana Ibaada ya Arusi 1200  1230 mchana Kupiga picha 1230  130 Mchana kuelekea kwenye ukumbi"}
{"text": "230 alasiri Mlo na vinywaji"}
{"text": "330 alasiri Mawaidha"}
{"text": "Mwakilishi wa wazazi wa kuumeni Mwakilishi wa wazazi wa kuukeni Mwakilishi wa kanisa Mwanakijiji 330  430 jioni Kutoa zawadi 430  500 jioni Kukata keki 500  515 jioni Kutoa shukrani 515 jioni Maombi ya kufunga sherehe na watu kufumukana Ngeli ya YaYA YaYa Ngeli hii hujumuisha nomino zinazorejelea vitu au matendo ambayo hayabainiki kama yako katika hali ya umoja au wingi na ambazo huchukua kiambishi Ya cha upatanisho wa kisarufi Mfano Maziwa yanahitaji kuchemshwa vizuri Mali yake yote yanatoka shambani mwake Mafuta ya petroli yamepanda bei maradufu Ngeli ya II II Ngeli hii hujumuisha nomino ambazo hazihesabiki na zinazochukua kiambishi I cha upatanisho wa kisarufi Mfano Theluji katika mlima Kenya inayeyuka kwa kasi sana Chumvi inatia ladha katika chakula Kenya imetia sahihi mkataba wa maelewano ya kimaendeleo na Uchina"}
{"text": "Ngeli ya KU"}
{"text": "Ku Ngeli hii hujumuisha nomino zinazotokana na vitenzi Aghalabu nomino hizi hurejelewa kama nominokitenzi na huchukuwa kiambishi ku cha upatanisho wa kisarufi Mfano Kukwea ukuta kwake kuliwashangaza wengi Provide an animationpicture of a girl scaling a wall at a supersonic speed and many spectators getting astonished Kuvuta sigara kwao kumewaletea magonjwa Ngeli ya Mahali"}
{"text": "Ngeli ya mahali Ngeli hii hugawika mara tatu kulingana na viambishi awali vya upatanishowa kisarufi Navyo ni Papo Hiki huonyesha mahali mahsusi panapojulikana au panapoonekana Mfano Pale barabarani pamemwagika petroli Hapo mlipoketi pana siafu Kuko Hiki huonyesha mahali kusiko dhahiri au kusikojulikana vizuri Mfano Huku kuna starehe na anasa nyingi Huko kwao kuna maendeleo mengi Mumo Hiki huonyesha mahali ndani ya kitu Mfano Mle ukumbini mumejaa watu Shimoni mlimoingia panya mna nyoka Ngeli katika hali ya Udogo na ukubwa Nomino katika hali ya udogo huingia katika ngeli ya KIVI nazo nomino katika hali ya ukubwa huwa katika ngeli ya LIYA kwa mfano Ngeli ya UYA"}
{"text": "Ngeli hii hujumuisha nomino zinazorejelea mambo tusiyoweza kuyaona lakini tunaona matokeo ya mambo haya Nomino hizi ni kama vile ugonjwa ubaya ukubwa nk ambazo huchukua kiambishi cha upatanisho U katika umoja na Ya katika wingi Km Ulezi umekuwa mgumu sana siku hizi Malezi yamekuwa magumu sana siku hizi Provide an animation of parents on the dining tables in deep thought of what to provide to malnourished their children with tattered clothes and empty utensils Ugonjwa aliougua umemmaliza si haba Provide an animationpicture of an emaciated person unable to walk due to effects of a disease magonjwa waliougua yamewamaliza si haba Provide an animationpictture of emaciated people unable to walk due to effects of diseases Provide blinking hazards for the highlighted syllables"}
{"text": "Ngeli ya UZI"}
{"text": "Ngeli hii hujumuisha kundi la nomino ambazo huchukua kiambishi cha upatanisho U katika umoja na Zi katika wingi Kwa mfano Ukuta umekamilika kujengwa Kuta zimekamilka kujengwa Uzi unafuma sweta Nyuzi zinafuma sweta Uta ulitumika katika mashindano ya kulenga shabaha ya wanajeshi Nyuta zilitumika katika mashindano ya kulenga shabaha ya wanajeshi MAZUNGUMZO KULINGANA NA MUKTADHA Lugha utakayoitumia shuleni ni tofauti sana na utakayoitumia hotelini na hata unapozungumza na marafiki wakati wa likizo Ukweli ni kwamba matumizi ya lugha hutegemea muktadha Somo hili litakusaidia kuainisha miktadha tofauti na lugha inavyotumika humo Zoezi la 1 Kamilisha sentensi zifuatazo kwa kujaza viambishi awali vinavyofaa Mwanafunzi lipongezwa lipofaulu katika mahojiano na wazazi wake Wanafunzi lipongezwa lipofaulu katika mahojiano na wazazi wao Kifurushi lichoibwa mepatikana Vifurushi livyoibiwa mepatikana Msitu nafaa hifadhiwa Jino lilooza mengolewa Meno liyozaa mengolewa Majibu a a wa wa kiki vivi uu ii li li ya ya Provide positive reinforcement for the correct answer using vyema Provide encouraging reinforcement for wrong answer using jaribu tena Give the learner a chance of 2 trials before providing the correct answer"}
{"text": "USHAIRI"}
{"text": "Akili By Mathias Mnyampala Mpima jambo la mbele huyo anayo akili Mpima hili na lile hakosi mtu adili Hasa mtu kama yule sifa anastahili Mtu hapati akili ila mpima ya mbele Ili kufanikisha sherehe kama hizo ni lazima kuwe na mpango maalumu ambao utafuatwa ndipo sherehe ziendeshwe vizuri Mpango huu huitwa RATIBA Yaani utaratibu unaoonyesha matukio yanayotarajiwa kutendeka hatua kwa hatua Hatua hizi hujikita kwa muda uliowekwa Shughuli fulani huchukua muda mahususi ambao huandikwa kwenye ratiba Kwa kifupi ratiba huonyesha jambo litakalofanywa nani atakayehusika na wakati wa kutekeleza Ifuatayo ni ratiba ya arusi Tarehe 27 Nov 2009"}
{"text": "Mahali pa sherehe Kanisa la mtakatifu Francis wa Assisi Mlaleoni 830  930 asubuhi Bi Arusi achukuliwa nyumbani kwa wazazi wake 930  1000 asubuhi Safari kuelekea kanisani 1000  1030 asubuhi Kufika kanisani na kujiandaa kwa ibaada 1230  130 Mchana kuelekea kwenye ukumbi"}
{"text": "230 alasiri Mlo na vinywaji"}
{"text": "330 alasiri Mawaidha"}
{"text": "430 jioni Kutoa zawadi"}
{"text": "500 jioni Kukata keki"}
{"text": "515 jioni Kutoa shukrani"}
{"text": "jioni Maombi ya kufunga sherehe na watu kufumukana"}
{"text": "Mambo yanayozingatiwa katika uandishi wa Ratiba Katika uandishi wa insha ya ratiba mambo yanayozingatiwa ni Kichwa cha ratiba Mahali pa sherehe Tarehe Mwili wa ratiba Upande wa kushoto huandikwa saa ya kufanyika kwa tukio nao upande wa kulia tukio lenyewe linafuata hadi mwisho wa ratiba kulingana na matukio yalivyopangwa Ikumbukwe kuwa uandishi wa ratiba hutegemea aina ya sherehe na muda uliotengwa Muda hurejelewa kwa kuzingatia utaratibu wa usomaji saa wa kimataifa Zoezi Hebu tazama picha zifuatazo kisha uzipange ukizingatia utaratibu wa matukio katika sherehe hii Present a mix up of a prizegiving ceremony in this order Hotuba ya mgeni wa heshima Maombi ya kufunga mkutano Wanafunzi kuketi ukumbini Matumbuizo Maombi ya kufungua sherehe Wazazi kufika Hotuba ya mwenyekiti halmashauri ya shule Kutuzwa kwa zawadi Hotuba ya mwenykiti jumuiya ya wazazi na walimu Kutoa shukrani Hotuba ya mwalimu mkuu 3 Wanafunzi kuketi ukumbini 6 Wazazi kufika 5 Maombi ya kufungua sherehe 4 Matumbuizo 11 Hotuba ya mwalimu mkuu 9 Hotuba ya mwenyekiti jumuiya ya wazazi na walimu 7 Hotuba ya mwenyekiti halmashauri ya shule 1 Hotuba ya mgeni wa heshima 8 Kutuzwa kwa zawadi 10 Kutoa shukrani 2 Maombi ya kufunga mkutano Provide reinforcement as hongera for correct order of events and jaribu tena for incorrect order This should be organized in such a way that from the first event and every subsequent event there is a response Allow two trials Shughuli"}
{"text": "Katika sehemu hii utapata maelezo zaidi juu ya somo husika Bonyeza mada yoyote kati ya zilizoorodheshwa ili ufaidi Matumizi ya lugha katika muktadha Mojawapo ya sifa zinazotawala matumizi ya lugha katika jamii ni muktadha lugha inatumikawahusika na uhusiano wao pamoja na lengo la mawasiliano Katika sehemu hii unatakiwa kubonyeza mazoezi yaliyoorodheshwa ili uweze kujipima iwapo umeyapata yaliyofunzwa katika somo hili Vilevile unaweza kuupima uelewaji wako wa mada hata kabla hujashughulikia mafunzo ili uweze kujua unayopaswa kutilia mkazo zaidi"}
{"text": "Matumizi ya Lugha Shuleni"}
{"text": "Hebu tuone vile muktadha wa shuleni unavyotawala matumizi ya lughaTazama na usikilize video ya mazungumzo kati ya mwalimu wa zamu na wanafunzi shuleniZingatia matumizi ya lugha katika muktadha huu halafu ujibu maswali yanayofuata Hitimisho"}
{"text": "Imedhihirika ya kwamba lugha katika muktadha fulani hutawaliwa na lengo linalotokana na haja au shughuli inayoendeshwa katika muktadha huowahusikauhusiano kati yao na umri wao Matumizi ya Lugha Mtaani Tazama na usikilize video ya mazungumzo kati ya vijana mtaani Chunguza matumizi ya lugha katika muktadha huu halafu ujibu maswali yanayofuata 2 Ila  kasoro  dosari"}
{"text": "isipokuwa Provide positive reinforcement for correct answers vizuri sana and encouragement for incorrect answers jaribu tena Allow learner to try twice then give correct answer Shadda"}
{"text": "Maana mbalimbali za maneno barabara na ila zinatokana na kile tunachokiita shadda Shadda ni mkazo unaowekwa kwenye silabi fulani za neno wakati wa kutamka ili kutoa maana inayolengwa na mzungumzajiMathalanitulipoweka mkazo silabi ya pili ya neno barabaratulipata maana yake ni sawasawa shwari au sawa Tunapotamka neno lilo hilo yaani barabara bila kuweka mkazo wowote maana yake inabadilika na kuwa njia kuu au baraste Kama tulivyofanya katika neno barabaratunaweza kuweka mkazo tunapotamka neno ila na kupata maana mbili tofauti Tunatambua kuwa tukiweka shadda baada ya silabi ya kwanza kama vile ila maana inayolengwa ni dosari au kasoro au udhaifuHata hivyotukitamka neno lilo hilo bila kuweka mkazo wowotemaana inakuwa Isipokuwa au lakini Tanbihi Ikumbukwe kuwa shadda na kiimbo hutawaliwa zaidi na alama hisi  kiulizi na kikomo  kitone  katika maandishiBila shakatumetambua kuwa sentensi tuliyotamka ni ile ile Hata hivyo sentensi hiyo hiyo inaweza kutamkwa kwa namna mbalimbali na kuwasilisha ujumbe tofautiTunapoongea sauti huweza kupanda na kushuka kutegemea lengo la mawasiliano Kupanda na kushuka kwa sauti husababisha kuwepo kwa mkazo ambao hudhihirisha maana inayodhamiriwa na mzungumzaji Mathalani huenda msemaji angetakaKuarifu au kutoa kauli ya taarifa Kwa mfano Nilifunguliwa lango KuamrishaKwa mfano Fungua lango Kutoa rai au ombi Kwa mfano Nifungulie lango Kuuliza Kwa mfano Nifungue lango Kuonyesha hisia kama vile kushangaa kubeza au kudharau Kwa mfano Umefungua lango 1 Kuarifu au kutoa kauli ya taarifaKwa mfano Nilifunguliwa lango 2 Kuamrisha Kwa mfano Fungua lango 3 Kutoa rai au ombi Kwa mfano Nifungulie lango 4 Kuuliza Kwa mfanoNifungue lango 5Kuonyesha hisia kama vile kushangaa kubeza au kudharau Kwa mfano Umefungua lango"}
{"text": "Maana ya Kiimbo"}
{"text": "Maana ya Kiimbo Ukirejelea sentensi ya Anakula nyoka maana tatu zinajitokeza kutegemea kupanda na kushuka kwa sauti kiimbo wakati wa kuzungumza kwa mfano Anakula nyoka Hii ni kauli ya taarifa Mtu anafahamishwa ujumbe Anakula nyoka Hii yaonyesha hisia labda za kushangaa Mtu anashangaa kwa kusikia ujumbe huo na anarudia kwa njia inayoonyesha hisia za kushangaa Anakula nyoka Hii ina maana kuwa swali limeulizwa Yawezekana mtu ameona kana kwamba mwingine anakula hicho kinacholiwa lakini hana uhakika na ndipo anauliza ili apate uhakika Umuhimu wa Shadda na Kiimbo"}
{"text": "Tumeweza kutambua kuwa shadda hutokeza kwenye silabi katika neno tunapotamka Kiimbo nacho hutokeza katika sentensi tunapozungumzaHizi ndizo tofauti za kipekee kati ya Shadda na Kiimbo Shadda na kiimbo ni hali mbili za kimatamshi ambazo ni muhimu sana katika mazungumzoKutokana na shadda maana inayodhamiriwa katika neno hujitokezaVivyo hivyo ni kutokana na kiimbo ndipo tunaweza kubainisha anacholenga kuwasilisha mzungumzaji katika sentensi Vitate na Vitanza Ndimi Umemudu Jiburudishe na uboreshe matamshi yako vitate Maana ya Vitate Maneno yanayokaribiana kimatamshi lakini maana zake ni tofauti kama tulivyoona hapo awali huitwa VITATE Kwa mfano Zana sana Tosha  tosatoza Vitanza Ndimi"}
{"text": "Hebu Sikiliza vitanza ndimi vifuatavyo vikitamkwa kisha uvitamke kwa usahihi na kwa muda uliopewa Viatu vile vitatu ni vya watu watatu waliotatua hali tata kwetu Jumatatu Tamka kwa sekunde 5 Mamluki amerukia milki ya malkia na mali ya Miriamu Tamka kwa sekunde 5 Wanawali wa Awali hawali wali wa awali ila wali waoTamka kwa sekunde 5 Ali hali kwa kila hali maana hana hali Tamka kwa sekunde 3 Matata yenye utata unaotatiza ya dadake Tata yalitatuliwa na dadake Tatu Tamka kwa sekunde 5 Maana ya Vitanza Ndimi Bila shaka umekabiliana na changamoto katika kutamka sentensi ulizopewa hasa kwa muda uliotolewa Sentensi hizi ni mifano ya vitanza ndimi"}
{"text": "Hili ni fungu la maneno yanayotatanisha wakati wa kuyatamka kwa sababu ya kuwepo kwa sauti zinazokaribiana kimatamshi Aghalabu watu wengi hukwama wanapojaribu kutamka vitanza ndimi na wengine hushindwa kuvitamka"}
{"text": "1Hebu Sikiliza vitanza ndimi vifuatavyo vikitamkwa kisha uvitamke kwa usahihi na kwa muda uliopewa"}
{"text": "Provide the following in sound Get a person who can pronounce the given Kiswahili tongue twisters correctly and within the shortest time possible"}
{"text": "Viatu vile vitatu ni vya watu watatu waliotatua hali tata kwetu Jumatatu Tamka kwa sekunde 5 Mamluki amerukia milki ya malkia na mali ya Miriamu Tamka kwa sekunde 5 Wanawali wa Awali hawali wali wa awali ila wali waoTamka kwa sekunde 5 Ali hali kwa kila hali maana hana hali Tamka kwa sekunde 3 Matata yenye utata unaotatitiza ya dadake Tata yalitatuliwa na dadake Tatu Tamka kwa sekunde 5 2 Hebu Vitamke vitanza ndimi vifuatavyo kwa usahihi na kwa muda uliopewa Let the learners pronounce the tongue twisters within the given time Then provide the right pronounciation in sound by getting a person who can pronounce the given Kiswahili tongue twisters correctly and within the shortest time possible The learner can gauge their pronounciation Kadogo mdogo alifinyanga udongo wa kutengeneza vyungu vidogo Tamka kwa sekunde 3 Kuku wako na vikuku vyako haviko huko kwake viko kwako Tamka kwa sekunde 3 Lori lile la Lari lenye rangi limeregea rege rege Tamka kwa sekunde 3 Mto ule umefura furifuri na kuwafurusha watu wenye safura Tamka kwa sekunde 4 Hebu Vitamke vitanza ndimi vifuatavyo kwa usahihi na kwa muda uliopewa Kadogo mdogo alifinyanga udongo wa kutengeneza vyungu vidogo Tamka kwa sekunde 3 Kuku wako na vikuku vyako haviko huko kwake viko kwako Tamka kwa sekunde 3 Umuhimu wa Vitanza Ndimi Vitanza ndimi vina umuhimu mkubwa hasa katika jamii kama ifuatavyo Huwafunza na kuwazoesha wanajamii kuwa na matamshi bora na hivyo kuimarisha matamshi Hujenga uwezo na ukakamavu wa kuongea au kuzungumza bila kutatizika Hufikirisha hasa ndipo mtu aelewe maana ya anachokisema Hukuza uwezo wa ubunifu Hunoa bongo za wanajamii ambao baadaye wanaweza kuwa walumbi Huburudisha wanajamii Hujenga stadi ya umakinifu katika kusikiliza Maana ya Methali Methali ni semi fupi za kimapokeo zinazotueleza kwa muhtasari fikira au mawazo mazito yanayotokana na uzoefu na tajriba ya jamii  Methali huwasilisha ujumbe wake kwa matumizi ya lugha ya mafumbo na inayojenga picha akilini mwa mwanadamu"}
{"text": "Zoezi 1 Onyesha kipande cha kwanza na kipande cha pili katika methali zifuatazo kwa kutumia alama ya mkwaju Vita havina macho Chovya chovya humaliza buyu la asali Kuteleza si kuanguka Chururu si ndo ndo ndo Ngoja ngoja huumiza matumbo Mwenye macho haambiwa tazama Vita  havina macho Chovya chovya  humaliza buyu la asali Kuteleza  si kuanguka Chururu  si ndo ndo ndo Ngoja ngoja  huumiza matumbo Mwenye macho  haambiwa tazama The blue stroke indicates the division required Provide positive reinforcement for correct answers vyema  vizuri and an encouragement for wrong answers jaribu tena Sifa za Methali Methali ni mojawapo ya vipera vya semi katika fasihi simulizi Methali huwa na sifa zifuatazo"}
{"text": "Huwa maneno machache yanayoweza kukumbukwa kwa urahisi Kwa mfano heshima si utumwaMwerevu hajinyoi"}
{"text": "Mara nyingi huwa na vipande viwili kwa mfano"}
{"text": "Kipande cha kwanza Kipande cha pili Mwangaza mbiliMoja humponyoka Asiyekubali kushindwa Si mshindani Mchumia juani Hulia kivulini 3 Sifa nyingine ya methali ni kuwa hutumia picha au istiari Istiari ni ulinganishi uliofichika ambapo maneno ya kulinganisha kama vile mithili ya mfano wa na kadhalika hayatumiki Hebu tazama picha zifuatazo Mpanda ngazi hushuka Mtaka cha mvunguni sharti ainame Ujana ni moshi ukienda haurudi Dalili ya mvua ni mawingu Kila ndege huruka kwa bawa zake 5 Methali nyingi hujengwa kwa kutia chuku au kutia chumviKwa mfano Polepole ya kobe humfikisha mbali Ulimi ni upanga Mfinyanzi hulia gaeni Maji ya kifuu bahari ya chungu 6 Aghalabu kipande cha kwanza kinaweza kikapingana na kipande cha pili Kwa mfano Kipande cha kwanzaKipande cha pili Haraka haraka  haina baraka Amani haiji  ila kwa ncha ya upanga Mtaka yote  hukosa yote Mwenye shibe  hamjui mwenye njaa Kulenga si kufuma Umuhimu wa methali"}
{"text": "Mbali na sifa zake methali pia zina umuhimu wake katika jamii Kwa mfano 1 Kueleza na kutahadharisha jamii kwa mfanoAsiyeskia la mkuu huvunjika guu 2 Kuadilisha jamii kwa mfano Umoja ni nguvu utengano ni udhaifu 3Kufahamisha juu ya utamaduni historia na mazingira ya watu kwa mfano Mwenda tezi na omo marejeo ni ngamani 4Kupevusha akili kwa mfanoMpiga ngumi ukuta huumiza mkonowe SautiSilabi na Maneno"}
{"text": "Kabla ya kujenga manenosauti hizi hujenga silabi Silabi ni tamko moja katika neno kwa mfano Baba   baba Oa  oa Mjomba mjomba Ndwele  ndwele Konsonati mbili irabi mba Konsonati tatu  irabi ndwele Sentensi"}
{"text": "Hebu tazama jinsi maneno tuliyojenga yanaweza kuunda sentensi Sentensi ni mpangilio wa neno au maneno kisarufi unaoleta maana Kuna aina tatu za sentensi Hizi ni Sentensi sahili ambatano na changamano Sentensi Sahili huwa ni sentensi iliyojengwa kwa kitenzi kimoja kwa mfano Mwanafunzi anasoma Mjomba amevaa kanzu Sentensi ambatano huwa ni sentensi mbili sahili au zaidi zilizounganishwa kwa kutumia kiunganishi kwa mfano Dobi alifua nguo kisha akazipiga pasi Ekomwa amechaguliwa kama diwani na kisha akateuliwa kuwa meya Sentensi changamano huwa ni sentensi iliyoundwa na sentensi mbili sahili ambazo zinategemeanasentensi moja sahili haiwezi ikawasilisha maana bila sentensi sahili ya pili kwa mfano Yiene aliyepita mtihani wake vizuri amepata mfadhili Watoto wanaorandaranda mtaani watasakwa na kupelekwa shuleni Mifano ya sentensi"}
{"text": "Wazazi hawashindwi kuwalea watoto"}
{"text": "Kila mtu anapenda kuwa bingwa"}
{"text": "Unafaa kuwa kimya katika maktaba"}
{"text": "Vijana wanacheza mpira"}
{"text": "Nomino na Vitenzi Maneno yanayotumiwa kutajia vitu viumbe mahali au hali kama tulivyoyaona huitwa NOMINO Vile vile kuna maneno ambayo hutumiwa kurejelea vitendo katika sentensi Maneno haya huitwa VITENZI Kwa mfanoKimbia sukumana Panda Nawa Mizizi na Viambishi katika Vitenzi Hebu tazama vitenzi vifuatavyo anapika atapika watapika amenipikia anaimba tuliimbiwa mnaimbiana uliimbwa Sehemu iliyo katika kisanduku huitwa mzizi wa kitenzi Hii ni kwa sababu haibadiliki kitenzi kinaporefushwa mwanzo na mwisho wa mzizi Sehemu zinazotanguliza mzizi huitwa kiambishi awalianapika na zinazotokea baada ya mzizi huitwa kiambishi tamati anapika  Vivumishi Pia kuna maneno ambayo hutumiwa kueleza zaidi kuhusu nomino Maneno haya yenye kutoa sifa huitwa vivumishi kwa mfano"}
{"text": "Gari nyekundu Nyumba kubwa Mzee kipara Nyumba mbili Kuna aina nyingine za maneno ambayo hutumika katika sentensiAina hizi ni Viwakilishi ni maneno au viambishi vinavyosimama badala ya nomino kwa mfano"}
{"text": "Lendeni alikujaTunaweza dondosha nomino Lendeni na tukasema AlikujaHapa kiambishi a kinasimama badala ya nomino Lendeni"}
{"text": "Maduka yote yalifungwa hapa tunaweza dondosha nomino maduka na tukasema yote yalifungwa yote ni kiwakilishi kinachosimama badala ya nomino maduka"}
{"text": "Wakulima walipata hasara mwaka janaWao walipata hasara mwaka janakatika sentensi ya pili wao ni kiwakilishi kinachosimama badala ya nomino wakulima"}
{"text": "Mambo unayoambiwa unafaa uyazingatie kwa makini"}
{"text": "Hayo unayoambiwa yafaa uyazingatie kwa makini Hayo ni kiwakilishi kinachosimama badala ya nomino mambo Vielezini maneno ambayo hufahamisha zaidi kuhusu kitendoYanajibu maswali kama vile kitendo kilitendeka wapivipinamna ganilini na kilitendwa mara ngapi"}
{"text": "Baba aliamrisha kijeshi Neno kijeshi ni kielezi"}
{"text": "Tulikimbia uwanjani mara nyingi Neno mara nyingi ni kielezi"}
{"text": "Viunganishi ni maneno yanayotumika kuunganisha maneno mengine vifungu au sentensi"}
{"text": "Chagua kitabu cha hisibati au cha sayansi Neno au ni mfano wa kiunganishi"}
{"text": "Walifika vijana kwa wazee"}
{"text": "Vihisishi ni maneno yanayoonyesha hisia mbalimbali kama vile hofufuraha mshangao wasiwasi na kadhalika"}
{"text": "La Hashasitakubali kashfa hiyo"}
{"text": "SalaleMtoto huyo amenusurika ajali hiyo"}
{"text": "Vihusishi ni maneno yanayotumiwa kuonyesha uhusiano uliopo kati ya vitu viwili au zaidi"}
{"text": "Vitabu viko juu ya meza"}
{"text": "Tangu mwakilishi wetu achaguliwe haonekani kijijini"}
{"text": "Ngeli"}
{"text": "Kwa mujibu wa upatanisho wa kisarufi Kiswahili kina ngeli zifuatazo  Ngeli ya AWA Ngeli ya KIVI Ngeli ya UI Ngeli ya LI YA Ngeli ya IZI Ngeli ya UU Ngeli ya Mahali PAKUMU Zoezi la 1 Ngeli hii hugawika mara tatu kulingana na viambishi awali vya upatanisho wa kisarufi Navyo niPapo Hiki huonyesha mahali mahsusi panapojulikana au panapoonekana Mfano Pale barabarani pamemwagika petroli Kuko Hiki huonyesha mahali kusiko dhahiri au kusikojulikana vizuri Mumo Hiki huonyesha mahali ndani ya kitu Mle ukumbini mmejaa watu Nomino katika hali ya Udogo na ukubwa Nomino katika hali ya udogo huingia katika ngeli ya KIVI nazo nomino katika hali ya ukubwa huwa katika ngeli ya LIYA Ni muhimu kukumbuka kuwa Nomino zote za viumbe wenye uhai ziko katika ngeli ya AWA Nomino zote katika ngeli ya KU huundwa kutokana na vitenzi Ngeli ya YAYA huusisha nomino ambazo kwa kawaida huwa majina ya vitu majimaji ANDIKA KULINGANA NA MAAGIZO YALIYO KWENYE MABANO  Kijia kile kinaelekea mtoni Mnyambuliko wa Vitenzi Maana ya Mnyambuliko Mnyambuliko ni hali ya kuvuta kitenzi kwa kukipa viambishi tamati ili kuleta maana nyingine Sehemu zilizo katika kisanduku zinaonyesha mnyambuliko katika kauli mbalimbali kama ifuatavyo Sentensi zufuatazo zinahusu kitenzi katika kauli ya kutenda katika hali zilizotajwa Bainisha hali hizo na sentensi hizi Kauli za kunyambua Tenda  hii ni hali ya kufanya kitendo kwa mfano cheka imba ruka safiri Tendewa  mtu hutendewa kitu  jambo na mwingine Pia mtu  watu hutenda jambo kwa niaba ya mwingine  wengine kwa mfano Alichekwa somewa imbiwa rukiwa safirishwa Vitenzi katika kauli hii huishia na iwa ewa liwa lewa Tendeka  Huonyesha kutendeka au kukamilika kwa jambo fulani Wakati na mtendaji havitiliwi maanani kwa mfano Chekeza imbika rukika safirikaVitenzi katika kauli hii huishia na ika ka Tendeana  Hii ni hali ya pande mbili kutendeana upande mmoja unatenda na ule mwingine unatenda vile vileVitenzi katika hali hii huishia kwa ana Kutendea  Kitenzi katika kauli hii hudokeza yafuatayo Kifaa fulani kilitumiwa kutekeleza kitendo Fulani Kitendo kilitendewa mahali fulani Sababu ya kitendo fulani Kitendo kuelekea mtu au kitu fulani Kitendo kilitendwa kwa niaba ya mtu fulani Vitenzi katika hali ya kutendea huisha na ia au ea Kauli za kunyambua ii Kutendea hali hii huonyesha kupokea tendo mfano Mti umepandwa Vitenzi katika kauli hii huisha na  wa lewa au liwa Kutendesha  Katika hali hii mtu au kitu fulani husababisha mtu  kitu Kingine kutenda jambo fulani Pia hutumiwa kuonyesha hali ya kulazimisha kwa mfano Kuendesha rusha pikisha zamisha Vitenzi katika kauli ya kutendesha huisha ish esh  za nalish Nukta mkato semi koloni hutumiwa kutenganisha sentensi iliyo ndefu sana Kwa mfano1 Hakuna jambo rahisi maishani kijana ukitaka cha mvunguni lazima ujitolee na ustahamili kuinama2 Mto wa Nairobi umechafuliwa sana Itabidi tuungane mikono kuusafisha na kuhakikisha kuwa maji yake ni safi na yanaweza kutumiwa na binadamu pamoja na wanyama 1Nukta pacha koloni hutumika kutanguliza maneno yaliyo katika orodhaMfanoMama alienda sokoni akanunua matunda maembe mapera mafenesiparachichi matikiti mapapai na machungwa2Kuonyesha maneno ya msemaji katika mtindo wa tamthilia kwa mfanoCherop Njagi yuko wapiKariuki AmetokaCherop Na Simiyu atakuja leoKariuki Bila shaka3 Kutenganisha saa na dakika au saadakika na sekundeMfano1030 112532 4Katika misahafu kama vile Korani na Bibilia kuonyesha sura na ayaLuka 3712Yunus as 4163 Parandesimabano hutumiwa"}
{"text": "Kubainisha sauti za lugha mfanoa e i  o u  Kufungia nambari au herufi katika kuorodhesha Mfano kuwasili kula kulala na kadhalika Hutoa maelezo kwa waigizaji kwa mfano Achieng akilia Kwa nini unaniacha anasinasinaHutumiwa kutoa ufafanuzi zaidikwa mfanoMombasa mji wa pwani ya Kenya ni maarufu sana kwa UtaliiHubana kisawe cha maneno au kufungia maneno yanayotangulia au maelezo kuhusu neno katika sentensikwa mfano Ami  nduguye baba amefika Alama hisi hutumiwa kuonyesha hisia za moyoni kama vile furaha mshangaouchungumshtukomajuto huzuni na kadhalika Mfano"}
{"text": "Lomtoto amevunja sahani"}
{"text": "Hongera"}
{"text": "Umefuzu mtoto mzuri"}
{"text": "Laiti ningalijua Nisingelimkopesha"}
{"text": "Pole Sikujua ulipata msiba"}
{"text": "Kuna alama nyingine zaidi za kuwakifisha kama vile ritifaa    kiulizi  mkwajumshazari  alama za mtajoza kunukuuza usemi  herufi kubwa H E Kufikia mwisho wa somo hili uweze Kutaja na kueleza baadhi ya sheria katika mashairi ya arudhi Kueleza ujumbe wa mtunzi wa shairi Maana ya Shairi Kutokana na zoezi ulilofanya umeona kuwa shairi ni mtungo wa kisanaa wenye mpangilio maalumu kwa lugha ya mkato Asili ya shairi ni nyimbo Zamani watu walikuwa wakiimba nyimbo za kuwabembeleza watoto walale jandoni harusi Nyimbo hizo zikaja kuwekwa kanuni za utunzi kama vile vina mizani beti na kisha ushairi ukatokea Zoezi1 Sema kweli au si kweli Umuhimu wa shairi Kufundisha maadili mema kama vile heshima usafi ukarimu kusaidiana na kuvumiliana Kuikosoa jamii na kuipa mwelekeo kama vile kurekebisha maovu kama ufisadi kujaribu kuishauri jamii kuhusu jinsi ya kukabiliana na magonjwa kama vile ukimwi na njaa Kuburudisha"}
{"text": "Mateso ya Watoto"}
{"text": "1Ninalia na kulia nakumbuka na umia Namwomba naye Jalia nipate cha kutumia Nikikumbuka dunia nataka hata zimia Mateso yetu watoto ni Mola anayejua 2 Ofisa kanichukua kule kwetu ni Bungoma"}
{"text": "Nikaletwa Kaliua nikamlelee Wema Maendeleo amua miezi sita kukwama 3Baba kuwa safarininanyimwa nacho chakula"}
{"text": "Malalo yangu bandanikunukiwa na milala Mapema osha sahanina mabaki ninakula Mateso yetu watotoni Mola anayejua"}
{"text": "4Mwili wangukidhofikababu auliza hali Nami kujibu nataka mama kazidi ukali Wapi nitenda fika ndugu kwa Mola wasili"}
{"text": "5 Nilikwenda migodini napo kumbukumbu kovu La kufikiwa shimoni mguu wangu mbovu Sasa nami masikini nimebaki mlemavu Katika shairi ulilosoma umetambua ya kwamba"}
{"text": "Lina beti tano ubeti ni kifungu kimoja au mgawanyiko maalum unaopatikana katika shairi Vina kwa umoja Kina ni sauti zinazotokea katika mwisho wa kipande cha mshororo Mizani ni silabi au tamko moja katika neno la shairi mshororo ni msitari mmoja katika shairi kibwagizo ni mshororo unaorudiwa katika beti Maana na umuhimu wa kamusi"}
{"text": "Kamusi ni kitabu kinachohifadhi maneno yanayopatikana katika lugha fulani katika kipindi fulani cha wakati Kamusi ni muhimu sana kwa jamii Hutoa maelezo ya maana za maneno na kutupa ufafanuzi unaotusaidia kuelewa maana za maneno mapya au mazito tunayokumbana nayo katika lugha Hutuwezesha kufahamu namna maneno yanavyoendelezwa Hutuangazia aina ya neno yaani kama neno ni nomino kitenzi kiwakilishi kivumishi kielezi kihisishi au kihusishi Hutuelekeza namna ya kutumia neno fulani Aghalabu kamusi nyingine zinapotoa maelezo ya neno hufuatiliza na kuonyesha jinsi neno linavyotumiwa katika sentensi Hutudokezea visawe vya maneno Hutuonyesha kama neno hubadilisha umbo lake katika wingi toka umoja Hufahamisha namna kitenzi kinavyoweza kunyambuliwa Mpangilio wa maneno Kamusi huyapanga maneno kwa njia ambayo humrahisishia mtumiaji kuyarejelea kama ifuatavyo Maneno hupangwa kwa utaratibu wa kiabjadi au kialfabeti kuanzia A  Z kwa mfano Amana Amani Bakuli Baraza Baridi Chai Chura Daima Dira Wehu Yai Zama"}
{"text": "Ikiwa sauti za kwanza katika maneno zinafanana kwa mfano kama katika maneno Amana na Amani mtu huenda kwa sauti ya pili ikiwa pia hizo zinafanana huenda kwa ya tatu au ya nne kama hali hiyo inajitokeza kwa sauti ya tatu huendelea na hali hii mpaka sauti zitakapotofautiana hapo ndipo huangalia ile inayokuja kwanza kiabjadi Maneno hupangwa kwa njia elekezi Pale juu pembeni mwa ukurasa huwekwa neno linalotangulia kutolewa maelezo katka ukurasa huoHaya humrahisishia mtumiaji kukadiria kwa wepesi pale atalipata neno analolitafutia maana na hivyo kuokoa wakati Iwapo neno ni kitenzi kiambishi ku kinachotangulia vitenzi hudondoshwa Hivyo Kuchota huwa Chota Kufariji huwa Fariji Kupamba huwa pamba Kusafiri huwa Safiri Kutembea huwa Tembea Matumizi ya Vifupisho"}
{"text": "Kamusi hutumia vifupisho kuonyesha aina za maneno ya Kiswahilimathalani N  Nomino T Kitenzi V Kivumishi W Kiwakilishi E Kielezi U Kiunganishi I Kihisishi Hali kadhalika kunavyo vifupisho vya maneno mbali mbali vinavyotumika katika kamusi navyo ni kama vile Taz ikimaanisha tazama Mf ikimaanisha mfano Kv ikimaanisha kama vile Nk ikimaanisha na kadhalika Mt ikimaanisha methali Ms ikimaanisha msemo Nh ikimaanisha nahau"}
{"text": "Umoja na Wingi"}
{"text": "Kamusi pia hutambulisha umoja na wingi wa nomino"}
{"text": "Kitenge N vi vini kiambishi kinachoonyesha wingi wa kitenge yaani vitenge Binadamu N Hii haikuwekewa kiambishi chochote kwani hubakia vivyo hivyo katika umoja na wingi Shamba N ma mani kiambishi kinachoonyeshawingi wa shamba yaani mashamba Mgomba N mi  mi ni kiambishi kinachoonyesha wingi wa mgomba yaani migomba Kufikia mwisho wa somo hili uweze"}
{"text": "Kujeleza maana ya tahadhari Kutaja na kueleza sifa za matumizi ya lugha katika tahadhari Kufasiri ujumbe katika picha na alama za tahadhari Kueleza umuhimu wa tahadhari Maana na matumizi ya Tahadhari"}
{"text": "Zoezi ambalo tumekamilisha hapo awali linahusiana na alama za tahadhariTahadhari ni ujumbe unaotoa ilani au onyo kwa watu ili kuwatanabahisha kuhusu jambo fulaniJambo tunalotanabahishwa nalo huenda likawa la hatari au jambo ambalo mtu hafai kulifanya kwani linaweza kuwa na madhara fulani Aghalabu ujumbe katika tahadhari hutolewa kupitia kwa maneno yaliyoteuliwa kwa uangalifu na kuwekwa kwa muhtasari Aidhaujumbe huu hupitishwa pia kwa njia ya michoro picha alama au ishara Kwa mfano"}
{"text": "Tahadhari hizi zinatolewa kwa njia ya michoro au isharaTahadhari zinazotolewa kwa njia hii huweza kufupisha ujumbe mrefu ambao ungehitaji kuelezwa kwa maneno mengi Hata hivyo michoro na ishara hizi huhitaji kufasiriwa ili watu waelewe maana ya ujumbe unaowasilishwa"}
{"text": "Kwa upande mwingine kuna tahadhari nyingine zinazopitishwa kwa njia maneno pekee ila michoro au isharaTahadhari kama hizi zimetamalaki katika pakiti za bidhaa tunazotumia manyumbani mwetu au pakiti za dawa kwa mfano Tahadhari huweza kuwekwa mahala maalumu ambapo tahadhari inahitajika na ambapo zitaonekana kwa urahisi Mathalani tahadhari nyingi za barabarani huweza kuwekwa pahala palipo wazi na ambapo tahadhari hiyo inahitajika zaidiIwapo pana pahala penye mteremkoitawekwa kwani ndipo panafaa Kwa upande mwingine baadhi ya tahadhari huwekwa kwenye mavazi kama vile shati Matumizi ya Lugha katika tahadhari"}
{"text": "Lugha ya tahadhari ina sifa zifuatazo Lugha ya tahadhari ni sahili Lugha huwa rahisi kueleweka Aghalabu maneno huandikwa kwa herufi kubwa na kwa wino mzito Mara nyingi huandikwa kwa rangi nyekundu ili kutilia mkazo ujumbe unaowasilishswa Hutumia viakifishi kama vile alama hisi au kiulizi ili kuujaliza ujumbe Kutokana na mifano ya tahadhari uliyopewa jibu maswali yafuatayo kwa kusema kama ni kweli au si kweli Lugha ya tahadhari ni sahihi kweli  si kweli"}
{"text": "Onyo  ilani huandikwa kwa herufi kubwa na wini mzito kweli  si kweli Mara nyingi ilani haziambatani na mchoro kweli  si kweli Ilani  onyo hazieleweki kwa urahisi kweli  si kweli katika tahadhari za hatari mchoro ya kuogofya hutumika kweli  si kweli"}
{"text": "Utangulizi"}
{"text": "Tazama picha ifuatayo na utaje inahusisha sherehe gani Je Ratiba ni nini Ili kufanikisha sherehe kama hizo ni lazima kuwe na mpango maalumu ambao utafuatwa ndipo sherehe ziendeshwe vizuri Mpango huu huitwa RATIBAYaani utaratibu unaoonyesha matukio yanayotarajiwa kutendeka hatua kwa hatua Hatua hizi hujikita kwa muda uliowekwa Shughuli fulani huchukua muda mahususi ambao huandikwa kwenye ratiba Kwa kifupi ratiba huonyesha jambo litakalofanywa nani atakayehusika na wakati wa kutekeleza Mahali pa sherehe Kanisa la mtakatifu Francis wa Assisi Mlaleoni Ukumbi wa Rahatele Mlaleoni 830  930 asubuhi Bi Arusi achukuliwa nyumbani kwa wazazi wake 930  1000 asubuhi Safari kuelekea kanisani 1000  1030 asubuhi Kufika kanisani na kujiandaa kwa ibaada 1030  1200 mchana Ibaada ya Arusi 1200  1230 mchana Kupiga picha 1230  130 Mchana kuelekea kwenye ukumbi"}
{"text": "230 alasiriMlo na vinywaji"}
{"text": "330 alasiri Mawaidha"}
{"text": "330  430 jioni Kutoa zawadi 430  500 jioni Kukata keki 500  515 jioni Kutoa shukrani Ikumbukwe kuwa uandishi wa ratiba hutegemea aina ya sherehe na muda uliotengwa Muda hurejelewa kwa kuzingatia utaratibu wa usomaji saa wa kimataifa Umuhimu wa Ratiba"}
{"text": "Ratiba ni muhimu kwa sababu Hufahamisha shughuli za sherehe Hubainisha mfuatano wa shughuli Huonyesha mgawanyo wa muda Hufahamisha wanaopaswa kutenda majukumu fulani maalamu Huwawezesha wahusika kujiandaa ipasavyo Hujulisha kwa ujumla kiini cha sherehe Huhakikisha mtiririko mzuri wa shughuli na matumizi bora ya muda"}
{"text": "INSHA"}
{"text": "Utungo unaoundwa kwa mfululizo wa sentensi zinazozungumzia jambo tukio au kitu fulani"}
{"text": "Aina"}
{"text": "INSHA ZA KAWAIDA"}
{"text": "Insha ya Picha"}
{"text": "Ambapo mwanafunzi amepewa picha kadha na kutakiwa kutunga kisa na kueleza yote yanayotokea kwenye picha hizo Chunguza vizuri ujue kinachotokea katika hizo picha"}
{"text": "Kichwa kiafikiane na picha ulizopewa Kila picha ipangwe na kuwa na aya moja"}
{"text": "Insha ya Methali"}
{"text": "Insha inayosimulia kisa kinachoonyesha ukweli au uongo wa methali Fulani"}
{"text": "Wazia methali nyingine za kutilia mkazo methali uliyopewa"}
{"text": "Muundo"}
{"text": "Kichwa"}
{"text": "methali yenyewe"}
{"text": "Utangulizi"}
{"text": "Maana ya juuwazi"}
{"text": "Maana ya ndanibatini"}
{"text": "Mwili"}
{"text": "kisa kinachofungamana na methali cha kweli au cha kubuni"}
{"text": "Hitimisho"}
{"text": "funzomaadili"}
{"text": "Insha ya Maelezo"}
{"text": "Inayohusu kutoa ufafanuzi kuhusu mahali kitu au jambo fulani kama vile ugonjwa wa ukimwi umuhimu wa maji nk"}
{"text": "Insha ya Masimulizi"}
{"text": "Ambapo unatakiwa kusimulia hadithi kisa au tukio kuhusu jinsi mambo fulani yalivyotokea Huweza kuanzia kwa Ilikuwa"}
{"text": "Insha ya Mdokezo"}
{"text": "Ambapo umepewa mdokezo wa kuanzia xxx au kumalizia xxx km tangu siku hiyo alikula yamini kutopuuza ushauri wa wazazi wake tena"}
{"text": "Insha ya Mjadala"}
{"text": "Ambapo unatakiwa kujadili suala fulani km Shule za mabweni zina manufaa au Kujiajiri ni bora kuliko kuajiriwa Jadili"}
{"text": "Unapaswa"}
{"text": "Kuunga"}
{"text": "Kupinga"}
{"text": "Kutoa uamuzi kutegemea upande ulio na hoja nyingi au nzito"}
{"text": "Insha ya Mawazo"}
{"text": "Inayohusu mambo ya kuwaza kuhusu jambo fulani km MIMI NYUKI"}
{"text": "Ni nani asiyenifahamu mimi nyuki"}
{"text": "Insha ya Mazungumzo"}
{"text": "Maongeo ya kawaida ambayo huandikwa kama tamthilia"}
{"text": "MAZUNGUMZO BAINA YA"}
{"text": "Muundo"}
{"text": "Kichwa"}
{"text": "Jina la msemaji kwa herufi kubwa likifuatwa na koloni"}
{"text": "Maneno ya msemaji"}
{"text": "maelezo ya mandhari na vitendo vya msemaji kwenye mabano"}
{"text": "Wazungumzaji wasikike kama watu wa kawaida"}
{"text": "Pawepo na sentensi ndefu na fupi"}
{"text": "Matumizi ya vihisishi"}
{"text": "Ukatizaji wa maneno"}
{"text": "TUNGO ZA KIUAMILIFU"}
{"text": "Ambazo hutekeleza kazi maalum na huwa na muundo maalum"}
{"text": "Dayalojia"}
{"text": "Mazungumzo kati ya watu wawili au zaidi kuhusu jambo au mada fulani"}
{"text": "DAYALOJIA BAINA YA"}
{"text": "Huwa na utangulizi mwili na hitimisho"}
{"text": "Mahojiano"}
{"text": "Mazungumzo yanayoendeshwa kwa muundo wa maswali na majibu"}
{"text": "MAHOJIANO BAINA YA"}
{"text": "Barua ya Kirafiki"}
{"text": "Inayoandikwa kwa ndugu jamaa na marafiki"}
{"text": "Muundo"}
{"text": "Anwani ya mwandishi wima au mshazari Jina lisiwekwe"}
{"text": "Tarehe ya kuandikwa barua 22 Februari 2011"}
{"text": "Mwanzo wa barua kwa  mpendwakwenu"}
{"text": "utangulizi salamu kumjuliana hali"}
{"text": "mwiliyaliyomo ujumbe"}
{"text": "Hitimisho Kwa leo sina mengi Wasalimie jamaa wote Ni mimi wakowenu Jina wima au mshazari"}
{"text": "Barua RasmiKwa Mhariri"}
{"text": "Barua ambazo huandikwa na kutumwa ofisini kwa kutaka kuomba kazi kuomba msaada malalamiko kutoa maoni gazetini nk"}
{"text": "Muundo"}
{"text": "Anwani ya mwandishi wima au mshazari"}
{"text": "Tarehe ya kuandikwa usiweke jina"}
{"text": "Marejeleo km REJ SUDMSS054009 nambari ya kumbukumbu faili au nambari ya barua"}
{"text": "Cheo na anwani ya mwandikiwa km Mkurugenzi Kiwanda cha majani chai cha Kangaita SLP 12000 Kerugoya au Mhariri wa Gazeti la Nation SLP 89000 Nairobi au KWA ANAYEHUSIKA"}
{"text": "Kupitia kwa MWALIMU MKUU anwani"}
{"text": "Mtajo km Kwa BwanaBibiProfesaDaktariMhubiri"}
{"text": "Kichwa cha barua km MINT OMBI LA KAZI YA UALIMUMAPENDEKEZO KUHUSU JUMA MRISHO MWALIKO WA KUHUDHURIA KONGAMANO LA KISWAHILI"}
{"text": "Utangulizi Mintaarafu ya tangazo mlilochapishanaandika kuombajinsiaahadi kufanya kazi kwa bidii"}
{"text": "Mwili matatizo madhara mapendekezo naomba paswa stahili naonelea ni bora"}
{"text": "Hitimisho Natumai NitashukuruWako mwaminifumtiifu sahihi jina cheo Chama cha Kiswahili Nakala kwa i ii wima au mshazari"}
{"text": "Barua ya Gazetini Iliyohaririwa"}
{"text": "Kichwa kwa herufi ndogo na usemi halisi"}
{"text": "mtajo Mhariri"}
{"text": "Utangulizi Naandika kueleza"}
{"text": "Mwili malalamiko maoni maombi mapendekezo"}
{"text": "Hitimisho Natumai jina na anwani ya mwandishi"}
{"text": "Tahariri"}
{"text": "Maelezo mafupi ya mhariri wa gazeti kutoa mawazo maoni au msimamo wa chombo cha habari anachowakilisha kuhusu suala maalum na muhimu"}
{"text": "Muundo"}
{"text": "GAZETI LA MZALENDO"}
{"text": "Februari 24 2011"}
{"text": "HATIMA YA WATAHINIWA"}
{"text": "Yaliyomo"}
{"text": "Imeandikwa na"}
{"text": "Hotuba"}
{"text": "Maelezo yanayotolewa mbele ya watu"}
{"text": "Hutolewa kwa usemi halisi na huanzia na kuishia kwa alama za usemi"}
{"text": "Muundo"}
{"text": "Anwani HOTUBA KUHUSU"}
{"text": "Utangulizi kutaja hadhira kuanzia walio mashuhuri kuwasalimu kujitambulisha na kuwakaribisha na kutambulisha kiini cha hotuba"}
{"text": "Yaliyomo kutaja na kufafanua hoja"}
{"text": "Hitimisho shukrani na kuwatakia mema katika shughuli zao za kila siku"}
{"text": "Ratiba"}
{"text": "Mpangilio wa jinsi shughuli fulani inavyofanyika kulingana na wakati fulani uliotengwa km sherehe ya arusi mazishi siku ya michezo kutoa zawadi nk"}
{"text": "Muundo"}
{"text": "Kichwa Ratiba ya shughuli gani ya nani mahali na tarehe mgeni wa heshima Wageni mashuhuri 123"}
{"text": "Makaribisho"}
{"text": "Maombi"}
{"text": "Kutoa tuzo"}
{"text": "Kutoa shukrani"}
{"text": "Kufungwa kwa maombi"}
{"text": "Kuondokakufumkana"}
{"text": "Shajara"}
{"text": "Daftari ambayo huhifadhiwa matukio yanayofanyika kila siku Yaweza kuwa ya siku moja wiki au mwezi mmoja"}
{"text": "Aina"}
{"text": "Ya kibinafsi"}
{"text": "JUMANNE 30810"}
{"text": "Leo tulizuru"}
{"text": "Rasmi hutumiwa katika ofisi"}
{"text": "SHAJARA"}
{"text": "JUMANNE MEI 7 2008"}
{"text": "Onyo"}
{"text": "Makatazo"}
{"text": "Tahadhari"}
{"text": "Julisho kuhusu jambo la hatari"}
{"text": "Ilani"}
{"text": "Julisho tangazo au notisi"}
{"text": "ILANI YA SERIKALI KUHUSU KUZUKA KWA UGONJWA WA KIPINDUPINDU"}
{"text": "Serikali imetoa ilani kwa wananchi kuhusu kuzuka kwa ugonjwa wa kipindupindu Kila mwananchi anatakikana kuzingatia mambo yafuatayo ili kudhibiti maambukizi"}
{"text": "Mtu asinywe maji kabla kuyachemsha"}
{"text": "Kupika chakula hadi kiive vizuri"}
{"text": "Kutoenda haja nje bali kutumia vyoo vya mashimo"}
{"text": "Mtu anawe mikono yake kwa sabuni baada ya kutoka msalani"}
{"text": "Mtu asile matunda au mboga za majani bila kuziosha kwanza"}
{"text": "Anayeonyesha dalili ya ugonjwa wa kipindupindu apelekwe katika kituo cha afya mara moja"}
{"text": "Uchuuzi wa vyakula umepigwa marufuku"}
{"text": "Ufuliaji nguo motoni pia umepigwa marufuku"}
{"text": "Watakaokaidi maagizo katika g na h watachukuliwa hatua kali za kisheria ya kutozwa faini ya shilingi elfu tano au kifungo cha miezi miwili gerezani"}
{"text": "Matangazo"}
{"text": "Majulisho kuhusu jambo fulani"}
{"text": "Arifa"}
{"text": "SHULE YA UPILI YA GATWE"}
{"text": "Anwani tarehe"}
{"text": "USAJILI WA"}
{"text": "Sahihi"}
{"text": "Jina"}
{"text": "Cheo"}
{"text": "Kibiashara"}
{"text": "Sifa"}
{"text": "Lugha kwa kifupi"}
{"text": "Chuku"}
{"text": "Takriri"}
{"text": "Alama ya  na"}
{"text": "Michoro"}
{"text": "Maonyo"}
{"text": "Maelezo kukihusu"}
{"text": "Kinavyotumika"}
{"text": "Ubora wake"}
{"text": "Watengenezaji"}
{"text": "CKifo"}
{"text": "TANGAZO LA KIFO"}
{"text": "Tunasikitika kutangaza kifo cha Alikuwa"}
{"text": "Mungu aiweke roho yake mahali pema peponi"}
{"text": "kazi"}
{"text": "SHULE YA UPILI YA GATWE"}
{"text": "Anwani tarehe"}
{"text": "NAFASI YA KAZI YA UHASIBU"}
{"text": "SIFA ZA MWOMBA KAZI"}
{"text": "JINSIA"}
{"text": "Awe wa jinsia ya kike"}
{"text": "UMRI"}
{"text": "Awe na umri wa miaka isiyopungua25 na isiyozidi 40"}
{"text": "ELIMU"}
{"text": "Awe na shahada ya uhasibu kutoka chuo kikuu au awe na shahada ya diploma ya juu ya uhasibu"}
{"text": "Awe amepata alama ya c katika kingereza"}
{"text": "KAZI"}
{"text": "Kuidhinisha hati za malipo za shirika"}
{"text": "Kusimamia shughuli za uhasibu katika idara inayohusika"}
{"text": "UZOEVUTAJRIBA"}
{"text": "Awe na uzoevu wa kazi usiopungua miaka 5 kwenye shirika au taasisi kubwa"}
{"text": "DINI"}
{"text": "Awe muumini wa dini ya kikristu na awe ameokoka"}
{"text": "MUDA WA KAZI"}
{"text": "Kuanzia saa mbili hadi saa kumi na moja jioni na masaa mengine ikibidi"}
{"text": "MSHAHARA"}
{"text": "Mshahara utategemea elimu ya anayehusika lakini utakuwa baina ya ksh 24000 na ksh 45000"}
{"text": "MAELEZO YA ZIADA"}
{"text": "Maombi yote yawe yamewasilishwa kabla ya tarehe 30 mei 2010"}
{"text": "Maombi yatumwe kwa"}
{"text": "Katibu"}
{"text": "Halmashauri ya shule ya upili ya Gatwe"}
{"text": "Anwani"}
{"text": "Maombi yatakayopelekwa baada ya muda wa mwisho hayatajibiwa"}
{"text": "Maombi yaandamane na hundi ya shilingi elfu moja ambazo hazitarejeshwa"}
{"text": "MaagizoMaelekezo"}
{"text": "Maelezo kuhusu namna ya kufika mahali kutoka kituo fulani au maelezo kuhusu njia ya kutumia kitu au huduma fulani"}
{"text": "Sifa"}
{"text": "Maelezo wazi"}
{"text": "Michoro au ramani"}
{"text": "Dira"}
{"text": "Huhusika maonyo"}
{"text": "Tarakimu km 13"}
{"text": "Matumizi ya herufi nzito"}
{"text": "Mifano"}
{"text": "Maagizo ya daktari kwa mgonjwa wa kisukari"}
{"text": "Maelekezo ya kutoka nyumbani hadi shuleni mwenu"}
{"text": "Jinsi ya kutumia dawa za wadudu"}
{"text": "Kujaza Fomu"}
{"text": "Karatasi ambayo ina nafasi ya kuandika maelezo ambayo yanatakiwa"}
{"text": "Soma fomu kwa makini kabla ya kujaza chochote"}
{"text": "Andika maelezo kwa muhtasari"}
{"text": "Usijaze kama huna hakika kwenye sehemu Fulani"}
{"text": "Usifutafute"}
{"text": "Itumie alama inayostahili wakati wa kujaza fomu"}
{"text": "MAELEZO YA KIBINAFSI"}
{"text": "TAREHE"}
{"text": "JINA"}
{"text": "JINSIA"}
{"text": "UMRI"}
{"text": "TAREHE YA KUZALIWA"}
{"text": "URAIA"}
{"text": "NAMBARI YA KITAMBULISHO"}
{"text": "KAZI"}
{"text": "MKOA"}
{"text": "WILAYA"}
{"text": "SIMU"}
{"text": "SAHIHI"}
{"text": "TAREHE"}
{"text": "Hojaji"}
{"text": "Maswali ambayo hutumiwa kama msingi wa kufanyia utafiti na huelekezwa kwa mhojiwa"}
{"text": "Aina"}
{"text": "Hojaji Wazi"}
{"text": "Hojaji yenye maswali ambayo mhojiwa anaruhusiwa kuyajibu kwa maneno yake mwenyewe"}
{"text": "UCHAGUZI NA VIONGOZI"}
{"text": "Una maoni gani kuhusu uchaguzi wa kila baada ya miaka mitatu"}
{"text": "Kwa nini una maoni hayo"}
{"text": "Wewe ungependelea utaratibu gani wa uchaguzi"}
{"text": "Je ni kweli viongozi hungangania mamlaka"}
{"text": "Je viongozi hungangania uongozi kwa sababu zipi"}
{"text": "Hojaji Funge"}
{"text": "Hojaji ambapo mhojiwa anapewa majibu kadha ambayo anatakiwa kuchagua mojawapo bila kuwa na uhuru wa kuandika atakayo"}
{"text": "MATATIZO YA KIJAMII"}
{"text": "Tia alama kwenye jibu unaloafiki"}
{"text": "Jamii yetu inawakandamiza wanawake"}
{"text": "Ndiyo   La"}
{"text": "Tatizo kubwa la jamii yetu kwa sasa ni umaskini na ugonjwa"}
{"text": "Kweli   Si kweli"}
{"text": "Mialiko"}
{"text": "Barua ambayo hupeleka taarifa kwa mtu kumuomba ahudhurie sherehe fulani"}
{"text": "Rasmi kadi au barua rasmi"}
{"text": "Muundo"}
{"text": "Jina la mwalikajiwaalikaji Bwanamabwanabibikasisidaktari"}
{"text": "Jina la mwalikwa"}
{"text": "Sherehe ndoa mchango wa pesa Kuna aina mbili za mialiko"}
{"text": "Kusherehekeakuadhimisha"}
{"text": "Kuhusu nani"}
{"text": "Mahali pa kukutanika"}
{"text": "Tarehe"}
{"text": "Wakati"}
{"text": "Anwani na nambari ya simu ya mwalikaji ambapo jibu litapelekwa kushoto chini Majibu kwawima"}
{"text": "Kirafiki barua ya kirafiki"}
{"text": "Sehemu ya mwili itoe habari zote muhimu katika mwaliko"}
{"text": "Risala"}
{"text": "Taarifa inayotoka kwa mtu au watu inayoeleza haja fulani km risaala ya rambirambi risala ya heri njema ya waajiriwa kwa mwajiri au kinyume"}
{"text": "RISALA YA RAMBIRAMBIHERI NJEMA KWAKUFUATIA"}
{"text": "Mimi wako"}
{"text": "Resipe"}
{"text": "Jumla ya hatua na kanuni ambazo hufuatiwa na mtu anayenuia kupika au kuandaa kitu fulani"}
{"text": "UPISHI WA PILAU"}
{"text": "Walengwawalaji"}
{"text": "Mipakuo mine kwa watu wanne"}
{"text": "Viambata"}
{"text": "Vikombe viwili vya mchele"}
{"text": "Gramu 25 za mafuta ya majimaji"}
{"text": "Vijiko viwili vidogo vya pilau masala"}
{"text": "Nusu kilo ya nyama"}
{"text": "Vitunguu vinne vya ukubwa wa wastani"}
{"text": "Vikombe vinne vwa maji"}
{"text": "Hatua za Upishi"}
{"text": "Kaanga vitunguu katika mafuta hadi rangi yake ikaribie rangi ya udhurungi"}
{"text": "Chemsha nyama pekee hadi ilainike"}
{"text": "Ongeza nyama kwenye sufuria yenye vitunguu na upike kwa dakika tano"}
{"text": "Ongeza mchele na uchanganye kwa mwiko"}
{"text": "Ongeza maji na uache mchanganyiko utokote kwa dakika kumi na tano"}
{"text": "Pakua pilau ikiwa tayari"}
{"text": "Orodha Ya Mambo"}
{"text": "Mlolongo wa vitu vilivyoandikwa"}
{"text": "MAHITAJI MUHIMU YA KURUDI SHULENI TAREHE 512010"}
{"text": "Sukari kilo mbili"}
{"text": "Dawa ya meno ya gramu hamsini"}
{"text": "Koko gramu 500"}
{"text": "Sabuni sita za kipande"}
{"text": "Kalamu nne za rangi"}
{"text": "Penseli moja"}
{"text": "Rangi ya viatu ya gramu 40"}
{"text": "Tahakiki"}
{"text": "Maandishi ya kuchambua maandishi ya fasihi"}
{"text": "USASA WAKUTANA NA UKALE"}
{"text": "Anwani Kitumbua Kimeingia Mchanga"}
{"text": "Mwandishi Said A Mohamed"}
{"text": "Mchapishaji Oxford University Press"}
{"text": "Mhakiki Amina Fuzo"}
{"text": "Maudhui"}
{"text": "Meme"}
{"text": "Barua ambazo huhusisha matumizi ya ya vifaa vya umeme kama talakilishi kiepesinukulishifaksi au simu ya mkononotambarukono"}
{"text": "Barua za MdahilisiPepe"}
{"text": "Ambazo hutumwa kwa tarakilishi kwa njia ya mtandao"}
{"text": "Ijumaa Machi 30 2007 saa 080919"}
{"text": "Kutoka aishayahoocom"}
{"text": "Kwa ahmedafrican onlineke"}
{"text": "Nakala kwa amina  mwananchicom"}
{"text": "MINTKUH"}
{"text": "Barua ya kawaida"}
{"text": "Hitimisho Aisha Kizito Makwere"}
{"text": "Memo"}
{"text": "Taarifa fupi ambayo huandikwa ofisini kuhusu mambo ya ndani kutoa maelekezo maelezo au kukumbusha kuhusu jambo fulani Ujumbe huwa mfupi na huhusu suala moja tu"}
{"text": "SHULE YA UPILI YA GATWE"}
{"text": "Anwani"}
{"text": "MEMO"}
{"text": "REJ km0106"}
{"text": "KUTOKA Mwalimu Mkuu"}
{"text": "KWA wafanyakazi wote"}
{"text": "MADA likizo fupi"}
{"text": "TAREHE 2822011"}
{"text": "Ujumbe"}
{"text": "Sahihi"}
{"text": "Jina"}
{"text": "Cheo mwalimu mkuu"}
{"text": "Taarifa"}
{"text": "Kuarifu kuhusu habari mpya"}
{"text": "UCHOCHEZI"}
{"text": "Hitimisho"}
{"text": "Mariga Mununga"}
{"text": "Mwanahabari"}
{"text": "Wasifu"}
{"text": "Maelezo ya mtu kuhusu mtu mwingine tangu kuzaliwa mpaka alipo au kufa kwake"}
{"text": "WASUFU WA NDUGU YANGU JUMA"}
{"text": "Tawasifu"}
{"text": "Maelezo ya mtu kujihusu"}
{"text": "TAWASIFU YANGU"}
{"text": "Vidokezo"}
{"text": "Jina lakelako"}
{"text": "Jinsia"}
{"text": "Anakotoka"}
{"text": "Umri"}
{"text": "Kuzaliwa"}
{"text": "Maumbile"}
{"text": "Elimu"}
{"text": "Kazi"}
{"text": "Hadhi ya ndoa"}
{"text": "Lugha"}
{"text": "Lakabu na sababu"}
{"text": "Umaarufu"}
{"text": "Uraibu"}
{"text": "WasifutaalaWasifu Kazi"}
{"text": "Maelezo rasmi kuhusu mtu binafsi ambayo huambatanishwa na barua ya kuomba kazi"}
{"text": "WASIFUTAALA WANGU"}
{"text": "MAELEZO BINAFSI"}
{"text": "Jina  Farida Almasi Juma"}
{"text": "Tarehe ya Kuzaliwa  761980"}
{"text": "Umri  miaka 22"}
{"text": "Mahali pa kuzaliwa  Voi"}
{"text": "Jinsia  mwanamke"}
{"text": "Hadhi ya ndoa  Nimeolewakapera"}
{"text": "Nambari ya kitambulisho  12345678"}
{"text": "Uraia  Mkenya"}
{"text": "Lugha  Kiswahili Kingereza Kikuyu"}
{"text": "Anwani ya kudumu  SLP 1600 Voi"}
{"text": "Barua pepe  Farialyahoocom"}
{"text": "Simu tamba  9876543210"}
{"text": "ELIMU"}
{"text": "Chuo Kikuu cha Maseno Shahada ya Uhasibu"}
{"text": "Shule ya upili ya Shimoni Shahada ya KCSE"}
{"text": "19781987 Shule ya Msingi ya Umazi shahada ya KCPE"}
{"text": "TAJRIBA"}
{"text": "Mpaka sasa Mhasibu katika shule chekechea ya Mtakatifu Yohana"}
{"text": "HABARI ZA ZIADA"}
{"text": "URAIBU"}
{"text": "Kusoma vitabu vya sarufi na fasihi"}
{"text": "Kutembelea wajane mayatima na wagonjwa"}
{"text": "Kuandika mashairi"}
{"text": "AZIMIO LANGU"}
{"text": "Kupaa kitaaluma kwa kuendeleza masomo yangu hadi kiwango cha uzamifu"}
{"text": "Kuwa mhasibu bora zaidi nchini kwa matendo na kuwapa wananchi huduma za kufaa"}
{"text": "WAREJELEWA"}
{"text": "Profesa Hassan Muoso"}
{"text": "Chuo Kikuu Kenyatta"}
{"text": "SLP43844"}
{"text": "Nairobi"}
{"text": "Maimuna Njavu Mukota"}
{"text": "Shule ya Upili ya Alliance"}
{"text": "SLP 1 234"}
{"text": "Nairobi"}
{"text": "Kumbukumbu"}
{"text": "Maelezo kuhusu yaliyojadiliwa na kuafikiwa katika mkutano"}
{"text": "Muundo"}
{"text": "Kichwa kumbukumbu za mkutano wa kamatijopo gani uliofanyika wapi tarehe gani saa ngapi hadi gani na majira"}
{"text": "Waliohudhuria mwenyekiti katibu mweka hazina wanakamati"}
{"text": "Waliotuma udhuru kwa kutohudhuria"}
{"text": "Waliokosa kutuma udhuru wa kutohudhuria"}
{"text": "waalikwa"}
{"text": "Ajenda"}
{"text": "Kufunguliwa kwa mkutano KUMB 32OO9"}
{"text": "Kufunguliwa kwa mkutano mwenyekiti kuwakaribisha na kuwashukuru waliohudhuruia na kumwomba  aongoze kwa maombi"}
{"text": "Kusoma na kudhibitisha kumbukumbu za mkutano uliotangulia"}
{"text": "Kusomwa na katibu aliyependekeza na aliyedhibitisha"}
{"text": "Masuala yaliyotokana na kumbukumbu hizo"}
{"text": "a KUMB 82008 ununuzi wa miti"}
{"text": "Shughuli nyinginezo"}
{"text": "Kufunga mkutano KUMB 72009"}
{"text": "Mkutano uliisha saa ngapi maombi yaliongozwa na nani na mwingine ukapangwa kuwa wa siku gani"}
{"text": "Maneo kama walikubaliana waliafikiana alipendekezwa ilisemekana waliambiwa ilionelewa ni bora walishauriwa ilidaiwa aliomba nk"}
{"text": "THIBITISHO"}
{"text": "KATIBU TAREHE SAHIHI"}
{"text": "MWENYEKITI TAREHE  SAHIHI"}
{"text": "Ripoti"}
{"text": "Maelezo kuhusu mtu kitu au tukio"}
{"text": "Ripoti ya Kawaida"}
{"text": "Swali huanzia kwa Wewe kama katibu wa chama"}
{"text": "Muundo"}
{"text": "Kichwa ripoti ya kamatijopo gani"}
{"text": "Utangulizi maelezo mafupi ya jumla kuhusu chama"}
{"text": "Shughuli za chama i ii iii"}
{"text": "Hitimisho matumaini mwito kwa wengine wajiunge wajitahidi"}
{"text": "Ripoti imeandikwa na jina cheokatibu sahihi tarehe"}
{"text": "Ripoti Maalum"}
{"text": "Kichwa ripoti ya jopo la kutathmini usalama barabarani"}
{"text": "UtanguliziHadidu za rejea ripoti ilihitajika na kamati gani uchunguzi ulifanywa kubainisha nini matokeo kuelezewa chini pamoja na mapendekezo kutolewa"}
{"text": "Jopo majina na vyeo vya wanajopo waliohusika"}
{"text": "Utaratibu hatua za utafiti wanakamati walifanya nini kamati iliwahojiilifanya ukaguzi wa magari iliwapa baadhi ya wasafiri hojaji wakajaza ilipiga picha za video mashauriano"}
{"text": "Matokeo kamati iligundua kuwa a"}
{"text": "Mapendekezo suluhisho la shida"}
{"text": "Hitimisho ripoti imeandikwa na sahihi jina cheokatibu tarehe 21 Machi 2011"}
{"text": "UTUNGAJI WAINSHA ZA KISANII"}
{"text": "michezo ya kuigiza"}
{"text": "hadithi fupi"}
{"text": "mashairi"}
{"text": "mafumbo"}
{"text": "vitanza ndimi"}
{"text": "USHAIRI"}
{"text": "Istilahi za Kishairi"}
{"text": "arudhi"}
{"text": "sheria za jadi zzinazofuatwa na watunzi wa mashairi"}
{"text": "kugawa shairi katika beti"}
{"text": "beti kugawika katika mishororo inayolingana kiidadi"}
{"text": "mishororo kugawika katika vipande"}
{"text": "mishororo kuwa na mizani zinazolingana kiidadi urari wa mizani"}
{"text": "kuwa na vina vya kati na vya mwisho vinavyotamkika kwa namna sawa urari wa vina"}
{"text": "mtoshelezo wa beti au beti kutoa wazo kamili"}
{"text": "bahari"}
{"text": "aina tofauti tofauti za mashairi km ukara"}
{"text": "ubetibeti"}
{"text": "kifungu katika shairi kinachojitosheleza kimaaa"}
{"text": "mshororo"}
{"text": "mstari katika ubeti"}
{"text": "mwanzo"}
{"text": "mshororo katika ubeti"}
{"text": "mloto"}
{"text": "mshororo wa pili katika ubeti"}
{"text": "mleo"}
{"text": "mshororo wa tatu katika ubeti"}
{"text": "kimalizio"}
{"text": "mshororo wa mwisho ambao haurudiwi katika kila ubeti"}
{"text": "kibwagizomkararakipokeokiitikio"}
{"text": "mshororo wa mwisho ambao hurudiwarudiwa katika kila ubeti na hubeba maudhui au kiini cha shairi"}
{"text": "kipandemgao"}
{"text": "sehemu katika mshororo ambayo huonyeshwa na koma na huwa na kina"}
{"text": "ukwapi"}
{"text": "kipande cha kwanza katika mshororo"}
{"text": "utao"}
{"text": "kipande cha pili katika mshororo"}
{"text": "mwandamizi"}
{"text": "kipande cha tatu katika mshororo"}
{"text": "mizani"}
{"text": "silabi zinazotamkika katika mishororo"}
{"text": "urari wa mizani"}
{"text": "kuwepo kwa idadi sawa ya mizani katika mishororo"}
{"text": "kinavina"}
{"text": "silabi zinazotamkika kwa namna sawa zinazopatikana katikati na mwishoni mwa sentensi"}
{"text": "urari wa vinavue"}
{"text": "kuwepo kwa silabi zinazotamkika kwa namna sawa"}
{"text": "Aina za Mashairi"}
{"text": "mashairi la arudhiushairi wa kijadi"}
{"text": "Ambayo huzingatia sheria za jadi za utunzi wa mashairi"}
{"text": "mashairi huru"}
{"text": "Ambayo hayazingatii sheria za jadi za utunzi wa mashairi"}
{"text": "Mashairi ya Arudhi"}
{"text": "Aina"}
{"text": "tathmina mshororo mmoja katika kila ubeti"}
{"text": "tathnia miwili"}
{"text": "tathlitha mitatu"}
{"text": "tarbia minne"}
{"text": "takhmisa mitano"}
{"text": "tasdisa sita"}
{"text": "ushuri kumi"}
{"text": "Bahari"}
{"text": "mtiririko mfanano wa vina vya kati na vya mwisho katika shairi zima"}
{"text": "ukara vina vya mwisho kufanana na vya kati kutofautiana"}
{"text": "ukaraguni vina vya kati na vya mwisho kutofautiana katika shairi zima"}
{"text": "kikwamba mishororo kuanza kwa neno fulani katika shairi zima"}
{"text": "pindu neno au maneno mawili ya mwisho ya kila mshororo kutumiwa kuanzia mshororo unaofuata km kicha changu wachezea Wachezea kichwa changu"}
{"text": "Tenzitendi mgao mmoja kina kimoja"}
{"text": "Mathnawi migao miwili vina viwili"}
{"text": "Ukawafi migao mitatu tumbuizo 888"}
{"text": "Ngonjera majibizano"}
{"text": "Malumbano kujinakikuonyesha ugwiji akimdunisha mshairi mpinzani ili kutaniana"}
{"text": "Msuko mshororo wa mwisho mfupi kuliko inayotangulia"}
{"text": "Sakarani mchanganyiko wa bahari"}
{"text": "Dura mandhuma kauliswali katika ukwapi na mjalizojibu katika utao km shida zikishinda hazishindiki Unalolipenda halipendeki Unapopaenda hapaendeki"}
{"text": "Gungu mizani 12 kina kimoja cha mwisho"}
{"text": "Upeo mishororo inayozidiana ki mizani"}
{"text": "Kikai mizani 12 48 au 84 hakuna ulinganifu wa mizani katika ukwapi na utao"}
{"text": "Zivindo hutoa maana tofauti za neno km"}
{"text": "Sumbila kila ubeti una kimalizio tofauti na beti nyingine"}
{"text": "MuundoUmboSura ya Nje"}
{"text": "Kutaja idadi ya beti"}
{"text": "Mishororo mingapi katika kila ubeti"}
{"text": "Vipande vingapi katika kila mshororoaina"}
{"text": "Mpangilio wa mizani na jumla km ukwapi 8 utao 8 jumla 16"}
{"text": "8 8"}
{"text": "8 8"}
{"text": "8 8"}
{"text": "8 8"}
{"text": "Mpangilio wa vina au kufanana kutofanana katika shairi zima au vina vya mwisho kufanana na vya kati kutofautianabahari"}
{"text": "na ma"}
{"text": "na ma"}
{"text": "na ma"}
{"text": "ka ba"}
{"text": "Vina na Mizani"}
{"text": "8a 8b"}
{"text": "8a 8b"}
{"text": "8a 8b"}
{"text": "8c 8b"}
{"text": "Kibwagizolinacho au halina Kinakili kama kipo"}
{"text": "Majibizano ngonjera"}
{"text": "Malumbano majinaki"}
{"text": "UhuruIdhini za Kishairi"}
{"text": "kibali mshairi alichonacho kukiuka sheria fulani"}
{"text": "Inkisari kufupisha ili kuwe na urari wa mizani na vina Aghalabu huonyeshwa kwa matumizi ya ritifaa km sikateusikate"}
{"text": "Mazdamazida kurefusha neno ili kuwa na urari wa mizani na vina"}
{"text": "Tabdila kubadilisha tahajia ya neno bila kuzidisha au kupunguza mizani km siachisiati"}
{"text": "Utohozi"}
{"text": "Kuborongakufinyanga sarufi kubadili mpangilio wa maneno katika sentensi km upesi jielimishe"}
{"text": "Kiswahili cha kikaleujadi mtima ngeu insi mja"}
{"text": "Lahaja km fichafita"}
{"text": "Matumizi ya ritifaa"}
{"text": "Lugha ya Nathari"}
{"text": "lugha ya kawaida na kimtiririko"}
{"text": "Kutotumia koma au vipande"}
{"text": "Kutumia maumbo ya kawaida ya maneno"}
{"text": "Ubeti kutengewa aya moja"}
{"text": "Kuondoa uhuru na kusanifisha lahaja na kikale"}
{"text": "matumizi ya lughafani"}
{"text": "matumizi ya maneno kama yalivyotumiwa"}
{"text": "ujumbe"}
{"text": "maudhui"}
{"text": "dhamira"}
{"text": "kusimanga kusuta kudharau kusifu kufunza nk"}
{"text": "Mashairi Huru"}
{"text": "SifaMbinu"}
{"text": "urudiaji"}
{"text": "wa neno takriri neno"}
{"text": "wa kifungu usambamba"}
{"text": "Umuhimu"}
{"text": "kusisitiza ujumbe"}
{"text": "kutia ridhimumapigo fulani katika usomaji"}
{"text": "mishata"}
{"text": "mishtari ambayo haikamiliki Mistari toshelezi ni mistari iliyokamilika"}
{"text": "sehemu za beti kuingizwa ndani"}
{"text": "Umuhimu"}
{"text": "ili kusisitiza"}
{"text": "kuzifanya zionekane wazi"}
{"text": "Ulinganishaji wa Shairi la Arudhi na Shairi Huru"}
{"text": "Kufananisha"}
{"text": "yote mawili ni sanaa ya ushairi"}
{"text": "mishororo kupangwa katika beti"}
{"text": "yametumia mbinu za lugha za namna moja"}
{"text": "alama za kuakifisha zinazofanana"}
{"text": "kufanana kimuundo"}
{"text": "uhuru wa kishairi"}
{"text": "Kutofautisha"}
{"text": "moja ni la arudhi jingine ni huru"}
{"text": "mishata"}
{"text": "sehemu za beti kuingizwa ndani"}
{"text": "kuwa au kutokuwa na urari wa mizani"}
{"text": "kuwa au kutokuwa na urari wa vina"}
{"text": "tofauti kimaudhui"}
{"text": "idadi ya beti"}
{"text": "idadi ya mishororo katika beti"}
{"text": "vipande"}
{"text": "kutumia alama za uakifishi tofauti"}
{"text": "uhuru wa kishairi"}
{"text": "MASUALA IBUKA"}
{"text": "Magonjwa"}
{"text": "Aina"}
{"text": "malaria"}
{"text": "mafua"}
{"text": "macho"}
{"text": "ngozi"}
{"text": "meno"}
{"text": "kifua kikuu"}
{"text": "homa ya mapafu"}
{"text": "kifaduro"}
{"text": "zinaa kaswedesyphilis"}
{"text": "kipindupindu"}
{"text": "homa ya matumbo"}
{"text": "homa ya mapafu"}
{"text": "shinikizo la damu"}
{"text": "ugonjwa wa moyo"}
{"text": "matumbwitumbwimachapwi"}
{"text": "saratani"}
{"text": "utapia mlo"}
{"text": "ukambisurua"}
{"text": "tetewanga"}
{"text": "homa"}
{"text": "malale"}
{"text": "Jinsi ya Kujikinga na Magonjwa"}
{"text": "Kula chakula chenye virutubisho vyote na madini"}
{"text": "Kutotumia chumvi sukari au mafuta mengi"}
{"text": "Kufanya mazoezi"}
{"text": "Kupimwa mara kwa mara"}
{"text": "Kupika vyakula vizuri"}
{"text": "Kunawa mikono na macho"}
{"text": "Kuchemsha maji au kuyatia dawa kabla ya kuyanywa"}
{"text": "Kutozini au kutumia kinga"}
{"text": "Chanjo kwa watoto"}
{"text": "Kutochangia vifaa kama vitana na nyembe na mavazi ili kujikinga na magonjwa ya ngozi"}
{"text": "Kulala ndani ya neti iliyotiwa dawa"}
{"text": "Kufyeka nyasi karibu na nyumba na kutupa mikebe iliyo na maji"}
{"text": "Kuweka dawa kwenye vidimbwi ili kuua mbu"}
{"text": "Kutotumia vileo kama vile pombe na sigara"}
{"text": "Kuzuia kunyeshewa na mvua na kuvaa mavazi mazito wakati wa baridi au usiku"}
{"text": "Kukohoa au kupiga chafya mtu akiwa ameziba pua na midomo na kutotema kikohozi ovyo"}
{"text": "Kutubu dhambi kujua Mungu na kuomba kwa afya ya kiroho"}
{"text": "Ukimwi"}
{"text": "Ugonjwa unaosababishwa na virusi vya HIV unaofanya mwili kupungukiwa na kinga dhidi magonjwa"}
{"text": "Njia za Maambukizi"}
{"text": "Uzinzi ubakaji au ulawiti"}
{"text": "Tohara ambapo ngariga anatumia kisu kimoja kwa watahiriwa wote"}
{"text": "Kuchangia vifaa vyenye ncha kali kv nyembe vinyoleo nk"}
{"text": "Utumiaji wa sindano moja na vifaa vya upasuati ambavyo havijatiwa dawa au kutokoswa ili kuua viini"}
{"text": "Wanawake kuambukiza watoto wakijifungua"}
{"text": "Kuongezewa damu ambayo haijapimwa au haijapimwa vizuri"}
{"text": "Utumiaji wa dawa za kulevya kwa kujidunga kwa sindano moja"}
{"text": "Ulevi kumfanya mtu kupotewa na utambuzi kisha kufanya ngono na mtu aliyeambukizwa"}
{"text": "Kubusu mtu aliye na virusi ukiwa na vidonda kinywani"}
{"text": "Wakati wa ajali watu walio na viini wanapojeruhiwa na kutokwa na damu na inafikia majeraha katika miili ya wasio na hivyo viini"}
{"text": "Dalili"}
{"text": "Kukohoa kwa muda mrefu"}
{"text": "Kuendesha kwa muda mrefu"}
{"text": "Kupoteza hamu ya kula"}
{"text": "Kukonda au kupoteza uzani wa zaidi ya kilo 10 kwa muda mfupi"}
{"text": "Mwili kudhoofikaunyonge"}
{"text": "Kunyonyoka nywele"}
{"text": "Jipu lmwilini"}
{"text": "Mwasho mkali katika ngozi"}
{"text": "Vidonda kinywani na kooni"}
{"text": "Homa na kutokwa na jasho jingi usiku"}
{"text": "Magonjwa ya kifua kikuu na homa ya mapafu"}
{"text": "Saratani ya ngozi"}
{"text": "Kuvimba shingoni"}
{"text": "Utaahira wa akili kv kusahau na kutokumbuka mambo"}
{"text": "Madhara"}
{"text": "Jamaa kuathirika kisaikolojia wakiona mtu wao akiteseka na ugonjwa"}
{"text": "Vifo kwa kuzidiwa na ugonjwa"}
{"text": "Huzuni baada ya mgonjwa kuaga dunia"}
{"text": "Watoto kuachwa wakiwa mayatima baada ya wazazi kufa"}
{"text": "Gharama kubwa ya kugharamia matibabu"}
{"text": "Unyanyapaakutengwakubaguliwa"}
{"text": "Ndoa kuvunjika kutokana na lawama"}
{"text": "Ubakaji wa watoto wa kike ili kujitakasa"}
{"text": "Kuathiri uchumi wa nchi pesa nyingi zinapotumiwa kununulia dawa za kupunguza makali hata za kifua kikuu"}
{"text": "Serikali kupoteza wataalamu iliyogharamia elimu yao kulazimika kuajiri wataalamu kutoka nje kwa gharama ya juu sana"}
{"text": "Jinsi ya Kujikinga"}
{"text": "Kutofanya zinaa kabla na nje ya ndoa"}
{"text": "Walioambukizwa kutumia dawa za kupunguza makali ARVs"}
{"text": "Aliyebakwa kupewa dawa za ARV kabla ya saa 72"}
{"text": "Kuwapa mama waja mzito wenye virusi dawa kabla ya kujifungua kukinga mtoto"}
{"text": "Ngariba kutotumia kisu kimoja kwa watahiriwa wote"}
{"text": "Kutumia sindano mpya hospitalini na matumizi ya dawa za kulevya"}
{"text": "Kupima damu vizuri kabla ya kuwaongezea wagonjwa"}
{"text": "Kupimwa kabla ya ndoa na mara kwa mara ili kujua hali ili kujikinga dhidi ya maambukizi au kujitunza kama mtu ameambukizwa"}
{"text": "Kutumia mipira"}
{"text": "Walioambukizwa kutofanya mapenzi bila kinga ili wasipate virusi aina tofauti na sugu au magonjwa mengine ya zinaa"}
{"text": "Kula chakula vinavyofaa na kufanya mazoezi"}
{"text": "Kupata matibabu wakati ufaao mtu anapougua magonjwa mengine"}
{"text": "Kumjua Mungu ili kumwamini na kumtumainia ili kuondoa uoga na mahangaiko na hivyo kumwezeha mtu kuishi siku zaidi"}
{"text": "UnyanyasajiUdunishaji wa Wanawake na UtamaduniTaasubi ya Kiume"}
{"text": "Kutorithi mali"}
{"text": "Wanawake wajane kunyanganywa mali na kufukuzwa"}
{"text": "Ndoa za wake wengi uke wenza"}
{"text": "Kupata watoto wengi"}
{"text": "Kurithi wanawake"}
{"text": "Kupashwa tohara"}
{"text": "Kutawishwa au kunyimwa uhuru wa kutoka"}
{"text": "Kutoelimishwa eti kwa akiolewa hatafaidi familia atapanda wanaume vichwa au atakuwa malaya"}
{"text": "Ndoa za mapemalazima zinazosababisha kukatiza elimu yake mahari haiwezi kurudishwa"}
{"text": "Kulazimishwa kuolewa na mtu asiyempenda"}
{"text": "Kunyimwa haki ya kusema"}
{"text": "Kupigwa na kutusiwa"}
{"text": "kubakwa"}
{"text": "Kutalikiwa"}
{"text": "Wanaume kutokuwa waminifu kwao hata kuwanyima mahitaji na kuwapa mahawara zao"}
{"text": "Wanaume kupuuza majukumu ya kukimu familia"}
{"text": "Ubadhirifu wa wanaume na hali wake zao ndio walifanya kazi za kupatia hizo pesa"}
{"text": "Kubughudhiwa"}
{"text": "Kulaumiwa mtoto akikosekana hata mke mwingine kuolewa"}
{"text": "Mahali pa mwanamke kuwa nyumbani au haruhusiwi kufanya kazi ofisini au kuongoza"}
{"text": "Kulazimishwa kuvaa mavazi aina fulani na kukatazwa kuvaa aina mengine"}
{"text": "Kufanyishwa kazi za nyumbani kama mtumwa"}
{"text": "Kudhibitiwa na wanaume zao kwa sababu ya vivu"}
{"text": "Kunyimwa ajira kwa vile akipata mimba atajikokota kazini na atahitaji likizo baada ya kujifungua"}
{"text": "Ajira ya mtoto wa kike ambapo anafanyishwa kazi ya sulubu na kupewa mshahara duni"}
{"text": "Suluhisho"}
{"text": "Hatua kali za kisheria kwa wanaowapiga wanaowabaka na wanaotekeleza mila ya tohara na ndoa za mapema"}
{"text": "Kufanya kampeni dhidi ya mila zinazochangia udunishaji wa wanawake"}
{"text": "Kuwashauri watoto wa kike badala ya kuwapasha tohara"}
{"text": "Kuanzisha makao ya watoto wa kike wanaotishiwa na mila mbaya"}
{"text": "Kumwelimisha mwanamke kuhusu haki zake"}
{"text": "Kuhimiza wanawake kupigania haki zao"}
{"text": "Serikali kutenga pesa za kuelimisha watoto wa kike ili kuwapa uwezo wa kiuchumi kwani wengi hunyanyaswa kutokana na umaskini na ujinga"}
{"text": "Mashirika ya kutetea haki za wanawake kama FIDA na Maendeleo ya Wanawake"}
{"text": "Hazina ya kutoa mikopo kwa makundi ya wanawake kv KWFT"}
{"text": "Kuwapa wanawake nafasi sawa za ajira na katika uongozi"}
{"text": "Kupunguza alama ambazo wasichana wanazopaswa kufikisha ili kujiunga na vyuo vya elimu ya juu"}
{"text": "Kubuni sheria za kuwawezesha kumiliki mali"}
{"text": "Jinsi Wanaume Wanavyodhulumiwa"}
{"text": "Kupigwa"}
{"text": "Kuchomwa kwa maji moto"}
{"text": "Kukatwa sehemu nyeti"}
{"text": "Wanawake kutokuwa waminifu kwao"}
{"text": "Kutusiwa"}
{"text": "Kutofuliwa nguo"}
{"text": "Kunyimwa chakula"}
{"text": "Kunyimwa unyumba kama njia ya kulipiza kisasi au kumwadhibu"}
{"text": "Kufanyishwa kazi fulani kv kufulishwa nguo na kupikishwa mke akiwepo hata mbele ya wageni"}
{"text": "Kuzomewa kugombezwa"}
{"text": "Kunyimwa pesa kama hana ajira"}
{"text": "Ufisadi"}
{"text": "Uovu ubaya au uharibivu"}
{"text": "Aina"}
{"text": "Wanafunzi kudanganya katika mtihani"}
{"text": "Kufanyiwa mtihani na watu wa nje"}
{"text": "Kutoza mwanafunzi wa kidato cha kwanza pesa au chakula kama nyama ili kuwalinda"}
{"text": "Kujipakulia chakula kingi"}
{"text": "Waalimu wakuu kuitisha hongo ili kuruhusu wanafunzi wajiunge na shule zao"}
{"text": "Kupita wengine katika foleni wanapokwenda kupata chakula au chai hata benki"}
{"text": "Kurudishiwa bakaachenji nyingi dukani na kutoirejesha kwa muuza duka"}
{"text": "Kuokota pesa njiani na kutoulizia ni za nani"}
{"text": "Kughushi stakabadhi za mtihani hati za umiliki shamba"}
{"text": "Kunakili kanda za muziki za wengine na kuziuza"}
{"text": "Waajiri kuajiri watu wa familia zao au makabila yao"}
{"text": "Daktari kuitisha hongo ili amhudumie mgonjwa"}
{"text": "Polisi kuitisha hongo ili aruhusu magari ya huduma kwa umma yasiyofaa kupita"}
{"text": "Kutohoa maziwa au kuyaongezea maji ili yawe mengi"}
{"text": "Wenye maduka kuuza bidhaa kwa bei ghali"}
{"text": "Kuuza bidhaa kama sukari nyama nafaka gesi na mafuta ya petroli ambazo hazijatimiza uzani unaotakikana"}
{"text": "Madereva wanaoendea mafuta ya petroli kuuza kiwango fulani cha hayo mafuta na kuongezea ya taa au diseli"}
{"text": "Kuuzia watu dawa bandia zisizotibu magonjwa"}
{"text": "Ulanguzi wa dawa za kulevya"}
{"text": "Kuiba pesa kwa kutumia risiti bandia au kufuruisha bei za bidhaa ili pesa zilizo juu wahusika wagawane"}
{"text": "Kutoa ushahidi wa uongo"}
{"text": "Kunyanganya wajane na yatima mali zao"}
{"text": "Uporaji wa mali ya umma kv nyanja za kuchezea watoto na misitu"}
{"text": "Hakimu kuchukua hongo aididimize kesi"}
{"text": "Madaktari kutoza wawele ada ya juu hata kuwafanyia upassuaji wasiouhitaji ili wapate pesa"}
{"text": "Wafanyakazi wa halmashauri za miji kujificha wanapomwona mtu akiegesha gari ili wadai anakwepa kulipa ada ya uegeshaji ili wahongwe au walikokote gari wapate pesa zaidi"}
{"text": "Sababu Ya Watu Kuushiriki Ufisadi"}
{"text": "Tamaa ya kutajirika"}
{"text": "Kutofahamu madharamatokeo yake"}
{"text": "Kukosa njia za kukimu mahitaji"}
{"text": "Mishahara au mapato duni yasiyomwezesha mtu kukimu mahitaji yake au ya familia"}
{"text": "Kutotosheka kwa kile mtu alichonacho"}
{"text": "Hofu ya kupata hasara au kukosa ajira"}
{"text": "Kutomjua mungu hivyo hawana imani"}
{"text": "Kuzugwa au kutekwa nyara kimawazo na kuwa mtumwa na shetani"}
{"text": "Wengine hulichukulia kama jambo la kawaida tu au hali ya maisha"}
{"text": "Imani kuwa siku hizi mtu hawezi kupata chochote bila kutoa hongo"}
{"text": "Madhara"}
{"text": "Vifo kutokana na aajali barabarani au kutotibiwa bila hongo"}
{"text": "Majeruhi wa ajali za ajalini wengine hulemaa wasiweze kujifanyia kazi zao"}
{"text": "Kufutiliwa kwa matokeo ya mtihani"}
{"text": "Kufukuzwa shuleni au chuoni"}
{"text": "Umaskini kutokana na utoaji hongo ya pesa nyingi kisha kutopata kazi na ununuzi wa bidhaa kwa bei ghali"}
{"text": "Kushuka kwa viwango vya elimu wasiohitimu ipasavyo wanaporuhusiwa kujiunga na shule ama vyuo fulani"}
{"text": "Kushuka kwa viwango vya huduma kwa umma kutokana na kuajiriwa kwa watu ambao hawajahitimu vizuri"}
{"text": "Afisi za serikali kuchomwa wafisadi wakijaribu kusitiri ushahidi wa ufisadi"}
{"text": "Nchi kurudishwa nyuma kiuchumi na kimaendeleo kutokana na pesa za miradi au ambazo zingewekezwa katika vitega uchumi kuporwa"}
{"text": "Kupoteza ajira baada ya kufutwa kazi kutokana na ufisadi"}
{"text": "Familia kuteseka baada ya kupoteza ajira"}
{"text": "Kufungwa jela kwa wanaopatikana na kosa la ufisadi"}
{"text": "Uharibifu wa mazingira na madhara yanayoendana nao kutokana na ufyekaji wa misitu"}
{"text": "Kudidimiza haki pale kesi inakatwa vibaya kutokana na hongo hata asiye na makosa aweza kufungwa"}
{"text": "Viongozi wafisadi katika mashirika na asasi kupoteza nyadhfa"}
{"text": "SuluhishoNjia za Kuukabili Ufisadi"}
{"text": "Hatua kali kisheria kwa wafisadi"}
{"text": "Kulipa wafanyakazi mishahara mizuri"}
{"text": "Kuelimisha kuhusu madhara ya usisadi"}
{"text": "Kufuta kazi wafisadi"}
{"text": "Kunyanganywa pesa au mali walizopata kifisadi"}
{"text": "Watu kutangaza mali zao kv kwa kujaza fomu kudhihirisha hayo"}
{"text": "Shirika la kukagua vipimo na ubora wa bidhaa"}
{"text": "Majina ya wafisadi kutangazwa hadharani"}
{"text": "Ukaguzi wa hesabu za matumizi ya pesa katika asasi za serikali"}
{"text": "Shirika la kupambana na ufisadi"}
{"text": "Kufumania wafisadi"}
{"text": "Kupiga picha kwa kamera ya video wafisadi kv polisi wakichukua hongo"}
{"text": "Kujifunza kutosheka kwa kile mtu alichonacho na kuishi maisha ya kiwango chake"}
{"text": "Kuarifu polisi au shirika la mkupambana na ufisadi kuhusu visa vya ufisadi"}
{"text": "Kumjua na kumcha Mungu"}
{"text": "Dawa za KulevyaMihandarati"}
{"text": "Dawa ambazo huathiri utendakazi wa mwili"}
{"text": "Sababu za Kutumiwa"}
{"text": "Masurufu au kuwapa vijana pesa nyingi za matumizi"}
{"text": "Kujipa burudani"}
{"text": "Shinikizo la rika kwa vijana"}
{"text": "Ukosefu wa ushaurikutojua madhara"}
{"text": "Matangazo ya biashara"}
{"text": "Shida kv ukosefu wa ajira na mahitaji ya kimsingi"}
{"text": "Marafiki wabaya"}
{"text": "Kukaa katika mazingira zinamotumiwa"}
{"text": "Malezi"}
{"text": "Kuvunjika kwa ndoa"}
{"text": "upweke"}
{"text": "Kujitoa haya km makahaba"}
{"text": "Shida kazini"}
{"text": "Kudanganywa zina manufaa km kumpa mtu nguvu ya kufanya kazi au kuerevusha"}
{"text": "Kujipa hisia za kuwa huru na ujitambuaji"}
{"text": "Madhara"}
{"text": "Magonjwa kv saratani na ya zinaa"}
{"text": "Vifo kutokana na ajali magonjwa au dawa zenyewe"}
{"text": "Kuiba ili kupata pesa za kununulia dawa za"}
{"text": "Ubakaji"}
{"text": "Hufilisi watu kwa kutumia pesa nyingi hata kuuza au kuzikodisha mali zao ili kuzigharamia"}
{"text": "Jamaa kuathirika kisaikolojia wanapoona mwenzao akiKushindwa kuendelea na masomo"}
{"text": "Visa vya ubakaji"}
{"text": "Kupotoka kimaadili km kuwa mwenye matusi kupiga wengine kuwa mgomvi hata mzinifu"}
{"text": "Kuwa mchafu kama fungo km kutooga kutofua nguo kutochanua nywele nk"}
{"text": "Kuhisi mambo yasiyokuwepo hallucination"}
{"text": "Wengine kushindwa kuolewa na kutoweza kupata watoto km watumiaji wa miraa"}
{"text": "Kuvunjika kwa ndoa kutokana na kupiga mke kutumia pesa vibaya"}
{"text": "Kufutwa kazi km kutokana na ulevi"}
{"text": "Wazimu"}
{"text": "Uhalifu"}
{"text": "Jamaa ya mtumizi kuteseka ikimwona mwenzao akiangamia kutokana na kuzitegemea dawa za kulevya"}
{"text": "Mhusika huathirika kimwili na kisaikolojia"}
{"text": "Huathiri ukuaji wa mwili na akili"}
{"text": "Wazimu"}
{"text": "Huathiri uwezo wa kufikiri kwa kuua seli za ubongo"}
{"text": "Hufanya mtu kupotoka kimaadili km upyaro vita uchoyo uzinifu"}
{"text": "Kuvunjika kwa ndoa"}
{"text": "Kufukuzwa shuleni"}
{"text": "Kufungwa jela"}
{"text": "Kuzaa watoto ambao hawajatimiza uzani wa wastani"}
{"text": "Kufa kwa neva na viungo kukatwa"}
{"text": "Suluhisho"}
{"text": "Kuelimisha watu kuhusu madhara ya dawa za kulevya"}
{"text": "Watu kumjua Mungu"}
{"text": "Matibabu ya kurekebisha watumwa wazo"}
{"text": "Kujitenga na marafiki wabaya"}
{"text": "Kutoingia katika mandhari zinamotumiwa"}
{"text": "Maelekezo kuhusu dawa za matibabu kufuatwa ipasavyo"}
{"text": "Kutotumia dawa za matibabu kwa matumizi mengine yasiyo ya kutibu"}
{"text": "Ukaguzi wa wageni na mizigo katika viwanja vya ndege"}
{"text": "Hatua za kisheria kwa walanguzi wauzaji na watumiaji"}
{"text": "Kuongeza nafasi za ajira"}
{"text": "Kukomesha matangazo ya biashara ya dawa hizo"}
{"text": "Kuandika matahadharisho katika chupa na pakiti za vileo"}
{"text": "UhalifuUtovu wa Usalama"}
{"text": "Chanzo"}
{"text": "Umaskini kusababisha wizi na uisadi"}
{"text": "Dawa za kulevya kusababisha wizi au kubaka"}
{"text": "Marafiki wabaya"}
{"text": "Malezi mabaya"}
{"text": "Malezi mabaya km mtoto akiiba na kupelekea wazazi wazazi hawamuulizi alikotoa vitu hivyo"}
{"text": "Tamaa ya mali kufanya watu kuiba kushiriki ufisadi nk"}
{"text": "Hasira au kushindwa kujidhibiti kusababisha kumpiga na kumuumiza mtu hata kumuua"}
{"text": "Tamaa kubwa au uchu kusababisha ubakaji"}
{"text": "Chuki na wivu huweza kusababisha mauaji"}
{"text": "Suluhisho"}
{"text": "Hatua kali za kisheria"}
{"text": "Kuongeza askari kwani idadi yao ni dogo ikilinganishwa na raia"}
{"text": "Kuunda vikundi vya kujilinda"}
{"text": "Vituo vya polisi kuongezwa"}
{"text": "Vitu vya thamani kuwekwa mahali salama km benki"}
{"text": "Kutotembea nyakati za usiku"}
{"text": "Kutoendea mahali kusikofaa kv vichochoroni"}
{"text": "Kuweka ua na lango"}
{"text": "Mavazi yanayofaa kuzuia ubakaji"}
{"text": "Kutoa mafunzo ya kujikinga"}
{"text": "Nambari za simu za dharura za kuripotia uhalifu"}
{"text": "Kumjua Mungu"}
{"text": "Kuongeza nafasi za ajira"}
{"text": "Haki za Binadamu"}
{"text": "Kuishi"}
{"text": "Kuingilianakutangamana"}
{"text": "Uhuru na usawa"}
{"text": "Elimu"}
{"text": "Makazi"}
{"text": "Afya"}
{"text": "Kiwango cha kurithisha cha maisha"}
{"text": "Chakula"}
{"text": "Kuabudu"}
{"text": "Ajira ya watoto"}
{"text": "Kufanya kazi"}
{"text": "Kumiliki mali"}
{"text": "Kutunzwa uzeeni hifadhi ya jamiiwasio na uwezo"}
{"text": "Kupiga kura"}
{"text": "Kutobaguliwa"}
{"text": "Kutoteswa kuminya habari"}
{"text": "Uhuru wa kuongeausemi"}
{"text": "Kutembea na kuishi popote"}
{"text": "Kesi kuendeshwa kwa haki"}
{"text": "Kujitetea"}
{"text": "Kuoa au kuolewa na unayemtaka"}
{"text": "Utulivu km mtoto au mke asipigwe ama kuteswa"}
{"text": "Huduma za matibabu"}
{"text": "Jina na utaifa wakati wa kuzaliwa"}
{"text": "Mtoto mlemavu apewe huduma maalum"}
{"text": "Alindwe kutokana na mateso kazi ya sulubu na kuhusishwa vitani"}
{"text": "Alindwe dhidi ya mila na tamaduni zisizofaa"}
{"text": "Haki ya kupata burudani"}
{"text": "Haki ya faragha kuhifadhi siri zake"}
{"text": "Asiajiriwe"}
{"text": "asiteswe"}
{"text": "Jinsi ya kuwalinda na kuwatunza watoto"}
{"text": "Sheria kubuniwa za kuwalinda"}
{"text": "Hatua kali kisheria kwa wanaodhulumu watoto"}
{"text": "Shirika la kupigania haki za watoto"}
{"text": "Makao ya watoto wanaokimbia wa dhuluma"}
{"text": "Hazina ya wizara na maeneo bunge ya kufadhili watoto maskini bursary"}
{"text": "Watoto kuelimishwa kuhusu haki zao"}
{"text": "Kuelimisha wananchi kuhusu umuhimu wa kulinda mtoto"}
{"text": "Elimu ya bure ili watoto maskini wafaidi"}
{"text": "Shule maalum kwa watoto walemavu"}
{"text": "Wananchi kuchanga kusaidia watoto maskini"}
{"text": "Makanisa kusaidia watoto yatima"}
{"text": "Shule kuwapa watoto maskini ufadhili"}
{"text": "Mazingira"}
{"text": "Hali au mambo yanayomzunguka kiumbe katika sehemu anakoishi"}
{"text": "Jinsi Yanavyoharibiwa"}
{"text": "Kufyeka misitu ili kupata mahali pa makazi ama kulima"}
{"text": "Kufuga mifugo kupita kiasi"}
{"text": "Kutupa taka ovyoovyo"}
{"text": "Moshi kutoka katika magari na viwanda huchafua hewa"}
{"text": "Dawa na mbolea za kemikali za kilimo huchafua udongo na maji"}
{"text": "Migodi kuacha mashimo ardhini ambayo hujaa maji na kuwa hatari kwa binadamu na kizalio cha mbu"}
{"text": "Kelele za vyombo vya mziki viwanda honi za magari na ndege"}
{"text": "mafuriko kuchanganya choo pamoja na maji safi"}
{"text": "Taka kutoka nyumbani na viwandani kuelekezwa mitoni"}
{"text": "Madhara"}
{"text": "Ongezeko la joto duniani"}
{"text": "Mvua za gharika"}
{"text": "Uhaba wa mvua"}
{"text": "Ukame na njaa"}
{"text": "Uhaba wa maji"}
{"text": "Kufa kwa wanyama wa majini kama samaki"}
{"text": "Magonjwa na vifo kutokana na kuathiriwa na maji machafu"}
{"text": "Magonjwa ya mapafu kutokana na hewa chafu"}
{"text": "Suluhisho"}
{"text": "Kupanda miti kusiko na miti na kule misitu imefyekwa"}
{"text": "Elimu kuhusu madhara ya kuharibu mazingira na jinsi ya kuyatunza Uhaba wa maji"}
{"text": "Kukagua viwabda na hatua za kisheria kama vinavyoachilia taka katika mazingira"}
{"text": "Kutumia samadi badala ya mbolea za kemikali na dawa za kiasili kuua wadudu katika mimea na mifugo"}
{"text": "Kutaifisha misitu"}
{"text": "Askari wa kulinda misitu"}
{"text": "Kutumia kawi mbadala na ambazo hazichafui mazingira kv kutokana na maji na jua"}
{"text": "Mashimo na mapipa ya kutupa taka"}
{"text": "Kuweka mifugo kulingana na eneo la malisho"}
{"text": "Kutolima kando ya mito"}
{"text": "Kutia choo cha binadamu dawa kabla ya kukiachilia mitoni"}
{"text": "Kutumia magari ya umma"}
{"text": "Kutumia taka kama malighafi na kutumia vile vitu vyaweza kutumika tena"}
{"text": "Usalama Barabarani"}
{"text": "Vyanzo vya ajali"}
{"text": "Madereva kutohitimu vizuri"}
{"text": "Magari mabovu"}
{"text": "Kutotii sheria za barabarani"}
{"text": "Njia mbovu"}
{"text": "Kubeba abiria na mizigo kupita kiasi"}
{"text": "Kuendesha magari kwa kasi"}
{"text": "Waabudu shetani kusababisha magari kupoteza mwelekeo"}
{"text": "Kupita magari mengine bila uangalifu"}
{"text": "Ulevi"}
{"text": "Wenda miguu kutokuwa waangalifu wanapovuka barabara"}
{"text": "Kutodhibiti usukani vizuri"}
{"text": "Uchovu kusababisha usingizi"}
{"text": "Dawa za matibabu"}
{"text": "Abiria kutolalamika au hata kumwambia dereva aendeshe kwa kasi wafike haraka"}
{"text": "Kuchanganyikiwa"}
{"text": "Suluhisho"}
{"text": "Hatua za kisheria kwa wakiukaji kanuni za barabarani"}
{"text": "Kuondoa polisi wafisadi barabarani"}
{"text": "Kukarabati barabara"}
{"text": "Ukaguzi wa magari ili kuhakikisha yafaa kuwa barabarani"}
{"text": "Kufunza madereva upya"}
{"text": "Mikanda au mishipi ya kujifunga kuzuia kujeruhiwa vibaya na vifo ajali ikitokea"}
{"text": "Kuweka vidhibiti mwendo"}
{"text": "Vifaa vya kutambulia madereva walevi na kasi ya magari"}
{"text": "Uangalifu wakati wa kupita magari mengine"}
{"text": "Kuwa mwangalifu wakati wa kuvuka barabara"}
{"text": "Sayansi na Teknolojia"}
{"text": "Uvumbuzi wa umeme unaotumiwa kuangazia na kuendesha vyombo vingi"}
{"text": "Matibabu kuwezesha watu kuishi kwa muda mrefu km dawachanjo upasuaji upachikwaji viungo miale ya kutibu saratani nk"}
{"text": "Kurahisisha na kuharakisha usafiri km magari pikipiki ndege km"}
{"text": "Kurahisisha na kuharakisha mawasiliano kunakosaidia wakati wa dharura km rununu mtandao nukulishi nk"}
{"text": "Upashaji wa habari kuwezesha kupata habari kutoka kote duniani km satalaiti mtandao redio runinga nk"}
{"text": "Utengenezaji bidhaa viwandani kuharakishwa kutokana na mitambo inazoendesha na tarakilishi"}
{"text": "Mimea na mifugo wanaokomaa haraka na walio na mazao mengi"}
{"text": "Roketi inayowezesha kwenda katika mwezi na sayari nyingine"}
{"text": "Silaha kama bunduki za kupambana na maadui na wahalifu"}
{"text": "Burudani bora km sidi video mtandao nk"}
{"text": "Madhara"}
{"text": "Uavyaji mimba"}
{"text": "Mauaji ya huruma"}
{"text": "Tishio la dunia kuangamia kutokana na silaha za nuklia na viini vinavyotengezezewa maabarani"}
{"text": "Uhalifu kuongezeka kutokana na wingi wa bunduki simu na mtandao"}
{"text": "Vyakula kutokana na mimea ina mifugo iliyokuzwa kisayanzi kudhuru afya"}
{"text": "Wizi wa viungo vya mwili hata kuhasiwa bila hiari"}
{"text": "Ajali za barabarani na za ndege zinazoua watu wengi"}
{"text": "Upotoshaji kimaadili kama vile filamu chafu katika mitandao na sidi"}
{"text": "Kutumia vijusi kutengenezea viungo"}
{"text": "Ongezeko la joto duniani kutokana na uchafuzi wa hewa"}
{"text": "Ugaidi kutokana unaotekelezwa kwa mabomu"}
{"text": "Simu za Rununu"}
{"text": "Faida"}
{"text": "Kurahisha na kuharakisha mawasilano"}
{"text": "Kupunguza gharama za usafiri"}
{"text": "Mtandao huelimisha na hufahamisha habari"}
{"text": "Kutuma pesa"}
{"text": "Kuweka pesaakiba"}
{"text": "Burudani km nyimbo michezo"}
{"text": "Kupiga nduru uhalifu unapotokeo"}
{"text": "Ajira kwa wauzaji na watengenezaji"}
{"text": "Ushuru kwa serikali"}
{"text": "Shajara kalenda kamera kikokotozi"}
{"text": "Madhara"}
{"text": "Burudani kusababisha ajizi"}
{"text": "Uhalifu"}
{"text": "Gharama kubwa hasa kuweka chaji na malipo kabla ya kutumia kuongea au mtandao"}
{"text": "Mtandao kupotosha kimaadili"}
{"text": "Hutoa miale ambayo yaweza kusababisha saratani"}
{"text": "Kudanganya katika mitihani"}
{"text": "Kufungwa jela kutokana na arafa za vitisho na matusi"}
{"text": "Runingamagazeti"}
{"text": "Burudani"}
{"text": "Habari"}
{"text": "Ajira kwa wanahabari na watangazaji"}
{"text": "Matangazo ya biashara"}
{"text": "Kufunza maadili km michezo ya kuigiza na vichekesho"}
{"text": "Kutuwezesha kufahamu sehemu nyingine za nchi na dunia"}
{"text": "Kuelimisha kv vipindi vya fasihi"}
{"text": "Utalii"}
{"text": "Kuangazia sehemu na watu wenye shida"}
{"text": "Kukuza lugha"}
{"text": "Kukuza uzaleno"}
{"text": "Madhara"}
{"text": "Ajizi"}
{"text": "Kupotosha kimaadili"}
{"text": "Filamu ziazohimiza watu kuwa wazinifu"}
{"text": "Matangazo ya vileo"}
{"text": "Kuenezea chuki na propaganda"}
{"text": "Kuiga utamaduni wa kigeni usiofaa kv mavazi talaka"}
{"text": "Gharama ya kununulia"}
{"text": "Kutopata muda wa kushauri watoto na kuomba"}
{"text": "Wanafunzi kutosoma jioni"}
{"text": "Mke na mume kutoongea kujadili mwelekeo wa familia"}
{"text": "Wanaume kuchelewa kurudi nyumbani usiku wakitazama mpira"}
{"text": "Migogoro kwa kutaka kutazama vipindi tofauti"}
{"text": "Kelele na usumbufu kwa waliolala"}
{"text": "Utalii"}
{"text": "hali ya kusafiri mbali ili kuvinjari au kufurahia mandhari"}
{"text": "Faida"}
{"text": "Fedha za kigeni"}
{"text": "Ajira katika hoteli udereva nk"}
{"text": "Uhifadhi wa mazingira"}
{"text": "Kuboreshwa kwa miundo msingi"}
{"text": "Mapato kwa serikali kutokana na ada ya kuingilia mbugani na kodi za mikahawa"}
{"text": "Amani na maelewano nchini na duniani"}
{"text": "Kuhifadhi mila na tamaduni zetu"}
{"text": "Kupa nchi umaarufu duniani"}
{"text": "Maeneneo kame kuweza kutumiwa ipasavyo kama kivutio chao"}
{"text": "Soko kwa mazao ya kilimo"}
{"text": "Kuwapa wauzaji vinyago mapato"}
{"text": "Ubaya"}
{"text": "Magonjwa kv ya zinaa"}
{"text": "Matumizi ya mihandarati"}
{"text": "Tabia zisizofaa kv Usenge zinazovunja ndoa na kueneza magonjwa kama ukimwi"}
{"text": "Upuuzaji wa miradi ya maendeleo serikali ikijengea watalii hoteli za kifahari na viwanja vya ndege ambavyo hutumika kwa nadra sana"}
{"text": "Kusababisha watoto kuacha shule ili wawe wanawaelekeza wapate pesa"}
{"text": "Kuhimiza mauaji wa wanyama kwa kununua pembe na ngozi"}
{"text": "Kelele za magari yao husumbua wanyama na kukanyaga na kuharibu lishe yao"}
{"text": "Jinsi ya kuvutia watalii zaidi"}
{"text": "Kudumisha usalama"}
{"text": "Kuimarisha miundo msingi"}
{"text": "Kutangaza nchi na vivutio nje"}
{"text": "Kupunguza malipo katika hoteli za watalii"}
{"text": "Kufahamisha wananchi kuhusu vivutio kupitia vyombo vya habari"}
{"text": "Kuongezea wafanyakazi mishahara ili kuweka akiba waweze kuzuru maeneo yenye vivutio"}
{"text": "Kuwapa wafanyakazi likizo ya kutosha"}
{"text": "Umaskini"}
{"text": "Suluhisho"}
{"text": "Kuongeza nafasi za ajira"}
{"text": "Kutoa mikopo rahisi kulipa"}
{"text": "Kupunguza bei ya pembejeo"}
{"text": "Elimu ya bure"}
{"text": "Kupigana na ufisadi"}
{"text": "Upangaji uzazi ili kupunguza idadi ya watu"}
{"text": "Bei bora ya mazao ya kilimo"}
{"text": "Kazi kwa vijana"}
{"text": "Ukeketaji"}
{"text": "Sababu"}
{"text": "Kupunguza tamaa"}
{"text": "Njia ya kukomaa"}
{"text": "Mila na tamaduni"}
{"text": "Madhara"}
{"text": "Kifo kwa kutokwa na damu sana"}
{"text": "Uenezaji wa magonjwa"}
{"text": "Shida wakati wa hedhi na kujifungua"}
{"text": "Ndoa kuvunjika"}
{"text": "Kibali cha kujiingiza katika myenendo isiyofaa"}
{"text": "Utengano kati ya waliotahiriwa na ambao hawajatahiriwa migogoro"}
{"text": "Kuzua utabaka baina ya waliopashwa na wasiopashwa tohara"}
{"text": "Suluhisho"}
{"text": "Hatua za kisheria"}
{"text": "Elimu kuhusu madhara"}
{"text": "Mawaidha kwa wasichana"}
{"text": "Makao ya watoto"}
{"text": "Njaa"}
{"text": "Kilimo cha unyunyizaji maji"}
{"text": "Kupunguza bei za pembejeo"}
{"text": "Njia bora za kuhifadhi mazao"}
{"text": "Mimea na mifugo inayokomaa haraka"}
{"text": "Utumizi wa samadi na mbolea"}
{"text": "Kuelimisha wakulima kuhusu kilimo bora"}
{"text": "Kutayarisha mashamba mapema"}
{"text": "Serikali kununua mazao ya wakulima na kuyahifadhi"}
{"text": "Dini"}
{"text": "Uzuri"}
{"text": "Kufunza maadili"}
{"text": "Kusaidia maskini"}
{"text": "Kuanzisha shule na hospitali"}
{"text": "Ajira kwa padri kasisi nk"}
{"text": "Kuandaa watu kwa maisha baada ya kifo"}
{"text": "Kufarijikuliwaza wenye dhiki"}
{"text": "Ubaya"}
{"text": "Tamaa ya pesa"}
{"text": "Biashara"}
{"text": "Ubakaji wa watoto"}
{"text": "Kuuza uponyaji"}
{"text": "Nyingine kutosaidia wenye shida"}
{"text": "Vitajihadi"}
{"text": "Kuruhusu waovu bora watoe pesa"}
{"text": "Kutoenda hospitalini"}
{"text": "Kuendeleza maovu kv uzinifu ushirikina uabudu shetani nk"}
{"text": "Maasi ya vijana"}
{"text": "dawa za kulevya"}
{"text": "shiniko la kikundi"}
{"text": "filamu mbaya"}
{"text": "kudhibitiwa kupita kiasi"}
{"text": "kukosa nidhamu"}
{"text": "malezi mabayaudekezaji"}
{"text": "kubomoka kwa msingi wa jamii"}
{"text": "Ufukara kusababisha kujiunga na makundi haramu"}
{"text": "Kukata tamaa"}
{"text": "Kutumiwa vibaya na wanasiasa"}
{"text": "Suluhisho"}
{"text": "Kujiondoa kundini"}
{"text": "Kuimarisha uchumi"}
{"text": "Kuwashauri vijana"}
{"text": "Kujenga udhabiti wa jamii"}
{"text": "Kuwaadhibu kulingana na makosa yao"}
{"text": "Vijana kujisaka na kujikosoa"}
{"text": "Vijana kumjua mungu"}
{"text": "Uhuru wa kadiri"}
{"text": "Uongozi bora"}
{"text": "Malezi bora"}
{"text": "Kuongeza nafasi za ajira"}
{"text": "Umoja na Utangamano katika Familia"}
{"text": "Kuheshimiana"}
{"text": "Utiifu na unyenyekevu"}
{"text": "Kuwa na usemi"}
{"text": "Kuvumiliana na kusameheana"}
{"text": "Uaminifu na kuaminiana"}
{"text": "Kutochagulia watoto taaluma na wachumba"}
{"text": "Wazazi kutolazimisha watoto taaluma au kozi wasizotaka"}
{"text": "Kutumia pesa vyema bila ubadhirifu"}
{"text": "Kutopendelea na kulinganisha watoto kiuwezo"}
{"text": "kutotumia dawa za kulevya"}
{"text": "Kuomba pamoja"}
{"text": "wazazi kutopendelea watoto fulani"}
{"text": "Baba kutimiza majukumu yake ya kukimu jamii"}
{"text": "Kutodhibiti mke na watoto kupita kiasi"}
{"text": "Uadilifu"}
{"text": "Kushiriki kazi"}
{"text": "Mambo yanayoathiri utaifaumoja na utangamanoamani"}
{"text": "Ufisadi kv kuajiri watu kimapendeleo"}
{"text": "Ukabila"}
{"text": "Viongozi kueneza chuki"}
{"text": "serikali kutoakisi uwakilishaji wa taifa zima"}
{"text": "Usalama kukosekana"}
{"text": "Ukosefu wa ajira"}
{"text": "Matamshi mabaya ya viongozi"}
{"text": "Kupanda kwa gharama ya maisha"}
{"text": "Majanga ya kiasili"}
{"text": "Kutojenga miundo msingi kwa usawa"}
{"text": "Kupendelea maeneo fulani katika ugawaji wa raslimali"}
{"text": "Ukimbizi wa ndani kwa ndani"}
{"text": "Ubomoaji wa nyumba"}
{"text": "Suluhisho"}
{"text": "Lugha ya taifa"}
{"text": "Kukabiliana na ufisadi"}
{"text": "Usawa katika ugawaji wa raslimali"}
{"text": "Kuelimisha kuhusu umoja wa kitaifa"}
{"text": "Tamasha za kitamaduni"}
{"text": "Kutalii sehemu nyingine za nchi"}
{"text": "Ndoa za makabila tofauti"}
{"text": "Serikali ya muungano"}
{"text": "Viongozi wachochezi kuchukuliwa hatua kisheria"}
{"text": "Matatu"}
{"text": "Faida"}
{"text": "Kurahisisha na kuharakisha usafiri"}
{"text": "Ajira"}
{"text": "Ushuru"}
{"text": "Biashara"}
{"text": "Huduma za dharura"}
{"text": "Madhara"}
{"text": "Ajali"}
{"text": "Wizi"}
{"text": "Ufisadi wa polisi kuongezeka"}
{"text": "Kuongeza nauli ghafla"}
{"text": "Ujeuri wa madereva na mataniboi"}
{"text": "Kuchelewesha watu njiani"}
{"text": "Magazeti"}
{"text": "Habari za taifa na kimataifa"}
{"text": "Kuelimisha km kuhusu afya"}
{"text": "Kuburudisha km vibonzo"}
{"text": "Matangazo ya biashara"}
{"text": "Ajira km wahariri wauzaji"}
{"text": "Mapato kwa serikali"}
{"text": "Kutangaza nafasi za ajira"}
{"text": "Elimu km uchambuzi wa vitabu vya fasihi na mashairi"}
{"text": "Hutumiwa kufungia bidhaa"}
{"text": "Ubakaji"}
{"text": "Sura mbaya"}
{"text": "ulevi"}
{"text": "Ulemavu"}
{"text": "Unyonge wa kiakili"}
{"text": "Kushindwa kudhibiti jicho na tamaa za mwili"}
{"text": "Njaa ya kimapenzi"}
{"text": "Kisasi"}
{"text": "Kujihisi duni"}
{"text": "Kisomo duni"}
{"text": "Mavazi"}
{"text": "Athari"}
{"text": "Waliobakwa huathirika kisaikolojia"}
{"text": "Kujikosea heshima na kujihisi mchafu"}
{"text": "Magonjwa ya zinaa"}
{"text": "Mimba zisizotakikana"}
{"text": "Vifo"}
{"text": "kujeruhiwa"}
{"text": "Kupoteza imani na wanaumewanawake"}
{"text": "Kutengwa"}
{"text": "Kufungwa jela"}
{"text": "3 UTUNGAJI WA KISANII"}
{"text": "Mashairi mepesi huruarudhi"}
{"text": "Hadithi fupi"}
{"text": "Vitendawili"}
{"text": "Mafumbochemshabongo"}
{"text": "Vitanza ndimi"}
{"text": "Michezo ya kuigiza"}
{"text": "Mambo ya Kuzingatia katika Uadishi wa Insha"}
{"text": "maagizo"}
{"text": "Usijibu swali usilolielewa"}
{"text": "Uandishi mzuri wa nambari ya swali unalofanya"}
{"text": "Kuandika vidokezi"}
{"text": "Kuandika kila hoja katika aya yake"}
{"text": "Kuanzia aya kwa njia tofauti"}
{"text": "Lugha sahili"}
{"text": "Miundo tofauti ya sentensi"}
{"text": "maudhui"}
{"text": "muundo"}
{"text": "Kichwa kwa herufi kubwa kipigwe mstari na kisizidishe maneni sita"}
{"text": "Upatanishouwiano za kisarufi"}
{"text": "Tahajiahijai"}
{"text": "Kuakifisha"}
{"text": "Mtiririko"}
{"text": "Uhalisi"}
{"text": "tafsiri ya moja kwa moja km kurudisha mlango mguu wa gari kutoakuweka nguo"}
{"text": "Maadili lugha na mawazo safi na mtazamo wa kusaidia taifa"}
{"text": "Urefu"}
{"text": "Uasilia utungo wako si kurejelea vitabu vya fasihi"}
{"text": "Usafi mwandiko unaosomeka na ambao haujapigwapigwa mistari na kufutwa"}
{"text": "Tamathali za usemi"}
{"text": "Msamiati na tamathali zinazokubalika wala si za kupachika Usitumie msamiati wa kishairi kv mtima ja nk"}
{"text": "Kutofupisha kv km nk Bi"}
{"text": "Kutumia kistari ikiwa neno linaendelea katika mstari wa pili na kutokata silabi"}
{"text": "Herufi f u i j m l"}
{"text": "Kutaja na kueleza kikamilifu"}
{"text": "Kukamilisha maneno"}
{"text": "Kutotenganisha sehemu za neno km walilo zungumzia walioenda"}
{"text": "Kutounganisha maneno km kwasababu ni mimi"}
{"text": "Mdokezo kuoana na maneno yako"}
{"text": "Usiongeze maneno kwenye dondoo la kumalizia"}
{"text": "Kutoweka dondoo ni kupotoka"}
{"text": "Kusoma insha baada ya kuandika"}
{"text": "4 UANDISHI WAKAWAIDA"}
{"text": "Ufahamu"}
{"text": "Kuelewa"}
{"text": "Kuandika idadi ya hoja kulingana na alama"}
{"text": "Hoja kwa muhtasari"}
{"text": "Andika hoja ulizo na uhakika nazo kwanza"}
{"text": "Kuorodhesha hoja kwa nambari wala si kistari"}
{"text": "Jibu lililokamilika"}
{"text": "Kutoa majibu kutoka katika ufahamu si fikra zako"}
{"text": "Maana za maneno kama yalivyotumiwa kwa muundo ule ule"}
{"text": "MuhtasariUfupisho"}
{"text": "Kutoa mawazo makuu huku kiini cha taarifa kikidumishwa"}
{"text": "Hatua"}
{"text": "Andika nambari za aya"}
{"text": "Soma makala"}
{"text": "Elewa swali"}
{"text": "Andika mambo muhimu ukizingatia swali ukiondoa maneno yasiyo muhimu"}
{"text": "Usibadilishe chochote hata kama unatakiwa kutumia maneno yako"}
{"text": "Andika hoja kikamilifu"}
{"text": "Andika nakala safi ukizingatia mtiririko"}
{"text": "Epuka viunganishi vingi"}
{"text": "Zingatia idadi ya maneno uliyopewa"}
{"text": "Zingatia kanuni za uandishi"}
{"text": "Piga mshazari nakala chafu"}
{"text": "Matumizi ya lugha"}
{"text": "Kuzingatia sehemu za swali"}
{"text": "Sehemu zinazobadilika"}
{"text": "Kuzingatia neno moja moja"}
{"text": "Kuzingatia hatua au mbinu"}
{"text": "Kutojibu maswali kwa pupa"}
{"text": "Kusoma jibu ili kusahihisha makosa"}
{"text": "Kuelewa swali km tunga sentensi moja eleza maana"}
{"text": "Tunga sentensi fupi"}
{"text": "Kuonyesha neno fungu la maneno au kiambishi unachotumia kutunga sentensi"}
{"text": "Kubainisha eleza kikamilifu kwa kuandika neno au maneno na jina lake"}
{"text": "Tahajia km yabwa kitendo"}
{"text": "Isimu jamii"}
{"text": "Kutaja kueleza na kutoa mifano"}
{"text": "Fasihi"}
{"text": "Kufikiri ili kuelewa swali"}
{"text": "Usijibu maswali zaidi ya manne Kama jibu halikuridhishi lipige mshazari"}
{"text": "Maagizo swali la kwanza ni la lazima usijibu maswali mawili kutoka sehemu moja"}
{"text": "Chagua maswali utakayoweza kujibu na kupata hoja nyingi"}
{"text": "Andika nambari vizuri"}
{"text": "Usiandike hoja nyingi kuliko alama"}
{"text": "Andika hoja ulizo na uhakika nazo kwanza"}
{"text": "Hoja kwa aya moja"}
{"text": "Kutaja kueleza kikamilifu na kuthibitisha kwa mifano kutoka kitabuni kutaja alama moja kueleza mbili"}
{"text": "Usirudie hoja kwa njia tofauti"}
{"text": "Kutochanganya wahusika"}
{"text": "Kusoma vitabu mara nyingi ili kujua dondoo limetolewa wapi"}
{"text": "Maswali ya dondoo msemaji anayeambiwa wapi lini"}
{"text": "Maswali ya kujadili"}
{"text": "Swali la methali"}
{"text": "kulinganisha"}
{"text": "FASIHI SIMULIZI"}
{"text": "Fasihi ni sanaa inayotumia lugha kuwasilisha ujumbe unaomhusu binadamu"}
{"text": "Sanaa ni ufundi wa kuwasilisha fikra na hisia za binadamu kama vile maneno maandishi uchoraji uchongaji ufinyanzi nk"}
{"text": "Fasihi simulizi ni sanaa kwa vile"}
{"text": "Huwasilisha ujumbe kuhusu binadamu kuhusu utamaduni na uchumi"}
{"text": "Huwa na umbo mahsusi km hadithi huwa na mwanzo kati na mwisho na mashairi huwa na beti mishororo nk"}
{"text": "Hutumia lugha kwa ufundi kv ya kitamathali"}
{"text": "Husawiri mandharimazingira mahsusi kwa ufundi mkubwa"}
{"text": "Hujenga wahusika kwa ustadi mkuu ili kusawiri tabia za watu katika jamii"}
{"text": "Tofauti Kati ya Fasihi na Sanaa Nyingine"}
{"text": "Ainamakundi ya fasihi"}
{"text": "Fasihi simulizi"}
{"text": "Fasihi inayowasiolishwa kwa njia ya mdomo"}
{"text": "Fasihi andishi"}
{"text": "Fasihi inayowasilishwa kwa njia ya maandishi"}
{"text": "Tofauti kati ya fasihi simulizi na fasihi andishisifa za fasihi simulizizinazofanya utanzu uwe wa fasihi simulizi"}
{"text": "Fasihi simulizi huwasilishwa kwa njia ya mdomo ilhali fasihi andishi huwasilishwa kwa njia ya maandishi"}
{"text": "Fasihi simulizi huhifadhiwa akilini ilhali fasihi aandishi huhifadhiwa kwa maandishi"}
{"text": "Fasihi simulizi ni mali ya jamii ilhali fasihi andishi ni mali ya mtu binafsimwandishi"}
{"text": "Fasihi simulizi ina wahusika wa kila aina kv binadamu wanyama na ndege mazimwi na majitu miungu mizimu mashetani na vitu visivyo na uhai kv mawe na miti ilhali fasihi andishi ina wahusika binadamu kwa kiasi kikubwa"}
{"text": "Fasihi simulizi ina tanzu nyingi kuliko fasihi andishi"}
{"text": "Uwasilishaji wa fasihi simulizi huweza kuandamana na utendaji kv matumizi ya ishara nyimbo makofi kuimba kubeba zana katika majigambo nk ilhali ule wa fasihi andishi hauandamani na utendaji isipokuwa inapowasilishwa mbele ya hadhira"}
{"text": "Fasihi simulizi huwasilishwa mbele ya hadhira ilhali fasihi andishi si lazima iwasilishwe mbele ya hadhira"}
{"text": "Fasihi simulizi huwasilishwa mahali maalum kv jandoni matangani arusini nk ilhali fasihi andishi haina mahali maalum"}
{"text": "Fasihi simulizi huandamana na shughuli fulani ya kitamaduni ilhali fasihi andishi haiandamani na shughuli ya kitamaduni"}
{"text": "Fasihi andishi huhitaji muda kutunga ilhali baadhi ya fasihi simulizi huzuka papo hapo km semi maigambo"}
{"text": "Fasihi simulizi ina uwezo mkubwa wa kubadilishwa na fanani anapowasilisha ufaraguzi bali fasihi andishi haibadiliki isipokuwa mwandishi aiandike upya"}
{"text": "Fasihi simulizi ina historia ndefu kuliko fasihi andishi kwa kuwepo tangu mwanzo wa maisha ya binadamu"}
{"text": "Fasihi simulizi huwasilishwa wakati maalum kv usiku kipindi fulani cha mwaka ilhali andishi haina wakati maalum"}
{"text": "Tofauti kati ya hadhira"}
{"text": "Hadhira ya fasihi simulizi huweza kuwasiliana moja kwa moja na mwasilishaji ilhali ile ya fasihi simulizi sio lazima iwasiliane na mwandishi"}
{"text": "Hadhira huchangia katika uwasilishaji wa fasihi simulizi kv kwa kuimba kupiga makofi nk hadhira tendihai ilhali hadhira ya fasihi andishi haichangii katika uandishi"}
{"text": "Hadhira ya fasihi simulizi huonana na mwasilishaji ilhali ile ya fasihi andishi si lazima ionane na mwandishi"}
{"text": "Hadhira ya fasihi simulizi ni kubwa kuliko ile ya fasihi andishi kwani huhusisha hata wasiojua kusoma na kuandika"}
{"text": "Hadhira ya fasihi simulizi ni hai yaani inajulikana na fanani ilhali ile ya fasihi simulizi si hai yaani haijulikani na mwandishi"}
{"text": "Hadhira ya fasihi simulizi hainunui kazi ilhali ile ya fasihi andishi hununua kazi"}
{"text": "Hadhira ya fasihi simulizi yaweza kumiliki kazi ya fanani lakini ile ya fasihi andishi haiwezi kumiliki kazi ya mwandishi"}
{"text": "Hadhira ya fasihi simulizi huchagua kwa kulenga watu wa rika fulani lakini ile ya fasihi andishi hailengi watu wa rika yoyote"}
{"text": "Jinsi Fasihi Simulizi na Andishi Zinavyofanana"}
{"text": "Zote mbili hushughulikia masuala yanayohusu maisha maisha ya binadamu"}
{"text": "Zote mbili Huhumia lugha kwa ubunifu kuwasilisha maudhui"}
{"text": "Zote mbili huwa na vipengele viwili vikuu maudhui na fani jumla ya mbinu msanii alizotumia kuwasilisha maudhui"}
{"text": "Zote mbili majukumu sawa kv kuburudisha kuadilisha kuhifadhi na kuendeleza utamaduni nk"}
{"text": "Zote mbili zina utendajipale tamthilia na riwaya zinapoigizwa"}
{"text": "Zote mbili huzaliwa hukua na hufa kutegemea mabadiliko ya wakati"}
{"text": "Zote mbili huwa na wawasilishajifanani km mtambajimganaji au manjuyeli katika fasihi simulizi na mwandishi upande wa fasihi andishi"}
{"text": "Fasihi simulizi imekopa tanzu za fasihi simulizi kv methali mashairi nk"}
{"text": "Majukumu ya Fasihi SimuliziUmuhimu wa Kufunza Fasihi Simulizi Katika Shule za Upili"}
{"text": "Kuburudishakustarehesha kufurahisha kuchangamsha kutuliza kusisimua na kupumbaza akili na kiwiliwili  nyimbo hadithi vitendawili"}
{"text": "Kufunza maadili kwa wanajamii kwa kuwahimiza kuiga sifa chanya na kukataa sifa hasi za wahusika"}
{"text": "Kukuza uwezo wa kufikirikudadisi km vitendawili na chemshabongo"}
{"text": "Kufariji km mbolezi na methali km Baada ya dhiki faraja"}
{"text": "Vipengele vya fasihi simulizi kv mashairi nyimbo nahau hutumiwa katika uandishi wa fasihi andishi"}
{"text": "Kuhifadhi historia ya jamii km mighani visaviini mapisi tarihi nk"}
{"text": "Kukejeli tabia zinazokiuka matarajio ya jamii kv soga methali nk"}
{"text": "Kuendeleza tamaduni za jamii kwani husawiri imani na desturi za jamii kv kitendawili Nyumbani mwetu mna papai lililoiva lakini siwezi kulichuma  Mtu hawezi kumwoa dadake"}
{"text": "Kuunganisha watu pamoja kwa kuwajumuisha pamoja wakati wa ngoma kuimba utambaji nk"}
{"text": "Kukuza lugha kv misimu inapokita kimatumizi na kujumuishwa katika lugha sanifu"}
{"text": "Kukuza uwezo wa kutumia lugha kadiri mtu anapoendelea kuwasilisha kv hotuba vitanza ndimi husaidia kuboresha matamshi na kutofautisha maana za maneno"}
{"text": "Kuza uwezo wa kubuni kv malumano ya utani vitanza ndimi ngonjera nk"}
{"text": "Kukuza uzalendo kwa kufanya wanajamii kuonea fahari jamii zao na kuiga mashujaa au watu waliotendea jamii makuu"}
{"text": "Kuonya na kutahadharisha wanajamii dhidi ya tabia hasi kv ulafi uchoyo nk"}
{"text": "Sababu za UfaraguziKubadilika kwa Fasihi Simulizi"}
{"text": "Kuwasilishwa vibaya"}
{"text": "Fanani kusahau na kubadilisha yaliyomo na mtiririko"}
{"text": "Kubadilisha ili kukidhi mahitaji ya hadhira km umri na uelewa wao kutumia lugha nyepesi kwa watoto na pevu kwa watu wazima"}
{"text": "Mabadiliko ya mandharimazingiravitu vilivyo katika mazingira halisi kukosekana katika mazingira ya usimulizi na msimulizi kutumia vitu katika mazingira yake vinavyokaribiana navyo"}
{"text": "Kutoeleweka na hivyo kuhifadhiwa vibaya"}
{"text": "Mabadiliko ya wakati km kitendawili cha wakati wa mkoloni kutumia mzungu na cha wakati wa mwarabu kutumia mwarabu na maana ni ile ileMzungumwarabu amesimama kwa mguu mmojamwavuli"}
{"text": "Mabadiliko ya falsafa ya vizazi na maingiliano katika jamii kusababisha kurithisha tu yale ambayo ni muhimu na kuacha mengine"}
{"text": "Kila fanani huwa na mtindo wake wa kuwasilishakisanii"}
{"text": "Ubunifu wa fanani ili uwasilishaji uweze kuvutia saidi na uwezo wake wa lugha"}
{"text": "Teknolojia kusababisha kuhifadhiwa na hivyo kuiua"}
{"text": "Wahusika katika Fasihi Simulizi"}
{"text": "Wahusika ni viumbe wa sanaa ambao hutumiwa katika kazi ya fasihi kuwasilisha maswala mbalimbali"}
{"text": "Fananianayetunga na kuwasilisha fasihi simulizi"}
{"text": "Hadhirakusikiliza kutazama kushiriki wa kuimba kuuliza maswali kutegua vitendawili kupiga makofi nk kuna aina mbili za hadhira i hadhira tendihai na ii hadhira tuli"}
{"text": "Wanyamawanaofanya kama binadamu na kuwakilisha sifa kama vile ujanja ulaghai tamaa na ujinga na wanaobakia wanyama tu"}
{"text": "Binadamu"}
{"text": "Mazimwi na majituviumbe vyenye matendo na maumbile ya kutisha kama vile jicho moja vichwa viwili au zaidi nusu mtu na nusu myama wenye tamaa iliyokithiri ya kuweza kumeza kila kitu kuhifadhi na kutunza binadamu ananyoyapendeza"}
{"text": "Wahusika vitu visivyo na uhai mawe miti vijaluba vibuyuhutumiwa kuibua imani za kidini"}
{"text": "Mizimuroho za waliokufahutembea hula na huathiri binadamu"}
{"text": "Miunguviumbe vyenye uwezo mkubwa dhidi ya binadamu km katika mighani na visasili"}
{"text": "Njia za Kukusanya Fasihi Simulizi"}
{"text": "Kuchunzautazamaji"}
{"text": "Kutazama kwa makini yanayotokea na kuandika"}
{"text": "Umuhimuuborauzuri"}
{"text": "Kupata habari za kutegemewa na kuaminika"}
{"text": "Ni rahisi kurekodi kv kwa vinasa sauti video nk"}
{"text": "Ni njia bora kwa wasiojua kusoma na kuandika"}
{"text": "Kuweza kupata sifa za uwasilishaji kv tonikiimbo ishara nk"}
{"text": "Kuweza kupata hisia halisi za uwasilishaji"}
{"text": "Udhaifu"}
{"text": "Shida ya mawasiliano"}
{"text": "Ugeni wa mtafiti kusababisha washiriki kumshuku na kusitisha uwasilishaji"}
{"text": "Ghali kwa kumbidi mtafiti kusafiri"}
{"text": "huhitaji muda mrefu"}
{"text": "Kusikiliza wasanii wakiwasilisha tungo zao"}
{"text": "Umuhimu"}
{"text": "Kuweza kupata sifa za uwasilishaji kv tonikiimbo ishara nk"}
{"text": "Kupata habari za kutegemewa na kuaminika"}
{"text": "Ni rahisi kurekodi kv kwa vinasa sauti video nk"}
{"text": "Kikwazo cha mawasilianoSi njia bora kwa wasiojua kusoma na kuandika"}
{"text": "Kuweza kupata hisia halisi za uwasilishaji"}
{"text": "Udhaifu"}
{"text": "Shida ya mawasilianoSi njia bora kwa wasiojua kusoma na kuandika"}
{"text": "Huhitaji muda mrefukusafiri na kusikiliza"}
{"text": "Ugeni wa mtafiti kusababisha washiriki kutowasilisha ipasavyo"}
{"text": "Ghali kwa gharama ya usafiri"}
{"text": "Mahojiano"}
{"text": "Kuhoji wanaofahamu mengi kuhusu fasihi simulizi"}
{"text": "Umuhimu"}
{"text": "Kuweza kungamua wakati mhojiwa anatoa habari zisizo za kweli"}
{"text": "Kuweza kufafanulia mhojiwa maswali ili kuweza kupata habari sahihi zaidi"}
{"text": "Kuweza kupata sifa za uwasilishaji kv tonikiimbo ishara nk"}
{"text": "Ni rahisi kurekodi kv kwa vinasa sauti video nk"}
{"text": "Kupata habari za kutegewa na kuaminika"}
{"text": "Udhaifu"}
{"text": "Huhitaji muda mrefu"}
{"text": "Mhojiwa kutotoa habari kwa kutomwamini mtafiti kwa ugeni wake"}
{"text": "Kikwazo cha mawasilianosi njia bora kwa wasiojua kusoma na kuandika"}
{"text": "Ghali kwa gharama ya usafiri"}
{"text": "Kurekodi katika kanda za sautitepurekoda"}
{"text": "Umuhimu"}
{"text": "Kuweza kudumu na kufikia vizazi vingi"}
{"text": "Sifa za uwasilishajiuhai kama vile toni na kiimbo kuhifadhiwa"}
{"text": "Mkusunyanyaji aweza kurudia uwasilishaji ikiwa hakuelewa"}
{"text": "Kupata habari za kutegewa na kuaminika"}
{"text": "Kuweza kupata hisia halisi za uwasilishaji"}
{"text": "Udhaifu"}
{"text": "Chaweza kukosa nguvu za umeme na utafiti kuathirika"}
{"text": "Hakiwezi kunasa uigizaji"}
{"text": "Fanani huenda asiwasilishe vyema akijua anarekodiwa"}
{"text": "Ghali kwa kuhitaji kununua kifaa na kumbidi mtafiti kusafiri"}
{"text": "Kurekodi kwa filamu na video"}
{"text": "Hunasa picha zenye miondoko na sauti"}
{"text": "Umuhimu"}
{"text": "Video huhifadhi uigizaji ishara na kiimbotoni"}
{"text": "Kuonyesha uhalisi wa mandhari"}
{"text": "Mkusunyanyaji aweza kurudia uwasilishaji ikiwa hakuelewa"}
{"text": "Kazi iliyokusanywa hivi hudumu kwa muda mrefu"}
{"text": "Njia bora kwa wasiojua kusoma na kuandika"}
{"text": "Kupata habari za kutegewa na kuaminika"}
{"text": "Udhaifu"}
{"text": "Chombo chaweza kukosa nguvu za umeme na utafiti kuathirika"}
{"text": "Fanani huenda asiwasilishe vyema akijua anarekodiwa"}
{"text": "Njia ghali"}
{"text": "Fanani huenda asiwasilishe vyema akijua anarekodiwa"}
{"text": "Ghali kwa gharama ya ya usafiri na kununua filamu na kamera ya video"}
{"text": "Data yaweza kufisidiwa na hivyo kutowafikia walengwa"}
{"text": "f Kupiga picha kwa kamera"}
{"text": "Hunasa picha zisizo na miondoko na sauti"}
{"text": "Umuhimu"}
{"text": "Huonyesha uhalisi wa mandhari"}
{"text": "Huweza kuhifadhi ishara"}
{"text": "Mkusunyanyaji aweza kurudia uwasilishaji ikiwa hakuelewa"}
{"text": "Kupata habari za kuaminiwa na kutegemeka"}
{"text": "Udhaifu"}
{"text": "Ghali kwa gharama ya ya usafiri na kununua kamera"}
{"text": "Sifa za uhai kama vile kiimbo haziwezi kuhifadhiwa"}
{"text": "Yaweza kukosa nguvu za umeme na utafiti kuathirika"}
{"text": "Data yaweza kufisidiwa na hivyo kutowafikia walengwa"}
{"text": "Kushiriki katika kazi ya fasihi simulizi kv ngoma soga nk"}
{"text": "Umuhimu"}
{"text": "Kuweza kupata hisia halisi za uwasilishaji"}
{"text": "Kupata habari za kutegewa na kuaminika"}
{"text": "Njia bora kwa wasiojua kusoma na kuandika"}
{"text": "Kukuza utangamano wa mtafiti na wanajamii"}
{"text": "Kuweza kunasa na kuhifadhi sifa za kiimbo toni na ishara"}
{"text": "Udhaifu"}
{"text": "Kuchukua muda mrefu"}
{"text": "Ugeni wa msanii kusababisha washiriki kuwa na wasiwasi na kutotenda kama kawaida"}
{"text": "Njia ghali kwa kuhitaji mtafiti kusafiri mbali"}
{"text": "Mtafiti aweza kusahau kwa kuhifadhi akilini"}
{"text": "Kutumia hojaji"}
{"text": "Fomu yenye maswali funge au wazi"}
{"text": "Umuhimu"}
{"text": "Gharama ya chini"}
{"text": "Yaweza kutumika katika mahojiano"}
{"text": "Huokoa muda kwani mtafiti aweza kuituma na kuachia mhojiwa kujaza"}
{"text": "Hupatia habari za kuaminika na kutegemeka"}
{"text": "Udhaifu"}
{"text": "Utata wa maswali kusababisha majibu yasiyo sahihi"}
{"text": "Si nzuri kwa wasiojua kusoma na kuandika"}
{"text": "Kutopata sifa za uwasilishaji kama vile kiimbo toni na ishara"}
{"text": "Wahojiwa kukataa kuijaza kutokana na mwelekeo hasi dhidhi ya hojaji na hivyo kukwamiza utafiti"}
{"text": "Vifaa vya Kukusanya Fasihi Simulizi na Udhaifu Wake"}
{"text": "Vinasa sautitepu rekoda"}
{"text": "Kamera"}
{"text": "Filamu na video"}
{"text": "Diski za kompyuta"}
{"text": "Kalamu na karatasi"}
{"text": "Umuhimu"}
{"text": "Kuweza kudumu na kufikia vizazi vingi"}
{"text": "Si rahisi kusahaulikahubakia vile vile"}
{"text": "Si njia ghali kama vile video"}
{"text": "Udhaifu"}
{"text": "Sifa za uwasilishaji kama vile toni kiimbotoni na ishara haziwezi kuhifadhika hivyo kupotea"}
{"text": "Hupunguza hadhira kwa kulenga tu wanaojua kusoma na kuandika na hivyo kuathiri usambazaji wake"}
{"text": "Mbinu za Kuhifadhi Fasihi Simulizi"}
{"text": "Huhifadhiwa na binadamu akilini km ngano hupokewa kutoka kizazi kimoja hadi kingine"}
{"text": "Katika maumbile au mazingira km fisi daima huchechemea  kinyonga naye hutembea pole pole"}
{"text": "Katika vifaa meme km nyimbo hadithi maigizo nk huweza kuhifadhiwa katika kanda za sauti video sidi na diski za kompyuta"}
{"text": "Katika michoro km picha huhifadhi matukio maalum kv za kabila fulani likiwinda au likisherehekea"}
{"text": "Umuhimu wa KukusanyaKuhifadhi Fasihi Simulizi"}
{"text": "Ili isipotee km kwa kusahaulika"}
{"text": "Kuirekodi ili kuiendeleza kwa kuirithisha kwa vizazi vijavyo"}
{"text": "Ili kulinganisha fasihi simulizi za jamii mbalimbali na kuonyesha tofauti zake"}
{"text": "Ili kuhakikisha mtiririko katika uwasilishaji"}
{"text": "Kutunza historia ya jamii ili vizazi vijavyo viijue"}
{"text": "Ili kuziba mapengo ya utafiti yaliyomo kwa vile kuna tungo ambazo hazijatafitiwa kwa kina"}
{"text": "Kuendeleza elimu ya jadi ya jamii"}
{"text": "Kuingiliana na jamii iliyo chanzo cha fasihi humwezesha kuelewa na utamaduni na fasihi yake kwa ujumla"}
{"text": "Humwezesha mwanafunzi kuona vipengele hai vya fasihi kv uigizaji toni na kiimbo ambavyo husaidia kuielewa kwa kina"}
{"text": "Husaidia kuhifadhi tamaduni za jamii kwa nia ya kuzipitisha kwa vizazi vijavyo"}
{"text": "Husaidia kuelewa utamaduni wa jamii nyingine"}
{"text": "Humwezesha mwanafunzi kupata maarifa ya kufanya utafiti katika taaluma nyingine kv sosholojia"}
{"text": "Kujua fasihi simulizi za jamii nyingine humfanya mtafiti kuzielewa na kuzikubali jamii hizo na hivyo kuendeleza amani katika nchi"}
{"text": "Ili kusahihisha mawazo mapotovu kuhusu baadhi ya tanzu na vipera vya fasihi simulizi"}
{"text": "Matatizo Yanayomkabili Mkusanyaji wa Fasihi Simulizi"}
{"text": "Gharama ya utafiti kuwa kubwa kiasi cha mtafiti kutoimudu kv kusafiria kununulia vifaa"}
{"text": "Kutojaziwa hojaji kutokana na mtazamo hasi wa jamii dhidi ya ujazaji wake"}
{"text": "Wanajamii kukataa kutoa habari wakishuku mtafiti anawapeleleza au kwa kuona haya"}
{"text": "Wanajamii wengine kudai walipwe kabla ya kutoa habari na hivyo kukwamiza utafiti"}
{"text": "Mbinu nyingine kv hojaji huhitaji watu wanaojua kusoma na kuandika na ikiwa mhojiwa hajui utafiti utakwamizwa"}
{"text": "Uchache wa wazee na wataalamu wa fasihi simulizi kusababisha kukosekana au kupatikana kwa data isiyo ya kutegemewa"}
{"text": "Utawala kukataa kutoa idhini ya kufanya utafiti"}
{"text": "Kukosa ufadhili na utafiti kutofanywa kwa kutomudu gharama"}
{"text": "Muda wa utafiti kutotosha na hivyo kutopata habari za kutosha kuhusiana na mada yake"}
{"text": "Kikwazo cha mawasiliano ikiwa mtafiti na mhojiwa hawatumii lugha moja na mhojiwa hajui lugha nyingine na kumbidi mtafiti kukodi mkalimani na gharama kuongezeka"}
{"text": "Ukosefu wa vyombo vya usafiri kunakochelewesha utafiti na kutomalizika katika muda uliopangwa"}
{"text": "Ukosefu wa usalama kv kuvamiwa kwa kushukiwa anapeleleza na kuibiwa vifaa"}
{"text": "Changamoto Zinazokabili Ukusanyaji wa Fasihi Simulizi"}
{"text": "Ukosefu wa utafiti wa kutosha kwani kuna vipera ambavyo bado havijaandikwa"}
{"text": "Uchache wa wataalamu wa kutafitia na kuendeleza utafiti"}
{"text": "Watu kuhamia mijini na kuingiliana na wa jamii nyingine na kufanya uhifadhi na urithishaji wa fasihi kutowezekana"}
{"text": "Mtaala wa elimu kupuuza lugha ya kiasili inayotumiwa kuhifadhia na kurithisha fasihi simulizi na hivyo kukatiza ukuaji wake"}
{"text": "Fasihi simulizi kuhusishwa na ukale na hivyo kutoona haja ya kuirithisha na kuihifadhi"}
{"text": "Kuhifadhiwa kwa fasihi simulizi akilini kusababisha kusahaulika kubadilika hata kufa kwake"}
{"text": "Jinsi Jamii ya Sasa Inavyojaribu Kuhifadhi Fasihi Simulizi"}
{"text": "Tamasha za muziziki kunakokaririwa na kuimbwa mashairi"}
{"text": "Sherehe za arusi jando mazishi mawaida"}
{"text": "Utegaji na uteguaji wa vitendawili kupitia redio na runinga"}
{"text": "Sarakasi za wasanii huhifadhi kipera cha vichekesho"}
{"text": "Ngoma za kienyeji kama isukuti katika hafla za kisiasa na harusi"}
{"text": "Utambaji wa hadithi hasa katika sehemu za mashambani"}
{"text": "Tanzu za Fasihi Simulizi"}
{"text": "Tanzu ni aina za tungo zenye muundo uliokaribia kufanana"}
{"text": "hadithi"}
{"text": "semi"}
{"text": "ushairi"}
{"text": "mazungumzo"}
{"text": "maigizo"}
{"text": "Kipera ni utungo wa fasihi simulizi unaowasilishwa mbele ya watu"}
{"text": "HADITHI"}
{"text": "Masimulizi yanayotumia lugha ya mtiririko au nathari"}
{"text": "Sifa"}
{"text": "Hutumia ya lugha ya mtiririko au natharikueleza matukio moja kwa moja"}
{"text": "Hurithishwa jamii kutoka kizazi kimoja hadi kingine"}
{"text": "Huwasilishwa mbele ya hadhira"}
{"text": "Hutambwa mahali maalum kv ndani ya nyumba chini ya mti uwanjani nk"}
{"text": "Huweza kutokana na matukio halisi kihistoria au ya kubuni"}
{"text": "Huwa na mafunzo fulani kwa jamiihadhira"}
{"text": "Hutumia wahusika wa aina tofauti kv nyumbani wanyama ndege mazimwi nk"}
{"text": "Hutumia aina nyingine za sanaa kv nyimbo methali ushairi nk"}
{"text": "Huwa na utendaji kv mtambaji kuiga fisi anavyokula"}
{"text": "Aghalabu hutambwa jioni"}
{"text": "Sababu za Ngano Kutambwa JioniUsiku"}
{"text": "Ndio wakati watu walikuwa wamejumuika nyumbani baada ya kazi"}
{"text": "Utambaji ulikuwa njia ya kupitisha wakati chakula kikingojewa"}
{"text": "Wakati huu ulihakikisha mwanajamii hapotezi wakati wa kazi"}
{"text": "Majukumu ya Hadithi"}
{"text": "Kufunza maadili yaliyo nguzo kuu kwa wanajamii"}
{"text": "Kukuza ujasiri wa kuzungumza hadharani"}
{"text": "Kuburudisha baada ya kazi ya kutwa"}
{"text": "Kukuza uwezo wa watoto wa kukumbuka ili kutamba baadaye"}
{"text": "Kueleza asili ya mambo km visaviini visasili na ngano za usuli"}
{"text": "Kutahadharisha wanajamii dhidi ya kufanya mambo yasitofaa"}
{"text": "Kuunganisha watu katika jamii wanapojumuika pamoja kusikiliza utambaji"}
{"text": "Ngano za mtanziko hukuza uwezo wa kutathmini na kutoa uamuzi ufaao"}
{"text": "Kukuza lugha hasa kwa hadhira ya watoto"}
{"text": "Kuhifadhi na kuendeleza historia ya jamii kv mighani tarihi nk"}
{"text": "Kuelimisha hadhira kuhusu utamaduni wao"}
{"text": "Njia ya kupokeza kizazi historia na utamaduni wa jamii"}
{"text": "Sifa za MtambajiMganaji Bora"}
{"text": "Asiwe mwoga ili kuweza kuzungumza hadharani"}
{"text": "Asiwe na haya ili kuweza kuzungumzia mambo ya aibu inapobidi"}
{"text": "Awe na uelewa wa mazingira na masuala ibuka katika jamii ili kuweza kuwasilisha dhana zisizopatikana katika mazingira yake km kutumia rais kuelezea dhana ya mfalme"}
{"text": "Awe na ufahamu mpana wa lugha ili aweze kuitumia kwa uhodari na kuwasilisha kwa wepesi"}
{"text": "Awe mchanganfu na mcheshi ili kunasa makini ya hadhira na kuzuia isikinai"}
{"text": "Awe na ufahamu mpana wa utamaduni husika ili kuzuia kutumia maneno na ishara zinazoweza kuwaudhi au kupingana na imani za hadhira"}
{"text": "Awe na uwezo wa kushirikisha hadhira kv kuimba maswali ya balagha ili isikinai nk"}
{"text": "Aweze kujua matarajio kiwango cha elimu na tajriba ya hadhira ili kuweza kubadilisha kwa kiwango kinachofaa"}
{"text": "Awe na uwezo wa kuingiliana vizuri na hadhira ili aivutie"}
{"text": "Awe na kumbukumbu nzuri ili usimulizi wake utiririke vizuri"}
{"text": "Awe na uwezo wa kudramatisha ili kuonyesha picha fulani kv kuiga toni sauti na kiimbo kulingana na swala analowasilisha"}
{"text": "Kubadilisha toni au kiimbo ili hadhira isikinai"}
{"text": "Awe na ujuzi wa kutumia ishara za uso mwili na miondoko kulingana na hali anayoigiza"}
{"text": "Awe na ujuzi na ufasaha wa lugha ili kuwasilisha mawazo kwa njia mwafaka na inayovutia"}
{"text": "Aweze kubadilisha toni na kiimbo kulingana na hali tofauti anazoigiza kv huzuni"}
{"text": "Awe na uwezo wa kushirikisha hadhira kwa nyimbo na maswali ya balagha ili kuondoa uchovu wa kutazama na kusikiliza"}
{"text": "Awe na uwezo wa ufaraguzi kubadilisha utambaji wake papo hapo kutegemea hadhira yake na kutoa mifano inayofahamika kutoka katika mazingira ya hadhira"}
{"text": "Awe na uwezo wa kutumia mtuo wa kidrama ili kuongeza taharuki kusisitiza ujumbe na kuteka makini ya hadhira"}
{"text": "Aina za Hadithi"}
{"text": "Hadithi za Kubuni"}
{"text": "Hazisimulii matukio ya kweli bali ya kutungwa"}
{"text": "Hadithi za KisaluaKihistoria"}
{"text": "Zinazosimulia matukio yaliyowahi kutendwa na wahusika waliowahi kuishi"}
{"text": "Huongezewa ubunifu ili kuvutia zaidi"}
{"text": "Hadithi za Kubuni"}
{"text": "Ngano"}
{"text": "Hadithi zinazosimulia kisa chenye funzo na zenye wahusika aina ya binadamu viumbe na vitu visivyo na uhai"}
{"text": "Sifa za Ngano"}
{"text": "Zina fomyula ya kuanziamwanzo maalum"}
{"text": "Zina fomyula ya kumaliziamwisho maalum"}
{"text": "Zina wahusika aina mbalimbali"}
{"text": "Zina matumizi ya nyimbo"}
{"text": "Hutumia takriri usambamba ili kusisitiza km zimwi likakimbia likakimbia"}
{"text": "Huwa na na maadilimafunzo"}
{"text": "Hutumia maswali ya balagha kuongeza taharuki"}
{"text": "Hutumia tanakali za sauti"}
{"text": "Zina matumizi ya fantasia au matukio yanayokiuka uhalisimambo ya ajabu kv binadamu kuruka kama ndege zimwi kumeza watu na baadaye kutapika wote nk"}
{"text": "Kutambua mbinu zilizotumiwa katika hadithingano"}
{"text": "Kutambua wahusika"}
{"text": "Aina za Fomyula za KuanziaMianzo Maalum"}
{"text": "Paukwa Pakawa Sahani Ya mchele Giza La mwizi Na kiboko je Cha mtoto mrorofi"}
{"text": "Hapo zamani za kaleza kongamawe"}
{"text": "Ilitokea"}
{"text": "Hadithi Hadithi Hadithi njoo"}
{"text": "Kaondokea chenjangaa kajenga nyumba kakaa mwanangu mwanasiti kijino kama chikichi cha kujengea kikuta na vilango vya kupita"}
{"text": "Hapo jadi na jadudi"}
{"text": "Umuhimu wa Fomyula ya KuanziaMwanzo maalum"}
{"text": "Kuvuta makini ya hadhira"}
{"text": "Kumtambulisha mtambaji kwa hadhira"}
{"text": "Kuashiria mwanzo wa hadithi"}
{"text": "Kutoa hadhira kutoka ulimwengu halisi hadi ule wa hadithi"}
{"text": "Aina za Fomyula za KumaliziaMiishio Maalum"}
{"text": "Hadithi inaishia hapo"}
{"text": "Tangu siku hiyo"}
{"text": "Wakaishi raha mustarehe"}
{"text": "Maadili"}
{"text": "Umuhimu wa Fomyula ya KumaliziaMwisho Maalum"}
{"text": "Kuashiria mwisho wa hadithi"}
{"text": "Kutoa hadhira katika ulimwengu wa hadithi hadi ule halisi"}
{"text": "Kumpishakumpa fursa mtambaji anayefuata"}
{"text": "Kupisha shughuli inayofuata"}
{"text": "Kutoa funzo la hadithi kwa muhtasari"}
{"text": "Kupa hadhira nafasi ya kupumzika baada ya kuwa makini kwa muda"}
{"text": "Umuhimu wa Nyimbo katika Ngano"}
{"text": "Kushirikisha hadhira"}
{"text": "Kusisimua hadhira na kuondoa ukinaifu"}
{"text": "Kuteka makini yao"}
{"text": "Kuwasilisha mafunzomaadili"}
{"text": "Kutenganisha matukio katika hadithi"}
{"text": "Kuburudisha hadhira"}
{"text": "Kupunguzia hadhira mwemeo"}
{"text": "Umuhimu wa Tanakali za SautiOnomatopeya katika Ngano"}
{"text": "Kuongeza utamu"}
{"text": "Kusaidia msomaji kupata picha kamili"}
{"text": "Kusaidia kupata hisia halisi"}
{"text": "Aina za Ngano"}
{"text": "Hurafa"}
{"text": "Hadithi zenye wahusika wanyama na ndege"}
{"text": "Hurafa za kijanja ni hadithi ambapo wanyama wadogo hutumia ujanja wa hali ya juu ili kujinasua na hali ngumu au mitego wanayotegewa"}
{"text": "Sifa"}
{"text": "Wahusika ni wanyama au na au ndege"}
{"text": "Wanyama na ndege hupewa sifa za binadamu"}
{"text": "Ni kazi ya ubunifu"}
{"text": "Hutoa mafunzo kwa njia ya kuchekesha na isiyoumiza"}
{"text": "Huwa na ucheshi mwingi"}
{"text": "Hutumia mbinu ya uhuishi"}
{"text": "Huwa na sifa zinazohimizwa na zinazoshutumiwa"}
{"text": "Ujanja au uongo hujitokeza katika hurafa za kijanja"}
{"text": "Ushindi hujitokeza katika hurafa za kijanja"}
{"text": "Umuhimu"}
{"text": "Kutahadharisha watu dhidi ya kuwa wa danganyifukudanganyika kwa urahisi"}
{"text": "Kuonyesha jinsi tabia ya udanganyifu inavyoweza kujitokeza na kuathiri watu"}
{"text": "Hurafa za kijanja hufunza jinsi ya kupampana na hali ngumu"}
{"text": "HekayaNgano za Kiayari"}
{"text": "Hadithi zinazomsawiri mhusika anayetumia ulaghai kupata matilaba yake kutoka kwa wengine Abunuwasi"}
{"text": "Sifa"}
{"text": "Wahusika wakuu ni binadamu"}
{"text": "Huwa na ubunifu mkubwa"}
{"text": "Hustaajabisha na kuchekesha"}
{"text": "Ujanja na uongo hujitokeza"}
{"text": "Ushindi hujitokeza"}
{"text": "Ni za kubuni"}
{"text": "Umuhimu"}
{"text": "Hutahadharisha watu dhidi ya kuhadaika kwa wepesi"}
{"text": "Huonya dhidi ya matokeo yanayoweza kuwapata wanaojinyakulia mali kwa udanganyifu"}
{"text": "Kuonya dhidi ya usaliti"}
{"text": "Kukashifu viongozi dhalimu na matendo maovu"}
{"text": "Kukejeli wanaotumia nguvu badala ya akilihekima"}
{"text": "Visasili"}
{"text": "Hadithi zinazoeleza asili ya matukio fulani katika jamii km kifo jua lugha zilizala nk"}
{"text": "Sifa"}
{"text": "Husimulia mambo ya kiimani na kidini"}
{"text": "Huwa na misingi ya kihistoria"}
{"text": "Hueleza asili ya matukio katika jamii"}
{"text": "Wahusika ni wanyama na binadamu"}
{"text": "Huwa na maadili"}
{"text": "Hurithishwa kizazi hadi kingine"}
{"text": "Umuhimu"}
{"text": "Kueleza asili ya mambo kama vile kifo utamaduni nk"}
{"text": "Kueleza utaratibu wa kutekeleza desturi kv mahari"}
{"text": "Kuhalalisha baadhi ya mila na desturi za jamii kv ulipaji mahari uabudu miti nk"}
{"text": "Kukitisha mizizi imani fulani ya watu"}
{"text": "Kupunguza athari za majanga kama vile kuhalalisha kifo"}
{"text": "Kutambulisha jamii kwani kila jamii ina aina yake ya visasili"}
{"text": "Kuhifadhi historia na utamaduni wa jamii"}
{"text": "Ngano za usuli"}
{"text": "Hadithi zinazoeleza asili ya hali tabia mahusiano au wasifu kv asili ya kuku kuchakura asili ya kinyonga kwenda kwa tahadhari nk"}
{"text": "Sifa"}
{"text": "Wahusika ni wanyama na binadamu"}
{"text": "Ni kazi ya kubuni"}
{"text": "Hueleza kuhusu asili ya sifa tabia au hali"}
{"text": "Hutumia mbinu ya uhuishi"}
{"text": "Huwa na maadili"}
{"text": "Umuhimu"}
{"text": "Kueleza sababu ya tabia hali au sifa Fulani"}
{"text": "Kuonya dhidi ya tabia hasi kama vile ulafi"}
{"text": "Ngano za mazimwi"}
{"text": "Hadithi ambazo wahusika ni mazimwi"}
{"text": "Sifa"}
{"text": "Wahusika ni mazimwi"}
{"text": "Mazimwi huwakilisha sifa hasi za binadamu km ulafi ukatili uovu nk"}
{"text": "Hujaa uharibifu"}
{"text": "Huwa na matumizi mengi ya fantasia"}
{"text": "Kipengele cha safari hujitokeza kv kwenda nchi za mbali kutafuta suluhisho"}
{"text": "Ushindi hujitokeza mazimwi hushindwa"}
{"text": "Ni kazi ya kubuni"}
{"text": "Huwa na maadili"}
{"text": "Mazimwi huwa na sifa zinazokiuka mipaka ya binadamu km kinywa kisogoni jicho moja kubwa nk"}
{"text": "Umuhimu"}
{"text": "Kukashifu tabia ya uovu ulafi na ukatili"}
{"text": "Kutahadharisha dhidi ya kuwa na ulafi ukatili nk"}
{"text": "Kutia moyo waliodhulumiwa kuwa waliowanyanyasa wataadhibiwa siku moja"}
{"text": "Ngano za Mashujaa"}
{"text": "Ambazo zinazohusu watu waliotenda matendo ya kishujaa katika jamii zao kama vile kuokoa jamii"}
{"text": "Sifa"}
{"text": "Kipengele cha motifu au kusafiri nchi za mbali kupigana na mazimwi kuokoa jamii"}
{"text": "Husawiri mapigano kati ya wema lila na ubaya fira"}
{"text": "Uovu huwakilishwa na mazimwi au viongozi dhalimu"}
{"text": "Hatimaye wema hushinda uovu kwa juhudi za mashujaa"}
{"text": "Ngano za mashujaa ni za kubuni ilhali katika mighani mashujaa wanaaminiwa waliishi"}
{"text": "Umuhimu"}
{"text": "Kuhimiza uzalendo na ujasiri miongoni mwa vijana"}
{"text": "Kuhimiza ujasiri miongoni mwa vijana"}
{"text": "Kusifu mashujaa katika jamii"}
{"text": "Kuelimisha jamii kwa kuwapa maarifa ya kukabiliana na changamoto inda na ila"}
{"text": "Kuhimiza uzalendo kwa kuhimiza watu kuiga mashujaa na kupigania jamii"}
{"text": "Kuonya dhidi ya matendo hasi kv ukatili"}
{"text": "Kuhimiza watu kutokata tamaa"}
{"text": "Ngano za mtanziko"}
{"text": "Hadithi ambapo mhusika hukabiliwa hali ngumu ya kuamua baina ya mambo wawili au zaidi yanayomkabili"}
{"text": "Sifa"}
{"text": "Wahusika ni wanyama au binadamu"}
{"text": "Ni kazi ya kubuni"}
{"text": "Mhusika hulazimika kufanya uteuzi mgumu"}
{"text": "Hali mbili au zaidi zinazotatanisha huwepo"}
{"text": "Umuhimu"}
{"text": "Hutuerevusha jinsi ya kupambana na hali ngumu"}
{"text": "Kuonyakutahadharisha dhidi ya kujiponza"}
{"text": "Kukuza uwezo wa kupima mambo na kuteua lililo muhimu"}
{"text": "Kuonya dhidi ya kutenda bila kuwaza kwa kina"}
{"text": "viii Ngano za Kimafumbo"}
{"text": "Ambazo huwa na maana ya ndaniiliyofichika"}
{"text": "Istiara"}
{"text": "Hadithi ambayo maana yake huwakilisha maana nyingine iliyofichika kv hurafa ambapo wanyama huwakilisha binadamu"}
{"text": "Mbazi"}
{"text": "Hadithi fupi inayotolewa inayotolewa kama mfano kumkanya au kumwelekeza mtu kv katika biblia"}
{"text": "Hadithi za KisaluaKihistoria"}
{"text": "Mighani"}
{"text": "Hadithi za mashujaamajagina wa jamii fulani km Rwanda Magere wa Waluo Fumo Liyongo wa Wapate Koome Njue wa Wameru Wangu wa Makeri wa Wakikuyu na Syokimau wa Wsakamba"}
{"text": "Sifa"}
{"text": "Huhusu mashujaa wa jamii fulani"}
{"text": "Wahusika hupambana na hali ngumu inayosababishwa na maadui"}
{"text": "Wahusika hupewa sifa na uwezo usiokuwa wa kawaida kv ukubwa wa ajabu nguvu katika kivuli nguvu katika nywele kutoulika nk"}
{"text": "Wahusika hupigania haki za wanyonge"}
{"text": "Mhusika hukomboa jamii yake dhidi ya maadui"}
{"text": "Mhusika hufa kifo cha huzuni tanzia kwa kusalitiwa na mtu wa karibu kv mwanamke au jamaa zao"}
{"text": "Mashujaa huuliwa kwa njia ya ajabu kama vile kunyolewa nywele kivuli kuchomwa mkuki kuchomwa shindano ya shaba kitovuni"}
{"text": "Mighani huzungumzia matukio ya kihistoria"}
{"text": "Kuna tabia ya kupiga chuku matukio yaliyo hadithini"}
{"text": "Mighani hurithishwa jamii kutoka kizazi kimoja hadi kingine"}
{"text": "Huchukuliwa na jamii kama hadithi zenye ukweli na jamii hujinasibisha na mighani hiyo"}
{"text": "Husimulia mambo ya kiimani na kidini"}
{"text": "Umuhimu"}
{"text": "Kutambulisha jamii kwani kila jamii ina aina yake ya mighani"}
{"text": "Kuhifadhi na kumbusha historia yajamii"}
{"text": "Kusifu mashujaa katika jamii"}
{"text": "Kuhimiza ujasiri miongoni mwa vijana"}
{"text": "Kuelimisha jamii kwa kuwapa maarifa ya kukabiliana na adui au changamoto"}
{"text": "Kukuza uzalendo kwa kuhimiza watu kuiga mashujaa na kupigania jamii"}
{"text": "Kuonya dhidi ya matendo hasi kama vile usaliti"}
{"text": "Kuhimiza watu kutokata tama"}
{"text": "Tofauti Kati ya Mighani na Visasili"}
{"text": "Visakale"}
{"text": "Masimulizi ya matukio yaliyotendeka zamani kv vita majanga kama njaa na magonjwa na hamahama za jamii kv waisraeli kutoka misri"}
{"text": "Visaviini"}
{"text": "Hadithi zinazoeleza chimbuko la jamii Fulani"}
{"text": "Mapisi"}
{"text": "Maelezo ya kihistoria yasiyo na ubunifu wowote kv chimbuko la kundi la wabantu kutoka Afrika ya Kati na kuenea sehemu mbalimbali za Afrika"}
{"text": "Tarihi"}
{"text": "Maelezo kuhusu matukio ya kihistoria kulingana na yalivyofuatana ki wakati"}
{"text": "Kumbukumbu"}
{"text": "Maelezo ya kitawasifu kuhusu mtu au jamii inayotambulika kwa kutoa mchango fulani mkubwa"}
{"text": "Vipera Vingine vya Hadithi"}
{"text": "Soga"}
{"text": "Hadithi fupi za kuchekesha zinazolenga kutania au kudhihaki"}
{"text": "Sifa"}
{"text": "Wahusika ni wa kubuni"}
{"text": "Hutaja ukweli unaoumiza"}
{"text": "Hutumia vichekesho kupunguza ukali wa dhihaka"}
{"text": "Hutumia chuku kupita kiasi"}
{"text": "Huhusu tukio moja"}
{"text": "Ni fupi"}
{"text": "Umuhimu"}
{"text": "Kukashifu matendo hasi kwa njia ya ucheshi"}
{"text": "Kuonya na kutahadharisha dhidi ya matendo hasi kv ulaghai"}
{"text": "Kufunza maadili"}
{"text": "Kuburudisha kwa kuchekesha"}
{"text": "Vigano"}
{"text": "Hadithi fupi zinazosimulia kuhusu matendo mabaya katika jamii na wakati uo huo kuonya na kuelekeza dhidi yayo"}
{"text": "Aghalabu huandamana na methali kwa lengo la kufafanua linalokusudiwa au kudhibitisha funzo la methali fulani"}
{"text": "Sifa"}
{"text": "Huwa vifupi"}
{"text": "Husimulia kisa kimoja tu"}
{"text": "Wahusika ni binadamu na wanyama"}
{"text": "Hufunza maadili kutokana na methali"}
{"text": "Kisa"}
{"text": "Masimulizi mafupi yenye tukio moja lenye funzo kwa njia ya kufurahisha"}
{"text": "Mambo ya Kuzingatia katika Uchambuzi wa HadithiNgano"}
{"text": "Kueleza aina ya ngano kwa kuzingatia wahusika na maudhui"}
{"text": "Ngano yaweza kuwa ya mazimwi na ya mashujaa kwa wakati mmoja"}
{"text": "Ngano yaweza kuwa hurafa ya usuli na ya kiayari"}
{"text": "Kutaja wahusika"}
{"text": "Kufafanua sifa za wahusika wakuu"}
{"text": "Maadilimafunzo yanayojitokeza katika hadithi"}
{"text": "Kubainisha sifa za nganohurafahekaya nk zinazojitokeza katika hadithi"}
{"text": "Kueleza umuhimu wa fomyula ya kuanziawimbo uliotumiwa katika hadithi"}
{"text": "Kubainisha tamathali za usemi zilizotumiwa katika hadithi fulani"}
{"text": "Kuonyesha jinsi ngano inavyoshughulikia maudhui fulani"}
{"text": "Kufafanua ufaafu wa methali fulani zilizotumiwa katika hadithi"}
{"text": "Katika ngano ya mtanziko ungekuwa mhusika mkuu ungefanya nini"}
{"text": "Kubainisha matumizi ya mbinu ya fantasia"}
{"text": "Kufafanua maswala ibukamaudhui yaliyoshughulikiwa km usaliti ujinga ulaghai nk"}
{"text": "Kuchanganua utungo kifaniploti wahusika mbinu za lugha fantasia nyimbo nk"}
{"text": "Kueleza majukumu ya hadithi"}
{"text": "SEMI"}
{"text": "Tungo fupi zinazowasilisha ujumbe kwa kufumba au kuchora picha"}
{"text": "Sifa"}
{"text": "Huwa fupi kwa kuwasilisha ujumbe mrefu kwa maneno machache"}
{"text": "Ni tanzu tegemezi kwa hutegemea tanzu nyingine kama vile hadithi mazungumzo nk"}
{"text": "Hazibadiliki vivi hivi"}
{"text": "Baadhi ni kielelezo cha maadili kv methali"}
{"text": "Hutumia lugha ya kimafumbo"}
{"text": "Huibua taswira"}
{"text": "Huwa na mchezo wa maneno"}
{"text": "Baadhi huwa na muundo maalum kv methali na vitendawili"}
{"text": "Nyingine ikikosa kutumika hutoweka kv misimu"}
{"text": "Umuhimu"}
{"text": "Kuonya km methali Asiyesikia la mkuu huvunjika guu"}
{"text": "Kukuza uwezo wa kufikiri km vitendawili na chemsha bongo"}
{"text": "Kutafsidi lugha au kupunguza ukali wa maneno km nahau jifungua badala ya zaa"}
{"text": "Kuburudisha km vitendawili chemsha bongo na vitanza ndimi"}
{"text": "Kuhifadhi siri km nahau misemo misimu"}
{"text": "Kuelimisha km kutofanya mambo kwa pupamla kwa pupa hadiriki kula tamu"}
{"text": "Kuongeza utamu katika lugha"}
{"text": "Kuboresha matamshi km vitanza ndimi"}
{"text": "Kukuza lugha km misimu"}
{"text": "Kukuza utangamano katika jamii kwa kuleta watu pamoja wakati zinawasilishwa"}
{"text": "Vipera vya Semi"}
{"text": "Methali"}
{"text": "Semi fupi ambazo hueleza kwa muhtasari au mafumbo ukweli fulani wa kimaisha"}
{"text": "Sifa"}
{"text": "Huwa fupi km Msafiri kafiri"}
{"text": "Hutumia tamathali za usemi"}
{"text": "Hutumkia lugha ya kimafumbo"}
{"text": "Huwa na maana ya ndani na nje"}
{"text": "Kunazo hufanana kimaana km Haraka haraka haina baraka na Polepole ndio mwendo"}
{"text": "Hupingana zenyewe km Polepole ndio mwendo na Chelewa chelewa utamkuta mwana si wako"}
{"text": "Huwa na sifa za kishairi kv ukwapi utao na vina Haba na haba hujaza kibaba"}
{"text": "Sifa za utegemezi kwa kuingiliana na tanzu nyingine za fasihi"}
{"text": "Huwa na muundo maalum wa sehemu mbili"}
{"text": "Wazokm Haba na haba"}
{"text": "Kukamilisha wazo hujaza kibaba"}
{"text": "Umuhimu"}
{"text": "Kukuza uwezo wa kufikiri kwani mpokezi hufikiri ili kupata maana ya ndani"}
{"text": "Kuonya dhidi ya matendo yasiyofaa km Mchimba kisima huingia mwenyewena Ukiambiwa jiambie usijeishia kumbe"}
{"text": "Kufariji walio katika hali ngumu Baada ya dhiki faraja Hakuna marefu yasiyo na ncha Liandikwalo ndilo liwalo Ajaliwalo ndilo apatalo"}
{"text": "Kuhimiza watu kujitahidi maishanikuonyesha jambo jema huja kwa kufanyiwa kazi km Mtaka cha mvunguni sharti ainame Chumia juani ulie kivulini"}
{"text": "Kupamba lugha iwe na mvuto kwani huwa na usanii mkubwa"}
{"text": "Kuhimiza ushirikiano Umoja ni nguvu utengano ni udhaifu Jifya moja haliijiki chungu"}
{"text": "Kuelimisha mtu ajue jambo muhimu km Usione kwenda mbele kurudi nyuma si kazi Pema usijapo pema ukipema si pema tena"}
{"text": "Kushauri km Enga kabla ya kujenga na Mchama ago hanyeli"}
{"text": "Kufupisha maadili katika ngano"}
{"text": "Kubuni lakabu km kikulacho"}
{"text": "Kufunza maadili km kuwa na subiraSubira huvuta heri"}
{"text": "Kuhimiza kutokata tama km Bandu bandu huisha gogo Papo kwa papo kamba hukata njiwe"}
{"text": "Kuonyesha umuhimu wa kuthamini jamaa zako kuliko marafiki km Damu ni nzito kuliko maji Mla nawe hafi nawe ila mzaliwa nawe"}
{"text": "Kuonyesha umuhimu wa kuthamini vitu vyakoUsiache mbachao kwa msala upitao Afadhali dooteni kama ambari kutanda"}
{"text": "Kukashifu ubinafsi km Mwamba ngoma huvutia kwake Kila mchukuzi husifu mzigo wake"}
{"text": "Kukashifu kiburi km Maskini akipata matako hulia mbwata Zingwi zingwi lipe nguo utaona mashauo"}
{"text": "Mbinu za LughaFani Tamathali za Usemi katika Fasihi"}
{"text": "Maneno au vifungu vya maneno vinavyotumiwa kutia fasihi urembo ili kufanya ujumbe ueleweke vyema zaidi"}
{"text": "Aina"}
{"text": "Tashbihi"}
{"text": "Ulinganishi kwa kutumia viunganishi kama mithili mfano na sawa"}
{"text": "Sitiari Istiara"}
{"text": "Ulinganishi usio wa moja kwa moja"}
{"text": "TashhisiUhaishaji"}
{"text": "Kukipa kitu sifa ya uhai"}
{"text": "Taashira Ishara"}
{"text": "Kitu kuwakilisha kingine"}
{"text": "Chukuudamisi"}
{"text": "Kutia chumvi au kufanya kitu kionekane kikubwa sana au kidogo sana"}
{"text": "Takriri"}
{"text": "Urudiaji wa neno au mafungu ya maneno"}
{"text": "Tanakuzi"}
{"text": "Maneno yaliyo kinyume"}
{"text": "Tabaini"}
{"text": "Msisitizo kwa njia ya kinyume kwa kutumia kikanushio si"}
{"text": "Ritifaa"}
{"text": "Kusemesha asiyekuwapo kama yupo"}
{"text": "Taharuki"}
{"text": "Kuacha msomaji akiwa na hamu ya kutaka kujua kipi kitakachojiri halafu"}
{"text": "Majazi"}
{"text": "Majina yanayooana na sifa za wahusika vitu au mahali"}
{"text": "Mbinu rejeshi"}
{"text": "Kukumbusha mambo yaliyopita"}
{"text": "Methali"}
{"text": "Semi fupi ambazo hueleza kwa muhtasari au mafumbo ukweli fulani wa kimaisha"}
{"text": "Nahau"}
{"text": "Fungu la maneno lenye maana tofauti na maana ya kawaida ya maneno hayo"}
{"text": "Misemo"}
{"text": "Semi zinazobeba ukweli wa kujumla Mifano"}
{"text": "Mdokezo"}
{"text": "Mambo kuachwa bila kumalizwa"}
{"text": "Balagha"}
{"text": "Maswali yasiyohitaji majibu"}
{"text": "Taswira"}
{"text": "Ujenzi wa picha akilini"}
{"text": "Kinaya"}
{"text": "Mhusika kutumia maneno au matendo yaliyo kinyume cha inavyotarajiwa"}
{"text": "Koja"}
{"text": "Kuorodhesha maneno na vitenzi kwa kutumia koma"}
{"text": "Kejeli"}
{"text": "Kudharau au kubeza"}
{"text": "Jazanda"}
{"text": "Kufananisha vitu kwa mafumbo km katika biblia"}
{"text": "Nidaha Siyahi"}
{"text": "Maneno ya kuonyesha hisia za moyoni"}
{"text": "Tanakalionomatopeya"}
{"text": "Miigo ya sauti zinazotokea baada ya kitendo"}
{"text": "Uzungumzi nafsia"}
{"text": "Kujisemesha mwenyewe"}
{"text": "Dayalojia"}
{"text": "Utohozi Uswahilishaji"}
{"text": "Kuchanganya ndimi"}
{"text": "Kutumia lugha ngeni"}
{"text": "Tafsidausafidi"}
{"text": "Kutumia lugha ya adabu au kupunguza ukali wa maneno"}
{"text": "Mkengeuko"}
{"text": "Kwenda kinyume na matakwa ya jamii kv usenge ndoa ya watu wasio wa rika rika moja mapenzi nje ya ndoa"}
{"text": "ulinganuzi"}
{"text": "Kuweka pamoja mambo yanayopingana ili kulinganisha"}
{"text": "Kweli kinzani"}
{"text": "Hoja mbili zinazopinganakutowezekana"}
{"text": "Matumizi ya Lugha Katika Methali"}
{"text": "Sitiari"}
{"text": "Mgeni ni kuku mweupe"}
{"text": "Ahadi ni deni"}
{"text": "Upweke ni uvundo"}
{"text": "Mgeni ni kuku mweupe"}
{"text": "Ujana ni moshi"}
{"text": "Mapenzi ni kikohozi"}
{"text": "Kukopa arusi kulipa matanga"}
{"text": "Tashbihi"}
{"text": "Kawaida ni kama sheria"}
{"text": "Riziki kama ajali ijapo huitambui"}
{"text": "Usilolijua ni kama usiku wa giza"}
{"text": "Ufalme kama mvua hupiga na kupita"}
{"text": "Tashhisi"}
{"text": "Siri ya mtungi muulize kata"}
{"text": "Paka akiondoka panya hutawala"}
{"text": "Jembe halimtupi mkulima"}
{"text": "Ukupigao ndio ukufunzao"}
{"text": "Adhabu ya kaburi aijuaye maiti"}
{"text": "Takriri"}
{"text": "Haba na haba hujaza kibaba"}
{"text": "Chovya chovya humaliza buyu la asali"}
{"text": "Hauchi hauchi unakucha"}
{"text": "Hayawi hayawi huwa"}
{"text": "Mtoto wa nyoka ni nyoka"}
{"text": "Bandu bandu huisha gogo"}
{"text": "Balagha"}
{"text": "Pilipili usiyoila yakuwashiani"}
{"text": "Angurumapo samba mcheza ni nani"}
{"text": "Wameshindwa wenye pembe seuze wewe kipara"}
{"text": "Simba mla watu akiliwa huwani"}
{"text": "Mzigo uko kichwani kwapa lakutokeani jasho"}
{"text": "Mavi usiyoyala wayawingiani kuku"}
{"text": "Mla ni mla leo mla jana kalani"}
{"text": "Taswira"}
{"text": "Mpanda farasi wawili hupasuka msamba"}
{"text": "Mti mkuu ukigwa wana wa ndege huyumba"}
{"text": "Mtupa jongoo hutupa na ungongo wake"}
{"text": "Angeenda juu kipungu hafikii mbingu"}
{"text": "Chuku"}
{"text": "Mzigo wa mwenzio ni kanda la sufi"}
{"text": "Maji ya kifuu bahari ya chungu"}
{"text": "Usipoziba ufa utajenga ukuta"}
{"text": "Tanakali za sauti"}
{"text": "Chururu si ndondondo"}
{"text": "Ndo Ndo Hujaza ndoo"}
{"text": "Kiliacho pa kijutie"}
{"text": "Kinaya"}
{"text": "Bara Hindi ndiko kwenye nguo na waendao uchi wapo"}
{"text": "Kwenye miti hakuna wajenzi"}
{"text": "Asante ya punda ni mateke"}
{"text": "Kigumba kwa nguruwe kwa binadamu ki uchungu"}
{"text": "Kikiharibika cha fundi kikiongoka cha bwana Sudi"}
{"text": "Kejelidhihakastihizai"}
{"text": "Umekuwa mungunye waharibikia ukubwani"}
{"text": "Hawi Musa kwa kubeba fimbo"}
{"text": "Ucha Mungu si kilemba cheupe"}
{"text": "Kichwa cha kuku hakistahili kilemba"}
{"text": "Kichwa cha nyoka hakibandikwi mtungi"}
{"text": "Jazanda"}
{"text": "Joka la mdimu hulinda watundao"}
{"text": "Mtu mwovu huwanyima wengine vitu asivyovihitaji"}
{"text": "Kupanda mchongoma kushuka ndio ngoma"}
{"text": "Ni rahisi kujitia katika matata kuliko kujitoa"}
{"text": "Taashira"}
{"text": "Kimya kingi kina mshindo mkubwa"}
{"text": "Kuku mgeni hakosi kamba mguuni"}
{"text": "Kweli kinzani"}
{"text": "Wagombanao ndio wapatanao"}
{"text": "Ukupigao ndio ukufunzao"}
{"text": "Kuinamako ndiko kuinukako"}
{"text": "Mwenye kelele hana neno"}
{"text": "Kimya kingi kina mshindo mkubwa"}
{"text": "Tanakuzi"}
{"text": "Tamaa mbele mauti nyuma"}
{"text": "Mpanda ngazi hushuka"}
{"text": "Usione kwenda mbele kurudi nyuma si kazi"}
{"text": "Kuainisha methali kutokana na matumizi ya lugha ni kusema mbinu ambazo imetumia"}
{"text": "Vigezo vya Kuainishia MethaliKuziweka Pamoja na kuzichambua"}
{"text": "Mandharimazingira km kilimo"}
{"text": "Ukipanda pantosha utavuna pankwisha"}
{"text": "Jembe halimtupi mkulima"}
{"text": "Maudhui km ulezi"}
{"text": "Samaki mkunje angali mbichi"}
{"text": "Mcha mwana kulia hulia yeye"}
{"text": "c fanitamathali km takriri"}
{"text": "Haba na haba hujaza kibaba"}
{"text": "Mtoto wa nyoka ni nyoka"}
{"text": "d Jukumu km kuonye"}
{"text": "Asiyesikia la mkuu huvunjika guu"}
{"text": "Ukiambiwa jiambie usijeishia kumbe"}
{"text": "Maana km sawa"}
{"text": "Haraka haraka haina baraka"}
{"text": "Polepole ndio mwendo"}
{"text": "Vigezo zaidi vya kuchambua methali"}
{"text": "Inarejelea vitu gani Km Hindi ndiko kwenye nguo na waendao uchi wapo"}
{"text": "NchiHindi"}
{"text": "Vitunguo"}
{"text": "Watuwaendao uchi"}
{"text": "Inakupa wazo gani kuhusu jamii husika"}
{"text": "Utamaduni na njia za kiuchumi"}
{"text": "Vitendawili"}
{"text": "Semi ambazo hutolewa kwa mtu kwa mfano wa swali ili azifumbue"}
{"text": "Sifa"}
{"text": "Huwa vifupi kimaelezo"}
{"text": "Hutumia lugha ya kimafumbo"}
{"text": "Hutolewa mbele ya hadhira"}
{"text": "Hutumia ufananisho wa kijazanda"}
{"text": "Kunazo huhusiana na methali km mzee amekufa vyombo vimevunjikavunjika"}
{"text": "Huwa na wakati maalum wa kutolewa yaani jioni"}
{"text": "Huwa na mchezo wa maneno km Ukiona njigi utadhani njege"}
{"text": "Maziwa na tui"}
{"text": "Hujisimamia vyenyewe"}
{"text": "Kunavyo huwa na jibu zaidi ya moja kv Gari la kila mtu"}
{"text": "miguu kifo au jeneza"}
{"text": "Hutumia tamathali za lugha kwa ufanifu mkubwa"}
{"text": "Huweza kuwa na fomyulamuundo maalum"}
{"text": "Mteguaji Kitendawili"}
{"text": "Mteguaji Tega"}
{"text": "Mteguaji Kitendawili chenyewe Popoo mbili zavuka mto"}
{"text": "Mteguaji  Mlango"}
{"text": "Mtegaji Umenoa Nipe mji"}
{"text": "Mteguaji Ninakupa Nairobi"}
{"text": "Mteguaji Nilienda Nairobi watu wa Nairobi wakaniambia nije niwasalimu Jibu ni macho"}
{"text": "Umuhimu"}
{"text": "Kuburudisha jioni baada ya kazi"}
{"text": "Kukuza ubunifu wa kuvitunga kwa kulinganisha vitu katika mazingira ili kuviunda"}
{"text": "Kuimarisha uwezo wa kukumbuka"}
{"text": "Kukuza uwezo wa kufikiri kwani mfumbiwa huhitaji kufikiri sana ili kupata jibu"}
{"text": "Kuleta umoja na ushirikiano katika jamii kwa kuleta watu pamoja wakati vinategwa"}
{"text": "Kuimarisha ujuzi wa kujieleza kwa lugha"}
{"text": "Kupanua ujuzi wa mazingira wa mtoto"}
{"text": "Kuendeleza utamaduni wa jamii km Nyumbani mwetu mna papai lililoiva lakini siwezi kulichuma"}
{"text": "Ndugu wa kiume asimuoe nduguye wa kike"}
{"text": "Kukejeli au kudharau tabia mbaya km Wazungu wawili wanachungulia dirishani"}
{"text": "makamasi"}
{"text": "Aina za vitendawili"}
{"text": "Sahili"}
{"text": "Vina muundo rahisimaneno machache km Akiona mwangaza wa jua hufasamaki"}
{"text": "Tata"}
{"text": "Vyenye majibu tofauti"}
{"text": "Kisimulizi"}
{"text": "Masimulizi km Kulikuwa na baba ngambo moja ya mto na binti zake wawili ngambo ya pili Alikuwa na maembe mawili aliyopaswa kuyavukisha pamoja apelekee binti zake Angefanya nini"}
{"text": "Vya tanakali km Parrrr Mpaka Makkautelezi"}
{"text": "Mkufu"}
{"text": "Vyenye sehemu zinazochangizana kimaana km Nikitembea yuko lakini nikiingia nyumbani hupoteakivuli"}
{"text": "Matumizi ya Lugha Katika Vitendawili"}
{"text": "Tashhisi"}
{"text": "Amefunika kote kwa blanketi lake jeusigiza"}
{"text": "Akivaa nguo hapendezi akiwa uchi hupendeza mnondizi"}
{"text": "Anakula lakini hashibikifomauti"}
{"text": "Amchukuapo hamrudishikaburi"}
{"text": "Akizungumza kila mtu hubabaikaradi"}
{"text": "Daima nasababisha mafarakanouke wenza"}
{"text": "Tashbihi"}
{"text": "Boi wangu kazama kaibuka kama mzungumwiko wa ugali"}
{"text": "Sitiari"}
{"text": "Bibi hatui mzigokonokono"}
{"text": "Mamangu hachoki kunibebakitanda"}
{"text": "Fatuma mchafuufagio"}
{"text": "Saa yetu kadiri inavyotembea ndivyo inavyopunguza nguvumoyo"}
{"text": "Mzungu kujishika kiuno kikombe"}
{"text": "Nina mapapai yangu mawili ambayo siwezi kuyala matiti ya mwanamke"}
{"text": "Ngombe wangu nisipomshika mkia hali nyasijembe"}
{"text": "Kitu changu kitumiwacho na wengine kuliko mimijina"}
{"text": "Popoo mbili zavuka mtomacho"}
{"text": "Gari la kila mtumiguu"}
{"text": "Dada ni mrembo lakini akiguzwa analiapapai"}
{"text": "Takriri"}
{"text": "Huku ngo na kule ngogiza"}
{"text": "Amezaliwa Ali amekufa Ali amerudi Alinywele"}
{"text": "Huku fungu katikati baharinazi"}
{"text": "Tanakali"}
{"text": "Parrr Mpaka Makkautelezi"}
{"text": "Huku pi kule pimkia wa kondoo atembeapo"}
{"text": "Ba funika ba funua Bak bandika bak banduanyayo"}
{"text": "Tang Yaangukasarafu"}
{"text": "Kweli kinzani"}
{"text": "Ana meno lakini hayaumikitana"}
{"text": "Ajenga ingawa hana mikonondege"}
{"text": "Hukopa lakini halipikifo"}
{"text": "Nina shamba langu kubwa lakini nikivuna halijai hata kofinywele"}
{"text": "Hufa akifufukabahari kupwa"}
{"text": "Nameza lakini sishibimate"}
{"text": "Taswira"}
{"text": "Adui tumemzingira lakini hatumwezimoto"}
{"text": "Nyama nje ngozi ndani mchanga ndanifirgisi ya kuku"}
{"text": "Wanatazamana tu lakini hawaamkianiardhi na bingu"}
{"text": "Askari wangu wote wamevaa kofia upandemahindi shambani"}
{"text": "Samaki wangu aelea kimgongomgongomerikebu"}
{"text": "Babu amebeba machicha meupe kichwani mvi"}
{"text": "Stihizaidhihakakejeli"}
{"text": "Akivaa miwani hafanyi kazi vizurimlevi"}
{"text": "Mzungu anachungulia dirishanimakamasi"}
{"text": "Uzi mwembamba umefunga dumeusingizi"}
{"text": "Mtani wangu hata akiishi majini hatakatichura"}
{"text": "Kisiki chetu hakikuimbilikimo"}
{"text": "Nimemuona bi kizee amejitwika machichamvi"}
{"text": "Jazanda"}
{"text": "Mungu alinipa shilingi mbili moja nitumie nyingine niwekeardhi na mbingu"}
{"text": "Kuchambua kitendawili kwa kueleza mbinu za lugha zilizokiunda"}
{"text": "Kulinganisha vitendawili na methali"}
{"text": "Kufanana"}
{"text": "Zote mbili ni tungo fupi"}
{"text": "Zote mbili huwa na maana fiche"}
{"text": "Zote mbili hutumia lugha inayojenga taswira"}
{"text": "Zote mbili hupata maana kulingana na jamii"}
{"text": "Zote mbili Huwa na muundo maalum"}
{"text": "Zote mbili hufumbata ukweli fulani wa kijamii"}
{"text": "Tofauti"}
{"text": "Chemsha Bongo"}
{"text": "Maswali ambayo huhitaji mtu kutumia akili na ujuzi kuyajibu"}
{"text": "Mafumbo ni kauli zenye maana iliyofichika na hujumuisha vitendawili na chemshabongo"}
{"text": "Mifano"}
{"text": "Kilo moja ya chuma na kilo moja ya nyama ipi nzito"}
{"text": "Amada ana wafanyikazi saba wanne hufanya kazi vizuri wawili ni kama wamekufa mmoja ni kama mwenda wazimu miguu pembe na mkia wa ngombe"}
{"text": "Kipungu alipita juu mama na ndege wawili wakamwangalia Je macho mangapi yalimuona kipungu manne"}
{"text": "Nina watu wangu watatu wawili ni watoto na wawili ni baba mtoto baba na babu"}
{"text": "Chura alitumbukia katika shimo la futi 30 na anaruka futi 10 Aruke mara ngapi ili atoke Hawezi"}
{"text": "Watu watatu wanavuka mto Mmoja aliyaona maji na kuyakanyaga Wapili aliyaona lakini hakuyakanyaga Watatu hakuyaona wala kuyakanyaga Watu hao ni kina nani"}
{"text": "Sifa"}
{"text": "Ni kauli fupi au ndefu"}
{"text": "Hutuia lugha ya kimafumbo"}
{"text": "Hutumia ufananisho wa kijazanda"}
{"text": "Huhitaji mtu kuwaza ili kupata jibu"}
{"text": "Hujengwa na vitu vinavyotokana na mazingira"}
{"text": "Hazina muundo maalum kama methali nahau na vitendawili"}
{"text": "Hupima uwezo wa msikilizaji wa kutambua jambo lililofichwa"}
{"text": "Umuhimu"}
{"text": "Kuimarisha stadi ya kusikiliza"}
{"text": "Kunoa uwezo wa kufahamu"}
{"text": "Kutoa mawaidha"}
{"text": "Kufunza kuhusu maumbile"}
{"text": "Kuimarisha uwezo wa kukumbuka"}
{"text": "Kufunza mambo kuhusu mazingira na maumbile"}
{"text": "Kukuza uwezo wa kutumia lugha"}
{"text": "Kukuza uwezo wa kufikiri"}
{"text": "Kuburudisha na kuchekesha"}
{"text": "Kukuza uwezo wa kubuni"}
{"text": "Vitanza Ndimi"}
{"text": "Sentensi zenye mfuatano wa sauti zinazotatanisha kimatamshi zinapotamkwa kwa haraka"}
{"text": "Mifano"}
{"text": "Wataita wataita Wataita wa Taita"}
{"text": "Waite wale wana wa liwali wale wali wa liwalii"}
{"text": "Kupa mpe akupao kumpa asokupa si kupa ni kutupa"}
{"text": "Shirika la Reli la Rwanda limefungwa"}
{"text": "Hilo lililoliwa ndilo nililolitaka"}
{"text": "Mchuuzi wa mchuzi hana ujuzi wa mjusi wa juzi"}
{"text": "Cha mkufuu mwanafuu ha akila hu cha mwanafuu mkufuu hu akila ha"}
{"text": "Pema usijapo pema ukipema si pema tena"}
{"text": "Nguo zisizotakikana zitachomwa zote"}
{"text": "Sifa"}
{"text": "Ni kauli fupi"}
{"text": "Huwa na mchezo wa maneno"}
{"text": "Huundwa kwa sauti zinazokaribiana kimatamshi"}
{"text": "Hutumia maneno yenye maana zaidi ya moja au yenye sauti sawa"}
{"text": "Hutanzahutatiza ndimi za wengi wakalemewa kutamka"}
{"text": "Hukanganya kimatamshi"}
{"text": "Umuhimu"}
{"text": "Kukuza matamshi bora mtu anapoendelea kutamka"}
{"text": "Kukuza uwezo wa kufikiri haraka ili kujua maana za maneno ili kutamka ipasavyo"}
{"text": "Kupanua ujuzi wa msamiati"}
{"text": "Kuburudisha kwa kufurahisha na kuchangamsha"}
{"text": "Husaidia kutofautisha maana za maneno"}
{"text": "Kujenga stadi ya kusikiliza"}
{"text": "Kukuza ubunifu kwa kuteua maneno yanayotatanisha kisauti na kimaana"}
{"text": "Kujenga uhusiano bora kwa ucheshi"}
{"text": "Lakabu"}
{"text": "Jina la msimbokupangaambalo mtu hupewa au hujipa kutokana na sifa zake"}
{"text": "Asili ya Lakabu"}
{"text": "Tabia"}
{"text": "Sifa za kimaumbile"}
{"text": "Matendo"}
{"text": "Nasaba atokayo mtu"}
{"text": "Tabaka"}
{"text": "Jinsi mtu anavyotamka maneno km ungenge"}
{"text": "Mifano"}
{"text": "Nyayo"}
{"text": "Moi"}
{"text": "Simba wa Yuda"}
{"text": "Haille Selassie"}
{"text": "Mkuki uwakao"}
{"text": "Kenyatta"}
{"text": "NyundoTingatinga"}
{"text": "Raila"}
{"text": "Baba wa taifa"}
{"text": "Rais"}
{"text": "Mama wa Taifa"}
{"text": "Mke wa Rais"}
{"text": "Sifa"}
{"text": "Huwa neno au fungu la maneno kadha"}
{"text": "Huwa na maana iliyofumbwa"}
{"text": "Huoana na sifa hasi au chanya za aliyepewa"}
{"text": "Huwa za kusifu au kudhihaki"}
{"text": "Huweza kudumu hata kusahaulisha jina halisi la mtu"}
{"text": "Hutumia sitiari km chui kumaanisha mkali"}
{"text": "Hutumia taswira"}
{"text": "Hushika sana kimatumizi miongoni mwa watu"}
{"text": "Umuhimu"}
{"text": "Kufahamisha sifa za mtu kwa kifupi"}
{"text": "Huwa njia ya washairi ya kujitangaza bila kujisifu moja kwa moja"}
{"text": "Hutumiwa kama ishara ya heshima kwa anayestahili heshima km kiongozi"}
{"text": "Kuficha utambulisho au jina halisi la mtu"}
{"text": "Hutumiwa katika majigambo na mhusika kuonyesha ubingwa wake"}
{"text": "Kuficha siri ili anayemrejelewa asijulikane km kikulacho"}
{"text": "Kukuza uhusiano bora miongoni mwa watani wanaporejeleana kwa lakabu"}
{"text": "Kusifu tabia njema kwa kumpa mtu lakabu nzuri"}
{"text": "Kudhihaki au kukashifu tabia mbaya kwa kumpa mtu lakabu mbaya"}
{"text": "Kutambulisha asili ya mtu"}
{"text": "Misemo"}
{"text": "Semi zinazobeba ukweli wa kijumla"}
{"text": "Mifano"}
{"text": "Binadamu ni udongo"}
{"text": "Mwili haujengwi kwa mbao"}
{"text": "Umaskini si kilema"}
{"text": "Lila na fira havitangamani"}
{"text": "Ndio kwanza mkoko ualike maua"}
{"text": "Mambo kuzidi kushika kasi"}
{"text": "Mgomba haupandwi changaraweni ukamea"}
{"text": "Jambo halifanywi mahali pasipofaa likapendeza"}
{"text": "Sifa"}
{"text": "Hutumia lugha ya muhtasari"}
{"text": "Hutoa ukweli kwa jumla"}
{"text": "Hazina muundo maalum"}
{"text": "Umuhimu"}
{"text": "Kusisitiza ujumbe"}
{"text": "Kuongeza utamu katika lugha"}
{"text": "Kusisitiza jambo fulani"}
{"text": "Kufunza maadili au kuhimiza"}
{"text": "Kuchochea hisi fulani"}
{"text": "Nahau"}
{"text": "Fungu la maneno lenye maana tofauti na maana ya kawaida ya maneno hayo"}
{"text": "Mifano"}
{"text": "Kuasi ukapera"}
{"text": "kuoa"}
{"text": "Kupiga vijembe"}
{"text": "sema kwa mafumbo"}
{"text": "Ndege mbaya"}
{"text": "bahati mbaya"}
{"text": "Kidudu mtu"}
{"text": "mfitini"}
{"text": "Paka mafuta kwa mgongo wa chupa"}
{"text": "Danganya au hadaa mtu"}
{"text": "Visha kilemba cha ukoka"}
{"text": "Mpa mtu sifa za uongo ili umpumbaze"}
{"text": "Kubali shingo upande"}
{"text": "Kuyavulia maji ngu"}
{"text": "kumaliza jambo fulani ulilolianzia"}
{"text": "Arusi ya ndovu kumla mwanawe"}
{"text": "kubwa"}
{"text": "Sifa"}
{"text": "Hutumia lugha ya kimkato"}
{"text": "Maneno huwa na maana tofauti na ya kawaida"}
{"text": "Kunazo huwa na maana zaidi ya moja kv kuja jamvikumaliza shughuli au kuondoka"}
{"text": "Huundwa kwa neno moja mawili au zaidi"}
{"text": "Huibua taswira"}
{"text": "Zina muundo maalumhuundwa kwa aina mbalimbali za maneno"}
{"text": "TT"}
{"text": "kufa kupona"}
{"text": "kufumba na kufumbua"}
{"text": "TN"}
{"text": "kupiga domo"}
{"text": "kata kamba"}
{"text": "TE"}
{"text": "Kujikaza kisabuni"}
{"text": "kufa kiofisa"}
{"text": "NN"}
{"text": "donda dugu"}
{"text": "domo kaya"}
{"text": "NV"}
{"text": "nyota njema"}
{"text": "dege mbaya"}
{"text": "NT"}
{"text": "damu kumkauka"}
{"text": "akili kumruka"}
{"text": "Umuhimu"}
{"text": "Kukuza na kuendeleza msamiati wa maneno"}
{"text": "Kupunguza ukali wa maneno tafsida"}
{"text": "Kuongeza utamuladha katika lugha"}
{"text": "Kuhifadhi siri kwani sio wote wanajua maana"}
{"text": "Kujaribu uwezo wa msikilizaji kufichua maana iliyofichika"}
{"text": "Misimusimo"}
{"text": "Semi ambazo huzuka katika mazingira na kipindi fulani"}
{"text": "Aina za Mizimu"}
{"text": "Inayotumika na kutoweka"}
{"text": "Inayokita kimatumizi kuingizwa katika Kiswahili sanifu km toa chai chokora nk"}
{"text": "Asili"}
{"text": "Ufupishaji maneno"}
{"text": "komp"}
{"text": "Utohozi"}
{"text": "Fathee"}
{"text": "hepi"}
{"text": "Sitiarijazanda"}
{"text": "nyanimlinda lango"}
{"text": "fisi mlafi"}
{"text": "Tanakali"}
{"text": "mtutu bunduki"}
{"text": "ndala malapulapu"}
{"text": "Uundaji maneno mapya"}
{"text": "hanya"}
{"text": "Kupa maneno maana mpya"}
{"text": "chumagari"}
{"text": "toboa faulu"}
{"text": "Kugeuza maneno"}
{"text": "ristostori"}
{"text": "Kuboronga lugha"}
{"text": "ashuasharakumi"}
{"text": "Mifano"}
{"text": "Jisikia sukari"}
{"text": "kuringa"}
{"text": "Kaa ngumu"}
{"text": "kutotishikakuvumilia"}
{"text": "Chongoa mtu"}
{"text": "mfanyia mzaha"}
{"text": "Kula njaro"}
{"text": "kupuuza kazi"}
{"text": "Piga nduthe"}
{"text": "kimbiatoroka"}
{"text": "Piga ngeta"}
{"text": "kukaba koo"}
{"text": "Leta diambo"}
{"text": "zozanalalamika"}
{"text": "Ingia baridi"}
{"text": "kuogopa"}
{"text": "Pewa msomo"}
{"text": "gombezwa"}
{"text": "Kusota"}
{"text": "kuishiwa na pesa"}
{"text": "Ingia mitini"}
{"text": "towekatoroka"}
{"text": "Kungara"}
{"text": "kuvaa vizuri"}
{"text": "Marehemu George"}
{"text": "nguo za mitumba"}
{"text": "Vaa chupa"}
{"text": "vaa suruari nyembamba"}
{"text": "Kujisikia poa"}
{"text": "kuwa na furaha"}
{"text": "Kula hepi"}
{"text": "kuburudika"}
{"text": "Lala kibahasha"}
{"text": "tulia tuli baada ya kushindwa katika jambo"}
{"text": "Sifa"}
{"text": "Ni kauli fupi"}
{"text": "Hutumiwa na kundi dogo la watu"}
{"text": "Huzuka katika mazingira na kipindi maalum"}
{"text": "Ni lugha ya kimafumbo"}
{"text": "Hutumiwa na kundi dogo la watu katika jamii"}
{"text": "Huzuka na kutoweka baada ya muda"}
{"text": "Kunazo hudumu na kukubaliwa kama lugha sanifu kv matatu bodaboda chai chokora daladala nk"}
{"text": "Huwa na maana nyingi km mahewa humaanisha mziki uongo au ulevi wa dawa za kulevya"}
{"text": "Maneno yana maana tofauti na ya kawaida"}
{"text": "Si lugha sanifu na hivyo haipaswi kutumiwa katika mazungumzo rasmi"}
{"text": "Hupendeza miongoni mwa watumizi"}
{"text": "Hutoweka baada ya matumizi kwa muda"}
{"text": "Hubadilika km mbuyu na buda humaanisha baba"}
{"text": "Umuhimu"}
{"text": "Kuficha siri ya wanaoitumia"}
{"text": "Kupanua lugha kimsamiati ikikubalika"}
{"text": "Kurahisisha mawasiliano kwa kuondoa uchovu wa urasmi"}
{"text": "Kuonyesha ubingwa wa lugha kwa kuhisi huonyesha umaarufu wa lugha"}
{"text": "Kutenga wasio wana kikundi"}
{"text": "Kutafsidikupunguza ukali wa maneno km Amepata bolmimba"}
{"text": "Kupamba lugha na kuifanya ivutie"}
{"text": "Kufanya wanakikundi wajihisi kuwa pamoja"}
{"text": "Kujitambulisha na watu wa kikundi fulani"}
{"text": "Shirikina"}
{"text": "Semi ambazo huonyesha imani fulani ya kundi ya watu"}
{"text": "Mifano"}
{"text": "Ukijikuna kiganja cha mikono utapata pesa"}
{"text": "Ukila chakula gizani utakula na shetani"}
{"text": "Kuzaliwa ukiwa na vidole sita ni kuwa na bahati"}
{"text": "Bundi akilia karibu na nyumba mtu mmoja wa nyumba ile atafariki"}
{"text": "Umuhimu"}
{"text": "Kukataza maovu"}
{"text": "Kuhifadhi utamaduni"}
{"text": "Kuchangia umoja wa kitaifa kwa aina moja ya itikadi kupatikana katika jamii nyingi"}
{"text": "Kutujulisha kuhusu itikadi za watu"}
{"text": "Tanakali za Sauti Onomatopeya"}
{"text": "Maneno ambayo huiga sauti ya jambo tendo au tukio fulani"}
{"text": "Mifano"}
{"text": "Boboka bobobo"}
{"text": "payuka ovyo ovyo"}
{"text": "Bwakia bwaku"}
{"text": "akia upesi upesi"}
{"text": "Bwatika bwata"}
{"text": "enda chini kwa mshindo"}
{"text": "Bweka bwebwebwe"}
{"text": "lia kama mbwa"}
{"text": "Chaga ngungundu"}
{"text": "shikilia jambo"}
{"text": "Ngo"}
{"text": "kutoambulia chochote"}
{"text": "Legalega lege"}
{"text": "kosa kuwa imara"}
{"text": "Chakua nyakunyaku"}
{"text": "tafuna kwa kutoa sauti ya kuudhi"}
{"text": "Bingirika bingiribingiri"}
{"text": "pinduka"}
{"text": "Birua biru"}
{"text": "angusha na kupindua"}
{"text": "Shindilia ndi"}
{"text": "Mianguko"}
{"text": "Pukacha"}
{"text": "tawi"}
{"text": "Pu pu pu"}
{"text": "mfululizo"}
{"text": "Pukupuku"}
{"text": "mvua"}
{"text": "Pwa"}
{"text": "kwa matope"}
{"text": "Pwata"}
{"text": "kitu kinene"}
{"text": "Tang"}
{"text": "sarafu pagumu"}
{"text": "Tapwi"}
{"text": "matopeni"}
{"text": "Tifu"}
{"text": "mchangani"}
{"text": "Tubwi chubwi"}
{"text": "majini"}
{"text": "Sifa"}
{"text": "Ni kauli fupi"}
{"text": "Ni miigo ya sauti zinazotokea baada ya tendo fulani"}
{"text": "Hazina muundo maalum"}
{"text": "Hujumuishwa katika fani nyingine"}
{"text": "Hutumia takriri"}
{"text": "Umuhimu"}
{"text": "Kuwezesha kuunda taswira ya jinsi mambo yanavyotokea"}
{"text": "Kuonyesha hisia fulani"}
{"text": "Kuongeza uzito kwa maneno"}
{"text": "Kuongeza utamu katika mazungumzo"}
{"text": "Kusisitiza jambo"}
{"text": "Kuipa lugha ladha na mvuto"}
{"text": "Kujenga tabia ya kusikiliza kwa makini ili kutambua mlio"}
{"text": "Kukuza ustadi wa kuiga na kuigiza"}
{"text": "Ni mbinu mojawapo ya mawasiliano"}
{"text": "Takriri za maana"}
{"text": "Mafungu ya maneno yanayosisitiza na kueleza maana zaidi ya kitendo"}
{"text": "Mifano"}
{"text": "Haambiliki hasemezeki"}
{"text": "Siku nenda siku rudi"}
{"text": "Tilia huku ukitolea kule"}
{"text": "Hasikii la mwadhini wala la mteka maji msikitini"}
{"text": "Umuhimu"}
{"text": "Kutia ladha katika lugha na kuifanya iwe na mnato"}
{"text": "Kusisitiza jambo"}
{"text": "Kuonyesha ukwasi wa lugha ya mnenaji"}
{"text": "Tashbihi"}
{"text": "Misemo ya ulinganisho"}
{"text": "Sifa"}
{"text": "Ni fupi"}
{"text": "Hutumia viungio kama mithili ya nk"}
{"text": "Hulinganisha"}
{"text": "Huwa na ujumbe wa kina"}
{"text": "Hutoa taswira ambayo husaidia keleza hulka kikamilifu"}
{"text": "Umuhimu"}
{"text": "Kueleza sifa za kinazozungumziwa"}
{"text": "Kuongeza lugha utamu"}
{"text": "Kuonyesha umilisi wa lugha wa mtumizi"}
{"text": "USHAIRI"}
{"text": "Utanzu wa fasihi unaotumia lugha ya mkato inayoeleza maudhui yake kwa ufupi"}
{"text": "Sifa"}
{"text": "Hutumia lugha ya kimkato"}
{"text": "Huwasilishwa mbele ya hadhira"}
{"text": "Huwasilishwa na mtu mmoja au kundi la watu"}
{"text": "Huwa na muundo maalum kv beti vipande na vina"}
{"text": "Hutegemea sauti iliyo kipengele muhimu"}
{"text": "Huandamana na ishara za mikono uso nk"}
{"text": "Una mpangilio maalum wa maneno"}
{"text": "Una uteuzi maalum wa maneno"}
{"text": "Uwasilishaji wake huandamana na vitendouigizaji"}
{"text": "Hurithishwa kutoka kizazi kimoja hadi kingine kwa mdomo"}
{"text": "Huandamana na shughuli maalum kv matanga kazi nk"}
{"text": "Huwa na mapigo ya kimziki au huweza kuimbika"}
{"text": "Huweza kuambatana na ala za mziki"}
{"text": "Hadhira hushiriki katika uwasilishaji wa ushairi simulizi"}
{"text": "Majukumu"}
{"text": "Kuburudisha watu katika sherehe au shughuli fulani ya kijamii"}
{"text": "Kutakasa hisia au kutoa hisia zinazomsumbua mtu"}
{"text": "Kufunza maadili au tabia zinazokubalika na jamii"}
{"text": "Kufariji watu kutokana na maafa kifo au kushindwa"}
{"text": "Kukuza uzalendo kwa kuhimiza watu kuiga waliotendea jamii mambo makuu kv mashujaa"}
{"text": "Kuhifadhi historia ya jamii km maghani simulizi na tenzi"}
{"text": "Kuhifadhi na kudumisha utamaduni wa jamii"}
{"text": "Kuelimisha kuhusu suala fulani"}
{"text": "Kukashifukukejeli sifa mbaya za wabaya"}
{"text": "Kukuza umoja na ushirikiano katika jamii kwa kujumuisha watu pamoja"}
{"text": "Kusifu na kutukuza mashujaa katika jamii tenzi"}
{"text": "Kukanyakutahadharisha dhidi ya matendo maovu"}
{"text": "Kukuza urembo au usanii wa lugha kwa kuwa una ufundi mkubwa wa matumizi ya lugha"}
{"text": "Kuhamasisha jamii kv kisiasa"}
{"text": "Kukuza ubunifu kwa mtunzi na mwasilishaji"}
{"text": "Kukuza ubunifu kwa kutunga kwa kuzingatia beti mizani vina na uteuzi maalum wa maneno"}
{"text": "Vipera vya Ushairi"}
{"text": "wimbo"}
{"text": "maghani"}
{"text": "mashairi mepesi utungo unaokaririwa"}
{"text": "ngojera kwa majibizano"}
{"text": "tendi au rara husimuliwa kwa mapigo ya kishairi"}
{"text": "Wimbo"}
{"text": "Uungo wenye mahadhi ya kupanda na kushuka"}
{"text": "Sifa"}
{"text": "Huwasilishwa kwa njia ya mdomo"}
{"text": "Hutolewa kwa mahadhi ya kupanda na kushuka kwa sauti"}
{"text": "Hutumia lugha ya mkato"}
{"text": "Hadhira yaweza kuwepo au isiwepo"}
{"text": "Huwa na mwimbaji au waimbaji wanaoimba"}
{"text": "Waimbaji wanaweza kujivika maleba"}
{"text": "Huweza kuambatana na ala kv ngoma zeze kayamba nk"}
{"text": "Huwa na urudiaji wa mstari au kifungu"}
{"text": "Aghalabu huimbwa na kupokezanwa baina ya kiongozi na waimbaji"}
{"text": "Huimbwa tu au huambatana na kucheza"}
{"text": "Huweza kuandamana na shughuli fulani kv arusi kazi matanga nk"}
{"text": "Huwa na muundo maalum wa beti mistari vina nk"}
{"text": "Majukumu"}
{"text": "Kuburudisha km tumbuizo"}
{"text": "Nyenzo ya kiuchumi kwa baadhi ya watu"}
{"text": "Kuliwaza km mbolezi"}
{"text": "Kuhimiza watu wakiwa kazini km hodiya"}
{"text": "Kuelimisha kuhusu suala fulani km ukimwi ufisadi nk"}
{"text": "Kuhimiza uzalendo km za siasa na taifa"}
{"text": "Kumbembeleza mtoto aache kulia au alale km bembelezi"}
{"text": "Kukashifukukejeli mwenendo mbaya kv uchoyo vivu nk"}
{"text": "Kufunza maadili au tabia inayokubaliwa na jamii kv ukarimu uaminifu nk"}
{"text": "Ubaya wa nyimbo"}
{"text": "Kutumiwa kueneza hisia za kikabila"}
{"text": "Kutia watu kasumba"}
{"text": "Hutumiwa kueneza propaganda ili kushawishi watu"}
{"text": "Kupotosha kimaadili kv kuhimiza zinaa"}
{"text": "Mtu akizizoea humlevya"}
{"text": "Aina za nyimbo"}
{"text": "Bembelezibembea"}
{"text": "Nyimbo zilizoimbwa kumbembelezakumwongoa mtoto aache kulia au alale"}
{"text": "Sifa"}
{"text": "Huimbwa na mama au walezi"}
{"text": "Aghalabu huwa fupi"}
{"text": "Huimbwa kwa sauti ya chini"}
{"text": "Huimbwa kwa sauti nyororo"}
{"text": "Zina mapigo ya polepolena taratibu"}
{"text": "Huwa na mahadhi mazuri"}
{"text": "Huimbwa aghalabu mtoto akiwa amebebwa kwa mbeleko na mwimbaji akimpapasapapasa"}
{"text": "Zina urudiaji wa maneno ya kibwagizo"}
{"text": "Huwa na lugha ya kushawishi kv kutoa ahadi ya kununulia mtoto zawadi"}
{"text": "Majukumu"}
{"text": "Kumnyamazisha mtoto anapolia"}
{"text": "Kuwaongoa watoto walale"}
{"text": "Kutumbuiza watoto"}
{"text": "Kusuta wasiowapa watoto malezi mema"}
{"text": "Kuonya mtoto dhidi ya tabia hasi kv kulia ovyo"}
{"text": "Kusifu mtoto"}
{"text": "Kuonyesha msimamo wa jamii kuhusu mtoto"}
{"text": "Kumfariji mtoto km kutokana na kuumia akicheza"}
{"text": "Nyimbo za watotochekechea"}
{"text": "Zilizoimbwa na watoto wakati wa kuchezashughuli zao"}
{"text": "Majukumu"}
{"text": "Kuburudisha watoto"}
{"text": "Kuwaelimisha watoto kuhusu jamii"}
{"text": "Kukuza umoja na ushirikiano baina ya watoto kwa kuwajumuisha pamoja na kucheza bila kujali kabila tabaka nk"}
{"text": "Kukashifu tabia hasi miongoni mwa watoto kv uchoyo"}
{"text": "Kukuza ubunifu miongoni mwa watoto wanapobuni nyimbo zinazooana na michezo yao"}
{"text": "Kuifanya michezo ya watoto ipendeze"}
{"text": "Nyimbo za sifasifo"}
{"text": "Za kujisifu au kusifu mtu kwa mchango wake katika jamii"}
{"text": "Sifa"}
{"text": "Zaweza kuwa nyiso za arusi za kutawazwa nk"}
{"text": "Huimbwa katika muktadha maalum kv arusini jandoni nk"}
{"text": "Hutumia sitiari au kufananisha na mnyama mkuki nk"}
{"text": "Hupiga chuku sifa za anayesifiwa"}
{"text": "Majukumu"}
{"text": "Kusifu mtu kutokana na matendo yake mazuri"}
{"text": "Kutangaza mchango na mafanikio ya anayesifiwa"}
{"text": "Kukuza uzalendo kwa kuhimiza watu kuiga matendo mazuri ya anayesifiwa"}
{"text": "Kuburudisha watu katika sherehe fulani"}
{"text": "Kuangazia matendo ya wahusika"}
{"text": "Hodiyayimbo za Kazi"}
{"text": "Zilizoimbwa wakati wa kazi"}
{"text": "Sifa"}
{"text": "Huimwa watu wakifanya kazi kv uwindaji ukulima uvuvi ubaharia nk"}
{"text": "Huimbwa na mfanyakazi mmoja au kundi lao"}
{"text": "Zina maneno ya kuhimiza"}
{"text": "Urefu wake hutegemea kazi"}
{"text": "Mdundo hutegemea kasi ya kazi ikama inafanywa kwa kasi mdundo ni wa kasi kama polepole mdundo ni wa polepole"}
{"text": "Majukumu"}
{"text": "Kuburudisha watu wakifanya kazi"}
{"text": "Kurahisisha kazi kwa kupunguza fikra za uchovu"}
{"text": "Kuhimiza bidii kazini"}
{"text": "Kuhimiza watu wapende kazi zao"}
{"text": "Kuondoa uchovu na ukinaifu wakati wa kazi"}
{"text": "Kuwatia moyo wafanyakazi wasikate tamaa"}
{"text": "Kutambulisha jamii kwa kuonyesha shughuli zake za kazi"}
{"text": "Kusifu kazi"}
{"text": "Kukashifu uvivu"}
{"text": "Kuonyesha matatizo na changamoto za wafanyikazi"}
{"text": "Kujenga umoja na ushirikiano baina ya wafanyakazi wanapoziimba pamoja Aina za hodiya"}
{"text": "Wawevave"}
{"text": "Zinazoimbwa wakati wa kulima"}
{"text": "Nyimbo za uwindaji"}
{"text": "Zilizoimbwa watu wakienda au kutoka katika uwindaji"}
{"text": "Majukumu"}
{"text": "Kumburudisha mwindaji"}
{"text": "Kumtoa mwindaji upweke"}
{"text": "Kusifu mnyama"}
{"text": "Kujasirisha wawindaji"}
{"text": "Kimai"}
{"text": "Zinazoimbwa katika shughuli za majini kv uvuvi na ubaharia"}
{"text": "Majukumu"}
{"text": "Kuburudisha wavuvi na mabaharia"}
{"text": "Kuwajasirisha ili kukabili adha za baharini"}
{"text": "Kuwatoa upweke"}
{"text": "Nyimbo za mapenzi"}
{"text": "Zilizoimbwa kutoa hisia za mapenzi"}
{"text": "Sifa"}
{"text": "Huwa na ujumbe wa kimapenzi"}
{"text": "Maneno matamu yenye hisia nzito"}
{"text": "Matumizi ya chuku km sili wala silali"}
{"text": "Huwa zina sifa au kashfa"}
{"text": "Mjukumu"}
{"text": "Kuburudisha anayezisikiliza"}
{"text": "Kuomba uchumba au mapenzi"}
{"text": "Kusifu tabia au uremboumbo la mpenzi"}
{"text": "Kusifu wapenzi"}
{"text": "Kukashifu mpenzi asiye na sifa nzuri"}
{"text": "Kusuta waliodhani penzi lisingefaulu"}
{"text": "Kupunguza uzito wa hisia kv huzuni au udhia baada ya kusalitiwa na mpenzi"}
{"text": "Nyimbo za arusi"}
{"text": "Zinazoimbwa wakati wa kufunga ndoa"}
{"text": "Sifa"}
{"text": "Huimbwa kuonyesha hisia za wazazi jamaa na marafiki"}
{"text": "Hushauri maharusi na waliohudhuria kuhusu majukumu ya ndoa"}
{"text": "Wakati mwingine husifia maharusi"}
{"text": "Majukumu"}
{"text": "Kutumbuiza maharusu na waliohudhuria"}
{"text": "Kusifu maharusi"}
{"text": "Kutoa pongezi kwa Bw na Bi arusi kwa kujihifadhi vyema"}
{"text": "Kufunza majukumu ya ndoa"}
{"text": "Kutoa mwongozo wa kupambana na vikwazo ndoani"}
{"text": "Kusuta mahasidi waliodhani ndoa isingefaulu"}
{"text": "Kukanya na kutahadharisha watu wanaoingilia ndoa za watu kuziharibu"}
{"text": "Nyimbo za Dini"}
{"text": "Zilizoandamana na shughuli za kidini"}
{"text": "Majukumu"}
{"text": "Kuabudu Mungu ama miungu"}
{"text": "Kusifu mungumiungu"}
{"text": "Kutoa shukrani kwa mungu"}
{"text": "Kuomba mema kutoka kwa Mungu au miungu"}
{"text": "Kutoa mafunzo ya kidini"}
{"text": "Tumbuizo"}
{"text": "Nyimbo za kujipa burudani"}
{"text": "Huimbwa wakati wa mapumziko"}
{"text": "Majukumu"}
{"text": "Kutumbuiza watu kv ngomani arusini nk"}
{"text": "Kuwapa vijana mwongozokuadilisha"}
{"text": "NyisoNyimbo za Tohara"}
{"text": "Zinazohusiana na tohara"}
{"text": "Mfano"}
{"text": "Ewe kilizi"}
{"text": "Ulozowea kujificha"}
{"text": "Nyuma ya mama kujikinga dhidi ya milio"}
{"text": "ya radi ilo juu mbinguni"}
{"text": "Jua kesho ni siku ya siku"}
{"text": "Siku ya kujua mbichi na mbivu"}
{"text": "Kutofautisha jogoo na vipora"}
{"text": "Ngariba taposhika chake kijembe"}
{"text": "Ndipo utakapojua bayani"}
{"text": "Ukoo wetu si wa kunguru"}
{"text": "Ikiwa hu tayari"}
{"text": "Kisu kukidhihaki"}
{"text": "Sithubutu kamwe wanjani kuingia"}
{"text": "sije kuniaibisha miye amiyo na akraba nzima"}
{"text": "Sifa"}
{"text": "Huambatana na shughuli za jando wavulana na unyago wasichana"}
{"text": "Huimbwa faraghani katika mazingira ya tohara pekee"}
{"text": "Huimbwa usiku wa kuamkia siku ya tohara"}
{"text": "Zilitoa sifa kwa waliotahiriwa wazazi na wasimamizi wao"}
{"text": "Ziliimbwa kuwapa wavulana ujasiri wa kukabili kisu cha ngariba"}
{"text": "Zilitoa mafunzo kuhusu majukumu mapya baada ya kutahiriwa"}
{"text": "Hujumuisha watu maalum walioteuliwa kushiriki katika sherehe"}
{"text": "Huhusisha watu wa jinsia na umri fulani"}
{"text": "Maudhui yake hutegemea jinsia"}
{"text": "Majukumu"}
{"text": "Kuonyesha vijana wamevuka kutoka utotoni hadi utu uzima"}
{"text": "Kuwaandaa vijana kwa uchungu watakaouhisi kupitia kijembe"}
{"text": "Kuhimiza ujasiri na ukejeli uoga"}
{"text": "Kusifu wahusika kwa ujasiri wa kukabili kisu na kuingia katika utu uzima"}
{"text": "Kuburudisha waliohudhuria shughuli ya jando au unyago"}
{"text": "Kuelekeza vijana kwenye matarajio mapya ya jamii"}
{"text": "Kufunza majukumu katika utu uzima"}
{"text": "Kukuza umoja na ushirikiano katika jamii kwa kuwaleta wanajamii pamoja"}
{"text": "MbolezoMbolezi"}
{"text": "Nyimbo za kuomboleza"}
{"text": "Mfano"}
{"text": "Nalitazama jua likichwa"}
{"text": "Matumaini yangu yakizama pamoja"}
{"text": "na miale miekundu"}
{"text": "Nalidhani lilikuwa jinamizi tu"}
{"text": "Kwamba ulikuwa kesha nacha"}
{"text": "Walikuwa wameisha nambia"}
{"text": "Walimwengu"}
{"text": "Ela nilikataa katakata walosema"}
{"text": "Nikajitia kuamini waloamba yalikuwa"}
{"text": "Uzushi"}
{"text": "Hadi siku hii nilopokea waraka"}
{"text": "Waraka ambao ulikuwajeneza ka kuzikia"}
{"text": "Pendo letu la miongo miwili"}
{"text": "Sifa"}
{"text": "Huimbwa wakati wa maafa kifo makumbusho ya mtu au kushindwa katika jambo kv vita"}
{"text": "Huimbwa kwa sauti ya chini"}
{"text": "Hutofautiana kutoka jamii moja hadi nyingine"}
{"text": "Huwa na mapigo ya polepole au taratibu"}
{"text": "Huimbwa kwa toni ya huzuniuchungu kuibua hisia za ndani za mwombolezaji"}
{"text": "Aghalabu haziandamani na ala"}
{"text": "Majukumu"}
{"text": "Kuwafariji au kuwasaidia waliofiwa kukabiliana na uchungu wa kupoteza mpendwa wao"}
{"text": "Kusifu aliyekufa kwa kutoa sifa zake chanya au michango yao"}
{"text": "Kubembeleza roho za wafumizimu ili kusitokee maafa mengine"}
{"text": "Kuonyesha msimamo wa jamii kuhusu matokeo ya kifo kv husababishwa na pepo maovu njia ya kuingia mbinguni"}
{"text": "Kutakaswa hisia za huzuni za aliyefiwa kumpunguzia uzito wa kumpotezea mpendwa wake"}
{"text": "Kueleza kutoepukika kwa kifo"}
{"text": "Kukejeli kifo"}
{"text": "Nyimbo za Taifa"}
{"text": "Nyimbo zinazoimbwa na watu wa taifa fulani"}
{"text": "Majukumu"}
{"text": "Kutambulisha taifa fulani"}
{"text": "Kuonyesha utaifa"}
{"text": "Kuonyesha uzalendo mapenzi kwa nchi"}
{"text": "Kuhimiza uzalendo"}
{"text": "Kukashifu wasio wazalendo"}
{"text": "Kusifu taifa fulani"}
{"text": "Nyimbo za Siasa"}
{"text": "Zinazoimbwa katika shughuli za kisiasa"}
{"text": "Mfano"}
{"text": "Ewe mainga wa Ndumi"}
{"text": "Siwe uloambia akina mama"}
{"text": "Siku tulopiga foleni"}
{"text": "Chakula cha msaada kupata"}
{"text": "Turudishe vifaranga kwenye miji"}
{"text": "Wageuke vijusi tena"}
{"text": "Njaa isiwaangamize"}
{"text": "Siwe ulopita"}
{"text": "Matusi ukitema"}
{"text": "Chumvi na sukari kuturushia ja samadi"}
{"text": "Ukatununua vihela uloturushia"}
{"text": "Ukatununua kura ukapata"}
{"text": "Sasa miaka mitano imetimia"}
{"text": "Waja tulaghai tena"}
{"text": "Huna lolote safari hii"}
{"text": "Ubunge umekudondoka ukitazama"}
{"text": "Wanyonge tumeamua"}
{"text": "Kwingine kujaribu"}
{"text": "Majukumu"}
{"text": "Kuburudisha watu katika shughuli za kisiasa"}
{"text": "Kupinga dhuluma za viongozi"}
{"text": "Kusifu viongozi na sera zao"}
{"text": "Kukashifukukejeli wanasiasa wabaya"}
{"text": "Kuonyesha matarajio ya watawaliwa kwa viongozi"}
{"text": "Kusambaza elimu ya kisiasa"}
{"text": "Kuwatia wananchi kasumba"}
{"text": "Kueneza propaganda za kisiasa"}
{"text": "Kuzindua au kuhamasisha jamii kisiasa"}
{"text": "Kuliwaza wahasiriwa wa migogoro ya kisiasa"}
{"text": "Kutia watu ari ya kufanya jambo fulani kv kupigania haki zao"}
{"text": "Nyimbo za Vita"}
{"text": "Zinazoimbwa na askari vitani au baada ya vita"}
{"text": "Majukumu"}
{"text": "Kuburudisha washiriki"}
{"text": "Kufunza namna ya kukabiliana na adui"}
{"text": "Kujasirisha washiriki"}
{"text": "Kusifu askari vitani"}
{"text": "Kukejeli uoga"}
{"text": "Kusifu mashujaa wa zamani"}
{"text": "Kukuza uzalendo kwa kuhimiza watu kuiga masujaa"}
{"text": "Kongozi"}
{"text": "Za kuaga mwaka katika jamii za waswahili"}
{"text": "Jadiiya"}
{"text": "Nyimbo za jadi ambazo hupokezwa kutoka kizazi kimoja hadi kingine"}
{"text": "Huhusu matukio ya kihistoria kv shujaa mateso njaa nk"}
{"text": "Nyimbo za Kuzaliwa kwa Mtoto"}
{"text": "Za kuonyesha au kuadhimisha kuzaliwa kwa mtoto"}
{"text": "Maghani"}
{"text": "Ushairi ambao hutolewa kwa kalima"}
{"text": "Sifa"}
{"text": "Husimulia matukio kwa kirefu hasa yanapotambwa"}
{"text": "Hutolewa kwa kalima"}
{"text": "Hutungwa papo hapo"}
{"text": "Hutongolewa mbele ya hadhira"}
{"text": "Hutungwa kwa ufundi mkubwa"}
{"text": "Hutolewa na mtu mmoja au kundi la watu"}
{"text": "Aina za Maghani"}
{"text": "Maghani ya kawaida"}
{"text": "Ambayo hugusia maswala ya kawaida kama mapenzi siasa harusi kazi maombolezo nk"}
{"text": "Husemwahuganwa tu bila kusimuliwa"}
{"text": "Maghani Simulizi"}
{"text": "Maghani ambayo husimulia hadithi kuhusu tukio la kihistoria"}
{"text": "Huhusu mtu tukio kitu mnyama nk"}
{"text": "Sifa"}
{"text": "Hutokea kama hadithi"}
{"text": "Husimulia tukio la kihistoria"}
{"text": "Ni ndefu"}
{"text": "Waimbaji wake huitwa manjuyeli"}
{"text": "Huandamana na ala kama zeze marimba nk"}
{"text": "Tofauti kati ya maghani ya kawaida na maghani simulizi"}
{"text": "Maghani ya Kawaida"}
{"text": "Vivugomajigambo"}
{"text": "Utungo wa kujisifu au kujigamba"}
{"text": "Sifa"}
{"text": "Hutungwa baada ya ushindi wa harakati ngumu kv kesi kumuua simba kuoa msichana aliyependwa na wengi nk"}
{"text": "Fanani ni mwanamme"}
{"text": "Hutungwa papo hapo"}
{"text": "Hutungwa na kughanwa na mhusika mwenyewe"}
{"text": "Hutumia chuku km kujisifu kupita kiasi"}
{"text": "Anayejigamba hujipa jina la kiistiari km mnyama"}
{"text": "Mhusika huvaa maleba yanayooana na tukio analojisifia"}
{"text": "Kuna kutaja jina na ukoo wa baba na mama"}
{"text": "Anayejisifu huahidi kutenda maajabu zaidi"}
{"text": "Pembezipembejezi"}
{"text": "Aina ya tondozi inayokusudiwa kusifu watu aina fulani katika jamii kutokana na matendo au mchango wao"}
{"text": "kv watawala walezi wazuri mashujaa wa vita waganga mashuhuri hata wapenzi waliopigania pendo lao"}
{"text": "Mfano"}
{"text": "Nani kama wewe mama"}
{"text": "Nani anokufana mwaitu"}
{"text": "Subira uliumbiwa"}
{"text": "Bidii ndo jina lako la pili"}
{"text": "Moyo wenye heba"}
{"text": "Msimamo usoyumba"}
{"text": "Anoelekeza kwa imani"}
{"text": "Anoadhibu kwa mapenzi makuu"}
{"text": "Mzazi mlezi na rafiki wa dhati"}
{"text": "Tangu siku za kusimama dede"}
{"text": "Tondozi"}
{"text": "Utungo wa kutukuza watu wanyama na vitu"}
{"text": "kv watu mashuhuri wapenzi mifugo miti mikubwa"}
{"text": "Mfano"}
{"text": "Kipungu kipungu"}
{"text": "Nani kama yeye"}
{"text": "Hashindiki kwa nia"}
{"text": "Hashindiki kwa shabaha"}
{"text": "Hulenga binguni"}
{"text": "Hutia ghera kufikiwa peo"}
{"text": "Peo zisofikika kwa wanokata tama"}
{"text": "Kipungu kipungu hachi tufani za anga"}
{"text": "Maghani Simulizi"}
{"text": "Sifo"}
{"text": "Tungo za kusifu watu kutokana na matendo yao ya kishujaa"}
{"text": "Sifa zake hukaribiana na za tenzi hasa ikiwa ni shujaa anasifiwa"}
{"text": "Tenditenzi"}
{"text": "Ushairi mrefu unaoelezea maisha ya mashujaa tangu kuzaliwa hadi kufa kwao"}
{"text": "kv Utenzi wa Fumo Liyongo Sundiata Shaka Zulu Wangombe waihura nk"}
{"text": "Mfano"}
{"text": "Asiyemjua mjua aliongwe atamjua"}
{"text": "Namjuza kwa sifa zake alizokuwa nazo"}
{"text": "Alisimika ufalme uliosifiwa"}
{"text": "Akawa shujaa asiyetishwa"}
{"text": "Utungo huu waweza kuwa wimbo wa sifa au utendi"}
{"text": "Sifa"}
{"text": "Huwa masimulizi yanayotolewa kishairi"}
{"text": "Hutoa wasifu wa shujaa"}
{"text": "Huwa na matumizi ya chuku"}
{"text": "Wahusika hupewa sifa zisizo kawaida kiungu"}
{"text": "Ni masimulizi mrefu"}
{"text": "Matumizi ya sitiari kv kulinganisha wasifiwa na wanyama wakali"}
{"text": "Huangazia matendo ya mashujaa"}
{"text": "Husimulia matukio ya kihistoria"}
{"text": "Huimbwa pamoja na ala ya kimziki"}
{"text": "Hutungwa papo kwa papo na kuhifadhiwa katika ubongo"}
{"text": "Hujumuisha mbolezi zinazoonyesha anguko la shujaa"}
{"text": "Lengo"}
{"text": "Kuburudisha wanajamii"}
{"text": "Kusifu mashujaa wa jamii"}
{"text": "Kukuza uzalendo kwa kuhimiza wengine kuwaiga mashujaa"}
{"text": "Kukuza ubunifu kwa kutunga papo hapo"}
{"text": "Kuimarisha uwezo wa kukumbuka kwa kutungwa na kuhifadhiwa akilini"}
{"text": "Kuburudisha waliohudhuria sherehe ampapo yanatolewa"}
{"text": "Kuhifadhi na kuendeleza tamaduni za jamii"}
{"text": "Kukuza ufasaha wa lugha kwa fanani"}
{"text": "Kufunza maadili"}
{"text": "Rara"}
{"text": "Hadithi fupi na nyepesi za kishairi zenye visa vya kusisimua"}
{"text": "Mfano"}
{"text": "Alichukua mkoba wake"}
{"text": "Akanipa kisogo"}
{"text": "Kana kwamba hakunijua"}
{"text": "Kana kwamba hakusema Hadi mauko"}
{"text": "Hakujali penzi letu"}
{"text": "Hakujali wana"}
{"text": "Ambao ndiye alowapa uhai"}
{"text": "Alijua nilimpenda"}
{"text": "Ila hata hilo alijipa kujipurukusha"}
{"text": "Akayoyomea"}
{"text": "Akamezwa na ulimwengu"}
{"text": "Sifa"}
{"text": "Huhusu mambo ya kubuni au ya kweli kv sherehe ya uhuru kesi ya mauaji nk"}
{"text": "Huhusu maswala ibuka na ya kawaida"}
{"text": "Hadithi huwasilishwa katika beti"}
{"text": "Huimbwa"}
{"text": "Huandamana na ala za mziki"}
{"text": "Hutolewa kwa toni ya kitanzia"}
{"text": "Huwa na visa vya kusisimua"}
{"text": "Huwa na ucheshi wenye kinaya"}
{"text": "Maswala hayatoleai kwa uwazi bali hufumbwa na kudokezwa"}
{"text": "Huwa na uigizajiutendaji"}
{"text": "Mambo yanayosimuliwa hupigwa chuku"}
{"text": "Rara nafsi"}
{"text": "Ushairi ambao hutungwa na mtu kuelezea hisia matatizo na fikra zake mwenyewe"}
{"text": "Mfano"}
{"text": "Muda umefika wa pingu kutiwa"}
{"text": "Kutiwa silisili kwani si utashi wangu"}
{"text": "Ukoo waniuza mithili ya kondoo sokoni"}
{"text": "Mwambieni shangazi kwaheri nampigia"}
{"text": "Hata angataka kuniopoa hawezi"}
{"text": "Kwani mahari imetolewa"}
{"text": "Mifugo kikwi nduguye amepokea"}
{"text": "Kwaheri mama kwaheri dada"}
{"text": "Sifa"}
{"text": "Hugusia maswala yanayoathiri hisia za mtu binafsi kama vile mapenzi usaliti talaka kifo"}
{"text": "Huwasilishwa kwa njia ya uimbaji unaoandamana na ala ya mziki"}
{"text": "Mzungumzaji huzungumza moja kwa moja na hadhira au aliyeandikiwa rara hiimkewe mpenziwe mwanawe Mungu miungu"}
{"text": "Hutolewa katika miktadha kv mazishi kusifu aliyekufa harusi na Bi Arusi kama ameshinikizwa kuolewa"}
{"text": "Ngonjera"}
{"text": "Mashairi ya kujibizanakulumbanayenye muundo wa kimazungumzo"}
{"text": "Sifa"}
{"text": "Huwa na wahusika wawili au zaidi"}
{"text": "Mhusika mmoja huuliza jambo na mwingine hujibu"}
{"text": "Huendelezwa kwa njia ya wimbo"}
{"text": "Wahusika kupingana mwanzoni"}
{"text": "Wahusika huafikiana kufikiwa mwisho"}
{"text": "Umuhimu"}
{"text": "Majibizano hukuza ubunifu kwa kila mmoja kuonyesha umaarufu"}
{"text": "Kukuza ujasiri wa kuzungumza hadharani"}
{"text": "Kuimarisha stadi ya kuongea"}
{"text": "Kuburudisha hadhira"}
{"text": "Mashairi Mepesi"}
{"text": "Mashairi ya kawaida ambayo hupatikana katika ushairi simulizi"}
{"text": "Hujumuisha mashairi mafupi ya kihisia kimapenzi kusifu na kukosoa watu"}
{"text": "Vigezo vya Uchanganuzi wa Tungo za Ushairi Simulizi"}
{"text": "Kuainisha utungo kimaudhuiaina"}
{"text": "Kuthibitisha ni aina fulani ya utungo wa kishairisifa"}
{"text": "Kutaja sifa zinazojitokeza za ushairi simuliziutungo fulani wa ushairi simulizi"}
{"text": "Muktadha ambamo unaweza kutolewa"}
{"text": "Kuandika mbinu za kifasihi zilizotumiwa katika utungo huo"}
{"text": "Kufafanua sifa za jamii zinazojitokeza katika utungo"}
{"text": "Kuandika majukumu ya aina hiyo ya utungo wa ushairi katika jamii"}
{"text": "Anayeimbanafsi imbi ni nani"}
{"text": "Kuandika maadili yanayojitokeza katika utungo"}
{"text": "Kueleza toni ya utungo huo"}
{"text": "MAZUNGUMZO"}
{"text": "Maongezi ya mdomo yenye usanii"}
{"text": "Sifa"}
{"text": "Huwa maongezi yenye usanii mkubwa"}
{"text": "Hutolewa mbele ya hadhira"}
{"text": "Hutolewa mbele ya hadhira"}
{"text": "Hutolewa kwa njia isiyokera"}
{"text": "Huambatana na sherehe fulani km taabili katika matanga"}
{"text": "Hutegemea sauti na vitendo"}
{"text": "Huhusisha matumizi ya ishara kv za uso mikono na miondoko"}
{"text": "Huhitaji ustadi wa kuzungumza ili kuteka hadhira"}
{"text": "Hutolewa na watu wenye umilisi mkubwa wa lugha"}
{"text": "Vipera vya Mazungumzo"}
{"text": "Hotuba"}
{"text": "Maelezo yanayotolewa mbele ya watu kuhusu mada fulani"}
{"text": "Huhusisha mada maalum sio suala lolote tu"}
{"text": "Umuhimu"}
{"text": "Kuelimisha kwa kupa maarifa ya kukabiliana na maisha kv jandoni na arusini"}
{"text": "Kuadilisha au kutoa nasaha hadharani"}
{"text": "Huimarisha ukakamavu wa kuzungumza kadiri watu wanavyotoa hotuba hadharani"}
{"text": "Kukuza ufasaha na umilisi wa lugha"}
{"text": "Kupalilia kipawa cha uongozi"}
{"text": "Kuelimisha kwa kupatia watu maarifa ya kukabiliana na changamoto za maisha"}
{"text": "Aina za Hotuba"}
{"text": "Risala"}
{"text": "Hotuba inayowasilishwa mbele ya watu kueleza jambo fulani km ya wafanyakazi kwa waajiri wao"}
{"text": "Mhadhara"}
{"text": "Hotuba inayotolewa kwa hadhira fulani kufafanua somo au mada fulani"}
{"text": "Kumbukizi"}
{"text": "Hotuba zinazohusu tukio fulani la kihistoria kuhusu mtu au kitu"}
{"text": "Mahubiri"}
{"text": "Hotuba zinazohusu masuala ya kidini"}
{"text": "Taabili"}
{"text": "Hotuba kuhusu aliyeaga dunia zinazohusu sifa zake nzuri"}
{"text": "Malumbano Ya Utani"}
{"text": "Mazungumzo ya kutaniana"}
{"text": "Aina"}
{"text": "Utani wa mawifi na mashemeji"}
{"text": "Utani wa marafiki"}
{"text": "Utani wa vijana"}
{"text": "Utani wa watoto"}
{"text": "Utani wa marika watu wa hirimu moja"}
{"text": "Wewe ni mweusi kiasi kwamba ukiingia chumbani taa zinazimika"}
{"text": "Utani wa mababumabibi na wajukuu"}
{"text": "Ee mume wangu mbona walala mapema hivi Utawezaje kulilinda boma letu ikiwa wewe ndiwe wa kwanza kujizika kitandani"}
{"text": "Utani wa maumbu ndugu na dada"}
{"text": "Wewe unajifanya jasiri na juzi baba alikukemea kidogo tu ukaanza kutetemeka kama kondoo aliyenyeshewa"}
{"text": "Utani wa mazishi"}
{"text": "Afadhali umekufa tukakuzika sasa maghala yetu yatasalimika"}
{"text": "Utani wa makabilaki ukoo"}
{"text": "Wakikuyu wanapenda pesa kiasi kwamba maiti ikisikia mlio wa sarafu inaweza kufufuka"}
{"text": "Wakamba wa ukoo wa Akanga wanapenda nyama kiasi cha kula kijusi cha mbuzi"}
{"text": "Sifa"}
{"text": "Huwa kati ya watu wawili au makundi mawili ya watu"}
{"text": "Hufanywa kwa kujibizana papo hapo"}
{"text": "Hufanywa kwa njia isiyo ya kuudhi"}
{"text": "Hutumia maneno ya mizaha"}
{"text": "Hutumia lugha ya ucheshi"}
{"text": "Hufanywa na watu wenye uhusiano mzuri"}
{"text": "Huchukua njia ya ushindani kila mmoja akitaka kumpiku mwenzake"}
{"text": "Watanianao huwa wamekubaliana kufanya hivyo"}
{"text": "Hufanyika katika wakati unaofaa sio baada ya kukutana tu"}
{"text": "Huhusisha masimango au kumkumbusha mtu wema uliomtendea"}
{"text": "Hutumia chuku sana kusisitiza au kukejeli sifa fulani hasi"}
{"text": "Huhusisha wakati mwingine utaniaji wa wasiokuwepo ukiambatanishwa na uigizaji wa kuchekesha"}
{"text": "Hutegemea uhusiano ulio kati ya wanajamii au makabila"}
{"text": "Huandamana na sherehe kama matanga"}
{"text": "Umuhimu"}
{"text": "Kuburudisha kutokana na ucheshi"}
{"text": "Kuimarisha urafiki wa watu walio na uhusiano mwema wanaotaniana"}
{"text": "Hustawisha ufundi wa lugha"}
{"text": "Kukashifu tabia hasi kv ulafi uchoyo wivu nk"}
{"text": "Kukosoa wanajamii kwa njia ya kejelidhihaka"}
{"text": "Kuimarisha umoja na ushirikiano kati ya wahusika"}
{"text": "Kuliwaza km unaofanywa wakati wa maombolezo"}
{"text": "Kukuza na kudumisha mila na desturi za jamii"}
{"text": "Kukuza utangamano baina ya watu na wanajamii wanapokuja pamoja na kutaniana"}
{"text": "Kuhimiza watu kujieleza kwa uwazi kwa kupunguza urasmi miongoni mwa wanajaii"}
{"text": "Hudhihirisha uhusiano mwema baina ya watu wa jamii fulani"}
{"text": "Changamoto Sasa"}
{"text": "Mabadiliko katika jamii yaliyosababisha baadhi ya wanajamii kupoteza nyenzo hii"}
{"text": "Kuingiliana kwa watu wa jamii mbalimbali"}
{"text": "Soga"}
{"text": "Mazungumzo ya kupitisha wakati yasiyozingatia mada maalum"}
{"text": "Sifa"}
{"text": "Hutokea baina ya watu wa rika moja"}
{"text": "Humithilisha uhalisia badala ya kuunakili"}
{"text": "Hutumia chuku na kufanywa ljambo lionekane kama halina uhalisia"}
{"text": "Hukejeli watu au hali fulani"}
{"text": "Wahusika ni wa kubuni"}
{"text": "Hutumia vichekesho kupunguza ukali wa ukweli uliomo"}
{"text": "Wahusika hupewa majina ya wanajamii husika"}
{"text": "Huwa na mafunzo au maadili"}
{"text": "Umuhimu"}
{"text": "Kuburudisha kwa kuchekesha"}
{"text": "Kufunza maadili"}
{"text": "Kukejeli matendo yasiyofaa katika jamii"}
{"text": "Kukuza ubunifu baina ya washiriki"}
{"text": "Kufunza kuhusu matendo na tabia za kibinadamu"}
{"text": "Huwa msingi wa utani unaokuwapo katika jamii"}
{"text": "Kuonya na kutahadharisha dhidi ya tabia siyokubalika"}
{"text": "Mawaidha"}
{"text": "Mazungumzo ya kutoa ushauri kuhusu jambo fulani"}
{"text": "Sifa"}
{"text": "Huwasilishwa mbele ya watu"}
{"text": "Hugusia takriban vipengele vyote vya maisha ya binadamu"}
{"text": "Aghalabu hutolewa na watu wenye umri mkubwa"}
{"text": "Hulenga maudhui maalum na ya aina nyingi kutegemea jinsia umri shughuli nk"}
{"text": "Hutumia lugha ya kubembeleza na isiyoonyesha ukali"}
{"text": "Hutumia lugha ya kuathiri hisia"}
{"text": "Huwa na ufasaha mkubwa wa lugha"}
{"text": "Ni mawazo mazito kuhusu maisha"}
{"text": "Hutolewa katika miktadha rasmi na isiyo rasmi"}
{"text": "Ujumbe hulenga hadhira maalum km ya kike au kiume"}
{"text": "Hutumia fani nyingine za fasihi kama methali misemo ngano nyimbo nk kupitisha mawaidha"}
{"text": "Huibua maadili yanayohitaji kuzingatiwa"}
{"text": "Muundo wa Mawaidha"}
{"text": "Utangulizi"}
{"text": "Kutoa kauli ya kuvutia makini ya hadhira kv Utu uzima huenda na uwajibikaji au kueleza kiini cha mawaidha"}
{"text": "Mwili"}
{"text": "Kutoa wosia maonyo maelekezo kutegemea suala analotolea mawaidha akitumia jazanda kupanda na kushuka kwa sauti kimya miondoko kubadilisha kasi ya kuzungumza kudondoa semi za watu maarufu nk"}
{"text": "Hitimisho"}
{"text": "Kuonyesha msimamo kuhusiana na suala analozungumzia"}
{"text": "Kushirikisha hadhira ili kujua msimamo wao kuhusu suala alilowausia"}
{"text": "Hadhira kutoa changamoto kuhusiana na mawaidha yanayotolewa"}
{"text": "Umuhimu wa mawaidha"}
{"text": "Kuelekeza jamii kimaadili"}
{"text": "Kuelekeza kuhusu jinsi ya kukabiliana na changa moto maishani"}
{"text": "Kushauri jinsi ya kutenda jambo fulani"}
{"text": "Kujasirisha waoga na kuwapa ukakamavu"}
{"text": "Kuwaondolea wanajamii ujinga"}
{"text": "Kuhifadhi na kuendeleza mila na desturi za jamii"}
{"text": "Njia ya kipato kwa baadhi ya watu"}
{"text": "Kuelimisha kuhusu maarifa ya kuendeshea maisha majukumu na matarajio ya jamii"}
{"text": "Ulumbi"}
{"text": "Uwezo na ustadi wa kuzungumza kwa uhodari mkubwa"}
{"text": "Miktadha Ambamo Ulumbi Hutumika Katika Jamii"}
{"text": "katika mijadala mbungeni"}
{"text": "katika hotuba za kisiasa"}
{"text": "katika mahubiri maabadini"}
{"text": "katika mijadala shuleni"}
{"text": "kortini"}
{"text": "katika shughuli za kijamii kv posa"}
{"text": "katika saladua"}
{"text": "katika maapizo"}
{"text": "katika malumbano ya utani"}
{"text": "katika majigambovivugo"}
{"text": "Sifa"}
{"text": "Hufanywa mbele ya hadhira"}
{"text": "Huwa na lengo maalum kv kushawishi kuelimisha kushauri nk"}
{"text": "Hutumia tamathali za usemi kwa ufanifu mkubwa kv chuku misemo methali nk"}
{"text": "Lugha huwa yenye mvuto na ufasaha"}
{"text": "Hutumia lugha yenye taharuki na ushawishi"}
{"text": "Unenaji huambatana na utumizi wa ishara viziada lugha"}
{"text": "Uwasilishaji huwa sahili na wenye ujumbe mzito"}
{"text": "Huwa na urudiaji mwingi ili kusisitiza na kuvutia usikivu"}
{"text": "Huwa na matumizi ya taharuki kv mtuo"}
{"text": "Huwa na mtiririko mzuri wa mawazo"}
{"text": "Sifa za Mlumbi"}
{"text": "Asiwe mwoga ili kuweza kuzungumza hadharani"}
{"text": "Asiwe na haya ili kuweza kuzungumzia mambo ya aibu inapobidi"}
{"text": "Awe mchanganfu na mcheshi ili kunasa makini ya hadhira na kuzuia isikinai"}
{"text": "Awe na ufahamu mpana wa utamaduni wa hadhira asitumie maneno na ishara zinazoweza kuwaudhi au kupingana na imani za hadhira"}
{"text": "Awe na uwezo wa kuingiliana vizuri na hadhira ili aivutie"}
{"text": "Awe na kumbukumbu nzuri ili ulumbi wake utiririke vizuri"}
{"text": "Awe na uwezo wa kudramatisha ili kuonyesha picha fulani kv ishara za uso mwili miondoko kuonyesha picha ya analozungumzia"}
{"text": "Awe na ujuzi na ufasaha wa lugha ili kuwasilisha mawazo kwa njia mwafaka na inayovutia"}
{"text": "Aweze kubadilisha toni na kiimbo hadhira isikinai"}
{"text": "Awe na uwezo wa kushirikisha hadhira kv kwa maswali ya balagha ili kuondoa uchovu wa kusikiliza"}
{"text": "Awe na uwezo wa kutumia mtuo wa kidrama ili kuongeza taharuki kusisitiza ujumbe na kuteka makini ya hadhira"}
{"text": "Umuhimu"}
{"text": "Hukuza uwezo wa kujieleza na kusema hadharani kwa kujiboresha kadiri anavyoendelea"}
{"text": "Kigezo cha kuteulia viongozi wa baadaye kwani ushawishi humtambulisha mlumbi kama mwenye uwezo wa kuongoza"}
{"text": "Kuelimisha jamii kwa njia isiyochosha"}
{"text": "Kudumisha umoja na ushirikiano jamii inapokusanyika pamoja kusikilizaulumbi"}
{"text": "Kuhamasisha na kuzindua jamii juu ya suala fulani"}
{"text": "Kushawishi walengwa wakubali jambo fulani"}
{"text": "Kukuza uwezo wa mwanajamii kushawishi na kupatanisha"}
{"text": "Kushawishi watu wapende jambo fulani"}
{"text": "Kuburudisha wasililizaji"}
{"text": "Maapizo"}
{"text": "Maombi maalum ya kumtaka Mungu miungu au mizimu kumwadhibu mhusika hasidi mkinzani au muovu"}
{"text": "Mfano"}
{"text": "Ikiwa kweli wewe ni mkazamwanangu"}
{"text": "Nami ndiye nilompa uhai mwana unoringia"}
{"text": "Anokufanya upite ukinitemea mate"}
{"text": "Chakula kuninyima wajukuu kunikataza ushirika"}
{"text": "Miungu nawaone chozi langu wasikie kilio changu"}
{"text": "Mizimu nawaone uchungu wangu"}
{"text": "Radhi zao wasiwahi kukupa"}
{"text": "Laana wakumiminie"}
{"text": "Uje kulizwa mara mia na wanao"}
{"text": "Usiwahi kufurahia hata siku moja pato lao"}
{"text": "Watalokupa likuletee simanzi badala ya furaha"}
{"text": "Wakazawanao wasikuuguze katika utu uzima wako"}
{"text": "Sifa"}
{"text": "Yalitolewa kwa waliokwenda kinyume na matarajio ya jamii"}
{"text": "Yalifanywa mahali maalum kv makaburini porini chini ya miti mikubwa nk"}
{"text": "Hutolewa kwa ulaji kiapo"}
{"text": "Yalitolewa na mwathiriwa au watu maalum walioteuliwa"}
{"text": "Maapizo huaminiwa yataleta maafa kwa jamii"}
{"text": "Watoaji maapizo walikuwa walumbi"}
{"text": "Maapizo hutumia lugha kali inayonuiwa kutia woga ili kutahadharisha dhidi ya maovu"}
{"text": "Umuhimu"}
{"text": "Kuonya na kutahadharisha wanajamii dhidi ya maovu"}
{"text": "Kutambulisha jamii kwani kila mojawapo ina aina yake ya kuapiza"}
{"text": "Kukuza umoja katika jamii kwani kaida na miiko hufanya wanajamii kujihisi kuwa kitu kimoja"}
{"text": "Kuadilisha wanajamii kwa kujifunza kutenda mema ili kuepuka laana"}
{"text": "MAIGIZO"}
{"text": "Utanzu wa fasihi simulizi unaoambatana na vitendo"}
{"text": "Sanaa ya mazungumzo yanayoambatana na vitendo"}
{"text": "Sifa"}
{"text": "Huwa na watendaji au waigizaji"}
{"text": "Huwasilishwa mbele ya hadhira"}
{"text": "Huwasilishwa mahali maalum kv ukumbini"}
{"text": "Huwasilishwa kwa mazungumzo na matendo"}
{"text": "Waigizaji hujivika maleba yanayooana kutia uhai maigizo"}
{"text": "Matayarisho kabambe hufanywa kabla ya maigizo"}
{"text": "Huweza kuambatana na ngoma pamoja na uimbaji"}
{"text": "Lugha ni yenye ufundi wa juu kv picha mafumbo na tamathali"}
{"text": "Huweza kuambatana na sherehe fulani ya kitamaduni kv jando matanga nk"}
{"text": "Huwasilishwa kwa lugha sahili"}
{"text": "Hujaa taswira zinazoweza kutambulika na hadhira"}
{"text": "Umuhimu"}
{"text": "Kuburudisha wahusika na hadhira"}
{"text": "Kukuza umoja na ushirikiano kwa kujumuisha watu pamoja"}
{"text": "Kuimarisha uwezo wa kuzungumza hadharanikupata ukakamavu jinsi mtu anapoendelea kuigiza"}
{"text": "Kukuza umoja na ushirikiano watu wanapojumuika pamoja kutazama maigizo"}
{"text": "Kukuza uwezo wa kukumbuka kwani mwigizaji huhitaji kukumbuka maneno halisi"}
{"text": "Kukejeli kitendo kisichofaacha kijinga alichofanya mtu"}
{"text": "Njia ya kipatokuwatafutia riziki baadhi ya watu"}
{"text": "Kutoa nafasi kwa watu kudhihirisha vipawa vyao"}
{"text": "Kuonya na kutahadharisha watu dhidi ya kufaya mambo yasiyofaa"}
{"text": "Kuelimisha watu wafahamu jambo fulani kv ukimwi ufisadi nk"}
{"text": "Kukosoa watu wanaofanya kinyume na matarajio ya jamii kv wivu uchoyo nk"}
{"text": "Kupitisha maarifa na amali za kijamii"}
{"text": "Ploti"}
{"text": "Utangulizikutambulisha mgogoro"}
{"text": "Ukuzaji wa mgogoro"}
{"text": "Kilele cha mgogoro"}
{"text": "Usuluhishaji wa mgogoro"}
{"text": "Aina za maigizo"}
{"text": "Maigizo Ya Kawaida"}
{"text": "Maonyesho ya jadi yakiwa yameondolewa kwenye mazingira yake halisi"}
{"text": "Sanaa ya Maonyesho"}
{"text": "Matendo ya kweli yanayojitokeza katika jamii kulingana na mazingira yake halisi km uganga mazishi unyago ngoma nk"}
{"text": "Tofauti"}
{"text": "Maigizo ya kawaida"}
{"text": "Michezo ya Kuigiza"}
{"text": "Maigizo ambayo huwasilishwa na watendaji jukwaani mbele ya watu"}
{"text": "Sifa za Mwigizaji bora"}
{"text": "Awe jasiri ili aweze kuigiza mbele ya watuhadharani"}
{"text": "Awe na ubunifu ili aweze kufanya uigizaji kuvutia na kuondoa ukinaifu"}
{"text": "Awe na ujuzi wa kutumia ishara za uso mwili na miondoko kuonyesha picha ya hali anayoigiza"}
{"text": "Awe na ujuzi na ufasaha wa lugha ili kuwasilisha mawazo kwa njia mwafaka na inayovutia"}
{"text": "Aweze kubadilisha toni na kiimbo kulingana na hali tofauti anazoigiza kv huzuni"}
{"text": "Awe na uwezo wa kushirikisha hadhira kwa maswali ya balagha ili kuondoa uchovu"}
{"text": "Awe na uwezo wa ufaraguzi kubadilisha uigizaji wake papo hapo kutegemea hadhira yake na kutoa mifano inayofahamika kutoka katika mazingira ya hadhira"}
{"text": "Awe anaelewa utamaduni wa hadhira yake ili asitumie maneno na ishara ambazo zinaudhi ama kukinzana na na imani zao"}
{"text": "Vichekesho"}
{"text": "Michezo ya kuigiza inayokusudiwa kuzua kicheko ili kupitisha ujumbe km vioja vitimbi nk"}
{"text": "Sifa"}
{"text": "Vichekesho huigizwa"}
{"text": "Huwasilishwa kwa lugha sahili"}
{"text": "Hujaa taswira zinazoweza kutambulika na hadhira"}
{"text": "Hutumia mbinu ya kejeli kunaya na tashtiti"}
{"text": "Vichekesho huwa vifupi"}
{"text": "Havihitaji uchambuzi wa ndani ili kuvielewa au kupata maana"}
{"text": "Jukumu"}
{"text": "Kuburudisha hadhira kwa kuchekesha"}
{"text": "Kuelimisha kwa kuonyesha jambo la kijinga alilofanya mtu"}
{"text": "Njia ya kuwapatia watu riziki"}
{"text": "Hutumika katika hadithi kuifanya ivutie"}
{"text": "Kukejeli kitendo fulani kisichofaa alichofanya mtu fulani"}
{"text": "Kukashifu matendo hasi ya kijinga"}
{"text": "Kuadilisha ama kutoa funzo fulani la tabia njema"}
{"text": "Ngonjera"}
{"text": "Ngonjera inayoambatana na uigizajiutendaji"}
{"text": "Sifa"}
{"text": "Kuweko kwa uigizajiutendaji kv ishara za uso na mikono"}
{"text": "Huwa na wahusika wawili au zaidi"}
{"text": "Huendelezwa kwa njia ya wimbo"}
{"text": "Mhusika mmoja huuliza jambo na mwingine hujibu"}
{"text": "Wahusika kupingana mwanzoni"}
{"text": "Wahusika hufikia uafikiano kufikia mwisho"}
{"text": "Michezo ya WatotoChekechea"}
{"text": "Michezo inayoigizwa na watoto katika shughuli zao"}
{"text": "Aina"}
{"text": "Mchezo wa baba na mama"}
{"text": "Kuruka kamba"}
{"text": "Kujificha na kutafutana"}
{"text": "Kukimbiza kibaramwezi dhidi ya upepo ili kizunguke"}
{"text": "Mchezo wa baba na mama"}
{"text": "Sifa"}
{"text": "Waigizaji ni watoto"}
{"text": "Huhusu shughuli za kiuchumi na kitamaduni kv arusi siasa ukulima"}
{"text": "Huandamana na nyimbo za watoto"}
{"text": "Huwa na miondoko mingi kv kujificha kuruka"}
{"text": "Huwa na matumizi mengi ya takriri"}
{"text": "Huchezwa popote"}
{"text": "Huwa na kanuni fulani"}
{"text": "Hukoma watoto wakichoka au wakikiuka kanuni"}
{"text": "Umuhimu"}
{"text": "Kufunza watoto majukumu yao ya utu uzima"}
{"text": "Kuwatanguliza watoto katika sanaa ya uigizaji"}
{"text": "Kukuza ubunifu wa watoto kadiri wanapoendelea kuigiza"}
{"text": "Kudumisha utamaduni wa jamii"}
{"text": "Kuburudisha watoto"}
{"text": "Kukuza stadi ya uigizaji miongoni mwa watoto"}
{"text": "Kukuza utangamano miongoni mwa watoto kwa kuwajumuisha pamoja"}
{"text": "Kukashifu matendo hasi ya watu wazima kwa watoto"}
{"text": "Kuwapa watoto ukakamavu na kujiamini wakiwa wachanga"}
{"text": "Majigambovivugo"}
{"text": "Uigizaji ambapo wahusika hujigamba kwa matendo ya kishujaa"}
{"text": "Mfano"}
{"text": "Ndimi Kisoi dume la ukoo mtukufu"}
{"text": "Ulojipamba kwa mabingwa"}
{"text": "Wachezaji hodari wa ngoma"}
{"text": "Ndimi dume liloingia nyanjani"}
{"text": "Makoo yakatetemeka"}
{"text": "Yakangangania ngozi kusakata nani"}
{"text": "Kijiji kizima kilinijua"}
{"text": "Wazee walilienzi"}
{"text": "Wakamiminika kiamboni"}
{"text": "Mabinti kunikabithi"}
{"text": "Sifa"}
{"text": "Aghalabu huambatana na ngoma"}
{"text": "Hujitokeza kujigamba na kisha kuendelea kucheza ngoma"}
{"text": "Anayejigamba hubeba zana zake za vita kama vile mkuki na ngao kuonyesha aliyotenda"}
{"text": "Anayejigamba huvaa maleba kuambatana na jambo analojisifia"}
{"text": "Utambaji"}
{"text": "Usimulizi wa hadithi unaoambatana na uigizaji"}
{"text": "Huwa na matumizi ya vizuizui"}
{"text": "Mazingira"}
{"text": "Uigizaji wa maumbile asilia yaliyozunguka jamii ya watu kv sauti za wanyama"}
{"text": "Kuna matumizi ya viziuzui matawi nk"}
{"text": "Sanaa ya Maonyesho"}
{"text": "Ngoma"}
{"text": "Uchezeshaji wa viungo vya mwili kuambatana na mdundo au miondoko maalum"}
{"text": "Aina"}
{"text": "Ngoma za wanawake"}
{"text": "Ngoma za tohara"}
{"text": "Ngoma za wanaume"}
{"text": "Ngoma za sherehe"}
{"text": "Ngoma za vijana"}
{"text": "Ngoma za unyago na jando"}
{"text": "Ngoma za wazee"}
{"text": "Ngoma za arusi"}
{"text": "Ngoma za kufukuza mapepo"}
{"text": "Ngoma za kuaga mwaka"}
{"text": "Sifa"}
{"text": "Huandamana na muziki na ala ya muziki kv ngoma"}
{"text": "Ngoma huchezewa mahali wazi na penye hadhira"}
{"text": "Wachezaji huvaa maleba maalum kulingana na funzo linalonuiwa"}
{"text": "Huwa na wahusika aina mbili watendaji na watazamaji kwa wakati mmoja"}
{"text": "Huweza kuandamana au kutoandamana na sherehe"}
{"text": "Hutofautiana kulingana na jamii husika"}
{"text": "Umuhimu"}
{"text": "Kuburudisha kwa ufundi wa kucheza kwa kuzingatia miondoko"}
{"text": "Kitambulisho cha jamii kwani kila moja ina aina yake ya ngoma"}
{"text": "Kuhifadhi na kuendeleza tamaduni za jamii husika"}
{"text": "Kukuza uzalendo kwa kuwafanya wanajamii kuionea fahari jamii yao"}
{"text": "Kukuza umoja na ushirikiano kwa kujumuisha watu pamoja"}
{"text": "Kuelimisha kwa kupitisha mafunzo na maarifa"}
{"text": "Matambiko"}
{"text": "Utoaji wa kafara kwa Mungu miungu pepo au mizimu ili wasaidiwe kutatua shida kutoa shukrani au kuomba radhi"}
{"text": "Sifa"}
{"text": "Hutolewa na wazee maarufu walioteuliwa"}
{"text": "Hufanywa nahali maalum kv pangoni mwituni nk"}
{"text": "Huandamana na sala"}
{"text": "Huandamana na utoaji kafara kv kuchinja mbuzi nk"}
{"text": "Huandamana na maombi"}
{"text": "Maigizo Ya Uganga wa Ramli"}
{"text": "Sifa"}
{"text": "Mganga hujitia kujua kwa hivyo vitendo vyake ni maigizo ya uganga wa madaktari"}
{"text": "Mengi katika matendo ya mganga hayana mashiko"}
{"text": "Aghalabu kafara hutolewa"}
{"text": "Waganga wanapopiga bao huvaa maleba kama ngozi vibuyu pembe nk"}
{"text": "Huweza kuwa na fimbo maalum"}
{"text": "Lugha maalum anayodai kuitumia kuwasiliana na misimu"}
{"text": "Mizimu humshauri mganga kuhusu ugonjwa na tiba inayofaa"}
{"text": "Mganga humchanja mgonjwa na kumpa dawa za miti shamba"}
{"text": "Umuhimu"}
{"text": "Wakati mwingine mizizi ya mganga huponya"}
{"text": "Huwapa watu matumaini hasa walio na magonjwa yasiyo na tiba"}
{"text": "Dawa za mganga hupunga mashetani kwa wagonjwa wake"}
{"text": "Hukutanisha ulimwengu wa mizimu na ulimwengu halisi"}
{"text": "Waganga huburudisha wanapoigiza"}
{"text": "Hasara"}
{"text": "Mgonjwa huenda asipone kwani matendo mengi ya mganga ni ya kukisia"}
{"text": "Dawa za uganga zaweza kumdhuru mtu"}
{"text": "Malipo ni ghali na mtu hata aweza kufilisika akitafuta tiba ya ugonjwa usiopona"}
{"text": "Mazingira ya uganga husheheni uchafu mwingi"}
{"text": "Mgonjwa huridhika kwa muda mfupi halafu uhalisia hudhihirika"}
{"text": "Ngomezi"}
{"text": "Uwasilishaji wa ujumbe kwa kupiga ngoma au zana nyingine ya kimziki"}
{"text": "Sifa"}
{"text": "Kuwepo kwa ngoma au ala nyingine kama panda"}
{"text": "Mapigo ya ngoma hueleweka tu na jamii husika"}
{"text": "Mapigo kufuata toni au ridhimu maalum kuwasilisha maneno fulani"}
{"text": "Kuwepo kwa hadhira au wasikilizaji"}
{"text": "Kueleweka kwa mapigo hayo na wanajamii husika pekee"}
{"text": "Makini huhitajika ili kupata midundo"}
{"text": "Aina za ngomezi"}
{"text": "a Taarifa"}
{"text": "Huarifu kuhusu jambo km msimu wa kuanza kutayarisha mashamba kuitwa katika mkutano kazi ya ujima nk"}
{"text": "b Tahadhari"}
{"text": "Hutoa tahadhari kuhusu mavamizi kama wizi wa mifugo vita majanga kama moto mafuriko nk"}
{"text": "c Uhusiano"}
{"text": "Kuita watu kwa sherehe"}
{"text": "Umuhimu wa Ngomezi"}
{"text": "Njia ya mawasiliano kwa jamii zisizojua kusoma"}
{"text": "Husaidia wanaokabiliwa na ugumu wa mawasiliano"}
{"text": "Kuharakisha mawasiliano katika masafa mafupi"}
{"text": "Kutoa taarifa kuhusu matukio fulani km ndoa kifo nk"}
{"text": "Husaidia kupitisha jumbe za dharura"}
{"text": "Kutahadharisha wanajamii kuhusu tukio la hataridharura kv vita gharika nk"}
{"text": "Kuficha siri kwa kuwasilisha ujumbe kwa njia isiyoeleweka"}
{"text": "Kuhifadhi na kudumisha utamaduni wa jamii"}
{"text": "Namna ya kudhihirisha ufundi wa kutumia zana kama ngoma"}
{"text": "Kitambulisho cha jamii kwani kila jamii hupitisha ujumbe kwa mapigo tofauti"}
{"text": "Udhaifu wa Ngomezi"}
{"text": "Si kila mtu anaweza kufasiri ujumbe unaokusudiwa"}
{"text": "Mapigo hayasikiki mbali na hivyo husikika na idadi dogo ya watu"}
{"text": "Mapigo yaweza kuhitilafiana na hivyo kufasiriwa kwa namna tofauti"}
{"text": "Ngomezi za kisasa"}
{"text": "Milio ya ambulensi magari ya polisi na zimamoto"}
{"text": "Kengele za kubisha hodi nyumbani zinazotumia umeme"}
{"text": "Kengele shuleni makanisani nk"}
{"text": "Toni za rununu zinazowakilisha aina mbalimbali za jumbe"}
{"text": "Vingora vya kuashiria moto umetokea katika majumba ya horofa benki hospitalini nk"}
{"text": "Changamoto za Ngomezi katika Jamii ya Sasa"}
{"text": "Mwingiliano wa jamii mbalimbali unaosababisha kutofasiri ujumbe kwa njia moja inayotakikana"}
{"text": "Viwanda na majumba marefu kusababisha kutosikika kwa sauti au milio ya ngoma"}
{"text": "Njia nyingine za kisasa za mawasiliano zinazotumiwa kwa wingi na kwa wepesi"}
{"text": "Uhaba wa zana kama baragumu na zumari zilizokuwa zinatumika"}
{"text": "Mabadiliko ya maisha kuleta ubinafsi na kusababisha wengi kutoitikia wito wa vyombo"}
{"text": "Mivigha"}
{"text": "Sherehe za kitamaduni ambazo hutokea katika kipindi fulani cha mwaka ambazo huonyesha mwanajamii ametoka kiwango kimoja hadi kingine"}
{"text": "Aina za Mivigha"}
{"text": "Sherehe za tohara"}
{"text": "kutoka utotoni na kuingia utu uzimani"}
{"text": "Sherehe za ndoa"}
{"text": "kutoka kapera hadi kuoa"}
{"text": "Sherehe za kutambika"}
{"text": "kutoa sadaka kwa Mungu miungu pepo au mizimu"}
{"text": "Sherehe kutawazwa kwa kiongozi"}
{"text": "kutoka uraia na kuingia katika uongoziutawala"}
{"text": "Shughuli za mazishimatanga"}
{"text": "kutoka uhai hadi ufu"}
{"text": "Sherehe za kuwapa watoto majina"}
{"text": "Sherehe za ulaji kiapo"}
{"text": "Shughuli za posa"}
{"text": "ibada"}
{"text": "Hatua"}
{"text": "Kutoa mtu rasmi kutoka kundi moja la wanajamii"}
{"text": "Kumfundisha majukumu yanayohusiana na wadhifa mpya"}
{"text": "Kumwingiza rasmi katika kundi jingine"}
{"text": "Sifa"}
{"text": "Huandamana na matendo au kanuni fulani mivigha"}
{"text": "Maleba maalum huvaliwa na wahusika kuwatofautisha na hadhira"}
{"text": "Hufanyika kwa kutumia lugha maalum au kimyakimya"}
{"text": "Kuna watu aina tatu watendaji wanaoshiriki kuimba na kucheza wale sherehe inafanyika kwa sababu yao na wanaoshuhudia tu"}
{"text": "Huhusisha vitendo maalum kama kula viapo kutoa kafara kucheza ngoma nk"}
{"text": "Huandamana na utoaji wa mawaidha"}
{"text": "Uigizaji hujitokeza pale mwanajamii anaingizwa katika kundi fulani kutoka jingine"}
{"text": "Huhusisha maombi"}
{"text": "Hufanywa mahali maalum sherehe hiyo inapofanyika km tambiko hufanywa porini au pangoni"}
{"text": "Wahusika huweka ahadi za kutenda wema"}
{"text": "Huwa na mpangilio wa shughuli kuanzia mwanzo kati hadi mwisho"}
{"text": "Umuhimu"}
{"text": "Kuburudisha kwa vile baadhi ya mivigha huhusisha nyimbo ngoma na uigizaji"}
{"text": "Kutoa mafunzo ya utu uzima na elimu ya jadi"}
{"text": "Mivigha ya mazishi huliwaza wafiwa"}
{"text": "Kukuza utangamano miongoni mwa wanajamii kwa kuwajumuisha pamoja katika mivigha yao"}
{"text": "Kuashiria mwanajamii ametoka kiwango kimoja cha maisha hadi kingine"}
{"text": "Kujenga uhusiano bora kati ya jamii na miungu au mizimu"}
{"text": "Kitambulisho cha jamii kwani kila moja ina aina yake ya mivigha"}
{"text": "Kudumisha mila za jamii"}
{"text": "Kuelimisha jinsi ya kukabiliana na changamoto maishani"}
{"text": "Kuadilisha kwa kufunza tabia zinazokubalika na jamii kv uaminifu utiifu nk"}
{"text": "Kukashifu vitendo vya uoga"}
{"text": "Kukuza uzalendo kwa kuhimiza wanajamii kuonea fahari tamaduni zao"}
{"text": "Msingi wa wanajamii kujitambulisha na kuionea fahari jamii yao"}
{"text": "Hasara"}
{"text": "Baadhi ya mivigha huhatarisha afya na maisha kv kutahiri watoto wa kike"}
{"text": "Baadhi ya sherehe hukiuka maadili kama vile kwa kuruhusu matusi hata kushiriki ngono"}
{"text": "Baadhi yaweza kusababisha hasara kama vile kueneza ukimwi kv tohara kwa kisu kimoja"}
{"text": "Huzua tofauti za kijinsia kv mwanamme kujiona bora kuliko mwanamke"}
{"text": "Kuzua utabaka baina ya waliopashwa na wasiopashwa tohara"}
{"text": "Baadhi ya mivigha hukiuka malengo ya kitaifa km ukeketaji ni ukiukaji wa haki za binadamu"}
{"text": "Kunayo hujaza watu hofu kv kufukuza mapepo kunakohitaji kafara ya binadamu"}
{"text": "Baadhi huhusisha ushirikina na hivyo kusababisha uhasama baina ya koo"}
{"text": "Baadhi hugharimu kiasi kikubwa cha pesa na kuifilisi familia"}
{"text": "FASIHI SIMULIZI ZIADA"}
{"text": "Fasihi ni Sanaa inayotumia lugha au maneno katika sura mbalimbali kuwasilisha ujumbe unaomhusu binadamu Kuna aina mbili kuu za fasihi fasihi simulizi na fasihi andishi"}
{"text": "Fasihi simulizi"}
{"text": "Huwasilishwa kwa njia ya mdomo toka kizazi kimoja hadi kingine au masimulizi"}
{"text": "Fasihi andishi huwasilishwa kwa njia ya maandishi"}
{"text": "Tofauti kati ya fasihi simulizi na fasihi andishi"}
{"text": "Fasihi simulizi"}
{"text": "Huwasilishwa na fanani au masimulizi kwa njia ya masimulizi ya mdomo"}
{"text": "Huhifadhiwa akilini na kusambazwa kwa njia ya masimulizi"}
{"text": "Ina uhuru wa kutumia wahusika mbalimbali kama vile binadamu na viumbe vinginevyo"}
{"text": "Ina tanzu nyingi kuliko fasihi andishi kama vile hadithi semi ngonjera ushairi simulizi maigizo"}
{"text": "Ni mali ya jamii nzima inayohusika"}
{"text": "Ni kongwe kuliko fasihi andishi kwani imekuwepo tangu kuwepo kwa binadamu"}
{"text": "Hadhira yake ni watu wote katika jamii watoto wazee vipofu viziwi na kadhalika"}
{"text": "Hubadilika kulingana na mfumo wa jamii"}
{"text": "Ina hadhira ya utendaji"}
{"text": "Ina hadhira hai"}
{"text": "Inaweza kubadilishwa papo kwa hapo ili kukidhi mahitaji ya hadhira"}
{"text": "Fasihi andishi"}
{"text": "Huwasilishwa na mwandishi kwa njia ya maandishi"}
{"text": "Huhifadhiwa kwa maandishi na kusambazwa kwa maandishi"}
{"text": "Ina tanzu chache kama vile riwaya tamthilia hadithi fupi na ushairi"}
{"text": "Mara nyingi wahusika ni binadamu kwani inahusu binadamu na mazingira yake"}
{"text": "Ni mali ya mwandishi aliyetunga"}
{"text": "Fafanua sifa za mtambajifanani wa fasihi simulizi"}
{"text": "Mtambaji anapaswa kuothi sifa zifuatazo ili awe mtambaji bora wa ngano au hadithi"}
{"text": "Kuelewa utamaduni lazima aelewe utamaduni wa jamii husika vizuri"}
{"text": "Uwezo wa ufaraguzi awe na uwezo wa kufaragua au kubadilisha sifa fulani za ngano kutegemea hadhira"}
{"text": "Awe mcheshi ucheshi ni mbinu ya kuvuta nadhari ya hadhira"}
{"text": "Kuifahamu lugha vizuri aelewe maana ya maneno misemo na methali"}
{"text": "Ubingwa wa kuwasilishwa kwa matendo anaweza kutumia ishara za mkono na kuiga miondoko jukwaani ili kuivutia hadhira yake"}
{"text": "Kuwa mlumbi mzuri sauti ni nyenzo kuu ya uwasilishaji wa ngano au utambaji Mtambaji awe anasikika na anaongea lugha kwa namna inayoeleweka na hadhira yake"}
{"text": "Utangulizi Wa Hadithi"}
{"text": "Kuna vitangulizi vya hadithi au fomula"}
{"text": "A Mtambaji Paukwa"}
{"text": "Hadhira Pakawa"}
{"text": "B Mtambaji Paukwa"}
{"text": "Hadhira Pakawa"}
{"text": "Mtambaji Sahani"}
{"text": "Hadhira Ya mchele"}
{"text": "Mtambaji Giza"}
{"text": "Hadhira La mwizi"}
{"text": "C Mtambaji Hadithi hadithi"}
{"text": "Hadhira Hadithi njoo"}
{"text": "D Mtambaji Kaondokea chanjagaa kajenga nyumba kakaa mwanangu mwana siti vijino kama chikichi nitamjengea nyumba na vilango vya kupitia Hapo zamani za kale"}
{"text": "Majukumu ya ufunguzi"}
{"text": "Kuvuta nadhari au makini ya hadhira"}
{"text": "Kubainisha mtambaji wa hadithi"}
{"text": "Kudhihirisha kuwa msimulizi yuko katika ulimwengu wa hadithi wala si kawaida"}
{"text": "Kuitathmini hadhira kama iko tayari kwa hadithi"}
{"text": "Kuashiria mwanzo wa hadithi"}
{"text": "Kubainisha utanzu wa fasihi simulizihadithi"}
{"text": "Kimalizio cha hadithi"}
{"text": "Katika kutamatisha hadithi ni lazima iwe na kimalizio kwa mfano"}
{"text": "Na wakaishi kwa amani milele na milele"}
{"text": "Hadithi yangu imeishia hapo"}
{"text": "Tangu siku hiyo paka na panya wakawa adui"}
{"text": "kweli damu ni nzito kuliko maji"}
{"text": "Alhamdullilahi"}
{"text": "Majukumu ya kimalizio"}
{"text": "Kuashiria mwisho wa utambaji"}
{"text": "Njia ya kupumzisha hadhira"}
{"text": "Kiashiria cha kumwonyesha mtambaji mwengine kuwa anaweza akaanza"}
{"text": "Umuhimu wa hadithi katika fasihi simulizi"}
{"text": "Hadithi hutumiwa kuipatia jamii mwelekeo kuna methali isemayo kuwa mwacha mila ni mtumwa hivyo basi jamii inayopuuza kale yake au fasihi yake hukosa mwelekeo"}
{"text": "Hadithi hutumiwa kuendeleza maadili ambayo huwa kama nguzo kuu ya wanajamii"}
{"text": "Hadithi huonya huelimisha na hushauri jamii Hadithi huwa na wahusika wenye tabia chanya na sifa hasi Wenye sifa chanya huweza kuangaliwa kama kielelezo kizuri cha jamii na wenye sifa hasi wanafaa kupuuzwa"}
{"text": "Hutumiwa kurithisha jamii elimu na thamani muhimu kutoka kizazi kimoja hadi kingine"}
{"text": "Hutumiwa kama burudani"}
{"text": "Kuendeleza uhusiano uliopo kati ya wanajamii na hasa uhusiano wa kushirikiana"}
{"text": "Kukuza uwezo wa kumbukizi"}
{"text": "Kuendeleza ufahamu"}
{"text": "HADITHINGANO"}
{"text": "Ni hadithi za kimapokeo ambazo zimerithishwa na hupokezwa kutoka kizazi kimoja hadi kingine"}
{"text": "Sifa za ngano"}
{"text": "Kuwepo kwa mianzo maalum kwa mfano hapo zamani za kale"}
{"text": "Kurithishwa kutoka kizazi kimoja hadi kingine"}
{"text": "Uwezekano wa kubadilisha kwa sehemu fulani hutegemea hadhira inayohusika"}
{"text": "Kuwepo kwa maadili au funzo ambalo liko wazi ama linaloweza kuashiriwa kwa kuwepo kwa methali misemo au kauli fulani"}
{"text": "Kuwa na matumizi ya urudiaji kama vile wimbo vifungu au maelezo"}
{"text": "VIPERA VYA HADITHI"}
{"text": "Ngano za kibunifu"}
{"text": "1 HekayaAyari"}
{"text": "Ayari ni mdanganyifu au mtu anayetumia ujanja kimsingi ngano za ayari zina uhusisha mhusika ambaye anajifanya rafiki huku akiwa na dhamira ya kujinufaisha mwenyewe"}
{"text": "Ni ngano ambapo mhusika mmoja anatumia hila au ujanja kulaghai wengine"}
{"text": "Sifa za hekaya"}
{"text": "Ni masimulizi ya moja kwa moja kwa lugha nathari"}
{"text": "Wahusika wake wakuu huwa sana sana sungura na Abunwasi"}
{"text": "Matendo yao huwa yamejaa ujanja"}
{"text": "Kisa huwa kifupi"}
{"text": "Werevu na ujanja hujitokeza bayana kisani"}
{"text": "Mara nyingi mafunzo huwa hekima maadili na mienendo ya jamii kwa kuonyesha hila na ujanja"}
{"text": "Werevu unashinda"}
{"text": "Mfano"}
{"text": "Hapo zamani za kale paliondokea sungura na jirani yake Mtajika Mtajika alikuwa na mali nyingi kama vile sufuria kubwa za kuwapikia wageni naye Sungura alikuwa na visufuria vidogo Siku baada ya siku Sungura alikuwa akiazima sufuria kwa Mtajika anaporejesha ile sufuria baada ya kukaa nayo kwa majuma kadhaa anairejesha na nyingine ndogo Mtajika akamuuliza Mbona umekawia kunilete sufuria yangu jameni Sungura akamjibu kwamba sufuria yako ilikuwa ikizaa ndio maana nimekuletea hii ndogo ambayo ni mtoto wa sufuria yako Mtajika alifurahi na kutabasabu kama kibogoyo aliyeota meno wakati wa mlo wa nyama Siku mosi Sungura alipata wageni wengi na alikuwa na mpango wa kugura eneo hilo Alimwendea Mtajika na kumwazima sufuria ile kubwa kabisa ili akawapikie wageni wake Baada ya majuma mawili Sungura alirejea kwa Mtajika huku akionyesha masikitiko usoni Sufuria yangu i wapi Mtajika aliuliza kwa ukali Sungura akamjibu Ilikufa ikiwa inajifungua kwani chochote ambacho kina uwezo wa kuzaa pia hufa"}
{"text": "Umuhimu Wa Hekaya"}
{"text": "Kutoa maadili kwa wanajamii ili waache kuwatendea wenzao ujanja na kuwalaghai"}
{"text": "Hufunza watu kuhusu matendo mema"}
{"text": "Huonya dhidi ya upumbavu"}
{"text": "Hufunza kuwa katika ulimwengu uliojaa hila na udanganyifu silaha ni maarifawema na maadilifu"}
{"text": "2 KhurafaHurafa"}
{"text": "Ni hadithi zinazohusisha wanyama kama wahusika"}
{"text": "Sifa"}
{"text": "Huwa na wahusika wanyama"}
{"text": "Wanyama hupewa sifa za binadamu"}
{"text": "Wanyama huwakilisha binadamu wa kawaida"}
{"text": "Huonyesha maadili katika jamii"}
{"text": "Mifano"}
{"text": "Kuchakulo na Nyani"}
{"text": "Hapo kale Kuchakulo alikuwa akiishi mahali palipokuwa na nyani wengi Nao hao nyani walikuwa wamezoea kumcheka Kuchakulo kila alipopita karibu nao Tabia hii ilimwudhi sana kuchakulo Kwa muda alikaa akifikiria njia ya kuwaadhibu nyani hawa Siku moja jawabu likamjia Akaenda mpaka mwituni ambako alipata zabibu tamu sana akazitia katika mfuko mmoja Katika mfuko ule ule akatia changarawe Akaenda moja kwa moja mpaka mahali nyani walipokuwa wamekaa kwa furaha Akaingiza mkono wake mfukoni na kuzitoa zabibu Akazitafuna na huku akisema Haaa Meno ya wavulana huzisaga hizi changarawe mpaka unga Angalieni"}
{"text": "Akazitoa zabibu na kuzitafuna"}
{"text": "Wale nyani kuona vile wakamwendea wakisema"}
{"text": "Hebu tupe na sisi tusisage kwa meno"}
{"text": "Kuchakulo akaingiza mkono mfukoni na badala ya kuzitoa zabibu akatoa changarawe na kuwapa Nyani kujaribu kutafuna wakaumwa na meno na kuzitema chini Kuchakulo akaendelea kuzitoa zabibu kwa akili na kuzitafuna Hao nyani waliiona hiyo ajabu wakamwuliza kile kinachomfanya yeye aweze kutafuna kwa urahisi bila kuyaharibu meno na wakati wao hawawezi"}
{"text": "Kuchakulo kwanza alicheka kisha akayatema mate chini na kuwaambia Msinichezee mimi nimetahiri na ninyi bado Meno ya mtu aliyetahiri ni magumu na anaweza kutafuna hata mawe"}
{"text": "Akatoa zabibu tena akizitafuna Baru Baru Baru Huku akiwaangalia nyani kwa dharau Lo Wale nyani wakashangaa sana Wakaanza kuangaliana kisha wakamwuliza kuchakulo Sasa twambie tutafanyaje ili tuweze kutafuna zabibu kama wewe"}
{"text": "Kuchakulo akawaambia Hakuna dawa nyingine ila kutahiri tu"}
{"text": "Nyani wakamwambia awaletee ngariba wa kuwatahiri wawe kama yeye Wakapanga siku ya kumleta huyo ngariba Kuchakulo alimwendea chui na kumwambia Bwana chui kila wakati nasikia wanitafuta uniue Nikikupatia nyani uwafanye kitoweo chako utanifaa namna gani Chui akamwambia Mimi hupenda sana nyama ya nyani na ukinipatia hata mmoja urafiki wetu utadumu"}
{"text": "Kuchakulo na chui wakapanga mahali watakapokutana akiwa na wale nyani Kuchakulo akawaendea nyani na kuwaambia Nimempata mtu hodari sana wa kutahiri na amekubali kufanya kazi hiyo bure ili awasaidie Nyani kusikia hawatalipa kitu wakafurahi sana wakawaendea wengine na kuwapasha habari Siku ile iliyopangwa na kuchakulo na chui ikaonekana inawafaa vile vile Siku ilipofika kuchakulo alimwendea Chui kumwambia Nifuate"}
{"text": "Chui alimfuata mpaka mahali palipokuwa na pango lenye giza akaachwa ndani Halafu Kuchakulo aliwaendea nyani na kuwaleta kwenye uwanja uliokuwa karibu na pango lile Walipokwisha kujipanga Kuchakulo akawaambia Mtakuwa mkija mmoja mmoja mpaka yule wa mwisho"}
{"text": "Kuchakulo kaenda tena ndani ya pango na kumwambia Chui ajiweke tayari Ikawa kazi ya Kuchakulo ni kumpelekea mmoja mmoja akiimba wimbo huu"}
{"text": "Vumilia Vumilia"}
{"text": "Huwezi kufa"}
{"text": "Vumulia vumilia"}
{"text": "Uondolewe utoto"}
{"text": "Hakuna kulia au kufanya kelele"}
{"text": "Vumulia tu ufanywe mtu mzima"}
{"text": "Kufika pangoni nyani aliingia peke yake na kuchakulo akaachwa mlangoni Nyani alipofika ndani alimkuta Chui amejiweka tayari kumvunja shingo na kumtupa ndani kabisa mvunguni"}
{"text": "Mtindo huu uliendelea mpaka karibu kumfikia nyani wa mwisho Kila wakati alipompeleka mmoja alikuwa akiimba wimbo ule wake Walipokuwa wamebaki wawili tu wakamshuku kuchakulo"}
{"text": "Mmoja akamwambia mwingine Wewe ukifika mlangoni uangalie vile wale wenzetu wanavyofanywa ili tujue yanayofanyika"}
{"text": "Kuchakulo akaja tena na kumwambia Twende unasitasita nini Je unaogopa"}
{"text": "Yule nyani hakutaka kumwonyesha anashuku kitu Kuchakulo akaanza Vumilia vumilia Huwezi kufaHeeeeeeeeeee Huuuuuuuuuuuu Haraka twende"}
{"text": "Yule nyani kufika mlangoni akasimama akainama na kuangalia ndani Kwa mwangaza kidogo akamwona Chui Mkubwa mwenye madoadoa ya manjano na meusi anamkodolea macho Kuangalia uvunguni akawaona wale wenzake wote wamelala wamekufa fo fo fo Akaondoka mbio mpaka alimpomwacha mwenzake na wote wakatimua mbio wakatokomea msituni Kuchakulo alijaribu kuwafukuza asiwapate akarudi kwa Chui Chui akamshukuru sana akimpigapiga mgongoni na kumhakikishia kuwa urafiki wao utadumu"}
{"text": "Kuchakulo akamwacha Chui na mizoga ya nyani na kurudi nyumbani"}
{"text": "Wale Nyani wawili ndio waliowazaa nyani tunaowaona siku hizi na tangu siku ile hawajadhubutu kumcheka tena kuchakulo"}
{"text": "Mfano 2"}
{"text": "Nyani na Mamba"}
{"text": "Hapo zamani paliondokea nyani na mamba amboa walikuwa marafiki wa kufa kupona wallishi katika kijiji cha mla chake Maskani ya mamba yalikuwa majini nayeo ya nyani yalikuwa mitini Siku moja mamake maba aliugua maradhi yasyokuwa na tiba alipoenda kwa mganga alielezwadawa ilikuwa figo ya nyani Aliprejea nakumsimulia nyani kuhusu masaibu ya mamake nyani alipigwa na mshangao na akajua maisha yake yamo hatarini Alipanga safari ya kwenda katika kijiji kilochokuwa upande mwingine wa mto alimjia rafikiye Mamba na kumjuza kwamba kuna figo nyingi upande ngambo ile nyingine na hivyo alimwomba mamba ambebe hadi wavuke mto ili akamchukulie figoMamba kusikia hivyo alimbeba hadi wakuvuka mto Nyani alipovuka mto aliupanda mti uliokuwa karibu na akuonekeana tena"}
{"text": "Umuhimu wa khurafa"}
{"text": "Humwezesha msimulizi na hadhira yake kusema mambo ambayo kwa kawaida ingekuwa muhali kuyatamka hadharani"}
{"text": "Huwakashifu binadamu bila kuudhi mmoja kati ya hadhira"}
{"text": "Husaidia katika kupiga chuku mambo yanayotendwa na binadamu na hivyo kuwakosoa"}
{"text": "Huwakilisha sifa za binadamu kama vile ulafi"}
{"text": "3 Ngano za mazimwi"}
{"text": "Ni hadithi ambazo huwa na mazimwi kama wahusika wakuu Zimwi ni kiumbe ambacho ni zao la akili ya binadamu Zimwi linapofananishwa na bidanadamu hupewa sifa fulani zinazojitenga na binadamu wa kawaida kama vile kuwa na jicho moja mikono mingi na miguu kubwa ajabu"}
{"text": "Sifa za mazimwi"}
{"text": "Ni ujumbe wa kuogofya"}
{"text": "Kila wanapopata nafasi huwatesa wanadamu"}
{"text": "Huwa na sifa zinazojitenga na wanadamu wa kawaida kama vile macho matatu"}
{"text": "Ni wenye uwezo kuliko binadamu"}
{"text": "Ni wajinga binadamu huweza kuwashinda kwa sababu ya ujanja wao"}
{"text": "Kiwango cha taharuki ni cha juu"}
{"text": "Hujumuika na binadamu katika ndoa densi na vita"}
{"text": "Ni wadanganyifu na huwa na akili ya binadamu"}
{"text": "Umuhimu wa ngano za mazimwi"}
{"text": "Huonyesha ubunifu wa binadamu wanabuni mazimwi kwa mawazo yao"}
{"text": "Kukemea ukatili katika jamii"}
{"text": "Kuonyesha kuwa wema hushinda uovu kila mara"}
{"text": "Kuhimiza moyo wa ushujaa"}
{"text": "Kukaza uwezo wa kufikiri miongoni mwa watoto kupitia fantansia"}
{"text": "Kuburudisha"}
{"text": "Kusifu wema"}
{"text": "Kuendeleza uhusiano katika jamii"}
{"text": "Kuboresha uwezo wa kukumbuka"}
{"text": "4 Ngano za usuli"}
{"text": "Husimulia visa vinavyoeleza asili ya vitu kimaumbile au hali fulani"}
{"text": "Aghalabu sifa fulani za ndege au wanyama huelezwa"}
{"text": "Sifa za ngano za usuli"}
{"text": "Huchukuliwa na wanajamii kuwa ukweli"}
{"text": "Ni maarufu miongoni mwa jamii nyingi"}
{"text": "Huonyesha uhusiano wa karibu sana kati ya binadamu na wanyama"}
{"text": "Huwa na mwelekeo wa kihistoria"}
{"text": "Umuhimu"}
{"text": "Kueleza dhana ambazo ni nzito kueleza kisayansi"}
{"text": "Kuelezea utamaduni wa jamii"}
{"text": "Kukuza uwezo wa kufikiria"}
{"text": "Kwa mfano kwa nini harage lina jicho moja"}
{"text": "Kwa nini fisi ana madoadoa"}
{"text": "KWA NINI KUKU HUCHAKURACHAKURA"}
{"text": "Hapo zamani palitokea kuku na mwewe Ndege hawa walikuwa masaibu wakufa kuzikana  Waliishi pamoja kwa miaka na mikakaWalishirikiana na kusaidiana kwa lolote lililotokea la majonzi na la furaha Walishirikiana katika kazi zote zilizowahusu Kila mmoja wao alikuwa na bidii ya mchwa walipofanya kazi Waligawana kazi mbalimbali na kuzifanya bega kwa bega Kazi ya mwewe ilikuwa kutafuta chakula chao cha kila siku naye kuku alikuwa na wajibu wakuwatunza watoto wao Alihitajika kuwapa chakula cha kutosha na kuhakikisha walitulia Kuku pia alihitaji kuwaamsha wengine kulipokucha Ndege hawa waliishi pamoja kwa amani utulivu na ushirikiano bila ya kukumbwa na tatizo lililowashinda kutatua waliahidiana kuwa wangekuwa marafiki hadi kifo chao Urafiki wao wa chanda na pete uliwafanya walale njaa nyakati zingine ili watoto wapate chakula cha kutosha Sikumoja kuku na mwewe walialikwa katika karamu Fulani na ndege wenzao Walitarajia kwenda karamuni pamoja na watoto wao Mwewe aliandaa wanawe na kuhakikisha kuwa walikuwa tayari kwa karamu hiyo kubwa Kuku aligundua kuwa vifaranga wake walikuwa na kucha ndefu zilizoonekana mbaya Aliamua kumwomba mwewe wembe Tafadhali nipe wembe nikatie wanangu kucha"}
{"text": "Haya chukuaHakikisha umeuregesha la sivyoAlipoupokea wembe alimshukuru rafikiye kasha akaanza kukata kucha za vifaranga wake Alikata kucha za vifaranga watatu vizuri lakini alipokuwa akimshughulikia wa nne wembe ulimponyoka ukaanguka Alijisemea kwa masikitiko Ole wangu mie wembe wa mwewe nitaupata wapi Mwewe alipomaliza kujitayarisha alimwita kuku waende karamuniKuku aliyekuwa na wasiwasi alikataa kwenda huku akisingizia maumivu mwilini Mwewe aliwachukua wanawe na kujiendea karamuniBaada ya mwewe kuondoka kuku alirudi nje na kuanza kuchakura chakura chini mahali alipokuwa akiwakatia vifaranga kucha Alitafuta hadi machweo bila kufuadafu Mwenye wembe aliporejea alimwulizaKulikoni ndugu kuku"}
{"text": "Ah eh wembe wajua wembe wako u u u"}
{"text": "Wembe umefanya nini Isijekuwa umeupoteza"}
{"text": "Kwa kweli ndio umepotea"}
{"text": "AkaHujui wewe huo wembe ni mmoja kama roho Lazima nitwae fidia"}
{"text": "Nitawala vifaranga wako mmoja hadi uniregeshee wembe wangu"}
{"text": "5 Ngano za mtanziko"}
{"text": "Hadithi ambazo wahusika au mhusika hupambana na hali ambapo analazimika kufanya uteuzi mgumu yaani kuna hali mbili au zaidi zilizo gumu Huweza pia kuhusisha kufanya uamuzi fulani aghalabu kimaadili"}
{"text": "Sifa za ngano za mtanziko"}
{"text": "Huishia kwa swali ambalo mtambaji analiachia hadhira ijibu au iliwazie na kulitafutia uvumbuzi"}
{"text": "Hukusudiwa kuipevusha jamii kwa kuikuza na kuendeleza uwezo wao wa kufanya uamuzi fulani"}
{"text": "Huweza kuzua mijadala miongoni mwa wanajamii pamoja na kuukuza uwezo wa kushiriki kwenye majadiliano au mazungumzo ya kimjadala"}
{"text": "6 Istiara"}
{"text": "Hadithi ambayo huwa na maana mbili uwazi na ufiche Ile maana wazi huificha maana ya pili ambayo kueleweka kwake huhitaji ufahamu fulani wa muktadha wa hadithi yenyewe Wahusika na matukio yaliopo huwa kama mlinganisho wa hali nyinginezo huwa kama sitiari yaani vinasimamia watu halisi"}
{"text": "7 Soga"}
{"text": "Ni hadithi ndogo ndogo zinazohusisha utani na ucheshi kwa kiasi Fulani kimsingi soga hutumiwa kwa akili ya kuchekesha kukejeli au kuumbua au kufanyia dhihaka Hata hivyo katika ucheshi huo mna mafunzo muhimu kwa binadamu"}
{"text": "Sifa za soga"}
{"text": "Wahusika huwa ni wa kubuni"}
{"text": "Wahusika hupewa majina ya watu wanaopatikana katika jamii"}
{"text": "Huwa na ukweli fulani unaowaumiza na unaowahusu wanajamii"}
{"text": "Ucheshi au vichekesho vinavyotumiwa huwa muhimu kama njia ya kupunguza ukali wa ukweli uliomo"}
{"text": "Hujengwa kwenye tukio moja"}
{"text": "Kwa mfano"}
{"text": "Katika kijiji kimoja paalishi Nafula na bintiye Esikoni Esikoni alikuwa mrembo wa kupindukia na kila mvulana alitafuta mbinu ya kumtongoza kwani ilikuwa muhali kumpata Nafula alikuwa amemwonya mara kadhaa dhidi ya kucheza na wavulana Siku ya Jumapili Adela ambaye alikuwa jirani wao aliamua kwenda kuazima kisu kwa bahati nzuri alikutana na Nafula akienda kanisani akamweleza  Nafula nimetumwa nije uniazime kisu Nafula akamweleza Nenda umwambie Esikoni akupe Adela akaenda mbio kufika tu akamweleza Esikoni Leo umeambiwa na Mamako unipe Esikoni akashangaa na kusagaa akamwuliza Adela  Nikupe nini Adela bila kupoteza wakati akamwita Nafula kwa sauti kwani hakuwa ameenda mbali  Nafula Nafulaeee amekataa naye Nafula akamjibu  Esikoni Esikoni mpeeee"}
{"text": "Umuhimu wa soga katika jamii"}
{"text": "Kukejeli matendo ya binadamu ambayo huwa na matokeo mabaya au yasiyofaa katika jamii"}
{"text": "Huwaelekeza wanajamii kwenye mambo au tabia inayofaa au inachukuliwa kama msingi mzuri kwa matendo ya binadamu"}
{"text": "Huwasilisha mafunzo fulani kuhusu matendo na tabia ya binadamu"}
{"text": "Ni msingi wa burudani hata kutokana na utani na ucheshi wake"}
{"text": "Huonyesha utani uliopo katika jamii"}
{"text": "8 Mbazivigano"}
{"text": "Ni hadithi ambazo huwa za kimafumbo na mafunzo hutolewa kwa kutumia kielelezo hasa wakati wa maongezi zina wadhifa wa kama methali"}
{"text": "Sifa za mbazi"}
{"text": "Hutolewa kama kielelezo"}
{"text": "Kusudi ni kumkanya kuwelekeza kuadhibu na hata kumfunza anayesikiliza"}
{"text": "Hadhira hujifunza kutokana na masaibu yaliyowafika wahusika wa hadithi hiyo"}
{"text": "Mifano kutoka bibiliani"}
{"text": "Kwa mfano"}
{"text": "Kulikuwa na mpanzi aliyetawanya mbegu nyingine zikaanguka miibani na nyingine kwenye mawe na nyingine kwenye udongo wenye rotuba Zilizoanguka kwenye mawe zililiwa na ndege zilizoanguka miibani zikamea lakini zikabanwa na magugu na zilizoanguka kwenye udongo wenye rotuba zikamea zikazaa"}
{"text": "9 Ngano za kichimbakazi udhubahi"}
{"text": "Ni hadithi ambazo aghalabu hujifunza kwa matendo ya mhusika ambaye hukumbana na matatizo ya kila aina ambayo uhusisha matendo ya kimaumbile lakini mwishoe huishi maisha ya raha mfano katka bibilia Yohana kisa cha Nelson Mandela"}
{"text": "Sifa"}
{"text": "Maajabu uchawi uganga itikadi huchukua sehemu kubwa sana kisa maarufu za sinderela"}
{"text": "10 Mchapo au kidahizo"}
{"text": "Huwa ni kisa kifupi kinachomhusu mtu au tukio fulani Aghalabu wahusika wanaopatikana kitaka mchapo huwa na maana ya ziada"}
{"text": "Pasta na mhumini"}
{"text": "Siku moja Mritu alimwendea pasta amwombee ili apate bwana pasta akamjuza awe akienda kanisani jioni kuomba na anapoomba asikize sauti ya mungu toka juu Siku moja pasta alijificha darini akamsikiza Mritu akiomba ndiposa pasta akamjibu akiwa amebadili sauti yake Toka nje na baada ya dakika kumi urejee utampata bwana wako ameketi humu kanisani Mritu alitoka nje naye pasta akashuka toka kwa darini na kuketi pembeni Mritu aliporejea alipigwa na butwaa kuona mungu amempa pasta"}
{"text": "B NGANO ZA KIHISTORIA"}
{"text": "1 MighaniMigani"}
{"text": "Huzungumzia watu ambao ni mashujaa katika jamiiWalitenda matendo ya kishujaa hutokana na watu waliowahi kuishi"}
{"text": "Sifa za mighani"}
{"text": "Huzungumzia matukio ya kihistoria na wahusika waliowahi kuishi au wanaoaminiwa waliishi"}
{"text": "Matendo ya wahusika hupewa sifa ambazo zinapita uwezo wa kawaida wa binadamu"}
{"text": "Chuku hutumiwa katika utambaji wake"}
{"text": "Huwa na ukweli wa kihistoria"}
{"text": "Wanajamii wanaamini matendo ya mighani ni ya kweli"}
{"text": "Kila jamii ina mighani yake"}
{"text": "Aghalabu majagina huwa na siri ya nguvu na uwezo wao"}
{"text": "Hatima ya wahusika huwa ni kifo kisicho cha kawaida"}
{"text": "Majagina mara nyingi huwindwa na maadui zao"}
{"text": "Umuhimu wa mighani"}
{"text": "Ni njia moja ya kupitisha au kuitunza historian ya jamii"}
{"text": "Ni njia ya kutukuza matendo ya kishujaa"}
{"text": "Hutumiwa kukuza ujasiri na ukakamavu wa kijamii"}
{"text": "Huburudisha"}
{"text": "Huelimisha wanajamii kuhusu maisha"}
{"text": "Hufunza utamaduni"}
{"text": "Hukuza lugha"}
{"text": "Hufunza maadili ya jamii"}
{"text": "2 Visasili"}
{"text": "Neno visasili huwa ni ufupisho wa visa vya asili Ni sawa na visa viini Hii hadithi hueleza chanzo cha mambo yaani jinsi kitu au watu walivyopata kuwepo"}
{"text": "Sifa"}
{"text": "Masimulizi ya kuelezea asili ya vitu watu au matukio mbalimbali"}
{"text": "Yaweza kuwa hadithi ya sasa au ya kale"}
{"text": "Wahusika huwa binadamu au wanyama"}
{"text": "Visa asili vinafungamana na imani ya kidini ya jamii hasa hadithi zinazohusu asili ya watu yaani jinsi kundi fulani la watu lilivyoanza"}
{"text": "Kila jamii ina kisa asili chake na inakiamini"}
{"text": "Umuhimu wa visasili"}
{"text": "Hueleza utaratibu wa kutekeleza desturi kwa mfano jinsi ya kutoa kafara"}
{"text": "Hueleza chanzo au asili ya tabia au hata watu fulani"}
{"text": "Huhalalisha baadhi ya mila kwa mfano utoaji wa mahari"}
{"text": "Husaidia katika kukitisha mizizi tabia fulani ya watu na vitu vinavyowazunguka"}
{"text": "Huhimiza maadili ya jamii na imani zake"}
{"text": "3 Shajara"}
{"text": "Hutumiwa kuelezea maelezo ya matukio au matendo ya mtu au watu fulani kwa mujibu wa kutoka kwake"}
{"text": "Shajara hueleza jinsi matukio hayo yanavyotokea kila siku"}
{"text": "Huwa ni hifadhi ya matukio kwa kutegemea siku hadi siku"}
{"text": "4 Tarihi"}
{"text": "Ni hadithi fupi zinazosimulia matukio muhimu ya kihistoria Matukio yanaweza kuwa ya huzuni au ya furaha Lengo lake ni kuikumbusha jamii mambo yaliyotukia Inawezekana matukio yanayosimuliwa yakawa ya kweli yaani yaliwahi kutokea"}
{"text": "5 Kumbukumbu"}
{"text": "Ni neno linalotumiwa kuelezea maelezo au hadithi za matukio yanayohusishwa na jamii au mtu fulani Kwa kiasi kikubwa huwa pana mwelekeo mkubwa wa kuyaangalia maisha ya mtu huo au jamii hiyo yaani wasifu"}
{"text": "UTANZU WA MAIGIZO"}
{"text": "Utangulizi"}
{"text": "Maigizodrama huwa mazungumzo yanayoambatana na matendo Wahusika huigiza maneno matendo na tabia ya watu fulani Nia huwa ni kuburudisha na kupitisha ujumbe fulani Maigizo hupatikana katika tanzu nyingine za fasihi simulizi ya kiafrika kama vile katika hadithi mtambaji huambatana na matendo Uigizaji pia hupatikana katika ushairi simulizi kama vile ngonjera majigambo tendi na mazungumzo kama vile soga ulumbi na malumbano ya utani"}
{"text": "Vipera Vya Maigizo"}
{"text": "michezo jukwaani"}
{"text": "Michezo ya watoto"}
{"text": "Vichekesho"}
{"text": "Matambiko"}
{"text": "Ngomezi"}
{"text": "Miviga"}
{"text": "Sifa za maigizo"}
{"text": "Hutolewa mbele ya hadhira"}
{"text": "Uigizaji huhitaji mandhari maalum ya utendaji"}
{"text": "Hufungamana na shughuli za jamii kama vile mtambaji wa hadithi na sherehe za miviga kama jando harusi na matanga"}
{"text": "Sharti kuwe na tendo la kuigiza ambalo lina matendo ya watu na viumbe wengine kwa nia ya kuelimisha kukashifu kusifu na kuburudisha"}
{"text": "Waigizaji wanavaa maleba yanayooana na hali wanayoigiza"}
{"text": "Maigizo huigiza hali ya maisha ya jamii kisiasa kiuchumi na kitamaduni kwa nia ya kuonyesha mafanikio udhaifu na migogoro katika nyanja za maisha"}
{"text": "Huwa na muundo mahususi na mtiririko wa matukio tangia mwanzo ukuzaji wa migogoro kilele na usuluhishaji"}
{"text": "Maigizo yaweza kuandamana na ngoma pamoja na uimbaji au ukariri wa tungo za kishairi"}
{"text": "Umuhimu wa maigizo"}
{"text": "Huburudisha watazamaji na waigizaji wenyewe Burudani hii mara nyingine hupumbaza"}
{"text": "Huhifadhi na kuendeleza utamaduni wa jamii kama vile upashaji tohara matambiko majigambo ngoma miviga na michezo ya watoto hudumishwa kupitia maigizo"}
{"text": "Ni kitambulisho cha jamii kila jamii ina Sanaa ya maigizo ya jamii husika Miviga na sherehe za arusi na mazishi hutofautiana kutoka jamii moja hadi nyingine"}
{"text": "Hukuza umoja na ushirikiano wa watu wanapojumuika kushiriki katika maigizo Hao hujitambulisha kama jamii moja"}
{"text": "Ni nyenzo za kupitisha maarifa na amali za jamii kupitia michezo ya jukwaani"}
{"text": "Husawiri mtazamo wa jamii kuhusu masuala mbalimbali kama vile woga wizi na usaliti"}
{"text": "Hukuza ubunifu madhalan watoto wanaposhiriki michezo ya watoto hujifunza kubuni michezo wakiwa wachanga na pia Sanaa ya uigizaji"}
{"text": "Hukuza kipawa cha uongozi katika michezo huweza kujifunza stadi za uongozi"}
{"text": "Ni njia ya kuimarisha urafiki Kwa vile mizaha na utani katika malumbano hukuza urafiki na uhusiano bora"}
{"text": "Huongoza jamii kupambana na na mazingira wanamojipata Kutegemea imani ya wanajamiimatambiko yanaweza kuondoa matatizo katika jamii kama vile njaa ugonjwa na ukame kwa kuomba Mungu"}
{"text": "Maigizo huelimisha kupitia maudhui na hulka za waigizaji na kushauri nafsi zao kuiga au kukashifu hulka hizo"}
{"text": "Malumbano ya utanimchongoano"}
{"text": "Ni kufanyiana dhihaka ili kuchekesha watu Wanajamii wanaweza kutaniana kwa namna ifuatayo"}
{"text": "Utani wa mababumabibi na wajukuu"}
{"text": "Utani wa marafiki"}
{"text": "Utani wa ukoo makabila"}
{"text": "Utani wa rika moja"}
{"text": "Sifa za malumbano ya utani"}
{"text": "Malumbano ya utani hufanywa na watu wawili au makundi mawili ya watu wanapokutana hata hivyo kila utani una msingi na mpaka wake"}
{"text": "Watu wenye uhusiano mzuri ndio hutaniana watani hufanya mizaha ambayo inadhibitishwa na masharti yanayotawala uhusiano wao Baadhi ya makabila hutaniana mazishini"}
{"text": "Malumbano ya utani inaweza kuwa kati ya makabila marafiki wajukuu na mababu wajukuuu na mabibi bwana na bi harusi Katika malumbano ya utani mbinu ya chuku hutumiwa kwa kiasi kikubwa mbinu hii hunuiwa kusisitiza sifa fulani au kukejeli sifa fulani wazi Malumbano ya utani yanaweza kuwa hata na masimango"}
{"text": "Huchukua njia ya ushindani kila mmoja akijaribu kumpiku mwenzakeWakati mwingine watu hutania wasiokuweko utani wa aina hii huandamana na uigizaji wa kuchekesha"}
{"text": "Umuhimu wa malumbano ya utani"}
{"text": "Hutoa maadili kwa hivyo mila na desturi za jamii huwapa baadhi ya watu katika jamii jukumu la kutaniana na wengine kwa sababu maalum"}
{"text": "Malumbano hupunguza urasmi miongoni mwa wanajamii hivyo huhimiza kujieleza kwa urasmi bila kuficha"}
{"text": "Huimarisha urafiki ni watu walio na uhusiano mwema tu wanaoweza kutaniana"}
{"text": "Hukuza utangamano miongoni mwa watu na makabila mbali mbali hasa wanapokuja pamoja kutaniana"}
{"text": "Hutambulisha jamii kwa kutaja baadhi ya sifa zake katika utani km unaweza kumtania mtu mchoyo hivyo kumtaka ajirekebishe"}
{"text": "Hukosoa na kukashifu tabia hasi baadhi ya malumbano ya utani hudhihaki ulafi uchoyo wivu na tabia nyingine mbaya"}
{"text": "Huburudisha ucheshi katika malumbano ya utani huburudisha na kuchangamsha"}
{"text": "Huelimisha kupitia malumbano ya utani watu hupata maarifa ya kukabiliana na hali mbalimbali maishani"}
{"text": "Mfano wa utani"}
{"text": "Mtu A Wasee wasee unacheki huyu msee kwao ni wengi hadi wakipika chapo wanatoa photocopy"}
{"text": "Mtu B Wasee wasee unacheki huyu msee amezeeka hadi ako na phone number ya Abraham wa bibilia"}
{"text": "2 Ulumbi"}
{"text": "Huu ni uhodari wa kutumia lugha kwa ufundi wa kipekee ni utangulizi wa lugha kwa mvuto na ufasaha Ulumbi huwezesha mtu kulieleza jambo la kawaida kwa namna ambavyo linaonekana kuwa geni kabisa na kuwashawishi watu kulikubali au kulipenda"}
{"text": "Kuna aina mbili za ulumbi"}
{"text": "Ulumbi rasmi"}
{"text": "Ulumbi usio rasmi"}
{"text": "Ulumbi rasmi unaweza patikana katika miktadha ifuatayo"}
{"text": "Kortini ambapo mawakili hutoa hoja zao kuwatetea wanaowawakilisha"}
{"text": "Kanisani au msikitini kanisani ambapo wahubiri wanatoa sala"}
{"text": "Mijadala ya kisiasa ambapo wanasiasa wenye vipawa vya ulumbi huvitumia kuwapiku wanasiasa wenzao na kuwashawishi raia kuwapigia kura"}
{"text": "Katika sherehe za arusi au mazishi km katika kutoa taabili maelezo yanayotolewa kuhusu aliyeaga"}
{"text": "Katika kuapiza na katika kufukuza pepo"}
{"text": "Katika utoaji wa risala"}
{"text": "Ulumbi usio rasmi unaweza kupatikana hali zote zisizo rasmi Km vile mazungumzo ya kupitisha wakati kuapiza kulaani kushauri baina ya wanafunzi nk"}
{"text": "Sifa za ulumbi"}
{"text": "Mlumbi hutumia lugha kwa njia ya kuvutia na kushawishi hadhira yake"}
{"text": "Ulumbi hubainika katika miktadha ya kutoa hotuba au katika hali ambapo mtu anahitajika kutetea msimamo wake katika vikao au hata katika mijadala rasmi"}
{"text": "Hukuza ukakamavu wa kuzungumza hadharani mlumbi hupenda kuzungumza na hupenda kujisikia akizungumza mbele ya watu"}
{"text": "Hutumia vipengele anuwai vya lugha kv sitiari maswali ya balagha methali nahau taswira na pia viziada lugha kama vile toni ili kuishawishi hadhira au kutilia mkazo wazo fulani na kutetea misimamo yao hutumia lugha kutegemea muktadha na hadhira yake"}
{"text": "Katika baadhi ya jamii walumbi walitumika kuzungumza kwa niaba ya viongozi kama maehifu wanaoomba posa au kwa niaba ya ukoo au mwanajamii aliyedhulumiwa Walumbi wengi aghalabu huwa na vipawa vya uongozi na huinukia kuwa viongozi wa jamii zao"}
{"text": "Ulumbi husisitizwa sana katika matabaka ya juu kama kitambulisho cha tabaka hilo baadhi ya jamii watu katika tabaka tawala walifunzwa kutumia msamiati wenye haiba matumizi ya ishara toni na sauti zifaazo hili lilinuiwa na kuimarisha stadi za ulumbi"}
{"text": "Walumbi hutumia chuku kwa kiasi kikubwa hata hivyo lazima wadumishe adabu"}
{"text": "Umuhimu Wa Ulumbi"}
{"text": "Hukuza uwezo wa kujieleza hadharani kadri mtu anavyozungumza hadharani ndivyo anavyojiboresha kama mlumbi"}
{"text": "Ni nyenzo ya kukuza ujuzi na ufasaha wa lugha jinsi mtu anavyoitumia lugha kwa ugwiji ndivyo anavyokuza umairi wake wa kuisarifu lugha"}
{"text": "Ni msingi wa kuteua viongozi uwezo wa mtu kuwashawishi wanajamii kukubaliana na mtazamo wake humfanya kutambuliwa kama mwenye uwezo wa kuongoza jamii Walumbi wana uwezo mkubwa wa kuishawishi hadhira"}
{"text": "Huhifadhi utamaduni wa jamii ulumbi ni sanaa jaadia imekuwepo katika jamii kwa muda mrefu ikipokezwa vizazi na vizazi"}
{"text": "Ni nyenzo ya kuburudisha wanajamii na kuwaelimisha bila kuwachosha walumbi huweza kupitisha maarifa mbali mbali kwa wanajamii kwa njia yenye mvuto"}
{"text": "Hukuza uzalendo vijana wanaposikiza walumbi wakitongoa lugha huionea fahari lugha yao na kujitambulisha zaidi na jamii zao"}
{"text": "Huweza kutumiwa kuwasilisha ujumbe muhimu au ulio na athari kubwa au ambao una makali na usio rahisi kueleza"}
{"text": "Ni kitambulisho cha utabaka katika baadhi ya jamiii ulumbi ulihusishwa zaidi na tabaka tawala au watu wenye vyeo vya juu na heshima katika jamii zao Katika jamii hizi ulumbi ni kigezo cha kuainisha matabaka"}
{"text": "Ulumbi ni msingi wa kuheshimiwa katika jamii walumbi huheshimiwa kwa sababu ya matumizi ya lugha yenye ubingwa na ustadi katika kuyafafanua maswala ya jamii"}
{"text": "3 Hotuba"}
{"text": "Ni maelezo au taarifa itolewayo mbele ya hadhira kuhusu mada fulani kwa kawaida hotuba ni mazungumzo rasmi kama vile"}
{"text": "Hafla za kisiasa hotuba za wanasiasa"}
{"text": "Kanisani au msikitini mahubiri"}
{"text": "Sherehe za kitamaduni kv vikao vya posa"}
{"text": "Kortini kabla jaji hajatoa hukumu anaweza kutanguliza hotuba"}
{"text": "Kwenye mazishi taabili taadhiri na risala za rambirambi"}
{"text": "Katika harusi mawaidha yanayotolewa kwa maarusi huchukua muundo wa hotuba"}
{"text": "Katika tamasha za muziki na ukariri wa mashairi au mashindano ya utoaji hotuba"}
{"text": "Sifa za hotuba"}
{"text": "Kwa kawaida hotuba hutolewa na watu maalumu au walioteuliwa kuzungumza kv viongozi au wawakilishi wao na watu wengine wenye hadhi katika jamii Hata hivyo baadhi ya hotuba hutolewa katika miktadha isiyo rasmi katika makazi ya watu hotuba za mawaidha waadhi nasaha huweza kutolewa wakati wa chajio au baada ya chajio"}
{"text": "Watu wanaoteuliwa kutoa hotuba aghalabu huwa na umilisi mkubwa wa lugha walumbi ni watoaji hotuba na wana stadi za kutoa hotuba zao hadharani"}
{"text": "Hotuba hutolewa kwa nafsi ya kwanza"}
{"text": "Mtoaji hotuba anaweza kutumia viziadalugha kama vile ishara za uso na mikono ama miondoko ili kufanya hotuba ivutie hadhira maswali ya balagha pia hutumika"}
{"text": "Hotuba huteuliwa mada mahususi wala haizungumzii jambo lolote lile"}
{"text": "Umuhimu wa hotuba"}
{"text": "Huadilisha na kuasa hotuba zinazotolewa jandoni au arusi kwa kawaida hunuiwa kutoa nasaha"}
{"text": "Huelimisha hotuba za jandoni kwa mfano huwapa vijana maarifa ya kukabiliana na maisha"}
{"text": "Huimarisha ukakamavu wa kuzungumza hadharani kadri watu wanavyotoa hotuba ndivyo wanavyoimarisha umilisi wao wa lugha na ujasiri wa kuzungumza hadharani"}
{"text": "Hukuza ufasaha na umilisi wa lugha"}
{"text": "Hupalilia kipawa cha uongozi kwa kawaida mahatibu huteuliwa kadri mtu anavyochukua jukumu la kuhutubu katika hafla mbalimbali ndivyo anavyojitayarisha kuchukua nyadhifa kubwa zaidi za viongozi"}
{"text": "4 Mawaidha"}
{"text": "Haya ni mazungumzo yanayotolewa yanayompa mtu ushauri au nasaha kuhusu jambo fulani mawaidha hutoa mwongozo na maelekezo ya kukabiliana na changamoto katika maisha na jinsi ya kuhusiana na wanajamii"}
{"text": "Sifa za mawaidha"}
{"text": "Mawaidha hutolewa katika miktadha mbalimbali rasmi kama vile jandoni katika arusi kwenye maisha darasani na kanisani Hata hivyo mawaidha yanaweza kutolewa katika miktadha isiyo rasmi kama vile mzazi anaweza kumpa mwanawe mawaidha nyumbani wakati wa chajio"}
{"text": "Katika jamii nyingi wazee na watu walio na vyeo vikubwa na waliochukuliwa kuwa na hekima ndio waliowapa vijana mawaidha Hata hivyo vijana pia wanaweza kutoa mawaidha kwa vijana wenzao wanaohitaji ushauri au pia vijana wanaweza kutoa mawaidha kwa wazee"}
{"text": "Hutolewa zaidi kwa wadogo ambao wanaaminika kuwa wanahitaji kupewa mawaidha maishani Hata hivyo yanaweza kutolewa kwa yeyote anayehitaji"}
{"text": "Mwenye kutoa mawaidha analielewa jambo analowosia kwa undani lazima awe na ujuzi wa kutosha katika mada anayozungumzia"}
{"text": "Mwenye kutoa mawaidha hutumia lugha inayoathiri hisia za wanaowosiwa inaweza kuwa na tamathali za usemi kama vile methali"}
{"text": "Mawaidha huingiliana na vipera vingine vya fasihi simulizi kama vile methali hufumbata mawaidha pia utambaji ngano miviga kama vile jando na arusi huandamana na utoaji wa mawaidha aidha yapo mashairi ya waadhi halikadhalika anayetoa mawaidha anaweza kutumia mbazivigano ili kusisitiza ushauri anaotoa"}
{"text": "Maudhui katika mawaidha ni mapana yaani huweza kugusia maswala kama dini uongozi ujasiriamali elimu na taaluma unyumba mahusiano ya kijamii malezi na afya"}
{"text": "Mawaidha yanayotolewa katika miktadha rasmi mbalimbali huwa na muundo maalum yenye sehemu tatu kuu"}
{"text": "Utangulizi katika sehemu hii anayetoa mawaidha huanza kwa kauli ya kuvuta makini ya hadhira anaweza kuanza kwa kutoa kiini cha mawaidha kwa mfano utu uzima huenda na uwajibikaji baadaye anaelezwa anayofaa kufanya"}
{"text": "Uwili mawaidha huwasilishwa na kusisitizwa kwa kutumia kauli sisitizi na tamathali za usemi kama vile methali tashbihi istiara hutumika kuwosia maonyo na maelekezo hutolewa kutegemea lengo"}
{"text": "Hitimisho mwasilishaji huonyesha msimamo wake kuhusiana na swala analowosia kwa kawaida anayetoa mawaidha huishirikisha hadhira kwa kutaka kujua msimamo au maoni yao kuhusu swala alilowawosia hadhira inaweza kutaja changamoto zinazohusiana na wosia unaotolewa"}
{"text": "Anayetoa mawaidha hutumumia mambo mengi kupitisha mawaidha hayo km miondoko ya viungo au ishara kubadilisha kasi ya kuzungumza na pia kudondoa sehemu za watu maarufu"}
{"text": "Majukumu ya mawaidha"}
{"text": "Jukumu la mawaidha ni kuelekeza mawaidha hutoa mwongozo wa jinsi ya kukabiliana na matatizo au jinsi ya kutenda jambo fulani"}
{"text": "Huelimisha mawaidha huwapa wanajamii maarifa ya kuendesha maisha huwajuza wanajamii kuhusu majukumu ya kijamii na matarajio ya jamiii zao kwao"}
{"text": "Huadilisha wanaopewa mawaidha hujifunza maadili kama vile usafi unyenyekevu utulivu na kusamehe"}
{"text": "Hutambulisha jamii kila jamii huwa na aina yake ya mawaidha kulingana na thamani zake pia mawaidha hutolewa kwa namna mbalimbali kutegemea jamii"}
{"text": "Husaidia kuondoa ujinga katika jamii huadilisha waliopotoka na kufanya mabaya"}
{"text": "Husaidia kuwapa ukakamavu wasio nao na kuwaongezea wengine ujasiri na stadi za kimaisha"}
{"text": "Huwaandaa watu kushiriki ipasavyo katika shughuli za kitamaduni kijamii na kadhalika"}
{"text": "Mfano wa mawaidha"}
{"text": "Owa  sandame hadaa moyo ukahadaiwa"}
{"text": "Owa anaye kufaa mke mwenye kusifiwa"}
{"text": "Owa upate kuzaa kama ulivyozaliwa"}
{"text": "Owa ukijaaliwa mupendane na mkeyo"}
{"text": "Owa aliye na kheri muandamane kwa dini"}
{"text": "Owa yai la johari litiye nuru nyumbani"}
{"text": "Owa mdomo mzuri ukupandie lisani"}
{"text": "Owa ungiye nyumani mupendne na mkeyo"}
{"text": "Owa moyo wa imani wazumbua majuja"}
{"text": "Owa susiowe duni anayeitwa kioja"}
{"text": "Owa mtenda ya dini ndiye mke mwenye haja"}
{"text": "Owa utungiwe koja mupendanena mkeyo"}
{"text": "Owa usiowe tambara linukiyalo vibaya"}
{"text": "Owa mwanamke jura umjunze yenye ndiya"}
{"text": "Owa usiowe sura kutakakuzangaliya"}
{"text": "Owa mzuritabiya mupendane na mkeyo"}
{"text": "5 Owa akukubaliye akuizao siowe"}
{"text": "Owa upendanenaye zamani sizo ujuwe"}
{"text": "Owa akuridhiyaye mujikubali wenyewe"}
{"text": "Owa mukae mutuwe mupendane na mkeyo"}
{"text": "6 Owa utukuze cheo na jina lipate kuwa"}
{"text": "Owa upate mkeo aambiwe meolewa"}
{"text": "Owa kama waowao moyo usiliye ngowa"}
{"text": "Owa ujue kuhuwa mupendane na mkeyo"}
{"text": "ZOEZI"}
{"text": "1a Eleza sifa za mawaidha zinazojitokeza"}
{"text": "Inaandamana na miviga arusi au ndoa"}
{"text": "Maudhui ya ndoa yanaonekana wazi"}
{"text": "Inatolewa kwa wadogo wale ambao bado hawajaoa"}
{"text": "b Utungo huu unaweza kutolewa katika muktadha upi"}
{"text": "Unaweza kutolewa kwa mtu anayetarajia kuoa"}
{"text": "cEleza mawaidha yanayotolewa kuhusiana na ndoa"}
{"text": "Mtu anafaa amwoe mke ambaye wanapendana naye"}
{"text": "Oa mwanamke ambaye anaheshimu dini"}
{"text": "Oa mwanamke mwenye tabia njema"}
{"text": "2a Taja miktadha mitano ya kutoa hotuba"}
{"text": "Katika mikutano ya kisiasa Katika sherehe za kibinafsi"}
{"text": "Katika mikutano shulenikatika kusoma bajeti"}
{"text": "Viranja wakiongea kwa wanajunzi"}
{"text": "b Eleza majukumu manne ya mawaidha"}
{"text": "Mawaidha huelimisha wanajamii"}
{"text": "Pia husaidia kuondoa ujinga katika jamii"}
{"text": "Huwaandaa watu kushiriki katika shughuli za kitamaduni"}
{"text": "Husaidia kuwapa watu ukakamavu katika wasauyayo"}
{"text": "Soga"}
{"text": "Rejelea soga katika hadithi"}
{"text": "Soga ni mazungumzo yanayonuiwa kupitisha wakati"}
{"text": "Maapizo"}
{"text": "Maapizo ni maoni maalum ya kumtaka mungu miungu na mizimu kumwadhibu mhusika hasidi mkinzani na mwovu Hivyo maapizo ni dua yaa laana au maombi mabaya kutoka kwa mtu anayehisi ametendewa wovu au amesalitiwa na mwingine"}
{"text": "Sifa za maapizo"}
{"text": "Maapizo yalitolewa na watu walioenda kinyume na matarajio ya jamii zao mifano ya watu hawa ni wabakaji wezi wauaji na waliowatusi wazazi wazee au ukooWazazi pia huweza kutoa maapizo kwa wana wao ili kuwaonya dhidi ya hulka mbaya kama vile utumiaji wa vileo"}
{"text": "Katika baadhi ya jamii za kiafrika maapizo yalitolewa kabla ya ulaji viapomlaji kiapo anaweza kusema ambaye amefanya tendo hili chuma hiki kimwingie kwenye mboni ya jichoasiuone mwangaza wa jua tena"}
{"text": "Maapizo yanaweza kutolewa moja kwa moja na yule aliyeathirika mtu anapopoteza kitu chake anaweza kuapiza ili kumtisha aliyeiba km aliyeiba mbuzi wangu apepenuke na huo mchanga zizi lake asiweze kulala mbuzi hata mmoja"}
{"text": "Kidini Mungu miungu au mizimu huweza kutoa maapizo kuhusu mustakabali wa mhusika fulani aidha maapizo ya kidini yanaweza kutolewa kama laana baada ya mhusika kukaidi amri za Mungu au miungu maapizo ya aina hii huathiri mhusika na jamii yake"}
{"text": "Maapizo huaminika kuwa yataleta maangamizi kwa jamii hivyo wanajamii hushauriwa kuyaepuka kwa kutenda mema"}
{"text": "Maapizo hutumia fasaha km ulumbi watoaji maapizo katika ulaji wa aghalabu huwa walumbi"}
{"text": "Maapizo hutumia lugha kali inayonuiwa kujaza woga ili kuonya dhidi ya uovu"}
{"text": "Umuhimu wa maapizo"}
{"text": "Kimsingi maapizo hutumiwa kama nyenzo ya kawaonya wanajamii dhidi ya matendo hasi"}
{"text": "Hutambulisha jamii kila jamii ina namna yake ya kuapiza na mitindo tofauti ya kutoa maapizo"}
{"text": "Hukuza umoja katika jamii kuweka na kaida au miiko sawa huwafanya watu kujihisi kuwa kitu kimoja"}
{"text": "Huadilisha wanajamii hujifunza kutenda mema ili kuepuka laana"}
{"text": "Mfano wa maapizo"}
{"text": "Ikiwa kweli wewe ni mkazamwanangu"}
{"text": "Nami ndiye nilompa uhai mwana unoringia"}
{"text": "Anakufanya upite ukinitemea mate"}
{"text": "Chakula kuninyima wajukuu kunikataza ushirika"}
{"text": "Mzimu na waone uchungu wangu"}
{"text": "Radhi zao wasiwahi kukupa"}
{"text": "Laana wakumiminie"}
{"text": "Uje kulizwa mara mia na wanaa"}
{"text": "Usiwahi kufurahia hata siku moja pato lao"}
{"text": "Watalokupa likuletee simanzi badala ya furaha"}
{"text": "Wakaza mwanao wakuuguze katika utu uzima wako"}
{"text": "MASWALI"}
{"text": "Msemaji ni nani katika utungo huu"}
{"text": "Mzazi mkwe"}
{"text": "2 Fafanua sifa tatu za anayeelekezewa maapizo haya"}
{"text": "Mwenye majivuno anaringa kupitia mwana wa msemaji"}
{"text": "Mchoyo anamnyima msemaji chakula hata wakati wa kuwa na wajukuu wake"}
{"text": "Mwenye dharau msemaji anasema kuwa anayerejelewa anapita akimtemea mate"}
{"text": "3 Andika mifano ya maapizo katika miktadha ifuatayo"}
{"text": "a Dini kwa dharau uliomwonyesha mtumishi wa jalali na asikujalie mema uishipo duniani humu"}
{"text": "b Familiayule atakayepuuza amri zangu kama kicwa cha familia hii asiweze kukuza familia yake mwenyewe"}
{"text": "c Kijiji aliyeiba matunda shambani mwangu na matunda hayo yawe mwisho kuyala atambae njaa mpaka atakapokabiliana na ziraili wake"}
{"text": "d Darasanialiyeniibia kalamu zangu na asipite mtihani wake wa mwisho wa mwaka"}
{"text": "4 Eleza majukumu ya maapizo yanayojitokeza katika tungo"}
{"text": "Unaadilisha msemaji anakashifu tabia hasi zilizo kwa mkazamwana wake"}
{"text": "Ngomezi"}
{"text": "Ngomezi ni fasihi ya ngoma"}
{"text": "Midundo na mapigo fulani ya ngoma ubainisha maana na ujumbe maalum kutengemea jamii"}
{"text": "Sifa za ngomezi"}
{"text": "Ujumbe huwa umefichika ile hali ya midundo na mapigo ya ngoma"}
{"text": "Mapigo na midundo hii hufuata toni na wizani ridhumu kwa mujibu wa lugha ya wahusika au jamii husika"}
{"text": "Ujumbe huweza kueleweka na kutafsiriwa na wanajamii au hadhira iliyonuiwa Hulenga hadhira teule"}
{"text": "Kila utaratibu wa ngoma hubainisha suala tofauti na ula mwingine"}
{"text": "Kutegemea mapigo huweza kutofautisha baina ya habari za kutangaza hatari ya vita harusi au kifo cha kiongozi"}
{"text": "Huweza kuwasilisha ujmbe wa dharura kwa njia ya haraka na ambayo si ghali ikilinganishwa na njia zingine"}
{"text": "Ngomezi huongozwa na watu teule katika jamii ili kuhakikisha kuwa hakuna kutuma ujumbe unapotosha au kuwasilishwa visivyo"}
{"text": "Ngomezi vilevile hutolewa wakati maalum mfano vita au vifo kitokeapo"}
{"text": "Udhaifu wa ngomezi"}
{"text": "Si kila mtu katika jamii atapata kutafsiri ujumbe vyema"}
{"text": "Ngoma pia husikika kwa idadi ndogo tu ya watu wanaoishi pengine katika kijiji kimoja"}
{"text": "Mapigo na midundo yanaweza kuhitilifiana na hivyo kuwasilisha ujumbe amboa haukukusudiwa"}
{"text": "Utanzu huu haujachunguzwa kwa kina na huenda ukapotea bila kuacha kumbukumbu ridhishi endapo utafiti hautaendelezwa"}
{"text": "Hubagua wageni wa jamii husika na vilevile wasio na uwezo wa kusikia"}
{"text": "Sio rahisi kutia mpaka baina ya habari moja na nyingine"}
{"text": "USHAIRI SIMULIZI"}
{"text": "Utangulizi"}
{"text": "Ushairi simulizi ni utanzu unaojumuisha tungo zote zenye mapigo ya kimuziki mawazo hisia na hoja katika utanzu huu huwasilishwa kwa njia ya mdomo kutumia lugha ya mkato yenye mpangilio maalumu wa maneno katika mishororo Ushairi simulizi huimbwa hughaniwa au hukaririwa ni muhimu kutaja hapa kuwa ushairi simulizi hutofautiana na mashairi ambayo huandikwa kwa lengo la kuwasilisha mbele ya hadhiri katika mashindano ya tamasha za muziki au yanayowasilishwa katika hasia maalumu"}
{"text": "Sifa Za Ushairi Simulizi"}
{"text": "Ushairi simulizi huwasilishwa kwa njia ya mdomo mbele ya hadhira kwa kukaririwa kughanwa au kuimbwa Nyimbo kwa mfano huimbiwa watu hata hivyo baadhi ya mashairi huimbwa na watu bila kuhusisha hadhira nyimbo za kazi mara nyingi hazina hadhira"}
{"text": "Hubuniwa papo hapo na kuwasilishwa kwa hadhira au tungo za awali huwasilishwa kutoka kwa kumbukumbu za mwasilishaji"}
{"text": "Tungo za mashari simulizi hutolewa zikiambatana na ala za muziki uimbaji wa nyimbo huambatana na ala kama njuga na marimba aidha anayejigamba huweza kutumia ala kama vile mkuki anapojigamba"}
{"text": "Ushairi simulizi ni sehemu ya utamaduni wa jamii na hupitishwa kutoka kizazi kimoja hadi kingine nyimbo za jandoni nyiso na tendi kwa mfano hupitishwa kutoka kizazi kimoja hadi kingine"}
{"text": "Ushairi simulizi hutumia lugha yenye mvuto mkubwa yenye mapigo yaliyopangwa kwa muwala na urari"}
{"text": "Utungo wa ushairi simulizi huweza kuwasilishwa na mtu mmoja kama ilivyo katika majigambo au kundi la watu kama vile nyimbo nyingi na ngonjera"}
{"text": "Ushairi simulizi hubadilika kulingana na anayeuwasilisha hadhira na wakatiWimbo mmoja unaweza kuimbwa kwa mahadhi mbalimbali kulingana na mwimbaji mwasilishaji anaweza kubadilisha wimbo au shairi wakati wa kuimba kukariri au kughani kutegemea hadhira yake"}
{"text": "Hadhira huweza kushiriki katika uwasilishaji wa mashairi simulizi mwimbaji kwa mfano anaweza kuishirikisha hadhira yake katika uimbaji kwa kupiga makofi"}
{"text": "Uwasilishaji wa mashairi simulizi kwa kawaida huandamana na uigizaji Mwimbaji kwa mfano huambatanisha maneno yake na vitendo kama vile ishara za uso ishara za mkono miondoko mbalimbali na upigaji makofi"}
{"text": "Ushairi simulizi hufungamana na shughuli au muktadha maalumu mathalani nyimbo hufungamana na shughuli tofauti tofauti kama vile"}
{"text": "Hodiyanyimbo za kazi"}
{"text": "Kimainyimbo za uvuvi na shuguli za majini"}
{"text": "Mbolezinyimbo za kuombolezamatanga"}
{"text": "Wawenyimbo za kilimo"}
{"text": "Ushairi simulizi una miundo mbalimbali unaweza kuwa na beti zilizo na kibwagizo kila ubeti unaweza kuwa na idadi tofauti tofauti za mishororo kama vile 234567 na zaidi"}
{"text": "Ushairi simulizi unaweza kuwa na urari wa vina na mizani au ukakosa kuwa nao kilicho muhimu zaidi ni mapigo ya muziki yanayofanya utungo huo uweze kuimbika"}
{"text": "Ushairi simulizi kama tanzu nyingine za fasihi simulizi hutumia lugha ya kitamathali kunaweza kuwa na misemo nahau methali ishara taswira jazanda na istiara"}
{"text": "Uainishaji wa ushairi simulizi"}
{"text": "Mashairi simulizi yanaweza kuainishwa kwa kutumia vigezo mbalimbali kam vile"}
{"text": "1 Maudhui"}
{"text": "a Mapenzihupitisha jumbe za mapenzi"}
{"text": "b Kutulizakuna nyimbo za bembea au bembelezi zinazowatuliza watoto"}
{"text": "c Kuombolezambolezi huimbwa wakati wa msiba"}
{"text": "d Kusifusifa huimbwa kujisifu mashujaa au waliofaidi umma na kustahili kutambuliwa"}
{"text": "e Siasanyimbo za siasa huwasilisha jumbe za kisiasa"}
{"text": "2 Muktadha au mahali pa uwasilishaji"}
{"text": "a Nyisonyimbo za jandoni"}
{"text": "b Mbolezizinazoimbwa kwenye mazishi au kwenye maombolezi"}
{"text": "c Nyimbo za harusi"}
{"text": "d Nyimbo za matambikoni ambazo hutolewa wakati wa kutoa kafara au sadaka kwa mizimu labda baada ya janga"}
{"text": "e Nyimbo za kazi"}
{"text": "3 Mtindo wa uwasilishaji"}
{"text": "a Maghani hutolewa kwa kalima bila kuimbwa"}
{"text": "b Nyimbo huwasilishwa kwa mahadhi ya kupanda na kushuka"}
{"text": "c Shairi utungo unaokaririwa"}
{"text": "d Tendi au Rara husimuliwa kwa mapigo ya kishairi"}
{"text": "e Ngonjera huwasilishwa kwa kujibizana"}
{"text": "4 Mwasilishaji"}
{"text": "a Majigambo huwasilishwa na anayejigamba"}
{"text": "b Kwaya uimbaji wa watu wengi"}
{"text": "Umuhimu Wa Ushairi Simulizi"}
{"text": "Ushairi simulizi kama kipengele cha fasihi simulizi una umuhimu wa kijumla licha ya kuwa kuna vitanzu mbalimbali vinavyotekeleza majukumu tofauti Majukumu ya ushairi simulizi hutofautiana kutoka jamii hadi jamii hata hivyo kuna majukumu ya kijumla kama vile"}
{"text": "a Ushairi simulizi hutumiwa kupitisha maarifa au mafunzo ya jamii fulani nyimbo za jandoni za harusi na dini hutumiwa kupitisha mafunzo maalumu"}
{"text": "bNi nyenzo ya kuhifadhi na kupitisha utamaduni na historia ya jamii kutoka kizazi kimoja hadi kingine kwa mfano tendi zinazosifu mashujaa huendeleza historia ya jamii hiyo kwa kuonyesha matukio kama vile nyimbo za jandoni nyiso husawiri utamaduni wa jamii kuhusu jando na kuuhifadhi"}
{"text": "c Hukashifu tabia hasi kwa nia ya kuhimiza urekebishaji wa tabia hizo nyiso kwa mfano hukashifu woga hivyo vijana waoga huhimizwa kujirekebisha Maghani na nyimbo za kisiasa hukashifu tawala dhalimu"}
{"text": "d Ni nyenzo kuu ya kukuza umoja na uzalendo miongoni mwa wanajamii kupitia kwa nyimbo zinazosifu mashujaa wa vita huhimiza vijana kuzionea fahari jamii zao na kujitoa mhanga kuzitumikia aidha wanajamii wanapojumuika pamoja kuimba au kughani katika hafla fulani hujihisi kuwa kitu kimoja hivyo uzalendo hujengeka"}
{"text": "eNi nyenzo ya kutakakasa hisia kupitia kwa mashairi au nyimbo watu hutoa hisia za moyoni na kutakaza nyoyo zao mfano mwafaka ni nyimbo na mashairi ya mapenzi ambayo kwayo mtu humtolea mpenzi wake hisia Rara pia hutumiwa kutekeleza jukumu hili"}
{"text": "f Huelimisha hukosoa na kurekebisha jamii nyimbo hutoa maadili ya kuonya na kuelimisha wanajamii nyimbo au mashairi ya sifa tendi hata mbolezi huonyesha matendo mazuri ya anayeimbiwa na kukashifu wanaoenda kinyume na matakwa ya jamii"}
{"text": "g Husawiri mfumo wa jamii fulani kisiasa kiuchumi na kijamii baadhi ya nyimbo huonyesha shughuli za kiuchumi za jamii kama vile ufugaji Hodiya nyimbo za kazi huonyesha shughuli mbalimbali kama vile uwindaji kilimona uvuvi Majigambo pia husawiri mifumo ya jamii kisiasa na kijamii"}
{"text": "h Huonyesha falsafa na imani za jamii husika kuhusu masuala fulani Mbolezi huonyesha imani za jamii kuhusiana na kifo Majigambo husawiri falsafa ya jamii kuhusu ushujaa"}
{"text": "i Ni nyenzo kuu ya kuhamasisha wanajamii Nyimbo za kisiasa na kizalendo zimetumiwa na tawala kama nyenzo ya kueneza propaganda za kisiasa"}
{"text": "j Hukuza ubunifu anayekariri huimba au kughani mashairi huhitajika kubuni mbinu zifaazo za uwasilishaji Kwa kufanya hivi uwezo wake wa kubuni hukuzwa"}
{"text": "k Hukuza usanii wa lugha wanaotunga na kuimba mashairi huhitajika kubuni mbinu zifaazo za uwasilishaji kwa kufanya hivi uwezo wake wa kubuni hukuzwa"}
{"text": "l Husaidia wanajamii kukabiliana na hali ngumu na kuwahimiza wasikate tama kwa mfano mbolezi husawiri na kusawiri kifo kama faradhi kwamba humfika yeyote hivyo hisia za mwemeo hupungua aidha nyimbo huhimiza waliokwenda vitani au wanaofanya kazi wasikate tamaa"}
{"text": "m Ushairi simulizi hustarehesha na kufurahisha wanajamii tungo za ushairi simulizi huvutia hisia huburudisha na kusisimua mwili na akili"}
{"text": "Vipera vya Ushairi Simulizi"}
{"text": "Ushairi simulizi una vipera vitatu"}
{"text": "Nyimbo"}
{"text": "Maghani"}
{"text": "Ngonjera"}
{"text": "Nyimbo ni tungo za kishairi zenye mahadhi ya kupanda na kushuka kwa sauti muwala na mapigo ya kimuziki na huwasilishwa kwa kuimbwa nyimbo hutambuliwa kwa sifa tatu"}
{"text": "Huwepo kwa hadhira inayotumbuizwa"}
{"text": "Muziki unaoimbwa kwa sauti"}
{"text": "Matumizi ya ala"}
{"text": "Sifa za nyimbo"}
{"text": "Sifa bainifu ya nyimbo ni kwamba hutolewa kwa mahadhi ya kupanda na kushuka kwa sauti"}
{"text": "Nyimbo hutumia lugha ya mkato yenye mpangilio maalumu wa silabi mishororo na beti zenye mapigo ya kimuziki"}
{"text": "Nyimbo hutumia lugha nzito yenye kuibua taswira na hisia nzito kama za mapenzi huzuni na furaha"}
{"text": "Nyimbo zinapoimbwa maana nyingi huandamana na ala za muziki kama vile ngoma baragumu msewe na zumari"}
{"text": "Katika jamii za kiafrika nyimbo hufungamana na muktadha fulani kuna nyimbo za kazi harusi jando na unyago kuzaliwa kwa mtoto kumpa mtoto jina ibada na matambiko"}
{"text": "Baadhi ya vifungu katika nyimbo hurudiwarundiwa vifungu hivi huitwa vibwagizo viitikio au mikarara ya nyimbo"}
{"text": "Nyimbo nyingi huandamana na ucheshaji wa viungo kama vile mabega kupiga makofi na mapigo ya miguu"}
{"text": "Kimsingi nyimbo ziliimbwa na makundi ya watu kwa hadhira hai Hata hivyo kuna nyimbo zinazoimbwa na mtu mmoja kwa hadhira yake au hata bila hadhira"}
{"text": "Umuhimu wa nyimbo"}
{"text": "Nyimbo hutambulisha jamii kwa kusawiri shughuli na maisha ya jamii iliyozibuni mathalan nyimbo katika jamii ya wakulima zitasheheni msamiati unaohusu shughuli za kilimo kama vile kuvuna kupanda na kupalilia"}
{"text": "Nyimbo humwezesha binadamu kutakasa hisia zake kupitia kwa nyimbo binadamu hutoa hisia za moyoni kama vile kujutia kosa alilofanya mapenzi ama huzuni Mbolezi humsaidia aliyehathiriwa kutoa hisia za huzuni Nyimbo za mapenzi kama vile chombezi humwezesha mpenzi kumfichulia mwenzake hisia za moyoni"}
{"text": "Ni mbinu mojawapo ya kuhifadhi na kuendeleza utamaduni wa jamii rekodi za matukio muhimu katika jamii huweza kuhifadhiwa kwa nyimbo na kupitishwa kwa vizazi"}
{"text": "Nyimbo hutumbuiza hutumiwa kama burudani kufurahisha kustarehesha na kusisimua"}
{"text": "Hupitisha amali na mambo ambayo jamii inayothamini amali hizo hurekodiwa katika nyimbo mbalimbali kama vile za kazi na kurithishwa vizazi vya jamii hiyo Mawaidha na thamani za jamii hukaririwa katika nyimbo kama nyenzo za kuzirithisha"}
{"text": "Nyimbo hutumiwa kuhamasisha watu na kuchochea hisia za kuchangamkia jambo fulani Nyimbo za kisiasa kwa mfano huweza kuchochea hisia za kuungana pamoja kutetea haki au kuunga mkono jambo fulani"}
{"text": "Nyimbo huakisi ukwasi wa tamaduni za jamii umbuji ufasaha wa kujieleza na ujamii mvuto na uzuri wa kazi ya sanaa wa jamii hujitokeza katika nyimbo huteuzi wa manenoishara na ujumbe katika nyimbo huonyesha ukwasi wa jamii hiyo kifani"}
{"text": "Hukuza ubunifu miongoni mwa wanajamii uimbaji ni kipawa na nyimbo hupalilia kipawa hiki"}
{"text": "Aina mbalimbali za nyimbo"}
{"text": "Bembelezi bembeabembepembezeji"}
{"text": "Hizi ni nyimbo zinazowafanya watoto walale au watulie wanapolia zinapoimbwa"}
{"text": "Sifa"}
{"text": "Bembea huimbwa kwa utaatibu kwa sauti na mahadhi ya chini"}
{"text": "Huimbwa na wazazi au walezi wa watoto kuwaliwaza na kuwabembeleza watoto walale"}
{"text": "Huwa fupi"}
{"text": "Bembea hutofautiana kutoka jamii moja hadi nyingine kutokana na thamani za jamii hiyo"}
{"text": "Huimbwa kwa kurudiarudia maneno au kibwagizo wakati mwingine hata nyimbo mzima huimbwa kwa kurudiwarudiwa"}
{"text": "Hutumia lugha shawishi na wakati mwingine hutolewa ahadi za kumnunulia mtoto zawadi"}
{"text": "Aghalabu zinapoimbwa mtoto huwa amebebwa kwa mbeleko na mwimbaji kutoa mapigo ya kumpapasa"}
{"text": "Umuhimu"}
{"text": "Hutumbuiza na kuongoa watoto bembea hupumbaza na kumfanya mtoto anyamaze au alale anapolia"}
{"text": "Hutumiwa kama sifa kumsifu mtoto mtulivu husifu pia somo ya mtoto huyo au wazazi wake"}
{"text": "Husawiri mfumo wa kiuchumi wa jamii husika ikiwa baba ni msasi mtoto atarajiwa kuwa baba ni msasi jasiri au baba yake yuko karibu kutoka usasini"}
{"text": "Huonyesha au kusawiri uhusiano katika jamii kupitia bembea mlezi huweza kuibua migogoro iliyomo kati yake na wazazi wake au wazazi wa mtoto hivyo kuonyesha uhusiano kati ya waajiri na wajiriwa"}
{"text": "Hutakasa hisia ambazo mwimbaji huweza kuwa nazo"}
{"text": "Humwelimisha mtoto hata katika umri huu mchanga kuhusu mambo na shughuli mbalimbali katika jamii na umuhimu wake au thamani yake katika jamii"}
{"text": "Husawiri falsafa au mtazamo wa jamii kuhusu jinsia na matarajio ya jamii kwa jinsia Fulani katika bembea mlezi anaweza kutaja kuwa machozi ni ya kike iwapo anamtuliza mtoto mwanaume majukumu ya mtoto wa kiume kwa jamii pia huweza kutajwa mlezi huweza kumtajia mtoto wa kike kuwa anatarajiwa kuwa mlezi mwema"}
{"text": "Huwaonya watoto dhidi ya tabia hasi watoto huonywa dhidi ya kulia onyo kwani kulia hukumbusha mtu mambo mabaya"}
{"text": "Mfano"}
{"text": "Ewe malaika wangu"}
{"text": "Uloshuka toka mbinguni"}
{"text": "Mbingu kapasua kwa hei"}
{"text": "Siku nipokukopoa"}
{"text": "Ulinitia furaha iliyopasua kifua"}
{"text": "Tabasamu kipajini pako"}
{"text": "Ilinitia tumaini ikanisahaulisha zingizi"}
{"text": "Ikayeyusha madhila ya utasa wa miaka kumi"}
{"text": "Ikapeperusha mbali cheka la ukwenza"}
{"text": "Sasa napolia wanitonesha jeraha"}
{"text": "Waniregesha misri kwa vitimbi vya firauni"}
{"text": "Kwa vitisho vya muhebi"}
{"text": "Talaka huahidiwa hadi mbingu"}
{"text": "Lipofungua milango ya heri"}
{"text": "Silie mwana silie walimwengu watakusuta"}
{"text": "Tangu hapo tanabahi"}
{"text": "Vidume humu mwenu"}
{"text": "Kulia hari kuumbiwa"}
{"text": "Machozi na kekevu ni za kike fahamu"}
{"text": "Jogoo halii daima huwika"}
{"text": "Nikikuona kigugumika hivi wanitia hangaiko"}
{"text": "Tumaini kuzima"}
{"text": "Udhaifu kiandama moyo kitia hamaniko"}
{"text": "Atanipigania nani"}
{"text": "Watesi kingangaania chake kujitwalia"}
{"text": "ZOEZI"}
{"text": "1i Je mtoto huyu ni wa kike au kiume"}
{"text": "ii Thibitisha"}
{"text": "Mwimbaji ni nani au ana uhusiano gani na anayeimbiwa"}
{"text": "ii Thibitisha"}
{"text": "Andika sifa tatu za jamii ya mwimbaji"}
{"text": "Andika mbinu za lugha zilizotumiwa"}
{"text": "Andika majukumu sita ya wimbo wa aina hii"}
{"text": "Hutumbuiza watoto na kuwaongoa"}
{"text": "Hutumika kumsifu mtoto mtulivu"}
{"text": "Husawiri mfumo wa kiuchumi wa jamii husika"}
{"text": "Husawiri uhusiano katika jamii kupitia migogoro"}
{"text": "Hutakasa hisia ambazo mwimbaji huweza kuwa nazo"}
{"text": "Huwaonya watoto dhidi ya tabia hasi"}
{"text": "Mbolezi nyimbo za matangatahalili"}
{"text": "Hizi ni nyimbo ambazo huimbwa wakati mtu amefariki au wakati wa maafa ama katika halfa za kuadhibisha makumbusho"}
{"text": "Sifa"}
{"text": "Mbolezi hutofautiana kutoka jamii moja hadi nyingine kutegemea imani ya jamii kuhusu kifo na pia kulingana na aliyekufa"}
{"text": "Huimbwa kwa njia ya kuwafariji waliofiwa"}
{"text": "Husifu aliyekufa kwa kawaida mbolezi hutoa sifa chanya au nzuri za aliyekufa watu mashuhuri katika jamii huweza kutungiwa mbolezi zao mahususi zinazowasifu na kutuja michango yao kwa jamii"}
{"text": "Hufungamana na muktadha maalum mbolezi huimbwa tu katika matanga au wakati wa kuomboleza jambo fulani"}
{"text": "Huimbwa kwa toni ya huzuni na pengine uchungu ili kuibua hisia za ndani za mwombolezaji"}
{"text": "Huimbwa kwa mwendo wa utaratibu"}
{"text": "Huonyesha imani ya jamii husika kuhusu kifo"}
{"text": "Majukumu"}
{"text": "1 Husawiri msimamo wa jamii kuhusu kifo wapo wanaoamini kuwa kifo husababishwa na maovu au pepo fulani na watakao kashifu kifo watu wengine hutambua kifo kama mlango wa kuingia katika uzima wa milele kidini"}
{"text": "2 Kuwaliwaza waliofiwa na kuwasaidia kukabiliana na uchungu au uzito wa kumpoteza mpendwa wao"}
{"text": "3 Hutoa wasifu wa aliyekufa"}
{"text": "4 Ni njia ya kutakasa moyo na hisia za aliyefiwa aliyefiwa huweza kutumia mbolezi kutoa hisia zake za huzuni kwa njia hii anaweza kupunguza uzito wa kumpoteza mwenzake"}
{"text": "Mfano"}
{"text": "Kama kesho itapambauka"}
{"text": "Jua la kinjano kuchomoza"}
{"text": "Kuangazia siku mpya"}
{"text": "Siku isio tumaini"}
{"text": "Siku bila mimi mama mtu"}
{"text": "Kumbuka ewe kipenzi"}
{"text": "Usiache chozi kufurika"}
{"text": "Kuyeyusha makini yako inuka mwanangu inuka"}
{"text": "Silie daima yote yatatengenea"}
{"text": "Mpenzi mama ulolala usingizi usio na mzindushi"}
{"text": "Nalikumbuka vyema hili ni beti uloniandikia"}
{"text": "Kitandani ukiwa ukiuguza donda"}
{"text": "Donda walokusababisha walimwengu mahasidi"}
{"text": "Ela nataka ujue kamwe yote si shwari kama uliponambia"}
{"text": "Hayawezi kuwa shwari kwa mlezi kikembe"}
{"text": "Hayawezi tengea kwa yatima alozungukwa"}
{"text": "Na waja wenye tama kila kitu kurithi"}
{"text": "Hayawezi kuwa shwari kumtazama mwezio"}
{"text": "Ulotwambia tumwite baba na kumstahi"}
{"text": "Ati ni amri ya muumba"}
{"text": "Akitoka na muhebi pumbao apata yeye"}
{"text": "Wafurahia ulochuma wewe"}
{"text": "Najitahidi mpenzi mama"}
{"text": "Ukakamavu kujipa"}
{"text": "Machozi kuyafuta"}
{"text": "Ela hino kumbuka"}
{"text": "Kuondoka kwako huko"}
{"text": "Hatukukutarajia japo hukuisha kunikumbusha"}
{"text": "Ziraili liingia ja mwewe"}
{"text": "Na kukwiba mithili ya kifaranga"}
{"text": "Mama yake akitazama"}
{"text": "MASWALI"}
{"text": "1a Andika sifa za mbolezi zinazojitokeza"}
{"text": "Huimbwa kwa toni ya huzuni na uchungu kwani anayeimba ana huzuni kwani amempoteza mama"}
{"text": "Inadhihirisha imani ya jamii inatajwa kuwa ziraili alimwiba mama"}
{"text": "B Andika mbinu zilizotumiwa"}
{"text": "Tashbihiziraili liingia ja mwewe"}
{"text": "Inksariwalokusababishia"}
{"text": "Nyiso"}
{"text": "Nyiso n nyimbo zinazoimbwa jandoniwavulana  na unyagoni kwa wasichana  kila jamii hata hivyo ina desturi zake zinazozingatiwa kama kigezo cha kuvusha vijana kutoka utotoni na kuingia utu uzima"}
{"text": "SIFA"}
{"text": "Zilitoa sifa kwa waliotiwa jandoni waliopashwa tohara wazazi na wasimamizi wao"}
{"text": "Ziliimbwa kuwapa wavulana ujasiri wa kukabili kisu cha ngariba"}
{"text": "Zinatoa mafunzo kwa wavulana kuhusu majukumu yao mapya baada ya kutiwa jandoni"}
{"text": "Katika baadhi ya jamii nyiso huimbwa usiku wa kuamkia siku ya kupasha tohara"}
{"text": "Maudhui katika nyiso hutofautiana kutoka jamii hadi nyingine"}
{"text": "Maudhui yanaweza kuwa ya kuonya dhidi ya kutoa siri kuwaandaa kwa uchungu watakaohisi au kukejeli woga"}
{"text": "Majukumu"}
{"text": "Hutumika kuwaondoa kihisia wanaotarajia wanaotahiriwa kuwapa ari ya kuwapa kisu cha ngariba"}
{"text": "Huwajuza wanaotahiriwa kuhusu majukumu mapya na matarajio ya jamii yao kwao huwafahamisha kuwa wamevuka na ni muhimu kuwaandaa kiakili kwa majukumu ya utu uzima"}
{"text": "Huonyesha furaha ya vijana wanaotoka katika utoto na kuingia utu uzima"}
{"text": "Huhimiza ujasiri na kukebehi woga"}
{"text": "Huhimiza uzalendo na kuonea fahari utamaduni wa jamii wanaohiriki jandoni hujitambulisha na jamii zao zaidi na hivyo uzalendo huimarika"}
{"text": "Nyiso hutoa nasaha kwa vijana huwafahamisha kuhusu matarajio ya uchungu matarajio ya utu uzima husa dhidi ya woga na umuhimu wa kuhifadhi siri watakazopewa"}
{"text": "Huburudisha waliohudhuria shughuli hii"}
{"text": "Huleta umoja miongoni mwa wanajamii vijana waliotahiriwa wakati mmoja hujitambulisha kama ndugu"}
{"text": "Mfano"}
{"text": "Ewe kiii"}
{"text": "Ulozowea kujificha"}
{"text": "Nyuma ya mama kujikinga dhidi ya milio"}
{"text": "Ya radii ilo juu mbinguni"}
{"text": "Jua kesho ni siku ya siku"}
{"text": "Siku ya kujua mbichi na mbivu"}
{"text": "Kutofautisha jogoo na vipora"}
{"text": "Ngaribu taposhika chake kijembe"}
{"text": "Ndipo utakapojua bayani"}
{"text": "Ukoo wetu si wa kunguru"}
{"text": "Ikiwa u tayari"}
{"text": "Kisu kukidhihaki"}
{"text": "Si thubutu kamwe wanjani kuingia"}
{"text": "Ije kuniabisha miye amiyo na akraba nzima"}
{"text": "Nyimbo za kisiasa"}
{"text": "Hizi ni nyimbo ambazo huimbwa katika shuguli au miktadha ya kisiasanyimbo za kisiasa huwa na maudhui mapana kama vile mapambano propaganda kuzindua kuhamasisha kukejeli kuburudisha kuhimiza au kutia ari"}
{"text": "Sifa"}
{"text": "Huwa na maudhui mapana kama vile mapambano propaganda nk"}
{"text": "Huimbwa katika shughuli au miktadha ya kisiasa"}
{"text": "Huonyesha hali ya mwenye nguvu kumwonea mnyonge"}
{"text": "Huburudisha hutumbuiza na kustarehesha watu katika shughuli za kisiasa au za kitaifa"}
{"text": "Hutumiwa kuwatuliza na kuliwaza wahasiriwa wa migogoro ya kisiasa"}
{"text": "Jukumu"}
{"text": "Hukuza umoja wa kisisa miongoni mwa washiriki wakati wa kupigania uhuru nyimbo hizi zilitumiwa kama nyenzo za kuwaunganisha watu"}
{"text": "Huzindua na kuhamasisha watu huwapa watu km wafanyi kazi ari ya kupigania haki zao Nyimbo za kisiasa huwatanabahisha watu kuhusu haki zao na kuwahimiza kupigana dhidi ya unyanyasaji"}
{"text": "Husawiri mfumo wa kisiasa na kijamii wa jamii husika na maoni ya wananchi kuhusu mfumo huo Je wanaupenda au wanaupinga"}
{"text": "Husawiri migogoro iliyopo katika jamii je ni ya unyanyasaji uongozi mbaya unyonyaji ubinafsi usawa na uhuru"}
{"text": "Hutumiwa kueneza propaganda za kisiasa baadhi ya nyimbo za kisiasa huimbwa ili kusawiri uzuri wa utawala fulanikm KANU yajenga nchi ni wimbo wa kisiasa ulionuia kuwavutia watu kukipenda chama hiki cha kisiasa"}
{"text": "Huimiza uzalendo na mshikamano wa kitaifa nyimbo za taifa ni mfano wa nyimbo za kisiasa zinazohimiza raia kuionea fahari nchi yake na kuishi kwa undugu"}
{"text": "Huweza kutumiwa kama rekodi ya matukio ya kihistoria katika jamii Fulani baadhi ya nyimbo za kisiasa huzungumzia mapambano dhidi ya ukoloni na historia ya mapambano hayo"}
{"text": "Hutumiwa kukashifu uongozi mbaya"}
{"text": "Hutumiwa kama sifo kuwasifia viongozi waadilifu na mashujaa wengine wa kisiasa kama vile Harry thukuDedan kimathi Arap moi Jaramogi Odinga Kenyatta wa nchini Kenya"}
{"text": "Huburudisha hutumbuiza na kustarehesha watu katika shughuli za kisiasa au za kitaifa"}
{"text": "Hutumiwa kuwaliwaza na kupoza waasiriwa wa migogoro ya kisiasa"}
{"text": "Mfano"}
{"text": "Mabeberu watu wabaya"}
{"text": "Walimfunga kombozi"}
{"text": "Nia yao ikiwa moja"}
{"text": "Kudidimiza jamii yetu"}
{"text": "Katika lindi la istiimari"}
{"text": "Ela hawakufua dafu"}
{"text": "Mabarobaro waliingia msituni"}
{"text": "Bunduki wakashika"}
{"text": "Kupigana kupigania wiyathi"}
{"text": "Beberu lipoona"}
{"text": "Vita vimechacha"}
{"text": "Tama iliwatoka"}
{"text": "Wakasalimu amri"}
{"text": "Uhuru wakatoa"}
{"text": "Hawakutoa kwa hiari"}
{"text": "Hilo usisahau"}
{"text": "Wazalendo walipigana"}
{"text": "Kwa jino au ukucha"}
{"text": "Uhuru tukapata"}
{"text": "Kombozi akashika sukani"}
{"text": "Nyimbo za sifasifo"}
{"text": "Nyimbo za sifa pia huitwa sifoni nyimbo ambazo hutoa sifa za mtu fulani sifo husifu michango na mafanikio ya watu katika jamii ni muhimu kutaja kuwa nyiso mbolezi na nyimbo za arusi hutumiwa kama sifo"}
{"text": "Sifa"}
{"text": "Sifo husifu na kutukuza watu ambao wamefanya jambo fulani km husifu maarusi waliohitimu jandoni viongozi wa kisiasa kiuchumi na kijamii mbolezi na walioshinda mashindano ya michezo au wa kumiliki kitu kipawa au hali fulani"}
{"text": "Sifo hutumia sitiari kwa usanifu mkubwa huwalinganisha wanaosifiwa na wanyama ili kuonyesha sifa fulani km kiongozi anaweza kufananishwa na simba ili kuonyesha ujasiri"}
{"text": "Sifo hutumiwa katika miktadha mbalimbali ya kijamii kama vile miviga"}
{"text": "Huimbwa kwenye jando kuwasiu mashujaa na kuwapongeza kwa kuingia katika utu uzima"}
{"text": "Huimbwa kwenye mazishi kama taabilitaabini kuwasifu na kuwakumbusha waliokufa"}
{"text": "Huimbwa kwenye arusi kuwasifu maarusi"}
{"text": "Huimbwa katika sherehe za kutawazwa kwa viongozi au wafalme"}
{"text": "Kuna sifo za kidini zinazomsifu Mungu au mitume kwa mfano kasida ya mzia zinamsifu mtume mohammed"}
{"text": "9 Sifo pia huweza kuimbwa na mtu au watu binasfi wakijisifu majigambo au vivugo"}
{"text": "10 Sifo huasi au kuonyesha thamani ya jamii zinazothamini ujasiri wa kivita nyingine nasaba tukufu ufugaji wa mifugo wengi kilimo au arusi"}
{"text": "11 Sifo hupiga chuku sifa za anayesifiwa"}
{"text": "Majukumu"}
{"text": "Sifo husifu matendo ya viongozi au watu mashujaa katika jamii"}
{"text": "Hutangaza mafanikio au mchango wa mtu au watu wanaosifiwa kwa jamii anayeimba sifo hutaja mambo ambayo anayesifiwa alitenda au ametenda"}
{"text": "Hukuza uzalendo sifo huwahimiza vijana kuiga matendo mazuri ya wanaosifiwa kwa njia hii watu hujifunza kuionea fahari jamii na kuwa tayari kuitolea mchango wao"}
{"text": "Kuweka kumbukumbu au rekodi ya matukio ya kihistoria wimbo unaomsifu shujaa wa vita km huonyesha vita alivyopigana alipigana na nani na lini na mbona"}
{"text": "Huonyesha msimamo na mitazamo ya jamii fulani kuhusu maswala mbalimbali wimbo unaosifu uzalendo wa mtu fulani vilevile unaweza kuonyesha chuki kwa usaliti"}
{"text": "Hutambua mchango wa watu mbalimbali kwa jamii sifo hutaja majina ya wanaosifiwa kwa nia ya kutambua na kutambulisha juhudi zao"}
{"text": "Huburudisha sifo nyingi hutumbuiza hutuliza na hupumbaza akili"}
{"text": "Nyimbo za kazihodiya"}
{"text": "Nyimbo za kazi pia huitwa hodiya ni nyimbo zinazoimbwa na watu wanapofanya kazi huwa kama kihamasishaji kwa wanaoifanya kazi fulani au zinaonyesha mazingira yao ya kazi hofu zao shida zao matumaini na ndoto zao"}
{"text": "Sifa"}
{"text": "Maneno ya nyimbo hizi huwa ni ya kuhimiza"}
{"text": "Urefu wake hutegemea kazi na vifungu fulani vinaweza kurudiwarudiwa"}
{"text": "Mdudo hutegemea kazi inayofanywa iwapo kazi itafanywa kwa utaratibu mdundo utafuata hali hiyo"}
{"text": "Huimbwa wakati watu wanapofanya kazi kila aina ya kazi ina hodiya yake kwa mfano wawe vave ni nyimbo za wakulima Kimai ni nyimbo zinazohusishwa na ubaharia"}
{"text": "Huimbwa na kundi la wafanyakazi au mtu mmoja wakati anapofanya kazi yake binafsi"}
{"text": "Nyimbo hazihusishi ngoma kwa kuwa watu wote walishiriki kazi"}
{"text": "Majukumu"}
{"text": "Huhimiza watu kutia bidii na kuendeleza kazi bila kufa moyo"}
{"text": "Hukashifu uvivu na utegemezi baadhi ya nyimbo za kazi hukashifu wasiopenda kazi"}
{"text": "Hurahisisha kazi kwa kupunguza fikra za uchovu watu wanapofanya kazi wakiimba kazi huonekana kuwa nyepesi na muda kupita kwa kasi"}
{"text": "Husawiri imani mitazamo na thamani za jamii husika kuhusu kazi jamii inathamini kazi gani Uzembe na bidii kazini huchukuliwaje Kazi inapewa nafasi gani"}
{"text": "Huonyesha changamoto ambayo wafanyakazi hukabiliana nayo katika kazi zao je wanahofia nini kazini Wana matumaini gani katika kazi zao"}
{"text": "Hujenga ushirikiano watu wanapoimba wanapofanya kazi pamoja hujenga ushirikiano pia huhimizwa katika baadhi ya nyimbo za kazi"}
{"text": "Mfano"}
{"text": "Viongozi walisema"}
{"text": "Turudi mashambani"}
{"text": "Makonde kushughulikia"}
{"text": "Mimea kupalilia"}
{"text": "Tutie ghera ndugu"}
{"text": "Tujifunge masembo"}
{"text": "Udongo tutifue"}
{"text": "Samadi tutie"}
{"text": "Magugu tungoe"}
{"text": "Kilimo tuimarishe"}
{"text": "Pasiwe wa kutuvuta"}
{"text": "Misri kuturudisha"}
{"text": "Kwa pato la kufutia chozi"}
{"text": "Ukame tatwandama"}
{"text": "Mashamba tukiachilia"}
{"text": "Mmomonyoko kuyatoa"}
{"text": "Tutabaki mikunguni"}
{"text": "Kutegemea wahisani"}
{"text": "Nyimbo za mapenzi"}
{"text": "Nyimbo hizi zinaimbwa kueleza hisia za mapenzi zinasimamia maoni ya jamii kuhusu mapenzi mtu anaweza kumsifu mpenzi au kusikitika kwa kuachwa na mpenzi nyimbo hizi huwa na maudhui ya mapenzi"}
{"text": "Sifa"}
{"text": "Huelezwa kwa maneno matamu yenye hisia nzito"}
{"text": "Zinaweza kuwa sifa yaani zikaimbwa kumsifu mpenzif fulani"}
{"text": "Huthibitisha mapenzi"}
{"text": "Huwa na maudhui mbalimbali kulingana na lengo la mwimbaji km"}
{"text": "Kuonyesha kusalitiwa au wivu"}
{"text": "Kuomba uchumba"}
{"text": "Kumsifu mpenzihusifu umbo au hulka yake"}
{"text": "Kutambua uhusiano mzuri na mwenziwe na kumbembeleza mpenzi"}
{"text": "Majukumu"}
{"text": "Kusifu tabia au umbo la mpenzi yaani hutaja tabia chanya na umbo zuri la mpenzi"}
{"text": "Kutakasa hisia za anayeimba mwenye mapenzi huweza kutumia nyimbo kutoa hisia zake za huzuni furaha au kupumbazika kwa kufanya hivi anaweza kupunguza uzito wa hisia alizonazo"}
{"text": "Huburudisha nyimbo za mapenzi huburudisha anayezisikiza"}
{"text": "Hukuza ubunifu nyimbo za mapenzi hubuniwa kwa ubingwa wa hali ya juu ili kuibua hisia za mapenzi huzuni au huruma"}
{"text": "Ni nyenzo ya kupitisha maarifa au elimu nyimbo za arusi hutumiwa kutoa mawaidha ya unyumba kwa maarusi wapya aidha matarajio ya jamii na majukumu yao mapya kama bibi na bwana hupitishwa kwa nyimbo"}
{"text": "Mfano"}
{"text": "Tina analia tina analia"}
{"text": "Chozi lausaliti undani wake"}
{"text": "Undani ambao ameuficha kwa miaka na mikaka"}
{"text": "Undani ambao japo anachelea kutangaza asije"}
{"text": "Akaonekana apendaye chongo"}
{"text": "Itabidi kuuto kuumwaga mtama"}
{"text": "Na kiini chozi hili ni kwamba imewadia"}
{"text": "Imewadia siku kanisani kwenda"}
{"text": "Kujitia pingu pingu za aushi"}
{"text": "MASWALI"}
{"text": "Jibu maswali yafuatayo ukirejelea wimbo huu"}
{"text": "Ainisha utungo huu kimaudhui"}
{"text": "Ukatilibibi arusi anapoenda kufanya arusi bwana arusi haonekani"}
{"text": "Mapenzimwanamke huyu anaonekana kuwa alimpenda sana mchumba wake"}
{"text": "Usalitimchumba wa mwanamke huyu tina anamsaliti kwa kukosa kuja arusini"}
{"text": "kwa mujibu wa wimbo huu jadili kwa mifano nafasi ya mwanaume katika jamii"}
{"text": "Msalitimchumba wa tina anamsaliti kwa kukosa kkufika pale katika arusi ili amwone tina"}
{"text": "Katilipia anamwacha tina pale bila yakumwambia kuwa hangependa kumwoa"}
{"text": "Toa mifano ya tamathali za usemi zilizotumika"}
{"text": "Uradiditina analia tina analia"}
{"text": "Methaliapendaye chongohuita kengeza"}
{"text": "Nahau kumwaga mtama"}
{"text": "Fafanua umuhimu wa aina ya tungo hii katika jamii yako"}
{"text": "Huthibitisha mapenzi baina ya watu Fulani"}
{"text": "Hutakaja hisia za anayeimba baadaye anapunguza uzito wa hisia hizo"}
{"text": "Huburudisha wale wanaosikiliza"}
{"text": "Hukuza ubunifu kwa wanaobuni nyimbo hizo na kuziimba"}
{"text": "Nyimbo za watotochekechea"}
{"text": "Nyimbo za watoto pia huitwa nyimbo za chekechea"}
{"text": "Sifa"}
{"text": "Huimbwa na watoto wakati wa kucheza ili kuifanya michezo ipendezeau wanapofanya shughuli zao za kitoto"}
{"text": "Huwa na matumizi ya takriri kwa kiasi kikubwa"}
{"text": "Ni maarufu katika shule za malezi kama vile chekechea"}
{"text": "Watoto hufunzwa na kuimba nyimbo hizi"}
{"text": "Maudhui yake hutegemea aina ya mchezo na jamii husika"}
{"text": "Lugha yake ni sahili au nyepesi"}
{"text": "Aghalabu huwa fupi"}
{"text": "Huandamana na miondoko kwa kiasi kikubwa"}
{"text": "Umuhimu"}
{"text": "Hutumiwa kama burudani ni nyenzo muhimu ya kujipumbaza na kupitisha wakati"}
{"text": "Hukuza ubinifu miongoni mwa watoto hujifunza nyimbo zinazooana na michezo yao"}
{"text": "Hukashifu tabia hasi watoto hutumia nyimbo hizi kuwakashifu walio na tabia hasi kv uchoyo"}
{"text": "Hukuza utangamano watoto wanapokuja pamoja kucheza na kuimba hawajali tofauti zao za kinasaba na huwa kama watu wa jamii moja"}
{"text": "Hutambulisha jamii kila jamii ina nyimbo za watoto ambazo hufungamana na utamaduni pamoja na thamani za jamii hiyo"}
{"text": "Hukuza kumbukumbu za watoto kwa sababu ya kukariri vifungu mara nyingi"}
{"text": "MFANO"}
{"text": "Kitoto kivivu aia aia"}
{"text": "Kikienda skuli aia aia"}
{"text": "Saa tatu hazijafika aia aia"}
{"text": "Ndicho hicho chalia njaa aia aia"}
{"text": "Ticha naona njaa aia aia"}
{"text": "Malimu hadiriki kuandika lolote aia aia"}
{"text": "Kitoto machozi yatoka aia aia"}
{"text": "Hadi ruhusa kipewe aia aia"}
{"text": "Kitazame kilo ndani ya chupa aia aia"}
{"text": "Ndipo kitulie aia aia"}
{"text": "MASWALI"}
{"text": "Andika maadili yanayojitokeza katika wimbo"}
{"text": "Bidii inakashifu uvivu"}
{"text": "Tabia njemma inakashifu tabia ya kulia onyo na kusumbua"}
{"text": "Masomowatto wanahimizwa kwenda shuleni"}
{"text": "Taja mbinu za lugha zilizotumiwa"}
{"text": "Uradidi aia aia"}
{"text": "Utohozi ticha"}
{"text": "Andika miktadha mitatu ambayo nyimbo za watoto hupatikana"}
{"text": "Watoto wanapocheza"}
{"text": "Watoto wanapopewa elimu"}
{"text": "Jadiyajadiia"}
{"text": "Ni nyimbo za kitamaduni ambazo huimbwa na kupokezwa kwa mdomo kutoka kizazi kimoja hadi kingine kila jamii ina jadia zipokezwazo kwa vizazi vyake kimaudhui nyimbo hizi husimulia mambo mengi hasa yaliyotukia katika historia ya jamii kama vile matendo ya shujaa fulani mateso njaa na ucheshi"}
{"text": "Kongozi"}
{"text": "Ni nyimbo za mwaka huimbwa wakati wa kukaribisha mwaka mpya"}
{"text": "Nyimbo za dini"}
{"text": "Huimbwa katika shughuli za kidini"}
{"text": "Kimai"}
{"text": "Uhusisha shughuli za kibaharini"}
{"text": "Nyimbo za vita"}
{"text": "Huimbwa na askari wakati wa vita"}
{"text": "Nyimbo za usasi"}
{"text": "Huimbwa na wasasi wanapokwenda au kutoka usasini"}
{"text": "Husifu mtu fulani kwa mchango wake katika jamii"}
{"text": "Nyimbo za kuzaliwa kwa mtoto"}
{"text": "Huonyesha au kuathimisha kuzaliwa kwa mtoto"}
{"text": "Maghani"}
{"text": "Ni ushairi ambao hutolewa kwa kalmia nusu kuimba nusu kuongea kama afanyavyo padre badala ya kuimbwa tofauti kati ya maghani na nyimbo ni kuwa maghani hayaimbwi hata hivyo kimaudhui maghani ni sawa na nyimbo kama za kazi maombolezi au siasa kama ilivyo katika nyimbo"}
{"text": "Sifa"}
{"text": "a Ni fungu za kishairi yaani yana sifa za kishairi za kuwa na mapigo ya kimuziki na maneno mateule yenye muwala mtiririko mzuri wa mawazo"}
{"text": "b Husimulia matukio kwa kirefu hasa yanayotambwa"}
{"text": "c Hutungwa papo hapo na kusemwa au kutongolewa mbele ya hadhira"}
{"text": "d Hutungwa kwa ufundi mkubwa"}
{"text": "e Hutolewa na mtu mmoja au kundi la watu"}
{"text": "Umuhimu"}
{"text": "a Kuchochea wanotaka kuwa shujaa"}
{"text": "b Kutoa sifa nzuri za kuigwa au kutumiwa kukosewa"}
{"text": "c Kuelezea usuli wa mtu asili au nasaba ya mtu kitu jambo au familia"}
{"text": "d Kudhihirisha uhodari wa kutenda"}
{"text": "Aina za maghani"}
{"text": "Aina mbili kuu"}
{"text": "a Maghani ya kawaida"}
{"text": "b Maghani simulizi"}
{"text": "1 Maghani ya kawaida"}
{"text": "Tungo za kishairi ambazo hutongolewa kuhusu maswala ya kawaida njaa mapenzi masikitiko kazi majonzi dini hughaniwa tu"}
{"text": "Rara"}
{"text": "Ni hadithi fupi nyepesi za kishairi ambazo husisimua"}
{"text": "Sifa"}
{"text": "Huweza kuandamana na ala za muziki"}
{"text": "Nyingi zilihusu koo tukufuzilizotajika"}
{"text": "Hutolea kwa ya huzuni kitanzia"}
{"text": "Masuala hufumbua na kudokezwa tu"}
{"text": "Lugha hujaa utendaji wa matukio"}
{"text": "Hushughulikia maswala ya kawaida na ibuka kwa mtindo usio rasmi"}
{"text": "Huwa na ucheshi wenye kinaya"}
{"text": "Maghani simulizi"}
{"text": "Maghani ya kihadithi yanayosimulia sifa za mtu kitu mnyama historia au tukio fulani"}
{"text": "Hutolewa na kuambatana na muziki pamoja na ala km zeze marimba njuga Mtambaji wa maghani huitwa yelimanju Kwa kawaida yeye huwa bingwa wa kupiga ala aina fulani ya muziki"}
{"text": "maghani ya kawaida"}
{"text": "Ni ya aina tatu"}
{"text": "Sifo"}
{"text": "Ni mashairi ya sifa yaghaniwayo kumsifu mtu fulani kutokana na matendo yake ya kishujaa"}
{"text": "Sifa"}
{"text": "Husifu watu wanyama mimea na hata vitu visivyo hai"}
{"text": "Hutoa sifa chanya na hasi sifa hasi hukashifu vitendo vibaya"}
{"text": "Hutegemeana na kuingiliana na tanzu nyingine za fasihi simulizi hutumiwa katika km mazishi kusifu aliyekufa kwa matendo yake ya kipekee pia huweza kutumiwa katika arusi na tohara kusifu wanaohusika katika shughuli hizo"}
{"text": "Aina za sifo"}
{"text": "Majigambo vivugo"}
{"text": "Tungo za kujisifu kujitapa au kujigamba anayejigamba huwa mwanasanaa mshairi anayeelewa kwa undani analozungumzia"}
{"text": "Sifa"}
{"text": "Hutungwa na kughanwa na mhusika mwenyewe"}
{"text": "Hutungwa kwa usanii mkubwa anayejigamba hutumia sitiari ishara takriri na tashbihi"}
{"text": "Anayejigamba hujitumia kivugo kufuatia tukio mahususi katika maisha yake anaweza kuongea kuhusu siku za jandoni ndoa au kuoa kutoka vitani michezo kesi au jambo kali"}
{"text": "Kwa kawaida hutungwa na kughanwa na wanawake"}
{"text": "Huwa na matumizi ya chuku kwa kiasi kikubwa anayejigamba hujisifu kupita kiasi kwa kutaja mafanikio au mchango wake Anaweza kuahidi kuleta mafanikio makubwa kuliko yale tayari ameletea jamii"}
{"text": "Hutolewa kwa nafsi ya kwanza maadam anayejigamba ni mshairi mwenyewe"}
{"text": "Anyejigamba huweza kubeba baadhi ya vifaa vyake vya kazi au vinavyoonyesha jambo analojisifia Aidha anaweza kuvaa maleba yanayooana na kazi au jambo ambalo anajisifia"}
{"text": "Kwa kawaida hutungwa papo hapo hata hiyo mengine huandikwa ili kughanwa baadaye katika hafla fulani kv arusi"}
{"text": "Anayejisifu hutaja usuli wake wa kinasaba katika baadhi ya jamii anayejigamba huhitajika kutaja na kusifu nasaba au ukoo wake upande wa baba na mama kwa majina yake halisi"}
{"text": "Wanaojigamba nao huwa walumbi au washauri wanaofahamu wanalolitunga"}
{"text": "Maudhui makuu ni ushujaa"}
{"text": "Umuhimu"}
{"text": "Hukuza ubunifu kadri mtu anavyotunga na kughani majigambo ndivyo anavyoimarisha uwezo wa kubuni mitindo mipya ya utunzi na uwasilishaji"}
{"text": "Hukuza ufasaha wa lugha watunzi wengine wa majigambo huwa walumbi"}
{"text": "Ni nyenzo ya burudani huangua waliohudhuria sherehe ambapo yanatolewa"}
{"text": "Hudumisha utu na utambulisha mwanamume katika familia kwa sababu ya uchokozi uliokuwa katika jamii ilikwa muhimu kwa wanaume katika familia kuwa jasiri wakakamavu na mashujaa ili kutetea jamii zao Kupitia kwa majigambo wanaume walidhihirisha nafasi zao katika jamii"}
{"text": "Nyenzo ya kufanya watu waheshimiwe hudumisha ari ya kuwafanya wanaume kutaka kuwa mashujaa mtu alipofanya kitendo cha ushujaa alijigamba na kuheshimiwa na kila mtu alitaka kufanya jambo la kishujaa ili ajigambe na kuheshimiwa"}
{"text": "Tondozi"}
{"text": "Ni tungo ambazo hughanwa kumsifu mtu mnyama au kitu km milima kijiji nchi au kitu chochote ambacho huweza kusifiwa"}
{"text": "Tondozi za watu husifu watu mashuhuri wapenzi marafki watani wake waume watoto au adui zaoWanyama na vitu ambavyo hutungiwa tondozi aghalabu ni mifugo wanyama wa porini na miti mikubwa vitu na wanyama hawa hupewa sifa kistiara zikikusudiwa binadamu"}
{"text": "Mfano"}
{"text": "Kipungu kipungu"}
{"text": "Nani kama yeye"}
{"text": "Hashindiki kwa nia"}
{"text": "Hashindiki kwa shabaha"}
{"text": "Hulenga mbinguni"}
{"text": "Hutulia gera kufikia peo"}
{"text": "Peo zisofikika kwa wanaokata tamaa"}
{"text": "Kipungu kipungu hachi tufani za sanaa"}
{"text": "Kwa kutoa mifano katika utungo huu thibitisha kuwa utungo huo ni aina ya sifo"}
{"text": "Utungo huu unasifu kipungu ambaye ni ndeg Inatoa sifa chanya kuhusu kipungu hashindiki hulenga mbinguni na kufikia peohakati tamaa"}
{"text": "Kipungu anapewa sifa gani"}
{"text": "Asiyekata tamaa"}
{"text": "Asiyeshindika"}
{"text": "Mwenye bidii"}
{"text": "c PembeziPembezeji"}
{"text": "Ni aina ya tondozi inayotolewa kusifu watu fulani pekee kwa kawaida husifu watu wenye kujipambanua kwa matendo yao ya kishujaa na kujitolea kwao hutungiwa watu kama"}
{"text": "Watawala viongozi"}
{"text": "Walezi wazuri"}
{"text": "Mashujaa wa vita"}
{"text": "Waganga mashahuri"}
{"text": "Wapenzi waliopigania pendo lao"}
{"text": "UTANZU WA SEMI"}
{"text": "Utangulizi"}
{"text": "Semi ni kauli fupi za kisanaa zenye maana na mafunzo yaliyofichika Semi hutoa mafunzo kwa njia ya kufumba mafunzo katika semi hutokana na imani ya jamii ambayo imezibuni mifano ya semi ni methali vitendawili misemo nahau misimu lakabu mafumbo chemshabongo na vitanza ndimi Semi pia huitwa tungo fupi au tungo bainifu"}
{"text": "Sifa za semi"}
{"text": "Semi hufumba ujumbe wake kwa mfano maana ya ndani ya nahau piga kalamu nifuta kazi ilhali maana ya juu ni kuchapa au kugonga kalamu methali pia huwa na maana iliyofumbwa aidha vitendawili hufumba jibu"}
{"text": "Hutumia picha taswira na ishara kupitisha ujumbe wake mtu anaposema kwetu ni jehanamu ile picha ya jehanamu inajichora akilini mwa msikilizaji jehanamu hapa inamanisha mahali pabaya penye mateso mengi"}
{"text": "Maana ya semi hupatikana katika jamii iliyozibuni methali mgaaga na upwa hali wali mkavu kwa mfano itaeleweka na jamii za pwaniVile vile katika tashbihi weupe au weusi hulinganishwa na vitu mbalimbali kutegemea jamii na mazingira yakemathalani watasema eupe kama maziwa au thelujieusi kama mpingo lami au makaa kutegemea vifaa vinavyopatikana katika jamii husika"}
{"text": "Huwasilisha ujumbe mrefu kwa maneno machache mfano ni methali juhudi si patoambayo imefupisha ujumbe mrefu kuwa mtu huweza kufanya bidii sana na akakosa kufanikiwa Semi huwasilisha ujumbe kwa njia ya mkato tofauti na hadithi ambazo ni masimulizi marefu"}
{"text": "Semi ni tanzu tegemezi hii ina maana kwamba semi hutokea kuambatana au kutegemea tanzu nyingine kwa mfano methali hutolewa katika muktadha wa mazungumzo ya kutoa mawaidha au mwishoni mwa hadithi kama funzo la hadhi lakabu misimu misemo na nahau pia hupatikana katika utanzu wa mazungumzo"}
{"text": "Umuhimu wa semi"}
{"text": "Semi huelimisha vitendawili methali mafumbo na nahau zote hutoa mafunzo ya aina Fulani methali mwenda pole hajikwai hutoa maarifa ya kufanya mambo bila pupa"}
{"text": "Hukuza uwezo wa kufikiria vitendawili methali na mafumbo humhitaji mtu kufikiria ili kupata ujumbe uliofumbwa"}
{"text": "Hutambulisha jamii na wanajamii kila jamii huwa na semi mahususi zinazohusu shughuli zake misimu kwa mfano hutumiwa na kundi fulani katika jamiiMethali mkulima ni mmoja walaji ni wengi inatambulisha jamii inayohusika katika kilimo kitendawili kimoja kinaweza kuwa na majibu tofauti kutegemea jamii na mazingira yake"}
{"text": "Hukuza utangamano wakati wa kutegeana vitendawili kwa mfano watu huja pamoja aidha misimu hujenga uhusiano wa karibu miongoni mwa watu wanaoitumia lakabu nazo hutumiwa na watu walio na uhusiano wa karibu"}
{"text": "Huburudisha baada ya shughuli za kazi watu hujumuika pamoja katika vikao vya kujiburudisha ambapo hutegeana vitendawili na hushiriki katika vitanza ndimi ili kutuliza bongo na kusisimka"}
{"text": "Huhifadhi utamaduni semi hufumbata desturi za jamii zinapopitishwa kutoka kizazi kimoja hadi kingine utamaduni huo hufunzwa na kuhifadhiwa"}
{"text": "Husawiri mitazamo ya jamii kuhusu masuala Fulani je jamii inachukia nini Inahimiza nini Kupitia kwa methali bidii ya mja haiondoi kudura tunafahamishwa kwamba jamii hii inaamini kuwa binadamu yumo chini ya uwezo wa Mungu nahau lakabu vitendawili na mafumbo pia hufumbata tajiriba ya jamii"}
{"text": "Hututasfidia lugha nahau misemo misimu na lakabu hutumiwa badala ya msamiati mkali wenye aibu badala ya kusema kuzaatunasema kujifungua"}
{"text": "Hukuza lugha semi huyapa maneno maana mpya au maana ya ziada Misimu huweza kukubaliwa na kuwa nahau rasmi za lugha kwa njia hii msamiati wa lugha hupanuliwa"}
{"text": "Vipera vya semi"}
{"text": "Methali"}
{"text": "Methali ni semi fupifupi za kimapokeo zenye kueleza fikira maarifa hekima na mafunzo yanayotokana na uzoefu wa jamii mahususi Methali hutumia taswira na mafumbo chukulia kwa mfano fimbo ya mbali haiui nyoka utungo huu ni mfupi na unatumia neno fimbo kama fumbo la suluhisho"}
{"text": "Methali ni tanzu tegemezi kama ilivyotajwa kutumika kwake hutegemea tanzu nyingine Methali hutokea katika mazungumzo mazito kama vile kutoa mawaidha au kama kielelezo na kifupisho cha hadithi si utanzu unaoweza kujisimamia kama tanzu nyingine kama vile hadhithi ushairi au mazungumzo"}
{"text": "Sifa"}
{"text": "Methali ni kauli fupi ambazo hutolewa kwa mtindo wa kishairi kinyume na jinsi kauli za kawaida zinavyowasilishwa"}
{"text": "Methali zina sifa za kishairi huwa na vipande vyenye mizani inayolingana na kwamba ni mshororo mmoja"}
{"text": "Maudhui katika methali huchotwa katika jamii zinamozaliwa maudhui hutokana na tajriba na mambo yanayoathiri jamii"}
{"text": "Huwa na muundo maalumu wenye sehemu mbili kwa mfano Aliye juu mngoje chini sehemu ya kwanza hudokeza wazo na ya pili hulikamilisha kwa kukubali au kukataa"}
{"text": "Hujengwa kwa tamathali nyingine za usemi na mbinu za lugha kama vile kinaya taswira na takriri methali kukopa arusi kulipa matanga imejengwa kwa sitiari"}
{"text": "Methali hueleweka na jamii iliyozibuni kwani hubuniwa kutokana na mazingira ya jamii husika"}
{"text": "Methali zina sifa ya utegemezi na huingiliana na tanzu nyingine za fasihi"}
{"text": "Hutumiwa mwishoni mwa ngano kufupisha maadili ya ngano hiyo"}
{"text": "Hutumiwa kubuni lakabu mtu ambaye huwasaliti marafiki anaweza kuitwa kikulacho kutokana na methali kikulacho ki nguoni mwako"}
{"text": "Hutumiwa katika tanzu za kimaandishi kama vile riwaya na tamthilia ili kuongeza ladha katika usimulizi"}
{"text": "Hutumiwa katika mazungumzo ya kawaida na ulumbi kuleta mvuto"}
{"text": "Hutumiwa katika nyimbo na mashairi"}
{"text": "Hutumika katika hotuba rasmi au hata mahakamani mshtakiwa mlalamishi na mahakimu wanaweza kutoa maoni yao kutumia methali"}
{"text": "Hutumika katika kutoa mawaidha"}
{"text": "Methali huelezea ukweli ambao unakubalika na jamii ambao imebuniwa"}
{"text": "Tofauti na vitendawili methali hazina muktadha maalumu wa kutolewa hazitengewi vikao vya kutolewa"}
{"text": "methali ni mali ya jamii kama tanzu nyingine za faihi simulizi hakuna anayeweza kudai kumiliki methali"}
{"text": "methali huambatana na mazingira ya jamii iliyozizaa hulka itikadi tamaduni na tajriba zake busara fulani huwasilishwa kutegemea mazingira ya jamii kwa mfano"}
{"text": "Ulingo wa kwake haulindi manda"}
{"text": "Kamba ya mbali haifungi kuni"}
{"text": "Fimbo ya mbali haiui nyoka"}
{"text": "methali zina matumizi mapanamethali moja huweza kuwa na majukumu mbalimbali kama vile kuonya kuelekeza na kufunza"}
{"text": "Methali huwa na maana ya ndani na nje maana ya nje hutokana na maana halisi ya maneno yaliyoiunda Vilevile methali hupewa maana ya ndani yenye fumbo lililofumbwa na maneno yanaoiunda"}
{"text": "Majukumu"}
{"text": "Huelimisha methali hutumiwa kupitisha maarifa ya kijamii kwa wanajami Abebwaye hujikaza huonyesha kuwa unapopata usaidizi nawe pia jikaze kutia bidii usingoje tu usaidizi"}
{"text": "Huadilisha methali hufunza maadili kama uvumilivu kwa mfano mstahimilivu hula mbivu"}
{"text": "Husawiri mitazamo na falsafa za jamii Fulani kuhusu masuala mbaliimbali Je jamii inapenda nini Inachukia nini Methali ucha mungu si kilemba cheupe hudhihirisha kuwa jamii huchukia unafiki"}
{"text": "Hutambulisha jamii kila jamii ina methali zake maalum zinazoitambulisha"}
{"text": "Huongeza ladha katika mazungumzo na maandili mazungumzo na maandishi yenye matumizi mazuri ya methali huvutia"}
{"text": "Hubudisha katika jamii nyingine methali hutengewa vipindi vya kutolewa na makundi yanayoshindana hii ni njia mojawapo ya kutuliza bongo"}
{"text": "Hurithisha utamaduni wa jamii methali ni zao la utamaduni husika na hupitishwa kutoka kizazi kimoja hadi kingine hivyo utamaduni huweza kurithiwa"}
{"text": "Hufariji methali huwatuliza na kuwaliwaza watu wanapokabiliana na matukio au hali zinazohuzunisha kwa mfano hakuna refu lisilo na ncha"}
{"text": "Hukuza uwezo wa kufikiri mtu huhitajika afikiri kwa makini na kuoanisha msamiati uliotumika kwa hali ya maisha ili kupata maana"}
{"text": "Hukuza ushirikiano na mshikamano wa jamii Katika jamii ambazo methali hutengewa vikao watu hujumuika pamoja hivyo kukuza ushirikiano na mshikamano"}
{"text": "Uainishaji wa methali"}
{"text": "Muktadha"}
{"text": "Ile kuelewa methali ni muhimu kujua mazingira tamaduni na hali zilizozizaa methali hizo methali ambazo zimezaliwa katika muktadha au mazingira sawa huweza kuwekwa katika kundi moja"}
{"text": "Maudhui"}
{"text": "Maudhui na fani ndiyo hutawala methali maudhui katika methali ni mengi na mapana kama zilivyo jamii na shughuli zao methali ambazo huwa na maudhui sawa huwekwa katika kundi moja baadhi ya maudhui yanayojitokeza katika methali za Kiswahili ni ya"}
{"text": "Malezi"}
{"text": "Mchelea mwana kulia hulia mwenyewe"}
{"text": "Samaki mkunje angali mbichi"}
{"text": "Asiyefunzwa na mamake hufunzwa na ulimwengu"}
{"text": "b Kazi"}
{"text": "i Kazi mbi si mchezo mwema"}
{"text": "ii Mchagua jembe si mkulima"}
{"text": "iii Kazi ya bakuli husiri"}
{"text": "Kazi isiyo faidi kutenda si ada"}
{"text": "Ushirikiano"}
{"text": "i Kidole kimoja hakivunji chawa"}
{"text": "ii Jifya moja haliinjiki chungu"}
{"text": "iii Umoja ni nguvu utengano udhaifu"}
{"text": "Mtindo au fani"}
{"text": "Mbali na maudhui methali hutawaliwa na fani pia Fani katika methali hudhihirika katika muundo tamathali za semi na taswira inayoibuliwa methali ambazo huundwa kwa kutumia fani sawa huweza kuwekwa katika kundi moja Methali zifuatazo zimeundwa kwa kutumia kweli kinzani"}
{"text": "Simba mwenda pole ndiye mla nyama"}
{"text": "Kuinamako ndiko kuinukako"}
{"text": "Jukumu"}
{"text": "Methali huweza kuanishwa kulingana na majukumu yake Je methali inasifu inakashifu inahimiza inaonya ama inafariji Methali zifuatazo hutumiwa kuonya"}
{"text": "Mwenye pupa hadiriki kula tamu"}
{"text": "Asiyeangalia huishia ningalijua"}
{"text": "Usione kwenda mbele kurudi nyuma si kazi"}
{"text": "Maana"}
{"text": "Methali zote zenye maana sawa huweza kuwekwa katika kundi moja kwa mfano"}
{"text": "Damu ni nzito kuliko maji"}
{"text": "Meno ya mbwa hayaumani"}
{"text": "Mtoto wa nyoka ni nyoka"}
{"text": "Mwana wa mhunzi asiposana huvukuta"}
{"text": "Methali zenye maana zinazokinzana pia zinaweza kuainishwa pamoja kwa mfano Mvumilivu hula mbivu Ngoja ngoja huumiza matumbo Mtu pweke ni uvundo Nahodha wengi chombo huenda mrama"}
{"text": "Fani katika methali"}
{"text": "Sitiari"}
{"text": "Sitiari ni mbinu ya kulinganisha kitu na kingine bila kutummia maneno ya kulinganisha methali zinazoundwa kwa sitiari ni pamoja na"}
{"text": "Mgeni ni kuku mweupe hapo mgeni anafananishwa moja kwa moja na kuku mweupe kuonyesha mgeni hutambulika haraka akiwa kundini"}
{"text": "Ahadi ni deni ahadi inafananishwa na deni kuonyesha kuwa ni sharti mtu kutimiza ahadi"}
{"text": "Takriri"}
{"text": "Takriri ni mbinu ya kurudiarudia maneno au sauti kwa nia ya kusisitiza methali zenye takriri ni kama vile"}
{"text": "Ngoja ngoja huumiza matumbo"}
{"text": "Haba na haba hujaza kibaba"}
{"text": "Tashbihi"}
{"text": "Tashbihi ni tamathali ya usemi na inayo linganisha vitu kwa kutumia maneno ya kulinganisha kwa mfano"}
{"text": "Kawaida ni kama sheria"}
{"text": "Jambo usilolijua ni kama usiku wa kiza"}
{"text": "Tanakali za sauti"}
{"text": "Hizi ni miigo ya sauti zinazotolewa na kitu au zinazotokea tendo linapotendeka methali zinazotumia tanakali za sauti ni kama vile"}
{"text": "Chururu si ndo ndo ndo"}
{"text": "Taswira"}
{"text": "Taswira ni picha zinazojengeka akilini mwa mtu baada ya kusoma kutazama au kusikia maelezo fulani Taswira hizi hutokana na tajriba pamoja na mazingira ya mtu ifuatayo ni mifano ya methali zinazotumia taswira"}
{"text": "Mti mkuu ukigwa wana wa ndege huyumba"}
{"text": "Mpanda farasi wawili hupasuka msamba"}
{"text": "Kweli kinzani"}
{"text": "Katika kweli kinzani maana ya maneno hukinzana kijuujuu husikika kuwa haiwezekani lakini ikichunguzwa kwa undani kuna ukweli fulani uliofichika ifuatayo ni mifano ya methali zinazotumia ukinzani"}
{"text": "Wagombanao ndio wapatanao"}
{"text": "Ukipigao ndio ukufunzao"}
{"text": "Chuku"}
{"text": "Chuku ni mbinu ya kuongezea sifa kitu zaidi ya kilivyo mifano ya methali zinazotumia mbinu hii ni"}
{"text": "Usipoziba ufa utajenga ukuta"}
{"text": "Mzigo wa mwenzio ni kanda la usufi"}
{"text": "Taashira au ishara"}
{"text": "Katika taashira kitu kimoja huashiria kingine Mifano ya methali zenye taashira"}
{"text": "Kimya kingi kina mshindo mkuu"}
{"text": "Kuku mgeni hakosi kamba mguuni"}
{"text": "Dhihaka stihizai au kejeli"}
{"text": "Hii ni mbinu ya kufanya mzaha au kudharau tabia au mienendo isiyofaa kwa mfano"}
{"text": "Hawi musa kwa kuchukua fimbo"}
{"text": "Ucha mungu si kilemba cheupe"}
{"text": "Tashihisi au uhuishaji"}
{"text": "Tashihisi ni mbinu ya kukipa kitu sifa za kibinadamu au kitu kisicho hai kupewa sifa za kitu kilicho hai"}
{"text": "mfano"}
{"text": "Adhabu ya kaburi aijuaye ni maiti"}
{"text": "Siri ya mtungi aijuaye kata"}
{"text": "Balagha"}
{"text": "Maswali yasiyo hitaji majibu maswali haya humchochea mtu kufikiri"}
{"text": "Pilipili usiyoila yakuwashiani"}
{"text": "Mavi usoyala wayaingiani kuku"}
{"text": "Methali hizi zimeundwa kwa mbinu ya swali ambalo linamhitaji mwenye kuambiwa kufikiria"}
{"text": "Tanakuzi"}
{"text": "Hii ni mbinu inayotumia maneno au kauli zinazopingana katika tanakuzi sehemu moja ya methali huwa na maana inayopingwa na sehemu ya pili"}
{"text": "Tamaa mbele mauti nyuma"}
{"text": "Mpanda ngazi hushuka"}
{"text": "Pole pole ya kobe humfikisha mbali"}
{"text": "Kinaya"}
{"text": "Kinaya ni kinyume cha matarajio au cha hali ilivyo kwa mfano"}
{"text": "Kigumba kwa nguruwe kwa mwanadamu ki uchungu"}
{"text": "Kikiharibika cha fundi kikiongoka cha bwana swedi"}
{"text": "Muundo wa methali"}
{"text": "Methali kwa kawaida huwa na muundo na wenye sehemu mbili sehemu ya kwanza hudokeza wazo nayo ya pili hulikamilisha mfano"}
{"text": "Baada ya shida mkasa"}
{"text": "Debe shinda haliachi kutika"}
{"text": "Dawa ya moto ni moto"}
{"text": "Uchambuzi wa methali"}
{"text": "Maswali yafuatayo husaidia kuchambua au kuhakiki methali"}
{"text": "Methali imerejelea vifaa gani au inahusu nini Km Wanyama binadamu ama vifaa vya nyumbani"}
{"text": "Methali imebuniwa kwa kutumia tamathali gani na mbinu gani za kifasihi km uradidi  kinaya balagha nk"}
{"text": "Methali inaibua taswira gani Methali simba mwenda pole ndiye mla nyama inaibua taswira ya utulivu makini na subira kwamba ukitaka kufanikiwa ni sharti uwe na subira"}
{"text": "Methali inakupa wazo gani kuhusu jamii Methali mtu pweke ni uvundo inaonyesha kuwa jamii husika inachukia utengano"}
{"text": "Je kuna methali nyingine inayokaribiana kimaana au inayopingana na hii"}
{"text": "Je methali imejikita katika mazingira ama muktadha gani Kwa mfano"}
{"text": "Jogoo wa shamba hawiki mjini mashambani mjini"}
{"text": "Mgaagaa na upwa hali wali mkavu pwani"}
{"text": "Ucha mungu si kilemba cheupe dini"}
{"text": "Je dhamira ya methali yenyewe ni gani Inanuia kuonya kushawishi kufahamisha au kusifu Kwa mfano mali bila daftari hupotea bila habari inaelimisha uzuri wa mkakasi ndani kipande cha mti ina kejeli ilhali hakuna refu lisilokuwa na ncha inaliwaza"}
{"text": "Vitendawili"}
{"text": "Kitendawili ni kauli yenye fumbo ambalo hutolewa kwa hadhira hai ili ilifumbue jibu la kitendawili ndilo fumbo lenyewe"}
{"text": "Sifa"}
{"text": "Kwa kawaida vitendawili ni semi fupifupi zinazotumia lugha ya mkatokwa mfano pafunika pafunika jibu nyayo wakati wa kutembea"}
{"text": "Vitendawili hutolewa kwa hadhira ili vifumbuliwe hivyo hadhira yake ni hai na tendi"}
{"text": "Hutumia lugha ya picha au taswira na vina ukwasi wa tamathali za semi"}
{"text": "Vitendawili huhitaji watu au makundi mawili ili kukamilisha uwasilishaji wavyo mtu wa kwanza hutega na mwenzake hutegua"}
{"text": "Vitendawili huwa na muundo au fumyula maalumu ya uwasilishaji kwa mfano"}
{"text": "Mtegaji kitendawili"}
{"text": "Mteguaji tega"}
{"text": "Mtegaji nyumba yangu haina mlango"}
{"text": "Mteguaji yai"}
{"text": "Vitendawili huwasilisha kwa mtindo wa majibizano kati ya mtegaji na mteguaji mteguaji akishindwa kutegua huhitajika kutoa mji ndipo kupewa jibu na mtegaji"}
{"text": "Kitendawili ni fumbo au swali liilofichika ambalo huhitaji jibu"}
{"text": "Fumbo au jibu la kitendawili hufahamika tu na jamii ambamo kitendawili hicho kimezaliwa kitendawili kinaweza kuwa na majibu mawili kutegemea mazingira ya jamii kwa mfano vitendawili vifuatavyo huweza kuwa na jibu zaidi ya moja"}
{"text": "Wanangu wawili husabihiana majibu tui na maziwa unga na majivu"}
{"text": "Mwarabu kasimama kwa mguu mmoja majibu uyoga mwavuli"}
{"text": "Vitendaili ni sanaa ambayo kwa kiasi kikubwa hutegemea uwezo wa mtu kutambua na kuhusisha au kulinganisha vitu katika mazingira yake kwa mfano ili kufumbua fumbo la kitendawili mbili mbili hadi pwani lazima mtu aweze kuhusiaha vitu viwili ambavyo daima hufanya jambo pamoja jibu macho  macho hutazama pamoja hulala pamoja na hulia pamoja"}
{"text": "Vitendawili huingiliana na tanzu na vipera vingine vya fasihi simuliza kwa mfano ngano za mtanziko hutumia vitendawili hasa katika fomyula ya ufunguzi wa ngano Aidha vitendawili hutangulia vikao vya kusimulia hadithi au hutegwa baada ya vikao hivyo"}
{"text": "Vitendawili hubadilika kutegemea wakati au kipindi cha kihistoria na maendeleo ya jamii kitendawili kimoja kinaweza kuundwa au kutolewa kwa maneno tofauti kulingana na kipindi cha wakati kinapotumiwa kwa mfano"}
{"text": "Mwarabu wangu nimemtupa biwini machicha ya nazi"}
{"text": "Mzungu katupwa jalalani machicha ya nazi maneno tofauti mwarabu na mzungu katika vitendawili hivi viwili ambavyo vina jibu moja yanaonyesha viliathiriwa na nyakati tofauti za kihistoria"}
{"text": "Vitendawili ni sanaa inayotendwa kwa hivyo hujisimamia yenyewe tofauti na methali ambazo kwa kawaida ni sanaa tegemezi Hutegewa vikao maalumu na kutolewa"}
{"text": "Kimaudhui vitendawili hushughulikia masuala katika nyanja zote za maisha ya binadamu na mzingira yake Maudhui haya hutofautiana katika jamii mbalimbali ingawa baadhi yao huingiliwa"}
{"text": "Vitendawili vinaweza kuwa sahili rahisi na vingine changamano"}
{"text": "Vitendawili ni semi maarufu sana miongoni mwa watoto katika jamii nyingine watoto na watu wazima hushirikiMiongoni mwa wakamba kwa mfano watu wazima walishindana kutegua vitendawili hata kuliko watoto"}
{"text": "Umuhimu"}
{"text": "Vitendawili huelimisha vitendawili hujumuisha masuala mengi katika mazingira ya jamii"}
{"text": "Hali hii inavifanya kuwa na uwezo mkubwa wa kuelimisha watu kuhusu mazingira yao aidha mtu akikosa jibu haadhibiwi zaidi ya kutoa mji"}
{"text": "Huburudishavitendawili huwapumbaza na kuwapumzisha wanaoshiriki katika utegaji ua utegauaji wavyo"}
{"text": "Hufundisha kaida na maadili ya jamii vitendawili huwa na utaratibu fulani unaofuatwa na ambao washiriki wanapaswa kuuheshimu na kuuzingatia hii ni njia moja ya kuadilisha kwa kuwa kila jambo maishani lina kaida zake zinazoheshimiwa"}
{"text": "Hukuza ubunifu na stadi ya kufikiri haraka mteguaji wa kitendawili sharti afikiri na kuoanisha yaliyotajwa na mazingira yake ili kupata jawabuVitendawili hukuza ari ya kufikiria na kudadisi mazingira"}
{"text": "Vitendawili hudhihaki na kukejeli watu hali au tabia hasi katika jamiihukashifu matendo hasi na kusifu yale chanya"}
{"text": "Husawiri mitazamo na itikadi ya jamii kuhusu hulka fulani kwa mfano nyumbani kwetu kuna papai lililoiva sana lakini nashindwa kulichuma jibu kaka au dada inaonyesha kuwa ndoa kati ya dada na kaka hairuhusiwi"}
{"text": "Hukuza uwezo wa kukumbuka vitendawili hutumiwa kama chemshabongo ya kujaribu uwezo wa mtu kukumbuka na kuhusisha mambo"}
{"text": "Huleta umoja na ushirikiano katika jamii watu hujumuika wakati wa kutegeana vitendawili kwa njia hiyo utangamano huimarika"}
{"text": "Hutambulisha jamii kila jamii huwa na vitendawili vinavyoonyesha mazoea hali tajriba na mazingira ya jamii husika"}
{"text": "Huchochea tabia ya udadisi uzoefu wa kutafuta kiini cha kitendawili hujenga tabia ya kutaka kufichua jambo lililofichika kwa kujaribu kupata jibu la jambo ktika kitendawili wanajamii huimarisha ari yao kutafiti mambo ili kubaini kiini chake"}
{"text": "Vitendawili hukuza na kusambaza ujuzi wa lugha vitendawili vina ukwasi mkubwa wa lugha na tamathali za semi kwa hivyo ni nyenzo kuu ya kukuza na kusambaza maswala ya lugha katika jamii"}
{"text": "Fani katika vitendawili"}
{"text": "Muundo"}
{"text": "Kama tulivyotaja awali vitendawili huwa na fomyula au muundo maalamu wa uwasilishaji"}
{"text": "Kitangulizi ambacho hutolewa na mtegaji"}
{"text": "Mtegaji kitendawili"}
{"text": "Hadhira humpa ruhusaya kutega Mteguaji tega"}
{"text": "Mtegaji hutoa kitendawili mtegaji Fatuma mchafu"}
{"text": "iv Jibu hutolewa na mteguaji Mteguaji nguruwe kosa"}
{"text": "Jibu likikosekana mtegaji huomba mji Mtegaji Umenoa"}
{"text": "Nipe mji"}
{"text": "Mteguaji hutoa mji mteguaji Ninakupa migingo"}
{"text": "Mtegaji akipewa mji hutoa jawabu sahihi Mtegaji Nilienda migingo watu wa migingo wakaniambia nikija niwasalimu"}
{"text": "Jibu lake ni ufagio"}
{"text": "Mtindo"}
{"text": "Vitendawili hutolewa kwa mtindo wa majibizano majibizano haya huwa kati ya mtegaji na mteguaji na hadhira ya wasikilizaji utaratibu ulioelezwa katika muundo huzingatiwa na mtegaji na mteguaji hadhira"}
{"text": "Lugha"}
{"text": "1 Sitiari"}
{"text": "Aghalabu vitendawili hutumia sitiari km"}
{"text": "Fatuma mchafu ufagio hapa fatuma ni sitiari ya ufagio"}
{"text": "Saa yetu kadiri inavyotembea ndivyo inavyopunguza nguvu moyo saa ni sitiari ya moyo"}
{"text": "Jani la mgomba laniambia habari zinazotoka ulimwenguni kote  gazeti jarida jani la mgomba ni sitiari ya gazeti jarida"}
{"text": "2 Tashihisi uhuishaji"}
{"text": "Wakati mwingine vitendawili hutumia mbinu inayoipa kitu kisicho hai sia za kibinadamu km"}
{"text": "Akizungumza kila mtu hubabaika radi hapa radi imepewa sifa ya kuzungumza kama binadamu sauti kali ya radi huwaogofya binadamu"}
{"text": "Amenifunika kote kwa blanketi lake jeusi giza giza limepewa sifa ya binadamu ya kumfunika mwingine"}
{"text": "Daima nasaabisha mafarakano ukewenza ukewenza umerejelewa kwa nafsi ya kwanza"}
{"text": "Taashira"}
{"text": "Faiza akiniona ajificha mzee kobe kinachoashiriwa na kujificha kwa Faiza ni kobe"}
{"text": "Chonge la nyoka huuma walio mbali ugonjwa chonge la nyoka linaashiria ugonjwa"}
{"text": "Stihizai dhihakakejeli"}
{"text": "Vitendawili vinavyobuniwa kwa dhihika hutumiwa kukashifu mienendo hasi katika jamii pia hueleza sifa ya kitu kwa njia ya dharau km"}
{"text": "Akivaa miwani hafanyi kazi vizuri mlevi kitendawili hiki kinakashifu ulevi"}
{"text": "Babangu amevaa koti la chuma mzee kobe"}
{"text": "Upara wa mwarabu unafuka moshi chai ya maziwa"}
{"text": "Uzi mwembamba umefunga dume kubwa usingizi"}
{"text": "Kweli kinzani"}
{"text": "Vitendawili vya aina hii huundwa kwa hoja mbili zinazopingana km"}
{"text": "Ajenga ingawa hana mikono ndege ndege hana mikono kama binadamu hata hivyo hujenga kiota"}
{"text": "Ana meno lakini hayaumi kichana meno ya kichana hutumiwa kuchana wala si kuuma"}
{"text": "Hufa ikifufuka bahari kupwa maji ya bahari huwa kutoka ufukwenina kurejea"}
{"text": "Takriri"}
{"text": "Kuna vitendawili vinavyoundwa kwa tanakali za sauti kwa mfano"}
{"text": "Aliwa yualaala aliwapapa"}
{"text": "Amezaliwa aliamekufa alina amerudi ali nywele"}
{"text": "Mama kazaa mtoto kazao mtoto na mtoto kazaa mtoto kuku na yai"}
{"text": "Tanakali za sauti"}
{"text": "Chubwijiwe likianguka ndani ya maji"}
{"text": "Prr mpaka makka utelezi"}
{"text": "Pafunua pafunika  nyayo wakati wa kutembea"}
{"text": "Taswira"}
{"text": "Baadhi ya vitendawili vimeundwa kwa jinsi ya kuibua taswira au picha mbalimbalikm"}
{"text": "Nimemwona bi kizee akijitwika machicha Mvi"}
{"text": "Ameingia shimoni akiwa uchi akatoka amevaa nguombegu"}
{"text": "Utata"}
{"text": "Baadhi y vitendawili huweza kufasiriwa kwa njia zaidi ya moja tunasema kitendawili cha aina hii kina utata Utata katika vitendawili husababishwa na hali kwamba jibu la kitendawili hutokana na mazingirawatu tofauti huweza kuwa na majibu tofauti kwa kitendawili hicho hicho kutegemea hali ambayo inawazunguka"}
{"text": "Kwa mfano"}
{"text": "Inachurura inaganda asali au gundi"}
{"text": "Gari la kila mtu miguu au jeneza au kifo"}
{"text": "Vitendawili vinavyohusiana na methali"}
{"text": "Ukichukua mama chukua mtoto sagio jiwe dogo la kusagia linalopitishwa juu ya jiwe kubwa  methali ukivuta sagio uchukue kabisa na jiwe dogo la kusagia"}
{"text": "Mzee amekufa na vyombo vimevunjikavunjika kifo cha kiongozi husababisha matatizo  methali mti mkuu ukigwa wana wa ndege huyumba"}
{"text": "Mfano"}
{"text": "Ndege wengi baharini nyota ngani"}
{"text": "Taswira"}
{"text": "Istiari"}
{"text": "Natembea shambani  wembe wa kunyolea ukiwa kichwani"}
{"text": "Taswira"}
{"text": "Tashihisi"}
{"text": "Pambo juu ya jiwe upara"}
{"text": "Taswira"}
{"text": "Sitiari"}
{"text": "Dhihaka stihizai"}
{"text": "Hulia huku akiunganisa cherehani"}
{"text": "Tashihisi"}
{"text": "Taswira"}
{"text": "Hukopa lakini halipikifo"}
{"text": "Ukinzani"}
{"text": "Tashihisi"}
{"text": "Kinaya"}
{"text": "Kisiki chetu hakikui mbilikimo"}
{"text": "Stihizai kejeli"}
{"text": "Sitiari"}
{"text": "Taswira"}
{"text": "Kufanana na kutofanan kwa methali na vitendawili"}
{"text": "Methali na vitendawili hufanana kwa vile"}
{"text": "Ni tungo fupi"}
{"text": "Huwa na maana fiche"}
{"text": "Hutumia lugha inayojenga taswira"}
{"text": "Huupata maana kulingana na jamii"}
{"text": "Hufumbata ukweli Fulani wa kijamii"}
{"text": "Huweza kutumiwa katika shughuli rasmi kama vile katika maamuzi ya kesi na utoaji hotuba"}
{"text": "Huweza kutekeleza majukumu sawa km kuonya kuburudisha au kunoa bongo"}
{"text": "Methali na vitendawili hutofautiana kama ifuatayo"}
{"text": "Misimu"}
{"text": "Misimu ni semi za muda ambazo hubuniwa na kutumiwa katika mazingira maalumu katika kipindi maalumu cha wakati msimu huitwa pia simo Misimu inaweza kupata mashiko katika jamii na kukubaliwa kama msamiati au semi rasmi za lugha"}
{"text": "Dhima"}
{"text": "Kutambulisha makundi mbalimbali ya watu"}
{"text": "Huhifadhi siri za watumiaji"}
{"text": "Kuibua hisia mbalimbali"}
{"text": "Hukuza lugha"}
{"text": "Huhifadhi historia ya jamii"}
{"text": "Hutasfidi lugha"}
{"text": "Hukuza uwezo wa kufikiri au kudadisi"}
{"text": "Hukuza ushirikiano na utangamano"}
{"text": "Huondoa urasmi katika mazungumzo"}
{"text": "Sifa"}
{"text": "Misimu ni semi au msamiati ambao huzuka na kutoweka baada ya muda Fulani"}
{"text": "Hutumiwa na wanajamii katika mawasiliano ya makundi fulani km kuna misimu ya vijana ya wafanyakazi katika vyombo vya usafiri na hata ya watoto"}
{"text": "Hutumiwa na wanajamii katika mawasiliano yao katika kipindi fulani cha wakati na mahali fulani"}
{"text": "Ingawa misimu huzuka na kutoweka baada ya muda baadhi ya misimu hudumu na kukubalika kama semi au msamiati sanifu wa lugha husika kwa mfano neno chai kwa maana ya hongo  lilianza kama msimu kisha likashika na kukubalika kama msemo sanifu"}
{"text": "Msimu hupata maana yake kutoka kwa watumiaji pamoja na muktadha wa mahali na wakati kwa mfano neno sare ni msimu uliopata maana katika sekta ya usafiri wa matatu likimaanisha kubebwa bila malipo"}
{"text": "Uainishaji wa misimu"}
{"text": "Misimu hutofautiana kwa kutegemea"}
{"text": "Wahusika  kuna misimu ya vijana mabaharia au wanafunzi neno beste hutumiwa na vijana kumaanisha rafiki"}
{"text": "Matilaba  kuna misimu ya kuendesha biashara neno kungara linamaanisha kuvaa nguo inayopendeza na sare lina kubebwa kwenye matatu bila kulipa nauli"}
{"text": "Vifaa kuna misimu ya vyakula pesa na vyombo vingine maneno nyaki ni nyama na ashu ni shilingi kumi"}
{"text": "Mahali kila eneo huibua misimu yakegari la uchukuzi kwa uma nchini Kenya ni matatu na nchini Tanzania ni daladala"}
{"text": "Wakati au kipindi  misimu hubadilika kulingana na wakati au kipindi kwa mfano wakati wa uchaguzi wa 2002 nchini Kenya kulizuka neon unbwogable lililomaanisha wasioshindwa na lika toweka katika muktadha baadaye"}
{"text": "Lakabu"}
{"text": "Lakabu ni jina la msimbo au jina la kupanga ambalo mtu hujibandika ama hubandikwa kutokana na sifa zake za kimaumbile kitabaka tabia au kimatendo Aghalabu lakabu huwa neno moja au fungu la maneno lililo na maana fiche au ya kisitiari sifa zinazodokezwa katika lakabu zinaweza kuwa za kusifu kudhalilisha au kukosoa"}
{"text": "Sifa"}
{"text": "Lakabu si jina la mtu ni jina tu la kupangwa"}
{"text": "Lakabu aghalau huwa neno au fugu la maneno lililo na maana iliyofumbwa"}
{"text": "Lakabu huoana na sifa za mhusika inaweza kusifu kukejeli au kufanyia tashtiti tabia hasi ya mhusika lakabu baba wa taifa moja kwa moja inaashiria sifa nzuri za mhusika na kumsifu kwa upande mwingine lakabu kama kangumu inaashiria tabia ya uchoyo"}
{"text": "Lakabu hupatikana katika tanzu na vipera vingine nya fasihi simulizi kama vile sifo malumbano ya utani na majigambo vivugo ambapo wahusika hujipa majina ya kupanga ya kujitapa"}
{"text": "Lakabu huundwa kwa lugha ya picha au taswira na sitiari kwa mfano lakabu nyayo ya Raisi mstaafu inatumia sitiari inamfananisha na nyayo za mtu hivyo kutupa taswira ya kujipata kufuata falsafa ya mtu mwingine"}
{"text": "Ingawa lakabu si jina halisi la mtu huweza kudumu na kufanya jina halisi la mtu kusahaulika kwa mfano Sonko"}
{"text": "Umuhimudhima"}
{"text": "Kusifiwa kwa matendo chanya ya mhusika"}
{"text": "Hukashifu au kukejeli matendo mabaya ya mhusika"}
{"text": "Ni kitambulisho cha mhusika husawiri tabia au hali ya mtu fulani ka maneno machache"}
{"text": "Hutumiwa kama ishara ya hesima katika jamii ambamo kumtaja mkazamwana kwa jina lake ni mwiko baba mkwe huibua lakabu ya kumrejelea mkazamwanawe"}
{"text": "Hutumiwa na baadhi ya wahusika kuficha utambulisho wao baadhi ya waandishi hujibandika majina ya uandishi ili kuficha majina yao halisi"}
{"text": "Hutumiwa na wahusika kujigamba na kujinaki katika majigambo anayejigamba hujipa lakabu ili kujinaki na kuonyesh ubingwa wake"}
{"text": "Hutumiwa kuhifadhi siri wakati mwingine watu humpa mtu fulani lakabu ili wanapomrejelea isijulikane ni nani"}
{"text": "Hukuza uhusiano bora hasa miongoni mwa watani katika kutaniana watu huweza kubandikana majina"}
{"text": "Hutumiwa kuondoa urasmi katika mahusiano ya kijamii"}
{"text": "Vitanza ndimi"}
{"text": "Vitanza ndimi ni kauli au sentensi zenye maneno ambayo yana mfuatano wa sauti zinazotatanisha kimatamshiVitanza ndimi huundwa kwa maneno yenye sauti zinazokaribiana sana kimatamshi kimsingi katika jamii nyingi za kiafrika watu hufurahia kucheza na maneno kama njia ya burudani Watoto kwa mfano wana mazoea ya kucheza na maneno na sauti katika michezo na nyimbo zao"}
{"text": "Sifa"}
{"text": "Kimsingi vitanza ndimi ni mchezo wa maneno na sauti"}
{"text": "Huundwa kwa maneno ambayo yana sauti zinazokaribiana kimatamshi maneno haya huweza kuwa na maana nyingi au yenye kukabiriana kimaana"}
{"text": "Ukinzani wa maneno kisauti na kimaana huyafanya matamshi ya maneno kuutatiza ulimi"}
{"text": "Mifano ya vitanza ndimi"}
{"text": "Wataita wataita wataita taita"}
{"text": "Waite wale wana wa liwali wale wali wa liwali"}
{"text": "Cha mkufuu mwanafuu ha akila hu cha mwanafuu hu akila ha"}
{"text": "Dhima"}
{"text": "Vitanza ndimi hukuza matamshi bora mtu anapotamka kwa haraka na kwa usahihi hutia makali stadi zake za kimatamshi Kupitia hali hii uzoefu wa kutamka vyema hujengwa"}
{"text": "Hukuza uwezo wa kufikiri kwa haraka baadhi ya vitanza ndimi hutatanisha kuwaza haraka ili kuteua neno sahihi la kutamka"}
{"text": "Kuburudisha kimsingi vitanza ndimi vilinuiwa kuibua ucheshi na kuchangamsha hadhira"}
{"text": "Hukuza ubunifu anayebuni vitanza ndimi anahitaji kuwa na ujuzi mpana wa lugha na ubunifu ili kuteua maneno yanayokaribiana kimatamshi na kimaana"}
{"text": "Hukuza lugha vitanza ndimi vilivyobuniwa katika vipindi mbalimbali huhifadhiwa na kupitishwa kwa vizazi vijavyo kama malighafi katika kipera cha vitanza ndimi"}
{"text": "Huhifadhi utamaduni na kuurithisha maarifa ya kipera cha vitanza ndimi yasingehifadhiwa na kurithishwa kama vipera vingine vya fasihi simulizi tusingevisoma leo"}
{"text": "Ni kitambulisho cha jamii vitanza ndimi huakisi mazoea ya jamii husika kila jamii ina vitanza ndimi vyake mahususi"}
{"text": "Hujenga uhusiano bora wa kirafiki ucheshi unaoibuliwa na vitanza ndimi hujenga uhusiano bora miongoni mwa washiriki"}
{"text": "Mafumbo na chemshabonga"}
{"text": "Mafumbo ni kauli zenye maana iliyojificha mafumbo hutumia lugha fiche au ya kiistiari pamoja na tamathali nyingine za usemi Humtaka anayeambiwa kudadisi mazingira yake na kufikiria ili kupata maana mafumbo huchemsha bongo za wale wanaoshiriki katika kuyafumbua ingawa vitendawili ni aina za fumbo tunadai kwamba mafumbo kwa kawaida ni semi ndefu kuliko vitendawili"}
{"text": "Kuna mafumbo yaitwayo chemshabongo chemshabongo ni maswali ambayo humtaka mtu kutumia akili na ujuzi kuyajibu Maswali mengi ya aina hii ni ya kimapokeo mengine hubuniwa na msemaji ili kukidhi mahitaji ya hadhira mahususi Baadhi ya chemshabongo kwa hakika ni hesabu tu nyingine hutolewa kwa mraba unahitaji kujazwa"}
{"text": "Mfano"}
{"text": "Nina kilo moja ya mchanga na kilo moja ya pamba kipi kizito zaidi mchanga au pamba"}
{"text": "Jibu vyote vina uzito sawa kwa vile uzito wavyo ni sawa kilo moja"}
{"text": "Sifa"}
{"text": "Ni semi zinazofumba jambo"}
{"text": "Huhitaji mtu kuwaza ili aweze kubuni fumbo lenyewe"}
{"text": "Shughuli maumbile au vitu vilivyo katika mazingira ya jamii kama vile mifugo njia za usafiri na nyenzo za biashara vinaweza kufumbiwa"}
{"text": "Baadhi ya mafumbo hufananisha kitu kilichotajwa katika fumbo na mazingira halisi"}
{"text": "Baadhi ya mafumbo huwa marefu na mengine huwa mafupi"}
{"text": "Mafumbo huhitaji mantiki ili kuyatmbua Mfano nina chui mbuzi na majani ya kuliwa na mbuzi je nitafanya aje ili nivuke ngambo ile"}
{"text": "Dhima umuhimu"}
{"text": "Hukuza uwezo na wepesi wa kufikiri ili kufumbua fumbo ni lazima mtu afikiri kwa makini na wakati mwingine kwa upesi"}
{"text": "Hustawisha ubunifu fumbo hufumbuliwa kwa kuoanisha yaliyomo katika fumbo tajiriba na mazingira hivyo mtu hutumia kiwango fulani cha ubunifu ili kupata maana aidha shughuli ya kufumbua huhitaji watu kuwa wabunifu"}
{"text": "Hukuza maarifa ya kukabiliana na changamoto na kutumia mantiki kusuluhisha mambo"}
{"text": "Nahau"}
{"text": "Nahau ni fungu la maneno ya kawaida lenye maana ambayo haitokani moja kwa moja na maana za maneno yaliyoziunda nahau piga kalamu si kuchapa kalamu bali ni kufuta mtu kazi"}
{"text": "Mifano mingine ni"}
{"text": "Piga maji Lewa"}
{"text": "Kujitia hamnazo  Kujifanya hujui"}
{"text": "Kukata kamba Kufa"}
{"text": "Kunja jamvi Maliza shughuli"}
{"text": "Kwenda nguu Kukata tama"}
{"text": "Piga vijembe Kusema kwa mafumbo"}
{"text": "Kumwaga unga Kuachishwa kazi"}
{"text": "Ndege mbaya Bahati mbaya"}
{"text": "Kupata jiko Kuoa"}
{"text": "Shingo upande Bila kutaka"}
{"text": "Sifa za nahau"}
{"text": "Nahau huundwa kwa lugha ya mkato iliyo na ujumbe mzito wa mafumbo km kidudu mtumfitini"}
{"text": "Nahau mbili au zaidi zinaweza kuwa na maana moja km jamvi la wagenibao la mkahawani kahaba"}
{"text": "Nahau moja inaweza kuwa na maana zaidi ya moja km kushika mguukuomba radhi kutoa shukrani kupiga mbio"}
{"text": "Maneno katika nahau hupoteza sifa zake za kawaida na kuchukua maana nyingine iliyo tofauti kabisa km kula chumvi kuwa mzee"}
{"text": "Nahau huundwa kwa maneno mawili au zaidi kupaka mafuta kwa mgongo wa chupadanganya"}
{"text": "Bega kwa bega pamoja"}
{"text": "Nahau huweza kuundwa kwa mitindo mbalimbali au kwa maneno ya kategoria mbambali km"}
{"text": "Kitenzi na nomino piga chuku andika meza"}
{"text": "Kitenzi na kitezikufa kuponapata shika"}
{"text": "Kitenzi na kielezi jikaza kisabuni kufa kikondoo"}
{"text": "Noino na nominoaskari kanzu domo kaya"}
{"text": "Nomino na kitenzimguu haumshiki damu kumkauka"}
{"text": "Nomino na vivumishi nyoat njema ndege mbaya"}
{"text": "Dhima ya nahahu"}
{"text": "Nahau hukuza lugha nahau huyapa maneno maana tofauti na maana ya kawaida kwa njia hii hupanua msamiati wa lugha"}
{"text": "Nahau huipa lugha badala ya kutumia maneno yaliyozoeleka nahau hutumiwa kukoleza ladha ya lugha"}
{"text": "Nahau pia hutumiwa kupunguza ukali wa jambo linalorejelewa km jicho la njeuasherati"}
{"text": "Nahau huweza kutumika pia kuhifadhi siri ili wanatengwa wasielewe si watu wote wanaoelewa maana ya nahau zote"}
{"text": "Misemo"}
{"text": "Misemo ni semi ambazo zinabeba ukweli wa kijumla hutumika kueleza mambo mbalimbali yanayokubali ukweli huo Misemo hutumiwa kutoa ujumbe kwa muhtasari mfano zaidi"}
{"text": "Binadamu ni udongo kumaanisha binadamu aliumbwa kwa udongo na hufa na kurudi udongoni"}
{"text": "Mwili haujengwi kwa mbaomtu lazima ale ili apate kujenga mwili au kunenepa hauwezi kujengwa kwa mbao"}
{"text": "Umaskini si kilemakumaanisha kuwa mambo hubadilika ukizaliwa katika umaskini si lazima uishi na ufe ukiwa maskini"}
{"text": "Lila na fila havitangamani ubaya na wema hayaendi pamoja"}
{"text": "Ndio kwanza mkoka ualike maua kumaanisha ndio mambo yamezidi kushika kasi"}
{"text": "Mgomba haupandwi changaraweni ukamea jambo njema halifanywi mahali pabaya likapendeza"}
{"text": "Baadhi ya misemo hutumiwa kama methali kwa mfano umoja ni nguvu utengano ni udhaifu"}
{"text": "UKUSANYAJI NA UHIFADHI WA FASIHI SIMULIZI"}
{"text": "Utangulizi"}
{"text": "Sifa za fasihi simulizi ni kwamba huzaliwa hukua huishi na huweza kufa Kadiri jamii inavyobadilika fasihi simulizi inabadilika na kuathiiriwa na maendeleo ya binadamu kisayansi kijamii na kiteknolojiaVipera vipya vya fasihi simulizi huzaliwa kutokana na athari za utandawazi hukuzwa na kupewa uhai katika mazingira mapya aidha vipera vya zamani km matambiko na ngomezi huweza kufa au kupewa sura mpya Hivyo kuna umuhimu wa kuhifadhi tanzu za fasihi simulizi ili zisipotee lakini kabla ya kuzihifadhi ni lazima kwanza zikusanywe ukusanyaji wa data ya fasihi simulizi hufanywa ili kuendeleza na kutekeleza malengo muhimu yanayokusudiwa na anayekusanya"}
{"text": "Mkusanyaji apaswa kufuata hatua zifuatazo"}
{"text": "Kujiadaa  hapa mtu anatakiwa kuzingatia"}
{"text": "Mada ya utafiti anatafiti kuhusu nini"}
{"text": "Mawanda ya utafiti  Kama ni kitendawili anatafiti fani Aina"}
{"text": "Walengwa  jamii ipi Wenye umri gani"}
{"text": "Kipindi cha utafiti  utaanza na kutarajia kumaliza lini"}
{"text": "Kuomba kibali cha utafiti kutoka kwa taasisi husika kv wizara ya elimu"}
{"text": "Mbinu za ukusanyaji na kuhifadhi data je atatumia Hojaji au mahojiano je vifaa hivi vi tayari"}
{"text": "Gharama ya utafiti je atatumia kiasi gani cha pesa Nani atafadhili utafiti"}
{"text": "Utafiti na ukusanyaji wa data mtafiti anaweza kukusanya data kupitia hojaji mahojiano kushiriki au kutazama"}
{"text": "Rekodi ya data kuna njia mbalimbali za kurekodi data basi vifaa hivi sharti viwen tayari kabla ya utafiti"}
{"text": "Kuchunguza upana wa datamaelezo yaliyotolewa na walengwa na kuyanakili ili kuyachunganua baadaye"}
{"text": "Uchanganuzi na kufasiri wa data huchanganuliwa kulingana na vigezo vya uchanganuzi alivyoweka na kulingana na mada yake Matokeo hutumiwa kutoa hitimisho na mapendekezo kuhusu mada ya utafiti"}
{"text": "Ukusanyaji wa kazi za fasihi simulizi"}
{"text": "Kwa vile sifa za fasihi simulizi hutegemea jamii Fulani sio vyema kulinganisha fasihi ya jamii moja na sanaa ya jamii nyingine"}
{"text": "Ni vyema mkusanyaji kuchunguza ili aelewe umbo thamani na dhima ya fasihi hiyo Njia mbalimbali za kukusanya fasihi simulizi ni"}
{"text": "Kusikiliza"}
{"text": "Mkusanyaji anaweza kusikiliza wasanii katika jamii fulani wakitamba kusimulia au kuimba tungo zao"}
{"text": "Kushiriki"}
{"text": "Mkusanyaji aweza kujiunga na jamii kwa kushiriki katika ngoma soga na masimulizi ya hadithi na tanzu nyingine hapa anayekusanya data ya fasihi simulizi haulizi bali hujirekodia anachokibaini katika ushirika huo"}
{"text": "Umuhimu wa kushiriki"}
{"text": "Mtafiti huja karibu zaidi na jamii na hupata habari za kuaminika moja kwa moja"}
{"text": "Ni njia bora ya kukusanya habari kwa watu wasiojua kusoma na kuandika ama wanaona vigumu kujieleza moja kwa moja"}
{"text": "Ni rahisi kwa mtafiti kuuliza maswali kuhusu kipera kinachowasilishwa mathalani anaweza kuuliza kuhusu kipidi ambamo wimbo fulani uliimbwa au hadhira mahususi ambayo ilitambiwa aina fulani ya ngano"}
{"text": "Mtafiti huweza kunakili anayosikia au kuona hivyo kuhifadhi sifa za kiimbo toni na ishara"}
{"text": "Mtafiti hupata taathira na hisia halisi ya yanayowasilishwa kwani anakabiliana wazi na watendaji halisi huelewa zaidi"}
{"text": "Mtafiti huweza kuthibitisha aliyokusanya kwa hojaji au mahojiano kwa kuyahakiki"}
{"text": "Kusiriki hukuza utangamano kati ya mtafiti na wanajamiini rahisi kwa mtafiti kupata majibu ya masuala anayotafiti kwa kushiriki na kutangamana na wanajamii"}
{"text": "Udhaifu wa kushiriki"}
{"text": "Huchukua muda mrefu kulingana na njia nyinginezo kama vile hojaji au mahojiano"}
{"text": "Mtafiti huweza kutekwa na yaliomo akasahau kurekodi"}
{"text": "Ugeni wa mtafiti huweza kuleta wasiwasi miongoni mwa washiriki wakakosa kufanya kama kawaida"}
{"text": "Uchanganuzi wa data ikusanywayo kwa njia hii ni ngumu lakini rahisi kwa mtafiti kuacha maswala muhimu Ni njia ghali ya utafiti kwani inamhitaji mtafiti kusafiri mbali ili kushiriki katika utendaji pia vifaa vya kuhifadhia data yenyewe kama vile kanda za video huwa ghali na nguvu za umeme huenda zikakosa"}
{"text": "Kurekodi"}
{"text": "Mkusanyaji anaweza kusikilizana na wasanii na kuwarekodi katika vinasa sauti kanda za video filamu au kuwapiga picha"}
{"text": "Kutazama"}
{"text": "Mkusanyaji anaweza kushuhudia kwa macho fasihi fulani ikiendelezwa hapo atashuhudia mwenyewe bila kushiriki baadaye anaweza kuandika ili kuhifadhiMbinu hii hutumika zaidi katika utafiti wa maigizo"}
{"text": "Umuhimu wa utazamaji"}
{"text": "Ni rahisi kwa mtafiti kurekodi kwani hashiriki utendaji"}
{"text": "Mafiti hupata habari za kutegemewa zaidi hasa anapotumia kinasasauti kurekodi moja kwa moja"}
{"text": "Mtafiti anaweza kukaa mahali asipoonekana na kushuhudia utendaji halisi hivyo utendaji hautaathiriwa km kuwa na wasiwasi kwa ugeni wa mtafiti"}
{"text": "Udhaifu wa utazamaji"}
{"text": "Wanajamii wanaweza kumshuku mtafiti kuwa anawapeleleza hivyo kusitisha uwasilishaji wao"}
{"text": "Kutumia hojaji"}
{"text": "Ni fomu yenye maswali yaliyochapishwa ili kukusanya habari fulani huandaliwa na mkusanyaji wa data na kutumwa au kupelekwa kwa mhojiwa au atakayejaza hojaji ni za aina mbili"}
{"text": "Hojaji funge"}
{"text": "Humfunga mhojiwa kwa majibu fulani tu kila swali huwa na orodha ya majibu na mhojiwa huhitajika kuweka alama tu kwa lile analoona kuwa jibu sahihi"}
{"text": "Hojaji wazihuru"}
{"text": "Aina hii ya hojaji huwa na maswali ambayo yanahitaji majibu ya maelezo mhojiwa hutoa maoni yake"}
{"text": "Sifa za hojaji"}
{"text": "Hojaji huwa na maswali yanayojibiwa na kikundi lengwa mtafiti anaweza kulenga watambaji ngano au walumbi"}
{"text": "Huweza kutumiwa moja kwa moja na mkusanyaji kwa anyehojiwa hivyo mtafiti humwelekeza mhojiwa namna ya kujibu"}
{"text": "Hojji huweza kutumwa kwa mhojiwa bila kuwepo kwa mtafiti Mhojiwa husoma na kujaza hojaji bila mwongozo wa mtafiti aina hii ndiyo iliyozoeleka zaidi"}
{"text": "Umuhimu wa hojaji"}
{"text": "Huwa na gharama ya chini zaidi"}
{"text": "Mtafiti huweza kusikia iidadi kubwa ya watoaji habarikwa kipindi kifupi kwani huweza kutumiwa kwa posta"}
{"text": "Huweza kutumika katika mahojiano kama mwongozo"}
{"text": "Humpa mhojiwa muda wa kuwaza na kuchunguza"}
{"text": "Kwa kawaida  hojaji hazina athari za mtafiti kwani aghalabu mtafiti hayupo zinapojazwa Huweza kubadilishwa kulingana na kiwango cha wajazaji au wahojiwa"}
{"text": "Udhaifu wa hojaji"}
{"text": "Maswali yenye utata husababisha fasiri mbalimbali zifanyazo mategemeo yasitegemeke"}
{"text": "Huenda watu wakakosa kuijaza hojaji kwa kikamilifu kwa sababu mbalimbali kama vile kuhofia lawama au wakakataa kujaza kabisa"}
{"text": "Hojaji ndefu huenda baadhi ya watu wakakataa kuijaza"}
{"text": "Hojaji wazi huwa ngumu sana kwa mtafiti kuchanganua data uchanganuzi huchukua muda mrefu"}
{"text": "Huenda wahojiwa wasijaze mambo ya kweli si rahisi kwa mtafiti kuthibitisha kama habari zilizojazwa ni kweli"}
{"text": "Wahojiwa wanaweza kuchelewa kutuma hojaji zao hasa zinazotumwa kwa posta"}
{"text": "Baadhi ya wazee japo wana habari za kutegemewa hawajui kusoma na kuandika hivyo hawawezi kujaza hojaji isipokuwa waanaposaidiwa na watafiti"}
{"text": "Kwa vile mtafiti hakabiliani na mhojiwa ana kwa ana hawezi kupata sifa za uwasilishaji wa vipera vya fasihi simulizi kama vile toni na kidatu"}
{"text": "Mahojiano"}
{"text": "Mkusanyaji hakabiliana ana kwa ana na watu anaonuia kupata maarifa kutoka kwao Mkusanyaji atakuwa ameandaa maswali atakayouliza katika kikao rasmi mkusanyaji pia anaweza kushiriki mahojiano yasiyo rasmi bila kunakili majibu papo hapo maelezo huweza kuhifadhiwa katika kanda ya kunasa sauti"}
{"text": "Umuhimu wa mahojiano"}
{"text": "Kwa vile mtafiti anatazama ana kwa ana na mhojiwa ni rahisi kupata habari za kina na kutegemeka"}
{"text": "Mbinu za uwasilishaji km toni ishara za uso na kiimbo hubainika kwa mtafiti hivyo kuimarisha uelewa wake"}
{"text": "Mtafiti anaweza kumfafanulia mhojiwa maswali na kumwezesha kupata data ya kuaminika zaidi"}
{"text": "Kwa vile mtafiti anamhoji mlengwa moja kwa moja anaweza kurekodi majibu ya mhojiwa moja kwa moja au kuyaandika si rahisi kupotea"}
{"text": "Mtafiti huweza kubadilisha mtindo wa kuhoji kulingana na kiwango cha elimu cha mhojiwa ili kupata majibu bora zaidi"}
{"text": "Udhaifu wa mahojiano"}
{"text": "Mahojiano yanahitaji stadi za mawasiliano za kiwango cha juu ikiwa mtafiti hana hizi stadi huenda akaathiri majibu ya mhojiwa"}
{"text": "Urasmi unaotokana na vikao vya mahojiano huenda ukatatiza mawasiliano kati ya mhoji na mhojiwa"}
{"text": "Ukosefu wa muda wa kutosha wa mahojiano mahojiano huchukua muda mrefu na huenda mtafiti akakosa kupata muda kumhoji huenda asimwamini mtafiti ahisi kuwa anapelelezwa na kukataa kutoa habari"}
{"text": "Kiwango cha elimu cha mtafiti huenda kikawahajisha na kuwatia wahojiwa hisia za unyonge na kuwafanya kutoa habari za zisizotegemewa"}
{"text": "Wahojiwa wengine huenda wakampa mtafiti habari za uongo ili kumfurahisha"}
{"text": "Matatizo ya kutafsiri ikiwa data imeandikwa kwa lugha tofauti huenda yakaathiri mahojiano"}
{"text": "Mahojiano ni njia ghali ya kutafiti kutokana na gharama ya usafiri kwenda nyanjani"}
{"text": "Vifaa vya kukusanya na kuhifadhi fasihi simulizi"}
{"text": "Ukusanyaji wa fasihi simulizi huhitaji vifaa vya kuhifadhi ujumbe vifaa hivi ni pamoja na"}
{"text": "Kalamu na karatasi maandishi"}
{"text": "Mkusanyaji wa data ya fasihi simulizi anaweza kutazama au kushiriki na baadaye akaandika aliyoyashuhudia aidha anaweza kuandika wakati maelezo masimuulizi au sanaa yenyewe inapoendelezwa iwapo anatazama Hata hivyo vifaa hivi vya kukusanya fasihi simulizi vina udhaifu"}
{"text": "Umuhimu wa maandishi"}
{"text": "Data kama vile hadithi huhifadhiwa kama ilivyotambwa hivyo si rahisi kusahauliwa mashairi na ngano nyingi zimeandikwa vitabuni"}
{"text": "Huweza kufikia vizazi vingi kwani maandishi hudumu"}
{"text": "Si ghali kama baadhi ya mbinu nyinginezo km video"}
{"text": "Si rahisi kufisidiwa au kupotea hasa zikiandikwa katika vitabu hadithi methali na vitendawili vingi vimehifadhiwa hivi"}
{"text": "Udhaifu wa maandishi"}
{"text": "Kuna mambo km kiimbo toni ishara hisia na mapigo ya mziki ambayo hayawezi kuandikwa kama yalivyowasilishwa na fanani hivyo hupotea"}
{"text": "Aidha kwa vile maandishi si hai hayawezi kutenda wala kusema ule uhai hasilia wa fasihi simulizi hufifishwa na kupotezwa na maandishi"}
{"text": "Baadhi ya watafiti huenda wakandika yale ambayo wanahitaji kwa wakati mahususi na kupuuza mengine km ikiwa mada yake ni wahusika katika ngano za kimapokeo huenda akajihusisha na wahusika na kupuuza vipengele vingine km fanani haya huipunja fasihi simulizi"}
{"text": "Kuandika fasihi simulizi huifanya kukosa ile taathira asilia kwani kunaipokonya hadhira yake ile fursa ya kushirikiana ana kwa ana na fanani mtu hawezi kuuliza jambo"}
{"text": "Kuandika fasihi simulizi huidhibiti na kupunguza hadhira yake na kuathiri vibaya usambazaji wake fasihi inapoandikwa inawafikia wale tu wanajua kusoma"}
{"text": "Vinasasauti tepurekoda"}
{"text": "Vinasasauti hupata sautitoni na mahadhi ya tungo za fashi simuliziVinaweza kutumiwa katika mahojiano au mtu anaposhiriki au kutazama fasihi simulizi ikiigizwa ingawa ni bora kuliko kalamu na karatasi pia haiwezi kurekodi matendo na miondoko ya wasanii"}
{"text": "Umuhimu wa vinasasauti"}
{"text": "Sauti ya mhojiwa fanani huweza kuhifadhiwa"}
{"text": "Sifa ya uhai wa fasihi simulizi huhifadhiwa kwani kinasasauti hunasa sifa kama vile za kidatutoni na kiimbo cha mtambaji"}
{"text": "Mkusanyaji wa fasihi simulizi anaweza kurudia kusikiliza uwasilishaji au mahojiano iwapo hakuelewa sifa hii haipatikani katika maandishi"}
{"text": "Udhaifu wa vinasasauti tepurekodi"}
{"text": "Kinasasauti huhitaji nguvu za umeme au betri hivyo hakiwezi kutumiwa katika sehemu zisizo na huduma hizi aidha nguvu za umeme zikikosekana kabla ya utafiti kukamilka utafiti utaathirika Mtafiti atalazimika kuanza utafiti wake"}
{"text": "Kinasasauti hakiwezi kumnasa mtambaji wala uigizaji wake watu wanaotumia kazi iliyorekodiwa basi hukosa ile taathira ambayo inaibuliwa na kukabiliana ana kwa ana na mtambaji"}
{"text": "Baadhi ya wahojiwa au mfanani wasitambe ikiwa wanajua kuwa wanarekodiwa mtafiti anaweza kupata data ya kutegemewa kama alivyotarajia kuipata"}
{"text": "Kamera"}
{"text": "Kamera huweza kunasa picha zinazoonyesha kipengele kimoja tu bila kuonyesha misogeo au miondoko wala sauti hata hivyo kamera huweza kuonyesha maleba"}
{"text": "Video"}
{"text": "Video zinaweza kuchukua picha na pia kunasa sauti na miondoko ni njia nzuri ya kukusanya fasihi simulizi isipokuwa ni ghali"}
{"text": "Sinema au filamu"}
{"text": "Filamu pia huonyesha picha za miondoko na sauti kama video kama ilivyo katika video filamu huwa ghali"}
{"text": "Umuhimu"}
{"text": "Filamu na video hunasa picha na sauti hivyo kuhifahi uigizaji ishara na kiimbo"}
{"text": "Uhalisi wa mandhari ambamo kazi ya kifasihi inajikita huonekana na watumizi wa kazi iliyohifadhiwa kwa filamu au video"}
{"text": "Huipa fasihi simulizi uhai na taathira zaidi kuliko kazi zilizohifadhiwa kwa maandisi kamera na kinasasauti"}
{"text": "Udhaifu wa filamu na video"}
{"text": "Ni njia ghali ya kuhifadhi data"}
{"text": "Data hii huweza kufisidiwa hivyo kutofaidi waliolegwa"}
{"text": "njia nyingine za kisasa ambazo hutumiwa kuhifadhia na kuendeleza fasihi simulizi ni"}
{"text": "Diski za kompyuta mdaki diski mweko hard disk kadi simaki memory card kadiwiamkamimoflash disk"}
{"text": "Magazeti km hadithi huandikwa mara nyingine gazetini"}
{"text": "Michezo ya kuigiza inayopeperushwa moja kwa moja kupitia runinga na redio na mashirika ya uigizaji"}
{"text": "Tamasha za muziki zinazofanywa shuleni kila mwaka"}
{"text": "Umuhimu wa kukusanya na kuhifadhi fasihi simulizi"}
{"text": "Fasihi simulizi ni hifadhi ya mitazamo ya kitamaduni ya jamii ukusanyaji utampa mwanafunzi wa fasihi simulizi fursa ya kuingiliana na jamii iliyozaa fasihi husika ili kuweza kuielewa nyema"}
{"text": "Ukusanyaji humpa mwanafunzi wa fasihi simulizi nafasi ya kushuhudia na kuathiriwa moja kwa moja na utendaji wa fasihi simulizi hivyo mwanafunzi huona vipengele hai vya fasihi simulizi km uigizaji na hivyo kuielewa kwa kina"}
{"text": "Husaidia kurekodi na kuhifadhi tamaduni za jamii na kuzipitisha kwa vizazi vijavyo"}
{"text": "Ukusanyaji huiendeleza fasihi simulizi kwa kurekodi vipera kama ngano hekiya historia na mtazamo wa kijumla wa jamii kuhusu maisha huhifadhiwa na kupitishwa"}
{"text": "Husaidia kuziba pengo la utafiti lililopo tanzu nyingi za fasihi simulizi hazijafanyiwa utafiti wa kutosha ili kuzihifadhi ukusanyaji utasaidia kuziba pengo hili"}
{"text": "Hutumika kama msingi wa uchunguzi wa kiulinganishi wa fasihi simulizi za jamii mbalimbali km muundo wa utambaji ngano katika jamii mbalimbali"}
{"text": "Ili kuelewa ni kwa nini kwa mfano utungo mmoja wa fasihi simulizi ukawasilishwa kwa njia tofauti katika muktadha tofautijambo hili huwawezesha watafiti na wasomi kuelewa sifa za tungo za fasihi"}
{"text": "Utafiti wa fasihi simulizi huwezesha mwanafunzi kupata maarifa au stadi za kufanya utafiti katika taaluma nyingine km sosholojia"}
{"text": "Husaidia kurekebisha mawazo potovu kuhusu fasihi simulizi km kujua ni tanzu gani zilizokuwa za awali kabisa Umewawezesha wasomi kutambua kuwa tungo nyingi zilizoandikwa zilitokana na simulizi za tungo za fasihi simulizi km riwaya hadithi fupi na novella"}
{"text": "Matatizo yanayomkabili mkusanyaji wa fasihi simulizi"}
{"text": "Gharama ya utafiti huenda ikawa kubwa kiasi cha mtafiti kutoimudu huenda akakosa pesa za kusafiri au kununua vifaa"}
{"text": "Mtazamo hasi wa wanajamii kuhusu ujazaji wa hojaji huenda ukawafanya wengi wao kutojaza hojaji hizo"}
{"text": "Wanajamii wengine huweza kushuku kwamba mtafiti anawapeleleza na wakakatoa kutoa habari"}
{"text": "Baadhi ya mafanani au wahojiwa huenda wakadai walipwe kabla ya kutoa habari zozote"}
{"text": "Mbinu nyingine km hojaji huhitaji watu wanaojua kusoma na kuandika ikiwa watu wanaohojiwa hawajui kusoma na kuandika matokeo ya utafiti huenda yasiwe ya kutegemewa"}
{"text": "Vizingiti vya kidini hutokea pale ambapo wahojiwa wanaamini kuwa matendo ya fasihi simulizi km matambika ni kinyume cha dini hivyo kukataa kuhojiwa"}
{"text": "Kupotea au kufisidiwa kwa vifaa vya kuhifadhia data yote yaliyohifadhiwa kwayo pia hupotea"}
{"text": "Uchache wa wazee au wataalamu wa fasihi simulizi fasihi simulizi ilikwa maarufu miongoni mwa wazee na hivyo kukosekana kwao hutatiza ukusanyaji"}
{"text": "Vikwazo kutoka kwa watawala huenda watawala wakakataa kutoa idhini ya kufanya utafiti baadhi ya taasisi fadhili pia huenda zikakataa kudhamini utafiti"}
{"text": "Wadhamini mara nyingi ndio huamua mambo yanayochunguza mahali pa kuchunguziwa na mawanda au upeo wa uchunguzi la sivyo mapendekezo hufutiliwa mbali"}
{"text": "Huenda mtafiti asiwe na muda wa kutosha kuwahoji watu wengi basi hatapata habari za kutosha kuhusu mada husika"}
{"text": "Matatizo ya mawasiliano na uchukuzi km katika kuenda katika sehemu zilizo kama bila uchukuzi au vyombo vya usafiri"}
{"text": "Matatizo ya kibinafsi mtafiti anaweza kushindwa kuidhibiti hadhira badala ya kuwauliza maswali mhojiwa ndio huweza kumuuliza mtafiti maswali pia kutojua lugha husika huwa tatizo"}
{"text": "Ukosefu wa usalama huenda mtafiti akavamiwa aidha baadhi ya watu si karimu na huenda wakamshuku mtafiti ua kumvamia"}
{"text": "Tafsiri za data pia ni tatizo fasihi simulizi huendelezwa kwa lugha za kijamii kupata msamiati unaofaa kufasiri lugha chanzi hadi lugha pokezi ni tatizo"}
{"text": "MASWALI YA UDURUSU"}
{"text": "1 Ainisha vipera vya fasihi za simulizi"}
{"text": "2 Tofautisha kati ya fasihi andishi na fasihi simulizi"}
{"text": "3 Fafanua umuhimu wa fasihi simulizi katika jamii ya sasa"}
{"text": "4 Linganisha methali na vitendawili"}
{"text": "5 Eleza namna ya kuainisha nyimbo"}
{"text": "6 Eleza umuhimu wa mawaidha miongoni mwa vijana katika jamii"}
{"text": "7 Eleza istilahi zifuatazo"}
{"text": "Ayari"}
{"text": "Simo"}
{"text": "Nyiso"}
{"text": "Mbolezi"}
{"text": "Mbazi"}
{"text": "Lakabu"}
{"text": "8 Tofautisha kati ya misemo nahau misimu huku ukitoa mifano mwafaka"}
{"text": "9 Fafanua mambo ya kuzingatia unapoainisha methali"}
{"text": "10 Maigizo ni nini"}
{"text": "20 Taja vipera vyovyote viwili vya maigizo"}
{"text": "21 Eleza dhima zozote tano za maigizo"}
{"text": "22 Jadili njia zinazotumiwa na kizazi cha sasa kuendeleza utanzu huu"}
{"text": "23 Fafanua sifa nne za maigizo"}
{"text": "24 Maghani ni nini"}
{"text": "25 Fafanua aina tano za maghani"}
{"text": "26 Eleza majukumu manne ya maghani"}
{"text": "27 Eleza vikwazo mbalimbali vya ukuaji wa fasihi simulizi"}
{"text": "28 Eleza tofauti mbili kati ya misimu na misemo katika fasihi simulizi"}
{"text": "29 Eleza maana ya ngomezi"}
{"text": "30 Fafanua sifa zozote tano za ngomezi"}
{"text": "MATUMIZI YA LUGHA"}
{"text": "Kiimbo"}
{"text": "Jinsi sauti inavyopanda na kushuka mtu anapoongea"}
{"text": "Huibua maana halisi ya maneno yanayosemwa kama ifuatavyo"}
{"text": "Sentensi za taarifa"}
{"text": "Mtoto anaandika barua"}
{"text": "Sentensi za maswali"}
{"text": "Mtoto anaandika barua"}
{"text": "Sentensi za mshangao"}
{"text": "Mtoto anaandika barua"}
{"text": "Sentensi za amri"}
{"text": "Kachezeeni nje"}
{"text": "Sentensi za raiombi"}
{"text": "Nisaidieeni"}
{"text": "Zoezi"}
{"text": "Eleza maana ya kiimbo kwa kutoa mifano"}
{"text": "Tambua sentensi zifuatazo ni za aina gani kutokana na kiimbo"}
{"text": "Watu wanakula nyoka"}
{"text": "Watu wanakula nyoka"}
{"text": "Watu wanakula nyoka"}
{"text": "Tafadhali nisaidie"}
{"text": "Silabi"}
{"text": "Tamko moja katika nenoherufi moja au zaidi ambazo hutamkwa pamoja"}
{"text": "Miundo Miwili ya Silabi za Kiswahili"}
{"text": "Silabi wazi"}
{"text": "Huishia kwa irabu km oa I iga KI mbuzi KKI na ungwa KKKI"}
{"text": "Silabi funge"}
{"text": "Huishia kwa konsonanti km mtu K"}
{"text": "Zoezi"}
{"text": "Ukitoa mifano fafanua miundo miwili ya silabi za Kiswahili"}
{"text": "Tenganisha silabi katika maneno yafuatayo"}
{"text": "inkisari"}
{"text": "baiskeli"}
{"text": "ShaddaMkazo"}
{"text": "Mkazo unaowekwa kwenye silabi fulani ya neno ikiwa imetamkwa kwa msisitizo"}
{"text": "Alama ya ritifaa hutumiwa kutambulisha shadda"}
{"text": "Huwekwa kwenye silabi ya pili kutoka ya mwisho kwenye vitenzi vishirikishi vya silabi moja au kubadilisha maana ya neno"}
{"text": "kalamu Imba thumni leta nk"}
{"text": "Kitabu ki mezani"}
{"text": "Barabara njia barabara sawasawa walakini lakini walakini kasorodosariila"}
{"text": "Zoezi"}
{"text": "Weka shada katika maneno haya"}
{"text": "imba"}
{"text": "baba"}
{"text": "Onyesha kwa kupiga mstari iliko shada katika maneno yafuatayo"}
{"text": "malaika"}
{"text": "nge"}
{"text": "Sauti za Kiswahili"}
{"text": "Kuna makundi mawili ya sauti za kiswahili"}
{"text": "Irabu"}
{"text": "Sauti ambazo hutamkwa kwa ulaini bila hewa kuzuiliwa katika ala za sauti"}
{"text": "Konsonanti"}
{"text": "Sauti ambazo wakati wa kutamkwa hewa huzuiliwa katika ala za sauti"}
{"text": "Aina za Ala za Sauti"}
{"text": "Ala tuli"}
{"text": "Ambazo hazisogei mtu akitamka km meno ufizi kaa kaa gumu kaa kaa laini na kookoromeo"}
{"text": "Ala sogezi"}
{"text": "Ambazo husogea mtu akitamka km midomo na ulimi"}
{"text": "MatamshiUainishaji wa Irabu"}
{"text": "a ni ya katikati na chini kinywani na midomo ikiwa imeviringa"}
{"text": "e ni ya mbele na kati kinywani na midomo ikiwa imetandazwa"}
{"text": "i ni ya mbele na juu kinywani na midomo ikiwa imetandazwa"}
{"text": "o ni ya nyuma na kati kinywani na midomo ikiwa imeviringa"}
{"text": "u ni ya nyuma na juu kinywani na midomo ikiwa imeviringa"}
{"text": "Zoezi"}
{"text": "Taja makundi mawili ya sauti za Kiswahili"}
{"text": "Yatofautishe makundi ya sauti za Kiswahili uliyotaja katika a"}
{"text": "Toa mifano miwili miwili ya irabu ambazo hutamkwa"}
{"text": "midomo ikiwa imeviringa"}
{"text": "midomo ikiwa imetandazwa"}
{"text": "Eleza jinsi irabu e inavyotamkwa"}
{"text": "Taja aina mbili za ala za kutamkia na utoe mfano mfano mmoja mmoja"}
{"text": "MatamshiUainishaji wa Konsonanti"}
{"text": "Huainishwa kulingana na inapotamkiwa kuwepo au kutokuwepo kwa mtetemeko katika nyuzi za sauti na jinsi hewa inavyozuiliwa katika ala km p ni ya midomo kipasuo na sighuna"}
{"text": "Vipasuo"}
{"text": "Konsonanti ambazo wakati wa kutamkwa hewa husukumwa huzuiliwa kabisa na kuachiliwa kwa ghafla na mpasuko mdogo kutokea"}
{"text": "VikwamizoVikwaruzo"}
{"text": "Konsonanti ambazo wakati wa kutamkwa hewa hupitishwa katikati ya ala kwa kukwamizwa"}
{"text": "Vipasuo kwamizokwaruzo"}
{"text": "Konsonanti ambayo wakati wa kutamkwa hewa husukumwa nje kwa nguvu huzuiliwa kabisa halafu mwanya mdogo huachwa hewa ipite kwa kukwamizwa"}
{"text": "NazaliVingongo"}
{"text": "Konsonanti ambazo wakati wa kutamkwa kuna kiasi cha hewa huachiliwa na kupitia puani"}
{"text": "Kitambaza"}
{"text": "Konsonanti ambayo wakati wa kutamkwa hewa husukumwa kwa nguvu kuzuiliwa na kuachiliwa ipite kando ya ulimi"}
{"text": "Kimadende"}
{"text": "Konsonanti ambayo wakati wa kutamkwa hewa husukumwa kuzuiliwa na kuachiliwa na kusababisha ncha ya ulimi kupigapiga ufizi mfululizo"}
{"text": "Nusu irabuViyeyusho"}
{"text": "Konsonanti ambazo wakati wa kutamkwa hewa hupitishwa katikati ya ala kwa ulaini kama katika utamkaji wa irabu"}
{"text": "Zoezi"}
{"text": "Tambua kikwamizo cha kaakaa laini na kiyeyusho cha midomo"}
{"text": "Tambua konsonanti ambazo si za orodha hii na ueleze kwa nini m n nyng f b"}
{"text": "Tofautisha konsonanti p na dh"}
{"text": "Taja konsonanti mbilimbili ambazo hujulikana kama"}
{"text": "viyeyusho"}
{"text": "vikwaruzo"}
{"text": "Aina za Maneno"}
{"text": "Nomino N"}
{"text": "Neno linalotaja kiumbe kitu hali mahali tendo dhana nk"}
{"text": "Aina"}
{"text": "Nomino za Pekee"}
{"text": "Ambazo hutaja kitu kwa kutumia jina lakeambazo hutambulisha upekee wa kitu hicho"}
{"text": "Mwanzoni huandikwa kwa herufi kubwa"}
{"text": "majina ya watu km Kamau"}
{"text": "mahali km Mombasa"}
{"text": "siku km Alhamisi"}
{"text": "miezi km Disemba"}
{"text": "miaka km 1930"}
{"text": "milima km Kilimanjaro"}
{"text": "Mito km Tana"}
{"text": "maziwa km Victoria"}
{"text": "bahari km Hindi"}
{"text": "Mabara km Africa"}
{"text": "Nomono za KawaidaJumla"}
{"text": "Majina ya jumla ya viumbevitu vinavyoonyesha umbile la jinsi moja km mtu gari kalamu nk"}
{"text": "Nomino za Jamii"}
{"text": "Majina ya makundi ya viumbe au vitu km bunge jamii halaiki bunda nk"}
{"text": "Nomino za Wingi"}
{"text": "Majina ya vitu vitokeavyo kwa wingi japo kimsingi hazina umoja au wingi km maji mate maziwa mahubiri marashi mchanga ngeu poda unga nk"}
{"text": "Nomino za Dhahania"}
{"text": "Majina ya viumbe au mambo ya kudhaniyasiyoweza kugusika km km ujinga werevu malaika shetani amani imani roho wazo dhana nk"}
{"text": "Nomino za Vitenzi Jina"}
{"text": "Vitenzi vyenye kiambishi awali ku ambavyo huweza pia kutumika kama nomino km Kucheza kwake kunaudhi"}
{"text": "Zoezi"}
{"text": "Sahihisha jedwali lifuatalo"}
{"text": "Bainisha nomino katika sentensi ifuatayo"}
{"text": "Kuendesha baiskeli kwa kasi kulimfanya Hasani aangushe bunda la noti alilokuwa anaenda kununulia mchanga"}
{"text": "Sentensi ya Kiswahili"}
{"text": "Sentensi ni fungu la maneno linalojitosheleza kimaana linalotumiwa katika mawasiliano"}
{"text": "Sifa"}
{"text": "Huwa na ujumbe uliokamilika"}
{"text": "Huwa na mpangilio maalum wa maneno"}
{"text": "Huwa na muundo wa kiima na kiarifu"}
{"text": "Aina"}
{"text": "Sentensi Sahili"}
{"text": "Sentensi rahisi au nyepesi"}
{"text": "Sifa"}
{"text": "Huwa fupi"}
{"text": "Huwa na kitenzi kimoja pekee"}
{"text": "Huwasilisha dhana moja"}
{"text": "Yaweza kuwa ya neno moja au zaidi"}
{"text": "Yaweza kuwa na kiima kilichododoshwa"}
{"text": "Wataenda"}
{"text": "Watoto wawili wanaelekea uwanjani"}
{"text": "Gachiku ni msichana mtiifu"}
{"text": "Sentensi Ambatano"}
{"text": "Inayoundwa kwa kuunganisha sentensi sahili mbili"}
{"text": "Sifa"}
{"text": "Huwa na vishazi huru viwili"}
{"text": "Huwa na kiunganishi"}
{"text": "Huwa na vitenzi viwili au zaidi"}
{"text": "Hutoa zaidi ya wazo moja"}
{"text": "Yaweza kuwa na viima vilivyododoshwa"}
{"text": "Mwanafunzi alipita mtihani ingawa hakuwa anasoma kwa bidii"}
{"text": "Maria aliendelea kupika kwa utaratibu huku akiimba wimbo"}
{"text": "Sentensi Changamano"}
{"text": "Ambayo huwa na kishazi tegemezi kilichochopekwa ndani"}
{"text": "Sifa"}
{"text": "Huwa na kishazi tegemezi chenye kitenzi kinachovumisha nomino kwa kuirejelea"}
{"text": "Huwa na kishazi huru kimoja au zaidi"}
{"text": "Huwa na virejeshi amba na O au enye"}
{"text": "Tunda alilonunua jana limeoza"}
{"text": "Mwizi aliiba pesa zilizokuwa kabatini"}
{"text": "Kundi Nomino KN na Kundi Tenzi KT"}
{"text": "Kundi Nomino ni sehemu katika sentensi inayoarifu kuhusu nomino na hutokea mwanzoni mwa sentensi"}
{"text": "Kundi tenzi ni sehemu katika sentensi inayoarifu kuhusu kitenzi na hutokea mwishoni mwa sentensi"}
{"text": "Virai"}
{"text": "Vikundi vya maneno vitumiwavyo na binadamu visivyo na maana kamili"}
{"text": "Tungo zinayoundwa kwa maneno aghalabu mawili au zaidi yanayoashiria kitu kimoja na inayojengwa juu ya neno kuu"}
{"text": "Aina"}
{"text": "Kirai Nomino Kn"}
{"text": "Kirai Kitenzi"}
{"text": "T"}
{"text": "TE"}
{"text": "TN"}
{"text": "TNT"}
{"text": "TST"}
{"text": "tN"}
{"text": "tVE"}
{"text": "Kirai KivumishiKv"}
{"text": "VE"}
{"text": "VUVE"}
{"text": "VVUVE"}
{"text": "VNVE"}
{"text": "Kirai kielezi KeChagizo"}
{"text": "E"}
{"text": "EE"}
{"text": "EEE"}
{"text": "Kirai Kihusishi Kh"}
{"text": "HN"}
{"text": "HNV"}
{"text": "HNVE"}
{"text": "Zoezi"}
{"text": "Bainisha virai katika sentensi ifuatayo"}
{"text": "Mzazi na watoto wawili werevu sana waliwasili shuleni leo asubuhi kabla ya mwalimu"}
{"text": "Vishazi"}
{"text": "Kundi la maneno lenye kiima na kiarifu likiwa ndani ya sentensi kuu"}
{"text": "Aina"}
{"text": "Vishazi Huru"}
{"text": "Vifungu vya maneno katika sentensi ambavyo hutoa maana kamili"}
{"text": "Vishazi Tegemezi"}
{"text": "Vifungu vya maneno katika sentensi ambavyo havitoi maana kamili"}
{"text": "Aina"}
{"text": "Vishazi tegemezi vya viunganishi km Alimwadhibu ingawa hakuwa na makosa"}
{"text": "Vishazi tegemezi vya virejeshi km Polisi walimpata mtoto aliyekuwa amepotea"}
{"text": "Vishazi Viambatani"}
{"text": "Vinavyoundwa kwa vishazi huru viwili vikiwa vimeunganishwa km Baba analala na mama anapika"}
{"text": "Zoezi"}
{"text": "Bainisha Vishazi Katika Sentensi Zifuatazo"}
{"text": "Mwalimu amewasili"}
{"text": "Amina ambaye ni daktari atakuja"}
{"text": "Ametajirika japo hakupata elimu"}
{"text": "Mwalimu anafundisha na wanafunzi wanaandika"}
{"text": "Tumeanzisha shirika ili tunyanyue hali zetu"}
{"text": "Unaweza kuamua kunyamaza au kujitetea"}
{"text": "ShamirishoYambwa"}
{"text": "Aina"}
{"text": "Shamirisho KipoziYambwa Tendwa"}
{"text": "Nomino inayoathiriwa na kitenzi"}
{"text": "Shamirisho KitondoYambwa Tendewa"}
{"text": "Nomino inayotendewa kitendo"}
{"text": "Shamirisho AlaYambwa Kitumizi"}
{"text": "Chombo kinatumiwa kufanyia kitendo fulani"}
{"text": "Mifano"}
{"text": "Mama alimpikia baba chakula kwa sufuria"}
{"text": "Baba alipikiwa chakula na mama kwa sufuria"}
{"text": "Sufuria ilitumiwa na mama kumpikia baba chakula"}
{"text": "Chakula Shamirisho KipoziYambwa Tendwa"}
{"text": "Baba Shamirisho KitondoYambwa atendewa"}
{"text": "Sufuria Shamirisho AlaYambwa Kitumizi"}
{"text": "Ngeli za Nomino"}
{"text": "Makundi ya nomino katika lugha ya Kiswahili yenye sifa zinazofanana kisarufi"}
{"text": "AWA"}
{"text": "Huwa na majina ya watu vilema viumbe vyeo na viumbe vya kiroho nk"}
{"text": "Huchukua miundo kama vile MWA MMI KIVI nk"}
{"text": "mtuwatu"}
{"text": "mkulimawakulima"}
{"text": "mtumemitume"}
{"text": "mkizimikizi"}
{"text": "kiweteviwete"}
{"text": "kibyongovibyongo"}
{"text": "nabiimanabii"}
{"text": "kukukuku"}
{"text": "WaziriMawaziri"}
{"text": "UI"}
{"text": "Huwa na majina ya mimea sehemu za mwili vifaa matendo maumbile nk"}
{"text": "Huchukua muundo wa MMI"}
{"text": "Mchungwamichungwa"}
{"text": "Mkokomikoko"}
{"text": "mkonomikono"}
{"text": "mfupamifupa"}
{"text": "msumarimisumari"}
{"text": "mgomomigomo"}
{"text": "mwendomyendo"}
{"text": "msukosukomisukosuko"}
{"text": "mlimamilima"}
{"text": "mwambamyamba"}
{"text": "UYA"}
{"text": "Huwa na majina ya hali matendo nk"}
{"text": "Huchukua muundo wa UMA"}
{"text": "Ugonjwamagonjwa"}
{"text": "upanamapana"}
{"text": "uasimaasi"}
{"text": "uchungumachungu"}
{"text": "ulezimalezi"}
{"text": "uovumaovu"}
{"text": "uhusianomahusiano"}
{"text": "YAYA"}
{"text": "Huchukua muundo wa MAMA"}
{"text": "Huwa na nomino zipatikanazo kwa wingi"}
{"text": "Hazibadiliki katika umoja na wingi"}
{"text": "manukato"}
{"text": "mauti"}
{"text": "maziwa"}
{"text": "marashi"}
{"text": "mahubiri"}
{"text": "majira"}
{"text": "maradhi"}
{"text": "maafa"}
{"text": "mazingira"}
{"text": "KIVI"}
{"text": "Ni majina ya vifaa sehemu za mwili vitu udogo lugha nk"}
{"text": "Huchukua miundo KIVI na CHVY"}
{"text": "kisuvisu"}
{"text": "kitabuvitabu"}
{"text": "chakulavyakula"}
{"text": "chandavyanda"}
{"text": "kijituvijitu"}
{"text": "kigombevigombe"}
{"text": "kiguuviguu"}
{"text": "kidovuvidovu"}
{"text": "LIYA"}
{"text": "Huwa na majina ya sehemu za mwili dhana vifaa ukubwa nk"}
{"text": "Huchukua muundo wa JIMA JIME JAMA JEMA nk"}
{"text": "jichomacho"}
{"text": "jinamajina"}
{"text": "jitumajitu"}
{"text": "gomamagoma"}
{"text": "jambomambo"}
{"text": "jangamajanga"}
{"text": "jembemajembe"}
{"text": "jenezamajeneza"}
{"text": "wazomawazo"}
{"text": "tundamatunda"}
{"text": "juamajua"}
{"text": "ziwamaziwa"}
{"text": "uamaua"}
{"text": "II"}
{"text": "Huwa na nomino dhahania na vitu visivyoweza kuhesabika"}
{"text": "Hazibadiliki katika umoja na wingi"}
{"text": "sukari"}
{"text": "amani"}
{"text": "chai"}
{"text": "mvua"}
{"text": "Imani"}
{"text": "chumvi"}
{"text": "subira"}
{"text": "imani"}
{"text": "amani"}
{"text": "furaha"}
{"text": "IZI"}
{"text": "Huhusisha nomino dhahania na vitu"}
{"text": "Hazibadiliki katika umoja na wingi"}
{"text": "nyumba"}
{"text": "baiskeli"}
{"text": "karatasi"}
{"text": "redio"}
{"text": "meza"}
{"text": "dini"}
{"text": "dawa"}
{"text": "ndizi"}
{"text": "jozi"}
{"text": "UZI"}
{"text": "Huchukua miundo WNY UNY UF nk"}
{"text": "wayonyayo"}
{"text": "wakatinyakati"}
{"text": "usonyuso"}
{"text": "ufanyufa"}
{"text": "ufunguofunguo"}
{"text": "ufagiofagio"}
{"text": "wembenyembe"}
{"text": "uwanjanyanja"}
{"text": "ujumbejumbe"}
{"text": "ukookoo"}
{"text": "warakanyaraka"}
{"text": "wayanyaya"}
{"text": "UU"}
{"text": "Huwa na nomino za dhahania na vitu visivyoweza kuhesabika"}
{"text": "Hazibadiliki kimaumbo"}
{"text": "Huchukua U au W"}
{"text": "Ujinga"}
{"text": "Ulafi"}
{"text": "Ulaji"}
{"text": "Werevu"}
{"text": "Unga"}
{"text": "Uji"}
{"text": "Ugali"}
{"text": "udongo"}
{"text": "KU"}
{"text": "Nomino zinazoundwa kutokana na vitenzi km kuomba kwake kumemsaidia"}
{"text": "PAKUMU"}
{"text": "Ngeli ya mahali"}
{"text": "Huwa na nomino moja mahali"}
{"text": "PA mahali karibu au panapodhihirika km Kitabu kipo pale"}
{"text": "KU mahali mbali au kusikodhihirika km Mahali kule kunafaa"}
{"text": "MU ndani ya km Mahali mle mna siafu"}
{"text": "Zoezi"}
{"text": "Tunga sentensi ukitumia nomino kutoka katika ngeli ya UZI"}
{"text": "Andika kwa wingi Makaribisho aliyopewa yalimfurahisha"}
{"text": "Andika katika ukubwa wingi Paka mweupe amenaswa mguuni"}
{"text": "Andika katika wingi wa hali ya udogo Mtu aliumwa na mbwa"}
{"text": "Huku ukitoa mifano fafanua miundo mitatu ya majina katika ngeli ya LIYA"}
{"text": "Tambua ngeliviwakilishi ngeli vya nomino zifuatazo"}
{"text": "chakula"}
{"text": "shairi"}
{"text": "mtwana"}
{"text": "Uundaji wa maneno"}
{"text": "Nomino kutokana na mzizi wa kitenzi"}
{"text": "danganyakudanganya mdanganyifuudanganyifu"}
{"text": "somakusoma masomomsomiusomaji"}
{"text": "undakuunda muundajiuundajimuundo"}
{"text": "funikakufunika kifuniko mfunikaji ufunikaji"}
{"text": "Kitenzi kutokana na mzizi wa nomino"}
{"text": "mlokula"}
{"text": "mlevikulewa kulevuka"}
{"text": "mwimbajikuimba"}
{"text": "fikrakufikiri"}
{"text": "malezikulea"}
{"text": "fumbokufumba kufumbua"}
{"text": "Nomino kutokana na mzizi wa nomino"}
{"text": "mwimbajikuimba wimbo uimbaji kiimbo"}
{"text": "mchezokucheza uchezaji mchezaji"}
{"text": "ulaghaikulaghai mlaghai"}
{"text": "hesabukuhesabuuhesabu"}
{"text": "mdhalimu kudhulumu dhuluma udhalimu"}
{"text": "Nomino kutokana na mzizi wa kivumishi"}
{"text": "refumrefu urefu urefushaji"}
{"text": "bayambaya ubaya"}
{"text": "zurimzuri uzuri"}
{"text": "kalimkali ukali"}
{"text": "eupemweupeweupe"}
{"text": "Kivumishi kutokana na mzizi wa nomino"}
{"text": "ujinga jinga"}
{"text": "werevu erevu"}
{"text": "mzuri zuri"}
{"text": "mpumbavu pumbavu"}
{"text": "mpyoro pyoro"}
{"text": "Kitenzi kutokana na mzizi wa kivumishi"}
{"text": "haramukuharamisha kuharamika"}
{"text": "halalikuhalalisha kuhalalika"}
{"text": "fupikufupisha kufupika"}
{"text": "borakuboresha kuboreka"}
{"text": "refukurefusha kurefuka"}
{"text": "sahihikusahihisha kusahihika"}
{"text": "sikivukusikia"}
{"text": "danganyifukudanganya"}
{"text": "Kivumishi kutokana na mzizi wa kitenzi"}
{"text": "dunisha  duni"}
{"text": "Haramisha  haramu"}
{"text": "fupisha fupi"}
{"text": "sahilisha sahili"}
{"text": "tukuka tukufu"}
{"text": "fahamu fahamivu"}
{"text": "teua teule"}
{"text": "nyamaza nyamavu"}
{"text": "ongoka ongofu"}
{"text": "sahihisha sahihi"}
{"text": "danganya danganyifu"}
{"text": "Kitenzi kutokana na kielezi"}
{"text": "harakaharakisha"}
{"text": "zaidizidisha"}
{"text": "bidiibidiisha"}
{"text": "himahimiza"}
{"text": "Zoezi"}
{"text": "Unda neno ulilopewa katika mabano kutokana na maneno yafuatayo"}
{"text": "zingatia kivumishi"}
{"text": "sahili kitenzi"}
{"text": "taliki nomino"}
{"text": "Unda nomino kutokana na mizizi ya maneno yafuatayo kisha utunge sentensi"}
{"text": "kali"}
{"text": "lia"}
{"text": "Vitenzi"}
{"text": "Kitenzi ni neno linaloeleza kuhusu jambo linalofanywa"}
{"text": "Aina za Vitenzi"}
{"text": "Kitenzi halisi"}
{"text": "Kinachofahamisha tendo halisi"}
{"text": "Hutokea peke yake km Boke anacheza mpira"}
{"text": "Kitenzi kikuu T"}
{"text": "Kinachoeleza tendo kuu katika sentensi"}
{"text": "Hutokea pamoja na kitenzi kisaidizi km Baba anataka kulala"}
{"text": "Kitenzi Kisaidizi Ts"}
{"text": "Kinachosaidia kitenzi kikuu"}
{"text": "Maneno yanayoweza kutumiwa kama vitenzi visaidizi"}
{"text": "ngali"}
{"text": "kuwa"}
{"text": "taka"}
{"text": "pasa"}
{"text": "bidi"}
{"text": "huenda"}
{"text": "kuja"}
{"text": "weza"}
{"text": "kwisha"}
{"text": "stahili"}
{"text": "wahi"}
{"text": "maliza"}
{"text": "Vitenzi Sambamba"}
{"text": "Vinavyofuatana moja kwa mojavinavyotokea kwa mfululizo"}
{"text": "Hutumika kutoa maelezo kuhusu tendo moja maalum kwa uwazi zaidi"}
{"text": "Wachezaji huenda wanaweza kushinda mchezo wa leo"}
{"text": "Vitenzi Vishirikishi t"}
{"text": "Vinavyoshirikisha vitu kihali kitabia au kimazingira"}
{"text": "Aina"}
{"text": "Vitenzi Vishirikishi Vikamilifu"}
{"text": "Ambavyo huchukua viambishi"}
{"text": "Mama alikuwa mgonjwajikonimuuguzi"}
{"text": "Aisha angali kitandanimkaidi mwanafunzi"}
{"text": "Vitenzi Vishirikishi Vipunguvu"}
{"text": "Ambavyo havichukui viambishi"}
{"text": "Viwakilishi W na Vivumishi V"}
{"text": "Viwakilishi ni viambishi au maneno yanayotumiwa badala ya nomino"}
{"text": "Vivumishi ni maneno yanayotoa habari zaidi kuhusu nomino"}
{"text": "Vielezi E"}
{"text": "Viambishi au maneno yanayoeleza zaidi kuhusu kivumishi kitenzi au kielezi kingine"}
{"text": "Yeye ni mweupe sanaajabukwelikwelikupindukiapepepe"}
{"text": "Alikula pole pole sana"}
{"text": "Aina"}
{"text": "Vielezi vya NamnaJinsi"}
{"text": "Ambavyo hueleza vile jambo lilifanyika"}
{"text": "Aina"}
{"text": "Vielezi namna mfanano"}
{"text": "Vinavyoeleza vile jambo lilifanyika kwa kufananisha na nomino au vivumishi"}
{"text": "Huchukua viambishi KI na VI"}
{"text": "Anakula kifisi"}
{"text": "Tulifanya kazi vizuri"}
{"text": "Vielezi namna viigizi"}
{"text": "Maneno ambayo kiasili ni vielezi km sana haraka ghafla mno kabisa pole barabara nk"}
{"text": "Mwenda pole hajikwai"}
{"text": "Vielezi namna hali"}
{"text": "Hueleza hali ya tendo"}
{"text": "Alilelewa kwa shida"}
{"text": "Alilewa chakari"}
{"text": "Vielezi namna vikariri"}
{"text": "Huelezea vile jambo lilifanyika kwa kurudiwarudiwa"}
{"text": "Alinijibu kimzahamzaha"}
{"text": "Tembea polepole"}
{"text": "Yeye hufanya kazi yake hivi hiviovyo ovyo"}
{"text": "Mbwa alibweka bwe Bwe Bwe"}
{"text": "Vielezi namna ala"}
{"text": "Walimpiga Stephano mawekwa mawe"}
{"text": "Vielezi Namna Viigizi"}
{"text": "Hueleza vile kitendo kilitendeka kwa kutumia tanakali"}
{"text": "Mbuni alianguka majini chubwi"}
{"text": "Vielezi vya IdadiKiasi"}
{"text": "Maneno ambayo hutaja kitendo kimetendeka mara ngapi"}
{"text": "Aina"}
{"text": "Vielezi vya idadi halisi"}
{"text": "Tulivamiwa mara moja"}
{"text": "Vielezi vya idadi ya jumla"}
{"text": "Alitoroka mara kadhanyingichache"}
{"text": "Vielezi vya mahali"}
{"text": "Hutaja mahali kitendo kilitendekea"}
{"text": "Aina"}
{"text": "Vielezi vya mahali vya maneno kamili"}
{"text": "Ndege ilipofika Nairobi ilitua chini"}
{"text": "Vielezi vya mahali vya aina ya viambishi"}
{"text": "Ni viambishi po ko mo na ni"}
{"text": "Alipolala palikuwa na siafu"}
{"text": "Wanacheza uwanjani"}
{"text": "Vielezi vya wakati"}
{"text": "Hutaja kitendo kililifanyika wakati gani"}
{"text": "Aina"}
{"text": "Vielezi vya wakati vya maneno kamili"}
{"text": "Rais atawasili keshomwaka ujao"}
{"text": "Kielezi cha wakati cha kiambishi po ya wakati"}
{"text": "Nililala nilipofika nyumbani"}
{"text": "Viunganishi U"}
{"text": "Neno au fungu la maneno la kuunganishia"}
{"text": "Aina"}
{"text": "Vya kujumuisha pamoja"}
{"text": "na"}
{"text": "aidha pia"}
{"text": "isitoshe"}
{"text": "kadhalika pia"}
{"text": "tena"}
{"text": "mbali na"}
{"text": "fauka ya zaidi ya"}
{"text": "Vya kukatiza ili kupambanua"}
{"text": "walakini lakini"}
{"text": "bali lakini"}
{"text": "ijapokuwa hata kama"}
{"text": "ingawa hata kama"}
{"text": "Vya kuonyesha kinyume cha mambo"}
{"text": "ilhali"}
{"text": "licha ya"}
{"text": "Kuonyesha masharti"}
{"text": "budi lazima"}
{"text": "lazima"}
{"text": "sharti"}
{"text": "ikiwa kama"}
{"text": "bidi"}
{"text": "Vya sababu"}
{"text": "kwa"}
{"text": "kwa sababu"}
{"text": "maadamu kwa kuwa"}
{"text": "madhali kwa kuwa"}
{"text": "kwa vilemaana"}
{"text": "kwa ajiliminajili ya"}
{"text": "mintaarafu kutokana na"}
{"text": "Vya kuonyesha Chaguo"}
{"text": "au"}
{"text": "ama"}
{"text": "wala"}
{"text": "Viunganishi vingine na maana zake"}
{"text": "ila isipokuwa"}
{"text": "laiti kama"}
{"text": "lau kama"}
{"text": "mradi bora"}
{"text": "angalau bora zaidi"}
{"text": "bighairi bila ya kujali kmMinghairi vitu vilivyo kwenye kabati vinginevyo unaweza kuvichukua"}
{"text": "seuzesembuse kulinganisha ili kuonyesha tofauti"}
{"text": "labda pengine"}
{"text": "Vihusishi H"}
{"text": "Maneno yanayoonyesha uhusiano"}
{"text": "Aina"}
{"text": "Mahali"}
{"text": "juu ya miongoni mwa katika mpaka hadi"}
{"text": "Wakati"}
{"text": "kabla ya baada ya tangu hadi mpaka"}
{"text": "Sababu"}
{"text": "kwa kwani kwa sababu mintaarafu ya"}
{"text": "Ala"}
{"text": "Alimkata kwa kisu"}
{"text": "Aunganifu"}
{"text": "Simu ya rununu inalia"}
{"text": "Jumba la mikutano limeandaliwa"}
{"text": "Kiatu cha ngozi hudumu"}
{"text": "Kikome cha plastiki ni duni"}
{"text": "Ulinganisho"}
{"text": "Zaidi ya kuliko kuzidi kushinda"}
{"text": "Kiwango"}
{"text": "Zaidi ya kati ya takriban karibu"}
{"text": "Vya hali"}
{"text": "Mithili ya kwa niaba ya"}
{"text": "Vihisishi I"}
{"text": "Maneno yanayotoa hisia za moyoni"}
{"text": "furaha"}
{"text": "Hoyee Haleluya Alhamdulilahi"}
{"text": "hasira"}
{"text": "Kefle Ah He"}
{"text": "majuto"}
{"text": "Kumbe Jamani Ole wangu Laiti"}
{"text": "huzunihuruma"}
{"text": "Pole Ole Maskini"}
{"text": "kuitikia"}
{"text": "Bee Labela Naam Ehee Ahaa"}
{"text": "mshangaomshtuko"}
{"text": "Eti Salaale Ajabu Msalia mtume Lahaula"}
{"text": "kubeza"}
{"text": "Mawe Ngo Mmm Mwangalie"}
{"text": "kusisitiza"}
{"text": "Hata"}
{"text": "kutakia heri"}
{"text": "inshallah"}
{"text": "Mwingiliano wa Maneno"}
{"text": "Hali ya maneno kuwa na matumizi tofauti mifano"}
{"text": "W kuwa V"}
{"text": "Huyu analia"}
{"text": "Mtoto huyu analia"}
{"text": "V kuwa W"}
{"text": "Vikombe vizuri vitavunjika"}
{"text": "Vizuri vitaliwa"}
{"text": "V kuwa N"}
{"text": "Mti mrefu haupandiki"}
{"text": "Mrefu alikufa jana jioni"}
{"text": "V kuwa E"}
{"text": "Viatu vibaya vitachomwa"}
{"text": "Uliifanya kazi vibaya"}
{"text": "Mtu mjinga ni huyu"}
{"text": "Anaongea kijinga"}
{"text": "N kuwa V"}
{"text": "Tajiri alimdharau Razaro"}
{"text": "Mtu tajiri huheshimiwa"}
{"text": "N kuwa E"}
{"text": "Nairobi ni mji mkuu"}
{"text": "Amewasili Nairobi"}
{"text": "Kitoto kinalia"}
{"text": "Unaongea kitoto"}
{"text": "Haraka haina baraka"}
{"text": "Fanya haraka tuondoke hapa"}
{"text": "Sindano ya babu imepotea"}
{"text": "Alidungwa sindanokwa sindano na daktari"}
{"text": "E kuwa N"}
{"text": "Niliwasili jana"}
{"text": "Jana yangu haikuwa nzuri"}
{"text": "T kuwa N"}
{"text": "Nataka kulala sasa"}
{"text": "Kulala kwake kunaudhi"}
{"text": "N kuwa U"}
{"text": "Ila yake imemwathiri sana"}
{"text": "Watu wote ila yeye walikwenda"}
{"text": "Kichwa changu kina walakini"}
{"text": "Nimekula walakini sijashiba"}
{"text": "E kuwa I"}
{"text": "Mwenda pole hajikwai"}
{"text": "Pole Usijali utapona"}
{"text": "Amepaka rangi sawasawa"}
{"text": "Sawasawa Siku moja tutakutana"}
{"text": "H kuwa E"}
{"text": "Paka amepanda juu ya mti"}
{"text": "Ameingia katika choo"}
{"text": "T kuwa E"}
{"text": "Mtoto akilia atatapika"}
{"text": "Aliingia akilia"}
{"text": "N kuwa I"}
{"text": "Gege anacheza ala yake ya muziki"}
{"text": "Ala Waniwekea uchafu katika chakula"}
{"text": "Mofimu"}
{"text": "Kipashio kidogo zaidi katika lugha kisichoweza kuvunjwavunjwa zaidi bila kupoteza maana yake"}
{"text": "Aina"}
{"text": "Mofimu huru"}
{"text": "Neno lisiloweza kugawanywa katika vipande mbalimbali na linalojisimamia na kuwa na maana kamili"}
{"text": "Kuku baba mama sana labda jana nk"}
{"text": "Mofimu tegemezi"}
{"text": "Isiyoweza kujisimamia na kujitosheleza kisarufi mifano"}
{"text": "Mzizi Sehemu ya neno inayobeba maana kuu na isiyoweza kubadilishwa"}
{"text": "mtu samaheka nk"}
{"text": "Nafsi"}
{"text": "Tumesahau"}
{"text": "Ngeli"}
{"text": "Lilianguka"}
{"text": "Yalianguka"}
{"text": "Kikanushi"}
{"text": "Sikumpiga"}
{"text": "Halijaoza"}
{"text": "Huli"}
{"text": "Njeowakati"}
{"text": "Liliiva"}
{"text": "Analia"}
{"text": "Tutaimba"}
{"text": "Alipoenda"}
{"text": "Hali"}
{"text": "Me nge ngali hu ki ka nk"}
{"text": "Mahali"}
{"text": "Alipoingia"}
{"text": "Alikoingia"}
{"text": "Alimoingia"}
{"text": "Virejeshi"}
{"text": "Lililonunuliwa"}
{"text": "Alijikata"}
{"text": "Mtendwawatendwakitendwavitendwashamirisho"}
{"text": "Alichikichukua"}
{"text": "Kilichowaua"}
{"text": "Mnyambulikokauli"}
{"text": "Alimpigia"}
{"text": "Alimlilia"}
{"text": "Alinikosea"}
{"text": "Alimtolea"}
{"text": "Kiishio"}
{"text": "a e i u"}
{"text": "Viambishi"}
{"text": "Viungo vyenye maana vinavyofungamanishwa na mziziwa neno ili kulipa maana mbalimbali"}
{"text": "Aina"}
{"text": "Viambishi Awali"}
{"text": "Ambavyo hutokea kabla ya mzizi"}
{"text": "Aliyekukataa"}
{"text": "Viambishi Tamati"}
{"text": "Ambavyo hutokea baada ya mzizi km kipigishwacho"}
{"text": "Mnyambuliko wa Vitenzi"}
{"text": "Kunyambua kitenzi ni kukiongeza viambishi tamati ili kukipa maana tofauti"}
{"text": "Aina za minyambulikokauli za vitenzi"}
{"text": "Kutenda"}
{"text": "Hali ya kawaida ya kitenzi"}
{"text": "Kutendatenda"}
{"text": "Hali ya kitenzi kurudiwa"}
{"text": "Kutendea"}
{"text": "Kwa niaba ya"}
{"text": "Badala ya"}
{"text": "Sababu"}
{"text": "Kuonyesha kitumizi"}
{"text": "Mwendo wa kitu kuelekea kingine"}
{"text": "Kutendwa"}
{"text": "Huonyesha nomino iliyoathiriwa na kitenzi"}
{"text": "Kutendewa"}
{"text": "Humaanisha kitendo kimetendwa na mtu badala au kwa niaba ya mtu mwingine"}
{"text": "Kutendana"}
{"text": "Unamtenda mtu jambo naye anakutenda jambo lilo hilo"}
{"text": "Kutendeana"}
{"text": "Unamtendea mtu jambo naye anakutendea jambo lilo hilo"}
{"text": "Kutendeka"}
{"text": "Uwezekano wa kitendo kufanyika"}
{"text": "Kutendesha"}
{"text": "Mtu au kitu kusababisha kufanyika kwa kitendo"}
{"text": "Kutendeshea"}
{"text": "Kusababisha kitendo kitendeke kwa niaba ya mwingine"}
{"text": "Kutendeshwa"}
{"text": "Kusababishwa kufanya jambo"}
{"text": "Kutendeshewa"}
{"text": "Mtu kusababishwa kitendo kitendeke kwa niaba yake"}
{"text": "Kutendeshana"}
{"text": "Kusababisha kitendo kitendeke kwa mtu naye anasababisha kitendo kicho hicho kitendeke kwako"}
{"text": "Kutendesheana"}
{"text": "Kusababisha kitendo kitendeke kwa niaba ya mtu naye anasababisha kitendo kicho hicho kitendeke kwa niaba yako"}
{"text": "Kutendesheka"}
{"text": "Kitendo fulani kinaweza kusaababishwa"}
{"text": "Kutendama"}
{"text": "Kuwa katika hali fulani bila ya mabadiliko"}
{"text": "lalalalama"}
{"text": "fichafichama"}
{"text": "shikashikama"}
{"text": "gandagandama"}
{"text": "chutachutama"}
{"text": "fungafungama"}
{"text": "kwaakwama"}
{"text": "ungaungama"}
{"text": "andaaandama"}
{"text": "sakisakama"}
{"text": "Kutendata"}
{"text": "Hali ya mgusano au kushikanisha vitu viwili"}
{"text": "pakapakata"}
{"text": "fumbafumbata"}
{"text": "kokoakokota"}
{"text": "okoaokota"}
{"text": "kamakamata"}
{"text": "Kutendua"}
{"text": "Hali ya kiyume"}
{"text": "chomachomoa"}
{"text": "fungafungua"}
{"text": "Kutenduka"}
{"text": "Kuweza kufanyika kwa hali ya kinyume"}
{"text": "chomoka"}
{"text": "funguka"}
{"text": "Vinyume vya vitenzi"}
{"text": "komeakomoa"}
{"text": "barikilaani"}
{"text": "patanakosana"}
{"text": "angikaangua"}
{"text": "mwagazoa"}
{"text": "zibazibua"}
{"text": "tatizatatua"}
{"text": "funikafunua"}
{"text": "tegategua"}
{"text": "tawanyakusanya"}
{"text": "uguapona"}
{"text": "nasanasua"}
{"text": "kwamizakwamua"}
{"text": "kosakosoa"}
{"text": "pakiapakua"}
{"text": "twikatua"}
{"text": "paatua"}
{"text": "chekalia"}
{"text": "anikaanua"}
{"text": "simamaketi"}
{"text": "fukiafukua"}
{"text": "inamainuka"}
{"text": "fungafungua"}
{"text": "furahihuzunika"}
{"text": "kumbukasahau"}
{"text": "oataliki"}
{"text": "chokapumzika"}
{"text": "uliza jibu"}
{"text": "jengabomoa"}
{"text": "ishikufahama"}
{"text": "kufakufufukaishi"}
{"text": "lewalevuka"}
{"text": "anzamalizaisha"}
{"text": "sazabakizamaliza"}
{"text": "mezatapikatema"}
{"text": "ingiatoka"}
{"text": "dharauheshimu"}
{"text": "kweyateremka"}
{"text": "pandashuka"}
{"text": "sifukashifu"}
{"text": "chimbafukia"}
{"text": "chafuasafisha"}
{"text": "chekalia"}
{"text": "pandashuka"}
{"text": "babaikatulia"}
{"text": "pokeaaga"}
{"text": "zamaelea"}
{"text": "vaavua"}
{"text": "Matumizi ya Maneno na Viambishi Maalum"}
{"text": "Maneno Maalum"}
{"text": "ila"}
{"text": "isipokuwa"}
{"text": "Watu wote ila yeye wameenda"}
{"text": "kasoro"}
{"text": "Hakuna kizuri kisicho na ila"}
{"text": "labda pengineshaka"}
{"text": "Haonekani siku hizi labda amepata uhamisho"}
{"text": "ikiwa"}
{"text": "kamashaka"}
{"text": "Tutamkuta nyumbani ikiwa amepewa likizo"}
{"text": "masharti"}
{"text": "Mgonjwa atapona ikiwa atakunywa dawa ipasavyo"}
{"text": "walakini"}
{"text": "dosari"}
{"text": "Ghorofa limebomolewa kwa sababu lilikuwa na walakini"}
{"text": "lakinibali"}
{"text": "Nimekula walakini sijashiba"}
{"text": "ingawaingawaje hata kama"}
{"text": "Nilijilaza kitandani ingawa sikuwa na usingizi"}
{"text": "ijapokuwajapo hata kama"}
{"text": "Usicheze na nyoka ijapokuwa ni mdogo"}
{"text": "jinsi"}
{"text": "njiautaratibu wa kufanyia jambo"}
{"text": "Sijui jinsi ugali unavyopikwa"}
{"text": "ainanamnasampuli"}
{"text": "Siwezi kula chakula jinsi hii"}
{"text": "kulingana nakama"}
{"text": "Alikuja jinsi alivyoniahidi"}
{"text": "kwa"}
{"text": "mahali"}
{"text": "Ameenda kwa Juma"}
{"text": "jinsi"}
{"text": "Alisoma kwa bidii"}
{"text": "sehemu ya kitu kisimaakisami"}
{"text": "Amepata alama moja kwa tano katika mtihani"}
{"text": "pamoja na"}
{"text": "Harusi ilihudhuliwa na wazee kwa vijana na tulikula wali kwa nyama"}
{"text": "kuonyesha kitu kilitumiwa kama kifaa"}
{"text": "Alikata mkate kwa kisu"}
{"text": "sababu"}
{"text": "Aliugua kwa kunywa maji machafu"}
{"text": "kuunganisha vipashio viwili"}
{"text": "Leo ndiwe utapika kwa hivyo tayarisha viazi"}
{"text": "mudakipindi"}
{"text": "Alilia kwa nusu sana"}
{"text": "kufanya jambo bila kupoteza wakati"}
{"text": "Baada ya kula tulienda moja kwa moja kulala"}
{"text": "kivumishi cha aunganifu cha ngeli ya KU"}
{"text": "Kucheka kwa Maria kunaudhi"}
{"text": "umiliki wa mahali"}
{"text": "Twende nyumbani kwangu"}
{"text": "na"}
{"text": "kiunganishi"}
{"text": "Mama na baba wanalima"}
{"text": "umilikaji"}
{"text": "Kamau ana kitabu kizuri"}
{"text": "wakati uliopo"}
{"text": "Anaandika barua"}
{"text": "kaulimnyambuliko"}
{"text": "Kamau na Juma wanapigana"}
{"text": "kuonyesha tofauti"}
{"text": "Kiatu hiki ni tofauti na kile"}
{"text": "mtenzi"}
{"text": "Alipigwa na mwalimu"}
{"text": "kuonyesha ufupisho wa nafsi"}
{"text": "Alisaidiwa nao"}
{"text": "Zoezi"}
{"text": "Eleza matumizi ya na katika sentensi zifuatazo"}
{"text": "Baba na mama wanapigana kwani ana tabia ya kulewa"}
{"text": "Mtoto aliteswa na mama yake kwa kuwa tofauti na wengine nami kikamkanya"}
{"text": "wala kukanusha"}
{"text": "Sikumtusi wala kumpiga"}
{"text": "Viambishi Maalum"}
{"text": "meja hali timilifukitendo kutendeka na si muda mrefu uliopia"}
{"text": "Mama amewasili"}
{"text": "Mama hajawasili"}
{"text": "hu"}
{"text": "mazoeajambo hutokea kila wakati"}
{"text": "Yeye hulala mapema"}
{"text": "kikanushi"}
{"text": "Hukutibiwa vizuri"}
{"text": "li"}
{"text": "wakati uliopita"}
{"text": "Alitupatia zawadi"}
{"text": "ngeli"}
{"text": "Tunda limeiva"}
{"text": "kitenzi kishirikishi kipungufu"}
{"text": "Jembe li ghalani"}
{"text": "ni"}
{"text": "nafsi ya kwanza umoja"}
{"text": "Niliwasili jana"}
{"text": "mahali"}
{"text": "Twende kanisani"}
{"text": "kitenzi kishirikishi kipungufu"}
{"text": "Yeye ni daktari"}
{"text": "wingi"}
{"text": "Tokeni nje"}
{"text": "ndi kitenzi kishirikishi kipungufu"}
{"text": "Yeye ndiye aliniibia pesa"}
{"text": "ji"}
{"text": "udogo"}
{"text": "Kijitu kimeanguka"}
{"text": "ukubwa"}
{"text": "Jibwa limebweka"}
{"text": "kirejeshi"}
{"text": "Alijipalia makaa"}
{"text": "nafsi ya pili"}
{"text": "Jichukulie upendacho"}
{"text": "kiambishi tamati cha kuunda nomino"}
{"text": "Mwimbaji alituzwa"}
{"text": "Ki"}
{"text": "kitendo ki katika hali ya kuendelea"}
{"text": "Tulikuwa tukila alipoingia"}
{"text": "mashartikitendo kinategemea kingine"}
{"text": "Utapita mtihani ukijitahidi"}
{"text": "udogo"}
{"text": "Kitoto kinalia"}
{"text": "ngeli"}
{"text": "Kitabu kimechukuliwa"}
{"text": "kitenzi kishirikishi kipungufu"}
{"text": "chakula ki mezani"}
{"text": "kielezi namna mfanano"}
{"text": "Yeye hula kifisi"}
{"text": "kitendo hakifanyiki kamwe"}
{"text": "Chai hii hainyweki"}
{"text": "ku"}
{"text": "kikanushi cha wakati uliopita"}
{"text": "Hakumpiga kwa jiwe"}
{"text": "nafsi ya pili umoja"}
{"text": "Alikupigia simu jana"}
{"text": "mahali"}
{"text": "Huku kumesafishwa"}
{"text": "ngeli"}
{"text": "Kuugua kumemnyenyekesha"}
{"text": "mwanzo wa kitenzi"}
{"text": "Ameenda kusafisha nyumba"}
{"text": "ka"}
{"text": "mfuatano wa matukio"}
{"text": "Tulikula chakula tukanywa chai kisha tukalala"}
{"text": "vichwa vya habari"}
{"text": "Mwizi kapigwa mawe"}
{"text": "kutoa amri"}
{"text": "Kachezeeni nje"}
{"text": "kitendo fulani ni tokeo la kingine"}
{"text": "Tulisoma kwa bidii tukapita mtihani"}
{"text": "kutoa nasahashauri"}
{"text": "Kamwombe babako msamaha"}
{"text": "a"}
{"text": "Hali isiyodhihirika ya wakati uliopo"}
{"text": "Watoto wacheza uwanjani"}
{"text": "vichwa vya habari"}
{"text": "Waziri aaibishwa na wananchi"}
{"text": "kitendo kinaendelea"}
{"text": "Twaenda sokoni"}
{"text": "nafsi ya tatu umoja"}
{"text": "Yeye aliudhika sana"}
{"text": "ngeli"}
{"text": "Mbuzi yule atachinjwa kesho"}
{"text": "kiishio"}
{"text": "Mtoto amekula vizuri"}
{"text": "ngengali masharti yanayowezekana au yasiyowezekana"}
{"text": "Ningekuwa na pesa ningenunua kiatu"}
{"text": "Laiti ningalijua nisingaliingia katika hilo basi"}
{"text": "po"}
{"text": "wakati"}
{"text": "maalum"}
{"text": "Yeye anapolala hukoroma"}
{"text": "Wowotemazoea"}
{"text": "Mwalimu aingiapo wanafunzi husimama"}
{"text": "mahali"}
{"text": "Paliposafishwa pamechafuka"}
{"text": "masharti"}
{"text": "Mtoto aamkapo mpe uji"}
{"text": "kikanushi cha ki ya masharti"}
{"text": "Akilaasipokula"}
{"text": "Viakifishi"}
{"text": "Alama za usemi"}
{"text": "Usemi halisi"}
{"text": "Njoo kesho mama akamwambia"}
{"text": "Lugha ngeni"}
{"text": "Ninunulie jarida la Parents babake akamwambia"}
{"text": "Vipindi filamu makala"}
{"text": "Vioja Mahakamani"}
{"text": "Semi"}
{"text": "kumwaga zigo"}
{"text": "Dukuduku"}
{"text": "maneno yameachwa ya kutangulia kati au ya mwisho Yaweza kuachwa kwa kuwa makali"}
{"text": "Nyani haoni"}
{"text": "kukatizwa usemikauli"}
{"text": "AMINA Mama ni"}
{"text": "MAMA Kwanza watoka wapi usiku huu"}
{"text": "maneno yanaendelea"}
{"text": "Alimwambia ajihadhari anapovuka barabara"}
{"text": "Komamkatokipumuo"}
{"text": "pumziko fupi katika senyensi"}
{"text": "Tulipofika sokoni tulinunua mboga"}
{"text": "kuorodhesha"}
{"text": "Alinunua mboga samaki nyanya na viazi"}
{"text": "kuonyesha mwanzo au mwisho wa usemi halisi"}
{"text": "Njoo keshomama akamwambia"}
{"text": "kuandika anwani"}
{"text": "Shule ya upili Gatwe SLP 160 Kerugoya"}
{"text": "baada ya kutaja jina la mtu anayepewa habari"}
{"text": "Daktari ningependa kukuona"}
{"text": "kutenganisha sentensi zenye masharti"}
{"text": "Usipofanya kazi usile"}
{"text": "kuandika tarehe"}
{"text": "Alizaliwa mwezi wa Julai tarehe 18 1999"}
{"text": "kuandika tarakimu zinazozidi elfu"}
{"text": "1000 13000 nk"}
{"text": "Ritifaakibainishi"}
{"text": "herufi imeachwa"}
{"text": "walotutuma"}
{"text": "shaddamkazo"}
{"text": "iba kalamu"}
{"text": "katika sauti ya kingongo"}
{"text": "Ngombe amekufa"}
{"text": "Kufupisha"}
{"text": "Tushasafisha nguo"}
{"text": "katika kuandika miaka yenye namba izilizoachwa"}
{"text": "7399"}
{"text": "Mshazarimkwaju"}
{"text": "Tarehe"}
{"text": "Alizaliwa tarehe 561998"}
{"text": "kuonyesha kumbukumbu"}
{"text": "KUMB 12009"}
{"text": "kuonyesha visawe"}
{"text": "Nenda katika shuleskuli"}
{"text": "Kuonyesha au"}
{"text": "Wanawakewanaume wataajiriwa"}
{"text": "Kistari kifupi"}
{"text": "kuandika tarehe"}
{"text": "562006"}
{"text": "kuonyesha silabi viambishi au mofimu"}
{"text": "salamu na imba"}
{"text": "kuonyesha neno linaendelea katika mstari unaofuata"}
{"text": "Usitenganishe sauti za silabi"}
{"text": "Kuonyesha mzizi wa neno"}
{"text": "mabwa"}
{"text": "kuonyesha kudumishwa kwa sauti"}
{"text": "Loooo"}
{"text": "Hadi kipindi cha tukio fulani"}
{"text": "19992008"}
{"text": "Kutenganisha usemi na msemaji"}
{"text": "Huo ni upumbavuKibaki"}
{"text": "Kistari kirefu"}
{"text": "kutenganisha usemi na msemaji"}
{"text": "kuonyesha mabadiliko ya ghafla"}
{"text": "Wanafaunzi ni wajingasamahani simaanishi wote"}
{"text": "kutangulia maelezo ya ziada"}
{"text": "Walisaidia nchi za Afrika Mashariki Kenya Uganda na Tanzania kwa msaada"}
{"text": "Mstari"}
{"text": "kusisitiza"}
{"text": "Jibu maswali mawili pekee"}
{"text": "kuonyesha aina za maneno"}
{"text": "Mtoto wangu analala V kimilikishi"}
{"text": "kuonyesha vitabu majarida na magazeti"}
{"text": "Chemchemi za Kiswahili True Love nk"}
{"text": "kuandika anwanikichwa"}
{"text": "Mwanafunzi AdhibiwaKaadhibiwa Vikali"}
{"text": "Kikomokitonenukta"}
{"text": "mwishoni mwa sentensi"}
{"text": "kuandika tarehe"}
{"text": "232013"}
{"text": "kuonyesha ufupisho wa maneno"}
{"text": "DktBwBiCCM"}
{"text": "kuonyesha takwimu"}
{"text": "45 8627 nk"}
{"text": "kutenga shilingi na senti"}
{"text": "650shilingi sita na senti hamsini"}
{"text": "juu ya herufi j na I"}
{"text": "Nususemi koloninukta na kituo"}
{"text": "kugawa sentensi mbili zinazoweza kujisimamia bila ya viunganishi"}
{"text": "Wasichana walifuata maagizo waliyopewa wafulana waliyagomea"}
{"text": "kama kipumziko katika sentensi ndefu"}
{"text": "Alipochunguza ile hati aliyokabidhiwa na wale wafanya biashara aliona kuwa si nzuri akaamua kujitenga nayo"}
{"text": "Vifungomabanoparadesi"}
{"text": "kuzingira nambari au herufi katika orodha"}
{"text": "ia"}
{"text": "kuonyesha maelezo ya vitendo vya msemaji katika mazungumzo mahojiano au tamthilia"}
{"text": "MAMA  Akiinama Hebu njoo haraka"}
{"text": "kutoa maelezo zaidi"}
{"text": "Ema kifungua mimba changu chaja leo kutoka marekani"}
{"text": "kuonyesha visawe"}
{"text": "Mamba ngwena huliwa"}
{"text": "Herufi kubwaH"}
{"text": "mwanzoni mwa sentensi"}
{"text": "kuandika anwani"}
{"text": "SLP 1000 Bura"}
{"text": "mwanzoni mwa usemi halisi"}
{"text": "Twendeni zetu akatwambia"}
{"text": "baada ya kiulizi  na hisi"}
{"text": "Lo Ulienda Hebu niambie yaliyojiri"}
{"text": "mwanzoni mwa nomino za pekee"}
{"text": "Musa"}
{"text": "ufupisho wa maneno"}
{"text": "CCM Chama cha Mapinduzi"}
{"text": "mwanzoni mwa majina ya vitabu majarida magazeti vipindi filamu nk"}
{"text": "kuandika sifa inayotokana na jina la pekee"}
{"text": "Kiganda Kikristu"}
{"text": "Koloni Nukta mbili"}
{"text": "kuorodhesha"}
{"text": "Ukitaka kuandaa samosa unahitaji vitu hivi unga nyama chumvi mafuta na kitunguu"}
{"text": "kutangulia usemi halisi"}
{"text": "Alimwangalia kisha akamtupia mshenzi"}
{"text": "kuandika mazungumo mahojiano au tamthilia"}
{"text": "MAMA  Akiinuka Umechelewa wapi"}
{"text": "kutenganisha dakika na sekunde"}
{"text": "92505"}
{"text": "kutangulia maelezo fulani"}
{"text": "Alipofungua mlango alishtuka mizoga ya punda ilikuwa imetapakaa nje"}
{"text": "Hisimshangao"}
{"text": "kuamrisha"}
{"text": "Kachezeeni nje"}
{"text": "Kamau Unafanya nini"}
{"text": "baada ya vihisishi"}
{"text": "Masalaale Pesa zangu zote zimeibwa"}
{"text": "baada ya sentensi iliyo mshangao"}
{"text": "Gari langu limeibwa"}
{"text": "kusisitiza"}
{"text": "Kesho msichelewe kuwasili shuleni"}
{"text": "kudharaukubeza"}
{"text": "Mwangalie Kichwa kama jiwe"}
{"text": "baada ya tanakali"}
{"text": "Mate yalimdondoka ndo Ndo Ndo"}
{"text": "Kiulizo"}
{"text": "mwishoni mwa sentensi iliyo swali"}
{"text": "mwishoni mwa methali zenye muudo wa swali"}
{"text": "Pilipili usiyoila yakuwashiani"}
{"text": "kuonyesha shaka"}
{"text": "Kenyatta alizaliwa mwaka wa 1945"}
{"text": "kuonyesha mwaka wa kuchapishwa kwa kitabu haujulikani"}
{"text": "Mlacha J  Tujijue Ipasavyo"}
{"text": "Herufi nzito h"}
{"text": "kusisitiza"}
{"text": "Jibu maswali manne pekee"}
{"text": "kuonyesha wakatinjeo au hali"}
{"text": "NilichezaNimelima"}
{"text": "kuonyesha umoja na wingi"}
{"text": "mtotowatoto"}
{"text": "kuonyesha aina ya neno katika sentensi"}
{"text": "Mtoto wake amelala kivumishi"}
{"text": "Herufi za mlazoitalikih"}
{"text": "kuonyesha aina ya kiambishi au mofimu"}
{"text": "Kilichoibwa kirejeshi"}
{"text": "kusisitiza"}
{"text": "Jibu maswali mawili"}
{"text": "kuonyesha jina la kitabu"}
{"text": "Nyota ya Rehema"}
{"text": "kuonyesha maneno ya kigeni"}
{"text": "Napenda mukimo"}
{"text": "kuonyesha maelezo ya vitendo vya mhusika katika mazungumzo mahojiano na tamthilia"}
{"text": "AMINA Akiinuka Mama ameenda kwa Farashuu"}
{"text": "Kinyota"}
{"text": "kuonyesha neno limeendelezwa vibaya"}
{"text": "kitaabu"}
{"text": "kuonyesha sentensi haina mpangilio sahihi wa maneno"}
{"text": "Kisu cha hiki ni nani"}
{"text": "kuonyesha tanbihi maelezo ya neno yanapatikana chini mwa ukurasa"}
{"text": "idhibati"}
{"text": "kuonyesha sentensi ina makosa kisarufi"}
{"text": "Kuku hii ni ya nani"}
{"text": "Usemi Halisi"}
{"text": "Maneno halisi kama yanavyotamkwa na msemaji"}
{"text": "Huandikwa bila kugeuza chochote"}
{"text": "Huanzia kwa herufi kubwa"}
{"text": "Hunukuliwa kwa alama za usemi ambazo huandikwa zikiwa mbili mbili na moja moja katika dondoo ndogo km Mwambie ugua pole ukimuona baba aliniambia"}
{"text": "Koma hutumiwa mwanzoni au mwishoni mwake"}
{"text": "Msemaji mpya anapoanza kusema unapaswa kufungua aya mpya km"}
{"text": "Alimuuliza Huendi kwa nini"}
{"text": "Sikupewa ruhusa alijibu Zahara"}
{"text": "Baada ya  na  na  maneno huanzia kwa herufi kubwa km Lo Unatoka wapi saa hii Aliniuliza"}
{"text": "Usemi wa Taarifa"}
{"text": "Ripoti kuhusu mambo yaliyosemwa na mtu mwingine"}
{"text": "Si lazima maneno yatokee yalivyosemwa Yanaweza kubadilishwa mradi ujumbe ubakie ule ule"}
{"text": "Alama za mtajo kiulizi na hisi hazitumiki"}
{"text": "Maneno kwamba na kuwa hutumiwa"}
{"text": "Baadhi ya maneno na viambishi hubadilika km"}
{"text": "VITATE TD"}
{"text": "Tata"}
{"text": "hali ya kutoeleweka"}
{"text": "sentensi hii ni tata"}
{"text": "fundo katika uzi"}
{"text": "uzi umeingia tataumetata"}
{"text": "Dada"}
{"text": "ndugu wa kike"}
{"text": "Tua"}
{"text": "shuka kutoka angani"}
{"text": "ndege ilitua uwanjani"}
{"text": "weka chini kv mzigo"}
{"text": "Dua"}
{"text": "maombi kwa Mungu"}
{"text": "omba dua"}
{"text": "piga dua apizalaani"}
{"text": "Toa"}
{"text": "ondoa kitu ndani ya kinginea"}
{"text": "kinyume cha jumlisha"}
{"text": "Doa"}
{"text": "alama yenye rangi tofauti na mwili wa kitu"}
{"text": "dosariilawalakini"}
{"text": "Ndoa"}
{"text": "arusimakubaliano rasmi ya mwanamke na mwanamume kuishi pamoja kama mke na mumechuo"}
{"text": "Tundu"}
{"text": "uwazi mdogo wa mviringo kwenye kitu kv sindano"}
{"text": "kitu maalum cha kuwekea ndege kilichotengenezwa kwa mabati matete nk"}
{"text": "Dundu"}
{"text": "mdudu anayebeba uchafu"}
{"text": "rundo la vitu mtumba"}
{"text": "Tuma"}
{"text": "peleka kitu kv barua kwa njia ya posta"}
{"text": "agiza mtu kufanya jambo"}
{"text": "Duma"}
{"text": "mnyama mkubwa mwenye umbo kama la paka"}
{"text": "kamata hasa katika vita"}
{"text": "KG"}
{"text": "Kuku"}
{"text": "aina ya ndege anayefugwa nyumbani"}
{"text": "Gugu"}
{"text": "mmea unaoota mahali usipotakiwa"}
{"text": "mmea wa mwituni mfano wa unyasi"}
{"text": "Kuni"}
{"text": "vipande vya mti vya kukokea moto"}
{"text": "Guni"}
{"text": "shairi la arudhi lililokosa kutosheleza kanuni moja au zaidi ya uandishi"}
{"text": "Kuna"}
{"text": "kwaruza kwa kucha kitu chenye menomeno"}
{"text": "Guna"}
{"text": "toa sauti ya kuonyesha kukataa kutoridhika au kuchukia jambo"}
{"text": "Kenge"}
{"text": "mnyama kama mjusi mdogo"}
{"text": "Genge"}
{"text": "kundi la watu"}
{"text": "pangoshimo"}
{"text": "Kesi"}
{"text": "daawamashtaka yanayosikilizwa mahakamani"}
{"text": "Gesi"}
{"text": "hewa inayotumiwa kupikia au kutiwa katika vinywaji"}
{"text": "hewa ambayo haigeuki na kuwa majimaji katika joto la kawaida"}
{"text": "CHJ"}
{"text": "Changa"}
{"text": "toa kitu ili kukusanya kwa kusudi fulani"}
{"text": "siokomaa"}
{"text": "chanjapasua vipande vipande vidogo vidogo kv kuni"}
{"text": "Janga"}
{"text": "hataribalaa"}
{"text": "Chema"}
{"text": "kizuri"}
{"text": "Jema"}
{"text": "zuri"}
{"text": "Chini"}
{"text": "kwenye ardhisakafu"}
{"text": "Jini"}
{"text": "shetani mtu muovu"}
{"text": "Choka"}
{"text": "pungukiwa na nguvu baada ya kufanya kazi"}
{"text": "Joka"}
{"text": "nyoka mkubwa sana"}
{"text": "Chungu"}
{"text": "chombo kinachofinyangwa cha kupikia"}
{"text": "kinyume cha tamu"}
{"text": "idadi kubwa chungu nzima"}
{"text": "mdudu mdogo wa jamii ya siafu"}
{"text": "Chambo"}
{"text": "kinachowekwa kwenye mtego kunasia wanyamasamaki nk"}
{"text": "Jambo"}
{"text": "habaritukio shughuli"}
{"text": "Kucha"}
{"text": "elekea asubuhi"}
{"text": "ogopa"}
{"text": "Kuja"}
{"text": "hali ya kusogea karibu"}
{"text": "Chuma"}
{"text": "pata mali"}
{"text": "madini magumu yanayotumiwa kujengea na kuundia vitu"}
{"text": "tungua matunda au maua kutoka mtini"}
{"text": "Juma"}
{"text": "wiki"}
{"text": "jina la mtu"}
{"text": "Chenga"}
{"text": "hepa kwa hila"}
{"text": "mchele uliovunjikavunjikamchele wa chenga"}
{"text": "Jenga"}
{"text": "aka nyumba"}
{"text": "fanya madhubutiimarisha"}
{"text": "Mchi"}
{"text": "mti wa kupondea kwenye kinu"}
{"text": "Mji"}
{"text": "makazi ya watu wengi kulikojengwa nyumba nyingi"}
{"text": "mahali kaburini anapowekwa mauti"}
{"text": "sehemu ya kati ya chupa ya mwanamke mja mzito inayounganisha mtoto na mwili wa mama"}
{"text": "Kichana"}
{"text": "kitu cha kuchania nywele"}
{"text": "Kijana"}
{"text": "mtu wa makamo mwenye nguvumtoto wa kiume kabla ya kubaleghe"}
{"text": "FV"}
{"text": "Faa"}
{"text": "kusaidia"}
{"text": "kuwa vizuri"}
{"text": "Vaa"}
{"text": "eneza kitu katika mwili ili kufunika sehemu fulani"}
{"text": "Fua"}
{"text": "safisha nguo"}
{"text": "tengeneza kitu kutokana na madini"}
{"text": "toa maji katika chombo"}
{"text": "fua maji"}
{"text": "Hakufua dafu hakufaulu"}
{"text": "Vua"}
{"text": "pata samaki kwa kutumia wavu mshipi ndoana nk"}
{"text": "ondoa nguo mwilini"}
{"text": "nusuru okoa ponya"}
{"text": "vua macho tazama"}
{"text": "Fika"}
{"text": "wasili mahali"}
{"text": "bila shakakabisa"}
{"text": "Vika"}
{"text": "valisha"}
{"text": "Fuka"}
{"text": "toa moshi bila kuwaka"}
{"text": "uji wowote mwepesi uji fuka"}
{"text": "Vuka"}
{"text": "enda upande wa pili"}
{"text": "Fuma"}
{"text": "piga kwa mkuki"}
{"text": "ona kwa ghafla bila kutazamia mtu anayetenda jambo ovu"}
{"text": "tengeneza kitu kwa kusokota nyuziukindu nk"}
{"text": "Vuma"}
{"text": "julikana kwa watu wengi kv habari mtu nk"}
{"text": "toa sauti nzito kv simbaupepo mkalingoma nk"}
{"text": "Afya"}
{"text": "hali nzuri ya mwilisiha"}
{"text": "Avya"}
{"text": "toa mamba"}
{"text": "tumia ovyoovyo mali pesa nk"}
{"text": "Fito"}
{"text": "vipande vya miti au chuma vya kujengea nyumba"}
{"text": "Vito"}
{"text": "mawe ya thamani"}
{"text": "Fuja"}
{"text": "tumia vibaya"}
{"text": "haribu mali nguo chakula nk"}
{"text": "Vuja"}
{"text": "pita kwa kitu mahali penye upenyo"}
{"text": "Gunia hili linavuja"}
{"text": "Vunja"}
{"text": "fanya kitu kigumu kuwa vipande vipande"}
{"text": "badilisha pesa ziwe ndogondogo"}
{"text": "enda kinyume na kanuni"}
{"text": "Futa"}
{"text": "pangusa"}
{"text": "chomoa kisu"}
{"text": "toa maji nje ya chombofua maji"}
{"text": "Vuta"}
{"text": "fanya kufuataburura"}
{"text": "ingiza hewa au moshi mapafuni"}
{"text": "Wafu"}
{"text": "waliokufa"}
{"text": "Wavu"}
{"text": "utando wa nyuzi wa kufulia samakikutegea wanyamakuweka golinikimiani nk"}
{"text": "CHSH"}
{"text": "Chaka"}
{"text": "mahali penye miti iliyosongamana"}
{"text": "msimu wa kaskasijoto na ukavu wa ardhi"}
{"text": "Shaka"}
{"text": "wasiwasi"}
{"text": "tuhumuma"}
{"text": "Chali"}
{"text": "lala mgongo juu kichwa chini"}
{"text": "mtu anayechekesha watu kwa kuwatolea mkasa"}
{"text": "Shali"}
{"text": "kitambaa cha begani cha shehe"}
{"text": "Shari"}
{"text": "balaa pata shari"}
{"text": "Chati"}
{"text": "mchoro unaotoa maelezo Fulani"}
{"text": "Shati"}
{"text": "vazi la juu la mwili lenye mikono"}
{"text": "Sharti"}
{"text": "lazima"}
{"text": "Choka"}
{"text": "pungukiwa na nguvu baada ya kufanya jambo kwa muda mrefu"}
{"text": "Shoka"}
{"text": "kifaa cha kukatia na kupasulia miti"}
{"text": "Chombo"}
{"text": "ala ya kufanyia kazi"}
{"text": "Shombo"}
{"text": "harufu mbaya ya samaki"}
{"text": "Chokoa"}
{"text": "tia kitu chenye ncha kwenye tundu au shimo ili kutoa kitu km chokoa meno"}
{"text": "Shokoa"}
{"text": "kazi ya kulazimishwa fanyishwa shokoa"}
{"text": "shamba lililolimwa na kuachwa kumea nyasi"}
{"text": "TH DH"}
{"text": "Thamini"}
{"text": "tia maanani heshimu"}
{"text": "Dhamini"}
{"text": "toa pesa maakamani ili mshtakiwa asitiwe korokoroni"}
{"text": "Thamani"}
{"text": "kima"}
{"text": "Dhamana"}
{"text": "malipo ya kortini"}
{"text": "Thibiti"}
{"text": "kuwa ya kwelikuaminika"}
{"text": "Habari imethibiti"}
{"text": "Dhibiti"}
{"text": "tia mkononi"}
{"text": "Nikidhibiti pesa zangu kutoka kwake nitanunua baiskeli"}
{"text": "weka chini ya mamlaka"}
{"text": "Ridhi"}
{"text": "kubali"}
{"text": "pendezwa na jambo"}
{"text": "Rithi"}
{"text": "miliki kitu kutoka kwa mtu aliyekufa ama uliye na uhusiano naye"}
{"text": "pata jambo au ujuzi kutoka kwa mtu mwingine"}
{"text": "AH"}
{"text": "Apa"}
{"text": "tamka jina aghalabu la Mungu kuthibitisha jambo Fulani"}
{"text": "Hapa"}
{"text": "mahali karibu"}
{"text": "Ama"}
{"text": "au"}
{"text": "Hama"}
{"text": "toka mahali fulani ili kwenda mahali pengine kuishi gura"}
{"text": "Adimu"}
{"text": "a shida kupatikananadra"}
{"text": "Hadimu"}
{"text": "mtumishi mahadimu"}
{"text": "Ajali"}
{"text": "jambo la madhara au hatari"}
{"text": "Hajali"}
{"text": "kinyume cha jali"}
{"text": "Auni"}
{"text": "saidia"}
{"text": "Launi"}
{"text": "rangi"}
{"text": "LR"}
{"text": "Lahani"}
{"text": "tuni"}
{"text": "Rahani"}
{"text": "chumba maalum katika nyumba au chombo cha kuwekea vitu"}
{"text": "Lea"}
{"text": "tunza mtoto"}
{"text": "Rea"}
{"text": "ghadhibika"}
{"text": "Lemba"}
{"text": "nyanganya kwa hilapunja"}
{"text": "Remba"}
{"text": "pamba rembesha"}
{"text": "Fahali"}
{"text": "ngombe dume"}
{"text": "Fahari"}
{"text": "a kujivuniwa kwa watu"}
{"text": "Mahali"}
{"text": "sehemu ambapo mtu au kitu huweza kukaa"}
{"text": "Mahari"}
{"text": "mali au fedha inayotolewa na mwanamme kupewa wazazi wa mwanamke anayetaka kumuoa"}
{"text": "S SH"}
{"text": "Saba"}
{"text": "namba inayoonyesha idadi"}
{"text": "Shaba"}
{"text": "madini yenye rangi ya manjano"}
{"text": "Saka"}
{"text": "tafutawinda"}
{"text": "Shaka"}
{"text": "wasiwasi"}
{"text": "tuhuma"}
{"text": "kutokuwa na hakika"}
{"text": "Suka"}
{"text": "tikisa kitu"}
{"text": "pitisha kitu kama nywele baina ya zenyewe kupata mfumo fulani"}
{"text": "Shuka"}
{"text": "enda chini kutoka juu ya kitu"}
{"text": "kitambaa cha kujifunga kiunoni"}
{"text": "Soga"}
{"text": "mazungumzo ya kupitisha wakati"}
{"text": "Shoga"}
{"text": "jina waitanalo wanawake marafiki"}
{"text": "msenge"}
{"text": "Sababu"}
{"text": "kinachofanya jambo kutokeachanzo"}
{"text": "Shababu"}
{"text": "kijana"}
{"text": "JNJ"}
{"text": "Jaa"}
{"text": "tosha"}
{"text": "tapakaa kila mahali"}
{"text": "mahali pa kutupia taka"}
{"text": "Njaa"}
{"text": "hali ya tumbo kutaka kupata chakula"}
{"text": "ukosefu mkubwa wa chakula"}
{"text": "Chema"}
{"text": "kizuri"}
{"text": "Jema"}
{"text": "zuri"}
{"text": "Njema"}
{"text": "nzuri"}
{"text": "Jia"}
{"text": "sogelea karibu"}
{"text": "Njia"}
{"text": "barabara"}
{"text": "namna au jinsi ya kufanya jambo"}
{"text": "Jozi"}
{"text": "vitu viwili vinavyofanana vilivyo pamoja"}
{"text": "Njozi"}
{"text": "maono yatokeayo usingiziniruia"}
{"text": "Jana"}
{"text": "siku kabla ya leomwaka kabla ya huu"}
{"text": "buu la nyukikama kiluwiwi cha nzi"}
{"text": "Njanasamaki mwenye rangi nyekundu"}
{"text": "DND"}
{"text": "Dege"}
{"text": "eropleni kubwa"}
{"text": "ndege mkubwa"}
{"text": "ugonjwa wa watoto unaosababishwa na homa kali"}
{"text": "Ndege"}
{"text": "mnyama aghalabu anayeruka kwa mabawa"}
{"text": "eropleni inayosafiri angani"}
{"text": "ndege mbayamzuri bahati nzurimbaya"}
{"text": "Duni"}
{"text": "kitu chenye thamani ya chini"}
{"text": "Nduni"}
{"text": "ajabulisilo la kawaida"}
{"text": "BMB"}
{"text": "Basi"}
{"text": "gari la abiria"}
{"text": "kisha"}
{"text": "Mbasi"}
{"text": "rafiki"}
{"text": "Buni"}
{"text": "gundua"}
{"text": "unda"}
{"text": "tunga"}
{"text": "Mbuni"}
{"text": "ndege asiyeweza kuruka lakini huenda mbio sana"}
{"text": "mkahawa au mti uzaao kahawa"}
{"text": "Bali"}
{"text": "lakini"}
{"text": "sijali wala sibali kusisitiza kutojali"}
{"text": "Mbali"}
{"text": "si karibu"}
{"text": "tofauti"}
{"text": "Mbari"}
{"text": "ukoo"}
{"text": "Bega"}
{"text": "sehemu ya mwili juu ya mkono na chini ya shingo"}
{"text": "Mbega"}
{"text": "nyani"}
{"text": "manyoya ya ndege wanayojifunga wachezaji ngoma jifunga mbega"}
{"text": "Iba"}
{"text": "chukua kitu cha mtu mwingine bila ruhusa"}
{"text": "Imba"}
{"text": "tamka maneno kwa sauti ya mziki"}
{"text": "GNG"}
{"text": "Gawa"}
{"text": "tenga katika sehemu mbalimbali"}
{"text": "aina ya ndege wa usikukirukanjia"}
{"text": "Ngawa"}
{"text": "mnyama afananaye na paka"}
{"text": "Guu"}
{"text": "mguu mkubwa sana"}
{"text": "Nguu"}
{"text": "kilele cha mlima"}
{"text": "nguruaina ya samaki"}
{"text": "Goma"}
{"text": "kataa kufanya jambo mpaka masharti fulani yatimizwe"}
{"text": "ngoma kubwa sana"}
{"text": "duwi aina ya samaki"}
{"text": "Ngoma"}
{"text": "ala ya mziki inayotengenezwa kwa kuwambwa ngozi kwenye mzinga piga ngoma"}
{"text": "mchezo wa kufuata mdundo wa ngoma cheza ngoma"}
{"text": "Koma"}
{"text": "alama ya kituo"}
{"text": "acha kufanya jambo"}
{"text": "PB"}
{"text": "Pata"}
{"text": "kuwa na jambo hali au kitu"}
{"text": "kuwa kali"}
{"text": "Kinolewacho hupata"}
{"text": "Bata"}
{"text": "ndege mwenye vidole vilivyotandwa aghalabu akaaye majini"}
{"text": "Papa"}
{"text": "samaki mkubwa"}
{"text": "Baba"}
{"text": "mzazi wa kiume"}
{"text": "Pana"}
{"text": "kinyume cha embamba"}
{"text": "Bana"}
{"text": "finya"}
{"text": "Bango"}
{"text": "uwazi ulio ardhinimtini au jabalini"}
{"text": "Bango"}
{"text": "kipande cha karatasi ngumu kama kadi"}
{"text": "bati linalozuia matope juu ya gurudumu la gari au baiskeli"}
{"text": "Pacha"}
{"text": "watoto wanaozaliwa kutokana na mamba moja"}
{"text": "Bacha"}
{"text": "tundu kwenye ukuta shubakacloset"}
{"text": "Paja"}
{"text": "sehemu ya mguu kati ya goti na nyonga"}
{"text": "Pania"}
{"text": "kazana ili kufanya jambo lililokusudiwa"}
{"text": "Bania"}
{"text": "zuia kitu bila ya kutaka kukitumia bania pesa"}
{"text": "Pima"}
{"text": "tafuta urefu uzito nk"}
{"text": "Bima"}
{"text": "mkataba na shirika wa kulipa pesa ili kupata fidia mtu anapofikwa na hasara"}
{"text": "Punda"}
{"text": "mnyama"}
{"text": "Bunda"}
{"text": "fungu la karatasinotingozi nk"}
{"text": "Panda"}
{"text": "enda juu"}
{"text": "kifaa cha kurushia vijiwe manati"}
{"text": "baragumu"}
{"text": "tia mbegu ardhini ili zimee"}
{"text": "Banda"}
{"text": "jengo kubwa la kuwekea vitu au wanyama"}
{"text": "Pasi"}
{"text": "fuzufaulu"}
{"text": "hati inayomruhusu mtu kusafiri nje ya nchipasipoti"}
{"text": "chombo cha kunyooshea nguo"}
{"text": "Basi"}
{"text": "gari kubwa la abiria"}
{"text": "Mbasi"}
{"text": "rafiki"}
{"text": "TD"}
{"text": "Tamu"}
{"text": "enye ladha ya kuridhisha mdomo"}
{"text": "Damu"}
{"text": "maji mekundu yanayozunguka mwilini"}
{"text": "ukoo"}
{"text": "Taka"}
{"text": "kuwa na haja ya jambo fulani"}
{"text": "uchafu"}
{"text": "Daka"}
{"text": "pokea kwa mikono kilichorushwa"}
{"text": "tunda bichi nazi dakadanga"}
{"text": "Tokeza"}
{"text": "fanya kuonekana"}
{"text": "Dokeza"}
{"text": "toa habari za siri kwa uchache"}
{"text": "Tai"}
{"text": "ndege mkubwa mwenye makucha marefu alaye mizoga vulture"}
{"text": "kitambaa kinachovaliwa kwenye ukosi wa shati"}
{"text": "Dai"}
{"text": "taka kupewa kilicho chako"}
{"text": "habari inayosemwa na haijathibitishwa"}
{"text": "KG"}
{"text": "Kamba"}
{"text": "uzi mnene"}
{"text": "samaki mdogo"}
{"text": "mnyama wa baharini mwenye miguu mingi ambaye huliwa"}
{"text": "kata kamba kimbia"}
{"text": "Gamba"}
{"text": "ngozi kama pembe ya kasa samaki kasa au kobescales"}
{"text": "Konga"}
{"text": "kuwa mzee"}
{"text": "kusanya vitu au watu mahali pamoja kongamano"}
{"text": "meza maji kidogo ili kupunguza kiu konga roho"}
{"text": "Gonga"}
{"text": "kutanisha kitu kimoja na kingine kwa kuvipiganisha"}
{"text": "Koti"}
{"text": "vazi zito livaliwalo juu ya nguo"}
{"text": "Korti"}
{"text": "mahakama"}
{"text": "Goti"}
{"text": "kiungo cha mguu kinachounganisha paja na muundi"}
{"text": "Mfugo"}
{"text": "mnyama anayefugwa nyumbani kwa ajili ya kuliwa au biashara"}
{"text": "Mfuko"}
{"text": "kitu cha kitambaa cha kutilia vitu"}
{"text": "Tegua"}
{"text": "fanya mtego usifanye kazi"}
{"text": "ondoa chombo kama chungu mekoni"}
{"text": "fanya kiungo cha mwili kifyatuke"}
{"text": "Tekua"}
{"text": "angusha kwa kusukuma"}
{"text": "ngoa kwa nguvu kv mmea"}
{"text": "Mkuu"}
{"text": "kiongozi"}
{"text": "wenye hadhi kubwa"}
{"text": "Mguu"}
{"text": "kiungo cha binadamu au mnyama cha kusimamia au kutembelea"}
{"text": "Oka"}
{"text": "tia ndani ya tanuu kitu ili kiive au kikauke kv unga uliokandwa au matofali"}
{"text": "Oga"}
{"text": "safisha mwili"}
{"text": "enye hofu"}
{"text": "Pika"}
{"text": "weka kitu kv chakula sufuriani juu ya moto ili kiive"}
{"text": "Piga"}
{"text": "kutanisha vitu kwa nguvu"}
{"text": "piga chafya maji hodi nk"}
{"text": "Ukali"}
{"text": "hali ya kutokuwa mpole"}
{"text": "hali ya uchungu ladha"}
{"text": "Ugali"}
{"text": "chakula kinachopikwa kwa unga wa mahindi na kusongwa na maji moto hadi yakauke"}
{"text": "DAMU NYEUSI NA HADITHI NYINGINE"}
{"text": "1 Mke Wangu"}
{"text": "Anwani inaweka msisitizo katika sifa ambazo msimulizi angetaka mke wake awe nazo na tabia za mke aliyemuoa"}
{"text": "Mkewe ana pingana naye hatimaye anaomba talaka"}
{"text": "Maudhui"}
{"text": "Migogoro"}
{"text": "Msimulizi hafanyi kazi na anawategemea wazazi Aziza haoni mtu asiyefanya kazi kama mume wake"}
{"text": "Kuhusu kutumia mswaki na burashi viatu na msimulizi kutotaka muuza madafu aingie ndani"}
{"text": "Ushamba na ujiji"}
{"text": "Aziza kutovaa viatu kutotumia burashi na dawa ya meno na badala yake mswaki na unga"}
{"text": "Utamaaduni"}
{"text": "Wazazi wa msimulizi japo ni matajiri wanashikilia utamaaduni wa kuwachagulia watoto wachumba au wake"}
{"text": "Msimulizi hataki kumwoa Salma Fadhil kwa utamaaduni wake wa kuificha sura yake kwa kuiremba marangi ya mAshavu na midomo"}
{"text": "Utamaaduni wa mume kufanya kazi aweze kukimu familia"}
{"text": "Utamaaduni wa mavazivifaaviatu mswaki unga"}
{"text": "Msimulizi na hata Fedhele wameacha mila na kugeukia uzungu Fedhele anavaa kanzu inayomfika mapajani"}
{"text": "Uigaji wa utamaaduni wa kigeni huweza kuwaathiri wanawake kwa kuwakosesha waume wa kuwaoa kama Fedhele"}
{"text": "Kuoa watu wenye uhusiano wa damu naowazee wa Seluwa mtoto wa shangazi walitarajia msimulizi amuoe"}
{"text": "Ukandamizaji wa wanawaketaasubi ya kiume"}
{"text": "Msimulizi kusema Huyu ni mwanamke na wanawake ni kama watoto wadogo hawaachi kisebusebu"}
{"text": "Msimulizi anataka kumwoa mwanamke mshamba amstaarabishe kuonyesha anachukulia mwanamke ndiye anahitaji maongozi ya mwanamme ilhali ni kinyume"}
{"text": "Kumdharau Fedhele kwa kutembea usiku wakiwa pamoja na mvulana ni kuchukulia wanawake kama vyombo visivyoweza kujidhibiti"}
{"text": "Heshima na utiifu"}
{"text": "Aziza hana heshima kwa mumewe kwani Anamkashifu anamuumbua na kumzungumzia kwa ujeuri kejeli na hata akiwa ametoa macho Anasema ni upuzi kukaa kuchana nywele na kutembea"}
{"text": "Msimulizi anamweshimu mkewe kwani licha ya kejeli na ukaidi wake anamjibu kwa upole na kumruhusu aseme Anaona kuwa kumwamrisha mkewe lazima kungemshindabusara"}
{"text": "Kazi na athari za kuikosa"}
{"text": "Msimulizi anadharau kazi za mikono kwa kusema angeonekana wazimu akichoma mihogo"}
{"text": "Kazi ni muhimu kwa kila binadamu hata awe wa tabaka gani"}
{"text": "Kukosa kazi kunamwathiri msimulizi kwa kumkosesha mkewe ambaye amchukulii kama mumewe kwa kuwa hafanyi kazi bali anaishi kwa jasho la wenginewazazi na mtumishi mapanya"}
{"text": "Utabaka"}
{"text": "Kuna matajirimakabaila wenye nacho kama vile msimulizi na wazazi wake na maskinimakabwela wasionacho kama vile wazazi wa aziza mapanya na muuza madafu"}
{"text": "Matajiri wanaishi kwa jasho la maskini wanaofanya kazi ngumu"}
{"text": "Watu wa daraja la juu wanaishi mijini na wa daraja la chini shambani"}
{"text": "Watu wa tabaka la juu wameelimika ilhali wale wa tabaka la chini hawajaelimika kama vile Aziza"}
{"text": "Watu wa tabaka la juu wanafanya kazi za ofisi na wa la chini kazi za mikono kama vile ukulima kuchoma mihogo na kuuza kukwea minazi na kuuza madafu"}
{"text": "Ustaarabu"}
{"text": "Watu wa mjini wanachukuliwa wamestaarabika na wa shambani hawajastaarabika Kinaya ni kwamba yanayodaiwa ni ustaarabu ni kupuuza utamaaduni asili na kuiga ule wa kigeni"}
{"text": "Ndoa"}
{"text": "Ndoa ya msimulizi inavunjika kwa kukosa kazi"}
{"text": "Za wengine wa mijini zinavunjika kwa wanaume kutaka kuwadhibiti wake au kuwatoa mambo ya kilimwengu"}
{"text": "Ndoa huathirika ikiwa watu hawana mtazamo na mwelekeo mmoja"}
{"text": "Ndoa za matabaka tofauti zaweza kuingia doa na kuvunjika Unaweza kumtoa mtu shambani ilhali huwezi kutoa ushamba ndani yake"}
{"text": "Elimu"}
{"text": "Humkomboa mwanamke kutokana na udhalilishaji wa mwanamume kwa vile inamwongezea mwanamke hadhi na hata kufanya mwanamume amwogope"}
{"text": "Huwafanya watu kuwa watumwa kama vile kuwafanya wadharau kazi za mikono au kujiajiri wenyewe na kutaka tu kuajiriwa ofisiniuboi wawe wakitumwa"}
{"text": "Yaweza kupotosha watu na kuwasahaulisha mila na desturi zao"}
{"text": "Ukengeushi"}
{"text": "Msimulizi ambaye amesoma kumwoa mwanamke ambaye hajasoma"}
{"text": "Ujasiri"}
{"text": "Aziza kumkabili mumewe na kumwambia ukweli bila kuogopa angepigwa au kutalikiwa"}
{"text": "Udhabiti wa msimamo"}
{"text": "Aziza kukataa kutumia burashi dawa ya meno na viatu"}
{"text": "Kutaka mume anayefanya kazi na anapotambua sivyo msimulizi alivyo anaamua kumtaliki na kufuata ndoto yake"}
{"text": "Nafasi ya mwanamke katika jamii"}
{"text": "Msomi kama vile wa mjini"}
{"text": "Ananyimwa elimu kama vile wa shambani"}
{"text": "Ana uhuru kama vile Fedhele"}
{"text": "Anathamini kazi na kuichukulia kama kipimo cha utu"}
{"text": "Ana usemi km Aziza"}
{"text": "Mtamaaduni kama vile Salma na mamake msimulizi ambaye anamyependekezea mke"}
{"text": "Mwacha mila kama vile Fedhele anayevaa kanzu hadi mapajani"}
{"text": "Hana ubaguzi kama vile Aziza hambagui muuza madafu"}
{"text": "Ubaguzi"}
{"text": "Msimulizi anakataa kuoa wanawake walioelimika kwa kuwachukulia hawana maadili na hawafuati utamaaduni Kinaya ni kwamba amuoa mke aliye mtamaaduni"}
{"text": "Hataki muuza madafu aingie nyumbani kwake kwa kuwa ni duni"}
{"text": "Ubwana"}
{"text": "Aziza hapendi ubwana"}
{"text": "Mapanya ni mtumishi na anafanya kazi ya kuosha nguo na vyombo"}
{"text": "Busarahekima"}
{"text": "Msimulizi anamjibu mkewe kwa upole na hivyo kuzuia mzozo kuwa mbaya zaidi"}
{"text": "Bidii"}
{"text": "Muuza madafu ana bidii kwa kujiajiri mwenyewe badala ya kutegemea kuajiriwa"}
{"text": "Ubahili"}
{"text": "Aziza anaonelea ni ubadhirifu mtu kutoa pesa zake nyingi anunue kiatu kisha akikanyagishe kinyaa na kinyesi majiani"}
{"text": "Ujinga"}
{"text": "Aziza hana elimu na hajui athari ya kwenda msalani bila viatu"}
{"text": "Matumizi ya lugha"}
{"text": "Nidaha"}
{"text": "Ngnhngnhmsimulizi akidharau Fedhele"}
{"text": "Barabara Si watu kama vile ninyiAziza kuudhika kwa msimulizi kudharau uchomaji na uuzaji mihogo kama kazi"}
{"text": "Lo Mimi nikachome mihogo niuzemsimulizi kushangaa kwa kupendekezewa na mkewe ajiajiri kazi kama ya uchomaji mihogo"}
{"text": "Taharuki"}
{"text": "Kwa nini Aziza anamtazama msimulizi bila kumzungumzia"}
{"text": "Msimulizi alimpa aziza talaka"}
{"text": "Msimulizi alimwoa seluwa"}
{"text": "Msimulizi alitilia maanani mafundisho ya Aziza na kuanza kufanya kazi"}
{"text": "Aziza aliolewa na muuza madafu"}
{"text": "Mbinu rejeshi"}
{"text": "Msimulizi kuwaza jinsi alivyomkuta Fedhele Salim Saateni saa mbili usiku kavaa kanzu mpaka mapajani kafuatana na shoga yake na wanamtia kijana mwanamume katikati yao"}
{"text": "Anatufahamisha kuna siku wakati wa alasiri Seluwa alienda kuwatembelea yeye msimulizi na mkewe"}
{"text": "Tashbihi"}
{"text": "Uko chini ya wazee wako kama mtoto anayenyonyaAziza kwa msimulizi"}
{"text": "Ngozi yake ilivyokacha utadhani msasangozi ya aziza kuwa ngumu kwa kazi za mikono za shambani"}
{"text": "Takriri"}
{"text": "Muuza madafu amevaa kanzu mararu mararu"}
{"text": "Hebu Hebu Aziza akimnyamazisha Seluwa ahakikishe ni sauti ya muuza madafu amesikia"}
{"text": "Dafu Dafu Sauti ya muuza madafu kama alivyoisikia msimulizi"}
{"text": "Najua wewe una fikra namna na namnaMsimulizi akimwambia Aziza"}
{"text": "Balagha"}
{"text": "Mangapi umengolewaAziza kuonyesha uduni wa mbinu za sasa za kutunzia meno anazotumia msimulizi"}
{"text": "Sijui mimi nilikuwa narudi kutoka wapi vilewakati msimulizi alimuona fedhele usiku Kinaya ni kuwa yeye pia alikuwa anatembea usiku na kachelewa kurudi nyumbani"}
{"text": "Kitu kilichokufa kina uzima gani wa kukuhami weweAziza akidharau kiatu"}
{"text": "Vipi mtu atafute kazi asipateAziza kuonyesha mtu hawezi kukosa kazi hata kama ni ya kujiajiri"}
{"text": "Basi wewe ndiye mume wa kunioa mie weAziza hamchukui msimulizi kuwa mumewe kwa kukosa kazi"}
{"text": "Methali"}
{"text": "Kwenye nchi ya vipofu mwenye jicho moja atakuwa mfalme"}
{"text": "Kila mtu na kazi yakemsimulizi kuonyesha hawezi kufanya kazi za mikono"}
{"text": "Nahau"}
{"text": "Nimvumbike mwenyewe mpaka aiveamuoe mwanamke amstaarabishe"}
{"text": "Kupatia mguuAziza hajawahi kufika mjini"}
{"text": "Tulikwenda sare kwa kupimanamsimuliz na Aziza kuwa sawa"}
{"text": "Kuwa na kidomohakumpenda salma kwa kusema maneno ya watu au kujibizanakinaya ni kuwa aliyemwoa aziza anajibizana naye"}
{"text": "Nikawaweka kandomsimulizi kukataa kuwaoa wanawake aliochaguliwa eti hawana maadili"}
{"text": "Taswira"}
{"text": "Fedhele salim kuvaa kanzu mpaka mapajanikuonyesha uigaji wa utamaaduni wa kigeni"}
{"text": "Salma Fadhil kujifunika uso na kujiremba marangi ya mAshavu na midomokuonyesha utamaaduni Kinaya ni kuwa msimulizi anakataa utamaaduni ilhali yeye anaufuata kama vile kuchaguliwa mke na anaishia kuoa Aziza aliye mtamaaduni"}
{"text": "Alinionyesha viganja vyake nikaona namna ngozi yake ilivyokacha utadhani msasa"}
{"text": "Chuku"}
{"text": "Hana kazi ya kumshughulisha labda kujikuna tu anapowashwamke wa msimulizi katu hakuwa na kazi yoyote hakuwa na kazi wala basi"}
{"text": "Chukua mwiba unishindilie nyayoni mwangu utazame kama hautavunjika kabla ya kunichomaAziza kuonyesha jinsi miguu yake ilivyo madhubuti na haihitaji ulinzi wa viatu"}
{"text": "Alinionyesha viganja vyake nikaona namna ngozi yake ilivyokacha utadhani msasa"}
{"text": "Kinaya"}
{"text": "Anwani mke wangu ni kinaya kwa vile mke aliyemtaka siye aliyempata Alipata mwenye sifa zile alizozikataa kama vile utamaaduni uhuru mwenye usemi nk"}
{"text": "Kudhani mwanamke ndiye anastahili kuelekezwa Niliona ni wakati wangu kumsoma Aziza ili nipate kumsomesha ilhali ndiye anahitaji kuelekezwa"}
{"text": "Kudhani Aziza kwa kutoka shambani lazima awe mwepesi msikivu na mwelekevu"}
{"text": "Kudhani Aziza angempenda kwa utajiri na angeridhika na maisha ya mjini ya kitajiri na starehe"}
{"text": "Kukataa salma kwa kuwa mtamaaduni na kuishia kuoa Aziza aliye mtamaaduni pia"}
{"text": "Kukataa kumwoa seluwa kwa kidomo chake na kuishia kuoa Aziza anayejibizana naye"}
{"text": "Kumkashifu Fedhele kwa kutembea usiku ilhali hata yeye alikuwa akitembea usiku"}
{"text": "Mtu ambaye amesoma na anayetoka katika familia tajiri kumwoa mwanamke ambaye hajasoma na anayetoka katika familia maskini"}
{"text": "Kuoa mwanamke wa shambani ambaye hajasoma na kutarajia asiwe mtamaaduni"}
{"text": "Tabaini"}
{"text": "Aziza alikuwa daima akinitazama kwa kunichuja tena si mara moja wala si mbili"}
{"text": "Mimi sioni raha kulishwa na mtu ajinabi si baba yangu wala si mume wanguAziza hapendi utegemezi"}
{"text": "Tashhisi"}
{"text": "Jawabu lake mtoto yule lilinizungusha kichwa darmadarumajibu ya Aziza kumshangaza msimulizi"}
{"text": "Utohozi"}
{"text": "Shilingi mbilimsimilizi alizompa Aziza akanunue madafu"}
{"text": "Burashiya kusugulia meno"}
{"text": "Plastiki iliyotengeneza kifurushi Aziza alikoweka mswaki na unga"}
{"text": "Kejeli"}
{"text": "Nitapata mume wangu au gumegume tuAziza akimdharau msimulizi kwa kuona hastahili kuwa mume wake"}
{"text": "Pesa mbili nobe zinakushinda kuzivumbua mpaka upewe"}
{"text": "Lazima tupokee kibivu maadamu mume wangu havumbui kibichi"}
{"text": "Kitu kilichokufa kina uzima gani wa kukuhami wewekiatu"}
{"text": "Kwa nini nichukue manyoya ya nguruwe nitie kinywani mwanguakidharau burashi ya kusugulia meno"}
{"text": "Tanakali"}
{"text": "Aliondoka nyatunyatu akaenda zake jijiAziza akienda kuchukua vifaa vyake vya kusugulia meno"}
{"text": "Sitiari"}
{"text": "Aziza kuita mswaki manyoya ya nguruwe"}
{"text": "Kukiita kiatu ngozi ya ngombe aliyekufa"}
{"text": "Pia kusema Kazi ndiyo maisha bora"}
{"text": "Kusema muuza madafu ni binadamu kamili"}
{"text": "2Samaki wa Nchi za Joto"}
{"text": "Anwani ni ya kiistiari"}
{"text": "Kumaanisha unyonyaji au kitu unachokitumia kujifaidi"}
{"text": "Kuna samaki halisi wa nchi za joto ambao Peter anafanya bishara ya kuwauza nje ya nchi"}
{"text": "Serikali ya kikoloni kuleta samaki wa aina ya sangara walioangamiza samaki asilia katika maziwa"}
{"text": "Christine ni samaki kwa kutumiwa na Peter kutosheleza uchu wake Pia daktari anamtoa mimba ili apate pesa"}
{"text": "Zac pia ni Samaki kwani Anamfahamu Peter kupitia Zac"}
{"text": "Wavuvi ni samaki kwa vile Peter anawanunulia samaki kwa bei ya chinikuwapunja kAsha anawauza na kupata faida kubwa"}
{"text": "Watu weusi ni samaki kwa vile wanapenda pesa na pesa ni chambo chao"}
{"text": "Jagtit na Sunja kuibia nchi ya Uganda mapato ya ubadilishaji sarafu"}
{"text": "Sunja kumlaghai Jagtit kwa kumpa noti ya dola 100 bandia"}
{"text": "Zac na wengine wanaofanya kazi katika kampuni ya Peter ni Samaki kwani wanatumiwa naye katika biashara yake na faida kubwa ni yake"}
{"text": "Deogracious pia ni samaki kwani anafanya kazi ya utumishi wa nyumbani kwa Peter"}
{"text": "Nchi ni samaki kwani Peter anaiibia raslimali ya samaki na wahindi kama vile Sunjal na Jagtit wanaiibia pesa kwa kufanya biashara ya dola ya kimagendo"}
{"text": "Makahaba wanaotafutwa na wazungu huko half London pia ni aina ya samaki kwani chambo chao ni pesa"}
{"text": "Maudhui"}
{"text": "Mapenzi nje ya ndoavyuonishuleni na athari zake"}
{"text": "Christine ni mwanafunzi wa shahada ya Sosholojia katika chuo cha Makerere Aliye na tamaaa ya mpenzi wa kiume"}
{"text": "Tamaa yake inasadifiana na kutokea mzungu Peter anayemfahamu kupitia Zac"}
{"text": "Mwandishi anataka kuonyesha jinsi wasichana vyuoni wanavyojihusisha na mapenzi na watu walio na umri unaozidi wao ili wapate pesa ushuga dadi"}
{"text": "Anaonyesha ukosefu wa uwajibikaji kwa vile Christine anapopata mimba anaamua kuitungua"}
{"text": "Anataka kuonyesha jinsi vijana wasivyochukulia maisha yao kwa umakini na tahadhari na hivyo kuishia kuyaharibu"}
{"text": "Jinsi watu wanavyojiingiza katika mapenzi ya kupitisha muda kama vile Peter na Christine hawakuwa na lengo la kuoana"}
{"text": "Uzinifu"}
{"text": "Peter na Christine ni wazinifu kwa kufanya mapenzi ilhali hawajaoana"}
{"text": "Tunafahamishwa huko half London kuna wazungu wengine wanatafuta makahaba ukahaba"}
{"text": "Uwajibikaji"}
{"text": "Peter hana uwajibikaji katika mapenzi kwani hamkingi Christine asipate mimba"}
{"text": "Hata hivyo Peter anawajibika katika kazi yake kwani halewi akiwa kazini"}
{"text": "Christine hawajibiki kwani hakubali mimba kama tokeo la vitendo vyake vya utovu wa uadilifu na kuilea bali anaamua kuiavya"}
{"text": "Zac anawajibika kwa vile anamfahamisha Christine kuwa Peter ana wasichana wengine"}
{"text": "Deogracius hawajibiki kwa vile hamfahamishi Christine kuhusu Peter ili amwambae"}
{"text": "Miriam na Margaret hawawajibiki kwani Christine alipowaeleza nia ya kutoa mimba hakuna aliyemzuia au kumshauri dhidi ya kufanya hivyo"}
{"text": "Ukoloni"}
{"text": "Mkongwe"}
{"text": "Serikali ya kikoloni kuleta samaki wa aina ya sangara walioangamiza samaki asilia"}
{"text": "Ukoloni mamboleo"}
{"text": "Peter kupunja wavuvi kwa kuwanunulia samaki kwa bei ya chiniunyonyaji"}
{"text": "Peter kuibia nchi raslimali asili ya samaki"}
{"text": "Peter kuamrisha wafanyakazi wake kama mnyapara na akipaaza sauti ya juu"}
{"text": "Huko Sailing Club kuna mahali pa wazungu na pa Waafrika"}
{"text": "Jagtit na Patel kufanya biashara ya magendo ya kuuza dola na hivyo kuibia nchi mapato ambayo ingepatika kutokana na ubadilishaji halali wa dola"}
{"text": "Huko Sailing Club ni mahali pa wazungu kwani ada ya juu ya kiingilio iliwafanya watu weusi kutopamudu"}
{"text": "Ukosefu wa ajira"}
{"text": "Christine kusema mtu angepata kazi ya kiserikali kwa kubahatika"}
{"text": "Madhila ya wafanyakazi"}
{"text": "KuamrishwaPeter Kuamrisha wafanyikazi wake kama mnyapara"}
{"text": "Kufanyia kazi katika mazingira duniofisi kuukuu za kikoloni"}
{"text": "Wavuvi wanaofanya kazi za mikono wana dhila la kupunjwa na wanaowanunulia wanaowanunulia samaki wao kwa mfano Peter"}
{"text": "Athari ya kumtelekeza mungudini"}
{"text": "Christine alikuwa mkristo aliyeokoka lakini aliasi imani yake"}
{"text": "Hata dadake Dorothy alikuwa ameokoka lakini alikuwa mnafiki kwani alikuwa anajitia uongofu au anajificha chini ya kivuli cha dini"}
{"text": "Kujitia uongofu huko kukamchochea Christine kuendelea na mapenzi na Peter"}
{"text": "Christine kwa kuacha wokovu alitumbukia katika uzinifu na matokeo ni kutunga mimba na kuitungua"}
{"text": "Kuavya mimba kunamwathiri kisaikolojia kwa kuhisi amekosea Mungu na kuishi na woga wa madhara ambayo angepata kutokana na uavyaji mimba huo"}
{"text": "Utabaka"}
{"text": "Peter ni wa tabaka la juu akiwa Uganda ilhali kwao Uingereza ni wa la chini la Cockney"}
{"text": "Deogracius Zac na wengine ni wa tabaka la chini"}
{"text": "Huko Sailing Club ni mahali pa wazungu kwani ada ya juu ya kiingilio iliwafanya watu weusi kutopamudu"}
{"text": "Watu wa tabaka la juu kama Peter wanaishi katika mitaa ya kifahari kama vile wa Tankhill"}
{"text": "Tamaa"}
{"text": "Peter kununua dola kimagendo ili aokoe pesa ambazo angalinunulia dola halali katika benki"}
{"text": "Peter kupunja wavuvi ili ajipatie faida kubwa"}
{"text": "Peter ana tamaaa ya wanawake Ana wengine mbali na Christine"}
{"text": "Peter ana tamaaa ya anasa kama vile zinaa likizo Nairobi ulevi kula nyama choma na kunywa mvinyo na kutafuta makahaba"}
{"text": "Christine ana tamaaa ya mpenzi wa kiume"}
{"text": "Zac na wafanyakazi wengine wana tamaaa ya pesa ndio maana wanamfanyi Peter Kazi licha ya kudhalilishwa naye ka kuamrishwa kama mnyapara"}
{"text": "Jagtit na Sunja wana tamaaa ya pesa na ndiyo sababu ya kuuza dola za kimagendo"}
{"text": "Madaktari wana tamaa ya pesa na wanamtoa Christine mimba ili wazipate"}
{"text": "Ami nana tamaa ya uongozi na ndiyo sababu ya kutaka kuangamiza maprofesa wanaopinga uongozi wake dhalimu"}
{"text": "Christine anasema vijana wengine wana tamaa ya kuwa watu wakubwa anayoiita ndoto za kiwenda wazimu"}
{"text": "Umaskini"}
{"text": "Zac kulazimika kufanya kazi katika kampuni ya Peter akisoma"}
{"text": "Deogracius anafanya kazi duni ya utumishi kwa Peter"}
{"text": "Uongozi mbaya"}
{"text": "Iddi Amin kufanya jaribio la kuangamiza maprofesa jambo lililosababisha wao kukimbilia uhamishoni"}
{"text": "Heshima"}
{"text": "Zac kuinuka na kumkaribisha Peter kiti alichokuwa anakalia"}
{"text": "Ushauri"}
{"text": "Zac kumshauri Christine kuwa Peter ana wasichana wengine lakini hakutilia maanani ushauri wake mapuuza"}
{"text": "Dorothy kumshauri Christine kuwa aliota wazungu wakimpa sumu lakini hakushaurika"}
{"text": "Margaret na Miriam hawamshauri Christine dhidi ya kuavya mimba na hivyo wanapuuza wajibu wao mkubwa wa kumhifadhi ndugu"}
{"text": "Uavyaji wa mimba na athari zakeukatili"}
{"text": "Athari za kisaikolojia kuhisi nafsi ikimsuta"}
{"text": "Kuwa tasa"}
{"text": "Kuwa muuaji"}
{"text": "Kumkosea Mungu"}
{"text": "Kufa"}
{"text": "Matumizi mabaya ya taaluma"}
{"text": "Daktari kumtoa Christine mimba ili apate pesa badala ya kumpa ushauri mwema"}
{"text": "Kasumba"}
{"text": "Zac kutamaani kuwa mmarekani mweusi kwa kupenda kuzungumza sana kama mmarekani mweusiHey man"}
{"text": "Kuheshimu wazungu kwa kuchukulia wazungu wote kama wa tabaka la juu ilhali kwao hawaheshimiwi kwa kuwa wa tabaka la chini"}
{"text": "Watu wa rangi moja kuaminiana kwa mfano Jagtit kumwamini Mhindi mwenzake Sunja Patel ilhali anaishia kumtapeli"}
{"text": "Umuhimu wa kuwa makini"}
{"text": "Peter ni makini kwa kuzikagua dola hadi kupata kuna noti moja bandia"}
{"text": "Jagtit hakuwa makini akipewa noti za dola na Patel ndipo akatapeliwa"}
{"text": "Bidii"}
{"text": "Zac anafanya kazi katika kampuni ya Peter akiwa angali anasoma"}
{"text": "Peter ana bidii katika kazi yake na hatumii muda wa kazi kujistarehesha"}
{"text": "Anasastarehe"}
{"text": "Ulevi km uvutaji sigara kunywa pombe uzinzi Peter kwenda likizo Nairobi kustarehe baada ya biashara kunoga Christine kujipumbaza kwa mvinyo Margaret kulewa nk"}
{"text": "Utovu wa Uaminifu"}
{"text": "Peter ana wasichana wengine mbali na Christine"}
{"text": "Christine na dadake Dorothy si waaminifu kwa Mungu"}
{"text": "Ulevi na athari zake"}
{"text": "Kusababisha Christine kuwa mzinifu"}
{"text": "Uzinifu kusababisha mimba isiyotakikana"}
{"text": "Unusu kaputi kutofanya kazi Christine akitolewa mimba"}
{"text": "Upyaro"}
{"text": "Peter kumita Jagtit mwanaharamu anapotaka kuchukua vipande vya noti bandia"}
{"text": "Unafiki"}
{"text": "Deogracius hamwambii kuwa Peter Peter ana wapenzi wengi"}
{"text": "Dorothy kuwa na wokovu bandia na anatumia dini kama kivuli ulokole"}
{"text": "Peter kuwaonyesha Zac na Christine urafiki kumbe ataka kumtumia Christine"}
{"text": "Miriam ni rafiki mnafiki kwani hamshauri Christine dhidi ya kuavya mimba"}
{"text": "Uhalifu"}
{"text": "Jagtit kumuuzia Peter dola kimagendo ilhali lilipaswa kufanywa na benki kuu"}
{"text": "Sunja kumpatia Jagtit pesa bandia"}
{"text": "Utoaji wanawake mamba"}
{"text": "Taasubi ya kiumeudunishaji wa wanawake"}
{"text": "Peter kutumia wanawake kama vyombo vya kujiburudisha"}
{"text": "Wazungu kuwatumia makahaba kujistarehesha"}
{"text": "Utamaushiujidunishaji"}
{"text": "Christine anajiingiza katika mapenzi kwa ili kujipumbaza au kujidanganya kuwa mtu mwingine au kuwa dubwAsha tu ujidunishaji"}
{"text": "Anasema akiwa na na shahada angekuwa kama ngombe wa kizungu kwa vile hakuna ajira na ikipatikana mazingira ya kazi ni mabaya na mishahara ni duni"}
{"text": "Vijana hujiingiza katika myenendo isiyofaa kwa kupoteza matumaini ya maisha ya kesho"}
{"text": "Uingiliaji wa mambo ya wengine"}
{"text": "Watu kumkodolea macho kwa kubusiwa na Peter shavuni"}
{"text": "Wakasema Hawa Malaya hawana aibu hata chembe"}
{"text": "Atakuambukiza ukimwi"}
{"text": "Ona alivyokondeana"}
{"text": "Ubwana"}
{"text": "Deogracius ni mtumishi wa Peter"}
{"text": "Wafanyakazi wa Peter anaowaamrisha kama mnyapara"}
{"text": "Ukengeushi"}
{"text": "Miriam na Christine kunywa pombe"}
{"text": "Miriam kuvuta sigara"}
{"text": "Mapenzi nje ya ndoa"}
{"text": "Kutembea kwa wanaume"}
{"text": "Uavyaji mamba"}
{"text": "Christine kuacha imani yake na Dorothy kuwa mlokole"}
{"text": "Ukweli"}
{"text": "Zac kuonya Christine Peter ana wanawake wengi"}
{"text": "Matumizi ya lugha"}
{"text": "Tashhisi"}
{"text": "Nilivaa tabasamu niliyowahifadhia wanaume tabasamu ya gereshaChristine kwa Peter"}
{"text": "Nilijaribu kumjibu lakini sauti ilinikwama kooni Ukatokea mnongono"}
{"text": "Aibu ilinivaaChristine akitoka kwa Zac baada ya kukutana na Peter kwa kushindwa kumjibu Peter au kusema haja ya moyo wake"}
{"text": "Nilikuwa nikiwangwa na kichwa changu kutokana na hedhi"}
{"text": "Springi za kitanda kulalamikia uzito wake wa ziadakutoa kelele Peter alipokalia na kuzidisha uzito"}
{"text": "Mvinyo ulikuwa umenipa ujasiri fulaniChristine kutojishughulisha na Peter"}
{"text": "Macho yake kila mara yalinihukumuya Deogracius"}
{"text": "Wacha ukimwi uwateketezeuwaangamizewakati amemsindikiza Peter akielekea Nairobi"}
{"text": "Kutokana na mpito wa wakati nywele za Peter kuwa zinabadilika rangi pengine kutokana na shinikizo la biashara ya nchi za nje ya samaki"}
{"text": "Nikaachwa nikiadhibiwa na mikondoo ya macho ya watubaada ya kubusiwa shavuni na Peter"}
{"text": "Jua liliendelea kuadhibu kila kiumbe kuwaka vikali Christine akiwa katika matatu"}
{"text": "Taswira"}
{"text": "Deogracius amepinda mgongo kwa umri na mwenye miguu ya matege"}
{"text": "Kwa Peter michoro ya kisana ilitundikwa ukutani makabati ya vioo yaliyosheheni vinywaji vya aina aina na vyombo vya kichinautajiri"}
{"text": "Chumba cha Zac kina kuta zilizobambuka rangi balbu iliyotoa mwangaza hafifu picha kubwa ya Bob Marley iliyorarukararuka vitabu vikuukuu viwili vya Penguin Classics kitanda chake kimetandikwa blanketi ya rangi ya kahawia"}
{"text": "Zac kufungua kikabati kidogo cheusi akatoa sahani mbili nyekundu za plastiki zilizoonyesha kuwa na mafutamafuta kikombe cha kijani kibichi cha plastiki na glasi iliyokuwa na mavumbi"}
{"text": "Nikatabasamu nikitaka aone meno yangu yenye weupe wa maziwa"}
{"text": "Noti za dola za kijani kibichi"}
{"text": "Wajihi wa Peter ulikuwa wa wekundu usiokoza na wala sio weupe usiotakata Nywele zake tu ndizo zilikuwa nyeupe"}
{"text": "Tankhill makasri ya mabalozi yalizungushwa kuta za mawe juu ya kuta hizo kumechomekwa vigae vya chupa Kuna mabwawa ya kuogelea na walinzi wa kulipwakuonyesha utabaka"}
{"text": "Peter akiwa na bombo kaptula aliyoipenda sana alionekana kama mvulana wa miaka 14"}
{"text": "Alikuwa na maungo mviringo ya ujana mwili laini kama wa mwanamke na miguu iliyobonyea na iliyopuuka"}
{"text": "Miriam rafiki yake Christine ni Mtutsi aliyekuwa na wembamba waliopendelea wazungu na macho ya vikombe"}
{"text": "Mdokezo"}
{"text": "Mwiba wa kujidunga chochote kingetokea akitolewa mimba na asingemlilia au kumlaumu yeyote"}
{"text": "Fikra zilinipaa kuhusu matokeo ya uovu huu kuwa tasa labda kuwa muuaji ahh kumkosea Mungu pengine hata kufamadhara ya uavyaji mimba"}
{"text": "Lakini ninina jambo nataka kukwambiaChristine Peter anapomwambia hana nafasi ya kumuona wakati wafanya kazi wanapakia mizigo"}
{"text": "Angalia hapa Peter akimwabia jagtit ahakikishe noti ni bandia"}
{"text": "Methali"}
{"text": "Mwiba wa kujidunga"}
{"text": "Palikuwa na kimya chenye mshindobaada ya Zac kuwaacha na Peterwalinyamaziana"}
{"text": "Taharuki"}
{"text": "Mwisho wa Christine na Peter ulikuwaje"}
{"text": "Baada ya kuavya mimba afya ya Christine ilikuwaje"}
{"text": "Jagtit alimchukulia hatua gani mhindi mwenzake Sunja kwa kumpa noti ya dola 100 bandia"}
{"text": "Ujinga"}
{"text": "Jagtit kutapeliwa na Sunja kwa kutokagua dola kwa kumwamini eti kwa vile ni wa asili yake hawezi kumlaghai"}
{"text": "Christine kuwa na uhusiano wa kimapenzi na mtu asiyemfahamu vyema"}
{"text": "Kufanya mapenzi bila kinga"}
{"text": "Kutofahamu tama mbele mauti nyuma"}
{"text": "Kutoshaurika"}
{"text": "Kuacha Mungu akijua amwachaye hawezi kuwa na maisha mazuri"}
{"text": "Kuavya mimba akijua madhara yake na kuua mtoto ilhali hana hata mmoja"}
{"text": "Balagha"}
{"text": "Mbona tusijipatie kinywajiZac"}
{"text": "Ningemwambiaje Peter akinipigia simuBaada ya kuavya mimba"}
{"text": "Mimi Kwa nini Christine Zac anapomwambia Peter alitaka wamtembelee Tankhillkujifanya hataki ilhali anataka"}
{"text": "Je Ni kweli Peter alinitakaChristine kujiuliza kimoyomoyo"}
{"text": "Kumbe alikuwa mzungu wa tabaka la chini"}
{"text": "Nahau"}
{"text": "Tunapiga gumzoPeter kuingia na kukuta Christine na Zac wakiongea"}
{"text": "Kufyata mkiaChristinePeter alistahili kunyamaza kwa vile alikuwa anaibia nchi samaki"}
{"text": "Sikutaka kukitia kitumbua cha uhusiano wetu na Peter mchangakuharibu mapenzi yao licha yake kuwa na wasichana wengine"}
{"text": "Kupiga funda kubwaChristine kujaza kinywaji kwa mara moja baada ya kushindwa kumjibu Peter"}
{"text": "Nimeavya mimbanimetoa kijusi tumboni"}
{"text": "Niligundua ulikuwa Mja mzitoPeter"}
{"text": "Mwili haukufa ganzihaukupoteza hisi baada ya sindano ya nusu kaputiathari ya ulevi"}
{"text": "Alimpasulia mbarikaPeter kumpa Jagtit habari mbaya kuwa noti ni bandia"}
{"text": "Kinaya"}
{"text": "Christine kujivuta kidogo mbali na Zac ilhali anamtaka"}
{"text": "Wewe lazima u msichana mwerevuPeterni kinyume"}
{"text": "Mimi Kwa nini Christine Zac anapomwambia Peter alitaka wamtembelee Tankhillkujifanya hataki ilhali anataka"}
{"text": "Zac usiwe mpumbavu Mimi sitakwendaanataka kwenda"}
{"text": "Christine kusomea sosholojia ilhali mwenendo wake ni wa kukengeuka"}
{"text": "Kunyoosha mkono wake alioulegeza kimakusudi kumsalimu Peterkama htaki ilhali anataka"}
{"text": "Sauti ya mchuuzi aliyepaaza sauti akimsihi awanunulie watoto wake peremende na kumwambia shangazi wakumbuke watoto na waonee hurumaukweli ni kuwa ametenda kitendo cha kikatili cha kuavya mimba"}
{"text": "Christine kuavya mimba ilhali hana mtoto mwingine"}
{"text": "Utohozi"}
{"text": "Ofisi ya Peter"}
{"text": "Maprofasawahadhiri wa chuo kikuu"}
{"text": "Balbutaa"}
{"text": "Jeneretakwa PeterlililojiwAsha umeme ulipopotea"}
{"text": "Wikendi"}
{"text": "Shatialiyovaa Peter akielekea Nairobi"}
{"text": "Glasi"}
{"text": "Sahani mbili nyekundu za plastiki"}
{"text": "Springi za kitanda"}
{"text": "Kozitaaluma"}
{"text": "Noti ya dola 100 yenye thamani ya shilingi 1000000"}
{"text": "Tashbihi"}
{"text": "Peter kumuuliza Christine anasomea kozi gani kama mjomba mkarimu anavyomuuliza mpwa wake"}
{"text": "Ulaini wa ngozi yake peter ulikuwa sawa na wangu"}
{"text": "Peter aliniongoza katika chumba chake cha kulala kama kwamba hilo lilikuwa jambo la kawaida"}
{"text": "Peter kuangalia noti bandia kama mwanasayansi aliyekuwa akifanya uchunguzi maabaraniumakini"}
{"text": "Uhusiano wetu niliuona kama kitendo cha watoto kwenda shulenikulazimikakutokuwa na budi"}
{"text": "Mhindi alimtumbulia macho kama kwamba alikuwa mzukaPeter akikagua noti bandia"}
{"text": "Baada ya kujihisi salama niliingiwa na wazo la kuwa debe bovukumfahamisha Peter hali yake ya hedhi"}
{"text": "Nilitembea barabarani kama mtembea usingizini hadi katika kituo cha matatuakitoka kwa Peter ofisini baada ya kumwambia aliavya mimba"}
{"text": "Nikiwa na shahada ningekuwa kama ngombe wa kizunguutamaaushihata akisoma hakuna kazi mishahara duni mazingira mabayaofisi kuukuu zilizojengwa wakati wa ukoloni"}
{"text": "Umati ulipasua kicheko nilichokisikia kama radi"}
{"text": "Mbinu rejeshi"}
{"text": "Christine alikuwa ameokoka wakati mmoja"}
{"text": "Kisa cha Jagtit alichoshuhudia Christine alipompa Peter noto ya dola banda aliyokuwa amepewa na mhindi mwenzake Sunja Patel"}
{"text": "Christine kueleza jinsi urafiki wao na Peter ulivyoanza kupitia Zac anayefanya kazi katika kampuni yake"}
{"text": "Zac kueleza Christine jinsi Peter alivyoenda Sailing Club na msichana mwingine"}
{"text": "Kufahamishwa kuwa siku nyingi za Ijumaa jioni Christine alikuwa anaondoka chuoni na kwenda kumtembelea Peter"}
{"text": "Jazanda Sitiari"}
{"text": "Anwani Samaki wan chi za Joto ni Jazanda"}
{"text": "Samaki waliowala wale asili ni ukoloni mamboleo"}
{"text": "Ndoto ya Dorothy kuhusu Christine ambapo aliota siku moja Christine alikuwa akipewa sumu na wazunguakiharibiwa maisha"}
{"text": "Huu ulikuwa msalaba wangumimba ni wajibu Christine pekee kwani hawakupanga na Peter kupata mtoto"}
{"text": "Sadfa"}
{"text": "Kukutana kwa Christine na Peter kupitia Zac wanayesoma naye Makerere na anayefanya kazi katika kampuni ya Peter"}
{"text": "Christine kuwa kwa Peter kunasadifiana na Jagtit kumtembelea Peter kumuuzia dola Uzungumzi nafsia"}
{"text": "Wewe baradhuli kwa nini hukusema jambo lolote la maana Christine akitoka kwa Zac akijisuta kwa kutochukua fursa kuanzisha urafiki na Peter"}
{"text": "Nikweli Peter alinitakaChristine kujiuliza kimoyomoyo"}
{"text": "Kwani Zac alifikiria sikumjua Peter vyemaanapoambiwa walienda sailing club na msichana mwingine"}
{"text": "Kuchanganya ndimi"}
{"text": "Penguin Classicsvitabu vilivyokuwa juu ya dawati ya Zac"}
{"text": "Hey mankasumba ya Zac kuiga Waafrika weusi"}
{"text": "Half Londonwazungu wanakotafuta makahaba"}
{"text": "Takriri"}
{"text": "Najihisi mlevi mlevi saananaMiriam"}
{"text": "Hapana hapana haiwezi kuwa bandiajagtit kwa peter kutoamini noti ni bandia"}
{"text": "Kichekotashtiti"}
{"text": "Christine kucheka akimwambia Peter kuhusu ndoto ya Dorothy"}
{"text": "Peter kucheka anapoambiwa ndoto ya Dorothy na Christine"}
{"text": "Umati ulipasua kicheko nilichokisikia kama radi"}
{"text": "Chuku"}
{"text": "Jagtit alipigwa na butwaa asiweze kuhoji kitendo cha Peterkurarua noto bandia"}
{"text": "Umati ulipasua kicheko nilichokisikia kama radibaada ya kumsikia kijana aliyempaazia Peter Sauti kuwa angeambukizwa ukimwi na Christine"}
{"text": "Kuwepo Entebbe Sailing Club kungemfanya awe mweusi zaidiwengi ni wazungu"}
{"text": "Kejeli"}
{"text": "Kicheko ni kejeli kwa mtu kwa kutenda kitendo cha kijinga"}
{"text": "Christine kusema akiwa na shahada angekuwa kama ngombe wa kizunguelimu isingeboresha maisha yake"}
{"text": "Christine anasikia sauti ya kejeli katika kicheko cha Peter anapomwambia ndoto kikisema watu weusi ni wajinga na washirikina wakubwa"}
{"text": "Kijana anayempaazia Peter sauti akimkejeli Christine akisema kuwa angemwambukiza akimwi na alivyokondeana"}
{"text": "Damu Nyeusi"}
{"text": "Maudhui"}
{"text": "Kubaguliwa kwa watu weusi katika nchi ya Marekani"}
{"text": "Kuachwa na mabasi ya abiria yanayoendeshwa na wazungu katika kituo wanapokuwa peke yao kwa kufikiriwa ni majambazi"}
{"text": "Kukamatwa kwa makosa ambayo watu weupe hawakamatiwi kama vile kuvuka barabara taa nyekundu zikiwaka"}
{"text": "Adhabu kali kwa makosa wanayofanyaalitozwa faini ya dola 200 au miezi sita gerezani kwa kosa la kutofunga zipu"}
{"text": "Mkahawani wanatazamwa kwa dharau na wateja na wahudumu"}
{"text": "Kufuatwafuatwa na walinzi madukani kwa kushukiwa wataiba"}
{"text": "Kuonewa vyuoni na wahadhiri wanaotoa alama kwa kupendelea watu weupe na kukandamiza wanafunzi weusihawapati shahada wananangania kula kalenda au wanakaa muda mrefu bila kuhitimu"}
{"text": "Huko marekani watu weusi ndio wengi magerezanijela imeundiwa mtu mweusic"}
{"text": "Kutazamwa kwa kudharauliwa na wahadhiri weupe"}
{"text": "Kuulizwa maswali ya dharau na wahadhiri wazungu na wanafunzi weupe"}
{"text": "Mikahawani kumtazamwa kwa chuki na wateja na wahudumu"}
{"text": "Kutendewa vitendo visivyo vya utu kama vile Fikirini aliposahau kufunga zipu mama mzungu alimwitia polisi ilhali angemwambia tu afunge duka"}
{"text": "Utovu wa utu wema"}
{"text": "Mama mzungu kumwitia Fikirini polisi badala ya tu kumwambia afunge zipu"}
{"text": "Nafasi ya mwanamke"}
{"text": "Ni Kitega uchumi kama vile Fiona ni kahaba na anamuuliza Fikirini kama angependa wafanye mapenzi"}
{"text": "Ni mbaguzi kwa sababu mama mkahawani anamwitia polisi kwa kutofunga zipu kwa vile ni mweusi"}
{"text": "Hawana utu kwa vile Fiona anataka apigwe risasi hata anataka kumkata uume mrija"}
{"text": "Ujinga"}
{"text": "Baada ya kubaguliwa na kudhalilishwa anaamua kujitoa ukiwa wake kwa kuwa karibu na watu weusi ndugu zake waathiriwa wenzake"}
{"text": "Fikirini kumwamini Fiona na kumfuata ilhali hamjui wala hajamchunguza"}
{"text": "Uzalendo"}
{"text": "Kwa kubaguliwa Fikirini anaanza kujithamini na kupenda asili yake"}
{"text": "Anaomba muda umalizike arudi nyumbani"}
{"text": "Tunahimizwa kuthamini utu wetubara letu"}
{"text": "Nyumbani ni nyumbani ingawa pangoni"}
{"text": "Mtu asiyependwa na wengine sharti ajipende ajienzi na ajionee fahari"}
{"text": "Ulevi"}
{"text": "Fikirini anakumbuka jinsi walilewa waragi na changaa katika vitongoji duni vya Mathare"}
{"text": "Elimu"}
{"text": "Fikirini ameenda marekani kusomea shahada ya uzamifu katika somo la kiingereza"}
{"text": "Usaliti"}
{"text": "Mama mzungu kumsaliti Fikirini anapomwitia polisi kwa kusahau kufunga zipu"}
{"text": "Wamarekani weusi kusaliti Waafrika wenzao kwa hata wao kutenda vitendo vya kuwadunisha kama vile maswali ya kejeli kama Bob kumuuliza Fikirini kwa nini hakai huko kwao kwenye uchawi na washirikina"}
{"text": "Hata hawawasalamu watu wa asili yao"}
{"text": "Waafrika wamejisaliti kwa vitendo vyao viofu kama ujambazi na ndiposa wanabaguliwa na wazungu"}
{"text": "Wazungu wamewasaliti Waafrika kwa kuwabagua"}
{"text": "Fikirini amesaliti Afrika na Nchi yake kwa kwenda kusomea Marekani akiwa ameacha Vyuo huko"}
{"text": "Huruma"}
{"text": "Bob anamkataza Fiona Kumkata Fikirini uume"}
{"text": "Hampigi risasi Fiona anapotaka afanye hivyo"}
{"text": "Anamrushia nguo ili asiende uchi"}
{"text": "Fiona ana hurumani katili"}
{"text": "Ukatili"}
{"text": "Wa Fiona"}
{"text": "Waafrika kuendelezxa utamaduni wa kukeketa wanawake ili kupunguza tama ya zinaa"}
{"text": "Matatizo yanayokumba bara la Afrikamambo yasiyo ya uaminifu yanayohalalisha kubaguliwa kwa mtu mweusi"}
{"text": "Ujambaziuporaji kama wa Bob na Fiona"}
{"text": "Kushindwa kupambana na umaskiniwanangangania mkono kufika kinywani"}
{"text": "Vita"}
{"text": "Tamaaduni mbovu kwa mfano kukeketa wasichana"}
{"text": "Uchafu"}
{"text": "Kasumba ya kudharau mtu wa ngozi yake na kuwaheshimu wazungu sana kwa kuwachukulia wote ni wa tabaka la juu"}
{"text": "Utovu wa maadili kama vile ujambazi na ukahaba unaoendelezwa na Fiona na Bob"}
{"text": "Kutojithamini kwa mfano Fikirini ameacha vyuo nchini mwao na Bob na Fiona wanaishi katika mazingira machafu"}
{"text": "Kushindwa kupambana na magonjwa"}
{"text": "Uchawiushirikina"}
{"text": "Umaskini"}
{"text": "Watu wa Afrika kupigania mkono kufika kinywani na hivyo hawana wakati wa kufikiria kuhusu rangi"}
{"text": "Kuna kitongoji duni cha mathare huko Nairobi na Kibuye huko kampala"}
{"text": "Kasumba"}
{"text": "Wamarekani weusi kukataa uAfrika"}
{"text": "Waafrika wakiwa uzunguni hawasalimu Waafrika wenzao"}
{"text": "Fikirini kutozwa faini kubwa na jaji mweusi"}
{"text": "Fikirini kuzungumza kama mmarekani mweusi  Whets up men"}
{"text": "Waafrika kuwaabudu watu weupeFikirini kusema anAshangaa vile kwao wanavyowaabudu watu hao wasiowajali"}
{"text": "Ukahaba"}
{"text": "Fiona ni kahaba na anamuuliza Fikirini Do you want a good time hapa ukumbini patatufaa"}
{"text": "Unyaganyiutapeliujambazi"}
{"text": "Fiona na Bob walimtapeli Fikirini dola 300"}
{"text": "Uongo"}
{"text": "Fiona kusema Bob ni nduguye"}
{"text": "Fiona kudai Fikirini anataka kumbaka"}
{"text": "Fiona kusema ana gariGari langu ni lile pale"}
{"text": "Waingie nyumbani achukue ufunguo"}
{"text": "Unafiki"}
{"text": "Fiona kumhakikishia Fikirini usalama wake"}
{"text": "Kumwambia ajihisi yuko kwake au kwao"}
{"text": "Kumwambia You guys are our brothers anaposikia atoka Afrika"}
{"text": "Ndoa"}
{"text": "Wamarekani hawajui kutunza ndoa"}
{"text": "Heshima"}
{"text": "Fikirini kupita bila kumgusa Fiona akiingia kwake"}
{"text": "Upyaro"}
{"text": "Bob kusema Waafrika ni wajinga na wenye ushirikina"}
{"text": "Kumwita Fikirini fala"}
{"text": "kejeli"}
{"text": "Je kule kwenu watu huvaa nguo au hutembea rabana"}
{"text": "Je mwaishi mitini kama tumbiri"}
{"text": "Mbona hambaki kwenu huko kwenye uchawi na ushirikinaBob"}
{"text": "Huu weusi wenu unaozidi kiza unatokana na kuangukiwa na lami au kupigwa na mionzi ya jua"}
{"text": "Ni upi mji mkuu wa Afrika"}
{"text": "Mtu anaugua ukimwi malaria na polio na utapia mlo huko Afrika"}
{"text": "Mbona hamwachi kupigana nchini kwenu"}
{"text": "Nani anataka kuuona uchi wako"}
{"text": "You wataka kumbaka dadangu kwa nini"}
{"text": "Nini kinawatoa Afrika kuja kutusumbua hapa marekaniBobkasumba"}
{"text": "Fala kabisa twawezaje sisi kuwa ndugu na tumbiri kama nyieBobkasumba"}
{"text": "Mbona hambaki kwenu huko kwenye uchawi na ushirikina wenuBobkasumba"}
{"text": "Balagha zaidi"}
{"text": "Mambo ya aibu kama haya unaweza kuwaelezea ndugu zako nyumbanikisa cha kutofunga zipu"}
{"text": "Sasa polisi gani angejua kiingereza kuliko mwanafunzi wa uzamifu katika somo la kiingereza katika chuo kikuu"}
{"text": "Chuku"}
{"text": "Huu weusi wenu unaozidi kiza unatokana na kuangukiwa na lami au kupigwa na mionzi ya jua"}
{"text": "Mtu sharti avae safu ya maguo pamoja na viatu viatu vizito kama vya wanajeshi wan chi kavuwingi wa baridi"}
{"text": "Hakuhisi mzizimo wa theluji iliyokuwa inaanguka kama matone ya mvua ya maweanapoambiwa atoke kwa kina Fiona na Bob Haja ni kunusuru maisha yake"}
{"text": "Jibaba la miraba mineBob"}
{"text": "Jimama lililofungAsha si habaFiona"}
{"text": "Kila kitu cheupe katika nchi hiimtu mweusi apate wapi sauti na satuakutilia mkazo ubaguzi wa Waafrika"}
{"text": "Alikuwa pandikizi la jimamaFiona"}
{"text": "Hata akilewa gongowaragi au changaa kiasi cha bahari ya hindi hawezi sema kisa cha zipu kwa aibu"}
{"text": "Huu weusi wenu unaozidi kiza unatokana na kuangukiwa na lami au kuchomwa na mionzi ya jua"}
{"text": "Kijasho chembamba kikaanza kumtoka kipajini na kwapanikusisitiza uoga Fikirini anapogusa mlango kwa Fiona na kukuta umekomelewa"}
{"text": "Akaumimina mkojo kwenye sakafu ya ukumbi kutokana na hofukwa kuonyeshwa mtutu wa bunduki na Bob"}
{"text": "Takriri"}
{"text": "Mtu sharti avae safu ya maguo pamoja na viatu viatu vizito kama vya wanajeshi wan chi kavukusisitiza jinsi baridi ilivyo nyingi"}
{"text": "Alijotosa nje tuputupu kama alivyozaliwabila nguo akitoka kwa Fiona"}
{"text": "Tabasamu ilikutana na tabasamuFikirini akichekesha Fiona"}
{"text": "Fikirini kuzoa nguo na kukimbia tuputupu kama mtu aliyepagawa pepo mbaya"}
{"text": "Theluji kufunika kila ncha na kujenga mandhari nyeupe nyeupe"}
{"text": "Tashbihi"}
{"text": "Mtu sharti avae safu ya maguo pamoja na viatu viatu vizito kama vya wanajeshi wan chi kavu"}
{"text": "Mambo mengine yanakuwa kama ndoto au jinamizikisa cha mkahawani"}
{"text": "Akitetemeka kama majani ya mgomba kwenye dhoruba"}
{"text": "Fikirini kuzoa nguo na kukimbia tuputupu kama mtu aliyepagawa pepo mbaya"}
{"text": "Ananyapia nyapunyapu na kupepesuka pepesupepesu kama mlevi chakari"}
{"text": "Ananyapia nyapunyapu na kupepesuka pepesupepesu kama mlevi chakariakielekea chuoni baada ya kuachwa na basi"}
{"text": "Fikirni alisihi akilia machozi kama mtoto mdogoFiona anaposema I say shoot him Bob"}
{"text": "Theluji kufuniaka kila kitu kama blanketi la unga"}
{"text": "Hakuhisi mzizimo wa theluji iliyokuwa inaanguka kama matone ya mvua ya mawe"}
{"text": "Taswira"}
{"text": "Mtu sharti avae safu ya maguo pamoja na viatu viatu vizito kama vya wanajeshi wa nchi kavu"}
{"text": "Mikononi kafunika vitanga na vidole kwa glavu nyeusi"}
{"text": "Theluji kufunika kila ncha na kujenga mandhari nyeupe nyeupe"}
{"text": "Jimama lililofungAsha si habaFionamnene"}
{"text": "Jibaba la miraba mine lililokuwa limevaa miwani ya juaFiona"}
{"text": "Maguo machafu yametapakaa kiholela sakafuni vumbi limetapakaa kwenye kochiuchafu kwa Fiona na Bob"}
{"text": "Utohozi"}
{"text": "Glavuza kuzuia baridi"}
{"text": "Dolaalitozwa faini ya dola 200 kwa kutofunga zipu na kuporwa dola 300"}
{"text": "Faini"}
{"text": "Hana makadi yake mbalimbalibaada ya kuporwa"}
{"text": "Kinaya"}
{"text": "Fikirini kushikwa kwa kutofunga zipu ilhali wanawake huko hawashikwi licha ya kutembea bila nguo"}
{"text": "Polisi kumuuliza kama anafahamu kiingereza ilhali anakifahamu hata kuliko wao kwani anakisomea"}
{"text": "Kusema jaji mweusi alikuwa na imani kwa kumtoza faini ya dola 200"}
{"text": "Nyani haoni kudulekasoro"}
{"text": "Kuchanganya ndimi"}
{"text": "Sarafu kadha za quarterrobo kadha za dola"}
{"text": "How you doingFiona"}
{"text": "Someone called to say you are exposing yourselfpolisi"}
{"text": "Am coolFikirinikasumba"}
{"text": "Come fast this dude wants to rape meuongo wa Fiona"}
{"text": "Do you speak Englishpolisi"}
{"text": "I say shoot him Bobukatili wa Fiona"}
{"text": "Get out of hereBob akimfukuza Fikirini baada ya kumpora"}
{"text": "Sitiari"}
{"text": "Kisiwa cheusi kwenye bahari ya weupeFikirini pekee ndiye mweusi darasani"}
{"text": "Tashhisi"}
{"text": "Rangi mbili zinazokinzana na kufarakana taswira ya Fikirini kuhusu vita vya watu weusi na weupe"}
{"text": "Wanawake wenu hawapendi nguo tena zimewachosha na kuwachusha"}
{"text": "Bado baridi inapenyeza na kuteketeza vyanda"}
{"text": "Mbinu rejeshi"}
{"text": "Anavyotukumbusha jinsi alivyoepuka jela wakati alienda mkahawani baada ya kula akaingia msalani akasahau kufunga zipu"}
{"text": "Kukumbuka maneno ya Moi"}
{"text": "Kukumbuka siku walilewa waragi katika vitongoji duniKibuyeKampala na MathareNairobi"}
{"text": "Fikirini akilia anakumbuka kifo cha mamake akiwa katika shule ya upili"}
{"text": "Tunaarifiwa Fikirini mara mbili ametozwa faini na polisi"}
{"text": "Kukumbuka mara ya kwanza alipokwenda darasani jinsi yeye pekee alikuwa mweusi"}
{"text": "Taharuki"}
{"text": "Fikirini alimaliza masomo yake au alikula kalenda"}
{"text": "Nini kinawafanya wamwangalie vibaya akitoka msalani"}
{"text": "Ilikuwaje alipofika chuoni bila vifaa hata kadivitambulisho"}
{"text": "Nahau"}
{"text": "Kutia na kutoa kidogoKusitasita na kukataa anapoambiwa aingie na Fiona"}
{"text": "Funga dukazipu"}
{"text": "Akachutama na kumwomba amwonee imaniamhurumieFiona anapopeleka kisu kwenye kinena cha Fikirini akitishia kumkata mrija"}
{"text": "Ajionee fahariajijivunie"}
{"text": "Alipopiga darubini nyuma alimwona mama mzungu kama hasidialipokumbuka"}
{"text": "Kula kalendakukaa miaka mingi bila kufuzu"}
{"text": "Fikirini amekaziwa macho vibayakuangaliwa vibaya kwa kutofunga zipu mkahawani"}
{"text": "Likija basi lingine na ambalo usukani wake umeshikwa na dereva mweupe mwenye mwoyo mweusi mwoyo mbaya yamkini mambo yatakuwa yale yale"}
{"text": "Maji yamezidi ungabaada ya kuambiwa na Fiona wawe na good timeukahaba"}
{"text": "Tanakuzi"}
{"text": "Likija basi lingine na ambalo usukani wake umeshikwa na dereva mweupe mwenye mwoyo mweusi yamkini mambo yatakuwa yale yale"}
{"text": "Anatamani arudi kwao na kufaidi utajiri wa umaskini wao ajitenge na umaskini wa utajiri wa marekani"}
{"text": "Faraja ya wazungu ni kuona ndugu zake weusi wananyanyasika katika mfumo unaomtweza mweusi na kumkweza mweupe"}
{"text": "Methali"}
{"text": "Nyumbani ni nyumbani ingawa pangoniuzalendo"}
{"text": "Simba akikosa nyama hula nyasiFikirini kutopendelea chakula cha marekani na kulazimika kukila kwa kukosa aina nyingine"}
{"text": "Usipopendwa jipendekuhimiza watu kujithamini"}
{"text": "Leo ni siku ya nyani kufa na ambapo miti yote hutelezahakuna jambo lake linalofaulu"}
{"text": "Kicheko"}
{"text": "Fikirini kucheka kauli ya Moi akidhani haina mashiko"}
{"text": "Tabaini"}
{"text": "Si kuta si majani si matawikuonyesha taswira ya theluji kufunika kila mahali"}
{"text": "Majazi"}
{"text": "Fikirinikujisaili kufikiri zaidi kabla ya kwenda ngambo"}
{"text": "Mdokezo"}
{"text": "Siku ya kufa kifo cha aibu na nguo amevuliwa"}
{"text": "I say remove your clothes or else"}
{"text": "4Glasi Ya Mwisho Makaburini"}
{"text": "Hao marafiki kunywa pombe ya mwisho huko"}
{"text": "Kutopenda kwenda tena katika baa ya makaburinimavani baada ya kuvamiwa na majambazi"}
{"text": "Maudhui"}
{"text": "Mapuuza"}
{"text": "Semkwa Asha na Josefina kupuuza ushauri wa Msoi wa kutoenda katika baa ya mavani kwa kuhisi jambo baya lingetokea"}
{"text": "Woga"}
{"text": "Baada ya kuvamiwa na majambazi katika baa Asha kutoa ukwenzi mkali ukwenzi ukafuatwa na ukwenzi na kwenzi zikawa mjumuiko wa zogo na ghasia"}
{"text": "Kuna walioshangaa na kukodoa macho na kungangania kama masanamu"}
{"text": "Msoi kukaa akiwa ameangalia mavani"}
{"text": "Itikadiushirikinautabiriuotajiubashiri"}
{"text": "Hisia zinazomfanya kutabiri maovu"}
{"text": "Msoi anatazamia balaa kubwa litatokea katika baa ya mavani"}
{"text": "Semkwa Asha na Josefina hawaamini ushirikina"}
{"text": "Ujambaziuhalifu"}
{"text": "Majambazi walijifanya vizuu na kuibia baa la makaburini na wateja wake kila kitu"}
{"text": "Anasa"}
{"text": "Semkwa Msoi Asha na Josefina wanapenda ulevi na burudani"}
{"text": "Watu wanakwenda katika baa ya mavani kustarehea maisha ya dunia"}
{"text": "Tahadhari"}
{"text": "Msoi ni mwenye tahadhari kwani siku ya mavamizi anakaa akielekea huko makaburini ili kukitokea kama alivyotabiri aweze kujinusuru"}
{"text": "Ukwasi"}
{"text": "Msoi na Semkwa wana pesa hata Semkwa ana gari"}
{"text": "Mapenzi ujanani"}
{"text": "Msoi na Semkwa wana wapenzi Asha na Josefina na wanakwenda kustarehe nao"}
{"text": "Ulevi"}
{"text": "Baa ya mavani"}
{"text": "Ushawishi upotoshwaji na marafiki"}
{"text": "Semkwa anamshawishi Msoi waende katika baa ya mavani wakati alikuwa amekataa"}
{"text": "Udhabiti wa msimamo"}
{"text": "Msoi hana udhabiti wa msimamo na ndio sababu ya kushawishiwa na Semkwa kurudi mavani"}
{"text": "Matumizi ya lugha"}
{"text": "Tashhisi"}
{"text": "Kisha hisia humwotesha ndoto"}
{"text": "Ncha za malaika yake kusimama kama kijiti"}
{"text": "Leo hisia hiyo kali ilikuwa imeumuka haraka kama hamuri lililojazwa hamira"}
{"text": "Hutaki kuiachaimani ijapokuwa unajua haina haki ya kuketi wala kusimama katika maisha yetu ya kisasa ya sisi vijana yanayoendeshwa kisayansi"}
{"text": "Vinywaji vyake ni vya kupoza joto la wiki nzima"}
{"text": "Harufu za mafuta ghali na ya fahari zilikuwa zimekazana kuzikalia juu harufu za vyakula vinywaji na za maua"}
{"text": "Harufu kali ya vundo la maiti ilivamia baa na kuzifurusha zile harufu nzuri za maua na manukato ya vyakula"}
{"text": "Vitu tawanyika glasi na sahani anguka na vunjika kuonyesha zogo na ghasia"}
{"text": "Roho yake mwaguzi inamwambia apaambae apakimbie"}
{"text": "Kinywaji kilipotua juu ya meza jamaa walinyanyua glasi zaokilipowekwa"}
{"text": "Hata mwezi na nyota zimeshuka kidogo kuja kuimarisha furaha yetu"}
{"text": "Njiani Mbingu ghafla ilikasirika ikafinga uso wake mweusi kisha ikapasua mkonyezo uliotoa ufa mwembamba wa moto mwekundu na fedha ilifanya hayo mara moja tu tena bila kutiririsha hata tone moja la chozimvuaishara mbaya kwa Msoi"}
{"text": "Ama kweli itikadi na ushirikina vimekudhibiti kwelikweli"}
{"text": "Wanapoenda wikendi ni pa wafu na wafu wakiwa mapumzikoni wamechoshwa na kukerwa na siku yoyote ile wangefanya kitu kujihamiitikadi za kishirikina"}
{"text": "Imani yako imekutawalaSemkwa kwa Msoi"}
{"text": "Taharuki"}
{"text": "Nini kinamfanya Semkwa kutumbua macho"}
{"text": "Baa iliendeleza huduma baada ya kuvamiwa na majambazi"}
{"text": "Marafiki hao walirudi tena huko"}
{"text": "Majambazi hao walijulikana"}
{"text": "Kuchanganya ndimi"}
{"text": "Exotic resortMsoi anavyopaita baa ya mavani"}
{"text": "uexotic"}
{"text": "thrillerwimbo wa Michael Jackson"}
{"text": "Mbinu rejeshi"}
{"text": "Msoi alikuwa amenasa hisia fulani ya kitisho na wasiwasi"}
{"text": "Tashbihi"}
{"text": "Na wewe sharti unigande mimi kama kupeMsoi kwa Asha anapomshinikiza ale"}
{"text": "Ukiwa umestarehe kama vile uko peponi"}
{"text": "Umebaki kulala kochini kama mgonjwa wa malaria"}
{"text": "Jozi mbilimbili minenguo mikatiko mibenuko miondoko mitetemeko kama wagonjwa wa malaria mtiririko wa jasho kama maji ya mlizamu wa mto"}
{"text": "Kuna walioshangaa na kukodoa macho na kungangania kama masanamu"}
{"text": "Utabakije juu ya kochi kama mgonjwa wa homa na leo ni jumamosi"}
{"text": "Ukiwa hapo unastarehe kama vile uko peponi mbali na adha za dunia ambako kwa tafsiri ni motonisitiariuzuri"}
{"text": "Anatutisha kaka anatutisha sisi kama watoto wadogo anatutisha kakaMsoi anapowaambia wataona"}
{"text": "Kejeli"}
{"text": "Si baa mshenzi ya pata sote"}
{"text": "Bwana huyu naye utadhani haishi karne ya ishirini na mojaJosefina"}
{"text": "Anataka kutuvunjia raha zetu kwa ndoto zake za ajabu ajabutakriri"}
{"text": "Kwani unatutabiria nini hasa bwana ndoto"}
{"text": "Utohozi"}
{"text": "bendi hai ye msegejuinayotumbuiza wateja"}
{"text": "Petrolikinywaji ni petroli ya muziki"}
{"text": "kauntaniambako wahudumu wanaenda kuchukua vinywaji"}
{"text": "glasibilauri"}
{"text": "maisha yetu ya kisasa ya sisi vijana yanayoendeshwa kisayansi"}
{"text": "wikendi"}
{"text": "televisheniwaliyofungua Asha na Msoi na kupata habarivizuu vilikuwa majambazi"}
{"text": "kochicoach"}
{"text": "swichiya gari la Semkwa"}
{"text": "baa ya mavani"}
{"text": "Sadfa"}
{"text": "Imani ya Msoi wafu wangejitokeza kusadifiana na majambazi kujifanya vizuu na kuvamia baa"}
{"text": "Usiku wa mavamizi walikuwa wametembelea ile baa"}
{"text": "wimbo taribi kuimbwa"}
{"text": "Balagha"}
{"text": "Una nini Msoi leo"}
{"text": "Radi ngapi zimepiga tokea dunia kuumbwa"}
{"text": "Mimweso mingapi imeemeta tokea mbingu kutandazwa na muumba"}
{"text": "Kipi cha ajabu kitakachomfanya mtu awe na hofu"}
{"text": "Imani yako imekutawala vile vile au siyo"}
{"text": "Leo Msoi umebadilisha makao tahadhari"}
{"text": "Umeona ukalie kiti kitakachokupa mandhari ya mavaAsha"}
{"text": "Kwani ndiko yatakakozuka mazingaombwe unayoyatabiri"}
{"text": "Hofu hiyo itoke wapi katika usiku huu mwema uliojaa furaha na utukutu wa ujanaMsoikinayausiku haukuwa mzuri"}
{"text": "Wewe utakunywa maji kama mtoto mpaka liniAsha"}
{"text": "Ishara"}
{"text": "Mamaya yangetokea"}
{"text": "Mbingu"}
{"text": "Mawingu mazito meusi"}
{"text": "Radi"}
{"text": "Msoi kuzitazama taa na kuziona zilikuwa na mwako wa huzuni"}
{"text": "Umemeishara ya mabaya"}
{"text": "Baadaye ukope wa mwezi ulistawisha uzuri wake wa fedha katikati ya vipuli vilivyokuwa vikipwitapwitaishara ya raha kutangulia balaa"}
{"text": "Takriri"}
{"text": "Duru kwa duru"}
{"text": "Utapiga tena na tena"}
{"text": "Anatutisha kaka anatutisha sisi kama watoto wadogo anatutisha kakaMsoi anapowaambia wataona"}
{"text": "Ukwenzi ukafuatwa na ukwenzi na kwenzi zikawa mjumuiko wa zogo na ghasia"}
{"text": "Mziki ulikuwa ukitumbuiza chini kwa chini"}
{"text": "Msoi na Semkwa walifika baa ya makaburini wakati mzuri wakati mambo ndio kwanza yaingie surayatengenee yawe mazuri"}
{"text": "Msoi na Semkwa walikaa na kutazamana uso kwa usoMsoi akelekea mavanitahadhari"}
{"text": "Furaha furaha furaha imechanua raha raha raha"}
{"text": "Taswira"}
{"text": "Majambazi waliojifanya vizuukundi la vizuu limejifunga kwa mtindo wa thriller wa mchael Jackson linakuja kule baa kwa kujikongoja na kujitetemesha na kutoa sauti za kiufu nyuso nyeupe kama chokaa mabufuru ya vichwa yanayoninginia hewani mabango ya nyuso yenye matundu yaliyopoteza macho na pua baadhi vimesongwa sanda vingine mwili mtupu"}
{"text": "Chakula kilikuwa ndizi za nazi pandikizi la changu wa kukaangwa pembeni na kachumbari ubavuni"}
{"text": "Chuku"}
{"text": "Upeo wa raha hausemeki umekunjuliwa wazi kwa watu hawa wao wenye pesa kuukanyaga mwanzoni bila ya kufika mwisho"}
{"text": "Kwa muda mfupi mziki ukawa juu ya kila kitu"}
{"text": "mtiririko wa jasho kama maji ya mlizamu wa mtokwa kusakata ngoma"}
{"text": "Hakucheza mpaka muziki ukamwingia damuni kama mwenyewe asemavyo kila siku"}
{"text": "Hakucheza kwa mizani ya kuchokora ndani mwili wake ili upoteze mifupa wakati wa kucheza"}
{"text": "Msoi kutumbua macho mpaka yakaonekana yanataka kudondoka chini kutoka vibakuli vyaoanapoona vizuu"}
{"text": "Msoi na Asha kukimbia bila kutazama nyuma na bila kusita pahala popote"}
{"text": "Mdokezo"}
{"text": "Yaani umegoma"}
{"text": "Si mimi wala si wewe tunaoamini kwamba watu wafu wapo ndani ya dunia hii"}
{"text": "Si mimi wala si wewe tunaoamini kwamba watu wafu wapo ndani ya dunia hii tabaini"}
{"text": "Nidaha"}
{"text": "Lo wale vizuuMsoi akitania"}
{"text": "He Saa mbili na nusu hujajitayarishaSemkwa"}
{"text": "Tanakuzi"}
{"text": "Mavani ni pahala pa wafu sisi sote tulichokuwa tukikiona ni kwamba mavani ni pahala pa watu hai"}
{"text": "Nahau"}
{"text": "Nahau"}
{"text": "Anaona kuna kitu kinaliza ndege mbayakutabiri maovu"}
{"text": "shingo upande moyo mzitoMsoi akiamka kwenda kujitayarishabila kitakakujilazimishawasiwasi"}
{"text": "Wakati tayari kungoa nangakuanza safari kuelekea baa"}
{"text": "Msoi na Semkwa walifika baa ya makaburini wakati mzuri wakati mambo ndio kwanza yaingie surayatengenee yawe mazuri"}
{"text": "Kinaya"}
{"text": "Hofu hiyo itoke wapi katika usiku huu mwema uliojaa furaha na utukutu wa ujanaMsoi akijijasirisha"}
{"text": "Mwezi na nyota zimeshuka kidogo kuja kuimarisha furaha yetu leousiku haukuisha kwa furaha"}
{"text": "Na tunywe tujikinge na vizuu na mashetani ya makaburinipombe haiwezi kuwakinga"}
{"text": "Mbinu rejeshi"}
{"text": "Miaka saba iliyopita walikuwa wamekataa kwenda baa ya mavani josefina akawAshawishi"}
{"text": "Televishenimatangazo ya yaliyotokea katika baa"}
{"text": "Semkwa kupiga simu na kueleza jinsi walivyokamatwa na majambazi na kuibiwa kila kitu pesa nguo viatu hata na chupi"}
{"text": "Kicheko"}
{"text": "Sekwa kumshika mkono Msoi anapopepesuka na kutaka kuanguka"}
{"text": "Wote wakaangua kicheko kabla ya kunywa"}
{"text": "Koja"}
{"text": "Wakala wakanywa wakamaliza"}
{"text": "Jozi mbilimbili minenguo mikatiko mibenuko miondoko mitetemeko kama wagonjwa wa malaria mtiririko wa jasho kama maji ya mlizamu wa mto"}
{"text": "5Kikaza"}
{"text": "Suruai ya ndani ya aina ya pekee"}
{"text": "Maudhui"}
{"text": "Uongozi mbaya na athari zake"}
{"text": "Bwana Mtajika ni kiongozi asiyewajibika hawezi kulinda kikaza kimepasuka"}
{"text": "Kwa mtajika mambo yalitendeka kindotokauli tupu zisizotekelezwaahadi za maneno"}
{"text": "Ni kiongozi asiyeshughulikia maslahi ya wanatekede daima yumo ndotoni chukumwenye mapuuza"}
{"text": "MadharaumapuuzaPima kusema Mimi hufanya kazi yangu kikamilifu kinaya lakini sithaminiwi Kila mara tumedharauliwa tumepuuzwa na kutothaminiwa na wengine wetu"}
{"text": "Hawaondoi shida za wananchi baada ya kuchaguliwaHali huzidi kuwa mbaya si njaa si magonjwa wala ufukara uchochole huzidiBi ChirengaCherehani"}
{"text": "Wanaacha wake wao uongozi na hawawadhibiti"}
{"text": "Husahau waliowachaguawepesi wa binadamu kusahau wema na badala yake kukumbuka mabaya"}
{"text": "Ubarakala"}
{"text": "WadanganyifuMachupa msemaji wa kijiji anabadilisha uongo kuwa ukweli na ukweli kuwa uongokutetea viongozi waovuubarakala"}
{"text": "Ubinafsi"}
{"text": "Machupa kuunga mkono hoja zinazomfaidi na nyingine kuzipinga"}
{"text": "Hata baada ya serikali kupinduliwa Machupa alijua namna ya kuishi na hivyo hakuogopa chochoteangebadili msimamo wake"}
{"text": "Uwajibikaji"}
{"text": "Wananchi hukosa uwajibikaji katika kuchagua kiongozi anayefaa"}
{"text": "Viongozi kushonewa kikaza kwa ushirikiano wa umma  Wote ni washiriki katika ushonaji wa kikaza"}
{"text": "Hawachuji wanaotaka kuwapa uongozi balala yake huwachagua kwa misingi ya ulumbiumaarufu katika usemaji"}
{"text": "Wanapaswa kuwachagua kwa uwezo wa vitendokutekeleza ahadi"}
{"text": "Wengi WA wananchi hawaelewi uzito wa ushirika wao katika kushona kikaza kuchagua kiongozi"}
{"text": "Uongozi mzuri unawategemea kwa hivyo wamchunje kiongozi vizuri"}
{"text": "Wana wajibu wa kuwaambia viongozi ukweli km Babu Cherehani na Pima"}
{"text": "Mapinduzi ukomboziUzinduziuchochezi"}
{"text": "Bi Cherehani kufafanulia wanakijiji chanzo cha tatizo la ukosefu wa mvuaujasiri"}
{"text": "Bi Cherehani kuwachochea watu waende katika ikulu wakashone kikaza kinginekungoa Bwana Mtajika na Bi Mtajika mamlakani"}
{"text": "Wanatekede kuelekea katika ikulu Bwana Mtajika alitokea mlango wa nyuma naye Bi mtajika akabebwa taratibu pamoja na kitanda chake akawekwa nje"}
{"text": "Busara"}
{"text": "Wanakijiji kwenda kwa mzee babu kupata majibu ya masuala yanayowatatiza"}
{"text": "Wakati mwingine angewarushia maneno ya hapa na pale lakini yenye wingi wa hekima"}
{"text": "Anawapa ushaurisi kila panapo mawingu meusi mvua hunyesha"}
{"text": "Uchafuzi wa mazingiramawingu mengine meusi hutokana na mmchafuko wa mazingira"}
{"text": "Ukarimu"}
{"text": "Kila aingiaye kwa mzee babu hatoki bila kunywa angalau kikombe cha maji"}
{"text": "Wanakijiji wanatoa sehemu ya mavuno yao kwa mzee babuumuhimu wa kuwatunza wazee katika jamii"}
{"text": "Babu anatumia vizuri kutunzakuhifadhi chakula anachotunukiwa na wanakijiji na wakienda kwake anawakirimu kwa chakula kicho hicho"}
{"text": "Nafasi ya mwanamke"}
{"text": "Waiga utamaaduni wa kigeni na watovu wa maadiliwasichana wa siku hizi utawakuta wamevuta kikaza juu kwa makusudi ili macho ya wanaume yalimbuke"}
{"text": "Hapewi uongozinadra sana kiongozi kuwa mwanamke katika jamii ya Wanatekede"}
{"text": "Anayemdhibiti mumewe"}
{"text": "Pumda wa hudumaBi Cherehani"}
{"text": "Waingilia uongozi Bi Mtajika kujiweka katika uongozi Hata katika sherehe rasmi husahau kuwa yeye ni mkewe Bwana Mtajika"}
{"text": "Wanaowadhibiti waume waoBi Mtajika"}
{"text": "Wanaojigamba Bi Mtajika kusema hakuna kiongozi mwingine kumshinda yeye majivuno"}
{"text": "Jasiri Bi Cherehani kunena ukweli kuhusu viongozi na kuwachochera wananchi"}
{"text": "WabinafsiBi Mtajika kuwanyima wengine nafasi ya kuongea"}
{"text": "Utovu wa maadili"}
{"text": "Wakati Bi Cherehani anatabasamu wengine mate yanawandondokakutamaani mwili wake wakatamani ya ziadatafsida"}
{"text": "Umakiniutaratibu"}
{"text": "Mzee babu kutafuna muwa polepole na kwa ufundi mkubwa hadi kumaliza kipande chake"}
{"text": "Matumizi ya lugha"}
{"text": "Taharuki"}
{"text": "Baada ya mtajika na bibiye kuondolewa madarakani nani alipewa uongozi"}
{"text": "Aliyechaguliwa aliongoza vizuri"}
{"text": "Nidaha"}
{"text": "Lo Haitanyesha"}
{"text": "Naamhaya ndivyo yalivyo mamboPima kuhusu jinsi Bw Mtajika alivyovunja masharti ya kikaza"}
{"text": "Majazi"}
{"text": "Bwana pimakupima kikaza"}
{"text": "Bi Cherehani kushona kikaza"}
{"text": "Machupakutokuwa na tabia nzuriuduma kuwili ubinafsi"}
{"text": "Bw na Bi Mtajikakufahamika sana kwa sababu ya uongozi"}
{"text": "Jazanda"}
{"text": "Kikazauongozi madaraka serikali"}
{"text": "Kikaza hakipaswi kushikwa kwa namna yoyote ile na mwenziwe kiongozi wa jinsia hiyo nyingineasiingilie uongozi kwani siye alichaguliwa"}
{"text": "Washona kikaza wananchi wanaowachagua vongozi kumuweka kiongozi madarakani ni jukumu la watu wote"}
{"text": "Mvua nzito kunyesha baada ya wanajamii kumwondoa mtajika na bibiye madarakaninchi kupata maendeleo au ufanisi"}
{"text": "Uzi na shindano za kushonea kikazakatibasheria ambayo kwayo nchi huongozwa"}
{"text": "Kukiuka maadili ya kikazakiongozi kumwacha mkewe kuwa na madaraka makubwa kama kwamba yeye ndiye kiongozi"}
{"text": "Kushona kikaza kinginekuchagua kiongozi mwingine kwa kura"}
{"text": "Mawingu bila mvuauongozi usioleta maendeleo au usiobadili hali ya wananchi"}
{"text": "Kutonyesha kwa mvuamatatizo ya wananchi kv njaa magonjwa umaskini nk"}
{"text": "Kijiji Tekedenchi za Afrikazinazoendelea"}
{"text": "Kikaza kupasukakiongozi kushindwa kutimiza majukumu yake au kutowajibika kwa kiongozi"}
{"text": "Hurafasafari ya kwenda mbinguni ya kobe na ndege"}
{"text": "Kwenda mbingunikupata ufanisi au maendeleoustawi"}
{"text": "Kobekiongozi"}
{"text": "Ndegewananchi"}
{"text": "Ndege kumpa kobe mabawawananchi kumchagua kiongozi ili awaondolee matatizo na alete maendeleo"}
{"text": "Kope kujipa jina sisi wote na kukalia vyakula vilivyoletwa na kuwakumbusha ni vya sisi wote kuonyesha ubinafsi wa viongozi au ku kujilimbikia mali wakipuuza waliowachagua"}
{"text": "Kobe kuwapa wenzake wanaomfaa chakula  kiongozi kuleta maendeleo katika maeneo waliyochaguliwamapendeleo"}
{"text": "Ndege kuchukua manyoya yao wananchi kumngoa kiongozi mamlakani"}
{"text": "Siku ya tano kiongozi kuchaguliwa kwa kipindi cha kwanza cha miaka mitano na muda huo huisha bila kuleta maendeleo yoyote"}
{"text": "Upepo kuchukua na kubeba mawingu kuelekea kila upande mbali na kijijimapuuza hata mambo nyeti na kutowajibika kwa kiongozi kukosesha nchi maendeleo"}
{"text": "Jua lililokuwa limeshika kasi kuelekea mapumzikoni kama kwamba linatoroka mvua lilipata nafasi ndogo ya kuwaaga wanakijiji kwa siku hiyokutokeza tena baada ya mawingu kupeperushwa na upeposhida kurejelea tena kwa viongozi kutowajbika"}
{"text": "Mbinu rejeshi"}
{"text": "Bw pima kukumbusha jinsi miaka miwili iliyokuwa imepita jinsi Bw Mtajika alivunja masharti ya kikaza na wao kumhurumia"}
{"text": "Msemo"}
{"text": "Walijitahidi lakini hata jitihada hufika kikomokuchoka kumsitiri Mtajika kwa aibu yake"}
{"text": "Binadamu ni mwepesi wa kusahau wemahukumbuka tu mabayakiongozi kusahau waliomchagua"}
{"text": "Bi chereani na Bwana Pima kuacha chungu kinatokota bila kuivisha chakulawatu wakiwa na hamu kubwa ya kufumbuliwa fumbo"}
{"text": "Wenye vyao na vya wengineviongozi kujilimbikia mali"}
{"text": "Pole kwa wala jasho laowanaopata riziki kutokana na kazi za mikono yao"}
{"text": "Mapenzi kikoozimapenzi mtajika aliyonayo kwa mkewe kumfanya ashindwe kumdhibiti"}
{"text": "Tashbihi"}
{"text": "Yanapozidi mapenzi huja kama nguvu za sunamikutodhibitika"}
{"text": "Machupa hutafuna na hupuliza kama panyahula kuwili"}
{"text": "Nahau"}
{"text": "Kumbe alitonesha kidondakukumbusha mambo yaliyokwisha na kusahaulika"}
{"text": "Tunaendelea kufanya kazi hii kwa nyoyo zotejinsi wananchi wanavyojitolea kabisa kuchagua viongozi"}
{"text": "Gonga ndipo usitusimulie hadithisema wazi"}
{"text": "Wamemla mbuzi mzima na mkia utawashindakukamilisha kutegua kitendawili cha mawingu bila mvua"}
{"text": "Takriri"}
{"text": "Kikaza kikaza ni cha ushirika"}
{"text": "Mambo yana mambo yake"}
{"text": "Ndio mtindo na sisi tunafuata mtindo"}
{"text": "Machupa msemaji wa kijiji anabadilidha uongo kuwa ukweli na ukweli kuwa uongo"}
{"text": "Tabaini"}
{"text": "Si njaa si magonjwa si chochote kinachoniambaamadhila ya wananchi"}
{"text": "Si salamu si chochote hakuna kilichotoka kinywanipima akijizuia kuongea ukweli"}
{"text": "Mdokezo"}
{"text": "Mwafahamu katika safari ya angani namna ndege walivyoshirikiana naye"}
{"text": "Siri ilikuwa siriiliwekwa na watu wawili ikahifadhika"}
{"text": "Kinaya"}
{"text": "Mawingu mazito mfululizo kwa siku tano hayakuleta mvua"}
{"text": "Siri ilikuwa siri iliwekwa na watu wawili ikahifadhikahakuna siri ya watu wawili"}
{"text": "Bi Cherehani mwenye wingi wa soni kuweza kuongea mbele ya watu na kuwachochea"}
{"text": "Wanakijiji kuamini waliposhiriki hapakuwa na dosari yoyote"}
{"text": "Kiongozi huyu alitafuta uongozi kwa muda mrefuKibaki"}
{"text": "Tashhisi"}
{"text": "Upepo kuchukua na kubeba mawingu kuelekea kila upande mbali na kijijimapuuza hata mambo nyeti na kutowajibika kwa kiongozi kukosesha nchi maendeleo"}
{"text": "Jua lililokuwa limeshika kasi kuelekea mapumzikoni kama kwamba linatoroka mvua lilipata nafasi ndogo ya kuwaaga wanakijiji kwa siku hiyokutokeza tena baada ya mawingu kupeperushwa na upeposhida kurejelea tena kwa viongozi kutowajbika"}
{"text": "Jibu lao kuibua maswali zaidi na kuzalisha kitendawili kingine"}
{"text": "Ukweli ulijisukuma kwa nguvu ukafungua kinywa ambacho kwa siku chache alitembea akiwa amekiziba kwa mkono wa kushotopima kutovumilia kunyamazia ukweli tena"}
{"text": "Hamjui ukaidi wa mkia wa mbuzi"}
{"text": "Ya kumsukuma Bi Cherehani kiasi hiki lazima yawe mazitoya kumlazimisha kusema lazima yawe ya muhimu sana"}
{"text": "Chuku"}
{"text": "Kila njia ilielekea kwa mzee babukuonyesha jinsi walioelekea kwake walikuwa wengi"}
{"text": "Pima akajizoazoa akapata nguvu ama ni kutokana na uzito ambao ungepasua moyo wakekutovumilika"}
{"text": "Lakini tenda lolote baya hata kama ni kuuza nzi basi litakuwa wimbokusisitiza usahaulifu wa mema binadamu anayotendwa na badala yake kukumbuka mabaya"}
{"text": "Koja"}
{"text": "Lolote baya litaimbwa litachezwa ukumbini litapandwa litamea litapaliliwa litakua na hata kuvunwa"}
{"text": "Bwana pima aligundua namna ukweli unavyoweza kuumiza kuchoma ukandamiza na hata kunyonga"}
{"text": "Bi mtajika alijulikana Hushangaza akakasirisha akaudhi"}
{"text": "Chaguo lilikuwa la kila mmoja ama kula kumeza au kubugiawanaoenda kwa babu"}
{"text": "Balagha"}
{"text": "Hamjui ukaidi wa mkia wa mbuzi"}
{"text": "Kwani sisi tulimchagua nani"}
{"text": "Amesema nini watu kuchanganyikiwa kwa kutoelewa babu aliyosema"}
{"text": "Nyote mu washiriki katika ushonaji wa kikaza itakuwaje sisi wawili tuwe na jibu la swali lenu"}
{"text": "Bwana kiongozi mbona siku hizi husemi Haongei ili kusuluhisha hata mambo nyetihatoi ufafanuzi wowote hata Bi mtajika anaposema hakuna kiongozzi mwingine kushinda yeye"}
{"text": "Wangapi walio na ujasiri wa kunena ukweli hasa unapohusu uongozi"}
{"text": "Methali"}
{"text": "Waliishi katika msemo wa nyani haoni kudulewananchi kasoro la chaguo lao la kiongozi"}
{"text": "Mapenzi ni kikohozimtajika kushindwa kudhibiti mkewe kwa ajili ya mapenzi"}
{"text": "6Maeko"}
{"text": "Mambo yanayomuweka mtu mahali"}
{"text": "Mapenzi ya dhati ya Hamduni ndiyo yanamuweka jamila kwa Hamduni kv kumpikia kumfulia nguo nk"}
{"text": "Hayo ndiyo maeko aliyowekwa huyu mwanamke Alijikuta akistahabu maisha ya ndoa yake na Duni na akichelea kuyakosa"}
{"text": "Unyanyasaji wa wanawake katika ndoa"}
{"text": "Kila aina ya matusimtukanifumatusi mabaya mabaya"}
{"text": "Makovu mwilinimgongoni na mkononi"}
{"text": "Athari za kisaikolojiajeraha baya zaidi la moyo wakemoyo ulimuuma na kuatilika"}
{"text": "Mateke na ngumikipigo"}
{"text": "Mapenzi ya dhati"}
{"text": "Ya Jamila kwa Duni"}
{"text": "Jamila kukataa vishawishi"}
{"text": "Kuvumilia ulevi kupigwank"}
{"text": "Kukataa kushawishiwaudhabiti wa msimamo"}
{"text": "kukataa kupigana na mumewe Ramla"}
{"text": "Kukataa kumtorokaSalim"}
{"text": "Kukataa kutafuta mume mwingine"}
{"text": "Kukataa kuvunja ndoashangazi"}
{"text": "Kumbembeleza mumewe akiwa mleviHai Du wajiionaje Unalia nini Dii Duni wangu Kumpunapuna nywele na kumpigapiga vikofi vya kichwa utu wema"}
{"text": "Kumsaidia kuchupisha mguu wake ndani"}
{"text": "kumsamehe Hamdai chochotehajamfanyia makosa yoyote ni wengi wenye makosa makubwa kuliko"}
{"text": "Ya Hamduni ka jamila"}
{"text": "Duni Kumwandalia chai nzito ya maziwa supu na pweza kumkaangia mayai mandazi na chapatti kuandika mezabidii mahiri"}
{"text": "Kumuinjikia maji ya kuoga"}
{"text": "Kumfulia nguo"}
{"text": "Ana utu au hisi za kibinadamu anapolevukaanaomboleza kulia kuungama na kuomba msamaha na kutaka aadhibiweanatambua makosa na kutubu"}
{"text": "Anamhurumia Jamila kwa kutambua kuwa simanzi na usingizi wa machovu na ukiwa wake ni kwa sababu ya kumstahimili"}
{"text": "kuelekea bafuni kuoga wakirushiana mapovu na kucheka na kutaniana"}
{"text": "Umakini"}
{"text": "Duni kutenganisha nguo nyeusi na nyeupe akaziweka katika mabeseni tofauti"}
{"text": "Ulevi na athari zake"}
{"text": "Kurudi usiku wa manane na hivyo kusababisha Jamila kutolala vizuri kwa kukesha akimngoja"}
{"text": "Kuathirika kiafyakovu mgongoni donda mkononi"}
{"text": "Kuathirika kisaikolojia kutokana na maneno ya watukidonda moyoni"}
{"text": "Kusumbua watumajirani kwa kelele na kuwakosesha usingizi wakati wamechoka kwa kazi za mchana"}
{"text": "Harufu mbayalile vukuto na vundo la kilevi likawa la mwanzo kuingia ndani na kuzagaa ukumbini"}
{"text": "Kumpiga mkewe kv kumrushia teke la mbavu kwa kutopeleka chakula harakaukatili"}
{"text": "Kulala bila kuvua nguo"}
{"text": "Kuwangwa na kichwa baada ya kulevuka siku inayofuata baada ya kulewa usiku"}
{"text": "Kutumia pesa nyingi"}
{"text": "Kuchukiwa na wanajamii hata wanamtusi mja wa laana mlevi mbwa mlevi kafiri firauni kudharauliwa na kupuuzwa na kutusiwa na wanajamii kwa tabia yake"}
{"text": "Kushindwa kutimiza majukumu ya ndoakulala tu"}
{"text": "Mtu hupoteza utambuzi wa jema na bayaDuni ni mzuri akiwa hajalewa lakini akilewa anageuka na kuwa mbaya duni anafahamu kwamba usiku uliopita alimtendea karaha mkewe  ukorofiusimbulizi nk"}
{"text": "Kuchelewesha mke kulala akingoja mume mlevi"}
{"text": "Mtu kuwa mpyaromwenye matusi"}
{"text": "Unafikiusalitiuchocheziushauri mbaya"}
{"text": "Ramla na Salim si rafiki wa kweli wa Jamila kwa ushauri wanaompa Jamila"}
{"text": "Salim rafiki wa chanda na pete wa duni anamshauri Jamila amuasi duni kisha yeye angeliweza kutoroka naye"}
{"text": "Salim kujifanya anamjua Mungu ilhali anampotosha jamilaBillahi shemeji Jamila amini Mungu usiniamini miyeMungu haafikiani na maovu"}
{"text": "Nakuhurumia na nakupenda shemeji kwa nini huikimbii jahanamu hii"}
{"text": "Nafasi ya mwanamke"}
{"text": "Duni mbele yamwanamume"}
{"text": "Mpotoshajimshauri mbaya"}
{"text": "Mshauri mzuri kwa upande mwingineshangazi"}
{"text": "Ugumu wa kubadili tabia"}
{"text": "Anaahidi kutorudia makosa lakini ni nadra kutimia miezi miwili mingine kabla ya kusikia Duni akiimba taarabnjia usiku wa manane"}
{"text": "Ukombozi"}
{"text": "Watu wanaomwandama Jamila eti wanamhurumiamadhali na yeye ana mdomo na mikono anayo akatate kuadhibiwa kama mwana asiye na kwao"}
{"text": "Ramla shoga yake neno kwa neno watukanane ngumi kwa ngumiwapigane"}
{"text": "Ushauri mzuri"}
{"text": "Mpapurane kwa nini mwanangushangazi anamshauri wasipigane kupapurana lakini badala yake wavunje ndoa kama haina urafikiMadhali ndoa ni mkataba ufungao urafiki wa kitambo basi na uvunjwe ikiwa huo urafiki haukupatikana na badala yake pana vita"}
{"text": "Busara"}
{"text": "Jamila anafahamu hakuna ndoa isiyo na walakiniNi kweli kwamba usilolijua ni usiku wa giza Iwapi hiyo pepo nyingine katika dunia hii"}
{"text": "Analinganisha maisha yake na ya wanawake wengineukiona kwako kwachomeka kwa mwenzio kwateketea"}
{"text": "Urembo"}
{"text": "Wengi walimtamani Jamila wamuoehata Salim"}
{"text": "Shukrani"}
{"text": "Hata hivyo baada ya yote alijiona anawajibika kumhimidi mola wake kwamba mume wake ameshafika salama nyumbani kwake"}
{"text": "Matumaini"}
{"text": "Kamwe moyo wake haukupata kujuta wala kuacha kutaraji kuna siku mume wake angetanabahika na yale yote yakafikia mwisho"}
{"text": "Ujipaji moyo"}
{"text": "Ni wanawake wangapi wa aina yake ambao wanafanyiwa anavyofanyiwa na mume wake Wengi wao hawapati starehe azipatazobusara"}
{"text": "Nyimbo"}
{"text": "Wimbo wa kwanza"}
{"text": "Unaangazia uajabu kwa wakaazi wa Sebleni wa Jamila kuendelea kukaa kwa Hamduni"}
{"text": "Anajua msimamo wa jamila Ameridhika kwa pendo lake"}
{"text": "Wimbo wa pili"}
{"text": "Amempa kibali awaeleze wanasebleni kinachomfanya aendelee kukaa na Duni ili waache kumtafuta au kuingilia mapenzi na ndoa yao"}
{"text": "Wimbo wa tatu"}
{"text": "Kiitikio cha Jamila kwa nyimbo za Duni na anauimba kimoyomoyokilichomuweka kwa duni ni mapenzi"}
{"text": "Tashhisi"}
{"text": "Sauti tu ndogo ya paka atafutaye riziki katika madebe ya taka ingeliweza kusafiri mitaa kadhaa kwa mapana na marefuunyamavu usiku duni anaporudi"}
{"text": "Paka walimuona hana thamani mbele ya yale madebe ya taka waliyokuwa wakiyasasambura"}
{"text": "Sauti ilipenya katika kila dirisha na kupanda katika kila roshani ya nyumba hizi"}
{"text": "Siku zote ghasia na zogo la ukorofi wake zilivuka paa la nyumba yao na kuteremka chinikusikika"}
{"text": "Sasa uso wake unabeba simanzi tupu kila wakati hata akiwa usingiziniDuni anavyomuona Jamila"}
{"text": "Moyo ulimwia vigumu kuusalitikutokubali ushauri"}
{"text": "Wazo lake lilivuka mipaka na kutowezekana kwa jamilala salim"}
{"text": "Lile vukuto na vundo la kilevi likawa la mwanzo kuingia ndani na kuzagaa ukumbini"}
{"text": "Teke lilimtupa jamila kwenye kochi"}
{"text": "Utohozi"}
{"text": "Ofisiniwanakofanya kazi wakazi wengi wa Sebuleni"}
{"text": "Bendejiiliyofungwa kwenye mkono wa Jamila"}
{"text": "Kochijamila alikotupwa na teke la Duni"}
{"text": "Hotelialikowahi kufanya kazi duni na kupata uzoevu wa upishi"}
{"text": "Mabeseniduni alikoweka nguo nyeusi na nyeupeumakini"}
{"text": "Kalendamwaka"}
{"text": "Kozi"}
{"text": "Methali"}
{"text": "Dua la kuku halimpati mwewematusi ya wanasebleni hayakumwathiri Duni kiasi cha kumbadilisha"}
{"text": "Tabia haigangikiugumu wa kubadilisha tabia ya Duni"}
{"text": "Ni kweli kwamba usilolijua ni usiku wa gizaunaweza kukimbia matatizo ukakabiliwa na mabaya zaidi"}
{"text": "Chuku"}
{"text": "Kwa kila baada ya adabu moja aliyopewa alizidisha vituko viwili"}
{"text": "Alimpiga mkewe kama ngoma ya kimanga popote"}
{"text": "Ambao roho zawazongozoka mbichi kwa kukutakawana wapenzi makubwa kwake"}
{"text": "Kila aina ya tusi la ndani na nje alilijua yeye ungedhani kasomea kozi maalum yamhayo"}
{"text": "Almuradi kila aina ya ukorofi alikuwa nao bwana huyu akishalewa"}
{"text": "Alimuona kazamisha kichwa chake kwenye mto uliorowa machozi duni anavyomuona jamila baada ya kuamka kabla yake"}
{"text": "Daima usingizi wake ni wa machovu na ukiwa"}
{"text": "Mapishi ya duni yalimfurahisha jamila na mara zote alikuwa anajisahau kula kiasi chake ni lazima avimbiwe tu uzuri wa mapishi"}
{"text": "Msemo"}
{"text": "Mlevi si mtusalimkejeli"}
{"text": "Taswira"}
{"text": "Sebleni nyumba nyingi ni za ghorofa"}
{"text": "Nidahasiyahi"}
{"text": "Maskini Jamila machozi yalimtokaDuni kumhurumiamsikitikia kwa madhila anayopitia"}
{"text": "Msalie mtume mwanetu wee"}
{"text": "Aste aste baba Dunikejeli"}
{"text": "Lo Hata naye mlevi anajua thamani ya kusamehewa"}
{"text": "Mwisho wa haya utakuwa lini ya Rabi"}
{"text": "Balagha"}
{"text": "Hadi liniataishi na mumewe mleviataendelea kuvumilia"}
{"text": "Hadi lini Duni ataendelea kurudi nyumbani chakari na wimbo wake huu"}
{"text": "Mwisho wa haya utakuwa lini ya Rabi"}
{"text": "Kwani duni alikuwa mwanamume pekee katika dunia hii ya Mungu"}
{"text": "Nawe uendelee kubakia matesoni"}
{"text": "Siku yenyewe ni ipi hasaambayo mumewe angetambua makosa yake na kubadilika"}
{"text": "Kwa nini akukongeshe mot0to ungali mbichi hapo ulipo Kwani kakununua shoga"}
{"text": "Nipigane"}
{"text": "Kama hii ni jahanamu iwapi hiyo pepo nyingine katika dunia hiiJamila"}
{"text": "Nini teena Kwani waadhani naataka kusaidiwahaoni lililo jema"}
{"text": "Unasema nini Duni Nani amekwambia kwamba mimi unanihusudijamila anapomwona Duni akiathirika sana kwa anayomtendea"}
{"text": "Ni wanawake wangapi wa aina yake ambao wanafanyiwa anavyofanyiwa na mume wake"}
{"text": "Sitiari"}
{"text": "Iweje hasa kinda kama jamila akubali kuendelea kusinginwa ndani na dume duni kama hilimchangakejeli"}
{"text": "Kama utaweza kumkimbia shetani huyu basi mimi niko tayari kuenda na wewe popotechuku"}
{"text": "Kwa nini huikimbii jahanamu hii"}
{"text": "Kejeli"}
{"text": "Iweje hasa kinda kama jamila akubali kuendelea kusinginwa ndani na dume duni kama hili"}
{"text": "Mlevi si mtuSalim"}
{"text": "Mbinu rejeshi"}
{"text": "Jamila alikuwa ameolewa miaka miwili iliyokuwa imepita"}
{"text": "Duni alikuwa na uzoevu wa upishi kwa kufanya kazi kama mpishi wa hotelialiwahi kufanya kazi hotelini"}
{"text": "Tashbihi"}
{"text": "Alimpiga mkewe kama ngoma ya kimanga popote apatapoinayopigwa kwa nguvu kwa vigongo"}
{"text": "Akatae kuadhibiwa kama mwana asiye na kwao"}
{"text": "Kinaya"}
{"text": "Pengine hii ndiyo sababu ya kuzuka wenye huruma tele nyoyo si huruma bali ni upotoshajiuchocheziushauri mbaya"}
{"text": "Wimbo wa taarabu wa dunikuwekewa zogoyeye ndiye anawawekea wanasebleni zogo kwa mwenendo wake"}
{"text": "Kusema jamila ameridhika"}
{"text": "Mapenzi kumweka jamila"}
{"text": "Kuahidi angeacha ulevi na ilikuwa vigumu kutimiza miezi miwili"}
{"text": "Salim kijana mtanashati ni rafiki wa chanda na pete wa duni aliye mlevi kupindukia"}
{"text": "Takriri"}
{"text": "Walifika pahala pa kumshauri asikubali Kabisa asikubali"}
{"text": "liliokuweka oo kuweka wimbo wa kwanza na wa mwisho"}
{"text": "Meridhika oo meridhika"}
{"text": "Ajibika oo ajibika"}
{"text": "neno kwa neno ngumi kwa ngumishoga Ramlawapigane na watukanane"}
{"text": "Madhali ndoa ni mkataba ufungao urafiki wa kitambo basi na uvunjwe ikiwa huo urafiki haukupatikana na badala yake pana vitashangazi"}
{"text": "uduni wa duni haukuwa katika maeneo haya ya jikoni"}
{"text": "Mdokezo"}
{"text": "Hai Du wajiionaje"}
{"text": "Kwani hata alithubutu kumgusa mkono wake mara"}
{"text": "Watu wamelalaHaya basi sikusaidii najua unaweza kila kitu"}
{"text": "Mja wa laanambwa miye mimimie"}
{"text": "Nisamehe mke wangumimi mume wako mimi  mja wa laana"}
{"text": "Imekuwa kama ni kosa kuolewa na mimi"}
{"text": "UnipigeNipige jamila uniueNilipizie halafu unisamehe"}
{"text": "Imekuwa kama ni kosa kuolewa na mimi"}
{"text": "Uwili"}
{"text": "Duni alizidisha vituko viwili"}
{"text": "Walikuwa wameoana kwa miaka miwili"}
{"text": "Mateso aliyopitia ni ya miaka miwili"}
{"text": "Jamila alipoamka na kumkuta mumewe akilia walikumbatiana na kukaa chumbani kwa muda usiopungua saa mbili"}
{"text": "Uzungumzi nafsia"}
{"text": "Hizi nitazifua jioniduni baada ya kuroweka nguo za rangi nyeupe na zile nyeusi"}
{"text": "Maskini mwangalie na umwone jamila hivi alivyomaskini mtazame sasa namna alivyobadilika wajihi wake"}
{"text": "Taharuki"}
{"text": "Hatima ya Duni ilikuwaje"}
{"text": "Jamila aliendelea kuvumilia hata baada ya kuona hakubadilika"}
{"text": "Jamila alimwambia Duni kuhusu fitina ya Salim"}
{"text": "Kama alimwambia urafiki wa Salim na Duni ulikuwaje baada ya kusikia alimsaliti"}
{"text": "Majazi"}
{"text": "Jamilawema au hisani anamtendea mumewe licha ya makosa anayomfanyia"}
{"text": "Dunikitu hafifu au cha thamani ya chinikujidunisha kwa ulevi na tabia zinazoandamana nao"}
{"text": "Seblenimahali m pa kupumzika nyumbanikupumzika usiku wakati wanasumbuliwa na Duni"}
{"text": "7Kanda la Sufi"}
{"text": "Maudhui"}
{"text": "Mimba ile kwa Masazu ilikuwa kanda la sufianachukulia kuwa hawajibiki"}
{"text": "Uaminifu katika kutimiza ahadi"}
{"text": "Uwajibikajijukumu la ulezi"}
{"text": "Babake Sela mzee Butali anadhani walimu pekee ndio wanapaswa kuwajibishwa kwa wanafunzi kupoteza mwelekeo lakini hata yeye anawajibika kwani lazima kuwe na ushirikiano wa wazazi na waalimukuwaachia walimu majukumu yote ya kutunza watoto wa kike"}
{"text": "Pia anafikiri mama ndiye aliye na wajibu mkubwa wa kumuelekeza mtoto wa kike lakini wazazi wote wawili wana jukumu sawa"}
{"text": "Mama anajua tatizo lazima liwajibikiwe na wazazi wawili"}
{"text": "Uwajibikaji katika miongoni mwa vijanawote wawili wana jukumu la kuzuia kupata mimbaChris kumlaumu na kumnyooshea Sela kidole kwa kumuuliza kwa nini hukujikinga"}
{"text": "Sela alikuwa na wajibu wa kiutu na moyo wake uliyeyushwa na huruma alipomuona mja akitesekawema uliponza"}
{"text": "Mwalimu mkuu kuwaandikia wasichana waliopata mimba barua za mapendekezo ili wapeleke katika shule za kutwa walizochagua kuhakikisha wanaendelea na masomo"}
{"text": "Mwalimu mkuu Margaret anasema kuna umuhimu wa kuwajibikia vitendo vyetu"}
{"text": "Usalitiuaminifu"}
{"text": "Rozina halati ya Kadogo si mwaminifu kwa kuwapatia Masazu na Sela Kadogo bila idhini ya wazazi wa Selawanaoshirikiana na wengine kutenda maovu"}
{"text": "Masazu kutaka kukana mimba ya Sela si yake"}
{"text": "Elimu"}
{"text": "Bi Margaret anathamini elimu kwa kuonelea Sela arudishwe katika shule ya kutwa"}
{"text": "Mapenzi shuleni huathiri elimu ya wanafunzi hususan wasichana"}
{"text": "Ujingaulimbukeni na athari zake"}
{"text": "mapenzi hupofushakuguswa sana na barua za Chriskudanganyika kwa urahisi na kukubali kufanya mapenzi bila kinga hata bila kupimwa kubainisha kama wana magonjwa ya zinaa kuamini kwa urahisi mtu kijana asiyemjua"}
{"text": "Sela alisikia wasichana wengine wakizungumzia barua walizotumiwa na wavulanashinikizo la wanarika"}
{"text": "Taasubi ya kiume"}
{"text": "Babake Sela kulaumu mama Sela anapopata mimba"}
{"text": "Kuwafukuza"}
{"text": "Masazu kutumia sera kama chombo cha kujiburudisha"}
{"text": "Umaskini"}
{"text": "Mzee Butali kusema Sikutumia hela zangu mimi katika elimu hadi nikaitwa pangu pakavu"}
{"text": "Sela alikaa nyumbani akikitunza kitoto katika ufukara wa pale nyumbani"}
{"text": "Mama Sela hangeweza kukinunulia kitoto nguo ilibidi matambara yatumiwe kukivisha"}
{"text": "Masazu kufanya kazi ya kuvuna mkonge na pesa anazopata zinatosha kulipa kodi na kununulia chakula"}
{"text": "Makao dunichumba kimoja tu"}
{"text": "Umaskini wa vijanaMasazu hangemudu utaratibu wa kimila kwenda kwa wazazi wa Sela kuasi utamaaduni"}
{"text": "Tabia ya kutojali miongoni mwa wanafunzi"}
{"text": "Hawajali umaskini wa wazazi angaa wasome wainue hali yao"}
{"text": "Hawajali maisha yao ya baadaye"}
{"text": "Hawajali afya zao"}
{"text": "Vikwazo kwa wanaotaka kufunga ndoa"}
{"text": "Urasimu wa ndoa"}
{"text": "Masazu hangemudu utaratibu wa kwenda kwa wazazi wa Sela"}
{"text": "Ndoa haramuukengeushi"}
{"text": "Sela kumfuata Masazu Dafina na kuishi kama mke na mume"}
{"text": "Wanaume kuishi na wanawake bila kuwa wameoanaCome we Stay"}
{"text": "Uasi wa Vijana"}
{"text": "Masazu na Sela kutoomba kubali wachukue mtoto"}
{"text": "Radhi za wazazi ni fimbo kubwa ukizikosa"}
{"text": "Athari ya mapenzi katika umri mdogoshuleni Mimba zisizotakikana na athari zake"}
{"text": "Mapenzi ya shuleni si mara nyingi hudumu"}
{"text": "Kusababisha uzinifu"}
{"text": "Mapenzi ni matamu lakini mtu akiyapapia huwa machungu kama shubiri"}
{"text": "Hufanya mtu kuathririka kimasomo"}
{"text": "Mgogoro baina ya Sela na Masazu"}
{"text": "Mgogoro kati ya wazazi wa SelaSela na mamake kufukuzwa nyumbani"}
{"text": "Mzee Butali kumlaumu mkewe"}
{"text": "Sela na Kadogo kufa maji dimbwini"}
{"text": "Ndoa za mapema na haramu"}
{"text": "Umuhimu wa kujitunza mtu akiwa kijana"}
{"text": "Kufukuzwa shuleni"}
{"text": "Migogoro baina ya wazazimama kulaumiwa"}
{"text": "Hofumaisha yangechukua mkondo gani"}
{"text": "Uavyaji mimba"}
{"text": "Kusumbua wazazi wanapoitwa shuleni"}
{"text": "Kupoteza muda wa masomo wakiandikiana au kusoma barua"}
{"text": "Kukosa utulivu"}
{"text": "Majutomzo wa majuto ulimwandama"}
{"text": "Kuathirika na kutoweza kutunza makini shuleniMasazu"}
{"text": "Mila na desturi"}
{"text": "Kuzuia Masazu na Sela kuoana"}
{"text": "Wanaamua kuiba mtoto kwa Masazu kushindwa kumudu utaratibu wa kawaida wa kwenda kwa wazazi wa Sela"}
{"text": "Kina mama kulaumiwa binti wakipoteza mwelekeo"}
{"text": "Nafasi ya mwanamke"}
{"text": "Amepewa jukumu la ulezimamake Sela kualaumiwa"}
{"text": "Kumlea mjukuu wake"}
{"text": "Wanaowajibikamwalimu mkuu"}
{"text": "Wenye mapuuzawasiojaliSela"}
{"text": "Vyombo vya kujiburudisha vya wanaumeSela"}
{"text": "Watetezimama kumtetea Sela"}
{"text": "Kadogo ni kielelezo cha watoto wanaoteseka kwa ajili ya makosa ya wazazi wao"}
{"text": "Ni jasiri"}
{"text": "Umuhimu wa mtoto"}
{"text": "Kiungo muhimu kati ya uhusiano kati ya mke na mume"}
{"text": "Kutoa mzazi upweke"}
{"text": "Kumpa mzazi shughuli"}
{"text": "Mapenzi"}
{"text": "Ya Masazu kwa Sela"}
{"text": "Sela kumfuata baada ya masomo waishi kama mke na mume"}
{"text": "Ya Masazu na Sela kwa binti yao Kadogokumwendea"}
{"text": "Mama Sela kumlea Kadogo kama mwanawe"}
{"text": "Mzee Butali kumwelimisha Sela japo ni maskini"}
{"text": "Wanakijiji kumwombea Sela na mamake msamaha kutoka kwa mzee Butali"}
{"text": "Butali anawapenda mkewe na Sela kwa kuwaonea huruma na kuwarejesha nyumbani"}
{"text": "Kumrudisha Sela shuleni"}
{"text": "Mwalimu mkuu kwa wanafunzi wajawazito"}
{"text": "Ulaghaiudanganyifu"}
{"text": "Masazu kudanganya Sela kuwa ni mgonjwakichwa kinamuwanga"}
{"text": "Kumwarifu Sela kuwa alihisi kichefuchefuwanapotoka katika ofosi ya sista"}
{"text": "Barua walizoandikiana ziliwasilisha ahadi za kweli na za uongo"}
{"text": "Ukiona cha mwenzio chanyolewa chako tia majitunaweza kupatwa na yanayopata wenginemzee Butali hakuwahi kufikiria hali kama ile ingetokea nyumbani mwake"}
{"text": "Ujinga"}
{"text": "Ulimbukeni katika mapenzi kusabaisha wasichana wengi kupata mimba wakiwa shuleni"}
{"text": "Kufanya mapenzi bila kinga ilhali wangeambukizana magonjwa ya zinaa"}
{"text": "Kukutana na mtu usiyemjua na kuishia kufanya mapenzi naye bila kujali maisha yake ya awali"}
{"text": "Udhabiti wa msimamo"}
{"text": "Mzee Butali hakulegeza msimamo waondoke nyumbani licha ya Sela na mamake kulia"}
{"text": "Huruma"}
{"text": "Huruma kumwingia na aliwarudisha jamaa zake nyumbani kwa majuto makuu"}
{"text": "Ushauri"}
{"text": "Wazee kumshauri Butali yakimwagika hayazoleki"}
{"text": "Afanye kama alivyoelekezwa na mwalimu mkuu"}
{"text": "Subira"}
{"text": "Ukosefu wa subira miongoni mwa vijana"}
{"text": "Subira katika mapenzingono kabla ya ndoa"}
{"text": "Kusubiri watimize taratibu kabla ya ndoa"}
{"text": "Kusubiri wamalize masomo"}
{"text": "Matatizo yanayokumba sekta ya elimu"}
{"text": "Mahusiano wa kimapenzi baina ya wavulana na wasichana"}
{"text": "Wanafunzi wasichana kupata mimba"}
{"text": "Kufukuzwa shuleni na kupoteza muda wa masomo"}
{"text": "Kuathiri wenzao na kuiga tabia kama hizo"}
{"text": "Kutojali miongoni mwa wanafunzi"}
{"text": "Ukosefu wa karo"}
{"text": "Ujasiri"}
{"text": "Mamake Sela kumtetea anapofukuzwa"}
{"text": "Busara"}
{"text": "Mamake Sela anajua maji yakimwagika hayazoleki"}
{"text": "Unafiki"}
{"text": "Chris kuketi akiwa ameshikilia kichwa kana kwamba kingemdondoka"}
{"text": "Maumizi la lugha"}
{"text": "Chuku"}
{"text": "Kanda la sufimzigo wa mwenzio ni kanda la sufi"}
{"text": "Kwake usiku ule ulikuwa mwaka"}
{"text": "Mpito wa kikonokono wa wakati"}
{"text": "Masazu kusoma barua mara ya kwanza akarudia mara ya pili na ya tatu"}
{"text": "Tashhisi"}
{"text": "Mambo haya mawili yaliendelea kuungana kuhujumu mkakati wao wakati kusonga polepole na hali ya hewa"}
{"text": "Matone ya mvua yaliyokuwa yakipenya baina ya majani ya mwembe waliojikingia mvua yalitoa sehemu yayo ya hujumakuwalowesha"}
{"text": "Mabasi yalikuwa yameanza kuingia huku yakiendelea kutapika wanafunzikuwashukisha wanapoenda katika shule ya kina Sela ya Askofu Timotheo kulikokuwa na tamaasha za muziki na drama"}
{"text": "Saa sita usiku kiza kilikuwa kimeuma kila mahaliusiku wanaoendea Kadogo"}
{"text": "Mara nyingine maji ya kutoka mitini yalianguka kwa matone mazito na kuhujumu Kadogo"}
{"text": "Akajitahidi kujiopoa lakini utelezi miguuni ukamzidi nguvu"}
{"text": "Utelezi ule ukamzoa pamoja na mtoto na kumbwaga majinikuonyesha jinsi Sela na Kadogo walivyoangamia"}
{"text": "Balagha"}
{"text": "Huoni tayari tumesimama hapa kwa muda mrefuMasazu akimwambia Sela"}
{"text": "Kwa hiyoSela"}
{"text": "Huyu si mtoto wetu sisi wawili"}
{"text": "Je ni kwa nini sisi huwaletea watoto shulenibabake Sela anamwambia mwalimu mkuu"}
{"text": "Mama gani anayemtazama mwana anageuka afriti"}
{"text": "Sikutumia hela zangu mimi katika elimu hadi nikaitwa pangu pakavukuonyesha umaskini"}
{"text": "Baba Sela nani kasema huu ni msiba wangumamake Sela"}
{"text": "Mdokezo"}
{"text": "Kwa hiyoSela Masazu anapomwambia wamekaa chini ya mwembe kwa muda mrefiu"}
{"text": "Sijambo Sijui wewesista akijibu salamu za Sela"}
{"text": "Rozina Rozina Rozinaa amkaSela akimwita Rozina baada ya kuona kuwa Masazu hakufaulu"}
{"text": "Nahau"}
{"text": "Sikutumia hela zangu mimi katika elimu hadi nikaitwa pangu pakavumaskini"}
{"text": "Moyo ulimsisimkaMasazu kumuona Sela na kuingiwa na mapenzimoyo wake kumpenda"}
{"text": "Kingewaborongea mkakatikama kadogo angeamka kilio chake kingewaharibia mpango wao wa kumchukua"}
{"text": "Ingawa sisi hufanya tuwezayo kuwalinda wanetu tabia zao hutupiga chenga hutukwepamwalimu mkuu anawaambia wazazi wa wasichana waliokuwa na mimba"}
{"text": "Kinaya"}
{"text": "Shule anayosomea Sela ni ya dini ambako wanaendeleza shughuli zao kwa utulivu na ustaarabu huku wakizingatia maadili ya hali ya juu ilhali Sela anapata mimba"}
{"text": "Shule anayosomea Masazu inaitwa lenga juu ilhali analenga mapenzi na kutia wasichana mimba"}
{"text": "Sela kupata mimba licha ya babake kuwa mkali"}
{"text": "Sela kupata mimba licha yake kuonekana kuwa msichana anayewajibika"}
{"text": "Utohozi"}
{"text": "Dramamichezo ya kuigiza"}
{"text": "Mabasi ya shule ngeni"}
{"text": "Kliniki mahali pa wanafunzi kutibiwa shuleni"}
{"text": "Sistadaktari wa kliniki aliye mtawa wa kikatoliki"}
{"text": "Ofisiniya sista daktari"}
{"text": "Glasi ya majialiyopeewa Masazu kumezea vidonge viwili"}
{"text": "Kiberiti cha gesihewa iwakayo moto cha Masazu cha kuwashia sigara anachotumia Masazu kumulikia"}
{"text": "Tashbihi"}
{"text": "Kama chui aliyelivizia windo lake na sasa limetokea akajiandaaMasazu anapomwona Sela katika pitapita zake katika shule ya kina Sela na kujiandaa kumtongoza"}
{"text": "Alitunza barua ile kama uhaiSela iliyokuwa imepuliziwa maashichuku pia"}
{"text": "Kiapo cha Masazukuchomeka kidole chake cha shahada ardhini na kumwambia mapenzi yake kwake ni ya dhati  kikalegeza kiwiliwili chake Sela mithili ya mbwa anayekabiliana na chatu macho kwa machokumfanya akubali penzi"}
{"text": "Ulimwengu ulivurugika akawa kama tiara inayopeperushwa na upepo ikaenda arijojoSela kuathirika kwa kupata mimba"}
{"text": "Nidaha"}
{"text": "Pole Chrisakimliwaza kwa maumivu"}
{"text": "Kijusi kilikuwa kimetungikaSela alikuwa na mimba"}
{"text": "Naam naam shemeji MasazuRozina akimwitika Masazu"}
{"text": "AhsanteMasazu akimshukuru Rozina"}
{"text": "Sadfa"}
{"text": "Sela anapotaka kuingia kwa sista kumwarifu kuhusu Masazu naye sista alikuwa akitoka"}
{"text": "Hapakuwa na wanafunzi wengine katika kliniki ndiposa Masazu akaweza kumtongoza Sela"}
{"text": "Kupitapita kwa Masazu katika shule ya Askofu Timotheo kusadifiana na Sela kutokea ambaye moyo wake unampenda"}
{"text": "Tanakali"}
{"text": "Alikataa katakatakurudi katika zahanati Sela anapohofu angezidiwa"}
{"text": "Kroo Kroo Kroo Za vyura usku wa kuendea Kadogo"}
{"text": "Pata pata pata Masazu na Sela wakipita kwenye maji na matope wakirudi baada ya kumchukua Kadogo"}
{"text": "Kadogo alikuwa amelala fofofo alipoendewa"}
{"text": "Sitiari"}
{"text": "Barua ile ilikuwa parafujo fulani moyoni mwa Selailimgusa sana kwa kutowahi kupokea barua nyingine kutoka kwa mvulana"}
{"text": "Boma la mzee Butali kugeuka na kuwa jahanamukuwa na zogo na fujo baada ya kutoka shuleni"}
{"text": "Methali"}
{"text": "Yajapo yapokeeChris kwa Selasi tatizo lakehalimhusu"}
{"text": "Mimba ile kwa Masazu ilikuwa kanda la sufimzigo wa mwenzio ni kanda la sufi"}
{"text": "Mpango uliokuwapo ulikuwa usiku wa gizaSela na wasichana waliokuwa na mimba kutojua hatima yao baada ya kuelekezwa wasubiri katika chumba cha mapokezi"}
{"text": "Uchungu wa mwana aujuaye ni mzazimamake Sela"}
{"text": "Maji yakimwagika hayazolekialielewa baada ya ushawishi wa wazee"}
{"text": "Kichekotashtitikejeli"}
{"text": "Vicheko vya chini kwa chini vilianguliwa na wanafunzi"}
{"text": "Ishara"}
{"text": "Giza tanzia ambayo ingetokeaSela na Kadogo kufa maji kwa kutumbukia kidimbwini"}
{"text": "Takriri"}
{"text": "Rozina Rozina Rozina Masazu akimwita halatiye Kadogo usiku ule wamemwendea Kadogona Sela"}
{"text": "Taswira"}
{"text": "Ilibidi matambara yatumiwe kukivisha kitotokuonyesha umaskini wa wazazi wa Sela"}
{"text": "Walifika mahali mti ulikuwa umeanguka na majani kukingama njiani"}
{"text": "Mara wakafika sehemu ambapo njia ilikuwa pana lakini kulikuwa na jiti lililoangushwa katikati"}
{"text": "Palikuwa na dimbwi la maji lililotuama pale"}
{"text": "Akawa tayari keshaelekea pale na kujikuta katia mguu majini yamemzagaa na kumfika magotini yanatishia kumsomba"}
{"text": "Mbinu rejeshi"}
{"text": "Tunaelezwa jinsi mapenzi kati ya Sela na Masazu yalipoanza wakati wa tamaasha za muziki na drama katika shule ya kina Sela"}
{"text": "Sadfa"}
{"text": "Sela na sista kukutana mlangoni wakati amempeleka Masazu akatibiwe"}
{"text": "Utatu"}
{"text": "Sela na mamake kukaa kwa jamaa yao kwa majuma matatu"}
{"text": "Sela kukaa nnyumbani kwao kwa muda wa miezi mitatu akitunza kitoto chake"}
{"text": "Majina ya wanafunzi watatu kuitwa na mwalimu mkuu wafike ofisini mwake"}
{"text": "Taharuki"}
{"text": "Masazu alifaulu kuwaokoa Sela na Kadogo"}
{"text": "Alipofaulu kuwaokoa walikuwa wafu au wazima"}
{"text": "Au wote watatu walikufa maji"}
{"text": "Rozina aliwaambiaje wazazi wa Sela baada ya kuamka na kukuta Kadogo hakuweko"}
{"text": "Masazu aliwafahamisha wazazi wa Sela kuhusu maafa yaliyotokea"}
{"text": "8Shaka ya mambo"}
{"text": "taharuki"}
{"text": "Kutokuwa na uhakika wa jambo au jambo la kutuhumiwa"}
{"text": "Kuna shaka ya mambo kama Esther aliendelea na masomo kwa kusomea usekretari kwani hana pesa"}
{"text": "Kama Kamata alikuwa anampenda yeye au alikuwa na mapenzi na Grace"}
{"text": "Ukaribu kati ya Kamata na Grace ulikuwa wa kutia shaka"}
{"text": "Esther alitoka kwa mzee Mwinyi na kwenda kupanga chumba chake"}
{"text": "Alihama madaraka na kupanga nyumba yao na Kamata"}
{"text": "Alibadilishiwa zamu na Grace"}
{"text": "Miadi muhimu sana aliyonayo Grace ni ya kutiliwa shaka"}
{"text": "Shaka kama Grace na Kamata walikuwa shule moja na iwapo waliishi Buruburu na wazazi wao"}
{"text": "Mtu ambaye Grace anaenda kukutana naye ni Kamata au mtu mwingine"}
{"text": "Yawezekana ndio walipanga abiria aende mkahawani wamshtue kwa tangazo aharakishe asahau pesa"}
{"text": "Shaka kama Kamata alimpata abiria aliyeacha bunda la pesa au ndege ilikuwa imeondoka"}
{"text": "Kama Grace na Kamata walimpatia mzungu pesa walizopatiwa na Esther"}
{"text": "Kama Grace alikuwa anapewa lifti tu na Kamata au walikuwa na mpango wa kwenda kustarehe pamoja kama wapenzi"}
{"text": "Kama Kamata anampenda Esther jinsi Esther anavyompenda kwa kutompitia Esther mahali pa kazi na kutopokea simu zake hata kuzikata"}
{"text": "Kuna shaka Grace anapomwita Kamata mpenzi kama ni utani tu au ni kweli Kamata anamkonyezea jicho"}
{"text": "Shaka kuwa anakataa kumbadilishia zamu ali apate muda mwingi wa kuwa na Kamata"}
{"text": "Shaka Grace anapomwomba Esther aendelee na zamu yake hadi usiku ana miadi muhimu sana Nairobini ukweli au ataka wakutane na Kamata"}
{"text": "Shaka kuwa Grace kutobmbadilishia zamu kama anapenda kufanya kazi hadi usiku ama anataka wawe pamoja na Kamata"}
{"text": "Kuna shaka kwa nini Kamata anakataa waende disko na Esther badala yake waende katika vilabu kama huko ndiko hata Grace anataka apelekwe na Kamata hataki wakutane"}
{"text": "Kuna shaka ya Kamata kukata simu ya Esther kama ni kwa kutotaka aijibu wakiwa na Grace asije akajua ana mpenzi mwingine"}
{"text": "Umaskini"}
{"text": "Familia ya Grace kushindwa kumsomesha kozi ya uhazili na kuachiwa jukumu la kujisomesha mwenyewe"}
{"text": "Heshimautu wema"}
{"text": "Mvulana kumwinukia Esther kiti na kumkaribisha akae katika matatu akielekea kazini"}
{"text": "Esther kumshukuru kwa kusema  Ahsante"}
{"text": "Balagha"}
{"text": "Ugeni au usasa ganiheshima ya kuinuka huitwa na watu wengine usasa"}
{"text": "Kwani zamani wavulana hawakuwapa heshima wasichana"}
{"text": "Hicho ndicho kitu kigeni hapa Afrika"}
{"text": "Kamata anampenda kwa dhati"}
{"text": "Kamata kweli anamjali au naye anshughulika kutafuta pesa"}
{"text": "Kweli Kamata angeinuka na kumpisha yeye Esther kiti"}
{"text": "Sasa upo ulakini hapo"}
{"text": "Kazi gani hii ya kuamka alfajiri siku sita kwa wiki na kujisukuma garini macho yamejaa usingizi"}
{"text": "Sijui amekuja kazini leo kukaribia saa sita na Kamata hajafika hajafika"}
{"text": "Anaumwa"}
{"text": "Ujinga"}
{"text": "Esther kuamini Kamata angempa abiria asiyemjua pasa ilhali hajamweleza wasifu wake"}
{"text": "Unafiki"}
{"text": "Grace kusema Kamata atampa lifti na hataki amcheleweshe"}
{"text": "Kamata kumwambia Grace atangulie kwenye gari na akishampa abiria pesa angeenda waondoke"}
{"text": "Ulaghaiudanganyifuutapeli"}
{"text": "Kamata ni tapeli wa mapenzi na pesa"}
{"text": "Kamata kusema apewe pesa ampelekee abiria na abiria wapo hapo"}
{"text": "Grace kumwambia Esther ampe Kamata pesa ampelekee"}
{"text": "Subira"}
{"text": "Anataka Kamata astahimili kidogo lakini ndio hivyo wanaume hawana subira"}
{"text": "Vijana hawana subira Esther anataka waishi pamoja na Kamata kama mke na mume kabla ya ndoa"}
{"text": "Anasastarehe"}
{"text": "Esther ana hamu ya kuenda na Kamata disko kama wafanyavyo vijana wengine"}
{"text": "Kamata anashughulika na kutafuta pesa na starehe"}
{"text": "Madhira ya abiria wa ndege"}
{"text": "Kucheleweshwa"}
{"text": "Safari kuahirishwa"}
{"text": "Kutosikia safari zao zikitangazwa na watangazaji kutisha abiria kimakusudi"}
{"text": "Kufanya kazi muda mrefusiku sita kwa wiki"}
{"text": "Tamaa"}
{"text": "Esther ana tamaa ya pesa asomee usekretari"}
{"text": "Kamata ana tamaa ya wasichana"}
{"text": "Kamata na Grace wana tamaa ya pesa ndiposa wanatumia ulaghai kupata pesa zilizoachwa na abiria"}
{"text": "Uhuru"}
{"text": "Esther anataka asomee usekretari kazi itakayokuwa na uhuru zaidi"}
{"text": "Amekuja Nairobi kutafuta uhuru lakini mzee Mwinyi anamchunga kama mtotoyeye ni amana yaokitu cha thamani mtu anachopewa na mwingine ili amtunzieudhibiti wa mwanamkekuchungwa ili wasiharibike kitabia"}
{"text": "Uaminifu"}
{"text": "Kamata si mwaminifu kwani ana mpenzi mwingine zaidi ya Esther anayeitwa Grace aliye mkuu wa Esther kazini katika mkahawa ulio katika uwanja wa ndege"}
{"text": "Grace amekosa kumtimizia Esther ahadi ya kumtoa zamu ya kuanzia asubuhi saa kumi na mbili angembadilishia zamu kila mwezi wa pili na angeingia kazini mchana saa nane na kutoka usiku"}
{"text": "Esther ni mwaminifu kwa vile mteja anaposahau pesa anazishika upesi na kutoka mkahawani kumpelekea lakini hamuoni"}
{"text": "Ni mwaminifu katika mapenzi kwa vile anampenda Kamata anamfikiria na kupanga watakavyoishi baadaye naye"}
{"text": "Ukarimu"}
{"text": "Esther kumshikia Grace zamu yake"}
{"text": "Ukengeushi"}
{"text": "Vijana kuishi pamoja kama mke bila kuwa wameoana"}
{"text": "Utamaaduni"}
{"text": "Wanawake hawaheshimiwi na kuwaheshimu ni usasa"}
{"text": "Matatizo ya wafanyakazi"}
{"text": "Kuamka alfajiri siku sita kwa wiki na kujisukuma garini macho yangali yamejaa usingizi"}
{"text": "Kutobadilishiwa zamu"}
{"text": "Hangeuliza kwani angefanya hivyo angefikiriwa kuwa mtu matata"}
{"text": "Mishahara duni"}
{"text": "Matumizi ya lugha"}
{"text": "Tashhisi"}
{"text": "Mvua ya siku iliyopita ilimbembeleza na kumlaza usingizi mtamu"}
{"text": "Kuchanganya ndimi"}
{"text": "Jommo Kenyatta international airportanakofanya kazi Esther"}
{"text": "Mombasa road barabara gari lililoingia"}
{"text": "Utohozi"}
{"text": "Usekretariuhazili ambao Esther angesomea baada ya kupata pesa za kutosha"}
{"text": "Kupiga taipu"}
{"text": "Kompyuta"}
{"text": "Dola elfukiasi cha pesa ambacho Esther alikisia abiria aliacha"}
{"text": "Huduma za kiofisi"}
{"text": "Kaunta ya mkahawa"}
{"text": "Airportuwanja wa ndege"}
{"text": "Nambariya gari"}
{"text": "Liftiambayo Grace anadai anapewa na Kamata"}
{"text": "Tiketi"}
{"text": "Diskoambako Esther ana hamu ya kwenda na Kamata"}
{"text": "Wikianafanya kazi siku sita kwa wiki"}
{"text": "Dola hamsiniambazo zilitakikana chuoni kama rubuni ili Esther aweze kusomea kozi ya uhazili"}
{"text": "Mbinu rejeshi"}
{"text": "Esthre alitoka kwao miezi mine iliyopita na kwenda Nairobi"}
{"text": "Babake Esther alikuwa akifanya kazi Nairobi miaka ya sabiniAliamua kurudi kwao baada ya mzee Jommo Kenyatta kufariki mwaka wa 1978 miaka mitano kabla ya Esther kuzaliwa"}
{"text": "Tashbihi"}
{"text": "Anachungwa kama mtoto kama alivyochungwa nyumbani"}
{"text": "Takriri"}
{"text": "Lakini pesa Kila kitu pesa"}
{"text": "Mtu hawezi kupiga hatua duniani bila pesa Kuzaliwa kunahitaji pesa Kuolewa pesa Kuzaliwa kunahitaji pesa"}
{"text": "Msemo"}
{"text": "Wanaume hawana subira"}
{"text": "Kicheko"}
{"text": "Esther kumuuliza Grace kama ana mpenzi akicheka"}
{"text": "Grace kucheka anapoulizwa hivyo"}
{"text": "Mdokezo"}
{"text": "Ndiyo nimebahatika lakiniEsther akiwazakupata usafikiri kumpeleka hadi kazini"}
{"text": "Hapana nna mengi ya kufanya kabla ya kukutana na  kabla ya miadi yanguGrace anapoambiwa na Esther itakuwa mapema"}
{"text": "Esther sina wakati Mimi lazima niondo"}
{"text": "Taswira"}
{"text": "Kamata kutokea akiwa amevaa suti ya bluu shati la manjano hafifu na tai ya kijivujivu uso wake ukingara kwa furaha na pia kwa kupakwa mafuta ya kulainisha ngozi"}
{"text": "Nidaha"}
{"text": "Kamata Hajui anamfikiriaje yeye Esther"}
{"text": "Taharuki"}
{"text": "Kamata alipokuwa hapokei simu ya Esther kwa kuikata au kuacha ikatike"}
{"text": "Alikuwa wapi"}
{"text": "Kamata alifanikiwa kumpata mteja aliyesahau fedha"}
{"text": "Esher aligundua uhusiano uliopo kati ya Kamata na Grace"}
{"text": "Kama aligundua alifanyaje"}
{"text": "Hisia zake ziliathirika kiasi gani"}
{"text": "Esther alifanikiwa kutimiza ndoto yake ya kusomea usekretari"}
{"text": "9Maskini babu yangu"}
{"text": "Maskinikihisishi cha kuonyesha huruma"}
{"text": "Kuuguakushikwa na maradhi Fulani uzeeni"}
{"text": "Kusingiziwa kuwa mwizi wa mtoto"}
{"text": "Kusingiziwa kuwa mchawi"}
{"text": "Kupigwa kuuawa na kuteketezwa na umma"}
{"text": "Utamaduni"}
{"text": "Watantele wanawake kujitandia mitandao na kuvalia mavazi marefu yaliyositiri maradufu viwiliwili"}
{"text": "Utabaka na athari zake"}
{"text": "Sakata ina makabila mawili tu maskini na matajiri"}
{"text": "Watu wa mjini na watu wa shambani"}
{"text": "Huduma bora za kijamii zinapatikana mijini kama vile hospitali bora"}
{"text": "Ubandia wa uhuru"}
{"text": "Haukuleta manufaa kwa watu wote"}
{"text": "Uozo"}
{"text": "Ukabila ufisadi na hongo babu anasema ni vipengee halisi vya maisha ya binadamu"}
{"text": "Bidii"}
{"text": "Babu kutotaka kuacha mifugo wake aende akatembee mjini Alitembea kwa kuraiwa sana"}
{"text": "Idili ya babake katika jeshi la polisi kusababisha apandishwe cheo hadi mrakibu wa polisi"}
{"text": "Ndoa"}
{"text": "Kati ya watu wenye asili mbalimbali"}
{"text": "Ndoa ya babake na mamake msimulizi kupingwa na pande zote mbili"}
{"text": "Heshima kwa wazazi"}
{"text": "Babake msimulizi anajali babake kwa kumchukua kuja kutibiwa mjini"}
{"text": "Ubaguzi"}
{"text": "Ndoa kati ya Watantele na Wamindi na makabila mengine nchini subu ni nadra"}
{"text": "Ndoa ya babake na mamake msimulizi kupingwa na pande zote mbili"}
{"text": "Babu Maende na babu Tandeka mamaZuhura Kimbaumbau"}
{"text": "Wazazi hawana ubaguzikuna maelewano kati ya mababu na bibi na babu kutembeleana"}
{"text": "Umaskini"}
{"text": "Mtaa wa Madongo eneo la Kochokocho kuwa na watu wa asili mbalimbali"}
{"text": "Hali zao za maisha ni duni"}
{"text": "Taswira ya nyumba"}
{"text": "Wanawake kukaanga samaki kandokando ya barabara na kuwauzia wapita njia"}
{"text": "Kina mama kuuza chapatti zilizokaukiana na mandazi makavu"}
{"text": "Ukatiliuchukuzi wa sheria mikononi"}
{"text": "Msimulizi ana nywele za singasingaWakitembea mitaa ya Kochokocho wanavamiwa na Watantele"}
{"text": "Walipaswa kumpeleka babu Maende kwenye vyombo vya sheria ili ibainike kama alikuwa amefanya makosa"}
{"text": "Alisingiziwa kuiba mtoto na kumlogaMtoto mtantele umemtoa wapi Wee Waacha Unawezaje kumpata mjukuu wa kitantele Mchawi huyu amemroga mtoto mpaka akamwita babu yake Mwizi wa mtoto"}
{"text": "Kumpiga kumuua na kumteketeza Mama mmoja kumnyaka kibao shavuni Mchomeni moto Mwekeni tairi"}
{"text": "Matatizo ya uzeeni"}
{"text": "Babu kushikwa na maradhi fulani ya uzeeni"}
{"text": "Ujasiri"}
{"text": "Babake na mamake msimulizi wanavunja miiko ya kutoolewa na kabila lingine"}
{"text": "Wanapinga mila potovu na kuanzisha ujenzi wa jamii mpya isiyo na ubaguzi"}
{"text": "Utamaduni"}
{"text": "Mamake kukulia Kisubu na kuimba nao nyimbo za kitamaaduni"}
{"text": "Huko madongo msimulizi aliwaona wanawake waliojitandia mitandio na kuvalia mavazi marefu"}
{"text": "Matumizi ya lugha"}
{"text": "Mbinu rejeshi"}
{"text": "Mamake msimulizi Zuhura kimbaumbau ni Mtantele kutoka Kitolo Walihamia nchi ya Sakata huko Kabucheka kituo cha biashara miaka ya sitini babake alikuwa na duka la reja rejakuonyesha msimulizi ana usuli mseto babu Maende kuumeni na babu Tandeka kuukeni"}
{"text": "Msimulizi anatukumbusha Jumamosi babu yake aliuawa wakiwa naye"}
{"text": "Katu sikutaka kukumbuka Miaka ishirini imepita tangu yalipotokea yaliyotokea"}
{"text": "Rekodi za santurialikosikia babu mtaa wa kochokocho ukiimbwa ndipo akataka wakautembelee"}
{"text": "Takriri"}
{"text": "Sikutaka kutazama nyuma kupiga darubini nyuma kukumbuka nyuma"}
{"text": "Kila siku kila siku kochokochowimbo wa rekodi"}
{"text": "Nilijiwaza kwamba hayakuwa yalikuwa yalikuwa hayakuwayalitokea au hayakutokea"}
{"text": "Yale yamesimama yamesimama wima yamesimama wima kwa rehema za Mungu"}
{"text": "Nahau"}
{"text": "Kujitonesha donda akitazama nyumakujikumbusha msiba uliokwisha na kusahauliwa"}
{"text": "Shikia shokoababake msimulizi alimlazimisha babu aingie katika gari la Toyota Corolla ampeleke mjini hospitalini"}
{"text": "Nilipiga unyendemsimulizi kupiga mayowe kwa kuona babuye akishambuliwa na umati"}
{"text": "Jamani Jijini kuna maisha ya kukatisha tamaa sanababu alipoona umaskini wa madongokupotezesha matumaini"}
{"text": "Tashhisi"}
{"text": "Donda ndugu lililokataa kusikia dawakisa cha mauaji ya babu yake kuosahaulika"}
{"text": "Shinikisho la wenzangu kutaka niandike limenisakama kupindukiakumlazimisha"}
{"text": "Nyumba yetu kutawaliwa na vicheko tabasamufuraha babu anaposema amepata nafuu kiasi"}
{"text": "Wauzaji kuwa na kazi kubwa kuliwinga wimbi kubwa la nzi waliotaka kula uhondohali ya uchafu katika soko huko madongo"}
{"text": "Mtaa wenye mabanda yaliyoinamiana na kuoneana imani"}
{"text": "Yale yamesimama yamesimama wima yamesimama wima kwa rehema za Mungu"}
{"text": "Ukata uliokuwa umewafunika na kuwafanya wa kabika moja la wachochole"}
{"text": "Kuta za mbavu za mbwamabati yaliyojifunika libasi ya kutu"}
{"text": "Majazi"}
{"text": "Kochokochomahali kuliko na vituko vingi hasa eneo la Madongoporomoka"}
{"text": "Madongoporomokakwenye nyumba za udongo ambazo hubomoka hasa wakati wa mvuamakao duniumaskini"}
{"text": "Mdokezo"}
{"text": "Donda ndugu lililokataa kusikia dawa"}
{"text": "Chuku"}
{"text": "Sakata ina makabila arobaini kama wengine waaemavyo yapo makabila mawili tu maskini na matajiri"}
{"text": "Ukata uliokuwa umewafunika na kuwafanya wa kabika moja la wachocholehali mbaya ya umaskini"}
{"text": "Meno yangu karibu kudondoka kwa hasira nilizokuwa nazo nikijaribu kumtafuna mwanamke aliyemnyaka babu kibao shavuni"}
{"text": "Mnuko ulioweza kulipua puaharufu mbaya huko madongo"}
{"text": "Kitanga changu cha mkono kilizama katika bahari ya kitanga chake babu kikubwa"}
{"text": "Mabandalabda yanaweza kuanguka kwa upepo wa mtu apigaye mbinjakuonyesha udhaifu wayo"}
{"text": "Kidimbwi cha jasho kikawa kinajisawiri kwenye ncha ya mwanzi wa pua yakebabu kuogopa"}
{"text": "Nilipiga unyende nikalia machozi mpaka yakanikauka"}
{"text": "Ndoa ya babake na mamake msimulizi ilikuwa ndoa moja katika maelfukuonyesha ubaguzi ukabila"}
{"text": "Methali"}
{"text": "Yaliyopita hupishwaanaonelea anastahili kusahau tanzia ya babuye"}
{"text": "Kinolewacho hupatamama yake kurithi mila za Wasubu"}
{"text": "Utohozi"}
{"text": "Ekari tanoshamba babu yake alilomiliki"}
{"text": "Mwekeni tairigurudumu ili achomwe"}
{"text": "Hospitalinimjini ambako babu alipelekwa akatibiwe"}
{"text": "Balagha"}
{"text": "Kwao wapibabu"}
{"text": "Kwao mashambani au vijijini"}
{"text": "Yaani mtu kwao hakuwezi kuwa jijini"}
{"text": "Mtu atasemaje haya ninayosema kuhusu mama yangu ni uongo"}
{"text": "Mama yangu hakuwa mtoto wa Kitantele aliyelelewa katika mazingira yaliyomzunguka na kunga na kaida za Wasubu"}
{"text": "Mdokezo"}
{"text": "Ingawa mimi nilifurahi hadi msimulizi kufurahi babu alipopelekwa mjini akapelekwe hospitali ya jiji"}
{"text": "Unyende wangu ulipotelea kwenye mzozo uliotokota nje"}
{"text": "Tashbihi"}
{"text": "Wamindi kuoana na makabila mengine hutokea kwa tukizi kama kupatikana kwa mwanasiasa mwadilifu uongozi mbaya"}
{"text": "Vilango vilivyosimama vizingitini kama vibua vya mtamaa vinavyosubiri kuangukamakao duni"}
{"text": "Ulimi wake ulikuwa mwepesi kusarifu kisubu kama mwenyejiwa mamake msimulizi"}
{"text": "Taswira"}
{"text": "Tope jeusi vichochoro kujaa tope fodogoo na kila aina ya uozouchafu mwingi"}
{"text": "Mabanda yaliyoinamiana na kuoneana imani"}
{"text": "Kuta za mbavu za mbwa mabati yaliyojifunika libasi ya kutu"}
{"text": "Kina mama kuuza chapatti zilizokaukiana na mandazi makavu na maembe dodo"}
{"text": "Vitoto vingi vya maji ya kunde Viwili vitatu ndivyo vilikuwa vyeusi kuliko masizi ya chungu cha nyanya wa kabucheka"}
{"text": "Nidaha"}
{"text": "Salaala Mbona wasirudi kwao wakaishi maisha ya maana kidogo"}
{"text": "Jamani Jijini kuna maisha ya kukatisha tamaa sanababu alipoona umaskini wa madongo"}
{"text": "Utohozi"}
{"text": "Rekodi za santurialikosikia babu mtaa wa kochokocho ukiimbwa ndipo akataka wakautembelee"}
{"text": "Tabaini"}
{"text": "Si siahi si mayowe si miluzi almuradi fujo moto mmoja"}
{"text": "Taharuki"}
{"text": "Kwa nini kina mama wanaofanana na msimulizi wanamtumbulia macho kama waliona kioja"}
{"text": "Nini kilifanyika baada ya babu kuuuawa"}
{"text": "Wauaji walijulikana"}
{"text": "Walichukuliwa hatua gani"}
{"text": "Hatima ya ndoa ya wazaziye msimulizi ilikuwaje baada ya kukataliwa"}
{"text": "Msimulizi alijulikana alikotoka vipi baada ya babu yake kuuawa"}
{"text": "Kinaya"}
{"text": "Baba ya msimulizi ni mrakibu wa polisi ilhali baba yake anauawa kinyama kwa kupigwa na kuchomwa moto"}
{"text": "Babu Maende japo anaugua ilhali hataki kwenda Pilka kutibiwa bali alilazimishwa"}
{"text": "Kuuawa baada ya kupona ugonjwa uliomleta siku moja tu kabla ya kurejea kwake"}
{"text": "Kuambiwa ndoa ilipingwa na pande zote mbili kisha kuna maelewano kati ya mababu na bibi na babu kutembeleana"}
{"text": "10Ndoa ya samani"}
{"text": "Ndoa kutojengwa kwa misingi ya mapenzi ya dhati bali malisamani"}
{"text": "Kuangalia mtu badala ya utu"}
{"text": "Abu anaghairi kumwoa amali na kurudi Arabuni"}
{"text": "Wazazi kuingilia ndoa za watoto na kuishia kuzivunja kwa tama zao"}
{"text": "Umaskini kuwa kikwazo cha mafanikio ya mtu"}
{"text": "Matatizo ya ndoa za matabaka tofautiutabaka kuwa kikwazo katika ndoa"}
{"text": "Utabaka"}
{"text": "Kijijini kulikuwa na watu tajiri na maskini Kina Abu ni maskini na kina Amali ni wa tabaka la katisi maskini wala tajiri"}
{"text": "Ujinga"}
{"text": "Amali kufanyiwa maamuzi na mamake yanayoishia kumponza"}
{"text": "Kumfilisi mwamamume anayekusudia kuolewa naye"}
{"text": "Kutojua tamaa mbele mauti nyuma"}
{"text": "Utunzaji"}
{"text": "Abu kutotapanya mali aliyoipata"}
{"text": "Unyenyekevu"}
{"text": "Ukwasi haukumpa takaburi"}
{"text": "Ukarimu"}
{"text": "Kuwajengea wazazi nyumba nzuri anaheshimu wazazi"}
{"text": "Kutoa mahari kabla ya kuoa"}
{"text": "Kusaidia baadhi ya jamaa kupata kazi arabuni"}
{"text": "Kuwaajiri marafiki"}
{"text": "Ubinafsi"}
{"text": "Mamake amali kutohusisha wazazi wa abu katika mipango ya arusi"}
{"text": "Kutofikiria maisha ya bintiye bali ataka ajipatie mali"}
{"text": "Bidii"}
{"text": "Abu anatufahamisha hakuwa mzembe"}
{"text": "Alifanya kila sambuli ya kazi"}
{"text": "Akajijengea chumba cha msonge kilichokandikwa kwa udongo taswira"}
{"text": "Akaweza kujipatia chakula na kujinunulia nguo"}
{"text": "Arabuni anafanya kazi ya uhamali ambayo inamtajirisha"}
{"text": "Tamaa"}
{"text": "Ya mama Zena mamake Amali"}
{"text": "Upuuzaji wa majukumu"}
{"text": "Babake Amali mzee Kadiri kutomdhibiti mkewe na kutotoa kauli yake"}
{"text": "Utamaushi"}
{"text": "Nilitamaukakukata tamaa baada ya posa yake kukataliwa"}
{"text": "Utamaaduni"}
{"text": "Mila ya mahari kuwa kikwazo cha vijana kufunga ndoa kwa sababu ya umaskini"}
{"text": "Mjomba kuhusishwa katika suala la ndoa"}
{"text": "Nyimbo za ndoa"}
{"text": "Utozaji wa bwana arusi pesa aendapo kumchukua bibi arusi"}
{"text": "Nafasi ya mwanamke katika jamii"}
{"text": "Chanzo cha matatizo ya mwanamke mwenzake au kikwazo cha mafanikio yao"}
{"text": "Wana usemisautibabake amali kushauriana na mama zena anapoelezwa na mjomba wa Abu lengo la ujumbe wao"}
{"text": "Mfanya maamuzi badala ya mwanamme au wanaodhibiti waume zao Amali hataki kuolewa tena sijui kama utaweza mahari waongo"}
{"text": "Yoyote yaliyoamriwa kwake babake Amali yalikuwa mamoja"}
{"text": "Nyenzo ya kiuchumi"}
{"text": "Wapotoshajikumpotosha amali aitishe mali"}
{"text": "Kiumbe duni kisichoweza kujidhibitibabake kutaka amali aolewe asizalie nyumbani"}
{"text": "Wananyimwa haki ya kujiamlia mambo yao"}
{"text": "Wabaguzi"}
{"text": "Wabinafsi"}
{"text": "Wana tamaa wapenda makuumama Zena"}
{"text": "Imani kwa Mungu"}
{"text": "Abu baada ya posa yake kukataliwa na kuamua kusahau mambo ya kuoa alimwomba Mungu ampe mke mwema ambaye angempenda jinsi alivyo"}
{"text": "Uadilifu"}
{"text": "Mwone mtoto amejihifadhi katulia kwao wala si kiguu na njiaAmali"}
{"text": "Ulevi"}
{"text": "Fahami na jamaa wengine walikuwa wakifaidi mairungimiraaalipomwambia waende nyumbani"}
{"text": "Umaskini"}
{"text": "Sina sinani nikiulizwa siungami"}
{"text": "Abu alisaka kibarua kwa walalaheri na walalahoi"}
{"text": "Jamaa zake wa karibu walikuwa hohehahe"}
{"text": "Kijiji kwao walikuwa maskini waliokuwa wakipigiwa mfano"}
{"text": "Amali nilikuwa fukara wa kutupwa"}
{"text": "Matumizi ya lugha"}
{"text": "Utohozi"}
{"text": "Sutialiyovaa Abu kujiandaa kwa arusi"}
{"text": "Motokaainayombeba Abu siku ya arusi"}
{"text": "Hospitaliabu alikotakiwa kufanyiwa uchunguzi Abu kabla ya kusafiri Arabuni"}
{"text": "Kampuni ya uchukuzi iliyokuwa imemwajiri huko Arabuni"}
{"text": "Pasipoticheti alichohitaji ili kwenda arabuni"}
{"text": "Mita mia mbilinyumba bi arusi alikokuwa kutoka mahali walipoegesha gari"}
{"text": "Nahau"}
{"text": "Baada ya kutajirika akaamua kujaribu bahati yake ya kuuasi ukaperakuoa"}
{"text": "Sikuwaacha mkonohakuwapuuza au kuwatenga marafiki zake wa zamanialiwaajiri"}
{"text": "Nilikata shauripale aliamua kusahau mambo ya kuoa na kuomba Mungu ampe mke mwema ambaye angempenda jinsi alivyo"}
{"text": "Walikuwa wamefurahi ghaya ya kufurahibinamu mdogo wa Abu na jamaa yake kufurahia arusi kupindukia"}
{"text": "Nimezama katika bahari ya lujamawazo mengi akiwa garini kuelekea kwa bi harusi"}
{"text": "Alitimiza mahitaji hayo yote shingo upandebila hiarikujilazimisha"}
{"text": "Mamake kungangania mtoto wake aandaliwe arusi ya ndovu kumla mwanaweya kukata na shokakubwa"}
{"text": "Sikuwa mwenye navyotajiri"}
{"text": "Ilifika mahali fulani nikaamua kupata jikokuoa"}
{"text": "Nilitamaukakukataa tamaa baada ya posa yake kukataliwa"}
{"text": "Nilikata shauri kusahau mambo ya ndoa kwa mudaniliamua"}
{"text": "Usife moyo mwanangu ndoa hupangwa binguniusikate tamamjomba baada ya posa kukataliwa"}
{"text": "Abu alisaka kibarua kwa walalaheri na walalahoimaskini na matajiri"}
{"text": "Jamaa zake wa karibu walikuwa hohehahemaskini"}
{"text": "Nilikuwa nimeshakata kauliAbu kuamua kutomwoa amali kwani hampendi ila anapenda mali yake"}
{"text": "Misemo"}
{"text": "Sina sinani nikiulizwa siungamiumaskini"}
{"text": "Chuku"}
{"text": "Bahari ya kitandakitanda kikubwa sana"}
{"text": "Mlangoni nilikaribishwa na harufu ya manukato iliyozidi kiasi cha kukera pua badala ya kunukia"}
{"text": "Nyimbo za kina mama kuhanikiza janibu zote"}
{"text": "Miteteo mitamu yenye uwezo wa kukilainisha chochote hata kiwe kigumu kama almasi"}
{"text": "Nilikuwa fukara wa kutupwa"}
{"text": "Kijiji kwao walikuwa maskini waliokuwa wakipigiwa mfano"}
{"text": "Mbinu rejeshi"}
{"text": "Jinsi alivyokuwa maskini miaka saba nyuma"}
{"text": "Alipiga darubini nyuma huko mambo yalikoanzia kiasi cha kujikuta katika hali hiyomtanzikokufikiria kwa kina jinsi alivyopelekwa na mjombake kumposa amali mamake akakataa posa yake"}
{"text": "Taharuki"}
{"text": "Nini kinasababisha wasiwasi wa msimulizi"}
{"text": "Baada ya abu kuondoka shamra shamra za ndoa ziliendelea au zilikoma"}
{"text": "Sababu ya abu kuvunja ndoa ilijulikana"}
{"text": "Amali aliolewa au aliendelea kukaa maisha ya ukapera hadi kifo chake"}
{"text": "Abu alioa mwanamke mwingine au alighairi kabisa kuoa"}
{"text": "Takriri"}
{"text": "Wimbohongera mwanangu eeh hongera a Mama uchungu mama uchungu"}
{"text": "Kula kwa taabu kuvaa kwa taabuumaskini"}
{"text": "Kupata vitu hivyo nilikuwa nimejikalifu ziada ya kujikalifuamefipata kwa shidakifurushi cha majani chai sukari na marashi"}
{"text": "Mipango ya ndoa kukamilika hadi kufikia siku ya sikusiku ya arusi"}
{"text": "Taswira"}
{"text": "Vitu vingi nyumbani alikuwa amevinunua yeye"}
{"text": "Majilisi ya kiarabu"}
{"text": "Vimeza vidigividogo vya vioo"}
{"text": "Zulia la kiajemi"}
{"text": "Zinga la jokovu"}
{"text": "Runinga kubwa ya rangi"}
{"text": "Bahari ya kitanda"}
{"text": "Godoro kubwa mito miwili mikubwa"}
{"text": "Shuka za kitanda na foronya zimepigwa darizi kwa nyuzi za rangi ya dhahabutamaa ya Zena"}
{"text": "Akajijengea chumba cha msonge kilichokandikwa kwa udongo"}
{"text": "Amali haachi ushungi na anavaa mavazi ya sitaradecent"}
{"text": "Amali kumpelekea orodha ya vitu alivyovitaka kwa ajili ya arusi Alipendekeza anunue samani kutoka Arabuni akadai mikufu pete hata herini mkoba mzima wa nguo majora na vitambaa na doto za kanga"}
{"text": "Mtoto kaumbika si haba Ukiongeza kujipondoa pamoja na michoro ya hina mikononi na miguuni"}
{"text": "Tashbihi"}
{"text": "Uzuri wa amali ulikuwa aula kama hizo pesaadimu"}
{"text": "Miteteo mitamu yenye uwezo wa kukilainisha chochote hata kiwe kigumu kama almasi"}
{"text": "Kinaya"}
{"text": "Mzee kadiri anataka amali amwondokee nyumbani asije akazalia huko ilhali hakatai msimamo wa mama ambao ulisbababisha bintiye asiolewe"}
{"text": "Kinaya abu kutoa mali nyingi amwoe amali kisha kumtelekeza siku ya ndoa"}
{"text": "Kukataa kumwoa ilhali makosa si yake bali amepotoshwa na mamake"}
{"text": "Kusifu urembo na tabia yake na anaishia kutomwoa ilhali amepotoshwa na mamake"}
{"text": "Nidaha"}
{"text": "La hashaAbu kukataa hakuwa bahili kwa kutimiza mahitaji ya mama zena shingo upande bali aliuona ni ubadhirifu"}
{"text": "Abu Changamka nawe Hii ni siku yako etibinamuye"}
{"text": "Potelea pote Liwalo na liwe"}
{"text": "Tashhisi"}
{"text": "Amali sidhani kapenda kuolewa nami sikumwoa mimi bali ameolewa na mali yangu"}
{"text": "Mlangoni nilikaribishwa na harufu ya manukato iliyozidi kiasi cha kukera pua badala ya kunukia"}
{"text": "Gari letu liliyabinginya masafa polepole"}
{"text": "Mdokezo"}
{"text": "Wimbotuhangaike naye"}
{"text": "Methali"}
{"text": "Atafutaye hachoki na akichoka keshapata"}
{"text": "Ya kesho ajua Mungu"}
{"text": "Ndoa hupangwa binguni"}
{"text": "Kejeli"}
{"text": "Nilipata tetesi alikataa posa yake kwa kuwa hakuwa na uwezo wa kujilisha mwenyewe seuze binti yake"}
{"text": "Majazi"}
{"text": "Mzee kadiriasiye na msimamo"}
{"text": "Amalikitega uchumi kama kazi"}
{"text": "Balagha"}
{"text": "Mimi si yule waliyenikataa kabla sijenda arabuni"}
{"text": "Kweli kinzani"}
{"text": "Abu kutajirishwa na kazi ya uhamali"}
{"text": "Nyimbo"}
{"text": "Wa kwanzabwana arusi ana majukumu mengi"}
{"text": "Pilikujifungua si jambo rahisi na mwanamke anapojifungua hupongezwa"}
{"text": "11Tazamana na mauti"}
{"text": "Athari na furaha kupita kiasikutojidhibiti kwa furaha kuhusu jambo kwaweza kusababisha hasarakufurahia ndoto yake kutimia"}
{"text": "Furaha kumfanya Lucy aendeshe gari bila makini kisha kupata ajali na kuaga dunia"}
{"text": "Falsafausikoke moto kabla ndege hujamtia mikononi"}
{"text": "Alitembea jiji hilo London ili kuliambia kwamba msichana mbichi na tajiri anakuja ili jiji lijitayarishe kumpokea hatimaye majivuno"}
{"text": "Bidii"}
{"text": "Ya kupata anachokitaka"}
{"text": "Upumbavu"}
{"text": "Crusoe lulaghaiwa na Lucy kwa urahisi na kuamini kuwa anampenda bila kuchunguza"}
{"text": "Tamaa"}
{"text": "Ya kwenda London"}
{"text": "Kuwa tayari kutumia ulaghai kuingia London kama vile kujifanya mtalii mwanafunzi mkimbizi nk"}
{"text": "Ya utajiri"}
{"text": "Atafanya kazi za siri kwa vile wanaolipwa mshahara hawaruhusiwi kufanya kazi"}
{"text": "Unafiki"}
{"text": "Hampendi crusoe bali anataka kuingia London na kadhalika mali yake"}
{"text": "Anataka mali anapomtunza"}
{"text": "Furaha ya Lucy hata kutokwa na machozi ya mamba si shukrani ya dhati"}
{"text": "Ana hamu ya afe haraka Hamu ya kutaka mzee yule afe ilizidi maradufu Angemuua lakini aliogopa sheria"}
{"text": "Elimu"}
{"text": "Mtazamo finyu kuhusu elimu"}
{"text": "Haiwafaidi watu sanahaimtajirishi mtu"}
{"text": "Upotoshaji kuhusu maisha ya ulaya"}
{"text": "Habari pauni 40 hazitoshi kumtunza msafisha choo kazi ni kungangania balaa"}
{"text": "Uhaba wa kazi"}
{"text": "Anajua kwamba hapa pao nchi ya firauni siku hizi hangepata hata hiyo kazi ya tonge la ugali sikwambii muluki"}
{"text": "Ukengeushi"}
{"text": "kuolewa na mzee"}
{"text": "Ubahili"}
{"text": "mtu bahili na mtunzaji kama yeye atazizalisha pauni arobaini ziwe elfu arobaini chuku"}
{"text": "Matumainikutokata tamaa"}
{"text": "Miaka mingi kupita bila kwenda uingereza lakini hajakata tamaa"}
{"text": "Alijiaminisha kuwa kila alichokitaka hukipata"}
{"text": "Yeye siku moja ataiona London"}
{"text": "Lini ataiona London hakukata tamaa japo jibu ni gumu"}
{"text": "Matumizi ya lugha"}
{"text": "Uhuishi"}
{"text": "Alitembea jiji hilo ili kuliambia kwamba msichana mbichi na tajiri anakuja ili jiji lijitayarishe kumpokea hatimaye"}
{"text": "Minyororo ya kufungika kwa hamu ya uingereza ilizidi kuufunga moyo waketamaa kuzidi"}
{"text": "Ndoto ya lucy ya miaka mingi kupevuka na kujikopoa nje ya akili yake kuiona imesimama mbele yake kwa dhahiri"}
{"text": "Jiko la chini na juu linamwambia mwenzake asogee huko"}
{"text": "Huku akiacha tabasamu yake imemganda mzungu moyoni mwake"}
{"text": "Kiu ya kuenda London ilikuja kumkaa mionikooni ikamchagiza kama vile kiu ya mtu aliyekuwa akisafiri Jangwani kwa miaka mingi bila kugundua maji"}
{"text": "Tashbihi"}
{"text": "Kiu ya kuenda London ilikuja kumkaa mionikooni ikamchagiza kama vile kiu ya mtu aliyekuwa akisafiri jangwani kwa miaka mingi bila kugundua maji"}
{"text": "Lakini wakishafanya hivyo humpita kama upepo wa kibunga na kumwacha yeye mgonjwa wa tamaa"}
{"text": "Nguo na mavazi aliyonunuliwa juzijuzi ni kama aliyonunuliwa mwaka mzima"}
{"text": "Utohozi"}
{"text": "Sinemafilamualikokuwa akiona Wingereza"}
{"text": "Pauni arobaini kwa wikimshahara wa mkimbizi uingereza wa juma"}
{"text": "Televisheni frijimiongoni mwa vifaa ambavyo lucy amesikia wakimbizi hupewa na serikali"}
{"text": "Picha zinazotembeakatika filamu"}
{"text": "Kuchanganya ndimi"}
{"text": "Squaresviwanja vya nafasi huko"}
{"text": "Love in Londonmchezo uliokuwa ukionyeshwa katika filamu"}
{"text": "Balagha"}
{"text": "Kuonyesha ulaghai watu wanaotumia kuingilia mataifa ya magharibi"}
{"text": "Ajifanye mgonjwa mahututi na maradhi yake hayatibiki hapa pao"}
{"text": "Ajifanye anakwenda kusoma"}
{"text": "Tokea lini mtalii mifuko yake iwe mitupu"}
{"text": "Huyo mwanamume kutoka uingereza atakayekuja kumwoa yeye yuko wapi"}
{"text": "Nani atakayetoka uingereza kuja kumwoa yeye"}
{"text": "Vipi Lucy ataingia uingereza"}
{"text": "Kama si peponi huko ni wapi"}
{"text": "Waliosoma anawaona nao wamepata nini"}
{"text": "Kufa kwa mzee huyo si kuko karibu tuwakati amechoshwa na siku kusonga polepole"}
{"text": "Lini angepata nafasi ya kupenya kwenye chungio na kudondokea uingereza"}
{"text": "Taswira"}
{"text": "London barabara zake pana zinazojaa magari na watu pomoni wanaokwenda na kurudi kike kwa kiume vijana na wazee wote waliovaa kifahari na kitajiri maduka mengi yaliyopachanapachana ambayo hujaa bidhaa za kila aina"}
{"text": "Mdokezo"}
{"text": "Muziki na hasa madisko na sinema"}
{"text": "Pumzi zinanisongaCrusoe ana ugonjwa"}
{"text": "Mtaji mkubwa unaohitajika mtu awe nao kama anaenda kusoma"}
{"text": "Kesho kutwawaende kwa wakili akaandikishwe utajiri wote wa Crusoe"}
{"text": "Akajionala hapanakutoamini angerithi mali yote ya Crusoe"}
{"text": "Sitiari"}
{"text": "Tama ya kwenda London kuitwa kiu"}
{"text": "Wewe umegeuka sungura aliyezikosa zabibu"}
{"text": "Ni peponiuingereza"}
{"text": "Eti wanaiita jahanamuwanaoharibia uingereza jina"}
{"text": "Mbinu rejeshi"}
{"text": "Juzi amemaliza shule ya upili ya juu yaani kidato cha sita lakini hakufaulu vizuri"}
{"text": "Hakujali kutofaulu vizuri kwa sababu hakuwa na hamu ya masomo Hataki riziki kama waliosoma ataka mulukimali nyingi"}
{"text": "Nahau"}
{"text": "Kazi yake lucy ni kumkanda na kumsinga mafuta mafuta na mafuta ya mgongo wa chupa unafiki"}
{"text": "Takriri"}
{"text": "Siku ingia siku toka miezi pita miezi rejeamuda mrefu kupita bila kufanikiwa kwenda Uingereza"}
{"text": "Chuku"}
{"text": "Lucy kumtunza Crusoe mara mbili kama si tatu ya zamaniasikose urithi maana akaribia kufa"}
{"text": "Kumwacha yeye mgonjwa wa tamaa"}
{"text": "Nguo alizonunuliwa juzijuzi tu ni kama alizonunuliwa mwaka mzima"}
{"text": "Viatu havina idadi"}
{"text": "Hawezi hata kutema mate mzee wa watu"}
{"text": "Mtu bahili na mtunzaji kama yeye atazizalisha pauni arobaini ziwe elfu arobaini"}
{"text": "Sadfa"}
{"text": "Lucy kuwa na tamaa ya kwenda Uingereza kusadifiana na Crusoe kutokea na kumsaidia kwenda hukoakipanda ngazi kuelekea sinema"}
{"text": "Akamwahidi angempa zawadi baada ya sinema kwa kumzuia asianguke anaposhikwa na ugonjwashukrani ukarimu"}
{"text": "Lucy kuahidiwa kuandikishwa mali na anapoenda mjini hakurudi tena Kupata ajali na kupoteza roho yake na maiti kuhifadhiwa katika chumba cha kuhifadhia maiti"}
{"text": "Misemo"}
{"text": "Watasema mchana na usiku watalalahawawezi kumwathiri"}
{"text": "Mafuta ya mgongo wa chupa kujifanya anampenda"}
{"text": "Mapenzi ya kurambishwa asali moja kwa moja kutoka sega la asali"}
{"text": "Kupaka rangi mbaya uingerezakuienezea sifa mbaya"}
{"text": "Tafsida"}
{"text": "Angemlazaangemuua Crusoe"}
{"text": "Hawezi kumchangamsha kwa namna yoyote"}
{"text": "Ndiyo ni mwanamume asiye na nguvu ya aina yoyote lakini ana utajiri"}
{"text": "Kinaya"}
{"text": "Crusoe kumshukuru Lucy akidai hajapata kumwona mwanamke mwenye imani kama yeye"}
{"text": "Ana bahati kuliko wazee wote wenye umri kama wake kukutana na msichana mwenye huruma kama yeye"}
{"text": "Kutamaani Crusoe afe haraka kumbe ndiye anatangulia na ndoto yake kushindikana"}
{"text": "Taharuki"}
{"text": "Baada ya Lucy kufa nani alirithi mali ya Crusoe"}
{"text": "Alizikwa wapi"}
{"text": "Siri kwmba hakumpenda Crusoe ilijulikana au alikwenda nayo kaburini"}
{"text": "12Mwana wa darubini"}
{"text": "Kananda kuomba asaidiwe na darubini kwa kutoweza kukaribia nyumba ya Mwatela amuone Mwakitawa"}
{"text": "Kujiridhisha nafsi yake kwa kumwangalia mtoto wake"}
{"text": "Kananda kumwita mwanawe mwana wa darubini"}
{"text": "Maudhui"}
{"text": "Utambuaji wa makosa na toba"}
{"text": "Mwatela kumwandikia Kananda barua ya kumwomba msamaha"}
{"text": "Nimebaini nimekosa mwisho wa kosa"}
{"text": "Katika vita baina ya ubaya na wema wema daima hushinda"}
{"text": "Angemlipa maovu aliyomfanyiafidia kwa kumpa nyumba ya kifahari"}
{"text": "Kujitolea kumwelimisha Mwakitawa mpaka afike alikotaka"}
{"text": "Wakili amtafute"}
{"text": "Atie sahihi makublianokufuata hatua za kisheria"}
{"text": "Ufarikishaji"}
{"text": "Kuzuia Mwakitawa wakutane na mamake kudai ni adui na amepanga kumteka nyara adai pesa 2000000 amwachilie"}
{"text": "Asipomlipa atamuua"}
{"text": "Achezee nyumbani"}
{"text": "Akampa silahakisu na manati"}
{"text": "Adhabukisasi kwa maovu"}
{"text": "Mwatela kufutwa kazi kwa ulevi"}
{"text": "Mtoto wake kufa"}
{"text": "Mkewe kuchomeka"}
{"text": "Kulipa fidia"}
{"text": "Kuugua"}
{"text": "kufa"}
{"text": "Ulevi na athari zake"}
{"text": "Kupiga mkewe na kusababisha nyumba yake kukosa amani"}
{"text": "Kumbaka yaya wake au kutokuwa mwaminifu katika ndoakwa mkewe"}
{"text": "Kufutwa kazi"}
{"text": "Dhuluma dhidi ya wanawake"}
{"text": "Kananda kubakwa"}
{"text": "Kulaghaiwa"}
{"text": "Kutoroshwa nchi yake"}
{"text": "Kunyanganywa mtoto"}
{"text": "Kuoza bila hiari kwa mtu asiyempenda"}
{"text": "Kuuzwa utumwani"}
{"text": "Migogoro"}
{"text": "Kupiga mkewe wakati wa ugomvi"}
{"text": "Basi mwite mwakitawa sasa hivi na umwambie ukweli kwamba alikuwa anaua mama yake mzazi"}
{"text": "Ubwana na utwana"}
{"text": "Bwana na bibi Mwatela walimwajiri Kananda kama yaya"}
{"text": "Umaskini na athari zake"}
{"text": "Wazazi wa Kananda walikuwa miongoni mwa akina pangu pakavu waliokuwwa umma mkubwa nchini"}
{"text": "Wazazi wa Kananda kushindwa kumpeleka shuleni"}
{"text": "Kusababisha kananda aendelee kufanya kazi kwa Mwatela na kumsababishia madhila"}
{"text": "Kushindwa kusaidia Kananda kudai haki kupitia vyombo vya sheria"}
{"text": "Imani kwa Mungu"}
{"text": "Kananda kuendelea kumwomba Mungu siku moja amwonee huruma amkutanishe na mwanawe"}
{"text": "Aliamini siku moja Mungu angemkutanisha na mwanawe"}
{"text": "Mapenzi ya dhati"}
{"text": "Kananda kwa mwanawe"}
{"text": "Kujitahidi kumtafuta"}
{"text": "Ami yake mbao kusaidia kananda kupata darubini"}
{"text": "Mwatela kuendelea kumpenda mkewe hata baada ya kuchomeka na kuharibika sura"}
{"text": "Upendo wa maria kwa mumewe kwa kuvumilia ulevi na uzinifu wake"}
{"text": "Kukaa naye hata baada ya kufukuzwa kazi na kuishi kwa shida"}
{"text": "Kumsamehe kwa kuzaa nje ya ndoa"}
{"text": "Ujasiri"}
{"text": "Kupigania haki ya kumuona mwanawe"}
{"text": "Subira na ustahimilivu"}
{"text": "Kuchukua muda mrefu wa kumwangalia mwanawe"}
{"text": "Uoga"}
{"text": "Kumwogopa Mwatela na kuamua kumwangalia mtoto kwa darubini"}
{"text": "Nafasi ya mwanamke katika jamii"}
{"text": "Maria ni mkombozi"}
{"text": "Ni punda wa huduma"}
{"text": "Ni jasiri"}
{"text": "Hakati tama"}
{"text": "Ni chombo cha mwanamume cha kujiburudisha"}
{"text": "Amenyimwa elimu"}
{"text": "Ana sautiusemi"}
{"text": "Mvumilivu"}
{"text": "msamehevu"}
{"text": "Ukarimu"}
{"text": "Mbao kujitolea kuuza kuku na mbuzi ili kupata pesa za kumnunulia Kananda darubinikujali maslahi ya wengine"}
{"text": "Bidii"}
{"text": "Mwatela kuanza biashara na kutajirika"}
{"text": "Ukweli"}
{"text": "Maria kumwambia Mwakitawa ukweli kuhusu mamake"}
{"text": "Ujirani mwema"}
{"text": "Jiraniye Mwatela kumshauri kupiga ripoti polisi kuhusu mama mwenye darubini"}
{"text": "Mabadiliko"}
{"text": "Mwatela kufutwa kazi"}
{"text": "Kuacha ulevi na kuanza biashara ya uvuvi na kuuza samaki"}
{"text": "Kutajirika"}
{"text": "Mkewe kuwa mwalimu"}
{"text": "Udanganyifu na athari zake"}
{"text": "Nusura Mwakitawa amuue mama yake kwa kumdanganya ni adui"}
{"text": "Mwatela kuishi kwa wasiwasi akihofia angejulikana"}
{"text": "Ugonjwa wa shinikizo la damu kwa kuwaza sana namna ya kuficha ukweli"}
{"text": "Kulazimika kulipa fidia Kananda kwa yote aliyomtendea"}
{"text": "Mwatela kumkosa mtoto wake wa pekee kwa kutotaka kuishi tena na babake kwa ulaghai aliomfanyia"}
{"text": "Mtoto kudanganywa mama yake alikufa alipozaliwa"}
{"text": "Mwatela kupeleka ujumbe kwa wazazi wa Kananda kwamba mwanao alitoweka na hakuna aliyejua alikotorokea"}
{"text": "Hakumwoa kananda kama alivyomwahidi"}
{"text": "Amwambie mama Sami mimba ni ya rafiki yake wa huko nyumbani kwao"}
{"text": "Tanzia"}
{"text": "Moto kuua watu watanowatoto wawili na watu wazima watatu"}
{"text": "Maria kuchomeka vibaya"}
{"text": "Matumizi ya Lugha"}
{"text": "Mbinu rejeshi"}
{"text": "Kananda alizaliwa wakati wa enzi ya ukoloni nchini Kenya"}
{"text": "Uhuru ukitangazwa alikuwa na umri wa miaka kumi na mine"}
{"text": "Wazazi wa kananda walikuwa maskini na hawakuweza kumsomesha alikaa nyumbani"}
{"text": "Jioni ulevi ulimtuma Mwatela kumtia doa Kananda"}
{"text": "Usiku Kananda alipata maumivu ya kujifungua uliotokea mkaza wa moto"}
{"text": "Utumwa"}
{"text": "Dereva kuishi na Kananda kwa miezi kadha kabla ya kumuuza kama mtumwa kwa mtu mwingine"}
{"text": "Nahau"}
{"text": "Alipanga njama ya kinyamakumnyanganya kananda mtoto na kupanga na dereva wa malori makubwa ya Kongo amchukue amfanye mkewe"}
{"text": "Kumtia moyokumletea habari za kumpa matumaini ya kumpata mtoto wake kuwa mwatela alihamia Mombasa na mwanao"}
{"text": "Yu hali mahututialiporudi kutoka hospitalini"}
{"text": "Nitakutoa rohoangemuua angemwambia mke wake"}
{"text": "Kumtia doa Kanandakumbaka mkewe alipotembelea wazazi wake"}
{"text": "Kichapo cha mbwakikali"}
{"text": "Jaribio la mama Sami kujiokoa liligonga mwambalilishindwa"}
{"text": "Walifurahi ghaya"}
{"text": "Hasira za mkizizinazomletea mtu hasara"}
{"text": "Wazazi wake walikuwa miongoni mwa akina pangu pakavu waliokuwwa umma mkubwa nchinimaskini hangeweza kusomeshwa kwa sababu ya uchochole wao alikaa nyumbani"}
{"text": "Bwana mwatela alipenda kuchapa mtindikunywa pombe"}
{"text": "Wazazi wa kananda walifurahi ghaya sana hadi upeo wa furaha"}
{"text": "Kuchanganya ndimi"}
{"text": "Kampuni ya simba breweriesanakofanya kazi Mwatela"}
{"text": "Oh my god Mwakitawa Mwakitawa Njoo haraka baba yu taabani"}
{"text": "Benjamin please dont die"}
{"text": "Utohozi"}
{"text": "Kampuni"}
{"text": "Misemo"}
{"text": "Kweli mungu hamtupi mja wake"}
{"text": "Hulka ya mtu haifichiki kwa muda mrefu"}
{"text": "Kumbe ile asali chungu ilizaa karahamimba"}
{"text": "Kananda alilala maskini akaamka tajiri"}
{"text": "Kumbe maisha ni fumbobarua kwa kananda"}
{"text": "Tashhisi"}
{"text": "Jioni ya siku hiyo ulevi wa mwatela ulimtuma kumtia doa kananda"}
{"text": "Ulevi huu ulimpeleka bwana Mwatela katika ngazi nyinginekumchokoza kananda kwa kumtaka mapenzi"}
{"text": "Kimya chake kikawa kinamchoma ndani kwa ndani"}
{"text": "Chuku"}
{"text": "Alilia usiku na mchana"}
{"text": "Balagha"}
{"text": "Uniulie nini na ndoa yetu na wewe inamhusu pia yeye"}
{"text": "Nilikuwa namuua mama yangu"}
{"text": "Mamangu yupi"}
{"text": "Nimuue kwa nini"}
{"text": "Ungemwambia ukweli upi isipokuwa ule niliomwambia"}
{"text": "Uzungumzi nafsia"}
{"text": "Mbona Benjamini Mwatela aliniambia mama yake Mwakitawa alifariki"}
{"text": "Sadfa"}
{"text": "Usiku mmoja wa manane kananda kupatwa na maumivu ya kujifungua na usiku uo huo moto kuzuka katika nyumba ya jirani ukaenezwa na upepo na nyumba ya mwatela na kuangamiza mtoto na kumchoma mama vibaya"}
{"text": "Mwatela kupelekwa hospitalini alikokuwa amelazwa kananda"}
{"text": "Mwakitawa kutoweka kwa siku nne"}
{"text": "Tabaini"}
{"text": "Wazazi wa kananda wakisaidiwa na mbao waliuza vitu vidogovidogo si mbuzi si kuku ili wapate pesa za kununulia darubini"}
{"text": "Taharuki"}
{"text": "Mwakitawa alipotoweka kwa siku nne alikuwa wapi"}
{"text": "Mama angepona baada ya kuchomeka vibaya"}
{"text": "Mwatela kweli angemuoa"}
{"text": "Wangefaulu kupata darubini"}
{"text": "Kananda angefaulu kumtoa mwanawe mikononi mwa Mwatela"}
{"text": "Nidaha"}
{"text": "Mariaa Kwani hungeweza kusubiri nitoke hospitalini nimwambie mimi mwenyewe"}
{"text": "Oh my god Mwakitawa Mwakitawa Njoo haraka baba yu taabani"}
{"text": "Benjamin please dont die"}
{"text": "Methali"}
{"text": "Mungu si athumani"}
{"text": "Taharuki"}
{"text": "Mwisho wa Mwatela ulikuwaje"}
{"text": "Je alipata mtoto mwingine au alikufa bila mtoto"}
{"text": "Mwatela na maria walihamia wapi baada ya kumkabidhi kananda nyumba"}
{"text": "13Mizizi na matawi"}
{"text": "Sitiarimtoto asiye na wazazi wawili hupata shida kama vile miti hupata ikikosa mizizi na matawi"}
{"text": "Watu huweza kupoteza mizizi na matawi yao lakini bado akabaki mtu"}
{"text": "Mama Sudi alikuwa ni mizizi na baba Sudi alikuwa ni matawi"}
{"text": "Maudhui"}
{"text": "Nafasi ya mwanamke"}
{"text": "Mlezi mzurimama Sudi kumpa malezi mazuri"}
{"text": "Mpatanishi"}
{"text": "Athari ya maisha yasiyo ya uadilifu ujanani"}
{"text": "Mimba nje ya ndoa"}
{"text": "Kutupa mtoto"}
{"text": "Kuteseka kwa kumkosa mtotoumaskini kwa kukosa msaidizi"}
{"text": "Athari za kisaikolojia"}
{"text": "Upatanishi"}
{"text": "Sudi mwanangu naomba usahau yote yaliyopita umpokee Bi Kudura uwe naye kwa hali na mali kuliko hata vile ulivyokaa na mimihana ubinafsi mkweli"}
{"text": "Anasastarehe na athari zake"}
{"text": "Sudi ana wapenzi kadhaWaridi na Ridhaa"}
{"text": "Mamake halisi Bi kudura alimtupa ili aendelee na anasa"}
{"text": "Udanganyifu"}
{"text": "Sudi kuitwa jina lisilo na uhusiano na la babake wala ukoo wake"}
{"text": "Kumdanganya babake ni Sudi bin Abdalla"}
{"text": "Vile walioana kwa mapenzi makubwa"}
{"text": "Vile alifariki"}
{"text": "Uongo wa mamake ulibainikanjia ya mwongo ni fupi"}
{"text": "Ukarimu"}
{"text": "Kumwokota na kumlea"}
{"text": "Kutokana na ukarimu wa sudi wa kumwajiri Bi Kudura anakuja kumpata mamake halisi"}
{"text": "Heshima"}
{"text": "Sudi hakutaka kumtuma kudura kwa kumwona amemzidi umri"}
{"text": "Umuhimu wa mtoto"}
{"text": "Ukitaka kujua hasara za kukosa mtoto tazama faida za mwenye mtoto"}
{"text": "Utambuaji wa makosa na kutubu"}
{"text": "Anamuomba Mungu amsamehe"}
{"text": "Elimu"}
{"text": "Sudi kusomea shahada ya juu ya udaktari wa sheria nchini moja ulaya"}
{"text": "Heshimamapenzi kwa wazazi"}
{"text": "Kumwajiria mtumishi"}
{"text": "Matumizi ya lugha"}
{"text": "Balagha"}
{"text": "Nanihakuna aliyekosa kujua kuhusu mapenzi yao"}
{"text": "Bila shaka ungemuita asingekataa kuitika na kwa nini akatae"}
{"text": "Mara ngapi Sudi amekuwa akimuuliza mama yake habari za baba yake"}
{"text": "Mwanangu tangu lini kipwendacho kikadumu"}
{"text": "Inakuwaje mtu akiambiwa yeye ni kiumbe wa kuokotwa"}
{"text": "Husimamaje"}
{"text": "Huendaje katika dunia ya masuto na nazaa matusi aibu na fedheha"}
{"text": "Atafayaje Sudi"}
{"text": "Furaha yangu itoke wapi tena"}
{"text": "Kwa nini mama yake amfiche"}
{"text": "Kwa nini asimwambie ukweli"}
{"text": "Au apige moyo konde afichue siriajikaze kufanya jambo gumukusema ukweli"}
{"text": "Hapa alipo mayai yamemuisha mtoto angetoka wapi"}
{"text": "Angemuambia tu mwenyewe akajua maana kama uharamu utakuwa wa mtoto kosa la nani"}
{"text": "Nahaumisemo"}
{"text": "Yaliyopita huwa yamepita nasi huwa hatuna uwezo wa kuyarejesha"}
{"text": "Dunia kuna mambo na katika hayo mambo kuna majambomaajabu"}
{"text": "Mamake alikwisha mtengenezea kiamsha kinywachakula au kinywaji cha asubuhi"}
{"text": "Hunipeleka mbali ya siku zile za asali na maziwa"}
{"text": "Ndio Kudura huja tukaondokatunazaliwa na kufa"}
{"text": "Mahali pa kuweka ubavuSudi mamake awe akimpa mtumishi mahali pa kulala"}
{"text": "Atauliza tu ajue mojambivu au mbichiukweli na uongo wa mambo"}
{"text": "Kukata tamaakupoteza matumaini ya kumjuakumwona babake"}
{"text": "Suti aliyovaa ilimtoa akatoka"}
{"text": "Mapenzi yangu kwake yakazidi mno tangu alipoingia ndaniyaani aliponioa"}
{"text": "Ndipo nami nikampenda kufa na kupona"}
{"text": "Tukapendana kwa moyo mmoja"}
{"text": "Kuna kupata na vile vile kukosa"}
{"text": "Ajue asili na fasili yakealitaka kumjua babake"}
{"text": "Kupiga deki"}
{"text": "Mdokezo"}
{"text": "Ndiyomaana hata mwenyewe hakuwa na uhakika na uhakika wa jina Lake"}
{"text": "Basi akawa akiitwa Sudi  Sudi Abdalla"}
{"text": "Methali"}
{"text": "Kipendwacho hakidumu"}
{"text": "Damu iliyo daima nzito kuliko maji"}
{"text": "Nguvu za maji ni mawe mlimwengu ni mwanawe"}
{"text": "Kuvyaa kupomamamake kukumbuka kauli ya wahenga"}
{"text": "Mungu akuwekavyo ndivyo ukaavyomajaaliwa"}
{"text": "Mungu akikupa kilema hukupa na mwendo"}
{"text": "Tashbihi"}
{"text": "Sudi alikuwa anamuona babake sawa na mhusika wa hadithinikwa mawazo tu"}
{"text": "Kila siku nna jambo nnataka nkuulize lakini ulimi mzito kama nanga"}
{"text": "Nilimlea mwenyewe naye akakua kama mgomba"}
{"text": "Wote wakalizana kama waliofiwa"}
{"text": "Kwa sudi maneno hayo yalikuwa msumeno butu unaokeketa kwa maumivu makaliyakimchoma sana"}
{"text": "Mama mtu hujaribu kumtuliza na sudi hutulia japo si kama maji ya mtungihatulii kabisa"}
{"text": "Takriri"}
{"text": "Maneno yake daima yalikuwa hayo hayo"}
{"text": "Abdalla baba yakoAbdalla bin Sudi"}
{"text": "Mbinu rejeshi"}
{"text": "Mamake hakufanikiwa kupata mtoto"}
{"text": "Mungu akampa mtoto mzuri wa kiume kwenye pipa la taka"}
{"text": "Akashukuru mungu"}
{"text": "Akamlea vizuri"}
{"text": "Akakua kama mgomba mnazi unachelewa"}
{"text": "Akamsomesha"}
{"text": "Mtumishi kusimulia kuhusu mtoto aliyemzaa nje ya ndoa"}
{"text": "Alikitumbukiza katika pipa la taka"}
{"text": "Sudi kukumbuka karamu ya siku kuu ya pasaka jinsi walivyokuwa na Waridi kutoka Afrika Kusini Gaboron"}
{"text": "Chuku"}
{"text": "Sudi alikuwa amewaniwa na kila mwanamke"}
{"text": "Dunia yote ikawa yao na kila mtu ametosheka"}
{"text": "Tokea kifaranga hadi kuku kila mtu alijua kuhusu mapenzi ya mamake na babake"}
{"text": "Baba yako alinipenda bila ya kikomo"}
{"text": "Tangu hapo nikawa mkiwa tena wa maisha"}
{"text": "Tashhisi"}
{"text": "Msiba mkubwa ukainiangukiakifo cha mmewe bandia"}
{"text": "Mkonyezo ulikoleza hamu katika noyo za vijana hata wasipate kukumbuka kilichowaleta ughaibuni"}
{"text": "vyote hivyo vikaonekana kushiriki kikamilifu katika dhifa ile"}
{"text": "Sudi alipiga gari lake moto na taratibu likatambaa na kuanza kuyabungunya masafa kuelekea lilikokusudiwa"}
{"text": "Tea breezewalevi walikuwa wakizungumza na chupa zao za pombe"}
{"text": "Mara Sudi akalipiga mkwajualielekea na gari likatimka kuelekea benki"}
{"text": "Ndipo kudura ilipomsaka na kumshika mkono na kisha kumuongoza hadi ilipo damu yake"}
{"text": "Dunia ina rai zake"}
{"text": "Kwa yule mtumishi wao yalimchoma kwa woga na wasiwasi"}
{"text": "Bado nguvu ya shetani ikimtonesha kwa kumwambia mambo yangekuwa mazuri kama angekuwa na yai lake mwenyewe"}
{"text": "Siku hazikusimamazilikutwa zikachwa na maisha yakapungua na kuyoyoma"}
{"text": "Alimkuta radhia ambaye alikuwa kachoka kugombana na wakatikumngojea"}
{"text": "Taswira"}
{"text": "Sudi alikuwa kijana mwembamba mrefu kwa kimo chake mtanashati"}
{"text": "Suti aliyovaa ilimtoa akatoka"}
{"text": "Kuchanganya ndimi"}
{"text": "wasichana kumuita handsome"}
{"text": "Easter get togetherkaramu ya siku kuu ya pasaka"}
{"text": "Karamu ilifanyika katika hoteli ya royal palm"}
{"text": "Anasastarehe"}
{"text": "Ukumbi ulivuma kwa mtu na muziki seuze machupa ya soda bia mvinyo na vinywaji vingine kemkem"}
{"text": "Watu wawili wawili mwanamume na mwanamke"}
{"text": "Utohozi"}
{"text": "BosiBi Kudura anavyomwita mama Sudi"}
{"text": "TibirinziTea Breezeanasawacheza ngoma watoto kustarehe kwa bembea treni farasi nk"}
{"text": "Walevi madensi madisco"}
{"text": "Tanakuzi"}
{"text": "Sudi na Radhia Tea Breeze Wakatazamana na kufurahi palipofurahisha wakahuzunika palipohuzunisha"}
{"text": "Mlikuwa mseto wa furaha na huzuni"}
{"text": "Koja"}
{"text": "Yeye atakuwa akikusaidia kazi zako zote za nyumbakupika kufagia kupiga deki kupangusa na kusafisha sakafu kufua na kila kitu"}
{"text": "Tanakali"}
{"text": "Kauli yake haikutoka ngomamake Sudi kwa kusikia kuhusu mtoto wa mtumishi anashindwa kusema"}
{"text": "Sadfa"}
{"text": "Sudi kumpa Kudura ajira bila kujua na kutokea kuwa ndiye mamake"}
{"text": "Tabaini"}
{"text": "Si sudi si bimkubwa na wala si Kudura"}
{"text": "Taharuki"}
{"text": "Sudi alisemaje baada ya kufahamu mamake halisi"}
{"text": "Alimkubali mamake aliyemtupa"}
{"text": "Alimkubalia mamake mlezi aondoke"}
{"text": "Takriri"}
{"text": "Basi watu walicheza mpaka wakacheza tena wakafurahi na wapenzi wao hata wakasahau matatizo yao"}
{"text": "MSTAHIKI MEYA"}
{"text": "MAUDHUI"}
{"text": "Migogoro"}
{"text": "Mgogoro wa Meya na wafanyakazi ili kuboresha mazingira ya kazi"}
{"text": "Baina ya Meya na Siki kwa kutotaka ushauri wake"}
{"text": "Baina ya Meya na Diwani III kwa kutotaka ushauri wake"}
{"text": "Baina ya Meya diwani I na II na diwani III kwa kuwa mwadilifu na wanamtenga na Bili kuingizwa"}
{"text": "Viongozi na raia kwa kukiuka majukumu kunakosababisha migomo"}
{"text": "Viongozi na wanataaluma kama vile Siki na Waridi kutokana na mazingira mabaya ya kazi"}
{"text": "Baina ya Meya na jamii yote kwa umaskini na huduma duni za kijamii"}
{"text": "Baina ya Meya na askari kwa kuchoka kutumiwa kisha kumkamata na wenzake"}
{"text": "Nafasi ya mwanamke katika jamii"}
{"text": "walezimzazimama"}
{"text": "wahudumuDida"}
{"text": "Anayekata tamakupoteza matumainiWaridi"}
{"text": "Jasirimama Dadavuo Kaole"}
{"text": "WavumilivuDida"}
{"text": "WatiifuWaridi"}
{"text": "Hapewi nafasi ya uongozi"}
{"text": "Udanganyifuuongo"}
{"text": "Meya kudanganya baraza halina raslimali za kulipa wafanyakazi ilhali madiwani wanaongezewa mishahara mara kwa mara"}
{"text": "Kudanganya shehena nyingi zipo katika bahari kuu"}
{"text": "Dawa zingewasili baada ya siku tatu na baada ya siku tatu kupokewa hospitalini"}
{"text": "Meya kudanganya dawa ziko njiani shehena nyingi kuonyesha baraza linajitahidi kuwajibika"}
{"text": "Baada ya kuiba fimbo wangedanganya raia kuwa ilipotea wakati wa rabsha"}
{"text": "Kumdanganya mhubiri kwamba ana wito wa kuacha uMeya na kumfuata"}
{"text": "Meya kumwambia Gedi awaambie wanahabari kuwa yuko mkutanoni"}
{"text": "Meyabaraza ni miongoni mwa yanayolipa waajiriwa vizuri"}
{"text": "Ukweli"}
{"text": "Diwani kutoboa siri kwamba ahadi za Meya ni za uwongo"}
{"text": "Anatengwa na Meya kwa sababu anafahamika ni mkweli"}
{"text": "Meya anakiri kuwa aliyoambiwa na diwani III ni ukweli"}
{"text": "Unafiki"}
{"text": "Meya anajifanya anafanya kazi kwa manufaa ya umma ilhali anajinufaisha na washirika wake"}
{"text": "Meya na baraza lake wanataka kuonekana wawajibikaji kwa mameya wa nje ilhali sivyo"}
{"text": "Meya anajifanya mcha Mungu mpole na mnyenyekevu na kwamba ana wito wa kumtumikia Mungu ilhali sivyo"}
{"text": "Meya kujifanya mpole kabisa anapomkaribisha mhubiri"}
{"text": "Meya anajifanya ameguswa na mhubiri na kuwa husukumwa aache uMeya awe mhubiri"}
{"text": "Bili anajifanya anamshauri Meya kumbe anakusudia kujinufaisha"}
{"text": "Diwani I na II wanajifanya wanamshauri Meya kumbe wanajali maslahi yao"}
{"text": "Mhubiri anamuunga mkono Meya ilhali akijua hali ya raia ni mbaya ili anufaike"}
{"text": "Gedi anamtii Meya kwa maslahi yake kwa vile anavujisha siri kwa Siki"}
{"text": "Baraza linataka kuonyesha picha nzuri kwa wageni ili lipewe mikopo"}
{"text": "Ukatili"}
{"text": "Askari wanaua watu katika kutuliza migomo"}
{"text": "Dida anafurahi wafanyakazi wanapofurumishwa kwa risasi"}
{"text": "Meya kutoona tatizo kwa mtoto mmoja kufa"}
{"text": "Meya hajali hali ngumu za wafanyakazi"}
{"text": "Diwani I anapendekeza nguvu zitumike kuzima mgomo"}
{"text": "Diwani I anaringia nguvu inayotumika kuwavurumisha wafanyakazi"}
{"text": "Diwani II anataka hatua kali zichukuliwe dhidi ya wachocheziwapigwe ili watulie nyumbani"}
{"text": "Meya anacheka wafanyakazi wanapotawanywa na polisi"}
{"text": "Utu"}
{"text": "Siki ana utu kwa kumhudumia mama mwenye mtoto aliyezidiwa licha ya kutokuwa na hela"}
{"text": "Kwa kuendelea kuhudumia raia licha ya mazingira mabaya ya kazi"}
{"text": "Meya hana utu kwa kuwapa wafanyakazi chakula kilichopimiwa mbwa"}
{"text": "Siki ana utu kwa kumhudumia mama"}
{"text": "Askari hawana utu kwa kuwashambulia watu kwa risasi magari ya maji na vitoa machozi hata kuwaua"}
{"text": "Usaliti"}
{"text": "Askari kumgeuka Meya na kumkamata na kumuondoa mamlakani licha ya kuwalipa vizuri"}
{"text": "Askari badala ya kulinda raia wanalinda uongozi wa Meya"}
{"text": "Meya kusaliti waliomchagua kwa kutoleta maendeleo"}
{"text": "Meya kusaliti juhudi na ndoto za kupigania uhuru kwa kurudisha unyonyaji"}
{"text": "Diwani I na II kuwasaliti wananchi kwa kutumia madaraka kujinufaisha badala ya kuwanufaisha waliowachagua"}
{"text": "Bili anamsaliti Meya baada ya mambo kuharibika"}
{"text": "Mhazili kuungana na wafanyakazi kugoma licha ya kumuajiri bila sifa za kuajiriwa"}
{"text": "Gedi kutoa siri kwa Siki kuwa Meya hataki kumuona"}
{"text": "Diwani III aliyeteuliwa na Meya katika kamati yake kupinga mipango ya kumnufaisha Meya na kuungana na wafanyakazi"}
{"text": "Siki kuungana na wafanyakazi kuhimiza harakati za ukombozi dhidi ya Meya aliye binamu yake"}
{"text": "Wafanyakazi waliopaswa kumtii Meya kumgeuka na kumgomea"}
{"text": "Meya anamsaliti diwani III kwa kumtenga katika maamuzi utengano"}
{"text": "Waridi anasaliti taaluma yake kwa kusisitiza wasio na pesa wasipate huduma na kujiuzulu kazi yake na kuwaacha wagonjwa wakiteseka"}
{"text": "Dini"}
{"text": "Viongozi hutumia dini kuficha na kuendeleza maovu yao"}
{"text": "Meya anamtumia mhubiri kuendeleza uongozi wake mbaya"}
{"text": "Viongozi wa dini huweza kurubuniwa na waumini wasio waaminifu"}
{"text": "Meya anamdanganya mhubiri kwamba ana wito wa kuacha uMeya na kumfuata jambo ambalo si kweli"}
{"text": "Kuna wahubiri wanafiki na wenye tamaa ambao huunga maovu mkono ili wanufaike"}
{"text": "Meya anaahidi kutoa mafuta ya mhubiri na sadaka kubwa kila mwezi"}
{"text": "Bili kusema angemweka mikononi mwa bwana hakuna ambalo lingemshinda"}
{"text": "Uongozi mbayautumizi mbaya wa mamlaka"}
{"text": "Kutowashirikisha watu katika maamuziSiki"}
{"text": "Meya na baraza lake wana uongozi mbaya"}
{"text": "Meya anatumia mali ya baraza vibaya"}
{"text": "Meya hajali hali ya wafanyakazi kwa kutoshughulikia madai yao"}
{"text": "Hajali elimu ya umma kwani anapeleka wanawe wakasomee nje"}
{"text": "Anapuuza ushauri wa Siki na diwani II na kuenzi ushauri mpotovu wa diwani I na II na Bili"}
{"text": "Meya anatumia vyombo vya usalama polisi kuendeleza uongozi wake mbaya"}
{"text": "Hafuati kanuni za baraza anapoongezea madiwani na askari mishahara na kandarasi kwa kutojali nakisi katika bajeti"}
{"text": "Madiwani I na II hawamshauri Meya vizuri bali wanamuunga mkono ili wanufaike"}
{"text": "Meya kutumia wahudumu wake Gedi na Dida kama watumwa"}
{"text": "Anatumia nguvu na mabavu kuzima migomo badala ya kushughulikia malalamiko ya wafanyakazi"}
{"text": "Ukomboziuhuruutetezi wa haki"}
{"text": "Wafanyakazi wa mji wanagoma na kupigania haki zao"}
{"text": "Diwani III kupinga wazo la Meya kufuta kazi wafanyakazi waliogoma"}
{"text": "Siki na Diwani III wanaungana na wafanyakazi kupigania haki zao"}
{"text": "Wafanyakazi wa sehemu nyingine kama vile mhazili wafanyakazi wa uwanja wa ndege na bohari wanaungana na wafanyakazi kupigania haki zao"}
{"text": "Askari wanachoshwa na uongozi wa Meya na Diwani I na II na kuwatia mbaroni wawapeleke makao makuu kuelezea hali ya mambo hivyo kuporomosha uongozi wa Meya"}
{"text": "Waridi kuacha kazi kwa kuzorota kwa mazingira ya kazi"}
{"text": "Wawakilishi wa wafanyakazi kupeleka malalamiko yao kwa Meya"}
{"text": "Wanaomba wawe na washiriki katika baraza watetee maslahi yao wenyewe"}
{"text": "Wafanyakazi kugoma"}
{"text": "Kufanya maandamano"}
{"text": "Ufisadi"}
{"text": "Kutibiwa mafua na kujifungulia ngambo kwa kutumia pesa za baraza"}
{"text": "Meya anatumia cheo kupata mashamba na kuwagawia marafiki pia"}
{"text": "Meya kumgawia Bili rafiki yake vipande vya ardhi"}
{"text": "Daktari katika zahanati ya mji wa Cheneo Siki ni binamu yake Meya Sosi"}
{"text": "Bili kupendekeza kesi ya mwanakandarasi iende dhidi ya baraza ili lilazimike kulipa fidia naye awatolee fungu"}
{"text": "Meya anakubali kushirikiana na mwanakandarasi ili apate gawio"}
{"text": "Kutumia gharama kubwa katika mapokezi ya MaMeya"}
{"text": "Wanakubaliana na Bili na Madiwani I na II kuiba fimbo ya Meya na kuiuza ngambo"}
{"text": "Kumlipa Bili kwa huduma za ushauri kinyume na taratibu"}
{"text": "Meya kumwajiri mhazili wake bila kuwa na sifa stahiki"}
{"text": "Umaskini"}
{"text": "WanaCheneo hawawezi kumudu mahitaji ya kimsingi kama vile"}
{"text": "Gharama za dawa"}
{"text": "Wagonjwa kukosa hela za kulipia huduma hata karatasi ya kunakilia"}
{"text": "Nchi ni maskini ombaomba kama anavyosema Waridi"}
{"text": "Gharama za elimu"}
{"text": "Kutomudu lishe bora kukosa chakula chakula hata wanakula chakula kidogo kilicholala makombo ya mbwa mizizi na matunda ya mwitu"}
{"text": "Kukosa kawimoto kwa vile makaa na mafuta ya taa yamepanda bei tangu sheria ya misitu ishike kasi utunzaji wa mazingira"}
{"text": "Mama mfanyakazi wa baraza la Cheneo anashindwa kumudu kununua mafuta ya taa wala makaa"}
{"text": "Mtoto ana kiriba kwa utapia mlo"}
{"text": "Wafanyakazi kuishi mabandani na kuenda kazini kwa miguu"}
{"text": "Baraza ni maskini"}
{"text": "Linategemea misaadamikopo kutoka ugenini kulipia mishahara ya wafanyakazi"}
{"text": "Halina fedha za kuwalipa wafanyakazi"}
{"text": "Wanashindwa kulipa wafanyakazi kwa wakati"}
{"text": "Limeshindwa kuongeza wafanyakazi mishahara kwa vile bajeti ina nakisi"}
{"text": "Huduma za elimu na matibabu zimezorota"}
{"text": "Utabaka"}
{"text": "Tabaka la juu kama vile Meya na madiwani"}
{"text": "Tabaka la kati kama vile wafanyakazi wanaolipwa mishahara duni na inayocheleweshwa"}
{"text": "Tabaka la chini kama akina Kerekecha"}
{"text": "Tabaka la juu wanatibiwa ngambo wakati wengine wanashindwa kumudu gharama za matibabu"}
{"text": "Wanapata elimu ngambo wakati wengine wanashindwa kumudu gharama ya elimu"}
{"text": "Wanakula chakula kizuri"}
{"text": "Wana nyumba zenye samani nyingi"}
{"text": "Wanatibiwa mafua na kujifungulia ngambo"}
{"text": "Wanapata fursa ya kuburudika kv kula katika mikahawa ya kifahari"}
{"text": "Diwani II anamshauri Meya kuendeleza utabaka kwa kusema wafanyakazi walifaa kusukumwa mpaka wajue kuna wenye nchi na wananchi"}
{"text": "Mapendeleo"}
{"text": "Meya anaongeza mishahara ya madiwani na askari ilhali wafanyakazi wengine hawaongezewi"}
{"text": "Anamwajiri mhazili asiye na sifa za kazi hiyo ilhali wapo vijana wengi waliomaliza chuo kikuu wasio na kazi"}
{"text": "Kujiongezea mishahara minono"}
{"text": "Nyongeza kuja baada ya muda mfupi"}
{"text": "Kupata mshahara wote ilhali wa wafanyakazi unacheleweshwa"}
{"text": "Wana bima ya matibabu ilhali wafanyakazi hawana"}
{"text": "Uoga"}
{"text": "Meya kuzirai na kuanguka kutoka kitini askari wanapoelekea kumtia pingu kwa kuogopa kwenda jela"}
{"text": "Diwani I na II wanababaika askari wanapokwenda kuwakamata baada ya mambo kuharibika"}
{"text": "DI na II kushikwa na butwaa askari wanapoenda kuwashika wachukuliwe wakaeleze hali ya mambo"}
{"text": "Anapata hofu anapoSikia Siki amemtembelea kwa kuhisi anampelekea habari mbaya"}
{"text": "Anashtushwa na sauti za wafanyakazi waliogoma"}
{"text": "Anaogopa kuongea na wanahabari"}
{"text": "Anawakwepa wafanyakazi hataki kuongea nao"}
{"text": "Ana hofu watu wanataka cheo chake"}
{"text": "Diwani III anasema Meya ana uwezo mkubwa na kushidana aye ni kama kushindana na ndovu ana uwezo mkubwa na utapasukakupata madhara"}
{"text": "Meya kushtushwa na sauti za wafanyakazi"}
{"text": "Meya kunyongonyea anapoSikia habari za mgomo"}
{"text": "Meya na mhubiri kuinua mikono juu na kushtuka askari wanapoingia wakiomba kwa kudhani ni watu wabaya wamemwingilia Meya"}
{"text": "Meya kushtuka na kushika tama tatu anaposema hawawezi kufuata sharti la kumaliza mgomo na kurejea kazini na wanapewa nguvu na uchafuuvundo"}
{"text": "Meya anapoSikia wafanyakazi wa uwanja wa ndege wamegoma ananyongonyea"}
{"text": "Ujasiriukakamavu"}
{"text": "Diwani III kumkaBili Meya na kutoa maoni kuhusu nyongeza ya mishahara ya madiwani ilhali wafanyakazi wamegoma"}
{"text": "Pia kuongoza wafanyakazi kupigania haki zao"}
{"text": "Siki kumkaBili Meya na kumkosoa bila hofu"}
{"text": "Hasiti kuendelea na harakati za mageuzi licha ya vitisho vya Meya uwezo wake na kuitwa mchochezi"}
{"text": "Mama ni jasiri kwa kumpeleka mwanawe hospitalini bila pesa Anajitoma ndani kwa daktari wakati watu wengine wanamsubiri"}
{"text": "Siki kumkaBili Meya na kumwambia ukweli Iwapo umefanya yapo mendi hayakunyoka Mnajifikiria tu Si watu waliowachagua"}
{"text": "Tatu kumkaBili Meya na kumwambia hawawezi kufuata sharti la kurudi kazini ili malalamoko yao yashughulikiwes"}
{"text": "Subirakutokata tamaa"}
{"text": "Siki haachi kazi japo mazingira ya kazi ni mabaya"}
{"text": "Aliendelea na kazi hata mishahara ilipokuwa midogo"}
{"text": "Alivumilia mishahara ilipochelewa"}
{"text": "Aliendelea na kazi hata wafanyakazi walipokuwa wanadharauliwa"}
{"text": "Anasema hali ikibadilika mshahara nao utakuja"}
{"text": "Anashauri wafanyakazi kuvuta subira badala ya kutumia migomo"}
{"text": "Diwani III anaelewa ugumu wa kufanya mapinduzi lakini hakati tamaa"}
{"text": "Waridi anakata tamaa na kuamua kuacha kazi baada ya kuona mazingira ya kazi yakiwa mabaya na mtoto wao anapokufa kwa kukosa dawa"}
{"text": "Diwani III hajafa moyo kuendelea kushauri Meya"}
{"text": "Ushaurimawaidha"}
{"text": "Mzuriwa busara"}
{"text": "Siki kumshauri tatu kuwa mgomo si njia bora ya kutatua matatizo"}
{"text": "Kumshauri asikate tamaa kutafuta nafasi ya kumwona Meya kumweleza matatizo yao"}
{"text": "Siki kumshauri Waridi asiache kazi"}
{"text": "Siki kumshauri Meya kushughulikia matatizo ya ukosefu wa dawa mishahara midogo na kuongezeka kwa gharama ya maisha"}
{"text": "Alimshauri kutofuata maagizo ya nchi za nje kwani huo ni ukoloni mamboleo Wazungu kuhimiza mfumo wa kugawana gharama nchi ni changa Kupunguza idadi ya wafanya kazi kufyonza uchumi wa nchi kupitia mikopo"}
{"text": "Alimshauri asipumbaze watu kwa kutumia nyimbo za uzalendo"}
{"text": "Alimshauri kuwaSikiliza watu badala ya kuwakwepa"}
{"text": "Alimshauri asipime mafanikio ya mji kwa kujilinganisha na miji mingine ambayo ni duni kwao"}
{"text": "Diwani III kumshauri Meya kutoongeza mishahara ya madiwani pekee kwani ingeleta mivutano zaidi"}
{"text": "Madiwani walipe kodi ili nakisi ipungue"}
{"text": "Asitumie nguvu kuzima migomo bali aSikilize"}
{"text": "Kutafuta suluhisho la kudumu"}
{"text": "Kuongeza mishahara kusitishwe mpaka uchumi utakapoimarika"}
{"text": "Meya alipuuza ushauri huu na kuwaona kama wachochezi wanaomtusi na kutaka kumpindua usugu Harekebishi makosa akisahihishwa"}
{"text": "Siki kumshauri tatu watumie kongamano la maMeya la kila mwaka wamweleleze Meya shida na asiporidhia shughuli za usafi zizidi kususiwa"}
{"text": "Ushauri mbaya"}
{"text": "Bili rafiki yake Meya na mfanyakazi wa jiji la Cheneo wanapanga na Meya kuiba fimbo"}
{"text": "Kumshauri Meya kupuuza madai ya wafanyakazi na kutumia nguvu"}
{"text": "Kushirikiana na mwanakandarasi kulifisidi baraza"}
{"text": "Kuuza fimbo ya Meya"}
{"text": "D I Meya abuni kamati za kumuunga mkonoMeya kusema walipwe vizuri"}
{"text": "Diwani II kumhimiza Meya kuendelea kumtenga diwani III"}
{"text": "Diwani I na II kumshauri Meya kutumia nguvu kuzima migomo"}
{"text": "Kuongeza mishahara ya madiwani na walinda usalama"}
{"text": "Atumie mashindano ya nyimbo za uzalendo kuwapumbaza vijana"}
{"text": "D I wafanyikazi wafutwe na kuajiriwa wengine"}
{"text": "D II walinda usalama waongezewe mishahara na marupurupu kwa 20"}
{"text": "Wasitozwe kodi"}
{"text": "Kutenga watetezi"}
{"text": "Vikwazo vya uogozisi lelemamasi rahisi"}
{"text": "Wafanyakazi wanapigwa na kuvurumishwa na askari kwa vitoa machozimabavu"}
{"text": "Waliogoma wanatishwa kufutwa kazi"}
{"text": "Gedi awaambie wafanyakazi watafutwa kazi na Meya"}
{"text": "Hongo"}
{"text": "Washauri wabaya na wenye tamaa"}
{"text": "Kamati za huduma za jamii"}
{"text": "Kutengwatenga utawaleTunatengwa na maamuzi kufanywaDiwani III"}
{"text": "Sheria za kumlinda Meya"}
{"text": "Kupumbaza watuVijana kushindania zawadi kwa kubuni kutunga na kucheza nyimbo na kupewa zawadi ndogondogo na kuonyeshwa katika vyombo vya habari"}
{"text": "Kuogofwaanawasomea acts barazani"}
{"text": "Meya kupewa uwezo mkubwanguvu nyingi katibaSheria zinazompa uwezo Mayors actinayompa uwezo wa kuchukulia mtu hatua kaliDiwani III"}
{"text": "Riot actAnaweza kuitumia kukunja aliye chini yake kama ua wakati wa alasiri"}
{"text": "Collective responsibilityKulazimisha kuwajibikia baraza badala ya wananchi"}
{"text": "Diwani III anawaambia kujitolea kwa baraza kutetea demokrasia na hasa uhuru wa kujieleza"}
{"text": "Vitisho Meya kusema atakayetaka kufanya kichwa basi na afanye"}
{"text": "Kiburimajigambomajivuno"}
{"text": "Wewe tu ndiye hujui mimi ndiye Meya wa baraza la mji wa CheneoMeya kwa Sosi"}
{"text": "Lakini mimi Meya wakokwa Sosi"}
{"text": "Ni baraza gani lenye udhabiti kama letu ambalo linaongozwa na mstahiki Meya Sosi Lipi katika ujirani wetu"}
{"text": "Meya Sosi kujigamba ana pesa nyingi sana na anaweza kuchaguliwa hata mara sita"}
{"text": "Bili kujigamba kwa starehe anazopata"}
{"text": "Diwani II kujigamba kuwa ana uwezo wa kutumikia kamati ya Meya"}
{"text": "Hata mkitaka nne tano na sita bado watanipaMeya akijigamba anaweza kuchaguliwa na watu mara zaidi"}
{"text": "Akili hii walisema ni malimajivuno ya Meya"}
{"text": "Udhibiti na ushawishi wa mambo ninaoMeya"}
{"text": "Diwani II kusema mzee alifahamu kuwa sisi ndio wenye uwezo na unamfaa"}
{"text": "Nisipokuwa nazo nani atakuwa nazoMeya"}
{"text": "DharauUjeuri"}
{"text": "Meya kufahamisha wawakilishi wa wafanyakazi hana muda wa kupoteza kwa vile baraza lilikuwa latarajia wageni siku iliyofuata"}
{"text": "Dida anatufahamisha kuwa wanatusiwa na kudhalilishwa na Meya"}
{"text": "Meya kutomSikiliza Siki"}
{"text": "Meya kudharau elimu katika shule za ummaelimu ya kawaida isiyomvaa mzazi anayeona mbali"}
{"text": "Biliya kina yakheelimu ya maSikini"}
{"text": "Bilihakuna wakunga wazuri Cheneo"}
{"text": "Madaktari wa kubabaisha"}
{"text": "Hasira"}
{"text": "Za watu dhidi ya viongozi"}
{"text": "Meya ana hasira nyingi"}
{"text": "HasiraUnaona sasa MlinidanganyaMeya anapoarifiwa vijana hawawezi kukubali kuchukua nafasi za wafanyakazi wanaogoma kwani wameshapata picha mbaya ya baraza"}
{"text": "Anawajibisha wafanyakazi kwa hasira"}
{"text": "Anamkemea Gedi"}
{"text": "Dida anamtumikia kwa kutetemeka"}
{"text": "Anapoudhiwa na Siki midomo inamcheza kwa hasira na kuita Gedi amwondoe"}
{"text": "Waridi anawakemea wagonjwamama Dadavuo Kaole"}
{"text": "Hivi uzionavyoMeya anapoulizwa na Siki habari za leo ndugu Sosi"}
{"text": "Anasa"}
{"text": "Bili anajiandaa kisha amwombe Meya aende na mkewe na watoto wakajinafasi"}
{"text": "Haki"}
{"text": "Siki ni mtetezi wa haki"}
{"text": "Anahimiza watu watibiwe hata kama hawana fedha"}
{"text": "Diwani III pia"}
{"text": "Haki za wanaCheneo zimekiukwa"}
{"text": "Haki ya elimu"}
{"text": "Haki ya kuishimtoto kufa kwa kukosa dawa"}
{"text": "Haki ya kupata chakula"}
{"text": "Haki ya kuishi katika mazingira safi"}
{"text": "Haki ya usemi"}
{"text": "Haki ya mishahara mizuri"}
{"text": "Haki ya utulivuwafanyakazi kuvurumishwa na askari"}
{"text": "Haki ya huduma za matibabu"}
{"text": "Uchochezi"}
{"text": "Siki anachochea wafanyakazi kudai haki yao"}
{"text": "Siki amewahi kuchochea mgomo na Meya anataka kujua kama amechochea mwingine"}
{"text": "Anamchochea diwani III kuendelea kumshawishi Meya"}
{"text": "Ukosefu wa huduma za kijamii kuchochea wafanyakazi kugoma"}
{"text": "Siki kuchochea madiwani kuungana kuendelea kumpinga Meya"}
{"text": "Diwani II kumchochea Meya kuchukua hatua kali dhidi ya wachochezi"}
{"text": "Wananchi wengine kama vile Siki na viongozi wa wafanyakazi kuchochea kuleta mapinduzi"}
{"text": "Tamaaurohokiukutotosheka"}
{"text": "Bili kujifanya mshauri ili afaidike"}
{"text": "Meya anakula vyakula vingi vilivyoandikwa mezani"}
{"text": "Kutamani mkewe akajifungue ngambo"}
{"text": "Kutamani watoto wakasomee nje"}
{"text": "Kutamani kuvinjari au kujiburudisha katika mahoteli ya kifahari Anamwambia Meya ampeleke akastarehe"}
{"text": "Diwani I na II wanaomba posho wakati wafanyakazi hawajalipwa mishahara yao midogo"}
{"text": "Meya ananyakua vipande vinane vya ardhi na kuuza vitatu na kubakiwa na vitano"}
{"text": "Diwani 1nguo nzuri"}
{"text": "Diwani 1 kudai marupurupuovertime"}
{"text": "Ubinafsi"}
{"text": "Meya kuagiza chupa moja ya maji ilhali wenzake hawaagizii"}
{"text": "Meya kujilimbikia mali ilhali wanaCheneo wengi ni maskini"}
{"text": "Madiwani kutotozwa kodi wakati mama muuza ndizi analipa kodi"}
{"text": "Meya Diwani I na II na Bili wanakubaliana kuuza fimbo ya Meya ili kujinufaisha"}
{"text": "Waridi anajali maslahi yake zaidikuuliza Siki kazi hii ina faida gani kwanguanapotaka kuacha kazi"}
{"text": "Maji safi yanapatikana nyumbani kwa Meya tu"}
{"text": "Meya kuagiza yeye pekee mishahara ya madiwani iongezewe bila kushauriana na mtu"}
{"text": "Kubinafsisha hazina ya baraza ili kuimarisha umashuhuri wake"}
{"text": "Madiwani wana bima ya hospitali wakati watu wengine hawana"}
{"text": "Watoto wa Meya wanapata elimu bora ngambo wakati watu wengine wanapata elimu duni"}
{"text": "Meya anakula vizuri ilhali wafanyakazi wake wanakula makombo na viporo kv mamake Dadavuo Kaole"}
{"text": "Diwani I anaamini jambo lililo muhimu ni yeye kushiba"}
{"text": "Anapendekeza waongezewe posho licha ya bajeti ya baraza kuwa na nakisi ya 120000000"}
{"text": "Diwani I anataka wanunuliwe suti nzuri sawa na madiwani wa nje"}
{"text": "Dhikishidamalalamiko"}
{"text": "Za watu wa Cheneo"}
{"text": "Kushindwa kumudu gharama za matibabu"}
{"text": "Kukosekana kwa dawaahadi nyingi dawa zingeletwa"}
{"text": "Gharama za maisha kuzidi kupanda"}
{"text": "Mahitaji yao kuzidi kuongezeka"}
{"text": "Kutopata kwa mishaharaduni"}
{"text": "Kufa kwa njaa"}
{"text": "Watu kufa kwa sababu ya kukosa dawa"}
{"text": "Kutakiwa walipie dawa ilhali hata chakula walacho ni cha kuokota"}
{"text": "Diwani IIIwatu wengi hawana ajira"}
{"text": "Walio na ajira mishahara yao haitoshiduni"}
{"text": "Mishahara kucheleweshwahata kwa miezi mitatu hailipwi kwa wakati na hulipwa nusu"}
{"text": "Ukosefu wa ajiravijana wbgi waliohitimu kutoka chuo kikuu hawana ajiraMeya"}
{"text": "Wafanyakazi wa baraza kutolipwa kwa wakatiDiwani 111"}
{"text": "Hakuna maji ya kutosha hospitaliniSiki"}
{"text": "Wafanyakazi kuosha vyoo bila glavuMedi"}
{"text": "Ahadi za uwongo"}
{"text": "Ukosefu wa maji hata hospitalini"}
{"text": "Uchafu hospitalini"}
{"text": "Kukosekana kwa dawa"}
{"text": "Kutakiwa kulipia matibabudawa ilhali madiwani wana bima"}
{"text": "Tatizo la usafiri hadi kazinikwa miguu kutoka mabandani mpaka viatu kuliwa na lami"}
{"text": "Kuosha vyoo bila glavu"}
{"text": "Kutoongezewa mishahara baraza likidai hakuna pesa ilhali lawaongezea madiwani"}
{"text": "Kukosa watetezi katika vikao vya maamuzi"}
{"text": "Ujinga"}
{"text": "Diwani I haelewi kazi ya wafanyakazi kwa kufikiri ndege zinaweza kutua bila waelekezi"}
{"text": "Dida haoni haja ya kufanya mageuzi japo hali ni mbaya"}
{"text": "Anaomba msamaha hata kwa makosa ambayo hajafanya"}
{"text": "Meya haoni mbali Hajui kuongezeka kwa shida za watu kuna kiwango kinachoweza kustahimiliwa"}
{"text": "Anatumia mali ya baraza la Cheneo kwa njia za kijinga ambazo hazileti faida"}
{"text": "Hajui mambo ananavyokwenda Cheneo Anakuja kujua hatimaye kwamba maji yanachukuliwa mtoni kwa punda"}
{"text": "Anadanganywa kwa urahisi na madiwani na rafiki yake Bili"}
{"text": "Wanamsukuma kwa njaa na tamaa yao lakini hatambui"}
{"text": "Waridi anaamini haraka anayoambiwa kama vile ahadi za Meya kuhusu dawa"}
{"text": "Mama haelewi umuhimu wa lishe bora"}
{"text": "Mama kutofahamu usafikutotokosa chakula kabla ya kumpa mwanawe Dadavuo Kaole kunakosababisha augue"}
{"text": "Ujinga wa watu ndio chanzo cha uongozi mbaya"}
{"text": "Meya kutegemea mikopo kulipia mishaharakuachia wajukuu ambao hawakufaidika na mkopo mzigo"}
{"text": "Kuendesha baraza kwa mikopo na wageni wanaowapa mikopo ni washirika katika maendeleoriba ni mzigo kwa kizazi kijachosi uzalendo"}
{"text": "Busara"}
{"text": "Diwani III anatambua sheria zinazomlinda Meya na madhara ya kushindana naye"}
{"text": "Anatambua kuwa watu wameamka na hawadanganyiki"}
{"text": "Siki anatumia busara kuwapa wagonjwa matumaini ya kuendekea kuishi"}
{"text": "Anaonelea wafanyakazi wasigome ili kuzuia kuteseka zaidimgomo una"}
{"text": "madhara yake ni kufutwa Siki kwa Tatu"}
{"text": "Anaelewa kuwa watu wenyewe ndio huchangia uongozi mbaya"}
{"text": "Diwani II anatambua kwa wepesi hali inapoharibika"}
{"text": "Anaelewa mfuata nyuki hula asali kwa kukubali kila wazo linalotolewa na Meya"}
{"text": "Ubarakala"}
{"text": "Diwani I ni mfuasi kipofu kwa kudharau na kukweza wale Meya anaowakweza"}
{"text": "Diwani I na II wanatenda mambo kumfurahisha Meya ili wafaidike kutoka kwake"}
{"text": "Kufurahisha Meya kwa kupiga vita waliotuchaguaDiwani 111"}
{"text": "Kufaa na kujifaawapaswa kujifaa kwa kufaa watu waoDiwani III"}
{"text": "Kuunga mkono hata yasiyofaaDiwani 111"}
{"text": "Huduma duni za jamii na athari zake"}
{"text": "Afyavifo vya wagonjwa"}
{"text": "Afyakukimbilia kutibiwa ngambo"}
{"text": "Elimukukimbilia shule na vyuo vya ngambo"}
{"text": "Uchafumagonjwa"}
{"text": "Migomo"}
{"text": "Wafanyakazi kuuawa"}
{"text": "Viongozi kupoteza madaraka"}
{"text": "Baraza kukosa wafadhili"}
{"text": "Mapuuza"}
{"text": "Hali ya kutojali"}
{"text": "Meya anapuuza wafanyakazi na madai yao"}
{"text": "Meya hajali wagonjwa wanakufa"}
{"text": "AnapoSikia mtoto alikufa anauliza huyo mmoja tu Unadhani wangapi wananiunga mkono"}
{"text": "Hajali baraza lina nakisi ya bajeti bali anaendelea kupanga matumizi zaidi"}
{"text": "Hajali wafanyikazi wake"}
{"text": "Hajali ushauri wa Siki na diwani III"}
{"text": "Meya hajali wafanyakazi wanapogomaWenye kugoma acha wagome Vijana ambao wangeajiriwa kwa mshahara wa chini"}
{"text": "Kupuuza Siki na wawakilishi wa wafanyakazi"}
{"text": "Kupuuza ushauri wa diiiiwani 111"}
{"text": "Uwajibikaji"}
{"text": "Diwani III anaungana na kufanya kazi na Meya na madiwani japo wamemtenga"}
{"text": "Anafanya kazi yake kwa mujibu wa kanuni na taratibu za baraza"}
{"text": "Gedi anamjulisha Meya wageni wajapo kupeleka maagizo kwa wengine na kumfahamisha Meya yanayotokea"}
{"text": "Dida anamhudumia Meya barabara"}
{"text": "Waridi anatekeleza majukumu yake ya kutibu watu"}
{"text": "Siki anapatikana kazini mara nyingi"}
{"text": "Anaulizia hali ya wagonjwa kila wakati"}
{"text": "Anawatibu na kuwapa wagonjwa matumaini japo hakuna dawa"}
{"text": "Anafanya jitihada ya kukutana na Meya kujua kuhusu kukosekana kwa dawa"}
{"text": "Utiifu"}
{"text": "Waridi kufuata maagizo ya baraza kutotibu watu wasio na pesa"}
{"text": "Gedi anatekeleza maagizo yote ya Meya"}
{"text": "Askari wanatii maagizo ya Meya ya kutumia nguvu kuzima migomo"}
{"text": "Ubadhirifu"}
{"text": "Utumiaji mbaya wa pesa au mali"}
{"text": "Meya anatumia vibaya pesa za baraza la Cheneo"}
{"text": "Kusomeshea watoto wake ngambo"}
{"text": "Kumpeleka mke wake kujifungulia ngambo"}
{"text": "Kumpeleka mke wake kutibiwa mafua ngambo"}
{"text": "Kutumia pesa nyingi kuwakaribisha maeya wageni katika mahoteli ya kifahari na vyakula kutoka kila utamaduni duniani na mvinyo ulioagizwa kutoka urusi na divai kutoka ufaransa"}
{"text": "Kupanga kutumia pesa za baraza kumfurahisha na kumvutia mhubiri"}
{"text": "Kunyakua viwanja vya baraza pamoja na wandani wake na kuuza ili apate pesa"}
{"text": "Kumpeleka Bili katika hoteli za kifahari"}
{"text": "Kumpa Bili marupurupu japo si mfanyakazi wa baraza"}
{"text": "Kuongezea madiwani mshahara kiholela ili apate umashuhuri"}
{"text": "Watoto wa madiwani kusafirishwa kwa magari ya baraza hadi shuleni"}
{"text": "Udikteta"}
{"text": "Meya anatumia mabavu kutawala"}
{"text": "Hatoi nafasi kwa wananchi kutoa maoni yao"}
{"text": "Anatoa maamuzi kinyume na kanuni za baraza kv amri ya nyongeza ya mishahara kwa madiwani sadaka kwa mhubiri kumlipa Bili na si diwani"}
{"text": "Ni mkali kwa wafanyakazi wake na wanamwogopa"}
{"text": "Kutumia nguvu kuzima mgomo wa wafanyakazi"}
{"text": "Vitisho"}
{"text": "Meya kutishia kuwafuta wafanyakazi wakiendelea na mgomo"}
{"text": "Anamtisha Siki akirudi kwake atamwadhibu"}
{"text": "Anamtisha Siki asimchezee hata kama ni binamu yake"}
{"text": "Anamtisha Siki asipinge mipango ya milenia"}
{"text": "Ulaghaiujanja"}
{"text": "Meya kushawishi wafanyikazi warudi kazini ndipo madai yao yashughulikiwe"}
{"text": "Meya madiwani na Bili kupanga kuiba fimbo ya Meya waiuze ngamboDiwani 1 atoke nayo na kudanganya iliibwa wakati wa rabsha"}
{"text": "Kudanganya umma kwamba anaujali"}
{"text": "Kudanganya dawa ziko njiani"}
{"text": "Kupora vipande vya ardhi vya Cheneo"}
{"text": "Bili kumpa Meya mbinu ya kuibia pesa kwa kushirikiana na mwanakandarasi kuvunja mkataba ashtaki atake alipwe fidia wagawane wakubaliane ampe fungu lake baada ya kulipwa"}
{"text": "Bili ni mjanja au kitatange kwa vile anawaingiza watu katika shida na kutoweka"}
{"text": "Udhabiti wa msimamo"}
{"text": "Madiwani I na II hawana misimamo dhabiti kwani wanaunga lolote mkono lisemwalo na Meya hata kama ni potovu"}
{"text": "Siki hayuko tayari kuacha kazi hata kama mazingira ya kazi ni mabaya na mishahara inachelewa"}
{"text": "Hakuyumbishwa na ushawishi wa Meya"}
{"text": "Hakushawishika na diwani III na Tatu kumwona Meya kwa kuwa ni binamu yake"}
{"text": "Wawakilishi wa wafanyakazi Tatu Medi na Beka wana msimamo imara"}
{"text": "Diwani II mwanzoni anamuunga mkono Meya kuwasukuma wafanyakazi lakini hatimaye anaona mbinu hiyo haifai"}
{"text": "Mwanzoni aliunga mkono kuwafuta kazi wafanyakazi waliogoma lakini mambo yalipobadilika anapinga hatua hiyo"}
{"text": "Uzalendo"}
{"text": "Siki hakubaliani na kuiga mambo yanayoamuliwa na nchi nyingine"}
{"text": "Anataka uongozi kuendeleza Cheneo badala ya kujiendeleza wenyewe"}
{"text": "Hakujali mahusiano ya kidugu na Meya bali maslahi ya Cheneo nzima"}
{"text": "Hafurahi kuliona jiji la Cheneo likiwa chafu"}
{"text": "Meya si mzalendo kwa kufuja pesa za baraza la Cheneo na kuiba fimbo"}
{"text": "Tatu Medi na beak ni wazalendo"}
{"text": "Diwani III kupinga mipango ya kufuja mali ya umma"}
{"text": "Siki kutoacha kazi ili awasaidie wagonjwaAfadhali kuteseka na hawa wagonjwakujali maslahi ya wenginesi mbinafsi"}
{"text": "Heshima"}
{"text": "Mama kumwambia Waridi tafadhali mwanangu nihurumie"}
{"text": "Siki ana heshima kwa Waridi"}
{"text": "Madiwani kumsimamia Meya"}
{"text": "Diwani 111 anamheshimu Meya"}
{"text": "Walio waaminifu na wasio waaminifu"}
{"text": "Diwani III kupinga mipango mipotovu na kutengwa"}
{"text": "Hana tamaa"}
{"text": "Ni mkweli"}
{"text": "Hana ubinafsi"}
{"text": "Maudhui mengine"}
{"text": "uozoukosefu wa maadilimkengeukoutovu wa maadili"}
{"text": "wizi"}
{"text": "mauaji"}
{"text": "Uadilifu"}
{"text": "Uaminifu"}
{"text": "Majuto Meya anajuta akisema heri angemSikiliza Bwana uchumi na kazi mambo yanapoharibika"}
{"text": "SifaHulka za wahusika"}
{"text": "Kunao"}
{"text": "Waadilifu na wasiowaadilifu"}
{"text": "Bidii"}
{"text": "Wanaowajibika na wasiowajibika"}
{"text": "Wenye utu na wasionao"}
{"text": "Walio na uzalendo na wasionao"}
{"text": "Wenye tamaa na wasio nayo"}
{"text": "Wanaokata tamaa na wasiokata tamaa"}
{"text": "Wavumilivu na wasio wavumilivu"}
{"text": "Wenye msimamo na wasio nao"}
{"text": "Wajasiri na waoga"}
{"text": "Wenye mapuuza"}
{"text": "Wafisadi"}
{"text": "Watetezi wa hakiwakombozi"}
{"text": "Wadanganyifu"}
{"text": "Wanafiki"}
{"text": "Wasaliti"}
{"text": "Walaghaiwajanja"}
{"text": "Wapenda anasa"}
{"text": "Wabunifu"}
{"text": "Washauri mbayampotoshaji na washauri wema"}
{"text": "Maskini"}
{"text": "WapoleWanyenyekevu"}
{"text": "Umuhimu wa Wahusika"}
{"text": "Bili ni kielelezo cha marafiki wanaoweza kupotosha viongozi"}
{"text": "Mfano wa watu wenye tamaa iliyokithiri"}
{"text": "Bili D1 na D11 ni vielelezo vya washauri wanaopotosha viongozi"}
{"text": "Vielelezo vya viongozi wasiowajibika"}
{"text": "Vielelezo vya viongozi wanaohujumu uchumi wananchi"}
{"text": "Vielelezo vya watu walio imara kuleta mageuzi"}
{"text": "Dida ni kielelezo cha wafanyakazi wanaohatarisha juhudi za ukombozi"}
{"text": "Askari ni vielelezo vya jinsi vyombo vya dola hutumiwa kuendeleza uongozi dhalimuaskari kulinda baraza"}
{"text": "Mhubiri ni kielelezo cha jinsi dini inavyoweza kutumiwa kuendeleza uongozi dhalimu"}
{"text": "Mhubiri ni kielelezo cha viongozi wa dini wanafiki na wanaotumia dini kwa manufaa yao wenyewe"}
{"text": "Mama ni kielelezo cha wananchi wanaoathirika na uongozi mbaya"}
{"text": "Diwani III ni kielelezo cha uadilifu katika mazingira ya waliopotoka"}
{"text": "Madiwani I na II ni vielelezo vya ubarakala"}
{"text": "Wanatudhihirishia maudhui gani"}
{"text": "Wanatusaidia kutambua sifa za wengine vipi"}
{"text": "MATUMIZI YA LUGHA"}
{"text": "Tashbihi"}
{"text": "Kupinga haya ni sawa na kumkama simba mwenye watotoMeya akimwonya Siki asithubutu kupinga hoja zake"}
{"text": "Watu kujifia kama nzitatu kwa Sikikutokana na magonjwa kwa kukosa dawa"}
{"text": "Juzi mtoto wa kerekecha amekufa kama nzi"}
{"text": "Inasimama bahati kama mtendeSiki anapompata D111 kwake"}
{"text": "Kushindana na Meya ni kama kushindana na ndovuDiiikuonyesha uwezo mkubwa alio nao Meya"}
{"text": "Inasimama kama ya mtendeSiki kwa D111kufanikiwa kumpata kwake"}
{"text": "Mimi na Meya ni mfano wa mafuta na majiSiki na Meya hawapatatimahasimu"}
{"text": "Kukunja walio chini yake kama ua wakati wa alasiririot act"}
{"text": "Sitiari"}
{"text": "Kueleza sifa za kitu kwa kusema ni kingine"}
{"text": "Himizeni hiyo miamba kuangalia maslahi ya watuSiki akimwambia kheri"}
{"text": "Vitu hivi viwili njaa na tamaa kwa pamoja ni ugonjwa mbaya kuliko tauniD111chanzo cha ushauri mpotovu unaoharibu mji"}
{"text": "Unakanyaga nyoka mkia"}
{"text": "Siku zote tumeshuhudia wasiotosheka wakipuliza tarumbeta zao za uzushi na sisi tukazizima kwa kukohoa"}
{"text": "Ndiyo huko kuwaua ndege watatu kwa jiwe moja"}
{"text": "Lazima kwanza mhakikishe kuwa huyo sumu hapati hata fununu ya jambo hiliMeya kurejelea D111"}
{"text": "Hii ni bomu inayoweza kutulipukia usoniMeyampango wa wizi wa fimbo kuweza kuwatia matatani ukijulikana"}
{"text": "Duniani kuna watu na viatu paka na panyaDida"}
{"text": "Bunduki inayotema risasi tatu tatu"}
{"text": "Magari yanayotapika maji"}
{"text": "Mshumaa kuwakakuendelea kuishi kuwatia matumaini hadi dawa ziwasili"}
{"text": "Wana njaa na kiu ambayo haikuzimwaSiki kwa Meyamalalamiko ambayo hayakushughulikiwa"}
{"text": "Kumtetea macho maSikio na sauti Dwani Iubarakala"}
{"text": "Matunda ya jasho letuMeya"}
{"text": "Ni kawaida ya debe tupu kupiga keleleBili udharau wafanyakaziwajinga"}
{"text": "Nina hakika sasa yuko kanisani mwake akiwahudumia kondoo wakewaumini"}
{"text": "Njaa ina nguvu imeangusha miambamalalamiko ambayo hayakushughulikiwa huangusha viongozi"}
{"text": "Siasa ni mchezo mchafuD111"}
{"text": "Siasa bwana ina vituko vyake Utapakwa tope si haba"}
{"text": "Umya hauna pato kubwa Ofisi ndiyo ina mianya mingi ya kujipatia utajirikupewa majukumu ya kuamua na hivyo kutumia fursa kujinufaisha na wenzake"}
{"text": "Viongozi ni picha ya umma uliowachaguaD111"}
{"text": "Bili kumuuliza Meya kama mkewe alishapata mgenimtoto"}
{"text": "Tumekuwa watumwa siku nyingiMedi"}
{"text": "Jazanda"}
{"text": "Uozo wa mji unamaanisha uozo wa uongozi wa Cheneo"}
{"text": "Sumu inatumika kumrejelea Siki"}
{"text": "Bomu kumrejelea Siki"}
{"text": "Harufu mbayakiwakilishi cha uozo ulio ndani"}
{"text": "Punda kumaanisha wafanyakazi"}
{"text": "Ndovu kurejelea uwezo wa Meya"}
{"text": "Ndege watatu kumaanisha mambo watatu"}
{"text": "Vyakula vya aina mbalimbali mezaniulafi"}
{"text": "Watu wenye matumbo yasoyotulia huwa akili zao nazo hazituliiwatu wenye shida ambazo hazijashughulikiwa hupigana hadi malalamiko yao yashughulikiwe"}
{"text": "Kukuna matumbo baada ya muda huanza kukuna vichwa"}
{"text": "Kutembea nyuma ya punda aliyeudhika"}
{"text": "Cheo kumlevya mtu kama mtoto na chakula Atakienzi akiwa na njaa Akishiba atakipiga teke hana habari wapo wenzake wanakihitaji wala muda ukipita atakihitaji"}
{"text": "Beka ni mgao wa wakubwa kula kwanza na sisi wengine kupigania makombo yanayoanguka chini"}
{"text": "Tashhisi"}
{"text": "Kiriba chaongoza"}
{"text": "Kauli zinazoanguliwa katika matamshi hazitekelezwi"}
{"text": "Wakisubiri ugonjwa nao utasubiri Siki"}
{"text": "Sembe na sukumawiki vinawatoa jasho kuvitia mezanikushindwa kugharamiaSosi kwa Meya"}
{"text": "Unadhani nyimbo zinawashibisha na kukata kiu ya uhitaji waokushughulikia matakwa yao"}
{"text": "Bahati haifungui milango yake zaidi ya mara mojaBili kwa Meya"}
{"text": "Usafi umetwaliwa na nziWaridi kwa hospitali kukosa maji"}
{"text": "Mlango hatimaye huenda ukasalimu amriSiki akimhimiza Tatu waendelee kushinikiza kumwona Meya huenda wakafaulu"}
{"text": "Cheo kinaweza kumlevya mtu asahau alipokuwa janaD111"}
{"text": "Viatu kuliwa na lamiTatu kueleza jinsi wafanyakazi wanavyosafiri kwa miguu hadi kazini mpaka viatu vinachakaa chini kwa kukwaruzwa na lami"}
{"text": "Mdokezo"}
{"text": "Kukatiza usemi"}
{"text": "Tatizo  utapia mlo lipo  Siki"}
{"text": "Huenda itasaidia kidogo mtoto aandaliwe mchanganyiko wa sukari na chumvi tashtitisi matibabu"}
{"text": "Meli kupambana na mawimbikuwasili"}
{"text": "Lakini daktari haWaridi kwa Sikimama hajalipahana hela"}
{"text": "Ni kama talk of the devilBili"}
{"text": "LililoandikwaD III majaaliwa kukutana kwa D111 na Siki"}
{"text": "Nashangaa hiki chaleta taabu"}
{"text": "Nimefika kukuona kama nduguSosi kwa Meya"}
{"text": "Huenda isichukue muda mrefu utabiri wa Sosi unaomtia Meya woga"}
{"text": "Hali ikibadilika mshahara nao utakuja"}
{"text": "NininiGedi akisita wakati anataka kumfahamisha Meya wafanyakazi wa uwanja wa ndege wamegoma kuwaunga mkono wenzao waliogoma"}
{"text": "Balagha"}
{"text": "Hilo pia wanatuletea sisi hapaWaridi"}
{"text": "Dawa ganiWaridi anapoulizwa na Siki kama dawa zimeigia"}
{"text": "Lakini si sasa waona matokeo yakeWaridi kwa mamamatokeo ya kumpa mtoto chakula ambacho hakikutokoswa"}
{"text": "Mpaka sasa wapo watu wasioelewa umuhimu wa lishe boraWaridi"}
{"text": "Walipie kitanda kisicho dawaSiki"}
{"text": "Tutafanya lipi jingine bora kuliko hili"}
{"text": "Kasi yote ya nini Waridi Au dawa zimeingia"}
{"text": "Kweli kilio chetu kiliSikika pale pale Nani atakuelezea"}
{"text": "Siasa gani hiyo"}
{"text": "Hilo tumefanya lakini wapi"}
{"text": "Chaguo la wananchi kwa nini basi kulalamika"}
{"text": "Au unafikiri pakawa na fursa nyingine hii leo ya kuchagua viongozi matokeo yatakuwa tofauti sana"}
{"text": "Kama wakubwa wenyewe wameisha sema sisi tutafanya ninikugawana gharama"}
{"text": "Huoni mstari ulivyo mrefu hapo njeWaridi kwa mama"}
{"text": "Au unadhani hao wengine hawajakuja kutibiwaWaridi kwa mama"}
{"text": "Wewe tu ndiye hujui mimi ndiye Meya wa baraza la mji wa CheneoMeya kwa Sosikuonyesha kiburi"}
{"text": "Ni baraza gani lenye udhabiti kama letu ambalo linaongozwa na mstahiki Meya Sosi Lipi katika ujirani wetuMeyakuonyesha kiburi"}
{"text": "Utatosheka lini weweMeya kwa Sosi"}
{"text": "Huoni Cheneo ni kisiwa cha kupigiwa mfano"}
{"text": "Iwapo mama muuza ndizi analipa kodi ili kulijenga taifa iweje kwamba madiwani wasilipe kodi"}
{"text": "Tabaini"}
{"text": "Si vyombo vya habari si wanasiasa si wasomiWaridi anapoulizwa na Siki nani alisema nchi ni maskini"}
{"text": "Kinaya"}
{"text": "Meya kuwa na wokovu ilhali anatenda matendo yasiyofaa"}
{"text": "D1kuitwa Bwana usalama ilhali anahatarisha usalama wa wafanyakazi kwa kuagiza askaris wawashambulie"}
{"text": "D11Bwana uhusiano mwema"}
{"text": "Ulimwenggu wataka watu kama weweMeya kwa Bili kwa wazo la mwanakandarasi"}
{"text": "Anwani na jina mstahiki Meyahastahili kuwa kiongozi"}
{"text": "Bili mshauri mkuu wa Meya kutopatikana mambo yanapochacha"}
{"text": "Meya kumpa mhubiri sadaka ya laki moja kila mwezi ilhali amekosa kuwapa wafanyakazi wa baraza mshahara na mji unakuwa mchafu mpaka unaanza kuvunda"}
{"text": "Ndugu SosiSiki"}
{"text": "Sasa naona mnautusi ukarimu wetuMeya kwa wawakilishi"}
{"text": "Meya kuwaambia wawakilishi wa wafanyakazi kuwa baraza lina kanuni zake ambazo lazima ziheshimiwe ilhali haziheshimu"}
{"text": "Kama hawataki kuonyesha shukrani kwa wanayofanyiwa na baraza letu tukufu nitawafuta kazi"}
{"text": "Meya kusema anapenda urasimu ilhali anaidhinisha mambo kama vile nyongeza kinyume na kanuni za baraza"}
{"text": "Nzuri tatutatu anapomuuliza daktari habari za siku nyingi"}
{"text": "Meya kushukuru madiwani kwa kufika kuhudumia baraza lao"}
{"text": "Ni baraza gani lenye udhabiti kama letu ambalo linaongozwa na mstahiki Meya Sosi Lipi katika ujirani wetuMeyakuonyesha kiburi"}
{"text": "Meya kulinganisha baraza la Cheneo na majirani dhaifu ilhali wanaweza kufanya vyema"}
{"text": "Huoni Cheneo ni kisiwa cha kupigiwa mfanoMeya kwa Sosiwakati kuna shida nyingi"}
{"text": "Miaka hamsini baada ya uhurumiaka mingi kupita na watu wana umaskiniuhuru bandia"}
{"text": "Mstahiki Meyahastahikihastahili kuwa Meya"}
{"text": "Akili hii walisema ni maliMeyahana akili"}
{"text": "Kutaka idhaa za baraza zicheze nyimbo za uzalendo kabla na baada ya vipindi maarufuMeya si mzalendo Njia za kupumbaza watu"}
{"text": "Meya kusema Gedi ni miongoni mwa watu wenye uelewa"}
{"text": "Mji una amani na utulivuMeya kwa Gedi"}
{"text": "Lengo la mji ni afya bora na ya bure ilhali watakiwa kulipia matibabu"}
{"text": "Mpango wa maendeleo wa miaka kumi Meya ana malengo ya kimaendeleo ya milenia"}
{"text": "Tumeshaingia katika kiwango cha kimataifa"}
{"text": "Utetezi kuitwa uchocheziSiki"}
{"text": "Ndugu Meyamhubiri kwa Meya"}
{"text": "Wageni wanaokuja ni washirika wetu wa kimaendeleoMeya kwa D111"}
{"text": "Di kuwaita wafanyakazi wajingamtu mjinga hahitaji kubembelezwa ilhali ndio wajinga wa"}
{"text": "Sisi na yeye nani ana akili zaidiBili akirejelea D111"}
{"text": "Meya kusema wafanyakazi hawawezi kuwakilishwa katika baraza kwani lina kanuni zake ambazo mpaka zifanyiwe mabadiliko ilhali hazifuati"}
{"text": "Kuchanganya ndimi"}
{"text": "What do you think this is Food poisoningSiki"}
{"text": "Oh yes"}
{"text": "I understand"}
{"text": "Dawa ni painkillers tu"}
{"text": "Meya kuitisha glasi ya kunywea maji"}
{"text": "Yes sirGedi kwa Meya"}
{"text": "Nina entertainment vote ya Meya yangoja ualishi tu"}
{"text": "Kuna mayers act riot act"}
{"text": "Kile kinachoitwa collective responsiBility"}
{"text": "Hii ni grand ideawazo la kusitiri wizikuzuia watu kuwashuku"}
{"text": "Bloody henskudharau kuku waliotaga mayai"}
{"text": "NonsenseMeya anapokabwa na yai kwa kulibwakia"}
{"text": "Fridgejokofufriji anakotumwa Gedi amtolee Meya chupa moja ya maji"}
{"text": "Failifile"}
{"text": "Kula sukumawiki na dona doughnut"}
{"text": "Entertainment vote ya Meya ambayo yangoja ualishiidhini ya pesa za burudani za Meyaubadhirifu"}
{"text": "Wawakilishi wa wafanyakazi wanapotaka kumwona Meya wanaambiwa diary shajara yake imejaamapuuza"}
{"text": "Collective responsiBilitykunyima uhuru wa kwenda kinyume na jambo linaloungwa mkono na wengi"}
{"text": "Ikiwa hii si insubordination ni niniMeya kwa diwani IIIkukosa utiifu"}
{"text": "Full proofdii baada ya mipango ya kuiba fimbo kumaanisha haiwezi kugundulika"}
{"text": "Utohoziuswahilishaji"}
{"text": "Daktari"}
{"text": "Nesi"}
{"text": "Meya"}
{"text": "Hospitali"}
{"text": "Sistamtawa wa kikatoliki"}
{"text": "Wadi ya watoto"}
{"text": "Ofisinioffice"}
{"text": "Takriri"}
{"text": "Wafanya kazi wa jiji jinsi hospitali yenyewe ilivyo ya jiji"}
{"text": "Njiani ni njiani na hospitalini ni hospitalini"}
{"text": "Huna habari kuwa walinichagua hao hao watuujinga wa watu ndio chanzo cha uongozi mbaya"}
{"text": "Safi Safi kabisaMeya kuonyeshwa kuridhishwa na heshima za Gedi"}
{"text": "Sauti ni sauti tuBilikumhimiza Meya apuuze sauti za wafanyakazi"}
{"text": "Udumu milele na milelemhubiri akiombea uongozi wa Meya"}
{"text": "hujui ngoja ngoja huumiza matumboNgoja ngoja hii haisaidii matumboSiki kuhusu dawa"}
{"text": "Mkumbushe tena na tena mpaka apate mwanga wa kile unachokisemaSiki kwa D111"}
{"text": "Endelea endelea TatuMedi akimhimiza aendelee kusema malamiko yao kwa Meya"}
{"text": "Misemo"}
{"text": "Akili hii walisema ni maliMeyamajivuno"}
{"text": "Fununu sio mbali na ukweliMeyakuna wachochezi katika barazaD111 kuuliza Meya kama ana hakika na anayosema"}
{"text": "Na kumbuka mtumwa hauawiBili kwa Meya hawezi kufungwa kwa sababu alichukua hatua kwa niaba ya baraza"}
{"text": "Bahati haifungui milango yake zaidi ya mara mojaBilikuhimiza asipoteze fursa ya kujipatia pesa kupitia mwanakandarasi"}
{"text": "Mtu haukati mkono unaomlishaMeyahakikisho hawezi kumsahau Bili akipewa pesa na mwanakandarasi"}
{"text": "Wasemao mchana usiku watalalaBili"}
{"text": "Kelele za chura hazimzuii ngombe kunywa majiBilisauti za wafanyakazi"}
{"text": "Kubahatisha ndiko kupataSiki anapompata D111 nyumbani kwake"}
{"text": "Lililoandikwa halifutiki kwa kweli"}
{"text": "Eti siasa ni mchezo mchafu"}
{"text": "Watu hujifunza kutokana na makosa yao"}
{"text": "Mambo haya tunayafahamu tangu utandu hadi ukoko"}
{"text": "Mambo yalikuwa yametiwa chumvi"}
{"text": "Dawa ya adui ni kummegea unachokulaBili kuhusu mwanakandarasi"}
{"text": "Jina si kitu tumbo ndilo muhimu"}
{"text": "Misimukuwa mteja siku mbiliBili kutopatikana baada ya mambo kuhariiiibika"}
{"text": "Mtu hali kanuni"}
{"text": "Methali"}
{"text": "Huenda hizi ni dalili za mvua"}
{"text": "Hujui ngojangoja huumiza matumbougonjwa hauwezi kungojea dawa"}
{"text": "Kelele za chura hazimzuii ngombe kunywa majiBiliMeya hawezi kuathirika na mgomo"}
{"text": "Haraka haraka haina barakaWaridi kwa Siki"}
{"text": "Ganga ganga za mganga humlaza mgonjwa na matumaini"}
{"text": "Wasemao mchana usiku watalala"}
{"text": "Hizi ni Mbio za sakafuniBilimgomo hautafanikiwa"}
{"text": "Heri nusu shari kuliko shari kamiliSiki kwa Tatukucheleweshwa kwa mishahara ni bora kuliko kukosa kabisa"}
{"text": "Sikio la kufa haliSikii dawaD111 kwa Siki anapomwambia anaweza kumshawishi Meyaukaidihashauriki"}
{"text": "Msiba wa kujitakia hauna kilio"}
{"text": "Asante ya punda ni tekekukosa shukrani Meya anaposema aitiwe mhazili na kuambiwa na Gedi ameshaondokaalimpa kazi licha ya kutokuwa na hitimu zinazofaa"}
{"text": "Wengi wapeMeya kwa DIII"}
{"text": "Mazoea yana taabukuacha tabia ni vigumu"}
{"text": "Lililoandikwahalifutikimajaaliwa ya mungu kuonana na D111"}
{"text": "Mtu huvuna alichopandaviongozi wabaya huchaguliwa na wananchiD111"}
{"text": "Mhitaji siku zote ni mtumwaMeya kuonyesha wafanyakazi waliogoma wangelazimishwa kurudi kazini na mahitaji yao ya kila siku"}
{"text": "Hakuna bwana hakuna mtwanaD111 Meya anaposema wafanyakazi ni watumwa kuonyesha kuwa wao na baraza wanahitajianahuhudumiana"}
{"text": "Msiba wa kujitakia kilio kamwe haunaMeya anapoSikia wafanyakazi wakivurumishwa"}
{"text": "Mpiga ngumi ukutaMeya wakivurumishwa"}
{"text": "Yaliyopita yamepita Tugange yajayoD1 kwa Meya anapojuta kutomSikiliza D111"}
{"text": "Ya mungu ni mengiaskari wanapoingia ofisini kumtia mbaroni Meya na washirika wake"}
{"text": "Majazi"}
{"text": "Sosikutokana na source kumaanisha chanzo cha matatizo au msimu uaomaanisha kula kwa kutumia cheo kujilimbikia mali"}
{"text": "Kherikutokana na uadilifu kwa vile hana tamaa kama wenzake au baraka kwa jamii kwa kupinga maovu"}
{"text": "Sikikitu kichungu kinachotumiwa kama kiungo Anasababisha machungu kwa viongozi kwa kupinga uovu wao Anaongoza maandamano na kushauri Meya kushughulikia malalamiko ya wafanyakazi"}
{"text": "Waridiaina ya ua linalovutia lakini hunyauka punde tu linapotolewa mtini Anawapa matumaini wagonjwa Ghafla anajiuzulu na kuacha wagonjwa wateseke"}
{"text": "Cheneokitu kilichoenea na kutapakaa kila mahali Kuenea kwa uozo mogomo ukatili shida nk"}
{"text": "Shuara mji ambako ndege zilielekezwa baada ya wafanyakazi wa uwanja wa ndege kugomashwari utulifu"}
{"text": "Kajifaharimkahawa ambao Meya na Bili waliuzurumaarufu"}
{"text": "Ulinganuzi"}
{"text": "Kuweka vitu viwili pamoja ili kusisitiza tofauti"}
{"text": "Meya na diwani III"}
{"text": "Diwani 111 na Diwani 1 na 11"}
{"text": "Siki na Waridi"}
{"text": "Shuara na Cheneo"}
{"text": "Tatu Beka na Medi na Gedi na Dida"}
{"text": "Uzungumzi nafsia"}
{"text": "Mhusika mmoja kuongea peke yake"}
{"text": "Hivi huyu ana nia ganiMeya Dida anapopeleka viyai vidogo"}
{"text": "Meya kuongea peke yake kuhusu dhifa murua ambayo angewapa wageni mameya"}
{"text": "Meya anapojisemea mwenyewe kuhusu viyai vidogo alivyotengenezewa"}
{"text": "Meya anapojisemea mwenyewe kuhusu mapokezi ya mameya ambao wangezuru Cheneo vile angewapokea kifahari ili watoe ufadhili"}
{"text": "Siki anapojisemea kuhusu matatizo ya Cheneovile mji umejaa njaa na kuongozwa na wenye njaa ni hatari sana"}
{"text": "Meya kujisemea diwani III anapomshauri akutane na viongozi wa wafanyakazi tu lakini si kila mtu"}
{"text": "Meya ofisini akipanga mapokezi ya mameya wageniCheneo si mji hivi hivi wauone ukarimu na maana ya undugu wetu"}
{"text": "Meya kijisemea D111 anapoondokahawa wanaotaka uwaSikilize ni mzizi wa vizazi vya kesho Nafikiri ninaweza kuzungumza na viongozi wao si kila mtutenga utawale"}
{"text": "Meya kujizungumzia akiwa ofisini kupanga mapokezi ya wageniatamfurusha mwanakandarasi hatamu mpya mipango mipya"}
{"text": "Dida katika wimbo wake jinsi wafanyakazi walivyofurushwa kwa risasi vitoa machozi na magari ya maji"}
{"text": "Nidahasiyahi"}
{"text": "PoleDida akimpa Meya pole"}
{"text": "Alaadii kushangaa anapoSikia wafanyakazi wa uwanja wa ndege wamegoma"}
{"text": "Kisha unamruhusu kunipunja kwa kuleta viyai kiasi hiki Eehhasira"}
{"text": "NaamWaridi akimwitikia Siki"}
{"text": "AlaaSiki akishangaa kwa wagonjwa kufika kwa wingi licha ya dawa kutokuweko"}
{"text": "La hashaSiki akisisitiza si habari za kugoma amepelekea Meya"}
{"text": "Sadakta Bora usinisahausawa Bilikuridhika"}
{"text": "PoleSiki kwa Waridi kwa jamaa yake kufamtoto wa mamake mdogobinamu"}
{"text": "AsanteTatu anapokaribishwa na Siki"}
{"text": "AamenMeya akiitikia maombi ya mhubiri"}
{"text": "Mbinu rejeshi"}
{"text": "Siki anarejelea amewahi kuanzisha mgomo mwingine"}
{"text": "Uongo wa dawa kuwa bahari kuu unarejelewa mara kwa mara"}
{"text": "Kitoto kufia mokononi mwa Siki kwa njaa na ugonjwa"}
{"text": "Tunafahamishwa na Meya kuwa Siki alikuwa na utundu utotoni"}
{"text": "Bili kutukumbusha yeye na Meya wamewahi kwenda katika mkahawa wa kajifahari wiki mbili zilizopita kujistarehesha"}
{"text": "Meya amewahi kumpa Meya ushauri uliomdumisha mamlakani"}
{"text": "Kuna mwanakandarasi aliyekuwa na mkataba na baraza alilomwambia"}
{"text": "D111zamani Meya alikuwa anamSikiliza na kutilia maanani"}
{"text": "Bili kutufahamisha jinsi wafanyakazi walivyovurumishwa na askari kila mtu na mguu wake kumponya wanapoongea na Meya na madiwani"}
{"text": "Dida katika shairi lake anatufahamisha jinsiwatu walivyovurumishwa wakatimua mbio sana kwa kuogopa kuuawa"}
{"text": "Beka kueleza jinsi juzi mtoto wa kerekecha alikufa kama nzi mikononi mwa kerekecha akitazama"}
{"text": "Mama akieleza Siki mtoto alianza kuendesha lini siku iliyotangulia baada ya chakula alichotoa kwa bwana kwa kutokitokosa wali na maharagwe yaliyolala"}
{"text": "Meya kutufahamisha kuhusu mwanakandarasi aliyepewa kandarasi na Meya wa zamani ya kupelekea baraza bidhaa na ana mkataba ambao haujakwisha na ungeisha miaka mitatu iliyofuata"}
{"text": "Siki kueleza jinsi mara ya mwisho alipokuwa kwa Meya jinsi aliamuru asiruhusiwe kuingia kwake nyumbani au ofisini"}
{"text": "Jinsi alivyofahamishwa hilo na mfanyakazi mmoja wa Meya aliyesoma naye shule moja"}
{"text": "Kufahamishwa na DI jinsi Bili alikuwa akipigiwa simu tangu siku kabla iliyopita na hakuwa akipatikana"}
{"text": "Taharuki"}
{"text": "Mtoto kulazwa kupewa mchanganyiko wa sukari na chumvi hatima yake gani"}
{"text": "Sauti za wafanyakazi"}
{"text": "Askari wanapoingia Meya akiombewa na mhubiriNini kimejiri"}
{"text": "Wafanyakazi wa uwanja wa ndege kugoma wageni wakitarajiwa siku hiyo nini kitajiri"}
{"text": "Mama anapoingia ghafla bila kufuata utaratibu Waridi anamkemea watakubali kumhudumia kwa dharura aliyo nayo"}
{"text": "Pale Gedi anapoingia ofisini ya Meya wakiwa na D1 na D11 akihema na akiongea kwa kusitasita kimetokea nini"}
{"text": "Wageni kukaribia kuwasili na mji ni mchafu na hakuna uwezekano wa kuajiri vijana nini kitajiri"}
{"text": "Wafanyakazi kugoma na wageni wanatarajiwa kuwasili siku hiyo saa tano unusu usiku Nini kitatokea"}
{"text": "Nahausemi"}
{"text": "Meya kumwambia Gedi amwambie Dida aende mbio"}
{"text": "Yamenifika shingoni"}
{"text": "Unamkanyaga nyoka mkiaSiki kwa Meya"}
{"text": "Watu sasa wanafahamu mbivu na mbichiD111 ukweli"}
{"text": "Ndiyo huko ndiko kuwaua ndege watatu kwa jiwe moja"}
{"text": "Mlango huenda hatimaye ukasalimu amri"}
{"text": "Wanakipeleka chombo mrama"}
{"text": "Ni kazi ya kijungu mekojikoBekaya kumpatia mtu riziki tu"}
{"text": "Tangu utandu mpaka ukokowawakilishi kusema wanaelewa vyema yanayoendelea katika baraza kutenga DIII na kufanya maamuzi na wanaomuunga mkono"}
{"text": "Kupiga hatuakupata ufanisimaendeleo mapya kila uchaoMeya"}
{"text": "Unadhani nyimbo zinawashibisha na kukata kiu ya uhitaji waokushughulikia matakwa yao"}
{"text": "Nyumba yangu aione paaMeyaGedi asimruhusu Siki asiwahi kuingia kwake"}
{"text": "Mbivu na mbichiDiwani III"}
{"text": "Kupunguza joto"}
{"text": "Biliya kina yakheelimu ya maSikini"}
{"text": "Bili kutaka kujua kama mkewe Meya ashajifunguakupata mtoto"}
{"text": "Msikate tamaaSiki kwa Tatumsipoteze matumaini"}
{"text": "Inavunja moyokuona watu wakivurumishwa na askarikuSikitisha"}
{"text": "Si wengi wanaoweza kuwakosoa jamaa zao wanapokipeleka chombo mrama"}
{"text": "Mimi niko radhi kutekeleza uyatakayo ingawa shingo upaneDIII kwa Meya anapomshinikizabila hiari"}
{"text": "Kazi ya kijungu mekobekaisiyo na akibacha kuweka"}
{"text": "Tangu utandu hadi ukokoMediwanajua yote kuanzia mwanzo mpaka mwisho yanayoendelea katika baraza"}
{"text": "Anaungana na mahasidi kunitoa rohoMeya anarejelea mhazilikuporomosha uogozi wake"}
{"text": "Yote haya yametiwa chumvi na wanahabariMeya akielekea kushikwakufanywa yaonekane makubwa"}
{"text": "Halafu nitiwe ndaniMeya kwa Bili afungwe gerezani"}
{"text": "Uma na kuvuviadhuru mtu kwa kutumia ujanja asielewe"}
{"text": "Taswira"}
{"text": "Mwandishi anapotueleza kuhusu meza ya maakuli ya Meya kwamba imejaa mayai na vyakula kutuchorea picha ya ulafi"}
{"text": "Maelezo ya Waridi huleta hali halisi ya zahanati"}
{"text": "Uvundo na maji ya taka unachora picha ya mji ilivyo"}
{"text": "Wafanyakazi wanavyokabiliwa na polisi kutembeza virungu na risasi"}
{"text": "Siki anapomwambia Meya kwamba anaingiza kidole kwenye mzinga wa nyukihatari"}
{"text": "Picha ya mtoto mgonjwa ya Waridi akimwambia Sikikitoto chenyewe kiriba chaongozakuvimba tumbo kwa utapia mlo"}
{"text": "Didapicha ya hali ya mambo wafanyakazi walivyofurushwawazee kutimua mbio bunduki magari ya maji"}
{"text": "Picha ya usafiri wa wafanyakazi na madiwani wakielekea kazinikwa kutembea kutoka mabandani jua likiwaka au kukinyesha na viatu kuharibiwa na lami na madiwani wanasafiri katika magari yenye vifaa vya kusafisha hewa"}
{"text": "Tashtitikichekovichekeshodhihaka"}
{"text": "Meya kujifanya mwokovu na kutoa matamko ya kidiniAamen Aamen"}
{"text": "Meya kutumia pesa vibaya na wagonjwa wanapewa mchaganyiko wa chumvi na sukari"}
{"text": "Pale diwani na wandani wake wananaswa na askari baada ya mambo kufikia kiwango kibaya na Bili hajulikani aliko"}
{"text": "Diwani I na II wanacheka baada ya kuambiana kwamba siku zote wanazizima tarumbeta za wasiotosheka kama kwa kukohoa tu"}
{"text": "Meya anacheka baada ya kujisemea kuhusu maandalizi ya wageni wanaokuja"}
{"text": "Diwani I na II wanacheka baada ya kuambiana kwamba siku zote wanazizima tarumbeta za wasiotosheka kama kwa kukohoa tu"}
{"text": "Meya anacheka baada ya kujisemea kuhusu maandalizi ya wageni wanaokuja"}
{"text": "Dida anacheka baada ya kuigiza matendo ya askari walivyovurumisha wagomaji"}
{"text": "Meya na mhubiri kupokezana mikono wakicheka"}
{"text": "Utatu"}
{"text": "Mtoto mgonjwa ana miaka mitatu"}
{"text": "Alikufa akiwa na miaka mitatu"}
{"text": "Kuua ndege watatu kwa jiwe moja"}
{"text": "Madiwani watatu"}
{"text": "Wawakilishi watatu wa wafanyakazi"}
{"text": "Dawa zingefika bandarini baada ya siku tatu na baada ya siku tatu zingefika hospitalini"}
{"text": "Meya na madiwani wawili wanakamatwajumla ya waliokamatwa ni watatu"}
{"text": "Bunduki inayotema risasi tatu tatuDida akieleza kuhusu kuvurumishwa kwa wafanyakazi na askari"}
{"text": "Nyimbo"}
{"text": "Sauti ya Siki anapojisemea"}
{"text": "Njaa ina nguvu imeangusha miambaviongozi"}
{"text": "Mwenye tumbo tupu anahitaji ashughulikiwe bila kucheleweshwa"}
{"text": "Sauti za wafanyakazi zinachukua muundo wa ushairi"}
{"text": "Kiliowanataka kuSikilizwa"}
{"text": "Kudai haki jasho damu"}
{"text": "Maslahi yao kuangaliwa"}
{"text": "Malipo bora"}
{"text": "Huduma za afya"}
{"text": "Kudhalilishwa"}
{"text": "Kupuuzwa daima"}
{"text": "Mshahara zaidi"}
{"text": "Dawa hospitalini"}
{"text": "Sauti ya Dida"}
{"text": "Kweli kinzani"}
{"text": "Tumetembea lakini hatuendi mbeleSiki"}
{"text": "Kwenda tunaenda lakini kinyumenyume"}
{"text": "Chuku"}
{"text": "Kufanya Cheneo kote kuwaka moto wa mafanikiomaendeleo makubwa"}
{"text": "Kupuuzwa daimasauti ya wafanyakazikukataa kabisa kusikilizwa"}
{"text": "Wanadai takriban kila kituGedi anapoulizwa na Meya wafanyakazi wanataka nini"}
{"text": "Vijana waliohitimu kushindwa kupata hata utopasikusisitiza ukosefu wa ajiraMeya"}
{"text": "Udumu milele na milelemhubiri akiombea uongozi wa Meya"}
{"text": "Kumbe wazee huwashinda mbio vijanaDidakutimua mbio sana kujinusuru"}
{"text": "Sadfa"}
{"text": "Siku wageni wanatarajiwa kuwasili kusadifiana na mgomo wa wafanyakazi wa uwanja wa ndege na wale wa bohari kuwaunga wenzao mkono"}
{"text": "Siku Siki anaenda kwa Meya na kwa DIII anawakuta wakiwemo"}
{"text": "Siku ambapo Meya na DI na II wanapokutana ndipo wanatiwa mbaroni"}
{"text": "Gedi kumpelekea Meya maji kunasadifiana na upepo kubadili mkondo wa harufu ya taka na kufanya Meya kulalamika kuhusu maji"}
{"text": "Siki ni binamu ya Meya Binamu yake Waridi kufa kwa kukosa dawa"}
{"text": "Bilikusitiri wizikukomesha malalamikokutangaza fimbo imeibwa na uchunguzi unafanywa mara moja kisha kuanzisha mazungumzo na wafanyakazi na kufanya waonekane wao ndio wasiotaka suluhu"}
{"text": "Wizi kupagwa kusadifiana na mgomo ili kusingizia rabsha"}
{"text": "Ziara ya mameya wageni inasadifiana na migogoro baina ya baraza na wafanyakazi"}
{"text": "Ule wakati Meya anasema hali yataka kutumia nguvu na angewapa askari amri kunyoosha mambo ndipo askari wanatokea si kufanya analotaka bali kumtia mbaroni"}
{"text": "Kutiwa mbaroni kwa Meya na diwani I na II kunasadifiana na wao kuwa katika mkutano wa kujaribu kutatua mambo"}
{"text": "MSTAHIKI MEYA Ziada"}
{"text": "MANDHARI"}
{"text": "Mandhari ya tamthilia ya Mstahiki Meya ni mji unaoitwa Cheneo Mji huu unatawaliwa na Baraza linaloongozwa na Mstahiki Meya pamoja na madiwani"}
{"text": "Mji wa Cheneo una zahanati ambayo inafurika wagonjwa wakitafuta matibabu ingawa hakuna dawa"}
{"text": "Mandhari ya nyumbani kwa Meya inaashiria kwamba ni nyumba ya kifahari iliyo na makochi na zulia lenye kuwaza ya kupendeza"}
{"text": "Mitaa ya Cheneo imejaa uvundo kwa sababu ya kutozolewa taka hasa baada ya mgomo wa wafanyakazi"}
{"text": "Mandhari ya Mji huu ni kielelezo cha jinsi ilivyo miji mingi humu nchini kutokana na usimamizi mbaya"}
{"text": "MUHTASARI WA MAONYESHO"}
{"text": "SEHEMU YA KWANZA"}
{"text": "ONYESHO LA KWANZA"}
{"text": "Onyesho hili linafanyika kwenye zahanati wakati wa jioni"}
{"text": "Daktari Siki anazungumza na waridi ambaye ni nesi muuguzi Daktari anaonekana mwenye wasiwasi Anauliza wagonjwa wamefika wangapi zahanatini Naye Waridi anadokeza kuwa wagonjwa waliofika ni wengi kuliko siku iliyotangulia"}
{"text": "Hata hivyo lililo wazi ni kuwa hakukuwepo na dawa hata kidogo Waridi anasema kuwa Meya aliwataka wawashauri wagonjwa wasubiri dawa kwamba walikuwa wameagiza dawa zingefika hospitalini baada ya siku sita Hata hivyo Daktari Siki hakubaliani na madai hayo Anasema Wakisubiri ugonjwa wao utasubiri Hujui ngoja ngoja huumiza matumbo ukurasa 3"}
{"text": "Waridi anamwambia Siki kuwa hata wagonjwa zaidi wakipokelewa hawataweza kusaidika Aidha wagonjwa wenyewe hawana uwezo wa kulipia huduma Hii ni kutokana na umaskini Anaongeza kusema kuwa mfumo huu wa wagonjwa kugawana gharama ya huduma unahimizwa na wazungu Maoni ya Daktari Siki ni kuwa si kweli kwamba watu ni maskini kwa sababu nchi ni maskini"}
{"text": "Mama mmoja mfanyakazi wa Baraza la Jiji anaingia alikokuwa daktari na nesi Analalamika kuwa mtoto wake wa pekee aliyembeba alikuwa mgonjwa na kwamba alikuwa anataka usaidizi kabla mtoto kufa"}
{"text": "Anapoambiwa aeleze hali ya mtoto anasema kuwa amekuwa akiendesha tangu siku iliyotangulia Hii ni baada ya kula kiporo ambacho mama mtu alitoa kwa mwajiri wake anakofanya kazi Huku ni kwa Mstahiki Meya wa jiji la Cheneo"}
{"text": "Hapo mtoto anapokelewa kwenye wodi na nesi Baadaye Waridi anasema kuwa baada ya kumchunguza mtoto huyo alibaini kuwa aliugua pia utapiamlo Hii ni kutokana na ukosefu wa lishe bora"}
{"text": "Anashauriwa na daktari ampe huduma ya kwanza ili kumpa matumaini Onyesho linapofika mwisho ni bayana kuwa nesi ana imani kuwa dawa walizoahidiwa zingefika hospitalini Hata hivyo Daktari Siki anatofautiana naye akiamini kuwa ahadi ya dawa ni siasa tu za Meya"}
{"text": "ONYESHO LA PILI"}
{"text": "Onyesho hili linafanyika nyumbani kwa Meya"}
{"text": "Hii ni siku iliyofuata ile ya onyesho la kwanza kule zahanatini Mazingira ya mahali hapa ni ya kupendeza Yanaonyesha uwezo mkubwa wa kiuchumi alio nao Meya Meya yuko peke yake akijapatia staftahi Anapiga funda zito la chai ambalo linamchoma Anamtuma Gedi mpambe wake akamwite Dida Dida ni mhudumu wa hapo nyumbani kwake Anakuja na kunyenyekea mbele ya Meya japo Meya anakashifu unyenyekevu wake Meya analalamika pia kuwa mayai aliyoletewa ni madogo Anamwamrisha kwamba aliyekuwa akiyaleta amshauri asiyalete tena"}
{"text": "Dida anapotoka anaingia daktari Siki Siki ni binamuye Mstahiki Meya Kwa sababu hii Siki anamwita jina lake ambalo ni Sosi Meya hafurahishwi na hatua hiyo ya Siki ya kutomtambua kama Meya Anamwambia Pamoja na salamu zako lazima uniite Sosi Wewe tu ndiye hujui kuwa mimi ndiye Meya wa Baraza la mji wa Cheneo Ukurasa 10"}
{"text": "Siki anasema hayo si muhimu Kilicho muhimu ni yale ambayo yalimleta hapo kwa Meya Inabainika kuwa sababu ya daktari huyu kuja hapa ni kuwasilisha matatizo ya wafanyakazi wa jiji la cheneo"}
{"text": "Katika mazungumzo yao Meya anatetea maendeleo katika jiji hili Hata hivyo Siki anapuuza maendeleo haya na kusema kuwa watu wana shida Ukurasa 11 Anaongeza kuwa wananchi wana matatizo kama vile njaa Ukurasa 12 Meya anatetea uongozi wake na kusema kama asingekuwa mzuri asingechaguliwa mara tatu Anajisifu kuwa amedumisha utulivu na imani katika eneo lake"}
{"text": "Daktari Siki anamshtumu Meya na Madiwani wenzake kwa kutofikiria watu waliowachagua Analinganisha tabia hiyo na kuwatusi wananchi Kulingana naye uongozi wa Meya ni ukoloni mamboleo Aidha anatahadharisha kuwa hatua hiyo ni hatari kama kukanyaga nyoka mkia Ukurasa 15 Kilele cha yote hayo Mstahiki Meya anamtaka Gedi amtoe Siki nje kwa nguvu Lakini Siki anasema angeombwa aondoke angeondoka tu na wala hakuna nguvu ambazo zahitajika"}
{"text": "Punde Meya anamtuma Gedi akamwambie mhazili amwandalie mkutano wa kamati ya Meya ambao ungefanyika alasiri hiyo"}
{"text": "ONYESHO LA TATU"}
{"text": "Mandhari ni ofisini mwa Meya"}
{"text": "Ni katika mkutano ambao Meya aliitisha Washauri wake Diwani III na III wanamsubiri Meya"}
{"text": "Mazungumzo ya Diwani I II na III yaonyesha kuwa raia wameanza kupinga uongozi dhalimu wa Meya Diwani II anasema kuwa Meya kuwaita yaonyesha hali si nzuri Diwani I aona hili kama dogo Anasema wameona wengi wakilalamika nao Diwani I na II wakawanyamazisha Diwani III awaambia kuwa sasa watu wamezinduka na wanataka vitendo si maneno"}
{"text": "Mazungumzo kati ya Diwani III na III yaonyesha uzalendo wa kijinga wa washauri wa Meya Diwani I anajibu kauli ya Diwani III kuwa jukumu lao ni kulitetea baraza la Mstahiki Meya Diwani I na II wanaona kama heshima kubwa waliotunukiwa kuhudumu katika kamati ya Meya Diwani III anaonya Diwani I na II dhidi ya ubinafsi uzalendo wa kijinga na ukatili Hawakuchaguliwa kupiga vita raia walichaguliwa kuleta maendeleo katika Cheneo yote"}
{"text": "Meya anaingia na kuwajuza madiwani hali si nzuri Anasema kuwa baadhi ya madiwani wamezindua raia na kuangazia udhaifu wa Baraza wa kutowajibikia majukumu yake Ni dhahiri kuwa uongozi wa Meya haujatekeleza majukumu yake Hivyo kuzorota kwa hali ya usafi mjini Meya anashindwa kunywa maji aliyoletewa na Gedi kutokana na harufu mbaya nje"}
{"text": "Ili kurekebisha hali Diwani I anasema atawaambia vijana kutumia nguvukutembeza virungu ili watu wasiandamane"}
{"text": "Vilevile Diwani I na II wanatarajia kuinua viwango vya uzalendo kwa kutumia hila zifuatazo"}
{"text": "Mashindano ya vijana ya kubuni"}
{"text": "Kutunga na kucheza nyimbo Yaonyeshwe katika vyombo vya habari"}
{"text": "Vijana kujionea fahari Diwani III anaonya wenzake dhidi ya mipango hii isiyofaidi wanyonge Analalamikia"}
{"text": "Mishahara duni ya wafanyakazi"}
{"text": "Ukosefu wa ajira"}
{"text": "Kucheleweshwa kwa mishahara"}
{"text": "Mataifa yenye uwezo mkubwa kiuchumi yanadhibiti mataifa machanga Mfano Kubuni sera za uajiri na kupunguza wafanyakazi Pia Baraza haliwezi kuongeza mishahara kwani mataifa hayo hayajatoa mikopo"}
{"text": "Diwani III apendekeza watafute mbinu za kukabiliana na hali duni ya maisha badala ya kuwadanganya watu kuwa dawa zimeagizwa na hali sivyo"}
{"text": "Asema kuwa ahadi hizi za uongo zinawashinikiza wafanyakazi kutaka kujieleza Mazungumzo kati ya Meya Diwani I II na III yamedhihirisha tamaa na ubinafsi wa uongozi wa umma"}
{"text": "Meya aidhinisha uundaji wa kamati ambazo hazina umuhimu nyongeza ya mishahara au marupurupu ya walinda usalama na kutotozwa kodi kwa madiwani Kinaya ni kuwa Baraza lina nakisideficit ya shilingi milioni mia moja na ishirini ingawaje hata mama muuza mboga analipa ushuru"}
{"text": "Diwani I na II wanadai kuwa wanahitaji kuvaa vyema katika mapokezi wasije wakajidunisha mbele ya mameya Meya anamwamuru Diwani III kukubaliana na njama zao za matumizi ya kiholela ya mali ya umma"}
{"text": "Masuala yanayoibuka katika onyesho"}
{"text": "Uongozi mbaya"}
{"text": "Meya anawateua washauri wanaoendeleza maslahi yake mfano Diwani I na II"}
{"text": "Meya aidhinisha matumizi ya kiholela ya fedha huku akijua baraza halina pesa"}
{"text": "MeyaDiwani I na II wanapinga ushauri wa Diwani III kuhusu matumizi bora ya pesa"}
{"text": "Mbinu hasi za uongozi na propaganda"}
{"text": "Jiji limekuwa chafu"}
{"text": "Kamati zisizofaidi raia ili kumuunga mkono Meya"}
{"text": "Vitisho matumizi ya virungu"}
{"text": "Meya aidhinisha kutotozwa kodi kwa madiwani"}
{"text": "Hali duni ya maishaumaskini"}
{"text": "Ukosefu wa ajira"}
{"text": "Mishahara duni"}
{"text": "Kupunguzwa kwa wafanyakazi"}
{"text": "Utetezi wa haki"}
{"text": "Diwani III atetea haki za wafanyakazi"}
{"text": "Pia apinga nyongeza ya mishahara kwa madiwani"}
{"text": "Ukoloni mamboleo"}
{"text": "Mataifa ya wafadhili yalazimisha Cheneo kupunguza wafanyakazi"}
{"text": "Ubinafsitamaa"}
{"text": "Madiwani I na II na Meya waidhinisha madiwani kuongezwa mishahara na kutolipa kodi"}
{"text": "SEHEMU YA PILI"}
{"text": "ONYESHO LA KWANZA"}
{"text": "Mandhari ni ofisini mwa Meya"}
{"text": "Meya yumo katika uandalizi wa kuwapokea mameya Katika uzungumzi nafsia apanga kuagiza divai na mvinyo kutoka ngambo Ubadhirifu"}
{"text": "Onyesho lina mazungumzo kati ya Meya na Bili aliye rafiki yake na mshauri wake Ushauri wa Bili waongozwa na ubinafsi Anamshauri Meya kuliibia baraza kupitia mwanakandarasi Meya atamhimiza mwanakandarasi kulishtaki baraza kuhusu kukatizwa kwa kandarasi kabla ya wakati kuisha baraza limfidie naye ampe Meya asilimia fulani ya fidia Bili amkumbusha Meya asimsahau kwa hili"}
{"text": "Meya ameshamgawia Bili vipande vinne vya ardhi ya umma Walitumia pesa za umma Meya alimpeleka bibi yake ngambo kuzalia huko kuwapeleka wanawe kusomea hukokujistarehesha kwenye hoteli za kifahari yeye Bili na familia yake"}
{"text": "Katika onyesho tunaona juhudi za wafanyakazi za kupigania haki zao Meya na Bili wakiwa ofisini sauti za wafanyakazi wanaolia malipo bora huduma za afya na kuthaminiwa zinasikika Meya anashtuka akimlaumu Siki kuwa ndiye anayechochea"}
{"text": "Bili anamhimiza Meya kupuuza sauti hizi anaziona kuwa kelele za chura ambazo hazipaswi kumzuia Meya kufanya analolielewa Meya anadai kuwa hajakataa kuwahudumia wafanyakazi Ukweli ni kwamba ingawa Meya anadai kushughulikia mahitaji ya wafanyakazi anapoambiwa na Gedi kwamba wafanyakazi wamegoma anatuma Gedi awaambie kuwa kama hawataki kuonyesha shukrani kwa baraza baraza litawafuta kazi Anawatisha kuwa kuna vijana waliohitimu katika vyuo vikuu na hawajapata hata kazi ya utopasi"}
{"text": "Tabia ya viongozi ya kukabiliana kikatili na wapigania haki inajitokeza katika onyesho hilo Meya anamtuma Gedi amwagize afisa mkuu wa usalama awaite polisi wawatawanye wafanyakazi waliogoma"}
{"text": "Maswala muhimu"}
{"text": "Uongozi mbaya"}
{"text": "Ubadhirifu wa mali ya umma"}
{"text": "Ufisadi  kupitia kandarasi"}
{"text": "Tamaa na ubinafsi"}
{"text": "Unafiki  ushauri mbaya wa Bili alitaka anufaike"}
{"text": "Meya amsifu ili azidi kumpa ushauri"}
{"text": "Meya na mwanakandarasi"}
{"text": "ONYESHO LA PILI"}
{"text": "Mandhari ya onyesho ni ofisini mwa Siki"}
{"text": "Siki anapokea simu kutoka kwa Tatu Tatu na Siki wanaagana kukutana ofisini mwa Siki"}
{"text": "Uzungumzi nafsia unatokea baada ya mazungumzo haya ya simu unaodhihirisha kwamba wafanyakazi hawajaridhishwa na hali ya mambo Siki asema kwamba aliwaambia viongozi kuwa watu wenye ugonjwa wa njaa ni hatari huangusha wenye nguvu"}
{"text": "Maneno ya Siki yathibitika Waridi anapoingia ofisini mwa Siki na kumwambia kwamba ajiuzulu analalamika ukosefu wa dawa ambao umesababisha kifo cha binamu yake malimbikizo ya mishahara na kudorora kwa usafi hospitalini Anamwambia Siki kuwa wafanyakazi watagoma Jambo hili litathibitika Tatu anapokuja ofisini mwa Siki"}
{"text": "Mazungumzo kati ya Siki na Tatu yatathibitisha kuwa wawakilishi wa wafanyakazi wamekuwa wakitaka kukutana na Meya kuwasilisha malalamishi yao Meya hajadiriki kukutana nao akidai kuwa shajara yake imejaa Hii ndiyo sababu Tatu anakuja amwombe Siki azungumze na Meya kwani ni mabinamu huenda akasikizwa Siki amwambia amejaribu bila mafanikio Tatu amwambia Siki kwamba ameona suluhisho ni mgomo"}
{"text": "Siki anaonyesha ukomavu na uwajibikaji kwa kumwonyesha Tatu madhara ya mgomo Anamwambia wachukue hatua polepole wasije wakateseka zaidi Amjuza Tatu kuwa mameya wanakuja kutembelea Cheneo wafanyakazi wakimsisitizia Meya umuhimu wa usafi na kutishia kususia shughuli za kusafisha huenda akawasikiliza"}
{"text": "Aidha Siki anaahidi kuwajibikia kilio cha wafanyakazi kwa kuzungumza na Diwani III"}
{"text": "Masuala ibuka"}
{"text": "Dhuluma"}
{"text": "Kiongozi hasikii vilio vya wafanyakazi"}
{"text": "Asema shajara yake imejaa hawezi kuonana na akina Tatu"}
{"text": "Malipo duni"}
{"text": "Malimbikizo ya mishahara"}
{"text": "Viongozi wanatoa ahadi za uongo kwa wafanyakazi"}
{"text": "Vifo kutokana na ukosefu wa dawa"}
{"text": "Ukosefu wa maji katika zahanati"}
{"text": "Upiganiaji haki"}
{"text": "Waridi anajiuzulu kufuatia hali duni katika mazingira ya utendakazi"}
{"text": "Wafanyakazi wamesusia kazi"}
{"text": "Tatu amekuja kumwona Siki kwa ushauri kuhusu namna ya kuwasilisha malalamishi yao"}
{"text": "Siki amezungumza na Meya na Diwani III kuhusu hali ya wafanyakazi"}
{"text": "Siki anamshauri Tatu waende hatua kwa hatua wasije wakajihasiri zaidi"}
{"text": "ONYESHO LA TATU"}
{"text": "Mandhari ni ofisini mwa Meya Unafiki wa kidini unadhihirika"}
{"text": "Mhubiri amekuja kumwombea Meya Awali Bili alimwambia Meya kuwa anahitaji maombi Meya anamshukuru mhubiri naye mhubiri kwa unafiki anasema kwamba Meya ni ndugu mpendwa na mhubiri akiitwa na ndugu sharti aitike Anadai kuwa kutotii ni kutomtii Mungu"}
{"text": "Uhusiano wa Meya na mhubiri unaongozwa na ubinafsi Meya anajidai kupendezwa na dini hata anamwambia mhubiri kwamba kila wakikutana kuna kinachomsukuma kutaka kuacha kazi ya udiwani na kumfuata mhubiri"}
{"text": "Nia ya Meya nikujipendekeza kwa mhubiri ili amwombee naye Meya ajidumishe mamlakani Mhubiri anausifu ucha Mungu wa Meya na kumwombea Meya kwa nia ya kumvuta Meya kumtolea sadaka unafiki Meya na mhubiri waingiwa na jazba na hatima yake ni Gedi kuingia kujua kinachoendelea"}
{"text": "Tendo hili la Gedi na maafisa wa usalama linaleta ucheshi unaodhamiriwa kuwasuta Meya na mhubiri kwa kutumia ofisi ya umma kwa maslahi ya kibinafsi Mhubiri anapuuza uvamizi huu na kuchukulia kama mateso yanayowapata katika harakati za kuendeleza kazi ya Bwana Kauli yake yaonyesha unafiki"}
{"text": "Ubadhirifu na ukosefu wa uwajibikaji wa Meya unajitokeza Analibebesha baraza mzigo wa kifedha kwa kumwahidi mhubiri sadaka ya shilingi laki moja kila mwezi Vilevile Meya anampa kazi ya kumwombea kila juma na kumwahidi kugharamia petroli atakayoitumia katika safari yake"}
{"text": "Masuala muhimu"}
{"text": "Unafiki"}
{"text": "Meya ajifanya mpole anapozungumza na mhubiri"}
{"text": "Meya kudai ana hamu ya kuacha umeya na kuingilia uhubiri"}
{"text": "Sadaka ya kumvutia mhubiri kwake na si sababu ya ucha Mungu"}
{"text": "Mhubiri kumsifu Meya kwa kutafuta upendo wa Mungu na kumhimiza kufuata dini Hila ya kumvuta Meya kwake"}
{"text": "Mhubiri anamwombea Meya ili apate sadaka na pesa za petroli"}
{"text": "Meya aitikia Amen kujifanya mcha Mungu"}
{"text": "Meya anamwambia mhubiri kwamba baraza limetambua mchango wa wahubiri Hii ni hila ya kujionyesha mwema"}
{"text": "b Tamaa ya ubinafsi"}
{"text": "i Mhubiri kumwombea Meya ili afaidike na sadaka inayotolewa na baraza"}
{"text": "ii Meya ataka kuombewa ili adumu uongozini"}
{"text": "ONYESHO LA NNE"}
{"text": "Mandhari ni nyumbani mwa Diwani III"}
{"text": "Siki amekuja kumwona Diwani III kama alivyomwahidi Tatu"}
{"text": "Mazungumzo ya Siki na Diwani III ni ya kuzungumza na Meya Anamwambia Siki kuwa Meya sikio la kufahalimsikilizi tena anawasikiliza washauri wake wanaompotosha Cheo kimemlevya kiasi cha kusahau alipotoka"}
{"text": "Diwani III anachukizwa na vitendo vya kikatili vya askari wa baraza kuwatawanya wafanyakazi wanapotaka kulalamikia hali zao Vilevile tamaa ya madiwani inaonekana na wana ushawishi kwa Meya Meya huwaalika tu wale ambao wanaridhia matakwa yake Diwani III hashirikishwi katika vikao vinavyohusu matumizi ya fedha lakini baadaye huaminishwa kutekelezwa yaliyoazimiwa katika vikao hivyo"}
{"text": "Onyesho ladhihirisha uwezo mkubwa alio nao Meya Kuna sheria ambayo inampa Meya mamlaka ya kukabiliana na migomo anaweza kunyamazisha yeyote"}
{"text": "Kuna sheria ambayo inampa mamlaka ya kumchukulia yeyote hatua"}
{"text": "Uwajibikaji wa pamoja wa madiwani unawanyima uhuru madiwani waadilifu kama vile Diwani III kupinga maamuzi ya wenginewengi wape"}
{"text": "Meya ndiye anayeamua kuhusu matumizi ya viwanja vya umma Jambo hili linapalilia ufisadi"}
{"text": "Siki analiona tendo la madiwani kutoshughulikia raia kama usaliti Naye Diwani III anamkumbusha wajibu wa raia hasa wanataaluma katika uteuzi wa viongozi anawashutumu wanataluuma kwa kutojiingiza katika siasa wakisema kuwa siasa ni mchezo mchafu Anamwambia Siki kwamba hata watu wakapewa fursa nyinginewatachagua viongozi hao hao tu Kwa hivyo hata raia wamechangia katika tatizo la uongozi mbaya"}
{"text": "Siki amsihi Diwani III kumhimiza Meya kushughulikia maslahi ya wanyonge Diwani III anaonyesha kuwajibika kwa kumwahidi Siki kwamba atamzungumzia Meya kuhusu hali ya wafanyakazi asema Meya apaswa kusikiliza malalamishi ya wafanyakazi na sio kujinyakulia ardhi yeye na wenzake Anamsisitizia Siki kuwa wote wapaswa kushirikiana kubadili hali kwani raia na uongozi wote wamekosa  raia wanawachagua viongozi hawa nao viongozi wanawadhulumu"}
{"text": "Masuala muhimu"}
{"text": "Meya na madiwani wenzake wanaunda sera na mbinu za uongozi mbaya wao ni zao la umma uliowachagua"}
{"text": "Raia walalamika uongozi eti ni mbaya na hawataki kujiingiza katika siasa eti ni mchezo mchafu Wanataaluma waadilifu kama Siki wameshindwa kujiunga na siasa"}
{"text": "Mgogoro unazuka kati ya wanasiasa na wanataaluma Mfano Siki na Meya ni kama maji na mafuta"}
{"text": "Onyesho pia laonyesha pingamizi ambazo zinafunga juhudi za kujikomboa kwa unyonge"}
{"text": "Mamlaka makuu ya Meya"}
{"text": "Uwajibikaji wa pamoja wa madiwani"}
{"text": "Kutengwa kwa washauri bora"}
{"text": "Matumizi ya vyombo vya dola mfano Askari kuwanyamazisha wapigania haki"}
{"text": "Tamaa na ubinafsi wa viongozi"}
{"text": "Viongozi waadilifu na raia kutojiingiza katika siasa"}
{"text": "Dhuluma  askari wanawatawanya watu wanaolalamika ukiukaji wa haki"}
{"text": "Kusingiziwa kwa washauri wapotovu kama Diwani I na II"}
{"text": "SEHEMU YA TATU"}
{"text": "ONYESHO LA KWANZA"}
{"text": "Mandhari ni ofisini mwa Meya"}
{"text": "Meya amemwita Diwani III ambaye amefika Pia mwenyewe alikuwa na nia ya kumwona Meya"}
{"text": "Mazungumzo baina ya Meya na Diwani III yadhihirisha kuwa uongozi wa Meya umekosa busara"}
{"text": "Amtaka aongeze madiwani mshahara mara moja huku ajua mwezi umebakia siku mbili na mishahara tayari imeandaliwa Diwani III anapomwambia haya Meya asema kuwa hilo si neno la muhimu ni kulipwa kwa hiyo nyongeza"}
{"text": "Mazungumzo pia yaonyesha ukiukaji wa kanuni za baraza Diwani III anamwambia Meya kuwa hashiriki katika kikao kilichoamua nyongeza hii ingawa ndiye anayehusika na fedha"}
{"text": "Vile vile wafanyakazi wamegoma kudai nyongeza ya mishahara aeleza kuwa nyongeza kwa madiwani italeta mivutano zaidi kwani uwezo wa kifedha wa baraza ni mdogo"}
{"text": "Meya aonyesha ubaguzi na mapuuza anaposema hadharani kutokuwa na mivutano kwani madiwani ni madiwani na hawawezi kunyimwa haki zao Hata hivyo Diwani III anamkumbusha kuwa wafanyakazi ndio wanaotaabika kuzalisha mali ambayo wadiwani wanaila Asema hakubaliani na Meya kuwaona madiwani kuwa wenye thamani kuliko wafanyakazi Asema kuwa hao wafanyakazi ndio waliowachagua madiwani kuwawakilisha"}
{"text": "Diwani III amwonyesha hasara ya mgomo wa wafanyakazi kwa pato la baraza Pato limepungua kwa kukosa kukusanya kodi mwezi jana Meya anadai kuwa anawafahamu wafanyakazi wangerudi baada ya siku chache kutokana na haja ya mahitaji ya kila siku Asema wafanyakazi ni wahitaji hivyo ni watumwa"}
{"text": "Diwani III amwambia Meya kuwa baraza linahitaji wafanyakazi jinsi wafanyakazi wanalihitaji baraza Anapendekeza nyongeza ilipwe kwa madiwani na wafanyakazi baada ya waliogoma kurudi kazini"}
{"text": "Kiburi na mtazamo finyu wa Meya waonekana pale anapomwambia Diwani III kuwa wafanyakazi wakigoma kuna vijana wengi wanaoweza kufanya kazi hii kwa malipo ya chini na kuwa kazi wanazofanya ni za mikono zisizohitaji mtu kufunza Diwani III anaposema kuwa hata kazi za mikono zinahitaji mikono na akili zilizozoea Meya aliona kama hujuma na anamwambia Diwani III angoje wakati wake wa kutekeleza ayatakayo Kauli hii yaonyesha kiburi na kujiamini kwa Meya"}
{"text": "Mazungumzo kati ya Meya na Diwani III pia yaonyesha hali ya utegemezi wa mataifa machanga kwa yale yenye uwezo mkubwa wa kiuchumi Meya asema kuwa wageni wanaokuja watawapa mikopo ya kulipia mishahara yao"}
{"text": "Diwani III amwonya dhidi ya utegemezi huu kwani utaachia vizazi vijavyo madeni Meya asema kuwa wao hawatakuwepo hivyo hivyo haina haja kujishughulisha Diwani III amkumbusha kuwa japo kiongozi huweza kuondoka mamlakaniathari za uongozi wake hudumu vile vile wafanyakazi wanaotaka awasikilize ni mzizi wa vizazi vya kesho Kauli hii inamchoma Meya Aamua kuwasikiliza viongozi wa wafanyakazi"}
{"text": "Masuala muhimu"}
{"text": "Onyesho laonyesha jinsi viongozi hufilisisha jamii kwa kuandama sera mbovu za uongozi"}
{"text": "Tamaa na ubinafsi wa Meya wamfanya kushinikiza Diwani III kutia nyongeza ya mishahara kwa madiwani na huku baraza halina fedha"}
{"text": "Badala ya kutafuta jinsi ya kuongeza pato la baraza anategemea mkopo kutoka kwa wageni kulipia nyongeza ya mishahara Maazimio ya Meya yanadhibitiwa na mahitaji ya sasa hawazii hali ya kesho ya raia waliomchagua Haoni ugumu wowote kulipia nyongeza ya mishahara kwa wachache huku akiviachia vizazi vya kesho mzigo wa kulipa madeni hayo"}
{"text": "Uongozi mbaya"}
{"text": "Kuamrisha nyongeza ya mishahara ya madiwani na baraza halina uwezo"}
{"text": "Kikao kinaidhinisha matumizi ya fedha pasipo Diwani III na ndiye anayehusika na fedha"}
{"text": "Meya hawazii athari za uongozi wake"}
{"text": "Meya anakosa kuafikia wazo la Diwani III kuwa wabuni mikakati ya kuimarisha pato la baraza"}
{"text": "Meya atumia hali ya uhitaji wa wafanyakazi kuwanyanyasa zaidiasema watundu tu"}
{"text": "Ubaguzi"}
{"text": "Madiwani wanaongezewa mishahara huku wafanyakazi wakabaki na mishahara yao duni"}
{"text": "Utetezi wa haki"}
{"text": "Diwani III anapinga hatua ya Meya ya kuongezea mishahara ya madiwani na hiyo wafanyakazi wanahitaji kuongezewa mishahara"}
{"text": "ONYESHO LA PILI"}
{"text": "Mandhari ni ofisini mwa Meya"}
{"text": "Onyesho linapoanza Meya yu ofisini Sauti za wafanyakazi wanaolalamikia haki zao zinasikika Kisha mlio wa risasi na wafanyakazi wanaotawanywa Kuwatawanya wafanyakazi kunamtia Meya fahari Anacheka na kuuona huu kuwa msiba wa kujitakia Bili Diwani I na II wanaungana na Meya jinsi walivyokuwa wamepanga miradi ya uzalendo ambayo kwa kweli ni mbinu ya kujidumisha mamlakani"}
{"text": "Mazungumzo kati ya Meya Diwani I na II na Bili yanaonyesha unafiki wa viongozi Bili asema kuwa matumizi ya nguvu yaweza kutoa picha mbaya kwa wageni Anataka wageni wapewe picha nzuri ili wafaidike"}
{"text": "Baada ya kikao kifupi Diwani I na II wanadai ovataimu kufidia kutopewa soda na Meya Diwani II apendekezaBili alipwe kwa kumshauri Meya Meya anapohofia kuwa Diwani III hataidhinisha malipo haya Bili anapendekeza wauze fimbo ya Meya aona hapana haja kubeba dhahabu tupu mkononi watafute soko ngambo"}
{"text": "Badala ya Meya na madiwani kulinda fimbo wanaafikiana na kauli ya Bili"}
{"text": "Bili apendekeza Diwani I atoke na fimbo na kwa kuwa ndiye anahusika na usalama hapana atakayekagua kisha atangaze kuwa fimbo imepotea baada ya wiki"}
{"text": "Meya aanzishe mikutano na wafanyakazi kuwafanya waonekane kuwa ndio wasiotaka makubaliano"}
{"text": "Baada ya Meya kukubali kauli hii anataka wote kuahidi kuhifadhi siri hii ya wizi na wasithubutu kumwambia Diwani III"}
{"text": "Masuala muhimu"}
{"text": "Pingamizi inayokabili juhudi za wanyonge kujikomboa ni viongozi kukabiliana na migomomaandamano kikatili"}
{"text": "Viongozi wanazidi kulipora baraza kupitia njama za kifisadi mfano kudai ovataimu"}
{"text": "Ubinafsi wao wajitokeza wanapokubaliana kuiuza fimbo ya Meya ili kujilipa Fimbo ni kiwakilishi cha umeya"}
{"text": "Ukosefu wa uwajibikaji wajitokeza katika kuuza fimbo"}
{"text": "Muhtasari"}
{"text": "Utetezi wa haki  wafanyakazi kupitia kwa viongozi wao wanadai maslahi bora"}
{"text": "Ukatili  askari kuwatawanya waandamanaji"}
{"text": "Ufisadi  Meya aidhinisha kuibiwa kwa fimbo"}
{"text": "Diwani I na II wanlipwa ovataimu kushiriki katika kupanga njama za kujiendeleza kama vile kuuza fimbo"}
{"text": "Bili analipwa kwa huduma ya lishe ambao ni mpango wa kuliibia baraza"}
{"text": "Tamaa ya ubinafsi  Meya anaruhusu wizi wa fimbo ya Meya ili afaidike"}
{"text": "Unafiki  bili apendekeza wasiwapige waandamanaji ili kuwapa wageni picha nzuri"}
{"text": "Uongozi mbaya  Meya anamwachia Bili kumwamulia masuala muhimu kuhusu uongozi wa Baraza Bili ndiye anayependekeza fimbo iuzwe"}
{"text": "ONYESHO LA TATU"}
{"text": "Mandhari ni nyumbani mwa Meya Onyesho zima ni uzungumzi nafsia wa Dida mfanyakazi wa Meya"}
{"text": "Kupitia mbinu rejeshi Dida anakumbuka kisa cha askari kuwatawanya wafanyakazi kwa bunduki na vitoa machozi na jinsi walivyoambiwa kujiponya"}
{"text": "Anaonyesha unafiki na uongo wa viongozi ambao hata wanyonge wanapokufa wanasema hawakufa"}
{"text": "Uigizaji na uzungumzi nafsia wa Dida pia unaonyesha ubaguzi unaoendelezwa na viongozi"}
{"text": "Asema kuwa kuna roho ya mtu na uhai wa mwenye nguvu mtuunathaminiwa kuliko wa wanyonge kiatu Amkashifu Meya kwa ubaguzi huu kwa kusema kwamba yeye na watu wake wana roho za watu ndiposa akawapeleka ngambo penye utulivu na pasipo na usumbufu kama Cheneo"}
{"text": "Vile vile Dida asema kuwa nyumba ya Meya inanadhifishwa huku mji mzima ukienea uvundo wa kutisha"}
{"text": "Masuala muhimu"}
{"text": "Ucheshi katika uzungumzi nafsia wa Dida unaonyesha viongozi wanavyotumia vyombo vya dola askari kujidumisha mamlakani"}
{"text": "Usaliti wa viongozi kwa raia unajitokeza kupitia kwa ubaguzi umeendelezwa na Meya mfano"}
{"text": "Udhalimu"}
{"text": "Waanyakazi wa nyumbani Dida hutukanwa na waajiri wao"}
{"text": "Askari wanawatawanya wafanyakazi kupitia nguvu"}
{"text": "Ubaguzi"}
{"text": "Dida asema kuna roho ya mtu na ya kiatu"}
{"text": "Ubinafsi"}
{"text": "Dida anajisuta kuwa hajali na mambo yasiyomhusu Anasema hana haja ya kushughulika"}
{"text": "SEHEMU YA NNE"}
{"text": "ONYESHO LA KWANZA"}
{"text": "Mandhari ni ofisini mwa Meya"}
{"text": "Meya anazungumza na wawakilishi wa wafanyakazi Tatu Beka na Medi Kupitia malalamishi dhiki zinazowakumba wafanyakazi zinabainika Medi anamwambia Meya japo wamepewa ajira na ujira kama anavyodai Meya ajira hii haijali maslahi wala heshima ya watu"}
{"text": "Pia maneno ya Beka yaonyesha kwamba wafanyakazi hawalipwi nusu ya mishahara tubali pia nyakati zingine mishahara ni duni na inachelewa"}
{"text": "Ajira waliyo nayo haiwafaidi hata baada ya kustaafu hawawezi kuweka akiba"}
{"text": "Wanasisitiza kuwa ajira hiyo inawaumbua Hata baada ya kufanya kazi kwa miaka hawaoni matunda Hawana akiba"}
{"text": "Kuna ubaguzi katika nyongeza kwa kuwa madiwani tu ndio hupata nyongeza Beka anasema kuwa kipindi kirefu kimepita tangu kupewa nyongeza Pia asema kuna ubaguzi katika uwanja wa matibabu wanyonge wanapaswa kulipia huku madiwani wakiwa na bima ya matibabu"}
{"text": "Jibu la Meya kuhusu malalamishi laonyesha kiburi na ukatili"}
{"text": "Tatu apinga hili akisema kuwa hawawezi kuwa sawa kwani"}
{"text": "Madiwani na watoto wao wana usaidizi wa baraza lakini wafanyakazi watembea kutoka mabandani mwao katika hali zote jua au mvua"}
{"text": "Beka asema madiwani wala vizuri huku wanyonge wakipigania makombo yaliyosazwa na wakubwa"}
{"text": "Meya aona maneno ya wawakilishi hawa kama kuliumbua baraza Ajaribu kuwalaghai kuwa wangesubiri hadi wamalize kuwapokea wageni Anawabainishia kuwa uongozi wake hautishiki kwa kelele na vitisho vyao asema sharti pawe na mwelekezi na mwelekezwa"}
{"text": "Meya hatoi utatuzi wowote kwa matatizo ya wafanyakazi Anawaambia wawakilishi kwamba hakuna pesa Anawadanganya kuwa atawasilisha kauli zao kwa madiwani kisha atawaita kuwapa kauli za madiwani"}
{"text": "Jaribio la Tatu la kuomba kushirikishwa katika kikao cha madiwani linakataliwa na Meya akidai kuwa kanuni za barazahaziruhusu na hata kama zingeruhusu hawawezi kuwa na kikao na watu waliogoma Meya ajaribu kutumia hila kuwafanya wawakilishi kufutilia mbali mgomo"}
{"text": "Kupitia Tatu kuzinduka na kukamaa kwa wanyonge kunajitokeza anapomwambia Meya kuwa hawatafuata kauli yake Mgomo utaendelea japo vyoo na majitaka yanawasubiri wafanyakazi kuyashughulikia Tatu asema hili litasababisha kipindupindu Meya astushwa na haya"}
{"text": "Tatu awashiria wenzake kuondoka Meya anamwita lakini Tatu na wenzake wanageuka na kumtazama kisha kuondoka Meya anaathirika na kubaki ameshika tama"}
{"text": "Masuala muhimu"}
{"text": "Mgogoro kati ya Meya na wafanyakazi haujatatuliwa"}
{"text": "Hali ngumu ya maisha ya wafanyakazi inajitokeza"}
{"text": "Onyesho ladhihirisha yafuatayo"}
{"text": "Ututetezi wa haki"}
{"text": "Tatu Medi na Beka wamekuja kuonana na Meya wakilia haki za wafanyakazi"}
{"text": "Dhuluma"}
{"text": "Mishahara duni"}
{"text": "Kulipwa nusu mishahara"}
{"text": "Kutotolewa kwa nyongeza za wafanyikazi"}
{"text": "Ubaguzi kimatibabu  wafanyakazi walipie lakini madiwani wakose"}
{"text": "Mazingira duni ya kazi  hamna glavuWafanyakazi wanatakiwa kurudi kazini kabla ya malalamishi yao kutatuliwa"}
{"text": "Watetezi wa wafanyakazi kutoruhusiwa karibu na kikao cha madiwani"}
{"text": "ONYESHO LA PILI"}
{"text": "Mandhari ni ofisini pa Meya"}
{"text": "Mgogoro kati ya wafanyakazi na Meya umefika upeo wa juu"}
{"text": "Mgomo wa wafanyakazi umeahirisha shughuli za usafi na wageni wanatazamiwa kuja Cheneo Hali hii imemtia Meya wasiwasi na anaitisha kikao na Diwani I naII"}
{"text": "Katika kikao Meya analalamikia Diwani I na II kwamba mambo hayakwenda kama walivyotarajia Mgomo wa wafanyakazi unaendelea licha ya Meya kujaribu kuwashawishi wawakilishi wao kuwataka wafanyakazi kurudi kazini"}
{"text": "Diwani I anadai kwamba wafanyakazi hawahitaji kubembelezwa wao ni wajinga Meya na Diwani II wasema kuwa matumizi ya nguvu yangesawiri picha mbaya katika jamii ya kimataifa Jambo hili ni hatari kwa misaada wanayotarajia"}
{"text": "Matokeo ya kiburi cha Meya ni"}
{"text": "Uchafu na uvundo kuenea mjini"}
{"text": "Diwani I apendekeza watumie vyombo vya habari na vipazasauti kutangazia ajira kwa vijana wasio na ajira Meya kwa ukosefu wa busara anakubali na kusema jambo hili lifanywe mara moja Diwani II apinga hili kwani tayari watu wana picha mbaya kuwahusu hawataitikia wito katika mazingira haya watadhani wanadanganywa"}
{"text": "Meya anazinduka na kuona kuwa madiwani walimdanganya hawakumwambia ukweli Diwani I anasema hawakumdanganya Diwani II anasema kwamba walimshauri kadri ya uwezo wao Inabainika kupitia maneno ya Diwani I kwamba walimwamini Bili sana Bili sasa amewasaliti Hajaonekana kwa siku mbili na hata wakimpigia simu hapatikani Meya ajuta kwa kutomsikiza Diwani III Hapa athari za kusikiliza washauri potoshi na kupuuza washauri wenye hekima inajitokeza"}
{"text": "Mgomo wa wafanyakazi wa uwanja wa ndege na wale wa bohari la mafuta ili kuwaunga wenzao mkono unasababisha wageni kutoweza kutua Cheneo Wameelekezwa kutua mji jirani Vile vile wageni wanahofia kipindupindu kwani hoteli hazina maji yanayoweza kufikia viwango vya kimataifa Zinanunua maji kutoka mtoni"}
{"text": "Meya na Diwani II wanahisi pana haja ya kutumia nguvu anaamua kuwaamrisha askari kuyanyoosha mambo Amtuma Gedi kuwaita askari Hata hivyo mambo yanakuwa kinyume Badala ya Meya kuwatolea amri wao ndio wanaompa maagizo Wanamwambia kuwa wametumwa kumwarifu kuhusu kuahirishwa kwa safari ya wageni Vile vile wametumwa kumchukua Meya Diwani I na II kwenda makao makuu kuzungumzia hali ya mambo"}
{"text": "Masuala muhimu"}
{"text": "Mapinduzi"}
{"text": "Askari wanawakamata Diwani I na II na Meya kwenda kueleza kuhusu hali ya mambo"}
{"text": "Badala ya Meya kutoa amri askari ndio wanaomwamrisha"}
{"text": "Upiganiaji haki"}
{"text": "Wafanyakazi wamegoma kupinga uongozi dhalimu"}
{"text": "Usaliti"}
{"text": "Bili atoroka baada ya sakata ya wizi wa fimbo ya Meya"}
{"text": "DHAMIRA"}
{"text": "Dhamira ni kiini au lengo"}
{"text": "Dhamira hujumuisha"}
{"text": "Funzo au maadili"}
{"text": "Falsafa au mtazamo wa mwandishi kuhusu suala linalozungumziwa Aweze kusifu kutukuza au kukashifu"}
{"text": "Dhamira ya tamthilia ni kufanyia tashtiti au kukashifu uongozi mbaya wa Meya wa Cheneo Ni fisadi"}
{"text": "Analifisadi baraza kwa kuidhinisha kutotozwa kodi kwa madiwani"}
{"text": "Kutumia fedha kwa burudani  entertainment vote"}
{"text": "Kujinyakulia viwanja na vingine kumpa Bili"}
{"text": "Kumzuia mwanakandarasi ili waliibie baraza"}
{"text": "Uongozi mbaya unahusisha hila propaganda na kuwategemea washauri  Diwani I na II na Bili wanaompotosha"}
{"text": "Neno  Mstahiki Meya ni kinaya kwani mwandishi analiweka uozo wake wazi Vile vile mwandishi anakejeli kutowajibika kwa viongozi hasa kuhusu masuala muhimu ya kibanadamu kwa mfano"}
{"text": "Dawa hospitalini"}
{"text": "Nyongeza ya mishahara kwa wafanyakazi"}
{"text": "Ukosefu wa vyakula"}
{"text": "Usafi wa kimazingira na kadhalika"}
{"text": "Kwa hivyo wale wenye sifa hasi wapaswa kurekebisha"}
{"text": "MAUDHUI"}
{"text": "UONGOZI MBAYA"}
{"text": "Uongozi mbaya ni ule usiowajibikia mahitaji ya umma Uongozi mbaya unaendelezwa na Meya Diwani I na II na Bili Uongozi wao unasababisha kuzorota kwa hali ya maisha mjini Cheneo"}
{"text": "Uongozi unadanganya umma eti shehena ya dawa imo njiani yaja Jambo hili linaleta maafa kutokana na ukosefu wa dawa katika zahanati Waridi asema wameambiwa wasubiri dawa"}
{"text": "Uongozi unawataka wagonjwa walipie kitanda zahanatini na ilhali hakuna dawa Hii ni dhuluma kwa wagonjwa"}
{"text": "Viongozi washinikiza kugawana gharama na raia wanyonge wasioweza kununua hata chakula"}
{"text": "Baada ya kuchaguliwa na raia viongozi wanakataa kusikia vilio vyao Siki anamkumbusha Meya kuwa watu walimchagua kwa imani kuwa ataboresha hali zao"}
{"text": "Viongozi wabaya hupuuza ushauri kutoka kwa washauri bora Meya akataa ushauri wa daktari Siki kuhusu kupanda kwa gharama ya maisha na mishahara duni wafanyakazi"}
{"text": "Viongozi hawa huwatelekeza raia katika njaa na umaskini Watu wanakufa kwa magonjwa Kitoto kinafia hospitalini kwa kula chakula chenye vijisumu utapiamlo na wengine kula mizizi na matunda mwitu"}
{"text": "Viongozi hawa hutumia ulaghaiudanganyifu kupata kura Meya amwambia daktari Siki kuwa amechaguliwa mara tatu na hata akitaka ya nne tano au sita atachaguliwa kwani ana akili na akili ni mali Meya awaambia wawakilishi wake kwamba atawaelezea madiwani malalamishi yao ilhali anajua hatafanya hivyo"}
{"text": "Viongozi wabaya hutumia mbinu hasi kutawala Propaganda vitisho na vishawishi kuwadhibiti raia mfano nyimbo za kizalendo idhaa za utangazaji vijana wavitembeze virungu na kuwaandalia hafla na mashindano ili kuwafanya kutulia"}
{"text": "Viongozi wabaya huendeleza wizi wa mali ya umma Mfano kujigawia viwanja na kuiba fimbo ya Meya na kadhalika"}
{"text": "Viongozi hawa hufanya uteuzi mbaya wa washauri Meya anateua washauri wa kumpotosha mfano Diwani I na II na Bili"}
{"text": "Viongozi wabaya huwanyanyasa wafanyakazi Hawawalipi kwa wakati kulipwa nusu mishahara mazingira mabaya ya kazi hamna glavu na dawa"}
{"text": "Viongozi wabaya huendeleza ubadhirifu wa mali ya umma Mapokezi ya kifahari ya Mameya mvinyo na divai mke wa Meya kuzalia ngambo Meya anamwalika Bili na familia yake katika hoteli ya kifahari Asema ana entertainment vote"}
{"text": "Uongozi huu huchangia uharibifu wa mazingira Viwango vya usafi vinazorota hivi kwamba wahofia kipindupindu na kuahirisha safari"}
{"text": "Uongozi mbaya hutumia vyombo vya dola vibaya Askari wanatumia virungu kuwatawanya wafanyakazi wanaolalamikia maslahi yao Pia Meya anatumia mamlaka aliyopewa kisheria kukabiliana na migomo na wanaompinga aweza kumchukulia mpinzani yeyote sheria"}
{"text": "Viongozi wa kidini wanaendeleza tamaa na unafiki Mhubiri anaenda kumwombea Meya ili kusaidika kwa sadaka atakayopewa"}
{"text": "HARAKATI ZA UKOMBOZI"}
{"text": "Wanyonge na watetezi wa haki wanatumia mbinu mbalimbali kuushinikiza uongozi wa Cheneo kushughulikia maslahi yao"}
{"text": "Mfano"}
{"text": "Siki amtaka Waridi kumlaza mtoto hospitalini japo hamna dawa ili kumpa mama mtoto matumaini"}
{"text": "Siki anakashifu hali ya wagonjwa kuhitajika kulipia kitanda bila dawa"}
{"text": "Siki anakwenda kwa Meya kupigania haki za raia"}
{"text": "Diwani III anapigania haki za wanyonge Anasisitiza kubuniwa kwa mpango wa kuwanufaisha watu kwa mahitaji kama vile ajira na mishahara bora"}
{"text": "Diwani III anapinga uundaji wa kamati za madiwani anaziona kuwa zisizo na umuhimu kwa baraza"}
{"text": "Diwani III anapinga wazo la kutowatoza kodi madiwani"}
{"text": "UONGOZI BORA"}
{"text": "Uongozi bora unadhihirika kupitia kwa mhusika Siki kwa kuwa anampa Waridi maelekezo ya kumsaidia mtoto mgonjwa hospitalini Vile vile anawakubalia wagonjwa hospitalini bila malipo ili kuwapa matumaini"}
{"text": "Vile vile Siki anamkashifu Meya kwa kudanganya kwamba dawa zimeagizwa ilhali ni uongo"}
{"text": "Anamkumbusha Meya kuhusu wajibu wake wa kuyaboresha maisha ya waliomchagua Amshauri Meya kuhusu umuhimu wa kujitahidi kujiendeleza zaidi badala ya kujilinganisha na majirani dhaifu Asema kuwa Cheneo inarudi nyuma badala ya kuendelea"}
{"text": "Viongozi bora hutoa ushauri bora bali sio kupotosha Siki amshauri Tatu kuhusu masuala ya mgomo"}
{"text": "Viongozi bora hawakati tamaa mfano hata hali inapokuwa mbaya zahanatini Siki hajiuzulu bali anasema kuwa ni afadhali kuteseka na wagonjwa ili kuwapa matumaini"}
{"text": "Pia uongozi bora unadhihirika kupitia Diwani III ambaye anapinga njama za Meya Diwani I na II za kuinua kiwango cha uzalendo kupitia kwa propaganda Anasema kwamba haoni lolote la kuwanufaisha wanyonge"}
{"text": "Anapinga pendekezo la uundaji wa kamati za madiwani kwa kusema kwamba huenda zisiwe na umuhimu kwa baraza"}
{"text": "Vile vile anapinga sera dhalimu kwa nyongeza ya mishahara kwa walinda usalama ya madiwani na kutotozwa kodi Asema kuwa baraza halina uwezo wa kumudu nyongeza hizi na kuwa kutolipa kodi kutapunguza pato la baraza"}
{"text": "Viongozi bora hupigania haki za wanyonge Diwani III anamwambia Meya Diwani I na wa II kwamba wangojee kuimarika kwa uchumi ili nyongeza ya mishahara ifikishwe hata kwa wanyonge"}
{"text": "Tatu Beka na Medi ni viongozi bora kwa kuwa wanapigania haki za wafanyakazi kwa hali na mali Hawa wana ari ya kuona kuwa wafanyakazi wamepata nyongeza ya mishahara na mazingira bora ya kazi"}
{"text": "USALITI"}
{"text": "Usaliti ni kufanya kinyume na imani na matarajio ya mtu jamii falsafa na kadhalika"}
{"text": "Uongozi wa baraza unaisaliti imani ya wanyonge na wafanyakazi wa hospitalini kwa kuwadanganya kuwa dawa zimeagizwa ilhali hazijaagizwa"}
{"text": "Meya anausaliti undugu na Siki kwa kumfukuza nyumbani kwake na kutosikiliza malalamishi yake kuhusu hali duni ya wafanyakazi"}
{"text": "Diwani I na II wanasaliti wadhifa wao wa kumshauri Meya kwa kukubaliana na maamuzi yake mabaya badala ya kumkanya"}
{"text": "Meya anayasaliti mamlaka yake kwa kupuuza malengo ya mji katika mpango wa maendeleo ya miaka kumi afya bora na ya bure akisema mipango ya miaka kumi ni upuuzi jambo ambalo linasababisha kutekelezwa kwa shughuli za kudumisha afya ya umma"}
{"text": "Meya na washauri wanaisaliti imani ya raia waliowachagua kwa kutobuni mikakati ya kuboresha hali za raia hao Hata watu wanapomlilia Meya hasikilizi"}
{"text": "Uongozi wa baraza unasaliti umma kwa kushindwa kuhakikishia raia usalama wa chakula Siki anasema kwamba watu wanakufa kwa kula mizizi na matunda mwitu"}
{"text": "Washauri wa Meya wanachukulia jukumu hilo ni kulitetea baraza badala ya kuwatetea wanyonge Diwani III anamwonya Diwani I na II kwamba hawakuchaguliwa kumfurahisha Meya kwa kuwapiga vita waliowachagua kuwa madiwani"}
{"text": "Meya analisaliti baraza kwa kulifisadi hazina yake Anataka mwanakandarasi kulishtaki baraza afidiwe naye Meya amegewe sehemu yake"}
{"text": "Nchi inawasaliti wasomi kwa kutobuni nafasi za kazi Wanaohitimu masomo ya chuo kikuu hawapati kazi Meya anasema kuwa kuna vijana wengi waliohitimu chuo kikuu na hawana kazi hata ya utopasi"}
{"text": "Meya Diwani I na II wanamsaliti Diwani III kwa kutomhusisha katika maamuzi ya nyongeza ya mishahara ya madiwani uuzaji wa fimbo ya Meya na kuidhinisha malipo ya ovataimu ya Diwani II marupurupu ya Bili na kwamba Diwani III ndiye anayehusika na masuala ya fedha"}
{"text": "Meya anausaliti wadhifa wake wa umeya kwa kuidhinisha kuuzwa kwa fimbo ya Meya ambayo ndiyo sasa kitambulisho cha umeya Vile vile kumruhusu Bili kumwendeshea shughuli za baraza na hali Bili sio mfanyakazi wa baraza"}
{"text": "Ni kutokana na usaliti wake wafanyakazi wanagoma kwa sababu ya hali yao duni katika kufanya kazi Pato la baraza linapungua kwa kutokusanya kodi Ziara ya wageni inaahirishwa kwa sababu ya viwango vya chini vya usafi"}
{"text": "Bili anamsaliti Meya Diwani I na II kwa kutoroka baada ya kuuza fimbo ya Meya ngambo"}
{"text": "Mhubiri anausaliti wajibu wake wa kidini kwa kumsifu Meya badala ya kumkosoa Anamwombea kwa kuwa atapata sadaka"}
{"text": "Katiba inatumiwa kuwakandamiza raia badala ya kuwatetea Meya ana nguvu nyingi kikatiba zinazompa mamlaka makubwa kuwanyamazisha wapinzani Vile vile Diwani II asema kwamba kuna kifungu kinachosisitiza uwajibikaji wapamoja kitumiwe kumshinikiza kila mtu kukabiliana na maamuzi ya meya Diwani I na II hata kama jambo linalopitishwa halina umuhimu wowote"}
{"text": "DHULUMA"}
{"text": "Dhuluma ni hali ya kunyima haki kuonea kunyanyasa au hata kutesa"}
{"text": "Wanyonge wananyimwa huduma bora za kimatibabu Zahanati haina dawa ila tu za kudhibiti uchungu Vile vile hakuna karatasi hata za udodosi Wagonjwa wanatarajiwa kununua"}
{"text": "Wanyonge wanahitajika kulipia gharama za matibabu licha ya kuwa hawana mapato mazuri Wanatakiwa kulipia vitanda ilhali hakuna dawa"}
{"text": "Serikali imewatelekeza wanyonge katika njaa na umaskini Wanakula chakula duni mtoto anaugua utapiamlo na Siki anasema kwamba watu wanakufa kwa kula mizizi na matunda mwitu"}
{"text": "Viongozi wanawasaliti raia waliowachagua kwa kutoziboresha hali zao na huku gharama ya maisha inazidi kupanda"}
{"text": "Wapiganiaji haki wanazuiwa kulalamikia haki zao kwa Meya Meya anamfukuza Siki kwake Anamwambia Gedi kuwa ahakikishe kwamba Siki haingii kwake tena Tena anasema shajara yake imejaa hakutani na wafanyakazi"}
{"text": "Viongozi wanakosa kushughulikia usafi wa mji Harufu ya taka kutoka barabarani inayafanya maji yaliyo kwenye chupa kutonyweka"}
{"text": "Wafanyakazi wanapewa mishahara duni wakati mwingine nusu na inayocheleweshwa Waridi asema kwamba mshahara wa mwezi uliopita wamelipwa nusu Pia Tatu analalamika malimbikizo ya mishahara Anasema kuwa malipo yao ya mishahara sasa yako nyumamiezi mitatu"}
{"text": "Wafanyakazi wanadhulumiwa kwa kufanya kazi katika mazingira duni Medi anasema kuwa wanaosha vyoo bila glavu"}
{"text": "Wafanyakazi hawapati nyongeza ya mishahara Madiwani wanaongezwa Jambo hili laonyesha ubaguzi unaowapendelea madiwani Wafanyakazi wanadhulumiwa vile vile wanakabiliwa kikatili na askari wanapogoma kudai haki zao vitoa machozi vinatumiwa"}
{"text": "Wafanyakazi wa nyumbani wanatukanwa na kudhalilishwa Dida asema kazi ya askari ni bora kuliko ya wafanyakazi wa nyumbani wanaotusiwa na kudhalilishwa na Bwana"}
{"text": "Diwani III anadhulumiwa kwa kunyimwa nafasi ya kushiriki katika maamuzi yanayohusu matumizi ya fedha licha ya kwamba ndiye anayehusika na masuala ya fedha mfano nyongeza ya madiwani"}
{"text": "Wanyonge wanaonewa kwa kubaguliwa kimatibabu Madiwani wana bima ya matibabu lakini wanyonge walipie ilhali hakuna dawa"}
{"text": "Vitisho vinavyotolewa kwa wafanyakazi ni kuwadhulumu Watafutwa wakigoma"}
{"text": "Nia ya Meya ya kuchukua mikopo ni dhuluma kwa vizazi vijavyo kwani vitaachiwa mzigo wa kulipa mikopo wasiyoelewa"}
{"text": "Meya anataka wafanyakazi kurudi kazini kabla ya malalamishi kushughulikiwa Atumia ujanja eti madiwani hawawezi kuzungumza na watu waliogoma Kwa hivyo ataka kuwashinikiza Medi Tatu na Beka kufutilia mgomo"}
{"text": "UFISADI"}
{"text": "Meya anatumia pesa za umma kumpeleka mkewe kuzalia ngambo pamoja na kumstarehesha Bili na familia yake"}
{"text": "Meya anajigawia ardhi ya umma kwa njia isiyo halali Vile vile anamgawia Bili vipande vinne vya ardhi ya umma"}
{"text": "Meya amshauri mwanakandarasi kulishtaki baraza ili apewe fidia kisha ammegee Meya kiasi fulani cha fidia ile"}
{"text": "Meya anatumia hazina ya baraza kumlipa mhubiri gharama ya usafiri na kumlipa sadaka ya laki moja kila mwezi"}
{"text": "Uongozi wa zahanati unaendeleza ufisadi kwa kuwaibia wagonjwa Wanalipa ilhali hakuna dawa"}
{"text": "Meya Diwani I naII wanapanga njama za kunufaika kutokana na hazina ya baraza Wanabuni kamati za madiwani ili kupata upenyu wa kuendelea kulifisadi baraza huku wakiungana mkono na madiwani"}
{"text": "Vile vile Meya asema kuwa Entertainment vote bado inawasubiri Atumia pesa za umma kujistarehesha ilhali umma unateseka"}
{"text": "ULAGHAIUNAFIKIUDANGANYIFU"}
{"text": "Ulaghai ni njia ya kutumia ujanja au uongo kupata unachotaka Unafiki ni kujifanya umwema ilhali u mwovu"}
{"text": "Meya adanganya kuwa shehena ya dawa imeagizwa na hali si kweli Unafiki huu unakusudiwa kuwapumbaza watu waone kuwa baraza linawajibika"}
{"text": "Meya alitumia udanganyifu ili kuchaguliwa Anamwambia siki hata yeye akitaka kuchaguliwa mara nne tano na sita watu watamchagua tu kwani yeye ana akili"}
{"text": "Meya anatumia nyimbo za kizalendo kama ujanja wa kurudisha nyoyo za raia na kuwasahaulisha dhuluma anazowafanyia"}
{"text": "Diwani II Bwana Uhusiano Mwema awaambia watu uwongo kuwa vijana hawatatumia nguvukupiga raia ilhali hilo ndilo lililokuwa kusudi la meya Diwani I na II si kwamba wanajali watu"}
{"text": "Diwani I ananuia kutangazia watu kuhusu kujitolea kwa baraza la Cheneo kuleta demokrasia na hasa uhuru wa kujieleza Huu ni unafiki ili kuwapoza raia"}
{"text": "Vilevile anampendekeza Diwani II kuandaa tamasha ya vijana kushindania zawadi kwa kubuni na kucheza nyimbo Hili ni hila inayonuiwa kuwafanya vijana kuhisi kuwa wanathaminiwa kwa kutunukiwa zawadi na kuonyeshwa kwenye vyombo vya habari lengo ni kuwapumbaza wasitambue dhuluma wanazotendewa Lengo ni kuibua hisia za kizalendo miongoni mwao"}
{"text": "Uundaji wa kamati za madiwani ni hatua ya kinafiki ya kuwateka akili madiwani wengi wamuunge mkono Meya na washauri wake"}
{"text": "Kuteuliwa kwa madiwani wenye ushawishi mkubwakuongoza kamati ni hila ya kuhakikisha kuwa kamati zimedhibitiwa kulingana na maslahi ya Meya na kufanya upinzani kupungua"}
{"text": "Bili amshauri Meya kutumia ulaghai kupata pesa kutoka kwa mwanakandarasi alishtaki baraza limlipe fidia na kisha mwanakandarasi ammegee fidia ile Amwambia meya asimsahau baada ya wizi huu"}
{"text": "Kinafiki Meya anajifanya mpole na mcha Mungu mbele ya mhubiri ili washirikiane naye Kinafiki mhubiri ashirikiana na Meya ili kupata sadaka na pesa za petroli Meya kwa unafiki asema karibu aache kazi aende kushirikiana na mhubiri"}
{"text": "Bili anawambia Meya Diwani I na II kuwa kuwapiga watu kunaweza kusawiri picha mbaya kwa wageni Ni vyema wawape sifa nzuri ndio umuhimu wa kuuma na kuvizia Huu ni unafiki kutoa picha nzuri nje na huku ndani ni uozo"}
{"text": "Bili anapendekeza njia ya ulaghai ya kuiba fimbo ya Meya kisha itangazwe iliibiwa wakati wa ghasia na uchunguzi umeanzishwa Hatimaye Bili anatoweka na fimbo"}
{"text": "Meya awadanganya wawakilishi wa wafanyakazi kuwa atawasilisha malalamishi yao katika Baraza la Mawaziri Huu ni uongo Kwa hila anawaambia kuwa hawawezi kukutana na watu waliogoma ili warudi kazini"}
{"text": "UKOLONI MAMBOLEO"}
{"text": "Ukoloni mamboleo ni hali ambayo ingawa ukoloni umeshaondoka bado mzungu anazidhibiti nchi huru kwa njia nyingine Mfano kupitia kwa elimu mifumo ya kisiasa kiuchumi na kadhalika"}
{"text": "Katika tamthilia maamuzi muhimu yanatolewa na mzungu Waridi anamwambia Siki kuwa wazungu wanahimiza mfumo wa kugawana gharama"}
{"text": "Mahusiano ya waajiri na wafanyakazi ni ya ukoloni Meya anawaamrisha Gedi na Dida Meya aitikwa Yes sir Dida analalamika kwamba bwana anawadhalilisha"}
{"text": "Viongozi wanaendeleza unyonyaji ule ule wa wakoloni Mfano wafanyakazi wanalipwa mishahara duni huku madiwani wakiendelea kuongezwa mishahara Wafanyikazi ndio wanaozalisha mali ilhali hawanufaiki"}
{"text": "Mwongozo wa mipango ya kimaendeleo unatolewa na mataifa yenye uwezo mkubwa Meya anapuuza maendeleo ya miaka kumi na kuthamini malengo ya kimaendeleo ya milenia Asema wameingia kiwango cha kimataifa"}
{"text": "Mataifa yenye nguvu yatawala mataifa machanga kupitia mikopo Vilevile mataifa haya yanapendekezwa kupunguzwa kwa wafanyakazi Meya asema mataifa hayajatoa mikopo kwa hivyo hawawezi kuongezwa mishahara"}
{"text": "Bidhaa kutoka nchi za kikoloni zinachukuliwa kuwa bora Meya asema ataagiza mvinyo kutoka Urusi na divai kutoka Ufaransa kupapia ya kigeni na kupuuza ya Kiafrika ni ukoloni mamboleo"}
{"text": "Elimu ya Mwafrika inachukuliwa kuwa duni na ndiyo sababu meya anawapeleka watoto wake kusoma ngambo Asema elimu ya hapa ni kawaida mno"}
{"text": "Vilevile utabibu wa kigeni unachukuliwa bora kuliko wa Cheneo Mkewe Meya ameenda kujifungulia ngambo Meya adai ngambo ndiko kwenye wakunga hasa kwamba madaktari wa hapa ni wa kubabisha tu"}
{"text": "Meya anathamini uraia wa ngambo Mfano asema kuwa mtoto wake akizaliwa huko atapata uraia huko huko"}
{"text": "Kuwepo kwa vikaragosi wanaoendeleza maslahi ya viongozi Gedi Diwani I na II ni vikaragosi wa Meya Wakoloni walitumia vikaragosi ili kufanikisha utawala wao"}
{"text": "TAMAA NA UBINAFSI"}
{"text": "Tamaa ni husuda au hamu kubwa na ubinafsi ni hali ya kujipendelea"}
{"text": "Meya ana tamaa ya uongozi Anawaambia Diwani I na II kwamba hataki kusikia mtu amekufa asije akapata tatizo wakati wa uchaguzi Hii ndio sababu anaunda kamati za madiwani ili aungwe mkono katika utawala wake Vilevile hawatozi kodi na kuwapa nyongeza ili naye afaidike"}
{"text": "Meya ananyakua mali ya umma kujipa yeye na rafikiye Bili Meya anajinyakulia viwanja vinane na kumpa Bili vinne"}
{"text": "Tamaa ya pesa inamfanya kukatiza kandarasi kabla yakuisha kwa mkataba na kutoa kandarasi kwa mtu mwingine kwa masharti yake akilishtaki baraza alipwe fidia ili naye apate sehemu yake"}
{"text": "Bili ana tamaa kwa kuwa anamwambia meya kuwa baada ya fidia asimsahau Vilevile anapendekeza kuuzwa kwa fimbo ya Meya ili naye anufaike"}
{"text": "Mhubiri anakwenda kumwombea Meya na kujifanya kufurahishwa na hulka ya Meya ya kutafuta upendo wa Mungu ili kufaidika Hatimaye anapata sadaka na pesa za petroli"}
{"text": "Meya na washauri wake wanajihudumu badala ya kuwahudumia raia Badala ya kusikiliza malalamishi ya wafanyakazi na kuyakubali wao wanapanga mbinu za kuinua uzalendo ili waendelee kutawala na kunufaika"}
{"text": "Meya anapanga mapokezi ya kifahari kwa mameya kwa lengo la kuwafurahisha ili watoe mikopo"}
{"text": "Ni kutokana na tamaa ya kulipwa ovataimu na marupurupu ambapo Bili na Diwani II wanapanga kuiba fimbo ya meya ili waiuze ngambo"}
{"text": "Madiwani wana tamaa na ubinafsi mkubwa kwani wanajipatia nyongeza ya mishahara kutotozwa kodi na wamejipa bima ya matibabu na huku raia wanalipa katika zahanati isiyo dawa Mkewe Meya anaenda kujifungulia ngambo"}
{"text": "Tamaa na ubinafsi wa Meya unamfanya kutosikiliza maonyo ya Diwani III kuhusu nyongeza ya mishahara kwa madiwani na ushauri wa Daktari Siki kuhusu dhiki wanazozipitia raia Anamwona Diwani III kama anayehujumu uongozi wake"}
{"text": "UWAJIBIKAJI"}
{"text": "Hii ni hali ya kutenda linalompasa mtu"}
{"text": "Siki anaonyesha kuwajibika kwa kumwambia waridi awashughulikie wagonjwa ingawa dawa zilikuwa hazipo Waambiwa wasubiri Siki asema kuwa ni heri wafe kwa ugonjwa si ukosefu wa matumaini"}
{"text": "Siki amwambia Waridi amwandalie mtoto mchanganyiko wa sukari na chumvi katika maji ili mtoto asaidike Ni wajibu wake kushughulikia wagonjwa"}
{"text": "Vilevile Siki anaona ni wajibu wake kuenda kumwona Meya kuhusu ukosefu wa dawa katika hospitali pamoja na kupanda kwa gharama ya maisha Hivyo wanyonge hawawezi kumudu kulipia matibabu"}
{"text": "Kama jamaa yake Meya Siki anaona ni wajibu wake kumkosoa meya kuhusu uongozi wake hasa kutosikiliza waliomchagua Hii ndio sababu alimshauri Meya kuwa haifai kupima ubora wa baraza kwa kigezo cha ubora wa majirani Muhimu ni kupiga hatua mbele"}
{"text": "Vilevile amwonya Meya dhidi ya kukubali waliyoamua watu wengine adiwani pasipo kushirikisha raia Haya yanahusu sera ya kugawana gharama katika kupata huduma za kimatibabu"}
{"text": "Diwani III anawajibika kwani anasisitiza kuwa lazima kuwe na mpango wa kuwanufaisha raia na kuwa uzalendo hauji kwa watu kuimbiwa nyimbo lakini kwa kutafuta suluhisho la ukosefu wa ajira kushughulikia mishahara duni na kulipwa kwa wakati"}
{"text": "Vilevile aona ni wajibu wakekupinga ubinafsi wa madiwanikutotozwa kodi nyongeza ya mishahara kwa madiwani marupurupu ya walinda usalama na kadhalika Asema baraza lina deni la millioni mia moja na ishirini"}
{"text": "Vilevile Siki anawajibikakumweleza Tatu kuhusu athari za mgomo Anamshauri kumshinikiza Meya kukutana na Tatu na wawakilishi wengine wa wafanyakazi"}
{"text": "Tatu Beka na Medi wanawajibika kama viongozi wa wafanyakazi kwa kuwa wanaendea Meya kutoa malalamishi ya wafanyakazi Pia wanatambua ulaghai wa Meya wa kutaka wafutilie mbali mgomo"}
{"text": "Gedi anawajibika kama mpambe wa Meya kwa kuwa anatumikia kwa uaminifu na heshima Anaposikia kelele za maombi ofisini mwa Meya anadhani anashambuliwa kuingia huku akiamrisha kila mmoja kulala chini"}
{"text": "Makao makuu yanawajibika kwa kuwa yanamshika Meya Diwani I na II kwa kueleza kiini cha mambo kuwa jinsi yalivyo katika mji wa Cheneo"}
{"text": "KCSE 2013"}
{"text": "Jadili mchango wa Wanacheneo katika kuivunja jamii yaoalama 20"}
{"text": "Baadhi ya viongozi wamekosa kuwajibika kwa mfano Meya mhubiri na kadhalika"}
{"text": "Wananchi hawaungani katika kupinga viongozi dhalimu mfano Diwani I na II"}
{"text": "Meya anawapuuza raia  kuporomoka kwa uongozi wake"}
{"text": "UKOSEFU WA UWAJIBIKAJIMAPUUZA"}
{"text": "Baraza lina mapuuza na kutowajibika kwa usimamizi usiofaa wa zahanati Wanadanganya kuwa dawa zimeagizwa na hali hazijaagizwa Jambo hili linasababisha vifo hasa vya watoto"}
{"text": "Badala ya Meya kubuni mikakati ya kukabiliana na hali duni ya kiuchumi adai kwamba hakuna baraza lenye udhabiti kama la Cheneo Asema Cheneo kisiwa cha kupigiwa mfano kinaya"}
{"text": "Meya kutowajibika kwake anapuuza onyo la Siki kuwa ni hatari kuongoza watu wenye njaa na kiu Anasema kuwa watu hao ndio waliomchagua tena kwani ana akili Mapuuza haya hatimaye yasababisha kuporomoka kwa uongozi wake"}
{"text": "Meya anapuuza malengo ya mji katika mpango wa maendeleo wa miaka kumi kwa kudai kuwa wana malengo ya kimaendeleo ya milenia Upuuzaji huu unamfanya kutozingatia afya ya raia ambayo ni mojawapo ya mahitaji ya kimsingi ya raia na vifo vinatokea"}
{"text": "Diwani I na II wamekosa kuwajibika kama washauri wa Meya Badala ya kumkosoa wanampotosha Wanakubaliana kuwepo na nyongeza ya marupurupu na mishahara ya walinda usalama kutotozwa kodi kwa madiwani Hawazii kuwa baraza haliwezi kutoa malipo haya kwani tayari lina nakisi"}
{"text": "Meya anakosa uwajibikaji anapounda kamati za madiwani bila kuwazia gharama yake Alijua kuwa Baraza halihitaji kamati hizi ila akaziunda ili kujifaidi"}
{"text": "Meya hawajibiki kwa kumwachia Bili amwendeshee shughuli za uongozi mfano kulifisidi baraza kwa kufidia kandarasi kuuza fimbo ya Meya na ndiyo kitambulisho cha umeya"}
{"text": "Pia kupitia unafiki na ulaghai Meya anazorotesha utoaji wa huduma za afya na kisha atumia pesa za umma kumpeleka mkewe akazalie ngambo na watoto wake wakasomee mle"}
{"text": "Kutokana na ubadhirifu wake Meya aamua kutumia pesa za baraza kumnunulia mhubiri petroli ili kuja kuliombea baraza na kumpatia sadaka ya laki moja kila mwezi ili azidi kumwombea Meya Anaagiza divai na mvinyo kutoka ngambo"}
{"text": "Raia wanakosa kuwajibika kwa kuwachagua viongozi wabaya Meya asema akitaka kuchaguliwa mara nne tano ama sita bado atachaguliwa Vile vile wanataaluma hawataki kujiingiza katika siasa kwa kuwa wanaogopa kuchafuliwa Hivyo hawawezi kuiupinga uongozi"}
{"text": "Viongozi wameshindwa kuwajibikia usafi wa mji Barabara zimejaa taka na uvundo kuhanikiza kote Ingawaje nyumba ya Meya inanadhifishwa na Dida mtumishi wa nyumbani"}
{"text": "Vile vile Meya anakataa kuwajibikia kosa lake Anapoambiwa na askari II kwamba yeye na washauri wake wanahitajika makao makuu kuelezea hali ya mambo anadai kuwa yote hayo yametiwa chumvi na wanahabari kwamba si kweli inavyodaiwa"}
{"text": "MAUDHUI MENGINE"}
{"text": "Juhudi za kupigania haki"}
{"text": "Siki"}
{"text": "Diwani III"}
{"text": "TatuBekaMedi"}
{"text": "Mwanakandarasi"}
{"text": "Wafanyakazi migomo"}
{"text": "Umaskinihali duni ya kiuchumi"}
{"text": "Zahanati haina dawa"}
{"text": "Dhiki ya njaa  utapiamlovijisumumizizi na matunda mwitu"}
{"text": "Zahanati haina karatasi za udodosi"}
{"text": "Mazingira duni ya kazi  hawana glavu"}
{"text": "Hoteli hazina maji"}
{"text": "Baraza lina nakisi"}
{"text": "Mgomo wa wafanyakazi"}
{"text": "Malimbikizo ya mishahara ya wafanyakazi"}
{"text": "WAHUSIKA"}
{"text": "MEYA Meya wa baraza la Mji wa Cheneo"}
{"text": "Mwenye majivuno  Anamwambia Siki kuwa hakuna baraza lenyeufanisi kama la Cheneo Vile vile anaona kuwa watu watamchagua hata mara sita na wagombana na Siki kwa kutomwita Mstahiki Meya"}
{"text": "Mwenye tamaa Aidhinisha nyongeza ya mishahara ya madiwani naye anufaike Anakubaliana na njama ya kuiba fimbo ya Meya amejinyakulia viwanja vinane vya umma na kadhalika"}
{"text": "Mwongo Asema wameagiza dawa ilhali ni uongo kwa hivyo watu wanazidi kuumia kwa ugonjwa"}
{"text": "Mwenye mapuuza Anapoambiwa na Siki kuwa kitoto kimemfia mkononi kwa ugonjwa  anasema kuwa huyo ni mmoja tu kwamba Cheneo ina watu wengi na kwamba anaungwa mkono na wengi"}
{"text": "Mbishi  Anabishana na daktari Siki anapomwambia kuwa watu wengi wanakufa kwa njaa kwa kutoweza kumudu kwa mahitaji ya kimsingi"}
{"text": "Mpenda kunungunika Ananungunika mambo madogo madogo kama vile udogo wa mayai aliyoletewa huku akisema anapunjwa Pia anapokabwa na yai na chai analalamika kuwa ni hujuma ya mfanyakazi wake Dida"}
{"text": "Mwenye mtazamo finyu  anapuuza mpango wa miaka kumi akitumainia malengo ya kimelenia yaliyopangwa na wageni Pia ataka mikopo ya kulipia mishahara ya madiwani badala ya kuanzisha miradi ya kukuza uchumi Hataki kufahamu kuwa anadhulumu vizazi vijavyo"}
{"text": "Ni fisadi  Ajinyakulia viwanja vinane alimpa Bili vinne na anatumia pesa Entertainment vote kujistarehesha na rafikiye Bili Pia anataka mwanakandarasi alishtaki baraza limlipe fidia naye apate sehemu yake kutoka kwa mwanakandarasi Anahusika katika njama ya kuuzwa kwa fimbo ya Meya ngambo"}
{"text": "Mjinga  Amepofuka kiasi cha kutotambua kuwa washauri wake wanampotosha haoni unafiki wa Bili wala hawazii kuhusu hasara za mgomo"}
{"text": "Mbadhirifu  Anatumia pesa za umma ovyo mfano kujistarehesha katika hoteli za kifahari kuidhinisha malipo yasiyo na halali ovataimu na marupurupu ya ushauri mkewe kwenda kuzalia ngambo utoaji wa sadaka na pesa za petroli kwa mhubiri"}
{"text": "Mwenye ulafi  Ameandikwa vyakula vingi mezani na anabwakia yai kwa ulafi linamchoma Vile vile analafia chai kisha anamlaumu mtumishi kuwa na njama"}
{"text": "Msaliti  Haoni tatizo kuwa mtoto mmoja amekufa Anawacheka wafanyakazi wanapotawanywa na askari na hajali kuwa wafanyakazi wanapitia hali ngumu ya maisha"}
{"text": "Kiongozi wa kiimladikteta  Anatawala kwa mabavu na hatoi nafasi kwa yeyote kutoa maoni yake daktari Siki na Diwani III Anatoa amri ya nyongeza ya mishahara kwa madiwani na kuwagombeza wafanyakazi DidaGedi na Askari"}
{"text": "Mwenye vitisho  Atishia kuwafuta kazi wafanyakazi wanaogoma na Diwani III atishiwa kuwa hawezi kufanya atakayo angojawe Meya"}
{"text": "Mnafiki  Mbele ya mhubiri anajifanya mcha Mungu na ajifanya mpole na mnyenyekevu na anayehitaji maombi asema aona kama ataacha umeya akafanye kazi ya Bwana Kwa unafiki anawataka viongozi wa wafanyakazi kufutilia mgomo"}
{"text": "Mbaguzi  Awaongezea madiwani mishahara na kuwahini wafanyakazi Madiwani wana bima za matibabu na huku wafanyakazi wanalipa zahanati isiyo na dawa"}
{"text": "UMUHIMU WA MEYA"}
{"text": "Ni mfano wa viongozi wanotumia madaraka yao vibaya ili kujinufaisha kuwanufaisha marafiki Bili na wanaowaunga mkono Diwani I na II"}
{"text": "Ni mfano wa viongozi wanaoendeleza ubaguzi katika jamii wanazoongoza Vile vile anaonyesha ujinga"}
{"text": "Meya ni mfano wa viongozi katili fisadi na wa kidikteta ambao hutumia vitisho kuwakomesha wapinzani Hutumia ufisadi kuungwa mkono"}
{"text": "Aonyesha unafiki wa kidini miongoni mwa watu ili kuuficha uovu wao"}
{"text": "Ametumiwa kudhihirsha ukweli wa methali Kikulacho ki nguoni mwako kwa kuwa alimwamini Bili hata kumkubalia kuiuza fimbo ya Meya hatimaye akamtoroka na kumzimia simu"}
{"text": "Ametumiwa kuonyesha viongozi wa Afrika walio na mabaki ya ukoloni Hawa wanaendeleza ukuloni mamboleo Mfano anavyomwamrisha Gedi na Dida ni jinsi ambavyo mzungu alimwamrisha Mwafrika"}
{"text": "DAKTARI SIKI"}
{"text": "Ana uwajibikaji  Anauliza hali ya wagonjwa na kuwapa matumaini hata ingawa hamna dawa zahanatini Anakutana na Meya kumwambia kuwa wagonjwa hawamudu kulipia matibabu na anamwelekeza Waridi kumfanyia mtoto mwenye utapiamlo huduma za kwanza Haachi kazi ya udaktari licha ya mazingira magumu"}
{"text": "Mtetezi wa haki  Ameenda kwa Meya kutetea hali duni ya wagonjwa Ameenda kuwatetea wafanyakazi na anataka wagonjwa walazwe hata kama hawana pesa kwa hivyo ni mwenye utu"}
{"text": "Mshauri mwema  Anamshauri Meya kushughulikia matatizo ya wanacheneo Mishahara kuchelewa duni na mazingira duni ya kazi Anamshauri na kumtahadharisha Tatu kuhusu madhara ya mgomo Amshauri Waridi asiache kazi licha ya mazingira duni na kadhalika"}
{"text": "MvumilivuMstahimilivuMwenye subira Anavumilia kazini licha ya mazingira duni na kuchelewa kwa mishahara na kadhalika"}
{"text": "Mzalendo thabiti Hakubaliani na yanayoamuliwa na nchi zingine mfano kugawana gharama na mipango ya kimaendeleo ya kimelania badala ya mipango ya maendeleo ya miaka kumi Hakuyumbishwa na uhusiano wake na kindugu na Meya bali na maslahi ya Cheneo mzima"}
{"text": "Mwadilifu  Ingawa wana uhusiano wa Kinasaba na Meya hatumii undugu huo kuuficha uovu wa Meya Badala yake anamkosoa na kumkumbusha wajibu wake kwa raia waliomchagua Vile vile hataki kujiingiza katika siasa kwani anaziona kama mchezo mchafu"}
{"text": "Mwenye mawazo mapevu  Anamwambia Meya kuwa haifai wao kujilinganisha na majirani dhaifu lakini ipo haja ya wao kupiga hatua mpya"}
{"text": "UMUHIMU WA DAKTARI SIKI"}
{"text": "Ni kielelezo cha maafisa wa umma ambao ni waadilifu hashirikiani na Meya katika uozo bali anamwonya dhidi ya kuwasaliti raia waliomchagua"}
{"text": "Ni mfano wa raia ambao wako tayari kuwakosoa viongozi wabaya Amwambia Meya kuwa mambo hayajanyooka yanamngojea yeye Meya na wenzake kuyanyoosha"}
{"text": "Siki anatuonyesha ukosefu wa uwajibikaji wa viongozi wa umma Haya yanatokea na ubinafsi wa viongozi"}
{"text": "Kupitia kwake tunaona uadilifu wa baraza la viongozi kwa mfano Diwani III Anamwambia Waridi kuwa ingekuwa Bw Uchumi na Kazi aliyekuwa amesema dawa zimeagizwa angeamini"}
{"text": "Kupitia kwake hali duni ya hospitali za umma imesawiriwa Hamna dawa na karatasi za udodosi Kitoto kidogo kinafia mikononi mwake"}
{"text": "Kielelezo cha wanamageuzi wanaotambua kuwa ili kuleta mageuzi na maendeleo urafiki na undugu unafaa kuekwa kando katika uongozi"}
{"text": "DIWANI III BW UCHUMI NA KAZI"}
{"text": "Anahusiana na masuala ya fedha"}
{"text": "Mkweli Anamwambia Meya Diwani I na II kuwa haoni mipango ya kuwanufaisha watu kwani watu wengi hawana ajira"}
{"text": "Mtetezi wa haki Asema kuwa madiwani hawakuchaguliwa kumfurahisha Meya wanahitaji kuwafaa na kuwaletea watu mafanikio Vile vile wanapaswa kusikiliza vilio vya watu Anapinga nyongeza ya mishahara kwa madiwani"}
{"text": "Ni jasiri Anapinga maamuzi ya Meya Diwani I na II ya kueneza propaganda kwamba baraza linaloendeleza demokrasia na uhuru wa kujieleza ilhali watu wanapigwa"}
{"text": "Mwenye kuwajibika Anakashifu kitendo cha viongozi kuwadanganya watu kuwa dawa zimeagizwa Anapinga nyongeza ya mishahara ya madiwani na kutotozwa kodi"}
{"text": "Mngamuzi wa mambo Anatambua kuwa kuwapa watu ahadi wasioweza kutimiza ni kuchochea ari yao ya kutaka kujieleza"}
{"text": "Mwadilifu Anakataa kushiriki katika njama ya Meya na madiwani wenzake kulifisidi baraza Anapinga uundaji wa kamati za madiwani kwani ni za kuendeleza ubadhirifu"}
{"text": "Amepevuka kimawazo Amfananisha Meya na mtoto ambaye japo alikuwa na njaa awali akishashiba chakula hukipiga teke bila kujali wanaokihitaji Meya amelewa na uongozi na cheo na kusahau alipokuwa hapo awali"}
{"text": "Mnyenyekevu  Atoa kauli kuwa japo walichaguliwa na raia si kwamba wao ndio bora kuliko wengine wasiochaguliwa kwamba wapo wengine bora"}
{"text": "Mwenye matumaini Ingawa amekuwa akimkanya Meya bila mafanikio anamwambia Siki kwamba bado hajakata tamaa kwamba atasema na Meya tena na tena hadi Meya atakapoona umuhimu wa maneno ya Diwani III"}
{"text": "Mwaminifu  Ingawa hakubaliani na vitendo viovu vya Meya bado anaenda kumwona Meya anapomwita"}
{"text": "Mwenye utu  Anajali maslahi ya wafanyakazi Anawaambia Meya kuwa wafanyakazi ndio wanaochomwa na jua kuwaletea viongozi mazao na wao wanayala kivulini"}
{"text": "Mpenda usawa Anapinga ubaguzi wa Meya kuwamadiwani hawawezi kulinganishwa na watu wengine Ataka wafanyakazi na madiwani wapate nyongeza uchumi ukiimarika"}
{"text": "Mzalendo  Asingetaka vizazi vya kesho kuachiwa jukumu la kulipia mikopo visivyoifahamu Angetaka kuitumikia nchi na watu wake Pia anapinga maamuzi yanayochangia katika kulifilisi baraza"}
{"text": "UMUHIMU WA DIWANI III"}
{"text": "Diwani II ni kielelezo cha viongozi kisasa ambao huwathamini raia waliodhulumiwa"}
{"text": "Ametumiwa kuufichua uozo wa Meya kuwa afisi ya Meya ina penyu nyingi za kujipatia utajiri mfano Meya pekee ndiye anayeamua jinsi viwanja vya umma vitakavyotumiwa"}
{"text": "Anaonyesha sera mbovu za uendeshaji wa mali za umma na usimamizi mbaya wa fedha Mfano mamlaka kuhusu matumizi mabaya ya viwanja vya umma Vile vile kulingana na yeye Meya ana mamlaka ya kuumchukulia mtu yeyote hatua"}
{"text": "Ametumiwa kuonyesha umuhimu wa kuwajibika suala la uchaguzi wa viongozi Siki kuwa raia ndio wanaowachagua viongozi wabaya Wataaluma wahitajika kuingia katika siasa"}
{"text": "Aonyesha umuhimu wa viongozi katika kushirikiana katika kuboresha uongozi na hali ya maisha Amwambia Siki kwamba ni jukumu la wote kushirikiana ili kungoa uozo ulioko"}
{"text": "Ni kielelezo cha viongozi ambao hupinga sera hasi za uongozi hata ingawa ni viongozi pia Mfano anapinga uamuzi wa Meya na Diwani I na II kuwa madiwani waongezewe mishahara uundaji wa kamati na uchukuzi wa mikopo"}
{"text": "Ametumiwa kuonyesha usaliti wa Meya Meya anamwambia Diwani III kuwa hata kama walichaguliwa na raia kuwawakilisha katika udiwani ni kazi na kwamba uwakilishi watoao si wa bure"}
{"text": "DIWANI 1BW USALAMA"}
{"text": "Ndiye diwani anayehusika na usalama"}
{"text": "Mweye mapuuza  Diwani II anapomwambia kuhusu wito anasema wameshuhudia wasiotosheka wakitangaza malalamishi yao nao wakawazima kwa kukohoa tu Anamwambia Meya kuwa awaache wanaotaka kugoma wagome watajipoza wenyewe"}
{"text": "Mwenye kiburi  Anasema waliwanyamazisha walalamishi kwa kukohoa tu Anajivuna kuteuliwa kwao kuwa macho na maskio ya Meya"}
{"text": "Mzalendo wa kijinga  Anasema kwamba jukumu lao ni kulitetea Baraza la Mstahiki Meya ili kuonyesha uaminifu wake kwa Meya bila kuona kuwa baraza ni la umma si la Meya Pia badala ya kumwonya Meya anakubaliana na mipango yake ya kifisadi"}
{"text": "Mwenye mtazamo finyu atoa tatizo la uso kamakutumia vijanakuwapiga raia ili watulie nyumbaniHaoni kwamba matumizi ya nguvu yataufanya uongozi kuchukiwa na raia"}
{"text": "Mnafiki Anatumia propaganda kuamshauzalendo wa vijana tamasha za kushindania tuzo mbalimbali zipeperushwe katika vyombo vya habari eti vijana watafurahia Anamsifu Meya kwa kuwatawanya wafanyakazi"}
{"text": "Fisadi  Amwomba Meya kutumia mamlaka aliyonayo kuunda kamati za madiwani ili madiwani wawaunge mkonoAnakubaliana na wazo la Bili na kuiba na kuuza fimbo ya Meya"}
{"text": "Mwenye ubinafsitamaa Anadai ovataimu pamoja na malipo ya Bili kwa ushauri Hatimaye anakubaliana na hoja ya kuuza fimbo ya Meya na anaridhia madiwani kutotoza kodi"}
{"text": "Mwenye mtazamo finyu  Anawaza tu kuhusu nguo na udhaifu wakati wa matembezi ya mameya badala ya shida za wananchi na nakisi inayolikumba Baraza"}
{"text": "Mpenda ubishi  Diwani III anapopinga kutotozwa kwa madiwani hadi uchumi uimarike abishana akidai kuwa uchumi tayari umeimarika na siye anayehusika na maswala ya uchumi"}
{"text": "Mpyaro Anawatusi wafanyakaziwaliogoma vinyangarika wasiokuwa na shukrani Anamtusi Diwani III akidai ni mwenye usodai anayejidai kukamilika"}
{"text": "Kikaragosi  Anakubaliana na maamuzi yote ya Meya hata yasiyo ya busara kusudi asimuudhi ili naye anufaike"}
{"text": "UMUHIMU WA DIWANI I"}
{"text": "Ametumiwa kuonyesha usaliti wa baadhi ya viongozi wa umma Anashindwa kuwahakikishia wafanyakazi usalama wanapigwa na polisi na kufanya kazi katika mazingira yasiyo salama kwa afya zao ukosefu wa glavu vilevile kufanikisha kutoweka kwa fimbo ya Meya badala ya kuilinda"}
{"text": "Ni kielelezo cha viongozi wasioajibika anaridhia sera mbovu kama marupurupu ya walinda usalama nyongeza kwa madiwani na kutotozwa kodi na kuuza fimbo ya Meya"}
{"text": "Ni kielelezo cha viongozi fisadi katika jamii Anashiriki katika njama za uundaji wa kamati za madiwani ili kulifisadi baraza Ataka kulipwa ovataimu na kadhalika"}
{"text": "Ni kikaragosi anayeridhia matumizi yote ya Meya hata yasiyo ya busara mfano kuuza kwa fimbo ya Meya"}
{"text": "Ni kielelezo cha viongozi wasiowajibika wenye tamaa na wanafiki"}
{"text": "DIWANI IIBW UHUSIANO MWEMA"}
{"text": "Ni kikaragosi  Anaafikiana na maamuzi yote ya Meyahata yasiyo na busara Meya anapomwambia lazima ulimwengu upate msimamo wa baraza Diwani II anasema hajawai kumvunja Meya kwa lolote"}
{"text": "Mnafiki  Anasema atahakikisha kwamba mashindano yamepeperushwa moja moja kupitia vyombo vya habari ilikuibia uzalendo wa raia Anapendekeza kuundwa kwa kamati za madiwani ili kuhakikisha wameungwa mkono katika njama zao kifisadi"}
{"text": "Mwenye mawazo finyu  Anajishughulisha na vile tu madiwani wanavyoonekana machoni pa wageni badala ya kuzua mikakati ya kuinua hazina ya baraza Anasema si vizuri kuonekana hivi hivi mbele ya wenzao"}
{"text": "Ni fisadi  Anakubaliana na mawazo ya Diwani I kupewa ovataimu na kuiba fimbo ya Meya iuzwe wadai ilitoweka wakati wa mgomo wa wafanyakazi"}
{"text": "Mwenye ubinafsitamaa  Ataka kulipwa ovataimunyongeza ya mishahara kutotozwa kodi na kuunda kamati ili kuungwa mkono Vile vile ashiriki katika njama ya kuuzwa kwa fimbo ya Meya ngambo"}
{"text": "Mwenye ubaguzi  Yeye ajiona bora kuliko wafanyakazi Asema kuwa wanapaswa kusukumwa kabisa ili wajue kuna wananchi na wenye nchi"}
{"text": "Mbadhirifu  Apendekeza Bili alipwe kwa huduma za ushauri na si Diwani wa Baraza Haya ni matumizi mabaya ya mali ya umma"}
{"text": "Mwepesi wa kuhadaiwa  Yeye Meya na Diwani I wanahadaiwa na Bili wanashirikiana katika kuuzwa kwa fimbo ya Meya"}
{"text": "Mshauri mpotovu  Yeye na Diwani I wanamshauri Meya visivyo kwa lengo la kujinufaisha"}
{"text": "Katili  Yeye na wenzake wafurahia wakati wafanyakazi wanatawanyishwa kikatili na askari ili kuzima mgomo"}
{"text": "UMUHIMU WA DIWANI II"}
{"text": "Ni kielelezo cha washauri wapotoshi wanaopotosha viongozi Mfano uundaji wa kamati za madiwani nyongeza ya mishara kwa madiwani na marupurupuya walinda usalama"}
{"text": "Kupitia kwake tunaona mbinu hasi za uongozi mfanoPropaganda ili kijihifadhi mamlakani tamasha kwa vijana na kadhalika"}
{"text": "Ametumiwa kuonyesha kutowajibika kwa viongozi Wanashirikisha Bili katika maamuzi muhimu na hivyo Bili anawalaghai fimbo ya Meya na kutoweka"}
{"text": "Ametumiwa kuonyesha ubinafsi na baguzi wa viongozi Wao wanufaike pasipo kujali Wanacheneo wengine"}
{"text": "BILI"}
{"text": "Rafikimsiri na mshauri wa Meya"}
{"text": "Mnafiki  Ajifanya rafikiye Meya ilhali anataka anufaike Anamwita Meya ndugu Anamshauri wasitumie nguvu ili watoe picha mzuri kwa wageni na anawakumbusha Meya Diwani I na II umuhimu wa kuuma na kuvivia"}
{"text": "Mpenda kuiga  Anasema hata naye atampeleka mke wake ngambo kama wa Meya"}
{"text": "Fisadi  Anashiriki njama za kuiba mali ya ummaMfano ana viwanja vinne kuiba fimbo ya Meya na anamshauri Meya kuibia baraza kupitia kandarasi"}
{"text": "MdanganyifuAnawadanganya Meya Diwani I na II kuwa ataitafutia fimbo soko ngambo lakini anatoweka"}
{"text": "Mwenye tamaaubinafsi  Amwambia Meya kuwa akisha pata sehemu yake kutoka kwa mwanakandarasi asimsahau Vilevile atoweka na fimbo ya Meya ili ajinufaishe yeye mwenyewe"}
{"text": "Amepotoka kimaadili  Anamibia rafikiye na msiri wake Meya baada ya Meya kumpa viwanja vinne na anapanga na Meya kuliibia baraza kipitia mwanakandarasi"}
{"text": "Ni jasiri Anamwabia Meya kama hawezi kushawishi mwanakandarasi aende mahakamani atampangia yote yaende kwa mpango Vile vile ashiriki wizi hatari wa fimbo ya Meya"}
{"text": "Mwenye mapuuza  Amwambia Meya kuwa kelele za wafanyakazi ni sauti za chura awaache waseme Auona mgomo wa wafanyakazi kama mbio za sakafuni tu"}
{"text": "Ni mwenye dharau  Anawaita wafanyakazi debe tupu na sauti zao kelele za chura"}
{"text": "Ni katili  Yeye Diwani I na II wanafurahia kutawanywa kwa wafanyakazi kikatili na askari"}
{"text": "Mshawishi Anamshawishi Meya aliibie baraza kupitia mwanakandarasi kuiba na kuuza fimbo ya Meya na kadhalika"}
{"text": "Mpenda ya kigeni Asema elimu ya humu nchini ni ya kina yakhe"}
{"text": "UMUHIMU WA BILI"}
{"text": "Ametumiwa kuonyesha ujinga wa viongozi wa umma wanaochukua ushauri wowote kipofu Hatimaye viongozi hawa huhasirika kama anavyofanya Meya"}
{"text": "Aonyesha usaliti kwa vile anamtoroka Meya wakati anapomhitaji zaidi licha ya fadhili zote alizotendewa"}
{"text": "Ni mfano wa Waafrika wanaopuuza dini za kiafrika za kupapia ya kigeni mfano elimu huduma za afya utamaduni na kadhalika"}
{"text": "Aonyesha wizi wa mali ya umma unavyotekelezwa na viongozi wakiwafaa marafiki zao"}
{"text": "WARIDI"}
{"text": "Muuguzi katika zahanati"}
{"text": "Mwepesi wa kushawishika  Anaamini vile anavyosema Meya kuwa dawa zimeagizwa"}
{"text": "Mwenye kukata tamaa  Anasema hawana cha kufanya kwani nchi ni maskini Anajiuzulu kazini kwa sababu ya mazingira magumu kazini"}
{"text": "Mwenye ubinafsi  Anaamua kujiuzulu pale tu binamu yake anapokufa kwa kukosa dawa Vile vile alitaka waliolazwa hospitalini walipe ilhali hamkuwa na dawa"}
{"text": "UMUHIMU WA WARIDI"}
{"text": "Kupitia kwake sera mbovu za usimamizi wa zahanati unaonekana Wagonjwa walipe na huku hakuna dawa"}
{"text": "Ni mfano wa viongozi wa umma ambao hufuata maagizo bila kuuliza swali watu kununua karatasi za udodosi asema ni amri ya wakubwa"}
{"text": "Kupitia kwake tunaona uvumilivu wa Siki Siki anamhudumia mtoto pamoja na kuwa Waridi alimtaka asubiri nje Asema wagonjwa wakiwaona wanapata tumaini"}
{"text": "GEDI"}
{"text": "Mpambe wa Meya"}
{"text": "Ni mzalendo wa kijinga  Anafuata yote anayoambiwa na Meya kwa Yes sir Hamshauri Meya lolote ila kufuata yote anayoambiwa"}
{"text": "Mwenye pupa  Anaposikia sauti za Meya na mhubiri wakiomba aamua moja kwa moja kuwa Meya amevamiwa Anawaita askari na kuingia humo kwa pupa wakiwaambia wainue mikono juu"}
{"text": "Ni mwaminifu katika kazi yake  Hata anapoona mambo ni mabaya haondoki kama Bili au mhazili wa Meya"}
{"text": "UMUHIMU WA GEDI"}
{"text": "Anaendeleza maudhui ya ukoloni mambo leo Mfano anampigia Meya saluti amjibu Yes sir na kutoa shukrani pasipo sababu Thank you sir"}
{"text": "Aonyesha ujinga wa watumishi wa umma Kumshukuru Meya kwa kumtolea amri"}
{"text": "Ni kielelezo cha vyombo vya dola vinavyotumiwa kukandamiza haki za umma mfano wafanyakazi wanaogoma"}
{"text": "DIDA"}
{"text": "Mhudumu wa nyumbani kwa Meya"}
{"text": "Mcheshi  Anaigiza jinsi askari wanavyopiga kwata kwa kuigiza maneno kisauti mfano let rat let rat"}
{"text": "Aonyesha kuwa na ubinafsi  Anapokashifu ukatili wa Meya anajiuliza anayataka nini haya mambo Mameya wawepo naye azidi kunadhifisha nyumba zao hata kama mji mzima unanuka kwa uvundo"}
{"text": "UMUHIMU WA DIDA"}
{"text": "Ni kielelezo cha dhuluma wanazozipitia wafanyakazi wa nyumbani Asema kazi ya nyumbani haina heshima kwani bwana anawatusi"}
{"text": "Ndiye anayeonyesha viongozi wanavyotumia bunduki na vitoa machozi kuwanyamazisha raia"}
{"text": "Anaonyesha mbinu hasi za utawala watu wanapouawa viongozi wanasema hawakufa"}
{"text": "Dida ametumiwa kuonyesha tatizo la ubaguzi katika suala la usalama Anasema kuna roho ya mtu na ya kiatu"}
{"text": "Ametumiwa kufanyia tashtiti askari kwa kuigiza vitendo vyao"}
{"text": "MHUBIRI"}
{"text": "Mnafiki Anamwita Meya ndugu mpendwa  Anaitika kwa Amen za uongo lengo likiwa kumfanya awe muumini apate sadaka"}
{"text": "Mwenye tamaaubinafsi Anamwombea Meya na baraza kwa nia ya kupata pesa"}
{"text": "Amekosa uwajibikaji Baada ya kuukosoa uongo mbaya anaendelea kuuombea udumu"}
{"text": "UMUHIMU WA MHUBIRI"}
{"text": "Ametumiwa kuonyesha jinsi watawala wanavyotumia unafiki wa kidini kwa kumwita ndugu"}
{"text": "Anamwombea Meya uongozi wake udumu milele na maombi yaliyojaa jazba"}
{"text": "Anatoa mfano wa viongozi wa kidini wanaovyeonafasi kuwapora raia  aombea Meya ili afaidike na sadaka"}
{"text": "TATU BEKA NA MEDI"}
{"text": "Wawakilishi wa wafanyakazi"}
{"text": "Ni waajibikaji Wanataka kwenda kwa Meya kuwasilisha malalamishi yao"}
{"text": "Ni jasiri Wanamwambia Meya Tatu kwamba wao hawawezi kuwa sawa na tabaka la Meya"}
{"text": "Ni wenye busara Tatu awaambia Medi na Beki kwamba haina maana ya kuvutana kwani mvutano hausaidii Anamwambia Meya kuwa nia ya wafanyakazi si kuwaitisha bali ni kupigania ubora wa maisha"}
{"text": "Wenye msimamo thabiti Meya anapowaambia kwamba hawawezi kushiriki kikao na waliogoma wanamwambia kuwa mgomo utaendelea"}
{"text": "UMUHIMU"}
{"text": "Waonyesha dhiki wanazozipitia wafanyakazi hali duni ya kikazi ukosefu wa vifaa mishahara duni kucheleweshwa kwa mishahara na kadhalika"}
{"text": "Kupitia kwao maudhui ya ubinafsi utabaka na ubaguzi yanajitokeza mfano ukosefu wa dawa lakini madiwani wana bima za matibabu kulipwa kwa na magari ya usafiri na kadhalika"}
{"text": "Wanaendeleza maudhui ya uzalendo wanakaidi rai ya Meya kwamba hawawezi kazi Hawangesaliti wenzao"}
{"text": "ASKARI I NA II"}
{"text": "Ni wazalendo wa kijinga Wanaposkia vilio vya Meya na mhubiri wanaingia kwa fujo na kuwaamuru wainue mikono juu"}
{"text": "Wenye uwajibikaji  Askari I anamwambia kwamba ni kazi yao kufika mara Meya anapowahitaji"}
{"text": "Ni jasiriAskari II anamwambia Meya kuwa wametumiwa kutoka makao makuu kuwachukua Meya Diwani I na II kwa kuelezea hali ya mambo Cheneo"}
{"text": "UMUHIMU WA ASKARI"}
{"text": "Waonyesha jinsi vyombo vya dola hutumika kwa maslahi yao mfano wafanyakazi"}
{"text": "Waonyesha ujinga wa askari ambao hufuata amri za viongozi pasipo kutumia akili"}
{"text": "Wanaendeleza ukuloni mamboleo Yes sir na kadhalika"}
{"text": "MTINDO"}
{"text": "KINAYA"}
{"text": "Kuna aina tatu za kinaya"}
{"text": "Kinaya cha kiusemi  Usemi unaotolewa huwa na maana iliyokinyume"}
{"text": "Kinaya cha kihali  Matendo ya wahusika yanakuwa kinyume cha matarajio ya msomaji"}
{"text": "Kinaya cha kidrama  Wahusika hawafahamu mambo fulani lakini msomaji anafahamu kinaya drama"}
{"text": "Mfano"}
{"text": "Meya analalamika viyai kuwa amepunjwa ilhali yeye anawapunja wafanyakazi kwa maisha duni Pia ni kinaya kwake kama kiongozi kulalamikia mambo madogo madogo"}
{"text": "Ni kinaya kuwa watu walimchagua Meya kuboresha hali za maisha lakini anawateleka katika magonjwa njaa ukosefu wa lishe bora hali duni za kikazi na kadhalika"}
{"text": "Ni kinaya kuwa wananchi wanawachagua viongozi wale wale licha ya kutoridhishwa na viongozi wale Meya amwambia Siki kuwa watu watamchagua hata mara sita akipenda"}
{"text": "Ni kinaya Meya kusema kuwa Cheneo ni kisima cha kupigiwa mfano ilhali watu wanakufa kwa kula mizizi na matunda mwitu Vile vile watoto wanakufa kwa njaa na utapiamlo"}
{"text": "Ni kinaya kwa Meya kujidai kwa Siki kuwa ana akili nyingi na hali anapumbazwa na Bili Mfano kuuzwa kwa fimbo ya Meya kuibia baraza kupitia mwanakandarasi na kadhalika"}
{"text": "Ni kinaya Diwani I kusema baraza linatetea demokrasia na uhuru wa kujieleza na huku wafanyakazi wanapogoma kudai haki zao wanatawanywa na viongozi"}
{"text": "Ni kinaya Diwani II kupendekeza kuundwa kwa kamati za madiwani na huku baraza haliwezi kumudu gharama za kamati hizo Kile anachotaka ni madiwani wawaunge mkono"}
{"text": "Ni kinaya Meya kuidhinisha nyongeza ya mishahara kwa madiwani marupurupu ya walinda usalama na kutotozwa kodi kwa madiwani na huku baraza tayari lina nakisi ya milioni 120"}
{"text": "Ni kinaya kuwa watu wa tabaka la chini wanalipa kodi licha ya mishahara duni hali madiwani wenye mishahara minono hawalipi"}
{"text": "Ni kinaya kuwa Meya ambaye anastahili kulinda mali ya umma anajigawia viwanja vinane vinne anampa Bili na kadhalika"}
{"text": "Ni kinaya wafanyakazi wanaoshiriki katika kuzalisha mali ilhali ndio wanaolipwa mishahara duni na viongozi ndio wanostarehe"}
{"text": "Ni kinaya Bili kuwaita wafanyakazi wahalifu ilhali yeye ndiye mhalifu mkuu Anampotosha Meya anashiriki ufisadi kulihujumu baraza na wizi wa fimbo ya Meya"}
{"text": "MAJAZI"}
{"text": "SikiSiki ni kinywaji kichungu sana shubiri Yaani ni mtu mwenye kupenda ukweli hata kama utakuwa mchungu kiasi gani Siki alitoa maneno machungu kwa viongozi Anamshauri Meya kwa ajili ya wafanyakazi kinyume na matarajio ya Meya"}
{"text": "KheriNi neno linalomaanisha neemabaraka afadhali au bora Huyu ni Diwani III Ni mtu ambaye ni baraka kwa wananchi kwani yeye alikuwa mtetezi wao Alimpa Meya mashauri mazuri lakini Meya aliyapuuza Yeye ni bora ukilinganisha na madiwani wengine"}
{"text": "Sosi Ni jina analoitwa Meya ambaye ni binamu yake Siki Ni jina linalotokana na neno la kiingereza source yaani chanzo cha matatizo Pia ni msimu unaomaanisha kula Meya anatumia cheo chake kwa kujitajirisha"}
{"text": "Waridi Ni aina ya ua linalovutia lakini hukauka mara linapotolewa mtini Waridi anaonyesha huruma na imani kwa wagonjwa"}
{"text": "CheneoNi kitu kilichoenea Cheneo ni mji ulio na uenezi wa uozo migomo ukatili unyanyasaji na kadhalika"}
{"text": "TASHBIHA"}
{"text": "Watu kujifia kama nzi Ukurasa 38 Tatu asisitiza jinsi watu wanavyokufa kwa ukosefu wa dawa"}
{"text": "Siki anasema Mimi na Meya ni mfano wa mafuta na maji Ukurasa 45 Hawaelewani"}
{"text": "Diwani II asemaBahati ikisimama imesimama Siki anamkatiza inasimama kama mtende Ukurasa 45"}
{"text": "Hapa Siki amempata Diwani III licha ya shughuli zake nyingi"}
{"text": "Kupinga haya ni sawa na kumkama Simba mwenye watoto Ukurasa 14  Meya akisisitiza kuwa wameingia kiwango cha kimataifa Hivyo mipango ya kimaendeleo ya kimelania"}
{"text": "Meya akitumia Riots acts inatosha kumkunja kila aliye chini yake kama ua wakati wa alasiri"}
{"text": "UHAISHAJITASHIHISI"}
{"text": "Njaa ina nguvu imeangusha mlamba Ukurasa 34"}
{"text": "Njaa imepewa uhai  kuwa na nguvu kuonyesha kuwa wanaodhulumiwa wana uwezo wa kungoa viongozi dhalimu"}
{"text": "Mlango hatimaye huenda ukasalimu amri Ukurasa 39 Mlango umepewa uwezo wa kutii inaonyesha kwamba wakiendelea kushirikiza kukutana na Meya huenda nafasi ikapatikana"}
{"text": "Kuna roho za mtu na kiatu Ukurasa 65 Kiatu kimepewa uwezo wa kuwa na roho Kiatu ni wafanyakazi na mtu ni viongozi"}
{"text": "Magari yanayotapika maji Ukurasa 65 Magari yamepewa sifa ya kutapika maji yakiwatawanya wafanyakazi"}
{"text": "Wanatawala nzi na harufu Ukurasa 73"}
{"text": "Nzi na harufu zimepewa uwezo wa kutawala Haya mambo ya uchafu mjini"}
{"text": "METHALI"}
{"text": "Ngoja ngoja huumiza matumbo Ukurasa 2"}
{"text": "Siki akamwambia Waridi kuwa wagonjwa watahasia wakingoja dawa ambazo kwa haki hazijaagizwa"}
{"text": "Haraka haraka haina barakaUkurasa 2"}
{"text": "Waridi anajua kauli ya Siki kuwa kwa vile Meya amesema ni heri wasubiri"}
{"text": "Ngoja ngoja za mganga huleta matumaini Ukurasa 6"}
{"text": "Sikiamwambia Waridi kuwa heri kumpa mtoto mchanganyiko wa chumvi na sukari ndani ya maji ili ampe mama matumaini"}
{"text": "Sikio la kufa halisikii dawa Ukurasa 46"}
{"text": "Maana ni kuwa uovu wa Meya hauwezi kutibika Umefikia kiwango cha juu"}
{"text": "Uhitaji siku zote ni mtumwa Ukurasa 54"}
{"text": "Wafanyakazi hata wakigoma watarudi kazini kwa sababu sana mahitaji ya kimsingi"}
{"text": "Heri nusu shari kuliko shari kamili Ukurasa 39"}
{"text": "Siki anamwambia Tatu ili kumwonya dhidi ya mgomo kwani huenda kukawasababisha wafanyakazi matatizo zaidi"}
{"text": "Lililoandikwa halifutiki kamweUkurasa 45"}
{"text": "Inaonyesha kuwa ni majaaliwa ya Siki na Diwani III wakutane"}
{"text": "Msiba wa kujitakia hauna kilio Ukurasa 57"}
{"text": "Meya asema methali kurejelea wafanyakazi walipokuwa wakitawanywa na askari Sauti msiba kuwa kujitakia"}
{"text": "Mpiga ngumi ukuta huumiza mkonowe"}
{"text": "Anarejelea wafanyakazi kushindana na baraza"}
{"text": "Wasemao mchana usiku watalala Ukurasa 31"}
{"text": "Bili akimwambia Meya asiogope kusemwa anaziita kelele za chura"}
{"text": "MASWALA BALAGHA"}
{"text": "Mbona nisiwe na hakika Ukurasa 2 Waridi amwuuliza daktari swali hili kuonyesha ana uhakika kuwa dawa zingefika"}
{"text": "Hujui ngoja ngoja huumiza matumboUnadhani wangapi wananiunga mkonoUkurasa 12 Meya amwonyesha Siki wapo watu wengi wanaounga mkono viongozi wake"}
{"text": "Wewe waona Meya mwenyewe mchezi Ukurasa 28 Meya amuuliza Bili kuonyesha ukweli wake"}
{"text": "Nisipokuwa nazo nani atakuwa nazo Ukurasa 28 Meya aonyesha Bili kuwa yeye ana pesa na muhimu Bili ajue hili jambo kwani li wazi"}
{"text": "Nilikusahau lini ndiyo sasa nije kukusahau Ukurasa 30 Meya anamwambia Bili kuonyesha uaminifu wake kwa Bili"}
{"text": "Sasa kazi hii ina faida gani kwanguUkurasa 36 Waridi amwuliza Siki wakati alipokuwa akitaka kujiuzulu"}
{"text": "Nani atatuchezeaUkurasa 43 Mhubiri amwuliza Meya ili kumhadaa eti ana mambo na ndio sababu askari wakaja mara moja"}
{"text": "Unafikiri hakuna watu wanaoweza kuhudumu vyema zaidi kuliko sisi kusisitiza kuwa kuna watu wanaoweza kuongoza vyema kuwaliko wao"}
{"text": "Kuna raha gani watoto wetu wanafukuzwa shule kwa sababu hatuwezi kuwalipia karo Kuna raha gani kutazama watoto wetu kufa taratibu mikononi mwetu kwa sababu hatumudu tena gharama ya matibabu Tena katika hospitali ya mwajiri wetu Hospitali hiyo imejengwa na nani kama si sisi waajiriwa wake Ukurasa 70  Tatu amuhimiza Meya kutokana na matatizo yanayowakumba wafanyakazi"}
{"text": "Tugangeje ya kesho bila kuganga ya sasa Ukurasa 70  Hapa Meya aonyesha majuto kwa kutorekebisha mambo na sasa muda wa kuyarekebisha haupo tena"}
{"text": "Mimi nisipotumia choo wataajiriwa kufanya nini Ukurasa 52  Balagha hii yaonyesha kiburi cha Meya"}
{"text": "UZUNGUMZI NAFSIA"}
{"text": "Mhusika ajizungumzia"}
{"text": "Meya anapofuzwa na Gedi kuwa Siki amekuja kumwona anajizungumzia Asema Siki alipokwenda kumwona awali alimletea bahati mbaya Ukurasa 10"}
{"text": "Ofisini pake kabla ya Bili kuingia Meya anajizungumzia Ukurasa 24 Namna anapanga kumtumia mwanakandarasi wa awali na asema hata mwanakandarasi akishtaki ni bure"}
{"text": "Baada ya Siki kuongea na simu anajizungumzia Ukurasa 34  Aonyesha msimamo wake kuhusu hali katika baraza la Cheneo Pia dhiki inayowakumba wafanyakazi mfano njaa na magonjwa"}
{"text": "Baada ya mazungumzo baina ya Meya na Diwani III Meya anajizungumzia anarudia yale maneno ambayo Diwani III alimwambia kuhusu haja ya kuwasikiliza wafanyakazi Hatimaye anaamua kukutana na uongozi wa wafanyakazi"}
{"text": "UCHESHI"}
{"text": "Unafanyia tashtiti udhalimu wa Meya na Dida anapoigiza askari Let rat Let rat Let rat Badala ya Left right Left right Haya yanamkejeli Meya"}
{"text": "KUCHANGANYA NDIMI"}
{"text": "Gedi ana mazoea ya kumjibu Meya Yes sir Hizi ni athari za kikoloni"}
{"text": "Bili anamhimiza Meya kuwa na Gentlemans Agreement na yule mwanakandarasi ili amegewe kiasi fulani cha fidia Ukurasa 29"}
{"text": "Diwani III asema kuwa kuna Mayors Act ambayo anaweza kutumia kumkandamiza kila mtu Vile vile kuna Riot Act"}
{"text": "Meya amtuma Gedi amletee soda katika fridge Ukurasa 17"}
{"text": "Meya asema kuna vijana wamehitimu vyuo vikuu fresh kabisa na hawana kazi hata ya utopasi Ukurasa 21"}
{"text": "Meya amwambia Bili kuwa ana Entertainment Vote yangoja ualishi tu Ukurasa 27"}
{"text": "Ikiwa hii si insurbodination ni nini Ukurasa 55 Meya akimtisha Diwani III kwa kutokubaliana naye"}
{"text": "Diwani II adai walipwe overtime Ukurasa 61 na pesa zinapokosekana wanapendekeza kuuzwa kwa fimbo ya Meya"}
{"text": "Katika mpango wa kuiba na kuuza fimbo ya Meya Diwani II asema kuwa mpango waliozua ni foolproof Ukurasa 62"}
{"text": "Meya asema hana pingamizi kwa kuwa ni grand idea Ukurasa 62"}
{"text": "Siki anasema Oh yes kisha kwa mama mwenye mtoto utamfuata sista hapa hadi kwenye wadi ya watoto Ukurasa 5"}
{"text": "Meya amwambia Gedi kuwa Siki alione nyumba yake paa AlrightUkurasa 15"}
{"text": "Meya asema ameuza viwanja vitatu na amebakisha vitanoIncaseUkurasa 27 Hasa ile prime plot"}
{"text": "Amen wanavyoitika Meya na mhubiri wanapoomba"}
{"text": "KUHAMISHA NDIMI"}
{"text": "Waridi anamuuliza daktari What do you think this is Food poisoning Ukurasa 5"}
{"text": "UTOHOZI"}
{"text": "Meya  mayor"}
{"text": "Daktari amwambia mama mwenye mtoto utamfuata sista sister hadi kwenye wadi ward ya watoto Ukurasa 5"}
{"text": "Milenia millenium"}
{"text": "Meya alihitajiwa aundiwe kamati committee za madiwani"}
{"text": "Meya asema uamuzi wa baraza ni demokrasia democracy Ukurasa 22"}
{"text": "Meya asema mwanakandarasi ameenda kortini court Ukurasa 28"}
{"text": "Meya asema baraza litagharamia petroli petrol ya mhubiri Ukurasa 44"}
{"text": "Medi asema wafanyakazi wanaosha vyoo bila glavu gloves Ukurasa 70"}
{"text": "Swichi switch  Diwani I asema anabofya simu tu kutoka mbali na kazi inafanyika"}
{"text": "SADFA"}
{"text": "Matukio mawili kutokea wakati mmoja bila kupangwa au kutarajwa"}
{"text": "Mfano"}
{"text": "Daktari Siki na Waridi wanaendelea na mazungumzo yao wakati uo huo mama mwenye mtoto mgonjwa anaingia hospitalini"}
{"text": "Diwani I na II na III wanaendelea na mazungumzo yao kisha kwa ghafla Meya aingia"}
{"text": "Meya na Bili wanaendelea na mazungumzo yao na wakati uo huo sauti za wafanyakazi zinaskika"}
{"text": "Meya na mhubiri wanapoomba kwa kelele na jazba askari III na Gedi wanaingia na kuwaamrisha walale chini"}
{"text": "Diwani I na II wanaendelea na mazungumzo yao na wakati uo huo Gedi anaingia ghafla na habari kuwa wanahitajika katika makao yao"}
{"text": "LAHAJA"}
{"text": "Ya mwananti kuuvunda nti Ukurasa 50  Mwananchi kuivunja nchi"}
{"text": "Diwani III asema ndiyo yale ya ngome itauumiza naswi tu mumo ngomeni inatuumiza naswi  na sisi"}
{"text": "Meya anasema ndo unamaanisha ni Ukurasa 11 Ndo ndiyo"}
{"text": "MBINU YA UTATU"}
{"text": "Mtoto mgonjwa ana miaka mitatu"}
{"text": "Mtoto alikufa akiwa na miaka mitatu"}
{"text": "Mtoto alikuja baada ya siku tatu"}
{"text": "Kuua ndege watatu kwa jiwe moja"}
{"text": "Madiwani ni watatu"}
{"text": "Kuna wawakilishi watatu wa wafanyakazi"}
{"text": "Dawa zitafika bandarini baada ya siku tatu"}
{"text": "Baada ya siku tatu kutoka bandarini dawa zitafika hospitalini"}
{"text": "Meya na madiwani wawili wanakamatwa Jumla ya waliokamatwa ni watu"}
{"text": "MASWALI YA KUDURUSU"}
{"text": "Maswali ya insha"}
{"text": "Fafanua mikakati anayotumia Mstahiki Meya ili kuweza kusalia mamlakani alama 20"}
{"text": "Eleza matumizi ya mitindo ifuatayo alama 20"}
{"text": "Kinaya"}
{"text": "Jazanda"}
{"text": "Majazi"}
{"text": "Sadfa"}
{"text": "Fafanua jinsi dhana ya ukoloni mamboleo inavyojitokeza katika tamthilia ya Mstahiki Meya alama 20"}
{"text": "Eleza changamoto zinazowakabili Wanacheneoalama 20"}
{"text": "Siku ya kufa kwa nyani miti yote hutelezaThibitisha ukweli wa kauli hii ukirejelea tamthilia ya Mstahiki Meya alama 20"}
{"text": "Dhihirisha ufaafu wa anwani Mstahiki Meya alama 20"}
{"text": "Eleza umuhimu wa wahusika wafuatao katika tamthilia ya Mstahiki Meya"}
{"text": "Waridi alama 10"}
{"text": "Siki alama 10"}
{"text": "Tamthilia ya Mstahiki Meya imesheheni utetezi wa haki kwa mapana na marefu Thibitisha alama 20"}
{"text": "b Maswali ya Muktadha"}
{"text": "1 Wewe ndiye wa kuniambia Mimi nimekuuliza wewe"}
{"text": "a Eleza muktadha wa dondoo hili alama 4"}
{"text": "b Ni mambo yepi yaliyosababisha mnenaji na mnenewa"}
{"text": "kuwa katika hali waliyoko sasaalama4"}
{"text": "c Eleza sifa za mnenaji na mnenewa alama 8"}
{"text": "d Fafanua tofauti za sifa kati ya mnenaji na mnenewa"}
{"text": "alama 4"}
{"text": "2 Kuna mji gani wenye amani na utulivu kama wetu"}
{"text": "a Yaweke maneno haya katika muktadha wakealama 4"}
{"text": "b Taja mbinu mbili zilizotumika katika dondoo hili alama"}
{"text": "4"}
{"text": "c Fafanua maudhui manne yanayoendelezwa kupitia kwa"}
{"text": "mnenaji alama 8"}
{"text": "d Taja wahusika wengine wawili walio na sifa sawa na mnenewa na utoe sababu alama 4"}
{"text": "CHEMISTRY FORM ONE NOTES"}
{"text": "Introduction to chemistry"}
{"text": "Chemistry is a branch of Science Science is basically the study of living and nonliving things The branch of science that study living things is called Biology The branch of science that study nonliving things is called Physical Science Physical Science is made up of"}
{"text": "Physics the study of matter in relation to energy"}
{"text": "Chemistry the study of the composition of matter"}
{"text": "Chemistry is thus defined as the branch of science that deals with the structure composition properties and behavior of matter"}
{"text": "Basic Chemistry involves studying"}
{"text": "Statesphases of matter"}
{"text": "Matter is anything that has weightmass and occupies spacevolume Naturally there are basically three states of matter"}
{"text": "i Solideg soil sand copper metal bucket ice"}
{"text": "iiLiquid eg water Petrol ethanolalcohol Mercury liquid metal"}
{"text": "iii gas eg Oxygen Nitrogen Water vapour"}
{"text": "A solid is made up of particles which are very closely packed It thus has a definitefixed shape and fixeddefinite volume occupies definite space It has a very high density"}
{"text": "A liquid is made up of particles which have some degree of freedom It thus has no definitefixed shape It takes the shape of the container it is put A liquid has fixeddefinite volumeoccupies definite space"}
{"text": "A gas is made up of particles free from each other It thus has no definitefixed shape It takes the shape of the container it is put It has no fixeddefinite volumeoccupies every space in a container"}
{"text": "b Separation of mixture"}
{"text": "A mixture is a combination of two or more substances that can be separated by physical means Simple methods of separating mixtures at basic chemistry level include"}
{"text": "i Sortingpickingthis involve physically picking one pure substance from a mixture with anotherother e g sorting maize from maize beans mixture"}
{"text": "ii Decantationthis involve pouring out a liquid from a solid that has settled sinking solid in it e g Decanting water forms sand"}
{"text": "iiiFiltrationthis involves sieving passing particles of a mixture through a filter containing small holes that allow smaller particle to pass through but do not allow bigger particle to pass through"}
{"text": "iv Skimmingthis involve scooping floating particles Eg cream from milk"}
{"text": "c Metals and nonmetals"}
{"text": "Metals are shiny ductileable to form wires malleableable to form sheet and coil without breaking Eg Iron gold silver copper Mercury is the only liquid metal known"}
{"text": "Nonmetals are dull not ductile do not form wires not malleable do not form sheet and break on coilingbrittle Eg Charcoal Sulphur plastics"}
{"text": "d Conductors and nonconductors"}
{"text": "A conductor is a solid that allow electric current to pass through A nonconductor is a solid that do not allow electric current to pass through"}
{"text": "All metals conduct electricity All nonmetals do not conduct electricity except carbon graphite"}
{"text": "e Drugs"}
{"text": "A drug is a natural or syntheticmanmade substance that when taken changesalter the body functioning A natural or syntheticmanmade substance that when taken changesalter the abnormal body functioning to normal is called medicine Medicines are thus drugs intended to correct abnormal body functions  Medicines should therefore be taken on prescription and dosage"}
{"text": "A prescription is a medical instruction to a patientsick on the correct type of medicine to take and periodtime between one intake to the other"}
{"text": "A dosage is the correct quantity of drug required to alter the abnormal body function back to normal This is called treatment It is the professional work of qualified doctorspharmacists to administer correct prescription and dosage of drugsmedicine to the sick Prescription and dosage of drugsmedicine to the sick use medical language"}
{"text": "Example"}
{"text": "i 2 x 4  means 2 tablets for solid drugsspoonfuls for liquid drugs taken 4 times for a duration of one day24 hours and then repeated and continued until all the drug given is finished"}
{"text": "ii 1 x 2  means 1 tablets for solid drugsspoonfuls for liquid drugs taken 2 times for a duration of one day24 hours and then repeated and continued until all the drug given is finished"}
{"text": "Some drugs need minimal prescription and thus are available without pharmacist doctors prescription They are called Over The Counter OTC drugs OTC drugs used to treat mild headaches stomach upsets common cold include"}
{"text": "i Painkillers"}
{"text": "ii Antiacids"}
{"text": "iii coldflu drugs"}
{"text": "All medicine requires correct intake dosage When a prescription dosage is not followed this is called drug misuseabuse Some drugs are used for other purposes other than that intended This is called drug abuse"}
{"text": "Drug abuse is when a drug is intentionally used to alter the normal functioning of the body The intentional abnormal function of the drug is to make the victim have false feeling of well being The victim lack both mental and physical coordination"}
{"text": "Some drugs that induce a false feeling of well being are illegal They include heroin cocaine bhang Mandrax and morphine"}
{"text": "Some abused drugs which are not illegal include Miraa alcohol tobacco sleeping pills"}
{"text": "The role of chemistry in society"}
{"text": "a Chemistry is used in the following"}
{"text": "i Washingcleaning with soap"}
{"text": "Washingcleaning is a chemical process that involves interaction of water soap and dirt so as to remove the dirt from a garment"}
{"text": "ii Understanding chemicals of life"}
{"text": "Living thing grow respire and feed The formation and growth of cells involve chemical processes in living things using carbohydrates proteins and vitamins"}
{"text": "iii Baking"}
{"text": "Adding baking powder to dough and then heating in an oven involves interactions that require understanding of chemistry"}
{"text": "iv Medicine"}
{"text": "Discovery test prescription and dosage of drugs to be used for medicinal purposes require advanced understanding of chemistry"}
{"text": "v Fractional distillation of crude oil"}
{"text": "Crude oil is fractional distilled to useful portions like petrol diesel kerosene by applying chemistry"}
{"text": "vi Manufacture of synthetic compoundssubstances"}
{"text": "Large amounts of plastics glass fertilizers insecticides soaps cements are manufactured worldwide Advanced understanding of the chemical processes involved is a requirement"}
{"text": "vii Diagnosistest for abnormal body functions"}
{"text": "If the body is not functioning normally it is said to be sickill Laboratory test are done to diagnose the illnesssickness"}
{"text": "b The following career fields require Chemistry as one of subject areas of advancedspecialized study"}
{"text": "i Chemical engineeringchemical engineer"}
{"text": "ii Veterinary medicineVeterinary doctor"}
{"text": "iii MedicineMedical doctorpharmacistnurse"}
{"text": "iv BeautyBeautician"}
{"text": "v TeachingChemistry teacher"}
{"text": "The School Chemistry Laboratory"}
{"text": "Chemistry is studied mainly in a science room called a school chemistry laboratory The room is better ventilated than normal classroom It has electricity gas and water taps A school chemistry laboratory has a qualified professional whose called Laboratory technicianassistant"}
{"text": "All students user in a school chemistry laboratory must consult the Laboratory technicianassistant for all their laboratory work A school chemistry laboratory has chemicals and apparatus"}
{"text": "A chemical is a substance whose composition is known All chemical are thus labeled as they are This is because whereas physically a substance may appear similar chemically they may be different"}
{"text": "All Chemicals which are not labeled should never be used Some chemicals are toxicpoisonous explosive corrosive caustic irritants flammable oxidizing carcinogenic or radioactive"}
{"text": "Care should always be taken when handling any chemical which have any of the above characteristic properties"}
{"text": "Common school chemistry laboratory chemicals include"}
{"text": "i Distilled water"}
{"text": "ii Concentrated mineral acid which are very corrosive on contact with skin they cause painful open wounds"}
{"text": "iii Concentrated alkalibases which are caustic on contact with skin they cause painful blisters"}
{"text": "iv Very many types of salts"}
{"text": "The following safety guideline rules should be followed by chemistry laboratory users"}
{"text": "i Enter the laboratory with permission in an orderly manner without rushingpushingscrabbling"}
{"text": "ii Do not try unauthorized experiments They may produce flammable explosive or toxic substances that affect your health"}
{"text": "iii Do not taste any chemical in the laboratory They may be poisonous"}
{"text": "iv Waft gas fumes to your nose with your palm Do not inhalesmell gases directly They may be highly poisonoustoxic"}
{"text": "v Boil substances with mouth of the test tube facing away from others and yourself Boiling liquids spurt out portions of the hot liquid Products of heating solids may be a highly poisonoustoxic gas"}
{"text": "vi Wash with lots of water any skin contact with chemicals immediately Report immediately to teacherlaboratory technician any irritation cut burn bruise or feelings arising from laboratory work"}
{"text": "vii Read and follow safety instruction All experiments that evolveproduce poisonous gases should be done in the open or in a fume chamber"}
{"text": "viii Clean your laboratory work station after use Wash your hand before leaving the chemistry laboratory"}
{"text": "ix In case of fire remain calm switch of the source of fuelgas tap Leave the laboratory through the emergency door Use fire extinguishers near the chemistry laboratory to put of medium fires Leave strong fires wholly to professional fire fighters"}
{"text": "x Do not carry unauthorized item from a chemistry laboratory"}
{"text": "An apparator apparatus are scientific toolsequipment used in performing scientific experiments The conventional apparator used in performing scientific experiments is called standard apparatorapparatus If the conventional standard apparatorapparatus is not available an improvised apparatorapparatus may be used in performing scientific experiments An improvised apparatorapparatus is one used in performing a scientific experiment for a standard apparatorapparatus Most standard apparatus in a school chemistry laboratory are made of glass because"}
{"text": "iGlass is transparent and thus reactions interactions inside are clearly visible from outside"}
{"text": "ii Glass is comparatively cheaper which reduces cost of equipping the school chemistry laboratory"}
{"text": "iii Glass is comparatively easy to cleanwash after use iv Glass is comparatively unreactive to many chemicals"}
{"text": "Apparatus are designed for the purpose they are intended in a school chemistry laboratory"}
{"text": "Apparatus for measuring volume"}
{"text": "1 Measuring cylinder"}
{"text": "Measuring cylinders are apparatus used to measure volume of liquid solutions They are calibrated graduated to measure any volume required to the maximum Measuring cylinders are named according to the maximum calibratedgraduated volume eg"}
{"text": "10ml measuring cylinder is can hold maximum calibratedgraduated volume of 10mililitres 10 cubic centimetres"}
{"text": "50ml measuring cylinder is can hold maximum calibratedgraduated volume of 50mililitres 50 cubic centimetres"}
{"text": "250ml measuring cylinder is can hold maximum calibratedgraduated volume of 250mililitres 250 cubic centimetres"}
{"text": "1000ml measuring cylinder is can hold maximum calibratedgraduated volume of 1000mililitres 1000 cubic centimetres"}
{"text": "2 Burette"}
{"text": "Burette is a long and narrowthin apparatus used to measure small accurate and exact volumes of a liquid solution It must be clamped first on a stand before being used It has a tap to run out the required amount out They are calibrated graduated to run out small volume required to the maximum 50ml50cm3"}
{"text": "The maximum 50ml50cm3 calibration graduation reading is at the bottom This ensure the amount run out from a tap below can be determined directly from burette reading before and after during volumetric analysis"}
{"text": "Burettes are expensive and care should be taken when using them"}
{"text": "3 i Pipette"}
{"text": "Pipette is a long and narrowthin apparatus that widens at the middle used to measure and transfer small very accurateexact volumes of a liquid solution"}
{"text": "It is open on either ends"}
{"text": "The maximum 25ml25cm3 calibration graduation mark is a visible ring on one thin end"}
{"text": "To fill a pipette to this mark the user must suck up a liquid solution upto a level above the mark then adjust to the mark using a finger"}
{"text": "This requires practice"}
{"text": "ii Pipette filler"}
{"text": "Pipette filler is used to suck in a liquid solution into a pipette instead of using the mouth It has a suck adjust and eject button for ensuring the exact volume is attained This requires practice"}
{"text": "4 Volumetric flask"}
{"text": "A volumetric flask is thin narrow but widens at the basebottom It is used to measure very accurateexact volumes of a liquid solution"}
{"text": "The maximum calibration  graduation mark is a visible ring"}
{"text": "Volumetric flasks are named according to the maximum calibratedgraduated volume eg"}
{"text": "250ml volumetric flask has a calibratedgraduated mark at exact volume of 250mililitres 250centimetres"}
{"text": "1l volumetric flask has a calibratedgraduated mark at exact volume of one litre 1000 cubic centimeters"}
{"text": "2l volumetric flask has a calibratedgraduated mark at exact volume of two litres 2000 cubic centimeters"}
{"text": "5 Dropperteat pipette"}
{"text": "A dropperteat pipette is a long thinnarrow glassrubber apparatus that has a flexible rubber head"}
{"text": "A dropperteat pipette is used to measure very small amount drops of liquid solution by pressing the flexible rubber head The numbers of drops needed are counted by pressing the rubber gently at a time"}
{"text": "bApparatus for measuring mass"}
{"text": "1 Beam balance"}
{"text": "A beam balance has a pan where a substance of unknown mass is placed The scales on the opposite end are adjusted to balance with the mass of the unknown substance The mass from a beam balance is in grams"}
{"text": "2 Electronicelectric balance"}
{"text": "An electronicelectric balance has a pan where a substance of unknown mass is placed The mass of the unknown substance in grams is available immediately on the screen"}
{"text": "cApparatus for measuring temperature"}
{"text": "A thermometer has alcohol or mercury trapped in a bulb with a thin enclosed outlet for the alcoholmercury in the bulb"}
{"text": "If temperature rises in the bulb the alcohol mercury expand along the thin narrow enclosed outlet"}
{"text": "The higher the temperature the more the expansion"}
{"text": "Outside a calibration graduation correspond to this expansion and thus changes in temperature"}
{"text": "A thermometer therefore determines the temperature when the bulb is fully dipped in to the substance being tested To determine the temperature of solid is thus very difficult"}
{"text": "dApparatus for measuring time"}
{"text": "The stop watchclock is the standard apparatus for measuring time Time is measured using hours minutes and second"}
{"text": "Common school stop watchclock has start stop and reset button for determining time for a chemical reaction This requires practice"}
{"text": "e Apparatus for scooping"}
{"text": "1 Spatula"}
{"text": "A spatula is used to scoop solids which do not require accurate measurement Both ends of the spatula can be used at a time"}
{"text": "A solid scooped to the brim is one spatula end full A solid scooped to half brim is half spatula end full"}
{"text": "2 Deflagrating spoon"}
{"text": "A deflagrating spoon is used to scoop solids which do not require accurate measurement mainly for heating Unlike a spatula a deflagrating spoon is longer"}
{"text": "f Apparatus for putting liquidssolid for heating"}
{"text": "1 Test tube"}
{"text": "A test tube is a narrowthin glass apparatus open on one side The end of the opening is commonly called the the mouth of the test tube"}
{"text": "2 Boilingignition tube"}
{"text": "A boilingignition tube is a wide glass apparatus than a test tube open on one side The end of the opening is commonly called the the mouth of the boilingignition tube"}
{"text": "3 Beaker"}
{"text": "Beaker is a wide calibratedgraduated lipped glassplastic apparatus used for transferring liquid solution which do not normally require very accurate measurements"}
{"text": "Beakers are named according to the maximum calibratedgraduated volume they can hold eg"}
{"text": "250ml beaker has a maximum calibratedgraduated volume of 250mililitres 250 cubic centimeters"}
{"text": "1l beaker has a maximum calibratedgraduated volume of one litre 1000 cubic centimeters"}
{"text": "5 l beaker has a maximum calibratedgraduated volume of two litres 2000 cubic centimeters"}
{"text": "4 Conical flask"}
{"text": "A conical flask is a moderately narrow glass apparatus with a wide base and no calibrationgraduation Conical flasks thus carryhold exact volumes of liquids that have been measured using other apparatus It can also be put some solids The narrow mouth ensures no spillage"}
{"text": "Conical flasks are named according to the maximum volume they can hold eg 250ml Conical flasks hold a maximum volume of 250mililitres 250 cubic centimeters"}
{"text": "500ml Conical flasks hold a maximum volume of 500ml 1000 cubic centimeters"}
{"text": "5 Round bottomed flask"}
{"text": "A round bottomed flask is a moderately narrow glass apparatus with a wide round base and no calibrationgraduation Round bottomed flask thus carryhold exact volumes of liquids that have been measured using other apparatus The narrowthin mouth prevents spillage The flask can also hold weighed solids A round bottomed flask must be held clamped when in use because of its wide narrow base"}
{"text": "6 Flat bottomed flask"}
{"text": "A flat bottomed flask is a moderately narrow glass apparatus with a wide round base with a small flat bottom It has no calibrationgraduation"}
{"text": "Flat bottomed flasks thus carryhold exact volumes of liquids that have been measured using other apparatus The narrowthin mouth prevents spirage They can also hold weighed solids A flat bottomed flask must be held clamped when in use because its flat narrow base is not stable"}
{"text": "g Apparatus for holding unstable apparatus during heating"}
{"text": "1 Tripod stand"}
{"text": "A tripod stand is a three legged metallic apparatus which unstable apparatus are placed on during heatingBeakers Conical flasks round bottomed flask and flat bottomed flasks are placed on top of tripod stand during heating"}
{"text": "2 Wire gauzemesh"}
{"text": "Wire gauzemesh is a metalliciron plate of wires crossings It is placed on top of a tripod stand"}
{"text": "i Ensure even distribution of heat to prevent cracking glass apparatus"}
{"text": "ii Hold smaller apparatus that cannot reach the edges of tripod stand"}
{"text": "3 Clamp stand"}
{"text": "A clamp stand is a metallic apparatus which tightly hold apparatus at their neck firmly"}
{"text": "A clamp stand has a wide metallic base that ensures maximum stability The height and position of clamping is variable This require practice"}
{"text": "4 Test tube holder"}
{"text": "A test tube holder is a hand held metallic apparatus which tightly hold testboilingignition tube at their neck firmly on the other end"}
{"text": "Some test tube holders have wooden handle that prevent heat conduction to the hand during heating"}
{"text": "5 Pair of tong"}
{"text": "A pair of tong is a scissorlike hand held metallic apparatus which tightly hold firmly a small solid sample on the other end"}
{"text": "6 Gas jar"}
{"text": "A gas jar is a long wide glass apparatus with a wide base"}
{"text": "It is open on one end It is used to collectput gases"}
{"text": "This requires practice"}
{"text": "h Apparatus for holdingdirecting liquid solutionsfunnels to avoid spillage"}
{"text": "1 Filter funnel"}
{"text": "A filter funnel is a wide mouthed mainly plastic apparatus that narrow drastically at the bottom to a long extension"}
{"text": "When the long extension is placed on top of another apparatus a liquid solution can safely be directed through the wide mouth of the filter funnel into the apparatus without spirage"}
{"text": "Filter funnel is also used to place a filter paper during filtration"}
{"text": "2 Thistle funnel"}
{"text": "A thistle funnel is a wide mouthed glass apparatus that narrow drastically at the bottom to a very long extension"}
{"text": "The long extension is usually drilled through a stoppercork"}
{"text": "A liquid solution can thus be directed into a stoppered container without spillage"}
{"text": "3 Dropping funnel"}
{"text": "A dropping funnel is a wide mouthed glass apparatus with a tap that narrow drastically at the bottom to a very long extension"}
{"text": "The long extension is usually drilled through a stoppercork"}
{"text": "A liquid solution can thus be directed into a stoppered container without spillage at the rate determined by adjusting the tap"}
{"text": "4 Separating funnel"}
{"text": "A separating funnel is a wide mouthed glass apparatus with a tap at the bottom narrow extension"}
{"text": "A liquid solution can thus be directed into a separating funnel without spillage It can also safely be removed from the funnel by opening the tap"}
{"text": "It is used to separate two or more liquid solution mixtures that form layersimmiscible This requires practice"}
{"text": "h Apparatus for heatingBurners"}
{"text": "1 Candle spirit burner kerosene stove charcoal burnerjiko are some apparatus that can be used for heating"}
{"text": "Any flammable fuel when put in a container and ignited can produce some heat"}
{"text": "2 Bunsen burner"}
{"text": "The Bunsen burner is the standard apparatus for heating in a Chemistry school laboratory"}
{"text": "It was discovered by the German Scientist Robert Wilhelm Bunsen in1854"}
{"text": "aDiagram of a Bunsen burner"}
{"text": "A Bunsen burner uses butanelaboratory gas as the fuel The butanelaboratory gas is highly flammable and thus usually stored safely in a secure chamber outside Chemistry school laboratory It is tapped and distributed into the laboratory through gas pipes"}
{"text": "The gas pipes end at the gas tap on a chemistry laboratory bench If opened the gas tap releases butanelaboratory gas Butanelaboratory gas has a characteristic odorsmell that alerts leakagesopen gas tap"}
{"text": "The Bunsen burner is fixed to the gas tap using a strong rubber tube"}
{"text": "The Bunsen burner is made up of the following parts"}
{"text": "i Base plate to ensure the burner can stand on its own"}
{"text": "iiJeta hole through which laboratory gas enters the burner"}
{"text": "iiiCollarsleeveadjustable circular metal attached to the main chimneyburell with a side holeentry It controls the amount of air entering used during burning"}
{"text": "ivAir hole a holeentry formed when the collar side hole is in line with chimney side hole If the collar side hole is not in line with chimney side hole the air hole is said to be closed If the collar side hole is in line with chimney side hole the air hole is said to be open"}
{"text": "vChimney tall round metallic rod attached to the base plate"}
{"text": "bProcedure for lightingigniting a Bunsen burner"}
{"text": "1 Adjust the collar to ensure the air holes are closed"}
{"text": "2 Connect the burner to the gas tap using a rubber tubing Ensure the rubber tubing has no side leaks"}
{"text": "3 Turn on the gas tap"}
{"text": "4 Ignite the top of the chimney using a lighted match stickgas lighterwooden splint"}
{"text": "5 Do not delay excessively procedure iv from iii to prevent highly flammable laboratory gas from escapingleaking"}
{"text": "cBunsen burner flames"}
{"text": "A Bunsen burner produces two types of flames depending on the amount of air entering through the air holes"}
{"text": "If the air holes are fully open a non luminous flame is produced If the air holes are fully closed a luminous flame is produced If the air holes are partially open closed a hybrid of non luminous and luminous flames is produced"}
{"text": "Characteristic differences between luminous and nonluminous flame"}
{"text": "Scientific apparatus are drawn"}
{"text": "i Using a proportional two dimension 2D crosssections Three dimensions 3D are not recommended"}
{"text": "ii Straight edges of the apparatus on a scientific diagram should be drawn using ruler"}
{"text": "iii Curved edges of the apparatus on a scientific diagram should be drawn using free hand"}
{"text": "ivThe bench tripod or clamp to support apparatus which cannot stand on their own should be shown"}
{"text": "CLASSIFICATION OF SUBSTANCES"}
{"text": "Substances are either pure or impure A pure substance is one which contains only one substance"}
{"text": "An impure substance is one which contains two or more substances A pure substance is made up of a pure solid pure liquid or pure gas"}
{"text": "A mixture is a combination of two or more pure substances which can be separated by physical means The three states of matter in nature appear mainly as mixtures of one with the other"}
{"text": "Common mixtures include"}
{"text": "aSolutionssolidliquid dissolved mixture"}
{"text": "Experiment"}
{"text": "To make a solution of copper II sulphate VIPotassium magnateVII sodium chloride"}
{"text": "Procedure"}
{"text": "Put about 100 cm3 of water in three separate beakers Separately place a half spatula end full of copper II sulphate VI Potassium manganate VII and sodium chloride crystals to each beaker Stir for about two minutes"}
{"text": "Observation"}
{"text": "Copper II sulphate VI crystals dissolve to form a blue solution"}
{"text": "Potassium manganate VII crystals dissolve to form a purple solution"}
{"text": "Sodium chloride crystals dissolve to form a colourless solution"}
{"text": "Explanation"}
{"text": "Some solids liquids and gases dissolve in some other liquids"}
{"text": "A substanceliquid in which another substance dissolves is called solvent"}
{"text": "A substance solid gas which dissolves in a solvent is called solute"}
{"text": "When a solute dissolves in a solvent it forms a uniform mixture called solution"}
{"text": "A solute dissolved in water as the solvent exists in another state of matter called aqueous state Water is referred as the universal solvent because it dissolves many solutes A solute that dissolves in a solvent is said to be soluble Soluble particles uniformly spread between the particles of watersolvent and cannot be seen"}
{"text": "Solute  Solvent  solution"}
{"text": "Solute  Water  aqueous solution of solute"}
{"text": "The solute dissolved in water gives the name of the solution e g"}
{"text": "1 Sodium chloride solution is a solution formed after dissolving sodium chloride crystalssolid in water Sodium chloride exists in aqueous state after dissolving"}
{"text": "Sodium chloride  Water  Sodium chloride solution"}
{"text": "NaCls  aq  NaClaq"}
{"text": "2 Ammonia solution is a solution formed after dissolving ammonia gas in water Ammonia exists in aqueous state after dissolving"}
{"text": "Ammonia gas  Water  aqueous ammonia"}
{"text": "NH3 g  aq  NH3 aq"}
{"text": "3 Copper II sulphate VI solution is a solution formed after dissolving Copper II sulphate VI crystalssolid in water Copper II sulphate VI exists in aqueous state after dissolving"}
{"text": "Copper II sulphate VI  Water  Copper II sulphate VI solution"}
{"text": "CuSO4s  aq  CuSO4 aq"}
{"text": "4 Potassium manganateVII solution is a solution formed after dissolving Potassium manganateVII crystalssolid in water"}
{"text": "Potassium manganateVIIexist in aqueous state after dissolving"}
{"text": "Potassium manganateVII  Water  Potassium manganateVII solution"}
{"text": "KMnO4s  aq  KMnO4 aq"}
{"text": "bSuspension precipitatessolidliquid mixture which do not dissolve"}
{"text": "Experiment To make soil flour and Lead II Iodide suspensionprecipitate"}
{"text": "Procedure"}
{"text": "Put about 100 cm3 of water in three separate beakers Separately place a half spatula end full of soil maize and lead II Iodide to each beaker Stir for about two minutes"}
{"text": "Observation"}
{"text": "Some soil maize and lead II Iodide float in the water"}
{"text": "A brown suspensionprecipitateparticles suspended in water containing soil"}
{"text": "A white suspensionprecipitateparticles suspended in water containing flour"}
{"text": "A yellow suspensionprecipitateparticles suspended in water containing Lead II iodide Some soil maize and lead II Iodide settle at the bottom after some time"}
{"text": "Explanation"}
{"text": "Some solid substances do not dissolve in a liquid They are said to be insoluble in the solvent When an insoluble solid is put in liquid"}
{"text": "i Some particles remain suspendedfloating in the liquid to form a suspension precipitate"}
{"text": "ii Some particles sinksettle to the bottom to form sediments after being allowed to stand"}
{"text": "An insoluble solid acquire the colour of the suspensionprecipitate eg"}
{"text": "1 A white suspension precipitate have some fine white particles suspended floating in the liquid Not white solution"}
{"text": "2 A blue suspension precipitate has some fine blue particles suspended floating in the liquid"}
{"text": "3 A green suspension precipitate has some fine green particles suspended floating in the liquid"}
{"text": "4 A brown suspension precipitate has some fine brown particles suspended floating in the liquid"}
{"text": "4 A yellow suspension precipitate has some fine yellow particles suspended floating in the liquid"}
{"text": "c i Miscibles Liquidliquid mixtures"}
{"text": "To form waterethanol and Keroseneturpentine miscibles"}
{"text": "Procedure"}
{"text": "iMeasure 50cm3 of ethanol into 100cm3 beaker Measure 50cm3 of water Place the water into the beaker containing ethanol Swirl for about one minute"}
{"text": "iiMeasure 50cm3 of kerosene into 100cm3 beaker Measure 50cm3 of turpentine oil Place the turpentine oil into the beaker containing kerosene Swirl for about one minute"}
{"text": "Observation"}
{"text": "Two liquids do not form layers"}
{"text": "Ethanol and water form a uniform mixture"}
{"text": "Kerosene and turpentine oil form uniform mixture"}
{"text": "Explanation"}
{"text": "Ethanol is miscible in Water Kerosene is miscible in turpentine oil Miscible mixture form uniform mixture They do not form layers The particles of one liquid are smaller than the particles of the other The smaller particles occupy the spaces between the bigger particles"}
{"text": "Immiscibles Liquidliquid mixtures"}
{"text": "To form waterturpentine oil and Kerosenewater miscibles"}
{"text": "Procedure"}
{"text": "iMeasure 50cm3 of water into 100cm3 beaker Measure 50cm3 of turpentine oil Place the oil into the beaker containing water Swirl for about one minute"}
{"text": "ii Measure 50cm3 of water into 100cm3 beaker Measure 50cm3 of kerosene Place the kerosene into the beaker containing water Swirl for about one minute"}
{"text": "Observation"}
{"text": "Two liquids form layers"}
{"text": "Turpentine and water do not form a uniform mixture"}
{"text": "Water and kerosene do not form uniform mixture"}
{"text": "Explanation"}
{"text": "Kerosene is immiscible in Water Water is immiscible in turpentine oil Immiscible mixtures do not form uniform mixtures They form layers The size of the particles of one liquid is almost equal to the particles of the other The particles of one liquid cannot occupy the spaces between the particles of the other The heavier particles settle at the bottom The less dense particles settle on top"}
{"text": "dSolidsolid mixturesAlloys"}
{"text": "Before solidifying some heated moltenliquid metals dissolve in another metal to form a uniform mixture of the two On solidifying a uniform mixture of the metals is formed A uniform mixture of two metals on solidifying is called alloy In the alloy one metallic particle occupies the spaces between the metallic particles of the other"}
{"text": "c Common alloys of metal"}
{"text": "METHODS OF SEPARATING MIXTURES"}
{"text": "Mixtures can be separated from applying the following methods"}
{"text": "a Decantation"}
{"text": "Sediments can be separated from a liquid by pouring out the liquid This process is called decantation"}
{"text": "Experiment"}
{"text": "Put some sand in a beaker Add about 200cm3 of water Allow sand to settle Pour off water carefully into another beaker"}
{"text": "Observation"}
{"text": "Sand settles at the bottom as sediments"}
{"text": "Less clean water is poured out"}
{"text": "Explanation"}
{"text": "Sand does not dissolve in water Sand is denser than water and thus settles at the bottom as sediment When poured out the less dense water flows out"}
{"text": "bFiltration"}
{"text": "Decantation leaves suspended particles in the liquid after separation Filtration is thus improved decantationFiltration is the method of separating insoluble mixturesparticlessolids from a liquid"}
{"text": "Experiment To separate soil and water using filtration"}
{"text": "Fold a filter paper to fit well into a filter funnel Place the funnel in an empty 250 cm3 beaker"}
{"text": "Put one spatula end full of soil into 50cm3 of water Stir Put the soilwater mixture into the filter funnel"}
{"text": "Observations"}
{"text": "Clean water is collected below the filter funnel"}
{"text": "Soil remains above the filter paper"}
{"text": "Explanation"}
{"text": "A filter paper is porous which act like a fine sieve with very small holes The holes allow smaller water particles to pass through but do not allow bigger soil particles The liquid which passes through is called filtrate The solid which do not pass through is called residue"}
{"text": "Set up of apparatus"}
{"text": "In industries filtration is used in engine filters to clean up air"}
{"text": "cEvaporation"}
{"text": "Evaporation is a method of separating a solutesolid from its solution This involves heating a solution solvent and soluteto vapourize the solvent out of the solution mixture leaving pure solutesolid If a mixture contain insoluble solid they are filtered out"}
{"text": "Experiment To separate a mixture of soil and salt sodium chloride"}
{"text": "Procedure"}
{"text": "Put one spatula end full of soil on a filter paper"}
{"text": "Put one spatula full of common saltsodium chloride into the same filter paper Mix well using the spatula"}
{"text": "Place about 200cm3 of water into a beaker"}
{"text": "Put the contents of the filter paper into the water Stir thoroughly using a glassstirring rod for about one minute"}
{"text": "Fold a filter paper into a filter funnel"}
{"text": "Pour half portion of the contents in the beaker into the filter funnel"}
{"text": "Put the filtrate into an evaporating dish Heat on a water bath"}
{"text": "Observation"}
{"text": "iOn mixing"}
{"text": "Colourless crystals and brown soil particles appear on the filter paper"}
{"text": "iiOn adding water"}
{"text": "Common soil dissolves in water Soil particles do not dissolve in water"}
{"text": "iiiOn filtration"}
{"text": "Colourless liquid collected as filtrate below the filter funnelpaper"}
{"text": "Brown residue collected above the filter funnelpaper"}
{"text": "ivOn evaporation"}
{"text": "Colourless crystals collected after evaporation"}
{"text": "Explanation"}
{"text": "Solid mixture of sand and common salt take the colors of the two"}
{"text": "On adding water common salt dissolves to form a solution"}
{"text": "Soil does not because it is insoluble in water and thus forms a suspension"}
{"text": "On filtration a residue of insoluble soil does not pass through the filter paper"}
{"text": "It is collected as residue"}
{"text": "Common salt solution is collected as filtrate"}
{"text": "On heating the filtrate the solventwater evaporatevaporize out of the evaporating dish leaving common salt crystals"}
{"text": "Vapourizationevaporation can take place even without heating"}
{"text": "This is the principleprocess of drying wet clothes on the hanging line"}
{"text": "Set up of apparatus"}
{"text": "d Distillation"}
{"text": "Distillation is an improved evaporation where both the solute and the solvent in the solution are separated collected Distillation therefore is the process of separating a solution into constituent solid solute and the solvent It involves heating the solution to evaporatevaporize the solvent out The solvent vapour is then condensed back to a liquid"}
{"text": "Experiment To obtain copper II sulphate VI crystals and water from copper II sulphate VI solution"}
{"text": "Procedure"}
{"text": "Put one spatula end full of copper II sulphate VI crystals into a 250cm3 beaker"}
{"text": "Place about 200cm3 of water into the beaker"}
{"text": "Stir thoroughly using a glassstirring rod for about one minute"}
{"text": "Pour half portion of the contents in the beaker into a round bottomedflatconical flask broken porcelainsandglass into the flask"}
{"text": "Put a few pieces of b Stopper the flask"}
{"text": "Connect the flask to a Liebig condenser using delivery tube"}
{"text": "Place a 200cm3 clean empty beakerconical flask as a receiver at the end of the Liebig condenser"}
{"text": "Circulate water in the Liebig condenser"}
{"text": "Heat the flask strongly on a tripod stand with wire meshgauze until there is no more visible boiling bubbles in the flask"}
{"text": "Observation"}
{"text": "Copper II sulphate VI crystals dissolve in water to form a blue solution On heating colourless liquid is collected in the receiver"}
{"text": "Blue crystals are left in the flask"}
{"text": "If gently heated further the blue crystals turn to white powder"}
{"text": "Explanation"}
{"text": "On heating blue Copper II sulphate VI solution the colourless liquid solvents evaporatevaporize"}
{"text": "The liquid vapourgas passes through the delivery tube to the Liebig condenser"}
{"text": "The Liebig condenser has a cold water inlet near the receiver and cold water out let"}
{"text": "This ensures efficient cooling If the cold water outletinlet is reversed the water circulation would be less efficient"}
{"text": "The water in the receiver would be warm In the Liebig condenser the cold water condenses the liquid vapour into liquid"}
{"text": "The condensed liquid collects in the receiver as distillate"}
{"text": "The solute of blue Copper II sulphate VI crystals is left in the flask as residue"}
{"text": "During simple distillation therefore the solution is heated to vaporize evaporate the solventone component which is condensed at a different part of the apparatus"}
{"text": "The purpose of pieces of broken porcelainporous potglasssand is to"}
{"text": "i Prevent bumping of the solution during boiling"}
{"text": "ii Ensure smooth and even boiling"}
{"text": "Salty sea water can be made pure through simple distillation"}
{"text": "Any mixture with a large difference 40oC in boiling point can be separated using simple distillation"}
{"text": "Set up of apparatus"}
{"text": "eFractional distillation"}
{"text": "Fractional distillation is an improved simple distillation used specifically to separate miscible mixtures with very close near boiling points"}
{"text": "Fractional distillation involves"}
{"text": "i Heating the mixture in a conicalround bottomed flat bottomed flask"}
{"text": "The pure substance with a lower boiling point and thus more volatile evaporatesboilsvaporize firsteg Pure ethanol has a boiling point of 78oCPure water has a boiling point of 100 oC at sea levelone atmosphere pressure"}
{"text": "When a miscible mixture of ethanol and water is heated ethanol vaporizes boils evaporates first because it is more volatile"}
{"text": "iiThe conicalround bottomed flat bottomed flask is connected to a long glass tube called fractionating column"}
{"text": "The purpose of the fractionating column is to offer areas of condensation for the less volatile pure mixture"}
{"text": "The fractionating column is packed with glass beadsbroken glass porcelain shelves to increase the surface area of condensation of the less volatile pure mixture"}
{"text": "iiiWhen the vapors rise they condense on the glass beadsbroken glass porcelain  shelves which become hot"}
{"text": "When the temperature of the glass beadsbroken glassporcelainshelves is beyond the boiling point of the less volatile pure substance the pure substance rise and condensation take place on the glass beadsbroken glassporcelainshelves at a higher level on the fractionating column"}
{"text": "The less volatile pure substance tricklesdrips back down the fractionating column or back into the conicalround bottomed flat bottomed flask to be heated again eg"}
{"text": "If the temperature on glass beadsbroken glassporcelainshelves is beyond 78oC the more volatile pure ethanol rise to condense on the glass beadsbroken glass porcelainshelves higher in the fractionating column"}
{"text": "Water condenses and then driptrickle to the glass beadsbroken glass porcelain shelves lower in the fractionating column because it is less volatile"}
{"text": "iv The fractionating column is connected to a Liebig condenser The Liebig condenser has a cold water inlet and outlet circulation"}
{"text": "The more volatile mixture that reach the top of the fractionating column is condenses by the Liebig condenser into a receiver It is collected as the first fraction"}
{"text": "vAt the top of the fractionating column a thermometer is placed to notemonitor the temperature of the boiling mixtures"}
{"text": "Pure substances have constantfixed boiling point When one mixture is completely separated the thermometer reading rises"}
{"text": "Eg the thermometer reading remains at78oC when ethanol is being separated When no more ethanol is being separated the mercuryalcohol level in the thermometer rises"}
{"text": "viThe second subsequent fractions are collected in the receiver after noting a rise the mercuryalcohol level in the thermometer"}
{"text": "Eg the thermometer reading rises to 100oC when water is being separated It is passed through the Liebig condenser with the cold water inlet and outlet circulation It is collected different receiver as the secondsubsequent fraction"}
{"text": "viiEach fraction collected should be confirmed from known physicalchemical propertiescharacteristic"}
{"text": "Example"}
{"text": "Ethanol"}
{"text": "Ethanol is a colourless liquid that has a characteristic smell When it is put in a watch glass then ignited it catches fire and burn with a blue flame"}
{"text": "Water"}
{"text": "Water is a colourless liquid that has no smellodour When it is put in a watch glass then ignited it does not catch fire"}
{"text": "Set up of apparatus"}
{"text": "Industrial application of Fractional distillation"}
{"text": "On a large scalefractional distillation is used"}
{"text": "iIn fractional distillation of crude oil in an oil refinery"}
{"text": "Crude oil is a mixture of many fractions When heated in a furnace the different fractions separate out according to their boiling point In Kenyafractional distillation takes place at Changamwe in Mombasa"}
{"text": "iiIn fractional distillation of air"}
{"text": "Air contain a mixture of three main useful gases which are condensed by cooling to very low temperature 200oC to form a liquid The liquid is then heated Nitrogen is the most volatile 196 oC and thus comes out as the first fraction Argon at 186 oC is the second fraction Oxygen  at 183 oC is the last fraction The three gases are very useful industrial gases"}
{"text": "fSeparation of immiscibles Using a separating funnel"}
{"text": "Two or more liquids that form layers on mixing are immiscible Immiscible mixture arrange themselves according to their densities"}
{"text": "ie The denser liquid sink to the bottom The less dense liquid floats on the denser one Immicible mixtures can be separated from each other by using a separating funnel"}
{"text": "Experiment To separate an immiscible mixture of paraffin and water"}
{"text": "Procedure"}
{"text": "Place about 100cm3 of water into a 250cm3 beaker Add about 100cm3 of paraffin into the beaker Stir"}
{"text": "Transfer the mixture into a separating funnel Allow to settle for about one minute Open the tap run out the lower layer out slowly into a clean beaker Close the tap when the upper layer is very close to the tap"}
{"text": "Run out the intermediate small amount of the mixture near the tap into a beaker Discard it"}
{"text": "Run out the remaining upper layer into a fresh beaker"}
{"text": "Place a portion of upper and lower layer into a watch glass separately after separating each Ignite"}
{"text": "Observation"}
{"text": "Water and paraffin are both colourless liquids"}
{"text": "Two layers are formed on mixing"}
{"text": "Colourless odorless liquid collected first It does not catch fire"}
{"text": "A colourless liquid with characteristic smell collected latersecond It catches fire and burn with a yellow smoky flame"}
{"text": "Explanation"}
{"text": "Water and paraffin are immiscible Water is denser than paraffin When put in a separating funnel paraffin float on water On opening the tap water runs out A mixture of water and paraffin at the junction of the two is discarded It is not pure"}
{"text": "Set up of apparatus"}
{"text": "gSublimationdeposition"}
{"text": "Some solids on heating do not melt to a liquid but change directly to a gas The process by which a solid changes to a gas is called sublimation The gas cools back and changes directly to a solid The process by which a gas changes to a solid is called deposition Sublimation and deposition therefore are the same but opposite processes"}
{"text": "Sublimation Deposition"}
{"text": "Some common substances that undergo sublimation deposition include"}
{"text": "iIodine iiCarbonIVoxide iiiCamphor iv ammonium chloride vIronIIIchloride viAluminumIIIchloride"}
{"text": "vii benzoic acid"}
{"text": "If a mixture has any of the above as a component then on heating it will change to a gas and be deposited away from the source of heating"}
{"text": "Procedure"}
{"text": "Place about one spatula full of ammonium chloride crystals into a clean dry 100cm3 beaker Add equal amount of sodium chloride crystals into the beaker Swirl to mix"}
{"text": "Place the beaker on a tripod stand"}
{"text": "Put about 100cm3 of water into another beaker Place carefully the beaker containing water on top of the beaker containing the solid mixture Lightignite a burner and heat the solid"}
{"text": "Set up of apparatus"}
{"text": "Observation"}
{"text": "iWith ammonium chloridecommon salt mixture"}
{"text": "White fumes produced"}
{"text": "White sublimate deposited"}
{"text": "Colourless residue left"}
{"text": "iiWith Iodinecommon salt mixture"}
{"text": "Purple fumes produced"}
{"text": "Dark grey sublimate deposited"}
{"text": "Colourless residue left"}
{"text": "Explanation"}
{"text": "iOn heating a mixture of ammonium chloride and common salt a white fume of ammonium chloride is produced The white fumes solidify as white sublimate on the cooler parts Common salt remains as residue"}
{"text": "Chemical equation"}
{"text": "Ammonium chloride solid Ammonium chloride gas"}
{"text": "NH4Cls NH4Clg"}
{"text": "iiOn heating a mixture of Iodine and common salt a purple fume of Iodine vapour is produced The purple fumes solidify as dark grey sublimate on the cooler parts Common salt remains as residue"}
{"text": "Chemical equation"}
{"text": "Iodine solid Iodine gas"}
{"text": "I2s I2 g"}
{"text": "hChromatography"}
{"text": "Chromatography is a method of separating components of a solution mixture by passing it through a medium where the different components move at different rates The medium through which the solution mixture is passed is called absorbent material"}
{"text": "Paper chromatography is a method of separating colored dyes by using paper as the absorbent material"}
{"text": "Since dyes are insolubledo not dissolve in water ethanol and propanone are used as suitable solvents for dissolving the dye"}
{"text": "Practically a simple paper chromatography involve placing a dyematerial on the absorbent material adding slowly a suitable soluble solvent on the dyematerial using a dropper the solvent spread out on the absorbent material carrying the soluble dye away from the origin"}
{"text": "The spot on which the dye is initiallyoriginally placed is called baseline The farthest point the solvent spread is called solvent front"}
{"text": "The farthest a dye can be spread by the solvent depend on"}
{"text": "i Density of the dyethe denser the dye the less it spread from the basely ne by the solvent"}
{"text": "ii Stickiness of the dyesome dyes sticks on the absorbent material more than other thus do not spread far from baseline"}
{"text": "Experiment To investigate the colors in ink"}
{"text": "Procedure"}
{"text": "Method 1"}
{"text": "Place a filter paper on an empty beaker Put a drop of blackblue ink in the centre of the filter paper Wait for about one minute for the ink drop to spread Using a clean teat pipettedropper add one drop of ethanolpropanone Wait for about one minute for the ink drop to spread further Add about twenty other drops of ethanol waiting for about one minute before each addition Allow the filter paper to dry"}
{"text": "Experiment To investigate the colors in ink"}
{"text": "Procedure"}
{"text": "Method 2"}
{"text": "Cut an 8 centimeter thin strip of a filter paper At about 3cm on the strip place a drop of ink Place the filter paper in a 10cm length boiling tube containing 5cm3 of ethanol Ensure the cut strip of the filter paper just dips into the ethanol towards the ink mark Cover the boiling tube Wait for about twenty minutes Remove the boiling tube and allow the filter paper to dry"}
{"text": "Set up of apparatus"}
{"text": "Method 1"}
{"text": "Set up of apparatus"}
{"text": "Method 2"}
{"text": "Explanation"}
{"text": "When a drop of ink is placed on an absorbent material it sticks On adding an eluting solvent it dissolves the dye spread out with it The denser and sticky pure dye move least The least densesticky pure dye move farthest A pure dye will produce the same chromatogramspot if the same eluting solvent is used on the same absorbent material Comparing the distance moved by a pure dye with a mixture the coloured dyes in a mixture can be deduced as below"}
{"text": "Example 1"}
{"text": "The chromatogram of pure dyes A B C and a dye mixture D is shown below Determine the pure dyes present in D On the diagram show"}
{"text": "ithe solvent front"}
{"text": "ii Baseline"}
{"text": "Iii the most soluble pure dye"}
{"text": "i Solvent extraction"}
{"text": "Solvent extraction is a method of separating oil from nutsseeds Most nuts contain oil First the nuts are crushed to reduce their size and increase the surface area A suitable volatile solvent is added The mixture is filtered The filtrate solvent is then allowed to crystallize leaving the oilfat If a filter paper is rubbedsmeared with the oilfat it becomes translucent This is the test for the presence of oilfat"}
{"text": "Experiment To extract oil from Macadamia nut seeds"}
{"text": "Procedure"}
{"text": "Crush Macadamia nut seeds form the hard outer cover Place the inner soft seed into a mortar Crush add a little sand to assist in crushing"}
{"text": "Add a little propanone and continue crushing Continue crushing and adding a little propanone until there is more liquid mixture than the solid Decantfilter Put the filtrate into an evaporating dish Vapourize the solvent using solar energy sunlight Smearrub a portion of the residue left after evaporation on a clean dry filter paper"}
{"text": "Observation Explanation"}
{"text": "Propanone dissolve fatoil in the macadamia nuts Propanone is more volatile lower boiling point than oilfat In sunlightsolar energy propanone evaporatevaporize leaving oilfathas a higher boiling pointAny seed like corn wheat  rice soya bean may be used instead of macadamia seed When oilfat is rubbed smeared on an opaque paper it becomes translucent"}
{"text": "j Crystallization"}
{"text": "Crystallization is the process of using solubility of a solutesolid to obtain the solutesolid crystals from a saturated solution by cooling or heating the solution"}
{"text": "A crystal is the smallest regular shaped particle of a solute Every solute has unique shape of its crystals"}
{"text": "Some solutions form crystals when heated This is because less solute dissolves at higher temperature Some other solutions form crystals when cooled This is because less solute dissolves at lower temperature"}
{"text": "Experiment To crystallize copper II sulphate VI solution"}
{"text": "Procedure"}
{"text": "Place about one spatula full of hydrated copper sulphate VI crystals into 200cm3 of distilled water in a beaker Stir Continue adding a little more of the hydrated copper sulphate VI crystals and stirring until no more dissolve Decantfilter Cover the filtrate with a filter paper Pierce and make small holes on the filter paper cover Preserve the experiment for about seven days"}
{"text": "ObservationExplanation"}
{"text": "Large blue crystals formed"}
{"text": "When hydrated copper II sulphate crystals are placed in water they dissolve to form copper II sulphate solution After some days water slowly evaporate leaving large crystals of copper II sulphate If the mixture is heated to dryness small crystals are formed"}
{"text": "PhysicalTemporary and Chemical changes"}
{"text": "A physicaltemporary change is one which no new substance is formed and is reversible back to original"}
{"text": "A chemicalpermanent change is one which a new substance is formed and is irreversible back to original"}
{"text": "The following experiments illustrates physical and chemical changes"}
{"text": "aHeating ice"}
{"text": "Place about 10g of pure ice in a beaker Determine its temperature Record it at time 00 in the table below Heat the ice on a strong Bunsen flame and determine its temperature after every 60seconds1minute to complete the table below"}
{"text": "Plot a graph of time against Temperature yaxes"}
{"text": "Explain the shape of your graph"}
{"text": "Meltingfreezingfusionsolidification and boiling vaporization evaporation are the two physical processes"}
{"text": "Melting freezing point of pure substances is fixed constant"}
{"text": "The boiling point of pure substance depends on external atmospheric pressure"}
{"text": "Meltingfusion is the physical change of a solid to liquid"}
{"text": "Freezing is the physical change of a liquid to solid"}
{"text": "Meltingfreezingfusionsolidification is therefore two opposite but same reversible physical processes ie"}
{"text": "A s A l"}
{"text": "Boilingvaporizationevaporation is the physical change of a liquid to gas"}
{"text": "Condensation liquidification is the physical change of gas to liquid"}
{"text": "Boilingvaporizationevaporation and condensation liquidification are therefore two opposite but same reversible physical processes ie"}
{"text": "B l Bg"}
{"text": "Practically"}
{"text": "i Meltingliquidificationfusion involves heating a solid to weaken the strong bonds holding the solid particles together"}
{"text": "Solids are made up of very strong bonds holding the particles very close to each other Kinetic Theory of matter"}
{"text": "On heating these particles gain energyheat from the surrounding heat source to form a liquid with weaker bonds holding the particles close together but with some degree of freedom"}
{"text": "iiFreezingfusionsolidification involves cooling a liquid to reform rejoin the very strong bonds to hold the particles very close to each other as solid and thus lose their degree of freedom Kinetic Theory of matter"}
{"text": "Freezing fusion  solidification is an exothermic H process that require particles holding the liquid together to lose energy to the surrounding"}
{"text": "iiiBoilingvaporizationevaporation involves heating a liquid to completely breakfree the bonds holding the liquid particles together"}
{"text": "Gaseous particles have high degree of freedom Kinetic Theory of matter"}
{"text": "Boiling vaporization  evaporation is an endothermic H process that requireabsorb energy from the surrounding"}
{"text": "ivCondensationliquidification is reverse process of boiling vaporization  evaporation"}
{"text": "It involves gaseous particles losing energy to the surrounding to form a liquid"}
{"text": "AIR OXYGEN AND COMBUSTION"}
{"text": "ATHE ATMOSPHERE"}
{"text": "1 The atmosphere is made up of air Air is a mixture of colourless odorless gases which is felt as wind air in motionAll living things breath in air for respiration Plants use air for respiration and photosynthesis"}
{"text": "2 The main gases present in the atmosphereair"}
{"text": "3 The following experiments below shows the presence and composition of the gases in airatmosphere"}
{"text": "aTo find the composition of air supporting combustion using a candle stick"}
{"text": "Procedure"}
{"text": "Measure the length of an empty gas jar M1 Place a candle stick on a Petri dish Float it on water in basintrough Cover it with the gas jar Mark the level of the water in the gas jar M2 Remove the gas jar Light the candle sick Carefully cover it with the gas jar Observe for two minutes Mark the new level of the water M3"}
{"text": "Set up of apparatus"}
{"text": "Sample observations"}
{"text": "Candle continues to burn then extinguishedgoes off"}
{"text": "Level of water in the gas jar rises after igniting the candle"}
{"text": "Length of empty gas jar  M1 14cm"}
{"text": "Length of gas jar without water before igniting candle  M2 10 cm"}
{"text": "Length of gas jar with water before igniting candle  M1  M2 14 10  4 cm"}
{"text": "Length of gas jar with water after igniting candle  M3  8 cm"}
{"text": "Length of gas jar without water after igniting candle  M1  M3  10 8  2 cm"}
{"text": "Explanation"}
{"text": "Candle burns in air In a closed system vessel the candle continues to burn using the part of air that support burningcombustion This is called the active part of air The candle goes offextinguished when all the active part of air is used up The level of the water rises to occupy the space volume occupied by the used active part of air"}
{"text": "The experiment is better when very dilute sodiumpotassium hydroxide is used instead of water Dilute Potassium sodium hydroxide absorb Carbon IV oxide gas that comes out from burningcombustion of candle stick"}
{"text": "From the experiment above the  composition of the"}
{"text": "i Active part of air can be calculated"}
{"text": "M2  M3 x 100  10 8 x 100  20"}
{"text": "M2 10cm"}
{"text": "ii Inactive part of air can be calculated"}
{"text": "100 20  80  M3  8 x 100  80"}
{"text": "M2 10cm"}
{"text": "bTo find the composition of active part of air using heated copper turnings"}
{"text": "Procedure"}
{"text": "Clamp a completely packedfilled open ended glass tube with copper turnings Seal the ends with glasscotton wool"}
{"text": "Label two graduated syringes as A and B Push out air from syringe A Pull in air into syringe B"}
{"text": "Attach both syringe A and B on opposite ends of the glass tube"}
{"text": "Determine and record the volume of air in syringe B V1"}
{"text": "Heat the glass tube strongly for about three minutes"}
{"text": "Push all the air slowly from syringe B to syringe A as heating continues Push all the air slowly from syringe A back to syringe B and repeatedly back and forth"}
{"text": "After about ten minutes determine the new volume of air in syringe B V2"}
{"text": "Set up of apparatus"}
{"text": "Sample observations"}
{"text": "Colour change from brown to black"}
{"text": "Volume of air in syringe B before heating V1  1580cm3"}
{"text": "Volume of air in syringe B after heating V2  1272cm3"}
{"text": "Volume of air in syringe B used by copper V1  V2  308cm3"}
{"text": "Sample questions"}
{"text": "1 What is the purpose of"}
{"text": "i glasscotton wool"}
{"text": "To preventstop copper turnings from being blown into the syringeout of the glass tube"}
{"text": "ii Passing air through the glass tube repeatedly"}
{"text": "To ensure all the active part of air is used up"}
{"text": "iii Passing air through the glass tube slowly"}
{"text": "To allow enough time of contact between the active part of and the heated copper turnings"}
{"text": "2 State and explain the observations made in the glass tube"}
{"text": "Colour change from brown to black"}
{"text": "Brown copper metal reacts with the active part of airoxygen to form black copper II oxide"}
{"text": "Chemical equation"}
{"text": "Copper  Oxygen  Copper II oxide"}
{"text": "2Cus  O2 g  2CuOs"}
{"text": "The reaction reduces the amountvolume of oxygen in syringe B leaving the inactive part of air Copper only react with oxygen when heated"}
{"text": "3 Calculate the  of"}
{"text": "i Active part of air"}
{"text": "active part of air  V1  V2 x 100  308cm3 x 100  19493"}
{"text": "V1 1580cm3"}
{"text": "ii Inactive part of air"}
{"text": "Method 1"}
{"text": "inactive part of air  V2 x 100 1272cm3 x 100  80506"}
{"text": "V1 1580cm3"}
{"text": "Method 2"}
{"text": "inactive part of air  100  active part of air"}
{"text": "100   19493   80507"}
{"text": "4 The  of active part of air is theoretically higher than the above while  of inactive part of air is theoretically lower than the above Explain"}
{"text": "Not all the active part of air reacted with copper"}
{"text": "5 State the main gases that constitute"}
{"text": "a active part of air"}
{"text": "Oxygen"}
{"text": "b Inactive part of air"}
{"text": "Nitrogen carbon IV oxide and noble gases"}
{"text": "6 If the copper turnings are replaced with magnesium shavings the  of active part of air obtained is extraordinary very high Explain"}
{"text": "Magnesium is more reactive than copper The reaction is highly exothermic It generates enough heat for magnesium to react with both oxygen and nitrogen in the air"}
{"text": "A white solidash mixture of Magnesium oxide and Magnesium nitride is formed This considerably reduces the volume of air left after the experiment"}
{"text": "Chemical equation"}
{"text": "Magnesium  Oxygen  magnesium II oxide"}
{"text": "2Mgs  O2 g  2MgOs"}
{"text": "Magnesium  Nitrogen  magnesium II nitride"}
{"text": "3Mgs  N2 g  Mg3N2 s"}
{"text": "cTo find the composition of active part of air using alkaline pyrogallol"}
{"text": "Procedure"}
{"text": "Measure about 2cm3 of dilute sodium hydroxide into a graduated gas jar Record the volume of the graduated cylinder V1"}
{"text": "Place about two spatula end full of pyrogallol1 2 3trihydroxobenzene into the gas jar Immediately place a cover slip firmly on the mouth of the gas jar Swirl thoroughly for about two minutes"}
{"text": "Invert the gas jar in a troughbasin containing water Measure the volume of air in the gas jar V2"}
{"text": "Sample observations"}
{"text": "Colour of pyrogallol1 2 3trihydroxobenzene change to brown"}
{"text": "Level of water in gas jar rises when inverted in basintrough"}
{"text": "Volume of gas jar air in gas jar V1 800cm3"}
{"text": "Volume of gas jar air in gas jar after shaking with alkaline pyrogallol1 2 3trihydroxobenzene V2 640 cm3"}
{"text": "Sample questions"}
{"text": "1 Which gas is absorbed by alkaline pyrogallol123trihydroxobenzene"}
{"text": "Oxygen"}
{"text": "2 Calculate the"}
{"text": "i  of active part of air"}
{"text": "V1V2 x 100  800cm3  640 cm3 x 100  20"}
{"text": "V1 800cm3"}
{"text": "ii  of inactive part of air"}
{"text": "V2 x 100  640 cm3 x 100  80"}
{"text": "V1 800cm3"}
{"text": "dTo establish the presence of carbon IV oxide in air using lime water"}
{"text": "Pass tap water slowly into an empty flask as in the set up below"}
{"text": "Sample observation questions"}
{"text": "What is the purpose of paper cover"}
{"text": "To ensure no air enters into the lime water"}
{"text": "What happens when water enters the flask"}
{"text": "It forces the air from the flask into the lime water"}
{"text": "3 What is observed when the air is bubbled in the lime water"}
{"text": "A white precipitate is formed The white precipitate dissolves on prolonged bubbling of air"}
{"text": "4 a Identify the compound that form"}
{"text": "ilime water"}
{"text": "Calcium hydroxide  CaOH2"}
{"text": "ii White precipitate"}
{"text": "Calcium carbonate CaCO3"}
{"text": "iii When the white precipitate dissolves"}
{"text": "Calcium hydrogen carbonate CaHCO3"}
{"text": "bWrite the chemical equation for the reaction that tale place when"}
{"text": "i White precipitate is formed"}
{"text": "Calcium hydroxide  carbon IV oxide  Calcium carbonate  water"}
{"text": "Ca OH 2aq  CO2 g  CaCO3s  H2O l"}
{"text": "ii White precipitate dissolves"}
{"text": "Calcium carbonate  water carbon IV oxide  Calcium hydrogen carbonate"}
{"text": "CaCO3s  H2O l  CO2 g  CaHCO3 aq"}
{"text": "5 State the chemical test for the presence of carbon IV oxide gas based on 4a and b above"}
{"text": "Carbon IV oxide forms a white precipitate with lime water that dissolves in excess of the gas"}
{"text": "6 State the composition of carbon IV oxide gas by volume in the air"}
{"text": "About 003 by volume"}
{"text": "BOXYGEN"}
{"text": "a Occurrence"}
{"text": "1 Fifty 50 of the earths crust consist of Oxygen combined with other elements eg oxides of metals"}
{"text": "2 About 70 of the earth is water made up of Hydrogen and Oxygen"}
{"text": "3 About 20 by volume of the atmospheric gases is Oxygen that form the active part of air"}
{"text": "b School laboratory preparation"}
{"text": "Oxygen was first prepared in 1772 by Karl Scheele and later in 1774 by Joseph Priestly It was Antony Lavoisier who gave it the name Oxygen"}
{"text": "Procedure"}
{"text": "Method 1 Using Hydrogen peroxide"}
{"text": "Half fill a troughbasin with tap water Place a bee hive shelfstand into the water"}
{"text": "Completely fill the gas jar with water and invert in onto the bee hive shelfstand"}
{"text": "Clamp a round bottomed flask and set up the apparatus as below"}
{"text": "Collect several gas jars of Oxygen covering each sample"}
{"text": "Sample observation questions"}
{"text": "1 What is observed when the hydrogen peroxide is added into the flask"}
{"text": "Rapid effervescencebubblingfizzing"}
{"text": "2 Describe the colour and smell of the gas"}
{"text": "Colourless and odorless"}
{"text": "3 aName the method of gas collection used"}
{"text": "Over water"}
{"text": "Upward delivery"}
{"text": "Down ward displacement of water"}
{"text": "bWhat property of Oxygen makes it to be collected using the method above"}
{"text": "Slightly soluble in water"}
{"text": "4 What is the purpose of manganese IV oxide"}
{"text": "Manganese IV oxide is catalyst"}
{"text": "A catalyst is a substance that speeds up the rate of a chemical reaction but remain chemically unchanged at the end of the reaction"}
{"text": "Hydrogen peroxide decomposes slowly to form water and Oxygen gas"}
{"text": "A little Manganese IV oxide speeds up the rate of decomposition by reducing the time taken for a given volume of Oxygen to be produced"}
{"text": "5 Write the equation for the reaction"}
{"text": "Hydrogen peroxide  Water  Oxygen"}
{"text": "2H2O2 aq  2H2O l  O2 g"}
{"text": "6 Lower a glowing splint slowly into a gas jar containing Oxygen gas State what is observed"}
{"text": "The glowing splint relightsrekindles"}
{"text": "Oxygen relightsrekindles a glowing splint This is the confirmatory test for the presence of Oxygen gas"}
{"text": "Method 1 Using Sodium peroxide"}
{"text": "Half fill a troughbasin with tap water Add four drops of phenolphthalein indicator"}
{"text": "Place a bee hive shelfstand into the water"}
{"text": "Completely fill a gas jar with water and invert in onto the bee hive shelfstand"}
{"text": "Clamp a round bottomed flask and set up the apparatus as below"}
{"text": "Collect several gas jars of Oxygen covering each sample"}
{"text": "Sample observation questions"}
{"text": "1 What is observed when water is added"}
{"text": "i Into the flask containing sodium peroxide"}
{"text": "Rapid effervescencebubblingfizzing"}
{"text": "ii Phenolphththalein"}
{"text": "Remains colourless Phenolphthalein indicator is colourless in neutral solution"}
{"text": "2 Describe the colour and smell of the gas"}
{"text": "Colourless and odorless"}
{"text": "3aName the method of gas collection used"}
{"text": "Over water Oxygen is slightly soluble in water"}
{"text": "4 Test the gas by lowering a glowing splint slowly into a gas jar containing the prepared sample"}
{"text": "The glowing splint relightsrekindles This confirms the presence of Oxygen gas"}
{"text": "5 Write the equation for the reaction"}
{"text": "Sodium peroxide  Water  Sodium hydroxide  Oxygen"}
{"text": "2Na2O2 aq  2H2O l  4NaOH aq  O2 g"}
{"text": "1 Test the gas by lowering a glowing splint slowly into a gas jar containing the prepared sample"}
{"text": "The glowing splint relightsrekindles"}
{"text": "This confirms the presence of Oxygen gas"}
{"text": "2 Write the equation for the reaction"}
{"text": "Potassium Chlorate V  Potassium Chloride  Oxygen"}
{"text": "2KClO3 aq  2KCl aq  3O2 g"}
{"text": "3 What is the purpose of manganese IV oxide"}
{"text": "Manganese IV oxide is catalyst"}
{"text": "A catalyst is a substance that speeds up the rate of a chemical reaction but remain chemically unchanged at the end of the reaction"}
{"text": "Potassium Chlorate V decomposes slowly to form potassium chloride and Oxygen gas"}
{"text": "A little Manganese IV oxide speeds up the rate of decomposition by reducing the time taken for a given volume of Oxygen to be produced"}
{"text": "cUses of Oxygen"}
{"text": "1 Oxygen is put in cylinders for use where natural supply is not sufficiently enough This is mainly in"}
{"text": "iMountain climbingMountaineeringat high altitudes the concentration of airoxygen is low Mountain climbers must therefore carry their own supply of oxygen for breathing"}
{"text": "ii Deep sea divingDeep sea divers carry their own supply of Oxygen"}
{"text": "iii Saving life in hospitals for patients with breathing problems and during anesthesia"}
{"text": "2 A mixture of oxygen and some other gases produces a flame that is very hot"}
{"text": "i Oxyacetyleneethyne flame is produced when Ethyneacetylene gas is burnt in pure oxygen The flame has a temperature of about 3000oCIt is used for welding cutting metals"}
{"text": "iiOxyhydrogen flame is produced when Hydrogen is burn in pure oxygen The flame has a temperature of about 2000oCIt is used also for welding cutting metals"}
{"text": "3 Oxyhydrogen mixture is used as rocket fuel"}
{"text": "4 A mixture of charcoal petrol and liquid Oxygen is an explosive"}
{"text": "d Chemical properties of Oxygen combustion"}
{"text": "Oxygen is a very reactive non metal Many elements react with oxygen through burning to form a group of compounds called Oxides"}
{"text": "Burningcombustion is the reaction of Oxygen with an elementsubstances"}
{"text": "Reaction in which a substance is added oxygen is called Oxidation reaction Burningcombustion are an example of an oxidation reaction"}
{"text": "Most non metals burn in Oxygenair to form an Oxide which in solution  dissolved in water is acidic in nature They turn blue litmus redeg Carbon IV oxideCO2 Nitrogen IV oxide NO2 Sulphur IV oxide SO2"}
{"text": "Some non metals burn in Oxygenair to form an Oxide which in solution  dissolved in water is neutral in nature They dont turn blue or red litmus Eg Carbon II oxideCO Water H2O"}
{"text": "All metals burns in Oxygenair to form an Oxide which in solutiondissolved in water is basicalkaline in nature They turn red litmus blueeg"}
{"text": "Magnesium oxideMgO Sodium Oxide Na2O Copper II oxideCuO Elementssubstances burn faster in pure Oxygen than in air"}
{"text": "Air contains the inactive part of air that slows the rate of burning of substanceselements"}
{"text": "iReaction of metals with Oxygenair"}
{"text": "The following experiments show the reaction of metals with Oxygen and air"}
{"text": "I Burning Magnesium"}
{"text": "Procedure"}
{"text": "aCut a 2cm length piece of magnesium ribbon Using a pair of tongs introduce it to a Bunsen flame Remove it when it catches fire Observe"}
{"text": "Place the products in a beaker containing about 5cm3 of water Test the solutionmixture using litmus papers"}
{"text": "bCut another 2cm length piece of magnesium ribbon Using a pair of tongs introduce it to a Bunsen flame When it catches fire lower it slowly into a gas jar containing Oxygen"}
{"text": "Place about 5cm3 of water into the gas jar Test the solutionmixture using litmus papers Test the solutionmixture using litmus papers"}
{"text": "Observations"}
{"text": "aIn air"}
{"text": "Magnesium burns with a bright blindening flame in air forming white solidash powder Effervescencebubbles fizzing Pungent smell of urine Blue litmus paper remains blue Red litmus paper turns blue"}
{"text": "b In pure Oxygen"}
{"text": "Magnesium burns faster with a very bright blindening flame pure oxygen forming white solidash powder No effervescencebubbles fizzing No pungent smell of urine Blue litmus paper remains blue Red litmus paper turns blue"}
{"text": "Explanation"}
{"text": "Magnesium burns in air producing enough heat energy to react with both Oxygen and Nitrogen to form Magnesium Oxide and Magnesium nitride Both Magnesium Oxide and Magnesium nitride are white solidash powder"}
{"text": "Chemical equations"}
{"text": "Magnesium  Oxygen  Magnesium Oxide"}
{"text": "2Mgs  O2g  2MgOs"}
{"text": "Magnesium  Nitrogen  Magnesium Nitride"}
{"text": "3Mgs  N2g  Mg3N2 s"}
{"text": "Magnesium Oxide dissolves in water to form a basicalkaline solution of Magnesium hydroxide"}
{"text": "Chemical equations"}
{"text": "Magnesium Oxide  Water  Magnesium hydroxide"}
{"text": "2Mgs  O2 l  2MgOs"}
{"text": "Magnesium Nitride dissolves in water to form a basicalkaline solution of Magnesium hydroxide and producing Ammonia gas Ammonia is also an alkalinebasic gas that has a pungent smell of urine"}
{"text": "Chemical equations"}
{"text": "Magnesium Nitride  Water  Magnesium hydroxide  Ammonia gas"}
{"text": "Mg3N2 s  6H2O l  3Mg OH2 aq  2NH3g"}
{"text": "II Burning Sodium"}
{"text": "Procedure"}
{"text": "aCarefully cut a very small piece of sodium Using a deflagrating spoon introduce it to a Bunsen flame Remove it when it catches fire Observe"}
{"text": "Place the products in a beaker containing about 20cm3 of water Test the solutionmixture using litmus papers"}
{"text": "b Carefully cut another very small piece of sodium Using a deflagrating spoon introduce it to a Bunsen flame When it catches fire lower it slowly into a gas jar containing Oxygen"}
{"text": "Place about 20 cm3 of water into the gas jar Test the solutionmixture using litmus papers Test the solutionmixture using litmus papers"}
{"text": "Observations"}
{"text": "aIn air"}
{"text": "Sodium burns with a yellow flame in air forming a black solid Blue litmus paper remains blue Red litmus paper turns blue"}
{"text": "b In pure Oxygen"}
{"text": "Sodium burns faster with a golden yellow flame in pure oxygen forming a yellow solid Effervescencebubbles fizzing Gas produced relights glowing splint Blue litmus paper remains blue Red litmus paper turns blue"}
{"text": "Explanation"}
{"text": "aSodium burns in air forming black Sodium Oxide"}
{"text": "Chemical equations"}
{"text": "Sodium  Oxygenair  Sodium Oxide"}
{"text": "4Nas  O2 g  2Na2Os"}
{"text": "Sodium Oxide dissolves in water to form a basicalkaline solution of Sodium hydroxide"}
{"text": "Chemical equations"}
{"text": "Sodium Oxide  Water  Sodium hydroxide"}
{"text": "Na2Os  H2O l  2NaOH aq"}
{"text": "bSodium burns in pure oxygen forming yellow Sodium peroxide"}
{"text": "Chemical equations"}
{"text": "Sodium  Oxygen  Sodium peroxide"}
{"text": "2Nas  O2 g  Na2O2 s"}
{"text": "Sodium peroxide dissolves in water to form a basicalkaline solution of Sodium hydroxide Oxygen is produced"}
{"text": "Chemical equations"}
{"text": "Sodium Oxide  Water  Sodium hydroxide  Oxygen"}
{"text": "2Na2O2 s  2H2O l  4NaOH aq  O2 l"}
{"text": "III Burning Calcium"}
{"text": "Procedure"}
{"text": "aUsing a pair of tongs hold the piece of calcium on a bunsen flame"}
{"text": "Observe"}
{"text": "Place the products in a beaker containing about 2cm3 of water Test the solutionmixture using litmus papers"}
{"text": "bUsing a pair of tongs hold another piece of calcium on a Bunsen flame Quickly lower it into a gas jar containing Oxygen gas Observe"}
{"text": "Place about 2cm3 of water Swirl"}
{"text": "Test the solutionmixture using litmus papers"}
{"text": "Observations"}
{"text": "aIn air"}
{"text": "Calcium burns with difficulty producing a faint red flame in air forming a white solid Blue litmus paper remains blue Red litmus paper turns blue"}
{"text": "b In pure Oxygen"}
{"text": "Calcium burns with difficulty producing a less faint red flame Oxygen forming a white solid Blue litmus paper remains blue Red litmus paper turns blue"}
{"text": "Explanation"}
{"text": "aCalcium burns in air forming white calcium Oxide Calcium Oxide coatcover the calcium preventing further burning"}
{"text": "Chemical equations"}
{"text": "Calcium  Oxygenair  calcium Oxide"}
{"text": "2Cas  O2g  2CaOs"}
{"text": "Small amount of Calcium Oxide dissolves in water to form a basicalkaline solution of Calcium hydroxide The common name of Calcium hydroxide is lime water"}
{"text": "Chemical equations"}
{"text": "Calcium Oxide  Water  Calcium hydroxide"}
{"text": "CaOs  H2O l  Ca OH 2 aq"}
{"text": "IV Burning Iron"}
{"text": "Procedure"}
{"text": "aUsing a pair of tongs hold the piece of Iron woolsteel wire on a Bunsen flame"}
{"text": "Observe"}
{"text": "Place the products in a beaker containing about 2cm3 of water Test the solutionmixture using litmus papers"}
{"text": "bUsing a pair of tongs hold another piece of Iron woolsteel wire on a Bunsen flame"}
{"text": "Quickly lower it into a gas jar containing Oxygen gas Observe"}
{"text": "Place about 2cm3 of water Swirl Test the solutionmixture using litmus papers"}
{"text": "Observations"}
{"text": "aIn air"}
{"text": "Iron woolsteel wire burns producing an Orange flame in air forming a brown solid Blue litmus paper remains blue Red litmus paper turns faint blue"}
{"text": "b In pure Oxygen"}
{"text": "Iron woolsteel wire burns producing a golden Orange flame in Oxygen forming a Brown solid Blue litmus paper remains blue Red litmus paper turns faint blue"}
{"text": "Explanation"}
{"text": "aIron burns in air forming brown Iron III Oxide"}
{"text": "Chemical equations"}
{"text": "Iron  Oxygenair  Iron III Oxide"}
{"text": "4Fes  3O2 g  2Fe2O3s"}
{"text": "Very small amount of Iron III Oxide dissolves in water to form a weakly basicalkaline brown solution of Iron III hydroxide"}
{"text": "Chemical equations"}
{"text": "Calcium Oxide  Water  Iron III hydroxide"}
{"text": "Fe2O3s  3H2O l  2Fe OH 3 s"}
{"text": "V Burning Copper"}
{"text": "Procedure"}
{"text": "aUsing a pair of tongs hold the piece of copper turningsshavings on a Bunsen flame"}
{"text": "Observe"}
{"text": "Place the products in a beaker containing about 2cm3 of water Test the solutionmixture using litmus papers"}
{"text": "bUsing a pair of tongs hold another piece of Copper turningsshavings on a Bunsen flame Quickly lower it into a gas jar containing Oxygen gas Observe"}
{"text": "Place about 2cm3 of water Swirl Test the solutionmixture using litmus papers"}
{"text": "Observations"}
{"text": "aIn air"}
{"text": "Copper turningsshavings burns with difficulty producing a green flame in air forming a black solid Blue litmus paper remains blue Red litmus paper turns faint blue"}
{"text": "b In pure Oxygen"}
{"text": "Copper turningsshavings burns less difficulty producing a green flame in Oxygen forming a Brown solid Blue litmus paper remains blue Red litmus paper turns faint blue"}
{"text": "Explanation"}
{"text": "aCopper burns in air forming black Copper II Oxide"}
{"text": "Chemical equations"}
{"text": "Copper  Oxygenair  Copper II Oxide"}
{"text": "2 Cus  O2 g  2CuOs"}
{"text": "Very small amount of Copper II Oxide dissolves in water to form a weakly basicalkaline blue solution of Copper II hydroxide"}
{"text": "Chemical equations"}
{"text": "Copper II Oxide  Water  Copper II hydroxide"}
{"text": "CuOs  H2O l  Cu OH 2 s"}
{"text": "iReaction of non metals with Oxygenair"}
{"text": "The following experiments show the reaction of non metals with Oxygen and air"}
{"text": "I Burning Carbon"}
{"text": "Procedure"}
{"text": "aUsing a pair of tongs hold a dry piece of charcoal on a Bunsen flame"}
{"text": "Observe"}
{"text": "Place the products in a beaker containing about 2cm3 of water Test the solutionmixture using litmus papers"}
{"text": "bUsing a pair of tongs hold another piece of dry charcoal on a Bunsen flame Quickly lower it into a gas jar containing Oxygen gas Observe"}
{"text": "Place about 2cm3 of water Swirl Test the solutionmixture using litmus papers"}
{"text": "Observations"}
{"text": "Carbon chars then burns with a blue flame"}
{"text": "Colourless and odorless gas produced"}
{"text": "Solution formed turn blue litmus paper faint red"}
{"text": "Red litmus paper remains red"}
{"text": "Explanation"}
{"text": "Carbon burns in air and faster in Oxygen with a blue nonsootynonsmoky flame forming Carbon IV oxide gas"}
{"text": "Carbon burns in limited supply of air with a blue nonsootynonsmoky flame forming Carbon IV oxide gas"}
{"text": "Carbon IV oxide gas dissolves in water to form weak acidic solution of Carbonic IV acid"}
{"text": "Chemical Equation"}
{"text": "Carbon  Oxygen  Carbon IV oxide"}
{"text": "excess airoxygen"}
{"text": "Cs  O2 g  CO2 g in excess air"}
{"text": "Carbon  Oxygen  Carbon II oxide"}
{"text": "limited airoxygen"}
{"text": "2Cs  O2 g  2CO g in limited air"}
{"text": "Carbon IV oxide  Water  Carbonic IV acid"}
{"text": "CO2 g  H2O l  H2CO3 aq very weak acid"}
{"text": "II Burning Sulphur"}
{"text": "Procedure"}
{"text": "aUsing a deflagrating spoon place sulphur powder on a Bunsen flame"}
{"text": "Observe"}
{"text": "Place the products in a beaker containing about 3cm3 of water Test the solutionmixture using litmus papers"}
{"text": "b Using a deflagrating spoon place sulphur powder on a Bunsen flame Slowly lower it into a gas jar containing Oxygen gas Observe"}
{"text": "Place about 5cm3 of water Swirl Test the solutionmixture using litmus papers"}
{"text": "Observations"}
{"text": "Sulphur burns with a blue flame"}
{"text": "Gas produced that has pungent choking smell"}
{"text": "Solution formed turn blue litmus paper faint red"}
{"text": "Red litmus paper remains red"}
{"text": "Explanation"}
{"text": "Sulphur burns in air and faster in Oxygen with a blue nonsootynonsmoky flame forming Sulphur IV oxide gas"}
{"text": "Sulphur IV oxide gas dissolves in water to form weak acidic solution of Sulphuric IV acid"}
{"text": "Chemical Equation"}
{"text": "Sulphur  Oxygen  Sulphur IV oxide"}
{"text": "Ss  O2 g  SO2 g in excess air"}
{"text": "Sulphur IV oxide  Water  Sulphuric IV acid"}
{"text": "SO2 g  H2O l  H2SO3 aq very weak acid"}
{"text": "III Burning Phosphorus"}
{"text": "Procedure"}
{"text": "aRemove a small piece of phosphorus from water and using a deflagrating spoon with a lid cover places it on a Bunsen flame"}
{"text": "Observe"}
{"text": "Carefully put the burning phosphorus to cover gas jar containing about 3cm3 of water Test the solutionmixture using litmus papers"}
{"text": "b Remove another small piece of phosphorus from water and using a deflagrating spoon with a lid cover place it on a Bunsen flame"}
{"text": "Slowly lower it into a gas jar containing Oxygen gas with about 5 cm3 of water Observe"}
{"text": "Swirl Test the solutionmixture using litmus papers"}
{"text": "Observations"}
{"text": "Phosphorus catches fire before heating on Bunsen flame"}
{"text": "Dense white fumes of a gas produced that has pungent choking poisonous smell"}
{"text": "Solution formed turn blue litmus paper faint red"}
{"text": "Red litmus paper remains red"}
{"text": "Explanation"}
{"text": "Phosphorus is stored in water On exposure to air it instantaneously fumes then catch fire to burn in air and faster in Oxygen with a yellow flame producing dense white acidic fumes of Phosphorus V oxide gas"}
{"text": "Phosphoric V oxide gas dissolves in water to form weak acidic solution of Phosphoric V acid"}
{"text": "Chemical Equation"}
{"text": "Phosphorus  Oxygen  Phosphorous V oxide"}
{"text": "4Ps  5O2 g  2P2O5s"}
{"text": "Phosphorous V oxide  Water  Phosphoric V acid"}
{"text": "P2O5s  3H2O l  2H3PO4 aq very weak acid"}
{"text": "e Reactivity seriescompetition for combined Oxygen"}
{"text": "The reactivity series is a list of elementsmetals according to their affinity for oxygen"}
{"text": "Some metals have higher affinity for Oxygen than others"}
{"text": "A metalelement with higher affinity for oxygen is placed higheron top of the one less affinity"}
{"text": "The complete reactivity series of metalselements"}
{"text": "Metals compete for combined Oxygen A metalelement with higher affinity for oxygen removes Oxygen from a metal lower in the reactivity seriesless affinity for Oxygen"}
{"text": "When a metalelement gainsacquire Oxygen the process is called Oxidation"}
{"text": "When metalelement donatelose Oxygen the process is called Reduction"}
{"text": "An elementmetalcompound that undergoes Oxidation is called Reducing agent"}
{"text": "An elementmetalcompound that undergoes Reduction is called Oxidizing agent"}
{"text": "A reaction in which both Oxidation and Reduction take place is called a Redox reaction"}
{"text": "Redox reaction between Magnesium and copper II Oxide"}
{"text": "Procedure"}
{"text": "Place about 2g of copper II oxide in a crucible with a lid Place another 2g of Magnesium powder into the crucible Mix thoroughly"}
{"text": "Cover the crucible with lid Heat strongly for five minutes"}
{"text": "Allow the mixture to cool Open the lid Observe"}
{"text": "Observation"}
{"text": "Colour change from black to brown White solid power formed"}
{"text": "Explanation"}
{"text": "Magnesium is higher in the reactivity series than Copper It has therefore higher affinity for Oxygen than copper"}
{"text": "When a mixture of copper II oxide and Magnesium is heated Magnesium reduces copper II oxide to brown copper metal and itself oxidized to Magnesium oxide Magnesium is the reducing agent because it undergoes oxidation process"}
{"text": "Copper II oxide is the oxidizing agent because it undergoes redox reduction process"}
{"text": "The mixture should be cooled before opening the lid to prevent hot brown copper from being reoxidized back to black copper II oxide"}
{"text": "The reaction of Magnesium and Copper II oxide is a reaction"}
{"text": "Chemical equation"}
{"text": "1 Copper II oxide  Magnesium  Magnesium oxide  Copper"}
{"text": "black white ashsolid brown"}
{"text": "CuOs  Mgs  MgOs  Cus"}
{"text": "Oxidizing Agent Reducing Agent"}
{"text": "2 Zinc II oxide  Magnesium  Magnesium oxide  Zinc"}
{"text": "yellow when hot white ashsolid grey"}
{"text": "ZnOs  Mgs  MgOs  Zns"}
{"text": "Oxidizing agent Reducing agent"}
{"text": "3 Zinc II oxide  Carbon  Carbon IV oxide gas  Zinc"}
{"text": "yellow when hot colourless gas grey"}
{"text": "ZnOs  Cs  CO2 g  Zns"}
{"text": "Oxidizing agent Reducing agent"}
{"text": "The reactivity series is used during extraction of metals from their ore An ore is a rock containing mineral element which can be extracted for commercial purposes Most metallic ores occur naturally as"}
{"text": "i oxides combined with Oxygen"}
{"text": "ii sulphides combined with Sulphur"}
{"text": "iii carbonates combined with carbon and Oxygen"}
{"text": "Metallic ores that naturally occur as metallic sulphides are first roasted in air to form the corresponding oxide Sulphur IV oxide gas is produced eg"}
{"text": "Copper I sulphide  Oxygen  Copper I Oxide  Sulphur IV oxide"}
{"text": "Cu2Ss  O2 g  2Cus  SO2 g"}
{"text": "Zinc II sulphide  Oxygen  Zinc II Oxide  Sulphur IV oxide"}
{"text": "ZnSs  O2 g  Zns  SO2 g"}
{"text": "Lead II sulphide  Oxygen  Lead II Oxide  Sulphur IV oxide"}
{"text": "PbSs  O2 g  Pbs  SO2 g"}
{"text": "Iron II sulphide  Oxygen  Iron II Oxide  Sulphur IV oxide"}
{"text": "FeSs  O2 g  Fes  SO2 g"}
{"text": "Metallic ores that naturally occur as metallic carbonates are first heated in air They decomposesplit to form the corresponding oxide and produce Carbon IV oxide gas eg"}
{"text": "Copper II carbonate  Copper II oxide  Carbon IV oxide"}
{"text": "CuCO3s  CuOs  CO2 g"}
{"text": "Zinc II carbonate  Zinc II oxide  Carbon IV oxide"}
{"text": "ZnCO3s  ZnOs  CO2 g"}
{"text": "Lead II carbonate  Lead II oxide  Carbon IV oxide"}
{"text": "PbCO3s  PbOs  CO2 g"}
{"text": "Iron II carbonate  Iron II oxide  Carbon IV oxide"}
{"text": "FeCO3s  FeOs  CO2 g"}
{"text": "Metallic ores"}
{"text": "WATER AND HYDROGEN"}
{"text": "AWATER"}
{"text": "Pure water is a colourless odorless tasteless neutral liquid Pure water does not exist in nature but naturally in varying degree of purity The main sources of water include rain springs borehole lakes seas and oceans"}
{"text": "Water is generally used for the following purposes"}
{"text": "i Drinking by animals and plants"}
{"text": "ii Washing clothes"}
{"text": "iii Bleaching and dyeing"}
{"text": "iv Generating hydroelectric power"}
{"text": "v Cooling industrial processes"}
{"text": "Water dissolves many substancessolutes"}
{"text": "It is therefore called universal solvent"}
{"text": "It contains about 35 dissolved Oxygen which support aquatic fauna and flora"}
{"text": "Water naturally exists in three phasesstates solid ice liquid water and gaseous water vapour"}
{"text": "The three states of water are naturally interconvertible"}
{"text": "The natural interconvertion of the three phasesstates of water forms the water cycle"}
{"text": "Precipitation"}
{"text": "Liquid water in land lakes seas and oceans use the solarsun energy to evaporatevapourize to form water vapourgas Solarsun energy is also used during transpiration by plants and respiration by animals"}
{"text": "During evaporation the water vapour rises up the earths surface Temperatures decrease with height above the earth surface increase Water vapour therefore cools as it rises up At a height where it is cold enough to below 373Kelvin100oC Water vapour looses enough energy to form tiny droplets of liquid"}
{"text": "The process by which a gaswater vapour changes to a liquid is called condensationliquidification"}
{"text": "On further cooling the liquid looses more energy to form icesolid The process by which a liquidwater changes to a icesolid is called freezingsolidification Minutetiny icesolid particles float in the atmosphere and coalescejoin together to form clouds When the clouds become too heavy they fall to the earths surface as rainsnow as the temperature increase with the fall"}
{"text": "Interconversion of the three phasesstates water"}
{"text": "Evaporation Liquidification"}
{"text": "boilingVapourization condensation"}
{"text": "Melting Freezing liquidification"}
{"text": "Solidification"}
{"text": "Pure water has"}
{"text": "i fixedconstantsharp freezing pointmelting point of 273K0oC"}
{"text": "ii fixedconstantsharp boiling point of 373K100oC at sea level1 atmosphere pressure"}
{"text": "iii fixed density of 1gcm3"}
{"text": "This is the criteria of identifying purepurity of water"}
{"text": "Whether a substance is water can be determined by using the following methods"}
{"text": "a To test for presence of water using anhydrous copper II suphate VI"}
{"text": "Procedure"}
{"text": "Put about 2g of anhydrous copper II sulphate VI crystals into a clean test tube Add three drops of tap water Repeat the procedure using distilled water"}
{"text": "Observation"}
{"text": "Colour changes from white to blue"}
{"text": "Explanation"}
{"text": "Anhydrous copper II sulphate VI is white On adding water anhydrous copper II sulphate VI gainsreacts with water to form hydrated copper II sulphate VI"}
{"text": "Hydrated copper II sulphate VI is blue Hydrated copper II sulphate VI contains water of crystallization"}
{"text": "The change of white anhydrous copper II sulphate VI to blue hydrated copper II sulphate VI is a confirmatory test for the presence of water"}
{"text": "Chemical equation"}
{"text": "Anhydrous Hydrated copper II sulphate VI  Water  copper II sulphate VI"}
{"text": "white blue"}
{"text": "CuSO4s  5H2O l  CuSO45H2Os"}
{"text": "b To test for presence of water using anhydrous cobalt II chloride"}
{"text": "Procedure"}
{"text": "Put about 5cm3 of water into a clean test tube"}
{"text": "Dip a dry anhydrous cobalt II chloride paper into the test tube"}
{"text": "Repeat the procedure using distilled water"}
{"text": "Observation"}
{"text": "Colour changes from blue to pink"}
{"text": "Explanation"}
{"text": "Anhydrous cobalt II chloride is blue On adding water anhydrous cobalt II chloride gainsreacts with water to form hydrated cobalt II chloride"}
{"text": "Hydrated cobalt II chloride is pink"}
{"text": "Hydrated cobalt II chloride contains water of crystallization"}
{"text": "The change of blue anhydrous cobalt II chloride to pink hydrated cobalt II chloride is a confirmatory test for the presence of water Chemical equation"}
{"text": "Anhydrous Hydrated cobalt II chloride  Water  cobalt II chloride"}
{"text": "Blue pink"}
{"text": "CoCl2 s  5H2O l  CoCl25H2Os"}
{"text": "Burning a candle in air"}
{"text": "Most organic substancesfuels burn in air to produce water Carbon IV oxide gas is also produced if the air is sufficientexcess"}
{"text": "Procedure"}
{"text": "Put about 2g of anhydrous copper II sulphate VI crystals in a boiling tube"}
{"text": "Put about 5cm3 of lime water in a boiling tube"}
{"text": "Light a small candle stick Place it below an inverted thistlefilter funnel"}
{"text": "Collect the products of the burning candle by setting the apparatus as below"}
{"text": "Set up of apparatus"}
{"text": "Observation"}
{"text": "The sanction pump pulls the products of burning into the inverted funnel Colour of anhydrous copper II sulphate VI changes from white to blue A white precipitate is formed in the lime watercalcium hydroxide"}
{"text": "Explanation"}
{"text": "When a candle burn it forms a water and carbon IV oxide"}
{"text": "Water turns anhydrous copper II sulphate VI changes from white to blue"}
{"text": "Carbon IV oxide gas forms white precipitate when bubbled in lime watercalcium hydroxide"}
{"text": "Since"}
{"text": "i hydrogen in the wax burn to form water"}
{"text": "Hydrogen  Oxygen  Water"}
{"text": "from candle from the air"}
{"text": "2H2 g  O2 g  2H2O gl"}
{"text": "ii carbon in the wax burn to form carbon IV oxide"}
{"text": "Hydrogen  Oxygen  Water"}
{"text": "from candle from the air"}
{"text": "Cs  O2g  CO2 g"}
{"text": "The candle before burning therefore contained only Carbon and Hydrogen only A compound made up of hydrogen and carbon is called Hydrocarbon"}
{"text": "A candle is a hydrocarbon"}
{"text": "Other hydrocarbons include Petrol diesel Kerosene and Laboratory gas Hydrocarbons burn in air to form water and carbon IV oxide gas"}
{"text": "Hydrocarbons  Oxygen  Water  Oxygen"}
{"text": "Water pollution"}
{"text": "Water pollution takes place when undesirable substances are added into the water Sources of water pollution include"}
{"text": "iIndustrial chemicals being disposed into water bodies like rivers lakes and oceans"}
{"text": "iiDischarging untreated raw sewage into water bodies"}
{"text": "iiiLeaching of insecticidesherbicides form agricultural activities into water bodies"}
{"text": "ivDischarging nonbiodegradable detergents after domestic and industrial use into water bodies"}
{"text": "vPetroleum oil spilling by ships and oil refineries"}
{"text": "viToxicpoisonous gases from industries dissolving in rain"}
{"text": "vii Acidic gases from industries dissolving in rain to form acid rain"}
{"text": "viiiDischarging hot water into water bodies This reduces the quantity of dissolved Oxygen in the water killing the aquatic fauna and flora"}
{"text": "Water pollution can be reduced by"}
{"text": "i Reducing the use of agricultural fertilizers and chemicals in agricultural activities"}
{"text": "ii Use of biological control method instead of insecticides and herbicides"}
{"text": "iii Using biodegradable detergents"}
{"text": "REACTION OF WATER WITH METALS"}
{"text": "Some metals react with water while others do not The reaction of metals with water depends on the reactivity series The higher the metal in the reactivity series the more reactive the metal with water The following experiments shows the reaction of metals with cold water and water vapoursteam"}
{"text": "aReaction of sodium potassium with cold water"}
{"text": "Procedure"}
{"text": "Put about 500cm3 of water in a beaker Add three drops of phenolphthalein indicatorlitmus solutionuniversal indicator solutionmethyl orange indicator into the water"}
{"text": "Cut a very small piece of sodium Using a pair of forceps put the metal into the water"}
{"text": "Observation"}
{"text": "Sodium melts to a silvery ball that floats and darts on the surface decreasing in size Effervescencefizzing bubbles of colourless gas produced"}
{"text": "Colour of phenolphthalein turns pink"}
{"text": "Colour of litmus solution turns blue"}
{"text": "Colour of methyl orange solution turns Orange"}
{"text": "Colour of universal indicator solution turns blue"}
{"text": "Explanation"}
{"text": "Sodium is less dense than water Sodium floats on water and vigorously reacts to form an alkaline solution of sodium hydroxide and producing hydrogen gas Sodium is thus stored in paraffin to prevent contact with water"}
{"text": "Chemical equation"}
{"text": "Sodium  Water  Sodium hydroxide  Hydrogen gas"}
{"text": "2Nas  2H2O l  2NaOH aq  H2g"}
{"text": "To collect hydrogen gas Sodium metal is forced to sink to the bottom of the troughbeaker by wrapping it in wire gauzemesh"}
{"text": "Potassium is more reactive than Sodium On contact with water it explodesburst into flames An alkaline solution of potassium hydroxide is formed and hydrogen gas"}
{"text": "Chemical equation"}
{"text": "Potassium  Water  Potassium hydroxide  Hydrogen gas"}
{"text": "2Ks  2H2O l  2KOH aq  H2g"}
{"text": "Caution Reaction of Potassium with water is very risky to try in a school laboratory"}
{"text": "bReaction of Lithium Calcium with cold water"}
{"text": "Procedure"}
{"text": "Put about 200cm3 of water in a beaker Add three drops of phenolphthalein indicatorlitmus solutionuniversal indicator solutionmethyl orange indicator into the water"}
{"text": "Cut a small piece of Lithium Using a pair of forceps put the metal into the water"}
{"text": "Repeat with a piece Calcium metal"}
{"text": "Observation"}
{"text": "Lithium sinks to the bottom of the water Rapid effervescencefizzing bubbles of colourless gas produced"}
{"text": "Colour of phenolphthalein turns pink"}
{"text": "Colour of litmus solution turns blue"}
{"text": "Colour of methyl orange solution turns Orange"}
{"text": "Colour of universal indicator solution turns blue"}
{"text": "Explanation"}
{"text": "Lithium and calcium are denser than water Both sink in water and vigorously react to form an alkaline solution of Lithium hydroxide  calcium hydroxide and producing hydrogen gas Lithium is more reactive than calcium It is also stored in paraffin like Sodium to prevent contact with water"}
{"text": "Chemical equation"}
{"text": "Lithium  Water  Lithium hydroxide  Hydrogen gas"}
{"text": "2Lis  2H2O l  2LiOH aq  H2 g"}
{"text": "Calcium  Water  Calcium hydroxide  Hydrogen gas"}
{"text": "Cas  2H2O l  Ca OH 2aq  H2 g"}
{"text": "c Reaction of MagnesiumZinc Iron with Steamwater vapour"}
{"text": "Procedure method1"}
{"text": "Place some wet sand or cottonglass wool soaked in water at the bottom of an ignitionhard glass boiling tube"}
{"text": "Polish magnesium ribbon using sand paper"}
{"text": "Coil it at the centre of the ignitionhard glass boiling tube"}
{"text": "Set up the apparatus as below"}
{"text": "Heat the wet sand or cottonglass wool soaked in water gently to"}
{"text": "i Drive away air in the ignitionhard glass boiling tube"}
{"text": "ii Generate steam"}
{"text": "Heat the coiled ribbon strongly using another burner Repeat the experiment using Zinc powder and fresh Iron filings"}
{"text": "Set up of apparatus"}
{"text": "Observations"}
{"text": "iWith Magnesium ribbon"}
{"text": "The Magnesium glows with a bright flame and continues to burn even if heating is stopped"}
{"text": "White solid ash formed"}
{"text": "White solid ash formed dissolve in water to form a colourless solution"}
{"text": "Colourless gas producedcollected that extinguish burning splint with pop sound"}
{"text": "ii With Zinc powder"}
{"text": "The Zinc powder turns red hot on strong heating"}
{"text": "Yellow solid formed that turn white on cooling"}
{"text": "White solid formed on cooling does not dissolve in water"}
{"text": "iiiWith Iron fillings"}
{"text": "The Iron fillings turn red hot on strong heating"}
{"text": "Dark blue solid formed"}
{"text": "Dark blue solid formed does not dissolve in water"}
{"text": "Procedure method 2"}
{"text": "Put some water in a round bottomed flask"}
{"text": "Polish magnesium ribbon using sand paper"}
{"text": "Coil it at the centre of a hard glass tube"}
{"text": "Set up the apparatus as below"}
{"text": "Heat water strongly to boil so as to"}
{"text": "i drive away air in the glass tube"}
{"text": "ii generate steam"}
{"text": "Heat the coiled ribbon strongly using another burner Repeat the experiment using Zinc powder and fresh Iron filings"}
{"text": "Observations"}
{"text": "iWith Magnesium ribbon"}
{"text": "The Magnesium glows with a bright flame and continues to burn even if heating is stopped"}
{"text": "White solid ash formed"}
{"text": "White solid ash formed dissolve in water to form a colourless solution"}
{"text": "Colourless gas producedcollected that extinguish burning splint with pop sound"}
{"text": "ii With Zinc powder"}
{"text": "The Zinc powder turns red hot on strong heating"}
{"text": "Yellow solid formed that turn white on cooling"}
{"text": "White solid formed on cooling does not dissolve in water"}
{"text": "iiiWith Iron fillings"}
{"text": "The Iron fillings turn red hot on strong heating"}
{"text": "Dark blue solid formed"}
{"text": "Dark blue solid formed does not dissolve in water"}
{"text": "Explanations"}
{"text": "aHot magnesium burn vigorously in steam The reaction is highly exothermic generating enough heatenergy to proceed without further heating"}
{"text": "White Magnesium oxide solidash is left as residue"}
{"text": "Hydrogen gas is produced It extinguishes a burning splint with a pop sound"}
{"text": "Chemical Equation"}
{"text": "Magnesium  Steam  Magnesium oxide  Hydrogen"}
{"text": "Mgs  H2Og  MgOs  H2g"}
{"text": "Magnesium oxide reacts dissolves in water to form an alkaline solution of Magnesium oxide"}
{"text": "Chemical Equation"}
{"text": "Magnesium oxide  Water  Magnesium hydroxide"}
{"text": "MgOs  H2Ol  MgOH 2 aq"}
{"text": "bHot Zinc react vigorously in steam forming yellow Zinc oxide solidash as residue which cools to white"}
{"text": "Hydrogen gas is produced It extinguishes a burning splint with a pop sound"}
{"text": "Chemical Equation"}
{"text": "Zinc  Steam  Zinc oxide  Hydrogen"}
{"text": "Zns  H2Og  ZnOs  H2g"}
{"text": "Zinc oxide does not dissolve in water"}
{"text": "cHot Iron reacts with steam forming dark blue tri iron tetra oxide solidash as residue"}
{"text": "Hydrogen gas is produced It extinguishes a burning splint with a pop sound"}
{"text": "Chemical Equation"}
{"text": "Iron  Steam  Tri iron tetra oxide  Hydrogen"}
{"text": "2Fes  4H2Og  Fe2O4s  4H2g"}
{"text": "Tri iron tetra oxide does not dissolve in water"}
{"text": "dAluminum reacts with steam forming an insoluble coatcover of impervious layer of aluminum oxide on the surface preventing further reaction"}
{"text": "e Lead Copper Mercury Silver Gold and Platinum do not react with either water or steam"}
{"text": "HYDROGEN"}
{"text": "Occurrence"}
{"text": "Hydrogen does not occur free in nature It occurs as Water and in Petroleum"}
{"text": "School laboratory Preparation"}
{"text": "Procedure"}
{"text": "Put Zinc granules in a roundflatconical flask Add dilute sulphuric VI Hydrochloric acid"}
{"text": "Add about 3cm3 of copper II sulphate VI solution"}
{"text": "Collect the gas produced over water as in the set up below"}
{"text": "Discard the first gas jar Collect several gas jars"}
{"text": "ObservationExplanation"}
{"text": "Zinc reacts with dilute sulphuric VIhydrochloric acid to form a salt and produce hydrogen gas"}
{"text": "When the acid comes into contact with the metal there is rapid effervescence bubbles fizzing are produced and a colourless gas is produced that is collected"}
{"text": "i Over water because it is insoluble in water"}
{"text": "ii Through downward displacement of airupward delivery because it is less dense than air"}
{"text": "The first gas jar is impure It contains air that was present in the apparatus"}
{"text": "Copper II sulphate VI solution act as catalyst"}
{"text": "Chemical equation"}
{"text": "a Zinc  Hydrochloric acid  Zinc chloride  Hydrogen"}
{"text": "Zns  2HCl aq  ZnCl2 aq  H2 g"}
{"text": "Ionic equation"}
{"text": "Zn s  2H aq  Zn2 aq  H2 g"}
{"text": "Zinc  Sulphuric VI acid  Zinc Sulphate VI  Hydrogen"}
{"text": "Zns  H2SO4 aq  ZnSO4 aq  H2 g"}
{"text": "Ionic equation"}
{"text": "Zn s  2H aq  Zn2 aq  H2 g"}
{"text": "b Chemical equation"}
{"text": "Magnesium  Hydrochloric acid  Magnesium chloride  Hydrogen"}
{"text": "Mgs  2HCl aq  MgCl2 aq  H2g"}
{"text": "Ionic equation"}
{"text": "Mg s  2H aq  Mg2 aq  H2 g"}
{"text": "Magnesium  Sulphuric VI acid  Magnesium SulphateVI  Hydrogen"}
{"text": "Mgs  H2SO4 aq  MgSO4 aq  H2g"}
{"text": "Ionic equation"}
{"text": "Mg s  2H aq  Mg2 aq  H2 g"}
{"text": "c Chemical equation"}
{"text": "Iron  Hydrochloric acid  Iron II chloride  Hydrogen"}
{"text": "Fes  2HCl aq  FeCl2 aq  H2 g"}
{"text": "Ionic equation"}
{"text": "Fe s  2H aq  Fe2 aq  H2 g"}
{"text": "Iron  Sulphuric VI acid  Iron II Sulphate VI  Hydrogen"}
{"text": "Fes  H2SO4 aq  FeSO4 aq  H2 g"}
{"text": "Ionic equation"}
{"text": "Fe s  2H aq  Fe2 aq  H2 g"}
{"text": "Note"}
{"text": "1 Hydrogen cannot be prepared from reaction of"}
{"text": "iNitric V acid and a metal Nitric V acid is a strong oxidizing agent It oxidizes hydrogen gas to water"}
{"text": "ii Dilute sulphuric VI acid with calciumBariumLead because Calcium sulphate VI Barium sulphate VI and Lead II sulphate VI salts formed are insoluble Once formed they covercoat the unreacted calciumBariumLead stopping further reaction and producing very small amountvolume of hydrogen gas"}
{"text": "iii Dilute acid with sodiumpotassium The reaction is explosive"}
{"text": "Properties of Hydrogen gas"}
{"text": "aPhysical properties"}
{"text": "1 Hydrogen is a neutral colourless and odorless gas When mixed with air it has a characteristic pungent choking smell"}
{"text": "2 It is insoluble in water thus can be collected over water"}
{"text": "3 It is the lightest known gas It can be transferred by inverting one gas jar over another"}
{"text": "bChemical properties"}
{"text": "iBurning"}
{"text": "I Hydrogen does not support burningcombustion When a burning splint is inserted into a gas jar containing Hydrogen the flame is extinguished put off"}
{"text": "II Pure dry hydrogen burn with a blue quiet flame to form water When a stream of pure dry hydrogen is ignited it catches fire and continues to burn with a blue flame"}
{"text": "III Impure air mixed with hydrogen burns with an explosion Small amount volume of air mixed with hydrogen in a test tube produce a small explosion as a pop sound This is the confirmatory test for the presence of Hydrogen gas A gas that burns with a pop sound is confirmed to be Hydrogen"}
{"text": "iiRedox in terms of Hydrogen transfer"}
{"text": "Redox can also be defined in terms of Hydrogen transfer"}
{"text": "iOxidation is removal of Hydrogen"}
{"text": "iiReduction is addition of Hydrogen"}
{"text": "iiiRedox is simultaneous addition and removal of Hydrogen"}
{"text": "Example"}
{"text": "When a stream of dry hydrogen gas is passed through black copper II oxide hydrogen gas gains the oxygen from copper II oxide"}
{"text": "Black copper II oxide is reduced to brown copper metal"}
{"text": "Black copper II oxide thus the Oxidizing agent"}
{"text": "Hydrogen gas is oxidized to Water Hydrogen is the Reducing agent"}
{"text": "Set up of apparatus"}
{"text": "aChemical equation"}
{"text": "i In glass tube"}
{"text": "Copper II Oxide  Hydrogen  Copper  Hydrogen gas"}
{"text": "oxidizing agent reducing agent"}
{"text": "black brown"}
{"text": "CuO s  H2g  Cus  H2Ol"}
{"text": "ii when excess Hydrogen is burning"}
{"text": "Oxygen  Hydrogen  Water"}
{"text": "O2 g  2H2 g  2H2O l"}
{"text": "bChemical equation"}
{"text": "i In glass tube"}
{"text": "Lead II Oxide  Hydrogen  Lead  Hydrogen gas"}
{"text": "oxidizing agent reducing agent"}
{"text": "brown when hot grey"}
{"text": "yellow when cool"}
{"text": "PbO s  H2 g  Pbs  H2O l"}
{"text": "ii when excess Hydrogen is burning"}
{"text": "Oxygen  Hydrogen  Water"}
{"text": "O2 g  2H2 g  2H2Ol"}
{"text": "cChemical equation"}
{"text": "i In glass tube"}
{"text": "Iron III Oxide  Hydrogen  Iron  Hydrogen gas"}
{"text": "oxidizing agent reducing agent"}
{"text": "Dark grey grey"}
{"text": "Fe2O3 s  3H2 g  Fes  3H2O l"}
{"text": "ii when excess Hydrogen is burning"}
{"text": "Oxygen  Hydrogen  Water"}
{"text": "O2 g  2H2 g  2H2O l"}
{"text": "iii Water as an Oxide as Hydrogen"}
{"text": "Burning is a reaction of an element with Oxygen The substance formed when an element burn in air is the oxide of the element When hydrogen burns it reacts combines with Oxygen to form the oxide of Hydrogen The oxide of Hydrogen is called water Hydrogen is first dried because a mixture of Hydrogen and air explode The gas is then ignited The products condense on a cold surfaceflask containing a freezing mixture A freezing mixture is a mixture of water and ice"}
{"text": "The condensed products are collected in a receiver as a colourless liquid"}
{"text": "Tests"}
{"text": "a When about 1g of white anhydrous copper II sulphate VI is added to a sample of the liquid it turns to blue This confirms the liquid formed is water"}
{"text": "b When blue anhydrous cobalt II chloride paper is dipped in a sample of the liquid it turns to pink This confirms the liquid formed is water"}
{"text": "cWhen the liquid is heated to boil its boiling point is 100oC at sea levelone atmosphere pressure This confirms the liquid is pure water"}
{"text": "Uses of Hydrogen gas"}
{"text": "1 HydrogenationHardening of unsaturated vegetable oils to saturated fatsmargarine"}
{"text": "When Hydrogen is passed through unsaturated compounds in presence of Nickel catalyst and about 150oC they become saturated Most vegetable oil is unsaturated liquids at room temperature They become saturated and hard through hydrogenation"}
{"text": "2 In weather forecast balloons"}
{"text": "Hydrogen is the lightest known gas Meteorological data is collected for analysis by sending hydrogen filled weather balloons to the atmosphere The data collected is then used to forecast weather conditions"}
{"text": "3 In the Haber process for the manufacture of Ammonia"}
{"text": "Hydrogen is mixed with Nitrogen in presence of Iron catalyst to form Ammonia gas Ammonia gas is a very important raw material for manufacture of agricultural fertilizers"}
{"text": "4 In the manufacture of Hydrochloric acid"}
{"text": "Limited volumeamount of Hydrogen is burnt in excess chlorine gas to form Hydrogen chloride gas Hydrogen chloride gas is dissolved in water to form Hydrochloric acid Hydrochloric acid is used in picklingwashing metal surfaces"}
{"text": "5 As rocket fuel"}
{"text": "Fixed proportions of Hydrogen and Oxygen when ignited explode violently producing a lot of energyheat This energy is used to powerpropel a rocket to space"}
{"text": "6 In oxyhydrogen flame for welding"}
{"text": "A cylinder containing Hydrogen when ignited in pure Oxygen from a second cylinder produces a flame that is very hot It is used to cut metals and welding"}
{"text": "Sample revision questions"}
{"text": "1 A colourless liquid was added anhydrous copper II sulphate VI which turned blue"}
{"text": "aWhy is it wrong to conclude the liquid was pure water"}
{"text": "Anhydrous copper II sulphate VI test for presence of water Purity of water is determined from freezingmeltingboiling point"}
{"text": "bWrite an equation for the reaction that takes place with anhydrous copper II sulphate VI"}
{"text": "Anhydrous copper II sulphate VI  Water  hydrated copper II sulphate VI"}
{"text": "CuSO4s  5H2O l  CuSO45H2Os"}
{"text": "ciWhich other compound would achieve the same results as anhydrous copper II sulphate VI"}
{"text": "Anhydrous cobalt II chlorideCoCl26H2O"}
{"text": "iiWrite the equation for the reaction"}
{"text": "Anhydrous cobalt II chloride  Water  hydrated cobalt II chloride"}
{"text": "CoCl2 s  6H2Ol  CoCl26H2O s"}
{"text": "dComplete the equation"}
{"text": "i Sulphur VI oxide  Water  Sulphuric VI acid"}
{"text": "ii Sulphur IV oxide  Water  Sulphuric IV acid"}
{"text": "iii Carbon IV oxide  Water  Carbonic IV acid"}
{"text": "iv Nitrogen IV oxide  Water  Nitric V acid"}
{"text": "v Phosphorus V oxide  Water  Phosphoric V acid"}
{"text": "vi Sodium oxide  Water  Sodium hydroxide"}
{"text": "vi Sodium peroxide  Water  Sodium hydroxide"}
{"text": "2 Metal B reacts with steam Metal C reacts with cold water Metal A does not react with water"}
{"text": "aArrange the metals as they should appear in the reactivity series"}
{"text": "B"}
{"text": "C"}
{"text": "A"}
{"text": "bA product residue in D which was brown when hot but turned yellow on cooling during the reaction of metal B was formed Gas E was also evolved Identify"}
{"text": "iMetal B LeadPb"}
{"text": "iiResidue D Lead II oxidePbO"}
{"text": "iiiGas E HydrogenH2"}
{"text": "cA portion of product residue in D was added dilute nitric V acid Another portion of product residue in D was added dilute sulphuric VI acid State and explain the observations made"}
{"text": "When added dilute nitric V acid D dissolves to form a colourless solution"}
{"text": "Lead II Oxide  dilute nitric V acid  Lead II nitrate V  Water"}
{"text": "PbO s  2HNO3 aq  Pb NO32 aq  H2O l"}
{"text": "When added dilute sulphuric VI acid D does not dissolve A white suspensionprecipitate was formed LeadIIOxide reacts with sulphuricVIacid to form insoluble LeadIIsulphateVI that covercoat unreacted LeadIIOxide stopping further reaction"}
{"text": "Lead II Oxide  dilute sulphuric VI acid  Lead II sulphate VI  Water"}
{"text": "PbO s  H2SO4 aq  PbSO4 s  H2O l"}
{"text": "3 a Hydrogen can reduce copper II Oxide but not alluminium oxide Explain"}
{"text": "b When water reacts with potassium metal the hydrogen produced ignites explosively on the surface of water"}
{"text": "i What causes this ignition ii Write an equation to show how this ignition occurs"}
{"text": "2 In an experiment dry hydrogen gas was passed over hot copper II oxide in a combustion tube as shown in the diagram below"}
{"text": "a Complete the diagram to show how the other product substance R could be collected in the laboratory"}
{"text": "b Describe how copper could be obtained from the mixture containing copper II oxide"}
{"text": "3 The setup below was used to investigate the reaction between metals and water"}
{"text": "a Identify solid X and state its purpose"}
{"text": "Solid X"}
{"text": "Purpose"}
{"text": "b Write a chemical equation for the reaction that produces the flame 4 Gas P was passed over heated magnesium ribbon and hydrogen gas was collected as shown in the diagram below"}
{"text": "i Name gas P"}
{"text": "ii Write an equation of the reaction that takes place in the combustion tube iii State one precaution necessary at the end of this experiment"}
{"text": "5 When hydrogen is burnt and the product cooled the following results are obtained as shown in the diagram below"}
{"text": "a Write the equation for the formation of liquid Y"}
{"text": "b Give a chemical test for liquid Y"}
{"text": "Jane setup the experiment as shown below to collect a gas The wet sand was heated before"}
{"text": "heating Zinc granules"}
{"text": "a Complete the diagram for the laboratory preparation of the gas b Why was it necessary to heat wet sand before heating Zinc granules"}
{"text": "7"}
{"text": "a Between N and M which part should be heated first Explain"}
{"text": "b Write a chemical equation for the reaction occurring in the combustion tube"}
{"text": "8 The setup below was used to investigate electrolysis of a certain molten compound"}
{"text": "a Complete the circuit by drawing the cell in the gap left in the diagram"}
{"text": "b Write halfcell equation to show what happens at the cathode"}
{"text": "c Using an arrow show the direction of electron flow in the diagram above"}
{"text": "9 Hydrogen can be prepared by reacting zinc with dilute hydrochloric acid"}
{"text": "a Write an equation for the reaction"}
{"text": "b Name an appropriate drying agent for hydrogen gas"}
{"text": "c Explain why copper metal cannot be used to prepare hydrogen gas"}
{"text": "d Hydrogen burns in oxygen to form an oxide"}
{"text": "i Write an equation for the reaction"}
{"text": "ii State two precautions that must be taken before the combustion begins and at the end of the combustion"}
{"text": "e Give two uses of hydrogen gas"}
{"text": "f When zinc is heated to redness in a current of steam hydrogen gas is obtained Write an equation for the reaction"}
{"text": "g Element Q reacts with dilute acids but not with cold water Element R does not react with dilute acids Elements S displaces element P from its oxide P reacts with cold water Arrange the four elements in order of their reactivity starting with the most reactive"}
{"text": "h Explain how hydrogen is used in the manufacture of margarine"}
{"text": "10 a The setup below is used to investigate the properties of hydrogen"}
{"text": "On the diagram indicate what should be done for the reaction to occur"}
{"text": "Hydrogen gas is allowed to pass through the tube for some time before it is lit Explain"}
{"text": "iii Write an equation for the reaction that occurs in the combustion tube iv When the reaction is complete hydrogen gas is passed through the apparatus until they cool down Explain"}
{"text": "v What property of hydrogen is being investigated"}
{"text": "vi What observation confirms the property stated in v above"}
{"text": "vii Why is zinc oxide not used to investigate this property of hydrogen gas"}
{"text": "11 The set up below was used to collect gas K produced by the reaction between water and"}
{"text": "calcium metal"}
{"text": "a Name gas K"}
{"text": "b At the end of the experiment the solution in the beaker was found to be a weak base Explain why the solution is a weak base"}
{"text": "ACIDS BASES AND INDICATORS"}
{"text": "INTRODUCTION TO ACIDS BASES AND INDICATORS"}
{"text": "1 In a school laboratory"}
{"text": "iAn acid may be defined as a substance that turns litmus red"}
{"text": "iiA base may be defined as a substance that turns litmus blue"}
{"text": "Litmus is lichen found mainly in West Africa It changes its colour depending on whether the solution it is in is basicalkaline or acidic It is thus able to identifyshow whether another substance is an acid base or neutral"}
{"text": "iiiAn indicator is a substance that shows whether another substance is a basealkalineacid or neutral"}
{"text": "2 Common naturally occurring acids include"}
{"text": "3 Most commonly used acids found in a school laboratory are not naturally occurring They are manufactured They are called mineral acids"}
{"text": "Common mineral acids include"}
{"text": "4 Mineral acids are manufactured to very high concentration They are corrosive causes painful wounds on contact with the skin and attackreacts with garmentsclothesmetals"}
{"text": "In a school laboratory they are mainly used when added a lot of water This is called diluting Diluting ensures the concentration of the acid is safely low"}
{"text": "5 Bases are opposite of acids Most bases do not dissolve in water"}
{"text": "Bases which dissolve in water are called alkalis"}
{"text": "Common alkalis include"}
{"text": "Common bases which are not alkali include"}
{"text": "6 Indicators are useful in identifying substances which lookalike"}
{"text": "An acidbase indicator is a substance used to identify whether another substance is alkaline or acidic"}
{"text": "An acidbase indicator works by changing to different colors in neutral acidic and alkaline solutionsdissolved in water"}
{"text": "Experiment To prepare simple acidbase indicator"}
{"text": "Procedure"}
{"text": "aPlace some flowers petals in a mortar Crush them using a pestle Add a little sand to assist in crushing"}
{"text": "Add about 5cm3 of propanoneethanol and carefully continue grinding"}
{"text": "Add more 5cm3 of propanoneethanol and continue until there is enough extract in the mortar"}
{"text": "Filter the extract into a clean 100cm3 beaker"}
{"text": "bPlace 5cm3 of filtered wood ash soap solution ammonia solution sodium hydroxide hydrochloric acid distilled water sulphuric VI acid sour milk sodium chloride toothpaste and calcium hydroxide into separate test tubes"}
{"text": "cPut about three drops of the extract in ato each test tube in b Record the observations made in each case"}
{"text": "Sample observations"}
{"text": "The plant extract is able to differentiate between solutions by their nature It is changing to a similar colour for similar solutions"}
{"text": "iSince lemon juice is a known acid then sulphuric VI and hydrochloric acids are similar in nature with lemon juice because the indicator shows similar colors They are acidic in nature"}
{"text": "iiSince sodium hydroxide is a known basealkali then the green colour of indicator shows an alkalinebasic solution"}
{"text": "iii Since pure water is neutral then the orange colour of indicator shows neutral solutions"}
{"text": "7 In a school laboratory commercial indicators are used A commercial indicator is cheap readily available and easy to store Common indicators include Litmus phenolphthalein methyl orange screened methyl orange bromothymol blue"}
{"text": "Experiment"}
{"text": "Using commercial indicators to determine acidic basicalkaline and neutral solutions"}
{"text": "Procedure"}
{"text": "Place 5cm3 of the solutions in the table below Add three drops of litmus solution to each solution"}
{"text": "Repeat with phenolphthalein indicator methyl orange screened methyl orange and bromothymol blue"}
{"text": "Sample results"}
{"text": "From the table above then the colour of indicators in different solution can be summarized"}
{"text": "The universal indicator"}
{"text": "The universal indicator is a mixture of other indicator dyes The indicator uses the pH scale The pH scale shows the strength of bases and acids The pH scale ranges from 114These numbers are called pH values"}
{"text": "i pH values 1 2 3 shows a substance is strongly acid"}
{"text": "ii pH values 4 5 6 shows a substance is a weakly acid"}
{"text": "iii pH value 7 shows a substance is a neutral"}
{"text": "iv pH values 8 9 10 11 shows a substance is a weak basealkali"}
{"text": "v pH values 12 13 14 shows a substance is a strong basealkali"}
{"text": "The pH values are determined from a pH chart The pH chart is a multicolored paper with each colour corresponding to a pH valueie"}
{"text": "i red correspond to pH 1 2 3 showing strongly acidic solutions"}
{"text": "iiOrange yellow correspond to pH 4 5 6 showing weakly acidic solutions"}
{"text": "iiiGreen correspond to pH 7 showing neutral solutions"}
{"text": "ivBlue correspond to pH 8 9 10 11 showing weakly alkaline solutions"}
{"text": "vPurpledark blue correspond to pH 121314 showing strong alkalis"}
{"text": "The universal indicator is available as"}
{"text": "i Universal indicator paperpH paper"}
{"text": "ii Universal indicator solution"}
{"text": "When determining the pH of a unknown solution using"}
{"text": "i pH paper then the pH paper is dipped into the unknown solution It changesturn to a certain colour The new colour is marchedcompared to its corresponding one on the pH chart to get the pH value"}
{"text": "ii universal indicator solution then about 3 drops of the universal indicator solution is added into about 5cm3 of the unknown solution in a test tube It changesturn to a certain colour The new colour is marchedcompared to its corresponding one on the pH chart to get the pH value"}
{"text": "Experiment To determine the pH value of some solutions"}
{"text": "aPlace 5cm3 of filtered wood ash soap solution ammonia solution sodium hydroxide hydrochloric acid distilled water sulphuric VI acid sour milk sodium chloride toothpaste and calcium hydroxide into separate test tubes"}
{"text": "bPut about three drops of universal indicator solution or dip a portion of a piece of pH paper into each Record the observations made in each case"}
{"text": "cCompare the colour in each solution with the colors on the pH chart provided Determine the pH value of each solution"}
{"text": "Sample observations"}
{"text": "Note"}
{"text": "1 All the mineral acids Hydrochloric sulphuric VI and nitric V acids are strong acids"}
{"text": "2 Two alkalissoluble bases sodium hydroxide and potassium hydroxide are strong basesalkali Ammonia solution is a weak basealkali All other bases are weakly alkaline"}
{"text": "3 Puredeionized water is a neutral solution"}
{"text": "4 Common saltsodium chloride is a neutral salt"}
{"text": "5 When an acid and an alkalibase are mixed the final product has pH 7 and is neutral"}
{"text": "Properties of acids"}
{"text": "aPhysical properties of acids"}
{"text": "1 Acids have a characteristic sour taste"}
{"text": "2 Most acids are colourless liquids"}
{"text": "3 Mineral acids are odorless Organic acids have characteristic smell"}
{"text": "4 All acids have pH less than 7"}
{"text": "5 All acids turn blue litmus paper red methyl orange red and phenolphthalein colourless"}
{"text": "6 All acids dissolve in water to form an acidic solution Most do not dissolve in organic solvents like propanone kerosene tetrachloromethane petrol"}
{"text": "bChemical properties of acids"}
{"text": "1 Reaction with metals"}
{"text": "All acids react with reactive metals to form a salt and produce evolve hydrogen gas"}
{"text": "Metal  Acid  Salt  Hydrogen gas"}
{"text": "Experiment reaction of metals with mineral acids"}
{"text": "aPlace 5cm3 of dilute hydrochloric acid in a small test tube Add 1cm length of polished magnesium ribbon Stopper the test tube using a thump Light a wooden splint Place the burning splint on top of the stoppered test tube Release the thump stopper Record the observations made"}
{"text": "bRepeat the procedure in a above using Zinc granules iron filings copper turnings aluminum foil in place of Magnesium ribbon"}
{"text": "cRepeat the procedure in a then b using dilute sulphuric VI acid in place of dilute hydrochloric acid"}
{"text": "Sample observations"}
{"text": "i effervescencebubbles producedfizzing in all cases except when using copper"}
{"text": "ii Colourless gas produced in all cases except when using copper"}
{"text": "iii Gas produced extinguishes a burning wooden splint with an explosionpop sound"}
{"text": "Explanation"}
{"text": "Some metals react with dilute acids while others do not Metals which react with acids produce bubbles of hydrogen gas Hydrogen gas is a colourless gas that extinguishes a burning splint with a pop sound This shows acids contain hydrogen gas"}
{"text": "This hydrogen is displacedremoved from the acids by some metals like Magnesium Zinc aluminium iron and sodium"}
{"text": "Some other metals like copper silver gold platinum and mercury are not reactive enough to displaceremove the hydrogen from dilute acids"}
{"text": "Chemical equations"}
{"text": "1 Magnesium  Hydrochloric acid  Magnesium chloride  Hydrogen"}
{"text": "Mgs  2HCl aq  MgCl2 aq  H2g"}
{"text": "2 Zinc  Hydrochloric acid  Zinc chloride  Hydrogen"}
{"text": "Zns  2HCl aq  ZnCl2 aq  H2g"}
{"text": "3 Iron  Hydrochloric acid  Iron II chloride  Hydrogen"}
{"text": "Fes  2HCl aq  FeCl2 aq  H2g"}
{"text": "4 Aluminium  Hydrochloric acid  Aluminium chloride  Hydrogen"}
{"text": "2Als  3HCl aq  AlCl3 aq  3H2g"}
{"text": "5 Magnesium  Sulphuric VI acid  Magnesium sulphate VI  Hydrogen"}
{"text": "Mgs  H2SO4 aq  MgSO4 aq  H2g"}
{"text": "6 Zinc  Sulphuric VI acid  Zinc sulphate VI  Hydrogen"}
{"text": "Zns  H2SO4 aq  ZnSO4 aq  H2 g"}
{"text": "7 Iron  Sulphuric VI acid  Iron II sulphate VI  Hydrogen Fes  H2SO4 aq  FeSO4 aq  H2g"}
{"text": "8 Aluminium  Sulphuric VI acid  Aluminium sulphate VI  Hydrogen"}
{"text": "2Als  3H2SO4 aq  Al2 SO43 aq  3H2 g"}
{"text": "2 Reaction of metal carbonates and hydrogen carbonates with mineral acids"}
{"text": "All acids react with carbonates and hydrogen carbonates to form salt water and produce evolve carbon IV oxide gas"}
{"text": "Metal carbonate  Acid  Salt  Water CarbonIVoxide gas"}
{"text": "Metal hydrogen carbonate  Acid  Salt  Water  Carbon IV oxide gas"}
{"text": "Experiment reaction of metal carbonates and hydrogen carbonates with mineral acids"}
{"text": "aPlace 5cm3 of dilute hydrochloric acid in a small test tube Add half spatula full of sodium carbonate Stopper the test tube using a cork with delivery tube directed into lime water Record the observations made Test the gas also with burning splint"}
{"text": "bRepeat the procedure in a above using Zinc carbonate Calcium carbonate copper carbonate sodium hydrogen carbonate Potassium hydrogen carbonate in place of Sodium carbonate"}
{"text": "cRepeat the procedure in a then b using dilute sulphuric VI acid in place of dilute hydrochloric acid"}
{"text": "Set up of apparatus"}
{"text": "Sample observations"}
{"text": "i effervescencebubbles producedfizzing in all cases"}
{"text": "ii Colourless gas produced in all cases"}
{"text": "iii Gas produced forms a white precipitate with lime water"}
{"text": "Explanation"}
{"text": "All metal carbonatehydrogen carbonate reacts with dilute acids to produce bubbles of carbon IV oxide gas Carbon IV oxide gas is a colourless gas that extinguishes a burning splint When carbon IV oxide gas is bubbled in lime water a white precipitate is formed"}
{"text": "Chemical equations"}
{"text": "1 Sodium carbonate Hydrochloric acid  Sodium chloride  Carbon IV Oxide Water"}
{"text": "Na2CO3s  2HCl aq  2NaCl aq  H2Og  CO2 g"}
{"text": "2 Calcium carbonate Hydrochloric acid  Calcium chloride  Carbon IV Oxide Water"}
{"text": "CaCO3s  2HCl aq  CaCl2 aq  H2Og  CO2 g"}
{"text": "3 Magnesium carbonate Hydrochloric acid Magnesium chloride  Carbon IV Oxide Water"}
{"text": "MgCO3s  2HCl aq  MgCl2 aq  H2O g  CO2 g"}
{"text": "4 Copper carbonate Hydrochloric acid Copper II chloride  Carbon IV Oxide Water"}
{"text": "CuCO3s  2HCl aq  CuCl2 aq  H2O g  CO2 g"}
{"text": "5 Copper carbonate Sulphuric VI acid Copper II sulphate VI  Carbon IV Oxide Water"}
{"text": "CuCO3s  H2SO4 aq  CuSO4 aq  H2O g  CO2 g"}
{"text": "6 Zinc carbonate Sulphuric VI acid Zinc sulphate VI  Carbon IV Oxide Water"}
{"text": "ZnCO3s  H2SO4 aq  ZnSO4 aq  H2O g  CO2 g"}
{"text": "7 Sodium hydrogen carbonate Sulphuric VI acid Sodium sulphate VI  Carbon IV Oxide Water"}
{"text": "NaHCO3s  H2SO4 aq  Na2SO4 aq  H2O g  CO2 g"}
{"text": "8 Potassium hydrogen carbonate Sulphuric VI acid Potassium sulphate VI  Carbon IV Oxide Water"}
{"text": "KHCO3s  H2SO4 aq  K2SO4 aq  H2O g  CO2 g"}
{"text": "9 Potassium hydrogen carbonate Hydrochloric acid Potassium chloride  Carbon IV Oxide Water"}
{"text": "KHCO3s  HCl aq  KCl aq  H2O g  CO2 g"}
{"text": "10 Sodium hydrogen carbonate Hydrochloric acid Sodium chloride  Carbon IV Oxide Water"}
{"text": "NaHCO3s  HCl aq  NaCl aq  H2O g  CO2 g"}
{"text": "3 Neutralization by basesalkalis"}
{"text": "All acids react with bases to form a salt and water only The reaction of an acid with metal oxideshydroxides bases to salt and water only is called neutralization reaction"}
{"text": "Since no effervescencebubblingfizzing take place during neutralization"}
{"text": "i The reaction with alkalis requires a suitable indicator The colour of the indicator changes when all the acid has reacted with the soluble solution of the alkali metal oxides hydroxides"}
{"text": "ii Excess of the base is added to ensure all the acid reacts The excess acid is then filtered off"}
{"text": "Experiment 1 reaction of alkali with mineral acids"}
{"text": "iPlace about 5cm3 of dilute hydrochloric acid in a boiling tube Add one drop of phenolphthalein indicator Using a dropperteat pipette add dilute sodium hydroxide dropwise until there is a colour change"}
{"text": "iiRepeat the procedure with dilute sulphuric VI acid instead of hydrochloric acid"}
{"text": "iiiRepeat the procedure with potassium hydroxide instead of sodium hydroxide"}
{"text": "Sample observation"}
{"text": "Colour of phenolphthalein change from colourless to pink in all cases"}
{"text": "Explanation"}
{"text": "Basesalkalis neutralize acids Acids and basesalkalis are colourless A suitable indicator like phenolphthalein change colour to pink when all the acid has been neutralized by the basesalkalis Phenolphthalein change colour from pink to colourless when all the basesalkalis has been neutralized by the acid"}
{"text": "Chemical equation"}
{"text": "Sodium oxide  Hydrochloric acid  Sodium chloride  Water"}
{"text": "Na2Os  HCl  NaClaq  H2Ol"}
{"text": "Potassium oxide  Hydrochloric acid  Potassium chloride  Water"}
{"text": "K2Os  HCl  KClaq  H2Ol"}
{"text": "Sodium hydroxide  Hydrochloric acid  Sodium chloride  Water"}
{"text": "NaOHs  HCl  NaClaq  H2Ol"}
{"text": "Ammonia solution  Hydrochloric acid  Ammonium chloride  Water"}
{"text": "NH4OHs  HCl  NH4Cl aq  H2O l"}
{"text": "Potassium hydroxide  Hydrochloric acid  Potassium chloride  Water"}
{"text": "KOHs  HCl  KClaq  H2Ol"}
{"text": "Sodium hydroxide  sulphuric VIacid  Sodium sulphateVI  Water"}
{"text": "2NaOHs  H2SO4  Na2SO4 aq  2H2O l"}
{"text": "Potassium hydroxide  sulphuric VI acid  Potassium sulphate VI  Water"}
{"text": "2KOHs  H2SO4  K2SO4 aq  2H2O l"}
{"text": "Ammonia solution  sulphuric VI acid  Ammonium sulphate VI  Water"}
{"text": "2NH4OHs  H2SO4  NH42SO4 aq  2H2O l"}
{"text": "Magnesium hydroxide  sulphuric VI acid  Magnesium sulphate VI  Water"}
{"text": "Mg OH2s  H2SO4  MgSO4 aq  2H2Ol"}
{"text": "Magnesium hydroxide  Hydrochloric acid  Magnesium chloride  Water"}
{"text": "Mg OH2s  HClaq  MgCl2 aq  2H2Ol"}
{"text": "CHEMISTRY FORM TWO NOTES"}
{"text": "INTRODUCTION TO ELECTROLYSIS ELECTROLYTIC CELL"}
{"text": "1 Electrolysis is defined simply as the decomposition of a compound by an electric currentelectricity"}
{"text": "A compound that is decomposed by an electric current is called an electrolyte Some electrolytes are weak while others are strong"}
{"text": "2 Strong electrolytes are those that are fully ionizeddissociated into many ions Common strong electrolytes include"}
{"text": "i All mineral acids"}
{"text": "ii All strong alkalissodium hydroxidepotassium hydroxide"}
{"text": "iii All soluble salts"}
{"text": "3 Weak electrolytes are those that are partiallypartly ionizeddissociated into few ions"}
{"text": "Common weak electrolytes include"}
{"text": "i All organic acids"}
{"text": "ii All bases except sodium hydroxidepotassium hydroxide"}
{"text": "iiiWater"}
{"text": "4 A compound that is not decomposed by an electric current is called nonelectrolyte"}
{"text": "Nonelectrolytes are those compounds substances that exist as molecules and thus cannot ionizedissociate into any ions"}
{"text": "Common nonelectrolytes include"}
{"text": "i Most organic solvents eg petrolparaffinbenzenemethylbenzeneethanol"}
{"text": "ii All hydrocarbons alkanes alkenesalkynes"}
{"text": "iiiChemicals of life eg proteins carbohydrates lipids starch sugar"}
{"text": "5 An electrolytes in solid state have fused joined ions and therefore do not conduct electricity but the ions cations and anions are free and mobile in molten and aqueous solution dissolved in water state"}
{"text": "6 During electrolysis the free ions are attracted to the electrodes"}
{"text": "An electrode is a rod through which current enter and leave the electrolyte during electrolysis"}
{"text": "An electrode that does not influencealter the products of electrolysis is called an inert electrode"}
{"text": "Common inert electrodes include"}
{"text": "iPlatinum"}
{"text": "iiCarbon graphite"}
{"text": "Platinum is not usually used in a school laboratory because it is very expensive Carbon graphite is easilyreadily and cheaply available from used dry cells"}
{"text": "7 The positive electrode is called Anode The anode is the electrode through which current enter the electrolyteelectrons leave the electrolyte"}
{"text": "8 The negative electrode is called Cathode The cathode is the electrode through which current leave the electrolyte  electrons enter the electrolyte"}
{"text": "9 During the electrolysis free anions are attracted to the anode where they lose donate electrons to form neutral atomsmolecules ie"}
{"text": "Ml  Ml  e for cations from molten electrolytes"}
{"text": "Ms  Maq  e for cations from electrolytes in aqueous state  solution  dissolved in water"}
{"text": "The neutral atoms molecules form the products of electrolysis at the anode This is called discharge at anode"}
{"text": "10 During electrolysis free cations are attracted to the cathode where they gain acceptacquire electrons to form neutral atomsmolecules"}
{"text": "X aq  2e  Xs for cations from electrolytes in aqueous state  solution  dissolved in water"}
{"text": "2X l  2e  X l for cations from molten electrolytes"}
{"text": "The neutral atoms molecules form the products of electrolysis at the cathode This is called discharge at cathode"}
{"text": "11 The below set up shows an electrolytic cell"}
{"text": "12 For a compound salt containing only two ionbinary salt the products of electrolysis in an electrolytic cell can be determined as in the below examples"}
{"text": "a To determine the products of electrolysis of molten Lead II chloride"}
{"text": "iDecomposition of electrolyte into free ions"}
{"text": "PbCl2 l  Pb 2 l  2Cll"}
{"text": "Compound decomposed into free cation and anion in liquid state"}
{"text": "iiAt the cathodenegative electrode"}
{"text": "Pb 2 l  2e  Pb l"}
{"text": "Cation  Pb 2 gains  accepts  acquires electrons to form free atom"}
{"text": "iiiAt the anodepositive electrode"}
{"text": "2Cll  Cl2 g  2e"}
{"text": "Anion  Cl donatelose electrons to form free atom then a gas molecule"}
{"text": "ivProducts of electrolysis therefore are"}
{"text": "I At the cathode grey beads solid lead metal"}
{"text": "IIAt the anode pale green chlorine gas"}
{"text": "b To determine the products of electrolysis of molten Zinc bromide"}
{"text": "iDecomposition of electrolyte into free ions"}
{"text": "ZnBr2 l  Zn 2 l  2Brl"}
{"text": "Compound decomposed into free cation and anion in liquid state"}
{"text": "iiAt the cathodenegative electrode"}
{"text": "Zn 2 l  2e  Zn l"}
{"text": "Cation  Zn2 gains  accepts  acquires electrons to form free atom"}
{"text": "iiiAt the anodepositive electrode"}
{"text": "2Brl  Br2 g  2e"}
{"text": "Anion  Br donatelose electrons to form free atom then a liquid molecule which change to gas on heating"}
{"text": "ivProducts of electrolysis therefore are"}
{"text": "I At the cathode grey beads solid Zinc metal"}
{"text": "IIAt the anode red bromine liquid  redbrown bromine gas"}
{"text": "c To determine the products of electrolysis of molten sodium chloride"}
{"text": "iDecomposition of electrolyte into free ions"}
{"text": "NaCl l  Na l  Cll"}
{"text": "Compound decomposed into free cation and anion in liquid state"}
{"text": "iiAt the cathodenegative electrode"}
{"text": "2Na l  2e  Na l"}
{"text": "Cation  Na gains  accepts  acquires electrons to form free atom"}
{"text": "iiiAt the anodepositive electrode"}
{"text": "2Cll  Cl2 g  2e"}
{"text": "Anion  Cl donatelose electrons to form free atom then a gas molecule"}
{"text": "ivProducts of electrolysis therefore are"}
{"text": "I At the cathode grey beads solid sodium metal"}
{"text": "IIAt the anode pale green chlorine gas"}
{"text": "d To determine the products of electrolysis of molten Aluminum III oxide"}
{"text": "iDecomposition of electrolyte into free ions"}
{"text": "Al2O3 l  2Al 3 l  3O2l"}
{"text": "Compound decomposed into free cation and anion in liquid state"}
{"text": "iiAt the cathodenegative electrode"}
{"text": "4Al 3 l  12e  4Al l"}
{"text": "Cation  Al 3 gains  accepts  acquires electrons to form free atom"}
{"text": "iiiAt the anodepositive electrode"}
{"text": "6O2l  3O2 g  12e"}
{"text": "Anion 6O2 donatelose 12 electrons to form free atom then three gas molecule"}
{"text": "ivProducts of electrolysis therefore are"}
{"text": "I At the cathode grey beads solid aluminum metal"}
{"text": "IIAt the anode colourless gas that relightsrekindles glowing splint"}
{"text": "13 In industries electrolysis has the following usesapplications"}
{"text": "aExtraction of reactive metals from their ores"}
{"text": "Potassium sodium magnesium and aluminum are extracted from their ores using electrolytic methods"}
{"text": "bPurifying copper after extraction from copper pyrites ores"}
{"text": "Copper obtained from copper pyrites ores is not pure After extraction the copper is refined by electrolyzing copper II sulphate VI solution using the impure copper as anode and a thin strip of pure copper as cathode Electrode ionization takes place there"}
{"text": "iAt the cathode Cu2 aq  2e  Cus Pure copper deposits on the strip"}
{"text": "iiAt the anode Cus Cu2 aq  2e impure copper erodesdissolves"}
{"text": "cElectroplating"}
{"text": "The label EPNS Electro Plated Nickel Silver on some steelmetallic utensils mean they are platedcoated with silver andor Nickel to improve their appearance add their aesthetic value and preventslow corrosionrusting of iron Electroplating is the process of coating a metal with another metal using an electric current During electroplating the cathode is made of the metal to be coatedimpure"}
{"text": "Example"}
{"text": "During the electroplating of a spoon with silver"}
{"text": "i The spoonimpure is placed as the cathode negative terminal of battery"}
{"text": "ii The pure silver is placed as the anode positive terminal of battery"}
{"text": "iii The pure silver erodesionizesdissociates to release electrons"}
{"text": "Ags Ag aq  e impure silver erodesdissolves"}
{"text": "iv silver Agions from electrolyte gain electrons to form pure silver deposits  coat cover the spoonimpure"}
{"text": "Ag aq  e Ags pure silver deposits coatcover on spoon"}
{"text": "CHEMICAL BONDING AND STRUCTURE"}
{"text": "CHEMICAL BONDING"}
{"text": "A chemical bond is formed when atoms of the same or different elements share gain donate or delocalize their outer energy level electrons to combine during chemical reactions in order to be stable"}
{"text": "Atoms have equal number of negatively charged electrons in the energy levels and positively charged protons in the nucleus"}
{"text": "Atoms are chemically stable if they have filled outer energy level An energy level is full if it has duplet 2 or octet 8 state in outer energy level"}
{"text": "Noble gases have duplet octet All other atoms try to be like noble gases through chemical reactions and forming molecules"}
{"text": "Only electrons in the outer energy level take part in formation of a chemical bond There are three main types of chemical bonds formed by atoms"}
{"text": "i Covalent bond"}
{"text": "ii ionicelectrovalent bond"}
{"text": "iii Metallic bond"}
{"text": "iCOVALENT BOND"}
{"text": "A covalent bond is formed when atoms of the same or different element share some or all the outer energy level electrons to combine during chemical reactions in order to attain duplet or octet"}
{"text": "A shared pair of electrons is attracted by the nucleus protons of the two atoms sharing"}
{"text": "Covalent bonds are mainly formed by nonmetals to form molecules A molecule is a group of atoms of the same or different elements held together by a covalent bond The number of atoms making a molecule is called atomicity Noble gases are monatomic because they are stable and thus do not bond with each other or other atoms Most other gases are diatomic"}
{"text": "The more the number of electrons shared the stronger the covalent bond"}
{"text": "A pair of electrons that do not take part in the formation of a covalent bond is called a lone pair of electrons"}
{"text": "Mathematically the number of electrons to be shared by an atom is equal to the number of electrons remaining for the atom to be stableattain dupletoctet have maximum electrons in outer energy level"}
{"text": "The following diagrams illustrate the formation of covalent bonds"}
{"text": "a Hydrogen molecule is made up of two hydrogen atoms in the outer energy level each requiring one electron to have a stable duplet"}
{"text": "To show the formation of covalent bonding in the molecule then the following datainformation is required"}
{"text": "Symbol of atomelement taking part in bonding H H"}
{"text": "Number of protonselectrons 1 1"}
{"text": "Electron configurationstructure 1 1"}
{"text": "Number of electron in outer energy level 1 1"}
{"text": "Number of electrons remaining to be stableshared 1 1"}
{"text": "Number of electrons not shared lone pairs 0 0"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "H H"}
{"text": "Note"}
{"text": "After bonding the following intermolecular forces exist"}
{"text": "i The attraction of the shared electrons by both nucleus protons of the atoms"}
{"text": "ii The repulsion of the nucleus of one atom on the other"}
{"text": "iii Balance of the attraction and repulsion is maintained insideintermolecularwithin the molecule as follows"}
{"text": "E1"}
{"text": "P1 P1"}
{"text": "E1"}
{"text": "ivProtons P1 from nucleus of atom 1 repel protons P2 from nucleus of atom 2"}
{"text": "vElectron E1 in the energy levels of atom 1 repel electron E2 in the energy levels of atom 2"}
{"text": "vi Protons P1 from nucleus of atom 1 attract electron E2 in the energy levels of atom 2"}
{"text": "vii protons P2 from nucleus of atom 2 attract electron E2 in the energy levels of atom 2"}
{"text": "b Fluorine chlorine bromine and iodine molecules are made up also of two atoms sharing the outer energy level electrons to have a stable octet"}
{"text": "To show the formation of covalent bonding in the molecule then the following datainformation is required"}
{"text": "i Fluorine"}
{"text": "Symbol of atomelement taking part in bonding F F"}
{"text": "Number of protonselectrons 9 9"}
{"text": "Electron configurationstructure 27 27"}
{"text": "Number of electron in outer energy level 7 7"}
{"text": "Number of electrons remaining to be stableshared 1 1"}
{"text": "Number of outer electrons not shared 3lone pairs 6 6"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "ii Chlorine"}
{"text": "Symbol of atomelement taking part in bonding Cl Cl"}
{"text": "Number of protonselectrons 17 17"}
{"text": "Electron configurationstructure 287 287"}
{"text": "Number of electron in outer energy level 7 7"}
{"text": "Number of electrons remaining to be stableshared 1 1"}
{"text": "Number of outer electrons not shared 3lone pairs 6 6"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "iii Bromine"}
{"text": "Symbol of atomelement taking part in bonding Br Br"}
{"text": "Number of protonselectrons 35 35"}
{"text": "Electron configurationstructure 28187 28187"}
{"text": "Number of electron in outer energy level 7 7"}
{"text": "Number of electrons remaining to be stableshared 1 1"}
{"text": "Number of outer electrons not shared 3lone pairs 6 6"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "iv Iodine"}
{"text": "Symbol of atomelement taking part in bonding I I"}
{"text": "Number of protonselectrons 53 53"}
{"text": "Electron configurationstructure 2818187"}
{"text": "Number of electron in outer energy level 7 7"}
{"text": "Number of electrons remaining to be stableshared 1 1"}
{"text": "Number of outer electrons not shared 3lone pairs 6 6"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "c Oxygen molecule is made up of two atoms sharing each two outer energy level electrons to have a stable octet as shown below"}
{"text": "Symbol of atomelement taking part in bonding O O"}
{"text": "Number of protonselectrons 8 8"}
{"text": "Electron configurationstructure 26 26"}
{"text": "Number of electron in outer energy level 6 6"}
{"text": "Number of electrons remaining to be stableshared 2 2"}
{"text": "Number of outer electrons not shared 2lone pairs 4 4"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "d Nitrogen and phosphorus molecule is made up of two atoms sharing each three outer energy level electrons to have a stable octet as shown below"}
{"text": "i Nitrogen"}
{"text": "Symbol of atomelement taking part in bonding N N"}
{"text": "Number of protonselectrons 7 7"}
{"text": "Electron configurationstructure 25 25"}
{"text": "Number of electron in outer energy level 5 5"}
{"text": "Number of electrons remaining to be stableshared 3 3"}
{"text": "Number of outer electrons not shared 3lone pairs 2 2"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "ii Phosphorus"}
{"text": "Symbol of atomelement taking part in bonding P P"}
{"text": "Number of protonselectrons 15 15"}
{"text": "Electron configurationstructure 285 285"}
{"text": "Number of electron in outer energy level 5 5"}
{"text": "Number of electrons remaining to be stableshared 3 3"}
{"text": "Number of outer electrons not shared 3lone pairs 2 2"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "e Water molecule is made up of hydrogen and oxygen Hydrogen requires sharing one electron with oxygen to be stableattain duplet Oxygen requires to share two electrons to be stableattain octet Two hydrogen atoms share with one oxygen atom for both to be stable as shown below"}
{"text": "Symbol of atomselements taking part in bonding O H"}
{"text": "Number of protonselectrons 8 1"}
{"text": "Electron configurationstructure 26 1"}
{"text": "Number of electron in outer energy level 6 1"}
{"text": "Number of electrons remaining to be stableshared 2 1"}
{"text": "Number of electrons not shared 2Oxygen lone pairs 4 0"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "f Ammonia molecule is made up of Hydrogen and Nitrogen Hydrogen requires sharing one electron with Nitrogen to be stableattain duplet Nitrogen requires to share three electrons to be stableattain octet Three hydrogen atoms share with one nitrogen atom for both to be stable as shown below"}
{"text": "Symbol of atomselements taking part in bonding N H"}
{"text": "Number of protonselectrons 7 1"}
{"text": "Electron configurationstructure 25 1"}
{"text": "Number of electron in outer energy level 5 1"}
{"text": "Number of electrons remaining to be stableshared 3 1"}
{"text": "Number of electrons not shared 1Nitrogen lone pairs 2 0"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "g Carbon IV oxide molecule is made up of carbon and oxygen Carbon requires to share four electrons with oxygen to be stableattain octet Oxygen requires to share two electrons to be stableattain octet Two oxygen atoms share with one carbon atom for both to be stable as shown below"}
{"text": "Symbol of atomselements taking part in bonding O C"}
{"text": "Number of protonselectrons 8 6"}
{"text": "Electron configurationstructure 26 24"}
{"text": "Number of electron in outer energy level 6 4"}
{"text": "Number of electrons remaining to be stableshared 2 4"}
{"text": "2lone pairs from each Oxygen atom 2 0"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "h Methane molecule is made up of hydrogen and carbon Hydrogen requires sharing one electron with carbon to be stableattain duplet Carbon requires sharing four electrons to be stableattain octet Four hydrogen atoms share with one carbon atom for both to be stable as shown below"}
{"text": "Symbol of atomselements taking part in bonding C H"}
{"text": "Number of protonselectrons 6 1"}
{"text": "Electron configurationstructure 24 1"}
{"text": "Number of electron in outer energy level 4 1"}
{"text": "Number of electrons remaining to be stableshared 4 1"}
{"text": "Number of electrons not shared  No lone pairs 0 0"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "i Tetrachloromethane molecule is made up of chlorine and carbon Chlorine requires sharing one electron with carbon to be stableattain octet Carbon requires sharing four electrons to be stableattain octet Four chlorine atoms share with one carbon atom for both to be stable as shown below"}
{"text": "Symbol of atomselements taking part in bonding C Cl"}
{"text": "Number of protonselectrons 6 17"}
{"text": "Electron configurationstructure 24 287"}
{"text": "Number of electron in outer energy level 4 7"}
{"text": "Number of electrons remaining to be stableshared 4 1"}
{"text": "3lone pairs from each Chlorine atom 24 electrons 0 6"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "j Ethane molecule is made up of six hydrogen and two carbon atoms Hydrogen requires to share one electron with carbon to be stableattain duplet Carbon requires to share four electrons to be stableattain octet Three hydrogen atoms share with one carbon atom while another three hydrogen atoms share with a different carbon atom The two carbon atoms bond by sharing a pair of the remaining electrons as shown below"}
{"text": "Symbol of atomselements taking part in bonding C H"}
{"text": "Number of protonselectrons 6 1"}
{"text": "Electron configurationstructure 24 1"}
{"text": "Number of electron in outer energy level 4 1"}
{"text": "Number of electrons remaining to be stableshared 4 1"}
{"text": "Number of electrons not shared No lone pairs 0 0"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "k Ethene molecule is made up of four hydrogen and two carbon atoms Hydrogen requires to share one electron with carbon to be stableattain duplet Carbon requires to share four electrons to be stableattain octet Two hydrogen atoms share with one carbon atom while another two hydrogen atoms share with a different carbon atom The two carbon atoms bond by sharing two pairs of the remaining electrons as shown below"}
{"text": "Symbol of atomselements taking part in bonding C H"}
{"text": "Number of protonselectrons 6 1"}
{"text": "Electron configurationstructure 24 1"}
{"text": "Number of electron in outer energy level 4 1"}
{"text": "Number of electrons remaining to be stableshared 4 1"}
{"text": "Number of electrons not shared No lone pairs 0 0"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "l Ethyne molecule is made up of two hydrogen and two carbon atoms Hydrogen requires to share one electron with carbon to be stableattain duplet Carbon requires to share four electrons to be stableattain octet One hydrogen atoms share with one carbon atom while another hydrogen atoms share with a different carbon atom The two carbon atoms bond by sharing three pairs of the remaining electrons as shown below"}
{"text": "Symbol of atomselements taking part in bonding C H"}
{"text": "Number of protonselectrons 6 1"}
{"text": "Electron configurationstructure 24 1"}
{"text": "Number of electron in outer energy level 4 1"}
{"text": "Number of electrons remaining to be stableshared 4 1"}
{"text": "Number of electrons not shared No lone pairs 0 0"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "j Ethanol molecule is made up of six hydrogen one Oxygen atom two carbon atoms"}
{"text": "Five Hydrogen atoms share their one electron each with carbon to be stableattain duplet One Hydrogen atoms share one electron with Oxygen for both to attain dupletoctet"}
{"text": "Each Carbon uses four electrons to share with Oand Hattains octetduplet"}
{"text": "NB Oxygen has two lone pairs"}
{"text": "j Ethanoic molecule is made up of four hydrogen two Oxygen atom two carbon atoms"}
{"text": "Three Hydrogen atoms share their one electron each with carbon to be stableattain duplet One Hydrogen atoms share one electron with Oxygen for both to attain dupletoctet"}
{"text": "Each Carbon uses four electrons to share with Oand Hattains octetduplet"}
{"text": "NB Each Oxygen atom has two lone pairs"}
{"text": "By convention as a rule a"}
{"text": "i Single covalent bond made up of two shared a pair electrons is represented by a dash"}
{"text": "ii Double covalent bond made up of four shared two pairs electrons is represented by a double dash"}
{"text": "iii Triple covalent bond made up of six shared three pairs electrons is represented by a triple dash"}
{"text": "The representation below show the molecules covered in a to k above"}
{"text": "Hydrogen moleculeH2 HH"}
{"text": "Fluorine moleculeF2 FF"}
{"text": "Chlorine moleculeCl2 ClCl"}
{"text": "Bromine moleculeBr2 BrBr"}
{"text": "Iodine moleculeI2 II"}
{"text": "Oxygen moleculeO2 OO"}
{"text": "Nitrogen moleculeN2 NN"}
{"text": "Phosphorus moleculeP2 PP"}
{"text": "Water molecule H2O HOH"}
{"text": "j Ammonia moleculeNH3 HNH"}
{"text": "H"}
{"text": "k Carbon IV oxide molecule CO2 OCO"}
{"text": "H"}
{"text": "l Methane molecule CH4 HCH"}
{"text": "H"}
{"text": "Cl"}
{"text": "m Tetrachloromethane molecule CCl4 ClCCl"}
{"text": "Cl"}
{"text": "H H"}
{"text": "n Ethane molecule C2H6 HCCH"}
{"text": "H H"}
{"text": "p Ethene molecule C2H4 HCCH"}
{"text": "H H"}
{"text": "q Ethyne molecule C2H6 HCCH"}
{"text": "Dative coordinate bond"}
{"text": "A dativecoordinate bond is a covalent bond formed when a lone pair of electrons is donated then shared to an electrondeficient speciesionatom"}
{"text": "During dativecoordinate bonding all the shared pair of electrons are donated by one of the combiningbonding species ionatom"}
{"text": "Like covalent bonding coordinate dative bond is mainly formed by nonmetals"}
{"text": "Illustration of coordinate dative bond"}
{"text": "a Ammonium ion NH4"}
{"text": "The ammonium ion is made up of ammonia NH3 molecule and hydrogen H ion H ion has no electrons NH3 is made up of covalent bonding from Nitrogen and Hydrogen One lone pair of electrons is present in Nitrogen atom after the bonding This lone pair is donated and shared with an electrondeficient H ion"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "b Phosphine ion PH4"}
{"text": "The Phosphine ion is made up of Phosphine NH3 molecule and hydrogen H ion H ion has no electrons PH3 is made up of covalent bonding from Phosphorus and Hydrogen One lone pair of electrons is present in Phosphorus atom After the bonding this lone pair is donated and shared with the electrondeficient H ion"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "c Hydroxonium H3O ion"}
{"text": "The hydroxonium ion is made up of water H2O molecule and hydrogen H ion H ion has no electrons The H2O molecule is made up of covalent bonding from Oxygen and Hydrogen One lone pair of electrons out of the two present in Oxygen atom after the bonding is donated and shared with the electrondeficient H ion"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "d Carbon II oxide CO"}
{"text": "Carbon II oxide is made up of carbon and Oxygen atoms sharing each two outer electron and not sharing each two electrons Oxygen with an extra lone pair of electrons donates and share with the carbon atom for both to be stable"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "e Aluminum III chloride AlCl3Al2Cl6"}
{"text": "Aluminum III chloride is made up of aluminum and chlorine One aluminum atom shares its outer electrons with three separate chlorine atoms All chlorine atoms attain stable octet but aluminum does not Another molecule of aluminum chloride shares its chlorine lone pair of electrons with the aluminum atom for both to be stable This type of bond exists only in vapour phase after aluminum chloride sublimes"}
{"text": "Diagram method 1"}
{"text": "Diagram method 2"}
{"text": "A dativecoordinate bond is by convention represented by an arrow  heading from the donor of the shared pair of electrons"}
{"text": "Below is the representation of molecules in the above examples"}
{"text": "a Ammonium ion"}
{"text": "H"}
{"text": "H NH"}
{"text": "H"}
{"text": "b Phosphine ion H"}
{"text": "H PH"}
{"text": "H"}
{"text": "c Hydroxonium ion"}
{"text": "H OH"}
{"text": "H"}
{"text": "d Carbon II oxide OC"}
{"text": "d Aluminum III chloride Cl Cl Cl"}
{"text": "Al Al"}
{"text": "Cl Cl Cl"}
{"text": "iiIONICELECTROVALENT BOND"}
{"text": "An ionicelectrovalent bond is extreme of a covalent bond"}
{"text": "During ionicelectrovalent bonding there is complete transfer of valence electrons to one electronegative atom from an electropositive atom"}
{"text": "All metals are electropositive and easilyreadily donatelose their valence electrons"}
{"text": "All nonmetals are electronegative and easilyreadily gainacquire extra electrons"}
{"text": "Ionicelectrovalent bonding therefore mainly involves transfer of electrons from metalmetallic radical to nonmetallic radical"}
{"text": "When an electropositive atom donates loses the valence electrons it forms a positively charged cation to attain stable octetduplet"}
{"text": "When an electronegative atom gains acquires extra valence electrons it forms a negatively charged anion to attain stable octetduplet"}
{"text": "The electrostatic attraction force between the stable positively charged cation and the stable negatively charged anion with opposite charges constitute the ionic bond"}
{"text": "Like in covalentdativecoordinate bonding only the outer energy level electrons take part in the formation of ionicelectrovalent bond"}
{"text": "Like in covalentdativecoordinate bonding the more electrons taking part  involved in the formation of ionicelectrovalent bond the stronger the ionic electrovalent bond Illustration of ionic electrovalent bond"}
{"text": "a Sodium chloride NaCl"}
{"text": "Sodium chloride NaCl is formed when a sodium atom donates its outer valence electrons to chlorine atom for both to attain stable octet"}
{"text": "Symbol of atomselements taking part in bonding Na Cl"}
{"text": "Number of protonselectrons 11 17"}
{"text": "Electron configurationstructure 281 287"}
{"text": "Number of electron in outer energy level 11 7"}
{"text": "Number of electrons donated and gained to be stable 1 1"}
{"text": "New electron configurationstructure 28 28"}
{"text": "Symbol of cationanion after bonding Na Cl"}
{"text": "Diagram"}
{"text": "b Magnesium chloride MgCl2"}
{"text": "Magnesium chloride MgCl2 is formed when a magnesium atom donate its two outer valence electrons to chlorine atoms Two chlorine atoms are required to gain each one electron All the ions cations and anions attain stable octet"}
{"text": "Symbol of atomselements taking part in bonding Mg Cl"}
{"text": "Number of protonselectrons 11 17"}
{"text": "Electron configurationstructure 282 287"}
{"text": "Number of electron in outer energy level 2 7"}
{"text": "Number of electrons donated and gained to be stable 2 1"}
{"text": "New electron configurationstructure 28 28"}
{"text": "Symbol of cationanion after bonding Mg2 Cl"}
{"text": "Diagram"}
{"text": "c Lithium oxide Li2O"}
{"text": "Lithium oxide Li2O is formed when a Lithium atom donate its outer valence electrons to Oxygen atom Two Lithium atoms are required to donatelose each one electron and attain stable duplet Oxygen atom acquires the two electrons and attain stable octet"}
{"text": "Symbol of atomselements taking part in bonding Li O"}
{"text": "Number of protonselectrons 3 8"}
{"text": "Electron configurationstructure 21 26"}
{"text": "Number of electron in outer energy level 1 6"}
{"text": "Number of electrons donated and gained to be stable 1 2"}
{"text": "New electron configurationstructure 2 28"}
{"text": "Symbol of cationanion after bonding Li O2"}
{"text": "Diagram"}
{"text": "d Aluminum III oxide Al2O3"}
{"text": "Aluminum III oxide Al2O3 is formed when a Aluminum atom donate its three outer valence electrons to Oxygen atom Two Aluminum atoms are required to donatelose each three electron and attain stable octet Three Oxygen atoms gain acquire the six electrons and attain stable octet"}
{"text": "Symbol of atomselements taking part in bonding Al O"}
{"text": "Number of protonselectrons 13 8"}
{"text": "Electron configurationstructure 283 26"}
{"text": "Number of electron in outer energy level 3 6"}
{"text": "Number of electrons donated and gained to be stable 3 2"}
{"text": "New electron configurationstructure 28 28"}
{"text": "Symbol of cationanion after bonding Al3 O2"}
{"text": "Diagram"}
{"text": "e Calcium oxide CaO"}
{"text": "Calcium oxide CaO is formed when a Calcium atom donate its two outer valence electrons to Oxygen atom Both attain stable octet"}
{"text": "Symbol of atomselements taking part in bonding Ca O"}
{"text": "Number of protonselectrons 20 8"}
{"text": "Electron configurationstructure 2882 26"}
{"text": "Number of electron in outer energy level 2 6"}
{"text": "Number of electrons donated and gained to be stable 2 2"}
{"text": "New electron configurationstructure 288 28"}
{"text": "Symbol of cationanion after bonding Ca2 O2"}
{"text": "Diagram"}
{"text": "Some compounds can be formed from ionicelectrovalent covalent and dativecoordinate bonding within their atomsmolecules"}
{"text": "a Formation of ammonium chloride"}
{"text": "Ammonium chloride is formed from the reaction of ammonia gas and hydrogen chloride gas Both ammonia and hydrogen chloride gas are formed from covalent bonding During the reaction of ammonia and hydrogen chloride gas to form Ammonium chloride"}
{"text": "ammonia forms a dativecoordinate bond with electron deficient H ion from Hydrogen chloride to form ammonium ionNH4ion"}
{"text": "the chloride ion Cl and ammonium ionNH4ion bond through ionic  electrovalent bond from the electrostatic attraction between the oppositeunlike charges"}
{"text": "Diagram"}
{"text": "b Dissolutiondissolving of hydrogen chloride"}
{"text": "Hydrogen chloride is formed when hydrogen and chlorine atoms form a covalent bond Water is formed when hydrogen and Oxygen atoms also form a covalent bond When hydrogen chloride gas is dissolved in water"}
{"text": "water molecules forms a dativecoordinate bond with electron deficient H ion from Hydrogen chloride to form hydroxonium ionH3Oion"}
{"text": "the chloride ion Cl and hydroxonium ionH3Oion bond through ionic  electrovalent bond from the electrostatic attraction between the oppositeunlike charges"}
{"text": "Diagram"}
{"text": "c Dissolutiondissolving of ammonia gas"}
{"text": "Ammonia gas is formed when hydrogen and Nitrogen atoms form a covalent bond Water is formed when hydrogen and Oxygen atoms also form a covalent bond When Ammonia gas is dissolved in water"}
{"text": "ammonia forms a dativecoordinate bond with electron deficient H ion from a water molecule to form ammonium ionNH4ion"}
{"text": "the hydroxide ion OH and ammonium ionNH4ion bond through ionic  electrovalent bond from the electrostatic attraction between the oppositeunlike charges"}
{"text": "Diagram"}
{"text": "iiiMETALLIC BOND"}
{"text": "A metallic bond is formed when metallic atoms delocalize their outer electrons in order to be stable"}
{"text": "Metals delocalize their outer electrons to form positively charged cation"}
{"text": "The electrostatic attraction force between the metallic cation and the negatively charged electrons constitute the metallic bond"}
{"text": "The more delocalized electrons the stronger the metallic bond"}
{"text": "Illustration of ionic electrovalent bond"}
{"text": "a Sodium Na is made of one valence electron The electron is donated to form Na ion The electron is delocalized free within many sodium ions"}
{"text": "Symbol of atomselements taking part in bonding Na Na Na"}
{"text": "Number of protonselectrons 11 11 11"}
{"text": "Electron configurationstructure 281 281 281"}
{"text": "Number of electron in outer energy level 1 1 1"}
{"text": "Number of electrons delocalizedfree within 1 1 1"}
{"text": "New electron configurationstructure 28 28 28"}
{"text": "Symbol of cation after metallic bonding Na Na Na"}
{"text": "Diagram"}
{"text": "threeMetallic cations attract"}
{"text": "three freedelocalized electrons"}
{"text": "b Aluminium Al is made of three valence electron The three electrons are donated to form Al3 ion The electrons are delocalized free within many aluminium ions"}
{"text": "Symbol of atomselements taking part in bonding Al Al Al"}
{"text": "Number of protonselectrons 13 13 13"}
{"text": "Electron configurationstructure 283 283 283"}
{"text": "Number of electron in outer energy level 3 3 3"}
{"text": "Number of electrons delocalizedfree within 3 3 3"}
{"text": "New electron configurationstructure 28 28 28"}
{"text": "Symbol of cation after metallic bonding Al3 Al3 Al3"}
{"text": "Diagram"}
{"text": "threeMetallic cations attract"}
{"text": "nine freedelocalized electrons"}
{"text": "cCalcium Ca is made of two valence electronThe two electrons are donated to form Ca2 ionThe electrons are delocalized free within many Calcium ions"}
{"text": "Symbol of atomselements taking part in bonding Ca Ca Ca"}
{"text": "Number of protonselectrons 20 20 20"}
{"text": "Electron configurationstructure 2882 2882 2882"}
{"text": "Number of electron in outer energy level 2 2 2"}
{"text": "Number of electrons delocalizedfree within 2 2 2"}
{"text": "New electron configurationstructure 288 288 288"}
{"text": "Symbol of cation after metallic bonding Ca2 Ca2 Ca2"}
{"text": "Diagram"}
{"text": "threeMetallic cations attract"}
{"text": "six freedelocalized electrons"}
{"text": "d Magnesium Mg is made of two valence electron The two electrons are donated to form Mg2ionThe electrons are delocalized free within many Magnesium ions"}
{"text": "Symbol of atomselements taking part in bonding Mg Mg"}
{"text": "Number of protonselectrons 12 12"}
{"text": "Electron configurationstructure 282 282"}
{"text": "Number of electron in outer energy level 2 2"}
{"text": "Number of electrons delocalizedfree within 2 2"}
{"text": "New electron configurationstructure 28 28"}
{"text": "Symbol of cation after metallic bonding Mg2 Mg2"}
{"text": "Diagram"}
{"text": "twoMetallic cations attract"}
{"text": "four freedelocalized electrons"}
{"text": "eLithium Li is made of one valence electron The electron is donated to form Li ion The electron is delocalized free within many Lithium ionsie"}
{"text": "Symbol of atomselements taking part in bonding Li Li Li Li"}
{"text": "Number of protonselectrons 3 3 3 3"}
{"text": "Electron configurationstructure 21 21 21 21"}
{"text": "Number of electron in outer energy level 1 1 1 1"}
{"text": "Number of electrons delocalizedfree within 1 1 1 1"}
{"text": "New electron configurationstructure 21 21 21 21"}
{"text": "Symbol of cation after metallic bonding Li Li Li Li"}
{"text": "Diagram"}
{"text": "fourMetallic cations attract"}
{"text": "four freedelocalized electrons"}
{"text": "BCHEMICAL STRUCTURE"}
{"text": "Chemical structure is the patternarrangement of atoms after they have bonded There are two main types of chemical structures"}
{"text": "i Simple molecular structure"}
{"text": "ii Giant structures"}
{"text": "iSimple molecular structure"}
{"text": "Simple molecular structure is the pattern formed after atoms of nonmetals have covalently bonded to form simple molecules"}
{"text": "Molecules are made of atoms joined together by weak intermolecular forces called Vanderwaals forcesThe Vanderwaals forces hold the molecules together while the covalent bonds hold the atoms in the molecule"}
{"text": "Illustration of simple molecular structure"}
{"text": "aHydrogen moleculeH2"}
{"text": "Hydrogen gas is made up of strong covalent bondsintramolecular forces between each hydrogen atom making the molecule Each molecule is joined to another by weak Vanderwaals forces intermolecular forces"}
{"text": "Illustration of simple molecular structure"}
{"text": "aHydrogen moleculeH2"}
{"text": "Hydrogen gas is made up of strong covalent bondsintramolecular forces between each hydrogen atom making the molecule Each molecule is joined to another by weak Vanderwaals forces intermolecular forces"}
{"text": "bOxygen moleculeO2"}
{"text": "Oxygen gas is made up of strong covalent bondsintramolecular forces between each Oxygen atom making the molecule Each molecule is joined to another by weak Vanderwaals forces intermolecular forces"}
{"text": "Strong intramolecular forcescovalent bond"}
{"text": "OO OO OO OO"}
{"text": "weak intermolecular"}
{"text": "OO OO OO OO forcesvanderwaals forces"}
{"text": "c Iodine moleculeI2"}
{"text": "Iodine solid crystals are made up of strong covalent bondsintramolecular forces between each iodine atom making the molecule Each molecule is joined to another by weak Vanderwaals forces intermolecular forces"}
{"text": "Strong intramolecular forcescovalent bond"}
{"text": "I I I  I I  I I  I"}
{"text": "weak intermolecular"}
{"text": "I  I I  I I  I I  I forcesvanderwaals forces"}
{"text": "dCarbonIV oxide moleculeCO2"}
{"text": "Carbon IV oxide gas molecule is made up of strong covalent bondsintramolecular forces between each Carbon and oxygen atoms making the molecule Each molecule is joined to another by weak Vanderwaals forces intermolecular forces"}
{"text": "Strong intramolecular forcescovalent bond"}
{"text": "OCO OCO OCO"}
{"text": "weak intermolecular"}
{"text": "OCO OCO OCO forcesvanderwaals forces"}
{"text": "The following are the main characteristic properties of simple molecular structured compounds"}
{"text": "aState"}
{"text": "Most simple molecular substances are gases liquid or liquids or solid that sublimes or has low boilingmelting points at room temperature 25oC and pressure atmospheric pressure"}
{"text": "Examples of simple molecular substances include"}
{"text": "all gases eg Hydrogen oxygen nitrogen carbon IV oxide"}
{"text": "Petroleum fractions eg Petrol paraffin diesel wax"}
{"text": "Solid nonmetals eg Sulphur Iodine"}
{"text": "Water"}
{"text": "b Low meltingboiling points"}
{"text": "Melting is the process of weakening the intermolecular vanderwaal forces of attraction between the molecules that holding the substancecompound"}
{"text": "Note"}
{"text": "iMelting and boiling does not involve weakeningbreaking the strong intramolecular forcecovalent bonds holding the atoms in the molecule"}
{"text": "ii Melting and boiling points increase with increase in atomic radiussize of the atoms making the molecule as the intermolecular forces  vanderwaal forces of attraction between the molecules increase eg"}
{"text": "Iodine has a higher meltingboiling point than chlorine because it has a higher bigger atomic radiussize than chlorine making the molecule to have stronger intermolecular force vanderwaal forces of attraction between the molecules than chlorine Iodine is hence a solid and chlorine is a gas"}
{"text": "cInsoluble in watersoluble in organic solvents"}
{"text": "Polar substances dissolve in polar solvents Water is a polar solvent Molecular substances do not thus dissolve in water because they are nonpolar They dissolve in nonpolar solvents like methylbenzene benzene tetrachloromethane or propanone"}
{"text": "d Poor conductors of heat and electricity"}
{"text": "Substances with free mobile ions or free mobiledelocalized electrons conduct electricity Molecular substances are poor conductors of heatelectricity because their molecules have no free mobile ionselectrons This makes them very good insulators Hydrogen bonds"}
{"text": "A hydrogen bond is an intermolecular force of attraction in which a very electronegative atom attracts hydrogen atom of another molecule"}
{"text": "The most electronegative elements are Fluorine Oxygen and Nitrogen Molecular compounds made up of these elements usually have hydrogen bonds"}
{"text": "Hydrogen bonds are stronger than vanderwaals forces but weaker than covalent bonds Molecular compounds with hydrogen bonds thus have higher meltingboiling points than those with vanderwaals forces"}
{"text": "Illustration of Hydrogen bonding"}
{"text": "aWater molecule"}
{"text": "During formation of covalent bond the oxygen atom attractpull the shared electrons more to itself than Hydrogen creating partial negative chargesin Oxygen and partial positive chargesin Hydrogen"}
{"text": "Two molecules attract each other at the partial charges through Hydrogen bonding"}
{"text": "The hydrogen bonding in water makes it"}
{"text": "ia liquid with higher boiling and melting point than simple molecular substances with higher molecular mass eg Hydrogen sulphide as in the table below"}
{"text": "Influence of Hbond in water H2O in comparison to H2S"}
{"text": "iihave higher volume in solid ice than liquid water and thus ice is less dense than water Ice therefore floats above liquid water"}
{"text": "bEthanol molecule"}
{"text": "Like in water the oxygen atom attractspulls the shared electrons in the covalent bond more to itself than Hydrogen"}
{"text": "This creates a partial negative charge  on oxygen and partial positive charge on hydrogen"}
{"text": "Two ethanol molecules attract each other at the partial charges through Hydrogen bonding forming a dimmer"}
{"text": "A dimmer is a molecule formed when two molecules join together as below"}
{"text": "Hydrogen bonds covalent bonds"}
{"text": "R1 O H  O"}
{"text": "H  R2"}
{"text": "R1 and R2 are extensions of the molecule"}
{"text": "For ethanol it is made up of CH3CH2  to make the structure"}
{"text": "Hydrogen bonds covalent bonds"}
{"text": "CH3CH2 O H  O"}
{"text": "H  CH2CH3"}
{"text": "bEthanoic acid molecule"}
{"text": "Like in water and ethanol above the oxygen atom attractspulls the shared electrons in the covalent bond in ethanoic acid more to itself than Hydrogen"}
{"text": "This creates a partial negative charge on oxygen and partial positive charge on hydrogen"}
{"text": "Two ethanoic acid molecules attract each other at the partial charges through Hydrogenbonding forming a dimer"}
{"text": "Hydrogen bonds covalent bonds"}
{"text": "R1 C O H  O"}
{"text": "O  H O  C R2"}
{"text": "R1 and 2 are extensions of the molecule"}
{"text": "For ethanoic acid the extension is made up of CH3  to make the structure"}
{"text": "Hydrogen bonds covalent bonds"}
{"text": "CH3 C O H  O"}
{"text": "O  H O  C CH3"}
{"text": "Ethanoic acid like ethanol exists as a dimer"}
{"text": "Ethanoic acid has a higher meltingboiling point than ethanol This is because ethanoic acid has twomore hydrogen bond than ethanol"}
{"text": "d Proteins and sugars in living things also have multiplecomplex hydrogen bonds in their structures"}
{"text": "ii Giant structure"}
{"text": "This is the pattern formed after substances atoms ions bond to form a long chain network"}
{"text": "Giant structures therefore extend in all directions to form a pattern that continues repeating itself"}
{"text": "There are three main giant structures"}
{"text": "a giant covalentatomic structure bgiant ionic structure"}
{"text": "cgiant metallic structure"}
{"text": "a giant covalentatomic structure"}
{"text": "Giant covalentatomic structure is the pattern formed after atoms have covalently bonded to form long chain pattern consisting of indefinite number of atoms covalently bonded together"}
{"text": "The strong covalent bonds hold all the atoms together to form a very well packed structure Examples of substances with giant covalentatomic structure include"}
{"text": "i carbondiamond"}
{"text": "ii carbongraphite"}
{"text": "iiisilicon"}
{"text": "iv siliconIV oxidesand"}
{"text": "Carbongraphite and carbondiamond are allotropes of carbon"}
{"text": "Allotropy is the existence of an element in more than one stable physical form at the same temperature and pressure"}
{"text": "Allotropes are atoms of the same element existing in more than one stable physical form at the same temperature and pressure"}
{"text": "Other elements that exhibitshow allotropy include"}
{"text": "Sulphur as monoclinic sulphur and rhombic sulphur"}
{"text": "Phosphorus as white phosphorus and red phosphorus"}
{"text": "The structure of carbondiamond"}
{"text": "Carbon has four valence electrons The four valence electrons are used to form covalent bonds During the formation of diamond one carbon atom covalently bond with four other carbon atoms"}
{"text": "C C"}
{"text": "x x"}
{"text": "x C x  C x C x C  C C C"}
{"text": "x x"}
{"text": "C C"}
{"text": "After the bonding the atoms rearrange to form a regular tetrahedral in which one carbon is in the centre while four are at the apexcorners"}
{"text": "C"}
{"text": "C"}
{"text": "C C"}
{"text": "C"}
{"text": "This pattern repeats itself to form a long chain number of atoms covalently bonded together indefinitely The pattern is therefore called giant tetrahedral structure It extends in all directions where one atom of carbon is always a centre of four others at the apexcorner of a regular tetrahedral"}
{"text": "C"}
{"text": "C"}
{"text": "C C"}
{"text": "C C"}
{"text": "C"}
{"text": "C"}
{"text": "The giant tetrahedral structure of carbondiamond is very wellclosely packed and joinedbonded together by strong covalent bond"}
{"text": "This makes carbondiamond to have the following properties"}
{"text": "a High meltingboiling point"}
{"text": "The giant tetrahedral structure is very well packed and joined together by strong covalent bonds"}
{"text": "This requires a lot of energyheat to weaken for the element to melt and break for the element to boil"}
{"text": "b High density"}
{"text": "Carbon diamond is the hardest known natural substance"}
{"text": "This is because the giant tetrahedral structure is a very well packed patternstructure and joined together by strong covalent bonds"}
{"text": "This makes Carbon diamond be used to make drill for drilling boreholesoil wells"}
{"text": "The giant tetrahedral structure of carbon diamond is a very closely packed pattern structure such that heat transfer by conduction is possible This makes carbon diamond a good thermal conductor"}
{"text": "c Poor conductor of electricity"}
{"text": "Carbondiamond has no freedelocalized electrons within its structure and thus do not conduct electricity"}
{"text": "d Insoluble in water"}
{"text": "Carbondiamond is insoluble in water because it is nonpolar and do not bond with water molecules"}
{"text": "e Is abrasiveRough"}
{"text": "The edges of the closely well packed patternstructure of Carbondiamond make its surface roughabrasive and thus able to smoothen cut metals and glass"}
{"text": "f Have characteristic luster"}
{"text": "Carbondiamond has a high optical dispersion and thus able to disperse light to different colours This makes Carbondiamond one of the most popular gemstone for making jewellery"}
{"text": "The structure of carbongraphite"}
{"text": "During the formation of graphite one carbon atom covalently bond with three other carbon atoms leaving one freedelocalized electron"}
{"text": "C C"}
{"text": "x x"}
{"text": "x C x  C x C x  C C x freedelocalized electron"}
{"text": "x x"}
{"text": "C C"}
{"text": "After the bonding the atoms rearrange and join together to form a regular hexagon in which six carbon atoms are at the apexcorners"}
{"text": "The regular hexagon is joined to another in layers on the same surface by vanderwaals forces"}
{"text": "Each layer extends to form a plane in all directions"}
{"text": "The fourth valence electron that does not form covalent bonding is freemobile delocalized within the layers"}
{"text": "This structurepattern is called giant hexagonal planar structure"}
{"text": "The giant hexagonal planar structure of carbongraphite is closely packed and joinedbonded together by strong covalent bonds This makes carbongraphite to have the following properties"}
{"text": "a High meltingboiling point"}
{"text": "The giant hexagonal planar structure of carbongraphite is well packed and joined together by strong covalent bonds"}
{"text": "This requires a lot of energyheat to weaken for the element to melt and break for the element to boil"}
{"text": "b Good conductor of electricity"}
{"text": "Carbongraphite has freedelocalized 4th valence electrons within its structure and thus conducts electricity"}
{"text": "c Insoluble in water"}
{"text": "Carbongraphite is insoluble in water because it is nonpolar and do not bond with water molecules"}
{"text": "d Soft"}
{"text": "Layers of giant hexagonal planar structure of carbon graphite are held together by vanderwaals forces"}
{"text": "The vanderwaals forces easily break when pressed and reform back on releasingreducing pressureforce thus making graphite soft"}
{"text": "e Smooth and slippery"}
{"text": "When pressed at an angle the vanderwaals forces easily break and slide over each other making graphite soft and slippery"}
{"text": "It is thus used as a dry lubricant instead of oil"}
{"text": "fSome uses of carbongraphite"}
{"text": "1 As a dry lubricant carbon graphite is smooth and slippery and thus better lubricant than oilOil heat up when reducing friction"}
{"text": "2 Making Leadpencils When pressed at an angle on paper the vanderwaals forces easily break and slide smoothly over contrasting background producing its characteristic black background"}
{"text": "3 As moderator in nuclear reactors to reduce the rate of decaydisintegration of radioactive nuclidesatomsisotopes"}
{"text": "4 As electrode in drywet cellsbattery carbon graphite is inert and good conductor of electricity Current is thus able to move from one electrodeterminal to the other in dry and wet cellsbatteries Carbon graphite is also very cheap"}
{"text": "b giant ionic structure"}
{"text": "Giant ionic structure is the pattern formed after ions have bonded through ionicelectrovalent bonding to form a long chain consisting of indefinite number of ions"}
{"text": "The strong ionicelectrovalent bond holds all the cations and anions together to form a very well packed structure"}
{"text": "Substances with giant ionic structure are mainly crystals of salts eg sodium chloride Magnesium chloride Sodium iodide Potassium chloride copper II sulphateVI"}
{"text": "The structure of sodium chloride"}
{"text": "Sodium chloride is made up of sodium Na and chloride Clions"}
{"text": "Sodium Na ion is formed when a sodium atom donate loosedonate an electron Chloride Cl ion is formed when a chlorine atom gain acquire an extra electron from sodium atom"}
{"text": "Many Na and Cl ions then rearrange such that one Na ion is surrounded by six Cl ions and one Cl ion is surrounded by six Na ions"}
{"text": "The pattern formed is a giant cubic structure where Cl ion is sand witched between Na ions and the same to Na ions"}
{"text": "This pattern forms a crystal"}
{"text": "A crystal is a solid form of a substance in which particles are arranged in a definite pattern regularly repeated in three dimensions"}
{"text": "The structure of sodium chloride"}
{"text": "The giant cubic structurecrystal of sodium chloride is as below"}
{"text": "The giant cubic structurecrystal of sodium chloride is very well packed and joined by strong ionicelectrovalent bonds This makes sodium chloride and many ionic compounds to have the following properties"}
{"text": "a Have high melting boiling points"}
{"text": "The giant cubic lattice structure of sodium chloride is very closely packed into a crystal that requires a lot of energyheat to weaken and meltboil This applies to all crystalline ionic compounds"}
{"text": "b Are good conductors of electricity in molten and aqueous state but poor conductor of electricity in solid"}
{"text": "Ionic compounds have fused ions in solid crystalline state"}
{"text": "On heating and dissolving in water the crystal is broken into free mobile ions Na and Cl ions"}
{"text": "The free mobile ions are responsible for conducting electricity in ionic compounds in molten and aqueous states"}
{"text": "cSoluble in water"}
{"text": "Ionic compounds are polar and dissolve in polar water molecules"}
{"text": "On dissolving the crystal breaks to free the fused ions which are then surrounded by water molecules"}
{"text": "b giant metallic structure"}
{"text": "This is the pattern formed after metallic atoms have bonded through metallic bond"}
{"text": "The pattern formed is one where the metallic cations rearrange to form a cubic structure"}
{"text": "The cubic structure is bound together by the free delocalized electrons that move freely within"}
{"text": "The more delocalized electrons the stronger the metallic bond"}
{"text": "The structure of sodium and aluminium"}
{"text": "Sodium has one valence electrons"}
{"text": "Aluminium has three valence electrons"}
{"text": "After delocalizing the valence electrons the metal cations Na and Al3 rearrange to the apex corners of a regular cube that extend in all directions"}
{"text": "The delocalized electrons remain free and mobile as shown below"}
{"text": "The giant cubic structure makes metals to have the following properties"}
{"text": "a Have high meltingboiling point"}
{"text": "The giant cubic structure is very well packed and joinedbonded together by the free delocalized electrons"}
{"text": "The more delocalized electrons the higher the meltingboiling point"}
{"text": "The largerbigger the metallic cation the weaker the packing of the cations and thus the lower the meltingboiling point eg"}
{"text": "i Sodium and potassium have both one valence delocalized electron"}
{"text": "Atomic radius of potassium is largerbigger than that of sodium and hence less well packed in its metallic structure"}
{"text": "Sodium has therefore a higher meltingboiling point than potassium"}
{"text": "ii Sodium has one delocalized electron"}
{"text": "Aluminium has three delocalized electrons"}
{"text": "Atomic radius of sodium is largerbigger than that of aluminium and hence less well packed in its metallic structure"}
{"text": "Aluminium has therefore a higher meltingboiling point than sodium because of the smaller well packed metallic Al3 ions and bondedjoined by morethree delocalized electrons"}
{"text": "The table below shows the comparative meltingboiling points of some metals"}
{"text": "b Good electrical and thermal conductorelectricity"}
{"text": "All metals are good conductors of heat and electricity including Mercury which is a liquid"}
{"text": "The mobile delocalized electrons are free within the giant metallic structure to move from one end to the other transmitting heatelectric current"}
{"text": "The more delocalized electrons the better the thermalelectrical conductivity"}
{"text": "High temperaturesheating lowers the thermalelectrical conductivity of metals because the delocalized electrons vibrate and move randomly hindering transfer of heat"}
{"text": "From the table above"}
{"text": "Compare the electrical conductivity of"}
{"text": "iMagnesium and sodium"}
{"text": "Magnesium is a better conductor than sodium"}
{"text": "Magnesium has moretwo delocalized electrons than sodium The more delocalized electrons the better the electrical conductor"}
{"text": "iiPotassium and sodium"}
{"text": "Potassium is a better conductor than sodium"}
{"text": "Potassium has biggerlarger atomic radius than sodium The delocalized electrons are less attracted to the nucleus of the atom and thus more free mobile and thus better the electrical conductor"}
{"text": "c Insoluble in water"}
{"text": "All metals are insoluble in water because they are non polar and thus do not bond with water"}
{"text": "Metals higher in the reactivityelectrochemical series like Potassium sodium Lithium and Calcium reacts with cold water producing hydrogen gas and forming an alkaline solution of their hydroxidesie"}
{"text": "2Ks  2H2Ol  2KOHaq  H2g"}
{"text": "2Nas  2H2Ol  2NaOHaq  H2g"}
{"text": "2Lis  2H2Ol  2LiOHaq  H2g"}
{"text": "Cas  2H2Ol  CaOH2aq H2g"}
{"text": "Heavy metal like Magnesium Aluminium Iron Zinc and Lead react with steamwater vapour to produce hydrogen gas and form the corresponding oxide"}
{"text": "Mgs  H2Og  MgOs  H2g"}
{"text": "Fes  H2Og  FeOs  H2g"}
{"text": "Zns  H2Og  ZnOs  H2g"}
{"text": "Pbs  H2Og  PbOs  H2g"}
{"text": "2Als  3H2Og  Al2O3s  3H2g"}
{"text": "Metals lower in the reactivityelectrochemical series than hydrogen like copper Mercury Gold Silver and Platinum do not react with watervapour"}
{"text": "d Shiny metalliclustre"}
{"text": "All metals have a shiny grey metallic luster except copper which is brown"}
{"text": "When exposed to sunlight the delocalized electrons gain energy they vibrate on the metal surface scattering light to appear shiny"}
{"text": "With time most metals corrode and are covered by a layer of the metal oxide"}
{"text": "The delocalized electrons are unable to gain and scatter light and the metal surface tarnishesbecome dull"}
{"text": "e Ductile and malleable"}
{"text": "All metals are malleable can be made into thin sheet and ductile can be made into wire"}
{"text": "When beatenhitpressed lengthwise the metallic cations extend and is bound bonded by the freemobile electrons to form a sheet"}
{"text": "When beatenhitpressed lengthwise and bredthwise the metallic cations extend and is bound bonded by the freemobile electrons to form a wirethin strip"}
{"text": "f Have high tensile strength"}
{"text": "Metals are not brittle The free delocalized electrons bind the metal together when it is bent coiled at any angle"}
{"text": "The metal thus withstand stresscoiling"}
{"text": "g Form alloys"}
{"text": "An alloy is a uniform mixture of two or more metals"}
{"text": "Some metals have spaces between their metallic cations which can be occupied by another metal cation with smaller atomic radius"}
{"text": "Common alloys include"}
{"text": "BrassZinc and Copper alloy"}
{"text": "BronzeCopper and Tin alloy"}
{"text": "German silver"}
{"text": "Summary of Bonding and structure"}
{"text": "C PERIODICITY OF BONDING AND STRUCTURE"}
{"text": "The periodic table does not classify elements as metals and nonmetals The table arranges them in terms of atomic numbers"}
{"text": "However based on structure and bonding of the elements in the periodic table"}
{"text": "ithe top right hand corner of about twenty elements is nonmetals"}
{"text": "iileft of each nonmetal is an element which shows characteristics of both metal and nonmetal"}
{"text": "These elements are called semimetalsmetalloids They include Boron silicon Germanium Arsenic and Terullium"}
{"text": "iiiall other elements in the periodic table are metal"}
{"text": "ivHydrogen is a nonmetal with metallic characteristicproperty of donatinglosing outer electron to form cationH ion"}
{"text": "v bromine is the only known natural liquid nonmetal element at room temperature and pressure"}
{"text": "vi mercury is only known natural liquid metal element at room temperature and pressure"}
{"text": "vii Carbongraphite is a semi metalsmetalloids Carbondiamond is a pure nonmetal yet both are allotropes of carbon same element"}
{"text": "a Sketch of the periodic table showing metals metalloid and nonmetals"}
{"text": "Metals Metalloids Nonmetals"}
{"text": "bPeriodicity in the physical properties of elements across period 2 and 3"}
{"text": "Study table I and II below"}
{"text": "Table Iperiod 2"}
{"text": "Table II period 3"}
{"text": "From table I and II above"}
{"text": "1 Explain the trend in atomic radius along across a period in the periodic table"}
{"text": "Observation"}
{"text": "Atomic radius of elements in the same period decrease successively acrossalong a period from left to right"}
{"text": "Explanation"}
{"text": "Acrossalong the period from left to right there is an increase in nuclear charge from additional number of protons and still additional number of electrons entering the same energy level"}
{"text": "Increase in nuclear charge increases the effective nuclear attraction on the outer energy level pulling it closer to the nucleus successively across the period eg"}
{"text": "iFrom the table 1and 2 above atomic radius of Sodium 0157nM is higher than that of Magnesium0137nM This is because Magnesium has more effective nuclear attraction on the outer energy level than Sodium hence pulls outer energy level more nearer to its nucleus than sodium"}
{"text": "iiThe rate of decrease in the atomic radius become smaller as the atom become heavier eg Atomic radius of Magnesium from sodium falls by0157nM 0137nM 002"}
{"text": "Atomic radius of Chlorine from sulphur falls by0104nM 0099nM 0005"}
{"text": "This is because gainingadding one more proton to 11 already present cause greater proportional change in nuclear attraction power to magnesium than gainingadding one more proton to 16 already present in sulphur to chlorine"}
{"text": "iiiPeriod 3 elements have more energy levels than Period 2 elements They have therefore biggerlarger atomic radiussize than corresponding period 2 elements in the same group"}
{"text": "2 Explain the trend in ionic radius alongacross a period in the periodic table"}
{"text": "Observation"}
{"text": "Ionic radius of elements in the same period decrease successively acrossalong a period from left to right for the first three elements then increase drastically then slowly successively decrease"}
{"text": "Explanation"}
{"text": "Acrossalong the period from left to right elements change form electron donorslosers reducing agents to electron acceptors oxidizing agents"}
{"text": "iAn atom form stable ion by either gainingacquiring accepting extra electron or donatinglosing outer electrons"}
{"text": "iiMetals form stable ions by donatinglosing all the outer energy level electrons and thus also the outer energy level ie"}
{"text": "Sodium ion has one less energy level than sodium atom The ion is formed by sodium atom donatinglosing all the outer energy level electron and thus also the outer energy level making the ion to have smaller ionic radius than atom"}
{"text": "iiiIonic radius therefore decrease acrossalong the period from Lithium to Boron in period 2 and from Sodium to Aluminium in period 3This is because the number of electrons donatedlost causes increased effective nuclear attraction on remaining electrons energy levels"}
{"text": "iv Nonmetals form stable ion by gainingacquiringaccepting extra electron in the outer energy level The extra electrons increases the repulsion among electrons and reduces the effective nuclear attraction on outer energy level The outer energy level therefore expandenlargeincrease in order to accommodate the extra repelled electrons The more electrons gainedacceptedacquired the more repulsion and the more expansion to accommodate them and hence biggerlarger atomic radius eg"}
{"text": "Nitrogen ion has three electrons more than Nitrogen atom The outer energy level expandenlargeincrease to accommodate the extra repelled electrons Nitrogen atom thus has smaller atomic radius than the ionic radius of nitrogen ion"}
{"text": "v Ionic radius decrease from group IV onwards from left to right This because the number of electrons gained to form ion decrease acrossalong the period from left to right eg Nitrogen ion has biggerlarger ionic radius than Oxygen"}
{"text": "3 Explain the trend in melting and boiling point of elements in a period in the periodic table"}
{"text": "Observation"}
{"text": "The melting and boiling point of elements rise up to the elements in Group IVCarbonSilicon alongacross the period then continuously falls"}
{"text": "Explanation"}
{"text": "Meltingboiling points depend on the packing of the structure making the element and the strength of the bond holding the atomsmolecules together"}
{"text": "Acrossalong the period 2 and 3 the structure changes from giant metallic giant atomiccovalent to simple molecular"}
{"text": "iFor metals the number of delocalized electrons increases acrossalong the period and hence stronger metallic bondstructure thus requiring a lot of heatenergy to weaken"}
{"text": "The strength of a metallic bond also depends on the atomic radiussize The melting boiling point decrease as the atomic radiussize of metals increase due to decreased packing of larger atoms eg"}
{"text": "The melting boiling point of Lithium is lower than that of Beryllium because Beryllium has twomore delocalized electrons and hence stronger metallic structurebond"}
{"text": "The melting boiling point of Lithium is higher than that of Sodium because the atomic radiussize Lithium is smaller and hence better packed and hence forms stronger metallic structurebond"}
{"text": "iiCarbongraphitecarbondiamond in period 2 and Silicon in period 3 form very well packed giant atomiccovalent structures held together by strong covalent bonds These elements have therefore very high meltingboiling points"}
{"text": "Both Carbongraphite carbondiamond have smaller atomic radiussize than Silicon in period 3 and thus higher meltingboiling points due to bettercloser packing of smaller atoms in their well packed giant atomiccovalent structures"}
{"text": "ii Nonmetals from group V alongacross the period form simple molecules joined by weak intermolecular vanderwaals force The weak intermolecular vanderwaals force require little energyheat to weaken leading to low meltingboiling points The strength of the intermolecular vanderwaals forces decrease with decrease in atomic radius size lowering the meltingboiling points alongacross the period and raising the meltingboiling points down the groupeg"}
{"text": "The melting boiling point of Nitrogen is higher than that of Oxygen This is because the atomic radius size of Nitrogen is higher than that of Oxygen and hence stronger intermolecular vanderwaals forces between Nitrogen molecules"}
{"text": "The melting boiling point of Chlorine is higher than that of Fluorine This is because the atomic radius size of Chlorine is higher than that of Fluorine and hence stronger intermolecular vanderwaals forces between Chlorine molecules"}
{"text": "iii Rhombic sulphur exists as a puckered ring of S8atoms which are well packed Before melting the ring break and join to very long chains that entangle each other causing the unusually high meltingboiling point of Rhombic sulphur"}
{"text": "iv Both sulphur and phosphorus exists as allotropes"}
{"text": "Sulphur exists as Rhombicsulphur and monoclinicsulphur Rhombicsulphur is the stable form of sulphur at room temperature and pressure"}
{"text": "Phosphorus exists as whitephosphorus and redphosphorus"}
{"text": "Whitephosphorus is the stable form of Phosphorus at room temperature and pressure"}
{"text": "4 State and explain the trend in density of elements in a period in the periodic table"}
{"text": "Observation Density increase upto the elements in group IV then falls acrossalong the period successively"}
{"text": "Explanation"}
{"text": "Density is the mass per unit volume occupied by matterparticlesatomsmolecules of element"}
{"text": "iFor metals the stronger metallic bond and the more delocalized electrons ensure a very well packed giant metallic structure that occupy less volume and thus higher densityThe more the number of delocalized electrons alongacross the period the higher the density eg"}
{"text": "iAluminium has a higher density than sodium This is because aluminium has more three delocalized electrons than one sodium thus forms a very well packed giant metallic structure that occupy less volume per given massdensity"}
{"text": "iiCarbongraphite carbondiamond and silicon in group IV form a well packed giant atomiccovalent structure that is continuously joined by strong covalent bonds hence occupy less volume per given massdensity"}
{"text": "Carbongraphite form a less well packed giant hexagonal planar structure joined by Vanderwaals forces Its density 225gcm3 is therefore less than that of Carbondiamond353gcm3 and silicon233gcm3Both diamond and silicon have giant tetrahedral structure that is better packed Carbondiamond has smaller atomic radiussize than silicon Its density is thus higher because of better packing and subsequently higher density Carbondiamond is the hardest known natural substance by having the highest density"}
{"text": "iii For nonmetals the strength of the intermolecular vanderwaals forces decreases with decrease in atomic radiussize alongacross the period This decreases the mass occupied by given volume of atoms in a molecule from group VI onwards eg"}
{"text": "Phosphorus has a higher atomic radiussize than chlorine and Argon and thus stronger intermolecularvanderwaals forces that ensure a given mass of phosphorus occupy less volume than chlorine and neon"}
{"text": "5 State and explain the trend in thermalelectrical conductivity of elements in a period in the periodic table"}
{"text": "Observation"}
{"text": "Increase alongacross the period from group I II and III then decrease in Group IV to drastically decrease in group V to VIII O"}
{"text": "Explanation"}
{"text": "iMetals have free delocalized electrons that are responsible for thermalelectrical conductivityThermalelectrical conductivity increase with increase in number of delocalized electrons The thermal conductivity decrease with increase in temperatureheating eg Aluminium with three delocalized electrons from each atom in its metallic structure has the highest electrical thermal conductivity in period 3"}
{"text": "iiCarbongraphite has also free 4th valency electrons that are delocalized within its layers of giant hexagonal planar structure They are responsible for the electrical conductivity of graphite"}
{"text": "iiiSilicon and carbon diamond do not conduct electricity but conducts heat With each atom too close to each other in their very well packed giant tetrahedral structure heat transfer radiate between the atoms The thermal conductivity increase with increase in temperatureheating"}
{"text": "iv All other nonmetals are poor nonconductor of heat and electricity They are made of molecules with no free mobile delocalized electrons in their structure"}
{"text": "Periodicity of the oxides of elements alongacross period 3"}
{"text": "The table below summarizes some properties of the oxides of elements in period 3 of the periodic table"}
{"text": "1 All the oxides of elements in period 3 except those of sulphur and chlorine are solids at room temperature and pressure"}
{"text": "2 Acrossalong the period bonding of the oxides changes from ionic in sodium oxide magnesium oxide and aluminium oxide show both ionic and covalent properties to covalent in the rest of the oxides"}
{"text": "3 Acrossalong the period the structure of the oxides changes from giant ionic structure in sodium oxide magnesium oxide and aluminium oxide to giant atomiccovalent structure in silicon IV oxide The rest of the oxides form simple moleculesmolecular structure"}
{"text": "4 Sodium oxide and magnesium oxide are basic alkaline in nature Aluminium oxide is amphotellic in nature shows both acidic and basic characteristics The rest of the oxides are acidic in nature"}
{"text": "5 Ionic compoundsoxides have very high meltingboiling points because of the strong electrostatic attraction joining the giant ionic crystal lattice"}
{"text": "The meltingboiling points increase from sodium oxide to aluminium oxide as the number of electrons involved in bonding increase increasing the strength of the ionic bondstructure"}
{"text": "6 Silicon IV oxide is made of a well packed giant atomiccovalent structure joined by strong covalent bonds"}
{"text": "This results in a solid with very high meltingboiling point"}
{"text": "7Phosphorus V oxide sulphurIV oxide sulphur VI oxide and dichloride heptoxide exist as simple moleculesmolecular structure joined by weak vanderwaalsintermolecular forces"}
{"text": "This results in them existing as low melting boiling point solidsgases"}
{"text": "8 Ionic oxide conducts electricity in molten and aqueous states but not in solid"}
{"text": "In solid state the ions are fusedfixed but on heating to molten state and when dissolved in water the ions are free  mobile"}
{"text": "Sodium oxide magnesium oxide and aluminium oxide are therefore good conductors in molten and aqueous states"}
{"text": "9 Covalent bonded oxides do not conduct electricity in solid molten or in aqueous states"}
{"text": "This is because they do not have free  mobile ion Phosphorus V oxide sulphur IV oxide sulphur VI oxide and dichloride heptoxide are thus nonconductorsinsulators"}
{"text": "10 Silicon IV oxide is a poorweak conductor of heat in solid state This is because it has very closely packed structure for heat to radiate conduct along its structure"}
{"text": "11 Electopositivity decrease across the period while electronegativity increase across the period The oxides thus become less ionic and more covalent alongacross the period"}
{"text": "12The steady change from giant ionic structure to giant atomic covalent structure then simple molecular structure lead to profound differences in the reaction of the oxides with wateracids and alkalisbases"}
{"text": "i Reaction with water"}
{"text": "a Ionic oxides react with water to form alkaline solutions eg"}
{"text": "ISodium oxide reactsdissolves in water forming an alkaline solution of sodium hydroxide"}
{"text": "Chemical equation Na2Os  H2O l  2NaOHaq"}
{"text": "II Magnesium oxide slightly slowly reactsdissolves in water forming an alkaline solution of magnesium hydroxide"}
{"text": "Chemical equation MgOs  2H2O l  MgOH 2 aq"}
{"text": "III Aluminium oxide does reactsdissolves in water"}
{"text": "b Nonmetallic oxides are acidic They react with water to form weakly acidic solutions"}
{"text": "I Phosphorus V oxide readily reactsdissolves in water forming a weak acidic solution of phosphoric V acid"}
{"text": "Chemical equation P4O10 s  6H2O l  4H3PO4 aq"}
{"text": "Chemical equation P2O5 s  3H2O l  2H3PO4 aq"}
{"text": "II Sulphur IV oxide readily reactsdissolves in water forming a weak acidic solution of sulphuric IV acid"}
{"text": "Chemical equation SO2 g  H2O l  H2SO3 aq"}
{"text": "Sulphur VI oxide quickly fumes in water to form concentrated sulphuric VI acid which is a strong acid"}
{"text": "Chemical equation SO3 g  H2O l  H2SO4 aq"}
{"text": "III Dichlorine oxide reacts with water to form weak acidic solution of chloricI acidhypochlorous acid"}
{"text": "Chemical equation Cl2O g  H2O l  2HClO aq"}
{"text": "IV Dichlorine heptoxide reacts with water to form weak acidic solution of chloricVII acid"}
{"text": "Chemical equation Cl2O7 l  H2O l  2HClO4 aq"}
{"text": "c Silicon IV oxide does not react with water"}
{"text": "It reacts with hot concentrated alkalis forming silicate IV salts eg"}
{"text": "Silicon IV oxide react with hot concentrated sodium hydroxide to form sodium silicate IV salt"}
{"text": "Chemical equation SiO2 s  2NaOH aq  Na2SiO3 aq  H2O l"}
{"text": "ii Reaction with dilute acids"}
{"text": "a Ionic oxides react with dilute acids to form salt and water only This is a neutralization reaction eg"}
{"text": "Chemical equation Na2Os  H2SO4 aq  Na2SO4 aq  H2Ol"}
{"text": "Chemical equation MgOs  2HNO3aq  Mg NO3 2 aq  H2Ol"}
{"text": "Chemical equation Al2O3 s  6HClaq  2AlCl3 aq  3H2Ol"}
{"text": "Aluminium oxide is amphotellic and reacts with hot concentrated strong alkalis sodiumpotassium hydroxides to form complex sodium aluminateIII and potassium aluminateIII salt"}
{"text": "Chemical equation Al2O3 s  2NaOH aq  3H2Ol  2 NaAlOH4 aq"}
{"text": "Chemical equation Al2O3 s  2KOHaq  3H2Ol  2 KAlOH4 aq"}
{"text": "b Acidic oxides do not react with dilute acids"}
{"text": "c Periodicity of the Chlorides of elements alongacross period 3"}
{"text": "The table below summarizes some properties of the chlorides of elements in period 3 of the periodic table"}
{"text": "1 Sodium Chloride Magnesium chloride and aluminium chloride are solids at room temperature and pressure"}
{"text": "SiliconIV chloride phosphorusIIIchloride and disulphur dichloride are liquids PhosphorusVchloride is a solid Both chlorine and sulphur chloride are gases"}
{"text": "2 Acrossalong the period bonding changes from ionic in Sodium Chloride and Magnesium chloride to covalent in the rest of the chlorides"}
{"text": "3 Anhydrous aluminium chloride is also a molecular compound Each aluminium atom is covalently bonded to three chlorine atoms"}
{"text": "In vapourgaseous phasestate two molecules dimerizes to Al2O6 molecule through coordinatedative bonding"}
{"text": "4 Acrossalong the period the structure changes from giant ionic in Sodium Chloride and Magnesium chloride to simple moleculesmolecular structure in the rest of the chlorides"}
{"text": "5 Ionic chlorides have very high melting boiling points because of the strong ionic bondelectrostatic attraction between the ions in their crystal latticeThe rest of the chlorides have low melting boiling points because of the weak vanderwaal intermolecular forces"}
{"text": "6 Sodium Chloride and Magnesium chloride in molten and aqueous state have freemobile ions and thus good electrical conductors Aluminium chloride is a poor conductor The rest of the chlorides do not conduct because they have no freemobile ions"}
{"text": "7 Ionic chloride form neutral solutions with pH 7 These chlorides ionizedissociate completely into free cations and anionsie"}
{"text": "Sodium Chloride and Magnesium chloride have pH7 because they are fullycompletely ionizeddissociated into free ions"}
{"text": "Chemical equation NaCl s  Naaq  Claq Chemical equation MgCl2 s  Mg2aq  2Claq"}
{"text": "8 Acrossalong the period from aluminium chloride hydrolysis of the chloride takes place when reactingdissolved in water"}
{"text": "Hydrolysis is the reaction of a compound when dissolved in water"}
{"text": "a Aluminium chloride is hydrolyzed by water to form aluminium hydroxide and fumes of hydrogen chloride gas Hydrogen chloride gas dissolves in water to acidic hydrochloric acid Hydrochloric acid is a strong acid with low pH and thus the mixture is strongly acidic"}
{"text": "Chemical equation AlCl3 s  3H2Ol AlOH3s  3HClg"}
{"text": "bSiliconIV chloride is hydrolyzed by water to form siliconIVoxide and fumes of hydrogen chloride gas Hydrogen chloride gas dissolves in water to acidic hydrochloric acid Hydrochloric acid is a strong acid with low pH and thus the mixture is strongly acidic"}
{"text": "Chemical equation SiCl4 l  2H2Ol SiO2s  4HClg"}
{"text": "This reaction is highly exothermic producing evolving a lot of heat that cause a rise in the temperature of the mixture"}
{"text": "c Both phosphoric V chloride and phosphoric III chloride are hydrolyzed by water to form phosphoric V acid and phosphoric III acid respectively Fumes of hydrogen chloride gas are produced Hydrogen chloride gas dissolves in water to acidic hydrochloric acid Hydrochloric acid is a strong acid with low pH and thus the mixture is strongly acidic"}
{"text": "Chemical equation PCl5 s  4H2Ol H3PO4aq  5HClg"}
{"text": "Chemical equation PCl3 s  3H2Ol H3PO4aq  3HClg"}
{"text": "This reaction is also highly exothermic producing evolving a lot of heat that cause a rise in the temperature of the mixture"}
{"text": "d Disulphur dichloride similarly hydrolyzes in water to form yellow deposits of sulphur and produce a mixture of sulphur IV oxide and hydrogen chloride gas Hydrogen chloride gas dissolves in water to acidic hydrochloric acid Hydrochloric acid is a strong acid with low pH and thus the mixture is strongly acidic"}
{"text": "Chemical equation 2S2Cl2 l  2H2Ol 3Ss  SO2g  4HClg"}
{"text": "D COMPREHENSIVE REVISION QUESTIONS"}
{"text": "1The grid below represents periodic table Study it and answer the questions that follow The letters do not represent the actual symbols of the elements"}
{"text": "a I Indicate on the grid the position of an element represented by letter N whose electronic configuration of a divalent cation is 288   1 mark"}
{"text": "II Name the bond formed between D and H react Explain your answer2 marks"}
{"text": "Ionicelectrovalent"}
{"text": "D is electropositive thus donates two electrons to electronegative H"}
{"text": "III Write an equation for the reaction between B and water  1 mark"}
{"text": "Chemical equation 2B s  2H2Ol  2BOHaq  H2 g"}
{"text": "IV How do the atomic radii of I and L compare Explain 2 marks"}
{"text": "V In terms of structure and bonding explain why the oxide of G has lower melting point than oxide of L 2 marks"}
{"text": "b Study the information given below and answer the questions that follow"}
{"text": "IWhy is the formula of aluminium chloride given as Al2Cl6 and not AlCl3   1 mark"}
{"text": "II Give two chlorides that are liquid at room temperature Give a reason for the answer 2 marks"}
{"text": "III Give a reason why Al2Cl6 has a lower melting point than MgCl2 although both Al and Mg are metals 1 mark"}
{"text": "IV Which of the chlorides would remain in liquid state for the highest temperature range explain why 2 mark"}
{"text": "Kakamega"}
{"text": "2 a Study the information given below and answer the questions that follow"}
{"text": "i Which elements are nonmetals Give a reason 2mks"}
{"text": "ii Explain why the melting point of the oxide of R is higher than that of the oxide of S 2mks"}
{"text": "iii Give two elements that would react vigorously with each other Explain your answer 2mks"}
{"text": "b Study the information in the table below and answer the questions that follow The letters do not represent the actual symbols of the elements"}
{"text": "i What chemical family do the elements A B and C belong 1mk"}
{"text": "ii What is meant by the term ionization energy 1mk"}
{"text": "iii The 2nd ionization energy is higher that the 1st ionization energy of each Explain"}
{"text": "1mk"}
{"text": "ivWhen a piece of element C is placed in cold water it sinks to the bottom and an effervescence of a colourless gas that burns explosively is produced Use a simple diagram to illustrate how this gas can be collected during this experiment 3mks"}
{"text": "3 The grid below represents part of the periodic table The letters do not represent the actual symbols"}
{"text": "a Select the most reactive nonmetal 1mk"}
{"text": "b Write the formula of the compound consisting of"}
{"text": "ID and Z only 2mk"}
{"text": "II X and Z"}
{"text": "c Select an element that can form an ion of change 2 1mk"}
{"text": "d Which element has the least ionization energy Explain 2mks"}
{"text": "e Suggest with reasons a likely pH value of an aqueous solution of the chlorine of3mks"}
{"text": "T"}
{"text": "B"}
{"text": "X"}
{"text": "f To which chemical family do the following elements belong 2mk"}
{"text": "J"}
{"text": "V"}
{"text": "g An element K has relative atomic mass of 402It has two isotopes of masses 39 and 42 Calculate the relative abundance of each isotope 3mks"}
{"text": "4The grid below shows part of the periodic table study it and answer the questions that follow The letters do not represent the true symbols"}
{"text": "a Which element forms ions with charge of 2 Explain 2mks"}
{"text": "b What is the nature of the oxide formed by C 1mk"}
{"text": "c How does the reactivity of H compare with that of E Explain 2mks"}
{"text": "dWrite down a balanced equation between B and Chlorine 1mk"}
{"text": "e Explain how the atomic radii of F and G compare 1mk"}
{"text": "f If the oxides of F and D are separately dissolved in water state and explain the effects of their aqueous solutions on litmus 3mks"}
{"text": "5 a The grid below show part of the periodic tableThe letter do not represent the actual symbolsUse it to answer the questions that follow"}
{"text": "iSelect the most reactive nonmetal 1mk"}
{"text": "iiSelect an element that forms a divalent cation 1mk"}
{"text": "iiiElement Z has atomic number 14Show its position in the grid 1mk"}
{"text": "ivHow do the atomic radii of U and J compare 2mks"}
{"text": "vHow do electrical conductivity of A and Y compare 2mks"}
{"text": "viHow does the boiling point of elements K L and M vary Explain 2mks"}
{"text": "b The table below gives information on four elements by letters K L M and N Study it and answer the questions that follow The letters do not represent the actual symbols of the elements"}
{"text": "a Which two elements have similar properties Explain 2mks"}
{"text": "b Which element is a nonmetal Explain 1mk"}
{"text": "c Which one of the elements is the strongest reducing agent 1mk"}
{"text": "6 The grid given below represents part of the periodic table study it and answer the questions that follow The letters do not represent the actual symbols of the elements"}
{"text": "i What name is given to the group of elements to which C and F belong 1mk"}
{"text": "ii Which letter represents the element that is the least reactive 1mk"}
{"text": "iii What type of bond is formed when B and E react Explain 2mks"}
{"text": "ivWrite formula of the compound formed where elements D and oxygen gas react 1mk"}
{"text": "v On the grid indicate the a tick  the position of element G which is in the third period of the periodic table and forms G3 ions 1mk"}
{"text": "b Study the information in the table below and answer the questions that follow The letter do not represents the actual symbols of the substance"}
{"text": "Ii Which substance would dissolve in water and could be separated from the solution by fractional distillation 1mk"}
{"text": "ii Which substances is a liquid at room temperature and when mixed with water two layers would be formed 1mk"}
{"text": "II Which letter represents a substance that is a gas at room temperature and which can be collected"}
{"text": "i Over water 1mk"}
{"text": "ii By downward displacement of air Density of air at room temperature  129 x 103 gC 1mk"}
{"text": "AATOMIC STRUCTURE"}
{"text": "The atom is the smallest particle of an element that take part in a chemical reaction The atom is made up of three subatomic particles"}
{"text": "iProtons"}
{"text": "iiElectrons"}
{"text": "iiiNeutrons"}
{"text": "iProtons"}
{"text": "1 The proton is positively charged"}
{"text": "2 Is found in the centre of an atom called nucleus"}
{"text": "3 It has a relative mass 1"}
{"text": "4 The number of protons in a atom of an element is its Atomic number"}
{"text": "iiElectrons"}
{"text": "1 The Electrons is negatively charged"}
{"text": "2 Is found in fixed regions surrounding the centre of an atom called energy levelsorbitals"}
{"text": "3 It has a relative mass 11840"}
{"text": "4 The number of protons and electrons in a atom of an element is always equal"}
{"text": "iiiNeutrons"}
{"text": "1 The Neutron is neither positively nor negatively charged thus neutral"}
{"text": "2 Like protons it is found in the centre of an atom called nucleus"}
{"text": "3 It has a relative mass 1"}
{"text": "4 The number of protons and neutrons in a atom of an element is its Mass number"}
{"text": "Diagram showing the relative positions of protons electrons and neutrons in an atom of an element"}
{"text": "Diagram showing the relative positions of protons electrons and neutrons in an atom of Carbon"}
{"text": "The table below show atomic structure of the 1st twenty elements"}
{"text": "Most atoms of elements exist as isotopes"}
{"text": "Isotopes are atoms of the same element having the same number of protonsatomic number but different number of neutronsmass number"}
{"text": "By convention isotopes are written with the mass number as superscript and the atomic number as subscript to the left of the chemical symbol of the element ie"}
{"text": "mass number"}
{"text": "atomic number m n X symbol of element"}
{"text": "Below is the conventional method of writing the 1st twenty elements showing the mass numbers and atomic numbers"}
{"text": "11H 42He 73Li 94Be 115B 126C"}
{"text": "147N 168O 199F 2010Ne 2311Na 2412Mg"}
{"text": "2713Al 2814Si 3115P 3216S 3517Cl 4018Ar"}
{"text": "3919K 4020C"}
{"text": "The table below shows some common natural isotopes of some elements"}
{"text": "The mass of an average atom is very small 1022 gMasses of atoms are therefore expressed in relation to a chosen element"}
{"text": "The atom recommended is 12C isotope whose mass is arbitrarily assigned as 12000 atomic mass unitsamu"}
{"text": "All other atoms are compared to the mass of 12C isotope to give the relative at The relative atomic massRAM is therefore defined as the mass of average atom of an element compared to 112 an atom of 12C isotope whose mass is arbitrarily fixed as 12000 atomic mass unitsamu  ie"}
{"text": "RAM  mass of atom of an element"}
{"text": "112 of one atom of 12C isotope"}
{"text": "Accurate relative atomic masses RAM are got from the mass spectrometer Mass spectrometer determines the isotopes of the element and their relative abundanceavailability"}
{"text": "Using the relative abundancesavailability of the isotopes the relative atomic mass RAM can be determined calculated as in the below examples"}
{"text": "Chlorine occurs as 75 3517Cl and 25 3717Cl isotopes Calculate the relative atomic mass of Chlorine"}
{"text": "Working"}
{"text": "100 atoms of chlorine contains 75 atoms of 3517Cl isotopes"}
{"text": "100 atoms of chlorine contains 75 atoms of 3717Cl isotopes"}
{"text": "Therefore"}
{"text": "RAM of chlorine   75100 x 35  25100 x 37  355"}
{"text": "Note that"}
{"text": "Relative atomic mass has no units"}
{"text": "More atoms of chlorine exist as 3517Cl75 than as 3717Cl25 therefore RAM is nearer to the more abundant isotope"}
{"text": "Calculate the relative atomic mass of potassium given that it exist as"}
{"text": "931 3919K  001 4019K  689 4119K"}
{"text": "Working"}
{"text": "100 atoms of potassium contains 931 atoms of 3919K isotopes"}
{"text": "100 atoms of potassium contains 001 atoms of 4019K isotopes"}
{"text": "100 atoms of potassium contains 689 atoms of 4119K isotopes"}
{"text": "Therefore"}
{"text": "RAM of potassium  931100 x39  001100 x 40 689 100 x 39 Note that"}
{"text": "Relative atomic mass has no units"}
{"text": "More atoms of potassium exist as 3919K 931 therefore RAM is nearer to the more abundant 3919K isotope"}
{"text": "Calculate the relative atomic mass of Neon given that it exist as"}
{"text": "9092 2010Ne  026 2110Ne  882 2210Ne"}
{"text": "Working"}
{"text": "100 atoms of Neon contains 9092 atoms of 2010Ne isotopes"}
{"text": "100 atoms of Neon contains 026 atoms of 2110Ne isotopes"}
{"text": "100 atoms of Neon contains 882 atoms of 2210 Ne isotopes Therefore"}
{"text": "RAM of Neon  9092100 x20  026100 x 21 882 100 x 22"}
{"text": "Note that"}
{"text": "Relative atomic mass has no units"}
{"text": "More atoms of Neon exist as 2010Ne 9092 therefore RAM is nearer to the more abundant 2010Ne isotope"}
{"text": "Calculate the relative atomic mass of Argon given that it exist as"}
{"text": "9092 2010Ne  026 2110Ne  882 2210Ne"}
{"text": "NB"}
{"text": "The relative atomic mass is a measure of the masses of atoms The higher the relative atomic mass the heavier the atom"}
{"text": "Electrons are found in energy levelsorbital"}
{"text": "An energy level is a fixed region aroundsurrounding the nucleus of an atom occupied by electrons of the same potential energy"}
{"text": "By convention energy levels are named 123 outwards from the region nearest to nucleus"}
{"text": "Each energy level is occupied by a fixed number of electrons"}
{"text": "The 1st energy level is occupied by a maximum of two electrons"}
{"text": "The 2nd energy level is occupied by a maximum of eight electrons"}
{"text": "The 3rd energy level is occupied by a maximum of eight electrons or eighteen electrons if available"}
{"text": "The 4th energy level is occupied by a maximum of eight electrons or eighteen or thirty two electrons if available"}
{"text": "This arrangement of electrons in an atom is called electron configuration  structure"}
{"text": "By convention the electron configuration  structure of an atom of an element can be shown in form of a diagram using either crossx or dot to"}
{"text": "Practice examples drawing electronic configurations"}
{"text": "a11H has  in nucleus1proton and 0 neutrons"}
{"text": "1 electron in the 1st energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Hydrogen is thus 1"}
{"text": "b 42He has  in nucleus 2 proton and 2 neutrons"}
{"text": "2 electron in the 1st energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Helium is thus 2"}
{"text": "c 73Li has  in nucleus 3 proton and 4 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "1 electron in the 2nd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Lithium is thus 21"}
{"text": "d 94Be has  in nucleus 4 proton and 5 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "2 electron in the 2nd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Beryllium is thus 22"}
{"text": "e 115B has  in nucleus 5 proton and 6 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "3 electron in the 2nd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Boron is thus 23"}
{"text": "f 126C has  in nucleus 6 proton and 6 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "4 electron in the 2nd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Carbon is thus 24"}
{"text": "g 147N has  in nucleus 7 proton and 7 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "5 electron in the 2nd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Nitrogen is thus 25"}
{"text": "h 168O has  in nucleus 8 proton and 8 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "6 electron in the 2nd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Oxygen is thus 26"}
{"text": "i 199F has  in nucleus 9 proton and 10 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "7 electron in the 2nd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Fluorine is thus 27"}
{"text": "i 2010Ne has  in nucleus 10 proton and 10 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by crossx"}
{"text": "Electronic structure of Neon is thus 28"}
{"text": "j 2311Na has  in nucleus 11 proton and 12 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "1 electron in the 3rd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Sodium is thus 281"}
{"text": "k 2412Mg has  in nucleus 12 proton and 12 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "2 electron in the 3rd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Magnesium is thus 282"}
{"text": "l 2713Al has  in nucleus 13 proton and 14 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "3 electron in the 3rd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Aluminium is thus 283"}
{"text": "m 2814Si has  in nucleus 14 proton and 14 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "4 electron in the 3rd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Silicon is thus 284"}
{"text": "n 3115P has  in nucleus 14 proton and 15 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "5 electron in the 3rd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Phosphorus is thus 285"}
{"text": "o 3216S has  in nucleus 16 proton and 16 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "6 electron in the 3rd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Sulphur is thus 286"}
{"text": "p 3517Cl has  in nucleus 18 proton and 17 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "7 electron in the 3rd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Chlorine is thus 287"}
{"text": "p 4018Ar has  in nucleus 22 proton and 18 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "8 electron in the 3rd energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Argon is thus 288"}
{"text": "q 3919K has  in nucleus 20 proton and 19 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "8 electron in the 3rd energy levels"}
{"text": "1 electron in the 4th energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Potassium is thus 2881"}
{"text": "r 4020Ca has  in nucleus 20 proton and 20 neutrons"}
{"text": "2 electron in the 1st energy levels"}
{"text": "8 electron in the 2nd energy levels"}
{"text": "8 electron in the 3rd energy levels"}
{"text": "2 electron in the 4th energy levels thus"}
{"text": "Nucleus"}
{"text": "Energy levels"}
{"text": "Electrons represented by dot"}
{"text": "Electronic structure of Calcium is thus 2882"}
{"text": "BPERIODIC TABLE"}
{"text": "There are over 100 elements so far discovered Scientists have tried to group them together in a periodic table"}
{"text": "A periodic table is a horizontal and vertical arrangement of elements according to their atomic numbers"}
{"text": "This table was successfully arranged in 1913 by the British scientist Henry Moseley from the previous work of the Russian Scientist Dmitri Mendeleev"}
{"text": "The horizontal arrangement forms period Atoms in the same period have the same the same number of energy levels in their electronic structure ie"}
{"text": "The number of energy levels in the electronic configuration of an element determine the period to which the element is in the periodic table"}
{"text": "eg"}
{"text": "Which period of the periodic table are the following isotopeselementsatoms"}
{"text": "126C"}
{"text": "Electron structure 24  2 energy levels used thus Period 2"}
{"text": "2311Na"}
{"text": "Electron structure 281  3 energy levels used thus Period 3"}
{"text": "3919K"}
{"text": "Electron structure 2881  4 energy levels used thus Period 4"}
{"text": "11H"}
{"text": "Electron structure 1  1 energy level used thus Period 1"}
{"text": "The vertical arrangement of elements forms a group Atoms in the same have the same the same group have the same number of outer energy level electrons as per their electronic structure ie"}
{"text": "The number of electrons in the outer energy level an element determine the group to which the element is in the periodic table"}
{"text": "126C"}
{"text": "Electron structure 24  4 electrons in outer energy level thus Group IV"}
{"text": "2311C"}
{"text": "Electron structure 281  1 electron in outer energy level thus Group I"}
{"text": "3919K"}
{"text": "Electron structure 28811 electron in outer energy level thus Group I"}
{"text": "11H"}
{"text": "Electron structure 1  1 electron in outer energy level thus Group I"}
{"text": "By convention"}
{"text": "iPeriods are named using English numerals 1 2 3 4"}
{"text": "iiGroups are named using Roman numerals I II III IV"}
{"text": "There are eighteen groups in a standard periodic table"}
{"text": "There are seven periods in a standard periodic table"}
{"text": "When an atom has maximum number of electrons in its outer energy level it is said to be stable"}
{"text": "When an atom has no maximum number of electrons in its outer energy level it is said to be unstable"}
{"text": "All stable atoms are in group 818 of the periodic table All other elements are unstable"}
{"text": "All unstable atomsisotopes try to be stable through chemical reactions A chemical reaction involves gaining or losing outer electrons electron transfer When electron transfer take place an ion is formed"}
{"text": "An ion is formed when an unstable atom gain or donate electrons in its outer energy level in order to be stable Whether an atom gain or donate electrons depend on the relative energy required to donate or gain extra electrons ie"}
{"text": "Examples"}
{"text": "199 F has electronic structureconfiguration 27"}
{"text": "It can donate the seven outer electrons to have stable electronic structureconfiguration 2"}
{"text": "It can gain one extra electron to have stable electronic structureconfiguration 28 Gaining requires less energy and thus Fluorine reacts by gaining one extra electrons"}
{"text": "2313 Al has electronic structureconfiguration 283"}
{"text": "It can donate the three outer electrons to have stable electronic structureconfiguration 28"}
{"text": "It can gain five extra electrons to have stable electronic structureconfiguration 288 Donating requires less energy and thus Aluminium reacts by donating its three outer electrons"}
{"text": "Elements with less than four electrons in the outer energy level donates lose the outer electrons to be stable and form a positively charged ion called cation"}
{"text": "A cation therefore has more protons positive charge than electrons negative charge"}
{"text": "Generally metals usually form cation"}
{"text": "Elements with more than four electrons in the outer energy level gain acquire extra electrons in the outer energy level to be stable and form a negatively charged ion called anion"}
{"text": "An anion therefore has fewer protons positive charge than electrons negative charge"}
{"text": "Generally non metals usually form anion Except Hydrogen"}
{"text": "The charge carried by an ion is equal to the number of electrons gainedacquired or donatedlost"}
{"text": "Examples of ion formation"}
{"text": "111H"}
{"text": "H  H  e"}
{"text": "atom monovalent cation electrons donatedlost"}
{"text": "Electronic configuration 1 No electrons remains"}
{"text": "2 2713 Al"}
{"text": "Al  Al3  3e"}
{"text": "atom trivalent cation 3 electrons donatedlost"}
{"text": "Electron 283 28"}
{"text": "structure unstable stable"}
{"text": "3 2311 Na"}
{"text": "Na  Na  e"}
{"text": "atom cation  1 electrons donatedlost"}
{"text": "Electron 281 28"}
{"text": "structure unstable stable"}
{"text": "4 2412Mg"}
{"text": "Mg  Mg2  2e"}
{"text": "atom cation  2 electrons donatedlost"}
{"text": "Electron 281 28"}
{"text": "structure unstable stable"}
{"text": "5 168O"}
{"text": "O  2e  O2"}
{"text": "atom  2 electrons gainedacquired anion"}
{"text": "Electron 26 28"}
{"text": "structure unstable stable"}
{"text": "6 147N"}
{"text": "N  3e  N3"}
{"text": "atom  3 electrons gainedacquired anion"}
{"text": "Electron 25 28"}
{"text": "structure unstable stable"}
{"text": "7 3115P"}
{"text": "P  3e  P3"}
{"text": "atom  3 electrons gainedacquired anion"}
{"text": "Electron 25 28"}
{"text": "structure unstable stable"}
{"text": "8 199F"}
{"text": "F  e  F"}
{"text": "atom  1 electrons gainedacquired anion"}
{"text": "Electron 27 28"}
{"text": "structure unstable stable"}
{"text": "9 3517Cl"}
{"text": "Cl  e  Cl"}
{"text": "atom  1 electrons gainedacquired anion"}
{"text": "Electron 287 288"}
{"text": "structure unstable stable"}
{"text": "3 3919 K"}
{"text": "K  K  e"}
{"text": "atom cation  1 electrons donatedlost"}
{"text": "Electron 2881 288"}
{"text": "structure unstable stable"}
{"text": "When an element donatesloses its outer electrons the process is called oxidation When an element acquiresgains extra electrons in its outer energy level the process is called reduction The charge carried by an atom cation or anion is its oxidation state"}
{"text": "Table showing the oxidation states of some isotopes"}
{"text": "Note"}
{"text": "Some elements can exist in more than one oxidation state They are said to have variable oxidation state"}
{"text": "Roman capital numeral is used to indicate the oxidation state of an element with a variable oxidation state in a compound"}
{"text": "Examples"}
{"text": "Copper I means Cu as in CopperIoxide"}
{"text": "Copper II means Cu2 as in CopperIIoxide"}
{"text": "Iron II means Fe2 as in IronIIsulphide"}
{"text": "iv Iron III means Fe3 as in IronIIIchloride"}
{"text": "SulphurVImean S6 as in IronIIIsulphateVI"}
{"text": "SulphurVImean S6 as in sulphurVIoxide"}
{"text": "SulphurIVmean S4 as in sulphurIVoxide"}
{"text": "SulphurIVmean S4 as in sodium sulphateIV"}
{"text": "ix CarbonIVmean C4 as in carbonIVoxide"}
{"text": "x CarbonIVmean C4 as in LeadIIcarbonateIV"}
{"text": "xi CarbonIImean C2 as in carbonIIoxide"}
{"text": "xii ManganeseIVmean Mn4 as in ManganeseIVoxide"}
{"text": "A compound is a combination of two or more elements in fixed proportions The ratio of the atoms making a compound is called the chemical formulae Elements combine together to form a compound depending on their combining power"}
{"text": "The combining power of atoms in an element is called Valency Valency of an element is equal to the number of"}
{"text": "i Hydrogen atoms that an atom of element can combine with or displace"}
{"text": "ii Electrons gained acquired in outer energy level by non metals to be stableattain dupletoctet"}
{"text": "iii Electrons donatedlost by outer energy level of metals to be stableattain octetduplet"}
{"text": "iv Charges carried by ionscationsions"}
{"text": "Group of atoms that react as a unit during chemical reactions are called radicals Elements with variable oxidation state also have more than one valency"}
{"text": "Table showing the valency of common radicals"}
{"text": "Table showing the valency of some common metal and non metals"}
{"text": "From the valency of elements the chemical formular of a compound can be derived using the following procedure"}
{"text": "iIdentify the elements and radicals making the compound"}
{"text": "iiWrite the symbolformular of the elements making the compound starting with the metallic element"}
{"text": "iiiAssign the valency of each element radical as superscript"}
{"text": "ivInterchangeexchange the valencies of each element as subscript"}
{"text": "vDivide by the smallestlowest valency to derive the smallest whole number ratios"}
{"text": "Ignore a valency of 1"}
{"text": "This is the chemical formula"}
{"text": "Practice examples"}
{"text": "Write the chemical formula of"}
{"text": "aAluminium oxide"}
{"text": "Chemical formula of Aluminium oxide is thus Al2 O3"}
{"text": "This means 2atoms of Aluminium combine with 3 atoms of Oxygen"}
{"text": "bSodium oxide"}
{"text": "Chemical formula of Sodium oxide is thus Na2 O"}
{"text": "This means 2atoms of Sodium combine with 1 atom of Oxygen"}
{"text": "cCalcium oxide"}
{"text": "Chemical formula of Calcium oxide is thus CaO"}
{"text": "This means 1 atom of calcium combine with 1 atom of Oxygen"}
{"text": "dLead IV oxide"}
{"text": "Chemical formula of Lead IV oxide is thus PbO2"}
{"text": "This means 1 atom of lead combine with 2 atoms of Oxygen"}
{"text": "eLead II oxide"}
{"text": "Chemical formula of Lead II oxide is thus PbO"}
{"text": "This means 1 atom of lead combine with 1 atom of Oxygen"}
{"text": "eIron III oxide"}
{"text": "Chemical formula of IronIII oxide is thus Fe2O3"}
{"text": "This means 2 atom of lead combine with 3 atom of Oxygen"}
{"text": "fIron II sulphate VI"}
{"text": "Chemical formula of Iron II sulphate VI is thus FeSO4"}
{"text": "This means 1 atom of Iron combine with 1 sulphate VI radical"}
{"text": "gCopper II sulphate VI"}
{"text": "Chemical formula of CuIIsulphateVI is thus CuSO4"}
{"text": "This means 1 atom of Copper combine with 1 sulphate VI radical"}
{"text": "hAluminium sulphate VI"}
{"text": "Chemical formula of Aluminium sulphate VI is thus Al2SO43"}
{"text": "This means 2 atom of Aluminium combine with 3 sulphate VI radical"}
{"text": "iAluminium nitrate V"}
{"text": "Chemical formula of Aluminium sulphate VI is thus Al NO33"}
{"text": "This means 1 atom of Aluminium combine with 3 nitrate V radical"}
{"text": "jPotassium manganate VII"}
{"text": "Chemical formula of Potassium manganate VII is thus KMnO4"}
{"text": "This means 1 atom of Potassium combine with 4 manganate VII radical"}
{"text": "kSodium dichromate VI"}
{"text": "Chemical formula of Sodium dichromate VI is thus Na2 Cr2O7"}
{"text": "This means 2 atom of Sodium combine with 1 dichromate VI radical"}
{"text": "lCalcium hydrogen carbonate"}
{"text": "Chemical formula of Calcium hydrogen carbonate is thus Ca HCO32"}
{"text": "This means 1 atom of Calcium combine with 2 hydrogen carbonate radical"}
{"text": "lMagnesium hydrogen sulphate VI"}
{"text": "Chemical formula of Magnesium hydrogen sulphate VI is thus Mg HSO42"}
{"text": "This means 1 atom of Magnesium combine with 2 hydrogen sulphate VI radical"}
{"text": "Compounds are formed from chemical reactions A chemical reaction is formed when atoms of the reactants break free to bond again and form products A chemical reaction is a statement showing the movement of reactants to form products The following procedure is used in writing chemical equations"}
{"text": "1 Write the word equation"}
{"text": "2 Write the correct chemical formula for each of the reactants and products"}
{"text": "3 Check if the number of atoms of each element on the reactant side is equal to the number of atoms of each element on the product side"}
{"text": "4 Multiply the chemical formula containing the unbalanced atoms with the lowest common multiple if the number of atoms on one side is not equal This is called balancing"}
{"text": "Do not change the chemical formula of the productsreactants"}
{"text": "5 Assign in brackets the physical statestate symbols of the reactants and products after each chemical formula as"}
{"text": "i s for solids"}
{"text": "ii l for liquids"}
{"text": "iii g for gas"}
{"text": "iv aq for aqueousdissolved in water to make a solution"}
{"text": "Practice examples"}
{"text": "Write a balanced chemical equation for the following"}
{"text": "Hydrogen gas is prepared from reacting Zinc granules with dilute hydrochloric acid"}
{"text": "Procedure"}
{"text": "1 Write the word equation"}
{"text": "Zinc  Hydrochloric acid  Zinc chloride  hydrogen gas"}
{"text": "2 Write the correct chemical formula for each of the reactants and products"}
{"text": "Zn  HCl  ZnCl2  H2"}
{"text": "3 Check if the number of atoms of each element on the reactant side is equal to the number of atoms of each element on the product side"}
{"text": "Number of atoms of Zn on the reactant side is equal to product side"}
{"text": "One atom of H in HCl on the reactant side is not equal to two atoms in H2 on product side"}
{"text": "One atom of Cl in HCl on the reactant side is not equal to two atoms in ZnCl2 on product side"}
{"text": "4 Multiply the chemical formula containing the unbalanced atoms with the lowest common multiple if the number of atoms on one side is not equal"}
{"text": "Multiply HCl by 2 to get 2 Hydrogen and 2 Chlorine on product and reactant side"}
{"text": "Zn  2 HCl  ZnCl2  H2"}
{"text": "5 Assign in brackets the physical statestate symbols"}
{"text": "Zns  2 HClaq  ZnCl2 aq  H2g"}
{"text": "Oxygen gas is prepared from decomposition of Hydrogen peroxide solution to water"}
{"text": "Procedure"}
{"text": "1 Write the word equation"}
{"text": "Hydrogen peroxide  Water  oxygen gas"}
{"text": "2 Write the correct chemical formula for each of the reactants and products"}
{"text": "H2O2  H2O  O2"}
{"text": "3 Check if the number of atoms of each element on the reactant side is equal to the number of atoms of each element on the product side"}
{"text": "Number of atoms of H on the reactant side is equal to product side"}
{"text": "Two atom of O in H2O2 on the reactant side is not equal to three atoms one in H2O and two in O2 on product side"}
{"text": "4 Multiply the chemical formula containing the unbalanced atoms with the lowest common multiple if the number of atoms on one side is not equal"}
{"text": "Multiply H2O2 by 2 to get 4 Hydrogen and 4 Oxygen on reactants"}
{"text": "Multiply H2O by 2 to get 4 Hydrogen and 2 Oxygen on product side"}
{"text": "When the 2 Oxygen in O2 and the2 in H2O are added on product side they are equal to the4 Oxygen on reactants side"}
{"text": "2H2O2  2H2O  O2"}
{"text": "5 Assign in brackets the physical statestate symbols"}
{"text": "2H2O2aq  2H2Ol  O2g"}
{"text": "Chlorine gas is prepared from Potassium manganate VII reacting with hydrochloric acid to form potassium chloride solution manganese II chloride solution water and chlorine gas"}
{"text": "Procedure"}
{"text": "1 Write the word equation"}
{"text": "Potassium manganate VII  Hydrochloric acid"}
{"text": "Potassium chloride  manganese II chloride  chlorine water"}
{"text": "2 Write the correct chemical formula for each of the reactants and products"}
{"text": "KMnO4  HCl  KCl  MnCl2 H2O  Cl2"}
{"text": "3 Check if the number of atoms of each element on the reactant side is equal to the number of atoms of each element on the product side"}
{"text": "Number of atoms of K and Mn on the reactant side is equal to product side"}
{"text": "Two atom of H in H2O on the product side is not equal to one atom on reactant side"}
{"text": "Four atom of O in KMnO4 is not equal to one in H2O"}
{"text": "One atom of Cl in HCl on reactant side is not equal to three one in H2O and two in Cl2"}
{"text": "4 Multiply the chemical formula containing the unbalanced atoms with the lowest common multiple if the number of atoms on one side is not equal"}
{"text": "Multiply HCl by 16 to get 16 Hydrogen and 16 Chlorine on reactants"}
{"text": "Multiply KMnO4 by 2 to get 2 Potassium and 2 manganese 2 x4 8 Oxygen on reactant side"}
{"text": "Balance the product side to get"}
{"text": "2 KMnO4 16 HCl  2 KCl  2 MnCl2 8 H2O  5 Cl2"}
{"text": "5 Assign in brackets the physical statestate symbols"}
{"text": "2KMnO4s 16 HClaq 2 KCl aq  2MnCl2aq8 H2Ol5 Cl2g"}
{"text": "dCarbon IV oxide gas is prepared from Calcium carbonate reacting with hydrochloric acid to form calcium chloride solution water and carbon IV oxide gas"}
{"text": "Procedure"}
{"text": "1 Write the word equation"}
{"text": "Calcium carbonate  Hydrochloric acid"}
{"text": "Calcium chloride solution water carbon IVoxide"}
{"text": "2 Write the correct chemical formula for each of the reactants and products"}
{"text": "CaCO3  HCl  CaCl2 H2O  CO2"}
{"text": "3 Check if the number of atoms of each element on the reactant side is equal to the number of atoms of each element on the product side"}
{"text": "4 Multiply the chemical formula containing the unbalanced atoms with the lowest common multiple if the number of atoms on one side is not equal"}
{"text": "5 Assign in brackets the physical statestate symbols"}
{"text": "CaCO3s  2 HClaq  CaCl2aq  H2Ol  CO2g"}
{"text": "dSodium hydroxide solution neutralizes hydrochloric acid to form salt and water"}
{"text": "NaOHaq  HClaq  NaCl aq  H2Ol"}
{"text": "eSodium reacts with water to form sodium hydroxide and hydrogen gas"}
{"text": "2Nas  2H2Ol  2NaOHaq  H2g"}
{"text": "fCalcium reacts with water to form calcium hydroxide and hydrogen gas"}
{"text": "Cas  2H2Ol  CaOH2aq  H2g"}
{"text": "gCopper II Oxide solid reacts with dilute hydrochloric acid to form copper II chloride and water"}
{"text": "CuOs  2HClaq  CuCl2aq  H2Ol"}
{"text": "hHydrogen sulphide reacts with Oxygen to form sulphur IV Oxide and water"}
{"text": "2H2Sg  3O2g  2SO2g  2H2Ol"}
{"text": "iMagnesium reacts with steam to form Magnesium Oxide and Hydrogen gas"}
{"text": "Mgs  2H2Og  MgOs  H2g"}
{"text": "jEthane C2H6 gas burns in air to form Carbon IV Oxide and water"}
{"text": "2C2H6g  7O2g  4CO2g  6H2Ol"}
{"text": "kEthene C2H4 gas burns in air to form Carbon IV Oxide and water"}
{"text": "C2H4g  3O2g  2CO2g  2H2Ol"}
{"text": "lEthyne C2H2 gas burns in air to form Carbon IV Oxide and water"}
{"text": "2C2H2g  5O2g  4CO2g  2H2Ol"}
{"text": "C PERIODICITY OF CHEMICAL FAMILESDOWN THE GROUP"}
{"text": "The number of valence electrons and the number of occupied energy levels in an atom of an element determine the position of an element in the periodic table ie"}
{"text": "The number of occupied energy levels determines the Period and the valence electrons determine the Group"}
{"text": "Elements in the same group have similar physical and chemical properties The trends in physical and chemical properties of elements in the same group vary down the group Elements in the same group thus constitute a chemical family"}
{"text": "Group I elements Alkali metals"}
{"text": "Group I elements are called Alkali metals except Hydrogen which is a non metal The alkali metals include"}
{"text": "All alkali metals atom has one electron in the outer energy level They therefore are monovalent They donate lose the outer electron to have oxidation state M"}
{"text": "The number of energy levels increases down the group from Lithium to Francium The more the number of energy levels the biggerlarger the atomic size eg"}
{"text": "The atomic size of Potassium is biggerlarger than that of sodium because Potassium has more4 energy levels than sodium 3 energy levels"}
{"text": "Atomic and ionic radius"}
{"text": "The distance between the centre of the nucleus of an atom and the outermost energy level occupied by electrons is called atomic radius Atomic radius is measured in nanometersnThe higher bigger the atomic radius the bigger larger the atomic size"}
{"text": "The distance between the centre of the nucleus of an ion and the outermost energy level occupied by electrons is called ionic radius Ionic radius is also measured in nanometers nThe higher bigger the ionic radius the bigger larger the size of the ion"}
{"text": "Atomic radius and ionic radius depend on the number of energy levels occupied by electrons The more the number of energy levels the biggerlarger the atomic ionic radius eg"}
{"text": "The atomic radius of Francium is biggerlarger than that of sodium because Francium has more7 energy levels than sodium 3 energy levels"}
{"text": "Atomic radius and ionic radius of alkali metals increase down the group as the number of energy levels increases"}
{"text": "The atomic radius of alkali metals is bigger than the ionic radius This is because alkali metals react by losingdonating the outer electron and hence lose the outer energy level"}
{"text": "Table showing the atomic and ionic radius of some alkali metals"}
{"text": "The atomic radius of sodium is 0157nM The ionic radius of Na is 0095nM This is because sodium reacts by donatinglosing the outer electrons and hence the outer energy level The remaining electronsenergy levels experience more effective  greater nuclear attractionpull towards the nucleus reducing the atomic radius"}
{"text": "Electropositivity"}
{"text": "The ease of donatinglosing electrons is called electropositivity All alkali metals are electropositive Electropositivity increase as atomic radius increase This is because the effective nuclear attraction on outer electrons decreases with increase in atomic radius The outer electrons experience less nuclear attraction and can be lost donated easilywith ease Francium is the most electropositive element in the periodic table because it has the highestbiggest atomic radius"}
{"text": "Ionization energy"}
{"text": "The minimum amount of energy required to remove an electron from an atom of element in its gaseous state is called 1st ionization energy The SI unit of ionization energy is kilojoules per molekJmole1 Ionization energy depend on atomic radius The higher the atomic radius the less effective the nuclear attraction on outer electronsenergy level and thus the lower the ionization energy For alkali metals the 1st ionization energy decrease down the group as the atomic radius increase and the effective nuclear attraction on outer energy level electrons decrease"}
{"text": "eg The 1st ionization energy of sodium is 496 kJmole1 while that of potassium is 419 kJmole1 This is because atomic radius increase and thus effective nuclear attraction on outer energy level electrons decrease down the group from sodium to Potassium It requires therefore less energy to donatelose outer electrons in Potassium than in sodium"}
{"text": "Physical properties"}
{"text": "SoftEasy to cut Alkali metals are soft and easy to cut with a knife The softness and ease of cutting increase down the group from Lithium to Francium This is because an increase in atomic radius decreases the strength of metallic bond and the packing of the metallic structure"}
{"text": "Appearance Alkali metals have a shiny grey metallic luster when freshly cut The surface rapidlyquickly tarnishes on exposure to air This is because the metal surface rapidlyquickly reacts with elements of airoxygen"}
{"text": "Melting and boiling points Alkali metals have a relatively low meltingboiling point than common metals like Iron This is because alkali metals use only one delocalized electron to form a weak metallic bondstructure"}
{"text": "Electricalthermal conductivity Alkali metals are good thermal and electrical conductors Metals conduct using the outer mobile delocalized electrons The delocalized electrons move randomly within the metallic structure"}
{"text": "Summary of some physical properties of the 1st three alkali metals"}
{"text": "Chemical properties"}
{"text": "iReaction with airoxygen"}
{"text": "On exposure to air alkali metals react with the elements in the air"}
{"text": "Example"}
{"text": "On exposure to air Sodium first reacts with Oxygen to form sodium oxide"}
{"text": "4Nas  O2g  2Na2Os"}
{"text": "The sodium oxide formed further reacts with watermoisture in the air to form sodium hydroxide solution"}
{"text": "Na2Os  H2Ol  2NaOHaq"}
{"text": "Sodium hydroxide solution reacts with carbon IV oxide in the air to form sodium carbonate"}
{"text": "2NaOH aq  CO2 g  Na2CO3 g  H2O l"}
{"text": "iiBurning in airoxygen"}
{"text": "Lithium burns in air with a crimsondeep red flame to form Lithium oxide"}
{"text": "4Li s  O2 g  2Li2Os"}
{"text": "Sodium burns in air with a yellow flame to form sodium oxide"}
{"text": "4Na s  O2 g  2Na2Os"}
{"text": "Sodium burns in oxygen with a yellow flame to form sodium peroxide"}
{"text": "2Na s  O2 g  Na2O2 s"}
{"text": "Potassium burns in air with a lilacpurple flame to form potassium oxide"}
{"text": "4K s  O2 g  2K2O s"}
{"text": "iii Reaction with water"}
{"text": "Experiment"}
{"text": "Measure 500 cm3 of water into a beaker"}
{"text": "Put three drops of phenolphthalein indicator"}
{"text": "Put about 05g of Lithium metal into the beaker"}
{"text": "Determine the pH of final product"}
{"text": "Repeat the experiment using about 01 g of Sodium and Potassium"}
{"text": "Caution Keep a distance"}
{"text": "Observations"}
{"text": "Explanation"}
{"text": "Alkali metals are less dense than water They therefore float in water They react with water to form a strongly alkaline solution of their hydroxides and producing hydrogen gas The rate of this reaction increase down the group ie Potassium is more reactive than sodium Sodium is more reactive than Lithium"}
{"text": "The reactivity increases as electropositivity increases of the alkali increases This is because as the atomic radius increases the ease of donatinglosing outer electron increases during chemical reactions"}
{"text": "Chemical equations"}
{"text": "2Lis  2H2Ol  2LiOHaq  H2g"}
{"text": "2Nas  2H2Ol  2NaOHaq  H2g"}
{"text": "2Ks  2H2Ol  2KOHaq  H2g"}
{"text": "2Rbs  2H2Ol  2RbOHaq  H2g"}
{"text": "2Css  2H2Ol  2CsOHaq  H2g"}
{"text": "2Frs  2H2Ol  2FrOHaq  H2g"}
{"text": "Reactivity increase down the group"}
{"text": "iv Reaction with chlorine"}
{"text": "Experiment"}
{"text": "Cut about 05g of sodium into a deflagrating spoon with a lid cover Introduce it on a Bunsen flame until it catches fire Quickly and carefully lower it into a gas jar containing dry chlorine to cover the gas jar"}
{"text": "Repeat with about 05g of Lithium"}
{"text": "Caution This experiment should be done in fume chamber because chlorine is poisonous toxic"}
{"text": "Observation"}
{"text": "Sodium metal continues to burn with a yellow flame forming white solidfumes"}
{"text": "Lithium metal continues to burn with a crimson flame forming white solid  fumes"}
{"text": "Alkali metals react with chlorine gas to form the corresponding metal chlorides The reactivity increase as electropositivity increase down the group from Lithium to Francium The ease of donatinglosing the outer electrons increase as the atomic radius increase and the outer electron is less attracted to the nucleus"}
{"text": "Chemical equations"}
{"text": "2Lis  Cl2g  2LiCls"}
{"text": "2Nas  Cl2g  2NaCls"}
{"text": "2Ks  Cl2g  2KCls"}
{"text": "2Rbs  Cl2g  2RbCls"}
{"text": "2Css  Cl2g  2CsCls"}
{"text": "2Frs  Cl2g  2FrCls Reactivity increase down the group"}
{"text": "The table below shows some compounds of the 1st three alkali metals"}
{"text": "Some uses of alkali metals include"}
{"text": "iSodium is used in making sodium cyanide for extracting gold from gold ore"}
{"text": "iiSodium chloride is used in seasoning food"}
{"text": "iiiMolten mixture of sodium and potassium is used as coolant in nuclear reactors"}
{"text": "ivSodium is used in making sodium hydroxide used in making soapy and soapless detergents"}
{"text": "vSodium is used as a reducing agent for the extraction of titanium from Titanium IV chloride"}
{"text": "viLithium is used in making special high strength glasses"}
{"text": "viiLithium compounds are used to make dry cells in mobile phones and computer laptops"}
{"text": "Group II elements Alkaline earth metals"}
{"text": "Group II elements are called Alkaline earth metals  The alkaline earth metals include"}
{"text": "All alkaline earth metal atoms have two electrons in the outer energy level They therefore are divalent They donate lose the two outer electrons to have oxidation state M2"}
{"text": "The number of energy levels increases down the group from Beryllium to Radium The more the number of energy levels the biggerlarger the atomic size eg"}
{"text": "The atomic sizeradius of Calcium is biggerlarger than that of Magnesium because Calcium has more4 energy levels than Magnesium 3 energy levels"}
{"text": "Atomic radius and ionic radius of alkaline earth metals increase down the group as the number of energy levels increases"}
{"text": "The atomic radius of alkaline earth metals is bigger than the ionic radius This is because they react by losingdonating the two outer electrons and hence lose the outer energy level"}
{"text": "Table showing the atomic and ionic radius of the 1st three alkaline earth metals"}
{"text": "The atomic radius of Magnesium is 0136nM The ionic radius of Mg2 is 0065nM This is because Magnesium reacts by donatinglosing the two outer electrons and hence the outer energy level The remaining electronsenergy levels experience more effective  greater nuclear attractionpull towards the nucleus reducing the atomic radius"}
{"text": "Electropositivity"}
{"text": "All alkaline earth metals are also electropositive like alkali metals The electropositivity increase with increase in atomic radiussize Calcium is more electropositive than Magnesium This is because the effective nuclear attraction on outer electrons decreases with increase in atomic radius The two outer electrons in calcium experience less nuclear attraction and can be lost donated easilywith ease because of the higherbigger atomic radius"}
{"text": "Ionization energy"}
{"text": "For alkaline earth metals the 1st ionization energy decrease down the group as the atomic radius increase and the effective nuclear attraction on outer energy level electrons decrease eg The 1st ionization energy of Magnesium is 900 kJmole1 while that of Calcium is 590 kJmole1 This is because atomic radius increase and thus effective nuclear attraction on outer energy level electrons decrease down the group from magnesium to calcium"}
{"text": "It requires therefore less energy to donatelose outer electron in calcium than in magnesium"}
{"text": "The minimum amount of energy required to remove a second electron from an ion of an element in its gaseous state is called the 2nd ionization energy"}
{"text": "The 2nd ionization energy is always higher bigger than the 1st ionization energy"}
{"text": "This is because once an electron is donated lost form an atom the overall effective nuclear attraction on the remaining electronsenergy level increase Removing a second electron from the ion require therefore more energy than the first electron"}
{"text": "The atomic radius of alkali metals is higherbigger than that of alkaline earth metals This is because acrossalong the period from left to right there is an increase in nuclear charge from additional number of protons and still additional number of electrons entering the same energy level Increase in nuclear charge increases the effective nuclear attraction on the outer energy level which pulls it closer to the nucleus eg"}
{"text": "Atomic radius of Sodium 0157nM is higher than that of Magnesium 0137nM This is because Magnesium has more effective nuclear attraction on the outer energy level than Sodium hence pulls outer energy level more nearer to its nucleus"}
{"text": "Physical properties"}
{"text": "SoftEasy to cut Alkaline earth metals are not soft and easy to cut with a knife like alkali metals This is because of the decrease in atomic radius of corresponding alkaline earth metal increases the strength of metallic bond and the packing of the metallic structure Alkaline earth metals are"}
{"text": "ductileable to form wirethin long rods"}
{"text": "malleableable to be hammered into sheetlong thin plates"}
{"text": "have high tensile strengthable to be coiled without breaking not brittlewithstand stress"}
{"text": "Appearance Alkali earth metals have a shiny grey metallic luster when their surface is freshly polished scrubbed The surface slowly tarnishes on exposure to air This is because the metal surface slowly undergoes oxidation to form an oxide This oxide layer should be removed before using the alkaline earth metals"}
{"text": "Melting and boiling points Alkaline earth metals have a relatively high melting boiling point than alkali metals This is because alkali metals use only one delocalized electron to form a weaker metallic bondstructure Alkaline earth metals use two delocalized electrons to form a stronger metallic bond structure"}
{"text": "The melting and boiling points decrease down the group as the atomic radiussize increase reducing the strength of metallic bond and packing of the metallic structure eg"}
{"text": "Beryllium has a melting point of 1280oC Magnesium has a melting point of 650oCBeryllium has a smaller atomic radiussize than magnesium The strength of metallic bond and packing of the metallic structure is thus stronger in beryllium"}
{"text": "Electricalthermal conductivity Alkaline earth metals are good thermal and electrical conductors The two delocalized valence electrons move randomly within the metallic structure"}
{"text": "Electrical conductivity increase down the group as the atomic radiussize increase making the delocalized outer electrons less attracted to nucleus Alkaline earth metals are better thermal and electrical conductors than alkali metals because they have moretwo outer delocalized electrons eg"}
{"text": "Magnesium is a better conductor than sodium because it has moretwo delocalized electrons than sodium The more delocalized electrons the better the electrical conductor"}
{"text": "Calcium is a better conductor than magnesium"}
{"text": "Calcium has biggerlarger atomic radius than magnesium because the delocalized electrons are less attracted to the nucleus of calcium and thus more free mobile and thus better the electrical conductor"}
{"text": "Summary of some physical properties of the 1st three alkaline earth metals"}
{"text": "Chemical properties"}
{"text": "Reaction with airoxygen"}
{"text": "On exposure to air the surface of alkaline earth metals is slowly oxidized to its oxide on prolonged exposure to air"}
{"text": "Example"}
{"text": "On exposure to air the surface of magnesium ribbon is oxidized to form a thin film of Magnesium oxide"}
{"text": "2Mgs  O2g  2MgOs"}
{"text": "ii Burning in airoxygen"}
{"text": "Experiment"}
{"text": "Hold a about 2cm length of Magnesium ribbon on a Bunsen flame Stop heating when it catches firestart burning"}
{"text": "Caution Do not look directly at the flame"}
{"text": "Put the products of burning into 100cm3 beaker Add about 5cm3 of distilled water Swirl Test the mixture using litmus papers Repeat with Calcium"}
{"text": "Observations"}
{"text": "Magnesium burns with a bright blindening flame"}
{"text": "White solid ash produced"}
{"text": "Solid dissolves in water to form a colourless solution"}
{"text": "Blue litmus paper remain blue"}
{"text": "Red litmus paper turns blue"}
{"text": "colourless gas with pungent smell of urine"}
{"text": "Explanation"}
{"text": "Magnesium burns in air with a bright blindening flame to form a mixture of Magnesium oxide and Magnesium nitride"}
{"text": "2Mg s  O2 g  2MgOs"}
{"text": "3Mg s  N2 g  Mg3N2 s"}
{"text": "Magnesium oxide dissolves in water to form magnesium hydroxide"}
{"text": "MgOs  H2O l  Mg OH2aq"}
{"text": "Magnesium nitride dissolves in water to form magnesium hydroxide and produce ammonia gas"}
{"text": "Mg3N2 s  6H2O l  3Mg OH2aq  2NH3 g"}
{"text": "Magnesium hydroxide and ammonia are weakly alkaline with pH 891011 and turns red litmus paper blue"}
{"text": "Calcium burns in air with faint orangered flame to form a mixture of both Calcium oxide and calcium nitride"}
{"text": "2Ca s  O2 g  2CaOs"}
{"text": "3Ca s  N2 g  Ca3N2 s"}
{"text": "Calcium oxide dissolves in water to form calcium hydroxide"}
{"text": "CaOs  H2O l  Ca OH2aq"}
{"text": "Calcium nitride dissolves in water to form calcium hydroxide and produce ammonia gas"}
{"text": "Ca3N2 s  6H2O l  3Ca OH2aq  2NH3 g"}
{"text": "Calcium hydroxide is also weakly alkaline solution with pH 891011 and turns red litmus paper blue"}
{"text": "Reaction with water"}
{"text": "Experiment"}
{"text": "Measure 50 cm3 of distilled water into a beaker"}
{"text": "Scrubpolish with sand paper 1cm length of Magnesium ribbon"}
{"text": "Place it in the water Test the productmixture with blue and red litmus papers"}
{"text": "Repeat with Calcium metal"}
{"text": "Observations"}
{"text": "Surface of magnesium covered by bubbles of colourless gas"}
{"text": "Colourless solution formed"}
{"text": "Effervescencebubblesfizzing takes place in Calcium"}
{"text": "Red litmus paper turns blue"}
{"text": "Blue litmus paper remains blue"}
{"text": "Explanations"}
{"text": "Magnesium slowly reacts with cold water to form Magnesium hydroxide and bubbles of Hydrogen gas that stick on the surface of the ribbon"}
{"text": "Mgs  2H2O l  MgOH2aq  H2 g"}
{"text": "Calcium moderately reacts with cold water to form Calcium hydroxide and produce a steady stream of Hydrogen gas"}
{"text": "Cas  2H2O l  Ca OH2aq  H2 g"}
{"text": "Reaction with water vapoursteam"}
{"text": "Experiment"}
{"text": "Put some cotton wool soaked in waterwet sand in a long boiling tube"}
{"text": "Coil a well polished magnesium ribbon into the boiling tube"}
{"text": "Ensure the coil touches the side of the boiling tube Heat the cotton woolsand slightly then strongly heat the Magnesium ribbon"}
{"text": "Set up of apparatus"}
{"text": "Observations"}
{"text": "Magnesium glows red hot then burns with a blindening flame"}
{"text": "Magnesium continues to glowburning even without more heating"}
{"text": "White solidresidue"}
{"text": "colourless gas collected over water"}
{"text": "Explanation"}
{"text": "On heating wet sand steam is generated which drives out the air that would otherwise react with oxidize the ribbon"}
{"text": "Magnesium burns in steamwater vapour generating enough heat that ensures the reaction goes to completion even without further heating White Magnesium oxide is formed and hydrogen gas is evolved"}
{"text": "To prevent suck back the delivery tube should be removed from the water before heating is stopped at the end of the experiment"}
{"text": "Mgs  H2O l  MgOs  H2 g"}
{"text": "Reaction with chlorine gas"}
{"text": "Experiment"}
{"text": "Lower slowly burning magnesium ribbonshavings into a gas jar containing Chlorine gas Repeat with a hot piece of calcium metal"}
{"text": "Observation"}
{"text": "Magnesium continues to burn in chlorine with a bright blindening flame"}
{"text": "Calcium continues to burn for a short time"}
{"text": "White solid formed"}
{"text": "Pale green colour of chlorine fades"}
{"text": "Explanation"}
{"text": "Magnesium continues to burn in chlorine gas forming white magnesium oxide solid"}
{"text": "Mgs  Cl2 g  MgCl2 s"}
{"text": "Calcium burns slightly in chlorine gas to form white calcium oxide solid Calcium oxide formed coat unreacted Calcium stopping further reaction"}
{"text": "Cas  Cl2 g  CaCl2 s"}
{"text": "Reaction with dilute acids"}
{"text": "Experiment"}
{"text": "Place about 40cm3 of 01M dilute sulphuric VI acid into a test tube Add about 10cm length of magnesium ribbon into the test tube Cover the mouth of the test tube using a thumb Release the gas and test the gas using a burning splint"}
{"text": "Repeat with about 40cm3 of 01M dilute hydrochloricnitric V acid"}
{"text": "Repeat with 01g of Calcium in a beaker with all the above acid"}
{"text": "Caution Keep distance when using calcium"}
{"text": "Observation"}
{"text": "Effervescencefizzingbubbles with dilute sulphuric VI and nitric V acids"}
{"text": "Little Effervescencefizzingbubbles with calcium and dilute sulphuric VI acid"}
{"text": "Colourless gas produced that extinguishes a burning splint with an explosion pop sound"}
{"text": "No gas is produced with Nitric V acid"}
{"text": "Colourless solution is formed"}
{"text": "Explanation"}
{"text": "Dilute acids react with alkaline earth metals to form a salt and produce hydrogen gas"}
{"text": "Nitric V acid is a strong oxidizing agent It quickly oxidizes the hydrogen produced to water"}
{"text": "Calcium is very reactive with dilute acids and thus a very small piece of very dilute acid should be used"}
{"text": "Chemical equations"}
{"text": "Mgs  H2SO4 aq  MgSO4 aq  H2 g"}
{"text": "Mgs  2HNO3 aq  MgNO32aq  H2 g"}
{"text": "Mgs  2HCl aq  MgCl2aq  H2 g"}
{"text": "Cas  H2SO4 aq  CaSO4s  H2 g"}
{"text": "insoluble CaSO4s coatcover Cas"}
{"text": "Cas  2HNO3 aq  CaNO32aq  H2 g"}
{"text": "Cas  2HCl aq  CaCl2aq  H2 g"}
{"text": "Bas  H2SO4 aq  BaSO4s  H2 g"}
{"text": "insoluble BaSO4s coatcover Bas"}
{"text": "Bas  2HNO3 aq  BaNO32aq  H2 g"}
{"text": "Bas  2HCl aq  BaCl2aq  H2 g"}
{"text": "The table below shows some compounds of some alkaline earth metals"}
{"text": "Some uses of alkaline earth metals include"}
{"text": "iMagnesium hydroxide is a nontoxicpoisonous mild base used as an anti acid medicine to relieve stomach acidity"}
{"text": "ii Making duralumin Duralumin is an alloy of Magnesium and aluminium used for making aeroplane bodies because it is light"}
{"text": "iii Making plaster of ParisCalcium sulphate VI is used in hospitals to set a fractures bone"}
{"text": "iiiMaking cementCalcium carbonate is mixed with clay and sand then heated to form cement for constructionbuilding"}
{"text": "ivRaise soil pHQuicklimecalcium oxide is added to acidic soils to neutralize and raise the soil pH in agricultural farms"}
{"text": "v As nitrogenous fertilizerCalcium nitrate V is used as an agricultural fertilizer because plants require calcium for proper growth"}
{"text": "viIn the blast furnaceLimestone is added to the blast furnace to produce more reducing agent and remove slag in the blast furnace for extraction of Iron"}
{"text": "cGroup VII elements Halogens"}
{"text": "Group VII elements are called Halogens They are all non metals They include"}
{"text": "All halogen atoms have seven electrons in the outer energy level They acquiregain one electron in the outer energy level to be stable They therefore are therefore monovalent They exist in oxidation state X"}
{"text": "The number of energy levels increases down the group from Fluorine to Astatine The more the number of energy levels the biggerlarger the atomic size eg"}
{"text": "The atomic sizeradius of Chlorine is biggerlarger than that of Fluorine because Chlorine has more3 energy levels than Fluorine 2 energy levels"}
{"text": "Atomic radius and ionic radius of Halogens increase down the group as the number of energy levels increases"}
{"text": "The atomic radius of Halogens is smaller than the ionic radius This is because they react by gainingacquiring extra one electron in the outer energy level The effective nuclear attraction on the moreextra electrons decreases The incoming extra electron is also repelled causing the outer energy level to expand to reduce the repulsion and accommodate more electrons"}
{"text": "Table showing the atomic and ionic radius of four Halogens"}
{"text": "The atomic radius of Chlorine is 0099nM The ionic radius of Cl is 0181nM This is because Chlorine atommolecule reacts by gainingacquiring extra one electron The moreextra electronsenergy level experience less effective nuclear attraction pull towards the nucleus The outer energy level expandincrease to reduce the repulsion of the existing and incoming gained acquired electrons"}
{"text": "Electronegativity"}
{"text": "The ease of gainingacquiring extra electrons is called electronegativity All halogens are electronegative Electronegativity decreases as atomic radius increase This is because the effective nuclear attraction on outer electrons decreases with increase in atomic radius"}
{"text": "The outer electrons experience less nuclear attraction and thus ease of gainingacquiring extra electrons decrease"}
{"text": "It is measured using Paulings scale"}
{"text": "Where Fluorine with Pauling scale 40 is the most electronegative element and thus the highest tendency to acquiregain extra electron"}
{"text": "Table showing the electronegativity of the halogens"}
{"text": "The electronegativity of the halogens decrease down the group from fluorine to Astatine This is because atomic radius increases down the group and thus decrease electron  attracting power down the group from fluorine to astatine"}
{"text": "Fluorine is the most electronegative element in the periodic table because it has the small atomic radius"}
{"text": "Electron affinity"}
{"text": "The minimum amount of energy required to gainacquire an extra electron by an atom of element in its gaseous state is called 1st electron affinity The SI unit of electron affinity is kilojoules per molekJmole1 Electron affinity depends on atomic radius The higher the atomic radius the less effective the nuclear attraction on outer energy level electrons and thus the lower the electron affinity For halogens the 1st electron affinity decrease down the group as the atomic radius increase and the effective nuclear attraction on outer energy level electrons decrease Due to its small sizeatomic radius Fluorine shows exceptionally low electron affinity This is because a lot of energy is required to overcome the high repulsion of the existing and incoming electrons"}
{"text": "Table showing the election affinity of halogens for the process"}
{"text": "X  e  X"}
{"text": "The higher the electron affinity the more stable theionie"}
{"text": "Cl is a more stable ion than Br because it has a more negative  exothermic electron affinity than Br"}
{"text": "Electron affinity is different from"}
{"text": "i Ionization energy"}
{"text": "Ionization energy is the energy required to losedonate an electron in an atom of an element in its gaseous state while electron affinity is the energy required to gainacquire extra electron by an atom of an element in its gaseous state"}
{"text": "ii Electronegativity"}
{"text": "Electron affinity is the energy required to gain an electron in an atom of an element in gaseous state It involves the process"}
{"text": "Xg  e  Xg"}
{"text": "Electronegativity is the easetendency of gaining acquiring electrons by an element during chemical reactions"}
{"text": "It does not involve use of energy but theoretical arbitrary Pauling scale of measurements"}
{"text": "Physical properties"}
{"text": "State at room temperature"}
{"text": "Fluorine and Chlorine are gases Bromine is a liquid and Iodine is a solid Astatine is radioactive"}
{"text": "All halogens exist as diatomic molecules bonded by strong covalent bond Each molecule is joined to the other by weak intermolecular forces Vanderwaals forces"}
{"text": "MeltingBoiling point"}
{"text": "The strength of intermolecularVanderwaals forces of attraction increase with increase in molecular sizeatomic radius"}
{"text": "Iodine has therefore the largest atomic radius and thus strongest intermolecular forces to make it a solid"}
{"text": "Iodine sublimes when heated to form caution highly toxicpoisonous purple vapour"}
{"text": "This is because Iodine molecules are held together by weak vanderwaalsintermolecular forces which require little heat energy to break"}
{"text": "Electrical conductivity"}
{"text": "All Halogens are poor conductors of electricity because they have no free delocalized electrons"}
{"text": "Solubility in polar and nonpolar solvents"}
{"text": "All halogens are soluble in water polar solvent"}
{"text": "When a boiling tube containing either chlorine gas or bromine vapour is separately inverted in a beaker containing distilled water and tetrachloromethane nonpolar solvent the level of solution in boiling tube rises in both water and tetrachloromethane"}
{"text": "This is because halogen are soluble in both polar and nonpolar solvents Solubility of halogens in waterpolar solvents decrease down the group Solubility of halogens in nonpolar solvent increases down the group"}
{"text": "The level of water in chlorine is higher than in bromine and the level of tetrachloromethane in chlorine is lower than in bromine"}
{"text": "Caution Tetrachloromethane  Bromine vapour and Chlorine gas are all highly toxicpoisonous"}
{"text": "Table showing the physical properties of Halogens"}
{"text": "Chemical properties"}
{"text": "iDisplacement"}
{"text": "Experiment"}
{"text": "Place separately in test tubes about 5cm3 of sodium chloride Sodium bromide and Sodium iodide solutions"}
{"text": "Add 5 drops of chlorine water to each test tube"}
{"text": "Repeat with 5 drops of bromine water instead of chlorine water"}
{"text": "Observation"}
{"text": "Using Chlorine water"}
{"text": "Yellow colour of chlorine water fades in all test tubes except with sodium chloride"}
{"text": "Coloured Solution formed"}
{"text": "Using Bromine water"}
{"text": "Yellow colour of bromine water fades in test tubes containing sodium iodide"}
{"text": "Coloured Solution formed"}
{"text": "Explanation"}
{"text": "The halogens displace each other from their solution The more electronegative displace the less electronegative from their solution"}
{"text": "Chlorine is more electronegative than bromine and iodine"}
{"text": "On adding chlorine water bromine and Iodine are displaced from their solutions by chlorine"}
{"text": "Bromine is more electronegative than iodide but less 6than chlorine"}
{"text": "On adding Bromine water iodine is displaced from its solution but not chlorine"}
{"text": "Table showing the displacement of the halogens"}
{"text": "V means there is displacement x  means there is no displacement"}
{"text": "Chemical ionic equations"}
{"text": "With Fluorine"}
{"text": "F2g  2NaClaq  2NaFaq  Cl2aq"}
{"text": "F2g  2Claq  2Faq  Cl2aq"}
{"text": "F2g  2NaBraq  2NaFaq  Br2aq"}
{"text": "F2g  2Braq  2Faq  Br2aq"}
{"text": "F2g  2NaIaq  2NaFaq  I2aq"}
{"text": "F2g  2Iaq  2Faq  I2aq"}
{"text": "With chlorine"}
{"text": "Cl2g  2NaClaq  2NaClaq  Br2aq"}
{"text": "Cl2g  2Braq  2Claq  Br2aq"}
{"text": "Cl2g  2NaIaq  2NaClaq  I2aq"}
{"text": "Cl2g  2Iaq  2Claq  I2aq"}
{"text": "With Bromine"}
{"text": "Br2g  2NaIaq  2NaBraq  I2aq"}
{"text": "Br2g  2Iaq  2Braq  I2aq"}
{"text": "Uses of halogens"}
{"text": "Florine  manufacture of PTFE Poly tetra fluoroethene synthetic fiber"}
{"text": "Reduce tooth decay when added in small amountsquantities in tooth paste"}
{"text": "NB large small quantities of fluorine fluoride ions in water cause browning of teethflourosis"}
{"text": "Hydrogen fluoride is used to engrave words pictures in glass"}
{"text": "Bromine  Silver bromide is used to make light sensitive photographic paperfilms"}
{"text": "Iodide  Iodine dissolved in alcohol is used as medicine to kill bacteria in skin cuts It is called tincture of iodine"}
{"text": "The table below to show some compounds of halogens"}
{"text": "Below is the table showing the bond energy of four halogens"}
{"text": "Bond Bond energy k J mole1"}
{"text": "ClCl 242"}
{"text": "BrBr 193"}
{"text": "II 151"}
{"text": "What do you understand by the term bond energy"}
{"text": "Bond energy is the energy required to break form one mole of chemical bond"}
{"text": "Explain the trend in bond Energy of the halogens above"}
{"text": "Decrease down the group from chlorine to Iodine"}
{"text": "Atomic radius increase down the group decreasing the energy required to break the covalent bonds between the larger atom with reduced effective nuclear  charge an outer energy level that take part in bonding"}
{"text": "cGroup VIII elements Noble gases"}
{"text": "Group VIII elements are called Noble gases They are all non metals Noble gases occupy about 10 of the atmosphere as colourless gaseous mixture Argon is the most abundant with 09"}
{"text": "They exist as monatomic molecules with very weak vanderwaals intermolecular forces holding the molecules"}
{"text": "They include"}
{"text": "All noble gas atoms have a stable duplettwo electrons in the 1st energy level or octeteight electrons in other outer energy levelin the outer energy level They therefore do not acquiregain extra electron in the outer energy level or donatelose They therefore are therefore zerovalent"}
{"text": "The number of energy levels increases down the group from Helium to Randon The more the number of energy levels the biggerlarger the atomic sizeradius eg"}
{"text": "The atomic sizeradius of Argon is biggerlarger than that of Neon because Argon has more3 energy levels than Neon 2 energy levels"}
{"text": "Atomic radius noble gases increase down the group as the number of energy levels increases"}
{"text": "The effective nuclear attraction on the outer electrons thus decrease down the group"}
{"text": "The noble gases are generally unreactive because the outer energy level has the stable octetduplet The stable octetduplet in noble gas atoms lead to comparatively very high 1st ionization energy This is because losing donating an electron from the stable atom require a lot of energy to losedonate and make it unstable"}
{"text": "As atomic radius increase down the group and the 1st ionization energy decrease very electronegative elements like Oxygen and Fluorine are able to react and bond with lower members of the noble gaseseg"}
{"text": "Xenon reacts with Fluorine to form a covalent compound XeF6This is because the outer electronsenergy level if Xenon is far from the nucleus and thus experience less effective nuclear attraction"}
{"text": "Noble gases have low melting and boiling points This is because they exist as monatomic molecules joined by very weak intermolecularvanderwaals forces that require very little energy to weaken and form liquid and break to form a gas"}
{"text": "The intermolecularvanderwaals forces increase down the group as the atomic radiussize increase from Helium to Radon The melting and boiling points thus increase also down the group"}
{"text": "Noble gases are insoluble in water and are poor conductors of electricity"}
{"text": "Uses of noble gases"}
{"text": "Argon is used in light bulbs to provide an inert environment to prevent oxidation of the bulb filament"}
{"text": "Argon is used in arch welding as an insulator"}
{"text": "Neon is used in street and advertisement light"}
{"text": "Helium is mixed with Oxygen during deep sea diving and mountaineering"}
{"text": "Helium is used in weather balloon for meteorological research instead of Hydrogen because it is unreactiveinertHydrogen when impure can ignite with an explosion"}
{"text": "Helium is used in making thermometers for measuring very low temperatures"}
{"text": "CHEMISTRY OF CARBON A CARBON"}
{"text": "Carbon is an element in Group IVGroup 4of the Periodic table It has atomic number 6 and electronic configuration 24 and thus has four valence electronstetravalentIt does not easily ionize but forms strong covalent bonds with other elements including itself"}
{"text": "aOccurrence"}
{"text": "Carbon mainly naturally occurs as"}
{"text": "iallotropes of carbon ie graphite diamond and fullerenes"}
{"text": "iiamorphous carbon in coal peat charcoal and coke"}
{"text": "iiicarbonIVoxide gas accounting 003 by volume of normal air in the atmosphere"}
{"text": "bAllotropes of Carbon"}
{"text": "Carbon naturally occur in two main crystalline allotropic forms carbongraphite and carbondiamond"}
{"text": "c Properties of Carbon"}
{"text": "iPhysical properties of carbon"}
{"text": "Carbon occur widely and naturally as a black solid"}
{"text": "It is insoluble in water but soluble in carbon disulphide and organic solvents"}
{"text": "It is a poor electrical and thermal conductor"}
{"text": "iiChemical properties of carbon"}
{"text": "I Burning"}
{"text": "Experiment"}
{"text": "Introduce a small piece of charcoal on a Bunsen flame then lower it into a gas jar containing Oxygen gas Put three drops of water Swirl Test the solution with blue and red litmus papers"}
{"text": "Observation"}
{"text": "Carbon chars then burns with a blue flame"}
{"text": "Colourless and odourless gas produced"}
{"text": "Solution formed turn blue litmus paper faint red Red litmus paper remains red"}
{"text": "Explanation"}
{"text": "Carbon burns in air and faster in Oxygen with a blue nonsootynonsmoky flame forming Carbon IV oxide gas Carbon burns in limited supply of air with a blue nonsootynonsmoky flame forming Carbon IV oxide gas Carbon IV oxide gas dissolve in water to form weak acidic solution of Carbonic IVacid"}
{"text": "Chemical Equation"}
{"text": "Cs  O2g  CO2g in excess air"}
{"text": "2Cs  O2g  2COg in limited air"}
{"text": "CO2g  H2O l  H2CO3 aq very weak acid"}
{"text": "II Reducing agent"}
{"text": "Experiment"}
{"text": "Mix thoroughly equal amounts of powdered charcoal and copper IIoxide into a crucible Heat strongly"}
{"text": "Observation"}
{"text": "Colour change from black to brown"}
{"text": "Explanation"}
{"text": "Carbon is a reducing agent For ages it has been used to reducing metal oxide ores to metal itself oxidized to carbon IV oxide gas Carbon reduces black copper II oxide to brown copper metal"}
{"text": "Chemical Equation"}
{"text": "2CuOs  Cs  2Cus  CO2g"}
{"text": "black brown"}
{"text": "2PbOs  Cs  2Pbs  CO2g"}
{"text": "brown when hot grey"}
{"text": "yellow when cool"}
{"text": "2ZnOs  Cs  2Zns  CO2g"}
{"text": "yellow when hot grey"}
{"text": "white when cool"}
{"text": "Fe2O3s  3Cs  2Fes  3CO2g"}
{"text": "brown when hotcool grey"}
{"text": "Fe3O4 s  4Cs  3Fes  4CO2g"}
{"text": "brown when hotcool grey"}
{"text": "B COMPOUNDS OF CARBON"}
{"text": "The following are the main compounds of Carbon"}
{"text": "iCarbonIVOxideCO2"}
{"text": "iiCarbonIIOxideCO"}
{"text": "iiiCarbonateIV CO32and hydrogen carbonateIVHCO3"}
{"text": "ivSodium carbonateNa2CO3"}
{"text": "i CarbonIVOxide CO2"}
{"text": "aOccurrence"}
{"text": "CarbonIVoxide is found"}
{"text": "in the air atmosphere as 003 by volume"}
{"text": "a solid carbonIVoxide mineral in Esageri near Eldame Ravine and Kerita near Limuru in Kenya"}
{"text": "bSchool Laboratory preparation"}
{"text": "In the school laboratory carbonIVoxide can be prepared in the school laboratory from the reaction of marble chipsCaCO3or sodium hydrogen carbonateNaHCO3 with dilute hydrochloric acid"}
{"text": "cProperties of carbonIVoxide gasQuestions"}
{"text": "1Write the equation for the reaction for the school laboratory preparation of carbon IVoxide gas"}
{"text": "Any carbonate reacted with dilute hydrochloric acid should be able to generate carbon IVoxide gas"}
{"text": "Chemical equations"}
{"text": "CaCO3s  2HClaq  CaCO3 aq  H2Ol  CO2 g"}
{"text": "ZnCO3s  2HClaq  ZnCO3 aq  H2Ol  CO2 g"}
{"text": "MgCO3s  2HClaq  MgCO3 aq  H2Ol  CO2 g"}
{"text": "CuCO3s  2HClaq  CuCO3 aq  H2Ol  CO2 g"}
{"text": "NaHCO3s  HClaq  Na2CO3 aq  H2Ol  CO2 g"}
{"text": "KHCO3s  HClaq  K2CO3 aq  H2Ol  CO2 g"}
{"text": "2What method of gas collection is used in preparation of CarbonIVoxide gas Explain"}
{"text": "Downward delivery upward displacement of airover mercury"}
{"text": "CarbonIVoxide gas is about 1 times denser than air"}
{"text": "3What is the purpose of"}
{"text": "awater"}
{"text": "To absorb the more volatile hydrogen chloride fumes produced during the vigorous reaction"}
{"text": "bsodium hydrogen carbonate"}
{"text": "To absorb the more volatile hydrogen chloride fumes produced during the vigorous reaction and by reacting with the acid to produce more carbon IVoxide gas"}
{"text": "Chemical equation"}
{"text": "NaHCO3s  HClaq  Na2CO3 aq  H2Ol  CO2 g"}
{"text": "cconcentrated sulphuricVIacid"}
{"text": "To dry the gasas a drying agent"}
{"text": "4Describe the smell of carbonIVoxide gas"}
{"text": "Colourless and odourless"}
{"text": "5 Effect on lime water"}
{"text": "Experiment"}
{"text": "Bubbled carbonIVoxide gas into a test tube containing lime water for about three minutes"}
{"text": "Observation"}
{"text": "White precipitate is formed"}
{"text": "White precipitate dissolved when excess carbonIVoxide gas is bubbled"}
{"text": "Explanation"}
{"text": "CarbonIVoxide gas reacts with lime waterCaOH2 to form an insoluble white precipitate of calcium carbonate Calcium carbonate reacts with more CarbonIV oxide gas to form soluble Calcium hydrogen carbonate"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "CaCO3 aq  H2Ol  CO2 g  CaHCO3 2 aq"}
{"text": "6 Effects on burning Magnesium ribbon"}
{"text": "Experiment"}
{"text": "Lower a piece of burning magnesium ribbon into a gas jar containing carbon IVoxide gas"}
{"text": "Observation"}
{"text": "The ribbon continues to burn with difficulty"}
{"text": "White ashsolid is formed"}
{"text": "Black specksolidparticles formed on the side of gas jar"}
{"text": "Explanation"}
{"text": "Carbon IV oxide gas does not support combustionburningMagnesium burn to producerelease enough heat energy to decompose Carbon IV oxide gas to carbon and oxygenMagnesium continues to burn in Oxygen forming white Magnesium Oxide solidashBlack speckparticle of carboncharcoal residue forms on the sides of reaction flask During the reaction Carbon IV oxide is reduced Oxidizing agentto carbon while Magnesium is Oxidized to Magnesium Oxide"}
{"text": "Chemical equation"}
{"text": "2Mgs  CO2 g  C s  2MgOl"}
{"text": "7 Dry and wet litmus papers were separately put in a gas jar containing dry carbon IV oxide gas State and explain the observations made"}
{"text": "Observation"}
{"text": "Blue dry litmus paper remain blue"}
{"text": "Red dry litmus paper remain Red"}
{"text": "Blue wetdampmoist litmus paper turns red"}
{"text": "Red wetdampmoist litmus paper remain red"}
{"text": "Explanation"}
{"text": "Dry Carbon IV oxide gas is a molecular compound that does not dissociateionize to release H and thus has no effect on litmus papers"}
{"text": "Wetdampmoist litmus paper contains water that dissolvesreact with dry carbon IV oxide gas to form the weak solution of carbonic IV acid H2CO3"}
{"text": "Carbonic IV acid dissociateionizes to a few little free H and CO32"}
{"text": "The few H aq ions are responsible for turning blue litmus paper to faint red showing the gas is very weakly acidic"}
{"text": "Chemical equation"}
{"text": "H2CO3aq  2H aq  CO32aq"}
{"text": "8 Explain why Carbon IV oxide cannot be prepared from the reaction of"}
{"text": "i Marble chips with dilute sulphuric VI acid"}
{"text": "Explanation"}
{"text": "Reaction forms insoluble calcium sulphate VI that covercoat unreacted marble chips stopping further reaction"}
{"text": "Chemical equation"}
{"text": "CaCO3s  H2SO4 aq  CaSO4 s  H2Ol  CO2 g"}
{"text": "PbCO3s  H2SO4 aq  PbSO4 s  H2Ol  CO2 g"}
{"text": "BaCO3s  H2SO4 aq  BaSO4 s  H2Ol  CO2 g"}
{"text": "ii Lead II carbonate with dilute Hydrochloric acid"}
{"text": "Reaction forms insoluble Lead IIChloride that covercoat unreacted LeadII carbonate stopping further reaction unless the reaction mixture is heated Lead II Chloride is soluble in hot water"}
{"text": "Chemical equation"}
{"text": "PbCO3s  2HCl aq  PbCl2 s  H2Ol  CO2 g"}
{"text": "9 Describe the test for the presence of Carbon IV oxide"}
{"text": "Using burning splint"}
{"text": "Lower a burning splint into a gas jar suspected to contain Carbon IV oxide gas The burning splint is extinguished"}
{"text": "Using Lime water"}
{"text": "Bubble the gas suspected to be Carbon IV oxide gas A white precipitate that dissolves in excess bubbling is formed"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "CaCO3 aq  H2Ol  CO2 g  CaHCO3 2 aq"}
{"text": "10State three main uses of Carbon IVoxide gas"}
{"text": "iIn the Solvay process for the manufacture of soda ashsodium carbonate"}
{"text": "iiIn preservation of aerated drinks"}
{"text": "iiiAs fire extinguisher because it does not support combustion and is denser than air"}
{"text": "ivIn manufacture of Baking powder"}
{"text": "ii Carbon II Oxide CO"}
{"text": "aOccurrence"}
{"text": "Carbon II oxide is found is found from incomplete combustion of fuels like petrol charcoal liquefied Petroleum GasLPG"}
{"text": "bSchool Laboratory preparation"}
{"text": "In the school laboratory carbonIIoxide can be prepared from dehydration of methanoic acidFormic acidHCOOH or Ethan12dioic acidOxalic acidHOOCCOOH using concentrated sulphuricVI acid Heating is necessary"}
{"text": "cProperties of Carbon II OxideQuestions"}
{"text": "1 Write the equation for the reaction for the preparation of carbonIIoxide using"}
{"text": "iMethod 1"}
{"text": "Chemical equation"}
{"text": "HOOCCOOHs ConcH2SO4 COg  CO2 g  H2Ol"}
{"text": "H2C2O4s ConcH2SO4 COg  CO2 g  H2Ol"}
{"text": "iiMethod 2"}
{"text": "Chemical equation"}
{"text": "HCOOHs ConcH2SO4 COg  H2Ol"}
{"text": "H2CO2s ConcH2SO4 COg  H2Ol"}
{"text": "2 What method of gas collection is used during the preparation of carbon II oxide"}
{"text": "Over water because the gas is insoluble in water"}
{"text": "Downward delivery because the gas is 1  times denser than air"}
{"text": "3 What is the purpose of"}
{"text": "i Potassium hydroxidesodium hydroxide in Method 1"}
{"text": "To absorb remove carbon II oxide produced during the reaction"}
{"text": "2KOH aq  CO2 g  K2CO3 s  H2Ol"}
{"text": "2NaOH aq  CO2 g  Na2CO3 s  H2Ol"}
{"text": "ii Concentrated sulphuricVIacid in Method 1 and 2"}
{"text": "Dehydrating agent removes the element of water Hydrogen and Oxygen in ratio 21 present in both methanoic and ethan12dioic acid"}
{"text": "4 Describe the smell of carbon II oxide"}
{"text": "Colourless and odourless"}
{"text": "5 State and explain the observation made when carbonIVoxide is bubbled in lime water for a long time"}
{"text": "No white precipitate is formed"}
{"text": "6 Dry and wetmoistdamp litmus papers were separately put in a gas jar containing dry carbon IV oxide gas State and explain the observations made"}
{"text": "Observation"}
{"text": "blue dry litmus paper remains blue"}
{"text": "red dry litmus paper remains red"}
{"text": "wetmoistdamp blue litmus paper remains blue"}
{"text": "wetmoistdamp red litmus paper remains red"}
{"text": "Explanation"}
{"text": "CarbonIIoxide gas is a molecular compound that does not dissociate ionize to release H ions and thus has no effect on litmus papers CarbonIIoxide gas is therefore a neutral gas"}
{"text": "7 Carbon II oxide gas was ignited at the end of a generator as below"}
{"text": "iState the observations made in flame K"}
{"text": "Gas burns with a blue flame"}
{"text": "iiWrite the equation for the reaction taking place at flame K"}
{"text": "2COg  O2 g  2CO2 g"}
{"text": "8 Carbon II oxide is a reducing agent Explain"}
{"text": "Experiment"}
{"text": "Pass carbon II oxide through glass tube containing copper II oxide Ignite any excess poisonous carbon II oxide"}
{"text": "Observation"}
{"text": "Colour change from black to brown Excess carbon II oxide burn with a blue flame"}
{"text": "Explanation"}
{"text": "Carbon is a reducing agent It is used to reduce metal oxide ores to metal itself oxidized to carbon IV oxide gas Carbon II Oxide reduces black copper II oxide to brown copper metal"}
{"text": "Chemical Equation"}
{"text": "CuOs  COg  Cus  CO2g"}
{"text": "black brown"}
{"text": "PbOs  COg  Pbs  CO2g"}
{"text": "brown when hot grey"}
{"text": "yellow when cool"}
{"text": "ZnOs  COg  Zns  CO2g"}
{"text": "yellow when hot grey"}
{"text": "white when cool"}
{"text": "Fe2O3s  3COs  2Fes  3CO2g"}
{"text": "brown when hotcool grey"}
{"text": "Fe3O4 s  4COg  3Fes  4CO2g"}
{"text": "brown when hotcool grey"}
{"text": "These reactions are used during the extraction of many metals from their ore"}
{"text": "9 Carbon II oxide is a pollutant Explain"}
{"text": "Carbon II oxide is highly poisonoustoxicIt preferentially combine with haemoglobin to form stable carboxyhaemoglobin in the blood instead of oxyhaemoglobinThis reduces the free haemoglobin in the blood causing nausea  coma then death"}
{"text": "10 The diagram below show a burning charcoal stoveburnerjiko Use it to answer the questions that follow"}
{"text": "Explain the changes that take place in the burner"}
{"text": "Explanation"}
{"text": "Charcoal stove has air holes through which air enters Air oxidizes carbon to carbon IV oxide gas at region I This reaction is exothermic H producing more heat"}
{"text": "Chemical equation"}
{"text": "Cs  O2g  CO2g"}
{"text": "Carbon IV oxide gas formed rises up to meet more charcoal which reduces it to Carbon II oxide gas"}
{"text": "Chemical equation"}
{"text": "2CO2 g  O2g  2CO g"}
{"text": "At the top of burner in region II Carbon IIoxide gas is further oxidized to CarbonIVoxide gas if there is plenty of air but escape if the air is limited poisoning the living things around"}
{"text": "Chemical equation"}
{"text": "2CO g  O2g  2CO2 g"}
{"text": "excess air"}
{"text": "11 Describe the test for the presence of carbonIIoxide gas"}
{"text": "Experiment"}
{"text": "BurnIgnite the pure sample of the gas PassBubble the products into lime waterCalcium hydroxide"}
{"text": "Observation"}
{"text": "Colourless gas burns with a blue flame A white precipitate is formed that dissolve on further bubbling of the products"}
{"text": "Chemical equation"}
{"text": "2CO g  O2g  2CO2 g gas burns with blue flame"}
{"text": "Chemical equation"}
{"text": "CaOH 2 aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "Chemical equation"}
{"text": "CO2 g  CaCO3 s  H2Ol  CaHCO3 2 aq"}
{"text": "12 State the main uses of carbon IIoxide gas"}
{"text": "i As a fuel water gas"}
{"text": "iiAs a reducing agent in the blast furnace for extracting iron from iron oreMagnetiteHaematite"}
{"text": "iiiAs a reducing agent in extraction of Zinc from Zinc oreZinc blende"}
{"text": "iv As a reducing agent in extraction of Lead from Lead oreGalena"}
{"text": "v As a reducing agent in extraction of Copper from Copper iron sulphideCopper pyrites"}
{"text": "iiiCarbonateIV CO32and hydrogen carbonateIVHCO3"}
{"text": "1Carbonate IV CO32 are normal salts derived from carbonicIVacid H2CO3 and hydrogen carbonate IV HCO3 are acid salts derived from carbonicIVacid"}
{"text": "CarbonicIVacidH2CO3 is formed when carbonIVoxide gas is bubbled in water It is a dibasic acid with two ionizable hydrogens"}
{"text": "H2CO3aq 2Haq  CO32aq"}
{"text": "H2CO3aq  Haq  HCO3  aq"}
{"text": "2Carbonate IV CO32 are insoluble in water except Na2CO3  K2CO3 and NH42CO3"}
{"text": "3Hydrogen carbonate IV HCO3 are soluble in water Only five hydrogen carbonates exist Na HCO3  KHCO3 NH4HCO3 CaHCO32 and MgHCO32"}
{"text": "CaHCO32 and MgHCO32 exist only in aqueous solutions"}
{"text": "3The following experiments show the effect of heat on Carbonate IV CO32 and Hydrogen carbonate IV HCO3 salts"}
{"text": "Experiment"}
{"text": "In a clean dry test tube place separately about 10 of the following"}
{"text": "ZincIIcarbonateIV sodium hydrogen carbonateIV sodium carbonateIV Potassium carbonateIV ammonium carbonateIV potassium hydrogen carbonateIV LeadIIcarbonateIV IronIIcarbonateIV and copperIIcarbonateIV Heat each portion gently the strongly Test any gases produced with lime water"}
{"text": "Observation"}
{"text": "iColorless droplets form on the cooler parts of test tube in case of sodium carbonateIV and Potassium carbonateIV"}
{"text": "iiWhite residuesolid left in case of sodium hydrogen carbonateIV sodium carbonateIV Potassium carbonateIV and potassium hydrogen carbonateIV"}
{"text": "iiiColour changes from bluegreen to black in case of copperIIcarbonateIV"}
{"text": "iv Colour changes from green to brownyellow in case of Iron IIcarbonateIV"}
{"text": "v Colour changes from white when cool to yellow when hot in case of Zinc II carbonateIV"}
{"text": "vi Colour changes from yellow when cool to brown when hot in case of Lead II carbonateIV"}
{"text": "viiColourless gas produced that forms a white precipitate with lime water in all cases"}
{"text": "Explanation"}
{"text": "1 Sodium carbonateIV and Potassium carbonateIV exist as hydrated salts with 10 molecules of water of crystallization that condenses and collects on cooler parts of test tube as a colourless liquid"}
{"text": "Chemical equation"}
{"text": "Na2CO3 10H2Os  Na2CO3 s  10H2Ol"}
{"text": "K2CO3 10H2Os  K2CO3 s  10H2Ol"}
{"text": "2 Carbonate IV CO32 and Hydrogen carbonate IV HCO3 salts decompose on heating except Sodium carbonateIV and Potassium carbonateIV"}
{"text": "a Sodium hydrogen carbonateIV and Potassium hydrogen carbonateIV decompose on heating to form sodium carbonateIV and Potassium carbonateIVWater and carbonIVoxide gas are also produced"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 s  Na2CO3 s  H2Ol  CO2 g"}
{"text": "white white"}
{"text": "2KHCO3 s  K2CO3 s  H2Ol  CO2 g"}
{"text": "white white"}
{"text": "b Calcium hydrogen carbonateIV and Magnesium hydrogen carbonateIV decompose on heating to form insoluble Calcium carbonateIV and Magnesium carbonateIVWater and carbonIVoxide gas are also produced"}
{"text": "Chemical equation"}
{"text": "CaHCO32 aq  CaCO3 s  H2Ol  CO2 g"}
{"text": "Colourless solution white"}
{"text": "MgHCO32 aq  MgCO3 s  H2Ol  CO2 g"}
{"text": "Colourless solution white"}
{"text": "c Ammonium hydrogen carbonateIV decompose on heating to form ammonium carbonateIV Water and carbonIVoxide gas are also produced"}
{"text": "Chemical equation"}
{"text": "2NH4HCO3 s  NH42CO3 s  H2Ol  CO2 g"}
{"text": "white white"}
{"text": "dAll other carbonates decompose on heating to form the metal oxide and produce carbonIVoxide gas eg"}
{"text": "Chemical equation"}
{"text": "MgCO3 s  MgO s  CO2 g"}
{"text": "white solid white solid"}
{"text": "Chemical equation"}
{"text": "BaCO3 s  BaO s  CO2 g"}
{"text": "white solid white solid"}
{"text": "Chemical equation"}
{"text": "CaCO3 s  CaO s  CO2 g"}
{"text": "white solid white solid"}
{"text": "Chemical equation"}
{"text": "CuCO3 s  CuO s  CO2 g"}
{"text": "bluegreen solid black solid"}
{"text": "Chemical equation"}
{"text": "ZnCO3 s  ZnO s  CO2 g"}
{"text": "white solid white solid when cool"}
{"text": "Yellow solid when hot"}
{"text": "Chemical equation"}
{"text": "PbCO3 s  PbO s  CO2 g"}
{"text": "white solid yellow solid when cool"}
{"text": "brown solid when hot"}
{"text": "4The following experiments show the presence of Carbonate IV CO32 and Hydrogen carbonate IV HCO3 ions in sample of a salt"}
{"text": "aUsing LeadII nitrateV"}
{"text": "I Using a portion of salt solution in a test tube add four drops of LeadIInitrateVsolutionPreserve"}
{"text": "II To the preserved solution add six drops of dilutte nitricVacid Preserve"}
{"text": "II To the preserved sample that forms a precipitate heat to boil"}
{"text": "II To the preserved sample that do not form a precipitate add three drops of acidified potassium manganateVIIlime water"}
{"text": "ExperimentsObservations"}
{"text": "bUsing BariumIInitrateV BariumIIchloride"}
{"text": "I To about 5cm3 of a salt solution in a test tube add four drops of BariumII nitrate V  BariumIIchloride Preserve"}
{"text": "II To the preserved sample in I above add six drops of 2M nitricV acid  Preserve"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "IIITo the preserved sample observation 2 in II above add 4 drops of acidified potassium manganateVII dichromateVI"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "Explanations"}
{"text": "Using LeadIInitrateV"}
{"text": "iLeadIInitrateV solution reacts with chloridesCl Sulphate VI salts SO42  Sulphate IVsalts SO32 and carbonatesCO32 to form the insoluble white precipitate of LeadIIchloride LeadIIsulphateVI LeadII sulphate IV and LeadIIcarbonateIV"}
{"text": "Chemicalionic equation"}
{"text": "Pb2aq  Cl aq  PbCl2s"}
{"text": "Pb2aq  SO42 aq  PbSO4 s"}
{"text": "Pb2aq  SO32 aq  PbSO3 s"}
{"text": "Pb2aq  CO32 aq  PbCO3 s"}
{"text": "iiWhen the insoluble precipitates are acidified with nitricV acid"}
{"text": "LeadIIchloride and LeadIIsulphateVI do not react with the acid and thus their white precipitates remain persists"}
{"text": "LeadII sulphate IV and LeadIIcarbonateIV reacts with the acid to form soluble LeadII nitrate V and produceeffervescesfizzesbubbles out sulphurIVoxide and carbonIVoxide gases respectively"}
{"text": "Chemicalionic equation"}
{"text": "PbSO3 s  2Haq  H2 O l  Pb2aq  SO2 g"}
{"text": "PbCO3 s  2Haq  H2 O l  Pb2aq  CO2 g"}
{"text": "iiiWhen LeadIIchloride and LeadIIsulphateVI are heatedwarmed"}
{"text": "LeadIIchloride dissolves in hot wateron boilingrecrystallizes on cooling"}
{"text": "LeadIIsulphateVI do not dissolve in hot water thus its white precipitate persistsremains on heatingboiling"}
{"text": "ivWhen sulphurIVoxide and carbonIVoxide gases are produced"}
{"text": "sulphurIVoxide will decolorize acidified potassium manganateVII and  or Orange colour of acidified potassium dichromateVI will turns to green CarbonIVoxide will not"}
{"text": "Chemical equation"}
{"text": "5SO32aq  2MnO4 aq 6Haq  5SO42aq  2Mn2aq  3H2Ol"}
{"text": "purple colourless"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "Orange green"}
{"text": "CarbonIVoxide forms an insoluble white precipitate of calcium carbonate if three drops of lime water are added into the reaction test tube when effervescence is taking place SulphurIVoxide will not"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3s  H2Ol"}
{"text": "These tests should be done immediately after acidifying to ensure the gases produced react with the oxidizing agentslime water"}
{"text": "Using BariumIInitrateV BariumIIChloride"}
{"text": "iBariumIInitrateV and or BariumIIchloride solution reacts with Sulphate VI salts SO42  Sulphate IVsalts SO32 and carbonatesCO32 to form the insoluble white precipitate of BariumIIsulphateVI BariumII sulphate IV and BariumIIcarbonateIV"}
{"text": "Chemicalionic equation"}
{"text": "Ba2aq  SO42 aq  BaSO4 s"}
{"text": "Ba2aq  SO32 aq  BaSO3 s"}
{"text": "Ba2aq  CO32 aq  BaCO3 s"}
{"text": "iiWhen the insoluble precipitates are acidified with nitricV acid"}
{"text": "Barium IIsulphateVI do not react with the acid and thus its white precipitates remain persists"}
{"text": "BariumII sulphate IV and BariumIIcarbonateIV reacts with the acid to form soluble BariumII nitrate V and produce effervesces fizzes bubbles out sulphurIVoxide and carbonIVoxide gases respectively"}
{"text": "Chemicalionic equation"}
{"text": "BaSO3 s  2Haq  H2 O l  Ba2aq  SO2 g"}
{"text": "BaCO3 s  2Haq  H2 O l  Ba2aq  CO2 g"}
{"text": "iii When sulphurIVoxide and carbonIVoxide gases are produced"}
{"text": "sulphurIVoxide will decolorize acidified potassium manganateVII and  or Orange colour of acidified potassium dichromateVI will turns to green CarbonIVoxide will not"}
{"text": "Chemical equation"}
{"text": "5SO32aq  2MnO4 aq 6Haq  5SO42aq  2Mn2aq  3H2Ol"}
{"text": "purple colourless"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "Orange green"}
{"text": "CarbonIVoxide forms an insoluble white precipitate of calcium carbonate if three drops of lime water are added into the reaction test tube when effervescence is taking place SulphurIVoxide will not"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3s  H2Ol"}
{"text": "These tests should be done immediately after acidifying to ensure the gases produced react with the oxidizing agentslime water"}
{"text": "iii Sodium carbonateIV Na2CO3"}
{"text": "aExtraction of sodium carbonate from soda ash"}
{"text": "Sodium carbonate naturally occurs in Lake Magadi in Kenya as Tronatrona is the double salt  sodium sesquicarbonate NaHCO3 Na2CO3 H2OIt is formed from the volcanic activity that takes place in Lake Naivasha Nakuru Bogoria and Elementeita All these lakes drain into Lake Magadi through underground rivers Lake Magadi has no outlet"}
{"text": "Solubility of Trona decrease with increase in temperatureHigh temperature during the day causes trona to naturally crystallize It is mechanically scoopeddredgeddug and put in a furnace"}
{"text": "Inside the furnace trona decompose into soda ashsodium carbonate"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 Na2CO3 H2O s  3Na2CO3 s  5H2Ol  CO2 g"}
{"text": "trona soda ash"}
{"text": "Soda ash is then bagged and sold as Magadi sodaIt is mainly used"}
{"text": "iin making glass to lower the melting point of raw materials sandSiO2 from 1650oC and CaO from 2500oC to around 1500oC"}
{"text": "iiin softening hard water"}
{"text": "iiiin the manufacture of soapless detergents"}
{"text": "ivSwimming pool pH increaser"}
{"text": "Sodium chloride is also found dissolved in the lake Solubility of sodium chloride decrease with decreases in temperature sodium chloride has lower solubility at lower temperatures When temperatures decrease at night it crystallize out The crystals are then mechanically dugdredged scooped then packed for sale as animalcattle feeds and seasoning food"}
{"text": "Summary flow diagram showing the extraction of Soda ash from Trona"}
{"text": "bThe Solvay process for industrial manufacture of sodium carbonateIV"}
{"text": "iRaw materials"}
{"text": "Brine Concentrated Sodium chloride from salty seaslakes"}
{"text": "Ammonia gas from Haber"}
{"text": "Limestone Calcium carbonate from chalk limestone rich rocks"}
{"text": "Water from riverslakes"}
{"text": "iiChemical processes"}
{"text": "Ammonia gas is passed up to meet a downward flow of sodium chloride solution  brine to form ammoniated brineammoniacal brine mixture in the ammoniated brine chamber"}
{"text": "The ammoniated brine mixture is then pumped up atop the carbonator solvay tower"}
{"text": "In the carbonator solvay tower ammoniated brineammoniacal brine mixture slowly trickle down to meet an upward flow of carbonIVoxide gas"}
{"text": "The carbonator is shelved packed with quartzbroken glass to"}
{"text": "i reduce the rate of flow of ammoniated brineammoniacal brine mixture"}
{"text": "iiincrease surface area of the liquid mixture to ensure a lot of ammoniated brineammoniacal brine mixture react with carbonIVoxide gas"}
{"text": "Insoluble sodium hydrogen carbonate and soluble ammonium chloride are formed from the reaction"}
{"text": "Chemical equation"}
{"text": "CO2g  H2Ol  NaCl aq  NH3g  NaHCO3s  NH4Claq"}
{"text": "The products are then filtered Insoluble sodium hydrogen carbonate forms the residue while soluble ammonium chloride forms the filtrate"}
{"text": "Sodium hydrogen carbonate itself can be used"}
{"text": "i as baking powder and preservation of some soft drinks"}
{"text": "ii as a buffer agent and antacid in animal feeds to improve fibre digestion"}
{"text": "iii making dry chemical fire extinguishers"}
{"text": "In the Solvay process Sodium hydrogen carbonate is then heated to form Sodium carbonatesoda ash water and carbon IV oxide gas"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 s  Na2CO3s  CO2g  H2Ol"}
{"text": "Sodium carbonate is stored ready for use in"}
{"text": "i during making glasslowering the melting point of mixture of sandSiO2 from 1650oC and CaO from 2500oC to around 1500oC"}
{"text": "ii in softening hard water"}
{"text": "iii in the manufacture of soapless detergents"}
{"text": "iv swimming pool pH increaser"}
{"text": "Water and carbonIVoxide gas are recycled back to the ammoniated brineammoniacal brine chamber"}
{"text": "More carbonIVoxide is produced in the kilnfurnace Limestone is heated to decompose into Calcium oxide and carbonIVoxide"}
{"text": "Chemical equation"}
{"text": "CaCO3 s  CaOs  CO2g"}
{"text": "CarbonIVoxide is recycled to the carbonatorsolvay tower Carbon IVoxide is added water in the slaker to form Calcium hydroxide This process is called slaking"}
{"text": "Chemical equation"}
{"text": "CaOs  H2O l  CaOH2 aq"}
{"text": "Calcium hydroxide is mixed with ammonium chloride from the carbonatorsolvay tower in the ammonia regeneration chamber to form Calcium chloride water and more ammonia gas"}
{"text": "Chemical equation"}
{"text": "CaOH2 aq 2NH4Cl aq  CaCl2s  2NH3g  H2Ol"}
{"text": "NH3g and H2Ol are recycled"}
{"text": "Calcium chloride may be used"}
{"text": "ias drying agent in the school laboratory during gas preparation except ammonia gas"}
{"text": "iito lower the melting point of solid sodium chloride  rock salt salts during the Downs process for industrial extraction of sodium metal"}
{"text": "Detailed Summary flow diagram of Solvay Process"}
{"text": "Practice"}
{"text": "1 The diagram below shows part of the Solvay process used in manufacturing sodium carbonate Use it to answer the questions that follow"}
{"text": "aExplain how Sodium Chloride required for this process is obtained from the sea"}
{"text": "Sea water is pumped scooped into shallow pods Evaporation of most of the water takes place leaving a very concentrated solution"}
{"text": "bi Name process"}
{"text": "I Filtration"}
{"text": "II Decomposition"}
{"text": "ii Write the equation for the reaction in process"}
{"text": "Process I"}
{"text": "Chemical equation"}
{"text": "CO2g  H2Ol  NaCl aq  NH3g  NaHCO3s  NH4Claq"}
{"text": "Process II"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 s  Na2CO3s  CO2g  H2Ol"}
{"text": "ci Name two substances recycled in the solvay process"}
{"text": "Ammonia gas  CarbonIVOxide and Water"}
{"text": "iiWhich is the byproduct of this process"}
{"text": "CalciumIIChloride CaCl2"}
{"text": "iiiState two uses that the byproduct can be used for"}
{"text": "As a drying agent in the school laboratory preparation of gases"}
{"text": "In the Downs cellprocess for extraction of Sodium to lower the melting point of rock salt"}
{"text": "ivWrite the chemical equation for the formation of the byproducts in the Solvay process"}
{"text": "Chemical equation"}
{"text": "CaOH2 aq 2NH4Cl aq  CaCl2s  2NH3g  H2Ol"}
{"text": "dIn an experiment to determine the  purity of Sodium carbonate produced in the Solvay process 215g of the sample reacted with exactly 400cm3 of 05M Sulphuric VIacid"}
{"text": "iCalculate the number of moles of sodium carbonate that reacted"}
{"text": "Chemical equation"}
{"text": "Na2CO3 aq H2SO4 aq  Na2SO4 aq CO2g  H2Ol"}
{"text": "Mole ratio Na2CO3 H2SO4  11"}
{"text": "Moles H2SO4  Molarity x Volume  05 x 400  002 Moles"}
{"text": "1000 1000"}
{"text": "Moles of Na2CO3  002 Moles"}
{"text": "iiDetermine the  of sodium carbonate in the sample"}
{"text": "Molar mass of Na2CO3  106g"}
{"text": "Mass of Na2CO3  moles x Molar mass  002 x 106  212 g"}
{"text": "of Na2CO3   212 g x 100  986047"}
{"text": "215"}
{"text": "e State two uses of soda ash"}
{"text": "i during making glasslowering the melting point of mixture of sandSiO2 from 1650oC and CaO from 2500oC to around 1500oC"}
{"text": "ii in softening hard water"}
{"text": "iii in the manufacture of soapless detergents"}
{"text": "iv swimming pool pH increaser"}
{"text": "fThe diagram below shows a simple ammonia soda tower used in manufacturing sodium carbonate Use it to answer the questions that follow"}
{"text": "iName the raw materials needed in the above process"}
{"text": "Ammonia"}
{"text": "Water"}
{"text": "CarbonIVoxide"}
{"text": "Limestone"}
{"text": "Brine Concentrated sodium chloride"}
{"text": "iiIdentify substance A"}
{"text": "Ammonium chloride NH4Cl"}
{"text": "iii Write the equation for the reaction taking place in"}
{"text": "ITower"}
{"text": "Chemical equation"}
{"text": "CO2g  NaCl aq  H2Ol  NH3g  NaHCO3s  NH4Claq"}
{"text": "II Production of excess carbon IVoxide"}
{"text": "Chemical equation"}
{"text": "CaCO3 s  CaOs  CO2g"}
{"text": "III The regeneration of ammonia"}
{"text": "Chemical equation"}
{"text": "CaOH2 aq 2NH4Cl aq  CaCl2s  2NH3g  H2Ol"}
{"text": "ivGive a reason for having the circular metal plates in the tower"}
{"text": "To slow the downward flow of brine"}
{"text": "To increase the rate of dissolving of ammonia"}
{"text": "To increase the surface area for dissolution"}
{"text": "vName the gases recycled in the process illustrated above"}
{"text": "Ammonia gas  CarbonIVOxide and Water"}
{"text": "2 Describe how you would differentiate between carbon IVoxide and carbonIIoxide using chemical method"}
{"text": "Method I"}
{"text": "Bubble both gases in lime waterCaOH2"}
{"text": "white precipitate is formed if the gas is carbon IV oxide"}
{"text": "No white precipitate is formed if the gas is carbon II oxide"}
{"text": "Method II"}
{"text": "ignite both gases"}
{"text": "Carbon IV oxide does not burnignite"}
{"text": "Carbon II oxide burn with a blue nonsooty flame"}
{"text": "Method III"}
{"text": "Lower a burning splint into a gas containing each gas separately"}
{"text": "burning splint is extinguished if the gas is carbon IV oxide"}
{"text": "burning splint is not extinguished if the gas is carbon II oxide"}
{"text": "3Using Magnesium sulphateVIsolution describe how you can differentiate between a solution of sodium carbonate from a solution of sodium hydrogen carbonate"}
{"text": "Add Magnesium sulphateVI solution to separate portions of a solution of sodium carbonate and sodium hydrogen carbonate in separate test tubes"}
{"text": "White precipitate is formed in test tube containing sodium carbonate"}
{"text": "No white precipitate is formed in test tube containing sodium hydrogen carbonate"}
{"text": "Chemical equation"}
{"text": "Na2CO3 aq MgSO4 aq  Na2SO4 aq  MgCO3s"}
{"text": "white ppt"}
{"text": "Ionic equation"}
{"text": "CO32 aq  Mg2 aq  MgCO3s"}
{"text": "white ppt"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 aq MgSO4 aq  Na2SO4 aq  MgHCO32 aq"}
{"text": "colourless solution"}
{"text": "4 The diagram below shows a common charcoal burner Assume the burning take place in a room with sufficient supply of air"}
{"text": "aExplain what happens around"}
{"text": "iLayer A"}
{"text": "Sufficientexcess air oxygen enter through the air holes into the burner It reacts withoxidizes Carbon to carbonIVoxide"}
{"text": "Chemical equation"}
{"text": "Cs  O2g  CO2 g"}
{"text": "iiLayer B"}
{"text": "Hot carbonIVoxide rises up and is reduced by more carboncharcoal to carbon IIoxide"}
{"text": "Chemical equation"}
{"text": "Cs  CO2g  2CO g"}
{"text": "iiLayer C"}
{"text": "Hot carbonIIoxide rises up and burns with a blue flame to be oxidized by the excess air to form carbonIVoxide"}
{"text": "2CO g  O2g  2CO2g"}
{"text": "bState and explain what would happen if the burner is put in an enclosed room"}
{"text": "The hot poisonous toxic carbonIIoxide rising up will not be oxidized to CarbonIVoxide"}
{"text": "cUsing a chemical test describe how you would differentiate two unlabelled black solids suspected to be charcoal and copperIIoxide"}
{"text": "Method I"}
{"text": "BurnIgnite the two substances separately"}
{"text": "Charcoal burns with a blue flame"}
{"text": "CopperIIoxide does not burn"}
{"text": "Method II"}
{"text": "Add dilute sulphuricVIacidNitricVacidHydrochloric acid separately"}
{"text": "Charcoal does not dissolve"}
{"text": "CopperIIoxide dissolves to form a colourless solution"}
{"text": "5 Excess CarbonIIoxide was passed over heated copperIIoxide as in the set up shown below for five minutes"}
{"text": "aState and explain the observations made in the combustion tube"}
{"text": "Observation"}
{"text": "Colour change from black to brown"}
{"text": "Explanation"}
{"text": "Carbon IIoxide reduces black copperIIoxide to brown copper metal itself oxidized to CarbonIVoxide"}
{"text": "Chemical equation"}
{"text": "COg  CuO s  Cus  CO2g"}
{"text": "black brown"}
{"text": "b iName the gas producing flame A"}
{"text": "CarbonIIoxide"}
{"text": "iiWhy should the gas be burnt"}
{"text": "It is toxicpoisonous"}
{"text": "iiiWrite the chemical equation for the production of flame A"}
{"text": "2COg  O2g  2CO2g"}
{"text": "cState and explain what happens when carbonIVoxide is prepared using Barium carbonate and dilute sulphuricVIacid"}
{"text": "Reaction starts then stops after sometime producing smalllittle quantity of carbonIVoxide gas"}
{"text": "Barium carbonate react with dilute sulphuricVIacid to form insoluble Barium sulphateVI that covercoat unreacted Barium carbonate stopping further reaction to produce more CarbonIVoxide"}
{"text": "d Using dot  and crossx to represent electrons show the bonding in a molecule of"}
{"text": "i CarbonIIoxide"}
{"text": "ii CarbonIVOxide"}
{"text": "e Carbon IVoxide is an environmental pollutant of global concern Explain"}
{"text": "It is a green house gas thus causes global warming"}
{"text": "It dissolves in water to form acidic carbonic acid which causes acid rain"}
{"text": "fExplain using chemical equation why lime water is used to test for the presence of Carbon IV oxide instead of sodium hydroxide"}
{"text": "Using lime watercalcium hydroxide"}
{"text": "a visible white precipitate of calcium carbonate is formed that dissolves on bubbling excess Carbon IV oxide gas"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "white precipitate"}
{"text": "CaCO3 aq  H2Ol  CO2 g  CaHCO3 2 aq"}
{"text": "Using sodium hydroxide"}
{"text": "No precipitate of sodium carbonate is formed Both sodium carbonate and sodium hydrogen carbonate are soluble saltsdissolves"}
{"text": "Chemical equation"}
{"text": "2NaOH aq  CO2 g  Na2CO3 s  H2Ol"}
{"text": "No white precipitate"}
{"text": "Na2CO3 s  H2Ol  CO2 g  2NaHCO3 s"}
{"text": "gEthan12dioic acid and methanoic acid may be used to prepare small amount of carbonIIoxide in a school laboratory"}
{"text": "i Explain the modification in the set up when using one over the other"}
{"text": "Before carbonIIoxide is collected"}
{"text": "when using methanoic acid no concentrated sodiumpotassium hydroxide is needed to absorb CarbonIVoxide"}
{"text": "when using ethan12dioic acid concentrated sodiumpotassium hydroxide is needed to absorb CarbonIVoxide"}
{"text": "iiWrite the equation for the reaction for the formation of carbonIIoxide from"}
{"text": "IMethanoic acid"}
{"text": "Chemical equation HCOOHaq  COg  H2Ol"}
{"text": "II Ethan12dioic acid"}
{"text": "Chemical equation HOOCCOOHaq  CO2gCOgH2Ol"}
{"text": "hBoth carbonIIoxide and carbonIVoxide affect the environment Explain why carbonIIoxide is more toxicpoisonous"}
{"text": "Both gases are colourlessdenser than water and odourless"}
{"text": "CarbonIIoxide is preferentially absorbed by humanmammalian haemoglobin when inhaled forming stable carboxyhaemoglobin instead of oxyhaemoglobinThis reduces the free haemoglobin in the blood leading to suffocation and quick death CarbonIVoxide is a green house gas that increases global warming"}
{"text": "CarbonIIoxide is readily oxidized to carbonIVoxide"}
{"text": "6Study the flow chart below and use it to answer the questions that follow"}
{"text": "aName"}
{"text": "ithe white precipitate A"}
{"text": "Calcium carbonate"}
{"text": "ii solution B"}
{"text": "Calcium hydrogen carbonate"}
{"text": "iii gas C"}
{"text": "CarbonIVoxide"}
{"text": "iv white residue B"}
{"text": "Calcium oxide"}
{"text": "v solution D"}
{"text": "Calcium hydroxidelime water"}
{"text": "bWrite a balanced chemical equation for the reaction for the formation of"}
{"text": "i the white precipitate A from solution D"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "ii the white precipitate A from solution B"}
{"text": "Chemical equation"}
{"text": "CaHCO32aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "iii solution B from the white precipitate A"}
{"text": "Chemical equation"}
{"text": "CO2 g  CaCO3 s  H2Ol  CaHCO32aq"}
{"text": "iv white residue B from the white precipitate A"}
{"text": "Chemical equation"}
{"text": "CaCO3s  CO2 g  CaO s"}
{"text": "iv reaction of white residue B with water"}
{"text": "Chemical equation"}
{"text": "CaO s  H2Ol  CaOH2aq"}
{"text": "INTRODUCTION TO SALTS"}
{"text": "1a A salt is an ionic compound formed when the cation from a base combine with the anion derived from an acid"}
{"text": "A salt is therefore formed when the hydrogen ions in an acid are replaced whollyfully or partiallypartly directly or indirectly by a metal or ammonium radical"}
{"text": "b The number of ionizablereplaceable hydrogen in an acid is called basicity of an acid"}
{"text": "Some acids are therefore"}
{"text": "imonobasic acids generally denoted HX eg"}
{"text": "HCl HNO3HCOOHCH3COOH"}
{"text": "iidibasic acids  generally denoted H2X eg"}
{"text": "H2SO4 H2SO3 H2CO3HOOCOOH"}
{"text": "iiitribasic acids  generally denoted H3X eg"}
{"text": "H3PO4"}
{"text": "c Some salts are normal salts while others are acid salts"}
{"text": "iA normal salt is formed when all the ionizable replaceable hydrogen in an acid is replaced by a metal or metallic ammonium radical"}
{"text": "iiAn acid salt is formed when partportion the ionizable replaceable hydrogen in an acid is replaced by a metal or metallic ammonium radical"}
{"text": "Table showing normal and acid salts derived from common acids"}
{"text": "The table below show shows some examples of salts"}
{"text": "d Some salts undergo hygroscopy deliquescence and efflorescence"}
{"text": "i Hygroscopic salts compounds are those that absorb water from the atmosphere but do not form a solution"}
{"text": "Some salts which are hygroscopic include anhydrous copperIIsulphateVI anhydrous cobaltIIchloride potassium nitrateV common table salt"}
{"text": "iiDeliquescent salts compounds are those that absorb water from the atmosphere and form a solution"}
{"text": "Some salts which are deliquescent include Sodium nitrateVCalcium chloride Sodium hydroxide IronIIchloride Magnesium chloride"}
{"text": "iiiEfflorescent saltscompounds are those that lose their water of crystallization to the atmosphere"}
{"text": "Some salts which effloresces include sodium carbonate decahydrate IronIIsulphateVIheptahydrate sodium sulphate VIdecahydrate"}
{"text": "eSome salts contain water of crystallizationThey are hydratedOthers do not contain water of crystallization They are anhydrous"}
{"text": "Table showing some hydrated salts"}
{"text": "fSome salts exist as a simple salt while some as complex salts Below are some complex salts"}
{"text": "Table of some complex salts"}
{"text": "gSome salts exist as two salts in one They are called double salts"}
{"text": "Table of some double salts"}
{"text": "hSome salts dissolve in water to form a solution They are said to be soluble Others do not dissolve in water They form a suspensionprecipitate in water"}
{"text": "Table of solubility of salts"}
{"text": "13 Salts can be prepared in a school laboratory by a method that uses its solubility in water"}
{"text": "Soluble salts may be prepared by using any of the following methods"}
{"text": "iDirect displacementreaction of a metal with an acid"}
{"text": "By reacting a metal higher in the reactivity series than hydrogen with a dilute acida salt is formed and hydrogen gas is evolved"}
{"text": "Excess of the metal must be used to ensure all the acid has reacted"}
{"text": "When effervescencebubbling fizzing has stopped excess metal is filtered"}
{"text": "The filtrate is heated to concentrate then allowed to crystallize"}
{"text": "Washing with distilled water then drying between filter papers produces a sample crystal of the salt ie"}
{"text": "Ms  H2X  MXaq  H2g"}
{"text": "Examples"}
{"text": "Mgs  H2SO4aq  MgSO4 aq  H2g"}
{"text": "Zns  H2SO4aq  ZnSO4 aq  H2g"}
{"text": "Pbs  2HNO3aq  PbNO3 2aq  H2g"}
{"text": "Cas  2HNO3aq  CaNO3 2aq  H2g"}
{"text": "Mgs  2HNO3aq  MgNO3 2aq  H2g"}
{"text": "Mgs  2HClaq  MgCl 2aq  H2g"}
{"text": "Zns  2HClaq  ZnCl 2aq  H2g"}
{"text": "iiReaction of an insoluble base with an acid"}
{"text": "By adding an insoluble base oxidehydroxide to a dilute acid until no more dissolves in the acid a salt and water are formed Excess of the base is filtered off The filtrate is heated to concentrate allowed to crystallize then washed with distilled water before drying between filter papers eg"}
{"text": "PbOs  2HNO3aq  PbNO3 2aq  H2O l"}
{"text": "PbOH2s  2HNO3aq  PbNO3 2aq  2H2O l"}
{"text": "CaO s  2HNO3aq  CaNO3 2aq  H2O l"}
{"text": "MgO s  2HNO3aq  MgNO3 2aq  H2O l"}
{"text": "MgO s  2HClaq  MgCl 2aq  H2O l"}
{"text": "ZnO s  2HClaq  ZnCl 2aq  H2O l"}
{"text": "ZnOH2s  2HNO3aq  ZnNO3 2aq  2H2O l"}
{"text": "CuO s  2HClaq  CuCl 2aq  H2O l"}
{"text": "CuO s  H2SO4aq  CuSO4aq  H2O l"}
{"text": "Ag2Os  2HNO3aq  2AgNO3aq  H2O l"}
{"text": "Na2Os  2HNO3aq  2NaNO3aq  H2O l"}
{"text": "iii Reaction of insoluble soluble carbonate hydrogen carbonate with an acid"}
{"text": "By adding an excess of a soluble insoluble carbonate or hydrogen carbonate to a dilute acid effervescence fizzingbubbling out of carbon IV oxide gas shows the reaction is taking place When effervescence fizzingbubbling out of the gas is over excess of the insoluble carbonate is filtered off The filtrate is heated to concentrate allowed to crystallize then washed with distilled water before drying between filter paper papers eg"}
{"text": "PbCO3 s  2HNO3aq  PbNO3 2aq  H2O l CO2g"}
{"text": "ZnCO3 s  2HNO3aq  ZnNO3 2aq  H2O l CO2g"}
{"text": "CaCO3 s  2HNO3aq  CaNO3 2aq  H2O l CO2g"}
{"text": "MgCO3 s  H2SO4aq  MgSO4aq  H2O l CO2g"}
{"text": "Cu CO3 s  H2SO4aq  CuSO4aq  H2O l  CO2g"}
{"text": "Ag2CO3 s  2HNO3aq  2AgNO3aq  H2O l  CO2g"}
{"text": "Na2CO3 s  2HNO3aq  2NaNO3aq  H2O l  CO2g"}
{"text": "K2CO3 s  2HClaq  2KClaq  H2O l  CO2g"}
{"text": "NaHCO3 s  HNO3aq  NaNO3aq  H2O l  CO2g"}
{"text": "KHCO3 s  HClaq  KClaq  H2O l  CO2g"}
{"text": "iv neutralizationreaction of soluble basealkali with dilute acid"}
{"text": "By adding an acid to a burette into a known volume of an alkali with 23 drops of an indicator the colour of the indicator changes when the acid has completely reacted with an alkali at the end point The procedure is then repeated without the indicator The solution mixture is then heated to concentrate allowed to crystallize washed with distilled water before drying with filter papers eg"}
{"text": "NaOH aq  HNO3aq  NaNO3aq  H2O l"}
{"text": "KOH aq  HNO3aq  KNO3aq  H2O l"}
{"text": "KOH aq  HClaq  KClaq  H2O l"}
{"text": "2KOH aq  H2SO4aq  K2SO4aq  2H2O l"}
{"text": "2 NH4OH aq  H2SO4aq  NH42SO4aq  2H2O l"}
{"text": "NH4OH aq  HNO3aq  NH4NO3aq  H2O l"}
{"text": "iv Direct synthesiscombination"}
{"text": "When a metal burn in a gas jar containing a non metal  the two directly combine to form a salt eg"}
{"text": "2Nas  Cl2g  2NaCls"}
{"text": "2Ks  Cl2g  2KCls"}
{"text": "Mgs  Cl2g  Mg Cl2 s"}
{"text": "Cas  Cl2g  Ca Cl2 s"}
{"text": "Some salts once formed undergo sublimation and hydrolysis Care should be taken to avoid watermoisture into the reaction flask during their preparation Such salts include aluminum III chloride AlCl3 and iron III chloride FeCl3"}
{"text": "1 Heated aluminium foil reacts with chlorine to form aluminiumIIIchloride that sublimes away from the source of heating then deposited as solid again"}
{"text": "2Als  3Cl2g  2AlCl3 sg"}
{"text": "Once formed aluminiumIIIchloride hydrolysesreacts with water vapour  moisture present to form aluminium hydroxide solution and highly acidic fumes of hydrogen chloride gas"}
{"text": "AlCl3s 3H2 Og  AlOH3 aq  3HClg"}
{"text": "2 Heated iron filings reacts with chlorine to form ironIIIchloride that sublimes away from the source of heating then deposited as solid again"}
{"text": "2Fes  3Cl2g  2FeCl3 sg"}
{"text": "Once formed  aluminiumIIIchloride hydrolysesreacts with water vapour  moisture present to form aluminium hydroxide solution and highly acidic fumes of hydrogen chloride gas"}
{"text": "FeCl3s 3H2 Og  FeOH3 aq  3HClg"}
{"text": "bInsoluble salts can be prepared by reacting two suitable soluble salts to form one soluble and one insoluble This is called double decomposition or precipitation The mixture is filtered and the residue is washed with distilled water then dried"}
{"text": "CuSO4aq  Na2CO3 aq  CuCO3 s  Na2 SO4aq"}
{"text": "BaCl2aq  K2SO4 aq  BaSO4 s  2KCl aq"}
{"text": "PbNO32aq  K2SO4 aq  PbSO4 s  2KNO3 aq"}
{"text": "2AgNO3aq  MgCl2 aq  2AgCls  MgNO32 aq"}
{"text": "PbNO32aq  NH4 2SO4 aq  PbSO4 s  2NH4NO 3aq"}
{"text": "BaCl2aq  K2SO3 aq  BaSO3 s  2KCl aq"}
{"text": "14 Salts may lose their water of crystallization decompose melt or sublime on heating on a Bunsen burner flame"}
{"text": "The following shows the behavior of some salts on heating gently or strongly in a laboratory school burner"}
{"text": "aeffect of heat on chlorides"}
{"text": "All chlorides have very high melting and boiling points and therefore are not affected by laboratory heating except ammonium chloride Ammonium chloride sublimes on gentle heating It dissociate into the constituent ammonia and hydrogen chloride gases on strong heating"}
{"text": "NH4Cls NH4Clg NH3g  HClg"}
{"text": "sublimation dissociation"}
{"text": "beffect of heat on nitrateV"}
{"text": "i Potassium nitrateVKNO3 and sodium nitrateVNaNO3 decompose on heating to form Potassium nitrateIIIKNO2 and sodium nitrateIIINaNO2 and producing Oxygen gas in each case"}
{"text": "2KNO3 s  2KNO2s  O2g"}
{"text": "2NaNO3 s  2NaNO2s  O2g"}
{"text": "iiHeavy metal nitratesV salts decompose on heating to form the oxide and a mixture of brown acidic nitrogenIVoxide and oxygen gases eg"}
{"text": "2CaNO32 s  2CaOs  4NO2g  O2g"}
{"text": "2MgNO32s  2MgOs  4NO2g  O2g"}
{"text": "2ZnNO32s  2ZnOs  4NO2g  O2g"}
{"text": "2PbNO32s  2PbOs  4NO2g  O2g"}
{"text": "2CuNO32s  2CuOs  4NO2g  O2g"}
{"text": "2FeNO32s  2FeOs  4NO2g  O2g"}
{"text": "iiiSilverInitrateV and mercuryII nitrateV are lowest in the reactivity series They decompose on heating to form the metalsilver and mercuryand the NitrogenIVoxide and oxygen gas ie"}
{"text": "2AgNO3s  2Ag s  2NO2g  O2g"}
{"text": "2HgNO32 s  2Hg s  4NO2g  O2g"}
{"text": "ivAmmonium nitrateV and Ammonium nitrateIII decompose on heating to NitrogenIoxiderelightsrekindles glowing splint and nitrogen gas respectivelyWater is also formedie"}
{"text": "NH4NO3s  N2O g  H2Ol"}
{"text": "NH4NO2s  N2 g  H2Ol"}
{"text": "c effect of heat on nitrateV"}
{"text": "Only IronIIsulphateVI IronIIIsulphateVI and copperIIsulphateVI decompose on heating They form the oxide and produce highly acidic fumes of acidic sulphurIVoxide gas"}
{"text": "2FeSO4 s  Fe2O3s  SO3g  SO2g"}
{"text": "Fe2SO4 3s  Fe2O3s  SO3g"}
{"text": "CuSO4 s  CuOs  SO3g"}
{"text": "d effect of heat on carbonatesIV and hydrogen carbonateIV"}
{"text": "iSodium carbonateIVand potassium carbonateIVdo not decompose on heating"}
{"text": "iiHeavy metal nitrateIVsalts decompose on heating to form the oxide and produce carbonIVoxide gas Carbon IVoxide gas forms a white precipitate when bubbled in lime water The white precipitate dissolves if the gas is in excess eg CuCO3 s  CuOs  CO2g"}
{"text": "CaCO3 s  CaOs  CO2g"}
{"text": "PbCO3 s  PbOs  CO2g"}
{"text": "FeCO3 s  FeOs  CO2g"}
{"text": "ZnCO3 s  ZnOs  CO2g"}
{"text": "iiiSodium hydrogen carbonateIV and Potassium hydrogen carbonateIVdecompose on heating to give the corresponding carbonate IV and form water and carbonIVoxide gas ie"}
{"text": "2NaHCO 3s  Na2CO3s  CO2g  H2Ol"}
{"text": "2KHCO 3s  K2CO3s  CO2g  H2Ol"}
{"text": "iii Calcium hydrogen carbonate IV and Magnesium hydrogen carbonateIV decompose on heating to give the corresponding carbonate IV and form water and carbonIVoxide gas i e"}
{"text": "CaHCO3 2aq  CaCO3s  CO2g  H2Ol"}
{"text": "MgHCO3 2aq"}
{"text": "NameClassAdm No"}
{"text": "CHEMISTRY Practice balancing Chemical equations"}
{"text": "Date doneDate markedDate revised"}
{"text": "Balance the following chemical equations in the spaces provided on the question paper"}
{"text": "Ca OH2aq  Cl2g  CaCl2aq  CaOCl2aq  H2Ol"}
{"text": "Colddilute Calcium ChlorateI"}
{"text": "Ca OH2aq Cl2g  CaCl2aq CaClO32aq H2Ol"}
{"text": "HotConcentrated Calcium ChlorateV"}
{"text": "NaOH  Cl2g  NaClO3 aq  NaClaq  3H2Ol Sodium Chlorate V"}
{"text": "KOH  Cl2g  KClO3 aq KClaq  H2Ol Potassium Chlorate V"}
{"text": "Ca OH2aq Cl2g  CaCl2aqCaOCl2aq H2Ol"}
{"text": "Colddilute Calcium ChlorateI"}
{"text": "NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "KCls  H2SO4l  KHSO4aq  HClg"}
{"text": "CaOs  2H2Ol  CaOH2aq  H2Ol"}
{"text": "CaOH2aq  Cl2 g  CaOCl2aq  H2Ol"}
{"text": "HCls  NH3g  NH4Cls"}
{"text": "Fes  2HClaq  FeCl2aq  H2 g"}
{"text": "Zns  2HClaq  ZnCl2aq  H2 g"}
{"text": "Mgs  2HClaq  MgCl2aq  H2 g"}
{"text": "2Lis  2HClaq  2LiClaq  H2 g"}
{"text": "Ca OH2aq Cl2g  CaCl2aq CaClO32aq H2Ol"}
{"text": "HotConcentrated Calcium ChlorateV"}
{"text": "CaCO3 s  2HClaq  CaCl2aq  H2Ol  CO2g"}
{"text": "Colourless solution"}
{"text": "1Chemical equation"}
{"text": "Ionic equation"}
{"text": "CaCO3 s  2Haq  Ca2aq  H2Ol  CO2g"}
{"text": "2Chemical equation"}
{"text": "Ag2CO3 s  2HClaq  2AgCls  H2Ol  CO2g"}
{"text": "CoatsCover Ag2CO3"}
{"text": "3Chemical equation"}
{"text": "NaHCO3 s  HClaq  NaClaq H2Ol CO2g"}
{"text": "colourless solution"}
{"text": "Ionic equation"}
{"text": "NaHCO3 s  Haq  Naaq  H2Ol  CO2g"}
{"text": "4Chemical equation"}
{"text": "CuCO3 s  2HClaq  CuCl2aq H2Ol  CO2g"}
{"text": "Blue Solution"}
{"text": "Ionic equation"}
{"text": "CuCO3 s  2Haq Cu2aq  H2Ol  CO2g"}
{"text": "5Chemical equation"}
{"text": "FeCO3 s  2HClaq FeCl2aq H2Ol  CO2g"}
{"text": "green solution"}
{"text": "Ionic equation"}
{"text": "FeCO3 s  2Haq  Fe2aq  H2Ol CO2g"}
{"text": "6Chemical equation"}
{"text": "NH4 2CO3 s2HClaq 2NH4 ClaqH2Ol CO2g"}
{"text": "Ionic equation"}
{"text": "NH4 2CO3 s2H aq 2NH4  aqH2Ol CO2g"}
{"text": "Chemical equation"}
{"text": "NaOHaq  HClaq  NaClaq  H2Ol"}
{"text": "Ionic equation"}
{"text": "OHaq  Haq  H2Ol"}
{"text": "Chemical equation"}
{"text": "KOHaq  HClaq  KClaq  H2Ol"}
{"text": "Ionic equation"}
{"text": "OHaq  Haq  H2Ol"}
{"text": "Chemical equation"}
{"text": "NH4OHaq  HClaq  NH4Claq  H2Ol"}
{"text": "Ionic equation"}
{"text": "OHaq  Haq  H2Ol"}
{"text": "CuOs  2HCl aq  CaCl2aq  H2Ol"}
{"text": "Ionic equation"}
{"text": "CuO s  2Haq  Cu2aq  H2Ol"}
{"text": "Chemical equation"}
{"text": "CaOs  HCl aq  CaCl2 aq  H2O l"}
{"text": "Ionic equation"}
{"text": "CuO s  2Haq  Cu2aq  H2Ol"}
{"text": "Chemical equation"}
{"text": "PbOs  2HCl aq  PbCl2 s  H2O l"}
{"text": "No ionic equation"}
{"text": "Chemical equation"}
{"text": "ZnOs  HCl aq  ZnCl2 aq  H2O l"}
{"text": "Ionic equation"}
{"text": "ZnO s  2Haq  Zn2aq  H2Ol"}
{"text": "H2g  Cl2g  2HClg"}
{"text": "HClg  aq  HClaq"}
{"text": "NH4Cls  HClg  NH3 g"}
{"text": "Name ClassAdm No"}
{"text": "Date doneDate markedDate revised"}
{"text": "CHEMISTRY Form 2 Practice 1 Time 2 hours 80 marks"}
{"text": "1 Study the information in the table below and answer the questions that follow The letters do not represent the actual symbols of the elements"}
{"text": "i What chemical family do the elements A B and C belong 1mk"}
{"text": "iiWrite the formula and electronic structure of an ion of B2mks"}
{"text": "Formula"}
{"text": "Electronic structure"}
{"text": "iiiWhat type of bonding exist in2mks"}
{"text": "atoms of C"}
{"text": "chloride of B"}
{"text": "ivWhat is ionization energy1mk"}
{"text": "vExplain the following"}
{"text": "1The 1st ionization energy is lower that the second ionization energy2mk"}
{"text": "2The 1st ionization energy of B is lower that of C2mk"}
{"text": "viWrite a chemical equation for the reaction of element B with"}
{"text": "1Air"}
{"text": "2Chlorine gas"}
{"text": "3Steamwater vapour"}
{"text": "2Study the information in the table below and answer the questions that follow  the letters do not represent the actual symbol of the substances"}
{"text": "i Which substance would dissolve in water and could be separated from the solution by fractional distillation Give a reason 2mk"}
{"text": "ii Which substances is a liquid at room temperature and when mixed with water two layers would be formed Explain 2mk"}
{"text": "iii Which letter represents a substance that is gas at room temperature and which can be collected"}
{"text": "I Over water Explain 2mk"}
{"text": "II By downward displacement of air Density of air is 129 x 103gcm3 at room temperature"}
{"text": "Explain 2mk"}
{"text": "3 The grid below represents part of the periodic table The letters do not represent the actual symbols"}
{"text": "a Select the most reactive"}
{"text": "inonmetal 1mk"}
{"text": "iimetal 1mk"}
{"text": "b Write the formula of the compound consisting of 10mk"}
{"text": "1D and Z only"}
{"text": "2  X and Z only"}
{"text": "3 Oxide of B"}
{"text": "4 Carbonate of J"}
{"text": "5 sulphate of D"}
{"text": "6 Nitrate of B"}
{"text": "7 Chloride of X"}
{"text": "8 Sodium compound of E"}
{"text": "9 Aluminium compound of Z"}
{"text": "10 Hydrogen compound of G"}
{"text": "c Select an element that can form an ion of charge 10mk"}
{"text": "i 1"}
{"text": "ii 1"}
{"text": "iii 2"}
{"text": "iv 3"}
{"text": "v 3"}
{"text": "d Which element has the least ionization energy Explain 2mks"}
{"text": "f To which chemical family do the following elements belong 3mk"}
{"text": "J"}
{"text": "E"}
{"text": "B"}
{"text": "gWhen a piece of element G is placed in cold water it sinks to the bottom and effervescence of a colourless gas that burns explosively is produced Use a simple diagram to illustrate how this gas can be collected during this experiment 3mks"}
{"text": "h An element K has relative atomic mass of 402It has two isotopes of masses 39 and 42 Calculate the relative abundance of each isotope 3mks"}
{"text": "4 Balance the following chemical equation 6mk"}
{"text": "1Ca OH2aq  Cl2g  CaCl2aq  CaOCl2aq  H2Ol"}
{"text": "2NaOH  Cl2g  NaClO3 aq  NaClaq  3H2Ol"}
{"text": "3NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "4CaOs  H2Ol  CaOH2aq  H2Ol"}
{"text": "5Fes  HClaq  FeCl3aq  H2 g"}
{"text": "6Zns  HClaq  ZnCl2aq  H2 g"}
{"text": "5The diagram below shows a set up of apparatus for the school laboratory collection of dry chlorine gas"}
{"text": "A Name 2mk"}
{"text": "i Substance Q"}
{"text": "ii Suitable drying agent L"}
{"text": "b State a missing condition for the reaction to take place faster 1mk"}
{"text": "c Moist red and blue litmus papers were dipped into the chlorine gas from the above set up State and explain the observations made 2mk"}
{"text": "d Write the equation for the reaction taking place in the conical flask 1mk"}
{"text": "e Name two other substances that can be used in place of MnO2 2mk"}
{"text": "fState three uses of chlorine 3mk"}
{"text": "6 Study the set up below"}
{"text": "a Name salt K 1mk"}
{"text": "bWrite the equation for the reaction for the formation of salt K 1mk"}
{"text": "cWhat property of salt A is exhibited as shown in the experiment1mk"}
{"text": "dWhat is the purpose of anhydrous calcium chloride Explain 2mk"}
{"text": "eName another metal that can be used to produce similar results 1mk"}
{"text": "7 In an experiment dry hydrogen chloride gas was passed through heated zinc turnings as in the set up below The gas produced was the passed through copper II oxide"}
{"text": "Write the equation for the reaction"}
{"text": "i for the preparation of hydrogen chloride gas 1mk"}
{"text": "iiin tube S1mk"}
{"text": "bState and explain the observation made in tube V 2mk"}
{"text": "cHow would the total mass of tube S and tube V and their contents compare before and after the experiment"}
{"text": "Tube S2mk"}
{"text": "Tube V2mk"}
{"text": "dGas K was condensed to liquid K"}
{"text": "iIdentify liquid K1mk"}
{"text": "iiDescribe a simple chemical test to identify Liquid K3mk"}
{"text": "iiiA small piece of sodium metal was placed into a beaker containing liquid K"}
{"text": "I State three observations made 3mk"}
{"text": "IIWrite an equation for the reaction that take place1mk"}
{"text": "IIIWhat is the pH of the resulting solution Explain2mk"}
{"text": "8Using dot and crossx to represent electrons show the bonding in"}
{"text": "ahydroxonium ionH3O2mk"}
{"text": "bCarbonIVoxideCO22mk"}
{"text": "cCarbonIIoxideCO2mk"}
{"text": "dAmmoniaNH32mk"}
{"text": "eAmmonium ionNH42mk"}
{"text": "fMagnesium chlorideMgCl22mk"}
{"text": "gEthaneC2H62mk"}
{"text": "9Study the set up below and answer the questions that follow"}
{"text": "a Write an equation for the reaction which take place in the combustion tube"}
{"text": "b What property of gas Z allows it to be collected as shown in the diagram"}
{"text": "c State two uses of gas Z"}
{"text": "CHEMISTRY FORM THREE NOTES"}
{"text": "CHEMISTRY OF CARBON"}
{"text": "CHEMISTRY OF CARBON A CARBON"}
{"text": "Carbon is an element in Group IVGroup 4of the Periodic table It has atomic number 6 and electronic configuration 24 and thus has four valence electronstetravalentIt does not easily ionize but forms strong covalent bonds with other elements including itself"}
{"text": "aOccurrence"}
{"text": "Carbon mainly naturally occurs as"}
{"text": "iallotropes of carbon ie graphite diamond and fullerenes"}
{"text": "iiamorphous carbon in coal peat charcoal and coke"}
{"text": "iiicarbonIVoxide gas accounting 003 by volume of normal air in the atmosphere"}
{"text": "bAllotropes of Carbon"}
{"text": "Carbon naturally occur in two main crystalline allotropic forms carbongraphite and carbondiamond"}
{"text": "c Properties of Carbon"}
{"text": "iPhysical properties of carbon"}
{"text": "Carbon occur widely and naturally as a black solid"}
{"text": "It is insoluble in water but soluble in carbon disulphide and organic solvents"}
{"text": "It is a poor electrical and thermal conductor"}
{"text": "iiChemical properties of carbon"}
{"text": "I Burning"}
{"text": "Experiment"}
{"text": "Introduce a small piece of charcoal on a Bunsen flame then lower it into a gas jar containing Oxygen gas Put three drops of water Swirl Test the solution with blue and red litmus papers"}
{"text": "Observation"}
{"text": "Carbon chars then burns with a blue flame"}
{"text": "Colourless and odourless gas produced"}
{"text": "Solution formed turn blue litmus paper faint red Red litmus paper remains red"}
{"text": "Explanation"}
{"text": "Carbon burns in air and faster in Oxygen with a blue nonsootynonsmoky flame forming Carbon IV oxide gas Carbon burns in limited supply of air with a blue nonsootynonsmoky flame forming Carbon IV oxide gas Carbon IV oxide gas dissolve in water to form weak acidic solution of Carbonic IVacid"}
{"text": "Chemical Equation"}
{"text": "Cs  O2g  CO2g in excess air"}
{"text": "2Cs  O2g  2COg in limited air"}
{"text": "CO2g  H2O l  H2CO3 aq very weak acid"}
{"text": "II Reducing agent"}
{"text": "Experiment"}
{"text": "Mix thoroughly equal amounts of powdered charcoal and copper IIoxide into a crucible Heat strongly"}
{"text": "Observation"}
{"text": "Colour change from black to brown"}
{"text": "Explanation"}
{"text": "Carbon is a reducing agent For ages it has been used to reducing metal oxide ores to metal itself oxidized to carbon IV oxide gas Carbon reduces black copper II oxide to brown copper metal"}
{"text": "Chemical Equation"}
{"text": "2CuOs  Cs  2Cus  CO2g"}
{"text": "black brown"}
{"text": "2PbOs  Cs  2Pbs  CO2g"}
{"text": "brown when hot grey"}
{"text": "yellow when cool"}
{"text": "2ZnOs  Cs  2Zns  CO2g"}
{"text": "yellow when hot grey"}
{"text": "white when cool"}
{"text": "Fe2O3s  3Cs  2Fes  3CO2g"}
{"text": "brown when hotcool grey"}
{"text": "Fe3O4 s  4Cs  3Fes  4CO2g"}
{"text": "brown when hotcool grey"}
{"text": "B COMPOUNDS OF CARBON"}
{"text": "The following are the main compounds of Carbon"}
{"text": "iCarbonIVOxideCO2"}
{"text": "iiCarbonIIOxideCO"}
{"text": "iiiCarbonateIV CO32and hydrogen carbonateIVHCO3"}
{"text": "ivSodium carbonateNa2CO3"}
{"text": "i CarbonIVOxide CO2"}
{"text": "aOccurrence"}
{"text": "CarbonIVoxide is found"}
{"text": "in the air atmosphere as 003 by volume"}
{"text": "a solid carbonIVoxide mineral in Esageri near Eldame Ravine and Kerita near Limuru in Kenya"}
{"text": "bSchool Laboratory preparation"}
{"text": "In the school laboratory carbonIVoxide can be prepared in the school laboratory from the reaction of marble chipsCaCO3or sodium hydrogen carbonateNaHCO3 with dilute hydrochloric acid"}
{"text": "cProperties of carbonIVoxide gasQuestions"}
{"text": "1Write the equation for the reaction for the school laboratory preparation of carbon IVoxide gas"}
{"text": "Any carbonate reacted with dilute hydrochloric acid should be able to generate carbon IVoxide gas"}
{"text": "Chemical equations"}
{"text": "CaCO3s  2HClaq  CaCO3 aq  H2Ol  CO2 g"}
{"text": "ZnCO3s  2HClaq  ZnCO3 aq  H2Ol  CO2 g"}
{"text": "MgCO3s  2HClaq  MgCO3 aq  H2Ol  CO2 g"}
{"text": "CuCO3s  2HClaq  CuCO3 aq  H2Ol  CO2 g"}
{"text": "NaHCO3s  HClaq  Na2CO3 aq  H2Ol  CO2 g"}
{"text": "KHCO3s  HClaq  K2CO3 aq  H2Ol  CO2 g"}
{"text": "2What method of gas collection is used in preparation of CarbonIVoxide gas Explain"}
{"text": "Downward delivery upward displacement of airover mercury"}
{"text": "CarbonIVoxide gas is about 1 times denser than air"}
{"text": "3What is the purpose of"}
{"text": "awater"}
{"text": "To absorb the more volatile hydrogen chloride fumes produced during the vigorous reaction"}
{"text": "bsodium hydrogen carbonate"}
{"text": "To absorb the more volatile hydrogen chloride fumes produced during the vigorous reaction and by reacting with the acid to produce more carbon IVoxide gas"}
{"text": "Chemical equation"}
{"text": "NaHCO3s  HClaq  Na2CO3 aq  H2Ol  CO2 g"}
{"text": "cconcentrated sulphuricVIacid"}
{"text": "To dry the gasas a drying agent"}
{"text": "4Describe the smell of carbonIVoxide gas"}
{"text": "Colourless and odourless"}
{"text": "5 Effect on lime water"}
{"text": "Experiment"}
{"text": "Bubbled carbonIVoxide gas into a test tube containing lime water for about three minutes"}
{"text": "Observation"}
{"text": "White precipitate is formed"}
{"text": "White precipitate dissolved when excess carbonIVoxide gas is bubbled"}
{"text": "Explanation"}
{"text": "CarbonIVoxide gas reacts with lime waterCaOH2 to form an insoluble white precipitate of calcium carbonate Calcium carbonate reacts with more CarbonIV oxide gas to form soluble Calcium hydrogen carbonate"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "CaCO3 aq  H2Ol  CO2 g  CaHCO3 2 aq"}
{"text": "6 Effects on burning Magnesium ribbon"}
{"text": "Experiment"}
{"text": "Lower a piece of burning magnesium ribbon into a gas jar containing carbon IVoxide gas"}
{"text": "Observation"}
{"text": "The ribbon continues to burn with difficulty"}
{"text": "White ashsolid is formed"}
{"text": "Black specksolidparticles formed on the side of gas jar"}
{"text": "Explanation"}
{"text": "Carbon IV oxide gas does not support combustionburningMagnesium burn to producerelease enough heat energy to decompose Carbon IV oxide gas to carbon and oxygenMagnesium continues to burn in Oxygen forming white Magnesium Oxide solidashBlack speckparticle of carboncharcoal residue forms on the sides of reaction flask During the reaction Carbon IV oxide is reduced Oxidizing agentto carbon while Magnesium is Oxidized to Magnesium Oxide"}
{"text": "Chemical equation"}
{"text": "2Mgs  CO2 g  C s  2MgOl"}
{"text": "7 Dry and wet litmus papers were separately put in a gas jar containing dry carbon IV oxide gas State and explain the observations made"}
{"text": "Observation"}
{"text": "Blue dry litmus paper remain blue"}
{"text": "Red dry litmus paper remain Red"}
{"text": "Blue wetdampmoist litmus paper turns red"}
{"text": "Red wetdampmoist litmus paper remain red"}
{"text": "Explanation"}
{"text": "Dry Carbon IV oxide gas is a molecular compound that does not dissociateionize to release H and thus has no effect on litmus papers"}
{"text": "Wetdampmoist litmus paper contains water that dissolvesreact with dry carbon IV oxide gas to form the weak solution of carbonic IV acid H2CO3"}
{"text": "Carbonic IV acid dissociateionizes to a few little free H and CO32"}
{"text": "The few H aq ions are responsible for turning blue litmus paper to faint red showing the gas is very weakly acidic"}
{"text": "Chemical equation"}
{"text": "H2CO3aq  2H aq  CO32aq"}
{"text": "8 Explain why Carbon IV oxide cannot be prepared from the reaction of"}
{"text": "i Marble chips with dilute sulphuric VI acid"}
{"text": "Explanation"}
{"text": "Reaction forms insoluble calcium sulphate VI that covercoat unreacted marble chips stopping further reaction"}
{"text": "Chemical equation"}
{"text": "CaCO3s  H2SO4 aq  CaSO4 s  H2Ol  CO2 g"}
{"text": "PbCO3s  H2SO4 aq  PbSO4 s  H2Ol  CO2 g"}
{"text": "BaCO3s  H2SO4 aq  BaSO4 s  H2Ol  CO2 g"}
{"text": "ii Lead II carbonate with dilute Hydrochloric acid"}
{"text": "Reaction forms insoluble Lead IIChloride that covercoat unreacted LeadII carbonate stopping further reaction unless the reaction mixture is heated Lead II Chloride is soluble in hot water"}
{"text": "Chemical equation"}
{"text": "PbCO3s  2HCl aq  PbCl2 s  H2Ol  CO2 g"}
{"text": "9 Describe the test for the presence of Carbon IV oxide"}
{"text": "Using burning splint"}
{"text": "Lower a burning splint into a gas jar suspected to contain Carbon IV oxide gas The burning splint is extinguished"}
{"text": "Using Lime water"}
{"text": "Bubble the gas suspected to be Carbon IV oxide gas A white precipitate that dissolves in excess bubbling is formed"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "CaCO3 aq  H2Ol  CO2 g  CaHCO3 2 aq"}
{"text": "10State three main uses of Carbon IVoxide gas"}
{"text": "iIn the Solvay process for the manufacture of soda ashsodium carbonate"}
{"text": "iiIn preservation of aerated drinks"}
{"text": "iiiAs fire extinguisher because it does not support combustion and is denser than air"}
{"text": "ivIn manufacture of Baking powder"}
{"text": "ii Carbon II Oxide CO"}
{"text": "aOccurrence"}
{"text": "Carbon II oxide is found is found from incomplete combustion of fuels like petrol charcoal liquefied Petroleum GasLPG"}
{"text": "bSchool Laboratory preparation"}
{"text": "In the school laboratory carbonIIoxide can be prepared from dehydration of methanoic acidFormic acidHCOOH or Ethan12dioic acidOxalic acidHOOCCOOH using concentrated sulphuricVI acid Heating is necessary"}
{"text": "cProperties of Carbon II OxideQuestions"}
{"text": "1 Write the equation for the reaction for the preparation of carbonIIoxide using"}
{"text": "iMethod 1"}
{"text": "Chemical equation"}
{"text": "HOOCCOOHs ConcH2SO4 COg  CO2 g  H2Ol"}
{"text": "H2C2O4s ConcH2SO4 COg  CO2 g  H2Ol"}
{"text": "iiMethod 2"}
{"text": "Chemical equation"}
{"text": "HCOOHs ConcH2SO4 COg  H2Ol"}
{"text": "H2CO2s ConcH2SO4 COg  H2Ol"}
{"text": "2 What method of gas collection is used during the preparation of carbon II oxide"}
{"text": "Over water because the gas is insoluble in water"}
{"text": "Downward delivery because the gas is 1  times denser than air"}
{"text": "3 What is the purpose of"}
{"text": "i Potassium hydroxidesodium hydroxide in Method 1"}
{"text": "To absorb remove carbon II oxide produced during the reaction"}
{"text": "2KOH aq  CO2 g  K2CO3 s  H2Ol"}
{"text": "2NaOH aq  CO2 g  Na2CO3 s  H2Ol"}
{"text": "ii Concentrated sulphuricVIacid in Method 1 and 2"}
{"text": "Dehydrating agent removes the element of water Hydrogen and Oxygen in ratio 21 present in both methanoic and ethan12dioic acid"}
{"text": "4 Describe the smell of carbon II oxide"}
{"text": "Colourless and odourless"}
{"text": "5 State and explain the observation made when carbonIVoxide is bubbled in lime water for a long time"}
{"text": "No white precipitate is formed"}
{"text": "6 Dry and wetmoistdamp litmus papers were separately put in a gas jar containing dry carbon IV oxide gas State and explain the observations made"}
{"text": "Observation"}
{"text": "blue dry litmus paper remains blue"}
{"text": "red dry litmus paper remains red"}
{"text": "wetmoistdamp blue litmus paper remains blue"}
{"text": "wetmoistdamp red litmus paper remains red"}
{"text": "Explanation"}
{"text": "CarbonIIoxide gas is a molecular compound that does not dissociate ionize to release H ions and thus has no effect on litmus papers CarbonIIoxide gas is therefore a neutral gas"}
{"text": "7 Carbon II oxide gas was ignited at the end of a generator as below"}
{"text": "iState the observations made in flame K"}
{"text": "Gas burns with a blue flame"}
{"text": "iiWrite the equation for the reaction taking place at flame K"}
{"text": "2COg  O2 g  2CO2 g"}
{"text": "8 Carbon II oxide is a reducing agent Explain"}
{"text": "Experiment"}
{"text": "Pass carbon II oxide through glass tube containing copper II oxide Ignite any excess poisonous carbon II oxide"}
{"text": "Observation"}
{"text": "Colour change from black to brown Excess carbon II oxide burn with a blue flame"}
{"text": "Explanation"}
{"text": "Carbon is a reducing agent It is used to reduce metal oxide ores to metal itself oxidized to carbon IV oxide gas Carbon II Oxide reduces black copper II oxide to brown copper metal"}
{"text": "Chemical Equation"}
{"text": "CuOs  COg  Cus  CO2g"}
{"text": "black brown"}
{"text": "PbOs  COg  Pbs  CO2g"}
{"text": "brown when hot grey"}
{"text": "yellow when cool"}
{"text": "ZnOs  COg  Zns  CO2g"}
{"text": "yellow when hot grey"}
{"text": "white when cool"}
{"text": "Fe2O3s  3COs  2Fes  3CO2g"}
{"text": "brown when hotcool grey"}
{"text": "Fe3O4 s  4COg  3Fes  4CO2g"}
{"text": "brown when hotcool grey"}
{"text": "These reactions are used during the extraction of many metals from their ore"}
{"text": "9 Carbon II oxide is a pollutant Explain"}
{"text": "Carbon II oxide is highly poisonoustoxicIt preferentially combine with haemoglobin to form stable carboxyhaemoglobin in the blood instead of oxyhaemoglobinThis reduces the free haemoglobin in the blood causing nausea coma then death"}
{"text": "10 The diagram below show a burning charcoal stoveburnerjiko Use it to answer the questions that follow"}
{"text": "Explain the changes that take place in the burner"}
{"text": "Explanation"}
{"text": "Charcoal stove has air holes through which air enters Air oxidizes carbon to carbon IV oxide gas at region I This reaction is exothermic H producing more heat"}
{"text": "Chemical equation"}
{"text": "Cs  O2g  CO2g"}
{"text": "Carbon IV oxide gas formed rises up to meet more charcoal which reduces it to Carbon II oxide gas"}
{"text": "Chemical equation"}
{"text": "2CO2 g  O2g  2CO g"}
{"text": "At the top of burner in region II Carbon IIoxide gas is further oxidized to CarbonIVoxide gas if there is plenty of air but escape if the air is limited poisoning the living things around"}
{"text": "Chemical equation"}
{"text": "2CO g  O2g  2CO2 g"}
{"text": "excess air"}
{"text": "11 Describe the test for the presence of carbonIIoxide gas"}
{"text": "Experiment"}
{"text": "BurnIgnite the pure sample of the gas PassBubble the products into lime waterCalcium hydroxide"}
{"text": "Observation"}
{"text": "Colourless gas burns with a blue flame A white precipitate is formed that dissolve on further bubbling of the products"}
{"text": "Chemical equation"}
{"text": "2CO g  O2g  2CO2 g gas burns with blue flame"}
{"text": "Chemical equation"}
{"text": "CaOH 2 aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "Chemical equation"}
{"text": "CO2 g  CaCO3 s  H2Ol  CaHCO3 2 aq"}
{"text": "12 State the main uses of carbon IIoxide gas"}
{"text": "i As a fuel water gas"}
{"text": "iiAs a reducing agent in the blast furnace for extracting iron from iron oreMagnetiteHaematite"}
{"text": "iiiAs a reducing agent in extraction of Zinc from Zinc oreZinc blende"}
{"text": "iv As a reducing agent in extraction of Lead from Lead oreGalena"}
{"text": "v As a reducing agent in extraction of Copper from Copper iron sulphideCopper pyrites"}
{"text": "iiiCarbonateIV CO32and hydrogen carbonateIVHCO3"}
{"text": "1Carbonate IV CO32 are normal salts derived from carbonicIVacid H2CO3 and hydrogen carbonate IV HCO3 are acid salts derived from carbonicIVacid"}
{"text": "CarbonicIVacidH2CO3 is formed when carbonIVoxide gas is bubbled in water It is a dibasic acid with two ionizable hydrogens"}
{"text": "H2CO3aq 2Haq  CO32aq"}
{"text": "H2CO3aq  Haq  HCO3  aq"}
{"text": "2Carbonate IV CO32 are insoluble in water except Na2CO3  K2CO3 and NH42CO3"}
{"text": "3Hydrogen carbonate IV HCO3 are soluble in water Only five hydrogen carbonates exist Na HCO3  KHCO3 NH4HCO3 CaHCO32 and MgHCO32"}
{"text": "CaHCO32 and MgHCO32 exist only in aqueous solutions"}
{"text": "3The following experiments show the effect of heat on Carbonate IV CO32 and Hydrogen carbonate IV HCO3 salts"}
{"text": "Experiment"}
{"text": "In a clean dry test tube place separately about 10 of the following"}
{"text": "ZincIIcarbonateIV sodium hydrogen carbonateIV sodium carbonateIV Potassium carbonateIV ammonium carbonateIV potassium hydrogen carbonateIV LeadIIcarbonateIV IronIIcarbonateIV and copperIIcarbonateIV Heat each portion gently the strongly Test any gases produced with lime water"}
{"text": "Observation"}
{"text": "iColorless droplets form on the cooler parts of test tube in case of sodium carbonateIV and Potassium carbonateIV"}
{"text": "iiWhite residuesolid left in case of sodium hydrogen carbonateIV sodium carbonateIV Potassium carbonateIV and potassium hydrogen carbonateIV"}
{"text": "iiiColour changes from bluegreen to black in case of copperIIcarbonateIV"}
{"text": "iv Colour changes from green to brownyellow in case of Iron IIcarbonateIV"}
{"text": "v Colour changes from white when cool to yellow when hot in case of Zinc II carbonateIV"}
{"text": "vi Colour changes from yellow when cool to brown when hot in case of Lead II carbonateIV"}
{"text": "viiColourless gas produced that forms a white precipitate with lime water in all cases"}
{"text": "Explanation"}
{"text": "1 Sodium carbonateIV and Potassium carbonateIV exist as hydrated salts with 10 molecules of water of crystallization that condenses and collects on cooler parts of test tube as a colourless liquid"}
{"text": "Chemical equation"}
{"text": "Na2CO3 10H2Os  Na2CO3 s  10H2Ol"}
{"text": "K2CO3 10H2Os  K2CO3 s  10H2Ol"}
{"text": "2 Carbonate IV CO32 and Hydrogen carbonate IV HCO3 salts decompose on heating except Sodium carbonateIV and Potassium carbonateIV"}
{"text": "a Sodium hydrogen carbonateIV and Potassium hydrogen carbonateIV decompose on heating to form sodium carbonateIV and Potassium carbonateIVWater and carbonIVoxide gas are also produced"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 s  Na2CO3 s  H2Ol  CO2 g"}
{"text": "white white"}
{"text": "2KHCO3 s  K2CO3 s  H2Ol  CO2 g"}
{"text": "white white"}
{"text": "b Calcium hydrogen carbonateIV and Magnesium hydrogen carbonateIV decompose on heating to form insoluble Calcium carbonateIV and Magnesium carbonateIVWater and carbonIVoxide gas are also produced"}
{"text": "Chemical equation"}
{"text": "CaHCO32 aq  CaCO3 s  H2Ol  CO2 g"}
{"text": "Colourless solution white"}
{"text": "MgHCO32 aq  MgCO3 s  H2Ol  CO2 g"}
{"text": "Colourless solution white"}
{"text": "c Ammonium hydrogen carbonateIV decompose on heating to form ammonium carbonateIV Water and carbonIVoxide gas are also produced"}
{"text": "Chemical equation"}
{"text": "2NH4HCO3 s  NH42CO3 s  H2Ol  CO2 g"}
{"text": "white white"}
{"text": "dAll other carbonates decompose on heating to form the metal oxide and produce carbonIVoxide gas eg"}
{"text": "Chemical equation"}
{"text": "MgCO3 s  MgO s  CO2 g"}
{"text": "white solid white solid"}
{"text": "Chemical equation"}
{"text": "BaCO3 s  BaO s  CO2 g"}
{"text": "white solid white solid"}
{"text": "Chemical equation"}
{"text": "CaCO3 s  CaO s  CO2 g"}
{"text": "white solid white solid"}
{"text": "Chemical equation"}
{"text": "CuCO3 s  CuO s  CO2 g"}
{"text": "bluegreen solid black solid"}
{"text": "Chemical equation"}
{"text": "ZnCO3 s  ZnO s  CO2 g"}
{"text": "white solid white solid when cool"}
{"text": "Yellow solid when hot"}
{"text": "Chemical equation"}
{"text": "PbCO3 s  PbO s  CO2 g"}
{"text": "white solid yellow solid when cool"}
{"text": "brown solid when hot"}
{"text": "4The following experiments show the presence of Carbonate IV CO32 and Hydrogen carbonate IV HCO3 ions in sample of a salt"}
{"text": "aUsing LeadII nitrateV"}
{"text": "I Using a portion of salt solution in a test tube add four drops of LeadIInitrateVsolutionPreserve"}
{"text": "II To the preserved solution add six drops of dilutte nitricVacid Preserve"}
{"text": "II To the preserved sample that forms a precipitate heat to boil"}
{"text": "II To the preserved sample that do not form a precipitate add three drops of acidified potassium manganateVIIlime water"}
{"text": "ExperimentsObservations"}
{"text": "bUsing BariumIInitrateV BariumIIchloride"}
{"text": "I To about 5cm3 of a salt solution in a test tube add four drops of BariumII nitrate V  BariumIIchloride Preserve"}
{"text": "II To the preserved sample in I above add six drops of 2M nitricV acid  Preserve"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "IIITo the preserved sample observation 2 in II above add 4 drops of acidified potassium manganateVII dichromateVI"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "Explanations"}
{"text": "Using LeadIInitrateV"}
{"text": "iLeadIInitrateV solution reacts with chloridesCl Sulphate VI salts SO42  Sulphate IVsalts SO32 and carbonatesCO32 to form the insoluble white precipitate of LeadIIchloride LeadIIsulphateVI LeadII sulphate IV and LeadIIcarbonateIV"}
{"text": "Chemicalionic equation"}
{"text": "Pb2aq  Cl aq  PbCl2s"}
{"text": "Pb2aq  SO42 aq  PbSO4 s"}
{"text": "Pb2aq  SO32 aq  PbSO3 s"}
{"text": "Pb2aq  CO32 aq  PbCO3 s"}
{"text": "iiWhen the insoluble precipitates are acidified with nitricV acid"}
{"text": "LeadIIchloride and LeadIIsulphateVI do not react with the acid and thus their white precipitates remain persists"}
{"text": "LeadII sulphate IV and LeadIIcarbonateIV reacts with the acid to form soluble LeadII nitrate V and produceeffervescesfizzesbubbles out sulphurIVoxide and carbonIVoxide gases respectively"}
{"text": "Chemicalionic equation"}
{"text": "PbSO3 s  2Haq  H2 O l  Pb2aq  SO2 g"}
{"text": "PbCO3 s  2Haq  H2 O l  Pb2aq  CO2 g"}
{"text": "iiiWhen LeadIIchloride and LeadIIsulphateVI are heatedwarmed"}
{"text": "LeadIIchloride dissolves in hot wateron boilingrecrystallizes on cooling"}
{"text": "LeadIIsulphateVI do not dissolve in hot water thus its white precipitate persistsremains on heatingboiling"}
{"text": "ivWhen sulphurIVoxide and carbonIVoxide gases are produced"}
{"text": "sulphurIVoxide will decolorize acidified potassium manganateVII and  or Orange colour of acidified potassium dichromateVI will turns to green CarbonIVoxide will not"}
{"text": "Chemical equation"}
{"text": "5SO32aq  2MnO4 aq 6Haq  5SO42aq  2Mn2aq  3H2Ol"}
{"text": "purple colourless"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "Orange green"}
{"text": "CarbonIVoxide forms an insoluble white precipitate of calcium carbonate if three drops of lime water are added into the reaction test tube when effervescence is taking place SulphurIVoxide will not"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3s  H2Ol"}
{"text": "These tests should be done immediately after acidifying to ensure the gases produced react with the oxidizing agentslime water"}
{"text": "Using BariumIInitrateV BariumIIChloride"}
{"text": "iBariumIInitrateV and or BariumIIchloride solution reacts with Sulphate VI salts SO42  Sulphate IVsalts SO32 and carbonatesCO32 to form the insoluble white precipitate of BariumIIsulphateVI BariumII sulphate IV and BariumIIcarbonateIV"}
{"text": "Chemicalionic equation"}
{"text": "Ba2aq  SO42 aq  BaSO4 s"}
{"text": "Ba2aq  SO32 aq  BaSO3 s"}
{"text": "Ba2aq  CO32 aq  BaCO3 s"}
{"text": "iiWhen the insoluble precipitates are acidified with nitricV acid"}
{"text": "Barium IIsulphateVI do not react with the acid and thus its white precipitates remain persists"}
{"text": "BariumII sulphate IV and BariumIIcarbonateIV reacts with the acid to form soluble BariumII nitrate V and produce effervesces fizzes bubbles out sulphurIVoxide and carbonIVoxide gases respectively"}
{"text": "Chemicalionic equation"}
{"text": "BaSO3 s  2Haq  H2 O l  Ba2aq  SO2 g"}
{"text": "BaCO3 s  2Haq  H2 O l  Ba2aq  CO2 g"}
{"text": "iii When sulphurIVoxide and carbonIVoxide gases are produced"}
{"text": "sulphurIVoxide will decolorize acidified potassium manganateVII and  or Orange colour of acidified potassium dichromateVI will turns to green CarbonIVoxide will not"}
{"text": "Chemical equation"}
{"text": "5SO32aq  2MnO4 aq 6Haq  5SO42aq  2Mn2aq  3H2Ol"}
{"text": "purple colourless"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "Orange green"}
{"text": "CarbonIVoxide forms an insoluble white precipitate of calcium carbonate if three drops of lime water are added into the reaction test tube when effervescence is taking place SulphurIVoxide will not"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3s  H2Ol"}
{"text": "These tests should be done immediately after acidifying to ensure the gases produced react with the oxidizing agentslime water"}
{"text": "iii Sodium carbonateIV Na2CO3"}
{"text": "aExtraction of sodium carbonate from soda ash"}
{"text": "Sodium carbonate naturally occurs in Lake Magadi in Kenya as Tronatrona is the double salt  sodium sesquicarbonate NaHCO3 Na2CO3 H2OIt is formed from the volcanic activity that takes place in Lake Naivasha Nakuru Bogoria and Elementeita All these lakes drain into Lake Magadi through underground rivers Lake Magadi has no outlet"}
{"text": "Solubility of Trona decrease with increase in temperatureHigh temperature during the day causes trona to naturally crystallize It is mechanically scoopeddredgeddug and put in a furnace"}
{"text": "Inside the furnace trona decompose into soda ashsodium carbonate"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 Na2CO3 H2O s  3Na2CO3 s  5H2Ol  CO2 g"}
{"text": "trona soda ash"}
{"text": "Soda ash is then bagged and sold as Magadi sodaIt is mainly used"}
{"text": "iin making glass to lower the melting point of raw materials sandSiO2 from 1650oC and CaO from 2500oC to around 1500oC"}
{"text": "iiin softening hard water"}
{"text": "iiiin the manufacture of soapless detergents"}
{"text": "ivSwimming pool pH increaser"}
{"text": "Sodium chloride is also found dissolved in the lake Solubility of sodium chloride decrease with decreases in temperature sodium chloride has lower solubility at lower temperatures When temperatures decrease at night it crystallize out The crystals are then mechanically dugdredged scooped then packed for sale as animalcattle feeds and seasoning food"}
{"text": "Summary flow diagram showing the extraction of Soda ash from Trona"}
{"text": "bThe Solvay process for industrial manufacture of sodium carbonateIV"}
{"text": "iRaw materials"}
{"text": "Brine Concentrated Sodium chloride from salty seaslakes"}
{"text": "Ammonia gas from Haber"}
{"text": "Limestone Calcium carbonate from chalk limestone rich rocks"}
{"text": "Water from riverslakes"}
{"text": "iiChemical processes"}
{"text": "Ammonia gas is passed up to meet a downward flow of sodium chloride solution  brine to form ammoniated brineammoniacal brine mixture in the ammoniated brine chamber"}
{"text": "The ammoniated brine mixture is then pumped up atop the carbonator solvay tower"}
{"text": "In the carbonator solvay tower ammoniated brineammoniacal brine mixture slowly trickle down to meet an upward flow of carbonIVoxide gas"}
{"text": "The carbonator is shelved packed with quartzbroken glass to"}
{"text": "i reduce the rate of flow of ammoniated brineammoniacal brine mixture"}
{"text": "iiincrease surface area of the liquid mixture to ensure a lot of ammoniated brineammoniacal brine mixture react with carbonIVoxide gas"}
{"text": "Insoluble sodium hydrogen carbonate and soluble ammonium chloride are formed from the reaction"}
{"text": "Chemical equation"}
{"text": "CO2g  H2Ol  NaCl aq  NH3g  NaHCO3s  NH4Claq"}
{"text": "The products are then filtered Insoluble sodium hydrogen carbonate forms the residue while soluble ammonium chloride forms the filtrate"}
{"text": "Sodium hydrogen carbonate itself can be used"}
{"text": "i as baking powder and preservation of some soft drinks"}
{"text": "ii as a buffer agent and antacid in animal feeds to improve fibre digestion"}
{"text": "iii making dry chemical fire extinguishers"}
{"text": "In the Solvay process Sodium hydrogen carbonate is then heated to form Sodium carbonatesoda ash water and carbon IV oxide gas"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 s  Na2CO3s  CO2g  H2Ol"}
{"text": "Sodium carbonate is stored ready for use in"}
{"text": "i during making glasslowering the melting point of mixture of sandSiO2 from 1650oC and CaO from 2500oC to around 1500oC"}
{"text": "ii in softening hard water"}
{"text": "iii in the manufacture of soapless detergents"}
{"text": "iv swimming pool pH increaser"}
{"text": "Water and carbonIVoxide gas are recycled back to the ammoniated brineammoniacal brine chamber"}
{"text": "More carbonIVoxide is produced in the kilnfurnace Limestone is heated to decompose into Calcium oxide and carbonIVoxide"}
{"text": "Chemical equation"}
{"text": "CaCO3 s  CaOs  CO2g"}
{"text": "CarbonIVoxide is recycled to the carbonatorsolvay tower Carbon IVoxide is added water in the slaker to form Calcium hydroxide This process is called slaking"}
{"text": "Chemical equation"}
{"text": "CaOs  H2O l  CaOH2 aq"}
{"text": "Calcium hydroxide is mixed with ammonium chloride from the carbonatorsolvay tower in the ammonia regeneration chamber to form Calcium chloride water and more ammonia gas"}
{"text": "Chemical equation"}
{"text": "CaOH2 aq 2NH4Cl aq  CaCl2s  2NH3g  H2Ol"}
{"text": "NH3g and H2Ol are recycled"}
{"text": "Calcium chloride may be used"}
{"text": "ias drying agent in the school laboratory during gas preparation except ammonia gas"}
{"text": "iito lower the melting point of solid sodium chloride  rock salt salts during the Downs process for industrial extraction of sodium metal"}
{"text": "Detailed Summary flow diagram of Solvay Process"}
{"text": "Practice"}
{"text": "1 The diagram below shows part of the Solvay process used in manufacturing sodium carbonate Use it to answer the questions that follow"}
{"text": "aExplain how Sodium Chloride required for this process is obtained from the sea"}
{"text": "Sea water is pumped scooped into shallow pods Evaporation of most of the water takes place leaving a very concentrated solution"}
{"text": "bi Name process"}
{"text": "I Filtration"}
{"text": "II Decomposition"}
{"text": "ii Write the equation for the reaction in process"}
{"text": "Process I"}
{"text": "Chemical equation"}
{"text": "CO2g  H2Ol  NaCl aq  NH3g  NaHCO3s  NH4Claq"}
{"text": "Process II"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 s  Na2CO3s  CO2g  H2Ol"}
{"text": "ci Name two substances recycled in the solvay process"}
{"text": "Ammonia gas  CarbonIVOxide and Water"}
{"text": "iiWhich is the byproduct of this process"}
{"text": "CalciumIIChloride CaCl2"}
{"text": "iiiState two uses that the byproduct can be used for"}
{"text": "As a drying agent in the school laboratory preparation of gases"}
{"text": "In the Downs cellprocess for extraction of Sodium to lower the melting point of rock salt"}
{"text": "ivWrite the chemical equation for the formation of the byproducts in the Solvay process"}
{"text": "Chemical equation"}
{"text": "CaOH2 aq 2NH4Cl aq  CaCl2s  2NH3g  H2Ol"}
{"text": "dIn an experiment to determine the  purity of Sodium carbonate produced in the Solvay process 215g of the sample reacted with exactly 400cm3 of 05M Sulphuric VIacid"}
{"text": "iCalculate the number of moles of sodium carbonate that reacted"}
{"text": "Chemical equation"}
{"text": "Na2CO3 aq H2SO4 aq  Na2SO4 aq CO2g  H2Ol"}
{"text": "Mole ratio Na2CO3 H2SO4  11"}
{"text": "Moles H2SO4  Molarity x Volume  05 x 400  002 Moles"}
{"text": "1000 1000"}
{"text": "Moles of Na2CO3  002 Moles"}
{"text": "iiDetermine the  of sodium carbonate in the sample"}
{"text": "Molar mass of Na2CO3  106g"}
{"text": "Mass of Na2CO3  moles x Molar mass  002 x 106  212 g"}
{"text": "of Na2CO3   212 g x 100  986047"}
{"text": "215"}
{"text": "e State two uses of soda ash"}
{"text": "i during making glasslowering the melting point of mixture of sandSiO2 from 1650oC and CaO from 2500oC to around 1500oC"}
{"text": "ii in softening hard water"}
{"text": "iii in the manufacture of soapless detergents"}
{"text": "iv swimming pool pH increaser"}
{"text": "fThe diagram below shows a simple ammonia soda tower used in manufacturing sodium carbonate Use it to answer the questions that follow"}
{"text": "iName the raw materials needed in the above process"}
{"text": "Ammonia"}
{"text": "Water"}
{"text": "CarbonIVoxide"}
{"text": "Limestone"}
{"text": "Brine Concentrated sodium chloride"}
{"text": "iiIdentify substance A"}
{"text": "Ammonium chloride NH4Cl"}
{"text": "iii Write the equation for the reaction taking place in"}
{"text": "ITower"}
{"text": "Chemical equation"}
{"text": "CO2g  NaCl aq  H2Ol  NH3g  NaHCO3s  NH4Claq"}
{"text": "II Production of excess carbon IVoxide"}
{"text": "Chemical equation"}
{"text": "CaCO3 s  CaOs  CO2g"}
{"text": "III The regeneration of ammonia"}
{"text": "Chemical equation"}
{"text": "CaOH2 aq 2NH4Cl aq  CaCl2s  2NH3g  H2Ol"}
{"text": "ivGive a reason for having the circular metal plates in the tower"}
{"text": "To slow the downward flow of brine"}
{"text": "To increase the rate of dissolving of ammonia"}
{"text": "To increase the surface area for dissolution"}
{"text": "vName the gases recycled in the process illustrated above"}
{"text": "Ammonia gas  CarbonIVOxide and Water"}
{"text": "2 Describe how you would differentiate between carbon IVoxide and carbonIIoxide using chemical method"}
{"text": "Method I"}
{"text": "Bubble both gases in lime waterCaOH2"}
{"text": "white precipitate is formed if the gas is carbon IV oxide"}
{"text": "No white precipitate is formed if the gas is carbon II oxide"}
{"text": "Method II"}
{"text": "ignite both gases"}
{"text": "Carbon IV oxide does not burnignite"}
{"text": "Carbon II oxide burn with a blue nonsooty flame"}
{"text": "Method III"}
{"text": "Lower a burning splint into a gas containing each gas separately"}
{"text": "burning splint is extinguished if the gas is carbon IV oxide"}
{"text": "burning splint is not extinguished if the gas is carbon II oxide"}
{"text": "3Using Magnesium sulphateVIsolution describe how you can differentiate between a solution of sodium carbonate from a solution of sodium hydrogen carbonate"}
{"text": "Add Magnesium sulphateVI solution to separate portions of a solution of sodium carbonate and sodium hydrogen carbonate in separate test tubes"}
{"text": "White precipitate is formed in test tube containing sodium carbonate"}
{"text": "No white precipitate is formed in test tube containing sodium hydrogen carbonate"}
{"text": "Chemical equation"}
{"text": "Na2CO3 aq MgSO4 aq  Na2SO4 aq  MgCO3s"}
{"text": "white ppt"}
{"text": "Ionic equation"}
{"text": "CO32 aq  Mg2 aq  MgCO3s"}
{"text": "white ppt"}
{"text": "Chemical equation"}
{"text": "2NaHCO3 aq MgSO4 aq  Na2SO4 aq  MgHCO32 aq"}
{"text": "colourless solution"}
{"text": "4 The diagram below shows a common charcoal burner Assume the burning take place in a room with sufficient supply of air"}
{"text": "aExplain what happens around"}
{"text": "iLayer A"}
{"text": "Sufficientexcess air oxygen enter through the air holes into the burner It reacts withoxidizes Carbon to carbonIVoxide"}
{"text": "Chemical equation"}
{"text": "Cs  O2g  CO2 g"}
{"text": "iiLayer B"}
{"text": "Hot carbonIVoxide rises up and is reduced by more carboncharcoal to carbon IIoxide"}
{"text": "Chemical equation"}
{"text": "Cs  CO2g  2CO g"}
{"text": "iiLayer C"}
{"text": "Hot carbonIIoxide rises up and burns with a blue flame to be oxidized by the excess air to form carbonIVoxide"}
{"text": "2CO g  O2g  2CO2g"}
{"text": "bState and explain what would happen if the burner is put in an enclosed room"}
{"text": "The hot poisonous toxic carbonIIoxide rising up will not be oxidized to CarbonIVoxide"}
{"text": "cUsing a chemical test describe how you would differentiate two unlabelled black solids suspected to be charcoal and copperIIoxide"}
{"text": "Method I"}
{"text": "BurnIgnite the two substances separately"}
{"text": "Charcoal burns with a blue flame"}
{"text": "CopperIIoxide does not burn"}
{"text": "Method II"}
{"text": "Add dilute sulphuricVIacidNitricVacidHydrochloric acid separately"}
{"text": "Charcoal does not dissolve"}
{"text": "CopperIIoxide dissolves to form a colourless solution"}
{"text": "5 Excess CarbonIIoxide was passed over heated copperIIoxide as in the set up shown below for five minutes"}
{"text": "aState and explain the observations made in the combustion tube"}
{"text": "Observation"}
{"text": "Colour change from black to brown"}
{"text": "Explanation"}
{"text": "Carbon IIoxide reduces black copperIIoxide to brown copper metal itself oxidized to CarbonIVoxide"}
{"text": "Chemical equation"}
{"text": "COg  CuO s  Cus  CO2g"}
{"text": "black brown"}
{"text": "b iName the gas producing flame A"}
{"text": "CarbonIIoxide"}
{"text": "iiWhy should the gas be burnt"}
{"text": "It is toxicpoisonous"}
{"text": "iiiWrite the chemical equation for the production of flame A"}
{"text": "2COg  O2g  2CO2g"}
{"text": "cState and explain what happens when carbonIVoxide is prepared using Barium carbonate and dilute sulphuricVIacid"}
{"text": "Reaction starts then stops after sometime producing smalllittle quantity of carbonIVoxide gas"}
{"text": "Barium carbonate react with dilute sulphuricVIacid to form insoluble Barium sulphateVI that covercoat unreacted Barium carbonate stopping further reaction to produce more CarbonIVoxide"}
{"text": "d Using dot  and crossx to represent electrons show the bonding in a molecule of"}
{"text": "i CarbonIIoxide"}
{"text": "ii CarbonIVOxide"}
{"text": "e Carbon IVoxide is an environmental pollutant of global concern Explain"}
{"text": "It is a green house gas thus causes global warming"}
{"text": "It dissolves in water to form acidic carbonic acid which causes acid rain"}
{"text": "fExplain using chemical equation why lime water is used to test for the presence of Carbon IV oxide instead of sodium hydroxide"}
{"text": "Using lime watercalcium hydroxide"}
{"text": "a visible white precipitate of calcium carbonate is formed that dissolves on bubbling excess Carbon IV oxide gas"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "white precipitate"}
{"text": "CaCO3 aq  H2Ol  CO2 g  CaHCO3 2 aq"}
{"text": "Using sodium hydroxide"}
{"text": "No precipitate of sodium carbonate is formed Both sodium carbonate and sodium hydrogen carbonate are soluble saltsdissolves"}
{"text": "Chemical equation"}
{"text": "2NaOH aq  CO2 g  Na2CO3 s  H2Ol"}
{"text": "No white precipitate"}
{"text": "Na2CO3 s  H2Ol  CO2 g  2NaHCO3 s"}
{"text": "gEthan12dioic acid and methanoic acid may be used to prepare small amount of carbonIIoxide in a school laboratory"}
{"text": "i Explain the modification in the set up when using one over the other"}
{"text": "Before carbonIIoxide is collected"}
{"text": "when using methanoic acid no concentrated sodiumpotassium hydroxide is needed to absorb CarbonIVoxide"}
{"text": "when using ethan12dioic acid concentrated sodiumpotassium hydroxide is needed to absorb CarbonIVoxide"}
{"text": "iiWrite the equation for the reaction for the formation of carbonIIoxide from"}
{"text": "IMethanoic acid"}
{"text": "Chemical equation HCOOHaq  COg  H2Ol"}
{"text": "II Ethan12dioic acid"}
{"text": "Chemical equation HOOCCOOHaq  CO2gCOgH2Ol"}
{"text": "hBoth carbonIIoxide and carbonIVoxide affect the environment Explain why carbonIIoxide is more toxicpoisonous"}
{"text": "Both gases are colourlessdenser than water and odourless"}
{"text": "CarbonIIoxide is preferentially absorbed by humanmammalian haemoglobin when inhaled forming stable carboxyhaemoglobin instead of oxyhaemoglobinThis reduces the free haemoglobin in the blood leading to suffocation and quick death CarbonIVoxide is a green house gas that increases global warming"}
{"text": "CarbonIIoxide is readily oxidized to carbonIVoxide"}
{"text": "6Study the flow chart below and use it to answer the questions that follow"}
{"text": "aName"}
{"text": "ithe white precipitate A"}
{"text": "Calcium carbonate"}
{"text": "ii solution B"}
{"text": "Calcium hydrogen carbonate"}
{"text": "iii gas C"}
{"text": "CarbonIVoxide"}
{"text": "iv white residue B"}
{"text": "Calcium oxide"}
{"text": "v solution D"}
{"text": "Calcium hydroxidelime water"}
{"text": "bWrite a balanced chemical equation for the reaction for the formation of"}
{"text": "i the white precipitate A from solution D"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "ii the white precipitate A from solution B"}
{"text": "Chemical equation"}
{"text": "CaHCO32aq  CO2 g  CaCO3 s  H2Ol"}
{"text": "iii solution B from the white precipitate A"}
{"text": "Chemical equation"}
{"text": "CO2 g  CaCO3 s  H2Ol  CaHCO32aq"}
{"text": "iv white residue B from the white precipitate A"}
{"text": "Chemical equation"}
{"text": "CaCO3s  CO2 g  CaO s"}
{"text": "iv reaction of white residue B with water"}
{"text": "Chemical equation"}
{"text": "CaO s  H2Ol  CaOH2aq"}
{"text": "CHEMISTRY OF CHLORINE"}
{"text": "ACHLORINE"}
{"text": "Chlorine is a nonmetallic element in group VII Group 17 of the periodic table It has electronic configuration 287 It gains one valence election to form stable Clion it belongs to the chemical family of halogens"}
{"text": "Occurrence"}
{"text": "As Brineconcentration sodium chloride solution dissolved in salty seas water oceans and lakes eg Lake Magadi in Kenya is very salty"}
{"text": "As rocksalt solid sodium chloride crystals in the earths crust all over the world"}
{"text": "B Preparation"}
{"text": "Chlorine gas may be prepared in the school laboratory from the following"}
{"text": "aHeating solid Manganese iv Oxide and Concentrated Hydrochloric acid"}
{"text": "b Heating Lead IV Oxide and concentrated hydrochloric acid"}
{"text": "cReacting Potassium Manganate VII with concentrated Hydrochloric acid"}
{"text": "dReacting Potassium sodium Dichromate VI Acid with Concentrated Hydrochloric acid"}
{"text": "Set up of school laboratory preparation of chlorine"}
{"text": "c Properties of chlorine Questions"}
{"text": "1 What is the colour of chlorine"}
{"text": "Pale green"}
{"text": "2 Describe the smell of chlorine"}
{"text": "Pungent irritating smell"}
{"text": "3 What method is used in collection of chlorine gas explain"}
{"text": "Downward delivery"}
{"text": "Chlorine is 112 denser than air"}
{"text": "4i What is the purpose of concentrated sulphuric VI acid"}
{"text": "To dry the gas"}
{"text": "ii Name two other substances that can be used in place of concentrated sulphuric VI acid"}
{"text": "Calcium chloride"}
{"text": "Silica gel"}
{"text": "iii Name a substance that cannot be used in place of concentrated sulphuric VI acid explain"}
{"text": "Calcium oxide reacts with chlorine"}
{"text": "5aWrite three possible reactions between concentrated hydrochloric acid and the oxidizing agents"}
{"text": "2KMnO4s 16HClaq  2KClaq2MnCl2aq  8H2Ol  5Cl2g"}
{"text": "2K2Cr2O7s 14HClaq  2KClaq  2CrCl3aq  7H2Ol  3Cl2g"}
{"text": "3Na2Cr2O7s  14HClaq  2NaClaq  CrCl3aq  7H2Ol  3Cl2g"}
{"text": "4PbO2s  4HClaq  PbCl2aq  Cl2g  2H2Ol"}
{"text": "5MnO2s 4HClaq  MnCl2aq  Cl2g  2H2Ol"}
{"text": "b Why is Hydrochloric acid used in all the above cases"}
{"text": "Oxidizing agents KMnO4PbO2MnO2K2Cr2ONa2Cr2O7 readily oxidize hydrochloric acid to chlorine themselves reduced to their chlorides"}
{"text": "Generally"}
{"text": "2HCl aq  O  Cl2 g  H2O l"}
{"text": "From oxidizing agent"}
{"text": "6 State and explain the observation made when chlorine is bubbled in water"}
{"text": "Observation"}
{"text": "Pale yellow colour of chlorine fades"}
{"text": "yellow solution formed"}
{"text": "Explanation"}
{"text": "Chlorine dissolves then reacts with water to form yellow chlorine water Chlorine water is chemically a mixture of hydrochloric acid and chloricIacid hypochlorous acid"}
{"text": "A mixture of hydrochloric acid and chloricIacid hypochlorous acid is commonly called Chlorine water"}
{"text": "Chemical equation"}
{"text": "Cl2g  H2Ol  HClaq  HClOaq"}
{"text": "7 Chlorine water in a boiling tube inverted into a trough was exposed to sunlight for two hours Using a well labeled diagram show and explain the observations made"}
{"text": "Chlorine I acid is an unstable compound"}
{"text": "After two hours the chloric I acid in chlorine water decomposes to hydrochloric acid and releases oxygen gas This reaction takes place in sunlight"}
{"text": "Chemical equation"}
{"text": "2HOClaq  2HClaq  O2 g"}
{"text": "8 State and explain the observation made when chlorine gas is bubbled in gas jar containing dampwetmoist litmus papers"}
{"text": "Observation"}
{"text": "The blue litmus turns red then both the redblue litmus papers are bleacheddecolourized"}
{"text": "Explanation"}
{"text": "Chlorine reacts with water in the litmus papers to form acidic hydrochloric acid and chloric l acid that turns blue litmus papers red"}
{"text": "Chemical Equation"}
{"text": "Cl2g  H2Ol  HClaq  HClOaq"}
{"text": "Explanation"}
{"text": "Unstable chloric I acid oxidizes the dyecolured litmus paper to colourless material"}
{"text": "Chemical Equation"}
{"text": "HClOaq  dye  HClaq  dye  O"}
{"text": "coloured colourless"}
{"text": "Or"}
{"text": "HClOaq  dyeO  HClaq  dye"}
{"text": "coloured colourless"}
{"text": "NB Chlorine does not therefore bleachdecolourize dry litmus paperdye because chloricI acid cannot be formed in absence of water"}
{"text": "9 Blue litmus papers were put in a flask containing cold dilute sodium hydroxide Chlorine gas was bubbled into the solution State and explain the observations made"}
{"text": "Observation"}
{"text": "blue litmus papers were bleached decolorized"}
{"text": "Pale green colour of chlorine fades"}
{"text": "Explanation"}
{"text": "Sodium hydroxide reacts with chlorine to form sodium chloride and sodium hypochlorite Sodium hypochlorite bleaches dyes by oxidation"}
{"text": "Chemical Equation"}
{"text": "Cl2  2NaOHaq  NaClaq  NaClOaq  H2O"}
{"text": "NaClOaq  dye  NaClaq  dye  O"}
{"text": "coloured Colourless"}
{"text": "NaClOaq  dyeO  NaClaq  dye"}
{"text": "Coloured Colourless"}
{"text": "10Blue litmus papers were put in flask containing hot concentrated sodium hydroxide Chlorine gas was bubbled into the solution State and explain the observations made"}
{"text": "Observation"}
{"text": "blue litmus papers were bleached"}
{"text": "Pale green colour of chlorine fades"}
{"text": "Explanation"}
{"text": "Hot concentrated sodium hydroxide reacts with chlorine to form sodium chloride and sodium chloride VSodium chlorate V bleaches by oxidation"}
{"text": "Chemical equation"}
{"text": "2Cl2g  4NaOHaq  3NaClaq  NaClO3aq  H2Ol"}
{"text": "NaClO3aq  3dyes  NaClaq  3dye  O"}
{"text": "NaClO3aq  3dyesO  NaClaq  3 dyes"}
{"text": "NaClO3 is also a weed killer"}
{"text": "11 State three main use of chlorine gas"}
{"text": "Manufacture of polyvinyl chloride PVC  polychloroethene pipes"}
{"text": "Manufacture of hydrochloric acid used in Pickling of metals"}
{"text": "Manufacture of bleaching agents"}
{"text": "Chlorination of water to kill germs"}
{"text": "12 The diagram below shows the effect of chlorine on heated iron wool"}
{"text": "Method I"}
{"text": "Method II"}
{"text": "a Identify a suitable drying agent to dry chlorine gas"}
{"text": "Conc H2SO4  Concentrated sulphuric VI acid"}
{"text": "Anhydrous Calcium II Chloride"}
{"text": "Silica gel"}
{"text": "b State and explain the observations made in combustion tube in method I and II"}
{"text": "Observation"}
{"text": "Iron glows red hot"}
{"text": "Brown crystals are formed"}
{"text": "Explanation"}
{"text": "Iron reacts with chlorine to form dark brown crystals of iron III Chloride"}
{"text": "This reaction is exothermic and requires no farther heating once started"}
{"text": "Iron III Chloride sublimes away ensuring the unreacted Iron completely reacts with chlorine gas"}
{"text": "Chemical equation"}
{"text": "2Fes  3Cl2 g  2FeCl3g"}
{"text": "c i Why is the brown solid collected at the point as shown in method I and II"}
{"text": "Heated iron III Chloride crystals sublime to gas and solidify on the cooler parts"}
{"text": "ii Name another metal that can be used in place of iron to react with chlorine and collected at similar point on heating explain"}
{"text": "Metal Aluminum"}
{"text": "Explanation"}
{"text": "Aluminum reacts with chlorine to form a while sublimate of aluminum III chloride at the cooler parts"}
{"text": "Chemical equation"}
{"text": "2Als  3Cl2g  2AlCl3sg"}
{"text": "d What is the purpose of suction pump"}
{"text": "To pull the gaseous products into the set up"}
{"text": "e What is the function of"}
{"text": "i Sodium hydroxide in method II Explain"}
{"text": "To absorb poisonoustoxic excess unreacted chlorine gas"}
{"text": "Sodium hydroxide reacts with chlorine to form sodium chloride Sodium hypochlorite and water"}
{"text": "Chemical equation"}
{"text": "2NaOHaq  Cl2g  NaClaq  NaClOaq  H2Ol"}
{"text": "2KOHaq  Cl2g  KClaq  KClOaq  H2Ol"}
{"text": "ii Anhydrous calcium chloridecalcium oxide in method I Explain"}
{"text": "To absorb moisturewater in the set up to prevent it from hydrolyzing iron III chloridealuminium oxide"}
{"text": "Explanation"}
{"text": "Iron III chloride and Aluminium chloride fumes and reacts with small traces of water to form a solution of iron III hydroxidealuminium hydroxide and hydrogen chloride gas"}
{"text": "Chemical equation"}
{"text": "FeCl3s  3HClaq  FeOH3aq  3HClg"}
{"text": "AlCl3s  3HClaq  AlOH3aq  3HClg"}
{"text": "f Based on e i and ii above what precaution should be made in"}
{"text": "i method II to ensure correct results"}
{"text": "Tube B should be completely dry to prevent hydrolysis of iron III Chloride to iron III hydroxide"}
{"text": "ii Carrying out method I"}
{"text": "Should be done in a fume chamber or in the open because chlorine gas is poisonoustoxic"}
{"text": "g Name another substance that can be used place of Sodium hydroxide in method I"}
{"text": "Potassium hydroxide"}
{"text": "h Calcium oxide cannot be used in place of calcium chloride during preparation of chlorine Explain"}
{"text": "Calcium oxide is a base It reacts absorbs water to form calcium hydroxide solution"}
{"text": "Calcium hydroxide reacts with chlorine to form a mixture of calcium chloride and calcium hypochlorite"}
{"text": "Chemical equation"}
{"text": "2Ca OH2aq  2Cl2g  CaCl2aq  CaOCl2aq  H2Ol"}
{"text": "13 aState and explain the observation made when a piece of burning magnesium ribbon is lowered in a gas jar containing chlorine gas"}
{"text": "Magnesium ribbon continues burning with a bright flame"}
{"text": "White solid formed"}
{"text": "Pale yellow colour of chlorine fades"}
{"text": "Explanation"}
{"text": "Magnesium reacts with chlorine forming a white solid of magnesium chloride"}
{"text": "Chemical equation"}
{"text": "Mgs  Cl2g  MgCl2s"}
{"text": "b Write the equation for the reaction that takes place if zinc is used"}
{"text": "Zns  Cl2g  ZnCl2s"}
{"text": "14 Burning phosphorus was lowered in a gas jar containing chlorine gas"}
{"text": "a State the observations made"}
{"text": "Phosphorus continues to burn"}
{"text": "Dense white fumes formed"}
{"text": "Pale green colour of chlorine fades"}
{"text": "b Write two possible equations that take place"}
{"text": "P4s  6Cl2g  4 PCl3s"}
{"text": "P4s  10Cl2g  4 PCl3s"}
{"text": "c State two reasons why the deflagrating spoon with ridcover should be used"}
{"text": "Chlorine in the gas jar is poisonoustoxic"}
{"text": "Burning phosphorus produces poisonoustoxic phosphorus III chloride  phosphorus V chloride"}
{"text": "Ensure the reaction is not affected by airoxygen from the atmosphere"}
{"text": "d After the reaction is complete 2cm3 of distilled water were added The solution formed was tested with both blue and red litmus papers"}
{"text": "i State the observations made"}
{"text": "Blue litmus paper turns red"}
{"text": "Red litmus paper remain red"}
{"text": "ii Explain the observation made in di above"}
{"text": "Phosphoric V Chloride hydrolyze in water to phosphoric V acid and produce hydrogen chloride gas Both hydrogen chloride and phosphoric V acid are acidic"}
{"text": "Chemical equation"}
{"text": "PCl5 l  4H2Ol  H3PO4 aq  5HClg"}
{"text": "15 State and explain the observations made when gas jar containing chlorine is inverted over another containing hydrogen sulphide gas"}
{"text": "Observation"}
{"text": "Yellow solid formed"}
{"text": "Pale colour of chlorine fades"}
{"text": "Explanation"}
{"text": "Chlorine oxidizes hydrogen sulphide to sulphur itself reduced to hydrogen chloride gas A little water catalyzes the reaction"}
{"text": "Chemical equation"}
{"text": "H2Sg  Cl2g  Ss  HClg"}
{"text": "yellow solid White Fume"}
{"text": "16 Chlorine was bubbled in aqueous ammonia solution in a beaker state and explain the observation made"}
{"text": "Observation"}
{"text": "White fumes evolved"}
{"text": "Pale green colour of chlorine fades"}
{"text": "Explanation"}
{"text": "Chlorine reacts with ammonia gas to form a dense white fume of ammonia chloride and Nitrogen gas is produced"}
{"text": "Chemical equation"}
{"text": "8NH3g  3Cl2g  6NH4Cls  N2g"}
{"text": "17 a Dry gas was bubbled in cold dilute sodium hydroxide solution Explain the observations made"}
{"text": "Observation"}
{"text": "Pale green colour of chlorine fades"}
{"text": "Pale yellow solution is formed"}
{"text": "Explanation"}
{"text": "Chlorine reacts withhot concentrated sodiumsodium hydroxide  Potassium hydroxide solution to form pale yellow solution of metal chlorate V and chlorides of the metal"}
{"text": "Chemical equation"}
{"text": "Cl2g  2NaOH  NaClOaq  NaClaq  H2Ol"}
{"text": "sodium hydroxide Sodium Chlorate I"}
{"text": "Cl2g  2KOH  KClOaq  NaClaq  H2Ol"}
{"text": "Potassium hydroxide Potassium Chlorate I"}
{"text": "bThe experiment in 17a was repeated with hot concentrated sodium hydroxide solution Explain the observation made"}
{"text": "Observation"}
{"text": "Pale green colour of chlorine fades"}
{"text": "Pale yellow solution is formed"}
{"text": "Explanation"}
{"text": "Chlorine reacts with hot concentrated Sodium hydroxidePotassium hydroxide solution to form pale yellow solution of metal chlorate v and chlorides of metals"}
{"text": "Chemical equation"}
{"text": "3Cl2g  6NaOHaq  NaClO3 aq  5NaClaq  3H2Ol"}
{"text": "Sodium hydroxide Sodium Chlorate V"}
{"text": "3Cl2g  6KOHaq  KClO3 aq  5KClaq  3H2Ol"}
{"text": "Potassium hydroxide Potassium Chlorate V"}
{"text": "The products formed when chlorine reacts with alkalis depend thus on temperature and the concentration of alkalis"}
{"text": "c i Write the equation for the formation of calcium chlorite I and calcium chlorate V"}
{"text": "2Ca OH2aq  2Cl2g  CaCl2aq  CaOCl2aq  H2Ol"}
{"text": "Calcium hydroxide Calcium ChlorateI"}
{"text": "Colddilute"}
{"text": "Ca OH2aq  Cl2g  CaCl2aq  CaClO32aq  H2Ol"}
{"text": "Calcium ChlorateV"}
{"text": "B THE HALOGENS"}
{"text": "a What are halogens"}
{"text": "These are elements in group VII of the periodic table They include"}
{"text": "b Compare the atomic radius and ionic radius of chloride ion and chlorine Explain"}
{"text": "The radius of chlorine is smaller than the ionic radius o the chloride ion"}
{"text": "Effective nucleus attraction on outer energy level in chloride ion is less than chlorine atom because of extra gained electron gained electron that repelled thus causes the outer energy level to expandincrease"}
{"text": "c Compare the atomic radius of chlorine and fluorine Explain"}
{"text": "Atomic radius of Fluorine is smaller than that of chlorine"}
{"text": "Chlorine has more energy levels than fluorine occupied by more electrons"}
{"text": "d Chlorine is a gas Bromine is a liquid Iodine is a solid Explain the above observations"}
{"text": "Bromine Chlorine and iodine exists as diatomic molecules bonded by strong covalent bond Each molecule is joined to the other by weak intermolecular forces Vanderwaals forces"}
{"text": "The strength of intermolecularVanderwaals forces of attraction increase with increase in molecular sizeatomic radiusIodine has therefore the largest atomic radius and thus strongest intermolecular forces to make it a solid"}
{"text": "e i What is electronegativity"}
{"text": "Electronegativity is the tendencyease of acquiring gaining electrons by an element during chemical reaction"}
{"text": "It is measured using Paulings scale"}
{"text": "Fluorine with Pauling scale 40 is the most electronegative element in the periodic table and thus the highest tendency to acquiregain extra electron"}
{"text": "ii The table below shows the electronegativity of the halogens"}
{"text": "Explain the trend in electronegativity of the halogens"}
{"text": "Decrease down the group from fluorine to Astatine"}
{"text": "Atomic radius increase down the group decreasing electron  attracting power down the group from fluorine to astatine"}
{"text": "f iWhat is electron affinity"}
{"text": "Electron affinity is the energy required to gain an electron in an atom of an element in its gaseous state"}
{"text": "ii Study the table below showing the election affinity of halogens for the process x  e  x"}
{"text": "iii Explain the trend in electron affinity of the halogens"}
{"text": "Decrease down the group"}
{"text": "Atomic radius of halogens increase down the group thus incominggained electron is attracted less strongly by the progressively larger atoms with a decreasing effective nuclear charge on outer energy level"}
{"text": "iv Which is a move stable ion Cl or Br  explain"}
{"text": "Cl ion"}
{"text": "Has a more negativeexothermic electron affinity than Br"}
{"text": "v Differentiate between electron affinity and"}
{"text": "I Ionization energy"}
{"text": "Ionization energy is the energy required to lose donate an electron in an atom of an element in its gaseous state while electron affinity is the energy required to gainacquire extra electron by an atom of an element in its gaseous state"}
{"text": "Both are measured in kilojoules per mole"}
{"text": "II Electronegativity"}
{"text": "Electron affinity is the energy required to gain an electron in an atom of an element in gaseous state It involves the process"}
{"text": "Xg  e  Xg"}
{"text": "Electronegativity is the easetendency of gaining acquiring electrons by an element during chemical reactions"}
{"text": "It does not involve use of energy but theoretical arbitrary Paulings scale of measurements"}
{"text": "g i 5cm3 of sodium chloride Sodium bromide and Sodium iodide solutions were put separately in test tubes 5 drops of chlorine water was added to each test tube state and explain the observation made"}
{"text": "Observation"}
{"text": "Yellow colour of chlorine water fades in all test tubes expect with sodium chloride"}
{"text": "Coloured Solution formed"}
{"text": "Explanation"}
{"text": "Chlorine is more electronegative than bromine and iodine On adding chlorine water bromine and Iodine are displaced from their solutions by chlorine"}
{"text": "ii The experiment in g i was repeated with 5 drops of bromine water instead of chlorine water explain the observation made"}
{"text": "Observation"}
{"text": "Yellow colour of bromine water fades in test tube containing sodium iodide"}
{"text": "Brown solution formed in test tube containing sodium iodide"}
{"text": "Explanation"}
{"text": "Bromine is more electronegative than iodide but less 6than chlorine"}
{"text": "On adding Bromine water iodide displaced from its solution but not chlorine"}
{"text": "iii Using the knowledge in gi and ii above"}
{"text": "Complete the table below using X to show no reaction and  to show a reaction"}
{"text": "Write an ionic equation for the reaction where there is V"}
{"text": "F2 g 2Cl aq  2Faq  Cl2g"}
{"text": "F2 g 2Br aq  2Faq  Br2aq"}
{"text": "F2 g 2I aq  2Faq  I2aq"}
{"text": "Cl2 g  2Br aq  2Claq  Br2aq"}
{"text": "Cl2 g 2I aq  2Claq  I2aq"}
{"text": "Br2 aq 2I aq  2Braq  I2aq"}
{"text": "h State one uses of"}
{"text": "Fluorine"}
{"text": "Manufacture of PTFE Poly tetra fluoroethene synthetic fiber"}
{"text": "Reduce tooth decay when added in small amountsequations in tooth paste"}
{"text": "Note large small quantities of fluorine fluoride ions in water cause browning of teethflourosis"}
{"text": "Hydrogen fluoride is used to engrave word pictures in glass"}
{"text": "Bromine"}
{"text": "Silver bromide is used to make light sensitive photographic paperfilms"}
{"text": "Iodide"}
{"text": "Iodine dissolved in alcohol is used as medicine to kill bacteria in skin cuts It is called tincture of iodine"}
{"text": "The table below to show some compounds of halogens"}
{"text": "j i Using dot  and Cross x to represent electrons show the bonding in chlorine molecule"}
{"text": "Name the type of bond formed"}
{"text": "Covalent"}
{"text": "Below is the table showing the bond energy of four halogens"}
{"text": "Bond Bond energy k J mole1"}
{"text": "ClCl 242"}
{"text": "BrBr 193"}
{"text": "II 151"}
{"text": "What do you understand by the term bond energy"}
{"text": "Bond energy is the energy required to break form one mole of chemical bond"}
{"text": "Explain the trend in bond Energy of the halogens above"}
{"text": "Decrease down the group from chlorine to Iodine"}
{"text": "Atomic radius increase down the group decreasing the energy required to break the covalent bonds between the larger atom with reduced effective nuclear charge an outer energy level that take part in bonding"}
{"text": "k Some compounds of chlorine are in the table below the oxidation state of chlorine in each compound"}
{"text": "Compound Oxidation state Name of compound"}
{"text": "NaClO3 5 Sodium chlorate V"}
{"text": "ClO2 4 Chloric IV oxide"}
{"text": "KClO2 3 Potassium chlorate III"}
{"text": "NaClO 1 Sodium Chlorite I"}
{"text": "Cl2 0 Chlorine Molecule"}
{"text": "NaCl 1 Sodium Chloride I"}
{"text": "MgCl2 1 Magnesium Chloride I"}
{"text": "C HYDROGEN CHLORIDE"}
{"text": "Occurrence"}
{"text": "Hydrogen Chloride does not occur free in the atmosphere or in nature"}
{"text": "Preparation"}
{"text": "Hydrogen chloride may be prepared in the school laboratory by reacting solid sodiumpotassium chloride crystals with concentrated sulphuric Vi acid as in the set up below"}
{"text": "Properties of hydrogen chloride gasquestions"}
{"text": "What precautions should be taken when handling concentrated sulphuric acid Explain"}
{"text": "Wear protective clothinggloves to avoid accidental contact with skin"}
{"text": "Concentrated sulphuric VI acid is highly corrosiveit causes painful wounds when in contact with skin"}
{"text": "What method of gas collection is used Explain"}
{"text": "Downward delivery upward displacement of water"}
{"text": "Hydrogen chloride is denser than air"}
{"text": "a Write the equation for the reaction that takes place"}
{"text": "NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "KCls  H2SO4l  KHSO4aq  HClg"}
{"text": "NaCl is commonly used because it is cheaper than KCl"}
{"text": "b What property of concentrated sulphuric VI acid is used during the above reaction"}
{"text": "is the least volatile mineral acid thus displace the more volatile hydrogen chloride from its salt KClNaCl"}
{"text": "iWhat is the purpose of concentrated sulphuric VI acid"}
{"text": "Drying agent  to dry the gas"}
{"text": "ii What property of concentrated sulphuric VI acid is used during the above use"}
{"text": "Is hygroscopic  absorbs water but do not form solution"}
{"text": "iii Name another substance which can be used to dry chlorine gas"}
{"text": "anhydrous Calcium chloride"}
{"text": "silica gel"}
{"text": "ivUsing a chemical equation explain why anhydrous calcium oxide cannot be used in flask B"}
{"text": "Calcium oxide reacts with water moisture to form calcium hydroxide The calcium hydroxide formed reacts with chlorine to form calcium hypochlorite"}
{"text": "Chemical equations"}
{"text": "CaOs  2H2Ol  CaOH2aq  H2Ol"}
{"text": "CaOH2aq  Cl2 g  CaOCl2aq  H2Ol"}
{"text": "This reduces the amount of Chlorine produced"}
{"text": "dBlue and red litmus papers were dipped in the hydrogen chloride prepared above The Procedure was repeated with dampwetmoist litmus papers Explain the differences in observations made"}
{"text": "Dry blue litmus papers remain blue"}
{"text": "Dry red litmus papers remain red"}
{"text": "Dampmoistwet blue litmus papers turn red"}
{"text": "Dampmoistwet red litmus paper turns red"}
{"text": "Dry hydrogen chloride is a molecular compound that is joined by covalent bonds between the atoms The gas is polar thus dissolves in water and ionize completely to free H that are responsible to turning blue litmus paper red"}
{"text": "Dry hydrogen chloride gas was bubbled in two separately beakers containing water and in methylbenzene"}
{"text": "Classify the two solvents as either polar or nonpolar"}
{"text": "Water  polar"}
{"text": "Methylbenzene  nonpolar"}
{"text": "ii State and explain the observations made in the beaker containing"}
{"text": "iMethylbenzene"}
{"text": "Colour of litmus solution remain"}
{"text": "Hydrogen chloride is a molecular substance When dissolved in nonpolar solvent it does not dissociate  ionize to release H ions that changes the colour of litmus solution"}
{"text": "iiWater"}
{"text": "Colour of litmus solution change to red"}
{"text": "Hydrogen chloride is a molecular substance When dissolved in polar solvent like water it dissociateionize to release H ions that changes litmus solution to red"}
{"text": "iiiWhy should an inverted filter funnel be used to dissolve hydrogen chloride"}
{"text": "The filter funnel is dipped just below the water surface to increase the surface area of dissolving the gas and prevent suck back"}
{"text": "ivName the solution formed when hydrogen chloride dissolves in water"}
{"text": "Hydrochloric acid"}
{"text": "f Describe the test for presence of hydrogen chloride gas"}
{"text": "Dip a glass rod in ammonia Bring it to the mouth of a gas jar containing a gas suspected to be hydrogen chloride"}
{"text": "White fumes of ammonia chloride are formed"}
{"text": "g Place 5cm3 of dilute hydrochloric acid into a four separate test tubes To separate test tube add zinc magnesium iron and copper metals State and explain the observations made"}
{"text": "Observation"}
{"text": "Effervescencebubblesfizzing in all cases except copper"}
{"text": "Colourless solution formed with zinc and magnesium"}
{"text": "Green solution formed with ion"}
{"text": "Gas produced that extinguishes splint with explosion"}
{"text": "Explanation"}
{"text": "Metals above hydrogen in reactivity series react with hydrochloric and liberating hydrogen gas"}
{"text": "Chemical Equation"}
{"text": "Concentrated hydrochloric acid is a weak oxidizing agent than other concentrated acids ieSulphuric VI acid and nitric V acid that react with all metals even those lower in the reactivity series"}
{"text": "h Place 5cm3 of dilute hydrochloric acid into five separate test tubes To separate test tubes add calcium carbonate silver carbonate copper carbonate iron II carbonate and Sodium hydrogen carbonate Explain the observations made"}
{"text": "Observation"}
{"text": "Effervescencebubblesfizzing vigorously except in silver carbonate and lead II carbonate that stop later"}
{"text": "Colourless solution formed except with iron II carbonate and copper II carbonate"}
{"text": "Green solution formed with iron II carbonate"}
{"text": "Blue solution formed with copper II carbonate"}
{"text": "Explanation"}
{"text": "Carbonates and hydrogen carbonate react with dilute hydrochloric acid to produce carbon IV oxide water and form chlorides"}
{"text": "All chlorides formed are soluble Except Lead II Chloride soluble on heatingwarming and silver chloride"}
{"text": "Chemical equation"}
{"text": "CaCO3 s  2HClaq  CaCl2aq  H2Ol  CO2g"}
{"text": "Colourless solution"}
{"text": "Chemical equation"}
{"text": "Ag2CO3 s  2HClaq  AgCls  H2Ol  CO2g"}
{"text": "CoatsCover Ag2CO3"}
{"text": "Chemical equation"}
{"text": "CuCO3 s  2HClaq  CuCl2aq  H2Ol  CO2g"}
{"text": "Blue Solution"}
{"text": "Chemical equation"}
{"text": "FeCO3 s  2HClaq  FeCl2aq  H2Ol  CO2g"}
{"text": "Chemical equation"}
{"text": "NaHCO3 s  HClaq  NaClaq  H2Ol  CO2g"}
{"text": "Place 5cm3 of dilute sodium hydroxide Potassium hydroxide and aqueous ammonia solution into three separate test tubes Add one drop of phenolphthalein indicator drop wise add dilute hydrochloric acid Explain the observations made"}
{"text": "Observation"}
{"text": "Colour of Phenophthalein indicator change from pink to colourless"}
{"text": "Explanation"}
{"text": "Hydrochloric acid neutralizes alkalis to salt and water"}
{"text": "When all the alkali has reacted with the acid An extra slight excess acid turns the indicator used to colourless"}
{"text": "Chemical equation"}
{"text": "NaOHaq  HClaq  NaClaq  H2Ol"}
{"text": "Chemical equation"}
{"text": "KOHaq  HClaq  KClaq  H2Ol"}
{"text": "Chemical equation"}
{"text": "NH4OHaq  HClaq  NHaClaq  H2Ol"}
{"text": "j Place 5cm3 of hydrochloric acid into four separate test tube tubes Separately add about 1g of each of copper II Oxide Zinc II Oxide Lead II Oxide Calcium II Oxide What happens to each test tube Explain"}
{"text": "Observation"}
{"text": "All Solid dissolves except Lead II Oxide"}
{"text": "Colourless solution formed with zinc Oxide and calcium II Oxide blue solution formed with copper II Oxide"}
{"text": "Explanation"}
{"text": "Metal oxides dissolves in dilute hydrochloric acid to form water and chloride salt Insoluble Lead II chloride and silver chloride once formed covercoat unreacted oxides stopping further reaction"}
{"text": "Chemical equation CuOs  HCl aq  CaCl2aq  H2Ol"}
{"text": "Chemical equation CaOs  HCl aq  CaCl2 aq  H2O l"}
{"text": "Chemical equation PbOs  2HCl aq  PbCl2 aq  H2O l"}
{"text": "Chemical equation ZnOs  HCl aq  ZCl2 aq  H2O l"}
{"text": "k Manufacture of Hydrochloric acid"}
{"text": "i Raw Materials"}
{"text": "1 Hydrogen"}
{"text": "i During electrolysis of Brine from the flowing mercurycathode cell during the manufacture of sodium hydroxide solution"}
{"text": "iiFrom water gas by passing steam in heated charcoal"}
{"text": "Cs  H2O  COg  H2g"}
{"text": "iiiFrom partial oxidation of natural gasmethane"}
{"text": "CH4g  O2g  COg  3H2g"}
{"text": "2Chlorine"}
{"text": "iFrom electrolysis of fusedsolid sodium chloride in the downs process during extraction of sodium"}
{"text": "iiFrom electrolysis of brineconcentrated sodium chloride solution in the flowing mercurycathode during the manufacture of sodium hydroxide solution"}
{"text": "iiChemical processes"}
{"text": "Hydrogen and chlorine gases are separately passed through concentrated sulphuricVI acid to act as a drying agent"}
{"text": "Small amount of pure hydrogen is continuously ignited in a chamber with continous supply of pure dry chlorine"}
{"text": "Large amount of hydrogen explodes"}
{"text": "Hydrogen burns in chlorine to form hydrogen chloride gas"}
{"text": "Chemical Equation"}
{"text": "H2g  Clg  2HClg"}
{"text": "The hydrogen chloride produced is then passed up to meet a downward flow of water in the absorbtion chambers Hydrogen chloride is very soluble in water and dissolves to form 35 concentrated hydrochloric acid"}
{"text": "Chemical Equation"}
{"text": "HClg  aq  HClaq"}
{"text": "The absorption chamber is shelved and packed with broken glass beads to"}
{"text": "iSlow down the downward flow of water"}
{"text": "iiIncrease surface area over which the water dissolves"}
{"text": "The hydrochloric acid is then transported in steel tanks lined with rubber for market"}
{"text": "iiiUses of Hydrochloric Acid"}
{"text": "To standardize the pH of alcohol and wines"}
{"text": "Regenerating ionexchange resin during removal of hardness of water"}
{"text": "Pickling of metals to remove oside layers on their surfaces"}
{"text": "In the manufacture of dyes and drugs"}
{"text": "Making zinc chloride for making dry cells"}
{"text": "ivDiagram Showing Industrial manufacture"}
{"text": "iiEnvironmental effects of manufacturing HCl"}
{"text": "Hydrochloric acid is acidic Any leakage from a manufacturing plant to nearby riverslake causes exess acidity that lowers pH of water killing marine life"}
{"text": "Hydrogen chloride leakage into atmosphere dissolves to form acidic rain that accelerate corrosion in buildings Breathing problems to human beings and kill fauna and flora around the paint"}
{"text": "Chlorine leakage causes breathing and sight problems to human being It accelerates bleaching of dyed metals"}
{"text": "Hydrogen leakage can cause an explosion because impure hydrogen explodes on ignition"}
{"text": "Factors considered in setting hydrochloric acid manufacturing plant"}
{"text": "Nearness to the manufacturing of sodium hydroxide because the byproducts of electrolysis of brine are the raw materials for hydrochloric acid plant"}
{"text": "Availability of natural gas for extraction of hydrogen"}
{"text": "NearnessAvailability of water to dissolve the hydrogen chloride gas"}
{"text": "Availability of labour market capital and good means of transport"}
{"text": "D CHLORIDE Cl SALTS"}
{"text": "Occurrence"}
{"text": "Chlorides are salts derived from hydrochloric acid Hydrochloric acid is a monobasic HX salt with only one ionazablereplaceable H in its molecule All chlorides are therefore normal salts"}
{"text": "All metals exist as chloride salt except platinum and gold as below"}
{"text": "iBoth FeCl2 and FeCl3 exists but FeCl2 is readily oxidized to FeCl3 because it is more stable"}
{"text": "iiPbCl2 and PbCl4 exist but PbCl4 is only oxidized to form PbCl2 by using excess chlorine It is less stable"}
{"text": "iiiCuCl and CuCl2 exists but CuCl2 is thermodynamically more stable than CuCl CuCl disproportionate to Cu and CuCl2"}
{"text": "ivHgCl and HgCl2exists as molecular compounds"}
{"text": "All chlorides are solubledissolves in water except silver chlorideAgCl Copper I chloride CuCl Mercury I Chloride Hg2Cl2 and Lead II Chloride PbCl2 that dissolves in warm water"}
{"text": "Most chlorides are very stable compounds They do not decompose on gentle or strong bunsen burner heating in a school laboratory except Ammonium Chloride"}
{"text": "Heating ammonium chloride"}
{"text": "Place about 2g of solid ammonium chloride crystals in a clean dry boiling tubeHeat gently then strongly"}
{"text": "Observation"}
{"text": "red litmus paper turn blue"}
{"text": "blue litmus paper remains blue"}
{"text": "Then later"}
{"text": "both blue litmus papers turn red"}
{"text": "Explanation"}
{"text": "Ammonium chloride on heating decomposes through chemical sublimation to ammonia and hydrogen chloride gas Ammonia gas is less dense than hydrogen chloride It is a basic gas and diffuses out faster to turn red litmus paper to blue Hydrogen chloride is an acidic gas It is denser than ammonia gas and thus diffuses slower than ammonia gas to turn the already both blue litmus paper to red"}
{"text": "Chemical equation"}
{"text": "NH4Cls  HClg  NH3 g"}
{"text": "acidic gas basicalkaline gas"}
{"text": "Test for Cl ions"}
{"text": "The following experiment shows the test for the presence of Cl ions in solids chloride salts"}
{"text": "Procedure"}
{"text": "Place about 1g of sodium chloride Zinc chloride and copper II chloride in separate boiling tubes Place moist blue and red litmus papers on the mouth of the test tube Carefully add three drops of concentrated sulphuric VI acid"}
{"text": "Dip a glass rod in aqueous ammonia solution then bring it to the mouth of the boiling tube"}
{"text": "bExplanation"}
{"text": "Concentrated sulphuric VI acid is the less volatile mineral acid"}
{"text": "It vigorously displaces chlorine in metal chlorides to evolve acidic hydrogen chloride gas fumes"}
{"text": "Chemical equation"}
{"text": "NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "KCls  H2SO4l  KHSO4aq  HClg"}
{"text": "CuCl2s  H2SO4l  CuSO4aq  2HClg"}
{"text": "ZnCl2s  H2SO4l  ZnSO4aq  2HClg"}
{"text": "Hydrogen chloride and ammonia gases react and form white fumes of ammonium chloride that confirms presence of Cl ions in the solid substance"}
{"text": "Chemical equation"}
{"text": "NH3g  HClg  NH4Cls"}
{"text": "The following experiment shows the test for the presence of Cl ions in solution aqueous chloride salts"}
{"text": "iUsing aqueous Lead II nitrateV"}
{"text": "aProcedure"}
{"text": "IPlace about 5cm3 of sodium chloride Iron III chloride and copper II chloride in separate boiling tubes Add four drops of Lead II nitrateV solution to each Preserve"}
{"text": "IITo the preserved sample add six drops of nitric V acid Preserve"}
{"text": "III To the preserved sample heat the mixture to boil"}
{"text": "Explanation"}
{"text": "IWhen LeadII nitrateV solution is added to an unknown salt  a white precipitateppt of LeadII sulphateVI LeadII carbonateIV LeadII sulphateIV LeadII chlorideI are formed"}
{"text": "Ionic equation"}
{"text": "Pb2 aq  SO42aq  PbSO4s"}
{"text": "Pb2 aq  SO32aq  PbSO3s"}
{"text": "Pb2 aq  CO32aq  PbCO3s"}
{"text": "Pb2 aq  Claq  PbCl2s"}
{"text": "IIWhen the white precipitateppt formed is acidified with dilute nitricV acid the white precipitate of LeadII sulphateVI and LeadII chlorideI persistremain while that of LeadII carbonateIV and LeadII sulphateIV dissolves"}
{"text": "IIIOn heating warming Lead II chloride I dissolves but on cooling it recrystallizesThis shows the presence of Cl ions in aqueous solutions"}
{"text": "iiUsing aqueous silver I nitrateV"}
{"text": "Procedure"}
{"text": "I Place about 5cm3 of sodium chloride Iron III chloride and copper II chloride in separate boiling tubes Add four drops of silverI nitrateV solution to each Preserve"}
{"text": "II To the preserved sample add six drops of nitric V acid Preserve"}
{"text": "Explanation"}
{"text": "IWhen silverI nitrateV solution is added to an unknown salt  a white precipitate ppt of silverI carbonateIV and silverI chlorideI are formed"}
{"text": "Ionic equation"}
{"text": "2Ag aq  CO32aq  Ag2CO3s"}
{"text": "Ag aq  Claq  AgCls"}
{"text": "II When the white precipitateppt formed is acidified with dilute nitric V acid the white precipitate of silver I chloride I persistremain This shows the presence of Clions in aqueous solutions"}
{"text": "Silver I carbonate IV dissolves when reacted with nitric V acid"}
{"text": "COMPREHENSIVE REVISION QUESTIONS"}
{"text": "1 In an experiment dry hydrogen chloride gas was passed through heated zinc turnings as in the set up below The gas produced was the passed through copperII oxide"}
{"text": "Write the equation for the reaction"}
{"text": "iFor the school laboratory preparation of hydrogen chloride gas"}
{"text": "NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "iiin tube S"}
{"text": "Zns  2HClaq  ZnCl2aq  H2g"}
{"text": "bState and explain the observation made in tube V"}
{"text": "Observationscolour of solid changes from black to brown"}
{"text": "colourless liquid forms on the cooler parts of tube V"}
{"text": "ExplanationHydrogen produced in tube S reduces black copperII oxide to brown copper metal and the gas oxidized to water vapour that condense on cooler parts"}
{"text": "Chemical equation"}
{"text": "CuOs H2g Cus  H2Ol"}
{"text": "cHow would the total mass of tube S and tube V and their contents compare before and after the experiment"}
{"text": "Tube S Mass increaserise because Zinc combine with chlorine to form heavier Zinc Chloride"}
{"text": "Tube V Mass decreasefallslowers because copper II oxide is reduced to lighter copper and oxygen combine with hydrogen to form water vapour that escape"}
{"text": "2 Chlorine is prepared by using solid sodium chloride concentrated sulphuricVI acid and potassium manganateVII"}
{"text": "aWhat is the role of the following in the reaction"}
{"text": "i concentrated sulphuricVI"}
{"text": "To produce hydrogen chloride gas by reacting with the solid sodium chloride"}
{"text": "ii Potassium manganateVII"}
{"text": "To oxidize hydrogen chloride gas to chlorine"}
{"text": "3Use the flow chart below to answer the questions that follow"}
{"text": "ai Name"}
{"text": "gas X Hydrogen chloride"}
{"text": "solution W hydrochloric acid"}
{"text": "gas Q chlorine"}
{"text": "bleaching agent Z sodium chlorateV"}
{"text": "bWrite the chemical equation for the formation of"}
{"text": "i gas X"}
{"text": "NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "iisolution W"}
{"text": "HClg  aq  HClaq"}
{"text": "iiigas Q"}
{"text": "2KMnO4  16HClaq  2KClaq  2MnCl2aq  8H2Ol  5Cl2g"}
{"text": "ivbleaching agent Z"}
{"text": "6NaOHaq  3Cl2g NaClaq  NaClO3aq  3H2Ol"}
{"text": "cState and explain the following observations"}
{"text": "i a glass rod dipped in aqueous ammonia is brought near gas X"}
{"text": "Observation Dense white fumes"}
{"text": "ExplanationAmmonia gas reacts with hydrogen chloride gas to form dense white fumes of ammonium chloride"}
{"text": "Chemical equation NH3g HClg  NH4Cls"}
{"text": "iiWet blue and red litmus papers were dipped into gas Q"}
{"text": "Observations Blue litmus paper turned red the both are bleached"}
{"text": "decolorized"}
{"text": "Explanations chlorine reacts with water to form both acidic hydrochloric and chloric I acids that turn blue litmus paper red Unstable chloric I acid oxidizes the dye in the papers to colourless"}
{"text": "Chemical equations"}
{"text": "Cl2g  HClaq HClaq  HClOaq"}
{"text": "Coloured dye HClOaq HClaq  Colourless dye O"}
{"text": "Coloured dyeO  HClOaq HClaq  Colourless dye"}
{"text": "4Use the flow chart below to answer the questions that follow"}
{"text": "Name"}
{"text": "Liquid A Concentrated sulphuricVI acid"}
{"text": "Process Z Neutralization"}
{"text": "White solid X Ammonium chloride"}
{"text": "bWrite the equation for the formation of"}
{"text": "i Hydrogen chloride"}
{"text": "NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "ii B"}
{"text": "HClg  aq  HClaq"}
{"text": "iiiprocess Z using ionic equation"}
{"text": "H aq  OHaq  H2Ol"}
{"text": "ivC using ionic equation"}
{"text": "Ag aq  Claq  AgCls"}
{"text": "cDescribe how solution B is obtained"}
{"text": "Bubbling hydrogen chloride gas through inverted funnel into distilled water until no more dissolve"}
{"text": "5 The results obtained when halogens are bubbled into test tubes containing solutions of halide AB and C is as in the table below Tickv means a reaction took place Crossx means no reaction took place"}
{"text": "aIdentify the halide ions represented by letter"}
{"text": "A Cl"}
{"text": "B I"}
{"text": "C Br"}
{"text": "bWrite the ionic equation for the reaction that take place with halide"}
{"text": "i C"}
{"text": "Cl2g  2Braq  2Claq  Br2aq"}
{"text": "ii B"}
{"text": "Cl2g  2Braq  2Claq  Br2aq"}
{"text": "Cl2g  2Iaq  2Claq  I2aq"}
{"text": "6The diagram below shows a set up of apparatus for the school laboratory collection of dry chlorine gas"}
{"text": "aName"}
{"text": "i Substance Q"}
{"text": "Concentrated hydrochloric acid"}
{"text": "ii Suitable drying agent L"}
{"text": "Concentrated sulphuric VI acid"}
{"text": "anhydrous calcium chloride"}
{"text": "silica gel"}
{"text": "b State a missing condition for the reaction to take place faster"}
{"text": "HeatHeating"}
{"text": "c Red and blue litmus papers were dipped into the chlorine gas from the above set up State and explain the observations made"}
{"text": "Observation Blue litmus paper remains blue Red litmus paper remain red"}
{"text": "Explanation Dry chlorine has no effect on dry litmus papers"}
{"text": "d Write the equation for the reaction taking place in the conical flask"}
{"text": "MnO4 s  4HClaq  MnCl2aq  2H2Ol  Cl2g"}
{"text": "e Name two other substances that can be used in place of MnO2"}
{"text": "LeadIV oxide PbO2"}
{"text": "Potassium manganateVIKMnO4"}
{"text": "Potassium dichromateK2Cr2O4"}
{"text": "Bleaching powderCaOCl2"}
{"text": "7 The set up below shows the apparatus used to prepare and collect anhydrous ironIII chloride"}
{"text": "aName salt K"}
{"text": "IronIIIcchloride"}
{"text": "Write the equation for the reaction for the formation of salt K"}
{"text": "2Fes  3Cl2 g  2FeCl3 sg"}
{"text": "State and explain the following"}
{"text": "iSmall amount of water is added to iron II chloride in a test tube then shaken"}
{"text": "Solid dissolves to form a green solution IronII chloride is soluble in water"}
{"text": "iiIThree drops of aqueous sodium hydroxide is added to aqueous ironII chloride and then added excess of the alkali"}
{"text": "Observation"}
{"text": "Green precipitate is formed that persistremain insoluble in excess akali"}
{"text": "Explanation"}
{"text": "IronII chloride reacts with aqueous sodium hydroxide to form a green precipitate of ironII hydroxide"}
{"text": "Ionic equation"}
{"text": "Fe2aq  OHaq  FeOH2s"}
{"text": "IISix drops of hydrogen peroxide is added to the mixture in dii above"}
{"text": "Observation"}
{"text": "Effervescencebubblingfizzing take place and the green precipitate dissolve to form a yellowbrown solution"}
{"text": "Explanation"}
{"text": "hydrogen peroxide oxidizes green Fe2to yellow brown Fe3solution"}
{"text": "9Use the flow chart below to answer the questions that follow"}
{"text": "a Write the chemical equation for the formation of gas A"}
{"text": "NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "b Identify"}
{"text": "i four possible ions that can produce white precipitate B"}
{"text": "SO42SO32 CO32 Cl"}
{"text": "iitwo possible ions that can produce"}
{"text": "IWhite precipitate C"}
{"text": "SO42Cl"}
{"text": "IIcolourless solution D"}
{"text": "SO32 CO32"}
{"text": "iiipossible ions present in"}
{"text": "IWhite precipitate E"}
{"text": "SO42"}
{"text": "IIcolourless solution F"}
{"text": "Cl"}
{"text": "11 Below is a set up in the preparation of a particular salt Study it and answer the questions that follow"}
{"text": "State the observation made when aluminium wool is heated"}
{"text": "Glows red hot"}
{"text": "bi Identify salt A"}
{"text": "aluminiumIII chloride AlCl3"}
{"text": "iiWrite the equation for the formation of salt A"}
{"text": "2Als  3Cl2g  2AlCl3sg"}
{"text": "iiiWhat property of salt A is exhibited as shown in the experiment"}
{"text": "It sublimessublimation"}
{"text": "ivCalculate the minimum volume of chlorine required to form 700kg of ironIII chloride at room temperatureFe 560 Cl355 1 mole of a gas 24000cm3 1000g  1kg"}
{"text": "Mole ratio Fe  Cl2  2 3 molar mass FeCl3  1625g"}
{"text": "Method 1"}
{"text": "2 x 1625 g FeCl3  3x 22400 cm3 Cl2"}
{"text": "700 x1000 gFeCl3  700 x1000 x3 x224002 x 1625"}
{"text": "14474 x 108 cm3"}
{"text": "Method 2"}
{"text": "Moles of FeCl3 mass molar mass"}
{"text": "700 x 1000  1625  43076923 moles"}
{"text": "Moles of Cl2 32 moles of FeCl3"}
{"text": "32 x 43076923  64615385 moles"}
{"text": "Volume of chlorine moles x molar gas volume"}
{"text": "64615385 x 24000  15508 x 108 cm3"}
{"text": "c Name another metal that can produce similar results as salt K"}
{"text": "Iron"}
{"text": "di What is the purpose of anhydrous calcium chloride"}
{"text": "ensure the apparatus are water free"}
{"text": "prevent water from the atmosphere from entering and alteringhydrolysing salt A"}
{"text": "ii Write the equation for the reaction that take place if anhydrous calcium chloride is not used in the above set up"}
{"text": "AlCl3s  3H2Ol  AlOH3aq  3HClg"}
{"text": "iii Write the equation for the reaction that take place when Iron metal is reacted with dry hydrogen chloride gas"}
{"text": "Fes  2HClg  FeCl2s  H2g"}
{"text": "ivCalculate the mass of IronIIchloride formed when 60cm3 of hydrogen chloride at rtp is completely reacted 1 mole of a gas 24dm3 at rtp Fe  56O Cl 355"}
{"text": "Chemical equation Fes  2HClg  FeCl2s  Cl2g"}
{"text": "Mole ratio HCl FeCl2  11"}
{"text": "Molar mass FeCl2  127g"}
{"text": "Moles of HCl used  60cm3 24000cm3  25 x 10 3 moles"}
{"text": "Moles of FeCl2  Moles of HCl  25 x 10 3 moles"}
{"text": "Mass of FeCl2  moles x molar mass  25 x 10 3 x 127 03175g"}
{"text": "12Study the flow chart below and use it to answer the questions that follow"}
{"text": "aIdentify substance"}
{"text": "P IronII chlorideFeCl2"}
{"text": "Q Chlorine  Cl2"}
{"text": "R IronIII chlorideFeCl3"}
{"text": "bWrite the equation for the reaction for the formation of"}
{"text": "i gas Q"}
{"text": "2KMnO4 s  16HClaq  2KClaq  2MnCl2aq  8H2Ol  5Cl2g"}
{"text": "ii the green precipitate using ionic equation"}
{"text": "Ionic equation"}
{"text": "Fe2aq  2OHaq  FeOH2s"}
{"text": "ii the brown precipitate using ionic equation"}
{"text": "Ionic equation"}
{"text": "Fe3aq  3OHaq  FeOH3s"}
{"text": "cA glass rod was dipped in aqueous ammonia The rod was then brought near hydrogen chloride State and explain the observation made"}
{"text": "Observation"}
{"text": "White fumes"}
{"text": "Explanation"}
{"text": "Ammonia gas reacts with hydrogen chloride gas to form white fumes of ammonium chloride"}
{"text": "Chemical equation"}
{"text": "NH3g  HClg  NH4Cls"}
{"text": "13 Using dotand crossxto represent electronsshow the bonding in aluminium chloride in vapour phase"}
{"text": "bHow many electrons in"}
{"text": "ialuminium atoms are used in bonding"}
{"text": "Six electronsthree valence electrons in each aluminium atom"}
{"text": "iichlorine atoms atoms are used in dativebonding"}
{"text": "four electronstwo lone pairs of valence electrons in two chlorine atoms"}
{"text": "iiithe molecule are used in bonding"}
{"text": "Sixteen electrons"}
{"text": "six valence electrons from aluminium atom through covalent bond"}
{"text": "six valence electrons from chlorine atoms through covalent bond"}
{"text": "four valence electrons from chlorine atoms through dative bond"}
{"text": "cHow many lone pair of electrons do not take part in bonding within the molecule"}
{"text": "Sixteen16 lone pairs from six chlorine atoms32 electrons"}
{"text": "dAluminium chloride does not conduct electricity in molten state but Magnesium chloride conduct"}
{"text": "Aluminium chloride is a molecular compound that has no free mobile Al3 and Cl ions which are responsible for conducting electricity Magnesium chloride has free mobile Mg2 and Cl ions because it is an ionic compound"}
{"text": "8 Use the flow chart below to answer the questions that follow"}
{"text": "aWrite an equation for the school laboratory formation of hydrogen chloride gas"}
{"text": "NaCls  H2SO4l  NaHSO4aq  HClg"}
{"text": "KCls  H2SO4l  KHSO4aq  HClg"}
{"text": "bName"}
{"text": "I solid Y Iron II chloride FeCl2"}
{"text": "II green precipitateIron II hydroxide Fe OH2"}
{"text": "III Gas Y Chlorine Cl2"}
{"text": "IV Bleaching agent A Sodium hypochlorite NaOCl"}
{"text": "cBlue and red litmus papers were dipped into bleaching agent A Write the equation for the reaction that takes place"}
{"text": "Coloured dye NaOClaq NaClaq  Colourless dye  O"}
{"text": "Coloured dyeO  NaOClaq NaClaq  Colourless dye"}
{"text": "dState four uses of gas Z"}
{"text": "Bleaching agent"}
{"text": "Manufacture of hydrochloric acid"}
{"text": "Chlorination of water to kill germs"}
{"text": "Manufacture of PVC pipes"}
{"text": "CHEMISTRY OF NITROGEN"}
{"text": "ANITROGEN"}
{"text": "a Occurrence"}
{"text": "Nitrogen is found in the atmosphere occupying about 78 by volume of air"}
{"text": "Proteins amino acids polypeptides in living things contain nitrogen"}
{"text": "b Isolation of nitrogen from the air"}
{"text": "Nitrogen can be isolated from other gases present in air like oxygen water vapour carbon IV oxide and noble gases as in the school laboratory as in the flow chart below"}
{"text": "Water is added slowly into an empty flask which forces the air out into another flask containing concentrated sulphuric VI acid Concentrated sulphuric VI acid is hygroscopic It therefore absorbremove water present in the air sample"}
{"text": "More water forces the air into the flask containing either concentrated sodium hydroxide or potassium hydroxide solution These alkalis react with carbon IV oxide to form the carbonates and thus absorbsremove carbon IV oxide present in the air sample"}
{"text": "Chemical equation 2NaOH aq  CO2 g  Na2CO3 aq  H2Ol"}
{"text": "Chemical equation 2KOH aq  CO2 g  K2CO3 aq  H2Ol"}
{"text": "More water forces the air through a glass tube packed with copper turnings Heated brown copper turnings react with oxygen to form black copper II oxide"}
{"text": "Chemical equation 2Cu s  O2 g  CuO s"}
{"text": "brown black"}
{"text": "The remaining gas mixture is collected by upward deliverydownward displacement of waterover water It contains about 99 nitrogen and 1 noble gases"}
{"text": "On a large scale for industrial purposes nitrogen is got from fractional distillation of air"}
{"text": "c Nitrogen from fractional distillation of air"}
{"text": "For commercial purposes nitrogen is got from the fractional of air"}
{"text": "Air is first passed through a dust precipitatorfilter to remove dust particles"}
{"text": "The air is then bubbled through either concentrated sodium hydroxide or potassium hydroxide solution to removeabsorb CarbonIV oxide gas"}
{"text": "Chemical equation 2NaOH aq  CO2 g  Na2CO3 aq  H2Ol"}
{"text": "Chemical equation 2KOH aq  CO2 g  K2CO3 aq  H2Ol"}
{"text": "Air mixture is the cooled to 25oCAt this temperature water vapour  liquidifies and then solidify to ice and thus removed"}
{"text": "The air is further cooled to 200oC during which it forms a blue liquid"}
{"text": "The liquid is then heated Nitrogen with a boiling point of 196oC distils first then Argon at186oC and then finally Oxygen at 183oC boils last"}
{"text": "c School laboratory preparation of Nitrogen"}
{"text": "The diagram below shows the set up of the school laboratory preparation of nitrogen gas"}
{"text": "dProperties of Nitrogen gasQuestions"}
{"text": "1Write the equation for the reaction for the school laboratory preparation of nitrogen gas"}
{"text": "Chemical equation NH4Cl s  NaNO2sNaCl g NH4NO2 s"}
{"text": "Chemical equation NH4NO2 s  N2 g  H2O l"}
{"text": "2 State three physical properties of nitrogen gas"}
{"text": "colourless odourless less dense than air neutral and slightly soluble in water"}
{"text": "3 State and explain the observation made when a burning magnesium ribbon is lowered in a gas jar containing nitrogen gas"}
{"text": "Observation It continues burning with a blight blindening flame forming white ash"}
{"text": "Explanation"}
{"text": "Magnesium burns to produce enough heat energy to reacts with nitrogen to form white magnesium nitride"}
{"text": "Chemical equation3Mg s  N2 g  Mg3N2 s"}
{"text": "white ashsolid"}
{"text": "4 State two main uses of nitrogen gas"}
{"text": "manufacture of ammonia from Haber process"}
{"text": "As a refrigerant in storage of semen for Artificial insemination"}
{"text": "B OXIDES OF NITROGEN"}
{"text": "Nitrogen forms three main oxides"}
{"text": "iNitrogenI oxideN2O"}
{"text": "ii NitrogenII oxide NO"}
{"text": "iii Nitrogen IV oxide NO2"}
{"text": "i Nitrogen I oxideN2O"}
{"text": "a Occurrence"}
{"text": "Nitrogen I oxide does not occur naturally but prepared in a laboratory"}
{"text": "bPreparation"}
{"text": "The set up below shows the set up of apparatus that can be used to prepare Nitrogen I oxide in a school laboratory"}
{"text": "c Properties of nitrogen I oxide Questions"}
{"text": "1 Write the equation for the reaction for the school laboratory preparation of Nitrogen I oxide"}
{"text": "Chemical equation NH4NO2s  H2O l  N2O g"}
{"text": "2a State and explain three errors made in the above set up"}
{"text": "Oxygen is being generated instead of Nitrogen I oxide"}
{"text": "Ammonium NitrateV should be used instead of potassium manganateVI and manganeseIVoxide"}
{"text": "b State three physical properties of Nitrogen I oxide"}
{"text": "slightly soluble in water"}
{"text": "colourless"}
{"text": "odourless"}
{"text": "less dense than air"}
{"text": "slightly sweet smell"}
{"text": "3 State and explain the observation made when a burning magnesium ribbon is lowered in a gas jar containing Nitrogen I oxide"}
{"text": "Observation  Continues to burn with a bright flame"}
{"text": "White solidresidue is formed"}
{"text": "ExplanationMagnesium burns in air to produce enough heatenergy splitbreak Nitrogen I oxide gas into free Nitrogen and oxygen then continues to burn in oxygen to form white solidash of Magnesium oxide"}
{"text": "Chemical equation"}
{"text": "Mgs  N2O g MgO s  N2g"}
{"text": "4 State and explain the observation made when the following non metals are burnt then lowered in a gas jar containing Nitrogen I oxide"}
{"text": "a Carboncharcoal"}
{"text": "Observation  Continues to burn with an orange glow"}
{"text": "colorless gas is formed that forms white precipitate with lime water"}
{"text": "ExplanationCarboncharcoal burns in air to produce enough heatenergy splitbreak Nitrogen I oxide gas into free Nitrogen and oxygen then continues to burn in oxygen to form carbon IV oxide gas Carbon IV oxide gas reacts to form a white precipitate with lime water"}
{"text": "Chemical equation Cs  2N2O g CO2 g  2N2g"}
{"text": "b Sulphur powder"}
{"text": "Observation  Continues to burn with a blue flame"}
{"text": "colorless gas is formed that turn orange acidified potassium dichromate VI to green"}
{"text": "ExplanationSulphur burns in air to produce enough heatenergy splitbreak Nitrogen I oxide gas into free Nitrogen and oxygen then continues to burn in oxygen to form sulphur IV oxide gas Sulphur IV oxide gas turns orange acidified potassium dichromate VI to green"}
{"text": "Chemical equation Ss  2N2O g SO2 g  2N2g"}
{"text": "5 State two uses of nitrogen I oxide"}
{"text": "As laughing gas because as anesthesia the patient regain consciousness laughing hysterically after surgery"}
{"text": "improves engine efficiency"}
{"text": "6 State three differences between nitrogen I oxide and oxygen"}
{"text": "Oxygen is odourless while nitrogen I oxide has faint sweet smell"}
{"text": "Both relightrekindle a glowing wooden splint but Oxygen can relight a feeble glowing splint while nitrogen I oxide relights well lit splint"}
{"text": "Both are slightly soluble in water but nitrogen I oxide is more soluble"}
{"text": "ii Nitrogen II oxide NO"}
{"text": "a Occurrence"}
{"text": "Nitrogen II oxide does not occur naturally but prepared in a laboratory"}
{"text": "bPreparation"}
{"text": "The set up below shows the set up of apparatus that can be used to prepare Nitrogen II oxide in a school laboratory"}
{"text": "c Properties of nitrogen II oxide Questions"}
{"text": "Write the equation for the reaction for the school laboratory preparation of Nitrogen II oxide"}
{"text": "Chemical equation 3Cus  8HNO3aq  4H2O l2NO g 2CuNO32aq"}
{"text": "Chemical equation 3Zns  8HNO3aq  4H2O l2NO g 2ZnNO32aq"}
{"text": "Chemical equation 3Mgs  8HNO3aq  4H2O l2NO g2MgNO32aq"}
{"text": "2 State three physical properties of Nitrogen II oxide"}
{"text": "insoluble in water"}
{"text": "colourless"}
{"text": "odourless"}
{"text": "denser dense than air"}
{"text": "has no effect on both blue and red litmus papers"}
{"text": "State and explain the observation made when a burning magnesium ribbon is lowered in a gas jar containing Nitrogen II oxide"}
{"text": "Observation  Continues to burn with a bright flame"}
{"text": "White solidresidue is formed"}
{"text": "ExplanationMagnesium burns in air to produce enough heatenergy splitbreak Nitrogen II oxide gas into free Nitrogen and oxygen then continues to burn in oxygen to form white solidash of Magnesium oxide"}
{"text": "Chemical equation 2Mgs  2NO g 2MgO s  N2g"}
{"text": "State and explain the observation made when the following non metals are burnt then lowered in a gas jar containing Nitrogen II oxide"}
{"text": "a Carboncharcoal"}
{"text": "Observation  Continues to burn with an orange glow"}
{"text": "colorless gas is formed that forms white precipitate with lime water"}
{"text": "ExplanationCarboncharcoal burns in air to produce enough heatenergy splitbreak Nitrogen II oxide gas into free Nitrogen and oxygen then continues to burn in oxygen to form carbon IV oxide gasCarbon IV oxide gas reacts to form a white precipitate with lime water"}
{"text": "Chemical equation Cs  2NO g CO2 g  N2g"}
{"text": "b Sulphur powder"}
{"text": "Observation  Continues to burn with a blue flame"}
{"text": "colorless gas is formed that turn orange acidified potassium dichromate VI to green"}
{"text": "ExplanationSulphur burns in air to produce enough heatenergy splitbreak Nitrogen II oxide gas into free Nitrogen and oxygen then continues to burn in oxygen to form sulphur IV oxide gasSulphur IV oxide gas turns orange acidified potassium dichromate VI to green"}
{"text": "Chemical equation Ss  N2O g SO2 g  N2g"}
{"text": "c Phosphorus"}
{"text": "Observation  Continues to produce dense white fumes"}
{"text": "ExplanationPhosphorus burns in air to produce enough heatenergy splitbreak Nitrogen II oxide gas into free Nitrogen and oxygen then continues to burn in oxygen to form dense white fumes of phosphorus V oxide gas"}
{"text": "Chemical equation 4Ps  10NO g 2P2O5g  5N2g"}
{"text": "5 State one use of nitrogen II oxide"}
{"text": "As an intermediate gas in the Ostwalds process for manufacture of nitricV gas"}
{"text": "6 State and explain the observation made when nitrogen II oxide is exposed to the atmosphere"}
{"text": "Observationbrown fumes producedevolved that turn blue litmus paper red"}
{"text": "Explanation Nitrogen II oxide gas on exposure to air is quickly oxidized by the air oxygen to brown nitrogen IV oxide gas Nitrogen IV oxide gas is an acidic gas"}
{"text": "Chemical equation 2NO g O2g 2NO2 g"}
{"text": "colorless brown"}
{"text": "ii Nitrogen IV oxide NO2"}
{"text": "a Occurrence"}
{"text": "Nitrogen IV oxide occurs naturally from active volcanic areas"}
{"text": "formed from incomplete combustion of the internal combustion engine of motor vehicle exhaust fumes"}
{"text": "from lightening"}
{"text": "bPreparation"}
{"text": "The set up below shows the set up of apparatus that can be used to prepare Nitrogen IV oxide in a school laboratory"}
{"text": "c Properties of nitrogen IVoxide Questions"}
{"text": "1 Write the equation for the reaction for the school laboratory preparation of Nitrogen II oxide"}
{"text": "Chemical equation Cus  4HNO3aq  2H2O l2NO 2g CuNO32aq"}
{"text": "Chemical equation Zns  4HNO3aq  2H2O l2NO 2g ZnNO32aq"}
{"text": "Chemical equation Fes  4HNO3aq  2H2O l2NO 2g FeNO32aq"}
{"text": "2 State three physical properties of Nitrogen IV oxide"}
{"text": "solubledissolves in water"}
{"text": "brown in colour"}
{"text": "has pungent irritating poisonous odoursmell"}
{"text": "denser dense than air"}
{"text": "turns blue litmus papers to red"}
{"text": "3 State and explain the observation made when Nitrogen IV oxidegas is bubbled in water"}
{"text": "ObservationThe gas dissolves and thus brown colour of the gas fades"}
{"text": "A colourless solution is formed"}
{"text": "solution formed turns blue litmus papers to red"}
{"text": "solution formed has no effect on red"}
{"text": "ExplanationMagnesium burns in air to produce enough heatenergy splitbreak Nitrogen IV oxide gas dissolves then react with water to form an acidic mixture of nitricV acid andnitricIII acid"}
{"text": "Chemical equationH2O l  2NO 2gHNO3aq  HNO2aq"}
{"text": "nitricV acid nitricIII acid"}
{"text": "4 State and explain the observation made when a test tube containing Nitrogen IV oxide is cooled then heated gently then strongly"}
{"text": "Observation on cooling"}
{"text": "Brown colour fades"}
{"text": "Yellow liquid formed"}
{"text": "Observation on gentle heating"}
{"text": "Brown colour reappears"}
{"text": "Yellow liquid formed changes to brown fumesgas"}
{"text": "Observation on gentle heating"}
{"text": "Brown colour fades"}
{"text": "brown fumesgas changes to a colourless gas"}
{"text": "ExplanationBrown nitrogen IV oxide gas easily liquefies to yellow dinitrogen tetraoxide liquidWhen the yellow dinitrogen tetraoxide liquid is gently heated it changes back to the brown nitrogen IV oxidegasWhen the brown nitrogen IV oxide gas is strongly heated it decomposes to colourless mixture of Nitrogen II oxide gas and Oxygen"}
{"text": "Chemical equation O2s  2NO g  2NO2 g  N2O4l"}
{"text": "colourless gases brown gas yellow liquid"}
{"text": "5 State and explain the observation made when a burning magnesium ribbon is lowered in a gas jar containing Nitrogen IV oxide"}
{"text": "Observation  Continues to burn with a bright flame"}
{"text": "White solidresidue is formed"}
{"text": "Brown fumescolour fades"}
{"text": "ExplanationMagnesium burns in air to produce enough heatenergy splitbreak brown Nitrogen IV oxide gas into free colourless Nitrogen and oxygen then continues to burn in oxygen to form white solidash of Magnesium oxide"}
{"text": "Chemical equation 4Mgs  2NO 2g 4MgO s  N2g"}
{"text": "4 State and explain the observation made when the following non metals are burnt then lowered in a gas jar containing Nitrogen IV oxide"}
{"text": "a Carboncharcoal"}
{"text": "Observation  Continues to burn with an orange glow"}
{"text": "Brown fumescolour fades"}
{"text": "colorless gas is formed that forms white precipitate with lime water"}
{"text": "ExplanationCarboncharcoal burns in air to produce enough heatenergy splitbreak brown Nitrogen IV oxide gas into free colourless Nitrogen and oxygen then continues to burn in oxygen to form carbon IV oxide gasCarbon IV oxide gas reacts to form a white precipitate with lime water"}
{"text": "Chemical equation2Cs  2NO 2g 2CO2 g  N2g"}
{"text": "b sulphur powder"}
{"text": "Observation  Continues to burn with a blue flame"}
{"text": "Brown fumescolour fades"}
{"text": "colorless gas is formed that turn orange acidified potassium dichromate VI to green"}
{"text": "ExplanationSulphur burns in air to produce enough heatenergy splitbreak brown Nitrogen IV oxide gas into free colourless Nitrogen and oxygen then continues to burn in oxygen to form sulphur IV oxide gasSulphur IV oxide gas turns orange acidified potassium dichromate VI to green"}
{"text": "Chemical equation2Ss  2NO2 g 2SO2 g  N2g"}
{"text": "c Phosphorus"}
{"text": "Observation Continues to produce dense white fumes"}
{"text": "Brown fumescolour fades"}
{"text": "ExplanationPhosphorus burns in air to produce enough heatenergy splitbreak brown Nitrogen IV oxide gas into free colourless Nitrogen and oxygen then continues to burn in oxygen to form dense white fumes of phosphorus V oxide gas"}
{"text": "Chemical equation 8Ps  10NO2 g 4P2O5g  5N2g"}
{"text": "5 State two uses of nitrogen IV oxide"}
{"text": "In theOstwald process for industrial manufacture of nitric V gas"}
{"text": "In the manufacture of TNT explosives"}
{"text": "6 State and explain the observation made when nitrogen II oxide is exposed to the atmosphere"}
{"text": "Observationbrown fumes producedevolved that turn blue litmus paper red"}
{"text": "Explanation Nitrogen II oxide gas on exposure to air is quickly oxidized by the air oxygen to brown nitrogen IV oxide gas Nitrogen IV oxide gas is an acidic gas"}
{"text": "Chemical equation 2NO g  O2g  2NO2 g"}
{"text": "colourless brown"}
{"text": "C AMMONIA NH3"}
{"text": "Ammonia is a compound of nitrogen and hydrogen only It is therefore a hydride of nitrogen"}
{"text": "a Occurrence"}
{"text": "Ammonia gas occurs naturally from urine of mammals and excretion of birds"}
{"text": "formed in the kidney of human beings"}
{"text": "bPreparation"}
{"text": "The set up below shows the set up of apparatus that can be used to prepare dry Ammonia gas in a school laboratory"}
{"text": "Set up method 1"}
{"text": "1 Write the equation for the reaction taking place in"}
{"text": "Method 1"}
{"text": "Chemical equation"}
{"text": "Ca OH2s  NH4 ClsCaCl2 aq  H2Ol  2NH3g"}
{"text": "bMethod 2"}
{"text": "Chemical equation"}
{"text": "NaOH aq  NH4 Claq  NaCl aq  H2Ol  NH3g"}
{"text": "2 State three physical properties of ammonia"}
{"text": "has a pungent choking smell of urine"}
{"text": "Colourless"}
{"text": "Less dense than air hence collected by upward delivery"}
{"text": "Turns blue litmus paper blue thus is the only naturally occurring basic gas at this level"}
{"text": "3 Calcium oxide is used as the drying agent Explain why calcium chloride and concentrated sulphuricVI acid cannot be used to dry the gas"}
{"text": "Calcium chloride reacts with ammonia forming the complex compound CaCl28H2O"}
{"text": "Chemical equation CaCl2 s  8NH3g  CaCl2 8NH3g"}
{"text": "Concentrated sulphuricVI acid reacts with ammonia forming ammonium sulphateVI salt compound"}
{"text": "Chemical equation 2NH3g H2SO4l NH42SO4aq"}
{"text": "4 Describe the test for the presence of ammonia gas"}
{"text": "Using litmus paper"}
{"text": "Dip moistdampwet blue and red litmus papers in a gas jar containing a gas suspected to be ammoniaThe blue litmus paper remain blue and the red litmus paper turns blueAmmonia is the only basic gasAt this level"}
{"text": "Using hydrogen chloride gas"}
{"text": "Dip a glass rod in concentrated hydrochloric acid Bring the glass rod near the mouth of a gas jar suspected to be ammonia White fumes of ammonium chlorideare producedevolved"}
{"text": "5 Describe the fountain experiment to show the solubility of ammonia"}
{"text": "Ammonia is very soluble in water"}
{"text": "When a drop of water is introduced into flask containing ammonia it dissolves all the ammonia in the flask If water is subsequently allowed into the flask through a small inlet atmospheric pressure forces it very fast to occupy the vacuum forming a fountain If the water contains threefew drops of litmus solution the litmus solution turns blue because ammonia is an alkalinebasic gas If the water contains threefew drops of phenolphthalein indicator the indicator turns pink because ammonia is an alkalinebasic gas SulphurIVoxide and hydrogen chloride gas are also capable of the fountain experiment  If the water contains threefew drops of phenolphthalein indicator the indicator turns colourless because both SulphurIV oxide and hydrogen chloride gas are acidic gases"}
{"text": "6 State and explain the observation made when hot platinum nichrome wire is placed over concentrated ammonia solution with Oxygen gas bubbled into the mixture"}
{"text": "Observations"}
{"text": "Hot platinum nichrome wire continues to glow red hot"}
{"text": "Brown fumes of a gas are produced"}
{"text": "Explanation"}
{"text": "Ammonia reacts with Oxygen on the surface of the wire This reaction is exothermic producing a lot of heatenergy that enables platinum wire to glow red hot Ammonia is oxidized to NitrogenIIoxide gas and water Hot platinum nichrome wire acts as catalyst to speed up the reaction NitrogenIIoxide gas is further oxidized to brown NitrogenIVoxide gas on exposure to air"}
{"text": "Chemical equation"}
{"text": "i4NH3g  5O2g Pt 4NOg  6H2Ol"}
{"text": "ii2NOg  O2g  2NO2g"}
{"text": "7 Ammonia gas was ignited in air enriched with Oxygen gas State and explain the observations made"}
{"text": "Observations"}
{"text": "Ammonia gas burns with a green flame"}
{"text": "Colourless gas produced"}
{"text": "Explanation"}
{"text": "Ammonia gas burns with a green flame in air enriched with Oxygen to from Nitrogen gas and water"}
{"text": "Chemical equation"}
{"text": "2NH3g  O2g  N2g  3H2Ol"}
{"text": "8 Dry ammonia was passed through heated copperIIOxide as in the set up below"}
{"text": "aState the observations made in tube K"}
{"text": "Colour changes from black to brown"}
{"text": "Colourless liquid droplet form on the cooler parts of tube K"}
{"text": "biIdentify liquid L"}
{"text": "Water H2Ol"}
{"text": "iiExplain a chemical and physical test that can be used to identify liquid L"}
{"text": "Chemical test"}
{"text": "i Add threefew drops of liquid L into anhydrous copperIIsulphateVI"}
{"text": "Colour changes from white to blue"}
{"text": "ExplanationWater changes white anhydrous copperIIsulphateVI to blue hydrated copperIIsulphateVI"}
{"text": "ii Add threefew drops of liquid L into anhydrous cobaltIIChloride"}
{"text": "Colour changes from blue to pink"}
{"text": "ExplanationWater changes blue anhydrous cobaltIIChloride to pink hydrated cobaltIIChloride"}
{"text": "Physical test"}
{"text": "iHeat the liquid It boils at 100oC at sea level 1atmosphere pressure760mmHg pressure 101300Pa101300Nm2"}
{"text": "iiCool the liquid It freezes at 00oC"}
{"text": "iiiDetermine the density It is 10gcm3"}
{"text": "cWrite the equation for the reaction that take place"}
{"text": "2NH3g  3CuOs  N2g  3H2Ol  3Cus"}
{"text": "black brown"}
{"text": "2NH3g  3PbOs  N2g  3H2Ol  3Pbs"}
{"text": "brown when hot grey"}
{"text": "8aWhat is aqueous ammonia"}
{"text": "Aqueous ammonia is formed when ammonia gas is dissolved in water"}
{"text": "NH3g  aq  NH3aq"}
{"text": "A little NH3aq reacts with ammonia water to form ammonia solutionNH4OH"}
{"text": "NH3 aq  H2Ol OHaq  NH4aq"}
{"text": "This makes a solution of aqueous ammonia is a weak base alkali unlike other two alkalis"}
{"text": "9Using dot and cross to represent outer electrons show the bonding in"}
{"text": "a NH3"}
{"text": "b NH4"}
{"text": "cNH4Cl"}
{"text": "10Name four uses of ammonia"}
{"text": "iIn the manufacture of nitrogenous fertilizers"}
{"text": "ii In the manufacture of nitricVacid from Ostwalds process"}
{"text": "iiiAs a refrigerant in ships and warehouses"}
{"text": "ivIn softening hard water"}
{"text": "vIn the solvay process for the manufacture of sodium carbonate"}
{"text": "viIn the removal of grease and stains"}
{"text": "11aCalculate the percentage of Nitrogen in the following fertilizers"}
{"text": "i NH42SO4"}
{"text": "Molar mass of NH42SO4  132g"}
{"text": "Mass of N in NH42SO4 28g"}
{"text": "of N  28 x 100  212121"}
{"text": "132"}
{"text": "ii NH43PO4"}
{"text": "Molar mass of NH43PO4  149g"}
{"text": "Mass of N in NH43PO4 42g"}
{"text": "of N  42 x 100  281879"}
{"text": "149"}
{"text": "bState two advantages of fertilizer a i over a ii above"}
{"text": "iHas higher  of Nitrogen"}
{"text": "iiHas phosphorus which is necessary for plant growth"}
{"text": "c Calculate the mass of Nitrogen in a 50kg bag of"}
{"text": "i NH42SO4"}
{"text": "of N in NH42SO4  212121"}
{"text": "Mass of N in 50 kg NH42SO4 212121 x 50  106 kg"}
{"text": "100"}
{"text": "ii NH4NO3"}
{"text": "Molar mass of NH4NO3  80g"}
{"text": "Mass of N in NH43PO4 28g"}
{"text": "of N  28 x 100  35"}
{"text": "80"}
{"text": "of N in NH4NO3  35"}
{"text": "Mass of N in 50 kg NH42SO4 35 x 50  175 kg"}
{"text": "100"}
{"text": "NH4NO3 therefore has a higher mass of Nitrogen than NH42SO4"}
{"text": "dManufacture of Ammonia Haber process"}
{"text": "Most of the Ammonia produced for industrial purposes uses the Haber process developed by the German Scientist Fitz Haber"}
{"text": "iRaw materials"}
{"text": "The raw materials include"}
{"text": "iNitrogen from Fractional distillation of air from the atmosphere"}
{"text": "iiHydrogen from"}
{"text": "I Water gaspassing steam through heated charcoal"}
{"text": "Cs  H2Ol  COg  H2 g"}
{"text": "II Passing natural gas methane through steam"}
{"text": "CH4g H2Ol  COg  3H2 g"}
{"text": "iiChemical process"}
{"text": "Hydrogen and Nitrogen are passed through a purifier to remove unwanted gases like CarbonIVoxideOxygensulphurIVoxide dust smoke which would poison the catalyst"}
{"text": "Hydrogen and Nitrogen are then mixed in the ratio of 31 respectively The mixture is compressed to 200250atmoshere pressure to liquidify The liquid mixture is then heated to 400 450oCThe hot compressed gases are then passed over finely divided Iron catalyst promotedimpregnated with Al2O3 K2O Promoters increase the efficiency of the catalyst"}
{"text": "Optimum conditions in Haber processs"}
{"text": "Chemical equation"}
{"text": "N2 g  3H2 g FePt 2NH3 g H  92kJ"}
{"text": "EquilibriumReaction rate considerations"}
{"text": "iRemoving ammonia gas once formed shift the equilibrium forward to the right to replace the ammonia Morehigher yield of ammonia is attained"}
{"text": "iiIncrease in pressure shift the equilibrium forward to the right where there is less volumemolecules Morehigher yield of ammonia is attained Very high pressures raise the cost of production because they are expensive to produce and maintain An optimum pressure of about 200atmospheres is normally used"}
{"text": "iiiIncrease in temperature shift the equilibrium backward to the left because the reaction is exothermic H  92kJ  Ammonia formed decomposes back to Nitrogen and Hydrogen to remove excess heat therefore a less yield of ammonia is attained Very low temperature decreases the collision frequency of Nitrogen and Hydrogen and thus the rate of reaction too slow and uneconomical"}
{"text": "An optimum temperature of about 450oC is normally used"}
{"text": "ivIron and platinum can be used as catalyst Platinum is a better catalyst but more expensive and easily poisoned by impurities than Iron Iron is promoted impregnated with AluminiumOxideAl2O3 to increase its surface areaarea of contact with reactants and thus efficiency The catalyst does not increase the yield of ammonia but it speed up its rate of formation"}
{"text": "e NitricVacid HNO3"}
{"text": "aIntroduction"}
{"text": "NitricVacid is one of the mineral acids There are three mineral acids NitricVacid sulphuricVIacid and hydrochloric acid Mineral acids do not occur naturally but are prepared in a school laboratory and manufactured at industrial level"}
{"text": "b School laboratory preparation"}
{"text": "NitricVacid is prepared in a school laboratory from the reaction of Concentrated sulphuricVIacid and potassium nitrateV below"}
{"text": "cProperties of Concentrated Nitric VacidQuestions"}
{"text": "1Write an equation for the school laboratory preparation of nitricVacid"}
{"text": "KNO3s  H2SO4l  KHSO4s  HNO3l"}
{"text": "2Sodium nitrateVcan also be used to prepare nitricVacid State two reasons why potassium nitrateV is preferred over Sodium nitrateV"}
{"text": "i Potassium nitrateV is more volatile than sodium nitrateV and therefore readily displaced from the less volatile concentrated sulphuricVIacid"}
{"text": "ii Sodium nitrateV is hygroscopic and thus absorb water  Concentrated sulphuricVIacid dissolves in water The dissolution is a highly exothermic process"}
{"text": "3 An all glass apparatus retort is used during the preparation of nitricV acid Explain"}
{"text": "Hot concentrated nitricV acid vapour is highly corrosive and attacks rubber cork apparatus if used"}
{"text": "4 Concentrated nitricV acid is colourless  Explain why the prepared sample in the school laboratory appears yellow"}
{"text": "Hot concentrated nitricV acid decomposes to brown nitrogenIVoxide and Oxygen gases"}
{"text": "4HNO3lg  4NO2g  H2O l O2g"}
{"text": "Once formed the brown nitrogenIVoxide dissolves in the acid forming a yellow solution"}
{"text": "5 State and explain the observation made when concentrated nitric V acid is heated"}
{"text": "Observation"}
{"text": "Brown fumes are produced"}
{"text": "Colourless gas that relightsrekindles glowing splint"}
{"text": "Explanation"}
{"text": "Hot concentrated nitricV acid decomposes to water brown nitrogenIVoxide and Oxygen gases Oxygen gas is not visible in the brown fumes of nitrogen IV oxide"}
{"text": "4HNO3g  4NO2g  H2O l O2g"}
{"text": "6 Explain the observations made when"}
{"text": "a About 2cm3 of IronIIsulphateVI solution is added about 5 drops of concentrated nitricV acid and the mixture then heatedwarmed in a test tube"}
{"text": "Observation"}
{"text": "iColour changes from green to brown"}
{"text": "iibrown fumes gas produced on the upper parts of the test tube"}
{"text": "Explanation"}
{"text": "Concentrated nitricV acid is a powerfulstrong oxidizing agent It oxidizes green Fe2 ions in FeSO4 to brownyellow Fe3 The acid is reduced to colourless NitrogenIIoxide"}
{"text": "Chemical equation"}
{"text": "6FeSO4aq  3H2SO4 aq  2HNO3aq  3Fe2SO4 3 aq 4H2O  2NOg"}
{"text": "Colourless NitrogenIIoxide is rapidly further oxidized to brown NitrogenIVoxide by atmospheric oxygen"}
{"text": "Chemical equation"}
{"text": "2NOg  Og  2NO2 g"}
{"text": "colourless brown"}
{"text": "b A spatula full of sulphur powder in a clean dry beaker was added to 10cm3 concentrated nitric V acid and then heated gentlywarmed"}
{"text": "Observation"}
{"text": "iYellow colour of sulphur fades"}
{"text": "ii Brown fumes gas produced"}
{"text": "Explanation"}
{"text": "Concentrated nitricV acid is a powerfulstrong oxidizing agent It oxidizes yellow sulphur to colourless concentrated sulphuricVIacid The acid is reduced to brown NitrogenIVoxide gas"}
{"text": "Chemical equation"}
{"text": "Ss  6HNO3l  4NO2g  H2O l H2SO4l"}
{"text": "c A fewabout 10g pieces of copper turningsZinc granules Magnesium ribbon are added 10cm3 of concentrated nitricV acid in a beaker"}
{"text": "Observation"}
{"text": "i Brown fumes gas produced"}
{"text": "ii Blue solution formed with copper turnings"}
{"text": "iii Colourless solution formed with Zinc granulesMagnesium ribbon"}
{"text": "Explanation"}
{"text": "Concentrated nitric V acid is a powerfulstrong oxidizing agent It oxidizes metals to their metal nitrate VI salts The acid is reduced to brown Nitrogen IV oxide gas"}
{"text": "Chemical equation"}
{"text": "Cus  4HNO3l  2NO2g  H2O l  CuNO3 2 aq"}
{"text": "Zns  4HNO3l  2NO2g  H2O l  ZnNO3 2 aq"}
{"text": "Mgs  4HNO3l  2NO2g  H2O l  MgNO3 2 aq"}
{"text": "Pbs  4HNO3l  2NO2g  H2O l  PbNO3 2 aq"}
{"text": "Ags  2HNO3l  NO2g  H2O l  AgNO3 aq"}
{"text": "dProperties of Dilute Nitric VacidQuestions"}
{"text": "iWhat is dilute nitricvacid"}
{"text": "When concentrated nitricvacid is added to over half portion of water it is relatively said to be dilute A dilute solution is one which has more solventwater than soluteacid The number of moles of the acid are present in a large amountvolume of the solventThis makes the molarity number of moles present in one cubic decimeter of the solution to be low eg 002M"}
{"text": "If more water is added to the acid until the acid is too dilute to be diluted further then an infinite dilute solution if formed"}
{"text": "ii1cm length of polished Magnesium ribbon was put is a test tube containing 02M dilute nitricvacid State and explain the observation made"}
{"text": "Observation"}
{"text": "Effervescencebubblingfizzing"}
{"text": "Colourless gas produced that extinguish burning splint with an explosionpop sound"}
{"text": "Colourless solution formed"}
{"text": "Magnesium ribbon dissolvesdecrease in size"}
{"text": "Explanation"}
{"text": "Dilute dilute nitricvacid reacts with Magnesium to form hydrogen gas"}
{"text": "Mgs  2HNO3aq  H2 g  MgNO3 2 aq"}
{"text": "With other reactive heavy metals the hydrogen gas produced is rapidly oxidized to water"}
{"text": "Chemical equation 3Pbs  8HNO3aq  4H2O l2NO g 2PbNO32aq"}
{"text": "Chemical equation 3Zns  8HNO3aq  4H2O l2NO g 2ZnNO32aq"}
{"text": "Chemical equation 3Fes  8HNO3aq  4H2O l2NO g 2FeNO32aq"}
{"text": "Hydrogen gas therefore is usually not prepared in a school laboratory using dilute nitric vacid"}
{"text": "iiiA half spatula full of sodium hydrogen carbonate and CopperII carbonate were separately to separate test tubes containing 10cm3 of 02M dilute nitric V acid"}
{"text": "Observation"}
{"text": "Effervescencebubblingfizzing"}
{"text": "Colourless gas produced that forms a white precipitate with lime water"}
{"text": "Colourless solution formed with sodium hydrogen carbonate"}
{"text": "Blue solution formed with CopperII carbonate"}
{"text": "Explanation"}
{"text": "Dilute dilute nitric vacid reacts with Carbonates and hydrogen carbonates to form CarbonIVoxide water and nitrateVsalt"}
{"text": "CuCO3 s  2HNO3aq  H2O l  CuNO3 2 aq  CO2 g"}
{"text": "ZnCO3 s  2HNO3aq  H2O l  ZnNO3 2 aq  CO2 g"}
{"text": "CaCO3 s  2HNO3aq  H2O l  CaNO3 2 aq  CO2 g"}
{"text": "PbCO3 s  2HNO3aq  H2O l  PbNO3 2 aq  CO2 g"}
{"text": "FeCO3 s  2HNO3aq  H2O l  FeNO3 2 aq  CO2 g"}
{"text": "NaHCO3 s  HNO3aq  H2O l  NaNO3 aq  CO2 g"}
{"text": "KHCO3 s  HNO3aq  H2O l  KNO3 aq  CO2 g"}
{"text": "NH4HCO3 aq  HNO3aq  H2O l  NH4NO3 aq  CO2 g"}
{"text": "CaHCO3 2 aq  2HNO3aq  2H2O l  CaNO3 2 aq  2CO2 g"}
{"text": "MgHCO3 2 aq  2HNO3aq  2H2O l  MgNO3 2 aq  2CO2 g"}
{"text": "iii 250cm3 of 01M NitricV acid was titrated with excess 02M sodium hydroxide solution using phenolphthalein indicator"}
{"text": "I State the colour change at the end point"}
{"text": "Colourless"}
{"text": "II What was the pH of the solution at the end point Explain"}
{"text": "pH 123"}
{"text": "A little of the acid when added to the base changes the colour of the indicator to show the end point The end point therefore is acidic with low pH of NitricV acid NitricV acid is a strong acid with pH 123"}
{"text": "III Calculate the number of moles of acid used"}
{"text": "Number of moles  molarity x volume  01 x 25  25 x 103moles"}
{"text": "1000 1000"}
{"text": "IV Calculate the volume of sodium hydroxide used"}
{"text": "Volume of sodium hydroxide in cm3"}
{"text": "1000 x Number of moles  1000x 25 x 103  125cm3"}
{"text": "Molarity 02"}
{"text": "eIndustrial large scale manufacture of Nitric V acid"}
{"text": "iRaw materials"}
{"text": "1 AirOxygen"}
{"text": "Oxygen is got from fractional distillation of air"}
{"text": "Ammonia from Haber process"}
{"text": "2 Chemical processes"}
{"text": "Air from the atmosphere is passes through electrostatic precipitatorsfilters to remove unwanted gases like Nitrogen Carbon IV oxide dust smoke which may poison the catalyst The ammonia air mixture is compressed to 9 atmospheres to reduce the distance between reacting gases"}
{"text": "The mixture is passed through the heat exchangers where a temperature of 850oC900oC is maintained"}
{"text": "The first reaction takes place in the catalytic chamber where Ammonia reacts with the air to form Nitrogen II Oxide and water"}
{"text": "Optimum condition in Ostwalds process"}
{"text": "Chemical equation"}
{"text": "4NH3 g  5O2 g  PtRh  4NO g  6H2O g H  950kJ"}
{"text": "The reaction is reversible and exists in dynamic equilibrium where the products reform back the reactants The following factors are used to increase the yieldamount of Nitrogen II oxide"}
{"text": "iRemoving Nitrogen II oxide gas once formed shift the equilibrium forward to the right to replace the Nitrogen II oxide"}
{"text": "Morehigher yield of Nitrogen II oxide is attained as reactants try to return the equilibrium balance"}
{"text": "iiIncrease in pressure shift the equilibrium backward to the left where there are less volumemolecules"}
{"text": "Lesslower yield of Nitrogen II oxide is attained"}
{"text": "Very low pressures increases the distance between reacting NH3 and O2 molecules"}
{"text": "An optimum pressure of about 9 atmospheres is normally used"}
{"text": "Cooling the mixture condenses the water vapour to liquid water"}
{"text": "iiiIncrease in temperature shift the equilibrium backward to the left because the reaction is exothermic H  950kJ"}
{"text": "Nitrogen II oxide and water vapour formed decomposes back to Ammonia and Oxygen to remove excess heat therefore a less yield of Nitrogen II oxide is attained"}
{"text": "Very low temperature decreases the collision frequency of Ammonia and Oxygen and thus the rate of reaction too slow and uneconomical"}
{"text": "An optimum temperature of about 900oC is normally used"}
{"text": "ivPlatinum can be used as catalyst"}
{"text": "Platinum is very expensive It is"}
{"text": "promoted with Rhodium to increase the surface areaarea of contact"}
{"text": "addedcoated on the surface of asbestos to form Platonized asbestos to reduce the amountquantity used"}
{"text": "The catalyst does not increase the yield of Nitrogen II Oxide but it speed up its rate of formation"}
{"text": "Nitrogen II oxide formed is passed through an oxidation reaction chamber where more air oxidizes the Nitrogen II Oxide to Nitrogen IV Oxide gas"}
{"text": "Chemical equation"}
{"text": "2NO g  O2 g  2NO2 g"}
{"text": "Nitrogen IV Oxide gas is passed up to meet a downward flow of water in the absorption chamber The gas reacts with water to form a mixture of Nitric V and Nitric III acids"}
{"text": "Chemical equation"}
{"text": "2NO2 g  H2O l  HNO2 as  HNO3 as"}
{"text": "Excess air is bubbled through the mixture to oxidize Nitric III HNO2 as to Nitric VHNO3 as"}
{"text": "Chemical equation"}
{"text": "O2 g  2HNO2 as  2HNO3 as"}
{"text": "Overall chemical equation in the absorption chamber"}
{"text": "O2 g  4NO2 g  2H2O l  4HNO3 as"}
{"text": "The acid is 65 concentrated It is made 100 concentrated by either"}
{"text": "i fractional distillation or"}
{"text": "ii added to concentrated sulphuric VI acid to remove the 35 of water"}
{"text": "A factory uses 630 kg of 68 pure nitric V acid per day to produce an ammonium fertilizer for an agricultural county If the density of the acid is 142 gcm3 calculate"}
{"text": "i the concentration of the acid used in moles per litre"}
{"text": "Molar mass HNO3  63"}
{"text": "Method 1"}
{"text": "Moles of HNO3 in 1cm3  Mass in 1cm3 142  142  00225 moles"}
{"text": "Molar mass HNO3 63"}
{"text": "Molarity  Moles x 100000225 moles x10000  225molesdm3M"}
{"text": "1 cm3"}
{"text": "100  225molesdm3M"}
{"text": "68  68 x 225  153M molesdm3"}
{"text": "100"}
{"text": "Method 2"}
{"text": "Moles of HNO3 in 1000cm3  Mass in 1000cm3 142 x1000"}
{"text": "Molar mass HNO3 63"}
{"text": "225397 molesdm3M"}
{"text": "100  225397 molesdm3M"}
{"text": "68  68 x 225397  15327 molesdm3"}
{"text": "100"}
{"text": "ii the volume of ammonia gas at rtp used H10 N140 O160 one mole of gas  24 dm3 at rtp"}
{"text": "Chemical equation"}
{"text": "HNO3 as  NH3 g  NH4NO3 as"}
{"text": "Mole ratio HNO3 as NH3 g  1 1"}
{"text": "1 mole HNO3 as  24dm3 NH3 g"}
{"text": "15327 mole HNO3 as 15327 mole x 24 dm3  367848dm3"}
{"text": "1dm3"}
{"text": "iii the number of crops which can be applied the fertilizer if each crop requires 40g"}
{"text": "HNO3 aq  NH3 g  NH4NO3 aq"}
{"text": "Molar mass NH4NO3 80 g"}
{"text": "Mole ratio HNO3 NH4NO3  1 1"}
{"text": "Mass of HNO3 in 630 kg  68 x 63 4284kg"}
{"text": "1 mole HNO3 aq 63g  80g NH4NO3"}
{"text": "4284x1000 g HNO3 aq  4284x1000 g x 80"}
{"text": "63"}
{"text": "54400g"}
{"text": "Mass of fertilizer  54400g  13600 crops"}
{"text": "Mass per crop 40"}
{"text": "E NITRATE V NO3 and NITRATE III NO2 Salts"}
{"text": "Nitrate V NO3 and Nitrate III NO2 are salts derived from Nitric VHNO3 and Nitric IIIHNO2 acids Both HNO3 and HNO2 are monobasic acids with only one ignitable hydrogen in a molecule"}
{"text": "Only KNO2 NaNO2 and NH4NO2 exist All metallic nitrate V salts exist"}
{"text": "All Nitrate V NO3 and Nitrate III NO2 are solubledissolve in water"}
{"text": "aEffect of heat on Nitrate V NO3 and Nitrate III NO2 salts Test for presence of Nitrate V NO3 ions in solid state"}
{"text": "1 All Nitrate III NO2 salts are not affected by gentle or strong heating except ammonium nitrate III NH4NO2"}
{"text": "Ammonium nitrate III NH4NO2 is a colourless solid that decompose to form Nitrogen gas and water"}
{"text": "Chemical equation"}
{"text": "NH4NO2 s  H2O l  N2 g"}
{"text": "This reaction is used to prepare small amounts of Nitrogen in a school laboratory"}
{"text": "2 All Nitrate V NO3 salts decompose on strong heating"}
{"text": "Experiment"}
{"text": "Put  spatula full of sodium nitrate V into a test tube Place moist bluered litmus papers on the mouth of the test tube Heat strongly when test tube is slanted"}
{"text": "Test the gases produced using glowing splint"}
{"text": "Caution i Wear safety gas mask and hand gloves"}
{"text": "iiLead II nitrate V decomposes to Lead II oxide that reacts and fuses with the test tube permanently"}
{"text": "Repeat with potassium nitrateV copperII nitrateV LeadIInitrateV silver nitrateV Zinc nitrateV Magnesium nitrateV and Ammonium nitrateV"}
{"text": "Observations"}
{"text": "Cracking sound"}
{"text": "Brown fumesgas produced except in potassium nitrate V and Sodium nitrate V"}
{"text": "Glowing splint relightsrekindles but feebly in Ammonium nitrateV"}
{"text": "Black solid residue with copperII nitrateV"}
{"text": "White residuesolid with sodium nitrateV potassium nitrateVsilver nitrateV Magnesium nitrateV"}
{"text": "Yellow residuesolid when hot but white on cooling with Zinc nitrateV"}
{"text": "Brown residuesolid when hot but yellow on cooling with LeadIInitrateV"}
{"text": "Explanation"}
{"text": "1 Potassium nitrateV and Sodium nitrateV decomposes on strong heating to form potassium nitrateIII and Sodium nitrateIII producing Oxygen gas Oxygen gas relightsrekindles a glowing splint"}
{"text": "Chemical equation"}
{"text": "2KNO3s  2KNO2s  O2 g"}
{"text": "2NaNO3s  2NaNO2s  O2 g"}
{"text": "2Heavy metal nitrateVsalts decomposes to form the oxide brown nitrogen IV oxide and Oxygen gas"}
{"text": "CopperIIoxide is blackZinc oxide is yellow when hot and white when coolcold LeadIIoxide is yellow when coldcool and brown when hotheated"}
{"text": "Hydrated copperIInitrate is blue On heating it melts and dissolves in its water of crystallization to form a green solution When all the water of crystallization has evaporatedthe nitrateVsalt decomposes to black CopperIIoxide and a mixture of brown nitrogenIVoxide gas and colourless Oxygen gas"}
{"text": "Chemical equation"}
{"text": "2CuNO32s  2CuO s  4NO2g  O2s"}
{"text": "2CaNO32s  2CaO s  4NO2g  O2s"}
{"text": "2ZnNO32s  2ZnO s  4NO2g  O2s"}
{"text": "2MgNO32s  2MgO s  4NO2g  O2s"}
{"text": "2PbNO32s  2PbO s  4NO2g  O2s"}
{"text": "2FeNO32s  2FeO s  4NO2g  O2s"}
{"text": "Silver nitrateVand MercuryIInitrate decomposes to the corresponding metal and a mixture of brown nitrogenIVoxide gas and colourless Oxygen gas"}
{"text": "Chemical equation"}
{"text": "2AgNO3 s  2Ag s  2NO2g  O2s"}
{"text": "HgNO32s  Hgl  2NO2g  O2s"}
{"text": "The productionevolution of brown fumes of NitrogenIVoxide gas on heating a salt is a confirmatory test for presence of NO3 ions of heavy metals"}
{"text": "bBrown ring test Test for presence of NitrateV NO3 ions in aqueous solution state"}
{"text": "Experiment"}
{"text": "Place 5cm3 of Potassium nitrateVsolution onto a clean test tube Add 8 drops of freshly prepared IronIIsulphateVIsolution Swirl shake"}
{"text": "Using a test tube holder to firmly slant and hold the test tube carefully add 5cm3 of Concentrated sulphuric VI acid down along the side of test tubeDo not shake the test tube contents"}
{"text": "Caution Concentrated sulphuric VI acid is highly corrosive"}
{"text": "Observation"}
{"text": "Both Potassium nitrateVand freshly prepared IronIIsulphate VIdo not form layers"}
{"text": "On adding Concentrated SulphuricVIacidtwo layers are formed"}
{"text": "A brown ring is formed between the layers"}
{"text": "Explanation"}
{"text": "All nitrateVsalts are soluble They form a miscible mixture when added freshly prepared IronIIsulphateVIsolution Concentrated sulphuricVIacid is denser than the miscible mixture thus settle at the bottom"}
{"text": "At the junction of the layers the acid reacts with nitrateVsalts to form NitricVacidHNO3 NitricVacidHNO3 is reduced to Nitrogen IIoxide by the IronIIsulphateVI salt to form the complex compound NitrosoironIIsulphateVIFeSO4NO  NitrosoironIIsulphateVI is brown in colourIt forms a thin layer at the junction between concentrated sulphuric VIacid and the miscible mixture of freshly prepared IronII sulphateVI and the nitrateVsalts as a brown ring"}
{"text": "Chemical equation"}
{"text": "FeSO4aq  NOg  FeSO4NOaq"}
{"text": "NitrosoironIIsulphateVIcomplex"}
{"text": "The brown ring disappear if shaken because concentrated sulphuric VIacid mixes with the aqueous solution generating a lot of heat which decomposes NitrosoironIIsulphateVIFeSO4NO to ironIIsulphateVI and NitrogenIIoxide"}
{"text": "Chemical equation"}
{"text": "FeSO4NOaq FeSO4aq  NOg"}
{"text": "IronIIsulphateVI solution is easilyreadily oxidized to ironIIIsulphateVI on exposure to airoxygen The brown ring test thus require freshly prepared IronII sulphateVI solution"}
{"text": "cDevardas alloy test Test for presence of NitrateV NO3 ions in aqueous solution state"}
{"text": "Experiment"}
{"text": "Place 5cm3 of Potassium nitrateVsolution onto a clean test tube Add 5 drops of sodium hydroxide solution Swirl shake Add a piece of aluminium foil to the mixtureHeatTest any gases produced using both blue and red litmus papers"}
{"text": "Observation Inference"}
{"text": "Effervescencebubblesfizzing"}
{"text": "colourless gas that has a pungent smell of urine NO3"}
{"text": "Blue limus paper remain blue"}
{"text": "Red litmus paper turn red"}
{"text": "Explanation"}
{"text": "The Devardas alloy test for NO3 ions in solution was developed by the Italian scientist Artulo Devarda18591944"}
{"text": "When a NO3salt is added sodium hydroxide and aluminium foil effervescence of ammonia gas is a confirmatory test for NO3 ions"}
{"text": "CHEMISTRY OF SULPHUR"}
{"text": "ASULPHUR S"}
{"text": "Sulphur is an element in Group VI Group 16of the Periodic table  It has atomic number 16 and electronic configuration 16 and valency 2 divalent and thus forms the ion S2"}
{"text": "A Occurrence"}
{"text": "Sulphur mainly occurs"}
{"text": "i as free element in Texas and Louisiana in USA and Sicily in Italy"}
{"text": "iiHydrogen sulphide gas in active volcanic areas eg Olkaria near Naivasha in Kenya"}
{"text": "iiias copper pyritesCuFeS2 Galena PbSZinc blendeZnSand iron pyritesFeS2 in other parts of the world"}
{"text": "B Extraction of Sulphur from Fraschs process"}
{"text": "Suphur occurs about 200 metres underground The soil structure in these areas is usually weak and can easily cave in"}
{"text": "Digging of tunnels is thus discouraged in trying to extract the mineral"}
{"text": "Sulphur is extracted by drilling three concentric round pipes of diameter of ratios 28 18 centimeters"}
{"text": "Superheated water at 170oC and 10atmosphere pressure is forced through the outermost pipe"}
{"text": "The high pressures ensure the water remains as liquid at high temperatures instead of vapour of vapour gas"}
{"text": "The superheated water melts the sulphur because the melting point of sulphur is lower at about at about 115oC"}
{"text": "A compressed air at 15 atmospheres is forced pumped through the innermost pipe"}
{"text": "The hot air forces the molten sulphur up the middle pipe where it is collected and solidifies in a large tank"}
{"text": "It is about 99 pure"}
{"text": "Diagram showing extraction of Sulphur from Fraschs Process"}
{"text": "C Allotropes of Sulphur"}
{"text": "1 Sulphur exists as two crystalline allotropic forms"}
{"text": "iRhombic sulphur"}
{"text": "iiMonoclinic sulphur"}
{"text": "Rhombic sulphur and Monoclinic sulphur have a transition temperature of 96oCThis is the temperature at which one allotrope changes to the other"}
{"text": "2 Sulphur exists in noncrystalline forms as"}
{"text": "iPlastic sulphur"}
{"text": "Plastic sulphur is prepared from heating powdered sulphur to boil then pouring a thin continuous stream in a beaker with cold water A long thin elastic yellow thread of plastic sulphur is formed If left for long it turn to bright yellow crystalline rhombic sulphur"}
{"text": "iiColloidal sulphur"}
{"text": "Colloidal sulphur is formed when sodium thiosulphate Na2S2O3 is added hydrochloric acid to form a yellow precipitate"}
{"text": "D Heating Sulphur"}
{"text": "A molecule of sulphur exists as puckered ring of eight atoms joined by covalent bonds as S8"}
{"text": "On heating the yellow sulphur powder melts at 113oC to clear amber liquid with low viscosity and thus flows easily"}
{"text": "On further heating to 160oC the molten liquid darkens to a brown very viscous liquid that does not flow easily"}
{"text": "This is because the S8 rings break into S8 chain that join together to form very long chains made of over 100000 atoms of Sulphur"}
{"text": "The long chains entangle each other reducing their mobility flow and hence increases their viscosity"}
{"text": "On continued further heating to above 160oC the viscous liquid darkens but becomes more mobileflows easily and thus less viscous"}
{"text": "This is because the long chains break to smallershorter chains"}
{"text": "At 444oC the liquid boils and forms brown vapour of a mixture of S8 S6 S2 molecules that solidifies to S8 ring of flowers of sulphur on the cooler parts"}
{"text": "Summary of changes on heating sulphur"}
{"text": "E Physical and Chemical properties of SulphurQuestions"}
{"text": "1 State three physical properties unique to Sulphur"}
{"text": "Sulphur is a yellow solid insoluble in water soluble in carbon disulphidetetrachloromethanebenzene poor conductor of heat and electricity It has a melting point of 115oC and a boiling point of 444oC"}
{"text": "2 Moistdampwet blue and red litmus papers were put in a gas jar containing airoxygen Burning sulphur was then lowered into the gas jar State and explain the observation made"}
{"text": "Observations"}
{"text": "Sulphur melts then burns with a blue flame"}
{"text": "Colourless gas produced that has a pungent smell"}
{"text": "Red litmus paper remains red Blue litmus paper turns red"}
{"text": "Explanation"}
{"text": "Sulphur burns in air and faster in Oxygen to form SulphurIVOxide gas and tracessmall amount of SulphurVIOxide gas Both oxides react with water to form the corresponding acidic solution ie"}
{"text": "i SulphurIVOxide gas reacts with water to form sulphuricIVacid"}
{"text": "ii SulphurVIOxide gas reacts with water to form sulphuricVIacid"}
{"text": "Chemical equation"}
{"text": "Ss  O2g  SO2g SulphurIVOxide gas"}
{"text": "2Ss  3O2g  2SO3g SulphurVIOxide gas traces"}
{"text": "SO2g  H2Ol  H2 SO3 aq  sulphuricIVacid SO3g  H2Ol  H2 SO4 aq  sulphuricVIacid"}
{"text": "3 Iron filings were put in a test tube containing powdered sulphur then heated on a Bunsen flame Stop heating when reaction starts State and explain the observations made Test the effects of a magnet on the mixture before and after heating Explain"}
{"text": "Observations"}
{"text": "Before heating the magnet attracts iron filings leaving sulphur"}
{"text": "After heating the magnet does not attract the mixture"}
{"text": "After heating a red glow is observed that continues even when heating is stopped"}
{"text": "Black solid is formed"}
{"text": "Explanation Iron is attracted to a magnet because it is ferromagnetic"}
{"text": "When a mixture of iron and sulphur is heated the reaction is exothermic giving out heat energy that makes the mixture to continue glowing even after stopping heating"}
{"text": "Black IronIIsulphide is formed which is a compound and thus not ferromagnetic"}
{"text": "Chemical equation Fes  Ss  FeSs Exothermic reaction H"}
{"text": "Heated powdered heavy metals combine with sulphur to form black sulphides"}
{"text": "Cus  Ss  CuSs"}
{"text": "Zns  Ss  ZnSs"}
{"text": "Pbs  Ss  PbSs"}
{"text": "4The set up below show the reaction of sulphur on heated concentrated sulphuricVIacid"}
{"text": "iState and explain the observation made"}
{"text": "Observation"}
{"text": "Yellow colour of sulphur fades"}
{"text": "Orange colour of potassium dichromateVIpaper turns to green"}
{"text": "Explanation"}
{"text": "Hot concentrated sulphuricVIacid oxidizes sulphur to sulphur IVoxide gas The oxide is also reduced to water Traces of sulphur VIoxide is formed"}
{"text": "Chemical equation"}
{"text": "Ss  3H2 SO4 l  3SO2g  3H2Ol SO3g"}
{"text": "Sulphur IVoxide gas turns Orange potassium dichromateVIpaper to green"}
{"text": "iiState and explain the observation made if concentrated sulphuric VI acid is replaced with concentrated Nitric V acid in the above set up"}
{"text": "Observation"}
{"text": "Yellow colour of sulphur fades"}
{"text": "Colurless solution formed"}
{"text": "Brown fumesgas produced"}
{"text": "Explanation"}
{"text": "Hot concentrated NitricVacid oxidizes sulphur to sulphuric VIacid The Nitric V acid is reduced to brown nitrogenIVoxide gas"}
{"text": "Chemical equation"}
{"text": "Ss  6HNO3 l  6NO2g  2H2Ol H2SO4 l"}
{"text": "NB"}
{"text": "Hydrochloric acid is a weaker oxidizing agent and thus cannot oxidize sulphur like the other mineral acids"}
{"text": "5 State three main uses of sulphur"}
{"text": "Sulphur is mainly used in"}
{"text": "iContact process for the manufactureindustriallarge scale production of concentrated sulphuricVIacid"}
{"text": "iiVulcanization of rubber to make it harder tougher stronger and more durable"}
{"text": "iiiMaking gun powder and match stick heads"}
{"text": "iv As ointments to treat fungal infections"}
{"text": "6 Revision Practice"}
{"text": "The diagram below represents the extraction of sulphur by Fraschs process Use it to answer the questions that follow"}
{"text": "aName the substances that passes through"}
{"text": "M Superheated water at 170oC and 10 atmosphere pressure"}
{"text": "L Hot compressed air"}
{"text": "N Molten sulphur"}
{"text": "bWhat is the purpose of the substance that passes through L and M"}
{"text": "M Superheated water at 170oC and 10 atmosphere pressure is used to melt the sulphur"}
{"text": "L Hot compressed air is used to force up the molten sulphur"}
{"text": "c The properties of the two main allotropes of sulphur represented by letters A and B are given in the table below Use it to answer the questions that follow"}
{"text": "IWhat are allotropes"}
{"text": "Different forms of the same element existing at the same temperature and pressure without change of state"}
{"text": "II Identify allotrope"}
{"text": "Monoclinic sulphur"}
{"text": "B  Rhombic sulphur"}
{"text": "III State two main uses of sulphur"}
{"text": "Manufacture of sulphuricVIacid"}
{"text": "as fungicide"}
{"text": "in vulcanization of rubber to make it hardertougher stronger"}
{"text": "manufacture of dyes fibres"}
{"text": "dCalculate the volume of sulphur IVoxide produced when 04 g of sulphur is completely burnt in excess airS  320 I mole of a gas occupies 24 dm3 at room temperature"}
{"text": "Chemical equation"}
{"text": "Ss  O2g  SO2g"}
{"text": "Mole ratio S SO2  11"}
{"text": "Method 1"}
{"text": "320 g of sulphur  24 dm3 of SO2g"}
{"text": "04 g of sulphur  04 g x 24 dm3  03 dm3"}
{"text": "320 g"}
{"text": "Method 2"}
{"text": "Moles of sulphur used  Mass of sulphur  04  00125 moles"}
{"text": "Molar mass of sulphur 32"}
{"text": "Moles of sulphur used  Moles of sulphurIVoxide used00125 moles"}
{"text": "Volume of sulphurIVoxide used  Moles of sulphurIVoxide x volume of one mole of gas 00125 moles x 24 dm3  03 dm3"}
{"text": "BCOMPOUNDS OF SULPHUR"}
{"text": "The following are the main compounds of sulphur"}
{"text": "i SulphurIVoxide"}
{"text": "ii SulphurVIoxide"}
{"text": "iii SulphuricVIacid"}
{"text": "iv Hydrogen Sulphide"}
{"text": "v SulphateIVSO32 and SulphateVI SO42 salts"}
{"text": "i SulphurIVoxideSO2"}
{"text": "a Occurrence"}
{"text": "Sulphur IVoxide is found in volcanic areas as a gas or dissolved in water from geysersand hot springs in active volcanic areas of the world eg Olkaria and Hells gate near Naivasha in Kenya"}
{"text": "b School laboratory preparation"}
{"text": "In a Chemistry school laboratory Sulphur IVoxide is prepared from the reaction of"}
{"text": "Method 1Using Copper and SulphuricVIacid"}
{"text": "Method 2Using Sodium SulphateIV and hydrochloric acid"}
{"text": "cProperties of SulphurIVoxideQuestions"}
{"text": "1 Write the equations for the reaction for the formation of sulphur IVoxide using"}
{"text": "iMethod 1"}
{"text": "Cus  2H2SO4l  CuSO4aq  SO2g  2H2Ol"}
{"text": "Zns  2H2SO4l  ZnSO4aq  SO2g  2H2Ol"}
{"text": "Mgs  2H2SO4l  MgSO4aq  SO2g  2H2Ol"}
{"text": "Fes  2H2SO4l  FeSO4aq  SO2g  2H2Ol"}
{"text": "Calcium Lead and Barium will form insoluble sulphateVIsalts that will cover unreacted metals stopping further reaction thus producing very small amountquantity of sulphur IVoxide gas"}
{"text": "iiMethod 2"}
{"text": "Na2SO3aq  HClaq  NaClaq   SO2g  2H2Ol"}
{"text": "K2SO3aq  HClaq  KClaq   SO2g  2H2Ol"}
{"text": "BaSO3s  2HClaq  BaCl2aq   SO2g  H2Ol"}
{"text": "CaSO3s  2HClaq  CaCl2aq   SO2g  H2Ol"}
{"text": "PbSO3s  2HClaq  PbCl2s   SO2g  H2Ol"}
{"text": "LeadIIchloride is soluble on heating thus reactants should be heated to prevent it coatingcovering unreacted PbSO3s"}
{"text": "2State the physical properties unique to sulphur IVoxide gas"}
{"text": "Sulphur IVoxide gas is a colourless gas with a pungent irritating and choking smell which liquidifies easily It is about two times denser than air"}
{"text": "3 The diagram below show the solubility of sulphur IVoxide gas Explain"}
{"text": "SulphurIV oxide is very soluble in water"}
{"text": "One drop of water dissolves all the Sulphur IV oxide in the flask leaving a vacuum"}
{"text": "If the clip is removed atmospheric pressure forces the water up through the narrow tube to form a fountain to occupy the vacuum"}
{"text": "An acidic solution of sulphuric IVacid is formed which turns litmus solution red"}
{"text": "Chemical equation"}
{"text": "SO2g  H2Ol  H2 SO3 aq  sulphuricIVacid turn litmus red"}
{"text": "4Dry litmus papers and wetdampmoist litmus papers were put in a gas jar containing sulphurIV oxide gas State and explain the observations made"}
{"text": "Observations"}
{"text": "iDry Blue litmus paper remains blue"}
{"text": "Dry red litmus paper remains red"}
{"text": "ii Wetdampmoist blue litmus paper turns red"}
{"text": "Moistdampwet red litmus paper remains red"}
{"text": "Both litmus papers are then bleached decolorized"}
{"text": "Explanation"}
{"text": "Dry sulphurIV oxide gas is a molecular compound that does not dissociateionize to release Haqions and thus has no effect on dry bluered litmus papers"}
{"text": "Wetdampmoist litmus papers contain water that dissolves react with dry sulphurIV oxide gas to form a solution of weak sulphuricIVacid H2 SO3 aq"}
{"text": "Weak sulphuricIVacidH2 SO3 aq dissociates ionizes into free Haqions"}
{"text": "H2 SO3 aq  2Haq  SO32 aq"}
{"text": "The free Haqions are responsible for turning blue litmus paper turns red showing the gas is acidic"}
{"text": "The SO32 aq ions in wetdampmoist sulphurIV oxide gas is responsible for many reactions of the gas"}
{"text": "It is easilyreadily oxidized to sulphateVI SO42 aq ions making sulphurIV oxide gas act as a reducing agent as in the following examples"}
{"text": "aBleaching agent"}
{"text": "Wetdampmoist coloured flowerslitmus papers are bleacheddecolorized when put in sulphurIV oxide gas"}
{"text": "This is because sulphurIV oxide removes atomic oxygen from the coloured dye material to form sulphuricVIacid"}
{"text": "Chemical equations"}
{"text": "iFormation of sulphuricIVacid"}
{"text": "SO2g  H2Ol  H2 SO3 aq"}
{"text": "iiDecolorizationbleaching of the dyeremoval of atomic oxygen"}
{"text": "Method I H2 SO3 aq  dye  O  H2 SO4 aq  dye"}
{"text": "coloured colourless"}
{"text": "Method II H2 SO3 aq  dye  H2 SO4 aq  dye  O"}
{"text": "coloured colourless"}
{"text": "SulphurIV oxide gas therefore bleaches by reduction removing oxygen from a dye unlike chlorine that bleaches by oxidation adding oxygen"}
{"text": "The bleaching by removing oxygen from SulphurIV oxide gas is temporary"}
{"text": "This is because the bleached dye regains the atomic oxygen from the atmosphereair in presence of sunlight as catalyst thus regainingrestoring its original colour eg"}
{"text": "Old newspapers turn brown on exposure to air on regaining the atomic oxygen"}
{"text": "The bleaching through adding oxygen by chlorine gas is permanent"}
{"text": "bTurns Orange acidified potassium dichromateVI to green"}
{"text": "Experiment"}
{"text": "iPass a stream of SulphurIV oxide gas in a test tube containing acidified potassium dichromateVI solution or"}
{"text": "iiDip a filter paper soaked in acidified potassium dichromateVI into a gas jar containing SulphurIV oxide gas"}
{"text": "Observation"}
{"text": "Orange acidified potassium dichromateVI turns to green"}
{"text": "Explanation"}
{"text": "SulphurIV oxide gas reduces acidified potassium dichromateVI from orange Cr2O72 ions to green Cr3 ions without leaving a residue itself oxidized from SO32 ions in sulphuricIV acid to SO42 ions in sulphuricVI acid"}
{"text": "Chemicalionic equation"}
{"text": "iReaction of SulphurIV oxide gas with water"}
{"text": "SO2g  H2Ol  H2 SO3 aq"}
{"text": "iiDissociation ionization of SulphuricIVacid"}
{"text": "H2 SO3 aq  2Haq  SO32 aq"}
{"text": "iiiOxidation of SO32 aqand reduction of Cr2O72aq"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "This is a confirmatory test for the presence of SulphurIV oxide gas"}
{"text": "Hydrogen sulphide also reduces acidified potassium dichromateVI from orange Cr2O72 ions to green Cr3 ions leaving a yellow residue"}
{"text": "cDecolorizes acidified potassium manganateVII"}
{"text": "Experiment"}
{"text": "iPass a stream of SulphurIV oxide gas in a test tube containing acidified potassium manganateVII solution or"}
{"text": "iiDip a filter paper soaked in acidified potassium manganateVII into a gas jar containing SulphurIV oxide gas"}
{"text": "Observation"}
{"text": "Purple acidified potassium manganateVII turns to colourless acidified potassium manganateVII is decolorized"}
{"text": "Explanation"}
{"text": "SulphurIV oxide gas reduces acidified potassium manganateVII from purple MnO4 ions to green Mn2 ions without leaving a residue itself oxidized from SO32 ions in sulphuricIV acid to SO42 ions in sulphuricVI acid"}
{"text": "Chemicalionic equation"}
{"text": "iReaction of SulphurIV oxide gas with water"}
{"text": "SO2g  H2Ol  H2 SO3 aq"}
{"text": "iiDissociation ionization of SulphuricIVacid"}
{"text": "H2 SO3 aq  2Haq  SO32 aq"}
{"text": "iiiOxidation of SO32 aqand reduction of MnO4 aq"}
{"text": "5SO32aq  2MnO4 aq 6Haq  5SO42aq  2Mn2aq  3H2Ol"}
{"text": "purple colourless"}
{"text": "This is another test for the presence of SulphurIV oxide gas"}
{"text": "Hydrogen sulphide also decolorizes acidified potassium manganateVII from purple MnO4 ions to colourless Mn2 ions leaving a yellow residue"}
{"text": "dDecolorizes bromine water"}
{"text": "Experiment"}
{"text": "iPass a stream of SulphurIV oxide gas in a test tube containing bromine water  or"}
{"text": "iiPut three drops of bromine water into a gas jar containing SulphurIV oxide gas Swirl"}
{"text": "Observation"}
{"text": "Yellow bromine water turns to colourless bromine water is decolorized"}
{"text": "Explanation"}
{"text": "SulphurIV oxide gas reduces yellow bromine water to colourless hydrobromic acid HBr without leaving a residue itself oxidized from SO32 ions in sulphuric IV acid to SO42 ions in sulphuricVI acid"}
{"text": "Chemicalionic equation"}
{"text": "iReaction of SulphurIV oxide gas with water"}
{"text": "SO2g  H2Ol  H2 SO3 aq"}
{"text": "iiDissociation ionization of SulphuricIVacid"}
{"text": "H2 SO3 aq  2Haq  SO32 aq"}
{"text": "iiiOxidation of SO32 aqand reduction of MnO4 aq"}
{"text": "SO32aq  Br2 aq  H2Ol  SO42aq  2HBraq"}
{"text": "yellow colourless"}
{"text": "This can also be used as another test for the presence of SulphurIV oxide gas"}
{"text": "Hydrogen sulphide also decolorizes yellow bromine water to colourless leaving a yellow residue"}
{"text": "eReduces IronIII Fe3 salts to IronII salts Fe2"}
{"text": "Experiment"}
{"text": "iPass a stream of SulphurIV oxide gas in a test tube containing about 3 cm3 of Iron IIIchloride solution or"}
{"text": "iiPlace about 3cm3 of Iron IIIchloride solution into a gas jar containing SulphurIV oxide gasSwirl"}
{"text": "Observation"}
{"text": "Yellowbrown Iron IIIchloride solution turns to green"}
{"text": "Explanation"}
{"text": "SulphurIV oxide gas reduces Iron IIIchloride solution from yellowbrown Fe3 ions to green Fe2 ions without leaving a residue itself oxidized from SO32 ions in sulphuricIV acid to SO42 ions in sulphuricVI acid"}
{"text": "Chemicalionic equation"}
{"text": "iReaction of SulphurIV oxide gas with water"}
{"text": "SO2g  H2Ol  H2 SO3 aq"}
{"text": "iiDissociation ionization of SulphuricIVacid"}
{"text": "H2 SO3 aq  2Haq  SO32 aq"}
{"text": "iiiOxidation of SO32 aqand reduction of Fe3 aq"}
{"text": "SO32aq  2Fe3 aq 3H2Ol  SO42aq  2Fe2aq  2Haq"}
{"text": "yellow green"}
{"text": "fReduces NitricVacid to NitrogenIVoxide gas"}
{"text": "Experiment"}
{"text": "iPass a stream of SulphurIV oxide gas in a test tube containing about 3 cm3 of concentrated nitricVacid or"}
{"text": "iiPlace about 3cm3 of concentrated nitricVacid into a gas jar containing SulphurIV oxide gas Swirl"}
{"text": "Observation"}
{"text": "Brown fumes of a gas evolvedproduced"}
{"text": "Explanation"}
{"text": "SulphurIV oxide gas reduces concentrated nitricVacid to brown nitrogenIVoxide gas itself oxidized from SO32 ions in sulphuricIV acid to SO42 ions in sulphuricVI acid"}
{"text": "Chemicalionic equation"}
{"text": "SO2g  2HNO3 l  H2 SO4 l  NO2 g"}
{"text": "brown fumesgas"}
{"text": "gReduces Hydrogen peroxide to water"}
{"text": "Experiment"}
{"text": "iPass a stream of SulphurIV oxide gas in a test tube containing about 3 cm3 of 20 volume hydrogen peroxide Add four drops of Barium nitrateVor Barium chloride followed by five drops of 2M hydrochloric acid 2M nitricV acid"}
{"text": "Observation"}
{"text": "A white precipitate is formed that persist remains on adding 2M hydrochloric acid 2M nitricV acid"}
{"text": "Explanation"}
{"text": "SulphurIV oxide gas reduces 20 volume hydrogen peroxide and itself oxidized from SO32 ions in sulphuricIV acid to SO42 ions in sulphuricVI acid"}
{"text": "When Ba2 ions in Barium NitrateV or Barium chloride solution is added a white precipitate of insoluble Barium salts is formed showing the presence of of either SO32 SO42 CO32 ions ie"}
{"text": "Chemicalionic equation"}
{"text": "SO32aq  Ba2 aq  BaSO3s"}
{"text": "white precipitate"}
{"text": "SO42aq  Ba2 aq  BaSO4s"}
{"text": "white precipitate"}
{"text": "CO32aq  Ba2 aq  BaCO3s"}
{"text": "white precipitate"}
{"text": "If nitricVhydrochloric acid is added to the three suspected insoluble white precipitates above the white precipitate"}
{"text": "i persistremains if SO42aqions BaSO4s is present"}
{"text": "iidissolves if SO32aqions BaSO3s and CO32aqions BaCO3sis present This is because"}
{"text": "I BaSO3s reacts with NitricVhydrochloric acid to produce acidic SO2 gas that turns Orange moist filter paper dipped in acidified Potassium dichromate to green"}
{"text": "Chemical equation"}
{"text": "BaSO3s 2Haq  Ba2 aq  SO2g  H2Ol"}
{"text": "I BaCO3s reacts with NitricVhydrochloric acid to produce acidic CO2 gas that forms a white precipitate when bubbled in lime water"}
{"text": "Chemical equation"}
{"text": "BaCO3s 2Haq  Ba2 aq  CO2g  H2Ol"}
{"text": "5SulphurIVoxide also act as an oxidizing agent as in the following examples"}
{"text": "aReduction by burning Magnesium"}
{"text": "Experiment"}
{"text": "Lower a burning Magnesium ribbon into agas jar containing SulphurIVoxide gas"}
{"text": "Observation"}
{"text": "Magnesium ribbon continues to burn with difficulty"}
{"text": "White ash and yellow powderspeck"}
{"text": "Explanation"}
{"text": "SulphurIVoxide does not support burningcombustion Magnesium burns to produce enough heat energy to decompose SulphurIVoxide to sulphur and oxygen"}
{"text": "The metal continues to burn on Oxygen forming white Magnesium oxide solidash"}
{"text": "Yellow specks of sulphur residue form on the sides of reaction flaskgas jar"}
{"text": "During the reaction SulphurIVoxide is reducedoxidizing agentwhile the metal is oxidized reducing agent"}
{"text": "Chemical equation"}
{"text": "SO2g  2Mgs  2MgOs  Ss"}
{"text": "white ashsolid yellow speckpowder"}
{"text": "bReduction by Hydrogen sulphide gas"}
{"text": "Experiment"}
{"text": "Put two drops of water into a gas jar containing dry SulphurIVoxide gas"}
{"text": "Bubble hydrogen sulphide gas into the gas jar containing SulphurIVoxide gas"}
{"text": "Or"}
{"text": "Put two drops of water into a gas jar containing dry SulphurIVoxide gas"}
{"text": "Invert a gas jar full of hydrogen sulphide gas over the gas jar containing SulphurIVoxide gas Swirl"}
{"text": "Observation"}
{"text": "Yellow powderspeck"}
{"text": "Explanation"}
{"text": "SulphurIVoxide oxidizes hydrogen sulphide to yellow specks of sulphur residue and itself reduced to also sulphur that form on the sides of reaction flaskgas jar"}
{"text": "A little moisturewater act as catalyst speeds up the reaction"}
{"text": "Chemical equation"}
{"text": "SO2g  2H2Sg  2H2Ol  3Ss"}
{"text": "yellow speckpowder"}
{"text": "6SulphurIVoxide has many industrial uses State three"}
{"text": "iIn the contact process for the manufacture of SulphuricVIacid"}
{"text": "iiAs a bleaching agent of pulp and paper"}
{"text": "iiiAs a fungicide to kill microbes"}
{"text": "ivAs a preservative of jam juices to prevent fermentation"}
{"text": "ii SulphurVIoxideSO3"}
{"text": "a Occurrence"}
{"text": "Sulphur VIoxide is does not occur free in natureatmosphere"}
{"text": "b Preparation"}
{"text": "In a Chemistry school laboratory Sulphur VIoxide may prepared from"}
{"text": "Method 1Catalytic oxidation of sulphurIVoxide gas"}
{"text": "SulphurIVoxide gas and oxygen mixture are first dried by being passed through Concentrated SulphuricVIacid"}
{"text": "The dry mixture is then passed through platinised asbestos to catalysespeed up the combination to form Sulphur VIoxide gas"}
{"text": "Sulphur VIoxide gas readily solidify as silky white needles if passed through a freezing mixture ice cold water"}
{"text": "The solid fumes out on heating to a highly acidic poisonous gas"}
{"text": "Chemical equation"}
{"text": "2SO2g  O2g platinised asbestos 2SO3 g"}
{"text": "Method 2 Heating IronIIsulphateVI heptahydrate"}
{"text": "When green hydrated IronIIsulphateVI heptahydrate crystals are heated in a boiling tube it loses the water of crystallization and colour changes from green to white"}
{"text": "Chemical equation"}
{"text": "FeSO47H2Os  FeSO4s  7H2Ol"}
{"text": "green solid white solid"}
{"text": "On further heating the white anhydrous IronIIsulphateVI solid decomposes to a mixture of Sulphur VIoxide and Sulphur IVoxide gas"}
{"text": "Sulphur VI oxide readily  easily solidify as white silky needles when the mixture is passed through a freezing mixtureice cold water"}
{"text": "IronIIIoxide is left as a brown residuesolid"}
{"text": "Chemical equation"}
{"text": "2FeSO4 s  Fe2O3s  SO2 g  SO3g"}
{"text": "green solid brown solid"}
{"text": "Caution"}
{"text": "On exposure to air Sulphur VIoxide gas produces highly corrosive poisonous fumes of concentrated sulphuricVIacid and thus its preparation in a school laboratory is very risky"}
{"text": "c Uses of sulphurVIoxide"}
{"text": "One of the main uses of sulphurVIoxide gas is as an intermediate product in the contact process for industrialmanufacturelarge scaleproduction of sulphuricVIacid"}
{"text": "iii SulphuricVIacidH2SO4"}
{"text": "a Occurrence"}
{"text": "Sulphuric VIacidH2SO4 is one of the three mineral acids There are three mineral acids"}
{"text": "NitricVacid"}
{"text": "SulphuricVIacid"}
{"text": "Hydrochloric acid"}
{"text": "Mineral acids do not occur naturally but are prepared in a school laboratory and manufactured at industrial level"}
{"text": "bThe Contact process for industrial manufacture of H2SO4"}
{"text": "I Raw materials"}
{"text": "The main raw materials for industrial preparation of SulphuricVIacid include"}
{"text": "iSulphur from Fraschs process or from heating metal sulphide ore like GalenaPbSZinc blendeZnS"}
{"text": "iiOxygen from fractional distillation of air"}
{"text": "iiiWater from riverslakes"}
{"text": "II Chemical processes"}
{"text": "The contact process involves four main chemical processes"}
{"text": "iProduction of Sulphur IVoxide"}
{"text": "As one of the raw materials Sulphur IVoxide gas is got from the following sources"}
{"text": "I Burningroasting sulphur in air"}
{"text": "Sulphur from Fraschs process is roastedburnt in air to form Sulphur IVoxide gas in the burners"}
{"text": "Chemical equation"}
{"text": "Ss  O2g  SO2 g"}
{"text": "II Burningroasting sulphide ores in air"}
{"text": "Sulphur IVoxide gas is produced as a by product in extraction of some metals like"}
{"text": "Lead from LeadIIsulphideGalenaPbS"}
{"text": "Zinc from zincIIsulphideZinc blende ZnS"}
{"text": "Copper from Copper iron sulphideCopper pyrites CuFeS2"}
{"text": "On roastingburning large amount quantity of sulphurIVoxide is generatedproduced"}
{"text": "Chemical equation"}
{"text": "i2PbS s  3O2 g  2PbOs  2SO2 g"}
{"text": "ii2ZnS s  3O2 g  2ZnOs  2SO2 g"}
{"text": "ii2CuFeS2 s  4O2 g  2FeOs  3SO2 g  Cu2Os"}
{"text": "SulphurIVoxide easilyreadily liquefies and thus can be transported to a far distance safely"}
{"text": "iiPurification of SulphurIVoxide"}
{"text": "SulphurIVoxide gas contain dust particles and ArsenicIVoxide as impurities These impurities poisonimpair the catalyst by adhering oncovering its surface"}
{"text": "The impurities are removed by electrostatic precipitation method"}
{"text": "In the contact process Platinum or VanadiumVoxide may be used VanadiumVoxide is preferred because it is"}
{"text": "i cheaperless expensive"}
{"text": "ii less easily poisoned by impurities"}
{"text": "iiiCatalytic conversion of SulphurIVoxide to SulphurVIoxide"}
{"text": "Pure and dry mixture of Sulphur IVoxide gas and Oxygen is heated to 450oC in a heat exchanger"}
{"text": "The heated mixture is passed through long pipes coated with pellets of Vanadium Voxide catalyst"}
{"text": "The close contact between the reacting gases and catalyst give the process its name"}
{"text": "Vanadium Voxide catalyse the conversionoxidation of SulphurIVoxide to SulphurVIoxide gas"}
{"text": "Chemical equation"}
{"text": "2SO2 g  O2g  V2O5  2SO2 g"}
{"text": "This reaction is exothermic H and the temperatures need to be maintained at around 450oC to ensure that"}
{"text": "ireaction ratetime taken for the formation of SulphurVIoxide is not too slowlong at lower temperatures below 450oC"}
{"text": "ii SulphurVIoxide gas does not decompose back to SulphurIVoxide gas and Oxygen gas at higher temperatures than 450oC"}
{"text": "ivConversion of SulphurVIoxide of SulphuricVIacid"}
{"text": "SulphurVIoxide is the acid anhydride of concentrated SulphuricVIacid SulphurVIoxide reacts with water to form thick mist of fine droplets of veryhighly corrosive concentrated SulphuricVIacid because the reaction is highly exothermic"}
{"text": "To prevent this Sulphur VIoxide is a passed up to meet downward flow of 98 SulphuricVIacid in the absorption chambertower"}
{"text": "The reaction forms a very viscous oily liquid called Oleumfuming Sulphuric VI acid pyrosulphuric VI acid"}
{"text": "Chemical equation"}
{"text": "H2SO4 aq  SO3 g  H2S2O7 l"}
{"text": "Oleumfuming Sulphuric VI acid pyrosulphuric VI acid is diluted carefully with distilled water to give concentrated sulphuric VI acid"}
{"text": "Chemical equation"}
{"text": "H2S2O7 l  H2O l  2H2SO4 l"}
{"text": "The acid is stored ready for marketsale"}
{"text": "III Environmental effects of contact process"}
{"text": "SulphurVIoxide and SulphurIVoxide gases are atmospheric pollutants that form acid rain if they escape to the atmosphere"}
{"text": "In the Contact process about 2 of these gases do not form sulphuric VI acid"}
{"text": "The following precautions preventminimize pollution from Contact process"}
{"text": "irecycling back any unreacted SulphurIVoxide gas back to the heat exchangers"}
{"text": "iidissolving SulphurVIoxide gas in concentrated sulphuric VI acid instead of water"}
{"text": "This prevents the formation of fine droplets of the corrosive toxicpoisonous fumes of concentrated sulphuric VI acid"}
{"text": "iiiscrubbingThis involves passing the exhaust gases through very tall chimneys lined with quicklimecalcium hydroxide solid"}
{"text": "This reacts with Sulphur VIoxide gas forming harmless calciumIIsulphate IV CaSO3"}
{"text": "Chemical equation"}
{"text": "CaOH2 aq  SO2g  CaSO3 aq  H2O g"}
{"text": "IV Uses of SulphuricVIacid"}
{"text": "Sulphuric VI acid is used"}
{"text": "i in making dyes and paint"}
{"text": "iias acid in Leadacid accumulatorbattery"}
{"text": "iii for making soapless detergents"}
{"text": "iv for making sulphate agricultural fertilizers"}
{"text": "VI Sketch chart diagram showing the Contact process"}
{"text": "c Properties of Concentrated sulphuric VI acid i Concentrated sulphuric VI acid is a colourless oily liquid with a density of 184gcm3It has a boiling point of 338oC"}
{"text": "ii Concentrated sulphuric VI acid is very soluble in water"}
{"text": "The solubility dissolution of the acid very highly exothermic"}
{"text": "The concentrated acid should thus be diluted slowly in excess water"}
{"text": "Water should never be added to the acid because the hot acid scatters highly corrosive fumes out of the container"}
{"text": "iii Concentrated sulphuric VIacid is a covalent compound It has no free H ions"}
{"text": "Free H ions are responsible for turning the blue litmus paper red Concentrated sulphuric VI acid thus do not change the blue litmus paper red"}
{"text": "iv Concentrated sulphuric VIacid is hygroscopic It absorbs water from the atmosphere and do not form a solution"}
{"text": "This makes concentrated sulphuric VI acid very suitable as drying agent during preparation of gases"}
{"text": "vThe following are some chemical properties of concentrated sulphuric VI acid"}
{"text": "I As a dehydrating agent"}
{"text": "Experiment I"}
{"text": "Put about four spatula end full of brown sugar and glucose in separate 10cm3 beaker"}
{"text": "Carefully add about 10cm3 of concentrated sulphuric VI acid Allow to stand for about 10 minutes"}
{"text": "Observation"}
{"text": "Colour in brown sugar change from brown to black"}
{"text": "Colour in glucose change from white to black"}
{"text": "10cm3 beaker becomes very hot"}
{"text": "Explanation"}
{"text": "Concentrated sulphuric VI acid is strong dehydrating agent"}
{"text": "It removes chemically and physically combined elements of waterHydrogen and Oxygen in ratio 21from compounds"}
{"text": "When added to sugar glucose a vigorous reaction that is highly exothermic take place"}
{"text": "The sugarglucose is charred to black mass of carbon because the acid dehydrates the sugarglucose leaving carbon"}
{"text": "Caution"}
{"text": "This reaction is highly exothermic that start slowly but produce fine particles of carbon that if inhaled cause quick suffocation by blocking the lung villi"}
{"text": "Chemical equation"}
{"text": "Glucose C6H12O6s concH2SO4 6C s  6H2Ol"}
{"text": "white black"}
{"text": "Sugar C12H22O11s concH2SO4 12C s 11H2Ol"}
{"text": "brown black"}
{"text": "Experiment II"}
{"text": "Put about two spatula end full of hydrated copperIIsulphateVIcrystals in a boiling tube Carefully add about 10cm3 of concentrated sulphuric VI acid Warm"}
{"text": "Observation"}
{"text": "Colour change from blue to white"}
{"text": "Explanation"}
{"text": "Concentrated sulphuric VI acid is strong dehydrating agentIt removes physically combined elements of waterHydrogen and Oxygen in ratio 21from hydrated compounds"}
{"text": "The acid dehydrates blue copperIIsulphate to white anhydrous copperIIsulphate"}
{"text": "Chemical equation"}
{"text": "CuSO45H2Os concH2SO4 CuSO4 s  5H2Ol"}
{"text": "blue white"}
{"text": "Experiment III"}
{"text": "Put about 4cm3 of absolute ethanol in a boiling tube Carefully add about 10cm3 of concentrated sulphuric VI acid"}
{"text": "Place moistdampwet filter paper dipped in acidified potassium dichromateVIsolution on the mouth of the boiling tube Heat strongly"}
{"text": "Caution"}
{"text": "Absolute ethanol is highly flammable"}
{"text": "Observation"}
{"text": "Colourless gas produced"}
{"text": "Orange acidified potassium dichromate VI paper turns to green"}
{"text": "Explanation"}
{"text": "Concentrated sulphuric VI acid is strong dehydrating agent"}
{"text": "It removes chemically combined elements of waterHydrogen and Oxygen in ratio 21from compounds"}
{"text": "The acid dehydrates ethanol to ethene gas at about 170oC"}
{"text": "Ethene with CC double bond turns orange acidified potassium dichromate VI paper turns to green"}
{"text": "Chemical equation"}
{"text": "C2H5OHl concH2SO4170oC  C2H4 g  H2Ol"}
{"text": "NB This reaction is used for the school laboratory preparation of ethene gas"}
{"text": "Experiment IV"}
{"text": "Put about 4cm3 of methanoic acid in a boiling tube Carefully add about 6 cm3 of concentrated sulphuric VI acid Heat gently"}
{"text": "Caution"}
{"text": "This should be done in a fume chamberopen"}
{"text": "Observation"}
{"text": "Colourless gas produced"}
{"text": "Explanation"}
{"text": "Concentrated sulphuric VI acid is strong dehydrating agent It removes chemically combined elements of water Hydrogen and Oxygen in ratio 21from compounds"}
{"text": "The acid dehydrates methanoic acid to poisonoustoxic carbonIIoxide gas"}
{"text": "Chemical equation"}
{"text": "HCOOHl concH2SO4  COg  H2Ol"}
{"text": "NB This reaction is used for the school laboratory preparation of small amount carbon IIoxide gas"}
{"text": "Experiment V"}
{"text": "Put about 4cm3 of ethan12dioicoxalic acid in a boiling tube Carefully add about 6 cm3 of concentrated sulphuric VI acid Pass any gaseous product through lime water Heat gently"}
{"text": "Caution"}
{"text": "This should be done in a fume chamberopen"}
{"text": "Observation"}
{"text": "Colourless gas produced"}
{"text": "Gas produced forms a white precipitate with lime water"}
{"text": "Explanation"}
{"text": "Concentrated sulphuric VI acid is strong dehydrating agent"}
{"text": "It removes chemically combined elements of water Hydrogen and Oxygen in ratio 21from compounds"}
{"text": "The acid dehydrates ethan12dioicoxalic acid to a mixture of poisonoustoxic carbonIIoxide and carbonIVoxide gases"}
{"text": "Chemical equation"}
{"text": "HOOCCOOHl concH2SO4  COg  CO2g  H2Ol"}
{"text": "NB This reaction is also used for the school laboratory preparation of small amount carbon II oxide gas"}
{"text": "Carbon IV oxide gas is removed by passing the mixture through concentrated sodiumpotassium hydroxide solution"}
{"text": "II As an Oxidizing agent"}
{"text": "Experiment I"}
{"text": "Put about 2cm3 of Concentrated sulphuric VI acid into three separate boiling tubes Place a thin moistdampwet filter paper dipped in acidified potassium dichromate VIsolution on the mouth of the boiling tube Put about 05g of Copper turnings Zinc granule and Iron filings to each boiling tube separately"}
{"text": "Observation"}
{"text": "Effervescencefizzingbubbles"}
{"text": "Blue solution formed with copper"}
{"text": "Green solution formed with Iron"}
{"text": "Colourless solution formed with Zinc"}
{"text": "Colourless gas produced that has a pungent irritating choking smell"}
{"text": "Gas produced turn orange moistdampwet filter paper dipped in acidified potassium dichromate VIsolution to green"}
{"text": "Explanation"}
{"text": "Concentrated sulphuric VI acid is strong oxidizing agent"}
{"text": "It oxidizes metals to metallic sulphateVI salts and itself reduced to sulphurIVoxide gas"}
{"text": "Sulphur IV oxide gas turn orange moistdampwet filter paper dipped in acidified potassium dichromate VIsolution to green"}
{"text": "CuSO4aq is a blue solution ZnSO4aq is a colourless solution FeSO4aq is a green solution"}
{"text": "Chemical equation"}
{"text": "Cus  2H2SO4aq  CuSO4aq  SO2g  2H2Ol"}
{"text": "Zns  2H2SO4aq  ZnSO4aq  SO2g  2H2Ol"}
{"text": "Fes  2H2SO4aq  FeSO4aq  SO2g  2H2Ol"}
{"text": "Experiment II"}
{"text": "Put about 2cm3 of Concentrated sulphuric VI acid into two separate boiling tubes Place a thin moistdampwet filter paper dipped in acidified potassium dichromate VIsolution on the mouth of the boiling tube"}
{"text": "Put about 05g of powdered charcoal and sulphur powder to each boiling tube separately"}
{"text": "Warm"}
{"text": "Observation"}
{"text": "Black solid charcoal dissolvesdecrease"}
{"text": "Yellow solid sulphur dissolvesdecrease"}
{"text": "Colourless gas produced that has a pungent irritating choking smell"}
{"text": "Gas produced turn orange moistdampwet filter paper dipped in acidified potassium dichromate VIsolution to green"}
{"text": "Explanation"}
{"text": "Concentrated sulphuric VI acid is strong oxidizing agent It oxidizes nonmetals to non metallic oxides and itself reduced to sulphurIVoxide gas Sulphur IV oxide gas turn orange moistdampwet filter paper dipped in acidified potassium dichromate VIsolution to green"}
{"text": "Charcoal is oxidized to carbonIVoxide Sulphur is oxidized to SulphurIVoxide"}
{"text": "Chemical equation"}
{"text": "Cs  2H2SO4aq  CO2aq  2SO2g  2H2Ol"}
{"text": "Ss  2H2SO4aq  3SO2g  2H2Ol"}
{"text": "III As the least volatile acid"}
{"text": "Study the table below showing a comparison in boiling points of the three mineral acids"}
{"text": "1Which is the least volatile acid Explain"}
{"text": "SulphuricVIacidH2SO4 because it has the largest molecule and joined by Hydrogen bonds making it to have the highest boiling pointleast volatile"}
{"text": "2 Using chemical equations explain how sulphuricVIacid displaces the less volatile mineral acids"}
{"text": "iChemical equation"}
{"text": "KNO3s  H2SO4aq  KHSO4l  HNO3g"}
{"text": "NaNO3s  H2SO4aq  NaHSO4l  HNO3g"}
{"text": "This reaction is used in the school laboratory preparation of NitricV acid HNO3"}
{"text": "iiChemical equation"}
{"text": "KCls  H2SO4aq  KHSO4s  HClg"}
{"text": "NaCls  H2SO4aq  NaHSO4s  HClg"}
{"text": "This reaction is used in the school laboratory preparation of Hydrochloric acid HCl"}
{"text": "d Properties of dilute sulphuricVIacid"}
{"text": "Dilute sulphuricVIacid is made when about 10cm3 of concentrated sulphuric"}
{"text": "VI acid is carefully added to about 90cm3 of distilled water"}
{"text": "Diluting concentrated sulphuric VI acid should be done carefully because the reaction is highly exothermic"}
{"text": "Diluting concentrated sulphuric VI acid decreases the number of moles present in a given volume of solution which makes the acid less corrosive"}
{"text": "On diluting concentrated sulphuricVI acid water ionizes dissociates the acid fullywholly into twodibasicfree Haq and SO42aqions"}
{"text": "H2SO4 aq  2Haq  SO42aq"}
{"text": "The presence of free Haqions is responsible for"}
{"text": "iturn litmus red because of the presence of free Haqions"}
{"text": "iihave pH 123 because of the presence of many free Haqions hence a strongly acidic solution"}
{"text": "iiiReaction with metals"}
{"text": "Experiment"}
{"text": "Place 5cm3 of 02M dilute sulphuricVIacid into four separate clean test tubes Add about 01g of Magnesium ribbon to one test tube Cover the mixture with a finger as stopper Introduce a burning splint on top of the finger and release the finger stopper Repeat by adding Zinc Copper and Iron instead of the Magnesium ribbon"}
{"text": "Observation"}
{"text": "No effervescence bubbles fizzing with copper"}
{"text": "Effervescence bubbles fizzing with Iron Zinc and Magnesium"}
{"text": "Colourless gas produced that extinguishes burning splint with a pop sound"}
{"text": "Colourless solution formed with Zinc and Magnesium"}
{"text": "Green solution formed with Iron"}
{"text": "Explanation"}
{"text": "When a metal higher than hydrogen in the reactivityelectrochemical series is put in a test tube containing dilute sulphuricVIacid effervescence bubbling fizzing takes place with evolution of Hydrogen gas"}
{"text": "Impure hydrogen gas extinguishes burning splint with a pop sound"}
{"text": "A sulphate VI salts is formed Iron Zinc and Magnesium are higher than hydrogen in the reactivityelectrochemical series"}
{"text": "They form Iron IIsulphateVI Magnesium sulphateVI and Zinc sulphateVI"}
{"text": "When a metal lower than hydrogen in the reactivityelectrochemical series is put in a test tube containing dilute sulphuricVIacid there is no effervescence bubbling fizzing that take place"}
{"text": "Copper thus do not react with dilute sulphuricVIacid"}
{"text": "Chemicalionic equation"}
{"text": "Mgs  H2SO4aq  MgSO4aq  H2g"}
{"text": "Mgs  2Haq  Mg2 aq  H2g"}
{"text": "Zns  H2SO4aq  ZnSO4aq  H2g"}
{"text": "Zns  2Haq  Zn2 aq  H2g"}
{"text": "Fes  H2SO4aq  FeSO4aq  H2g"}
{"text": "Fes  Haq  Fe2 aq  H2g"}
{"text": "NBi CalciumLead and Barium forms insoluble sulphateVIsalts that covercoat the unreacted metals"}
{"text": "iiSodium and Potassium react explosively with dilute sulphuricVIacid"}
{"text": "ivReaction with metal carbonates and hydrogen carbonates"}
{"text": "Experiment"}
{"text": "Place 5cm3 of 02M dilute sulphuricVIacid into four separate clean boiling tubes Add about 01g of sodium carbonate to one boiling tube Introduce a burning splint on top of the boiling tube Repeat by adding Zinc carbonate Copper IIcarbonate and IronIICarbonate in place of the sodium hydrogen carbonate"}
{"text": "Observation"}
{"text": "Effervescence bubbles fizzing"}
{"text": "Colourless gas produced that extinguishes burning splint"}
{"text": "Colourless solution formed with Zinc carbonate sodium hydrogen carbonate and sodium carbonate"}
{"text": "Green solution formed with IronIICarbonate"}
{"text": "Blue solution formed with CopperIICarbonate"}
{"text": "Explanation"}
{"text": "When a metal carbonate or a hydrogen carbonates is put in a test tube containing dilute sulphuricVIacid effervescence bubbling fizzing takes place with evolution of carbonIVoxide gas carbonIVoxide gas extinguishes a burning splint and forms a white precipitate when bubbled in lime water"}
{"text": "A sulphate VI salts is formed"}
{"text": "Chemicalionic equation"}
{"text": "ZnCO3s  H2SO4aq  ZnSO4aq  H2Ol  CO2g"}
{"text": "ZnCO3s  2Haq  Zn2 aq  H2Ol  CO2g"}
{"text": "CuCO3s  H2SO4aq  CuSO4aq  H2Ol  CO2g"}
{"text": "CuCO3s  2Haq  Cu2 aq  H2Ol  CO2g"}
{"text": "FeCO3s  H2SO4aq  FeSO4aq  H2Ol  CO2g"}
{"text": "FeCO3s  2Haq  Fe2 aq  H2Ol  CO2g"}
{"text": "2NaHCO3s  H2SO4aq  Na2SO4aq  2H2Ol  2CO2g"}
{"text": "NaHCO3s  Haq  Na aq  H2Ol  CO2g"}
{"text": "Na2CO3s  H2SO4aq  Na2SO4aq  H2Ol  CO2g"}
{"text": "NaHCO3s  Haq  Na aq  H2Ol  CO2g"}
{"text": "NH42CO3s  H2SO4aq  NH42SO4 aq  H2Ol  CO2g"}
{"text": "NH42CO3 s  Haq  NH4 aq  H2Ol  CO2g"}
{"text": "2NH4HCO3aq  H2SO4aq  NH42SO4 aq  H2Ol  CO2g"}
{"text": "NH4HCO3aq  Haq  NH4 aq  H2Ol  CO2g"}
{"text": "NB"}
{"text": "Calcium Lead and Barium carbonates forms insoluble sulphateVIsalts that covercoat the unreacted metals"}
{"text": "vNeutralizationreaction of metal oxides and alkalisbases"}
{"text": "Experiment I"}
{"text": "Place 5cm3 of 02M dilute sulphuricVIacid into four separate clean boiling tubes Add about 01g of copperIIoxide to one boiling tube Stir"}
{"text": "Repeat by adding Zinc oxide calcium carbonate and Sodium IIOxide in place of the CopperIIOxide"}
{"text": "Observation"}
{"text": "Blue solution formed with CopperIIOxide"}
{"text": "Colourless solution formed with other oxides"}
{"text": "Explanation"}
{"text": "When a metal oxide is put in a test tube containing dilute sulphuricVIacid the oxide dissolves forming a sulphate VI salt"}
{"text": "Chemicalionic equation"}
{"text": "ZnOs  H2SO4aq  ZnSO4aq  H2Ol"}
{"text": "ZnOs  2Haq  Zn2 aq  H2Ol"}
{"text": "CuOs  H2SO4aq  CuSO4aq  H2Ol"}
{"text": "CuOs  2Haq  Cu2 aq  H2Ol"}
{"text": "MgOs  H2SO4aq  MgSO4aq  H2Ol"}
{"text": "MgOs  2Haq  Mg2 aq  H2Ol"}
{"text": "Na2Os  H2SO4aq  Na2SO4aq  H2Ol"}
{"text": "Na2Os  2Haq  2Na aq  H2Ol"}
{"text": "K2CO3s  H2SO4aq  K2SO4aq  H2Ol"}
{"text": "K2Os  Haq  2K aq  H2Ol"}
{"text": "NB"}
{"text": "Calcium Lead and Barium oxides forms insoluble sulphateVIsalts that covercoat the unreacted metals oxides"}
{"text": "Experiment II"}
{"text": "Fill a burette with 01M dilute sulphuricVIacid Pipette 200cm3 of 01Msodium hydroxide solution into a 250cm3 conical flask Add three drops of phenolphthalein indicator Titrate the acid to get a permanent colour change Repeat with01M potassium hydroxide solution inplace of 01Msodium hydroxide solution"}
{"text": "Observation"}
{"text": "Colour of phenolphthalein changes from pink to colourless at the end point"}
{"text": "Explanation"}
{"text": "Like other mineral acids dilute sulphuricVIacid neutralizes basesalkalis to a sulphate salt and water only"}
{"text": "Colour of the indicator used changes when a slight excess of acid is added to the base at the end point"}
{"text": "Chemical equation"}
{"text": "2NaOHaq  H2SO4aq  Na2SO4aq  H2Ol"}
{"text": "OHs  Haq  H2Ol"}
{"text": "2KOHaq  H2SO4aq  K2SO4aq  H2Ol"}
{"text": "OHs  Haq  H2Ol"}
{"text": "2NH4OHaq  H2SO4aq  NH42SO4aq  H2Ol"}
{"text": "OHs  Haq  H2Ol"}
{"text": "iv Hydrogen sulphideH2S"}
{"text": "a Occurrence"}
{"text": "Hydrogen sulphide is found in volcanic areas as a gas or dissolved in water from geysers and hot springs in active volcanic areas of the world eg Olkaria and Hells gate near Naivasha in Kenya"}
{"text": "It is present in rotten eggs and human excreta"}
{"text": "b Preparation"}
{"text": "Hydrogen sulphide is prepared in a school laboratory by heating Iron II sulphide with dilute hydrochloric acid"}
{"text": "c Properties of Hydrogen sulphideQuestions"}
{"text": "1 Write the equation for the reaction for the school laboratory preparation of Hydrogen sulphide"}
{"text": "Chemical equation FeS s  2HCl aq  H2S g FeCl2 aq"}
{"text": "2 State three physical properties unique to Hydrogen sulphide"}
{"text": "Hydrogen sulphide is a colourless gas with characteristic pungent poisonous smell of rotten eggs It is soluble in cold water but insoluble in warm water It is denser than water and turns blue litmus paper red"}
{"text": "3 Hydrogen sulphide exist as a dibasic acid when dissolved in water Using a chemical equation show how it ionizes in aqueous state"}
{"text": "H2Saq  Haq  HSaq"}
{"text": "H2Saq  2Haq  S2 aq"}
{"text": "Hydrogen sulphide therefore can form both normal and acid salts eg"}
{"text": "Sodium hydrogen sulphide and sodium sulphide both exist"}
{"text": "4 State and explain one gaseous impurity likely to be present in the gas jar containing hydrogen sulphide above"}
{"text": "Hydrogen H2"}
{"text": "IronIIsulphide contains Iron as impurity The iron will react with dilute hydrochloric acid to form ironIIchloride and produce hydrogen gas that mixes with hydrogen sulphide gas"}
{"text": "5 State and explain the observations made when a filter paper dipped in LeadII ethanoate Lead II nitrateV solution is put in a gas jar containing hydrogen sulphide gas"}
{"text": "Observations"}
{"text": "Moist LeadII ethanoate Lead II nitrateV paper turns black"}
{"text": "Explanation"}
{"text": "When hydrogen sulphide is bubbled in a metallic salt solution a metallic sulphide is formed"}
{"text": "All sulphides are insoluble black salts except sodium sulphide potassium sulphide and ammonium sulphides"}
{"text": "Hydrogen sulphide gas blackens moist Lead II ethanoate Lead II nitrateV paper"}
{"text": "The gas reacts with Pb2 in the paper to form black LeadIIsulphide"}
{"text": "This is the chemical test for the presence of H2S other than the physical smell of rotten eggs"}
{"text": "Chemical equations"}
{"text": "Pb2aq  H2S  PbS  2Haq"}
{"text": "black"}
{"text": "Fe2aq  H2S  FeS  2Haq"}
{"text": "black"}
{"text": "Zn2aq  H2S  ZnS  2Haq"}
{"text": "black"}
{"text": "Cu2aq  H2S  CuS  2Haq"}
{"text": "black"}
{"text": "2Cuaq  H2S  Cu2S  2Haq"}
{"text": "black"}
{"text": "6 Dry hydrogen sulphide was ignited as below"}
{"text": "i State the observations made in flame A"}
{"text": "Hydrogen sulphide burns in excess air with a blue flame to form sulphurIVoxide gas and water"}
{"text": "Chemical equation 2H2Sg  3O2g  2H2Ol  2SO2g"}
{"text": "Hydrogen sulphide burns in limited air with a blue flame to form sulphur solid and water"}
{"text": "Chemical equation 2H2Sg  O2g  2H2Ol  2Ss"}
{"text": "7 Hydrogen sulphide is a strong reducing agent that is oxidized to yellow solid sulphur as precipitate The following experiments illustrate the reducing properties of Hydrogen sulphide"}
{"text": "aTurns Orange acidified potassium dichromateVI to green"}
{"text": "Experiment"}
{"text": "iPass a stream of Hydrogen sulphide gas in a test tube containing acidified potassium dichromate VI solution or"}
{"text": "iiDip a filter paper soaked in acidified potassium dichromate VI into a gas jar containing Hydrogen sulphide gas"}
{"text": "Observation"}
{"text": "Orange acidified potassium dichromate VI turns to green"}
{"text": "Yellow solid residue"}
{"text": "Explanation"}
{"text": "Hydrogen sulphide gas reduces acidified potassium dichromateVI from orange Cr2O72 ions to green Cr3 ions leaving a yellow solid residue as itself is oxidized to sulphur"}
{"text": "Chemicalionic equation"}
{"text": "4H2Saq  Cr2O72aq 6Haq  4Saq  2Cr3aq  7H2Ol"}
{"text": "This test is used for differentiating Hydrogen sulphide and sulphur IVoxide gas"}
{"text": "SulphurIVoxide also reduces acidified potassium dichromateVI from orange Cr2O72 ions to green Cr3 ions without leaving a yellow residue"}
{"text": "bDecolorizes acidified potassium manganateVII"}
{"text": "Experiment"}
{"text": "iPass a stream of SulphurIV oxide gas in a test tube containing acidified potassium manganateVII solution or"}
{"text": "iiDip a filter paper soaked in acidified potassium manganateVII into a gas jar containing Hydrogen Sulphide gas"}
{"text": "Observation"}
{"text": "Purple acidified potassium manganateVII turns to colourless acidified potassium manganateVII is decolorized"}
{"text": "Yellow solid residue"}
{"text": "Explanation"}
{"text": "Hydrogen sulphide gas reduces acidified potassium manganateVII from purple MnO4 ions to green Mn2 ions leaving a residue as the gas itself is oxidized to sulphur"}
{"text": "Chemicalionic equation"}
{"text": "5H2Sg  2MnO4 aq 6Haq  5S s  2Mn2aq  8H2Ol"}
{"text": "purple colourless"}
{"text": "This is another test for differentiating Hydrogen sulphide and SulphurIV oxide gas"}
{"text": "SulphurIV oxide also decolorizes acidified potassium manganateVII from purple MnO4 ions to colourless Mn2 ions leaving no yellow residue"}
{"text": "cDecolorizes bromine water"}
{"text": "Experiment"}
{"text": "iPass a stream of Hydrogen sulphide gas in a test tube containing bromine water  or"}
{"text": "iiPut three drops of bromine water into a gas jar containing Hydrogen sulphide gas Swirl"}
{"text": "Observation"}
{"text": "Yellow bromine water turns to colourless bromine water is decolorized"}
{"text": "Yellow solid residue"}
{"text": "Explanation"}
{"text": "Hydrogen sulphide gas reduces yellow bromine water to colourless hydrobromic acid HBr leaving a yellow residue as the gas itself is oxidized to sulphur"}
{"text": "Chemicalionic equation"}
{"text": "H2 Sg  Br2 aq  S s  2HBraq"}
{"text": "yellow solution yellow solid colourless"}
{"text": "This is another test for differentiating Hydrogen sulphide and SulphurIV oxide gas"}
{"text": "SulphurIV oxide also decolorizes acidified potassium manganateVII from purple MnO4 ions to colourless Mn2 ions leaving no yellow residue"}
{"text": "dReduces IronIII Fe3 salts to IronII salts Fe2"}
{"text": "Experiment"}
{"text": "iPass a stream of Hydrogen sulphide gas in a test tube containing about 3 cm3 of Iron IIIchloride solution or"}
{"text": "iiPlace about 3cm3 of Iron IIIchloride solution into a gas jar containing Hydrogen sulphide gas Swirl"}
{"text": "Observation"}
{"text": "Yellowbrown Iron IIIchloride solution turns to green"}
{"text": "Yellow solid"}
{"text": "Explanation"}
{"text": "Hydrogen sulphide gas reduces Iron IIIchloride solution from yellowbrown Fe3 ions to green Fe2 ions leaving a yellow residueThe gas is itself oxidized to sulphur"}
{"text": "Chemicalionic equation"}
{"text": "H2Saq  2Fe3 aq  S s  Fe2aq  2Haq"}
{"text": "yellow solution yellow residue green"}
{"text": "eReduces NitricVacid to NitrogenIVoxide gas"}
{"text": "Experiment"}
{"text": "iPass a stream of Hydrogen sulphide gas in a test tube containing about 3 cm3 of concentrated nitricVacid or"}
{"text": "iiPlace about 3cm3 of concentrated nitricVacid into a gas jar containing Hydrogen sulphide gas Swirl"}
{"text": "Observation"}
{"text": "Brown fumes of a gas evolvedproduced"}
{"text": "Yellow solid residue"}
{"text": "Explanation"}
{"text": "Hydrogen sulphide gas reduces concentrated nitricVacid to brown nitrogenIVoxide gas itself oxidized to yellow sulphur"}
{"text": "Chemicalionic equation"}
{"text": "H2Sg  2HNO3 l  2H2Ol  S s  2NO2 g"}
{"text": "yellow residue brown fumes"}
{"text": "fReduces sulphuricVIacid to Sulphur"}
{"text": "Experiment"}
{"text": "iPass a stream of Hydrogen sulphide gas in a test tube containing about 3 cm3 of concentrated sulphuricVIacid or"}
{"text": "iiPlace about 3cm3 of concentrated sulphuric VI acid into a gas jar containing Hydrogen sulphide gas Swirl"}
{"text": "Observation"}
{"text": "Yellow solid residue"}
{"text": "Explanation"}
{"text": "Hydrogen sulphide gas reduces concentrated sulphuricVIacid to yellow sulphur"}
{"text": "Chemicalionic equation"}
{"text": "3H2Sg  H2SO4 l  4H2Ol  4S s"}
{"text": "yellow residue"}
{"text": "gReduces Hydrogen peroxide to water"}
{"text": "Experiment"}
{"text": "iPass a stream of Hydrogen sulphide gas in a test tube containing about 3 cm3 of 20 volume hydrogen peroxide"}
{"text": "Observation"}
{"text": "Yellow solid residue"}
{"text": "Explanation"}
{"text": "Hydrogen sulphide gas reduces 20 volume hydrogen peroxide to water and itself oxidized to yellow sulphur"}
{"text": "Chemicalionic equation"}
{"text": "H2Sg  H2O2 l  2H2Ol  S s"}
{"text": "yellow residue"}
{"text": "8Name the salt formed when"}
{"text": "iequal volumes of equimolar hydrogen sulphide neutralizes sodium hydroxide solution"}
{"text": "Sodium hydrogen sulphide"}
{"text": "Chemicalionic equation"}
{"text": "H2Sg  NaOH l  H2Ol  NaHS aq"}
{"text": "ii hydrogen sulphide neutralizes excess concentrated sodium hydroxide solution"}
{"text": "Sodium sulphide"}
{"text": "Chemicalionic equation"}
{"text": "H2Sg  2NaOH l  2H2Ol  Na2S aq"}
{"text": "Practice"}
{"text": "Hydrogen sulphide gas was bubbled into a solution of metallic nitrateVsalts as in the flow chart below"}
{"text": "aName the black solid CopperIIsulphide"}
{"text": "bIdentify the cation responsible for the formation of"}
{"text": "I Blue solution Cu2aq"}
{"text": "II Green solution Fe2aq"}
{"text": "III Brown solution Fe3aq"}
{"text": "cUsing acidified potassium dichromateVI describe how you would differentiate between sulphurIVOxide and hydrogen sulphide"}
{"text": "Bubble the gases in separate test tubes containing acidified Potassium dichromateVI solution"}
{"text": "Both changes the Orange colour of acidified Potassium dichromateVI solution to green"}
{"text": "Yellow solid residuedeposit is formed with Hydrogen sulphide"}
{"text": "Chemicalionic equation"}
{"text": "4H2Saq  Cr2O72aq 6Haq  4Saq  2Cr3aq  7H2Ol"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "dState and explain the observations made if a burning splint is introduced at the mouth of a hydrogen sulphide generator"}
{"text": "Observation"}
{"text": "Gas continues burning with a blue flame"}
{"text": "Explanation Hydrogen sulphide burns in excess air with a blue flame to form sulphurIVoxide gas and water"}
{"text": "Chemical equation 2H2Sg 3O2g  2H2Ol  2SO2 g"}
{"text": "vSulphate VI SO42and SulphateIV SO32 salts"}
{"text": "1 Sulphate VI SO42 salts are normal and acid salts derived from Sulphuric VIacid H2SO4"}
{"text": "2 SulphateIV SO32 salts are normal and acid salts derived from Sulphuric IVacid H2SO3"}
{"text": "3 Sulphuric VIacid H2SO4 is formed when sulphurVIoxide gas is bubbled in water"}
{"text": "The acid exist as a dibasic acid with two ionisable hydrogen It forms therefore the Sulphate VI SO42 and hydrogen sulphate VI HSO4 salts"}
{"text": "ie"}
{"text": "H2SO4 aq  2Haq  SO42aq"}
{"text": "H2SO4 aq  Haq  HSO4 aq"}
{"text": "All Sulphate VI SO42 salts dissolve in waterare soluble except Calcium II sulphate VI CaSO4 Barium II sulphate VI BaSO4 and Lead II sulphate VI PbSO4"}
{"text": "All Hydrogen sulphate VI HSO3 salts exist in solutiondissolved in water Sodium I hydrogen sulphate VI NaHSO4 Potassium I hydrogen sulphate VI KHSO4 and Ammonium hydrogen sulphate VI NH4HSO4 exist also as solids"}
{"text": "Other Hydrogen sulphate VI HSO4 salts do not exist except those of Calcium II hydrogen sulphate VI Ca HSO42 and Magnesium II hydrogen sulphate VI Mg HSO42"}
{"text": "4 Sulphuric IVacid H2SO3 is formed when sulphurIVoxide gas is bubbled in water"}
{"text": "The acid exist as a dibasic acid with two ionisable hydrogen It forms therefore the Sulphate IV SO32 and hydrogen sulphate VI HSO4 salts"}
{"text": "ie"}
{"text": "H2SO3 aq  2Haq  SO32aq"}
{"text": "H2SO3 aq  Haq  HSO3 aq"}
{"text": "All Sulphate IV SO32 salts dissolve in waterare soluble except Calcium II sulphate IV CaSO3 Barium II sulphate IV BaSO3 and Lead II sulphate IV PbSO3"}
{"text": "All Hydrogen sulphate IV HSO3 salts exist in solutiondissolved in water Sodium I hydrogen sulphate IV NaHSO3 Potassium I hydrogen sulphate IV KHSO3 and Ammonium hydrogen sulphate IV NH4HSO3 exist also as solids"}
{"text": "Other Hydrogen sulphate IV HSO3 salts do not exist except those of Calcium II hydrogen sulphate IV Ca HSO32 and Magnesium II hydrogen sulphate IV Mg HSO32"}
{"text": "5The following experiments show the effect of heat on sulphateVI SO42and sulphateIV SO32 salts"}
{"text": "Experiment"}
{"text": "In a clean dry test tube place separately about 10g of"}
{"text": "ZincIIsulphate VI IronIIsulphateVI CopperIIsulphateVISodium I sulphate VI Sodium I sulphate IVHeat gently then strongly Test any gases produced using litmus papers"}
{"text": "Observations"}
{"text": "Colourless droplets of liquid forms on the cooler parts of the test tube in all cases"}
{"text": "White solid residue is left in case of Zinc IIsulphateVISodium I sulphate VI and Sodium I sulphate IV"}
{"text": "Colour changes from green to brown yellow in case of Iron IIsulphateVI"}
{"text": "Colour changes from blue to white then black in case of Copper II sulphate VI"}
{"text": "Blue litmus paper remain and blue and red litmus paper remain red in case of ZincIIsulphateVI Sodium I sulphate VI and Sodium I sulphate IV"}
{"text": "Blue litmus paper turns red and red litmus paper remain red in case of Iron IIsulphateVI and Copper II sulphate VI"}
{"text": "Explanation"}
{"text": "iAll Sulphate VI SO42 salts exist as hydrated salts with water of crystallization that condenses and collects on cooler parts of test tube as a colourless liquid on gentle heating eg"}
{"text": "K2SO410H2Os  K2SO4s  10H2Ol"}
{"text": "Na2SO410H2Os  Na2SO4s  10H2Ol"}
{"text": "MgSO47H2Os  MgSO4s  7H2Ol"}
{"text": "CaSO47H2Os  CaSO4s  7H2Ol"}
{"text": "ZnSO47H2Os  ZnSO4s  7H2Ol"}
{"text": "FeSO47H2Os  FeSO4s  7H2Ol"}
{"text": "Al2SO436H2Os  Al2SO43 s  6H2Ol"}
{"text": "CuSO45H2Os  CuSO4s  5H2Ol"}
{"text": "All Sulphate VI SO42 salts do not decompose on heating except Iron II sulphate VI and Copper II sulphate VI"}
{"text": "iIron II sulphate VI decomposes on strong heating to produce acidic sulphur IVoxide and sulphurVIoxide gases IronIIIoxide is formed as a brown yellow residue"}
{"text": "Chemical equation"}
{"text": "2FeSO4 s  Fe2O3s  SO2g  SO3g"}
{"text": "This reaction is used for the school laboratory preparation of small amount of sulphurVIoxide gas"}
{"text": "Sulphur VI oxide readily easily solidifies as white silky needles when the mixture is passed through freezing mixtureice cold water"}
{"text": "Sulphur IV oxide does not"}
{"text": "ii CopperIIsulphateVI decomposes on strong heating to black copper II oxide and Sulphur VI oxide gas"}
{"text": "Chemical equation"}
{"text": "2CuSO4 s  CuOs  SO3g"}
{"text": "This reaction is used for the school laboratory preparation of small amount of sulphurVIoxide gas"}
{"text": "6 The following experiments show the test for the presence of sulphate VI SO42and sulphateIV SO32 ions in a sample of a saltcompound"}
{"text": "ExperimentsObservations"}
{"text": "aUsing LeadIInitrateV"}
{"text": "I To about 5cm3 of a salt solution in a test tube add four drops of LeadIInitrateVsolution Preserve"}
{"text": "II To the preserved sample in I above add six drops of 2M nitricV acid  Preserve"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "IIIaTo the preserved sample observation 1 in II above Heat to boil"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "bTo the preserved sample observation 2 in II above add 4 drops of acidified potassium manganateVII dichromateVI"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "ExperimentsObservations"}
{"text": "bUsing BariumIInitrateV BariumIIchloride"}
{"text": "I To about 5cm3 of a salt solution in a test tube add four drops of BariumII nitrate V  BariumIIchloride Preserve"}
{"text": "II To the preserved sample in I above add six drops of 2M nitricV acid  Preserve"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "IIITo the preserved sample observation 2 in II above add 4 drops of acidified potassium manganateVII dichromateVI"}
{"text": "Observation 1"}
{"text": "Observation 2"}
{"text": "Explanations"}
{"text": "Using LeadIInitrateV"}
{"text": "iLeadIInitrateV solution reacts with chloridesCl Sulphate VI salts SO42  Sulphate IVsalts SO32 and carbonatesCO32 to form the insoluble white precipitate of LeadIIchloride LeadIIsulphateVI LeadII sulphate IV and LeadIIcarbonateIV"}
{"text": "Chemicalionic equation"}
{"text": "Pb2aq  Cl aq  PbCl2s"}
{"text": "Pb2aq  SO42 aq  PbSO4 s"}
{"text": "Pb2aq  SO32 aq  PbSO3 s"}
{"text": "Pb2aq  CO32 aq  PbCO3 s"}
{"text": "iiWhen the insoluble precipitates are acidified with nitricV acid"}
{"text": "LeadIIchloride and LeadIIsulphateVI do not react with the acid and thus their white precipitates remain persists"}
{"text": "LeadII sulphate IV and LeadIIcarbonateIV reacts with the acid to form soluble LeadII nitrate V and produceeffervescesfizzesbubbles out sulphurIVoxide and carbonIVoxide gases respectively"}
{"text": "Chemicalionic equation"}
{"text": "PbSO3 s  2Haq  H2 O l  Pb2aq  SO2 g"}
{"text": "PbCO3 s  2Haq  H2 O l  Pb2aq  CO2 g"}
{"text": "iiiWhen LeadIIchloride and LeadIIsulphateVI are heatedwarmed"}
{"text": "LeadIIchloride dissolves in hot wateron boilingrecrystallizes on cooling"}
{"text": "LeadIIsulphateVI do not dissolve in hot water thus its white precipitate persistsremains on heatingboiling"}
{"text": "ivWhen sulphurIVoxide and carbonIVoxide gases are produced"}
{"text": "sulphurIVoxide will decolorize acidified potassium manganateVII and  or Orange colour of acidified potassium dichromateVI will turns to green CarbonIVoxide will not"}
{"text": "Chemical equation"}
{"text": "5SO32aq  2MnO4 aq 6Haq  5SO42aq  2Mn2aq  3H2Ol"}
{"text": "purple colourless"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "Orange green"}
{"text": "CarbonIVoxide forms an insoluble white precipitate of calcium carbonate if three drops of lime water are added into the reaction test tube when effervescence is taking place SulphurIVoxide will not"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3s  H2Ol"}
{"text": "These tests should be done immediately after acidifying to ensure the gases produced react with the oxidizing agentslime water"}
{"text": "Using BariumIInitrateV BariumIIChloride"}
{"text": "iBariumIInitrateV and or BariumIIchloride solution reacts with Sulphate VI salts SO42  Sulphate IVsalts SO32 and carbonatesCO32 to form the insoluble white precipitate of BariumIIsulphateVI BariumII sulphate IV and BariumIIcarbonateIV"}
{"text": "Chemicalionic equation"}
{"text": "Ba2aq  SO42 aq  BaSO4 s"}
{"text": "Ba2aq  SO32 aq  BaSO3 s"}
{"text": "Ba2aq  CO32 aq  BaCO3 s"}
{"text": "iiWhen the insoluble precipitates are acidified with nitricV acid"}
{"text": "Barium IIsulphateVI do not react with the acid and thus its white precipitates remain persists"}
{"text": "BariumII sulphate IV and BariumIIcarbonateIV reacts with the acid to form soluble BariumII nitrate V and produce effervesces fizzes bubbles out sulphurIVoxide and carbonIVoxide gases respectively"}
{"text": "Chemicalionic equation"}
{"text": "BaSO3 s  2Haq  H2 O l  Ba2aq  SO2 g"}
{"text": "BaCO3 s  2Haq  H2 O l  Ba2aq  CO2 g"}
{"text": "iii When sulphurIVoxide and carbonIVoxide gases are produced"}
{"text": "sulphurIVoxide will decolorize acidified potassium manganateVII and  or Orange colour of acidified potassium dichromateVI will turns to green CarbonIVoxide will not"}
{"text": "Chemical equation"}
{"text": "5SO32aq  2MnO4 aq 6Haq  5SO42aq  2Mn2aq  3H2Ol"}
{"text": "purple colourless"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "Orange green"}
{"text": "CarbonIVoxide forms an insoluble white precipitate of calcium carbonate if three drops of lime water are added into the reaction test tube when effervescence is taking place SulphurIVoxide will not"}
{"text": "Chemical equation"}
{"text": "CaOH2aq  CO2 g  CaCO3s  H2Ol"}
{"text": "These tests should be done immediately after acidifying to ensure the gases produced react with the oxidizing agentslime water"}
{"text": "Summary test for Sulphate VI SO42and SulphateIV SO32 salts"}
{"text": "Practice revision question"}
{"text": "1 Study the flow chart below and use it to answer the questions that follow"}
{"text": "aIdentify the"}
{"text": "I Sodium salt solution"}
{"text": "Sodium sulphateIVNa2SO3"}
{"text": "II White precipitate"}
{"text": "Barium sulphateIVBaSO3"}
{"text": "III Gas G"}
{"text": "Sulphur IVOxide SO2"}
{"text": "IV Colourless solution H"}
{"text": "Barium chloride BaCl2"}
{"text": "bWrite an ionic equation for the formation of IWhite precipitate"}
{"text": "Ionic equation Ba2aq  SO32aq  BaSO3s"}
{"text": "IIGas G"}
{"text": "Ionic equation BaSO3s 2Haq  SO2 g  H2O l  Ba2aq"}
{"text": "III Green solution from the orange solution"}
{"text": "3SO32aq  Cr2O72aq 8Haq  3SO42aq  2Cr3aq  4H2Ol"}
{"text": "Orange green"}
{"text": "2 Study the flow chart below and answer the questions that follow"}
{"text": "iWrite equation for the reaction taking place at"}
{"text": "IThe roasting furnace 1mk"}
{"text": "2FeS2 s  5O2 g  2FeOs  4SO2 g"}
{"text": "IIThe absorption tower 1mk"}
{"text": "H2SO4 l  SO3 g  H2S2O7l"}
{"text": "IIIThe diluter 1mk"}
{"text": "H2S2O7l  H2 Ol  2H2SO4 l"}
{"text": "iiThe reaction taking place in chamber K is"}
{"text": "SO2 g  12O2 g SO3 g"}
{"text": "I Explain why it is necessary to use excess air in chamber K"}
{"text": "To ensure all the SO2 reacts"}
{"text": "IIName another substance used in chamber K"}
{"text": "VanadiumVoxide"}
{"text": "3aDescribe a chemical test that can be used to differentiate between sodium sulphate IV and sodium sulphate VI"}
{"text": "Add acidified Barium nitrateVchloride"}
{"text": "White precipitate formed with sodium sulphate VI"}
{"text": "No white precipitate formed with sodium sulphate IV"}
{"text": "bCalculate the volume of sulphur IV oxide formed when 120 kg of copper is reacted with excess concentrated sulphuricVIacidCu  635 1 mole of a gas at stp 224dm3"}
{"text": "Chemical equation"}
{"text": "Cus  2H2SO4l  CuSO4aq H2Ol  SO2 g"}
{"text": "Mole ratio Cus SO2 g  11"}
{"text": "Method 1"}
{"text": "1 Mole Cu 635 g  1 mole SO2  224dm3"}
{"text": "120 x 1000 g  120 x 1000 g x 224dm3"}
{"text": "635 g"}
{"text": "423307087"}
{"text": "Method 2"}
{"text": "Moles of Cu   120 x 1000  g 18897639 moles"}
{"text": "635"}
{"text": "Moles SO2  Moles of Cu  18897639 moles"}
{"text": "Volume of SO2  Mole x molar gas volume  18897639 moles x 224"}
{"text": "423307114"}
{"text": "aIdentify the"}
{"text": "ication responsible for the green solution T"}
{"text": "Cr3"}
{"text": "iipossible anions present in white precipitate R"}
{"text": "CO32 SO32 SO42"}
{"text": "bName gas V"}
{"text": "Sulphur IVoxide"}
{"text": "cWrite a possible ionic equation for the formation of white precipitate R"}
{"text": "Ba2 aq  CO32 aq  BaCO3s"}
{"text": "Ba2 aq  SO32 aq  BaSO3s"}
{"text": "Ba2 aq  SO42 aq  BaSO4s"}
{"text": "ORGANIC CHEMISTRY 1  2"}
{"text": "Introduction to Organic chemistry"}
{"text": "Organic chemistry is the branch of chemistry that studies carbon compounds present in living things once living things or syntheticmanmade"}
{"text": "Compounds that makes up living things whether alive or dead mainly contain carbon Carbon is tetravalent"}
{"text": "It is able to form stable covalent bonds with itself and many nonmetals like hydrogen nitrogen oxygen and halogens to form a variety of compounds This is because"}
{"text": "i carbon uses all the four valence electrons to form four strong covalent bond"}
{"text": "iicarbon can covalently bond to form a single double or triple covalent bond with itself"}
{"text": "iiicarbon atoms can covalently bond to form a very long chain or ring"}
{"text": "When carbon covalently bond with Hydrogen it forms a group of organic compounds called Hydrocarbons"}
{"text": "AHYDROCARBONS HCs"}
{"text": "Hydrocarbons are a group of organic compounds containing made up of hydrogen and carbon atoms only"}
{"text": "Depending on the type of bond that exist between the individual carbon atoms hydrocarbon are classified as"}
{"text": "i Alkanes"}
{"text": "ii Alkenes"}
{"text": "iii Alkynes"}
{"text": "i Alkanes"}
{"text": "aNomenclatureNaming"}
{"text": "These are hydrocarbons with a general formula CnH2n2 where n is the number of Carbon atoms in a molecule"}
{"text": "The carbon atoms are linked by single bond to each other and to hydrogen atoms"}
{"text": "They include"}
{"text": "Note"}
{"text": "1The general formulamolecular formular of a compound shows the number of each atoms of elements making the compound eg"}
{"text": "Decane has a generalmolecular formula C10H22 this means there are 10 carbon atoms and 22 hydrogen atoms in a molecule of decane"}
{"text": "2The structural formula shows the arrangementbonding of atoms of each element making the compound eg"}
{"text": "Decane has the structural formula as in the table above this means the 1st carbon from left to right is bonded to three hydrogen atoms and one carbon atom"}
{"text": "The 2nd carbon atom is joinedbonded to two other carbon atoms and two Hydrogen atoms"}
{"text": "3Since carbon is tetravalent each atom of carbon in the alkane MUST always be bonded using four covalent bond four shared pairs of electrons"}
{"text": "4Since Hydrogen is monovalent each atom of hydrogen in the alkane MUST always be bonded using one covalent bondone shared pair of electrons"}
{"text": "5One member of the alkane differ from the nextprevious by a CH2 group"}
{"text": "eg"}
{"text": "Propane differ from ethane by one carbon and two Hydrogen atoms form ethane Ethane differ from methane also by one carbon and two Hydrogen atoms"}
{"text": "6A group of compounds that differ by a CH2 group from the next previous consecutively is called a homologous series"}
{"text": "7A homologous series"}
{"text": "i differ by a CH2 group from the next previous consecutively"}
{"text": "iihave similar chemical properties"}
{"text": "iiihave similar chemical formula that can be represented by a general formula eg alkanes have the general formula CnH2n2"}
{"text": "ivthe physical properties egmeltingboiling pointsshow steady gradual change"}
{"text": "8The 1st four alkanes have the prefix methethprop and but to represent 123 and 4 carbons in the compound All other use the numeral prefix pentHexhept  etc to show also the number of carbon atoms"}
{"text": "9If one hydrogen atom in an alkane is removed an alkyl group is formedeg"}
{"text": "bIsomers of alkanes"}
{"text": "Isomers are compounds with the same molecular general formula but different molecular structural formula"}
{"text": "Isomerism is the existence of a compounds having the same generalmolecular formula but different structural formula"}
{"text": "The 1st three alkanes do not form isomersIsomers are named by using the IUPACInternational Union of Pure and Applied Chemistry system of nomenclaturenaming"}
{"text": "The IUPAC system of nomenclature uses the following basic rulesguidelines"}
{"text": "1Identify the longest continuous carbon chain to getdetermine the parent alkane"}
{"text": "2Number the longest chain form the end of the chain that is near the branches so as the branch get the lowest number possible"}
{"text": "3 Determine the position number and type of branches Name them as methyl ethyl propyl etc according to the number of carbon chains attached to the parent alkane Name them fluorochlorobromoiodo if they are halogens"}
{"text": "4Use prefix ditritetrapentahexa to show the number of branches attached to the parent alkane"}
{"text": "Practice on IUPAC nomenclature of alkanes"}
{"text": "aDraw the structure of"}
{"text": "i2methylpentane"}
{"text": "Procedure"}
{"text": "1 Identify the longest continuous carbon chain to getdetermine the parent alkane"}
{"text": "Butane is the parent name CH3 CH2 CH2 CH3"}
{"text": "2 Number the longest chain form the end of the chain that is near the branches so as the branch get the lowest number possible"}
{"text": "The methyl group is attached to Carbon 2"}
{"text": "3 Determine the position number and type of branches Name them as methyl ethyl propyl etc according to the number of carbon chains attached to the parent alkane ie"}
{"text": "Position of the branch at carbon 2"}
{"text": "Number of branches at carbon 1"}
{"text": "Type of the branch methyl hence"}
{"text": "Molecular formula"}
{"text": "CH3"}
{"text": "CH3 CH CH2 CH3  CH3 CH CH3  CH2CH3"}
{"text": "Structural formula"}
{"text": "H H H H"}
{"text": "H C C C C H"}
{"text": "H H H"}
{"text": "H C H"}
{"text": "H"}
{"text": "ii22dimethylpentane"}
{"text": "Procedure"}
{"text": "1 Identify the longest continuous carbon chain to getdetermine the parent alkane"}
{"text": "Butane is the parent name CH3 CH2 CH2 CH3"}
{"text": "2 Number the longest chain form the end of the chain that is near the branches so as the branch get the lowest number possible"}
{"text": "The methyl group is attached to Carbon 2"}
{"text": "3 Determine the position number and type of branches Name them as methyl ethyl propyl etc according to the number of carbon chains attached to the parent alkane ie"}
{"text": "Position of the branch at carbon 2"}
{"text": "Number of branches at carbon 2"}
{"text": "Type of the branch twomethyl hence"}
{"text": "Molecular formular"}
{"text": "CH3"}
{"text": "CH3 C CH2 CH3  CH3 C CH3 2 CH2CH3"}
{"text": "CH3"}
{"text": "Structural formula"}
{"text": "H"}
{"text": "H C H"}
{"text": "H H H"}
{"text": "H C C C C H"}
{"text": "H H H"}
{"text": "H C H"}
{"text": "H"}
{"text": "iii 223trimethylbutane"}
{"text": "Procedure"}
{"text": "1 Identify the longest continuous carbon chain to getdetermine the parent alkane"}
{"text": "Butane is the parent name CH3 CH2 CH2 CH3"}
{"text": "2 Number the longest chain form the end of the chain that is near the branches so as the branch get the lowest number possible"}
{"text": "The methyl group is attached to Carbon 2 and 3"}
{"text": "3 Determine the position number and type of branches Name them as methyl ethyl propyl etc according to the number of carbon chains attached to the parent alkane ie"}
{"text": "Position of the branch at carbon 2 and 3"}
{"text": "Number of branches at carbon 3"}
{"text": "Type of the branch three methyl hence"}
{"text": "Molecular formular"}
{"text": "CH3"}
{"text": "CH3 C CH CH3  CH3 C CH3 3 CH2CH3"}
{"text": "CH3 CH3"}
{"text": "Structural formula"}
{"text": "H"}
{"text": "H C H"}
{"text": "H H"}
{"text": "H C C C H"}
{"text": "H H"}
{"text": "H"}
{"text": "H C C H"}
{"text": "H"}
{"text": "H C H"}
{"text": "H"}
{"text": "iv 111222hexabromoethane"}
{"text": "Molecular formula"}
{"text": "CBr3 CBr3"}
{"text": "Structural formula"}
{"text": "Br Br"}
{"text": "Br C C Br"}
{"text": "Br Br"}
{"text": "v 111tetrachloro22dimethylbutane"}
{"text": "CH3"}
{"text": "CCl 3 C CH3  C Cl 3 C CH3 2 CH3"}
{"text": "CH3"}
{"text": "Structural formula"}
{"text": "Cl"}
{"text": "Cl C Cl"}
{"text": "H H"}
{"text": "H C C C H"}
{"text": "H H"}
{"text": "H C H"}
{"text": "H"}
{"text": "cOccurrence and extraction"}
{"text": "Crude oil natural gas and biogas are the main sources of alkanes"}
{"text": "iNatural gas is found on top of crude oil deposits and consists mainly of methane"}
{"text": "iiBiogas is formed from the decay of waste organic products like animal dung and cellulose When the decay takes place in absence of oxygen  6075 by volume of the gaseous mixture of methane gas is produced"}
{"text": "iiiCrude oil is a mixture of many flammable hydrocarbonssubstances Using fractional distillation each hydrocarbon fraction can be separated from the other The hydrocarbon with lower smaller number of carbon atoms in the chain have lower boiling point and thus collected first"}
{"text": "As the carbon chain increase the boiling point viscosity ease of flow and colour intensity increase as flammability decrease Hydrocarbons in crude oil are not pure They thus have no sharp fixed boiling point"}
{"text": "Uses of different crude oil fractions"}
{"text": "dSchool laboratory preparation of alkanes"}
{"text": "In a school laboratory alkanes may be prepared from the reaction of a sodium alkanoate with solid sodium hydroxidesoda lime"}
{"text": "Chemical equation"}
{"text": "Sodium alkanoate  soda lime  alkane  Sodium carbonate"}
{"text": "CnH2n1COONas  NaOHs  C n H2n2  Na2CO3s"}
{"text": "The H in NaOH is transferredmoves to the CnH2n1 in CnH2n1COONas to form C n H2n2"}
{"text": "Examples"}
{"text": "1 Methane is prepared from the heating of a mixture of sodium ethanoate and soda lime and collecting over water"}
{"text": "Sodium ethanoate  soda lime  methane  Sodium carbonate"}
{"text": "CH3COONas  NaOHs  C H4  Na2CO3s"}
{"text": "The H in NaOH is transferredmoves to the CH3 in CH3COONas to form CH4"}
{"text": "2 Ethane is prepared from the heating of a mixture of sodium propanoate and soda lime and collecting over water"}
{"text": "Sodium propanoate  soda lime  ethane  Sodium carbonate"}
{"text": "CH3 CH2COONas  NaOHs  CH3 CH3  Na2CO3s"}
{"text": "The H in NaOH is transferredmoves to the CH3 CH2 in CH3 CH2COONa s to form CH3 CH3"}
{"text": "3 Propane is prepared from the heating of a mixture of sodium butanoate and soda lime and collecting over water"}
{"text": "Sodium butanoate  soda lime  propane  Sodium carbonate"}
{"text": "CH3 CH2CH2COONas  NaOHs  CH3 CH2CH3  Na2CO3s"}
{"text": "The H in NaOH is transferredmoves to the CH3 CH2 CH2 in CH3 CH2CH2COONa s to form CH3 CH2CH3"}
{"text": "4 Butane is prepared from the heating of a mixture of sodium pentanoate and soda lime and collecting over water"}
{"text": "Sodium pentanoate  soda lime  butane  Sodium carbonate"}
{"text": "CH3 CH2 CH2CH2COONasNaOHs  CH3 CH2CH2CH3  Na2CO3s"}
{"text": "The H in NaOH is transferredmoves to the CH3CH2 CH2 CH2 in CH3 CH2CH2 CH2COONa s to form CH3 CH2 CH2CH3"}
{"text": "Laboratory set up for the preparation of alkanes"}
{"text": "dProperties of alkanes"}
{"text": "I Physical properties"}
{"text": "Alkanes are colourless gases solids and liquids that are not poisonous"}
{"text": "They are slightly soluble in water"}
{"text": "The solubility decrease as the carbon chain and thus the molar mass increase"}
{"text": "The melting and boiling point increase as the carbon chain increase"}
{"text": "This is because of the increase in vanderwaals intermolecular forces as the carbon chain increase"}
{"text": "The 1st four straight chain alkanes methaneethanepropane and butaneare therefore gases the nect sixpentane hexane heptaneoctanenonane and decane are liquids while the rest from unidecane11 carbon atoms are solids"}
{"text": "The density of straight chain alkanes increase with increasing carbon chain as the intermolecular forces increases"}
{"text": "This reduces the volume occupied by a given mass of the compound"}
{"text": "Summary of physical properties of alkanes"}
{"text": "IIChemical properties"}
{"text": "iBurning"}
{"text": "Alkanes burn with a bluenonluminous nonsootynonsmoky flame in excess air to form carbonIV oxide and water"}
{"text": "Alkane  Air  carbonIV oxide  water excess airoxygen"}
{"text": "Alkanes burn with a bluenonluminous nosootynonsmoky flame in limited air to form carbonII oxide and water"}
{"text": "Alkane  Air  carbonII oxide  water limited air"}
{"text": "Examples"}
{"text": "1a Methane when ignited burns with a blue non sooty flame in excess air to form carbonIV oxide and water"}
{"text": "Methane  Air  carbonIV oxide  water excess airoxygen"}
{"text": "CH4g  2O2g  CO2g  2H2Olg"}
{"text": "b Methane when ignited burns with a blue non sooty flame in limited air to form carbonII oxide and water"}
{"text": "Methane  Air  carbonII oxide  water excess airoxygen"}
{"text": "2CH4g  3O2g  2COg  4H2Olg"}
{"text": "2a Ethane when ignited burns with a blue non sooty flame in excess air to form carbonIV oxide and water"}
{"text": "Ethane  Air  carbonIV oxide  water excess airoxygen"}
{"text": "2C2H6g  7O2g  4CO2g  6H2Olg"}
{"text": "b Ethane when ignited burns with a blue non sooty flame in limited air to form carbonII oxide and water"}
{"text": "Ethane  Air  carbonII oxide  water excess airoxygen"}
{"text": "2C2H6g  5O2g  4COg  6H2Olg"}
{"text": "3a Propane when ignited burns with a blue non sooty flame in excess air to form carbonIV oxide and water"}
{"text": "Propane  Air  carbonIV oxide  water excess airoxygen"}
{"text": "C3H8g  5O2g  3CO2g  4H2Olg"}
{"text": "b Ethane when ignited burns with a blue non sooty flame in limited air to form carbonII oxide and water"}
{"text": "Ethane  Air  carbonII oxide  water excess airoxygen"}
{"text": "2C3H8g  7O2g  6COg  8H2Olg"}
{"text": "iiSubstitution"}
{"text": "Substitution reaction is one in which a hydrogen atom is replaced by a halogen in presence of ultraviolet light"}
{"text": "Alkanes react with halogens in presence of ultraviolet light to form halogenoalkanes"}
{"text": "During substitution"}
{"text": "ithe halogen molecule is split into free atomradicals"}
{"text": "iione free halogen radicalatoms knock remove one hydrogen from the alkane leaving an alkyl radical"}
{"text": "iii the alkyl radical combine with the other free halogen atomradical to form halogenoalkane"}
{"text": "ivthe chlorine atoms substitute repeatedly in the alkane Each substitution removes a hydrogen atom from the alkane and form hydrogen halide"}
{"text": "vsubstitution stops when all the hydrogen in alkanes are replaced with halogens"}
{"text": "Substitution reaction is a highly explosive reaction in presence of sunlight  ultraviolet light that act as catalyst"}
{"text": "Examples of substitution reactions"}
{"text": "Methane has no effect on bromine or chlorine in diffused lightdark In sunlight  a mixture of chlorine and methane explode to form colourless mixture of chloromethane and hydrogen chloride gas The pale green colour of chlorine gas fades"}
{"text": "Chemical equation"}
{"text": "1aMethane  chlorine  Chloromethane  Hydrogen chloride"}
{"text": "CH4g  Cl2g  CH3Cl g  HCl g"}
{"text": "H H"}
{"text": "H C H  Cl Cl  H C Cl  H Cl"}
{"text": "H H"}
{"text": "b Chloromethane  chlorine  dichloromethane  Hydrogen chloride"}
{"text": "CH3Cl g  Cl2g  CH2Cl2 g  HCl g"}
{"text": "H H"}
{"text": "H C Cl  Cl Cl  H C Cl  H Cl"}
{"text": "H Cl"}
{"text": "c dichloromethane  chlorine  trichloromethane  Hydrogen chloride"}
{"text": "CH2Cl2 g  Cl2g  CHCl3 g  HCl g"}
{"text": "Cl H"}
{"text": "H C Cl  Cl Cl  Cl C Cl  H Cl"}
{"text": "H Cl"}
{"text": "c trichloromethane  chlorine  tetrachloromethane  Hydrogen chloride"}
{"text": "CHCl3 g  Cl2g  CCl4 g  HCl g"}
{"text": "H Cl"}
{"text": "Cl C Cl  Cl Cl  Cl C Cl  H Cl"}
{"text": "Cl Cl"}
{"text": "Ethane has no effect on bromine or chlorine in diffused lightdark In sunlight  a mixture of bromine and ethane explode to form colourless mixture of bromoethane and hydrogen chloride gas The redbrown colour of bromine gas fades"}
{"text": "Chemical equation"}
{"text": "aEthane  chlorine  Chloroethane  Hydrogen chloride"}
{"text": "CH3CH3g  Br2g  CH3CH2Br g  HBr g"}
{"text": "H H H H"}
{"text": "H C C H  Br Br  H C C H  H Br"}
{"text": "H H H Br"}
{"text": "Bromoethane"}
{"text": "H H H Br"}
{"text": "H C C H  Br Br  H C C H  H Br"}
{"text": "H Br H Br"}
{"text": "11dibromoethane"}
{"text": "H Br H Br"}
{"text": "H C C H  Br Br  H C C Br  H Br"}
{"text": "H Br H Br"}
{"text": "111tribromoethane"}
{"text": "H Br H Br"}
{"text": "H C C Br  Br Br  H C C Br  H Br"}
{"text": "H Br Br Br"}
{"text": "1112tetrabromoethane"}
{"text": "H Br H Br"}
{"text": "H C C Br  Br Br  Br C C Br  H Br"}
{"text": "Br Br Br Br"}
{"text": "11122pentabromoethane"}
{"text": "H Br Br Br"}
{"text": "Br C C Br  Br Br  Br C C Br  H Br"}
{"text": "Br Br Br Br"}
{"text": "111222hexabromoethane"}
{"text": "Uses of alkanes"}
{"text": "1Most alkanes are used as fuel eg Methane is used as biogas in homes Butane is used as the Laboratory gas"}
{"text": "2On cracking alkanes are a major source of Hydrogen for the manufacture of ammoniaHaber process"}
{"text": "3In manufacture of Carbon black which is a component in printers ink"}
{"text": "4In manufacture of useful industrial chemicals like methanol methanol and chloromethane"}
{"text": "ii Alkenes"}
{"text": "aNomenclatureNaming"}
{"text": "These are hydrocarbons with a general formula CnH2n and C C double bond as the functional group  n is the number of Carbon atoms in the molecule"}
{"text": "The carbon atoms are linked by at least one double bond to each other and single bonds to hydrogen atoms"}
{"text": "They include"}
{"text": "Note"}
{"text": "1Since carbon is tetravalent each atom of carbon in the alkene MUST always be bonded using four covalent bond four shared pairs of electrons including at the double bond"}
{"text": "2Since Hydrogen is monovalent each atom of hydrogen in the alkene MUST always be bonded using one covalent bondone shared pair of electrons"}
{"text": "3One member of the alkene like alkanesdiffer from the nextprevious by a CH2 groupThey also form a homologous series"}
{"text": "eg"}
{"text": "Propene differ from ethene by one carbon and two Hydrogen atoms from ethene 4A homologous series of alkenes like that of alkanes"}
{"text": "i differ by a CH2 group from the next previous consecutively"}
{"text": "iihave similar chemical properties"}
{"text": "iiihave similar chemical formula represented by the general formula CnH2n"}
{"text": "ivthe physical properties also show steady gradual change"}
{"text": "5The  C C  double bond in alkene is the functional group A functional group is the reacting site of a moleculecompound"}
{"text": "6 The  C C  double bond in alkene can easily be broken to accommodate more two more monovalent atoms The  C C  double bond in alkenes make it thus unsaturated"}
{"text": "7 An unsaturated hydrocarbon is one with a double CC or triple  C C  carbon bonds in their molecular structure Unsaturated hydrocarbon easily reacts to be saturated"}
{"text": "8A saturated hydrocarbon is one without a double CC or triple  C C  carbon bonds in their molecular structure"}
{"text": "Most of the reactions of alkenes take place at the  C  C bond"}
{"text": "bIsomers of alkenes"}
{"text": "Isomers are alkenes lie alkanes have the same molecular general formula but different molecular structural formula"}
{"text": "Ethene and propene do not form isomers Isomers of alkenes are also named by using the IUPACInternational Union of Pure and Applied Chemistry system of nomenclaturenaming"}
{"text": "The IUPAC system of nomenclature of naming alkenes uses the following basic rulesguidelines"}
{"text": "1Identify the longest continuousstraight carbon chain which contains the C  C double bond getdetermine the parent alkene"}
{"text": "2Number the longest chain form the end of the chain which contains the C  C double bond so he C  C double bond lowest number possible"}
{"text": "3 Indicate the positions by splitting alkpositionsene eg but2ene pent13diene"}
{"text": "4The position indicated must be for the carbon atom at the lower position in the C  C double bondie"}
{"text": "But2ene means the double C  C is between Carbon 2and 3"}
{"text": "Pent13diene means there are two double bond one between carbon 1 and 2and another between carbon 3 and 4"}
{"text": "5 Determine the position number and type of branches Name them as methyl ethyl propyl etc according to the number of alkyl carbon chains attached to the alkene Name them fluorochlorobromoiodo if they are halogens"}
{"text": "6Use prefix ditritetrapentahexa to show the number of double C  C bonds and branches attached to the alkene"}
{"text": "7Position isomers can be formed when theC  C double bond is shifted between carbon atoms eg"}
{"text": "But2ene means the double C  C is between Carbon 2and 3"}
{"text": "But1ene means the double C  C is between Carbon 1and 2"}
{"text": "Both But1ene and But2ene are position isomers of Butene"}
{"text": "8Position isomers are moleculescompounds having the same general formular but different position of the functional groupie"}
{"text": "Butene has the moleculargeneral formular C4H8 position but can form both But1ene and But2ene as position isomers"}
{"text": "9 Like alkanes an alkyl group can be attached to the alkene Chainbranch isomers are thus formed"}
{"text": "10Chainbranch isomers are moleculescompounds having the same general formula but different structural formula eg"}
{"text": "Butene and 2methyl propene both have the same general formualr but different branching chain"}
{"text": "Practice on IUPAC nomenclature of alkenes"}
{"text": "Name the following isomers of alkene"}
{"text": "H H H H"}
{"text": "H C C C C H But1ene"}
{"text": "H H"}
{"text": "H H H H"}
{"text": "H C C C C H But2ene"}
{"text": "H H"}
{"text": "H H H H H H"}
{"text": "H C C C C C C H 4methylhex1ene"}
{"text": "H H H"}
{"text": "H C H"}
{"text": "H"}
{"text": "H"}
{"text": "H C H"}
{"text": "H H H H H"}
{"text": "H C C C C C C H 44dimethylhex1ene"}
{"text": "H H H"}
{"text": "H C H"}
{"text": "H"}
{"text": "3 H"}
{"text": "H C H"}
{"text": "H H H H"}
{"text": "H C C C C C H 44dimethylpent 1 ene"}
{"text": "H H"}
{"text": "H C H"}
{"text": "H"}
{"text": "4 H"}
{"text": "H C H"}
{"text": "H H H H"}
{"text": "H C C C C C H 55dimethylhex2 ene"}
{"text": "H C H H H"}
{"text": "H C H"}
{"text": "H"}
{"text": "H"}
{"text": "5 H"}
{"text": "H C H"}
{"text": "H H H"}
{"text": "H C C C C H 22dimethylbut 2 ene"}
{"text": "H H"}
{"text": "H C H"}
{"text": "H"}
{"text": "8H2C CHCH2 CH2 CH3 pent 1 ene"}
{"text": "9H2C CCH3CH2 CH2 CH3 2methylpent 1 ene"}
{"text": "10H2C CCH3CCH32 CH2 CH3 233trimethylpent 1 ene"}
{"text": "11H2C CCH3CCH32 CCH32 CH3 23344pentamethylpent 1 ene"}
{"text": "12H3C CCH3CCH3 CCH32 CH3 2344tetramethylpent 2 ene"}
{"text": "13 H2C CCH3CCH3 CCH3 CH3 234trimethylpent 13 diene"}
{"text": "14 H2C CBrCBr CBr CH3 234tribromopent 13 diene"}
{"text": "15 H2C CHCH CH2 But 13 diene"}
{"text": "16 Br2C CBrCBr CBr2 112344hexabromobut 13 diene"}
{"text": "17 I2C CICI CI2 112344hexaiodobut 13 diene"}
{"text": "18 H2C CCH3CCH3 CH2 23dimethylbut 13 diene"}
{"text": "cOccurrence and extraction"}
{"text": "At indusrial levelalkenes are obtained from the cracking of alkanesCracking is the process of breaking long chain alkanes to smallershorter alkanes an alkene and hydrogen gas at high temperatures"}
{"text": "Cracking is a major source of useful hydrogen gas for manufacture of ammonianitricVacidHCl ie"}
{"text": "Long chain alkane  smallershorter alkane  Alkene  Hydrogen gas"}
{"text": "Examples"}
{"text": "1When irradiated with high energy radiationPropane undergo cracking to form methane gas ethene and hydrogen gas"}
{"text": "Chemical equation"}
{"text": "CH3CH2CH3 g  CH4g  CH2CH2g  H2g"}
{"text": "2Octane undergo cracking to form hydrogen gas butene and butane gases"}
{"text": "Chemical equation"}
{"text": "CH3CH2 6 CH3 g  CH3CH2CH2CH3g  CH3 CH2CHCH2g  H2g"}
{"text": "dSchool laboratory preparation of alkenes"}
{"text": "In a school laboratory alkenes may be prepared from dehydration of alkanols using"}
{"text": "i concentrated sulphuricVIacidH2SO4"}
{"text": "a aluminiumIIIoxideAl2O3 ie"}
{"text": "Alkanol Conc H2SO4  Alkene  Water"}
{"text": "Alkanol Al2O3  Alkene  Water eg"}
{"text": "1aAt about 180oCconcentrated sulphuricVIacid dehydratesremoves water from ethanol to form ethene"}
{"text": "The gas produced contain traces of carbonIVoxide and sulphurIVoxide gas as impurities"}
{"text": "It is thus passed through concentrated sodiumpotassium hydroxide solution to remove the impurities"}
{"text": "Chemical equation"}
{"text": "CH3CH2OH l conc H2SO4180oC CH2CH2g  H2Ol"}
{"text": "bOn heating strongly aluminiumIIIoxideAl2O3it dehydratesremoves water from ethanol to form ethene"}
{"text": "Ethanol vapour passes through the hot aluminium III oxide which catalyses the dehydration"}
{"text": "Activated aluminiumIIIoxide has a very high affinity for water moleculeselements of water and thus dehydrates removes water from ethanol to form ethene"}
{"text": "Chemical equation"}
{"text": "CH3CH2OH l Al2O3strong heat CH2CH2g  H2Ol"}
{"text": "2a Propan1ol and Propan2olposition isomers of propanol are dehydrated by conc H2SO4 at about 180oC to propenepropene has no position isomers"}
{"text": "Chemical equation"}
{"text": "CH3CH2 CH2OH l  conc H2SO4180oC  CH3CH2CH2g  H2Ol"}
{"text": "Propan1ol Prop1ene"}
{"text": "CH3CHOH CH3 l  conc H2SO4180oC  CH3CH2CH2g  H2Ol"}
{"text": "Propan2ol Prop1ene"}
{"text": "b Propan1ol and Propan2olposition isomers of propanol are dehydrated by heating strongly aluminiumIIIoxideAl2O3 form propene"}
{"text": "Chemical equation"}
{"text": "CH3CH2 CH2OH l  HeatAl2O3  CH3CH2CH2g  H2Ol"}
{"text": "Propan1ol Prop1ene"}
{"text": "CH3CHOH CH3 l  HeatAl2O3  CH3CH2CH2g  H2Ol"}
{"text": "Propan2ol Prop1ene"}
{"text": "3a Butan1ol and Butan2olposition isomers of butanol are dehydrated by conc H2SO4 at about 180oC to But1ene and But2ene respectively"}
{"text": "Chemical equation"}
{"text": "CH3CH2 CH2 CH2OH l  conc H2SO4180oC CH3 CH2CH2CH2g  H2Ol"}
{"text": "Butan1ol But1ene"}
{"text": "CH3CHOH CH2CH3 l conc H2SO4180oC CH3CHCH CH2g  H2Ol"}
{"text": "Butan2ol But2ene"}
{"text": "b Butan1ol and Butan2ol are dehydrated by heating strongly aluminium III oxide Al2O3 form But1ene and But2ene respectively"}
{"text": "Chemical equation"}
{"text": "CH3CH2 CH2 CH2OH l  HeatAl2O3  CH3 CH2CH2CH2g  H2Ol"}
{"text": "Butan1ol But1ene"}
{"text": "CH3CHOH CH2CH3 l  HeatAl2O3  CH3CHCH CH2g  H2Ol"}
{"text": "Butan2ol But2ene"}
{"text": "Laboratory set up for the preparation of alkenesethene"}
{"text": "Caution"}
{"text": "iEthanol is highly inflammable"}
{"text": "iiConc H2SO4 is highly corrosive on skin contact"}
{"text": "iiiCommon school thermometer has maximum calibration of 110oC and thus cannot be used It breakscracks"}
{"text": "iUsing conentrated sulphuricVIacid"}
{"text": "Some broken porcelain or sand should be put in the flask when heating to"}
{"text": "iprevent bumping which may break the flask"}
{"text": "iiensure uniform and smooth boiling of the mixture"}
{"text": "The temperatures should be maintained at above160oC"}
{"text": "At lower temperatures another compound ether is predominantly formed instead of ethene gas"}
{"text": "iiUsing aluminiumIIIoxide"}
{"text": "eProperties of alkenes"}
{"text": "I Physical properties"}
{"text": "Like alkanes alkenes are colourles gases solids and liquids that are not poisonous"}
{"text": "They are slightly soluble in water"}
{"text": "The solubility in water decrease as the carbon chain and as the molar mass increase but very soluble in organic solvents like tetrachloromethane and methylbenzene"}
{"text": "The melting and boiling point increase as the carbon chain increase"}
{"text": "This is because of the increase in vanderwaals intermolecular forces as the carbon chain increase"}
{"text": "The 1st four straight chain alkenes ethenepropanebut1ene and pent1eneare gases at room temperature and pressure"}
{"text": "The density of straight chain alkeneslike alkanes increase with increasing carbon chain as the intermolecular forces increases reducing the volume occupied by a given mass of the alkene"}
{"text": "Summary of physical properties of the 1st five alkenes"}
{"text": "II Chemical properties"}
{"text": "aBurningcombustion"}
{"text": "Alkenes burn with a yellow luminous sooty smoky flame in excess air to form carbonIV oxide and water"}
{"text": "Alkene  Air  carbonIV oxide  water excess airoxygen"}
{"text": "Alkenes burn with a yellow luminous sooty smoky flame in limited air to form carbonII oxide and water"}
{"text": "Alkene  Air  carbonII oxide  water limited air"}
{"text": "Burning of alkenes with a yellow luminous sooty smoky flame is a confirmatory test for the presence of the CC double bond because they have higher CH ratio"}
{"text": "A homologous series with C  C double or C C triple bond is said to be unsaturated"}
{"text": "A homologous series with C C single bond is said to be saturatedMost of the reactions of the unsaturated compound involve trying to be saturated to form a"}
{"text": "C C single bond"}
{"text": "Examples of burning alkenes"}
{"text": "1a Ethene when ignited burns with a yellow sooty flame in excess air to form carbonIV oxide and water"}
{"text": "Ethene  Air  carbonIV oxide  water excess airoxygen"}
{"text": "C2H4g  3O2g  2CO2g  2H2Olg"}
{"text": "b Ethene when ignited burns with a yellow sooty flame in limited air to form carbonII oxide and water"}
{"text": "Ethene  Air  carbonII oxide  water limited air"}
{"text": "C2H4g  3O2g  2CO2g  2H2Olg"}
{"text": "2a Propene when ignited burns with a yellow sooty flame in excess air to form carbonIV oxide and water"}
{"text": "Propene  Air  carbonIV oxide  water excess airoxygen"}
{"text": "2C3H6g  9O2g  6CO2g  6H2Olg"}
{"text": "a Propene when ignited burns with a yellow sooty flame in limited air to form carbonII oxide and water"}
{"text": "Propene  Air  carbonIV oxide  water excess airoxygen"}
{"text": "C3H6g  3O2g  3COg  3H2Olg"}
{"text": "bAddition reactions"}
{"text": "An addition reaction is one which an unsaturated compound reacts to form a saturated compoundAddition reactions of alkenes are named from the reagent used to cause the addtionconvert the double CC to single CC bond"}
{"text": "iHydrogenation"}
{"text": "Hydrogenation is an addition reaction in which hydrogen in presence of PalladiumNickel catalyst at high temperatures react with alkenes to form alkanes"}
{"text": "Examples"}
{"text": "1When Hydrogen gas is passed through liquid vegetable and animal oil at about 180oC in presence of Nickel catalystsolid fat is formed"}
{"text": "Hydrogenation is thus used to harden oils to solid fat especially margarine"}
{"text": "During hydrogenation one hydrogen atom in the hydrogen molecule attach itself to one carbon and the other hydrogen to the second carbon breaking the double bond to single bond"}
{"text": "Chemical equation"}
{"text": "H2CCH2  H2 NiPa H3C  CH3"}
{"text": "H H H H"}
{"text": "C  C  H  H  NiPa  H  C  C  H"}
{"text": "H H H H"}
{"text": "2Propene undergo hydrogenation to form Propane"}
{"text": "Chemical equation"}
{"text": "H3C CHCH2  H2 NiPa H3C CH  CH3"}
{"text": "H H H H H H"}
{"text": "H C C  C  H  H  NiPa H  C  C  C H"}
{"text": "H H H H H"}
{"text": "3Both But1ene and But2ene undergo hydrogenation to form Butane"}
{"text": "Chemical equation"}
{"text": "But1ene  Hydrogen NiPa Butane"}
{"text": "H3C CH2 CHCH2  H2 NiPa H3C CH2CH  CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C  H  H  NiPa H  C C  C  C H"}
{"text": "H H H H H H H"}
{"text": "But2ene  Hydrogen NiPa Butane"}
{"text": "H3C CH2 CH CH2  H2 NiPa H3C CH2CH  CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C H  H  H  NiPa H  C C  C  C H"}
{"text": "H H H H H H"}
{"text": "4 But13diene should undergo hydrogenation to form Butane The reaction uses two moles of hydrogen moleculesfour hydrogen atoms to break the two double bonds"}
{"text": "But13diene  Hydrogen NiPa Butane"}
{"text": "H2C CH CHCH2  2H2 NiPa H3C CH2CH  CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C H  2H  H  NiPa H  C C  C  C H"}
{"text": "H H H H"}
{"text": "ii Halogenation"}
{"text": "Halogenation is an addition reaction in which a halogen Fluorine chlorine bromine iodine reacts with an alkene to form an alkane"}
{"text": "The double bond in the alkene break and form a single bond"}
{"text": "The colour of the halogen fades as the number of moles of the halogens remaining unreacted decreasesreduces"}
{"text": "One bromine atom bond at the 1st carbon in the double bond while the other goes to the 2nd carbon"}
{"text": "Examples"}
{"text": "1Ethene reacts with bromine to form 12dibromoethane"}
{"text": "Chemical equation"}
{"text": "H2CCH2  Br2 H2 Br C  CH2 Br"}
{"text": "H H H H"}
{"text": "C  C  Br  Br Br  C  C  Br"}
{"text": "H H H H"}
{"text": "Ethene  Bromine 12dibromoethane"}
{"text": "2Propene reacts with chlorine to form 12dichloropropane"}
{"text": "Chemical equation"}
{"text": "H3C CHCH2  Cl2 H3C CHCl  CH2Cl"}
{"text": "Propene  Chlorine 12dichloropropane"}
{"text": "H H H H H H"}
{"text": "H C C  C  Cl  Cl H  C  C  C Cl"}
{"text": "H H H Cl H"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C  I  I H  C C  C  C I"}
{"text": "H H H H H H H H"}
{"text": "3Both But1ene and But2ene undergo halogenation with iodine to form 12diiodobutane and 23diiodobutane"}
{"text": "Chemical equation"}
{"text": "But1ene  iodine 12 diiodobutane"}
{"text": "H3C CH2 CHCH2  I2 H3C CH2CH I  CH2I"}
{"text": "But2ene  Iodine 23diiodobutane"}
{"text": "H3C CH CHCH2  F2 H3C CHICHI  CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C H  I  I H  C C  C  C H"}
{"text": "H H H I I H"}
{"text": "4 But13diene should undergo halogenation to form Butane The reaction uses two moles of iodine moleculesfour iodine atoms to break the two double bonds"}
{"text": "But13diene  iodine 1234tetraiodobutane"}
{"text": "H2C CH CHCH2  2I2 H2CI CHICHI  CHI"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C H  2I  I H  C C  C  C H"}
{"text": "I I I I"}
{"text": "iii Reaction with hydrogen halides"}
{"text": "Hydrogen halides reacts with alkene to form a halogenoalkane The double bond in the alkene break and form a single bond"}
{"text": "The main compound is one which the hydrogen atom bond at the carbon with more hydrogen"}
{"text": "Examples"}
{"text": "1 Ethene reacts with hydrogen bromide to form bromoethane"}
{"text": "Chemical equation"}
{"text": "H2CCH2  HBr H3 C  CH2 Br"}
{"text": "H H H H"}
{"text": "C  C  H  Br H  C  C  Br"}
{"text": "H H H H"}
{"text": "Ethene  Bromine bromoethane"}
{"text": "2 Propene reacts with hydrogen iodide to form 2iodopropane"}
{"text": "Chemical equation"}
{"text": "H3C CHCH2  HI H3C CHI  CH3"}
{"text": "Propene  Chlorine 2chloropropane"}
{"text": "H H H H H H"}
{"text": "H C C  C  H  Cl H  C  C  C H"}
{"text": "H H H Cl H"}
{"text": "3 Both But1ene and But2ene reacts with hydrogen bromide to form 2 bromobutane"}
{"text": "Chemical equation"}
{"text": "But1ene  hydrogen bromide 2bromobutane"}
{"text": "H3C CH2 CHCH2  HBr H3C CH2CHBr CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C  H  Br H  C C  C  C H"}
{"text": "H H H H H Br H"}
{"text": "But2ene  Hydrogen bromide 2bromobutane"}
{"text": "H3C CH CHCH2  HBr H3C CHBrCH2  CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C H  Br  H H  C C  C  C H"}
{"text": "H H H Br H H"}
{"text": "4 But13diene react with hydrogen iodide to form 23 diiodobutane The reaction uses two moles of hydrogen iodide moleculestwo iodine atoms and two hydrogen atoms to break the two double bonds"}
{"text": "But13diene  iodine 23diiodobutane"}
{"text": "H2C CH CHCH2  2HI2 H3CCHICHI  CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C H  2H  I H  C C  C  C H"}
{"text": "H I I H"}
{"text": "iv Reaction with brominechlorine water"}
{"text": "Chlorine and bromine water is formed when the halogen is dissolved in distilled waterChlorine water has the formular HOClhypochlorouschloricIacid Bromine water has the formular HOBrhydrobromicIacid"}
{"text": "During the addition reaction the halogen move to one carbon and the OH to the other carbon in the alkene at the CC double bond to form a halogenoalkanol"}
{"text": "Bromine water  Alkene  bromoalkanol"}
{"text": "Chlorine water  Alkene  bromoalkanol"}
{"text": "Examples"}
{"text": "1Ethene reacts with bromine water to form bromoethanol"}
{"text": "Chemical equation"}
{"text": "H2CCH2  HOBr H2 Br C  CH2 OH"}
{"text": "H H H H"}
{"text": "C  C  Br  OH Br  C  C  OH"}
{"text": "H H H H"}
{"text": "Ethene  Bromine water bromoethanol"}
{"text": "2Propene reacts with chlorine water to form chloropropan2ol  2chloropropan1ol"}
{"text": "Chemical equation"}
{"text": "IH3C CHCH2  HOCl H3C CHCl  CH2OH"}
{"text": "Propene  Chlorine water 2chloropropane"}
{"text": "H H H H H H"}
{"text": "H C C  C  HO  Cl H  C  C  C OH"}
{"text": "H H H Cl H"}
{"text": "IIH3C CHCH2  HOCl H3C CHOH  CH2Cl"}
{"text": "Propene  Chlorine chloropropan2ol"}
{"text": "H H H H H H"}
{"text": "H C C  C  HO  Cl H  C  C  C Cl"}
{"text": "H H H OH H"}
{"text": "3Both But1ene and But2ene react with bromine water to form 2bromobutan1ol 3bromobutan2ol respectively"}
{"text": "Chemical equation"}
{"text": "IBut1ene  bromine water 2bromobutan1ol"}
{"text": "H3C CH2 CHCH2  HOBr H3C CH2CH Br  CH2OH"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C  HO Br H  C C  C  C OH"}
{"text": "H H H H H Br H"}
{"text": "IIBut2ene  bromine water 3bromobutan2ol"}
{"text": "H3C CH CHCH3  HOBr H3C CH2OHCH Br CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C  HO Br H  C C  C  C OH"}
{"text": "H H H H H Br H"}
{"text": "4 But13diene reacts with bromine water to form Butan13diol"}
{"text": "The reaction uses two moles of bromine water molecules to break the two double bonds"}
{"text": "But13diene  bromine water 24dibromobutan13diol"}
{"text": "H2C CH CHCH2  2HOBr H2COH CHBrCHOH CHBr"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C H  2HO  Br H  C C  C  C H"}
{"text": "HO Br HO Br"}
{"text": "v Oxidation"}
{"text": "Alkenes are oxidized to alkanols with duodouble functional groups by oxidizing agents"}
{"text": "When an alkene is bubbled into orange acidified potassiumsodium dichromate VI solutionthe colour of the oxidizing agent changes to green"}
{"text": "When an alkene is bubbled into purple acidified potassiumsodium manganateVII solution the oxidizing agent is decolorized"}
{"text": "Examples"}
{"text": "1Ethene is oxidized to ethan12diol by acidified potassiumsodium manganateVII solution acidified potassiumsodium dichromateVI solution"}
{"text": "The purple acidified potassiumsodium manganateVII solution is decolorized"}
{"text": "The orange acidified potassiumsodium dichromateVI solution turns to green"}
{"text": "Chemical equation"}
{"text": "H2CCH2 O in HK2Cr2O7 HO CH2  CH2 OH"}
{"text": "H H H H"}
{"text": "C  C O in HKMnO4 H  C  C  H"}
{"text": "H H OH OH"}
{"text": "Ethene  O in HKMnO4 ethan12diol"}
{"text": "2 Propene is oxidized to propan12diol by acidified potassiumsodium manganateVII solution acidified potassiumsodium dichromateVI solution"}
{"text": "The purple acidified potassiumsodium manganateVII solution is decolorized"}
{"text": "The orange acidified potassiumsodium dichromateVI solution turns to green"}
{"text": "Chemical equation"}
{"text": "H3C CHCH2 O in HKMnO4 H3C CHOH  CH2OH"}
{"text": "Propene O in HKMnO4 propan12diol"}
{"text": "H H H H H H"}
{"text": "H C C  C O in HKMnO4 H  C  C  C OH"}
{"text": "H H H OH H"}
{"text": "3Both But1ene and But2ene react with bromine water to form butan12diol and butan23diol"}
{"text": "Chemical equation"}
{"text": "IBut1ene  O in HKMnO4 butan12diol"}
{"text": "H3C CH2 CHCH2  O H3C CH2CHOH  CH2OH"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C  O H  C C  C  C OH"}
{"text": "H H H H H OH H"}
{"text": "v Hydrolysis"}
{"text": "Hydrolysis is the reaction of a compound with wateraddition of HOH to a compound"}
{"text": "Alkenes undergo hydrolysis to form alkanols"}
{"text": "This takes place in two steps"}
{"text": "iAlkenes react with concentrated sulphuricVIacid at room temperature and pressure to form alkylhydrogen sulphateVI"}
{"text": "Alkenes  concentrated sulphuricVIacid  alkylhydrogen sulphateVI"}
{"text": "iiOn adding water to alkylhydrogen sulphateVI then warming an alkanol is formed"}
{"text": "alkylhydrogen sulphateVI  water warm Alkanol"}
{"text": "Examples"}
{"text": "iEthene reacts with cold concentrated sulphuricVIacid to form ethyl hydrogen sulphateVII"}
{"text": "Chemical equation"}
{"text": "H2CCH2  H2SO4 CH3  CH2OSO3H"}
{"text": "H H H OSO3H"}
{"text": "C  C  H2SO4 H  C  C  H"}
{"text": "H H H H"}
{"text": "Ethene  H2SO4 ethylhydrogen sulphateVI"}
{"text": "ii Ethylhydrogen sulphateVI is hydrolysed by water to ethanol"}
{"text": "Chemical equation"}
{"text": "CH3  CH2OSO3H  H2O CH3  CH2OH  H2SO4"}
{"text": "H OSO3H H OH"}
{"text": "H  C  C  H  H2O H  C  C  H  H2SO4"}
{"text": "H H H H"}
{"text": "ethylhydrogen sulphateVI  H2O Ethanol"}
{"text": "2 Propene reacts with cold concentrated sulphuricVIacid to form propyl hydrogen sulphateVII"}
{"text": "Chemical equation"}
{"text": "CH3H2CCH2  H2SO4 CH3CH2  CH2OSO3H"}
{"text": "H H H H H OSO3H"}
{"text": "C  C  C  H  H2SO4 H  C  C  C  H"}
{"text": "H H H H H H"}
{"text": "Propene  H2SO4 propylhydrogen sulphateVI"}
{"text": "ii Propylhydrogen sulphateVI is hydrolysed by water to propanol"}
{"text": "Chemical equation"}
{"text": "CH3  CH2OSO3H  H2O CH3  CH2OH  H2SO4"}
{"text": "H H OSO3H H H OH"}
{"text": "H  C  C  C  H  H2O H  C  C  C  H  H2SO4"}
{"text": "H H H H H H"}
{"text": "propylhydrogen sulphateVI  H2O propanol"}
{"text": "vi Polymerizationself addition"}
{"text": "Addition polymerization is the process where a small unsaturated monomer alkene  molecule join together to form a large saturated molecule"}
{"text": "Only alkenes undergo addition polymerization"}
{"text": "Addition polymers are named from the alkenemonomer making the polymer and adding the prefix poly before the name of monomer to form a polyalkene"}
{"text": "During addition polymerization"}
{"text": "ithe double bond in alkenes break"}
{"text": "iifree radicals are formed"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule The more collisions the larger the molecule"}
{"text": "Examples of addition polymerization"}
{"text": "1Formation of Polyethene"}
{"text": "Polyethene is an addition polymer formed when ethene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H H H"}
{"text": "Ethene  Ethene  Ethene  Ethene"}
{"text": "iithe double bond joining the ethane molecule break to free readicals"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H H H"}
{"text": "Ethene radical  Ethene radical  Ethene radical  Ethene radical"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "H H H H H H H H lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H H H"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer polyethene"}
{"text": "Polyethene molecule can be represented as"}
{"text": "H H H H H H H H extension of"}
{"text": "moleculepolymer"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H H H"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "H H"}
{"text": "C  C n"}
{"text": "H H"}
{"text": "Where n is the number of monomers in the polymer The number of monomers in the polymer can be determined from the molar mass of the polymer and monomer from the relationship"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Examples"}
{"text": "Polythene has a molar mass of 4760Calculate the number of ethene molecules in the polymerC120 H10"}
{"text": "Number of monomersrepeating units in polyomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass ethene C2H4  28 Molar mass polyethene  4760"}
{"text": "Substituting 4760  170 ethene molecules"}
{"text": "28"}
{"text": "The commercial name of polyethene is polythene"}
{"text": "It is an elastic tough transparent and durable plastic"}
{"text": "Polythene is used"}
{"text": "iin making plastic bag"}
{"text": "iibowls and plastic bags"}
{"text": "iiipackaging materials"}
{"text": "2Formation of Polychlorethene"}
{"text": "Polychloroethene is an addition polymer formed when chloroethene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H Cl H Cl H Cl H Cl"}
{"text": "chloroethene  chloroethene  chloroethene  chloroethene"}
{"text": "iithe double bond joining the chloroethene molecule break to free radicals"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H Cl H Cl H Cl H Cl"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "H H H H H H H H lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H Cl H Cl H Cl H Cl"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer polychloroethene"}
{"text": "Polychloroethene molecule can be represented as"}
{"text": "H H H H H H H H extension of"}
{"text": "moleculepolymer"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H Cl H Cl H Cl H Cl"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "H H"}
{"text": "C  C n"}
{"text": "H Cl"}
{"text": "Examples"}
{"text": "Polychlorothene has a molar mass of 4760Calculate the number of chlorethene molecules in the polymerC120 H10Cl355"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass ethene C2H3Cl  625 Molar mass polyethene  4760"}
{"text": "Substituting 4760  7716  77 polychloroethene moleculeswhole number"}
{"text": "625"}
{"text": "The commercial name of polychloroethene is polyvinylchloridePVC It is a tough nontransparent and durable plastic PVC is used"}
{"text": "iin making plastic rope"}
{"text": "iiwater pipes"}
{"text": "iiicrates and boxes"}
{"text": "3Formation of Polyphenylethene"}
{"text": "Polyphenylethene is an addition polymer formed when phenylethene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H C6H5 H C6H5 H C6H5 H C6H5"}
{"text": "phenylethene  phenylethene  phenylethene  phenylethene"}
{"text": "iithe double bond joining the phenylethene molecule break to free radicals"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H C6H5 H C6H5 H C6H5 H C6H5"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "H H H H H H H H lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H C6H5 H C6H5 H C6H5 H C6H5"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer polyphenylethene"}
{"text": "Polyphenylethene molecule can be represented as"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H C6H5 H C6H5 H C6H5 H C6H5"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "H H"}
{"text": "C  C n"}
{"text": "H C6H5"}
{"text": "Examples"}
{"text": "Polyphenylthene has a molar mass of 4760Calculate the number of phenylethene molecules in the polymerC120 H10"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass ethene C8H8  104 Molar mass polyethene  4760"}
{"text": "Substituting 4760  457692 45 polyphenylethene moleculeswhole number"}
{"text": "104"}
{"text": "The commercial name of polyphenylethene is polystyrene It is a very light durable plastic Polystyrene is used"}
{"text": "iin making packaging material for carrying delicate items like computers radioncalculators"}
{"text": "iiceiling tiles"}
{"text": "iiiclothe linings"}
{"text": "4Formation of Polypropene"}
{"text": "Polypropene is an addition polymer formed when propene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H CH3 H CH3 H CH3 H CH3"}
{"text": "propene  propene  propene  propene"}
{"text": "iithe double bond joining the phenylethene molecule break to free radicals"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H CH3 H CH3 H CH3 H CH3"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "H H H H H H H H lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H CH3 H CH3 H CH3 H CH3"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer propene"}
{"text": "propene molecule can be represented as"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H CH3 H CH3 H CH3 H CH3"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "H H"}
{"text": "C  C n"}
{"text": "H CH3"}
{"text": "Examples"}
{"text": "Polypropene has a molar mass of 4760Calculate the number of propene molecules in the polymerC120 H10"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass propene C3H8  44 Molar mass polyethene  4760"}
{"text": "Substituting 4760  1081818 108 propene moleculeswhole number"}
{"text": "44"}
{"text": "The commercial name of polyphenylethene is polystyrene It is a very light durable plastic Polystyrene is used"}
{"text": "iin making packaging material for carrying delicate items like computers radioncalculators"}
{"text": "iiceiling tiles"}
{"text": "iiiclothe linings"}
{"text": "5Formation of Polytetrafluorothene"}
{"text": "Polytetrafluorothene is an addition polymer formed when tetrafluoroethene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "F F F F F F F F"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "F F F F F F F F"}
{"text": "tetrafluoroethene  tetrafluoroethene tetrafluoroethene tetrafluoroethene"}
{"text": "iithe double bond joining the tetrafluoroethene molecule break to free radicals"}
{"text": "F F F F F F F F"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "F F F F F F F F"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "F F F F F F F F lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "F F F F F F F F"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer polytetrafluoroethene"}
{"text": "polytetrafluoroethene molecule can be represented as"}
{"text": "F F F F F F F F extension of"}
{"text": "moleculepolymer"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "F F F F F F F F"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "F F"}
{"text": "C  C n"}
{"text": "F F"}
{"text": "Examples"}
{"text": "Polytetrafluorothene has a molar mass of 4760Calculate the number of tetrafluoroethene molecules in the polymerC120 F19"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass ethene C2F4  625 Molar mass polyethene  4760"}
{"text": "Substituting 4760  7716  77 polychloroethene moleculeswhole number"}
{"text": "625"}
{"text": "The commercial name of polytetrafluorethenePTFE is TeflonPTFE It is a tough nontransparent and durable plastic PVC is used"}
{"text": "iin making plastic rope"}
{"text": "iiwater pipes"}
{"text": "iiicrates and boxes"}
{"text": "6Formation of rubber from Latex"}
{"text": "Natural rubber is obtained from rubber trees"}
{"text": "During harvesting an incision is made on the rubber tree to produce a milky white substance called latex"}
{"text": "Latex is a mixture of rubber and lots of water"}
{"text": "The latex is then added an acid to coagulate the rubber"}
{"text": "Natural rubber is a polymer of 2methylbut13diene"}
{"text": "During natural polymerization to rubber one double CC bond break to self add to another molecule The double bond remaining move to carbon 2 thus"}
{"text": "H CH3 H H H CH3 H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H"}
{"text": "Generally the structure of rubber is thus"}
{"text": "H CH3 H H"}
{"text": "C  C  C  C n"}
{"text": "H H"}
{"text": "Pure rubber is soft and stickyIt is used to make erasers car tyres Most of it is vulcanizedVulcanization is the process of heating rubber with sulphur to make it hardertougher"}
{"text": "During vulcanization the sulphur atoms form a cross link between chains of rubber moleculespolymers This decreases the number of CC double bonds in the polymer"}
{"text": "H CH3 H H H CH3 H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H S H H S H"}
{"text": "H CH3 S H H CH3 S H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H"}
{"text": "Vulcanized rubber is used to make tyres shoes and valves"}
{"text": "7Formation of synthetic rubber"}
{"text": "Synthetic rubber is able to resist action of oilabrasion and organic solvents which rubber cannot"}
{"text": "Common synthetic rubber is a polymer of 2chlorobut13diene"}
{"text": "H Cl H H"}
{"text": "CH2C Cl CH  CH2 H  C  C  C  C  H"}
{"text": "During polymerization to synthetic rubber one double CC bond is broken to self add to another molecule The double bond remaining move to carbon 2 thus"}
{"text": "H Cl H H H Cl H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H"}
{"text": "Generally the structure of rubber is thus"}
{"text": "H Cl H H"}
{"text": "C  C  C  C n"}
{"text": "H H"}
{"text": "Rubber is thus strengthened through vulcanization and manufacture of synthetic rubber"}
{"text": "cTest for the presence of  C  C  double bond"}
{"text": "iBurningcombustion"}
{"text": "All unsaturated hydrocarbons with a  C  C  or  C  C  bond burn with a yellow sooty flame"}
{"text": "Experiment"}
{"text": "Scoop a sample of the substance provided in a clean metallic spatula Introduce it on a Bunsen burner"}
{"text": "iiOxidation by acidified KMnO4K2Cr2O7"}
{"text": "Bromine water Chlorine water and Oxidizing agents acidified KMnO4K2Cr2O7 change to unique colour in presence of  C  C"}
{"text": "or  C  C  bond"}
{"text": "Experiment"}
{"text": "Scoop a sample of the substance provided into a clean test tube Add 10cm3 of distilled water Shake Take a portion of the solution mixture Add three drops of acidified KMnO4K2Cr2O7"}
{"text": "dSome uses of Alkenes"}
{"text": "1 In the manufacture of plastic"}
{"text": "2 Hydrolysis of ethene is used in industrial manufacture of ethanol"}
{"text": "3 In ripening of fruits"}
{"text": "4 In the manufacture of detergents"}
{"text": "iii Alkynes"}
{"text": "aNomenclatureNaming"}
{"text": "These are hydrocarbons with a general formula CnH2n2 and C C double bond as the functional group  n is the number of Carbon atoms in the molecule"}
{"text": "The carbon atoms are linked by at least one triple bond to each other and single bonds to hydrogen atoms"}
{"text": "They include"}
{"text": "Note"}
{"text": "1 Since carbon is tetravalent each atom of carbon in the alkyne MUST always be bonded using four covalent bond four shared pairs of electrons including at the triple bond"}
{"text": "2 Since Hydrogen is monovalent each atom of hydrogen in the alkyne MUST always be bonded using one covalent bondone shared pair of electrons"}
{"text": "3 One member of the alkyne like alkenes and alkanes differ from the nextprevious by a CH2 groupmolar mass of 14 atomic mass unitsThey thus form a homologous series"}
{"text": "eg"}
{"text": "Propyne differ from ethyne by 14 amu one carbon and two Hydrogen atoms from ethyne"}
{"text": "4A homologous series of alkenes like that of alkanes"}
{"text": "i differ by a CH2 group from the next previous consecutively"}
{"text": "ii have similar chemical properties"}
{"text": "iiihave similar chemical formula with general formula CnH2n2"}
{"text": "ivthe physical properties also show steady gradual change"}
{"text": "5The  C  C  triple bond in alkyne is the functional group The functional group is the reacting site of the alkynes"}
{"text": "6 The  C  C  triple bond in alkyne can easily be broken to accommodate more four more monovalent atoms The  C  C  triple bond in alkynes make it thus unsaturated like alkenes"}
{"text": "7 Most of the reactions of alkynes like alkenes take place at the  C  C triple bond"}
{"text": "bIsomers of alkynes"}
{"text": "Isomers of alkynes have the same molecular general formula but different molecular structural formula"}
{"text": "Isomers of alkynes are also named by using the IUPACInternational Union of Pure and Applied Chemistry system of nomenclaturenaming"}
{"text": "The IUPAC system of nomenclature of naming alkynes uses the following basic rulesguidelines"}
{"text": "1Identify the longest continuousstraight carbon chain which contains the  C  C triple bond to getdetermine the parent alkene"}
{"text": "2 Number the longest chain form the end of the chain which contains the C  C triple bond so as  C  C triple bond get lowest number possible"}
{"text": "3 Indicate the positions by splitting alkpositionsyne eg but2yne pent13diyne"}
{"text": "4The position indicated must be for the carbon atom at the lower position in the"}
{"text": "C  C triple bond ie"}
{"text": "But2yne means the triple C  C is between Carbon 2and 3"}
{"text": "Pent13diyne means there are two triple bonds one between carbon 1 and 2and another between carbon 3 and 4"}
{"text": "5 Determine the position number and type of branches Name them as methyl ethyl propyl etc according to the number of alkyl carbon chains attached to the alkyne Name them fluorochlorobromoiodo if they are halogens"}
{"text": "6Use prefix ditritetrapentahexa to show the number of triple  C  C bonds and branches attached to the alkyne"}
{"text": "7Position isomers can be formed when the  C  C triple bond is shifted between carbon atoms eg"}
{"text": "But2yne means the double  C  C is between Carbon 2and 3"}
{"text": "But1yne means the double  C  C is between Carbon 1and 2"}
{"text": "Both But1yne and But2yne are position isomers of Butyne"}
{"text": "9 Like alkanes and alkynes  an alkyl group can be attached to the alkyne Chainbranch isomers are thus formed"}
{"text": "Butyne and 2methyl propyne both have the same general formular but different branching chain"}
{"text": "cPreparation of Alkynes"}
{"text": "Ethyne is prepared from the reaction of water on calcium carbide The reaction is highly exothermic and thus a layer of sand should be put above the calcium carbide to absorb excess heat to prevent the reaction flask from breaking CopperIIsulphateVI is used to catalyze the reaction"}
{"text": "Chemical equation"}
{"text": "CaC2s  2 H2Ol  CaOH 2 aq  C2H2 g"}
{"text": "dProperties of alkynes"}
{"text": "I Physical properties"}
{"text": "Like alkanes and alkenes alkynes are colourles gases solids and liquids that are not poisonous"}
{"text": "They are slightly soluble in water The solubility in water decrease as the carbon chain and as the molar mass increase but very soluble in organic solvents like tetrachloromethane and methylbenzene Ethyne has a pleasant taste when pure"}
{"text": "The melting and boiling point increase as the carbon chain increase"}
{"text": "This is because of the increase in vanderwaals intermolecular forces as the carbon chain increase The 1st three straight chain alkynes ethynepropyne and but1yneare gases at room temperature and pressure"}
{"text": "The density of straight chain alkynes increase with increasing carbon chain as the intermolecular forces increases reducing the volume occupied by a given mass of the alkyne"}
{"text": "Summary of physical properties of the 1st five alkenes"}
{"text": "II Chemical properties"}
{"text": "aBurningcombustion"}
{"text": "Alkynes burn with a yellow luminous very sooty smoky flame in excess air to form carbonIV oxide and water"}
{"text": "Alkyne  Air  carbonIV oxide  water excess airoxygen"}
{"text": "Alkenes burn with a yellow luminous verysooty smoky flame in limited air to form carbonII oxidecarbon and water"}
{"text": "Alkyne  Air  carbonII oxide carbon  water limited air"}
{"text": "Burning of alkynes with a yellow luminous sooty smoky flame is a confirmatory test for the presence of the  C  C  triple bond because they have very high CH ratio"}
{"text": "Examples of burning alkynes"}
{"text": "1a Ethyne when ignited burns with a yellow very sooty flame in excess air to form carbonIV oxide and water"}
{"text": "Ethyne  Air  carbonIV oxide  water excess airoxygen"}
{"text": "2C2H2g  5O2g  4CO2g  2H2Olg"}
{"text": "b Ethyne when ignited burns with a yellow sooty flame in limited air to form a mixture of unburnt carbon and carbonII oxide and water"}
{"text": "Ethyne  Air  carbonII oxide  water limited air"}
{"text": "C2H2g  O2g  2CO2g  C  2H2Olg"}
{"text": "2a Propyne when ignited burns with a yellow sooty flame in excess air to form carbonIV oxide and water"}
{"text": "Propyne  Air  carbonIV oxide  water excess airoxygen"}
{"text": "C3H4g  4O2g  3CO2g  2H2Olg"}
{"text": "a Propyne when ignited burns with a yellow sooty flame in limited air to form carbonII oxide and water"}
{"text": "Propene  Air  carbonIV oxide  water excess airoxygen"}
{"text": "2C3H4g  5O2g  6COg  4H2Olg"}
{"text": "bAddition reactions"}
{"text": "An addition reaction is one which an unsaturated compound reacts to form a saturated compound Addition reactions of alkynes are also named from the reagent used to cause the additionconvert the triple  C  C to single C C bond"}
{"text": "iHydrogenation"}
{"text": "Hydrogenation is an addition reaction in which hydrogen in presence of PalladiumNickel catalyst at 150oC temperatures react with alkynes to form alkenes then alkanes"}
{"text": "Examples"}
{"text": "1During hydrogenation two hydrogen atom in the hydrogen molecule attach itself to one carbon and the other two hydrogen to the second carbon breaking the triple bond to double the single"}
{"text": "Chemical equation"}
{"text": "HC  CH  H2 NiPa  H2C  CH2  H2 NiPa  H2C  CH2"}
{"text": "H H H H H H"}
{"text": "C  C  H  H  NiPa  H  C  C  H  H  H  NiPa  H  C  C  H"}
{"text": "H H H H H H"}
{"text": "2Propyne undergo hydrogenation to form Propane"}
{"text": "Chemical equation"}
{"text": "H3C CH  CH2  2H2 NiPa H3C CH  CH3"}
{"text": "H H H H H H"}
{"text": "H C C  C  2H  H  NiPa H  C  C  C H"}
{"text": "H H H H H"}
{"text": "3a But1yne undergo hydrogenation to form Butane"}
{"text": "Chemical equation"}
{"text": "But1yne  Hydrogen NiPa Butane"}
{"text": "H3C CH2 C  CH  2H2 NiPa H3C CH2CH  CH3"}
{"text": "H H H H H H H"}
{"text": "H C C  C  C  2H  H  NiPa H  C C  C  C H"}
{"text": "H H H H H H"}
{"text": "b But2yne undergo hydrogenation to form Butane"}
{"text": "Chemical equation"}
{"text": "But2yne  Hydrogen NiPa Butane"}
{"text": "H3C C  C CH2  2H2 NiPa H3C CH2CH  CH3"}
{"text": "H H H H H H"}
{"text": "H C C  C  C H  2H  H NiPa H  C C  C  C H"}
{"text": "H H H H H H"}
{"text": "ii Halogenation"}
{"text": "Halogenation is an addition reaction in which a halogen Fluorine chlorine bromine iodine reacts with an alkyne to form an alkene then alkane"}
{"text": "The reaction of alkynes with halogens with alkynes is faster than with alkenes The triple bond in the alkyne break and form a double then single bond"}
{"text": "The colour of the halogen fades as the number of moles of the halogens remaining unreacted decreases"}
{"text": "Two bromine atoms bond at the 1st carbon in the triple bond while the other two goes to the 2nd carbon"}
{"text": "Examples"}
{"text": "1Ethyne reacts with brown bromine vapour to form 1122tetrabromoethane"}
{"text": "Chemical equation"}
{"text": "HC  CH  2Br2 H Br2 C  CH Br2"}
{"text": "H H H H"}
{"text": "C  C  2Br  Br Br  C  C  Br"}
{"text": "Br Br"}
{"text": "Ethyne  Bromine 1121tetrabromoethane"}
{"text": "2Propyne reacts with chlorine to form 1122tetrachloropropane"}
{"text": "Chemical equation"}
{"text": "H3C C  CH  2Cl2 H3C CHCl2  CHCl2"}
{"text": "Propyne  Chlorine 1122tetrachloropropane"}
{"text": "H H Cl H"}
{"text": "H C C  C  2Cl  Cl H  C  C  C Cl"}
{"text": "H H H Cl Cl"}
{"text": "Propyne  Iodine 1122tetraiodopropane"}
{"text": "H3C C  CH  2I2 H3C CHI2  CHI2"}
{"text": "H H H H H I H"}
{"text": "H C C  C  C  2I  I H  C C  C  C I"}
{"text": "H H H H I I"}
{"text": "3aBut1yne undergo halogenation to form 1122tetraiodobutane with iodine"}
{"text": "Chemical equation"}
{"text": "But1yne  iodine 1122tetrabromobutane"}
{"text": "H3C CH2 C  CH  2I2 H3C CH2C I2  CHI2"}
{"text": "H H H H I I"}
{"text": "H C C  C  C H  2I  I H  C C  C  C H"}
{"text": "H H H H H I I"}
{"text": "b But2yne undergo halogenation to form 2233tetrafluorobutane with fluorine But2yne  Fluorine 2233tetrafluorobutane"}
{"text": "H3C C  C CH2  2F2 H3C CF2CF2  CH3"}
{"text": "H H H H H H H H"}
{"text": "H C C  C  C H  F  F H  C C  C  C H"}
{"text": "H H H H H H"}
{"text": "4 But13diyne should undergo halogenation to form 1123344 octaiodobutane The reaction uses four moles of iodine moleculeseight iodine atoms to break the two2 triple double bonds at carbon 1 and 2"}
{"text": "But13diene  iodine 1234tetraiodobutane"}
{"text": "H C  C C  C H  4I2 H C I2 C I2 C I2 C H I2"}
{"text": "I I I I"}
{"text": "H C C  C  C H  4I  I H  C C  C  C H"}
{"text": "I I I I"}
{"text": "iii Reaction with hydrogen halides"}
{"text": "Hydrogen halides reacts with alkyne to form a halogenoalkene then halogenoalkane The triple bond in the alkyne break and form a double then single bond"}
{"text": "The main compound is one which the hydrogen atom bond at the carbon with more hydrogen"}
{"text": "Examples"}
{"text": "1 Ethyne reacts with hydrogen bromide to form bromoethane"}
{"text": "Chemical equation"}
{"text": "H C  C H  2HBr H3 C  CH Br2"}
{"text": "H H H H"}
{"text": "C  C  2H  Br H  C  C  Br"}
{"text": "H Br"}
{"text": "Ethyne  Bromine 11dibromoethane"}
{"text": "2 Propyne reacts with hydrogen iodide to form 22diiodopropane as the main product"}
{"text": "Chemical equation"}
{"text": "H3C C  CH  2HI H3C CHI2  CH3"}
{"text": "Propene  Chlorine 22dichloropropane"}
{"text": "H H I H"}
{"text": "H C C  C  2H  I H  C  C  C H"}
{"text": "H H H I H"}
{"text": "3 Both But1yne and But2yne reacts with hydrogen bromide to form 22 dibromobutane"}
{"text": "Chemical equation"}
{"text": "But1ene  hydrogen bromide 22dibromobutane"}
{"text": "H3C CH2 C  CH  2HBr H3C CH2CHBr CH3"}
{"text": "H H H H Br H"}
{"text": "H C C  C  C  2H  Br H  C C  C  C H"}
{"text": "H H H H H Br H"}
{"text": "But2yne  Hydrogen bromide 22dibromobutane"}
{"text": "H3C C  C CH3  2HBr H3C CBr2CH2  CH3"}
{"text": "H H H Br H H"}
{"text": "H C C  C  C H  2Br  H H  C C  C  C H"}
{"text": "H H H Br H H"}
{"text": "4 But13diene react with hydrogen iodide to form 23 diiodobutane The reaction uses four moles of hydrogen iodide moleculesfour iodine atoms and two hydrogen atoms to break the two double bonds"}
{"text": "But13diyne  iodine 2233tetraiodobutane"}
{"text": "H C  C C  C H  4HI H3C C I2 C I2 CH3"}
{"text": "H H H I I H"}
{"text": "H C C  C  C H  4H  I H  C C  C  C H"}
{"text": "H I I H"}
{"text": "BALKANOLSAlcohols"}
{"text": "A INTRODUCTION"}
{"text": "Alkanols belong to a homologous series of organic compounds with a general formula CnH2n 1 OH and thus OH as the functional group The 1st ten alkanols include"}
{"text": "Alkanols like Hydrocarbons alkanesalkenesalkynes form a homologous series where"}
{"text": "igeneral name is derived from the alkane name then ending with ol"}
{"text": "iithe members have OH as the fuctional group"}
{"text": "iiithey have the same general formula represented by ROH where R is an alkyl group"}
{"text": "iv each member differ by CH2 group from the nextprevious"}
{"text": "vthey show a similar and gradual change in their physical properties eg boiling and melting points"}
{"text": "vithey show similar and gradual change in their chemical properties"}
{"text": "B ISOMERS OF ALKANOLS"}
{"text": "Alkanols exhibit both structural and position isomerism The isomers are named by using the following basic guidelines"}
{"text": "iLike alkanes  identify the longest carbon chain to be the parent name"}
{"text": "iiIdentify the position of the OH functional group to give it the smallest lowest position"}
{"text": "iii Identify the type and position of the side branches"}
{"text": "Practice examples of isomers of alkanols"}
{"text": "iIsomers of propanol C3H7OH"}
{"text": "CH3CH2CH2OH  Propan1ol"}
{"text": "OH"}
{"text": "CH3CHCH3  Propan2ol"}
{"text": "Propan2ol and Propan1ol are position isomers because only the position of the OH functional group changes"}
{"text": "iiIsomers of Butanol C4H9OH"}
{"text": "CH3 CH2 CH3 CH2 OH Butan1ol"}
{"text": "CH3 CH2 CH CH3"}
{"text": "OH Butan2ol"}
{"text": "CH3"}
{"text": "CH3 CH3 CH3"}
{"text": "OH 2methylpropan2ol"}
{"text": "Butan2ol and Butan1ol are position isomers because only the position of the OH functional group changes"}
{"text": "2methylpropan2ol is both a structural and position isomers because both the position of the functional group and the arrangement of the atoms in the molecule changes"}
{"text": "iiiIsomers of Pentanol C5H11OH"}
{"text": "CH3 CH2 CH2CH2CH2 OH Pentan1ol Position isomer"}
{"text": "CH3 CH2 CH CH3"}
{"text": "OH Pentan2ol Position isomer"}
{"text": "CH3 CH2 CH CH2 CH3"}
{"text": "OH Pentan3ol Position isomer"}
{"text": "CH3"}
{"text": "CH3 CH2 CH2 C CH3"}
{"text": "OH 2methylbutan2ol Position structural isomer"}
{"text": "CH3"}
{"text": "CH3 CH2 CH2 C CHOH"}
{"text": "CH3 22dimethylbutan1ol Position structural isomer"}
{"text": "CH3"}
{"text": "CH3 CH2 CH C CH3"}
{"text": "CH3 OH 23dimethylbutan1ol Position structural isomer"}
{"text": "iv12dichloropropan2ol"}
{"text": "CClH2 CCl CH3"}
{"text": "OH"}
{"text": "v12dichloropropan1ol"}
{"text": "CClH2 CHCl CH2"}
{"text": "OH"}
{"text": "vi Ethan12diol"}
{"text": "H H"}
{"text": "HOCH2CH2OH HO  C  C  OH"}
{"text": "H H"}
{"text": "vii Propan123triol H OH H"}
{"text": "HOCH2CHOHCH2OH HO  C C  C  OH"}
{"text": "H H H"}
{"text": "C LABORATORY PREPARATION OF ALKANOLS"}
{"text": "For decades the world over people have been fermenting grapes juice sugar carbohydrates and starch to produce ethanol as a social drug for relaxation"}
{"text": "In large amount drinking of ethanol by mammals human beings causes mental and physical lack of coordination"}
{"text": "Prolonged intake of ethanol causes permanent mental and physical lack of coordination because it damages vital organs like the liver"}
{"text": "Fermentation is the reaction where sugar is converted to alcoholalkanol using biological catalystenzymes in yeast"}
{"text": "It involves three processes"}
{"text": "iConversion of starch to maltose using the enzyme diastase"}
{"text": "C6H10O5n s  H2Ol diastase enzyme  C12H22O11aq"}
{"text": "Starch Maltose"}
{"text": "iiHydrolysis of Maltose to glucose using the enzyme maltase"}
{"text": "C12H22O11aq H2Ol  maltase enzyme 2 C6H12O6aq"}
{"text": "Maltose glucose"}
{"text": "iiiConversion of glucose to ethanol and carbonIVoxide gas using the enzyme zymase"}
{"text": "C6H12O6aq  zymase enzyme  2 C2H5OHaq  2CO2g"}
{"text": "glucose Ethanol"}
{"text": "At concentration greater than 15 by volume the ethanol produced kills the yeast enzyme stopping the reaction"}
{"text": "To increases the concentration fractional distillation is done to produce spirits eg Brandy40 ethanol"}
{"text": "Methanol is much more poisonous toxic than ethanol"}
{"text": "Taken large quantity in small quantity it causes instant blindness and liver killing the consumer victim within hours"}
{"text": "School laboratory preparation of ethanol from fermentation of glucose"}
{"text": "Measure 100cm3 of pure water into a conical flask"}
{"text": "Add about five spatula end full of glucose"}
{"text": "Stir the mixture to dissolve"}
{"text": "Add about one spatula end full of yeast"}
{"text": "Set up the apparatus as below"}
{"text": "Preserve the mixture for about three days"}
{"text": "DPHYSICAL AND CHEMICAL PROPERTIES OF ALKANOLS"}
{"text": "Use the prepared sample above for the following experiments that shows the characteristic properties of alkanols"}
{"text": "Role of yeast"}
{"text": "Yeast is a single cell fungus which contains the enzyme maltase and zymase that catalyse the fermentation process"}
{"text": "Observations in lime water"}
{"text": "A white precipitate is formed that dissolve to a colourless solution later Lime waterCalcium hydroxide reacts with carbonIV0xide produced during the fermentation to form insoluble calcium carbonate and water"}
{"text": "More carbon IV0xide produced during fermentation react with the insoluble calcium carbonate and water to form soluble calcium hydrogen carbonate"}
{"text": "CaOH2aq  CO2 g  CaCO3s"}
{"text": "H2Ol  CO2 g  CaCO3s  CaHCO3 2 aq"}
{"text": "cEffects on litmus paper"}
{"text": "Experiment"}
{"text": "Take the prepared sample and test with both blue and red litmus papers"}
{"text": "Repeat the same with pure ethanol and methylated spirit"}
{"text": "Sample Observation table"}
{"text": "Explanation"}
{"text": "Alkanols are neutral compoundssolution that have characteristic sweet smell and taste"}
{"text": "They have no effect on both blue and red litmus papers"}
{"text": "dSolubility in water"}
{"text": "Experiment"}
{"text": "Place about 5cm3 of prepared sample into a clean test tube Add equal amount of distilled water"}
{"text": "Repeat the same with pure ethanol and methylated spirit"}
{"text": "Observation"}
{"text": "No layers formed between the two liquids"}
{"text": "Explanation"}
{"text": "Ethanol is miscible in waterBoth ethanol and water are polar compounds"}
{"text": "The solubility of alkanols decrease with increase in the alkyl chainmolecular mass"}
{"text": "The alkyl group is insoluble in water while OH functional group is soluble in water"}
{"text": "As the molecular chain becomes longer the effect of the alkyl group increases as the effect of the functional group decreases"}
{"text": "eMeltingboiling point"}
{"text": "Experiment"}
{"text": "Place pure ethanol in a long boiling tube Determine its boiling point"}
{"text": "Observation"}
{"text": "Pure ethanol has a boiling point of 78oC at sea levelone atmosphere pressure"}
{"text": "Explanation"}
{"text": "The melting and boiling point of alkanols increase with increase in molecular chainmass"}
{"text": "This is because the intermolecularvanderwaals forces of attraction between the molecules increase"}
{"text": "More heat energy is thus required to weaken the longer chain during melting and break during boiling"}
{"text": "fDensity"}
{"text": "Density of alkanols increase with increase in the intermolecularvanderwaals forces of attraction between the molecule making it very close to each other"}
{"text": "This reduces the volume occupied by the molecule and thus increase the their mass per unit volume density"}
{"text": "Summary table showing the trend in physical properties of alkanols"}
{"text": "gBurning"}
{"text": "Experiment"}
{"text": "Place the prepared sample in a watch glass Ignite Repeat with pure ethanol and methylated spirit"}
{"text": "ObservationExplanation"}
{"text": "Fermentation produce ethanol with a lot of waterabout a ratio of 13which prevent the alcohol from igniting"}
{"text": "Pure ethanol and methylated spirit easily catch fire  highly flammable"}
{"text": "They burn with an almost colourless nonsootynonsmoky blue flame to form carbonIV oxide in excess airoxygenor carbonII oxide limited air and water"}
{"text": "Ethanol is thus a saturated compound like alkanes"}
{"text": "Chemica equation"}
{"text": "C2 H5OHl  3O2 g  3H2Ol  2CO2 g  excess air"}
{"text": "C2 H5OHl  2O2 g  3H2Ol  2CO g  limited air"}
{"text": "2CH3OHl  3O2 g  4H2Ol  2CO2 g  excess air"}
{"text": "2 CH3OHl  2O2 g  4H2Ol  2CO g  limited air"}
{"text": "2C3 H7OHl  9O2 g  8H2Ol  6CO2 g  excess air"}
{"text": "C3 H7OHl  3O2 g  4H2Ol  3CO g  limited air"}
{"text": "2C4 H9OHl  13O2 g  20H2Ol  8CO2 g  excess air"}
{"text": "C4 H9OHl  3O2 g  4H2Ol  3CO g  limited air"}
{"text": "Due to its flammability ethanol is used"}
{"text": "as a fuel in spirit lamps"}
{"text": "as gasohol when blended with gasoline"}
{"text": "hFormation of alkoxides"}
{"text": "Experiment"}
{"text": "Cut a very small piece of sodium Put it in a beaker containing about 20cm3 of the prepared sample in a beaker"}
{"text": "Test the products with litmus papers Repeat with absolute ethanol and methylated spirit"}
{"text": "Sample observations"}
{"text": "Explanations"}
{"text": "Sodiumpotassium reacts slowly with alkanols to form basic solution called alkoxides and producing hydrogen gas"}
{"text": "If the alkanol has some water the metals react faster with the water to form soluble hydroxidesalkalis ie"}
{"text": "Sodium  Alkanol  Sodium alkoxides  Hydrogen gas"}
{"text": "Potassium  Alkanol  Potassium alkoxides  Hydrogen gas"}
{"text": "Sodium  Water  Sodium hydroxides  Hydrogen gas"}
{"text": "Potassium  Water  Potassium hydroxides  Hydrogen gas"}
{"text": "Examples"}
{"text": "1Sodium metal reacts with ethanol to form sodium ethoxide"}
{"text": "Sodium metal reacts with water to form sodium Hydroxide"}
{"text": "2CH3CH2OHl  2Nas  2CH3CH2ONa aq  H2 s"}
{"text": "2H2Ol  2Nas  2NaOH aq  H2 s"}
{"text": "2Potassium metal reacts with ethanol to form Potassium ethoxide"}
{"text": "Potassium metal reacts with water to form Potassium Hydroxide"}
{"text": "2CH3CH2OHl  2Ks  2CH3CH2OK aq  H2 s"}
{"text": "2H2Ol  2Ks  2KOH aq  H2 s"}
{"text": "3Sodium metal reacts with propanol to form sodium propoxide"}
{"text": "Sodium metal reacts with water to form sodium Hydroxide"}
{"text": "2CH3CH2 CH2OHl  2Nas  2CH3CH2 CH2ONa aq  H2 s"}
{"text": "2H2Ol  2Nas  2NaOH aq  H2 s"}
{"text": "4Potassium metal reacts with propanol to form Potassium propoxide"}
{"text": "Potassium metal reacts with water to form Potassium Hydroxide"}
{"text": "2CH3CH2 CH2OHl  2Ks  2CH3CH2 CH2OK aq  H2 s"}
{"text": "2H2Ol  2Ks  2KOH aq  H2 s"}
{"text": "5Sodium metal reacts with butanol to form sodium butoxide"}
{"text": "Sodium metal reacts with water to form sodium Hydroxide"}
{"text": "2CH3CH2 CH2 CH2OHl  2Nas  2CH3CH2 CH2 CH2ONa aq  H2 s"}
{"text": "2H2Ol  2Nas  2NaOH aq  H2 s"}
{"text": "6Sodium metal reacts with pentanol to form sodium pentoxide"}
{"text": "Sodium metal reacts with water to form sodium Hydroxide"}
{"text": "2CH3CH2 CH2 CH2 CH2OHl2Nas  2CH3CH2 CH2 CH2 CH2ONa aq  H2 s"}
{"text": "2H2Ol  2Nas  2NaOH aq  H2 s"}
{"text": "iFormation of EstersEsterification"}
{"text": "Experiment"}
{"text": "Place 2cm3 of ethanol in a boiling tube"}
{"text": "Add equal amount of ethanoic acidTo the mixture add carefully 2drops of concentrated sulphuricVIacid"}
{"text": "WarmHeat gently"}
{"text": "Pour the mixture into a beaker containing about 50cm3 of cold water"}
{"text": "Smell the products"}
{"text": "Repeat with methanol"}
{"text": "Sample observations"}
{"text": "Explanation"}
{"text": "Alkanols react with alkanoic acids to form a group of homologous series of sweet smelling compounds called esters and water This reaction is catalyzed by concentrated sulphuricVIacid in the laboratory"}
{"text": "Alkanol  Alkanoic acid Conc H2SO4 Ester  water"}
{"text": "Naturally esterification is catalyzed by sunlight Each ester has a characteristic smell derived from the many possible combinations of alkanols and alkanoic acids that create a variety of known naturalmostly in fruits and syntheticmostly in juices esters"}
{"text": "Esters derive their names from the alkanol first then alkanoic acids The alkanol becomes an alkyl group and the alkanoic acid becomes alkanoate hence alkylalkanoate eg"}
{"text": "Ethanol  Ethanoic acid  Ethylethanoate  Water"}
{"text": "Ethanol  Propanoic acid  Ethylpropanoate  Water"}
{"text": "Ethanol  Methanoic acid  Ethylmethanoate  Water"}
{"text": "Ethanol  butanoic acid  Ethylbutanoate  Water"}
{"text": "Propanol  Ethanoic acid  Propylethanoate  Water"}
{"text": "Methanol  Ethanoic acid  Methyethanoate  Water"}
{"text": "Methanol  Decanoic acid  Methyldecanoate  Water"}
{"text": "Decanol  Methanoic acid  Decylmethanoate  Water"}
{"text": "During the formation of the ester the O joining the alkanol and alkanoic acid comes from the alkanol"}
{"text": "R1 COOH  R2 OH  R1 COO R2  H2O"}
{"text": "eg"}
{"text": "1 Ethanol reacts with ethanoic acid to form the ester ethyl ethanoate and water"}
{"text": "Ethanol  Ethanoic acid Conc H2SO4 Ethylethanoate  Water"}
{"text": "C2H5OH l  CH3COOHl Conc H2SO4  CH3COO C2H5aq H2Ol"}
{"text": "CH3CH2OH l CH3COOHl Conc H2SO4  CH3COOCH2CH3aq H2Ol"}
{"text": "2 Ethanol reacts with propanoic acid to form the ester ethylpropanoate and water"}
{"text": "Ethanol  Propanoic acid Conc H2SO4 Ethylethanoate  Water"}
{"text": "C2H5OH l CH3 CH2COOHl Conc H2SO4 CH3CH2COO C2H5aq H2Ol"}
{"text": "CH3CH2OH l CH3 CH2COOHl Conc H2SO4  CH3 CH2COOCH2CH3aq H2Ol"}
{"text": "3 Methanol reacts with ethanoic acid to form the ester methyl ethanoate and water"}
{"text": "Methanol  Ethanoic acid Conc H2SO4 Methylethanoate  Water"}
{"text": "CH3OH l  CH3COOHl Conc H2SO4  CH3COO CH3aq H2Ol"}
{"text": "4 Methanol reacts with propanoic acid to form the ester methyl propanoate and water"}
{"text": "Methanol  propanoic acid Conc H2SO4 Methylpropanoate  Water"}
{"text": "CH3OH l CH3 CH2COOHl Conc H2SO4  CH3 CH2COO CH3aq H2Ol"}
{"text": "5 Propanol reacts with propanoic acid to form the ester propylpropanoate and water"}
{"text": "Propanol  Propanoic acid Conc H2SO4 Ethylethanoate  Water"}
{"text": "C3H7OH l CH3 CH2COOHl Conc H2SO4 CH3CH2COO C3H7aq H2Ol"}
{"text": "CH3CH2 CH2OH l CH3 CH2COOHl Conc H2SO4  CH3 CH2COOCH2 CH2CH3aq H2Ol"}
{"text": "jOxidation"}
{"text": "Experiment"}
{"text": "Place 5cm3 of absolute ethanol in a test tubeAdd three drops of acidified potassium manganateVIIShake thoroughly for one minutewarmTest the solution mixture using pH paper Repeat by adding acidified potassium dichromateVII"}
{"text": "Sample observation table"}
{"text": "Explanation"}
{"text": "Both acidified KMnO4 and K2Cr2O7 are oxidizing agentsadd oxygen to other compounds They oxidize alkanols to a group of homologous series called alkanals then further oxidize them to alkanoic acidsThe oxidizing agents are themselves reduced hence changing their colour"}
{"text": "i Purple KMnO4 is reduced to colourless Mn2"}
{"text": "iiOrange K2Cr2O7is reduced to green Cr3"}
{"text": "The pH of alkanoic acids show they have few H because they are weak acids ie"}
{"text": "Alkanol  O  Alkanal  O  alkanoic acid"}
{"text": "NB The O comes from the oxidizing agents acidified KMnO4 or K2Cr2O7"}
{"text": "Examples"}
{"text": "1When ethanol is warmed with three drops of acidified KMnO4 there is decolorization of KMnO4"}
{"text": "Ethanol  O  Ethanal  O  Ethanoic acid"}
{"text": "CH3CH2OH  O  CH3CH2O  O  CH3COOH"}
{"text": "2When methanol is warmed with three drops of acidified K2Cr2O7 the orange colour of acidified K2Cr2O7 changes to green"}
{"text": "methanol  O  methanal  O  methanoic acid"}
{"text": "CH3OH  O  CH3O  O  HCOOH"}
{"text": "3When propanol is warmed with three drops of acidified K2Cr2O7 the orange colour of acidified K2Cr2O7 changes to green"}
{"text": "Propanol  O  Propanal  O  Propanoic acid"}
{"text": "CH3CH2 CH2OH  O  CH3CH2 CH2O  O  CH3 CH2COOH"}
{"text": "4When butanol is warmed with three drops of acidified K2Cr2O7 the orange colour of acidified K2Cr2O7 changes to green"}
{"text": "Butanol  O  Butanal  O  Butanoic acid"}
{"text": "CH3CH2 CH2 CH2OH  O CH3CH2 CH2CH2O O  CH3 CH2COOH"}
{"text": "Air slowly oxidizes ethanol to dilute ethanoic acid commonly called vinegar If beer is not tightly corked a lot of carbonIVoxide escapes and there is slow oxidation of the beer making it flat"}
{"text": "kHydrolysis Hydration and Dehydration"}
{"text": "I HydrolysisHydration is the reaction of a compoundsubstance with water"}
{"text": "Alkenes react with water vapoursteam at high temperatures and high pressures in presence of phosphoric acid catalyst to form alkanolsie"}
{"text": "Alkenes  Water  H3PO4 catalyst Alkanol"}
{"text": "Examples"}
{"text": "iEthene is mixed with steam over a phosphoric acid catalyst at 300oC temperature and 60 atmosphere pressure to form ethanol"}
{"text": "Ethene  water 60 atm300oC H3PO4  Ethanol"}
{"text": "H2C CH2 g  H2Ol 60 atm300oC H3PO4  CH3 CH2OHl"}
{"text": "This is the main method of producing large quantities of ethanol instead of fermentation"}
{"text": "ii Propene  water 60 atm300oC H3PO4  Propanol"}
{"text": "CH3C CH2 g  H2Ol 60 atm300oC H3PO4  CH3 CH2 CH2OHl"}
{"text": "iii Butene  water 60 atm300oC H3PO4  Butanol"}
{"text": "CH3 CH2 CCH2 g  H2Ol 60 atm300oC H3PO4  CH3 CH2 CH2 CH2OHl"}
{"text": "II Dehydration is the process which concentrated sulphuricVIacid dehydrating agent removes water from a compoundsubstances"}
{"text": "Concentrated sulphuricVIacid dehydrates alkanols to the corresponding alkenes at about 180oC ie"}
{"text": "Alkanol Conc H2 SO4180oC Alkene  Water"}
{"text": "Examples"}
{"text": "1 At 180oC and in presence of Concentrated sulphuricVIacid ethanol undergoes dehydration to form ethene"}
{"text": "Ethanol 180oC H2SO4  Ethene  Water"}
{"text": "CH3 CH2OHl 180oC H2SO4  H2C CH2 g  H2Ol"}
{"text": "2 Propanol undergoes dehydration to form propene"}
{"text": "Propanol 180oC H2SO4  Propene  Water"}
{"text": "CH3 CH2 CH2OHl 180oC H2SO4  CH3CH CH2 g  H2Ol"}
{"text": "3 Butanol undergoes dehydration to form Butene"}
{"text": "Butanol 180oC H2SO4  Butene  Water"}
{"text": "CH3 CH2 CH2CH2OHl 180oC H2SO4  CH3 CH2C CH2 g  H2Ol"}
{"text": "3 Pentanol undergoes dehydration to form Pentene"}
{"text": "Pentanol 180oC H2SO4  Pentene  Water"}
{"text": "CH3 CH2 CH2 CH2 CH2OHl180oC H2SO4CH3 CH2 CH2C CH2 gH2Ol"}
{"text": "lSimilarities of alkanols with Hydrocarbons"}
{"text": "I Similarity with alkanes"}
{"text": "Both alkanols and alkanes burn with a blue nonsooty flame to form carbonIVoxidein excess airoxygencarbonIIoxidein limited air and water This shows they are saturated with high CH ratio eg"}
{"text": "Both ethanol and ethane ignite and burns in air with a blue nonsooty flame to form carbonIVoxidein excess airoxygencarbonIIoxidein limited air and water"}
{"text": "CH2 CH2OHl  3O2g Excess air 2CO2 g  3H2 Ol"}
{"text": "CH2 CH2OHl  2O2g Limited air 2CO g  3H2 Ol"}
{"text": "CH3 CH3g  3O2g Excess air 2CO2 g  3H2 Ol"}
{"text": "2CH3 CH3g  5O2g Limited air 4CO g  6H2 Ol"}
{"text": "II Similarity with alkenesalkynes"}
{"text": "Both alkanolsROH and alkenesalkyneswith  C  C  double and  C  C triple  bond"}
{"text": "idecolorize acidified KMnO4"}
{"text": "iiturns Orange acidified K2Cr2O7 to green"}
{"text": "AlkanolsROH are oxidized to alkanalsRO ant then alkanoic acidsROOH"}
{"text": "Alkenes are oxidized to alkanols with duodouble functional groups"}
{"text": "Examples"}
{"text": "1When ethanol is warmed with three drops of acidified K2Cr2O7 the orange of acidified K2Cr2O7 turns to green Ethanol is oxidized to ethanol and then to ethanoic acid"}
{"text": "Ethanol  O  Ethanal  O  Ethanoic acid"}
{"text": "CH3CH2OH  O  CH3CH2O  O  CH3COOH"}
{"text": "2When ethene is bubbled in a test tube containing acidified K2Cr2O7 the orange of acidified K2Cr2O7 turns to green Ethene is oxidized to ethan12diol"}
{"text": "Ethene  O  Ethan12diol"}
{"text": "H2CCH2  O  HOCH2 CH2OH"}
{"text": "III Differences with alkenesalkynes"}
{"text": "Alkanols do not decolorize bromine and chlorine water"}
{"text": "Alkenes decolorizes bromine and chlorine water to form halogenoalkanols"}
{"text": "Example"}
{"text": "When ethene is bubbled in a test tube containing bromine waterthe bromine water is decolorized Ethene is oxidized to bromoethanol"}
{"text": "Ethene  Bromine water  Bromoethanol"}
{"text": "H2CCH2  HOBr  BrCH2 CH2OH"}
{"text": "IV Differences in melting and boiling point with Hydrocarbons"}
{"text": "Alkanos have higher melting point than the corresponding hydrocarbon alkanealkenealkyne"}
{"text": "This is because most alkanols exist as dimerA dimer is a molecule made up of two other molecules joined usually by vanderwaals forceshydrogen bond or dative bonding"}
{"text": "Two alkanol molecules form a dimer joined by hydrogen bonding"}
{"text": "Example"}
{"text": "In Ethanol the oxygen atom attractspulls the shared electrons in the covalent bond more to itself than Hydrogen"}
{"text": "This creates a partial negative charge  on oxygen and partial positive charge on hydrogen"}
{"text": "Two ethanol molecules attract each other at the partial charges through Hydrogen bonding forming a dimmer"}
{"text": "H H H"}
{"text": "H C C O H H"}
{"text": "H H H O C C H"}
{"text": "H H"}
{"text": "Dimerization of alkanols means more energy is needed to breakweaken the Hydrogen bonds before breakingweakening the intermolecular forces joining the molecules of all organic compounds during boilingmelting"}
{"text": "EUSES OF SOME ALKANOLS"}
{"text": "aMethanol is used as industrial alcohol and making methylated spirit"}
{"text": "bEthanol is used"}
{"text": "1 as alcohol in alcoholic drinks eg Beer wines and spirits"}
{"text": "2as antiseptic to wash woulds"}
{"text": "3in manufacture of vanishes ink glue and paint because it is volatile and thus easily evaporate"}
{"text": "4as a fuel when blended with petrol to make gasohol"}
{"text": "BALKANOIC ACIDS Carboxylic acids"}
{"text": "A INTRODUCTION"}
{"text": "Alkanoic acids belong to a homologous series of organic compounds with a general formula CnH2n 1 COOH and thus COOH as the functional group The 1st ten alkanoic acids include"}
{"text": "Alkanoic acids like alkanols alkanesalkenesalkynes form a homologous series where"}
{"text": "ithe general name of an alkanoic acids is derived from the alkane name then ending with oic acid as the table above shows"}
{"text": "ii the members have RCOOHR COH as the functional group"}
{"text": "O"}
{"text": "iiithey have the same general formula represented by RCOOH where R is an alkyl group"}
{"text": "iveach member differ by CH2 group from the nextprevious"}
{"text": "vthey show a similar and gradual change in their physical properties eg boiling and melting point"}
{"text": "vithey show similar and gradual change in their chemical properties"}
{"text": "vii since they are acids they show similar properties with mineral acids"}
{"text": "B ISOMERS OF ALKANOIC ACIDS"}
{"text": "lkanoic acids exhibit both structural and position isomerism The isomers are named by using the following basic guidelines"}
{"text": "iLike alkanes identify the longest carbon chain to be the parent name"}
{"text": "iiIdentify the position of the COH functional group to give it the smallest"}
{"text": "O"}
{"text": "lowest position"}
{"text": "iiiIdentify the type and position of the side group branches"}
{"text": "Practice examples on isomers of alkanoic acids"}
{"text": "1Isomers of butanoic acid C3H7COOH"}
{"text": "CH3 CH2 CH2 COOH"}
{"text": "Butan1oic acid"}
{"text": "CH3"}
{"text": "H2C C COOH 2methylpropan1oic acid"}
{"text": "2methylpropan1oic acid and Butan1oic acid are structural isomers because the position of the functional group does not change but the arrangement of the atoms in the molecule does"}
{"text": "2Isomers of pentanoic acid C4H9COOH"}
{"text": "CH3CH2CH2CH2 COOH pentan1oic acid"}
{"text": "CH3"}
{"text": "CH3CH2CH COOH 2methylbutan1oic acid"}
{"text": "CH3"}
{"text": "H3C C COOH 22dimethylpropan1oic acid"}
{"text": "CH3"}
{"text": "3Ethan12dioic acid"}
{"text": "O O"}
{"text": "HOOC COOH  H  O  C  C  O  H"}
{"text": "4Propan13dioic acid"}
{"text": "O H O"}
{"text": "HOOC CH2COOH  H  O  C  C  C  O  H"}
{"text": "H"}
{"text": "5Butan14dioic acid"}
{"text": "O H H O"}
{"text": "HOOC CH2 CH2 COOH H O  C  C  C  C O  H"}
{"text": "H H"}
{"text": "622dichloroethan12dioic acid"}
{"text": "HOOCCHCl2 Cl"}
{"text": "H  O  C  C  Cl"}
{"text": "O H"}
{"text": "C LABORATORY AND INDUSTRIAL PREPARATIONOF ALKANOIC ACIDS"}
{"text": "In a school laboratory alkanoic acids can be prepared by adding an oxidizing agent HKMnO4 or HK2Cr2O7to the corresponding alkanol then warming"}
{"text": "The oxidation converts the alkanol first to an alkanal the alkanoic acid"}
{"text": "NB Acidified KMnO4 is a stronger oxidizing agent than acidified K2Cr2O7"}
{"text": "General equation"}
{"text": "R CH2  OH  O HKMnO4 R CH O  H2Ol"}
{"text": "alkanol alkanal"}
{"text": "R CH  O  O HKMnO4 R C OOH"}
{"text": "alkanal alkanoic acid"}
{"text": "Examples"}
{"text": "1Ethanol on warming in acidified KMnO4 is oxidized to ethanal then ethanoic acid"}
{"text": "CH3 CH2  OH  O HKMnO4 CH3 CH O  H2Ol"}
{"text": "ethanol ethanal"}
{"text": "CH3 CH  O  O HKMnO4 CH3 C OOH"}
{"text": "ethanal ethanoic acid"}
{"text": "2Propanol on warming in acidified KMnO4 is oxidized to propanal then propanoic acid"}
{"text": "CH3 CH2 CH2  OH  O HKMnO4 CH3 CH2 CH O  H2Ol"}
{"text": "propanol propanal"}
{"text": "CH3 CH  O  O HKMnO4 CH3 C OOH"}
{"text": "propanal propanoic acid"}
{"text": "Industriallylarge scale manufacture of alkanoic acid like ethanoic acid is obtained from"}
{"text": "aAlkenes reacting with steam at high temperatures and pressure in presence of phosphoricVacid catalyst and undergo hydrolysis to form alkanols ie"}
{"text": "Alkenes  Steamwater  H2PO4 Catalyst Alkanol"}
{"text": "The alkanol is then oxidized by air at 5 atmosphere pressure with Manganese IIsulphateVI catalyst to form the alkanoic acid"}
{"text": "Alkanol  Air  MnSO4 Catalyst5 atm pressure Alkanoic acid"}
{"text": "Example"}
{"text": "Ethene is mixed with steam over a phosphoricVacid catalyst300oC temperature and 60 atmosphere pressure to form ethanol"}
{"text": "CH2CH2  H2O  CH3 CH2OH"}
{"text": "Ethene Ethanol"}
{"text": "This is the industrial large scale method of manufacturing ethanol"}
{"text": "Ethanol is then oxidized by air at 5 atmosphere pressure with Manganese IIsulphateVI catalyst to form the ethanoic acid"}
{"text": "CH3 CH2OH  O  MnSO4 Catalyst5 atm pressure CH3 COOH"}
{"text": "Ethanol Ethanoic acid"}
{"text": "bAlkynes react with liquid water at high temperatures and pressure in presence of MercuryIIsulphateVIcatalyst and 30 concentrated sulphuricVIacid to form alkanals"}
{"text": "Alkyne  Water  MercuryIIsulphateVIcatalyst Alkanal"}
{"text": "The alkanal is then oxidized by air at 5 atmosphere pressure with Manganese II sulphateVI catalyst to form the alkanoic acid"}
{"text": "Alkanal  airoxygen  ManganeseIIsulphateVIcatalyst Alkanoic acid"}
{"text": "Example"}
{"text": "Ethyne react with liquid water at high temperature and pressure with Mercury II sulphate VIcatalyst and 30 concentrated sulphuricVIacid to form ethanal"}
{"text": "CH  CH  H2O HgSO4 CH3 CH2O"}
{"text": "Ethyne Ethanal"}
{"text": "This is another industrial large scale method of manufacturing ethanol from large quantities of ethyne found in natural gas"}
{"text": "Ethanal is then oxidized by air at 5 atmosphere pressure with Manganese IIsulphateVI catalyst to form the ethanoic acid"}
{"text": "CH3 CH2O  O  MnSO4 Catalyst5 atm pressure CH3 COOH"}
{"text": "Ethanal Oxygen from air Ethanoic acid"}
{"text": "D PHYSICAL AND CHEMICAL PROPERTIES OF ALKANOIC ACIDS"}
{"text": "IPhysical properties of alkanoic acids"}
{"text": "The table below shows some physical properties of alkanoic acids"}
{"text": "From the table note the following"}
{"text": "Melting and boiling point decrease as the carbon chain increases due to increase in intermolecular forces of attraction between the molecules requiring more energy to separate the molecules"}
{"text": "The density decreases as the carbon chain increases as the intermolecular forces of attraction increases between the molecules making the molecule very close reducing their volume in unit mass"}
{"text": "Solubility decreases as the carbon chain increases as the soluble COOH end is shielded by increasing insoluble alkylhydrocarbon chain"}
{"text": "Like alkanols alkanoic acids exist as dimmers due to the hydrogen bonds within the molecule ie"}
{"text": "II Chemical properties of alkanoic acids"}
{"text": "The following experiments shows the main chemical properties of ethanoic alkanoic acid"}
{"text": "aEffect on litmus papers"}
{"text": "Experiment"}
{"text": "Dip both blue and red litmus papers in ethanoic acid Repeat with a solution of succinic acid citric acid oxalic acid tartaric acid and dilute nitricVacid"}
{"text": "Sample observations"}
{"text": "Explanation"}
{"text": "All acidic solutions contains HH3Oaq ions The H H3O aq ions is responsible for turning blue litmus papersolution to red"}
{"text": "bpH"}
{"text": "Experiment"}
{"text": "Place 2cm3 of ethaoic acid in a test tube Add 2 drops of universal indicator solution and determine its pH Repeat with a solution of succinic acid citric acid oxalic acid tartaric acid and dilute sulphuric VIacid"}
{"text": "Sample observations"}
{"text": "Explanations"}
{"text": "Alkanoic acids are weak acids that partiallypartly dissociate to release few H ions in solution The pH of their solution is thus 456 showing they form weakly acidic solutions when dissolved in water"}
{"text": "All alkanoic acid dissociate to releases the H at the functional group in COOH to form the alkanoate ion COO"}
{"text": "Mineral acidsSulphuricVIacid NitricVacid and Hydrochloric acid are strong acids that whollyfully dissociate to release many H ions in solution The pH of their solution is thus 123 showing they form strongly acidic solutions when dissolved in waterie"}
{"text": "Examples"}
{"text": "CH3COOHaq CH3COOaq  Haq"}
{"text": "ethanoic acid ethanoate ion few H ion"}
{"text": "CH3 CH2COOHaq CH3 CH2COOaq  Haq"}
{"text": "propanoic acid propanoate ion few H ion"}
{"text": "CH3 CH2 CH2COOHaq CH3 CH2 CH2COOaq  Haq"}
{"text": "Butanoic acid butanoate ion few H ion"}
{"text": "HOOHaq HOOaq  Haq"}
{"text": "methanoic acid methanoate ion few H ion"}
{"text": "H2 SO4 aq SO42 aq  2Haq"}
{"text": "sulphuricVI acid sulphateVI ion many H ion"}
{"text": "HNO3 aq NO3 aq  Haq"}
{"text": "nitricV acid nitrateV ion many H ion"}
{"text": "cReaction with metals"}
{"text": "Experiment"}
{"text": "Place about 4cm3 of ethanoic acid in a test tube Put about 1cm length of polished magnesium ribbon Test any gas produced using a burning splint Repeat with a solution of succinic acid citric acid oxalic acid tartaric acid and dilute sulphuric VI acid"}
{"text": "Sample observations"}
{"text": "Explanation"}
{"text": "Metals higher in the reactivity series displace the hydrogen in all acids to evolveproduce hydrogen gas and form a salt Alkanoic acids react with metals with metals to form alkanoates salt and produceevolve hydrogen gas Hydrogen extinguishes a burning splint with a pop soundexplosion Only the Hin the functional group COOH is are displaced and not in the alkyl hydrocarbon chain"}
{"text": "Alkanoic acid  Metal  Alkanoate  Hydrogen gas ie"}
{"text": "Examples"}
{"text": "1 For a monovalent metal with monobasic acid"}
{"text": "2R  COOH  2M  2R COOM  2H2g"}
{"text": "2For a divalent metal with monobasic acid"}
{"text": "2R  COOH  M  R COO 2M  H2g"}
{"text": "3For a divalent metal with dibasic acid"}
{"text": "HOOCRCOOH M  MOOCRCOOM  H2g"}
{"text": "4For a monovalent metal with dibasic acid"}
{"text": "HOOCRCOOH 2M  MOOCRCOOM  H2g"}
{"text": "5 For mineral acids"}
{"text": "iSulphuricVIacid is a dibasic acid"}
{"text": "H2 SO4 aq  2M  M2 SO4 aq  H2g"}
{"text": "H2 SO4 aq  M  MSO4 aq  H2g"}
{"text": "iiNitricV and hydrochloric acid are monobasic acid"}
{"text": "HNO3 aq  2M  2MNO3 aq  H2g"}
{"text": "HNO3 aq  M  MNO3  2 aq  H2g"}
{"text": "Examples"}
{"text": "1Sodium reacts with ethanoic acid to form sodium ethanoate and produce hydrogen gas"}
{"text": "Caution This reaction is explosive"}
{"text": "CH3COOH aq  Nas  CH3COONa aq  H2g"}
{"text": "Ethanoic acid Sodium ethanoate"}
{"text": "2Calcium reacts with ethanoic acid to form calcium ethanoate and produce hydrogen gas"}
{"text": "2CH3COOH aq  Cas  CH3COO 2Ca aq  H2g"}
{"text": "Ethanoic acid Calcium ethanoate"}
{"text": "3Sodium reacts with ethan12dioic acid to form sodium ethan12dioate and produce hydrogen gas"}
{"text": "HOOCCOOH 2Na  NaOOC  COONa  H2g"}
{"text": "ethan12dioic acid sodium ethan12dioate"}
{"text": "Commercial name of ethan12dioic acid is oxalic acid The salt is sodium oxalate"}
{"text": "4Magnesium reacts with ethan12dioic acid to form magnesium ethan12dioate and produce hydrogen gas"}
{"text": "HOOCRCOOH Mg   OOC  COO Mg  H2g"}
{"text": "ethan12dioic acid magnesium ethan12dioate"}
{"text": "5Magnesium reacts with"}
{"text": "iSulphuricVIacid to form Magnesium sulphateVI"}
{"text": "H2 SO4 aq  Mg  MgSO4 aq  H2g"}
{"text": "iiNitricV and hydrochloric acid are monobasic acid"}
{"text": "2HNO3 aq  Mg  MNO3  2 aq  H2g"}
{"text": "dReaction with hydrogen carbonates and carbonates"}
{"text": "Experiment"}
{"text": "Place about 3cm3 of ethanoic acid in a test tube Add about 05g  spatula end full of sodium hydrogen carbonatesodium carbonate Test the gas produced using lime water Repeat with a solution of succinic acid citric acid oxalic acid tartaric acid and dilute sulphuric VI acid"}
{"text": "Sample observations"}
{"text": "All acids react with hydrogen carbonatecarbonate to form salt water and evolveproduce bubbles of carbonIVoxide and water"}
{"text": "CarbonIVoxide forms a white precipitate when bubbled in lime waterextinguishes a burning splint"}
{"text": "Alkanoic acids react with hydrogen carbonatecarbonate to form alkanoates water and evolveproduce bubbles of carbonIVoxide and water"}
{"text": "Alkanoic acid  hydrogen carbonate  alkanoate  water  carbonIVoxide"}
{"text": "Alkanoic acid  carbonate  alkanoate  water  carbonIVoxide"}
{"text": "Examples"}
{"text": "Sodium hydrogen carbonate reacts with ethanoic acid to form sodium ethanoate water and carbonIVoxide gas"}
{"text": "CH3COOH aq  NaHCO3 s  CH3COONa aq  H2Ol  CO2 g"}
{"text": "Ethanoic acid Sodium ethanoate"}
{"text": "2Sodium carbonate reacts with ethanoic acid to form sodium ethanoate water and carbonIVoxide gas"}
{"text": "2CH3COOH aq  Na2CO3 s  2CH3COONa aq  H2Ol  CO2 g"}
{"text": "Ethanoic acid Sodium ethanoate"}
{"text": "3Sodium carbonate reacts with ethan12dioic acid to form sodium ethanoate water and carbonIVoxide gas"}
{"text": "HOOCCOOH Na2CO3 s  NaOOC  COONa  H2Ol  CO2 g"}
{"text": "ethan12dioic acid sodium ethan12dioate"}
{"text": "4Sodium hydrogen carbonate reacts with ethan12dioic acid to form sodium ethanoate water and carbonIVoxide gas"}
{"text": "HOOCCOOH 2NaHCO3 s  NaOOC  COONa  H2Ol  2CO2 g"}
{"text": "ethan12dioic acid sodium ethan12dioate"}
{"text": "eEsterification"}
{"text": "Experiment"}
{"text": "Place 4cm3 of ethanol acid in a boiling tube"}
{"text": "Add equal volume of ethanoic acid To the mixture add 2 drops of concentrated sulphuricVIacid carefully Warmheat gently on Bunsen flame"}
{"text": "Pour the mixture into a beaker containing 50cm3 of water Smell the products Repeat with a solution of succinic acid citric acid oxalic acid tartaric acid and dilute sulphuric VI acid"}
{"text": "Sample observations"}
{"text": "Explanation"}
{"text": "Alkanols react with alkanoic acid to form the sweet smelling homologous series of esters and waterThe reaction is catalysed by concentrated sulphuricVIacid in the laboratory but naturally by sunlight heatEach ester has a characteristic smell derived from the many possible combinations of alkanols and alkanoic acids"}
{"text": "Alkanol  Alkanoic acids  Ester  water"}
{"text": "Esters derive their names from the alkanol first then alkanoic acids The alkanol becomes an alkyl group and the alkanoic acid becomes alkanoate hence alkylalkanoate eg"}
{"text": "Ethanol  Ethanoic acid  Ethylethanoate  Water"}
{"text": "Ethanol  Propanoic acid  Ethylpropanoate  Water"}
{"text": "Ethanol  Methanoic acid  Ethylmethanoate  Water"}
{"text": "Ethanol  butanoic acid  Ethylbutanoate  Water"}
{"text": "Propanol  Ethanoic acid  Propylethanoate  Water"}
{"text": "Methanol  Ethanoic acid  Methyethanoate  Water"}
{"text": "Methanol  Decanoic acid  Methyldecanoate  Water"}
{"text": "Decanol  Methanoic acid  Decylmethanoate  Water"}
{"text": "During the formation of the ester the O joining the alkanol and alkanoic acid comes from the alkanol"}
{"text": "R1 COOH  R2 OH  R1 COO R2  H2O"}
{"text": "Examples"}
{"text": "1 Ethanol reacts with ethanoic acid to form the ester ethyl ethanoate and water"}
{"text": "Ethanol  Ethanoic acid Conc H2SO4 Ethylethanoate  Water"}
{"text": "C2H5OH l  CH3COOHl Conc H2SO4  CH3COO C2H5aq H2Ol"}
{"text": "CH3CH2OH l CH3COOHl Conc H2SO4  CH3COOCH2CH3aq H2Ol"}
{"text": "2 Ethanol reacts with propanoic acid to form the ester ethylpropanoate and water"}
{"text": "Ethanol  Propanoic acid Conc H2SO4 Ethylethanoate  Water"}
{"text": "C2H5OH l CH3 CH2COOHl Conc H2SO4 CH3CH2COO C2H5aq H2Ol"}
{"text": "CH3CH2OH l CH3 CH2COOHl Conc H2SO4"}
{"text": "CH3 CH2COOCH2CH3aq H2Ol"}
{"text": "3 Methanol reacts with ethanoic acid to form the ester methyl ethanoate and water"}
{"text": "Methanol  Ethanoic acid Conc H2SO4 Methylethanoate  Water"}
{"text": "CH3OH l  CH3COOHl Conc H2SO4  CH3COO CH3aq H2Ol"}
{"text": "4 Methanol reacts with propanoic acid to form the ester methyl propanoate and water"}
{"text": "Methanol  propanoic acid Conc H2SO4 Methylpropanoate  Water"}
{"text": "CH3OH l CH3 CH2COOHl Conc H2SO4  CH3 CH2COO CH3aq H2Ol"}
{"text": "5 Propanol reacts with propanoic acid to form the ester propylpropanoate and water"}
{"text": "Propanol  Propanoic acid Conc H2SO4 Ethylethanoate  Water"}
{"text": "C3H7OH l CH3 CH2COOHl Conc H2SO4 CH3CH2COO C3H7aq H2Ol"}
{"text": "CH3CH2 CH2OH l CH3 CH2COOHl Conc H2SO4  CH3 CH2COOCH2 CH2CH3aq H2Ol"}
{"text": "C DETERGENTS"}
{"text": "Detergents are cleaning agents that improve the cleaning power properties of waterA detergent therefore should be able to"}
{"text": "idissolve substances which water cannot eg grease oil fat"}
{"text": "iibe washed away after cleaning"}
{"text": "There are two types of detergents"}
{"text": "aSoapy detergents"}
{"text": "bSoapless detergents"}
{"text": "SOAPY DETERGENTS"}
{"text": "Soapy detergents usually called soap is long chain salt of organic alkanoic acidsCommon soap is sodium octadecanoate It is derived from reacting concentrated sodium hydroxide solution with octadecanoic acid18 carbon alkanoic acid ie"}
{"text": "Sodium hydroxide  octadecanoic acid  Sodium octadecanoate  water"}
{"text": "NaOHaq  CH3 CH2 16 COOHaq  CH3 CH2 16 COO  Na aq H2 Ol"}
{"text": "Commonly soap can thus be represented"}
{"text": "R COO  Na where"}
{"text": "R is a long chain alkyl group and COO  Na is the alkanoate ion"}
{"text": "In a school laboratory and at industrial and domestic levelsoap is made by reacting concentrated sodium hydroxide solution with esters from animal fat and oil The process of making soap is called saponification During saponification the ester is hydrolyzed by the alkali to form sodium salt soap and glycerolpropan123triol is produced"}
{"text": "Fatoilestersodiumpotassium hydroxidesodiumpotassium saltsoap glycerol"}
{"text": "FatsOils are esters with fatty acids and glycerol parts in their structure"}
{"text": "C17H35COOCH2"}
{"text": "C17H35COOCH"}
{"text": "C17H35COOCH2"}
{"text": "When boiled with concentrated sodium hydroxide solution NaOH"}
{"text": "iNaOH ionizesdissociates into Na and OH ions"}
{"text": "iifatoil split into three C17H35COO and one CH2 CH CH2"}
{"text": "iii the three Na combine with the three C17H35COO to form the salt C17H35COO Na"}
{"text": "ivthe three OHions combine with the CH2 CH CH2 to form an alkanol with three functional groups CH2 OH CH OH CH2 OHpropan123triol"}
{"text": "C17H35COOCH2 CH2OH"}
{"text": "C17H35COOCH NaOH  3 C17H35COO Na  CHOH"}
{"text": "C17H35COOCH2 CH2OH"}
{"text": "Ester Alkali Soap glycerol"}
{"text": "Generally"}
{"text": "CnH2n1COOCH2 CH2OH"}
{"text": "CnH2n1COOCH NaOH  3 CnH2n1COO Na  CHOH"}
{"text": "CnH2n1COOCH2 CH2OH"}
{"text": "Ester Alkali Soap glycerol"}
{"text": "R  COOCH2 CH2OH"}
{"text": "R  COOCH NaOH  3RCOO Na  CHOH"}
{"text": "R COOCH2 CH2OH"}
{"text": "Ester Alkali Soap glycerol"}
{"text": "During this process a little sodium chloride is added to precipitate the soap by reducing its solubility This is called salting out"}
{"text": "The soap is then added colouring agents perfumes and herbs of choice"}
{"text": "School laboratory preparation of soap"}
{"text": "Place about 40 g of fatty animal fatbeefmeat in 100cm3 beaker Add about 15cm3 of 40M sodium hydroxide solution Boil the mixture for about 15minutesStir the mixture Add about 50cm3 of distilled water as you boil to make up for evaporation Boil for about another 15minutesAdd about four spatula end full of pure sodium chloride crystals Continue stirring for another five minutes Allow to cool Filter of decant and wash off the residue with distilled water Transfer the clean residue into a dry beaker Preserve"}
{"text": "The action of soap"}
{"text": "Soapy detergents"}
{"text": "iact by reducing the surface tension of water by forming a thin layer on top of the water"}
{"text": "iiis made of a nonpolar alkyl hydrocarbon tail and a polar COONa head The nonpolar alkyl hydrocarbon tail is hydrophobic water hating and thus does not dissolve in water It dissolves in nonpolar solvent like grease oil and fat The polar COONa head is hydrophilic water lovingand thus dissolve in water When washing with soapy detergent the nonpolar tail of the soapy detergent surrounddissolve in the dirt on the garment greaseoil while the polar head dissolve in water"}
{"text": "Through mechanical agitationstirringsqeezingrubbingbeatingkneading some grease is dislodgedlifted of the surface of the garment It is immediately surrounded by more soap molecules It float and spread in the water as tiny droplets that scatter light in form of emulsion making the water cloudy and shinny It is removed from the garment by rinsing with fresh water The repulsion of the soap head prevent ensure the droplets do not mix Once removed the dirt molecules cannot be redeposited back because it is surrounded by soap molecules"}
{"text": "Advantages and disadvantages of using soapy detergents"}
{"text": "Soapy detergents are biodegradable They are acted upon by bacteria and rot They thus do not cause environmental pollution"}
{"text": "Soapy detergents have the disadvantage in that"}
{"text": "ithey are made from fat and oils which are better eaten as food than make soap"}
{"text": "iiforms an insoluble precipitate with hard water called scum Scum is insoluble calcium octadecanoate and Magnesium octadecanoate formed when soap reacts with Ca2 and Mg2 present in hard water"}
{"text": "Chemical equation"}
{"text": "2C17H35COO Na aq  Ca2aq  C17H35COO Ca2 s  2Naaq"}
{"text": "insoluble Calcium octadecanotescum"}
{"text": "2C17H35COO Na aq  Mg2aq  C17H35COO Mg2 s  2Naaq"}
{"text": "insoluble Magnesium octadecanotescum"}
{"text": "This causes wastage of soap"}
{"text": "Potassium soaps are better than Sodium soap Potassium is more expensive than sodium and thus its soap is also more expensive"}
{"text": "bSOAPLESS DETERGENTS"}
{"text": "Soapless detergent usually called detergent is a long chain salt fromed from byproducts of fractional distillation of crude oilCommonly used soaps include"}
{"text": "iwashing agents"}
{"text": "iitoothpaste"}
{"text": "iiiemulsifierswetting agentsshampoo"}
{"text": "Soapless detergents are derived from reacting"}
{"text": "iconcentrated sulphuricVIacid with a long chain alkanol eg Octadecanol18 carbon alkanol to form alkyl hydrogen sulphateVI"}
{"text": "Alkanol  Conc sulphuricVIacid  alkyl hydrogen sulphateVI  Water"}
{"text": "R OH  H2SO4  R OSO3H  H2O"}
{"text": "iithe alkyl hydrogen sulphateVI is then neutralized with sodiumpotassium hydroxide to form sodiumpotassium alkyl hydrogen sulphateVI"}
{"text": "Sodiumpotassium alkyl hydrogen sulphateVI is the soapless detergent"}
{"text": "alkyl hydrogen  Potassiumsodium  Sodiumpotassium  Water"}
{"text": "sulphateVI hydroxide alkyl hydrogen sulphateVI"}
{"text": "R OSO3H  NaOH  R OSO3 Na  H2O"}
{"text": "Example"}
{"text": "Step I  Reaction of Octadecanol with ConcH2SO4"}
{"text": "C17H35CH2OH aq  H2SO4  C17H35CH2O SO3 H aq  H2O l"}
{"text": "octadecanol  sulphuricVIacid  Octadecyl hydrogen sulphateVI  water"}
{"text": "Step II Neutralization by an alkali"}
{"text": "C17H35CH2O SO3 H aq  NaOH  C17H35CH2O SO3 Na aq  H2O l"}
{"text": "Octadecyl hydrogen  sodiumpotassium  sodiumpotassium octadecylWater"}
{"text": "sulphateVI hydroxide hydrogen sulphateVI"}
{"text": "School laboratory preparation of soapless detergent"}
{"text": "Place about 20g of olive oil in a 100cm3 beaker Put it in a trough containing ice cold water"}
{"text": "Add dropwise carefully 18M concentrated sulphuricVIacid stirring continuously into the olive oil until the oil turns brownAdd 30cm3 of 6M sodium hydroxide solutionStirThis is a soapless detergent"}
{"text": "The action of soapless detergents"}
{"text": "The action of soapless detergents is similar to that of soapy detergentsThe soapless detergents contain the hydrophilic head and a long hydrophobic tail ie"}
{"text": "vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvCOONa"}
{"text": "vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvOSO3 Na"}
{"text": "long hydrophobic nonpolar alkyl tail hydrophilicpolarionic head"}
{"text": "The tail dissolves in fatgreaseoil while the ionicpolarionic head dissolves in water"}
{"text": "The tail stick to the dirt which is removed by the attraction of water molecules and the polarionichydrophilic head by mechanical agitation squeezingkneading beatingrubbingscrubbingscatching"}
{"text": "The suspended dirt is then surrounded by detergent molecules and repulsion of the anion head preventing the dirt from sticking on the material garment"}
{"text": "The tiny droplets of dirt emulsion makes the water cloudy On rinsing the cloudy emulsion is washed away"}
{"text": "Advantages and disadvantages of using soapless detergents"}
{"text": "Soapless detergents are nonbiodegradable unlike soapy detergents"}
{"text": "They persist in water during sewage treatment by causing foaming in rivers lakes and streams leading to marine aquatic death"}
{"text": "Soapless detergents have the advantage in that they"}
{"text": "ido not form scum with hard water"}
{"text": "iiare cheap to manufacturebuying"}
{"text": "iiiare made from petroleum products but soapis made from fatsoil for human consumption"}
{"text": "Sample revision questions"}
{"text": "1 Study the scheme below"}
{"text": "aIdentify the process"}
{"text": "Saponification"}
{"text": "bFats and oils are esters Write the formula of the a common structure of ester"}
{"text": "C17H35COOCH2"}
{"text": "C17H35COOCH"}
{"text": "C17H35COOCH2"}
{"text": "cWrite a balanced equation for the reaction taking place during boiling"}
{"text": "C17H35COOCH2 CH2OH"}
{"text": "C17H35COOCH 3NaOH  3 C17H35COO Na  CHOH"}
{"text": "C17H35COOCH2 CH2OH"}
{"text": "Ester Alkali Soap glycerol"}
{"text": "dGive the IUPAC name of"}
{"text": "iResidue X"}
{"text": "Potassium octadecanoate"}
{"text": "iiFiltrate Y"}
{"text": "Propan123triol"}
{"text": "eGive one use of fitrate Y"}
{"text": "Making paint"}
{"text": "fWhat is the function of sodium chloride"}
{"text": "To reduce the solubility of the soap hence helping in precipitating it out"}
{"text": "gExplain how residue X helps in washing"}
{"text": "Has a nonpolar hydrophobic tail that dissolves in dirtgrease oilfat"}
{"text": "Has a polar ionic hydrophilic head that dissolves in water"}
{"text": "From mechanical agitationthe dirt is plucked out of the garment and surrounded by the tail end preventing it from being deposited back on the garment"}
{"text": "hState one"}
{"text": "iadvantage of continued use of residue X on the environment"}
{"text": "Is biodegradable and thus do not pollute the environment"}
{"text": "iidisadvantage of using residue X"}
{"text": "Uses fatoil during preparationmanufacture which are better used for human consumption"}
{"text": "iResidue X was added dropwise to some waterThe number of drops used before lather forms is as in the table below"}
{"text": "iState and explain which sample of water is"}
{"text": "I Soft"}
{"text": "Sample B Very little soap is used and no effect on amount of soap even on boilingheating"}
{"text": "II Permanent hard"}
{"text": "Sample C  A lot of soap is used and no effect on amount of soap even on boilingheating Boiling does not remove permanent hardness of water"}
{"text": "III Temporary hard"}
{"text": "Sample A  A lot of soap is used before boiling Very little soap is used on boilingheating Boiling remove temporary hardness of water"}
{"text": "iiWrite the equation for the reaction at water sample C"}
{"text": "Chemical equation"}
{"text": "2C17H35COO K aq  CaSO4aq  C17H35COO Ca2 s  K2SO4aq"}
{"text": "insoluble Calcium octadecanotescum"}
{"text": "Ionic equation"}
{"text": "2C17H35COO K aq  Ca2aq  C17H35COO Ca2 s  2Kaq"}
{"text": "insoluble Calcium octadecanotescum"}
{"text": "Chemical equation"}
{"text": "2C17H35COO K aq  MgSO4aq  C17H35COO Mg2 s  K2SO4aq"}
{"text": "insoluble Calcium octadecanotescum"}
{"text": "Ionic equation"}
{"text": "2C17H35COO K aq  Mg2aq  C17H35COO Mg2 s  2Kaq"}
{"text": "insoluble Magnesium octadecanotescum"}
{"text": "iiiWrite the equation for the reaction at water sample A before boiling"}
{"text": "Chemical equation"}
{"text": "2C17H35COO K aq  CaHCO3aq C17H35COO Ca2 s  2KHCO3 aq"}
{"text": "insoluble Calcium octadecanotescum"}
{"text": "Ionic equation"}
{"text": "2C17H35COO K aq  Ca2aq  C17H35COO Ca2 s  2Kaq"}
{"text": "insoluble Calcium octadecanotescum"}
{"text": "Chemical equation"}
{"text": "2C17H35COO K aq  MgHCO3aq C17H35COO Mg2 s  2KHCO3 aq"}
{"text": "insoluble Calcium octadecanotescum"}
{"text": "Ionic equation"}
{"text": "2C17H35COO K aq  Mg2aq  C17H35COO Mg2 s  2Kaq"}
{"text": "insoluble Magnesium octadecanotescum"}
{"text": "ivExplain how water becomes hard"}
{"text": "Natural or rain water flowing passing through rocks containing calcium chalk gypsum limestoneand magnesium compounds dolomitedissolve them to form soluble Ca2 and Mg2 ions that causes water hardness"}
{"text": "vState two useful benefits of hard water"}
{"text": "Used in bone and teeth formation"}
{"text": "Coral polyps use hard water to form coral reefs"}
{"text": "Snails use hard water to make their shells"}
{"text": "2Study the scheme below and use it to answer the questions that follow"}
{"text": "aIdentify"}
{"text": "ibrown solid A"}
{"text": "Alkyl hydrogen sulphateVI"}
{"text": "iisubstance B"}
{"text": "Sodium alkyl hydrogen sulphateVI"}
{"text": "bWrite a general formula of"}
{"text": "iSubstance A"}
{"text": "O"}
{"text": "ROS O3 H  R O  S  O  H"}
{"text": "O"}
{"text": "iiSubstance B O"}
{"text": "ROS O3  Na R O  S  O  Na"}
{"text": "O"}
{"text": "cState one"}
{"text": "i advantage of continued use of substance B"}
{"text": "Does not form scum with hard water"}
{"text": "Is cheap to make"}
{"text": "Does not use food for human as a raw material"}
{"text": "iidisadvantage of continued use of substance B"}
{"text": "Is nonbiodegradable therefore do not pollute the environment"}
{"text": "dExplain the action of B during washing"}
{"text": "Has a nonpolar hydrocarbon long tail that dissolves in dirtgreaseoilfat"}
{"text": "Has a polarionic hydrophilic head that dissolves in water"}
{"text": "Through mechanical agitation the dirt is plucked removed from the garment and surrounded by the tail end preventing it from being deposited back on the garment"}
{"text": "e Ethene was substituted for olive oil in the above process Write the equation and name of the new products A and B"}
{"text": "Product A"}
{"text": "Ethene  SulphuricVIacid  Ethyl hydrogen sulphateVI"}
{"text": "H2CCH2  H2SO4  H3C  CH2 OSO3H"}
{"text": "Product B"}
{"text": "Ethyl hydrogen sulphateVI  sodium hydroxide  sodium Ethyl  Water"}
{"text": "hydrogen sulphateVI"}
{"text": "H3C  CH2 OSO3H  NaOH  H3C  CH2 OSO3Na  H2O"}
{"text": "fEthanol can also undergo similar reactions forming new products A and BShow this using a chemical equation"}
{"text": "Product A"}
{"text": "Ethanol  SulphuricVIacid Ethyl hydrogen sulphateVI  water"}
{"text": "H3CCH2OH  H2SO4  H3C  CH2 OSO3H  H2O"}
{"text": "Product B"}
{"text": "Ethyl hydrogen sulphateVI  sodium hydroxide  sodium Ethyl  Water"}
{"text": "hydrogen sulphateVI"}
{"text": "H3C  CH2 OSO3H  NaOH  H3C  CH2 OSO3Na  H2O"}
{"text": "3Below is part of a detergent"}
{"text": "H3C  CH2 16  O  SO3  K"}
{"text": "aWrite the formular of the polar and nonpolar end"}
{"text": "Polar end"}
{"text": "H3C  CH2 16"}
{"text": "Nonpolar end"}
{"text": "O  SO3  K"}
{"text": "bIs the molecule a soapy or saopless detergent"}
{"text": "Soapless detergent"}
{"text": "cState one advantage of using the above detergent"}
{"text": "does not form scum with hard water"}
{"text": "is cheap to manufacture"}
{"text": "4The structure of a detergent is"}
{"text": "H H H H H H H H H H H H H"}
{"text": "H C C CC C C C C C C C C C COONa"}
{"text": "H H H H H H H H H H H H H"}
{"text": "a Write the molecular formula of the detergent 1mk"}
{"text": "CH3CH212COONa"}
{"text": "b What type of detergent is represented by the formula 1mk"}
{"text": "Soapy detergent"}
{"text": "c When this type of detergent is used to wash linen in hard water spots marks are left on the linen Write the formula of the substance responsible for the spots CH3CH212COO2Ca2  CH3CH212COO2Mg2"}
{"text": "D POLYMERS AND FIBRES"}
{"text": "Polymers and fibres are giant molecules of organic compounds Polymers and fibres are formed when small molecules called monomers join together to form large molecules called polymers at high temperatures and pressures This process is called polymerization"}
{"text": "Polymers and fibres are either"}
{"text": "aNatural polymers and fibres"}
{"text": "bSynthetic polymers and fibres"}
{"text": "Natural polymers and fibres are found in living thingsplants and animals Natural polymersfibres include"}
{"text": "proteinspolypeptides making amino acids in animals"}
{"text": "cellulose that make cottonwoolpaper and silk"}
{"text": "Starch that come from glucose"}
{"text": "Fats and oils"}
{"text": "Rubber from latex in rubber trees"}
{"text": "Synthetic polymers and fibres are manmade They include"}
{"text": "polyethene"}
{"text": "polychloroethene"}
{"text": "polyphenylethenepolystyrene"}
{"text": "TeryleneDacron"}
{"text": "Nylon66"}
{"text": "Perspexartificial glass"}
{"text": "Synthetic polymers and fibres have the following characteristic advantages over natural polymers"}
{"text": "1 They are light and portable"}
{"text": "2 They are easy to manufacture"}
{"text": "3 They can easily be molded into shape of choice"}
{"text": "4 They are resistant to corrosion water air  acids bases and salts"}
{"text": "5 They are comparatively cheap affordable colourful and aesthetic"}
{"text": "Synthetic polymers and fibres however have the following disadvantages over natural polymers"}
{"text": "They are nonbiodegradable and hence cause environmental pollution during disposal"}
{"text": "They give out highly poisonous gases when burnt like chlorinecarbonIIoxide"}
{"text": "Some on burning produce CarbonIVoxide CarbonIVoxide is a green house gas that cause global warming"}
{"text": "Compared to some metals they are poor conductors of heatelectricity and have lower tensile strength"}
{"text": "To reduce environmental pollution from synthetic polymers and fibres the followitn methods of disposal should be used"}
{"text": "1Recycling Once produced all synthetic polymers and fibres should be recycled to a new product This prevents accumulation of the synthetic polymers and fibres in the environment"}
{"text": "2Production of biodegradable synthetic polymers and fibres that rot away"}
{"text": "There are two types of polymerization"}
{"text": "aaddition polymerization"}
{"text": "bcondensation polymerization"}
{"text": "aaddition polymerization"}
{"text": "Addition polymerization is the process where a small unsaturated monomer alkene  molecule join together to form a large saturated molecule Only alkenes undergo addition polymerization"}
{"text": "Addition polymers are named from the alkenemonomer making the polymer and adding the prefix poly before the name of monomer to form a polyalkene"}
{"text": "During addition polymerization"}
{"text": "ithe double bond in alkenes break"}
{"text": "iifree radicals are formed"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule The more collisions the larger the molecule"}
{"text": "Examples of addition polymerization"}
{"text": "1Formation of Polyethene"}
{"text": "Polyethene is an addition polymer formed when ethene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting paticles"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H H H"}
{"text": "Ethene  Ethene  Ethene  Ethene"}
{"text": "iithe double bond joining the ethane molecule break to free readicals"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H H H"}
{"text": "Ethene radical  Ethene radical  Ethene radical  Ethene radical"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "H H H H H H H H lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H H H"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer polyethene"}
{"text": "Polyethene molecule can be represented as"}
{"text": "H H H H H H H H extension of"}
{"text": "moleculepolymer"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H H H"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "H H"}
{"text": "C  C n"}
{"text": "H H"}
{"text": "Where n is the number of monomers in the polymer The number of monomers in the polymer can be determined from the molar mass of the polymer and monomer from the relationship"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Examples"}
{"text": "Polythene has a molar mass of 4760Calculate the number of ethene molecules in the polymerC120 H10"}
{"text": "Number of monomersrepeating units in polyomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass ethene C2H4  28 Molar mass polyethene  4760"}
{"text": "Substituting 4760  170 ethene molecules"}
{"text": "28"}
{"text": "The commercial name of polyethene is polythene It is an elastic tough transparent and durable plastic Polythene is used"}
{"text": "iin making plastic bag"}
{"text": "iibowls and plastic bags"}
{"text": "iiipackaging materials"}
{"text": "2Formation of Polychlorethene"}
{"text": "Polychloroethene is an addition polymer formed when chloroethene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H Cl H Cl H Cl H Cl"}
{"text": "chloroethene  chloroethene  chloroethene  chloroethene"}
{"text": "iithe double bond joining the chloroethene molecule break to free radicals"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H Cl H Cl H Cl H Cl"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "H H H H H H H H lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H Cl H Cl H Cl H Cl"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer polychloroethene"}
{"text": "Polychloroethene molecule can be represented as"}
{"text": "H H H H H H H H extension of"}
{"text": "moleculepolymer"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H Cl H Cl H Cl H Cl"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "H H"}
{"text": "C  C n"}
{"text": "H Cl"}
{"text": "Examples"}
{"text": "Polychlorothene has a molar mass of 4760Calculate the number of chlorethene molecules in the polymerC120 H10Cl355"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass ethene C2H3Cl  625 Molar mass polyethene  4760"}
{"text": "Substituting 4760  7716  77 polychloroethene moleculeswhole number"}
{"text": "625"}
{"text": "The commercial name of polychloroethene is polyvinylchloridePVC It is a tough nontransparent and durable plastic PVC is used"}
{"text": "iin making plastic rope"}
{"text": "iiwater pipes"}
{"text": "iiicrates and boxes"}
{"text": "3Formation of Polyphenylethene"}
{"text": "Polyphenylethene is an addition polymer formed when phenylethene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H C6H5 H C6H5 H C6H5 H C6H5"}
{"text": "phenylethene  phenylethene  phenylethene  phenylethene"}
{"text": "iithe double bond joining the phenylethene molecule break to free radicals"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H C6H5 H C6H5 H C6H5 H C6H5"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "H H H H H H H H lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H C6H5 H C6H5 H C6H5 H C6H5"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer polyphenylethene"}
{"text": "Polyphenylethene molecule can be represented as"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H C6H5 H C6H5 H C6H5 H C6H5"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "H H"}
{"text": "C  C n"}
{"text": "H C6H5"}
{"text": "Examples"}
{"text": "Polyphenylthene has a molar mass of 4760Calculate the number of phenylethene molecules in the polymerC120 H10"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass ethene C8H8  104 Molar mass polyethene  4760"}
{"text": "Substituting 4760  457692 45 polyphenylethene moleculeswhole number"}
{"text": "104"}
{"text": "The commercial name of polyphenylethene is polystyrene It is a very light durable plastic Polystyrene is used"}
{"text": "iin making packaging material for carrying delicate items like computers radioncalculators"}
{"text": "iiceiling tiles"}
{"text": "iiiclothe linings"}
{"text": "4Formation of Polypropene"}
{"text": "Polypropene is an addition polymer formed when propene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H CH3 H CH3 H CH3 H CH3"}
{"text": "propene  propene  propene  propene"}
{"text": "iithe double bond joining the phenylethene molecule break to free radicals"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H CH3 H CH3 H CH3 H CH3"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "H H H H H H H H lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H CH3 H CH3 H CH3 H CH3"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer propene"}
{"text": "propene molecule can be represented as"}
{"text": "H H H H H H H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H CH3 H CH3 H CH3 H CH3"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "H H"}
{"text": "C  C n"}
{"text": "H CH3"}
{"text": "Examples"}
{"text": "Polypropene has a molar mass of 4760Calculate the number of propene molecules in the polymerC120 H10"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass propene C3H8  44 Molar mass polyethene  4760"}
{"text": "Substituting 4760  1081818 108 propene moleculeswhole number"}
{"text": "44"}
{"text": "The commercial name of polyphenylethene is polystyrene It is a very light durable plastic Polystyrene is used"}
{"text": "iin making packaging material for carrying delicate items like computers radioncalculators"}
{"text": "iiceiling tiles"}
{"text": "iiiclothe linings"}
{"text": "5Formation of Polytetrafluorothene"}
{"text": "Polytetrafluorothene is an addition polymer formed when tetrafluoroethene moleculemonomer join together to form a large moleculepolymer at high temperatures and pressure"}
{"text": "During polymerization"}
{"text": "imany molecules are brought nearer to each other by the high pressurewhich reduces the volume occupied by reacting particles"}
{"text": "F F F F F F F F"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "F F F F F F F F"}
{"text": "tetrafluoroethene  tetrafluoroethene tetrafluoroethene tetrafluoroethene"}
{"text": "iithe double bond joining the tetrafluoroethene molecule break to free radicals"}
{"text": "F F F F F F F F"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "F F F F F F F F"}
{"text": "iiithe free radicals collide with each other and join to form a larger molecule"}
{"text": "F F F F F F F F lone pair of electrons"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "F F F F F F F F"}
{"text": "Lone pair of electrons can be used to join more monomers to form longer polytetrafluoroethene"}
{"text": "polytetrafluoroethene molecule can be represented as"}
{"text": "F F F F F F F F extension of"}
{"text": "moleculepolymer"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "F F F F F F F F"}
{"text": "Since the molecule is a repetition of one monomer then the polymer is"}
{"text": "F F"}
{"text": "C  C n"}
{"text": "F F"}
{"text": "Examples"}
{"text": "Polytetrafluorothene has a molar mass of 4760Calculate the number of tetrafluoroethene molecules in the polymerC120 F19"}
{"text": "Number of monomersrepeating units in monomer  Molar mass polymer"}
{"text": "Molar mass monomer"}
{"text": "Molar mass ethene C2F4  625 Molar mass polyethene  4760"}
{"text": "Substituting 4760  7716  77 polychloroethene moleculeswhole number"}
{"text": "625"}
{"text": "The commercial name of polytetrafluorethenePTFE is TeflonPTFE It is a tough nontransparent and durable plastic PVC is used"}
{"text": "iin making plastic rope"}
{"text": "iiwater pipes"}
{"text": "iiicrates and boxes"}
{"text": "5Formation of rubber from Latex"}
{"text": "Natural rubber is obtained from rubber trees"}
{"text": "During harvesting an incision is made on the rubber tree to produce a milky white substance called latex"}
{"text": "Latex is a mixture of rubber and lots of water"}
{"text": "The latex is then added an acid to coagulate the rubber"}
{"text": "Natural rubber is a polymer of 2methylbut13diene"}
{"text": "H CH3 H H"}
{"text": "CH2C CH3 CH  CH2 H  C  C  C  C  H"}
{"text": "During natural polymerization to rubber one double CC bond break to self add to another molecule The double bond remaining move to carbon 2 thus"}
{"text": "H CH3 H H H CH3 H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H"}
{"text": "Generally the structure of rubber is thus"}
{"text": "H CH3 H H"}
{"text": "C  C  C  C n"}
{"text": "H H"}
{"text": "Pure rubber is soft and sticky It is used to make erasers car tyres Most of it is vulcanized Vulcanization is the process of heating rubber with sulphur to make it hardertougher"}
{"text": "During vulcanization the sulphur atoms form a cross link between chains of rubber moleculespolymers This decreases the number of CC double bonds in the polymer"}
{"text": "H CH3 H H H CH3 H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H S H H S H"}
{"text": "H CH3 S H H CH3 S H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H H H"}
{"text": "Vulcanized rubber is used to make tyres shoes and valves"}
{"text": "6Formation of synthetic rubber"}
{"text": "Synthetic rubber is able to resist action of oilabrasion and organic solvents which rubber cannot"}
{"text": "Common synthetic rubber is a polymer of 2chlorobut13diene"}
{"text": "H Cl H H"}
{"text": "CH2C Cl CH  CH2 H  C  C  C  C  H"}
{"text": "During polymerization to synthetic rubber one double CC bond is broken to self add to another molecule The double bond remaining move to carbon 2 thus"}
{"text": "H Cl H H H Cl H H"}
{"text": "C  C  C  C  C  C  C  C"}
{"text": "H H H H"}
{"text": "Generally the structure of rubber is thus"}
{"text": "H Cl H H"}
{"text": "C  C  C  C n"}
{"text": "H H"}
{"text": "Rubber is thus strengthened through vulcanization and manufacture of synthetic rubber"}
{"text": "bCondensation polymerization"}
{"text": "Condensation polymerization is the process where two or more small monomers join together to form a larger molecule by eliminationremoval of a simple molecule usually water"}
{"text": "Condensation polymers acquire a different name from the monomers because the two monomers are two different compounds"}
{"text": "During condensation polymerization"}
{"text": "ithe two monomers are brought together by high pressure to reduce distance between them"}
{"text": "iimonomers realign themselves at the functional group"}
{"text": "iiifrom each functional group an element is removed so as to form simple molecule of usually H2OHCl"}
{"text": "ivthe two monomers join without the simple molecule of H2OHCl"}
{"text": "Examples of condensation polymerization"}
{"text": "1Formation of Nylon66"}
{"text": "Method 1 Nylon66 can be made from the condensation polymerization of hexan16dioic acid with hexan16diamineAmines are a group of homologous series with a general formula RNH2 and thus NH2 as the functional group"}
{"text": "During the formation of Nylon66"}
{"text": "ithe two monomers are brought together by high pressure to reduce distance between them and realign themselves at the functional groups"}
{"text": "O O H H"}
{"text": "H O  C  CH2  4  C  O  H  H N  CH2 6  N  H"}
{"text": "iiifrom each functional group an element is removed so as to form a molecule of H2O and the two monomers join at the linkage"}
{"text": "O O H H"}
{"text": "H O  C  CH2  4  C  N  CH2 6  N  H  H 2O"}
{"text": "Polymer bond linkage"}
{"text": "Nylon66 derive its name from the two monomers each with six carbon chain"}
{"text": "Method 2 Nylon66 can be made from the condensation polymerization of hexan16dioyl dichloride with hexan16diamine"}
{"text": "Hexan16dioyl dichloride belong to a group of homologous series with a general formula ROCl and thus OCl as the functional group"}
{"text": "The ROCl is formed when the OH in ROOHalkanoic acid is replaced by ClchlorineHalogen"}
{"text": "During the formation of Nylon66"}
{"text": "ithe two monomers are brought together by high pressure to reduce distance between them and realign themselves at the functional groups"}
{"text": "O O H H"}
{"text": "Cl  C  CH2  4  C  Cl  H N  CH2 6  N  H"}
{"text": "iiifrom each functional group an element is removed so as to form a molecule of HCl and the two monomers join at the linkage"}
{"text": "O O H H"}
{"text": "Cl  C  CH2  4  C  N  CH2 6  N  H  HCl"}
{"text": "Polymer bond linkage"}
{"text": "The two monomers each has six carbon chain hence the name nylon66"}
{"text": "The commercial name of Nylon66 is Nylon It is a a tough elastic and durable plastic It is used to make clothes plastic ropes and carpets"}
{"text": "2Formation of Terylene"}
{"text": "Method 1 Terylene can be made from the condensation polymerization of ethan12diol with benzene14dicarboxylic acid"}
{"text": "Benzene14dicarboxylic acid a group of homologous series with a general formula RCOOH where R is a ring of six carbon atom called Benzene ring The functional group is COOH"}
{"text": "During the formation of Terylene"}
{"text": "ithe two monomers are brought together by high pressure to reduce distance between them and realign themselves at the functional groups"}
{"text": "O O"}
{"text": "H O  C  C6H5  C  O  H  H O  CH2 CH2  O  H"}
{"text": "iiifrom each functional group an element is removed so as to form a molecule of H2O and the two monomers join at the linkage"}
{"text": "O O"}
{"text": "H O  C  C6H5  C  O  CH2 6  N  H  H 2O"}
{"text": "Polymer bond linkage of terylene"}
{"text": "Method 2 Terylene can be made from the condensation polymerization of benzene14dioyl dichloride with ethan12diol"}
{"text": "Benzene14dioyl dichloride belong to a group of homologous series with a general formula ROCl and thus OCl as the functional group and R as a benzene ring"}
{"text": "The ROCl is formed when the OH in ROOH is replaced by ClchlorineHalogen"}
{"text": "During the formation of Terylene"}
{"text": "ithe two monomers are brought together by high pressure to reduce distance between them and realign themselves at the functional groups"}
{"text": "O O"}
{"text": "Cl  C  C5H5  C  Cl  H O  CH2 CH2  O  H"}
{"text": "iiifrom each functional group an element is removed so as to form a molecule of HCl and the two monomers join at the linkage"}
{"text": "O O"}
{"text": "Cl  C  C5H5  C  O  CH2 CH2  O  H  HCl"}
{"text": "Polymer bond linkage of terylene"}
{"text": "The commercial name of terylene is Polyester polyster It is a a tough elastic and durable plastic It is used to make clothes plastic ropes and sails and plastic model kits"}
{"text": "Practice questions Organic chemistry"}
{"text": "1 A student mixed equal volumes of Ethanol and butanoic acid He added a few drops of concentrated Sulphuric VI acid and warmed the mixture"}
{"text": "i Name and write the formula of the main products Name"}
{"text": "Formula"}
{"text": "ii Which homologous series does the product named in i above belong"}
{"text": "2 The structure of the monomer phenyl ethene is given below"}
{"text": "a Give the structure of the polymer formed when four of the monomers are added together"}
{"text": "b Give the name of the polymer formed in a above"}
{"text": "3 Explain the environmental effects of burning plastics in air as a disposal method 4 Write chemical equation to represent the effect of heat on ammonium carbonate"}
{"text": "5 Sodium octadecanoate has a chemical formula CH3CH26 COONa which is used as soap"}
{"text": "Explain why a lot of soap is needed when washing with hard water"}
{"text": "6 A natural polymer is made up of the monomer"}
{"text": "a Write the structural formula of the repeat unit of the polymer b When 50 x 105 moles of the polymer were hydrolysed 0515g of the monomer were obtained"}
{"text": "Determine the number of the monomer molecules in this polymer"}
{"text": "C  12 H  1 N  14 O 16"}
{"text": "7 The formula below represents active ingredients of two cleansing agents A and B"}
{"text": "Which one of the cleansing agents would be suitable to be used in water containing magnesium hydrogen carbonate Explain"}
{"text": "8 Study the polymer below and use it to answer the questions that follow"}
{"text": "a Give the name of the monomer and draw its structures b Identify the type of polymerization that takes place c State one advantage of synthetic polymers"}
{"text": "9 Ethanol and Pentane are miscible liquids Explain how water can be used to separate a mixture of ethanol and pentane"}
{"text": "10"}
{"text": "a What is absolute ethanol"}
{"text": "i Plot a graph of volume of oxygen gas against time ii Determine the rate of reaction at time 156 seconds iii From the graph find the time taken for 18cm3 of oxygen to be produced iv Write a chemical equation to show how hydrogen peroxide decomposes in the presence of manganese IV Oxide"}
{"text": "b The diagram below shows how a Leclanche Dry cell appears"}
{"text": "i What is the function of MnO2 in the cell above"}
{"text": "ii Write the equation of a reaction that occurs at the cathode"}
{"text": "iii Calculate the mass of Zinc that is consumed when a current of 01amperes flows through the above cell for 30minutes 1F 96500c Zn 65"}
{"text": "12 a Give the IUPAC names of the following compounds"}
{"text": "i CH3COOCH2CH3"}
{"text": "ii"}
{"text": "b The structure below shows some reactions starting with ethanol Study it and answer"}
{"text": "the questions that follow"}
{"text": "i Write the formula of the organic compounds P and S"}
{"text": "ii Name the type of reaction the reagents and condition for the reactions in the following steps"}
{"text": "I Step I"}
{"text": "II Step II"}
{"text": "III Step III"}
{"text": "iii Name reagent R  iv Draw the structural formula of T and give its name"}
{"text": "v I Name compound U"}
{"text": "II If the relative molecular mass of U is 42000 determine the value of n C12 H1"}
{"text": "c State why C2H4 burns with a more smoky flame than C2H6 13 a State two factors that affect the properties of a polymer b Name the compound with the formula below  CH3CH2CH2ONa"}
{"text": "c Study the scheme below and use it to answer the questions that follow"}
{"text": "i Name the following compounds"}
{"text": "I Product T  II K  ii State one common physical property of substance G"}
{"text": "iii State the type of reaction that occurred in step J"}
{"text": "iv Give one use of substance K"}
{"text": "v Write an equation for the combustion of compound P vi Explain how compounds CH3CH2COOH and CH3CH2CH2OH can be distinguished chemically"}
{"text": "vii If a polymer K has relative molecular mass of 12600 calculate the value of n H1 C 12"}
{"text": "14 Study the scheme given below and answer the questions that follow"}
{"text": "a i Name compound P"}
{"text": "ii Write an equation for the reaction between CH3CH2COOH and Na2CO3 b State one use of polymer Q"}
{"text": "c Name one oxidising agent that can be used in step II"}
{"text": "d A sample of polymer Q is found to have a molecular mass of 4200 Determine the number of"}
{"text": "monomers in the polymer H  1 C  12"}
{"text": "e Name the type of reaction in step I"}
{"text": "f State one industrial application of step III"}
{"text": "gState how burning can be used to distinguish between propane and propyne Explain your"}
{"text": "answer"}
{"text": "h 1000cm3 of ethene C2H4 burnt in oxygen to produce Carbon II Oxide and water vapour"}
{"text": "Calculate the minimum volume of air needed for the complete combustion of ethene"}
{"text": "Air contains 20 by volume of oxygen"}
{"text": "15 a Study the schematic diagram below and answer the questions that follow"}
{"text": "i Identify the following"}
{"text": "Substance Q"}
{"text": "Substance R"}
{"text": "Gas P"}
{"text": "ii Name"}
{"text": "Step 1"}
{"text": "Step 4"}
{"text": "iii Draw the structural formula of the major product of step 5 iv State the condition and reagent in step 3 16 Study the flow chart below and answer the questions that follow"}
{"text": "a i Name the following organic compounds"}
{"text": "M"}
{"text": "L ii Name the process in step"}
{"text": "Step 2"}
{"text": "Step 4"}
{"text": "iii Identify the reagent P and Q"}
{"text": "iv Write an equation for the reaction between CH3CH2CH2OH and sodium 17 a Give the names of the following compounds"}
{"text": "i CH3CH2CH2CH2OH"}
{"text": "ii CH3CH2COOH"}
{"text": "iii CH3C  O CH2CH3"}
{"text": "18 Study the scheme given below and answer the questions that follow"}
{"text": "i Name the reagents used in"}
{"text": "Step I"}
{"text": "Step II"}
{"text": "Step III"}
{"text": "ii Write an equation to show products formed for the complete combustion of CH  CH"}
{"text": "iii Explain one disadvantage of continued use of items made from the compound formed in step III"}
{"text": "19 A hydrated salt has the following composition by mass Iron 202  oxygen 230 sulphur 115 water 453"}
{"text": "i Determine the formula of the hydrated salt Fe56 S32 O16 H11 ii 695g of the hydrated salt in ci above were dissolved in distilled water and the total volume made to 250cm3 of solution Calculate the concentration of the resulting salt solution in moles per litre Given that the molecula mass of the salt is 278"}
{"text": "20 Write an equation to show products formed for the complete combustion of CH  CH"}
{"text": "iii Explain one disadvantage of continued use of items made from the compound formed in step III"}
{"text": "21 Give the IUPAC name for each of the following organic compounds"}
{"text": "i CH3  CH  CH2  CH3"}
{"text": "OH"}
{"text": "iiCH3  CH  CH2  CH2  CH3"}
{"text": "C2H5"}
{"text": "iiiCH3COOCH2CH2CH3"}
{"text": "22 The structure below represents a cleansing agent"}
{"text": "O"}
{"text": "R  S  ONa"}
{"text": "O"}
{"text": "a State the type of cleansing agent represented above b State one advantage and one disadvantage of using the above cleansing agent"}
{"text": "23 The structure below shows part of polymer Use it to answer the questions that follow"}
{"text": "CH3 CH3 CH3"}
{"text": "CH  CH2  CH CH2  CH  CH2"}
{"text": "a Derive the structure of the monomer"}
{"text": "b Name the type of polymerization represented above"}
{"text": "24 The flow chart below represents a series of reactions starting with ethanoic acid"}
{"text": "a Identify substances A and B"}
{"text": "b Name the process I"}
{"text": "25 a Write an equation showing how ammonium nitrate may be prepared starting with ammonia gas"}
{"text": "b Calculate the maximum mass of ammonium nitrate that can be prepared using 53kg of ammonia H1 N14 O16"}
{"text": "26 a What is meant by the term esterification"}
{"text": "b Draw the structural formulae of two compounds that may be reacted to form ethylpropanoate"}
{"text": "27 a Draw the structure of pentanoic acid"}
{"text": "b Draw the structure and give the name of the organic compound formed when ethanol reacts with pentanoic acid in presence of concentrated sulphuric acid"}
{"text": "28 The scheme below shows some reactions starting with ethanol Study it and answer the questions"}
{"text": "that follow"}
{"text": "i Name and draw the structure of substance Q"}
{"text": "ii Give the names of the reactions that take place in steps 2 and 4 iii What reagent is necessary for reaction that takes place in step 3"}
{"text": "29 Substances A and B are represented by the formulae ROH and RCOOH respectively"}
{"text": "They belong to two different homologous series of organic compounds If both A and B"}
{"text": "react with potassium metal"}
{"text": "a Name the common product produced by both b State the observation made when each of the samples A and B are reacted with sodium hydrogen carbonate"}
{"text": "i A"}
{"text": "ii B"}
{"text": "30 Below are structures of particles Use it to answer questions that follow In each case only electrons in the outermost energy level are shown"}
{"text": "key"}
{"text": "P  Proton"}
{"text": "N  Neutron"}
{"text": "X  Electron"}
{"text": "a Identify the particle which is an anion"}
{"text": "31 Plastics and rubber are extensively used to cover electrical wires"}
{"text": "a What term is used to describe plastic and rubbers used in this way b Explain why plastics and rubbers are used this way"}
{"text": "32 The scheme below represents the manufacture of a cleaning agent X"}
{"text": "a Draw the structure of X and state the type of cleaning agent to which X belong b State one disadvantage of using X as a cleaning agent"}
{"text": "33 Y grams of a radioactive isotope take 120days to decay to 35grams The halflife period of the isotope is 20days"}
{"text": "a Find the initial mass of the isotope"}
{"text": "b Give one application of radioactivity in agriculture"}
{"text": "34 The structure below represents a polymer Study and answer the questions that follow"}
{"text": "i Name the polymer above ii Determine the value of n if giant molecule had relative molecular mass of 4956"}
{"text": "35 RCOONa and RCH2OSO3Na are two types of cleansing agents"}
{"text": "i Name the class of cleansing agents to which each belongs"}
{"text": "ii Which one of these agents in i above would be more suitable when washing with water from the Indian ocean Explain"}
{"text": "iii Both sulphur IV oxide and chlorine are used bleaching agents Explain the difference in their bleaching properties"}
{"text": "36 The formula given below represents a portion of a polymer"}
{"text": "a Give the name of the polymer"}
{"text": "b Draw the structure of the monomer used to manufacture the polymer"}
{"text": "THE MOLE"}
{"text": "aGas laws"}
{"text": "1 Matter is made up of small particle in accordance to Kinetic Theory of matter"}
{"text": "Naturally there are basically three states of matter Solid Liquid and gas"}
{"text": "iA solid is made up of particles which are very closely packed with a definitefixed shape and fixeddefinite volume occupies definite space It has a very high density"}
{"text": "ii A liquid is made up of particles which have some degree of freedom It thus has no definitefixed shape It takes the shape of the container it is put A liquid has fixeddefinite volumeoccupies definite space"}
{"text": "iiiA gas is made up of particles free from each other It thus has no definite fixed shape It takes the shape of the container it is put It has no fixeddefinite volumeoccupies every space in a container"}
{"text": "2Gases are affected by physical conditions There are two physical conditions"}
{"text": "iTemperature"}
{"text": "iiPressure"}
{"text": "3 The SI unit of temperature is KelvinK"}
{"text": "Degrees CelsiusCentigradeoC are also used"}
{"text": "The two units can be interconverted from the relationship"}
{"text": "oC  273 K"}
{"text": "K 273  oC"}
{"text": "Practice examples"}
{"text": "1 Convert the following into Kelvin"}
{"text": "i O oC"}
{"text": "oC  273  K substituting  O oC  273  273 K"}
{"text": "ii 273 oC"}
{"text": "oC  273  K substituting  273oC  273  0 K"}
{"text": "iii 25 oC"}
{"text": "oC  273  K substituting  25 oC  273  298 K"}
{"text": "iv 100 oC"}
{"text": "oC  273  K substituting  100 oC  273  373 K"}
{"text": "2 Convert the following into degrees CelsiusCentigradeoC"}
{"text": "i 10 K"}
{"text": "K 273  oC substituting 10  273  263 oC"}
{"text": "ii i 1 K"}
{"text": "K 273  oC substituting 1  273  272 oC"}
{"text": "iii 110 K"}
{"text": "K 273  oC substituting 110  273  163 oC"}
{"text": "iv 24 K"}
{"text": "K 273  oC substituting 24  273  297 oC"}
{"text": "The standard temperature is 273K  0 oC"}
{"text": "The room temperature is assumed to be 298K  25oC"}
{"text": "4 The SI unit of pressure is PascalPa  Newton per metre squared Nm2  Millimeters of mercurymmHg centimeters of mercurycmHg and atmospheres are also commonly used"}
{"text": "The units are not interconvertible but PascalsPa are equal to Newton per metre squaredNm2"}
{"text": "The standard pressure is the atmospheric pressure"}
{"text": "Atmospheric pressure is equal to about"}
{"text": "i101325 Pa"}
{"text": "ii101325 Nm2"}
{"text": "iii760 mmHg"}
{"text": "iv76 cmHg"}
{"text": "vone atmosphere"}
{"text": "5 Molecules of gases are always in continuous random motion at high speed This motion is affected by the physical conditions of temperature and pressure"}
{"text": "Physical conditions change the volume occupied by gases in a closed system"}
{"text": "The effect of physical conditions of temperature and pressure was investigated and expressed in both Boyles and Charles laws"}
{"text": "6 Boyles law states that"}
{"text": "the volume of a fixed mass of a gas is inversely proportional to the pressure at constantfixed temperature"}
{"text": "Mathematically"}
{"text": "Volume  1 Fixed constant Temperature"}
{"text": "Pressure"}
{"text": "V  1 Fixed constant T ie PV  Constantk"}
{"text": "P"}
{"text": "From Boyles law  an increase in pressure of a gas cause a decrease in volume ie doubling the pressure cause the volume to be halved"}
{"text": "Graphically therefore a plot of volumeV against pressure P produces a curve"}
{"text": "V"}
{"text": "P"}
{"text": "Graphically a plot of volumeV against inversereciprocal of pressure 1p produces a straight line"}
{"text": "V"}
{"text": "1P"}
{"text": "For two gases then P1 V1  P2 V2"}
{"text": "P1  Pressure of gas 1"}
{"text": "V1  Volume of gas 1"}
{"text": "P2  Pressure of gas 2"}
{"text": "V2  Volume of gas 2"}
{"text": "Practice examples"}
{"text": "1 A fixed mass of gas at 102300Pa pressure has a volume of 25cm3Calculate its volume if the pressure is doubled"}
{"text": "Working"}
{"text": "P1 V1  P2 V2 Substituting 102300 x 25  102300 x 2 x V2"}
{"text": "V2  102300 x 25  125cm3"}
{"text": "102300 x 2"}
{"text": "2 Calculate the pressure which must be applied to a fixed mass of 100cm3 of Oxygen for its volume to triple at 100000Nm2"}
{"text": "P1 V1  P2 V2 Substituting 100000 x 100  P2 x 100 x 3"}
{"text": "V2  100000 x 100  333333333 Nm2"}
{"text": "100 x 3"}
{"text": "3A 60cm3 weather ballon full of Hydrogen at atmospheric pressure of 101325Pa was released into the atmosphere Will the ballon reach stratosphere where the pressure is 90000Pa"}
{"text": "P1 V1  P2 V2 Substituting 101325 x 60  90000 x V2"}
{"text": "V2  101325 x 60  6755 cm3"}
{"text": "90000"}
{"text": "The new volume at 6755 cm3 exceed ballon capacity of 6000 cm3It will burst before reaching destination"}
{"text": "7Charles law states thatthe volume of a fixed mass of a gas is directly proportional to the absolute temperature at constantfixed pressure"}
{"text": "Mathematically"}
{"text": "Volume  Pressure Fixed constant pressure"}
{"text": "V  T Fixed constant P ie V  Constantk"}
{"text": "T"}
{"text": "From Charles law  an increase in temperature of a gas cause an increase in volume ie doubling the temperature cause the volume to be doubled"}
{"text": "Gases expandincrease by 1273 by volume on heatingGases contactdecrease by 1273 by volume on cooling at constantfixed pressure"}
{"text": "The volume of a gas continue decreasing with decrease in temperature until at 273oC 0 K the volume is zero ie there is no gas"}
{"text": "This temperature is called absolute zero It is the lowest temperature at which a gas can exist"}
{"text": "Graphically therefore a plot of volumeV against TemperatureT in"}
{"text": "ioC produces a straight line that is extrapolated to the absolute zero of 273oC"}
{"text": "V"}
{"text": "273oC 0oC"}
{"text": "ToC"}
{"text": "iiKelvinK produces a straight line from absolute zero of O Kelvin"}
{"text": "V"}
{"text": "0 TKelvin"}
{"text": "For two gases then V1  V2"}
{"text": "T1 T2"}
{"text": "T1  Temperature in Kelvin of gas 1"}
{"text": "V1  Volume of gas 1"}
{"text": "T2  Temperature in Kelvin of gas 2"}
{"text": "V2  Volume of gas 2"}
{"text": "Practice examples"}
{"text": "1 500cm3 of carbonIVoxide at 0oC was transfered into a cylinder at 4oC If the capacity of the cylinder is 450 cm3explain what happened"}
{"text": "V1  V2 substituting 500  V2"}
{"text": "T1 T2 0 273 4 273"}
{"text": "500 x 4 x 273  492674cm3"}
{"text": "0  273"}
{"text": "The capacity of cylinder 500cm3 is less than new volume492674cm3"}
{"text": "7326cm3500492674cm3of carbonIVoxide gas did not fit into the cylinder"}
{"text": "2 A mechanic was filling a deflated tyre with air in his closed garage using a hand pump The capacity of the tyre was 40000cm3 at room temperature He rolled the tyre into the car outside The temperature outside was 30oCExplain what happens"}
{"text": "V1  V2 substituting 40000  V2"}
{"text": "T1 T2 25 273 30 273"}
{"text": "40000 x 30 x 273  406711409cm3"}
{"text": "25  273"}
{"text": "The capacity of a tyre 40000cm3 is less than new volume406711409cm3"}
{"text": "The tyre thus bursts"}
{"text": "3 A hydrogen gas balloon with 80cm3 was released from a research station at room temperature If the temperature of the highest point it rose is 30oC  explain what happened"}
{"text": "V1  V2 substituting 80  V2"}
{"text": "T1 T2 25 273 30 273"}
{"text": "80 x 30 x 273  652349cm3"}
{"text": "25  273"}
{"text": "The capacity of balloon 80cm3 is more than new volume 652349cm3"}
{"text": "The balloon thus remained intact"}
{"text": "8 The continuous random motion of gases differ from gas to the otherThe movement of molecules of a gas from region of high concentration to a region of low concentration is called diffusion"}
{"text": "The rate of diffusion of a gas depends on its density ie The higher the rate of diffusion the less dense the gas"}
{"text": "The density of a gas depends on its molar massrelative molecular mass ie The higher the density the higher the molar massrelative atomic mass and thus the lower the rate of diffusion"}
{"text": "Examples"}
{"text": "1Carbon IVoxideCO2 has a molar mass of 44gNitrogenN2has a molar mass of 28g N2is thus lighterless dense than Carbon IVoxideCO2 N2 diffuses faster than CO2"}
{"text": "2AmmoniaNH3 has a molar mass of 17gNitrogenN2has a molar mass of 28g N2is thus about twice lighterless dense than AmmoniaNH3 AmmoniaNH3 diffuses twice faster than N2"}
{"text": "3 AmmoniaNH3 has a molar mass of 17gHydrogen chloride gas has a molar mass of 365gBoth gases on contact react to form white fumes of ammonium chloride When a glasscotton wool dipped in ammonia and another glasscotton wool dipped in hydrochloric acid are placed at opposite ends of a glass tube both gases diffuse towards each other A white disk appears near to glasscotton wool dipped in hydrochloric acid This is because hydrogen chloride is heavierdenser than Ammonia and thus its rate of diffusion is lower"}
{"text": "The rate of diffusion of a gas is in accordance to Grahams law of diffusion Grahams law states that"}
{"text": "the rate of diffusion of a gas is inversely proportional to the square root of its density at the sameconstantfixed temperature and pressure"}
{"text": "Mathematically"}
{"text": "R  1 and since density is proportional to mass then R  1"}
{"text": "p  m"}
{"text": "For two gases then"}
{"text": "R1  R2 where R1 and R2 is the rate of diffusion of 1st and 2nd gas"}
{"text": "M2 M1 M1 and M2 is the molar mass of 1st and 2nd gas"}
{"text": "Since rate is inverse of time ie the higher the rate the less the time"}
{"text": "For two gases then"}
{"text": "T1  T2 where T1 and T2 is the time taken for 1st and 2nd gas to diffuse"}
{"text": "M1 M2 M1 and M2 is the molar mass of 1st and 2nd gas"}
{"text": "Practice examples"}
{"text": "1 It takes 30 seconds for 100cm3 of carbonIVoxide to diffuse across a porous plate How long will it take 150cm3 of nitrogenIVoxide to diffuse across the same plate under the same conditions of temperature and pressure C120N140160"}
{"text": "Molar mass CO2440 Molar mass NO2460"}
{"text": "Method 1"}
{"text": "100cm3 CO2 takes 30seconds"}
{"text": "150cm3 takes 150 x30  45seconds"}
{"text": "100"}
{"text": "T CO2   molar mass CO2  45seconds   440"}
{"text": "T NO2  molar mass NO2 T NO2  460"}
{"text": "T NO2 45seconds x  460  460114 seconds"}
{"text": "440"}
{"text": "Method 2"}
{"text": "100cm3 CO2 takes 30seconds"}
{"text": "1cm3 takes 100 x1  33333cm3sec1"}
{"text": "30"}
{"text": "R CO2   molar mass NO2  33333cm3sec1   460"}
{"text": "R NO2  molar mass CO2 R NO2  440"}
{"text": "R NO2  33333cm3sec1 x  440  32601cm3sec1"}
{"text": "460"}
{"text": "32601cm3 takes 1seconds"}
{"text": "150cm3 take 150cm3  460109seconds"}
{"text": "32601cm3"}
{"text": "2 How long would 200cm3 of Hydrogen chloride take to diffuse through a porous plug if carbonIVoxide takes 200seconds to diffuse through"}
{"text": "Molar mass CO2  44g Molar mass HCl  365g"}
{"text": "T CO2   molar mass CO2  200 seconds   440"}
{"text": "T HCl  molar mass HCl T HCl  365"}
{"text": "T HCl  200seconds x  365  1821588 seconds"}
{"text": "440"}
{"text": "3 Oxygen gas takes 250 seconds to diffuse through a porous diaphragm Calculate the molar mass of gas Z which takes 227 second to diffuse"}
{"text": "Molar mass O2  32g Molar mass Z  x g"}
{"text": "T O2   molar mass O2  250 seconds   320"}
{"text": "T Z  molar mass Z 227seconds  x"}
{"text": "x  227seconds x  32  263828 grams"}
{"text": "250"}
{"text": "4 25cm3 of carbonIIoxide diffuses across a porous plate in 25seconds How long will it take 75cm3 of CarbonIVoxide to diffuse across the same plate under the same conditions of temperature and pressure C1200160"}
{"text": "Molar mass CO2  440 Molar mass CO  280"}
{"text": "Method 1"}
{"text": "25cm3 CO takes 25seconds"}
{"text": "75cm3 takes 75 x25  75seconds"}
{"text": "25"}
{"text": "T CO2   molar mass CO2  T CO2seconds   440"}
{"text": "T CO  molar mass CO 75  280"}
{"text": "T CO2 75seconds x  440  940175 seconds"}
{"text": "280"}
{"text": "Method 2"}
{"text": "25cm3 CO2 takes 25seconds"}
{"text": "1cm3 takes 25 x1  10cm3sec1"}
{"text": "25"}
{"text": "R CO2   molar mass CO  x cm3sec1   280"}
{"text": "R CO  molar mass CO2 10cm3sec1  440"}
{"text": "R CO2  10cm3sec1 x  280  07977cm3sec1"}
{"text": "440"}
{"text": "07977cm3 takes 1 seconds"}
{"text": "75cm3 takes 75cm3  940203seconds"}
{"text": "07977cm3"}
{"text": "bIntroduction to the mole molar masses and Relative atomic masses"}
{"text": "1 The mole is the SI unit of the amount of substance"}
{"text": "2 The number of particles eg atoms ions molecules electrons cows cars are all measured in terms of moles"}
{"text": "3 The number of particles in one mole is called the Avogadros Constant It is denoted L"}
{"text": "The Avogadros Constant contain 6023 x10 23 particles ie"}
{"text": "1mole  6023 x10 23 particles  6023 x10 23"}
{"text": "2 moles  2 x 6023 x10 23 particles  1205 x10 24"}
{"text": "02 moles  02 x 6023 x10 23 particles  1205 x10 22"}
{"text": "00065 moles  00065 x 6023 x10 23 particles  3914 x10 21"}
{"text": "3 The mass of one mole of a substance is called molar mass The molar mass of"}
{"text": "ian element has mass equal to relative atomic mass RAMin gramsof the element eg"}
{"text": "Molar mass of carbonC relative atomic mass  120g"}
{"text": "6023 x10 23 particles of carbon  1 mole 120 g"}
{"text": "Molar mass of sodiumNa  relative atomic mass  230g"}
{"text": "6023 x10 23 particles of sodium  1 mole 230 g"}
{"text": "Molar mass of Iron Fe  relative atomic mass  560g"}
{"text": "6023 x10 23 particles of iron  1 mole 560 g"}
{"text": "iia molecule has mass equal to relative molecular mass RMM in gramsof the molecule Relative molecular mass is the sum of the relative atomic masses of the elements making the molecule"}
{"text": "The number of atoms making a molecule is called atomicity Most gaseous molecules are diatomic eg O2 H2 N2 F2 Cl2 Br2 I2noble gases are monoatomiceg He Ar Ne XeOzone gasO3 is triatomic eg"}
{"text": "Molar mass Oxygen moleculeO2 relative molecular mass 160x 2g 320g"}
{"text": "6023 x10 23 particles of Oxygen molecule  1 mole  320 g"}
{"text": "Molar mass chlorine moleculeCl2 relative molecular mass 355x 2g 710g"}
{"text": "6023 x10 23 particles of chlorine molecule  1 mole  710 g"}
{"text": "Molar mass Nitrogen moleculeN2 relative molecular mass 140x 2g 280g"}
{"text": "6023 x10 23 particles of Nitrogen molecule  1 mole  280 g"}
{"text": "iia compound has mass equal to relative formular mass RFM in gramsof the molecule Relative formular mass is the sum of the relative atomic masses of the elements making the compound eg"}
{"text": "iMolar mass WaterH2O  relative formular mass 10 x 2   160g 180g"}
{"text": "6023 x10 23 particles of Water molecule  1 mole  180 g"}
{"text": "6023 x10 23 particles of Water molecule has"}
{"text": "2 x 6023 x10 23 particles of Hydrogen atoms"}
{"text": "1 x 6023 x10 23 particles of Oxygen atoms"}
{"text": "iiMolar mass sulphuricVIacidH2SO4  relative formular mass"}
{"text": "10 x 2   320  160 x 4g 980g"}
{"text": "6023 x10 23 particles of sulphuricVIacidH2SO4  1 mole  980g"}
{"text": "6023 x10 23 particles of sulphuricVIacidH2SO4 has"}
{"text": "2 x 6023 x10 23 particles of Hydrogen atoms"}
{"text": "1 x 6023 x10 23 particles of Sulphur atoms"}
{"text": "4 x 6023 x10 23 particles of Oxygen atoms"}
{"text": "iiiMolar mass sodium carbonateIVNa2CO3  relative formular mass"}
{"text": "230 x 2   120  160 x 3g 1060g"}
{"text": "6023 x10 23 particles of sodium carbonateIVNa2CO3  1 mole  1060g"}
{"text": "6023 x10 23 particles of sodium carbonateIVNa2CO3 has"}
{"text": "2 x 6023 x10 23 particles of Sodium atoms"}
{"text": "1 x 6023 x10 23 particles of Carbon atoms"}
{"text": "3 x 6023 x10 23 particles of Oxygen atoms"}
{"text": "ivMolar mass Calcium carbonateIVCaCO3  relative formular mass"}
{"text": "400 120  160 x 3g 1000g"}
{"text": "6023 x10 23 particles of Calcium carbonateIVCaCO3  1 mole  1000g"}
{"text": "6023 x10 23 particles of Calcium carbonateIVCaCO3 has"}
{"text": "1 x 6023 x10 23 particles of Calcium atoms"}
{"text": "1 x 6023 x10 23 particles of Carbon atoms"}
{"text": "3 x 6023 x10 23 particles of Oxygen atoms"}
{"text": "vMolar mass WaterH2O  relative formular mass"}
{"text": "2 x 10  160 g 180g"}
{"text": "6023 x10 23 particles of WaterH2O  1 mole  180g"}
{"text": "6023 x10 23 particles of WaterH2O has"}
{"text": "2 x 6023 x10 23 particles of Hydrogen atoms"}
{"text": "2 x 6023 x10 23 particles of Oxygen atoms"}
{"text": "Practice"}
{"text": "1 Calculate the number of moles present in"}
{"text": "i023 g of Sodium atoms"}
{"text": "Molar mass of Sodium atoms  23g"}
{"text": "Moles  mass in grams   023g  001moles"}
{"text": "Molar mass 23"}
{"text": "ii 023 g of Chlorine atoms"}
{"text": "Molar mass of Chlorine atoms  355 g"}
{"text": "Moles  mass in grams   023g  00065moles 65 x 103 moles"}
{"text": "Molar mass 355"}
{"text": "iii 023 g of Chlorine molecules"}
{"text": "Molar mass of Chlorine molecules  355 x 2  710 g"}
{"text": "Moles  mass in grams   023g  00032moles 32 x 103 moles"}
{"text": "Molar mass 71"}
{"text": "iv 023 g of dilute sulphuricVIacid"}
{"text": "Molar mass of H2SO4  2 x 1  32  4 x14  980g"}
{"text": "Moles  mass in grams   023g  00023moles 23 x 103 moles"}
{"text": "Molar mass 98"}
{"text": "2 Calculate the number of atoms present inAvogadros constant L  60 x 10 23"}
{"text": "i 023 g of dilute sulphuric VIacid"}
{"text": "Method I"}
{"text": "Molar mass of H2SO4  2 x 1  32  4 x14  980g"}
{"text": "Moles  mass in grams   023g  00023moles 23 x 103 moles"}
{"text": "Molar mass 98"}
{"text": "1 mole has 60 x 10 23 atoms"}
{"text": "23 x 103 moles has 23 x 103 x 60 x 10 23  138 x 10 21 atoms"}
{"text": "1"}
{"text": "Method II"}
{"text": "Molar mass of H2SO4  2 x 1  32  4 x14  980g"}
{"text": "980g  1 mole has 60 x 10 23 atoms"}
{"text": "023 g therefore has 023 g x 60 x 10 23   138 x 10 21 atoms"}
{"text": "98"}
{"text": "ii023 g of sodium carbonateIVdecahydrate"}
{"text": "Molar mass of Na2CO310H2 O"}
{"text": "2 x 23  12  3 x16  10 x 10  10 x 16  2760g"}
{"text": "Method I"}
{"text": "Moles  mass in grams   023g  000083moles"}
{"text": "Molar mass 276 83 x 104 moles"}
{"text": "1 mole has 60 x 10 23 atoms"}
{"text": "83 x 104 moles has 83 x 104 moles x 60 x 10 23  498 x 10 20 atoms"}
{"text": "1"}
{"text": "Method II"}
{"text": "2760g  1 mole has 60 x 10 23 atoms"}
{"text": "023 g therefore has 023 g x 60 x 10 23   498 x 10 20 atoms"}
{"text": "2760"}
{"text": "iii023 g of Oxygen gas"}
{"text": "Molar mass of O2  2 x16  320 g"}
{"text": "Method I"}
{"text": "Moles  mass in grams   023g  000718moles"}
{"text": "Molar mass 32 718 x 103 moles"}
{"text": "1 mole has 2 x 60 x 10 23 atoms in O2"}
{"text": "718 x 103moles has 718 x 103moles x 2 x 60 x 10 23 8616 x 10 21atoms"}
{"text": "1"}
{"text": "Method II"}
{"text": "320g  1 mole has 2 x 60 x 10 23 atoms in O2"}
{"text": "023 g therefore has 023 g x 2 x 60 x 10 23   8616 x 10 21atoms"}
{"text": "320"}
{"text": "iv023 g of CarbonIVoxide gas"}
{"text": "Molar mass of CO2  12  2 x16  440 g"}
{"text": "Method I"}
{"text": "Moles  mass in grams   023g  000522moles"}
{"text": "Molar mass 44 522 x 103 moles"}
{"text": "1 mole has 3 x 60 x 10 23 atoms in CO2"}
{"text": "718 x 103moles has 522 x 103moles x 3 x 60 x 10 23 9396 x 10 21atoms"}
{"text": "1"}
{"text": "Method II"}
{"text": "440g  1 mole has 3 x 60 x 10 23 atoms in CO2"}
{"text": "023 g therefore has 023 g x 3 x 60 x 10 23   9409 x 10 21atoms"}
{"text": "440"}
{"text": "cEmpirical and molecular formula"}
{"text": "1The empirical formula of a compound is its simplest formula It is the simplest whole number ratios in which atoms of elements combine to form the compound 2It is mathematically the lowest common multiple LCM of the atoms of the elements in the compound"}
{"text": "3Practically the empirical formula of a compound can be determined as in the following examples"}
{"text": "To determine the empirical formula of copper oxide"}
{"text": "aMethod 1From copper to copperIIoxide"}
{"text": "Procedure"}
{"text": "Weigh a clean dry covered crucibleM1Put two spatula full of copper powder into the crucible Weigh again M2Heat the crucible on a strong Bunsen flame for five minutes Lift the lid and swirl the crucible carefully using a pair of tong Cover the crucible and continue heating for another five minutes Remove the lid and stop heating Allow the crucible to cool When cool replace the lid and weigh the contents again M3"}
{"text": "Sample results"}
{"text": "Sample questions"}
{"text": "1 Calculate the mass of copper powder used"}
{"text": "Mass of crucible  copper before heatingM2  184"}
{"text": "Less Mass of crucibleM1   156g"}
{"text": "Mass of copper 28 g"}
{"text": "2 Calculate the mass of Oxygen used to react with copper"}
{"text": "Method I"}
{"text": "Mass of crucible  copper after heatingM3  191g"}
{"text": "Mass of crucible  copper before heatingM2   184g"}
{"text": "Mass of Oxygen  07 g"}
{"text": "Method II"}
{"text": "Mass of crucible  copper after heatingM3  191g"}
{"text": "Mass of crucible   156g"}
{"text": "Mass of copperIIOxide  35 g"}
{"text": "Mass of copperIIOxide  35 g"}
{"text": "Mass of copper   28 g"}
{"text": "Mass of Oxygen  07 g"}
{"text": "3 Calculate the number of moles of"}
{"text": "i copper used Cu  635"}
{"text": "number of moles of copper  mass used  28  00441moles"}
{"text": "Molar mass 635"}
{"text": "ii Oxygen used O  160"}
{"text": "number of moles of oxygen  mass used  07  00441moles"}
{"text": "Molar mass 160"}
{"text": "4 Determine the mole ratio of the reactants"}
{"text": "Moles of copper  00441moles  1  Mole ratio Cu O  11"}
{"text": "Moles of oxygen 00441moles 1"}
{"text": "5What is the empirical formula of copper oxide formed"}
{"text": "CuO copperIIoxide"}
{"text": "6 State and explain the observations made during the experiment"}
{"text": "Observation"}
{"text": "Colour change from brown to black"}
{"text": "Explanation"}
{"text": "Copper powder is brown On heating it reacts with oxygen from the air to form black copperIIoxide"}
{"text": "7 Explain why magnesium ribbonshavings would be unsuitable in a similar experiment as the one above"}
{"text": "Hot magnesium generates enough heat energy to react with both Oxygen and Nitrogen in the air forming a white solid mixture of Magnesium oxide and magnesium nitride This causes experimental mass errors"}
{"text": "bMethod 2From copperIIoxide to copper"}
{"text": "Procedure"}
{"text": "Weigh a clean dry porcelain boat M1 Put two spatula full of copperIIoxide powder into the crucible Reweigh the porcelain boat M2Put the porcelain boat in a glass tube and set up the apparatus as below"}
{"text": "Pass slowlyto prevent copperIIoxide from being blown awaya stream of either dry Hydrogen ammonialaboratory gas carbonIIoxide gas for about two minutes from a suitable generator"}
{"text": "When all the in the apparatus set up is driven out heat the copperIIoxide strongly for about five minutes until there is no further change Stop heating"}
{"text": "Continue passing the gases until the glass tube is cool"}
{"text": "Turn off the gas generator"}
{"text": "Carefully remove the porcelain boat form the combustion tube"}
{"text": "Reweigh M3"}
{"text": "Sample results"}
{"text": "Sample questions"}
{"text": "1 Calculate the mass of copperIIoxide used"}
{"text": "Mass of boat before heatingM2  191"}
{"text": "Mass of empty boatM1   156g"}
{"text": "Mass of copperIIOxide 35 g"}
{"text": "2 Calculate the mass of"}
{"text": "i Oxygen"}
{"text": "Mass of boat before heatingM2  191"}
{"text": "Mass of boat after heating M3   184g"}
{"text": "Mass of oxygen  07 g"}
{"text": "iiCopper"}
{"text": "Mass of copperIIOxide  35 g"}
{"text": "Mass of oxygen  07 g"}
{"text": "Mass of oxygen  28 g"}
{"text": "3 Calculate the number of moles of"}
{"text": "i Copper used Cu  635"}
{"text": "number of moles of copper  mass used  28  00441moles"}
{"text": "Molar mass 635"}
{"text": "ii Oxygen used O  160"}
{"text": "number of moles of oxygen  mass used  07  00441moles"}
{"text": "Molar mass 160"}
{"text": "4 Determine the mole ratio of the reactants"}
{"text": "Moles of copper  00441moles  1  Mole ratio Cu O  11"}
{"text": "Moles of oxygen 00441moles 1"}
{"text": "5What is the empirical formula of copper oxide formed"}
{"text": "CuO copperIIoxide"}
{"text": "6 State and explain the observations made during the experiment"}
{"text": "Observation"}
{"text": "Colour change from black to brown"}
{"text": "Explanation"}
{"text": "CopperIIoxide powder is black On heating it is reduced by a suitable reducing agent to brown copper metal"}
{"text": "7 Explain why magnesium oxide would be unsuitable in a similar experiment as the one above"}
{"text": "Magnesium is high in the reactivity series None of the above reducing agents is strong enough to reduce the oxide to the metal"}
{"text": "8 Write the equation for the reaction that would take place when the reducing agent is"}
{"text": "i Hydrogen"}
{"text": "CuOs  H2g  Cus  H2Ol"}
{"text": "Black brown colourless liquid form"}
{"text": "on cooler parts"}
{"text": "iiCarbonIIoxide"}
{"text": "CuOs  CO g  Cus  CO2g"}
{"text": "Black brown colourless gas form"}
{"text": "white ppt with lime water"}
{"text": "iiiAmmonia"}
{"text": "3CuOs  2NH3g  3Cus  N2 g  3H2Ol"}
{"text": "Black brown colourless liquid form"}
{"text": "on cooler parts"}
{"text": "9 Explain why the following is necessary during the above experiment"}
{"text": "iA stream of dry hydrogen gas should be passed before heating copper II Oxide"}
{"text": "Air combine with hydrogen in presence of heat causing an explosion"}
{"text": "iiA stream of dry hydrogen gas should be passed after heating copper II Oxide has been stopped"}
{"text": "Hot metallic copper can be reoxidized back to copperIIoxide"}
{"text": "iii A stream of excess carbon IIoxide gas should be ignited to burn"}
{"text": "Carbon IIoxide is highly poisonoustoxic On ignition it burns to form less toxic carbon IVoxide gas"}
{"text": "10 State two sources of error in this experiment"}
{"text": "iAll copperIIoxide may not be reduced to copper"}
{"text": "iiSome copperIIoxide may be blown out the boat by the reducing agent"}
{"text": "4Theoreticaly the empirical formula of a compound can be determined as in the following examples"}
{"text": "aA oxide of copper contain 80 by mass of copper Determine its empirical formula Cu  635 160"}
{"text": "of Oxygen  100   of Copper  100 80  20 of Oxygen"}
{"text": "Empirical formula is CuO"}
{"text": "b160g of an oxide of Magnesium contain 084g by mass of Magnesium Determine its empirical formulaMg  240 160"}
{"text": "Mass of Oxygen  160  084  056 g of Oxygen"}
{"text": "Empirical formula is MgO"}
{"text": "cAn oxide of Silicon contain 47 by mass of Silicon What is its empirical formulaSi  280 160"}
{"text": "Mass of Oxygen  100  47  53 of Oxygen"}
{"text": "Empirical formula is SiO2"}
{"text": "dA compound contain 70 by mass of Iron and 30 Oxygen What is its empirical formulaFe  560 160"}
{"text": "Mass of Oxygen  100  47  53 of Oxygen"}
{"text": "Empirical formula is SiO2"}
{"text": "2During heating of a hydrated copper IIsulphateVI crystals the following readings were obtained"}
{"text": "Mass of evaporating dish 3000g"}
{"text": "Mass of evaporating dish  hydrated salt  3050g"}
{"text": "Mass of evaporating dish  anhydrous salt  3032g"}
{"text": "Calculate the number of water of crystallization molecules in hydrated copper IIsulphateVI"}
{"text": "Cu 645 S  320O160 H  10"}
{"text": "Working"}
{"text": "Mass of Hydrated salt  3050g 3000g  50g"}
{"text": "Mass of anhydrous salt  3032 g 3000g  32 g"}
{"text": "Mass of water in hydrated salt  50g 32 g  18g"}
{"text": "Molar mass of waterH2O  180g"}
{"text": "Molar mass of anhydrous copper IIsulphateVI CuSO4  1605g"}
{"text": "The empirical formula of hydrated salt  CuSO45H2O"}
{"text": "Hydrated salt has five5 molecules of water of crystallizations"}
{"text": "4 The molecular formula is the actual number of each kind of atoms present in a molecule of a compound"}
{"text": "The empirical formula of an ionic compound is the same as the chemical formula but for simple molecular structured compounds the empirical formula may not be the same as the chemical formula"}
{"text": "The molecular formula is a multiple of empirical formula It is determined from the relationship"}
{"text": "i n  Relative formular mass"}
{"text": "Relative empirical formula"}
{"text": "where n is a whole number"}
{"text": "ii Relative empirical formula x n  Relative formular mass where n is a whole number"}
{"text": "Practice sample examples"}
{"text": "1 A hydrocarbon was found to contain 923 carbon and the remaining Hydrogen"}
{"text": "If the molecular mass of the compound is 78 determine the molecular formulaC120 H 10"}
{"text": "Mass of Hydrogen  100  923  77 of Oxygen"}
{"text": "Empirical formula is CH"}
{"text": "The molecular formular is thus determined"}
{"text": "n  Relative formular mass  78  6"}
{"text": "Relative empirical formula 13"}
{"text": "The molecular formula is C H  x 6  C6H6"}
{"text": "2 A compound of carbon hydrogen and oxygen contain 5455 carbon 909 and remaining 3636 oxygen"}
{"text": "If its relative molecular mass is 88 determine its molecular formulaC120 H 10 O 160"}
{"text": "Empirical formula is C2H4O"}
{"text": "The molecular formula is thus determined"}
{"text": "n  Relative formular mass  88  2"}
{"text": "Relative empirical formula 44"}
{"text": "The molecular formula is C2H4O  x 2  C4H8O2"}
{"text": "4A hydrocarbon burns completely in excess air to form 528 g of carbon IV oxide and 216g of water"}
{"text": "If the molecular mass of the hydrocarbon is 84 draw and name its molecular structure"}
{"text": "Since a hydrocarbon is a compound containing Carbon and Hydrogen only Then"}
{"text": "Mass of carbon in CO2  Mass of C in CO2 x mass of CO2"}
{"text": "Molar mass of CO2"}
{"text": "12 x 528  144g"}
{"text": "44"}
{"text": "Mass of Hydrogen in H2O  Mass of C in H2O x mass of H2O"}
{"text": "Molar mass of H2O"}
{"text": "2 x 216  024g"}
{"text": "18"}
{"text": "Empirical formula is CH2"}
{"text": "The molecular formular is thus determined"}
{"text": "n  Relative formular mass  84  6"}
{"text": "Relative empirical formula 14"}
{"text": "The molecular formula is CH2  x 6  C6H12"}
{"text": "molecular name HexeneHex1ene or any position isomer of Hexene"}
{"text": "Molecular structure"}
{"text": "H H H H H H"}
{"text": "H C C C C C C H"}
{"text": "H H H H"}
{"text": "5 Compound A contain 52 by mass of Nitrogen The other elements present are Carbon hydrogen and Oxygen On combustion of 0085g of A in excess Oxygen0224g of carbonIVoxide and 00372g of water was formed Determine the empirical formula of A N140 O160  C120  H10"}
{"text": "Mass of N in A  52 x 0085  000442 g"}
{"text": "Mass of C in A  12 x 0224  00611g"}
{"text": "44"}
{"text": "Mass of H in A  2 x 00372  00041g"}
{"text": "18"}
{"text": "Mass of O in A  0085g  0004442g  00806g Mass of CHO"}
{"text": "00611g  00041g  00652g Mass of CH"}
{"text": "00806g Mass of CHO 00652g Mass of CH  00154 g"}
{"text": "Empirical formula  C16H13NO3"}
{"text": "dMolar gas volume"}
{"text": "The volume occupied by one mole of all gases at the same temperature and pressure is a constantIt is"}
{"text": "i 24dm324litres24000cm3 at room temperature25oC298Kand pressurertp"}
{"text": "ie 1mole of all gases 24dm324litres24000cm3 at rtp"}
{"text": "Examples"}
{"text": "1mole of O2  32g 60 x1023 particles 24dm324litres24000cm3 at rtp"}
{"text": "1mole of H2  2g 60 x1023 particles 24dm324litres24000cm3 at rtp"}
{"text": "1mole of CO2  44g  60 x1023 particles 24dm324litres24000cm3 at rtp"}
{"text": "1mole of NH3  17g 60 x1023 particles  24dm324litres24000cm3 at rtp"}
{"text": "1mole of CH4  16g 60 x1023 particles 24dm324litres24000cm3 at rtp"}
{"text": "ii224dm3224litres22400cm3 at standard temperature0oC273K and pressurestp"}
{"text": "ie 1mole of all gases 224dm3224litres22400cm3 at stp"}
{"text": "Examples"}
{"text": "1mole of O2  32g 60 x1023 particles 224dm3224litres22400cm3 at stp"}
{"text": "1mole of H2  2g 60 x1023 particles  224dm3224litres22400cm3 at stp"}
{"text": "1mole of CO2  44g  60 x1023 particles  224dm3224litres22400cm3 at stp"}
{"text": "1mole of NH3  17g 60 x1023 particles 224dm3224litres22400cm3 at stp"}
{"text": "1mole of CH4  16g 60 x1023 particles  224dm3224litres22400cm3 at stp"}
{"text": "The volume occupied by one mole of a gas at rtp or stp is commonly called the molar gas volume Whether the molar gas volume is at rtp or stp must always be specified"}
{"text": "From the above therefore a less or more volume can be determined as in the examples below"}
{"text": "Practice examples"}
{"text": "1 Calculate the number of particles present in"}
{"text": "Avogadros constant 60 x1023mole1"}
{"text": "i 224dm3 of Oxygen"}
{"text": "224dm3  60 x1023"}
{"text": "224dm3  224 x 60 x1023"}
{"text": "224"}
{"text": "60 x1022 molecules  2 x 60 x1022  12 x1023 atoms"}
{"text": "ii 224dm3 of CarbonIVoxide"}
{"text": "224dm3  60 x1023"}
{"text": "224dm3  224 x 60 x1023"}
{"text": "224"}
{"text": "60 x1022 molecules  CO2  3 x 60 x1022  18 x1023 atoms"}
{"text": "2 0135 g of a gaseous hydrocarbon X on complete combustion produces 041g of carbonIVoxide and 0209g of water029g of X occupy 120cm3 at room temperature and 1 atmosphere pressure Name X and draw its molecular structureC120O 16OH101 mole of gas occupies 24dm3 at rtp"}
{"text": "Molar mass CO2 44 gmole1 Molar mass H2O  18 gmole1"}
{"text": "Molar mass X  029 x 24 x 1000cm3  58 gmole1"}
{"text": "120cm3"}
{"text": "Since a hydrocarbon is a compound containing Carbon and Hydrogen only Then"}
{"text": "Mass of carbon in CO2  Mass of C in CO2 x mass of CO2"}
{"text": "Molar mass of CO2"}
{"text": "12 x 041  01118g"}
{"text": "44"}
{"text": "Mass of Hydrogen in H2O  Mass of C in H2O x mass of H2O"}
{"text": "Molar mass of H2O"}
{"text": "2 x 0209  00232g"}
{"text": "18"}
{"text": "Empirical formula is C2H5"}
{"text": "The molecular formular is thus determined"}
{"text": "n  Relative formular mass  58  2"}
{"text": "Relative empirical formula 29"}
{"text": "The molecular formula is C2H5  x 2  C4H10"}
{"text": "Molecule name Butane"}
{"text": "Molecula structure"}
{"text": "H H H H"}
{"text": "H C C C C H"}
{"text": "H H H H"}
{"text": "eGravimetric analysis"}
{"text": "Gravimetric analysis is the relationship between reacting masses and the volumes and or masses of products All reactants are in mole ratios to their products in accordance to their stoichiometric equation Using the mole ration of reactants and products any volume andor mass can be determined as in the examples"}
{"text": "1 Calculate the volume of carbonIVoxide at rtp produced when 50 g of calcium carbonate is strongly heatedCa400 C 120O  1601 mole of gas 224 at rtp"}
{"text": "Chemical equation"}
{"text": "CaCO3s  CaOs  CO2g"}
{"text": "Mole ratios 1 1 1"}
{"text": "Molar Mass CaCO3 100g"}
{"text": "Method 1"}
{"text": "100g CaCO3s  24dm3 CO2g at rtp"}
{"text": "50 g CaCO3s  50 g x 24dm3  12dm31200cm3"}
{"text": "100g"}
{"text": "Method 2"}
{"text": "Moles of 50 g CaCO3s  50 g  005 moles"}
{"text": "100 g"}
{"text": "Mole ratio 11"}
{"text": "Moles of CO2g  005moles"}
{"text": "Volume of CO2g  005 x 24000cm3 1200cm3 12dm3"}
{"text": "2 10g of an alloy of aluminium and copper were reacted with excess hydrochloric acid If 840cm3 of hydrogen at stp was produced calculate the  of copper in the alloyAl 270one mole of a gas at stp 224dm3"}
{"text": "Chemical equation"}
{"text": "Copper does not react with hydrochloric acid"}
{"text": "2Als  6HClaq  2AlCl3aq  3H2g"}
{"text": "Method 1"}
{"text": "3H2g  3 moles x 224 x 1000cm3  2 x 27 g Al"}
{"text": "840cm3  840cm3 x 2 x 27  0675g of Aluminium"}
{"text": "3 x 224 x 1000"}
{"text": "Total mass of alloy  mass of aluminium  mass of copper"}
{"text": "10g  0675g 0325g of copper"}
{"text": "copper  mass of copper x100  325"}
{"text": "Mass of alloy"}
{"text": "Method 2"}
{"text": "Mole ratio 2Al 3H2  23"}
{"text": "Moles of Hydrogen gas  volume of gas  840cm3  00375moles"}
{"text": "Molar gas volume 22400cm3"}
{"text": "Moles of Al  23 moles of H2  23x 00375moles  0025moles"}
{"text": "Mass of Al  moles x molar mass 0025moles x 27  0675g"}
{"text": "Total mass of alloy  mass of aluminium  mass of copper"}
{"text": "10g  0675g  0325 g of copper"}
{"text": "copper  mass of copper x100  325"}
{"text": "Mass of alloy"}
{"text": "fGay Lussacs law"}
{"text": "Gay Lussacs law states that when gases combinereact they do so in simple volume ratios to each other and to their gaseous products at constantsame temperature and pressure"}
{"text": "Gay Lussacs law thus only apply to gases"}
{"text": "Given the volume of one gas reactant the other gaseous reactants can be deduced thus"}
{"text": "Examples"}
{"text": "1 Calculate the volume of Oxygen required to completely react with 50cm3 of Hydrogen"}
{"text": "Chemical equation 2H2 g  O2 g  2H2Ol"}
{"text": "Volume ratios 2  1  0"}
{"text": "Reacting volumes 50cm3  25cm3"}
{"text": "50cm3 of Oxygen is used"}
{"text": "2 Calculate the volume of air required to completely reacts with 50cm3 of Hydrogenassume Oxygen is 21 by volume of air"}
{"text": "Chemical equation 2H2 g  O2 g  2H2Ol"}
{"text": "Volume ratios 2  1  0"}
{"text": "Reacting volumes 50cm3  25cm3"}
{"text": "50cm3 of Oxygen is used"}
{"text": "21  25cm3"}
{"text": "100  100 x 25"}
{"text": "21"}
{"text": "3If 5cm3 of a hydrocarbon CxHy burn in 15cm3 of Oxygen to form 10cm3 of CarbonIVoxide and 10cm3 of water vapoursteam obtain the equation for the reaction and hence find the value of x and y in CxHy"}
{"text": "Chemical equation CxHy g  O2 g  H2Og  CO2g"}
{"text": "Volumes 5cm3  15cm3  10cm3  10cm3"}
{"text": "Volume ratios 5cm3  15cm3  10cm3  10cm3 divide by lowest volume 5 5 5 5"}
{"text": "Reacting volume ratios 1volume 3 volume 2 volume 2 volume"}
{"text": "Balanced chemical equation CxHy g  3O2 g  2H2Og  2CO2g"}
{"text": "If 4H are in 2H2Og the y4"}
{"text": "If 2C are in 2CO2 g the x2"}
{"text": "Thusi chemical formula of hydrocarbon  C2H4"}
{"text": "ii chemical name of hydrocarbon  Ethene"}
{"text": "4100cm3 of nitrogen IIoxide NO combine with 50cm3 of Oxygen to form 100cm3 of a single gaseous compound of nitrogen All volumes measured at the same temperature and pressure Obtain the equation for the reaction and name the gaseous product"}
{"text": "Chemical equation NO g  O2 g  NOx"}
{"text": "Volumes 100cm3  50cm3  100"}
{"text": "Volume ratios 100cm3  50cm3  100cm3 divide by lowest volume 50 50 50"}
{"text": "Reacting volume ratios 2volume 1 volume 2 volume"}
{"text": "Balanced chemical equation 2 NO g  O2 g  2NO xg"}
{"text": "Thusi chemical formula of the nitrogen compound  2 NO2"}
{"text": "ii chemical name of compound  NitrogenIVoxide"}
{"text": "5When 15cm3 of a gaseous hydrocarbon was burnt in 100cm3 of Oxygen the resulting gaseous mixture occupied70cm3 at room temperature and pressure When the gaseous mixture was passed through potassium hydroxide its volume decreased to 25cm3"}
{"text": "aWhat volume of Oxygen was used during the reaction1mk"}
{"text": "Volume of Oxygen used 10025 75cm3"}
{"text": "P was completely burnt"}
{"text": "bDetermine the molecular formula of the hydrocarbon2mk"}
{"text": "CxHy  O2  xCO2  yH2O"}
{"text": "15cm3  75cm3"}
{"text": "15 15"}
{"text": "1  3"}
{"text": "1 atom of C react with 6 3x2atoms of Oxygen"}
{"text": "Thus x  1 and y  2  P has molecula formula CH4"}
{"text": "g Ionic equations"}
{"text": "An ionic equation is a chemical statement showing the movement of ions cations and anions  from reactants to products"}
{"text": "Solids gases and liquids do not ionizedissociate into free ions Only ionic compounds in aqueoussolution or molten state ionizedissociate into free cations and anions ions"}
{"text": "An ionic equation is usually derived from a stoichiometric equation by using the following guidelines"}
{"text": "Guidelines for writing ionic equations"}
{"text": "1Write the balanced stoichiometric equation"}
{"text": "2Indicate the state symbols of the reactants and products"}
{"text": "3Split into cations and anions all the reactants and products that exist in aqueous state"}
{"text": "4Cancel out any cation and anion that appear on both the product and reactant side"}
{"text": "5 Rewrite the chemical equation It is an ionic equation"}
{"text": "Practice"}
{"text": "aPrecipitation of an insoluble salt"}
{"text": "All insoluble salts are prepared in the laboratory from double decomposition precipitation This involves mixing two soluble salts to form one soluble and one insoluble salt"}
{"text": "1 When silver nitrateV solution is added to sodium chloride solutionsodium nitrateV solution and a white precipitate of silver chloride are formed"}
{"text": "Balanced stoichiometric equation"}
{"text": "AgNO3aq  NaClaq  AgCl s  NaNO3 aq"}
{"text": "Split reactants product existing in aqueous state as cationanion"}
{"text": "Agaq  NO3 aq  Naaq  Claq  AgCls  Naaq NO3 aq"}
{"text": "Cancel out ions appearing on reactant and product side"}
{"text": "Agaq  NO3 aq  Naaq  Claq  AgCls  Naaq NO3 aq"}
{"text": "Rewrite the equation"}
{"text": "Agaq  Claq  AgCls ionic equation"}
{"text": "2 When barium nitrateV solution is added to copperIIsulphateVI solution copperII nitrateV solution and a white precipitate of barium sulphateVI are formed"}
{"text": "Balanced stoichiometric equation"}
{"text": "BaNO32aq  CuSO4aq  BaSO4 s  CuNO3 2 aq"}
{"text": "Split reactants product existing in aqueous state as cationanion"}
{"text": "Ba2aq  2NO3 aq  Cu2aq  SO42aq  BaSO4 s  2NO3 aq Cu2aq"}
{"text": "Cancel out ions appearing on reactant and product side"}
{"text": "Ba2aq  2NO3 aq Cu2 aq  SO42aq BaSO4s  2NO3 aq  Cu2aq"}
{"text": "Rewrite the equation"}
{"text": "Ba2aq  SO42aq  BaSO4s ionic equation"}
{"text": "3A yellow precipitate of Potassium Iodide is formed from the reaction of LeadIInitratev and potassium iodide"}
{"text": "Balanced stoichiometric equation"}
{"text": "PbNO32aq  2KI aq  PbI2 s  2KNO3 aq"}
{"text": "Split reactants product existing in aqueous state as cationanion"}
{"text": "Pb2aq  2NO3 aq  2K aq  2I  aq  PbI2 s  2NO3 aq 2K aq"}
{"text": "Cancel out ions appearing on reactant and product side"}
{"text": "Pb2aq  2NO3 aq  2K aq  2I  aq  PbI2 s  2NO3 aq 2K aq"}
{"text": "Rewrite the equation"}
{"text": "Pb2aq  2I  aq  PbI2 s ionic equation"}
{"text": "bNeutralization"}
{"text": "Neutralization is the reaction of an acid with a soluble basealkali or insoluble base"}
{"text": "iReaction of alkalis with acids"}
{"text": "1Reaction of nitricVacid with potassium hydroxide"}
{"text": "Balanced stoichiometric equation"}
{"text": "HNO3aq  KOH aq  H2O l  KNO3 aq"}
{"text": "Split reactants product existing in aqueous state as cationanion"}
{"text": "Haq  NO3 aq  K aq  OH  aq  H2O l  NO3 aq K aq"}
{"text": "Cancel out ions appearing on reactant and product side"}
{"text": "Haq  NO3 aq  K aq  OH  aq  H2O l  NO3 aq K aq"}
{"text": "Rewrite the equation"}
{"text": "H aq  OH  aq  H2O l ionic equation"}
{"text": "2Reaction of sulphuricVIacid with ammonia solution"}
{"text": "Balanced stoichiometric equation"}
{"text": "H2SO4aq  2NH4OH aq  H2O l  NH4 2SO4 aq"}
{"text": "Split reactants product existing in aqueous state as cationanion"}
{"text": "2Haq  SO42 aq  2NH4 aq 2OH  aq 2H2O l SO42 aq 2NH4  aq"}
{"text": "Cancel out ions appearing on reactant and product side"}
{"text": "2Haq  SO42 aq  2NH4 aq 2OH  aq 2H2O l SO42 aq 2NH4  aq"}
{"text": "Rewrite the equation"}
{"text": "2H aq  2OH  aq  2H2O l"}
{"text": "H aq  OH  aq  H2O l ionic equation"}
{"text": "3Reaction of hydrochloric acid with Zinc hydroxide"}
{"text": "Balanced stoichiometric equation"}
{"text": "2HClaq  ZnOH2 s  2H2O l  ZnCl 2 aq"}
{"text": "Split reactants product existing in aqueous state as cationanion"}
{"text": "2Haq  2Cl aq  ZnOH2 s 2H2O l  2Cl aq Zn 2 aq"}
{"text": "Cancel out ions appearing on reactant and product side"}
{"text": "2Haq  2Cl aq  ZnOH2 s 2H2O l  2Cl aq Zn 2 aq"}
{"text": "Rewrite the equation"}
{"text": "2Haq  ZnOH2 s 2H2O l  Zn 2 aq ionic equation"}
{"text": "hMolar solutions"}
{"text": "A molar solution is one whose concentration is known The SI unit of concentration is Molarity denoted M"}
{"text": "Molarity may be defined as the number of moles of solute present in one cubic decimeter of solution"}
{"text": "One cubic decimeter is equal to one litre and also equal to 1000cm3"}
{"text": "The higher the molarity the higher the concentration and the highermore solute has been dissolved in the solvent to make one cubic decimeter litre1000cm3 solution"}
{"text": "Examples"}
{"text": "2M sodium hydroxide means 2 moles of sodium hydroxide solute is dissolved in enough water to make one cubic decimeter litre1000cm3 uniform solution mixture of sodium hydroxide and water"}
{"text": "002M sodium hydroxide means 002 moles of sodium hydroxide solute is dissolved in enough water to make one cubic decimeter litre1000cm3 uniform solution mixture of sodium hydroxide and water"}
{"text": "2M is more concentrated than002M"}
{"text": "Preparation of molar solution"}
{"text": "Procedure"}
{"text": "Weigh accurately 40 g of sodium hydroxide pellets into a 250cm3 volumetric flask"}
{"text": "Using a wash bottle add about 200cm3 of distilled water"}
{"text": "Stopper the flask"}
{"text": "Shake vigorously for three minutes"}
{"text": "Remove the stopper for a second then continue to shake for about another two minutes until all the solid has dissolved"}
{"text": "Add more water slowly upto exactly the 250 cm3 mark"}
{"text": "Sample questions"}
{"text": "1Calculate the number of moles of sodium hydroxide pellets present in"}
{"text": "i 40 g"}
{"text": "Molar mass of NaOH  23  16  1  40g"}
{"text": "Moles  Mass  40  01  10 x 10 1 moles"}
{"text": "Molar mass 40"}
{"text": "ii 250 cm3 solution in the volumetric flask"}
{"text": "Moles in 250 cm3  01  10 x 10 1 moles"}
{"text": "iii one decimeter of solution"}
{"text": "Method 1"}
{"text": "Moles in decimeters  Molarity  Moles x 1000cm31dm3"}
{"text": "Volume of solution"}
{"text": "10 x 10 1 moles x 1000cm3"}
{"text": "250cm3"}
{"text": "04 M  04 molesdm3"}
{"text": "Method 2"}
{"text": "250cm3 solution contain 10 x 10 1 moles"}
{"text": "1000cm3 solution  Molarity contain 1000 x 10 x 10 1 moles"}
{"text": "250 cm3"}
{"text": "04 M  04 molesdm3"}
{"text": "Theoretical sample practice"}
{"text": "1 Calculate the molarity of a solution containing"}
{"text": "i 40 g sodium hydroxide dissolved in 500cm3 solution"}
{"text": "Molar mass of NaOH  23  16  1  40g"}
{"text": "Moles  Mass  40  01  10 x 10 1 moles"}
{"text": "Molar mass 40"}
{"text": "Method 1"}
{"text": "Moles in decimeters  Molarity  Moles x 1000cm31dm3"}
{"text": "Volume of solution"}
{"text": "10 x 10 1 moles x 1000cm3"}
{"text": "500cm3"}
{"text": "02 M  02 molesdm3"}
{"text": "Method 2"}
{"text": "500 cm3 solution contain 10 x 10 1 moles"}
{"text": "1000cm3 solution  Molarity contain 1000 x 10 x 10 1 moles"}
{"text": "500 cm3"}
{"text": "02 M  02 molesdm3"}
{"text": "ii 53 g anhydrous sodium carbonate dissolved in 50cm3 solution"}
{"text": "Molar mass of Na2CO3  23 x 2  12  16 x 3  106 g"}
{"text": "Moles  Mass  53  005  5 0 x 102 moles"}
{"text": "Molar mass 106"}
{"text": "Method 1"}
{"text": "Moles in decimeters  Molarity  Moles x 1000cm31dm3"}
{"text": "Volume of solution"}
{"text": "10 moles x 1000cm3"}
{"text": "50cm3"}
{"text": "10 M"}
{"text": "Method 2"}
{"text": "50 cm3 solution contain 50 x 10 2 moles"}
{"text": "1000cm3 solution  Molarity contain 1000 x 50 x 10 2 moles"}
{"text": "50 cm3"}
{"text": "10M  10 molesdm3"}
{"text": "iii 53 g hydrated sodium carbonate decahydrate dissolved in 50cm3 solution"}
{"text": "Molar mass of Na2CO310H2O  23 x 2  12  16 x 3  20 x 1  10 x 16 286g"}
{"text": "Moles  Mass  53  00185  185 x 10 2 moles"}
{"text": "Molar mass 286"}
{"text": "Method 1"}
{"text": "Moles in decimeters  Molarity  Moles x 1000cm31dm3"}
{"text": "Volume of solution"}
{"text": "185 x 10 2 moles x 1000cm3"}
{"text": "50cm3"}
{"text": "037 M037 molesdm3"}
{"text": "Method 2"}
{"text": "50 cm3 solution contain 185 x 10 2 moles"}
{"text": "1000cm3 solution  Molarity contain 1000 x 185 x 10 2 moles"}
{"text": "50 cm3"}
{"text": "37 x 101 M  37 x 101 molesdm3"}
{"text": "iv 71 g of anhydrous sodium sulphateVIwas dissolved in 200 cm3 solution Calculate the molarity of the solution"}
{"text": "Method 1"}
{"text": "200cm3 solution 71 g"}
{"text": "1000cm3 solution  1000 x 71  3550 g dm3"}
{"text": "20"}
{"text": "Molar mass Na2SO4  142 g"}
{"text": "Moles dm3  Molarity  Mass 3550  25 M molesdm3"}
{"text": "Molar mass 142"}
{"text": "Method 2"}
{"text": "Molar mass Na2SO4  142 g"}
{"text": "Moles  Mass  71  005  50 x 10 2 moles"}
{"text": "Molar mass 142"}
{"text": "Method 2a"}
{"text": "Moles in decimeters  Molarity  Moles x 1000cm31dm3"}
{"text": "Volume of solution"}
{"text": "50 x 10 2 moles x 1000cm3"}
{"text": "20cm3"}
{"text": "25 M25 molesdm3"}
{"text": "Method 2b"}
{"text": "20 cm3 solution contain 50 x 10 2 moles"}
{"text": "1000cm3 solution  Molarity contain 1000 x 50 x 10 2 moles"}
{"text": "20 cm3"}
{"text": "25 M25 molesdm3"}
{"text": "iv The density of sulphuricVI is 184gcm3 Calculate the molarity of the acid"}
{"text": "Method 1"}
{"text": "10cm3 solution 184 g"}
{"text": "1000cm3 solution  1000 x 184  1840 g dm3"}
{"text": "1"}
{"text": "Molar mass H2SO4  98 g"}
{"text": "Moles dm3  Molarity  Mass  1840"}
{"text": "Molar mass 98"}
{"text": "187755 M molesdm3"}
{"text": "Method 2"}
{"text": "Molar mass H2SO4  98 g"}
{"text": "Moles  Mass  184  00188  188 x 10 2 moles"}
{"text": "Molar mass 98"}
{"text": "Method 2a"}
{"text": "Moles in decimeters  Molarity  Moles x 1000cm31dm3"}
{"text": "Volume of solution"}
{"text": "188 x 10 2 moles x 1000cm3"}
{"text": "10cm3"}
{"text": "188M188 molesdm3"}
{"text": "Method 2b"}
{"text": "20 cm3 solution contain 188 x 10 2 moles"}
{"text": "1000cm3 solution  Molarity contain 1000 x 188 x 10 2 moles"}
{"text": "10 cm3"}
{"text": "188M188 molesdm3"}
{"text": "2 Calculate the mass of"}
{"text": "i 25 cm3 of 02M sodium hydroxide solutionNa 230O 160 H10"}
{"text": "Molar mass NaOH  40g"}
{"text": "Moles in 25 cm3  Molarity x volume  02 x 25  000550 x 103moles"}
{"text": "1000 1000"}
{"text": "Mass of NaOH Moles x molar mass  50 x 103 x 40  02 g"}
{"text": "ii 20 cm3 of 0625 M sulphuricVIacid S 320O 160 H10"}
{"text": "Molar mass H2SO4  98g"}
{"text": "Moles in 20 cm3  Molarity x volume 0625 x 20  001251250 x 103moles"}
{"text": "1000 1000"}
{"text": "Mass of H2SO4 Moles x molar mass  50 x 103 x 40  02 g"}
{"text": "iii 10 cm3 of 25 M NitricVacid N 140O 160 H10"}
{"text": "Molar mass HNO3  63 g"}
{"text": "Moles in 1 cm3  Molarity x volume  25 x 1  00025  25 x 103moles"}
{"text": "1000 1000"}
{"text": "Mass of HNO3 Moles x molar mass  25 x 103 x 40  01 g"}
{"text": "3 Calculate the volume required to dissolve"}
{"text": "ai 025moles of sodium hydroxide solution to form a 08M solution"}
{"text": "Volume in cm3  moles x 1000  025 x 1000  3125cm3"}
{"text": "Molarity 08"}
{"text": "ii 100cm3 was added to the sodium hydroxide solution above Calculate the concentration of the solution"}
{"text": "C1 x V1  C2 x V2 where"}
{"text": "C1  molarityconcentration before dilutingadding water"}
{"text": "C2  molarityconcentration after dilutingadding water"}
{"text": "V1  volume before dilutingadding water"}
{"text": "V2  volume after dilutingadding water"}
{"text": "08M x 3125cm3  C2 x 3125  100"}
{"text": "C2  08M x 3125cm3  06061M"}
{"text": "4125"}
{"text": "bii 001M solution containing 001moles of sodium hydroxide solution"}
{"text": "Volume in cm3  moles x 1000  001 x 1000  1000 cm3"}
{"text": "Molarity 001"}
{"text": "ii Determine the quantity of water which must be added to the sodium hydroxide solution above to form a 0008M solution"}
{"text": "C1 x V1  C2 x V2 where"}
{"text": "C1  molarityconcentration before dilutingadding water"}
{"text": "C2  molarityconcentration after dilutingadding water"}
{"text": "V1  volume before dilutingadding water"}
{"text": "V2  volume after dilutingadding water"}
{"text": "001M x 1000 cm3  0008 x V2"}
{"text": "V2  001M x 1000cm3  1250cm3"}
{"text": "0008"}
{"text": "Volume added  1250  1000  250cm3"}
{"text": "cVolumetric analysisTitration"}
{"text": "Volumetric analysisTitration is the process of determining unknown concentration of one reactant from a known concentration and volume of another"}
{"text": "Reactions take place in simple mole ratio of reactants and products"}
{"text": "Knowing the concentration volume of one reactant the other can be determined from the relationship"}
{"text": "M1V1  M2V2 where"}
{"text": "n1 n2"}
{"text": "M1  Molarity of 1st reactant"}
{"text": "M2  Molarity of 2nd reactant"}
{"text": "V1  Volume of 1st reactant"}
{"text": "V1  Volume of 2nd reactant"}
{"text": "n1  number of moles of 1st reactant from stoichiometric equation"}
{"text": "n2  number of moles of 2nd reactant from stoichiometric equation"}
{"text": "Examples"}
{"text": "1Calculate the molarity of MCO3 if 50cm3 of MCO3 react with 250cm3 of 05M hydrochloric acidC120 O 160"}
{"text": "Stoichiometric equation MCO3s  2HClaq  MCl2aq  CO2g  H2Ol"}
{"text": "Method 1"}
{"text": "M1V1  M2V2  M1 x 50cm3  05M x 250cm3"}
{"text": "n1 n2 1 2"}
{"text": "M1  05 x 250 x1  125M  125 moledm3"}
{"text": "50 x 2"}
{"text": "Method 2"}
{"text": "Moles of HCl used  molarity x volume"}
{"text": "1000"}
{"text": "05 x 250  00125 125 x 102moles"}
{"text": "1000"}
{"text": "Mole ratio MCO3  HCl  12"}
{"text": "Moles MCO3  00125 125 x 102moles  000625  625 x 103 moles"}
{"text": "2"}
{"text": "Molarity MCO3  moles x 1000  000625  625 x 103 x 1000"}
{"text": "Volume 5"}
{"text": "125M  125 moledm3"}
{"text": "2 20cm3 of 05M hydrochloric acid react with 01M of M2CO3 Calculate the volume of 01M M2CO3 used"}
{"text": "Stoichiometric equation M2CO3 aq  2HClaq  2MCl aq  CO2g  H2Ol"}
{"text": "Method 1"}
{"text": "M1V1  M2V2  05 x 20cm3  01M x V2 cm3"}
{"text": "n1 n2 2 1"}
{"text": "V2  05 x 20 x1  125M  125 moledm3"}
{"text": "01 x 2"}
{"text": "Method 2"}
{"text": "Moles of HCl used  molarity x volume"}
{"text": "1000"}
{"text": "05 x 20  00125 125 x 102moles"}
{"text": "1000"}
{"text": "Mole ratio M2CO3  HCl  12"}
{"text": "Moles M2CO3  00125 125 x 102moles  000625  625 x 103 moles"}
{"text": "2"}
{"text": "Molarity M2CO3  moles x 1000  000625  625 x 103 x 1000"}
{"text": "Volume 5"}
{"text": "125M  125 moledm3"}
{"text": "3 50cm3 of 01M sodium iodide react with 01M of LeadIInitrateV Calculatei the volume of LeadIInitrateV used"}
{"text": "iithe mass of LeadIIIodide formed"}
{"text": "Pb2070 I 1270"}
{"text": "Stoichiometric equation 2NaIaq  PbNO32aq  2NaNO3aq  PbI2s"}
{"text": "iVolume of LeadIInitrateV used"}
{"text": "Method 1"}
{"text": "M1V1  M2V2  5 x 01cm3  01M x V2 cm3"}
{"text": "n1 n2 2 1"}
{"text": "V2  01 x 50 x 1  125M  125 moledm3"}
{"text": "01 x 2"}
{"text": "Method 2"}
{"text": "Moles of HCl used  molarity x volume"}
{"text": "1000"}
{"text": "01 x 50  00125 125 x 102moles"}
{"text": "1000"}
{"text": "Mole ratio M2CO3  HCl  12"}
{"text": "Moles M2CO3  00125 125 x 102moles  000625  625 x 103 moles"}
{"text": "2"}
{"text": "Molarity M2CO3  moles x 1000  000625  625 x 103 x 1000"}
{"text": "Volume 5"}
{"text": "125M  125 moledm3"}
{"text": "4 0388g of a monobasic organic acid B required 465 cm3 of 0095M sodium hydroxide for complete neutralization Name and draw the structural formula of B"}
{"text": "Moles of NaOH used  molarity x volume"}
{"text": "1000"}
{"text": "0095 x 465  00044175 44175 x 103moles"}
{"text": "1000"}
{"text": "Mole ratio B  NaOH  11"}
{"text": "Moles B  00044175 44175 x 103moles"}
{"text": "Molar mass B  mass  0388"}
{"text": "moles 00044175 44175 x 103moles"}
{"text": "878324 gmole1"}
{"text": "XCOOH  878324 where X is an alkyl group"}
{"text": "X 878324 42  42832443"}
{"text": "By elimination CH3  15 CH3CH2  29 CH3CH2 CH2  43"}
{"text": "Molecula formula  CH3CH2 CH2COOH"}
{"text": "Molecule name  Butan1oic acid"}
{"text": "Molecular structure"}
{"text": "H H H O"}
{"text": "H C C C C O H"}
{"text": "H H H H"}
{"text": "5 105 g of an impure sample containing ammonium sulphate VI fertilizer was warmed with 250cm3 of o8M sodium hydroxide solutionThe excess of the alkali was neutralized by 85cm3 of 05M hydrochloric acid Calculate the  of impurities in the ammonium sulphate VIfertilizer N140S320O160 H10"}
{"text": "Equation for neutralization"}
{"text": "NaOHaq  HClaq  NaOHaq  H2Ol"}
{"text": "Mole ratio NaOHaqHClaq 11"}
{"text": "Moles of HCl  Molarity x volume  05 x 85  00425 moles"}
{"text": "1000 1000"}
{"text": "Excess moles of NaOHaq 00425 moles"}
{"text": "Equation for reaction with ammonium salt"}
{"text": "2NaOHaq  NH4 2SO4aq  Na 2SO4aq  2NH3 g 2H2Ol"}
{"text": "Mole ratio NaOHaq NH4 2SO4aq 21"}
{"text": "Total moles of NaOH  Molarity x volume  08 x 250  02 moles"}
{"text": "1000 1000"}
{"text": "Moles of NaOH that reacted withNH4 2SO4  02  00425  01575moles"}
{"text": "Moles NH4 2SO4   x 01575moles  0 07875moles"}
{"text": "Molar mass NH4 2SO4 132 gmole1"}
{"text": "Mass of in impure sample  moles x molar mass 0 07875 x 132  10395 g"}
{"text": "Mass of impurities  105 10395  0105 g"}
{"text": "impurities  0105 x 100  10"}
{"text": "105"}
{"text": "Practically volumetric analysis involves titration"}
{"text": "Titration generally involves filling a burette with knownunknown concentration of a solution then adding the solution to unknownknown concentration of another solution in a conical flask until there is complete reaction If the solutions used are both colourless an indicator is added to the conical flask When the reaction is over a slightlittle excess of burette contents change the colour of the indicator This is called the end point"}
{"text": "Set up of titration apparatus"}
{"text": "The titration process involve involves determination of titre The titre is the volume of burette contentsreading before and after the end point Burette contentsreading before titration is usually called the Initial burette reading Burette contentsreading after titration is usually called the Final burette reading The titre value is thus a sum of the Final less Initial burette readings"}
{"text": "To reduce errors titration process should be repeated at least once more"}
{"text": "The results of titration are recorded in a titration table as below"}
{"text": "Sample titration table"}
{"text": "As evidence of a titration actually done examining body requires the candidate to record their burette readings before and after the titration"}
{"text": "For KCSE candidates burette readings must be recorded in a titration table in the format provided by the Kenya National Examination Council"}
{"text": "As evidence of all titration actually done Kenya National Examination Council require the candidate to record their burette readings before and after the titration to complete the titration table in the format provided"}
{"text": "Calculate the average volume of solution used"}
{"text": "240  240  240  240 cm3"}
{"text": "3"}
{"text": "As evidence of understanding the degree of accuracy of burettes  all readings must be recorded to a decimal point"}
{"text": "As evidence of accuracy in carrying the out the titration  candidates value should be within 02 of the school value"}
{"text": "The school value is the teachers readings presented to the examining bodycouncil based on the concentrations of the solutions she presented to herhis candidates"}
{"text": "Bonus mark is awarded for averaged reading within 01 school value as Final answer"}
{"text": "Calculations involved after the titration require candidates thorough practical and theoretical practice mastery on the"}
{"text": "irelationship among the mole molar mass mole ratios concentration molarity"}
{"text": "ii mathematical application of 1st principles"}
{"text": "Very useful information which candidates forget appears usually in the beginning of the question paper as"}
{"text": "You are provided with"}
{"text": "All calculation must be to the 4th decimal point unless they divide fully to a lesser decimal point"}
{"text": "Candidates are expected to use a non programmable scientific calculator"}
{"text": "aSample Titration Practice 1 Simple Titration"}
{"text": "You are provided with"}
{"text": "01M sodium hydroxide solution A"}
{"text": "Hydrochloric acid solution B"}
{"text": "You are required to determine the concentration of solution B in moles per litre"}
{"text": "Procedure"}
{"text": "Fill the burette with solution B Pipette 250cm3 of solution A into a conical flask Titrate solution A with solution B using phenolphthalein indicator to complete the titration table 1"}
{"text": "Sample results Titration table 1"}
{"text": "Sample worked questions"}
{"text": "1 Calculate the average volume of solution B used"}
{"text": "Average titre  Titre 1  Titre 2 Titre 3   200 200 200   200cm3"}
{"text": "3 3"}
{"text": "2 How many moles of"}
{"text": "isolution A were present in 25cm3 solution"}
{"text": "Moles of solution A  Molarity x volume  01 x 25  25 x 103 moles"}
{"text": "1000 1000"}
{"text": "iisolution B were present in the average volume"}
{"text": "Chemical equation NaOHaq  HClaq  NaClaq  H2Ol"}
{"text": "Mole ratio 11  Moles of A  Moles of B  25 x 103 moles"}
{"text": "iii solution B in moles per litre"}
{"text": "Moles of B per litre  moles x 1000  25 x 103 x 1000  01M"}
{"text": "Volume 20"}
{"text": "bSample Titration Practice 2 Redox Titration"}
{"text": "You are provided with"}
{"text": "Acidified Potassium manganateVII solution A"}
{"text": "01M of an iron IIsalt solution B"}
{"text": "85g of ammonium ironIIsulphateVI crystalsNH42 SO4FeSO4xH2O solid C"}
{"text": "You are required to"}
{"text": "istandardize acidified potassium manganateVII"}
{"text": "iidetermine the value of x in the formula NH42 SO4FeSO4xH2O"}
{"text": "Procedure 1"}
{"text": "Fill the burette with solution A Pipette 250cm3 of solution B into a conical flask Titrate solution A with solution B until a pink colour just appears"}
{"text": "Record your results to complete table 1"}
{"text": "Table 1Sample results"}
{"text": "Sample worked questions"}
{"text": "1 Calculate the average volume of solution A used"}
{"text": "Average titre  Titre 1  Titre 2 Titre 3   200 200 200   200cm3"}
{"text": "3 3"}
{"text": "2 How many moles of"}
{"text": "isolution B were present in 25cm3 solution"}
{"text": "Moles of solution A  Molarity x volume  01 x 25  25 x 103 moles"}
{"text": "1000 1000"}
{"text": "iisolution A were present in the average volume Assume one mole of B react with five moles of B"}
{"text": "Mole ratio A  B  15"}
{"text": "Moles of A  Moles of B  25 x 103 moles  50 x 10 4 moles"}
{"text": "5 5"}
{"text": "iii solution B in moles per litre"}
{"text": "Moles of B per litre  moles x 1000  25 x 103 x 1000"}
{"text": "Volume 20"}
{"text": "0025 M moles per litre moles l1"}
{"text": "Procedure 2"}
{"text": "Place all the solid C into the 250cm3 volumetric flask carefully Add about 200cm3 of distilled water Shake to dissolve Make up to the 250cm3 of solution by adding more distilled water Label this solution C Pipette 25cm3 of solution C into a conical flask Titrate solution C with solution A until a permanent pink colour just appears Complete table 2"}
{"text": "Table 2Sample results"}
{"text": "Sample worked questions"}
{"text": "1 Calculate the average volume of solution A used"}
{"text": "Average titre  Titre 1  Titre 2 Titre 3   200 200 200   200cm3"}
{"text": "3 3"}
{"text": "2 How many moles of"}
{"text": "isolution A were present inin the average titre"}
{"text": "Moles of solution A  Molarity x volume  0025 x 20  50 x 104 moles"}
{"text": "1000 1000"}
{"text": "iisolution C in 25cm3 solution given the equation for the reaction"}
{"text": "MnO4 aq  8Haq  5Fe2 aq  Mn2aq  5Fe3aq  4H2Ol"}
{"text": "Mole ratio MnO4 aq 5Fe2 aq  15  Moles of 5Fe2 aq  Moles of MnO4 aq  50 x 104 moles  10 x 10 4 moles"}
{"text": "5 5"}
{"text": "iii solution B in 250cm3"}
{"text": "Moles of B per litre  moles x 250  10 x 10 4 x 250  10 x 10 3 moles Volume 25"}
{"text": "3 Calculate the molar mass of solid C and hence the value of x in the chemical formula NH42SO4FeSO4xH2O"}
{"text": "N140 S320 Fe560 H10 O160"}
{"text": "Molar mass  mass perlitre  85  8500 g"}
{"text": "Moles per litre 10 x 10 3 moles"}
{"text": "NH42SO4FeSO4xH2O  8500"}
{"text": "284  18x 8500"}
{"text": "8500  284  8216  18x  4544444"}
{"text": "18 18"}
{"text": "x  454 whole number"}
{"text": "cSample Titration Practice 3 Back titration"}
{"text": "You are provided with"}
{"text": "ian impure calcium carbonate labeled M"}
{"text": "iiHydrochloric acid labeled solution N"}
{"text": "iiisolution L containing 20g per litre sodium hydroxide"}
{"text": "You are required to determine the concentration of N in moles per litre and the  of calcium carbonate in mixture M"}
{"text": "Procedure 1"}
{"text": "Pipette 250cm3 of solution L into a conical flask Add 23 drops of phenolphthalein indicator Titrate with dilute hydrochloric acid solution N and record your results in table 14mark"}
{"text": "Sample Table 1"}
{"text": "Sample questions"}
{"text": "a Calculate the average volume of solution N used"}
{"text": "65  65  65  65 cm3"}
{"text": "3"}
{"text": "b How many moles of sodium hydroxide are contained in 25cm3of solution L"}
{"text": "Molar mass NaOH 40g"}
{"text": "Molarity of L  mass per litre  20  05M"}
{"text": "Molar mass NaOH 40"}
{"text": "Moles NaOH in 25cm3  molarity x volume  05M x 25cm3  00125 moles"}
{"text": "1000 1000"}
{"text": "cCalculate"}
{"text": "ithe number of moles of hydrochloric acidthat react with sodium hydroxide in babove"}
{"text": "Mole ratio NaOH  HCl from stoichiometric equation 11"}
{"text": "Moles HCl Moles NaOH  00125 moles"}
{"text": "iithe molarity of hydrochloric acid solution N"}
{"text": "Molarity  moles x 1000  00125 moles x 1000 19231Mmoledm3"}
{"text": "65 65"}
{"text": "Procedure 2"}
{"text": "Place the 40 g of M provided into a conical flask and add 250cm3 of the dilute hydrochloric acid to it using a clean pipette Swirl the contents of the flask vigorously until effervescence stopUsing a 100ml measuring cylinder add 175cm3 distilled waterto make up the solution up to 200cm3Label this solution KUsing a clean pipettetransfer 250cm3 of the solution into a clean conical flask and titrate with solution L from the burette using 23 drops of methyl orange indicatorRecord your observations in table 2"}
{"text": "Sample Table 2"}
{"text": "Sample calculations"}
{"text": "aCalculate the average volume of solution L used1mk"}
{"text": "245  245  245  245cm3"}
{"text": "3"}
{"text": "bHow many moles of sodium hydroxide are present in the average volume of solution L used"}
{"text": "Moles  molarity x average burette volume  05 x 245"}
{"text": "1000 1000"}
{"text": "001225 1225 x 102 moles"}
{"text": "c How many moles of hydrochloric acid are present in the original 200cm3 of solution K"}
{"text": "Mole ratio NaOH HCl  11  moles of HCl  001225 1225 x 102 moles"}
{"text": "Moles in 200cm3  200cm3 x 001225 1225 x 102moles"}
{"text": "25cm3volume pipetted"}
{"text": "049 49 x 101moles"}
{"text": "dHow many moles of hydrochloric acid were contained in original 25 cm3 solution N used"}
{"text": "Original moles  Original molarity x pipetted volume"}
{"text": "1000cm3"}
{"text": "19231Mmoledm3 x 25  0048074807 x 102 moles"}
{"text": "1000"}
{"text": "eHow many moles of hydrochloric acid were used to react with calcium carbonate present"}
{"text": "Moles that reacted  original moles moles in average titre"}
{"text": "0048074807 x 102moles  001225 1225 x 102moles"}
{"text": "0035823582 x 10 2 moles"}
{"text": "fWrite the equation for the reaction between calcium carbonate and hydrochloric acid"}
{"text": "CaCO3s  2HClaq  CaCl2aq  CO2g  H2Ol"}
{"text": "gCalculate the number of moles of calcium carbonate that reacted with hydrochloric acid"}
{"text": "From the equation CaCO3s2HClaq  12"}
{"text": "Moles CaCO3s  12moles HCl"}
{"text": "12 x 0035823582 x 10 2 moles"}
{"text": "001791 1791 x 102moles"}
{"text": "hCalculate the mass of calcium carbonate in 40g of mixture M Ca400O  160C120"}
{"text": "Molar mass CaCO3  100g"}
{"text": "Mass CaCO3  moles x molar mass  001791 1791 x 102moles x 100g"}
{"text": "1791g"}
{"text": "iDetermine the  of calcium carbonate present in the mixture"}
{"text": "CaCO3  mass of pure x 100  1791g x 100  44775"}
{"text": "Mass of impure 40"}
{"text": "dSample titration practice 4 Multiple titration"}
{"text": "You are provided with"}
{"text": "isodium L containing 50g per litre of a dibasic organic acid H2X2H2O"}
{"text": "iisolution M which is acidified potassium manganateVII"}
{"text": "iiisolution N a mixture of sodium ethanedioate and ethanedioic acid"}
{"text": "iv01M sodium hydroxide solution P"}
{"text": "v10M sulphuricVI"}
{"text": "You are required to"}
{"text": "istandardize solution M using solution L"}
{"text": "iiuse standardized solution M and solution P to determine the  of sodium ethanedioate in the mixture"}
{"text": "Procedure 1"}
{"text": "Fill the burette with solution M Pipette 250cm3 of solution L into a conical flask Heat this solution to about 70oCbut not to boilTitrate the hot solution L with solution M until a permanent pink colour just appears Shake thoroughly during the titration Repeat this procedure to complete table 1"}
{"text": "Sample Table 1"}
{"text": "Sample calculations"}
{"text": "aCalculate the average volume of solution L used 1mk"}
{"text": "240  240  240  240cm3"}
{"text": "3"}
{"text": "bGiven that the concentration of the dibasic acid is 005molesdm3determine the value of x in the formula H2X2H2O H10O160"}
{"text": "Molar mass H2X2H2O mass per litre  50glitre  100g"}
{"text": "Moleslitre 005molesdm3"}
{"text": "H2X2H2O 100"}
{"text": "X  100  2 x1  2 x 2 x1  2 x 16  100  34  66"}
{"text": "c Calculate the number of moles of the dibasic acid H2X2H2O"}
{"text": "Moles  molarity x pipette volume  05 x 25  00125125 x10 2 moles"}
{"text": "1000 1000"}
{"text": "dGiven the mole ratio manganateVIIMnO4 acid H2X is 25 calculate the number of moles of manganateVII MnO4 in the average titre"}
{"text": "Moles H2X  25 moles of MnO4"}
{"text": "25 x 00125125 x10 2 moles"}
{"text": "000550 x 10 3moles"}
{"text": "eCalculate the concentration of the manganateVIIMnO4 in moles per litre"}
{"text": "Moles per litremolarity  moles x 1000"}
{"text": "average burette volume"}
{"text": "000550 x 10 3moles x 1000  02083 molesl1M"}
{"text": "240"}
{"text": "Procedure 2"}
{"text": "With solution M still in the burette pipette 250cm3 of solution N into a conical flask Heat the conical flask containing solution N to about 70oCTitrate while hot with solution MRepeat the experiment to complete table 2"}
{"text": "Sample Table 2"}
{"text": "Sample calculations"}
{"text": "aCalculate the average volume of solution L used 1mk"}
{"text": "125  125  125 125cm3"}
{"text": "3"}
{"text": "bCalculations"}
{"text": "iHow many moles of manganateVIIions are contained in the average volume of solution M used"}
{"text": "Moles  molarity of solution M x average burette volume"}
{"text": "1000"}
{"text": "02083 molesl1 M x 125  00026  25 x 103 moles"}
{"text": "1000"}
{"text": "iiThe reaction between manganateVIIions and ethanedioate ions that reacted with is as in the equation"}
{"text": "2MnO4 aq  5C2O42 aq  16H aq  2Mn2aq  10CO2g  8H2Ol"}
{"text": "Calculate the number of moles of ethanedioate ions that reacted with manganate VII ions in the average volume of solution M"}
{"text": "From the stoichiometric equationmole ratio MnO4 aq C2O42 aq  25"}
{"text": "moles C2O42  52 moles MnO4  52 x 00026  25 x 103 moles"}
{"text": "00065 65 x103 moles"}
{"text": "iiiCalculate the number of moles of ethanedioate ions contained in 250cm3 solution N"}
{"text": "25cm3 pipette volume  00065 65 x103 moles"}
{"text": "250cm3"}
{"text": "00065 65 x103 moles x 250  0065  65 x102 moles"}
{"text": "25"}
{"text": "Procedure 3"}
{"text": "Remove solution M from the burette and rinse it with distilled water Fill the burette with sodium hydroxide solution P Pipette 25cm3 of solution N into a conical flask and add 23 drops of phenolphthalein indicator Titrate this solution N with solution P from the burette Repeat the procedure to complete table 3"}
{"text": "Sample Table 2"}
{"text": "Sample calculations"}
{"text": "aCalculate the average volume of solution L used 1mk"}
{"text": "249  249  249  249 cm3"}
{"text": "3"}
{"text": "bCalculations"}
{"text": "iHow many moles of sodium hydroxide solution P were contained in the average volume"}
{"text": "Moles  molarity of solution P x average burette volume"}
{"text": "1000"}
{"text": "01 molesl1 x 249  000249  249 x 103 moles"}
{"text": "1000"}
{"text": "iiGiven that NaOH solution P reacted with the ethanedioate ions from the acid only and the equation for the reaction is"}
{"text": "2NaOH aq  H2C2O4 aq  Na2C2O4g  2H2Ol"}
{"text": "Calculate the number of moles of ethanedioic acid that were used in the reaction"}
{"text": "From the stoichiometric equationmole ratio NaOHaq H2C2O4 aq  21"}
{"text": "moles H2C2O4  12 moles NaOH  12 x 000249  249 x 103 moles"}
{"text": "00012451245 x103 moles"}
{"text": "iiiHow many moles of ethanedioic acid were contained in 250cm3 of solution N"}
{"text": "25cm3 pipette volume  00012451245 x103 moles"}
{"text": "250cm3"}
{"text": "00012451245 x103 moles x 250  0012451245 x102 moles"}
{"text": "25"}
{"text": "iiiDetermine the  by mass of sodium ethanedioate in the micture H 10O160C120 and total mass of mixture 20 g in 250cm3 solution"}
{"text": "Molar mass H2C2O4  900g"}
{"text": "Mass of H2C2O4 in 250cm3  moles in 250cm3 x molar mass H2C2O4"}
{"text": "0012451245 x102 moles x 900"}
{"text": "11205g"}
{"text": "by mass of sodium ethanedioate"}
{"text": "Mass of mixture  mass of H2C2O4 x 100"}
{"text": "Mass of mixture"}
{"text": "20  11205 g  43975"}
{"text": "20"}
{"text": "Note"}
{"text": "i L is 005M Oxalic acid"}
{"text": "ii M is 001M KMnO4"}
{"text": "iii N is 003M oxalic acidwithout sodium oxalate"}
{"text": "Practice example 5Determining equation for a reaction"}
{"text": "You are provided with"}
{"text": "01M hydrochloric acid solution A"}
{"text": "05M sodium hydroxide solution B"}
{"text": "You are to determine the equation for thereaction between solution A and B"}
{"text": "Procedure"}
{"text": "Fill the burette with solution AUsing a pipette and pipette filler transfer 250cm3 of solution B into a conical flaskAdd 23 drops of phenolphthalein indicatorRun solution A into solution B until a permanent pink colour just appearsRecord your results in Table 1Repeat the experiment to obtain three concordant results to complete Table 1"}
{"text": "Table 1Sample results"}
{"text": "Sample questions"}
{"text": "Calculate the average volume of solution A used"}
{"text": "125125125  125cm3"}
{"text": "3"}
{"text": "Theoretical Practice examples"}
{"text": "1 10g of dibasic acid HOOCCH2xCOOH was dissolved in 250cm3 solution 250 cm3 of this solution reacted with 300cm3 of 006M sodium hydroxide solution Calculate the value of x in HOOCCH2xCOOH C120H10O16"}
{"text": "Chemical equation"}
{"text": "2NaOHaq  H2Xaq  Na2X aq  2H2Oaq"}
{"text": "Mole ratio NaOHaq H2Xaq  21"}
{"text": "Method 1"}
{"text": "Ma Va  na  Ma x 250  1  Ma 006 x 300 x1"}
{"text": "Mb Vb  nb 006 x 300 2 250 x 2"}
{"text": "Molarity of acid  0036MMole l1"}
{"text": "Mass of acid per lite  10 x1000  40 gl"}
{"text": "250"}
{"text": "0036M Mole l1  40 g l"}
{"text": "1 mole molar mass of HOOCCH2xCOOH  40 x 1  1111111 g"}
{"text": "0036"}
{"text": "Molar mass CH2x  1111111  HOOCCOOH  900  211111"}
{"text": "CH2x  14x  211111  15  1 whole number"}
{"text": "14"}
{"text": "Method 2"}
{"text": "Moles of sodium hydroxide  Molarity x volume  006 x 30  18 x 10 3moles"}
{"text": "1000"}
{"text": "Moles of Hydrochloric acid  12 x 18 x 10 3moles  90 x10 4moles"}
{"text": "Molarity of Hydrochloric acid  moles x 1000  90 x10 4moles x1000"}
{"text": "Volume 25"}
{"text": "Molarity of acid  0036MMole l1"}
{"text": "Mass of acid per lite  10 x1000  40 gl"}
{"text": "250"}
{"text": "0036M Mole l1  40 g l"}
{"text": "1 mole molar mass of HOOCCH2xCOOH  40 x 1  1111111 g"}
{"text": "0036"}
{"text": "Molar mass CH2x  1111111  HOOCCOOH  900  211111"}
{"text": "CH2x  14x  211111  15  1 whole number"}
{"text": "14"}
{"text": "2 200cm3 of 005 M acidified potassium manganateVIIsolution oxidized 250cm3 of Fe2aq ions in 400gl of impure Iron IIsulphateVI to Fe3aq ions Calculate the percentage impurities in the Iron IIsulphateVI"}
{"text": "MnO4 aq  8Haq 5Fe2aq 5Fe3aq  Mn2aq  4H2Oaq"}
{"text": "Fe560S 320 O160"}
{"text": "Moles of MnO4 aq  Molarity x volume  005 x 200  0001 Moles"}
{"text": "1000 1000"}
{"text": "Mole ratio MnO4 aq 5Fe2aq 15"}
{"text": "Moles 5Fe2aq  5 x0001  0005 Moles"}
{"text": "Moles of 5Fe2aq per litremolarity  Moles x 1000  0005 x 1000"}
{"text": "Volume 250"}
{"text": "02 M Moleslitre"}
{"text": "Molar mass FeSO4152 g"}
{"text": "Mass of in the mixture  Moles x molar mass  02 x 152  304 g"}
{"text": "Mass of impurity  400  304 96 g"}
{"text": "impurity  96 g x100  240  impurity"}
{"text": "400"}
{"text": "397 g of a mixture of Potassium hydroxide and Potassium chloride was dissolved to make one litre solution200cm3 of this solution required 250cm3 of 012M hydrochloric acid for completed neutralization Calculate the percentage by mass of Potassium chlorideK390Cl 355"}
{"text": "Chemical equation"}
{"text": "KOHaq  HClaq  KClaq  H2Ol"}
{"text": "Moles of HCl  Molarity x volume  012 x 250  000330 x 10 3 moles"}
{"text": "1000 1000"}
{"text": "Mole ratio KOHaq  HClaq  11"}
{"text": "Moles KOH 000330 x 10 3 moles"}
{"text": "Method 1"}
{"text": "Molar mass KOH 560g"}
{"text": "Mass KOH in 25cm3 000330 x 10 3 moles x560  0168g"}
{"text": "Mass KOH in 1000cm31 litre  0168 x1000 84 gl"}
{"text": "20"}
{"text": "Mass of KCl  97g  84g  13 g"}
{"text": "of KCl  13 x 100  134021"}
{"text": "97"}
{"text": "Method 2"}
{"text": "Moles KOH in 1000cm3 1 litre  Moles in 20cm3 x 1000 0003 x 1000"}
{"text": "20 20"}
{"text": "015MMoles litre"}
{"text": "Molar mass KOH 560g"}
{"text": "Mass KOH in 10001 litre  015MMoles litre x 560  84gl"}
{"text": "Mass of KCl  97g  84g  13 g"}
{"text": "of KCl  13 x 100  134021"}
{"text": "97"}
{"text": "4A certain carbonate GCO3 reacts with dilute hydrochloric acid according to the equation given below"}
{"text": "GCO3s  2HClaq  GCl2 aq  CO2 g  H2Ol"}
{"text": "If 1 g of the carbonate reacts completely with 20 cm3 of 1 M hydrochloric acid calculate the relative atomic mass of G C  120  160"}
{"text": "Moles of HCl  Molarity x volume 1 x20  002 moles"}
{"text": "1000 1000"}
{"text": "Mole ratio HCl GCO3  21"}
{"text": "Moles of GCO3 002 moles  001moles"}
{"text": "2"}
{"text": "Molar mass of GCO3  mass  1  100 g"}
{"text": "moles 001moles"}
{"text": "G GCO3  CO3 100g  12 16 x3  60  40no units"}
{"text": "5 460g of a metal carbonate MCO3 was dissolved 160cm3 of 01M excess hydrochloric acid and the resultant solution diluted to one litre250cm3 of this solution required 200cm3 of 01M sodium hydroxide solution for complete neutralization Calculate the atomic mass of M"}
{"text": "Equation"}
{"text": "Chemical equation"}
{"text": "NaOHaq  HClaq  KClaq  H2Ol"}
{"text": "Moles of NaOH  Molarity x volume 01 x20  0002 moles"}
{"text": "1000 1000"}
{"text": "Mole ratio HCl NaOH  11"}
{"text": "Excess moles of HCl  0002 moles"}
{"text": "25cm3  0002 moles"}
{"text": "1000cm3  1000 x 0002  008moles"}
{"text": "25cm3"}
{"text": "Original moles of HCl  Molarity x volume  1M x 1litre  10 moles"}
{"text": "Moles of HCl reacted with MCO3  10  008 moles  092moles"}
{"text": "Chemical equation"}
{"text": "MCO3s  2HClaq  MCl2 aq  CO2 g  H2Ol"}
{"text": "Mole ratio MCO3s  HClaq 12"}
{"text": "Moles of MCO3  092moles  046moles"}
{"text": "2"}
{"text": "Molar mass of MCO3 mass  46g  100 g"}
{"text": "moles 046moles"}
{"text": "M MCO3  CO3 100g  12 16 x3  60  40"}
{"text": "6 250cm3 of a mixture of Fe2 and Fe3 ions in an aqueous salt was acidified with sulphuricVIacid then titrated against potassium manganateVIThe salt required 15cm3 ofe002M potassium manganateVI for complete reaction"}
{"text": "A second 25cm3 portion of the Fe2 and Fe3 ion salt was reduced by Zinc then titrated against the same concentration of potassium manganateVI190cm3 of potassium manganateVIsolution was used for complete reaction Calculate the concentration of Fe2 and Fe3 ion in the solution on moles per litre"}
{"text": "Mole ratio Fe2 Mn04  51"}
{"text": "Moles Mn04 used  002 x 15  30 x 104 moles"}
{"text": "1000"}
{"text": "Moles Fe2  30 x 104 moles  60 x 105 moles"}
{"text": "5"}
{"text": "Molarity of Fe2  60 x 104 moles x 1000  24 x 103 moles l1"}
{"text": "25"}
{"text": "Since Zinc reduces Fe3 to Fe2 in the mixture"}
{"text": "Moles Mn04 that reacted with all Fe2 002 x 19  38 x 104 moles"}
{"text": "1000"}
{"text": "Moles of all Fe2  38 x 104 moles  76 x 105 moles"}
{"text": "5"}
{"text": "Moles of Fe3  38 x 104  60 x 105  16 x 105 moles"}
{"text": "Molarity of Fe3  16 x 105 moles x 1000  40 x 104 moles l1"}
{"text": "CHEMISTRY FORM FOUR NOTES"}
{"text": "ACIDS BASES AND SALTS"}
{"text": "AACIDS AND BASES"}
{"text": "At a school laboratory"}
{"text": "iAn acid may be defined as a substance that turn litmus red"}
{"text": "iiA base may be defined as a substance that turn litmus blue"}
{"text": "Litmus is a lichen found mainly in West Africa It changes its colour depending on whether the solution it is in is basicalkaline or acidicIt is thus able to identifyshow whether"}
{"text": "1 An acid is a substance that dissolves in water to form HH3O as the only positive ioncation This is called the Arrhenius definition of an acid From this definition an acid dissociateionize in water releasing H thus"}
{"text": "HClaq  H aq  Cl aq"}
{"text": "HNO3aq  H aq  NO3 aq"}
{"text": "CH3COOHaq  H aq  CH3COOaq"}
{"text": "H2SO4aq  2H aq  SO42aq"}
{"text": "H2CO3aq  2H aq  CO32aq"}
{"text": "H3PO4aq  3H aq  PO43aq"}
{"text": "2A base is a substance which dissolves in water to form OH as the only negatively charged ionanion"}
{"text": "This is called Arrhenius definition of a base"}
{"text": "From this definition a base dissociateionize in water releasing OH thus"}
{"text": "KOHaq  Kaq  OHaq"}
{"text": "NaOHaq  Naaq  OHaq"}
{"text": "NH4OHaq  NH4aq  OHaq"}
{"text": "CaOH2aq  Ca2aq  2OHaq"}
{"text": "MgOH2aq  Mg2aq  2OHaq"}
{"text": "3 An acid is a proton donor"}
{"text": "A base is a proton acceptor"}
{"text": "This is called BronstedLowry definition of acids and bases"}
{"text": "From this definition an acid donates H"}
{"text": "H has no electrons and neutrons It contains only a proton"}
{"text": "Examples"}
{"text": "I From the equation"}
{"text": "HClaq  H2Ol  H3Oaq  Cl aq"}
{"text": "aiFor the forward reaction from left to right H2O gains a proton to form H3O and thus H2O is a proton acceptor It is a BronstedLowry base"}
{"text": "ii For the backward reaction from right to left H3O donates a proton to form H2O and thus H3O is an opposite proton donor It is a BronstedLowry conjugate acid"}
{"text": "biFor the forward reaction from left to right HCl donates a proton to form Cl and thus HCl is a proton donor"}
{"text": "It is a BronstedLowry acid"}
{"text": "ii For the backward reaction from right to left Cl gains a proton to form HCl and thus Cl is an opposite proton acceptor"}
{"text": "It is a BronstedLowry conjugate base"}
{"text": "Every base acid from BronstedLowry definition thus must have a conjugate productreactant"}
{"text": "II From the equation"}
{"text": "HClaq  NH3aq  NH4aq  Cl aq"}
{"text": "aiFor the forward reaction from left to right NH3 gains a proton to form NH4 and thus NH3 is a proton acceptor"}
{"text": "It is a BronstedLowry base"}
{"text": "ii For the backward reaction from right to left NH4 donates a proton to form NH3 and thus NH4 is an opposite proton donor"}
{"text": "It is a BronstedLowry conjugate acid"}
{"text": "biFor the forward reaction from left to right HCl donates a proton to form Cl and thus HCl is a proton donor"}
{"text": "It is a BronstedLowry acid"}
{"text": "ii For the backward reaction from right to left Cl gains a proton to form HCl and thus Cl is an opposite proton acceptor"}
{"text": "It is a BronstedLowry conjugate base"}
{"text": "4 Acids and bases show acidic and alkaline propertiescharacteristics only in water but not in other solvents eg"}
{"text": "aHydrogen chloride gas dissolves in water to form hydrochloric acid Hydrochloric acid dissociatesionizes in water to free HaqH3Oaq ions The free H3Oaq  Haq ions are responsible for"}
{"text": "iturning blue litmus papersolution red"}
{"text": "iishow pH value 123456"}
{"text": "iiiare good electrolytesconductors of electricityundergo electrolysis"}
{"text": "ivreact with metals to produce evolve hydrogen gas and a salt ie"}
{"text": "Ionically"}
{"text": "For a monovalent metal 2Ms  2Haq  2Maq  H2g"}
{"text": "For a divalent metal Ms  2Haq  M2aq  H2g"}
{"text": "For a trivalent metal 2Ms  6Haq  2M3aq  3H2g"}
{"text": "Examples"}
{"text": "For a monovalent metal 2Nas  2Haq  2Naaq  H2g"}
{"text": "For a divalent metal Cas  2Haq  Ca2aq  H2g"}
{"text": "For a trivalent metal 2Als  6Haq  2Al3aq  3H2g"}
{"text": "vreact with metal carbonates and hhydrogen carbonates to produce evolve carbonIVoxide gas water and a salt ie"}
{"text": "Ionically"}
{"text": "For a monovalent metal M2CO3s 2Haq  2Maq  H2O l CO2g"}
{"text": "MHCO3s Haq  Maq  H2O l CO2g"}
{"text": "For a divalent metal MCO3s 2Haq  M2aq  H2O l CO2g"}
{"text": "MHCO3 2aq2Haq M2aq2H2Ol2CO2g"}
{"text": "Examples"}
{"text": "For a monovalent metal K2CO3s 2Haq  2Kaq  H2O l CO2g"}
{"text": "NH4HCO3s Haq  NH4aq  H2O l CO2g"}
{"text": "For a divalent metal ZnCO3s 2Haq  Zn2aq  H2O l CO2g"}
{"text": "MgHCO3 2aq2Haq Mg2aq2H2Ol2CO2g"}
{"text": "vineutralize metal oxideshydroxides to salt and water only ie"}
{"text": "Ionically"}
{"text": "For a monovalent metal M2Os  2Haq  2Maq  H2O l"}
{"text": "MOHaq  Haq  Maq  H2O l"}
{"text": "For a divalent metal MOs  2Haq  M2aq  H2O l"}
{"text": "MOH 2s  2Haq  M2aq  2H2Ol"}
{"text": "For a trivalent metal M2O3s  6Haq  2M3aq  3H2O l"}
{"text": "MOH 3s  3Haq  M3aq  3H2Ol"}
{"text": "Examples"}
{"text": "For a monovalent metal K2Os  2Haq  2Kaq  H2O l"}
{"text": "NH4OHaq  Haq  NH4aq  H2O l"}
{"text": "For a divalent metal ZnO s  2Haq  Zn2aq  H2O l"}
{"text": "PbOH 2s  2Haq  Pb2aq  2H2Ol"}
{"text": "bHydrogen chloride gas dissolves in methylbenzene benzene but does not dissociate ionize into free ions"}
{"text": "It exists in molecular state showing none of the above properties"}
{"text": "cAmmonia gas dissolves in water to form aqueous ammonia which dissociateionize to free NH4 aq and OHaq ions"}
{"text": "This dissociationionization makes aqueous ammonia to"}
{"text": "iturn litmus papersolution blue"}
{"text": "iihave pH 891011"}
{"text": "iiibe a good electrical conductor"}
{"text": "ivreact with acids to form ammonium salt and water only"}
{"text": "NH4OHaq  HClaq  NH4Claq  H2Ol"}
{"text": "dAmmonia gas dissolves in methylbenzenebenzene kerosene but does not dissociate into free ions therefore existing as molecules"}
{"text": "6 Solvents are either polar or nonpolar"}
{"text": "A polar solvent is one which dissolves ionic compounds and other polar solvents"}
{"text": "Water is polar solvent that dissolves ionic and polar substance by surrounding the free ions as below"}
{"text": "H  H  O"}
{"text": "H  H"}
{"text": "H  O  H  H"}
{"text": "H"}
{"text": "O  H O  O  Cl  O"}
{"text": "H  H"}
{"text": "H  O  H  H H"}
{"text": "H  H  O"}
{"text": "Beaker"}
{"text": "Cl"}
{"text": "Cl H water"}
{"text": "H"}
{"text": "Cl H Free ions"}
{"text": "NoteWater is polar It is made up of"}
{"text": "Oxygen atom is partially negative and two hydrogen atoms which are partially positive"}
{"text": "They surround the free H and Cl ions"}
{"text": "A non polar solvent is one which dissolved nonpolar substances and covalent compounds"}
{"text": "If a polar ionic compound is dissolved in nonpolar solvent it does not ionizedissociate into free ions as below"}
{"text": "HCl"}
{"text": "HCl methyl benzene HCl HCl Covalent bond"}
{"text": "7 Some acids and bases are strong while others are weak"}
{"text": "aA strong acidbase is one which is fullywhollycompletely dissociated  ionized into many free H OH ions ie"}
{"text": "I Strong acids exists more as free H ions than molecules eg"}
{"text": "HClaq Haq  Cl aq molecules cation anion"}
{"text": "HNO3aq Haq  NO3aq molecules cation anion"}
{"text": "H2SO4aq 2Haq  SO42aq molecules cation anion"}
{"text": "II Strong basesalkalis exists more as free OH ions than molecules eg"}
{"text": "KOHaq Kaq  OH aq molecules cation anion"}
{"text": "NaOHaq Naaq  OHaq molecules cation anion"}
{"text": "b A weak baseacid is one which is partially partly dissociated ionized in water into free OH aq and Haq ions"}
{"text": "I Weak acids exists more as molecules than as free H ions eg"}
{"text": "CH3COOHaq Haq  CH3COO aq molecules cation anion"}
{"text": "H3PO4aq 3Haq  PO43aq molecules cation anion"}
{"text": "H2CO3aq 2Haq  CO32aq molecules cation anion"}
{"text": "II Weak basesalkalis exists more as molecules than free OH ions eg"}
{"text": "NH4OHaq NH4aq  OH aq molecules cation anion CaOH2aq Ca2aq  2OHaq molecules cation anion"}
{"text": "MgOH2aq Mg2aq  2OHaq molecules cation anion"}
{"text": "8 The concentration of an acidbasealkali is based on the number of moles of acidbases dissolved in a decimeterlitreof the solution"}
{"text": "An acidbasealkali with more acidbasealkali in a decimeterlitre of solution is said to be concentrated while that with less is said to be dilute"}
{"text": "9 a istrong acids have pH 123 while weak acids have high pH 456"}
{"text": "iia neutral solution have pH 7"}
{"text": "iiistrong alkalisbases have pH 121314 while weak basesalkalis have pH 1110 9  8"}
{"text": "b pH is a measure of Haq concentration in a solution"}
{"text": "The higher the Haqions concentration"}
{"text": "the higher the acidity"}
{"text": "the lower the pH"}
{"text": "the lower the concentration of OHaq"}
{"text": "the lower the alkalinity"}
{"text": "At pH 7  a solution has equal concentration of Haq and OHaq"}
{"text": "Beyond pH 7the concentration of the OHaq increases as the Haq ions decreases"}
{"text": "10a When acids bases dissolve in water the ions present in the solution conduct electricity"}
{"text": "The more the dissociation the higher the yield of ions and the greater the electrical conductivity of the solution"}
{"text": "A compound that conducts electricity in an electrolyte and thus a compound showing high electrical conductivity is a strong electrolyte while a compound showing low electrical conductivity is a weak electrolyte"}
{"text": "b Practically a bright light on a bulb a high voltage reading from a voltmeter high ammeter reading from an ammeter a big deflection on a galvanometer is an indicator of strong electrolyteacidbase and the opposite for weak electrolytesacidsbase"}
{"text": "11 Some compounds exhibitshow both properties of acids and basesalkalis"}
{"text": "A substance that reacts with both acids and bases is said to be amphotellic"}
{"text": "The examples below show the amphotellic properties of"}
{"text": "a Zinc IIoxideZnO and Zinc hydroxideZnOH2"}
{"text": "iWhen  spatula full of ZincIIoxide is placed in a boiling tube containing 10cm3 of either 2M nitricVacid or 2M sodium hydroxide hydroxide solution it dissolves on both the acid and the alkalibase to form a colourless solution ie"}
{"text": "i when reacting with nitricVacid the oxide shows basic properties by reacting with an acid to form a simple salt and water only"}
{"text": "Basic oxide  Acid  salt  water"}
{"text": "Examples"}
{"text": "Chemical equation"}
{"text": "ZnOs  2HNO3aq  ZnNO3 2 aq  H2Ol"}
{"text": "ZnOs  2HClaq  ZnCl2 aq  H2Ol"}
{"text": "ZnOs  H2SO4aq  ZnSO4 aq  H2Ol"}
{"text": "Ionic equation"}
{"text": "ZnOs  2H aq  Zn 2 aq  H2Ol"}
{"text": "ii when reacting with sodium hydroxide the oxide shows acidic properties by reacting with a base to form a complex salt"}
{"text": "Basic oxide  Basealkali  Water  Complex salt"}
{"text": "Examples"}
{"text": "Chemical equation"}
{"text": "1When Zinc oxide is reacted with sodium hydroxide the complex salt is sodium tetrahydroxozincateII complex salt"}
{"text": "ZnOs  2NaOHaq  H2Ol  Na2ZnOH 4aq"}
{"text": "2When Zinc oxide is reacted with potassium hydroxide the complex salt is potassium tetrahydroxozincateII complex salt"}
{"text": "ZnOs  2KOHaq  H2Ol  K2ZnOH 4aq"}
{"text": "Ionic equation"}
{"text": "ZnOs  2OHaq  H2Ol  2ZnOH 42 aq"}
{"text": "iiWhen ZincIIhydroxide is placed in a boiling tube containing 10cm3 of either 2M nitricVacid or 2M sodium hydroxide hydroxide solution it dissolves on both the acid and the alkalibase to form a colourless solution ie"}
{"text": "i when reacting with nitricVacid the hydroxide shows basic properties It reacts with an acid to form a simple salt and water only"}
{"text": "Basic hydroxide  Acid  salt  water"}
{"text": "Examples"}
{"text": "Chemical equation"}
{"text": "ZnOH 2 s  2HNO3aq  ZnNO3 2 aq  2H2Ol"}
{"text": "ZnOH 2 s  2HClaq  ZnCl2 aq  2H2Ol"}
{"text": "ZnOH 2 s  H2SO4aq  ZnSO4 aq  2H2Ol"}
{"text": "Ionic equation"}
{"text": "ZnOH 2 s  2H aq  Zn 2 aq  2H2Ol"}
{"text": "ii when reacting with sodium hydroxide the hydroxide shows acidic properties by reacting with a base to form a complex salt"}
{"text": "Basic hydroxide  Basealkali  Complex salt"}
{"text": "Examples"}
{"text": "Chemical equation"}
{"text": "1When Zinc hydroxide is reacted with sodium hydroxide the complex salt is sodium tetrahydroxozincateII complex salt"}
{"text": "ZnOH 2 s  2NaOHaq  Na2ZnOH 4aq"}
{"text": "2When Zinc hydroxide is reacted with potassium hydroxide the complex salt is potassium tetrahydroxozincateII complex salt"}
{"text": "ZnOH 2 s  2KOHaq  K2ZnOH 4aq"}
{"text": "Ionic equation"}
{"text": "ZnOH 2 s  2OHaq  2ZnOH 42 aq"}
{"text": "b Lead IIoxidePbO and LeadII hydroxide PbOH2"}
{"text": "iWhen  spatula full of LeadIIoxide is placed in a boiling tube containing 10cm3 of either 2M nitricVacid or 2M sodium hydroxide hydroxide solution it dissolves on both the acid and the alkalibase to form a colourless solution ie"}
{"text": "i when reacting with nitricVacid the oxide shows basic properties by reacting with an acid to form a simple salt and water only All other Lead salts are insoluble"}
{"text": "Chemical equation"}
{"text": "PbOs  2HNO3aq  PbNO3 2 aq  H2Ol"}
{"text": "Ionic equation"}
{"text": "PbOs  2H aq  Pb 2 aq  H2Ol"}
{"text": "ii when reacting with sodium hydroxide the oxide shows acidic properties by reacting with a base to form a complex salt"}
{"text": "Chemical equation"}
{"text": "1When LeadII oxide is reacted with sodium hydroxide the complex salt is sodium tetrahydroxoplumbateII complex salt"}
{"text": "PbOs  2NaOHaq  H2Ol  Na2PbOH 4aq"}
{"text": "2When LeadII oxide is reacted with potassium hydroxide the complex salt is potassium tetrahydroxoplumbateII complex salt"}
{"text": "PbOs  2KOHaq  H2Ol  K2PbOH 4aq"}
{"text": "Ionic equation"}
{"text": "PbOs  2OHaq  H2Ol  2PbOH 42 aq"}
{"text": "iiWhen LeadIIhydroxide is placed in a boiling tube containing 10cm3 of either 2M nitricVacid or 2M sodium hydroxide hydroxide solution it dissolves on both the acid and the alkalibase to form a colourless solution ie"}
{"text": "i when reacting with nitricVacid the hydroxide shows basic properties It reacts with the acid to form a simple salt and water only"}
{"text": "Chemical equation"}
{"text": "PbOH 2 s  2HNO3aq  PbNO3 2 aq  2H2Ol"}
{"text": "Ionic equation"}
{"text": "PbOH 2 s  2H aq  Pb 2 aq  2H2Ol"}
{"text": "ii when reacting with sodium hydroxide the hydroxide shows acidic properties It reacts with a base to form a complex salt"}
{"text": "Chemical equation"}
{"text": "1When LeadII hydroxide is reacted with sodium hydroxide the complex salt is sodium tetrahydroxoplumbateII complex salt"}
{"text": "PbOH 2 s  2NaOHaq  Na2PbOH 4aq"}
{"text": "2When LeadII hydroxide is reacted with potassium hydroxide the complex salt is potassium tetrahydroxoplumbateII complex salt"}
{"text": "PbOH 2 s  2KOHaq  K2PbOH 4aq"}
{"text": "Ionic equation"}
{"text": "PbOH 2 s  2OHaq  2PbOH 42 aq"}
{"text": "cAluminiumIIIoxideAl2O3 and AluminiumIIIhydroxideAlOH3"}
{"text": "iWhen  spatula full of AluminiumIIIoxide is placed in a boiling tube containing 10cm3 of either 2M nitricVacid or 2M sodium hydroxide hydroxide solution it dissolves on both the acid and the alkalibase to form a colourless solution ie"}
{"text": "i when reacting with nitricVacid the oxide shows basic properties by reacting with an acid to form a simple salt and water only"}
{"text": "Chemical equation"}
{"text": "Al2O3 s  6HNO3aq  AlNO33 aq  3H2Ol"}
{"text": "Al2O3 s  6HClaq  AlCl3 aq  3H2Ol"}
{"text": "Al2O3 s  3H2SO4aq  Al2SO43 aq  3H2Ol"}
{"text": "Ionic equation"}
{"text": "Al2O3 s  3H aq  Al 3 aq  3H2Ol"}
{"text": "ii when reacting with sodium hydroxide the oxide shows acidic properties by reacting with a base to form a complex salt"}
{"text": "Chemical equation"}
{"text": "1When AluminiumIII oxide is reacted with sodium hydroxide the complex salt is sodium tetrahydroxoaluminateIII complex salt"}
{"text": "Al2O3 s  2NaOHaq  3H2Ol  2NaAlOH 4aq"}
{"text": "2When AluminiumIII oxide is reacted with potassium hydroxide the complex salt is potassium tetrahydroxoaluminateII complex salt"}
{"text": "Al2O3 s  2KOHaq  3H2Ol  2NaAlOH 4aq"}
{"text": "Ionic equation"}
{"text": "Al2O3 s  2OHaq  3H2Ol  2AlOH 4 aq"}
{"text": "iiWhen AluminiumIIIhydroxide is placed in a boiling tube containing 10cm3 of either 2M nitricVacid or 2M sodium hydroxide hydroxide solution it dissolves on both the acid and the alkalibase to form a colourless solution ie"}
{"text": "i when reacting with nitricVacid the hydroxide shows basic properties It reacts with the acid to form a simple salt and water only"}
{"text": "Chemical equation"}
{"text": "AlOH 3 s  3HNO3aq  AlNO33 aq  3H2Ol"}
{"text": "AlOH3 s  3HClaq  AlCl3 aq  3H2Ol"}
{"text": "2AlOH3 s  3H2SO4aq  Al2SO43 aq  3H2Ol"}
{"text": "Ionic equation"}
{"text": "AlOH3 s  3H aq  Al 3 aq  3H2Ol"}
{"text": "ii when reacting with sodium hydroxide the hydroxide shows acidic properties It reacts with a base to form a complex salt"}
{"text": "Chemical equation"}
{"text": "1When aluminiumIII hydroxide is reacted with sodium hydroxide the complex salt is sodium tetrahydroxoaluminateIII complex salt"}
{"text": "AlOH 3 s  NaOHaq  NaAlOH 4aq"}
{"text": "2When aluminiumIII hydroxide is reacted with potassium hydroxide the complex salt is potassium tetrahydroxoaluminateIII complex salt"}
{"text": "AlOH 3 s  KOHaq  KAlOH 4aq"}
{"text": "Ionic equation"}
{"text": "AlOH 3 s  OHaq  AlOH 4 aq"}
{"text": "Summary of amphotellic oxideshydroxides"}
{"text": "12a A salt is an ionic compound formed when the cation from a base combine with the anion derived from an acid"}
{"text": "A salt is therefore formed when the hydrogen ions in an acid are replaced whollyfully or partiallypartly directly or indirectly by a metal or ammonium radical b The number of ionizablereplaceable hydrogen in an acid is called basicity of an acid"}
{"text": "Some acids are therefore"}
{"text": "imonobasic acids generally denoted HX eg"}
{"text": "HCl HNO3HCOOHCH3COOH"}
{"text": "iidibasic acids  generally denoted H2X eg"}
{"text": "H2SO4 H2SO3 H2CO3HOOCOOH"}
{"text": "iiitribasic acids  generally denoted H3X eg"}
{"text": "H3PO4"}
{"text": "c Some salts are normal salts while other are acid salts"}
{"text": "iA normal salt is formed when all the ionizable replaceable hydrogen in an acid is replaced by a metal or metallic ammonium radical"}
{"text": "iiAn acid salt is formed when partportion the ionizable replaceable hydrogen in an acid is replaced by a metal or metallic ammonium radical"}
{"text": "Table showing normal and acid salts derived from common acids"}
{"text": "The table below show shows some examples of salts"}
{"text": "d Some salts undergo hygroscopy deliquescence and efflorescence"}
{"text": "i Hygroscopic salts compounds are those that absorb water from the atmosphere but do not form a solution"}
{"text": "Some salts which are hygroscopic include anhydrous copperIIsulphateVI anhydrous cobaltIIchloride potassium nitrateV common table salt"}
{"text": "iiDeliquescent salts compounds are those that absorb water from the atmosphere and form a solution"}
{"text": "Some salts which are deliquescent include Sodium nitrateVCalcium chloride Sodium hydroxide IronIIchloride Magnesium chloride"}
{"text": "iiiEfflorescent saltscompounds are those that lose their water of crystallization to the atmosphere"}
{"text": "Some salts which effloresces include sodium carbonate decahydrate IronIIsulphateVIheptahydrate sodium sulphate VIdecahydrate"}
{"text": "eSome salts contain water of crystallizationThey are hydratedOthers do not contain water of crystallization They are anhydrous"}
{"text": "Table showing some hydrated salts"}
{"text": "fSome salts exist as a simple salt while some as complex salts Below are some complex salts"}
{"text": "Table of some complex salts"}
{"text": "gSome salts exist as two salts in one They are called double salts"}
{"text": "Table of some double salts"}
{"text": "hSome salts dissolve in water to form a solution They are said to be soluble Others do not dissolve in water They form a suspensionprecipitate in water"}
{"text": "Table of solubility of salts"}
{"text": "13 Salts can be prepared in a school laboratory by a method that uses its solubility in water"}
{"text": "Soluble salts may be prepared by using any of the following methods"}
{"text": "iDirect displacementreaction of a metal with an acid"}
{"text": "By reacting a metal higher in the reactivity series than hydrogen with a dilute acida salt is formed and hydrogen gas is evolved"}
{"text": "Excess of the metal must be used to ensure all the acid has reacted"}
{"text": "When effervescencebubbling fizzing has stopped excess metal is filtered"}
{"text": "The filtrate is heated to concentrate then allowed to crystallize"}
{"text": "Washing with distilled water then drying between filter papers produces a sample crystal of the salt ie"}
{"text": "Ms  H2X  MXaq  H2g"}
{"text": "Examples"}
{"text": "Mgs  H2SO4aq  MgSO4 aq  H2g"}
{"text": "Zns  H2SO4aq  ZnSO4 aq  H2g"}
{"text": "Pbs  2HNO3aq  PbNO3 2aq  H2g"}
{"text": "Cas  2HNO3aq  CaNO3 2aq  H2g"}
{"text": "Mgs  2HNO3aq  MgNO3 2aq  H2g"}
{"text": "Mgs  2HClaq  MgCl 2aq  H2g"}
{"text": "Zns  2HClaq  ZnCl 2aq  H2g"}
{"text": "iiReaction of an insoluble base with an acid"}
{"text": "By adding an insoluble base oxidehydroxide to a dilute acid until no more dissolves in the acida salt and water are formed Excess of the base is filtered off The filtrate is heated to concentrate allowed to crystallize then washed with distilled water before drying between filter papers eg"}
{"text": "PbOs  2HNO3aq  PbNO3 2aq  H2O l"}
{"text": "PbOH2s  2HNO3aq  PbNO3 2aq  2H2O l"}
{"text": "CaO s  2HNO3aq  CaNO3 2aq  H2O l"}
{"text": "MgO s  2HNO3aq  MgNO3 2aq  H2O l"}
{"text": "MgO s  2HClaq  MgCl 2aq  H2O l"}
{"text": "ZnO s  2HClaq  ZnCl 2aq  H2O l"}
{"text": "ZnOH2s  2HNO3aq  ZnNO3 2aq  2H2O l"}
{"text": "CuO s  2HClaq  CuCl 2aq  H2O l"}
{"text": "CuO s  H2SO4aq  CuSO4aq  H2O l"}
{"text": "Ag2Os  2HNO3aq  2AgNO3aq  H2O l"}
{"text": "Na2Os  2HNO3aq  2NaNO3aq  H2O l"}
{"text": "iiireaction of insoluble soluble carbonate hydrogen carbonate with an acid"}
{"text": "By adding an excess of a soluble insoluble carbonate or hydrogen carbonate to adilute acid effervescence fizzingbubbling out of carbonIVoxide gas shows the reaction is taking place When effervescence fizzingbubbling out of the gas is over excess of the insoluble carbonate is filtered off The filtrate is heated to concentrate allowed to crystallize then washed with distilled water before drying between filter paper papers eg"}
{"text": "PbCO3 s  2HNO3aq  PbNO3 2aq  H2O l CO2g"}
{"text": "ZnCO3 s  2HNO3aq  ZnNO3 2aq  H2O l CO2g"}
{"text": "CaCO3 s  2HNO3aq  CaNO3 2aq  H2O l CO2g"}
{"text": "MgCO3 s  H2SO4aq  MgSO4aq  H2O l CO2g"}
{"text": "Cu CO3 s  H2SO4aq  CuSO4aq  H2O l  CO2g"}
{"text": "Ag2CO3 s  2HNO3aq  2AgNO3aq  H2O l  CO2g"}
{"text": "Na2CO3 s  2HNO3aq  2NaNO3aq  H2O l  CO2g"}
{"text": "K2CO3 s  2HClaq  2KClaq  H2O l  CO2g"}
{"text": "NaHCO3 s  HNO3aq  NaNO3aq  H2O l  CO2g"}
{"text": "KHCO3 s  HClaq  KClaq  H2O l  CO2g"}
{"text": "ivneutralizationreaction of soluble basealkali with dilute acid"}
{"text": "By adding an acid to a burette into a known volume of an alkali with 23 drops of an indicator the colour of the indicator changes when the acid has completely reacted with an alkali at the end point The procedure is then repeated without the indicator The solution mixture is then heated to concentrate  allowed to crystallize washed with distilled water before drying with filter papers eg"}
{"text": "NaOH aq  HNO3aq  NaNO3aq  H2O l"}
{"text": "KOH aq  HNO3aq  KNO3aq  H2O l"}
{"text": "KOH aq  HClaq  KClaq  H2O l"}
{"text": "2KOH aq  H2SO4aq  K2SO4aq  2H2O l"}
{"text": "2 NH4OH aq  H2SO4aq  NH42SO4aq  2H2O l"}
{"text": "NH4OH aq  HNO3aq  NH4NO3aq  H2O l"}
{"text": "ivdirect synthesiscombination"}
{"text": "When a metal burn in a gas jar containing a non metal  the two directly combine to form a salt eg"}
{"text": "2Nas  Cl2g  2NaCls"}
{"text": "2Ks  Cl2g  2KCls"}
{"text": "Mgs  Cl2g  Mg Cl2 s"}
{"text": "Cas  Cl2g  Ca Cl2 s"}
{"text": "Some salts once formed undergo sublimation and hydrolysis Care should be taken to avoid watermoisture into the reaction flask during their preparationSuch salts include aluminiumIIIchlorideAlCl3 and iron IIIchlorideFeCl3"}
{"text": "1 Heated aluminium foil reacts with chlorine to form aluminiumIIIchloride that sublimes away from the source of heating then deposited as solid again"}
{"text": "2Als  3Cl2g  2AlCl3 sg"}
{"text": "Once formed aluminiumIIIchloride hydrolysesreacts with water vapour  moisture present to form aluminium hydroxide solution and highly acidic fumes of hydrogen chloride gas"}
{"text": "AlCl3s 3H2 Og  AlOH3 aq  3HClg"}
{"text": "2 Heated iron filings reacts with chlorine to form ironIIIchloride that sublimes away from the source of heating then deposited as solid again"}
{"text": "2Fes  3Cl2g  2FeCl3 sg"}
{"text": "Once formed  aluminiumIIIchloride hydrolysesreacts with water vapour  moisture present to form aluminium hydroxide solution and highly acidic fumes of hydrogen chloride gas"}
{"text": "FeCl3s 3H2 Og  FeOH3 aq  3HClg"}
{"text": "bInsoluble salts can be prepared by reacting two suitable soluble salts to form one soluble and one insoluble This is called double decomposition or precipitation The mixture is filtered and the residue is washed with distilled water then dried"}
{"text": "CuSO4aq  Na2CO3 aq  CuCO3 s  Na2 SO4aq"}
{"text": "BaCl2aq  K2SO4 aq  BaSO4 s  2KCl aq"}
{"text": "PbNO32aq  K2SO4 aq  PbSO4 s  2KNO3 aq"}
{"text": "2AgNO3aq  MgCl2 aq  2AgCls  MgNO32 aq"}
{"text": "PbNO32aq  NH4 2SO4 aq  PbSO4 s  2NH4NO 3aq"}
{"text": "BaCl2aq  K2SO3 aq  BaSO3 s  2KCl aq"}
{"text": "14 Salts may lose their water of crystallization  decompose melt or sublime on heating on a Bunsen burner flame"}
{"text": "The following shows the behavior of some salts on heating gently or strongly in a laboratory school burner"}
{"text": "aeffect of heat on chlorides"}
{"text": "All chlorides have very high melting and boiling points and therefore are not affected by laboratory heating except ammonium chloride Ammonium chloride sublimes on gentle heating It dissociate into the constituent ammonia and hydrogen chloride gases on strong heating"}
{"text": "NH4Cls NH4Clg NH3g  HClg"}
{"text": "sublimation dissociation"}
{"text": "beffect of heat on nitrateV"}
{"text": "i Potassium nitrateVKNO3 and sodium nitrateVNaNO3 decompose on heating to form Potassium nitrateIIIKNO2 and sodium nitrateIIINaNO2 and producing Oxygen gas in each case"}
{"text": "2KNO3 s  2KNO2s  O2g"}
{"text": "2NaNO3 s  2NaNO2s  O2g"}
{"text": "iiHeavy metal nitratesV salts decompose on heating to form the oxide and a mixture of brown acidic nitrogenIVoxide and oxygen gases eg"}
{"text": "2CaNO32 s  2CaOs  4NO2g  O2g"}
{"text": "2MgNO32s  2MgOs  4NO2g  O2g"}
{"text": "2ZnNO32s  2ZnOs  4NO2g  O2g"}
{"text": "2PbNO32s  2PbOs  4NO2g  O2g"}
{"text": "2CuNO32s  2CuOs  4NO2g  O2g"}
{"text": "2FeNO32s  2FeOs  4NO2g  O2g"}
{"text": "iiiSilverInitrateV and mercuryII nitrateV are lowest in the reactivity series They decompose on heating to form the metalsilver and mercuryand the NitrogenIVoxide and oxygen gas ie"}
{"text": "2AgNO3s  2Ag s  2NO2g  O2g"}
{"text": "2HgNO32 s  2Hg s  4NO2g  O2g"}
{"text": "ivAmmonium nitrateV and Ammonium nitrateIII decompose on heating to NitrogenIoxiderelightsrekindles glowing splint and nitrogen gas respectivelyWater is also formedie"}
{"text": "NH4NO3s  N2O g  H2Ol"}
{"text": "NH4NO2s  N2 g  H2Ol"}
{"text": "c effect of heat on nitrateV"}
{"text": "Only IronIIsulphateVI IronIIIsulphateVI and copperIIsulphateVI decompose on heating They form the oxide and produce highly acidic fumes of acidic sulphurIVoxide gas"}
{"text": "2FeSO4 s  Fe2O3s  SO3g  SO2g"}
{"text": "Fe2SO4 3s  Fe2O3s  SO3g"}
{"text": "CuSO4 s  CuOs  SO3g"}
{"text": "d effect of heat on carbonatesIV and hydrogen carbonateIV"}
{"text": "iSodium carbonateIVand potassium carbonateIVdo not decompose on heating"}
{"text": "iiHeavy metal nitrateIVsalts decompose on heating to form the oxide and produce carbonIVoxide gas Carbon IVoxide gas forms a white precipitate when bubbled in lime water The white precipitate dissolves if the gas is in excess eg CuCO3 s  CuOs  CO2g"}
{"text": "CaCO3 s  CaOs  CO2g"}
{"text": "PbCO3 s  PbOs  CO2g"}
{"text": "FeCO3 s  FeOs  CO2g"}
{"text": "ZnCO3 s  ZnOs  CO2g"}
{"text": "iiiSodium hydrogen carbonateIV and Potassium hydrogen carbonateIVdecompose on heating to give the corresponding carbonate IV and form water and carbonIVoxide gas ie"}
{"text": "2NaHCO 3s  Na2CO3s  CO2g  H2Ol"}
{"text": "2KHCO 3s  K2CO3s  CO2g  H2Ol"}
{"text": "iii Calcium hydrogen carbonate IV and Magnesium hydrogen carbonateIV decompose on heating to give the corresponding carbonate IV and form water and carbonIVoxide gas i e"}
{"text": "CaHCO3 2aq  CaCO3s  CO2g  H2Ol"}
{"text": "MgHCO3 2aq  MgCO3s  CO2g  H2Ol"}
{"text": "15 Salts contain cationpositively charged ion and anionsnegatively charged ionWhen dissolved in polar solventswater"}
{"text": "The cation and anion in a salt is determinedknown usually by precipitation of the salt using a precipitating reagent"}
{"text": "The colour of the precipitate is a basis of qualitative analysis of a compound"}
{"text": "16Qualitative analysis is the process of identifying an unknown compound salt by identifying the unique qualities of the saltcompound"}
{"text": "It involves some of the following processes"}
{"text": "aReaction of cation with sodiumpotassium hydroxide solution"}
{"text": "Both sodiumpotassium hydroxide solutions are precipitating reagents"}
{"text": "The alkalis produce unique colour of a precipitatesuspension when a fewthree drops is added and then excess alkali is added to unknown saltcompound solution"}
{"text": "NB Potassium hydroxide is not commonly used because it is more expensive than sodium hydroxide"}
{"text": "The table below shows the observations inferences  deductions and explanations from the following test tube experiments"}
{"text": "Procedure"}
{"text": "Put about 2cm3 of MgCl2 CaCl2 AlCl3 NaCl KCl FeSO4 Fe2SO4 3 CuSO4 ZnSO4NH4NO3 PbNO3 2 BaNO3 2 each into separate test tubes Add three drops of 2M sodium hydroxide solution then excess 23 the length of a standard test tube"}
{"text": "bReaction of cation with aqueous ammonia"}
{"text": "Aqueous ammonia precipitating reagent that can be used to identify the cations present in a salt"}
{"text": "Like NaOHKOH the OH ion in NH4OH react with the cation to form a characteristic hydroxide"}
{"text": "Below are the observations inferences and explanations of the reactions of aqueous ammonia with salts from the following test tube reactions"}
{"text": "Procedure"}
{"text": "Put about 2cm3 of MgCl2 CaCl2 AlCl3 NaCl KCl FeSO4 Fe2SO4 3 CuSO4 ZnSO4NH4NO3 PbNO3 2 BaNO3 2 each into separate test tubes"}
{"text": "Add three drops of 2M aqueous ammonia then excess 23 the length of a standard test tube"}
{"text": "Note"}
{"text": "i Only Zn2 ionssalts form a white precipitate that dissolve in excess of both 2M sodium hydroxide and 2M aqueous ammonia"}
{"text": "ii Pb2 and Al3 ionssalts form a white precipitate that dissolve in excess of 2M sodium hydroxide but not in 2M aqueous ammonia"}
{"text": "iii Cu2 ionssalts form a blue precipitate that dissolve to form a deeproyal blue solution in excess of 2M aqueous ammonia but only blue insoluble precipitate in 2M sodium hydroxide"}
{"text": "cReaction of cation with Chloride Clions"}
{"text": "All chlorides are soluble in water except Silver chloride and Lead IIchloride That dissolve in hot waterWhen a soluble chloride like NaCl KCl NH4Cl is added to about 2cm3 of a salt containing Ag or Pb2ions a white precipitate of AgCl or PbCl2 is formed The following test tube reactions illustrate the above"}
{"text": "Experiment"}
{"text": "Put about 2cm3 of silver nitrateV andLeadIInitrateVsolution into separate test tubes Add five drops of NaCl KCl  NH4ClHCl Heat to boil"}
{"text": "Note"}
{"text": "Both Pb2 and Al3 ions forms an insoluble white precipitate in excess aqueous ammonia A white precipitate on adding Cl ionssalts shows Pb2"}
{"text": "No white precipitate on adding Cl ionssalts shows Al3"}
{"text": "Adding a chloride Cl ionssalts can thus be used to separate the identity of Al3 and Pb2"}
{"text": "dReaction of cation with sulphateVISO42 and sulphateIVSO32 ions"}
{"text": "All sulphateVI and sulphateIVSO32 ionssalts are solubledissolve in water except Calcium sulphateVICaSO4 Calcium sulphateIVCaSO3 Barium sulphateVIBaSO4 Barium sulphateIVBaSO3 LeadII sulphateVIPbSO4 and LeadII sulphateIVPbSO3When a soluble sulphateVISO42 salt like Na2SO4 H2SO4 NH42SO4 or Na2SO3 is added to a salt containing Ca2 Pb2 Ba2 ions a white precipitate is formed"}
{"text": "The following test tube experiments illustrate the above"}
{"text": "Procedure"}
{"text": "Place about 2cm3 of CaNO32 BaNO32 BaCl2 and PbNO32 in separate boiling tubes Add six drops of sulphuricVIacid sodium sulphateVIammonium sulphateVIsolution Repeat with six drops of sodium sulphateIV"}
{"text": "eReaction of cation with carbonateIVCO32 ions"}
{"text": "All carbonate salts are insoluble except sodiumpotassium carbonateIV and ammonium carbonateIV"}
{"text": "They dissociate ionize to release CO32 ions CO32 ions produce a white precipitate when the soluble carbonate salts is added to any metallic cation"}
{"text": "Procedure"}
{"text": "Place about 2cm3 of CaNO32 BaNO32 MgCl2 PbNO32 andZnSO4 in separate boiling tubes"}
{"text": "Add six drops of Potassium sodium carbonateIV ammonium carbonate IVsolution"}
{"text": "Note"}
{"text": "iIronIIIcarbonateIV does not exist"}
{"text": "iiCopperIICarbonateIV exist only as the basic CuCO3CuOH 2"}
{"text": "iiiBoth BaCO3 and BaSO3 are insoluble white precipitate If hydrochloric acid is added to the white precipitate"}
{"text": "I BaCO3 produces CO2 gas When bubbleddirected into lime water solutiona white precipitate is formed"}
{"text": "II I BaSO3 produces SO2 gas When bubbleddirected into orange acidified potassium dichromateVI solution it turns to greendecolorizes acidified potassium manganateVII"}
{"text": "f Reaction of cation with sulphide  S2 ions"}
{"text": "All sulphides are insoluble black solidsprecipitates except sodium sulphide Na2S potassium sulphideK2SWhen a few3drops of the soluble sulphide is added to a metal cationsalt a black precipitate is formed"}
{"text": "Procedure"}
{"text": "Place about 2cm3 of CuNO32 FeSO4 MgCl2PbNO32 and ZnSO4 in separate boiling tubes"}
{"text": "Add six drops of Potassium sodium sulphide solution"}
{"text": "Sample qualitative analysis guide"}
{"text": "You are provided with solid Yaluminium IIIsulphateVIhexahydrateCarry out the following tests and record your observations and inferences in the space provided"}
{"text": "1a Appearance"}
{"text": "Observations inference 1mark"}
{"text": "White crystalline solid Coloured ions Cu2  Fe2 Fe3 absent"}
{"text": "bPlace about a half spatula full of the solid into a clean dry boiling tube Heat gently then strongly"}
{"text": "Observations inference 1mark"}
{"text": "Colourless droplets formed on the cooler Hydrated compoundcompound"}
{"text": "part of the test tube containing water of crystallization"}
{"text": "Solid remains a white residue"}
{"text": "cPlace all the remaining portion of the solid in a test tube Add about 10cm3 of distilled water Shake thoroughly Divide the mixture into five portions"}
{"text": "Observation Inference 1mark"}
{"text": "Solid dissolves to form Polar soluble compound"}
{"text": "a colourless solution Cu2  Fe2 Fe3 absent"}
{"text": "iTo the first portion add three drops of sodium hydroxide then add excess of the alkali"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt soluble in excess Zn2  Pb2  Al3"}
{"text": "iiTo the second portion add three drops of aqueous ammonia then add excess of the alkali"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt insoluble in excess Pb2  Al3"}
{"text": "iiiTo the third portion add three drops of sodium sulphateVIsolution"}
{"text": "Observation Inference 1mark"}
{"text": "No white ppt Al3"}
{"text": "ivITo the fourth portion add three drops of LeadIInitrateIVsolution Preserve"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt CO32 SO42 SO32 Cl"}
{"text": "IITo the portion in iv I above  add five drops of dilute hydrochloric acid"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt persistremains SO42 Cl"}
{"text": "IIITo the portion in iv II above heat to boil"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt persistremains SO42"}
{"text": "Note that"}
{"text": "iFrom test above it can be deduced that solid Y is hydrated aluminiumIIIsulphateVI solid"}
{"text": "iiAny ion inferred from an observation below must be derived from previous correct observation and inferences above eg"}
{"text": "Al3 in ciii must be correctly inferred in eitheror in cii or ciabove"}
{"text": "SO42 in civIII must be correctly inferred in eitheror in civII or civI above"}
{"text": "iiiContradiction in observations and inferences should be avoidedeg"}
{"text": "White ppt soluble in excess to infer presence of Al3 Ba2 Pb3"}
{"text": "ivSymbols of elementsions should be correctly capitalized eg"}
{"text": "SO42 is wrong sO42 is wrong cu2 is wrong"}
{"text": "Sample solutions of salt were labeled as III III and IV The actual solutions not in that order are lead nitrate zinc sulphate potassium chloride and calcium chloride"}
{"text": "aWhen aqueous sodium carbonate was added to each sample separately a white precipitate was formed in I III and IV only Identify solution II"}
{"text": "bWhen excess sodium hydroxide was added to each sample separately a white precipitate was formed in solutions III and I only"}
{"text": "Identify solution I"}
{"text": "17When solidssalts solutes are added to a solvent some dissolve to form a solution"}
{"text": "Solute  Solvent  Solvent"}
{"text": "If a solution has a lot of solute dissolved in a solvent it is said to be concentrated"}
{"text": "If a solution has little solute dissolved in a solvent it is said to be dilute"}
{"text": "There is a limit to how much solute can dissolve in a given specified amount of solventwater at a given specified temperature"}
{"text": "The maximum mass of saltsolidsolute that dissolve in 100g of solventwater at a specified temperature is called solubility of a salt"}
{"text": "When no more solute can dissolve in a given amount of solvent at a specified temperature a saturated solution is formed"}
{"text": "For some salts on heating more of the saltsolidsolute dissolve in the saturated solution to form a super saturated solution"}
{"text": "The solubility of a salt is thus calculated from the formula"}
{"text": "Solubility  Mass of solutesaltsolid x 100"}
{"text": "Massvolume of watersolvent"}
{"text": "Practice examples"}
{"text": "aCalculate the solubility of potassium nitrateV if 50 g of the salt is dissolved in 500cm3 of water"}
{"text": "Solubility  Mass of solutesaltsolid x 100  50 x 100   100 g 100g H2O"}
{"text": "Massvolume of watersolvent 500"}
{"text": "bCalculate the solubility of potassium chlorateV if 500 g of the salt is dissolved in 2500cm3 of water"}
{"text": "Solubility  Mass of solutesaltsolid x 100  500 x 100   200 g 100g H2O"}
{"text": "Massvolume of watersolvent 2500"}
{"text": "cIf the solubility of potassium chlorateV is 5g100g H2O at 80oChow much can dissolve in 5cm3 of water at 80oC"}
{"text": "Mass of solutesaltsolid  Solubility x Massvolume of watersolvent"}
{"text": "100"}
{"text": "5 x 5  025g of KClO3 dissolve"}
{"text": "100"}
{"text": "dIf the solubility of potassium chlorateV is 72g100g H2O at 20oChow much can saturate 25g of water at 20oC"}
{"text": "Mass of solutesaltsolid  Solubility x Massvolume of watersolvent"}
{"text": "100"}
{"text": "72 x 25  180g of KClO3 dissolvesaturate"}
{"text": "100"}
{"text": "e 22g of potassium nitrateV was dissolved in 400g of water at 10oC Calculate the solubility of potassium nitrateV at 10oC"}
{"text": "Solubility  Mass of solutesaltsolid x 100  22 x 100   550 g 100g H2O"}
{"text": "Massvolume of watersolvent 400"}
{"text": "fWhat volume of water should be added to 220g of water at 10oC if the solubility of KNO3 at 10oC is 50g100g H2O"}
{"text": "Solubility is mass100g H2O  220g  x  100cm3100g H2O"}
{"text": "X 100  22  78 cm3 of H2O"}
{"text": "18 A graph of solubility against temperature is called solubility curve"}
{"text": "It shows the influence of temperature on solubility of different substancessolidssalts"}
{"text": "Some substances dissolve more with increase in temperature while for others dissolve less with increase in temperature"}
{"text": "Note"}
{"text": "isolubility of KNO3 and KClO3 increase with increase in temperature"}
{"text": "iisolubility of KNO3 is always higher than that of KClO3 at any specified temperature"}
{"text": "iiisolubility of NaCl decrease with increase in temperature"}
{"text": "ivNaCl has the highest solubility at low temperature while KClO3 has the lowest solubility at low temperature"}
{"text": "vAt point A both NaCl and KNO3 are equally soluble"}
{"text": "viAt point B both NaCl and KClO3 are equally soluble"}
{"text": "vii An area above the solubility curve of the salt shows a saturated supersaturated solution"}
{"text": "viii An area below the solubility curve of the salt shows an unsaturated solution"}
{"text": "19a For salts whose solubility increases with increase in temperature crystals form when the salt solution at higher temperatures is cooled to a lower temperature"}
{"text": "For salts whose solubility decreases with increase in temperature crystals form when the salt solution at lower temperatures is heated to a higher temperature"}
{"text": "The examples below shows determination of the mass of crystals deposited with changes in temperature"}
{"text": "1The solubility of KClO3 at 100oC is 60g100g water What mass of KClO3 will be deposited at"}
{"text": "i75 oC if the solubility is now 39g100g water"}
{"text": "At 100oC  600g"}
{"text": "Less at 75oC   390g"}
{"text": "Mass of crystallized out 210g"}
{"text": "i35 oC if the solubility is now 28 g100g water"}
{"text": "At 100oC  600g"}
{"text": "Less at 35oC   2800g"}
{"text": "Mass of crystallized out 320g"}
{"text": "2 KNO3 has a solubility of 42 g100g water at 20oCThe salt was heated and added 38g more of the solute which dissolved at100oC Calculate the solubility of KNO3 at 100oC"}
{"text": "Solubility of KNO3 at 100oC  solubility at 20oC  mass of KNO3 added"}
{"text": "42g  38g  80g KNO3 100g H2O"}
{"text": "3 A salt solution has a mass of 65g containing 5g of solute The solubility of this salt is 25g per 100g water at 20oC 60g of the salt are added to the solution at 20oCCalculate the mass of the solute that remain undissolved"}
{"text": "Mass of solvent at 20oC  mass of solution  mass of solute"}
{"text": "65  5  60g"}
{"text": "Solubility before adding salt  mass of solute x 100"}
{"text": "Volume of solvent"}
{"text": "5 x 100  83333g100g water"}
{"text": "60"}
{"text": "Mass of solute to equalize with solubility  25  83333g  166667g"}
{"text": "Mass of solute undissolved  600  166667g  433333 g"}
{"text": "4 Study the table below"}
{"text": "iWhat happens when the two salts are dissolved in water then cooled from 50oC to 20oC"}
{"text": "90  30  600 g of KNO3 crystals precipitate"}
{"text": "20  6  140 g of KClO3 crystals precipitate"}
{"text": "iiState the assumption made in i above"}
{"text": "Solubility of one salt has no effect on the solubility of the other"}
{"text": "5 100 g of hydrated potassium carbonate IV K2CO3xH2O on heating leave 793 of the hydrate"}
{"text": "aCalculate the mass of anhydrous salt obtained"}
{"text": "Hydrated on heating leave anhydrous  793 g"}
{"text": "bCalculate the mass of water of crystallization in the hydrated salt"}
{"text": "Mass of water of crystallization  hydrated  anhydrous"}
{"text": "100  793  207 g"}
{"text": "cHow many moles of anhydrous salt are there in 10of hydrate K 390C120O 160"}
{"text": "Molar mass K2CO3 138"}
{"text": "Moles K2CO3  mass of K2CO3  793  00515 moles"}
{"text": "Molar mass K2CO3 138"}
{"text": "dHow many moles of water are present in the hydrate for every one mole of K2CO3  H10O 160"}
{"text": "Molar mass H2O  18"}
{"text": "Moles H2O  mass of H2O  207  0115 moles"}
{"text": "Molar mass H2O 18"}
{"text": "Mole ratio H2O  K2CO3  0115 moles 2  2"}
{"text": "00515 moles 1"}
{"text": "eWhat is the formula of the hydrated salt"}
{"text": "K2CO3 2 H2O"}
{"text": "6 The table below shows the solubility of Potassium nitrateV at different temperatures"}
{"text": "aPlot a graph of mass of in 100g wateryaxis against temperature in oC"}
{"text": "bFrom the graph show and determine"}
{"text": "ithe mass of KNO3 dissolved at"}
{"text": "I 20oC"}
{"text": "From a correctly plotted graph  32g"}
{"text": "II 35oC"}
{"text": "From a correctly plotted graph  57g"}
{"text": "III 55oC"}
{"text": "From a correctly plotted graph  104g"}
{"text": "iithe temperature at which the following mass of KNO3 dissolved"}
{"text": "I 22g"}
{"text": "From a correctly plotted graph 130oC"}
{"text": "II 30g"}
{"text": "From a correctly plotted graph 175oC"}
{"text": "III100g"}
{"text": "From a correctly plotted graph 545oC"}
{"text": "cExplain the shape of your graph"}
{"text": "Solubility of KNO3 increase with increase in temperatureMore KNO3 dissolve as temperature rises"}
{"text": "dShow on the graph the supersaturated and unsaturated solutions"}
{"text": "Above the solubility curve write supersaturated"}
{"text": "Below the solubility curve write unsaturated"}
{"text": "eFrom your graph calculate the amount of crystals obtained when a saturated solution of KNO3 containing 180g of the salt is cooled from 80oC to"}
{"text": "I 20oC"}
{"text": "Solubility before heating  180 g"}
{"text": "Less Solubility after heatingfrom the graph  32 g"}
{"text": "Mass of KNO3crystals  148 g"}
{"text": "II 35oC"}
{"text": "Solubility before heating  180 g"}
{"text": "Less Solubility after heatingfrom the graph  58 g"}
{"text": "Mass of KNO3crystals  122 g"}
{"text": "III 55oC"}
{"text": "Solubility before heating  180 g"}
{"text": "Less Solubility after heatingfrom the graph  102 g"}
{"text": "Mass of KNO3crystals  78 g"}
{"text": "7 The table below shows the solubility of salts A and B at various temperatures"}
{"text": "aOn the same axis plot a graph of solubility yaxis against temperature for each salt"}
{"text": "bAt what temperature are the two salts equally soluble"}
{"text": "The point of intersection of the two curves  24oC"}
{"text": "cWhat happens when a mixture of 100g of salt B with 100g if water is heated to 80oC"}
{"text": "From the graph the solubility of B at 80oC is 169g 100g water All the 100g crystals of B dissolve"}
{"text": "dWhat happens when the mixture in c above is then cooled from 50oC to 20oC"}
{"text": "Method I"}
{"text": "Total mass before cooling at 50oC  1000 g"}
{"text": "From graph Solubilitymass after cooling at 20oC  320 g"}
{"text": "Mass of crystals deposited 680 g"}
{"text": "Method II"}
{"text": "Mass of soluble salt crystals at 50oC added  100 g"}
{"text": "From graphSolubilitymass before cooling at 50oC  850 g"}
{"text": "Mass of crystals that cannot dissolve at 50oC 150 g"}
{"text": "From graph Solubilitymass before cooling at 50oC  850 g"}
{"text": "From graph Solubilitymass after cooling at 20oC  320 g"}
{"text": "Mass of crystals deposited after cooling 530 g"}
{"text": "Total mass of crystals deposited  150  530  680 g"}
{"text": "eA mixture of 40g of A and 60g of B is added to 10g of water and heated to 70oCThe solution is then allowed to cool to 10oCDescribe clearly what happens"}
{"text": "IFor salt A"}
{"text": "Solubility of A before heating  mass of A x 100"}
{"text": "Volume of water added"}
{"text": "40 x 100  400g100g Water"}
{"text": "10"}
{"text": "TheoreticalSolubility of A before heating  400 g"}
{"text": "Less From graph  Solubility of A after heating at 70oC  48g"}
{"text": "Mass of crystals that can not dissolve at70oC  352 g"}
{"text": "From graph  Solubility of A after heating at 70oC  48g"}
{"text": "Less From graph  Solubility of A after cooling to 10oC  31g"}
{"text": "Mass of crystals that crystallize out on cooling to10oC  17 g"}
{"text": "Mass of crystals that can not dissolve at70oC  352 g"}
{"text": "Add Mass of crystals that crystallize out on cooling to10oC  17 g"}
{"text": "Total mass of A that does not dissolvecrystallizeprecipitate  369 g"}
{"text": "IFor salt B"}
{"text": "Solubility of B before heating  mass of B x 100"}
{"text": "Volume of water added"}
{"text": "60 x 100  600g100g Water"}
{"text": "10"}
{"text": "TheoreticalSolubility of B before heating  600 g"}
{"text": "Less From graph  Solubility of B after heating at 70oC  138g"}
{"text": "Mass of crystals that cannot dissolve at70oC  462 g"}
{"text": "From graph  Solubility of B after heating at 70oC  138g"}
{"text": "Less From graph  Solubility of B after cooling to 10oC  21g"}
{"text": "Mass of crystals that crystallize out on cooling to10oC  117 g"}
{"text": "Mass of crystals that cannot dissolve at70oC  462 g"}
{"text": "Add Mass of crystals that crystallize out on cooling to10oC  117 g"}
{"text": "Total mass of A that does not dissolvecrystallizeprecipitate  579 g"}
{"text": "fState the assumption made in eabove"}
{"text": "Solubility of one salt has no effect on the solubility of the other"}
{"text": "8 When 50 g of potassium chlorate V was put in 10cm3 of water and heated the solid dissolves When the solution was cooled  the temperature at which crystals reappear was noted Another 10cm3 of water was added and the mixture heated to dissolve then cooled for the crystals to reappear The table below shows the the results obtained"}
{"text": "aComplete the table to show the solubility of KclO3 at different temperatures"}
{"text": "bPlot a graph of mass of KClO3 per 100g water against temperature at which crystals form"}
{"text": "cFrom the graph show and determine"}
{"text": "ithe solubility of KClO3 at"}
{"text": "I 50oC"}
{"text": "From a well plotted graph  145 g KClO3100g water"}
{"text": "II 35oC"}
{"text": "From a well plotted graph  90 g KclO3100g water"}
{"text": "iithe temperature at which the solubility is"}
{"text": "I10g100g water"}
{"text": "From a well plotted graph  380 oC"}
{"text": "II45g100g water"}
{"text": "From a well plotted graph  775 oC"}
{"text": "dExplain the shape of the graph"}
{"text": "Solubility of KClO3 increase with increase in temperaturemore KclO3dissolve as temperature rises"}
{"text": "eWhat happens when 100g per 100g water is cooled to 350 oC"}
{"text": "Solubility before heating  1000"}
{"text": "From the graph Solubility after cooling  90"}
{"text": "Mass of salt precipitatedcrystallization  910 g"}
{"text": "9 250cm3 of water dissolved various masses of ammonium chloride crystals at different temperatures as shown in the table below"}
{"text": "aComplete the table"}
{"text": "bPlot a solubility curve"}
{"text": "cWhat happens when a saturated solution of ammonium chloride is cooled from 80oC to 40oC"}
{"text": "From the graph Solubility at 80oC  240 g"}
{"text": "Less From the graph Solubility at 40oC  168 g"}
{"text": "Mass of crystallizedprecipitated  72 g"}
{"text": "20 Solubility and solubility curves are therefore used"}
{"text": "i to know the effect of temperature on the solubility of a salt"}
{"text": "iito fractional crystallize two soluble salts by applying their differences in solubility at different temperatures"}
{"text": "iiidetermine the mass of crystal that is obtained from crystallization"}
{"text": "21Natural fractional crystallization takes place in KenyaEast Africa at"}
{"text": "i Lake Magadi during extraction of soda ashSodium carbonate from Tronasodium sesquicarbonate"}
{"text": "ii Ngomeni near Malindi at the Indian Ocean Coastline during the extraction of common saltsodium chloride"}
{"text": "22Extraction of soda ash from Lake Magadi in Kenya"}
{"text": "Rain water drains underground in the great rift valley and percolate underground where it is heated geothermically"}
{"text": "The hot water dissolves underground soluble sodium compounds and comes out on the surface as alkaline springs which are found around the edges of Lake Magadi in Kenya"}
{"text": "Temperatures around the lake are very high 3040oC during the day"}
{"text": "The solubility of trona decrease with increase in temperature therefore solid crystals of trona grows on top of the lake upto or more than 30metres thick"}
{"text": "A bucket dredger mines the trona which is then crushed mixed with lake liquor and pumped to washery plant where it is further refined to a green granular product called CRS"}
{"text": "The CRS is then heated to chemically decompose trona to soda ashSodium carbonate"}
{"text": "Chemical equation"}
{"text": "2Na2CO3NaHCO32H2Os  3Na2CO3 s  CO2g  5H2Ol"}
{"text": "Soda ashSodium carbonate is then stored It is called Magadi Soda Magadi Soda is used"}
{"text": "make glass"}
{"text": "for making soapless detergents"}
{"text": "softening hard water"}
{"text": "Common salt is colledcted at night because its solubility decreases with decrease in temperature It is used as salt lickfeed for animals"}
{"text": "Summary flow diagram showing the extraction of Soda ash from Trona"}
{"text": "23Extraction of common salt from Indian Ocean at Ngomeni in Kenya"}
{"text": "Oceans are saltyThey contain a variety of dissolved salts about 77 being sodium chloride"}
{"text": "During high tide water is collected into shallow pods and allowed to crystallize as evaporation takes placeThe pods are constructed in series to increase the rate of evaporation"}
{"text": "At the final pod the crystals are scapped togetherpiled in a heap and washed with brine concentrated sodium chloride"}
{"text": "It contains MgCl2 and CaCl2  MgCl2 and CaCl2are hygroscopic They absorb water from the atmosphere and form a solution"}
{"text": "This makes table salt dampwet on exposure to the atmosphere"}
{"text": "24Some water form lather easily with soap while others do not"}
{"text": "Water which form lather easily with soap is said to be soft"}
{"text": "Water which do not form lather easily with soap is said to be hard"}
{"text": "Hardness of water is caused by the presence of Ca2 and Mg2 ions"}
{"text": "Ca2 and Mg2 ions react with soap to form an insoluble grey white suspensionprecipitate called Scum curd Ca2 and Mg2 ions in water come from the water sources passing through rocks containing soluble salts of Ca2 and Mg2 eg Limestone or gypsum"}
{"text": "There are two types of water hardness"}
{"text": "atemporary hardness of water"}
{"text": "bpermanent hardness of water"}
{"text": "atemporary hardness of water"}
{"text": "Temporary hardness of water is caused by the presence of dissolved calcium hydrogen carbonateCaHCO32 and magnesium hydrogen carbonateMgHCO32"}
{"text": "When rain water dissolve carbonIV oxide from the air it forms waek carbonicIV acid ie"}
{"text": "CO2g  H2Ol  H2CO3aq"}
{"text": "When carbonicIV acid passes through limestonedolomite rocks it reacts to form soluble salts ie"}
{"text": "In limestone areas H2CO3aq  CaCO3s  CaHCO32 aq"}
{"text": "In dolomite areas H2CO3aq  MgCO3s  MgHCO32 aq"}
{"text": "bpermanent hardness of water"}
{"text": "Permanent hardness of water is caused by the presence of dissolved calcium sulphateVICaSO4 and magnesium sulphateVIMg SO4 Permanent hardness of water is caused by water dissolving CaSO4 and MgSO4 from ground rocks"}
{"text": "Hardness of water can be removed by the following methods"}
{"text": "aRemoving temporary hardness of water"}
{"text": "iBoilingheating"}
{"text": "Boiling decomposes insoluble calcium hydrogen carbonateCaHCO32 and magnesium hydrogen carbonateMgHCO32 to insoluble CaCO3 and MgCO3 that precipitate away ie"}
{"text": "Chemical equation"}
{"text": "CaHCO32aq  CaCO3 s  CO2g  H2Ol"}
{"text": "MgHCO32aq  MgCO3 s  CO2g  H2Ol"}
{"text": "iiAdding sodium carbonate IV Washing soda"}
{"text": "Since boiling is expensive on a large scale a calculated amount of sodium carbonate decahydrate Na2CO310H2O precipitates insoluble Ca2aq and Mg2aq ions as carbonates to remove both temporary and permanent hardness of water This a double decomposition reaction where two soluble salts form an insoluble and soluble salt ie"}
{"text": "iwith temporary hard water"}
{"text": "Chemical equation"}
{"text": "Na2CO3 aq  CaHCO3 2 aq  NaHCO3aq  CaCO3 s"}
{"text": "Na2CO3 aq  MgHCO3 2 aq  NaHCO3aq  MgCO3 s"}
{"text": "Ionic equation"}
{"text": "CO32 aq  Ca2 aq  CaCO3 s"}
{"text": "CO32 aq  Mg2 aq  MgCO3 s"}
{"text": "iiwith permanent hard water"}
{"text": "Chemical equation"}
{"text": "Na2CO3 aq  MgSO4 aq  Na2SO4 aq  MgCO3 s"}
{"text": "Na2CO3 aq  CaSO4 aq  Na2SO4 aq  MgCO3 s"}
{"text": "Ionic equation"}
{"text": "CO32 aq  Ca2 aq  CaCO3 s"}
{"text": "CO32 aq  Mg2 aq  MgCO3 s"}
{"text": "iiiAdding calcium IIhydroxideLime water"}
{"text": "Lime watercalcium hydroxide removes only temporary hardness of water from by precipitating insoluble calcium carbonateIV"}
{"text": "Chemical equation"}
{"text": "CaOH2 aq  CaHCO3 2 aq  2H2Ol  2CaCO3 s"}
{"text": "Excess of Lime watercalcium hydroxide should not be used because it dissolves again to form soluble calcium hydrogen carbonateIV causing the hardness again"}
{"text": "ivAdding aqueous ammonia"}
{"text": "Aqueous ammonia removes temporary hardness of water by precipitating insoluble calcium carbonateIV and magnesium carbonateIV"}
{"text": "Chemical equation"}
{"text": "2NH3 aq  CaHCO3 2 aq  NH4 2CO3aq  CaCO3 s"}
{"text": "2NH3 aq  MgHCO3 2 aq  NH4 2CO3aq  MgCO3 s"}
{"text": "vUse of ionexchange permutit"}
{"text": "This method involves packing a chamber with a resin made of insoluble complex of sodium salt called sodium permutit"}
{"text": "The sodium permutit releases sodium ions that are exchanged with Mg2 and Ca2 ions in hard water making the water to be soft ie"}
{"text": "Na2Xaq  Ca2 aq  Na aq  CaXs"}
{"text": "Na2Xaq  Mg2 aq  Na aq  MgXs"}
{"text": "Hard water containing Mg2 and Ca2"}
{"text": "Ion exchange resin as"}
{"text": "Sodium permutit"}
{"text": "Na ions replace Mg2"}
{"text": "and Ca2 to make the water soft"}
{"text": "When all the Na ions in the resin is fully exchanged with Ca2 and Ng2 ions in the permutit column it is said to be exhausted"}
{"text": "Brine concentrated sodium chloride solution is passed through the permutit column to regenerated recharge the column again"}
{"text": "Hard water containing Mg2 and Ca2"}
{"text": "Ion exchange resin as"}
{"text": "Sodium permutit"}
{"text": "Na ions replace Mg2"}
{"text": "and Ca2 to make the water soft"}
{"text": "viDeionization demineralization"}
{"text": "This is an advanced ion exchange method of producing deionized water Deionized water is extremely pure water made only of hydrogen and oxygen only without any dissolved substances"}
{"text": "Deionization involve using the resins that remove all the cations by using"}
{"text": "iA cation exchanger which remove absorb all the cations present in water and leave only H ions"}
{"text": "iiAn anion exchanger which remove absorb all the anions present in water and leave only OH ions"}
{"text": "The Haq and OH aq neutralize each other to form pure water"}
{"text": "Chemical equation"}
{"text": "Haq  OH aq  H2Ol"}
{"text": "When exhausted the cation exchanger is regenerated by adding Haq from sulphuricVIacidhydrochloric acid"}
{"text": "When exhausted the anion exchanger is regenerated by adding OHaq from sodium hydroxide"}
{"text": "Advantages of hard water"}
{"text": "Hard water has the following advantages"}
{"text": "iCa2aq in hard water are useful in bone and teeth formation"}
{"text": "ii is good for brewing beer"}
{"text": "iiicontains minerals that cause it to have better sweet taste"}
{"text": "ivanimals like snails and coral polyps use calcium to make their shells and coral reefs respectively"}
{"text": "vprocessing mineral water"}
{"text": "Disadvantages of hard water"}
{"text": "Hardness of water"}
{"text": "iwaste a lot of soap during washing before lather is formed"}
{"text": "iicauses stainsblemishesmarks on clothesgarments"}
{"text": "iiicauses fur on electric appliances like kettle boilers and pipes form decomposition of carbonates on heating This reduces their efficiency hence morehigher cost of powerelectricity"}
{"text": "Sample revision questions"}
{"text": "In an experiment soap solution was added to three separate samples of water The table below shows the volumes of soap solution required to form lather with 1000cm3 of each sample of water before and after boiling"}
{"text": "a Which water sample is likely to be soft Explain 2mks"}
{"text": "Sample II Uses little sample of soap"}
{"text": "c Name the change in the volume of soap solution used in sample III 1mk"}
{"text": "On heating the sample water become soft bcause it is temporary hard"}
{"text": "2Study the scheme below and use it to aanswer the questions that follow"}
{"text": "aWrite the formula of"}
{"text": "iCation in solution K"}
{"text": "Al3"}
{"text": "iiwhite ppt L"}
{"text": "AlOH3"}
{"text": "iii colourless solution M"}
{"text": "AlOH4"}
{"text": "iv colourless solution N"}
{"text": "AlCl3"}
{"text": "vwhite ppt P"}
{"text": "AlOH3"}
{"text": "bWrite the ionic equation for the reaction for the formation of"}
{"text": "iwhite ppt L"}
{"text": "Al3aq  3OH aq  AlOH3s"}
{"text": "vwhite ppt P"}
{"text": "Al3aq  3OH aq  AlOH3s"}
{"text": "cWhat property is illustrated in the formation of colourless solution M and N"}
{"text": "Amphotellic"}
{"text": "BASIC PRINCIPLES OF CHEMISTRY PRACTICALS"}
{"text": "IntroductionRationale"}
{"text": "Chemistry is a science"}
{"text": "Chemistry practical all over the world is emphasized to all candidates sitting for a Chemistry paper"}
{"text": "There are about seven main basic universal emphasis for all chemistry candidates sitting for a chemistry paper"}
{"text": "iTitration volumetric analysis"}
{"text": "iiThermochemistryenergy changes"}
{"text": "iiiChemical kineticrates of reaction"}
{"text": "ivQualitative analysisorganicinorganic"}
{"text": "vSolubility and solubility curves"}
{"text": "viFlame test"}
{"text": "viiPhysical  general chemistry"}
{"text": "Titrationvolumetric analysis"}
{"text": "Titration is determining the end point of the burette contents that react with fixed usually 250cm3 from a pipette conical flask contents"}
{"text": "As evidence of a titration actually done examining body require the candidate to record their burette readings before and after the titration"}
{"text": "For KCSE candidates burette readings must be recorded in a titration table in the format provided by the Kenya National Examination Council"}
{"text": "As evidence of all titration actually done Kenya National Examination Council require the candidate to record their burette readings before and after the titration to complete the titration table in the format provided"}
{"text": "Sample Titration table format"}
{"text": "Calculate the average volume of solution used"}
{"text": "240  240  240  240 cm3"}
{"text": "3"}
{"text": "As evidence of understanding the degree of accuracy of burettes all readings must be recorded to a decimal point"}
{"text": "As evidence of accuracy in carrying the out the titration candidates value should be within 02 of the school value"}
{"text": "The school value is the teachers readings presented to the examining bodycouncil based on the concentrations of the solutions she presented to herhis candidates"}
{"text": "Bonus mark is awarded for averaged reading within 01 school value as Final answer"}
{"text": "Calculations involved after the titration require candidates thorough practice mastery on the"}
{"text": "irelationship among the mole molar mass mole ratios concentration molarity"}
{"text": "ii mathematical application of 1st principles"}
{"text": "Very useful information which candidates forget appear usually in the beginning of the paper as"}
{"text": "You are provided with"}
{"text": "All calculation must be to the 4th decimal point unless they divide fully to a lesser decimal point"}
{"text": "Never round off answers"}
{"text": "bThermochemistryenergy changes"}
{"text": "Energy is the capacity to do work which is measured in JoulesJ orkJ"}
{"text": "Chemicalphysical changes take place with absorption Endothermic  or evolution production Exothermicof heat"}
{"text": "Practically"}
{"text": "iendothermic changes show absorption of heat by a fall  drop in temperature and has a H"}
{"text": "iiexothermic changes show evolution production of heat by a rise in temperature and has a H"}
{"text": "iiitemperature is measure using a thermometer"}
{"text": "iva school thermometer is either coloured alcohol or colourlessmercury"}
{"text": "v For accuracy candidates in the same practical session should use the same type of thermometer"}
{"text": "vi fall  drop H in temperature is movement of thermometer level downward"}
{"text": "vii rise H in temperature is movement of thermometer level upwards"}
{"text": "Physical changes changes mainly involve meltingfreezingfussion and boiling vapourization"}
{"text": "Chemical changes changes mainly involve displacement dissolving  neutralization"}
{"text": "aEnergy changes in physical processes"}
{"text": "Meltingfreezingfusionsolidification and boilingvaporizationevaporation are the two physical processes"}
{"text": "Melting freezing point of pure substances is fixed constant"}
{"text": "The boiling point of pure substance depends on external atmospheric pressure"}
{"text": "Meltingfusion is the physical change of a solid to liquid Freezingfusion is the physical change of a liquid to solid"}
{"text": "Meltingfreezingfusionsolidification are therefore two opposite but same reversible physical processes ie"}
{"text": "A s Al"}
{"text": "Boilingvaporizationevaporation is the physical change of a liquid to gasvapour Condensationliquidification is the physical change of gasvapour to liquid Boilingvaporizationevaporation and condensationliquidification are therefore two opposite but same reversible physical processes ie"}
{"text": "B l Bg"}
{"text": "Practically"}
{"text": "Meltingliquidificationfusion involves heating a solid to weaken the strong bonds holding the solid particles together"}
{"text": "Solids are made up of very strong bonds holding the particles very close to each other Kinetic Theory of matter"}
{"text": "On heating these particles gain energyheat from the surrounding heat source to form a liquid with weaker bonds holding the particles close together but with some degree of freedom"}
{"text": "Meltingfusion is an endothermic Hprocess that requireabsorb energy from the surrounding"}
{"text": "iiFreezingfusionsolidification involves cooling a a liquid to reform rejoin the very strong bonds to hold the particles very close to each other as solid and thus lose their degree of freedom Kinetic Theory of matter"}
{"text": "Freezing fusion  solidification is an exothermic Hprocess that require particles holding the liquid together to lose energy to the surrounding"}
{"text": "iiiBoilingvaporizationevaporation involves heating a liquid to completely breakfree the bonds holding the liquid particles together"}
{"text": "Gaseous particles have high degree of freedom Kinetic Theory of matter Boiling vaporization  evaporation is an endothermic H process that requireabsorb energy from the surrounding"}
{"text": "ivCondensationliquidification is reverse process of boiling vaporization  evaporation"}
{"text": "It involves gaseous particles losing energy to the surrounding to form a liquidIt is an exothermicH process"}
{"text": "The quantity of energy required to change one mole of a solid to liquid or to form one mole of a solid from liquid at constant temperature is called molar enthalpylatent heat of fusion eg"}
{"text": "H2Os  H2Ol H  60kJ mole1 endothermic process"}
{"text": "H2Ol  H2Os H  60kJ mole1 exothermic process"}
{"text": "The quantity of energy required to change one mole of a liquid to gasvapour or to form one mole of a liquid from gasvapour at constant temperature is called molar enthalpylatent heat of vapourization eg"}
{"text": "H2Ol  H2Og H  440kJ mole1 endothermic process"}
{"text": "H2Og  H2Ol H  440kJ mole1 exothermic process"}
{"text": "To determine the boiling point of water"}
{"text": "Procedure"}
{"text": "Measure 20cm3 of tap water into a 50cm3 glass beaker Determine and record its temperatureHeat the water on a strong Bunsen burner flame and record its temperature after every thirty seconds for four minute"}
{"text": "Sample results"}
{"text": "Questions"}
{"text": "1Plot a graph of temperature against timeyaxis"}
{"text": "Sketch graph of temperature against time"}
{"text": "2From the graph show and determine the boiling point of water"}
{"text": "Note"}
{"text": "Water boils at 100oC at sea levelone atmosphere pressure101300Pa but boils at below 100oC at higher altitudes"}
{"text": "The sample results above are from Kiriari Girls High SchoolEmbu County on the slopes of Mt Kenya in Kenya Water here boils at 96oC"}
{"text": "3Calculate the molar heat of vaporization of waterH 10O 16O"}
{"text": "Working"}
{"text": "Mass of water  density x volume  20 x 1 1000  002kg"}
{"text": "Quantity of heat produced"}
{"text": "mass of water x specific heat capacity of water x temperature change"}
{"text": "002kg x 42 x  96  25   5964kJ"}
{"text": "Heat of vaporization of one mole H2O"}
{"text": "Quantity of heat"}
{"text": "Molar mass of H2O"}
{"text": "5964kJ  03313 kJ mole 1"}
{"text": "18"}
{"text": "To determine the melting point of candle wax"}
{"text": "Procedure"}
{"text": "Weigh exactly 50 g of candle wax into a boiling tube Heat it on a strongly Bunsen burner flame until it completely melts"}
{"text": "Insert a thermometer and remove the boiling tube from the flame Stir continuously Determine and record the temperature after every 30seconds for four minutes"}
{"text": "Sample results"}
{"text": "Questions"}
{"text": "1Plot a graph of temperature against timeyaxis"}
{"text": "bEnergy changes in chemical processes"}
{"text": "iStandard enthalpyheat of displacement Hd"}
{"text": "iiStandard enthalpyheat of neutralization Hn"}
{"text": "iiiStandard enthalpyheat of solutiondissolution Hs"}
{"text": "Standard enthalpyheat of displacement Hd"}
{"text": "The molar standard enthalpyheat of displacement may be defined as the energyheat change when one mole of substance is displaced removed from its solution at standard conditions"}
{"text": "Some displacement reactions"}
{"text": "iZns  CuSO4aq  Cus  ZnSO4aq"}
{"text": "Ionically Zns  Cu2aq  Cus  Zn2 aq"}
{"text": "iiFes  CuSO4aq  Cus  FeSO4aq"}
{"text": "Ionically Fes  Cu2aq  Cus  Fe2 aq"}
{"text": "iiiPbs  CuSO4aq  Cus  PbSO4s"}
{"text": "This reaction stops after some time as insoluble PbSO4s coatcover unreacted lead"}
{"text": "ivCl2g  2NaBraq  Br2aq  2NaClaq"}
{"text": "Ionically"}
{"text": "Cl2g 2Br aq  Br2aq  2Cl aq"}
{"text": "To determine the molar standard enthalpyheat of displacementHd of copper"}
{"text": "Procedure"}
{"text": "Place 20cm3 of 02M copperIIsulphateVIsolution into a 50cm3 plastic beakercalorimeter"}
{"text": "Determine and record the temperature of the solution T1"}
{"text": "Put all the Zinc powder provided into the plastic beaker Stir the mixture using the thermometer"}
{"text": "Determine and record the highest temperature change to the nearest 05oC T2"}
{"text": "Repeat the experiment to complete table 1 below"}
{"text": "Sample results Table 1"}
{"text": "Questions"}
{"text": "1a Calculate"}
{"text": "iaverage T"}
{"text": "Average T  change in temperature in experiment I and II"}
{"text": "50  60  55oC"}
{"text": "2"}
{"text": "iithe number of moles of solution used"}
{"text": "Moles used  molarity x volume of solution  02 x 20  0004 moles"}
{"text": "1000 1000"}
{"text": "iii the enthalpy change H for the reaction"}
{"text": "Heat produced H  mass of solutionm x specific heat capacity cx T"}
{"text": "20 x 42 x 55  462 Joules  0462 kJ"}
{"text": "1000 1000"}
{"text": "ivState two assumptions made in the above calculations"}
{"text": "Density of solution  density of water  1gcm3"}
{"text": "Specific heat capacity of solutionSpecific heat capacity of water 42 kJ1kg1K"}
{"text": "This is because the solution is assumed to be infinite dilute"}
{"text": "2 Calculate the enthalpy change for one mole of displacement of Cu2 aq ions"}
{"text": "Molar heat of displacement Hd  Heat produced H"}
{"text": "Number of moles of fuel"}
{"text": "0462 kJ  1155 kJmole1"}
{"text": "0004"}
{"text": "3Write an ionic equation for the reaction taking place"}
{"text": "Zns  Cu2aq  Cus  Zn2aq"}
{"text": "4State the observation made during the reaction"}
{"text": "Blue colour of copperIIsulphateVI fadesbecomes less bluecolourless"}
{"text": "Brown solid deposits are formed at the bottom of reaction vessel beaker"}
{"text": "5Illustrate the above reaction using an energy level diagram"}
{"text": "8 The enthalpy of displacement Hd of copperIIsulphate VI solution is 12k6kJmole1Calculate the molarity of the solution given that 40cm3 of this solution produces 2204kJ of energy during a displacement reaction with excess iron filings"}
{"text": "Number of moles  Heat produced H"}
{"text": "Molar heat of displacement Hd"}
{"text": "2204 kJ  00206moles"}
{"text": "126 moles"}
{"text": "Molarity of the solution  moles x 1000"}
{"text": "Volume of solution used"}
{"text": "00206moles x 1000  05167 M"}
{"text": "40"}
{"text": "Graphical determination of the molar enthalpy of displacement of copper"}
{"text": "Procedure"}
{"text": "Place 20cm3 of 02M copperIIsulphate VI solution into a calorimeter50cm3 of plastic beaker wrapped in cotton wooltissue paper"}
{"text": "Record its temperature at time T 0Stir the solution with the thermometer carefully and continue recording the temperature after every 30 seconds"}
{"text": "Place all the 15g Zinc powder provided after 1  minutes"}
{"text": "Stir the solution with the thermometer carefully and continue recording the temperature after every 30 seconds for five minutes"}
{"text": "Determine the highest temperature change to the nearest 05oC"}
{"text": "Questions"}
{"text": "1Show and determine the change in temperature T"}
{"text": "From a well constructed graph T T2 T1 at 150 second by extrapolation"}
{"text": "T  365  250  115oC"}
{"text": "2Calculate the number of moles of copperII sulphateVIused given the molar heat of displacement of Cu2 aqions is 125kJmole1"}
{"text": "Heat produced H  mass of solutionm x specific heat capacity cx T"}
{"text": "20 x 42 x 115  966 Joules  0966 kJ"}
{"text": "1000"}
{"text": "Number of moles  Heat produced H Molar heat of displacement Hd"}
{"text": "0966 kJ  0007728moles"}
{"text": "125 moles 7728 x 103moles"}
{"text": "3 What was the concentration of copperIIsulphateVI in moles per litre"}
{"text": "Molarity  moles x 1000"}
{"text": "Volume used"}
{"text": "7728 x 103moles x 1000  03864M"}
{"text": "20"}
{"text": "4The actual concentration of copper"}
{"text": "II Sulphate VI solution was 04M Explain the differences between the two"}
{"text": "Practical value is lower than theoretical"}
{"text": "Heatenergy loss to the surrounding and that absorbed by the reaction vessel decreases T hence lowering the practical number of moles and molarity against the theoretical value"}
{"text": "cStandard enthalpyheat of neutralization Hn"}
{"text": "The molar standard enthalpyheat of neutralization Hn is defined as the energyheat change when one mole of a H H3Oions react completely with one mole of OH ions to form one mole of H2Owater"}
{"text": "Neutralization is thus a reaction of an acid H H3Oions with a basealkali OH ions to form salt and water only"}
{"text": "Strong acidsbasesalkalis are completelyfullywholly dissociated to many free ionsH H3O and OH ions"}
{"text": "ii for strong acidbasealkali neutralization no energy is used to dissociate ionize since molecule is whollyfully dissociatedionized into free H H3O and OH ions"}
{"text": "The overall energy evolved is comparatively higher  more than weak acidbase alkali neutralizations"}
{"text": "For strong acidbasealkali neutralization the enthalpy of neutralization is constant at about 573kJmole1 irrespective of the acidbase used"}
{"text": "This is because ionically"}
{"text": "OHaq Haq  H2Ol"}
{"text": "for all whollyfully completely dissociated acidbasealkali"}
{"text": "Weak acidsbasesalkalis are partially dissociated to few free ionsH H3O and OH ions and exist more as molecules"}
{"text": "Neutralization is an exothermicH process"}
{"text": "The energy produced during neutralization depend on the amount of free ions H H3O and OHions existing in the acidbasealkali reactant"}
{"text": "ifor weak acidbasealkali neutralizationsome of the energy is used to dissociate ionize the molecule into free H H3O and OH ions therefore the overall energy evolved is comparatively lowerlessersmaller than strong acid  base alkali neutralizations"}
{"text": "Practically Hn can be determined as in the examples below"}
{"text": "To determine the molar enthalpy of neutralization Hn of Hydrochloric acid"}
{"text": "Procedure"}
{"text": "Place 50cm3 of 2M hydrochloric acid into a calorimeter200cm3 plastic beaker wrapped in cotton wooltissue paper"}
{"text": "Record its temperature T1"}
{"text": "Using a clean measuring cylinder measure another 50cm3 of 2M sodium hydroxide"}
{"text": "Rinse the bulb of the thermometer in distilled water"}
{"text": "Determine the temperature of the sodium hydroxide T2"}
{"text": "Average T2 andT1 to get the initial temperature of the mixture T3"}
{"text": "Carefully add all the alkali into the calorimeter200cm3 plastic beaker wrapped in cotton wooltissue paper containing the acid"}
{"text": "Stir vigorously the mixture with the thermometer"}
{"text": "Determine the highest temperature change to the nearest 05oC T4 as the final temperature of the mixture"}
{"text": "Repeat the experiment to complete table 1"}
{"text": "iienthalpy change H of neutralization"}
{"text": "H  mmass of solutionacidbase x cspecific heat capacity of solution x TT6  50 50 x 42 x 135  5670Joules  567kJ"}
{"text": "iii the molar heat of neutralization the acid"}
{"text": "Hn  Enthalpy change H  567kJ  567kJ mole1"}
{"text": "Number of moles 01moles"}
{"text": "cWrite the ionic equation for the reaction that takes place"}
{"text": "OHaq Haq  H2Ol"}
{"text": "dThe theoretical enthalpy change is 574kJ Explain the difference with the results above"}
{"text": "The theoretical value is higher"}
{"text": "Heatenergy loss to the surroundingenvironment lowers TT6 and thus Hn"}
{"text": "Heatenergy is absorbed by the reaction vesselcalorimeterplastic cup lowers T and hence Hn"}
{"text": "Sample results"}
{"text": "aCalculate T6 the average temperature change T6  1325 1375  135 oC 2"}
{"text": "bWhy should the apparatus be very clean"}
{"text": "Impurities present in the apparatus reacts with acid base lowering the overall temperature change and hence Hn"}
{"text": "cCalculate the"}
{"text": "inumber of moles of the acid used"}
{"text": "number of moles  molarity x volume  2 x 50  01moles 1000 1000"}
{"text": "eCompare the Hn of the experiment above with similar experiment repeated with neutralization of a solution of"}
{"text": "i potassium hydroxide with nitricV acid"}
{"text": "The results would be the samesimilar"}
{"text": "Both are neutralization reactions of strong acids and basesalkalis that are fully wholly dissociated into many free H  H3O and OH ions"}
{"text": "ii ammonia with ethanoic acid"}
{"text": "The results would be lowerHn would be less"}
{"text": "Both are neutralization reactions of weak acids and basesalkalis that are partially partly dissociated into few free H  H3O and OH ions Some energy is used to ionize the molecule"}
{"text": "fDraw an energy level diagram to illustrate the energy changes"}
{"text": "Theoretical examples"}
{"text": "1The molar enthalpy of neutralization was experimentary shown to be 515kJ per mole of 05M hydrochloric acid and 05M sodium hydroxide If the volume of sodium hydroxide was 20cm3 what was the volume of hydrochloric acid used if the reaction produced a 50oC rise in temperature"}
{"text": "Working"}
{"text": "Moles of sodium hydroxide  molarity x volume"}
{"text": "1000"}
{"text": "05 M x 20cm3  001 moles"}
{"text": "1000"}
{"text": "Enthalpy change H  Hn  515  0515kJ"}
{"text": "Moles sodium hydroxide 001 moles"}
{"text": "Mass of base  acid  Enthalpy change H in Joules"}
{"text": "Specific heat capacity x T"}
{"text": "0515kJ x 1000  245238g"}
{"text": "42 x 5"}
{"text": "Massvolume of HCl  Total volume  volume of NaOH"}
{"text": "245238  200  45238 cm3"}
{"text": "Graphically Hn can be determined as in the example below"}
{"text": "Procedure"}
{"text": "Place 8 test tubes in a test tube rack"}
{"text": "Put 5cm3 of 2M sodium hydroxide solution into each test tube Measure 25cm3 of 1M hydrochloric acid into 100cm3 plastic beaker"}
{"text": "Record its initial temperature at volume of base 0"}
{"text": "Put one portion of the base into the beaker containing the acid"}
{"text": "Stir carefully with the thermometer and record the highest temperature change to the nearest 05oC"}
{"text": "Repeat the procedure above with other portions of the base to complete table 1 below"}
{"text": "Complete the table to determine the change in temperature"}
{"text": "Plot a graph of volume of sodium hydroxide against temperature change"}
{"text": "From the graph show and determine"}
{"text": "ithe highest temperature change T"}
{"text": "T T2T1  highest temperatureT2 from extrapolating a correctly plotted graph less lowest temperature at volume of base0T1"}
{"text": "287  220  67 0 oC"}
{"text": "ii the volume of sodium hydroxide used for complete neutralization"}
{"text": "From correctly plotted graph  1675 cm3"}
{"text": "iii Calculate the number of moles of the alkali used"}
{"text": "Moles NaOH  molarity x volume Vn"}
{"text": "1000"}
{"text": "2 x 1675  00335 moles"}
{"text": "1000"}
{"text": "ivCalculate H for the reaction"}
{"text": "H  mass of solution mixture x c x T"}
{"text": "250  1675 x 42 x 67"}
{"text": "1174845 J  1174845 kJ"}
{"text": "1000"}
{"text": "iii Calculate the molar enthalpy of the alkali"}
{"text": "Hn  Heat change  1174845 kJ"}
{"text": "number of moles 00335 moles"}
{"text": "350699kJ mole1"}
{"text": "i Standard enthalpyheat of solutiondissolution Hs"}
{"text": "The standard enthalpy of solution Hs is defined as the energy change when one mole of a substance is dissolved in excess distilled water to form an infinite dilute solution"}
{"text": "An infinite dilute solution is one which is too dilute to be diluted further"}
{"text": "Practically the heat of solution is determined by dissolving a known mass volume of a solute in known massvolume of watersolvent and determining the temperature change"}
{"text": "To determine the heat of dissolution of ammonium nitrateV"}
{"text": "Place 100cm3 of distilled water into a plastic cupbeakercalorimeter"}
{"text": "Put all the 50g of ammonium nitratevpotassium nitrateV ammonium chloride into the water"}
{"text": "Stir the mixture using the thermometer and record the temperature change after every  minute to complete table1"}
{"text": "Continue stirring throughout the experiment"}
{"text": "aFrom the graph show and determine"}
{"text": "ithe highest temperature change T"}
{"text": "T T2T1  highest temperatureT2 from extrapolating a correctly plotted graph less lowest temperature at volume of base0T1"}
{"text": "187  220  33 oC  not 33 oC"}
{"text": "b Calculate the total energy change H during the reaction"}
{"text": "H  mass of water x c x T"}
{"text": "H100 x42 x 33 oC   1386 J   1386 kJ"}
{"text": "1000"}
{"text": "c Calculate the number of moles of ammonium nitrate v used"}
{"text": "Moles  mass  50  00625 moles"}
{"text": "molar mass 80"}
{"text": "dWhat is the molar heat of dissolution of ammonium nitrateV"}
{"text": "H  Heat change   1386 kJ   22176 kJmole1"}
{"text": "Number of mole 00625 moles"}
{"text": "eWhat would happen if the distilled water is heated before experiment was performed"}
{"text": "The ammonium nitrateV would take less time to dissolve"}
{"text": "Increase in temperature reduces lattice energy causing endothermic dissollution to be faster"}
{"text": "eIllustrate the above process on an energy level diagram"}
{"text": "cChemical KineticRate of reaction"}
{"text": "The rate of a chemical reaction can be defined as the time taken for a known amount of reactants to form known amount of products"}
{"text": "Some reactions are too slow to be determined eg weathering others are instantaneous"}
{"text": "The SI unit of time is seconds Minutes and hours are also common"}
{"text": "Time is determined using a stop watchclock"}
{"text": "Candidates using stop watchclock should learn to"}
{"text": "iPress start button concurrently with starting off determination of a reaction using one hand each"}
{"text": "iiPress stop button when the reaction is over"}
{"text": "iiiRecord all times in seconds unless specified"}
{"text": "ivPress reset button to begin another timing"}
{"text": "vIgnore time beyond seconds for stop clockwatch beyond this accuracy"}
{"text": "viAvoid accidental pressing of any button before recording"}
{"text": "It can be very frustrating repeating a whole procedure"}
{"text": "The following factors theoretically and practically alterinfluenceaffectdetermine the rate of a chemical reaction"}
{"text": "aConcentration"}
{"text": "bTemperature"}
{"text": "aConcentration"}
{"text": "An increase in concentration increases the rate the rate of reaction by reducing the time taken to completion"}
{"text": "Theoretically increase in concentration is a decrease in distance between reacting particles which increases their collision frequency"}
{"text": "Practically decreasing concentration is dilutingadding water"}
{"text": "To demonstrate the effect of concentration on reaction rate"}
{"text": "You are provided with"}
{"text": "i sodium thiosulphate containing 40gdm 3 solution labeled A"}
{"text": "ii 2M hydrochloric acid labeled solution B"}
{"text": "You are required to determine the rate of reaction between solution A and B"}
{"text": "Procedure"}
{"text": "Measure 40cm3 of solution A into 100 cm3 glass beaker Place it on top of a penmark X Measure another 40cm3 of solution B Simultaneously put solution B into solution A and start off a stop watchclock Determine the time taken for the penmark X to be invisibleobscurred from above Repeat the procedure by measuring 35cm3 of solution B and adding 5cm3 of water Complete the table 1 below by using other values os solution B and water"}
{"text": "Sample questions"}
{"text": "iExplain the shape of the graph"}
{"text": "Straight line graph from the origin"}
{"text": "Decrease in concentration decreases the rate of reaction The higher the concentration of solution B the less time taken for mark x to be obscurredinvisible due to increased collision frequency between the reacting particles"}
{"text": "iiFrom the graph determine the time taken for the mark to be invisible at 37cm3"}
{"text": "At 37cm3 then 1t  1 37  0027"}
{"text": "From a well plotted graph"}
{"text": "1t  0027  162602 seconds"}
{"text": "iiFrom the graph determine the volume of solution B at 100 seconds"}
{"text": "100 seconds  1t  1  1000  001"}
{"text": "From a well plotted graph"}
{"text": "At 1t  001  the volume of B  170cm3"}
{"text": "iii State another factor that would alter the rate of the above reaction"}
{"text": "Temperature"}
{"text": "iii State another factor that would not alter the rate of the above reaction"}
{"text": "Surface area"}
{"text": "Pressure"}
{"text": "Catalyst"}
{"text": "b Temperature"}
{"text": "An increase in temperature increases the rate of reaction"}
{"text": "An increase of 10 oC10K practically doubles the rate of a chemical reactionreduces time of completion by 12"}
{"text": "An increase in temperature increase the kinetic energy of reacting particles increasing their collision frequency"}
{"text": "Practically increase in temperature involves heating the reactants"}
{"text": "The results and presentation should be as in the effect of concentration"}
{"text": "Increased temperature reverses the table I time results"}
{"text": "ie less time as temperature increases"}
{"text": "dQualitative analysis"}
{"text": "Process of identifying unknown compounds"}
{"text": "Compounds may be"}
{"text": "iInorganic"}
{"text": "iiorganic"}
{"text": "Inorganic analysis"}
{"text": "This involve mainly identification of ionic compounds containing cations and anions"}
{"text": "Cations present in an ionic compounds are identified by adding a precipitating reagent that forms a precipitate unique to the cations in the compound"}
{"text": "The main precipitating reagents used are"}
{"text": "2M NaOH andor 2M NH3aq"}
{"text": "When using 2M sodium hydroxide"}
{"text": "iNo white precipitate is formed if K  and Na  ions are present"}
{"text": "ii No white precipitate is formed if NH4 ions are present but a clourless gas with pungent smell of urine is produced which may not be recognized in a school laboratory examination setting"}
{"text": "iiiWhite precipitate that dissolves  soluble in excess if Zn2 Pb2 Al3 ions are present"}
{"text": "ivWhite precipitate that do not dissolvesinsoluble in excess if Ba2 Mg2 Ca2 ions are present"}
{"text": "vBlue precipitate that do not dissolves insoluble in excess if Cu2 ions are present"}
{"text": "viGreen precipitate that do not dissolvesinsoluble in excess if Fe2 ions are present"}
{"text": "viiBrown precipitate that do not dissolvesinsoluble in excess if Fe3 ions are present"}
{"text": "When using 2M aqueous ammonia"}
{"text": "iNo white precipitate is formed if K  NH4 Na  ions are present"}
{"text": "iiWhite precipitate that dissolves  soluble in excess if Zn2 ions are present"}
{"text": "iiiWhite precipitate that do not dissolvesinsoluble in excess if Ba2 Mg2 Ca2 Pb2 Al3 ions are present"}
{"text": "ivBlue precipitate that dissolves soluble in excess to form a deeproyal blue solution in excess if Cu2 ions are present"}
{"text": "vGreen precipitate that do not dissolvesinsoluble in excess if Fe2 ions are present"}
{"text": "viBrown precipitate that do not dissolvesinsoluble in excess if Fe3 ions are present"}
{"text": "Anions present in an ionic compounds are identified by adding a specific precipitating reagent that forms a precipitate unique to the specific anions in the compound"}
{"text": "iLeadIInitrateV solution"}
{"text": "Lead forms insoluble PbSO4 PbSO3 PbCO3 PbS PbI2PbCl2"}
{"text": "PbS is a black precipitate"}
{"text": "PbI2 is a yellow precipitate"}
{"text": "All the others are white precipitates"}
{"text": "aIf a LeadIInitrateV solution is added to a substance solution compound"}
{"text": "iA yellow ppt shows presence of I ions"}
{"text": "iiA black ppt shows presence of S2 ions"}
{"text": "iii A white ppt shows presence of SO42 SO32 CO32 Cl"}
{"text": "bIf the white precipitate is added dilute nitricV acid"}
{"text": "iIt dissolves to show presence of SO32 CO32"}
{"text": "iiIt persistremains to show presence of SO42 Cl"}
{"text": "cIf the white precipitate in bi is added acidified potassium manganateVII dichromateVI"}
{"text": "i acidified potassium manganateVII is decolorized orange colour of acidified potassium dichromateVI turns to green to show presence of SO32"}
{"text": "ii acidified potassium manganateVII is not decolorized orange colour of acidified potassium dichromateVI does not turn to greenremains orange to show absence of SO32 presence of CO32"}
{"text": "cIf the white precipitate in bii is boiled"}
{"text": "iIt dissolves to show presence of Cl"}
{"text": "iiIt persistremains to show presence of SO42"}
{"text": "iiBariumIInitrateVBarium chloride solution"}
{"text": "BariumIInitrateVBarium chloride solution precipitates BaSO4 BaSO3  BaCO3 from SO42 SO32 CO32 ions"}
{"text": "Inorganic qualitative analysis require continous practice discussion"}
{"text": "Sample presentation of results"}
{"text": "You are provided with solid Yaluminium IIIsulphateVIhexahydrateCarry out the following tests and record your observations and inferences in the space provided"}
{"text": "1a Appearance"}
{"text": "Observations inference 1mark"}
{"text": "White crystalline solid Coloured ions Cu2  Fe2 Fe3 absent"}
{"text": "bPlace about a half spatula full of the solid into a clean dry boiling tube Heat gently then strongly"}
{"text": "Observations inference 1mark"}
{"text": "Colourless droplets formed on the cooler Hydrated compoundcompound"}
{"text": "part of the test tube containing water of crystallization"}
{"text": "Solid remains a white residue"}
{"text": "cPlace all the remaining portion of the solid in a test tube Add about 10cm3 of distilled water Shake thoroughly Divide the mixture into five portions"}
{"text": "Observation Inference 1mark"}
{"text": "Solid dissolves to form Polar soluble compound"}
{"text": "a colourless solution Cu2  Fe2 Fe3 absent"}
{"text": "iTo the first portion add three drops of sodium hydroxide then add excess of the alkali"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt soluble in excess Zn2  Pb2  Al3"}
{"text": "iiTo the second portion add three drops of aqueous ammonia then add excess of the alkali"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt insoluble in excess Pb2  Al3"}
{"text": "iiiTo the third portion add three drops of sodium sulphateVIsolution"}
{"text": "Observation Inference 1mark"}
{"text": "No white ppt Al3"}
{"text": "ivITo the fourth portion add three drops of LeadIInitrateIVsolution Preserve"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt CO32 SO42 SO32 Cl"}
{"text": "IITo the portion in iv I above  add five drops of dilute hydrochloric acid"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt persistremains SO42 Cl"}
{"text": "IIITo the portion in iv II above heat to boil"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt persistremains SO42"}
{"text": "Organic analysis"}
{"text": "This involve mainly identification of the functional group"}
{"text": "i  C  C   C  C  C  C"}
{"text": "R OH"}
{"text": "iii R COOH  H"}
{"text": "These functional groups can be identified by"}
{"text": "iburninga substance which catches fire must reduce in amount"}
{"text": "Candidates should not confuse burning with flame colorationtest"}
{"text": "iiDecolorization of bromine waterchlorine wateracidified KMnO 4  to show presence of"}
{"text": "C  C    C  C  and R  OH"}
{"text": "iiiTurning orange acidified K 2 Cr 2 O 7 to green to show presence as in above"}
{"text": "iiipH 123 for strongly acidic solutions pH 456 for weakly acidic solutions"}
{"text": "ivTurning blue litmus paper red red litmus paper remaining red show presence of H ions"}
{"text": "dFlame test"}
{"text": "The colour change on a clear colourless Bunsen flame is useful in identifying some cations  metals"}
{"text": "A very clean metallic spatula is recommended since dirt obscures changes the correct coloration distinct flame coloration of some compounds"}
{"text": "ePhysical chemistry"}
{"text": "Chemistry is a science subject that incorporate many scientific techniques"}
{"text": "Examining bodycouncil require tabulated resultsdata from the candidate"}
{"text": "This tabulated results is usually then put in a graph"}
{"text": "The general philosophy of methods of presentation of chemistry practical data is therefore availability of evidence showing"}
{"text": "iPractical donecomplete table"}
{"text": "iiAccuracy of apparatus useddecimal point"}
{"text": "iiiAccuracycare in doing experiment to get collect trendagainst teachers results"}
{"text": "ivGraphical workuse of mathematical science"}
{"text": "vCalculations Scientific mathematical integration"}
{"text": "fSample practicals"}
{"text": "Name ClassIndex No"}
{"text": "Candidates signature"}
{"text": "Date doneDate marked Date revised"}
{"text": "2333"}
{"text": "CHEMISTRY Paper 3"}
{"text": "PRACTICAL"}
{"text": "PreKCSE Practice 1 2013"}
{"text": "MARKS SCHEME"}
{"text": "Instruction to Candidate"}
{"text": "Write your name and index number in the spaces provided above"}
{"text": "Sign and write the date of examination in the spaces provided above"}
{"text": "Answer all questions in the spaces provided"}
{"text": "Mathematical tables and electronic calculators may be used"}
{"text": "All working must be clearly shown where necessary"}
{"text": "This paper consist of 8 printed pages"}
{"text": "Candidates should check the question paper to ascertain that all the pages are printed and indicated and that no questions are missin"}
{"text": "For examiners use only"}
{"text": "1You are provided with"}
{"text": "isolution L containing 50g per litre of a dibasic organic acid H2X2H2O"}
{"text": "iisolution M which is acidified potassium manganateVII"}
{"text": "iiisolution N a mixture of sodium ethanedioate and ethanedioic acid"}
{"text": "iv01M sodium hydroxide solution P"}
{"text": "v10M sulphuricVI"}
{"text": "You are required to"}
{"text": "istandardize solution M using solution L"}
{"text": "iiuse standardized solution M and solution P to determine the  of sodium ethanedioate in the mixture"}
{"text": "Procedure 1"}
{"text": "Fill the burette with solution M Pipette 250cm3 of solution L into a conical flask Heat this solution to about 70oCbut not to boilTitrate the hot solution L with solution M until a permanent pink colour just appears Shake thoroughly during the titration Repeat this procedure to complete table 1"}
{"text": "Table 1"}
{"text": "2marks"}
{"text": "aCalculate the average volume of solution L used 1mk"}
{"text": "200  200 200  200cm3"}
{"text": "3"}
{"text": "bGiven that the concentration of the dibasic acid is 005molesdm3determine the value of x in the formula H2X2H2O H10O160 1mark"}
{"text": "Molar mass H2X2H2O  mass  litre"}
{"text": "moles  litre"}
{"text": "50glitre  100 g"}
{"text": "005molesdm3"}
{"text": "H2X2H2O 100"}
{"text": "X  100  2 x1  2 x 2 x1  2 x 16  100  34  62"}
{"text": "c Calculate the number of moles of the dibasic acid H2X2H2O 1mark"}
{"text": "Moles  molarity x pipette volume"}
{"text": "1000"}
{"text": "005 x 25  000125  125 x10 3 moles"}
{"text": "1000"}
{"text": "dGiven the mole ratio manganateVIIMnO4 acid H2X is 25 calculate the number of moles of manganateVII MnO4 in the average titre 1mark"}
{"text": "Moles H2X  25 moles of MnO4"}
{"text": "25 x 00125125 x10 2 moles  00005  50 x 10 4 moles"}
{"text": "eCalculate the concentration of the manganateVIIMnO4 in moles per litre"}
{"text": "1mark"}
{"text": "Moles per litremolarity  moles x 1000"}
{"text": "average burette volume"}
{"text": "0000550 x 10 4moles x 1000  002083 moles l1  M"}
{"text": "240"}
{"text": "Procedure 2"}
{"text": "With solution M still in the burette pipette 250cm3 of solution N into a conical flask Heat the conical flask containing solution N to about 70oCTitrate while hot with solution M Repeat the experiment to complete table 2"}
{"text": "Table 2 2marks"}
{"text": "aCalculate the average volume of solution L used 1mk"}
{"text": "125  125  125  125 cm3"}
{"text": "3"}
{"text": "bCalculations"}
{"text": "iHow many moles of manganateVIIions are contained in the average volume of solution M used 1mark"}
{"text": "Moles  molarity of solution M x average burette volume"}
{"text": "1000"}
{"text": "002083 molesl1 M x 125  000026  26 x 104 moles"}
{"text": "1000"}
{"text": "iiThe reaction between manganateVIIions and ethanedioate ions that reacted with is as in the equation"}
{"text": "2MnO4 aq  5C2O42 aq  16H aq  2Mn2aq  10CO2g  8H2Ol"}
{"text": "Calculate the number of moles of ethanedioate ions that reacted with manganate VII ions in the average volume of solution M 1mark"}
{"text": "From the stoichiometricionic equation"}
{"text": "mole ratio MnO4 aq C2O42 aq  25"}
{"text": "moles C2O42  52 moles MnO4"}
{"text": "52 x 000026  25 x 103 moles"}
{"text": "000065  65 x104 moles"}
{"text": "iiiCalculate the number of moles of ethanedioate ions contained in 250cm3 solution N 1mark"}
{"text": "25cm3 pipette volume  000065 65 x104 moles"}
{"text": "250cm3  00065 65 x103 moles x 250  00065  65 x103 moles"}
{"text": "25"}
{"text": "Procedure 3"}
{"text": "Remove solution M from the burette and rinse it with distilled water Fill the burette with sodium hydroxide solution P Pipette 25cm3 of solution N into a conical flask and add 23 drops of phenolphthalein indicator Titrate this solution N with solution P from the burette Repeat the procedure to complete table 3"}
{"text": "Table 3"}
{"text": "2 mark"}
{"text": "aCalculate the average volume of solution L used 1mk"}
{"text": "125  125  125  125 cm3"}
{"text": "3"}
{"text": "bCalculations"}
{"text": "iHow many moles of sodium hydroxide solution P were contained in the average volume 1mark"}
{"text": "Moles  molarity of solution P x average burette volume"}
{"text": "1000"}
{"text": "01 molesl1 x 249  000249  249 x 103 moles"}
{"text": "1000"}
{"text": "iiGiven that NaOH solution P reacted with the ethanedioate ions from the acid only and the equation for the reaction is"}
{"text": "2NaOH aq  H2C2O4 aq  Na2C2O4g  2H2Ol"}
{"text": "Calculate the number of moles of ethanedioic acid that were used in the reaction1 mk"}
{"text": "From the stoichiometric equationmole ratio"}
{"text": "NaOHaq H2C2O4 aq  21"}
{"text": "moles H2C2O4  12 moles NaOH"}
{"text": "12 x 000249  249 x 103 moles"}
{"text": "00012451245 x103 moles"}
{"text": "iiiHow many moles of ethanedioic acid were contained in 250cm3 of solution N 1mark"}
{"text": "25cm3 pipette volume  00012451245 x103"}
{"text": "250cm3  00012451245 x103 moles x 250 25"}
{"text": "0012451245 x102 moles"}
{"text": "iiiDetermine the  by mass of sodium ethanedioate in the mixture"}
{"text": "H 10O160C120 and total mass of mixture 20 g in 250cm3 solution 1mark"}
{"text": "Molar mass H2C2O4  900g"}
{"text": "Mass of H2C2O4 in 250cm3"}
{"text": "moles in 250cm3 x molar mass H2C2O4"}
{"text": "0012451245 x102 moles x 900"}
{"text": "11205g"}
{"text": "by mass of sodium ethanedioate"}
{"text": "Mass of mixture  mass of H2C2O4 x 100"}
{"text": "Mass of mixture"}
{"text": "20  11205 g  43975"}
{"text": "20"}
{"text": "2 You are provided with 50 g solid B You are to determine the molar mass of solid B"}
{"text": "Procedure"}
{"text": "Place 100cm3 of liquid L into a plastic beaker Determine its temperature and record it at time  0 in Table 2 below Stir continuously using the thermometer and record the highest temperature change to the nearest 05oC after every 30 seconds After 120 seconds add all solid B Continue stirring and recording the temperature to complete table 2"}
{"text": "Table 2"}
{"text": "2mark"}
{"text": "aPlot a graph of temperature against timexaxis3marks"}
{"text": "bFrom the graph show and determine 2 mark"}
{"text": "i the highest temperature change T"}
{"text": "T  T2 T1  134 20  66o C"}
{"text": "Note T is not  66oC"}
{"text": "ii the temperature of the mixture at 130 seconds"}
{"text": "From extrapolation at 130 seconds  192 oC"}
{"text": "iiithe time when all the solid first dissolved"}
{"text": "From extrapolation of the lowest temperature  220 Seconds"}
{"text": "d Calculate the heat change for the reactionAssume density of liquid L is 10gcm3  specific heat capacity is 42Jkg1K11mark"}
{"text": "H  mass of liquid L x c x T 100 x 42 x 66   2772 J   2772 kJ"}
{"text": "1000"}
{"text": "e Given the molar enthalpy of dissolution of Solid B in liquid L is  22176kJ mole1determine the number of moles of B used1mark"}
{"text": "Moles of B  H   2772 kJ  0125 moles"}
{"text": "Hs  22176kJ mole1"}
{"text": "fCalculate the molar mass of B 1mark"}
{"text": "Molar mass of B  Mass used  50 40 g"}
{"text": "Moles used 0125 moles"}
{"text": "3aYou are provided with solid Y Carry out the following tests and record your observations and inferences in the space provided"}
{"text": "i Appearance"}
{"text": "Observations inference 1mark"}
{"text": "White crystalline solid Coloured Fe2 Fe3  Cu2 ions absent"}
{"text": "iiPlace about a half spatula full of the solid into a clean dry boiling tube Heat gently then strongly"}
{"text": "Observations inference 1mark"}
{"text": "Colourless droplets forms on the cooler parts of Hydrated compoundsalt"}
{"text": "test tube"}
{"text": "Solid remain white"}
{"text": "iiPlace all the remaining portion of the solid in a test tube Add about 10cm3 of distilled water Shake thoroughly Divide the mixture into five portions"}
{"text": "Observation Inference 1mark"}
{"text": "Solid dissolves to form a colourless solution Coloured Fe2  Fe3  Cu2 ions absent"}
{"text": "I To the first portion add three drops of universal indicator 1mark"}
{"text": "Observation Inference"}
{"text": "pH 4 weakly acidic solution"}
{"text": "IITo the second portion add three drops of aqueous ammonia then add excess of the alkali"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt insoluble in excess Al3  Pb2"}
{"text": "IIITo the third portion add three drops of sodium sulpide solution"}
{"text": "Observation Inference 1mark"}
{"text": "No black ppt Al3"}
{"text": "IVTo the fourth portion add three drops of acidified LeadIInitrateIVsolution Heat to boil"}
{"text": "Observation Inference 1mark"}
{"text": "White ppt  persistremains on boiling SO42"}
{"text": "bYou are provided with solid P Carry out the following tests and record your observations and inferences in the space provided"}
{"text": "iPlace a portion of solid P on a clean metallic spatula and introduce it on a Bunsen flame"}
{"text": "12 mark"}
{"text": "Solid burns with a yellow sooty flame C C  C C bonds"}
{"text": "iiAdd all the remaining solid to about 10cm3 of water in a test tube and shake well Divide the mixture into 4 portions 12 mark"}
{"text": "Solid dissolves to form a clourless solution Polar organic compound"}
{"text": "I To the 1st portion test with litmus papers 12 mark"}
{"text": "Red litmus paper remain red H ions Blue litmus paper turn blue"}
{"text": "II To the 2nd portion add a little sodium hydrogen carbonate12 mark"}
{"text": "Effervescencefizzingbubbles H ions"}
{"text": "Colourless gas produced"}
{"text": "IIITo the 3rd portion and three drops of solution M Warm12 mark"}
{"text": "Acidified KMnO4 is decolorized R OH C C  C C bonds"}
{"text": "solution M is decolorized IVTo the 4th portion add three drops of bromine water 12marks Bromine water is decolorized C C  C C bonds"}
{"text": "2333 CHEMISTRY"}
{"text": "PreKCSE 2013"}
{"text": "Practice 1"}
{"text": "Moi High SchoolMbiruri"}
{"text": "Requirements for each Candidates"}
{"text": "005 M Oxalic acid labeled Solution L"}
{"text": "001M Potassium manganate VII labeled Solution M"}
{"text": "003M oxalic acid labeled Solution N"}
{"text": "01M Sodium hydroxide labeled Solution P"}
{"text": "10M sulphuricVIacid"}
{"text": "15 0cm3 distilled water labeled Liquid L"}
{"text": "50cm3 burette"}
{"text": "25cm3 pipette"}
{"text": "Two clean conical flasks"}
{"text": "Pipette filler"}
{"text": "10 1100C Thermometer"}
{"text": "Stop watchclock"}
{"text": "200cm3 clean beaker"}
{"text": "54g ammonium chloride80g Ammonium nitrateV labeled Solid B weighed accurately"}
{"text": "About 20 g of hydrated Aluminium sulphate labeled Solid Y"}
{"text": "About 20g of Citric acid labeled Solid P"}
{"text": "One boiling tube"}
{"text": "Six clean dry test tubes"}
{"text": "Pair of litmus papersred and blue"}
{"text": "Clean metallic spatula"}
{"text": "Access to bench reagentsapparatus"}
{"text": "Means of heating"}
{"text": "2M aqueous ammonia"}
{"text": "01M acidified LeadIInitrateV"}
{"text": "Bromine water"}
{"text": "01M sodium sulphide"}
{"text": "About 01g Sodium hydrogen carbonate"}
{"text": "Universal indicator solution"}
{"text": "pH chart"}
{"text": "Name Index Number"}
{"text": "2333 Candidates signature"}
{"text": "CHEMISTRY Date"}
{"text": "Paper 3"}
{"text": "PRACTICAL"}
{"text": "Practice 2012"}
{"text": "214 hours"}
{"text": "You are provided with"}
{"text": "Solution A containing an oxidizing agent A"}
{"text": "Solution B 005M aqueous sodium thiosulphate"}
{"text": "Solution C containing a reducing agent C"}
{"text": "Aqueous Potassium iodide"}
{"text": "Solution D starch solution"}
{"text": "You are required to determined the"}
{"text": "Concentration of solution A"}
{"text": "Rate of reaction between the oxidizing agent A and the reducing agent C"}
{"text": "Procedure 1"}
{"text": "Using a pipette and pipette filter place 250cm3 of solution A into a 250ml conical flask"}
{"text": "Meassure 10cm3 of aqueous potassium iodide and add it to solution A in the conical flask"}
{"text": "Shake the mixture Add 10cm3 of 2M sulphuricVIacid to the mixture and shake"}
{"text": "Fill a burette with solution B and use it to titrate the mixture in the conical flask until it just turns orange yellowAdd 2cm3 of solution D to the mixture in the conical flask Shake thoroughly Continue titrating until the mixture just turns colourless Record your results in table 1 below"}
{"text": "Repeat the procedure and complete table 1Retain the remainder of solution A and D for use in procedure II"}
{"text": "Table I"}
{"text": "4mks"}
{"text": "aCalculate the"}
{"text": "i average volume of solution B used1mk"}
{"text": "200  200 200   200 cm3"}
{"text": "3"}
{"text": "iinumber of moles of sodium thisulphate1mk"}
{"text": "Moles  molarity x burette volume"}
{"text": "1000"}
{"text": "005 x200   0001  10 x103  moles"}
{"text": "1000"}
{"text": "bGiven that one mole of A reacts with six moles of sodium thiosulphate calculate the"}
{"text": "inumber of moles of A that were used 1mk"}
{"text": "Mole ratio AB  16"}
{"text": "Moles A  0001  10 x103 moles  00001616 x104  moles"}
{"text": "6"}
{"text": "iiconcentration of solution A in moles per litre2mk"}
{"text": "Molarity of solution A  moles x 1000"}
{"text": "Pipette volume"}
{"text": "00001616 x104 moles x1000   000880 x104 M"}
{"text": "20"}
{"text": "Procedure II"}
{"text": "Label six test tubes as 1234 5 and 6 and place them on a test tube rack"}
{"text": "Using a clean burette measure the volumes of distilled water as shown in table 2 into the labeled test tubes"}
{"text": "Using a burette measure the volumes of solution A shown in table 2 into each of the test tubes"}
{"text": "Clean the burette and rinse it with about 5cm3 of solution C"}
{"text": "Using the burette measure 5cm3 of solution C and place it into a 100ml beaker"}
{"text": "Using a 10ml measuring cylinder measure 5cm3 of solution D and add it to the beaker containing solution C Shake the mixture"}
{"text": "Pour the contents of test tube number 1 to the mixture in the beaker and immediately start off stop watchclock Swirl the contents of the beakerRecord the time taken for a blue colour to appear in table 2"}
{"text": "Repeat steps 5 to7 using the contents of testtube 2345 and 6"}
{"text": "Complete table 2 by computing Rate  1 S1"}
{"text": "Time"}
{"text": "Table 2Sample results"}
{"text": "Plot a graph of rateyaxis against volume of solution A3mk"}
{"text": "Sketch graph of rate against time"}
{"text": "bWhat time would be taken for the blue colour to appear if the experiment was repeated using 4cm3 of distilled water and 6cm3 of solution A2mk"}
{"text": "From a correctly plotted graph"}
{"text": "1t at 6cm3  00125   t  100125  80seconds"}
{"text": "2 You are provided with solid E Carry out the experiments below Write your observations and inferences in the spaces provided"}
{"text": "aPlace all solid in a boiling tube Add 20cm3 of distilled water and shakeuntil all the solid dissolvesLabel the solution as solution EUse solution E for experiment iand ii"}
{"text": "iTo 2cm3 of solution E in a test tube in each of experiment IIIIII and IV add"}
{"text": "I two drops of aqueous sodium sulphateVI"}
{"text": "Observation1mk Inferences1mk"}
{"text": "White precipitate Pb2 Ba2 Ca2"}
{"text": "IIfive drops of aqueous sodium chloride"}
{"text": "Observations 1mk Inferences1mk"}
{"text": "White ppt Ca2 Ba2"}
{"text": "IIItwo drops of barium chloride"}
{"text": "Observations1mk Inferences1mk"}
{"text": "No white ppt SO42 SO32 CO32 IV two drops of leadIInitrateV"}
{"text": "Observations1mk Inferences1mk"}
{"text": "No white ppt Cl"}
{"text": "ii To 2cm3 of solution E in a test tube add 5 drops of aqueous sodium hydroxide Add the piece of aluminium foil provided to the mixture and shake Warm the mixture and test any gas produced with both blue and red litmus papers"}
{"text": "Observations1mk Inferences1mk"}
{"text": "Blue litmus paper remain blue"}
{"text": "Red limus paper turn blue NO3"}
{"text": "Effervescence fizzing bubbles"}
{"text": "Note"}
{"text": "Solid E is Calcium nitrateV  Barium nitrateV"}
{"text": "3You are provided with solid F Carry out the following testWrite your observations and inferences in the spaces provided"}
{"text": "aPlace all of solid F in a boiling tube Add about 20cm3 of distilled water and shake until all the solid dissolves Label the solution as solution F"}
{"text": "Add about half of the solid sodium hydrogen carbonate provided to 2cm3 of solution F"}
{"text": "Observations1mk Inferences 1mk"}
{"text": "No effervescencefizzing H absent"}
{"text": "biAdd about 10cm3 of dilute hydrochloric acid to the rest of solution F in the boiling tube Filter the mixture Wash the residue with about 2cm3 of distilled waterDry the residue between filter papers Place about one third of the dry residue on a metallic spatula and burn it in a Bunsen burner flame"}
{"text": "Observations1mk Inferences1mk"}
{"text": "Solid burns with a yellow sooty flame C C  C C"}
{"text": "iiPlace all the remaining residue into a boiling tube Add about 10cm3 of distilled water and shake thoroughly Retain the mixture for the tests in c"}
{"text": "Observations 12mk Inferences12mk Solid dissolves to a colourless solution Polar compound"}
{"text": "cDivide the mixture into two portions"}
{"text": "ito the first portion add the rest of the solid sodium hydrogen carbonate"}
{"text": "Observations 1mk Inferences1mk Effervescencefizzing H"}
{"text": "iito the second portion add two drops of bromine water"}
{"text": "Observations 1mk Inferences1mk Bromine water decolorized C C  C C bonds"}
{"text": "CHEMISTRY OF METALS"}
{"text": "aIntroduction to metals"}
{"text": "The rationale of studying metals cannot be emphasizedSince ages the world over metals like gold and silver have been used for commercial purposes"}
{"text": "The periodicity of alkali and alkaline earth metals was discussed in year 2 of secondary school education This topic generally deals with"}
{"text": "aNatural occurrence of the chief ores of the most useful metals for industrial commercial purposes"}
{"text": "bExtraction of these metals from their ores for industrial commercial purposes"}
{"text": "cindustrial commercial uses of these metals"}
{"text": "dmain physical and chemical properties characteristic of the metals"}
{"text": "The metals given detailed emphasis here are Sodium Aluminium Iron Zinc Lead and Copper"}
{"text": "The main criteria used in extraction of metals is based on its position in the electrochemicalreactivity series and its occurrence on the earths crust"}
{"text": "1SODIUM"}
{"text": "Natural occurrence"}
{"text": "Sodium naturally occurs as"}
{"text": "iBrinea concentrated solution of sodium chlorideNaClaq in salty seas and oceans"}
{"text": "iiRock saltsolid sodium chlorideNaCls"}
{"text": "iiiTronasodium sesquicarbonateNaHCO3Na2CO32H2O especially in lake Magadi in Kenya"}
{"text": "ivChile saltpetersodium nitrateNaNO3"}
{"text": "bi"}
{"text": "Extraction of Sodium from brineManufacture of Sodium hydroxideThe flowing mercury cathode cell TheCasterKeller process"}
{"text": "IRaw materials"}
{"text": "i Brineconcentrated solution of sodium chloride NaCl aq from salty seas and oceans"}
{"text": "iiMercury"}
{"text": "iiiWater from riverlakes"}
{"text": "II Chemical processes"}
{"text": "Salty lakes seas and oceans contain large amount of dissolved sodium chloride NaCl aq solution"}
{"text": "This solution is concentrated to form brine which is fed into an electrolytic chamber made of suspended Carbon graphitetitanium as the anode and a continuous flow of Mercury as the cathodeNote"}
{"text": "Mercury is the only naturally occurring known liquid metal at room"}
{"text": "temperature and pressure"}
{"text": "Questions"}
{"text": "I Write the equation for the decomposition of the electrolyte during the electrolytic process"}
{"text": "H2Ol Haq  OHaq"}
{"text": "NaClaq Naaq  Claq"}
{"text": "II Name the ions present in brine that moves to the"}
{"text": "iMercury cathode Haq  Naaq"}
{"text": "iiTitaniumgraphite OHaq Claq"}
{"text": "III Write the equation for the reaction that take place during the electrolytic process at the"}
{"text": "Cathode 2Naaq  2e 2Nas"}
{"text": "Anode 2Claq Cl2g  2e"}
{"text": "Note"}
{"text": "iConcentration of 2Claq ions is higher than OH ions causing overvoltage thus blocking OH ions from being discharged at the anode"}
{"text": "iiConcentration of Naaq ions is higher than H ions causing overvoltage thus blocking H ions from being discharged at the cathode"}
{"text": "IV Name the products of electrolysis in the flowing mercurycathode cell"}
{"text": "iMercury cathode Sodium metal as grey soft metalsolid"}
{"text": "iiTitaniumgraphite Chlorine gas as a pale green gas that turns moist bluered litmus papers red then bleaches both Chlorine gas is a very useful byproduct in"}
{"text": "imaking PVCpolyvinylchloridepolychloroethene pipes"}
{"text": "iichlorinationsterilization of water to kill germs"}
{"text": "iiibleaching agent"}
{"text": "ivmanufacture of hydrochloric acid"}
{"text": "Sodium produced at the cathode immediately reacts with the mercury at the cathode forming sodium amalgamNaHg liquid that flow out of the chamber"}
{"text": "Nas  Hgl Na Hg l"}
{"text": "Sodium amalgam is added distilled water and reacts to form sodium hydroxide solution free mercury and Hydrogen gas"}
{"text": "2Na Hg l  2H2Ol 2NaOH aq  2Hgl  H2g"}
{"text": "Hydrogen gas is a very useful byproduct in"}
{"text": "imaking ammonia gas in the Haber process"}
{"text": "iimanufacture of hydrochloric acid"}
{"text": "iiiin weather balloons to forecast weather"}
{"text": "ivas rocket fuel"}
{"text": "As the electrolysis of brine continues the concentration of Clions decreases and oxygen gas start being liberated Continuous feeding of the electrolyte is therefore very necessary"}
{"text": "IIIUses of sodium hydroxide"}
{"text": "The sodium hydroxide produced is very pure and is used mainly in iMaking soapy and soapless detergents"}
{"text": "iimaking cellulose acetaterayon"}
{"text": "IV Diagram showing the Manufacture of Sodium hydroxide from the flowing Mercurycathode cell"}
{"text": "V Environmental effects of Manufacture of Sodium hydroxide from the flowing Mercurycathode cell"}
{"text": "1Most of the Mercury used at the cathode is recycled"}
{"text": "ito reduce the cost because mercury is expensive"}
{"text": "iito reduce pollution because mercury kills marine life"}
{"text": "iiibecause it causes chromosomalgenetic mutation to human beings"}
{"text": "2Chlorine produced at the anode"}
{"text": "ihas a pungent irritating smell that causes headache to human beings"}
{"text": "iibleaches any wet substance"}
{"text": "iiidissolves water to form both hydrochloric acid and chloricIacid"}
{"text": "Both cause marine pollution and stomach upsets"}
{"text": "bii"}
{"text": "Extraction of sodium from rock saltThe Downs cellprocess"}
{"text": "I Raw materials"}
{"text": "iRock saltsolid sodium chloride"}
{"text": "iicalciumIIchloride"}
{"text": "II Chemical processes"}
{"text": "Rock salt solid sodium chloride is heated to molten state in a chamber lined with fire bricks on the outside"}
{"text": "Sodium chloride has a melting point of about 800oC A little calcium II chloride is added to lower the melting point of the electrolyte to about 600oC"}
{"text": "The molten electrolyte is the electrolyzed in a carbon graphite anode suspended at the centre and surrounded by steel cathode"}
{"text": "Questions"}
{"text": "I Write the equation for the decomposition of the electrolyte during the electrolytic process"}
{"text": "NaCll Nal  Cll"}
{"text": "Note In absence of water the ions are in liquid state"}
{"text": "II Name the ions present in molten rock salt that move to the"}
{"text": "iSteel cathode Nal"}
{"text": "iiCarbon graphite anode Cll"}
{"text": "III Write the equation for the reaction that take place during the electrolytic process at the"}
{"text": "iSteel cathode"}
{"text": "2Nal  2e 2Nal"}
{"text": "iiCarbon graphite anode"}
{"text": "2Cll Cl2g  2e"}
{"text": "IV Name the products of electrolysis in the Downs cell at"}
{"text": "iCathode"}
{"text": "Grey solid Sodium metal is less dense than the molten electrolyte and therefore float on top of the cathode to be periodically tapped off"}
{"text": "iiAnode"}
{"text": "Pale green chlorine gas that turns moistdampwet bluered litmus papers red then bleachesdecolorizes both Chlorine gas is again a very useful byproduct in"}
{"text": "imaking PVCpolyvinylchloridepolychloroethene pipes"}
{"text": "iichlorinationsterilization of water to kill germs"}
{"text": "iiibleaching agent"}
{"text": "ivmanufacture of hydrochloric acid"}
{"text": "A steel diaphragmgauze is suspended between the electrodes to prevent recombination of sodium at the cathode and chlorine gas at the anode back to sodium chloride"}
{"text": "III Diagram showing the Downs cellprocess for extraction of sodium"}
{"text": "IV Uses of sodium"}
{"text": "1Sodium vapour is used as sodium lamps to give a yellow light in street lighting"}
{"text": "2Sodium is used in making very useful sodium compounds like"}
{"text": "iSodium hydroxideNaOH"}
{"text": "iiSodium cyanideNaCN"}
{"text": "iiiSodium peroxideNa2O2"}
{"text": "ivSodamideNaNH2"}
{"text": "3An alloy of Potassium and Sodium is used as coolant in nuclear reactors"}
{"text": "V Environmental effects of Downs cell"}
{"text": "1Chlorine produced at the anode"}
{"text": "ihas a pungent irritating smell that causes headache to human beings"}
{"text": "iibleaches any wet substance"}
{"text": "iiidissolves water to form both hydrochloric acid and chloricIacid"}
{"text": "Both cause marine pollution and stomach upsets"}
{"text": "2Sodium metal rapidly react with traces of water to form alkaline Sodium hydroxideNaOHaqsolution This raises the pH of riverslakes killing aquatic lifein case of leakages"}
{"text": "VI Test for presence of Na"}
{"text": "If a compound has Na ions in solidmoltenaqueous state then it changes a nonluminous clearcolourless flame to a yellow coloration but does not burn"}
{"text": "Experiment"}
{"text": "Scoop a portion of sodium chloride crystalssolution in a clean metallic spatula Introduce it to a clear colourless Bunsen flame"}
{"text": "Practice"}
{"text": "iCalculate the time taken in hours for 230kg of sodium to be produced in the Downs cell when a current of 120kA is used"}
{"text": "iiDetermine the volume of chlorine released to the atmosphere Na230Faraday constant96500CI mole of a gas 24dm3 at rtp"}
{"text": "Working"}
{"text": "Equation at the cathode"}
{"text": "2Na l  2e  2Nal"}
{"text": "2 mole of electrons  2 Faradays  2 x 96500 C deposits a mass  molar mass of Na  230g thus"}
{"text": "230 g  2 x 96500 C"}
{"text": "230 x 1000g  230 x 1000 x 2 x 96500"}
{"text": "23"}
{"text": "1930000000  193 x 10 9C"}
{"text": "Timet in seconds  Quantity of electricity CurrentI in amperes"}
{"text": "Substituting"}
{"text": "1930000000  193 x 10 9C"}
{"text": "120 x 1000A"}
{"text": "160833333seconds  2680556 minutes"}
{"text": "44676hours"}
{"text": "Volume of Chlorine"}
{"text": "Method 1"}
{"text": "Equation at the anode"}
{"text": "2 Cl l  Cl2g  2e"}
{"text": "From the equation"}
{"text": "2 moles of electrons  2 Faradays 2 x 96500C"}
{"text": "2 x 96500C  24dm3"}
{"text": "1930000000  193 x 10 9C1930000000  193x10 9C x 24"}
{"text": "2 x 96500C"}
{"text": "Volume of Chlorine  240000dm3 24 x 105dm3"}
{"text": "Method 2"}
{"text": "Equation at the anode Cl l  Cl2g  2e"}
{"text": "Mole ratio of products at Cathode anode  11"}
{"text": "Moles of sodium at cathode 230 x 1000 g 10000moles"}
{"text": "23"}
{"text": "10000moles of Na  10000moles moles of Chlorine"}
{"text": "1 moles of Chlorine gas  24000cm3"}
{"text": "10000moles of Chlorine  10000 x 24"}
{"text": "240000dm3  24x 105dm3"}
{"text": "Method 3"}
{"text": "Equation at the anode Cl l  Cl2g  2e"}
{"text": "Ratio of Faradays of products at Cathode anode  22"}
{"text": "2 x 96500C produce 24000cm3 of chlorine gas Then 1930000000  193 x 10 9C"}
{"text": "1930000000  193 x 10 9C x24  240000dm3"}
{"text": "2 x 96500"}
{"text": "iijThe sodium metal produced was reacted with water to form 25000dm3 solution in a CasterKeller tank"}
{"text": "aCalculate the concentration of the resulting solution in moles per litre"}
{"text": "bThe volume of gaseous products formed at stp1 mole of gas 224 dm3 at stp"}
{"text": "Chemical equation at CasterKeller tank"}
{"text": "2Nas  2H2Ol  2NaOHaq  H2 g"}
{"text": "Mole ratio NaNaOH  2  2  11"}
{"text": "Moles Na 10000moles10000moles of NaOH"}
{"text": "25000dm3 10000moles of NaOH"}
{"text": "1dm3  10000 x 1  04M  04 molesdm3"}
{"text": "25000"}
{"text": "Mole ratio Na H2 g  2  1"}
{"text": "Moles Na  10000moles  5000moles of H2 g"}
{"text": "Volume of H2 g  moles x molar gas volume at stp  5000moles x 224 dm3"}
{"text": "120000dm3"}
{"text": "ivThe solution formed was further diluted with water for a titration experiment 250 cm3 of the diluted solution required 200cm3 of 02M sulphuricVIacid for complete neutralization Calculate the volume of water added to the diluted solution before titration"}
{"text": "Chemical equation"}
{"text": "2NaOHaq  H2SO4aq  Na2SO4aq  H2Ol"}
{"text": "Moles ratio NaOH  H2SO4  2  1"}
{"text": "Moles ratio H2SO4  molarity x volume  02M x 20"}
{"text": "1000 1000"}
{"text": "40 x 103 moles"}
{"text": "Moles NaOH  2 x 40 x 103 moles 80 x 103 moles"}
{"text": "Molarity of NaOH Moles x 1000 80 x 103 moles x 1000"}
{"text": "volume 25"}
{"text": "016 molesdm3 M"}
{"text": "Volume used during dilution"}
{"text": "C1V1  C2V2  04M x V1  016 M x 25"}
{"text": "016 M x 25  10cm3"}
{"text": "04"}
{"text": "a Below is a simplified diagram of the Downs Cell used for the manufacture of sodium Study it and answer the questions that follow"}
{"text": "iWhat material is the anode made of Give a reason 2 mks"}
{"text": "Carbon graphiteTitanium"}
{"text": "This because they are cheap and inertdo not influenceaffect the products of electrolysis"}
{"text": "ii What precaution is taken to prevent chlorine and sodium from re combination  1 mks"}
{"text": "Using a steel gauzediaphragm separating the cathode from anode"}
{"text": "iii Write an ionic equation for the reaction in which chlorine gas is formed  1mk"}
{"text": "2Cll  Cl2g  2e"}
{"text": "b In the Downs process used for manufacture of sodium a certain salt is added to lower the melting point of sodium chloride from about 8000C to about 6000C"}
{"text": "i Name the salt that is added 1mk"}
{"text": "Calcium chloride"}
{"text": "ii State why it is necessary to lower the temperature1mk"}
{"text": "To reduce the cost of production"}
{"text": "c Explain why aqueous sodium chloride is not suitable as an electrolyte for the manufacture of sodium in the Downs process 2mk"}
{"text": "The sodium produced react explosivelyvigorously with water in the aqueous sodium chloride"}
{"text": "d Sodium metal reacts with air to form two oxide Give the formulae of two oxides  1mk"}
{"text": "Na2O Sodium oxidein limited air"}
{"text": "Na2O2 Sodium peroxidein excess air"}
{"text": "2ALUMINIUM"}
{"text": "aNatural occurrence"}
{"text": "Aluminium is the most common naturally occurring metal It makes 7 of the earths crust as"}
{"text": "iBauxite ore Hydrated aluminium oxideAl2O32H2O"}
{"text": "iiMica orePotassium aluminium silicateK2Al2Si6O16"}
{"text": "iiiChina clay ore aluminium silicate Al2Si6O16"}
{"text": "ivCorrundumAnhydrous aluminium oxideAl2O3"}
{"text": "bExtraction of aluminium from BauxiteHalls cellprocess"}
{"text": "The main ore from which aluminium is extracted is Bauxite ore hydrated aluminium oxideAl2O32H2O"}
{"text": "The ore is mined by opencaste mining methodquarrying where it is scooped together with silicasandsiliconIVoxide SiO2 and soil ironIIIoxide Fe2O3 as impurities"}
{"text": "The mixture is first dissolved in hot concentrated sodiumpotassium hydroxide solution"}
{"text": "The alkalis dissolve both bauxite and siliconIVoxide"}
{"text": "This is because bauxite is amphotellic while siliconIVoxide is acidic"}
{"text": "IronIIIoxide Fe2O3 is filtered of removed as a residue"}
{"text": "CarbonIVoxide is bubbled into the filtrate to precipitate aluminium III hydroxide AlOH3 as residue"}
{"text": "The aluminium III hydroxide AlOH3 residue is filtered off Silicon IVoxide remain in the solution as filtrate Aluminium III hydroxide AlOH3 residue is then heated to form pure aluminium IIIoxideAl2O3"}
{"text": "2AlOH3 s Al2O3 s  3H2Ol"}
{"text": "Pure aluminium IIIoxide Al2O3 has a very high melting point of 2015oC"}
{"text": "Alot of energy is required to melt the oxide"}
{"text": "It is therefore dissolved first in molten cryolite sodium hexafluoroaluminate IIINa3AlF6 to lower the melting point to about 800oC"}
{"text": "The molten electrolyte is put in the Hall cell made up of a steel tank lined with carbon graphite and an anode suspended into the electrolyte"}
{"text": "During the electrolysis"}
{"text": "iAt the cathode"}
{"text": "4Al3l  12e 4All"}
{"text": "ii At the anode"}
{"text": "6O2l 3O2g  12e"}
{"text": "Aluminium is denser than the electrolyte therefore sink to the bottom of the Hall cell"}
{"text": "At this temperature the Oxygen evolvedproduced at the anode reacts with carbon anode to form carbonIVoxide gas that escape to the atmosphere"}
{"text": "Cs  O2g CO2g"}
{"text": "The anode thus should be continuously replaced from time to time"}
{"text": "Flow chart summary of extraction of aluminium from Bauxite"}
{"text": "c Diagram showing the Hall cell  process for extraction of Bauxite"}
{"text": "dUses of aluminium"}
{"text": "i In making aeroplane parts buses tankers furniture because aluminium is very light"}
{"text": "iiMaking duraluminan alloy which is harder and has a higher tensile strength"}
{"text": "iiiMaking utensilssauce pansspoons because it is light and good conductor of electricity"}
{"text": "ivMaking overhead electric cables because it is lightductile and good conductor of electricity"}
{"text": "ivUsed in the thermite process for production of Manganese Chromium amd Titanium"}
{"text": "e Environmental effects of extracting aluminium from Bauxite"}
{"text": "CarbonIVoxide gas that escape to the atmosphere is a green house gas that causes global warming"}
{"text": "Bauxite is extracted by open caste mining that causes soilenvironmental degradation"}
{"text": "f Test for presence of Al3"}
{"text": "If an ore is suspected to contain Al3 it is"}
{"text": "iadded hot concentrated sulphuricVINitricVacid to free the ions present"}
{"text": "iithe free ions are then added a precipitating reagent like 2M sodium hydroxide 2M aqueous ammonia"}
{"text": "Practice"}
{"text": "1An unknown rock X was discovered in Ukraine Test with dilute sulphuric VIacid shows rapid effervescence with production of a colourless gas A that forms a white precipitate with lime water and colourless solution B On adding 3cm3 of 2M sodium hydroxide a white precipitate C is formed that dissolves to form a colourless solution D on adding more sodium hydroxide On adding 2M aqueous ammonia a white precipitate E is formed which persist in excess aqueous ammoniaOn which on adding 5cm3 of 1M LeadIInitrateV to F a white precipitate G is formed which remains on heating"}
{"text": "Identify"}
{"text": "A HydrogenH2"}
{"text": "B Aluminium sulphateVIAl2SO4 3"}
{"text": "C Aluminium hydroxide AlOH4 3"}
{"text": "D TetrahydroxoaluminateIII AlOH4 3"}
{"text": "E Aluminium hydroxide AlOH 3"}
{"text": "F Aluminium chloride AlCl3"}
{"text": "2Aluminium is obtained from the ore with the formula Al2O3 2H2O The ore is first heated and refined to obtain pure aluminium oxide Al2O3 The oxide is then electrolysed to get Aluminium and oxygen gas using carbon anodes and carbon as cathode Give the common name of the ore from where aluminium is extracted from  mark"}
{"text": "What would be the importance of heating the ore first before refining it1 mark"}
{"text": "To remove the water of crystallization"}
{"text": "The refined ore has to be dissolved in cryolite first before electrolysis Why is this necessary 1 mark"}
{"text": "To lower the melting point of aluminium oxide from about 2015oC to 900oC so as to lower reduce cost of production"}
{"text": "Why are the carbon anodes replaced every now and then in the cell for electrolysing aluminium oxide 1 mark"}
{"text": "Oxygen produced at anode react with carbon to form carbonIVoxide gas that escape"}
{"text": "State two uses of aluminium"}
{"text": "In making aeroplane parts buses tankers utensils sauce pansspoons"}
{"text": "Making overhead electric cables"}
{"text": "Making duralumin"}
{"text": "3 IRON"}
{"text": "aNatural occurrence"}
{"text": "Iron is the second most common naturally occurring metal It makes 4 of the earths crust as"}
{"text": "iHaematiteFe2O3"}
{"text": "iiMagnetiteFe3O4"}
{"text": "iiiSideriteFeCO3"}
{"text": "bThe blast furnace for extraction of iron from Haematite and Magnetite"}
{"text": "aRaw materials"}
{"text": "iHaematiteFe2O3"}
{"text": "iiMagnetiteFe3O4"}
{"text": "iiiSideriteFeCO3"}
{"text": "ivCokecharcoal carbon"}
{"text": "vLimestone"}
{"text": "bChemical processes"}
{"text": "Iron is usually extracted from Haematite Fe2O3 MagnetiteFe3O4 Siderite FeCO3These ores contain siliconIVoxideSiO2 and aluminiumIIIoxide Al2O3 as impurities"}
{"text": "When extracted from siderite the ore must first be roasted in air to decompose the ironIICarbonate to IronIIoxide with production of carbonIVoxide gas"}
{"text": "FeCO3s FeOs  CO2g"}
{"text": "IronIIoxide is then rapidly oxidized by air to ironIIIoxideHaematite"}
{"text": "4FeOs  O2g 2Fe2O3s"}
{"text": "Haematite Fe2O3 MagnetiteFe3O4 coke and limestone are all then fed from top into a tall about 30metres in height tapered steel chamber lined with refractory bricks called a blast furnace"}
{"text": "The furnace is covered with inverted double cap to preventreduce amount of any gases escaping"}
{"text": "Near the basebottom blast of hot air at about 1000K 827oC is drivenforced into the furnace through small holes called Tuyeres"}
{"text": "As the air enters it reacts with cokecharcoalcarbon to form carbonIVoxide gas This reaction is highly exothermic"}
{"text": "Cs O2g CO2 g H  394kJ"}
{"text": "This raises the temperature at the bottom of the furnace to about 2000K1650oCAs CarbonIVoxide gas rises up the furnace it reacts with more coke to form carbonIIoxide gasThis reaction is endothermic"}
{"text": "CO2 g  Cs 2CO g H  173kJ"}
{"text": "CarbonIIoxide gas is a strong reducing agent that reduces the ores at the upper parts of the furnace where temperatures are about 750K500oC ie"}
{"text": "For Haematite"}
{"text": "Fe2O3 s  3COg 2Fes  CO2g"}
{"text": "For Magnetite"}
{"text": "Fe3O4 s  4COg 3Fes  4CO2g"}
{"text": "Iron is denser than iron ore As it falls to the hotter base of the furnace it melts and can easily be tapped off"}
{"text": "Limestone fed into the furnace decomposes to quicklimecalcium oxide and produce more carbonIVoxide gas"}
{"text": "CaCO3s CaOs  CO2g"}
{"text": "Quicklimecalcium oxide reacts with the impurities siliconIVoxideSiO2 and aluminiumIIIoxideAl2O3in the ore to form calcium silicate and calcium aluminate"}
{"text": "CaOs  SiO2s CaSiO3 l"}
{"text": "CaOs  Al2O3s Ca Al2O4 l"}
{"text": "Calcium silicate and calcium aluminate mixture is called slagSlag is denser than iron ore but less dense than iron therefore float on the pure iron It is tapped at different levels to be tapped off for use in"}
{"text": "itarmacing roads"}
{"text": "ii cement manufacture"}
{"text": "iiias building construction material"}
{"text": "cUses of Iron"}
{"text": "Iron obtained from the blast furnace is hard and brittle It is called Pig iron It is remelted added scrap steel then cooled This iron is called cast iron"}
{"text": "Iron is mainly used to make"}
{"text": "igates pipes engine blocks rails charcoal iron boxeslamp posts because it is cheap"}
{"text": "iinails cutlery scissors sinks vats spannerssteel rods and railway points from steel"}
{"text": "Steel is an alloy of iron with carbon andor Vanadium Manganese Tungsten Nickel Chromium It does not rustcorrode like iron"}
{"text": "e Environmental effects of extracting Iron from Blast furnace"}
{"text": "iCarbonIVoxideCO2 gas is a green house gas that causesincreases global warming if allowed to escapeleak from the furnace"}
{"text": "iiCarbonIIoxideCOgas is a highly poisonoustoxic odourless gas that can kill on leakage"}
{"text": "It is preferentially absorbed by the haemoglobin in mammals instead of Oxygen to form a stable compound that reduce free hemoglobin in the blood"}
{"text": "iii Haematite Fe2O3 MagnetiteFe3O4 and Siderite FeCO3 are extracted through quarrying open cast mining that cause soil  environmental degradation"}
{"text": "f Test for the presence of Iron"}
{"text": "Iron naturally exist in its compound as Fe2 Fe3"}
{"text": "If an ore is suspected to contain Fe2 Fe3 it is"}
{"text": "iadded hot concentrated sulphuricVINitricVacid to free the ions present"}
{"text": "iithe free ions are then added a precipitating reagent like 2M sodium hydroxide 2M aqueous ammonia which forms"}
{"text": "I an insoluble green precipitate in excess of 2M sodium hydroxide 2M aqueous ammonia if Fe2 ions are present"}
{"text": "I an insoluble brown precipitate in excess of 2M sodium hydroxide 2M aqueous ammonia if Fe2 ions are present"}
{"text": "4 COPPER"}
{"text": "aNatural occurrence"}
{"text": "Copper is found as uncombined elementmetal on the earths crust in Zambia Tanzania USA and Canada The chief ores of copper are"}
{"text": "iCopper pyritesCuFeS2"}
{"text": "iiMalachiteCuCO3CuOH2"}
{"text": "iiiCupriteCu2O"}
{"text": "bExtraction of copper from copper pyrites"}
{"text": "Copper pyrites are first crushed into fine powder The powdered ore is the added water and oil The purpose of water is to dissolve hydrophilic substancesparticle The purpose of oil is to make cover copper ore particle so as to make it hydrophobic"}
{"text": "Air is blown through the mixture Air creates bubbles that stick around hydrophobic copper ore The air bubbles raise through buoyancy small hydrophobic copper ore particles to the surface A concentrated ore floats at the top as froth This is called froth flotation The concentrated ore is then skimmed offThe ore is then roasted in air to form copperIsulphide sulphurIVoxide and iron II oxide"}
{"text": "2CuFeS2s  4O2g Cu2Ss  3SO2g  2FeOs"}
{"text": "Limestone CaCO3 and siliconIVoxide SiO2 are added and the mixture heated in absence of airSiliconIVoxide SiO2 reacts with iron II oxide to form Iron silicate which constitutes the slag and is removed"}
{"text": "FeOs  SiO2s FeSiO3s"}
{"text": "The slag separates off from the copperIsulphide CopperIsulphide is then heated in a regulated supply of air where some of it is converted to copper I oxide"}
{"text": "2Cu2S s  3O2g 2Cu2Ss  2SO2g"}
{"text": "The mixture then undergo self reduction in which copperIoxide is reduced by copperIsulphide to copper metal"}
{"text": "Cu2S s  2Cu2O s 6Cu s  SO2g"}
{"text": "The copper obtained has Iron sulphur and traces of silver and gold as impuritiesIt is therefore about 975 pure It is refined by electrolysiselectrolytic method"}
{"text": "During the electrolysis of refining copper the impure copper is made the anode and a small pure strip is made the cathode"}
{"text": "Electrode ionization takes place where"}
{"text": "At the anode"}
{"text": "Cus Cu2 aq  2e"}
{"text": "Note Impure copper anode dissolveserodes into solution and decreases in size"}
{"text": "At the Cathode"}
{"text": "Cu2 aq  2e Cus"}
{"text": "Note The copper ions in the electrolyteCuSO4 are reduced and deposited as copper metal at the cathode The copper obtained is 9998 pure"}
{"text": "Valuable traces of silver and gold collect at the bottom of the electrolytic cell as sludge It is used to finance the extraction of copper pyrites"}
{"text": "cFlow chart summary of extraction of copper from Copper pyrites"}
{"text": "Electrolytic purification of impure copper"}
{"text": "d Uses of copper"}
{"text": "Copper is mainly used in"}
{"text": "imaking low voltage electric cablescontact switches cockets and plugs because it is a good conductor of electricity"}
{"text": "iiMaking solder because it is a good thermal conductor"}
{"text": "iiiMaking useful alloys eg"}
{"text": "Brass is an alloy of copper and ZincCuZn"}
{"text": "Bronze is an alloy of copper and TinCuSn"}
{"text": "German silver is an alloy of copper Zinc and NickelCuZnNi"}
{"text": "ivMaking coins and ornaments"}
{"text": "e Environmental effects of extracting copper from Copper pyrites"}
{"text": "iSulphurIVoxide is a gas that has a pungent poisonous smell that causes head ache to human in high concentration"}
{"text": "iiSulphurIVoxide gas if allowed to escape dissolves in water riversrain to form weak sulphuricIVacid lowering the pH of the water leading to marine pollution accelerated corrosionrusting of metalsroofs and breathing problems to human beings"}
{"text": "iiiCopper is extracted by open caste mining leading to land environmental soil degradation"}
{"text": "f Test for the presence of copper in an ore"}
{"text": "Copper naturally exist in its compound as Cu2 Cu"}
{"text": "Copper I  Cu is readily oxidized to copperII Cu2"}
{"text": "If an ore is suspected to contain Cu2 Cu it is"}
{"text": "iadded hot concentrated sulphuricVINitricVacid to free the ions present"}
{"text": "iithe free ions are then added a precipitating reagent 2M sodium hydroxide 2M aqueous ammonia which forms"}
{"text": "I an insoluble blue precipitate in excess of 2M sodium hydroxide if Cu2 ions are present"}
{"text": "I an insoluble blue precipitate in 2M aqueous ammonia that dissolve to royaldeep blue solution in excess if Cu2 ions are present"}
{"text": "gSample questions"}
{"text": "Copper is extracted from copper pyrites as in the flow chart outlined below Study it and answer the questions that follow"}
{"text": "5ZINC and LEAD"}
{"text": "aNatural occurrence"}
{"text": "Zinc occurs mainly as"}
{"text": "iCalamineZinc carbonateZnCO3"}
{"text": "iiZinc blendeZinc sulphideZnS"}
{"text": "Lead occurs mainly as GalenaLeadIISulphide mixed with Zinc blende"}
{"text": "bExtraction of ZincLead from Calamine Zinc blende and Galena"}
{"text": "During extraction of Zinc  the ore is first roasted in air"}
{"text": "For Calamine Zinc carbonate decompose to Zinc oxide and carbonIV oxide gas"}
{"text": "ZnCO3s ZnOs  CO2g"}
{"text": "Zinc blende does not decompose but reacts with air to form Zinc oxide and sulphurIV oxide gas"}
{"text": "Galena as a useful impurity also reacts with air to form LeadII oxide and sulphurIV oxide gas"}
{"text": "2ZnSs  3O2g 2ZnOs  2SO2g"}
{"text": "Zinc blende"}
{"text": "2PbSs  3O2g 2PbOs  2SO2g"}
{"text": "Galena"}
{"text": "The oxides are mixed with coke and limestoneIronIIoxide Aluminium III oxide and heated in a blast furnace"}
{"text": "At the furnace temperatures limestone decomposes to quicklimeCaO and produce CarbonIVoxide gas"}
{"text": "CaCO3s CaOs  CO2 g"}
{"text": "CarbonIVoxide gas reacts with more coke to form the CarbonIIoxide gas"}
{"text": "Cs  CO2 g 2CO g"}
{"text": "Both CarbonIIoxide and carboncokecarbon are reducing agents"}
{"text": "The oxides are reduced to the metals by either coke or carbon IIoxide"}
{"text": "ZnOs  Cs Zng  CO g"}
{"text": "PbOs  Cs Pbl  CO g"}
{"text": "PbOs  COs Pbl  CO2 g"}
{"text": "PbOs  COs Pbg  CO2 g"}
{"text": "At the furnace temperature"}
{"text": "iZinc is a gasvapour and is collected at the top of the furnace It is condensed in a spray of molten lead to prevent reoxidation to Zinc oxide On further cooling  Zinc collects on the surface from where it can be tapped off"}
{"text": "iiLead is a liquid and is ale to trickle to the bottom of the furnace from where it is tapped off"}
{"text": "QuicklimeCaO IronIIOxide AluminiumIIIoxide are used to remove silicasiliconIVoxide as silicates which float above Lead preventing its reoxidation back to LeadIIOxide"}
{"text": "CaOs  SiO2s CaSiO3sl"}
{"text": "SlagCalcium silicate"}
{"text": "FeOs  SiO2s FeSiO3sl"}
{"text": "SlagIron silicate"}
{"text": "Al2O3s  SiO2s Al2SiO4sl"}
{"text": "SlagAluminium silicate"}
{"text": "cFlow chart on extraction of Zinc from Calamine Zinc blende"}
{"text": "d Flow chart on extraction of Lead from Galena"}
{"text": "e Uses of Lead"}
{"text": "Lead is used in"}
{"text": "imaking gunburettes"}
{"text": "iimaking protective clothes against nuclear alpha raysparticle radiation in a nuclear reactor"}
{"text": "iiiMixed with tinSn to make solder alloy"}
{"text": "f Uses of Zinc"}
{"text": "Zinc is used in"}
{"text": "iGalvanizationwhen iron sheet is dipped in molten Zinc a thin layer of Zinc is formed on the surfaceSince Zinc is more reactive than iron it reacts with elements of airCO2 O2  H2O to form basic Zinc carbonateZnCO3ZnOH2This sacrificial method protects iron from corrosionrusting"}
{"text": "iiAs negative terminal and casing in dryLaclanche cells"}
{"text": "iiiMaking brass alloy with copperCuZn"}
{"text": "g Environmental effects of extracting Zinc and Lead"}
{"text": "i Lead and Lead salts are carcinogeniccauses cancer"}
{"text": "iiCarbonIVoxide is a green house gas that causesaccelerate global warming"}
{"text": "iiiCarbonIIoxide is a colourless odourless poisonous toxic gas that combines with haemoglobin in the blood to form stable carboxyhaemoglobin reducing free haemoglobin leading to death"}
{"text": "iv SulphurIVoxide is a gas that has a pungent poisonous smell that causes headache to human if in high concentration"}
{"text": "vAny leakages in SulphurIVoxide gas escapes to the water bodies to form weak sulphuricVIacid lowering the pH of the water This causes marine pollution death of aquatic life accelerated rustingcorrosion of metalsroofs and breathing problems to human beings"}
{"text": "h Test for presence of Zinc Lead"}
{"text": "If an ore is suspected to contain ZincLead it is"}
{"text": "Iadded hot concentrated NitricVacid to free the ions present"}
{"text": "Note"}
{"text": "Concentrated SulphuricVIacid forms insoluble PbSO4 thus cannot be used to free the ions in Lead salts"}
{"text": "IIthe free ions are then added a precipitating reagent mostly 2M sodium hydroxide or 2M aqueous ammonia with the formation of"}
{"text": "ia soluble precipitate in excess of 2M sodium hydroxide if Zn2 Pb2 Al3ions are present"}
{"text": "iia white precipitate that dissolves to form a colorless solution in excess 2M aqueous ammonia if Zn2ions are present"}
{"text": "iiian insoluble white precipitate in excess 2M aqueous ammonia if Pb2 Al3ions are present"}
{"text": "iv Pb2 ions form a white precipitate when any soluble SO42 SO32 CO32 Cl is added while Al3 ions do not form a white precipitate"}
{"text": "v Pb2 ions form a yellow precipitate when any soluble Ieg Potassiumsodium Iodide is added while Al3 ions do not form a yellow precipitate"}
{"text": "vi Pb2 ions form a black precipitate when any soluble Seg Potassiumsodium sulphide is added while Al3 ions do not form a black precipitateie"}
{"text": "6GENERAL SUMMARY OF METALS"}
{"text": "a Summary methods of extracting metal from their ore"}
{"text": "The main criteria used in extraction of metals is based on its position in the electrochemicalreactivity series and its occurrence on the earths crust"}
{"text": "b Summary of extraction of common metal"}
{"text": "of metal"}
{"text": "d Physical properties of metal"}
{"text": "Metals form giant metallic structure joined by metallic bond from electrostatic attraction between the metallic cation and free delocalized electrons"}
{"text": "This makes metals to have the following physical properties"}
{"text": "iHigh melting and boiling points"}
{"text": "The giant metallic structure has a very close packed metallic lattice joined by strong electrostatic attraction between the metallic cation and free delocalized electronsThe more delocalized electrons the higher the meltingboiling points eg"}
{"text": "Aluminium has a melting point of about 2015oC while that of sodium is about 98oCThis is mainly because aluminium has morethree delocalized electrons than sodiumhas one"}
{"text": "Aluminium has a boiling point of about 2470oC while that of sodium is about 890oCThis is mainly because aluminium has morethree delocalized electrons than sodiumhas one"}
{"text": "iiHigh thermal and electrical conductivity"}
{"text": "All metals are good thermal and electrical conductors as liquid or solids The more delocalized electrons the higher the thermal and electrical conductivity eg"}
{"text": "Aluminium has an electrical conductivity of about 382 x 199 ohms per metre Sodium has an electrical conductivity of about 218 x 199 ohms per metre"}
{"text": "iiiShinyLustrous"}
{"text": "The free delocalized electrons on the surface of the metal absorb vibrate and then scatterreemitlose light energy All metals are therefore usually shades of grey in colour except copper which is shiny browneg"}
{"text": "Zinc is bluish grey while iron is silvery grey"}
{"text": "ivHigh tensile strength"}
{"text": "The free delocalized electrons on the surface of the metal atoms binds the surface immediately when the metal is coiledfolded preventing it from breaking being brittle"}
{"text": "vMalleable"}
{"text": "Metals can be made into thin sheet The metallic crystal lattice on being beatenpressedhammered on two sides extend its length and widthbredth and is then immediately bound by the delocalized electrons preventing it from breakingbeing brittle"}
{"text": "viDuctile"}
{"text": "Metals can be made into thin wires The metallic crystal lattice on being beatenpressedhammered on all sides extend its length is then immediately bound by the delocalized electrons preventing it from breakingbeing brittle"}
{"text": "Revision questions"}
{"text": "1Given some soil  dilute sulphuricVIacidmortarpestlefilter paperfilter funnel and 2M aqueous ammoniadescribe with explanationhow you would show that the soil contain Zinc"}
{"text": "Place the soil sample in the pestle Crush using the mortar to reduce the particle sizeincrease its surface area"}
{"text": "Add dilute sulphuricVIacid to free the ions in soil sample"}
{"text": "Filter to separate insoluble residue from soluble filtrate"}
{"text": "To filtrateadd three drops of aqueous ammonia as precipitating reagent A white precipitate of ZnOH2 PbOH2 or AlOH3 is formed"}
{"text": "Add excess aqueous ammonia to the white precipitate If it dissolves the Zn2 ions are present ZnOH2 react with excess ammonia to form soluble ZnOH42 complex"}
{"text": "2In the extraction of aluminiumthe oxide is dissolved in cryolite"}
{"text": "iWhat is the chemical name of cryolite"}
{"text": "Sodium hexafloroaluminateNa3AlF6"}
{"text": "iiWhat is the purpose of cryolite"}
{"text": "To lower the melting point of the electrolyteAluminium oxide from about 2015oC to 900oC"}
{"text": "iiiName the substance used for similar purpose in the Down cell"}
{"text": "Calcium chlorideCaCl2"}
{"text": "ivAn alloy of sodium and potassium is used as coolant in nuclear reactorsExplain"}
{"text": "Nuclear reactors generate a lot of heat energy sodium and potassium alloy reducelower the high temperature in the reactors"}
{"text": "vAluminium metal is used to make cooking utensils in preference to other metalsExplain"}
{"text": "Aluminium"}
{"text": "i is a very good conductor of electricity because it has three delocalized electrons in its metallic structure"}
{"text": "iiis cheapmalleableductile and has high tensile strength"}
{"text": "iiion exposure to fireheat form an impervious layer that prevent it from rapid corrosion"}
{"text": "3Study the scheme below and use it to answer the questions that follow"}
{"text": "aIdentify"}
{"text": "isolid residue L"}
{"text": "IronIIIOxideFe2O3"}
{"text": "iiSolid N"}
{"text": "Aluminium hydroxide AlOH3"}
{"text": "iiiFiltrate M"}
{"text": "Sodium tetrahydroxoaluminate NaAlOH4 and sodium silicate NaSiO3"}
{"text": "ivSolid P"}
{"text": "Aluminium oxide Al2O3"}
{"text": "vGas Q"}
{"text": "OxygenO2"}
{"text": "viProcess K1"}
{"text": "Filtration"}
{"text": "viiProcess K2"}
{"text": "Electrolysis"}
{"text": "bWrite the equation for the reaction taking place in the formation of solid P from solid N"}
{"text": "2AlOH3  Al2O3 s  3H2Ol"}
{"text": "cName a substance added to solid N before process Process K2 take place"}
{"text": "CryoliteSodium tetrahydroxoaluminate NaAlOH4"}
{"text": "dState the effect of evolution of gas Q on"}
{"text": "iprocess K2"}
{"text": "Oxygen produced at the anode reacts with the carbon anode to form carbonIV oxide which escape The electrolytic process needs continuous replacement of the carbon anode"}
{"text": "iithe environment"}
{"text": "Oxygen produced at the anode reacts with the carbon anode to form carbonIV oxide which escape to the atmosphereCO2 is a green house gas that cause global warming"}
{"text": "eAn aluminium manufacturing factory runs for 24 hours If the total mass of aluminium produced is 27000kg"}
{"text": "iCalculate the current used Faraday constant96500Coulombs Al270"}
{"text": "iiassuming all the gas produced react with 200kg of anode calculate the loss in mass of the electrodeMolar gas volume at room temperature  24dm3C120"}
{"text": "Working"}
{"text": "Equation at Cathode Al3l  3e  All"}
{"text": "27g Al  3 Faradays  3 x 96500C"}
{"text": "27000kg x 1000 g  27000kg x 1000 g x 3 x 96500C 27g"}
{"text": "289500000000 Coulombs"}
{"text": "Current  Quantity of electricity 289500000000 Coulombs Time in seconds 24 x 60 x 60"}
{"text": "3350690Ampheres"}
{"text": "Working"}
{"text": "Equation at Anode 2O2l  4e  O2g"}
{"text": "4 Faradays  4 x 96500C24dm3 O2g"}
{"text": "289500000000 Coulombs  289500000000 Coulombs x 24dm3 4 x 96500C"}
{"text": "18000000dm3"}
{"text": "Chemical equation at anode"}
{"text": "O2g  C s  CO2g"}
{"text": "Method 1"}
{"text": "24dm3 of O2g  120g Carbon"}
{"text": "18000000dm3 of O2g  18000000dm3 x 12  9000000g  9000kg 24dm3 1000g"}
{"text": "Loss in mass of the carbon graphite anode  9000kg"}
{"text": "NBMass of the carbon graphite anode remaining 27000kg  9000kg 18000kg"}
{"text": "The flow chart below shows the extraction of iron metalUse it to answer the questions that follow"}
{"text": "aIdentify"}
{"text": "igas P"}
{"text": "CarbonIVoxideCO2"}
{"text": "iiSolid Q"}
{"text": "Carboncokecharcoal"}
{"text": "iiiSolid R"}
{"text": "Carboncokecharcoal"}
{"text": "ivSolid V"}
{"text": "Limestonecalcium carbonateCaCO3"}
{"text": "vSolid S"}
{"text": "IronFe"}
{"text": "bWrite the chemical equation for the reaction for the formation of"}
{"text": "iSolid S"}
{"text": "Fe2O3s  3COg  2Fes  3CO2g"}
{"text": "iiCarbonIIoxide"}
{"text": "Cs  CO2 g  2CO g"}
{"text": "iiiSlag"}
{"text": "SiO2s  CaOs  CaSiO3s"}
{"text": "Al2O3 s  CaOs  Ca Al2O4s"}
{"text": "ivGas P"}
{"text": "Cs  O2 g  CO2 g"}
{"text": "cState two uses of"}
{"text": "iSolid S"}
{"text": "Iron is used in making"}
{"text": "igates pipes engine blocks rails charcoal iron boxes lamp posts because it is cheap"}
{"text": "iinails cutlery scissors sinks vats spanners steel rods and railway points from steel"}
{"text": "Steel is an alloy of iron with carbon andor Vanadium Manganese Tungsten Nickel Chromium"}
{"text": "It does not rustcorrode like iron"}
{"text": "iiSlag"}
{"text": "i tarmacing roads"}
{"text": "ii cement manufacture"}
{"text": "iii as building construction material"}
{"text": "3You are provided with sulphuricVIacid 2M aqueous ammonia and two ores suspected to contain copper and iron Describe with explanation how you would differentiate the two ores"}
{"text": "Crush the two ores separately in using a mortar and pestle to reduce the particle sizeincrease the surface area"}
{"text": "Add sulphuricVIacid to separate portion of the ore Filter"}
{"text": "To a portion of the filtrateadd three drops of 2M aqueous ammonia then axcess"}
{"text": "Results"}
{"text": "A green precipitate insoluble in excess 2M aqueous ammonia confirms the ore contain Fe2 ion"}
{"text": "A brown precipitate insoluble in excess 2M aqueous ammonia confirms the ore contain Fe3 ion"}
{"text": "A blue precipitate that dissolve in excess 2M aqueous ammonia to form a deeproyal blue solution confirms the ore contain Cu2 ion"}
{"text": "4 Use the flow chart below showing the extraction of Zinc metal to answer the questions that follow"}
{"text": "aName"}
{"text": "itwo ores from which Zinc can be extracted"}
{"text": "CalamineZnCO3"}
{"text": "Zinc blendeZnS"}
{"text": "iitwo possible identity of gas P"}
{"text": "SulphurIVoxideSO2 from roasting Zinc blende"}
{"text": "CarbonIVoxideCO2 from decomposition of Calamine"}
{"text": "bWrite a possible chemical equation taking place in the roasting chamber"}
{"text": "2ZnSs  3O2 g  2ZnOs  2SO2g"}
{"text": "ZnCO3s  ZnOs  CO2g"}
{"text": "cExplain the effect of the byproduct of the roating on the environment"}
{"text": "Sulphur IVoxide from roasting Zinc blende is an acidic gas that causes acid rain on dissolving in rain water"}
{"text": "CarbonIVoxideCO2 from decomposition of Calamine is a green house gas that causes global warming"}
{"text": "diName a suitable reducing agent used in the furnace during extraction of Zinc"}
{"text": "CarbonIIoxide"}
{"text": "iiWrite a chemical equation for the reduction process"}
{"text": "ZnOs  COg  Zns  CO2g"}
{"text": "eiBefore electrolysis the products from roasting is added dilute sulphuric VIacid Write the equation for the reaction with dilute sulphuricVIacid"}
{"text": "ZnOs  H2SO4 aq  Zn SO4aq  H2g"}
{"text": "iiDuring the electrolysis for extraction of Zincstate the"}
{"text": "I Anode used"}
{"text": "Aluminium sheet"}
{"text": "II Cathode used"}
{"text": "Lead plate coated with silver"}
{"text": "iiWrite the equation for the electrolysis for extraction of Zinc at the"}
{"text": "ICathode"}
{"text": "Zn2aq  2e  Zns"}
{"text": "IIAnode"}
{"text": "4OHaq  2H2Ol  O2s  4e"}
{"text": "fiWhat is galvanization"}
{"text": "Dipping Iron in molten Zinc to form a thin layer of Zinc to prevent iron from rusting"}
{"text": "iiGalvanized iron sheet rust after some time Explain"}
{"text": "The thin layer of Zinc protect Iron from rusting through sacrificial protection When all the Zinc has reacted with elements of air Iron start rusting"}
{"text": "gState two uses of Zinc other than galvanization"}
{"text": "Making brassZinccopper alloy"}
{"text": "Making german silverZinccoppernickel alloy"}
{"text": "As casing for dry cellsbattery"}
{"text": "hCalculate the mass of Zinc that is produced from the reduction chamber if 6400kg of Calamine ore is fed into the roaster Assume the process is 80 efficient in each stageZn640C120O160"}
{"text": "Molar mass ZnCO3s 124g"}
{"text": "Molar mass Zn  64g"}
{"text": "Molar mass ZnO  80g"}
{"text": "Chemical equation"}
{"text": "ZnCO3s  ZnOs  CO2g"}
{"text": "Method 1"}
{"text": "124g ZnCO3  80g ZnO"}
{"text": "6400kg x1000g ZnCO3  6400 x1000 x 80  512000000 g of ZnO"}
{"text": "124"}
{"text": "100  512000000 g of ZnO"}
{"text": "80  80 x 512000000 g  409600000g of ZnO"}
{"text": "100"}
{"text": "Chemical equation"}
{"text": "ZnOs  COg  Zns  CO2g"}
{"text": "80g ZnOs  64g Zns"}
{"text": "409600000g of ZnO  409600000g x 64  327680000 g Zn"}
{"text": "80"}
{"text": "100  327680000 g Zn"}
{"text": "80  80 x 327680000 g Zn  262144000g of Zn"}
{"text": "100"}
{"text": "Mass of Zinc produced  262144000g of Zn"}
{"text": "5An ore is suspected to bauxite Describe the process that can be used to confirm the presence of aluminium in the ore"}
{"text": "Crush the ore to fine powder to increase surface areareduce particle size"}
{"text": "Add hot concentrated sulphuricVInitricV acid to free the ions"}
{"text": "Filter Retain the filtrate"}
{"text": "Add excess aqueous ammonia to a sample of filtrate"}
{"text": "A white precipitate confirms presence of either Al3 or Pb2"}
{"text": "Add sodium sulphatedilute sulphuricVIto another portion of filtrate"}
{"text": "No white precipitate confirms presence of Al3"}
{"text": "Or Add potassium iodide to another portion of filtrate"}
{"text": "No yellow precipitate confirms presence of Al3"}
{"text": "6The flow chart below illustrate the industrial extraction of Lead metal"}
{"text": "aiName the chief ore that is commonly used in this process"}
{"text": "GalenaPbS"}
{"text": "iiExplain what take place in the roasting furnace"}
{"text": "ELECTROCHEMISTRY"}
{"text": "Electrochemistry can be defined as the study of the effects of electricity on a substance compound and how chemical reactions produce electricity Electrochemistry therefore deals mainly with"}
{"text": "Reduction and oxidation"}
{"text": "Electrochemical voltaic cell"}
{"text": "Electrolysis electrolytic cell"}
{"text": "iREDUCTION AND OXIDATION REDOX"}
{"text": "1 In teams of oxygen transfer"}
{"text": "i Reduction is removal of oxygen"}
{"text": "ii Oxidation is addition of oxygen"}
{"text": "iii Redox is simultaneous addition and removal of oxygen"}
{"text": "iv Reducing agent is the species that undergoes oxidation therefore gains oxygen"}
{"text": "v Oxidizing agent is the species that undergoes reduction therefore loosesdonates oxygen"}
{"text": "eg When hydrogen is passed through heated copper II oxide it is oxidised to copper metal as in the equation below"}
{"text": "CuO s  H2 g  Cu s  H2O l"}
{"text": "Oxidising agent Reducing agent"}
{"text": "2 In terms of hydrogen transfer"}
{"text": "i Oxidation is the removal of hydrogen"}
{"text": "ii Reduction is the addition of hydrogen"}
{"text": "iii Redox is simultaneous addition and removal of hydrogen"}
{"text": "iv Reducing agent is the species that undergoes oxidation therefore looses donates hydrogen"}
{"text": "v Oxidizing agent is the species that undergoes reduction therefore gains hydrogen"}
{"text": "eg When hydrogen sulphide gas is bubbled into a gas jar containing chlorine gas it is oxidized loose the hydrogen to sulphur yellow solid The chlorine is reduced gain hydrogen to hydrogen chlorine gas"}
{"text": "Cl2 g  H2S g  SS  2HCl g"}
{"text": "Oxidizing agent Reducing agent"}
{"text": "3 In terms of electron transfer"}
{"text": "i Oxidation is donation loss removal of electrons"}
{"text": "ii Reduction is gain accept addition of electrons"}
{"text": "iii Redox is simultaneous gain accept addition and donation loss removal of electrons"}
{"text": "iv Reducing agent is the species that undergoes oxidation therefore looses donates electrons"}
{"text": "v Oxidizing agent is the species that undergoes reduction therefore gains accepts electrons"}
{"text": "Example"}
{"text": "Displacement of metals from their solutions"}
{"text": "Place 5cm3 each of Iron II sulphate VI solution into three different test tubes Add about 1g of copper tunings  powder into one test tube then zinc and magnesium powders separately into the other test tubes Shake thoroughly for 2 minutes each Record any colour changes in the table below"}
{"text": "Explanation"}
{"text": "When a more reactive metal is added to a solution of less reactive metal it displaces it from its solution"}
{"text": "When a less reactive metal is added to a solution of a more reactive metal it does not displace it from its solution"}
{"text": "Copper is less reactive than iron therefore cannot displace iron its solution"}
{"text": "Zinc is more reactive than iron therefore can displace iron from its solution"}
{"text": "Magnesium is more reactive than iron therefore can displace iron from its solution"}
{"text": "In terms of electron transfer"}
{"text": "the more reactive metal undergoes oxidation reducing agent by donatingloosing electrons to form ions"}
{"text": "the less reactive metal undergoes reduction oxidizing agent by its ions in solution gaining acceptingacquiring the electrons to form the metal"}
{"text": "displacement of metals involves therefore electron transfer from a more reactive metal to ions of another less reactive metal"}
{"text": "Examples"}
{"text": "Zns  Zn2aq  2e oxidationdonation of electrons"}
{"text": "Fe2aq  2e  Fes reductiongain of electrons"}
{"text": "Fe2aq  Zns  Zn2aq  Fes redoxboth donation and gain of electrons"}
{"text": "Mgs  Mg2aq  2e oxidationdonation of electrons"}
{"text": "Fe2aq  2e  Fes reductiongain of electrons"}
{"text": "Fe2aq  Mgs  Mg2aq  Fes redoxboth donation and gain of electrons"}
{"text": "Zns  Zn2aq  2e oxidationdonation of electrons"}
{"text": "Cu2aq  2e  Cus reductiongain of electrons"}
{"text": "Cu2aq  Zns  Zn2aq  Cus redoxboth donation and gain of electrons"}
{"text": "Fes  Fe2aq  2e oxidationdonation of electrons"}
{"text": "2Agaq  2e  2Ags reductiongain of electrons"}
{"text": "2Agaq  Fes  Fe2aq  2Ags redoxboth donation and gain of electrons"}
{"text": "Zns  Zn2aq  2e oxidationdonation of electrons"}
{"text": "Cl2g  2e  2Claq reductiongain of electrons"}
{"text": "Cl2g  Zns  Zn2aq  2Claq redoxboth donation and gain of electrons"}
{"text": "2Mgs  2Mg2aq  4e oxidationdonation of electrons"}
{"text": "O2g  4e  2O2aq reductiongain of electrons"}
{"text": "O2g  2Mgs  2Mg2aq  2O2aq redoxboth donation and gain of electrons"}
{"text": "Note"}
{"text": "iThe number of electrons donatedlost MUST be equal to the number of electrons gainedacquired"}
{"text": "iDuring displacement reaction the colour of ions salts fades but does not if displacement does not take place eg"}
{"text": "aGreen colour of Fe2aq fades if Fe2aq ions are displaced from their solution Green colour of Fe2aq appear if Feiron displaces another saltions from their solution"}
{"text": "bBlue colour of Cu2aq fades if Cu2aq ions are displaced from their solution and brown copper deposits appear Blue colour of Cu2aq appear if Cucopper displaces another saltions from their solution"}
{"text": "cBrown colour of Fe3aq fades if Fe3aq ions are displaced from their solution Brown colour of Fe3aq appear if Feiron displaces another saltions from their solution to form Fe3aq"}
{"text": "iiiDisplacement reactions also produce energyheat The closernearer the metals in the reactivityelectrochemical series the less energyheat of displacement"}
{"text": "ivThe higher the metal in the reactivity series therefore the easier to loosedonate electrons and thus the stronger the reducing agent"}
{"text": "4 aIn terms of oxidation number"}
{"text": "i Oxidation is increase in oxidation numbers"}
{"text": "ii Reduction is decrease in oxidation numbers"}
{"text": "iii Redox is simultaneous increase in oxidation numbers of one speciessubstance and a decrease in oxidation numbers of another speciessubstance"}
{"text": "iv Reducing agent is the species that undergoes oxidation therefore increases its oxidation number"}
{"text": "v Oxidizing agent is the species that undergoes reduction therefore increases its oxidation number"}
{"text": "bThe ideaconcept of oxidation numbers usesapplies the following simple guideline rules"}
{"text": "Guidelines rules applied in assigning oxidation number"}
{"text": "1Oxidation number of combined Oxygen is always 2 except in peroxides Na2O2H2O2 where its Oxidation number is 1"}
{"text": "2Oxidation number of combined Hydrogen is always 1except in Hydrides NaHKH where its Oxidation number is 1"}
{"text": "3All atoms and molecules of elements have oxidation number 0 zero"}
{"text": "4All combined metals and nonmetals have oxidation numbers equal to their valency oxidation state eg"}
{"text": "5Sum of oxidation numbers of atoms of elements making a compound is equal zero0 eg"}
{"text": "Using this rule an unknown oxidation number of an atom in a compound can be determined as below"}
{"text": "a CuSO4 has"}
{"text": "one atom of Cu with oxidation number 2 refer to Rule 4"}
{"text": "one atom of S with oxidation number 6  refer to Rule 4"}
{"text": "six atoms of O each with oxidation number 2 refer to Rule 4"}
{"text": "Sum of oxidation numbers of atoms in CuSO4  2  6  2 x 6  0"}
{"text": "b H2SO4 has"}
{"text": "two atom of H each with oxidation number 1 refer to Rule 2"}
{"text": "one atom of S with oxidation number 6  refer to Rule 4"}
{"text": "four atoms of O each with oxidation number 2 refer to Rule 4"}
{"text": "Sum of oxidation numbers of atoms in H2SO4  2  6  2 x 4  0"}
{"text": "c KMnO4 has"}
{"text": "one atom of K with oxidation number 1 refer to Rule 4"}
{"text": "one atom of Mn with oxidation number 7  refer to Rule 4"}
{"text": "four atoms of O each with oxidation number 2 refer to Rule 4"}
{"text": "Sum of oxidation numbers of atoms in KMnO4  1  7  2 x 4  0"}
{"text": "Determine the oxidation number of"}
{"text": "INitrogen in"}
{"text": "NO  x  2  0 thus x  0  2   2"}
{"text": "The chemical name of this compound is thus NitrogenIIoxide"}
{"text": "NO2  x  2 x2 0 thus x  0  4   4"}
{"text": "The chemical name of this compound is thus NitrogenIVoxide"}
{"text": "N2O  2x  2  0 thus 2x  0  2  22 1"}
{"text": "The chemical name of this compound is thus NitrogenIoxide"}
{"text": "II Sulphur in"}
{"text": "SO2  x  2 x2 0 thus x  0  4   4"}
{"text": "The chemical name of this compound is thus SulphurIVoxide"}
{"text": "SO3  x  2 x3 0 thus x  0  6   6"}
{"text": "The chemical name of this compound is thus SulphurVIoxide"}
{"text": "H2SO4  1 x 2  x  2 x 4 thus x 0 2 8 6"}
{"text": "The chemical name of this compound is thus SulphuricVIacid"}
{"text": "H2SO3  1 x 2  x  2 x 3 thus x 0 2 6 4"}
{"text": "The chemical name of this compound is thus SulphuricIVacid"}
{"text": "III Carbon in"}
{"text": "CO2  x  2 x2 0 thus x  0  4   4"}
{"text": "The chemical name of this compound is thus carbonIVoxide"}
{"text": "CO  x  2  0 thus x  0  2   2"}
{"text": "The chemical name of this compound is thus carbonIIoxide"}
{"text": "H2CO3  1 x 2  x  2 x 3 thus x 0 2 6 4"}
{"text": "The chemical name of this compound is thus CarbonicIVacid"}
{"text": "IVManganese in"}
{"text": "MnO2  x  2 x2 0 thus x  0  4   4"}
{"text": "The chemical name of this compound is thus ManganeseIVoxide"}
{"text": "KMnO4  1  x  2 x 4 thus x 0 1 8 7"}
{"text": "The chemical name of this compound is thus Potassium manganateVII"}
{"text": "VChromium in"}
{"text": "Cr2O3  2x  2 x 3 0 thus 2x  0  6  6  2 3"}
{"text": "The chemical name of this compound is thus ChromiumIIIoxide"}
{"text": "K2Cr2O7  1 x 2  2x  2 x7 0"}
{"text": "thus 2x  0  2 14  12  2 6"}
{"text": "The chemical name of this compound is thus Potassium dichromateVI"}
{"text": "K2CrO4  1 x 2  x  2 x4 0"}
{"text": "thus 2x  0  2 8  12  2 6"}
{"text": "The chemical name of this compound is thus Potassium chromateVI"}
{"text": "6The sum of the oxidation numbers of atoms of elements making a charged radicalcomplex ion is equal to its charge"}
{"text": "Using this rule the oxidation number of unknown atom of an element in a charged radicalcomplex ion can be determined as in the examples below"}
{"text": "a SO42 has"}
{"text": "one atom of S with oxidation number 6 refer to Rule 4"}
{"text": "four atoms of O each with oxidation number 2 refer to Rule 1"}
{"text": "Sum of oxidation numbers of atoms in SO42   6  2 x 4  2"}
{"text": "The chemical name of this radical is thus sulphateVI ion"}
{"text": "b NO3 has"}
{"text": "one atom of N with oxidation number 4 refer to Rule 4"}
{"text": "three atoms of O each with oxidation number 2 refer to Rule 1"}
{"text": "Sum of oxidation numbers of atoms in NO3   4  2 x 3  1"}
{"text": "The chemical name of this radical is thus nitrateIV ion"}
{"text": "Determine the oxidation number of"}
{"text": "INitrogen in"}
{"text": "NO2  x  2 x2 1 thus x  1  4   3"}
{"text": "The chemical name of this compoundionradical is thus NitrateIIIion"}
{"text": "II Sulphur in"}
{"text": "SO32  x  2 x3 2 thus x  2  6   4"}
{"text": "The chemical name of this compoundionradical is thus SulphateIVion"}
{"text": "III Carbon in"}
{"text": "CO32  x  2 x 3  2 thus x  2  6   4"}
{"text": "The chemical name of this compoundionradical is thus CarbonateIVion"}
{"text": "IVManganese in"}
{"text": "MnO4   x  2 x 4 1 thus x 12 8 7"}
{"text": "The chemical name of this compoundionradical is thus manganateVII ion"}
{"text": "VChromium in"}
{"text": "Cr2O72  2x  2 x7 2"}
{"text": "thus 2x  2  2 14  12  2 6"}
{"text": "The chemical name of this compoundionradical is thus dichromateVI ion"}
{"text": "CrO42  x  2 x4 2"}
{"text": "thus x  2  2 x 4  6"}
{"text": "The chemical name of this compoundionradical is thus chromateVI ion"}
{"text": "cUsing the conceptidea of oxidation numbers as increase and decrease in oxidation numbers  the oxidizing and reducing speciesagents can be determined as in the following examples"}
{"text": "i Cu2 aq  Zns  Zn2 aq  Cus"}
{"text": "Oxidation numbers  2 0 2 0"}
{"text": "Oxidizing speciesagents Cu2 its oxidation number decrease from2 to 0 in Cus"}
{"text": "Reducing speciesagents  Zn2 its oxidation number increase from 0 to 2 in Zns"}
{"text": "ii 2Br aq  Cl2g  2Cl aq  Br2 l"}
{"text": "Oxidation numbers  1 0 1 0"}
{"text": "Oxidizing agent Cl2g its oxidation number decrease from 0 to1 in 2Cl aq"}
{"text": "Reducing agents  Zn2 its oxidation number increase from 1 to 0 in Zns"}
{"text": "iii Br2 l  Zns  Zn2 aq  2Br aq"}
{"text": "Oxidation numbers  0 0 2 1"}
{"text": "Oxidizing agent  Br2 l its oxidation number decrease from 0 to1 in 2Braq"}
{"text": "Reducing agents  Zns its oxidation number increase from 0 to 2 in Zn2"}
{"text": "iv 2HCl aq  Mgs  MgCl2 aq  H2 g"}
{"text": "Oxidation numbers  2 1 1 0 2 21 0"}
{"text": "Oxidizing agent  H in HClits oxidation number decrease from 1to 0 in H2 g"}
{"text": "Reducing agents  Mgs its oxidation number increase from 0 to 2 in Mg2"}
{"text": "v 2H2O l  2Nas  2NaOH aq  H2 g"}
{"text": "Oxidation numbers  1 2 0 1 2 1 0"}
{"text": "Oxidizing agent  H in H2Oits oxidation number decrease from 1to 0 in H2 g"}
{"text": "Reducing agents  Nas its oxidation number increase from 0 to 1 in Na"}
{"text": "vi 5Fe2 aq  8H aq  MnO4  5Fe3 aq  Mn2 aq  4H2O l 2 1 7 2 3 2 1 2"}
{"text": "Oxidizing agent  Mn in MnO4 its oxidation number decrease from 7to2 in Mn2"}
{"text": "Reducing agents  Fe2 its oxidation number increase from 2 to 3 in Fe3"}
{"text": "vii 6Fe2 aq  14H aq  Cr2O72aq  6Fe3 aq  Cr3 aq  7H2O l 2 1 6 2 3 3 1 2"}
{"text": "Oxidizing agent"}
{"text": "Cr in Cr2O72 its oxidation number decrease from 6 to3 in Cr3"}
{"text": "Reducing agents  Fe2 its oxidation number increase from 2 to 3 in Fe3"}
{"text": "viii 2Fe2 aq  2H aq  H2O2aq  2Fe3 aq  2H2O l 2 1 1 1 3 1 2"}
{"text": "Oxidizing agent"}
{"text": "O in H2O2its oxidation number decrease from 1 to 2 in H2O"}
{"text": "Reducing agents  Fe2 its oxidation number increase from 2 to 3 in Fe3"}
{"text": "ix Cr2O72aq  6H aq  5H2O2aq  2Cr3 aq  2H2O l  5O2g"}
{"text": "6 2 1 1 1 3 1 2 0"}
{"text": "Oxidizing agents"}
{"text": "O in H2O2its oxidation number decrease from 1 to 2 in H2O"}
{"text": "Cr in Cr2O72 its oxidation number decrease from 6 to 3 in Cr3"}
{"text": "Reducing agents"}
{"text": "O in H2O2its oxidation number increase from 1 to O in O2g"}
{"text": "O in Cr2O72 its oxidation number increase from 2 to O in O2g"}
{"text": "x 2MnO4aq  6H aq  5H2O2aq  2Mn2 aq  8H2O l  5O2g"}
{"text": "7 2 1 1 1 2 1 2 0"}
{"text": "Oxidizing agents"}
{"text": "O in H2O2its oxidation number decrease from 1 to 2 in H2O"}
{"text": "Mn in MnO4 its oxidation number decrease from 7 to 2 in Mn2"}
{"text": "Reducing agents"}
{"text": "O in H2O2its oxidation number increase from 1 to O in O2g"}
{"text": "O in MnO4 its oxidation number increase from 2 to O in O2g"}
{"text": "iiELECTROCHEMICAL VOLTAIC CELL"}
{"text": "1 When a metal rodplate is put in a solution of its own salt some of the metal ionizes and dissolve into the solution ie"}
{"text": "Ms  Maq  e  monovalent metal"}
{"text": "Ms  M2aq  2e  divalent metal"}
{"text": "Ms  M3aq  3e  Trivalent metal"}
{"text": "The ions move into the solution leaving electrons on the surface of the metal rodplate"}
{"text": "2The metal rod becomes therefore negatively charged while its own solution positively charged As the positive charges of the solution increase some of them recombine with the electrons to form back the metal atoms"}
{"text": "Maq  e  Ms  monovalent metal"}
{"text": "M2aq  2e  Ms divalent metal"}
{"text": "M3aq  3e  Ms Trivalent metal"}
{"text": "3 When a metal rodplate is put in a solution of its own salt it constitutesforms a halfcell The tendency of metals to ionize differ from one metal to the other The difference can be measured by connecting two half cells to form an electrochemicalvoltaic cell as in the below procedure"}
{"text": "To set up an electrochemical voltaic cell"}
{"text": "To compare the relative tendency of metals to ionize"}
{"text": "Place 50cm3 of 1M ZincII sulphateVI in 100cm3 beaker Put a clean zinc rodplate into the solution Place 50cm3 of 1M CopperII sulphateVI in another 100cm3 beaker Put a clean copper rodplate of equal area length x width with Zinc into the solution Connectjoin the two metalsto a voltmeter using connecting wires Dip a folded filter paper into a solution of Potassium nitrateV or sodiumI chlorideI until it soaks Use the folded soaked filter paper to connectjoin the two solutions in the two beakers The whole set up should be as below"}
{"text": "Repeat the above procedure by replacing"}
{"text": "iZinc half cell with Magnesium rodplateribbon dipped in 50cm3 of IM magnesium II sulphateVI solution"}
{"text": "iiZinc half cell with Silver rodplatecoin dipped in 50cm3 of IM silverI nitrateV solution"}
{"text": "iiiCopper half cell with Iron rodplatespoon dipped in 50cm3 of IM Iron II sulphateVI solution"}
{"text": "Record the observations in the table below"}
{"text": "From the above observations it can be deduced that"}
{"text": "iin the ZnCu halfcell the"}
{"text": "Zinc rodplate ionizes dissolves faster than the copper rodplate to form Zn2"}
{"text": "Ionic equation Zns  Zn2aq  2e"}
{"text": "blue copper ions in the Copper IIsulphate solution gains the donated electrons to form brown copper metalatoms"}
{"text": "Ionic equation Cu2aq  2e  Cus"}
{"text": "This reaction shows imply the Zinc rod has a higher tendency to ionize than copperThe Zinc rod has a higher net accumulation of electrons and is more negative compared to the copper rod which has lower accumulation of electrons The copper rod is therefore relatively more positive with respect to Zinc rod"}
{"text": "When the two half cells are connected  electrons therefore flow from the negative Zinc rod through the external wire to be gained by copper ions This means a net accumulationincrease of Zn2 positive ions on the negative half cell and a net decrease in Cu2 positive ions on the positive half cell"}
{"text": "The purpose of the salt bridge therefore is"}
{"text": "icomplete the circuit"}
{"text": "iimaintain balance of charges ions on both half cells"}
{"text": "For the negative half cell the NO3 Cl from salt bridge decreaseneutralise the increased positiveZn2 ion"}
{"text": "For the positive half cell the Na  K from salt bridge increase the decreased positiveCu2 ion"}
{"text": "The voltmeter should theoretically registerread a 110Volts as a measure of the electromotive force emf of the cell Practically the voltage reading is lowered because the connecting wires have some resistance to be overcomed"}
{"text": "A combination of two half cells that can generate an electric current from a redox reaction is called a voltaicelectrochemical cell"}
{"text": "By convention a voltaicelectrochemical cell is represented"}
{"text": "Ms  M2aq  N2 aq  Ns"}
{"text": "metal rod of Msolution ofMsolution ofNmetal rod ofN"}
{"text": "Note"}
{"text": "aiMetal M must be the one higher in the reactivity series"}
{"text": "iiIt forms the negative terminal of the cell"}
{"text": "iiiIt must diagrammatically be drawn first on the left hand side when illustrating the voltaicelectrochemical cell"}
{"text": "biMetal N must be the one lower in the reactivity series"}
{"text": "iiIt forms the positive terminal of the cell"}
{"text": "iiiIt must diagrammatically be drawn secondafter right hand side when illustrating the voltaicelectrochemical cell"}
{"text": "Illustration of the voltaicelectrochemical cell"}
{"text": "iZnCu cell"}
{"text": "1 Zinc rod ionizes dissolves to form Zn2 ions at the negative terminal"}
{"text": "Zns  Zn2aq  2e"}
{"text": "2 Copper ions in solution gain the donated electrons to form copper atomsmetal"}
{"text": "Cu2aq  2e  Cus"}
{"text": "3Overall redox equation"}
{"text": "Cu2aq  Zns  Zn2aq  Cus"}
{"text": "4cell representation"}
{"text": "Zns  1M Zn2aq  1MCu2aq  Cus E0  110 V"}
{"text": "5cell diagram"}
{"text": "iiMgCu cell"}
{"text": "1 Magnesium rod ionizes dissolves to form Mg2 ions at the negative terminal"}
{"text": "Mgs  Mg2aq  2e"}
{"text": "2 Copper ions in solution gain the donated electrons to form copper atomsmetal"}
{"text": "Cu2aq  2e  Cus"}
{"text": "3Overall redox equation"}
{"text": "Cu2aq  Mgs  Mg2aq  Cus"}
{"text": "4cell representation"}
{"text": "Mgs  1M Mg2aq  1MCu2aq  Cus E0  204 V"}
{"text": "5cell diagram"}
{"text": "iiiFeCu cell"}
{"text": "1 Magnesium rod ionizes dissolves to form Mg2 ions at the negative terminal"}
{"text": "Fes  Fe2aq  2e"}
{"text": "2 Copper ions in solution gain the donated electrons to form copper atomsmetal"}
{"text": "Cu2aq  2e  Cus"}
{"text": "3Overall redox equation"}
{"text": "Cu2aq  Fes  Fe2aq  Cus"}
{"text": "4cell representation"}
{"text": "Fes  1M Fe2aq  1MCu2aq  Cus E0  078 V"}
{"text": "5cell diagram"}
{"text": "ivAgCu cell"}
{"text": "1 Copper rod ionizes dissolves to form Cu2 ions at the negative terminal"}
{"text": "Cus  Cu2aq  2e"}
{"text": "2 Silver ions in solution gain the donated electrons to form silver atomsmetal"}
{"text": "2Agaq  2e  2Ags"}
{"text": "3Overall redox equation"}
{"text": "2Agaq  Cus  Cu2aq  2Ags"}
{"text": "4cell representation"}
{"text": "Cus  1M Cu2aq  1M2Agaq  2Ags E0  046 V"}
{"text": "5cell diagram"}
{"text": "Standard electrode potential E"}
{"text": "The standard electrode potential E is obtained if the hydrogen half cell is used as reference The standard electrode potential E consist of inert platinum electrode immerseddipped in 1M solution of sulphuricVI acid H ions Hydrogen gas is bubbled on the platinum electrodes at"}
{"text": "ia temperature of 25oC"}
{"text": "iiatmospheric pressure of 101300Pa101300Nm21atm760mmHg76cmHg"}
{"text": "iiia concentration of 1M1moledm3 of sulphuricVI acid H ions and 1M1moledm3 of the other half cell"}
{"text": "Hydrogen is adsorbed onto the surface of the platinum An equilibriumbalance exist between the adsorbed layer of molecular hydrogen and H ions in solution to form a half cell"}
{"text": "H2 g  H aq  e"}
{"text": "The half cell representation is"}
{"text": "Pt H2 g  H aq 1M"}
{"text": "The standard electrode potential E is thus defined as the potential difference for a cell comprising of a particular element in contact with1M solution of its own ions and the standard hydrogen electrode"}
{"text": "If the other electrode has a highergreater tendency to lose electrons than the hydrogen electrode the electrode is therefore negative with respect to hydrogen electrode and its electrode potential has negative E values"}
{"text": "If the other electrode has a lowerlesser tendency to lose electrons than the hydrogen electrode the electrode is therefore positive with respect to hydrogen electrode and its electrode potential has positive E values"}
{"text": "Table showing the standard electrode potential E of some reactions"}
{"text": "Note"}
{"text": "iE values generally show the possibilityfeasibility of a reduction processoxidizing strength"}
{"text": "iiThe elementspecies in the half cell with the highest negative E value easily gain  acquire electrons"}
{"text": "It is thus the strongest oxidizing agent and its reduction process is highly possiblefeasible The elementspecies in the half cell with the lowest positive E value easily donate  lose electrons"}
{"text": "It is thus the strongest reducing agent and its reduction process is the least possiblefeasible"}
{"text": "iiiThe overall redox reaction is possiblefeasible is it has a positive  E"}
{"text": "If the overall redox reaction is not possible not feasible forced it has a negative  E"}
{"text": "Sample standard electrochemical cell"}
{"text": "Calculation examples on E"}
{"text": "Calculate the E value of a cell made of"}
{"text": "aZn and Cu"}
{"text": "From the table above"}
{"text": "Cu2 aq  2e  Cus E  034Vhigher E Right Hand Side diagram"}
{"text": "Zn2 aq  2e Zns E  077Vlower E Left Hand Side diagram"}
{"text": "Zns Zn2 aq  2e E  077reverse lower E to derive cell reaction  representation"}
{"text": "Overall E  E higher E lower  E RHS  E LHS Eoxidized E reduced"}
{"text": "Substituting"}
{"text": "Overall E  034   077  110V"}
{"text": "Overall redox equation"}
{"text": "Cu2 aq  Zns  Zn2 aq  Cus E  110V"}
{"text": "Overall conventional cell representation"}
{"text": "Zns  Zn2 aq 1M  1MCu2 aq  Cus E  110V"}
{"text": "Overall conventional cell diagram"}
{"text": "Zinc and copper reaction has a positive overall E therefore is possiblefeasible and thus Zinc can displacereduce Copper solution"}
{"text": "bMg and Cu"}
{"text": "From the table above"}
{"text": "Cu2 aq  2e  Cus E  034Vhigher E Right Hand Side diagram"}
{"text": "Mg2 aq  2e Mgs E  237Vlower E Left Hand Side diagram"}
{"text": "Mgs Mg2 aq  2e E  237reverse lower E to derive cell reaction  representation"}
{"text": "Overall E  E higher E lower  E RHS  E LHS E oxidized E reduced"}
{"text": "Substituting"}
{"text": "Overall E  034   237  271V"}
{"text": "Overall redox equation"}
{"text": "Cu2 aq  Mgs  Mg2 aq  Cus E  271V"}
{"text": "Overall conventional cell representation"}
{"text": "Mgs  Mg2 aq 1M  1MCu2 aq  Cus E  271V"}
{"text": "cAg and Pb"}
{"text": "From the table above"}
{"text": "2Ag aq  2e  2Ags E  080Vhigher E Right Hand Side diagram"}
{"text": "Pb2 aq  2e Pbs E  013Vlower E Left Hand Side diagram"}
{"text": "Pbs Pb2 aq  2e E  013reverse lower E to derive cell reaction  representation"}
{"text": "Overall E  E higher E lower  E RHS  E LHS E oxidized E reduced"}
{"text": "Substituting"}
{"text": "Overall E  080   013  093V"}
{"text": "Overall redox equation"}
{"text": "2Ag aq  Pbs  Pb2 aq  2Ags E  093V"}
{"text": "Overall conventional cell representation"}
{"text": "Pbs  Pb2 aq 1M  1M2Ag aq  Ags E  093V"}
{"text": "dChlorine and Bromine"}
{"text": "From the table above"}
{"text": "2e  Cl2g 2Cl aq E  136Vhigher E Right Hand Side diagram"}
{"text": "2e  Br2aq 2Br aq E  013Vlower E Left Hand Side diagram"}
{"text": "2Br aq  Br2aq  2e E  013reverse lower E to derive cell reaction  representation"}
{"text": "Overall E  E higher E lower  E RHS  E LHS E oxidized E reduced"}
{"text": "Substituting"}
{"text": "Overall E   013   136  123V"}
{"text": "Overall redox equation"}
{"text": "2Br aq  Cl2g  2Cl aq  Br2aq E  123V"}
{"text": "Overall conventional cell representation"}
{"text": "Cl2g  2Cl aq 1M  1M 2Br aq  Br2aq E  123V"}
{"text": "Chlorine displaces bromine from bromine water When chlorine gas is thus bubbled in bromine water the pale green colour fades as displacement takes place and a brown solution containing dissolved bromine liquid is formed This reaction is feasible possible because the overall redox reaction has a positive E value"}
{"text": "eStrongest oxidizing agent and the strongest reducing agent"}
{"text": "From the table above"}
{"text": "2e  F2g 2F aq E  287Vhighest E strongest oxidizing agent"}
{"text": "2e  2K aq 2K aq E  292Vlowest E strongest reducing agent"}
{"text": "2K aq  2K aq  2e E  292V reverse lower E to derive cell reaction  representation"}
{"text": "Overall E  E higher E lower  E RHS  E LHS E oxidized E reduced"}
{"text": "Substituting"}
{"text": "Overall E  287  292  579V"}
{"text": "Overall redox equation"}
{"text": "F2g  2Ks  2F aq  2K aq E  579V"}
{"text": "Overall conventional cell representation"}
{"text": "2Ks  2K aq1M  1M 2F aq  F2g E  579V"}
{"text": "The redox reactions in an electrochemicalvoltaic is commercially applied to make the"}
{"text": "aDry primaryLaclanche cell"}
{"text": "bWet secondary accumulators"}
{"text": "aDryprimaryLaclanche cell"}
{"text": "Examine a used dry cell"}
{"text": "Note the positive and the negative terminal of the cell Carefully using a knife cut a cross section from one terminal to the other"}
{"text": "The dry cell consist of a Zinc can containing a graphite rod at the centre surrounded by a paste of"}
{"text": "Ammonium chloride"}
{"text": "Zinc chloride"}
{"text": "powdered manganese IV oxide mixed with Carbon"}
{"text": "Zinc actsserve as the negative terminal where it ionizesdissociates"}
{"text": "Zns  Zn2aq  2e"}
{"text": "Ammonium ions in ammonium chloride serve as the positive terminal where it is converted to ammonia gas and hydrogen gas"}
{"text": "2NH4aq  2e  2NH3g  H2g"}
{"text": "Ammonia forms a complex salt  compound ZnNH3 42 aq  tetramminezincII complex with the Zinc chloride in the paste"}
{"text": "Manganese IV oxide oxidizes the hydrogen produced at the electrodes to water preventing any bubbles from coating the carbon terminal which would reduce the efficiency of the cell"}
{"text": "Ammonium chloride is used as paste because the solid does not conduct electricity because the ions are fusednot mobile"}
{"text": "Since the reactants are used up the dry primary Laclanche cell cannot provide continous supply of electricityThe process of restoring the reactants is called recharging"}
{"text": "bWetSecondaryAccumulators"}
{"text": "1 WetSecondaryAccumulators are rechargeable unlike dry primary Laclanche cellsWetSecondaryAccumulators are made up of"}
{"text": "iLead plate that forms the negative terminal"}
{"text": "iiLeadIV oxide that forms the positive terminal"}
{"text": "2The two electrodes are dipped in concentrated sulphuricVI acid of a relative density 1213"}
{"text": "3At the negative terminallead ionizes dissolves"}
{"text": "Pbs  Pb2  2e"}
{"text": "4At the positive terminal"}
{"text": "i LeadIV oxide reacts with the hydrogen ions in sulphuricVIacid to form Pb2 aq ions"}
{"text": "PbO2s  4Haq  2e  Pb2 aq  H2Ol"}
{"text": "ii Pb2 aq ions formed instantly react with sulphate VI ions SO42 aq from sulphuric VIacid to form insoluble LeadII sulphate VI"}
{"text": "Pb2 aq  SO42 aq  PbSO4s"}
{"text": "5The overall cell reaction is called discharging"}
{"text": "PbO2s Pbs  4Haq  2SO42 aq 2PbSO4s  2H2Ol E  20V"}
{"text": "6The insoluble LeadII sulphate VI formed should not be left for long since fine LeadII sulphate VI will change to a course nonreversible and inactive form making the cell less efficient"}
{"text": "As the battery discharges lead and leadIVoxide are depletedfinishedreduced and the concentration of sulphuricVIacid decreases"}
{"text": "During recharging the electrode reaction is reversed as below"}
{"text": "2PbSO4s  2H2Ol PbO2s Pbs  4Haq  2SO42 aq"}
{"text": "8 A car battery has six Leadacid cells making a total of 12 volts"}
{"text": "iiiELECTROLYSIS ELECTROLYTIC CELL"}
{"text": "1Electrolysis is defined simply as the decomposition of a compound by an electric currentelectricity"}
{"text": "A compound that is decomposed by an electric current is called an electrolyte Some electrolytes are weak while others are strong"}
{"text": "2Strong electrolytes are those that are fully ionizeddissociated into many ions Common strong electrolytes include"}
{"text": "iall mineral acids"}
{"text": "iiall strong alkalissodium hydroxidepotassium hydroxide"}
{"text": "iiiall soluble salts"}
{"text": "3Weak electrolytes are those that are partiallypartly ionizeddissociated into few ions"}
{"text": "Common weak electrolytes include"}
{"text": "iall organic acids"}
{"text": "iiall bases except sodium hydroxidepotassium hydroxide"}
{"text": "iiiWater"}
{"text": "4 A compound that is not decomposed by an electric current is called nonelectrolyte Nonelectrolytes are those compounds substances that exist as molecules and thus cannot ionizedissociate intoany ions"}
{"text": "Common nonelectrolytes include"}
{"text": "i most organic solvents eg petrolparaffinbenzenemethylbenzeneethanol"}
{"text": "iiall hydrocarbonsalkanes alkenesalkynes"}
{"text": "iiiChemicals of lifeeg proteins carbohydrates lipids starch sugar"}
{"text": "5 An electrolytes in solid state have fused joined ions and therefore do not conduct electricity but the ions cations and anions are free and mobile in molten and aqueous solution dissolved in water state"}
{"text": "6During electrolysis the free ions are attracted to the electrodes An electrode is a rod through which current enter and leave the electrolyte during electrolysis An electrode that does not influencealter the products of electrolysis is called an inert electrode"}
{"text": "Common inert electrodes include"}
{"text": "iPlatinum"}
{"text": "iiCarbon graphite"}
{"text": "Platinum is not usually used in a school laboratory because it is very expensive Carbon graphite is easilyreadily and cheaply available from used dry cells"}
{"text": "7The positive electrode is called AnodeThe anode is the electrode through which current enter the electrolyteelectrons leave the electrolyte"}
{"text": "8The negative electrode is called Cathode The cathode is the electrode through which current leave the electrolyte  electrons enter the electrolyte"}
{"text": "9 During the electrolysis free anions are attracted to the anode where they lose donate electrons to form neutral atomsmolecules ie"}
{"text": "Ml  Ml  e for cations from molten electrolytes"}
{"text": "Ms  Maq  e for cations from electrolytes in aqueous state  solution  dissolved in water"}
{"text": "The neutral atoms molecules form the products of electrolysis at the anode This is called discharge at anode"}
{"text": "10 During electrolysis free cations are attracted to the cathode where they gain acceptacquire electrons to form neutral atomsmolecules"}
{"text": "X aq  2e  Xs for cations from electrolytes in aqueous state  solution  dissolved in water"}
{"text": "2X l  2e  X l for cations from molten electrolytes"}
{"text": "The neutral atoms molecules form the products of electrolysis at the cathode This is called discharge at cathode"}
{"text": "11 The below set up shows an electrolytic cell"}
{"text": "12 For a compound salt containing only two ionbinary salt the products of electrolysis in an electrolytic cell can be determined as in the below examples"}
{"text": "aTo determine the products of electrolysis of molten LeadIIchloride"}
{"text": "iDecomposition of electrolyte into free ions"}
{"text": "PbCl2 l  Pb 2l  2Cll"}
{"text": "Compound decomposed into free cation and anion in liquid state"}
{"text": "iiAt the cathodenegative electrode"}
{"text": "Pb 2l  2e  Pb l"}
{"text": "Cation  Pb 2 gains  accepts  acquires electrons to form free atom"}
{"text": "iiiAt the anodepositive electrode"}
{"text": "2Cll  Cl2 g  2e"}
{"text": "Anion  Cl donatelose electrons to form free atom then a gas molecule"}
{"text": "ivProducts of electrolysis therefore are"}
{"text": "IAt the cathode grey beads solid lead metal"}
{"text": "IIAt the anode pale green chlorine gas"}
{"text": "bTo determine the products of electrolysis of molten Zinc bromide"}
{"text": "iDecomposition of electrolyte into free ions"}
{"text": "ZnBr2 l  Zn 2l  2Brl"}
{"text": "Compound decomposed into free cation and anion in liquid state"}
{"text": "iiAt the cathodenegative electrode"}
{"text": "Zn 2l  2e  Znl"}
{"text": "Cation  Zn2 gains  accepts  acquires electrons to form free atom"}
{"text": "iiiAt the anodepositive electrode"}
{"text": "2Brl  Br2 g  2e"}
{"text": "Anion  Br donatelose electrons to form free atom then a liquid molecule which change to gas on heating"}
{"text": "ivProducts of electrolysis therefore are"}
{"text": "IAt the cathode grey beads solid Zinc metal"}
{"text": "IIAt the anode red bromine liquid  redbrown bromine gas"}
{"text": "cTo determine the products of electrolysis of molten sodium chloride"}
{"text": "iDecomposition of electrolyte into free ions"}
{"text": "NaCl l  Na l  Cll"}
{"text": "Compound decomposed into free cation and anion in liquid state"}
{"text": "iiAt the cathodenegative electrode"}
{"text": "2Nal  2e  Na l"}
{"text": "Cation  Na gains  accepts  acquires electrons to form free atom"}
{"text": "iiiAt the anodepositive electrode"}
{"text": "2Cll  Cl2 g  2e"}
{"text": "Anion  Cl donatelose electrons to form free atom then a gas molecule"}
{"text": "ivProducts of electrolysis therefore are"}
{"text": "IAt the cathode grey beads solid sodium metal"}
{"text": "IIAt the anode pale green chlorine gas"}
{"text": "dTo determine the products of electrolysis of molten Aluminium IIIoxide"}
{"text": "iDecomposition of electrolyte into free ions"}
{"text": "Al2O3 l  2Al 3l  3O2l"}
{"text": "Compound decomposed into free cation and anion in liquid state"}
{"text": "iiAt the cathodenegative electrode"}
{"text": "4Al 3 l  12e  4Al l"}
{"text": "Cation  Al 3 gains  accepts  acquires electrons to form free atom"}
{"text": "iiiAt the anodepositive electrode"}
{"text": "6O2l  3O2 g  12e"}
{"text": "Anion 6O2 donatelose 12 electrons to form free atom then three gas molecule"}
{"text": "ivProducts of electrolysis therefore are"}
{"text": "IAt the cathode grey beads solid aluminium metal"}
{"text": "IIAt the anode colourless gas that relightsrekindles glowing splint"}
{"text": "13 For a compound salt mixture containing many ions in an electrolytic cell the discharge of ions in the cell depend on the following factors"}
{"text": "Position of cations and anions in the electrochemical series"}
{"text": "1 Most electropositive cations require more energy to reduce gain electrons and thus not readily discharged The higher elements metals in the electrochemical series the less easilyreadily it is discharged at the cathode in the electrolytic cell"}
{"text": "Table I showing the relative ease of discharge of cations in an electrolytic cell"}
{"text": "Kaq  e  Ks least readilyeasily discharged"}
{"text": "Naaq  e  Nas"}
{"text": "Ca2aq  2e  Cas"}
{"text": "Mg2aq  2e  Mgs"}
{"text": "Al3aq  3e  Als"}
{"text": "Zn2aq  2e  Zns"}
{"text": "Fe2aq  2e  Fes"}
{"text": "Pb2aq  2e  Pbs"}
{"text": "2Haq  2e  H2g hydrogen is usually metallic"}
{"text": "Cu2aq  2e  Cus"}
{"text": "Hg2aq  2e  Hgs"}
{"text": "Agaq  e  Ags most readilyeasily discharged"}
{"text": "2The OH ion is the most readilyeasily discharged anion  All the other anionic radicalsSO42 SO32 CO32 HSO4 HCO3 NO3 PO43are notnever discharged The ease of discharge of halogen ions increase down the group"}
{"text": "Table II showing the relative ease of discharge of anions in an electrolytic cell"}
{"text": "4OH aq  2H2Ol  O2 g  4e most readilyeasily discharged"}
{"text": "2 Iaq  I2aq  2e"}
{"text": "2 Braq  Br2aq  2e"}
{"text": "2 Claq  Cl2aq  2e"}
{"text": "2 Faq  F2aq  2e"}
{"text": "SO42 SO32 CO32 HSO4 HCO3 NO3 PO43 notneverrarely discharged"}
{"text": "3aWhen two or more cations are attracted to the cathode the ion lower in the electrochemical series is discharged instead of that which is higher as per the table I above This is called selectivepreferential discharge at cathode"}
{"text": "bWhen two or more anions are attracted to the anode the ion higher in the electrochemical series is discharged instead of that which is lower as per the table I above This is called selectivepreferential discharge at anode"}
{"text": "4The following experiments shows the influence effect of selectivepreferential discharge on the products of electrolysis"}
{"text": "iElectrolysis of acidified waterdilute sulphuricVI acid"}
{"text": "Fill the Hoffmann voltameter with dilute sulphuricVI acid Connect the Hoffmann voltameter to a dc electric supply Note the observations at each electrode"}
{"text": "Electrolytic cell set up during electrolysis of acidified waterdilute sulphuricVI acid"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "H2 SO4aq  SO42aq  2Haq"}
{"text": "II Name the ions in acidified water that are attractedmove to"}
{"text": "Cathode Haq from either sulphuricVI acid H2 SO4 or water H2O"}
{"text": "Anode SO42aq from sulphuric VI acid H2 SO4 and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode 4Haq  4e  2H2g"}
{"text": "Anode 4OH aq  2H2Ol  O2 g  4e"}
{"text": "4OH ions selectively discharged instead of SO42 ions at the anode"}
{"text": "IV Name the products of electrolysis of acidified water"}
{"text": "CathodeHydrogen gas colourless gas that extinguishes burning splint with explosion pop sound"}
{"text": "AnodeOxygen gas colourless gas that relights rekindles glowing splint"}
{"text": "V Explain the difference in volume of products at the cathode and anode"}
{"text": "The four4 electrons donatedlost by OH ions to form 1 molecule1volume1mole of oxygen O2gas at the anode are gainedacquiredaccepted by the four Haq ions to form 2 molecule2volume2mole of Hydrogen H2gas at the cathode"}
{"text": "The volume of Oxygen gas at the anode is thus a half the volume of Hydrogen produced at the cathode The volume of Hydrogen gas at the cathode is thus a twice the volume of Oxygen produced at the anode"}
{"text": "VI Why is electrolysis of dilute sulphuricVI acid called electrolysis of acidified water"}
{"text": "The ratio of H2 g O2 g is 21 as they are combined in water This impliesmeans that water in the electrolyte is being decomposed into hydrogen and Oxygen gases The electrolysis of dilute sulphuric acid is therefore called electrolysis of acidified water"}
{"text": "VI Explain the changes in concentration of the electrolyte during electrolysis of acidified water"}
{"text": "The concentration of dilute sulphuric VI acid increases Water in the electrolyte is decomposed into Hydrogen and Oxygen gases that escape The concentration mole of acid present in a given volume of solution thus continue increasingrising"}
{"text": "iiElectrolysis of Magnesium sulphateVI solution"}
{"text": "Fill the Hoffmann voltameter with dilute sulphuricVI acid Connect the Hoffmann voltameter to a dc electric supply Note the observations at each electrode"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "Mg SO4aq  SO42aq  Mg2aq"}
{"text": "II Name the ions in Magnesium sulphateVI solution that are attractedmove to"}
{"text": "Cathode Mg2aq from Magnesium sulphateVI solution Mg SO4 and Haq from water H2O"}
{"text": "Anode SO42aq from Magnesium sulphateVI solution Mg SO4 and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode 4Haq  4e  2H2g"}
{"text": "H ions selectively discharged instead of Mg2 ions at the cathode"}
{"text": "Anode 4OH aq  2H2Ol  O2 g  4e"}
{"text": "4OH ions selectively discharged instead of SO42 ions at the anode"}
{"text": "IV Name the products of electrolysis of Magnesium sulphateVI solution"}
{"text": "CathodeHydrogen gas colourless gas that extinguishes burning splint with explosion pop sound"}
{"text": "AnodeOxygen gas colourless gas that relights rekindles glowing splint"}
{"text": "V Explain the difference in volume of products at the cathode and anode"}
{"text": "The four4 electrons donatedlost by OH ions to form 1 molecule1volume1mole of oxygen O2gas at the anode are gainedacquiredaccepted by the four Haq ions to form 2 molecule2volume2mole of Hydrogen H2gas at the cathode"}
{"text": "The volume of Oxygen gas at the anode is thus a half the volume of Hydrogen produced at the cathode The volume of Hydrogen gas at the cathode is thus a twice the volume of Oxygen produced at the anode"}
{"text": "VI Explain the changes in concentration of the electrolyte during electrolysis of Magnesium sulphateVI solution"}
{"text": "The concentration of dilute Magnesium sulphateVI solution increases"}
{"text": "The ratio of H2 g O2 g is 21 as they are combined in water"}
{"text": "Water in the electrolyte is decomposed into Hydrogen and Oxygen gases that escape as products"}
{"text": "The concentration mole of acid present in a given volume of Magnesium sulphateVI solution thus continue increasingrising"}
{"text": "The set  up below was used during the electrolysis of aqueous magnesium sulphate using inert electrodes"}
{"text": "Name a suitable pair of electrodes for this experiment"}
{"text": "Identify the ions and cations in the solution"}
{"text": "On the diagram label the cathode"}
{"text": "Write ionic equations for the reactions that took place at the anode"}
{"text": "Explain the change that occurred to the concentration of magnesium sulphate solution during the experience"}
{"text": "During the electrolysis a current of 2 amperes was passed through the solution for 4 hours Calculate the volume of the gas produced at the anode1 faraday 96500 coulombs and volume of a gas at room temperature is 24000cm3"}
{"text": "One of the uses of electrolysis is electroplating"}
{"text": "What is meant by electroplating"}
{"text": "Give tow reasons why electroplating is necessary"}
{"text": "Concentration of the electrolytes"}
{"text": "1High concentrations of cations andor anions at the electrodes block the ions that is likely to be discharged at the electrode This is called over voltage A concentrated solution therefore produces different products of electrolysis from a dilute one"}
{"text": "2 The following experiments show the influenceeffect of concentration of electrolyte on the products of electrolysis"}
{"text": "iElectrolysis of dilute and concentratedbrinesodium chloride solution"}
{"text": "I Dissolve about 05 g of pure sodium chloride crystals in 100cm3 of water Place the solution in an electrolytic cell Note the observations at each electrode for 10 minutes Transfer the set up into a fume chamberopen and continue to make observations for a further 10 minute"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "NaClaq  Claq  Naaq"}
{"text": "II Name the ions in sodium chloride solution that are attractedmove to"}
{"text": "Cathode Naaq from Sodium chloride solution NaCl and Haq from water H2O"}
{"text": "Anode Claq from sodiumchloride solution NaCl and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode 4Haq  4e  2H2g"}
{"text": "H ions selectively discharged instead of Na ions at the cathode"}
{"text": "Anode 4OH aq  2H2Ol  O2 g  4e"}
{"text": "4OH ions selectively discharged instead of Cl ions at the anode"}
{"text": "IV Name the products of electrolysis of dilute sodium chloride solution"}
{"text": "CathodeHydrogen gas colourless gas that extinguishes burning splint with explosion pop sound"}
{"text": "AnodeOxygen gas colourless gas that relights rekindles glowing splint"}
{"text": "V Explain the difference in volume of products at the cathode and anode"}
{"text": "Four4 electrons donatedlost by OH ions to form 1 molecule1volume1mole of oxygen O2gas at the anode are gainedacquiredaccepted by four Haq ions to form 2 molecule2volume2mole of Hydrogen H2gas at the cathode"}
{"text": "The volume of Oxygen gas at the anode is half the volume of Hydrogen produced at the cathode The volume of Hydrogen gas at the cathode is twice the volume of Oxygen produced at the anode"}
{"text": "VI Explain the changes in concentration of the electrolyte during electrolysis of sodium chloride solution"}
{"text": "The concentration of dilute sodium chloride solution increases"}
{"text": "The ratio of H2 g O2 g is 21 as they are combined in water Water in the electrolyte is decomposed into Hydrogen and Oxygen gases that escape as products The concentration moles of salt present in a given volume of sodium chloride solution continue increasingrising"}
{"text": "II Dissolve about 20 g of pure sodium chloride crystals in 100cm3 of water Place the solution in an electrolytic cell Note the observations continuously at each electrode for 30 minutes in a fume chamberopen"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "NaClaq  Claq  Naaq"}
{"text": "II Name the ions in sodium chloride solution that are attractedmove to"}
{"text": "Cathode Naaq from Sodium chloride solution NaCl and Haq from water H2O"}
{"text": "Anode Claq from sodium chloride solution NaCl and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode 2Haq  2e  H2g"}
{"text": "H ions selectively discharged instead of Na ions at the cathode"}
{"text": "Anode 2Cl aq  Cl2g  4e"}
{"text": "Cl ions with a higher concentration block the discharge of OH ions at the anode"}
{"text": "IV Name the products of electrolysis of concentrated sodium chloride solutionbrine"}
{"text": "CathodeHydrogen gas colourless gas that extinguishes burning splint with explosion pop sound"}
{"text": "AnodeChlorine gaspale green gas that bleaches dampmoistwet litmus papers"}
{"text": "V Explain the difference in volume of products at the cathode and anode"}
{"text": "Two 2 electrons donatedlost by Cl ions to form 1 molecule1volume1mole of Chlorine Cl2gas at the anode are gainedacquiredaccepted by two Haq ions to form 1 molecule1volume1mole of Hydrogen H2gas at the cathode"}
{"text": "The volume of Chlorine gas at the anode is equal to the volume of Hydrogen produced at the cathode The volume of Hydrogen gas at the cathode is equal to the volume of Chlorine produced at the anode"}
{"text": "VI Explain the changes in concentration of the electrolyte during electrolysis of concentrated sodium chloride solutionbrine"}
{"text": "The concentration of concentrated sodium chloride solutionbrine increases"}
{"text": "The ratio of Cl2 g H2 g is 11 as they are combined in water"}
{"text": "Water in the electrolyte is decomposed into only Hydrogen gas that escapes as products at cathode"}
{"text": "The concentration moles of OH aq and Na ion as NaOH present in a given volume of electrolyte continue increasingrising"}
{"text": "This makes the electrolyte strongly alkaline with high pH"}
{"text": "As the electrolysis of brine continues the concentration of Cl ions decrease and oxygen gas start being liberated at anode"}
{"text": "The electrolyte pH is thus lowered and the concentration of brine starts again increasing"}
{"text": "iiElectrolysis of dilute and concentrated Hydrochloric acid solution"}
{"text": "I Prepare about 50cm3 of 005 M of dilute Hydrochloric acid in 100cm3 solution Place the solution in an electrolytic cell Note the observations at each electrode for 10 minutes"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "HClaq  Claq  Haq"}
{"text": "II Name the ions in dilute Hydrochloric acid solution that are attractedmove to"}
{"text": "Cathode Haq from dilute Hydrochloric acid HCl and Haq from water H2O"}
{"text": "Anode Claq from dilute Hydrochloric acid HCl and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode 4Haq  4e  2H2g"}
{"text": "H ions selectively discharged instead of Na ions at the cathode"}
{"text": "Anode 4OH aq  H2Ol O2 4e"}
{"text": "4OH ions selectively discharged instead of Cl ions at the anode"}
{"text": "IV Name the products of electrolysis of dilute Hydrochloric acid"}
{"text": "CathodeHydrogen gas colourless gas that extinguishes burning splint with explosion pop sound"}
{"text": "AnodeOxygen gas colourless gas that relights rekindles glowing splint"}
{"text": "V Explain the difference in volume of products at the cathode and anode"}
{"text": "Four4 electrons donatedlost by OH ions to form 1 molecule1volume1mole of oxygen O2gas at the anode are gainedacquiredaccepted by four Haq ions to form 2 molecule2volume2mole of Hydrogen H2gas at the cathode"}
{"text": "The volume of Oxygen gas at the anode is half the volume of Hydrogen produced at the cathode The volume of Hydrogen gas at the cathode is twice the volume of Oxygen produced at the anode"}
{"text": "VI Explain the changes in concentration of the electrolyte during electrolysis of dilute Hydrochloric acid"}
{"text": "The concentration of dilute Hydrochloric acid increases"}
{"text": "The ratio of H2 g O2 g is 21 as they are combined in water Water in the electrolyte is decomposed into Hydrogen and Oxygen gases that escape as products The concentration moles of HCl present in a given volume of dilute Hydrochloric acid continue increasingrising"}
{"text": "II Prepare about 50cm3 of 2M of Hydrochloric acid in 100cm3 solution Place the solution in an electrolytic cell Note the observations at each electrode for 30 minutes"}
{"text": "CautionThis experiment should be done in the openfume chamber"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "HClaq  Claq  Haq"}
{"text": "II Name the ions in 2M Hydrochloric acid solution that are attractedmove to"}
{"text": "Cathode Haq from dilute Hydrochloric acid HCl and Haq from water H2O"}
{"text": "Anode Claq from dilute Hydrochloric acid HCl and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode 4Haq  4e  2H2g"}
{"text": "H ions selectively discharged instead of Na ions at the cathode"}
{"text": "Anode 2Cl aq  Cl2 2e"}
{"text": "OH ions concentration is lowCl ions concentration is higher at the anode thus cause over voltageblock discharge of OH ions"}
{"text": "IV Name the products of electrolysis of 2M Hydrochloric acid"}
{"text": "CathodeHydrogen gas colourless gas that extinguishes burning splint with explosion pop sound"}
{"text": "AnodeChlorine gas Pale green gas that bleaches bluered moistwetdamp litmus papers"}
{"text": "V Explain the difference in volume of products at the cathode and anode"}
{"text": "Two2 electrons donatedlost by Cl ions to form 1 molecule1volume1mole of Chlorine Cl2gas at the anode are gainedacquiredaccepted by two Haq ions to form 1 molecule1volume1mole of Hydrogen H2gas at the cathode"}
{"text": "The volume of Chlorine gas at the anode is equal to the volume of Hydrogen produced at the cathode The volume of Hydrogen gas at the cathode is twice the volume of Chlorine produced at the anode"}
{"text": "VI Explain the changes in concentration of the electrolyte during electrolysis of 2M Hydrochloric acid"}
{"text": "The concentration of Hydrochloric acid decreases"}
{"text": "The ratio of H2 g Cl2 g is 11 as they are combined in Hydrochloric acid"}
{"text": "Water in the electrolyte is decomposed only into Hydrogen gas that escapes as products at the cathode"}
{"text": "There is a net accumulation of excess OH aq ions in solution"}
{"text": "This makes the electrolyte strongly alkaline with high pH"}
{"text": "Nature of electrodes used in the electrolytic cell"}
{"text": "Inert electrodes carbongraphite and platinum do not alter the expected products of electrolysis in an electrolytic cell If anotherdifferent electrode is used in the electrolytic cell it altersinfluenceschanges the expected products of electrolysis"}
{"text": "The examples below illustrate the influence of the nature of electrode on the products of electrolysis"}
{"text": "iElectrolysis of copperII sulphateVI solution"}
{"text": "I Using carbongraphite electrodes"}
{"text": "Weigh Carbon graphite electrodes Record the masses of the electrodes in table I below Place the electrodes in 1M copperII sulphateVI solution in a beaker Set up an electrolytic cell"}
{"text": "Close the switch and pass current for about 20 minutes Observe each electrode and any changes in electrolyte Remove the electrodes from the electrolyte Wash with acetonepropanone and allow them to dry Reweigh each electrode"}
{"text": "Sample results"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "CuSO4aq  SO42aq  Cu2aq"}
{"text": "II Name the ions in 1M copperII sulphateVI solution that are attractedmove to"}
{"text": "Cathode Cu2 aq from copperII sulphateVI solution and Haq from water H2O"}
{"text": "Anode SO42aq from copperII sulphateVI solution and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode 2Cu2 aq  4e  2Cug"}
{"text": "Cu2 ions are lower than H ions in the electrochemical series therefore selectively discharged at the cathode"}
{"text": "Anode 4OH aq  H2Ol  O2 4e"}
{"text": "OH ions ions are higher than SO42 ions in the electrochemical series therefore selectively discharged at the cathode"}
{"text": "IV Name the products of electrolysis of 1M copperII sulphateVI solution"}
{"text": "Cathode2 moles of copper metal as brown solid coat"}
{"text": "AnodeOxygen gas Colourless gas that relights rekindles glowing splint"}
{"text": "V Explain the changes that take place at the cathode and anode"}
{"text": "Four4 electrons donatedlost by OH ions to form 1 molecule1volume1mole of Oxygen O2gas at the anode are gainedacquiredaccepted by two Cu2aq ions to form 2 moles of brown copper solid that deposit itself at the cathode"}
{"text": "The moles of oxygen gas at the anode is equal to the moles of copper produced at the cathode"}
{"text": "VI Explain the changes in electrolyte during electrolysis of 1M copper II sulphateVI solution"}
{"text": "iThe pH of copperII sulphateVI solution lowersdecreases The salt becomes more acidic Water in the electrolyte is decomposed only into Oxygen gas from the OH ions that escapes as products at the anode There is a net accumulation of excess H aq ions in solution This makes the electrolyte strongly acidic with low pH"}
{"text": "ii Cu2 aq ions are responsible for the blue colour of the electrolyte copperII sulphate VI solution As electrolysis continues blue Cu2 aq ions gain electrons to form brown Copper The blue colour of electrolyte therefore fadesbecome less blue"}
{"text": "iiiCopper is deposited at the cathode This increases the mass of the cathodeOH ions that produce Oxygen gas at anode come from water Oxygen escapes outaway without increasing the mass of anode"}
{"text": "II Using copper electrodes"}
{"text": "Weigh clean copper plates electrodes Record the masses of the electrodes in table I below Place the electrodes in 1M copperII sulphateVI solution in a beaker Set up an electrolytic cell"}
{"text": "Close the switch and pass current for about 20 minutes Observe each electrode and any changes in electrolyte Remove the electrodes from the electrolyte Wash with acetonepropanone and allow them to dry Reweigh each electrode"}
{"text": "Sample results"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "CuSO4aq  SO42aq  Cu2aq"}
{"text": "II Name the ions in 1M copperII sulphateVI solution that are attractedmove to"}
{"text": "Cathode Cu2 aq from copperII sulphateVI solution and Haq from water H2O"}
{"text": "Anode SO42aq from copperII sulphateVI solution and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode Cu2 aq  2e  Cus"}
{"text": "Cu2 ions are lower than H ions in the electrochemical series therefore selectively discharged at the cathode"}
{"text": "Anode Cu s  Cu2aq  2e"}
{"text": "Both OH ions and SO42 ions move to the anode but none is discharged The copper anode itself ionizesdissolvesdissociate because less energy is used to remove an electronionize dissociate copper atoms than OH ions"}
{"text": "IV Name the products of electrolysis of 1M copperII sulphateVI solution using copper electrodes"}
{"text": "Cathode1 moles of copper metal as brown solid coat Cathode increasedeposits"}
{"text": "AnodeAnode erodesdecrease in size"}
{"text": "V Explain the changes that take place during the electrolytic process"}
{"text": "iCathode"}
{"text": "Cu2 ions are lower than H ions in the electrochemical series therefore selectively discharged at the cathode Cu2 ions have greater tendency to acceptgainacquire electrons to form brown copper atomssolid that deposit itself and increase the masssize of the cathodeThe copper deposited at the cathode is pure"}
{"text": "H ions accumulate around the cathode Electrolyte thus becomes strongly acidic around the cathode"}
{"text": "Cu2 ions in solution are responsible for the blue colour of electrolyte Blue colour of electrolyte fade around the cathode"}
{"text": "iiAnode"}
{"text": "Copper atom at the anode easily ionizes to release electrons The anode therefore keeps decreasing in masseroding The amount of copper that dissolveerode is equal to the mass of copper deposited This is called electrode ionization"}
{"text": "Electrode ionization is where the anode erodesdecrease and the cathode depositsincrease during electrolysis The overall concentration of the electrolyte remains constant"}
{"text": "14In industries electrolysis has the following usesapplications"}
{"text": "aExtraction of reactive metals from their ores"}
{"text": "Potassium sodium magnesium and aluminium are extracted from their ores using electrolytic methods"}
{"text": "bPurifying copper after exraction from copper pyrites ores"}
{"text": "Copper obtained from copper pyrites ores is not pure After extraction the copper is refined by electrolysing copperIIsulphateVI solution using the impure copper as anode and a thin strip of pure copper as cathode Electrode ionization take place there"}
{"text": "iAt the cathode Cu2 aq  2e  Cus Pure copper deposits on the strip"}
{"text": "iiAt the anode Cus Cu2 aq  2e impure copper erodesdissolves"}
{"text": "cElectroplating"}
{"text": "The label EPNSElectro Plated Nickel Silver on some steelmetallic utensils mean they are platedcoated with silver andor Nickel to improve their appearanceadd their aesthetic valueand preventslow corrosionrusting of iron Electroplating is the process of coating a metal with another metal using an electric current During electroplatingthe cathode is made of the metal to be coatedimpure"}
{"text": "Example"}
{"text": "During the electroplating of a spoon with silver"}
{"text": "ithe spoonimpure is placed as the cathodenegative terminal of battery"}
{"text": "iithe pure silver is placed as the anodepositive terminal of battery"}
{"text": "iiithe pure silver erodesionizesdissociates to release electrons"}
{"text": "Ags Ag aq  e impure silver erodesdissolves"}
{"text": "iv silver Agions from electrolyte gain electrons to form pure silver deposits  coat cover the spoonimpure"}
{"text": "Ag aq  e Ags pure silver deposits coatcover on spoon"}
{"text": "15The quantitative amount of products of electrolysis can be determined by applying Faradays 1st law of electrolysis"}
{"text": "Faradays 1st law of electrolysis states that the massamount of substance liberatedproducedused during electrolysis is directly proportional to the quantity of of electricity passedused"}
{"text": "aThe SI unit of quantity of electricity is the coulombC The coulomb may be defined as the quantity of electricity passedused when a current of one ampere flow for one secondie"}
{"text": "1Coulomb  1 Ampere x 1Second"}
{"text": "The Ampere is the SI unit of currentI"}
{"text": "The Second is the SI unit of timet therefore"}
{"text": "Quantity of electricityin Coulombs  CurrentI x timet"}
{"text": "Practice examples"}
{"text": "1 A current of 2 amperes was passed through an electrolytic cell for 20 minutes Calculate the quantity of electric charge produced"}
{"text": "Working"}
{"text": "Quantity of electricityin Coulombs  CurrentI x timet"}
{"text": "Substituting converting time to second  2 x 20 x 60"}
{"text": "2400 C"}
{"text": "2 A current of 2 amperes was passed through an electrolytic96500 coulombs of charge were produced Calculate the time taken"}
{"text": "Working"}
{"text": "Timet in seconds  Quantity of electricityin Coulombs"}
{"text": "CurrentI in amperes"}
{"text": "Substituting  96500"}
{"text": "2"}
{"text": "48250 seconds"}
{"text": "3 96500 coulombs of charge were produced after 10 minutes in an electrolytic cell  Calculate the amount of current used"}
{"text": "Working"}
{"text": "CurrentI in amperes  Quantity of electricityin Coulombs Timet in seconds"}
{"text": "Substitutingconverting time to second 96500"}
{"text": "10 x 60"}
{"text": "1608333 Amperes"}
{"text": "bThe quantity of electricity required for one mole of electrons at the anodecathode is called the Faraday constantF It is about 96500 Coulombsie"}
{"text": "The number of Faradays used required is equal to the number of electrons used at cathodeanode during the electrolytic process eg"}
{"text": "Cu2 require to gain 2 moles of electrons2 Faradays 2 x 96500 coulombs of electricity at the cathode"}
{"text": "Al3 require to gain 3 moles of electrons3 Faradays 3 x 96500 coulombs of electricity at the cathode"}
{"text": "Na require to gain 1 moles of electrons1 Faradays 1 x 96500 coulombs of electricity at the cathode"}
{"text": "2H require to gain 2 moles of electrons2 Faradays 2 x 96500 coulombs of electricity at the cathode to form 1molecule of hydrogen gas"}
{"text": "2O2 require to losedonate 4 moles of electrons4 Faradays 4 x 96500 coulombs of electricity at the anode to form 1molecule of Oxygen O2 gas"}
{"text": "4OH require to losedonate 4 moles of electrons4 Faradays 4 x 96500 coulombs of electricity at the anode to form 1molecule of Oxygen gas and 2 molecules of water"}
{"text": "cThe massamount of products at the cathodeanode is related to the molar mass of the substance andor the volume of gases at standardroom temperature and pressure as in the below examples"}
{"text": "Practice examples"}
{"text": "1Calculate the mass of copper deposited at the cathode when a steady current of 40 amperes is passed through copperIIsulphateVI for 30 minutes in an electrolytic cell Cu635 1F  96500C"}
{"text": "Working"}
{"text": "Quantity of electricityin Coulombs  CurrentI x timet"}
{"text": "Substituting converting time to second  4 x 30 x 60"}
{"text": "7200 C"}
{"text": "Equation at the cathode Cu2 aq  2e  Cus"}
{"text": "2 mole of electrons  2 Faradays  2 x 96500 C produce a mass molar mass of copper thus"}
{"text": "2 x 96500C  635 g"}
{"text": "72000C  7200 x 635  23689 g of copper"}
{"text": "2 x 96500"}
{"text": "2aIf 32 g of Lead were deposited when a current of 25 amperes was passed through an electrolytic cell of molten LeadIIbromide for 20 minutes determine the Faraday constantPb  207"}
{"text": "Working"}
{"text": "Quantity of electricity in Coulombs  CurrentI x timet"}
{"text": "Substituting converting time to second  25 x 20 x 60"}
{"text": "3000 C"}
{"text": "If 32g of Lead  3000C"}
{"text": "Then 207 g of Lead  207 x 3000  1940625 C"}
{"text": "32"}
{"text": "Equation at the cathode Pb2 l  2e  Pbl"}
{"text": "From the equation 2 moles of electrons  2 Faradays  1940625 C"}
{"text": "1mole of electrons  1 Faraday  1940625  9703125 C"}
{"text": "2"}
{"text": "bWhat is the volume of bromine vapour produced at the anode at room temperature1mole of gas at room temperature and pressure  24000cm3"}
{"text": "Method 1"}
{"text": "Equation at the anode Br l  Br2g  2e"}
{"text": "From the equation 2 moles of electrons  2 Faradays  1940625 C  24000cm3"}
{"text": "3000 C  3000 x 24000"}
{"text": "1940625"}
{"text": "3710145cm3"}
{"text": "Method 2"}
{"text": "Equation at the anode Br l  Br2g  2e"}
{"text": "Mole ratio of products at Cathode anode  11"}
{"text": "Moles of Lead at cathode  32  00155moles  moles of Bromine"}
{"text": "207"}
{"text": "1 moles of bromine vapour  24000cm3"}
{"text": "00155moles of Bromine  00155 x 24000  372 cm3"}
{"text": "Method 3"}
{"text": "Equation at the anode Br l  Br2g  2e"}
{"text": "Ratio of Faradays used to form products at Cathode anode  22"}
{"text": "2 x 9703125 C produce 24000cm3 of bromine vapour"}
{"text": "Then 3000 C  3000 x 24000cm3  3710145cm3"}
{"text": "2 x 9703125"}
{"text": "3What mass of copper remain from 20 at the anode if a solution of copperIIsulphateVI is electrolysed using a current of 1 ampere flowing through an electrolytic cell for 20 minutesCu 635 1Faraday  96487 coulombs"}
{"text": "Working"}
{"text": "Quantity of electricity in Coulombs  CurrentI x timet"}
{"text": "Substituting converting time to second  1 x 20 x 60"}
{"text": "1200 C"}
{"text": "Equation at the cathode Cu2 aq  2e  Cus"}
{"text": "2 mole of electrons  2 Faradays  2 x 96500 C erodedissolve a mass molar mass of copper thus"}
{"text": "2 x 96500C  635 g"}
{"text": "1200C  1200 x 635  03948g of copper deposited"}
{"text": "2 x 96500"}
{"text": "Mass of copper remaining  Original mass  mass dissolvederoded"}
{"text": "20 03948  16052 g of copper remain"}
{"text": "4 Calculate the current passed if a mass of 0234 g of copper is deposited in 4 minutes during electrolysis of a solution of copper IIsulphateVI"}
{"text": "Cu 635 1F  96500C"}
{"text": "Working"}
{"text": "Equation at the cathode Cus  Cu2 aq  2e"}
{"text": "2 mole of electrons  2 Faradays  2 x 96500 C produce a mass molar mass of copper thus"}
{"text": "635 g  2 x 96500C"}
{"text": "0234 g  0234 x 2 x 96500  7112126 C"}
{"text": "635"}
{"text": "CurrentI in amperes  Quantity of electricityin Coulombs Timet in seconds"}
{"text": "Substitutingconverting time to second 7112126 C"}
{"text": "4x 60"}
{"text": "29634 Amperes"}
{"text": "5 aWhat quantity of electricity will deposit a mass of 243 g of Zinc during electrolysis of a solution of Zinc IIsulphateVI"}
{"text": "Zn 65 1F  96500C"}
{"text": "Working"}
{"text": "Equation at the cathode Zn2 aq  2e  Zns"}
{"text": "2 mole of electrons  2 Faradays  2 x 96500 C erodedissolve a mass molar mass of Zinc thus"}
{"text": "65 g  2 x 96500"}
{"text": "243 g  243 x 2 x 96500  72152308 C"}
{"text": "65"}
{"text": "bCalculate the time in minutes it would take during electrolysis of the solution of Zinc IIsulphateVI above if a current of 40 Amperes is used"}
{"text": "Timet in seconds  Quantity of electricityin Coulombs"}
{"text": "CurrentI in amperes"}
{"text": "Substituting  72152308  18038077 seconds  300635 minutes"}
{"text": "4 60"}
{"text": "6When a current of 15 amperes was passed through a cell containing M3 ions of metal M for 15 minutes the mass at cathode increased by 026 gFaraday constant  96500C"}
{"text": "a Calculate the quantity of electricity used"}
{"text": "Quantity of electricity in Coulombs  CurrentI x timet"}
{"text": "Substituting converting time to second  15 x 15 x 60"}
{"text": "1350 C"}
{"text": "Determine the relative atomic mass of metal M"}
{"text": "Equation at the cathode M3 aq  3e  Ms"}
{"text": "1350 C of electricity  026 g of metal M"}
{"text": "3 mole of electrons  3 Faradays  3 x 96500 C produce a mass molar mass of M thus"}
{"text": "RAM of M  026 g x 3 x 96500  557556No units"}
{"text": "1350"}
{"text": "7An element P has a relative atomic mass 88When a current of 05 amperes was passed through fused chloride of P for 32 minutes and 10seconds 044 g of P was deposited at the cathode Determine the charge on an ion of PFaraday constant  96500C"}
{"text": "Working"}
{"text": "Quantity of electricity in Coulombs  CurrentI x timet"}
{"text": "Substituting converting time to second  05 x 32 x 60  10"}
{"text": "965C"}
{"text": "044 g of metal P are deposited by 965C"}
{"text": "88g of of metal P are deposited by 88 x 965 193000 C"}
{"text": "044"}
{"text": "96500 C  1 mole of electrons  1 Faradays  single charge"}
{"text": "193000 C  193000  2 molesFaradayscharges  symbol of ion  P2"}
{"text": "96500"}
{"text": "8 During purification of copper by electrolysis 148 g of copper was deposited when a current was passed through aqueous copper IIsulphateVI for 2  hours Calculate the amount of current that was passed Cu 635 1F  96500C"}
{"text": "Working"}
{"text": "Equation at the cathode Cu2 aq  2e Cus"}
{"text": "2 mole of electrons  2 Faradays  2 x 96500 C produce a mass molar mass of copper thus"}
{"text": "635 g  2 x 96500C"}
{"text": "148 g  148 x 2 x 96500  42551181 C"}
{"text": "635"}
{"text": "CurrentI in amperes  Quantity of electricityin Coulombs Timet in seconds"}
{"text": "Substitutingconverting time to second 42551181C"}
{"text": "2 x 60  30 x60"}
{"text": "04728 Amperes"}
{"text": "17 Practically Faraday 1st law of electrolysis can be verified as below"}
{"text": "Verifying Faraday 1st law of electrolysis"}
{"text": "Procedure"}
{"text": "Weigh clean copper plates electrodes Record the masses of the electrodes in table I below Place the electrodes in 1M copperII sulphateVI solution in a beaker Set up an electrolytic cell"}
{"text": "Close the switch and pass a steady current of 2 amperes by adjusting the rheostat for exactly 20 minutesRemove the electrodes from the electrolyte Wash with acetone propanone and allow them to dry Reweigh each electrode"}
{"text": "Sample results"}
{"text": "Answer the following questions"}
{"text": "I Write the equation for the decomposition of the electrolytes during the electrolytic process"}
{"text": "H2Ol  OH aq  Haq"}
{"text": "CuSO4aq  SO42aq  Cu2aq"}
{"text": "II Name the ions in 1M copperII sulphateVI solution that are attractedmove to"}
{"text": "Cathode Cu2 aq from copperII sulphateVI solution and Haq from water H2O"}
{"text": "Anode SO42aq from copperII sulphateVI solution and OH aq from water H2O"}
{"text": "III Write the equation for the reaction during the electrolytic process at the"}
{"text": "Cathode Cu2 aq  2e  Cus"}
{"text": "Cu2 ions are lower than H ions in the electrochemical series therefore selectively discharged at the cathode"}
{"text": "Anode Cu s  Cu2aq  2e"}
{"text": "Both OH ions and SO42 ions move to the anode but none is discharged The copper anode itself ionizesdissolvesdissociate as less energy is used to remove an electronionize dissociate copper atoms than OH ions"}
{"text": "IV Name the products of electrolysis of 1M copperII sulphateVI solution using copper electrodes"}
{"text": "Cathode125 g of copper metal as brown solid coatdeposits"}
{"text": "Anode125 g of copper metal erodesdecrease in size"}
{"text": "V iHow many moles of electrons are used to depositerode one mole of copper metal at the cathodeanode"}
{"text": "From the equation at anodecathode 2 moles"}
{"text": "iiHow many Faradays are used to depositerode one mole of copper metal at the cathodeanode"}
{"text": "From the equation at anodecathode  2 moles  2 Faradays"}
{"text": "iiiCalculate the quantity of electric charge used"}
{"text": "Working"}
{"text": "Quantity of electricity in Coulombs  CurrentI x timet"}
{"text": "Substituting converting time to second  2 x 20 x 60"}
{"text": "2400C"}
{"text": "VI i Calculate the quantity of electricity required to depositerode one mole of copper at the cathodeanodeCu635"}
{"text": "Since 125 g of copper  2400C"}
{"text": "Then 635 g 1mole of copper  635 x 2400  121920 C"}
{"text": "125"}
{"text": "iiDetermine the Faraday constant from the results in Vi above"}
{"text": "From the equation at"}
{"text": "Cathode Cu2 aq  2e  Cus"}
{"text": "Anode Cu s  Cu2aq  2e"}
{"text": "2 moles  2 Faradays  121920 C"}
{"text": "1 moles  1 Faradays  121920  60960 C"}
{"text": "2"}
{"text": "iii The faraday constant obtained above is far lower than theoreticalExplain"}
{"text": "high resistance of the wires used"}
{"text": "temperatures at 25oC were not kept constant"}
{"text": "plateselectrodes used were not made of pure copper"}
{"text": "plateselectrodes used were not thoroughly clean copper"}
{"text": "Further practice"}
{"text": "1An element P has a relative atomic mass of 88 When a current of 05 amperes was passed through the fused chloride of P for 32 minutes and 10 seconds 044g of P were deposited at the cathode Determine the charge on an ion of P 1 faraday  96500 Coulombs"}
{"text": "2During electrolysis of aqueous copper II sulphate 144750 coulombs of electricity were used Calculate the mass of copper metal that was obtained"}
{"text": "Cu  64 1 Faraday  96500 coulombs  3 mks"}
{"text": "3A nitrate of a metal M was electrolysed 118 g of metal was deposited when a current of 4 ampheres flow for 16 minutesDetermine the formula of the sulphateVIsalt of the metal"}
{"text": "Faraday constant  96500  RAM of X  590"}
{"text": "Working"}
{"text": "Q  It  4 x 16 x 60  3840 C"}
{"text": "118 g of X  3840 C"}
{"text": "590 g  590 x 3840  192000 C"}
{"text": "118"}
{"text": "96500 C  1Faraday"}
{"text": "192000 C 192000 C x1  2F thus charge of M  M2"}
{"text": "96500 C"}
{"text": "Valency of M is 2 thus formula of sulphateVIsalt MSO4"}
{"text": "4 Below is the results obtained when a current of 20ampheres is passed through copperIIsulphateVIsolution for 15 minutes during electrolysis using copper electrode"}
{"text": "Initial mass of cathode  10 g"}
{"text": "Final mass of cathode  16 g"}
{"text": "Change in mass of cathode  060 g"}
{"text": "iDetermine the change in mass at the anode Explain your answer"}
{"text": "Mass decrease  06g"}
{"text": "Electrode ionization take place where the cathode increase in mass form the erosion of the anode"}
{"text": "iiCalculate the quantity of electricity required to deposit one mole of copperCu 635"}
{"text": "Q It  2 x 15 x 60  1800 coulombs"}
{"text": "Method 1"}
{"text": "060 g of copper 1800 coulombs"}
{"text": "635 g  635 x 1800  190500 Coulombs"}
{"text": "060"}
{"text": "Method 2"}
{"text": "Moles of Copper  Mass  060  94488 x10 3 moles"}
{"text": "Molar mass 635"}
{"text": "94488 x10 3 moles  1800 coulombs"}
{"text": "1 Mole  1 x 1800 coulombs  190500381 coulombs"}
{"text": "94488 x10 3 moles"}
{"text": "iiiDetermine the oxidation number of copper produced at the cathode and hence the formula of its nitrate Vsalt 1 Faraday  96500 Coulombs"}
{"text": "96500 Coulombs  1 Faraday"}
{"text": "190500381 coulombs  190500381 coulombs x 1"}
{"text": "96500 Coulombs"}
{"text": "19741 Faradays  2Fwhole number"}
{"text": "Charge of copper  2  Oxidation number"}
{"text": "Valency of copper  2 hence chemical formula of nitrate Vsalt  Cu NO32"}
{"text": "RADIOACTIVITY"}
{"text": "A INTRODUCTION  CAUSES OF RADIOCTIVITY"}
{"text": "Radioactivity is the spontaneous disintegrationdecay of an unstable nuclide"}
{"text": "A nuclide is an atom with defined mass number number of protons and neutrons atomic number and definite energy"}
{"text": "Radioactivity takes place in the nucleus of an atom unlike chemical reactions that take place in the energy levels involving electrons"}
{"text": "A nuclide is said to be stable if its neutron proton ratio is equal to one np  1"}
{"text": "All nuclide therefore try to attain np  1 by undergoing radioactivity"}
{"text": "Examples"}
{"text": "iOxygen nuclide with 168 O has 8 neutrons and 8 protons in the nucleus therefore an np  1 thus stable and do not decaydisintegrate"}
{"text": "iiChlorine nuclide with 3517 Cl has 18 neutrons and 17 protons in the nucleus therefore an np  10588 thus unstable and decaysdisintegrates to try to attain np  1"}
{"text": "iiUranium nuclide with 23792 U has 206 neutrons and 92 protons in the nucleus therefore an np  22391 thus more unstable than 23592 U and thus more readily decays  disintegrates to try to attain np  1"}
{"text": "iii Chlorine nuclide with 3717 Cl has 20 neutrons and 17 protons in the nucleus therefore an np  11765 thus more unstable than 3517 Cl and thus more readily decays  disintegrates to try to attain np  1"}
{"text": "ivUranium nuclide with 23592 U has 143 neutrons and 92 protons in the nucleus therefore an np  15543 thus more stable than 237 92U but also readily decays  disintegrates to try to attain np  1"}
{"text": "All unstable nuclides naturally try to attain nuclear stability with the production of"}
{"text": "ialpha particle decay"}
{"text": "The alpha  particle has the following main characteristic"}
{"text": "iis positively chargedlike protons"}
{"text": "ii has mass number 4 and atomic number 2 therefore equal to a charged Helium atom  42He2"}
{"text": "iii have very low penetrating power and thus can be stopped blockedshielded by a thin sheet of paper"}
{"text": "iv have high ionizing power thus cause a lot of damage to living cells"}
{"text": "v a nuclide undergoing decay has its mass number reduced by 4 and its atomic number reduced by 2"}
{"text": "Examples of alpha decay"}
{"text": "210 84 Pb  x 82 Pb  42He 2"}
{"text": "210 84 Pb  206 82 Pb  42He 2"}
{"text": "226 88 Ra  222 y Rn  42He 2"}
{"text": "226 88 Ra  222 86 Rn  42He 2"}
{"text": "x y U  23490 Th  42He 2"}
{"text": "238 92 U  23490 Th  42He 2"}
{"text": "x y U  23088 Ra  2 42He 2"}
{"text": "238 92 U  23088 Ra  2 42He 2"}
{"text": "210 84 U  xy W  10"}
{"text": "210 84 U  17064 W  10"}
{"text": "210 92U  xy W  6"}
{"text": "210 92U  18680W  6"}
{"text": "iiBeta  particle decay"}
{"text": "The Beta  particle has the following main characteristic"}
{"text": "iis negatively chargedlike electrons"}
{"text": "iihas no mass number and atomic number negative one1 therefore equal to a fast moving electron 0 1e"}
{"text": "iii have medium penetrating power and thus can be stopped blockedshielded by a thin sheet of aluminium foil"}
{"text": "iv have medium ionizing power thus cause less damage to living cells than the  particle"}
{"text": "v a nuclide undergoing  decay has its mass number remain the same and its atomic number increase by 1"}
{"text": "Examples of beta  decay"}
{"text": "123 x Na  2312Mg  0 1e"}
{"text": "23 11 Na  2312Mg  0 1e"}
{"text": "2 234 x Th  y91 Pa  0 1e"}
{"text": "234 90 Th  y91 Pa  0 1e"}
{"text": "3 20770Y  x y Pb  30 1e"}
{"text": "20770Y  207 73Pb  30 1e"}
{"text": "4 x y C  147N  0 1e"}
{"text": "14 6 C  147N  0 1e"}
{"text": "5 1 x n  y1H  0 1e"}
{"text": "1 0 n  11H  0 1e"}
{"text": "6 42He  411H  x 0 1e"}
{"text": "42He  411H  2 0 1e"}
{"text": "7 22888Ra  22890Th  x"}
{"text": "22888Ra  22892Th  4"}
{"text": "8 23290Th  21282Pb  2   x"}
{"text": "23290Th  21282Pb  2   5"}
{"text": "9 23892U  22688 Ra  x   3"}
{"text": "23892U  22688 Ra  2   3"}
{"text": "10 21884Po  20682Pb  x   3"}
{"text": "21884Po  20682Pb  4  3"}
{"text": "iiiGamma y particle decay"}
{"text": "The gamma y particle has the following main characteristic"}
{"text": "iis neither negatively chargedlike electronsbeta nor positively chargedlike protonsalpha therefore neutral"}
{"text": "iihas no mass number and atomic number therefore equal to electromagnetic waves"}
{"text": "iii have very high penetrating power and thus can be stopped blockedshielded by a thick block of lead"}
{"text": "iv have very low ionizing power thus cause less damage to living cells unless on prolonged exposure"}
{"text": "v a nuclide undergoing y decay has its mass number and its atomic number remain the same"}
{"text": "Examples of gamma y decay"}
{"text": "3717Cl  3717Cl  y"}
{"text": "146C  146C  y"}
{"text": "The sketch diagram below shows the penetrating power of the radiations from a radioactive nuclide"}
{"text": "radioactive nuclide sheet of paper aluminium foil thick block of lead"}
{"text": "radiation source block rays block rays block yrays"}
{"text": "rays rays yrays"}
{"text": "The sketch diagram below illustrates the effect of electric magnetic field on the three radiations from a radioactive nuclide"}
{"text": "Radioactive disintegrationdecay naturally produces the stable 20682Pb nuclide isotope of leadBelow is the 238 92 U natural decay series Identify the particle emitted in each case"}
{"text": "Write the nuclear equation for the disintegration from"}
{"text": "i238 92 U to 23490 T"}
{"text": "238 92 U  23490 T  4 2 He 2"}
{"text": "238 92 U  23490 T"}
{"text": "ii238 92 U to 222 84 Rn"}
{"text": "238 92 U  22284 Rn  4 4 2 He 2"}
{"text": "238 92 U  22284 Rn  4"}
{"text": "230 90 Th undergoes alpha decay to 222 86 Rn Find the number of  particles emitted Write the nuclear equation for the disintegration"}
{"text": "Working"}
{"text": "230 90 Th  222 86 Rn  x 4 2 He"}
{"text": "Method 1"}
{"text": "Using mass numbers"}
{"text": "230  222  4 x  4 x  230  222  8"}
{"text": "x  8  4  2"}
{"text": "Using atomic numbers"}
{"text": "90  86  2 x  2 x  90  86  4"}
{"text": "x  4  2  2"}
{"text": "Nuclear equation"}
{"text": "230 90 Th  222 86 Rn  2 4 2 He"}
{"text": "214 82 Pb undergoes beta decay to 214 84 Rn Find the number of  particles emitted Write the nuclear equation for the disintegration"}
{"text": "Working"}
{"text": "214 82 Pb  214 84 Rn  x 0 1 e"}
{"text": "Using atomic numbers only"}
{"text": "82  84  x  x  82  84  2"}
{"text": "x  2"}
{"text": "Nuclear equation"}
{"text": "214 82 Pb  214 84 Rn  2 0 1 e"}
{"text": "238 92 U undergoes beta and alpha decay to 206 82 Pb Find the number of  and  particles emitted Write the nuclear equation for the disintegration"}
{"text": "Working"}
{"text": "238 92 U  206 82 Pb  x 0 1 e  y 4 2 He"}
{"text": "Using Mass numbers only"}
{"text": "238  206  4y  4y  238  206  32"}
{"text": "y  32  8"}
{"text": "4"}
{"text": "Using atomic numbers only and substituting the 8 above"}
{"text": "238 92 U  206 82 Pb  8 4 2 He  x 0 1 e"}
{"text": "92  82  16   x"}
{"text": "92  82  16   x"}
{"text": "x  6"}
{"text": "Nuclear equation"}
{"text": "238 92 U  206 82 Pb  6 0 1 e  8 4 2 He"}
{"text": "298 92 U undergoes alpha and beta decay to 214 83 Bi Find the number of  and  particles emitted Write the nuclear equation for the disintegration"}
{"text": "Working"}
{"text": "298 92 U  210 83 Bi  x 4 2 He  y 0 1 e"}
{"text": "Using Mass numbers only"}
{"text": "298  214  4x  4x  298  214  84"}
{"text": "y  84  21"}
{"text": "4"}
{"text": "Using atomic numbers only and substituting the 21  above"}
{"text": "238 92 U  214 83Bi  21 4 2 He  y 0 1 e"}
{"text": "92  83  42   y"}
{"text": "92  83  42   x"}
{"text": "x  33"}
{"text": "Nuclear equation"}
{"text": "298 92 U  210 83 Bi  21 4 2 He  33 0 1 e"}
{"text": "BNUCLEAR FISSION AND NUCLEAR FUSION"}
{"text": "Radioactive disintegrationdecay can be initiated in an industrial laboratory through two chemical methods"}
{"text": "a nuclear fission"}
{"text": "b nuclear fusion"}
{"text": "aNuclear fission"}
{"text": "Nuclear fission is the process which a fast moving neutron bombards hits knocks a heavy unstable nuclide releasing lighter nuclide three daughter neutrons and a large quantity of energy"}
{"text": "Nuclear fission is the basic chemistry behind nuclear bombs made in the nuclear reactors"}
{"text": "The three daughter neutrons becomes again fast moving neutron bombarding  hitting knocking a heavy unstable nuclide releasing lighter nuclides three more daughter neutrons each and a larger quantity of energy setting of a chain reaction"}
{"text": "Examples of nuclear equations showing nuclear fission"}
{"text": "10 n  235 b U  9038 Sr  c 54Xe  310 n  a"}
{"text": "10 n  2713 Al  2813 Al  y  a"}
{"text": "10 n  28a Al  b11 Na  42 He"}
{"text": "a0 n  147 N  14b C  11 H"}
{"text": "10 n  11 H  21 H  a"}
{"text": "10 n  235 92 U  95 42 Mo  139 57 La  210 n  7 a"}
{"text": "b Nuclear fusion"}
{"text": "Nuclear fusion is the process which smaller nuclides join together to form larger  heavier nuclides and releasing a large quantity of energy"}
{"text": "Very high temperatures and pressure is required to overcome the repulsion between the atoms"}
{"text": "Nuclear fusion is the basic chemistry behind solarsun radiation"}
{"text": "Two daughter atomsnuclides of Hydrogen fusejoin to form Helium atomnuclide on the surface of the sun releasing large quantity of energy in form of heat and light"}
{"text": "21H  21H  abHe  10 n"}
{"text": "21H  a  32He"}
{"text": "21H  21H  a  11 H"}
{"text": "4 11H  42He  a"}
{"text": "147H  a  178O  11 H"}
{"text": "C HALF LIFE PERIOD t12"}
{"text": "The halflife period is the time taken for a radioactive nuclide to spontaneously decay disintegrate to half its original mass amount"}
{"text": "It is usually denoted t 12"}
{"text": "The rate of radioactive nuclide disintegrationdecay is constant for each nuclide"}
{"text": "The table below shows the halflife period of some elements"}
{"text": "The less the half life the more unstable the nuclide element"}
{"text": "The halflife period is determined by using a GeigerMuller counter GM tube"}
{"text": "A GM tube is connected to ratemeter that records the countrates per unit time"}
{"text": "This is the rate of decay disintegration of the nuclide"}
{"text": "If the countrates per unit time fall by half then the time taken for this fall is the halflife period"}
{"text": "Examples"}
{"text": "aA radioactive substance gave a count of 240 counts per minute but after 6 hours the count rate were 30 counts per minute Calculate the halflife period of the substance"}
{"text": "If t 12  x"}
{"text": "then 240 x120 x60 x30"}
{"text": "From 240 to 30 3x 6 hours"}
{"text": "x  t 12   6  3"}
{"text": "2 hours"}
{"text": "b The count rate of a nuclide fell from 200 counts per second to 125 counts per second in 120 minutes"}
{"text": "Calculate the halflife period of the nuclide"}
{"text": "If t 12 x"}
{"text": "then"}
{"text": "200 x100 x50 x25 x125"}
{"text": "From 200 to 125 4x 120 minutes"}
{"text": "x  t 12   120  4"}
{"text": "30 minutes"}
{"text": "c After 6 hours the count rate of a nuclide fell from 240 counts per second to 15 counts per second on the GM tube Calculate the halflife period of the nuclide"}
{"text": "If t 12  x"}
{"text": "then 240 x120 x60 x30 x15"}
{"text": "From 240 to 15 4x 6 hours"}
{"text": "x  t 12   6  4  15 hours"}
{"text": "d Calculate the mass of nitrogen13 that remain from 2 grams after 6 halflifes if the halflife period of nitrogen13 is 10 minutes"}
{"text": "If t 12  x then"}
{"text": "2 x1 2x05 3x025 4x01255x006256x003125"}
{"text": "After the 6th half life 003125 g of nitrogen13 remain"}
{"text": "e What fraction of a gas remains after 1hour if its halflife period is 20 minutes"}
{"text": "If t 12  x then"}
{"text": "then 60 20  3x"}
{"text": "1 x 12 2x 14 3x 18"}
{"text": "After the 3rd halflife 18 of the gas remain"}
{"text": "f 348 grams of a nuclide A was reduced to 435 grams after 270daysDetermine the halflife period of the nuclide"}
{"text": "If t 12  x then"}
{"text": "348 x174 2x87 3x435"}
{"text": "From 348 to 4353x 270days"}
{"text": "x  t 12   270  3"}
{"text": "90 days"}
{"text": "g How old is an Egyptian Pharaoh in a tomb with 2grams of 14C if the normal 14C in a present tomb is 16gramsThe halflife period of 14C is 5600years"}
{"text": "If t 12  x  5600 years then"}
{"text": "16 x8 2x4 3x2"}
{"text": "3x   3 x 5600"}
{"text": "16800years"}
{"text": "h 100 grams of a radioactive isotope was reduced 125 grams after 81daysDetermine the halflife period of the isotope"}
{"text": "If t 12  x then"}
{"text": "100 x50 2x25 3x125"}
{"text": "From 100 to 1253x 81days"}
{"text": "x  t 12"}
{"text": "81  3"}
{"text": "27 days"}
{"text": "A graph of activity against time is called decay curve"}
{"text": "A decay curve can be used to determine the halflife period of an isotope since activity decrease at equal time interval to half the original"}
{"text": "iFrom the graph show and determine the halflife period of the isotope"}
{"text": "From the graph t 12 changes in activity from"}
{"text": "100  50    20  0   20 minutes"}
{"text": "50  25    40  20   20 minutes"}
{"text": "Thus t   20 minutes"}
{"text": "iiWhy does the graph tend to O"}
{"text": "Smaller particles will disintegrate decay to half its original"}
{"text": "There can never be Ozero particles"}
{"text": "D CHEMICAL vs NUCLEAR REACTIONS"}
{"text": "Nuclear and chemical reaction has the following similarities"}
{"text": "iboth involve the subatomic particles electrons protons and neutrons in an atom"}
{"text": "iiboth involve the subatomic particles trying to make the atom more stable"}
{"text": "iiiSome for of energy transferreleaseabsorb fromto the environment take place"}
{"text": "Nuclear and chemical reaction has the following differences"}
{"text": "i Nuclear reactions mainly involve protons and neutrons in the nucleus of an atom"}
{"text": "Chemical reactions mainly involve outer electrons in the energy levels an atom"}
{"text": "ii Nuclear reactions form a new element"}
{"text": "Chemical reactions do not form new elements"}
{"text": "iii Nuclear reactions mainly involve evolutionproduction of large quantity of heatenergy"}
{"text": "Chemical reactions produce or absorb small quantity of heatenergy"}
{"text": "ivNuclear reactions are accompanied by a loss in massmass defectDo not obey the law of conservation of matter"}
{"text": "Chemical reactions are not accompanied by a loss in mass mass defect hence obey the law of conservation of matter"}
{"text": "vThe rate of decay disintegration of the nuclide is independent of physical conditions temperaturepressure purityparticle size"}
{"text": "The rate of a chemical reaction is dependent on physical conditions temperaturepressurepurityparticle size surface area"}
{"text": "E APPLICATION AND USES OF RADIOCTIVITY"}
{"text": "The following are some of the fields that apply and use radioisotopes"}
{"text": "aMedicine Treatment of cancer to kill malignant tumors through radiotherapy"}
{"text": "Sterilizing hospital surgical instruments equipments by exposing them to gamma radiation"}
{"text": "b Agriculture"}
{"text": "If a plant or animal is fed with radioisotope the metabolic processes of the plantanimal is better understood by tracing the route of the radioisotope"}
{"text": "c Food preservation"}
{"text": "Xrays are used to kill bacteria in tinned food to last for a long time"}
{"text": "d Chemistry"}
{"text": "To study mechanisms of a chemical reaction one reactant is replaced in its structure by a radioisotope eg"}
{"text": "During esterification the O joining the ester was discovered comes from the alkanol and not alkanoic acid"}
{"text": "During photosynthesis the O released was discovered comes from water"}
{"text": "e Dating rocksfossils"}
{"text": "The quantity of 14C in living things plantsanimals is constant"}
{"text": "When they die the fixed mass of 14C is trapped in the cells and continues to decaydisintegrate"}
{"text": "The halflife period of 14C is 5600 years"}
{"text": "Comparing the mass of 14C in living and dead cells the age of the dead can be determined"}
{"text": "F DANGERS OF RADIOCTIVITY"}
{"text": "All rays emitted by radioactive isotopes have ionizing effect of changing the genetic make up of living cells"}
{"text": "Exposure to theses radiations causes chromosomal and or genetic mutation in living cells"}
{"text": "Living things should therefore not be exposed for a long time to radioactive substances"}
{"text": "One of the main uses of radioactive isotopes is in generation of large cheap electricity in nuclear reactors"}
{"text": "Those who work in these reactors must wear protective devises made of thick glass or lead sheet"}
{"text": "Accidental leakages of radiations usually occur"}
{"text": "In 1986 the Nuclear reactor at Chernobyl in Russia had a major explosion that emitted poisonous nuclear material that caused immediate environmental disaster"}
{"text": "In 2011 an earthquake in Japan caused a nuclear reactor to leak and release poisonous radioactive waste into the Indian Ocean"}
{"text": "The immediate and long term effects of exposure to these poisonous radioactive waste on human being is of major concern to all environmentalists"}
{"text": "G SAMPLE REVISION QUESTIONS"}
{"text": "The figure below shows the behaviour of emissions by a radioactive isotope x Use it to answer the question follow"}
{"text": "a Explain why isotope X emits radiations 1mk"}
{"text": "is unstable has np ratio greaterless than one"}
{"text": "b Name the radiation labeled T 1mk"}
{"text": "alpha particle"}
{"text": "c Arrange the radiations labeled P and T in the increasing order of ability to be deflected by an electric filed 1mk"}
{"text": "T  P"}
{"text": "a Calculate the mass and atomic numbers of element B formed after 21280 X has emitted three beta particles one gamma ray and two alpha particles"}
{"text": "Mass number"}
{"text": "212  0 beta o gamma  2 x 4  alpha  204"}
{"text": "Atomic number"}
{"text": "80  1 x3 beta  0 gamma  2 x 2  alpha 79"}
{"text": "bWrite a balanced nuclear equations for the decay of 21280 X to B using the information in a above"}
{"text": "21280 X  20479B  242He  3 01 e  y"}
{"text": "Identify the type of radiation emitted from the following nuclear equations"}
{"text": "i 146 C  147N"}
{"text": "Beta"}
{"text": "11 H  10 n  21H"}
{"text": "y gamma"}
{"text": "iii 23592 U  9542Mo  13957La  10 n"}
{"text": "7   seven beta particles"}
{"text": "23892 U  23490Th"}
{"text": "alpha"}
{"text": "146 C  11 H  157N"}
{"text": "ygamma"}
{"text": "X grams of a radioactive isotope takes 100 days to disintegrate to 20 grams If the halflife period isotope is 25 days calculate the initial mass X of the radio isotope"}
{"text": "Number of halflifes   100  25   4"}
{"text": "20g  40g  80g 160g  320g"}
{"text": "Original mass X  320g"}
{"text": "Radium has a halflife of 1620 years"}
{"text": "iWhat is halflife"}
{"text": "The halflife period is the time taken for a radioactive nuclide to spontaneously decay disintegrate to half its original mass amount"}
{"text": "bIf one milligram of radium contains 268 x 10 18 atoms how many atoms disintegrate during 3240 years"}
{"text": "Number of halflifes   3240  1620   2"}
{"text": "1 mg 1620 05mg 1620 025mg"}
{"text": "If 1mg  268 x 1018 atoms"}
{"text": "Then 025 mg   025 x 268 x 1018   67 x 1017"}
{"text": "Number of atoms remaining  67 x 1017"}
{"text": "Number of atoms disintegrated"}
{"text": "268 x 1018  67 x 1017"}
{"text": "201 x 1018"}
{"text": "The graph below shows the mass of a radioactive isotope plotted against time"}
{"text": "Using the graph determine the half  life of the isotope"}
{"text": "From graph 10 g to 5 g takes 8 days"}
{"text": "From graph 5 g to 25 g takes 16  8  8 days"}
{"text": "Calculate the mass of the isotope dacayed after 32 days"}
{"text": "Number of half lifes 328  4"}
{"text": "Original mass  10g"}
{"text": "10g1st 5g2nd253rd 1254th 0625 g"}
{"text": "Mass remaining  0625 g"}
{"text": "Mass decayed after 32 days  10g  0625 g  9375g"}
{"text": "A radioactive isotope X2 decays by emitting two alpha a particles and one beta  to form 214 83Bi"}
{"text": "aWrite the nuclear equation for the radioactive decay"}
{"text": "21286 X  214 83Bi  242He  01 e"}
{"text": "bWhat is the atomic number of X2"}
{"text": "86"}
{"text": "c After 112 days 116 of the mass of X2 remained Determine the half life of X2"}
{"text": "1x 1 2 x 1 4 x 1 8x 1 16"}
{"text": "Number of t 1 2 in 112 days  4"}
{"text": "t 1 2  112  28 days"}
{"text": "4"}
{"text": "1Study the nuclear reaction given below and answer the questions that follow"}
{"text": "126 C step 1127 N step 2 1211Na"}
{"text": "a126 C and 146 C are isotopes What does the term isotope mean"}
{"text": "Atoms of the same element with different mass number number of neutrons"}
{"text": "bWrite an equation for the nuclear reaction in step II"}
{"text": "127 N  1211Na  0 1e"}
{"text": "cGive one use of 146 C"}
{"text": "Dating rocksfossils"}
{"text": "Study of metabolic pathwaysmechanisms on plantsanimals"}
{"text": "Study the graph of a radioactive decay series for isotope H below"}
{"text": "Name the type of radiation emitted when isotope"}
{"text": "i H changes to isotope J"}
{"text": "AlphaMass number decrease by 4 from 214 to 210yaxis"}
{"text": "atomic number decrease by 2 from 83 to 81xaxis"}
{"text": "ii J changes to isotope K"}
{"text": "BetaMass number remains 210yaxis"}
{"text": "atomic number increase by 1 from 81 to 82xaxis"}
{"text": "b Write an equation for the nuclear reaction that occur when isotope"}
{"text": "iJ changes to isotope L"}
{"text": "21081 J  21084L  3 0 1e"}
{"text": "iH changes to isotope M"}
{"text": "21483 H  20682M  3 0 1e  2 4 2He"}
{"text": "Identify a pair of isotope of an element in the decay series"}
{"text": "K and M"}
{"text": "Have same atomic number 82 but different mass number K210 and M206"}
{"text": "aA radioactive substance emits three different particles"}
{"text": "Identify the particle"}
{"text": "iwith the highest mass"}
{"text": "Alpha"}
{"text": "ii almost equal to an electron"}
{"text": "Beta"}
{"text": "1aState two differences between chemical and nuclear reactions2mks"}
{"text": "i Nuclear reactions mainly involve protons and neutrons in the nucleus of an atomChemical reactions mainly involve outer electrons in the energy levels an atom"}
{"text": "ii Nuclear reactions form a new element Chemical reactions do not form new elements"}
{"text": "iii Nuclear reactions mainly involve evolutionproduction of large quantity of heatenergyChemical reactions produce or absorb smaller quantity of heatenergy"}
{"text": "ivNuclear reactions are accompanied by a loss in mass mass defect"}
{"text": "Chemical reactions are not accompanied by a loss in mass"}
{"text": "vRate of decay disintegration of nuclide is independent of physical conditionsThe rate of a chemical reaction is dependent on physical conditions of temperaturepressurepurityparticle size surface area"}
{"text": "bBelow is a radioactive decay series starting from 21483 Bi and ending at 20682 Pb Study it and answer the question that follows"}
{"text": "Identify the particles emitted in steps I and III 2mks"}
{"text": "I  particle"}
{"text": "III  ray"}
{"text": "iiWrite the nuclear equation for the reaction which takes place in a step I"}
{"text": "21483Bi  21081Bi  4 2 He"}
{"text": "b step 1 to 3"}
{"text": "21483Bi  21081Bi  4 2 He  2 0 1 e"}
{"text": "c step 3 to 5"}
{"text": "21082Pb  20682Pb  4 2 He  2 0 1 e"}
{"text": "c step 1 to 5"}
{"text": "21483Bi  20682Pb  2 4 2 He  3 0 1 e"}
{"text": "The table below give the percentages of a radioactive isotope of Bismuth that remains after decaying at different times"}
{"text": "iOn the grid below  plot a graph of the percentage of Bismuth remainingVertical axis against time"}
{"text": "iiUsing the graph determine the"}
{"text": "I Half  life of the Bismuth isotope"}
{"text": "II Original mass of the Bismuth isotope given that the mass that remained after 70 minutes was 016g 2mks"}
{"text": "d Give one use of radioactive isotopes in medicine 1mk"}
{"text": "14aDistinguish between nuclear fission and nuclear fusion 2mks"}
{"text": "Describe how solid wastes containing radioactive substances should be disposed of 1mk"}
{"text": "biFind the values of Z1 and Z2 in the nuclear equation below"}
{"text": "Z1 1 94 140 1"}
{"text": "U  n  Sr  Xe  2 n"}
{"text": "92 0 38 Z2 0"}
{"text": "iiiWhat type of nuclear reaction is represented in b i above"}
{"text": "A radioactive cobalt 6128Co undergoes decay by emitting a beta particle and forming Nickel atom"}
{"text": "Write a balanced decay equation for the above change 1 mark"}
{"text": "If a sample of the cobalt has an activity of 1000 counts per minute determine the time it would take for its activity to decrease to 6250 if the halflife of the element is 30years 2 marks"}
{"text": "Define the term halflife"}
{"text": "The diagram below shows the rays emitted by a radioactive sample"}
{"text": "Identify the rays SR and Q"}
{"text": "S Beta   particleray"}
{"text": "R Alpha  particleray"}
{"text": "Q Gamma y particleray"}
{"text": "b State what would happen if an aluminium plate is placed in the path of ray RS and Q"}
{"text": "Ris blockedstoppeddo not pass through"}
{"text": "Qis not blockedpass through"}
{"text": "Sis blockedstoppeddo not pass through"}
{"text": "cThe diagram bellow is the radioactive decay series of nuclide A which is 24194PuUse it to answer the questions that follow The letters are not the actual symbols of the elements"}
{"text": "aWhich letter represent the  Explain"}
{"text": "ishortest lived nuclide"}
{"text": "Lhas the shortest half life"}
{"text": "iilongest lived nuclide"}
{"text": "PIs stable"}
{"text": "iii nuclide with highest np ratio"}
{"text": "Lhas the shortest half life thus most unstable thus easilyquickly decaydisintegrate"}
{"text": "iv nuclide with lowest np ratio"}
{"text": "Pis stable thus do not decaydisintegrate"}
{"text": "bHow long would it take for the following"}
{"text": "iNuclide A to change to B"}
{"text": "10 years half life of A"}
{"text": "ii Nuclide D to change to H"}
{"text": "27days 162000years70000years16days"}
{"text": "232000 years and 43 days"}
{"text": "iii Nuclide A to change to P"}
{"text": "27days 162000years70000years16days"}
{"text": "232000 years and 43 days"}
{"text": "Study"}
{"text": "ATHE RATE OF CHEMICAL REACTION"}
{"text": "CHEMICAL KINETICS"}
{"text": "1Introduction"}
{"text": "The rate of a chemical reaction is the time taken for a given massamount of products to be formed The rate of a chemical reaction is also the time taken for a given massamount of reactant to be consumed used up"}
{"text": "Some reactions are too slow to be determined eg rusting decomposition of hydrogen peroxide and weathering"}
{"text": "Some reactions are too fast and instantaneous eg neutralization of acid and basesalkalis in aqueous solution and double decompositionprecipitation"}
{"text": "Other reactions are explosive and very risky to carry out safely eg reaction of potassium with water and sodium with dilute acids"}
{"text": "The study of the rate of chemical reaction is useful in knowing the factors that influence the reaction so that efficiency and profitability is maximized in industries"}
{"text": "Theories of rates of reaction"}
{"text": "The rate of a chemical reaction is defined as the rate of change of concentrationamount of reactants in unit time It is also the rate of formation of given concentration of products in unit time ie"}
{"text": "Rate of reaction  Change in concentrationamount of reactants"}
{"text": "Time taken for the change to occur"}
{"text": "Rate of reaction  Change in concentrationamount of products formed"}
{"text": "Time taken for the products to form"}
{"text": "For the above therefore the rate of a chemical reaction is rate of decreasing reactants to form an increasing product"}
{"text": "The SI unit of time is seconds but minutes and hours are also used"}
{"text": "aThe collision theory"}
{"text": "The collision theory is an application of the Kinetic Theory of matter which assumes matter is made up of smalltinyminute particles like ions atoms and molecules"}
{"text": "The collision theory proposes that"}
{"text": "ifor a reaction to occur reacting particles must collide"}
{"text": "iinot all collisions between reacting particles are successful in a reaction Collisions that initiate a chemical reaction are called successful  fruitful effective collisions"}
{"text": "iiithe speed at which particles collide is called collision frequency"}
{"text": "The higher the collision frequency the higher the chances of successful  fruitful effective collisions to form products"}
{"text": "ivthe higher the chances of successful collisions the faster the reaction"}
{"text": "vthe average distance between solid particles from one another is too big for them to meet and collide successfully"}
{"text": "vidissolving substances in a solvent make the solvent a medium for the reaction to take place"}
{"text": "The solute particle distance is reduced as the particle ions are free to move in the solvent medium"}
{"text": "viisuccessful collisions take place if the particles colliding have the required energy and right orientation which increases their vibration and intensity of successful  fruitful effective collisions to form products"}
{"text": "bThe Activation EnergyEa theory"}
{"text": "The Enthalpy of activationHa Activation EnergyEa is the minimum amount of energy which the reactants must overcome before they react Activation EnergyEa is usually required needed in bond breaking of the reacting particles"}
{"text": "Bond breaking is an endothermic process that require an energy input"}
{"text": "The higher the bond energy the slower the reaction to start of"}
{"text": "Activation energy does not influence whether a reaction is exothermic or endothermic"}
{"text": "The energy level diagrams below shows the activation energy for exothermic and endothermic processesreactions"}
{"text": "Energy level diagram showing the activation energy for exothermic processes reactions"}
{"text": "Activated complex"}
{"text": "Energy level diagram showing the activation energy for endothermic processes reactions"}
{"text": "Activated complex"}
{"text": "The activated complex is a mixture of many intermediate possible products which may not exist under normal physical conditions but can theoretically exist"}
{"text": "Exothermic reaction proceeds without further heating external energy because it generates its own energyheat to overcome activation energy"}
{"text": "Endothermic reaction cannot proceed without further heating external energy because it does not generates its own energyheat to overcome activation energy It generally therefore requires continuous supply of more energyheat to sustain it to completion"}
{"text": "3 Measuring the rate of a chemical reaction"}
{"text": "The rate of a chemical reaction can be measure as"}
{"text": "iVolume of a gas in unit time"}
{"text": "if reaction is producing a gas as one of the products"}
{"text": "if reaction is using a gas as one reactants"}
{"text": "iiChange in mass of reactantsproducts for solid productsreactants in unit time"}
{"text": "iiiformation of a given mass of precipitate in unit time"}
{"text": "iva certain mass of reactants to completely form productsdiminish"}
{"text": "Reactants may be homogenous or heterogenous"}
{"text": "Homogenous reactions involve reactants in the same phasestate eg solidsolidgasgasliquidliquid"}
{"text": "Heterogenous reactions involve reactants in the different phasestate eg solidliquidgasliquidsolidgas"}
{"text": "4 Factors influencingalteringaffectingdetermining rate of reaction"}
{"text": "The following factors alterinfluenceaffectdetermine the rate of a chemical reaction"}
{"text": "aConcentration"}
{"text": "bPressure"}
{"text": "c Temperature"}
{"text": "dSurface area"}
{"text": "eCatalyst"}
{"text": "Influence of concentration on rate of reaction"}
{"text": "The higher the concentration the higher the rate of a chemical reaction An increase in concentration of the reactants reduces the distance between the reacting particles increasing their collision frequency to form products"}
{"text": "Practically an increase in concentration reduces the time taken for the reaction to take place"}
{"text": "Practical determination of effect of concentration on reaction rate"}
{"text": "Method 1a"}
{"text": "Reaction of sodium thisulphate with dilute hydrochloric acid"}
{"text": "Procedure"}
{"text": "Measure 20cm3 of 005M sodium thisulphate into a 50cm3 glass beaker Place the beaker on a white piece of filter paper with ink mark X on it Measure 20cm3 of 01M hydrochloric acid solution using a 50cm3 measuring cylinder Put the acid into the beaker containing sodium thisulphate Immediately start off the stop watchclock Determine the time taken for the ink mark X to become invisible obscured when viewed from above Repeat the procedure by measuring different volumes of the acid and adding the volumes of the distilled water to complete table 1 Sample resultsTable 1"}
{"text": "For most examining bodiescouncilsboards the above results score for"}
{"text": "a complete table as evidence for all the practical work done and completed"}
{"text": "b iConsistent use of a decimal point on time as evidence of understandingknowledge of the degree of accuracy of stop watchesclock"}
{"text": "iiConsistent use of a minimum of four decimal points on inversereciprocal of time as evidence of understandingknowledge of the degree of accuracy of scientific calculator"}
{"text": "c accuracy against a school value based on candidates teachersresults submitted"}
{"text": "d correct trend time increase as more water is addedacid is diluted in conformity with expected theoretical results"}
{"text": "Sample questions"}
{"text": "1 On separate graph papers plot a graph of"}
{"text": "ivolume of acid usedxaxis against time Label this graph I"}
{"text": "ii volume of acid usedxaxis against 1t Label this graph II"}
{"text": "2 Explain the shape of graph I"}
{"text": "Dilutingadding water is causes a decrease in concentration"}
{"text": "Decrease in concentration reduces the rate of reaction by increasing the time taken for reacting particle to collide to form products"}
{"text": "Sketch sample Graph I"}
{"text": "Sketch sample Graph II"}
{"text": "3From graph II determine the time taken for the cross to be obscuredinvisible when the volume of the acid is"}
{"text": "i 13cm3"}
{"text": "From a correctly plotted graph"}
{"text": "1t at 13cm3 on the graph  275 x 102"}
{"text": "t  1  275 x 102  363636 seconds"}
{"text": "ii 15cm3"}
{"text": "From a correctly plotted graph"}
{"text": "1t at 15cm3 on the graph  335 x 102"}
{"text": "t  1  335 x 102  298507 seconds"}
{"text": "iii 15cm3"}
{"text": "From a correctly plotted graph"}
{"text": "1t at 17cm3 on the graph  40 x 102"}
{"text": "t  1  40 x 102  250 seconds"}
{"text": "iv 19cm3"}
{"text": "From a correctly plotted graph"}
{"text": "1t at 19cm3 on the graph  465 x 102"}
{"text": "t  1  465 x 102  215054 seconds"}
{"text": "4From graph II determine the volume of the acid used if the time taken for the cross to be obscuredinvisible is"}
{"text": "i25 seconds"}
{"text": "1t  125  40 x 102"}
{"text": "Reading from a correctly plotted graph"}
{"text": "40 x 102 correspond to 170 cm3"}
{"text": "ii30 seconds"}
{"text": "1t  130  333 x 102"}
{"text": "Reading from a correctly plotted graph"}
{"text": "333 x 102 correspond to 147 cm3"}
{"text": "iii40 seconds"}
{"text": "1t  140  25 x 102"}
{"text": "Reading from a correctly plotted graph"}
{"text": "25 x 102 correspond to 123 cm3"}
{"text": "4 Write the equation for the reaction taking place"}
{"text": "Na2S2O3 aq  2HClaq  2NaCl aq SO2 g  Ss  H2Ol"}
{"text": "Ionically"}
{"text": "S2O32 aq  2H aq  SO2 g  Ss  H2Ol"}
{"text": "5Name the yellow precipitate"}
{"text": "Colloidal sulphur"}
{"text": "Method 1b"}
{"text": "Reaction of sodium thisulphate with dilute hydrochloric acid"}
{"text": "You are provided with"}
{"text": "20M Hydrochloric acid"}
{"text": "04M sodium thiosulphate solution"}
{"text": "Procedure"}
{"text": "Measure 10cm3 of sodium thisulphate into a 50cm3 glass beaker Place the beaker on a white piece of filter paper with ink mark X on it"}
{"text": "Add 50cm3 of hydrochloric acid solution using a 10cm3 measuring cylinder into the beaker containing sodium thisulphate"}
{"text": "Immediately start off the stop watchclock Determine the time taken for the ink mark X to become invisible obscured when viewed from above"}
{"text": "Repeat the procedure by measuring different volumes of the thiosulphate and adding the volumes of the distilled water to complete table 1"}
{"text": "Sample resultsTable 1"}
{"text": "Note concentration of diluted solution is got"}
{"text": "C1V1C2V2  04 x 25  C2x 25 04M"}
{"text": "C1V1C2V2  04 x 20  C2x 25 032M"}
{"text": "C1V1C2V2  04 x 15  C2x 25 024M"}
{"text": "C1V1C2V2  04 x 10  C2x 25 016M"}
{"text": "Sample questions"}
{"text": "1 On separate graph papers plot a graph of"}
{"text": "iConcentration of sodium thiosulphate against time Label this graph I"}
{"text": "iiConcentration of sodium thiosulphate against against T1Label this graph II"}
{"text": "2 Explain the shape of graph I"}
{"text": "Dilutingadding water causes a decrease in concentration"}
{"text": "Decrease in concentration reduces the rate of reaction by increasing the time taken for reacting particle to collide to form products"}
{"text": "From graph II"}
{"text": "Determine the time taken if"}
{"text": "i12cm3 of sodium thisulphate is diluted with 13cm3 of water"}
{"text": "At 12cm3 concentration of sodium thisulphate"}
{"text": "C1V1C2V2  04 x 1 2  C2x 25 0192M"}
{"text": "From correct graph at concentration 0192M  24 x102"}
{"text": "It  24 x102 t  416667seconds"}
{"text": "ii22cm3 of sodium thisulphate is diluted with 3cm3 of water"}
{"text": "At 22cm3 concentration of sodium thisulphate"}
{"text": "C1V1C2V2  04 x 22  C2x 25 0352M"}
{"text": "From correct graph at concentration 0352M  36 x102"}
{"text": "It  36 x102 t  277778seconds"}
{"text": "Determine the volume of water and sodium thiosulphate if T1 is 30 x101"}
{"text": "From correct graph at T1  30 x101  concentration  065 M"}
{"text": "C1V1C2V2  04 x 25  065 M x V2  153846cm3"}
{"text": "Volume of water  25  153846cm3  96154cm3"}
{"text": "Determine the concentration of hydrochloric acid if 12cm3 of sodium thiosulphate and 13cm3 of water was used"}
{"text": "At 12cm3 concentration of sodium thisulphate"}
{"text": "C1V1C2V2  04 x 1 2  C2x 25 0192M"}
{"text": "Mole ratio Na2S2 O3 HCl 12"}
{"text": "Moles of Na2S2 O3  0192M x 12  2304 x 103 moles"}
{"text": "1000"}
{"text": "Mole ratio HCl 2304 x 101 moles  1152 x 103 moles"}
{"text": "2"}
{"text": "Molarity o f HCl  1152 x 103 moles x 1000  02304M"}
{"text": "50"}
{"text": "Method 2"}
{"text": "Reaction of Magnesium with dilute hydrochloric acid"}
{"text": "Procedure"}
{"text": "Scub 10centimeter length of magnesium ribbon with sand papersteel wool Measure 40cm3 of 05M dilute hydrochloric acid into a flask Fill a graduated gas jar with water and invert it into a trough Stopper the flask and set up the apparatus to collect the gas produced as in the set up below"}
{"text": "Carefully remove the stopper carefully put the magnesium ribbon into the flask  cork tightly Add the acid into the flask Connect the delivery tube into the gas jar Immediately start off the stop watch and determine the volume of the gas produced after every 30 seconds to complete table II below"}
{"text": "Sample results Table II"}
{"text": "Sample practice questions"}
{"text": "1Plot a graph of volume of gas produced yaxis against time"}
{"text": "2Explain the shape of the graph"}
{"text": "The rate of reaction is faster when the concentration of the acid is high"}
{"text": "As time goes on the concentration of the acid decreases and therefore less gas is produced"}
{"text": "When all the acid has reacted no more gas is produced after 210 seconds and the graph flattens"}
{"text": "3Calculate the rate of reaction at 120 seconds"}
{"text": "From a tangent at 120 seconds rate of reaction  Change in volume of gas"}
{"text": "Change in time"}
{"text": "From the tangent at 120seconds V2  V1  9684  12  02cm3sec1"}
{"text": "T2  T1 15090 60"}
{"text": "4 Write an ionic equation for the reaction taking place"}
{"text": "Mg2s  2Haq  Mg2aq  H2 g"}
{"text": "5 On the same axis sketch then explain the curve that would be obtained if"}
{"text": "i 01 M hydrochloric acid is used Label this curve I"}
{"text": "ii10 M hydrochloric acid is used Label this curve II"}
{"text": "Observation"}
{"text": "Curve I is to the right"}
{"text": "Curve II is to the left"}
{"text": "Explanation"}
{"text": "A decrease in concentration shift the rate of reaction graph to the right as more time is taken for completion of the reaction"}
{"text": "An increase in concentration shift the rate of reaction graph to the left as less time is taken for completion of the reaction"}
{"text": "Both graphs flatten after some time indicating the completion of the reaction"}
{"text": "bInfluence of pressure on rate of reaction"}
{"text": "Pressure affects only gaseous reactants"}
{"text": "An increase in pressure reduces the volumeBoyles law in which the particles are contained"}
{"text": "Decrease in volume of the container bring the reacting particles closer to each other which increases their chances of effectivesuccessfulfruitful collision to form products"}
{"text": "An increase in pressure therefore increases the rate of reaction by reducing the time for reacting particles of gases to react"}
{"text": "At industrial level the following are some reactions that are affected by pressure"}
{"text": "aHaber process for manufacture of ammonia"}
{"text": "N2g  3H2g  2NH3g"}
{"text": "bContact process for manufacture of sulphuricVIacid"}
{"text": "2SO2g  O2g  2SO3g"}
{"text": "cOstwalds process for the manufacture of nitricVacid"}
{"text": "4NH3g  5O2g  4NO g  6H2O l"}
{"text": "The influence of pressure on reaction rate is not felt in solids and liquids"}
{"text": "This is because the solid and liquid particles have fixed positions in their strong bonds and therefore no degree of freedom Kinetic Theory of matter"}
{"text": "cInfluence of temperature on rate of reaction"}
{"text": "An increase in temperature increases the kinetic energy of the reacting particles by increasing their collision frequency"}
{"text": "Increase in temperature increases the particles which can overcome the activation energy Ea"}
{"text": "A 10oC rise in temperature doubles the rate of reaction by reducing the time taken for the reaction to complete by a half"}
{"text": "Practical determination of effect of Temperature on reaction rate"}
{"text": "Method 1"}
{"text": "Reaction of sodium thisulphate with dilute hydrochloric acid"}
{"text": "Procedure"}
{"text": "Measure 20cm3 of 005M sodium thisulphate into a 50cm3 glass beaker"}
{"text": "Place the beaker on a white piece of filter paper with ink mark X on it"}
{"text": "Determine and record its temperature as room temperature in table 2 below"}
{"text": "Measure 20cm3 of 01M hydrochloric acid solution using a 50cm3 measuring cylinder"}
{"text": "Put the acid into the beaker containing sodium thisulphate"}
{"text": "Immediately start off the stop watchclock"}
{"text": "Determine the time taken for the ink mark X to become invisible obscured when viewed from above"}
{"text": "Measure another 20cm3 separate portion of the thisulphate into a beaker heat the solution to 30oC"}
{"text": "Add the acid into the beaker and repeat the procedure above Complete table 2 below using different temperatures of the thiosulphate"}
{"text": "Sample resultsTable 2"}
{"text": "Sample practice questions"}
{"text": "Plot a graph of temperaturexaxis against 1t"}
{"text": "2aFrom your graph determine the temperature at which"}
{"text": "i1t is"}
{"text": "I 003"}
{"text": "Reading directly from a correctly plotted graph  3225 oC"}
{"text": "II 007"}
{"text": "Reading directly from a correctly plotted graph  480 oC"}
{"text": "ii t is"}
{"text": "I 30 seconds"}
{"text": "30 seconds  1t 130 0033"}
{"text": "Reading directly from a correctly plotted graph 0033  335 oC"}
{"text": "II 45 seconds"}
{"text": "45 seconds  1t 145 0022"}
{"text": "Reading directly from a correctly plotted graph 0022  290 oC"}
{"text": "III 25 seconds"}
{"text": "25 seconds  1t 125 004"}
{"text": "Reading directly from a correctly plotted graph 004  360 oC"}
{"text": "b From your graph determine the time taken for the cross to become invisible at"}
{"text": "i 575 oC"}
{"text": "Reading directly from a correctly plotted graph at 575 oC 0094"}
{"text": "1t  0094"}
{"text": "t 10094  106383 seconds"}
{"text": "ii 45 oC"}
{"text": "Reading directly from a correctly plotted graph at 45 oC  0062"}
{"text": "1t  0062"}
{"text": "t 10094  161290 seconds"}
{"text": "iii 35 oC"}
{"text": "Reading directly from a correctly plotted graph at 35 oC  0047"}
{"text": "1t  0047"}
{"text": "t 10047  212766 seconds"}
{"text": "Method 2"}
{"text": "Reaction of Magnesium with dilute hydrochloric acid"}
{"text": "Procedure"}
{"text": "Scub 5centimeter length of magnesium ribbon with sand papersteel wool"}
{"text": "Cut the piece into five equal one centimeter smaller pieces"}
{"text": "Measure 20cm3 of 10M dilute hydrochloric acid into a glass beaker"}
{"text": "Put one piece of the magnesium ribbon into the acid swirl"}
{"text": "Immediately start off the stop watchclock"}
{"text": "Determine the time taken for the effervescencefizzingbubbling to stop when viewed from above"}
{"text": "Record the time in table 2 at room temperature"}
{"text": "Measure another 20cm3 portions of 10M dilute hydrochloric acid into a clean beaker"}
{"text": "Heat separately one portion to 30oC 40oC  50oC and 60oC and adding 1cm length of the ribbon and determine the time taken for effervescence fizzing bubbling to stop when viewed from above"}
{"text": "Record each time to complete table 2 below using different temperatures of the acid"}
{"text": "Sample resultsTable 1"}
{"text": "Sample practice questions"}
{"text": "Plot a graph of temperaturexaxis against 1t"}
{"text": "2aCalculate the number of moles of magnesium used given that 1cm of magnesium has a mass of 1gMg 240"}
{"text": "Moles  Mass of magnesium  10  4167 x 10 2 moles"}
{"text": "Molar mass of Mg 24"}
{"text": "bCalculate the number of moles of hydrochloric acid used"}
{"text": "Moles of acid  molarity x volume of acid"}
{"text": "1000"}
{"text": "10 x 20  20 x 10 2 moles"}
{"text": "1000"}
{"text": "cCalculate the mass of magnesium that remain unreacted"}
{"text": "Mole ratio Mg HCl  12"}
{"text": "Moles Mg   moles HCl"}
{"text": "x 20 x 10 2 moles  10 x 10 2 moles"}
{"text": "Mass of reacted Mg  moles x molar mass"}
{"text": "10 x 10 2 moles x 24  024 g"}
{"text": "Mass of unreacted Mg  Original total mass  Mass of reacted Mg"}
{"text": "10 g  024  076 g"}
{"text": "bCalculate the total volume of hydrogen gas produced during the above reactions"}
{"text": "Mole ratio Mg  H2  11"}
{"text": "Moles of Mg that reacted per experiment  moles H2 10 x 10 2 moles"}
{"text": "Volume of Hydrogen at stp produced per experiment  moles x 24 dm3"}
{"text": "10 x 10 2 moles x 24 dm3  024dm3"}
{"text": "Volume of Hydrogen at stp produced in 5 experiments 024 dm3 x 5"}
{"text": "12 dm3"}
{"text": "3aAt what temperature was the time taken for magnesium to react equal to"}
{"text": "i70seconds"}
{"text": "70 seconds  1t 170 001429"}
{"text": "Reading directly from a correctly plotted graph 001429  280 oC"}
{"text": "ii40seconds"}
{"text": "40 seconds  1t 140 0025"}
{"text": "Reading directly from a correctly plotted graph 0025  320 oC"}
{"text": "bWhat is the time taken for magnesium to react if the reaction was done at"}
{"text": "i 550 oC"}
{"text": "Reading directly from a correctly plotted graph at 550 oC 1t  80 x 102"}
{"text": "t  180 x 102  125 seconds"}
{"text": "ii 470 oC"}
{"text": "Reading directly from a correctly plotted graph at 470 oC 1t  60 x 102"}
{"text": "t  160 x 102  166667 seconds"}
{"text": "iii 330 oC"}
{"text": "Reading directly from a correctly plotted graph at 330 oC 1t  27 x 102"}
{"text": "t  127 x 102  37037 seconds"}
{"text": "4 Explain the shape of the graph"}
{"text": "Increase in temperature increases the rate of reaction as particles gain kinetic energy increasing their frequency and intensity of collision to form products"}
{"text": "dInfluence of surface area on rate of reaction"}
{"text": "Surface area is the area of contact An increase in surface area is a decrease in particle size Practically an increase in surface area involves chopping cutting solid lumps into smaller pieceschips then crushing the chips into powder Chips thus have a higher surface area than solid lumps but powder has a highest surface area"}
{"text": "An increase in surface area of solids increases the area of contact with a liquid solution increasing the chances of successfuleffectivefruitful collision to form products The influence of surface area on rate of reaction is mainly in heterogeneous reactions"}
{"text": "Reaction of chalkcalcium carbonate on dilute hydrochloric acid"}
{"text": "Procedure"}
{"text": "Measure 20cm3 of 10 M hydrochloric acid into three separate conical flasks labeled C1 C2 and C3"}
{"text": "Using a watch glass weigh three separate 25g a piece of white chalk Place the conical flask C1 on an electronic balance"}
{"text": "Reset the balance scale to 00"}
{"text": "Put one weighed sample of the chalk into the acid in the conical flask Determine the scale reading and record it at time 00"}
{"text": "Simultaneously start of the stop watch"}
{"text": "Determine and record the scale reading after every 30 seconds to complete Table I Repeat all the above procedure separately with C2 and C3 to complete Table II and Table III by cutting the chalk into small pieceschips for C2 and crushing the chalk to powder for C3"}
{"text": "Sample resultsTable 1"}
{"text": "Sample resultsTable 1I"}
{"text": "Sample resultsTable III"}
{"text": "Sample questions"}
{"text": "1Calculate the loss in mass made at the end of each time from the original to complete table III and III"}
{"text": "2On the same axes plot a graph of total loss in mass against time xaxes and label them curve I II and III from Table I II and III"}
{"text": "3Explain why there is a loss in mass in all experiments"}
{"text": "Calcium carbonate react with the acid to form carbonIVoxide gas that escape to the atmosphere"}
{"text": "4Write an ionic equation for the reaction that take place"}
{"text": "CaCO3s  2Haq  Ca2aq  H2Ol  CO2g"}
{"text": "5SulphuricVIacid cannot be used in the above reaction On the same axes sketch the curve which would be obtained if the reaction was attempted by reacting a piece of a lump of chalk with 05M sulphuricVIacid Label it curve IV Explain the shape of curve IV"}
{"text": "Calcium carbonate would react with dilute 05M sulphuricVIacid to form insoluble calcium sulphateVI that coat cover unreacted Calcium carbonate stopping the reaction from reaching completion"}
{"text": "6Calculate the volume of carbonIVoxide evolvedmolar gas volume at room temperature  24 dm3 C 120 O 16O Ca400"}
{"text": "Method I"}
{"text": "Mole ratio CaCO3s  CO2g  11"}
{"text": "Moles CaCO3s used  Mass CaCO3s  0025 moles"}
{"text": "Molar mass CaCO3s"}
{"text": "Moles CO2g  0025 moles"}
{"text": "Volume of CO2g  moles x molar gas volume"}
{"text": "0025 moles x 24 dm3  0600 dm3600cm3"}
{"text": "Method II"}
{"text": "Molar mass of CaCO3s  100g produce 24 dm3 of CO2g"}
{"text": "Mass of CaCO3s 25 g produce 25 x 24  0600dm3"}
{"text": "100"}
{"text": "7From curve I determine the rate of reaction loss in mass per secondat time 180 seconds on the curve"}
{"text": "From tangent at 180 seconds on curve I"}
{"text": "Rate  M2M1  208  1375  0625  0006944g sec1"}
{"text": "T2 T1 222132 90"}
{"text": "8What is the effect of particle size on the rate of reaction"}
{"text": "A larger surface area is a reduction in particle size which increases the area of contact between reacting particles increasing their collision frequency"}
{"text": "Theoretical examples"}
{"text": "1 Excess marble chips were put in a beaker containing 100cm3 of 02M hydrochloric acid The beaker was then placed on a balance and total loss in mass recorded after every two minutes as in the table below"}
{"text": "aWhy was there a loss in mass"}
{"text": "Carbon IV oxide gas was produced that escape to the surrounding"}
{"text": "bCalculate the average rate of loss in mass between"}
{"text": "i 0 to 2 minutes"}
{"text": "Average rate M2M1  180  00  18  900g min1"}
{"text": "T2 T1 20  00 2"}
{"text": "i 6 to 8 minutes"}
{"text": "Average rate M2M1  320  295  025  0125g min1"}
{"text": "T2 T1 80  60 2"}
{"text": "iii Explain the difference between the average rates of reaction in i andii above"}
{"text": "Between 0 and 2 minutes  the concentration of marble chips and hydrochloric acid is high therefore there is a higher collision frequency between the reacting particles leading to high successful rate of formation of products"}
{"text": "Between 6 and 8 minutes  the concentration of marble chips and hydrochloric acid is low therefore there is low collision frequency between the reacting particles leading to less successful rate of formation of products"}
{"text": "cWrite the equation for the reaction that takes place"}
{"text": "CaCO3s  2HCl aq  CaCO3 aq  H2Ol  CO2g"}
{"text": "dState and explain three ways in which the rate of reaction could be increased"}
{"text": "iHeating the acid increasing the temperature of the reacting particles increases their kinetic energy and thus collision frequency"}
{"text": "iiIncreasing the concentration of the acidincreasing in concentration reduces the distances between the reacting particles increasing their chances of effectivefruitfulsuccessful collision to form products faster"}
{"text": "iiiCrushing the marble chips to powderthis reduces the particle sizeincrease surface area increasing the area of contact between reacting particles"}
{"text": "eIf the solution in the beaker was evaporated to dryness then left overnight in the open explain what would happen"}
{"text": "It becomes wet because calcium II chloride absorbs water from the atmosphere and form solutionis deliquescent"}
{"text": "fWhen sodium sulphate VI was added to a portion of the contents in the beaker after the reaction  a white precipitate was formed"}
{"text": "iName the white precipitate"}
{"text": "CalciumIIsulphateVI"}
{"text": "iiWrite an ionic equation for the formation of the white precipitate"}
{"text": "Ca2aq  SO42aqCaSO4s"}
{"text": "iiiState one use of the white precipitate"}
{"text": "Making plaster for building"}
{"text": "Manufacture of plaster of Paris"}
{"text": "Making sulphuricVIacid"}
{"text": "gi Plot a graph of total loss in massyaxes against time"}
{"text": "iiFrom the graph determine the rate of reaction at time 2 minutes"}
{"text": "From a tangentslope at 2 minutes"}
{"text": "Rate of reaction  Average rate M2M1  225  130  095  03958g min1"}
{"text": "T2 T1 320  08 24"}
{"text": "iiiSketch on the same axes the graph that would be obtained if 002M hydrochloric acid was used Label it curve II"}
{"text": "e Influence of catalyst on rate of reaction"}
{"text": "Catalyst is a substance that alter the rate speed of a chemical reaction but remain chemically unchanged at the end of a reaction Biological catalysts are called enzymes A catalyst does not alter the amount of products formed but itself may be altered physically eg from solid to powder to fine powder Like biological enzymes a catalyst only catalyse specific type of reactions"}
{"text": "Most industrial catalysts are transition metals or their compounds Catalyst works by lowering the Enthalpy of activationHaactivation energy Ea of the reactants The catalyst lowers the Enthalpy of activationHaactivation energy Ea by"}
{"text": "i forming short lived intermediate compounds called activated complex that break up to form the final products"}
{"text": "ii being absorbed by the reactants thus providing the surface area on which reaction occurs"}
{"text": "A catalyst has no effect on the enthalpy of reaction Hr but only lowers the Enthalpy of activationHaactivation energy EaIt thus do not affectinfluence whether the reaction is exothermic or endothermic as shown in the energy level diagrams below"}
{"text": "Energy level diagram showing the activation energy for exothermic processes reactions"}
{"text": "Activated complex"}
{"text": "Ea Catalysed"}
{"text": "Energy level diagram showing the activation energy for endothermic processes reactions"}
{"text": "Activated complex"}
{"text": "The following are some catalysed reaction processes"}
{"text": "aThe contact process"}
{"text": "VanadiumV OxideV2O5 or platinumPt catalyses the oxidation of sulphurIVoxide during the manufacture of sulphuricVI acid from contact process"}
{"text": "SO2g  O2g V2O5 SO3g"}
{"text": "To reduce industrial cost of manufacture of sulphuric VI acid from contact process VanadiumV OxideV2O5 is used because it is cheaper though it is easily poisoned by impurities"}
{"text": "bOstwalds process"}
{"text": "Platinum promoted with Rhodium catalyses the oxidation of ammonia to nitrogenIIoxide and water during the manufacture of nitricVacid"}
{"text": "4NH3g  5O2g PtRh 4NO g  6H2Ol"}
{"text": "cHaber process"}
{"text": "Platinum or iron catalyses the combination of nitrogen and hydrogen to form ammonia gas"}
{"text": "N2g  3H2g Pt or Fe 2NH3g"}
{"text": "dHydrogenationHardening of oil to fat"}
{"text": "Nickel Ni catalyses the hydrogenation of unsaturated compound containing  CC or CC to saturated compounds without double or triple bond"}
{"text": "This process is used is used in hardening oil to fat"}
{"text": "eDecomposition of hydrogen peroxide"}
{"text": "ManganeseIVoxide speeds up the rate of decomposition of hydrogen peroxide to water and oxygen gas"}
{"text": "This processreaction is used in the school laboratory preparation of Oxygen"}
{"text": "2H2O2 g MnO2 O2g  2H2Ol"}
{"text": "fReaction of metals with dilute sulphuricVIacid"}
{"text": "CopperIIsulphateVI speeds up the rate of production of hydrogen gas from the reaction of Zinc and dilute sulphuricVIacid"}
{"text": "This processreaction is used in the school laboratory preparation of Hydrogen"}
{"text": "H2 SO4 aq  Zns CuSO4 ZnSO4 aq  H2g"}
{"text": "g Substitution reactions"}
{"text": "When placed in bright sunlight or UV ultraviolet light  a mixture of a halogen and an alkane undergo substitution reactions explosively to form halogenoalkanes When paced in diffused sunlight the reaction is very slow"}
{"text": "eg CH4g  Cl2g uv light CH3Clg  HClg"}
{"text": "hPhotosynthesis"}
{"text": "Plants convert carbonIVoxide gas from the atmosphere and water from the soil to form glucose and oxygen as a byproduct using sunlight  ultraviolet light"}
{"text": "6CO2g  6H2Ol uv light C6H12O6g  O2g"}
{"text": "iPhotography"}
{"text": "Photographic film contains silver bromide emulsion which decomposes to silver and bromine on exposure to sunlight"}
{"text": "2AgBrs uvsun light 2Ags  Br2l"}
{"text": "When developed the silver deposits give the picture of the object whose photograph was taken depending on intensity of light A picture photographed in diffused light is therefore blurred"}
{"text": "Practical determination of effect of catalyst on decomposition of hydrogen peroxide"}
{"text": "Measure 5cm3 of 20 volume hydrogen peroxide and then dilute to make 40cm3 in a measuring cylinder by adding distilled water"}
{"text": "Divide it into two equal portions"}
{"text": "iTransfer one 20cm3volume hydrogen peroxide into a conicalround bottomedflat bottomed flask Cork and swirl for 2 minutes Remove the cork Test the gas produced using a glowing splint Clean the conicalround bottomedflat bottomed flask"}
{"text": "iiPut 20g of Manganese IV oxide into the clean conicalround bottomedflat bottomed flask Stopper the flask"}
{"text": "Transfer the second portion of the 20cm3volume hydrogen peroxide into a conicalround bottomedflat bottomed flask through the droppingthistle funnel Connect the delivery tube to a calibratedgraduated gas jar as in the set up below"}
{"text": "Start off the stop watch and determine the volume of gas in the calibratedgraduated gas jar after every 30 seconds to complete Table 1"}
{"text": "iiiWeigh a filter paper Use the filter paper to filter the contents of the conical conicalround bottomedflat bottomed flask Put the residue on a sand bath to dry Weigh the dry filter paper again Determine the new mass Manganese IV oxide"}
{"text": "Plot a graph of volume of gas produced against timexaxes"}
{"text": "b On the same axes plot a graph of the uncatalysed reaction"}
{"text": "c Explain the changes in mass of manganeseIVoxide before and after the reaction"}
{"text": "The mass of MnO2 before and after the reaction is the same but a more fine powder after the experiment A catalyst therefore remains unchanged chemically but may physically change"}
{"text": "BEQUILIBRIA CHEMICAL CYBERNETICS"}
{"text": "Equilibrium is a state of balance"}
{"text": "Chemical equilibrium is state of balance between the reactants and products"}
{"text": "As reactants form products some products form back the reactants"}
{"text": "Reactions in which the reactants form products to completion are said to be reversible ie"}
{"text": "A  B  C  D"}
{"text": "Reactions in which the reactants form products and the products can reform the reactants are said to be reversible"}
{"text": "A  B C  D"}
{"text": "Reversible reactions may be"}
{"text": "aReversible physical changes"}
{"text": "bReversible chemical changes"}
{"text": "cDynamic equilibrium"}
{"text": "aReversible physical changes"}
{"text": "Reversible physical change is one which involves"}
{"text": "i change of statephase from solid liquid gas or aqueous solutions States of matter are interconvertible and a reaction involving a change from one statephase can be reversed back to the original"}
{"text": "ii colour changes Some substancescompounds change their colours without change in chemical substance"}
{"text": "Examples of reversible physical changes"}
{"text": "i colour change on heating and cooling"}
{"text": "I ZincIIOxide changes from white when coolcold to yellow when hotheated and back"}
{"text": "ZnOs ZnOs"}
{"text": "white when cold yellow when hot"}
{"text": "II LeadIIOxide changes from yellow when coldcool to brown when hotheated and back"}
{"text": "PbOs PbOs"}
{"text": "brown when hot yellow when cold"}
{"text": "iiSublimation"}
{"text": "I Iodine sublimes from a grey crystalline solid on heating to purple vapour Purple vapour undergoes deposition back to the grey crystalline solid"}
{"text": "I2s I2g"}
{"text": "grey crystalline solid purple vapour"}
{"text": "undergo sublimation undergo deposition"}
{"text": "II Carbon IVoxide gas undergoes deposition from a colourless gas to a white solid at very high pressures in a cylinder It sublimes back to the colourless gas if pressure is reduced"}
{"text": "CO2s CO2g"}
{"text": "white powdery solid colourlessodourless gas"}
{"text": "undergo sublimation undergo deposition"}
{"text": "iiiMelting freezing and boilingcondensation"}
{"text": "Ice on heating undergo melting to form a liquidwater Liquidwater on further heating boilvaporizes to form gaswater vapour Gaswater vapour on cooling condensesliquidifies to waterliquid On further cooling liquid water freezes to icesolid"}
{"text": "Melting boiling"}
{"text": "Freezing condensing"}
{"text": "ivDissolving crystallizationdistillation"}
{"text": "Solid crystals of soluble substances solutes dissolve in water solvents to form a uniform mixture of the solute and solventsolution On crystallization distillation evaporation the solvent evaporate leaving a solute back eg"}
{"text": "NaCls  aq NaClaq"}
{"text": "bReversible chemical changes"}
{"text": "These are reactions that involve a chemical change of the reactants which can be reversed back by recombining the new substance formedproducts"}
{"text": "Examples of Reversible chemical changes"}
{"text": "iHeating Hydrated saltsadding water to anhydrous salts"}
{"text": "When hydrated salts are heated they lose someall their water of crystallization and become anhydrousHeating an unknown substance compound that forms a colourless liquid droplets on the cooler parts of a dry testboiling tube is in fact a confirmation inference that the substancecompound being heated is hydrated"}
{"text": "When anhydrous salts are added back some water they form hydrated compoundsalts"}
{"text": "Heating CopperIIsulphateVIpentahydrate and cobaltIIchloride hexahydrate"}
{"text": "iHeat about 50g of CopperIIsulphateVI pentahydrate in a clean dry test tube until there is no further colour change on a small Bunsen flame Observe any changes on the side of the testboiling tube Allow the boiling tube to coolAdd about 10 drops of distilled water Observe any changes"}
{"text": "iiDip a filter paper in a solution of cobaltIIchloride hexahydrate Pass one end the filter paper to a small Bunsen flame repeatedly Observe any changes on the filter paper Dip the paper in a beaker containing distilled water Observe any changes"}
{"text": "Sample observations"}
{"text": "When blue CopperIIsulphate VI pentahydrate is heated it loses the five molecules of water of crystallization to form white anhydrous CopperIIsulphate VIWater of crystallization form and condenses as colourless droplets on the cooler parts of a dry boilingtest tube"}
{"text": "This is a chemical change that produces a new substance On adding drops of water to an anhydrous white copperIIsulphateVI the hydrated compound is formed back The change from hydrated to anhydrous and back is therefore reversible chemical changeBoth anhydrous white copperIIsulphateVI and blue cobaltIIchloride hexahydrate are therefore used to test for the presence of water when they turn to blue and pink respectively"}
{"text": "CuSO4s  5H2 Ol CuSO45H2 Osaq"}
{"text": "whiteanhydrous bluehydrated"}
{"text": "CoCl2s  6H2 Ol CoCl26H2 Osaq"}
{"text": "blueanhydrous pinkhydrated"}
{"text": "iiChemical sublimation"}
{"text": "Some compounds sublime from solid to gas by dissociating into new different compounds eg"}
{"text": "Heating ammonium chloride"}
{"text": "iDip a glass rod containing concentrated hydrochloric acid Bring it near the mouth of a bottle containing concentrated ammonia solution Explain the observations made"}
{"text": "When a glass rod containing hydrogen chloride gas is placed near ammonia gas they react to form ammonium chloride solid that appear as white fumes"}
{"text": "This experiment is used interchangeably to test for the presence of hydrogen chloride gas and hence Cl ions and ammonia gas and hence NH4 ions"}
{"text": "iiPut 20 g of ammonium chloride in a long dry boiling tube Place wet  moist damp blue and red litmus papers separately on the sides of the mouth of the boiling tube Heat the boiling tube gently then strongly Explain the observations made"}
{"text": "When ammonium chloride is heated it dissociates into ammonia and hydrogen chloride gases Since ammonia is less dense it diffuses faster to turn both litmus papers blue before hydrogen chloride turn red because it is denser The heating and cooling of ammonium chloride is therefore a reversible chemical change"}
{"text": "NH3g  HClg NH4Cls"}
{"text": "Turns moist Turns moist forms white fumes"}
{"text": "litmus paper blue litmus paper red"}
{"text": "cDynamic equilibria"}
{"text": "For reversible reactions in a closed system"}
{"text": "i at the beginning"}
{"text": "the reactants are decreasing in concentration with time"}
{"text": "the products are increasing in concentration with time"}
{"text": "ii after some time a point is reached when as the reactants are forming products the products are forming reactants This is called equilibrium"}
{"text": "Sketch showing the changes in concentration of reactants and products in a closed system"}
{"text": "For a system in equilibrium"}
{"text": "i a reaction from left to right reactants to products is called forward reaction"}
{"text": "ii a reaction from right to left products to reactants is called backward reaction"}
{"text": "iiia reaction in which the rate of forward reaction is equal to the rate of backward reaction is called a dynamic equilibrium"}
{"text": "A dynamic equilibrium is therefore a balance of the rate of formation of products and reactants This balance continues until the reactants or products are disturbedchanged altered"}
{"text": "The influence of different factors on a dynamic equilibrium was first investigated from 18501936 by the French Chemist Louis Henry Le Chatellier His findings were called Le Chatelliers Principle which states that"}
{"text": "if a stresschange is applied to a system in dynamic equilibrium the system readjustshiftmovebehave so as to remove reduce counteract oppose the stresschange"}
{"text": "Le Chatelliers Principle is applied in determining the effectinfluence of several factors on systems in dynamic equilibrium The following are the main factors that influence alter affect systems in dynamic equilibrium"}
{"text": "aConcentration"}
{"text": "bPressure"}
{"text": "cTemperature"}
{"text": "dCatalyst"}
{"text": "aInfluence of concentration on dynamic equilibrium"}
{"text": "An increasedecrease in concentration of reactantsproducts at equilibrium is a stress From Le Chatelliers principle the system redjust so as to removeadd the excessreduced concentration"}
{"text": "Examples of influence of concentration on dynamic equilibrium"}
{"text": "iChromateVICrO42 ions in solution are yellow DichromateVICr2O72 ions in solution are orange The two solutions exist in equilibrium as in the equation"}
{"text": "2H aq  2CrO42 aq Cr2O72 aq  H2Ol"}
{"text": "Yellow Orange"}
{"text": "I If an acid isH aq is added to the equilibrium mixture a stress is created on the reactant side where there is already H ions The equilibrium shift forward to the right to removereduce the excess H ions added Solution mixture becomes More Cr2O72 ions formed in the solution mixture make it to be more orange in colour"}
{"text": "II If a baseOH aq is added to the equilibrium mixture a stress is created on the reactant side on the H ions H ions react with OH aq to form water"}
{"text": "H aq OH aq  H2Ol"}
{"text": "The equilibrium shift backward to the left to addreplace the H ions that have reacted with the OH aq ions  More of the CrO42 ions formed in the solution mixture makes it to be more yellow in colour"}
{"text": "2OH aq  2Cr2O72 aq CrO42 aq  H2Ol"}
{"text": "Orange Yellow"}
{"text": "I If an acid H aq is added to the equilibrium mixture a stress is created on the reactant side on the OH aq H ions react with OH aq to form water"}
{"text": "H aq OH aq  H2Ol"}
{"text": "The equilibrium shift backward to the left to addreplace the 2OH aq that have reacted with the H aq ions  More Cr2O72 aqions formed in the solution mixture makes it to be more Orange in colour"}
{"text": "II If a base OH aq is added to the equilibrium mixture a stress is created on the reactant side where there is already OH aq ions The equilibrium shift forward to the right to removereduce the excess OH aq ions added More of the Cr2O72 ions are formed in the solution mixture making it to be more orange in colour"}
{"text": "iPractical determination of the influence of alkaliacid on Cr2O72  CrO42 equilibrium mixture"}
{"text": "Measure about 2 cm3 of Potassium dichromate VI solution into a test tube"}
{"text": "Note that the solution mixture is orange"}
{"text": "Add three drops of 2M sulphuricVI acid Shake the mixture carefully"}
{"text": "Note that the solution mixture is remains orange"}
{"text": "Add about six drops of 2M sodium hydroxide solution Shake carefully"}
{"text": "Note that the solution mixture is turns yellow"}
{"text": "Explanation"}
{"text": "The above observations can be explained from the fact that both the dichromateVIand chromateVI exist in equilibrium DichromateVI ions are stable in acidic solutions while chromateVIions are stable in basic solutions An equilibrium exist thus"}
{"text": "OH"}
{"text": "H"}
{"text": "When an acid is added the equilibrium shift forward to the right and the mixture become more orange as more Cr2O72 ions exist"}
{"text": "When a base is added the equilibrium shift backward to the left and the mixture become more yellow as more CrO42 ions exist"}
{"text": "iiPractical determination of the influence of alkaliacid on bromine water in an equilibrium mixture"}
{"text": "Measure 2cm3 of bromine water into a boiling tube Note its colour"}
{"text": "Bromine water is yellow"}
{"text": "Add three drops of 2M sulphuricVIacid Note any colour change"}
{"text": "Colour becomes more yellow"}
{"text": "Add seven drops of 2M sodium hydroxide solution Note any colour change"}
{"text": "Solution mixture becomes colourlessBromine water is decolourized"}
{"text": "Explanation"}
{"text": "When added distilled wateran equilibrium exist between bromine liquid Br2aq and the bromide ionBr hydrobromite ionOBr and hydrogen ionH as in the equation"}
{"text": "H2Ol  Br2aq OBr aq  H aq  Br aq"}
{"text": "If an acid Hions is added to the equilibrium mixture it increases the concentration of the ions on the product side which shift backwards to the left to remove the excess H ions on the product side making the colour of the solution mixture more yellow"}
{"text": "If a basealkali OH is added to the equilibrium mixture it reacts with H ions on the product side to form water"}
{"text": "H aq OHaq  H2Ol"}
{"text": "This decreases the concentration of the H ions on the product side which shift the equilibrium forward to the right to replace H ions making the solution mixture colourlessless yellow Bromine water is decolorized"}
{"text": "iiiPractical determination of the influence of alkaliacid on common acidbase indicators"}
{"text": "Place 2cm3 of phenolphthalein methyl orange and litmus solutions each in three separate test tubes"}
{"text": "To each test tube add two drops of water Record your observations in Table 1 below"}
{"text": "To the same test tubes add three drops of 2M sulphuricVIacid Record your observations in Table 1 below"}
{"text": "To the same test tubes add seven drops of 2M sodium hydroxide solution Record your observations in Table 1 below"}
{"text": "Explanation"}
{"text": "An indicator is a substance which shows whether another substance is an acid  base or neutral"}
{"text": "Most indicators can be regarded as very weak acids that are partially dissociated into ionsAn equilibrium exist between the undissociated molecules and the dissociated anions Both the molecules and anions are coloured ie"}
{"text": "HInaq H aq  In aq"}
{"text": "undissociated indicator dissociated indicator"}
{"text": "moleculecoloured moleculecoloured"}
{"text": "When an acid H is added to an indicator the H ions increase and equilibrium shift backward to remove excess H ions and therefore the colour of the undissociated HIn molecule showsappears"}
{"text": "When a basealkali OH is added to the indicator the OH reacts with H ions from the dissociated indicator to form water"}
{"text": "H aq  OHaq  H2Ol"}
{"text": "from indicator from alkalibase"}
{"text": "The equilibrium shift forward to the right to replace the H ion and therefore the colour of dissociated In molecule showsappears"}
{"text": "The following examples illustrate the above"}
{"text": "iPhenolphthalein indicator exist as"}
{"text": "HPh H aq  Phaq"}
{"text": "colourless molecule Pink anion"}
{"text": "On adding an acid equilibrium shift backward to the left to remove excess H ions and the solution mixture is therefore colourless"}
{"text": "When a basealkali OH is added to the indicator the OH reacts with H ions from the dissociated indicator to form water"}
{"text": "H aq  OHaq  H2Ol"}
{"text": "from indicator from alkalibase"}
{"text": "The equilibrium shift forward to the right to replace the removedreduced H ions The pink colour of dissociated Ph molecule showsappears"}
{"text": "iiMethyl Orange indicator exists as"}
{"text": "HMe H aq  Meaq"}
{"text": "Red molecule YellowOrange anion"}
{"text": "On adding an acid equilibrium shift backward to the left to remove excess H ions and the solution mixture is therefore red"}
{"text": "When a basealkali OH is added to the indicator the OH reacts with H ions from the dissociated indicator to form water"}
{"text": "H aq  OHaq  H2Ol"}
{"text": "from indicator from alkalibase"}
{"text": "The equilibrium shift forward to the right to replace the removedreduced H ions The Orange colour of dissociated Me molecule showsappears"}
{"text": "bInfluence of Pressure on dynamic equilibrium"}
{"text": "Pressure affects gaseous reactantsproducts Increase in pressure shiftfavours the equilibrium towards the side with less volumemolecules Decrease in pressure shift the equilibrium towards the side with more volumemolecules More yield of products is obtained if high pressures produce less molecules  volume of products are formed"}
{"text": "If the products and reactants have equal volumemolecules then pressure has no effect on the position of equilibrium"}
{"text": "The following examples show the influence of pressure on dynamic equilibrium"}
{"text": "iNitrogenIVoxide Dinitrogen tetroxide mixture"}
{"text": "NitrogenIVoxide and dinitrogen tetraoxide can exist in dynamic equilibrium in a closed test tube NitrogenIVoxide is a brown gas Dinitrogen tetraoxide is a yellow gas"}
{"text": "Chemical equation  2NO2g  N2 O4 g"}
{"text": "Gay Lussacs law 2Volume 1Volume"}
{"text": "Avogadros law 2molecule 1molecule"}
{"text": "2 volumesmolecules of NitrogenIVoxide form 1 volumesmolecules of dinitrogen tetraoxide"}
{"text": "Increase in pressure shift the equilibrium forward to the left where there is less volumemoleculesThe equilibrium mixture become more yellow"}
{"text": "Decrease in pressure shift the equilibrium backward to the right where there is more volumemolecules The equilibrium mixture become more brown"}
{"text": "iiIodine vapourHydrogen gasHydrogen Iodide mixture"}
{"text": "Pure hydrogen gas reacts with Iodine vapour to form Hydrogen Iodide gas"}
{"text": "Chemical equation  I2g  H2g  2HI g"}
{"text": "Gay Lussacs law 1Volume 1Volume 2Volume"}
{"text": "Avogadros law 1molecule 1molecule 2molecule"}
{"text": "11 2 volumesmolecules of Iodine and Hydrogen gasform 2 volumesmolecules of Hydrogen Iodide gas"}
{"text": "Change in pressure thus has no effect on position of equilibrium"}
{"text": "iiiHaber process"}
{"text": "Increase in pressure of the NitrogenHydrogen mixture favours the formation of more molecules of Ammonia gas in Haber process"}
{"text": "The yield of ammonia is thus favoured by high pressures"}
{"text": "Chemical equation  N2g  3H2 g  2NH3 g"}
{"text": "Gay Lussacs law 1Volume 3Volume 2Volume"}
{"text": "Avogadros law 1molecule 3molecule 2molecule"}
{"text": "1  3 4 volumesmolecules of Nitrogen and Hydrogen react to form 2 volumesmolecules of ammonia"}
{"text": "Increase in pressure shift the equilibrium forward to the left where there is less volumemolecules"}
{"text": "The yield of ammonia increase"}
{"text": "Decrease in pressure shift the equilibrium backward to the right where there is more volumemolecules"}
{"text": "The yield of ammonia decrease"}
{"text": "ivContact process"}
{"text": "Increase in pressure of the SulphurIVoxideOxygen mixture favours the formation of more molecules of SulphurVIoxide gas in Contact process The yield of SulphurVIoxide gas is thus favoured by high pressures"}
{"text": "Chemical equation  2SO2g  O2 g  2SO3 g"}
{"text": "Gay Lussacs law 2Volume 1Volume 2Volume"}
{"text": "Avogadros law 2molecule 1molecule 2molecule"}
{"text": "2  1 3 volumesmolecules of SulphurIVoxideOxygen mixture react to form 2 volumesmolecules of SulphurVIoxide gas"}
{"text": "Increase in pressure shift the equilibrium forward to the left where there is less volumemolecules The yield of SulphurVIoxide gas increase"}
{"text": "Decrease in pressure shift the equilibrium backward to the right where there is more volumemolecules The yield of SulphurVIoxide gas decrease"}
{"text": "vOstwalds process"}
{"text": "Increase in pressure of the AmmoniaOxygen mixture favours the formation of more molecules of NitrogenIIoxide gas and water vapour in Ostwalds process The yield of NitrogenIIoxide gas and water vapour is thus favoured by low pressures"}
{"text": "Chemical equation  4NH3g  5O2 g  4NOg  6H2O g"}
{"text": "Gay Lussacs law 4Volume 5Volume 4Volume 6Volume"}
{"text": "Avogadros law 4molecule 5molecule 4molecule 6Molecule"}
{"text": "4  5 9 volumesmolecules of AmmoniaOxygen mixture react to form 10 volumesmolecules of NitrogenIIoxide gas and water vapour"}
{"text": "Increase in pressure shift the equilibrium backward to the left where there is less volumemolecules The yield of NitrogenIIoxide gas and water vapour decrease"}
{"text": "Decrease in pressure shift the equilibrium forward to the right where there is more volumemolecules The yield of NitrogenIIoxide gas and water vapour increase"}
{"text": "Note"}
{"text": "If the water vapour is condensed on cooling then"}
{"text": "Chemical equation  4NH3g  5O2 g  4NOg  6H2O l"}
{"text": "Gay Lussacs law 4Volume 5Volume 4Volume 0Volume"}
{"text": "Avogadros law 4molecule 5molecule 4molecule 0Molecule"}
{"text": "4  5 9 volumesmolecules of AmmoniaOxygen mixture react to form 4 volumesmolecules of NitrogenIIoxide gas and no vapour"}
{"text": "Increase in pressure shift the equilibrium forward to the right where there is less volumemolecules The yield of NitrogenIIoxide gas increase"}
{"text": "Decrease in pressure shift the equilibrium backward to the left where there is more volumemolecules The yield of NitrogenIIoxide gas decrease"}
{"text": "cInfluence of Temperature on dynamic equilibrium"}
{"text": "A decrease in temperature favours the reaction that liberategenerate more heat thus exothermic reactionH"}
{"text": "An increase in temperature favours the reaction that do not liberate generate more heat thus endothermic reactionH"}
{"text": "Endothermic reaction are thus favoured by high temperatureheating"}
{"text": "Exothermic reaction are favoured by low temperaturecooling"}
{"text": "If a reactionequilibrium mixture is neither exothermic or endothermic then a change in temperaturecoolingheating has no effect on the equilibrium position"}
{"text": "iNitrogenIVoxide Dinitrogen tetroxide mixture"}
{"text": "NitrogenIVoxide and dinitrogen tetraoxide can exist in dynamic equilibrium in a closed test tube NitrogenIVoxide is a brown gas Dinitrogen tetraoxide is a yellow gas"}
{"text": "Chemical equation  2NO2g  N2 O4 g"}
{"text": "On heating increasing temperature the mixture becomes more brown On cooling the mixture become more yellow"}
{"text": "This show that"}
{"text": "ithe forward reaction to the right is exothermicH"}
{"text": "On heating an exothermic process the equilibrium shifts to the side that generate liberate less heat"}
{"text": "iithe backward reaction to the right is endothermicH"}
{"text": "On cooling an endothermic process the equilibrium shifts to the side that do not generate liberate heat"}
{"text": "cInfluence of Catalyst on dynamic equilibrium"}
{"text": "A catalyst has no effect on the position of equilibrium It only speeds up the rate of attainment eg"}
{"text": "Esterification of alkanols and alkanoic acids naturally take place in fruitsIn the laboratory concentrated sulphuricVIacid catalyse the reactionThe equilibrium mixture forms the ester faster but the yield does not increase"}
{"text": "CH3CH2OHlCH3COOHl ConcH2SO4 CH3COOCH2CH3aq  H2Ol"}
{"text": "dInfluence of rate of reaction and dynamic equilibrium Optimum conditions on industrial processes"}
{"text": "Industrial processes are commercial profit oriented All industrial processes take place in closed systems and thus in dynamic equilibrium"}
{"text": "For manufacturers obtaining the highest yield at minimum cost and shortest time is paramount"}
{"text": "The conditions required to obtain the highest yield of products within the shortest time at minimum cost are called optimum conditions"}
{"text": "Optimum condition thus require understanding the effect of various factors on"}
{"text": "irate of reactionChemical kinetics"}
{"text": "iidynamic equilibriumChemical cybernetics"}
{"text": "1Optimum condition in Haber process"}
{"text": "Chemical equation"}
{"text": "N2 g  3H2 g FePt 2NH3 g H  92kJ"}
{"text": "EquilibriumReaction rate considerations"}
{"text": "iRemoving ammonia gas once formed shift the equilibrium forward to the right to replace the ammonia Morehigher yield of ammonia is attained"}
{"text": "iiIncrease in pressure shift the equilibrium forward to the right where there is less volumemolecules  Morehigher yield of ammonia is attained Very high pressures raises the cost of production because they are expensive to produce and maintain An optimum pressure of about 500atmospheres is normally used"}
{"text": "iiiIncrease in temperature shift the equilibrium backward to the left because the reaction is exothermicH  92kJ  Ammonia formed decomposes back to Nitrogen and Hydrogen to remove excess heat therefore a less yield of ammonia is attained Very low temperature decrease the collision frequency of Nitrogen and Hydrogen and thus the rate of reaction too slow and uneconomical"}
{"text": "An optimum temperature of about 450oC is normally used"}
{"text": "ivIron and platinum can be used as catalyst Platinum is a better catalyst but more expensive and easily poisoned by impurities than Iron Iron is promoted impregnated with AluminiumOxideAl2O3 to increase its surface areaarea of contact with reactants and thus efficiencyThe catalyst does not increase the yield of ammonia but it speed up its rate of formation"}
{"text": "2Optimum condition in Contact process"}
{"text": "Chemical equation"}
{"text": "2SO2 g  O2 g V2O5Pt 2SO3 g H  197kJ"}
{"text": "EquilibriumReaction rate considerations"}
{"text": "iRemoving sulphurVIoxide gas once formed shift the equilibrium forward to the right to replace the sulphurVIoxide Morehigher yield of sulphurVI oxide is attained"}
{"text": "iiIncrease in pressure shift the equilibrium forward to the right where there is less volumemolecules  Morehigher yield of sulphurVIoxide is attained Very high pressures raises the cost of production because they are expensive to produce and maintain An optimum pressure of about 12 atmospheres is normally used to attain about 96 yield of SO3"}
{"text": "iiiIncrease in temperature shift the equilibrium backward to the left because the reaction is exothermicH  197kJ  SulphurVIoxide formed decomposes back to SulphurIVoxide and Oxygen to remove excess heat therefore a less yield of SulphurVIoxide is attained Very low temperature decrease the collision frequency of SulphurIVoxide and Oxygen and thus the rate of reaction too slow and uneconomical"}
{"text": "An optimum temperature of about 450oC is normally used"}
{"text": "ivVanadiumVOxide and platinum can be used as catalyst Platinum is a better catalyst and less easily poisoned by impurities but more expensive VanadiumVOxide is very cheap even if it is easily poisoned by impurities The catalyst does not increase the yield of Sulphur VIOxide but it speed up its rate of formation"}
{"text": "3Optimum condition in Ostwalds process"}
{"text": "Chemical equation"}
{"text": "4NH3 g  5O2 g PtRh 4NO g  6H2O g H  950kJ"}
{"text": "EquilibriumReaction rate considerations"}
{"text": "iRemoving NitrogenIIoxide gas once formed shift the equilibrium forward to the right to replace the NitrogenIIoxide Morehigher yield of NitrogenII oxide is attained"}
{"text": "iiIncrease in pressure shift the equilibrium backward to the left where there is less volumemolecules  Lesslower yield of NitrogenIIoxide is attained Very low pressures increases the distance between reacting NH3and O2 molecules"}
{"text": "An optimum pressure of about 9 atmospheres is normally used"}
{"text": "iiiIncrease in temperature shift the equilibrium backward to the left because the reaction is exothermicH  950kJ  NitrogenIIoxide and water vapour formed decomposes back to Ammonia and Oxygen to remove excess heat therefore a less yield of NitrogenIIoxide is attained Very low temperature decrease the collision frequency of Ammonia and Oxygen and thus the rate of reaction too slow and uneconomical"}
{"text": "An optimum temperature of about 900oC is normally used"}
{"text": "ivPlatinum can be used as catalyst Platinum is very expensiveIt is"}
{"text": "promoted with Rhodium to increase the surface areaarea of contact"}
{"text": "addedcoated on the surface of asbestos to form platinized asbestos to reduce the amountquantity used"}
{"text": "The catalyst does not increase the yield of Nitrogen IIOxide but it speed up its rate of formation"}
{"text": "CSAMPLE REVISION QUESTIONS"}
{"text": "1State two distinctive features of a dynamic equilibrium"}
{"text": "ithe rate of forward reaction is equal to the rate of forward reaction"}
{"text": "iiat equilibrium the concentrations of reactants and products do not change"}
{"text": "2 Explain the effect of increase in pressure on the following"}
{"text": "i N2g  O2g  2NOg"}
{"text": "Gay Lussacs law 1Volume 1Volume 2 Volume"}
{"text": "Avogadros law 1 molecule 1 molecule 2 molecule"}
{"text": "2 volume on reactant side produce 2 volume on product side"}
{"text": "Increase in pressure thus have no effect on position of equilibrium"}
{"text": "ii 2H2g  COg  CH3OH g"}
{"text": "Gay Lussacs law 2Volume 1Volume 1 Volume"}
{"text": "Avogadros law 2 molecule 1 molecule 1 molecule"}
{"text": "3 volume on reactant side produce 1 volume on product side"}
{"text": "Increase in pressure shift the equilibrium forward to the left More yield of CH3OH is formed"}
{"text": "4 Explain the effect of increasing temperature on the following"}
{"text": "2SO2g  O2 g  2SO3 g H  189kJ Forward reaction is exothermic Increase in temperature shift the equilibrium backward to reduce the excess heat"}
{"text": "5120g of brass an alloy of copper and Zinc was put it a flask containing dilute hydrochloric acid The flask was placed on an electric balance The readings on the balance were recorded as in the table below"}
{"text": "aComplete the table by calculating the loss in mass"}
{"text": "bWhat does the 600 gram reading on the balance represent"}
{"text": "The initial mass of brass and the acid before any reaction take place"}
{"text": "cPlot a graph of Time xaxes against loss in mass"}
{"text": "dExplain the shape of your graph"}
{"text": "The reaction produce hydrogen gas as one of the products that escape to the atmosphere This decreases the mass of flaskAfter 120 secondsthe react is complete No more hydrogen is evolvedThe mass of flask remain constant"}
{"text": "dAt what time was the loss in mass equal to"}
{"text": "i120g"}
{"text": "Reading from a correctly plotted graph"}
{"text": "ii130g"}
{"text": "Readng from a correctly plotted graph"}
{"text": "iii140g"}
{"text": "Reading from a correctly plotted graph"}
{"text": "eWhat was the loss in mass at"}
{"text": "i50oC"}
{"text": "Reading from a correctly plotted graph"}
{"text": "ii 70oC"}
{"text": "Reading from a correctly plotted graph"}
{"text": "iii 90oC g"}
{"text": "Reading from a correctly plotted graph"}
{"text": "THERMOCHEMISTRY"}
{"text": "1Introduction to Energy changes"}
{"text": "Energy is the capacity to do work There are manyvarious forms of energy like heat electric mechanical and or chemical energyThere are two types of energy"}
{"text": "iKinetic EnergyKE the energy in motion"}
{"text": "iiPotential EnergyPE the storedinternal energy"}
{"text": "Energy like matter  is neither created nor destroyed but can be transformed changed from one form to the other is interconvertible This is the principle of conservation of energy eg Electrical energy into heat through a filament in bulb"}
{"text": "Chemical and physical processes take place with absorption or evolutionproduction of energy mainly in form of heat"}
{"text": "The study of energy changes that accompany physicalchemical reactionchanges is called Thermochemistry Physicalchemical reactionchanges that involve energy changes are called thermochemical reactions The SI unit of energy is the JouleJKilo JouleskJand megaJoulesMJ are also used The JouleJ is defined as the"}
{"text": "i quantity of energy transferred when a force of one newton acts through a distance of one metre"}
{"text": "ii quantity of energy transferred when one coulomb of electric charge is passed through a potential difference of one volt"}
{"text": "All thermochemical reactions should be carried out at standard conditions of"}
{"text": "i 298K 25oC temperature"}
{"text": "ii101300Pa101300Nm2 760mmHg1 atmosphere pressure"}
{"text": "2Exothermic and endothermic processesreactions"}
{"text": "Some reactions  processes take place with evolutionproduction of energy They are said to be exothermic while others take place with absorption of energy They are said to be endothermic"}
{"text": "Practically exothermic reactions  processes cause a rise in temperature by a rise in thermometer readingmercury or alcohol level rise"}
{"text": "Practically endothermic reactions  processes cause a fall in temperature by a fall in thermometer readingmercury or alcohol level decrease"}
{"text": "To demonstrateillustrate exothermic and endothermic processesreactions"}
{"text": "Dissolving Potassium nitrateVammonium chloride crystals"}
{"text": "Procedure"}
{"text": "Measure 20cm3 of water in a beaker Determine and record its temperature T1Put about 10g of Potassium nitrateV crystals into the beaker Stir the mixture carefully and note the highest temperature rise fall T2Repeat the whole procedure by using ammonium chloride in place of Potassium nitrate V crystals"}
{"text": "Sample results"}
{"text": "Note"}
{"text": "iInitialT1 temperature of dissolution of both potassium nitrateV crystals and ammonium chloride crystals is higher than the final temperatureT2"}
{"text": "ii Change in temperatureT2 T1 is not a mathematical 40 or 30"}
{"text": "iiiDissolution of both potassium nitrateV and ammonium chloride crystals is an endothermic process because initialT1 temperature is higher than the final temperatureT2 thus causes a falldrop in temperature"}
{"text": "Dissolving concentrated sulphuricVI acidsodium hydroxide crystals"}
{"text": "Procedure"}
{"text": "Measure 20cm3 of water in a beaker Determine and record its temperature T1Carefully put about 10gfour pellets of sodium hydroxide crystals into the beaker Stir the mixture carefully and note the highest temperature rise fall T2Repeat the whole procedure by using 2cm3 of concentrated sulphuricVI acid in place of sodium hydroxide crystals"}
{"text": "CAUTION"}
{"text": "iSodium hydroxide crystals are caustic and cause painful blisters on contact with skin"}
{"text": "ii Concentrated sulphuric VI acid is corrosive and cause painful wounds on contact with skin"}
{"text": "Sample results"}
{"text": "Note"}
{"text": "iInitial T1 temperature of dissolution of both concentrated sulphuric VI acid and sodium hydroxide pellets is lower than the final temperature T2"}
{"text": "iiDissolution of both Sodium hydroxide pellets and concentrated sulphuric VI acid is an exothermic process because final T2 temperature is higher than the initial temperature T1 thus causes a rise in temperature"}
{"text": "The above reactions show heat loss to and heat gain from the surrounding as illustrated by a rise and fall in temperaturethermometer readings"}
{"text": "Dissolving both potassium nitrateV and ammonium chloride crystals causes heat gain from the surrounding that causes fall in thermometer reading"}
{"text": "Dissolving both Sodium hydroxide pellets and concentrated sulphuric VI acid causes heat loss to the surrounding that causes rise in thermometer reading"}
{"text": "At the same temperature and pressure heat absorbed and released is called enthalpy heat content denoted H"}
{"text": "Energy change is measured from the heat contententhalpy of the final and initial products It is denoted Hdelta Hie"}
{"text": "Enthalpyenergy change in heat content H  Hfinal  Hinitial"}
{"text": "For chemical reactions"}
{"text": "H  Hproducts  Hreactants"}
{"text": "For exothermic reactions the heat contents of the reactants is more thanhigher than the heat contents of products therefore the H is negative H"}
{"text": "For endothermic reactions the heat contents of the reactants is less thanlower than the heat contents of products therefore the H is negative H"}
{"text": "Graphically in a sketch energy level diagram"}
{"text": "iFor endothermic reactions the heat content of the reactants should be relativelyslightly lower than the heat content of the products"}
{"text": "iiFor exothermic reactions the heat content of the reactants should be relativelyslightly higher than the heat content of the products"}
{"text": "Sketch energy level diagrams for endothermic dissolution"}
{"text": "Energy"}
{"text": "kJ H2 KNO3aq"}
{"text": "H  H2  H1"}
{"text": "H1 KNO3s"}
{"text": "Reaction pathcoordinateprogress"}
{"text": "Energy"}
{"text": "kJ H2 NH4Cl aq"}
{"text": "H  H2  H1"}
{"text": "H1 NH4Cl s"}
{"text": "Reaction pathcoordinateprogress"}
{"text": "Sketch energy level diagrams for exothermic dissolution"}
{"text": "H2 NaOH s"}
{"text": "EnergykJ"}
{"text": "H  H2  H1"}
{"text": "H1 NaOH aq"}
{"text": "Reaction pathcoordinateprogress"}
{"text": "H2 H2SO4 l"}
{"text": "Energy"}
{"text": "kJ"}
{"text": "H  H2  H1"}
{"text": "H1 H2SO4 aq"}
{"text": "Reaction pathcoordinateprogress"}
{"text": "3Energy changes in physical processes"}
{"text": "Meltingfreezingfusionsolidification and boilingvaporizationevaporation are the two physical processes Melting freezing point of pure substances is fixed constant The boiling point of pure substance depend on external atmospheric pressure"}
{"text": "Meltingfusion is the physical change of a solid to liquid Freezing is the physical change of a liquid to solid"}
{"text": "Meltingfreezingfusionsolidification are therefore two opposite but same reversible physical processes ie"}
{"text": "A s Al"}
{"text": "Boilingvaporizationevaporation is the physical change of a liquid to gasvapour Condensationliquidification is the physical change of gasvapour to liquid Boilingvaporizationevaporation and condensationliquidification are therefore two opposite but same reversible physical processes ie"}
{"text": "B l Bg"}
{"text": "Practically"}
{"text": "i Meltingliquidificationfusion involves heating a solid to weaken the strong bonds holding the solid particles together Solids are made up of very strong bonds holding the particles very close to each other Kinetic Theory of matterOn heating these particles gain energyheat from the surrounding heat source to form a liquid with weaker bonds holding the particles close together but with some degree of freedom Meltingfreezingfusion is an endothermic Hprocess that requireabsorb energy from the surrounding"}
{"text": "iiFreezingfusionsolidification involves cooling a a liquid to reform rejoin the very strong bonds to hold the particles very close to each other as solid and thus lose their degree of freedom Kinetic Theory of matter Freezing fusion  solidification is an exothermic Hprocess that require particles holding the liquid together to lose energy to the surrounding"}
{"text": "iiiBoilingvaporizationevaporation involves heating a liquid to completely breakfree the bonds holding the liquid particles together Gaseous particles have high degree of freedom Kinetic Theory of matter Boiling vaporization  evaporation is an endothermic H process that requireabsorb energy from the surrounding"}
{"text": "ivCondensationliquidification is reverse process of boiling vaporization  evaporationIt involves gaseous particles losing energy to the surrounding to form a liquidIt is an exothermicH process"}
{"text": "The quantity of energy required to change one mole of a solid to liquid or to form one mole of a solid from liquid at constant temperature is called molar enthalpylatent heat of fusion eg"}
{"text": "H2Os  H2Ol H  60kJ mole1 endothermic process"}
{"text": "H2Ol  H2Os H  60kJ mole1 exothermic process"}
{"text": "The quantity of energy required to change one mole of a liquid to gasvapour or to form one mole of a liquid from gasvapour at constant temperature is called molar enthalpylatent heat of vapourization eg"}
{"text": "H2Ol  H2Og H  440kJ mole1 endothermic process"}
{"text": "H2Og  H2Ol H  440kJ mole1 exothermic process"}
{"text": "The following experiments illustratedemonstrate practical determination of melting and boiling"}
{"text": "To determine the boiling point of water"}
{"text": "Procedure"}
{"text": "Measure 20cm3 of tap water into a 50cm3 glass beaker Determine and record its temperatureHeat the water on a strong Bunsen burner flame and record its temperature after every thirty seconds for four minutes"}
{"text": "Sample results"}
{"text": "Questions"}
{"text": "1Plot a graph of temperature against timeyaxis"}
{"text": "Sketch graph of temperature against time"}
{"text": "boiling point"}
{"text": "96 oC"}
{"text": "Temperature0C"}
{"text": "25oC"}
{"text": "timeseconds"}
{"text": "2From the graph show and determine the boiling point of water"}
{"text": "Note"}
{"text": "Water boils at 100oC at sea levelone atmosphere pressure101300Pa but boils at below 100oC at higher altitudes The sample results above are from Kiriari Girls High SchoolEmbu County on the slopes of Mt Kenya in Kenya Water here boils at 96oC"}
{"text": "3Calculate the molar heat of vaporization of waterH 10O 16O"}
{"text": "Working"}
{"text": "Mass of water  density x volume  20 x 1 1000  002kg"}
{"text": "Quantity of heat produced"}
{"text": "mass of water x specific heat capacity of water x temperature change"}
{"text": "002kg x 42 x  96  25   5964kJ"}
{"text": "Heat of vaporization of one mole H2O  Quantity of heat"}
{"text": "Molar mass of H2O"}
{"text": "5964kJ  03313 kJ mole 1"}
{"text": "18"}
{"text": "To determine the melting point of candle wax"}
{"text": "Procedure"}
{"text": "Weigh exactly 50 g of candle wax into a boiling tube Heat it on a strongly Bunsen burner flame until it completely melts Insert a thermometer and remove the boiling tube from the flame Stir continuously Determine and record the temperature after every 30seconds for four minutes"}
{"text": "Sample results"}
{"text": "Questions"}
{"text": "1Plot a graph of temperature against timeyaxis"}
{"text": "Sketch graph of temperature against time"}
{"text": "93 oC"}
{"text": "Temperature0C melting point"}
{"text": "69oC"}
{"text": "timeseconds"}
{"text": "2From the graph show and determine the melting point of the candle wax"}
{"text": "4Energy changes in chemical processes"}
{"text": "Thermochemical reactions measured at standard conditions of 298K25oC and 101300Pa101300Nm2 1 atmospheres760mmHg76cmHg produce standard enthalpies denoted H"}
{"text": "Thermochemical reactions are named from the type of reaction producing the energy change Below are some thermochemical reactions"}
{"text": "Standard enthalpyheat of reaction Hr"}
{"text": "Standard enthalpyheat of combustion Hc"}
{"text": "Standard enthalpyheat of displacement Hd"}
{"text": "Standard enthalpyheat of neutralization Hn"}
{"text": "Standard enthalpyheat of solutiondissolution Hs"}
{"text": "Standard enthalpyheat of formation Hf"}
{"text": "aStandard enthalpyheat of reaction Hr"}
{"text": "The molar standard enthalpyheat of reaction may be defined as the energyheat change when one mole of products is formed at standard conditions"}
{"text": "A chemical reaction involves the reactants forming products For the reaction to take place the bonds holding the reactants must be broken so that new bonds of the products are formed ie"}
{"text": "AB  CD  AC  BD"}
{"text": "Old Bonds broken AB and CD on reactants"}
{"text": "New Bonds formed AC and BD on products"}
{"text": "The energy required to break one mole of a covalent bond is called bond dissociation energy The SI unit of bond dissociation energy is kJmole1"}
{"text": "The higher the bond dissociation energy the stronger the covalentbond"}
{"text": "Bond dissociation energies of some covalentbonds"}
{"text": "The molar enthalpy of reaction can be calculated from the bond dissociation energy by"}
{"text": "iadding the total bond dissociation energy of the reactantsendothermic processH and total bond dissociation energy of the productsexothermic processH"}
{"text": "iisubtracting total bond dissociation energy of the reactants from the total bond dissociation energy of the productsexothermic processH lessminus endothermic processH"}
{"text": "Practice examplesCalculating Hr"}
{"text": "1Calculate Hr from the following reaction"}
{"text": "H2g  Cl2g  2HClg"}
{"text": "Working"}
{"text": "Old bonds broken endothermic processH"}
{"text": "HH  ClCl  431   239   670kJ"}
{"text": "New bonds broken exothermic processH"}
{"text": "2HCl    428 x 2  856kJ"}
{"text": "Hr   670kJ  856kJ  186 kJ  93kJ mole1"}
{"text": "2"}
{"text": "The above reaction has negative H enthalpy change and is therefore practically exothermic"}
{"text": "The thermochemical reaction is thus"}
{"text": "H2g   Cl2g  HClg Hr  93kJ"}
{"text": "CH4g  Cl2g  CH3Cl  HClg"}
{"text": "Working"}
{"text": "Old bonds broken endothermic processH"}
{"text": "4CH  ClCl"}
{"text": "4 x 413   239   1891kJ"}
{"text": "New bonds broken exothermic processH"}
{"text": "3CH  HCl  CCl"}
{"text": "3 x  413  428  346  2013 kJ"}
{"text": "Hr   1891kJ  2013 kJ  122 kJ mole1"}
{"text": "The above reaction has negative H enthalpy change and is therefore practically exothermic"}
{"text": "The thermochemical reaction is thus"}
{"text": "CH4g  Cl2g  CH3Clg  HClg H  122 kJ"}
{"text": "CH2CH2g  Cl2g  CH3Cl CH3Cl g"}
{"text": "Working"}
{"text": "Old bonds broken endothermic processH"}
{"text": "4CH  ClCl  CC"}
{"text": "4 x 413   239 612   2503kJ"}
{"text": "New bonds broken exothermic processH"}
{"text": "4CH  CC  2CCl"}
{"text": "3 x  413  436 2 x 346  2367 kJ"}
{"text": "Hr   2503kJ  2367 kJ  136 kJ mole1"}
{"text": "The above reaction has negative H enthalpy change and is therefore practically endothermic"}
{"text": "The thermochemical reaction is thus"}
{"text": "CH2CH2g  Cl2g  CH3Cl CH3Cl g H  136 kJ"}
{"text": "Note that"}
{"text": "ia reaction is exothermic if the bond dissociation energy of reactants is more than bond dissociation energy of products"}
{"text": "iia reaction is endothermic if the bond dissociation energy of reactants is less than bond dissociation energy of products"}
{"text": "bStandard enthalpyheat of combustion Hc"}
{"text": "The molar standard enthalpyheat of combustionHc is defined as the energyheat change when one mole of a substance is burnt in oxygenexcess air at standard conditions"}
{"text": "Burning is the reaction of a substance with oxygenair It is an exothermic process producing a lot of energy in form of heat"}
{"text": "A substance that undergoes burning is called a fuel A fuel is defined as the combustible substance which burns in air to give heat energy for domestic or industrial use A fuel may be solid eg coal wood charcoal liquid eg petrol paraffin ethanol kerosene or gas eg liquefied petroleum gasLPG Water gasCO2H2 biogasmethane Natural gasmixture of hydrocarbons"}
{"text": "To determine the molar standard enthalpyheat of combustionHc of ethanol"}
{"text": "Procedure"}
{"text": "Put 20cm3 of distilled water into a 50cm3 beaker Clamp the beaker Determine the temperature of the water T1Weigh an empty burnerempty tin with wick"}
{"text": "Record its mass M1Put some ethanol into the burner Weigh again the burner with the ethanol and record its mass M2 Ignite the burner and place it below the clamped 50cm3 beaker Heat the water in the beaker for about one minute Put off the burner Record the highest temperature rise of the water T2 Weigh the burner again and record its mass M3"}
{"text": "Sample results"}
{"text": "Sample calculations"}
{"text": "1Calculate"}
{"text": "a T the change in temperature"}
{"text": "T  T2  T1  350oC  250oC  100oC"}
{"text": "b the mass of ethanol used in burning"}
{"text": "mass of ethanol used  M2  M1  291g  287g  04g"}
{"text": "c the number of moles of ethanol used in burning"}
{"text": "moles of ethanol  mass used  04  00087 87 x 103 moles"}
{"text": "molar mass of ethanol 46"}
{"text": "2 Given that the specific heat capacity of water is 42 kJ1kg1K1determine the heat produced during the burning"}
{"text": "Heat produced H  mass of waterm x specific heat capacity cx T"}
{"text": "20 x 42 x 10  840 Joules  084 kJ"}
{"text": "1000"}
{"text": "3Calculate the molar heat of combustion of ethanol"}
{"text": "Molar heat of combustion Hc  Heat produced H"}
{"text": "Number of moles of fuel"}
{"text": "084 kJ  965517 kJmole1"}
{"text": "00087 87 x 103 moles"}
{"text": "4List two sources of error in the above experiment"}
{"text": "iHeat loss to the surrounding lowers the practical value of the molar heat of combustion of ethanol"}
{"text": "A draught shield tries to minimize the loss by protecting wind from wobbling the flame"}
{"text": "ii Heat gain by reaction vesselsbeaker lowers T and hence Hc"}
{"text": "5Calculate the heating value of the fuel"}
{"text": "Heating value  molar heat of combustion  965517 kJmole1  20989 kJg1"}
{"text": "Molar mass of fuel 46 g"}
{"text": "Heating value is the enrgy produced when a unit massgram of a fuel is completely burnt"}
{"text": "6Explain other factors used to determine the choice of fuel for domestic and industrial use"}
{"text": "i availability and affordabilitysome fuels are more available cheaply in rural than in urban areas at a lower cost"}
{"text": "iicost of storage and transmissiona fuel should be easy to transport and store safely eg LPG is very convenient to store and use Charcoal and wood are bulky"}
{"text": "iiienvironmental effects Most fuels after burning produce carbonIV oxide gas as a byproduct CarbonIV oxide gas is green house gas that causes global warming Some other fuel produce acidic gases like sulphurIV oxide and nitrogenIV oxide These gases cause acid rain Internal combustion engines exhaust produce lead vapour from leaded petrol and diesel Lead is carcinogenic"}
{"text": "ivignition pointThe temperature at which a fuel must be heated before it burns in air is the ignition point Fuels like petrol have very low ignition point making it highly flammable Charcoal and wood have very high ignition point"}
{"text": "7Explain the methods used to reduce pollution from common fuels"}
{"text": "iPlanting treesPlants absorb excess carbonIVoxide for photosynthesis and release oxygen gas to the atmosphere"}
{"text": "iiusing catalytic converters in internal combustion engines that convert harmfultoxicpoisonous gases like carbonIIoxide and nitrogenIVoxide to harmless nonpoisonous carbonIVoxide water and nitrogen gas by using platinumrhodium catalyst along the engine exhaust pipes"}
{"text": "Further practice calculations"}
{"text": "1Calculate the heating value of methanol CH3OH given that 087g of the fuel burn in air to raise the temperature of 500g of water from 20oC to 27oCC120H10 O160"}
{"text": "Moles of methanol used  Mass of methanol used  087 g  002718 moles"}
{"text": "Molar mass of methanol 32"}
{"text": "Heat produced H  mass of waterm x specific heat capacity cx T"}
{"text": "500 x 42 x 7  14700 Joules  147 kJ"}
{"text": "1000"}
{"text": "Molar heat of combustion Hc  Heat produced H"}
{"text": "Number of moles of fuel"}
{"text": "147 kJ  5408389 kJmole1"}
{"text": "002718 moles"}
{"text": "Heating value  molar heat of combustion  5408389 kJmole1  169012 kJg1"}
{"text": "Molar mass of fuel 32 g"}
{"text": "2 10 g of carbon burn in excess air to raise the temperature of 400g of water by 18oCDetermine the molar heat of combustion and hence the heating value of carbonC120"}
{"text": "Moles of carbon used  Mass of carbon used  10 g  00833 moles"}
{"text": "Molar mass of carbon 12"}
{"text": "Heat produced H  mass of waterm x specific heat capacity cx T"}
{"text": "400 x 42 x 18  30240 Joules  3024 kJ"}
{"text": "1000"}
{"text": "Molar heat of combustion Hc  Heat produced H"}
{"text": "Number of moles of fuel"}
{"text": "3024 kJ  3630252 kJmole1"}
{"text": "00833 moles"}
{"text": "Heating value  molar heat of combustion  3630252 kJmole1 302521 kJg1"}
{"text": "Molar mass of fuel 12 g"}
{"text": "cStandard enthalpyheat of displacement Hd"}
{"text": "The molar standard enthalpyheat of displacement Hd is defined as the energyheat change when one mole of a substance is displaced from its solution"}
{"text": "A displacement reaction takes place when a more reactive elementwith less electrode potential E  negative E higher in the reactivityelectrochemical series removedisplace another with less reactive elementwith higher electrode potential E  positive E lower in the reactivityelectrochemical series from its solutioneg"}
{"text": "iZns  CuSO4aq  Cus  ZnSO4aq"}
{"text": "Ionically Zns  Cu2aq  Cus  Zn2 aq"}
{"text": "iiFes  CuSO4aq  Cus  FeSO4aq"}
{"text": "Ionically Fes  Cu2aq  Cus  Fe2 aq"}
{"text": "iiiPbs  CuSO4aq  Cus  PbSO4s"}
{"text": "This reaction stops after some time as insoluble PbSO4s coatcover unreacted lead"}
{"text": "ivCl2g  2NaBraq  Br2aq  2NaClaq"}
{"text": "Ionically Cl2g 2Br aq  Br2aq  2Cl aq"}
{"text": "Practically a displacement reaction takes place when a known amount volume of a solution is added excess of a more reactive metal"}
{"text": "To determine the molar standard enthalpyheat of displacementHd of copper"}
{"text": "Procedure"}
{"text": "Place 20cm3 of 02M copperIIsulphateVIsolution into a 50cm3 plastic beakercalorimeter Determine and record the temperature of the solution T1Put all the Zinc powder provided into the plastic beaker Stir the mixture using the thermometer Determine and record the highest temperature change to the nearest 05oC T2  Repeat the experiment to complete table 1 below"}
{"text": "Table 1"}
{"text": "Questions"}
{"text": "1a Calculate"}
{"text": "iaverage T"}
{"text": "AverageT  change in temperature in experiment I and II"}
{"text": "50  60  55oC"}
{"text": "2"}
{"text": "iithe number of moles of solution used"}
{"text": "Moles used  molarity x volume of solution  02 x 20  0004 moles"}
{"text": "1000 1000"}
{"text": "iiithe enthalpy change H for the reaction"}
{"text": "Heat produced H  mass of solutionm x specific heat capacity cx T"}
{"text": "20 x 42 x 55  462 Joules  0462 kJ"}
{"text": "1000"}
{"text": "ivState two assumptions made in the above calculations"}
{"text": "Density of solution  density of water  1gcm3"}
{"text": "Specific heat capacity of solutionSpecific heat capacity of solution42 kJ1kg1K"}
{"text": "This is because the solution is assumed to be infinite dilute"}
{"text": "2 Calculate the enthalpy change for one mole of displacement of Cu2 aq ions"}
{"text": "Molar heat of displacement Hd  Heat produced H"}
{"text": "Number of moles of fuel"}
{"text": "0462 kJ  1155 kJmole1"}
{"text": "0004"}
{"text": "3Write an ionic equation for the reaction taking place"}
{"text": "Zns  Cu2aq  Cus  Zn2aq"}
{"text": "4State the observation made during the reaction"}
{"text": "Blue colour of copperIIsulphateVI fadesbecomes less bluecolourless"}
{"text": "Brown solid deposits are formed at the bottom of reaction vessel beaker"}
{"text": "5Illustrate the above reaction using an energy level diagram"}
{"text": "Zns  Cu2aq"}
{"text": "Energy H  1155 kJmole1"}
{"text": "kJ"}
{"text": "Cus  Zn2aq"}
{"text": "Reaction progresspathcoordinates"}
{"text": "6 Iron is less reactive than Zinc Explain the effect of using iron instead of Zinc on the standard molar heat of displacement Hd of copperIIsulphate VI solution"}
{"text": "No effect Cu2 aq are displaced from their solutionThe element used to displace it does not matterThe reaction however faster if a more reactive metal is used"}
{"text": "7aIf the standard molar heat of displacement Hd of copperIIsulphate VI solution is 209kJmole1 calculate the temperature change if 50cm3 of 02M solution was displaced by excess magnesium"}
{"text": "Moles used  molarity x volume of solution  02 x 50  001 moles"}
{"text": "1000 1000"}
{"text": "Heat produced H  Molar heat of displacement Hd x Number of moles"}
{"text": "209kJmole1x 001 moles  209 kJ"}
{"text": "T change in temperature  Heat produced H Molar heat of displacement Hd x Number of moles"}
{"text": "209 kJ  99524Kelvin"}
{"text": "001 moles"}
{"text": "bDraw an energy level diagram to show the above energy changes"}
{"text": "Mgs  Cu2aq"}
{"text": "Energy H  209 kJmole1"}
{"text": "kJ"}
{"text": "Cus  Mg2aq"}
{"text": "Reaction progresspathcoordinates"}
{"text": "8 The enthalpy of displacement Hd of copperIIsulphate VI solution is 12k6kJmole1Calculate the molarity of the solution given that 40cm3 of this solution produces 2204kJ of energy during a displacement reaction with excess iron filings"}
{"text": "Number of moles  Heat produced H Molar heat of displacement Hd"}
{"text": "2204 kJ  00206moles"}
{"text": "126 moles"}
{"text": "Molarity of the solution  moles x 1000 Volume of solution used"}
{"text": "00206moles x 1000  05167 M"}
{"text": "40"}
{"text": "9 If the molar heat of displacement of ZincIInitrateVby magnesium powder is 2505kJmole1 calculate the volume of solution which must be added 05 moles solution if there was a 30K rise in temperature"}
{"text": "Heat produced H  Molar heat of displacement Hd x Number of moles"}
{"text": "2508kJmole1x 05 moles  1254 kJ x 1000 1254J"}
{"text": "Mass of solution m  Heat produced H"}
{"text": "specific heat capacity cx T"}
{"text": "1254J  995238 g"}
{"text": "42 x 3"}
{"text": "Volume  mass x density  995238 g x 1  995238cm3"}
{"text": "Note The solution assumes to be too dilute infinite dilute such that the density and specific heat capacity is assumed to be that of water"}
{"text": "Graphical determination of the molar enthalpy of displacement of copper"}
{"text": "Procedure"}
{"text": "Place 20cm3 of 02M copperIIsulphate VI solution into a calorimeter50cm3 of plastic beaker wrapped in cotton wooltissue paper"}
{"text": "Record its temperature at time T 0"}
{"text": "Stir the solution with the thermometer carefully and continue recording the temperature after every 30 seconds"}
{"text": "Place all the 15g Zinc powder provided"}
{"text": "Stir the solution with the thermometer carefully and continue recording the temperature after every 30 seconds for five minutes"}
{"text": "Determine the highest temperature change to the nearest 05oC"}
{"text": "Sample results"}
{"text": "Sketch graph of temperature against time"}
{"text": "365"}
{"text": "Extrapolation"}
{"text": "Temperature point T"}
{"text": "oC"}
{"text": "130 Timeseconds"}
{"text": "Questions"}
{"text": "Show and determine the change in temperature T"}
{"text": "From a well constructed graph T T2 T1 at 150 second by extrapolation"}
{"text": "T  365  250  115oC"}
{"text": "2Calculate the number of moles of copperII sulphateVIused given the molar heat of displacement of Cu2 aqions is 125kJmole1"}
{"text": "Heat produced H  mass of solutionm x specific heat capacity cx T"}
{"text": "20 x 42 x 115  966 Joules  0966 kJ"}
{"text": "1000"}
{"text": "Number of moles  Heat produced H Molar heat of displacement Hd"}
{"text": "966 kJ  0007728moles"}
{"text": "125 moles 7728 x 103moles"}
{"text": "What was the concentration of copperIIsulphateVI in moles per litre"}
{"text": "Molarity  moles x 1000  7728 x 103moles x 1000  03864M"}
{"text": "Volume used 20"}
{"text": "4The actual concentration of copperIIsulphateVI solution was 04MExplain the differences between the two"}
{"text": "Practical value is lower than theoretical Heatenergy loss to the surrounding and that absorbed by the reaction vessel decreases T hence lowering the practical number of moles and molarity against the theoretical value"}
{"text": "5a In an experiment to determine the molar heat of reaction when magnesium displaces copper 015g of magnesium powder were added to 250cm3 of 20M copper II chloride solution The temperature of copper II chloride solution was 25oCWhile that of the mixture was 43oC"}
{"text": "iOther than increase in temperature state and explain the observations which were made during the reaction3mks"}
{"text": "iiCalculate the heat change during the reaction specific heat capacity of the solution  42jg1k1and the density of the solution  1gcm32mks"}
{"text": "iiiDetermine the molar heat of displacement of copper by magnesiumMg240"}
{"text": "ivWrite the ionic equation for the reaction1mk"}
{"text": "vSketch an energy level diagram for the reaction2mks"}
{"text": "cStandard enthalpyheat of neutralization Hn"}
{"text": "The molar standard enthalpyheat of neutralization Hn is defined as the energyheat change when one mole of a H H3Oions react completely with one mole of OH ions to form one mole of H2Owater"}
{"text": "Neutralization is thus a reaction of an acid H H3Oions with a basealkali OH ions to form salt and water only"}
{"text": "Strong acidsbasesalkalis are completely dissociated to many free ionsH H3O and OH ions"}
{"text": "Weak acidsbasesalkalis are partially dissociated to few free ionsH H3O and OH ions and exist more as molecules"}
{"text": "Neutralization is an exothermicH processThe enrgy produced during neutralization depend on the amount of free ions H H3O and OHions existing in the acidbasealkali reactant"}
{"text": "ifor weak acidbasealkali neutralizationsome of the energy is used to dissociate ionize the molecule into free H H3O and OH ions therefore the overall energy evolved is comparatively lowerlessersmaller than strong acid  base alkali neutralizations"}
{"text": "ii ifor strong acidbasealkali neutralization no energy is used to dissociate ionize since molecule is whollyfully dissociatedionized into free H H3O and OH ionsThe overall energy evolved is comparatively highermore than weak acidbase alkali neutralizations For strong acidbasealkali neutralization the enthalpy of neutralization is constant at about 573kJmole1 irrespective of the acidbase used This is because ionically"}
{"text": "OHaq Haq  H2Ol for any wholly dissociated acidbasealkali"}
{"text": "Practically Hn can be determined as in the examples below"}
{"text": "To determine the molar enthalpy of neutralization Hn of Hydrochloric acid"}
{"text": "Procedure"}
{"text": "Place 50cm3 of 2M hydrochloric acid into a calorimeter200cm3 plastic beaker wrapped in cotton wooltissue paper Record its temperature T1Using a clean measuring cylinder measure another 50cm3 of 2M sodium hydroxide Rinse the bulb of the thermometer in distilled water Determine the temperature of the sodium hydroxide T2Average T2 andT1 to get the initial temperature of the mixture T3"}
{"text": "Carefully add all the alkali into the calorimeter200cm3 plastic beaker wrapped in cotton wooltissue paper containing the acid Stir vigorously the mixture with the thermometer"}
{"text": "Determine the highest temperature change to the nearest 05oC T4 as the final temperature of the mixture Repeat the experiment to complete table 1"}
{"text": "Table I  Sample results"}
{"text": "aCalculate T6 the average temperature change T6  1325 1375  135 oC 2"}
{"text": "bWhy should the apparatus be very clean"}
{"text": "Impurities present in the apparatus reacts with acid base lowering the overall temperature change and hence Hn"}
{"text": "cCalculate the"}
{"text": "inumber of moles of the acid used"}
{"text": "number of moles  molarity x volume  2 x 50  01moles 1000 1000"}
{"text": "iienthalpy change H of neutralization"}
{"text": "H  mmass of solutionacidbase x cspecific heat capacity of solution x TT6  50 50 x 42 x 135  5670Joules  567kJ"}
{"text": "iii the molar heat of neutralization the acid"}
{"text": "Hn  Enthalpy change H  567kJ  567kJ mole1"}
{"text": "Number of moles 01moles"}
{"text": "cWrite the ionic equation for the reaction that takes place"}
{"text": "OHaq Haq  H2Ol"}
{"text": "dThe theoretical enthalpy change is 574kJ Explain the difference with the results above"}
{"text": "The theoretical value is higher"}
{"text": "Heatenergy loss to the surroundingenvironment lowers TT6 and thus Hn"}
{"text": "Heatenergy is absorbed by the reaction vesselcalorimeterplastic cup lowers T and hence Hn"}
{"text": "eCompare the Hn of the experiment above with similar experiment repeated with neutralization of a solution of"}
{"text": "i potassium hydroxide with nitricV acid"}
{"text": "The results would be the samesimilar"}
{"text": "Both are neutralization reactions of strong acids and basesalkalis that are fully wholly dissociated into many free H  H3O and OH ions"}
{"text": "ii ammonia with ethanoic acid"}
{"text": "The results would be lowerHn would be less"}
{"text": "Both are neutralization reactions of weak acids and basesalkalis that are partially partly dissociated into few free H  H3O and OH ions Some energy is used to ionize the molecule"}
{"text": "fDraw an energy level diagram to illustrate the energy changes"}
{"text": "H2 H aqOH aq"}
{"text": "Energy"}
{"text": "kJ"}
{"text": "H  567kJ"}
{"text": "H1 H2O l"}
{"text": "Reaction pathcoordinateprogress"}
{"text": "Theoretical examples"}
{"text": "1The molar enthalpy of neutralization was experimentary shown to be 515kJ per mole of 05M hydrochloric acid and 05M sodium hydroxide If the volume of sodium hydroxide was 20cm3 what was the volume of hydrochloric acid used if the reaction produced a 50oC rise in temperature"}
{"text": "Working"}
{"text": "Moles of sodium hydroxide  molarity x volume  05 M x 20cm3  001 moles"}
{"text": "1000 1000"}
{"text": "Enthalpy change H  Hn  515  0515kJ"}
{"text": "Moles sodium hydroxide 001 moles"}
{"text": "Mass of base  acid  Enthalpy change H in Joules"}
{"text": "Specific heat capacity x T"}
{"text": "0515kJ x 1000  245238g"}
{"text": "42 x 5"}
{"text": "Massvolume of HCl  Total volume  volume of NaOH"}
{"text": "245238  200  45238 cm3"}
{"text": "Hn of potassium hydroxide was practically determined to be 567kJmole1Calculate the molarity of 500 cm3 potassium hydroxide used to neutralize 250cm3 of dilute sulphuricVI acid raising the temperature of the solution from 100oC to 165oC"}
{"text": "H  mmass of solutionacidbase x cspecific heat capacity of solution x T"}
{"text": "50 25 x 42 x 65  20475Joules"}
{"text": "Moles potassium hydroxide Enthalpy change H"}
{"text": "Hn"}
{"text": "20475Joules  00361 moles"}
{"text": "56700Joules"}
{"text": "Molarity of KOH  moles x 1000  00361 moles x 1000  0722M"}
{"text": "Volume used 50cm3"}
{"text": "3Determine the specific heat capacity of a solution of a solution mixture of 500cm3 of 2M potassium hydroxide neutralizing 500cm3 of 2M nitricV acid if a 1325oC rise in temperature is recorded1mole of potassium hydroxide produce 554kJ of energy"}
{"text": "Moles of potassium hydroxide  molarity KOH x volume"}
{"text": "1000"}
{"text": "2 M x 50cm3  01 moles"}
{"text": "1000"}
{"text": "Enthalpy change H  Hn x Moles potassium hydroxide  554kJ x 01 moles  554kJ x 10005540Joules"}
{"text": "Specific heat capacity  Enthalpy change H in Joules"}
{"text": "Mass of base  acid x T"}
{"text": "5540  41811J1g1K1"}
{"text": "5050 x 1325"}
{"text": "Graphically Hn can be determined as in the example below"}
{"text": "Procedure"}
{"text": "Place 8 test tubes in a test tube rack Put 5cm3 of 2M sodium hydroxide solution into each test tube"}
{"text": "Measure 25cm3 of 1M hydrochloric acid into 100cm3 plastic beaker"}
{"text": "Record its initial temperature at volume of base 0 Put one portion of the base into the beaker containing the acid"}
{"text": "Stir carefully with the thermometer and record the highest temperature change to the nearest 05oC"}
{"text": "Repeat the procedure above with other portions of the base to complete table 1 below"}
{"text": "Table 1Sample results"}
{"text": "aComplete the table to determine the change in temperature"}
{"text": "bPlot a graph of volume of sodium hydroxide against temperature change"}
{"text": "67T2"}
{"text": "T oC"}
{"text": "From the graph show and determine"}
{"text": "ithe highest temperature change T"}
{"text": "T T2T1  highest temperatureT2 from extrapolating a correctly plotted graph less lowest temperature at volume of base0 T1"}
{"text": "T  67  00  670C"}
{"text": "iithe volume of sodium hydroxide used for complete neutralization"}
{"text": "From a correctly plotted graph  1675cm3"}
{"text": "cCalculate the number of moles of the alkali used"}
{"text": "Moles NaOH  molarity x volume 2M x 1675cm3  00335 moles"}
{"text": "1000 1000"}
{"text": "dCalculate H for the reaction"}
{"text": "H  mass of solutionacidbase x c x T"}
{"text": "250  1675 x 42 x 67  1174845 J  1174845kJ"}
{"text": "1000"}
{"text": "eCalculate the molar enthalpy of neutralization of the alkali"}
{"text": "Hn  Hn  1174845kJ  350701kJ"}
{"text": "Number of moles 00335"}
{"text": "dStandard enthalpyheat of solution Hs"}
{"text": "The standard enthalpy of solution Hsis defined as the energy change when one mole of a substance is dissolve in excess distilled water to form an infinite dilute solution An infinite dilute solution is one which is too dilute to be diluted further"}
{"text": "Dissolving a solid involves two processes"}
{"text": "i breaking the crystal of the solid into free ionscations and anionThis process is the opposite of the formation of the crystal itself The energy required to form one mole of a crystal structure from its gaseous ions is called Lattice energyheatenthalpy of lattice Hl Lattice energy heatenthalpy of lattice Hl is an endothermic process Hl"}
{"text": "The table below shows some Hl in kJ for the process MXs  M g  X g"}
{"text": "iisurrounding the free ions by polar water molecules This process is called hydration The energy produced when one mole of ions are completely hydrated is called hydration energy heatenthalpy of hydrationHhHydration energy enthalpy of hydrationHh is an exothermic processHh"}
{"text": "The table below shows some Hh in kJ for some ions"}
{"text": "The sum of the lattice energy Hl endothermic and hydration energy Hh exothermic gives the heat of solutionHs"}
{"text": "Hs  Hl Hh"}
{"text": "Note"}
{"text": "Since Hl is an endothermic process and Hh is an exothermic process then Hs is"}
{"text": "iexothermic if Hl is less than Hh and hence a solid dissolve easily in water"}
{"text": "iiendothermic if Hl is more than Hh and hence a solid does not dissolve easily in water"}
{"text": "aDissolving sodium chloride crystals"}
{"text": "i NaCl breaking the crystal into free ions Na g Clg Hl 771 kJ"}
{"text": "ii Hydrating the ions"}
{"text": "Na g  aq  Naaq Hh   406 kJ"}
{"text": "Clg  aq  Claq Hh   364 kJ"}
{"text": "Hs Hh Hs   406 kJ   364 kJ  771 kJ   10 kJmole1"}
{"text": "NaCl does not dissolve easily in water because overall Hs is endothermic"}
{"text": "Solubility of NaCl therefore increases with increase in temperature"}
{"text": "Increase in temperature increases the energy to break the crystal lattice of NaCl to free Na g Clg"}
{"text": "bDissolving magnesium chloride crystals MgCl2 s MgCl2 aq"}
{"text": "i MgCl2 breaking the crystal into free ionsMg 2g 2Clg Hl 2493 kJ"}
{"text": "ii Hydrating the ions"}
{"text": "Mg 2g  aq  Mg 2g aq Hh   1920 kJ"}
{"text": "2Clg  aq  2Claq Hh   364 x 2 kJ"}
{"text": "Hs Hh Hs   1920 kJ   364 x 2 kJ  2493 kJ  1550 kJmole1"}
{"text": "MgCl2 s dissolve easily in water because overall Hs is exothermic"}
{"text": "Solubility of MgCl2 s therefore decreases with increase in temperature"}
{"text": "cDissolving Calcium floride crystals CaF2 s  CaF2 aq"}
{"text": "i CaF2 Ca 2g 2Fg Hl 760 kJ"}
{"text": "ii Hydrating the ions"}
{"text": "Ca 2g  aq  Ca 2g aq Hh   1650 kJ"}
{"text": "2Fg  aq  2Faq Hh   506 x 2 kJ"}
{"text": "Hs Hh Hs   1650 kJ   506 x 2 kJ  760 kJ  19020 kJmole1"}
{"text": "CaF2 s dissolve easily in water because overall Hs is exothermic"}
{"text": "Solubility of CaF2 s therefore decreases with increase in temperature"}
{"text": "dDissolving magnesium bromide crystals MgBr2 s MgBr2 aq"}
{"text": "i MgCl2 breaking the crystal into free ionsMg 2g 2Brg Hl 2226 kJ"}
{"text": "ii Hydrating the ions"}
{"text": "Mg 2g  aq  Mg 2g aq Hh   1920 kJ"}
{"text": "2Brg  aq  2Braq Hh   335x 2 kJ"}
{"text": "Hs Hh Hs   1920 kJ   335 x 2 kJ  2226 kJ  3640 kJmole1"}
{"text": "MgBr2 s dissolve easily in water because overall Hs is exothermic"}
{"text": "Solubility of MgBr2s therefore decreases with increase in temperature"}
{"text": "Practically the heat of solution can be determined from dissolving known amount massvolume of solute in known mass volume of watersolvent"}
{"text": "From the temperature of solvent before and after dissolving the change in temperatureT during dissolution is determined"}
{"text": "To determine the Hs ammonium nitrate"}
{"text": "Place 100cm3 of distilled water into a plastic beakercalorimeter Determine its temperature and record it at time 0 in table I below"}
{"text": "Put all the 50g of ammonium nitrate potassium nitrateammonium chloride can also be usedprovided into the plastic beakercalorimeter stir using a thermometer and record the highest temperature change to the nearest 05oCafter every  minute to complete table I"}
{"text": "Continue stirring the mixture throughout the experiment"}
{"text": "Sample results Table I"}
{"text": "aPlot a graph of temperature against timexaxis"}
{"text": "220T1"}
{"text": "temperatureoC T"}
{"text": "bFrom the graph show and determine the highest temperature change T"}
{"text": "T T2T1  lowest temperatureT2 from extrapolating a correctly plotted graph less highest temperature at volume of base0 T1"}
{"text": "T 187  220  330C"}
{"text": "cCalculate the number of moles of ammonium nitrateV used"}
{"text": "Moles NH4NO3  mass used  50  00625 moles"}
{"text": "Molar mass 80"}
{"text": "dCalculate H for the reaction"}
{"text": "H  mass of water x c x T"}
{"text": "100 x 42 x 33  1386 J  1386kJ"}
{"text": "1000"}
{"text": "eCalculate the molar enthalpy of dissolution of ammonium nitrateV"}
{"text": "Hs  H  1386kJ   22176kJ mole1"}
{"text": "Number of moles 00625 moles"}
{"text": "fWhat would happen if the distilled water was heated before the experiment was performed"}
{"text": "The ammonium nitrateVwould take less time to dissolves Increase in temperature reduces lattice energy causing endothermic dissolution to be faster"}
{"text": "gIllustrate the process above in an energy level diagram"}
{"text": "NH4 g  NO3g"}
{"text": "H NH4 aqNO3aq EnergykJ H H  22176kJ NH4NO3s Reaction path progresscoordinate"}
{"text": "h 100cm3 of distilled water at 25oC was added carefully 3cm3 concentrated sulphuricVIacid of density 184gcm3The temperature of the mixture rose from 250C to 38oCCalculate the molar heat of solution of sulphuricVIacid S320H100160"}
{"text": "Working"}
{"text": "Molar mass of H2SO4  98g"}
{"text": "Mass of H2SO4 Density x volume  184gcm3 x 3cm3  552 g"}
{"text": "Mass of H2O  Density x volume  100gcm3 x 100cm3  100 g"}
{"text": "Moles of H2SO4 mass  552 g  00563 moles"}
{"text": "Molar mass of H2SO4 98g"}
{"text": "Enthalpy change H mass of acid  water x specific heat capacity of water x T  100 552 g x 42 x 13oC  5761392 J  5761392 kJ"}
{"text": "1000"}
{"text": "Hs of H2SO4 H  5761392 kJ  10233378kJmoles1"}
{"text": "Moles of H2SO4 00563 moles"}
{"text": "eStandard enthalpyheat of formation Hf"}
{"text": "The molar enthalpy of formation Hf is defined as the energy change when one mole of a compound is formed from its elements at 298K25oC and 101325Paone atmospherepressure Hf is practically difficult to determine in a school laboratory"}
{"text": "It is determined normally determined by applying Hess law of constant heat summation"}
{"text": "Hess law of constant heat summation states that the total enthalpyheatenergy change of a reaction is the same regardless of the route taken from reactants to products at the same temperature and pressure"}
{"text": "Hess law of constant heat summation is as a result of a series of experiments done by the German Scientist Henri Hess18021850"}
{"text": "He found that the total energy change from the reactants to products was the same irrespective of the intermediate products between ie"}
{"text": "As H1Cs  As H2BsH3Cs"}
{"text": "Applying Hess law of constant heat summation then"}
{"text": "As H2 Bs"}
{"text": "H1 H3"}
{"text": "Cs"}
{"text": "The above is called an energy cycle diagram It can be used to calculate any of the missing energy changes since"}
{"text": "i H1 H2  H3"}
{"text": "ii H2 H1  H3"}
{"text": "iii H3   H1  H2"}
{"text": "Examples of applying Hess law of constant heat summation"}
{"text": "1Calculate the molar enthalpy of formation of methane CH4 given that Hc of carbongraphite is 3935kJmole1Hydrogen is 2857 kJmole1 and that of methane is 890 kJmole1"}
{"text": "Working"}
{"text": "Carbongraphite hydrogen and oxygen can react to first form methane"}
{"text": "Methane will then burn in the oxygen present to form carbonIVoxide and water Carbongraphite can burn in the oxygen to form carbonIVoxide"}
{"text": "Hydrogen can burn in the oxygen to form water"}
{"text": "Cs 2H2 g2O2 g H1 CH4g 2O2g H2 CO2g2H2Ol"}
{"text": "Cs 2H2 g2O2 g H3 CO2g2H2Ol"}
{"text": "Energy cycle diagram"}
{"text": "Cs  2H2 g  2O2g H1Hc 8904kJ CH4g2O2g"}
{"text": "H3Hc 3935kJ H3Hc 2857kJ x 2 H2 Hf x"}
{"text": "CO2g  2H2Ol"}
{"text": "Substituting"}
{"text": "H3  H1  H2"}
{"text": "3935  2857 x 2  8904kJ  x"}
{"text": "x  745 kJ"}
{"text": "Heat of formation Hf CH4  745 kJmole1"}
{"text": "2 Calculate the molar enthalpy of formation of ethyne C2H2 given  Hc of carbongraphite  394kJmole1Hydrogen  286 kJmole1  C2H2  1300 kJmole1"}
{"text": "Working"}
{"text": "Carbongraphite hydrogen and oxygen can react to first form ethyne"}
{"text": "Ethyne will then burn in the oxygen present to form carbonIVoxide and water Carbongraphite can burn in the oxygen to form carbonIVoxide"}
{"text": "Hydrogen can burn in the oxygen to form water"}
{"text": "2Cs H2 g2  O2 g H1 C2 H2 g 2  O2g H2 CO2gH2Ol"}
{"text": "2Cs H2 g 2  O2 g H3 2CO2gH2Ol"}
{"text": "Energy cycle diagram"}
{"text": "2Cs  H2 g 2O2g H1Hf x C2 H22O2g"}
{"text": "H3Hc 394kJx 2 H3Hc 286kJ H2 Hc 1300kJ"}
{"text": "2CO2g  H2Ol"}
{"text": "Substituting"}
{"text": "H3  H1  H2"}
{"text": "394 x 2  286  1300kJ  x"}
{"text": "x  244 kJ"}
{"text": "Heat of formation Hf CH4  244 kJmole1"}
{"text": "3 Calculate the molar enthalpy of formation of carbonIIoxide CO given  Hc of carbongraphite  3935kJmole1 Hc of carbonIIoxide CO 283 kJmole1"}
{"text": "Working"}
{"text": "Carbongraphite reacts with oxygen first to form carbon IIoxide CO"}
{"text": "CarbonIIoxide CO then burn in the excess oxygen to form carbonIVoxide Carbongraphite can burn in excess oxygen to form carbon IV oxide"}
{"text": "Cs O2 g H1 CO g   O2g H2 CO2g"}
{"text": "Cs O2 g H3 CO2g"}
{"text": "Energy cycle diagram"}
{"text": "Cs  O2g H1Hf x COO2g"}
{"text": "H3Hc 3935kJ H2 Hc 283kJ"}
{"text": "CO2g"}
{"text": "Substituting"}
{"text": "H3  H1  H2"}
{"text": "3935kJ  283kJ  x"}
{"text": "x  110 kJ"}
{"text": "Heat of formation Hf CO  110 kJmole1"}
{"text": "4Study the information below"}
{"text": "H2g   O2g  H2Ol H1286 kJmole1"}
{"text": "Cs  O2g  CO2g H2393 kJmole1"}
{"text": "2Cs  H2g   O2g C2H5OHl H3277 kJmole1"}
{"text": "Use the information to calculate the molar enthalpy of combustion H4 of ethanol"}
{"text": "Energy cycle diagram"}
{"text": "2Cs  3H2 g 3O2g H3Hf 227kJ C2 H5OH 3O2g"}
{"text": "H2Hc 394kJx 2 H1Hc 286kJx 3 H4 Hc x"}
{"text": "2CO2g  3H2Ol"}
{"text": "Substituting"}
{"text": "H1  H2  H3  H4"}
{"text": "394 x 2  286 x 3  277  x"}
{"text": "H4  1369 kJ"}
{"text": "Heat of combustion Hc C2H5OH  1369 kJmole1"}
{"text": "5Given the following information below"}
{"text": "CuSO4s  aq  CuSO4aq H661 kJmole1"}
{"text": "CuSO4s  aq  5H2Ol CuSO4 5H2O aq H774 kJmole1"}
{"text": "Calculate H for the reaction"}
{"text": "CuSO4aq  5H2O CuSO4 5H2O aq H774 kJmole1"}
{"text": "Working"}
{"text": "CuSO4s  aq  5H2Ol CuSO4aq 5H2Ol CuSO4 5H2O aq"}
{"text": "CuSO4s  aq  5H2Ol CuSO4 5H2O aq"}
{"text": "Energy cycle diagram"}
{"text": "CuSO4s  aq  5H2Ol H1661kJ CuSO4aq 5H2Ol"}
{"text": "H3 774kJ H2 x"}
{"text": "CuSO4 5H2O aq"}
{"text": "Substituting"}
{"text": "H3  H2  H1"}
{"text": "774kJ  x  661kJ"}
{"text": "H4  109 kJ"}
{"text": "Heat of dissolution of CuSO4  109kJmole1"}
{"text": "Practically Hess law can be applied practically as in the following examples"}
{"text": "aPractical example 1"}
{"text": "Determination of the enthalpy of formation of CuSO45H2O"}
{"text": "Experiment I"}
{"text": "Weigh accurately 125 g of copperIIsulphateVIpentahydrate Measure 100cm3 of distilled water into a beaker Determine its temperature T1 Put all the crystals of the copperIIsulphateVIpentahydrate carefully into the beaker Stir using a thermometer and determine the highest temperature change T2 Repeat the procedure again to complete table 1"}
{"text": "Table 1Sample results"}
{"text": "Experiment II"}
{"text": "Weigh accurately 80g of anhydrous copperIIsulphateVI Measure 100cm3 of distilled water into a beaker Determine its temperature T1 Put all the crystals of the copperIIsulphateVIpentahydrate carefully into the beaker Stir using a thermometer and determine the highest temperature change T2 Repeat the procedure again to complete table II"}
{"text": "Table II Sample results"}
{"text": "Questions"}
{"text": "aCalculate the average T in"}
{"text": "iTable I"}
{"text": "T T2 T1  30 40  35 oC"}
{"text": "2"}
{"text": "iiTable II"}
{"text": "T T2 T1  10 20  15 oC"}
{"text": "2"}
{"text": "bCalculate the number of moles of solid used in"}
{"text": "iExperiment I"}
{"text": "Moles of CuSO45H2O  Mass  125  005 moles"}
{"text": "Molar mass 250"}
{"text": "iiExperiment II"}
{"text": "Moles of CuSO4  Mass  80  005 moles"}
{"text": "Molar mass 160"}
{"text": "cCalculate the enthalpy change for the reaction in"}
{"text": "iExperiment I"}
{"text": "Enthalpy change of CuSO45H2O mass of Waterm x c x T"}
{"text": "100cm3 x 42 x 35 oC  147kJ"}
{"text": "1000"}
{"text": "iiExperiment II"}
{"text": "Enthalpy change of CuSO4  mass of waterm x c x T"}
{"text": "100cm3 x 42 x 15 oC  063kJ"}
{"text": "1000"}
{"text": "cCalculate the molar enthalpy of solution CuSO4 5H2O s form the results in iexperiment I"}
{"text": "Hs  CuSO45H2O H  147kJ  294kJ"}
{"text": "Number of Moles 005 moles"}
{"text": "iiexperiment II"}
{"text": "Hs  CuSO4 H  063kJ  126kJ"}
{"text": "Number of Moles 005 moles"}
{"text": "d Using an energy level diagram calculate the molar enthalpy change for the reaction"}
{"text": "CuSO4 5H2O s  CuSO4s  5H2Ol"}
{"text": "Energy cycle diagram"}
{"text": "CuSO4s  aq  5H2Ol H1x CuSO4 5H2O s aq"}
{"text": "H3 294kJ H2 126kJ"}
{"text": "CuSO4 5H2O aq"}
{"text": "H3  H1 H2"}
{"text": "294kJ  126kJ  x"}
{"text": "294kJ  126kJ  x"}
{"text": "x  168kJ"}
{"text": "bPractical example II"}
{"text": "Determination of enthalpy of solution of ammonium chloride"}
{"text": "Theoretical information"}
{"text": "Ammonium chloride dissolves in water to form ammonium chloride solution Aqueous ammonia can react with excess dilute hydrochloric acid to form ammonium chloride solution The heat change taking place can be calculated from the heat of reactions"}
{"text": "i NH3aq  HClaq  NH4Cls"}
{"text": "ii NH4Cls  aq  NH4Claq"}
{"text": "iii NH3aq  HClaq  NH4Claq"}
{"text": "Experiment procedure I"}
{"text": "Measure 50cm3 of water into a 100cm3 beaker Record its temperature T1 as initial temperature to the nearest 05oC in table I Add exactly 50g of ammonium chloride crystals weighed carefully into the water Stir and record the highest temperature change T2 as the final temperature change Repeat the above procedure to complete table I"}
{"text": "Sample results TableI"}
{"text": "Experiment procedure II"}
{"text": "Measure 25cm3 of 2M aqueous ammonia into a 100cm3 beaker Record its temperature T1 as initial temperature to the nearest 05oC in table II Measure 25cm3 of 2M hydrochloric acid solution Add the acid into the beaker containing aqueous ammonia Stir and record the highest temperature change T2 as the final temperature change Repeat the above procedure to complete table II"}
{"text": "Sample resultsTable II"}
{"text": "Sample Calculations"}
{"text": "aCalculate the average T in"}
{"text": "iTable I"}
{"text": "T T2 T1  30 20  25 oC"}
{"text": "2"}
{"text": "iiTable II"}
{"text": "T T2 T1  70 70  70 oC"}
{"text": "2"}
{"text": "bCalculate the enthalpy change for the reaction in"}
{"text": "iExperiment I"}
{"text": "Enthalpy change H  mass of Waterm x c x T"}
{"text": "50cm3 x 42 x 25 oC  0525kJ"}
{"text": "1000"}
{"text": "iiExperiment II"}
{"text": "Enthalpy change of CuSO4  mass of waterm x c x T"}
{"text": "2525cm3 x 42 x 7 oC  147kJ"}
{"text": "1000"}
{"text": "cWrite the equation for the reaction taking place in"}
{"text": "iExperiment I"}
{"text": "NH4Cls  aq  NH4Claq"}
{"text": "iiExperiment I"}
{"text": "NH3aq  HClaq  NH4Claq"}
{"text": "dCalculate the enthalpy change H for the reaction"}
{"text": "NH3g  HClg  NH4Cls given that"}
{"text": "i NH3g  aq  NH3aq H 403kJ"}
{"text": "ii aq  HClg  HClaq H 1645kJ"}
{"text": "eApplying Hess Law of constant heat summation"}
{"text": "Energy level diagram"}
{"text": "N2g  1 H2g   Cl2 Hf NH4Cls  aq"}
{"text": "0525kJH4"}
{"text": "aq aq"}
{"text": "403kJH1 1643kJH2"}
{"text": "NH3 aq  HClaq 147kJH3 NH4Cls"}
{"text": "H1  H2  H3  H4  Hf"}
{"text": "403kJ  1643kJ  147kJ  0525kJ  Hf"}
{"text": "Hf  58865kJ"}
{"text": "Practice theoretical examples"}
{"text": "1 Using an energy level diagram calculate the Hs of ammonium chloride crystals given that"}
{"text": "Hf of NH3 aq  8054kJ mole1"}
{"text": "Hf of HCl aq  16446kJ mole1"}
{"text": "Hf of NH4Cl aq  2617483kJ mole1"}
{"text": "Hs of NH4Cl aq  168517kJ mole1"}
{"text": "N2g  1 H2g   Cl2 Hf2617483kJ NH4Cls  aq"}
{"text": "xHs"}
{"text": "aq aq"}
{"text": "8054kJH1 16446kJH2"}
{"text": "NH3 aq  HClaq 168517kJH3 NH4Cls"}
{"text": "H1  H2  H3  H4  Hf"}
{"text": "8054kJ  16446kJ  168517kJ  2617483kJ  Hf"}
{"text": "Hf  336kJmole1"}
{"text": "Study the energy cycle diagram below and use it to"}
{"text": "aIdentify the energy changes H1 H2 H3 H4 H5 H6"}
{"text": "H1  enthalpyheat of formation of sodium chloride Hf"}
{"text": "H2 enthalpyheat of atomization of sodium Hat"}
{"text": "H3 enthalpyheat of ionizationionization energy of sodium H i"}
{"text": "H4 enthalpyheat of atomization of chlorine Hat"}
{"text": "H5 enthalpyheat of electron affinity of chlorine He"}
{"text": "H6 enthalpyheat of latticeLattice energy of sodium chlorideH l"}
{"text": "b Calculate H1 given that H2 108kJ  H3500kJ H4 121kJ H5 364kJ and H6 766kJ"}
{"text": "Working"}
{"text": "H1 H2 H3 H4 H5 H6"}
{"text": "Substituting"}
{"text": "H1 108kJ  500kJ  121kJ 364kJ  766kJ"}
{"text": "H1 401kJmole1"}
{"text": "c Given the that"}
{"text": "i Ionization energy of sodium   500kJmole1"}
{"text": "iiHat of sodium   110kJmole1"}
{"text": "iii Electron affinity of chlorine   363kJmole1"}
{"text": "ivHat of chlorine   120kJmole1"}
{"text": "v Hf of sodium chloride  411kJ  calculate the lattice energy of sodium chloride using an energy cycle diagram"}
{"text": "Working"}
{"text": "Applying Hess law then"}
{"text": "Hf Ha Hi Ha He Hl"}
{"text": "Substituting"}
{"text": "411 108kJ  500kJ  121kJ 364kJ  x"}
{"text": "411  108kJ  500kJ  121kJ  364kJ  x"}
{"text": "x 776kJmole1"}